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37.016:811.111(075.3)
ГРБА, Гордана, 1933Енглески језик : за III разред гимназије / Гордана
Грба. - 15. изд. - Београд : Завод за уџбенике, 2014
(Београд : Colorgrafx).187 стр. : илустр. ; 27 cm
Тираж 1.000. - Регистар. ISBN 978-86-17-18735-2
COBISS.SR-ID 208375052
ISBN 978-86-17-18735-2
CONTENTS
Предговор 5
e Happiness Test 6
UNIT 1 What Makes People Laugh? 7
Language Points
UNIT 2 Animal Lovers 13
Language Points
UNIT 3 A Palace of Enchantment 21
Language Points
UNIT 4 Would You Like a Robot in Your House? 31
Language Points
UNIT 5 Etiquette 39 Language Points
UNIT 6 Dos and Donts 49
Language Points
UNIT 7 e Native American 61
Language Points
UNIT 8 A Surprise Visit 72
Language Points
UNIT 9 e Hitchhiker 82
Telephoning
Language Points
UNIT 10 A Night at an Old Inn 92
Language Points
UNIT 11 Christmas Carol 99
Language Points
UNIT 12 Doing Something for Other People 108 e Hospital
Language Points
UNIT 13 Henry Moore 121 A Singer on the Air Language Points
UNIT 14 Speeding 134 Language Points
UNIT 15 ree Men in a Boat 142 In a Restaurant Language Points
UNIT 16 Summers in a Gold Mine 153 Crossing the Border Language Points
UNIT 17 Don’t Let Me Be Late Tonight 161 Apologising Language Points
UNIT 18 In a World of Constant Change 170 Revision Exercises
Additional Texts 178
Index 184
Pre-reading Activity
THE HAPPINESS TEST
A worldwide survey of young people once asked “What makes you happy?” ose interviewed had to place the following qualities in order of importance:
Being healthy
Being slim
Being intelligent
Being rich
Being good-looking
Being practical and handy
Being kind
Being modern
Being honest
Having a sense of humour
Put your ideals for happiness in order of importance, compare the lists with your classmates. en read the text below.
and the Spaniards intelligent. Draw your own conclusions about young people in this country.
French attached great importance to being honest, while the Italians wanted to be rich, the Greeks good-looking
More young people in the U. K. than in any other country thought having a sense of humour was important. e
Apart from the fact that almost everyone put healthy at the top of their list, the results were very interesting.
WHAT MAK ES P EOP LE L AUGH?
What makes people laugh? What do people in England laugh at? Is it folly, extravagance, untidiness, greediness or absent-mindedness? Or is it a fat man who falls on a banana skin? Is it a clever wordplay? Or some humorous remarks of well-known people?
ere are many jokes in Britain about absent-minded professors, schoolboys and children, young people, women drivers, mothers-in-law, landladies, waiters, doctors and patients, and even death. ere are also many humorous remarks of great men that are remembered and enjoyed as quotations.
As regards black humour, it is funny about unpleasant or dangerous people or conditions.
A person who has a sense of humour can laugh also at himself and smile at his own folly and weakness. He can understand that he is not perfect.
JOKES
(Doctor) “Where does it hurt?” “Now, where did I put my glasses?”“The next programme is not suitable for nervous viewers...”
“Sit down and drink your milk. I’m NOT going to slide it across the table to you.”
“Suppose you’re in my shoes. What would you do?”
“I’d shine them.”
“You don’t really need me, do you, Charles?”
UNIT 1
Read the following jokes and say which one you like best:
• At a wedding, the friends of the bride sit on one side of the church, while the bridegroom’s friends sit on the other side. Ushers show the people to their places.
Usher: Are you a friend of the bridegroom, madam?
Lady: A friend of the bridegroom! Certainly not! I’m the bride’s mother!
• Jack: “What did the landlady do when she found that you had left the light burning for two days?”
Bob: “She turned us both out.”
• “Did you have any trouble with your French when you were abroad?”
“No. But the French did.”
• “What’s the meaning of this y in my soup?”
“I don’t know, sir. I’m a waiter, not a fortune teller.”
fortune teller: a person who tells you what will happen to you in the future
• Famous last words:
“We can cross the road after that bus.”
“Let’s taste it.”
• The lady of the house (at a party): “Are you enjoying yourself, Mr Wilde?”
Oscar Wilde: “Yes, I am. There is nothing else here to enjoy.“
• The policeman stopped a woman driver for going too fast.
“When I saw you coming round that corner, I said to myself, ‘At least 45’, “the officer told her.
“Well,” was the answer, “I always look older in this hat.”
45: 45 miles per hour (72 k.p.h.)
• “Banana? I know how to spell it… but I don’t know when to stop.”
• “I hate mornings.
They are so early.”
UNIT 1
1. Answer the questions:
1. What are many English jokes about? What do people in England laugh at?
2. Which jokes are about absent-mindedness?
3. Why doesn’t a boy want to sit down and drink his milk?
4. Why did the waiter say he was not a fortune teller? What does a fortune teller do?
5. Is Charles interested in people around him? What’s he doing?
6. In which jokes can you nd wordplay?
7. What is typical in jokes about mothers-in-law and sons-in-law?
8. What is black humour funny about? Folly? What was the last foolish idea?
9. Which remarks of great men are remembered and enjoyed?
10. Do we have any similar jokes?
11. Which joke do you like best?
2. Discussion. Ask your fellow-students:
1. Who is your favourite comedian and why?
2. Can you think of a writer with a good sense of humour?
3. “People with a sense of humour are loved, and people with brains respected.” Give an example.
4. How does a sense of humour make people more tolerant?
3. Translate the following text:
Monty Python’s Flying Circus was created by six young men some twenty years ago. Like many other comedians and text-writers of their generation, the Pythons had all studied ‘serious’ subjects at University and had not planned to go into show business. In the end they produced four TV series and some great lms.
Monty Python soon became a cult. Young people especially like their surreal kind of humour. By the way, the Python kind of humour was not completely new: you can nd the same savage nonsense, parody, anarchy and skill with words in Lewis Carroll’s writings.
LANGUAGE POINTS
Language check
1. What is the di erence in meaning between these statements: a) She lives in Britain. a) Johnny is rude. b) She is living in Britain. b) Johnny is being rude.
2. What emotion is expressed in a statement like this? a) You are always coming late!
3. What is the di erence in the use of the simple present tense and the present continuous for a future action?
We are going to Greece in June. e plane arrives at 12.00.
Language Summary
1. (a) When we express a present state or habit, something permanent, we use the simple present tense. He writes very good stories.
(b) When we talk about a present event, something temporary, we use the present continuous tense. He is staying in a hotel in London. (Also o en for an action not necessarily happening at the moment, but occuring around this time: “Father is rebuilding the garage.”)
2. (a) e present continous with always can be used for a habitual action, expressing an emotion such as irritation or disappointment. You are always asking silly questions.
3. e present continous is used to talk about personal arrangements e simple present is used to talk about formal arrangements
EXERCISES
1. Put the verbs in the following sentences into either the present simple or present continuous form.
1. He o en (tell) jokes.
2. (Why) you laugh? It isn’t funny.
3. e telephone (ring). Please answer it.
4. We (live) in a rented apartment until we nd something to buy.
5. When it rains, most people (carry) umbrellas.
6. e doctor can’t come to you just at the moment because he (see) a patient.
7. I have given up sugar because I (try) to lose weight.
8. Somebody always (come) to visit me when there’s a program on TV that I want to see.
9. e train (leave) at ten o’clock tomorrow morning.
10. e delegation (arrive) next Tuesday.
11. My cousin (come) to dinner on Saturday.
12. Gas (expand) on heating.
13. Grace is a vegetarian. She never (eat) meat.
14. My niece (sell) her car. She (read) advertisements every day.
15. I (read) a very interesting book. When I nish it, I’ll lend it to you.
16. You always (complain).
17. She has arrived with her chess team. ey (stay) in the Hyatt hotel.
LANGUAGE POINTS
Re exive Pronouns “Are you enjoying yourself?”
A person who can laugh at himself sees himself as other see him. We use re exive pronouns when the subject and the object are the same. We do not normally use ‘myself’ etc. a er wash/dress/shave: He got up, washed, shaved and dressed.
But we say: He dried himself. (Обрисао се. )
2. Complete these sentences using myself/yourself etc. with these verbs: teach cut burn lock cut hurt blame look a er
1. Be careful! e pan is very hot. Don’t _________________________________________
2. It isn’t your fault. You really shouldn’t .
3. ey couldn’t get back into the at. ey had _______________________________ out.
4. I’m traying to Chinese but I’m not making much progress.
5. Granny was lucky when she fell down the stairs. She didn’t ________________________
6. Fred while he was shaving this morning.
7. Don’t worry about me. I can ________________________________________________
3. Complete these sentences with the given verbs. is time, use myself etc. only where necessary. Notice that some of these verbs would be re exive in Serbian. feel dry concentrate enjoy shave dress help relax
1. I really much better today than yesterday.
2. She climbed out of the pool, picked up a towel and ______________________________
3. I tried to study but I couldn’t .
4. It was a lovely holiday. We really ___________________________________ very much.
5. I overslept this morning. I didn’t have time to or have breakfast.
6. You are not dressed yet! quickly! We must hurry!
7. e food is on the table. Please .
8. . Why are you always rushing about?
UNIT 1
WORD FORMATION
4. Su xes
1. Make nouns from these verbs by adding the following su xes:
a. -ment agree disagree state govern arrange improve
b. -(t)ion -(s)ion -ation -ition exibit confess create state meditate hesitate compete
2. Make nouns from the following adjectives:
a. -ness weak kind foolish tidy greedy happy lonely
6. Complete the sentences with idioms given below.
1. “Slow down, you’re going too fast!”
“Don’t worry – I never get caught.”
“You’ll when the policeman takes away your driver’s licence for six months”.
2. Whenever John boasts about his success with girls, all his friends start to 3. Everyone supported the other team, but we won, so we
IDIOMS
Laugh in/up one’s sleeve – to laugh secretly
Laugh on the wrong (the other) side of one’s face –to experience disappointment, failure etc. a er expecting success or joy
To have the last laugh – to win when the odds are against you or when people don’t believe you’ll win
PROVERB
“He who laughs last, laughs best.”
UNIT 2
ANIM AL LOVERS
Many families have a pet animal. It could be a dog or a cat, a gold sh, a budgerigar, or a small furry animal like a hamster. Some lonely old people love their cat or dog as much as a human friend. When animal lovers die, they may leave their money to a “cats’ home”, or a “dogs’ home”, or a “retired horses’ home “. Or they may give it to a charity.
People breed animals, train them, race them and catch them. Racing animals is a very popular activity. Some people, called “pigeon fanciers”, race pigeons. ey keep the birds in their own gardens or on their own balconies and train them to y home. You do not have to be rich to race your own pigeons, but it is di erent with horses. Only the very rich can a ord to keep and race their own. Racehorse owners can be seen in their best clothes at important races like Royal Ascot. Few people actually go to the races. But nearly everyone can a ord to bet some money on the winners, and many people do. Looking a er and being kind to animals is only one part of the story. Caching and killing them is another hobby. Fishing, for example, is the most popular sport in Britain. Millions of people like to spend their Saturdays and Sundays sitting quietly beside a lake or a river waiting for a sh to bite. And a few people still enjoy hunting foxes, or shooting deer, or catching rabbits.
READING NOTES
budgerigar /' bVdZ@riga :/: аустралијска
hamster /' h&mst@/ : хрчак “cats’ home”: a house where cats live looked after by paid staff charity /' tS&riti /: добротворно
breed / bri:d /: одгајати a ord / @ ' fO:d /: имати новца fancier: person with special knowledge of and love for some animal, article, etc. (љубитељ, познавалац) (the name being prefixed: a dog fancier, a rose fancier) race / reis /: трка; учествовати у трци
Royal Ascot /' rOial / /' &sk@t /: a yearly horse-racing event held in Ascot
EXCERSISES
1. Answer the questions:
1. How do people show their love for animals?
2. What pet animals do people keep in their homes?
3. How important is a dog or cat to some lonely old people?
4. To whom may animal lovers leave their money in the will?
5. What is a “retired horses’ home “, a “cats’ home” and a “dogs’ home”?
6. Which animals are trained for races?
7. How do they train pigeons?
8. Who can own a racehorse?
9. What is Royal Ascot?
10. How do some people lose their money at horse races?
11. One hobby is looking a er animals. What is another hobby?
12. Which animals do some people enjoy hunting?
13. What is your opinion about hunting animals? (of necessity or for pleasure)
14. What is your opinion about having pets?
15. Do you have a pet? If you do, tell the class about him/her. (We don’t say ‘it’ for a pet)
2. Make questions for the following answers:
1. When animal lovers die, they leave their money to a “cats’ home”. (Who……to?).
2. Pigeon fanciers train their pigeons to y home. (What?)
3. Racehorse owners put their best clothes on at important races. (When?)
4. At Royal Ascot men wear top hats, and women wear very big and fanciful hats. (What ?)
5. Few people actually go to races. Most of them bet some money on the winners. (How many?)
6. Fishing is the most popular sport in Britain. (Which sport?)
7. Millions of people spend their Saturdays and Sundays sitting quietly beside a lake or waiting for a sh to bite. (How?)
3. Discussion Group work
Choose one of the topics and discuss it in your group. At the end give a brief summary of your discussion to the whole class.
1. If there were no animals, man would be very lonely.
2. My favourite animal.
3. An animal I would like to have as a pet, but I can’t a ord.
LANGUAGE POINTS
Language Check a cats’ home (possessive ‘s)
1. What is the di erence in the meaning of these sentences: (a) I like her son’s friends. (b) I like her sons’ friends.
UNIT 2
2. What di erence do you see in the following examples: (a) is is a girls’ club. (b) is is a women’s club.
3. What change do you notice in the second sentence: (a) e child is ten years old. (b) is is a ten-year-old child.
Language Summary
1. (a) We add (’s) to singular nouns in the possessive form: omas’s bike the dog’s tail
(b) If a personal name ending in -s is well known, only apostrophe (’) is added: Jesus’ words Yeats’ poetry
(c) We add (’) to plural nouns: my neighbours’ dog their parents’ house
(d) We add (’s) to irregular plural nouns: Men’s suits are in the men’s department.
EXERCISES
1. Put the following into the possessive form:
Example What is the name of the student! What is the student’s name?
1. Do you know the address of Charles?
2. Has anybody seen the bag of the doctor?
3. e poster belongs to Doris. (It is...)
4. e pen belongs to the teacher.
5. e vet gave an injection to the cat of Aunt Sally.
6. e house of my mother-in-law is in the outskirts.
7. at’s a job of a ight attendant.
8. Is there a sports club for boys in your town?
9. It’s the fault of no one.
10. Do you like to read the magazines for women? (Notice the omission of the article in the sentence.)
11. e video of my uncle Steve is giving him a lot of trouble.
12. e books for children are o en illustrated.
13. ese keys belong to someone else.
14. An aunt is either the sister of your mother or of your father.
(Notice that you need not repeat the noun “sister” the second time.)
UNIT 2
e Gerund (-ing form) racing, shooting e gerund is the -ing form of the verb when used as a noun
Gerund used as a subject: Racing is popular.
2. Team work. Combine the following words into conversations like the one below.
Travelling by train is pleasant. – Not as pleasant as travelling by plane.
Activities Descriptions Places, Methods, ings working interesting lm industry, theatre sleeping comfortable hostel, hotel collecting ridiculous buttons, umbrellas learningdi cult an Indian language, Chinese going exciting fair, circus waiting annoying bus, girl-friend listeningnice classical music, pop music riding tiring motorcycle, bicycle watching boring TV quiz programmes, TV advertising
Gerund as an Object of the Verb
Some people like hunting
Judy enjoys working for a telephone company likes hates
Judy quit smoking. gave up started
UNIT 2
e following are some of the many verbs that are followed by a gerund:
10. Turn into the singular. Leave the words in italics unchanged.
Many families have pet animals. ey could be dogs or cats, gold sh, budgerigars or small furry animals like hamsters. Some lonely old people love their cats or dogs as much as human friends. When animal lovers die, they leave their money to “cats’ homes”, or “dogs’ homes” or “retired horses’ homes”.
Word Formation NOUN + NOUN
Noun + noun structure is used for everyday combinations. Some of them by constant use turn into one word.
Translate the following:
pet + animal = a pet animal
animal lover racehorse
pigeon fancier gold sh
golf course schoolboy
woman doctor bookshop
ice hockey football
science ction policeman
London Bridge landlady
11. Rewrite the following using noun + noun structure:
1. cake made of chocolate
2. soup made of chicken
3. the door of the kitchen
4. chairs of the garden
5. cubes of ice
6. manners of the table
7. lm about war
Ogden Nash:
“I AM A STRANGER HERE MYSELF”
Behold the hippopotamus! We laugh at how he looks to us, And yet in moments dark and grim I wonder how we look to him. Peace, peace, thou hippopotamus! We really look all right to us, As you no doubt delight the eye Of other hippopotami.
I love the Baby Giant Panda I’d welcome one to my veranda.
THE HIPPOPOTAMUS
THE PANDA
3
A PALA CE OF ENC HANTMEN T
As a child I was very interested in the theatre and historical costume, and when I was a teenager I had a passion for history. It was my history teacher at grammar school who inspired this interest.
My mother ran the household, and brought up three boys in very hard times,* but we were encouraged to make the most of life. I think I bene ted a lot during that period from going to the museums, to the V & A** in particular, with a packet of sandwiches during the summer holidays and just walking around... In gloomy years what any museum can best o er is what I call a ‘palace of enchantment’. Being a very shy child, I became fascinated by works of art. I was really living in the past. I saw museums as a voyage from reality, but I now think that is the wrong way of looking at them. Museums can be a place of retreat, but they shouldn’t be. ey should be a voyage into the past only to enable us to voyage into the future. Knowledge is handed down through objects, but for learning to take place there must be a dialogue. So what is meaningful to me is when one goes into an exhibition of marvelous, extraordinary furniture and nds the oor literally covered with students from the London School of Furniture. Museums also ought to show what is going on in other countries. Sometimes people are rather shocked, but it gets them thinking. For example, an exhibition on post-war Japanese design makes people wonder ‘Is design any good in this country’?
Taken from Interview with Roy Strong, Director of the Victoria and Albert Museum (Abridged)
* World War II ** e Victoria and Albert Museum
UNIT 3
READING NOTES
as a child: when I was a child teenager: a boy or girl between 12 and 20: e. g. He is in his teens. en-: enable (make able to do something), endanger, enrich, enlarge encourage /in"kVridZ/: give courage or hope to someone make the most of life: live one’s life fully in particular /p@"tikjul@/: especially gloomy: suggests darkness: a gloomy room, a gloomy face, a gloomy mood, a gloomy outlook works of art: (countable) a work of art: object produced by writing, painting composing. Usually plural: e works of Shakespeare (Beethoven, Raphael etc.). In the singular ‘work’ is replaced by a speci c word, e.g. a play by Shakespeare, a picture by Raphael, a piece of music by Beethoven voyage: (lit.) a long journey by boat. e voyage from Europe to Australia takes many days. It is o en used in the gurative sense: Reading new books leads one on a voyage of discovery. – e astronauts went on a voyage of exploration to the moon. furniture /"f@:nitS@/: (uncountable) old furniture, modern furniture I bought a beautiful piece of furniture. go on: happen post-war Japanese design /%dZ&p@"ni:"z/ /di"zain/: Japanese design a er the war makes people wonder /"wVnd@/: makes people want to know
Phrases
run the household: do all the work in one’s house (also, run the house) bring up children: educate and care for children in a family until they grow up make the most of: make the most e cient use of We made the most of our stay in Rome.
CULTURAL NOTES
V & A: e Victoria and Albert Museum
is museum is in London and has ne examples of decorative and applied arts as well as noted collections of paintings and sculpture. It is named a er Queen Victoria and her husband who lived in the 19th century.
...with a packet of sandwiches
For a light meal or snack people in the English-speaking world o en have a sandwich (with perhaps a soup or salad). People at work or away from home for some other reason do not have time for a large meal, so a sandwich with a glass of milk or a cup of co ee will serve as lunch.
EXERCISES
1. Answer the questions
1. What did the author like when he was young?
2. Who was responsible for his interest in history when he was in his teens?
3. What did he most like to do during the school holidays?
4. Why do you think he was more interested in the past than in the present?
5. What was he fascinated by?
6. Should we go to a museum as a place of retreat?
7. Why should we be interested in the past? What can it show us?
8. How is knowledge handed down?
9. What is necessary for learning to take place? Who should we discuss an object of art with? What other forms of communication about art are possible? (books, TV, etc.) What are the advantages of each?
10. If you were studying furniture design, what could you learn at an exhibition of furniture?
11. Why does the author think that special exhibitions in museums are useful?
12. How do people sometimes react when they see works of art from other countries?
13. Nevertheless, why is it good for them to go to such exhibitions?
14. What kind of comparisons do they make?
15. Where is the Victoria and Albert Museum and what is it famous for?
2. Make questions for the following answers:
1. Students of art visit museums. (Why ...?)
2. Students from the London School of Furniture study the design of old furniture in the V & A. (What ...?)
3. Temporary loan exhibitions should be organized in museums. (What ...?)
4. Roy Strong is director of the Victoria and Albert Museum. (Who ...? What ...? Where ...?)
5. Roy’s mother brought up three children. (How many ...?)
6. Museums can be a place of retreat, but they shouldn’t be. (What ...?)
3. Summary
Summarize in your own words the information about:
a) the author’s family
b) his childhood interests
c) his youth
4. Composition
Write one or two sentences about each of the following points:
a) places of retreat
b) voyage into the past
c) museums as classrooms
d) informative places about what’s going on in the world
e) voyage into the future, places to get ideas and inspiration
f) long nights in museums
UNIT 3
5. a) Name some museums and galleries in your town.
b) Describe a visit to a museum or gallery. You may want to use some of the words suggested below: open on closed on open from ____________ to admission fee, free entrance, cloakroom permanent exhibition, special exhibition temporary loan exhibition; loan / lOun /: позајмица exhibits (ig'zibits) (експонати) paintings (portrait, landscape, still life, pl. still lifes) sculpture/statue curator / %kju@"reitO/: кустос музеја custodian / kV"st@udi@n /: чувар
6. Preparing for an Interview
You are a journalist and you have to interview the director of a museum for a magazine. Write down three questions you would ask him. en read your questions aloud and listen carefully to the questions of your classmates. Choose the best ones and write them on the board.
A thing of beauty is a joy forever. Keats
LANGUAGE POINTS
Language Check
1. What is the difference in meaning between the two following statements: a) When I arrived, the students were painting icons. b) When I arrived, the students painted icons.
2. Is there any differences in meaning between the following two sentences: a) e visitors were looking at the icons while the students were painting them. b) e visitors were looking at the icons while the students painted them.
Language Summary
1. a) The past continuous is used to show that an action was going on in the past when another past action happened: e students were painting icons when I arrived. When they arrived, we were having dinner. ( ey interrupted us.)
b) e simple past tense is used in retelling past events in a sequence: one action follows another
When we arrived, the students painted icons. ( ey painted icons a er our arrival.) When they arrived, we had dinner. (We had dinner together.)
2. When there are two parallel actions in the past, it is common to use the simple past tense for one of the two actions, but the meaning is the same.
a. While I was doing my homework, my parents were watching TV.
b. While I was doing my homework, my parents watched TV.
EXERCISES
1. Use the words below the pictures to make sentences. Each picture shows us two past actions. One was going on when another action happened.
1. do gymnastics / telephone / ring
4. drive fast / policeman / stop
2. play the trumpet / neighbour / knock (at)
5. cross the street / see / a Mexican
3. rain / go out
6. order a meal / come
UNIT 3
2. Complete the following sentences using the simple past tense and the past continuous:
1. When we (come), she (make) co ee. (2 possibilities)
2. I went to bed and just as I (fall) asleep, someone (ring) the bell.
3. Lydia (forget) her mobile phone in the cyber café yesterday evening.
4. While we (drive) along the road, we (notice) a monastery.
5. He (study) furniture design a few years ago.
6. While I (talk) to her, they (dance). (2 possibilities)
7. When they (arrive) we (eat) pancakes. (2 possibilities)
8. I (look) out of the window and (see) that we ( y) over the sea.
3. Turn into the simple past:
1. I see it as a voyage from reality.
2. I think that is wrong.
3. I nd it interesting.
4. It makes me wonder.
5. It gets them thinking.
Modals: Should and Ought to
“Museums can be places of retreat, but they shouldn’t be. ey should be a voyage into the past only to enable us to voyage into the future.” “Museums also ought to show what is going on in other countries.” Should (for all persons) and ought to have a very similar meaning. ey are used to give advice, to express obligation and duty, and in general to say what we think it is right or good for people to do. Should is more o en used in spoken English.
I’m advising you
should (n’t) ought (n’t) to
Obligation
You should pay back the money. (Obligation) ought to
You should eat more. (Advice) ought to
You shouldn’t eat so much. (Criticism) oughtn’t to
e Red Star should win the match tomorrow. (Strong possibility) ought to
4. Rewrite these sentences using should or shouldn’t:
1. Why don’t you protest?
2. It’s too much for you to eat it all.
3. We expect them at 7 o’clock.
4. I don’t understand why they don’t sell this old car.
5. I am surprised she doesn’t write to us.
6. Why don’t you try harder?
7. We are surprised the shop isn’t open.
8. I’m surprised you’re not sorry.
9. You aren’t expected to criticise.
10. You are expected to inform us.
Now rewrite these sentences using ought or ought not / oughtn’t to
5. Rewrite these sentences, using should and shouldn’t, to express strong possibility.
1. I think she knows.
2. I don’t think it will last long.
3. I think that is the house.
4. We don’t expect it to be di cult.
5. I don’t think it will cost very much.
6. I think it will be ready soon.
7. ey expect this lm to be a success.
8. I think it will be ne tomorrow.
9. We expect her to do it well.
10. I think this is her size.
Now rewrite these sentences using ought to and ought not / oughtn’t to
NAMES OF BUILDINGS
e Victoria and Albert, Museum in London.
e Capitol is in Washington
e
e Acropolis is in Athens.
Parthenon is on the Acropolis.
e Colosseum is in Rome.
e Kremlin is in Moscow.
e Taj Mahal is in India.
e Louvre is in Paris.
e + Names of Buildings
e de nite article the is used with most names of buildings. Exceptions: Buckingham Palace, Windsor Castle, Westminster Abbey.
e de nite article is not used with the names of buildings with the word Hall: College Hall, Carnegie Hall [ka:’negi], Nightingale Hall
6. Give brief answers to the following questions:
Example Which museum in London has examples of decorative and applied arts?
– e Victoria and Albert Museum
1. Which is the most beautiful building in India?
2. Which is the most famous museum in France?
3. Which building is the seat of the Russian government?
4. Which building is the seat of the US government?
5. What is the name of a temple built on the Acropolis?
6. Which is the best known Roman amphitheatre?
7. Ask your fellow students:
1. Which palace is usually included in a sightseeing tour of London?
2. What is the name of a well-known church in London?
3. What is the name of the castle in Windsor?
4. Give the name of one building of a college where students have their rooms.
REMEMBER: Names of theatres, cinemas, restaurants, museums, institutions, ships, trains, airplanes, banks and newspapers are written in capital letters and with the de nite article.
the National eatre, the Odeon Cinema the Grand Hotel, the Metropole, the Majestic the British Museum, the National Gallery the Institute of Nuclear Research the Orient Express, the May ower (ship) the Midland Bank, the Times
Notice the di erence:
Let’s meet in Belgrade. (town)
Let’s meet in front of the Belgrade. (hotel)
UNIT 3
Word formation
Adjective ending in -ful noun + ful = adjective meaning + ful truth + ful e su x -ful indicates having the quality of
8. Complete the following sentences with the adjective formed by adding -ful to the noun.
Example e child told the truth. She was truthful.
1. Harold is always deep in thought. He is a very young man.
2. He had little success when he started writing as a profession. He was not .
3. You must handle glass with care. Be when you handle glass.
4. e girl is a beauty. She takes a er her mother.
5. is bomb is of great power. It is very .
6. ank you for your help. You are very .
7. Carts are of little use nowadays. Carts are not very ____________ nowadays.
9. Make abstract nouns by adding the su xes -hood and -dom child boy man brother sister mother neighbour king wise free
10. Make abstract nouns from verbs by adding the su x -ment enchant-ment manage-ment disappoint excite entertain improve employ encourage
11. e pre x re- means ‘again’. Add it to the following verbs and then translate them. write think build organize arm join make (music, lm)
WOUL D YO U LIK E A R OBOT
IN YO UR HOU SE ?
It is now generally accepted that in the future robots will take over many of our tasks, especially jobs of a repetitive nature. But it is highly doubtful if robots will ever be able to do any of the more creative types of work – or indeed if people will want them to. In the home, robots will probably be used to do the cleaning, table-laying, scrubbing and washing-up, but it is considered unlikely so far that they will be used to do the cooking – at least, not in the near future. According to engineers, robots will do nothing more original or sophisticated than they have been programmed to do by human beings. And so robots in the home may not be creative enough to do the cooking, plan the meals, and so on. ey will be used as slaves, thereby freeing people to do more of the things they want.
In factories, mobile robots will carry out all the distribution and assembly tasks while human beings carry out research and draw up plans for new products. Human beings will still be responsible for diagnosing faults and for repairing and maintaining machinery. On the farm, robots will probably drive tractors; they will be programmed to keep their eyes on the ground to guide the tractor along a straight line or between rows of vegetables.
READING NOTES
accept /@k"sept/: believe in, take as ok something that somebody says task /ta:sk/: duty, job repetitive /ri"petitiv/: done many times (repeat, v.) highly: very table-laying: lay the table (for lunch, dinner) – put plates, forks, knives etc. scrub /skrVb/: clean by rubbing with a brush (scrub the oor) unlikely: not probable thereby /DE@"bai/: by that means; in consequence; тиме assembly /@"sembli/: putting pieces together; монтирање assembly task: task of adding new pieces on an assembly line in a factory until a product is nished; assembly line: монтажна (текућа) трака draw up (a plan): prepare, form, write fault /fO:lt/: mistake or error maintain /mein"tein/: keep in good condition; одржавати row /r@u/: line of people or things; row of vegetables – леја
UNIT 4
EXCERSISES
1. Answer the questions:
1. What kind of jobs will robots take over from men?
2. What kind of work will they probably not do?
3. What will they possibly do in the home?
4. How will the robot be used according to engineers?
5. What will robots do in factories?
6. What will human beings do?
7. What will robots carry out on farms?
8. Why are robots compared to slaves?
2. Summary:
Summarize the main points of the text:
a. jobs of robots (give a list of tasks robots will do)
b. jobs of human beings (give a list of tasks people will do)
3. What would you like a robot to do for you?
4. Composition
One Day with a Robot in my House
ILLUSTRATED IDIOMS
a couch potato
a person who does very little physical exercise
Lyn has become a couch potato. She sits in front of the TV from morning till night and only gets up to get some food from the fridge.
LANGUAGE POINTS
1. e future: ‘Robots will drive tractors.’
Future passive: will + be + past participle Tractors will be driven by robots. Robots will be used for many jobs.
e future tense is used for predictions or future fact.
Compare: going to: I’m going to buy a computer. (intention) It’s going to rain. (strong probability)
2. Passive voice – be + past participle
Simple present: Robots are used
Simple past: Robots were used
Present perfect: Robots have been used
Future tense: Robots will be used
3. Enough: ‘Robots in the home may not be creative enough.’
We use enough a er adjectives or adverbs. It is not big enough. Does he run fast enough to be the winner?
We use enough before singular (uncountable) nouns or plural nouns. Do we have enough money for the tickets?
EXERCISES
1. Underline in the text examples of future tense used for predictions, active and passive forms.
2. Make the following sentences interrogative, negative and negative interrogative. (will, will not, won’t)
Example: e opening night will be on Friday.
Will the opening night be on Friday? e opening night won’t be on Friday. Won’t the opening night be on Friday?
1. You will be pleased if you do it.
2. He will be here in the a ernoon.
3. ey will be at the wedding.
3. Complete the following sentences in the passive voice: Present Simple Tense
1. It to be true. (believe)
2. We to Mike’ s party. (invite)
3. I think she (like) by everybody.
4. Everything (forget).
5. “Need” and “knead” the same. (pronounce) Simple Past Tense
1. e Colosseum many years ago. (build)
2. e car by the police. (stop)
3. She about her new lm. (interview)
4. Everything . (forget)
5. ey for shopli ing. (arrest)
UNIT 4
Present Perfect Tense
1. Who to star in the new lm? (choose)
2. A Japanese robot for a lot of money. (sell)
3. e plans for new products. (draw)
4. e table for dinner. (lay)
5. Tractors by computers yet. (not, drive)
Future Tense
1. Everything . (forget)
2. He . (disqualify)
3. Assembly tasks by robots. (carry out)
4. people like computers? (programme)
5. Computers as slaves. (use)
4. Turn the following sentences into the passive:
1. How many scientists did the company engage on the project?
2. ey promised her overtime work.
3. Did they advertise the new products on TV?
4. ey awarded him the rst prize.
5. We have sent them invitations for the opening night.
6. Have you informed her about the ight cancellation?
7. Somebody recommended this book to me.
8. Someone gave her an Inca totem while she was in Peru.
5. Put the word enough into the right place.
Example: You are not old. You can’t drive a car. You are not old enough to drive a car.
1. Jill is not well. She can’t go to school.
2. e water is warm. You can have a bath.
3. I have money to buy you a pizza.
4. You don’t come o en
5. We have eggs to make a cake.
6. You are not walking fast.
7. He didn’t work hard.
8. e boy hasn’t got friends to play with.
6. Which of these things you would like or you wouldn’t like?
I would like to have pigeons. I wouldn’t like to have parrots.
1. have a robot in my house 6. write a book
2. drive a tractor
3. be programmed
4. be a scientist
5. live in Brazil
7. do the scrubbing every day
8. be in prison
9. work at night
10. take part in the ‘Big Brother Show’
7. “ e robots in the home may not be creative enough.”
Language Check
1. What is the di erence in meaning between these two statements? a) It may rain in the a ernoon. b) It might rain in the a ernoon.
Language Summary
1. ‘May’ and ‘might’ can be used to express possibility in the present or future. Generally, when ‘might’ is used, the possibility is more vague, e.g.
a) It may rain in the a ernoon. (It looks like rain. You’d better take your umbrella.)
b) It might rain in the a ernoon. ( e sky is not that cloudy. You can chance it and not take your umbrella.)
8. I may... I might...
Jean is a very small and timid young girl. She’s not sure what she’ll be when she leaves secondary school. She’s got several possibilities in mind. Some are more possible than others. Make examples of what she’s thinking, like this:
I haven’t decided yet. I may become a clerk. I might become a TV newscaster.
Use ‘may’ or ‘might’ as appropriate.
Hard/Hardly
“It is highly doubtful if robots will be able to do any kind of creative work.”
High/Highly
Mrs. Hooper works hard in her garden every Saturday morning. Mrs. Cooper hardly ever does any work in her garden.
Adverbs with two forms
Some Adverbs of Manner have two forms: 1. the same as the adjective 2. adjective + -ly
hard – hardly direct – directly high – highly short – shortly late – lately right – rightly free – freely most – mostly
Adjective
is is hard work. is is a very high wall.
e train is late.
Animals in the zoo are not free. Is this a free ticket?
Is there a direct ight from Belgrade to London?
It happened a short time ago.
She gave the right answer.
Who has made the most mistakes?
Notice that these two forms have di erent meanings.
Adverb
1. He works hard. (He works with all his force, energy)
2. He hardly works at all. (He does almost no work at all)
1. e plane was ying high.
2. I highly respect him. (I respect him very much.)
1. e train arrived twenty minutes late (twenty minutes a er the right time)
2. I haven’t been to the theatre much lately. (recently)
1. You can eat free in my restaurant whenever you come. (without payment)
2. You can speak freely in front of my sister. (without restriction or limit)
1. Talking about journeys and timetables: e next plane does not go direct to London, it goes by way of Paris.
2. She lives directly opposite the National eatre. She answered me directly and openly.
1. Mr. Palmer will be back shortly. (soon)
2. In the expressions, e. g. stop short: “When the child ran into the street, the driver stopped short”.
1. You are rightly informed. (correctly) 2. before prepositional phrases: e ball hit me right on the nose. ey came right a er breakfast. (exactly, just)
1. His friends are mostly artists. (mainly) 2. is is the most expensive ring in the shop.
9. Complete the following sentences:
Hard, hardly ey ever go to the cinema. You’ll never succeed if you don’t work ________________
High, highly ey thought very ________ of your work. e bird ew ________ over the treetops.
Late, lately Did they come ________, or were they on time? She hasn’t been able to practice the piano as much________ as she should.
Free, freely Did you get in , or did you have to pay? We can talk ________ here. No one is listening.
Direct, directly e o ce is________ across the street from the bank. Does the plane y ________ to Chicago, or does it land in New York?
Short, shortly Do you expect him back ? When the light turned red, he had to stop .
Right, rightly He le ________ a er lunch. ey decided to give the rst prize to a very gi ed young painter.
Most, mostly What music do you like ? It’s young people who like pop music.
10. Turn the following sentences into the singular
1. Whales are mammals.
2. Vegetarians don’t eat meat.
3. Oranges are sweet.
4. Lemons are sour.
5. Cities are big towns.
6. Dogs bark.
take over: become responsible for; take control of He will take over my job while I’m on holiday. is large company has taken over two small ones.
carry out: do, ful ll carry out a plan, order, duty He carried out his plan. (He did what he had planned)
L ANGUAGE CHECK
Non-identifying relative clauses
Her uncle is a scientist. He lives in Georgetown. Her uncle, who is a scientist, lives in Georgetown.
UNIT 4
Language Summary
Non-identifying relative clauses simply tell us more about a person or thing that is already identi ed. ey are always separated by commas. ese clauses are more formal and less frequent in everyday speech.
Relative pronouns
Who subject of a verb (persons)
Whom object of a verb or preposition (persons)
Whose possessive (persons and things; for things also of which)
Which subject and object of a verb or preposition (things)
11. Add the missing information to the sentences. You can find it in the pictures, or you can use the following key words: open, in Tennessee, in New York harbour, well-known, animals/like, take photos, closed
When you complete the sentences under the pictures, rewrite them in the form of two sentences each.
Charlie Chaplin, who started his career in a travelling circus, is now a legend in the history of comedy.
e Beatles, names , were very popular in 1960s. Nashville, , is well-known for country music festivals.
ere were two doors in the corridor, one of
e Fresco Gallery, , is in Cara Uroša Street.
A er New York the group of tourists went to see Niagara Falls, of photos.
e Statue of Liberty, , was presented to the USA by the French people.
Tarzan, , is sometimes called lord of the jungle.
UNIT 5
ETIQ U ETTE
e word ‘etiquette’ comes from a French word which rst meant ‘little ticket’. In France little tickets used to be given to the people who were going to take part in a public ceremony. On each person’s ticket there were directions telling him just what to do during the ceremony. So etiquette came to mean the right way to act when you are with other people.
Every group of people has its rules of etiquette. But good manners in one group of people may not be good manners at all in another group.
An Eskimo smacks his lips to show that he has enjoyed a meal. We think that smacking lips is impolite. e people of the Far East eat in silence. To them it is bad manners to talk during a meal. We think that helping to car ry on a conversation is an important part of good manners.
No one knows how all our rules of etiquette came to be. We can guess, however, how some of them came about.
One rule of table manners says that a spoon should never be le standing in a cup. It is easy to see how this rule came about. It would be easy to catch the spoon in a sleeve and upset the cup.
Some people think that the custom of shaking hands began when men who carried arms wanted to show that they were friendly. What better way to show that they were friendly than to hold out the bare hand?
In the Middle Ages the faces of men in armor were hidden by the visors of their helmets.When a person in armor wished to show a person he met that he was a friend, he raised his visor or, better still, took o his helmet. Today men take o their hats.
No matter how our rules of etiquette came to be, people are likely to make fun of us if we break them. If we broke too many of them, probably no one would have much to do with us.
** good manners READING NOTES
etiquette /"etiket/: good manners, politeness used to : indicates a practice in the past there were directions telling him: there were directions which were telling him manners (pl.): social behaviour, e. g. good manners , bad manners , he has no manners manner (sing.) /" men@/: way, e. g. He behaves in a strange manner .
Eskimo /"eskim@u/: nowadays an Eskimo of North America or Greenland is called an Inuit ['inju:it] as distinguished from one from Asia smack one’s lips: oblizivati se
UNIT 5
N ORTH WEST EAST SOUTH
the Far East: China /"tSain@/, Japan /dZ@"p&n/ the Middle East: the area around the cast Mediteranean the Near East: another term for the Middle East the East /i:st/: the Orient table manners: good manners at meals arms (pl.): weapons, e. g. sword; re-arms: gun, revolver friendly (adj.): a friendly person; compare: do something in a friendly way a person he met: a person whom he met people are likely: people will probably, it can be expected that people..... armor AmE armour BrE
PHRASES
MAKE FUN OF: cause people to laugh at make fun of somebody’s mistakes
NOT HAVE MUCH TO DO WITH: have little connection with HAVE NOTHING TO DO WITH: have no connection with
EXCERSISES
YES or NO?
1. If your answer is ‘No’ give a correct statement based on the text.
1. e word ‘etiquette’ comes from a Finnish word.
2. Little tickets were given to people watching a ceremony.
3. Directions on the tickets told people what to eat during the ceremony.
4. We don’t know how all our rules of etiquette came to be.
5. In the Middle Ages the faces of men in armour were hidden.
6. In the Middle Ages men put on their helmets when they saw a friend.
7. Some people think that shaking hands began when men wanted to show that they were friendly and didn’t want to ght.
8. Good manners are the same in every country.
9. An Eskimo smacks his lips when he wants to have a Coke.
10. If we break the rules of etiquette people will like us for our originality.
11. Little tickets are still given to people in Paris who take part in public ceremonies.
2. Answer the questions
1. Why was armour worn in the Middle Ages?
2. What piece of armour covered the face?
3. What covered the head?
4. What do men wear today instead of helmets?
5. Why would you wear a helmet if you had a motor-cycle?
6. Do we keep silent or talk to one another during a meal? Is it easy to eat and talk at the same time? Why do people do it?
UNIT 5
7. Would you leave a spoon inside the cup, or would you place it on the saucer next to the cup? Why?
8. Should a man keep his hat on inside a building (e. g. a cinema, theatre, etc.)? Can a woman keep her hat on? Could you think of a reason why this is so?
9. What does ‘etiquette’ or ‘good manners’ mean?
10. Why is it di cult to be polite when you are visiting a foreign country, especially a far away country?
3. To Talk About
Good manners: give one example of good manners
4. Summary
Every group _______________ has rules ______________ etiquette. But good in one ______________ people ___________ not be good manners
_________ all in
No one knows ______________ rules _________________ came to be. We can , however, how_______________________ about.
No matter how _________________________ be, people are _________________ make fun ____________________________ them.
5. Write an adjective form N
friend France importance impoliteness fun public
6. Which? It’s/its
Match the adjectives with the following nouns and then use them in sentences of your own: people, word, meeting, behaviour, cartoon, transport.
Example: frendly people
_________ a French word, _________ easy, _________ bad manners; (a coat) _________ sleeves, _________ polite; (a museum)_________ galleries; (a room) _________ walls and windows, interesting.
7. What is the opposite of you’re right, it’s di cult, it’s polite, it’s important, it’s likely, it’s good manners, it’s the same
Write them down. Choose three to make sentences of your own.
8. Insert the missing preposition
1. We didn’t talk the ceremony.
2. As a boy he was fascinated ____________ old armour.
3. e child caught the spoon his sleeve and spilt the milk.
4. I’m interested ____________ the civilisation of the Incas.
5. We met a group of students the London School of Art.
6. As a teenager I had a passion ____________ photography.
9. Write the phonetic transcription of the words in the list France, manners, meal, shake, show, ages, probably, however
10. Mother likes my friend because he is polite
Alec: Well, you certainly made a good impression on my mother!
Bob: How on earth did I do that?
Alec: When you phone and my mother answers, you always say who you are before asking for me. And then, of course, I hear all about how polite you are.
Bob: My mother’s always complaining about the way I interrupt her when she’s talking to me.
Alec: I guess all mothers are alike. If they’re not asking about your marks, they worry about whether we said Hello to a neighbour, or whether we stood up when a guest came into the room...
Bob:. ere are just so many things to remember!
Underline the examples of good and bad behaviour mentioned in this conversation, once for good behaviour and twice for bad behaviour.
LANGUAGE POINTS
Habitual action or state in the past expressed by ‘used to’ as contrasted to the present ‘THINGS AREN’T WHAT THEY USED TO BE.’
USED TO
used [ju:st] to occurs only in the past tense and always takes the to-in nitive
A recurring action in the NOW past It’s di erent now.
A knight used to wear armour in the Middle Ages
A state in the past
A knight used to be protected against his enemies by It’s di erent now. his armour and the walls of his castle. He used to be happy in his castle.
Habit in the Past
Used to do, Would do, Was always doing
1. Used to /’ju:st@/
Used + the in nitive indicates a past routine or a prolonged state in the past.
A. A past routine: People used to be given ‘little tickets’.
B. A prolonged state in the past: He used to have a beard, but he shaved it o .
Notes
a. Instead of the negative form, She didn’t use to study very hard, a negation is o en made with never: She never used to study very hard.
b. e negative – interrogative form is frequently employed as a con rmation question: Didn’t she use to live across the street from you?
2. Would (do)
Would + the in nitive without to indicates a past routine or a habit in the past.
A. It can be used interchangeably with used to to indicate a past routine or habit, and is o en accompanied by usually or always. e contracted form is commonly used: She’d always study hard.
“When I worked on that farm in Connecticut, I would get up at ve o’clock in the morning and I’d eat an enormous breakfast before going out to work. At night I’d be so tired that I could hardly stay awake past nine.”
B. When a past routine is being narrated, would and used to are o en used in the same narrative in order to avoid the constant repetition of either. “We used to spend hours working on that old car. Harry would come over to my house right a er school, and we’d start working. We’d work on the old car every day.”
UNIT 5
Notes
a. e interrogative form is rarely used, and the negative is usually formed by adding never, e. g. I would never disobey my father when I was a child.
b. e would form cannot be used to indicate a prolonged state in the past. She used to have a car. (prolonged state in the past) He used to be a mechanic, but isn’t any more. (prolonged state in the past, discontinued) Would is not commonly employed when a habit is emphasized as discontinued. He used to smoke. (the habit discontinued)
3. Was/Were always (...ing)
A. The past continuous with always is also commonly used to indicate a past routine or habit in the past, e. g. He was always following me around when we were kids.
B. The was/were always (... ing) form is often used with a frequently repeated past action when the speaker is criticizing this action or expressing his annoyance or disapproval, e. g. She was always borrowing money from me when we were on holidays. ey were always getting into trouble.
LANGUAGE POINTS
1. Complete the following dialogues:
Example: Do you live in New York? No, I used to live in New York, but I live in LA now.
1. Is little Tommy afraid of dark?
2. Is Gordon’s address still 35 Sloane Square? (24 Edmund’s Terrace)
3. Does Warren go out with Gladys regularly? (Emma)
4. Do you go in for basketball? (into tennis)
5. Does he spend his holidays in Ireland? (Spain)
6. Do people believe that the Earth is at? (round)
7. Do people live in caves? (houses)
2. Habitual action in the past
Example: She doesn’t smoke now. She used to smoke.
1. He doesn’t play with the “Crazy Jim” group.
2. Mrs McLean is not my English teacher anymore.
3. I don’t eat much chocolate now. (a lot)
4. We don’t see each other very o en.
5. George doesn’t take part in tennis tournaments.
6. ere are no family houses in this area.
7. Food is expensive now.
3. Complete the following with used to in the negative-interrogative
Example: You on Queen Street? Didn’t you use to live on Queen Street?
1. _____ she your best friend? (be)
2. _____ that man _________________ for the Toronto Tigers? (play)
3. _____ he a Rolls Royce before bankrupting? (drive)
4. _____they _________________ popcorns? (sell)
5. _____your brother _________________ the guitar? (play)
4. Use was always and would always in the following sentences:
Example Carl miss classes
I remember Carl. He was always missing classes. I remember Carl. He would always miss classes.
1. Bob fall asleep in French class
2. that girl have trouble with maths
3. Simon talk in class
4. those boys irritate the teachers
5. him forget to do his homework
6. that boy give the right answer
7. her daydream in English class
8. those girls come late to class
9. the English teacher give us tests
5. Habitual Activity in the Past: would
Eve’s grandfather used to work as a librarian. e following notes show his typical activities on a working day.
get up at 6.00 breakfast 6.30 take bus 11.00 work in the library 8.00 – 1.00 lunch at home a ernoon rest go for a walk
Now write a paragraph about what Eve’s grandfather did every day, using WOULD to express past habits.
Eve’s grandfather was a librarian. He worked in a library. On a working day he... get up at...
UNIT 5
6. Complete the following paragraph
As a girl my sister (be) a member of her school library. She (go) to the library once a week. She (be) very happy when she ( nd) a good book. She (sometimes keep) a book too long and then she (have to) pay a ne.
e Passive In nitive – to be given
Little tickets used to be given to the people. (to) do (to) be done
We can do it. It can be done.
7. Complete the following sentences with the passive in nitive of the verbs in brackets:
1. People like (inform) about what is going on in the world.
2. I don’t want (criticize) for no reason.
3. Food cannot (keep) longer than a few days in a fridge.
4. Several specialists must (consult) about this project.
5. One of these lms has (select) for the festival.
6. Our school should (represent) by the best pupils.
7. e road cannot (see) because of the fog.
8. e letters must (post) before 6 o’clock.
9. e fax should (send) immediately.
10. ere was no milk (have) a er 8 o’clock.
8. “He has enjoyed his meal.”
We o en announce a piece of news with the present perfect; we can use it just to say that something new has happened very recently.
1. Somebody the car. (steal)
2. Mother her job. She works for Studio B now. (change)
3. Kevin Asia. He is in Mumbai at the moment. (go)
4. e footballers in Belgrade for the match on Sunday. (arrive)
5. Susan her Iphone. (lose)
6. _____you it anywhere? (see)
7. I just dinner. I can’t eat anything now. (have)
8. I oil in my garden! I’ll be a rich man! ( nd)
9. She her mind at last. (make up)
10. ______ you Tom to your farewell party? (invite)
11. What’s the matter? Why ______ we ? (stop)
UNIT 5
Present result of a past action
You have lost your car keys. You can’t drive your car now.
9. Make sentences using the following: has nothing to do with little a lot
Note: much is used in interrogative and negative sentences
Example: How much do you study English? How well can you speak it? How much you study English has a lot to do with how well you speak it.
1. How long is his hair? How popular is he?
2. How fast does he drive his car? How o en does he pay nes?
3. How tall is she? She is a good singer.
4. How fond are you of studying? What are your marks?
5. How much money have you got? Where will you spend your holidays?
10. Probability – improbability
PROBABILITY: likely probably IMPROBABILITY: unlikely probably not
UNIT 5
EXERCISES
e following sentences express the probability or improbability of something happening:
People are likely to make fun of us if we break rules of etiquette. People are unlikely to enjoy our company.
Notice the di erent pattern when ‘probably’ or ‘probably not’ are used: People will probably make fun of us if we break rules of etiquette. People probably wouldn’t enjoy our company.
He is likely to come. He will probably come. He is unlikely to come. He probably won’t come.
Re-state the following sentences using the word probably.
1. e maths teacher is likely to give us a test soon.
2. Astronauts are unlikely to go to di erent planets soon.
3. e prices are likely to go up again.
4. Some cra s are likely to disappear.
5. e ghting in the Middle East is unlikely to stop for some time.
6. e driver is likely to be questioned by the policeman.
7. He is unlikely to get married for a couple of years.
8. is house is likely to be pulled down.
Say what the following boys and girls will take up as a career:
She’ll probably be She probably won’t be She’s likely to be She isn’t likely to be
Designer
Actress
Physicist
Annie is pretty and loves acting. She... Alec is interested in science and he is good at maths. He... Margaret loves art. She can paint well. She... My best friend...
11. Pre xes im- Is smacking lips polite or impolite?
For some adjectives and nouns of Latin origin the negative pre x im- is used if the following word begins with ‘p’ or ‘m’, not the pre x un-.
Write the opposites of the following adjectives and nouns: Adjective Noun Adjective Noun patient patience mature maturity perfect perfection mobile mobility possible possibility mortal mortality probable probability moral morality
DOS A ND DONTS
1. When you are talking to an Englishman or an American, stand at the distance of an arm’s length. You should be aware that they feel uncomfortable if you try to come closer. In some other countries people stand much closer to each other. However, if you come closer to an English person, he will retreat a step or so backwards as soon as he or she nds it possible.
2. If in passing you bump someone, you should say “I’m sorry”. It is extremely rude not to apologize. In the theatre or cinema, always say “Excuse me, please” when you want to pass down the row to your seat.
3. When you visit someone’s house for an informal meal, you should ask if you can help. It is common to ask if we can help serve the food, carry plates to the kitchen a er dinner, help with the dishes, etc. If our friends do not want help, they will say, “No thanks. Relax and enjoy yourself”. ese days, both men and women will o er to help. But usually, women will do it rst.
4. When Americans and the English invite someone into their homes, they usually o er something to drink, and if they have cake or snacks, they’ll put that out too. ey usually only ask a person once if he wants something to eat. If he says, “No, thank you”, they o en do not o er again, as we do, a second and third time. So if you really do want something you are o ered, simply say, “Yes, please”. Similarly, don’t force your guests to eat or drink once they say, “No, thank you”. If you do, you will embarrass and even make them a bit annoyed at your insistence.
5. Start a conversation with comments on the weather. It is appreciated as a sign of good manners - you are not intruding on other people’s privacy and at the same time you show willingness to be friendly.
6. Never ask a personal question. ere is an expression in English: “Mind your own business.” ey really mean it. Stick to general topics: weather, television programs, pets, tra c, general happenings in town, etc.
7. Never speak at the same time when an English person or American speaks. It is considered extremely rude. During a conversation, if you want to be polite, you must wait until someone nishes what he or she has to say.
8. In general, Americans like to be on a “ rst name basis” with one another. ey feel it is friendlier. If someone asks you to call him by his rst name, you should do so even if it is di cult for you. Otherwise, he will think you are unfriendly.
9. Both the British and Americans believe people should be independent. ey respect people who can take care of themselves and make their own decisions. You will not make a good impression if you show that you are dependent on your parents and cannot take care of yourself.
10. Do not take all invitations seriously. Americans o en say things that sound like invitations, but they are really just being friendly:
“Let’s have lunch some time.” “We must get together again soon.” When they make a real invitation, they will almost always mention a speci c time.
“Let’s have lunch on Tuesday.” “We must get together again soon. Would you like to come to a party we’re having in a couple of weeks?”
11. In Britain and America people move house much more than in this country. Forty million Americans, for example, move every year. e average American moves once every ve years. (Only three percent Americans live in one house all their lives.) When they move, they usually inform their friends in a letter of the change of address. If you move and forget to inform your friends, Christmas time is a convenient time to send the new address with season’s greetings.
12. When an Englishman or an American asks “How are you?” he does not expect a real answer. He is just being polite and this is only part of the greeting. e expected answer is “Fine, thank you”. You should not start complaining. A polite person tries to make life pleasant for other people, he or she does not make it harder for others by burdening them with his or her di culties. If your friend really wants to know how you are he would say: “Well, now, how are you really?”
Group work: Discuss what is similar and what is di erent in good manners in this country as compared to Britain and the USA.
EXERCISES
1. Answer the questions
1. How close should we stand when talking to an Englishman?
2. How close do we stand to one another in this country?
3. If we bump someone, what should we say?
4. When we want to pass, what are we expected to say?
5. What should we ask the hostess a er an informal dinner?
6. How many times do the English o er something to eat or drink to a guest?
7. How many times do we o er food or co ee to a guest? Why?
8. What is a polite way to start a conversation?
9. Give examples of general topics common in everyday conversation (so called “small talk”).
10. What is similar and what is di erent compared to the polite behaviour of people in this country?
11. Do people speak at the same time in this country? If so, what is your opinion about it?
12. What do people say when they want someone to be on a “ rst name basis”? What is the usual answer?
13. What do they say when they make a real invitation to dinner? What do they say when they are just being polite?
14. When an Englishman asks you “How are you?” what answer does he expect?
15. Why shouldn’t you start complaining? Is it polite to talk about personal problems?
2. Choose two situations from the text and explain them to your partner and then to the class in your own words.
3. Discussion
1. In what way do bad manners make life di cult for other people? (tra c, shopping, at work, in school, obtaining information etc.)
2. Do you think that moving one’s hands during a conversation is needless? Or you nd it necessary?
3. In England and in other northern countries people don’t use their hands so much when they speak. ey say they only use words. How do you think a foreigner who gesticulates looks to them: funny, silly, acceptable, strange?
4. Sometimes people are impatient to wait for their turn to talk, so that they all speak at the same time. Is it a good way of communication? Support your statement.
Good manners make life easier. Good manners are about treating other people with respect.
It is nice to be important, but more important to be nice.
Cultural notes
Introducing
oneself
Hello
At a party or a social gathering people in English speaking countries o en introduce themselves to people they don’t know. ey may say: ‘May I introduce myself? I’m...’, but young people o en just say: Hello (or Hi) I’m...
“Hello” is very widely used. It is equally used to greet peers, elders and superiors and does not imply any degree of familiarity.
Hi Informal greeting, esp. AmE
Ms [miz]
Women feel strongly nowadays about equality with men. If a woman does not wish to call herself ‘Mrs’ or ‘Miss’ (as these titles indicate that she is married or not), she calls herself ‘Ms’ e. g. Ms Morton, or Ms Nancy Morton. is title is seen mostly in letters or addresses.
Shaking hands English people rarely shake hands. ey hardly ever shake hands with their friends - except when seeing them a er a long interval or saying goodbye before a long journey. Whether or not to shake hands in England is sometimes a problem, even for English people. One situation when they do shake hands is when they are being introduced to someone for the rst time, but young people o en do not.
Embracing Englishmen rarely embrace one another – except a er scoring goals in football matches. Fathers do not even embrace their sons, except when they are very little. is is one tradition that the young have not yet broken.
Expressions
A slip of the tongue (spoken error)
It is on the tip of my tongue.
What is Betty’s surname? It’s on the tip of my tongue.
MEETING PEOPLE
Talking About e Weather
English people very o en begin a conversation with a few words about the weather. In many cases talking about the weather is actually a form of greeting, simply something to say to someone you meet, People do not really exchange information or opinions.
Remember: When somebody makes a remark on the weather you must show interest and always agree with that person.
ere is always something to say about the weather – good weather or bad!
GREETING ANSWER
↘ ↘
“Nice morning, isn’t it?”
↘ “Yes, it is, isn’t it?” ↘ ↘
“Awful weather, isn’t it?”
Try to add a comment, for example:
Lovely day, isn’t it?
Yes it is, isn’t it? I love sunny weather.
Awful day, isn’t it?
Yes it is, isn’t it? I hate rainy weather.
For good weather: lovely, beautiful, gorgeous, wonderful
For bad weather: nasty, shocking, terrible
↘ “Yes, it is, isn’t it?”
UNIT 6
QUESTION TAGS
Agreeing with someone
A question tag used at the end of a sentence to ask for agreement is said with a falling intonation. e sentence sounds like a statement
In most cases an a rmative sentence has a negative tag and a negative sentence has an a rmative tag.
Examples:
e TV program is very good this evening. Yes, it is, isn’t it?
Actually it has been good all this week. Yes, it has, hasn’t it?
Complete the following conversation:
Mr Hood Nice weather.
Mr Hay Yes, it is, ?
Helen isn’t very friendly today. No, she isn’t, is she?
In fact she hasn’t been very friendly for weeks. No, she hasn’t, has she?
It could be worse for this time of the year.
Mr Hay Yes, it , ? Last year it was much colder.
Mr Hay Yes, it , ? Your tulips are very pretty.
Mr Hood Yes, they , ?
Mr Hay Where did you buy the bulbs?
Mr Hood In Colchester. Gardening is most refreshing a er o ce work.
Mr Hay I couldn’t agree with you more.
L ANGUAGE POINTS
Conditional Sentences
Type 1 Real Conditions
e rst conditional illustrates a real condition and consequence.
Type 1 if + present + future (also modals: can, may, etc.)
If you behave well, people will like your company. condition consequence
If you play with fire, you’ll get burnt
Variations of the basic form:
Type 1 (a) if + present + present is type of sentence is used to express habitual or automatic results.
If you heat water, it boils.
In this type of conditional sentence if can be replaced by when
Type 1 (b) if + present + imperative
If the bell is out of order, please knock.
In this type of sentence some advice, an order or polite request is expressed under a real condition. It is also o en found in set expressions and popular sayings:
“If you can’t beat them, join them.”
“If you can’t stand the heat, get out of the kitchen.”
1. Complete the following sentences:
1. If you do it, you (be) sorry.
2. If you see her, you (give) her my regards?
3. She (see) she is wrong if she (think) it over carefully.*
4. If you (heat) ice, it (melt).
5. If one (throw) a stone into water, it (sink).
6. If the temperature (fall), the water (freeze).
7. If you want to lose weight, (not, eat) so much.
8. If there is nothing to say, (say) nothing.
9. He (feel) much better if he (take) some vitamins.*
10. If she (touch) this dog, it (might) bite her.
*Note: ere is no comma a er the main clause. When an if-clause comes rst it is separated by a comma.
unless: if not
I will not write to her if she doesn’t write to me. I will not write to her unless she writes to me.
2. Rephrase the sentences using unless
1. I’ll see you at nine if there isn’t a strike.
2. I won’t go if you don’t go.
3. We’ll go on a picnic if it doesn’t rain.
4. ey won’t do it if they are not paid.
5. You can’t park here if you don’t live in the street.
6. If you don’t use a computer, you are out of date.
3. Wishful thinking 1
Past tenses are used to talk about the present.
I am 17. I wish I were/was 21.
I don’t have a car. If only I had a car.
EXERCISES
Complete the sentences beginning with I wish... or If only... and then translate them
1. is is a lovely place.
2. We have to go now.
3. I am cold.
1. I wish you here. (be)
2. If only we to go now. (not, have)
3. If only I my anorak with me. (have)
4. We live in a small house. 4. I wish we in a bigger house. (live)
5. He smokes.
5. If only he . (not, smoke)
6. I don’t speak Chinese. 6. I wish I Chinese. (speak)
7. I can’t help you.
7. I wish I . (can)
8. I don’t know where he is. 8. I wish I where he is. (know)
Conditional Sentences 2
Unlikely and Unreal Conditions
We use unlikely or unreal conditions to express something imaginary and hypothetical in the present or future.
If we broke the rules, people wouldn’t like it. If he were/was here, he would help us.
If + past + would + bare in nitive could
4. Complete the following sentences:
1. I’m sure she would understand if you (explain) it to her.
2. I would take music lessons if I (have) more free time.
3. If I (have) an extra ticket, I would take you to the match.
4. If you (order) it now, it would be delivered in a week.
5. Would Henry be angry if I (take) his car without asking?
6. I would be very surprised if he (refuse) to help you.
7. What would happen if you (be) late to school again?
8. She would ring me up if she (want) to speak to me.
9. If I (think) that about him, I would say so.
10. He wouldn’t come unless you (invite) him.
5. Write sentences to match these situations
She is not in your position. She isn’t able to understand you. If she were/was in your position, she would be able to understand you.
1. I am in a hurry. I won’t stay to dinner.
2. I am in good shape. I enjoy mountain-climbing.
3. You sit around all the time. You aren’t in very good shape.
4. e weather is nice. We won’t stay indoors.
5. She can’t type. She isn’t able to use a computer.
6. I haven’t any petrol. I can’t give you a li .
7. She never feeds the plants. ey don’t grow.
8. You don’t understand me. I won’t talk to you about it.
9. I won’t write to her. She doesn’t write to me.
10. ese jeans are expensive. I won’t buy them.
6. Translate the following sentences:
1. If I knew a joke, I would tell you.
2. I wouldn’t do it if I were you.
3. If I had the money, I would buy a bike.
7. Language Check
Note: When we do not want to suggest that a situation is unreal or imaginative we use ordinary tenses a er if: present tenses are used to refer to the present, past tenses to the past and so on.
If you are his friend, you have to tell him.
If you didn’t do much maths, you probably don’t know much. If that was your coach, why didn’t you say hello?
UNIT
LANGUAGE POINTS
Some and Any
Simply say something to someone you meet.
“When you visit someone’s house…”
Some lonely people love their cat or dog as much as a human friend. Someone, somebody, something, somewhere anyone, anybody, anything, anywhere
1. a. In general we use some in positive sentences and any in negative sentences: Mary has bought some oranges. – I haven’t got any oranges. I’ve got something in my eye. He is very lazy. He never does any work.
b. We use some in interrogative sentences when we expect a positive answer: What’s wrong with your eye? Have you got something in it?
c. We use some in questions especially when we o er or ask for things: Would you like some more potatoes?
d. We use any in the following sentences because the meaning is negative: He le home without any money. (He didn’t have any money.) He refused to say anything. (He didn’t say anything.)
e. We o en use any, etc a er if: Buy some apples, if you see any. If you need anything, just ask.
e following sentences are without if, but they have the idea of if: Anyone who wants to come must give me his name before the end of the week. (= if there is anyone who...) I’ll send on any letters that arrive for you. (= if there are any)
f. Any also has another meaning: You can catch any of these buses. (it doesn’t matter which) Come and see me any time you want. (it doesn’t matter when)
g. Someone, somebody, anyone, anybody, nobody, no-one are singular words: Someone wants to see you. Is anybody there?
But o en we use they/them a er these words: If anyone wants to leave early, they can (he or she can) Somebody has spilt their (his or her) co ee on the carpet. Nobody is here.
Nobody phoned, did they?
No-one in the class did their homework. (his or her homework)
EXERCISES
9. Insert some, any or no (which may form part of a compound word, such as someone, anything, nobody).
1. I have letters for your cousin.
2. Have you letters for me?
3. No, I haven’t______________ letters for you. I have letters for you.
4. I have to say to you.
5. ______________ say this and______________ say that but I don’t think there is ______________ truth in these rumours.
6. Has one seen my bag where?
7. ______________ one wants to speak to you on the phone, Fiona.
8. We regret there isn’t______________ thing that can be done.
9. We know there is thing that can be done.
10. I don’t care what ______________ one thinks, I’m going to do it.
11. If ______________ body calls, please tell them I shall be back soon.
12. ______________ thing has gone wrong but I don’t know what.
13. Is ______________ body listening?
14. If you don’t know, ask______________
15. ______________ knows you are here, do ?
10. Do some more sentences with some, аnу, someone, аnуоnе, somebody, anybody, something, anything, somewhere, anywhere
1. Would you like to eat?
2. Does mind if I open the window?
3. Do you live near Cynthia?
4. e child refused to eat .
5. ere’s at the door. Can you go and see who it is?
6. Тћеу slept in the park because they didn’t have to stay. ey didn’t know they could stay with and they didn’t have monеу for a hotel.
7. Can I have milk in mу tea, please?
8. She is very secretive. She never tells to
9. Why аге you looking under the table? Have you lost ?
10. You can cash these travellers cheques at bank.
11. I haven’t read of these books, but mу friend Lawrence has read of them.
12. He le the house without saying .
13. Would you like more co ee?
14. e lm is really great. You can ask who has seen it.
15. is is a No Parking агеа. who parks their саг here will have to рау a ne.
16. Can you give me information about places to see in the town?
17. With these special tourist bus tickets you can go you like on bus you like.
Language Check
e Present Continuous Tense
We are having a party in a couple of weeks.
(a) We can use the present continuous tense to talk about plans for a xed future time. What are you doing this evening? I’m staying in.
(b) We use it to talk about temporary activities and situations that are going on ‘around now’: before, during and a er the moment of speaking.
I’m reading a very interesting book on space travel.
UNIT 6
11. Complete the dialogues:
1. He is starting a new job next month. – No, he on Monday.
2. Are you having lunch with Tim tomorrow? – No, I on Sunday.
3. ey are seeing Mr and Mrs Parker next week. – No, they this evening.
4. ey are playing basketball on Saturday. – No, Friday a ernoon.
5. Your sister is going to his wedding tomorrow. – No, she . She hasn’t been invited.
6. He is working in Dubai at the moment. – No, I think in Syria.
7. He is coming this a ernoon to say goodbye. – No, he . He has some shopping to do.
12. Write questions:
1. when / leave When are you leaving? 4. where / stay
2. how / travel
3. how long / stay / Brussels
13. Complete the sentences
5. who / go with you
6. when / come back
1. “What you this evening?” (do) – “I some friends. ” (see)
2. “What we for dinner?” (have) – “Nothing. We out.” (go)
3. “ Bob for Australia next week?” (leave) – “Yes. He a farewell party for all his friends tomorrow.” (give)
Example: If you had eaten your dinner, you wouldn’t be hungry now.
1. If only he (study) more, he (pass) his exam now.
2. e team (not, be) so popular now if they (not, win) the World Cup.
3. If they (pay) me for my photos, I (buy) you a drink now.
4. If Martina (not, be) rude to her boss, she (still, work) there.
5. If you (cook) it in olive oil, it (taste) better.
N ATI VE A MERICANS
Native Americans had a special relationship with nature: the land was their mother - ‘and one doesn’t sell one’s mother’. ey did not believe that land could be the private property of individuals. When European settlers came, they brought their ideas of ownership. Pushing westward, they ‘bought’ land with beads and trinkets, blankets, guns, built fences and enclosures. Native Americans were driven from their homes and hunting grounds. Whole tribes were killed, then the bu alo on which they lived. ey were forced to live on reservations where they were sold bad food, poor-quality blankets and poisonous whiskey. If minerals were found, the tribesmen were moved on again.
Today America’s 650,000 Native Americans have fresh hope. Many are moving to the cities, yet keeping their pride in their heritage. Others, staying on the reservations, have created their own businesses and workshops.
e Native American is not a savage, a blood-thirsty Redskin. is is a false stereotype, for he is not violent by nature. He has a great respect for his natural surroundings which in the past gave him life. Actually he is a pioneer in the environmental cause.
Adam Reddeer, a Pueblo American
READING NOTES
Native Americans is now the accepted name for American Indians relationship /ri"leiSnSip/: однос, веза e land is our mother and one doesn’t sell one’s mother: ese words were the reply of the Indian Chief Seattle to Abraham Lincoln (1854) property /"prOp@ti/: својина settlers: colonists bead /bi:d/: перла trinket /"trinkit/: украс, дрангулија blanket /"bl&nkit/: ћебе fence /fens/: ограда enclosure /in"kl@uZ@/: ограђено
tribe /traib/: pleme westward: in the direction of west (toward - ward) eastward, northward, southward the Indians were driven from their homes: the Indians were forced to move they were moved on: they were given orders to move to another place reservation: area of land reserved for the use of the Indians yet: in spite of; however for: (lit.) because environment: everything round a place or person, surroundings cause: the ideals of a group or a movement People give money for a good cause such as the Red Cross or a new hospital. environmental cause: очување / зааштита
650,000: English punctuation 650000 or 650.000: Serbian punctuation
EXCERSISES
1. Answer the questions:
1. Why didn’t Native Americans want to sell the land?
2. What ideas did European settlers bring?
3. What did they build?
4. Why is the word “bought” in inverted commas?
5. What did they give the Native Americans?
6. Where were Native Americans forced to live? What happened if they fought back?
7. When were the tribesmen moved from the reservations?
8. What happened to the whole tribes?
9. Do Native Americans still live on reservations? If so, what do they do?
10. What is a false stereotype about the Native American?
11. Why is he a pioneer in the environmental cause?
2. Ask questions for the following answers:
1. European settlers brought their ideas of property. (What ideas...?)
2. ey ‘bought’ land with beads and trinkets, blankets and guns. (What...with?)
3. White settlers built fences and enclosures. (Why...?)
4. e Native Americans were forced to live on reservations. (Where...?)
5. ere are 650,000 Native Americans in the US today. (How many...?)
6. Native Americans have their own businesses and workshops on reservations. (What?)
7. Films and television show the Native American as a blood-thirsty Redskin. (How?)
8. It is a fact that the Native American is not violent by nature. (What...?)
9. e Native American has a great respect for his natural surroundings. (What...for?)
3. Discussion
A western (cowboy lm) has a pattern.
1. Describe how the Native Americans behave towards the white people in the majority of these lms.
2. Are the Native Americans represented as people who attack or people who defend themselves?
3. Who brings about justice in the end?
4. Have there been any changes in the representation of the Native Americans in westerns recently?
4. Vocabulary revision Fill in the missing words
e Native Americans were driven from their homes and ___________ grounds. Whole ___________ were killed, then the ___________ on which they lived. ey were ___________ to live on reservations. ey were ___________ bad food, poor-quality blankets and ___________ whiskey. Television shows the Indian as a ___________ Redskin. is is a ___________ stereotype, for the Indian is not by nature. He has a great ___________ for his natural ___________ which in the past gave him life.
5. Translate the following text with the use of a dictionary:
NATIVE AMERICAN CHIEFS SPEAK
e Wild West
We did not think of the great open plains, the beautiful rolling hills, and the winding streams with tangled growth, as “wild”. Only to the white man was nature a “wilderness” and only to him was the land “infested” with “wild” animals and “savage” people. To us it was tame. Earth was bountiful and we were surrounded with the blessings of the Great Mystery. Not until the hairy man from the east came and with brutal frenzy heaped injustices upon us and the families we loved, was it “wild” for us. When the very animals of the forest began eeing from his approach, then it was that for us the “Wild West” began.
Chief Sitting Bull
My people have never rst drawn a bow or red a gun against the whites... ere has been a noise like of a thunderstorm, and we have not known which way to go...
Chief Ten Bears (1867)
My people are few, they resemble the scattering trees of a stormswept plain... ere was a time when our people covered the land as the waves of a wind-ru ed sea cover its shell-paved oor, but that time long since passed away with the greatness of tribes that are now but a mournful memory...
Chief Seattle (1855)
Where today are the Pequots? Where are the Naragansetts, the Mohawks, and many other once peaceful tribes of our people?
We are vanishing from the earth.
Tecumseh
Geronimo
ey are well made, with handsome bodies and good countenances... ey are a loving people without covetousness. eir speech is the sweetest and gentlest in the world.
Christopher Columbus
READING NOTES
hairy man from the east: Red Native Americans have no beard
Pequots /'pi:kwOts/: name of a tribe
Narragansets /n&r@'g&nste/: name of a tribe
Mohawks /'mO:hOks/: name of a tribe
Tecumseh /ti'kVmse/: an Indian chief
Geronimo /dZe'rOnim@u/: an Indian chief countenance /kauntin@ns/: face covetousness /'kVv@t@snis/: похлепа
Chief Ten Bears Tecumseh
1. Answer the following questions:
1. What did the Native Americans think of nature?
2. What did the settlers think about the land and people who lived there?
3. What does Chief Ten Bears say about guns?
4. When did the “Wild West” begin for the Native Americans?
5. What did Geronimo say about Native Americans?
6. How did Christopher Columbus describe Native Americans?
7. Why did he call them ‘Indians’?
HIAWATHA’S BROTHERS
en the little Hiawatha Learned of every bird its language, Learned their names and all their secrets, How they built their nest in summer, Where they hid themselves in winter, Talked with them whenever he met them, Called them “Hiawatha’s Chickens”.
Of all beasts he learned the language, Learned their names and all their secrets, How the beaver built their lodges, Where the squirrels hid their corns, How the reindeer ran so swi ly, Why the rabbit was so timid, Talked with them whenever he met them, Called them “Hiawatha’s Brothers”.
2. Hiawatha’s Brothers
1. What did Hiawatha know about birds?
2. What do birds do in the summertime?
3. What do they do in the winter?
4. What was Hiawatha’s special name for birds?
5. What animals are mentioned in the second verse?
6. Which one builds its home in a stream?
7. Which one can climb a tree?
8. Which one digs holes in the ground?
9. Which one lives in a cold climate?
10. What was Hiawatha’s name for animals?
3. Work with a partner:
Practice asking and answering questions about the states and cities. Find them on the map. Many names are of Native American origin.
Examples
1. Indianapolis is a state. Am I right? – No, you aren’t. Indianapolis is a city.
2. Kansas is a city. Am I right? – No, you aren’t. Kansas is a state.
3. Florida is a state. Am I right? – Yes, you are. And Miami is a city in Florida.
LANGUAGE POINTS
Language Check
1. What is the di erence in meaning between the following two statements: (a) When the soldiers arrived, the Indian families ran away. (b) When the soldiers arrived, the Indian families had run away.
Language Summary
1. e simple past tense is used for retelling past events (in a sequence, one a er another). So the meaning of the rst sentence is
“ e soldiers arrived and when the Indian families saw them, they ran away.”
2. We use the past perfect tense for events or states which preceded other events in the past or before a stated past time. Besides when – a er or before may be used.
A er the tribes had run away, the soldiers arrived.
EXCERSISES
1. Put the verb in brackets in the correct tense: simple past or past perfect:
1. I (read) a book about Canada before I (visit) it.
2. I (not, recognise) her because she (change) a lot.
3. He (not, read) his homework because he (forget) it at home.
4. A er they (have) dinner in the restaurant they ( nd) out that they (have) no money.
5. When George (be) on the train he (realize) that he (lose) his ticket.
6. I (hear) about her before I (meet) her.
7. She (apologise) for what she (say).
8. By the time we (arrive), they already (leave).
9. When we arrived, they (leave) for the station.
10. When Fiona visited us, I (make) a few doughnuts.
2. Combine the following sentences with a er, and make the necessary changes:
1. I had my piano lesson. I rang my friend.
2. Mother made some tarts. She tidied the kitchen.
3. She watered the owers. She chatted with her neighbour.
4. I put the dye on. My hair was pink then.
5. You gave me your book. I found mine.
6. He saw his girlfriend home. en he ran back.
7. e meeting started. I came later.
8. She studied English. en she went to England.
UNIT 7
3. Patrick and Harold share a room. Patrick was away for the weekend and when he came back he was surprised to see that:
Harold/had/party
Harold had had a party. use/his record player break/two records tear/his poster eat/all/food use/his bed leave/his shoes/under the table leave/socks/chair not/wash/the dishes forget/switch o /the light
4. Your friend wants to know
Example: Does she speak a language of Native Americans? Why don’t you ask her if she speaks a language of Native Americans.
1. Does he have his own workshop?
2. Have minerals been found in this region?
3. Have they seen the bu alo?
4. Did she visit a reservation?
5. Will he play the part of a cowboy or an Indian?
5. Insert the following prepositions on of in from by
1. e Native Americans is not violent …………. nature.
2. ey are keeping their pride……….. their heritage.
3. ey were forced to live…….. reservations.
4. ey were driven ……. their houses.
5. ey are pioneers …….. the environment cause.
6. European settlers brought their ideas………. property.
INDEFINITE PRONOUNS
ONE We use one, as a pronoun meaning everyone/anyone, to refer to ‘people in general’. One is rather formal.
e land is our mother and one doesn’t sell one’s mother. One never knows what may happen.
YOU You is the informal equivalent of one. We use you in an informal way to mean everyone/anyone. Compare:
You never know what may happen.
Note that you here applies to no particular person but merely replaces one It is not to be used o en in conversation as it may be misunderstood.
e possessive form of one is one’s.
e re exive or emphatic pronoun is oneself
6. Write sentences using one and you and the word in brackets
1. be careful when crossing the street (must)
2. always look before crossing the street (should)
3. think of others (must)
4. a lot of energy to work during the day and study in the evening (need)
5. pass a test to get a driving licence (must)
6. easily get lost without a map (can)
ONE’S e possessive one’s is used much more o en than the pronoun one. It’s a pity to spend all one’s money on clothes. It’s easy to lose one’s way in Los Angeles.
ONESELF
e re exive pronoun oneself: One shouldn’t overwork oneself. (Човек
7. Complete the following sentences with one, one’s and oneself
1. e best way to eat properly is to cook (own meals).
2. (must) eat properly to keep (health).
3. It is not easy to (see) objectively.
4. (should) do (duty).
5. (has) o en ideas of this kind.
6. (should) not hurt other people.
8. Re-write the following sentences using the inde nite pronoun you . Begin each sentence with a clause such us as If you want to, If you hope to, If you need to, etc.
Example: To learn a foreign language, it is necessary to study, read books and practice speaking. If you want to learn a foreign language, you have to study, read books and practice speaking.
1. To learn shorthand, it is necessary to practice.
2. In order to y a plane, it is necessary to have a medical check-up.
3. To be a good tourist guide, it is necessary to know history.
UNIT 7
4. In order to be a good hotel manager, it is necessary to study economics and hotel management.
5. To be a successful reporter, it is necessary to be dynamic and write well.
6. In order to translate poetry, it is necessary to have talent.
7. To be a goldsmith, it is necessary to have skill.
8. In order to learn it is necessary to do things.
WE Notice that we can be used as an inde nite pronoun. Similar to one and you, it includes the speaker and the person spoken to.
We form the simple past tense by adding -ed.
THEY
ey can also be used inde nitely in informal English. It has a di erent meaning from one, you and me. It means “people, excluding you and me”.
ey say the prices of houses will go up. (People say...) ey make very good cars in Japan.
9. Write sentences using the inde nite pronoun we and the verb in brackets.
1. medicine at the chemist’s (buy)
2. prices to go up (cannot allow)
3. bread with yeast and our (make)
4. develop industry in that part of the country (must)
5. on the radio that the weather has been terrible in Canada this winter (hear)
10. Write sentences using the inde nite pronoun they and the verb in brackets.
1. the winter will be very long this year (say)
2. very good shoes in Italy (make)
3. it’s going to be cold tomorrow (say)
4. there is a u epidemic in England (say)
5. that English chocolate is very good (say)
6. they want to go to a restaurant where (have hamburgers)
7. very good bacon in the supermarket now (have)
11. Express these passive sentences in a di erent way, by using the pronouns one , we, you and they.
1. It is said he is a very clever man.
2. Such questions may not be asked.
3. I am a Londoner, my dear Wolfgang, and English is spoken there, of course.
4. If a person takes any given action, the consequences must be borne.
5. What language is spoken in Portugal? – Portuguese, of course.
12. Find examples of passive forms of the verbs in the text and underline them.
13. Prepositions in passive clauses:
Example: It is not really our at yet. It hasn’t been . (pay for) It is not really our at yet. It hasn’t been paid for.
1. My assistant is working very badly. He’ll have to be . (speak to)
2. e injured are in hospital. ey will soon be . (operate on)
3. She is a model. She enjoys being . (look at)
4. Dogs love being . (play with)
5. I don’t think my sons came home last night. eir beds haven’t been . (sleep in)
6. is throne hasn’t been for a century. (sit on)
14. Phrasal verbs
put out (extinguish); угасити catch up with (reach); (до)стићи, надокнадити put o (postpone); одломити back up (support); подржати put o (repel); одбити put up (o er and take lodgings); сместити се, одсести накратко
Now supply the particles for these sentences:
1. ey have had to put the Indian festival because of snow.
2. Put the re when you have nished cooking.
3. I hope you’ll back me at the meeting.
4. I must confess that his appearance puts me.
5. e sportsmen put at the best hotel in town.
6. I was away from school for three weeks, so now I have got to work hard to with the rest of the class.
7. Go on in front, I’ll soon catch with you.
SAYINGS
To bury the hatchet – to become friends a er a bad quarrel
To smoke the peace pipe peace pipe: a ceremonial tobacco pipe smoked by Native Americans as a sign that peace had been made with an enemy.
UNIT 8
A S URPRISE V ISIT
“My name is Wendy Darling”.
One evening, Mr. Darling said he would no longer allow Nana to sleep in the house and sent her to her kennel in the yard. e children went to bed crying, but they were soon sound asleep. All of a sudden, a strange thing happened. e nursery window was thrust open and a boy glided into the room.
Wendy woke up and saw him, but was not frightened at all.
“Who are you?” she asked the boy.
“I am Peter Pan”.
“Peter Pan!” exclaimed Wendy agreeably surprised. “I have heard of you. Are you not the boy who will never grow up?”
“Yes, I am he. I ew in through the window. We all can y, you know, in Never-Never Land”.
“Neverland? What country is that?”
“It is a beautiful country, where children go to live when they drop out of their prams. If they are not claimed within seven days, they are sent far away to the Never-Never Land. I live with the lost boys, I’m their Captain. And you, what is your name?”
“Peter, how old are you?” continued Wendy.
“I don’t know, but quite young. I ran away the day I was born”.
“Ran away – why?”
“Because I heard my father and mother talking about what I was to be when I became a man. I don’t want to be a man. I want always to be a little boy and have fun. So I ran away and lived among the fairies”.
Wendy was almost speechless with delight at the thought of sitting beside the boy who knew fairies, and a er a minute said: “Peter, do you really know fairies?”
“Yes, but they’re nearly all dead now. You see, Wendy, when the rst baby laughed for the rst time, its laugh broke into a thousand pieces and they all went skipping about, and that was the beginning of fairies.”
“And now, whenever a new baby is born, its rst laugh becomes a fairy. So there ought to be a fairy for every little boy and girl, but there isn’t. You see, children know such a lot now. ey soon won’t believe in fairies and whenever a child says: “I don’t believe in fairies”, there’s a fairy somewhere that falls down dead”.
“But, Peter, why did you call to our window?”
Peter told her that he came to listen to the lovely stories Wendy’s mother related to her children, for the Lost Boys had no mothers, and no one to tell them any stories.
He also told her how he led them against their enemies, the pirates and the wolves, and how they enjoyed bathing in the Lagoon.
“I must go back now”; he went on, “the boys will be anxious to hear the end of the story about the Prince and the glass slipper. I told them as much as I knew, and they’re longing to hear the rest”.
Peter Pan, Tinker Bell (Zvončica)
“I’ll tell you lots more”, she promised, “ever so many stories if you stay”.
“Come, Wendy!” exclaimed Peter, struck with a new idea. “You can tell us all the stories there, and darn our clothes, and tuck us in, at night. None of us has ever been tucked in. All the boys long for a mother. Oh, Wendy, do come!”
It was a tempting idea to Wendy, but a sudden thought struck across her mind. “Peter, I can’t! I can’t y”.
“I’ll teach you, Wendy”.
READING NOTES
kennel /"ken@l/: small hut in which a dog is kept (штенара) sound /saund/ (adj): deep to be sound asleep: чврсто спавати thrust /TrVst/ thrust thrust: push suddenly and with force glide /glaid/: move smoothly and quietly (бешумно
pram /pr&m/: baby carriage agreeably /@"gri@bli/ пријатно: in a pleasing and friendly way claim /kleim/: say that one is taking, or wishing to take, something as one’s own (доћи по нешто изгубљено) fairy /"fE@ri/: вила; fairy tales: бајке its: the baby’s its laugh: the pronoun it (its) used for baby. Mothers prefer the pronouns he or she. call: make a short visit relate /ri"leit/: tell a story for: because e Prince and the glass slipper: Cinderella /%sind@"rela/ darn /da:n/: крпити darn a sock tuck /tVk/: ушушкати: mother tucked her baby into bed long: want very much (чезнути) it struck across her mind: it crossed her mind tempting: attractive skip: jump with a short, light step (скакутати)
EXCERSISES
1. Make questions for the following sentences:
1. Father sent Nana to her kennel in the yard. (Where?)
2. He ew in through the window. (Why? Who?)
3. I ran away the day I was born. (Why?)
4. Peter Pan led the Lost Boys against their enemies, pirates and wolves (Who… against?)
5. Nobody claimed the children because nobody loved them. (Why?)
6. Children when unhappy dream of a better place to live in. (What… of?)
2. Answer the following questions:
1. Why did the children go to bed crying one evening? What did their father do?
2. What happened when they fell asleep?
3. Who woke up? Was she frightened?
UNIT
4. What did Wendy know about Peter Pan?
5. How did he come into the room?
6. Where did he come from?
7. Who lives in that country?
8. When did Peter Pan run away from his parents?
9. What did he hear his father and mother talking about?
10. Did he like their plans for him? Why? What did he want?
11. When Peter Pan had run away, where did he live?
12. Why are nearly all fairies dead now?
13. Why did Peter Pan call to Wendy’s window?
14. Do the lost boys miss anyone from the grown-up world? If so, why?
15. What does a loving mother do? Why does Peter Pan want Wendy to go with him?
16. Wendy cried that evening because of her father. She was very unhappy. Do you think she will go to Neverland with Peter Pan?
17. What must Wendy learn if she decides to go with Peter Pan? How does Peter Pan move around?
3. Discussion
1. Do children in happy families want to leave their home?
2. Do you know anyone who tried to live like Peter Pan in Neverland?
3. Do you know anything about his childhood?
4. Do you like fairy tales? If you do or if you don’t give reasons.
4. Summary
Write five to ten sentences about:
1. Peter Pan
2. Neverland
3. Fairies
4. Far from the world of grown-ups
5. Animated film “Peter Pan”
5. Composition
Describe briefly the meeting of Wendy and Peter Pan. Write in your own words what Peter Pan told Wendy about himself.
6. Translate the following sentence:
When the first baby laughed for the first time, its laugh broke into a thousand pieces, and they all went skipping about, and that was the beginning of fairies.
language poinTS indirect speech
1. When the reporting verb is in the simple present, present continuous, present perfect or future tenses, there is no change of tense. Only pronouns are changed.
“I have to go back now.”
Peter says (that) he has to go now. is saying has said will say
2. ere in no inversion in indirect questions. e word order in an indirect question is the same as in a statement:
WH question “Where is Neverland?” She has asked him where Neverland is.
YES/NO question “Can you y?” He wants to know if she can y.
EXCERSISES
1. Turn into indirect speech:
1. “I have to do it now.” She says…
2. Will you have any problems tomorrow?” He has asked…
3. “I can’t walk any farther. My feet are killing me.” She is complaining…
2. Rephrase the following sentences:
1. Where is the statue of Peter Pan? Do you know…
2. Where does he live? Do you remember…
3. What time did you go out yesterday? I am not sure…
4. Is he coming back tomorrow? I am not sure…
5. How old is Greg? How old do you think…
6. Are they cross with me? How should I know…
7. Where is he?
I have no idea…
3. Rephrase the sentences beginning with ‘Can you tell me…’
1. How o en do the buses run? Can you tell me…
2. What sort of lm is it?
3. What is the lm about?
4. Is it American?
5. How much did it cost?
6. Did any critic write a negative review?
7. Will David go to the lm festival?
UNIT 8
Sequence of Tenses
When the reporting verb is in the past tense the following grammatical changes are necessary:
Verbs in the present tense change to the past tense:
“I like mystery stories.”
She said she liked mystery stories.
Verbs in the present perfect change to the past perfect.
“I haven’t seen him for ages.”
She said she hadn’t seen him for ages.
Will changes into would:
“I’ll help you with your homework”.
She said she would help me with my homework.
May changes to might, and can changes to could.
“I may call you tonight, but I’m not sure.
She said she might call me that night, but she wasn’t sure.
“I can’t understand this lesson.”
He said he couldn’t understand that lesson.
Must changes to had to or remains must
“I must do my homework now.”
He said that he had to do his homework (then).
“I must stop smoking.”
I decided that I must stop smoking.
In theory, the simple past tense changes to the past perfect tense, but it is o en le unchanged, especially in spoken English.
“My aunt died of in uenza”, said Eliza. Eliza said that her aunt had died of in uenza. But do not get surprised when you hear sentences like these:
“I didn’t go to sleep until 3:00 a.m.”
He said that he didn’t go to sleep until 3:00 a.m.
“We all went to the movies on ursday.”
ey told me (that) they all went to the movies on ursday.
Note
1. at may be used a er the reporting verb, but it is o en omitted. He told me (that) he was too sick to leave the house
Other words that change in indirect speech today – that day tomorrow – the following day / the next day yesterday – the day before / the previous day the day a er tomorrow – in two days’ time the day before yesterday – two days before
If we are not speaking on the same day. last week – the week before/the previous week ago – before now – (then) here – there this – that these – those
4. Turn the following sentences into indirect speech:
1. “I am Peter Pan. I ew in through the window.” He said…
2. “My name is Wendy Darling” She told him….
3. “I have heard of you”.
4. “I ran away the day I was born”.
5. “I heard my father and mother talking”.
6. “I don’t want to be a man. I want always to be a little boy and have fun”.
7. “Children soon won’t believe in fairies”.
8. “I must go back”.
9. “I’ll tell you many stories if you stay”.
10. “I live with the Lost Boys. I’m their captain.” Peter told her…
11. “I lived among the fairies.” He said…
12. “If you can’t y, I’ll teach you.”
13. “I ew in through this window a moment ago.” Peter explained...
14. “I will not come tomorrow.”
15. “None of us has ever been tucked in.”
Indirect questions have a di erent word order from direct questions and no questions marks.
“Where is Peter?”
Do you know Peter? I asked where Peter was I asked if she knew Peter.
5. Turn the following questions into indirect speech:
(a)
1. “Who are you?” She asked…
2. “Peter, how old are you?”
3. “Why did you call to our window?”
4. “Where do you live?”
5. “Where are you going?”
6. “Will I see you again tomorrow?”
7. “Why didn’t you come yesterday?”
8. Where were you last week?”
9. “What day is it?”
10. “Who woke you up?”
(b)
1. “Are you the boy who will never grow up?”
2. “Must you go?”
3. “May I go with you?”
4. “Will you teach me how to y?”
5. “Have you met my friends?”
6. “Do you really know fairies?
7. “Did you tell them what you know?”
8. “Did Nana sleep in her kennel last night?”
9. “Shall we meet again next week?”
10. “Are you saying the boys miss motherly love?”
LANGUAGE POINTS
Participles used as adjectives
‘It was a tempting idea for Wendy.’
Participles, both present and past, can be used as adjectives. ey can be modi ed by adverbs like very, too, quite. ey form comparatives by adding more and the superlative by adding most.
A very tired student cannot concentrate.
1. verb + -ing an adjective with active meaning charm + -ing
She is a charming girl. disappoint + -ing We heard some disappointing news. excite + -ing He told us an exciting story. boil + -ing Spaghetti is cooked in boiling water.
2. verb + -ed an adjective with passive meaning marry + -ed married He is a married man. (write, wrote) written It’s a written law. (know, knew) known It’s a known fact. (break, broke) broken They mended the broken window.
LANGUAGE POINTS
Notice:
We are showing some interesting documentary lms, and anybody interested, please ask for information.
Do not mix these: be interested in be interesting
1. Make sentences using the following words
Example
I am interested in chess. Chess is an interesting game.
1. Einstein / physics Physics / science
2. Popeye / spinach Production of cartoons / technique
3. Tesla / electricity Electricity / phenomenon
4. We / basketball Basketball / game
5. Women / fashion Fashion / social and psychological phenomenon
7. A family is watching the Muppet Show on TV for the rst time. ey all react to the lm in different ways: grandfather, grandmother, father, mother, daughter and son.
Say what they felt about the lm and what they thought of the lm.
Grandfather was... He thought the Muppet Show was...
8. Some more practice
surprise e news is I am puzzle e question was ................. I was ................. shock Her behaviour is I am annoy e noise was.................. I was................. amuse e animated cartoon was ............. I was................. bore e play was I was
UNIT 8
9. Use the past participles as adjectives with the nouns given below: spoiled injured stolen written devoted borrowed elected dyed candidate pedestrian report food friend money hair books
Language Check
e Present Perfect tense
1. “I have heard of you.” (So I know something about you.) “I have bought a bike.” (I have it now.) “ ey have invited me.” (So I can go to the party.)
In all these sentences we are speaking about present results of past activities.
2. Present perfect is used with ever, never, always, before since, for and in questions beginning with How long…? ( e meaning is always up till now)
Note: In American English simple past tense is o en used with ever.
10. Complete the sentences with the present perfect tense.
1. I them for years. (know)
2. How long you in this town? (live)
3. you ever mugged? (be)
4. He always to go to Tibet, but he never money. (want, have)
5. We abroad before. (be)
11. Use the present perfect tense for situations continuing up to now and the simple past for completed actions.
1. I (live) in Scotland all my life.
2. How long you (know) her? – I (know) her since last summer
3. I (not, see) Bob at the concert last night.
4. When you (meet) this beautiful girl? – I (meet) her two days ago.
5. Mr Brooks is very well behaved. He never in his life (lose) his temper.
6. He (be) in hospital for six weeks now.
7. When you (hear) it?
8. Where you (live) ? – In Russia. How long you (live) there? I (live) there for a couple of years.
9. – you ever (be) to Russia?
10. No, I never (be) to Russia.
Present Perfect – passive voice “None of us has ever been tucked in.”
active: I have asked. passive: I have been asked.
12. Complete the following sentences. Use the present perfect passive
1. None of us ever in. (tuck)
2. e young man for shopli ing. (arrest)
3. you ? (invite)
4. I o en a book for a birthday. (give)
5. We never how to survive in the wilderness. (teach)
6. is room never . (use)
7. Lorie several houses. (show)
8. e two lost children . ( nd)
13. Write the past tense form and the past participle of the verbs: wake (up) hear grow y lead fall feed run stand thrust drop skip
14. Make adjectives of the following nouns using the su x -less, meaning “without”, not having the quality of: speech hope care life meaning point use
15. Write the phonetic transcription of the following words: fairy piece thousand claim anxious wing
SAYINGS
Fly with your own wings. Stand on your own two feet. (Don’t rely on other people)
UNIT 9
TH E HITCHHIKER
I was driving up to London by myself. It was a lovely June day. ey were haymaking in the elds and there were buttercups along both sides of the road. I was whispering along at seventy miles an hour, leaning back comfortably in my seat, with no more than a couple of ngers resting lightly on the wheel to keep it steady. Ahead of me I saw a man thumbing a li . I touched the footbrake and brought the car to a stop beside him. I always stopped for hitchhikers. I knew just how it used to feel to be standing on the side of a country road watching the cars go by. I hated the drivers for pretending they didn’t see me, especially the ones in big cars with three empty seats. e large expensive cars seldom stopped. It was always the smaller ones that o ered you a li , or the old rusty ones, or the ones that were already crammed full of children and the driver would say, “I think we can squeeze in one more.”
e hitchhiker poked his head through the open window and said, “Going to London, mate?”
“Yes,” I said. “Jump in.”
He got in and I drove on.
He was a small ratty-faced man with grey teeth. His eyes were dark and quick and clever, like a rat’s eyes, and his ears were slightly pointed at the top. He had a cloth cap on his head and he was wearing a greyish-coloured jacket with enormous pockets. e grey jacket, together with the quick eyes and the pointed ears, made him look more than anything like some sort of a huge human rat.
“What part of London are you headed for?” I asked him.
“I’m goin’ right through London and out the other side,” he said. “I’m goin’ to Epsom, for the races. It’s Derby Day today.”
“So it is,” I said. “I wish I were going with you. I love betting on horses.”
“I never bet on horses,” he said. “I don’t even watch ‘em run. at’s a stupid silly business.”
“ en why do you go?” I asked.
He didn’t seem to like that question. His little face went absolutely blank and he sat there staring straight ahead at the road, saying nothing.
Roald Dahl
READING NOTES
hitchhiking /"hitShaking/: travel by getting free li s in cars or lorries; hitchhiker make hay /hei/: cut and dry grass in the sun as food for animals buttercup /"bVt@kVp/: љутић whisper: speak so ly; шапутати I was whispering along refers to the engine of his expensive car lean /l:in/, leaned or leant: наслонити се lightly /"laitli/: gently wheel /wi:l/: волан, точак steady /"stedi/: уједначен, стабилан ahead /@"hed/: in front of thumb /TVm/: палац try to thumb a li
footbrake /"futbreik/: ножна кочница seldom /"seld@m/: not o en, rarely rusty /"rVsti/: зарђао cram /kr&m/: препунити, нагурати squeeze /skwi:z/: press, put in by force poke /p@uk/: he poked his head through the window; протурио је главу кроз прозор enormous /i"nO:m@s/: very big ‘Goin’ to London?’ – Are you going to London? slightly /"slaitli/: a little bit bet bet bet: кладити се Derby /da:bi/: town
EXCERSISES
1. Make questions for the following answers:
1. I hated the drivers for pretending they didn’t see me. (What…for?)
2. A man was trying to thumb a li . (What…?)
3. He looked like some sort of a huge human rat. (What…like?)
4. I never bet on horses because it is stupid. (Why?)
5. I brought the car to a stop. (Why?)
2. Answer the questions:
1. Why was the driver enjoying driving his new car? What does he say about the sound of his engine, about his seat and about the wheel?
2. What was the weather like? How does he describe the countryside?
3. Who did he suddenly see ahead of him? What was the man trying to do?
4. Why did he always stop for hitchhikers?
5. What did he hate drivers of expensive cars for?
6. What does he say about drivers of small, rusty cars?
7. What would the driver of a car crammed full of children say?
8. What did the hiker ask the driver through the window?
9. Did the driver allow the hiker to get into his car? What did he say?
10. When the hiker got into the car, the driver saw him better. How does the driver describe him?
11. Where was the hiker headed for?
12. On Derby Day many rich people go to the races. What do they like to do before a race?
13. What does the driver of the car say about races and betting?
14. What is the hiker’s opinion about it?
15. Which question the hiker didn’t seem to like and didn’t answer?
3. Pair work
Practice reading the dialogue between the driver and the passenger starting from “Going to London, mate? ” When you memorize the sentences, repeat the dialogue with your partner without looking at the text.
4. Retell the story in class and then write a possible end of the story.
5. Discussion: Hitchhiking – Help or Danger?
1. Can taking people you don’t know into your car be dangerous? Give some reasons. Who are di erent people we can meet? What can happen?
2. Is it safe for us to thumb a li ? Give some reasons.
3. Can you think of some situations when we should help people we don’t know by giving them a li ? Give one example.
6. Sometimes we ask a friend to give us a li in his/her car.
How do we ask for the favour and how do we thank for it?
Do-it-yourself Dialogues
1. Make up two dialogues with your partner and then write them out. Repeat them until you can say them uently.
Use the following sentences:
1. Can you give me a li in your car?
2. Let’s walk to the nearest bus stop, then.
3. Which way are you going?
4. Sorry, something is wrong with my car. I can’t drive today. I le my car at the mechanic’s.
5. ank you very much.
6. I’m going to the centre.
7. That’s all right.
8. Is it all right if I drop you at the post office?
9. at will be ne.
2. anking people
You’re waiting at the bus stop and your friend drives past. He stops and gives you a lift.
UNIT 9
Now practice thanking the following people in two ways:
1. Your own car has broken down, and Avon has let you use his.
2. You want to buy a car, and Avon, who knows all about cars, has given you some advice.
3. You have missed the last bus home and Avon is letting you stay at his house.
4. You are in hospital. Avon comes to visit you.
5. You’ve never made a trunk call before, and Avon has helped you make it.
6. It’s your birthday, and Avon has sent you some owers.
LANGUAGE POINTS
1. e Past Continuous tense is used for descriptions. Something was going on around a particular past time.
ey were haymaking in the elds…
He was wearing a grayish-coloured jacket…
2. We use the pronouns one, ones to avoid repeating a countable noun.
Large cars seldom stopped. It was always the small ones (cars) that o ered a li .
3. e continuous in nitive is used for actions which are or were going on at the time we are talking about.
“I knew how it used to feel to be standing on the side of the road.”
It is nice to be sitting here with you.
She seemed to be crying.
4. Wish and if only are used with past tense when we talk about unreal present condition. (the subjunctive)
I wish I were going with you.
I wish I knew
If only I knew. (if only is more emphatic)
Remember that subjunctive does not change in the indirect speech: He said he wished he knew.
5. Light/lightly “Fingers resting lightly on the wheel”
1. adverb: light and lightly have the same meaning, but light cannot always be used. Lightly must be used a er touch or sleep. to touch lightly to sleep lightly But we can say: I always travel light/lightly
2. adjective: light: a light meal, a light illness, light reading, We went away with a light heart
EXCERSISES
1. Complete the text with the given verbs using the simple past tense and the past continuous: see fall sit blow ring open think stand
It was autumn. e wind , leaves , the sky was grey. I in my room. I what to do: to go out or to stay at home. Suddenly the door bell . I to the door, it and a man. He with a letter in his hand.
2. Choose the simple past or the past continuous tense of the verbs in brackets: ere were many people in the restaurant. Some (eat), some (talk).
At the corner table a group of guests (laugh) loudly. Waiters (go) up and down the restaurant. We (ask) a waiter to nd a table for us.
3. Write the following sentences in the simple past tense:
a. I drive my car every day.
b. I always wear my cap.
c. I feel comfortable.
d. I never bet on horses.
e. An expensive car seldom stops.
4. Use would to talk about typical behaviour and habits in the past.
1. I tried to explain it to him but he . (not listen)
2. When I was a child uncle always me sweets. (bring)
3. Whenever we had a party, Mike his guitar. (play)
4. When he was a boy, he ______________ all his toys. (break)
5. She was nice, but she about people behind their backs. (talk) 6. e driver always and say ‘Jump in’. (stop)
5. Complete the sentences using the continuous in nitive:
1. I see him every day. He must in this area. (live) 2. I happened next to the queen. (stand)
3. He pretended a book. (read)
4. ey must . ey have an exam next week.(study)
5. He doesn’t answer the phone. He must . (sleep)
6. We know how it feels in sports. (win, lose)
6. Use one or ones to complete the sentences.
1. My computer is broken down. I must buy a new .
2. I have two white T-shirts and three red
3. Could you lend me a pen? – Sorry, I haven’t got .
4. at tram is the last tonight.
5. ey don’t sell used cars, only new .
6. Hand me a towel, will you, the blue
7. When the boy nished his banana, he wanted another .
WISHFUL THINKING I wish… If only …
7. Complete the following sentences to express a wish:
Example: I am not going with you. I wish I was/were going with you.
You smoke. If only you didn’t smoke.
1. I don’t speak Italian. 5. I don’t have a brother. 2. I work at night. 6. I have little free time.
3. He doesn’t have a job. 7. He is late again.
4. I can’t skate. 8. It rains all the time.
Now write one wish of your own.
8. Turn the following sentences into indirect speech:
a.
1. ‘I love betting on horses,’ he said.
2. ‘I don’t even watch them,’ the passenger replied.
3. ‘I’m going right through London,’ he added.
4. ‘I wish I were going with you,’ the man said.
5. ‘I think we can squeeze in one more,’ the driver said.
6. ‘I wish I understood what you are saying,’ he said.
b.
1. ‘What part of London are you headed for?’ He wanted to know….
2. ‘Where is Epsom?’ He asked….
3. ‘Why do you go if you don’t watch races?’
4. ‘Is there a chance to get a li ?’
5. Do you know which road goes to London?’
6. ‘Have you a driving licence?’ e tra c policeman…
Adjectives and Adverbs of Manner
We form adverbs of manner by adding -ly to an adjective: slow – slowly, heavy – heavily, slight – slightly, bad – badly
We can use some words as adjectives or adverbs without -ly: It was a fast car. e car went fast
Other examples are better, best, early, hard, high, last, late, never, wide, worse.
UNIT 9
9. Supply the right adverb. Some adverbs end in -ly* and some do not
1. She is a fast runner. She runs fast.
2. I am a better player than you. I play
3. He is a bad* driver. He drives
4. ey are hard workers. ey work
5. is is an airmail letter. Send it
6. He made a sudden* move. He moved
7. She gave a rude* reply. She replied
8. e train is early. It has arrived
9. Make your best e ort. Do your 10. She is glad* to help. She helps
11. He is a quick* thinker. He thinks
12. My name is last. I come
13. e hawk is very high. It is ying very
14. Be careful*. Cross the road
15. What a wide window! Open it
16. I get a monthly bill. I pay
17. e bus was late. It came
18. e cottage was near. We went
10. Restate the sentences following the example:
Example She runs fast. She runs faster than I. I don’t run so fast as she does. Mary runs as fast as she.
1. She works hard.
2. He is a better player than I.
3. He is a bad driver.
Gender
ere are very few problems of grammatical gender in English. Generally people are he or she and things are it. However, there are one or two points that can cause di culty.
1. Cars, motorbikes, trains, etc; yachts, ships
Some people use she for cars, motorbikes and other kinds of vehicle; sailors o en use she for ships, yachts, boats. is use of the feminine pronoun is marked with emotion.
Example: “How’s your new car?” – “Terri c. She’s going like a bomb. She can do 200 kilometres an hour.”
“Is this your new yacht?” – “Yes, isn’t she a beauty?”
2. Countries (especially mother-country) and cities
Countries and towns are o en referred to as if they were female. Greece has decided to increase her trade with Norway. ey would like to know more about Athens – her history and culture.
11. Complete the sentences with the corresponding form of the pronoun:
1. We went back to our car and found exactly where we had le .
2. e “Queen Elizabeth” was on _______ way to New York. _______ was a good ship.
3. e “Flying Scotsman” brought passengers back on time.
4. e old sherman brought the boat alongside the bank, and fastened ___________ to the mooring.
5. Many historians and art students are interested in Egypt and history.
6. Every country is proud of ___________ great men.
7. Japan has a large population but ___________ territory covers only a number of islands.
IDIOMS
all thumbs: awkward with one’s ngers I am all thumbs when it comes to knitting under somebody’s thumb: under the control, power, in uence of someone John’s wife really has John under her thumb. to thumb down/up: exclamation of approval/ disapproval. e thumb up was given to begin a new project
TELEPHONING
Practice the following dialogues with a partner. Repeat them until you can say them uently.
A: Hello
B: is is Robert Moore. May I speak to Jane?
A: I think you’ve got the wrong number.
B: Oh, I’m so sorry.
A: at’s quite all right.
A: Hello
B: is is Robert Moore. May I speak to Jane?
A: I’m sorry. She’s out. Can I take a message?
B: Could you ask her to call me? She has my telephone number.
UNIT 9
A: 440-8496
B: May I speak to Jane, please?
A: Speaking.
B: Oh, hello! is is Robert. I didn’t recognize your voice.
A: Hello
B: Is that 343 4545?
A: Yes.
B: Could I speak to Miss Taylor, please?
A: Hold on* please. I’ll see if she is in.
*wait
A: Hello
B: Hello! Is Miss Taylor there?
A: I’m afraid Miss Taylor is speaking on another phone at the moment. Will you hang on* or call back?
B: I’ll call back. ank you.
*wait
A: Hello! I’d like to speak to Jane Taylor.
B: Who’s calling please?
A: Robert Moore.
B: Just a moment, Mr Moore. Jane, there’s a Mr Moore on phone for you.
If you need help, dial 100. e operator will answer.
A: Operator, I’d like to make a trunk call. And I’d also like to reverse the charges.
B: Yes, what number are you calling?
A: Serbia, Belgrade 30 44 551 (three 0 double four double ve one)
B: I’m afraid the line is engaged.
A: ank you, operator. I’ll try again later.
TELEPHONE DIRECTORY A TELEPHONE BOX
UNIT 9
DO-IT-YOURSELF DIALOGUES
Make up a dialogue using the sentences given below.
A: Could I leave a message? Could I speak to .... ? Hello. ank you. When will he/she be back? Can you speak up, please, I can’t hear you.
B: Yes, of course. 330 7566. Just wait a minute and I’ll get a pen. I’m afraid he/she is out. Hang on a moment please. I’ll see if he/she is in. Around eleven. Write out two more dialogues with your partner.
UNIT 10
A N I GH T AT A N OL D I NN
You have probably heard stories about haunted castles, inns and houses, or seen lms about them. Here is one story you can read.
It had all started as a joke. Pit Cameron had arrived at O’Neal’s Inn on Saturday morning. It seemed like such a peaceful old place that he decided to stay over the weekend. In the evening, Cameron was having a drink with some of the other guests when they began asking the owner about the history of the place. He told them the following story:
In the 1800s something very strange had happened at the inn. e owner’s daughter Mary O’Neal had mysteriously disappeared from one of the large rooms on the second oor. Everyone had been shocked by this strange disappearance, but no one had ever discovered where she had gone.
Ever since the night of the mystery, guests complained of hearing strange noises coming from the room where the girl had last been seen. Several people had also seen lights and oating white objects.
When Cameron and the others heard that no one had stayed in the room since 1860, they began to laugh and make jokes, especially Cameron. “Superstitious nonsense!” he laughed. “People get so frightened that their minds begin to play tricks on them.”
“Everyone is at least a little superstitious,” said one of the guests.
“Not me!” said Cameron. “Just to show you how ridiculous this story is, I’ll stay in that room tonight.”
Cameron was awakened by a young woman carrying a tray.
“Your friends downstairs would like to know if you’d like a cup of tea, sir”.
“Yes,” he replied. “All this nonsense about ghosts has made me quite sleepy.”
She smiled as she poured the tea. “Yes, I never quite understood how people could believe such things either. If you need anything else, just ring.”
e next day at breakfast, Cameron told the other guests about the wonderful night he had spent, and how he had never slept better in his life.
“So, nothing disturbed you?” the owner asked.
“Nothing. A er the maid le , I fell asleep again.”
“What maid?” the owner asked. “My wife and I are the only ones who take care of the place now.”
“She looked just like the girl in that picture”, said Cameron, pointing to a portrait above the replace.
“Well, Mr. Cameron, you may want to change your beliefs. at’s a portrait of Mary O’Neal painted in 1859.”
READING NOTES
inn /in/: building which supplies travellers with food, drink and a place to sleep (usually found in the country, not town); гостионица ghost /g@ust/: spirit of a dead person which is said to be seen by a living person; aвет, дух haunted /"hO:ntid/: visited by a ghost owner /"@un@/: person who possesses something; власник
UNIT 10
complain (of) /k@m"plein/: say that one is not pleased with something; жалити се noise /nOiz/: loud or unpleasant sound; бука oat / @ut/: to move through the air; лебдети to play tricks (on): deceive, cheat; варати, правити шале на рачун некога superstition /su:p@'stiS@n/: belief or fear of magic or what is unknown; a superstitions person; сујеверје ridiculous /ri'dikjul@s/: laughable; смешно awaken /@"weik@n/ awakened awakened (formal): stop sleeping or make sb. stop sleeping; пробудити (се) tray /trei/: at piece of wood, metal or plastic used for carrying glasses, dishes; послужавник pour /pO:/: сипати disturb /dis't@:b/: upset, trouble; узнемирити maid /meid/: a female servant; служавка
EXCERSISES
1. Make questions for the following answers:
1. It had all started as a joke. (How?)
2. Cameron had arrived on Saturday (Who?)
3. He decided to stay over the weekend. (What? How long?)
4. In the evening he was having a drink with some guest (Who….with?)
5. e guests began asking the owner about the history of the place. (What …about?)
6. e owner of the inn said that something very strange had happened at the inn. (Who? What?)
7. e daughter of a previous owner had disappeared. (Whose…)
8. No one ever discovered where she had gone (….anyone…..?)
9. Guests complained of hearing strange noises. (What… of?)
10. Several people had seen lights and oating white objects (What?)
2. Answer the questions:
1. Why did Cameron decide to stay at the inn over the weekend?
2. Who was he having a drink with in the evening?
3. What did the guests begin asking the owner of the inn about?
4. From which room had the earlier owner’s daughter disappear?
5. How did everyone feel about the disappearance?
6. Did anyone discover where she had gone?
7. Had any guests slept in that room since her disappearance?
8. What did the guests who slept in the inn complain of?
9. What did some of them see?
10. How did the guest react when the owner nished his story?
11. What did Cameron decide to do and why?
12. Who woke up Cameron that night?
13. What did she bring for Cameron?
14. What did she tell him to do and why?
15. What did Cameron tell the other guests in the morning?
16. Why was the owner of the inn surprised when Cameron spoke about the maid?
17. Who did the maid look like?
UNIT 10
3. Use your answers to the questions to retell the story.
4. Break into groups of ve and distribute the following parts: narrator, Pit Cameron, owner of the inn, guests, Mary O’Connor Read the text A Night at Old Inn as a radio drama.
5. Agree/Disagree
“Everyone is at least a little superstitious.” Yes/ No? What do people believe about number 13, a black cat (in England it is believed it brings good luck), chimney sweepers, four-leaf clovers?
Cultural di erences
ere are some people in England who claim they have a ghost in their house. ere are castles known as haunted. What about this country? Do you know anyone who claims the same? Do some people in our villages believe in ghosts and vampires? What do they believe about them?
LANGUAGE POINTS
1. Gerund (-ing form) a er prepositions preposition + verb
Guest complained of hearing strange noises. When we have preposition + verb we use an -ing form ank you for coming. I am fond of dancing. I look forward to going to the concert.
2. Participles
Participles are used to shorten relative clauses. Present participle is used instead of a continuous tense: … strange noises (which were) coming from the room… Past Participle is used instead of a passive form: strange noises (which were) heard from the room.
EXERCISES
1. Complete the following sentences.
Example: I am thinking a book. (write) I am thinking of writing a book. of, for, about, without, in, to
1. I am thinking law. (study)
2. He lost his driving licence too fast. (drive)
3. I apologized late. (come)
4. She dreams an artist. (become)
5. We are interested ________ some Asian countries. (visit)
6. I’m looking forward ________ you. (see)
7. We are fond sports programmes. (watch)
8. It goes that sportsmen must work hard to succeed. (say)
9. Don’t worry ________ the installment. I’ll do it tomorrow. (pay)
10. I’m sorry rude. (be)
2. Shorten the following sentences by using the participle instead of the relative clause:
1. I didn’t recognize the man who was sitting in the waiting room.
2. is is the photo which was taken at the Olympic games in Beijing.
3. e wallet which was found in the gym belongs to Ben.
4. Tourists who are visiting Belgrade can get information at our desk.
5. e city center which was illuminated for Christmas looked very beautiful.
3. e past perfect is used when we are already talking about the past, and want to talk about an earlier past. Find 3 examples in the text.
Language Check
1. In what way can we compare the use of the present perfect tense with the use of the past perfect tense?
All that nonsense about ghosts had made me sleepy and I went to bed. (then) All this nonsense about ghosts has made me sleepy an I am going to bed. (now) e past perfect tense is related to the past simple in the same way as the present perfect is related to the present.
2. In indirect speech the past perfect tense is used instead of the present perfect:
“I have never heard such a story before.” (up till now) He said that he had never heard such a story before. (up till then)
4. Choose the right tense: the present perfect on the past perfect tense.
1. ere was nobody there. Everybody (go) home.
2. ere is nobody here. Everybody (go) home.
3. I am sorry that my father (lose) his job.
4. I was sorry that my father (lose) his job.
5. ere was no light in the house because I (not/pay) the electricity bill.
6. ere is no light in the house because I (not/pay) the electricity bill.
7. I think all my friends (arrive).
8. I was sorry I (forget) to invite her.
9. He (live) in Rio before he moved to Mexico.
10. Cameron (sleep) well, so he felt ne.
11. Nobody knows where she (go).
12. Nobody knew where she (go).
UNIT 10
5. Turn the following sentences into the indirect speech:
1. “I have never spent a night in an inn”. (He said…)
2. “I have already paid for the room.”
3. “All this nonsense has made me sleepy.”
4. “Have you heard the story about the owner’s daughter?” (He asked us if…)
5. “We haven’t heard anything about it.” (I told him).
Indirect Commands
“Ring the bell.” She told me to ring the bell.
“Come early, please.” She asked me to come early.
“Don’t tell anyone, please.” She asked me not to tell anyone.
6. Turn the following sentences into the indirect speech:
1. Stop talking. Stop talking, please.
2. Let the dog in.
Let the dog in, please.
3. Make the tea.
Make the tea, please.
4. Don’t interrupt me.
Don’t interrupt me, please.
5. Don’t shut the window.
Don’t shut the window, please.
6. Don’t be late.
Don’t be late, please. If + subject + simple present tense , + imperative
“If you need something, just ring.”
7. Join the parts to make sentences:
1. If you can’t come, (a) let him go.
2. If he wants to see the match, (b) please give me a li .
3. If you leave before I come, (c) lock the door.
4. If you are going downtown, (d) let me know.
5. If you don’t feel well, (e) stay at home.
6. If I don’t come before 6 o’clock, (f) don’t forget to feed the cat.
7. If you are late, (g) take a taxi.
8. Don’t eat ice-cream (h) if you have a sore throat.
8. Complete the following sentences using the passive forms.
Past Perfect tense
1. Everyone (shock)
2. Nobody wanted the room where the girl last . (see)
3. e mystery . (not/solve)
Present Perfect tense
1. A new pub today. (open)
2. Two players (disqualify). e couch has a problem now.
3. _____ Peter ? (inform) Does he know about it?
Simple Past tense
1. Cameron by a young woman. (wake up)
2. My car (damage). I couldn’t drive it for a week.
3. e road for repairs. (close) We had to turn round and go back.
9. Revision of tenses
1. “What you (look) for? – I (lose) my watch and I (want) to nd it before it (get) dark.
2. “When you (lose) it? – I think I (drop) it near here when I (go) to school.
3. Little Tommy (take) another cake when his mother (not, look)
4. When I entered the room the re (burn) in the replace, several guests (sit) and (talk).
One of them (ask) me if I (hear) the latest news.
5. I (not, be) able to nish this report for tomorrow because my computer (crash).
6. I (meet) him in Paris two years ago, but I (not, see) him since.
7. As soon as he (arrive), he (tell) me what (happen).
Language Check
1. Time conjunctions: a er, as soon as
Is the meaning of the following sentences the same?
A er the maid le , I fell asleep again.
A er the maid had le , I fell asleep again.
e meaning is the same.
We can use time conjunctions about two actions or events that happened one a er another.
Usually the past perfect is not necessary in these cases, though it can o en be used.
2. Agreeing too and either
“I never believed such things either.” a rmative + a rmative: too “I like this video game.” – “I like it too.”
negative + negative: either “I don’t like this video game.” –“I don’t like it either.”
UNIT 10
10. Complete the answers using either or too:
1. “I have never found a four-leaf clover.” – “I have never found it ”
2. “I don’t know the meaning of the word ‘interlocutor” – “I don’t know it .”
3. “We’ve bought tickets for the concert.” – “I’ve bought a ticket .”
If your opinion is di erent, you answer the following way:
“I don’t like this video game.” – “(Oh, but) I do.” “I like this video game.” – “I don’t.”
1. “I don’t understand this maths problem.” – “I .”
2. “I can’t sit at my computer for hours.” – “I .”
3. “I will go to Ted’s party. – “I .”
4. “I like techno music.” – “I .”
5. “You are wrong.” – “I .”
Word Formation
Word Formation e Pre xes “mis-” and “dis-”
The prefix mis- can be added to verbs or their past participles and generally means that the action has been incorrectly or inadequately performed: mis-used (incorrectly used) mis-directed (wrongly directed)
The prefix dis - makes the meaning of the word the exact opposite: like – dislike appear – disappear
11. Form adjectives by adding the pre x mis- and explain the meaning: judged informed used spelled placed understood
12. Form words with the opposite meaning by adding the pre x dis-: liked continued pleased appereance agree agreement believe belief
C HRISTM A S C AROL
What follows are some of the opening passages of Charles Dickens’ classic. e story A Christmas Carol is about Scrooge, a nasty man and a miser who is transformed in the course of the story into a generous, giving soul.
…Once upon a time – of all the good days in the year, on Christmas Eve – old Scrooge sat busy in his counting-house. It was cold, biting weather: he could hear people in the court outside go up and down, beating their hands upon their breasts and stamping their feet upon the pavement-stones to warm them. e city clocks had only just gone three, but it was quite dark already: it had not been light all day; and candles were aring in the windows of the neghbouring o ces. e fog came pouring in at every keyhole, and was so dense without, that the houses opposite were mere phantoms. e door of Scrooge’s counting-house was open that he might keep his eye upon his clerk, who in a little cell beyond was copying letters. Scrooge had a very small re, but the clerk’s re was so very much smaller that it looked like one coal. But he couldn’t replenish it, for Scrooge kept the coal-box in his own room.
“A Merry Christmas, uncle! God save you!” cried a cheerful voice. It was the voice of Scrooge’s nephew, who came upon him so quickly that this was the rst he had of his approach.
“Bag!” said Scrooge, “Humbug!”
He had so heated himself with rapid walking in the fog and frost, this nephew of Scrooge’s, that he was all in a glow, his face was ruddy and handsome; his eyes sparkled.
“Christmas a humbug, uncle!” said Scrooge’s nephew. “You don’t mean that, I’m sure?”
UNIT 11
“I do”, said Scrooge. “Merry Christmas! What right have you to be merry? What reason have you to be merry? You’re poor enough.”
“Come, then”, returned the nephew gaily. “What right have you to be dismal? What reason have you to be morose? You’re rich enough.”
Scrooge having no better answer ready, said, “Bah!” again; and followed it up with “Humbug”.
“Don’t be cross, uncle”, said the nephew.
“What else can I be”, returned the uncle, “when I live in such a world of fools as this? Out upon merry Christmas! What’s Christmas time to you but a time for paying bills without money; a time for nding yourself a year older, and not an hour richer; a time for balancing your books and having every item in ‘em through a round dozen of months presented dead against you? If I could work my will”, said Scrooge, indignantly, ’every idiot who goes about with ‘Merry Christmas’, on his lips, should be boiled with his own pudding, and buried with a stake of holly through his heart. He should!”
“Uncle!” pleaded the nephew.
“Nephew!” returned the uncle sternly, “keep Christmas in your own way, and let me keep it in mine... Much good may it do you! Much good it has ever done you!”
“...I have always thought of Christmas time - as a good time: a kind, charitable, pleasant time: the only time I know of, in the long calendar of the year, when men and women seem to open their shutup hearts freely... And therefore, uncle, though it has never put a scrap of gold or silver in my pocket, I believe that it has done me good, and will do me good; and I say A Merry Christmas, uncle!”...
“Good a ernoon!” said Scrooge.
“And A Happy New Year!”
“Good a ernoon!” said Scrooge.
His nephew le the room without an angry word. He stopped at the outer door to bestow the greetings of the season on the clerk, who, cold as he was, was warmer than Scrooge; for he returned them cordially.
“ ere’s another fellow, muttered Scrooge, who overheard him: “my clerk, with fifteen shillings a-week, and a wife and family, talking about a merry Christmas. I’ll retire to Bedlam.”
READING NOTES
Christmas carol /"k&r@l/: song of joy sung at Christmas
Christmas Eve /i:v/: Бадње вече once upon a time: traditional opening words of fairy tales. Dickens, by using them at the beginning of the story, gives it a avour of a fairy tale
Scrooge /skru:dZ/: the name of Dickens’ character is now used to refer to a miser; циција counting house: (esp. in former times) a business o ce where accounts and money was kept pavement-stones: large at stones of which the sidewalk was made are /flE@/: burn with a bright light dense: not easily seen through a dense fog replenish /ri"pleniS/: ll up again; допунити Bag!: Go on (with you)! I don’t believe you! (Ма шта причаш!) Humbug! /"hVmbVg/: nonsense dismal /dizml/: sad, unhappy morose /m@'r@us/: bad-tempered, gloomy item /'ait@m/: single thing; ставка dead against you: directly, completely against you
balance the books accounts: nd out how much money is earned and spent indignantly: angrily a stake of holly: колац од зеленике, код нас глогов колац plead /pli:d/: beg stern: strict, severe scrap: small piece bestow: give in an o cial way greetings: good wishes; seasons greetings – честитке (за Божић и сл.) season: part of the year when something occurs: Christmas season, holiday season cordially: in a very friendly way; срдачно I’ll retire to Bedlam – I’ll go mad. (Bedlam is a hospital for the insane.) Завршићу у лудници. beat /bit/: ударати breast /brest/: груди stamp /st&mp/: лупити ногом pour /pO:/: навирати mere /mi@/: no better than cell /sel/: small room heat /hi:t/: make hot frost /frOst/: мраз cross /kros/: angry, in a bad temper
ChRIsTmAs CAR ol
Around Christmas-time in England, especially in the country villages, it is still possible to see and hear carol singers. Sometimes the singers are children, warmly dressed against the cold, who sing a well-known carol, not necessarily very well in tune, outside their neighbours’ doors. When they have nished one of them will ring the doorbell, hoping to be given a few pence.
Sometimes the singers are adults, perhaps a small choir, who sing four parts in quite a professional way. ey are probably collecting money for a charity. Very o en they will be invited into a house for a Christmas drink and a mince pie.
Carol-singing is a very old custom which unfortunately appears to be dying out. e most popular carol is Silent Night.
UNIT 11
EXERCISES
1. Pre-reading activity
Charles Dickens (1812 - 1870) is generally regarded as the greatest English novelist. As one of the most varied and imaginative comic writers in English, Dickens is also recognized for his social criticism.
e insecurity of Dickens’s childhood, and in particular his labour in a squalid factory, permanently shaped his view of life and his writing. A er serving as a solicitor’s clerk, he worked as a reporter, subsequently, in the law courts, in Parliament, and on London newspapers. His career as a writer of ction began in 1833. In 1837 his comic novel e Pickwick Papers made him the most popular author of his time in England. In his other books, Oliver Twist, Nicholas Nickleby, and subsequent novels in 1840s, his concern with vulgarity and evil coexists with his basic optimism, which appears perhaps in the purest form in the semi-autobiographical novel David Copper eld.
1. Name particular days in the year when people give presents to one another.
2. On which days in the year do all children expect presents?
3. Are people generally kinder to one another on these days? If so, why?
4. Are all people happy on a New Year’s Eve? Name some possible reasons why some people may be in a bad mood.
5. Which celebrations are common to people in many other countries in the world, and which would be very typical of this country only?
2. Answer the questions:
1. What was the weather like on Christmas Eve? Why did the houses look like phantoms?
2. Where was Scrooge? Why was the door open?
3. Can you nd an example of Scrooge’s avarice?
4. Who came to see Scrooge and why? How did he look?
5. Why was Scrooge angry with his nephew?
6. What do we say when somebody wishes us a Merry Christmas? And what did Scrooge answer his nephew?
7. What do we reply when someone wishes us a Happy New Year? And what did Scrooge say?
8. Why had his nephew always liked Christmas time?
9. What does Scrooge think about Christmas time and a “world of fools”?
10. What did rich Scrooge say to himself when he saw his poor clerk talking to his nephew?
11. e clerk “cold as he was, was warmer than Scrooge”. Explain.
UNIT 11
12. Scrooge spent all his time making money. Did he have a Christmas present for anyone?
13. What did Scrooge like more than people? Why did he think it was foolish to be joyous if poor?
14. Did Scrooge have any respect for or patience with people who had no money? Find sentences in the text that support your statement.
3. Summary
Write out the sentences in the best sequence to make a paragraph.
1. All he was interested in was to make and save money.
2. He thought his nephew was a fool for being merry on Christmas Eve as he was rather poor.
3. When his nephew came to him to wish him a merry Christmas he got very annoyed.
4. Scrooge was an old, rich man who had a business in London.
5. He was not interested in celebrations and other people.
6. He thought that people who had no money were idle people who should work instead of celebrating and being merry.
7. He worked every day, even on Christmas Eve.
4. Make questions for the following answers
1. On Christmas Eve old Scrooge sat busy in his counting-house.
2. It was cold, biting weather.
3. e door of Scrooge’s counting-house was open that he might keep his eye upon his clerk.
4. e clerk couldn’t replenish his re, for Scrooge kept the coal-box in his own room.
5. I have always thought of Christmas time as a good time.
6. His nephew stopped at the outer door to bestow the greetings of the season on the clerk.
5. Complete the following passage by lling in the missing words
e city clocks had only just three, but it was quite dark already: it had not been all day; and candles were in the windows of the o ces. e fog came in every keyhole, and was so without, that although the court was of the narrowest, the houses opposite were phantoms.
6. Discussion How important is money?
7. Translation
It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way...
Charles Dickens, A Tale of Two Cities (1859)
(One of Dickens’ most popular stories. e action takes place against the turmoil of the French Revolution in the two cities of Paris and London.)
UNIT 11
LANGUAGE POINTS
Adjectives as Nouns the rich and the poor
Sometimes an adjective is used as a noun, as the subject or object of a verb. e adjectival noun is never used to refer to one individual. Consider:
a) e poor lack food, clothes, shelter.
b) e sick need special care.
c) Do not speak ill of the dead.
In (a) and (b) the verb is plural. e subjects of these verbs refer to all those who are poor and all those who are sick, in a general way, as categories of people. In the same way, the dead refers to all those who are dead as a general classi cation.
1. Rewrite the following sentences, replacing the phrases in brackets with an adjectival form
1. ere is a saying that only (good people) are always happy.
2. ere is another saying that we must not speak ill of (those who are dead).
3. ere are special schools for (deaf people).
4. (People who are young) o en have as many problems as (people who are old).
5. (All the injured passengers) were taken to hospital a er the accident.
6. (Accused people) have a right to defence.
7. (Lazy people) should be paid less than (diligent people).
8. (Anybody who is sick) needs medical help.
9. e Braille alphabet is for (people who are blind).
10. What is your opinion of (people who are rich)?
11. A Danish historian has written the book e Power of (people who are poor).
12. Cowards die many times but (brave people) only once.
Comparison of Adjectives and Adverbs
the more the more the more the less
Notice the form of the adjectives and adverbs in these sentences:
e merrier the people, the angrier Scrooge became.
e more I know him, the more I like him.
e more I know him, the less I like him.
e faster you drive, the more likely you are to have an accident.
e shorter the days, the colder the nights.
When two things vary proportionately, we use comparatives preceded by the in each part of the sentence, as in the examples above.
2. Put the words in brackets into the right form:
1. e (much), the (merry).
2. e (big) the at, the (high) the rent.
3. e (high) the temperature, the (great) the pressure.
4. e (long) I waited, the (impatient) I became.
5. e (hard) I tried, the (di cult) it became.
6. e (much) I think about it, the (little) I like it.
3. Put the adjectives and adverbs in brackets into the comparative form to complete the following sentences:
1. e you nish the job, the we’ll play. Yes, but the I work, the mistakes I make. (soon, soon, fast, much)
2. e they have to wait, the they’ll become and the they’ll complain. (long, impatient, much)
3. e the game went on, the he became and he noticed how tired he was. (long, determined, little)
4. Complete the sentences using the adjectives below
1. e people outside the o ce were much than Scrooge.
2. is is part of the road.
3. is is a very noisy street. I wish it were a little.
4. You look. Have you lost weight?
5. ere were a lot of people on the bus. It was than usual.
6. e problem is than I thought.
7. Health and happiness are money.
8. e visit to the monastery was far I expected.
9. It was moment of my life.
10. It is story I have ever heard.
11. I think George is far than Je .
12. It is the explanation.
poor quiet thin crowded serious important interesting happy sad handsome simple wide
5. Complete the sentences with the correct form of the adjective, comparative or superlative.
1. When I was born, London was still than New York. In fact, it was still city in the world, but now several other cities have a population, and Mexico City is . large large great large
2. Christmas is the time of the year for us in the store, but at the same time we have to be with the customers than usual.
busy patient
3. He is one of people I’ve ever met. He parked his car in the street in the village, blocking the tra c. e police came and took it away. Perhaps he’ll be in future.
strange narrow careful
UNIT 11
6. Put the adjectives given in brackets into the correct form, comparative or superlative
A boy from (small) of the villages near this town went to London to see his aunt. At the station, he asked (near) policeman, “Do you know where Mrs Jones lives?” (large) place he had ever seen before only had a few streets and everyone knew everyone else. Jones is one of (common) names in England. Only Smith and Brown are (common) in London. e policeman was (patient) than many are. He took the boy to (near) telephone box and then rang his parents. When the boy asked for his aunt’s address, the parents thought it was (strange) request they had ever heard. ey had never been away from their own village, either.
Irregular Comparison
Some adjectives have irregular comparative forms, e.g.: good, bad, much, many, old, far.
7. Complete the sentences using the comparative form of the following adjectives: good, bad, old, far
1. We complained about the food in our hotel. But instead of improving, it got .
2. Sybil’s youngest sister is still at school. Her __________ sister is a nurse.
3. Is Henry younger than Jim? - No, he’s . He is the son.
4. e damage to our car wasn’t so bad. It could have been much
5. If you need any __________ information, please contact our head o ce.
6. I am sure you could do __________ than this. You must try harder.
Clauses of Time
Time clauses are introduced by conjunction of time such as when, whenever, while, until/ till, a er, before, as, as soon as, since, for, once
When I was a child, I believed in Father Christmas.
Notice that you put a comma if the time clause comes rst. If the time clause follows the main clause, there is no comma:
I believed in Father Christmas when I was a child.
When the time clause refers to the future, we normally use the simple present a er: a er, as soon as, before, by the time, immediately, till, until and when. (Compare with time clauses in Serbian.)
She won’t know if she has got into university until she gets her exam result.
8. Fill in the gaps in the following sentences with time conjunctions: since, when, a er, once, before, as, while, whenever, until
1. I last saw you, you lived in the country.
2. I last saw you, many things have happened.
3. in Rome, do as the Romans do.
4. he had travelled all over Serbia, he settled down peacefully in his native village.
5. I was trying to concentrate, my neighbour started playing the drums.
6. your book of comics is published, it will sell very quickly.
7. I look at this photo, I remember how much I enjoyed our holidays.
8. “ I was walking to St. Ives, I met a man with seven wives.”
9. Heat the water it boils.
L ANGUAGE CHECK
noun + of + possesive ’s
Possessive ’s: Scrooge’s nephew (his nephew) of + possessive ’s: a nephew of Scrooge’s (one of his nephews) this/that nephew of Scrooge’s (this use o en shows impatience, a contempt on the part of the speaker)
9. (a) Write the double genitive form according to the example: Example: one of my father’s colleague – a colleague of my father’s one of my friends – a friend of mine
1. one of our neighbours
2. one of Eve’s acquaintances
3. one of his ideas
4. one of Peter’s cousins
5. one of my friends
6. one car of my neighbours
(b) Write new sentences using this/that and a possessive form:
1. Imagine, Bob Hudson’s silly song is likely to become a hit.
2. Your dog almost bit me.
3. Her room needs hoovering.
4. Justin’s bike is giving him a lot of trouble.
5. Tom’s friends made a lot of noise last night.
10. Supply the correct particle in these sentences:
take a er (resemble) take up (study, interest oneself in) take to (begin to like) take over (assume responsibility) take in (deceive)
1. e boy doesn’t take his uncle.
2. He has recently taken astrology.
3. You can’t take me as easily as that with your stories.
4. Peter will soon take the family business from his father.
5. Rose has taken dancing.
6. e children take their mother.
7. You know I don’t really take her very much.
D OIN G S OMET H IN G
FO R O THE R P EOPLE
EXTRAORDINARY CHILDREN
Gregory Smith
Born in 1990, Gregory Smith could read at the age of two and had enrolled in university at 10. But “genius” is only one half of the Greg Smith story. When not voraciously learning, this young man travels the globe as a peace and children’s rights activist.
He is the founder of International Youth Advocates, an organization that promotes principles of peace and understanding among young people throughout the world. He has met with Bill Clinton and Mikhail Gorbachev and spoke in front of the UN. For these and other humanitarian and advocacy e orts, Smith has been nominated four times for a Nobel Peace Prize. His latest achievement? He just got his driver license.
READING NOTES
enrol in university /@n"r@ul/ p.t. enrolled: become a student voraciously /v@"reiS@sli/: eagerly, with great interest, taking (a) great interest in rights права; children’s rights: права детета found /faund/ основати to found a school, etc advocate /"&dv@keit/: speak in support of something; заступати, заузимати се advocacy /"&dv@k@si/: заступање e ort /"ef@t/: hard work achievement /@'tSi:vm@nt/: достигнуће, успех,
license /laisns/ Am.E. licence Br.E: дозвола
UNIT 12
EXCERSISES
1. Answer the questions:
1. What could Gregory do at the age of two?
2. How old was he when he enrolled in university?
3. Why does he travel the globe?
4. What organization is he the founder of?
5. What does the organization promote?
6. Did he meet any politicians?
7. Which countries were they presidents of?
8. Where did he speak?
9. How many times has he been nominated for a Nobel Peace Prize? For which e orts?
10. In the USA one can get a driving licence at the age of 16. Was Gregory nominated for a Nobel Peace Prize before or a er he turned sixteen?
2. Write three questions about Gregory.
3. Make a short statement about Gregory Smith’s activities.
4. Discussion
(a) A youth organization I would like to organize
(b) What could a youth organization do in your town? In this country? In the world?
(c) ( ) President of a foreign country I would like to meet.
5. Which activity would you choose for yourself?
(a) go shopping for elderly people
(b) help young children to learn how to read
(c) teach young boys and girls how to play basketball
(d) read stories to sick children in hospital
(e) plant a tree every year
(f) collect money for donation for children in need
Explain how you would organize it.
6. Complete the following text:
He is the of an organization that principles of and understanding young people the world. He spoke of the United Nations. For his and advocacy , he has been for a Nobel Peace .
UNIT 12
Akrit Jaswal: e Seven-year-old Surgeon
Akrit Jaswal is a young Indian who has been called “the world’s smartest boy” and it’s easy to see why. His IQ is 146 and is considered the smartest person his age in India – a country of more than a billion people.
Akrit came to public attention when in 2000 he performed his rst medical procedure at his family home. He was seven. His patient – a local girl who could not a ord a doctor – was eight. Her hand had been burnt in a re, causing her ngers to close into a tight st that wouldn’t open. Akrit had no formal medical training and no experience of surgery, yet he managed to free her ngers and she was able to use her hand again.
He focused his phenomenal intelligence on medicine and at the age of twelve he claimed to be on the verge of discovering a cure for cancer. He is now studying for a science degree at Chandigarh College and is the youngest student ever accepted by an Indian University.
READING NOTES
surgery /'s@:dZri/: операција, ординација, хириргија surgeon /'s@:dZn/: a doctor who does surgery, operates on patients smart /sma:t/: clever; a smart child /AmE/ I Q /ai kju:/: intelligence quotient /kw@uSnt/ количник consider /k@n'sid@/: have an opinion a billon /'bilj@n/: Br. a million multiplied by a million Am. a million multipied by a thousand attention пажња; to come to public attention; to attract public attention – привући
perform /p@'fO:m/: do, carry out procedure /pr@'si:dZ@/: treatment, поступак a ord /@'fO:d/: have the money for something: I can’t a ord it tight /tait/: чврст; a tight st: стегнута песница training /"treining/: обученост, обука; fully trained: quali ed manage /m&nidZ/: succeed (be) on the verge of /v@:dZ/: (be) close to, be about to cure /kju@/: лек; v. cure: make well science degree /di'gri:/: академски
медицине: bachelor degree in science; /"sai@ns/ наука
UNIT 12
EXCERSISES
1. Write questions for the following answers:
1. Akrit came to public attention in 2000. (When...?)
2. He performed his rst medical procedure at his family home. (Where...?)
3. He was seven. (How old...?)
4. His patient was a local girl who was eight years old. (Who? How old...?)
5. She couldn’t go to a doctor because she had no money. (Why?)
6. Her hand had been burnt in a re and her st wouldn’t open. (Why?)
7. Akrit didn’t have any formal medical training. (... he ...?)
8. He had no experience of surgery. (... he ...?)
9. He managed to free her ngers. (What?)
10. Akrit focused his phenomenal intelligence on medicine. (What...on?)
2. Retell the story about the seven-year-old surgeon
3. What do Gregory and Akrit have in common?
(a) ey like to sleep in the morning.
(b) ey like to learn.
(c) ey like to play truants.
(d) ey like to watch TV for hours.
(e) ey like to help people.
(f) ey like to play video games.
4. Have you ever helped someone who needed help? (on the bus, in the street, in your neighbourhood etc.)
5. Give your opinion and comments on the following statements:
1. Poor people cannot a ord a doctor.
2. A boy can enrol in university at the age of 12.
L ANGUAGE POINTS
Identifying Relative Clauses
Identifying relative clauses identify the noun or pronoun.
A local girl was his rst patient.
A local girl who could not a ord a doctor was his rst patient. (that)
In the second sentence the relative clause identi es a local girl as a particular girl.
International Youth Advocates is an oragnization.
International Youth Advocates is an oragnization that/which promotes principles of peace.
In the second sentence the relative clause identi es the oragnizaton.
Notice that identifying relative clauses are never separated by commas.
UNIT 12
EXERCISES: IDENTIFING RELATIVE CLAUSES
1. ODD MAN OUT relative pronoun who
Which man is di erent from the others? e man who is carryng a bag.
Which woman is di erent from the others?
Which boy is di erent from the others?
Which girl is di erent from the others?
2. Add the missing relative pronoun which
1. Here is the phone number you wanted.
2. I’ve found the sunglasses I lost, on the beach.
3. Can you nd the key opens this doоr?
4. I know a shop sells used books.
3. We can use that instead of who or which
Join the sentences using that
1. Is that the computer doesn’t work?
2. e man wants to marry her has two wives already.
3. A bee is an insect makes honey.
4. Did you speak to the writer wrote last year’s bestseller?
5. ose are the boots are worn by soldiers.
6. e people live next door are Norwegians.
4. When a relative pronoun (who/which/that) is the object of the following verb, we o en leave it out.
I saw a man.
e man that I saw was from India.
e man I saw was from India.
Omit the relative pronoun where possible:
1. e man who helped me turned out to be a doctor.
2. e man who(m) I helped was a tourist from New Zealand
3. e lm that we saw was rather boring.
4. e information which you want can be found on the Internet.
5. ere’s a problem that she doesen’t understand.
6. I have something that could help you.
7. I’ve told you everything that I know.
8. e people who live in London are Londoners.
9. You haven’t drunk the co ee that I made for you.
5. Add the missing relative pronouns where necessary.
1. is is the boy helped me.
2. is is the boy I know from school.
3. is is the magazine published all about computers.
4. is is the magazine we were talking about.
5. A lm director makes commercial lms makes money.
6. She gave me a piece of advice helped me a lot.
7. ere was nothing was useful to me.
8. ere was nothing I could use.
9. at’s the racehorse __________ wins all the races.
10. at’s the racehorse we saw last Sunday.
Language check
1. What is the di erence in the meaning between as and like?
He travels the globe as a peace activist He is a peace activist like many grown-up people.
2. What is the di erence in meaning between latest and last?
His latest achievement
His last achievement
UNIT 12
Language summary
1. As + object means: “in the capacity of” Let me speak to you as a father. (I am your father)
Like is used to compare: Let me speak to you like a father. (I am not your father)
2. Irregular comparasion of the adjective late later (than) (the) latest/ last Latest: the most recent (the latest fashion) Last: nal (the last straw)
3. e most recent (Hitchcock’s last lm; Kusturica’s latest/last lm)
Note: Last is sometimes used as latest But remember: the latest news, the last wish Last can mean previous: Her new book is better than her last one.
6. Complete the following sentences with like or as:
1. He looks more his grandfather than his father.
2. a politician, he is in the public eye.
3. ey ran mad to catch the morning train.
4. I’m telling you a friend you shouldn’t drive so fast.
5. He works a doctor in own health centre.
6. My sister isn’t at all me.
7. He worked a DJ for 5 years.
8. Why don’t we have cheese cake a dessert?
9. She sings an angel.
10. I’ve come to this meeting a youth representative.
LOOK ALIKE Do they look alike?
7. Compete the sentences using latest and last:
1. is is the fashion.
2. is is Shakespeare’s __________ play.
3. Father usually has the word.
4. Have you seen Woody Allen’s __________ lm? (2 possibilities)
5. Have you heard the news?
8. When nouns function as adjectives, they are usually not in the plural form. Rewrite the following sentences.
He is seven years old. He is a seven-year-old boy.
We have a break of ten minutes. We have a ten-minute break.
1. eir daugter is nine years old. ey have a daughter.
2. e plane had a delay of two hours. ey had a delay.
3. Tommy asked his parents for a football that costs 30 euros. Tommy asked his parents for a football.
4. We have a plan that will be carried out in the following ve years. We have a plan.
Language check
What is the di erence between
He has been nominated four times for a Nobel Prize He was nominated four times for a Nobel Prize.
In the rst sentence the meaning is “up till now” In the second sentence we refer to some past times.
9. Write the passive form:
Present Perfect tense
1. A new cinema (open) this week.
2. Ten young people _____________ for the new “Survival” show. (choose)
3. e police* .(inform)
4. He _____________ “the smartest boy”. (call)
*always followed by a plural verb
Past Perfect tense
1. Her hand _______________ . (hurt)
2. A new organization _______________ . (found)
3. My passport _______________ . ( nd)
Past Simple
1. She an invitation. (send)
2. We __________ enough time to do it. (not, give)
3. I by some loud noise. (wake up)
Language check
To talk about nsihed actions we use
a) the simple past with yesterday, last week, two days ago, then, when b) the present perfect with time expression which refer to any time up to now like ever, never, already, yet, before, o en, recently, lately, un nsihed time: today, this morning, in my life
We can think of nished time even without using a time expresion: Did you see the “Godfather”? (on TV last night) Have you seen the lm “Godfather”? (have you ever seen the lm “Godfather”?)
10. Choose the correct tense: present perfect and past simple:
1. Who are they? I (never see) them before
2. When he (get) his degree in science? Last June?
3. I (never enjoy) a party as much as this one.
4. ___ you ever (have) a pet?
5. ey (marry) a year ago
6. Our maths teacher already (give) us a test.
7. ____ you (see) Catherine lately?
8. I (meet) her brother at the match yesterday.
9. I can’t go with you. I (not, nish) tidying my room yet.
10. e tra c regulations (be) changed recently.
11. Complete the following sentences with the present perfect passive.
1. He by an Indian University. He is a student now. (chose)
2. We to wait for the classmaster in the school yard. at’s why we are standing here. (tell)
3. A supermarket in my street. (open)
4. e factory already (sell)
5. She to play the role of a witch. (choose)
12. Possessive ’s
e world’s smartest boy
e possessive ’s can be used with places and institutions.
the world’s population London’s tra c Serbia’s economy
Rewrite the sentences using the possessive forms:
1. Everybody is talking about economic development of China.
2. e nancial situation in the World is very serious.
3. e development of this region depends on good planning.
4. e decision of the government was not popular.
5. Is the population of this country increasing or decreasing?
to wash one’s dirty linen in public to talk openly about disreputable aspects of one’s private life
e bank has decided to talk on TV about everything that happened last year.
to tighten the belt to spend less money
You’ll have to get used to spending less money. ere’s a world recession and we’ll all have to tighten our belts.
THE HOSPITAL
A hospital has di erent wards designed for di erent purposes. Nearly all general hospitals have an outpatients’ department where patients who are not ill enough to be admitted as inpatients, come to receive treatment. Many hospitals also have a casualty department, and all general hospitals have an operating theatre.
patient /'peiSnt/ a person who is ill and visits a doctor outpatient /'autpeiSnt/ a person who lives at home and visits the hospital to see a doctor. casualty /'k&Zu@lti/ a person who has been hurt in an accident. A er an accident, the injured person goes to the casualty department of the hospital. sister a nurse who is head of the nurses in one part of a hospital.
surgeon /'s@:dZn/ a doctor who operates. A surgeon operates in the operating theatre duty /‘dju:ti/ work; a doctor who is on duty must be ready to look a er patients at any moment.
Dr Richardson is on duty until midnight; he is in the doctor’s room. ambulance /'&mbjul@ns/ special long car to take people to hospital. (To telephone for an ambulance.)
UNIT 12
1. Answer the questions:
1. What is an ambulance used for?
2. Where do injured people go?
3. Where does a surgeon perform operations?
4. Why is there always a doctor on duty at night?
5. What do inpatients receive in a hospital?
6. Who are outpatients?
7. Where does an outpatient go when he comes to hospital?
8. Who is called a “sister” in the hospital?
At the Outpatients’ Department
Work in groups of three. Study the following conversation. Make as many changes as you wish. Practice it until you can repeat it uently. When your group is ready, play the parts of Doctor, Nurse and Sam.
Nurse (opens the door of the Outpatients’ waiting room): Yes, please?
Simon I would like to see the surgeon. I’ve hurt my hand.
Nurse Will you come in, please.
Simon Good a ernoon.
Doctor Good a ernoon. What’s the matter with you, young man?
Simon I was riding my motor-bike and I had an accident. My doctor thinks my wrist is broken.
Doctor Now, Nurse, take o the bandage and let’s see the wrist. It looks rather nasty. Is it very painful?
Simon I’m afraid it is.
Doctor We shall have it X-rayed rst. If a bone is broken we shall have to set it and put a plaster on.
Simon How long shall I have to keep it?
Doctor ree weeks. Nurse, will you take the young man to the X-ray department.
2. Write down the following conversation in indirect speech
1. ’’I have hurt my hand.” ( e young man told the nurse...)
2. ’’I had an accident.” (He explained to her...)
3. ’’My doctor thinks my wrist is broken.” (...... and .......)
4. ’’Take o the bandage.” ( e nurse...)
5. ’’It looks rather nasty.” (...and a er looking at his wrist....)
6. ’’What’s the matter with you, young man?” ( e doctor...)
7. ’’Is it very painful?”
8. ’’We shall have it X-rayed.” ( en the doctor explained...)
9. ’’If a bone is broken we shall have to set it and put the plaster on.” (... because...)
10. ’’Will you take the young man to the X-ray department.” ( e doctor asked the nurse to...)
11. ’’How long shall I have to keep the plaster on?” ( e young man...)
12. ’’ ree weeks.” ( e doctor informed him...)
Saying what is wrong with you
You are seeing a doctor about a bad cold.
I’ve got a bad cold.
You are seeing a doctor about a sore throat.
I’ve got a sore throat.
You are seeing a doctor about a pain in your back.
I’ve got a pain in my back.
You are seeing a doctor about a headache a cough an upset stomach earache toothache high temperature
REMEMBER
a. to see a doctor/surgeon/dentist
Practice: I went to see a
b. to take medicine/syrup/pills/tablets and he told me to take
c. three times a day/every four hours/ two a day. one/two spoonfuls.
HENRY MOORE
TH E SC UL PTO R SPE AK S ON
H IS L IFE A ND WO RK
e reclining gure outside the UNESCO building, Paris
Henry Moore, the great British sculptor, was born in the little industrial town of Castleford in Yorkshire in 1898, the seventh child of his parents. From an early age he showed a deep interest in art and a feeling for shape and form. He died in 1986.
‘As boys we used to play in the claypits belonging to Castleford Pottery and make sculptures with the clay. It was so beautifully easy to shape.’
‘When I was about eleven I heard my Sunday school teacher tell about the great sculptor, Michelangelo, which made me say that when I grew up I was going to be a great sculptor.’
‘I could recognise the girls in the school by the shape of their legs. If their bodies and faces had been hidden by a board below which only their legs showed from the knees down, I could still have given a name to each pair.’
ere were three of us, all roughly the same age, competing for any art jobs that might be going in the Grammar School, like designing the cover of the school magazine, or costumes for the school play.
5
UNIT 13
He was determined to become an artist but his father had di erent views.
‘My father was very sensible, and although he did not know much about the art world, he knew enough to realise that an artist’s life was likely to be an awful struggle. And so, when I was 14 or 15, he advised me to carry on with my education and become a quali ed teacher like my brothers and sisters. His point was that a er I had a secure living I could then paint and do the sculpture I wanted.’
Of his mother Moore says:
‘My mother had no knowledge of art. Like many parents she thought that whatever I did was very good. at was her attitude, except that one day I remember her saying, while she was watching me carving a big piece of stone, that she wondered why, when I’d been to Grammar School, I should have chosen such a hard physical job.’
In my work I have tried to show an understanding of form in life, in the human gure. is is something that can’t be learned in a day, for sculpture is a neverending discovery. I think about sculpture all the time. I work at it in my studio for ten to twelve hours a day. I even dream about it.’
‘I nd that all natural forms are a source of unending interest - tree trunks, the growth of branches from the trunk, the texture and variety of grasses, the shape of shells, of pebbles... e whole of Nature is an endless source of examples of shape and form.’ From very early on I have had an obsession with the Mother and Child theme. It has been a universal theme from the beginning of time.
UNIT 13
L ANGUAGE POINTS
Another favourite theme, perhaps re ecting Moore’s pleasure in family life, is that of the Family Group.
e arms of the mother and father with the child form a knot between them, tying the three into a family unity.
But perhaps the most famous theme in Moore’s work is that of the ‘reclining gure’. In 1956 Moore was commissioned to produce a sculpture to go in front of the new UNESCO headquarters in Paris. His nal choice was a reclining gure.
clay /klei/: type of earth used for making pots, cups, plates etc. shape /Seip/: give a form pit: deep hole in the ground; claypit: place where clay for making pots is dug out pottery /'pOt@ri/: грнчарија; грнчарска фабрика recognize /'rek@gnaiz/: identify as sth seen before Michelangelo /,maik@l'&ndZil@u/ roughly /'rV i/: about, approximately compete /k@m'pi:t/: try to win grammar school: secondary school giving an academic education determined /di't@:mind/: rmly decided on sensible: having good judgment; разуман struggle /strVgl/: ght point: main idea, most important secure /si'kju@/: safe carve /ka:v/: cut into shape: клесати knot /nOt/: чвор tie /tai/: tying: fasten with a rope: (по)везати headquarters /'hed%kwOt@r@z/: управна зграда recline /ri'@miSn/: положити, наслонити (се), спустити (се) commission /к@'miSn/: наручити (трг.)
UNIT 13
EXERCISES
1. Comprehension:
Which of these statements are true and which false?
1. Moore was the only child of his parents.
2. He had no success at school.
3. At the age of eleven he said that he was going to be a great sculptor.
4. He won a scholarship so that he might continue his education in a grammar school.
5. He didn’t develop his abilities in art in school.
6. His brothers were artists, too.
7. His father thought it was a good idea for him to become an artist.
8. His mother knew little about art.
9. He got many ideas for his sculptures from nature.
2. Answer the following questions:
1. Where did Moore play as a boy?
2. What did he make sculptures with?
3. Why did he like to make sculptures with the clay from the claypits?
4. How old was he when he heard about Michelangelo and what did he say?
5. Since childhood Moore had a feeling for forms and shapes. How could he recognize all the girls in school?
6. What jobs did he compete for in school?
7. Moore’s father was a coal miner. How much did he know about artists? Why did he have di erent views from his son?
8. What did he advise Moore when he was fourteen and een?
9. What was his point? Why did he advise Moore to be a teacher? Did he want him to give up art? What did he actually worry about?
10. Did Moore’s mother have any knowledge of art? What did she think of him?
11. Why was his mother disappointed when she saw him carving a big piece of stone?
12. What does Moore say about sculpture?
13. How many hours a day did he work in his studio?
14. Which themes were his favourite ones?
15. Which sculpture is in front of the UNESCO headquarters in Paris?
3. Guided summary
Read the following summary of a conversation between an interviewer and Henry Moore. Write out the conversation in the form of a dialogue.
Interviewer: Did you ever work with clay as a boy? Moore: I used to play... I began by asking him if he had ever worked with clay as a boy and he told me that he used to play in the Castleford Pottery clay pits and make sculptures from the clay there. I asked him when he had rst realised he wanted to be a sculptor. He explained that he had made that decision on learning about Michelangelo. I enquired whether he had always been interested in shape and form and he described how he could always recognize girls at school
UNIT 13
from the shape of their legs. I then asked him about his parents’ attitude to their artistic son. He explained that his father had been very sensible warning him that an artist’s life would be di cult and advising him to become a quali ed teacher. He said that his mother had been very encouraging but had known nothing about art.
4. Vocabulary building
Fill in each blank with a suitable form of the word in italics.
1. He carved something. He made a
2. He is obsessed with this theme. He had an with it.
3. His mother knew nothing of art. She had no of art.
4. He sculpts. He is a .
5. Discussion
1. Is a secure job more important than doing what you want to do?
2. Are there any sculptures in your town? What does the statue in the centre of your town represent? Do you know the name of the sculptor?
3. Do you have a favourite artist, e.g. a musician, a painter, a sculptor, a poet, a dancer, an actor? If so, why is he/she your favourite artist?
L ANGUAGE POINTS
Verb + Object + To-in nitive
Father advised me to carry on with my education. v. o. i
1. We use a to-in nitive a er these verbs: ask, beg, choose, expect, hate, like love, need, prefer, want, wish, help*
I want to speak to the class teacher.
Or we can use a noun or pronoun before the in nitive: I want you to speak to the class teacher.
* e verb help can be followed either by the to-in nitive or an in nitive without to:
ey helped me to do it. ey helped me do it.
UNIT 13
EXERCISES
6. Complete these sentences so that they refer to other people:
Example I don’t want to speak to the class teacher. I want Peter/him to speak to the class teacher.
1. I don’t want to dust my room. I’d like...
2. She doesn’t expect to pay. She expects...
3. I can’t do the job myself. I need...
4. I can’t copy all these notes. Perhaps you can help me...
5. I don’t want anyone to know about it. I’d hate...
6. You won’t listen to me. How many times do I have to ask...
7. Steve can’t play the part of King Lear well. We’d prefer...
e following verbs always have an object before a to-in nitive: advise, allow, invite, order, (it) takes, take, warn, remind, tell
Example Our maths teacher advised us to study more.
7. Write the second sentence with the same meaning:
1. “Don’t forget to send the telex”, Jack said to me. Jack reminded...
2. “I told you that you shouldn’t do it.” I warned...
3. “It would be best to apologise.” She advised...
4. “Would you like to play basketball with us?” ey invited...
5. “Take out a loan.” e bank manger advised...
8. Fred’s father and mother are talking about their son. Fred was not a good pupil last term. Connect the given words to get the sentences that Fred’s father is saying:
expect a good pupil this term (be) advise his time well (use) expect every day (study) allow with his friends twice a week(go out)
Write out Father’s words in the form of a paragraph. Write out a paragraph about yourself and your parents. Make necessary changes.
9. Complete the following sentences:
1. e teacher told our dictionaries. (we/use)
2. e landlady asked my rent in advance. (I/pay)
3. I never expected his temper. (he/lose)
4. Do you expect her mind? (she/change)
5. I want this. (they/do)
6. We helped a cake. (she/make)
7. Bob invited the weekend in his cottage. (we/spend)
8. I asked the instructions carefully. (they/read)
9. e clerk reminded the telegram. (the boy/deliver)
10. Mother told his dinner. (he/eat)
11. Mother advised to bed. (he/go)
12. e teacher allowed the classroom. (I/leave)
Make and Let ese verbs are used in the structure
verb + object + in nitive without ‘to’
e teacher made her do the exercise again. Father let the children play in the claypits.
Notice the di erence between active sentences and the passive ones. In the passive make is followed by the in nitive with ‘to’, and instead of let the verb allow is used. She was made to do the exercise again. e children were allowed to play in the claypits.
10. Complete the following sentences with the words given below: look clean up post wear speak su er change go cry
1. is dress makes you younger.
2. Mother made me the mess.
3. Let me that parcel for you.
4. Sue didn’t let her sister her jeans.
5. e teacher won’t let me
6. ese shoes really make me. ey are so tight.
7. Our gym teacher makes us our out t in the gymnasium.
8. Please let me. All my friends will be there.
9. e lm was so sad, it made me.
UNIT 13
11. Change these sentences from passive to active.
Example She has always been allowed to have her own way. ey have always let her have her own way.
1. He was made to promise not to do it again.
2. Pupils are made to work hard in that school.
3. You will not be allowed to go into her room. She is too tired.
4. You are not allowed to feed animals in some zoos. If you break the rules you are made to pay ne.
5. Children can’t be made to learn things if they are not interested.
6. You will not be allowed to stay here a er 7 o’clock. ey close at 7.
7. I have to be allowed to nd out for myself what I like.
12. ‘As boys we used to play in the claypits.’
Write sentences with used to as in the examples:
Examples: ere used to be a cinema in our town. ere didn’t use to be a co ee house. e town used to have a beautiful fountain, but there isn’t one any longer.
1. ere were claypits near the Pottery when I was a child.
2. e village hasn’t got a primary school now.
3. ere’s a new health centre in the town.
4. ere’s a car park now behind the shopping centre.
5. My street is called Oak Avenue now, not the High Street.
13. Revision of tenses:
1. She always (go) out on Saturdays.
2. Don’t rush me. I (work) as fast as I can.
3. I have the same car now that I (have) ten years ago.
4. We stayed because we (enjoy) ourselves.
5. you (forget) your promise? I’m still waiting.
6. I (know) Peter and Ann for many years.
7. It was the most beautiful place I ever (see).
8. It is the most beautiful place I ever (see).
9. you (know) Tom Adams? – No, I never (meet) him.
10. Last night Larry (teach) me how to play chess.
11. ere (be) a blackout in our part of town last night. your light (go out) too?
12. He was hungry. He (not, eat) for two days.
13. ere is a cartoon on TV now, but the children (not, watch). ey (play) with their toys instead.
14. e children (watch) cartoons in the morning, but, they (not, pay) attention at the moment.
14. Insert an article where necessary:
My father knew enough to realize that artist’s life was likely to be awful struggle. I have tried to show understanding of form in life, in human gure. is is something that can’t be learned in day, for sculpture is neverending discovery. I have seen great deal of sculptures of past.
15. Complete the following sentences by using gerund or the in nitive:
1. I remember my mother that. (say) (Use gerund for a past action)
2. Remember (switch o ) the heater when you go out.
3. I’ll never forget (play) tennis at Wimbledon.
4. Don’t forget (play) with Jim tomorrow. You promised him.
5. Stop (worry) so much.
6. ey stopped (eat) because they were so hungry. ( ey stopped what they were doing in order to eat.)
Phrasal Verbs drink up } eat up (up implies completely) bring up a child: raise a child call up someone: telephone someone give up: lose interest grow up: to become an adult bring over/around: change someone’s opinion call on someone: visit fall out: quarrel carry on: continue
16. Complete the sentences with the phrasal verbs given above:
1. I’ll you up this evening to tell you when we can meet.
2. Come on, Charlie, your milk and your cake. en you can go out and play.
3. Susan has smoking.
4. Tom was by his uncle.
5. e crossword puzzle was too di cult, so I it up.
6. Jim in Atlanta, but now he lives in Boston.
7. We must them to our point of view.
8. We can Helen tomorrow on our way home.
9. Let's not over such a little thing!
10. , don’t stop working.
UNIT 13
A singer on the Air
“Here’s another radio programme about ‘Famous People’. is a ernoon I’m going to talk to the famous singer, Ted Tucker. Ted doesn’t need an introduction from me. He’s made two albums. Have you always been a singer, Ted?”
“Well, I’ve always wanted to sing, Pete, but I haven’t always been a singer. I’ve done lots of di erent jobs.”
“Such as?”
“I was a waiter in a restaurant for two or three years a er I le school. It was a very good French restaurant.”
“So you know a lot about food and wine.”
“Something, yes. I didn’t enjoy my work in the restaurant. I wanted to sing. I got very depressed about this and I nearly had a nervous breakdown.”
“So you le the restaurant?”
“Yes, but I couldn’t nd a job as a singer, so I worked in advertising.”
“Advertising?”
“Yes, I recorded all those advertisements for Super Splash Washing Powder.”
“So it’s your voice we hear on TV.”
“ at’s right, Pete. One day I sang an advertisement. ere was a famous agent in the studio and he heard me. ‘Son, you’ve got a voice,’ he said. Two months later I released my rst hit.”
“How long ago was that?”
“Six years ago.”
“How old were you then?”
“Twenty-two.”
“Have you travelled very much, Ted?”
“I’ve been to nearly every country from Island to Australia. I travel a lot.”
“Well, Ted, we’re near the end of our programme. What would you like to sing for us?”
“My latest song, ‘Moonlight Girl’.”
“ ank you, Ted.”
1. Answer the questions:
1. What has Ted Tucker always wanted to do?
2. What job did he do a er he le school?
3. What kind of restaurant was it?
4. Why did he give up his job in the restaurant?
5. When he le the restaurant, could he nd a job of a singer?
6. Who did he record advertisements for?
7. When did his career get a good turn? When was his lucky day?
8. How old was he when he had his rst hit?
9. Has he visited any foreign countries as a singer?
10. Which song did he sing at the end of the radio programme?
2. Retell the story of Ted Tucker’s life
3. Discussion
What are the advantages and disadvantages of being famous?
4. Write ve questions for an interview with your favourite singer
L ANGUAGE POINTS
have (got) “Son, you have got a voice”
You have got is the same as you have. Got-forms of have are informal. Have got is the present tense of have, not the present perfect of get. Have you got…? Do you have…? I haven’t got… I don’t have…
EXERCISES
1. Write about Mary’s possessions:
She has got…
a) two sisters, a cat, a big garden, long hair, blue eyes
She hasn’t got…
b) a brother, a dog, a mobile phone, a car, a at
2. Make your sentences interrogative: Has she got…? Hasn’t she got…?
3. Ask your partner three questions using have got.
4. Explain the use of the present perfect tense and the past simple tense in the following sentences:
“Have you always been a singer?”
“Well, I have always wanted to sing. I was a waiter in a restaurant for two or three years.”
5. Choose the correct form of the verb: the simple past or the present perfect tense.
1. I already (spend) all my pocket money.
2. e students (progress) very well this term.
3. When you (hear) it?
4. Where do you live? - In Armenia. How long you (live) there? - I (live) there for a couple of years.
5. Myrtle (be) in hospital for almost three weeks now.
6. Mr Brooks is very well behaved. He (never) in his life (lose) his temper.
7. When you (meet) this beautiful girl? I (meet) her two days ago.
8. I (know) her for a year.
9. I (know) her since last February.
10. I (not, see) Bob recently.
11. I (not, see) Bob at the concert last night.
12. ey (not, close) the shops yet.
13. Mr omson just (call).
14. Where is your homework, Bob? Sorry, Miss Taylor, I (forget) it.
6. “I have been to nearly every country from Iceland to Australia.”
HE’S BEEN TO…
He’s gone to Edinburgh. — He’s in Edinburgh now.
Note:
HE’S GONE TO…
He’s been to Edinburgh. (He went to Edinburgh. He came back to London. He’s in London again now.)
When somebody is in the country you say: Have you been in Serbia before?
Exercise 5 “been to” or “gone to”
1. Larry’s to Macedonia. He will stay in Ohrid for a week.
2. I’ve to Spain, and I’d like to go there again.
3. Laura’s the dentist. She’s at home now but she can’t eat any thing yet.
4. Where is Eddy?
He’s to the o ce. He won’t be back until a er ve.
5. I’ve to the supermarket. I got everything I need except fruit which I’ll get tomorrow.
6. Where’s Charles?
He’s to the doctor’s.
7. My sister’s to San Francisco. She says it’s a beautiful city.
8. My brother’s to a football match. He will be home a er eight.
9. Have you to the post o ce yet?
10. Mary’s to the hairdresser’s. She’s getting her hair done.
7. Turn the interview into indirect speech:
1. “ is a ernoon I’m going to talk to a famous singer.” e radio interviewer said…
2. “ is singer doesn’t need an introduction from me because he has made two albums.”
3. “Have you always been a singer, Ted?”
4. “I’ve always wanted to sing, but I haven’t always been a singer.”
5. “I’ve done lots of di erent jobs.”
6. “I worked in a restaurant but I didn’t enjoy my job there.”
7. “ at’s why I le the French restaurant.”
8. “I sang advertisements for Super Splash Washing Powder.”
9. “Do you travel a lot?” – “Yes, I do.”
10. “What will you sing at the end of our programme?”*
11. “I will sing my latest song.”
* Note: US program
8. Complete the sentences with the suitable re exive pronouns:
1. An inferiority complex is when someone underestimates .
2. You mustn’t underestimate
3. Does Jim think a lot of ?
4. She never thought of as being outstanding in any way.
5. You should have faith in .
6. His principal trouble is a lack of con dence in ________________ as a person.
7. My advice to her is to think of as superior in some way.
8. Technology is changing society
9. ey are to blame for dropping out of school.
10. I think we should be proud of for what we have achieved.
Turn on (turn a tap; start a radio, light, computer)
Turn o (stop by using a button or switch; stop the ow of water)
Turn out (happen in the end; come)
Turn up (come; appear; be found)
Turn in (give back)
Turn down (refuse; lessen the loudness)
Turn over (change position, from side to side or top to bottom)
Turn to (go for help or advice)
Turn into (change)
Turn away (refuse to look at something or somebody; refuse to admit to a place, help)
10. Complete the sentences with the phrasal verbs on the given above.
1. Turn the computer. I would like to type up my report.
2. Turn the water . I want to have a bath.
3. It was freezing outside. e water turned ice.
4. e day turned to be a ne one.
5. She turned and refused to listen.
6. I don’t know where my sunglasses are. Well, I hope they will turn one of these days.
7. He promised to come, but so far he hasn’t turned .
8. e party turned to be a success.
9. He turned in bed.
10. Please turn all the books by Friday. e library will be closed for summer vacation.
11. He was driving at a very high speed and then suddenly stepped on his brakes. e car completely turned
12. She has nobody to turn .
13. David proposed to her, but she turned him
14. e company turned his o er .
15. e cinema was full and we were turned
16. Please turn the radio. I am trying to concentrate on writing my history paper.
9. Phrasal Verbs TURN
UNIT 14
S PEEDIN G
e policeman got o his motorcycle. en he took o his gloves and placed them carefully on the seat. He was in no hurry now.
‘ is is real trouble,” I said. ‘I don’t like it one bit.’
‘Don’t talk to ‘im any more than is necessary, you understand,’ my companion said. ‘ Just sit tight and keep mum.’
Like an executioner approaching his victim, the policeman came strolling slowly towards us. He was a big man with a belly. His goggles were pulled up on his helmet, showing a red face with wide cheeks.
We sat like guilty schoolboys, waiting for him to arrive.
‘Watch out for this man,’ my passenger whispered. ‘’Ee looks mean as the devil.’
e policeman came round to my open window and placed one meaty hand on the sill.
‘What’s the hurry?’ he said.
‘No hurry, o cer,’ I answered.
‘Perhaps there’s a woman in the back having a baby and you’re rushing her to hospital? Is that it?’
‘No, o cer.’
‘Or perhaps your house is on re and you’re dashing home to rescue the family from upstairs?’ His voice was dangerously so and mocking.
‘My house isn’t on re, o cer.’
‘In that case,’ he said, ‘you’ve got yourself into a nasty mess, haven’t you? Do you know what the speed limit is in this country?’
‘Seventy,’ I said.
‘And do you mind telling me exactly what speed you were doing just now?’
I shrugged and didn’t say anything.
When he spoke next, he raised his voice so loud that I jumped. ‘One hundred and twenty miles per hour! at’s y miles an hour over the limit!’
He turned his head and spat. en he turned back again and stared hard at my passenger. ‘And who are you?’ he asked sharply.
‘Have I done somethin’ wrong?’ my passenger asked.
‘ at’s more than likely,’ the policeman answered. ‘Anyway, you’re a witness. I’ll deal with you in a minute. Driving-licence,’ he snapped, holding out his hand.
I gave him my driving licence.
He unbuttoned the le -hand breast-pocket and brought out the dreaded books of tickets. Carefully, he copied the name and address from my licence. en he gave it back to me. He strolled round to the front of the car and read the number-plate and wrote that down as well.
‘Now you,’ he said to my passenger, and he walked around the other side of the car. From the other breast-pocket he produced a small black notebook. ‘Name?’ he snapped.
‘Michael Fish,’ my passenger said.
‘What’s your job?’
‘’Don’t ‘ave one. I’m unemployed.’
e policeman wrote all this down in the black notebook. en he returned the book to its pocket and did up the button.
‘When I get back to the station, I’m going to do a little checking up on you,’ he said to my passenger.
‘Me? What’ve I done wrong?’ the man asked.
‘I don’t like your face, that’s all,’ the policeman said. ‘And we just might have a picture of it somewhere in our les. He strolled round the car and returned to my window.
‘I suppose you know you’re in serious trouble,’ he said to me.
‘Yes, o cer.’
‘You won’t be driving this fancy car of yours again for a very long time, not a er we’ve nished with you. You won’t be driving any car again come to that for several years. And a good thing, too I hope they lock you up for a spell into the bargain.’
‘You mean prison?’ I asked, alarmed.
‘Absolutely,’ he said, smacking his lips. ‘In the clink. Behind the bars. Along with all the criminals who break the law. And a he y ne into the bargain. Nobody will be more pleased about that than me. I’ll see you in court, both of you. You’ll be getting a summons to appear.’
He turned away, walked over to his motorcycle, and roared o up the road out of sight.
‘Phew!’ I gasped. ‘ at’s done it.’
‘We was caught,’ my passenger said. ‘We was caught good and proper.’
‘I was caught, you mean.’
‘ at’s right,’ he said. ‘What are you goin’ to do now, mate?’
‘I’m going straight up to London to talk to my solicitor,’ I said. I started the car and drove on.
‘You mustn’t believe what ‘ee said to you about going’ to prison,’ my passenger said. ‘ ey don’t put nobody in the clink just for speedin’.’
‘Are you sure of that?’ I asked.
READING NOTES
mum /mVm/: dumb; нем “Keep mum” – Don’t say anything, be quiet executioner /eksi'kju:Sn@/: person whose job is to punish criminals by killing them; егзекутор, џелат victim /"viktim/: жртва stroll /str@ul/: walk slowly, usually for pleasure; to go for a stroll – ићи у шетњу goggles /gOglz/: large spectacles to keep out dust, water etc; заштитне наочаре watch out for: be careful ‘ee /i:/: he mean /mi:n/ (adj.): опак, зао sill: the piece across the bottom of a window; симс,
окна o cer: policeman rush, dash: move quickly; јурити rescue /'reskju:/: save from danger breast /brest/: the front part of the upper body mock: make fun of (unkindly) a nasty mess /na:sti/: great trouble shrug /SrVg/: raise one’s shoulders to show that one doesn’t know spit spat spat: пљунути stare /stE@/: загледати се; stare
witness /"witnis/: сведок snap one’s ngers: пуцкетање прстима deal with /di:l/: take action
UNIT 14
o ence: breaking of a rule; прекршај le /fail/: досије; the police has a le on him spell: short period of time into the bargain /’ba:gin/: as well as, in addition to clink: prison (informal) put sb behind the bars (иза решетака) ставити у затвор he y: big ne (n.) /fain/: казна to pay a ne court /kO:t/: суд summons /’sVm@nz/: order to be present in a court of law; pl summonses: судски позив phew! / u:/: ух! gasp /ga:sp/: with a gasp: тешко дишући
EXERCISES
1. Answer the questions:
1. What did the policeman do when he got o his motorcycle?
2. How did he look to the two men in the car?
3. How did they sit in the car? Did they have any reason to be afraid of the policeman?
4. What did they whisper to each other? Underline the sentences.
5. What questions did the policeman ask the driver about the reason he had been driving so fast? Underline them. Why did the driver jump?
6. What did the policeman do when the driver gave him his driving licence?
7. How did the driver break the law?
8. Where will the policeman check up on the passenger? What does he hope to nd?
9. Where will they see one another again? Who is glad about it and why?
10. How will the driver be punished according to the policeman? Why does he think of the driver as a criminal?
11. What did the driver decide to do? What was he afraid of?
12. How did his companion try to cheer him up? What does he say?
13. How do we know that the driver and his companion do not belong to the same class of society?
2. Write ve questions related to the text
3. Explain brie y what happened on the road
4. Role play
In groups of three underline all the sentences said by the policeman, the driver and the passenger. Practice reading them. When you learn them by heart, play the roles in class. e best ‘tra c policeman’ will get a badge.
5. To talk or write about
1. Speeding is against the law. Why is there a law against speeding? (car crash, the injured, loss of life) What is your opinion about speeding, tra c police, nes and the law?
(5 sentences minimum)
2. Yes or No?
Careless drivers should be sent to prison. (Support your view.)
to hit the roof to become extremely angry
Mr. Smith hit the roof when someone drove into his new car. I’ve never seen him so angry.
LANGUAGE POINTS
“You won’t be driving this fancy car, not a er we’ve nished with you.” we nish
e Present Perfect Used for a Future Action
e present perfect tense is used in time clauses for a completed future action. Notice that it is possible to use the simple present tense also in these sentences, but the di erence is that when you use the present perfect you emphasize the completion of the action in the futurity.
1. Complete the following sentences.
1. Don’t go out before you ( nish) your homework.
2. A er you (visit) the castle, you will be taken round the grounds.
3. e classteacher will give you your report cards as soon as she (write) your marks for this term.
4. Come and play basketball with us! – I will, as soon as I (do) my homework.
5. Will you join us, Pat? – Yes, as soon as I (make) the sandwiches.
6. e headmaster will see us as soon as the meeting (end).
7. Come over and see us when your guests (leave).
UNIT 14
8. You’ll feel a lot better a er you (take) this medicine.
9. We shall not start another exercise until you (complete) all the sentences in this exercise.
10. Please don’t leave your seats until the plane (take) o .
2. e means ‘you know which one(s) I mean.’
Put in the if the speaker and the hearer know exactly which one(s). Put in a/an or no article if not. Remember also the numerical use of a (one).
1. Which gloves are yours? yellow ones.
2. We’ve got boy and girl. boy is ve years older than girl.
3. Who opened window? It’s cold.
4. My son is married to actress.
5. Do you think I should go to police?
6. Put books on my desk.
7. Do you feed dog once day?
8. I saw squirrel in my garden.
9. Pass me bread, please.
10. Doctors say milk is good for children.
Language Check “going to prison”
1. He is in prison. (He is a prisoner)
2. His wife goes to the prison to see him.
e and no article a er a preposition: We do not use the when we are thinking of these places and what they are used for. to /in/ out of prison, hospital, bed to /at/ from school, college, university, church, work also: by ear, bus, plane, train, bike, motorcycle (but: on foot)
3. Complete the sentences with the given words: prison, hospital, college, university, church, bed, plane, bicycle, motorcycle, foot
1. He has never been . He has no criminal record.
2. Pete is a student. Every morning he goes by bicycle.
3. Some people go every Sunday morning.
4. I think church in this village is very old.
5. If you travel it takes two hours from Belgrade to London.
6. My grandfather has never been in his life. He has never been seriously ill.
7. ey say new hospital will be a modern building.
8. I like to walk. Every morning I go university foot.
9. Who doesn’t like to stay on a cold winter morning?
10. If you go don’t forget your helmet.
L ANGUAGE POINTS
END PREPOSITIONS
End prepositions occur in questions, indirect questions and relative clauses. We o en put a preposition at the end of a question with Who…? or What…?
ey are talking about the tra c policeman. Who are they talking about? I am looking at some photos. What are you looking at?
We also ask questions with Where…from? And Where…to? Where do you come from?
4. Put in prepositions: for, about, from, with, for, about
1. What’s the book ?
4. Who are you going to the concert ?
2. Who are you waiting ? 5. Who is this money ? 3. Where are you ?
6. What are they talking ?
5. Write questions beginning with who/ what/ where and ending with prepositions
1. He works for IBM.
1. Who…
2. We were talking about the lm festival. 2. What… 3. I bought this laptop from Jane. 3. Who…
4. I am interested in fencing.
4. What…
5. I played tennis with Mark. 5. Who…
6. ey came from the Middle East 6. Where...
6. In conversation, we o en ask short questions with Who/ What/ Where + preposition: “I’m going skiing.” “Who with?”
1. ‘ e tra c policeman wants to talk to you.’ –‘What ?’
2. ‘I’ve got a parcel.’ – ‘ from?’
3. ‘She is going to London.’ – ‘Who ?’
4. ‘I’m writing a letter.’ – ‘ to?’
5. ‘We have bought some presents.’ – ‘ for?’
6. ‘Send the money we collected for children.’ – ‘Where ?’
7. ‘Go to the police.’ – ‘What ?’
8. ‘I've received an invitation, ?’ ‘Who ?’
UNIT 14
7. Join each pair of the sentences in three di erent ways:
Example: She is the woman. I sent the money to her.
(a) She is the woman to whom I sent the money.
(b) She is the woman who I sent the money to.
(c) She is the woman I sent the money to.
1. is is the mechanic. I gave your car keys to him
2. She is a fashion designer. We talked about her.
3. at’s the station. You passed by it.
4. at’s the chair. My grandfather sat on it
8. Rephrase the following sentences:
Example: About whom were you talking? Who were you talking about?
1. To whom did you speak?
2. For what do you need the money?
3. With whom are you going to the movies?
4. From whom is this letter?
5. With what did he hit you?
6. At what are you looking?
7. About what are you thinking?
9. Say what they were talking about:
1. “Watch out for this man because he looks as mean as a devil.” e passenger whispered to the driver…
2 “Don’t talk to him more than it is necessary.” He advised the driver…
3. “Are you rushing to a hospital?” e tra c policeman asked the driver…
4. “Is your house on re?”
5. “Do you know what speed you were driving?”
6. “Have I done something wrong?” e passenger wanted to know...
7. “Show me something to prove this is your real name and address.”
8. “When I get back to the station, I’m going to do a little checking up on you.”
Language Check
If she has a driving licence, she will drive the car. (reality) I don’t have a driving licence. I don’t have a car. (reality)
(wishful thinking)
If I had a driving licence, I would drive a car. (imagination)
10. Complete the sentences:
1. I am not hungry. If I were/was hungry, I (eat) a sandwich.
2. I am not free on Saturday. If I (be) free on Saturday, I (come) to see you.
3. We don’t know her address. If we (know) her address, we (send) her this magazine.
4. e road is bumpy. If the road (not, be) bumpy, (not, will) slow down.
5. I don’t speak Spanish. If I (speak) Spanish, I (get) a job at the embassy.
6. I am tired. If I (not, be) tired, I (go) to the match with you.
7. I am not in your position. If I (be) you, I (tell) him the truth.
8. I have a job. What you (do) if you (lose) your job?
9. It is not necessary. I will not do it. If it (be) necessary, I (do) it.
10. He throws eggs at speakers whose speeches he doesn’t like. What he (do) if someone (throw) an egg at him?
11. Translation:
Translate the following sentences:
1. If you had your driving licence, you could drive my car.
2. ey would come if you invited them.
12. Using these phrasal verbs, complete the following sentences: draw up {stop a vehicle) run up drive up sit up walk up go up come up swim up
1. e policeman signalled to the driver to at the side of the road.
2. He his car up to the front door.
3. He to the sculpture in the park and read the inscription.
4. My dog to me as I opened the garden gate.
5. e sh to the bait but didn’t bite.
6. If you want to see better, you’ll have to a bit closer.
7. A man to me out of breath.
8. Grannie was lying in her bed but when I came in she and started talking to me.
SAYING
“What is done cannot be undone.”
Shakespeare
UNIT 15
THREE M EN IN A B OAT
is scene takes place about half-way through the Three Men in a Boat adventure. J (the narrator), George and Harris are making their way in a boat along e River ames from Kingston to Oxford. ey have reached Windsor and their morale is still high. ey decide to stop in these idyllic surroundings and have a picnic. Their mood soon changes when they start to look for a tin-opener.
Nothing exciting happened, and we tugged steadily on to a little below Monkey Island, where we drew up and lunched. We tackled the cold beef for lunch, and then we found that we had forgotten to bring any mustard. I don’t think I ever in my life, before or since, felt I wanted mustard as badly as I felt I wanted it then. I don’t care for mustard as a rule, and it is very seldom that I take it at all, but I would have given worlds for it then. I grow reckless like that when I want a thing and can’t get it.
It cast a gloom over the boat, there being no mustard. We ate our beef in silence. Existence seemed hollow and uninteresting. We brightened up a bit, however, over the appletart, and, when George drew out a tin of pineapple from the bottom of the hamper, and rolled it into the middle of the boat, we felt that life was worth living a er all.
We are very fond of pineapple, all three of us. We looked at the picture on the tin; we thought of the juice. We smiled at one another, and Harris got a spoon ready. en we looked for the tin-opener. We turned out everything in the hamper. We turned out the bags. We pulled up the boards at the bottom of the boat. We took everything out on to the bank and shook it. ere was no tin-opener to be found.
5 10
UNIT 15
en Harris tried to open the tin with a pocket-knife, and broke the knife and cut himself badly; and George tried a pair of scissors, and the scissors ew up, and nearly put his eye out. While they were dressing their wounds, I tried to make a hole in the thing, and the tin rolled over, and broke a teacup.
en we all got mad. We took that tin out on the bank, and Harris went up into a eld and got a big sharp stone, and I went back into the boat and brought out the mast, and George held the tin and Harris held the sharp end of his stone against the top of it, and I took the mast and raised it high up in the air, and gathered up all my strength and brought it down.
We beat it out at; we beat it back square; we battered it into every form known to geometry - but we could not make a hole in it. en we all three sat round it on the grass and looked at it.
ere was one great dent across the top that had the appearance of a mocking grin, and it drove us furious, so that Harris rushed at the thing, and caught it up, and ung it far into the middle of the river, and as it sank we hurled our curses at it, and we got into the boat and rowed away from that spot, and never paused till we reached Maidenhead.
READING NOTES
narrator /n@"reit@/: person who tells a story reach /ri:tS/: get to, arrive at mood /mu:d/:state of feeling at a particular time tug /tVg/: pull hard steady /'stedi/: not stopping draw up /drO:/ drew /dru:/ drawn /drO:n/: stop tackled the cold beef: we began eating the cold beef; tackle: дохватили смо се, зграбили, навалили на mustard /'mVst@d/: сенф badly: want badly: жарко желети; cut oneself badly: јако се посећи reckless /'rekl@s/: very careless; лакомислен spot: (particular) place “I would have given worlds for…!”: Све бих дао за...! gloom /glu:m/: feeling of sadness, despair; утученост, сета cast cast cast: throw, cast a shadow (over), cast a gloom (over); in fact, they were in a bad mood hollow /'hOl@u/: empty: празан tart /ta:t/: type of pie containing fruit or jam: (воћни) колач pineapple /'pain&pl/: ананас hamper /'h&mp@/: корпа за храну tin BrE: can AmE: конзерва, лименка bank: land alongside of a river etc: обала dress a wound /wu:nd/: clean and bondage a wound they were dressing their wounds: видали су ране get mad: get very angry beat beat beat /bi:t/: hit repeatedly: ударати batter /'b&t@/: hit very hard with many blows batter sth into a shape: beat it into a di erent shape beat it out at: attened it mast /ma:st/: јарбол beat it back square /'skvE@/: made it square again dent: улегнуће,
UNIT 15
ing ung ung: throw with force sink sank sunk: go underwater hurl /h@:l/: shout out with force hurl out
EXERCISES
1. Answer the questions:
1. e three young men decided to go for a row along the river ames. How far did they want to row from Kingston?
2. Where did they decide to draw up and have a picnic?
3. What did they have for lunch? What did they forget to bring?
4. How did their mood change? How did they eat their beef?
5. When did they brighten up a bit?
6. What made them happy again?
7. Where did George nd a tin of pineapple?
8. What did he do with it?
9. How did they feel at that moment and what did they do?
10. Where did they look for the tin-opener?
11. How did Harris try to open the tin? What happened?
12. How did George try to do it? What happened?
13. What happened when Jerome tried to open the tin?
14. What is the meaning of the sentence: “We all got mad.”?
15. When they took the tin out on the bank, what did Harris do?
16. Did Jerome and George try to help Harris?
17. How did they try to make a hole on it?
18. A er sitting round the tin on the grass, what did Harris suddenly do?
19. What did they do when the tin sank? In what mood were the young men? What did they shout?
20. How many times did the mood of the young men change?
2. Ask questions:
1. e three young men decided to stop a little below Monkey Island. (Where?)
2. ey ate their beef in silence. (How?)
3. ey looked at the picture on the tin. (What?)
4. Harris tried to open the tin with a pocket knife. (What….with?)
5. ey sat round the tin in the grass. (Where?)
6. e tin sank. (Why?)
7. Harris ung the tin into the middle of the river. (Who? Where?)
8. ey rowed to Maidenland. (Which place….to?)
3. Retell the adventure of the three young men
4. Write a summary.
5. Discussion
1. Were the young men well organized? Support your statement.
2. Give examples of their overreaction to their problems.
3. Is it useful to get angry at things? When do people break and throw things?
4. What would be rational behaviour in the same situations?
5. Find an example of exaggeration. Find an example of frustration.
6. Give an example of overreaction from real life.
(in a shop, on the bus, in the street, in the tra c)
How do people behave in the same situations when they are calm and reasonable?
L ANGUAGE POINTS
Geographical Names with and without THE
Oxford Windsor the river ames
1. Continents: We do not say the with the names of continents: South America Africa Asia Europe Australia
2. Countries and states: We do not usually say the with the names of countries and states: France Italy Japan Nigeria Texas Wales Scotland Serbia Montenegro Exception: the Argentine (another name for Argentina) But we say the with names which include words like “republic”, “union”, “kingdom”, “states” the Republic of Ireland e United Kingdom the United States the United Arab Emirates
We also use the with plural names: the Netherlands the Philippines
3. Cities: We do not use the with the names of cities, towns, villages Cairo Glasgow New Orleans Exception: e Hague
4. Islands: Island groups usually have plural names with the: the Bahamas the Canaries/ the Canary Islands the British Isles Individual islands usually have singular names without the: Corfu Sicily Bermuda Easter Island
5. Regions: We say: the Middle East the Far East the north of England the west of Canada (but: northern England, western Canada - without the)
6. Mountains: Mountain ranges usually have plural names with the: the Rocky Mountains / the Rockies the Andes the Alps the Himalayas But individual mountains usually have names without the: (Mount) Everest Ben Nevis (in Scotland) (Mount) Etna
7. Lakes: Lakes usually have names without the: Lake Superior Lake Constance Lake Palid
8. Names of oceans, seas, rivers, canals have the: the Atlantic (Ocean) the Indian Ocean the Mediterranean (Sea) the Red Sea the (English) Channel the Nile the Amazon the ames the Rhine the Morava the Suez Canal the Panama Canal
Note
On maps the is not usually included in the name.
UNIT 15
EXERCISES
1. Answer the questions:
1. Which is the largest continent?
2. Which is the largest country in the world?
3. What is the name of the sea between England and France?
4. What is the name of the sea between Africa and Europe?
5. What is the name of the sea between Britain and Norway?
6. Which river ows through Vienna, Budapest and Belgrade?
7. What joins the Atlantic and Paci c oceans?
8. What is the name of the ocean between Africa and Australia?
9. What is the name of the ocean between America and Asia?
10. What is the name of the mountain range in the west of North America?
11. Which country lies between Mexico and Canada?
12. Of which country is Stockholm the capital?
13. Of which country is Manila the capital?
14. Where is Ethiopia?
15. Where is Bolivia?
16. Which is the highest mountain in Scotland?
17. What is the name of the highest mountain range in Asia?
18. Which is the highest mountain in the world?
19. What is the name of a lake in Vojvodina?
2. Put the where necessary:
(a) Mont Blanc is the highest mountain in Alps and Mount Everest is the highest one in Himalayas. I do not know about Rockies and I am not sure about Andes. Perhaps the highest mountain is Cotopaxi. [kOteu'paeksi]
(b) Paci c is largest ocean in world. Antarctic Ocean is also known as Southern Ocean. greatest known depth of Paci c is 6 miles. To south of Paci c is Southern Ocean. Around Paci c there are coasts of Asia, Australia and America. Mediterranean is a sea, but Paci c is an .
Making Comparisons
Comparison of Equality as.................as
Comparison of Inequality not as.................as not so.................as
1. When we want to compare two things, two persons or two actions and say that they are the same in some way we can use as as with an adjective or adverb.
2. In negative comparisons, we can use not as as or not so .................as.
George was as angry as Harris. not as not so
The English crew rowed as fast as the Dutch crew. not as not so
3. Restate the sentences using the comparison of equality.
1. He’s very handsome - just like his father.
2. You’re very tall - just like your uncle.
3. She’s very short - just like her sister.
4. She’s very pretty - just like her mother.
5. He’s very practical - just like his aunt.
6. You’re very musical - just like your parents.
4. Restate the sentences using the comparison of inequality.
1. He’s very handsome, isn’t he? (brother)
2. She’s very pretty, isn’t she? (sister)
3. He’s very thin, isn’t he? (mother)
4. You’re very practical, aren’t you? (parents)
5. She’s very musical, isn’t she? (brother)
6. She’s very short, isn’t she? (mother)
5. Complete the sentences with the missing words (as... as):
1. Today isn’t cold yesterday.
2. ere are lemons on our tree large a st.
3. He doesn’t feel ill today he did yesterday.
4. essaloniki isn’t quite far from Nish Athens is.
5. It’s easy falling o a wall.
6. e streets were white snow.
UNIT 15
Language Check (to) give (to) have given
What is the di erence in meaning between these two sentences:
(a) I would give worlds for it!
(b) I would have given worlds for it!
Language Summary
(a) refers to the present
(b) refers to the past
6. Rewrite the following sentences using the perfect in nitive instead of the present in nitive. en, translate the sentences.
1. You shouldn’t tell anyone. (recommendation)
2. You should try to understand the members of your family better.
3. You should knock.
4. He ought to tell his father. (yesterday) (obligation)
5. She may do it immediately. (possibility)
6. She might forget. (possibility)
7. He can’t do it to me. (supposition)
8. He couldn’t do it to me. (supposition)
9. He must be surprised. (supposition)
10. You needn’t wait for me. (absence of obligation)
11. He would be there already. (yesterday) (belief)
7. Put the following sentences into the past by using the perfect in nitive
1. I wouldn’t forget the tin-opener.
2. You could row up to Windsor.
3. ey needn’t wait for me.
4. ey must be tired a er all this rowing.
5. He ought to check his boat before going rowing.
6. She may make an apple pie for us.
7. She needn’t worry about the time. Everybody was late.
8. You ought to go to the bank before it closes.
9. ey must help their old father.
10. You should take your camera with you.
11. He could earn a lot of money.
12. ey couldn’t climb that steep slope.
13. ey might forget your birthday.
14. You should visit Disneyland when you are in California.
Wishful thinking
A wish related to the present or to the past:
I don’t have a boat. I wish I had a boat. If only I had a boat. I didn’t have a boat. I wish I had had a boat. If only I had had a boat.
8. Write out the sentences and then translate them.
1. I wish I (have) a motorcycle. My friend has one.
2. If only I (not, be) late for my wedding.
3. She wishes she (be) younger, and I wish I (be) older.
4. I wish they (inform) us before they arrived.
5. If only you (tell) me the truth about it now.
6. I wish she (come) to the party last Saturday.
7. If only I (can) go home now.
8. If only we (know) about it before.
9. I wish I (know) how to do it. Will you show me?
10. If only she (not, lose) her house when the crisis started.
11. He wishes he (not, have) his leg in plaster. He can’t go out with his friends.
12. I wish he (forgive) me. He is still mad at me.
Conditional Sentence Type 3
If + past perfect + would (could/might etc.) + perfect in nitive
I didn’t have a boat. I couldn’t go rowing. If I had had a boat, I could have gone rowing.
9. Supply the correct forms of the verbs in brackets
1. Tom didn’t fasten himself. If he (fasten) himself, he (not, be) hurt.
2. ey didn’t have a tin-opener. If they (have) a tin-opener, they would (eat) the tinned pineapple.
3. If there (be) time, the lord would (show) us the castle and the haunted room.
4. He didn’t come. If he (come), we would (go) on a picnic with us.
5. If our car (not, be) serviced, we would (pay) a ne.
6. We didn’t know he was ill. We would (visit) him if we (know) that he was ill.
7. Jim lost his job. If Jim (not, lose) his job, he (not, lose) his home.
8. You didn’t have a prescription. If you (get) a prescription from your doctor, you could (buy) the medicine.
9. I wasn’t in your position. If I (be) in your position, I (not, pay) 500 pounds for a suit.
10. Jack didn’t study for the test. He didn’t pass it. If he (study), he (pass) it.
10. Complete the sentences by choosing the correct form of the verb: the simple past tense, past continuous, past perfect, and past perfect continuous
1. ey (sit) on the grass and (look) at the tin when George (take) a pair of scissors.
2. ey (row) when it (begin) to rain.
3. I (clean) the board when Bob (throw) piece of chalk at me.
4. He (get) a job a er he (graduate).
5. When Mother (come) home from the o ce, Moira already (leave).
6. She (begin) to read as soon as she ( nd) a seat on the train.
7. We (play) basketball last Saturday.
8. It (rain) for days before Easter.
9. e re (burn) for two hours before the reman (arrive).
10. He (send) us a card from Windsor a few days ago.
11. She said she (lose) your telephone number.
12. I could have helped you if I (know).
11. Irregular verbs:
beat, break, bring, draw, drive, nd, ing, y, forget, grow, hold, sink, shake Write the three forms of the verbs in the following way: he does he did it he had done it he beats
Word Formation
Negative Pre x e Pre x in-
For many adjectives and nouns (of Latin origin) the pre x in- is used and not the pre x un-.
Example He was no longer active. He was inactive. He was an inactive man. His inactivity was quite unusual.
12. Complete the following sentences.
1. e substance was not organic It was It was an substance.
2. e manuscript was not complete It was It was an .
3. e meeting was not formal It was It was an .
4. e plan was not accurate It was It was an .
5. e salary was not adequate It was It was an .
6. is letter is not sincere It is It is an .
7. e money was not su cient. It was .
8. e powder was not visible. It was .
9. is sentence is not correct. It is . It is an sentence.
SAYING
EVERY CLOUD HAS A SILVER LINING (Every misfortune has its consolations)
IN A RESTAURANT
WHAT WOULD YOU LIKE?
Choose a meal from the menu
Ask your friend what she/he would like. If you think you would like what your friend has chosen you can say: at sounds good. I’ll have the same. or I think I’ll have the same.
UNIT 15
CAKES AND PIES
a piece of cake: an extremely easy task
Translating this letter into Serbian was a piece of cake. e problem is how to write a letter in English in reply.
pie in the sky: impractical, unrealizable dreams or projects (also used adjectivally)
Maggie says any ideas about a summer holiday are just pie in the sky. She’s just bought a new at and spent all her money.
the icing on the cake: an extra bene t in an already advantageous situation
My new job is great; it’s well paid and my working conditions are excellent. e company car is just the icing on the cake.
EXPRESSION to have a sweet tooth (to be fond of sweets)
SAYING
YOU CAN’T EAT YOUR CAKE AND HAVE IT. (You can’t have it both ways.)
Read the following text and then answer the questions:
SUMME RS IN A G OLD MINE
In the 1940s our family came to Canada from Czechoslovakia. My father knew that if I was to be successful, I had to master English. Even though we had little money, he got me enrolled at a prestigious Toronto boarding school when I was seventeen.
To help pay my way through school, I got a job at a gold mine in Quebec during the summers. When I arrived, the miners must not have known what to make of me. I was a Czech immigrant, a Jew, a teenager and a college student. I might as well have been from outer space.
But once they saw I could take a joke and work hard, I began to be accepted.
I had the job of assistant mucker, the lowest job in the mine. To dig a new mine sha o the main vein, drillers would blow away tons of rock with dynamite. en the muckers would go in and clear up the rubble, manhandling the stone into steel cars.
It was dirty, dusty and dangerous work. Men sometimes were pinned against the walls when the rickety wagons went o the tracks.
In the 1940s there were few safety regulations for mines, so our lives were literally in one another’s hands. It quickly became clear to me that if we were going to survive, we had to work as a team. ere was a real group spirit among the muckers. While we might have had a boss above ground, we were all equals below. Everyone looked out for everyone else’s safety. ose days in the mine le a lasting impression on me. roughout my career, I found that you could accomplish so much more if you worked as part of a team. I always felt I had a responsibility to everyone working around me, and that the sum is so much greater than its parts.
e actor is journalist and writer of best-selling non ction books
READING NOTES
Czechoslovakia /'tSek@u-sl@u'v&ki@/: now two states: the Czech Republic and Slovakia boarding school /bO:diN/: school at which pupils live; some schools are called colleges mine /main/: deep tunnel in the earth made so that coal, stones etc. can be taken out; miner /"main@/ immigrate /"imigreit/: enter a country and live there. immigrant /"imigr@nt/: person who immigrates make of (sb) think of (sb) outer space /"aut@/ /"speis/: distant planets and stars: васиона mucker /'mVk@/: person who shi s waste in a mine: утоваривач dig dug dug /dVg/: копати o : not on sha /Sa:ft/: окно main vein /mein vein/: главна жила drill: бушилица driller: miner using drills blow away blew blown /bl@u/ /blu:/ /bl@un/: разнети (експлозивом)
UNIT 16
rubble /rVbl/: broken stones
manhandle: покретати људском снагом
steel /sti:l/ cars: челични вагони
tracks: шине dusty /dVsti/: full of dust pin v. keep in one position: pinned against the walls: притешњен уз зидове rickety /'rikiti/: likely to break and fall down; rickety old chair safety /'sei ti/: безбедност literally /"lit@r@li/: really; in fact look out for: be careful; to ready accomplish /@'kVmpliS/: carry out successfully; обавити,
1. Answer the questions
1. Why does the writer say that he was an immigrant in Canada?
2. Why did father enroll his seventeen-year-old son at a prestigious school in Toronto even though they had little money?
3. What did the son do during summer to help pay his education?
4. In what way was the boy di erent from the miners?
5. When was the boy accepted by the miners?
6. What kind of job did he get in the mine?
7. What would muckers do? What dangerous situations are described?
8. How did they manage to stay alive? How did they survive in the mine?
9. Explain the statement: “Our lives were in one another’s hands.”
10. What did the boy learn from the muckers that he remembered throughout his career?
11. What did he do later in life?
2. Ask questions
1. My family came from Czechoslovakia. (Where?)
2. My father wanted me to master English. (Why?)
3. I got a job at a gold mine during the summers. (Where?)
4. e miners didn’t know what to think of me. (Who? Why?)
5. I began to be accepted. (When?)
6. ose days in the mine le a lasting impression on me. (Why?)
3. Explain the meaning of the following sentences
ey were emigrants from Czechoslovakia. ey were immigrants in Canada.
4. Translation
1. I don’t know what to make of him.
2. ere were few safety regulations for miners then.
3. Sometimes the rickety wagons went o the tracks.
4. Everyone looked out for everyone else’s safety.
5. Retell the story a. the young immigrant b. plans for the future c. realisation of his dream
UNIT 16
6. To talk or write about
Life of a young immigrant who has no money
LANGUAGE POINTS
ere were few safety regulations for the miners then.
few a few little a little
Little and few have a rather negative meaning. (not much/not many) A little and a few have a more positive meaning. (like some)
We use (a) little with uncountable nouns.
Could I have a little more milk?
We use (a) few with plurals.
She’ll be ready in a few minutes.
NOTE: In conversation instead of few and little we use not many, not much or, only a little, only a few
EXERCISES
1. Complete the sentences with few or a few:
1. I have friends in Novi Sad, so when I go there I usually have a good time.
2. I have friends here, and I don’t go out much.
3. His theory was so complex, and people understood it.
4. He is a man of words.
5. Can you stay days longer?
6. You might give me more books.
7. Can you give me examples?
8. ere are so copies le that I can’t give you any.
2. Complete the following sentences with little or a little:
1. Well, I’m _______________ hungry.
2. Are you disappointed?
3. You must excuse me. I’m _______________ tired.
4. We didn’t stay there very long because there was to see.
5. Have some tea. ere is still _______________ le .
6. e windows are so small the room gets air.
7. Can you just move this table ?
UNIT 16
8. ey are _______________ interested in anyone else except themselves. 9. ere’s _______________ pie in the fridge, if you want some.
10. She did _______________ to help me, which was not very nice of her.
11. Give me _______________ time.
3. Complete the sentences with (a) few, (a) little
1. She has friends here and she doesn’t go out much.
2. I’m going camping with friends.
3. Would you like more sugar?
4. His new car uses petrol.
5. We’ll be on holiday in days.
6. Give the owers water every day.
7. e policeman asked him questions.
8. ere is cheese le , and there are eggs. We can make a pie.
9. Can you wait minutes?
10. Hurry up! We’ve got time.
4. Compare today with thirty years ago. What were there fewer of? What was there less of? fewer less
Example: ere were fewer factories. ere was less pollution.
Continue:
tra c TV channels unemployment aeroplanes road deaths supermarkets people out of work noise
Causative ‘have’
Sometimes another person or organization provides services for the public. The individual himself may pay for the services or not. To indicate that another person provides the service, we use the forms:
have/has + object + past participle (get)
They repaired their boat. Did they repair their boat? They didn’t repair their boat.
ey had their boat repaired. Did they have their boat repaired. ey didn’t have their boat repaired.
Compare: I washed my car. Did you wash your car? I didn’t wash my car.
I got my car washed. Did you get your car washed. I didn’t get it washed.
UNIT 16
5. Answer the questions in the way shown:
Example Did Harris make that boat himself? No, he had it made.
1. Did Father repair his car himself?
2. Did you trim your hair yourself?
3. Did they paint the apartment themselves?
4. Did she install the telephone herself?
5. Did Jim cut down the tree himself?
6. Did you bake the cake yourself?
7. Did he dry-clean the coat himself?
8. Did she press this pleated skirt herself?
9. Did you mow the lawn yourself?
6. Rewrite the sentences using the causative have construction: Example
A daily woman comes to clean the apartment for Jane. Jane has / gets the apartment cleaned by a daily woman. (Remember that when understood, the agent is omitted.)
1. A robot will do the homework for lazy Jimmy
2. We called a tuner to tune our piano.
3. Somebody will translate this letter for Georgina.
4. ey asked the baker to bake a cake for them.
5. A carpenter is making a new front door for us.
6. A man comes to the o ce once a month to clean the windows.
7. e Smiths’ house will be built near the river.
8. A man in the shop photocopied this text for me.
9. Father takes his car to the garage for cleaning.
10. My clothes are made for me by my dressmaker.
11. An eye specialist checks my eyes for me from time to time.
Language Check
e miners must know. I might as well be from outer space. e miners must have known. We might have had a boss above the ground.
Must can be used for deduction or supposition.
He must be tired. He must have been tired.
7. Must (have)/can’t (have): Making deductions must + have + past participle
You receive a letter from a friend you haven’t seen for a long time. Make deductions with must (have) or can’t (have) from the following information.
UNIT 16
1. She used to live in Liverpool; the letter comes from Cardi . (move)
2. She used to have a boy-friend called Tim; in her letter she refers to her husband as Tom.
3. She used to be rather shy; she describes a big party. (become more)
4. She was very thin; she mentions going on a diet. (put on weight)
5. She never wore glasses; she mentions breaking her glasses. (start to wear)
6. She wanted to be a doctor; she writes about working for travel agency. (change one’s mind) Write a paragraph summarising all your deductions about your friend.
No need to
“There is no need to shout.”
There is no need to is a common phrase to express lack of necessity.
Needn’t have + past participle
You needn’t have shouted.
You needn’t have done that.
Needn’t have + past participle is used to express lack of necessity in the past to say that something was not necessary.
I needn’t have worried. - I worried and later I realised it had been unnecessary.
8. Use the prompts to practice needn’t + have + past participle, and in the replies could/should + have + past participle.
light / re make / dinner I /could wash / the windows
Rebecca /should sweep / oor David / could wash /the car I /could polish / oor
David / should paint /door Rebecca /could water / the owers roast / a chicken make / a pudding
You needn’t have ironed my shirts. I could have done it.
9. Conditional sentences: supply the correct form of the verbs
1. If he (get) a robot, it will do everything for him.
2. If he (be) a gentleman, he wouldn’t say things like that!
3. If they had asked you, you (help) them?
4. He would have been ruined if he (invest) in that business.
5. If you had gone to a doctor, he (give) you a medicine.
6. If you (give) them an inch, they would take a mile.
7. If they had listened to me, I (explain).
8. e children would cry if you (take) away their toys.
9. Unless they hurry, they (be) late.
10. Had I known, I never (go).
1. Passport Control
CROSSING THE BORDER
Passport O cer What is the purpose of your visit?
Passenger Sorry, what did you say?
Passport O cer What is the purpose of your visit?
Passenger It’s a business trip.
Passport O cer Is this your rst visit?
Passenger No. I’ve been here twice before.
Passport O cer How long do you intend to stay?
Passenger A week.
Passport O cer Will you write down the address of the hotel you are staying at?
Have you got a vaccination certi cate?
Passenger Yes, I’ve got it here.
Passport O cer OK, thank you.
Practise these questions: Practise these replies:
2. Going rough the Customs
Customs O cer Put your luggage on here, please. You understand that you’ve come into the Green Channel, which means you have nothing to declare?
Traveller Yes.
Customs O cer And you have nothing to declare?
Traveller No. I’ve only got clothes and things like that.
Customs O cer Have you any cigarettes, cigars?
Traveller I’ve got just 200 cigarettes.
Customs O cer Nothing else in the tobacco line?
Traveller No.
Customs O cer Any drink at all? Liqueurs? Spirits? Wine?
Traveller Just this bottle of brandy. I bought it in the duty-free shop at Belgrade airport.
Customs O cer I see. Are you bringing any gi s at all for anybody in the UK?
Traveller Well, the brandy is a present, but that’s all.
UNIT 16
Customs O cer No technical goods or other small items – watches, jewellery?
Traveller No, it’s just personal things.
Customs O cer Would you mind opening the suitcase, please?
Traveller No, of course not.
Customs O cer Is this calculator going back to Serbia with you?
Traveller Yes, it is. It’s mine. Do I have to pay duty on it?
Customs O cer No. Do you have a camera?
Traveller No, not with me.
Customs O cer Ok, sir. ank you very much.
Practise the dialogue with a partner
Notice the form of POLITE COMMANDS
Will you write down the address of the hotel you are staying at?
Would you let me have a look in there?
Would you mind opening the suitcase, please?
Practise these questions: Practise these replies:
Fill-in dialogue
I’m here on a study programme.
A month.
_______________________________________________________________________________ No, I’ve nothing to declare. ese are just my personal things.
The novel “Sons and Lovers” is the story of a miner’s son, Paul Morel, and of his experiences of life in his troubled home and in the factory where he works as a clerk.
e married life of his parents, Mr and Mrs Morel, is not happy, and Mrs Morel gives all her love to her children. When her eldest son William, dies, she wishes to keep Paul for herself. She doesn’t like the young girl, Miriam, who lives on a farm and with whom Paul falls in love. She cherishes great hopes for her son and dislikes Miriam because she believes that she is not the right girl for him and that she will prevent him from achieving what he is capable of in life.
“Till Sunday”, he said quietly, and walked home slowly. He stumbled down the path. And as soon as he was out of the wood, in the free open meadow, where he could breathe, he started to run as he could.
Always when he went with Miriam, and it grew rather late, he knew his mother was fretting and getting angry about him - why, he could not understand. As he went into the house, inging down his cap, his mother looked up at the clock. She had been sitting thinking, because a chill to her eyes prevented her from reading. She could feel Paul being drawn away by this girl. And she didn’t care for Miriam. So, while he was away with Miriam, Mrs Morel grew more and more worked up.
She glanced at the clock and said, coldly and rather tired:
“You have been far enough to-night.”
His soul, shrank.
“You must have been right home with her”, his mother continued.
He would not answer. Mrs Morel, looking at him quickly, saw his hair was damp on his forehead with haste, saw him frowning in his heavy, fashion, resentfully.
“She must be wonderfully fascinating, that you can’t get away from her, but must go trailing eight miles at this time of night.”
He was hurt.
He meant not to say anything, to refuse to answer. But he could not harden his heart to ignore his mother.
“I do like to talk to her”, he answered irritably.
“Is there nobody else to talk to?”
Paul snapped at the laces of his boots angrily.
“What are you so mad about?” he asked. “Because you don’t like her.”
“I don’t say I don’t like her.” His mother looked tired. She was never very strong a er William’s death; and her eyes hurt her.
“Well”, he said, “it’s so pretty in the country. Mr Sleath asked about you. He said he’d missed you. Are you a bit better?”
“I ought to have been in bed a long time ago”, she replied.
He kissed her forehead that he knew so well. en he went slowly to bed. e next time he saw Miriam he said to her:
“Don’t let me be late to-night - not later than ten o’clock. My mother gets so upset.”
“Why does she get upset?” she asked.
“Because she says I oughtn’t to be out late when I have to get up early.” “Very well!” said Miriam, rather quietly, with just a touch of a sneer. He resented that. And he was usually late again.
READING NOTES
D. H. Lawrence (1885–1930) was born in a colliery cottage in Nottinghamshire as the son of a miner. He was one of ve children brought up in poverty. He was a frail and studious child. For some time he worked as a teacher, at an elementary school. He tried his hand at poetry but he rst gained fame with the novel ‘ e White Peacock’ in 1911. His best known novels are ‘Sons and Lovers’ (1913), ‘ e Rainbow’ (1915), ‘Women in Love’ (1920) and ‘Lady Chatterley’s Lover’ (1928). He also wrote stories, essays, and other works.
Lawrence wrote of natural passions, trying to show instinctive forces in man that might bring happiness.
D. H. Lawrence
(an) experience /eks’pi@ri@ns/– experiences: доживљај, доживљаји experience (nu.) – искуство eldest (son): elder and eldest are o en used instead of older and oldest before words brother, sister, son, daughter, grandson and granddaughter. Elder cannot be followed by ‘than’, e.g. She is older than her sister.
cherish hope: гајити наду prevent (from): спречити achieve /@’t@Si:v/: постићи stumble /stVmbl/: посртати, спотицати се meadow /med@u/: ливада breathe /bri:D/: дисати; breath /breT/: дах rather /ra:D@/: доста, прилично chill /tSil/: прехлада glance(at) /gla:ns/: бацити поглед shrink shrank shrunk: become smaller right home: all the way to her home he wouldn’t answer: he didn’t want to answer damp /d&mp/: slightly wet – влажан forehead /’fOrid/: part of the face above the eyes haste /heist/: hurry
frown /fraun/: move the eyebrows as a sign of anger fashion /"f&Sn/: way or manner resentfully /ri"zentfli/: oозлојеђено, кивно trail /treil/: вуцарати се irritably /irit@bli/: раздражљиво
“He meant not to say anything…”: Намеравао је
I do like – emphatic use of did
snap /sn&p/: зграбити, ухватити нагло
touch /tVtS/: small amount
sneer /sni@/: подсмех
UNIT 17
Phrases
fall in love with somebody: заљубити се (у некога) care for: like be mad about something / at somebody (informal): be angry with grow worked up: get excited get upset: get worried
EXERCISES
1. Answer the questions:
1. What is the novel Sons and Lovers about?
2. Where does Paul work?
3. Who does he live with?
4. What are the problems Paul has at home?
5. Which event in the family a ected Mrs Morel’s health?
6. What did Paul know was happening at home when he was late?
7. Why does Mrs Morel dislike Miriam?
8. Where does Miriam live? How far is it from Paul’s place?
9. On his way home how did he walk through the wood? When did he begin to run?
10. What did mother look up at when Paul arrived? Why? How did she greet him?
11. In what mood was Mrs Morel? What was she doing?
12. How did Mrs Morel know that Paul had been running?
13. Which sentence describes a sudden change of Paul’s mood?
14. Paul was irritable and angry. Why did he suddenly change the subject and try to cheer up his mother?
15. What decision did Paul make about coming home in the future?
16. Was he ever late again?
2. Oral or Written Composition
(5–10 sentences)
1. Mrs Morel’s Family
2. Mrs Morel’s evenings
3. Paul and Miriam a er ten years
3. Discussion
1. Misunderstanding between parents and children
2. e time young people should be at home in the evening
3. I am sometimes/always late. Explain the reasons why you are late.
4. In USA you must be very punctual. In Latin America you can be two hours late. Explain how long can we keep people waiting in this country without o ending them.
UNIT 17
Apologising
A: I apologise for being late, arriving late. Excuse me for being late. I’m sorry I’m late.
FORMAL
FORMAL and INFORMAL
I got stuck/caught in a tra c jam. e rush hour is just beginning. Couldn’t get a taxi. I had to queue for the bus for ages. My car wouldn’t start. e train was delayed.
L ANGUAGE POINTS
B: at’s all right. It’s quite all right. Never mind. I quite understand.
DO-IT-YOURSELF DIALOGUES
Work with your partner. Use the above phrases to make dialogues of your own.
Write them down and repeat them until you can say them uently.
e present perfect continuous and the past perfect continuous describe actions in progress through a period:
She has been sitting in her room for hours. Depending on the context, she is still sitting, or has recently stopped.
She had been sitting in her room for hours. Depending on the context, she was still sitting, or had recently stopped.
PRESENT PERFECT CONTINUOUS
HAVE / HAS BEEN + ... ing
Present Perfect
have / has + past participle
Andy has been doing some research. He has done some research.
(And he is still working on it, (He has nished it.) or has recently stopped.)
1. Ask and answer questions about the people in the pictures Example: 1. What has Mrs Ward been doing? She has been shopping. Has she finished? Yes, because she is waiting for the bus.
1. Mrs Ward / shopping / yes, wait for the bus
2. Typist /type letters/no, some more letters
3. Greengrocer / sell fruit / no, some apples
4. Mr and Mrs Green / drink tea / no, cups in their hands
5. The artist / paint a portrait / no, still / work on / the face
6. Nurse / see to patients / yes, shoes off
UNIT 17
EXERCISES
2. Say how these people are feeling in the evening and explain why. Use the word because as a connection.
Example: Alice/happy seeing a friend
Alice is feeling happy because she has been seeing a friend.
1. Patricia / depressed
3. Philip / irritated 5. Sally / refreshed
2. Andrew / tired 4. Timothy / bored 6. Jim / excited
readingadull comicbook
waiting for her boyfriend all a ernoon planning a trip
standing in a queue swimming in a swimming pool having an argument with a colleague
3. Supply the present perfect continuous or the past perfect continuous tenses. Say where both are possible.
1. I was tired. I (listen) to her complaints all day.
2. We (wait) for your call all evening. We were really worried about you.
3. I am sorry I am late. How long you (wait) for me?
4. We (stand) in front of the cinema for twenty minutes before he arrived.
5. She (study) English for two years before she went to New Zealand.
6. It started raining two days ago and it (rain) ever since.
7. I (apply) for di erent jobs for half a year without success.
8. Bruce (ring) Angela every day before she told him she was dating omas.
9. You are out of breath (you, run)?
10. I noticed that he (hide) something from me for some time.
4. e past perfect continuous can tell us that an action was incomplete at some past time:
When I got home I found that Father had been repairing the car. When I got home I found that Father had repaired the car.
Supply the past perfect or the past perfect continuous.
1. Mary (cook) all day for the party and at 6 o’clock she still wasn’t ready.
2. Rose (prepare) a beautiful meal for her guests and they all enjoyed it.
3. I knew Mother (do) the washing because the machine was still working when I got home.
4. I knew Mother (do) the washing because when I got home the laundry was on the line in the backyard.
5. Tommy (do) his homework for hours, and at 10 o’clock he still hadn’t nished it.
6. Tommy (do) his homework and was ready to go to bed when his parents came home.
5. Restate the following sentences using the perfect in nitive:
Example: ey may arrive by train. ey may have arrived by train.
1. He can’t do it.
2. You needn’t pay.
3. I’m glad to meet you.
4. He was pleased that he had got a laptop.
5. I was sorry I had missed your show.
6. You could help us.
7. He would die without this medicine.
8. She may leave the key under the doormat.
9. ey may not arrive at the airport on time.
10. She was pleased that she had met a VIP.
“I oughtn’t to be out late.” “I ought to have been in bed a long time ago.”
Ought to + in nitive ‘ought to’ expresses obligation or advisability
Example: You really ought to be more careful. You really ought to have been more careful.
6. Sympathetic advice
Carol: I’m very tired.
Mother: I think you ought to go to bed early.
1. I’m very nervous. (take life easy)
2. I have a sore throat. (see a doctor)
3. Joan is cross with me. (not/quarrel with your friend)
4. I think he’s very rude. (not/take any notice of him)
5. I have a pain in my leg. (have a massage)
6. I can’t sleep. (worry less)
UNIT 17
7. Sympathetic advice
ere is something wrong with my
1. glasses
2. cat
3. owers
4. cassette recorder
5. telephone
6. car
My boy-friend says I...
1. a new pair
2. a vet
3. water them regularly
4. take it back to the shop
5. inform the operator
6. ask the mechanic
Should
Advice / Obligation / Criticism
should + in nitive without ‘to’ should do
Referring to the Past
should + have + past participle (perfect in nitiv) should have done
8.
(a) Edith has travelled the whole night and she is going straight to the BBC to an interview for a job as a TV announcer. What is wrong with her appearance and what should she do to improve it?
(b) Edith travelled the whole night and went straight to the BBC for an interview for a job as a TV announcer. Although she had all the necessary quali cations, she didn’t get the job because of her appearance. What was wrong with her appearance and what should she have done?
9. Write the following conversation in indirect speech:
1. “Why didn’t you tell me about it some time ago?”
2. “Will you be ready by tomorrow?”
3. “Did you invite her to go with you next week?”
4. “Did you see them on the farm yesterday?”
10. Mother and son had an argument. Write it in indirect speech.
Mother:
– You have been far enough tonight.
Son:
– What are you so mad about?
– How are you feeling? Are you a bit better?
– Mr Sleath asked about you. He has missed you.
Mother:
– Did you go right to Miriam’s farm?
– Don’t be late again. You have to go to work every morning.
Note: Use the words then, also, because. Instead of go to Miriam’s farm use been to.
11. grow + adjective get + adjective
Restate the following sentences using the verb get
1. She was growing old.
2. It was growing late. It was growing dark.
3. He grew rich during the war.
4. As the weather grew colder, there were fewer tourists.
5. Mrs Morel grew more and more worked up.
12. Phrasal verb work up
Get worked up = get excited
Don’t get excited. It’s nothing serious.
– I’m not getting excited.
Don’t get worked up. It’s nothing serious.
– I’m not getting worked up.
Don’t get worked up about it.
– I’m not getting worked up. I am calm. ere is nothing at all to get worked up about!
– You are the one that’s getting worked up. (who)
Practice the above dialogues with your partner.
IN TH E W O RL D OF C ONSTA NT CHA NGE UNIT 18
Why could a man be sure that his job would be needed all his life?
Why is it di erent now?
How did the motor car a ect people who worked with horses?
What do experts think of the e ect of automation on the working man?
What will the role of the school be? What must a man in a changing society do?
Read the text carefully and nd the answers to the questions beside the paragraph.
Years ago, when a man le school – if he went to school – he learnt a job. He did this job all his life. ings moved more slowly then. He could be sure that his job would still be needed forty years later.
Nowadays he cannot be so sure. ere is so much change in factories, work and methods that what looks like a very good job now may not be needed in ten years. You have only to think of what the motor car did to people who bought and sold horses to realise what this can mean. Suddenly no one wanted horses any more. e people who worked with them were suddenly out of work.
Some experts think that the working man of the future must expect to learn three or four di erent skills in his working life. is is because, increasingly, automation will take over or trades will cease to be needed.
In a world of constant change the primary role of the school will be to prepare young people not “for life” but to learn to learn, i. e. for continuous education. A man who is living in a changing society must be able to adapt himself continuously to new situations. For this, he must be dynamic, possess imagination and be creative.
READING NOTES
constant: constant can sometimes have a similar meaning to continual (extending over a long time but with interruptions)
continuous: continuing without a break
(Which of them would you use for: a railway line? a child asking for sweets? a dog barking? the prairies stretching across the Central part of US?)
i. e.: that is
PHRASE BE OUT OF WORK: be without a job
Do not mix these
EXERCISES
1. Spot the Topic
Skim the text again and nd the paragraphs in which the author speaks about
a. education in the future
b. life and work in the past (times)
c. the opinion of experts about future employment
d. the rapid changes in work and methods in the modern world
2. Explain in your own words the meaning of the following:
a. Years ago, when a man le school – if he went to school – he learnt a job.
b. ings moved more slowly then.
c. ... automation will take over
d. a world of constant change
e. e primary role of the school will be to prepare young people not “for life” but to learn to learn.
3. Give the single word which has roughly the same meaning as
a. a person with special knowledge or training
b. think that something will happen ___________________________________
c. more and more all the time ________________________________________
d. business, industry, job ____________________________________________
e. practical knowledge, ability to do something well ______________________
f. chief, main
4. Write down the context of the following words constant changing primary adapt prepare possess continuous creative
Use them in sentences of your own.
5. Write the phonetic transcription of the words in the list: role, cease, creative, dynamic, primary, increasingly
UNIT 18
6. Explain in your own words the meaning of continuous (permanent) education
7. Takе Part in is Conversation
________________________________ ?
ey learnt a job and did this job all their lives.
________________________________ ?
Because there is so much change nowadays. ?
To prepare young people to learn to learn.
________________________________ ?
Well, they will simply have to adapt themselves to new situations
________________________________ ?
Because automation will take over. ?
A machine can do the work of hundreds of clerks.
________________________________ ?
ey will have to be dynamic, possess imagination and be creative.
REVISION EXCERSISES
Tenses
1. Complete the following sentences:
1. Mr Jones usually (wear) a suit to work. Today he (wear) jeans.
2. Why are you so late? – I (repair) my car all a ernoon. – You ( x) everything?
3. Come and have a look at these photographs. – I already (see) them.
4. You live in Washington. How long you (live) in Washington?
5. I (go) to London tomorrow morning. I (come) back on Sunday.
6. She (cry) since she received that letter.
7. He changed a lot. He (put) on a lot of weight.
8. Nobody knew where he (go).
9. Why didn’t you come to see me? – I (work) all day.
10. It was dark. He (open) the safe. e money (lie) there.
2. Choose the right tense: present simple, present continuous, present perfect, present perfect continuous
1. You already (ask) me twice.
2. How long (stay) you at this hotel?
3. He (go) out two minutes ago.
4. He just (go) out.
5. When you (arrive)? I (arrive) last week.
6. You (enjoy) grammar as a rule?
7. You (enjoy) your English lesson today?
8. What you (do) at the moment? – Nothing much. Mother (sleep), Father (read) the newspaper, and I (watch) some cartoons.
9. My geography teacher (not, ask) me a single question since the beginning of the school year.
10. I (study) English for six years.
11. Tim usually (stay) at home over the weekends.
2. Replace each sentence without changing the meaning
Example: ere’s a dance at our club on Saturday. We are having a dance at our club on Saturday.
1. You missed the train for ve minutes. e train .
2. You are the rst person to say that to me. Nobody .
3. He le before I got there. By the time .
4. I haven’t seen him since 2005. e last time .
5. A change in the weather is expected. ere .
6. ey both started giggling during their wedding. ey .
7. Pete says stupid things, which annoys me. Peter is .
Indirect speech
4. Rephrase the following sentences in indirect speech:
1. “I’m very busy tomorrow.” She said…..
2. “What are you doing today?” Jim asked Margaret….
3. “Don’t sit around doing nothing.” She told him...
4. “He dropped out of school last year.”
5. “Have you seen the lm An American in Paris?”
6. “I met them two days ago.”
7. “I can’t nish it today because I have to go downtown.”
8. “I must apologize next time I see her.”
9. “Did you enjoy the performance last night?”
10. “When will the reconstruction of the road be completed?”
11. “How do you spend your free time?”
12. “Mary bought lots of foodstu s yesterday.”
13. “Be quiet. I’m trying to concentrate.”
14. “I wish I knew.”
UNIT 18
5. Restate the following questions:
Example: What is a computer?
Don’t you know what a computer is?
1. Why is this program out of date?
2. When did your rm buy a new computer?
3. Why did you take over Peter’s job?
4. Who is your PR?
5. When was America discovered?
6. Rephrase the following sentences in indirect speech:
1. Why do you want to change your job? ( e boss has asked me…)
2. When did you attend an evening school? ( e boss wants to know…)
3. How did the motorcar a ect people who worked with horses? ( ey are asking…)
4. What do experts think about the crisis? (We are interested to hear…)
Now start the same questions with e boss asked me… ey were asking…
7. Complete the following questions:
1. My cardigan shrank. Did you say your cardigan ?
2. I was watching a lm. Did you say you watching a lm?
3. Peter and I had an argument. Did you say you and Peter ?
4. Has father read the paper? Did you ask the paper?
5. Will she come? Did you ask ?
Pronouns
8. Rephrase the following sentences using the possessive pronouns:
1. is is my driving licence. It is
2. Is this your house? Is this house ?
3. is is her car. It is
4. Is this their farm? Yes, it is .
5. Are these our tickets? Yes, they are
6. Is this his dog? Yes, it is .
e Passive Voice
9. Complete the sentences:
1. Old cars at the used car lots. (leave) present tense
2. Sue by Laura in the tennis tournament. (beat) past tense
3. I don’t think this match by many people. (attend) future tense
4. e old house . (knock down) present perfect
5. A er the man , he was charged with robbery. (arrest) past perfect
Conditional Sentences
10. Choose the ending for each sentence:
1. I’ll give the money tomorrow (a) if I can. (b) if I could.
2. If you see people running (a) what do you do? (b) what would you do?
3. I’ll be back here by 8 (a) if the train won’t be late. (b) unless the train is late.
4. If you accepted my advice, (a) these things won’t happen to you. (b) these things wouldn’t happen to you.
5. I might possibly lend you my camera (a) if you promised to be careful. (b) if you promise to be careful.
6. She wouldn’t help anyone. (a) if they are in trouble. (b) if they were in trouble.
11. Complete the following conditional sentences:
1. If he wants a pet, I (buy) him one for his birthday.
2. If he wanted a pet, I (buy) him one for his birthday.
3. If he had wanted a pet, I (buy) him one for his birthday.
4. If the cat (be) ill, they will call a vet.
5. If the cat (be) ill, they would call a vet.
6. If the cat (be) ill, they would have called a vet.
7. If you (bet) some money on horses, you may lose it.
8. If you (bet) some money on horses, you might lose it.
9. If you (bet) some money on horses, you (may lose) it.
UNIT 18
12. Complete the following sentences:
1. If I had noticed that you were waiting, I (give) you a li .
2. If you (not, leave) your car there, you wouldn’t have got this parking ticket.
3. ey (not, get) lost last night if they had seen the road sign.
4. If I had known that you were coming, I (buy) more food.
5. My friend hasn’t written. I wish she (have).
6. You didn’t tell me. I wish you (tell) me.
13. Supply the correct form of the verbs in brackets
1. If the men (wear) protective clothing, they (be) quite safe.
2. e house (be burnt) down if the re brigade (not, come) immediately.
3. If Colin (not, eat) too much birthday cake, he (not, be) sick.
4. She (hear) the news if she (turn) on the radio an hour ago.
5. If he (fasten) the seatbelt, he (not, be) hurt.
6. If he (hurry) up, he (get) a taxi at the theatre door.
7. It (not, be) a problem to get a cab if the rain (not, start) before the performance ended.
8. Clara (not, get) chilled to the bone if she (have) a coat on.
9. If Bill’s parents (have) more money, Bill (go) to public school.
10. If they (not, cut) o the electricity, I (send) you an email.
14. Complete the sentences:
(a) few (a) little
1. We sang songs to cheer her up.
2. We need desks in our classroom.
3. I’m not nished with my work. I need more time.
4. I bought fruit at the market.
5. Do you need help with that?
6. ere are very scholarships for students.
7. ere is we can do about it.
8. It’s a di cult text. I’ll have to look up quite words in the dictionary.
15. Complete the sentences: fewer less
1. New cars need servicing than old ones.
2. People have money to spend this year.
3. We’ve had lessons than you.
4. cars have been imported this year.
5. oil will be produced during repairs.
Articles
16. Put a or the where necessary:
1. He works as taxi driver.
2. Who opened window?
3. baker makes bread.
4. He climbed highest, mountain in world, in Himalayas.
5. ey have cat which o en has ghts with dogs.
6. He bought boat and crossed Atlantic for bet.
7. rst time I saw octopus was in Mediterranean.
8. Hague is in Holland.
17. Complete the sentences by putting a or the where necessary:
1. Take rst road on le and house is opposite church.
2. Our guided tour of world will be exciting adventure.
3. It includes visit to United States, where we spend week in Philadelphia.
4. We plan visit to Wild West, and nally four days on shores of Paci c,
5. From there you y to Philippines and then to India.
6. ere you will see Taj Mahal and walk beside Ganges.
SUMMERTIME
Summertime, and the living is easy Fishes are jumping and the cotton is high Your daddy’s rich and your mummy’s good-looking So hush little baby, don’t you cry.
One of these mornings you’re gonna rise up singing Then you’ll spread your wings and you’ll take to the sky But till that morning there ain’t nothing can harm you With your daddy and mummy standing by.
Porgy and Bess
sAYING GooDBYE
Enjoy your holidays! I hope you enjoy your holidays too. have a good time! hope you have a good time too. The same to you.
See you next September.
Aditional texts
CIVILISATION
1. Read the text and find the answers to the following:
a) How can we define civilisation?
b) What could we include in the autobiography of a nation?
c) What has man created and why?
2. Translate the text with the use of a dictionary.
What is civilisation? I don’t know. I can’t define it in abstract terms yet. But I think I can recognise it when I see it. Ruskin said: “Nations write their autobiographies in three manuscripts, the book of their deeds, the book of their words and the book of their art. Not one of these books can be understood unless we read the two others.” On the whole I think this is true.
Civilisation means something more than energy and will and creative power. How can I define it? Well, very shortly, a sense of permanence. Civilised man, or so it seems to me, must feel that he belongs somewhere in space and time; that he consciously looks forward and looks back.
At certain epochs man has felt conscious of something about himself – body and spirit –that was outside the day-to-day struggle for existence and the night-to-night struggle with fear; and he has felt the need to develop these qualities of thought and feeling – reason, justice, physical beauty. He has managed to satisfy his need in various ways – through myths, through dance and song, through systems of philosophy and through the order that he has imposed on the visible world.
People sometimes tell me that they prefer barbarism to civilisation... I doubt if they have given it a long enough trial.
Kenneth
Clark, Civilisation
READING NOTES
Spelling: Civilisation or Civilization
John Ruskin, famous British critic (1819 - 1900)
He consciously looks forward and looks back : he is aware of the past and the future trial /traiəl/: testing
1. Read the text and answer the following question: What passions guided Russell’s life?
2. Translate the text.
IDEALS
MY GOVERNING PASSIONS
Three passions, simple but overwhelmingly strong, have governed my life: the longing for love, the search for knowledge, and unbearable pity for the suffering of mankind. These passions, like great winds, have blown me hither and thither, in a wayward course, over a deep ocean of anguish, reaching to the very verge of despair.
I have sought love, first, because it brings ecstasy – ecstasy so great that I would often have sacrificed all the rest of life for a few hours of this joy. I have sought it, next, because it relieves loneliness – that terrible loneliness in which one shivering consciousness looks over the rim of the world into the cold unfathomable lifeless abyss. I have sought it, finally, because in the union of love I have seen, in a mystic miniature, the prefiguring vision of the heaven that saints and poets have imagined. This is what I sought, and though it might seem too good for human life, this is what – at least – I have found.
With equal passion I have sought knowledge. I have wished to understand the hearts of men. I have wished to know why the stars shine. And I have tried to apprehend the Pythagorean power by which number holds sway over the flux. A little of this, but not too much, I have achieved.
Love and knowledge, so far as they were possible, led upward toward the heavens. But always pity brought me back to earth. Echoes of cries of pain reverberate in my heart. Children in famine, victims tortured by oppressors, helpless old people, and the whole world of loneliness, poverty, and pain make a mockery of what human life should be. I long to alleviate the evil, but I cannot, and I too suffer.
This has been my life. I have found it worth living, and would gladly live it again if the chance were offered to me.
Bertrand Russell, Autobiography
READING NOTES
Pythagoras, Greek philosopher best known for his theorem: Pythagoras’ Theorem. Pythagoreans believed that the essence of all things was number and that all relationships could be expressed numerically.
Bertrand Russell (1872 – 1970), although best known to the public for his radical doctrines about marriage, education, religion and, above all, war and peace, remains the most productive, influential, and important British psilosopher of the century. He combined moral passion with marginaly and selflessness of purpose. He had a very active life and was twice imprisoned. First in 1918, for his pacifist agitation, and then after the Second World War, in the Fifties for his vigorous opposition to nuclear weapons.
Aditional texts
1. Read the text and find out what black holes are the consequences of?
2. Translate the text
STEPHEN HAWKING’S UNIVERSE
Stephen Hawking, a British cosmologist and author of the book A Brief History of Time, is said to be “one of the premier scientific theorists of the century, perhaps equal to Einstein”.
Hawking laughs when he is asked about this com parison. “It’s never valid to compare two different people – much less two different physicists. People are not quantifiable.”
The universe is visibly expanding, so it follows that if we could “run the film backwards”, we would come to the origin of the universe as a tiny point. It was Professor Stephen Hawking who first showed that the mathematical equations of the universe representing the expansion of the universe necessitated a beginning as a point. Later, with Roger Penrose, he showed that the universe actually started in a big bang. This involves starting from a concentrated unchanging mass called “a singularity”. As this particular unchanging mass is the entire universe, it follows that nothing is changing, which implies that there is no time at all. The theory is linked with another great discovery, the black hole.
Black holes, as Hawking tells it, are rips in the fabric of space and time so dense and distorted by unbelievable gravitation forces that nothing could escape from one including light. Anything that passes close enough to it would be trapped. Anything that fell in could never get out. With things falling in and nothing coming out, the tiny object is like a hole in the space. Because not
even light or any other form of radiation would come out, it seems absolutely black. That’s why astronomers call it a black hole.
Black holes are the natural consequences of the death of stars. If the collapse of a star may lead ultimately to a singularity, a black hole might be described as the final stage in the death of the star before the point of singularity is reached. And it is the black hole that finally masks the singularity from the rest of the universe, creating a break with the ordinary space-concept.
Hawking is certain black holes exist. “There may be as many as a thousand million in our galaxy alone”, he said.
A black hole, with fragments falling in and nothing coming out
1. Answer the question: How can Professor Higgins make Liza welcome at an ambassador’s party?
2. Practice reading the roles and then try to play the parts.
THE FLOWER GIRL
In his play “Pygmalion”,1 Bernard Shaw describes how a Professor of Phonetics (Higgins) improves the speech of a flower girl to the extent that she is accepted in high society as their equal.
The scene takes place in Covent Garden. It is evening, and the people who were at the opera are trying to get a taxi to go home. As Covent Garden is also a vegetable market, there are bystanders and people around who speak Cockney, a London dialect spoken by uneducated people.
Daughter: I’m getting chilled to the bone. What can Freddy be doing all this time? He’s been gone twenty minutes.
Mother. Not so long. But he ought to have got us a cab by this time.
A bystander. He won’t get no cab2 not until half-past eleven, missus, when they come back after dropping their theatre fares.
Mother. But we must have a cab. We can’t stand here until half-past eleven. It’s too bad.
Bystander. Well, it ain’t my fault, missus.
Daughter. If Freddy had a bit of gumption, he would have got one at the theatre door.
Mother. What could he have done, poor boy?
Freddy rushes in out of the rain from the Southampton Street side, and comes between them closing a dripping umbrella. He is a young man of twenty, in evening dress, very wet round the ankles.
Mother. Well, haven’t you got a cab?
Freddy: There’s not one to be had for love or money. The rain was so sudden: nobody was prepared; and everybody had to take a cab. I’ve been to Charing Cross one way and nearly to Ludgate Circus the other; and they were all engaged.
Mother: You really are very helpless, Freddy. Go again; and don’t come back until you have found a cab.
Aditional texts
Freddy: I shall simply get soaked for nothing.
Daughter: And what about us? Are we to stay here all night in this draught, with next to nothing on?
Freddy: Oh, very well: I’ll go. {He opens his umbrella and dashes off Strandwards, but comes into collision with a flower girl who is hurrying in for shelter, knocking her basket out of her hands, A blinding flash of lighting, followed instantly by a rattling peal of thunder, orchestrates the incident.)
Flower girl: Nah than, Freddy: look why’y’gowin, deah. 3
Freddy: Sorry (he rushes off).
Flower girl {picking up her scattered flowers and replacing them into the basket), Theres menners f’yer!4 Ts-oo banches of voylets trod into the mad. 5 (She sits down on the plinth of the column, sorting her flowers, on the lady’s right).
Mother: How do you know that my son’s name is Freddy, pray?
Flower girl: Ow, eez ys-ooa san, is e? Wai, fewd dan y’d -ooty bawmz a mather should, eed now bettern to spawl a pore gel’s flahrzn than ran awy athat pyin. Will ye-oo py me f’them? 6 (Here, with apologies, this desperate attempt to represent her dialect without a phonetic alphabet must be abandoned as unintelligible outside London). 7
Higgins (to a Gentlemen): You see this creature with her kerbstone English: the English that will keep her in the gutter to the end of her days. Well, sir, in three months I could pass that girl off as a duchess at an ambassador’s garden party. I could even get her a place as lady’s maid or shop assistant, which requires better English.
Flower girl: What’s that you say?
Higgins (to the Gentleman): Can you believe it?
Pickering: Of course I can.
Higgins throws a handful of money into the basket of the flower girl and follows Pickering.
READING NOTES
Pygmalion – In Greek mythology he was the king of Cyprus and sculptor of Galatea. He fell in love with the sculpture he had made.
He won’t get no cab: double negation is a sign of uneducated speech. What the girl is really saying in the Cockney dialect is: Now then Freddy, look where you’re going, dear.
“menners”: (in this text) There are manners for you!
= Look at those bad manners!
Two bunches of violets trodden into the mud.
Oh, is he your son? Well, if you had done your duty as a mother should, he would know better than to spoil a poor girl’s flowers and then run away without paying. Will you pay me for them?
From here on Shaw does not represent the girl’s pronunciation, as it would mean an extra effort for the reader.
Liza /laiz@/ gumption /"gVmpSn/: common sense
cockney /’kOkni/: way of speaking in poorer parts of London
1. Read the text and find the answers to the following questions:
a) Which English words are slang?
b) How are good words used as slang?
c) Does slang last long?
d) Why do people use slang?
e) Where would slang be out of place?
2. Give an example of slang in Serbian.
Would you expect a foreigner who speaks Serbien to say it?
SLANG
“Bring on the cackleberries.” “He was thrown in the jug for stealing a jug of vinegar.” Each of these sentences contains slang. In the first “cackleberries” meaning “eggs”, is slang. In the next sentence the first “jug” is slang. The second is not.
In a dictionary about four out of every 100 words are marked “slang”. They are words that have not yet been accepted as good English. Perhaps most of them never will be. But some are sure to be. “Bogus”, “joke”, “mob”, and “clumsy” were once slang.
Some slang words are good words used with a different meaning. “Jug” used instead of “jail” is a good example.
Some slang lasts for a very short time. “Twenty-three skidoo”, “vamoose”, “beat it”, and “scram” followed one another as expressions for “go away”. “Goose egg”, on the other hand has been slang for “zero” for many years.
Everything that can be said with slang can be said without it. Then why do people choose to use slang?
Sometimes slang gives us a shorthand way of saying something. “Gas up” is shorter than “fill up with gasoline”. Slang is often colorful and forceful. “They are living on a shoestring” makes more of an impression than “They have barely enough money to live on”. And some slang words are used because the speaker does not want to take time to think of the accepted words for what he wants to say.
All languages have their slang. And in all languages the slang changes.
No one should think of slang as something that should never be used. But there are times when slang is out of place. Slang would be out of place in a speech, in a business letter, or serious article. And even in ordinary talking it can easily be overdone. Slang loses its effect if there is too much of it.
INDEX Units
Adjectives 5 from nouns, 11 as nouns, irregular comparison 106
Adverbs 4 with two forms 9 of manner 11 comparison
Any/Some 6 58 59
Article indefinite 2 4 13 14
definite 3 names of buildings 13 14 15 geographical names no article 14 after preposition mixed 13 18
Base Past tense Past participle Meaning Phonetic transcription
be bear beat become begin bend bet bite bleed blow break bring build burn burst buy can catch choose cling come cost cut deal dig do draw dream drink drive eat fall feed feel fight find fling fly forbid forget forgive freeze get give go grind grow hang have hear hide was bore beat became began bent bet bit bled blew broke brought built burnt burst bought could caught chose clung came cost cut dealt dug did drew dreamt drank drove ate fell fed felt fought found flung flew forbade forgot forgave froze got gave went ground grew hung had heard hid been borne beaten become begun bent bet bitten bled blown broken brought built burnt burst boughtcaught chosen clung come cost cut dealt dug done drawn dreamt drunk driven eaten fallen fed felt fought found flung flown forbidden forgotten forgiven frozen got given gone ground grown hung had heard hidden
бити
нoсити
пoбeдити
пoстaти
пoчeти
сaвити
клaдити се
(у)гристи
крвaрити
дувaти
слoмити
дoнeти
грaдити
гoрeти
прснути
купити
мoћи
ухвaтити
изaбрaти
пријањaти
доћи
кoштaти
сeћи
пoступaти
кoпaти
урaдити
цртaти
сaњaти
пити
вoзити
jeсти
пaсти
хранити
oсeћaти
бoрити се
наћи
бaцити
лeтeти
зaбрaнити
зaбoрaвити
oпрoстити
смрзнути
добити
дaти
ићи
млети
рaсти
oбeсити
имaти
чути
сaкрити
bi: bE@ bi:t bi"kam bi"gin bend bet bait bli:d bl@u break briN bild b@:n b@:st bai k&n k&tS tSu:z kliN kVm kOst kVt di:l dig du: drO: dri:m driNk draiv i:t fO:l fi:d f:il fait faind fliN flai f@"bid f@"get f@"giv fri:z get giv g@u graind gr@u h&N h&v hi@ haid
wOz bO: bi:t bi"keim bi"g&n bent bet bit bled blu: br@uk brO:t bilt b@:nt b@:st bO:t kud kO:t tS@u:z klVN keim kOst kVt delt dVg did dru: dremt dr&Nk dr@uv et fel fed felt fO:t faund flVN flu: f@"beid [b&d] fa"gOt f@"geiv fr@uz gOt geiv went graund gru: hVN h&d h@:d hid
Base Past tense Past participle Meaning Phonetic transcription
hit hold hurt keep kneel knit know lay lead lean leap learn leave lend let lie light lose make may mean meet pay put read rid ride ring rise run saw say see seek sell send set sew shake shed shine shoot show shrink shut sing sink sit sleep sling smell hit held hurt kept knelt knit knew laid led leant leapt learnt left lent let lay lit lost made might meant met paid put read rid rode rang rose ran sawed said saw sought sold sent set sewed shook shed shone shot showed shrank shut sang sank sat slept slung smelt hit held hurt kept knelt knit known laid led leant leapt learnt left lent let lain lit lost mademeant met paid put read rid ridden rung risen run sawn said seen sought sold sent set sewn shaken shed shone shot shown shrunk shut sung sunk sat slept slung smelt
удaрити
држaти
пoврeдити
чувaти
клeчaти
плeсти
знaти
пoстaвити
вoдити
oслaњaти се
скoчити
учити
oстaвити
пoзајмити
дoзвoлити
лeжaти
упaлити
изгубити
нaпрaвити
моћи, смeти
знaчити
срeсти
плaтити
стaвити
читaти
oслoбoдити
јахати
звoнити
устaти
трчaти
тестерисaти
рeћи
видeти
трaжити
прoдaти
пoслaти
стaвити
шити
трeсти
прaтити
сиjaти
пуцaти
пoкaзaти
смaњити се
зaтвoрити
пeвaти
тoнути
сeдeти
спaвaти
зaвитлaти
мирисати
hit h@uld h@:t ki:p ni:l nit n@u lei li:d li:n li:p l@:n li:v lend let lai lait lu:z meik mei mi:n mi:t pei put ri:d rid raid riN raiz rVn sO: sei si: si:k sel send set s@u Seik Sed Sain Su:t S@u Srink SVt siN siNk sit slip sliN smel
hit held h@:rt kept nelt nit nju: leid led lent lept l@:nt left lent let lei lit lOst meid mait ment met peid put red rid r@ud r&N r@uz r&n sO:d sed sO: sO:t s@uld sent set s@ud Suk Sed S@un SOt S@ud Sr@nk SVt s&n s&Nk s&t slept slVN smelt
hit held h@:t kept nelt nit n@un leid led lent lept l@:nt left lent let lein lit lOst meidment met peid put red rid "ridn rVN "rizn rVn sO:n sed si:n sO:t s@uld sent set s@un "Seikn Sed S@un SOt S@un SrVnk SVt sVN sVNk s&t slept slVN smelt
Irregular verbs
Base Past tense Past participle Meaning Phonetic transcription
speak speed spend spill spin spit split spoil spread spring stand steal stick sting stink strike swear sweep swell swim swing take teach tear tell think throw understand undertake upset wake wear weave weep will win wind withdraw wring write spoke sped spent spilt spun spat split spoilt spread sprang stood stole stuck stung stank struck swore swept swelled swam swung took taught tore told thought threw understood undertook upset woke wore wove wept would won wound withdrew wrung wrote
spoken sped spent spilt spun spat split spoilt spread sprung stood stolen stuck stung stunk struck sworn swept swollen swum swung taken taught torn told thought thrown understood undertaken upset woken worn woven weptwon wound withdrawn wrung written
