dr DRAGIWA PERVAZ, redovni profesor Filozofskog fakulteta u Novom Sadu
dr BORIS HLEBEC, redovni profesor Filolo{kog fakulteta u Beogradu
mr SMIQKA IVANOVI], savetnik u Zavodu za {kolstvo u Podgorici
MILICA AJDUK, profesor u Karlova~koj gimnaziji u Sremskim Karlovcima
Lektor za engleski jezik
mr KARIN RADOVANOVI]
Urednik
SLOBODANKA RU@I^I]
Odgovorni urednik
NEBOJ[A JOVANOVI]
Za izdava~a
prof. dr RADO[ QU[I], direktor i glavni urednik
Odobreno re{ewem PS broj 650-576/90. od 28. februara 1991. godine kao uxbenik za sve sredwe {kole osim ekonomske i ugostiteqsko-turisti~ke {kole i gimnazije.
ISBN 978-86-17-14280-1
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 drugom razredu 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 jedinica. Jedinice se sastoje od tri do ~etiri teksta od kojih se svaki bavi istom temom ali sa razli~itog stanovi{ta i razli~itim nivoom te`ine. Kriterijumi za izbor ovih tekstova bili su aktuelnost, primenqivost i stimulativnost. 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 samostalni 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), kao i ve`be koje imaju komunikativnu funkciju (Language in Action). U delu pod nazivom Pronunciation Practice , date su ve`be za izgovor glasova koje }e u~enici mo}i da ve`baju uz tonsku kasetu. 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
1. Travelling Around the World 9-25
2. Education 26-40
Travelling by Air The Customs
Art Is the Greatest Thing in the World Oxford and Cambridge Numbers in Mathematics
Indefinite Article Adverbs
Definite Article Perfect Infinitive Wishes about present, past and future events
Words that relate to travelling Pronunciation
Adjectives derived from verbs
Nouns with the suffix –ness; Idioms
Pronunciation
Words that relate to mathematics
3. Problems of Today 41-57
REVISION 1 58
4. Generation Gap 61-78
Bike for a Better City Smokers and Smoking The Disappearing Acts
5. Better Eating – Better Health 79-97
Mothers and Daughters
The Generation gap My Father
I Never Have Anything for Luncheon
National Tastes in Food How to Eat in an Airplane
Present Perfect Continuous Focus on Conditional 1,2
Negative prefixes un- and dis- Compound nouns Verbs + prepositions
Much, many, little, few; Phrasal verbs with up, on and down
Modal Verbs Future with going to Comparison Focus on do and make
The Gerund Double Possessive Quantitative Pronouns and adjectives
Plural of nouns
Adjectives for description
Linking words
Expressions with mind
Difficult word pairs
Words associated with cooking and preparing food
Skills Communication
Speaking –
A Holiday Questionnaire
Writing –Travelling by plane and by train
Speaking –Art and Artists
Universities
Listening – Nature Fought Back
Speaking –Pollution
Writing – Endangered species; Rainforests
Expressing Sympathy and Encouragement
Speaking – The beliefs and values of the younger generation/older generation
Listening – Ice cream
Speaking – Eating habits
Writing- A dialogue about a healthy diet
Expressing Warning
Aditional Activity
Word pyramid
Words with air
Vocabulary Quiz
Spelling – Letter y with endings
Poetry - Wordsworth
Proverbs and sayings
Poetry – Stopping by Woods on a Snowy
Evening
The Walking Machine
Expressing approval and disapproval
Poetry – O Do Not Love
Me Too Long
Stating Preferences
Spelling – The disapearing
6. Discoveries and Inventions 98-111
REVISION 1 111
7. Books, Films and Music 115-136
8. Memorable Dates 137-154
The Spirit of Invention E-mailing
The Miracle of the Sun
Passive Voice Future Perfect
9. Heritage and culture 155-174
Penguin Books Is Born Tomorrow Is Another Day
50 Years of Britpop
Edmund Hillary Recalls the Conquest of Everest D-Day:Allies Storm Ashore in Normandy Moon Walk
Harlem’s Rebirth Sopoćani and Its Famous Frescoes
The Danube – Europe’s River of Harmony and Discord
The British Museum
REVISION 3 174
Text for Listening Comprehension 176
Answers 178
Pronunciation Guide to Proper Nouns 178 List of Irregular Verbs 179 Vocabulary 181
Conditional Clauses Compound Nouns
Adjectives with negative prefixes un-, il-, ir-, im-. Nouns derived from verbs
Expressions with common
Compound nouns
Idioms with ‘book’ Words that relate to books, films and music Phrasal verb ‘look’
Participles Indirect Speech
Relative Clauses – Defining and Non-defining
Phrases with face Time adverbials Pronunciation
Compound adjectives
Nouns derived from verbs with suffixes –ion,-y, -ment, -ance
Abbreviations
River words
Skills Communication
Writing –Tesla, his life and work
Speaking – New gadgets; Inventions that have changed people’s lives
Discussing pop music
Listening – Tomorrow is Another Day
A Festival That Made History
Blowing in the Wind
Expressing Certainty, Uncertainty and Doubt
Aditional Activity
Spelling – The doubling of consonants
How to State Plans and Intentions
Speaking – About climbing Living in Harlem Introductions
Speaking- Talking about rivers
A guide through the museums
Asking for Help and Offers of Help
Queen of Crime Memorable Lines Vocabulary Quiz
The Roof of the World Poetry – Dover Beach Zero G
Poetry – For the Naïve Sayings Solve the problem
1
Travelling Round the World
A A Holiday Questionnaire
I Study the following questionnaire on the type of holiday you like.
II Now fill in the questionnaire by putting a tick ( ) in the appropriate boxes. It may be necessary to use more than one tick in some sections.
1.Name
2.Age
3.Sex Male Female
4.Do you like to spend your holidays by the sea? in the country? resting at home? in big cities? travelling from place to place?
5.What would you like best? a holiday in your own country a holiday abroad
6.Do you prefer to reserve a hotel room in advance? to camp? to find accommodation when your arrive?
7.How do you like to travel? by plane by care by train by bus by ship
8.Do you like to spend your holidays alone? with your family? with friends your own age? with a tour group?
9. What do you like to do best when you are on holiday? read books meet new people swim, ski, hike, etc. visit ruins visit beauty spots
10. When you go to a new place, do you prefer international food? local dishes? to take your own food?
Discuss the tips for tourists and say which of these are the most/least important for you and why.
II Place the following in order of importance for you when choosing a place to spend your holidays.
1. Holidays by the sea:
a) A sandy beach.
b) Lots of entertainment, discos, etc.
c) A good, comfortable place to stay at.
d) Clean, warm water to swim in.
e) Plenty of other people of your age.
f) Solitude.
g) Opportunities for sports such as fishing, water-skiing, etc.
h) Easy to get to. (has an airport, good rail link, etc.)
i) Cheap.
2. Holidays in the country or in the mountains:
a) Solitude.
b) Clean air.
c) Facilities for skiing, mountain climbig, etc.
d) Good food.
e) Good, comfortable hotel.
f) Good company.
g) Plenty of entertainment in the evening.
h) Beautiful views.
i) Friendly local people.
III Which of these statements do you AGREE or DISAGREE with?
“Going abroad – that’s what holidays mean to me.”
“Give me a pair of boots and a stick and a few hills to walk in, and I am happy.”
“I can’t stand holidays! They’re too tiring. I’d rather stay at home.”
“Holidays are the best time of the year. I can’t wait to stop work and get away.”
“Sun, sea and sand – that’s what holidays are all about.”
“My idea of a good holiday is to stay at home and rest.”
WRITING
I Describe what would be, for you, an ideal place for a holiday and say, briefly, why?
II Some people say that after a holiday you need a holiday. What do you think they mean by this?
WORD STUDY
I Which word in the box best fits each sentence below?
double accommodation book hitch-hike vacant camp-site fortnight
1. It’s difficult to find __________ in seaside resort towns in summer.
2. I stayed in the mountains for a __________ .
3. The two of us went to a hotel and asked for a __________ room.
4. Our car broke down in the middle of nowhere and we had to __________.
5. I’d like to __________ a single room for the three nights next week, please.
6. I have phoned four hotels and there is not one __________ room.
7. We’ve bought two new tents. Do you know any good __________ at the seaside?
II Complete the sentences using one word from the box
harbour destination declare single cancel crew delay platform
1. After a long journey we reached our __________.
2. At the customs we were asked if we had anything to __________.
3. Do you want a return ticket or a __________?
4. We saw our ship docked in the __________.
5. We had to wait for the 10 o’clock train on __________6.
6. Do you think that the ship’s owner will give the __________ a pay-rise?
7. I am not sure they will __________ your ticket because you couldn’t travel.
8. The two o’clock train for Scotland has a two-hour ______ because of heavy snow.
GRAMMAR STUDY: The Indefinite Article
I Study these examples and explain the differences between (a) and (b) sentences.
1. a) The dog has eaten all the b) A dog eats meat. meat.
2. a) Mr Smith wants to see you. b) A Mr Smith wants to see you.
3. a) We buy silk by the yard. b) This silk costs five pounds a yard.
4. a) Listen to this story. b) It’s such a funny story.
5. a) This is the worst cold I’ve b) I have a bad cold. had.
6. a) Kopaonik is the place to visit. b) Kopaonik is a place to visit.
II You have already learnt a lot about the different uses of the indefinite article Read the following rules and say which rule applies to which example:
REMEMBER: We use the indefinite article:
a) when one single example is typical of the whole class
b) w ith a personal proper name preceded by a title, as an equivalent to “a certain”
c) with countable nouns after such verbs as to be, to become
d) when stating the cost of things according to size or quality
e) w ith expressions such as have a cold, a sore throat, in a bad mood
f) with words such as quite, such, rather and in exclamations with what if they are used before singular, countable nouns
I Complete with a, an or the where necessary.
1. Maria is a housewife, has ____ son and ___ daughter and once worked in ____ North of England before returning to ____ capital of ____ United Kingdom. Her husband is ____ businessman.
2. Johnny lives in ____ London suburb and goes to ____ work by ____ train to ____ City.
3. Lucy wants ____ room with ____ view over ____ Arno and in ____ centre of ____ town.
4. London is ____ enormous city.
5. I had ____ sore throat and I had to see ____ doctor about it.
10. What ____ nuisance! I have ____ hole in my pocket!
11. He became ____ doctor of history.
12. It’s quite ____ big problem for us.
13. Before he came to ____ England he had hardly ever used ____ umbrella.
1 IF YOUR HAVE A FEW EXTRA MINUTES
Build a pyramid of words , using the clues given below . All the words begin with the letter “d”.
Line 1: a 3 – letter word meaning “father”
Line 2: a 4 – letter word for “sunrise”
Line 3: a 5 – letter word for “the ending of life”
Unit 1
Line 4: a 6 – letter word for “choose to do after thinking for a while”
Line 5: a 7 – letter word for “carry and give to someone”
Line 6: an 8 – letter word for “make less, become smaller in size or importance”
Line 7: a 9 – letter word for “very pleasing to the taste”
Line 8: a 10 – letter word for “a reference book”
BThere is not much to say about most aeroplane jorneys. Anything remarkable must be disastrous, so you define a good flight by negatives: you didn’t get hijacked, you didn’t crash, you didn’t throw up, you weren’t late, you weren’t nauseated by the food. So you are grateful. The aeroplane passenger is like a time traveller. He crawls into a carpeted tube that is reeking of disinfectant, he is strapped in to go home or away. He leaves in one time zone and emerges in another. And from the moment he steps into the tube and presses his knees on the seat in front, uncomfortably upright from the moment he departs, his mind is focused on arrival. That is, if he has any sense at all. If he looked out of the window he would see nothing but the cloud layers, and above is empty space.
Then the plane starts preparing for the landing. As it penetrates the cloud the passengers can see dirty roads threading their way into the hills and cars so small that they look like toys, the square fields stitched together with fences, the people like ants, the colourful...
When I am landing in a plane my heart is in my mouth; I wonder – doesn’t everyone? – if we are going to crash. My life flashes before me. Then a voice tells me to stay in my seat until the plane comes to a complete stop; and when we land the loud-speakers break into an orchestral version of Moon River. An aeroplane flight may not be travel in any accepted sense, but it certainly is magic.
Adapted from Reading for Proficiency
WORDS AND PHRASES
Travelling by Air
remarkable – unusual or exceptional in some way throw up – vomit, be sick nauseate – make you feel sick and as if you are going to vomit reek – smell very strongly strap in – fasten something in place with a strap (a narrow leather band)
Unit 1
COMPREHENSION
I Answer these questions.
1. What are the disasters passengers on a plane might suffer from during aeroplane journeys?
2. Why does the author compare an aeroplane passenger to a time traveller?
3. What is the space in an aeroplane compared with?
4. What do the aeroplane passengers start thinking about from the moment they get on the plane?
5. What can they see a) during the flight? b) just before landing?
6. How does the author describe his feelings when landing in a plane?
7. Why do you think the author says that an aeroplane flight is magic?
II Look at the text again What do you think the following mean?
• anything remarkable must be disastrous
• uncomfortably upright
• as it penetrates the cloud
• fields stitched together with fences
• my life flashes before me
• come to a complete stop
WORD STUDY
I Check the meaning of the words in the box and then complete the text below with the missing words.
trolley check-in seat belts duty free departure lounge takes off cabin crew departure gate immigration runway ticket hand luggage check-in-desk departure board taxi control tower
When you travel by air you have to get to the airport an hour before your fl ight in order to__________. If you have a lot of luggage you can put it on a __________ and push it to the__________. There your __________ is checked and the luggage weighed. You can take your light bag into the plane as__________. If it is an international flight, an __________ officer checks your passport before you go into the __________ to wait until your flight is called. When you see on the __________ or hear an announcement of your flight you must go to the __________. Before that you can visit a __________ shop. When
all the passengers are on board, the __________ fastened, and the crew ready, the plane begins to __________ to the end of the __________ and if the permission is given from the __________ the plane moves faster and faster and __________. The __________ will look after you bringing meals and drinks.
II Look at the list of words below. Which word corresponds to which sentence? Before you begin, look up in the dictionary any word you do not know.
cruise excursions trip journey voyage travel
1. We went on a long sea __________ from London to Bombay.
2. I’m taking a train to Edinburgh tomorrow; it’s quite a long __________ .
3. The liner is making a __________ round the Mediterranean this year.
4. Next week my father is going on a business __________ to Niš.
5. While Steve was staying in Rome, his friends organized many __________ to places of interest in the surrounding area.
6. He came home after years of foreign __________ .
SPEAKING/WRITING
I What do you think about travelling by train and travelling by plane? Work in groups – Use the given hints and explain why you would or would not choose to travel by train/plane.
Travelling by plane
very fast
Travelling by train
fast/comfortable comfortable meals/snacks/sleepers available noiseless not very expensive safe you see more of the country very expensive less comfortable/slower than plane takes too long to collect noisy luggage and reach town less safe than plane
II Describe a journey you have made. Concentrate on one of the following:
a) the difficulties you met with b) the people you met or got friendly with c) the interesting things you saw
BRUSH UP YOUR GRAMMAR
I Complete the following passage with the correct forms of the verbs in brackets. Use the simple past and the present perfect tense. Before you begin, review these tenses in your grammar book
When I _____ (be) a child, I _____ (dream) about travelling to lots of different places. I _____ (long) to go to Japan, to Honolulu, to Alaska. Well, I am 40 years old now, and I _____ (be) a travel quide for ten years; so I _____ (be) to all those places. This year alone I _____ (travel) to fifteen countries. Last week I _____ (visit) friends in Bangkok, and then _____ (go) to see the sights of Singapore. Now I _____ (just, return) from Cairo – I _____ (fly) there a week ago with a group of businessmen. When we _____ (get) home, one of them _____ (shake) his head and _____ (say) to me: “You look tired. _____ (have) a holiday recently?” I _____ (laugh) and _____ (say): “Going on holiday is my job.” He _____ (reply): “Perhaps you ought to work for a week or two then.”
LANGUAGE IN ACTION: Expressing Sympathy1) and Encouragement
When somebody is annoyed by something unpleasant or hears bad news, you can show you sympathise with him/her by using some of the following words and phrases:
I’m sorry to hear that. How upsetting/annoying to... Bad luck/Hard luck/Terrible. What a shame/pity! Don’t take it so badly, it... That’s dreadful/Awful.
Better luck next time. Don’t worry, it’ll turn out all right. Can I help in any way?
1) Note: The word “sympathy” means compassion, feeling pity; It is not an equivalent of the Serbian word „simpatija“.
I How would you react in these situations:
a) A friend tells you he has failed his examination. What do you say?
b) Your father comes home and tells you that he has lost his wallet. What do you say?
c) Your sister tells you that she has broken off her engagement. What do you say?
d) You see a friend looking very miserable. She says her parrot has just died. What do you say?
e) You ring up a friend to invite her/him to a party. She/he tells you that she/he has the flu. What do you say?
II Complete this dialogue. Try to use as many words and phrases given above as you can.
A: How are you getting on at school?
B: Not very well, I’m afraid. I’ve failed two of my exams.
A: __________. But I’m sure you’ll pass next time. I’m miserable myself. My bike was stolen yesterday.
B: __________. Perhaps it’ll turn up again soon.
A: I hope so – and our cat has disappeared.
B: __________, but I’m sure she’ll come back again.
A: I do hope she will. It’s been nice talking to you.
IF YOU HAVE A FEW EXTRA MINUTES
What has air in it? – There are 8 definitions or clues. Fill in the rest of the letters to find the answers.
1. Two of the kind – _ air.
2. Landing area for jets – air _ _ _ _
3. Fix or restore – _ _ _ air
4. Usually found beside a comb – _ air _ _ _ _ _
5. Complete lack of hope – _ _ _ _ air
6. A way to go up to the attic – _ _ _ _ air _
7. Not just or proper – _ _ _ air
8. Lead a meeting/something you sit on – _ _ air
CThe Customs
It was the small hours of the morning when we reached London Airport. I had cabled London from Amsterdam, and there was a hired car to meet me, but there was one more thing to go through before I reached my flat. In all my travels I have never before, but for that once, been required by the British Customs to open a single bag or to do more than state that I carried no goods liable to duty. It was, of course, my fault; the extreme fatigue and nervous tension of the journey had destroyed my diplomacy. I was so tired that I could hardly stand, and to the offered card and the question, “Have you read this?” I replied with extreme impatience and foolishness, “Yes – hundreds of times.”
“And you have nothing to declare?”
“Nothing.”
“How long have you been out of this country?”
“About three months.”
“And during that time you have acquired nothing?”
“Nothing but what is on the list I have given you.”
He seemed momentarily at a loss. The attack, when it came, was utterly unexpected.
“Where did you get that watch?”
I could have kicked myself. Two days before, when playing water games with Mijbil in the bath, I had forgotten to remove my Rolex Oyster and it had, not unnaturally, stopped. I had gone into Basra and bought, for twelve shillings and sixpence, an ugly watch that made a noise like castanets. It had stopped twice, for no reason, during the journey.
I explained, but I had already lost face. I produced my own watch from a pocket, and added that I should be grateful if he would confi scate my new watch forthwith.
“It’s not a question of confiscation”, he said, “there is a fine for failing to declare dutiable goods. And now may I please examine that Rolex?”
It took another quarter of an hour to persuade him that the Rolex was not contraband; then he began to search my luggage.
Taken from Ring of Bright Water by Gavin Maxvell
WORDS AND PHRASES
liable – subject to fatigue – great tiredness acquire – gain or come into possession at a loss – confused, uncertain of what to do; e.g. I was at a loss as to what to say. utterly – completely forthwith – at once, without delay dutiable – (of goods) on which one must pay duty contraband – smuggled goods, goods that are taken in or out of a country secretly and illegally lose face – lose respect; made to feel humble
COMPREHENSION
I Complete the following sentences. Choose the answer which you think best according to the text
1. The author arrived at the airport
a) early that night.
b) very early that morning.
c) just before breakfast.
2. The day before
a) he had filled in the landing card.
b) he had ordered a taxi.
c) he had sold his old watch.
3. The customs officer asked about the watch because a) he did not like the author.
b) the author looked suspicious to him.
c) he did not know what else to ask about.
4. The new watch
a) had stopped twice for no reason.
b) was in the author’s pocket all the time.
c) had stopped because water had got into it.
5. The customs officer began to search the author’s luggage because a) he still suspected the author.
b) he had discovered all about the author’s visit to Basra.
c) he was certain that the Rolex was contraband.
Unit 1
II Finish the following sentences using information from the text.
1. The author reached London Airport ______________________________.
2. The journey had made him feel ______________________________.
3. His reply to the officer’s first question was ______________________________.
4. For a moment the officer ______________________________.
5. Unexpectedly, the officer asked about ______________________________.
6. The author had to explain ______________________________.
7. The author asked the officer ______________________________.
8. The officer could not agree to this because ______________________________.
9. In the end, the officer ______________________________.
SPEAKING/WRITING
I Make questions to which these are suitable answers
1. Yes, just this small suitcase.
2. Certainly. Here you are.
3. Nothing but what’s on the list.
4. It was quite comfortable, but the food served was awful.
5. Follow the red line until you get to the taxi rank.
6. Well, I don’t really know much about aeroplanes.
7. If you must know, I didn’t have any money left.
II What would be the custom officer’s description of the situation outlined in the text? How would he tell about it? You could begin like this:
“It was only ten minutes before the end of my night shift, when...”
III What must a depar ting passenger do before he boards the plane? Sort out the hints given below and organize them in a logical sequence.
– wait for the final announcement of the flight – board the plane – check on the screen the departure time of the plane – go through the custom and passport control – have the ticket checked at the check-in desk – have the luggage (suitcases, bags) weighed and labelled – get the boarding card and luggage ticket – wait in the departure lounge for further information – buy some duty-free goods at the duty-free shop
IV Study this Airport Departures notice-board and then answer the following questions.
BA384SaoPaolo10:01
BA384SaoPaolo10:01
SAB486Paris10:07
SAB486Paris10:07
BA902Zurich10:18
BA902Zurich10:18
LH612Stuttgart10:26
LH612Stuttgar t10:26
PANAM786LosAngeles10:30
PANAM786LosAngeles10:30
KLM332Madrid10:35
KLM332Madrid10:35
SAB604Paris10:41
KLM622Amman10:55
SAB604Paris10:41 KLM622Amman10:55
KLM801Stockholm10:58
KLM801Stockholm10:58
LH205Delhi11:00
LH205Delhi11:00
1. How many British Airways flights are there?
2. Where is flight 604 going to?
3. Which airline is flying to Amman?
4. How many different destinations are there?
5. Which flight takes off at 10.58?
6. When does the plane for Stuttgart take off?
BRUSH UP YOUR GRAMMAR
I Read the text again. Underline the sentences in the past perfect tense. Review the past perfect tense and then complete the sentences given below, using the simple past or the past perfect
1. I __________ (not, do) half the work when he came in. I ____________________ (see) him a few minutes after he __________ (enter).
2. When they __________ (finish) talking, they shook hands and went out.
3. We __________ (understand) it after the teacher __________ (explain) it to us.
4. By the time I was fifteen, I __________ (already, learn) two foreign languages.
5. Until then, he__________ (never, say) a word to anyone.
6. He __________ (tell) us that he __________ (never, smoke) before.
7. We __________ (notice) that he wasn’t there only after he __________ (leave).
Unit 1
II Retell the story in the text “The Customs”. When you come to sentences in direct speech, change them into indirect speech.
REVISING GRAMMAR: Adverbs – Formatioin and Meaning
I Analyse the sentence: I could hardly stand. Is the word hardly an adjective or an adverb? How is it formed?
REMEMBER: 1. Adverbs are normally formed by adding -ly to the corresponding adjecti ve; e.g. easy – easily , quiet – quietly , successful – successfully
2. A few adverbs have the same form as the corresponding adjectives;
e.g. fast, late, near, hard, high, early, etc.
3. The forms lately, nearly, hardly, deeply, highly exist, but have a nar rower meaning than their corresponding adjectives;
e.g. lately = recently deeply = profoundly nearly = almost hardly = scarcely, almost not, with difficulty
I Fill in the missing adverb and explain the difference in meaning between the adjec tive and the adverb.
1. John is a hard worker, but Mary __________ ever does any work in the house.
2. It’s a very simple dish. I __________ can’t believe that you can’t make it.
3. He is a near relative of mine. I think about him __________ all the time.
4. He touched it with his bare hands. He __________ noticed the difference.
5. Potatoes are scarce. You can __________ find them anywhere.
6. This is the first real letter I’ve received from you. I __________ enjoyed reading it.
II Change the adjective in brackets into an adverb.
1. Tom signed the letter. (WILLING)
2. My mother came in. (UNEXPECTED)
3. We all listened. (ATTENTIVE)
4. My sister took the exam. (SUCCESSFUL)
5. John reacted. (ANGRY)
6. I examined the ring. (SUSPICIOUS)
III Write at least five sentences of your own to show the difference in meaning between some of the adjectives and adverbs given under REMEMBER.
PRONUNCIATION PRACTICE
I Practise the following pairs of short and long vowel sounds: /a:/ – /^/ as in dark – duck
carts – cuts harm – hum mast – must lark – luck barns – buns heart – hut darn – done carp – cup bars – buzz
II Can you make all the sounds correctly? – Say one of the words above and see if your partner can tell which word you are saying
IF YOU HAVE A FEW EXTRA MINUTES
Vocabulary quiz – Name the place where:
– you leave your luggage at the airport.
– you buy your ticket at the theatre.
– you have your clothes cleaned.
– you have your hair cut.
– football matches are played.
– you have a snack.
– you buy a book that is not new.
– you buy notebooks or other writing material in Britain.
– you go to buy medicines in America and in Britain.
The answers are on page 178.
2
Education
A Art is the Greatest Thing in the World
Before you start reading the text, discuss the following quotation:
• All men are creative, but few are artists. (Paul Goodman)
“My father wished me to become a carpenter like himself. For fi ve generations we’ve carried on the same trade, from father to son. Perhaps that is the wisdom of life, to tread in your father’s steps, and look neither to the right nor to the left. When I was a little boy I said I would marry the daughter of the harness-maker who lived next door. She was a little girl with blue eyes and a blond pigtail. She would have kept my house like a new pin and I should have had a son to carry on the business after me.”
Stroeve sighed a little and was silent. His thoughts dwelt among pictures of what might have been, and the safety of the life he had refused filled him with longing.
“What made you think of being a painter?”
He shrugged his shoulders.
“It happened that I had a knack for drawing. I got prizes for it at school. My poor mother was very proud of my gift, and she gave me a box of water-colours as a present. She showed my pictures to the pastor and the doctor and the judge. They sent me to Amsterdam to try for a scholarship, and I won it. Poor soul, she was so proud; and though it nearly broke her heart to part from me, she smiled, and would not show me her grief. She was pleased that her son should be an artist. They pinched and saved
so that I should have enough to live on, and when my first picture was exhibited they came to Amsterdam to see it, my father and mother and my sister, and my mother cried when she looked at it.” His kind eyes glistened. “And now on every wall of the old house there is one of my pictures in a beautiful gold frame.”
He glowed with happy pride. “The dear soul thought she was doing a wonderful thing for me when she made me an artist, but perhaps, after all, it would have been better for me if my father’s will prevailed and I were now but an honest carpenter.”
“Now that you know what art can offer, would you change your life? Would you have missed all the delight it has given you?”
“Art is the greatest thing in the world”, he answered, after a pause.
Taken from The Moon and Sixpence by W.
S. Maugham
William Somerset Maugham (1874–1965) was born in Paris. He was educated in England and there he took his degree in medicine. He spent some time at St Thomas’s Hospital with the idea of practising medicine, but his first novel was published in 1897 and soon his reputation as a novelist was established. His best known novels are OF HUMAN BONDAGE and THE MOON AND SIXPENCE. He was a successful playwright and short-story writer.
WORDS AND PHRASES
knack – skill like a new pin – very neat and tidy pinch – be very economical prevail – win, prove stronger than
COMPREHENSION
I Answer the following questions
1. What did the artist’s father want him to carry on?
2. What was his father’s job?
3. What did his mother once give him as a present?
4. What did she wish him to become?
5. What does the artist regret?
6. Why was he sent to Amsterdam?
7. How did his mother feel when they had to part?
8. On what occasion did the whole family gather in Amsterdam?
9. Does the artist truly believe he should have become something else?
10. What does he think of art?
II Here are some answers. Can you work out the questions?
Example: He had a knack for drawing. What did he have a knack for?
1. He was married to the daughter of a harness-maker.
2. He got prizes for drawing while he was at school.
3. His mother was proud of his gift.
4. He tried for a scholarship in Amsterdam.
5. He had to part from his mother.
6. He glowed with happy pride.
WORD STUDY
I A What nouns correspond to the following adjectives? You can find some of them in the text. wise safe poor kind proud real able patient responsible
B Complete these sentences using one of the nouns in exercise A to show their meaning.
1. I’ve had a lot of __________ with all your excuses.
2. At least she had the __________ not to lie to the police.
3. There are thousands of people in Africa living in __________.
4. His mother looked at his pictures with __________.
5. Try to do your job to the best of your __________.
II Make other nouns like “happiness” using the suffix - ness with the w ords below.
homesick ill kind good mad dark ugly sad
REMEMBER: The suffix -ness is added to adjectives to form abstract nouns. In words ending in a consonant+Y, the Y changes to i before the suffix -ness; e.g. lonely – loneliness
III Explain the meaning of the word “useless” as used in the text.
REMEMBER: Adjectives can be formed from nouns by adding the suffix -less. The suffix -less means without.
Complete the following sentences.
1. This sentence has no meaning at all. It is __________ .
2. She has no home. She is __________ .
3. He has no mother. He is __________ .
4. The story has no end. It is __________ .
5. The pit has no bottom. It is __________ .
6. He hurts people. He has no heart. He is __________ .
7. He has done the job perfectly, without any fault. The job has __________ .
8. He doesn’t give a thought to other people’s needs. How __________ of him!
9. The Committee has no support, no power. It is __________ .
10. This year our cherry trees didn’t bring any fruit. They are __________ .
SPEAKING
I Do you agree? Give comments.
a) A son should carry on his father’s trade.
b) It is easier to tread in your father’s steps.
c) Girls should stay at home and keep the house neat and tidy.
d) It is better to be an honest carpenter than a successful artist.
e) Art is the greatest thing in the world.
WRITING
I Read the text again. Answer one of these questions in a few sentences.
a) What different things does the text tell you about Stroeve’s mother?
b) What did you learn about Stroeve himself?
II Find eight spelling mistakes in this text. Copy out the text without mistakes.
I had maried the daughter of a harness-maker. She kept my house like a new pin. We had a son to cary on the business after me. I often tought that I mite have become a painter. I had a knack for drawing. I got many prises for it at school. I even got a scolarship.
GRAMMAR STUDY: The Perfect Infinitive
I Look at these examples: I should have kept my house like a new pin. I should have had a son. It would have been better for me...
II What do you think, did these things happen or not?
REMEMBER: 1. The perfect infinitive is formed with the infinitive of have and the past participle of the main verb; e.g. to have met, to have kept
2. The perfect infinitive is often used with modal verbs: a) with should, would, might and could to form the perfect conditional;
e.g. I would have lived better if I had married her. b) with should and ought to express unfulfilled obligation; e.g. I should have helped my mother. (but I did not) c) with could to express past unused ability; e.g. I could have become an artist. (but I did not) d) with may and might to express probability; e.g. He may/might have come. (it is possible that he came) e) with must to suggest that the statement is probably true; e.g. It must have been cold last night.
3. The perfect infinitive describes an action which occurred at a time earlier than that of the main verb of the sentence; e.g. I am sorry to have made such a mistake.
III Fill in the blanks with the perfect infinitive of the verb in brackets.
1. They are supposed __________ yesterday. (come)
2. I should like __________ that film. (see)
3. I am sorry __________ today’s lesson. (miss)
4. I am pleased __________ you. (meet)
5. You should be more careful. You could __________ yourself. (hurt)
6. Somebody must __________ here quite recently. (be)
7. If I had seen him, I would __________ him the truth. (tell)
GRAMMAR STUDY: Wishes about Present, Past and Future Events
I Study these sentences: 1. wish I had a box of water-colours.
2. I wish my father could see me now.
3. I wish I had married the daughter of tradesman.
II What do these sentences tell you about the artist’s life? Did any of these things really happen?
REMEMBER: 1. What we wish is most often contrary to existing facts, impossible or improbable.
2. To express wishes about present events we use past forms; e.g. I can’t swim. I wish I could swim.
3. To express wishes about future events we use would or could; e.g . It will rain tomorrow. I wish it wouldn’t rain.
4. To express wishes about past events we use the past perfect tense; e.g. I didn’t work hard enough. I wish I had worked more.
III The following sentences express some of Ana’s regrets about her life. Rewrite them using the introduction: She wishes...
Example: She has straight hair. She wishes she had curly hair.
1. She does not like living in the city.
2. She does not like her job.
3. She is an only child and very lonely.
4. All her friends have colour television sets. She has a black and white one.
5. All her friends have cars. She only has a bicycle.
IV Complete each of the following statements about future or past events
1. Peter will not study. I wish ___________________ .
2. I woke up late yesterday morning. I wish ___________________ .
3. I can’t visit them next week. I wish ___________________ .
4. His friend will not write to him. I wish ___________________ .
5. He bought a second-hand car. I wish ___________________ .
6. He left his umbrella at home. He wishes ___________________ .
7. They left early. I wish ___________________ .
8. I was late for school. I wish ___________________ .
2
V Write five sentences about some of the things you wish you:
a) had not done b) had done
PRONUNCIATION PRACTICE
I Can you hear and distinguish between these vowel sounds?
/e/-/æ/ e.g. men – man head – had bet – bat beg – bag met – mat guess – gas pen – pan bed – bad end – and bend – band letter – latter beck – back fen – fan
II Make up sentences using at least two of these words in each sentence and practise saying them.
The Lake District
FOR FURTHER READING
POETRY
Read and enjoy the harmony and music of this extract from the Ode on Intimations of Immortality by William Wordsworth (1770 – 1850), one of the best-known English poets of Romanticism.
Then sing ye birds, sing, sing a joyous song! And let the young lambs bound
As to the tabor’s sound!
We, in thought, will join your throng, Ye that pipe and ye that play, Ye that through your hearts to-day Feel the gladness of the May!
What though the radiance which was once so bright Be now for ever taken from my sight,
Though nothing can bring back the hour Of splendour in the grass, of glory in the flower; We will grieve not, rather find Strength in what remains behind; In the primal sympathy
Which having been must ever be; In the soothing thoughts that spring Out of human suffering; In the faith that looks through death, In years that bring the philosophic mind!
BOxford and Cambridge
What is so special about Oxford and Cambridge, the two oldest universities in England? Why do so many students want to study there?
Both of these university towns are very beautiful. They have some of the finest architecture in Britain. Some of their colleges, chapels and libraries are three, four and five hundred years old, and are full of valuable books and precious paintings. Both towns have many lovely gardens, where students can read and relax in the summer months.
Oxford is the older university of the two. The first of its colleges was founded in 1249. The university now has thirty-four colleges and about twelve thousand students, many of them from other countries. There were no women students at Oxford until 1878, when the first women’s college opened. Now, women study at most colleges.
The story of the University of Cambridge also dates back to the 13th century when a group of students came over from Oxford. At present there are 28 colleges, of which only one is for men students only and two for women only. The remaining 25 take both men and women.
Both of these universities are, of course, famous for their first class education. Some of the most intelligent men and women live and work here. The attractive gardens and lawns, pleasantly furnished rooms and excellent libraries provide them with the best possible atmosphere for teaching and studying. Consequently, Oxford and Cambridge graduates have taken a leading part in politics, science, business, the arts and sports. As for sports, one of the main sporting events is the traditional annual rowing race between teams from Oxford University and Cambridge University, held on a section of the river Thames in London in March or April.
For centuries teaching and studying at Oxford and Cambridge were for the few. Even now there is obviously a limit to the number of students who go to either of these universities.
“Welcome to Great Britain and the USA” by Elizabeth Laird
WORDS AND PHRASES
consequently – as a result, therefore furnish – put furniture, curtains, or carpets in a room
COMPREHENSION
I Answer the questions.
1. What do Oxford and Cambridge have in common?
2. What is it that makes these universities so special?
3. What happened at Oxford in 1878?
4. Which is the main sporting event for the students of both universities?
5. What is it that provides an excellent atmosphere for teaching and studying?
II Find data in the text that tell that
1. Oxford is the older university of the two
2. there are more colleges at Oxford than at Cambridge
3. Oxford and Cambridge are equally popular among prospective students
4. sporting events are a permanent activity among the students
WORD STUDY
I Complete the sentences with the verbs teach, study and learn
There may be more than one possibility.
1. I’ll ___________ you a lesson. You must never lie.
2. How many languages do you ___________ at school?
3. She is ___________ French at the university. She wants to live in France.
4. Father ___________ me how to swim when I was five.
5. I have been ___________ hard for my exam.
6. People are supposed to ___________ from their mistakes.
7. He ___________ his dog some clever tricks.
8. I’ll never do it again. I’ve ___________ my lesson.
9. It is sometimes boring to ___________ grammar.
10. She ___________ chemistry at our local school.
II Which word/expression is an odd one and why?
1. learn teach study emerge
2. school reading writing maths
3. improve grow better grow worse make progress
4. college library lecture room gymnasium
III Find the word valuable in the text and say what the word consists of . Then complete the sentences with adjectives ending in -able or -ible, derived from the verbs given in brackets.
1. The weather is very ___________ here.(change)
2. We spent a very ___________ evening with them. (enjoy)
3. Only a limited number of types of fungi are ___________. (eat)
4. Britain has many miles of ___________ waterways. (navigate)
5. Many currencies are now freely___________. (convert)
GRAMMAR STUDY: The Definite Article
I Study these examples and explain the difference between sentences (a) and (b).
1. a) I eat bread a lot. b) Will you pass me the bread, please?
2. a) I have breakfast early. b) The breakfast I had yesterday was delicious.
3. a) I read books on history. b) He is interested in the history of medieval Serbia.
4. a) I am J. P. Smith. b) Not the J. P. Smith!
5. a) It’s nice here in summer. b) The summer of 1988 was very hot.
6. a) Mr Wilson is coming. b) The Wilsons are coming.
7. a) He comes from England. b) They live in the United States.
8. a) Struga is on Lake Ohrid. b) London lies on the Thames.
9. a) He lives in Oxford Street. b) He lives near the Hilton Hotel.
II You have already learnt a lot about the different uses of the definite article. Read the following rules and say which rule applies to which example.
REMEMBER: We use the definite article:
a) with nouns (material, abstract, common) when they are used in a particular sense b) with names of persons who are regarded as very well-known c) with plural family names referring to a whole family
d) with names of rivers, canals and seas
e) with names of theatres, cinemas, hotels, museums, galleries
f) with plural place names
g) with newspapers
h) with phrases with of
i) with former and latter when these follow each other in the same sentence
III Which of the following words require the definite article?
5. ___ National Gallery 6. ___ Oxford Street 7. ___ Japan
IV Complete the sentences with a, an, or the where necessary.
1. I want ___ drink. Is ___ café on ___ corner open or must we go to ___ one at ___ back of ___ Town Hall?
2. Mary went on ___ day trip to Stratford on Avon in __ spring of 1988.
3. Bill has climbed ___ Alps, ___ Himalayas and ___ Mont Blanc.
4. As I was going home from ___ National Gallery ___ other day, I saw ___ accident in ___ Oxford Street, just outside ___ Selfridges.
5. ___ postman came yesterday at 7 o’clock in ___ evening.
6. ___ Thames rises in __ Cotswolds and flows into ___ North Sea.
7. ___ Empire State Building was once ___ highest building in __ New York.
8. John lives in ___ United States, on ___ West Coast, near ___ Pacific, but he used to work in ___ United Nations building.
9. You can travel by ___ rail or ___ road; you will find that ___ former is less expensive but ___ latter is ___ more rapid.
10. He was ___ third child in ___ family.
11. She cleans ___ living room once ___ week.
12. Edinburgh is one of ___ loveliest cities in ___ Europe.
SPEAKING/WRITING
I Think of a University that you would like to talk/write about Say/write a few sentences about
• the town which the University is situated in
• the most interesting sights in the town
• the history of the University
• the main attractions of the University
• the reasons for its popularity among students
2
II How would you explain the meaning and use of these well-known idioms?
1. She can’t make ends meet.
2. We are all in the same boat.
3. Let’s put all our cards on the table.
4. Once bitten, twice shy.
5. Actions speak louder than words.
6. Make hay while the sun shines.
7. Blood is thicker than water.
8. Rome wasn’t built in a day.
SPELLING – LETTER Y WITH ENDINGS
I Write out these words with the endings given at the top of each column. Make the necessary changes.
-s -ed -er -ing -ness library destroy merry buy lonely railway enjoy dry be shy city bury ugly try friendly monkey employ funny say pretty difficulty study heavy lay lazy
REMEMBER: 1. In words ending in a consonant + y , the y changes to ie before - s and to i before -ed, -er, -est and -ly.
e.g. story – stories; try – tried; happy – happier – happiest; easy – easily
2. y does not change after a vowel.
e.g. play – played; day – days
3. y does not change before -ing.
e.g. study – studying
4. ie changes to y before -ing.
IF YOU HAVE A FEW EXTRA MINUTES
Solve these problems:
1. Two fathers and two sons ask for a cup of tea. The waiter brings only three cups. Why?
2. Mr Smith has five sons, each son has a sister. How many children does Mr Smith have?
3. Your aunt has a brother, and this is not your uncle. Who is he?
C
Numbers and Mathematics
It is said that mathematics is the base of all other sciences, and that arithmetic, the science of numbers, is the base of mathematics. Numbers consist of whole numbers (integers) which are formed by the digits 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9 and many combinations of them. For example, 247 – two hundred and forty-seven – is a number formed by three digits. Parts of numbers smaller than 1 are sometimes expressed in terms of fractions, but in scientific usage they are given as decimals. This is because it is easier to perform the various mathematical operations if decimals are used instead of fractions. The main operations are: to add, substract, multiply and divide: to square, cube or raise to any other power; to take a square, cube or other root and to find a ratio or proportion between pairs of numbers or a series of numbers. Thus, the decimal, or ten-scale, system is used for scientific purposes throughout the world, even in countries whose national systems of weights and measurements are based upon other scales. The other scale in general use nowadays is the binary, or two-scale system, in which numbers are expressed by combinations of only two digits, 0 and 1. Thus, in the binary scale, 2 is expressed as 010, 3 is given as 011, 4 is represented as 100, etc. This scale is perfectly adapted to the “off-on” pulses of electricity, so it is widely used in electronic computers: because of its simplicity it is often called “the lazy schoolboy’s dream”.
COMPREHENSION
I Define and explain these terms Use the information from the text – integers – digits – numbers – fractions
II Answer the questions.
1. Which scale systems are mentioned in the text?
2. Where is the ten-scale system used?
3. How are numbers expressed in the two-scale system?
4. What is the binary system adapted to?
5. Where is the binary system used?
Taken from A Course in Basic Scientific English by J. R. Ewer and G. Latorre
SPEAKING/WRITING PRACTICE
I Write the number of each drawing next to the correct word. triangle... cross... pyramid... square... rectangle... circle... cube... sphere... cylinder... cone... quadratic prism... rhombus... triangular prism...
II Work in pairs – Practise saying the following dates:
e.g. 6 April 1968 (the sixth of April, nineteen sixty-eight) April 6 1968 (April the sixth, nineteen sixty-eight) 15 February 1978, May 21 1989, 19 January 1976 June 3 1893, 29 November 1950, May 1 1934
III You probably know that 0 is pronounced in different ways:
/@u/ in telephone numbers /nil/ in football /lVv/ in tennis /zi@r@u/ in mathematics and for temperature
Work in pairs – Practise saying these telephone numbers: 011/675-432, 021/345-286, 034/31-408
IV Work in pairs – Practise saying these numbers, fractions and decimals: 17, 29, 90, 678, 984, 1,853, 5,785, 7,921 eg /a half/, /six sevenths/, , , , , , , 3.53/three point fifty-three/, 2.67, 7.86, 45.89, 78.54
Some people think they have an answer to the problems of automobile crowding and pollution in large cities. Their answer is the bicycle, or “bike”.
In a great many cities, hundreds of people ride bicycles to work every day. In New York City, some bike riders have even formed a group called Bike for a Better City. They claim that if more people rode bicyciles to work there would be fewer automobiles in the downtown section of the city and therefore less dirty air from car engines.
Problems of Today
3
A Bike for a Better City
For several years this group has been trying to get the city government to help bicycle riders. For example, they want the city to paint special lanes – for bicycles only – on some of the main streets, because when bicycle riders must use the same lanes as cars, there may be accidents. Bike for a Better City feels that if there were special lanes, more people would use bicycles.
But no bicycle lanes have been painted yet. Not everyone thinks they are a good idea. Taxi driver don’t like the idea – they say it will slow traffic. Some store owners on the main streets don’t like the idea – they say that if there’s less traffic, they will have less business. And most people live too far from downtown to travel by bike.
The city government has not yet decided what to do. It wants to keep everyone happy. On weekends, Central Park – the largest open space in New York – is closed to cars, and the roads may be used by bicycles only. But Bike for a Better City says that this is not enough and keeps fighting to get bicycle lanes downtown. Until that happens, the safest place to bicycle may be in the park.
from Encounters by Paul
Pimsleur
Taken
WORDS AND PHRASES
therefore – as a result, consequently downtown – (AE) main business part of a town lane – part of a road or narrow road between houses, walls, and fields in town or country
COMPREHENSION
I Are these statements TRUE or FALSE? Give reasons for your answers.
1. Bicycles are the only answer to the problem of air pollution.
2. Taxi drivers like slow traffic.
3. Most people in New York want special bicycle lanes.
4. Members of Bike for a Better City ride bicycles to work every day.
5. Central Park is closed to cars on weekends.
6. There is no answer to the pollution problem in large cities.
II Complete the sentences using words and expressions from the text.
1. The dirty air that comes from automobile engines causes ___________ .
2. The ___________ section of New York is where most businesses are.
3. If cars and bicycles use the same lanes there may be ___________ .
4. The city ___________ spends time and money to help bicycle riders.
5. Central Park is the largest ___________ in New York.
6. Taxi drivers say that bicycle lanes will ___________ .
7. Shop owners claim that if there’s ________ traffic, there will be _______ business.
WORD STUDY
I Make sentences for these words to show clearly what they mean.
A) ride, rider, riding
B) pollution, pollute, polluter, polluted
C) busy, business, businessman
II Find these words in the text (paragraph numbers are given), decide the word class and give the translation of the word Then complete the table where possible.
Word NounVerbAdejctiveAdverbTranslation dirty (2) government (3) special (3) accident (3) slow (4) business (4) used (5)
III Complete the following sentences with the correct form of the word in brackets.
1. These carpets don’t show _____________. (dirty)
2. Many people die of _____________ poisoning. (accident)
3. It will be _____________ to discuss each of these problem in turn. (use)
4. He _____________ began to understand what she meant. (slow)
5. I decided to _____________ myself with my untidy room. (business)
6. I’m sure that I could _____________ the country better than the politicians. (government)
7. The rules were _____________ designed to protect the environment. (special)
SPEAKING/WRITING
I A number of things invented within the last century have polluted the air, soil and water. Read the list below and explain what effects these inventions have had on pollution. – plastics – jet engines – petrol – hovercrafts – tins – motor cars – insect sprays
II Write a paragraph about examples of pollution in your town/neighbourhood.
III What are the things that you yourself could do to protect the environment? Think about some of the following and decide on an action that you could undertake:
a) smoking
c) trees
b) noise
d) litter
GRAMMAR STUDY: The Present Perfect Continuous Tense
I Study this example: For several years this group has been trying to get special bicycle lanes.
II What do you think , has the action which began “several years” ago been completed yet?
REMEMBER: 1. We use the present perfect continuous tense for an action which began in the past and is still going on or has just finished;
e.g. I have been waiting for an hour and he hasn’t come yet. Sorry I’m late. Have you been waiting long?
2. We form the present perfect continuous tense with HAVE + BEEN + PRESENT PARTICIPLE
III Put the verbs in brackets into the correct form of the present perfect continuous and fill in SINCE and FOR.
1. I (learn) English __________ seven and a half years.
2. She (play) the piano __________ she was a child.
3. He (write) that book __________ eighteen months.
4. They (paint) their house __________ last week.
5. You (talk) to your friend __________ I came in.
6. What (you, do) __________ the past hour.
IV Add since or for and make complete sentences, as in the example:
Example: Jane/sing/that song/3 o’clock. Jane has been singing that song since 3 o’clock.
1. I/try/to ring you/Tuesday. 4. I/try/to do this exercise/lunch time.
2. Peter/study/French/last winter. 5. I/study/this map/the last hour.
3. They/see/each other/months.
V Complete these sentences with the present perfect or present perfect continuous.
1. How many cups of tea __________________ (you, drink)? It must be six at least.
2. You can’t drive home. You __________________ (drink) all evening.
3. I __________________ (wait) for over an hour. Where have you been?
4. She _____________ (see) three films this week and wants to see another one.
5. She _____________ (watch) TV all evening and ______ (not, do) her homework.
6. I _____________ (just, explain) to Mary how to find the way to our house.
7. I _____________ (play) football for some years, but I must give it up now because of my knee injury.
8. What _____________ (you, do)? Your hands are so dirty.
9. His train _____________ (not, arrive) yet.
10. Wake him up. He _____________ (sleep) too long.
VI Ask and answer questions about:
– who has been learning English the longest – who has been reading books in English the longest – who has been playing football/collecting records/etc. the longest
BRUSH UP YOUR GRAMMAR
Focus on Conditional Sentences Type 1 and 2
I Match the two halves of these sentences.
1. If more people used bicycles,
2. If people think more about the problems of pollution,
3. If there were special bicycle lanes,
4. If they continue fighting,
5. If you take up riding a bicycle,
a. they will surely find an answer.
b. you will be much healthier.
c. more people would use bicycles.
d. they will solve the problem in the end.
e. there would be fewer cars in the streets.
II Fill in the gaps in the sentences, using the words given.
1. If I had more money, __________ (you/marry) me?
2. He would wait for you if he __________ (know) you were coming.
3. If I fail this examination, I __________ (take) it again.
4. He wouldn’t help you if __________ (he/not/like) you.
5. What will you do if you __________ (not/find) it?
6. We will have to go without him if he __________ (not/arrive) soon.
7. I __________ (buy) a new car if I could afford it.
8. I will bring you the book if you __________ (be) interested.
III Complete the following sentences using your own ideas.
1. He won’t do his homework unless he __________ .
2. She’ll soon feel better if she __________ .
3. If they ask you for money, __________ .
4. Would you forgive me if I __________ ?
5. If he tried harder, he __________ .
6. Would you learn a lot of English if __________ ?
Focus on Countable and Uncountable Nouns
I Choose one of the following words in the correct form to complete the sentences: much, many, little, or few.
1. If more people take a bus to go to work, there will be __________ cars in the streets and __________ pollution.
2. Although she is highly educated she has very __________ to say.
3. She looks much happier now; she must have __________ problems at home.
4. I think he can’t be a good doctor. He has __________ patience with people.
5. I like this dress __________ than when I bought it.
6. There isn’t __________ coffee left for the guests.
7. He has made __________ trouble since he got married.
8. He is not __________ of a student.
9. If there is __________ traffic in this street, I’ll have __________ business.
FOR FURTHER READING
The Walking Machine
Invented by Baron Von Drais, in 1847 this two-wheeled wooden walking machine helped him get around the royal garden faster.
Forty-eight years later this metal-wheeled bone-shaker had pedals and was called a velocipede.
Five year later, a tall solid rubber front wheel with a smaller back wheel replaced the two wheels. This extremely tall unstable bike caused many falls. Banged and bruised, bikers begged for the return of two equal size wheels.
Wanting to give his son a more comfortable ride, John Dunlop, a Scottish veterinarian, made some tyres from a garden hose-pipe. With this smoother, more comfortable ride, more bikes took to the road.
Today bikes are made in all shapes and sizes to appeal to riders. Mountain biking is especially popular.
BSmokers and Smoking
A. One of the reasons why so many children start smoking is that they see adults smoking: they think it’s a “grown-up” thing to do. They smoke in order to impress their friends, and also they don’t really believe that cigarettes will do them any harm. Quite reasonably, they are not impressed when adults warn them about the dangers of smoking: if smoking is so dangerous, why do so many adults do it?
B. Smoking can cause cancer, bronchitis and heart disease. The nicotine inhaled from cigarettes makes the heart beat faster, and makes the arteries contract: this can lead to blockages in the arteries, particularly in the legs. Cancer and bronchitis are caused by the tar and carbon monoxide taken into the lungs. Although these harmful effects are wellknown, people continue to smoke. Some people carry on even after having a heart attack or a leg amputated.
C. Action on Smoking and Health (ASH) exists in order to make the public more aware of the dangers of smoking. It tries to make people give up the habit by organizing anti-smoking campaigns, and it is especially concerned with limiting cigarette advertising. So far, it has succeeded in persuading the Government to ban cigarette advertising on television.
WORDS AND PHRASES
warn – tell someone about a possible danger and make him/her aware of it inhale – breathe something in harmful – damaging, with bad effects on a person’s health carry on – continue campaign – planned set of activities
Taken from Meaning into Words by A. Doff, C. Jones and K. Mitchell
COMPREHENSION
I The text is divided into three paragraphs. Suggest a title for each paragraph.
II Read the questions and look for the answers in the text.
1. Why do children start smoking?
2. What diseases can smoking cause?
3. What is each disease caused by?
4. What does the abbreviation ASH stand for?
5. What does ASH do?
6. What are its aims?
III Read the text and find the words that have the same meaning as:
– a grown-up person – breathe in – damage – pulsate – think – especially – sensibly – continue – convince – prevent
IV Use the suffix -ful to form adjectives of the following nouns:
– harm – use – hope – rest – pit y – success – wonder – delight
REMEMBER: 1. The suffix -ful is added to nouns, mostly abstract nouns, to form adjectives w ith the meaning “full of”.
2. The suffix - ful can also be added to countable nouns to form new countable nouns. The meaning added is the quantity of substance the object can contain or hold;
e.g. mouthful, spoonful, handful, sackful, plateful, etc.
SPEAKING PRACTICE
I Work in groups – Discuss the following:
a) What other reasons are there for children to start smoking?
b) Why do you think people continue smoking although they know how harmful it is?
c) What other anti-smoking campaigns do you know of or can think of?
II Study the figures given below. Interpret the findings recorded in the table.
Cause of deathGroup of people at risk
Smoking
Passive smoking
Smokers (20 a day or more)
People who breathe smoke from other people’s cigarettes for at least 7 hours a week
Lifetime risk of death
1 in 4
1 in 1000
III Which of the following things are causes of confl ict between smokers and non-smokers in many families? Why?
a) health b) the law c) money d) environment
IV Role play – Talk about one of the following situations:
a) You are with a friend who has recently started smoking. You do not think it is good for him/her, but he/she does. Advise him/her to stop smoking and say why.
b) Your friend is upset because his/her brother is a heavy smoker. The two of them share the same bedroom. Advise your friend what to do.
WRITING PRACTICE
I Work with a friend – Write a poster for an anti-smoking campaign to be organized in your school.
II Write a letter to a newspaper expressing your views on smoking.
III You have entered a competition to write the best slogan for an anti-smoking campaign. You must complete the following sentence in less than 30 words.
“If you don’t give up smoking...”
IV Find in the text the verbs “carry on” and “give up” . Explain the meaning of these verbs according to the context in which they appear.
REMEMBER: 1. The combinations of verbs with adverbial or prepositional particles are generally called phrasal verbs (two-word verbs): e.g. switch off, bring back, take after
2. The meaning of the combination can differ greatly from the meaning of the two words used independently. Phrasal verbs are often idiomatic in their meaning;
e.g. He gave me a book. He gave up smoking. (He stopped smoking.)
3. Word order: a) If the phrasal verb is used transitively (it takes an object) the adverbial particle comes:
1. before or after a noun object;
e.g. He put out the fire./He put the fire out.
2. after a pronoun object;
e.g. He took him out for a walk.
b) If the phrasal verb is used intransitively (it takes no object) the adverbial particle comes immediately after the verb;
e.g. He came back very early.
c) The prepositional particle always comes immediately after the verb; e.g. Mary takes after her mother.
IV Fill in each blank space with a suitable phrasal verb with the particle “on”. Use your dictionary to help you. Make other necessary changes. keep on, turn on, switch on, go on, get on, hold on
1. Jack came into the room and __________ the light and __________ the radio.
2. Please __________ with whatever you are doing. I won’t be a moment.
3. Your line is engaged. Will you, please __________ a moment?
4. I __________ very well with my father now; we never have arguments.
5. She __________ laughing to herself the whole evening.
6. What on earth __________ in there? Listen to the noise!
V Fill in each blank space with a suitable phrasal verb with the particle “up” . Choose from the list below. Use your dictionary to help you.
come up, give up, look up, put up, make up
1. Bob had to __________ running after he hurt his foot.
2. How do you __________ with that dreadful noise the whole time?
3. He __________ and congratulated me on my success.
4. I don’t believe a word he said; I think he just __________ that story.
5. You’ll have to __________ that word in the dictionary.
LANGUAGE IN ACTION: Warning
When you are aware of some danger and want to warn other people of it, you can use some of the following words and expressions:
Watch out/Look out/Look! Be careful/Be careful of... Mind you don’t... Make sure you don’t... Whatever you do, don’t... I would be careful to/not to... if I were you. Mind the...
I What would you say in these situations:
A) A smoker enters a room with a NO-SMOKING notice on the wall. He does not see it.
B) Your friend is about to mend a fuse while the electricity is still switched on.
C) You are learning to ski with a friend. Your friend loses control and heads straight towards you.
D) Your friend is helping you to choose a new dress/new trousers for you. Your friend sees a stain which you have not seen.
E) Your friend has a very old motorbike. You think the brakes don’t work. He wants to try out the motorbike.
CDisappearing Acts
Every minute of the day, twenty hectares of tropical rainforest are cut down or burned. Hundreds of wild species – insects and plants as well as animals – are lost as a result. If it goes on, rainforests could disappear in fifty years’ time. They are vital in keeping the earth’s climate and environment stable. If they are destroyed, mankind will suffer as well as wildlife.
As cities grow, and industry develops around them, pollution becomes another problem for wildlife. Friends of the Earth believe that two-thirds of the world’s population will be living in urban areas by the year 2025.
Something must be done!
In theory, most countries agree that there should be no trade in endangered species. Ninety-five countries have signed the Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITIES). The Convention aims to forbid trade in endangered species and to limit trade in any species whose population is declining fast.
However, in reality trade in endangered species is still big business. People can buy fur coats made from the fur of jaguars, snow leopards and other cats facing extinction. Elephants are in danger too. Demand for ivory is high in Europe, the United States, and particulary in Japan, which imports 85% of African ivory. Although the African ivory trade is supposed to be strictly limited, poaching is an enormous problem. If it continues at its present rate, there may be no elephants left in East Africa in seven years. Although it is illegal to trade in Asian elephants, they are still killed for ivory.
What can I do?
• Never buy, sell, give or take ANYTHING made from an endangered wild animal. If the public demand for wildlife products ceases, the trade in wildlife will end.
• Join and support an organization such as the Worldwide Fund for Nature.
In the words of the Worldwide Fund for Nature, “It is the future of the world that is at stake, not just the future of wildlife.”
Taken from “Current” /1992
WORDS AND PHRASES
rainforest – thick forest of tall trees in tropical areas where there is a lot of rain extinction – complete destruction poaching – to catch wildlife illegally at stake – at risk
COMPREHENSION
I Are these statements TRUE or FALSE/ Give reason for your answer.
1. Rainforests do not make much difference to the earth’s climate.
2. The disappearance of wild species is closely connected with the disappearance of rainforests.
3. Rainforests could disappear in fifty years’ time.
4. It is believed that two-thirds of the world’s population will be living in urban areas by 2025.
5. Elephants are quite safe from extinction.
6. Elephants poaching is a huge problem in Africa.
7. Now leopards, jaguars and Asian elephants are all endangered species.
II Answer the following questions.
1. Which two problems endanger the existence of hundreds of wild species?
2. What is done to prevent trade in endangered species?
3. Why are elephants in such great danger?
4. Where are ivory imports particularly high?
5. What do poachers do in many African countries?
III Match the words from the text with their meanings.
1. a class of plants or animals
2. vanish, stop existing
3. steady, unchanging
4. belonging to town or city
5. the activity of buying and selling
6. threatened, jeopardized
7. become less in quantity
8. stop, end
9. complete destruction
10. vital
WORD STUDY
a. extinction
b. essential
c. endangered
d. species
e. urban
f. decline
g. disappear
h. trade
i. cease
j. stable
1. Examine the word wildlife and say which words you can see in it.
REMEMBER: In English, new words can be built by adding suffixes and prefixes, but also by joining two or more words together;
e.g. wild (adjective) + life (noun) = wildlife
See how many compounds you can make with the adjectives from column A and nouns from column B.
green man
blue father
short stone
grand bird
yellow hand
mad house
NOTE: Compound nouns are generally stressed on the first element of the compound, with a secondary stress on the second element. (e.g. gréenhouse)
II Fill in each gap with a suitable phrasal verb with the particle down. Use your dictionary to help you. Make other necessary changes. cut down turn down break down come down go down put down
1. The sea was so rough that the ship __________ __________ almost immediately.
2. She __________ the radio __________ before answering the phone.
3. We’ll have to __________ all the trees __________ before noon.
4. She __________ __________ completely and had to go to hospital.
5. In the storm many trees __________ __________ .
6. It was their duty to __________ __________ any internal unrest.
III Which of the verbs given in the box could you make negative by using the prefixes dis- or un-. appear, button, approve, satisfy, connect, lock continue, like, obey, please, tie, cover
IV After many verbs we use particular prepositions Make some common verb + preposition combinations using one verb from A and one of the prepositions from B.
A B trade suffer make kill rely search concentrate believe die complain on from for on for about in of
• Use five of these verbs and dependent prepositions in sentences of your own to show that you have understood their meaning.
SPEAKING/WRITING
I Work in pairs – Ask and answer questions about:
• endangered species
• rainforests
• CITES and Friends of the Earth
II Write a short report of not more than 60 words about endangered species.
III Supply arguments FOR and AGAINST the statement that “It is the future of the world that is at stake, not just the future of wildlife.”
LISTENING
First listen to the text Nature Fought Back. Then try to complete the sentences of the text Listen again to see if you were right
Sometimes it looks like our species is waging a terrible __________ against all other animals and plants on the __________ .
The battles __________ Man and the rainforests, the pandas and the tigers have all been one-sided. But in one very peculiar battle it seem as if __________ might be fighting back.
The battle is taking __________ in the tropical island of Sri Lanka, and it is between human poachers and the island’s population of Asian __________ . Something quite remarkable seems to be happening; the elephants are rapidly making themselves unpoachable.
Elephant poachers are __________ in only one thing: the male animals’ splendid tusks. But recently the elephants, through a Darwinian process of __________ , have ‘evolved’ so that they are no longer producing the very tusks that are causing their premature __________ .
FOR FURTHER READING
POETRY
Here is a poem written by Robert Frost (1874-1963), a well-known American poet who wrote about the people and countryside of New England. Stopping by Woods is probably his most famous poem.
Stopping by Woods on a Snowy Evening
Whose woods these are I think I know, His house is in the village, though. He will not see me stopping here To watch his woods fill up with snow.
My little horse must think it queer
To stop without a farmhouse near, Between the woods and frozen lake, The darkest evening of the year.
He gives his harness bells a shake To ask if there is some mistake.
The only other sound’s the sweep Of easy wing and downy flake.
The woods are lovely, dark and deep. But I have promises to keep, And miles to go before I sleep, And miles to go before I sleep.
1. Can you tell exactly what day of the year it is? How?
2. What does the poet mean by “I have promises to keep”? What sort of promises? To whom?
REVISION 1
I Rewrite these sentences to express wishes and regrets using I wish and the words in brackets.
1. My mother didn’t finish knitting my sweater. (wear, today)
2. I dind’t pass my exam. (study more)
3. My brother will be back in a month. (sooner)
4. That child is making a lot of noise. (stop)
5. It is raining a lot today. (sunny)
6. We are going to the seaside next week. (tomorrow)
7. I lied to my parents about my test results. (tell the truth)
II Put the verbs in brackets into the correct form.
1. You should __________ the money before he asked for it. (return)
2. She looks so tired. She must __________ all the work by herself. (do)
3. Your father’s car is in front of the house. He must __________ work earlier. (finish)
4. He hasn’t phoned. He may __________ my phone number. (lose)
5. The teacher is very angry with me. I should’t __________ to Mary during the test. (talk)
III Put the verbs in brackets into the present perfect or the present perfect continuous tense.
1. He __________ (study) for months and he __________ (not make) any progress.
2. He __________ (drive) this car for years and __________ (not, once, take) it to the mechanic.
3. She __________ (read) many books on astrology.
4. She needs a holiday. She __________ (work) too hard since her last summer holiday.
5. They __________ (live) in this country for years but they still __________ (not, learn) the language.
6. My parents usually go to the theatre on Saturdays. They __________ (do) that for more than 15 years.
5. Geoff is always __________ for his morning classes.
6. Have you seen any good film __________ ?
7. She was so depressed that she __________ touched any food.
8. I have to finish a very important project this month, so I’m working very __________ at the moment.
V Complete the sentences with a, an or the where necessary
1. He is such __________ nice boy. It’s __________ pity he doesn’t study harder.
2. I have __________ terrible headache. __________ aspirin didn’t help me.
3. Not __________ word was heard in __________ classroom.
4. There are __________ good shops and __________ banks in our town.
5. It’s __________ same old story.
6. That’s __________ right time but __________ wrong date.
7. There is __________ mistake in this sentence.
8. John was late because he missed __________ bus.
9. This is __________ worst summer we’ve ever had.
10. We buy vegetables by __________ kilo.
11. For apples I’ve paid two pounds __________ kilo. They are so expensive.
12. Don’t eat __________ rice from that plate.
VI Put the verbs in brackets into the correct tense.
1. I said I ________ (come) if he really ____________(want) me to.
2. What ____________(happen) if I ____________(touch) that switch?
3. When they reached the airport, their plane ______________(already, take off).
4. There ________________(never be) any trouble in this village before.
5. I ________________(be) very grateful if you helped me.
6. Do be quiet, will you? I _________________(try) to concentrate.
3
7. I don’t have time to discuss it now. My plane _________________(leave) in twenty minutes.
8. I’ll let you know as soon as I _________________(finish).
9. The builders _____________(start) work as soon as the plans have been approved.
10. What ________________(do) for the last half an hour?
VII Causative have
Begin each question with: When did you find time... and then answer it as in the example below.
e.g. When did you find time to make this lovely shirt? No, I didn’t make it. I had it made.
1. __________ to decorate this room?
2. __________ to clean the windows?
3. __________ to translate this article?
4. __________ to tune the piano?
5. __________ to replace the wall paper?
6. __________ to make a birthday cake?
VIII Give the principle parts of the following verbs:
IX Report the following questions.
1.“How will you get back home?”
2. “Do you know many people in this room?”
3. “What do you do for a living?”
4. “Where have you left your bicycle?”
5. “What are you going to prepare for dinner?”
6. “Do you know where I live?”
7. “What have you bought for Susan’s birthday?”
8. “Was the money paid to you without delay?”
Generation
AMothers and Daughters
A generation of young women are growing up more independent than their mothers ever were, staying unmarried longer and living by completely different rules – sometimes with traumatic effects on their families. Here FEMAIL speaks to Valerie and her daughter Jackie.
Valerie
I don’t understand what young women want these days. Like Jackie, they all seem so strong willed, independent and busy with their careers. But will it make them happy?
I am proud Jackie has a terrific career. It has given her a lifestyle that I couldn’t have dreamed of at her age. She has a beautiful house, drives her own car and wears expensive clothes.
But what’s the point in owning a beautiful house if you have no one to share it with? Her generation doesn’t know how to compromise. They want independence. They think my generation were fools to stay at home, waiting on their families. But I was probably more content than those career women who work until midnight and then return to an empty home.
I was brought up in a very strict home. A lot has changed with this generation. Young women have more opportunities to enjoy themselves, but are also more likely to get into trouble.
Jackie
My morher is a proper little ‘wifey’. Everything revolves around the family. As soon as my father gets home from work, she’s got a meal waiting for him on the table.
But I am different. I am very confident, emotionally and financially, about being alone. I walk into my lovely house and think: ‘Gosh, this is mine. I’ve done this all by myself.’
Mum and I also disagree about my career. Mum has done part-time work in shops to help with the family finances, but never to establish a career. I’m proud of being an assistant manager and want to become a manager. It is more than a job, it is about being respected by my peers. I admit I am selfish. I do what makes me happy. But why shouldn’t I? I work hard and deserve to enjoy the benefits. I may marry one day, but it would have to be someone who treated me as his equal.
Daily Mail, July 2001
WORDS AND PHRASES
wait on – serve, supply the needs of wifey – describing behaviour which is supposed to be typical of a wife peers – people who are the same age, social status, ability, etc. as you
COMPREHENSION
I Answer these questions.
1. What do you think FEMAIL is?
2. Why do you think FEMAIL spoke to Valerie and Jackie?
3. What, according to the text, are the ideals of women of the younger generation?
4. What is Valerie proud of?
5. What is Valerie unhappy about?
6. What have you learnt about Valerie’s upbringing?
7. What does Jackie think her mother is like?
8. In which way she is different from her mother?
9. What does Jackie say about a) her own career, b) her mother’s career?
10. How does Jackie see herself?
II Finish the sentences using the information from the text.
1. Valerie doesn’t understand what _________________ .
2. Young women of today all seem _________________ .
3. The younger generation doesn’t know how _________________ .
4. The older generation believed that the wife’s job was _________________ .
5. Jackie likes _________________ .
6. Jackie is proud of _________________ .
7. She admits _________________ .
8. When she finally marries _________________ .
III According to the text, what are the basic beliefs and values of a. the younger generation b. the older generation
WORD STUDY
I Here some adjectives from the text. What are their noun forms?
1. independent -
2. different -
3. happy -
4. proud -
5. confident -
6. lovely -
• Fill in the gaps by using the appropriate noun.
1. __________ does not guarantee happiness in love.
7. selfish -
8. equal -
9. young -
2. Wherever you look, all you see is __________ and dishonesty.
3. Her mother looked at her with affection and __________ .
4. All that young women want is __________ .
5. There is an essential __________ between the young and the old.
6. She possessed a film-star __________ .
II Complete these sentences with the correct prepositions.
1. She dreams __________ becoming a manager.
2. We are all busy __________ our extra-curricular activities.
3. I feel confident __________ my future career.
4. We all felt proud __________ ourselves.
5. I’ve done this all __________ myself.
6. I am thinking __________ buying a new pair of shoes.
7. This is the waiter that waited __________ us.
8. I’m waiting __________ him to tell me the whole story.
9. I often disagree __________ him.
10. She is absolutely independent __________ them all.
SPEAKING
I Talk to your friend/friends about
a. your mother and her generation
b. you/your friends and your generation
• Include any information you know about educational backgrounds, basic values and beliefs and career plans.
II Say a few words about what you think your future career might be like. Name a job you think you will undertake and say what you expect you will be required to do.
WRITING
I Write a short composition about a woman you admire. Write about her career and especially about the reasons why you admire her.
II Write a short paragraph of not more than 100 words under the title ‘My Generation and I’.
Linking Words/Phrases which can help you write an opinion essay
Personal opinionIn my opinion, In my view, It strikes me that, I feel very strongly that, As far as I am concerned
To list pointsFirst, First of all, To begin with, Secondly, Thirdly, Finally, To conclude
To make contrasting pointsHowever, Nevertheless, Although, Even though, In spite of the fact that, On the other hand
GRAMMAR STUDY: Comparison of Adjectives
Look at these examples:
1. Jackie is busier than her mother.
2. Jackie is the busiest person I know.
3. Jackie is more independent than her mother.
4. Jackie is the most independent person in the class.
Answer the questions: a) How do adjectives of one syllable and some of two syllables form their comparative and superlative degrees?
b) How do adjectives of three or more syllables form their comparative and superlative degrees?
REMEMBER: 1. Some adjectives form their comparative and superlative degrees irregularly:
good – better – the best bad – worse – the worst many – more – the most much
2. Some adjectives form their comparative and superlative degrees in two ways: old – older/elder – older/eldest far – farther/further – farthest/furthest late – later – latest/last near – nearer – nearest/next
Note the meaning of some of these adjective forms: elder – born first of the two eldest – born before the other members of the family farther/further – longer in distance further – more, extra latest – newest last – final nearest – closest next – the one after this.
I Put the adjectives in brackets into the form which best suits the meaning of the sentence.
1. That is /incredible/ story I have heard.
2. Which is /deep/, Lake Ohrid or Lake Dojran?
3. His marks are /good/ this year than they were last year.
4. Oxford is /old/ university in Britain.
5. How much /far/ is it to Novi Sad?
6. Let’s hope there are no /far/ problems.
7. Our / late / motorway was opened two weeks ago. We hope it will not be / late / motorway to be built here.
8. I want to buy /powerful/ car I can find.
REMEMBER ALSO: 1. We use the construction as...as to compare two things that are in some way similar;
e.g. Jackie is as busy as her mother.
2. In negative sentences, we use the construction so ... as or as...as;
e.g. Jackie is not half so/as energetic as her mother.
Note : In the construction as ... as , as is not stressed and is pronunced /@z/.
II Rephrase the following sentences as in the example:
e.g. You are stronger than Mary. /Mary is not so strog as you are. She is not so strong as her sister. /Her sister is stronger than she is.
1. I don’t work as hard as you do.
2. My friend ran faster than I did.
3. Sarajevo isn’t as far from the seaside as Belgrade is.
4. Vera isn’t as beautiful as Cynthia is.
5. Maria is more intelligent than her sister is.
6. She is a better pupil than her sister.
The Generation Fap B
• Before you start reading the text, discuss the following lyrics from a song of Bob Dylan’s.
Come mothers and fathers Throughout the land And don’t critisize What you can’t understand.
MOTHER: Nancy, you’ve been home from school for three days now. Why don’t you clean up the room?
NANCY: We don’t have to clean up our room at college, mother.
MOTHER: That’s very nice, but while you’re in the house, your father and I would like you to clean up your room.
NANCY: What difference does it make? It’s my room.
MOTHER: I know, dear, and it doesn’t mean that much to me. But your father has a great fear of the plague. He said this morning if it’s going to start anywhere in this country, it’s going to start in your room.
NANCY: Mother, you people aren’t interested in anything that’s relevanat. Do you realize how the major corporations are polluting our environment?
MOTHER: Your father and I are worried about it. But right now we’re more concerned with the pollution in your bedroom. You haven’t made your bed since you came home.
NANCY: I never make it up at the dorm.
MOTHER: Of course, you don’t, and I’m sure the time you save goes toward your education. But we still have these old-fashioned ideas about making beds in the morning and we can’t shake them. Since you’re home for such a short time, why don’t you do it to please us?
NANCY: For Heaven’s sake, mother, I’m grown up now. Why do you have to treat me like a child?
MOTHER: We’re not treating you like a child. But it’s very hard for us to realize you’re an adult when you throw all your clothes on the floor.
NANCY: I haven’t thrown all my clothes on the floor. Those are just the clothes I wore yesterday.
MOTHER: Forgive me. I exaggerated. Well, how about the dirty dishes and empty softdrink cans on your desk? Are you collecting them for a science project?
NANCY: Mother, you don’t understand us. You people were brought up to have clean rooms. But our generation doesn’t care about things like that. It’s what you have in your head that counts.
MOTHER: No one respects education more than your father and I do, particulary at the prices they are charging. But we can’t see how living in squalor can improve your mind.
NANCY: You would rather have me make up my bed and pick my clothes than become a free spirit who thinks for myself... All right, I’ll clean up my room if it means that much to you. But I want you to know you’ve ruined my vacation.
Adapted from Clean Your Room by Art Buchwald
Art Buchwald (1925-) is a well-know American journalist, author, lecturer and columnist.
EXPLANATION
generation gap – a difference in attitude and behaviour between older people and younger people which often causes them to argue
WORDS AND PHRASES
dorm – dormitory, a building in a college or university where students live; used in American English charge (v) – ask someone to pay an amount of money for something that they have bought or received plague – deadly disease carried by rats squalor – filth, uncleanness
COMPREHENSION
I Find the sentences in the text which prove that the following statements are true.
1. Nancy and her friends from college are untidy.
2. Nancy finds her parents’ ideals old-fashioned.
3. Nancy thinks that her parents treat her like a child.
4. Nancy attends an expensive school.
5. Nancy is disappointed with her stay at home.
6. Nancy’s parents do not take Nancy’s ideals seriously.
7. Nancy is interested in the problems of the world.
II According to the text, what are the ideals of:
a) young people b) older people
WORD STUDY
I Complete the following sentences with the correct form of the words in brackets.
1. He doesn’t know the __________ of the word ‘fear.’ (mean)
2. Nancy doesn’t have any serious __________ . (worry)
3. She insists there is no cause for __________ . (angry)
4. She went to the bank and drew out all her __________ . (save)
5. Nancy felt she should have fairer __________ at home. (treat)
6. There has been an __________ in Nancy’s behaviour. (improve)
II Complete each sentence with the correct preposition.
1. Father is worried __________ Nancy’s health.
2. They both have a great fear __________ the plague.
3. Nancy was offended __________ what her mother said.
4. Mother was very angry __________ Nancy.
5. She’s been away from school __________ ten days now.
6. Nancy cared __________ the environment and political issues.
7. She wasn’t pleased __________ her mother’s words.
III Complete each sentence with give, cause, make or bring. Use each word once only.
1. I don’t want to __________ you angry.
2. It didn’t __________ me any pleasure to do it.
3. Her mother’s words __________ tears to Nancy’s eyes.
4. I didn’t want to __________ you any pain or unhappiness.
FOCUS ON GOING TO
Look at the following example: If the plague is going to start anywhere, it’s going to star t in your room.
REMEMBER: Going to is used to express:
a) intention; e.g. I’m going to be an actor.
b) strong probability; e.g. I think I’m going to get a scholarship.
c) the speaker’s certainty; e.g. I’m sure he’s going to pass the examination.
I Complete the following dialogue using some of the following words.
film studio, car factory, bank, laboratoryboring, exciting, tiring, stuffy, unusual
A: When I leave school, I __________ to work in a __________ .
B: Are you really? That’s rather a/an __________ place to work in.
A: How about you?
B: I haven’t made up my mind yet. I might work in __________ .
SPEAKING PRACTICE
I Decide who is right, Nancy or her mother? Agree or disagree with Nancy’s/her mother’s statements and say why you agree/disagree.
Nancy thinks that
– keeping one’s room clean is not the most important thing in life – her mother treats her like a child – her mother does not let her think for herself – thinking about serious things is what matters in life
Nancy’s mother thinks that – living in squalor can’t improve anyone’s mind – Nancy can’t be treated as an adult when she behaves like a child
WRITING PRACTICE
I Note down three reasons Nancy mentions against cleaning the room
II Write a short composition with the title “My bad habits”. Mention all the things you or your parents consider bad or unpractical. Do you bite your nails, lose your keys, leave things lying around your room, play music very loudly, come late to meetings/classes, tap your feet or fingers while talking to people...?
III Note down three situations when your parents were most useful to you and three situations when they were most annoying Describe briefly one of them.
IV Mention five things you have/don’t have in common with your father/mother. Write a short paragraph about this using some of the following phrases:
Both of us...
One of us...
We both... Neither of us... She/He... But I... One... but the other...
FOCUS ON DO AND MAKE
Study these sentences with the verbs DO and MAKE:
1. I always do my homework.
2. I made some arrangements for myself and my friend.
REMEMBER: The verbs DO and MAKE have very similar meaning, and it is often difficult to know which one to use.
1. DO is usually the correct word when we talk about an activity or task.
2. MAKE is usually equivalent to “create” or “construct”.
Look at the lists of words that are usually used with these two verbs and then do the exercise that follows by filling in the missing verb.
DO MAKE shopping arrangements work an offer
housework a suggestion cleaning a decision washing up an attempt gardening an excuse mathematics a mistake homework a phone call a date speech trouble bed
1. Have you __________ any arrangements for your holidays?
2. He never __________ his work properly.
3. We are __________ progress in our efforts to control pollution.
4. She won’t listen to reason. What am I to __________ with her.
5. You will have to __________ this exercise all over again.
6. I’ll __________ the beds if you promise to __________ the room.
7. I don’t want to __________ trouble, so I’ll keep quiet.
8. He has __________ a decision to stay at home all evening.
IF YOU HAVE A FEW EXTRA MINUTES
Try to complete the following phrases by adding the correct word that is opposite in meaning.
1. to be or __________
6. for better or (for) __________
2. double or __________ 7. win or __________
3. rain or __________
4. more or __________
8. friend or __________
9. stop or __________
5. heaven or __________ 10. this or __________
LANGUAGE IN ACTION: Approval and Disapproval
If you approve or disapprove of what somebody else says or does, you can use some of these words and expressions:
Approval: I think it’s a good thing that...
I’m very pleased/happy about...
I don’t see anything wrong in...
What’s so bad about...
I’m very much in favour of...
Disapproval: I don’t approve of...
I’m not very happy about...
I think it’s bad of you/him to...
I’m not in favour of...
It’s wrong to...
I really think you/he shouldn’t...
ARE
YOU A TIME
USER OR LOSER?
Are you making the most of your moments? Take this test to find out.
I Busy bodies need to keep tabs on time. You
a. constantly check your digital watch, complete with date, alarm, etc.
b. occasionally glance at your great-looking watch.
c. observe the position of the sun and the moon.
II On the last day of summer vacation you
a. plan your outfit for the first day of school.
b. call your friends to see if you have classes together.
c. hit the beach.
III It’s a weekday morning. When your alarm clock rings, you
a. throw it across the room and sleep for the rest of the day.
b. hit the snooze button nine times before dragging yourself out of bed.
c. are already in the shower.
IV You have ten minutes to kill before the bus gets to school. What do you do?
a. Start reading the next chapter in history.
b. Gossip with your friend.
c. Sleep.
V You make it your goal to use the three hours after school and before supper to
a. start your homework.
b. finish your homework, walk the dog and set the table.
c. see how long you can eavesdrop on the Chat Line before you laugh.
Check your scores at the end of the book.
CMy Father
Amy Mitford : I don’t really know my father. He isn’t easy to get on with. The public must think he’s very easy-going, but at home he keeps himself to himself. When I was a child his work always came first, and he was always off somewhere acting or rehearsing. He loves being asked for autographs, he loves to be recognized.
I went to public school, and because of my total lack of interest and non-attendance I was asked to leave. I didn’t want to go there in the first place. I was taken away from all my friends. He must have been very pleased to get me into the school, but in the end it was a complete waste of money. I let him down quite badly, I suppose. I tried several jobs but I couldn’t settle down in them. They just weren’t challenging enough. Then I realized that what I really wanted to do was to live in the country and look after animals, so that’s what I do now. I may continue doing this for the rest of my life.
We don’t see much of each other these days. My father and I are totally different, like chalk and cheese. My interests have always been the country, but his books, music and above all opera.
He was totally opposed to me getting married. He was hoping we would break up. He must have wanted me to marry someone famous, but I didn’t. We don’t want children, but my father keeps on and on talking about wanting grandchildren.
I never watch him on television. I’m not that interested, and anyway he usually forgets to tell me when he’s on.
WORDS AND PHRASES
keep oneself to oneself – show unwillingness to be friendly with other people let somebody down – fail him/her in a time of need
Taken from Headway – Upper-intermediate by John and Liz Soars
COMPREHENSION
I Ask and answer.
1. What is Amy’s father by profession?
2. Why was Amy asked to leave school?
3. Where did she like to live?
4. What did Amy finally realize?
5. What did she compare her father and herself to?
6. What was her father opposed to?
7. Why didn’t she watch him on television?
II Confirm or correct the following statements accoring to the text
1. Amy thinks that her father behaves differently at home and in public.
2. When Amy was a child, he was an affectionate father.
3. Amy enjoyed going to public school because all her friends were there.
4. Amy couldn’t settle down in her jobs.
5. Amy and her father didn’t get along very well.
6. Father wanted her to marry someone famous.
7. Amy didn’t have the same interests as her father.
III Write a suitable ending for each sentence from the text.
1. When he was at home, her father __________ .
2. In the end Amy’s schooling became __________ .
3. She did not find her jobs __________ .
4. She likes living in the country and __________ .
5. Her father keeps on talking about __________ .
WORD STUDY
I Match the sentences in columns A and B and show that you understand the meaning of the underlined words.
1. She looked after the children well.
2. She settled herself down to her work.
3. Her children were taken away from her.
4. He kept on talking about wanting grandchildren.
5. He kept himself to himself
6. She let him down quite badly.
a) She was separated from her children.
b) He said the same thing over and over again.
c) He did not want to talk to anybody.
d) She failed him when he needed her most.
e) She began to enjoy her new job.
f) She took good care of the children.
II Choose the appropriate phrasal verb from the previous exercise to complete the following sentences.
1. They felt strongly that the school system __________ them __________ .
2. I’m sorry to _____ _____ coughing all the time.
3. The police __________ everything __________ from them.
4. Every evening he __________ __________ to watch sports programmes.
5. You should stay there all the time and __________ __________ things.
III Here are some adjec tives which are commonly used to describe people’s characters. Decide whether each is normally used to describe:
a) a positive feature b) a negative feature c) either, depending on the context sociable envious jealous obstinate easy-going shy understanding cold eccentric friendly suspicious nervous self-assured aggressive arrogant generous reliable indifferent stubborn domineering
IV Which of these adjectives could you use to describe
a) yourself b) your best friend c) someone you don’t like
V Make phrases with the words from the box and the verb KEEP and then complete the sentences below
promises, going, a sweet-shop, a straight face, head, pace
1. When John tells a joke, I can’t __________ .
2. She told me that she would take me to the cinema, but she never __________ .
3. My mother has a small business. She __________ .
4. I was trying to __________ with him, but he was too fast for me.
5. She told me to __________ and not to give up.
6. He managed to __________ his __________ despite the panic all around.
SPEAKING
I How would you describe:
a) Amy b) Amy’s father
II Work in groups – Organize groups of four or five pupils and discuss the following statements:
a) Children should always obey their parents.
b) It is an advantage to be an only child in the family.
c) Most men would prefer to have a son as their first child.
d) Parents should be interested in their children more than in their jobs.
e) Parents should never beat their children.
WRITING
I What kind of relationship do you have with your parents? – Here are some questions which can help you write a short composition about you and your parents.
1. Do you get on well with your parents?
2. Were you closer to your parents when you were a small child than you are now?
3. Do you share with your parents the same opinions on most things/people/situations?
4. Are your parents satisfied with your school results?
5. What would you like to change in your behaviour toward your parents?
GRAMMAR STUDY: Modal Verbs
a) MUST/HAVE TO
– Must can be used to express certainty in the present and the future.
e.g. People must think he’s very easy-going.
– The verb must can be used to give an order or advice, to oneself or other people: e.g. You must visit him as soon as he comes. I must do it at once or I’ll forget all about it.
– If we talk about an obligation that comes from someone else, must is possible, but have to is more common; e.g. You have to wear uniforms at school, don’t you?
– Negative forms of must and have to differ in meaning; e.g. You must not steal other people’s money. (Do not do that) You don’t have to work on Saturdays. (You need not, but you can if you want)
b) MAY/MIGHT
– Both may and might are used to express probability in the present and future. Might is used when something is possible but unlikely; e.g. I may go to England next year. (It is possible that I shall) I might go to England next year. (It is possible but unlikely)
– Both may and might are used to ask for and give permission; e.g. May I come to see you again? I wonder if I might borrow your pen.
I Complete the sentences using must or a f orm of have to . Sometimes two answers are possible
1. You _____________ get a visa to visit the United States.
2. Maria ______________ to do her homework tomorrow.
3. It’s getting very late. We ______________ to go now.
4. I ______________ stay in bed yesterday because I wasn’t very well.
5. I don’t like ______________ work at weekends.
II Rephrase these sentences using the verbs in brackets.
1. Perhaps she is ill. (MAY)
2. Perhaps it will rain later. (MIGHT)
3. Perhaps he doesn’t know the address. (MAY)
4. Perhaps he isn’t coming now. (MIGHT)
5. Perhaps I’ll see you tomorrow. (MAY)
6. Perhaps they are asleep. (MIGHT)
IF YOU HAVE A FEW EXTRA MINUTES
Vocabulary quiz – What are these people/places called?
WHAT:
1. do you call the first performance of a play or film?
2. do you call an individual programme in a television drama series?
3. do you call the room where lectures are given?
4. do you call the room where operations are performed in a hospital?
5. do you call a person in a novel or a play?
6. do you look for in a cookery book?
7. do you call the broadcast of an event which is being filmed as it happens?
8. do you call an official contest between two boxers?
(See page 178)
FOR FURTHER READING POETRY
Read the poem by William Buttler Yeats (1865–1938), a well-know Irish poet and dramatist.
O Do Not Love Too Long
Sweetheart, do not love too long: I loved long and long, And grew to be out of fashion
Like an old song.
All through the years of our youth
Neither could have known Their own thought from the other’s We were so much at one.
But O, in a minute she changed –
O do not love too long, Or you will grow out of fashion
Like an old song.
1. What do you think about the relationship between the poet and his sweetheart:
a) Were they both attracted to each other at first?
b) If so, how did things begin to go wrong?
c) Why does the writer sound so unhappy?
A
Better Eating – Better Health
I was startled when the bill of fare was brought, for the prices were a great deal higher than I had anticipated. But she reassured me.
“I never eat anything for luncheon”, she said.
“Oh, don’t say that!” I answered generously.
“I never eat more than one thing. I think people eat far too much nowadays. A little fish, perhaps. I wonder if they have any salmon?
Well, it was early in the year for salmon and it was not on the bill of fare, but I asked the waiter if there was any. Yes, a beautiful salmon had just come in, it was the first they had had. I ordered it for my guest. The waiter asked her if she would have something while it was being cooked.
“No”, she answered. “I never eat more than one thing. Unless you had a little caviare. I never mind caviare.”
My heart sank a little. I knew I could not afford caviare, but I could not very well tell her that. I told the waiter by all means to bring caviare. For myself I chose the cheapest dish on the menu and that was a mutton chop.
5
I Never Have Anything for Luncheon
“I think you are unwise to eat meat”, she said. “I don’t know how you can expect to work after eating things like chops. I don’t believe in overloading my stomach.”
Then came the question of drink.
“I never drink anything for luncheon”, she said.
“Neither do I”, I answered promptly.
“Except white wine”, she proceeded at though I had not spoken. “These French white wines are so light. They’re wonderful for the digestion.”
“What would you like?” I asked hospitable still, but not exactly effusive.
She gave me a bright and amicable flash of her white teeth.
My doctor won’t let me drink anything but champagne.”
Taken from The Luncheon by Somerset Maugham
5
WORDS AND PHRASES
bill of fare – menu anticipated – expected effusive – hearty, encouraging amicable – friendly
COMPREHENSION
I Answer these questions.
1. What was the author’s main problem?
2. What did his guest say at the beginning of the lunch?
3. Why did the author expect salmon to be very expensive?
4. What did the lady say about her host’s choice of food?
5. Why did she drink only champagne?
6. Why didn’t the author want to drink anything?
II What is, in your opinion or according to the text, the best answer to the following questions:
1. Did the lady order cheap or expensive dishes?
2. Did she eat a little or a lot?
3. Was she fat or thin?
4. Was the author anxious to please his guest at the beginning or at the end of lunch?
5. Did the author order an expensive or a cheap dish for himself?
6. Was he generous or mean about spending his money?
7. Did the lady deceive herself or her host by saying she never ate anything for luncheon?
8. Was the author rich or poor?
III Complete each sentence from column A choosing a good ending from column B.
1. I think people eat a) the cheapest dish on the menu.
2. For myself I chose b) had just come in.
3. I don’t believe in c) far too much nowadays.
4. A beautiful salmon d) are so light.
5. My doctor won’t e) overloading my stomach.
6. The French white wines f) let me drink anything but champagne.
WORD STUDY
I Explain the meaning of the following phrases with mind and use them in the sentences below.
mind your own business do you mind never mind make up one’s mind put one’s mind to change one’s mind
1. One day you want to study French and the next day you want to study Spanish. Can’t you __________ ?
2. ‘Why is this child crying?’ ‘This has nothing to do with you. Would you __________ ?’
3. You’ll get that job if you __________ it.
4. ‘I don’t understand what you are talking about.’ ‘__________ . It is too abstract.’
5. ‘Has Jane got married?’ ‘No, she has __________ .’
6. __________ if I cancel the meeting?
II Make up a complete sentence for each word in the pair to show clearly how they DIFFER in meaning.
1. a) listen
2. a) died 3. a) live 4. a) wonder 5. a) borrow b) hear b) dead b) leave b) wander b) lend
SPEAKING/WRITING
I How healthy are your eating habits? – Work in pairs. Fill in the table. Work out your scores. At the same time ask your friend the same questions and work out his/her scores.
Yes No
1. Do you generally eat a good breakfast?
2. Do you avoid pork, beef and lamb and eat fish or chicken instead?
3. Do you eat brown bread?
4. Do you eat fresh fruit instead of sweets?
5. Do you use a lot of salt?
6. Do you eat a lot of sugar and sweets?
7. Do you drink more than one cup of coffee a day?
8. Do you drink plain water instead of sweetened, soft drinks?
9. Do you eat boiled meat/vegetables instead of fried?
10. Do you prefer tinned food to fresh food?
– You have perfect eating habits if you have “Yes” for questions: 1, 2, 3, 4, 8, 9 and “No” to questions 5, 6, 7 and 10.
Write out some good advice for someone who has answered “No” to questions 1, 2, 3, 4, 8, 9
II Explain what “I never eat anything for luncheon” and “I never drink anything for luncheon” finally turned into.
III Role play – Two friends are making arrangements over the phone to see each other for lunch next week. They have various arrangements during the week, so one of them must agree to change an arrangement he/she has already made.
You
Your friend
Greet your friend. Ask him/her to On Monday you have an have lunch with you on Monday. appointment with the dentist. Suggest having lunch on Tuesday.
You have to stay in school for an additional class. Suggest Wednesday.
You have basketball practice on Wednesday for a match on Friday. You are free on Thursday. You have planned to go shopping, but you can change your plans. Agree upon Thursday.
IV In not more than 50 words describe how the author felt from the moment he saw the bill of fare till the lady ordered some champagne.
BRUSH UP YOUR GRAMMAR
I Read the text “I Never Have Anything for Luncheon” again and underline all the sentences in indirect speech. Change the following direct sentences into the indirect ones and compare them with the sentences in the text.
1. “It is early in the year for salmon.” /Few people knew/ 2. “The prices are a great deal higher than I expected.” /He realized/ 3. “I’ll just have a glass of white wine.” /She promised/ 4. “Will you, please, bring some champagne for my guest.” /I asked/ 5. “Will I ever see her again?” /He wondered/ 6. “A beautiful salmon has just come in.” /He informed me/ 7. “The book was written by Somerset Maugham.” /Many people didn’t know/ 8. “We promised to deliver the goods last week.” /He admitted/ 9. “I really think you are unwise to eat meat.” /She stated/
II Write the correct form (gerund or infinitive) of the verbs in brackets.
When I last saw my doctor she remarked that I was not looking very fit. She advised me /take/ more exercise and to pay more attention to my diet. “Look here”, I said, “I walk to work every day and I play badminton every weekend. I have no intention of /take/ any more exercise and I absolutely refuse /change/ my diet. I enjoy /eat/ and /drink/ and I’m certainly not going to stop.”
REVISING GRAMMAR: Double Possessive
I Study the example: Somerset Maugham? I’ve just read a novel of his.
REMEMBER: 1. We can use of and a possessive form in a “double possessive”.
2. If we say “a novel of his”, we are talking about “one of a number of his novels” whereas if we say “his novel”, we are talking about one novel in particular.
Note: After of we can use a possessive pronoun, e.g. mine, hers, etc. and not a personal pronoun, e.g. me, her, etc.
II Make a new sentence using of + possessive pronoun.
1. Robert visited one of his cousins.
2. My I borrow one of your pencils?
3. Maria is going on holiday with some of her friends.
4. Peter showed me some of his photographs.
5. One of our neighbours is going to lend me the book.
6. Simon has borrowed some of Sarah’s records.
REVISING GRAMMAR: Quantitative Pronouns and Adjectives - SOME/ANY/NO
I You already know that some (pronoun and adjective) and its compounds are used in affi rmative sentences and that any and its compounds and no , none and no compounds are used in negative sentences and affirmative and negative questions.
REMEMBER ALSO : 1. SOME and its compounds ( somebody , someone , something) may be used in interrogative sentences when we expect an affirmative answer; e.g. Can I have some more cake?
2. ANY and its compounds ( anybody , anyone , anything ) may be used in an affirmative sentence to mean “it doesn’t matter which, what...” e.g. The box is not heavy; anyone can lift it.
3. ANY and its compounds are used in affi rmative sentences after verbs such as deny, refuse, fail, discourage, etc. and after the adverbs never , seldom , rarely , hardly , because these verbs and adverbs make sentences negative; e.g. He refused to take any money from him. You have eaten hardly anything.
II Circle the correct quantitative pronoun/adjective.
1. The teacher asked who had forgotten his homework but ___ answered. a) anybody b) somebody c) no one
2. You have made some mistakes on this page but ___ on the next. a) some b) no c) none
3. There isn’t ___ wine in this bottle, but there is ___ in that one. a) some b) any c) none
4. She went to the supermarket because she had ___ sugar at home. a) some b) no c) none
5. Do you know ___ about him?
a) something b) nothing c) anything
6. He rarely spoke to ___. a) someone b) anyone c) no one
7. He went to buy the butter himself because his son refused to buy ___. a) anything b) something c) nothing
III Com plete the sen tences by adding SOME or ANY to form the compounds SOMETHING, ANYTHING, SOMEBODY, ANYBODY, SOMEWHERE, ANYWHERE or the adverbials SOME TIME or ANY TIME.
1. He will bring ___ thing for you to eat.
2. There is ___ thing I do not understand about this report.
3. Perhaps we shall meet again ___ time.
4. I cannot see ___ body today. I’m too busy.
5. ___ body has been smoking in this room.
6. I have been looking for my glasses but I cannot find them ___ where.
7. She left abruptly without telling ___ body where she was going.
8. Come and see us ___ time you wish.
9. You can have ___ thing you like as long as it is not too expensive.
10. I have had hardly ___ thing to eat since Sunday.
11. Can I tell you ___ thing? I think you are very pretty.
12. Don’t you know ___ body to ask to the party?
SPELLING / The disappearing e
I Complete the following words by adding the suffixes in brackets. dive /-ing/ believe /-able/ startle /-ing/ deceive /-ing/ peace /-ful/ white /-ish; -ness/ love /-able/ nice /-ly/ encourage /-ing; -ment/ arrange /-ing; -ment/
REMEMBER: A word ending in silent e generally drops the e before a suffix beginning with a vowel, and retains it before a suffix beginning with a consonant.
Note: Wh en - able or - ous is addet to a word ending in - ge or - ce the e is retained to keep the soft sound of /c/ or /g/.
e.g. notice – noticeable; change – changeable; advantage – advantageous;
National Tastes in Food B
“Men must eat to live, but not live to eat.” Nevertheless we do not eat only for nourishment, but because we enjoy the social aspects of eating and enjoy the taste of our food. Why do national tastes vary? It is obviously important which plants and animals are typical of the country – Eskimos are unlikely to be familiar with bananas – and there may be other reasons.
The Chinese do not eat milk or milk products. Their favourite meats are pork, chicken, and duck. They also like freshwater fish and lobsters and prawns. All these may be served with a sweet and sour sauce of sugar, vinegar, and mixed fruits. China’s main foods are rice and soya beans.
In Russia soups are a traditional part of the menu. They make them from meat stock and a variety of vegetables, among which chopped cabbage, beetroot and mushrooms are common. Chopped cabbag e and mushrooms appear again as a filling for pancakes and bread rolls. The Russians also share with other nations a liking for cold salads.
Germany is noted for many kinds of sausages, “sauerkraut” (fermented cabbage), wholemeal rye bread, and sauces. The Germans have a liking for pork chops with plums, pickled port with sauerkraut, and roast goose with apples, chestnuts and raisins. They like strong cheeses and light beers.
In the UK traditional cooking is simpler and dishes are regional in character: Lancashire hot-pot, roast beef and Yorkshire pudding, Melton Mowbray pork pies, Irish stew and Scottish haggis. Potato cakes, apple pies and steamed puddings (including Christmas pudding) have a British character.
The USA represents a fusion of all the Europ ean traditions in food production and preparation, on which has been superimposed an American inventiveness that has produced such things as corned beef, hot dogs, hamburgers, breakfast cereals and artificial meat.
Taken from Science in Society – Food
WORDS AND PHRASES
nourishment – food
lobster – a sea creature that has a hard shell, two large claws, and eight legs. You can cook lobsters and eat the flesh inside the shell.
Yorkshire pudding – a baked batter pudding eaten with roast meat and gravy
Melton Mowbray pie – a high quality pork pie, originally manufactured in Melton Mowbray, Leicestershire
corned beef – beef which has been cooked and preserved in salt or salt water
COMPREHENSION
I Answer these questions.
1. What do the Chinese serve meat with?
2. How is soup made in Russia?
3. What are traditional German dishes?
4. What can you say about food in Britain?
5. In which country can you find all the European traditions?
II Use the information from the text to fill in the missing words (Nationality names)
1. __________ do not eat milk products.
2. __________ have soups as a part of their menu.
3. __________ like strong cheeses and light beers.
4. __________ cook different dishes in different regions of the country.
5. __________ have invented such things as corned beef.
6. __________ use chopped cabbage and mushrooms as a filling for pancakes.
7. __________ like freshwater fish and ducks.
WORD STUDY
I Go back to the text, underline all the food words and divide them into groups, e.g. fruits, vegetables, meat, fish, seafood, milk products, desserts. Add other words you know to each of the groups.
II When talking about flavour and tastes, you can use some of the adjectives in column A. Try to find their opposites in column B.
III Complete the sentences with the correct form of the word in brackets.
1. Illness can be caused by poor __________ . (nourish)
2. You didn’t __________ read the instruction. (obvious)
3. There are many such __________ on the market. (produce)
4. The bride is dressed in __________ costume. (tradition)
5. She has developed a __________ for chocolate. (like)
6. When it comes to cooking, his __________ is amazing. (invent)
SPEAKING/WRITING
I Topics for discussion.
a) Discuss the saying: Men must eat to live but not live to eat.
b) In some societies, being fat is considered a sign of health, in some others it is looked down upon. Losing weight has become a national fashion in many countries. What does medical science say about the problem of being over/under-weight? What do you think about it?
c) Starvation and undernourishment are still a serious problem in some parts of the world. Why? – Name some of the reasons.
d) Many people have an unhealthy diet. What examples can you think of?
e) Modern living makes us unhealthy. What examples can you think of?
f) Apart from looking better, what is the main benefit of being slim. State your reasons.
II Understanding recipes – Read the recipes for Scottish Haggis and Serbian Proja and then do the exercises that follow them.
Brana’s Recipe: “Proja”
Ingedients;
1. 4 eggs
2. 2 coffee cups of oil
3. 3 coffee cups of warm milk
4. baking powder
5. 300 grammes of cheese
6. 1 teaspoon of salt
7. 3 coffee cups of maize flour
8. 3 coffee cups of all-purpose flour
Mix the baking – powder with the milk and beat the eggs. Mix all the ingredients together. Leave the mixture for half-an-hour. Bake in the oven at 200 degrees C until it is a golden brown colour. Serve hot with kaymak as an hors d’oeuvre.
a) Reconstruct the recipes by filling in the table. The first line has been done for you
Link words Method Ingredients First Next Then After that Finally boil liver and onions
b) Give instructions on how to make your favourite dish, using the link words in IIa.
III You have invited guests to supper. You have to go to the supermarket and buy a number of things Complete the list below with the things you are going to buy.
– one and a half pounds of _____ – a carton of _____ – a quar ter of a pound of _____ – a tin of _____ – half a pint of _____ – a jar of _____ – a packet of _____ – a tube of _____
IV A doctor is talking to a patient who has come to him with a serious weight problem . Write the doctor’s questions , using the patient’s answers as a guide.
DOCTOR: Good morning. How are you today, Mr Smith?
Mr S mith: I’m a bit tired, as usual. I just never seem to have enough strength for anything these days.
DOCTOR: __________ __________
Mr Smith: About 8 hours at night, plus an hour of rest after work.
DOCTOR: __________ __________
Mr Smith: I usually eat my main meal at about 6.30 in the evening.
DOCTOR: __________ __________
Mr Smith: Well, for supper I usually have a meal of soup, meat, potatoes and salad.
DOCTOR: __________ __________
Mr Smith: Yes, I usually have a cup of tea after the meal, and some cake.
DOCTOR: __________ __________
Mr Smith: No, I never have anything to eat before bed. My wife says it isn’t healthy.
LANGUAGE IN ACTION: Stating Preferences
When two things are compared and when you want to state your personal preferences for one of them, you can use some of the following words and expressions:
I prefer (oranges) to (bananas)
I’d rather stay at home than go to the cinema.
I prefer watching TV to listening to records.
I’d prefer that one because
I like___ better than ___
My choice would always be ___
As far as I am concerned, the best ___
If it was up to me, I’d ___
I usually find ___ much more satisfactory.
I Work in pairs – Take turns asking and answering questions about your preferences, using the ideas below and one of these questions:
Do you/Would you prefer ___ or ___ ?
Would you rather ___ or ___ ?
Which do/would you like ___ or ___ ?
a) watch TV or listen to the radio
b) go to bed early or late
c) read detective stories or science fiction
d) large cars or small cars
e) visit England or Spain
II Read the dialogue. Underline the words and phrases that indicate preference and replace them with words of similar meaning from the list above.
A: Why don’t we go to the Chinese reastaurant this evening?
B: I’d rather stay at home. I’m a bit tired.
A: But we stayed at home yesterday evening. Let’s do something different for a change. And besides, we must eat something.
B: If we must go somewhere then I’d prefer an English restaurant to the Chinese one.
A: Let’s go to the English restaurant then. For myself I’m always in favour of Chinese food. But I’d rather go anywhere than stay at home.
REVISING GRAMMAR: Plural of Nouns
I Complete this table. The first line has been done for you.
SingularPlural
Singular Plural forest forests geese calf foot deer ox potatoes wolves child sandwich women sheep tomato datum lives photo city cliff roof news
II Make your own conclusions about how the plural is formed.
How many rules for the formation of plural can you state from the examples above?
REMEMBER ALSO: 1. Nouns denoting the names of things, tools and instruments whic h consist of two equal parts are always used in the plural; e.g. scissors, glasses, trousers, scales, jeans
2. The following nouns have only a plural form: goods, headquarters, teens, customs, thanks
3. The following nouns have the same form both for the singular and the plural: means, series, species, cross-roads, gas-works
4. Collective nouns are used with a verb in the singular or in the plural according to the sense; e.g. The family are havin lunch. /We think of each individual in the group/ The family is having lunch. /The group as a whole/
I Which of the following words are singular in meaning/would be used with is/; which are plural/would be used with are/and which can be used as either singular or plural?
1. physics 6. furniture 11. information
2. the class 7. the team 12. cattle
3. scales
8. mathematics
4. people 9. means
5. species 10. goods
II Singular or plural? – You must decide which nouns are singular, which plural and which can be both. Make sentences from the table.
The /or no article/ luggage police deer news gymnastics scissors government is are sharp. discussing the matter. in the boot of the car. my favourite subject. coming to the scene of the accident. fighting in the forest. boring.
(Excerpt from Umberto Eco’s diary notes)
How to Eat in an Airplane
There is a good custom on international flights to serve passengers with a meal. It is a well-known fact that the seats are narrow, the tables too, and that the aircraft bounces around from time to time. Furthermore, napkins are very small in airplanes. Common sense says solid food should be served to prevent a person from getting smeared. Such meals are grilled meat, cheese, French fries and roasted chicken. Undesirable dishes are spaghetti with tomato sauce, eggplant moussaka, beef soup in a hot cup without handles.
A typical menu on an airplane consists of overcooked meat, chopped vegetables in wine sauce, rice and peas in gravy. It is an established fact that the pea seeds are uncatchable, especially if one strictly follows etiquette and eats with the fork not with the spoon. Do not tell me it is even harder for the Chinese because I assure you it is easier to catch a pea with chopsticks than stab it with a fork. It is useless to say that the fork is used to scoop up the peas, because forks are made in such a way that peas could fall off as they are being collected.
In addition, peas are as a rule served on airplanes when the aircraft runs into turbulence and the captain issues a warning to fasten seat belts.
As old storytellers taught us, to prevent a fox from drinking from a glass, it should be tall and thin. The glasses on airplanes are short, vase shaped, and look more like bowls. Naturally, in keeping with the law of physics any liquid would tend to overflow even without turbulence. Dessert looks as if it will start trickling between one’s fingers at a time when the paper napkin is already saturated with tomato sauce and therefore unusable.
WORDS AND PHRASES
furthermore – moreover, in addition scoop up – pick up food with a spoon or ladle smear – leave a dirty or greasy mark trickle – drip, flow slowly in very small amounts
5
COMPREHENSION
I Say whether the following statements are TRUE or FALSE. Correct the false statements.
1. Passengers are served with a meal on international flig hts.
2. Eating on the plane can be uncomfortable and messy.
3. Aeroplane companies have to be very careful when deciding which dishes to put on the menu.
4. Turbulence can cause food to spill.
5. Drinks should be served in tall and thin glasses.
6. Sometimes it is advisable to eat peas with a spoon and not with a fork.
II Match the words and expressions from the text with their meanings.
Paragraph numbers are given in brackets.
1. bounce (1)
2. consist of (2)
3. chopped (2)
4. strictly (2)
5. etiquette (2)
6. issue (3)
7. warning (3)
8. as a rule (3)
9. in keeping with (4)
10. turbulence (4)
III Answer these questions.
a. be made up of b. cut into smaller pieces c. move up and down d. usually, generally e. exactly, precisely f. a set of customs and rules for polite behavior g. make/send out a statement formally or publicly h. violent and uneven movement of the air i. in agreement with something, going suitably with j. advice given to someone not to do something
1. What makes air flights uncomfortable?
2. What kinds of food should be served on the plane?
3. Which dishes are not welcome on the menu? Why?
4. Which vegetable seems to be most unpractical? Why?
5. What does the captain do when the plane runs into turbulence?
6. Which story does the author refer to in the last paragraph?
7. What is the moral of that story?
WORD STUDY
I Look back at the text and underline all the words that have to do with food, different kinds of dishes and different items of cutlery and china. Copy these words and list them under the mentioned category names.
II Use the expressions below in sentences of your own to show that you understand their meaning.
• from time to time
• common sense
• an established fact
• it is useless to say
• as a rule
• in keeping with
• in addition
• a well-know fact
III In the text you have one noun (paragraph 1) which has the same form both for the singular and the plural. Find the word and add at least five more such words.
SPEAKING/WRITING
I Think of a meal you were served on one of your flights. Say what it consisted of and what you thought of it. If you have never had such a meal, do the same with any meal you wish.
LISTENING
There are two passages about ice cream. First try to complete the sentences with the given words. Then listen to the text to see if you were right.
noise days shop sold Sunday changed
Ice cream Sundae
A long time ago, ice cream sodas could not be __________ on Sunday. Churches believed that the slurping sound made too much __________ and wasn’t right for that day. To get around the slurping sound, one ice cream __________ decided to start selling the ice cream in dishes with the topping poured over the top. They called it a sundae but __________ the spelling so as not to upset anyone. Originally these sundaes were only sold on __________ but as the demand increased they started selling on other __________ of the week.
Ice cream cones maker born nearby them became
The ice cream cone __________ popular with the public in 1904 at the St. Louis exposition when an ice cream __________ ran out of dishes for his ice cream. A __________ pastry maker rolled crisp wafers and called __________ cornucopias. He sold them to the ice cream maker and ice cream cone was __________ .
GRAMMAR STUDY: The Gerund
Look at these sentences and underline the gerund forms.
1. To prevent a fox from drinking from a glass, the stork gave it a tall and thin glass.
2. Dessert looks as if it will start trickling between fingers.
3. In keeping with the law of physics any liquid would tend to overflow.
REMEMBER:
1. The gerund often follows a preposition; e.g. I am looking forward to seeing you again.
2. The gerund is used after phrasal verbs; e.g. He has given up travelling.
3. The gerund is used after these expressions: feel like be proud of would you mind no use be ashamed of can’t bear
4. There are some verbs which take either the infinitive or the gerund, with very little change in meaning; e.g. begin, start, continue, intend, like, love, prefer, hate
5. Some verbs, such as stop, remember, forget, etc. change their meaning depending on whether the gerund or the infinitive is used: e.g. I stopped to buy the Times. (I stopped in order to buy it) I stopped buying the Times. (I no longer buy it)
II Complete these sentences
1. I can’t walk any longer. I am tired of __________ .
2. He never plays football. He is not interested in __________ .
3. They didn’t say goodbye. They left without __________ . 4. I never drive fast. I am afraid of __________ .
5. He does not know the answer. It’s no use __________ .
6. I told him I was feeling fine but he insisted on __________ .
7. Would you mind __________ a minute. I won’t be long.
8. She apologized for __________ but he would not forgive her.
9. I can’t bear __________________but my friend doesn’t mind.
10. What kept you from _____________________?
III Put the verbs in brackets into the gerund or infinitive form.
1. I hate /drive/ during the rush hour.
2. He decided /go/ and see that film.
3. I got tired of /wait/ so I left.
4. Would you like /come/ with me.
5. It’s no use /cry/ about it.
6. They continued /argue/ till after midnight.
7. He does not believe in /work/ too hard.
8. I forgot /bring/ the briefcase.
9. The cool water of the lake invited us /swim/.
10. I regret /inform/ you that we cannot publish your book.
11. This chapter needs/rewrite/.
12. I have enjoyed /talk/ to you about old times.
6
Discoveries and Inventions
AThe Spirit of Invention
Genius is “one percent inspiration and ninety-nine percent perspiration”. The man who said that ought to know. There are more patents – over 1.000 – attributed to Thomas Edison than to any other individual.
It is hard to believe that a man of Edison’s accomplishments could have had no more than a few months of formal education. But it’s true. He was mostly taught at home by his mother, and showed an early interest in science.
One of Edison’s first jobs was as a telegraph operator. Realizing that there was room for improvement, he devised a telegraph system that could transmit and receive several messages at the same time. Another idea was for an improved stock ticker system. It became his first commercially successful invention and earned him a small fortune. He was only twenty-three at the time but wisely used the money to start his first factory.
Then, in 1879, came what is probably Edison’s best-know invention, the incandescent light bulb. It reliably produced forty hours of light. Edison went on to develop a complete electric generating system which, by 1882, was put to use in his New York City power plant, the first of its kind in the world.
In 1889 Edison developed the Kinetoscope, the forerunner of the movie camera. By taking a series of photos and projecting them onto a screen in rapid succession, it gave the illusion of movement. He also devised a way to synchronize these motion pictures with sound. “Talking pictures” were based on this work. Taken from “Current” – 1988
WORDS AND PHRASES
stock ticker – a telegraphic receiving instrument that automatically prints stock quotations or news incandescent – glowing with white heat, shining brightly accomplishment – something remarkable that has been done ar achieved forerunner – a sign that something is coming, or will follow; a person who goes in advance to announce the coming of another
COMPREHENSION
I Answer the questions.
1. What is Edison’s definition of genius?
2. How many patents are attributed to him?
3. When was Thomas Edison born?
4. How much schooling did he have?
5. What kind of a telegraph system did he devise?
6. What is Edison’s best-known invention?
7. Where was his electic generating system put to use?
8. How did he succeed in making the illusion of movement?
9. Which device was later used as a base for “Talking pictures”?
II Say whether the following statements are TRUE or FALSE.
1. Edison was an Englishman.
2. Edison attended a well-known private school.
3. Edison devised a telegraph system which could transmit one message at a time.
4. Edison inherited some money and this helped him start his first factory.
5. The illusion of movement was created by a rapid succession of a series of photos.
WORD STUDY
I Which nouns correspond to the following verbs? – Use the suffi xes – ment , -ation and – ion with the verbs below?
REMEMBER: The suffixes -ment, -ation and -ion are added to verbs to form nouns. Read all the nouns aloud and note the vowel changes where they occur.
II Fill in the gaps using nouns from the previous exercise.
1. I see no __________ in the way he behaves.
2. He drew __________ from nature for his poems.
3. There were beads of __________ on his upper lip.
4. Then suddenly in the shadows he saw a __________ .
5. They went to the __________ room to see the film.
6. Who was his __________ for this love poem?
7. One of his few __________ was the ability to do sums to perfection.
III Choose the correct form to fit into each sentence.
1. most, mostly
a. He used to spend __________ of his time in the laboratory. b. He worked __________ at night.
2. wise, wisely
a. I think you’d be very __________ to publish it. b. He __________ decided to publish it.
3. probable, probably
a. This is the most __________ interpretation of the situation. b. You are __________ right.
4. reliable, reliably
a.The diesel engine is long-lasting and extremely __________ . b.It __________ produces forty hours of work.
5. rapid, rapidly
a. This is a time of __________ economic growth. b. The situation has __________ changed.
SPEAKING PRACTICE
I Discuss the sentence “Genius is one percent inspiration and ninety-nine percent perspiration. ”
II What has , in your opinion , been the most signifi cant invention up to now? Why?
WRITING PRACTICE
I In 1889 Tesla worked with Edison. He, too, patented many of his inventions: induction motor, new forms of arc and incandescent lamps, dynamos, induction coil, high frequency electric current... Find out from your teacher or from books more details about Tesla’s life and work and write a short composition.
GRAMMAR STUDY: The Passive Voice
I There are four examples of the passive voice in the text The Spirit of Invention Find them and identify the tenses used. Review the passive voice.
REMEMBER ALSO: 1. When we use the passive voice it is rarely necessary to mention the name of the person who carries out the action of the verb;
e.g. His son was killed in World War II. Good films are produced in Hollywood. but: This novel was written by Somerset Maugham.
2. When we speak of public opinion we frequently use the passive voice;
e.g. It is often said that flying saucers really exist.
3. We generally use the passive voice in scientific writing, in scientific articles and news items;
e.g. This problem can be solved in two ways.
4. Intransitive verbs never take the passive since they take no object. But certain intransitive verbs can be made transitive by the addition of a preposition;
e.g. He has never been so laughed at in all his life.
5. The subject of a passive sentence can be either a) the direct object of an active sentence or b) the indirect object of an active sentence;
e.g. They are painting the bridge. The bridge is being painted. Somebody told John a strange story. John was told a strange story.
II Put the right form of the passive in the following sentences
1. Where’s your stereo system? It __________ last month. /steal/
2. I’m afraid you can’t see Mr Smith at the moment. He’s __________ by someone at the moment. /interview/
3. Too much energy __________ nowadays. /waste/
4. The kitchen looks very nice. Yes, it __________ just __________ . /paint/
5. Chinese __________ by more people in the world than any other language. /speak/
6. When __________ the car last __________ ? /service/
7. If there are any problems with the computer, it __________ free of charge by our firm. /repair/
III Rephrase the following sentences so that all the active verbs become passive.
1. They promised the workers higher wages.
2. They sent each of us a special invitation.
3. Everyone takes her for an Italian.
4. The police gave the man a reward.
5. They have asked everyone the same question.
6. His secretary was taking down every word I said.
7. They looked after the children properly.
8. No one has seen him for a week.
9. They finished the work in time.
10. People often take her for her sister.
11. An earthquake destroyed San Francisco.
12. They should send the box to us.
13. You ought to water the plant once a week.
14. Congress is debating the question today.
15. He must pay the bill before the first of the month.
SPELLING – The doubling of consonants
I Write out the following words with the endings given , doubling the final consonant where necessary. -ed -est -ing -able -ish offer great stop excite Scot control thin occur prefer short equip hot run eat Turk
REMEMBER: 1. Final consonants are doubled before endings beginning with a vowel if the preceding vowel is stressed and spelled with a single letter.
e.g. drop – dropped; strap – strapped
2. The final consonant is not doubled if:
a) the ending begins with a consonant
e.g. hot- hotly
b) the preceding vowel is unstressed
e.g. open – opened
c) the vowel is written with two letters
e.g. feel – feeling
3. Final l is nearly always doubled in British English
e.g. cancel – cancelled; travel – travelled
BE-mailing
The fact that I now number e-mailing as one of life’s greatest pleasures has been the cause of great amazement to many of my friends. You see, for years I have been against mobile phones, computers, fax machines – I was determined to avoid all of these new gadgets in favour of the more traditional and personal forms of communication. Not for me the sad and lonely behaviour of those who spend hours in front of the computer screen. Not for me, either, the exchange of soulless messages over the ether. Only a letter, styled in a familiar hand, rambling from page to page and lavish in detail, and of course posted through my letter box in the good old-fashioned way, would suffice. And yet, and yet... While I clung ever more despairingly to the traditional, I was on the brink of a great discovery. For my son, criticizing his ‘reactionary’ parents, made a treacherous move and bought himself a new PC.
Now, few could argue that the messages, which mysteriously land in my son’s mailbox, contained a wealth of detailed observation or comment. There are lapses in literacy in emailed messages. And yet I have been forced to agree that e-mailing does have a great deal to offer, and not just in terms of directness and economy. Have you noticed that some remarks which would have seemed totally inappropriate over the phone or in a hand-written letter are somehow less out of place in this medium?
And suddenly I find I am enjoying what this new technology offers. When I switch on the computer and find a collection of messages waiting, there is that little thrill of excitement and anticipation. And if one of my messages comes from a boring correspondent who has become over-zealous in the frequency or the length of his communication, what a joy it is to press the delete button and dump his message in the delete tray, secure in the knowledge that one can always claim a fault in the system to excuse one’s behaviour.
Adapted from Proficiency Reading by Mary Stephens
WORDS AND PHRASES
gadget – a small machine or useful apparatus in favour of – on the side of, for something ramble – wander, walk for pleasure, with no special destination lavish – generous, very large in quantity or amount suffice – be enoug h, satisfy treacherous – disloyal, deceitful lapse – a small fault or mistake over-zealous – over-enthusiastic, fanatic claim – say that something is a fact, assert
COMPREHENSION
I Answer the following questions.
1. What was the author’s attitude towards a number of new gadgets in the past?
2. What were the two main reasons for him to cling to such an attitude?
3. When did his attitude begin to change?
4. What is his attitude to e-mailing now?
5. What can he do with messages he finds boring or objectionable?
II How would you finish these sentences?
1. For years the author had been trying __________________________ . 2. He believed that personal communication could best be achieved _____________ _____________ .
3. For him, the good sides of traditional letter-writing were ________________ . 4. The only fault he finds with e-mail messages is ___________________________ . 5. Finding a collection of messages waiting for him always gives him _____________ _____________ .
6. What gives him greatest pleasure is ____________________________________ . 7. He can always find an excuse for not answering e-mail messages by ____________
.
WORD STUDY
I Match the words in column A with the meanings in column B.
1. amazement
2. determined
3. familiar
4. old-fashioned
5. cling
6. literacy
7. thrill
8. anticipation
a. a sudden feeling of great excitement
b. expectation
c. outmoded
d. hold onto something, firmly and tightly
e. the ability to read and write
f. surprise, astonishment
g. generally known
h. resolved
II Look at the word inappropriate in the text, say what it means and explain how it is formed. Practise using words with negative prefixes by filling in the gaps with a suitable adjective. unbearable incomplete irregular illegal unforgettable impatient illiterate unpredictable incorrect impossible irresistible illogical
1. She suffered __________ pains so the doctor gave her an injection.
2. He was imprisoned for __________ possession of firearms.
3. I have forgotten to bring my list of __________ verbs.
4. My holiday in Greece was an __________ experience.
5. There are some 40% of people who are __________ .
6. No one knows how he will react; he is so __________ .
7. He is the most __________ person I know.
8. Children grow __________ when they have nothing to do.
9. I had an almost __________ desire to break into song.
10. They are in an __________ position on this matter.
11. I’ll give you a short and __________ account of my life.
12. We received __________ information.
REMEMBER : 1. The prefi xes un - and in - are often used to give adjectives a negative meaning
2. in- becomes im- before a word beginning with m or p, ir- before a word beginning with r and il- before a word beginning with 1.
III The word “common” has several different meanings Read the sentences below and see how many different meanings you can identify. Use your distionary to help you.
a) Travelling by train soon became a common practice.
b) Linda, Ildiko and Vesna belong to different nations but they all have English as a common language.
c) If he has any common sense, he won’t swim in such cold water.
d) National parks are common property of all the people.
e) She has such common manners that no one wants to associate with her.
IV The verbs LAY and LIE are often confused. Look these verbs up in the dictionary to make sure you know their meaning.
REMEMBER: 1. the verb lay is a transitive verb and has the following forms: lay – laid – laid – laying
2. the verb lie is an intransitive verb and has the following forms: lie – lay – lain – lying
Note: Do not confuse the verb “lie” (2) with the verb lie which means “not tell the truth” and which is a regular verb with the forms: lie – lied – lied – lying.
Fill in the blanks with the correct form of the verbs LAY and LIE.
1. They decided to __________ the tracks all over the country.
2. Yesterday he __________ in the sun all day.
3. Your book __________ on the table.
4. She __________ to her parents about her school marks.
5. The carpet was __________ yesterday.
6. He has been __________ here since three o’clock.
7. Although he has __________ his plans well, he had little success.
8. I thought he __________ on the sofa in this room.
9. He has always __________ to me.
SPEAKING/WRITING
I Work in pairs . See if you can defi ne and specify the use of at least one of “the new gadgets” mentioned in the text. Talk to your partner and decide on what you would say to the rest of the class.
II Have you had any experiences with sending/receiving e-mail messages? If you have, tell the class what your experiences were. If you haven’t, prepare questions that you would like to ask people who have had such experiences.
III Work in group s – Mention and discuss some of the inventions that have changed people’s lives in the past fifty years.
Considering just how much a part of our lives the Sun is, it seems strange that it was only in the 20th century that humanity had the slightest clue of what the Sun is and how it shines.
The ancients knew the Sun was the most powerful force in nature. Without it, crops would not grow, and its disappearance during total eclipses was a cause of great alarm.
So, unsuprisingly, the desert tribes of Africa and the Near East decided the Sun was a god – the Egyptians gave him the name Ra.
Later, the Sun lost its supernatural status, but remained mysterious. What is it made of? How does it shine? Will it ever go out? It was science that provided the answers. The Sun began to be studied seriously as an astronomical object.
In the 18th century, researchers realised the Sun was a star – one of the millions that are scattered across the night sky, but much, much closer.
The Miracle of the Sun
Unlike the planets and the Moon, which are only bright with reflected light, the Sun shines on its own. But it wasn’t until the 20th century at the dawn of the atomic age, that the mystery was solved.
In the 1930s, physicists realised that the Sun was a ball of burning hydrogen, turning into helium in a ‘nuclear fusion’ reaction. Thanks to modern telescopes, and a fleet of unmanned spacecraft which have been sent to study ‘our’ star, we now have the measure of the King of the Solar System.
The Sun rules a sphere of space billions of miles across, comprising nine planets, dozens of moons, hundreds of asteroids and billions of icy fragments and comets.
Almost all life depends on the Sun. Animals get their energy from plants, and plants make energy, in the form of sugar, from pure sunlight, air and water.
One day, however, the Sun will die. When it does, so will life on Earth. Fortunately, that will not be for some time. Astronomers calculate that after another five billion years or so, the Sun will have used up its supply of hydrogen fuel, and will start to burn helium and other waste ‘ashes’.
In the meantime, our lives are as much ruled by the Sun as those of the ancient Egyptians. The Sun drives the winds and makes rain, powers typhoons and sends cold fronts across the countries.
Now we perform our own acts of worship every time we head to the park or to the beach to bathe in its life-giving rays.
By Michael Hanlon / Daily Mail, May 2001
WORDS AND PHRASES
considering – in view of, taking it into account slight – very small in degree or quantity eclipse – the disappearance, complete or in part, of the sun’s light when the moon passes between it and the earth scatter – spread things all over an area as if by throwing them or dropping them comprise – include, be made of
COMPREHENSION
I Answer these questions
1. What seems to be one of the strange things about the Sun?
2. What did the ancients think about the Sun?
3. Who believed that the Sun had magical, supernatural powers?
4. What great discovery was made in the 18th century?
5. What did the physicists of the 20th century find out about the nature of the Sun’s light?
6. How does the Sun affect all life on the Earth?
7. What future is there for the Sun?
II Make a short summary of the relevant data contained in the text about
• the solar system
• the Sun as the source of energy
• what the solar eclipses are
• what will happen in approximately five billion year’s time
III Use your own words to explain the meaning of the following expressions from the text. Paragraph numbers are given in brackets.
• the slig htest clue (1) another five billion years or so (10)
• on its own (6) use up (10)
• at the dawn of (6) an act of worship (12)
WORD STUDY
I Look at the word supernatural in paragraph 4 . S ay what it consists of and then give at least three other words formed with the same prefix and write a sentence for each word illustrating its use.
II Try to define the meaning of the word astronomy and then make a list of words naming equipment that astronomers use in their work.
III Find the missing nouns and verbs.
SPEAKING/WRITING
I Do astronomers and astrologers deal with the same field of study? What is the greatest difference between them?
II Arrange the planets of the solar system , starting with the nearest to the Sun. Jupiter Uranus Mars Saturn Earth Venus Neptune Pluto Mercury
III Make a list of at least five signs of the horoscope and say which one is yours.
GRAMMAR STUDY
The Future Perfect Tense
I Study this example: After five billion of years the Sun will have used up its supplies of hydrogen fuel.
II What do you think, will the supplies be completely used up by the end of the period of five billion years?
REMEMBER: 1. We use the future perfect continuous to talk about something that will be completed by (not later than) a certain time in the future. e.g. By this time tomorrow I’ll have finished my project. I’ll meet you outside the school. Will your classes have finished by 6 a.m?
2. We form the future perfect tense with WILL + HAVE + PAST PARTICIPLE
III Complete the following sentences with the correct form of the future perfect tense.
1. I __________ (finish) this book by tomorrow evening.
2. I’ll still be here next summer, but Tom __________ (leave).
3. Let’s hurry. The film __________ (start) by the time we get to the cinema.
4. The police __________ (hear) of the theft by this time.
5. By the end of this school year I __________ (do) all the exercises in this book.
6. By the time I get back home my mother __________ (cook) the meal.
7. There’s no point in phoning. She __________ (go) by now.
LANGUAGE IN ACTION: How to Express Certainty, Uncertainty and Doubt
When you want to express your feelings about something that will or might happen in the future, you can use some of the following words and expressions:
Certainty:
I am absolutely sure that...
I am certain/positive that...
I have no doubt about...
I know/I know for sure that... It’ll certainly work.
Uncertainty:
Well, it’s possible, I suppose. Doubt: I’m not too sure...
It could happen, but...
Well, no one can say for certain. I’m not really sure/I doubt it.
It’s highly unlikely...
I’ll have to think about it.
I Work in pairs – Take turns asking and answering these questions, giving your opinion.
Do you think that
a) Anthony Hawker will make a flying saucer?
b) you will get a bad mark in English?
c) you will give all the correct answers in your test?
d) your parents will let you go to England?
e) a cure will ever be found for cancer?
II Write down what you expect will happen to you by the time you reach the age of 20. Complete the following sentences.
I am positive that __________ . I am almost sure that __________ . I am pretty certain that __________ It’s possible that __________ . Perhaps I __________ , but I doubt it. It’s highly unlikely that __________ .
REVISION 2
I Give the correct form of the verbs in brackets.
1. I wish you __________ it to him last week. (give)
2. I wish I __________ with them to the seaside last summer. (go)
3. I wish he __________ such stupid things all the time! (not say)
4. She says she wishes she __________ after all. (not agree)
5. He wishes he __________ a job in two months. (get)
6. She wishes she __________ healthier. (be)
II Complete these sentences with the conditional forms of suitable verbs.
1. She wouldn’t have been upset if you __________ that.
2. If I saw him in the street, I __________ him.
3. He’ll make himself ill if he __________ any more.
4. If he gets into trouble, he __________ me.
5. The world would be a better place if we __________ .
6. If it starts raining, we __________ .
III Put the verbs in brackets into the gerund or infinitive form.
1. Surely you remember __________ (lend) him the book? I hope he won’t forget __________ (bring) it back.
2. He suggested __________ (ring up) Susan and __________ (apologize) to her.
3. Would you mind __________ (write) you telephone number here?
4. It’s no use __________ (ask) children to keep quiet.
5. He is not interested in __________ (improve) his knowledge.
6. I wonder if you’d be kind enough __________ (help) me.
7. The lecture was very difficult __________ (understand).
8. I advised him __________ (see) another doctor.
9. I’m tired of __________ (wait) for you.
10. She expects __________ (pass) the driving test.
IV Which verb (do or make) do you use with these words?
1. _____ enemies
2. _____ a silly mistake
3. _____ the right thing
4. _____ money
5. _____ good
6. _____ the wrong decision
7. _____a good impression
8. _____ an interview
V Fill in the gaps with an article where necessary.
9. _____ sense
10. _____ a pass
11. _____ a cake
12. _____ fun
What __________ thrill it is to get ready for __________ summer holidays! In fact __________ expectancy of going to __________ seaside is often better than __________ seaside itself, for with this climate we never know when we will get two fine days together. Nevertheless, __________ packing is __________ pleasure in itself. That is, when we are packing for going, and not for coming back. Often our parents do not take __________ same view, for with them it is __________ matter of getting as much as possible into __________ least possible space.
VI Sequence of tenses
Complete the sentences with the correct tense of the verbs in brackets.
1. She was sorry that she (not apply) __________ for that job.
2. When he was young his family decided that he (become) __________ a doctor.
3. He realized how sensible it (be) __________ that he (tell) __________ the police the truth.
4. She remembered that she (not lock) __________ the door.
5. He promised that he (do) __________ everything he could.
6. Nobody knew that she (graduate) __________ from University.
7. I hoped that she (recover) __________ quickly.
VII Give the principle parts of the following verbs.
VIII Write down the question words that will complete the sentences.
1. He’d hardly be as rude as that, __________ ?
2. Ring me tomorrow, __________ ?
3. He didn’t have to leave, __________ ?
4. I’m looking fatter, __________ ?
5. She doesn’t look too happy, __________ ?
6. I believe you couldn’t find the money, __________ ?
7. It can’t go wrong, __________ ?
8. Being young is wonderful, __________ ?
9. You don’t want another ice-cream, __________ ?
IX Rewrite the following passage in reported speech.
“Whether you like it or not,” I said, “you’ll have to go. There is only one man I know who is capable of doing the job, and that man is you. How much do you want to be paid?”
“That doesn’t come into it,” he said. “I don’t like the job. Can you find someone else?”
“There isn’t anyone else,” I said. “You know that as well as I do.”
X Answer the question after each pair of sentences.
1. Bob is counting on his money. Philip is counting up his money.
• Which man would you borrow money from?
2. Tim’s book is up to date. Kate’s book is out of date.
• Whose book will probably sell more copies?
3. Susan waited for John in the restaurant.
Christie waited on George in the restaurant.
• Which man ate his meal first?
4. Mary called up her friend after lunch. Martha called on her friend after lunch.
• Which woman actually saw her friend?
XI Fill the gaps with the correct verb form.
Dear Helen,
Just a quick note which I hope __________ (reach) you in time. The dress that you asked me to buy for you (go) __________ . The shop whose address you __________ (be, not) sure about is in Russel Street. There were several assistants, one of them was particularly kind and told me that all the blue dresses (go) __________ the first day of the sale. However she said the manufacturers whose things always sell very fast (promise) __________ them a new supply for early next week. The manager that I also (speak) __________ to confirmed this. Let’s hope I (be) __________ luckier then.
Yours, Ana
XII Answer the questions following the example.
e.g. What kind of film do you like? I like films that have a happy ending.
1. What kind of town do you like to live in?
2. What kind of sports would like to go in for?
3. What kind of food do you find most healthy?
4. What kind of clothes do you like to wear?
5. What kind of friends do you like to have?
6. What kind of people do you like to socialize with?
XIII Fill in the gaps the present perfect or the present perfect continuous tense of a verb.
1. Linda isn’t here. She __________ (shop) at the department store all day.
2. It’s awfully dry. It __________ (not rain) for six weeks.
3. The wind’s certainly strong. It __________ (blow) down some big branches.
4. They __________ (build) that skyscraper for more than two years. So far, it _____ _____ (cost) 150 milion dollars.
5. That police car is still across the street. I __________ (watch) it for an hour, but nothing __________ (happen) yet.
A
7
Books, Films and Music
Penguin Books is Born
Before you start reading the text answer the following questionnaire.
1. What books are you reading now?
2. When is your favourite time to read?
3. Who is your favourite novelist?
4. Who is your favourite character?
5. What is your favourite poem?
6. What is the most difficult book you have ever read?
7. Which contemporary author do you most admire?
8. What book would you like to see filmed?
9. What is your funniest book?
10. Which book should have a sequel?
11. Which books would you take to a desert island? Allen Lane did not invent the paperback, any more than Henry Ford invented the motor car. But he did invent Penguin Books, in its heyday the most celebrated name in British publishing.
Sir Allen Lane, as he was to become, was never himself a keen reader, except for balance sheets. Otherwise he was a typical member of the Penguin audience, which numbered
millions. (Literally so: he was the first publisher to market his authors – Bernard Shaw, D. H. Lawrence, Agatha Christie – in imprints of a million.)
Lane, born 100 years ago, left Bristol Grammar School at 16 to become apprenticed to his uncle, the London publisher. When Lane was in his early 30s, and himself a boss of a small company, he was returning from a weekend in the country with Agatha Christie and while waiting for his train, he saw that there was nothing to read on the station bookstall except for either expensive titles or cheap rubbish.
Surely, reasoned the young but already shrewd Allen Lane, there must be a market for good, well-printed literature at a modest price? Penguin Books was born. He brought ten titles, in the distinctive livery that for decades would identify a Penguin book at 50 paces – orange for fiction, green for detective stories, blue for biography. It was a cautious selection – Shelly’s biography, Hemingway’s A Farewell To Arms, an Agatha Christie and so on. Twenty-five.
The public didn’t rush to pick up a Penguin. The Times Literary Supplement said sniffily that it could not see a future for paperbacks. To break even, Lane needed to sell 17,000 copies of each title. By publication day he had orders for fewer than half that number.
This is where Allen Lane’s commercial flair comes. He realised that the new reading public he was aiming for would feel far more at home in Woolworth’s than in the conventional bookshops.
So to Woolworth’s he went, where he happened to know the chief buyer. The buyer was doubtful about trying to sell paperback fiction without even a picture on the cover, but he was persuaded to take a few sets of the new titles. Within a week he was back with an order for 63,500 Penguins.
Allen Lane was in business. On Penguin’s first birthday he was able to announce sales of more than three million books.
Daily Mail 27 September 2002
WORDS AND PHRASES
heyday – time of greatest prosperity or power balance sheet – a written statement of how much money has come in and how much money has gone out imprint – the name of the publisher as it appears on the book shrewd – clever livery – a special design or set of colours associated with a particular company cautious – careful sniffily – with a scornful and contemptuous attitude about something break even – make neither a profit nor a loss flair – a natural ability to do something well, talent
COMPREHENSION
I Say whether the following statements are TRUE or FALSE. Correct the false statements.
1. Allen Lane invented the paperback.
2. Allen Lane had always been a keen reader of novels.
3. He was the fi rst publisher to publish over a million copies of books by the same author.
4. He became interested in the idea of paperback editions quite by accident.
5. He introduced the distinctive livery which became a symbol of Penguin books.
6. Penguin books were an immediate success.
7. He expected that the Penguin audience would feel more comfortable buying books at Woolworth’s than in the conventional bookshops.
8. At first all Penguin books had pictures on the cover.
II Note down all the facts of Lane’s life and career and tell the story of how he became k nown to the public.
III In which way were Penguin books different from other publisher’s books?
Mention at least three points of difference.
IV Complete the sentences using the words from WORDS AND PHRASES.
1. The 19th century saw the __________ of steam railways.
2. After some difficulty the company managed to __________ .
3. My brother is a very __________ driver.
4. He has a real __________ for languages.
5. He looked at me __________ .
6. The dictionary is published under the Penguin __________ .
7. He is a __________ and sometimes ruthless enemy.
WORD STUDY
I Can you explain the meaning of the following words and expressions from the text?
• the first publisher to market his authors (2)
• become apprenticed to his uncle (3)
• a boss of a small company (3)
• he brought out ten titles (4)
• at 50 paces (4)
• it could not see a future for paperbacks (5)
• to break even, he needed to sell... (5)
• by publication day (5)
II Complete the table where possible. VerbNounAdjectiveAdverb invent celebration typical select cautious doubt persuade
III Find in the text words paperback and weekend and say how these compound nouns are made up. Join words from columns A and B to make new compound nouns.
A stop, head, book, play, show, fire, eye, wall
B way, watch, keeper, ground, paper, alarm, witness, room
IV Look at the nouns below and write them under one of the headings: Strings, fiction, director, log, rap, draft, supporting role, binding, lyrics, beat, chapter, casting, bagpipe, overture, screenwriter, hardback, stunt, memoirs, beat, contents, manuscript, bard, preface, drums.
V Choose the best alternative to complete each sentence
1. You can find the titles of the sections in the book by looking at the __________ . appendix, glossary, table of contents
2. If you need to find out some information in a non-fiction book, look it up in the __________ . catalogue, diary, index
3. Even the __________ characters in the book are really interesting. less, minor, small
4. Most novels are divided into several __________ . chapters, units, sections
5. Poetry is written in __________ . lines, prose, verse
6. A great novel has a good plot and a __________ . message, meaning, importance
SPEAKING/WRITING
I Work in groups – Try to reach an agreement on the following questions.
1. Do you and your friends from school enjoy reading or do you prefer films and television for entertainment?
2. If you like reading, what do you read?
3. When do you find the time to read?
II Complete the unfinished sentences in this dialogue with the questions that fit the answers that are given. You may talk about the book you are reading or have just read. The first is done for you as an example.
A: What kinds of books do you enjoy reading?
B: Books that are exciting and easy to read.
A: Who __________ ?
B: Oh, John Le Carre, Ludlam – writers like that.
A: Do __________ ?
B: No, not only spy stories. I do read other kinds of books too.
A: And what __________ ?
B: At the moment? I’m on the very last chapter of a book by __________ .
A: What __________ ?
B: It’s about __________ ?
A: Where __________ ?
B: In __________ .
A: Is it __________ ?
B: Yes, it’s very exciting and it’s well-written too.
A: Would __________ me to read?
B: Yes, I certainly would. I think you’d enjoy it.
A: Will __________ ?
B: Yes, sure. I’ll try to remember to bring it along tomorrow.
FOR FURTHER READING
I Here are some idioms that relate to books:
• Turn over a new leaf: to forget about the past and start again with the intention of doing better
• Read someone like a book: to understand someone very well
• Read between the lines: to see what is really meant by what is written or said.
• You can’t tell a book by its cover: You can’t tell what a person is like from his/her outward appearance
• By the book: according to the rules
• Have one’s nose in a book: to read books all the time
• Booking office: an office where tickets are sold
II Queen of Crime
Although Agatha Christie was the world’s most successful and best-known detective writer, she was rarely interviewed or seen in public places. Most people feel this was because of shyness, but it also comes from a bizarre incident which happened early in her writing career.
She had just published one of her best thrillers – The Murder of Roger Ackroyd – in 1926, when she mysteriously disappeared. There was a tremendous amount of publicity and a nationwide search for her. At this time she was unhappily married to
her fi rst husband, who later left her for another woman. Agatha Christie was found in a hotel two weeks later registered under this other woman’s name!
She explained her strange disappearance and actions by saying that she had a loss of memory or amnesia. Many newspapers said that she was only trying to get publicity for her new book. She was very hurt and upset by this idea. Although she continued to write many more successful books, she rarely appeared in public again and was almost never interviewed.
During her long writing career she wrote over eighty-three books. Some of them were made into popular films, like Murder on the Orient Express. She also wrote a play which began its performance in a London theatre in 1952 and is still playing today, the world-famous Mousetrap
Nobody knows exactly how much money she made but it is generally thought that she earned more than ten million dollars. One estimate of the total number of her books printed is three hundred million copies – more than any other author in history!
Agatha Christie died in January 1976 at the age of eighty-five. But it is obvious from the number of her books still sold that her two famous detectives – Hercule Poirot and Miss Jane Marple – will continue to live for many years to come.
By David Sanders
Hercule Poirot
Miss Jane Marple
BTomorrow is Another Day
Scarlett silently watched Rhett go up the stairs, feeling that she would strangle at the pain in her throat. With the sound of his feet dying away in the upper hall was dying the last thing in the world that mattered. She knew now that he had meant every word he said. She knew because she sensed in him something strong, unyielding – all the qualities she had looked for in Ashley and never found.
She had never understood either of the men she loved and so she had lost them both. Now, she had a fumbling knowledge that, had she ever understood Ashley, she would never have loved him; had she ever understood Rhett, she would never have lost him. She wondered if she had ever really understood anyone in the world.
“I won’t think of it now”, she thought. “I’ll go crazy if I think about losing him now. I’ll think of it tomorrow”, she said aloud, trying to push her misery to the back of her mind. “I’ll – why, I’ll go home to Tara tomorrow”, and her spirits lifted faintly.
She stood for a moment remembering small things, the avenue of dark cedars leading to Tara, the banks of jessamine bushes, vivid green against the white walls, the fluttering
Scarlettoutsideherhome,Tara
curtains. And Mammy would be there. Suddenly she wanted Mammy desperately, as she had wanted her when she was a little girl, wanted the broad bosom on which to lay her head, the black hand on her hair. Mammy, the last link with the old days.
With the spirit of her people who would not know defeat, even when it stared them in the face, she raised her chin. She could get Rhett back. She knew she could. There had never been a man she couldn’t get, once she set her mind upon him.
“I’ll think of it tomorrow, at Tara. I’ll think of some way to get him back. After all, tomorrow is another day.”
WORDS AND PHRASES
strangle – choke, kill by pressing on the throat
flutter – move about in a quick, light or irregular manner yield – surrender, give up mammy – a black woman in charge of children in the USA, especially in the South
COMPREHENSION
I Work in pairs or small groups. Discuss the questions on the text.
1. Why did Scarlett feel a pain in the throat?
2. What did she finally realize about Rhett?
3. Who did she compare Rhett to?
4. What did she come to know about Ashley?
5. Where did she decide to go? Why?
6. How did she describe Tara?
7. How did she describe Mammy?
8. What did Scarlett hope she could succeed in?
9. What influence had she always had on men?
II How would you finish these sentences:
1. Scarlett had never understood __________ .
2. She knew that Rhett __________ .
3. She realized that Ashley __________ .
4. Scarlett felt better after she __________ .
5. Mammy represented __________ .
6. Scarlett decided __________ .
Taken from Gone With the Wind by Margaret Mitchell
SPEAKING/WRITING
I Work in pairs – Give a contrasting comparison . You have seen a film with your friends. Make a dialogue and match the pairs of opposite adjectives to get the comparison. You can start like this:
A: The film was better than I expected.
B: I thought it was rather bad.
A: Did you? Well, the colours were...
B: I thought they were rather ...
Use the following adjectives to continue the conversation: cheap, ugly, depressing, dirty, beautiful, interesting, clean, expensive, dull, exciting, bright, lovely, stimulating, lively.
II Close your eyes and try to recollect all the small details connected with your childhood and the place you lived in. Describe them to the pupil sitting next to you.
III Book review – If you have read the book Gone With the Wind, give your opinion of it. If you haven’t, find another book you have read and liked and give your opinion of it.
LISTENING
Listen to the text once and then try to fill in the gaps with the missing words. Listen again to see if you were right
Tomorrow is another day. So ends one of the __________ popular novels of all times which was made into the magnificent __________ in 1939, starring Vivien Leigh and Clark Gable. But fans of Rhett and Scarlett, whose __________ went on and off during the American Civil War, want to __________ what happens ‘tomorrow’. Will Rhett __________ to Scarlett? Will Scarlett manage to keep Tara, her beloved __________ ?
Margarett Mitchell refused to write a sequel, saying the __________ had reached its ‘natural and proper ending’. After her death, the copyright to produce a sequel went to her __________ members. They resisted offers from publishers but finally decided to give Alexandra Ripley the right to write a __________ . ‘Scarlett’, which was the title of the sequel, appeared in 1990 and has never become as ____ as Gone with the Wind.
BRUSH UP YOUR GRAMMAR
II Study these examples with the verbs RAISE AND RISE:
1. She raised her chin.
2. The sun rises in the east.
REMEMBER: The verb ra ise is a transitive verb and as such is always followed by a direct object.
The verb rise is an intransitive verb and is never followed by an object.
Fill in the blanks with the correct form of the verbs raise and rise.
1. She got angry, __________ to her feet and left the room.
2. I am trying to __________ money to build a new house.
3. I can’t __________ this arm, it hurts badly.
4. Prices are __________ .
5. They are going to __________ the salaries of their employees.
6. The sky has got steadily darker and the wind has __________ .
7. Peter __________ his hand.
III Read the text again and find the verb LOOK FOR. Explain the verb in your own words, according to the context in which it appears
REMEMBER: A number of English verbs can be used with the particles for and after and then their basic meaning is changed:
look for – try to find look after – take care of take after – resemble, be like
Use these verbs given above and complete the sentences:
1. He is sure that his sister __________ the children well.
2. Have you seen Janet anywhere. I’ve been __________ her all morning.
3. He __________ his mother. He looks so much like her.
4. Who __________ the baby while you are away?
5. I’ve lost my pencil. Will you help me __________ it?
6. I do hope our son will __________ me, not my mother.
GRAMMAR STUDY: Conditional Clauses
I Study these sentences:
1. I’ll go crazy if I think about losing him.
2. She wouldn’t know defeat even if it stared her in the face.
3. Had she ever understood Rhett, she would never have lost him.
II Translate the sentences. Comment on the tenses used and state which of the sentences expresses:
a) a real condition /Conditional Clause Type 1/
b) an imaginary, impossible or unreal condition in the present or future /Conditional Clause Type 2/
c) an unreal and contrary to fact condition in the past /Conditional Clause Type 3/
REMEMBER ALSO: 1. Clauses of condition are introduced by “unless” when a negative condition is expressed;
e.g. Unless he works hard he won’t get a good mark.
2. When “if” is followed by verb forms such as were , had , should, it is possible to omit the “if” and place the verb before the subject:
e.g. Had she ever understood him, she would never have lost him.
III Complete the sentence with the correct form of the verbs given in brackets.
1. I /tell/ you the answer if I knew it.
2. If I /have/ a map, I would direct you.
3. Had I seen the red traffic light, I /stop/.
4. If I had a car, I /drive/ to school every day.
5. He will see my friend if he /go/ to the party tomorrow.
6. I would have told her all about it if she /ask/ me politely.
IV Finish the following sentences.
1. Unless the bus comes soon, __________________________________________ .
2. If you buy that old car, ____________________________ __________ .
3. If I ran out of money, ______________________________ ______ .
4. If he were really hungry, __________________________ __________ .
5. Had he rung me, _________________________________ _______ .
6. You should dial 92 _______________________________ __________ .
7. I’ll lose my temper if ______________________________ _____ .
V Answer these questions.
1. What will happen if you don’t work hard?
2. What would you do if you saw a flying saucer?
3. What will you do if you forget your friend’s birthday?
4. What would happen if an elephant came into your classroom?
5. What would you say if a famous director offered you a role in his film?
6. What will you do if you get a toothache?
7. What would you do if a fire broke out in your room?
8. What would happen if the pavements were made of chewing gum?
VI Restate the following sentences according to the example.
Example: She lives near her school, so she is always on time. If I lived near my school, I would always be on time.
1. She is slim, so she looks marvellous in that dress.
2. He goes jogging every morning, so he keeps fit.
3. She has a lot of money, so she can by nice dresses.
4. He is a good mechanic, so he can repair his own car.
5. She has many records, so she listens to music all day.
PRONUNCIATION PRACTICE
I Can you hear and distinguish between the following words? /e/ – E@ e.g. very – vary
merry – Mary terror – tearer dead – dared fed – fared shed – shared ferry – fairy
II Can you produce all the sounds correctly?
Say one of the words above and see if your partner can tell which word you are saying.
FOR FURTHER READING
Memorable Lines
American films have contributed lines that are part of the American lexicon. Here are some examples of well-known lines, taken from The Dictionary of Film Quatations. Choose a few quatations you like best and say what they mean.
• Gone with the Wind, 1939
‘Frankly, my dear. I don’t give a damn.’ Clark Gable (Rhett Butler)
‘I’ll think of it all tomorrow. After all, tomorrow is another day.’ Vivian Leigh (Scarlett O’Hara)
• Casablanca, 1942
‘Of all the gin joints in all the towns in all the world, she walks into mine.’ Humphry Bogart (Rick Blaine)
• Rocky, 1976
‘She’s got gaps. I got gaps. Together, we fill the gaps.’ Sylvester Stallone
• Superman, 1978
‘I’m here to fight for truth, justice, and the American way.’ Christopher Reeves
• Ghandi, 1982
‘An eye for an eye only ends making the whole world blind.’ Ben Kingsley (Ghandi)
• Sudden Impact 1983
‘Go ahead, make my day.’ Clint Eastwood (Harry Callahan)
• Indiana Jones
‘It’s not the age but the mileage that I worry about.’ Harrison Ford
• Wall Street, 1987
‘If you need a friend, get a dog.’ Michael Douglas
• Forest Gump, 1994
‘My mama always said, life was like a box of chocolates. You never know what you’re gonna get.’ Tom Hanks (Forest)
LANGUAGE IN ACTIONS: How to State Plans and Intentions
When talking about plans and intentions, you can use some of the following words and expressions:
I’m going/planning/intending to...
I plan/intend/mean to...
I’m hoping to...
I’m thinking of...
If I... I’ll...
Providing I... I will...
I don’t expect I will...
I’m not goig to...
I’m aiming to/I aim to...
I Read the dialogue and underline all the words and expressions which state plans and intentions. Use words and expressions of similar meaning to replace the underlined ones
A What are they going to do with Melrose Place?
B: I think they are going to stop filming. Too many people wanted to see it cancelled.
A: Well, they were going to, but they have changed their plans.
B: Oh! Why’s that?
A: Well, the last poll has shown that Melrose Place is gaining popularity and they don’t see any reason now to cancel it.
B: I for one am sorry to hear it. I think the series is terrible.
II Work in pairs – Take turns asking and answering questions about future plans and intentions using the situations below.
1. At the moment you are at school. You want to go to university, but you have to pass your exams first.
2. Next weekend you are free. Your parents have promised to let you go to the seaside. You want to lie on the beach all day.
3. You will go to England during the summer holiday. You want to attend summer classes there, preferably in London.
4. You have seen a jacket you want to buy. But you cannot buy it without more pocket money.
C50 Years of Britpop
Jools Holland, the musician and broadcaster, talks about five decades of British pop music.
Until the late Fifties our main influence was America: we took their sounds and made them our own. By the end of the Fifties we had given birth to our own pop stars – good looking as well as talented. Joe Brown was an amazing singer and gitarist, and Cliff Richard was gifted with a brilliant voice. A hoard of teenage girls wait for him outside the theatre screaming “we love Cliff.”
This mania was just the tip of the iceberg. In the early 1960s Liverpool gave us a musical force which was to change the world of popular music forever. Everybody knew their names – they were John, Paul, George and Ringo – the Beatles. Unlike the stars that came before them, they wrote all their songs which were some of the greatest of the 20th century.
As the Sixties continued, an extraordinary amount of talent fl ourished – The Who, Pink Floyd, Manfred Mann – who would define pop music at home and abroad. The Rolling Stones were the greatest rock and roll group and remain the most successful touring act in the world. It was a time when many great singers shone in our musical landscape. Dusty Springfield, Petula Clark, Tom Jones were all adored.
The Seventies dawned, and musically we were unstoppable. The world was given heavy metal by Led Zeppelin, Deep Purple and Black Sabbath. Status Quo were rocking all over the
world and a young David Bowie lit up the scene. We heard the unique voices of Rod Stewart and Bryan Ferry, and the extraordinary pianist and songwriter Elton John conquered the world. Queen did the same. At the end of the decade, a whole new wave of bands appeared to excite our palate. The Sex Pistols, The Clash, U2, The Police and Dire Straits are just a handful who were successful in America and beyond.
As we sped through the Eighties, you could walk into a bar or club in any city on earth and hear Duran Duran, Pet Shop Boys, Eurythmics or Phil Collins.
As the Nineties unfurled we still had great music. In a renaissance of British pop music, Blur, Oasis and Pulp reinvented the British pop song. Jamiroquai had their own take on funk, there was an explosion of dance music led by the Prodigy, the Spice Girls brought back teen mania.
The new century dawned with Radiohead, Robbie Williams and Dido making an impression. The greats – Eric Clapton, U2, Paul McCartney, Sting and Elton John – were at their peak.
It is impossible here to mention all the great talent that has come from Britain. I believe all the people I have mentioned loved what they played, and played what they loved. I am confident that young talent will continue to do this.
WORDS AND PHRASES
excite – give strong feeling of happiness; increase the activity palate – taste confident – certain that something will happen tip of the iceberg – it is the small part of a problem that is obvious while the problem in much more serious than it seems
COMPREHENSION
Which decades are characterized by the statements below? Put the name of the decade next to each sentence.
It was the decade
• of renaissance in British pop music
• which gave us heavy metal
• when British music could be heard everywhere
• when the greatest singers of the previous decades were still proving to be the best
• when an extraordinary pianist and songwriter became very popular
• of the birth of British pop music
• when there were a great many rock groups of extraordinary talents
• which will change the world of popular music forever
• when teen mania started
• of great successful rock group tours
WORD AND PHRASES
I Which words in box A collocate with words in box B? More than one combination is possible. Find ones that match best.
1. musical
2. good
3. amazing
4. brilliant
5. pop
6. rock
7. heavy
8. unique
a. metal
b. singer
c. talent
d. group
e. voice
f. music
g. force
h. looking
II Which word can you put next to the following words to make compound words used of ten in everyday language. cube cream cold box Age skate hockey rink
III Fill in the table with the missing parts of the given irregular verbs. VerbPas tensePast ParticipleVerbPast tensePast Participle
SPEAKING/WRITING
I Work in groups of four. Each of you will prepare to talk about what he/she has read in one of the four newspaper excerpts from he world of music.
• Say who the singers are and what the article is about.
• Then as a group decide which singer you are going to talk about.
• Give more details about his/her life, career, nationality, the songs/kind of music which made them popular, the time when they are/were popular... Give your opinion why they are/were popular.
Beatles back at the top of the UK
London, July 2000
The Beatles have shot back to the top of the British album charts, thirty years after the legendary band broke up.
Their greatest hits album simply titled “1”, a compilation of their 27 Number One singles hits, went straight to the top in its first week of release.
The then three surviving members, Paul McCartney, George Harrison and Ringo Starr, were excited by the news. The album barely took eight years to cover this collection – from ‘Love Me Do’ to ‘The Long and Winding Road’ – but it was a lifetime in the world of rock and roll.
Elton John calls for permanent memorial
Leeds, August 1999
Sir Elton John called for a permanent memorial to Princess Diana, saying it was “about time someone did something.”
Sir Elton, performing less than two months after having a heart pacemaker fitted, spoke out to thousand of fans just two days before the second anniversary of Diana’s death in a Paris car crash on August 31, 1997.
The singer, who was knighted after he sang a reworked version of his hit “Candle in the Wind” at Diana’s funeral, was a close friend of the late princess.
“Singing goodbye to ‘England’s rose’ at her funeral was,” he has said, “the biggest thing I’d ever done.”
The Realm of the King
The Sunday Times, June 2000
When Elvis burst onto the scene in 1954 he didn’t ‘invent’ rock ‘n’ roll but he breathed life into it. He changed the world forever – that’s why he is the greatest. His world-wide album sales are estimated to top 1 billion, and his music continues to be re-issued to reach younger listeners. Presley shaped the world we live in. His voice, his music and his moves spoke to a new generation and offered them a new freedom that their parents could never have dreamt of. “It was like he came along and whispered some dream in everybody’s ear,” Bruce Spingsteen once remarked, “and we all dreamt it.” Bob Dylan put it like this: “Hearing him for the first time was like busting out of jail.”
But Presley didn’t have much freedom himself. He was trapped into a string of money making but artistically vacant films. He was also trapped by a dependency on drugs and finally by his need for the audience.
Madonna returns to US stage Philadelphia, July 2001
As concert-goers waited for Madonna to begin her first US tour in eight years, some entartained themselves by singing Material Girl.
But once Madonna herself took the stage Saturday night at First Union Center, it was clear she did not share her fans’ desire to relive her past. Most of the songs in her “Drowned World Tour” show were taken from her most recent albums, “Ray of Light” and “Music”. Some of her biggest hits, including “Vogue” and “Material Girl”, were absent.
Musically speaking, this tour may be Madonna’s strongest. Her voice was in top form as she sang arrangements that varied from electronica to rock to dance to pop.
She also played the guitar for several songs, including the old favourite “La Isla Bonita”. When she returned for an encore, she picked her biggest hit, “Music”, to end the night.
II Give a short survey of pop music in this country as you see it.
III Discuss the following statement: There is no such thing as good or bad music: it’s just a question of likes and dislikes.
LISTENING
Listen to the text A Festival That Made History and answer the following questions
1. When and where did the concert take place?
2. How long did the concert last?
3. How many people showed up?
4. What did the boys and girls look like?
5. What were they carrying?
6. What was the America of their dreams?
BRUSH UP YOUR GRAMMAR
Fill in the gaps with the correct tense of the words in brackets. Not Fade Away
It ______________ (be) more than 40 years since their first gig in July 1962, so, with the Stones __________ (roll) towards their 60s, what ______________ (keep) them still performing? Perhaps the fact that the public still __________ ____ (love) them. They ______________ (be) the most successful touring band of the 1990s, performing to 12 million fans through the decade and ______________ (earn) 500 million pounds. But as Mick Jagger ______________ (say) in an interview in 1999, “it’s not going to last forever. We ______________ (tour) for a very long time, and you do get to a point where you think, ‘Well, this is enough.’ You can’t spend your entire life on the road.”
FOR FURTHER READING
Listen to Bob Dylan’s song Blowing in the Wind and say what, in your opinion, the song is about.
Blowing in the Wind
How many roads must a man walk down Before you can call him a man?
How many seas must a white dove sail
Before she sinks in the sand?
How many times must a cannon ball fly Before they are for ever banned?
The answer, my friend, is blowing in the wind
The answer is blowing in the wind.
How many years can a mountain exist
Before it is washed to the sea?
How many years can some people exist
Before they are allowed to be free?
How many times can a man turn his head
And pretend he just doesn’t see?
The answer, my friend, is blowing in the wind
The answer is blowing in the wind.
How many times must a man look up Before he can see the sky?
How many ears must one man have Before he can hear people cry?
How many deaths does it take till he knows That too many people have died?
The answer, my friend, is blowing in the wind
The answer is blowing in the wind.
IF YOU HAVE A FEW EXTRA MINUTES
Vocabulary Quiz – Who are these people? What do you call a person:
WHO
1. reads the news on the radio and television
2. you write to when you send a letter to a newspaper
3. presides at a meeting
4. reports on the weather
5. shows you to your seat in the theatre or cinema
6. helps you choose your clothes in a department store
7. teaches in a primary school/secondary school. And at universities?
8. controls the match in football and boxing and judges points.
(See page 178)
A
Edmund Hillary Recalls Conquest of
Everest
Climbers scrambling to the summit of the world’s highest peak have one last obstacle to pass a 12m rock face covered in ice – the Hillary Step.
Before May 29, 1953, it had no name. But on that day, a 33-year-old New Zealand beekeeper and his Nepalese Sherpa guide cut a line of footholds into the icy wall and dragged their exhausted, oxygen starved bodies the final feet to glory.
Sir Edmund Hillary and Tenzing Norgay had become the first climbers to reach the 8850 metre summit of Mount Everest.
Since then more than 1,000 people have climbed to the peak.
Forty-nine years after his triumph, Hillary, now 82, recalls the endeavour.
“It had really all been supposition. I didn’t know whether we were going to be successful or not,” Hillary said in an interview with The Associated Press. “I knew we were going to give it everything we had. But it was not until we climbed up the Hillary Step that I knew we were going to do it.”
They stood together on the summit’s rounded dome. “There was plenty of room for Tenzing and me,” Hillary said. “I had a very strong feeling of satisfaction that Tenzing and
I had finally reached the summit when many had tried unsuccessfully. Hillary says he was the first to set foot on the summit, climbing ahead of Tenzing, who died in 1986. It doesn’t seem to matter to him. Neither could have done it without the other, he says.
After the initial euphoria, Hillary began snapping photographs – mostly of Tenzing waving Nepalese and British flags – as proof they had reached their goal.
Hillary said he vividly remembers many occasions when he doubted the pair would reach the top. Deep ravines and crevasses, avalanches, extreme ice faces and rock walls stood in the way as they struggled upward.
“That’s what it’s all about really, overcoming those problems even though you may have a sense of fear. I think fear can be a stimulating factor and can help make you drive yourself really to overcome dangerous problems,” he said.
Hillary has prospered on his achievement ever since. But each time he stands up as an after-dinner speaker, the improverished Sherpa people of Nepal benefit.
For 40 years he has dedicated himself to raising money for them, providing schools, hospitals, bridges and roads.
Tenzing and Hillary agreed long time ago they had no desire to climb Everest again.
The Guardian/June 2002
WORDS AND PHRASES
scramble – move quickly over rough or difficult ground face (of a cliff or mountain) – surface or side of a cliff or mountain foothold – a place or hollow where you can safely put your foot when climbing endeavour – an attempt to do something supposition – hypothesis, assumption overcome – successfully deal with a problem or control it prosper – be successful, make good progress, especially financial
COMPREHENSION
I Find the data in the text which tell you:
1. who the conquerors of Everest were
2. the name of the last obstacle they had to pass
3. the date of the conquest
4. how sure they were they would conquer Everest
5. how they felt on reaching the top
6. what Hillary thought of the sense of fear
7. what the conquest meant for the people of Nepal
8. how Hillary and Tenzing felt about climbing Everest again
• Interpret the data in your own words.
II Sum up in your own words what you have learnt about:
• Sir Edmund Hillary and Tenzing Norgay
• the problems they had to overcome to be able to reach the summit
• the real significance of the conquest of Everest
• what the conquest meant a) to Hillary, b) for the people of Nepal
WORD STUDY
I Complete these sentences using the words from the box below . U se the appropriate form of the given words
2. They __________ by a prolonged spell of drought.
3. He __________ to the surface as the water dragged him down.
4. He __________ to climb the mountain.
5. I was still trying to __________ my fear of the dark.
6. From here you can see the __________ of Snowdon.
7. She stopped writing and read what she had written with __________ .
8. He was scrambling with his feet to find a __________ .
II Write the nouns which correspond to the following verbs. achieve _________ feel ____________ doubt __________ prove ___________ struggle _________ dedicate _________
III Fill in the gaps using nouns from the previous exercise.
1. She feels she will have to give up the __________ .
2. I admired her __________ to social work.
3. What __________ do you have for such an accusation?
4. Hillary has prospered on his __________ ever since.
5. I don’t like him and I am sure the __________ is mutual.
6. There was still a __________ in his mind.
IV What do the following expressions with face mean? Match the expressions in column A with their explanations in column B
1. lose face
2. set one’s face against
3. have a long face
4. face to face
5. keep a straight face
6. save face
a. talk directly
b. keep from laughing
c. damage reputation
d. prevent the loss of people’s respect
e. look unhappy or very serious
f. oppose strongly
V Fill in the gaps in the text below using the words in the box.
used axes have stuffed ropes pairs great carried
There is a __________ difference in the equipment Hillary and Tenzing __________ and the high-tech gear __________ by today’s mountaineers. Everest climbers now __________ ultra-light, weatherproof clothes and boots and specially developed axes and __________ . Hillary and Tenzing had heavy woolen underclothes and trousers __________ with feather down. They had soft leather boots and three _____ _____ of gloves. They used wooden-handled, steel-headed ice __________ .
SPEAKING/WRITING
I Tell the story of Hillary’s conquest of Everest using your own words.
II To climb a mountain you need special axes, ropes, boots and clothes. If you have ever used these things, tell the class what each piece of equipment is used for.
GRAMAR STUDY: The Participles
Look at these examples:
1. The impoverished Sherpa people benefited from the conquest.
2. Fear can be a stimulating factor.
3. Climbers scrambling to the summit of the world’s highest peak.
4. They had to pass a rock face covered in ice.
REMEMBER: 1. We can use the present participle (INFINITIVE + ING) as an adjective, w ith an active meaning; e.g. a boring journey, a conquering army
2. We can use the past participle (INFINITIVE + ED) as an adjective, with a passive meaning;
e.g. a bored audience, a conquered army
3. We can use the present participle instead of a relative pronoun and the verb BE;
e.g. The man who was directing the traffic looked tired. The man directing the traffic looked tired.
4. We can use the past participle instead of a realtive pronoun and the verb BE;
e.g. The firm sold the tea which was bought in America. The firm sold the tea bought in America.
I Fill in the blanks with the present or past participle used as adjectives.
1. John heard __________ noise from the flat next door. That night he was too __________ to go to sleep. /disturb/
2. I’m not so __________ in geography, but they say that tonight’s TV programme will be very __________. /interest/
3. Mary wasn’t __________ when a large dog came into the room, but Jane thought it was a __________ experience. /frighten/
4. Simon found the directions on the box very __________ but the rest of us were not __________ at all. /confuse/
5. His explanation was so __________ that in the end we were all __________ that he was right. /convince/
6. I feel __________ I never thought that climbing could be so __________. /tire/
7. We felt __________ when we left the cinema, because we had seen a __________ film. /disappoint/
8. The announcement was __________ and everyone was __________ to hear it. /suprise/
II Rewrite the sentences using the present or past participle.
1. He spoke to his teacher. He was smiling all the time.
2. I saw some lovely flowers. The flowers were tied into a bunch.
3. The girl looked lovely. She was wearing a pink dress.
4. They had some delicious apples. The apples were imported from Greece.
5. They boarded the ship. The ship was lying there at anchor.
6. My best friend came in. He was disguised as an Indian.
BRUSH UP YOUR GRAMMAR
I Write each verb in the correct form, either the simple past or the past continuous. Before you start doing the exercise, review these tenses.
“On Friday evening Eric and Eve __________ /have/ a date. They __________ /arrange/ to meet at the corner of Regent Street and Oxford Street at 8 o’clock. Eric __________ /arrive/ at three minutes to eight. While he __________ /wait/ for Eve he __________ /smoke/ a cigarette. He __________ /hope/ she would come soon, but he __________ /know/ that she often __________ /come/ late. When he __________ /look/ at his watch, he __________ /see/ that she __________ /be/ already ten minutes late. He __________ /get/ very cold. At half past eight, Eric __________ /think/ angrily: ‘Eve is never on time. It’s time I __________ /teach/ her a lesson.’ But just as Eric __________ /listen/ to the chimes of Big Ben, Eve __________ /arrive/ at the corner. When she __________ /see/ Eric, she looked at her watch and __________ /say/: ‘I __________ /be/ here at eight o’clock as we __________ /arrange/. Why are you late?’ ‘What do you mean?’ __________ /say/ Eric. ‘I __________ /get/ here at three to eight. I __________ /see/ you coming.’ “.
FOR FURTHER READING
The Roof of the World
Our mountaineers, Goran Ferlan and Dragan Jacimovic, made their dream come true by conquering the Himalayas. At the beginning of 2002, they climbed the planet’s tallest peak – Mount Everest – and according to local legend, touched the Nepalese gods. By conquering the top of the Himalayas, they achieved the greatest ever success in the history of our climbers, which in terms of courage, skill and sacrifice, in the sports world is equal to winning a gold Olympic medal.
B
D-Day: Allies Storm Ashore in Normandy
June 6, 1944 – A short, low-key announcement from General Eisenhower’s HQ told the world that the long-awaited invasion of Europe had at last begun: “Allied naval forces, supported by strong air forces, began landing Allied armies this morning on the northern coast of France.” No place names were given, nothing that would help the enemy.
Combined Attack
The Allied landing points became known as the day progressed. Many landed near Caen, 65 miles southeast of Cherbourg.
It was the biggest combined land, sea, and air operation of all time, and it began in the evening, June 5 when airborne troops took off from airfields in southern England. Between midnight and dawn they landed by parachute or glider at key points behind enemy lines, with ammunition and equipment strapped to their backs.
Throughout the night RAF bombers pounded German batteries along the French coast. At daybreak more than 1,300 heavy bombers of the US Air Force took over the attack.
After substantial naval forces had swept enemy mines from the invasion route, several thousand ships from ports all over Britain, converged on the invasion coast soon after 5 a.m. While battleships, cruisers and destroyers pounded the German defenses, engineers demolished beach obstacles, and troops came up behind them with tanks and self-propelled artillery.
Germans Bluffed
The Germans appeared to believe that the Normandy operations might be a feint to distract attention from the real invasion point. British and US air investigation had shown that the strongest German defenses were in the Pas de Calais, and a powerful armored force in the area had not area has not been moved.
The question commanders on both sides were asking was whether the Allies could bring reinforcements faster by sea than the Germans can by land. In ordinary circumstances the land-based forces should have had the advantage, but RAF and US bombers had been attacking railways, bridges and radar stations. Allied air superiority meant that the only time the Germans could make large-scale movements was during the hours of darkness.
“New Campaign”
General Eisenhower addressed the peoples of Western Europe over the airwaves: “This landing is but the opening phase of the campaign in Western Europe. Great battles lie ahead. I call upon all who love freedom to stand with us.”
From ‘Chronicles of the 20th Century’
WORDS AND PHRASES
D-Day – the day that is chosen for the beginning of an important activity (such as a militar y operation)
HQ – Head Quarters airborne – carried through the air pound (v) – hit loudly and repeatedly feint – a false attack or blow reinforcements – troops sent to join the army in order to make it stronger
RAF – abbr. for Royal Air Force
COMPREHENSION
I Answer these questions.
1. When did the invasion of Normandy begin?
2. What did General Eisenhower’s announcement say?
3. Where and how did the parachutists land?
4. Who came after the bombers?
5. What did the Germans falsely believe?
6. Did the land-based forces actually win the battle?
II Finish the following sentences using the information from the text.
1. On June 6 the long-awaited invasion of Normandy __________ .
2. On that day the Allied armies __________ .
3. The invasion was undertaken by __________ .
4. The forces that were engaged in the invasion were __________ .
5. The job of the engineers was to __________ .
6. The Allies succeeded in bringing in __________ .
7. Allied forces were so superior that the only time the Germans could attack was __________ .
III Try to tell the story of the invasion by concentrating on what happened:
• the evening before the invasion
• between midnight and dawn
• at daybreak
• during the rest of the day
WORD STUDY
I Find all the words in the text that name:
• different kinds of ships
• different kinds of planes
• different kinds of troops/forces
II Find all the words in the text that name different parts of the day. Add other words that you know but are not found in the text.
III Here are some common time adverbial groups. Translate them and use them in sentences of your own to show that you understand their meaning and use.
at the turn of the century in the late nineties this time last year for the past few years in the mid-eighties
from now on for the time being before long by the time in years to come
within the next few years this time next week in another twenty years in my teens until this year
IV Complete the sentences using the correct form of one of the verbs: lie, lay or lie (not telling the truth)
1. They asked her if she __________ the flower pots on the table.
2. In summer I usually __________ down after lunch.
3. Who is going to __________ the table?
4. She __________ when she said that she adored classical music.
5. It is said that the town __________ under water.
SPEAKING/WRITING
I Mention at least five facts about D-Day which explain its importance in the history of World War II and give your reasons and comments.
II Would you call the first day of the new school year D-Day? If you would, say a few words about it. You can begin like this:
It’s two days to D-Day and I’m getting worried ______________
BRUSH UP YOUR GRAMMAR
I Join each pair of sentences using WHEN, WHILE, AS SOON AS, SINCE.
1. The first soldier jumped. The plane was flying low and fast.
2. The parachute opened immediately. The paratrooper pulled the string.
3. He rushed home.
He heard the good news.
4. No one saw him.
He disappeared in the swamp.
5. It is important to act quickly. You see an injured man.
6. We have met twice.
She came back from England.
7. I was looking after the children. She was preparing lunch.
II Fill each blank space with a suitable phrasal verb. cut down, write down, break down, turn down, blow down
1. The wind was terrible last night; it __________ an old oak tree.
2. He __________ the address in his notebook.
3. They ran out of money so they had to __________ on expenses.
4. The car __________ while we were driving up the mountain.
5. She was offered a new job, but she __________ it __________ .
LANGUAGE IN ACTION: Introductions
Here are some useful words and expressions which you can use when introducing people and when introducing yourself:
May I introduce Mr... Pleased to meet you. Have you met Mr... We’ve met before. Do you know Mr... Nice to see you again.
I’d like you to meet Mr. .. Hello, my name’s... This is Mr... May I introduce myself? How do you do? I’m/My name’s... I don’t think we’ve met before. How do you do?
I Read this dialogue . Underline all the words and expressions that indicate introductions . Make up new dialogues using words and expressions from the list above.
A: Hello, Peter. How are you?
B: Fine, thanks. May I introduce Maria Morley. Maria, this is Peter. Peter Smith.
C: How do you do?
B: How do you do? Pleased to meet you.
C: The pleasure is mine.
II Work in groups – Take turns introducing yourself and then introducing the pupil nearest to you to the pupil furthest away from you, with any additions and changes you think suitable.
FOR FURTHER READING POETRY
Read this extract from Matthew Arnold’s (1822-1888) poem Dover Beach and compare his description of the land and sea with one from the text.
Dower Beach
The tide is full, the moon lies fair
Upon the straits; – on the French coast, the light Gleams, and is gone; the cliffs of England stand, Glimmering and vast, out in the tranquil bay.
Come to the window, sweet is the night air! Only, from the long line of spray Where the sea meets the moon-blanched land
Listen! you hear the grating roar
Of pebblles which the waves draw back, and fling, At their return, up the high strand, Begin, and cease, and then again begin,
With tremulous cadence slow, and bring The eternal note of sadness.
Moon Walk
July 16, 1969, Cape Kennedy, Florida
A huge rocket towers against the blue sky. It is called the Saturn V. It is the biggest, most powerful rocket ever built. Today it is going to make the dream of the centuries come true. It will send three men where no human being has ever been before. To the moon!
As launch time approaches, three astronauts in gleaming white spacesuits walk toward the huge rocket. Their names are Neil Armstrong, Edwin “Buzz” Aldrin, and Michael Collins. It is time to shoot for the moon. The countdown begins: 10, 9, 8, 7, 6, 5, 4, 3, 2, 1, 0. The rocket rises into the air with an air-splitting roar. Miles away people watch in awe, deafened by the noise.
Inside the Apollo the astronauts never look away from their instruments. So far, so good. Through their windows they can see a vast stretch of their planet. And it is so bright, they can even read by earthshine. Apollo 11 flies through black space more than six miles a second – faster that the bullet, but inside, the astronauts feel as though they are hardly moving at all. In three days they will reach their destination.
On July 19 the astronauts get their first close -up view of the moon which looks like an enormous ball. Armstrong says, “It’s a view worth the prices of the trip.” The spacecraft is going to divide into two parts. Aldrin and Armstrong will head for the moon in a landing craft called the Eagle and Mike Collins will stay behind in the command module named Columbia. Very carefully Aldrin and Armstrong climb into spacesuits with backpacks. They make sure all the fastenings are very tight because they will depend on their suits for many things: for air, for protection against the blistering heat of the sun, for radio contact with Earth. The Eagle must land on smooth, flat ground. If it tips over, if a leg breaks – it will not be able to lift off and the two astronauts will be trapped on the moon forever.
The Eagle is almost on the surface when Armstrong sees they are about to land in a crater full of huge boulders. He steers away, and the Eagle touches down. Amrstrong’s voice is heard all around Earth, almost a quarter-million miles away. “The Eagle has landed.”
Armstrong opens the hatch and steps down. His first words are, “That’s one small step for a man, one giant leap for mankind.” Nothing moves. There is no wind or weather. No sign of life anywhere. The ground is covered with a powdery dust and with every step they leave footprints on the moon. If no one comes to disturb them, they will stay just as they are for millions of years.
Taken from The First Trip to the Moon by Judy Donnelly
WORDS AND PHRASES
tower (v) – rise to a great height shoot for (the moon) – try to reach (the moon), have a goal to reach (the moon) close -up view – view from very near fastening – something such as a cord, clasp or strap that fastens things tight – held closely, fastened, fixed boulder – big, round rock
COMPREHENSION
I Here you have the answers. Work out the questions.
1. It was launched on July 16, 1969 from Cape Kennedy.
2. They were dressed in gleaming white spacesuits.
3. It was travelling through space at a speed of six miles a second.
4. It was called the Eagle.
5. On July 19.
6. That’s one small step for a man, one giant leap for mankind.
II Use your own words to explain the meaning of the following sentences/ expressions from the text.
• the dream of centuries will come true
• the countdown begins
• an air-splitting roar
• so far, so good
• more than six miles a second
• reach one’s destination
• they are about to land in a crater
• they will stay just as they are for millions of years
III Find the sentences in the text which tell you:
• what the Saturn V is
• what the astronauts could see through the windows
• how fast the Apollo 11 flew
• what the function of spacesuits was
• why it was important to find flat ground for landing
• what the ground on the moon was like
WORD STUDY
I Which words suggest the largest size? huge, enormous, vast, big
II From column B select the noun which can logically be used with the modifying adjective in column B.
powerful huge stretch leap gleaming giant ball dust vast small being rocket enormous powdery heat spacesuit blistering human step boulders
III Examine the words “spacesuit” and “spacecraft” and see which words have made them up.
REMEMBER: In English, a noun is often put in front of another noun making a compound. The first noun is almost always singular.
See how many compounds you can make with the nouns from columns A and B.
space garden suit shop bird bicycle gate bed tea breakfast factory time
IV Find in the text the word powerful and say how the word is formed. Add the suffix -ful to the words in the box to get new words. carehelpthoughtthankdreadpaineventhopefruit -
REMEMBER: The suffix -ful is added to nouns to form adjectives. The meaning of the new word is 1. full of 2. having the quality of
SPEAKING PRACTICE
Role play – Person A: You are a newspaper reporter. You have to interview the three Apollo astronauts after their return to the Earth. Preapare some questions for each of them. Ask Armstrong about his walk on the moon, and Aldrin about his experiments and Collins about how he felt while he was orbiting the moon.
Person B: Play the role of Armstrong. Describe your landing on the moon. Person C: Play the role of Aldrin. Describe how you set up the experiments and collected the moonrocks and dust.
Person D: Play the role of Collins. Describe how you felt lonely in space while your friends were down on the moon.
WRITING PRACTICE
I Write a short composition using the interviews as a base.
II There have been many sucessful launches But there were also some disastrous ones. Think of the seven-member crew of the Challenger who did not succeed. Use the given clues and describe the disaster.
January 28, 1986, the space shuttle, seven members of the crew, two women: Christa McAulife, a schoolteacher Judith Restic, an electrical engineer, a few seconds after the liftoff, explode, 10 miles high, 2000 miles per hour, orange cloud, two rockets flew off on their own, the computer screen froze, “S” for “static”, no more information.
Aldrin: First off the moon Armstrong: First on the moon Collins: Waiting above
BRUSH UP YOUR GRAMMAR
I Put the right tense of the verb , either the simple pr esent or the present continuous. Before you start doing the exercise, review these tenses.
“Hello! My name’s Maria. I __________ /live/ in Toulon in the south of France, but just now I __________ /stay/ with a family in Hove, on the south coast of England. I __________ /have/ a very good time and I __________ /learn/ a lot of English, too. We __________ /have/ lessons every morning and in the afternoon we usually __________ /go/ down to the beach, if the weather __________ /be/ fine. But tomorrow morning we __________ /go/ to London for the day. I __________ /play/ tennis with the boy who __________ /sell/ books at the school. He __________ /look/ very English and he always __________ /tease/ me about my French accent. I __________ /think/ he __________ /like/ me! I __________ /enjoy/ myself very much, as you can see, but I __________ /look forward/ to getting back to France, too. The coffee __________ /taste/ better there.”
II Study these reported sentences and try to make out the corresponding ones in the direct speech.
1. Armstrong said that it was a view worth the price of the trip.
2. Armstrong asked his Aldrin if everything was ready for the landing.
3. Armstrong asked Collins to make sure all the fastenings were very tight.
III Explain the changes that you were able to notice and review what you have learnt about indirect speech.
REMEMBER ALSO: 1. There are some cases when the verb in the direct sentence remains unchanged after a reporting verb in the past:
a) For permanent truths; e.g. “Florence lies on the river Arno.”
The teacher explained that Florence lies on the Arno.
b) For habitual actions in the past, with used to; e.g. “I used to watch television every night.”
I told them that I used to watch TV every night.
c) For facts which are still true when somebody reports them; e.g. “I was born in Belgrade.”
He told us that he was born in Belgrade.
d) For the second and third type of conditional sentence; e.g. “If I had the money, I would buy the newest motorcycle.”
He said that if he had the money he would buy he newest motorcycle.
III Put the following into indirect speech.
1. “I have been doing the same job for twenty years.” /He remarked/ 2. “I can’t remember his address.” /He complained/ 3. “Have you ever met him?” /He wanted to know/ 4. “I shall come if you invite me.” /He promised/ 5. “I used to write to him every day.” /She remembered/ 6. “It would be wonderful if you could come.” /She admitted/ 7. “Your passport is ready and waiting to be collected.” /She informed me/ 8. “I really must go now.” /He insisted/ 9. “Will I ever see you again?” /He wondered/ 10. “We may go to the cinema tonight.” /He suggested/
IV Give the original conversation between Tom and Mary beginning:
Tom: Hello, Mary ...
Tom greeted Mary and apologised for being late. He explained that his train had been held up for half and hour. She assured him that it was all right and added that she knew how difficult travelling was. He asked her if she had ordered anything and she told him that she had preferred to wait until he came. He thought that it was kind of her and suggested coffee and cakes. Mary agreed to coffee.
FOR FURTHER READING
If you want to know more about living in a space ship, read this text:
“There is no gravity in space. This is called Zero G. Living in zero G can be difficult.
Eating can be a problem. You can’t put the food on a plate and cut it with a knife and fork. When you try to cut the food, it flies away. You have to eat your food from a bag.
Going to the toilet and having a shower are usually easy on Earth, but not in space. Water doesn’t fall in space. It floats, because there is no up and no down. The astronauts need a special shower and toilet.
Some things are easier in zero G. You don’t need a bed. You can sleep anywhere. You just fix your sleeping bag to a wall or to the ceiling and go to sleep. You can sleep upside down, if you want to.
You don’t need strong muscles in zero G, because everything moves easily. Keeping fit is very important. If the astronauts didn’t do a lot of exercise their muscles would get weaker, and they wouldn’t be able to walk when back on Earth.”
Taken from Project English 3 by Tom Hutehinson
PRONUNCIATION PRACTICE
I Can you hear and distinguish between these vowel sounds?
/e/ – /@:/ e.g. bed – bird
head – heard hell – hurl death – dirt held – hurled bed – bird well – whirl ten – turn best – burst Ben – burn
II Make up sentences using at least two of these words in each sentence and practise saying them
IF YOU HAVE A FEW EXTRA MINUTES
I Jokes
1. Watching his class take a true-false test, a high-school teacher notices a young man flipping a coin before writing each answer. “What are you doing?” he asks the student.
“Taking the test,” the young man replies. “Heads is true and tails is false.”
The period ends, and as the teacher collects the papers he sees the students frantically flipping the coin and staring at his exam. “What are you doing now?” asks the teacher.
“Checking my answers.”
2. Big brother: “I’ll be glad to help you with some of your homework, sis.”
Little sister: “Thank you, but I might as well get it wrong by myself.”
3. A student of history, philosophy and sociology went shoplifting, and consequently recently came up before a London magistrate, who told him: “History should tell you it doesn’t pay to steal, philosophy that you shouldn’t and sociology that it’s anti-social.”
4. Mr Macdonald: I hear you are leaving the town on Sunday, Angus. What are you doing tomorrow night?
Mr Macnab: Tomorrow – that’s Thursday – I’m free.
Mr Macdonald: And the next night?
Mr Macnab: I’m free then, too.
Mr Macdonald: And what are you doing on Saturday ?
Mr Macnab: I’m having dinner with the Macqueens on Saturday.
Mr Macdonald: What a pity! I wanted to take you out to dinner on Saturday.
Harlem is only a small section of New York City, but it is a famous part of this metropolis. It has a rich history, and is still home to many Black and Hispanic Americans who want to see their community thrive again. The signs are encouraging. People are moving back to Harlem to renovate older homes in the neighbourhood.
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Heritage and Culture
A Harlem’s Rebirth
Harlem was first settled in 1658 by Dutch traders who called this area north of Central Park New Harlem. By the 1850s, elegant town houses had been built by famous architects for white families who considered this part of New York “the suburbs”.
But in 1905, the city’s real estate market collapsed. New buildings remained empty and white families moved even further away from the city. But it was also a time when many Blacks started migrating from the South to look for work and they filled Harlem’s empty buildings.
Until the late 1920s, Harlem was a hub of Black culture and entertainment. The Cotton Club was packed as performers tap danced, sang and played jazz tunes for eager crowds. Over at the Apollo, Wednesday was Amateur Night, the place where performers like singer Ella Fitzgerald and musician Duke Ellington got their start. But by the end of World War II, Harlem began to decline steadily. Drug use was flourishing and crime increased. Many black families moved away. Businesses shut down, and then so did some schools and hospitals.
Until recently, Harlem was one of the worst examples of what can happen to unpopular pockets of a big city. More than 1300 buildings in the four-mile-square area are abandoned. Unemployment here is twice the New York average. About one out of four citizens are on welfare. There is a severe shortage of doctors and violent death is twice the national average.
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But now the area is becoming more attractive to investors. Housing is hard to come by in other parts of this compact island, and Manhattan residents are beginning to view Harlem with less alarm. Some middle class Blacks have moved back to an area that their parents fled from. Some of Harlem’s city blocks look clean and safe again. With an influx of people, there is hope that small businesses will again open in the area, which will mean jobs for the local population. And if growth is planned carefully, the neighbourhoods of East, West and Central Harlem can become a healthy mix of people from different ethnic backgrounds and income levels.
Taken from Current/1988
WORDS AND PHRASES
Hispanic – ethnic group of Spanish origin thrive – flourish, grow and function well real estate – property in land and houses hub – centre of activity or importance welfare – (AE) system of additional government help for the poor and unemployed come by – obtain, get influx – steady arrival of people into a place, usually in large numbers
COMPREHENSION
I TRUE or FALSE? In either case, explain your answer.
1. The history of Harlem goes back to 1658.
2. Between 1658 and 1859 many black families came to live in Harlem.
3. Many white families began moving to Harlem shortly after 1905.
4. Harlem was lively and rich in entertainment until the late 1920s.
5. Harlem has always been one of the richest and most popular sections of New York.
6. Harlem has recently become attractive to entertainers.
7. They move back to Harlem to pull down abandoned houses.
8. Many Black and Hispanic families want to see their community thrive.
II Use the information from the text and write short notes on:
a) the growth of Harlem through history
b) the citizens of Harlem
Expand each point in your notes into two or three sentences of your own and tell the stor y of Harlem’s rebirth.
III Complete the following sentences with words taken from the list. Use the right form of the word
John Smith is a member of the Black and Hispanc __________ in Harlem. He wants to see his community __________ again. While he was still a child, his family __________ Harlem because his father could not find __________ . Now that __________ is not so high, John has decided to __________ to Harlem. He has found an old, __________ building and has decided to __________ it. All the houses in the __________ look __________ and clean. He hopes that in the future Harlem __________ a popular __________ for people of different ethnic __________ and income levels.
IV Look at the compound adjective “four-mile-square area” and say which words make it up.
REMEMBER: 1. The compound adjective with a number follows the pattern: number + noun + adjective
2. We normally use a hyphen (-) in compound adjectives.
3. In compound adjectives, the noun is always singular.
Now make similar compound adjectives with the words given below. Make sentences.
three/foot/deep/well
five/metre/wide/bridge
fifteen/minute/long/drive two/storey/high/building
ten/hour/long/journey
SPEAKING PRACTICE
I Topics for discussion.
five/kilometre/long/race
1. Do you think that the story of Harlem is interesting? Why?
2. Should old buildings be repaired and renovated or should they be pulled down and replaced by the new ones? – Justify your answer with examples from your experience.
3. Have your heard of any other community that tried to renovate its buildings, its streets, etc.? – Describe the work done and tell the class what you think of it.
4. Are there in your town/area houses that need to be repaired or renovated? How could you yourself help? (collect money, write about it, organize protest marches...)
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II Explain the meaning of the following words and expressions as used in the text. Paragraph numbers are given in brackets.
– it is home to (1)
– shortage of doctors (4) – they considereded it (2) – hard to come by (5) – got their start (3) – with less alarm (5) – four-mile-square area (4) – from different ethnic backgrounds (6) – move away (3)
III Mention at least two facts from the text that show how living in Harlem has improved in this century.
FOCUS ON PHRASAL VERBS
I In the text , the phrasal verbs MOVE AWAY and COME BACK are mentioned several times Explain their meaning according to the context in which they appear.
REMEMBER: Some verbs can be used with the particles away and back and then their basic meaning is changed; e.g. run away – move away from an original position fade away – disappear come back – return to an original position push back – move away from the front
Fill in each blank with a suitable phrasal verb. Choose from the list below. Use the correct tense. be back, be away, look away, step back, throw away, walk away, write back, call back
1. He __________ and fell off the step.
2. He __________ without even saying goodbye.
3. He __________ on business at the moment.
4. When do you think he will __________ ?
5. John is not at home. Could you __________ in half an hour?
6. That old coat is no good now. Why don’t you just __________ it __________ .
7. It was such an ugly sight that I had to __________ .
8. I got a letter from him, but I have not __________ .
WRITING
I Write a short composition about Harlem. Use the information from the text, but add any other information you know.
GRAMMAR STUDY – 1. Defining Relative Clauses
I Study these sentences from the text:
1. The houses had been built by famous architects who considered this part of New York the suburbs.
2. Many black families who could afford to moved away.
II Which nouns do the underlined clauses define?
REMEMBER: 1. Defining relative clauses describe the preceding noun. They are essential for the understanding of the noun;
e.g. A philatelist is a person who collects stamps.
Note: There is no pause or comma before a defining clause.
2. Relative pronouns used in defining relative clause are: Subject Object Possessive
For persons: who whom/who whose that that
For things: which which whose/of which that that
3. Relative clauses can define the subject of the sentence (e.g. The man who helped us was a foreigner) and the object of the sentence (e.g. Have you seen the dress which I bought yesterday);
Note: When the relative clause defines the object of the sentence, the relative pronoun is usually omitted (e.g. Have you seen the dress I bought yesterday);
4. We can use why, when and where in defining relative clauses; e.g. Do you remember the hotel where we stayed?
5. We can use what as a relative pronoun instead of the thing that; e.g. Has he told you what is worrying him?
III Add WHO, THAT, WHOSE, WHICH, WHOM or WHERE where necessary to complete the sentences.
1. Boys __________ work in restaurants are called waiters.
2. The book __________ you gave me wasn’t interesting.
3. Do you know anyone __________ birthday is in January?
4. Captain Scott was the first Englishman __________ went to the Pole.
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5. The hotel __________ they were staying was very cheap.
6. There is something __________ I do not understand about him.
7. I need a watch __________ has a built-in alarm.
8. The man __________ I telephoned was out.
9. We are looking for someone __________ can help us.
10. Pupils __________ school marks are high should get special rewards.
IV Combine the following pairs of sentences by means of relative pronouns, making any changes necessary.
1. This is Mary. Her brother won the championship.
2. They were given rooms. The rooms had no view.
3. You sent me a birthday present. Thank you very much for it.
4. The school is sending me to England. I work for this school.
5. I was waiting for my girl-frined. She did not come.
V Here are 8 well-known English proverbs and sayings. Put a suitable relative pronoun in the blank place.
1. He __________ laughs last laughs best.
2. All is well __________ ends well.
3. All __________ glitters is not gold.
4. It’s an ill wind __________ blows nobody any good.
5. There are none so deaf as those __________ do not want to hear.
6. People __________ live in glass houses should not throw stones.
7. He __________ pays the piper calls the tune.
8. It’s a long lane __________ has no turning.
2. Non-defining relative Clauses
I Study these sentences:
1. I had an interesting meeting with Mr Johnson, who collects stamps
2. There is hope that small businesses will open again, which will mean jobs for the local population.
II What is the function of the underlined relative clauses? Do they define someone or something or do they add additional information about someone or something?
REMEMBER: 1. Non-defining relative clauses introduce a clause which provides some additional information of secondary importance. We can leave out a non-defining relative clause and still have a sentence which means something.
2. We form non-defining relative clauses with who, whom, whose or which. We do not use that in non-defining relative clauses.
3. There is a comma before and after a non-defining relative clauses, to separate it form the main sentence;
e.g. My brother, who lives in Novi Sad, is a doctor. Ella Fitzgerald, who was a great singer, got her start in Harlem.
III Combine the following pairs of sentences, using relative pronouns. Do not forget the commas.
1. Tea comes from India. It’s very refreshing drink.
2. Mrs White makes nice dresses. She lives next door.
3. Barbara speaks three languages. She went to my school.
4. I met Fred. He asked me to give you this book.
5. My dog barks only at the postman. It is usually very quiet.
6. Mr Smith had an accident yesterday. I had been working for him for 10 years.
7. The principal gave a present to Flint. Flint’s father was also there.
8. I went to London. I had always wanted to visit London.
9. My old coins are worth a lot of money. I found them in the attic.
10. He met his friend when he was in London. I have never seen him.
IF YOU HAVE A FEW EXTRA MINUTES
Solve these problems:
1. What falls but does not break and breaks but does not fall?
2. Do you stir your tea with your right or left hand?
3. What goes from New York City to Boston without moving?
4. What can speak all the languages in the world?
5. What gets wetter the more it dries?
6. What two words have the most letters?
7. There are nine balls which all weigh the same amount, except for one which weighs slightly less. You have a balance scale, but are allowed to weigh the balls only two different times. How would you find the one ball that weighs less than the others?
B
Sopo~ani and Its Famous Frescoes
Sopo}ani is a monastery near the source of the Raška river, 16 km west of Novi Pazar. It was founded by King Uroš I and contains some of the most beautiful frescoes of the 13th century. The church was built and decorated from 1265 to 1275, at a time when Uroš I was still a powerful ruler.
On several occasions throughout its long history the monastery has been burned, pillaged and damaged. It was a ruin until its reconstruction in 1928. During World War II German soldiers used the church to quarter their horses.
Conservation work, initiated in 1947 under the supervision of the Institute for the Protection of Cultural Monuments and continued with brief interruptions, has helped to preserve the church and its magnificent frescoes from further deterioration.
The monastery is an exceptional example of the Raška style of architecture. The simplicity of design and the calm horizontal lines characteristic of this style are fully evident here.
About 690 m 2 survive of the original 1450 m 2 of wall paintings, a small part of a magnificent poem in colour. The Sopo}ani frescoes rank among the finest in European painting of the 13th century. They display an effective use of line, colour and gold ornamentation. The most remarkable in terms of composition and treatment of colour are The Nativity on the north wall, the Presentation in the Temple on the south wall beneath the dome, The Story of Joseph on the west wall and the apostoles in the choir area.
As one of Serbia’s six most outstanding monuments, Sopo}ani monastery has been entered in the UNESCO world list of cultural treasures and natural rarities.
Taken from Treasures of Yugoslavia Yugoslaviapublic
WORDS AND PHRASES
source – the place where a stream of water starts pillage – steal things in a rough and violent way quarter (v) – accommodate, find lodging for (troops) initiate – start something working or cause it to happen deterioration – becoming worse in condition and quality rank (v) – be or put in a certain class
COMPREHENSION
I Answer the following questions.
1. Where is Sopo}ani situated?
2. When was it built?
3. Who was the Serbian ruler then?
4. What has happened to it through the centuries?
5. How has further deterioration been prevented?
6. What school of architecture does the monastery belong to?
7. What are some of the characteristics of that school?
8. What can you say about the frescoes of Sopo}ani?
9. Name some of the frescoes and describe the one you have seen.
10. Why is UNESCO mentioned in the text?
II Are the following facts found in the text? Yes or No?
1. The monastery contains frescoes of the early 13th century.
2. The monastery has never been burned.
3. The first reconstruction of the monastery began in 1928.
4. German soldiers were in the monastery during World War II.
5. Less than half of the frescoes have been preserved.
6. The frescoes display an excellent use of line and colour.
7. Most of the frescoes are world famous.
8.The conservation of the frescoes was supervised by a specialized instituton.
III Here are some definitions. Which words from the text do they refer to? Paragraph numers are given in brackets.
– a picture that is painted on a wall when plaster is still wet (1)
– a picture which has been painted with paint (5) – cause harm, ruin (2)
– the act of building something again (2)
– very short, especially in time (3)
– pleasing combination of related parts (4)
– show, demonstrate (5)
– very important or obvious (6)
WORD STUDY
I The word “reconstruct” is made up of the prefix re-/ meaning “again” or “back”/and the verb “construct”
REMEMBER: The prefix re – is added to verbs and abstract nouns to form new verbs and abstract nouns that refer to the repeating of the action or proces.
Add re - to the following nouns and verbs. Look up in the dictionary any word you do not know.
I What, according to the text, does the Institute for the Protection of Cultural Monuments do? What else do you know or can guess about the work of this institute?
II Have you read in the newspaper or heard from your parents/friends about an attempt being made to protect a historical monument/work of art in this country? Describe it briefly and say what you think of it.
III How important is it to conserve monuments, buildings, areas? Can conservation stop progress?
IV What other monuments/natural beauties in this country have been entered in the UNESCO world list of cultural treasures and natural rarities. Name them and say a few words about one of them.
V Descripe a fresco or painting you like. Include information on:
– where it is/in which monastery it is – when it was painted – who the artist was, if known – what it represents – what is remarkable about it
WRITING
I From the list below, choose the correct word for each empty space. rank, fresco, remarkable, effective, interruptions, source, painting, damage, contains, harmony
1. His house is near the __________ of the river.
2. The monastery __________ some of the most beautiful frescoes.
3. He made several short __________ in his work.
4. They wanted to preserve it from further __________
5. They display an __________ use of line and colour.
6. He is the most __________ man I know.
7. The composition of the __________ has a pleasing __________ .
8. The monastery __________ as one of the finest examples of the Raška school of architecture.
II Retell the story of Sopo~ani by dividing it into two parts:
a) The monastery and its history
b) The frescoes in the monastery and their beauty
LANGUAGE IN ACTION: Asking for Help and Offers of Help
When you offer help to someone or ask for help, you can use some of the following words and expressions:
Let me help you. Would you mind helping me? Shall I...
Would you like me to...
Could you, please...
Do you think you could... Let me do it for you.
Could you give me a hand... Can I give you a hand? Have you got a minute? Is there anything I can do? Will you, please...
I Read the dialogue . Underline the words and expressions that have to do with asking for help . Replace them with words and expressions of similar meaning.
A: Could you helpme, please. I can’t read this word.
B: Yes, of course. It says Sopo}ani.
A: Thanks a lot. And do you think you could show me the way?
B: Certainly. Go straight along and turn right at the crossroads.
A: Thank you. You are most kind.
II Now do the same with this dialogue in which offers of help are given.
A: Good morning sir. Petrol?
B: Yes, please. – Fill her up.
A: There you are, sir. The tank’s full. Would you like me to check the oil and water?
B: Thank you. And could you, please, check the pressure?
A: I’m afraid there’s a nail in the front tyre.
B: Oh, what a nuisance. And I’ve never changed a tyre before.
A: Let me do it for you.
B: Thanks a lot.
POETRY
Read and discuss this poem by a well-known Serbian poet Desanka Maksimovi}. The poem was published in 1964 as part of a collection entitled I SEEK CLEMENCY.
For the Naive
For those who believe that all are equal, poor and rich, weak and strong, the untired and the untiring prisoner, the armless and the man with both arms, the absolved and the man who has lost his faith, the invited and the one who waits at the door, for them, for myself, for everyone, I seek clemency.
/Translated by Celia Hawkesworth/
The Danube – Europe’s River of Harmony and Discord
Sometimes it’s hard to tell where a river begins. It’s doubly difficult with the Danube, born of two rival sources, both trickling down the slopes of Germany’s Black Forest. The first third of its nearly, 1800-mile journey to the Black Sea it supplies an idyllic course beside tidy villages and storybook castles. But there is another Danube River, mainly in Eastern Europe, one damaged by pollution and war. A NATO bombing campaign against Yugoslavia in 1999 destroyed industrial facilities, releasing contaminants into the water.
But the Danube had a dual personality even before the bombing. The river is a playground for swimming and boating; it is also very much a working river of fishermen, barges, power plants, and shipyards. The working river is part of a busy transportation corridor connecting the North Sea with the Black Sea through the Main-Danube Canal, but it also feeds wetlands and valuable wildlife habitats. Today people along the river are striving to reconcile these competing demands and are beginning to undo years of environmental and war damage.
The course of the river can be followed from Ulm, the first navigable point on the river, patrolled by graceful swans. Leaving Germany, the Danube flows eastward into Austria. The river passes castle ruins and apricot orchards that cover the banks with snowy blossoms. But no place is as identified with the Danube’s charm as Vienna. Vienna was a hub of the Habsburg empire, and in the 1860s, after Austria’s defeat by the Prussians, Johann Strauss wrote the “Blue Danube” to cheer up his fellow Austrians. Downriver from Vienna the Danube cleaves Hungary’s capital Budapest, with Pest on the left bank, commanded by the stately parliament building, and Buda on the right, crowned by Castle Hill.
The contrast between Blue Danube nostalgia and reality couldn’t be sharper than in Yugoslavia, which was bombed by NATO. Sitting on the Danube 47 miles upstream from Belgrade, Novi Sad suffered mightily, with an oil refinery and the three bridges blown up. Further downriver, near Belgrade, the attacks crippled the city of Pan~evo, destroying petrochemical plants and an oil refinery.
The 78 days of bombing left a mammoth job of cleaning up the river.
Abridged from National Geographic/March 2002
WORDS AND PHRASES
facilities – the equipment, buildings, services, etc. that are provided for a particular activity or purpose release – liberate, emit strive – make a very great effort to get or do something reconcile – make peace between two persons/things that seem to be opposed to each other hub – the centre or the most important part of a place or area cleave – divide into two separate parts mammoth – enormous, extremely large cripple (v) – damage
COMPREHENSION
I Explain and discuss the answers to these questions.
1. Why is it difficult to tell where the Danube begins?
2. What is the total length of the Danube?
3. Which are the two different functions that the Danube has?
4. What makes the Danube an important river?
5. What is the connection between Strauss and the Danube?
6. What can you say about the Danube and Budapest?
7. Where is the contrast between Blue Danube nostalgia and reality the strongest?
II What can you say about the Danube and
• its use as a working river
• its recreational use
• the capitals it flows through
• the NATO bombing campaign
WORD STUDY
I Which of these words would you use when talking about rivers. Cross out the words that you would not use. coast source current course mouth wave bank tide ebb whirlpool channel canal
• Use words that you have not crossed out in sentences of your own to show that you know their meaning.
II Look at the verb undo (paragraph 2) and explain its meaning in the context. Form new verbs from the verbs in the box and give their meanings.
lock tie button bind cover wrap
REMEMBER: The prefix un- is added to the beginning of a verb that describes a process in order to form another verb that describes the reverse of that process.
e.g. It takes a lot of time to wrap the present but almost no time to unwrap it.
III Use the suffixes -ion , -y , -ment , and –ance to form nouns of the following verbs.
1. recover -
2. assist -
3. deliver -
4. enjoy -
5. treat -
6. atract -
7. disappear -
8. inquire9. permit -
• Choose five verbs/nouns and make sentences to show clearly their use and meaning.
IV NATO stands for North Atlantic Treaty Organization Ma tch the following abbreviations with the words they stand for.
1. BC
2. am
3. AD
4. MP
5. pm
6. BBC
7. RAF
8. HQ
9. kph
10. ITV
a. British Broadcasting Corporation
b. Before Christ
c. kilometres per hour
d. Anno Domini (in the year of our Lord)
e. anter meridiem (before noon)
f. Head Quarters
g. post meridiem (after noon)
h. Member of Parliament
i. Independent Television
j. Royal Air Force
SPEAKING/WRITING
I Write a short paragraph about what the Danube/the river in your town means to you and what you like about it.
II Use your own words to paraphrase what the author of the text says about the NATO bombing
PRONUNCIATION PRACTICE
I Can you hear and distinguish between the following words?
/O/ – /ou/ e.g. saw – so walk – woke law– low nor – no call – cola hall – hole ball – bowl bought – boat bron – bone raw – row
II Can you produce all the sounds correctly?
Say one of the words above and see if you partner can tell which word you are saying.
DThe British Museum
The story of the British Museum goes back three hundred years to one unusual man: Sir Hans Sloane, doctor to King George II. The doctor couldn’t stop collecting – books, drawings, clothes, money, animals, flowers: things from all over the world. The doctor wanted everything to stay together when he died, so that people could come and look at it. The British Museum had begun. King George II gave his library, and the Museum started to grow. It has never stopped.
The first difficulty was finding a home. One idea was Buckingham Palace, but the Palace wasn’t big enough. Finally people found a larger building for the Museum in the middle of London.
The British Museum opened in 1759, six years after Sir Hans Sloane died. The doctor wanted people ‘to enter freely’. But the Museum was afraid of letting everybody in. Only ‘gentlemen’ could visit the Museum and they had to buy tickets. Ladies could only come in pairs, and children were forbidden. By about 1800, things began to get better. Wonderful statues, three thousand years old, arrived from Egypt. A Scotsman, Lord Elgin, brought from Greece some of the oldest and most beautiful Greek sculptures in the world – girls with vases, horses and riders. When he found them, they had been lying on the ground, broken and forgotten. Lord Elgin saved all the pieces he could, spending thousands of pounds of his own money. During the Second World War, the Museum hid the Elgin sculptures in London’s underground railway to keep them safe.
New books as well as old ones arrived at the Museum a hundred years ago. Some years later the famous round Reading Room, with a beautiful high roof and forty kilometres of bookshelves was built. Now, there are four kilometres of new shelves every year!
Sir Hans Sloane would be happy to see what the British Museum does for its visitors today. It is open every day of the year, except for three holidays. Entrance is free. There are lots of special exhibitions and every day there are different films and talks, some of them for children. Small machines tell you about the Museum as you walk round it: you can look and listen at the same time.
Taken from Password 4
COMPREHENSION
I Find evidence in the text which proves that
• the Museum is very old.
• old Greek sculptures were lying neglected when Lord Elgin found them.
• King George II helped Dr Sloane to start the Museum.
• good care was taken of the Museum exhibits during the war.
• entrance to the Museum was restricted only to men.
• you can get information about the Museum while walking around.
• Dr Sloane wasn’t present at the official opening of the Museum.
• Dr Sloane would be happy if he could see the Museum.
II Complete the sentences using information from the text.
1. In the beginning the biggest difficulty was __________ .
2. Doctor Sloane didn’t live to see __________ .
3. Though Dr Sloane wanted people to enter freely, the Museum let only __________ .
4. The most beautiful exhibits were brought __________ .
5. Lord Elgin spent his own money to __________ .
6. The Reading Room was built to shelter __________ .
7. Today the British Museum does a lot for itsvisitors: __________ .
WORD STUDY
I Adjectives with prepositions
tired grateful on about the money you have given me different disappointed similar worried dependent for from of to with my dress his parents doing the same things his exams all my previous jobs his results
SPEAKING/WRITING
A guide through world – famous museums
• Work in groups of five. Each of you will read about one of these museums and prepare to talk about it. If you can, add more information.
• As a group, decide which of these museums you would like to visit and why.
• Which museum do you find most exciting? Why?
Madame Tussaud’s – The Museum contains wax figures of famous and notorious character in both history and contemporary life, and is also noted for its displays of horrifying events in the Chamber of Horrors.
MOMI – is Londons’s exciting Museum of the Moving Image which tells the story of the incredible success of cinema and TV. What is the best exibit? There are 50 different exhibition areas. There are many designs, costumes autographs, posters, but the best of all are the film clips cut out of the best shows.
The Guggenheim Museum is located at 1071 Fifth Avenue, New York. The building itself is a masterpiece of modern architecture. There are many sections in the museum with different exhibitions. The permanent collection comprises Impressionist and Post-Impressionist masterpieces of Renoir, Degas, Van Gogh, Gauguin, as well as an impressive concentration of paintings by Picasso.
The Natural History Museum in London – The Museum houses four major depar tments (zoology, anthropology, botany, and mineralogy). Entering the museum the first thing you see is a giant skeleton of a dinosaur.
National Air and Space Museum in Washington – The Museum offers v isitors a dazzling array of flying machines and spacecraft. More than 9 million people visit the museum annually, making it the most popular museum in the world. Twenty-three exhibition areas house aircraft ranging from the Wright brothers’ original 1903 Flyer and Lindbergh’s Spirit of St.Louis to a touchable moon rock and a Skylab workshop that visitors can enter. Also included are dozens of airplanes and spacecraft, missiles and rockets, models, uniforms, instruments, and medals. These items document most of the major achievemenets, both historical and technological, of air and space flight.
9
IF YOU HAVE A FEW EXTRA MINUTES
Here are some proverbs and sayings. Supply the missing word from the selection given below and state what the proverb means.
1. __________ pleasures are the sweetest.
a) stolen b) hidden c) forbidden
2. You can’t have your __________ and eat it too.
a) cook b) soup c) cake
3. Rome was not built in a __________ .
a) day b) week c) summer
4. One swallow doesn’t make a __________ .
a) Sunday
b) summer c) spring
5. Never look a gift __________ _ in the mouth.
a) horse
REVISION 3
b) duck c) present
I Rewrite the sentences using the present or the past participles.
1. He peeled the apple. He found it was rotten.
2. He felt very tired. He went straight to bed.
3. The little girl was rescued by the firemen. She is Chinese.
4. The girl is sitting in the car. She is my sister.
5. The captain saw the land. He ordered the boats to be lowered into the water.
II Make as many logical sentences as possible using the table
The child
This is the scientist
Buy the car
The man
The burglar who which that whose hasn’t changed many hands. wants to clone a human being. came to see you is in the living-room. got the Nobel Prize. did it, disappeared. mother is very famous, lives with his grandmother. is brand new.
III Fill in the gaps with a relative pronoun.
1. An aunt __________ she had spoken to only once left her a lot of money in her will.
2. I met her brother __________ studies at Oxford.
3. My sister __________ husband is a pilot was once an air hostess.
4. This is the book __________ I was telling you about.
5. I have passed the driving test __________ has made me very happy.
6. The film was very dull __________ was most annoying.
7. I have just seen the girl __________ you were insulted by yesterday.
IV Complete the sentences with the correct form of ‘say’, ‘tell’ or ‘speak’.
1. I __________ him to finish his homework.
2. The __________ word is often harder to understand than the written one.
3. She __________ him about the accident.
4. She __________ to be a very irritable person.
5. They __________ not __________ to each other for years.
6. The boy asked his mother __________ him the story again.
7. He had nothing __________ to the judge.
8. What __________ you __________ about the meeting?
V Point out the difference in meaning between the sentences in each of the following pairs:
1. Jane used to go to her grandmother’s.
Jane is used to going to her grandmother’s.
2. Anyone can go to the party.
Any one of you can go to the party.
3. Either of the students can do it. The students cannot do it either.
4. She was sitting beside her mother. What languages do you know besides English?
VI Put the verbs in brackets into the correct tense.
1. Whenever he __________ (come) he brings a bunch of flowers and tells me what he __________ (do) since we last __________ (meet).
2. If you think he really __________ (commit) a crime, you __________ (inform) the police.
3. By the time you __________ (return) from the theatre I __________ (finish) the book I __________ (read) for the last six days.
4. Whatever profession she __________ (choose) when he __________ (leave) school next year, he __________ (certainly make) a success of it.
5. When I entered the room, two people __________ (sit) by the table. One of them __________ (ask) me if I __________ (hear) the latest news.
VII Complete the sentences on the left with the correct phrase from the right.
1. She borrowed some money
2. He apologized
3. We translated the text
4. Jane was pleased
5. I talked to her
6. She introduced me
7. I thanked her
8. She prevented him
a. with the salary.
b. to some of her friends.
c. about my problems.
d. for visiting me when I was ill.
e. for being late.
f. from jumping into the water.
g. from her parents.
h. into Spanish.
VIII Put the verbs in brackets in the correct form to give the sentences the most suitable conditional form
1. If you __________ (smoke) less, you would feel better.
2. If I could repair my own car, I __________ (save) a lot of money.
3. If he __________ (post) the letter now, she’ll het it tomorrow morning.
4. If you had used the computer, you __________ (save) time.
5. If he __________ (not eat) so much, he would be healthier.
6. If I __________ (be) younger, I would climb this mountain.
7. If I __________ (earn) enough money, I’d have gone to Egypt with them.
8. I won’t go to her party unless she __________ (invite) me.
9. If I __________ (pay) for it, I’d have asked for the receipt.
10. If I __________ (answer) that question, I would break a promise.
LISTENING
Ice cream Sundae
A long time ago, ice cream sodas could not be sold on Sunday. Churches believed that the slur ping sound made too much noise and wasn’t right for that day. To get around the slurping sound, one ice cream shop decided to start selling the ice cream in dishes with the topping poured over the top. They called it a sundae but changed the spelling so as not to upset anyone. Originally these sundaes were only sold on Sundays but as the demand increased they started selling on other days of the week.
Ice cream cones
The ice cream cone became popular with the public in 1904 at the St. Louis exposition when an ice cream maker ran out of dishes for his ice cream. A nearby pastry maker rolled crisp wafers and called them cornucopias. He sold them to the ice cream maker and the ice cream cone was born.
Tomorrow Is Another Day
Tomorrow is another day. So ends one of the most popular novels of all times which was made into the magnificent film in 1939, starring Vivien Leigh and Clark Gable. But fans of Rhett and Scarlett, whose romance went on and off during the American Civil War, want to know what happens ‘tomorrow’. Will Rhett return to Scarlett? Will Scarlett manage to keep Tara, her beloved home?
Margaret Mitchell refused to write a sequel, saying the story had reached its ‘natural and proper ending.’ After her death, the copyright to produce a sequel went to her family members. They resisted offers from publishers but finally decided to give to Alexandra Ripley the right to write a sequel. ‘Scarlett’, which was the title of the sequel, appeared in 1990 and has never become as famous as Gone with the Wind.
A Festival That Made History
It was Friday night, August 15, 1969. The highways leading from New York City and Boston to Woodstock in the state of New York had turned into parking lots. Long haired boys and girls in jeans or long skirts carrying all they needed to spend three days in the open, had been arriving for the past day or two. Discouraged, thousands turned round and headed for home. But he lucky ones made it to a farm near Woodstock in time to hear Richie Havens take the stage.
It was an extraordinary moment that was to last three days. Three days of madness and magic. It was not just a concert, but a country within a country: Woodstock Nation. A chance for half a million young people to emigrate to the America of their dreams. A country where peace would be more popular than making war. And, of cource, the resonant music of the sixties blasting from the stage: Jimi Hendrix, The Who, Santana, Janis Joplin, Nash and Young, Joan Baez, Joe Cocker.
Nature Fought Back
Sometimes it looks like our species is waging a terrible war against all other animals and plants on the planet.
The battles between Man and the rainforests, the pandas and the tigers have all been one-sided. But in one very peculiar battle it seems as if nature might fighting back. The battle is taking place in the tropical island of Sri Lanka, and it is between human poachers and the island’s population of Asian elephants. Something quite remarkable seems to be happening; the elephants are rapidly making themselves unpoachable. Elephant poachers are interested in only one thing: the male animals’s splendid tusks. But recently the elephants, through a Darwinian process of survival, have ‘evolved’ so that they are no longer producing the very tusks that are causing their premature death.
4. operating theatre, 5. character, 6. recipe, 7. live broadcast, 8. boxing match
Word quiz (page 136)
1. Newscaster, 2. editor, 3. chairman, 4. weatherman, 5. usher, 6. assistant, salesman, salesgirl, salesperson, 7. a) teacher b) professor, 8. referee
Problems (page 161)
1. night and day
2. with a spoon
3. a highway
4. an echo
5. a towel
6. Post Office
7. Finding the Light Ball : Devide the balls into three groups of three balls each. Place two of the three groups on opposite ends of the scales. This will determine the group that is the lightest, if the lightest ball is contained in one of these group of three. If the groups balance on the scales, then the lightest ball is in the group of three not being weighed. Now take the group of three that contains the lightest ball and make your second test on the scales. Place one ball on each side of the balance scale. If the scale doesn’t balance, the side containing the lighter ball will rise. If the scales balance, the ball not being weighed is the one that weighs th least.
Proverbs (page 174)
1c, 2c, 3a, 4c, 5a
A QWIZ (page 72)
For each answer checked, give yourself the points listed below.
1. a-2; b-1; c-0
2. a-2; b-1; c-0
3. a-0; b-1; c-2
4. a-2; b-1; c-0
5. a-1; b-2; c-0
Scoring:
8-10 points; Timewise You are an expert timekeeper. 5-7 points; Time-minded You keep an eye on the clock but you don't try to do all at once.
0-4 Time-wasteful Get yourself a watch … and use it.
PRONUNCIATION GUIDE TO PROPER NOUNS
Unit 2
W. Somerset Maugham / ‘sVm@sit / / ‘mO:m / Unit 3 Unit 4
W. Butler Yeats /’bVtl@ / /jeits / Amy Mitford / ‘eimi / / ‘mitf@d / Unit 5
Infinitive be /bi:/ beat/bi:t/ become /bi’ kVm/ begin /bi ‘gin/ bite /bait/ blow /bl@u/ break /breik/ bring /briN/ build /bild/ buy /bai/ catch /k&tS/ choose /tSu:z/ come /kVm/ cost /kOst/ do /du:/ draw /drO:/ drink /driNk/ drive /draiv/ eat /i:t/ fall /fO:l/ feel /fi:l/ fight /fait/ find /faind/ fly /flai/ forget/f@’get/ get /get/ give /giv/ go /g@u/ grow /grOu/ have /h&v/ hit/hit/ hurt /h@: t/ keep /ki:p/ know /n@u/ leave /li:v/ lend /lend/ lay /lei/ lie /lai/ light /lait/ lose /lu:z/ make /meik/ mean /mi:n/
Past Tense
was, were /wOz, w@:/ beat /bi:t/ became /bi’keim/ began /bi ‘g&n/ bit /bit/ blew /blu:/ broke /brOuk/ brought /brO:t/ built/bilt/ bought /bO:t/ caught/kO:t/ chose /tSOuz/ came /keim/ cost /kOst/ did/did/ drew /dru/ drank /dr&Nk/ drove /dr@uv/ ate /et/ fell /fel/ felt /felt/ fought/fO: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/ laid /leid/ lay /lei/ lit /lit/ lost /lost/ made /meid/ meant /ment/
List of irregular verbs
Past Participle
been /bi:n/ beaten /bi:t@n/ become /bi ‘kVm/ begun/bi’ gVn/ bitten /bit@n/ blown /bl@un/ broken /brOukn/ brought /brO:t/ built/bilt/ bought /bO:t/ caught/kO:t/ chosen /tSOuzn/ come /kVm/ cost /kOst/ done /dVn/ drawn /drO:n/ drunk /drVnk/ driven /driv@n/ eaten /i:tn/ fallen/fO:ln/ felt/felt/ fought/fO:t/ found /faund/ flown /flOun/ forgotten /f@’gOtn/ got/gOt/ given /giv@n/ gone /gOn/ grown /grOun/ had /h&d/ hit /hit/ hurt /h@:t/ kept /kept/ known /n@un/ left/left/ lent /lent/ laid /leid/ lain /lein/ lit /lit/ lost /lost/ made /meid/ meant /ment/
meet /mi:t/ pay /pei/ put /put/ read /ri:d/ ride /raid/ ring/riN/ rise /raiz/ run /rVn/ say /sei/ see /si:/ send /send/ shine /Sain/ shoot /Su:t/ show /S@u/ sing /siN/ sink /sink/ sit /sit/ sleep /sli:p/ spend /spend/ speak /spi:k/ stand /st&nd/ steal /sti:l/ swim /swim/ take /teik/ teach /ti:tS/ tear /tE@/ tell /tel/ think /øiNk/ throw /ørOu/ wake /weik/ win /win/ write /rait/ wear /wE@/
met /met/ paid /peid/ put/put/ read /red/ rode /r@ud/ rang /r&N/ rose /r@uz/ ran /r&n/ said /sed/ saw /sO:/ sent /seat/ shone /SOn/ shot /SOt/ showed /SOud/ 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 /tO:t/ tore /tO:/ told /t@uld/ thought /øO:t/ threw /øru:/ woke /w@uk/ won /wVn/ wrote /rOut/ wore /wO:/
met /met/ paid /peid/ put /put/ read /red/ ridden /rid@n/ rung /rVN/ rise /raiz/ run /rAn/ said /sed/ seen /si:n/ sent /sent/ shone /SOn/ shot/SOt/ shown /S@un/ sung /sVN)/ sunk /sVNk/ sat /s&t/ slept /slept/ spent /spent/ spoken /sp@uk@n/ stood /stud/ stolen /st@ul@n/ swum /swVm/ taken /teik@n/ taught /tO:t/ torn /tO:n/ told /tould/ thought /øO:t/ thrown /ørOun/ woken /wOuk@n/ won /wVn/ written /rit@n/ worn/wO :n/
abandon (@’b&nd@n) v napustiti, odre}i se absolve (@’bzOlv) v oprostiti, osloboditi accomplish (@’kOmpliS) v izvr{iti, ostvariti
accomplishement (@’kOmpliSm@nt) n dostignu}e, podvig
airborne (’E@bo:n) v vazdu{nodesantni aquire (@’kwai@) v ste}i
acquaint (@’kweint) v upoznati
acre (’eik@) n jutro (zemqe)
adopt (@’dOpt) v usvojiti
adult (@’dVlt) n odrasla osoba
advertising (’&dv@taiziN) reklama, reklamni
affect (@’fEkt) v uticati
alien (’elij@n) n stranac; tu|, stran allied (’@laid) adj sav ezni, srodan ammicable (’&mik@bl) adj qubazan, prijateqski
anchor (’&Nk@) v usidriti; n sidro, kotva anthem (’&nø@m) n himna anticipate (&n’tisipeit) v predvideti, o~ekivati
apperently (@’p&r@ntli) adv. o~igledno appoint (@’pOint) v postaviti, odrediti approve (@’pru:v) v odobriti
appropriate (@’prOupri@t) adj podesan, zgodan artificial (’a:ti’fiS@l) adj v e{ta~ki
assemble (@’sembl) v skupiti
assure (@ ’Su@) v uv eriti
attempt (@’tempt) v poku{ati; n poku{aj attendance (@’tend@ns) n prisutnost, prisustvo
attribute (@’tribju:t) v pripisati authority (O:øOriti) n vlast, uprava average (’@v@ridZ) adj prose~an awe (’O:) n strahopo{tovawe
Vocabulary
Bbackpack (’b&kp&k) n ranac ban (’b&n) v zabraniti bathtub (’ba:øtVb) n kada battleship (’b&tlSip) n bojni brod beck (’bek) n poziv beetroot (’bi:tru:t) n cv ekla benefit (’benifit) n korist; v iskoristiti beneficial (’beni’fiS@l) adj blagotvoran beyond (’bijOnd) adv daqe, iza, izvan bill of fare (bil @v f3@) jelovnik
binary (’bain@ri) adj binarni, dvojni
blanch (’bla:ntS) v izbledeti, pobledeti blast (’b!a:st) v tre{teti, glasno pu{tati muziku
blistering (’blist@riN) adj `estok, zvu~an blossom (’blOs@m) n cv et; v cvetati
bosom (’buz@m) n grudi
boulder (’b@uld@) n v eliki kamen
bound (’baund) v sko~iti, juriti break even (’breik ’i:vn) izjedna~iti gubitke sa dobicima
breed (’bri:d) v odgajati; n soj, vrsta brick (’brik) n cigla bullet (’bulit) n metak
Ccabbage (k&bidZ’) n kupus
cable (’keibl) n kabl, u`e; telegram; v poslati
telegram
cadence (’keid@ns) n ritam, kadenca
caftan (’k&ft@n) n kaftan, duga~ak kaput
cancer (’k&ns@) n rak
cancel (’k&ns@l) v otkazati, poni{titi, opozvati
cargo (’ka:g@u) n teret, tovar carpenter (’ka:pint@) n stolar, drvodeqa cautions (’ko:S@s) oprezan cease (si:z) v prekinuti, prestati cedar (’si:d@) n kedar ceiling (’si:liN) n tavanica, plafon cereal (’si@ri@l) n `ito, `itna ka{a certainty (’s@:t@nti) n sigurnost chaise (’tSeiz) n lake ko~ije challenge (’tSelindZ) n izazov; v izazvati
chalk (’tS@:k) n kreda charge (’tSa:dZ) v optu`iti, opteretiti, okriviti
chestnut (’tSesn@t) n kesten
chin (’tSin) brada chop (’tSOp) n odrezak, {nicla; v se}i, odse}i
claim (’kleim) v tvrditi clash (’kl&S) n sudar, sukob; v sudariti se, sukobiti se cleave (’kli:v) n razdvojiti clemency (’klem@nsi) n blagost, milost cliff (’klif) n litica close-up (’kl@us Vp) snimak iz blizine, krupni plan
clutter (klVt@) v pretrpati, zakr~iti; n nered, zbrka
community (k@m’juniti) n zajednica
competition (kOmp@’tiS@n) n takmi~ewe
compact (k@m’p&kt) v zbiti compact (’kOmp&kt) n sporazum compassion (k@m’p&S@n) n sa`aqewe comprise (k@m’praiz) ukqu~iti concern (k@n’s@:n) v zabrinuti; n briga conscious (’kOnS@s) adj sv estan consent (k@n’sent) n pristanak, saglasnost consequently (’konsikw@ntli) stoga, zbog toga consideration (k@n’sid@reiS@n) n razmatrawe, obzir
considering (k@n’sideriN) s obzirom na contender (k@n’tend@) p takmi~ar contraband (kOntr@b&nd) adj krijum~aren convince (k@n’vins) v ubediti, uv eriti cookery (’kuk@ri)(book) n kuvar corned (beef) (’ko:nd bi:f) n usoqena gov edina countdown (’kaundaun) n odbrojavawe crew (’kru:) n posada cripple (v) (’kripl) o{tetiti
cruiser (’kru:z@) n krstarica curse (’k@:s) n kletva, prokletstvo customs (kVst@mz) n carina
Ddarn (da:n) v krpiti deafen (def@n) v zaglu{iti declare (di’klE@) v prijaviti decline (di’klain) v opadati, propadati decree (di’kri:) n odluka defeat (di fi:t) n poraz defence (di’fens) n odbrana design (’dizain) n plan, crte`, nacrt desperately (’desp@r@tli) adv o~ajni~ki destination (’desti’neiS@n) n odredi{te, ciq destroyer (ship) (dis’troi@r) n razara~ deterioration (dit@ri@’reiS@n) n pogor{awe devise (di’vaiz) v izmisliti digestion (dai’dZestS@n) n varewe, probava digit (didZit) n cifra disaster (di’zast@) n katastrofa disastrous (di’zastr@s) adj katastrofalan, nesre}an, porazan disguise (dis’gaiz) v preru{iti se display (dis’plei) v izlo`iti distraction (dis’tr&kS@n) n razonoda, ludilo dome (d@um) n kupola dove (dVv) n golub drown (draun) v utopiti se duck (dVk) n patka dump (dVmp) v istovariti, baciti dust (dVst) n pra{ina duty (djuti) n carina; du`nost dutiable (’dju:ti@bl) adj podlo`an carini
Eeager (i:g@) adj `eqan, `udan eagle (i:g@l) n orao ease (’i:z) v ubla`iti, umiriti eclipse (i’klips) eklipsa, pomra~ewe effective (i’fektiv) adj efikasan effusive (i’fjuisiv) adj (previ{e) otvoren, ponesen elk (elk) n los
endeavour (in’dev@) poduhvat
enormous (i’nO: m@s) adj ogroman
enrage (in’reidZ) v razbesneti
enrol (in’rOul) v upisati (se)
entitle (in’tait@l) v imati pravo na ne{to
envy (envi) v zavideti
equal (i:kw@l) adj jednak
establish (is’t&bliS) v uspostaviti, ustanoviti
eternal (i’t@:n@l) adj v e~an
evil (i:v@l) n zlo
exaggerate (ig’z@dZ@reit) v preterivati
exceptional (iksepS@n@l) adj izuzetan
excite (ik’sait) uzbuditi
expand (iks’pend) v pro{iriti, ra{iriti (se)
extinction (iks’tiNkSN) v izumirawe,
F
facilities (f@’silitiz) n objekti, kapaciteti, sredstva
faintly (feintli) adj slabo, boja`qivo
faithful (feiøful) adj v eran
fastening (’fa:s@niN) n kop~a, u~vr{}ewe
fatigue (f@’ti:g) adj umoran
feint (’feint) la`ni napad, prevara
female (fi:meil) adj `enski
fen (fen) n mo~vara
ferry (’feri) n trajekt, skela
filling (filiN) n fil, nadev; plomba
flair (flE@) talenat, dar
flake (fleik) n pahuqa
flight (flail) n let
float (flOut) v ploviti, plutati
flourish (flVriS) v cv etati
flutter (flVt@) v lepr{ati
foe (fOu) n neprijateq
foothold (’futh@uld) upori{te
footprint (futprint) n otisak stopala forthwith (’fO:ø’wiø) adv odmah forerunner (’fO:rVn@) n prete~a fortune (’fO:tS@n) n sre}a found (’faund) v osnovati frame (’freim) n okvir frigate (frig@t) n fregata
fumble (’fVmb@l) v nejasno baratati furious (’fju@ri@s) adj besan furnish (’f@:niS) opremiti (name{tajem) furthermore (’f@:d@mo:) osim toga
Ggadget (’g&dZit) naprava, sprava gain (gein) v ste}i, dobiti generate (dZen@reit) v proizv esti, stvoriti generously (’dZen@r@sli) adv dare`qivo gleam (’gli:m) n cjaj, odsjaj gleaming (’gli:miN) adj sv etlucav, bqe{tav glimmering (’glim@riN) adj sv etlucav glory (’glOri) n slava glisten (’glis@n) v blistati se glow (’glOu) n sjaj, bqesak grab (’gr&b) v zgrabiti grasshopper (’gra:shOp@) n cvr~ak grating (greitiN) adj o{tar, koji para gravity (gr&viti) n gravitacija, te`a grease (’gri:s) adj mastan; v podmazati grief (’gri:f) n `alost, tuga grive (’gri:v) v tugovati guard (’ga:d) v braniti, ~uvati
Hhamlet (’h&mlit) n zaselak handshake (’h&ndSeik) n rukovawe harbour (’ha:b@) n luka harness (’ha:nis) n ham, kowska oprema hatch (’h&tS) v izle}i hedgerow (’hedZrOu) n `ivica heritage (’heritidZ) n nasle|e heyday (’heidei) vrhunac (slav e) hospitable (’hOspit@bl) adj gostoqubiv hostile (’hOstail) adj neprijateqski hovercraft (’hOv@kra:ft) n letelica na vazdu{nom jastuku hub (’hVb) n sredi{te, centar, ~vor huge (’hjudZ) adj ogroman hurl (’h@l) v baciti
I
idle (’aid@l) adj besposlen, zaludan ignite (ignait) v zapaliti ignorant (’ign@r@nt) adj neuk immortality (imO:’t@liti) n besmrtnost impatience (im’peiS@ns) n nestrpqewe impatiently (im’peiS@ntli) adv nestrpqivo impenetrable (im’penitr@bl) adj neprobojan imprint (’imprint) oznaka improve (im’pru:v) v poboq{ati incandescent (ink&n’des@nt) adj u`aren, usijan (elektri~na lampa sa ugqenim vlaknima)
income (’ink@m) n dohodak increase (’nkri:s) n pov e}awe, porast incredible (in’kredibl) adj nev erovatan influx (’nflVks) n priliv, navala infuriate (in’fju@rieit) v razbesneti ingredient (in’gri:dj@nt) n sastojak inheritance (in’herit@ns) n nasle|e inn (’in) n gostionica, kr~ma integer (’intidZ@) n ceo broj intimation (inti’meiS@n) n nagov e{taj invade (inveid) v napasti inventiveness (in’ventivnis) n pronalaza{tvo, inventivnost involve (in’vOlv) v obuhvatiti, uplesti
Jjoin (’dZOin) v spojiti, pridru`iti (se) joyous (’dZOi@s) adj radostan juggler (dZVgl@) n `ongler
K kick (’kik) v {utirati kid (’kid) v zadirkivati knack (’n&k) n v e{tina, talenat
L lack (’l&k) n nesta{ica, nedostatak
ladder (’l&d@) n merdevine land (’l&nd) v spustiti (se), iskrcati se lane (’lein) n staza, traka (kolovoza) lapse (’l&ps) mala gre{ka lark (’la:k) n {eva launch (’lO:ntS) v lansirati lavish (’l&viS) v obilan leap (li:p) n skok legacy (leg@si) n zav e{tawe, legat let (’let) v izdati (pod kiriju) liable (’lai@bl) adj odgovoran, obav ezan, podlo`an liberty (’lib@ti) n sloboda link (’liNk) n karika, v eza livery (’liv@ri) livreja (uniforma) log (’lOg) n klada, paw, cepanica; brodski dnevnik
longing (’lONiN) adj ~e`wiv lung (’lVN) n plu}no krilo
Mmagnificient (m&gnifis@nt) adj v eli~anstven male (’meil) adj mu{ki mammal (’m&m@l) n sisar mammoth (’m&m@ø) ogroman mankind (’m&n’kaind) n ~ov e~anstvo
mast (’ma:st) n katarka mat (’m&t) n otira~ matter (’m&t@) v biti od zna~aja, mariti; n stvar
meadow (’me’d@u) n livada
meanwhile (’mi:nwail) adv u me|uvremenu
medieval (’medi’i:v@l) adj sredwov ekovni
message (’mesidZ) n poruka
misery (’miz@ri) n beda moat (’mOut) n rov momentarily (’mOum@nt@rili) adv momentalno, za~as
monster (’mOnst@) n ~udovi{te muscle (’mVsl) n mi{i}
musket (’mVskit) n musketa, pu{ka sa duga~kom cevi
murmur (’m@:m@) v mrmqati, romoriti
mutton (’mVt@n) n jagwetina
N
nevertheless (nev@D@’les) adv ipak, pored toga nourishment (’nVriSm@nt) n hrana, ishrana
nauseate (’no:zieit) ose}ati mu~ninu nowadays (’nau@deiz) adv u dana{we vreme nuissancc (’nju:sns) n smetwa, neprilika
O
obviosly (’Obvi@sli) adv o~evidno, jasno occasion (@’keiZ@n) n prilika, povod occur (O’k@) v desiti se, dogoditi se opponent (O’pOun@nt) n protivnik
optional (’OpS@nl) adj po slobodnom izboru, neobavezan
ornamentation (O:n@men’teiS@n) n ukra{avawe outspeak (aut’spi:k) v nadgovoriti
overdose (’Ouv@dOus) n prev elika doza overload (’Ouv@l@ud) n preoptere}ewe
oversee (’Ouv@si:) v nadgledati
Ppad (’p&d) n podmeta~, blok, ulo`ak
palate (’p&l@t) ukus
pale (’peil) v pobledeti
pancake (’p&nkeik) n pala~inke
parachute (’p&r@Sut) n padobran paratrooper (’p&r@tru:p@) n padobranac
passport (’pa:spO:t) n paso{ pastime (’pa:staim) n razonoda
pastor (’pa:st@) n sv e{tenik, pastor peers (pi@z) v nagovoriti persuade (’p@s’weid) vr{waci performance (p@’fO:m@ns) n predstava permission (p@’miS@n) n dozvola perspiration (’pe:sp@’reiS@n) n znoj pickle (’pikl) v zakiseliti, staviti u tur{iju
pigtail (’pigteil) n kika
pillage (’pilidZ) n kra|a
pin (pin) n ~ioda; v pri~vrstiti, pribosti pipe (’paip) v svirati (na fruli) plague (’pleig) n kuga plant (’pla:nt) n biqka; v posaditi poaching (’pOutSiN) kra|a divqih `ivotiwa poll (’pOul) n anketa pork (’pO:k) n sviwetina pound (’paund) udarati power plant (’pau@ pla:nt) n elektrana preference (’pref@r@ns) n prednost, prv enstvo pretend (pri’tend) v pretvarati se, praviti se primal (’praim@l) adj prvobitan principal (’princip@l) n direktor private (’praivit) n redov proceed (prO’si:d) v produ`iti promptly (’prOmptli) adv brzo proof (’pru:f) n dokaz prosper (prOsp@) uspeti (finansijski) provide (prO’vaid) v snabdeti puppet (pVpit’) n lutka, marioneta pursuit (p@s’ju:t) n te`wa, tra`ewe
Qquarter (’kwO:t@) v podeliti na ~etiri dela queer (’kwi@) adj ~udan, nastran questionnaire (’kwestS@’nE@) n anketa, upitnica
Rradiance (reidi@ns’) n blistavost, zra~nost rainforest (’reinforist) tropske {ume raisin (’reiz@n) n suvo gro`|e ramble (’r&mbl) lutati
rank (’r&Nk) na~in, rang; v svrstati, rangirati rapid (’r&pid) adj brz rarity (’rE@riti) n retkost reassure (’ri:@Su@) v (ponovo) uveriti, razuveriti recognize (’rekOgnaiz) v prepoznati recommend (’rek@’mend) v preporu~iti reconcile (’rek@nsail) pomiriti se reek (’ri:k) odavati jak miris reference (’ref@r@ns) n obave{tewe, primedba, preporuka
rehearse (ri’h@:s) v probati (na sceni) reinforcement (’ri:in’fo:sm@nt) poja~awe related (ri’leitid) osloboditi, ispustiti release (ri’li:s) adj povezan, srodan reliably (ri’lai@bl) adj pouzdan remarkable (ri’mak@bl) izuzetan
Renaissance (r@’neis@ns) n Renesansa (preporod)
renovate (’ren@veit) v obnoviti require (ri’kwai@) v zahtevati
research (ri’s@:tS) v istra`ivati
roar (’ro:) v tutwati, bu~ati, prolamati se ruins (’ru:inz) n ru{evine rye (’rai) n ra`
Ssail (’seil) v ploviti
salmon (’s&m@n) n losos sandy (’s&ndi) adj peskovit sauercrout (’sau@kraut) n kiseli kupus
scarf (’ska:f) n marama, {al schedule (’Sedjul) n raspored scatter (’sk&t@) v rasuti, rasejati, razbacati scoop (’sku:p) zahvatiti (ka{ikom)
scramble (’skr&mbl) verati se, pewati se brzo screen (skri:n) n platno
search (’s@:tS) v pretresti, tragati secure (si’kju@) adj siguran, bezbedan sequel (’si:kw@l) n nastavak sergeant (’saidZ@nt) n vodnik settle (’set@l) v srediti se, nastaniti se shack (’S&k) n koliba, stra}ara share (’SE@) v deliti shed (’Sed) v proliti shift (’Sift) v promeniti shoot (’Su:t) v snimati; pucati shrug (’SrVg) v sle}i ramenima shrewd (’Sru:d) lukav shuttle (’SVt@l) n saobra}ajno sredstvo; ~unak single (’sing@l) n neo`eqen, samac, pojedinac; jednokrevetna soba sink (’siNk) v potonuti site (’sait) n polo`aj, mesto, gradili{te sleeper (’sli:p@) n spava}a kola slight (’slait) neznatno, malo sniffily (’snifili) frk}u}i
smear (’smi@) uprqati smooth (’smuø) v ugladiti solitude (’sOlitjuid) n usamqenost sore (’sO:) n rana; adj bolan soothing (’su:øiN) adj umiruju}i speculate (’spekj@leit) v razmi{qati, {pekulisati species (’spi:Si:z) n vrsta spirit (’spirit) n duh splendour (’splend@) n sjaj, divota split (’split) v. rascepiti, razdvojiti, podeliti spot (’spOt) n mrqa, mesto spray (’sprei) n raspr{iva~, rasprsnute kapi squalor (’skwOl@) n prqav{tina square (’skwE@) v podi}i na kvadrat stare (’stE@) v buqiti startle (’sta:t@l) v trgnuti, iznenaditi steadily (’stedili) adv postojano, smireno, stabilno
steam (’sti:m) adj parni steel (’sti:l) n ~elik stew (’stju:) n paprika{, ragu stock (’stOk) n ~orba od mesa straits (’streits) n moreuz strangle (’str&Ng@l) v ugu{iti strap (’str&p) kai{ strap in (’str&p) vezati kai{em strive (’straiv) te`iti, stremiti suburb (’sVb@:b) n predgra|e succession (s@k’seS@n) n niz, red suffer (’sVf@) v patiti suffice (’s@’fais) biti dovoqno sulphur (’sVlf@) n sumpor sum up (’sVm Vp) v sabrati superimpose (’sju:p@im’pOuz) v staviti nad, nadrediti
supervision (’sju:p@’viZ@n) n nadzor, nadgledawe
supposition (s@p@ ’ziSn) pretpostavka surface (’s@:fis) n povr{ina swamp (’swOmp) n mo~vara sweep (’swi:p) v po~istiti
Ttabor (’teib@) n mali bubaw,
tail (’teil) n rep, kraj
tap (’t&p) v potap{ati, udarati
tar (’ta:) n katran taste (’teist) n ukus
threaten (’øret@n) v pretiti
thrive (’øraiv) v napredovati, uspevati throng (’ørON) n gomila, navala throughout (’øru:aut) prep kroz throw up (’ør@u) povra}ati
thump (’øVmp) n tup udarac
thunderous (’øVnd@r@s) adj gromovit tide (’taid) n plima (morske mene)
tight (’tait) adv ~vrsto
tiresome (’tai@s@m) adj zamoran, dosadan toss (’tOs) v baciti
tough (’tVf) adj ~vrst, grub track (’tr&k) trag
transmit (traenz’mit) v preneti
tranquil (’tr&iNkwil) adj miran, tih treacherous (’tretS@r@s) nev eran
treat (’tri:t) v postupati
tremulous (’tremj@l@s) adj drhtav, treperav
tribe (traib) n pleme
trickle (’trikl) kapqati
truant (’tru:@nt) n u~enik koji be`i iz {kole
Uutterly (’Vtali) adv potpuno, sasvim
Vvalubles (’v&lju@blz) n dragocenosti variety (v@’raiti) n raznovrsnost vary (’vE@ri) v razlikovati se, mewati vast (’va:st) adj ogroman vinegar (’vinig@) n sir}e voucher (vautS@) n karta, pismeni dokaz
Wwait on (’weit on) uslu`ivati warning (’wO:niN) n upozorewe waste (’weist) v tro{iti weapon (’wep@n) n oru`je welfare (’welfE@) n blagostawe; socijalna pomo}
whirl (’w@:l) n vrtlog wholemeal (’hOulmi:l) adv od celog zrna (bra{no) wisdom (’vizd@m) n mudrost woodpecker (’wudpek@) n detli} worthy (’w@:Di) adj dostojan
Yyonder (’jOnd@) adv tamo
mr QIQANA MATI] • KATARINA KOVAČEVIĆ
ENGLESKI JEZIK
ZA III RAZRED SREDWE ŠKOLE
^etrnaesto izdawe, 2007. godina
Izdavač ZAVOD ZA UXBENIKE Beograd, Obilićev venac 5
Likovni urednik BRANISLAV NIKOLI]
Ilustrator DARKO GRKINI]
Korice MILO[ JANKOVI]
Grafički urednik STEVAN PAKOVIĆ
Korektor TAMARA MILI]
Kompjuterska priprema TAMIGO, Zemun
Obim: 23½ štamparskih tabaka Format: 20,5×26,5 cm
Rukopis predat u štampu decembra 2006. godine. Štampawe završeno januara 2007. godine.
