www.frenglish.ru STUDENT'S BOOK A n g e la H e a la n K a trin a G o r m le y SECOND EDITION www.frenglish.ru To access the resources on the online student zone, please visit NGL.Cengage.com/closeup and select 'Student Companion site' www.frenglish.ru Close-up IDENT'S BOOK A n g e la H ealan K a trin a G o rm le y with Karen Ludlow SECOND EDITION NATIONAL GEOGRAPHIC LEARNING * CENGAGE Learning' Australia • Brazil - Japan • Korea • Mexico • Singapore - Spain • United Kingdom • United States www.frenglish.ru C ontents Reading Unit V ocabulary G m m a r Listening ( to p ic v o c a b ) Family Ties p -1 Food, Food, Food! p -2 tru e /fa ls e , re a d in g th e exa m q u e s tio n firs t fa m ily -re la te d w o rd s p re s e n t sim p le , p re s e n t c o n tin u o u s , s ta tiv e verbs m u ltip le -c h o ic e q u e s tio n s (p ictu res), id e n tify in g d iffe re n c e s c h o o s in g th e c o rre c t o p t io r , m u ltip le -c h o ic e q u e s tio n s fo o d -re la te d w o rd s p a s t s im p le , p a s t c o n tin u o u s m u ltip le -c h o ic e q u e s tio n s , lis te n in g f o r n u m b e rs m u ltip le -c h o ic e q u e s tio n s u n d e rs ta n d in g te x t ty p e s e n v iro n m e n t-re la te d w o rd s p re s e n t p e rfe c t s im p le , p re s e n t p e rfe c t c o n tin u o u s g a p -fill, th in k in g a b o u t th e an sw e rs firs t tru e /fa ls e , w o rry in g a b o u t n e w w o rd s re la tio n s h ip -re la te d w o rd s re la tiv e clauses: d e fin in g & n o n d e fin in g tru e /fa ls e , lis te n in g fo r s im ila r w o rd s s h o rt te x ts , m u ltip le c h o ic e q u e s tio n s , e lim in a tin g answ ers h o m e -re la te d w o rd s w ill, b e g o in g to m u ltip le -c h o ic e q u e s tio n s , u n d e rs ta n d in g te c h n ic a l o r s p e c ific w o rd s m a tc h in g , m a tc h in g d e s c rip tio n s s p o rt-re la te d w o rd s c o n d itio n a ls : ze ro & firs t m u ltip le -c h o ic e q u e s tio n s (p ictu res), id e n tify in g e m o tio n s m u ltip le -c h o ic e q u e s tio n s , re a d in g fo r g e n e l u n d e rs ta n d in g w o rd s re la te d to e x tre m e situ a tio n s p a s t p e rfe c t sim p le , p a s t p e rfe c t c o n tin u o u s g a p -fill, ch e ckin g s p e llin g m u ltip le -c h o ic e q u e s tio n s , re a d in g a ro u n d th e g a p w o rd s re la te d to fre e tim e m o d a ls & s e m i-m o d a ls (1) m u ltip le -c h o ic e q u e s tio n s (p ictu res), p r e d ic tin g fro m p ic tu re s REVIEW 1: Vocabulary & Grammar The W onders of Nature p -3 p -4 Special Relationships p -5 REVIEW 2: Vocabulary & Grammar A Place to Call Hom e p -6 Ready, Steady, Go! p 5 -5 p -8 REVIEW 3: Vocabulary & Grammar Extrem e Situations p -9 Time to Spare p -1 REVIEW 4: Vocabulary & Grammar High-Tech World p -8 p -1 tru e /fa ls e , fin d in g th e an sw e rs te c h n o lo g y -re la te d w o rd s pa ssive v o ic e : te n se s, b y & w ith m u ltip le -c h o ic e q u e s tio n s (p ictu res), lis te n in g again s h o rt te x ts , m u ltip le c h o ic e q u e s tio n s , c h e c k in g s im ila r w o rd s e n te rta in m e n t-re la te d w o rd s re p o rte d sp e e ch : s ta te m e n ts g a p -fill, c o m p le tin in fo rm a tio n p -1 10 That's Entertainment p -1 REVIEW 5: Vocabulary & Grammar 11 Lessons to Learn p 3 -1 m a tc h in g d e s c rip tio n s , fin d in g s yn o n ym s e d u c a tio n -re la te d w o rd s cau sative tru e /fa ls e , th in k in g a b o u t th e sp e a ke rs m u ltip le -c h o ic e q u e s tio n s , c h o o s in g th e b e s t o p tio n b o d y -re la te d w o rd s a d je c tiv e s , a d ve rb s, so & such m u ltip le -c h o ic e q u e s tio n s (p ictu res), k e e p in g calm p -1 12 The B ody Beautiful p -1 REVIEW 6: Vocabulary & Grammar G ram m ar Reference: Irregular Verbs: p 161-173 p 174-175 p -1 Writing Reference: Speaking References: p 176-181 p -1 www.frenglish.ru S peaking V ocabulary G m m a r W riting V ideo ta lk in g a b o u t fam ily, d e s c rib in g p h o to s , d e s c rib in g in d e ta il c o llo c a tio n s & exp re ssio n s c o u n ta b le & u n c o u n ta b le nouns, q u a n tifie rs e m a il, using a b b re v ia tio n s , in c lu d in g all th e in fo r m a tio n , in v itin g , asking fo r a re ply, w ritin g a b o u t spe cia l e ve n ts O n e W o m a n 's C h o ice ta lk in g a b o u t fo o d & re sta u n ts, d e s c rib in g p h o to s , usin g d iffe r e n t a d je c tiv e s , using a d je c tiv e s w o rd fo rm a tio n u s e d to & w o u ld , b e u s e d to & g e t u s e d to re vie w , o rd e rin g a d je c tiv e s , m a k in g y o u r w r itin g in te r e s tin g , re c o m m e n d in g , a d je c tiv e s fo r fo o d & re sta u n ts G re e k O live s ta lk in g a b o u t th e e n v iro n m e n t, lis te n in g to in s tru c tio n s , o p e n in g discussions p re p o s itio n s , re a d in g a m u ltip le c ho ice te x t firs t a rticle s in fo rm a l e m a il, p la n n in g y o u r w o r k , frie n d ly o p e n in g s & e n d in g s , useful phrases S w im m in g w ith Sharks re la tio n s h ip s , p ro b le m s o lv in g , c o n s id e rin g a d v a n ta g e s & d is a d v a n ta g e s , g iv in g a d v ic e phrasal v e rb s te m p o ls s to ry (1), th in k in g o f id e a s , o rg a n is in g a s to ry / ideas, d e s c rib in g p e o p le M a n 's B e st F rie nd ta lk in g a b o u t h o m e s , g e n e l c o n v e rs a tio n s , e x p a n d in g on th e t o p ic , ta lk in g a b o u t a to p ic c o llo c a tio n s & exp re ssio n s fu tu re plans & e ve n ts, fu tu re p re d ic tio n s in fo rm a l le tte r, re p ly in g to a le tte r, usin g in fo rm a l la n g u a g e , a c c e p tin g / re je c tin g in v ita tio n s , re s p o n d in g to new s, m a k in g s u g g e s tio n s L iv in g in V enice ta lk in g a b o u t s p o rt, d e c is io n m a k in g , g iv in g o p in io n s , a g re e in g & d is a g re e in g a sking if so m e o n e a g rees, g iv in g y o u r o p in io n s w o rd fo rm a tio n s e c o n d c o n d itio n a l, i f s e n te n c e tra n s fo rm a tio n (1), clauses o f p u rp o s e , tra n s fo rm in g se n te n ce s W a te r S p o rts A d v e n tu re d e s c rib in g p h o to s , ta lk in g a b o u t e x tre m e s itu a tio n s , p a p h s in g p re p o s itio n s , c o llo c a tio n s & exp re ssio n s q u e s tio n ta g s, s u b je c t & o b je c t q u e s tio n s , n e g a tiv e q u e s tio n s s to ry (2), usin g n a rra tiv e tenses, c re a tin g susp ense, re v ie w in g y o u r w ritin g C o a s t G u a rd S chool ta lk in g a b o u t fre e -tim e a c tiv itie s , d e c is io n m a k in g , ta lk in g a b o u t all th e o p tio n s , ta lk in g a b o u t p o s s ib ility phrasal v e rb s m o d a ls & se m im o d a ls (2) p o s tc a rd , lin k in g w o rd s & phrases, w ritin g th e c o rre c t a m o u n t, w ritin g a p o s tc a rd Young A d v e n tu re rs ta lk in g a b o u t te c h n o lo g y , d e c is io n m a k in g , m a k in g a d e c is io n , d e c id in g p re p o s itio n s th e passive v o ic e : g e ru n d s , in fin itiv e s & m o d a l ve rb s s e n te n c e tra n s fo rm a tio n (2), using co llo c a tio n s , c h e c k in g th e m e a n in g M a rs R overs ta lk in g a b o u t e n te rta in m e n t, d e s c rib in g p h o to s , ta lk in g a b o u t a p h o to , d e s c rib in g p e o p le , places & th in g s phrasal v e rb s re p o rte d s p e e c h : q u e s tio n s , com m ands & re q u e sts le tte r o r sto ry, o rd e rin g ideas, ch o o s in g th e rig h t q u e s tio r , fre e -tim e a c tiv itie s S teel D ru m s ta lk in g a b o u t s c h o o l a n d e d u c a tio n , d e c is io n m a k in g , c h a n g in g o p in io n s , c h a n g in g y o u r m in d c o llo c a tio n s & exp ressions, p re p o s itio n s g e ru n d s , in fin itiv e s re p o rt, re m e m b e rin g c o m m o n erro rs, che ckin g fo r c o m m o n e rro rs , in tro d u c in g & closing re p o rts , scho ol facilities an d e q u ip m e n t, after-sch ool activitie s T h e M aasai Teacher ta lk in g a b o u t y o u r b o d y , g e n e l c o n ve rs a tio n s , in te c tin g w ith y o u r p a rtn e r, ta lk in g a b o u t h e a lth a n d fitness phrasal v e rb s c o m p a ris o n o f a d je c tiv e s & a d ve rb s d m a tic s to rie s , m a k in g s to rie s m o re in te re s tin g , le a vin g e n o u g h tim e , re la tio n s h ip s T h e M e m o ry M an Collocations & Expressions: p 184 Prepositions: p 185 Phrasal Verbs: p 186 www.frenglish.ru Family Ties Reading: true/false, reading the exam question first Vocabulary: fam ily-related words, collocations & expressions present simple, present continuous, stative verbs, countable & uncountable listening: Speaking: nouns, quantifiers m ultiple-choice questions (pictures), id e ntifying differences talking about family, describing photos, describing in detail email, using abbreviations, in cluding all the inform ation, inviting, asking for a reply, w ritin g a bo u t special events www.frenglish.ru Family Ties A W o rk in pairs How many words for family members can you think of? W rite as many as you can in one minute В How can you learn about your family's past? W rite down the different ways in your notebook Then, quickly read the text Are your answers the sam e? Read the text about family history and match the headings below with the correct sections in the text A Your turn В What is genealogy? С Research and records | Meet the, ancestors What makes you who you are? Part of the answer is in your family's past Become a detective and find clues to your family history gene: part of a cell passed from parents to children that determines how they look generation: the people of about the same age in a particular famil] ancestor: person related to you who lived a long time ago genealogy: the study of family history When you look in the mirror, you see your father's smile? Maybe you take after your mother or look like a grandparent? That's because of DNA Our DNA contains genes that make each person in the world different - no two people look, think or act the same We pass down our genes through generations Scientists can test your DNA to find out which part of the world your ancestors were from Your family's history may be a mystery to you, but there's a way to find out about it It's called genealogy, and it's the study of the people you are related to Genealogy helps you put together your family history It starts with the relatives you know, such as parents and grandparents, and then you can learn about ancestors who lived and died before you were born www.frenglish.ru Read the Exam C lose-up Then read the Exam Task below and underline the key words in the text Exam Task Look at the sentences below about studying your family history Read the text to decide if each sentence is correct or incorrect Write T (True) or F (False) W e look the way we because of the genes in our DNA A DNA test can show where in the world our ancestors lived You can find out the number of relatives you have in a DNA test Exam u i Reading the exam question first • It's a good idea to read the exam sentences very carefully before you read the text • Underline the key words in each statement so you know what information you need to look for • Then read the text quickly so you know what it is about • Read the text again and look for words and phrases in the text that are similar to the word you underlined in each exam sentence • The statements are in the same order as the information in the text Genealogy is the history of our past and present family members Relatives who are alive could have information about ancestors A family tree shows how you are related to other people in your family N o w com plete the Exam Task Use the words you underlined to help you Find the underlined w ords in the text and think about w hat th ey mean Then circle the correct m eanings below take after: to follow somebody / to be like somebody look like: to have a similar appearance / to see things you enjoy pass down: transfer to / respect the next generation Public records tell you when people were born relative: 10 The text says that websites can help you find information about your ancestors A detective can help you to find information about your family It is possible to buy old newspapers at some libraries find out: look for: family member / close friend to take outside / to discover or learn to be similar to / to try to find It isn't difficult to learn about your past You can begin by asking your relatives questions about your ancestors While you are talking with family members, take notes This helps you organise any information you get Make sure you write down any names, dates or places people mention Then you can draw a family tree with your name at the top Then you would add all the relatives from you to your great grandparents so you can see how everyone is related If there any blank boxes in your tree it's time for some detective work! Many people begin at a library where they can look for family names in old newspapers Public records are usually a very good thing to look at too They have information about births, marriages and death certificates too Some records show when people moved to a country Sometimes, records tell you where people went to school and what their job was You can also search the Internet With every bit of research you ! do, you are discovering your family's history If you could choose someone famous to be in your family, who would you choose and why? If you could go back in time, which one of your ancestors would you like to meet? Why? / Why not? Ideas Focus www.frenglish.ru Family Ties Match the definitions with the m em bers of the family в Your mum's mother a Your brother's or sister's daughter b niece Your uncle's and aunt's children с step-mother Your brother or sister's son d grandmother Your mother's sister e nephew Your father's wife if he marries again f cousins C om plete the sentences using tw o of the words in each group height slim hard-working tall Peter has always been very ; he was 1.98m when he was 14 years-old! He's also quite even though he eatsalot weigh overweight build beard blonde honest unkind straight middle-aged generous nervous My cousin Jack is very to more exercise to help him easy-going lazy young clever _ He needs scruffy Granddad is very and he always dresses in I love your son's curly hair Mine is very and dark elderly jealous My aunt is a very _ person She gives money to people in need She's also very and spends lots of time helping at the care centre relax Annabel and Claire have got the same They aren't very tall and they're both a b it and fun-loving, clothes reliable If you ask him to Jack isn't very something he forgets He's very though and does very well at school Sunday was boring! We spent it with our _ grandparents and our _ parents С aunt Com plete the text with these words young kind easy-going height elderly hard-working nervous Elephants: animals of higher intelligence I weigh ► Elephants are interesting animals because they are very sociable and family is important to them They can grow to a (1 ) of over metres and usually (2 ) about 3,800 kilos animals, Normally they are quite relaxed and (3) when they are but sometimes they can get (4) elephants They are also quite looking after (5) _ clever and (6) _ _, and slow down and help feed or ill members of the family group (7) These qualities and the fact that they are so strong and (8) _ is why people want to protect them and the land they live on for the future Ideas Focus • • Is family important to you? Why / Why not? Do you think young people can learn things from elderly members of their family? W hy? / Why not? www.frenglish.ru fa m w \№ \£ \r F Choose the correct answers Quiet William! W h y present Simple & Present Continuous A a Read the sentences below Match each sentence with one use of the Present Simple Water boils at 100°C His parents work at a bank We have a dance class next week The English drink a lot of tea a b с d habits and repeated actions permanent situations scientific facts future actions based on timetables and schedules a You are always interrupting me! What are you doing at the weekend? I am saving up for a car The baby is crying! It must be hungry Families are becoming smaller and smaller these days a b с d e actions happening now temporary situations future plans annoying habits changing and developing situations in the present ptative Verbs С Read the sentences below and underline \ the verbs I Peter hates his new school, j He understands the problem now These flowers smell wonderful Who owns the blue car outside? P Complete the rule with the Present Sim ple I or Present Continuous I We don't use some verbs in continuous tenses I They are called stative because they describe I states and not actions To talk about the present, I we use these verbs in th e _ j tense p Some verbs can be both stative and action verbs, but with a different meaning H ow does the meaning of th in k change in the sentences below ? They think that having a lot of children is fantastic They are thinking of moving house this year Grammar Focus pp.161 & 162 (1.1 to 1.4) b sees 's seeing his grandfather is looking like b looks like us with them on b are taking take are going Why a G the doctor Bob and S u e to their aunt Maisie's house every weekend a В Read the sentences below Match each b is living Mum and Dad always holidays a I sentence with one use of the Present Continuous with her cousin for a few weeks, lives Tony Be careful We often use adverbs of frequency with the Ф Present Simple They go after the verb be but I before all other main verbs b don't remember Granddad isn't feeling well H e later today a b are you being her name 'm not remembering Irene a are you be Who's that? I a so noisy this morning? b go children are jealous of each other? you think b are you thinking C om plete the text with the correct Present Sim ple or Present Continuous form of the verbs in brackets Identical twins (think) that identical twins are K1) fascinating They (2) (have)thesame DNA, but they've got different fingerprints and they often have different personalities too My sisters Katy and Sandy (3 ) (be) identical twins, and my parents and I (4 ) _ (not / know) which twin is which most of the time In fact, they (5 ) (always / play) tricks on us, which is not funny! They (6 ) _ (wear) different clothes every morning, so we know who is who but then they (7 ) _ (sometimes / change) clothes later just to confuse us There is only one thing that helps us tell who is who: Katy (8) (spend) a lot of her free time reading books, but Sandy (9) (hate) reading She often complains about it, saying 'Katy (10) _ (read) again!' www.frenglish.ru Infinitive Past Simple Past Participle lie light lo se m ean m ake m eet p ay p ro ve put re a d rid e ring ris e ru n say see s e ll send se t shake s h in e show sh o o t shut sin g s in k sit s le e p s lid e s m e ll speak speed sp e n d sta n d s te a l stick s tin k sw eep s w im ta k e te a ch te ll th in k th ro w u n d e rs ta n d w ake w ear w in w rite la y lit lo st m eant m ade m et paid p ro ve d put re a d [red ] ro d e n g ro se ran s a id saw so ld se n t se t shook shone show ed sh o t shut sang sank sat s le p t s lid s m e lt spoke sped spent sto o d sto le s tu c k s ta n k sw ep t sw am to ok ta u g h t told th o u g h t th re w u n d e rsto o d w oke w o re won w ro te lain lit lo st m eant m ade m et paid p ro ve n put re a d [red ] rid d e n ru n g ris e n run sa id seen so ld se n t se t shaken shone show n sh o t shut sung sunk sa t s le p t slid s m e lt spoken sp e d spent stood sto le n s tu c k s tu n k sw ept sw um ta k e n ta u g h t told th o u g h t th ro w n u n d e rsto o d w oken w o rn won w ritte n www.frenglish.ru W riting R eference Email When writing an email, • make it clear why you are writing • be friendly and use informal language • don't use te xting language (for example, ur for yo u're and lol for laugh o u t loud) Plan Greeting Hi ! / Hello ! / Dear , Paragraph Begin with polite phrases Thank the reader for his/her email or ask about him/her and say why you are writing How are you? / / hope yo u're well Thank you fo r yo ur email / It was great to g e t yo ur email That's why I'm w riting / As you know, / I'm w riting to Paragraph Give more details about why you are writing We're planning / I'm thinking o f / W e've decided to Paragraph Give more information In addition, / Also, / As fo r Signing off See you soon! / Keep in touch / That's all fo r now / W rite back soon! / Talk to you later! Keep in touch! Love, Email checklist 176 • Have you followed the plan? • Have you used grammatically correct forms? □ • Have you checked for spelling and punctuation mistakes? □ • Did you use informal language, such as short forms of verbs? □ • Is your writing style suitable for the situation and the reader? □ • Did you use linking words? □ □ www.frenglish.ru Informal letter and email When writing an informal letter or email, • use informal language • make it clear why you are writing • make sure you focus on the subject you're writing about Plan Greeting Dear , / Hi Paragraph Ask about the person you're writing to and explain why you're writing How are you? / Guess what? / Thanks fo r Paragraphs & Give more details regarding what you are w riting about and what you want to find o ut or There is/are / If you're interested, / Let me know / When are you available? / Let's go together! Paragraph Ask the person you're writing to further questions and suggest what needs to be done next Could you me a favour? / Maybe / Perhaps you could fo r me? / Do we need to ? / I was w ondering i f Signing off See you soon! / Keep in touch / That's all fo r now / W rite back soon! / Talk to you later! / Keep in touch! / Love, Informal letter checklist • Have you followed the plan? □ • Have you used grammatically correct forms? □ • Have you checked for spelling and punctuation mistakes? □ • Have you used informal language? □ • Have you used linking words correctly? □ www.frenglish.ru W riting Reference Postcard When writing a postcard: • • • • open and close your postcard in a friendly way use informal language use linking words and phrases to join your ideas explain the good points about your holiday Plan Opening Use an informal greeting Dear Eric, Hi, Eric Paragraph Write about the holiday and explain what you have done so far: W e're having a lovely/terrible time The fo o d is delicious/horrible/spicy W e've had special pizza and fresh fish Paragraph Write what your future plans are: W e're going to visit a Roman villa tom orrow Paragraph Ask a question: When are you going on holiday? How is your holiday going? Closing: Use an informal phrase for closing the postcard: Bye See you soon Jenny Postcard checklist: • • • • • 178 Have Have Have Have Have you you you you you followed the plan? used informal language that is grammatically correct? checked for spelling and punctuation mistakes? asked a question? included all the information you were given? □ □ www.frenglish.ru Story When writing a story, • • • • • • spend a few minutes thinking about how you want your story to develop and make notes set the scene in the first paragraph and create a strong atmosphere use narrative tenses (past tenses) to describe events better use linking words to make your sentences flow make sure you give your story an interesting ending remember to talk about how the people felt in the end Plan Paragraph Set the scene and introduce the main characters Make the introduction sound interesting or dramatic Use the sentence you are given in the task if necessary It was a cold, dark evening / John was very scared Paragraph Give background information about the characters and what is going on M addy and Sally m e t a t their dance class a year ago Paragraph Describe the main events in order A t fir s t, / Then, / The m om ent t h a t / Meanwhile, Paragraph Introduce a twist in the story (if appropriate) That was when / Soon after t h a t / Suddenly, / Just then, / As soon as Paragraph Bring the story to an end E ventually, / W e never w ent to the castle again / Sally knew it w ould never happen again Story checklist • Have you followed the plan? • Have you used grammatically correct forms? • Have you checked for spelling and punctuation mistakes? • Have you made your story interesting to the reader? • Is the storyline clear and coherent? • Have you used a range of tenses, direct speech and dramaticsentences? • Have you used appropriate adjectives, adverbs and expressions to givelife to your story? • Have you used linking words and time expressions? Q www.frenglish.ru W riting Reference Review When writing a review, • think of a suitable title for your review • try to catch the reader's attention in the first paragraph • remember to give your negative or positive opinion Plan Paragraph Introduce what you are reviewing Try / Why n o t try ? / If you like / is w orth a try Paragraph Describe what you are reviewing Give the reader an idea of what you are writing about set in / combines with / is ideal f o r For example, / For instance, Give further details about what you are reviewing By the way, / That doesn't mean that, / On the o th e r hand, One example o f this, / In this case, Recomendation End the review give your opinion I highly recom m end / I w o u ld n 't recom m end / should n ot be missed Review checklist • Have you followed the plan? • Have you checked for grammar, punctuation and spelling mistakes? • Have you clearly stated what your opinion is? • Have you used appropriate adjectives for your descriptions? • Does the review summarise the important points? 180 www.frenglish.ru Report When writing a report, • • • • • • think of a suitable title for your report use formal language and long forms remember to use headings to organise your report and make your ideas clearer allow yourself time to plan what you will be including in your report consider the advantages and disadvantages of each option each part of your report should be separated from the next with clear paragraphs Plan Paragraph Say why you are writing the report The aim /purpose o f this re p o rt is to present/recom m end/review /exam ine / This is a rep ort on / This re p o rt will present the findings o f / It will also make suggestions/ recomm endations fo r / It will also suggest/recom m end/discuss/analyse Paragraph Discuss the first point or option and evaluate it and/or make suggestions The first option is/w ould be / This may be a g o o d choice because / On the other hand, there may be some disadvantages Paragraph Discuss the second point or option and evaluate it and/or make suggestions An alternative possibility w ould be to / Alternatively, / However, / In general, / This option has several disadvantages / However, there may be some reservations about/problem s with Paragraph Bring the report to an end by summing up the suggestions made Recommend one of the options or refer to future action In conclusion, / To sum up, the main recom m endations/suggestions are / As can be seen from this report, / For these reasons, I feel th a t the best optio n is Report checklist • Have you followed the plan? • Have you used grammatically correct forms? • Have you checked for spelling and punctuation mistakes? • Have you used formal language and the full forms of verbs? • Have you used linking words correctly? • Have you made suggestions and/or recommendations? 181 www.frenglish.ru Speaking R eferences Describing photos lying on the floor I can see a in the foreground / background There's a white There are four She's got long He's behind / in front of / next to / on the right He's wearing She's tall, slim good-looking He / She's got long, dark hair They look relaxed / happy / easy going Inviting You're invited to Can you come? I want to invite you to Asking for a reply Let me know if you can come Tell me if you can come or not Writing about special events celebration guests invitation special occasion surprise party celebrate invite organise plan have a party Using adjectives It looks / seems to be + adjective I think they / he / she are + adjective That is / isn't good for you because it's + adjective I often eat / don't usually eat that because it's + adjective I like / don't like that because it's + adjective Recommending I highly recommend I wouldn't / don't recommend It's the perfect place / cafe / restaurant for It's the worst Adjectives for food bitter undercooked overcooked colourful delicious healthy unhealthy bland processed tasty tasteless Adjectives for restaurants scruffy dirty trendy bright old-fashioned expensive slow unfriendly rude Opening discussions Shall we start with this ? Let's begin / start by looking at First of all, To begin with, Let's move on to Shall we talk about now? Friendly openings Hi! Hello How are you? How are things? How is it going? It's good to hear from you! Useful phrases I really miss you! I love reading your emails Good luck! Sorry for not answering your last email Friendly endings Write back soon and tell me all about it Bye! Bye for now See you soon Speak to you later That's all for now Write soon! Giving advice If I were him, I'd I think it would be better to because Perhaps he should then he He should also I really think it's best to because To be honest, I'd Describing people tall /short slim / overweight kind / unkind friendly / unfriendly clever / stupid young / old easy-going / nervous scared / happy Describing place/time morning / lunchtime / afternoon / evening dark / bright clean / dirty cold / hot early / late Talking about a topic My favourite room is because and / b u t If I could change something about my house / flat, it would be / I'd because Do you like the in your house / flat? How much time you spend in ? Would you change the same things as me in ? What about your ? Making suggestions If I were you, I'd / I wouldn't Why don't you ? How / What about ? Accepting / Rejecting invitations I'd love to come I'll definitely be there I'm sorry, I can't make it Unfortunately, I won't be able to come Responding to news What exciting / sad / great news! I'm really pleased for / proud of you It'll be fun / great ! Giving your opinion I think is a good idea because Well, I don't think he / she should But if he / she , he / she'll ! Asking if someone agrees Do you agree (with me)? Would you agree that ? Do you think so, too? Agreeing I agree Yes, I totally / quite agree with you I think you're (quite / absolutely) right Disagreeing Actually, I don't really agree I'm afraid I don't agree I don't think that's a very good idea because Paraphrasing It's a sort of It's a kind of It's a an activity that / a place where / a person who I think it's a It could be / might be a It's similar to It's dangerous because You need to it You shouldn't it on your own because You have to be careful of Some equipment, such as is necessary to www.frenglish.ru Creating suspense At that point During the minutes / hours / days that followed All of a sudden As quick as lightning, / As fast as he could, He'd never been in such an extreme situation Without thinking, There was no sign of He thought of a plan To make things worse, They were just about to give up when Talking about possibility Do you think might be good? I don't think would be a good idea because could be good? What you think? Yes, I think would be good because No, I don't think that would work because Writing a postcard We're having a lovely time The weather is The hotel / campsite / apartment is The beach is The food is We've had We've been to We've seen We've done some sightseeing See you soon! Miss you! Deciding OK, so let's decide Right, let's make a decision Do we think the best one is ? So, we agree that is the best one? So, to sum up In the end we think because Describing people She's g o t He's wearing They're smiling He's sitting Describing places There are lots of It looks like a I can see a behind / in front of There's a in the foreground / background Describing things It's a kind of I think it's a It looks old / new / expensive It could be Free-time activities I play football / tennis / volleyball I'm in an orchestra / choir We usually I aerobics / judo / karate I have a class After-school club until late I go swimming / running with is great fun! I love my because Changing your mind Are you sure about that? Do you really think that ? I'm sure is better because Actually, I think you're right Yes, that's a good point, I hadn't thought of that OK then, yes, I agree with you! Introducing reports The aim / purpose of this report is to This is a report on This report will present the findings of Closing reports To sum up, the main recommendations / suggestions are In conclusion, School facilities & equipment canteen classrooms common room computer room theatre gym interactive whiteboard library playground science labs toilets After-school activities arts and crafts choir practice cooking music and drama sports teams Talking about health and fitness So, what you to stay healthy? Do you anything special to stay fit and healthy? How often you exercise / go to the gym? Do you go swimming / play any sports? Do you think it's important to ? Why? Do you have enough time to ? Why not? Relationships friendship stranger trust (not) have a lot in corr make friends with get on give someone a hand grow apart help someone out let someone down see eye to eye embarrassing friendly suspicious rely on respect www.frenglish.ru Collocations & Expressions as quick as lightning be in one's good books be on a safari break the ice break the rules can't stand somebody climate change one’s best judo the dishes the housework endangered species fall in love with somebody fall to pieces fossil fuels get a taste for something get divorced get lost get married get the hang of something go missing have a family have sympathy keep a diary keep a secret 184 (U7) (U11) (U9) (U4) (U11) (U ) (U3) (U7) (U9) (U5) (U5) (U9) (U1) (U1) (U3) (U11) (U ) (U7) (U1) (U11) (U7) (U1) (U1) (U1) (U1) keep calm make a journey make a mess make an effort make progress make one's bed man's best friend move house move with the times natural habitat pay a compliment pay a visit power station renewable energy save someone's life scared to death solar power take a bath take a break tasty food without thinking (U7) (U7) (U5) (U11) (U11) (U5) (U4) (U5) (U5) (U3) (U1) (U1) (U3) (U3, U9) (U7) (U7) (U3) (U5) (U5) (U9) (U7) www.frenglish.ru Prepositions above sea level about the same size after years of + ing agree with angry with appear in apply for a t argue with ashamed of at the end of at the moment at the weekend before something happens belong to below freezing beneficial to close to come under threat communicate with concentrate on concerned about cope with disappear from dress in expert on something find information about for over (2 ) years get from this to this get onto something go from here to there good at go on safari in a desert in common (U7) (U7) (U3) (U4) (U4) (U3) (U11) (U4) (U4) (U1) (U3) (U1.U5) (U3) (U4) (U7) (U4) (U5) (U9) (U9) (U4, U11) (U9) (U9) (U4) (U ) (U9) (U ) (U3) (U3) (U3) (U3) (U11) (U9) (U7) (U4) increase in in love with instead of interact with interested in in the water invite to jealous of keen on lead to something listen to look for something on the planet over the years over 32 degrees Celsius pick up protect from proud of relate to rely on responsible for runs across satisfied with similar to spend money on something successful in suffer from take action on talk about turn into something the top of the/a mountain wait for worry about (U11) (U4) (U9) (U4) (U4, U5) (U7) (U ) (U1,U4) (U4, U6 ) (U9) (U4) (U9) (U7) (U7) (U7) (U4) (U3) (U4) (U4) (U4, U5, (U4) (U7) (U 1 ) (U4) (U11) (U9) (U11) (U3) (U4) (U3) (U7) (U6 ) (U11) 185 www.frenglish.ru Phrasal verbs act out ask someone out back away back out of break up call for call out carry on catch on clear up cut out for deal with eat out fall down fall off fall over find out get down get on give out give up go along go away grown out of hand out hand over hang out head for head off let someone down log in look after look at look for look up to look up something make up pass down pick up pull from put in put someone down put up put up run out of run over sell out set off show off stand in stand out take after take to take up think over think up try out try out for turn away turn down turn into turn off turn on turn out turn up warm up 186 perform invite on a date move slowly backwards decide not to something you had previously agreed to separate require announce continue become popular make a place tidy suited to what is necessary go to a restaurant move quickly down onto the ground drop to the ground fall to the ground discover write down be friends distribute stop trying continue to happen travel away from a person or place become too old for give each person in a group something give spend time relaxing start moving/travelling towards a place leave disappoint someone start using a computer take care of someone or something read or examine something search for something admire/have respect for someone attempt to find forgive each other give collect save or rescue from danger install make someone feel stupid build, erect display have no more of something left drive over something run out of tickets for an event cause an alarm to make a sound behave in a boastful way take someone's place look different to look or behave like an older relative start to like begin consider carefully use one's imagination or intelligence to come up with an idea test something first audition refuse admission decrease the volume be transformed into stop something working switch on end in a particular way increase the volume prepare one's body for exercise (U ) (U4) (U ) (U ) (U4, U9) (U ) (U ) (U4, U7) (U10) (U4) (U ) (U7) (U2) (U5) (U5, U ) (U ) (U , U ) (U ) (U4, U7) (U10) (U7) (U7) (U7) (U ) (U ) (U ) (U4) (U ) (U ) (U4) (U9) (U1 (U1) (U1, U5) (U4) (U9) (U4) (U1) (U10) (U9) (U9) (U4) (U5) (U9) (U ) (U ) (U ) (U9) (U ) (U ) (U ) (U1) (U ) (U ) (U ) (U ) (U9) (U ) (U10) (U ) (U3) (U4, U10) (U ) (U ) (U10) (U ) www.frenglish.ru □ NATIONAL GEOGRAPHIC LEARNING t* С ENGAGE L e a rn in g - Close-up B1 Student’s Book, Second Edition © 2016 National Geographic Learning, as part of Cengage Learning ALL RIGHTS RESERVED No part of this work covered by the copyright A n g e la H ealan herein may be reproduced, transmitted, stored, or used in any form or by K a trin a G o rm le y any means graphic, electronic, or mechanical, including but not limited to w ith K aren L u d lo w photocopying, recording, scanning, digitialising, taping, Web distribution, Publisher: Sharon Jervis Editors: Bruce Nicholson and Jain Cook Content Project Manager: Jon Ricketts information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, or applicable copyright law of another jurisdiction, without the prior written permission of the publisher Text/Cover Designer: Ken Vail Graphic Design For perm ission to use m aterial from this text or product, subm it all req uests o nlin e at w w w cen gage.com /p erm issio ns Acknowledgements F u rth er perm issions q u estion s can be em ailed to perm ission req uest@ ceng ag e.com IThe Publisher has made every effort to trace and contact copyright holders before publication If any have been inadvertently overlooked, the publisher ISBN: 978-1-4080-9554-6 will be pleased to rectify any errors or omissions at National Geographic Learning the earliest opportunity Cheriton House, North Way, Andover, Hampshire, SP10 5BE United Kingdom Cengage Learning is a leading provider of customised learning solutions with office locations around the globe, including Singapore, the United Kingdom, Australia, Mexico, Brazil and Japan Cengage Learning products are represented in Canada by Nelson Education, Ltd Visit National Geographic Learning online at ngl.cengage.com Visit our corporate website at www.cengage.com Printed in China by RR Donnelley Print Number: 02 Print Year: 2015 www.frenglish.ru Text Credits 6-7 Adapted from ‘Family Ties’, by Patricia McKissack: NGE, Jan-Feb 2010, 18-19 Adapted from ‘O live Oil - Elixir of the Gods’, by Erla Zwingle: NG M , Sep 1999, 32-33 Adapted from 'Coral Reef Color', by Les Kaufmann: N G M , M ay 2005, and ‘Coral in Peril’, by Douglas Chadwick: N G M , Jan 1999, 44-45 Adapted from ‘W o lf to W o o f, by Karen Lange: NG M , Jan 00 2, 70-71 Adapted from 'Paddleboard Racing: The Hardest Adventure Sport You’ve Never Heard o f, by Tetsuhiko Endo, N G A blog, Aug 2009, 84-85 Adapted from ‘Alive: Then and Now ’, by James Vlahos: NGA, April 2006, 96-97 Adapted from ‘Caves; Deep Into Darkness’, by Beth Geiger, NGE, M ay 2010, 110-111 Adapted from ‘Watching You’, by David Shank: N G M , M ay 0 , 148-149 Adapted from ‘Your Amazing Brain’, by Douglas A Richards, NG K website Photo Credits Cover images: (front cover) © Charles Krebs/Corbis, (back cover) nikkytok/Shutterstock Shutterstock: Renata Sedmakova; Psv; Kudryashka; Kaarsten; Four Oaks; Kaarsten; M onkey Business Images; 10 Igorlale; 10 Gajal; 10 Shutterstock; 10 Nikkytok; 10 Tena Rebernjak; 10 Shutterstock; 11 Nikkytok; 11 M onkey Business Images; 11 Perry Correll; 11 Kostudio; 12 Kostudio; 14 Wavebreakmedia; 15 Melis; 16 Kaarsten; 18 Maxuser; 18 Javier Martin; 18 Mickyso; 19 Nikkytok; 19 Flower_Power; 19 Kostudio; 20 Sbego; 21 Steve Lovegrove; 22 Nikkytok; 23 Nikkytok; 23 Kostudio; 24 Ruth Black; 24 Kaarsten; 25 Monkey Business Images; 26 M ichael Kemp; 27 Hxdyl; 28 Gandolfo Cannatella; 28 Kostudio; 33 Nikkytok; 33 Jc Photo; 33 Kaarsten; 34 Peter Wollinga; 34 Elnavegante; 34 Sigapo; 34 Yurok; 34 Ramunas Bruzas; 34 Vanderwolf Images; 34 Sybanto; 34 Eky Studio; 34 Kostudio; 36 Nikkytok; 37 Spwidoff; 37 Nikkytok; 37 Kostudio; 38 Baloncici; 38 Nikkytok; 38 Kaarsten; 40 Shaiith; 41 Nikkytok; 41 Jan Martin Will; 42 Kostudio; 44 Waldem ar Dabrowski; 44 Boris Djuranovic; 44 K M iri Photography; 44 Margouillat Photo; 45 Nikkytok; 45 Jim Parkin; 45 Kaarsten; 46 Kostudio; 48 Wavebreakmedia; 48 Photographee Eu; 48 Nikkytok; 49 Nikkytok; 49 Nicoelnino; 49 Accord; 49 Kostudio; 50 Kostudio; 50 Sergiyn; 51 S-F; 52 Shevs; 52 Zaretska Olga; 53 Nikkytok; 54 Eric Isselee; 54 Erik Lam; 54 Eric Isselee; 54 Geoffrey Kuchera; 54 Kaarsten; 55 Odua Images; 56 Edyta Pawlowska; 57 Apurva Madia; 58 Andreas G Karelias; 58 Iakov Filimonov; 58 Iakov Filimonov; 59 Nikkytok; 59 Kaarsten; 60 David Acosta Allely; 60 Seleznev Oleg; 60 David Burrows; 60 SamlOO; 60 Markabond; 60 Gergo Orban; 60 Adam Fraise; 60 Yanik Chauvin; 60 Royalty Free Stock Photos; 60 Kostudio; 62 Nigel Paul Monckton; 62 Zcw; 62 Sima; 62 Zeljko Radojko; 62 Stillfx; 62 Sura Nualpradid; 62 Nikkytok; 63 Photobank.Ch; 63 Nikkytok; 65 3000Ad; 67 Nikkytok; 68 Alexey Arkhipov; 68 Kostudio; 70 Tyler Olson; 71 Nikkytok; 71 Kostudio; 72 Ipatov; 72 Maxim Petrichuk; 72 Kaarsten; 73 Nejron Photo; 74 Tumar; 74 Nikkytok; 74 Opel; 74 Vertes Edmond Mihai; 74 Mitrofanov Alexander; 74 Luca_Luppi; 74 Luca_Luppi; 74 Luca_Luppi; 74 Toonstyle; 74 Toonstyle; 74 Toonstyle; 74 Ankomando; 74 Ankomando; 74 Ankomando; 74 Virinaflora; 74 Virinaflora; 74 Virinaflora; 74 3Drenderings; 74 Tele52; 74 Kaarsten; 75 Nikkytok; 75 Kostudio; 76 Kaarsten; 77 Vetrovamaria; 79 Nikkytok; 80 Brandon Stein; 80 Kostudio; 82 Edyta Pawlowska; 83 Vitalii Nesterchuk; 84 lm_Photo; 85 Nikkytok; 85 Kostudio; 86 Kaarsten; 87 Shutterstock; 88 Nikkytok; 89 Nikkytok; 89 Greg Epperson; 89 Armin Rose; 89 Kostudio; 90 Kostudio; 91 Thomas Barrat; 92 Berserg; 93 Nikkytok; 93 Buie Sky Studio; 94 Kaarsten; 96 Salajean; 97 Nikkytok; 97 Kaarsten; 98 Alexsutula; 98 Arina P Habich; 98 Kzenon; 98 Oksmit; 98 Ruslan Guzov; 98 Noam Armonn; 98 Kostudio; 99 Mikadun; 100 Ekler; 100 Sovisdesign; 100 Kokandr; 100 Phoelix; 100 Pavel L Photo And Video; 100 Robert Adrian Hillman; 100 Nikkytok; 100 Adrian Niederhaeuser; 101 Nikkytok; 101 Oleksiy Mark; 101 Hong Vo; 101 Vipavlenkoff; 101 Filip Fuxa; 101 Armin Staudt; 101 Oleksiy Mark; 101 Kaarsten; 104 Epicstockmedia; 105 Nikkytok; 106 Kostudio; 107 Odua Images; 108 Edyta Pawlowska; 110 24Novembers; 110 Linda Bucklin; 110 Terrym; 111 Nikkytok; 111 Kaarsten; 112 Scyther5; 112 Vartanov Anatoly; 112 Fotografos; 112 Tkemot; 112 Ivan M ontero Martinez; 112 Aquila; 112 You Can More; 112 Tatiana Popova; 112 Kostudio; 114 Nikkytok; 115 Nikkytok; 115 Nebuto; 115 Xtrekx; 115 Neelsky; 115 Thaiview; 115 Kaarsten; 116 Ewan Chesser; 116 Kostudio; 119 Nikkytok; 120 Kostudio; 121 Shutterstock; 122 User Friendly; 122 Daseaford; 122 Slavoljub Pantelic; 122 VladislavGajic; 123 Nikkytok; 123 Olga Borisenko; 123 Kostudio; 124 Pakhnyushchy; 124 Kaarsten; 127 Photobank Gallery; 127 Nikkytok; 127 Allison Achauer; 127 Monkey Business Images; 127 Kostudio; 128 Kaarsten; 129 Paul Atkinson; 131 Nikkytok; 132 1125089601; 132 Kostudio; 133 Odua Images; 134 Edyta Pawlowska; 136 Stokkete; 136 Davidtb; 136 Olesya Kuznetsova; 136 Falcon Eyes; 137 Nikkytok; 137 Everett Collection; 137 Anjelikagr; 137 Kostudio; 138 National Geographic; 139 MatejKastelic; 140 Nikkytok; 140 Gorillaimages; 141 Nikkytok; 141 Andrey_Kuzmin; 141 Monkey Business Images; 141 Volodymyr Kyrylyuk; 141 Picsfive; 141 Wig; 141 Ferenc Szelepcsenyi; 141 Kaarsten; 142 Monkey Business Images; 142 Kostudio; 144 Kristin Smith; 145 Nikkytok; 145 Shutterstock; 146 Kaarsten; 148 Sebastian Kaulitzki; 148 Lightspring; 149 Nikkytok; 149 Lightspring; 150 Rudall30; 150 Shutterstock; 150 Kaarsten; 152 Nikkytok; 152 Jiri Kaderabek; 152 Theblackrhino; 152 larada; 152 Milo827; 152 Malinovskaya Yulia; 152 Pichayasri; 152 Neyro; 152 Neyro; 152 Neyro; 153 Nikkytok; 153 Racorn; 153 Oliveromg; 153 Kostudio; 154 Yorkberlin; 154 Kaarsten; 155 Sebastian Kaulitzki; 156 Shutterstock; 157 Nikkytok; 158 Ktsdesign; 158 Kostudio; 159 Odua Images; 160 Edyta Pawlowska Photoalto Sas/Alamy; 12 Chris A Crumley/Alamy; 13 James L Stanfield/National Geographic; 16 John StanmeyerLlc/National Geographic; 20 Xpacifica/National Geographic; 23 Eric Nathan/Alamy; 23 Viktor Pravdica/Alamy; 31 Jonathan Blair/National Geographic; 32 Norbert Wu/ Minden Pictures/National Geographic; 32 Chris Newbert/ Minden Pictures/National Geographic; 36 Mauricio Handler/National Geographic; 39 Jane Sweeney/Jai/Corbis; 40 By Ian Miles-Flashpoint Pictures/Alamy; 42 Brian J Skerry/National Geographic; 43 Blickwinkel/Alamy; 44 Richard Olsenius/National Geographic; 45 Richard Olsenius/National Geographic; 45 Richard Olsenius/National Geographic; 46 J Marshall - Tribaleye Images/Alamy; 49 Jim West/Alamy; 53 Trigger Image/Alamy; 58 Steve Hix/ Somos Images/Corbis; 58 Zero Creatives/lmage Source/Corbis; 61 Markus Lange/Robert Harding; 63 Construction Photography/Alamy; 64 Urs Schweitzer/ Robert Harding; 66 William Arthur/Alamy; 67 Jeff Greenberg O f 6/Alamy; 69 National Geographic; 76 Stephen Frink Collection/Alamy; 78 Ray Roberts/Alamy; 79 Rebecca Wright/Alamy; 84 Larry Minden/ Minden Pictures/National Geographic; 88 Christophe Dupont Elise/lcon Smi/Corbis; 90 National Geographic; 94 Kent Kobersteen/National Geographic; 95 Keith Morris/Alamy; 96 Ryan Mcginnis/Alamy; 97 Stephen Alvarez/National Geographic; 97 Stephen Alvarez/National Geographic; 98 Jeff Greenberg O f 6/Alamy; 98 Universal Images Group Limited/Alamy; 101 Oleksiy Maksymenko/Alamy; 101 Mediablitzimages/Alamy; 102 Bob Daemmrich/Alamy; 103 Tom Corban/Alamy; 105 Blickwinkel/Alamy; 106 Stephen Alvarez/National Geographic; 109 Tim Laman/National Geographic; 110 George Steinmetz/National Geographic; 113 Robert Clark/National Geographic; 114 National Geographic; 117 National Geographic; 118 National Geographic; 119 National Geographic; 122 Oliver Gutfleisch/Robert Harding; 123 O liver Gutfleisch/Robert Harding; 124 Fotomaton/Alamy; 124 Justin KaseZsixz/Alamy; 124 Zuma Press, Inc/Alamy; 124 Cultura Creative/Alamy; 125 Moodboard/Corbis; 128 Jack Hollingsworth/Corbis; 130 B Anthony Stewart/National Geographic; 131 Ted Spiegel/National Geographic; 132 Todd Gipstein/National Geographic; 135 M ichael S Lewis/National Geographic; 136 Tony French/Alamy; 139 Bob Daemmrich/ Alamy; 141 Jason Smalley Photography/Alamy; 146 Randy Olson/National Geographic; 148 Richard Nowitz/National Geographic; 152 Cary Wolinsky/National Geographic; 157 Imagebroker/Robert Harding www.frenglish.ru G Front cover im age: a close-up o f soap bubbles Close- up STUDENT'S BOOK Ш Н s e c o n d e d it io n Develop students' English with Close-up, a new four level course for B1, B1+, B2 and C1 students suitable for exam preparation Close-up brings English to life through spectacular National Geographic photography and facts carefully selected to appeal to the inquisitive minds of students They will discover real places, real people and real English through a 'Close-up' on the world around them Key features • Exam-style task types prepare students and build their language confidence for a range of international English exams • Stunning National Geographic photography used throughout • High-interest material adapted from National Geographic and other authentic sources • Theme-related National Geographic video material for each unit • A comprehensive syllabus that addresses the needs of students at B1 level including a focus on skills development Close-up B1 consists of: • Close-up B1 Student's Book + Online Student Zone • Close-up B1 Student's Book + Online Student Zone + eBook • Close-up B1 Workbook • Close-up B1 Workbook + Online Workbook • Close-up B1 Teacher's Book + Online Teacher Zone • Close-up B1 Teacher's Book + Online Teacher Zone + IW B Close-up NATIONAL GEOGRAPHIC LEARNING □ CENGAGE Learning National Geographic Learning, a part of Cengage Learning, is a leading provider of materials for English language teaching and learning throughout the world Visit ngl.cengage.com 9781408095546 781408 095546 >