Енглески језик, Way up 1 Intermediate 1, уџбеник и радна свеска за енглески језик у првом разреду гимназије, Klett

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Joanne Collie

Злата Васић

Марија Лазовић

Intermediate 1

УЏБЕНИК И РАДНА СВЕСКА

за енглески језик у првом разреду гимназије

Девета година учења

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


Joanne Collie

Злата Васић

Марија Лазовић

Intermediate 1

1

УЏБЕНИК И РАДНА СВЕСКА

за енглески језик у првом разреду гимназије

Девета година учења

Прво издање

Стручни консултант: др Ивана Трбојевић

Коректура: Јелена Матић

Рецензенти: др Бојана Гледић, лектор на Катедри за англистику, Филолошки факултет у Београду

Мирјана Савић Обрадовић, професор енглеског језика у Математичкој гимназији у Београду

Светлана Гавриловић, професор енглеског језика у Ужичкој гимназији

Захваљујемо професорима који су, као евалуатори, допринели квалитету уџбеничког комплета Way up 1:

Јелена Јосић Цвијетичанин, Гимназија „Јован Јовановић Змај“, Нови Сад; Марија Здравковић, Друга крагујевачка гимназија;

Нада Раденковић, Гимназија „Бора Станковић“, Ниш

Прелом: Предраг Петковић и Јасна Сикора Попадић

Издавач: Издавачка кућа ,,Klett'' д.о.о.

Маршала Бирјузова 3–5, 11000 Београд

Тел. 011/3348-384, факс: 011/3348-385

office@klett.rs, www.klett.rs

За издавача: Гордана Кнежевић Орлић

Главни уредник: Александар Рајковић

Уредник: Милан Пртењак

WAY UP was originally published by Rokus Klett © Rokus Klett 2010

WAY UP 1 (Serbian edition) © Klett Publishing House Ltd. 2019

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и

поступку, укључујући фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин

који омогућује појединцу индивидуални приступ делу са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог

ауторског дела представља кршење Закона о ауторском и сродним правима.

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


Joanne Collie

Злата Васић

Марија Лазовић

Intermediate 1

УЏБЕНИК И РАДНА СВЕСКА

за енглески језик у првом разреду гимназије

Девета година учења

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


Unit Topic/Vocabulary Grammar Reading Listening/Watching

1

Families and family life

Chores

Present Simple vs. Present

Progressive

State vs. action verbs

Time/frequency adverbs

Chore wars

Conversations about family

relationships

2

Childhood memories

Family backgrounds

School life

Past Simple vs. Past Progressive

used to / would

Childhood memories

Factual accounts vs. anecdotes

Video: Immigrants in Greece

Radio phone-in: School life and

school routines

3

Relationships

Friendship

Being polite

Forming question

Ability

Permission

Requests

Quiz: Real friends?

The joy of not being polite

Telephone conversations

4

Special occasions

Celebrations

Holidays

National days

Present Perfect

Present Perfect vs. Past Simple

Linking expressions

Holidaying with parents

Quiz: Can you name the country?

Audio blog about celebrations

A telephone conversation

5

Keeping in touch

Texting

Social networking

Obligation

Lack of obligation

Prohibition

Advice

Students playing a game

Video: Texting improves

relationships

Video: Top 5 ways teens are

compromising their identity

online

6

Making plans

Future arrangements

going to & will

Present Simple for future

Present Progressive for future

A programme of an event

An email

Mother and son talking

about his plans

7

Unusual passions

Hobbies and interests

Past Perfect

Past Perfect vs. Past Simple

Time clauses (with as soon as,

before/after, by the time)

Articles

3 texts about unusual hobbies

2 articles about unusually

committed teenagers

Video: urban exploring

8

Teenage achievements

Celebrity culture

Teens and the press

Comparatives and superlatives

Present Perfect with superlatives

Order and position of adjectives

3 texts about teenage achievements

A survey of teens in British cities

News report

9

Environmental problems

Volunteering

Passive structures (present,

past, future)

Subject and object questions

An interview with a teen volunteer

Video: A pale blue dot

An interview with a male volunteer

A classroom debate

10

Stories and histories

Numbers and dates

Present Perfect Prog. with for

and since

Present Perfect Progressive

vs. Present Perfect

Emphatic pronouns

Article: We call each other Twisters

3 articles about teens’ knowledge

of history

Radio programme about children

switched at birth

Important events

Video: What’s wrong with history

2

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


Speaking Writing Functional language Skills enhancement

Talking about teenager-parent

relationship

Discussing internet replies

Talking about chores

A conversation about chores

Phrases for keeping the

conversation going

Mini-debate An email Writing an informal email

Reading: gapped text, short

answers

Writing: informal letter

Role-play: telephone

conversation

Letter to agony aunt

A dialogue

Making enquiries and requests

by telephone

Discussing spending holidays

with parents

Role-play: telephone

conversation

Mini-debate

A diary/blog

An article/account about holidays

An article/account about national

rituals

Booking accommodation

for a holiday

Listening: short answers

Use of language: gap fill (tenses)

Discussing views on text

messaging

Giving advice

Giving advice

The kappling game

A round-robin

Making arrangements on

the telephone

Making arrangements

Reading: matching

Use of language: gap fill (tenses)

Role-play: interview

Asking for and giving personal

details

Discussing the influence of

celebrities on teens

Discussing the image of teens

in Serbia and a comparison

with British teens

Writing a summary of a discussion

Talking about a person

Reading: short answers

Writing: an essay

A debate

A poster

A response to a video

Agreeing and disagreeing

Rolling roles

Numbers and dates game

Discussing the teaching and

learning of history

Clues for important past evets

Numbers

Listening: short answers

Use of language: gap fill

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

3


1 Families and family life

• Present tenses revised

• State/action verbs

• Present habits with time/frequency adverbs

• Talking about relationships and routines

1A Who hangs out with their parents?

1 A Look at the three diagrams that show family

relationships. Listen to two conversations about them.

Match each conversation with one of the diagrams.

1 Lisa and Raya: Diagram

2 Peter and Josh: Diagram

A

B Write these names on the two diagrams.

Mother Mum Gran Sister Dad

Neighbours Father Raya Julia

C Compare your ideas with others in the class. Which

diagram do you prefer? Why?

2 Listen again. Then write the name of the person who says:

a I’m not writing, I’m drawing.

b Where’s your Dad?

c He’s travelling in China.

d Every week I learn something different.

e I hate that kind of assignment.

f Do you hang out with her at the weekend?

g I’m putting you in.

h When I get home I grab a bite.

i I guess she’s number one.

j You don’t like drawing.

3 A Do you remember how to use the Present Simple and the

Present Progressive? Complete the sentences in the box

using the expressions in blue. Then put the ten sentences

(a–j) from exercise 2 as examples.

activities that are temporary

things that are always (or never) true or permanent

things happening right now or at the present time

activities that are repeated, like routines and habits

We use the Present Simple to talk or ask questions about

1

Example sentences:

2

Example sentences:

We use the Present Progressive to talk or ask questions about

3

Example sentences:

4

Example sentences:

B

C

B We don’t use the Present Progressive with verbs that

describe states or states of mind or feelings. Some of these

verbs are linked to:

• mind states: think, know, believe, appear, understand,

remember, forget

• emotions: love, like, hate, prefer, dislike, want, wish

• the senses: hear, see, smell, taste, feel

• possession: have, own, belong, possess

• other verbs: need, cost, mean, seem

Some verbs can be state or action verbs, depending

on their meaning.

I think she’s a bit of a weirdo. (an opinion, a ‘mental state’)

But:

What are you thinking about right now?

I’m thinking of my exam.

C Circle the right verb form in each sentence.

1 The diagram shows / is showing her family relationships.

2 Lisa and her mum have / are having a chat every

afternoon after school.

3 Lisa can’t talk to Raya now, because she has /

is having her lunch.

4 Josh hates / is hating talking about his problems

to his family.

5 He prefers / is preferring to deal with his problems

by himself.

4

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


4 Josh and Lisa have very different attitudes to talking with

their parents. In groups, answer and discuss these questions.

1 When does Lisa talk with her parents? Do you support

her attitude? Give reasons.

2 How does Josh deal with his problems? Do you agree

with his attitude? Give reasons.

3 Is talking with parents always a good solution to

problems? Give reasons and suggest other possibilities.

4 Who do you turn to first when you have a serious

problem? Is there someone you can turn to at school?

5 Some young people watched a programme about teenagers

sharing hobbies or sports with their parents, who feel this

gives them an opportunity to talk. Read the replies that some

of them posted on the website. With a partner, find:

1 an adjective = very strange

2 an informal noun = a person who seems strange

3 a frequency expression = sometimes

4 an internet shortcut = ‘laugh out loud’

5 an internet shortcut = ‘you’re’

6 a vivid noun = people who do exactly the same

as other people

7 a slang noun = a ridiculous person

8 a slang noun = a great fan of heavy metal music

9 an adjective = strange, unusual behaviour

10 a verb phrase = speak to people as if you think

they’re stupid

A I’m 14, and I don’t “hate” talking to my parents,

and in fact I kind of enjoy it. As long as my parents

don’t talk down to me and treat me like a human

being, they’re my best friends.

123Alterna ׀ 6 months ago ׀ Show ׀ Hide

B who hangs out with their parents

CherrySoda ׀ 8 months ago ׀ Show ׀ Hide

C Reply: ur right, this is clearly abnormal behaviour.

MaseY ׀ 8 months ago ׀ Show ׀ Hide

D Reply: it’s good to hang out with your parents from

time to time.

ChosonKarate ׀ 8 months ago ׀ Show ׀ Hide

E Reply: Sheep!!!!!!

CityPrincess ׀ 7 months ago ׀ Show ׀ Hide

F Reply: XD Yeah no one hangs out with their parents

by CHOICE.

ruby00 ׀ 8 months ago ׀ Show ׀ Hide

G All the kids in this movie are dorks! I love my parents

and all, but as a teen I NEVER hang out with them.

ixlovexsushi ׀ 8 months ago ׀ Show ׀ Hide

H But one thing I will say - hanging out with your

parents is fun. Figure skating is cool.

ChrisAmazing ׀ 8 months ago ׀ Show ׀ Hide

I Reply: I hang out with my dad a lot cause he’s cool

and a metalhead like me …BUT not my mom she’s a

weirdo…….

kiirometh ׀ 7 months ago ׀ Show ׀ Hide

J Reply: …that vid was weird… now back to the real

world. lol i bet those teens in this vid were robots

Disarmed ׀ 7 months ago ׀ Show ׀ Hide

K I don’t know what you guys are talking about,

i wish my parents would play sports with me.

I rarely talk to my dad, because i guess he has

better things to do than think about me even

though we live in the same house.

Salger ׀ 7 months ago ׀ Show ׀ Hide

L Though my dad lives with me, my Mom is the one

who raises me. I barely have a relationship with my

Dad, what-so-ever, and it bothers me because my

friends and their Dads are always having a good ol’

time while my Dad and I fight or ignore each other.

SKFILD ׀ 6 months ago ׀ Show ׀ Hide

M That’s the same situation I’m in. I know how you feel.

TheLilCuteyGirl ׀ 6 months ago ׀ Show ׀ Hide

G 2, 3, 4 Present Simple and Present Progressive

My gran always supports me.

What are you writing? I’m not writing, I’m drawing.

MORE PRACTICE: Workbook, pages 74, 75

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

5


1B Chore wars

1 A The Present Simple is often used with the following time

expressions: every day/week/month, always, often, sometimes,

seldom, in the morning/evening, at nighttime, in the summer/

winter, ...

What do you do at the weekend?

Do you go to your friend’s after school?

Read the answers and write the questions.

1 Q: ?

A: After school, I go straight home and do my homework.

2 Q: ?

A: In the summer, we always go to the seaside.

3 Q: ?

A: No, I don’t do any sports at school, ever!

4 Q: ?

A: I always get up at 7 am, even at the weekend.

B Join a partner. Ask and answer your questions.

Change partners and do the same.

2 A Tick the answer which is true of you. Be honest!

How often do you …

1 set the table for a meal?

2 wash up or load the dishwasher?

3 cook a meal or help to prepare it?

4 clean or help to clean the house?

5 change a light bulb?

6 wash your clothes?

7 take out the rubbish?

8 do the family food shopping?

9 load software onto a computer?

10 repair things in the house?

Every

day

Once

or twice

a week

Once

or twice

a month

B A In groups, compare your answers and discuss the

questions.

• Which activities do your classmates do often?

• Which activities have the highest number of ‘Never’

answers?

• Which activities do boys do often? Which do girls

do often?

• Is there a difference? If there is, do you think this

is just natural?

Never

3 A TV presenter and her husband talk about doing chores

at home. Read the article and write which chores from

exercise 2A (1–10) each one does.

Kate:

Derek:

The Great Chore Wars

A survey reported in the Daily Mail this week found that

women do an average £33,000 worth of unpaid chores

around the house each year – that’s 40 per cent more than

men. The issue of Chore Wars was also aired on GMTV,

a British TV channel, by presenter Kate Garraway who

told viewers about her psychotherapist husband, Derek

Draper, and why he doesn’t do the cooking at home.

Here, Kate and Derek debate why men and women never

seem to share the chores equally. So who do you agree

with?

Derek says:

There’s a Draper family joke passed down the generations.

When asked to do domestic chores by our wives,

we Draper men retort: “What’s the point of having a dog if

you have to bark yourself?”

Before we go any further, I need to stress the obvious: it’s

just a joke.

But many a true word is spoken in jest, and I have to admit

I am pretty old-fashioned when it comes to cooking and

housework.

In our house, Kate does all the cooking. I have never really

learned, and whenever I try, I don’t enjoy it. I also – get

ready to growl, girls – don’t know how to work the washing

machine and while even I figured out how to vacuum, I

never actually do it.

So does that make us an unbalanced household, headed

by a dyed-in-the-wool chauvinist?

Well, not if we widen our definitions. Who does the ‘Do It

Yourself’ – from changing a bulb to putting up stair-gates?

Who puts software onto the computer and fixes the broadband

when it fails? Who takes the car to the garage? And

who always drives when we go out? In addition, I do the

shopping and take out the rubbish.

Most of these things are naturally seen as the domain of

the male, so what is so wrong with seeing cooking and

cleaning as more naturally the domain of the female?

Is it discrimination – or just a tidy division of labour? I will

get a lot of brickbats for this, but I really do think that fixing,

fetching and fiddling are more naturally male activities,

while homemaking, as they call it in the U.S., is a

more naturally female one.

6

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


4 Find the word or phrase in the article which means the

same as the underlined words.

1 Derek thinks his way of dividing up the chores is

the same as everybody else’s.

u

2 He believes that some things are true even if we

speak of them jokingly.

i

3 Derek describes himself as someone with not very

modern ideas.

o -

4 He thinks women are angry when he gives his views.

g

5 He wonders whether he’s a man who is just not able

to change his views.

d - - - w

5 A With a partner, tick if these are Derek’s or Kate’s views

(or both).

1 It’s not in men’s nature to do cooking and cleaning.

Kate

Derek

2 It’s not in women’s nature to do DIY.

Kate

Derek

3 If you have to provide a meal, get a take-away.

Kate

Derek

4 It’s natural for men to work with computers.

Kate

Derek

5 Men are good at understanding technical instructions.

Kate

Derek

B Who do you agree with in general? Why?

Get the hang of it!

Keeping a conversation going

Men are competitive and goal-orientated (think Horatio

Nelson), while women are nurturing and consensual (think

Florence Nightingale).

I suspect that the way Kate and I divide up the domestic

duties is pretty universal.

Kate says:

I guess there are plenty of men who are a lot better than

Derek around the house, but I suspect there are many

who are a lot worse.

To give my husband his due, he is a better tidier than

me, and he does wipe down the odd surface with a

J-cloth – but that’s as near to cleaning as he gets.

Like many men I know, he also thinks that the main ingredients

of a meal are a phone and a handful of takeaway

menus.

I can throw together a family meal – a stew or pasta

bake – without thinking, and I love how much Derek appreciates

it. So I never mind doing the cooking, as long as

he sets the table and loads the dishwasher.

He does do other stuff around the house, trying his best at

DIY and anything technical. Which is a good job, because

I shy away from instruction manuals as much as he avoids

cookbooks.

And he always boasts about doing the shopping, but

does he mention he does it on the internet and that I usually

unpack it when it arrives?

He is great with our three-year-old daughter, Darcey,

though. He gets her up when I am off early to GMTV and

gets home most nights to bath her. I potter around listening

to them laughing and splashing about, and it’s one of

the happiest times of my day.

Best of all, he knows how to make a fuss of me. He is

always the one who books a babysitter and organises

‘dates’, even if it’s just to eat a pizza and watch a film.

He also plans and arranges our holidays, but I suspect

that is because he quite likes to be in control. As he once

put it to me,he likes being the surpriser, not the surprised.

So, yes, there’s no doubt there are differences between

men and women’s approaches to the home – but I think

Derek exaggerates the differences. Aren’t they mainly just

what we learned as children? •

6 A Read the gapped conversation. Then listen and

complete Lara’s part. Continue the conversation for one or

two more exchanges. There are suggestions below to help

you keep the conversation going.

L: Hi, Nick.

N: Oh, hi, Lara. What are you doing?

L: I’m this article.

N: What’s it about?

L: It’s silly … it’s .

N: Really? Doesn’t sound too interesting.

L: Oh you know … one of these sociology

surveys. It’s about what teens do .

N: Yeah, I can guess. I bet it says we .

L: Well, not exactly. It says boys don’t

do their .

N: What? That’s just prejudice!

[You continue]

Why do you say that? Oh no! Not that again!

Well, tell me about it. Really? What does it say about it?

Oh, in what way? Really? Do you think that’s right?

Go on … Tell me more. Yeah, well, I agree, but …

You can’t be serious! I don’t believe it!

B Join a partner and read and perform your two

conversations.

C Write a short conversation between yourself and a friend

about the chores that you do at home.

G 2 Time/Frequency adverbs

I never do any cooking, but I set the table every day.

Who always drives when we go out?

MORE PRACTICE: Workbook, page 75

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

7


2 Memories

• Revision and extension of past tenses

• Past habits: used to/would + infinitive

• Recognising factual or anecdotal texts

• Talking about present and past routines

2A Childhood

1 A Underline the Past Simple verbs. Circle the Past

Progressive verbs.

1 My parents were living in Rome when I had

my first birthday.

2 When I was growing up, though, we lived in Novi Sad.

3 At first, when I was learning English, I found

speaking very difficult.

4 I remember my mother’s smile when I came home

from nursery: that’s my first memory.

5 My earliest memory? I was learning to cycle, and

my grandad helped me up when I fell down.

6 No, nothing sad happened to me during

childhood.

B The statements in 1A are answers. Write the six

questions.

A

British celebrities share

some of their favourite

childhood memories

1 ALEX KINGSTON, ACTRESS

My mum would pack us sandwiches,

pinpoint a street on a map of our

neighbourhood and send me and my

friend on our expedition. We would

whizz around roads and lanes with a

great sense of achievement when we

arrived at the destination.

2 EMILY MAITLIS, NEWSREADER

I grew up in a house with a long hallway.

I have an abiding memory. As a child

returning from school, I would ring the

bell, then as I was staring through the

window on the door, I would see my

mother running up the hall to open it.

And that first hello hug would always

put a huge smile on my face. She

always looked so delighted to welcome

me home. It was as simple as that.

C Past Simple or Past Progressive? Write PS or PP.

1 This verb tense describes a complete, finished

action or state.

2 This verb tense describes an action or state that

was in progress or unfinished in the past.

2 Here are two sets of childhood memories. Section A is

from a newspaper article, B is from an internet blog.

Read them quickly and write the answers.

1 Who remembers events that happened once only?

2 Who remembers activities they did often in

childhood?

3 Whose interests changed as he grew older?

3 CHRIS TARRANT, TV PRESENTER

One of my earliest memories is my firstever

day’s fishing. My grandad took me.

I was just four. I caught a fish, dropped

grandad’s rod and fell in the river. All in

all, it was pretty typical of most of my

fishing days since.

4 SOPHIE ELLIS-BEXTOR, SINGER

August 10, 1987, was the day my little

brother was born and I was so excited

to be a big sister. Jack’s father is my

step-dad and when Jack arrived I was

with my dad, who was really happy

for me and made me a special coin to

mark the occasion. I remember being

proud not just that I finally wasn’t an

only child any more, but also that my

parents had moved on to better things

since their divorce.

8

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


B

Blog

1 Sarah’s first childhood memory dates from when she was about 2 years old.

“I remember crawling underneath the fir trees in my parents’ back garden.”

2 When he was younger, Daniel used to build miniature aeroplanes. Daniel later ended

up dedicating most of his time to music, which started to gain his interest during

his teenage years.

3 Rochanne used to live in the countryside in Cornwall. She remembers the days out

in the forest with her dog Sooke. “I was around 8 years old at the time. Beside the

walks, I often went horse riding and swimming, which I still do quite a bit nowadays.

My earliest memory is one of my grandma. I remember us having a walk together,

not long before she died. I must have been 2 years old at the time.”

4 Alex’s favourite subjects in school used to be geography and especially physical

education: “I used to watch the TV programme ‘Going Live’ on Saturday mornings,

but only until I left for the 10.30 am football match.”

5 Wondering what it’s like to be forced to wear school uniforms, I ask Alex whether

he used to wear one when he was in school. He did, both in primary and in

secondary school. “We wore dark blue trousers, shirts and ties. We also had a jumper

for autumn and winter. But mine didn’t fit well so I preferred to leave it at home.”

3 A Read the five statements about how to use used to and would.

1 We use used to and would to talk about habits and

repeated actions in the past.

2 We use used to and would to talk about temporary,

continuous, or repeated states.

3 We use used to to describe permanent past states

(not would).

4 We sometimes use the Past Simple instead of would

or used to, for variety.

5 The question form is Did you use to …? The negative

is: didn’t use to.

B Tick the grammatically correct sentences. Put a cross

for the incorrect sentences. Write the numbers of the

statements in 3A that give a reason for your choice.

1 My mum used to pack us sandwiches.

Statement number:

2 When I looked through the window, I saw my

mother running up the hall.

3 Now that I’m grown up, I use to go fishing every

summer.

4 August 10th was the day my brother used to be

born.

5 When he was younger, Daniel would often build

miniature aeroplanes.

6 When she was a child, Rochanne would live in

Cornwall.

7 She used to go horse riding and swimming.

8 Alex’s favourite subjects at school were geography

and physical education.

9 Did Alex used to like wearing his school uniform?

4 A Write a blog about an early memory. Some of these questions

can help you.

• How old were you when it happened?

• Where were you living?

• Is your memory about something that used to

happen often?

• Was it a happy situation or event?

• What were your feelings about it then?

• Do you feel differently about it now?

• Did something funny happen?

• Who were you with?

• How did it end?

• Why do you think you still remember it?

B Sit in groups and share your blog with other students by

reading aloud. Choose the most interesting story and make a

cartoon based on it.

G 5, 7 Past Simple, Past Progressive

My parents were living in Rome when I was born.

6 used to/would

My mum would pack us sandwiches.

What did she use to do in summer? She used to go

swimming every afternoon.

MORE PRACTICE: Workbook, pages 78–80

10 We used to wear dark blue trousers, shirts and ties.

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

9


2B Different backgrounds

1 Read the short texts (A _ H). Mark them with F if they are

factual accounts and with A if they are anecdotes.

A B C D E F G H

E My parents arrived here from Pakistan in 1962

with nothing but their suitcase. They worked

hard in a local factory and they never claimed

unemployment benefits or any other kind of social

support. Later, they built up their own successful

business, sent money to their relatives back home,

and brought up three children. I think that’s quite

an achievement.

F I have lived in the United

States for 8 years. I was

born in Burma. My family

came over here to have a

new life. We were chased

by the government and

our lives were in danger.

My family separated and a

great family adopted me.

A The Australian Census for 2006 reveals that 44 per cent of

Australians were born either overseas or to at least one parent

born in a country other than Australia, and Asians are quickly

catching up to Europeans to be a dominant source of immigration.

B Marwan Field, 17, of Iraqi and Welsh descent, has

two uncles who recently claimed asylum. Both were

tortured, he says, in one case for failing to have a

portrait of Saddam Hussein on display in his home.

G Although I was born in England, my

background is very multicultural. My dad

was Egyptian and my mum half Scots, half

French. We left the UK when I was twelve

and went to live in Canada. But when I fly

in to Heathrow through the dark clouds

and see all the chocolates in the shops, I

know I’m back home.

C The results of a research survey amongst UK

residents show that not matter what their ethnic

background is, the majority are in favour of one

national identity. When asked whether anyone who

has recently come to the country should be required

to attend courses about British citizenship and the

British way of life, seventy-eight per cent of all the

people surveyed answered yes.

D One in five children in the United States today has an

immigrant parent. What do we know about how immigrant

children are becoming American, and how do we know it?

Some surprising answers to this question have emerged

from the Children of Immigrants Longitudinal Study (CILS),

an in-depth research project that is following the fortunes

of 5,262 teenagers and their parents representing 77

nationalities, primarily based in San Diego, California,

and in Miami and Fort Lauderdale, Florida.

H The CILS data vividly underscores the rapidity with which

English triumphs and foreign languages atrophy among

children of immigrants in the US, rebutting concerns about

the perpetuation of foreign-language enclaves in immigrant

communities. Rather than posing a threat to the dominance

of English, what is being eliminated rapidly is the ability of

these children to maintain fluency in the language of their

immigrant parents, a significant loss of scarce and valuable

bilingual resources for individuals and for the US in an

increasingly global economy.

10

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


2 A What differences are there between factual accounts and

anecdotes? Choose the features which are typical of F or A.

F A

a They are often informal in style.

b The language is often complex.

c The language is formal.

d Emotion is often expressed.

e They use the first pronoun.

f They are not emotional.

g They often tell the reader where

the information comes from.

h The sentences are often short.

3 Read the factual accounts again. Match each one with

a headline.

Text

bout the perpetuation of foreign-language enclaves in

ies. Rather than posing a threat to the dominance of

g eliminated rapidly is the ability of these children to

he language of their immigrant parents, a significant

able bilingual resources for individuals and for the US

Text

Text

Text

triumphs

ges atrophy among children of immigrants in the US,

B In pairs, answer the questions

1 Can a reader trust a factual account? List reasons.

• Yes, we can trust them. Reasons:

• No, we can’t trust them completely. Reasons:

2 What can you do to check if factual accounts are

really true?

3 Are anecdotes more reliable, that is, are they always

true? List reasons.

• Yes, they are as reliable as factual accounts. Reasons:

• No, they are not very reliable, a reader has to be

careful. Reasons:

-------------------------------------

A ten-year study reveals facts

about immigrant children

in the US

A ten-year study reveals facts about immigrant chil-

Is Britain multicultural?

Most people support

a British identity

The CILS data vividly underscore the rapidity with which English

NEARLY HALF OF AUSTRALIANS

ARE FIRST- OR SECOND- GENERATION

IMMIGRANTS

US in an increasingly global economy.

IMMIGRANT CHILDREN IN THE US

PREFER TO SPEAK ENGLISH

Die data vividly underscore the

4 Some texts in exercise 1 hint at problems that immigrant

children face in the US and Britain. With a partner, list two

problems from the texts. Try to think of other possible problems.

5 A You are going to watch a video about Athina Bortigao, the

daughter of immigrants living in Greece. Before watching the

video, choose the right interpretation of the following phrases

that will appear in the video.

1 A country wary of new arrivals = is frightened of

them / welcomes them.

2 The threat of arrest for immigrants looms large = it’s

possible that immigrants will be arrested / immigrants

are protected from being arrested.

3 The girls have no permanent status = they can stay

as long as they like / they can’t stay for a long time.

4 They campaigned for the legalisation of immigrants

= they tried to get immigrants sent away / they

wanted immigrants to have the right to stay.

5 The country’s legal framework hasn’t caught up with the

new reality = the laws are appropriate for life in the present

/ the laws are not appropriate for life in the present.

B Complete the sentences about the video.

1 The programme is about a teenager

.

2 Greece doesn’t let immigrants stay

.

3 Athina feels just like other Greek teenagers because

.

4 The country’s laws are not appropriate because

.

5 Athina wants to be a Greek citizen because she feels

she .

Get the hang of it!

Writing an informal email

6 A Think about the differences between informal letters and

informal emails? Tick the statements that are true and

correct the statements that are false.

1 In an informal letter, you often have your own

address at the top, but this is not necessary

in an informal email.

2 For informal letters and emails, you

write the date before you begin.

3 The greeting in an email is

sometimes ‘Dear …. ,’ but

it can also be ‘Hello’, or

‘Hi’.

4 In emails, senders often

use more informal

language than in letters.

5 The sender often uses

shortened words in both

letters and emails.

6 The ending in an email

is always the same as in

an informal letter.

B Write an email to Athina to say what you thought of the

video. Tell her:

• Did you like the video? Why or why not?

• What did you particularly like in it?

• Do you think it’s a good idea for her to fight

for citizenship?

• Do you want to wish her luck with her campaign?

Good luck with your campaign. I hope you win!

G Recognising factual or anecdotal texts

I am the child of an illegal immigrant. (anecdotal)

One in five children in the United States today has

an immigrant parent. (factual)

MORE PRACTICE: Workbook, page 81

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

11


2C School life

1 Are school life and school routines the same in different

countries? In groups, decide on the answers to these

questions.

1 What are the school hours in Serbia?

2 Where do students usually go for lunch?

3 How many hours of homework do secondary school

students usually have?

4 How many hours do you really do?

2 A Listen to part one of a radio phone-in. Tick the

names of the people you hear.

Tony Brian Dickson Julie

Ellie Manav Clarice

B Answer the questions (1–10) by writing an initial: T, B, J, E,

M or C.

1 Who wasn’t sure about something she heard?

2 Who went to another country with her father?

3 Who had different school hours from her brother?

4 Who read out an email from a listener in the

Netherlands?

5 Who gave an opinion and asked the panel for theirs?

6 Who doesn’t like the chore of making a lunch in

the morning?

7 Who occasionally leaves school at lunch to buy

something to eat?

8 Who had the same kind of meals at home and

at school?

9 Who had curry and rice at lunch?

10 Who had wonderful meals, but in another country?

C Fill in the information you heard about school hours.

Listen again to check.

France: from am to pm Lunch break:

Holland: from am to pm Lunch break:

Saturday classes for secondary school:

3 A Listen to part two of the programme. Complete

the sentence.

The two topics in part II are:

B Test your memory! Write the answers, then join

a partner and complete any missing answers.

1 In what countries do students take packed lunches?

2 In what country do students walk home for lunch?

3 In what other country do students sometimes walk

home and eat sandwiches?

4 In what country is there a school with two canteens?

5 How many emails said their lunches were good or

great?

6 In what country are there noodles available?

7 What was Ellie’s complaint about homework?

8 Does homework remain the same throughout

secondary school in the UK?

9 How many homework hours are usual for students

in their final years in Britain?

10 Does Brian approve of Manav doing so much

homework?

12

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


5 PROJECT WORK

Find out about school routines in the past. You can look

for a related book, fi lm, TV programme or ask your parents

and grandparents about their school days. Make a poster or

Power Point Presentation to show your fi ndings.

4 A In groups, discuss the questions: What do you think should

be changed about your school routines? Is there any practice

you would “steal” from other countries?

B Write an email to one of the people you heard on the

programme. You can start like this:

Hi,

Heard you on ‘We’ve got the answers’.

Let me tell you about school here …

Include details about:

• your school hours

• what you do for lunch

• how many hours of homework you do every day

Ask for more details about the other country.

Sign off - Cheers or Bye for now

or Hear from you soon.

6 MINI-DEBATE

Work in groups of four and follow the steps below.

Step 1: Work in groups of four. Choose one of these topics.

• Uniforms should be reintroduced to schools.

• School now is more enjoyable than in the past.

Step 2: List reasons both for and against the topic you chose.

For

Against

Step 3: Write sentences to argue both for and against.

Step 4: Practise in pairs: two of you argue for, two of you

argue against.

Step 5: Join another group and present your mini-debate.

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

13


2D Skills enhancement

Part I Reading

1 This exercise gives you an example of

the kind of task which is sometimes

used for testing, but which gives you

useful skills practice and lets you

develop your ability to read more

quickly and more efficiently. You are

not expected to understand every

word. Read the text in order to answer

just those questions you are asked.

In the text, 8 parts of sentences have

been removed. Choose from phrases

A–J the ONE that fits each gap 1–9.

There is one extra phrase you do not

need. 1 is an example.

A to finance their degrees

B in the mornings than in

the afternoons

C in key subjects like English

and maths

D not start their classes until

afternoon

E students performed better in

the mornings

F to considerable dangers from

sleep deprivation

G as they get older

H sleeping late in the morning

I reduced rates of truancy and

depression

J much later than in adults

2 A In a small group, compare your

answers.

B Think about your experience of

doing the exercise. Did you have any

of these problems? Add your own

problems.

1 I never have enough time!

By the time I’ve read the

text, and started putting in

the answers, time’s up and

I haven’t done them all!

2 I start putting in the answers,

then I find I can’t fit the rest

in. Some expressions don’t

seem to go anywhere, and I

get confused.

3 When I come across words

I don’t understand, I can’t

get the meaning of the

whole paragraph.

My problems:

Making teens start school

in the morning is ‘cruel’,

brain doctor claims

Teenage students should start school in the afternoon because making

them turn up in the morning is “cruel”, a top brain doctor has claimed.

Professor Russell Foster said teens would achieve more if they were

allowed to have a lie-in and (1 D ). The Oxford University neuroscientist

said grumpy teenagers follow different sleep patterns from adults –

making them more alert in the afternoon than in the morning. And he

said German and American schools which switched to later start times

had experienced improved success in exams and (2 ).

Prof Foster said that forcing teenagers to turn up to school in the morning

could result in more errors, poor memory, reduced motivation and

depression. Allowing secondary school students a lie-in on the other hand

would improve performance (3 ).

“It is cruel to impose a cultural pattern on teenagers that makes them

underachieve,” he told a conference at the University of Wales in Cardiff.

“Most school regimes force teenagers to function at a time of day that

is not ideal and many university students are exposed (4 ).”

Prof Foster, Oxford University’s head of circadian neuroscience – the

study of how the daily routine affects the brain – said the time at which

children become fully awake gets progressively later (5 ). The pattern

continues until the age of 20, when it begins to reverse, making adults

more alert in the mornings.

His comments back up research published last year which recommended

that schools and universities should not start until 11 am because

teenagers were in a “permanent state of jet-lag”. The American study

found that teenagers’ biological clocks run later because a hormone

known as melatonin, which promotes sleepiness, starts to be secreted

in the brain (6 ). The researchers found that students’ performance

in exams also went down when they sat them in the morning compared

to the afternoon.

Prof Foster said: “Teenagers’ body clocks can be delayed between two

and four hours and they don’t start to function until 10 am or as late as

noon. He said the problem was worse in Britain where many students

work long hours in part-time jobs (7 ).

But teachers’ leaders disagreed with the Prof Foster’s views – saying

they believed (8 ). National Association of Head Teachers director

Anna Brychan said: “Our members are interested in anything which

throws new light on the best way of helping young people develop their

creative faculties. But many teachers will say they find their classes

infinitely more receptive to new ideas (9 ).” A teacher’s union official

Geraint Davies said: “Schools have been trying to tackle this issue for

years but have found students are more attentive in the morning.”

14

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


Part II Writing

C In your group, talk about your experiences and your problems. Is there anyone

in the group who found the task easy? Ask them for advice.

D Discuss the strategies you could use for this kind of exercise. Consider what

you do before you start working with the answers. Say whether you think they

would work for you.

1 Read quickly through the whole text first. Try not to be stopped by

unfamiliar words.

2 Imagine that someone asked you: ‘What’s this text about?’

Quickly think of a short answer. For example: ‘It’s about teenage sleep

patterns.’ Or ‘It’s about the fact that teenagers need more sleep than adults.’

E Now discuss the way you start doing the answers. Look at gap 2.

Pick up the clues from the sentence.

• Example 1: in gap 2, the words just before the gap are ‘had experienced

improved success in exams and’. So we know that the part missing will

have a similar structure to ‘improved success’. Look quickly through the

expressions for one that has that structure, and has a meaning similar to

the positive result: ‘improved success’.

• Example 2: in gap 3, the words just before the gap are ‘would improve

performance’. We’re looking for something that adds information to

‘performance’. Look quickly for expressions that can do that, e.g. ‘in

key subjects’.

Look at the other gaps with your group and discuss the kinds of clues you

pick up to find the right expressions.

3 Now practise another type of exercise: short answers. You’ve already read the text,

so you will have only 10 minutes for this exercise. Read through the text once again

quickly. Answer in note form in the spaces below. 1 is an example.

1 Why does Professor Foster think teens need to sleep late?

different sleep patterns in their teenage years

2 Has the experiment of later starting hours been tried in other countries?

4 A This lets you use the material

you’ve read to practise writing skills.

Read the task first.

Write a short letter of about 100–

120 words to your English friend.

His/her school now starts at 11 am

in the morning to let students get

up later. Tell him/her about your

own daily routines, and what you

think of the English plans to let

teenagers sleep in longer before

they go to school.

B Quickly jot down a few notes and

a plan of your informal letter. Then

write a first draft.

C Join a partner. Read each other’s

first draft. Tell each other:

• what you found most

interesting in his/her letter,

• what you didn’t find very clear,

• what you think could be added

or changed to make it better, or

more interesting.

D You now edit and rewrite your

informal letter according to your

friend’s comments. When you have

finished writing, re-read it carefully

and try to spot any mistakes so that

you can correct them neatly.

3 What do teens do at school because they haven’t had enough sleep?

4 Does the need to sleep longer hours continue right through adolescence?

5 In what country has further research supported Professor Foster’s views?

6 What biological fact could account for teens waking up later than adults?

7 Why is there a greater problem in the UK than in other countries?

8 Are Professor Foster’s views unopposed?

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

15


2E Are you on your way up?

Test

1 PRESENT SIMPLE vs. PRESENT PROGRESSIVE Complete

the sentences with the appropriate verbs:

1 I can’t go out. I for my math test.

2 I often TV in the evening, but tonight I

to the cinema with my friends.

3 Whenever I am on Facebook, I with my

friends and I

usually online for two or

three hours.

4 She’s got a terrible toothache. She her

dentist this afternoon.

TOTAL / 3

(0.5 points for each correct answer)

2 PAST SIMPLE vs. PAST PROGRESSIVE Put the verb into the

correct form:

1 While I (clean) my room, I (find)

an old photograph of my grandma.

2 We (hear) a loud noise and (run)

into the living room to see what had

happened.

3 I (meet) my ex-boyfriend when I (walk)

through the park.

4 My grandpa (close) his photo album

and (go)

to bed.

TOTAL / 4

(0.5 points for each correct answer)

3 STATE vs. ACTION VERBS Put the verb into the correct form:

1 She (want) to buy a new perfume so she

(smell)

several of them to see which she

likes best.

2 Dad (think) about selling my brother’s

car as we (need)

money for college.

3 The coffee (taste) great. Which brand is

it?

4 She told me her name, but I (not remember)

now.

4 VOCABULARY CHECK-UP Complete the definitions of the

given words:

to appreciate = to recognize or understand the v

and i of somebody or something

survey = a s of opinions, behavior etc. made by

asking people q

chore = a job or work that is often b or

unpleasant but needs to be done r

to vacuum = to use an e device to collect dust or

dirt

approach = to consider or d with something in a

particular way

TOTAL / 4

(0.5 points for each correct answer)

5 WORD FORMATION Complete the sentences with the

appropriate form of the word in brackets:

1 Men and women never seem to share chores (equal)

.

2 In (add) to doing the work around the

house, women also take care of the children.

3 Some people believe there must be a clear (divide)

of labour.

4 The conventional wisdom holds that men are more

(compete)

than women.

5 Cooking is (nature) a more female

chore than male.

6 Men usually avoid cookbooks in the same way as

women avoid (instruct)

manuals.

TOTAL / 3

(0.5 points for each correct answer)

TOTAL SCORE / 17

13–17 points

9–12 points

less than 9

TOTAL / 3

(0.5 points for each correct answer)

16

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


2F Project

A poster

Step 1

Write your answers to these questions:

1 Do you know anyone who is an immigrant in this country?

2 How long ago did they come to this country?

3 Where did they come from?

Step 2

Join a small group, read and compare your answers. Start

planning a poster to show your results.

Step 3

Each member of the group interviews three people outside the

class. Ask the three questions and prepare to report them. If you

are interviewing someone who doesn’t speak English, ask the

questions in their language. Then write the answers in English

and present them to the group.

Step 4

Meeting to discuss the next step. Decide what research you need

to do. Find out more information about:

a the laws in your country, number of immigrants,

their social position… (go to the library or use online

resources).

b immigrants you know or heard of and the country of their

origin.

Step 5

Design and create the poster to illustrate the findings. Choose a

spokesperson who will present it to your classmates and answer

questions.

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

17


3 What makes good

relationships?

• Forming questions

• Modal verbs revised: ability, permission, requests

• Polite requests

3A Real friends?

1 A Tick to show your opinion. Join a partner, compare

your views and give reasons.

1 Friends are more important less important

than my family.

2 I think it’s very important not very important

to communicate with my friends.

I use these ways of communicating:

Meeting to chat

Phoning/texting

Emailing

Using Viber/

Snapchat

every

day

every

week

every

month

never

3 I think it’s very important not very important

to have lots of friends. OR I think it’s better to

have only a few friends who are very close to me.

2 A How can you tell if your friend is a real friend? Answer

the quiz (parts A and B) for yourself.

PART A

QUIZ:

Real

friends?

1 Does this person accept you as you are?

YES NO

2 Do you enjoy being with him/her most of the time?

YES NO

3 Does s/he put aside some time to talk if you’ve got a problem?

YES NO

4 Does this person stick up for you when others put you down?

YES NO

5 Does s/he make you feel good about yourself?

YES NO

6 Can you talk about your feelings with him/her?

YES NO

7 Can s/he forgive and forget when you make mistakes?

YES NO

8 Is s/he sensitive to your feelings?

YES NO

9 Is it usually easy to make plans together?

YES NO

10 Does s/he reply quickly when you phone/text/email?

YES NO

Count up the YES/NO answers.

B Listen to the scores. Do you agree with the

explanations? Compare with a partner.

C Discuss the quiz questions with a partner. Are all of them

equally important? Choose the three that you think are most

important. Join another group, compare and give reasons.

3 A Here are some longer answers to the quiz. What question(s)

in parts A or B were the students answering?

1 Well, she always makes snide remarks about the way

I look, you know, my hair’s untidy … or my t-shirt’s

got a stain on it.

2 He says: C’mon, don’t be such a wimp, always worrying

about your homework, come on out with us.

3 Last week I said something about her brother, and I

didn’t mean to hurt her, but she was really cross. I said

I’m sorry, but she just can’t get over it. I don’t know

what to do.

4 Certainly not! We always argue about what we want to

do, where we want to go, what to do at the weekend …

He just wants to have his own way all the time.

5 Last week I got a B+ in my maths test! I was over the

moon, but Sam just said: Harry got an A+, you know.

6 I said: Look, Lynn, I’m really in a mess with my geography

teacher, ‘cause I didn’t finish my project. And she

just goes: Don’t worry about it. Let’s get an ice cream.

18

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


PART B

1 Does this person put you down or make you look silly?

YES NO

2 Does s/he say negative things about others?

YES NO

3 Do you ever feel bad when s/he says things to you?

YES NO

4 Does s/he let you down after promising to do something?

YES NO

5 Does s/he ignore you when you need some help?

YES NO

6 Is your friend put out if you don’t want to do the same

thing s/he’s doing?

YES NO

7 Are you afraid of making him/her angry if you are very

friendly with others?

YES NO

8 Is your friend unhappy if you get better results than they do?

YES NO

9 Does s/he push you to doing things you wouldn’t usually do?

YES NO

10 If s/he’s in a bad mood, does s/he take it out on you?

YES NO

Count up the YES/NO answers.

B Find the right order.

1 best Who friend your is ?

2 friend What of good are the a qualities ?

3 friend did Where meet you best your ?

4 best ago your long How you meet did friend ?

5 out When friends do your go you with ?

6 is How friend friend do real you if your a know ?

7 can many a How real have friends person ?

8 aside time your How you much friend can put for ?

9 make teenagers Can more children than easily friends ?

10 my my answer messages not Why text does friend ?

C Choose four of the questions in 3B. Write short answers

about yourself and your views. Join a partner. Read each

other your answers and guess the questions.

4 With a partner, read the answers. Write the questions.

1 Q: ?

A: Yesterday? Nothing much. We watched a DVD at

her place after school.

2 Q: ?

A: No, Julia isn’t, because she doesn’t listen when I

have problems.

3 Q: ?

A: Yes, joining’s a good idea, because with Facebook

you’ve got lots of friends online.

4 Q: ?

A: I can’t come over tonight because I’ve got a lot of

homework to do.

5 Q: ?

A: Oh, I usually see him at the weekend.

6 Q: ?

A: No, I’m not. Dave’s in my class, but he’s not really

my friend.

5 A Read the question that appeared in an agony column in a

magazine for young people.

NO REPLY

Why is it that whenever I text my friend, she never has the

decency to reply? When I eventually call her, she says she’s

been really busy. And when I mention we should get together

for a catch-up, she says she’ll get back to me, but she rarely

does. Is she trying to tell me something?

KATE REPLIES:

She could be or, on the other hand, she could just be very

busy, and forget to contact you – although I don’t think

that’s a good excuse. You’ve made time to contact her, so she

should have the decency to reply. There are three options

here. You could let her know how you feel and, hopefully, she’ll

understand. Alternatively, don’t contact her for a while, and

leave the ball in her court. Finally, you could ignore her selfish

ways, and continue as you are.

Think hard, and decide whether her behaviour gets to you or

not. Then you can choose which direction to take.

Full House • Issue 15 • 9 April 2009

B From the context, choose the right meaning

for these expressions.

a getting the latest gossip b don’t call her

c irritates or annoys you d after a while e not often

f it’s up to her to decide what to do g a second option

1 eventually

2 a catch-up

3 rarely

4 alternatively

5 leave the ball in her court

6 ignore her

7 behaviour gets to you

C With a partner, discuss the three options Kate offers.

What would you do?

6 A Write a short letter to Kate about a problem you are having

(real or imaginary) with a friend. (Write it on a slip of paper,

but do not write your name.) Give your letter to the teacher.

B In groups of four read the problems the teacher has given

you. Then select two and give advice to the writer about their

problem.

C When all groups have fi nished, read out the problem and

the advice.

G 14 Forming questions

Are you a good friend? Does your friend put you down?

Can you talk easily with your friend?

How often do you email friends?

MORE PRACTICE: Workbook, page 84

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

19


3B Could I possibly …?

2 A Read the article.

The joy of not being ‘polite’

by Anna Pande

The other day, my husband and I were on our way to a party and

ended up getting a bit lost. All of a sudden, my husband pulled

the car up alongside a rickshaw and, without a word of greeting,

shouted out the name of our destination. The rickshaw driver, unperturbed,

shouted out some directions to him and we continued

on our journey. I was impressed.

1 A Children and teenagers often have to ask for permission to

do things. Some of the expressions that are used for polite

requests are given in the box. They go from 0 – blunt, rather

rude to 3 – very polite.

0 I want … I need …

1 May I …? Can I …? Can you …?

2 I’d like to (+ infinitive) May I …? Can I

…? Could I …? Could you …?

3 Could I … please? Could I possibly …?

Would you … please? I wonder if

I might …? Would you mind (+ing form)?

Do you mind if I (+ Present Simple verb)?

Would it be OK if I (+ Past Simple verb)?

If it’s all right with you, could I …?

Write requests for the following situations:

1 Ask the teacher to leave early today.

2 Ask your parent to wake you up a bit earlier

tomorrow.

3 Ask a friend if you can borrow his/her iPad.

4 Ask a friend if you can read his/her diary.

5 Ask your parent if a friend can stay with you

overnight.

6 Ask your parent if you can go to see a film

with a friend.

7 Ask the teacher if you can hand in your

homework a day late.

8 Ask a parent to watch the late night movie.

B With a partner, write a dialogue between a teenager

and a parent or guardian.

Someone your age wants to ask a parent if s/he can go

out to your friend’s birthday party on Saturday. Asking

very politely gives a better chance of success. S/he also

wants to come home later than usual – think of a good

reason. Finally, s/he would like some money to buy a

present to take to the party.

C Present your dialogue as a role-play to another group

or the class.

Listeners: tell the presenters what was good – or funny

– in their presentations. Would you do things in a

different way?

While I was delighted by the enthusiasm shown by the rickshaw

driver, I would advise any Indians in the UK not to try this approach.

If you are lucky, you may get some directions but you are sure to

ruffle some feathers. The reason is that, in the UK, we are notoriously

‘polite’ (I have put ‘polite’ in inverted commas because what

constitutes politeness varies from culture to culture). Any request

for information has to be prefaced by an, “Excuse me, would you

mind telling me …”, or “I’m sorry, I don’t suppose you would happen

to know …” OK, so these are somewhat extreme examples but they

are not uncommon. A famous postcard which features a cartoon

of two drowning men and the title, “How to get around in English”

says it all. The first drowning man, presumably not a native English

speaker, is shouting “HELP” in an attempt to attract the attention

of a passer-by but to no avail. The second drowning man, on

the contrary, uses the words, “Excuse me Sir, I’m terribly sorry to

bother you but I wonder if you would mind helping me a moment,

as long as it’s no trouble of course.” The reaction? The passer-by is

only too happy to help him!

Having grown up in the UK, I am accustomed to being ‘polite’, in

the British sense of the word. British children, for example, are

taught to use the words “Please” and “Thank you” from a very

young age. “Please”, in particular, is portrayed as being a “magic

word” for getting things done.

Unfortunately, my attempts at politeness often backfire in India.

Instead of coming across as a gesture of respect, they are interpreted

as attempts to distance myself. For example, members of

my (Indian) family will ask me, “Why are you saying “thank you” –

we’re family?!” I have had to explain that, even with my mum and

sister, I will use the words “please” and “thank you” because, well,

it’s only polite.

By the same token, I am often taken aback by Indian attempts

to be friendly. For example, when an Indian friend of mine says

to me, “Why didn’t you call me?”, I know they are just telling me

that my call is important to them and, therefore, affirming that I

am a friend of theirs. However, if the same words were spoken by

a friend of mine from the UK, I would know that they were really

annoyed with me!

On the whole, I think I am getting used to, and indeed enjoying, the

Indian attitude to politeness, although I do find it hard to stop myself

from saying “Please” and “Thank you” several times a day. This

is probably just as well because, by phasing out these words from

my vocabulary, I could land up in trouble when visiting the UK!

20

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


B Tick the right answer.

1 The author is

a an Indian woman.

b a British woman living in the UK.

c a British woman living in India.

2 The article is about

a asking directions in India.

b attitudes to politeness in Britain and India.

c family values in Britain and India.

3 The author advises Indians living in Britain

a to be more direct when asking for things.

b to avoid asking for things.

c to use more indirect expressions when asking

for things.

4 The cartoon’s example of very indirect polite

expressions

a is exaggerated, but says something that is true.

b is a good example of what happens in India.

c is what always happens in Britain.

5 To make a request in India, you

a soften the request with indirect forms.

b make sure you use please and thank you.

c use a direct approach.

6 When British people use indirect forms of request,

Indians think

a the British are being unfriendly.

b the British really want something very much.

c the British are being very polite.

7 The article implies that forms of politeness

a are necessary for social communication.

b are connected to culture.

c are not necessary at all.

C Find the words in the article which mean the opposite of

the underlined expressions.

1 The author and her husband started out by getting lost.

2 The rickshaw driver was very upset when her husband

didn’t greet him.

3 If Indians ask direct questions in England, they will

make people happy.

4 Requests for information in Britain are followed by

complicated expressions of politeness.

5 The cartoon shows a man who shouts ‘Help’ and

is rescued.

6 When the writer tries to be polite in India, this

succeeds.

7 When Indians ask blunt questions, they are denying

that she’s their friend.

8 If the writer behaves in Britain as she does in India,

she could be very successful.

D With a partner, add to the list of differences between Britain

and India. Add a comparison with Serbian habits.

In Britain In India In Serbia

1 You greet a stranger

before asking for

directions.

2 You don’t say please

and thank you to

your family.

3

4

5

E According to the information in the chart, are customs

in Serbia closer to India or the UK? Give reasons.

Get the hang of it!

Making enquiries and requests by telephone in English

3 A Listen to the beginnings of four short telephone calls.

Tick the expressions you hear.

May I speak with …?

I wonder if you could tell me …

Could you ask him to …?

Can you tell me if …?

I need some information.

Could I get some information …?

At what time is the film?

I’d really like to …

Could I ask you about …?

B Write in your own words what the phone calls are about.

Caller 1 wants information about

and he’d like to .

Caller 2 wants .

Caller 3 wants to enquire about .

C With a partner, role-play one of these telephone conversations.

Then change partners and role-play another situation.

1 Call a doctor’s surgery to make an appointment.

2 Call the school to enquire about the date and time

of the school play.

3 Call an airline to find out about flights to London –

available dates, times, and cost.

G 13a Polite requests

Can I stay in bed, please?

May I get up later?

Could I possibly borrow your pen?

Would you mind lending me your iPod?

MORE PRACTICE: Workbook, pages 84, 85

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

21


4 Special occasions

• Present Perfect, revised

• Present Perfect vs. Past Simple

• Linking expressions

• Planning and booking holidays

4A Celebrations

1 Talk about these questions with the class.

1 Think about the last twelve months. Have you

celebrated any special occasion with your family

during this time?

birthdays weddings graduations national days

New Year’s Day special days like Christmas, Easter

and other religious festivals

2 Have you always celebrated those occasions together?

3 What did you do to celebrate? Tell the class.

4 Did you take any photos or video the occasion?

5 Choose one event and describe it in detail.

• What was the occasion?

• What preparations did you or anyone else do?

• Who did you invite?

• Did anything funny or unusual happen?

2 A Mark the statements to show if they talk about:

PS (Past Simple) - things that happened/didn’t happen

in the past, in a fi nished period of time

PP (Present Perfect) - things that have happened/

have not happened in a time period up to now

1 We’ve never celebrated anything in our family.

2 When I was a little kid, we never celebrated Easter.

3 Last week, I took photos at our school graduation.

4 I’ve always taken photos at our family birthdays.

5 Now I’ve started saving up for a digital camera.

6 Yesterday, I posted some photos on Instagram.

7 So far I’ve received comments from ten of my

friends.

8 A year ago, for my birthday, Dad gave me a video

camera.

9 I’ve never fancied those video clips you see on

YouTube.

10 At Easter we did something pretty sneaky: my

Mum didn’t like it.

B Which time expressions can you use with the Past Simple?

List fi ve from the sentences in 2A. Add three more.

Which time expressions can you use with the Present Perfect?

List four from the sentences in 2A. Add three more.

22

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


3 Listen to a short extract from an audio blog.

Take notes. Tick the right persons.

1 She’s moved into the video age.

2 His family has never celebrated anything apart from birthdays.

3 They’ve both taken photos at family celebrations.

4 She made a recording of her family’s conversation.

5 She’s recorded her schoolmate’s opinions.

6 He’s always found family interviews uninteresting.

7 She’s always tried to film parties without people noticing.

8 She really loves her baby niece.

9 He has used a digital camera.

10 They’ve both recorded birthday celebrations.

Gemma Jake Sam Ali Cynthia Ollie Jade

4 A Study this dialogue pattern.

Then complete the sentences below.

A

B

A

B

Have you always celebrated birthdays?

(First request for information)

Yes, I have.

(Information given)

How did you celebrate?

(Requesting more details)

We made a special birthday cake.

(More details given)

1 To first request or give information, we use the

tense.

2 To request or give more details, we then use the

tense.

5 Choose one of the writing options.

A Write two days of a diary describing the day before,

and the day of a special occasion in your family.

Imagine your feelings on the two days.

Day 1: What have you done today to prepare for

tomorrow? What haven’t you had time to do? What

are you looking forward to most?

Day 2 (after the celebration): What happened? Who

was there? What did you do? Have you ever had a

more emotional day in your life up to now?

B Write a blog about the most embarrassing moment

you’ve ever experienced. Include details about:

• where this happened,

• who was there with you,

• why it was embarrassing,

• what you did afterwards.

B Work in pairs and ask each other the following questions.

1 Have you ever organised a party at your home or

school?

2 Have you ever done something quite embarrassing?

3 Have you ever been involved in an accident?

4 Have you ever been frightened to death?

Start like this:

A: Ask question 1.

B: Give your answer.

A: (If B answers ‘yes’) Ask for more details.

B: Give more details.

A: Have you ever organised a party at your home or school?

B: Yes, I have.

A: What did you do?

B: I wrote the invitations, bought food and drinks and

prepared the room.

G 8, 5 Present Perfect, Past Simple

We’ve always celebrated birthdays.

What did you do on birthdays? We had a party.

Have you ever had a fancy-dress party?

I haven’t, but last year I threw a slumber party.

MORE PRACTICE: Workbook, pages 88, 89

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

23


4B Holidays

1 Discuss these questions and compare your views

with others in the class.

• What holidays have you most enjoyed in

the past two or three years?

• In that time, have you had any holidays that

you didn’t enjoy?

• Have you ever been on holiday without

your parents? Give details.

• At what age do you think it’s OK for teenagers

to go on holiday by themselves?

• What are the advantages and disadvantages

of teenagers going on holiday by themselves?

2 A Read the text. Where do these linking expressions

go in the text? Number them.

a Finally, b for example, c although

d First, e nevertheless f Similarly

g however, h so i on the other hand

j The next thing

B Write down the linking expressions (a–j) from exercise 2A.

1 link similar things:

2 introduce a contrast to something said or

expected:

3 structure the text, for example by putting things

in order:

4 give an illustration:

5 show cause or result:

C Find other linking expressions in the text and label

them 1, 2, 3, 4 or 5 according to their meaning.

Holidaying With Parents? Yes, It Can Be Fun!

Let’s face it – most teenagers want to spend as little time

as possible with their parents. Your parents may be looking

forward to two weeks together in the sun but you are

dreading it … or at least, you wouldn’t admit to looking

forward to the holiday, would you? Can you (1) plan

to have a fun holiday with your parents?

You’re expecting the holiday to be boring, mainly because,

(2) you love your parents of course, you prefer hanging

around with your friends, watching TV, playing computer

games or listening to music. So, getting your parents to accept

that your ideas of a good time are different from theirs

is the first step towards a holiday you can all enjoy.

Planning ahead

(3) , get involved with the planning as much as possible.

Your parents have probably always thought of you as children

who have to do as they’re told. Now is the time, (4) , to

make them see that you’re now old enough to be part of the

‘planning committee’. Ask them about the budget they’re

working with, and offer to research destinations. Give them a

chance to explain what kind of holiday they would enjoy, but,

(5) tell them about your own ideas.

Discuss with them whether they are prepared to let you do

some things on your own. There are holiday places that allow

people to do different things, where, (6) older children

can enjoy adventurous activities away from the rest of

the family. Some families prefer skiing/snowboarding holidays

to the traditional summer breaks, or ‘active’ holidays

like sailing, or eco-breaks. Another excellent option you

could suggest is choosing a resort offering age-appropriate

activities for all the family such as sailing, archery, snorkelling,

dirt-biking … you name it!

Once you’ve decided where you’re going, offer to help

with all the preparations. Have you ever taken photographs

of family occasions? Offer to record the holiday. On the

whole, teenagers are better at researching things online,

(7) you could offer to navigate or map the route.

(8) , would they like you to use the internet to discover

local attractions in advance?

Activities and obligations

(9) to do before you go is to talk with your parents

about what they expect of you during the holiday. Talking

about curfews and limits in advance won’t solve everything

but can help prevent big blow-ups when you’re away. Will

your parents expect you to supervise younger brothers or

sisters? In return for your helpful behaviour, are they prepared

to let you have some time by yourself to hang around

on the beach or in the cybercafés? Of course, you have to

reassure them that you know all about personal safety: you

know better than to show off expensive cameras or mobile

phones. By the same token, you know you have to stick to

public places and carry the address of your hotel or resort,

with enough money for an emergency taxi.

In conclusion

(10) , don’t forget your iPod – with headphones – so

that you can listen to your own music and have some ‘timeout’.

The same goes for hand-held computer games but just

remember to pack extra batteries! Remember too that with

a mobile phone or by visiting a cybercafé, you can always

keep in touch with your friends.

To sum up, then, with a bit of preparation in advance and

some flexibility all around, you and your parents can have

a really smashing holiday!

24

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


3 In the text, fi nd the words for the clues from 1 to 11. The

orange squares across will then spell the quality that is

needed for teens and parents to have happy holidays

together.

5 8 9 11

5 In groups, discuss the article. Consider these questions.

• Do you agree that teenagers want to spend as little

time as possible with their parents? Is it true for most

teenagers around you?

• Do you think the practical steps (exercise 4) could

really help to make holidays with parents more

enjoyable? Would they work for you? Give reasons.

• What other solutions could you suggest for families

where teenagers prefer not to spend time with their

parents?

Get the hang of it!

Booking accommodation for a holiday

1 3

2 4 -

-

7

6 10

-

6 A You are booking a campsite for your family holiday,

in Yorkshire. Listen to the telephone conversation and take

notes about these details.

Dates:

Number of people:

Activities available:

Weather:

Local attractions:

How to get more information:

B With a partner, practise role-playing the telephone call.

Take turns to be the receptionist.

Clues (fi ll in the blanks going down)

1 A time for you to be in bed, lights out.

2 If you plan in advance, you don’t have quarrels.

3 Be careful, so that you are not in danger.

4 Find out what your parents want you to do.

5 An activity on a vehicle, can be quite messy.

6 The amount of money you have to spend.

7 An activity on water.

8 An activity in water.

9 Do you have to babysit your brothers and sisters?

10 Every teenager needs a few moments alone.

11 A sport where you shoot at a target.

4 What can teenagers do to have enjoyable holidays with

parents? Add your own ideas.

1 First of all, teenagers can:

get parents to accept that they and you have different ideas

2 Then, once you’ve decided where you’re going:

offer to help with preparations

3 After that:

discuss limits and curfews with parents

4 Finally:

C Answer a phone call from a friend you made in Yorkshire,

asking about holidays in your area.

Your Yorkshire friend

You

Greet your friend.

Greet your friend.

Ask about a holiday in Serbia. Answer.

Ask for more details.

Give details.

D Present your role-play to another group or the class.

7 Choose one of the writing options.

A Write a short article for your school magazine or

blog, about the difficulties and joys of having a

holiday with parents.

B Write a short account of an interesting holiday you

had, either with your parents or without them.

Don’t forget to use some of the linking expressions you

worked with in this unit!

G Linking expressions

First, we planned the holiday.

Then, we discussed curfews and limits.

Finally, I researched possible routes.

We agreed on everything, so I made the bookings.

However, we hadn’t managed to plan the weather.

MORE PRACTICE: Workbook, page 91

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

25


4C National days

1 In pairs/groups do a Webquest to find the answers to

questions 1–10. The pair/group that finishes first is the

winner.

TEST YOUR KNOWLEDGE!

CAN YOU NAME

THE COUNTRY?

For an extra point, give the

day on which the national

holiday is celebrated.

Name the country which celebrates …

1

2

3

4

5

6

7

8

9

10

… a day over two hundred years ago when

citizens attacked a fortress prison and freed

the prisoners.

… the day when the first fleet of ships arrived

and took possession of the territory for Britain.

… the day it became an independent country,

no longer under Portuguese rule.

… the day the colonies united into one country

in 1867, although it still has kept two official

languages.

… the day when an explorer took possession

of lands far away in the name of its king and

queen.

… its patron saint by having parades

featuring a lot of green.

… the day it claimed independence from

Britain and established its own republic.

… the day when its republic was founded

in 1949 after a Long March.

… the day when the wall came down and it

reunited.

… the Queen’s birthday (the present Queen

has kept her mother’s birthday as a national

holiday).

26

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


2 PROJECT WORK

In groups, make a poster or Power Point presentation about

one of the holidays from Activity 1. Bear in mind the following

questions: Why is the holiday celebrated? When was it

celebrated for the first time? Has it changed since then? What

are the related customs? Vote for the best presentation.

B Have an informal debate. Each group takes it in turn to

tell the class one of the arguments it has prepared. Another

group then continues in either of these ways:

a Add another argument that supports the one just put

forward.

b State an argument that opposes the one just put forward.

You can use some of these expressions to link similar

arguments:

similarly equally likewise by the same token

also in addition another reason/argument

we’d like to add that …

You can use some of these expressions to link opposing

arguments:

however in fact on the other hand rather

in contrast on the contrary still yet though

actually all the same anyway as a matter of fact

at the same time nevertheless nonetheless

Keep the debate going as long as possible!

Listeners: take notes about the arguments that you find

particularly convincing.

3 A Prepare an informal debate. The question to be debated is:

Are national rituals important for a country?

For

Against

In groups, discuss your views on these questions.

• How important is it to have a national day?

• Is it important to have rituals in the life of a country?

• Is patriotism out of date?

• Is it better not to focus too much on patriotism, but

instead teach young people to think of themselves as

citizens of the world?

Prepare your arguments. List reasons for or against placing

a lot of value on national rituals.

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

27


4D Skills enhancement

Part I Listening

1 You will hear an interview with Lucas Allwright, one of the

organisers of Earth Day in the UK. Kate Merrydale met Lucas

on April 21 st , as he completed preparations for the big Earth

Day festival the next day.

As you listen to the recording, answer the following

questions. You will hear the recording twice.

Now read through questions 1–7.

Answer in note form!

1 Why does Lucas think Earth Day is better than

national days?

2 What are the main aims of Earth Day?

3 For a green world, what kind of energy sources

should we use?

4 Why are green policies good for the economy in

the long term?

5 How many people take part in Earth Day across

the world?

6 What is organised in Australia on Earth Day?

7 What are young people doing on Earth Day in

Canada?

2 A Answer for yourself.

Did you find the listening exercise easy or hard? If your

answer is ‘easy’, go to questions A & B. If you found it hard,

go to questions C & D.

A Do you use any particular strategies before listening?

Tick the statements or add your own.

I work out a system of signs and abbreviations to

help me make notes quickly.

I read the statements very carefully and underline

the key words.

My strategy:

B Do you use any particular strategies while listening?

Tick the statements or add your own.

I listen out for the key words in the statements.

I make very quick notes and continue listening.

If I don’t understand something, I don’t panic.

I try to understand the next bit.

My strategy:

C What in particular did you find hard? Tick the

statements or add your own.

I can’t understand anything when they speak so fast.

When I’m trying to work out the meaning, a lot

goes by and then I’m lost.

I start off well, but I lose concentration about

half-way through.

I understood some of the programme, but found

the questions too hard.

My own:

D What do you think you could do to help your ability to

understand? Tick the statements or add your own.

1I could read the statements more carefully and

underline key words.

1I could develop better ways of taking notes quickly.

1I could try to relax, stop panicking when I don’t

understand something.

1I could listen to more CDs, radio or TV

programmes in English.

My own ideas:

B Share and discuss your experiences of doing the listening

task. Make a list of useful strategies on your class board.

Part II Use of Language

3 A You are going to read a text where you have to transform

the verb. This is an exercise which lets you practise using

verbs in an effective way within the context of a whole

sentence and indeed a whole text. Read these steps. Are they

similar to or different from the way you usually do the task?

Step 1: Read the whole sentence quickly. Find the part of

the sentence that indicates whether the action is

past or present (or future). Underline or circle the

verbs and look at the tense.

Step 2: Decide on the tense you need for the gapped verb.

Ask yourself: Is this a single action in the present

or past? (Present or Past Simple)

Is this a repeated or progressive action in the

present or past? (Present or Past Progressive )

Step 3: Check the subject, so that you can get the verb

form right.

Step 4: Any other characteristics that you need to be

careful about? e.g. ‘s’ with the third person

singular verbs, am/is/are for BE, etc.

Step 5: When you’ve done all the verbs, go back and read

through the whole text. Check your answers.

B Now do the Use of Language exercise. Try to follow the

five steps from 3A. Put the verbs in brackets into the correct

form. The first one has been done as an example.

C Join a group and compare your answers. Talk about the

clues that you used to find the required form of the verb. Did

you find the step-by-step approach helpful? If not, why not?

28

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


Power Shift, or how

I spent my spring break

Written by Power Shift Attendee Chris Maggio

for The Chimes: The Student Newspaper of Capital University

My original intent in attending Power Shift ‘09, the largest youth

conference on climate change in our nation’s history, 1 (BE) to

take an inexpensive trip to Washington D.C., learn a few things,

and then go back to my life as it was before the spring break.

I soon 2 (DISCOVER) that as the first two parts of this plan

3 (SUCCEED) the last part had to fail. Realizing that the

conference ran during my spring break, I expressed interest in

attending Power Shift. I knew of no other students from Capital

who were attending, so the organiser 4 (HELP) me to get in

contact with students from other colleges who could provide a

ride.

Once I 5 (REACH) our nation’s capital, some students from

the University of Pittsburgh allowed me to stay with them. Until

now, I 6 (ALWAYS THINK) people acted for themselves, but

my faith in human generosity has been renewed.

I 7 (LEARN) that over 12,000 students from all 50 states

and even a few other countries came to spend their weekend at

an environmental conference held in the Walter E. Washington

Convention Center.

An environmental workshop 8 (TEACH) me how to build

student leadership and action capacity.

I 9 (REALIZE) during the last part of the conference that my

life, when I got back to Capital, could not revert back to the way

it was before spring break. To begin the session, each school’s

name was called. The students from each school then stood

up. There were 411 students in total from Ohio. “Oberlin!” 108

students stood. “OU!” 50 students stood. “Capital!” Only one

student stood up. The room 10 (BURST) into applause.

It was the most overwhelming and exhilarating moment of my

life. Overwhelming because I realized that, if I did not share

the kindness and knowledge I had received at Power Shift with

Capital, no one else would. Exhilarating because I realized, too,

the positive change that I could bring to Capital, to Ohio, to the

world.

Which is why, now that I have returned to Capital, my life 11

(NOT REVERT) back to the way it was. I’m much busier now.

I 12 (JOIN) the Ohio Student Environmental Coalition and

Capital’s new Environmental Service Organization, just as anyone

on this campus who wishes to preserve their earth should.

But most importantly, I 13 (BECOME) part of the 12,000 other

students who will not rest until the power has been shifted away

from the people behind harmful energy so that we may create a

green, peaceful, economically viable, and socially just world.

1 was

2

3

4

5

6

7

8

9

10

11

12

13

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

29


4E Are you on your way up?

Test

1 FORMING QUESTIONS Form a question for the underlined

part of the sentence:

1 She paid 1000 dinars for the cinema tickets.

2 Lana met her best friend four years ago.

3 They were eating a cake when David entered the

room.

4 PREPOSITIONS Complete the sentence with the appropriate

preposition:

1 Miranda ended marrying her

sweetheart.

2 Rosa and Jack were chatting about weather when all

a sudden, she started to cry.

3 The age at which people are allowed to marry varies

culture to culture.

4 The British are frequently portrayed

being overly polite.

4 Sam usually keeps dictionaries on the top shelf.

5 Tara offered to help me with my school project.

TOTAL / 5

(1 point for each correct answer)

5 SPECIAL OCCASIONS

1

10

TOTAL / 2

(0.5 points for each correct answer)

12

2 POLITE REQUESTS Which two sentences are appropriate for

the given situation?

1 Ask a friend to use his mobile phone.

a Can you lend me your mobile?

b Could I borrow your mobile?

c I want to borrow your mobile.

d Would you be so kind as to lend me your mobile

phone?

2 Ask a passer-by for the way to the library.

a Where is the library?

b Can you tell me where the library is?

c I wonder if you could tell me the way to the library.

d Excuse me, could you tell me how to get to the

library?

3

7

8

5

2

4

6

11

13

TOTAL / 2

(0.5 points for each correct answer)

9

3 PRESENT PERFECT vs. PAST SIMPLE Put the verb into the

correct form:

1 I (never/fly) in a helicopter and I would

like to.

2 Steve (fall) in love with Emma when

they (meet)

in Rome three years ago.

3 The meeting (begin) two hours ago and

(not finish)

yet.

4 She (tell) me her name, but I can't

remember it now.

TOTAL / 3

(0.5 points for each correct answer)

ACROSS

1 The first day of the year, which is a public holiday in

many countries. (11 letters)

2 A public holiday on 25th December on which Christians

celebrate the birth of Jesus Christ. (9 letters)

3 An occasion when two people get married. (7 letters)

4 Something that you give someone on a special occasion,

to thank them or because you like them. (4 letters)

5 An occasion when you receive your degree for finishing

your education or a course of study. (10 letters)

6 The night of 31st October when children dress up and

play tricks on people. They go to people's houses and say

'Trick or treat!'. (9 letters)

7 A holiday on 1st May which is traditionally celebrated

as a spring festival and in many countries as a holiday in

honour of working people. (6 letters)

30

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


4F Project

Holiday scrapbook

8 The day that falls on 1st April when people play tricks on

others, especially by inventing silly stories and trying to

persuade other people that they are true. (13 letters)

9 The day celebrated on 14th February when people give

special cards to those they have a romantic relationship

with. (13 letters)

DOWN

2 What you say when you want to congratulate someone.

(15 letters)

10 The day on which an important event happened in a

previous year or several years ago. (11 letters)

11 The day that is exactly a year or number of years after a

person was born. (8 letters)

12 A Christian holiday in March or April to celebrate Jesus

Christ's return to life after death. (6 letters)

13 A public festival that takes place in the streets of a city

with music, dancing and people wearing unusual clothes

and masks. (8 letters)

TOTAL / 7

(0.5 points for each correct answer)

TOTAL SCORE / 19

16–19 points

12–15 points

less than 12

Step1

Before you go:

• Buy a A4 notebook

• Keep all the brochures you have used to plan your trip.

• Make a list of photos you must take: the airplane, hotel,

sights and tourist attractions.

• Buy a small notebook where you will write rough

outline of your daily adventures.

Step 2

When you get to the destination, take hotel brochures and maps

and buy postcards.

You can also save tickets to the sights and attractions you visit

and menus from the local restaurants.

Take photos of anything you think is worth sharing with others,

even your hotel room.

Step 3

When you return from the holiday, organize photos and other

material you have collected and put them in your scrapbook. You

can do this in a chronological order or by thematic units (hotel,

sights, etc.). Write a brief description of each photo.

Step 4

Take your holiday scrapbook to school and share it with your

classmates.

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

31


5 Keeping in touch

• Modal verbs revised, extended

• Obligation & lack of obligation, past/present

• Prohibition

• Advice

B Join two other students (B and C). Take turns to read your

answers so you can complete the grid

Student A Student B Student C

5A Texting is the trend

Question 1

1 A Read ‘THE FORUM’ questions from a teenage magazine.

Write your answers in the grid (in student A column). Write

one sentence for each question.

THE FORUM:

This month:

Text Messaging

This month, send us your views on texting.

1 • Do you like texting? Why or why not?

2 • Do your parents allow you to use your

mobile as much as you like, or do they

set limits?

3 • Do you have to text your parents when you

go out to let them know where you are?

4 • Do you feel you must tell your parents who

you’re texting, and what you’re saying?

5 • Do you use your mobile phone in class?

Write or text us today!

Question 2

Question 3

Question 4

Question 5

C Discuss your views. Are they mostly similar or mostly

different? Do you think texting parents when you’re out is

a good idea? Why or why not? What are the advantages

and disadvantages of texting? Make a list.

D In your groups, prepare a short report based on the notes

you’ve taken. Include:

• The main similarities in your answers

• Any differences

• The advantages and disadvantages of texting.

Present your report to the class.

32

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


2 Study these sentences from answers sent in to the magazine.

1 My dad says I have to tell him who I’m texting.

2 My sister doesn’t have to tell our parents who she’s

texting, because they trust her.

3 I have to text my parents when I go to a friend’s, but

I don’t have to when I’m just going to my gran’s.

4 My friend knows he must spend time studying instead

of texting.

5 Our teacher says we must NOT come anywhere near

the class with our mobiles. Isn’t that just over the top?

6 My older sister had to phone home from the

Principal’s office because she wasn’t allowed to take

her mobile to school.

4 A Watch a video about texting in the USA.

With a partner, fill in details in the columns.

Advantages of texting

for parents

Advantages of texting

for teenagers

Tick the true sentences rules for using have to or must.

Rewrite the false rules.

1 Modal verbs like must don’t change in the 3 rd

person singular.

2 Have to doesn’t change in the 3 rd person

singular either.

3 Have to and must have very different meanings

in the affirmative.

4 Have to is often used when the obligation

comes from outside.

5 In the negative, have to and must have similar

meanings.

6 You don’t have to means you are not allowed to

do something.

7 You must not means that this is forbidden, you

are not allowed to do it.

8 Must and have to are not used in the past.

3 A Listen to a group of students playing a game.

Complete the sentences to show how the game is played.

1 All the students write out a sentence using have to

or .

2 Student A reads out his or .

3 Student B changes the sentence to express .

4 Student C changes the sentence to express .

5 Student D reads out .

6 Continue until all the students .

B Write a sentence about your life using have to or must.

Then play the game. Try to think of good or funny reasons.

B What do you think of the programme? Choose one of these

opinions or write your own. Compare with others in the class.

“It makes sense to me. Texting is definitely the way

of the future.”

“Yeah, it’s good because they talked to both parents

and teenagers.”

“I think it’s propaganda, because it’s the phone

company that organised the survey!”

My opinion:

5 With a partner, match the expressions used in the video with

the underlined meanings. You can watch again to check.

a rated their relationship as improved

b streamline the conversation c emotionally react

d demonstrated in the study e a protective factor

f create some distance g tune their parents out

h digest information

1 It was shown in the survey that communication

is vital between parents and teens.

2 Texting is something that keeps teens from danger

and helps them make good choices.

3 The teens said that when texting, they got on better

with their parents.

4 Many teens don’t listen when their parents talk.

5 Texting lets teenagers have some space away from

parents.

6 Parents talk too much, so texting helps to make

communication more effective.

7 Teens have time to think about and understand

what they learn; they don’t simply respond without

thinking.

G 12b–d must and have to, + and –

We have to text our parents when we go out.

We don’t have to text them when we’re with our

grandparents.

He must do his homework before the game – he mustn’t

leave it until afterwards.

MORE PRACTICE: Workbook, pages 94, 95

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

33


5B Social networking

1 A Rate the sentences (a–h) by putting 1/2/3.

1 = very important: I’m always careful about this

2 = it doesn’t matter really, though I suppose it’s good

to be careful

3 = not important at all: I don’t pay attention to this

a You shouldn’t store your name or address on your

mobile phone.

b You ought to be extra careful with emails from

strangers.

c You should not put your name or your address

on your emails.

d You shouldn’t arrange meetings with people you

only know through social networking.

e You ought to use an online name, not your real

one, for social networking.

f You shouldn’t put your birthday or your phone

number on a social networking site.

g You shouldn’t respond to “phishing” emails that ask

you for your details.

h You should never tell anyone your online passwords.

B Compare with others. The lower your score, the less likely

it is that you will have your identity stolen. Do you care? Do

you know anyone who has been the victim of an identity

theft?

2 Watch the video and complete the fi ve ways in which

teenagers in America open themselves to having their identity

stolen.

1 Too much on social networking sites.

2 Talk strangers.

3 Social security numbers on online .

4 “phishing” emails.

5 Social security numbers and cell phones.

3 There is one mistake in each of these statements about the

video. With a partner, fi nd the mistakes and correct them.

1 Zack Friesen knows all about identity theft because

his friend’s identity was stolen when he was seven.

2 Friesen tells students his own story, and he’s also

making a survey about the times their identity was

stolen.

3 When they join social networking sites, teenagers are

very careful not to give their names and addresses.

4 When they apply for a job online, they have to give

their social security number.

5 The video suggests that teenagers are stupid if they

do all these things.

6 Teenagers share information so that they feel safer

with others of their own age.

4 Unscramble the letters to fi nd the word used in the video.

1 Friesen’s seminars are about how teens endanger

their identities.

s m o o m p r i c e

2 The Qwest survey discovered the five dangerous

things teenagers do online.

d i e t f e d i n i

3 Teenagers are opening themselves to identity theft.

p i x o g e n s

4 “phishing” emails are false emails used to steal

personal information.

d r u l e f a n t u

5 In Britain, they’re mobile phones, but Americans

have another name for them.

l e l c s p e n o h

6 The chief safety officer wants teens to be aware

of online dangers.

t i c y r e u s

34

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


Get the hang of it!

Giving advice

5 A Listen to Tim and Emma talking about the signs

on her computer. Tick the signs they mention.

B Complete the sentences.

1 But what does it say that people ?

2 People should carry those .

3 You shouldn’t just let the mess lie there for .

4 You ought to pick it up and scoop it .

5 Good dog, you’d better not .

6 If they don’t want people to smoke, they .

7 You shouldn’t leave this part of the country

without .

C With a partner, choose one of these options and prepare

a dialogue. Use some of the expressions below.

A Choose one or more of the signs and prepare a

dialogue about what it says people should do.

B Imagine a situation where one teen is concerned that

his/her friend might be doing something dangerous.

Write a dialogue of advice between them.

They should … We shouldn’t … Should you …?

Shouldn’t you …? S/he should …

I ought to … You ought to do …

He ought not to … (in speech, mostly used in the affirmative)

We had better … (stronger and more familiar)

You had better do … You’d better not do …

D Role-play your dialogue for another pair or the class.

G 13e Advice: should, ought to, had better

You shouldn’t store your name on your mobile phone.

You ought to be extra careful with emails from strangers.

You’d better not tell anyone your password.

MORE PRACTICE: Workbook, pages 94, 95

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

35


6 Making plans

• going to and will, future meanings

• Present Simple, future meaning

• Present Progressive, future meaning

• Plans, arrangements

6A When are you next going to kapple?

1 A Read the ten sentences. Then listen to

the conversation and correct one word that

is wrong in each sentence.

1 I’m just going to be over and watch it with her.

2 Where are you going to do your homework?

3 We’ll do our homework during the video.

4 You’ll get much done that way.

5 You’re really going to revise at all.

6 We’re going to do an English language video.

7 What time are you be home?

8 I’m going to miss the 10:30 bus.

9 I will be late.

10 You will pass your test.

B Which sentences talk about:

a plans, intentions, things happening soon?

b

The verb pattern is .

promises, or things happening at some point

later on?

The verb pattern for this is .

2 A With a partner, write a dialogue using the verb patterns

like the ones in 1A and 1B. Ask about a teenager’s plans or

intentions. Use one of these situations.

• A teenager asks for permission to leave school early,

the teacher wants to know why.

• A teenager just setting out for a shopping expedition

with a friend, his/her parents want to know details.

• Teenagers setting out for a party, a parent wants to

know details.

• A teenager booking a bus journey, their younger

sister or friend wants to know details.

B Present your dialogue to another pair or the class.

Listeners: quickly ask the teenager two more questions

about his/her plans.

Teenager: reply to the questions.

3 Do you like kappling? With a group or the class, play the

kappling game.

Student A: think of an activity (preferably something funny,

or unusual) that you like doing. Start by telling the others:

“I’m going to kapple this evening/weekend.”

Others: find out what the activity is, by asking questions.

When are you next going to kapple?

Who are you going to kapple with?

Where are you going to …?

At what time will you finish kappling?

What do you need for …? What will you use to …?

What will you see when you …? Is it hard to …?

36

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


4 A Think about the next week and answer the questions about how

many hours you are going to spend on the following activities.

1 reading a book?

2 watching a video?

3 going out to see a film?

4 doing some exercises?

5 going shopping?

6 downloading music?

7 playing video games?

8 visiting a library?

9 using social media

(YouTube, Instagram,

Facebook)

1 hour 2 hours 3+ hours

B With a group or the class, fire off a quick round-robin

of questions. This is the pattern for the round-robin.

A to B: How many hours are you going to spend reading a book?

B (answers): I think … about 2 hours.

C (asks for more details): What book are you going to read?

B (answers): I’m going to finish …

D (begins a new round of questions): How many hours are

you going to spend watching a video?

Activities

DATASHEET

Total

%

Male

%

A Reading a book 55 46

Female

%

B Watching a rented video 54 58

C Going to a movie theatre 46 44 48

D Exercising 62 59

E Shopping at a mall 64 54

F Downloading music 46

G Playing video games

at an arcade

H Going to the library 27 23

12 9

5 A The bar graph shows the percentage of American teenagers

who spend one hour or more per week doing these nine

activities. Study the graph and fill in the missing percentages

on the datasheet.

80

70

60

50

40

30

20

10

I Using social media

(YouTube, Instagram,

Facebook)

68 66 71

Total

Male

Female

0

A B C D E F G H I

B Now look at the data for ’Using social media’ and draw in

the three bars for I.

C Work in a large group. Together, work out the percentage

of students in your group who are planning to do the

activities mentioned in 4A for more than one hour this week.

Create a bar graph for your group.

G 10 going to for plans, intentions and immediate future

I’m going to go over and watch a video.

Are you going to do your homework after that?

11will for promises and indefinite future

You won’t pass your test. We will, I promise.

MORE PRACTICE: Workbook, pages 98, 99

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

37


6B When does the performance start?

The Medieval Days in Belgrade

Programme

1 Read Nikola’s email. Find fi ve spelling mistakes in it.

From: nikola96@planet.rs

To: e.j.smith@aol.com

Subject: Medieval days

Hi Ellie,

I’m so glad you said you could come at the

begining of June. Great! That means we’ll be

able to go to the Belgrade Fortress and see

SVIBOR – The Internationl Chivalry Tournament!

I’ve sent you a programme by snail mail. As you’ll

see, there’ll be lots to do and see – market stalls,

where you can see&buy all kinds of staff, a parade

of the participants through the centre of city –

really, lots! There’ll be an old printing press and

I’m sure you ’ll be allowed to try to print something

yourself! We won’t want to miss the Knights’

Contests on Saturday and Sunday – exsiting

sword fights, archery and horse contest, and I can

tell you, they’re cool! Then, in the Sunday evening,

the group Renaissance are playing music on their

old medeval instruments. We really loved it last

year, and I promice you will too. It’ll give you a little

snapshot of our history. Can’t wait for you to get

here.

Nikola

Friday

The Republic Square

5 pm

Participants from seven European countries gather for the Knight Assembly

at Prince Mihailo Monument.

5:30 pm

The announcement of the event

6 pm

The City Centre

The Parade featuring knights in shining armours, medieval archers, ladies in

colourful long skirts passes along Knez Mihailova street.

Saturday

The Belgrade Fortress

10 am

The stalls displaying medieval artistic wares and crafts (calligraphy, painting,

heraldry, iconography, armourer’s trade) are set up below the Belgrade

Fortress. Here you will find wooden swords, bows and arrows for children,

decorated pottery, and age-old cures for all kinds of ailments. Come and see

the old-style printing press and try to print something yourself. Take part in

workshops where you can learn a medieval dance or practise a martial art.

12 noon

Opening ceremony of Svibor – the International Chivalry Tournament

12:30 pm

Spectacular fighting (martial arts, horse fighting, archery contest, fight

on the log...) takes place in the lower town below the fortress.

The Belgrade Fortress

7 pm

The concert of traditional music

Sunday

12 noon

The Final contests

7 pm

The spectacular battle with more than 300 participants

from different countries

7:30 pm

Announcement of the winners

8 pm

Closing ceremony and concert of old Serbian Medieval music

The group Renaissance play music on their original

medieval musical instruments.

2 Read the Programme. Find the similar words.

1 ancient: -

2 no longer fashionable (two): -

and -

3 made beautiful in any way:

4 protection that knights wore:

5 weapons for long-distance combat:

and

6 a weapon for close combat:

38

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


B Read the rules for expressing the future. Decide which use

(A _ D) matches the verbs (1 _ 12) from 3A

A

B

C

D

You use the Present Progressive for future arrangements

that are already fixed.

You use the Present Simple for things that are timetabled.

You use going to for intentions and things you’ve

already decided.

You use will for things happening in the future,

not necessarily at a fixed time.

1 2 3 4 5 6

7 8 9 10 11 12

Get the hang of it!

Making arrangements

3 A Circle the right verb forms to complete the email that

Ellie sends her cousin Gwen to describe her upcoming

visit to Belgrade.

From: e.j.smith@aol.com

To: Gwendolyn@greencottage.co.uk

Subject: Visit to Serbia

Hi Gwen,

I’m so excited. Dad has said it’s certain,

we (1) definitely go / are definitely going

to Serbia! We (2) are flying / fly out on Thursday,

5 th June from Birmingham. The flight (3)

is / is going to be at 12 noon – our friend Nikola can’t

meet us at the airport when we get there, so (4)

we’ll get / we get a taxi to our hotel. We (5) spend /

are going to spend Friday evening, Saturday and

Sunday at the Belgrade Fortress. The programme

of the International Chivalry Tournament (6) starts / is

starting at 10 on Saturday morning. There (7) will be /

will have to be all kinds of market stalls, and Nikola;

says we (8) will be / are able to buy some great

handicraft souvenirs, so I’m (9) going to look / looking

for something nice for Mum’s birthday. I’m especially

interested in the group that (10) is performing /

performs Renaissance dances music on Sunday

evening, but of course Ollie is more excited about the

sword fighting and fire dancing … small boys, you

know what they’re like! While that’s going on, I think

(11) I’ll have / I have a browse round the handicraft

stalls.

Bye for now, tell you all about it when I get home!

Ellie

4 A Listen to Nikola’s phone call to Ellie. Write short

answers.

1 What starts at 10 on Saturday morning?

2 When is Ellie having her

breakfast that morning?

3 What is Ollie going to buy

at the market stalls?

4 What will they have for lunch?

5 Who will come back first?

B Listen again with a partner.

Partner A: take notes as you listen, then do questions 1 and 3.

Partner B: take notes as you listen, then do questions 2 and 4.

1 Write a sentence that uses the Present Simple for

a timetabled event.

2 Write a sentence that uses going to for an intention.

3 Write a sentence that uses will for something

happening in the future.

4 Write a sentence that uses the Present Progressive

for a fixed arrangement.

C With your partner, prepare a telephone dialogue.

Phone a friend to make arrangements for going to

the cinema on Saturday afternoon, and going out

to eat afterwards.

G 2 Present Simple for timetabled events

The programme starts at 10. The flight is at noon.

3 Present Progressive for fi xed arrangements

They’re picking us up at 9, then we’re driving to

Belgrade.

11, 12 Contrast with will and going to

We’re going to buy lots of stuff, then he’ll get tired.

MORE PRACTICE: Workbook, pages 98, 99

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

39


6C Skills enhancement

Part I Reading

1 Read this advice to help you read more efficiently, and to

show your comprehension by matching statements to the

paragraphs of the text. Fill in the gaps with one word or

expression (a–h).

a have to b try c shouldn’t d a good idea

e ought f should g don’t h can’t

1 You start by reading the instructions carefully.

2 You start answering the questions right away.

3 Before doing anything else, you to read the

whole text right through, as quickly as you can.

4 In this first quick reading, you don’t

understand every single word. Try to keep on reading

and don’t worry about the details at first.

5 It’s often to think about the ‘gist’ meaning –

what the whole text is about. Think to yourself: what

is this text about?

6 Now start answering. Read the paragraph or sentences

that have the first question and try to do that. If you

do the first one, go on to the second one, and

keep on going.

7 Finally, go back and the hard ones again.

8 Don’t forget the golden rule about exams:

panic!

9 In this book, there’s quite a lot of exam practice. Try

to use it to improve your own performance. Train

yourself to do the first five steps quickly, and to read

through texts quickly.

2 A Now read the text and do the task. Match statements 2–8

with paragraphs A–F. More than one statement may refer to

the same paragraph. Write your answers in the space on the

right.

Example:

1

2

3

4

5

6

7

8

If young people who were ill can send texts, doctors

know they no longer need treatment.

In more than one place in the UK, texting helps

police to prevent violence in schools.

Doctors text patients with mental problems to

find out how they are, and treat them quickly if

it’s necessary.

Nowadays, texting has become one of the main

ways that people communicate with others.

Some people in danger did not die because a text

was sent to the medical services.

People who can’t hear or speak easily can text if

they are in trouble, and they will get help.

Text messaging is an inexpensive and useful way

for doctors to be in touch with patients.

A company trains medical personnel to help young

people who become ill while attending large group

events.

B

Text messaging saves lives

A Text messaging applications have found a

unique role to play in the emergency and medical

industries of the UK. These industries are finding

text messaging not only to be a cheaper way of

communicating with patients but also a highly

effective one. In some cases the ability of a person

to send a text message has saved lives or averted

a situation in which lives might have been lost.

B Hospitals and medical organisations across

the country are making use of text messaging

to diagnose and interact with patients. One

application of text messaging is as a diagnostic

tool for Festival Medical Services (FMS). A private

company that provides trained medical personnel

to music festivals throughout the UK, the FMS

uses text messages as a diagnostic tool. Many of

their patients are teenagers who have fainted or are

experiencing panic attacks while at the festivals;

they ask patients to send a text message to friends

when they feel up to it. Once teens are able to

send a text message, they can immediately leave

the medical tent. Apparently, the ability to text

demonstrates that patients are fully conscious,

and can control movements with their hands.

C Another example of SMS diagnostic use is a

project run by Oxford’s University Department of

Psychiatry. Text messages are sent on a daily basis

to mental health patients requiring them to respond

with a letter indicating their present mood. This

allows medical personnel to respond quickly as well

as monitor the psychiatric state of patients.

D Kent Police Headquarters launched a service for

deaf and speech-impaired people last year. The

text messaging service allows these people to

text emergency services when they require help.

The text message is then sent to the relevant

organisation – the police, medical or rescue

services.

E At the beginning of 2009, Lancashire police

launched a police hotline for knife crimes

particularly focused on schools. Students are

encouraged to text the name of students carrying

knives to schools. This scheme is already running

in London with great success.

F With over 70% of UK citizens’ texting regularly

and over 4.7 million text messages sent every

hour in Britain, text messaging has become a vital

component of how we interact with the world.

40

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


B Join a group and compare your answers. Discuss these questions.

• What did you find difficult or easy in the reading task?

• Were you able to use the steps in exercise 1?

If you answer yes: did they help? How?

If you answer no: what problems did you have?

Part II Use of Language

You are going to do a Use of Language exercise like the one you did in

Unit 4. Before you start, look back at the steps in Unit 4D, exercise 3A.

3 A Write the correct forms of the verbs given in brackets in the spaces

on the right. There is an example at the beginning: Gap 1.

A Chinese Student in England remembers

the Chinese Spring Festival

Every year, when winter 1 (BE) at its end and spring just around the corner,

people throughout China enthusiastically celebrate the first traditional holiday

of the year, the Spring Festival. In the past, when the Chinese people 2 (USE)

the lunar calendar, the Spring Festival was known as the “New Year.” Nowadays,

it always 3 (FALL) on the first day of the first lunar month, the beginning of a

new year.

When we 4 (BE) children, the evening before the Spring Festival was an

important time for family reunions. Right through my childhood, we always

5 (GATHER) at my grandparents’ house. While all the children 6 (WATCH)

a fantastic display of fireworks, my mother and my aunts were busy preparing a

delicious dinner. After the meal we 7 (EAT) fortune cookies and then we had

a wonderful evening of chat and games. It was the tradition in my family that we

all 8 (STAY) up all night, “seeing the year out.” This is not what every family

does, but we 9 (ALWAYS CELEBRATE) the New Year that way, and we still

enjoy talking and singing through the night. In my childhood, we all 10 (GO)

out the next morning to pay New Year’s Day calls on our relatives and friends,

to wish each other good luck. Nowadays we 11 (LIVE) far from our family and

so we can’t see them that way. During the Spring Festival, even though we no

longer live in China, we go to our local park in England, where there are various

traditional activities, notably lion dances, and dragon lantern dances. I 12

(NEVER TAKE PART) in a lion dance, but I love watching it.

1 is

2

3

4

5

6

7

8

9

10

11

12

B Now record your experience of doing the exercise for the second

time. Tick any of these statements that are true for you, and write

some notes.

1 Compared to the last time I did this kind of task, I found it

easier harder about the same.

2 To read through the text, it took me

less time more time about the same time.

3 My main problem with this kind of test is .

4 To improve my reading skills, I can .

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

41


6D Are you on your way up?

Test

1 MODAL VERBS Choose the correct modal verb to complete

the sentence:

1 You keep your passwords a secret.

a ought

b mustn’t

c should

2 You water the roses. I’ve already

watered them.

a don’t have to

b can’t

c mustn’t

3 Laura to stay in bed for at least three

days. She’s come down with flu.

a must

b can

c ought

4 Sarah ask Paul about his ex-girlfriend.

He doesn’t like to talk about her.

a doesn’t have to

b shouldn’t

c couldn’t to

TOTAL / 2

(0.5 points for each correct answer)

2 EXPRESSING THE FUTURE

A Complete the sentences with the appropriate verbs in

PRESENT SIMPLE or PRESENT PROGRESSIVE form:

1 It’s ten to eight. Hurry up if you want to get to the

shop today. It

at eight.

2 Our band has several gigs every month. This weekend

we

in Kraljevo.

3 I want to see the new Harry Potter film. What time

it ?

4 They have already visited most of the European

countries. This summer they

to

Portugal.

5 The plane for Lisbon at 8.30 but we

don’t know how long the flight is.

B Complete the sentences with the appropriate verbs in

FUTURE SIMPLE or GOING TO form:

1 I’ve already got plans for the weekend; I

my cousin.

2 A: I’m not happy about going there by yourself.

B: Don’t worry, Mum. I you as soon as

I arrive.

3 My brother a month in Spain to learn

the language. He’s already booked a flight to Madrid.

4 A: Brian has come down with flu. He has a high

temperature and a sore throat.

B: I’m sorry to hear that. I’m sure he

better tomorrow.

5 I hope you to my birthday party on

Saturday.

TOTAL / 10

(1 point for each correct answer)

3 VOCABULARY CHECK-UP What do you see in the picture?

1 2

a swordsman a helmet

b archer b shield

c fencer c armour

3 4

a medieval chair a decorated pottery

b handicraft stall b wickerwork

c printing press c embroidery

4 COLLOCATIONS

A Match the words that go together:

phishing

safety

social

to flip

identity

online

to keep

TOTAL /2

(0.5 points for each correct answer)

your phone

habits

theft

officer

track

network

e-mails

B Complete the sentences using the collocations from A:

1 have changed: people

don't send emails to friends anymore as they are

connected on Facebook or Instagram.

2 If you spend a lot of time on the Internet, you have to

protect yourself from .

3 attempt to trick people

into clicking a link and then entering in personal

information such as logon details or credit card

numbers.

42

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


6E Project

4 It is annoying when people their

every five seconds to see if someone has

texted them.

5 Facebook allows you to

of your friends, no matter where they happen to be.

TOTAL / 6

(0.5 points for each correct answer)

TOTAL SCORE / 20

17–20 points

13–16 points

less than 13

Cyber-bullying

Step 1

In your group you are going to research the effects of cyberbullying

in order to raise awareness of threats posed by social

networks.

Gather as much information as possible using online resources.

Step 2

Choose one of the following options to present your work:

• Take a class project to Facebook. Create a group on

cyber-bullying and invite your friends and classmates

to join it. Present all the information you have found in

the info section and then open a discussion on the topic

where members can share their experience.

• Film a video to display the devastating effects of

bullying and what can happen when one person steps

in to make a positive difference. Upload the video

to YouTube and can play it in class or send a link to

everyone to watch it at home.

• Create a blog to promote discussion on the topic.

Step 3

Vote on the best and most informative project. The project will

be graded on participation, uniqueness of topic, and educational

benefits of learning to stop cyber-bullying.

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

43


7 Unusual passions

• Past Perfect (with when, after)

• Past Perfect vs. Past Simple

• Time clauses (with as soon as, before/after, by the time …)

• Articles, 0 article

7A Not your run-of-the-mill hobby

1 A Read the three texts quickly. Match each with one of these

unusual hobbies.

1 Guerrilla gardening Text

2 Urban exploring Text

3 Transport hijacking Text

B Why do you think young people go in for these hobbies?

Is there one of these that you would like to do? Tell the class

why or why not.

2 A This is a time line from the Past Perfect, to the Past

Simple, to the Present. Study it and complete these

statements about how we use the Past Perfect.

PAST NOW

Past Perfect PS Present

We’d booked to return to Scotland, so we drove out to the airport.

The flight had been cancelled when we arrived at the airport.

We had finished before the morning traffic started.

She said: “We finished before the morning traffic started.”

A

Dear Mum,

London is a WEIRD city. Our group came

across some “anarchitects” today in

the Circle Line underground. We were

all sitting in a row in what looked like an

ordinary tube train. As soon as the doors

had shut and the train was beginning to

pick up speed, around twenty or so normal

looking commuters suddenly burst into

life. Out came the sound systems, disco

lights, refreshments and everybody was

dancing down the carriage … but when

the announcement came on, you know:

“The next station is Embankment …

change here for the Bakerloo Line and

the Northern Line …” everything went

quiet again, and by the time the doors

had opened at the next stop, the whole

carriage looked completely ordinary and

very dull … This happened again when the

train got under way. We didn’t want to get

off!

Lots of love,

Peer

1 We use the PP to emphasise the fact that one action

happened and finished .

2 Sentences with a PP/Past Simple combination often

include time markers such as .

3 The PP tense is used more often in written texts than

in speech. If the meaning is clear, people sometimes

don’t use the PP but use

instead.

B Copy the diagram and add at least four more example

sentences from the texts. Change the order if necessary.

3 A Look at the pattern for the Past Perfect.

Question word had Subject had not Past participle Sentence continues

Affirmative Everyone had arranged to meet at the gates.

Negative They had not told their parents.

Question (Why) had they not gone back to Scotland?

Question + short

negative

(Why) hadn’t they gone back to Scotland?

Write fi ve questions about the texts, like the example

in the grid. You can use

Why …? When …? Where …? Who …? Which …? How …?

B Join another pair. Ask and answer your fi ve questions.

44

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


B

Hi Scott,

Sorry I missed our meeting on Monday. We stayed longer in

Birmingham than we’d planned. After our visit to City College,

we drove out to the airport, because we’d booked to return to

Scotland that evening. When we arrived at the airport, however,

the flight had already been cancelled. So, instead of just waiting

around, our friend Jim shared his unusual hobby with us – touring

ruined factory buildings on the outskirts of town. The four of us

piled into his small car and off we went. Right after we’d parked

the car, we climbed over a rickety wire fence and hiked across a

field full of rubble: broken-down tricycles, abandoned supermarket

trolleys, rusty pieces of ironwork, that sort of stuff. When we’d

finally negotiated all those obstacles, we found ourselves at what

Jim grandly called the ‘entrance’ to the site, which was a disused

tunnel. Crawling through gave me a real fright, I can tell you. I

almost didn’t make it, it was so murky and damp … all I could think

of was … rats! As soon as we’d all clambered out into the light

again, though, we felt that getting there was well worth the trouble.

It was like being kings and queens in an old ruined, fairy-tale

kingdom. A whole string of decrepit buildings stretched out before

our eyes. So much to explore, and not another soul about! I’m

attaching some of the wonderful photos we took. I’ll tell you more

when we meet. Maybe we can organise a photo exhibition …

xx

C

What an exciting day! My first trip out with the GGs, and

I’ve decided this is the hobby for me! It was such fun! We

had arranged to meet at 4:00 am just outside the college

gates, where there’s a long strip of dusty concrete all the

way down to the next street. Sue and I had been careful

to sneak out very, very quietly, so M & D didn’t wake at

all. We’d packed all the things we needed the night before,

and we trudged silently down the dark lane, laden with

our buckets, spades, the watering can, two bags of compost

- I carried those, while Sue balanced all the delicate little

daffodil plants in her big basket. When we got to the

roundabout, the others had already started planting, very

quietly, almost stealthily. There was a great atmosphere

of conspiracy and camaraderie. Sue and I set to work in

our little section. We’d finished before the morning traffic

even started, and that long dreary strip was transformed

into a beautiful carpet of colour - yellow daffodils, blue

hyacinths, pink, red and yellow tulips … It was just glorious.

We came back home, cleaned the tools and crept back up

to our bedrooms. We’d just fallen asleep again when Mum

came to rouse us for school … It was so funny, she couldn’t

understand why we were such sleepy heads today! We’re

already planning the next ‘attack’!

4 A Watch a video. Don’t worry if you don’t catch

all the words. Complete the sentence.

In this video, the narrator, John, tells his brother

Hank about .

B Before watching the video again, read the questions and

later in pairs write short answers.

1 What had Tobin done before he met John at

the book festival?

2 Why had Tobin and John not flown back to

the East after the festival?

3 Why did their plan to enter the Wig and Hair

building not work?

4 Why had so many lights been left on in the

abandoned theatre?

5 Why, according to John, should you not break into

abandoned buildings?

6 Why could you say that John is not sincere in

this advice?

7 What did the ruin represent for the guide?

8 How did John feel about the theatre when he was in it?

5 Do some research on the Internet.

A Try to find the ten scariest hobbies.

B Try to find the ten funniest hobbies.

G 10 The Past Perfect with time expressions

As soon as the doors had shut, the carriage burst into life.

When we arrived at the airport, we found our flight had

been cancelled.

MORE PRACTICE: Workbook, page 102

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

45


7B Not your everyday interests

1 A What interests and activities are unusual for people

of your age? Rate these:

1 – Highly unusual 2 – Quite unusual 3 – Not unusual at all

Add any unusual activities that you can think of.

1 enjoying and playing classical music

2 being involved in politics

3 writing software programs

4 doing volunteer charity work

5 taking part in a large science project

6 collecting antiques

7 working with ethnic folklore groups

My ideas:

B Compare your ideas with others and give reasons

for your opinions.

C Do you or does someone you know well have any unusual

interests or activities? If so, tell the class about it.

2 A Study these examples. Focus on articles.

My sister loves 0 classical music and plays the violin. This

is an unusual interest. Like 0 teenagers all over the world,

I prefer 0 rock. She has a music teacher who has inspired

her. The teacher plays the piano to accompany her. I think

she dreams about becoming a famous violinist.

46

B Complete the table using the expressions a–i to show how

articles are used.

a one particular thing b one thing or person amongst

many c things in general d a person’s job

e something we’ve just introduced (the listener doesn’t

know about it) f something we’ve already spoken about

(the listener knows what we are referring to)

g uncountable nouns h musical instruments

a/an the zero article

If your teacher gives you some more rules on the use of the article, add them to the table.

A

3 A Read these two articles about unusually committed

teenagers. Add: a, an, the, or 0 (no article needed) in

the blank spaces.

Four Spanish Teenagers

take amazing pictures in space

Four teenagers in Spain have pulled off 1 remarkable

feat. Using a fairly inexpensive camera

and a latex balloon, they have managed to send

2

camera-operated weather balloon 32 km

above the Earth.

First, 3 students, with some advice from their

science teacher, built the electronic sensor parts of

their balloon. They started from scratch, spending

only about 65 euros on their camera and 50 euros on

their latex balloon. When they had completed that,

they inflated 4 balloon with helium until it

was just over two metres and weighed 1500 grams,

large enough to carry the sensor equipment and the

digital camera they had bought, which weighed only

about one and a half kilos. The students were then

ready to send their heavy-duty latex balloon right up

into the stratosphere. They were able to take readings

during the balloon’s ascent because they had installed

5

onboard radio receiver, and this allowed them

to map where it was going. The students had worked

so hard and were delighted at their success.

When the balloon had risen to over 30 km, it lost its

inflation and came back down to earth. The students

drove 10 km to find it and recover 6 sensors

and the photographic card. They were delighted to

find that the equipment was still emitting 7

signal, even after it had travelled up to the edge of

8

space and returned! Their teacher commented

that it was wonderful to see what 9 committed

students can achieve when they set their minds

to it. •

B Find the expressions in the texts which mean the same

as these.

Text A

1 The parts of scientific equipment that receive and

respond to electronic signals.

2 The balloon the students sent up was made of extremely

strong material.

3 The students built every part of their balloon and the

equipment in it by themselves, starting from the very

beginning.

4 They took some information from the equipment as

the balloon was on its way up into the stratosphere.

5 When the equipment came back down to earth it was

still sending out signals.

Text B

1 The European Youth Parliament Serbia was

established in 2006.

2 Members of the EYP are committed to promoting

awareness about social issues.

3 She is planning to work towards a career in

international relations.

4 People we look up to are the ones try to make a

difference.

5 We should help students express their ideas on all

relevant matters.

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


B

WOULD YOU LIKE

TO RUN THE COUNTRY?

Chloe Lambert reports on 10

teenagers who are passionate about politics.

Ever heard of 1 UK Youth Parliament? It was set up

in 1999 to enable young people’s voices to be heard. It’s

made up of Members of Youth Parliament, who speak up

for 2 children and try to improve life for them. One

such young person is Joe Sullivan. Aged 16, he says he’s

committed to sorting out bullying in Staffordshire, where he

lives, and also works on such issues as drugs and improving

transport.

Meet Isidora, 3 President of

EYP Serbia. This 23-year-old has

always been passionate about

4

sociology and politics. She

joined the organisation as 5

high school student and soon decided

to pursue her career in international

relations. She says: “My aim is to inspire

students to stand up and be positive

and influential role models of 6

society. I want to help them realise they

have the power to change things beyond

what they can imagine!”

Mina, 19, describes herself as 7

open-minded and communicative person.

She has been active in 8 EYP

Serbia for three years now and her role

is to assist in organising two major

events – EYP Regional Session and

National Selection Conference. These

projects provide members with 9

opportunity to network with students

from 10 Europe and improve

their intercultural understanding and

communication skills. Mina says:

“Our duty is to encourage independent

thinking in 11 young people and help

them voice their opinions on important

matters.”

4 A Choose one of the teenagers you’ve just read about.

Write fi ve questions that you would like to ask them about their interests

and activities.

Get the hang of it!

Asking for and giving personal details

5 A Listen to an interview. Complete the information

given. A panel of two people interview a teenager who

wants to be chosen as a candidate for the UK Youth

Parliament.

1 Date of birth: June

2 Address: Gateway Street,

Hove BN

3 School: College, Hove

4 Subjects: History, , French

and

5 Reasons for choosing the subjects: languages

because she’d like to

6 Hobbies: , reading,

7 Role model:

8 Possible career:

9 Committed to: making life better for

10 She would campaign for better school

B Your town decides to establish a teenage committee to

give advice about young people. With your partner, write

down one or two things that could be done to improve the

life of teenagers in your area. You can use these ideas or

your own:

improved sports facilities musical education for everybody

easier transport to schools refurbished school buildings

language courses arts workshops in the holidays

Then write down all the questions you would ask candidates

who wanted to be elected to the Teenage Committee.

C Join another pair. Take turns to be the interviewing panel

and the candidates.

B Join a partner. Compare your choices and discuss the answers that

the teenagers might give. Jot down a few notes. Then take turns to be

A or B.

A: You are a journalist interviewing the teenager you chose. Ask your

fi ve questions.

B: You are the teenager. Answer the questions.

G 17 a, the, and 0 article (no article needed)

The Youth Parliament is an organisation that helps to

improve 0 life in 0 society.

MORE PRACTICE: Workbook, page 103

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

47


8 Celebrity – positive

and negative

• Comparatives + superlatives, revised, extended

• Order and position of adjectives

• Describing and arguing

8A Teenage achievements

1 A Read through the news clips (1 _ 3) quickly, and write

down the name of the person who:

1 has climbed the highest mountain on earth

more often than any other woman.

2 is the youngest person to be honoured for

a brave rescue.

3 has had more appearances than most teenagers

on televised political programmes.

4 broke a record for the shortest time to the top.

5 was younger than another member of her

family with a similar achievement.

6 is the top writer of his age to analyse current affairs.

7 can feel that their family members were quicker

and braver than most teens are supposed to be.

B Work in groups of three or four. Discuss your reactions

to the texts.

• Which teenage achievement did you find most

interesting? Most surprising? Give reasons.

• Which teenager from the texts would you most

like to meet? Give reasons.

C In your groups, discuss the meanings of the following

words or expressions. Don’t use a dictionary: if you don’t

know the meaning, try to work it out from the context,

then ask other groups or the teacher.

Text 1: commendation billowing

Text 2: wunderkind a bigger draw

Text 3: slogging filtered

Next: underline one or two more words or phrases you don’t

know. Ask your group to help you work out the meaning.

2

1

THREE Otley

teenagers honoured

Jamie Soussan, 15, Connor Shaw, 16, and Toby Barltrop,

16, will receive prestigious commendations at a special

ceremony at Otley Fire Station on Monday.

The three teenagers rushed to the help of Frieda Dennis after

they saw smoke billowing from the ground floor of her house

at around 6.40pm on Sunday, April 3. They realised someone

was trapped inside and decided to smash through a door panel.

Jamie, of Riverdale Road, squeezed through the door and

with the help of his friends, manoeuvred Ms Dennis to safety.

On Monday, the county’s Head of Fire Safety will make the

presentation on behalf of the Chief Fire Officer. He said that

without a doubt the woman’s life had been saved by the quick

actions of the boys.

“Young people often have a bad press, but these lads are a

shining example of the vast majority of young people who are

prepared to put the safety of others first. They and their relatives

can be justly proud of their courage.” •

Meet the 16-year-old

wunderkind of US politics

Jonathan Krohn is a 16 year-old columnist, author,

speaker, and political analyst. Jonathan developed an

interest in politics at the age of nine. Since then he has

been busier than ever. His first book, Define Conservatism

made him the most famous teenager on the political

scene in the USA. As a columnist, Jonathan is currently

writing guest columns for Human Events (www.

HumanEvents.com).

Jonathan’s speaking career took off after speaking at 2009’s

Conservative Political Action Conference. Here he spoke on

the values of Conservatism, as discussed in his book. He is

a bigger draw than many adult politicians at events for Conservatives

across the country. Jonathan’s political analysis

is well respected. He has been featured on more television

shows than any other teenager, as well as numerous radio

shows discussing politics. He currently has a weekly spot

with WBAL in Baltimore, Maryland (www.wbal.com) on

which he gives his opinion on different political issues of

the day. •

48

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


2 A Do you remember how to compare adjectives? Read

through the texts again to fi nd examples of comparative and

superlative. Complete the table. Add your own examples to

boxes 1 to 5.

Adjectives Comparative form Superlative form

1 one-syllable:

fast

2 ending in y:

busy

+ er:

faster

change y to

i + er:

the + est:

the fastest

the + change y to

i + est:

B Study the sentences (a _ c) and then try to answer the

questions below.

a Politics is not as popular as football.

b Connor Shaw was as brave as his friends.

c Jamie Soussan is the most courageous person

I have ever known.

1 Can you express a comparison using a negative?

2 How do you express equality in a comparison?

3 Can you express equality in a superlative?

Get the hang of it!

3 ending in vowel

+ consonant:

big

4 2 syllables or

more:

successful

5 irregular:

good

bad

6 no comparative

form

top, only, favourite,

unique

3

double

consonant + er:

more +

adjective:

better

no comparative

the + double

consonant + est:

the + most +

adjective:

the best

no change

Talking about a person

3 A Describe a person of your own age – real or fi ctional –

that you admire. Consider these questions:

1 Who is the person? A friend? Someone you know,

but not very well? Someone you read about in a

newspaper or magazine? Someone in a book or film?

2 Why do you admire this person? Is s/he

• the best/the cleverest/the most intelligent person

of your age you’ve ever known?

• the kindest/the best-tempered/the most

courageous person you’ve met?

• the richest/the most successful/the most glamorous

young person you’ve read about or seen on TV?

3 Do you think you should look up to this person?

B In small groups, describe the person to the others and

say why you admire her or him. Answer their questions.

Listeners: Ask for more details.

When you’ve all had a turn, tell the class some of the

interesting things you heard in your groups.

The youngest person to reach

the top of Mount Everest

Last night it emerged that Ming Kipa Sherpa, 15, has

become the youngest person to reach the top of Mount

Everest, after slogging up the last stage of the 8,848-metre

peak on Thursday night.

G 17 Comparative, superlative adjectives

The boys were quicker and braver than most teens

are supposed to be.

He was as brave as his friends in the rescue.

She’s the most glamorous person I’ve seen on TV.

MORE PRACTICE: Workbook, pages 106, 107

She reached the summit with her 30-year-old sister Lhapka

Sherpa. News of her extraordinary achievement filtered

down to Everest base camp yesterday morning, as climbers

gathered to congratulate another Sherpa, Pemba Dorjie, after

he broke the world record for the quickest Everest ascent.

Last week, Dorjie climbed Everest in 12 hours and 45 minutes

– more than four hours faster than the previous record.

Most climbers take four days to climb from base camp to

the top, following the South Col route first used by Hillary

and Tenzing.

Ming Kipa Sherpa reached the summit from the opposite,

Tibetan side of the mountain via its northern slope. Her elder

sister Lhapka is now the only woman who has climbed

Everest three times – another record. •

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

49


A

B

C

8B Celebrity culture

1 The 2018 Teen Choice Awards honoured the best in fi lm,

television, music, sports, fashion, comedy and the internet

based on more than 150 million votes cast by teenagers on

Twitter and TeenChoice.com. Match the descriptions of this

year’s winners with the photos (A–E).

1 He’s a cute, charming teenage pin-up who won the

award for the best drama movie actor for his role in

The Greatest Showman.

2 This tall and slender Australian actor known to

audiences worldwide as Thor in the Marvel superheroes

film series received most votes in the

sci-fi movie actor category.

3 This handsome blue-eyed singer and songwriter, part

of the boy band One Direction, collected the award for

Male Artist.

4 The Cuban-American musician with a powerful raspy

voice was a big winner and took home awards for

Choice Female Artist and Choice Song.

5 The truly talented young performer whose intriguing

African name means ‘thanks’ scooped the award for the

Female Artist.

2 A Look at these descriptions. Put the parts of speech in the

right order.

1 The truly talented young performer.

noun, adjective, adverb, article, adjective

2 The teenage pin-up is cute and charming.

adjective, adjective, adjective, conjunction, noun,

verb, article

3 The widely popular Australian actor looks very slender.

noun, adjective, adjective, verb, adjective, adverb,

article, adverb

D

C In groups, play a game to test your memory and the use

of adjectives. Think of a celebrity and say his/her name to

the group. Ask each student to repeat the sequence and add

an adjective. Pay attention to the order of adjectives. For

example:

Student 1: Robert Pattinson, an actor

Student 2: a handsome actor

Student 3: a handsome British actor

Student 4: a talented handsome British actor

Student 5: a talented handsome British ‘Twilight’ actor

Play until the chain is broken or someone makes a

mistake. Then think of someone else.

E

B Study this table showing the order of adjectives in a

sentence.

Determiner/

Modifier

Adjectives of opinion

or judgment

Adjectives of description

size shape age colour

Adjectives that give

categories or origin

Noun

A very attractive young English actress

a wonderful tall slim dark dancer

Now put these words in the right order.

1 actor middle-aged a fat wonderful

2 teenager a talented really Serbian

3 most dog the splendid black

4 folk new a dancer brilliant

5 slim blonde short a guitarist blues

50

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


3 A Read these questions. Then listen to a news report and

tick the right answer.

1 The topic of the news report is:

a whether celebrity culture harms education.

b whether celebrities behave well.

c whether teachers admire celebrities.

2 According to the teachers,

a under half their students want to be rich.

b a majority of their students want to be like

celebrity footballers.

c 30% of their students want to be like celebrity

footballers.

3 A rich heiress is a role model

a only for girls.

b for just under a third of the students.

c for most of the students.

4 Some teachers feel that students

a value education because they want to be successful.

b think they will not be successful in life.

c feel hard work is not necessary for success in life.

5 Teachers are divided in their opinions as to whether

a students can succeed in life if they imitate

celebrities.

b students really imitate their favourite celebrities.

c the influence of celebrities is positive.

B Write down the nouns used in the news report. The nouns

are derived from the underlined words.

1 Students are obsessed with pop stars: they have

about them.

2 Some students don’t aspire to have a good career:

they lack .

3 They want to be famous: to achieve .

4 Teachers are concerned: in fact there is a real

among them.

5 Claims that the cult of celebrity is negative are

controversial: there is a

amongst teachers.

C Write the adjectives and nouns from the news report that

mean the same as the underlined expressions.

1 The celebrity cult encourages students who are

not 18 years old to drink alcohol.

2 It also encourages them to act in a way that is not

friendly to other people.

3 Some teens behave in a way that is not right for

their age.

4 However, some celebrities engage in campaigns to

stop people using drugs.

5 These positive acts are overlooked and not shown

as good examples.

4 A Listen to the news report again in AB pairs.

A: Write down the arguments in favour of the celebrity cult.

B: Write down the arguments against the celebrity cult.

B Join another pair. In turns, present the arguments you

wrote down to the class and try to add one or two of your

own. Each time, use a contrastive linking expressions like the

ones given below.

B: Students think they can become rich and famous

without working and without education.

A: Yes, but on the other hand, the example of a celebrity

can inspire students – it can raise their expectations

and ambitions.

Revision:

Contrastive linking expressions from Unit 4:

nevertheless, although, however, on the other hand

Contrastive linking expressions from the programme:

We mustn’t forget that … That’s true but …

While … Aren’t there …?

G 19 Position and order of adjectives

She’s an extremely beautiful, lively, and popular actor.

He’s a cute, charming, talented teenage pin-up.

MORE PRACTICE: Workbook, page 107

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

51


8C A bad press for teenagers?

1 A In small groups, answer these questions and discuss

them, giving reasons for your views.

1 What is the image in the media of teenagers in Serbia?

Positive or negative, and in what ways?

2 Do most teenagers have a lot of fears and worries?

If so, what are they?

3 What is your attitude to the police? Positive or

negative? Explain your views.

4 Do you ever have the feeling that adults are scared

of you when you are gathered in groups? In what

situations?

5 Do you think teenagers you know have problems with

drinking or drugs?

6 Have you or any of your friends ever carried some

kind of weapon when you went out? If you have, why?

B In your group, write a summary of your discussions

in 1A. Use these beginnings.

1 The media image of teenagers is . The

media portray teens as .

2 We do/don’t . A main worry/some main

worries .

3 Most of us think that the police are .

4 We do/don’t think that adults are

because .

5 Drinking is/isn’t a problem because .

6 We agree/don’t agree that .

2 A Read the introduction to an article about a survey of teens

in British cities. In your own words, explain the meanings

of these words or phrases:

1 branded

2 yob

3 intimidating no-go areas

4 youths hanging around in gangs

By Matt Roper And Nick Webster

27/07/2007

10 TOWNS…

10 TEENS…

10 PM…

REVEALING MIRROR SURVEY

THEY’VE been branded “occupying armies” –

yobs who turn Britain’s town centres into

intimidating no-go areas when darkness falls.

But yesterday the government admitted that

negative stereotypes make teens’ lives harder.

What is the reality?

Until now, no one has asked youths hanging

around in gangs at night what they think.

So we visited 10 towns across Britain at 10 pm

on Wednesday night and in each asked 10 teens

the questions their parents - and society - need

answered.

52

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


B Work in pairs AB. Try to guess the answers to questions

below.

A

1 What is the media image of teenagers in Britain – is it deserved?

2 Do the teenagers surveyed have fears and worries?

If so, what are they?

3 Write a paragraph of at least 6 sentences comparing

teenagers in Serbia and Britain, bearing in mind your

discussion in 1A and the facts from the article.

Teens are less likely to carry knives in Serbia

than in cities in Britain.

On the other hand, teens drink just as much

in our groups as in Britain.

Serbian teenagers have a more positive

media image than British teenagers.

3 What is the attitude of these British teenagers to the police?

B

4 Do these teens think adults are scared of them, and why?

5 What is their attitude to alcohol?

6 Have any of these teens carried a knife?

A&B: Read the continuation of the article: three results of

the survey, on page 126.

4 In pairs, find these words and expressions in texts on pages

124.

1 Two expressions (text A) with the same adjective,

meaning ‘a terrible reputation’: a

and a

2 Two expressions, one in each text, that mean other

people think that there is no difference in the way

all teens act:

and

3 Set expressions that mean:

a two parts exactly equal (text A):

b take a knife out (text B):

c do things together as a whole group

(text B):

4 Expressions with get:

a be attacked for your money (text B):

b be attacked with a knife (text A):

c going from bad to worse (text A):

5 Two pairs of expressions with opposite meanings

(text B):

a feel there is danger:

b feel there is no danger:

c make you stop worrying:

d makes you worry:

5 Discuss the questions whether you think this kind of survey

is representative of British teens?

Write short notes about your 3 questions in the grid.

C Form AB pairs and tell each other the main things you found

out about your questions, using your notes to help you.

A: fill in the grid for questions 4, 5 and 6 from what your

partner tells you.

B: fill in the grid for questions 1, 2 and 3 from what your

partner tells you.

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

53


8D Skills enhancement

Part I Reading

1 A Read about the problems that a student might

have when trying to write short answers. Add any

problems you yourself have had, or might have.

1

2

3

My problem:

“I spend too much time writing out

the answers for the first questions,

then I run out of time.”

“I understand the text, but can’t find

the right words for the answers.”

“I always like to write complete

sentences, but that’s not the right

thing for short answers, it seems.”

2 Look at the questions before reading the text and

then answer them in note form.

1 What three things do parents dislike about

pictures their children put up in their rooms?

2 What are the two main influences on the

behaviour of teenagers?

3 What in the role models attracts teenagers?

4 Can parents change the way teenagers behave?

5 What two things can reduce the influence

that the media have upon young people?

6 Who is in the best position to reassure

teenagers that they don’t have to follow

trends if they don’t wish to?

Model Behavior:

Today’s Teens and the Role Models They Choose

By Tamar Weiss

Walk into your teenager’s room and you are likely to come

across posters of teen idols wearing too much makeup and

too little clothing. You may spot an item of your child’s clothing

lying around and you wonder, “How did I ever let my kid

purchase such a thing?”

Clearly the personalities that teens today model themselves

after are a far cry from the ones that were popular with their

parents. Yet with the television and media exposure and peer

pressure that teens are faced with, it’s no wonder that they

dress, act, and look the way they do.

“Children choose models for themselves very early,” says Dr.

Amy Beth Taublieb, a clinical psychologist in Buffalo, NY. “The

type of models changes as children grow and develop.

In Taublieb’s experience, many teens choose models for themselves

who they see as having particular characteristics that

they, the teens, are lacking. For example, a teen who perceives

herself as unattractive may choose a supermodel as a role

model. When a parent feels there is something wrong with the

role model their child has chosen, the parent needs to try to

figure out what the teen is trying to compensate for by choosing

that model, then address that issue directly with the teen.”

Whatever the reasoning may be for a child choosing a particular

role model, parents may be faced with an uphill battle if

they don’t like what they see. “Television and media make it really

hard for parents,” says Ilona Lachterman, mother of three

teenagers. “I want certain standards in my family, and pressure

from TV and peer pressure work against me sometimes. I

try to draw the line at some point when I vehemently disagree

with a mode of dress or behaviour,” she says. “Yet at the same

time I try to compromise so that my kids don’t stand out too

much.”

“My kids seem to go with what’s trendy,” Lachterman says. “I

know I can’t win every battle. I just try to figure out what I can

and can’t compromise on and I try to stick to those decisions.”

It is possible for the media to have less effect on teens than

parents may fear. “If a young person has emotional/psychological

security as well as open lines of communication with

parents, the actual influence is minimal,” Taublieb says.

“Kids today have an impossible standard of ‘look great, be

cool, act cool now and at any expense,’” says Bettie B. Youngs,

Ph.D., author of the “Taste Berries for Teens” series. “Today’s

teens need to hear from each other that it’s OK to look great,

be cool and act cool, but the standards for it, and the time table

in which it must be done, are not at the expense of mental

or physical well-being.”

54

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


Part II Writing

3 Look back at your notes for Unit 8B, exercise 3. You will use

them to write an essay (180–200 words) on this topic:

Celebrity culture is harmful for teenage students.

Go through the following steps (1 _ 7) that will provide you

with some useful tips for writing an argumentative essay.

Step 1: Put the words or expressions into the right column.

Useful if you agree

with the statement

Useful if you disagree

with the statement

Step 3: Make an essay plan.

1 Do you start by making a plan? What kind of a plan?

• A vertical plan?

A Introduction: why should celebrity culture

be harmful at all?

B First section: reasons for considering it

to be harmful

C Second section: reasons for thinking that

it could also be positive

D Conclusion: my own conclusion about the topic …

• Or a net plan?

(to) damage (to) show some improvement damaging

(to) object to objectionable an aid beneficial

unobjectionable hurtful a detriment (to)

(to) work to the detriment of (to) help with helpful

(to) do a disservice to (to) impair (to) improve

(to) promote a disadvantage useful unhelpful

(to) assist (to) enhance

Step 2: Look at the three important aspect of an essay.

1 CONTENT (what you say: is it interesting? Do you

say enough about it to let the reader understand your

points?)

2 LANGUAGE (the way you say it: is it easy and clear to

read? Is the grammar reasonably correct? Do you use

a rich variety of appropriate vocabulary? For a formal

essay, remember: do not use shortened words –

write: do not, NOT don’t, cannot, NOT can’t, is not,

NOT isn’t, etc., and, especially: do not know, NOT

dunno!!!)

3 ORGANISATION/LAYOUT (the structure of the

essay: is the development of your ideas clear? Do your

ideas follow one another in a logical manner or do

they jump from one thing to another?)

P O S I T I V E

2 Do you jot down other words that could be

useful in writing about this subject?

3 Do you write a first draft?

4 Discuss what you find most difficult about

writing an essay.

Step 4: Write your draft.

raise

ambition

encourage students

to stay at school

anti-drug

campaign

INFLUENCE

OF CELEBRITY

CULTURE

students don't

value education

students don't

work hard

Step 5: Next class: Work with a partner. Read each other’s drafts.

Tell each other:

• What is the thing you like best about your

partner’s draft?

• Is it clear? Do the ideas follow each other in

a logical way?

• Is there a clear introduction?

• Is there a conclusion?

• Is the language reasonably accurate? Are there some

sentences that you can help your partner to improve?

N E G A T I V E

Step 6: For homework, write the essay (take into account your

partner’s comments). When you have finished, proofread it

carefully (check grammar and spelling).

Step 7: Hand in your essay and relax! Hope you get a 5!

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

55


8E Are you on your way up?

Test

1 ADJECTIVES

A Describe the objects using adjectives in the correct order:

2 ARTICLES Complete the sentences using a/an or the. If no

article is necessary, put a zero.

1 My brother works as doctor.

2 Shall we go to cinema tonight?

3 Who was person who influenced you most?

4 I know you hate computers but they’ve

revolutionized our lives.

5 We’re going for dinner at Chloe’s house tonight.

6 I loved our holidays at seaside.

7 Why did you choose cello over other

instruments?

8 Be careful! You’re going to break vase.

TOTAL / 4

(0.5 points for each correct answer)

3 PAST PERFECT Put the verb into the correct form:

1 Anne lost Mark´s telephone number. She didn´t call

him. (because)

2 They were together for three years. Then, they got

married. (after)

B Compare the following:

3 I spent all my money on shoes. I didn’t pay the bills.

(because)

4 My brother sold his laptop. He bought an iPad.

(before)

5 I logged in the Facebook. All my friends were already

online. (when)

TOTAL / 5

(1 point for each correct answer)

4 VOCABULARY CHECK-UP

A Do the crossword.

2

1

8

6

7

9

3

TOTAL / 6

(1 point for each correct answer)

4

10

5

56

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


8F Project

ACROSS

1 Happening or chosen without any definite plan, aim, or

pattern (6 letters)

2 To shake for a short time because you are afraid or cold (7

letters)

3 To move or turn skilfully (9 letters)

4 Quietly and secretly (10 letters)

5 To walk with slow heavy steps (6 letters)

DOWN

6 Dark and difficult to see through (5 letters)

7 Broken stones or bricks from a building or wall that has

been destroyed (6 letters)

8 Old and in bad condition (8 letters)

9 Someone who travels a long distance to work every day (8

letters)

10 To make a long hard journey somewhere, especially on

foot (4 letters)

A day out

Step 1

You are going to spend one day outside classroom. In your

group you have to plan activities for the day. Think of something

unusual, like the activities you read about in Unit 7.

Step 2

Make a list of the equipment you will need and special clothing

(if necessary).

Step 3

Write out the proposal for your day out and put it up in your

classroom. Go around and read the proposals prepared by other

groups. Vote on the best proposal.

Step 4

After you spend the day out, write a diary or blog in order to

share your impressions with others.

B WORD FORMATION Make nouns out of the following verbs:

to abandon

to assist

to fail

to fly

to recognize

TOTAL /10

(0.5 points for each correct answer)

TOTAL SCORE / 25

21–25 points

16–20 points

less than 16

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

57


9 A small planet

and its people

• Passive structures – present, past and future

• Subject and object questions

• Agreeing and disagreeing

9A Caring for the planet

2 A Skim the text and identify the form of the highlighted verbs.

A lot of people are still not aware of how endangered our

planet is. It seems that occasional reading about global

warming and the hole in the ozone layer is not enough;

people should be reminded constantly of the environmental

problems. Since the media has a great influence on us, many

songs and films have been made in the hope of raising

awareness about environmental responsibility.

N

Earth Song was written and composed by Michael Jackson.

He wanted to draw the world’s attention to the destruction

of nature and the grim future that is awaiting humankind.

E

"Earth Song" is a ballad where elements of blues, gospel

and opera are incorporated. The lyrics talk about problems

ranging from war to endangered animals. Jackson's intent

was to create a song that was lyrically deep yet melodically

J

simple, so it could be sung by the whole world. The video for

the song was filmed in four geographic regions. One of the

locations was the Amazon Rainforest, where a large part was

destroyed only a week after the video's completion. This song

A

has been considered one of the most powerful songs ever

written.

(You can hear the song and watch the video on http://www.

youtube.com/watch?v=VqeADZgjtpY&feature=related)

S

Avatar is a 2009 science fiction film with a strong

environmental message. It was directed by James Cameroon

and was awarded 2010 Golden Globe awards for "Best

N

Director – Motion Picture" and "Best Motion Picture –

Drama". The story takes place in 2154 on Pandora. Pandora

is shown as a beautiful fantasy world. It is inhabited by ten

feet tall and blue-skinned creatures, the Na’vi, who have a

O

close bond with nature and live harmoniously within their

unspoiled world. Soon this harmony will be ruined and their

existence will be threatened by humans who come to the

planet in search of valuable minerals as all Earth’s resources

?

have already been used up. The film is a very artistic and

fantastic analogy of what is being done to our planet,

and what the consequences could be if we don´t stop the

devastation of our nature.

(You can watch the trailer for the film on http://www.youtube.

?

com/watch?v=cRdxXPV9GNQ)

B Now, read the texts carefully and fi ll the table below with the

?

1 A What environmental problems are shown in the photos? appropriate passive verb forms.

With a partner, tick the environmental problems that you

know/have read about. Make sure you understand them: use

TIME

a dictionary or ask others.

Past Past > Present Present Future

greenhouse gases the hole in the ozone layer

global warming air and water pollution

genetic pollution noise pollution

species extinction and habitat destruction

e-waste nuclear and radiation accidents

B Which of the items you ticked in 1A present the most

dangerous problems for us today? Do a quick class survey

to see how many of your classmates share your ideas.

58

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


C With the person sitting next to you, look at the table and try to

fi gure out.

To form the passive, we can’t do without (fi ll the boxes).

and

Fill in the missing forms of the verb BE in the ’passive formula’.

Past Perfect:

+ past participle

Past Simple: was,

+ past participle

Past Progressive: was being,

+ past participle

Present Perfect:

, have been + past participle

Present Simple: , are, + past

participle

Present Progessive: am being, , +

past participle

Future:

+ past participle

3 A With a partner, read the text that a student wrote for a

poster entitled LIVING A GREEN LIFE. Help each other with

any diffi culties. Re-write it in a more punchy, persuasive

style, using the active voice. You can use bullet points, as

in the example.

• Buy cotton or cloth grocery bags to avoid discarding plastic bags.

Living a green life is not only admirable, but

easier than ever before. Pat yourself on the

back if you take these simple steps towards a

healthier, more aware existence.

Cotton or cloth grocery bags can be bought

to avoid discarding plastic bags. Lights and

appliances should be switched off before

you leave a room. As you brush your teeth,

remember that taps should be turned off.

Outdoor trees can be planted and looked after

to help clean the air. Your plastic, glass and

paper purchases should be recycled. “Natural”

or “organic” food not treated by chemicals

should be bought when you go shopping. Your

own herbs can be grown on the windowsill.

Showers should be taken rather than baths. So

that you don’t need to worry about how well the

suds biodegrade, natural shampoos should be

used. In all your small appliances, rechargeable

batteries should be used. When they are not

in use, mobile phone chargers should be

unplugged. Your school should be asked to

purchase recycled paper.

B In small groups, make your own poster. Try to fi nd dramatic

photos or drawings for illustration. Have a poster exhibition in

the class. Answer your friends’ questions about your poster.

4 Editorial cartoons can often be found in newspapers and

although they employ humour, they are more serious in tone.

They contain a political or social message that relates to current

events. In groups, make a cartoon to illustrate your concern for

the planet or some advice on living a green life.

5 A Watch a video narrated by Carl Sagan, a famous

astronomer and author. With a partner, decide on Sagan’s

main message. Choose one of these or write your own.

1 We are alone on a small planet that has everything

and everyone we care about.

2 This tiny planet is all we’ve got: let’s live on it

peacefully.

3 We must take care of each other and our home,

the earth.

4 Your own:

B Compare your reaction to the video with others. What

did you fi nd most striking in it? Write down two interesting

reactions that you heard from other students.

6 Read the transcript of the video on page 127. Comb the text

to fi nd:

1 At least three words or expressions that mean huge,

on a universal scale: , ,

2 At least five words or expressions that mean the

opposite of huge: , ,

, ,

3 Two words or expressions that mean the opposite

of light: ,

4 At least six words or expressions that indicate negative

views of the way humans act: ,

, , ,

,

5 At least three words or expressions that indicate

negative views of the way humans think of themselves:

G 16 Passive structures – present, past, future

Everyone is affected by climate change.

A hole in the ozone layer was created by pollution.

The problems won’t be solved by turning a blind eye

to them.

MORE PRACTICE: Workbook, pages 112, 113

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

59


9B Caring for future generations

“Why should I care about future generations?

What have they ever done for me?”

Groucho Marx

1 A Read the interview with Caitlin Flynn, an American

volunteer on a Cross-Cultural Solutions (CCS) volunteer

programme. These are the questions she was asked.

Match each one with the right answer (1–8).

a What happens next in your life?

b Who went to Xela with you?

c What did you gain from the experience?

d What did you do for your CCS project?

e What would help future volunteers?

f What did you find most satisfying in the project?

g Who gave you the greatest support?

h What do you miss most about the programme?

B Compare your response to the text with others. Do you

find the idea of a volunteer project to help a community

and its children appealing? Why or why not?

Name: Caitlin Flynn

Age: 16

From: Stony Point, NY

Occupation: High School

Student CCS

Program Site:

Quetzaltenango (Xela),

Guatemala

1

We completed a short-term project, building a greenhouse for a

school. They could use the greenhouse for funds – the vegetables

and flowers – and it was also good therapy for the children who

were sick. I worked at a school for children with disabilities and

mental illness. It was a very rewarding experience, working oneon-one

with the children. They would help us after their classes to

dig and plant the flowers, and the whole community was involved.

2

The best moment was seeing the greenhouse finished with the

beautiful flowers and the vegetables all planted, and seeing the

children’s faces and smiles. Knowing that you made a difference

in their lives in such a short amount of time.

3

My mom, of course, and then there was a whole group of volunteers.

We became a family, a community, in such a short amount of

time. We became a team on the ride to Xela. We really got to know

each other from just talking over dinner to working side-by-side. I

loved being in a community and living with the other volunteers.

There were about 10 of us on the project. They were very important

to the overall experience, and we were able to complete our

project because we supported each other. The project could not

have been completed by just one person … and we still had fun

together throughout the process.

2 Study these two kinds of questions. Then add two more

questions from 1A to each grid.

Object questions – we want to find out about the object.

The question word is the object, not the subject. There is

another subject in the sentence.

Object (Q word) Auxiliary Subject Main verb

Who did Caitlin help?

What did she do?

Subject questions – we want to find out about the

subject. Start with Who or What. The question word is

the subject. There is no other subject.

Subject

(Q word) (Auxiliary) Main verb

Object/adverbial

phrase

Who went with Caitlin?

What will happen next?

3 A Label each question S (Subject) or O (Object).

Write the answers.

1 Who did Caitlin like working with?

2 Who liked working with Caitlin?

3 Who bonded together?

4 What did she build?

5 What will she study next?

6 What made Caitlin’s outlook more global?

4

My mother. It made my bond with my mom that much stronger. It

was a special experience for me to share with her. We were close

even before we went to Guatemala, but when we came back we

were closer, we just got a greater sense of our relationship from

going to Guatemala and doing it together.

5

A new global outlook on everything and I learned that not everything

is about myself. I learned a lot about myself in that one week.

My mom had done volunteering when she was younger and she

wanted me to have that opportunity to help others. She brought the

idea up and I loved it right away. Then I suggested that we should

go to Guatemala.

6

The people of Xela. I miss seeing the children’s faces when we

came in every morning. They would wait for us at the gate, and

we’d see their little smiling faces. It was such a joy to wake up to,

and I miss that.

7

I am going back this summer – this time on my own with the teen

group to Xela, Guatemala. And I am so excited, I’m not nervous at

all. I just consider myself lucky that I have the chance to experience

it again. I can’t imagine going anywhere else, I really became

attached to the people. I’m thinking about majoring in an international

field in college, probably international relations, because

why limit yourself to just your community?

8

They would be helped by good advice. I would say: don’t let age

limit your possibilities. CCS is so structured, it’s perfect for teens.

60

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


B Explain in your own words the following underlined

expressions from the interview.

1 Building the greenhouse was good therapy for the

children who were sick.

2 It was rewarding to work one-on-one with the children.

3 It was satisfying to realize that she had made a

difference in their lives.

4 Caitlin gained a new global outlook on everything.

5 She plans to major in an international field in college.

4 A You are going to hear an interview with Casey, an

American who went to Brazil as a volunteer with his daughter.

Listen and complete the fi ve questions he is asked.

1 What was your ?

2 What was your teaching ?

3 What do you ?

4 What did ?

5 What advice ?

B Listen again. Tick true sentences and correct the

false ones.

1 Casey’s happiest moment at his placing was his

first day there.

2 The students were not satisfied with their hotel

placements.

3 Casey found teaching easy.

4 He didn’t want to be an ordinary tourist.

5 Music was something he shared with his students.

6 He would have liked to go by himself.

7 He liked the experience but it was not something

he would repeat.

8 He feels volunteers should learn a lot about

volunteering before going.

C Complete the sentences (1–9) using the expressions a-i.

Find a partner to compare your answers with. Translate the

sentences into Serbian.

a overall life experience b a send-off

c move up the ladder d his placement

e give of themselves f a three-month internship

g really neat h converse with more people

i an open mind

1 Casey’s favourite experience was teaching English at

.

2 The party on the last day was kind of .

3 The students went to a hotel for .

4 This arrangement would help them .

5 They would be able to .

6 Going into people’s homes and playing the guitar was

.

7 The project added in a big way to Casey’s

.

8 He advised future volunteers to go with .

9 They would be rewarded if they were ready to

.

Get the hang of it!

Agreeing and disagreeing

5 A Complete the table to show when we use expressions a–s.

1 Asking for an opinion

2 Stating an opinion

3 Agreeing

4 Disagreeing

5 Acknowledging a point,

then disagreeing

a I agree. b I disagree. c My opinion is …

d That’s all very well but …

e I’ve just got to agree with that. f I think so too.

g So do I. h I’m not sure I share your view.

i Yes, of course, but … j That’s a valid point, but …

k What is your point, exactly?

l I don’t agree, either. m What do you think?

n You’re absolutely right. o In my view …

p I couldn’t agree more. q In my opinion …

r I don’t agree with that. s Me neither.

B Listen to a classroom debate. Underline the

expressions you hear. What expression does the teacher

use to bring the debate to a close?

C Listen again and take notes. With a partner, complete the

arguments the class make either for or against volunteering.

For:

Unless we care for people in need, they won’t have a

decent life.

Against:

We may not have the right to go into other countries.

6 Using the expressions in 5A for agreeing or disagreeing,

debate this question.

Helping people in need is more important

than protecting the environment.

G 15 Subject and object questions

Who worked with the volunteer?

What did the volunteer do?

MORE PRACTICE: Workbook, page 113

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

61


10 Stories and histories

• Present Perfect Progressive with for and since

• Present Perfect Progressive vs. Present Perfect

• Emphatic pronouns

• Numbers and dates revised

10A Everyone’s got a story to tell

1 A Write answers to these questions. Use the same verb

tenses as the example sentences. Change the sentences

so that they are true for you.

1 What year was it ten years ago?

2 What events have happened to you during those

ten years up to now? Write two or more.

Two years ago, I completed primary school.

3 Have you changed your address in those ten years?

I have been living at the same address for the last ten years.

In 2010, I moved to Novi Sad. I have been living in that city

since then.

4 Have you been at the same school over

those ten years?

From 2010 to 2018, I was at primary school.

Since 2018, I have been at secondary school.

5 What events have occurred in your family

during those ten years?

B Ask a partner your questions and take notes on the

answers you get.

C Past Simple (PS), Present Perfect (PP),

or Present Perfect Progressive (PPP)?

Look again at the question and example sentences.

Then circle the right choice in these sentences.

1 We use the PS/PP/PPP tense to talk about a

finished event that happened in the past.

2 We use both the PS/PP and the PS/PPP tense

to talk about the length of an event up to now.

3 We use the PS/PPP tense when we want to focus

on how long something has been continuing, and

is still going on now.

4 We use the PS/PP/PPP tense when we say how

often a finished event has happened up to now.

5 We use the PS/PP/PPP tense when we say what

we have been doing up to now, and are still doing

it or have just finished.

6 We use since and either the PS/PP or the PS/PPP when

we give the beginning of the period of time we’re

talking about.

7 We use for, not since and either the PS/PP or the PS/

PPP when we give the length of the period of time up

to now.

2 A Read the article and write the correct verb form.

B Compare your answers and give reasons for your choices.

My brother finished secondary school in 2015.

My mother changed her job in 2013.

Dee Ann Angell was used to being teased when she

4

(be) at school. Blonde and blue-eyed,

she was very different from her brown-eyed, brunette

brothers and sisters. Kay Renee heard rumours about

a terrible mistake that had happened when she was

born, but she 5 (dismiss) them and moved

on. However, 56 years later, the two women who were

born on the same day know that they are not who they

6

(think) they were. Like cuckoos, they

7

(live) in the wrong nest.

We call each other

»twisters«

Until the present day, personal stories 1 (be)

available inside particular families but are not always considered

‘history’. Yet the social history of our times is made

up of a great number of personal stories. Everyone has a

story to tell, though some people 2 (only recently

find out) that their experience was remarkable. Take

the case of the two women who 3 (meet) just

last month.

The few weeks since the discovery 8 (be) an

emotional roller coaster for both women. “It’s sad,” Dee

Ann said. I 9 (miss out on) knowing my own

parents, my own family. Kay Renee described feeling guilty:

“I 10 (cheat) my family all this time,” she says.

“It shouldn’t have been me with them, but I’m glad it was

because I 11 (have) a wonderful life.”

On their 56 th birthday earlier this month, the two families

12

(come) together for the first time. Each

woman now feels she has been given a second loving family.

For Dee Ann and Kay, there is also the wonderful gift of

friendship that 13 (create) between the two

of them.

62

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


4 Solve the clues to complete the ‘word snake’ puzzle. The last

letter of each word is the letter that starts the next word.

A

D

C

D

G

3 A Listen to a programme about the questions raised

in the article. You will hear three more stories of children

switched at birth. Take notes under these headings.

Country

Age when they

discovered the

switch

Results:

happy/unhappy?

N E

T

R

Case 1

D

S

Case 2

Case 3

B In groups of 3 or 4, discuss the four cases of children

switched at birth.

• Which one did you find most interesting? Give

reasons.

• If you discovered that a younger sister or brother in

your family had been switched at birth, what would

you want your family to do? Explain your reasons.

• In your group, write down two comments or

questions to phone in to the radio programme.

C MINI-DEBATE

Organize a class debate on the topic Children switched at

birth should be returned to their biological parents. Divide the

students into two groups, PRO and CON. Ask them to do the

mind map before they choose a spokesperson.

1 The question is whether nature is more important

or the way you’re brought up?

2 The twister sisters thought their life was made better

with a new family each.

3 When brothers and sisters look so much alike, people

think the biological relationship must be the most

important.

4 The blonde girl was made fun of because she was

different from her brunette sisters.

5 The news that she didn’t belong to the family she

was brought up in was very upsetting for Shirley.

6 Which is more important – your upbringing or the

genes you have in your biological make up?

7 The women have been up and down emotionally,

as though on a roller .

8 In girlhood, Kay Renee heard unofficial stories

about a terrible mistake.

9 The two babies had been exchanged.

10 The question of biology versus upbringing is

a very old problem.

Group A: We think it’s cruel to take a child away from the family

she’s grown up with. Why should we have to let our sister

go to the other family?

Group B: Well, I understand your feelings, but I don’t agree that

it’s cruel. Some children are glad to get to know their real

parents and brothers and sisters. You know, sharing can be

good for both families.

G 8 The Present Perfect Progressive vs.

the Present Perfect

The parents said: “We’ve been waiting for you for

43 years.”

This mistake has happened several times in recent years.

Since last autumn, I’ve been living in the city.

MORE PRACTICE: Workbook, pages 116, 117

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

63


10B Numbers and dates

1 A Think of five important events from world history before

the year 1500, either from prehistory or recorded history.

With a partner, make a list and say why you have chosen

each event.

B Listen to 5 students. They won’t tell you what the event

is, but they will give you 3 clues. Take notes and write your

guesses.

Clue 1: notes + guess Clue 2: notes + guess Clue 3: notes + guess

1 Petar

2 Maja

3 Luka

4 Ana

5 Stefan

2 A In small groups, make another list, this time of five

important events from the past 200 years. From the lists,

choose two. Together, write three clues for each one.

B Read your clues to other groups. Pause after each clue

for the others to write down their guesses. If no group can

guess, your group gain a point.

64

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


Get the hang of it!

Review of numbers

3 A Read the sentences and complete the grammar notes.

Singular

I myself We

Plural

you yourself You yourselves

he

she herself They

it

1 We ourselves, in Europe, have found the earliest

example in Mesopotamia.

2 The forms themselves were based on very old

symbols.

3 Knowledge itself could be shared.

4 He himself was probably not the first

to accomplish it.

1 When we want to emphasize the fact that one

person or group and not another is responsible

for an action, we can use .

2 Emphatic pronouns always end in

or .

3 They can’t stand on their own but must always

refer back to a noun or .

4 The emphatic pronouns are:

B Write the correct form of the emphatic pronoun in each

sentence.

1 What! You didn’t get a single one of your guesses right?

Well, if it’s any consolation, I

only got three.

2 Was the discovery of the New World really that

important? Perhaps it wasn’t the discovery

that was important, just its long-lasting results.

3 Why did you disagree with me about the importance

of writing? You

said that without writing

we couldn’t have achieved any of our technological

advances!

4 I know that everyone tried hard, but you

can surely see that more work is needed if you’re all

to pass the exams.

4 Listen to a conversation between Rachel and Zac.

Write the answers in numbers. Remember to use a comma

between large numbers and a full stop (called ‘point’) to

separate numbers and decimals.

1 Zac’s first answer:

2 Zac’s second answer:

3 Zac’s third sum:

4 Zac’s fourth answer:

5 Zac’s next question is about

6 Write his next sum, and the answer:

7 Write the sum after that, and the answer:

8 Zac’s phone number is:

9 His mobile number is:

5 A Work with a partner. Ask and answer the questions.

a When were you born?

b Were you the first child?

c When did you start school?

d When was your mum born?

e How old was she when you were born?

f What about your grandfather? When was he born?

B Play the numbers and dates game.

A: In turn: start at 1, then the next student says 2, keep

going round the class. BUT you mustn’t say 7, any

number with 7 (e.g. 17) or any multiple of 7 (e.g.

14, 21 …) The seventh student skips ‘7’ and says ‘8’ …

and the next student keeps going. This game has to

be played very quickly and anyone who makes a

mistake is out.

B: Do the same kind of thing with dates. BUT you

mustn’t say any date that has the number 5 in it, or

any multiple of 5. Start with the first year of the 20 th

century that’s not a multiple of 5 (1901), and keep

going. Again, play the game quickly and keep going

as long as possible.

G 20 Emphatic pronouns

You play the game if you like, but I myself just

hate games.

You yourselves can see you all need to work harder.

MORE PRACTICE: Workbook, page 117

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

65


10C What’s wrong with history?

1 A Match the three headlines with the appropriate paragraphs.

A

::::::::::::::::::::::::::::::::::::::::::::::::::

Canada is failing history

::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::

about immigrant children in the US A ten-year

B

Young people struggle

in British history quiz

C

The CILS data vividly underscore the rapidity with which English

valuable bilingual resources for individuals and for the

TEENS’ KNOWLEDGE OF

HISTORY IS VERY POOR

Hnasdlahf askjfk nasdlasfljlasf

B Write one sentence summarising what the three articles

are about.

1

2

3

Young people are far less knowledgeable about history than

their elders, a nationwide quiz has found. Just 23 per cent of

those aged 18 to 24 knew which English monarch signed the

Magna Carta, compared with 83 per cent of those over 65

who correctly named King John. One in four of the younger

group identified James Watt with the steam engine, whereas

three in four pensioners got it right.

One in five teens have no idea who America’s enemy

was in World War II, and more than a quarter

believe that Columbus embarked on his journey of

discovery after 1750. Meanwhile, half don’t know

what the Renaissance was. Those are some disturbing

results from a telephone survey of 1,200

teens.

A Canadian organisation has reported that its surveys over

the past fifteen years show that many young Canadians

have no idea about their country’s history: they can’t even

name the year when Canada became a nation through

Confederation. There is a malaise about this amongst

the older generation, who feel that the country is letting

students down. Instead of showing students how important

it is to understand Canada’s past, too many educational

systems in the provinces don’t take history seriously or

value it properly.

C Find a word or expression in the texts which means the

opposite of the underlined phrases.

1 Teens are not as ignorant about history as people

think!

2 But they don’t seem to know as much as their

younger counterparts.

3 In fact, results show that people at work know more

about history.

4 American teens don’t remember who their country’s

friends were in wartime.

5 They don’t know the century when Columbus landed

after his journey.

6 The results of surveys in all three countries were

encouraging.

7 There is optimism in Canada about teens’ knowledge

of their own history.

8 Is the state supporting students in this respect?

2 Discuss these questions.

1 What reasons can you think of for the fact that young

people (in many countries) know less about history

than older people? List them on the board.

2 Do you think we should worry about lack of historical

knowledge? List reasons for and against on the board.

66

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


comment

JK 23 (1 week ago)

Well of course the textbooks don’t do the job! History

shouldn’t be taught with textbooks anyway. Use

documents, photos, personal memories, autobiographies,

films, novels … anything is better than those dusty old

textbooks.

comment

Akimbo 07 (2 weeks ago)

History is beyond boring so I don’t usually watch these

but I think the suggestion to cover less material and get

people to think more about the big ideas … yeah, sounds

good to me!

comment

Lucy B (1 month ago)

Got a kick from ‘a hodge podge of disconnected facts’.

That’s our textbook all right. How about trying some

other way of bringing history to life … what’s wrong with

historical movies? I love ‘em, and when I get interested,

I go to Google to check the facts … I never do that with

the textbook!

3 A You are going to watch an American video called ‘What’s

wrong with history?’ about the way history is taught through

textbooks in the USA. Tick the ideas you expect to hear.

1. Key historical concepts are not well presented in

textbooks.

2. Textbooks teach the cause-and-effect relationships

of history.

3. Textbook explanations leave students confused.

4. Students don’t want to understand what they read

about history.

5. Students don’t have enough background knowledge

to use textbooks effectively.

B Watch the video. Which ideas in 3A are the same as

those expressed in the video? Which ideas in 3A are the

opposite of those expressed in the video?

C Watch the video again and answer the questions in note

form.

1 What criticism is made of the content of textbooks?

2 Instead of teaching a lot of unrelated facts, what

does the video recommend?

3 What advice does the video have for teachers?

D With a partner, discuss the comments posted about the

video. Then, add your own comment.

comment

Dayglo 07 (1 month ago)

Yeah, right on. Movies make you remember the events.

It’s fun to see how people lived in days gone by. But

have you thought about cartoon books? There are some

great ones out there … I was given the Maus books

about World War II and just loved them … from there

I went on to other cartoon books about American

history … cool! Now I’m a weirdo … a 15-year-old

who loves history? Beat that!

·

comment

Your name (1 week ago)

4 A In small groups, discuss the information in this section

about teaching and learning history in different countries.

Compare it with the situation as you know it in Serbia.

• Do you think people of your age know more about

history than students in Canada, the UK or the US?

Give your reasons.

• What about the textbooks that you use? Are they

better than the ones described in the video? Would

you be in favour of using the other methods

mentioned in the comments? Give your reasons.

B Choose a story set in the past that you think says a lot

about life at that time: a short story, a novel, a play or TV

programme, a film, or a graphic novel (comic book).

Make notes about it. Then join a partner and tell each other

the story. Say why you think this is a good story about the

past.

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

67


10D Skills enhancement

Part I Listening

1 A Think about the strategies you used

for listening activities in previous

units. Did you find any particularly

helpful?

B Look at the note-taking shortcuts and

symbols which you use. Are there any

that you’ve found particularly helpful?

Were there any recurring expressions

which you felt needed a symbol?

C You are going to practise listening and

showing comprehension by writing

short answers. Before listening, you

read the questions. Look at these tips

for using the questions effectively.

• Read the questions quickly but

carefully. Underline key words.

• Divide your rough paper into 7

sections. If you have time, write a

key word from the questions in each

section. You will take down notes

for each question in one section at a

time.

• Before you listen the second time,

read through your notes quickly.

Are there any questions you haven’t

managed to get answers for? Try to

think about possible answers.

2 Practise doing the listening exercise.

You will hear two teenagers, Harrison and

Eliana, interviewing Angelina Jolie on her

film roles, her advice to young Americans,

and her work with children in Africa.

As you listen to the recording, answer

the questions in note form.

You will hear the recording twice.

Now read through questions 1–7.

1 What is the occasion when the two teens interview Angelina Jolie?

2 What does Harrison want to know about Angelina Jolie’s techniques

in making the film A Mighty Heart?

3 What, according to Angelina Jolie, is the main reason for the actors

being able to project the right emotion in the film?

4 What does Angelina Jolie advise young people to do to help the world?

5 Where are the children she worked with in Tanzania now and does she

still contact them?

6 What is the key question in the trial in the Congo that Angelina is

following?

7 What achievement would she most like people to remember her for?

3 When you’ve done the task, join a small group. Compare your answers and

talk about the experience of doing the listening exercise this time. Did you find

it easier or harder than last time? Did you find the tips for using the questions

helpful?

4 LISTENING LOG

For homework, write in to your ‘log’ about your own experience of listening –

your own difficulties, what you found easiest, how you feel about this kind

of exercise.

5 Now watch the video of the interview. What do you think: is this a

case where a celebrity really has helped other people? Give your reasons.

Part II Use of Language

6 A You’ve worked with verbs and nouns in previous Use of Language exercises.

This time, you have to decide which part of speech is needed. First, read

through the text, as quickly as you can.

B Work with a partner. Read each paragraph. For each gap, decide what kind

of a word you need.

1

2

3

4

5

6

7

8

9

10

11

12

13

Preposition

Article

Verb or

part of

a verb

Word showing

positive/

negative

Link word

showing time

68

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


C Fill in the gaps with your partner. Consider the meaning

of the whole sentence this time.

Write the missing words in the spaces on the right.

There is ONE word missing in each gap.

7 When you have finished, join another pair and compare your

answers. Talk about the experience of doing the exercise in

this three-stage way.

Miss Henrietta C. Dozier, Architect.

How did I happen to take up architecture – an unusual occupation

1 a woman? Well, even in my childhood I wanted to study

architecture, and have drawn plans 2 I was seven. In fact, when I

was just a little tot I used to draft patterns for doll dresses for my own

and the neighbour children’s dolls. So it seemed the natural thing

when I reached the age to decide what my life work was to be, to select

architecture as a vocation.

I served 3 apprenticeship of one year in an architect’s office in

Atlanta, then attended Pratt Institute for two years, afterwards enrolling

at the Massachusetts Institute of Technology, in Boston, taking the

full four years’ course and graduating 4 1899 with a B.S. degree in

architecture.

I have always 5 to compete with men, yes. In submitting designs,

plans, bids, I have never asked any consideration at any time because

I happened to be a woman; I put all my cards on the table in fair and

honest competition, and ask only consideration on the same basis.

For the most part I have 6 treated fairly. I remember one instance

when designs were asked for the State and County Building in Atlanta,

I went to the county officials, in the confidence of youth – it was in

1904 – but I knew what splendid training I 7 received, and stated

brashly I would like to have this job.

They said, ‘We are sorry, Miss Dozier, but we cannot give it to you

because you are 8 a voter.’

Well, that was a new argument and was my first experience with

officials’ playing politics 9 the tax-payers’ money.

On the whole, I have had only courtesy and consideration in my

competition with men in my work. 10 my thirteen and one-half

years in Atlanta, I dealt with the same contractors and subcontractors

most of the time, and had the greatest cooperation possible.

There was one instance of a crazy plumber in Atlanta that maybe

caused me a gray hair or two. He was working on a residence building,

and 11 I went on the job as a matter of routine inspection early one

morning, I noticed he had put in the plumbing all wrong. I called his

attention to it, as a matter of course, and without any warning

12 all, he picked up a piece of wood and came at me, saying: ‘God

A’mighty never intended a man to be bossed by a woman!’ I thought

my time had come as he advanced 13 me with the heavy board in

his right hand. Just in the nick of time, the contractor appeared on the

scene and grabbed him, having a rather hard time to subdue him and

get the club away 14 him.

1 for

2

3

4

5

6

7

8

9

10

11

12

13

14

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

69


10E Are you on your way up?

Test

1 PASSIVE VOICE Complete the sentences using the passive

form of the appropriate verbs:

1 Paper in ancient China.

2 The first alphabet in Ancient

Egypt long before Europeans learned to write.

3 Do you know how many newspapers

every day?

4 In the future books and magazines

online and not in a bookshop.

TOTAL / 4

(1 point for each correct answer)

4 NUMBERS Read the environmental records from the

Guinness Book of World Records and write the numbers in

bold. Pay attention to the word and in numbers.

1 The most volunteers involved in collecting litter in

one location in one day is 146,679 arranged by Oita

City, Oita, Japan on 7 August 2005.

2 The most trees planted in 24 hours by a team of 300

people is 611,137 and was achieved by the District

Administration of Dungarpur (India) at village

Khemaru, from 11 to 12 August 2009.

2 PRESENT PERFECT Look at the pictures and write sentences

to explain the changes that have taken place on the earth.

TOTAL / 2

(1 point for each correct answer)

5 NUMBERS Do the crossword.

2

1

3

4

5

6

7

8

TOTAL / 2

(1 point for each correct answer)

3 PRESENT PERFECT PROGRESSIVE Complete the

sentences. The situations have been explained for you:

1 Volunteers are cleaning the banks of the Danube.

They started the activity last week.

They

last week.

2 The company is trying to cut carbon emissions. It

began this three months ago.

The company

three

months.

3 I study ecology and conservation. I started my studies

two years ago.

I since .

TOTAL / 3

(1 point for each correct answer)

ACROSS

DOWN

2 1/4 1 7/10

4 24 3 2,000,000

6 2/3 5 %

7 1,000,000,000

8 80

TOTAL / 4

(0.5 points for each correct answer)

6 VOCABULARY CHECK-UP Do you remember what

these informal words and phrases mean: hodge-podge,

humongous, weirdo, beyond boring, get a kick from, days

gone by.

Use them to complete the sentences:

1 This is a computation that was not

possible; with computers, it becomes feasible.

2 There's a who stands in front of the

store and talks to himself.

70

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


10F Project

A volunteer project

3 I love speaking to a large audience. I

it.

4 Teenagers were far more interested in national history

in .

5 People from all over the world went to Canada in

search of a better life and the country became a

of different cultures.

6 Students often think history classes are

.

TOTAL / 3

(0.5 points for each correct answer)

TOTAL SCORE / 18

15–18 points

12–15 points

less than 12

Step 1

In groups of 4 or 5 think of a volunteer project that you and your

classmates could do either in your community (e.g. cleaning up

a polluted waterway or a park area, creating a playground for

children, helping to teach poor children to speak English…).

Step 2

Decide on a goal for the project and write it down as a title. Make

a plan for the first work you would need to do: write out each

step in sequence. For each step, plan the length of time you

would need.

Step 3

Make your own individual list of clothing and equipment you will

need (e.g. boots for muddy conditions, shovels, hammers, nails,

lanterns, torches; books, notebooks…).

Step 4

Choose a writing assignment from one of the four options given:

1 Write a description of your project for your school

newspaper/blog/Facebook group.

2 Write a letter to a local company outlining your project

and asking them for sponsorship funds.

3 Write a letter to a friend describing what you were doing.

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

71


Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


Contents

1 Families and family life 4

2 Memories 8

3 What makes good relationships? 14

4 Special occasions 18

5 Keeping in touch 24

Module 1 Skills enhancement 28

Blogs and logs 31

6 Making plans 32

7 Healthy lifestyles 36

8 Adrenalin times 42

9 Lifestyles now and coming soon 46

10 Unusual passions 52

Module 2 Skills enhancement 56

Blogs and logs 59

11 Where does it all go? 60

12 Celebrity – positive and negative 64

WORKBOOK

13 A small planet and its people 70

14 Stories and histories 74

15 All about fashion 80

Module 3 Skills enhancement 84

Blogs and logs 87

16 All the news that's fit to print 88

17 Television insights 92

18 Disasters 98

19 Books and movies 102

20 Visual projects 108

Module 4 Skills enhancement 112

Blogs and logs 115

Study Skills 116

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


1 Families and

family life

1 Complete the sentences. Use the verbs in the right tense:

Present Simple or Present Progressive. Read the sentences

carefully! Some verb forms are positive, some forms are

negative.

1 Every day, first thing in the morning, my grandfather

(read) his newspaper.

2 At school this month, we (read)

an English novel called Lord of the Flies.

3 It’s a very thick book and I (know)

whether we can finish it this term.

4 My sister never (read) books:

she

(prefer) using the computer.

5 I (hang out) with my cousin because

I really

(hate) his friends.

6 My brother and I (live) with my

mother but we

(spend) a lot of

weekends with my grandparents, except, of course,

when they

(travel) abroad.

7 ‘You (be) always silly,’ my sister

claims. ‘And here you are, fooling around instead of

getting down to it, you

(be) silly

again’.

8 On Friday evenings, I (babysit) for

my neighbour.

9 Their little boy (be) a naughty

kid! Just when I

(think) he

(be) fast asleep, he

(pop up) beside me and

(ask): ‘What

(you do)?’

10 He always (want) to know what I

(do).

1

2 Underline the right verb tense.

1 I don’t believe / am not believing that Josh has

good family relationships.

2 He doesn’t feel / is not feeling that he belongs / is

belonging in his own family!

3 What are you doing? – I feel / am feeling this

plum to see if it’s soft enough to eat.

4 I dislike / am disliking doing pair work in my

language classes.

5 The teacher doesn’t understand / isn’t understanding

his problems.

6 This iPod doesn’t cost / isn’t costing very much.

7 My gran loves it when I remember / am remembering

her birthday.

8 I keep on / am keeping on forgetting things ... but

what am I forgetting / do I forget now, I wonder!

9 I want / am wanting to know what you say / are

saying about me!

10 What do you mean / are you meaning when you

say you love / are loving me?

2

3

74

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


3 A Look at the photos (1–5). Write sentences to describe what

the young people are doing.

1

2

3

4

5

B Now write sentences to say whether you do these activities,

and how often. Use a different time expression in each

sentence.

always never sometimes usually on Saturdays

every morning/day/week/month, etc. at the weekend

in winter/summer, etc. on schooldays

1

2

3

4

5

4 Read the answers, then write the questions.

1 Q:

?

A: Yes, I do my homework every day. I always do

it as soon as I get home.

2 Q:

?

A: At the weekend, I usually meet my friends and

hang out with them.

3 Q:

?

A: Oh, we usually go down to the little café in the

shopping centre.

4 Q:

?

A: It takes me about forty minutes to get to school.

5 Q:

?

A: I go by bus.

6 Q:

?

A: She wants to get her licence and then she can drive

my mum to work.

7 Q:

?

A: No, I’m not! I don’t want to learn to drive, because

then I would have to drive my younger brother around.

8 Q:

?

A: No, I don’t go out. I’m tired after school, so

I usually stay in and watch a DVD.

9 Q:

?

A: I’m supposed to be in bed by 11:30 but I’m usually

up much later than that.

10 Q:

?

A: My favourite subject is maths. Honest!

5

4

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

75


MARY + JOHN

MAURICE + Grace

SALLY

MARIAN + GEORGE

William

Ben

Isabelle

Ellie

Tom

5 Look at Ellie’s family tree. Then complete the sentences.

1 Tom is Ellie’s .

2 Sally is Ellie’s .

3 Oliver, Alan and Maurice are Ellie’s

.

4 Ellie doesn’t have any .

But she has got six .

5 Mary is Ben’s .

6 Stuart is Tom’s .

7 John has grandchildren.

8 Cynthia has three and

two .

9 William is Marian’s .

10 Katie is Tessa’s .

11 Katie hasn’t got any or

; she’s an .

12 Isabelle lives in a family.

13 Annie’s mother-in-law is and

her father-in-law is .

14 George’s parents-in-law are and

.

15 George has a brother-in-law,

and Sally is his .

6 The 15 sentences refer to the reading text on pages 6–7 in

the Student’s Book. Without looking back at the text, use the

words in the box to complete each sentence. Re-read the text

to check your answers.

to (3x) up (3x) down (2x) out (3x) with in of

away from at

1 Who do you agree in The Great

Chore Wars?

2 There is a saying passed in the Draper

family about men and their wives.

3 Derek is old-fashioned when it comes

housework.

4 He can figure how to vacuum, though

he doesn’t do it.

5 To protect the child, he has put

stair-gates at their home.

6 He drives when they go .

7 He also takes the rubbish and wipes

some counter tops.

8 He tries his best DIY (do-it-yourself).

9 Kate shies instruction

manuals.

10 He gets his daughter in the mornings.

11 He makes a fuss her.

12 She thinks he likes to be control

of everything.

13 He put it her that he doesn’t like

to be surprised.

14 She thinks men and women have different approaches

the home.

15 What do you think about the way these two divide

the chores?

76

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


CYNTHIA + STUART

OLIVER + Annie TESSA + Patrick ALAN + Janice

Katie Mathew Ryan

7 Do the crossword puzzle. All the words are in Unit 1 in the

Student’s Book.

Across

Down

1 a macho man 2 strange

3 getting something 4 unpaid chores in the

6 connection between house

people

5 a person who tidies up

9 move about in a relaxed, 7 getting something fixed

unhurried way 8 emphasize

10 take the car there 11 not do something

to be repaired

8 Match each verb with five words or expressions that are often

used with it.

rubbish time for someone lunch nonsense up a story

a bite to eat a chat shop a shower the spotlight

an opportunity sure to do something back a car accident

hold of his hand a blue streak a terrible cold

up for lost time her handbag off with the money

grab

talk

1 2

3

have

make

4

5

6

7 8

10 11

9

9 Choose option A or B.

A Write an email to a new email friend in England to

tell him/her about your family. Include interesting

or funny details about your personality traits or the

activities that you, or some of you, do together.

B Write an email to a friend in England who has sent

you the article about ‘Chore Wars’ in the Student

Book, pages 6–7. Tell him/her what you think about

the article, what your own habits are concerning

chores in the household, and whether you think that

young men and women nowadays should be prepared

to do all kinds of work around the house.

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

77


2 Memories

1 Use the verb in the right tense: Past Simple, Past Progressive

or would/used to + infinitive. Be careful, some verb forms are

negative!

I 1 (learn) French when we

2

(live) in Bordeaux. My mum

3

(teach) English there, and every

weekend my dad 4 (come) over

from London, where he 5 (work).

I 6 (find) going to a French nursery

really enjoyable, and soon 7 (pick

up) the language. But I 8 (forget)

English, because we 9 (speak) it

at home. Sometimes, though, I 10

(remember) that I 11 (be) at home and I

12

(start) chatting away in French with

my mum. In the summers, we 13 (go)

to Scotland where we 14 (stay) with my

grandparents at their cottage on the Isle of Skye. Here my

brothers and I 15 (spend) many happy

days swimming, fishing, or hiking in the hills. One day I

remember we 16 (go) down to the

dock when the fishermen 17 (just

return) with their catch, and we 18

(buy) a very large salmon from them for dinner. My younger

brother Jed was a keen fisherman too and he

19

(sit) at the end of the dock with his

line every day, but he 20 (catch) very

much at all, and he certainly never 21

(catch) such a big fish as that! We 22

(take) the salmon home to our grandmother that day. She

23

(read) when we got there, but she

24

(put aside) her book and immediately

25

(start) to prepare a wonderful meal.

We 26 (make) a French-style mayonnaise

to go with the fish, and we all 27 (have)

a marvellous feast. Those 28 (be) happy

years and the three of us 29 (grow up)

loving both France and Scotland.

78

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


2 Write the past tense forms of these verbs.

1 tell 16 bring

2 cost 17 grow

3 run 18 break

4 begin 19 shake

5 buy 20 get

6 sing 21 put

7 think 22 fly

8 bite 23 fight

9 speak 24 set

10 ring 25 forget

11 drink 26 take

12 sell 27 cut

13 wake 28 blow

14 hide 29 seek

15 sink 30 draw

3 Put the verb infinitives from exercise 2 in the right box

1

Keep the first consonant(s), add ought

2

4 These sentences express events that happened repeatedly

in the past. Re-write them so that they express events that

happened only once. Make all the other necessary changes.

1 In the summer, we used to go for picnics along the river.

One day last summer, we

.

2 My mother would bake a cake and we would take it

with us.

That day,

.

3 She would also make us a jug of lemonade.

She also

.

4 In those days, we used to see dragonflies flitting about.

Suddenly, that day,

.

5 My little brother would catch one, but he would

always hold it gently.

My little brother

.

6 He would make jokes and say it was his friend, a fairy.

He

.

7 But sometimes he would cry when it flew away and I

would lose my cool.

After that, though,

.

8 I used to pacify him with a sweet, but I would always

think to myself: What a pest!

I

.

3

Change the vowel from e to o

Remove the final e

9

The present and past are the same

8

Keep the first consonant(s), add ook

From Present

to Past

4

Keep the first consonant(s), add ew

7

Keep the first consonant, add old

6

Keep the first consonant(s), add oke

5

Change the vowel to a

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

79


5 Write sentences about yourself to answer these questions.

1 What were you doing last Saturday?

2 What were you wearing?

3 Did you wear a school uniform when you were

in primary school?

4 Did you wear a coat or a parka to go to school

last winter?

5 Where did you spend your holidays last summer?

6 Did you take any exams last year?

7 Who did you speak to on the phone yesterday?

8 What was your favourite activity when you were a child?

6 A Write the nouns that are derived from these verbs.

You can find the nouns in the texts in Unit 2B.

1 to descend (from ancestors) – your

2 to immigrate – an

3 to identify – an

4 to retire – your

5 to benefit – a housing

6 to threaten – to pose a

7 to dominate – the

8 to lose – the

B Use the nouns from exercise 6A, in an appropriate form,

to complete these sentences.

1 My mother was an to Canada in

the Fifties.

2 Her parents were of Ukrainian .

3 Although born in Canada, my father’s cultural

was largely Italian, because his

parents came from Italy and they all spoke Italian.

4 My parents worked very hard and never claimed any

social .

5 They were very independent and felt that relying on

others would pose too much of a

for them.

6 They resisted the of the pop

culture that their children loved.

7 Until their they never left the

little town in which they lived.

8 It was hard for my mother to see the

of her own language in the home as her children grew

up and became English speakers.

7 A Write the verbs that are derived from these nouns. The verbs

are in the texts in Unit 2B, but the tenses may be different.

1 an obligation – to

2 a representation – to

3 a claim – to

4 a separation – to

5 an adoption – to

6 the perpetuation – to

7 the elimination – to

8 the maintenance – to

B Use the verbs from exercise 7A, in an appropriate form,

to complete these sentences.

1 My cousin was as a child.

2 When he was ten, his adoptive parents

and his father moved to another

country.

3 His adoptive mother was then left to

her three children.

4 She was to go back to work.

5 My cousin that this influenced

his choice of career as an adult.

6 He became a lawyer who specialised in

children from broken homes.

7 He thought that our laws

inequalities in our social system.

8 He worked all his life to these

inequalities.

80

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


8 A Add a prefix to make opposites from these adjectives, and

place them in the right group. The first one in each group is

an example.

emotional competent literate necessary moral

friendly sensitive welcoming mortal adequate

perfect logical partial inhibited patient legible

appropriate efficient

6 Nancy came last in the hurdles race, so Jem told her

she was incompetent.

7 I just don’t think it’s unnecessary to be quite so blunt.

8 On the other hand, he does write sports reports in a

most efficient way.

9 The only problem is that his handwriting is legible.

Add unreliable

– unreliable

10 We’ve hinted that it would be inappropriate for him

to use the computer rather than handwrite his reports.

11 Well, he says, nobody’s perfect, you know.

Add inconvenient

– inconvenient

Add immature

– immature

Add illegal

– illegal

12 Would it be too friendly to suggest that some people,

however, are more imperfect than others?

9 Tick F or A to show whether these sentences are factual or

anecdotal accounts.

F A

1 When people ask me where I am from, I say I

am British, because that’s where I was born.

2 On June 22nd 1948, a ship called the Empire

Windrush arrived in England with immigrants

from the Caribbean, thus beginning a new era

in British history.

3 My parents came from Jamaica just after

war, when there was still a lot of prejudice in

England against coloured people.

4 A Commission for Racial Equality was set

up under the Race Relations Act of 1976 to

promote racial equality and protect people

from discrimination.

5 Although my father was a doctor in Jamaica,

he had to work as a taxi driver when he first

came to England.

B Seven of the sentences contain an adjective that is used

incorrectly. Find it and correct it.

1 My friend Jem is uninhibited: he finds it very difficult

to let go and enjoy himself when he’s with his mates.

2 He considers himself a logical, unemotional person.

3 Actually, he’s just a fairly unfriendly person unwilling

to think of others.

4 For example, when a mate is hurt, he doesn’t deal

with it in a very insensitive way.

5 When Alex got a poor mark on his essay, Jem just

said that Alex was really literate.

10 In your notebook, write two paragraphs, about 50–100 words

each.

A Write a short factual account about Athina Bortigao,

whose video you watched in Unit 2B. Include details

about:

• her place of birth

• her parents’ place of birth

• her feelings about her language and culture

• what her campaign is about

• the problems she faces

B Write a short anecdote about an event from school/

classroom. Include details about:

• when it happened

• who was present

• what happened

• why you remember it

• what you feel about it now

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

81


11 Read the statements about life in a Thai school. Then read

the text and tick the statements True or False. Rewrite

the False statements to make them true.

True False

1 Thai students don’t have to wear

uniforms to school.

2 Students take off their footwear before

going into classrooms.

3 The school is in a suburb of the capital

city, Bangkok.

4 The school is near a large river that flows

into the sea.

5 Tourism is one of the main industries

of the area.

6 Many people live and work in the area.

7 The first term starts in Thailand’s early

autumn.

8 Religion plays no part in school life in

Thailand.

9 Students have to go to summer school

in the hottest months.

10 The school day starts with the first lesson

at 8 am.

11 There are five lessons every day.

12 Lunch is served in the canteen where

students eat.

13 All students have a rest after their lunch.

14 Students have to do their homework at

school.

15 Students have to go home after homework.

Thai School

BY RICHARD BARROW

Life in a Thai school in some ways is quite similar

to other schools around the world. However, the

fascinating Thai culture helps contribute to some

intriguing differences. These range from simple

things such as shoes not being allowed to be

worn in the school buildings to the annual Wai

Kru Ceremony where all of the students bow down

low in obeisance towards their teachers.

Sriwittayapaknam School, or Srinai as it is more

commonly known, is in Samut Prakan City about 35

km south of Bangkok. The part of the city where we

live is called Paknam which means “river mouth”.

From the 6th floor of the school buildings we can

often see big container ships heading up the Chao

Phraya River to the port in Bangkok. Just south of

us is the estuary which opens up into the Gulf of

Thailand. There are no beaches near us so we can’t

go swimming in the sea. Most of the coastal area

is covered by mudflats and mangrove forests.

Samut Prakan is an industrial city and very densely

populated. Many of the local people either work in

factories or the fishing industry.

For most schools in Thailand, there are only two

semesters with no mid-term breaks. We have

between 180 and 200 teaching days per year. Term

one usually starts in the first week of May. This then

continues until about the first week of October. This

month marks the height of the rainy season and is

82

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


12 Write about the similarities and differences between the

Thai school described and your own school life. Complete

the sentences and add other sentences if you like.

Life

when we get the most floods. The second term then

starts around the first week of November. As most

Thai people are Buddhists, we don’t get a break for

Christmas. However, we do get a 3–4 day break for

the New Year. Term two finishes either at the end of

February or first week in March. There is then a two

month long summer break. April is the hottest time of

the year. Our school has summer school for one month

during the holidays. It is not compulsory and about

70% of the students attend.

1 In Thailand, they don’t wear shoes in the buildings.

We

.

2 They have a day when they show the teachers their

love, obedience and respect.

We

.

3 The area around the school is an estuary with mudflats

and mango groves.

The area around our school

.

4 Their school terms go from May until February.

Our school terms

.

5 They don’t have holidays for Christmas or Easter.

We

.

In our school

.

6 Their school has children from nursery school age to

senior school age.

Our school

.

7 They have to do their homework at school.

We

.

8 If their parents work, they arrive at school as early

as 6 am and can stay until 6 pm.

We

.

For many students and teachers, a school day is

very long. Some arrive at school when it is still dark

before 6 am. If their parents work in Bangkok, then

they might be dropped off early. Most students

don’t start to arrive until 7 am. Most are at school by

7.30 am. Everyone has to be present for the national

anthem at 8 am and the raising of the Thai flag in the

playground. There are three lessons in the morning

and they are 50 minutes each. Kindergarten stop for

lunch first at 10.15 am and then have a nap for two

hours. Junior students stop for lunch at 11 am. Senior

students stop for lunch at 11.30 am. We don’t have

room for a canteen so everyone eats in the classroom.

Lunch break finishes at 12.25 pm. In the afternoon,

there are three more lessons finishing at 3.15 pm. Our

school has a compulsory “homework” lesson after

school and so most students don’t go home until after

4.45 pm. The last students are usually picked up by

their parents by about 6 pm.

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

83


3 What

makes good

relationships?

1 Read the answers in italics. Fill in the gaps in the questions

using the appropriate question words.

1 do you communicate with

friends?

Mostly on Snapchat.

2 do you do when friends don’t

reply to your emails?

I stop being friends with them.

3 do you feel friends let you

down?

When they put me down.

4 sticks up for you in class?

My best friend Julie.

5 I the only person who loves

emailing?

No, you’re not: I love it too.

6 you always say good things

about your friends?

Yes, I do, always.

7 doesn’t your sister ever phone

me?

Don’t worry, she doesn’t phone anybody!

8 do you hang out with your

mates?

Oh, usually the shopping centre.

9 do you still have at this school?

One year - this is my last year.

10 brothers and sisters have you

got?

Only one brother, that’s Tom, and I haven’t got any

sisters.

11 your best friend make snide

comments about you?

Never!

2 Write polite requests for each of these situations.

1 Ask your friend to pick up some fruit for you

at the market.

2 You hear the phone while you’re showering. Ask your

brother to answer it.

3 You’ve got a stain on your tee shirt. Ask your mum

how to remove it.

4 You don’t know how to sign on to Facebook. Ask your

brother to show you.

5 You find out that a couple you don’t know well is

going to the same party as you. Ask about getting a lift

with them.

6 Your dad stops his car by the roadside. He’s lost.

He asks you to attract the attention of a passer-by.

7 You ask if a new friend is willing to give you his

or her email.

8 Stop a passer-by and ask if s/he knows the way to

the library.

9 Stop a passer-by to find out the time.

10 Ask your best friend to lend you some money for

a ticket to the cinema.

12 did you pay for that iPhone?

Oh, it wasn’t very expensive, really.

13 your mum reply when you

texted her?

She did.

14 she cross that you stayed out

late?

She wasn’t exactly over the moon!

84

15 can you do if your friend

irritates you?

You can be patient, or you can be cross! It’s up to you.

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


3 Rewrite these so that they are more polite requests for

permission. Use a different formula for polite requests each

time.

1 I want to stay out until midnight.

2 Let me lie in this morning.

3 You never let me buy games for Playstation!

4 I really need some new trainers.

5 Why can’t I stay up until I finish playing this

computer game!

4 Phrasal verbs consist of a verb and one or two particles.

Complete the verbs in the sentences, then think of a lexical

verb for each of these phrasal verbs.

A together back through out apart up to

1 The car pulled from the kerbside and

pulled

the rickshaw.

2 Two close friends were pulled when

they moved to different countries.

3 It’s no good panicking about the exam. Pull yourself

and be calm.

4 My grandfather was very ill but he pulled .

5 We started to quarrel but luckily we pulled

just in time.

Lexical verbs:

1

2

3

4

5

B out across aside down off away

1 My maths teacher never puts students

when they make mistakes.

2 She’s not put when we can’t understand

difficult concepts.

3 She just tries harder to put them in a

simple way.

4 She’s put if we don’t put

our iPods in class, though.

5 My friend wants me to put anything

I’m doing when she needs help.

Lexical verbs:

1

2

3

4

5

C in off on down in for

1 Jo let the team when she turned up late

for practice.

2 The coach let her when he heard her

excuse, though.

3 She’d forgotten her key, she said, and couldn’t let

herself

to the gym.

4 I didn’t let but I knew this was not

exactly what happened.

5 You just don’t know what you let yourself

when you tell a lie!

Lexical verbs:

1

2

3

4

5

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

85


5 Read the text. Questions from A to G are paragraph titles.

Match the titles with the paragraphs.

A Is it a good idea to ask others to step in and help?

B Do I look weak if I apologise?

C What do I do if my friend and I have had a row?

D Isn’t apologising the hardest thing to do?

E What is your advice when I try to talk with

my friend after a quarrel?

F When do I try to talk with my mate again?

G Why do I always argue with my mates or family?

5

Don’t involve others. Dragging somebody else into your

argument can cause all kinds of trouble. Fighting your own

battles can be tough, but the last thing you want to do is to

make more people fall out with each other. Keep it between

you and whoever you’re arguing with.

1

In an ideal world, everyone would get on with each other

all the time and never fall out. The harsh reality is that

sometimes we argue with our mates or family, and

relationships can become strained. If you find yourself at

odds with someone, our guide to making up might help you

build a few bridges and get your friendship back on track.

6

If you were wrong, admit it. Sometimes it can be hard to

fess up and say that you made a mistake, but it’ll make you

look the better person. If you know you were in the wrong,

there’s no point claiming otherwise; you’ll just look petty

and selfish. Take it on the chin, and say you were wrong.

2

Cool off! If you’ve had a row, take some time to cool off

and think about what’s happened. Get out of each other’s

faces for a while rather than carrying on the argument.

The longer a row goes on, the more chance there is that

you’ll say something you’ll regret.

7

Sorry doesn’t have to be the hardest word. We can all have

a stubborn streak, but just by saying ‘sorry’ you can make a

difference to how other people see you. If you were wrong

and you’ve admitted it, well done, but why not go one step

further and apologise. ‘Sorry’ is just a word but it can make

all the difference. It helps if you mean it too.

3

Once you’ve got your head around things and had a while

to cool off, arrange a time where you and your mate can

get together and talk about what’s happened. Let your

mate speak first and get their point across. It’ll be hard,

but try not to interrupt. When they’re done, say that you

want to say your piece and do just that.

4

Keep as calm as you can, even if you don’t agree with what

the other person is saying. Shouting and bawling will only

make matters worse. If you’re calm, your mate will stay

calm too and you should be able to get the matter sorted.

6 Go back to the text and write whether these statements are

true (T) or false (F)?

1 It’s not a nice fact, but we do sometimes quarrel

with our friends.

2 It’s best to try to mend a row right away rather

than leaving it for a while.

3 When you’re ready to talk, you go first, tell your

friend what you think.

4 You don’t have to worry about getting too

emotional.

5 It’s impossible to resolve a quarrel without

consulting others about it.

6 You’ll look selfish if you say you were wrong.

7 Apologising sincerely is an excellent way to

repair a quarrel.

86

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


7 Fill in the letters to complete the summary of the advice in the

article. The expressions are in the text, but you may have to

change some slightly.

1 The quarrel:

You f o with a friend and are a o ,

your r is s .

2 Repairing the problem:

You want to b a f b

and get your f b o t .

3 First, you step away.

You c o

and get o o e o f .

You now understand, you’ve got y h

a the problem.

4 What you don’t want to do:

i o or d s

i y a ,

s and b won’t get the

problem s ;

don’t be p and s .

5 What you want to do:

f y o b ,

let your friend get his/her p a ,

s y p .

6 The solution:

If you’re i t w , a it!

You probably don’t like it, but take it o t

c .

Don’t be s

, go ahead and

a !

2

1

Ask liz

Dear Liz,

My mate Graham is very sweet on this girl Katie.

But they’re always rowing with each other. It’s really

embarrassing for his friends, and especially for me. It

makes me cringe, you know, when they start going at

each other. Should I stop going to parties when Graham

and Katie are there?

Pete.

Ask liz

Hi Liz,

Can you help me? There’s this new guy in our class,

he’s a real dream. What could I do to impress him? I

hate playing my flute, and I’m not very good, but should

I join the school orchestra, because he’s in the violin

section?

LOL & TKS, Jan

8 What do you think of the advice? Remember a row you’ve

had with a good friend, or imagine one. Send him/her a short

letter to explain why you think it happened. Who do you think

was in the wrong? Explain your reasons. Say what you think

you could do to sort out the problems and get your friendship

back on track.

9 Read these questions sent to a magazine’s agony aunt

column. Read statements A–J and write 1, 2 or 3 to show

whether the reply from Liz is to Pete, Jan, or Crystal.

A That may be embarrassing for you, if you get

told off for playing badly.

B This doesn’t sound like a real friend!

C Going away from the problem won’t solve it.

D It’s her own insecurity that makes her behave

in that way.

E He may be unaware of the effect his behaviour

is having on his friends.

F BUT if it makes you practice more and get

better, that’s all to the good.

G Talking about it may not help, unless you can

be very diplomatic about it.

3

Ask liz

Dear Liz,

My best friend Jade always puts me down in front of the

boys. She’s very friendly when we’re by ourselves, but

as soon as Jim or Ellis or Nat come by, she’s like going

on about my haircut or my skirt that’s so not cool, or

whatever. Should I say something to her about it? It

really hurts!

TKS, Crystal

H It might be better to stop seeing this particular

friend.

I Try talking about it calmly with him.

J Try finding other interests you have in

common.

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

87


4 Special

occasions

3 Read an email from Jan to her American email pal Rick.

Fill in the gaps using the appropriate form of the verbs in the

box.

grow be tell never be able give up agree insist

go feel always want (you) ever try turn

1 Choose the right answer (a–j) for each question (1–10).

a I certainly didn’t!

b We stayed at home.

c I gave them some tickets for the theatre.

d I haven’t, but my brother does it all the time.

e No, we haven’t.

f I haven’t yet, but next summer my parents have said I can.

g She made roast chicken and a wonderful cake.

h We’ve had holidays in Scotland and France.

i An aunt gave me an awful CD.

j I did, with my new digital camera.

1 Have you always celebrated birthdays in your family?

2 What did your mum cook for New Year’s Day?

3 Did you buy a gift for your parents for Christmas?

4 Has anyone ever given you a gift you didn’t like?

5 Who took these photos of your sister’s graduation?

6 Have you ever tried posting your photos on Facebook?

7 Did you make these recordings of the school party?

8 How many countries have you been to in Europe?

9 Where did you spend your holidays last summer?

10 So ... you’ve never been on a holiday on your own?

2 Read the sentences. Answer the questions and give a reason.

1 John’s gone to Ireland.

Has John returned or is he still in Ireland?

2 He’s been there twice before.

Is this John’s second or third visit to Ireland?

3 When did he go this time?

Can we answer: Last month?

Hi Rick,

You know I 1 to go on

a hiking holiday in the Welsh mountains.

Well I 2 to do that, because

my parents always 3 on taking

the whole family, myself included, for

holidays together in Sicily, where my mum

4

up. We 5 to

a hotel with a beach nearby and it was OK

when we 6 kids, but when I

7

17, I 8 like

having more adventurous times with people

my own age. At last! At last! This year,

now, finally, my parents 9 to

let me go on a hiking holiday with three

of my friends. I 10 my mum so

many times that I can look after myself but

she still worries! 11 to stop

your parents from worrying? You know what

it’s like. I 12 even trying.

Let them worry - I’ll show them. Anyway

I’m off now and I’ll tell you all about

it when I get back.

Jan

4 Have you ever gone to Ireland with him?

Which answer is right: I’ve been there with him the last

time he went or I went with him the last time he went?

5 How long did you stay?

Which answer is right: Two months or

Two months ago?

6 He’s taken up digital photography.

Can we add last month at the beginning of this

sentence?

7 He included a photo of the hotel where he’s staying.

Can we start the sentence: In last week’s email?

8 He sent a story about Dublin to the local paper.

Can we start the sentence: Three days ago?

4 A Order the pictures to tell the story of Jan’s hiking expedition

and use one time expression from the box as a title for each

picture.

Next morning In the night Finally, that evening

On the first day The next thing that happened

Order:

title:

title:

title:

title:

title:

88

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


A

B Now write an email: Jan tells Rick about her expedition.

Use the details in the brackets for each one of the paragraphs.

Imagine more details and add them if you like.

B

Dear Rick,

Well that was a terrible experience! I said

I could look after myself, but those words

have come back to haunt me ... here’s what

happened!

(time expression), everything

went well. We ... (catch the bus, arrive at

the campsite, set up tents, have a nice meal

by a camp fire).

C

(time expression), (storm

breaks out, rain, Jan’s tent blows away)

(time expression), (four

set off on a steep path; windy, rainy, misty)

D

(time expression), (steps on a

loose stone, falls down the mountain, sits

up in pain, shooting pain in ankle, others

come to help)

(time expression), (in hospital,

broken leg in cast, telephone to parents)

E

What a disaster! I’ve never been so wet and

miserable in my life! Next summer, I think

I may go with my parents to Sicily and sit

by the sea after all!

Jan

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

89


5 Read the words and underline the odd one out.

The fi rst one is an example.

1 birthdays weddings photos Christmas Easter

2 camera computer videotape iPod graduation

3 watching TV playing computer games

listening to music writing an essay

4 skiing sailing snowboarding skating

bobsledding

5 online poster internet cybercafé the web

6 headphones destination routes maps luggage

7 save up budget curfew cost expense

8 tennis archery football basketball cricket

9 emergency balloons singing party gifts

10 swimming dirt-biking surfing snorkelling

canoeing

11 republic independence nation empire sport

6 Read the article, addressed to parents, about teens holidaying

with friends. Find the words or expressions in the article

which mean the same as these.

1 a problem requiring a difficult choice

2 hard

3 be independent from

4 be influenced by

5 speeds at which things happen

6 reservations

7 possible, it might happen

8 stop listening

9 worries

10 means of preventing pregnancy

11 be able to use

12 treatment for sickness or accidents

13 in advance

14 find knowledge about

15 not too much, not in excess

Should you let your teen holiday with friends?

With summer upon us, a regular dilemma faced by

parents is whether or not to allow older teens to go on

holiday on their own for the first time.

If your teen is under 16, many resorts and campsites will

not take bookings from unaccompanied under 16-yearolds.

So this can be helpful in putting an end to discussions.

Tips for parents on teenagers alone on holiday

Teenagers may well want to go on holiday with friends

or a boyfriend or girlfriend rather than with their family,

especially if their friends are allowed to go away on their

own, but it’s not easy making this decision.

Hazel Millar, Parentline Plus’ Area Manager for Gloucestershire,

said: “It’s tough when you are faced with making

a decision on whether or not your child should be

allowed to go on holiday without you! It can bring real

mixed emotions, given that they want to break away from

you but you want them to be safe. You have to make a

decision based on your child, and not be swayed by pressure.

Teens mature at different rates and so what might

be appropriate for one family may not be for another.

• Talk openly about what you see as the potential dangers

in a practical way so that they don’t tune out.

• Don’t over focus on anxieties and concerns – remember

it is supposed to be fun for them.

• Make contact with their friends’ parents so that you can

share contact details and information.

• Ensure they have credit on their mobile phones and

that they are charged and make a deal with them to text

you every couple of days (check with the phone company

that this is possible if holidaying abroad).

• If they meet someone and have a holiday romance, remind

them of making safe decisions when it comes to

having sex. Talk about choices and contraception.

• Remind them of safety in pairs.

• Ensure they have access to a bank account or emergency

money, e.g. in case they need to pay for healthcare upfront

abroad.

• Get informed and talk about drugs, especially if they are

likely to go to a club.

• Talk about drinking alcohol in moderation, especially

when mixed with the hot sun.

• Expect to wake up in the night worrying and hoping

they are ok – this is normal!

90

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


7 Correct these statements so that they agree with what is said

in the article.

1 Parents are not often worried about deciding whether

to let their teens holiday on their own.

2 It is easier for parents when teens are influenced by

their friends.

3 Parents really can’t bear the thought of children

growing up.

4 Parents can be guided by what others are doing.

5 Holiday places don’t prevent younger teens from

holidaying alone.

8 Look again at the linking expressions you worked with in

the Student’s Book, page 24, and linking expressions for

similar or opposing arguments, page 27. Now choose six of

the ten tips in the article (exercise 6), and write a sentence

about each one from your point of view as a teenager. Use

a different linking expression for each of your sentences.

Number 1 gives you an example to start with.

1 I’d like to add that ... (if you agree with the tip) or

On the other hand, ... (if you don’t agree completely or

see problems with it from the teen’s point of view)

2

3

4

6 Parents don’t need to talk to teens about things that

could go wrong.

5

7 Parents just can’t worry enough about their teenagers.

6

8 It’s not a good idea to compare notes with other parents.

9 Let teens look after their mobile phones themselves.

10 It’s not right for parents to intrude on a young

person’s sexual decisions.

11 Parents don’t need to worry about drugs.

12 Parents can rely on teens to be cautious with alcohol.

13 They don’t need to expect their teens to have financial

emergencies.

14 If they do all this, parents won’t have any worries

about their teenagers.

9 Chris tries to book a holiday over the phone. Match his part

of the dialogue (1–10) with the receptionist’s part (a–j).

1 Could I book a holiday in August, please?

2 From the 16 th to the 23 rd .

3 Only two.

4 We’d like the cottage, please.

5 How far is the beach?

6 Is there a swimming pool as well?

7 Are there any bars on the site?

8 Is there a disco every night?

9 Sounds great – we’ll take the cottage.

10 Well, not exactly. Does that matter?

a Yes, we’ve got one free that week.

b Of course. There are three bars and two nightclubs.

c Certainly, Sir. What dates?

d Do you want to stay in the hotel or in a self-catering

cottage?

e Yes, in fact there are two.

f That’s fine, then. I take it you are over 16, are you not?

g Yes, that week is available. For how many people?

h Yes, we cater especially for young people and they love

dancing.

i It’s about five minutes down to the sea.

j Indeed it does: we don’t take bookings from people

under 16.

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

91


10 A Over and under are used to change the degree or strength

of meaning of a noun or verb. In the ‘tips’ (exercise 6) the

expression over focus is used. Write the meaning in your

own words:

To over focus is to

B Often, in English, over and under are added to the main

noun or verb as a prefix to create a single compound word.

Write the compound words made with either over or under,

with the underlined meanings. Guess or use a dictionary if

you need to.

1 She worked longer hours than usual.

2 She worked far too much.

3 He is too fat.

4 His brother, though, is too thin.

.

6 I’m making superhuman efforts.

7 Yet my teachers tell me my work is substandard.

8 I find this surreal: they should get real!

9 I’m subjected to far too much pressure!

10 At the same time, my subconscience, is telling

me to relax and not work so much.

11 A Can you name the four celebrations in the pictures?

Label them.

A

B

C

D

5 My mum thinks that teenage sex scandals are

reported too much.

A

6 On the contrary, I think that teenage things in

general are not reported enough.

7 I was in the boat when my little brother fell

over the side.

8 I was too eager to save him and I fell in myself.

9 I was charged too much for my lemonade.

10 However, I was charged too little for the pizza!

C Over, super and sur are prefixes that are added to nouns

and verbs to give the meaning ‘above’, ‘more than’, ‘beyond

normal’. Under and sub create the opposite meaning:

‘beneath’ or ‘less than’. Write the meaning of

the underlined words in these sentences.

B

1 The Arctic scientists worked in subfreezing

temperatures.

2 They explored the seas in a submarine.

3 My dad doesn’t like his supervisor.

4 My mobile phone company added a surcharge

on my account.

5 I feel exhausted: I’m submerged in homework.

92

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


C

B Match each sentence with one of the pictures.

Picture

1 Kwanzaa is the first holiday we’ve ever

had for African Americans.

2 On St Patrick’s day, our house is decorated

with shamrocks and pictures of leprechauns.

3 A giant dragon goes dancing down

the streets.

4 After a month when people haven’t eaten

during the day, we look forward to the

great feast of Eid at the weekend.

5 They’re tiny men, dressed all in green, with

pointy hats and buckled shoes, and they

bring little presents for the kids.

6 The children get special gifts of money,

called “Eidee”.

7 Kwanzaa doesn’t have any connections

with religion at all.

8 Everybody wears something green that day.

9 The celebrations for the New Year are just

awesome.

12 A Listen to the recording and check your answers to 11B.

B Write C (Charlene), A (Ali), K (Kathleen) or S (Sue) to show

who talks about these ideas. Some ideas may be mentioned

by more than one speaker. Listen again if you wish to.

1 A special new celebration for a group of

Americans is not a national celebration.

2 An English school helps Irish students celebrate

their traditions.

3 Gift-giving is part of their special days.

4 Decorating houses is important on special days.

5 Tradition is important for all kinds of family

celebrations.

6 Religion is the basis for their celebration.

7 Some aspects of their celebrations are like

Christmas.

8 There are parades on March 17th in cities with

Irish populations.

9 A special day was created recently, in the 1960s.

10 People dress up to celebrate.

11 Fireworks are a stunning part of the

celebrations.

12 Celebrations coincide with harvest time in

Africa.

13 Can you remember the words or expressions from the

recording that have these meanings? Try to guess, then listen

again to check.

1 a student who goes to study in another country for

a short time

2 very interesting

3 a reunion for families

4 two words for splendid meals

5 a place to eat in a school

D

14 Write an email to one of the students you heard on the

recording: Charlene, Ali, Kathleen or Sue. Ask the student at

least two questions to obtain more information about the kind

of celebrations he or she talked about. Describe your own

celebrations for special occasions. Include details about:

• when the special occasion happens, and what it means

• who you celebrate with

• what you wear

• what you eat

• what you do

• what you feel about it

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

93


5 Keeping in touch

1 Look at the pictures and fill in the gaps in the text with the

verbs from the box.

not allowed have to don’t have to had to must

ought should allowed mustn’t mustn’t

Hi Jem

My new school is so depressing! You wouldn’t believe how unwelcoming it

is. The first day, my mum came with me to see the school, but she wasn’t

even 1 inside the school grounds! Even as a visitor, she 2

go and sign in at the front desk, how ridiculous is that!

I opened the gate and Skip bounced in with me, frisky as usual, but then

I saw that you

3

let dogs into the grounds either. The path to the

front entrance is just bristling with signs! You 4 stay

on the path, you 5 run or shout in the halls, you 6

remove your muddy boots, what next? Stop breathing

when you approach? Students are 7 to smoke, I

can understand that, but what about ball games on their precious

grass, or taking your snacks into the classroom? Surely students 8

be able to grab a little bite when they’re working hard

on their computer? Inside the class is no better. You 9

to come and visit and you’d soon

see how lucky you are to be at Queen’s Mead, where you

10

lead such a regimented life! lol

Jo

2 Write short answers to the questions. Begin your answers

with Yes, or No, ...

1 Are you allowed to run in the halls of your school?

2 Can students smoke inside your school building?

3 Can visitors bring dogs into your school?

4 Must visitors report to the front desk when they

go to your school?

5 Can you eat snacks when you’re working at a

computer in school?

6 Must students wear the right shoes in the gym?

7 Ought you to thank teachers at the end of the year?

8 Did you have to do homework last year?

9 Are you allowed to use your mobile phone in

classrooms?

10 Do you need to text your parents when you are

late getting back home from school?

94

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


3 Find the right endings (a–j) for the sentence beginnings (1–10).

1 I must finish my homework before I

2 My parents set limits for the time I’m

3 My brother is 18 so he doesn’t have to

4 He ought to, though, because they

5 Students should

6 Many teenagers are not

7 Teenagers mustn’t

8 Parents talk about online dangers, and teenagers

9 Texting is less embarrassing because other people

10 Texting is convenient because you don’t have to

a never use their own details for their online name.

b arrange to meet people they’ve met online.

c text my parents to keep in touch.

d can go out.

e had better not tune them out.

f still stay up worrying.

g can’t hear.

h aware of the dangers of communicating online.

i arrange to call at a specific time.

j allowed on the computer.

4 This is a blog posted by Sarah, a teenager. Read it and

underline the right verb choice.

5 Some readers replied to Sarah’s blog. Put the verbs in

brackets into the correct form. Use modals (must, ought to,

should ...) if necessary.

1 Alexa said:

I liked the blog because it

(talk)

about committing yourself to your school/school

work, and outside stuff as well. I

(have) to think about that this year because

I

(be) so busy with all my

commitments.

2 Hailey said:

I really

(like) this one because

everything you

(say) here was

true. Most adults say they were teenagers

once ... but they really don’t know how things

(change), and how much we

(do) now.

3 Molly said:

Yes, teens (take on )

major obligations, and it’s too much pressure for

people so young. You

(do) a good job pointing them all out. Of course we

(work) hard at school, but

maybe we

(do) so much

outside school. After all, we’re only human.

Teens have many obligations. One major obligation 1 is / has

been school. Teens 2 had to / have to balance school with

anything else they have committed themselves to. School itself

3

comes/doesn’t come with its own responsibilities. First of all

you 4 don’t need to / have to get up early to go to school. Many

teens 5 don’t need to / decide to stay up later during the night,

but then in the morning they 6 are / have to be really tired and

7

musn’t / don’t even want to go to school in the first place.

When you are in school you 8 don’t need to / have to make sure

you get to your classes on time, which sometimes 9 mustn’t / can

be hard if your classes are far away from your locker. In school

you 10 can have / don’t have a lot of work to do, but outside of

school you also 11 need to / mustn’t commit yourself to extra

work like homework, projects, and studying. The commitments

from school 12 are not / can at times, be stressful. When a big

test is coming up, many students don’t bother studying until the

day before. But if you do this, sometimes you will get a lot of

homework in all of your other classes that you either don’t study

or you don’t get all your homework done.

4 Mr Minotti said:

You are right when you say that recently teens

(have) many (maybe

too many) obligations imposed on them. This

(be) difficult for

many of us to manage. But here’s the trick: you

(learn) how to manage

and maybe limit your obligations effectively, then

you will become a much happier, more successful

person when you become an independent

adult. Sometimes we

(prioritize ) what is important in our lives. We

(discover ) that there

(be ) room for all of the

obligations that we

(undertake). We (say )

“no” to certain things or certain people. It is difficult

for sure, but you (try )

because doing so (help )

you stay happy in life.

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

95


6 Do the crossword using the vocabulary from Unit 5. The

solution will reveal what can happen to you online if you are

not careful.

1 write and send this online

2 lack of safety

3 means of communication popular with

teens and parents

4 on the web

5 personal facts you shouldn’t put into your

username

6 a response, which can be knee-jerk

7 take away something without permission

8 safety

9 keep for future use

10 looking for someone to trick online

11 a text sent for a purpose

12 dishonest

13 a system in which the parts communicate together

8

6

1

5

13

3

4

7

9

10

11

2

12

7 A We can form nouns from verbs or adjectives by adding

suffi xes. Create nouns by joining the verbs and adjectives to

the suffi xes on the right. It may be necessary to make minor

changes to the verbs or adjectives.

aware

happy

to embarrass to achieve

great

major

to relax good -ment

bright to apply -ness

responsible to argue -ation

active to manage -ity

curious possible

to arrange to register

to organise to identify

1 11

2 12

3 13

4 14

5 15

6 16

7 17

8 18

9 19

10 20

B Transform these nouns into adjectives:

1 cleverness

2 probability

3 creativity

4 carelessness

5 uselessness

C Transform these adjectives into nouns:

1 nervous

2 personal

3 electric

4 ill

5 minor

D Transform these nouns into verbs:

1 acknowledgment to

2 information to

3 concentration to

4 accomplishment to

5 communication to

E Transform these verbs into nouns:

1 to reinforce

2 to demonstrate

3 to settle

4 to abbreviate

5 to judge

8 A Quickly read through the article about Twitter and tweets.

Circle the title you think most appropriate, A, B or C.

A

B

C

-------------------------------------

Get a good salary!

A ten-year study reveals facts about immigrant chil-

Be careful when you tweet!

Marwxgfj pjrwfjf, an, of Iraqi and

US in an increasingly global economy.

DON’T TWEET!

Tie data vixidhy underscore the

96

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


I

Here’s a warning to all students

job hunting: Don’t ruin your

chances by Twittering!

Last month, “LisaB,” a Twitter

alias used by a student in Los

Angeles, was offered a job at

a large high-tech company.

She couldn’t wait to share her

news and immediately posted

a “tweet”:

“I’ve just been offered a job!

Now I have to decide: do I really

want that fat paycheck for a job

I know I would actually hate?”

Thirty minutes later, a comment

appeared in her inbox: “Our

company’s just as savvy about

the web as you are and will be

interested to hear that you’d

hate the work.”

The result became a cautionary

tale for the social network

known as the ‘Twitterverse’: this

student never got her nice big

pay cheque!

II Twitter is fast becoming a trap

for the unwary. Yes, it’s a handy

and hip social network. Yes,

you can communicate without

planning, in a stream-of-consciousness

style. But beware:

it can make social gaffes so

much easier to commit! Twittering

threatens competitive practices,

and it means writers and

readers have shorter attention

spans. Don’t even think of having

an afternoon playing hooky:

you’ll be found out as soon you

carelessly mention it.

“When you have a negative experience,”

explains one expert,

“you usually think about it before

sharing it with others. With

Twitter, though, there’s no filtering

process before you impulsively

communicate it to all your

followers.”

III Twitter functions like an immense

chat room. You send

out “tweets” about whatever’s

on your mind, the only limit being

that they can’t be longer

than 140 characters. Anyone

can see them unless you’ve got

privacy settings. Even when

you delete the tweets from your

page, people can find them on

Google. They can also subscribe

to receive news alerts

about tweets, and that’s how

the company found out about

“LisaB”.

B The article is divided into three sections. Match each to

their description: a, b or c.

Section I a Reasons why Twitter can be dangerous

Section II b An anecdote to illustrate the dangers of

tweets

Section III c Advantages and disadvantages of Twitter

9 Complete the sentences about the article.

1 A Californian student was offered

.

2 The advantage of the job was

.

3 The disadvantage was .

4 She didn’t actually get the job because

.

5 The moral of this story is

.

6 Twitter provides people with

.

7 As well as advantages, though, Twitter also

.

8 When people have an upsetting experience, they can

usually .

9 But people who tweet do so before

.

10 You can send as many tweets as you like but they have

to be .

11 Anyone can .

12 Even if you delete tweets, they can still

.

10 Match the meanings (1–15) with words or expressions from

the article.

stream-of-consciousness savvy gaffe an alias

an afternoon playing hooky a fat paycheck high-tech

privacy settings filtering process a nice big pay cheque

handy and hip attention spans Twitterverse

a cautionary tale competitive practices

1 a name you use so that you don’t use your real name

2 advanced technology

3 (informal, US spelling) a large salary

4 (more formal, UK spelling) a large salary

5 a story warning of dangers

6 a jokey word for the whole world of Twitter

7 a social mistake

8 a way of writing that seems to come straight from

the mind without too much control

9 convenient and trendy

10 the lengths of time you can focus on something

11 actions to take advantage of rival companies

12 a half-day when you use a false excuse to stay away

from work or school

13 very skilful and knowledgeable about something

14 a way of selecting which communications to keep

and which to reject

15 instructions to your computer to prevent people

reading your emails

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

97


6 Making plans

1 Look at the pictures. On Wednesday evening, Connor

phones Ava. Choose verbs from the box to complete

the conversation. Change the verbs to the right forms

and make them negative if necessary (going to, will,

Present Simple or Present Progressive).

have go go take explain can can arrive

do play play be be open visit meet

meet start get back see

1

C: Hi, Ava. to come to the club’s

lunch meeting on Saturday? Remember it’s at

1 o’clock at Pizza Express?

A: Oh no, sorry, Connor. I can’t this week. I

2

shopping with my mum.

C: Oh, that’s too bad. 3 you come

for coffee when you’ve finished shopping?

4

A: No, we because we

5

my German cousin at the

airport. She 6 us for a

fortnight.

C: Well, what about calling by my house on your

way back? I 7 home by 3 pm.

A: I don’t think we can do that. Her plane

8

at 4 pm and we

9

her to the theatre in the

evening, at 7:30 or so.

C: Oh, bad luck. Well, maybe we 10

you later on in the week, who knows!

A: What about Sunday? 11 (you)

anything on Sunday? We haven’t got anything

planned for Sunday yet.

C: Bother. I’m not free on Sunday. I

12

my guitar lesson in the

morning, and then I 13 cricket

in the afternoon.

A: Oh, that’s great. Frederike and I

14

there to see you play! She’s

forever saying she’d love to see a cricket match.

She doesn’t understand a thing about it, you

know, but I 15 the rules to her

while we’re watching. What time’s the match?

16

C: The gates at 1:30 and the

match 17 at 2 pm sharp.

A: Right. We

18

there for sure. And

then maybe we 19 to the café for a

coffee afterwards, and you can join us there.

C: Hey, great! Does that mean I

20

Frederike at long last? I thought

it would never happen! Can’t wait ... See you then!

98

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


2 Correct the errors in seven of these sentences.

1 Are you going to go hiking this weekend?

2 No, we go instead to the football game.

3 What time does the game starts?

4 I don’t know, so we plan to take the bus

around 11 am.

5 I meet you at the bus stop at 11, then.

6 What do you do after the game?

7 We go to Kerry’s to watch a DVD.

8 Aren’t you going to go out for a pizza before then?

9 No, we have a takeaway at Kerry’s.

10 OK, I join you for the game but I don’t go

to Kerry’s afterwards.

Errors corrected:

a

b

c

d

e

f

g

3 A Complete these sentences about yourself.

1 After school tomorrow,

2 Next weekend

3 Next summer

4 After I finish my exams

5 When I finish school

6 When I next meet my best friend

7 When I finally finish this homework

.

.

.

.

.

.

.

B Look at the activities in the box. Write five sentences about

yourself and your friends, saying when you are next going to

do five of the activities.

chatting on Facebook going shopping watching a DVD

visiting a library going out to eat dancing at a disco

swimming doing homework reading a book

doing exercises hanging out with friends at the shopping centre

1 I

2 I

3 My friend and I

4 Another friend and I

5 My (person in your family) and I

4 Choose the correct verb form

Judd and I always 1 go / are going to football practice on

Saturday afternoons. Next Saturday, though, we 2 miss /

are going to miss the practice. That’s because we 3 travel /

are travelling to a summer camp in Scotland. My mum

4

drives / will drive us to the airport early in the morning.

Our flight 5 leaves / is going to be leaving at 10:30 am. It

6

takes / will take us only an hour to get to Glasgow. A

coach 7 meets / is meeting us there to take us to the seaside.

During the week we 8 have / will have an intensive sailing

course. There 9 will / won’t be much time to do anything

else! But we 10 get / will get a sailing certificate at the end.

After we get back, we 11 definitely chill out / are definitely

going to chill out!

5 Match the words from column A with the words in column B.

A

B

1 video a pillow

2 leisure b exercises

3 bus c sword

4 movie d music

5 bar e instrument

6 wooden f activities

7 decorated g graph

8 embroidered h games

9 printing i journey

10 town j pottery

11 sword k theatre

12 musical l press

13 time m centre

14 doing n fighting

15 downloading o table

.

.

.

.

.

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

99


6 The Americans and the British often spell words in different

ways, like mum and mom, but they also use different words

for some things. The underlined words or expressions in these

sentences are American. Write the British equivalent, and then

write a sentence to say what will happen if you go against the

advice. Use a dictionary if you need to.

Number 1 is an example.

1 Don’t cycle on the sidewalk!

(UK: the pavement)

What will happen: You’ll get told off.

2 You’ve got homework! Don’t hang out at the mall!

(UK: )

What will happen:

3 Don’t turn on your cell phone in class!

(UK: )

What will happen:

4 Stop stuffing yourself with greasy French fries!

(UK: )

What will happen:

5 Don’t buy those pants, they’re way too small!

(UK: )

What will happen:

6 Don’t use your eraser with those coloured pencils.

(UK: )

What will happen:

7 Don’t use the elevator when the building’s on fire!

(UK: )

What will happen:

8 Don’t forget we’re meeting at the movie theatre!

(UK: )

What will happen:

9 Stop using excuses not to do the dishes!

(UK: )

What will happen:

10 It’s best not to handwrite your resumé.

(UK: )

What will happen:

11 Going camping? Don’t forget your flashlight!

(UK: )

What will happen:

12 Don’t change into your bathing suit on the beach.

(UK: )

What will happen:

13 Use the rest room or the bathroom.

(UK: )

What will happen:

7 A Match the six words or expressions and their definitions.

1 file-sharing

2 streaming

3 legitimate

4 digital albums

5 pirated tracks

6 licensed services

a lawful

b a technique for processing large amounts of data

continuously rather than downloading it all at once

c music obtained illegally

d technologies which you can get by paying for them

e the practice of distributing information stored

digitally, for example computer programs, video

or electronic books

f an online collection of songs, lyrics, videos

and artwork

B Read the article on the opposite page. Answer these questions.

1 Are UK teenagers file-sharing more than they did

a year ago?

2 Are fewer people than ever file-sharing now?

3 How are teenagers accessing music nowadays?

4 Do more fans get singles by sharing than by buying?

5 Do more fans get whole albums by sharing than

by buying?

6 Is the number of pirated tracks going up?

7 Do the co-sponsors of the survey think streaming

services may help to prevent illegal file-sharing?

8 Listen to a broadcast of the news item. Fill in the

missing numbers.

100

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


9 Fill in the blanks to complete these stories, and match each

one with a picture.

A

study by industry analysts Music Ally found

that overall levels of file-sharing were falling,

particularly amongst UK teenagers — down

from 42 per cent of 14 to 18 year olds file-sharing once

a month a year ago, to just 1 per cent this January.

This is despite the fact that the percentage of music fans

who have ever file-shared has increased, rising from 28 per

cent a year ago to 2 per cent this January.

The move to streaming, including YouTube, MySpace and

Spotify – is clear with the research, which shows that many

teens ( 3 per cent) are streaming music regularly, or

more than once a month.

If that wasn’t music to record label’s ears, the study also

found that more UK music fans are more likely to purchase

legitimate singles: 4 per cent through sites such as

iTunes, rather than file-share singles: 17 per cent.

However, the percentage of fans sharing albums regularly

( 5 per cent) remains higher than those purchasing digital

albums (10 per cent).

Research also shows the number of pirated tracks compared

to legally purchased tracks has halved since their last survey

just over 12 months ago.

Tim Walker, chief executive of The Leading Question, which

co-sponsored the survey, said: “Ultimately we believe that

the best way to beat piracy is to create great new licensed

services that are easier and more fun to use, whether that’s

an unlimited streaming service like Spotify or a service like

the one recently announced by Virgin which aims to offer

unlimited MP3 downloads as well as unlimited streams.”

Picture

We 1 this scary horror movie when Poppy’s

dad came bursting in. ‘What are you 2 !’

He shouted. ‘Do you realise what time it is? You are never

3

get your homework done this way!’ We

pleaded: ‘Please let us watch to the end. We promise we

4

get right down to our homework after

that. We 5 ever know what happened if we

stop now.’

Picture

Mark’s mum caught him downloading music files

illegally. Mark grovelled: ‘I promise I 1 any

more music illegally. Tomorrow I 2 to go

straight down to the music shop and I 3

buy the singles I want. I 4 only purchase,

not download, from now on.’ His mum said: ‘And

promise you 5 never share files either!’

Picture

We lost dismally and the coach really tore a strip off the

whole team. ‘We promise we 1 harder, we

said. We 2 stay up late watching TV the

night before a game. We 3 definitely never

miss a single practice. We 4 make sure we

listen to everything you tell us and we 5

ever play so badly again!’ Sadly he wasn’t satisfied.

A

B

C

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

101


7 Unusual

passions

2 Fill in the verb, using the right form.

1 Put the verbs in brackets into the correct tense.

1 Paris police who (be) on

a training exercise (discover)

a fully-equipped cinema and restaurant in a cavern

under the capital city.

2 A police spokesman (say)

they (have)

never

any hint of this before today.

3 The cavern that they (enter) (appear)

never

on any of

their maps.

4 They (try) to find out who (build)

one of Paris’s most intriguing

discoveries.

5 The officers (enter) just

the network of tunnels and caves that are beneath

city when they (come)

across a sign:

Building site, no access.

6 When they (push) on beyond the

sign, they (see)

a desk and a closed

circuit TV camera.

7 The second camera (be set)

automatically to record images of anyone who (go)

by.

8 As soon as they (go) past the camera,

they (hear)

a pack of dogs barking.

9 They soon (find) that the camera

(trigger)

a tape of dogs’ barking.

10 The spokesman (explain) that

whoever (be)

responsible (want)

clearly

to frighten

people off.

11 When they (turn) the tape off, the

officers (find)

a full-sized cinema

screen, projection equipment and tapes of wide

variety of films.

12 They (see) that a smaller cave next

door (be turned)

into an informal

restaurant and bar.

13 Last night a group (declare) on

French radio that (be)

responsible

for creating the subterranean cinema.

14 They (claim) that they (gain)

access to the tunnels through drain

and ventilation shafts.

15 But theirs (be) innocents

underground picnics they (claim)

not drunken parties as reported in some newspapers.

102

Dear Ali,

I 1 (think) that a

holiday in Devon would be dull, but

it 2 (turn out) to

be anything but! When I got there, I

3

(fi n d ) my cousin Greg

4

(take up) a new hobby,

called “letterboxing”. Letterboxers

5

(try) to find small

weatherproof boxes that others

6

(hide) in public

places like parks. Before I even

7

(get up) that morning,

Greg 8 (already write out)

some clues he 9 (pick up)

on the internet. So Greg and I

10

(decide) to try our

luck. But as soon as we 11

(pack) our lunches and set out over

the northern moor, of course it

12

(start) to rain! We

13

(trudge) on in the rain

and wind until we 14 (be)

completely soaked and it became clear that

Greg 15 (somehow get) the

details of the clues mixed up. So we

16

(retrace) our steps

and 17 (reach) a small

shelter on the edge of the moors. There

Greg 18 (log) into the

Letterbox site once more. After he

19

(spot) his mistake,

we 20 (set off) again

and this time things were going just great.

Then disaster 21 (strike).

We 22 (notice) a small

bush by the side of the path, and we

23

(realize) that we

24

(pass) it before, about

an hour ago ... We 25 (go)

in circles! Luckily, by then the rain

26

(stop) and Greg

27

(be) able to

look at his notes and find where we

28

(go) wrong. Finally,

after we 29 (walk) for

another half hour, we 30

(fi n d ) the spot, opened the box, and left

our cards inside. Triumph! Well, it was

fun in spite of all the rain! LOL, Jen

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


3 Insert the missing articles (a, an or the) in the reports two

students wrote for their school newspaper

A Report 1 by Harrison Scott. Insert the (5x); a (5x).

a

My name is Harrison Scott. I’m 18 and have been

member of school’s Political Club since June 2006.

Last year I had planned to take part in Club’s Youth

Parliament, but at last minute I broke my leg in several

places while BMX biking, and I was unable to walk for

4 Place six words or expressions into each category. Add two

more words or expressions of your own to each category.

bucket classical music booked camera-operated

outskirts campaign for factory cancelled

spade electronic sensor elected collecting

computer games watering can volunteer charity work

supermarket Tube Member of Parliament

weather balloon roundabout train compost

jazz band general election photographic card

theatre railway carriage daffodil digital camera

win a seat folklore group commuters hyacinth

cathedral radio receiver contest a seat antiques

1 Cities

whole month. I’m in my fi nal 6 th form year, and I’ll be

taking my A’Level exams later in year. I then hope to

take gap year before I go to university to study law.

I want to become politician, but before that I want to

see how people in other countries live. I’ve wanted to

2 Transport, travel

travel for over year now and I’m really dying to get out

and discover world. I love nature and if I don’t study

law I might study biology and become naturalist.

3 Gardening

B Report 2 by Alice Logan. Insert the (12x); a (5x); an (1x).

Hi, my name is Alice Logan, I’m in lower sixth form,

that’s fi rst of two years leading to A levels exams,

fi nal exams in secondary school. I belong to Young

Archaeologists’ Association in my town. It’s great

group of people and I can truly say we all have

passion for past. Every weekend I go out with group

to help with archaeological digs along Roman Wall.

Last year we found all kinds of interesting things

from Roman period in Britain, like tools and even

baby’s shoe. We’d planned to have exhibition of all

our discoveries, but we couldn’t fi nd place to hold

it. Perhaps we’ll ask school whether we can use

school hall at end of term. We’d like other students to

develop love of history just like us.

4 Hobbies

5 Technology

6 Politics

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

103


5 Circle the right preposition.

1 This morning, Alex and I drove

2 We had decided to go

3 We started

about

through

on

into

along

out to

a long hike.

by

in hiking along a long, dusty road.

through

4 We came to a gate and clambered

5 We trekked

into

over

about

over

6 We then trudged into

7 Finally, we crawled

8 We darted

out to

along

across

9 We had to creep

over

through

along

a small village in the countryside.

a muddy field until we came to a thick hedge.

along

up

through

across

it.

the hedge to find a way out, but didn’t find one.

the hedge into the next field.

that field, because there was a large bull in it.

under

down

in

a tall fence.

10 We then found we had to tramp

11 We saw a bus just coming

12 We really raced

in

up

over

a long path to the top of a hill.

in

along the corner of a road beneath us.

around

on

down that hill to catch it. We’d had enough of hiking that day!

through

6 A Fill the gaps with the phrasal verbs from the box

speak out set off made up of make up pile up

speak up set out pick up pick at pick out

1 It was late morning by the time we

for our hike.

2 A student smoked in the toilets and that

the alarm system.

3 When I don’t do my homework, it really seems to

.

4 Ben came last in the cycle race: he was so tired he

couldn’t

speed.

5 All the cyclists look the same on this photo: I can’t

your brother.

6 Maizie doesn’t like peas: she just seems to

them on her plate.

7 I don’t like people who excuses

when they lose.

8 This is a poster that’s lots of small

photos.

9 I’m glad our class representatives

for us in the school council.

10 I really want them to against

bullying.

104

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


B Use your dictionary, if you need to, and find the meaning

of these phrasal verbs. Write a sentence for each one to

show the meaning.

1 set about

2 set apart

3 set aside

4 set up

5 make for

7 Write a short article (2 _ 3 paragraphs) for your school

newspaper. Choose one of these topics.

Getting away with it

Getting by with some help from my friends

A run-of-the-mill hobby that went wrong

Everyday chaos in my life

1 Chose a topic and make a plan for your paragraphs

– a line plan, or a net plan to show your main ideas.

2 Write down some of the words or expressions you

will need for your article.

3 In your notebook, write the short piece. Remember

that you are writing for other students, so try to make

it as lively and interesting as you can.

MY PLAN

6 make off

7 make out

8 make up

9 get about

10 get by

11 get out of

WORDS/EXPRESSIONS I’LL NEED

12 get away with

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

105


8 Celebrity –

positive

and negative

1 Compare the four people using the adjectives in the box.

tall short fair big (eyes, chin, etc.) dark pretty

curly (hair) practical athletic accomplished active

academic artistic energetic quiet creative skilled

unusual dull sporty clever confident handsome

1 Olivia and Ruby:

(1)

(2)

Olivia

Height: 1.66 m

Appearance: fair hair, blue eyes

Hobbies: base jumping, guitar

Good at: maths

Poor at: I’m good at all my subjects J!

Ruby

Height: 1.75 m

Appearance: dark hair/complexion/eyes

Hobbies: dancing, climbing

Good at: biology

Poor at: languages, except Spanish

Samuel

Height: 1.80 m

Appearance: brown hair, brown eyes

Hobbies: BMX biking, football, caving

Good at: all sports

Poor at: average in all subjects

Alfie

Height: 1.88 m

Appearance: fair hair, hazel eyes

Hobbies: reading, film-making

Good at: science, maths & English

Poor at: cookery, joinery

2 Samuel and Alfie:

(1)

(2)

3 Olivia and Samuel:

(1)

(2)

4 Ruby and Alfie:

(1)

(2)

5 Olivia and the others:

(1)

(2)

6 Alfie and the others:

(1)

(2)

2 Here are some comments made by friends about Ruby,

Olivia, Samuel or Alfie. Fill in the right comparative or

superlative form of the adjective given.

1 “Olivia’s (arrogant) person I’ve

ever met!”

2 “She’s not! She’s just (truthful)

than many people tend to be.”

3 “Well, Ruby’s not (bright) as

Olivia, but she’s a (good)

dancer,

in fact

(good) in the class, and

she’s not nearly (bossy) .

106

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


4 “Samuel is (proficient)

in science as Alfie, but he is every bit (skilful)

in making films.

5 “Alfie’s (interested) in sports

as Samuel, in fact he doesn’t like them at all, and he

gets much (bad)

results in

all the practical subjects.”

6 “Ruby’s not (slim) of all

the girls in my class, but she’s (kind and active)

than most, and I think

she’s (sweet)

of all.

7 “I’m the student who has (serious)

problems with maths, but

Olivia helps me and she says ‘Don’t worry, just do

your (good) ’ . ”

3 Write a paragraph comparing yourself to a friend of yours.

5 There is one mistake in each sentence. Find it and correct it.

1 This is most wonderful young actor I’ve ever seen

in a film. the most

2 He’s a Swedish, tall, slim heart-throb.

3 The film is set in the flatest part of the Gobi desert.

4 In it, this explorer meets the sexyist woman in China.

5 She’s a willowy dark very attractive dancer.

6 They have the passionatest of affairs.

7 Then she falls for a young really talented film-maker.

8 He makes a most unique film with her.

9 The sadest part is when the explorer goes away.

10 How could he leave this prettyest dancer?

11 She marries the least handsome of the two.

12 She is the less happy of them all.

13 The director became more rich than ever before.

14 He went on to direct glamorouser films.

4 Use the following prompts and write questions you would like

to ask:

1 (someone you know)

What/ever/joke/good/hear/you/be?

2 (a parent or relative)

silly/you/What/be/mistake/make/ever?

3 (a teacher)

be/admirable/ever/What/thing/about/you/read/ever?

4 (a celebrity)

What/be/consider/to/big/do/you/achievement/your ?

5 (a politician)

thing/you/hard/What/be/ever/do?

15 But this one was the more moving.

6 Complete the following sentences.

Then check your answers in Unit 8 A.

1 Three teenagers r to the help of people

t

in a fire.

2 One of them s through a door

p .

3 They had to s through

the d .

4 They m someone to

s .

5 Their family was justly p of their

a .

6 The young climbers were out to b

the w r .

7 They s up to the p .

8 News f down to base c .

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

107


7 Complete the table by deriving the adjectives from the nouns

and then form their opposites by adding a prefix un-, im- or

in-.

Noun + Adjective – Adjective

appreciation

competence

competent

balance

consistency

inconsistent

attraction

efficiency

efficient

maturity

charity

uncharitable

patience

imagination

imaginative

experience

morality

immoral

decency

will

willing

perfection

moderation

8 Look at the pictures showing the stereotypes of men and

write their names (use the words from the box).

Joker Jock Strong Silent Type

Big Shot Action Man Buffon

108

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.


9 A You are going to read an article about male stereotypes.

First match the words (a–f) with their meanings (1–6).

a) assumption 1 not good at doing something

b) approval 2 thinks of something in a particular

way or as having a particular quality

c) bungling 3 when a plan, decision, or person is

officially accepted

d) deems 4 something that you think is true

although you have no definite proof

e) epitome 5 the best possible example of

something

f) inept 6 failing to do something properly,

because you have made stupid

mistakes

B Read the article. Add the missing stereotype at the

beginning of each paragraph.

C Give short answers to the questions about the article.

1 Where do the stereotypes in the article come from?

2 What are the characteristics of the ‘strong silent type’?

3 What common ideas are reinforced by the stereotype

of ‘the strong silent man’?

4 Which stereotypes include a man’s ability to please women?

5 Which stereotype shows men as incompetent

on the home front?

6 What kind of men are said to resort to physical violence?

7 Is a good career typical of some types of men?

8 What kind of stereotypic man is funny, with

ambiguous results?

Common Stereotypes of

Men in Media

Various media analysts and researchers argue

that media portrayals of male characters fall within

a range of stereotypes. The report Boys to Men:

Media Messages About Masculinity, identifies the

most popular stereotypes of male characters as

the Joker, the Jock, the Strong Silent Type, the

Big Shot, the Action Hero and the Buffoon.

A The Strong Silent Type focuses on “being in

charge, acting decisively, containing emotion,

and succeeding with women.” This stereotype

reinforces the assumption that men and boys

should always be in control, and that talking

about one’s feelings is a sign of weakness.

B The

is always willing to “compromise his own longterm

health; he must fight other men when

necessary; he must avoid being soft; and he

must be aggressive.” By demonstrating his

power and strength, this man wins the approval

of other men and the adoration of women.

C The

commonly appears as a bungling father figure

in TV ads and sitcoms. Usually well-intentioned

and light-hearted, these characters range from

slightly inept to completely hopeless when it

comes to parenting their children or dealing

with domestic (or workplace) issues.

D The

is defined by his professional status. He is

the “epitome of success, embodying the

characteristics and acquiring the possessions

that society deems valuable.” This stereotype

suggests that a real man must be economically

powerful and socially successful.

E The

is “strong, but not necessarily silent. He is often

angry. Above all, he is aggressive in the extreme

and, increasingly over the past several decades,

he has been shown as engaging in violent

behaviour.”

F The

is a very popular character with boys, perhaps

because laughter is part of their own “mask of

masculinity.” A potential negative consequence

of this stereotype is the assumption that boys

and men should not be serious or emotional.

However, researchers have also argued

that humorous roles can be used to expand

definitions of masculinity.

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу

са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

109


10 A Read the fi rst sentence of an article entitled ‘Media

Portrayals of Girls and Women’.

A

------------------------------------------

We all know the stereotypes – the

femme fatale, the supermum, the sex

kitten, the nasty corporate climber.

A ten-year study reveals facts about im-

Match one of the pictures – A, B, C or D to the four

stereotypes.

1 the femme fatale –

2 the supermum –

3 the sex kitten –

4 the nasty corporate climber –

B

B Research these stereotypes. Write a short description

of each one – like the ones for the male stereotypes in

exercise 8B. You can use some of these adjectives to

help you.

attractive seductive over-protective energetic active

fierce superhuman cold-hearted warm-hearted

flirtatious aspiring aggressive sensual cruel

possessive slinky devoted voluptuous ambitious

formidable always on the go single-minded determined

1 The ‘femme fatale’

2 The ‘supermum’

3 The ‘sex kitten’

4 The ‘nasty corporate climber’

C

D

11 What do you think of the male stereotypes you’ve read

about and the female ones you’ve researched and

written about? Can you think of people you know who

fi t these stereotypes? Do you think that stereotypes can

help us understand people? Write a short essay (120–

150 words) to give your views about the subject.

Step 1: Revise the advice on writing essays in the

Student’s Book, p. 55.

Step 2: Choose one of the titles below.

• ‘Stereotypes are silly and useless – every

individual is different.’

• ‘Stereotypes can be useful – I know

people just like them.’

Step 3: Collect vocabulary you need, using a net

plan like the one in the Student’s Book, p.

55.

Step 4: Decide on the order in which you are going

to give your arguments. You will give your

own views, but remember to acknowledge

different views, using the contrastive linking

expressions from the Student’s Book, pp. 27

and 51.

Step 5: Write a draft. Then put it aside if you have

time before looking at it again.

Step 6: Re-read and correct your draft.

110

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући

фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежи