Đang tải... (xem toàn văn)
) Меню A gateway is a piece of networking hardware or software used in telecommunications networks that allows data to flow from one discrete network) Меню A gateway is a piece of networking hardware or software used in telecommunications networks that allows data to flow from one discrete network
www.frenglish.ru Vocabulary Reading Grammar zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPO Ages and stages of life What are your parents doing now? Present simple and present continuous The family International cultural knowledge: British teenagers and their parents Strict parents Articles Popular culture: merit, ion, Noun suffixes zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA Song: Girls Just Want to Have Fun by ence The importance of family Pronunciation: The Cyndi Lauper dinners An international epal 2 pi 8 Crimes Criminals Phrasal verbs connected with investigating and finding Newspaper stories about crime The story of Bonnie and Clyde Past continuous Past simple Pronunciation: The ed ending The British Police Crosscurricular History:The origins of the British Police International cultural knowledge: The British Secret Intelligence Service Literature: Casino Royale by Ian Fleming Casino Royale An informal letter • Gateway to Exams 12 р ЗО 3 2 P Countries, nationalities and languages Translating the world's best seller Pronunciation: Word stress English words from other languages Learning a language Negative prefixes un, in, im,ir,il 4 p44 Some, any, much, many, a lot of, a few, a little Relative pronouns The world's language Learning a different language Parts of the body News stories on health Health problems and illnesses DrJekyll and Mr Hyde and Frankenstein Compound nouns connected with health and medicine Notes and messages Crosscurricular Language: A language with no numbers Popular culture: Learning to speak Klingon Learning to speak Klingon Contrastive word stress International cultural knowledge: English as an international language Present perfect with ever and never Present perfect with for and since Literature: DrJekyll and Mr Hyde and Frankenstein Popular culture: Song: How to save a life by The Fray Present perfect with just, yet and already Pronunciation: Word stress in compound nouns Present perfect and past simple • Gateway to Exams 34 5 P 58 TV programmes Turn off TV week blog Pronunciation: Word stress The development of television Adjectives describing TV programmes Adjectives ending in ing and ed Comparatives and superlatives Crosscurricular History of Science: John Logie Baird and Philo Farnsworth Pronunciation: Sentence stress and weak forms Popular culture: Robin Hood and Maid Marian Less than, (not) as as Too and not enough 2 www.frenglish.ru Listening writing Speaking Exam success/Study skills zyxwvutsrqponmlkjihgfedcba Family relationships Making notes Reading: Multiplechoice activities Family dinners radio programme An informal email Asking for personal information Pair interviews Paragraph topics Meeting at a party exchanging personal information Pronunciation: Intonation in questions Speaking: Information roleplays Grammar: Using reference material Writing: Keeping a mistakes checklist Roleplay: at a party Crime newsradio Making notes Giving opinions Listening:True/false activities SIS quiz An informal letter Pair interviews Writing: Knowing about evaluation f Shoplifting Reporting a past event Vocabulary: Using a dictionary ( Talking about last weekend Roleplay: last weekend Reading: Prediction i Dubbing actors Minidialogues Describing places Information for a summer school Definitions Asking for information A language biography Roleplay: information about a summer course Paragraphing Use of English: Multiplechoice cloze activities 1 Speaking: Evaluation 1 Knowing what type of learner you are Listening: Keeping calm Health problems Notes and messages Accidents an interview Abbreviations Asking about experiences in a photo Describing a scene Exchanging messages Using fillers Describing TV programmes Robin Hood and Maid Marian radio interview Finding out the news Reading: Matching activities Writing: Content and style Vocabulary: Keeping vocabulary records Speaking: Words you don't know Descriptions and opinions Pair interviews Listening: Identifying the speaker activities An email favouriteTV programmes Comparing ideas Speaking: Negotiating Talking about inventions Reading: Reading for general information Roleplay: planning activities and negotiating Grammar: Use and form Making suggestions: what to watch www.frenglish.ru 6 Vocabulary Reading Grammar Geographical features Protecting the environment Zero conditional The environment The Australia quiz First conditional International cultural knowledge: Australia zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA Crosscurricular Geography: Different uses of get Environmental problems in zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIH Be going to and will р 0 Australia Recycling Letter to an editor SOS Australia Pronunciation: Sentence stress and going to Will, may, might • Gateway to Exams 56 Jobs A blog about unusual jobs Personal qualities Jobs for young people Compound adjectives American students who work Modal verbs of obligation, prohibition and advice Summer job advertisements Pronunciation: silent letters Letter of application and CV Second conditional Relationships The Butterfly Lovers Past perfect Feelings The abdication of King Edward VIII Pronunciation: The contraction У Questionnaire: ideal jobs/ personality/romance/advice Gerunds and infinitives Pronunciation: stress in compound adjectives Noun suffixes ness, ship, dom International cultural knowledge: American teenagers and work Popular culture: Song: / need a holiday by Scouting for girls Crosscurricular History: The King and Mrs Simpson A royal love story Literature: Romeo and Juliet by Wi 11 ia m Shakespeare • Gateway to Exams 78zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA pi 08 Fiction Nonfiction Pronunciation: Word stress Reported speech statements Maximum Ride: Prologue Reported speech questions Book review Phrasal verbs connected with reading and writing Conversation in a bookshop Computers and computing Using the Internet The Internet Internet cheating Collocations with email Making silicon chips Pronunciation: nouns and verbs CERNand the WWW 10 p!22 Top Teen Author: Anthony Horowitz Pronunciation: Intonation in direct and reported questions Literature: Maximum Ride: The Angel Experiment by James Patterson Literature: The Ides of March by Valerio Massimo Manfredi The passive present simple Crosscurricular Science: The inventor of the World Wide Web The passive other tenses Crosscurricular Geography: Silicon Valley Silicon Valley: Classifying information Second Life • Gateway to Exams 910 о zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA • Wordlists 136 • Study skills 146 • Spelling rules and pronunciation guide 149 • Exam success 150 www.frenglish.ru Listening zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA Speaking Writing Exam success/Study skills Environmental problems Making notes Pair discussion A school meeting A summary Making arrangements A short story Talking about your environment Writing: Writing in exam conditions Making arrangements Listening: First listening, second listening Pronunciation: Intonation showing enthusiasm Writing: Organising ideas into paragraphs Describing personal qualities Discussing personal qualities and jobs Reading: True/false activities Making notes Describing and guessing jobs A formal letter Describing jobs A summer job in the USA Requesting information about working conditions A letter of application and CV Asking for and giving advice Use of English: Sentence transformation activities Listening: Multiplechoice activities Vocabulary: Efficient vocabulary revision Speaking: Making mistakes Roleplay: Information about a summer job Feelings Making notes Speaking Speaking: Reporting past events The story of Romeo and Juliet A personal description Retelling a story Writing: Answering the question Finding out about childhood experiences Reading: Reading for specific information A conversation about a party Listening: Listening outside the classroom Evaluating a questionnaire Discover your secret self! (questionnaire) Reporting a past event Fiction and nonfiction Reporting information Discussing reading habits Reading: Missing sentence activities James Patterson radio programme Making notes Reporting personal statements Listening: Completing notes Conversation in a bookshop Reporting results of a questionnaire Wikipedia: radio programme Reading: Reading for pleasure Writing: Brainstorming Making offers: Shopping Books and films survey SirTim BernersLee: radio programme Interviewing a famous person Trivia questions Discussing computer use Use of English: Cloze activities Text messages and abbreviations Presentation about your country Speaking: A conversation based on a photo Photo description Group Quiz Reading: Guessing from context Speaking: Practice makes perfect Talking about photos: Speculation • Speaking bank 154 • Writing bank 156 • Irregular verbs 158 • Communication activities and quiz answers 159 www.frenglish.ru 5 Grammar zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPO • Present simple and present continuous • Articles Vocabulary • Ages and stages of life • The family • Noun suffixeszyxwvutsrqponmlkjihgfedcbaZYXWVU ment, ion, ence 1 Family matters Speaking • Asking for personal information Writing •An informal email • Vocabulary Ages and stages of life 1 Work with a partner. Match the photos with these words. What ages go with each stage of life? baby child middleaged adult senior citizen e young adult zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA teenager baby, 0-3 approximately zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA 2 Put the stages of life in order. Begin with birth, adolescence death 3 ф birth middle age Listen, check and repeat The family 4 Divide these words into three lists: Male/Female/Male or Female. 7 Complete the sentences with these words. born aunt brotherinlaw daughter grandfather husband nephew stepfather uncle 2 An wife 3 Male Female Male or Female husband daughter cousin only child partner single , you aren't married. doesn't have brothers or sisters. You can use the word to describe either a husband or wife or the person that someone lives with. 4 If you are married and then end the marriage, you are 5 families are families where only the father or the mother lives at home and looks after the children. 6 Approximately 670.000 babies are 1 the man that a woman is married to husband 8 2 the brother of one of your parents 3 your mother's new husband in a second or every year in Britain. LISTENING @ 1.02 Listen to three people talking about themselves and their families. Choose the correct alternative for each person. 1 Joshua is QshM/MeenQQe.l He has a bjg/smaJl family. later marriage 2 Olivia is a ch\ld/a teenager She has got a big/smalj'family She lives with her Шш/дшоЖаЙег. She spends a lot of time with her gM/cousin. 4 a daughter of your brother or sister 5 the son of one of your children 3 Jessica is a senior citizen. She's gotzyxwvutsrqponmlkjihgfedcbaZYXW four/tweJyЈzyxwvutsrqponmlkjihgfedcbaZYXWV children. She is ШШй/Шогсед. 6 the brother of your husband or wife SPEAKING Work with a partner. Take it in turns to define the other words in 4. Can your partner say the family member? It's the son of your brother or sister. Nephew. Unit 1 oneparent 1 If you are grandson niece 5 Match the words in 4 with these descriptions. 6 divorced cousin 9a SPEAKING Make notes about your family. Use the words from this page. / live with mum and dad, one sister, open visitgrandparents 9b Tell other people about your family using your notes. / live with my mum, dad and sister. My mum's name is www.frenglish.ru r Keading Look at the photos. What can you see in them? What do you think the text is about? Guess. Read the text and choose a good title. zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA 3 Unhappy families 2 Protection 24 hours о day is it a good idea? 1 zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA New technology in the USA WHAT A R E YOUR PARENTS DOING NOW? Maybe they're watching you, listening to you or finding out where you are. How? It's all thanks to new hightech equipment from specialist companies in the USA. A company called BladeRunner has a jacket with a GPS system inside. It costs $500, and for $20 a month your parents can always see where you are (or where your jacket is!). But that's nothing Do your parents want to know what you're eating? No problem. MyNutriKids tells them what you're having for lunch at school Do your parents want to know your exam results? GradeSpeed is a service which gives them that information. Do they want to know what online, conversations you're having? IMSafer tells them. You usually arrive on time for extracurricular sports classes. But if one day you don t arrive on time, there's a service which informs y U another service which sends them a message if y o r parents. And there's — go outside a specific area. u So, are your parents protecting you or are they spying on you? Babies and small children need constantqare and protection. But is it really important for parents to know where their teenage kids are every minute of the day? Adolescents need to take their own decisions and make their own mistakes. Mistakes are an important part of growing up, of passing from childhood to independence. We think it's important for parents to give their children the opportunity to do this. 4 Match the underlined words in the text with their • EXAM SUCCESS definitions. Here is a multiplechoice reading activity. In this type of exercise you have three or four options. You choose the option that is best according to the information in the text. If you aren't sure of the correct answer, what can you do? EXAM SUCCESS • page 150 something you do at school, but not part of your normal studies zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHG erfmzCHWk$l№. things that you do wrong, that are incorrect connected to the Internet Read the text again and choose the best answers. chance, possibility 1 The BladeRunner jacket permanent attention and help a costs $500. b only works if you pay regularly, с has a mobile phone inside. written or spoken information that you send to somebody 2 GradeSpeed a helps students to work fast in exams, b helps students to have good results in exams, с gives parents information about exam results. 7 tells. 5 3 a b с One of the services tells parents if their children do not arrive at a place on time, 4 a b с A lot of the new technology is dangerous for children, stops children from entering a new zone, tells children if they are going into a dangerous place. SPEAKING What about you? 1 Do your parents usually know what you are doing? 2 Imagine. Your parents give you a GPS jacket. Would you wear it? Why/Why not? / think my parents usually know where I am. gives parents information about their children, Me too. My parents always call is difficult to use. me when I'm not at home. 5 In the article, it says that for young people it is a bad to make mistakes. b important to listen to parents. с important to have the chance to make mistakes. Unit 1 www.frenglish.ru A • Grammar in context zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDC GRAMMAR GUIDE zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA Present simple and present continuous l a Look at these sentences. Which sentences are in the 1 с Complete the sentences with the correct form of study. present simple and which are in the present continuous? zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDC Present simple 1 You usually arrive on time for sports classes. studies history. Affirmative: He 2 They're watching you now. Negative: He physics. 3 We think it's important. Question: he English? 4 Adolescents should take their own decisions. Present continuous l b Match the sentences in l a with the explanation of their uses in a d a For actions that are happening now or temporary actions, b For regular or routine actions, с For things that are always or generally true, d With certain verbs like love, like, hate, think, believe, know, understand, want, need. Affirmative: She Negative: She English now. maths now. Question: she (GRAMMAR REFERENCE • page 16 • STUDY SKILLS STUDY SKILLS • page 146 When you have a problem with grammar, where can you find help? 2 Look at the picture. Describe what the people are doing. Use the present continuous form of these verbs. call chat drink laugh listen ride run sit study A boy is listening to music. i 1 I i ^—ц—g—у I 1 I I 1 French? I www.frenglish.ru walk wear • Developing vocabulary 3 Complete the dialogue about the picture using the present simple or present continuous form of the verbs given. MUMzyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA : Can you see Mike? DAD: 1 Yes, I can. Look at these words from the text on page 7. equipment MUM: What (a) he (do) now? DAD: Right now he's (b) (take) his bike to school on Fridays, (d) independence protection The parts of the word in bold are suffixes. Suffixes change the type of word, e.g. from an adjective to a noun. (ride) a bike. MUM: Impossible. He never (c) he 2 (wear) a helmet at the moment? DAD: Noun suffixes ment, zyxwvutsrqponmlkjihgfedcbaZYXWVUT ion, ence NO, he (e) MUM: He normally (f) (wear) a helmet when he Complete the words in the table and then use your dictionary to check the words. merit (ride) his bike. (g) DAD: Let me call him to find out what (h) Mike? What (i) you 1 (do)? MIKE: Oh, hi, Dad. Well, you know I usually (j) (play) football on Fridays. But because this Friday is Pete's birthday we decided to come to the park. Pete (k) (have) his bike here. DAD: Why (I) you MIKE: How (m) eauip equipment move 2 improve 3 4 retirement (not wear) a helmet? you (know) that? Dad! you (n) Noun Verb (happen) ion (spy) on me again?! Verb Noun 4 Find these words and phrases in the dialogue in 3. Which go with protection 5 the present simple and which go with the present continuous? inform 6 1 at the moment 4 now 7 this Friday 2 never 5 on Fridays 8 usually invent 7 3 normally 6 right now zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA discussion 8 at the moment = present continuous 5 Complete the sentences with the present simple or present continuous form of these verbs. lie look after need not understand 1 I can't come out at the moment because I 2 Why you shout ence work my baby sister. ? My grandfather can hear you. 3 My cousin always in a restaurant on Saturday afternoons. 4 Can you say that again? I 5 Can I help you, Dad? 6 My sister you down right now because she doesn't feel well. 9 independence 10 adolescence different 11 12 confidence 3 Complete the sentences with nouns from 2. 1 ? My mum is working at the moment. 3 ? My uncle and aunt live in Liverpool. 4 ? No. my cousin isn't studying at university 5 ? My grandparents go for a walk in the mornings. 2 cinema at the weekend. He and his brother are very similar. There isn't a big between them. 3 The computer is a brilliant 4 ? My family and I usually go to the is the period between childhood and being an adult. I play basketball on Fridays. 2 6 Noun anything? 6 Write questions for these answers. 1 J $ < ^ Adjective She doesn't live with her family. She likes having complete 5 You can find a lot of 7 SPEAKING Use the questions in 6 to interview your partner. When about many different topics on the Internet. you finish, think of similar questions to ask. zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA 6 A hat can give you What do you do on Fridays? from the sun. I go out with my friends. Unit 1 www.frenglish.ru T eenagers and parent s zyxwvutsrqponmlkjih International cultural knowledge zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA British teenagers and their parents zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA I Strict parents are parents who have very clear rules for their children to follow and obey. Work with a partner. Do you think these statements are true (T) or false (F)? Guess. 1 British parents are very strict. T/F 2 T/F British parents don't like being strict. 3 An experiment on TV shows that British T/F teenagers hate strict parents. 2 What's the problem with British teenagers?' Many British newspapers and TV programmes are asking this question at the moment. A lot of people are saying that there are problems with teenagers at school, on the streets and in their homes. Why? What, or who, is responsible for these problems? Read the text. Check your answers from 1. 3 S t r i c t Read the text again and answer the questions in your own words. A recent BBC television series explores these questions. It's called 'The world's strictest parents'. Is that because British parents are very strict? Just the opposite, it seems. rules, no discipline because they want their children to be 'free'. They don't tell their children to work hard because they don't want their kids to have any stress. The problem with this is that parents give their sons and daughters no cultural values. When a teenager does something bad and their parents say something, the teenagers immediately say 'My parents are really strict' or 'My parents aren't fair'. 1 What is The world's strictest parents'? zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDC So what happens in the TV programme? The director of the programme, Andrea Some problematic British teenagers go It's a television programme about Wiseman, explains why they are making and live with parents in different parts it. She thinks that in the United Kingdom British adolescents and discipline. of the world. They live with families teenagers pay no attention to adults. that believe in traditional discipline 2 Who is Andrea Wiseman? They don't want to do well at school. and cultural values. In Ghana, Jamaica, 3 What negative things do British teenagers They think they can do what they like Botswana and the southern US state and they are only interested in new do, in Wiseman's opinion? of Alabama, the teenagers have the fashions and Hollywood celebrities. experience of living with parents who 4 What negative things do British parents want and expect good behaviour and Why are British teenagers like this?' do, in Wiseman's opinion? hard work. The results are interesting. In Wiseman says it's because their parents 5 What are the negative effects on the end, the British teenagers seem to give their children everything they can teenagers when parents act in this way? prefer having strict parents! But they give their children no limits, no 6 What happens to the British teenagers in The world's strictest parents'? What about youl • WORD BOOSTER Would you like to watch this programme on TV? Match the words and definitions. 1 explores 2 celebrities 3 discipline 1 0 a the way that someone does things, for example, at school How strict do you think parents are in your country? b famous people с treated in a good and equal way 4 values d the way that we make people obey rules 5 fair e ideas that are important in our lives 6 behaviour f looks at, investigates Unit 1 Why/Why not? www.frenglish.ru I'd like to watch it. Why? Because I'd like to see the British teenagers living in these different countries. t zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA Study skills Units 47 zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA Unit 4 zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA • VOCABULARY: Keeping vocabulary records zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA • SPEAKING: Words you don't know To learn vocabulary, it is essential t o keep a record of new words. When you don't know a word, don't stop and don't use a word in your own language. Here • Write down the meaning of new words. You can write a synonym, a definit ion, are some things you can do, using the word an example sentence, a translation, or you can draw a picture. freedom as an example: • It is also important to write down the type of word (e.g. noun, verb, adjective, adverb, preposition, pronoun) and any other special information (e.g. • use a synonym or similar word like pronunciation, irregular forms). libert y or independence • It is a good idea to learn words in groups. Write down vocabulary in the groups • use a more basic or general word or that appear in this book e.g. parts of the body, health problems, crimes, etc. expression, being free • Some people write down new vocabulary using diagrams like this: • say It 's t he opposit e of e.g. It 's t he opposit e of capt ivit y. • explain the word using different words, It 's w hen you can do w hat you w ant Unit 5 • READING: Reading for general information The first time you read a text, read it quickly. Do not • GRAMMAR: Use and form When we study grammar we need t o t hink about t w o basic things: stop if there are words you do not understand. Just • we need t o know t he meaning and when to use the structure. For try to understand the general meaning. Look for example, w it h t oo we need t o know that we use it to talk about specific information the second time you read. Give people, things or actions that are excessive. yourself a time limit. It can help you to get a general • we need t o know the form (including spelling). For example, we need understanding and not look at details. to know that the word t oo comes before adjectives. Remember to think about both use and form when you do grammar activities. Unite • LISTENING: First listening, second listening • WRITING: Organising ideas into paragraphs • The first time you listen to a new text, the idea is to • A paragraph is a number of sentences which talk about one or understand the general meaning, not to understand all the t w o main ideas. When you want t o start to talk about a new details. The first listening activity will usually help you t o do main idea, you start a new paragraph. Paragraphs make your this by asking general questions. w rit ing clear, organised and easy to understand. • The second time you listen you will need t o listen for more specific information. • Before you start a piece of w rit ing, make a note of the ideas that you want t o include.Then put your ideas in a logical order and organise them into paragraphs. Unit 7 • VOCABULARY: Efficient vocabulary revision • Frequent revision is the best way to learn new words. Look at your • SPEAKING: M a king mistakes When you speak in a different language it is normal vocabulary notebook or list every week and test yourself to see how t o make mistakes. The most important t hing is t o much you remember. It is very difficult t o learn vocabulary by revising communicate w it h your partner. just once before an exam or test. If you make small mistakes, either correct them when • There will be some words from your vocabulary list that become very you make them or remember t o work on them later. easy for you to remember. Stop testing yourself on them so that your If your partner doesn't understand you, you need revision list isn't too long. to change what you say so that your partner does • It is easier t o learn vocabulary in groups, e.g. parts of the body, crimes, understand. or adjectives ending in ing and ed. One word in a group can help Remember: mistakes are a natural part of learning. If you remember others in the same group. you don't say anything, you will never get better. www.frenglish.ru 7 Unit 8 zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA • READING: Reading for specific information zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA • LISTENING: Listening outside the classroom The first reading activity usually checks that you understand The best way t o improve your listening is by listening to as much the general meaning of the text. The next activities check English as possible. Apart from listening in class, try to listen t o: that you understand specific information. When you read for • CDs or audio files that come w it h books or readers specific information, read the question carefully and then • original version films find the exact place where you think the answer comes. Then read this section carefully, looking for details. • DVDs in English (with or w it hout subtitles) • songs • the radio or Internet radio. Unit 9 • READING: Reading for pleasure Usually reading for pleasure means reading a whole book, never finish the story/ article and you probably won't enjoy reading magazine or website because you want t o read it.There w ill it. Only look up words that appear to be essential t o understand probably be many words that you do not understand. It is not a the text, and that appear again and again. The main idea is to good idea t o stop every t ime you see a new word because you will understand the general meaning and to enjoy reading! • WRITING: Brainstorming • Brainstorming is a good idea before w rit ing because it helps you to have lots of ideas to write about. A common problem for writers is not knowing what t o write about. Brainstorming helps you t o t hink of original and interesting ideas. • We can use diagrams called mind maps to help us to brainstorm ideas. Look at this example: • When you finish brainstorming, choose the best ideas and decide how to organise them in a logical order. Unit 10 • SPEAKING: Practice makes perfect • READING: Guessing from context You cannot usually use dictionaries in reading exams so when Speaking English is like riding a bike or playing tennis. You can there are words that you do not understand, look carefully at the only get better if you actually do it. The more you speak, the context to help you t o guess the meaning. Look at the sentences better you get. Speak as much English as possible in class, and and words just before and after the word. This can help you t o find outside the class. out the type of word (noun, verb, adjective, etc) and the meaning. 148 www.frenglish.ru Verb + zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONML i n g zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA The third person singular We usually add ing to the verb t o form the present participle. We usually add s to the verb. zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA like — likes jump — jumping walk — walks study — studying sleep — sleeping We add es to verbs that end in s, sh, ch or x. When verbs end in one or more consonants + e, we omit the e and w atch — w atches^ add ing w ash — w ashes have — having kiss — kisses m ake — making We add es to the verbs go and do. dance — dancing go — goes When a verb has only one syllable and finishes w it h one vowel and do — does one consonant (except w , x or y), we double the consonant and add With verbs that end in a consonant + y, we omit the у and add ies. ing. put — putting go — goes swim — sw imming do — does sit — sitting With verbs that end in a vowel + y, we add s. When verbs end in ie, we change the ie to y and add ing. play — plays lie — say — says lying die — dying zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLK r o n unciat iorTgu 10^ Consonants Vowels / a:/ arm, large / 1Э/ Is/ say, this bag, rubbish /Ы ear, here zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA /ае/ cap, bad Id not, watch / ai/ ride, fly Id/ desk, cold III t ow n, city / эи / cold, boat HI fill, laugh / V/ very, live / aw / djary, science / о :/ door, talk igi girl, big frrl water, ayyay / аи / hgw, mouth Ы point, boy lb/ hand, home Izl zoo, his / аи э/ our, shower / и/ foot, could / j / yes, young /V shop, machine Id bed, head / и/ annual / к/ cook, back 1У usually, television / ei/ day, grey / и:/ t w o, food III like, fill / Л/ thank, doing mean, climb Ml cheese, picture / еэ/ hair, there / и э/ sure, tourist /ml 111 / э: / Id new, want / 9/ t hing, north /Ы that, clothes Ids/ leans, bridge give, did bird, heard HI happy, honeymoon / л/ fun, come Id gark, hap_p_y I'vJ we, heat / э/ mother, actor Ixl ring, bonow www.frenglish.ru 1 Unit 1 zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA • READING: M ultiple choice a ctivitie s zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA • SPEAKING: Information roleplays In this type of activity you choose the best answer from • Find out the situation and the information that you need to ask for three or four different answers. and give. • If you don't understand what the examiner or your partner is Step 1: Read the text quickly t o get a general saying, ask them in English to repeat or to speak more slowly. Use understanding. expressions like: Sorry, can you zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONML say t hat again? or, Sorry, could Step 2: Read all the answers carefully. Sometimes the you speak more slow ly? difference between t w o answers is just one word. Step 3: Find the section of the text where you think each • Listen to your partner and the examiner. In a conversation we speak and listen. answer comes and read it again slowly, in more • Show that you're interested in what the other person is saying. Use detail. Step 4: If you aren't 100% sure which answer is best, take away any answers which you know are not correct. Step 5: When you finish, check that you have an answer for each question. Never leave answers blank in expressions like: Really? That 's int erest ing. Do you? M e t oo. • Use Well,Hmm or Let me t hink to give you time to think of what you want to say next. • Use basic question words like Who? What ? When? Where?How ? Why? an exam. to help you think of more questions to keep the conversation going. Unit 2 • LISTENING: True/false a ctivitie s • WRITING: Knowing about evaluation In this type of activity you have t o listen and decide if answers are true or false. In exams it is important t o know how many You usually hear the text twice. The questions are usually in the same order as you marks there are for different sections and hear them in the recording. t o know what the examiners want. Usually Step 1: Read the questions before you listen. They can give you ideas about the examiners in writ ing exams want to see if you topic of the text and the vocabulary you are going to hear. can: Step 2: You can usually hear the recording twice. Try not to panic if you do not understand information the first time. If you don't hear the answer t o one question, start listening immediately for the answer t o the next question. Step 3: Use the second listening t o find the answers you didn't hear the first time • answer the question and include the information they ask for • write clearly • organise your ideas logically • use accurate and varied grammar and to check the answers you already have. Step 4: When you finish, check that you have an answer for each question. Never • use accurate and varied vocabulary • use punctuation and capital letters correctly. leave answers blank in an exam. Unit3 • USE OF ENGLISH: M ultiple choice cloze a ctivitie s In this type of activity, you have a text w it h gaps. You must fill in each gap w it h one of three • SPEAKING: Evaluation In exams it is important to know how or four answers given. many marks there are for different Step 1: Read the complete text w it hout t hinking about the gaps. This helps you t o get a sections and to know what the examiners want. Usually examiners general understanding of the text. Step 2: Before you look at the answers, think about the t ype of word you need (noun, verb, pronoun, article, etc) and the general meaning. Step 3: Read the answers. Choose the one which you t hink is best. Look very carefully at the words which come just before and just after the gap. Do they help you to find • communicate successfully • speak fluently • use accurate and varied grammar the best answer? Step 4: If you aren't sure which answer is right, take away any answers which you know are not correct. Step 5: Read the sentence again w it h your answer in the gap t o check it. Step 6: When you finish, check that you have an answer for each question. Never leave answers blank in an exam. 150 in speaking exams want to see if you can: www.frenglish.ru • use accurate and varied vocabulary • pronounce words clearly. ' hxam success zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA Units 46 zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA Unit 4 zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA • READING: M atching activities zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA • WRITING: Content and style In this type of activity, you have to say which text or part of a text contains a When a question tells you t o put information in specific piece of information. your text, you lose marks if you do not include Step 1: Read all the texts or parts of the text quickly to get a general the information. You can use your imagination but you must remember to include all the understanding. information in the instructions. Step 2: Read the piece(s) of information that you need to find. Look for When you write letters, messages and notes it key words that help you t o f ind t he text or part of the text which is essential to write in the correct style. When contains the information. you write to a friend, use contractions and Step 3: Read that specific text or part of the text again in more detail. informal expressions. When you write a formal or Step 4: If you are not sure that you have found the correct answer, read semiformal letter, message or note, do not use other sections again in more detail. contractions or informal language. If your letter is grammatically correct but not in the correct style, Step 5: When you f inish, check that you have an answer for each question. you lose marks. Never leave answers blank in an exam. Unit 5 • LISTENING: Identifying the speaker a ctivitie s • SPEAKING: Negotiating In this type of activity you match different speakers w it h the In negotiating activities, you usually work w it h another person. things they say. The examiner explains a situation where you and the other Step 1: Before you listen, think about the topic of the listening. speaker need to come t o a decision. In this type of exercise, This will help you to predict ideas and words that remember that there isn't usually a right or wrong answer.The could appear in the recording. examiner wants t o hear you speaking English. Step 2: Read the questions to know how many speakers there If you can't think of something to say: • Ask your partner a question like What do you t hink?Tr\ '\ s are and what they may say. gives you t ime t o t hink of what you can say next. Step 3: When you listen, remember that in the recording the speakers will probably express the same ideas using • Use fillers like Well, Hmm or Let me t hink to give you time to think of what you want to say next. different words and expressions. Thinking of synonyms for the words in the statements can help you to • Don't be afraid to say something that you think is obvious. identify the answers. • Remember to give full explanations for your opinions and ideas. Step 4: Don't worry if you don't understand everything the • Listen to what your partner or the examiner is saying. In a conversation we speak and listen. first time you listen. Usually you listen twice. Use the second listening to f ind t he answers you didn't hear the • If you don't understand what the examiner or your partner is first time and to check the answers you already have. saying, ask them in English t o repeat or to speak more slowly. Use expressions like: Sorry, can you say t hat again? or, Sorry, could you speak more slow ly? Unite • USE OF ENGLISH: Sentence transformation a ctivitie s In this type of activity you have a sentence and you must complete a second When you write in exam conditions, you cannot sentence so that it means the same as the original sentence. In some exercises usually use a dictionary or grammar book. If you you must use a word that they give. In this case, you cannot change the do not know a word, think of a similar word or a form of this word. Generally you can only use between t w o and f ive w ords, more basic or general word. Do not leave a gap or including the word they give you. write the word in your own language. If necessary, Step 1: Read the original sentence carefully. Think about the meaning of the change what you were going to say. sentence, the type of structure(s) used, the tense(s) used, etc. Step 2: If they give you a word, think about its meaning. Think also about the grammatical function of the word. Does it always or usually go w it h If you are not sure how to use a grammatical structure, think of a different way to say the same t hing. Answer the question. Sometimes you can get 0 another word or tense? Step 3: Write your sentence. points if you don't answer the question. Step 4: When you f inish, check that you: Pay attention to the maximum and minimum a) have not changed the meaning from the original sentence. number of words in the instructions. b) have not changed the form of the word they gave you. Plan and organise your writing and check it carefully c) have not written more than the maximum number of words permitted. for mistakes when you have finished. www.frenglish.ru 151 Unit 7 zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA • READING: True/false a ctivitie s zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA • LISTENING: M ultiple choice a ctivitie s In this type of activity you decide if statements In this type of activity you choose the best answer from three or four different are true or false depending on the information in answers. the text. You usually hear the text twice. The questions are usually in the same order as Step 1: Read the text quickly to get a general you hear them in the recording. understanding. Step 1: Read the different answers before you listen. They can give you ideas about the topic of the text and the vocabulary you are going t o hear in Step 2: Read the sentences that you need to say it. Remember that sometimes the difference between t w o answers is are true or false. just one word. Step 3: Find the parts of the text where the Step 2: You usually hear the recording twice. Try not to panic if you do not information comes. Read them again in understand information the first time. If you don't hear the answer to one more detail. question, start listening immediately for the answer to the next question. Step 4: If there is no information to say if a Step 3: Use the second listening to find the answers you didn't hear the first sentence is true, mark the statement false. time and to check the answers you already have. Step 5: When you finish, check that you have an Step 4: When you finish, check that you have an answer for each question. answer for each question. Never leave Never leave answers blank in an exam. answers blank in an exam. Unit 8 • SPEAKING: Reporting past events • WRITING: In this type of activity you have t o talk about something (real or imaginary) that happened in Answering the question the past. You may need t o speak alone or have a conversation w it h the examiner or another Remember that in writ ing student. exams you lose marks if you • Remember t o use past tenses correctly. We use the past simple for completed activities in do not answer the question. the past.The past continuous is for activities in progress at a moment in the past. We can use It is not enough to write it to describe scenes in the past.The past perfect is for activities that happened before other no grammatical mistakes activities in the past. and w it h a wide variety of • Use expressions of t ime and sequencezyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA {first , next , t hen, lat er, etc.) to make the order of vocabulary. You must also events clear. include all the information • Use basic question words like Who? What ? When? Where? How ? Why? to help you think that appears in the question. Reading the question carefully of more things to say. • Use fillers like Well, Hmm or Let me t hinkt o give you t ime to think of what you want t o say next. • If you don't understand what the examiner or your partner is saying, ask them in English to can also help you to decide which tenses and vocabulary repeat or to speak more slowly. Use expressions like: Sorry, can you say t hat again? or, you need to use in your Sorry, could you speak more slow ly? w rit ing. Unit 9 • READING: M issing sentence a ctivitie s • LISTENING: Completing notes In this type of activity you have t o fill gaps in a text w it h sentences taken • Always read the incomplete notes before you listen. out of the text. The sentences are often the first in each paragraph. There This helps you to know what to listen for. Look are sometimes more sentences than gaps. carefully at the words that come just before or after Step 1: Read the text quickly t o get a general idea of what it is about. To each space and t hink about what t ype of word is missing (noun, verb, adjective, adverb, etc). do this type of exercise you do not usually have to understand every word, so don't panic if you don't understand everything. • It is not usually necessary t o understand every word that you hear. Listen out for the sections which Step 2: Read the sentences which go in the text. What does each correspond to the information in the notes. Then pay sentence talk about? Step 3: Find the sections of the text which correspond to the information in the sentences and read them again slowly, in special attention to these sections. • Usually you only need t o write one or t w o words in each space. Be careful w it h spelling and your more detail. Put each sentence in the most probable gap. Step 4: Check by reading the text w it h your answers in the correct place. Do the sentences go together logically? Do words like t his or handwriting. • Don't worry if you don't understand everything the first it make sense? Check also that you have one answer for each question. Never leave answers blank in an exam. 152 www.frenglish.ru time you listen. Usually you listen twice. Use the second listening to find the answers you didn't hear the first time and to check the answers you already have. • Exam successzyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA Unit 10 zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA Unit 10 zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA • USE OF ENGLISH: Cloze a ctivitie s zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA • SPEAKING: A conversation based on a photo In this type of activity, you have a text w it h gaps. You must fill in In this type of activity you have to talk about one or possibly each gap by thinking of a word which is grammatically correct t w o photos. If there are t w o photos, sometimes you must and is logical. say things that are similar and/ or different in the photos. You Step 1: Read the complete text wit hout thinking about the gaps. usually have some time to look at the photo(s) and prepare what you are going to say. Do not write out a complete This is to get a general understanding of the text. Step 2: Look again at the gaps and especially the words which come just before and after the gap. Do those words need a special preposition? Is an article or auxiliary verb missing?Think about the type of word you need (noun, verb, pronoun, article, etc.) and the general meaning. Step 3: Fill in the gap with the word that you think is best. Read the sentence again w it h your answer in the gap to check it. Check that the meaning is logical, but check also that the words fit in grammatically. Sometimes there may be more than one possible answer but you description t o read out aloud. • If you cannot think of things to say, remember to use the questions What ? Who? Where? Why? When? etc to give you ideas. • Think of possible questions that the examiner will ask you about the photo. If you don't know a word, don't worry. Think of similar words, more basic or general words, or explain the word. The examiners want to hear you speaking English. • Use fillers like Well, Hmm or Let me t hinkt o give yourself time to think of what you are going to say next. • If you aren't 100% sure of what you can see, speculate using only need t o put one. Step 4: When you f inish, check that you have one answer for each question. Never leave answers blank in an exam. expressions like It might be, I'm not sure but I t hink, It looks like, etc. Don't be afraid of saying simple, obvious things. The important t hing is to say something. www.frenglish.ru 153 G eneral zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA Filling the conversation When you don't understand zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA Sorry, can you say t hat again? Em Sorry, could you speak more slow ly? Well The t hing is Checking understanding I'm not (really/ t ot ally/ complet ely) sure but Sorry, did you say ? M aybe Do you mean? You know Could you repeat t hat ? I t hink Pardon? I imagine I'm not sure I underst ood. It looks like I imagine t hat Showing interest Let me t hink. Really? What do you t hink? That 's int erest ing. That 's incredible! When you don't know a word I see. It 's like/ similar t o Do you? It 's t he opposit e of M e t oo. It 's w hen you J ОО T a lking a bout th e pa st Using different past tenses zyxwvutsrqponmlkjihgfedcbaZYXWV Expressions of sequence and time At first Then 1 Past simple = A complet ed act ion in t he past In t he end First of a ll Finally 2 Past cont inuous = An act ivit y in progress at a moment in t he Suddenly Next Aft er t hat past We oft en use it t o describe scenes in t he past A few minut es/ hours/ days lat er The next day О 3 Past perfect = An act ivit y t hat happened before anot her act ion in t he past J ОО D e scribing a photo m Starting Speculation This is a pict ure of I t hink lean see I'm not sure but I t hink t hat It looks as if Position On t he right / left In t he middle At t he t op At t he bot t om In t he background It looks like I imagine t hat It may/ might / could be It 's not clear if They're probably It might be In t he foreground 154 www.frenglish.ru О C ommon situa tions zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA Asking for personal information zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA Responding to suggestions How old are you? Great ! Have you got any brot hers or sist ers ? Yes, but What do you do at t he w eekend/ in t he evenings/ on Wednesdays? OK. Do you like ? I'm not sure. What do you t hink of ? Fine. How oft en do you ? I know w hat you mean, but Yes, let 's (do somet hing). Asking for opinions What do you t hink? What 's your opinion/ view ? Do you agree? What about you? Giving opinions Personally, I t hink (t hat ) I don't t hink (t hat ) I don't really know if In my view , No, I prefer Good idea. Why don't w e ? You're right No, I prefer (t o do somet hing). M e t oo/ M e neit her. But w hat about ? Asking about somebody's plans What are you up t o at t he w eekend? Are you up t o anyt hing at t he w eekend? Do you fancy (verb + ing)? In my opinion, As I see it , Arranging to meet What t ime shall w e meet ? Agreeing Where shall w e meet ? I agree (w it h you) t hat Why don't w e meet at ? That 's t rue. You're right I see w hat you mean. Responding to plans and arrangements Sure./ Fine./ OK./ Great / Good idea. Not really/ Sorry, I cant / Sorry, I'm busy.II prefer Disagreeing / disagree (w it h you) t hat M aking polite requests I see w hat you mean, but Can you t ell me w hat t he w ages are? I'm not sure t hat 's t rue. Could I ask for some informat ion first ? Could you t ell me if t he j ob is fullt ime or part t ime? M aking suggestions Would you mind ? Shall w e (do somet hing)? Would you be able t o ? Why don't w e (do somet hing)? Let 's (do somet hing). How about (doing somet hing)? M aking offers п Са I help you? Do you w ant me t o ? Would you like me t o ? Shall I for you? How about if I for you? www.frenglish.ru 155 О О О I nforma l e ma ils zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA page 15 (Unit 1) page 67 (unit 5) Start:zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA Hi zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA page 105 (Unit 8) Style: zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA Informal. Use contractions. We can also use N otes a nd messages emoticons(e.g.â ). Usefulexpressions: Start: ã Tobegin,askquestionslikeHow areyou?,How are t hings?, Are you doing exams/ on holiday at t he О О О „, page 53 (Unit 4) Simply write the name of the person you are writ ing to. Style: moment ? Write short, direct sentences. Use imperatives like Call me, rather than Could you call me? Use abbreviations. • Use By t he w ay to change the subject. Useful abbreviations: PS, e.g., NB, asap, i.e., et c, Tel., St , Rd. That 's all for now End: _, , • Writ e back soon. Useful expressions: • All t he best , love • Congrat ulat ions! (good news) • / w as really sorry t o hear t hat (bad news) • Get w ell soon, (for sickness and accidents) I nforma l le tte rs Start: О О О page 27 (Unit 2) Write your address and the date in the t op right corner. Then we write Dear or Hi and the name of the person you are w rit ing to. Style: G iving opinions/ discursive essays Informal. Use contractions. О О О page 67 (unit 5) page 79 (Unit 6) Useful expressions: Start: Make a general statement to introduce the topic. • Begin Thanks for your let t er or I'm w rit ing t o t ell you about Useful expressions: • Ask questions like How are you?, How are t hings?, Are • To give your opinions, use Personally, I t hink, As far as you doing exams/ on holiday at t he moment ? I'm concerned, In my opinion, I agree/ disagree w it h • Use By t he w ay t o change the subject. • To explain and justify your opinions, use This is because, For example. End: Writ e back soon. • To give a conclusion, use To sum up, In conclusion. That 's all for now All t he best Useful linkers: • To put opinions and ideas in sequence, use First ly, Next , Finally. • To add opinions and ideas, use Furt hermore, What 's more. • To contrast ideas and opinions, use How ever, Nevert heless. End: Write a conclusion, restating the most important point(s). I 156 www.frenglish.ru F orma l le tte rs zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA page 79 (Unit 6), page 93 (unit 7) Write your address and the date in the t op right corner. Useful expressions in letters to a newspaper: Start: zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA Write the address of the person you are writing to a little • Begin / am w rit ing in response t o t he art icle lower, on the left. Then writezyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA Dear M r (Smit h) (for a man), • Use Personally, I agree/ disagree w it h Dear M rs (Smit h) (for a married woman), or Dear M s (Smit h) • End / w ill be int erest ed in hearing ot her readers'opinions on (when we make no distinction if a woman is married or t his quest ion. not). When we do not know the name of the person we are writing to, we write Dear Sir or M adam. Style: Useful linkers: • To put opinions and ideas in sequence, use First ly, Next , Formal. Do not use contractions. Finally. Useful expressions in job applications: • To add opinions and ideas, use Furt hermore, What is more. • Begin / am w rit ing in response t o t he advert isement in • To contrast ideas and opinions, use How ever, Nevert heless. • Use / w ould like t o apply for t he j ob of , I enclose a CV w it h informat ion about myself, I have experience of End: When we know the name of the person we are writing to, use Yours sincerely. When we don't know the name of the person • End / look forw ard t o hearing from you. we are w rit ing to, use Yours fait hfully. Stories, na rra tive s a nd a ne cdote s I nforma l le tte rs Start: ОО ОО О page 105 (unite) О page 119 (Unit 9) Start: Explain and describe where and when the story began and who was in the story. Give your questionnaire a t it le. Useful expressions: Useful words: Who, Which, When, Where, Why, How , How much, • To explain the sequence of events, use At first , First of all, Next , Then, Aft er t hat , Finally, In t he end. How many, How oft en • To say when things happened, use, for example, Last Be careful with different types of question. w eekend, Tw o w eeks ago, On Friday, On Sat urday night 1 In subject questions, the question word {w ho, Use different past tenses. w hat , etc) is the subject of the verb. The auxiliary verb {do, does, did) is not necessary, 1 Past simple = A completed action in the past. e.g. Who likes reading magazines? 2 Past continuous = An activity in progress at a In object questions, the question word {w ho, w hat , etc) is the object of the verb. The moment in the past. We often use it to describe scenes in the past. auxiliary verb {do, does, did) is necessary, e.g. What do you like reading? 3 Past perfect = An activity that happened before another action in the past. 3 When we have t o be or a modal verb {can, w ill, should), we do not need the auxiliary verb do to make questions, e.g. Should children read new spapers? ОО Text messages End: page 131 (Unit 10) The last question(s) can ask for a general conclusion. О Useful abbreviations: BCZ L8 L8R В PLS zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONML @ MSG SPK THX 2 DAY 2MORO WKND XLNT 2nite 2 YR с WOT R B4 GR8 www.frenglish.ru и 157 1 Inf init ive Past sim ple Past par t iciple Inf init ive Past sim ple Past par t iciple be was/ were been let let let beat beat beaten lie lay lain become became become lose lost lost begin began begun make made made break broke broken mean meant meant bring brought brought meet met met build built built pay paid paid burn burnt burnt put put put buy bought bought read read read catch caught caught ride rode ridden choose chose chosen ring rang rung come came come run ran run cost cost cost say said said cut cut cut see saw seen do did done sell sold sold draw drew drawn send sent sent drink drank drunk set up set up set up drive drove driven shine shone shone eat ate eaten shoot shot shot fall fell fallen show showed shown feel felt felt sing sang sung find found found sit sat sat fly flew flown sleep slept slept forget forgot forgotten speak spoke spoken forgive forgave forgiven speed sped sped get got got spell spelt spelt give gave given spend spent spent go went gone split up split up split up grow grew grown stand up stood up stood up hang out hung out hung out steal stole stolen have had had swim swam swum hear heard heard take took taken hide hid hidden teach taught taught hit hit hit t ell t old t old hurt hurt hurt t hink t hought t hought keep kept kept underst and understood understood know knew known wake up woke up woken up lay laid laid wear wore worn leave left left w in won won learn learned/ learnt learned/ learnt w rit e wrote written 158 www.frenglish.ru • Communication activities a n d q u i z answers zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFE Unit 7 zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONML Unit 2 zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA Student B: Prepare questions to ask your partner to find Grant ham Gardens the missing information. zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA No experience necessary. Job is from 20th June to 20th September Then interview your partner. zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA Fulltime work only: 38 hours a week Don't work weekends St u d e n t В Wages: Ј6.80 an hour Need to be reliable, hardworking B onnie a n d Clyde w er e a p a ir of n otor iou s cr im in a ls Don't need to be particularly strong B on n ie P a r k er w a s b o r n i n 1910 i n Row en a , / W as Bonnie Parker very intelligent? Texa s She (a) Send letter and CVto: zyxwvutsrqponmlkjihgfedcbaZYXWVUTS Janet Doors, Grant ham Gardens, POBox372, Lincoln v e r y in tellig en t. C lyde's fu l l n a me w a s C lyde B a r r ow H e w a s b o r n i n 9 i n ms9iQ 'ou Щ • B on n ie m e t C lyde i n 1930. Th ey ( b ) ' od 'dw oj suoidaiDuj 'sBUOfjaqdoisuuj щ :oj Л З pue ш э l u ep j p s 'бииеэ 'uods ш psisajaiui Ту щ o\ рээм yea rs Th ey r ob b ed 15 b a n k s , a l th o u g h g en er a lly th ey p r efer r ed s m a l l s hops a n d p e tr o l s ta tion s Th ey jnoq ив 06'Z3 :sa6eM often s tole ca r s too. Once C lyde s en t a l e tte r to diuBO эц) биюр U8jp| ic| 3 эцд qiiM 6uia| | '| B!iU3piS5j :X| uo >| jom эш11цп| to t h a n k h i m H e to l d h i m t h a t ( d ) | puas sa6en6ue| ubfajo^eads oi рээи j,uoa i n th e n e x t fou r jaqcuaidas pue X| nf JOI s| qof his ca rs w er e h is fa vou r ite ca r s to s tea l! B u t C lyde | eiiu3SS9 iou jnq 'sdujBD suodszyxwvutsrqponmlkjihgfedcba p ээиэиэдхэ элец о д poog zyxwvutsrqp also h a d a viol en t side. H ezyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA (e) te n o r diueo suoidiueqo eleven people. I n J a n u a r y 4 C lyde "helped s ome fr ien d s to escape f r o m a Texa s p r is on B u t th e Texa s police d ecid ed (f) g i Unit 8 x police officers k il l e d th e p a ir of c r i m i n a l s ' w h e n th e y IT w ere i n th e i r car. B on n ie a n d C lyde w er e so fa mou s th a t m a n y people w e n t to see th e ca r a n d tr i e d to (g) i Unit 3 The Sydney English Centre, Aust ralia Course begins: 16th August Course lasts: 12 days Accommodation organised Price: 930 Australian dollars Other activities include: swimming, surfing, excursion to the Blue Mountains M o s t l y S e c t i o n : Y o u a r e a p e r f e c t i o n i s t Personality: You're very hardworking and always want to do your best, but sometimes you're t oo serious. Romance: Your relationships are intense but short. If your partner isn't perfect you always have arguments. Ideal jobs: Fashion designer, TV producer, journalist Advice: You should be more relaxed. Not everybody is as perfect as you. M o s t l y S e c t i o n 2 : Y o u a r e a romantic. Personality: You're very caring and get on well w it h others, but you can get very sad when people don't think about you. Romance: You're a t ot al romantic and believe in true love. You need your partner t o be 100% in love w it h sjeiiop sn zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA GZЈ> :aaud you. зВишэла a>|0Bje>| P3SzyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA |UB6JO иоцврошшозэу Ideal jobs: Artist, novelist, actor. •>ued эшэщ в oj uoistnaxazyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA 'Ьм хщ идиош эио : SJSB| astnog Advice: You shouldn't get too unhappy if things go uieiunouj :эрп|зш saijiAips jainrj Л|пр ist z :sui6aq astnog wrong. jj| M o s t l y S e c t i o n 3 : Y o u 're a th in k e r. VSD ' эд и ээ qsi| 6u3 OOSIDUBJJ UBS э щ zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA Personalit y: You're a reliable friend because you're good at listening to people and helping them w it h problems. But sometimes you spend too much t ime alone, t hinking about things. Romance: You're very practical about relationships but you need t o relax and enjoy yourself more. Ideal jobs: Politician, teacher, computer programmer Advice: You have t o do more and t hink less. Don't worry about the consequences of your actions just do it! Unit 6 1 desert Canberra Captain James Cook in 1770 prison convicts, beginning in 1788 and ending in 1848 A 2,600 km long structure made of living coral off the northeast coast of Australia. The big rock in the middle of Australia is called Uluru (or Ayers Rock). The most famous beach near Sydney is Bondi Beach, but there are no sharks. A common myth says that Captain Cook asked an indigenous Australian 'What's that animal?', pointing to a kangaroo. The man replied 1 don't understand you', or 'kangaroo' in his language. an indigenous Australian musical instrument 8 Russell Crowe, 'Best Actor' for Gladiat or and Mel Gibson, 'Best Director' for Braveheart Crowe was born in New Zealand but went to live in Australia as a child and lives there now. Gibson was born in the USA but lived in Australia when he was young. Later he moved back to the USA and lives there now. • 71 M o s t l y S e c t i o n 4 : Y o u 're a le a de r. • Personality: You have to be in control. You're strong and ambitious but that can be a weakness too because some people w ill t hink you are too interested in being the boss. Romance: You t hink it's easy to make somebody fall in love w it h you. But some people may think you are fright ening! Ideal jobs: Company director, police officer, bank manager Advice: You should t hink of others. Be more tolerant of people who aren't as direct as you. 159 www.frenglish.ru M acmillan Educat ion Bet w een Towns Road, Oxf ord 0x4 3PP A division of M acmillan Publishers Limit ed Companies and represent at ives t hroughout t he w orld ISBN 9 78 0 230 72344З ISBN 9780230417601 (plus Gat ew ay Online) Text © David Spencer 2011 Design and illust rat ion © M acmillan Publishers Limit ed 2011 P35{t l), Angelo Cavalli p35(m l), Chris Cheadle p39, M ichael Weber p40 (l), DELOCHE P52(c), RE. Johnson p73, Tom Till p74t, Claire Leimbach p74 (bm), St efan Kiefer р д (е), NONSTOCK p87(a), Jaume Gual рпз(Ь), Foodfolio Foodfolio pi29 (b), Thomas Craig pi30 (ba), Terry Vine pi3o (bb), Leland Bobbe/ Bet t m ann P134; Photoshot p75(4), Sigrid Olsson p78 (c), Bilderlounge p84 (g); PIXTAL p70 (t c); Reuters/ NASA p75(2). M ax Rossi p i o o ; Rex Feat ures/ KPA/ Zuma рз8(а), NBCUPHOTOBANK ps8 (d), c.20thC.Fox/ Everet t p58 (a), Channel 4 P58 (c), Court esy Everet t Collect ion р б з (т), Universal/ Everet t / Rex Feat ures рбз(Ь), Hum ber t o Carreno p74 (b), RICHARD YOUNG p82, Sipa Press p87(b), Tina Norris р ю , c.M GM / Everet t p m ( t m r ) , Ray Tang p m ( t l ) , LINDA M ATLOW p n s(t ), Debra L Rot henberg pi29 (t ); Robert Harding World Imagery/ Roy Rainford p35(mr); Science and Society Picture Library/ Nat ional M edia M useum p62(t ); Science Photo Library/ M EHAU KULYK p56; STOCKBYTE p76 (c); The Picture Desk/ PARAM OUNT/ THE KOBAL COLLECTION P37(b), NEW LINE/ SAUL ZAENTZ/ WING NUT/ THE KOBAL COLLECTION pll6 {r ); Photo рю ext ract ed f r o m W orld's St rict est Parent s and reproduced w it h t he kind permission of Tw ent y Tw ent y Television. Photo p32(l) reproduced w it h t h e kind perm ission of Hippocrene Books. P33(r): Harry Pot t er and t he Deat hly Hallow s, by J.K. Row ling, reproduced w it h t he kind perm ission of Bloom sbury/ Rosman Russia; Photo p37(t) reproduced w it h t he kind perm ission of Ted Gibson, M assachuset t s Inst it ut e of Technology. Photo p n o (b ): Hamlet , by W illiam Shakespeare, reproduced w i t h t he kind perm ission of Penguin Books. Photo pl10 (c) r epr oduced w it h t h e kind perm ission of Doubleday/ Random House Lt d. Photo p n o (f ): Revelat ion Space by Alast air Reynolds, published by Vict or Gollancz, an im pr int of The Orion Publishing Group, London; Photos p n o (d ) and pT15(b) reproduced w it h t he kind perm ission of Pan M acm illan/ Palgrave; Photo p n o (e): The Bourne Ident it y by Robert Ludlum , published by Orion Books, an im pr int of The Orion Publishing Group, London; Photo p n o (g): Love in a Cold Climat e, by Nancy M i t f o r d , reproduced w it h t he kind perm ission of Penguin Books; Photo pn3(t ) reproduced w it h t he kind perm ission of Emma Ur quhar t ; Photo р11б( 1) : The Fellow ship of t he Ring, (c) 2001, JRR Tolkien, reproduced w it h t he kind perm ission of HarperCollins Publishers; Photos р 12 reproduced w it h t he kind perm ission of Int el Cor por at ion. All right s reserved; no part of t his publicat ion may be reproduced, zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIH st ored in a ret rieval syst em, t ransmit t ed in any f o r m , or by any means, elect ronic, mechanical, phot ocopying, recording, or ot herw ise, w it ho ut t he prior w r it t en permission of t he publishers. zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA Page makeup by Laila M eachin, Giles Davies and Right ont heLine Ltd zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA Illust rat ed by Jamel Akib (p97), Fred Blunt (pp50r, 51/), Jim Hansen (p p i 8, 26, 27, 28, 86), Joanna Kerr (p77), Peter Lubach (pSIr j, Gillian M ar t in (p23), Ed M cLachlan ( р р 13,19 , 21, 25, 91), Julian M osedale (ppn, 101), MPS India ( р ш ) , ODI (p70), M ar k Ruffle (pp44, 99}, M ar t in Saunders (pp34, 36, 37,125/), Pablo Velarde (p46) and Simon W illiam s (pp8, 24, 50/, 55,96,117) Cover design by Andrew Oliver Cover phot os by CERN/ M axim ilien Brice; Get t y/ Bread and But t er, Get t y/ Charles Gullung, Get t y/ Kim Heacox; Science Photo Library/ M ehau Kulyk. Aut hor 's acknow ledgem ent s: M acm illan Readers covers images: I w ould like t o t hank t h e w hole M acm illan t eam in Oxford f or t h eir dedicat ion and hard Dr Jekyll and M r Hyde, cover image Corbis p48; Frankenst ein, cover image Corbis/ w ork dur ing t he creat ion of t his book. A big t hanks also t o all t h e st udent s t hat I have Bet t m ann p48 had t he pleasure of t eaching at Colegio Europeo Arist os, Get afe and t o my colleagues t her e. Finally, w r it ing t his book w ould not have been possible w i t h o u t t h e suppor t of my Com m issioned phot ography by w onder f ul fam ily. All my love and t hanks t o Gem m a, Jamie and Becky. Paul Bricknell p76 (a,b); Dean Ryan ppi3i (t ,b). The publishers w ould like t o t hank all of t hose w ho review ed or pilot ed Gat ew ay: The aut hors and publishers w ould like t o t hank t he f ollow ing f or perm ission t o reproduce Benjam in Affolt er, Evelyn Andorfer, Anna Ciereszynska, Regina Culver, Anna Dabrow ska, t he f o llo w in g copyright m at er ial: Ondrej Dosedel, Lisa Dur ham , Dagmar Eder, Eva Ellederovan, H Fouad, Sabrina Funes, Ext ract ed m at er ial f r o m 'Nat ive English' is losing it s pow er by Indrajit Basu, first appeared Luiza Gervescu, Isabel Gonzalez Bueno, Jut t a Habringer, Stela Halm ageanu, Andrea in Asia Times Online 15.09.06, r epr int ed by perm ission of t he publisher; Hut t erer, Nicole loakim idis, M ag. Annem ar ie Kam m erhofer, Sonja Lengauer, Gabriela Ext ract f r o m 7s This Brit ain's Unluckiest M an? copyright © M et r o 2006, first published in Lipt akova, M aria Crist ina M aggi, Silvia M iranda Barbara Now ak, Agnieska Orlihska, Anna M et r o 23.1106, r epr int ed by perm ission of t h e publisher; Orlow ska, M aria Paula Palou M ar t a Piot row ska, N Reda, Kat harina Schat z, Rosw it ha M at er ial f r o m '.Answers from young people' by Tim BernersLee used by perm ission of t he Schwarz, Barbara Scibor, Kat arzyna Sochacka, Joanna Spoz, M arisol Suppan, St ephanie publisher; Sut t er, Halina Tyliba, Prilipko, Vladyko, Pia W im m er , Kat arzyna ZadroznaAt t ia, and How To Save A Life Words and M usic by Joseph King and Isaac Slade, copyright © 2005 Kat arzyna ZarembaJaw orska. Aaron Edwards Publishing and EM I Apr il M usic Inc. EM I M usic Publishing Lt d., London W8 The aut hor and publishers w ould like t o t hank t he f ollow ing f or perm ission t o reproduce t heir phot ographs: A KG Images/TOUCHSTONE TELEVISION/ Album p49(b); Alamy/ Brent W alt er m ir e p7(l), Oleksiy M aksym enko p7(br), Kevin Brow ne p22(m ), Ted Pink р 2б(а), Adrian Sherrat t p26 (c), EyeStock p26 (e), Lenscap p26 (d), St uart Abraham p45(t ), f oodf olio p45(br ), Jeff Greenberg p52(a), dacology p58 (b), Jiri Rezac рбз(а), Eddie Gerald p64(b), FRANCIS DEAN p64 (c), Helene Rogers p64 (e}, Alex Segre p64 (d), David W hit e p70 (ba), Caro p74(t ), Phot ofusion Pict ure Library p76 (d), Lourens Smak p77, Sally and Richard Greenhill p78(a), Jim Nicholson p8s(l), Stock Connect ion Blue p88(m r ), Jim West p88(m l), Jeff Greenberg p88 (t l), Pict ure Part ners p8g(t r ), Em ilio Ereza pg8, Alan Robert s p m ( t r ) , uk r et ail Alan King p n ; Andrew Weldon р 128 ; Ardea/ M ark Boult on p70(bd); BANANASTOCK pp6 (d), 12(b), 78 (d and e), 84 (d and f ); BRAND X p m ( t m l ) ; CERN/ M axim ilien Brice pi26 (t ); ComStock p7i{l); Corbis/ Sagel & Kranefeld p7(t r ), Tony Costa p n , Tim Pannell pi2(t ); Rick Barrent ine p i 4(t l ), M ediolm ages p i (t r ), m oodboar d pis(br), Colum bia Pict ures/ ZUM A p23, Goodshoot p25. Envision p34 (t l), PATRICK SEEGER/ POOL/ epa p38 (c), Frank Trapper P38 (b), Kurt Krieger p38 (d). Visuals Unlim it ed р (Ы), Tom St ew art p52(b), TRAPPER FRANK/ CORBIS SYGM A p6l (r ), Hult onDeut sch Collect ion p62(b), At lant ide Phot ot ravel p64 (a), John Springer Collect ion р б5, Holger W inkler/ A.B. p66(a), LWASharie Kennedy p66 (b), Theo Allot s p70 (bc), Tom Van Sant p74(t m ), At lant ide Phot ot ravel p75(l), Paul Thom pson p79(b}, At sukoTanaka p84 (a), Granger W oot z/ Blend Images p84 (h), FORESTIER YVES/ CORBIS SYGM A p8s(r ), Richard M or r ell p87(c), Christ ophe karaba/ epa p87(r), Paul Bart on p88(t r ), Comst ock Select p88(c), James Collins p i 04(b ), M ichelle Pedone р Ю5(а), Colin M cPherson pm {b), Kevin Dodge pi 23, Andr ew Brusso pi26 (b), Gerald French pi27(t ), Bet t m ann pi29 (m ), m oodboar d р 130 (а); CORBIS pp6{e), I5(bl), 66(c), 70 (t a), 84 (c); DIGITAL VISION p87(d); Get t y/ Charles Gullung p6(c), Pet er Nicholson р 14 (Ы), Phillip Graybill pi4 (br ), Plust w ent yseven pi5(t l), Lars Borges p20, Hult on Archive р21, Steve Gor t on p22(t ), Jeremy O'Donnell p22(b), Dem et r io Carrasco р 2б(Ь), St ephen St udd p40 (r), Jose Luis BanusM arch p40 (t ), M ax Dannenbaum p40 (b), Neil Beckerman P44, Gaye Gerard p49(t ), St eve Granit z p 6i (l ), John Giust ina p66(d), Laurence M onner et p66 (e), W hit e Packert p66 (f), Kim Heacox p70 (t d), John Gurzinski p 7i(r ), Zigy Kaluzny P75(3), Steve Bonini p78 (b), Yellow Dog Product ions p84 (b), Greg W ood p88(bl), Steve M cAlist er p89 (t l), Shirlaine Forrest p8g(b), Annie Gr if f it hs Belt p92(l), Jill Gocher p92(r), Chev W ilkinson p104 (t ), St ockbyt e pios(c), Bread and But t er pi05(b), Scot t Kleinm an p m (t each er ). Panoramic Images pi27(b), Hult on Archive р 135 ; GETTY p34(br ); Goodshoot РР35(Ы), 70 (t b); IM AGE SOURCE pp6 (b), 6(f ), 26 (f ), 30, 70(t e), 70 (t f ), 79(t ); Lonely Pianet Images/ Rachel Lewis p32(r); M acmillan Publishers Ltd р р 11 (mont age),122, M acm illan Publishers Lt d/ David Tolley ррзд(Ы), 90 {l); M ast erf ile/ Siephot o p90 (r ); Paul Bricknell p63(b); PHOTOALTO pp6(a); PHOTODISC pi30 (b); Photolibrary.com / Tim Hall р 15 (Ьг), Bay Hippisley p24, Foodfolio Foodfolio p34(t r ), Pixt al Images p35(br), Jose Fuste Raga Pr i n t ed and b o u n d in Th l an d 5SW Reproduced by perm ission of Int er nat ional M usic Publicat ions Lt d. (a t r ading name of Faber M usic Lt d.) All Right s Reserved; / Need A Holiday Words & M usic by Roy St ride copyright © 2007. Reproduced by perm ission of EM I M usic Publishing Lim it ed, London W8 5SW; Ext ract f r o m 'Q: How do you make Јl.6m a year and drive a Ferrari? A: Sell Essays f or Ј4 0 ' by M at t hew Taylor and Riazat But t , co p yr i gh t © The Guardian 2006, first published in The Guardian 29.07.06, r epr int ed by perm ission of t he publisher; Ext ract f r o m 'To dub you have t o be as good an act or. Or bet t er' first appeared in The Guardian Online 03.05.06, r epr int ed by perm ission of t he publisher; Ext ract f r om 'M aximum Ride: t he Angel Experience' by James Pat t erson, copyright James Pat t erson 2005, r epr int ed by perm ission of t he publisher; M at er ial f r o m 'Romeo and Juliet ' r et old by Rachel Bladon f or M acm illan Readers, copyright © Rachel Bladon 2007, r epr int ed by perm ission of t he publisher; M at er ial f r o m 'Dr Jeckyll and M r Hyde' r et old by St ephen Colbourn f or M acm illan Readers, copyright © St ephen Colbourn 2005, first published 2005, r epr int ed by perm ission of t he publisher; M at er ial f r o m 'Frankenst ein' r et old by M argaret Tarner f or M acm illan Readers, copyright © M argaret Tarner 2005, first published 1986, r epr int ed by perm ission of t he publisher; Ext ract f r o m 'Int ernet dat e w as man I'd loved for 75 years' by Lisa Ash and Julie M cCaffrey, copyright © Lisa Ash and Julie M cCaffrey 2005, first appeared The Daily M ir r or 10.11.05, r epr int ed by perm ission of t he publisher; zyxwvutsrqponmlkjihgfedcbaZYXWVUT zyxwvutsrqponmlkjih zyxwvuts Ext ract f r o m 'M ot her Tongue' by Bill Bryson copyright Bill Bryson 1991, reprint ed by perm ission of Penguin Books Lim it ed; Girls Just Wanna Have Fun W ords and M usic by Robert Hazard copyright © Sony/ ATV M usic Publishing Lim it ed 1979, r epr int ed by perm ission of t he publishers. All Rights Reserved; M at er ial f r o m 'Casino Royale' by Ian Fleming copyright © Ian Fleming Publicat ions Ltd 1953, r epr int ed w i t h perm ission f r o m Ian Fleming Publicat ions Lt d. Dict ionary ext ract s t aken f r o m M acm illan Essent ial Dict ionary copyright © M acm illan Publishers Lim it ed 2003 and M acm illan English Dict ionary 2nd Edit ion copyright © M acm illan Publishers Lim it ed 2007 These m at erials may cont ain links f or t hir dpar t y w ebsit es. We have no cont rol over, and are not responsible for, t h e cont ent s of such t hir dpar t y w ebsit es. Please use care w hen accessing t h em Alt hough w e have t r ied t o t race and cont act copyright holders before publicat ion, in some cases t his has not been possible. If cont act ed w e w ill be pleased t o rect ify any errors or om issions at t he earliest oppor t unit y. zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA 2015 2014 2013 2012 2011 10 1 www.frenglish.ru G ate way zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA is a multilevel course for students working towards their school leaving examinations. By developing language and study skills and promoting learner confidence and independence, G ate way prepares students for their exams and life beyond the classroom. zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFE K e y f e a t u r e s o f t h e c o u r s e i n c l u d e : • Authentic texts introducing language in context and engaging students' interest • Exams focus and task familiarisation throughout the course, using exam success tips, study skills tips and extended exam preparation after every two units • Regular 'can do' selfcheck progress lists for students to actively monitor their progress and identify areas for improvement CLICK (Crosscurricular, Literature and International Cultural Knowledge) pages focus on crosscurricular and crosscultural themes which develop students' language through real contexts www.gatewayonline.net G ate way Inte rac tive C lassro o m which includes a digital version of the student book for the interactive whiteboard, with integrated audio and extra interactive activities G ate way O nline student and teacher websites, which include extra language and exam practice, video activities, interactive wordlist, culture worksheets and a free downloadable M acmillan Reader M acmillan Practice Online ON EU RO PEAN FRAM EW ORK www.M acmillanPracticeOnline.com/ gateway zyxwvutsrqpon MACMILLAN 4 DICTIONARY ЗОЕ M A C M I L L A N www.macmillanenglish.com www.frenglish.ru