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Nesvit_Engl_9.indd 1Nesvit_Engl_9.indd 1 8/12/2009 17:03:118/12/2009 17:03:11

ББК 81.2АНГ-922
Н55
Рекомендовано Міністерством освіти і науки України
(наказ МОН України № 56 від 02.02.2009 р.)
Видано за рахунок державних коштів. Продаж заборонено
Н е з а л е ж н і е к с п е р т и:
Першукова Оксана Олексіївна,
Інститут педагогіки АПН України, канд. пед. наук;
Калюжна Вікторія Володимирівна, Центр наукових досліджень
та викладання іноземних мов НАН України, канд. філол. наук, доцент;
Кукла Ольга Володимирівна, Рівненський ОІППО, методист;
Стрілецька Світлана Валеріївна, Білоцерківський державний
аграрний університет, викладач, учитель-методист;
Ступчик Зоя Романівна, Управління освіти м. Нововолинська, методист;
Синельникова Віра Володимирівна, гімназія № 6
м. Харкова, учитель-методист.
В і д п о в і д а л ь н а з а п і д г о т о в к у п і д р у ч н и к а д о в и д а н н я:
Коваленко Оксана Ярославівна, головний спеціаліст МОН України.
Несвіт, А.М.
Англійська мова: Ми вивчаємо англійську мову: підруч. для 9 кл.
загальноосвіт. навч. закл. / А.М. Несвіт. – К. : Генеза, 2009. – 288 с. : іл.
ISBN 978-966-504-930-2.
Підручник «English: We Learn English» створений відповідно до чинної про-
грами з іноземних мов і продовжує серію навчальної літератури, рекомендова-
ної для оволодіння англійською мовою у загальноосвітніх навчальних закла-
дах.
Підручник побудовано на принципах комунікативності, інтегрованого
розвитку всіх видів мовленнєвої діяльності: аудіювання, говоріння, читан-
ня, письма. У ньому автор дотримується загальнодидактичних принципів
доступності, логічності, свідомості, активності та наочності в навчанні.
Яскраво ілюстроване видання складається із семи розділів, укладених
за тематико-ситуативним принципом, та додатків.
Організація навчального матеріалу в розділах передбачає використання
інтерактивних методів навчання.
ББК 81.2АНГ-922
ISBN 978-966-504-930-2
© Несвіт А.М., 2008
© Видавництво «Генеза»,
оригінал-макет, 2009
Н55

Dear Learners,
Have you ever tried to find magic? Have you ever dreamt
of becoming a magician?
Sometimeswetraveltofarawaycountriestryingtofindthe
thingswehavedreamtaboutforsolong,butithappenedsothat
we could find it somewhere very close to us. The real magic is
everywhere. You just need ‘to stand and stare’, catch the fleeting moment and now –
you’ve got it, – something very special, something that you really need and have been
looking for. Now it is yours and no one in the world can take it away from you.
The world around you is fantastic. This year the pages of this textbook will open the
secrets of communication to you. You’ll enter the magic world of real friendship, dis-
cover the wonders of nature, learn how you can influence the world around you and
protect it for many years to come. You’ll share your views about radio and television
with your friends. (What else could help you know the world news better?) You’ll listen
to the teenagers talking about youth culture. (Are your interests the same or diffe-
rent?) You’ll talk about wonderful inventions and people who made them. (Who knows
might one of you also be an inventor one day?) You’ll make a tour around amazing
Britain and visit the sites which are included into the World Heritage List. You’ll talk
about the best way of using your skills and natural abilities. Do you like working with
people or do you prefer working with machines? What profession can give you the best
opportunities to develop yourself?
These are the questions you’ll be able to find the answers to by the end of the school
year.
Good luck! Have a nice journey!
The Author
* * *
These are the signs which will navigate you in this journey:
The Pictogram What It Means
Develop Your Listening Skills
Develop Your Reading Skills
Develop Your Speaking Skills
Develop Your Writing Skills
Homework
Project Work

Finding Magic
Are you looking for magic?
It’s everywhere.
See how a plane
Flies in the air;
Watch a cat move:
What elegance grace!
See how a person
Can fit his position and place.
Watch a life story come
From a new TV,
Or invent something great –
There’s magic in this;
Then think of the
marvellous mystery
Of the Earth being
Changed by the MAN
(Is it always so good?)
There’s magic in sunsets
And patterned skies;
There’s magic in moonlight –
Just use your eyes!
If you’re looking for magic
It’s easily found:
It’s everywhere,
It’s all around.
After Eric Finney

1.
2.

7
We Are in the Ninth Form
Lessons 1–2.Back to School
Look at the photos and talk about them. What do they remind you of?1.
Listen and read the dialogue. Say why the pupils think this school year
is different from those they’ve had before.
Ann: Hi, dear! It’s good to see you again. I missed you all so much during
my summer holidays. I hope we all had a wonderful rest.
Tom: We definitely did. And what about you?
Ann: So did I. A good rest was necessary for us all. This year is different
from those we’ve had before. We’ll take our final exams at the end
of the year.
Dan: So we’re going to work hard all the year round to pass them suc-
cessfully. I wonder if we are going to have time for anything else
but school lessons and tests.
Ann: School life is not only lessons. I hope we’ll have wonderful school
parties and interesting trips. Many people spend their days in a
frenzy of activity, but achieve very little, because they’re just not
concentrating on the things that matter the most. We need to plan
our daily routine carefully and organize our own learning. Then
we’ll find time for our leisure as well.
Tom: School teaches us to manage our time and become the highest
achievers in all walks of life. And, what is also good about school –
there are holidays after each term.
2.
A
C D
B

8
Read the statements. Use the information from the dialogue to comment
on them.
1. The ninth form is different from the other school years.
2. School life means lessons and leisure time as well.
3. It’s important to organize your own learning.
4. Everyone can become successful in all walks of life.
Work in two groups. Discuss the topic with your friends and draw a spider-
gram. Complete it with the verbs, nouns and adjectives.
Group A. Your topic for discussion is “Summer Holidays”.
Group B. Your topic for discussion is “School”.
3.3.
4.4.
8.
9.
1.
Speak in class. Put the spidergrams on the blackboard. Then talk
about your summer holidays and school. Ask your friends questions or add
information.
Example:
A: School starts again and I have six lessons a day but only a few weeks
ago I enjoyed my summer holidays in the Crimea. I sunbathed, swam
in the sea and went on excursions.
B: As for me, I used to spend a lot of time with my friends but now they are
all busy again and we can meet only at the weekends. Etc.
Fill in the correct prepositions where they are necessary. Then make sen-
tences with the phrases you get.
To go (1) ..... school, to be interested (2) ..... a subject, to be good/bad
(3) ..... a subject, to take (4) ..... a test, to cheat (5) ..... a test, to pass/fail
(6) ..... a test, to be bored (7) ..... school, to skip (8) ..... classes, to get
(9) ..... your exams.
Put the names of the school facilities into the columns. Explain what they
are used for. Say which of the facilities in the list you have or would like to
have in your school.
5.5.
6.6.
7.7.
Lummer/
Lchool
youth camp
new friends
Lpidergram

9
•a school assembly hall •a library •the Information Technology Classroom •
a language laboratory • the Music Room • a gymnasium • a football field •
a swimming pool • the Art Studio • a school canteen • a snack bar •
a science laboratory • a swimming pool • the secretary’s office •
For Study For Sport For Food For Parties Other
a) Work in pairs. Choose the five most important characteristics of
a good teacher and a good pupil and make a list of them.
b) Discuss your choice with another pair. Then choose a speaker for your
group and compare your views with the rest of the class.
• to keep a contact with smb (the parents, friends and teachers, etc.) •
to maintain discipline and order • to share his/her views with the others •
to work hard • to remain up-to-date • to openly admit a mistake • to try to
help where it is possible • to set high standards • to use a lot of different
materials and equipment • to make lessons interesting • to help the pupils
to organize their own learning •
Write about your plans for this school year. Use the words and word
combinations from Ex. 4 and 6. The questions given below can help you.
• Why is this school year important for you?
• What tasks have you got for this year?
• What does it mean for you to be ‘a good pupil’?
• What characteristics do you need to develop in yourself?
• What do you like about the school you study at: facilities, teachers,
school subjects, etc.?
Lessons 3–4.Basic Secondary Education
in Ukraine
a) Explain the meaning of the words and expressions in our own words.
Example:
A school year is the period of studies. It usually starts in August or Sep-
tember and lasts for 9 months.
•aschoolyear•aform•theninthformer•asubjectteacher•theHeadmas-
ter •a Vice Principal •final exams •to take an exam •a mark •a report card •
the Certificate of Basic Secondary Education • a parent-teacher meeting •
the humanities • science • arts • a quiz • an education • a school uniform •
8.
9.
1.

10
b) Work in pairs. Ask each other questions about your school life. Use the
word combinations from the box on p. 9.
3.
4.
5.
6.
Read the text about the basic secondary education in Ukraine. Say why
the ninth form is an important link in the educational system in Ukraine.
Basic Secondary Education in Ukraine
The basic secondary education in Ukraine covers a period of 5 years past pri-
mary school plus 3 weeks of examinations at the end of the ninth form (last year of
studies in a secondary school). The programme of studies is specified for every
academic year by the Ministry of Education and Science of Ukraine. The pupils’
timetable includes core subjects and optional courses.
In the fifth form all the pupils have the lessons of Ukrainian Language and Litera-
ture, Foreign Language (English, French, German or Spanish), World Literature,
Mathematics, Computer Studies, History of Ukraine, Nature Study, Music, Art,
Physical Education, Handicrafts and Health Education. Other subjects are gradually
added on during the next years of studies. For example, World History, Geography
and Biology are introduced in the sixth form; Physics in the seventh form; Che-
mistry in the eighth form; the Basics of Law – in the ninth. Each subject is taught by
a different teacher. The study load devoted to every discipline varies from one to
five lessons a week. The timetable is different every day. All the lessons are usually
attended by the whole class. Pupils are divided into groups for the lessons of foreign
languages, and in some schools for the lessons of Ukrainian Language. A thematic
evaluation in each subject is made at the end of each thematic unit. It is based on
the students’ current performance. The results of the thematic evaluations and
final tests are taken into account when the teacher makes the semester evaluation.
At the end of the ninth form all the students take final examinations. They get the
Certificate of Basic Secondary Education at the age of 14 or 15.
This level of education is an important link in the system of education in
Ukraine.
2.2.

11
Look through the text of Ex. 2 on p. 10 and try to understand the meaning of
the highlighted words from the context. If you have any difficulties, consult
the dictionary.
• the Ministry of Education and Science of Ukraine •
to specify • the study load • a core subject • an optional course • a semester •
a group • an evaluation • a current performance • a final exam • a final test •
the Certificate of Basic Secondary Education • to link •
Read and say if the statements are true or false.
1. The basic secondary education in Ukraine covers a period of 5 years
past primary school.
2. The timetable includes core subjects and optional courses.
3. Pupils study practically the same subjects every year.
4. The study load devoted to every discipline varies from one to five les-
sons a week.
5. An evaluation is made at the end of each semester and based on the
students’ current performance.
6. The pupils get the Certificate of Basic Secondary Education at the age
of 14 or 15.
Complete the sentences with the words from the Vocabulary File (see Ex. 3).
1. The ..... of English, Maths and Science are in the timetable of the British
schoolchildren.
2. In Ukraine the school year is divided into two ..... . Each of them is
subdivided into two terms.
3. I think it’s good that we have a chance to study English in ..... . The
teacher can give more attention to each of us.
4. The ..... introduced the State Standards of Secondary Education in
Ukraine in 2004.
5. The ninth-formers have to work hard to pass their ..... and ..... success-
fully.
6. Are your parents usually well-informed about your ..... in all the
school subjects?
Put the verbs in brackets into the correct tense form and voice.
1. What kind of subjects ..... the timetable usually ..... (to include)?
2. What state institution ..... (to specify) the content of education?
3. There are a few optional courses in your timetable, ..... they?
4. ..... the evaluation ..... (to make) at the end of each semester?
5. Your current performance in History ..... (to improve) greatly recently.
6. What ..... you ..... (should, to do) to have the highest marks in all the
subjects in the Certificate of Basic Secondary Education?
7. How long ..... you ..... (to study) at school?
8. ..... you ..... (to take up) any after-school activities?
9. ..... your parents ..... (to inform) about your current performance at
school regularly?
3.3.
4.4.
5.5.
6.6.

12
Speak in class. Talk about the importance of the secondary school education.
Do you think it should:
a) be practical (e.g. job training);
b) prepare you for the higher education;
c) help you to develop your own character and personality?
7.7.
You are asked to write about your school experience. Write an article
of about 100–120 words under the following title “My School”. Include the
following points:
• your school (name, type, location, number of students);
• your class (number of pupils, specialized in…, etc.);
• your school subjects (what you like, dislike, good at, bad at, etc.);
• lessons (number per day, how much homework you have to do);
• school facilities;
• sports at school (teams, competitions, championships);
• extracurricular activities (clubs, study circles);
• conclusion (your opinion about your school, what you would like to
change).
8.8.

1.

15
My Magic Circle: Family and Friends
Lessons 1–2.Discover Yourself!
Look at the photos. Say in what way you think young people in different
countries are the same and different. Talk about their appearance, clothes,
character, interests, way of life, etc.
1.

16
a) Read the list of adjectives. Say if the following characteristics are “po-
sitive” (+), “negative” (–), or depend on the context (C). Consult the dic-
tionary if necessary. Then write the adjectives in three columns. Can you
add other adjectives to the list?
Positive Negative Depend on the Context
… … …
Shy, brave, sociable, friendly, helpful, easy-going, courageous, romantic,
patient, tolerant, creative, generous, ambitious, angry, relaxed, sociable,
outgoing, intelligent, fun-loving, indifferent, understanding, nervous, aggre-
ssive, selfish, sensitive, obstinate, responsible, determined, well-wishing,
inquisitive, decent, honest.
b) Work in pairs. Discuss the results with your partner. Make sentences to
illustrate your choice.
Read the sentences given below. Find the adjective in Ex. 2 you think each
sentence illustrates.
1. Sarah is friendly and enjoys being with other people. (.....)
2. Mark was not at all interested in the project. (.....)
3. Alfred was determined to be successful, rich and powerful. (.....)
4. John isn’t afraid of anything – bunjee jumping, sky diving, even
mountain climbing. (.....)
5. Monica is sympathetic and kind about other people’s problems. (.....)
6. When my cousin thinks that a situation is unacceptable, he usually
shouts trying to make people do what he thinks is right. (.....)
a) Look at the photos. Talk about the children. How old are they? Where do
you think they are from? Describe their appearance. What can you say
about their character?
2.
3.
4.
5.
6.
Emily Brian

17
b) b) Read the essay. Who do you think has written it: Emily or Brian? What
character traits does the author write about: positive or negative? Comment
on your answer.
Discover Yourself!
Have you ever thought what makes a personality? A personality is someone
who has a very strong character and is different from other people because he/she
has character traits that make him/her interesting and enjoyable to be with. This is
the one who has discovered the road to himself/herself and turned all challenges
into the right steps in life. We all are just common people. But everybody of us can
succeed in his/her life. We can do our best to become personalities.
Our life is ruled by three basic choices: what moral values to have, what people
to be with and what aims to achieve.
First of all, we have to think about our inner world. People say, “When a man
begins to understand himself, he begins to live.” In my opinion, it’s good to be easy-
going, fun-loving, well-wishing and reliable. I can say that I’m a sociable person be-
cause I can easily communicate with others. That’s why I’m always surrounded with
friends. Furthermore, I’m responsible because I know all my duties I’m in charge
of and I try to fulfil them. So, both my parents and my friends can rely on me. I’m
helpful when my friends face either difficulties or hardships. Finally, I’m ambitious
because I want to be successful in life.
However, I have character traits I would like to get rid of. I think that my se-
rious fault is being too moody at times when I feel unhappy and impatient without
a reason. What is more, I often make critical remarks about other people’s work or
behaviour. In addition, I can be obstinate at times. I don’t like to change my ideas
and opinions even when other people think I’m unreasonable.
All things considered, none of us is perfect. But we have to be optimists in eve-
rything we do. I try to do my best to discover my own personality. I want to change
myself and to become better. The person who thinks positively and tries hard to be
sensible, honest, kind and caring will be wiser tomorrow than he or she is today.
In a few years I’ll have to make important decisions in my life by myself. My life
will be enlarged with my own responsibilities. I’m sure that I’ll make the right steps
in my personal growth.
Look through the text above and try to understand what the highlighted words
mean from the context. If you have any difficulties, consult the dictionary.
• a personality • to succeed in • to possess • a fault •
the inner world • ambitious • a challenge • behaviour • obstinate • sensible •
unreasonable• to be enlarged with •
Read and choose the correct item to complete the sentences.
1. We are just common people. Everybody of us can ..... in our life.
a) solve problems
b) succeed
c) change something
5.5.
6.6.

18
2. ..... is someone who has a very strong character and is different from
other people because he/she has character traits that make him/her
interesting and enjoyable to be with.
a) An individual
b) An individualist
c) A personality
3. First of all, we have to think about our ..... .
a) inner world
b) family
c) friends
4. People say, “When a man begins to understand himself, he begins ..... .”
a) to work
b) to think
c) to live
5. The author of the essay has some character traits he/she would like ..... .
a) to get rid of
b) to improve
c) not to think about
6. The author states that ..... .
a) it’s good to change ideas and opinions
b) it’s important to think about personal growth
c) it’s good to change yourself somehow
Work in small groups. Discuss the questions.
1. Do you think that parents should treat their children as equals?
2. What character traits do middle-aged people find irritating in
teenagers?
3. What character traits do teenagers find irritating in middle-aged people?
4. What can help build good relationships*1
between the generations?
5. Do you need to change some character traits in yourself or do you want
your parents to accept you as you are?
6. Why do you think teenagers aren’t given enough freedom while making
their decisions?
Speak in class. What do you think another person on the photo to Ex. 4 could
write about his/her positive character traits? What would he/she like to
change in himself/herself?
Speak in class. Talk about the way you choose your friends. What character
traits do you consider as essential ones? What similarities and differences
between you and your friend do you find?
7.7.
8.8.
9.9.
10.
11.
1.
2.
___________
1
Слова, позначені зірочкою, включені у країнознавчий довідник на с. 224–231.

19
Report the sentences given below. (Consult Grammar Reference,
pp. 250–252.)
1. Iryna says, “Don’t criticize me. I know all my faults.”
2. Oles said, “I help my friends when they face either difficulties or hard-
ships.”
3. Myroslav says, “Steve is very tolerant because he usually accepts his
friends’ ideas even if he doesn’t agree with them.”
4. Tamara said, “She is very generous to the kids.”
5. Tom says, “Don’t argue with Ken. He is very obstinate.”
6. Oksana said, “Talk to your mother. She can give you sound advice.”
Write an essay “About Myself”. Describe your personality. Which of
your natural abilities would you like to develop? Which negative character
traits would you like to change in yourself?
Lessons 3–4.How Is It Going?
Listen and read. What is the main idea of this poem? What character traits
does the person possess if he/she follows these rules?
The six most important words: I admit I made a mistake.
The five most important words: You did a good job.
The four most important words: What is YOUR opinion?
The three most important words: If you please.
The two most important words: Thank You.
The one most important word: We.
The least important word: I.
~ Unknown
Listen to the interview with Adrian Aftanaziv, a Ukrainian racing driver. Then
choose the correct item to answer the questions.
10.10.
11.11.
1.1.
2.2.

20
1. How does English help Adrian Aftanaziv in his career?
a) It helps him to communicate with friends.
b) It helps him to communicate with business partners.
c) It helps him to get necessary information at the English-speaking
websites and communicate with people.
2. What does Adrian Aftanaziv like about Ukraine?
a) He likes everything.
b) He likes Ukrainian nature.
c) He likes its people.
3. What place does he call his home?
a) Lviv.
b) Kyiv.
c) Both Kyiv and Lviv.
4. What does he think is the key to success in life?
a) To be yourself and to be decent.
b) To be ambitious.
c) To be hard-working.
5. How do his friends describe him?
a) They say he is honest, decent and inquisitive.
b) They say he is honest, decent, but too sensitive.
c) They say he is determined and ambitious.
6. What does he say about his childhood dream?
a) The childhood dream can never come true.
b) His childhood dream came true.
c) He doesn’t remember his childhood dream.
Reported Questions
Read and compare the sentences. Say what changes were made in sentences
1b and 2b. Pay attention to the conjunctions, verb tenses and pronouns.
1a. Reporter: Does your childhood dream come true?
1b. The reporter asked Adrian Aftanaziv if his childhood dream came true.
2a. Reporter (to Adrian Aftanaziv): Where did you learn English?
2b. The reporter asked Adrian Aftanaziv where he had learnt English.
Answer the questions.
1. When do you think we use reported questions?
2. What conjunction was used to report a general question (sentence 1)?
3. What conjunction was used to report a special question (sentence 2)?
4. How was the tense form of the main verb changed?
5. What other changes were made?
3.3.
4.4.
5.
6.
7.

21
Read the information given below. Check if you’ve answered the questions
of Ex. 4 on p. 20 correctly.
Reported Questions
We use reported questions when we want to say what someone else
asked.
Phil asked if he could come to the party.
We use the same rules regarding tense, pronoun and time and place
word changes with reported questions as we do with the Reported
Speech.
Have, do or be and modal questions
If a direct question begins with the verbs have, do or be (usually as
auxiliary verbs), or a modal (will, can, etc.), we use if or whether in
the reported question. This is the kind of a direct question which
requires the answer yes or no.
“Have you seen that concert, Jake?” asked Carl. →
Carl asked Jake if/whether he had seen that concert.
Wh– questions
With questions beginning with what, who, which, when, where, why
and how we do not use if or whether. We use the same question word
as we used in the direct question, but we do not use the question
form and we do change tenses, modals, etc.
“Why did you go there?” Alan asked me. →
Alan asked me why I had gone there.
Report the questions.
1. Steve asked, “Do you like rap music, Dan?”
2. Clare wondered, “What clothes do you like to wear, Ann?”
3. Ron was interested, “Where did you learn to dance, Carol?”
4. Ann asked, “Where can I read about the youth culture, Susan?”
5. Kim wondered, “Do you often go to disco parties?”
6. William wanted to know, “Have you ever had problems with your
friends, Bill?”
7. Larysa asked, “What is your attitude towards graffiti, Kate?”
8. Inna wondered, “Do the teenagers face the same problems everywhere?”
9. Ann asked, “How often do you train in the gym, Sue?”
Work in two groups.
Group A. You are a group of teenagers. Write a list of questions you search
the answers for.
Group B. You are a group of experts. You got a list of questions from teenagers
via ChildHelpline1
. Report the questions and suggest them for a round-
table discussion. Answer the questions.
5.
6.
7.

22
Example.
Group A.
Why do children meet so many challenges at the age of 14?
Do all the parents complain about the music their children listen to?
Why don’t my parents like the clothes I want to wear?
Etc.
Group B.
A: Emily Brighton asks why children often meet so many challenges at
the age of 14.
B: Adolescence, the period between childhood and adulthood, is often a
difficult time, both for parents and their children. This is when young
people establish an identity of their own, separate themselves from their
parents, and create significant relationships outside their own families.
You’ve met one of the people in the photos. Write a list of questions (no
less than 7) which you would like to ask him/her. Then report your questions
in a written form.
8.8.
1.

23
Lessons 5–6.Hairstyle: Sophisticated? Smart?
Extreme? … Cool!
a) Work in pairs. Discuss the questions with your friend and then report in
class as in the example.
• How often do you get a haircut?
• Have you ever had an unusual hairstyle?
• What was it? Did your friends like it? Why or why not?
• What was your best/worst hairstyle?
Example.
A: Maryna had bright red hair last year. She wore it for a month. She
has short hair now, but she used to have long hair. I think her best
hairstyle was when she had long hair.
B: Dmytro often changes his hairstyle. He dyed his hair black a week ago.
He liked it, but his friends didn’t.
b) Look at the the photos of hairstyles and say what you think of them. Use
the phrases:
Talking about Appearance
It’s great!
It’s cool!
It’s gorgeous!
It’s awful!
I don’t think it’s nice!
I’d never do it!
c) Look and match the photos (A–D) to the names (1–4).
1. French Braids 3. Mohawk* Punk Hairstyle
2. Emo Hairstyle 4. Bob Haircut
1.
A B C D

24
Read what the teens think about their hairstyles and match them to
the photos (A–D) of Ex. 1c.
Hi! The Bob haircut is one of those classic hairstyles that seem to never
go out of trend. It is a very amazing hairstyle. It is very famous and is wearing by
many people. The bob hairstyles are very flexible. Through years the bob haircut
is changed, for example, hair cutting things like as one side short while leaving the
other long but it is still the bob hairstyle. No matter what the current fashion goes,
it is always there. I prefer this style and I always look cool with a perfect hairdo.
Hello! I really like my hairstyle. Its name comes from the word emotional.
My hair is thick and doesn’t have any curls at all and when it grows, it grows outward
and makes my hair look like a bush, so I keep it short all the time. Basically let your
hair get long... like down to your nose or so, then go somewhere and tell them that
you want to look EMO. I dye my hair black in the front and blonde in the back. Then
I gel the front of my hair downwards. After that I take the back/blonde part and spike
it. This can be worn by both boys and girls.
Hey, guys! You see punk hairstyles are bizarre and colourful. I would rather
say a Mohawk hairstyle is popular with those seeking a punk hairstyle. But you have
to be courageous enough to have a shaved scalp with an upright strip of hair running
across the crown of the head from the forehead to the nape of the neck. Are you
ready for that? A punk hairstyle gelled and spiky is often accompanied by leather
clothes and various body piercing.
Hello friends! I adore French braids! These are the braids that tightly fit head
and create different patterns on it. The patterns can be various – from simple parallel
lines to complicated ornaments. With an appropriate care, French braids can be worn
up to 2 months. What kind of hair do you need to braid? All types of hair can be braided
into French braids. The only condition is that hair must be no less than 15 cm long.
How to wash French braids? The braids should be washed with a special non-foamy
shampoo. Accurately wash partings between the braids no more than once a week.
1. A bob hairstyle is out of fashion.
2. An emo hairstyle name comes from the word emotional.
3. You can easily have bob hairdo on your own.
4. French braids should have a special hair care.
5. A punk hairstyle is very often accompanied by leather clothes and body
piercing.
6. For French braids one should have the hair no less than 15 cm long.
7. A Mohawk hairstyle demands only leather clothes.
2.
3.
4.
5.
6.

25
a) Most people agree that having a good haircut can do much to
improve your mood and confidence. Many people complain, however, that
those good haircuts are so very rare!
Listen to the professional talking about different hairstyles. Say why the
hairstyles change from time to time.
b) Listen to the text again and complete it with the words from the box given
below.
• unique • colours • involved • invention • safety • attractiveness •
disappear • machinery • stylists • hairstyle • youth • pigtails •
The extraordinary (1) ….. is the hair that amazes and attracts the most atten-
tion. In many cases, it has been the (2) ….. of an amateur. Professional (3) ….. are
always trying something new, but they usually keep it as a variation of what already
exists. The truly new, and (4) ….. hairstyle does not have to be anything extreme
with artificial attachments and abnormal (5) ….., nor should it simply be a re-inven-
tion of something old. The truly extraordinary hairstyles are natural outgrowths of the
decade in which they were invented. For example, as women became more (6) ….. in
industry, they required hairstyles that could easily be protected from (7) ….., with the
result that the long flowing tresses began to (8) ….. once the woman was of working
age. A good example of a new hairstyle were the short (9) ….. that predominated in
industrial societies, giving the woman (10) ….. , (11) ….., and (12) ….. all in one.
Look through the text of Ex. 4b. Find the synonyms for these words and
expressions. Write them in your exercise-book.
1. To become better.
2. Used not very often.
3. Not professional.
4. Awareness.
5. Not natural.
6. Extraordinary.
Work in groups. Discuss the questions with your friends.
• What hairstyles are popular among the teenagers today?
• Which of them do your friends prefer?
• Can you do any?
• Why do teens sometimes prefer to wear extraordinary hairstyle?
4.
5.
6.

26
Speak in class. Talk about one of your relatives or friends. Use the
following outline to help you.
Physical Appearance
Age
Build: height, weight, etc. (use adjectives like tall, plump, etc.)
Face: eyes, nose, mouth, etc.
Hair: length, style, colour, etc.
Distinguishing/unusual features: glasses, etc.
Clothes
What he/she usually wears: types, typical/favourite colours, materials,
style (trendy, old-fashioned, classic, etc.)
What he/she wears sometimes but doesn’t like.
Your opinion about his/her clothes and whether they suit him/her.
Personality
Use adjectives to describe his/her personality, and give examples
that illustrate those characteristics.
Conclusion
Your opinion about him/her.
Why you become friends (how similar or different you are).
Write about your friend. Describe his/her appearance and personality.
Lessons 7–8.Young People Today
a) Look at the pictures (A–F) on p. 27 and match them to the word combinations
(1–6) given below.
1. Go to the school disco.
2. Participate in a show.
3. Go dancing.
4. Go to the cinema.
5. Watch live music.
6. Try smb’s hand in smth new.
b) Speak in class. Answer the questions.
• Which of the following do you do when you meet with your friends?
• Which do you never do? Why?
• Have you ever organized any of these activities in your school?
• Which of them would you like to take part in?
7.
8.
1.
2.

27
Read the dialogue given below. Which four of the activities in Ex. 1
are mentioned in it?
The teenagers of a secondary school are going to participate in a show pro-
gramme “Face Art Show” during the English Language Week. Young fans
alloverthe school know that the participants are very talented. Everybody
is waiting for a fascinating show and an extraordinary disco party after it.
Ann: You look amazing! I’ve never thought I can paint on somebody’s
face. Like it?
Jane: Let me have a look. Wow! How impressive it is! There’s no doubt,
my face fits the character of Silver Moon now.
Ann: Just a second! Let me finish a star above your eyes.
Jane: Oh, Ann! You are really a gifted person.
Ann: Thank you. I like the costume you are wearing. Have you made it
by yourself?
Jane: Not really. My mum made it, but I helped her to decorate it with
beads and all this romantic stuff.
Ann: You look perfect! How about the show? You are supposed to
dance, aren’t you?
Jane: Yes, of course. It’s the most difficult dance I’ve had. I’ve taken
up jazz and hip-hop*, but nothing could have ever prepared me
for dancing the waltz with my partner.
Ann: Who is the one?
Jane: Andriy, he’s a good dancer and the turns we do… It’s so sweet and
romantic…
Ann: Oh! You have to be proud of Andriy. Boys don’t like classical
dances so he does an amazing job. Now I know that things are
good with you, and where’s Maria? I have to finish her face de-
cor. Here she is! Hi, Maria! You look excited! What’s up?
Olena: That’s all because of Petro! He’s run away again! We’ve never
trained to dance break together. I know that he can dance well,
but practice makes perfect.
2.
A B C
D E F

28
Ann: Don’t worry. Everything will be OK. There’s no doubt you know how
to perform a break dance. Listen to music and you’ll do it. My dear
bright Autumn Flash. You look fantastic! There’s nothing I can add
to your face. It radiates warmth; the colours of autumn are terrific!
Olena: Thank you ever so much. We have to hurry up. See you in the
school assembly hall.
Ann: Bye! See you soon.Take care and good luck!
1. The children are preparing for a school carnival.
2. They have painted their faces and have made wonderful costumes.
3. Jane has never danced the waltz before.
4. Olena and Petro are going to perform a break dance.
5. Ann does the face decor.
6. The girls made their costumes by themselves.
Report the sentences from Ex. 2 given in bold.
Look at the photos. Describe the children’s appearance. What role do you
think they played in a show?
3.3.
4.4.
5.5.
7.
8.
9.
1. How popular are the activities from Ex. 2 in your school?
2. Are there any other forms of entertainment that are currently popular
with the teenagers?
3. Is the youth subculture influence increasing in the place where you
live? In what ways? If so, do you think this is a good or a bad thing?
6.6.
1 2 3
4 5 6

29
Read and complete the sentences. Put the verbs in brackets into the correct
tense form and voice.
Awhole genre of dressing (1) ….. (also, to associate) with the breakdancing
scene. Breakdancers typically (2) ….. (to wear) low pants, T-shirts and a hat tipped
sideways. The dance (3) ….. (must, to do) in sneakers, for the dancer’s safety. Break-
dancing (4) ….. (to know) as an especially dangerous sport for several reasons. It is
not unusual for a dancer (5) ….. (to get) something caught, stubbed or stopped
while moving in the air. Breakdancing (6) ….. (to include) moving the feet sideways
and onto the toes, spinning on the knees, head, hands and elbows, mock fighting
moves,andpantomime,anelementintroducedin
California in the 1980s. Movies in the 80s (7) …..
(to make) these moves famous, like Beat Street,
Spinnin’ and Breakin’. The nature of the dance
was that it (8) ….. (to improvise), never learned,
so upon seeing these films, American kids
immediately (9) ….. (to begin) making up their
ownbreakdancingmovesinthebasementsacross
America. Michael Jackson’s famous “moonwalk”
and M.C. Hammer’s pumped-up dance style
(10) ….. (to be) just improvised form of break-
dancing. Elements of this dance (11) ….. (to be)
still present today, in rap videos.
Read and act out the situation.
You were present at the school show yesterday. Talk about your impressions.
Who became the winner in the dance and costume competition? Say what
kind of costume you would like to wear if you had participated in this show.
a) Read the paragraph from one of the speeches by Peter the Hermit, a
medieval priest of Amiens. It dates back to 1050. (Of course, its language
is adapted).
b) Write what you think of it. What problems concerning youth did Peter the
Hermit arise? Are the problems the same even today?
The world is passing through troubling times. The young people of
today think of nothing but themselves. They have no reverence for pa-
rents or old age. They are impatient of all restraint. They talk as if they
knew everything, and what passes for wisdom with us is foolishness with
them. As for the girls, they are forward, immodest and unladylike in
speech, behaviour and dress.
~Peter the Hermit
Source: http://www.quoteland.com
7.
8.
9.

30
Lessons 9–10.Writing an Autobiography
Look at the photo. What can you say about Erika’s character and appearance?
What kind of a person do you think she is? What is she interested in? What
kind of family does she live in? Where does she study?
Listen to Erika Baker talking about herself. Choose the correct item to
complete the sentences.
1. Erika was born on June 15, 1994/July 15, 1995, in Sarasota, Florida.
2. Erika lives with Aunt Molly/her father, mum, brother, and Aunt Molly.
3. She studies at Booker High/Elementary School.
4. School Administration Board awarded her with one certificate/a couple
of certificates for perfect attendance and two for being named the Best
Student of the Year.
5. The girl has one bosom friend/a few close friends in her school.
6. In ten years time she thinks she will probably be still living in Florida/
in another state of the USA.
1.
2.
3.
4.

31
Read Erika’s autobiography. What new things have you learnt about her?
An Autobiography
By Erika Baker
My name is Erika Baker. I was born on June 15, 1994, in Sarasota, Florida. I still live
in Sarasota, Florida, and study at Booker High School. I live with my father, Mr Chris-
topher Baker; my mum, Mrs Katherine Baker; my brother, Jake; and my Aunt Molly.
Who I am in life
I started school when I was six-years-old. I went to a kindergarten through the fifth
form at Booker Elementary. While I was there, I won an award for perfect attendance.
Ialsowonanawardforhonourrollallfourterms.ThenIattendedBookerMiddleSchool.
There the School Administration Board awarded me with a couple of certificates, too:
one for perfect attendance and two for being named the Best Student of the Year one in
the sixth form and the other in the eighth form. I am now a senior at Booker High School.
After finishing school I plan to continue my education in a community college.
What life means to me
Life to me means friends and family who you can trust to and who trusts you. I am
pretty much on the happy side of life, but like all teens I have my “days off”. That means I
havesomesaddaysordepresseddays.Ihaveafewclosefriendsinmyschoolandwhen
I am having a bad day, I have someone to talk to. My friends say that I’m honest, reliable
and well-wishing. I make my school days go by trying hard to get good marks at school.
I always spend much time with my friends at the weekends. Our favourite places to go
are the local park and the cinema. I don’t want to become a professional sportsman, but
I enjoy swimming and gymnastics. I’m interested in music and modern dancing.
What’s my outlook on the future
In ten years time I think I will probably be still living here in Sarasota. I will be quite
comfortable with my living situation, meaning that I will have my university diploma.
I’ll start working, or will run my own business. I’ll be married. Probably, I’ll have a
child. I hope that I’ll be happy.
Conclusion
As I’ve mentioned before, I was born here in Florida and I’ve lived here my whole life.
IwouldliketoseemoreoftheUSAandothercountries.Iwanttofindgoodfriendsaround
the world. I hope that my knowledge and persistence will help me to succeed in life.
My motto is: “What you dream about, can be easily done. Just do it.”
Work in pairs. Look through the autobiography of Ex. 3 and discuss the
questions.
1. Is the language formal or informal? Give examples.
2. What is the purpose of each paragraph?
3. What information does Erika give about herself?
4. What examples from her school life does she think are really important?
5. What linking phrases does she use to match the paragraphs into one story?
3.
4.

32
Read the recommendations on how to write the autobiography given below.
The Autobiography
The autobiography is an explanatory piece designed to give back-
ground information on a person.
The first thing you do when writing an autobiography is start off with
a lot of facts about your life; for example, when and where you were born,
where you live (city and state), where you go to school and who you live
with. You have to give a lot of information so that your reader can clearly
understand what is going on.
Why to write:
to give information to someone who will introduce you to someone
else (to your host family, for speech, etc.);
to give your personal information to the educational establishment
you’re going to study at;
as a part of a media kit.
How to write:
to develop a logical outline;
to write a commanding lead;
to flesh out your ideas;
to vary and simplify sentence structure and language;
to make sure there’s a logical flow and comprehensive coverage;
to check for consistency and tense;
to edit;
to proofread.
What to write about:
to open by identifying your name, title, and achievements;
to summarize your accomplishments, and activities;
to add human-interest details (computer skills etc).
You are going to the UK for two weeks in the summer to study at
a language school. While you are there, you will be staying with an English
family. Write your autobiography to help the school administration board
find you the family you’d feel comfortable with.
a) Before you write, answer these questions.
1. Will your autobiography be formal or informal?
2. How many paragraphs will it consist of?
3. What are they going to be about?
4. What kind of information do you need to include about yourself?
5. What is the conclusion going to be about?
5.
6.
1.

33
b) Write notes for each paragraph. Think of the details and examples from
your personal experience.
c) Write a paragraph plan.
d) Write your autobiography.
e) When you have written your autobiography, make sure that you have:
• used the correct language;
• used all important details (check with your notes);
• added examples from your life experience;
• at least have five paragraphs;
• have a conclusion.
Lesson 11. A Youth Organization
a) Read the information.
Lord Robert Baden-Powell (1857–1941) was the founder of the Scout move-
ment. In 1907 he started a special programme for young people. 20 boys were
brought together in a camp in Dorset, Britain, to try out his ideas.
Today about 28 million people in 216 countries take part in the adventure
of Scouting. In 2007 the world’s largest youth movement celebrated its 100th
birthday.
b) Look at the emblems of the Scouts organizations in Ukraine. Do you have
one in your region? What is the aim of this organization?
1.1.

You are going to read the Ukrainian Scouts Laws. Use the dictionary
to know the meaning of the words in the Vocabulary File.
fair • productive •
• truthful • conscientious • punctual • frugal • just •
Read the “Scout Laws” of the Ukrainian Scouts. Say which character
traits the young scouts have to develop in themselves.
Scout L aw s” of the U krainian Scouts
The Ukrainian Scout Laws consist of fourteen “commandments”, which
describe an “ideal scout”. They state the traits, which describe a desirable
behaviour pattern in the member.
The scout has to be:
0 Truthful
0 Conscientious
0 Punctual
0 Frugal
•»Just and fair
0 Friendly
The scout should:
0 Care about health and beauty
0 Always be of good cheer
0 Helpful and kind
0 Productive
0 Disciplined
0 Industrious
•»Control his/her emotions
© a) Work in small groups.
Think of your own youth club, either a real or an imaginary one. State
clearly the purpose of the club. Discuss the laws for the members of your
club to follow.
b) ts t Write a list of 12 rules for the membership In the youth club you’ve
decided to organize.
c) Qallery Walk. Make a short presentation about your youth club and its
rules. Then answer your classmates' questions.

12.TestYour Skills
-X L You are going to listen to six people talking in different situations.
For questions (1-6) choose and write the letter of the correct answer in
your exercise-book. There is always one correct answer.
An example (0) has been given.
0. What does Tom want to say?
a) H e has no problems at the moment.
b) H e ’s got only one problem.
c) H e doesn't need a bike.
•/ d) H e has some other problems to think about.
1. W hy did a girl look worried?
a) She has lost a ticket to the cinema.
b) She wanted to watch a film.
c) Her friend hasn’t come.
d) She wanted to sell an extra ticket.
2. What are the friends going to do on Saturday evening?
a) They are going to stay in and do their homework.
b) They are going to watch a DVD.
c) They are going to watch a DVD and babysit.
d) They are going to babysit.
3. What is the favourite place of young people?
a) A school youth club.
b) Two cafés.
c) A bowling club.
d) A snack bar.
4. W hy does Mum ask her son to take his brother with him?
a) Because it is really a hot day.
b) Because they have a game this afternoon.
c) He likes to go to the river.
d) He likes swimming.
5. W hy didn’t the girl notice her present at first?
a) It was in the room downstairs.
b) It was on the table between books.
c) She didn’t like the present.
d) There was no present in her room.
6. W hy can’t a person make a call?
a) There’s a thunderstorm outside.
b) She doesn’t have the telephone number.
c) The telephone iwbroken.

w a l Reed the Rules of Life for Teenegere. Which of thom do you find
useful? Whet proMeme dooothe author give reoommendetlone on?
^ ------
of Life for Teenager«
(A fte r Charles Sykes)
Rule 1. You have to work hard to achieve your aim. Life is not easy. Neither is
anytaskwe haveto do. The phrase “it's notfair” isa lame excuse forthe tilings you
haven't done on time.
Rule 2. Theschoolcaresaboutyourself-esteem betterthanthe realworld does.
It expectsyou to accomplish something before you feel good about yourself.
Rule 3. ifyouthinkyourteacheristough,wait untilyou geta boss. Hewon’t wait
untilyourskills become better.
Rule 4. if you mess up, you are responsible. It’s not your parents’ fault. This is
the flip side of "It's my life,* and “You’re not the boss of me,”and other often-used
phrases byyoung people.
Rule 5. Respect your parents. They got that way trying to make /our life com- ;
fortabie, payingyour bills, cleaning up your room and listening to you tell them how j
Idealistic you are. Don’t think your parents’ advice are old-fashioned. j
Rule 6. LifeIsnotdivided intosemesters, and youdon’t getsummers off. Noreven j
Easierbreak. They expectyou to show up everyday. Forat leasteight hours a day. i
Rule 7. Television is nota real life. Your life is not a sitcom. Yourall problems will
notbe solved in30 minutes, minustime for commercials. In real life, people actually j
have to make decisions and solve the problems. Your friends will not always be as ;
polite as JenniferAniston. j
Rule 8. Enjoy life while you can. Sure, you think parents are a pain, school’s
a bother, and life is depressing. But someday you’ll realize how wonderful it was to
be a kid. Maybe you should start now. You’re welcome.
© Read and complete the aentences.
1. You have to work hard to .......
2. The school cares about your self-esteem.......
3. If you mess up,.......
4. You have to every day.
5. Respect your.......
6. You have to solve your problems b y .......
7. Enjoy life while.......
© Report the questions.
1. Katia asked, “What are you going to do tomorrow, Jane?”
2. Semen wanted to know, “Did you make this costume by yourself, Chris
tina?”
3. Vasyl wondered, “Have you decorated the school assembly hall for the
party, Oleh?”
4. Victoria was interested, “Where did you learn to dance so well, Maria?”
5. James asked, “Are you going to participate in the show, Helen?”
6. Larysa wanted to know, “Who wrote that invitation card?”

© Put the verbs In bracket« Into the correct tenae form and voice.
1. A lot of different material (to use) to prepare this project.
2 y ou (always, to share) your views with the others?
3. Look at these certificates! I think you (already, to achieve) a lot.
4. W h en a thematic evaluation (usually, to make)?
5. Our own learning (should, to organize) well as w e .... (to have) final
exams at the end of the school year.
6. All the school facilities (to repair) by the beginning of the new
school year.
Work in pairs or in small groups. Discuss the quotation. Then make
a short presentation in class. Talk about the things you agree or disagree
with.
I see no hope for the future of our people if they are dependent on the
frivolous youth of today, for certainly all youth are reckless beyond words.
When I was a boy, we were taught to be discrete and respectful of elders,
but the present youth are exceedingly wise and impatient of restraint.
’-Hesiod
_^
You’ve found the following letter on the Internet and you decide to
respond.
&
M y name is Kathleen White and I ’m 14. I ’m looking for a penfriend
anywhere in the world to share my thoughts with. I ’m a member of the
Girl Guides Organization. I f you are interested, click on my e-mail ad
dress and write a letter of introduction.
Write a letter of about 100-150 words to Kathleen including the following
points:
• give your name, age, nationality;
• say what you do and why you are writing;
• describe your appearance and personality;
• say something about your life and Interests;
• ask her about the same things.
Start your letter like this:
DearKathleen,

Think of your records. Decide how well you know it.
4 = very well, 3 = OK, 2 = a little, 1 = needs to improve.
Skills Now lean... 4 3 2 1
• talk about myself □ □ □ □
^ A • talk about my friend’s character and n □ □ n
L o V
describe his/her appearance
• talk about youth life and interests □ □ □ □
• understand the information during the dis n n n n
cussion
• do a multiple choice test □ □ □ □
• read and understand a magazine article □ □ □ □
• find the necessary information quickly □ □ □ □
#
• write an autobiography □ □ □ □

i /1 0 m tM y o u u h / 1 ...
beadcmdfoM> cdvid...
*f the natural and built environment
& different species of animals, birds and plants
National Parks of Ukraine and the UK
(£ a m how- to...
# describe a landscape
«p ill in the gaps with the necessary words
while listening to the storyi f'*?*4i
m defining and non-defining relative clauses
# a leaflet/a report
0 a presentation
Aâîj, .

51 Js*.
’ V
[ft?■'
“*i *
p * Wf- cxir.not a*mr>innd 'icunre
except by obeying her
- ■fitw m •yjaw n
Study nature, love nature, stay ,£
close to nature ItuJi nevoi »mi «
you.
№
0 7!iC hapoif;'..? non isth* u: •
who learns from nature the lesson
of worship.-
■ I/rdf/t »tern//
There is a way that nature speaks, that
if: land speaks. Most of the time we are
k simply not patient enough, quiet
w ‘ enough, to pay attention to the story.

c 1-2. This Is Our Earth
o i Listen and read. Say how you understand the title of the poem.
eb of Life
An invisible web,
as fragile1as dreams,
links mountains to forests
and rivers to streams.
Through woodlands and forests;
where seas flow and ebb2,
over ice caps and deserts,
life weaves a great web.
From plankton to whales,
all life great and small
depends on each other.
Life’s web links us all.
And we must take care
of each gossamer3thread4,
for we are all part of
this great world wide web.
By Jane Clarke
© Work in pairs. Discuss the questions.
1. What kind of web does the author talk about?
2. How are the parts of the Earth connected with each other?
3. Why does the author say that our planet is fragile?
4. What do the people have to do if they want to save life on the planet
Earth?
IFragile KpHxicnfi, cjmfhcMii.
II An ol>l> iiiAii.ilnii (MopruKuU).
" A kohhiiiiht ociimc imiiyTiimm.
1A tlircnd iimicii.

S B ■) Look atthe mindmap and talk aboutIt. Howanaall tha thlnga oonnaotad
on tha planet larth?
b) Work In p«lra. Oavalop ‘Tha Wab of Ufa* wtth tha nouna from tha poem
of Ex. 1. What other worda can you add to It?
Read the article and saywhat environmental problems people are concerned
about.
environment means simply what is around us. On a local scale,
iment is the area around our home or our school. On a larger scale,
an?is the whole world - all the cities, countryside, forests, seas and
:we breathe The natural environment, commonly referred to simplyas
intent, comprises all living and non-living things that occur on Earth or
»region thereof A geographical area is regarded as a natural environment, if
tan impact on it. is kept under a ceitain limited level. This level depends on
3№ccontext, and changes in different areas and contexts. The natural envi-
tis contrastedwiththe builtenvironment, which comprises the areas ar|^
ithat are sfro^TgiyInfluenoe#byman.
^ eo$$*rned ab$utjjM er or hojse where we live. °r lack qf treeS or
Important ttlS;to aotvfctheenvirppfti^htat
of the greatest environmental con-
"Jtton,airpoli#tlpn, nufcte#poButton).

Lookthrough tho toxt of Ex. 4 on p. 8 and try to understand the moaning of
tho highlighted wordsfrom the oontoxt. If you have anydifficulties, oonsult
the dictionary.
'• Look through the text of Ex. 4 again and complete the sentences,
• the eitt$fon#urttt ♦ to refer •
n * destruction f /w ildlife » shortage • natui
#to £&fluenc6 * to endanger • Utter •
1. The environment means.......
2. On a local scale, the environment is ..... .
3. On a larger scale, the environment is .
4. The natural environment comprises.......
5. The natural environment is contrasted with.......
6. We might be concerned about......
O Find the words in the text of Ex. 4 to match these definitions.
1. All living and non-living things that occur on the planet Earth.
2. To mention or speak about someone or something.
3. To consist of particular parts, groups, etc.
4. To make someone feel worried or upset.
5. The act or process of destroying something or being destroyed.
6. Animals and plants growing in natural conditions.
7. A situation in which there isn’t enough of something that people need.
8. Something such as useful land, or minerals such as oil or coal, that exists
1. The environmental was caused by the road building programme.
2. The City Council has to take measures to protect the area’s ......
3. The house two bedrooms, a kitchen and a living-room.
4. This area is said to experience a ..... of fresh water.
5. We agreed not to to the matter again.
6. Nowadays people are concerned about the development of energy ......
7. The report the destruction of rainforests.
8. People between 18 and 30 are much more concerned about the .....
themthe older generation.
© Work In pairs. Ask and an8werthe questions.
1. What different types of environment do you know?
2. Is it important to keep the human impact oh the environment under a
certain limited level?
8. What should people be more concerned about?
4. What environmental problepia are of major concern in the place where
O
in a country and can be used to increase its wealth.
Complete the sentences with the words from Ex. 7.
you live?

3 a) Speak in class. Say what you see in tho photos. What kind of the environ
ment do people live in? What environmental problems might they be con
cerned about?
b) Work in pairs. Ask and answer the questions about the photos.
Write a few sentences about the place where you live. Do people
respect the environment there? Are there any environmental problems
there?
plants.
• a lion • a tiger • a deer • a hippopotamus • a fox • an orangutan •
a hare • a parrot • a squirrel • an ostrich • a pelican • an emu • a swan •
a crane • a kangaroo • a buffalo • a dove • a tulip • a snowdrop • a zebra •
1can see a lion (...) at the Zoo... ( in the Safari Park, on a farm, in the wild, etc).
O The article you are going to read contains the names of several different
animals and plants. Look through the article quickly and find all the diffe
rent plants and animals and make a list.
You are going to read an article about the Ascanla-Nova Nature Reserve.
Choose the most suitable heading from the list (A-F) for each part of the
article (1 4). There Is one extra heading which you don’t need to use.
There is an example (0) at the beginning.
imttimouv,

A Whflt Makes the Famous Reserve's F/Xlstenrre Possible
B What 1» the Dendrologieal Pork l/lke?
C The Flora and Fauna of Ascania-Nova
D A Steppe Oasis
E Zoo Collections
F Save for the Future
<Ascania-Nova - Ukrainian National Nature Reserve
B o I ....I Z H Z Z I ;
The Ascania-Nova Nature Reserve, which is spread over the area of about 34,000
hectares, is a steppe oasis - a “small paradise". It is situated in the steppes north of the
Black Sea in Kherson Oblast, Ukraine. About one third ofthis area isoccupied bythe virgin
steppe. 200 hectares are given to what is called “the Dendrological Park" (‘dendrology’ is
the study of trees) and the local zoo occupies the area of 62 hectares (150 acres).
n ........................................ I
This Biosphere Reserve, where new ways of farming are tested, is also a re
search centre. Both flora and fauna are studied and protected at Ascania-Nova
There are hundreds of species of plants to be found there, 85 of which are consi
dered to be rare and 12 have entered the Red Book of Endangered Species. In spring
the vast plains of the Reserve are covered with blooming yellow ‘Scythian tulips’.
Ascania-Nova is the shelter for many animals which have entered the Red Book of
Endangered Species and are under the protection of the state. Wandering through
Ascgnia, one can see hunting foxes, easily-frightened hares, graceful grazing deer,
ground squirrels enjoying the warm sun. The animals seem to know that they are
protected and that no harm or menace should be expected from a man. There are
several species of sngkes and over 2,000 species of birds.

The Dendrological Park is made up of two parts: an old section with the trees
over a hundred years old, and a new one with the trees which are under thirty years
of age. Altogether there are 939 species of plants which are under protection. They
come from different places and continents.
I
The Ascania-Nova Zoo has many species of birds, such as: ostriches, emu,
swans, cranes, to name just a few. Some species of mammals that are kept in the
Zoo are also very rare.
□ '' 1
The rich collection of plants and animals in the Ascania-Nova Biosphere Reserve
needs a lot of care which can make its existence possible.
Ascania-Nova now is a major tourist attraction, not only a place where rare and
endangered species are taken care of and are given excellent opportunities to sur
vive. Any visit to this Nature Reserve will be a memorable and highly enjoyable ex
perience.
© Look through the text above and try to understand the meaning of the high
lighted words from the context. If you have any difficulties, consult the
dictionary.
to spread over • steppe • to occupy • species •
a shelter • graceful • rare • endangered • a crane • a mammal •
Find and read a word or a phrase in the article that has a similar meaning to
each of the following words and phrases.
1. Unique - .......
2. A territory - .......
3. Kinds - .......
4. Home - .......
5. Scientific - .......
6. To cover - .......
Read the text of Ex. 3 and choose the correct item to complete the sen
tences.
1. About one third of the Ascania-Nova Nature Reserve is occupied by
a) the Dendrological Park
b) the virgin Hteppe
c) tho AHcnnin-Novn Zoo
O
o
f i z z :

2. This Biosphere Reserve, where is also a research centre.
a) archaeological finds are made
b) new types of plants are grown
c) new ways of farming are tested
3. There are hundreds of species of plants to be found in Ascania-Nova, 85
of which are considered and 12 have entered the Red Book of Endan
gered Species.
a) to be medicinal herbs
b) to be disappearing
c) to be rare
4. This reserve is the shelter for many animals which and are under
the protection of the state.
a) have entered the Red Book of Endangered Species
b) can be found only here
c) are taken care of by the environmentalists
5. Altogether there are 939 species of plants which.......
a) come from many European countries
b) are carefully studied in the research centre
c) come from different places and continents
6. The rich collection of plants and animals in Ascania-Nova Nature Re
serve needs a lot of care which.......
a) can save this part of Ukraine for future generations
b) can make its existence possible
c) can become a good place for ecotourism in Ukraine
Relative Clauses
© a) Read the sentences ignoring the relative clauses in bold. Choose and
say which sentence still makes sense without it.
1. The Nature Reserve which I ’ve visited attracts many tourists.
2. Ascania-Nova, which was Freidrich F. Falz-Fein’s native village, was
the place of unique beauty.
b) Read and choose the correct items to complete the sentences.
1. The relative clause usually comes before/after a noun and gives essen
tial or extra information about this noun.
2. It gives essential/extra information in sentence 1. We can/can’t under
stand what Nature Reserve the person is talking about.
3. It gives essential/extra information In sentence 2. We can/can't
understand what Nature Reserve the person is talking about.

o Read tho Information and say what type of tho rotative clause tho senten
ces from Ex. 7a contain: defining or non-doflnlng.
c re are two types of relative clauses: defining and non-defining.
With both types, we use different relative pronouns depending on what
we are referring to:
who for people (and animals when we want to give them a personality);
**which for things(andanimalswhenwedon’t want togive themapersonality);
where for places;
tf when for times;
why for reasons;
whose the possessive of who.
Defining relative clauses come after a noun and tell us which person,
thing or place we are talking about. It gives us the essential information.
We cannot remove the relative clause and still understand the sentence. If
we remove the relative clause, the sentence doesn’t make any sense.
With defining relative clauses, we:
tf cannot use commas;
0 can replace who, which, when and why with that.
Non-defining relative clauses give us extra information. W e can
remove the relative clause and still understand the sentence. In non-defin-
ing relative clauses, we use who, whose, where and which, but we do not
use that.
With non-defining relative clauses, we:
0 must use commas;
cannot replace the relative pronoun with that;
0 cannot even leave out the relative pronoun.
O Read and choose the correct words to complete the sentences.
1. We can/can’t use that instead of which in sentence 1 (Ex. 7a) because
the sentence contains defining/non-defining clause.
2. We can/can’t use that instead of which in sentence 2 (Ex. 7a) because
the sentence contains defining/non-defining clause.
These phrases appeared in the article on pp. 4 5 -4 6 . Without looking back,
write down all possible relative pronouns. Put a dash (-) if the relative pro
noun can be left out. Then check your answers by looking back at the article.
1........is spread over an area of about 34,000 hectares.
2........is called “the Dendrological Park” .
3........new ways of farming are tested.
4 are considered to be rare.
5 have entered the Red Book of Endangered Species.
6 they are protected.
7 no harm or menace should be expected from a man.
8 urn kept in the Zoo.
1).........can make its existence poHHible.

0 Look through the text of Ex.3 on pp. 4 5 -4 6 again. Find and read aloud the
sentences with the relative clauses. Decide what type of relative clause they
contain.
Say why you would like to visit Ascania-Nova. Use the relative clauses.
Ascania-Nova, the place where I ’ve never been before, is famous for its
unique collection of plants and animals from around the word.
Read and complete the text with the correct relative pronouns: which
(x2), who, where, that(x2). Decide and circle D (defining relative clause) or
ND (non-defining relative clause).
q r
■ 7 rrom the History of Ascania-Nova
Ascania-Nova is situated on the land (1) (D/ND) was
bought for a settlement of ethnic Germans. Before that time it
used to be the virgin steppe zone (2) (D /N D ) only wild ani
mals lived and (3) (D /N D ) tall grasses were swaying in the
wind.
Freidrich F. Falz-Fein, 1863-1920, (4) (D /N D ) was born
and raised in the village of Ascania-Nova, had a fancy for wildlife
and its preservation for the generations to come. He had an
ambition to turn the area into a ‘paradise on the planet Earth’,
a nature reserve (5) (D /N D ) would be world-famous. He
was a very determined man and managed to make his dream
come true. He brought to the Reserve (6) (D /N D ) he had founded animals and
plants from many parts of the country and of the world. All in all, he brought to Ascania-
Nova many species of plants, 52 species of mammals and 208 species of birds (7) (D /
N D ) were naturalized there.
He wanted to have a park around his estate. The park eventually grew into
a small forest. At the very end of the 19"' century Freidrich Falz-Fein founded and
opened a museum (8) (D /N D ) stuffed animals of tho local and world’s fauna, a
collection of birds' eggs, archaeological finds made in tho area of Ascania-Nova
wnro exhibited.

(
3 6. National Parks of the UK
o a) Work in pairs. Write a few questions to ask your friends about the protec
tion of nature. Start them with: What...? Where...? Why...? How...?
b) Discuss the questions in small groups.
VOXM TlAie:
1. Why are people so interested in nature protection?
2. What needs protection nowadays (animals, plants, etc.)?
3. What are the National Parks and why do we have them?
4. Who looks after the National Parks?
5. How do you protect the environment?
O a) Listen and read the word combinations in the Vocabulary File.
b) Make an imaginary journey across Great Britain. Look at the photos of
the British landscapes and talk about them. Use the words from the box.
• beautiful nature • the majestic beauty • a pictu
resque view • a marvellous/breathtaking landscape • breathing spaces •
enchanting waterfalls • the stunning countryside • an amazing scenery •
towering mountains • woody hillsides • a dramatic coastline • to admire •
to discover • to wander through • to feel the warmth of smth« to enjoy •
to stroll through gardens • to take a journey •

(Do xm m u c :
This beautiful country offers everything the visitors could wish for. They
can wander through stunning countryside, under miles of big skies in
Scotland. They can feel the warmth of the sun rays while walking along
a dramatic coastline in the east of England. They can stroll through wonder
ful gardens in Kent or admire the enchanting waterfalls in the Lake District.
Whatever holidaymakers are looking for, they’ll find it in the UK. Etc.
Look at the map of the National Parks in the UK. Read the information on
p. 52 and say as in the example.
V a xm Jih :
The New Forest National Park is situated in the south of the UK. It was
established in 2005.
1. Loch Lomond and the Trossachs 2. Cairngorms 3. Northumberland
4. Lake District 5. North York Moors (i. Yorkshire Dales 7. Snowdonia*
8. Peak District 9. Brecon Iteucons 10. South Downs 11. Dartmoor

т
• Iational Parke in the UK
Land area covered by the National Parks:
England: 8 National Parks cover 7 % of the land area
Wales: 3 National Parks cover 20 % of the land area
Scotland: 2 National Parks cover 7.3 % of the land area
* * *
Order of the National Parks Designation in the UK;
•»Peak District (1951)
•»Lake District (1951)
•'Snowdonia (1951)
Dartmoor (1951)
** Pembrokeshire Coast (1952)
v North York Moors (1952)
0 Yorkshire Dales (1954)
Exmoor (1954)
Northumberland (1956)
* Brecon Beacons (1957)
•'T he Broads (1989)
v Loch Lomond & The Trossaehs (2002)
»»Cairngorms (2003)
New Forest (2005)
o i You are going te read a magazine article abeut the Snowdonia*
National Park, Four paragraphs have been removed from the article,
Choose from the paragraphs (A-D) the one which fits each gap (1-4),
There is an example (0) at the beginning,
A During the period of the industrial Revolution, numerous mines and
hillside g&llaries were opened with significant influence on the region
and its communities,
H It takes its name from Snowdon* which, at I ,086 m (3.560 feet), is the
highest peak in Wales and England, Ali in #11, there are more than 00
summits over 2,000 feet high and 16 over §,000.
С Amongst the arctic alpine plants found in the high peaks, the Snowdon
Lily is unique to Snowdon, So is the Snowdon or Rainbow Beetle,
I) Ronmanta of the one» common oak, ash, rowan and bagel woodlands are
found throughout the Park whilst the beautiful rivers and Wi miles of
coastline end sandy beaches ООПtribute to the overall diversity of habi
tat forms.
It is tin»second hirgitst of tlm 11 National J'arks In I'lngland and Wales,

General Overview
The Snowdonia National Park was established in 1951.
E B e .............
The Park covers 2,132 square km (823 square miles).
a z z z z _________ i
Apart from the beauty and charm of its high mountains, Snowdonia has
natural and semi-natural habitats. It is a delightfully varied landscape of steep
river , waterfalls, paths and green valleys.
a __-i Z ]
There are over a hundred lakes which are more than an in size in Snowdonia.
Wildlife
With its varied landscape and wide range of habitats, high mountains, wooded
valleys, rivers, lakes and coastline, it is not surprising that Snowdonia supports
communities of plants and animals which are of international and national impor-
tance.
a ]
There are 17 National Nature Reserves in Snowdonia; more than in any other
National Park in England and Wales; and 56 sites of special scientific interest.
History and Culture
Snowdonia’s landscape illustrates the history of the area through the Stone Age
, Roman forts, churches, castles, and other indus
trial works.
Ancient stone burial chambers prove the relationships humans and wildlife have
had in Snowdonia since 4,000 B.C,
a .................................. :........ i z z z z z j
Today the main land-use is sheep farming and cattle farming with
becoming more important relatively recently. The tourism industry conti
nues to grow with many coastal towns having already developed as seaside resorts
and yachting ports.
<Jnowdonia National Park

oRoad nnd sny If tho statom onts aro truo or falso.
1. The Snowdonia National Park is the largest National Park in England
and Wales.
2. The Snowdonia National Park is recognized nationally and interna
tionally.
3. The Park is famous only for the beauty and charm of its mountains.
4. There are more National Nature Reserves in Snowdonia than in any
other National Park in England and Wales.
5. The territory of the Snowdonia National Park has never been changed
by the people.
6. Today the main land-use is sheep farming and cattle farming.
lr Look at the pictures and talk about the activities people can do when
they are having a rest in the National Park. Use the word combinations from
the Vocabulary File on p. 50.
cyclingwalking watersports
horse riding climbing fishing
^ wildlife watching [ h u l l ......line]

( w//forUo:
A: The National Parks have some of the best climbing areas in Britain,
from traditional routes, where the sport of rock climbing began, to
dangerous rocky cliffs hanging above the ocean waves. Those people
who are interested in rock-climbing can find the best places to check
their strength and abilities. I hope that there are the mountain guides
who get a safe introduction to the beginners in climbing.
B: The National Parks are famous for the breathing spaces of wildlife.
That’s why the tourists can enjoy wildlife watching. Everyone can
spend some quiet time watching the rare, colourful and sometimes
spectacular plants and creatures that live there.
O a) Listen to the children talking about their weekend in the Snowdonia
National Park. What activities have been mentioned in their stories?
Copy the chart into your exercise-book and tick (S ) the correct boxes,
b) Say which of the activities in the list given below you’d like to do in the
National Park.
Activities Mary Theodore Patrick
Walking
Cycling
Horse riding
Watersports
Climbing
A ir trip
W ildlife watching
© Choose the correct item to complete the sentences: which or where, that
or what, then read them.
1. Put this encyclopedia back in the bookcase which/where you took it
from when you’ve finished.
2. That’s the village which/where I was born in.
3. The National Park in which/where you can do the bird-watching is a
few miles away.
4. The open-air museum which/where the tourists enjoyed visiting
closed down a couple of years ago.

5. This is the house which/where I grow up In.
(». Some environmental problems that/what occurred were predictable.
7. They’ll protect all the endangered species of animals that/what they
think have their habitats there.
8. No one was expecting that/what came next.
9. It’s that/what I had read about before.
10. It’s just that/what I’ d like to know about.
f j/ d -
oYou are a radio news reporter. Make a news report which includes the inter
view with an environmentalist who works for one of the National Parks. Use
the prompts given below to help you.
The news reporter: You / to say / the woods of... / the steppes of..., etc. /
something is wrong / . / Why / you / think so / ?
The environmentalist: The first thing / wrong with... (the forest, etc.) /
the silence /. / You walk in... / you / don’t hear / anything / . / You
can’t admire the... (birds’ singing) / as it used to be / . / Isn’t that
terrible / ?
The news reporter: You / to mean / some species of... / to disappear / ?
The environmentalist: According to... / birds / animals, etc. / to fight
extinction / .
The news reporter: What / the main reasons of.../ you / to name / ?
The environmentalist: I think... / In my opinion...
The news reporter: Isn’t / late / to save / our closest living relatives / ?
The environmentalist: I believe / it’s not / too late / . / People / can help /
/ by... / more parks / and... / .
<» Describe one of the photos given below in a written form. Where do
you think they were taken? Why would you like to visit these places?

7 7
rjmm /. National Parks Around the World
o You’ve been asked to produce an information leaflet about one of the
National Parks around the world.
Work in groups. Find information about it. What species of animals and
plants are protected there?
© Prepare a leaflet or write a short report, including the following:
1. A brief description of the area that you studied (what part of the
world it is, what country, etc.).
2. Any problems that you found out about.
3. The results of your study (include a list of the endangered species of
animals, birds or plants, etc.).
4. Photos or sketches of the famous Nature Reserves in the area.
5. Suggestions of the environmentalists for the ways of saving nature
on this territory for future generations and measures that have
already been taken by people.
© Gallery Walk. Make a short presentation about the area you’ve studied and
prepared the information about. Then answer your friends’ questions.
r?i

Write questions to get more information.
1. Red squirrels are endangered species which number has been greatly
reduced during the last 100 years.
2. The National Park Authority’s current challenge is finding the ways
of encouraging tourists to take care of the environment they come to
enjoy there.
3. This lakeshore used to be different many years ago.
O Choose the correct item to complete the sentences: which or where, that
or what, then read them.
1. Anything that/what she says is bound to be rubbish.
2. That/What they told us about came as a surprise to us all.
3. Everything that/what they had promised to me was done.
4. I was amazed by the things that/what we saw in the Ascania-Nova
Nature Reserve.
5. Everything that/what I found there was amazing.
6. The research centre which/where different species of plants and ani
mals are studied is not far from here.
7. Is this the place which/where we’re supposed to have a discussion about?
8. Do you know the name of the animal which/where we saw there?
9. This is the place which/where archeological finds started.
10. It’s the city in which/where the worst environmental problems in the
country exist.
O a) Work in pairs. Look at the photos and discuss the questions on p. 59.
Windermere Lake, the Lake Dint riel National Park.

1. What season in it likely to be?
2. What do you think the positive and negative effects of all these peo
ple to the area might be?
3. Are there any competing uses for the lake?
4. What facilities do you think there might be for tourists in nearby
Bowness?
5. What effects do the ferry boats have on the lake and the other lake users?
b) Describe the landscape in the picture B (p. 58) in a few sentences.
© Listen to Miss Alison talking about Bowness Bay, Windermere, the
Lake District National Park and write the list of missing words (1 -1 9 ) into
your exercise-book.
/ / <ndermere Lake Cruises are the 16thmost popular tourist ( 1 ) in the UK
and the most popular attraction in the Lake District, with over 1,000,000 (2) .....
j using them each year.
The 17 km length of Windermere makes it England’s ( 3 ) lake and it has its
own rangers and patrol boats in the busy summer months. There is a
10 mph (4 ) which came into force in 2005 to enable ( 5 ) and kayaks to enjoy I
the (6) ..... safely, alongside with jet skis,
water skiers and fast ( 7 ) However, this
decision wasn’t accepted by many local
(8) .... that make their money on the
j development of tourism there.
Current surveys show that 12 million
visitors come to the Lake District each
year. Most come to enjoy the (9) ..... ,
peace and quiet and (10) ..... but many
others visit specific attractions or take part
•n (1 1 ).......
Lakeshore erosion is a continuing
(12)... .. around Windermere. Tourists and
locals enjoy walking by the lakeshore but it
destroys (1 3 ) and leads to erosion of
; the ( 1 4 ) Soil gets washed away and
! then only (15) ...... remains rather than
(16)... .. of reeds, and water-loving plants.
Many studies have been conducted on the
(17) ... .. of the lake, and other measures
have been taken to reduce pollutant levels
In the water and to encourage (18) .....
I a n d (1 9 ).......
© r oO
People often see things more clearly after they’ve happened than
before they’ve happened.
Speak in class. Explain what challengos pooplo face nowadays as the
rosults of tholr activities. What Is boing dono to protect the beauty of
nnturo for many yours to como?

—^ U f
M i l JThe Romantic poets such as G. Byron, S. Coleridge and W. Wordsworth
wrote about the majestic beauty of the wild countryside. Wordsworth
called the Lake District as “a sort of national property, in which every man
has ... a heart to enjoy”. Do you agree with him?
Look at the photos and write a few sentences about the Lake District.
4 = very well, 3 - OK, 2 = a little, 1 = needs to improve.
Skills N o w I c a n . . . 4 3 2 1
A
• talk about wonders of nature and the
National Parks in Ukraine and the UK
□ □ □ □
P . o 0
• discuss the importance of nature pro
tection
□ □ □ □
• make a short presentation □ □ □ □
• understand the information during
the discussion
□ □ □ □
• fill in the gaps with the necessary
words while listening to the story
□ □ □ □
m
• read and understand a magazine
article
□ ....... □
_ _ _
□
7 S £ > - • find the necessary information quickly □ □ □ □
0
• w rite« report/a Ionflotnlxmt tlio Nntio-
t i t i l I’nrk
□ □ " □ □

I
u m i..w rm
M a d a n d fod/t a 6 o id ...
*> different sources of pollution
v the environmental protection
endangered species of animals, birds and pi
greener living and sustainable developm
c^ ea m /ww to ...
give a piece of advice
predict the content of an article
^ tcu d id e /
v the Reported Speech
the structures You’d better.../It would be
the Present Continuous Passive Voice
a formal transactional letter
* a report
** a short presentation

** Look deep into nature, and then
you will understand
everything better.
0 The landscape belongs
the person who looks after it
'/u/f/f OmetdoM
** The goal of life is living in
agreement with nature.
W№
V Man has been endowed with the power to create,
so that he can add to what he's been given. But up to
now he hasn't been a creator, only a destroyer.
Forests keep disappearing, rivers dry up, wildlife
becomes extinct, and the land grows poorer and uglier
every day.
- ^/ic/diov

(J p
UM<y/(A /-2. Environmental Protection
© Look at the photos and say what has happened to the environment because
of the people’s activities.
air pollution
'T — — MM
littering
%Xs--''
water pollution
O C Work in pairs. Talk about different forms of pollution. Give examples
to support your ideas.
Nowadays more and more chemicals are uned Ini farmers to increase the
amount of food produced. Hal these chemicals pollute the soil as well as our
rivers. I don’t think this should be allowed.

Road tho Information from the newspapers. Say what environmental issues
are highlighted there. What similar problems do we face in Ukraine?
<R ecy cle More!
In the UK we produce 330 million tonnes of rubbish every year. Three quarters j
of this ends up in landfill.
•/jag Ban Spreads
Nearly 17 billion plastic bags are used in Britain every year. That’s about 300 for
each man, woman and child. Most of them are used once and then end up in landfill
where they take 500 to 1,000 years to break down. It is estimated that each year
l^over 200 million end up as litter on our streets and beaches.
v^ush Tucker Provides Healthier Meals
It’s not just in Britain that people are being encouraged to eat traditional home
grown foods. ‘Bush Tucker’ is the traditional food of Australian Aborigines. They
(iidn’t grow crops, they just found their food in the wild.
ater for Kids
We take a look at a charity project that brings clean water to the villages in Uganda.
. _ _ _ .
V
nkey Nuisance
There are now thought to be over 5,000 rhesus macaque monkeys running wild
on the streets of Delhi in India. More and more have moved into Delhi as their forests
have been cut down for urban development.
o
3id Rains
Acid rains damage soils, vegetation, rivers and lakes.
Look through the paragraphs given above and try to understand the meaning
of the highlighted words from the context. If you have any difficulties, consult
the dictionary.
CSl • rubbiHh • to end 11p • Ialull ill • homegrown foods •
charity • to cut Ninth down • tin* urban development • a crop •

© Find a word or a phrase in the paragraphs that has the opposite meaning to
each of these words and phrases. Road the sentences with them.
1. To start - .......
2. Dirty - .......
3. A village area - .......
4. To continue to live in the area - .......
5. To plant - .......
(>. An expensive project - .......
© Listen to the children talking about environmental problems. Complete the
sentences.
1 have polluted some of the land in our city.
2. The amount o f is increasing.
3. Pollution is the question o f everywhere in the world nowadays.
4. Most environmental problems are due t o ......
5. We need t o and work hard t o it.
© Read and act out the dialogue. Add examples from your personal life expe
rience.
Ann: Past industrial activities have polluted some of the land in our
city. This land may be dangerous for people’s health and the envi
ronment unless it’s cleaned up.
Dan: The world’s population continues to rise, and people want to
expect more and more things. More and more housing is needed.
Most people want to own cars. More cars require new roads to be
built. The amount of waste and rubbish is increasing. Pollution is
the issue of major concern everywhere in the world nowadays.
Ann: Most environmental problems are due to a lack of care over indus
trial and waste management. Bad industrial practices and acci
dents released potentially harmful substances into the land or
pour them into the rivers. Should we continue like this?
Dan: Definitely not. We need to stop destroying the world and work
hard to protect it.
Ann: In many countries this may mean people have to change the way
they live.
1. Why do people have more health problems nowadays?
2. Why do people cut down forests?
3. Why has littering become the issue of current importance, especially
in big cities?
4. What industrial practices and accidents harm the environment?
5. Wliat do you think is to be done to stop the process of pollution?

t *O ' ^ J In recent decados we have becomo moro aware of all the problems
that humans have created for the Earth. Acid rains, the greenhouse effect,
the destruction of the ozone layer and deforestation are only some of
them.
Write about a recent event that has caused environmental damage. Have
a look through newspapers or use the Internet if you have access to it. You
can work as a group to produce a wall display of recent events while you are
studying this unit.
e£cdd07i/ 3. W hat is Fly-tipping?
© When you throw something away, it can stay in the ground for a long time.
A glass bottle stays in the ground for a million years. Do you think about this
when you throw things away?
Work in pairs. Read and match the parts (1 -5 ) with the parts (a -e ).
5
1. A banana peel
............. .................................... ....... ..........
a) stays in the ground for 80 to 100 years.
r
2. Wool socks
------------
b) stays in the ground for 1 to 2 weeks.
r
3. A plastic bag
r
c) stays in the ground for 1,000,000 years
4. An aluminium can
r
d) stays in the ground for 1 to 5 years.
5. A glass bottle
/-
e) stays in the ground for 10 to 20 years.
© f Listen to Miss Alison talking and check your answers to Ex. 1.
© You aro going to read the toxt about tho illogal dumping of wasto. Use the
dictionary and find tho moaning of tho words from tho Vocabulary File
on p. 67.

illegal • to dump • a bulky item • a taxpayer • to
clear smth away • to commit a crime • a vehicle • identifiable • a pro
secution • identifiable • trial • to seize • a waste disposal site • to dispose
• hazardous substance • to disturb • to take measures •
© Read the information about the illegal dumping of rubbish in the UK.
Do you think that the place you live in faces the same problem? How do
people living in your neighbourhood deal with it?
at is Fly-tipping?
Fly-tipping is the dumping of rubbish or bulky items on land not licensed
to receive it. Fly-tipping is dangerous, because it pollutes the land and waterways.
Besides, it costs the council taxpayei significant amounts of money to cle the
rubbish away.
When people dump household, industrial and commercial waste illegally they
commit a crime.
Fly-tipping is often associated with dumping waste from vehicles. The person
who owns such a vehicle can also be Drought to trial, even if only the vehicle, not
the driver, is identi . The police also have the powers lo seize vehicles which
have been used for fly-tipping.
Local Councils in the UK usually provide waste disposal sites and recycling
centres where people can safely and legally iisp> of unwanted items.
tat to do about fly-tipped waste
If you discover fly-tipped waste, do not:
touch the waste - it may contain broken glass, toxic chemicals or other
hazardous substances;
the site - there may be the evidence that could help identify the fly- i
tippers and lead to their prosecution.
Do:
visually try to work out what the waste consists of and how much of it there
is;
make a note of the day, date and time you saw the tipping, its exact location
and whether it is in or near water;
** report fly-tipping to your teachers at school or your parents, they will take
necessary measures.
O Look through the text again and complete the statements.
1. Fly-tipping i s .......
2. Fly-tipping costs the council taxpayer.......
3 in a serious criminal offence.
4. Local CoumcIIh In the UK iiHtinlly provide......

5. If you discover fly-tipped waste, do not touch the waste ....
($. Report fly-tipping to your teachers at school or your parents,
© Work in pairs. Talk about the environment you live in. Act out the dialogues
as in the example. Use the phrases from the box. Start like this:
A: Look! There’s so much litter in the streets! Is it so pleasant for people
to walk among the piles of sweets wrappings, empty cans and plastic
bottles?
B: You are right. People throw away the litter and they don’t think
about the others. They can just say that there aren’t enough waste
bins in the streets.
A: To my mind, it’s a lame excuse. To throw a candy wrapping in the
street or to carry it to the nearest waste bin or even home is the ques
tion of the person’s culture. As for me, I never throw litter in the
street. When I see somebody littering, I always ask this person to
pick up the rubbish that has been thrown away.
B: ...
Problems to pollute the air with fumes of cars, to use dangerous chemi
cals at home and in the garden, to use plastic package, to make
fires in the parks and woods, to cut down the trees, to throw
the litter in the streets (yards, corridors of the houses), etc.
Solutions to use bikes (public transport) rather than cars, to use less
chemicals in the gardens and at home, to use less plastic
package, to clean away the territory, to put more waste bins,
to plant more trees, flowers, etc.
Wrlto about the place whoro you live. What do you do to protoct the
environment?

JMOttA 4-5.It's Up to People!
© Look at the pictures. Say in which way they are similar and different. How
has the territory been changed because of the people’s activities?
(O a m n A A :
The new supermarket has already been built. Etc.
Read the text and say how the landscapes of England and Wales (the UK)
change nowadays.
& and Use and Landscape
Overview
Almost three-quarters of the land in England and Wales is used for food produc
tion. This figure is falling gradually as more and countryside are being
used for other purposes, such as
How is the land used today?
The land and provide food, clean water, and a place to live.
The varied and climate across England and Wales influence the soils and
that are present.
The last regular land cover survey of Great Britain showed that in England and
Wales:
• 26 % covered by (pasture, meadow, etc.);
• 33 % for crops;
• 11 % ;
7

• 10% and
• 19% seml-natural vegetation (uncultivated areas such as rough grass, sh
and ).
Arable (tilled) land is found mostly in the drier lowlands to the east. Grasslands
occur mainly in the wetter west and north uplands.
How is land use changing?
Farm ing
The great amount of farming land is being changed by people today. More and
more buildings are being built on the agricultural land. This development can have
effects on both the biological and physical of soil and can limit its future
uses.
Living
It has been predicted that by 2016, nearly 12 % of England’s land will be ur
banised. Part of this urban development is planned for new houses. In 2004 31 % of
land put to residential use in England came from farmland.
Habitats
Over the past 20 years policy changes and schemes the impact of
(arming on the environment have helped or reverse the loss of important
features and habitats like hedges, ponds, walls and banks.
I
J
O a) Find the words from the Vocabulary File in the text and try to understand
what they mean from the context. Then use the words in your own sentences.
• farmland • housing • grassland • tilled • woodland
• urban • suburban • thriving wildlife • geology • vegetation • marsh •
moorland • property • habitat • to reduce • to halt •
b) Work in pairs. Ask and answer the questions.
1. How much of the land in England and Wales is used for food production?
2. How is this figure changing at the moment?
3. What influences the soils and vegetation in England and Wales?
4. What are the results of the last regular land cover survey?
5. How can the urban development effect the biological and physical
properties of soil?
(I. Wen* any measure« taken l»y the reHponslble authorities?

Match the words (1 -8 ) with their definitions (a -h ).
1. The environment a) plants in general;
2. W ildlife b) the natural home of a plant or an animal;
3. Vegetation
c) to say that something will happen before it
happens;
4. Farmland
d) the air, water and land on Earth, which can be
harmed by man’s activities;
5. A habitat e) the thing or things that someone owns;
6. To reduce
f) animals and plants growing in natural
conditions;
7. To predict g) land used for farming;
8. Property h) to make something smaller or less in size.
o
o
o
Complete the sentences with the words from Ex. 4.
1. The City Council took measures to protect the area’s .......
2. This grassland is an important for many wild flowers.
3. Some of these chemicals are very damaging for th e.......
4. There are a lot of serious measures that w ould the number of se
vere environmental problems.
5. The hotel is not responsible for the damaged or lost.......
6. This part of Ukraine has an abundance of lush green.......
7. Some scientists that the Earth’s temperature will rise by as much
as 5°C over the next 20 years.
8. Is this part of the area ? - Yes, it’s really tilled for crops.
Read and say if the statements are true or false. Correct the false ones.
1. The main part of England and Wales is covered by grassland.
2. Grasslands occur mainly in the wetter west and north uplands.
3. The amount of land used for different types of farming is static.
4. More and more buildings are occurring on the agricultural land.
5. It has been predicted that by 2016, nearly 20 % of England’s land will
be urbanized.
6. Over the past 20 years a part of the territory was saved due to policy
changes and schemes to reduce the impact of farming on the environ
ment.
a) Listen to the dialogue between Steve and Tom. Read the list and
what things they have mentioned in the discussion,
b) Say whose point of view you support. Explain why.
□ n new roa<1 □ « climate change
^]n new supermarket [~]n farmland
^ nn expensive property Q] wildlife

The Present Continuous Passive Voice
We form the Present Continuous Passive Voice by means of
ain/is/are + being + Past Participle of the main verb.
Positive Negative
I
’m
(am)
being
informed.
told.
discussed.
I
’m
(am
not)
being
informed.
told.
discussed.
You/
We/
They
’re
(are)
You/
We/
They
’re
(are
not)
He/
She/
It
*8
(is)
He/
She/
It
’s
(is
not)
Question Answer
Am I being informed?
Is it being discussed?
Are we being told?
Yes, I am. / No, I ’m not (am not).
Yes, it is. / No, it isn’t (is not).
Yes, we are. / No, we aren’t (are not).
Compare:
The amount of land used for different types of farming is changing.
(Present Continuous Active Voice)
The great amount of farming land is being changed bypeople today.
(Present Continuous Passive Voice)
Look through the text of Ex. 2 and find the sentences in the Passive Voice.
Say what tense form it is. Consult Grammar Reference on pp. 2 4 0 -2 4 4 .
O Change the sentences from the Active Voice into the Passive Voice.
1. Holidaymakers always admire this wonderful waterfall.
2. Dan discovered the beauty of the Ukrainian Carpathians last sum
mer.
3. The journalist will write an article about the thriving wildlife of the
UK.
4. The pupils are discussing the environmental problems now.
5. The development of industry in this nrea has influenced the physical
properties of soil.
(I. Are more imd more ішіпшін losing their habitats from year to year?

a) Look at the photos of the Ukranian landscapes. Say how the land is being
used in Ukraine today. Use different tense forms of the Passive Voice. Talk
about:
• farming;
• living;
• habitats.

Write an article of 100-120 words to a school newspaper about the
wonders of nature in the place where you live in. Use the following ques
tions as a plan:
• Do all people in your neighbourhood take care of nature?
• Is there a local park or a garden where you spend your weekends?
• What can you do to make it a better place to have a rest?
A. An orangutan B. A tiger C. A green-cheeked, parrot
b) Listen to the environmentalist talking about the endangered species of
animals and complete the sentences.
1. An endangered species is .......
2. Many countries have laws o fferin g.......
3. The conservation status of a species is .......
4. Many factors are taken into account when.......
1. Why is the protection of animals important?
2. What different factors threaten their existence?
3. What endangered species of animals do you know?
4. Do you think endangered species of animals should be bred up in
captivity or live in the wild?
5. Do you think zoos are good and useful places, or prisons for animals?
(I. What an* the most popular pets nowadays?
7. Are there miy orgnni/.ntions which try to save the animals for future?
© a) Look at the photos and say what you know about these animals.

Work in groups. You are going to read the children’s letters to the edi
tor of a youth magazine. What endangered species of animals do the child
ren write about?
Group A
Dear Editor,
I am writing to you to offer my opinion about critically endangered
animals around the world.
One of the animals that are currently endangered is the orangutan.
I have found out that on the island of Borneo, an area of rainforests
the size of three football pitches is cut down every minute of every
day. This tropical island (the third largest in the world) is under
siege as never before from loggers and plantation owners. They are
destroying these rainforests because palm oil is used in many of our
everyday products. These include ice cream, chocolate, biscuits, crisps,
margarine, toothpaste, soap, detergents and cosmetics. The shelves in
your supermarket are full of products, containing palm oil, which is
contributing to the destruction of rainforests wildlife.
I have decided not to buy anything that has palm oil in it. This means
checking the label of products before I buy them. I f everyone only bought
products that do not contain palm oil, then theproducers will have to find
an alternative toput in theirproducts. This will mean that thepeople that
chop down the trees will not do it anymore because no one will buy it from
them.
This is the best way toprevent orangutans from becoming extinct. This
is an amazing creature that I would like to help save!
Yours faithfully,
Lewis Tame
Brighton
Group B
Dear M r Brown,
I ’m really angry with the fact that only 1,411 tigers are left in India.
Tigers are living creatures, not rugs and coats. They are beautiful but
they look better A LIVE! Killing tigers is like killing humans because
we are all living creatures and we all feel pain. I ’m glad people are do
ing something, but is it enough? I f there are only 400-500 Sumatran
Tigers left and if we keep killing them like this, they'll be extinct in the
wild in years. I think tigers should be protected. Do you?
Yours sincerely, I
Rebecca I
Aberdeen I

o Road and say If tho statements are truo or fnlso.
1. Children write to a newspaper to offer their opinion about endangered
animals around the world.
2. Children use facts to explain what makes them worry about.
Both children write what they have decided to do personally.
4. Both children ask the editor to give them a piece of advice about what
they can do to protect the endangered species of animals.
5. Children ask questions and expect the editor to answer them in diffe
rent newspaper issues.
O Look at the pictures and match them with the words. Which of these ani
mals would you most like to save?

/
o Work in pairs. Student A reads tho information on page 284, student B
reads the information on page 285. Take turns to read out the information
piece by piece about the different animals and guess what animal from the
photos of Ex. 5 is being described. The student who guesses correctly gets
one point. The winner is the person with the highest score.
fo r m a l Transactional Letter
A formal transactional letter is a letter you write to respond to the
information you’ve read in a newspaper or a magazine, or a programme
you’ve watched on TV. When you write this kind of letter, follow the
recommendations:
1. Use the appropriate greeting. (Dear S ir,...; Dear M r Brown,...; Dear
Editor,...)
2. Explain your reason for writing.
3. Introduce your first point. (First of a ll,...; To start with,...).
4. Cover all the points in any notes you are given.
5. Introduce further points. (Secondly,...; Also, ...).
6. Introduce your final points. (Finally, ...).
7. Introduce any opinions or suggestions you make. (In my view,...).
8. End the letter in an appropriate way.
9. End with ‘Yours faithfully’ after ‘Dear S ir’ and ‘Yours sincerely’
when you use the person’s name.
O
o
You’ve read an article in a local newspaper about the endangered species
of animals in the place where you live. The journalist invited the readers to
write about the ways to keep the animals safe.
Work in pairs. Discuss the ideas for your letter and write a plan.
Write a letter to a newspaper about saving one of the endangered
species of animals in the place where you live or about the one from Ex. 5.
Use the information on pp. 2 8 4 -2 8 5 .
I . A Htcppc HruHHhoppcr 2. A blnon3. A Htiowdrop 4. A black stork

©
Je_ a) Look at the picture and say what electric appliances people use in
this house.
b) Listen and read the poem. Say which of the mentioned electric applian
ces you have got in your house/flat. How often do you use them? Do you
think you can deal without them nowadays?
e Electronic House
cooker, blanket,
toothbrush, fire,
iron, lightbulb.
TV. drier,
fridge, radio,
robot, drill,
crimper, speaker,
kettle, grill, ohm,
vacuum-cleaner,
fuses, shocks,
freezer, shaver,
junction box.
water heater,
metronome,
toaster, teasinadet
sweet, ohm.
Iiy Wen M

© Listen and read the dialogue. Say what Molly is so much worried about.
Molly: Steve, you’d better switch off the TV, I think. I ’m working on
the computer, and I cannot concentrate on my work. It would be
better to switch o ff the upper light, too. There’s no need in it.
Steve: Molly, I don’t understand you. Why are you so worried about
electricity? I hope our parents will be able to pay the bills.
Electricity isn’t so expensive, I believe.
Molly: It is not the question of money, Steve. It’s the question of
saving energy. If all people use so much electricity every day,
the energy resources of our planet will soon be exhausted.
Besides, uncontrolled use of energy around the world harms
the environment.
Mother: (coming into the room) W hat’s this all about? Are you arguing
for any reason? What’s the matter, dear?
Steve: No, we aren’t. W e’re just talking, Mum. Molly says that we
use too much electricity at home, and we’d better switch off
everything, but her computer!
Molly: I didn’t say that! I say, Mum, all the electric appliances are being
used in our flat at the moment: here, in the living room and in
the kitchen as well. Is it good?
Mother: Not, really, Molly. You’re quite right. W e need to think it over
how to reduce the amount of electricity we use every day. Where
do you see the way out of the problem, Molly?
Molly: Let’s think and discuss this problem together.
Mother: OK.
Giving Advice
When we want to give advice to somebody about something, we can use the
structures:
You’d better... In my opinion...
You’d rather... Would it be possible...?
It would bo better (to )... Do you mind if I ... (switch off the light)?

You are going to read the recommendations on how to reduce the house
hold waste. Use a dictionary to know the moaning of the words from the
Vocabulary File.
• a compact fluorescent bulb • a full load • to require
• to turn up • to switch on/off • to toss • trash • online trading • a
community • to donate • a cleaning spray •
Look at the pictures and read the leaflet. Match the pictures (A-N)
with the recommendations given (1 -1 4 ). Say which of these recommenda
tions you follow in your everyday life.

/
ow to Reduce the Household W aste
One person can make a difference and help the environment. There are many
simple things you can do in your daily life — what you eat, what you drive, how you
build your home — that can have an effect on your close surrounding, and on the
places as far away as Antarctica. Here is a list of a few things that you can do to
make a difference.
1. Use compact fluorescent bulbs.
2. Run your dishwasher only with Hload.
3. Use recycled paper.
4. Take shorter showers.
5. Buy locally and reduce the amount of energy required to drive your products
to your store.
6. Buy minimally packaged goods.
7. Plant a tree.
8. Start using a reusable water bottle and just say ‘no’ to plastic!
9. Put on warmer clothes instead of the heat in your home.
10. Air-dry your clothes.
11. Buy organic food.
12. Bring cloth bags to the market.
13. Turn off your computer when not in use.
14. Think before you your It may be another person’s treasure.
allows you to trade items of all kinds with other people in your
. You can also used goods to local charities.
© ? • oQ
You’ve seen your friend throwing away too much household waste.
Give him/her advice on howto reduce the household waste. Use the infor
mation from the leaflet above and the structures: You’d better...; It would
be better (to)... Etc.
C .
OaxmMo:
A: You’d better buy whole foods that don’t come with packaging.
© Speak in class. Talk about your experience. Say what you do to reduce the
household waste.
UP
(O xcm ^Je:
I try to buy household products such as hand soap and cleaning sprays in
large containers of each product instead of many small containers. I always
»witch off the computer if I don’t work on it. Etc.
O * • j Write what decisions you think the children and their mother (Ex. 2) have
come up with. Start like this:
1. W e’d better.......
2. It would 1»! hotter t o .......
3 ..........................

OW'tl /).Sustainable Development
o Work individually. Answer the questions in the quiz given below. Draw a
chart in your exercise-book and take notes.
№ Questions
1. Do you keep household waste to a minimum at home?
2. Do you keep paper, glass or aluminium cans for recycling?
3. Do you (your parents) buy organic food?
4. Do you reuse plastic bags?
5. Do you buy drinks in reusable bottles?
6.
Do you control the way you use soap, washing powder and other
cosmetics?
7. Do you turn o ff the light when you leave your room?
8.
Do you try to save water while you’re washing up or brushing your
teeth?
9.
Do you use public transport instead of a car in order to reduce
pollution?
10.
Do you try to talk to your friends about the importance of the
environment?
-------------------------------- “ "
Yes, 1Do. No, 1Don’t.
... ...
Ir Work in pairs or in small groups. Compare and discuss your answers
to Ex. 1 with your friend(s). Go into details and support your answer with
the examples from your personal experience.
A: I don’t think that we ask ourselves these questions rather often but we
have to. As for me, I pay attention to buying products which have been
recycled and I always ask the shop assistants not to put the products
into plastic bags for me. I rather put them into a box or a carrier bag....
© Read and complete a letter from the Internet blog with the words from the
box. Say what Ivan suggests doing to save the environment.
• grow • change • vegetation • waste • animals • planet • hands • plant
• reduce • human beings • carbon dioxide (x2) •

/
liy limn on AuHunt 15, 200__
1 com m on (
In order to ( 1 ) the amount of carbon dioxide, we should increase
(2) ..... cover. The best method is to ( 3 ) and influence everybody in
n society to plant trillions of trees.
Climate (4 ) is a threat to the survival of all (5 ) and (6 ) This
change is synonymous to the increasing levels of (7 )......in the atmosphere.
By planting trees we are doing the opposite. These trees absorb ( 8 ) .....
and store it. Plenty of carbon dioxide also makes these trees (9 ) fast.
We shouldn’t (10) ..... time but act as fast as possible. The time to act
is now but not tomorrow. So let us join (1 1 ) together and make the
change come true-planting trillions of trees for the (1 2 ).......
By doing so we shall have a happy future.
€ » a) Work individually or in pairs. Use a dictionary to work out the meaning of
the words from the box.
sustainable • to encourage people to do smth •
to share cars • to persuade smb to do smth • to be less wasteful • packaged
goods • to recycle smth • renewable energy • to replant trees and hedges •
to compost •
b) Look at the picture and match the numbers (1 -9 ) with the word combina
tions (a -i) on p. 84. Then say how people should change the way they
live?
People should use less packaging when they buy food. Etc.

a) To encourage people to make greater use of public transport or share
cars;
b) to persuade people to be less wasteful;
c) to use less packaging;
d) to recycle glass, cans and newspapers;
e) to use bikes rather than cars;
f) to use renewable energy such as wind and solar energy;
g) to replant trees and hedges;
h) to use more of less damaging products in the home and garden;
i) to compost the kitchen waste and garden cuttings.
© Read and act out the situation.
You are taking part in the conference devoted to the problems of the environ
mental protection. Study the information and the phrases from Ex. 4, and
make a short presentation about a sustainable community. Start like this:
Kiivironmoiil
Nowadays more people believe that all future development should be
sustainable. This means that it should not damage or harm the environment
for future generations. Look at this scheme. The questions of major concern
are... Etc.
Society
Economy

(7
© Read and complete the text. Put tho verbs in brackets into the correct
tense form and voice.
I (1 ) (to be) in Year 9 at college in Sale. One
day at the lesson of Science we (2 ) (to make) an
experiment called Down the Drain. We (3 ) (to
have) a tub of water, and we (4 ) (to put) in it all
the different substances that pollute our water. It
(ft ) (to be) horrifying to see how bad the state
of the water was once we (6 ) (to finish). In our
next lesson we (7 ) (to put) our polluted water
through a simulated water cycle; when the water
(H ) (to come out) the other end it (9 ) (to be)
clean and pure, but we (1 0 ) (to learn) that all
the water can never be made reusable. This experiment (1 1 ) (to be) a great
one, and the teachers (12) ..... (should, to congratulate) on giving us such
ngreat opportunity to learn during this unit about pollution, global warming,
climate change and the creation of our Earth; I (1 3 ) (to think) more young
children (1 4 ) (should, to give) this opportunity as we are the future and
wi thout the knowledge of what is wrong we can do nothing to change it.
/7 .W hat is Our Environment Like?
® Work in groups. Carry out a local environment study of one of the follo
wing areas:
• your own home area (your street, for example);
• your school grounds;
• the area around your school.
a) To assess the quality of the environment use the suggested Environmental
Record Sheet on p. 86. Copy it into your exercise-book and complete it.
Add sketches and short written descriptions wherever you can. (If you are
studying your home area, choose the place which is quite typical.)
b) Having completed your study, write a short report, including the following:
1. A brief description of the area that you studied.
2. IIow you conducted your study.
3. Any problems that you came across.
4. The results of your study (include a copy of your Environmental Re
cord Sheet and any sketches that you made).
ft. A brief description of your results.
(1. Suggestions for ways of improving the environment that you studied.

o Copy the Environmental Record Sheet on a separate sheet of paper. Use it while
doing the project. Make your observations and give a value of between 5 and 0
(where 5 is excellent and 0 is poor) to every item in the chart. Add all your values,
write down the descriptions and the total score at the end of the sheet.
( Environmental Record Sheet
I. Litter on the ground (look for sweet wrappings, drink cans etc.)
No litter Lots of litter Value 5 4 3 2 1 0
Description of litter
2. State of buildings/gardens (look at paintwork, cracks etc.)
Attractive Unattractive Value 5 4 3 2 1 0
Description of buildings/gardens
3. State of road/pavement (look for uneven pavement, potholes in the
roa(J0^0 |
Excellent Poor Value 5 4 3 2 1 0
Description of road/pavement
4. Noise pollution. (Is it a noisy area?)
Quiet Noisy Value 5 4 3 2 1 0
Description of noise pollution (what’s causing the noise?)
5. Overhead wires and cables (look upwards for telephone wires, etc.)
No wires Lots of wires Value 5 4 3 2 1 0
6. Traffic flow (how much traffic is there on the road?)
Very busy No traffic Value 5 4 3 2 1 0
Description of traffic (cars, lorries, etc.)
7. ‘Feel’ of the area
Friendly/Pleasant Unfriendly Value 5 4 3 2 1 0
8. Bright/Open Dull/Enclosed Value 5 4 3 2 1 0
9. Green areas (grass, trees, etc.)
Lots of green areas No green areas Value 5 4 3 2 1 0
Description of green areas
10. Smell (Does the air smell fresh or dirty?)
Fresh Smelly Value 5 4 3 2 1 0
Description of smell (car exhaust, industry?)
Total score:___ /50

o Draw a poster “Be a Friend to Your School Environment” or “Let’s
Make Our School a Healthier Place To Be”. Write information and make a
short presentation.
//.T e s t Your Skills
1 a) Listen to a lecture about the development of ecotourism and match
the parts (1 -8 ) with the parts (a-h ) to make word combinations.
I. To minimise a) local people in decisions that affect their lives and life
chances;
2. To generate b) more enjoyable experiences for tourists through
better connections with local people, and a greater
understanding of local cultural, social and
environmental issues;
.‘I. To improve c) negative economic, environmental and social impacts;
4. To involve d) positive contributions to the conservation of natural
and cultural heritage;
5. To make e) greater economic benefits for local people;
(I. To provide f) local pride and confidence;
7. To encourage g) respect between tourists and hosts;
H. To build h) working conditions and access to the industry.
©
b) Use the word combinations you get to talk about the possibility to deve
lop ecotourism in Ukraine.
Report the statements. Pay attention to the tense form of the main verb.
1. Mr Brown says, “The major geographical features of Kent are determined
by a series of ridges and valleys running east-west across the county.”
2. Kelly said, “Look! There’s a new expensive property over there.”
Steve pointed out, “Many animals and birds suffer because of the
man’s activities.”
4. Dan says, “ I’ve watched a TV programme about Greenpeace, a global
campaigning organization that acts to change attitudes and beha
viours, to protect and conserve the environment and to promote peace
in the world.”
5. Kim says, “People should take care of nature.”
(I. Minn .Johnson points out, “Almost three-quarter« of the land in Eng
land is list'd for food production."

1. They (to discuss) the questions of conservation of natural and cul
tural heritage in this region from 10 a.m. to 2 p.m. yesterday.
2. All the different substances that pollute our w ater (to talk about)
at the last lesson.
3. The number of endangered species of animals (to grow) from year
to year.
4 you ever (to hear) about ‘fly-tipping’ ?
5. The conference on the environmental issues (to plan) at the mo
ment.
6. A new brochure about this Nature Reserve (already, to publish).
7. What species of animals (to include) into the Red Book recently?
8. The presentation about Sofiyivka (to prepare) now.
Read the article from a magazine and fill in the gaps with the verbs
from the box.
• have • trade • fills • carries • collect • is • opens • ‘spend’ • gather •
‘save up’ • waiting • combines • bring • keep • I
(q7^ ■R ecyclin g Project for Children:
eaching children the value of a clean environment
The White Shark Projects Swop Shop -
helping children to help themselves
One of our most recent projects (1)
the White Shark Projects Swop
Shop. It (2) ... .. a conservation, social
improvement and education in
a unique way. The children (3 ) bot
tles, tins, plastics and other recyclable
things and (4 ) them in bags to the
White Shark ‘Swop Shop’. In return,
they (5 ) buying points that they (6)
in the shop. The shop
(7) .. at two on Tuesday afternoons,
but the children (8) ..... long before
that, lining up and (9 ) to earn their
points. Happy chatter (1 0 ) the air
as they (11) their turn to trade in
their points for something from the Swop Shop. For example, one bag of tins might
be traded for a bar of soap, two might be worth a pencil, four a second-hand T-shirt
and so on. Or the children can (1 2 ) for something more expensive like a toy they
(1 3 )..... theireye on. The shop (1 4 ) only worthwhile stock such as stationery,
simple clothing, and food basics, and relies completely on donations.

оГ оО
Speak in class. Express your point of view on the project described in
Ex. 4. What do the children learn to do as the result of it?
( )ш п ф Ь :
In this way, the children learn valuable lessons about caring for their
environment: they learn that it’s important to recycle resources and at the
нате time, they learn to care for their environment by picking up litter. Not
only does their village look nicer, but they also earn something through this
care. Conservation, they see, has many values. The underlying vision of the
Swop Shop is to help the children grow into self-sufficient, and contributing
adults. The children are encouraged to use what they have around them, so
that they should see that in small ways, they can improve their lives.
Write about your school environmental project. If you haven’t done
any, write a letter to your school Headmaster about the environmental project
you’d like to suggest.

Skills N o w 1 c a n . . . 4 3 2 1
• talk about the wonders of nature and the
National Parks
□ □ □ □
L - o O
• discuss the environmental problems u u u u
• talk about the ways to save the environment □ □ □ □
É
• understand the information during the
discussion
□ □ □ □
• understand the conversation u u u u
m • read and understand a magazine article □ □ □ □
é • write a formal transactional letter □ □ □ □

êt science and technology
0 inventions and inventors
é* the importance of science
in the progress of civilization
*> talk over the telephone
describe a device
the Reported Speech:
orders and instructions
é» the Reported Speech:
general and special questions
a short presentation about
your invention

Some things that would surprise us today
will come true in the future. But lots and
lots of things that would surprise us today
will not come true ever.
0 Any sufficiently advanced technology
is indistinguishable from magic.
Science is the tool of th e ... mind and with
it more doors can be opened than with
bare hands. It is part and parcel of our
knowledge...
| Science is facts; just as houses are made of
h. stones, so is science made of facts;
p but a pile o f stones is not a house and
a collection of facts is not necessarily science.
■ /(wu . /(■>)«■</»' '!
Science is organized knowledge
Wisdom is organized life
- •3mymamirJ-J^wrd
0 The important thing in science is not so
much to obtain new facts as to discover
new ways of thinking about them.

/-i? . Technology Affects Our Life!
i ’ Look at the pictures and say what things you see. Match the pictures
(1 -1 2 ) with the words from the box. What are the three most important
inventions of mankind that you would choose? What is the reason for your
choice?
C '• an automobile • the steam engine • a radio • a computer • a television •
n telephone • electricity • a sewing machine • an aeroplane • a light bulb •
penicillin • a camera •

a) Read and match the words (1 -7 ) with their definitions (a-g ).
b) Listen and check your answers.
Science and Technology
1. Science a) the use of scientific knowledge and discoveries to
develop new machines and systems;
2. Technology b) the activity of designing and building roads,
bridges, machines, etc.;
3. Engineering c) knowledge and theories about the world which are
based on facts, experiments and research;
4. An invention d) when something brings progress and makes it possible
for people to do the things that they couldn’t do before;
5. A discovery e) using the latest technology;
(>. A technological/
scientific/
medical advance
f) a new product, machine, system, etc., which
someone has thought of for the first time;
7. High-tech g) a fact or thing that someone has found out about,
which was not known about before.
O Complete the sentences with the words from Ex. 2.
1. M edical help people to live much longer.
2. T h e of the computer has revolutionized the business world.
3. Many scientists don’t consider th a t can give absolutely reliable
knowledge.
4. The telescope has allowed astronomers to make about the Galaxy.
5. New communication have transformed the business world.
6. He must study if he wants to be involved in designing new bridges
and machines.
© c « ° a) Work in pairs or small groups. Discuss the questions. Use the
words from the box.
• a video recorder • a computer • a microwave oven • a CD player •
a television • a telephone • a digital camera • a photocopier • a washing
machine • a mobile phone • a refrigerator • a security system • a playstation •
nvacuum cleaner • a ventilator (an electric fan) • an electric kettle • a toaster •
1. Which objects (inventions) can’t you live without? Why?
2. Do you think that inventions are actually getting better or more compli
cated?
3. Are yon afraid of or excited about technology? Which items in the box
given above do you most or least like using?

4. Do you fool that wo aro moro and more controlled by machines?
5. What can you do if they go wrong?
6. Do you believe that we will live in computerized homes in the near fu
ture? How do you imagine your future home?
b) Look at the pictures. Say what electric appliances children use in their
everyday life.
You are going to read the information about a few top worlJ inventions. Use the
dictionary and work out the meaning of the words from the Vocabulary File.
• to invent • to discover • an invention • an inventor
• a technology • to convert • a sound signal • an electrical impulse • to turn
Minth back • electronic • mechanical • to advance • a vehicle • mechanic •
to be powered by sinth • a camera obscure • to require • light exposure •
to patent •

E V Read the paragraphs (A -G ), find the key words that can help you
make a choice and match the paragraphs to the pictures of Ex. 1 on p. 93.
Add the information you know.
( □ A. This is an instrument that converts voice and sound signals into electrical
for transmission by wire to a different location, where another object re
ceives the electrical impulses and turns them back into sounds. Alexander Graham
Bell invented it in 1875.
□ B. There are many major milestones in the history of it, starting with 1936,
when Konrad Zuse built the first freely programmable machine.
( □ C. In 1884, Paul Nipkow sent images over wires using a rotating metal disk
technology with 18 lines of resolution. This invention then evolved along two paths,
and . American Charles Jenkins and Scotsman John Baird
followed the mechanical model while Philo Farnsworth, working independently in
San Francisco, and the Russian emigrant Vladimir Zworykin, working for Westing-
house and later RCA, dvar > the electronic model.
D. In 1769, the very first road vehicle was invented by the French
Nicolas Joseph Cugnot. However, it was a steam-powered model. In 1885, Karl Benz
designed and built the world’s first practical model to be p ow ered by an internal-
com bustion engine,
v.
□ e . In 1814, Joseph Nicephore Niepce created the first photographic image with '
a cam ei a obscura, however, the image requir eight hours of exposure and
later faded. Louis-Jacques-Mand Daguerre is considered inventc of the first
practical process of photography in 1837.
Ґ п F. The first functional machine of this kind was invented by the French tailor,
Barthelemy Thimonnier, in 1830. In 1834, Walter Hunt built America’s first success
ful machine of this kind. A little later Isaac Singer invented the up-and-down motion
mechanism.
4----------------------------------------------------------------------------------------------- У
( D g . This medicine was discovered by Alexander Fleming in 1928. Andrew Moyer
the first method of industrial production of it in 1948.
O Read and say if the statements are true or false. Support your answers with
the examples.
1. The paragraphs tell the readers about the inventions made in the 19th
and 20thcenturies.
2. The paragraphs tell the readers about the inventions made in different
branches of science.
•i. The inventions described above wore made by both men and women.
4. There is one invention in the list which is out of date today.

5. The paragraphs tell Hie readers about the inventions made in the Euro
pean countries.
6. Nowadays we can’t imagine our life without the inventions mentioned
above.
O Work in two teams. One team says a word related to science or technology.
The other team makes up a sentence using the word. Each correct sen
tence gets a point. The team with the most points is the winner.
Team A SI: A vacuum cleaner
Team B SI: A vacuum cleaner is used to clean the carpets.
© Read, complete and write the text with the words from the word bank.
------ ~N
• communicate • the cleaning • the environment • effect • the washing •
• devices • technology • the electricity • skills • technological advances
• natural resources • change •
w Has Modern Technology Affected Our Lives?
Modern (1) has had a great (2 ) on our lives, both at home and at work.
I .ibour-saving (3) ..... such as washing machines, dishwashers and microwave
ovens have made our life much easier, and mean that less time needs to be spent
doing things like ( 4 ) and (5 ) Unfortunately, all the white goods that we buy
need (6 )....., and we are using up the earth’s (7 ) Also when we throw away
old fridges, microwaves, etc., it can have a very bad effect on ( 8 ) In the office
computers, email, and photocopiers have revolutionized the way we work. People in
different parts of the world can (9 ) with each other instantly, and business can
Ix! done much more quickly. The business world is constantly changing. The end
rosult is that workers have to (10 ) jobs much more often and learn new (1 1 ).....
in order to keep up with all the latest (1 2 ).......
(Taken from Longman Essential Activator)
уСШШ3-4.Keep In Touch!
Work in pairs. Take turns to ask and answer the questions. Add
information.
( ]I
A: l)o you enjoy talking on the telephone?
II: Not much. I make very few telephone calls a day. I'd rather write to people
or нее them. How about you?
Л: I love talking on the phone, especially a mobile phone. I think of a phone call
an a oIhII.

Q uestions You
Your
Friend
• Do you enjoy talking on the phone? How many calls
a day do you make (no more than two, three to five,
more than five)?
• Do you have a mobile phone? What is the best thing
about a mobile phone? What is the worst thing about it?
• Are most of your calls for business or for pleasure?
• Do you have an answering machine? Do you
ever screen calls (listen to the machine before
answering)?
© The a rticle you are going to read m entions several d iffe re n t inventions.
Look through th e article quickly (Ex. 3 ) find th em and m ake a list. Say w h at
you know about th em .
O You are going to read an a rticle about m obile phones. C hoose th e m ost
su itab le heading from th e list (A -F ) fo r each p a rt o f th e a rticle ( 1 - 4 ) . There
is one extra heading w hich you d o n ’t need to use. There is th e exam p le (0 )
a t th e beginning.
A How does it vary?
B What idea(s) and inventions had to be developed before it could be
created?
C Who invented it?
D How has it changed the world?
E What does it do?
F Why do we need it?
bile Phones
The invention of a mobile phone, or a cell phone as it’s alternately called,
Dr Martin Cooper at Motorola. He made the first successful call over the
system on April 3, 1973.
A mobile phone allows you to use telephone service from almost
anywhere. A able or phone allows you to talk wireless
ly but is still connected to the same land line. A mobile
phone allows you more range and allows you to communicate much
further from virtually anywhere in the city, country, or world. You have
the ability to make a telephone call or receive one wherever you hap
pen to be with your mobile phone.

/
E3 1
Mobile phones come in many different . Most are
about the size of a candy bar, have and . Some
configurations come with that opens up to show the display and
the keypad, thereby keeping it protected. Cell phones are available big
and small, simple and complex. Some just make simple phone calls;
others have cameras, MP3 players, built into
them. Some of the newer models can even allow you to use the Internet
over them, various services such as news, or movie listings.
Now models are always being introduced. New fashions, new techno
logy, more features, cheaper cost, better performance keep the market
place filled with plenty of choices.
E l _______________________
The mobile phone has radically changed the world since its
introduction in 1973. With each year more and more people own Q
one. Most families typically have two or three. The ability to easily if m
<:ommunicate to anyone, anywhere, is a powerful concept. This was Wjf
tmo when the telegraph was first invented, and then taken to a new djf m
lovel with of the telephone. The mobile phone is just
the next of that technology. ~sas
a
Since the mobile phone is a combination of a telephone and a ra
dio, these two are upon which the mobile
phone was developed. In addition, tiny computers (microprocessors) are
needed to control the radio and its connection to the nearest base station.
I he telephone was invented by Alexander Graham Bell in 1876. The radio
was invented by Guglielmo Marconi in 1896. The microprocessor was in
vented by Gary Boone in 1971.
© Look through th e te x t given above and try to understand w h at th e h igh
lighted w ords m ean from th e co n tex t. If you have any d ifficu lties, consult
the dictionary.
to credit to smb • portable • a receiver •
a configuration • a display • a flip • a keypad • tiny • a digital organizer •
to browse • the advent • an extension • a device • a building block •
O Find a w ord or phrase in th e a rticle th a t has a sim ilar m eaning to each of
th ese w ords and phrases. R ead th e sen ten ces w ith th em .
1 . A mobile phone - ........ 5 . To design - ........
2. A form - ........ ($. To have - ........
3. A screen ........ 7. To look through ........
4. To Hponk to — ........ 8. A machine — ........

o Read the text of Ex. 3 and choose the correct Item to com plete the sentences.
1. The invention of a mobile phone is credited to Dr Martin Cooper a t.......
a) Nokia
b) Motorola
c) LG
2. A mobile phone allows you more range and allows you to communicate
much further from virtually anywhere.......
a) in the place where you live
b) in the country you live in
c) in the city, country, or world
3. New fashions, new technology, more features, cheaper cost, better
performance keep the market place filled w ith .......
a) plenty of choices
b) poor choices
c) very expensive models
4. The mobile phone the world since its introduction in 1973.
a) hasn’t radically changed
b) has radically changed
c) is trying to radically change
5. The mobile phone is ju st.......
a) the first step in the development of modern technology
b) a new invention
c) the next extension of the previously developed technology
6. The mobile phone was developed fro m .......
a) a computer
b) a telephone and a radio
c) a telephone and a computer
Hello!/Hi! This is ... speaking.
Is Mary in?
May I speak to..., please?
I was wondering if you could help me?
Please tell him/her I called.
Sorry. I must have called the wrong number.
Good talking to you.
Could yon please give me « ring...?
Can I take/leave a message for...?
I’ ll give you n ring in n week.
■
Over the Telephone

m ft a) W ork in pairs. Read and co m p lete th e telep h o n e conversations. Use
th e necessary w ords and phrases from th e box on p. 1 0 0 . Then listen and
ch eck your answ ers,
b) A ct out th e conversations you g e t.
1.
Betsy: ( 1 ) .......!
Ann: Hi, is Betsy(2 )...... ?
Betsy: Speaking.
Ann: Oh, right, hi! My ( 3 ) ’s Ann. I ’m a friend of Jane. My elder
brother, Jane and me go to the ( 4 ) to learn English.
Betsy: Oh, OK. She ( 5 ) me about you. How are you?
Ann: Fine, thanks.
Betsy: And how’s Jane?
Ann: Oh great. She told me to (6 ) hello. Anyway, I was wondering
(7 ).......
Betsy: I ’ll try.
2.
A: Good afternoon, Mrs Phelps! This is Jack (8 ) Is Tom (9 )......?
B: No, he isn’t. Tom is out at the moment. Do you want (1 0 )..... for
him?
A: Please, tell him, (1 1 ).......
B: OK.
A: Thank you. (1 2 ).......
3.
A: (1 3 )..... !
B: Hi! May I (1 4 )..... ?
A: Steve doesn’t live here.
B: Sorry. I must have called ( 1 5 ) ........

W ork in pairs. Read and act out th e telop h o ne conversations. Use th e
phrases from th e box on p. 1 0 0 .
1.
Student A. You are having a birthday party soon. Phone your friend
and invite him/her for a party in a bowling club. Tell him/her when and
where the party is, if there is any dress code, etc. Discuss the meeting
place and time.
Student B. Your friend is inviting you for a birthday party. This is the
time when a friend of yours from another town is staying with you. Ask
if you can take your friend with you. Get more specific information you
need to know (the meeting time and place, a dress code, etc.).
Student A. Your brother’s/sister’s friend is giving a call to your house,
but, unfortunately, your brother/sister isn’t in. Talk to a person calling.
Ask him/her to leave a message to your brother/sister or phone again in
an hour.
Student B. You’re giving a call to your friend, but, unfortunately, he/
she isn’t in. You’re talking to his/her brother/sister. Introduce yourself.
Leave a message and ask your friend to give you a call when he/she is
back home.
A
M an y p eop le think th a t m obile phones a re n ’t really im po rtant tools fo r
teen ag ers; th ey are ju st expensive “to ys ” th a t teen a g ers use fo r fun and
nothing m ore. W h at do you think?
W rite an a rticle to a school n ew sp ap er in w hich you express your point of
view on th e su bject. U se th e follow ing questions as a plan:
• Do you have a m obile phone or w ould you like to have one?
• W hen and w hy do you use (are going to use) your m obile phone?
• W hat are th e advantages and disadvantages of having a m obile phone?
This is th e title o f your article:
M o b ile P h o n es : A re They E xpensive Toys?
O Look a t th e ad vertisem en t on p. 1 0 3 . Find th e key w ords and an sw er th e
q uestions.
1. What kind of exhibition is it?
2. What products are being advertised?
3. Why is it good to visit the exhibition?
4. How long does the exhibition last?
5. Who is invited?
({. What do yon have to do to partic ipate in the conference?
2.
3-6.Is Life Possible Without Computers'

(Exhibition
YOUTH & TECHNOLOGY’_
28th Midyear Conference & Exhibition
April 1 5 -1 7 , 200_
• Youth Centre • Kyiv, Ukraine
Come and visit this year’s Exhibit Hall! You’ll find young inventors offering the
newest products on the market today — computer software programmes, mobile
telephones, educational services, security systems, robots, and much more.
Plan to attend this special three-day show to acquire the latest knowledge about
the issues, products, and services you need to keep your practice profitable and
Everyone interested is invited!
To sign up for the conference, please, call 0038-044-2331518.
_____________________________ J
© A fe w children have been interview ed at th e exhibition. You’re going to listen
to w hat th ey say about th e use o f com puters. C heck if you know the m eaning
of the words in th e Vocabulary File. Use th e dictionary w hen it is necessary.
• to find information • to play games • to find new
friends • to do the online shopping • to send and receive the e-mails • to join
newsgroups • to download pages with photos, music and video • to share
hobbies and interests with newsgroup and chatgroups • to make ‘chat’
friends • to search through the catalogues • to look at digital pictures • to
listen to music • to prepare school work • to surf the Internet • to design
web pages and programmes •
© a) Listen and co m p le te th e interview s w ith th e w ords from Ex. 2.
b) Say w hy th e children use co m p uters.
Susan: I ’d like to talk about computers as far as daily life goes. The computer
means an incredible amount to me because not only I enjoy working on it but
I love making ( 1 ) friends around the world. We (2 ) our hobbies and
Interests with each other. My brother and I also spend much time playing
(.4)..... games and surfing ( 4 ) I use computer when I ( 5 ) ...... aschool
report or (в )....,. inform ation fo ra project.
David: In my opinion, computer is a critical part of our everyday life. I see the
future heading in that direction: where technology advances and more things
become automated through computers. Some people say that computers
disconnect people, but I don’t think ho. I usually ( 7 ) ........ newsgroups, send

and receive (8 ) from my friends. I often (9 ) pages with photos, music
and video. There is no need to spend time waiting for the letter to come to
your house by post mail. You can write to me: davidbillings@aol.com
Paul: The computer brings abetter quality for living in some respect. You can
save your time and do the on-line (1 0 ) or pay your bills. As for me, I can
(11)... .. web pages and programmes for the computer. My father has taught
me to build computers, and so I have a new hobby now. I think that whatever
you choose to do in your life, the computer can be a very nice tool to help you.
Oh, yes, computers can really do wonders when used properly.
-m ail Addresses and Internet Addresses
© R ead and study how to read th e In te rn e t address correctly.
X, ’ ' N
An e-mail address tells you something about its user. First comes
the user’s identifying name, usually the name or nickname, e.g. ‘jtame’ .
Then follows @, which we read as “at” . Next is the name of the server, e.g.
“ukr” . The period is read “dot” . This is followed by an abbreviation for the
type of server, e.g. “ net” . So, we would read “jtame@ukr.net” as “J Tame
at U K R dot net” .
An Internet address begins with www (double u double u double u).
Next say “dot” . The name or abbreviated name of the organization comes
next, e.g. nwf (National W ildlife Foundation), and then comes the type of
organization or the country where the organization is located.
O R ead and m atch th e abbreviations with th eir m eanings.
( • ua • ru • uk • gov • com • org • edu • net •

o
1. Ukraine - .......
2. Network - .......
3. Government - .......
4. Organization - .......
5. Education - .......
6. Commerce - .......
7. United Kingdom - .......
8. Russia - .......
O W ork in pairs. Take turns to p ractise reading and w riting e-m ail addresses.
www.nwf.org
a. kushnirenko@gmail.com
peter-ivanov@yandex.ru
www.irex.org
school235@edu.kiev.ua
www.google.com.ua
www.lake-district.gov.uk
sergpetrov@ne.eg.ukrtel.net
Read th e dialogues. Them rep o rt th e sentences in th e past. M ake all n eces
sary ch anges.
(3 T
L/rue Computer Tech Support Calls
1.
Tech support: Are you sure you used the right password?
Custom er: Yes, I ’m sure. I saw my colleague did it.
Tech support: Can you tell me what the password was?
Custom er: Five stars.
2.
Custom er: I have a huge problem. A friend has placed a screen saver
on my computer, but every time I move the mouse, it dis
appears.
3.
Tech Support: “OK, in the bottom left of the screen, can you see the ‘O K ’
button displayed?”
Custom er: “Wow! How can you see my screen from there?”
4.
Advisor: You have Spyware on your machine which is causing the
problem.
Customer: Spyware? Can they see me getting dressed through the
monitor?
© t - ° S peak in class. Do you use co m p u ter and th e In ternet? If not, would
you like to? W hich of th ese things do you do or w ould like to do? Use the
words from th e V ocabulary Fllo to Ex. 2, p. 103.

MM
o f Read and act out the situation.
Many people think that the Internet threatens the moral upbringing of teen
agers.
• Agree or disagree with the statement.
• Say when the Internet may be useful.
• Speak about your or your friend’s communication through the Internet.
Some young people get “addicted” to the computers. They live in the
virtual world of computer games, chat rooms, the Internet, etc. instead of
living in the world of real human experience and communication. What’s your
opinion about this?
Write a short essay. Include the following:
• why more and more people use computers nowadays;
• point out if computers actually make our life easier;
• what you use computer for (if you don’t have a computer, state what
you would use computer for if you had one);
• why you think teenagers are attracted by computers greatly;
• state where you see the right balance between the virtual reality and
real communication.
This is the title of your essay:
M od e rn W orld: Virtual R eality o r R ea l C om m u n ica tion ?
8. Working on the Computer
o Look, read and match the pictures (1 -1 0 ) to the words in the box on p. 107.
3
2

• a monitor • a modem • a mouse mat • a floppy disk • a CD-ROM •
a keyboard • a mouse • a printer • an MP3 player • a CD-ROM drive •
speakers •
$ . і h u m J a/'
© Listen to Paul talking with his father. Choose the correct item to answer the
questions.
1. How long had Paul had his computer?
a ) For a year.
b) For about a month.
c) He’s just made it by himself.
2. Why wasn’t Paul able to prepare his school report?
a ) He had no time.
b) His father didn’t want to help him.
c) Paul lost all the information for some reason.
3. What computer equipment isn’t Paul satisfied with?
a ) A mouse isn’t working. It’s the wrong model.
b) The monitor is the old model and is bad for his eyes.
c) Paul wants to replace many parts in his computer.
4. What does the boy’s father decide to do?
a ) To repair Paul’s computer.
b) To buy a new laptop for Paul.
c) To buy a new laptop for himself.
O Match the icons given below with the words from the box.
• new • bullets • open • bold • spell/grammar check • paste • print •
^underline • save • redo • copy • print preview • italics • cut • undo • )
-X d s i
1. 2. 3. 4. 5.
& j j i * 0
e. 7. 8. 9. 10.
* <
V ж K 4 4 a
11. 12. 13. 14. 15.

© Com plete the sentences with the correct vorb from the box.
cclick • download • enter • send • surf • take • type 1
1. Y o u your password on the keyboard, then on ‘go’ .
2 .1often ...... e-mails to my friends.
3. You can.......music and buy CDs on the Internet.
4. It’s easy t o pictures with a digital camera.
5. If you don’t know the password, you can’t the website.
O Read the e-mail message and answer the questions. Then turn the repor
ted instructions into the Direct Speech.
e x m ^
Eto Edit View Insert Format look Message yelp №
L i
Send
a -ù 2
Cut Copy Paste Undo Check Spelling
«
Attach
* ! .
Priority Sign
-D
Encrypt Offline
G3To: I annsavchenko@voliacable.com
0 3 Ce: I
Sub)*d: ISchool party preparations
Dear Ann,
■A
Just a quick note to check that I gave the correct instructions to Dan
concerning our school party.
I told him to make sure we have enough prizes for all the competi
tions. I asked him to buy a few postcards to write invitations for our
school guests. I also told him to finish the decorating of the school as
sembly hall by next Friday.
Hope I didn’t forget anything.
Kind regards,
Jane
zi
//.
1. Who sent the message?
2. What is it about?
3. Are the layout and style the same as for a letter?
lead the information about writing e-mails and match the para-
(1 -7 ) with their titles (A -G ).
A Purpose E Action
II Endings F Subject contents
C Subjects 0 Names
I) Greetings
graphs

0 -m a il Guidelines
Please note and follow the guidelines given below concerning the writing of
e-mail messages.
D 1
Give the message a subject/title. E-mail messages without a subject may not be
opened because of a fear of viruses.
H ~............. I
Keep the subject short and clear but avoid such headings as, ‘Good News’,
‘Hello’, ‘Message from Mary’. These headings are common in messages containing
viruses.
H ~ H
Start the message with a greeting so as to help create a friendly tone. The choice
of using the other name versus the surname will depend on who you are writing to.
If the receiver is more senior to you, or if you are in doubt, it would be safer (particu
larly in the first communication) to use the person’s surname/family name together
with a title,
e.g. Dear Mr Smithson/Dear Ms Smithson
It is also becoming quite common to write the greeting without a comma,
e.g. Dear Miss Lawson
U I
Start with a clear indication of what the message is about in the first paragraph.
Give full details in the following paragraph(s).
Make sure that the final paragraph indicates what should happen next,
e.g. I will send a messenger to your office on Tuesday morning to collect
the goods.
m i
Any action that you want the reader to do should be clearly described, using po
liteness phrases. Use ‘Could y o u . o r 7 would be grateful if...
□ 1
End the message in a polite way. Common endings are:
Yours sincerely, Best regards, Best wishes, Kind regards.
If you did not put a comma after the greeting at the beginning of the message,
then do not put a comma after the ending either,
e.g. Best wishes
Inna
n r 1
Include your name at the end of the message,
e. g. Kind regards,
. Ann

o
fä
f
Work In small groups.
a) Choose one of the topics for your e-mail from those which are given
below. Discuss all the steps you have to follow while writing it. Then work in
pairs and write the e-mails.
1. You’re working at the new issue of a school newspaper. W rite an
e-mail to your friend, tell him/her what topics you’re going to cover in
this issue, ask him/her for the recommendations.
2. Your English-speaking friend is coming to you for his/herholidays.Write
an e-mail to one of your classmates, tell him/her what places in your city/
town you’re going to visit, ask if your friend would like to join you.
3. You’re working on a project “Life in the Future” together with one of
your classmates. You’ve prepared a plan for your presentation. W rite
an e-mail and ask your friend if he/she agrees with the points you’d
like to include in your project. Ask him/her about the time he/she has
to visit the local library together.
b) Exchange your e-mails. Let your friends check if you’ve done your work
oO correctly. Comment on the works of your friends. Use the guidelines from
Ex. 5.
o f■ j Write an e-mail to your English-speaking friend about the school party
you had. Use the e-mail guidelines to help you.
J?. Absurd Inventions!
a) Look at the pictures. Listen to Tom talking about one of the real
patent absurd inventions1. What invention is he talking about?
Greenhouse Helmet
b) Say what invention you would like to try. Why?
All inventloiiH hold real (ISA patentH.

SES^ Read the advertisements for two absurd inventions. Answer the
questions.
1. What sentences are written to attract the reader’s interest in the product?
2. What details are included by the designer to develop the reader’s
interest in the product?
3. What phrase creates a desire for the product?
So, you’re all grown up and you still don’t know how to roller skate? The Western
Skater will give you the support and confidence you need to take that giant first
step. As the inventor puts it, “the vehicle permits a beginner skater to train for a long
time and in a relatively safe manner...” Now you can become the cowboy on roller
skates you always dreamed of as a kid!
Most dogs don’t mind going out in the rain, but if little Madison Windsor
of Belmont the Third just put his wonderful coat on, well we couldn’t have him
O Work in groups. Think of a product that would appeal to some or all people
one day. This can be any idea even if you think it’s quite absurd. Draw
a picture.
© a) Read the information.
Advertisements try to persuade people to do something. For example,
to buy things. They are often successful. To write an effective ad you
should follow the guidelines given below.
I . Think of the features to attract the reader’s interest.
; 2. Think of the details to develop the reader’s interest in the product.
! 3.W rite a phrase to create n desire for the product (for example, write
about the sale price).
estern Skater
US Patent Issued in 1989
r ~
d o g g i e U m brella
US Patent Issued In 1992
getting wet now, could we? So it’s time to him into the fully draped, dog
gone , Doggie Umbrella. It features air holes in the front so he won’t fog
up his personal and if your dog likes attention, he’s going to be very
happy wearing this
gone
Buy now and make your dog happy even on a rainy day!
reating Ads

%
b) Design an ad for your product. Follow tho writing tips given on p. 111 and
write a plan for your advertisement. What details would you like to include?
Our product is .......
It will appeal t o (target customers).
To attract the reader’s attention, we w ill.......
To create the reader’s interest in the product, we w ill.......
To develop the reader’s desire to own the product, we w ill.......
To urge the reader to purchase the product, we w ill.......
© p . ° 0 Qa||ery walk. Share your ideas with another group. Ask each other
questions to get more information about the product.
o Put the verbs in brackets into the correct tense form and voice.
^ u r iy G agarin Monument in Orkney Island
On April 12th, 2008, the Cosmonaut Yuriy Gagarin Monument in Skara Brae
prehistoric village, in Orkney, the UK, (1 ) (to show) to the public for the
first time. The Monument (2 ) (to design) to commemorate the first orbit
flight in the spaceship Vostok in 1961. “Yuriy Gagarin’s mission (3 ) (to be) a
defining moment in human history. The flight (4 ) (to open) a new stage in
the development of space exploration. Here, at Historic Scotland we (5 ) (to
be delighted) to commemorate an event of such importance by including it in the
Skara Brae timeline. It (6 ) (to help) underline just how much ( 7 ) (to
change) since the days of the Neolithic farmers who ( 8 ) (to build) Skara
Brae” , said Doreen Grove, Historic Scotland Head of Access and Understanding.
The event (9 ) (to attract) much local and international interest. The stone,
which (1 0 ) (to be) around 20 cm by 30 cm, (1 1 ) (to design) by Leslie
Merriman, a member of Historic Scotland’s Orkney Monument Conservation
Unit and simply states “ 1961, First Man in Space” .
Yuriy Gagarin, the first conmonaut

o
©
# Write five questions you can ask to know more about Yuriy Gagarin.
Report the sentences.
1. Mrs Lowey: “What did Marie and Pierre Curie discover?”
2. Mr Phelps: “ What do you know about Alfred Nobel, Mark?”
3. Steve: “Are you interested in scientific discoveries, Jack?”
4. Carol: “What are the achievements of modern science and technology?”
5. James: “ I’ve never thought about the innovations.”
6. Mary: “Where can you apply your knowledge of Physics, Jack?”
© m Look at the photo and read the information. Say what countries are
shown on it? Can you name any other geographical places (islands, seas,
deserts, etc.)? Do you agree with all the information presented?
-.Sunset from Space: Is This a Photograph or Model?
The photograph given below was taken by the crew on board The Columbia
during its last mission, on a cloudless day.
This photo is absolutely beautiful. The image is historic, too, as this is the last mis
sion for The Columbia. You can see the image of Europe and Africa when the sun is set
ting. Half of the picture is in night. The bright dots you see are the cities lights. The top
part of Africa is the Sahara Desert. Note that the lights are already on in Holland, Paris,
and Barcelona, and that it’s still daylight in Dublin, London, Lisbon, and Madrid.
The sun is still shining on the Strait of Gibraltar. The Mediterranean Sea is already
in darkness. In the middle of the Atlantic Ocean you can see the Azores Islands;
below them to the right are the Madeira Islands; a bit below are the Canary Islands;
and further south, close to the farthest western point of Africa, are the Cape Verde
Islands. Note that the Sahara is huge and can be seen clearly both during the day
time and night-time. To the left, on top, is Greenland, totally frozen.

© t * °
or m
maki
Read the information. Use the clues and write a letter to a newspaper.
Work in pairs and discuss the photo image on p. 113. Is the photo real
or made-up with the help of modern technology? What clues helped you
make your suggestions?
(5 T
e Truth: A Photograph of a Model
There are six clues that it was not taken from the Space Shuttle The Colum
bia during its last mission:
1. It’s taken from much too high up, the shuttle never leaves low earth orbit.
2. The night-time area should be black.
3. The terminator1is too sharp.
4. Details of the sea floor are visible.
5. There are no clouds. ‘A cloudless day’ is a local phenomenon and could
not possibly cover the whole of Europe and the North Atlantic.
6. In January/February the North Pole should not be sunlit.
Conclusion: It’s clearly a picture of a model.
,S etf-S ïéôôm w m d
Skills Now I can... 4 3 2 1
• talk about science and technology □ □ □ □
• • talk about the inventions and inventors u u u u
p*o© • discuss the importance of science in the
progress of civilization
□ □ □ □
• make a short presentation □ □ □ □
^ È t
• understand the information during the
discussion
□ □ □ □
• do True/False test after listening to the story □ □ □ □
H I
• read and understand the information □ □ □ □
é • write a description of an invention □ □ □ □
' A lerniimi tor icpntt, M63KM.

^/dm , lead cm d fcd/o aéoid...
the W orld Heritage Sites in the UK
*» the cities of the UK Ji
*> listen for details using key words
to extract some specific information
listen for and identify relevant
information from presentations
ask questions to obtain specific
information
verb tenses
ê> the gerund
& a letter
a postcard

*»• A person needs at intervals to separate
from family and companions and go to
new places. One must go without familiars
in order to be open to influences, to
change.
Every city has its own character.
* 'Sz/myiiynbCiiA
Certainly, travel is more than the
seeing o f sights; it is a change that
goes on, deep and permanent, in the
ideas of living.
& Cities are ... distinguished by the forms
they possess, and these forms are a vital
part of their essential charm.
^ Life hides everything from people.
Their own noise prevents them from
hearing anything else. They couldn't
care less. The bigger and the taller the
city, the less they care.
oi

U JM fyrtA /-i? . Capital Cities
® &
oO,Look at the photos. Can you name any of these places? What do you
know about them?

o a) Use the dictionary to know the meaning of the words in the Vocabulary File.
• a heritage • a convention • a site • the mankind •
a landmark • to inscribe • to launch • to exist •
b) Match the words (1 -8 ) with their definitions (a-h ).
1. Heritage a) a building or aplace that is very important because of its
history, and that should bepreserved;
2. A convention b) to be real; to bepresent in a place or situation; to live;
3. A site c) to write or cut words, your name, etc. onto something;
4. Mankind d) the history, traditions and qualities that a country or
society has had for many years and that are considered an
important part of its character;
5. A landmark e) to start an activity, especially an organized one;
6. To inscribe f) an official agreement between countries or leaders;
7. To launch g) all humans, thought about as one large group; the human
race;
8. To exist h) aplace where a building, town, etc. was, is, or will be located.
c) Complete the sentences with the words from Ex. 2 in the correct form.
1. According to the Celtic legend, the place was the burial of ancient
kings.
2. The team’s name is on the base of the trophy.
3. One of the Belfast’s most fam ous the Grosvenor Hall, has been
visited by my friends.
4. W e discussed the articles from the European on human rights.
5. Opportunities for our school club to gain sponsorship for a school
museum.
6. These beautiful old buildings are part of our national.......
7. The exhibition tells the visitors about the most important events in
the history of .......
8. In 2002, a scheme w as to promote and encourage interest in con
serving the area.
o
© Listen to the radio programme about the World Heritage Sites. Complete
the sentences.
1. The World Heritage Convention was established.......
2. The abbreviation UNESCO stands fo r .......
1$. The World Heritage List set up by the* Convention includes.......
4. Th© World IIeritage Sites* a re....

5. In 2007, there were of them, including in the UK mui overseas
territories.
(». The famous British landmarks included in the list a re.......
7. The famous Ukrainian landmarks included in the list are.......
8. The emblem means.......
© Read the dialogue and say what project the children have decided to launch
in their school.
Andriy: Hi, Olia! Any news from our partner school in Great Britain?
Olia: Hello, Andriy! We got a letter from them yesterday. They have
launched the UNESCO World Heritage Project in their school
and invite us to participate in it, too.
Andriy: I’ve heard about UNESCO. The abbreviation stands for the United
Nations Educational, Scientific and Cultural Organization. It pro
motes international co-operation among the countries in the fields
of education, science, culture and communication. Am I right?
Olia: Yes, you are right.
Andriy: What sites have they chosen for their project?
Olia: They have decided to write about the sites in Ukraine and we
have to choose the sites from the UK.
Andriy: Oh, I see. The project will help us know both countries better.
Olia: This is what the projects exist after all. They help us learn more
about the world and people who live in it.

o Read and say if the statements are true or false.
1. Olia got an e-mail from their partner school in Great Britain.
2. They have launched the UNESCO World Heritage Project in their school.
3. They invite pupils of Olia’s school to visit Great Britain.
4. British pupils will write about the sites in Ukraine.
5. Andriy doesn’t know anything about UNESCO.
6. Projects help the children learn more about the world and people who
live in it.
O a) You are going to read the texts about the famous landmarks. Before you
read consult the dictionary to know the meaning of the new words.
# a f or£j . a henge • a venue • refurbishment •
to revolve • to revolt • a regimental museum •
b) Complete the following sentences with the words and phrases from the
Vocabulary File given above.
1.......is a museum, the exhibits of which are connected with a particular
regiment (a large group) of soldiers.
2.......is a place where people meet for an organized event, a concert, a
sporting event or a conference.
3.......means to rebel, to take violent actions against the people in power.
4.......is to move around something in a circle.
5.......is a process of cleaning and decorating a room (building), etc. in
order to make it more attractive or useful.
6.......is a shallow place in a river where it is possible to drive or walk
across.
7.......is a circle of large vertical wooden or stone objects built in prehis
toric times.
Jigsaw Reading
O a) Work in two groups.
Group A reads about Belfast Castle.
Group B reads about Cardiff Castle. Answer the questions as you read,
b) Work with a partner from another group. Compare your answers and
exchange information.
Questions:
1. Where is the castle situated?
2. When was it built?
3. What is the castle famous for?
4. Is the castle open to the public?

------------------------------------------------------
Group A:
•B e lfa s t Castle
On the eastern side of the Northern Ire
land's coast, at the mouth of the River Lag
an, lies the City of Belfast. Belfast means
‘a mouth of the sandy fo rd ’. Belfast has
been known since the Bronze Age. A
5,000-year-old henge called ‘the Giant’s
Ring’ is located near the City, and the re
mains of the Iron Age forts can be found
on the hills surrounding the City.
Belfast remained of a little importance
until the Middle Ages when the Norman
Knight named ‘John De Courcy’ arrived
in Belfast in 1177 and decided to build
a castle on the steep slopes of Cave Hill, some 400 ft above the sea level.
Around 1611 Belfast Castle was given to Sir Arthur Chichester by the King James I.
He rebuilt it, and a small town soon began to grow nearby. By the early 17thcentury
Belfast had a population of around 1,000 people and it was a busy place.
In 1708 the Belfast Castle burnt down. The castle that stands today was com
pleted in 1870.
From the end of World War II until the 1970s the castle became a popular venue
lor wedding receptions, dances and afternoon teas. In 1978 Belfast City Council insti
tuted a major ishment programme that continued over a period of ten years.
Belfast Castle is a magnificent sandstone building, now managed by Belfast City
Council. It has close associations with the city’s past. Its sense of history, the superb
setting and the new visitor centre makes Belfast Castle a ‘must’ for every tourist.
The castle hosts an antique shop, a restaurant and a visitor centre and it is a 5
popular venue for conferences, private dining and wedding receptions.
Public tours are held at various times throughout the year.

Group В:
( ard iff Castle
Cardiff is the capital and most populated city in Wales. It is also a twin city of Lu-
hansk, Ukraine. As well as being the political capital, it is Wales’ centre for business,
education, sport, tourism, culture, media and government. The population of the
city is 317,500 people.
Cardiff Castle is one of Wales’ leading heritage attractions and a site of interna
tional significance. Located at the heart of the capital, within beautiful parklands, the
Castle’s walls and fairytale towers conceal 2,000 years of history.
The Romans built the earliest settlement at Cardiff in the mid-first century A.D. They
constructed a fort on the spot where the castle now rests. During the Norman invasion
of the 11thcentury, in about 1091, it was rebuilt into a typically Norman fortress.
Much of Cardiff Castle’s history around conflicts with the native popu
lation. In 1183-1184 the Welsh , and caused much damage to the castle
and its associated town. There were a lot of conflicts and , during which the
castle came from one owner to another.
Only in 1947, Cardiff Castle was turned over to the care and trust of the people
of the city, and Cardiff City Council maintains the site in the outstanding condition. It
is now a popular tourist attraction, where
you can visit a , the
ruins of the old castle and the Victorian
reconstruction.
The castle has hosted a number of
rock concerts and performances.
Cardiff Castle plays host to Cardiff
University’s Summer Ball each year, and
Wales’ largest Mardi Gras held every
August.
Cardiff Castle is open to the public,
for a fee, on most days. It is a remarkable
place and a ‘must’ for every visitor of
Cardiff.
© c oO,Work in pairs. Discuss the following questions.
1. What do Belfast Castle and Cardiff Castle have in common?
2. Why is it interesting for people to visit these castles?
O Read and say what city it is: Belfast or Cardiff.
1. This town has been known since the Bronze Age.
2. The Romans built the earliest settlement there in the mid-first centu
ry A.D.
.4. This castle was built in 1177 on the steep slopes of Cave Hill.
4. In 1708 this castle burnt down.
5. There were a lot of conflicts and rebels, during which the castle came
from one owner to another.
0. The ciiHtle hiiH hosted a number of rock concerts and performances.

a) Read the postcard. Say what things Jenny, Lenn and Alice write about.
014729 000017
HJkitekolm e
of Dundee
www.whiteholme,co.uk
M ay 7, 20____
H i Susan and John,
I t ’s fantastic here! W e landed on time and the
coach journey to our hotel only took 15 minutes.
W eather is wonderful. Sunny and hot. Scotland is
enchanting! You should see it!
The atmosphere is quiet and relaxing. W e’re
impressed by the medieval castles and stunning
landscape. People are very friendly. Food’s great,
as much as you can eat and lots o f variety. Going
on a trip to Edinburgh Castle tomorrow. Hope we
don’t see a ghost there! Got some great photos to
show you when we get back.
See you next week!
Love,
Jenny, Lenn & Alice
X X
Photo: Scotland in Focus I S . J. Whitehorne
Affix S tam p
H e re
Printed in Scotland
Susan W hite
15 H igh Street
Colchester, Essex
CO 125
b) Choose the correct items to complete the sentences.
1. The style of the postcard is formal/informal.
2. The sentences are short/long.
3. The information is/isn't easy to understand.
4. The authors use/don't use exclamations to show their excitement
about the trip.

© Read and say If the statements are true or false.
1. The children are greatly impressed by Scotland.
2. The coach journey to their hotel only took half an hour.
3. The atmosphere is welcoming and friendly.
4. They are going on a trip to Edinburgh Castle tomorrow.
© a) Read the information. Say how the postcard is different from a usual letter.
to W rite a Vacation Postcard
In the era of the Internet, many people have lost touch with the basic
art of letter writing. Sometimes we travel to locations that don’t have the
Internet connection and an e-mail is no longer an option. The digital revo
lution has left a few gaps and a basic postcard writing is one of them.
These simple steps given below refresh your memory on how to send a
hand-written note to your family and friends when on vacation.
The style of your writing is usually going to be very informal. People
often use incomplete sentences that still make sense just so they can fit
more into the available space. This style has been adapted today and used
when sending text messages. Paragraphs, too, tend to be disregarded in
order to conserve more space.
Step 1. W rite the day’s date in the top right-hand corner of the left sec
tion of the postcard.
Step 2. W rite the address of your current location in the top right-hand
corner of the left section of the postcard. The address should con
sist of the town and state or town and country, unless, of course,
you are expecting a reply back from your postcard.
Step 3. W rite the greeting under the date. A simple greeting like “Dear
Joe" is sufficient.
Step 4. Compose the body of the postcard. Traditionally, this section in
cludes information about your journey, the weather, and the pla
ces you’ve visited, etc.
Step 5. Sign the postcard below the body on the right hand side of the left
section of the postcard.
Step 6. Place name and mailing address of the person you are writing to in
the centre of the right-hand section of the postcard. Remember to
include your full name, zip code and country, especially when
writing from overseas.
Step 7. Stick a stamp on the top right hand corner of the right section of the
postcard and mail. Check local rates to ensure your postcard arrives.
-V___________________________________________________
b) Answer the questions.
1. How do you communicate with your friends and relatives when you are
away on holidays?
2. Do you send postcards? On what occasions do you? Are these tradi
tional postcards or e-postcards?
3. Wlial do you have to keep in mind when writing a traditional postcard?

You are in Great Britain. You’ve decided to send a postcard to your
Ukrainian friend, Galyna/Oles, with the sites of the place you’ve visited.
Write brief information about the place. Include the following points:
• say where you are;
• name the site in the picture;
• give a brief description of it;
• say ‘Best regards’ to your relatives.
Old and New Towns of Edinburgh
o Look at the photos. Do you know where they were taken? What kinds of
events do you think are held in the castle?
Edinburgh Castle
O You are going to read the text about Edinburgh, the capital of Scotland. Use
the dictionary to know the meaning of the words from the Vocabulary File.
• „ twin city • desirable • a with; range of • to exercise
sm b's wallet • medieval • winding • to be listed • a ghost • a graveyard •
a place hustling with Hmth •

Read the text about Edinburgh. Put the hoadings (A-E) into the correct
spaces (1 -5 ).
A Special Celebrations
li Festival City
C The King’s Lawyer
D The City with the Past
E City of Castles
Odinburgh: A Colourful City
EE
Edinburgh is the capital of Scotland and of Kyiv, the capital of
Ukraine. Four hundred and fifty thousand people live there. In fact, the city is one of
the most cosmopolitan cities in Europe. It is one of the most places in the
world to live and study, with theatres, galleries to visit, clubs and
shops . Although the sky is often grey, Edinburgh itself is
a colourful city - it mixes modern and , the traditional and the new. With
its stunning Georgian and Victorian architecture, and medieval streets, it’s
easy to see why Edinburgh has been as a World Heritage Site. This is a city
that knows how to be both ancient and modern.
E l
When you arrive, the first thing you see is Edinburgh Castle, on a hill, high above
the city. Hundreds of millions of years ago, the hills in Edinburgh were volcanoes,
today, the volcanoes are quiet. Edinburgh Castle is Scotland’s most visited attrac
tion. Over one million people visit the castle every year. Part of it is a thousand years
old. Edinburgh Castle is not the only castle in Edinburgh. In fact there are many old
castles and old houses. There’s also a plenty of open space, with a large number of
public parks and green places right in the busy city centre.
E l
It’s not surprising that the old city has hundreds of . Some of them are
famous. One is the ghost of George Mackenzie. People often feel cold and hear
strange noises near his grave. Mackenzie was King Charles ll’s lawyer, in the seventh
century. He wasn’t a good man. He killed a lot of people. People think his unhappy
ghost walks in the of Greyfriars’ Church.
Edinburgh is a great place for a party. It’s famous for its international festivals and
unusual local culture. From 29 December - 1January Edinburgh has a New Year festival
called Hogmanay. Four hundred thousand people from all over the world go to the party.
There are fireworks, concerts, and a huge street party with dancing in the street!
Ж
The capital is with arts, sports and attractions and is famous for play
ing host to the world's largest arts festival. Every summer there are jazz, book, cin-
ema festivals and, of course, the famous International and Fringe Theatre Festival.
At these festivals you can see everything from circuses to ballets and from comedy
shows to Shakospoaio plays j

1. Edinburgh is the capital of Scotland and the twin city o f .......
2. Edinburgh m ixes.......
3. No wonder that Edinburgh has been listed a s .......
4. It’s not surprising that the old city has.......
5. Edinburgh is famous fo r .......
6. This capital is bustling w ith .......
© Write five questions to the text of Ex. 3, p. 126 and ask your classmates to
answer them.
© Read and com plete the sentences.
o
a) Work individually. Compare the sentences given below. Choose the sen
tence, in which -in g form is a subject and read it aloud.
1. Sightseeing is a good way to learn more about the places you visit.
2. W e went sightseeing yesterday.
b) Read and choose the correct item to complete the sentences.
1. The -in g form is/isn’t formed from a verb.
2. The verb changes/doesn’t change its meaning.
c) Read the information.
rund ( - ing form s)
‘Gerunds’ are also called ‘-in g forms’, because they are formed with the
verb and —ing: going, breaking, seeing, etc. They have the same meaning as
nouns.
W e can use -in g forms as subjects.
Learning English is useful for you.
Reading broadens your mind.
W e use gerunds (~ing forms) after the verbs: like, love, adore, enjoy,
prefer, hate, can’t stand, look forward, keep (o n ) (= ‘continue’, ‘not to
stop’), finish, stop, give up (= ‘stop’, for habits), go, can’t help (= ‘can’t
stop myself ), suggest, practise, (n o t) mind ( = ‘(n o t) dislike’), dislike.
I adore walking around historic sites.
I prefer visiting museums to staying at home.
Sometimes the verbs like, love, adore, prefer, hate can be used with in
finitives, but -in g forms are more usual.
I like travelling.
I like to travel in summer.
After begin, start, continue and prefer we can use -in g forms or in
finitives with the same meaning.
When did you bruin to learn/begin learning Englls/i?
I p r e f e r t o l i v e / p r e f e r l i v i n g III I III1c o u n t r y .

• / repositions + - in g forms
When we have preposition + verb, we must use an -in g form.
The children are tired of going to the same place every summer.
1 worry about spending too much money.
Thank you for coming.
We use by ...-in g and without ...-in g to say how people do something.
I earn my money by working in a travel agency.
She won’t pass exams without studying.
You can’t live without eating.
After before, after and since, we can use an -in g form or subject + verb.
I usually read the paper before goin g/1 go to work.
I usually watch T V before going/1 go to bed.
Bill has changed a lot since getting/he got married.
Sometimes to is a preposition (for example, I look forward to your
answer). In this case we must use -in g forms of verbs after to.
I look forward to hearingfrom you.
(NOT: I look forward to h&tfr from you.)
O Read the sentences. Complete the sentences with the gerunds.
1. I s (to travel) your hobby?
2. I ’ve always dreamt o f (to visit) Great Britain.
3. I enjoy (to read) books about wonders of the world.
4. I look forward t o (to hear) from you.
5. I couldn’t help (to smile) when they were planning their trip.
6. You cannot visit a museum without (to buy) a ticket.
7. My friends don’t mind m e (to join) them in a tour.
8. Mary can’t stand (to go) on long walks.
9. My parents earn their living b y (to build) houses.
10. Jim has started (to work) hard at his English since (to enter)
the university.
Read the following facts about Edinburgh. Then write the sentences
into your exercise-book and underline the gerunds in them.
1. Edinburgh was voted The Guardian and Observer ‘Favourite UK City’
for six years running.
2. Overseas and UK visitors to Scotland adore sightseeing in Edin
burgh.
3. Bookselling is more popular in Edinburgh than in any other city in
Britain and, in 2004, it was the first city in the world to be named City
of Literature by UNESCO.
4. Film companies enjoy making films in Edinburgh. ‘The Da Vinci Code’
and many other films have boon made there.

oO
L o o k a t t h e p h o t o s o f E d i n b u r g h . S a y w h a t p l a c e s y o u w o u l d l i k e t o v i s i t .
1. The Cannongate 2,7. The Royal M ile 3. Sir Walter Scott Memorial
4. Our Dynamic Earth Museum 5. Holyrood Palace 6. Greyfriar’s Bobby
Y o u ’ r e t r a v e l l i n g t o E d i n b u r g h t o m o r r o w b u t y o u ’ l l o n l y s p e n d a d a y i n
t h i s c a p i t a l c i t y . Y o u ’ v e j u s t r e c e i v e d a n e - m a i l f r o m y o u r E n g l i s h f r i e n d ,
K e i t h M c G r e g o r , a s k i n g y o u a b o u t t h e t i m e o f y o u r a r r i v a l . H e w a n t s t o
k n o w w h a t y o u w o u l d l i k o t o d o w h o n y o u a r r i v e a n d h o h a s a t t a c h e d t h e
f o l l o w i n g b r i e f p r o g r n m m o g u l d o t o h i s l o t t o i :

Guided Tours in Edinburgh Price
Edinburgh Castle £10.00
llolyrood Palace £15.00
Our Dynamic Earth Museum free entrance
The Royal Mile
(a walking tour)
£5.00
Write an e-mail of 50 words including the following points:
• time of arrival;
• chosen programme;
• reasons why you have chosen that programme.
Begin your e-mail like this:
D ea r K eith,
3-6.The Giant's Causeway
Look at the photos of the Giant’s Causeway. What do you think: is it
created by people or nature? Exchange your opinions.
T lw ( li m i t 's Cuuaewau

oil You are going to read the text about a famous landmark of Northern
Ireland. Say what makes it such a special place.
^ie G iant’s Causeway1
W h at Is It?
The Giant’s Causeway is Northern Ireland’s most famous landmark. It has been
an official UNESCO World Heritage Site since 1986. Formed between 50 and 60
million years ago by the volcanic activity, the ‘causeway’ draws people
to this corner of the North Antrim. This unique place occupies approximately
70 ha of land and 160 ha of sea. It is made up of some 40,000 massive
which are packed tightly together and the sea.
: Some of the columns have four, five, seven and eight sides. The tops of the columns
form stepping stones that lead from the and disappear under the sea.
W h at Does the Legend Say?
The legend goes that the mythical Irish giant Finn MacCool built the causeway to
get to Scotland and with the giant called Benandonner. When he got there,
i he found that the Scottish giant was asleep but also far bigger than himself, so Finn
; returned back across the causeway. When Benandonner woke up, he came across
the causeway and was intent on fighting Finn. Finn’s wife dressed up her husband
as a baby. So when Benandonner arrived she said Finn wasn’t at home. She also
asked the giant to be quiet not to wake up the baby. When Benandonner saw the
; baby he decided that if the baby was that big, Finn must be massive. So he turned
i tail and across the causeway it as he went. All that remains
are the ends, here at the Giant’s Causeway and on the island of Staffa in Scotland
where similar formations are found.
A W on der of the W orld?
In the past the causeway became widely known as the “The Eighth Wonder of
! the World” when large numbers of visitors came to view it from the 1700s. Perhaps
I now there is a chance it could be officially as such a wonder.
In 2008 the Giant’s Causeway was nominated one of the world’s seven natural
wonders. The new seven wonders of the world were in Lisbon, Portugal
, in July 2007 and the new “Seven Wonders of Nature” as they are officially called j
j were . These are currently being and the chosen wonders will
be announced in 2010.
O Look through the text of Ex. 2. Try to understand the meaning of the high
lighted words from the context. If you have any difficulties, consult your
dictionary.
a causeway • from far and wide • hexagonal •
to stick out of • a cliff foot • to battle • to floo (I'lcd) back • to rip up • to be
recognised for • to announce • to launch • to ballot •

Read the definitions and match them to the words and phrases from the
Vocabulary File.
1. The base or the lowest part of the rock (cliff).
2. To leave a person or a place very quickly, because you are afraid of
a possible danger.
3. A raised road or a path across water or the wet ground.
4. To tell people something officially, especially about a decision, plans.
5. The same as ‘from all the corners of the country.’
6. To vote secretly for something.
7. Having six straight sides and six angles.
8. To tear something into small pieces.
9. To be acknowledged or thought of as very good or important by people.
10. To be further out of the surface.
11. To try very hard to achieve something that is difficult or dangerous.
12. To start something, usually something big or important.
Choose the correct item to complete the sentences.
1. The Giant’s Causeway is Northern Ireland’s .......
a ) symbol
b) most famous landmark
c) most picturesque place
2. The Giant’s Causeway was formed between 50 and 60 million years ago
b y .......
a) the flood
b) the earthquake
c) the volcanic activity
3. The legend goes that a mythical Irish giant Finn MacCool b u ilt to
get to Scotland.
a) the causeway
b) the road
c) a ship
4. When Benandonner woke up, he came across the causeway and was
intent o n .......
a) having breakfast with Finn’s family
b) admiring the beauty of the sea
c) fighting Finn
5. When Benandonner arrived Finn’s wife said.......
a) he wasn’t at home
b) they didn’t expect him to come
c) her husband was busy
6. In 2008 the Giant’s Causeway was nominated.......
a) the most picturesque site of the world
b) one of the world’s seven natural wonders
c) for Oscar

o a) Find the sontences in the Reported Spooch In the text. Write them In tho
Direct Speech.
b) Work in pairs. Act out a dialogue between the Scottish giant and
MacCool’s wife.
O Write the following sentences using the gerund.
1. We could go to the museum. - She suggested.......
2. We will see the Giant’s Causeway in Northern Ireland. - We are looking
forward t o .......
3. Let’s go sightseeing around Edinburgh. - They prefer.......
4. Can you wait for a guide for a few minutes? - The tourists don’t mind
5. Our excursion will begin in some minutes. - The tourists are looking
forward t o .......
6. I admired the view of Belfast Castle. - I couldn’t help.......
O Write the correct form of the verb.
1. He didn’t expect (to see) Steve there.
2. I can’t keep (to walk) - I ’m too tired.
3. I promise (to take) her on a trip to Scotland.
4. She thought o f (to send) a postcard from the Houses of Parlia
ment.
5. Our family has decided (to visit) our friends in England.
6. Mark refused (to show) his project me.
© Read and act out the situation.
The pupils of your partner school in Great Britain have just come to visit
Ukraine. Ask them about the most famous landmarks of their country. Be
ready to answer their questions about the sites of Ukraine. Make short
dialogues and present them in class.
After your summer holidays in Northern Ireland, you’re asked to write
about your experience. Write an article of about 1 2 0 -1 5 0 words to your
school magazine. Include the following points:
• time, place and duration of visit;
• accommodation;
• food;
• weather;
• sites and excursions;
• the Irish people.
The title of the article is:
M y Holidays In N orth orn Iroland

y /i / . Stonehenge - Forever a Mystery
O© lWork in pairs. Look at the photos of Stonehenge. What do you know
about this place? Can you explain what it was made for? Share your opinions.
o i l You are going to read an article about one of the most famous land
marks of Great Britain. Some sentences or phrases have been removed
from it. First read the text quickly, ignoring the gaps. Try to understand the
main idea of it. Then fill in the gaps (1 -6 ) with the sentences or phrases
(A-F) to complete the text.
A the name Stonehenge originates from the Anglo-Saxon period
B in 1986 for their outstanding prehistoric monuments
C what drew people here over the centuries
D that the mystical stone circle was built by the Druids to mark her tomb
E we will probably never know its full significance
F One of the most popular modern alternative explanations for Stonehenge
>J tonehenge — Forever a Mystery
General Overview
The great and ancient stone circle of Stonehenge is one of the wonders of the
world. It’s thought that ( 1 ) .....- the old English word ‘henge’ meaning ‘the hang
ing stones’. There is nothing quite like Stonehenge anywhere in the world and for
5.000 years it has drawn visitors to it. We shall never know ( 2 ) or why hundreds
of people struggled over thousands of years to build this monument (the heaviest of
the stones weighs probably about 45 tons), but visitors from all over the world (over
850.000 people a year) come at this amazing feat of engineering.
Myths and Legends
Although great have been made in our understanding of the original pur
pose of Stonehenge (3 ) The aura of mystery has helped to generate many
myths and legends about the monument. As has gone on over the
centuries, a whole of colourful stories has arisen - and the search for explana
tions is still going strong today.
In tho Roman period, it was believed that the British rebel Queen Boudicca had
been burled at Stonehenge, and ( 4 ) .......

/
Geoffrey of Monmouth, writing in the 12"' century A.D., retells the story that the
legendary wizard Merlin commanded an Irish monument called the Giant’s Dance to
be transported all the way to Salisbury Plain.
(5) . . is that it was built by visitors in ancient times.
W h y Stonehenge is a W o rld Heritage Site
Stonehenge and Avebury were inscribed on the World Heritage List. ( 6 ) At
Stonehenge, the stone circle (3000 B.C.-1600 B.C.) is surrounded
by a ceremonial landscape more than 300 burial and major
prehistoric monuments such as the Stonehenge Avenue, the Cursus, Woodhenge
and Durrington Walls.
© Look through the text of Ex. 2 and try to understand the meaning of the
highlighted words from the context. If you have any difficulties, consult the
dictionary.
to marvel • stride • speculation • host • tomb • un
paralleled • comprising • mounds •
© Match the words (1 -9 ) with their definitions (a -i).
1. To marvel a) 1) a large number of people or things;
2) a person who invites guests to a meal (party);
2. A stride b) a large grave, built of stone above or below the ground;
3. A speculation c) being the parts that form something;
4. A host d) to be very surprised or impressed by something;
5. A tomb e) connected with life existing outside the Earth;
6. Unparalleled f) a large pile of earth or stones; a small hill;
7. Comprising g) one long step;
8. Mounds h) used to emphasize that something is bigger, better
or worse than anything else like it;
9. Extra-terrestrial i) the act of forming opinions about what has happened
or what might happen without knowing all the facts.
O Find the synonyms to the words in the text of Ex. 2.
1. To wonder - ..... .
2. To struggle - .......
3. A stride - .......
4. Am azing - ........
5. An alien ........

o Say what you have learnt about the famous landmarks of Great Britain.
Make a short report (about 10 sentences) about the site which impressed
you most of all. Present it in class.
You were staying in England for some weeks at your friend’s house.
Now you have just returned home and have decided to write ‘a thank you’
letter to the family.'
Write a letter of 5 0 -1 0 0 words including the following:
• say ‘thank you’ again;
• praise English food;
• praise their hospitality.
Begin your letter like this:
Dear Margaret/James,
8. The Wonders of Great Britain
o Work in groups. Look through the list of some of the World Heritage Sites,
the UK. Choose one site (or a few sites) you would like to know more about.
Find information and make a poster (a newspaper, a presentation) about it.
Write what made this place be included into the World Heritage List.
orld Heritage List
United Kingdom of Great Britain and Northern Ireland
•»Durham Castle and Cathedral (1986, 2008)
0 St Kilda (1986, 2004, 2005)
City of Bath (1987)
0 Frontiers of the Roman Empire (1987, 2005, 2008)
0 Westminster Palace, Westminster Abbey, St. Margaret’s Church (1987, 2008)
0 Gough and Inaccessible Islands (1995, 2004)
0 Maritime Greenwich (1997)
•»Blaenavon Industrial Landscape (2000)
0 Historic Town of St George and Related Fortifications, Bermuda (2000)
A* Derwent Valley Mills (2001)
0 Dorset and East Devon Coast (2001)
New Lanark (2001)
0 Royal Botanical Gardens, Kow (2003)
I Iverpool Maritime Mercantile City (2004)
t*Cornwall* and West Dovon Mining Landscape (2006) )

A. City of Bath B. M aritim e Greenwich C. Derwent Valley M ills D. Cornwall
E. Royal Botanical Gardens, Kew F. Durham Castle and Cathedral
O f ' ”° Gallery Walk. Talk about the places you’ve prepared the information
about.
,9.Test Your Skills
o Read the text about Cambridge. Fill in the gaps with the gerunds.
C am bridge
Tourists from all over the world enjoy (1 ) (to come) to the city of Cam
bridge, which is a university town and the administrative centre of the coun
ty of Cambridgeshire, England. It lies about 80 km north of London. The
city’s population is about 110,000 (including 22,000 students).
Cambridge got its name after the River Cam. The first major development
of the area began with the Roman invasion of Britain in about 40 A.D. Such
traces of the Roman invasion as roads and walls can be seen in the area even
today. Cambridge had a favourable military position due to Castle Hill from
which it was possible to defend the River Cam. William the Conqueror built a
castle on Castle Hill in 1068.
The University of Cambridge was founded by the students who escaped
from hostile townspeople in Oxford. This happened in 1209. The oldest col
lege that still exists, Peterhouse, was founded in 1284. One of the most im
pressive buildings in Cambridge, King’s College Chapel, was begun in 1446
by King Henry VI. The project was completed in 1515 during the reign of
King Henry VIII. Despite (2 )..... (to have) a university, Cambridge was not
granted its city charter until I9f> I .

MBHhA
The rapid development of the town started in 1845 when the railway was
built there. The possibility of quick access to London made (3 ) (to travel)
to Cambridge easier and did not distract students from their work so much.
(4 ) (to sightsee) in Cambridge includes: the University of Cambridge,
where you can see the renowned Cavendish Laboratory, King’s College Cha
pel, and the Cambridge University Library. Tourists can’t help ( 5 ) (to
admire) the beauty of these places. Cambridge is worth (6 ) (to visit).
a # Read the texts about the famous British cities (1 -4 ) and match them
to the photos (A-D) on p. 139.
A Glasgow
B Bath
C Brighton
D Liverpool
j 1 ] It is the largest city in Scotland. The city is situated on the River Clyde in the
country’s west central lowlands. A person from this city is known as a Glaswegian,
which is also the name of the local dialect. In the 17thcentury the city was the centre
of trading with Americas. In the 19"‘—20,hcenturies the city and surrounding region
grew to become one of the world's centres of engineering and shipbuilding. It was
known as the “S econd City o f the British Empire" for much of the Victorian era.
Today it is one of Europe's top twenty financial centres and is the home to many of
Scotland's loading businesses.

It is a town on the south coast of England. It developed as a health resort du
ring the 18thcentury and became a destination for holidaymakers after the arrival of
the railway in 1841. The city experienced rapid population growth reaching a peak of
over 160,000 by 1961. Eight million tourists a year visit it. The town also has a sub
stantial business conference industry. It has two universities and a medical school. It
is also famous for a drive of old cars from London.
It is a city which has a population of 435,500. Historically it got the status of
the city and developed as a major port. By the early 19thcentury, 40 % of the world’s
trade passed through its docks. The status of this city as a port city has contributed
to its diverse population, which draws from a wide range of peoples, cultures, and
religions. The popularity of The Beatles in the 1960s made it a tourist destination;
tourism forms a significant part of the city’s modern economy. In 2007 the city cel
ebrated its 800thanniversary, and in 2008 it holds the European Capital of Culture title.
0Founded by the Romans as a thermal spa, this city became an important cen
tre of the wool industry in the Middle Ages. In the 18°' century, under George III, it
developed into an elegant town with neoclassical buildings, which blend harmoni
ously with the Roman baths.
The Roman remains, the baths complex (based around the hot springs) are
amongst the most famous and important Roman remains north of the Alps, which
marked the beginning of its history as a spa (own. I ho city is Included Into Tlio World
Herltaga List.

You’vo read about the cities of Great Britain (Ex. 2). Which cities do the
sentences given below refer to? Fill in the information about them. There
are two extra sentences. Can you guess what cities they are about?
1. The largest city o f one of the world’s centres of engineering and
shipbuilding.
2. The city with a diverse population, a b ig which is called the Euro
pean in 2008.
3. The capital o f Its main attractions are the Tower, Buckingham
Palace, the Houses of Parliament,.......
4. The town, famous for its thermal springs and the Roman baths. It is
rich in historic monuments.
5. A resort town in of England, famous for a drive of old cars.
6. The capital o f It is famous for its castle, ghosts and art festi
vals.
& Listen to Miss Alison talking about Oxford. Read and choose the cor
rect item to complete the sentences.
1. Oxford is the home t o .......
a) all the students of the world
b) famous scientists
c) the University of Oxford, the oldest university in the English speak
ing world
2. In the 10th century Oxford became.......
a) a famous market place
b) an important military frontier town
c) a university town
3. King Henry II granted the citizens of O xford.......
a) the same privileges as those enjoyed by the capital of the kingdom
b) the right to be chosen to the Parliament
c) the privileges of the university town
4. In 1840 Oxford was connected with London.......
a) by the road
b) by the railway
c) by the telephone line
5. Nowadays as well as being a university city Oxford is .......
a) a scientific centre
b) a shopping centre
c) an extraordinary tourist sight
(». The University of Oxford Botanical Garden is in Great Britain.
a) the most beautiful place
b) the oldest botanical garden
c) the best attraction for tourists

o f oO,Work in smalt groups. Talk about the university towns of Cambridge
and Oxford. Use the questions given below as a plan.
1. Where are the towns situated?
2. What is their population?
3. When were the towns first mentioned?
4. What historic events influenced the development of the towns?
5. What sites attract tourists in these towns?
O % You’ve just returned from your school trip, which you enjoyed a lot.
You’re planning to invite your English friend, Alan/Elizabeth, to Ukraine and
now you’ve decided to take him/her for the same trip.
Write a letter of about 1 0 0 -1 2 0 words to Alan/Elizabeth including the fol
lowing points:
• where you have been;
• what you have seen;
• what the weather was like;
• how you liked the food;
• what you enjoyed most about the trip;
• invite him/her to Ukraine.
Begin your letter like this:
Dear Alon/Ellznboth,

Skills N ow I c a n ... 4 3 2 1
• name the World Heritage Sites in the UK □ □ □ □
f o O
• talk about the cities of the UK □ □ □ □
• ask questions to obtain specific information □ □ □ □
o
• listen for details using the key words to extract
some specific information
□ □ □ □
• listen for and identify the relevant information
from presentations
□ □ □ □
• read and understand a magazine article □ n □ □
é
• write a postcard □ □ □ □
• write a letter □ □ □ □

t/m am tyou w</l:
^£htm , lead cm d tcd/t aéout...
é> the role of the mass media
é> the importance of radio and TV
0 your favourite radio and
TV programmes
^£eam Aww- to...
0 predict the content of an article
using the key words
the gerund
an essay about your
favourite TV programme
mIm ■■ ®

0 Cinema, radio, television,
magazines are a school of
inattention: people look without
seeing, listen in without hearing.
- S U u M 'mme*
*»- The whole country was tied together by radio
We all experienced the same heroes and
comedians and singers. They were giants.
0 Europe has a press that stresses opinions;
America has a press, radio and television that
emphasize news.
Jafmtm
IIr* 0 l> d / i <h a y)< //< tj(<< ia (a M .

c tpcJJM O flA / - 2 . Mass Media in Our Life
o P 0
a) Look at the photos and say where people get to know the news from.
b) Work in pairs. Talk about the mass media. Discuss the questions.
Use the word combinations from the box given below.
• to be curious about • to get a picture of • to keep informed • to be
extremely interesting • to be important at the moment • sensational news
• the recent events • an advertisement • interesting items •
A: Do you like watching TV?
B: Yes, I do. The TV programmes often tell the viewers about extremely
interesting events around the world.
1. Do you like watching TV?
2. How often do you read the newspapers?
3. Where do you usually get to know about the recent events from?
4. What kind of news are people usually curious about?
© You are going to read the text about the role of the mass media in our life.
Work individually or in pairs. Use the dictionary and find out what the words
from the Vocabulary File mean.
• the mass media • television • the radio • a tabloid* •
a newspaper • a broadsheet* • a TV reporter • to intrude on (to meddle
with) smb’s life • to pursue • to appear • reliable information • a (plane)
crash • a war • a murder • a robbery • to be guilty of smth • the background
information • inadequate • to assume • a thrilling night • falsehood •
to disturb the public peace • a celebrity • to appear on the screen •

Read the article about the role of the mass media in our life. Say how
the modern mass media shape our views and influence the way we see the
world.
o ^ a s s Media in Our Life
play an important part in our lives. Newspapers, radio and es
pecially TV inform us of what is going on in this world and give us wonderful pos
sibilities for education and entertainment. They also shape our views and influence
the way we see the world. There are a lot of different and newspa
pers: a quiz show, a review, a commentary, an entertainment programme on TV and
a quality newspaper (a broadsheet), , a local paper etc.
Of course, not all newspapers and TV programmes report the events objectively,
but serious journalists and try to be fair and prove us with the reliable
information.
It is true that the world today is full of dramatic events and most seems to be
bad news. But people aren’t interested in ordinary events. That is why, there are so
many programmes and articles about natural disasters, plane crashes, wars, mur
ders and robberies. Good news doesn’t usually make headlines. Bad news does.
Some people say that journalists are given too much freedom. They often
on people’s private lives; they follow and print sensational stories
about them, which are untrue or half-true. They take photos of them in their most
intimate moments. The question is - should this be allowed? Do you remember how
the paparazzi Diana, Princess of Wales, to the scene of her death in Paris
on August 31, 1997? Who was guilty of that accident? It is quite possible that jour
nalists were, isn’t it?
The main source of news for millions of people is television. People like TV news
because they can see everything with their own eyes. And that’s an important ad
vantage. Seeing, as we know, is believing. Besides, it’s much more difficult for poli
ticians to be in front of the cameras than on the pages of a newspaper. There isn’t
any person in our country that hasn’t seen Savik Shuster’s TV talk show “Freedom
of Speech”, is there?
Still, many people prefer . It’s good to listen to in the car, or in the open
air, or when you do something about the house.
do not react to events as quickly as TV, but they usually provide us
with extra details, comment and background information.
The Internet has recently become another important source of information. Its
main advantage is that news as soon as things happen in
teal life and you don’t have to wait for news on TV.
(Source: Kyiv Post, April, 15, 2007)
O Read the statements about the mass media given below. Say if they are
true or false according to the article of Ex. 3.
1. The mass media is an essential part of life of modern people.
2. Newspapers, radio and TV prefer to make reports, or give information
about extraordinary events.
3. Sometimes newspaper’s journalists and TV or radio reporters use in
adequate information and facts.

4. It’s much more difficult for politicians to be in front of the cameras
than on the pages of a newspaper.
5. People say that some journalists assume the right to meddle with other
people’s lives.
6. A ll journalists print various stories about the famous people and don’t
care about it.
7. People like to watch TV news more than listen to the radio and read
newspapers because TV is a thrilling sight.
8. Politicians don’t like to take part in a quiz show or talk show on TV
because of falsehood.
9. You can listen to the radio everywhere you want and you won’t disturb
the public peace.
10. Newspapers, radio and TV react to events together at the same time.
11. The Internet is a new and important source of information but it
doesn’t react to events as quickly as TV.
O Match the words (1 -8 ) with their definitions (a-h ).
1. The mass media a) new information about something that has happened
recently; reports of recent events on TV, radio, news
papers;
2. Television b) a famous person;
3. A newspaper c) facts or details about somebody or something;
4. The news d) sources ofinformation and news such as newspapers,
magazines, radio and television, that reach and
influence large numbers of people;
5. The radio e) the system, process or business of broadcasting
television programmes; a piece of electrical equipment
with a screen on which you can watch programmes with
moving pictures and sounds;
6. A reporter f) a set of large printed sheets of paper containing
news, articles, advertisements, etc.published every day
or every week;
7. A celebrity g) aperson who collects and reports news fora newspaper,
radio or television;
8. Information h) the activity of broadcastingprogrammes forpeople to
listen to; the process of sending and receiving messages
through the air, using electromagnetic waves.
O Complete the sentences with the words and phrases from the Vocabulary
File (see Ex. 3).
1....... play an important part in our lives.
2................and especially inform uh of what is going on in this world.
3 is a newspaper with small pages and short articles, a lot of pictures
and stories ahont famous people.

4. Serious journalists an d try to be fair and prove us with reliable
information.
5. G ood doesn’t usually make headlines.
(>. People say that journalists often on people’s private lives.
7. When something is not true it is called.......
8. People like to watch TV news because TV i s .......
9. The reporters follow and p rin t information about them.
10. The paparazzi Diana, Princess of Wales, to the scene of her death
in Paris on August 31, 1997.
O p'-cC aj yijork individually. Write five questions to the text of Ex. 3, p. 146.
b) Work in pairs. Discuss the questions with each other. Then make a short
dialogue and act it out.
Look at the photos and describe them. What are the people doing?
Listen to what people say. Match the sentences (1 -4 ) to the speakers
1-4 . Can you find the speakers on the photos to Ex. 8?
1. As I am a reporter for the newspaper I have to know all the news before
they appear on the screen, so I prefer to surf the Internet and get all
the necessary information.
2.1am a very busy person, you know, lessons, sports club, no free time at
all, so I just listen to the radio and get all the news of a day and my
favourite music.
3. We often listen to the radio but most of all we enjoy watching TV, because
it shows all kinds of programmes and films to satisfy our interests.
4. Of course, I watch TV with my family, but reading the newspaper be
fore my breakfast has become an everyday habit for me.
oO Work in pairs. Discuss the advantages and disadvantages of the
mass media. Copy the table and complete it in your exercise-book. Use the
information from the text of Ex. 3 on p. 146 or your own ideas.
The Mass Media
Advantages Disadvantages
... ...

<Efta) Work In small groups. Discuss tlio question.
Which kind of the mass media is the most important for people and society?
b) Speak in class. Make a short presentation in class. Start like this:
To my mind, the mass media play an important part in the life of
people and society. I also think ( But I don’t think) that...
0 Ü Write a short summary of the text of Ex. 3 on p. 146. Express your
attitude to the modern mass media. Include the following:
1. The importance of the mass media for the society.
2. The sources of information in the modern world.
3. My personal likes and dislikes in the mass media, my attitude to them.
1. “ The Freedom of Speech” 2. “The News” 3. “Malakhov Plus” 4. “Ranietky”
5. “Kadetstvo” 6. “Friends”
3-4.Television and Radio
Look at the photos and answer the questions.
1. What kinds of programmes can you see on the photos?
2. WhicJi of the programmes are popular nowadays? Which of them do
you watch?
3. Are there any TV programmes that have recently become your favou
rite ones?
4. Are there any programmes that bother you?

e Rend the information about radio and TV in Great Britain. Can you guess
the meaning of the highlighted words from the context?
is one of the great British pastimes,
in the United Kingdom is controlled by the BBC* (British Broadcasting
Corporation) and IBA (Independent Broadcasting Authority). The BBC
receives its incomes from the government, but con
trolled by the IBA earn money from the advertising.
is controlled by the BBC, and can choose from
four stations. Radio 1 is a pop music station with
. Radio 2 plays and . Radio 3 plays
whilst Radio 4 has news programmes, drama and
. There are many , some private and
some . Their programmes consist mainly of music and lo
cal news.
The BBC has two . The BBC 2 has more serious programmes
and . The IBA is responsible for looking after the regional
(ITV) companies who broadcast their own programmes.
There is a break for advertisements about every 15-20 minutes. The most
popular independent channel is called Channel 4 and it has more
than the main channels. In general people think the
programmes offered on the British television are
Some people, however are becoming worried about
, and the it may have on young people.
Read and complete the sentences.
Broadcasting in the United Kingdom is controlled b y .......
The BBC receives its incomes fro m .......
The private companies receive their income fro m .......
National radio in the UK has stations.
The BBC has TV channels.
In general people think the programmes offered on the British televi
sion a re.......
b) Speak in class. Talk about television and radio in Great Britain. Compare
them to those in Ukraine. What are the most popular television and radio
programmes in Ukraine?
a) Look at the list of different kinds of programmes and read their defini
tions. Say which of them you usually watch or listen to. Give examples of
the programmes which are broadcast on the Ukrainian TV channels. If you
have difficulties with any words consult the dictionary.
A news programme is a programme that is broadcast several times a day, )
which tells you about the most important current events in the world.
A comedy programme is a funny programme with a lot of jokes and tricks.
A wildlife programme is a programme about animals and plants.
A show is a programme on television or the radio that is intended to be enter- j
i tainlng or funny. J
©
a)
1.
2.
3.
4.
5.
6.

A g a m e / q u i z s h o w is a show in which people play games and answei questions
in order to win prizes.
A t a l k / c h a t s h o w is a show in which famous people talk about themselves and
answer the questions about their lives, opinions.
A morning/breakfast show is a show broadcast early in the morning, which
includes news and conversations with famous people.
A m a k e o v e r s h o w is a show in which designers decorate someone’s house or
change their garden, so that it looks completely different.
A w e a t h e r f o r e c a s t is a short programme that tells you what the weather will
be like.
A d o c u m e n t a r y is a programme that gives you facts and information about
a serious subject, such as history, science, or social problems.
A s o a p o p e r a is a television or a radio story about a group of imaginary people
and their lives, which is broadcast regularly for many years.
A s i t c o m is an amusing programme in which there is a different story each week
about the same group of people.
A d r a m a is an exciting but serious play on radio or television.
A c a r t o o n is a film, especially a story for children, that is made by photographing
a series of drawings of people, animals etc, so that they seem to move.
A r e a l i t y T V is a programme that shows real people in different situations and
which do not use professional actors.
A p h o n e - i n is a programme, especially on the radio, in which people telephone

the programme in order to give their opinions or ask a famous person questions.
b ) L o o k a t t h e p i c t u r e s ( A - K ) a n d m a t c h t h e m t o t h e T V p r o g r a m m e s y o u ’ v e
r e a d a b o u t . F i l l i n t h e c h a r t w i t h t h e t y p e s o f p r o g r a m m e s f r o m E x . 4 a .

- VypeH of Television or Radio Program m es
Shows Informative Programmes Series
... ...
o Look through Ex. 4a on pp. 150-151 again. Find sentences with relative
clauses and write them down in your exercise-book. Underline the relative
clauses and state what type they are: defining or non-defining.
© % Read the text quickly, ignore the gaps. Try to understand what it is
about and what the main ideas are. Then fill in the gaps (1 -5 ) with the sen
tences or phrases (A-E) to complete the text.
A can increase their knowledge by watching documentaries and pro
grammes on practical subjects
li Although television can entertain and educate us
C especially in the evenings after work
D Americans watch it about four hours every day
E It is not healthy for people
J f Television a Good Thing or a Bad Thing?
98 % of homes in the US have at least one television, and on average ( 1 ) .......
Television clearly plays an important part in most people’s lives, but is this a good
or a bad thing?
On the positive side, people use television as a way of entertaining themselves,
(2) .. . After watching a soap opera or reality TV show, people often like to talk
about it with their friends the next day. Television also provides an opportunity to
keep up-to-date with the news, and people (3 ) such as cooking.
Unfortunately, television also has many negative effects. ( 4 ) to spend se
veral hours on the sofa watching the screen.
Sometimes people seem more interested in watching the TV than talking to their
family. A lot of programmes, which are broadcast, are of a very poor quality.
( 5 ) we must not let it take over our lives.
(Taken from Longman Essential Activator

f Work in pairs. Discuss the advantages and disadvantages of television.
Use the information from the text and words and phrases from the
Vocabulary File given below.
to broadcast • to entertain • to keep up-to-date with
the news • to be of a good/poor quality • to take over smb’s lives •
O a) Work in pairs. Read, complete and act out the dialogue. Pay attention to
the sentences with the gerund.
b) Write down the dialogue and underline all examples of the gerunds.
- What do you prefer, watching TV or listening to the radio?
- As for m e,.......
- Do you like watching (listening to) the news (..... )?
- I don’t mind watching (listening to) the news ( ..... ), but I am fond of
and I think such programmes are worth watching, because they
show.......
- I agree with you, that can be useful for those who want to g et but
sometimes I just want t o (have fun, relax, have a little rest from les
sons). Then I switch on (turn on) my television (radio) and enjoy.......
- Yes, you have the point here. When I need some rest I don’t m ind.....
a sitcom (a comedy programme, a quiz show, ).
Put the words in brackets into the correct tense form and voice.
-in fo rm a tio n Please
Information Please (1 ) (to be) an American radio quiz show, created by
Dan Golenpaul, which (2 ) (to air) on NBC from May 17,1938 to June 25,1948.
The series (3 ) (to moderate) by Clifton Fadiman (1904-1999). A panel of
experts would attempt to answer the questions submitted by the listeners. If the
panelists (4 ) (to stump), the questioner (5 ) (to earn) five dollars and a
complete edition of the Encyclopaedia Britannica. As the years (6 ) (to go)
by, the prize money (7 ) (to increase) accordingly. Panel regulars (8 ).....
(to include) writer-actor-pianist Oscar Levant (1906-1972) and newspaper
columnists and renowned wits and intellectuals Franklin P. Adams (1881-
1960) and John Kieran (1892-1981). All the panelists (9 ) (to be) in a wide
range of topics, though each (1 0 ) (to have) a specialty. Music questions
(1 1 ) (often, to address) to Levant. Adams (1 2 ) (to be) well known for his
masteryof poetry andShakespeare. Kieran(13) (to be) anexpert in languages
and botany. A typical question would have three or four parts and would require
the panelists to get a majority of the questions right, lest they lose the prize money.
The show would always have a fourth guest panelist, usually either a celebrity,
a politician or a writer. The show (14) (to be) as much a comedy asa quiz show.
The panelists (1 5 ) (to display) a quick wit in answering tin* questions.
(Taken from W ikipedia, the free encyclopedia)

j You are studying English at a summer school in Brighton. Tonight you
are celebrating your friend’s birthday in a café. But there is a TV pro
gramme you want to see by all means. Read the TV Guide given below and
choose the programme that you would like to see.
^ e T V Guide
6.00 p.m.
The Day after - American sci-fi
7.30 p.m.
Rock Circus - The story of rock and pop
music from the 1950s onwards
9.00 p.m.
The Village - American horror film
10.45 p.m.
The Human Body 4: The Nervous System
English documentary
Write a note of 5 0 -1 0 0 words to your roommate, Peter, and ask him to
record it for you. Include the following points in your note:
• why you can’t stay at home tonight;
• which programme you want to be recorded;
• why you are interested in that programme.
Begin your note like this:
ntroducing a T V Program m e
Hi Peter,
I’d like to tell you about an interesting TVprogramme that’ll be shown
this coming Thursday. It’ll be on from 9 to 10p.m. on Channel 4.
It's a part of a series called “Mysteries of Human Biology”. The subject
of the programme is the human brain - how it functions and how it can
malfunction. Topics that will be covered are dreams, memory, and de
pression. These topics are illustrated with outstanding computer anima
tion that makes the explanations easy to follow.
Make an effort to see this show. Since we’ve been studying the ner
vous system in class, I know you 'II find it very helpful.

Im O 'M ■)-(). M y Favourite TV Programme
© You are going to listen to the text about the first television programmes for
children in the USA. Look at the photos before you listen to the text. Try to
guess the answers to the following questions.
1. Do you know when the first programmes for children were broadcast
in the USA?
2. What kind of programmes were they?
Listen to the text and choose the correct item to complete the sentences.
1. The American Broadcasting Company first aired on August 19,
1950.
a) soap operas
b) Saturday morning television shows for children
c) TV news
2. The firs t to perform for television was Burr Tillstrom, who broad
cast live from the New York W orld’s Fair in 1939.
a) news presenter
b )host of the show
c) children’s entertainer
3. A t the beginning the network offered per week.
a) just two hours of programming
b) only throe hours of nows
<•) two days of programming

4. Children’s television developed din ing the early years.
a ) rapidly
b) slowly
c) successfully
5. The Columbia Broadcasting System began airin g in 1955.
a) quiz shows for children
b) films for children
c) animated cartoons
6. Beginning in the early 1960s, networks broadcast cartoons —
a) on weekend mornings
b) every day
c) in the evenings
oO Look through the Oprah Winfrey Show title card. Answer the ques
tions given below.
1. What kind of programme is The Oprah W infrey Show?
2. Who has it been created by?
3. Who is starring in the show?
4. What country is a home of the show?
5. How long is the show on?
6. When did the show start?
r jn e Oprah W in frey Show Title Card
Format Talk Show
Created by Oprah Winfrey
Starring Oprah Winfrey
Country of origin United States
Running time 60 min
Original run September 8, 1986 - present
r the next

© Read the article about The Oprah Winfrey Show. Five sentences have been
removed from the text. Put the sentences (A-F) into the correct gaps
(1—5). There is one sentence, which you don’t need.
A Oprah eventually transformed her series into a more positive, spiritu
ally uplifting experience marked by book clubs, celebrity interviews,
self-improvement segments, and philanthropic forays into the world
events.
B becoming one of the first nationally-syndicated daytime talk shows to
do so.
C But in a 2007 interview with Larry King, Oprah said that in 2011 she
will not renew her contract, thus ending the show.
D Winfrey has interviewed a lot of political and public figures during
the past twenty years.
E The TV programme is the highest-rated talk show in the American
television history.
F It made the top 50 of TV Guide’s countdown of the greatest American
shows of all time in 2002.
a;prah W infrey* Show
The Oprah W infrey Show (often simply referred to as O prah) is a United States
syndicated talk show, hosted and produced by its namesake Oprah Winfrey.
E E
It is currently the longest-running daytime television talk show in the United
States, having run since September 8, 1986. The show is renewed through 2011.
a
Oprah has been included in Time magazine’s shortlist of the best television se
ries of the twentieth century in 1998.
EE
The show is highly influential, especially with women, and many of its topics pe
netrate into American pop-cultural consciousness. While early episodes of the show
explored social issues,
EE
The show began broadcasting in High Definition beginning with its 2008-2009
season premiere episode on September 8, 2008,
1 1
That season premiere was broadcast from Chicago's Millenium Park and fea
tured over 175 athletes from the U.S. Olympic Team including gold-medalists Mi-
Chael Phelps, Misty May-Troanor, Kerry Walsh, and Kobe Bryant. /

6 0 / / >À /m . J td ....__________.jm
Read the tips which will help you to write about your favourite TV or radio
programme successfully.
• /rogram m e Review
Before you start writing, consider what you want to tell your readers
nbout the film/TV programme/radio programme.
Do you want them to see it? Why?
0 A programme review usually contains the following elements in the
given order:
1) a brief summary of the plot;
2) the aim of the host of the programme;
3) the structure;
4) the assessment.
tt Start by mentioning what kind of programme it is:
“How to Become a M illionaire” is a quiz show.
1watched “ Tigers in Danger” wildlife programme.
** Say who takes part in the programme, who conducts it, for example:
The famous Ukrainian actors Bohdan Stupka and Olha Sumska were
the guests of the programme. The host of the show, Dmytro Gordon,
asked them a lot of questions about...
Give the programme background, for example, short biographies of
the guests (in a talk show) or the rules of the game (if it is the quiz show)
or the short summary of the previous events (if it is a sitcom, a drama or
a soap opera).
0 Say what you liked or disliked in the programme.
Recommend or don’t recommend the viewers/listeners to watch/
listen to the programme. Support this with some evidence.
V________________________________________________________________________ — ^
Work individually. Complete the questions with one word. Then listen and
check your answers.
1. W hat’s last TV programme you watched ?
2. Was it a TV film , was it a talk show?
3. Why did you choose watch it?
4. Who did you watch i t ?
5. What did you think was good it?
(>. Was there you didn’t like?
7. Who was it directed ?
8. Who was starring the programme?
IK Did you a lot of new information?

P Work in pafrs. Discuss the quostlous of Ex. 6.
© t i t Think of a programme you have seen recently. Write down a review of
this programme. Start like this:
Watching television is for me. I am fond of different kinds of TV
programmes. I enjoy watching (name the programmes that you like).
Recently I have seen.......
A School Radio Programme
o I ow Your class is planning to start a school radio programme. Work in
groups. Discuss the questions.
1. What kinds of programmes are you going to make?
2. Which topics for radio programmes will be the most interesting for
your class/the pupils of your school?
© Share the duties among your classmates. Choose who is going to be a host
of the programme. Decide who is going to be responsible for:
• writing scripts;
• music;
• advertisements;
• technical support.
O Discuss the project of your first radio programme.
© Make a short presentation of your model of the school radio.
oO '

_______ 8. T e s t Your S k ills
© Put the words in brackets into the gerund form.
(^hannel 4 to Show Us Th e F am ily
A typical British family is (1 ) (worth/to be)
the subject of a major new documentary series for
Channel 4 that will reflect family life like never
before.
The TV viewers (2 ) (can’t help/to wait) new
series of six hour-long films, with the working title
The Family, which will be broadcast later this year.
Production company, Firefly, is in the process
of (3 ) (to look) for the family that is a perfect
example of family life in 2007 Britain. They will
( 4 ) (start/to film ) the family over a period of
six months to “present a revealing and definitive
chronicle of the modern British family.”
The Deputy Head of documentaries Simon Dickson
said: “People (5) ..... (look forward to/to see) the family as the institution
that tells us more about the way we live today than any other. This minutely
observed and honest portrait will offer an insight into how a large British
family responds to the different challenges and pressures that life throws at
them.” Nick Curwin, the Managing Director of Firefly, says: “This is a hugely
exciting, ambitious project and Firefly’s biggest to date. (6 ) (to monitor/
to reveal) of family life in this way will make fascinating television.”
The viewers will be the judge of that, won’t they?
•in fo r m a tio n Please on T elevision
The famous radio programme Information Please (1) ...... (to go) to
television in 1952. From June 29 to September 21, it ( 2 ) (to telecast) by
CBS on Sunday nights at 9.30 p.m. Fadiman, Adams and Kieran (3 ) (to be)
back in their usual seats, along with two guest celebrities, but that (4 ) (to
turn out) to be the programme’s last moment of glory.
The popularity of the series also (5) ..... (to lead) to film shorts (1940-
1943) and two card games. The show (6 ) (to satirize) by the zany panel of
radio’s It Pays To Be Ignorant.
A variation of Information Please, this time a programme (7 ) (to devote)
exclusively to music with the same four-member panel format, (8) (to
become) popular when it ( 9 ) (to televise) in Los Angeles in 1953. After
two years of local success, Musical Chairs (10) ..... (to become) a summer
replacement series on NBC. The Bill Leyden-hosted game show (1 1 ) (to
last) lor eleven weeks on the national airwave's.

Read the texts about television and radio in Britain. Answer the ques
tions given below.
1. How much time do the British people spend watching television (lis
tening to the radio)?
2. How many TV channels and radio stations are there in Britain?
3. What kinds of programmes can people watch (listen to)?
te le v is io n
People in Britain watch on average 25 hours of TV every week. Television viewing
is Britain’s most popular leisure pastime. About 96 % of the population of Britain have
television in their homes. In 1999, 13% of households had satellite television and 9%
cable television. It is estimated that about 10 % of household have two or more sets.
(5T
t h e r e are five m ain channels in Britain:
• two national commercial-free BBC networks, BBC 1 and BBC 2,
• commercial ITV 1, Channel 4 and Channel 5 services. .
The BBC channels are commercial free while the other three have commercials.
All the channels offer a mixture of drama, light entertainment, films, sport, educa
tional, children’s and religious programmes, news and current affairs, or documen
taries. The BBC has been providing regular television broadcasts since 1936. BBC
television productions come from main studios at the Television Centre in west Lon
don and other studios in various parts of London.
ITV 1 is the most popular commercial television channel in Britain, watched on
average by 45 million people every week.
B B C
® 4
■j, — • a
% „ v
BBC II
□ □ H
TWO
EHH
Madio
People in Britain listen to an average 15 hours and 50 minutes of radio each week.
The BBC has five national radio networks which together transmit all types of music,
news, current affairs, drama, education, sport and a range of feature programmes.
There are also 39 BBC local radio stations, and national radio services in Scotland,
Wales and Northern Ireland.

Listen to the text about Trevor Baylis and his invention. Say if the
statements are true or false.
© T
1. After studying engineering at college, Trevor Baylis became a busi
nessman and an inventor.
2. Many of his inventions were designed to help disabled people.
3. In 1993, he saw a programme on television about the clocks.
4. Many people in Africa could afford electricity or batteries for radios.
5. Trevor invented a radio that worked by a clockwork.
6. Trevor’s clockwork radio was shown on South Africa television.
7. A South African businessman and an accountant heard about Trevor’s
invention and set up a company to make clockwork radios.
8. A clockwork radio was very high-tech, that’s why it was a great success.
9. Trevor received several awards for his invention, including one from
the Queen.
Q
Make a report or a presentation on one of the following topics.
O
1. The influence of the mass media on our lives.
2. Good and bad aspects of television.
3. If I were a producer of TV or radio programmes...
Sometimes great novels or short stories are adapted to be TV mini
series, series or TV movies. W hat’s your opinion about this? Are they
sometimes as good as or better than the original? Write a short story, sup
port it with the relevant examples.
Skills Now 1can... 4 3 2 1
• talk about the role of the mass media □ □ □ □
P ~ • discuss the importance of radio and television n n n njP'.Q© • talk about different types of radio and TV
programmes
• talk about my favourite TV programme □ □ □ □
•understand the information during the n □ n ndiscussion
• do a multiple choice test □ □ □ □
•read and understand my magazine article □ □ □ □
•find the necessary information quickly □ □ □ □
é •write an essay about my favourite TV
programme
□ □ □ □

t/m urn/yt)tc w i//:
0 different professions
0 choosing the profession for yourself
4» career prospects
jfm m Aow- So...
êf describe what people do
tf an essay
^ t a c fâ e / * . me
é» modal verbs

Winter, 'fo/lUtf/i//
It's important to know that words don't
move mountains. Work, exacting work
moves mountains. »
- 2c/ci
Work while you have the light.
You are responsible for the talent
that has been entrusted to you.
- •Jiu/w ■ /mu/
.
- 0 The secret of joy in work is contained in one >
word excellence. To know how to do
something well is to enjoy it.
* . f i’u il/ 3^. ■jflu f/i
V I'm a great believer in luck and I find
the harder I work, the more I have of it.
& We make a living by what
we get, but we make a life
by what we give.
# 0
ut^ a w o i ,J)u>cuM //< m w/a/u HA.

(O
I/AMHA/ 3.TheWorld of Professions
o Look at the pictures and name the professions. Do you know anyone who
does these jobs? What qualities do you need for these jobs?
Read the questions given below. Discuss them in class.
1. What professions are popular in the place where you live?
2. What professions do your parents/relatives have?
3. What kind of work would you be willing to do in future?
4. What wouldn’t you do at all? Why?
5. Would you start your own business? If yes, what would it be? If not,
why not?
($. Why is your education important to bocomn a good professional in
future?

© » r a) Look at tho list of professions. Write them down into three groups.
Which of these professions do you think are the most interesting? the most
difficult? Why?
• a journalist • a computer programmer • a teacher • a designer •
an engineer • a manager • a politician • a mechanic • a librarian • a cook
• a nurse • a hairdresser • a worker • a musician • an artist • a shop
assistant • an actor • a driver • a pilot • an accountant • a scientist
• a businessman • a doctor • an economist • a farmer • a painter • a fisher
man • a gardener • a lawyer •
Working with People Art Professions Working with Machines
... ... ...
b) Work in pairs. Act out the dialogues. Use the words from Ex. 3a and the
prompts given below.
1.
A: What does your mother do?
B: She’s (an accountant). And yours?
A : .....
2.
A: Is your father an experienced (lawyer)?
B: Yes, he’s a very experienced (lawyer).
A: How long has he been a (lawyer)?
B: He’s been a (lawyer) fo r months/years.
3.
A: Is you r (brother) still a student?
B: No. He’s started working for a big company. He’s a .......
A: Oh. That’s interesting.
4.
A: What kind of job would you like to have in future?
B: I’d like to be a And what would you do for a living?

y C y You aro going to read the text about the qualities which are required
for different kinds of professions. Road the text and say what profession is
good for you. Comment on your choice.
%hoosing a Profession
People are always asked what they want to be when they leave school. Ithink it’s
a pretty tricky question to answer, especially when getting a job seems such a long
way off.
Magazines for teenagers often offer questionnaires and surveys to help young
people see their interests and more clearly and make a decision concern
ing their . Special tests can find out what a person est suited f o i .
Those who like to work with machines can get a profession of a mechanic, a driver,
a pilot, a computer programmer etc. Those who like to work with people can be doc
tors, teachers, lawyers, shop assistants, hairdressers etc.
When you are choosing a profession, you should keep in mind all the necessary
qualities, which are required for it. If you don’t possess them, you have to try to
develop them in yourself.
People, who are active, energetic, “green”, tidy, practical and organized can
choose a profession of a vet, a postal worker, a dog trainer, or a zookeeper.
If you like adventures, trips, learning culture and traditions of other people you
can be an archaeologist, an explorer, or a tourist guide.
If you are interested in science and research you might be a scientist or an in
ventor. Those who are fond of working with numbers can get success in the career
of n accountant or a banker.
If you want to become a teacher, a nurse, a dentist, a doctor or a firefighter, you
must be helpful, caring, calm, patient, friendly, cheerful and outgoing.
If you are logical, critical, ambitious, and quick-minded, you might be a com
puter specialist, a politician, a businessman, or an advertising instructor.
The world of professions is rich and exciting. Some jobs are traditionally con
sidered to be “women’s jobs” and some “men’s” . There are some jobs where both
men and women work successfully. What is really true is that all professions are
important, wonderful and necessary.
A high qualification makes a person fit for a certain position. “Every man
is the maker of his own fortune,” Richard Steele wrote. The person who wants to
be highly qualified must have good education first of all. A young person can best
approach the future when enriched with knowledge of many different subjects. That
can really help to get a better job, develop career and get success in life.
s., *
O Look through the text and try to understand the meaning of the highlighted
words from the context. If you have any difficulties, consult the dictionary.
• to make a decision • abilities • future career •
the necessary qualities • to be best suited for • a firefighter • an inventor •
to succeed • an accountant • a high qualification • to fit for a certain
position •
f t

1. Our parents and teachers can guide us and help u s concerning our
future plans.
2. Magazines for teenagers often offer quizzes and surveys to help young
people to see their interests and.......
3. Special tests can find out what a person.......
4. When you are choosing a profession, you should keep in mind a ll .
which are required for it.
5. The world of professions is .......
6. A high qualification makes a person.......
O Find the words in the text of Ex. 4 on p. 167 to match the following definitions.
1. It is a person whose job is to repair machines, engines of cars.
2. It is a person who takes care of people in hospital, makes injections and
gives medicines to patients.
3. It is a person who knows laws very well and can represent somebody’s
interests in the court.
4. It is a person whose job is to keep or check financial accounts.
5. It is a person whose job is to sell things in a shop or a supermarket.
6. It is a person whose job is to put out a fire.
7. It is a person who travels to unknown places in order to find out more
about them.
8. It is a person whose job is to collect and write news reports for newspa
pers, magazines, radio or television.
O Complete the sentences with the words from Ex. 7.
1. If you see something on fire you should ca ll.......
2. Newspapers and TV channels are always in search of talented.......
3. This supermarket can be proud of its .......
4. His mother works in hospital. She is .......
5. Mary has to keep and check accounts, because she is .......
6. If you need to mend your car you should go t o .......
7. She has to know laws very well because she is .......
8. Her father travels a lot. He must b e .......
o Look through the text of Ex. 4 on p. 167 again and complete the sentences.
° a) Speak in class. Describe the photos on p. 169. Where do these
people live? What are their professions?
b) Work in pairs. Answer the questions about the photos.
1. What do people on the photos do?
2. Where do they work?
3. Is their work easy (difficult)?
4. What is the difference between the work that people do in the city
(town) and in the country?
5. What professions are popular with those who live in the city and in the
country?

Write a few sentences about the professions the members of your
family have. Use the questions given below as a plan. Present your work in
class.
1. What do your parents (grandparents) do?
2. Where do they work?
3. What do they think about their jobs?
O Write down as many jobs as you can in 3 minutes. Next, decide and say
which of these jobs:
• you would most like to do;
• you would least like to do;
• is well-paid;
• is the most prestigious;
• is the least popular;
• is the most dangerous;
• is the least stressful.

o a) Look at tho list of qualities. Consult tho dictionary if you don’t know any
of them.
b) Say which of the professions, described in Lessons 1-2 , they are neces
sary for.
/ • ambitious • calm • careful • caring • communicative • creative • de- :
cisive • dedicated • easy going • energetic • flexible • friendly • hard
working • helpful • honest • humorous • imaginative • intellectual
• intelligent • organized • persuasive • quick-minded • responsible •
supportive • tactful •
O a) You are going to read the text about a day in the life of a zoologist. Read
and order the paragraphs (A -D).
b) Say what the main responsibilities of a zookeeper are.
Day in the Life of a Zoologist
A Zookeepers in small zoos have to work with all the animals, while those
in larger zoos . Because animals must be cared for around the
clock, zookeepers can work a variety of . When
arise, like illness, the keeper may put in extremely long hours.
B The zookeeper has to provide the daily care of feeding, cleaning, a n d '
monitoring the animals and their habitats. As the health of the animals is
in the hands of the zookeeper, he or she must prepare the food according
to each animal’s specialized diet. A zookeeper should make sure that they
have enough water, he or she should also feed and groom them, and clean
both the animals and their grounds.
C A day at the zoo with a zoologist can find him or her employed in one of
three fields: , directing, or zookeeping. Curators and directors
work closely together to the best way to contain the animals,
their habitats, and manage the

1) When animals locations, the zookeeper nmsi attend them and
arrange their new environment. The zookeeper should pervis< the ani
mals and record their activities continuously. If the keeper notices any
change in the animal’s behaviour, he/she must bring it to the attention of
the veterinarian. The zookeeper often trains the animals to move in ways
that can help veterinarians examine them.
O Look through the text above and try to understand what the highlighted
words mean from the context. If you have any difficulties, consult the dic
tionary.
• to specialize • a schedule • an emergency • curating
• to determine • to maintain • a facility • to transfer • to supervise •
O Find a word or phrase in the article that has a similar meaning to each of
these phrases. Read the sentences with them.
1. To do a job - .......
2. An unexpected and dangerous situation - .......
3. To be concerned about something - ......
4. To limit your business to a particular activity - ......
5. To give something to someone - .......
6. The kind of food that a person or an animal eats every day - .......
7. To teach someone the skills of a particular job or activity - .......
8. To be in charge of an activity or a person, and make sure that things
are done in the correct way - .......
9. To move from one place to another - .......
M odal Verbs
O Read the sentences and compare them. Say which of the sentences, 1 or 2,
expresses:
a) ability:
1. My mother is a doctor. She treats patients.
2. A doctor can treat the patient’s illness.
b) permission:
1. Office workers may have their break at 12 o’clock.
2. You may follow advice of your parents when you choose your future career.
c) advice:
1. If you like cooking so much, you should become a cook.
2. He can cook delicious dishes.
d) obligation:
1. That report w ill lie finished today.
2. You m ust get th a t report finished today.

1. The modal verb usually changes/doesn’t change the meaning of the
sentence.
2. The modal verbs can/cannot be used in different tenses.
3. An infinitive without ‘to’ is used after/before modal verbs.
O Read the information and say how the modal verb changes the meaning of
the main verb.
< /fodal Verbs: Ability, Permission, Advice, Obligation
We can use modals (can, could, may, must, should) and semi-modals
(have to, ought to) to express permission, ability, obligation, and advice.
While modals and ought to have only one form ( I should, he should,
etc.), have to changes its form depending on a person and tense.
She has to go home now.
Modals are never followed by the infinitive with to. Use the infinitive
without to.
She could play the guitar when she was three.
Ability
• Use can to talk about ability now or generally.
The doctor can see you now. Terry can speak Arabic.
• Use can to talk about the decisions made now about future ability.
We can go the concert tomorrow, if you like.
• Use will be able to talk about future ability.
You will be able to take your driving test after a few more lessons.
• Use could to talk about ability in the past.
Tommy could read when he was two years old.
Can cannot be used as an infinitive. Use to be able to:
I ’d love to be able to go on a round-the-world cruise.
(NOT: I ’d love)x£ can go on a round-the-world cruise.)
Permission
• Use can, could or may to ask for and give permission now, for the
future, or generally. They mean the same thing, but could is more polite
than can, and may is more polite than could.
C an/C ould/M ay I go on the school trip next week?
• To talk about past permission, we don’t usually use a modal.
I was allowed to go on the school trip. ("NOT: I cfrtd i(go on the school trip.)
Note: We do use could to talk about past permission in the Reported
Speech.
M y parents said I could go on the school trip.
Advice
• ought to has a similar meaning to should
• Use should or ought to to ask for and give advice now, for the future,
or generally. They have a very similar meaning, but should is much more
common in spoken and written English (both formal and informal) than
»light to.
© Read and choose the correct words to com plete the sentences.

You should/ought to cat less font food.
Obligation
• We often use must for personal obligation now, in the future, or
generally.
I must remember to get Dad a birthday present.
• have to has a similar meaning to must
• We often use have to for external obligation now, in the future, or
generally.
I have to study for a test tonight.
• We also use will have to for future obligation.
I ’ll have to be more careful in future.
• For personal or external obligation in the past, use had to.
I had to tidy my bedroom last night.
Note: It is very unusual to use must for questions. We usually use have
to.
Do I have to be at home by midnight?
You mustn’t eat that! = Don’t eat that!
You don’t have to eat that. = You can eat it if you wantto but it isn’t
necessary.
Must cannot be used as an infinitive. Use to have to:
I ’d hate to have to go to school on Sundays. (NOT: I ’d hatejfc^must go to
school on Sundays.)
© Read and choose the correct words to complete the sentences according
to the rules of Ex. 8.
1. We use to talk about future ability.
2. We u se , o r to ask for and give permission now, for the
generally.
4. We use o r to express obligation.
Look through the text of Ex. 4 on, p. 167 again. Find the sentences with the
modal verbs and write them down into your exercise-book. Underline the
modal verbs and explain how they change the meaning of the main verb.
Complete the sentences with the given modal verb and the words or
phrases from the box.
3. We use
future, or generally.
W e use o r t<to ask for and give advice now, for the future, or
a) can
• cook • to dance • to communicate • analyzing •
1. Y ou chooHe n career of a journaliHt if you lik e with people.
2. Your Houp in h o dcllcloiiH! Y ou be a good.......

3. If you are good at working with computers a n d information, you
be a computer analyst.
4. Y o u very well. Y o u be a good dancer.
b) should
• develop your professional skills • repairing cars • change your job
• get a high qualification •
1. Taras is good a t H e become a mechanic.
2. If you want to be successful in your career, y ou ..............
3. If y o u y o u do your best to prove that you are really a good
specialist.
4. If you want to earn more money, you ..............
c) have to /h a s to
• good with numbers • a uniform • good at spelling • heavy things •
1. A policeman w ear.......
2. Accountants b e .......
3. A secretary b e .......
4. Builders carry.......
© Match the halves (1-6) and (a-f) of the sentences. Fill in might be into the
gaps.
1. Tania sings very well, a) so h e .....a lawyer.
2. Andriy is interested
in economy,
b)s o h e .....a farmer.
3. Nina loves flowers, c) so she.....a painter or an interior designer.
4. Ihor knows laws and
history very well,
d) so she.....a singer in future.
5. Petro likes growing
vegetables,
e) so she.....a florist or a gardener.
6. Ann is good at drawing
and painting pictures,
f) so h e .....a manager or an accountant.
oO
Speak in class. Talk about the specialists who work in the national
parks and in the zoos. Describe their daily routine. What personal qualities
do you think they possess? Why is their job so important?
© Think of a job (e.g. a doctor, a teacher, etc.) and write about a typical
day of someone who does that job, as well as some typical characteristics
of the job Itself. Use the modal verbs and the text of Ex. 3 on pp. 170-171
as a model.

© a) You’re going to listen to three people talking about their professions. As
you listen, match each speaker with a picture given below.
b) Copy the statements into your exercise-book. Then listen to the speakers
again and tick the statements: M (Mary), J (John), P (Patrick).
1. When I was studying at school my favourite subjects were Chemistry
and Physics.
2. First I studied a lot at school: Maths, Computer Studies, English.
3. I ’m happy that I can make medicines, which will help sick people.
4. Driving a truck or a van seemed a little boring to me.
5 .1can say so, because I’ve made a lot of efforts to become a real profes
sional!
6 .1was sure that it would be a job connected with driving.
O Look at the pictures on p. 176 and name the objects. Say who uses these
things, what kind of job it is, where these people work and what they do.
A: A camera is used by a photographer. The photographer takes pictures of
people, places, objects, and events. Photography is both an artistic and
a technical job. A photographer uses his camera much the way an artist
uses his brush, as a tool to show the beauty of the world around him.
B: A tractor is used by a farmer. Farmers work in the fields or on the farms.
They plan their crops, grow vegetables, or take care of animals. Even with
modern advances in farming technology, it's hard work requiring long,
working hours. Farmers make difficult derisions about liow to use the
resources <ind deal with problems, such <is insects, drought, and fire.
Farmers also arrange for the storage, transportation, purchase, and
sale of produced items.

& 6 0 a) Work in pairs. Write a list of questions to ask your friends about the
professions in Ex. 2. Start them with: What...? Where...? Why...? How...?
b) Discuss the questions in small groups. Use the modal verbs, words and
phrases from the Vocabulary File given below.
to take a serious decision • to plan the steps • to
achieve success in life • to choose • to get advice from • to develop natural
abilities • to get good education • to support • to encourage • to take into
consideration • to do someone’s best • to be organized • job opportunities •
to develop a personality • features of character •
Speak in class. Talk about different kinds of Job. Use the plan to help
you.
1. Name of job.
2. Type of job: white/blue collar.
3. Type of workplace (office, factory, hospital).
4. Typical hours: regular, irregular.
5. Usual work schedule (e.g. 9 to 5).
6. Brief description of job duties (e.g. teach children to speak English).
7. Good points.
8. Bad points.
9. Would you like to do it? Why yes, or why not?

A white-collar worker is a person who has a job in an office, bank, ete.
A blue collar worker is a person who does manual work and has a job work
ing in factories, building things, cleaning, etc.
You are going to read the information about the child employment in
<. Some sentences or phrases are missing. First read the text quickly,
ignoring the gaps. Try to understand the main ideas of it. Then fill in the
gaps (1 -8 ) with the sentences (A-H) to complete the text.
A they will need to get a performance licence
B without taking a break of at least one hour
C They can do a part-time job.
D The youngest age children can work part-time is 13 years old
E the child’s education will not suffer should that licence be granted
F may work a maximum of 35 hours per week
G during the school holidays in each calendar year
H or eight hours for 15 to 16 year olds
the
t^^ometimes children in the UK may want to work to earn some extra pocket
money. (1) .. There are the rules that apply to children of compulsory school age. i
Compulsory school age
Children are of compulsory school age up to the last Friday in June in the aca- J
demic year of their 16lh birthday, after which is the Mandatory School Leaving
Age (MSLA) and the child can apply for their National Insurance Number and may
work full time.
(2 )... ., with the exception of children involved in television, theatre, modelling
or similar activities.
If a child is offorod work in those areas, (3) ........ Performance licen
ces are issued by the local authority. Botoro granting a licence the local
authority will chock with the hendtoacher of the child's school to ensure that (4) j

m ; *
Children may not work:
• without an employment permit issued by the education department of the local
council;
• in any industrial setting, e.g. factory, industrial site, etc.;
• during school hours;
• before 7.00 a.m. or after 7.00 p.m.;
• for more than one hour before school;
• for more than four hours ( 5 ) .....;
• in any occupations prohibited by local by-laws or other legislation, e.g. pubs,
betting shops;
• in any work that may be harmful to their health, well-being or education;
• without having a two week break from any work (6) .....
T e rm tim e
During term time children may work a maximum of 12 hours per week, of
which:
• a maximum of two hours on school days and Sundays;
• a maximum of five hours on Saturdays for 13 to 14 year olds, ( 7 ) .......
S c h o o l h o lid a y s
During school holidays 13 to 14 year olds may work a maximum of 25 hours per
week, of which:
• a maximum of five hours on weekdays and Saturdays;
• a maximum of two hours on Sunday;
During school holidays 15 to 16 year olds (8) of which:
• a maximum of eight hours on weekdays and Saturdays;
• a maximum of two hours on Sunday.
O Read and say if the statements are true or false.
1. Children in the UK may work part-time at the age of 16.
2. The authorities give the permission for a teenager to start work if
there are no problems with the child’s performance at school.
3. Children can work in any branch of economy if they are working to
gether with their parents.
4. During term time children are allowed to work no more than 10 hours
a week.
5. Children can work during their summer holidays as much as they want
but no more than 8 hours a day.
6. During school holidays children in the UK can work every day.
O Read and complete the sentences.
1. Children are of compulsory school age up t o .......
2. Children who are involved in television, theatre, modelling or similar
activities.......
3. Performance license are issued b y .......

4. Children may not w o rk ........
5. There are special rules and regulations about child ’s work during
(i. Children work because........
O Read and act out a situation.
You are going to take a part-time job during your summer holidays. You are
discussing the situation with your parents. Explain them why you want to
start working part-time. Ask them if they agree with your decision and your
choice. Ask them for advice.
© Work in pairs. Your pen-friend has written to you that he has got a part-time
job. Ask him as many questions as you can to get more information about
his job.
Read and complete the text with the correct modal verbs.
C ^
b in d in g a Career That’s Right for You
In Ukraine the ninth-formers (1) ( can/m ay/m ust) either continue
their secondary education at school, or enter a technical college or a voca
tional school. While choosing a college or a vocational school for your
self, you (2) (can/should/m ust) decide what kind of job you want to
have in future and what type of career would suit you better. First of all,
think what (3) (can/has to/have t o ) motivate you as a person. Make
a list of activities you’ve enjoyed both inside and outside school. What
was it about them you liked? There is no right or wrong answer - but, for
example, you (4) (m ig h t/m u st) find that you enjoyed: getting to know
more about a particular subject, solving challenging problems, working
as a part of a team, or meeting new people.
Once you’ve got a clear idea of your interests, you (5) (should/m ust)
start looking for a career that matches up with them. Finding a re
warding career is important to most people and you (6) (should/are able to)
take a little planning as well.
Advice of family and friends is vital to give you the best possible chance
of getting into the career that you dream about. It (7) (can/ought t o )......
be useful to get advice from the people who know you best, but they won’t
always know a lot about the career you’re interested in.
Remember - it’s your career. You know what you’re good at and you
know what you want to do.

(£ a Ten Jobs in Ukraine
^Read the information from the Ukrainian magazine. Say what the
most demanded jobs in Ukraine are.
According to the recent research, we may say that, during the previous year
the most demanded job in Ukraine was the job of a sales manager (38 thou
sand vacancies were offered).
The second group of jobs in demand is: builders, mechanics, metal workers,
drivers, cooks and so on. In the year 2007 there were 26 thousand vacancies.
As a rule, the majority of 25 thousand vacancies for economists and finan
ciers were offered by the banks and insurance companies. Here is the list of
jobs demanded in 2007-2008 in Ukraine:
Position Number of Vacancies
Sales managers 38580
Workers 26464
Economists, financiers 25785
IT specialists 17887
Engineers, technologists, designers 16117
Accountants 15247
Secretaries, office managers 14113
Computer programmers 11754
Sales representatives 11583
Logistics managers 10027
© F ° ° You’ve read a piece of information about the most popular jobs in
Ukraine.
a) Work in groups. Make a list of 3 -4 questions to do a survey. You can ask
about:
• jobs that are popular in Ukraine today;
• jobs which will be popular in the future;
• professions that are out-of-date.
b) Interview a few people in English. You can talk to the teachers in your
school, or members of your family who can speak English, your elder
brothor or slstor. (You can look through tho ndvortlsomonts In the newspapers

or magazlnos about tho vaconclos In tho place where you llvo and thor
exchango tho facts you’ve found out with your classmatos).
c) Prepare a leaflet or write a short roport on your survey.
Gallery Walk. Make a short presentation in class. Answer your friends
questions about the professions you’ve prepared the information about
Do all the groups get nearly the same results?
c?.Test Your Skills
^ ^8^ a) You’ll hear people talking in three different situations. Listen anc
choose the correct item to answer the questions.
1. Where are the people at the moment?
Dialogue 1:
a) in the office
b) at the baker’s
c) in a café
Dialogue 2:
a) in the restaurant
b)at school
c) in the office
Dialogue 3:
a) at the cinema
b) on a farm
c) in the shop
2. Who is talking?
Dialogue 1:
a) a shop assistant and a customer
b) a doctor and a patient
c) a taxi driver and a client
Dialogue 2:
a) a chef and a waiter
b) an accountant and a manager
c) a boss and a secretary
Dialogue 3:
a)tw o zookeepern
b) ii zookeeper mid a visitor
c ) a father m i l l n h o i i

Complete the sentences with might be and the words from the box.
Use a dictionary if it is necessary.
I
• a businessman • a chef • a farmer • a gardener • a lawyer • an opera
singer • a flight attendant • a politician • a vet • a musician • a teacher •
f .
O am /tfm :
Little Henry likes animals. When he grows up he might be a farmer or a vet.
1. Angela loves flying aeroplanes. She might be.......
2. George is interested in finance market.........
3. Ann is fond of singing and she has a very loud voice.........
4. Peter studies law at the university.........
5. Alice dreams of being the Member of the Parliament.........
6. John is good at cooking.........
7. Mary likes planting flowers and trees.........
8. Olia enjoys playing the piano.........
9. Nancy adores playing with children.........
10. Brian’s family has got a farm. The boy spends hours helping his
parents.........
Read and choose the correct item to complete the text.
Day in the Life of a Radio Producer
.. as a radio producer for the last three years, but (2 ) a disc jockey
at a small radio station for two years. Before that, (3 ) for a film studio.
( 4 ) into a new office here in London, which I ’m really happy with. (5 ).....
all morning to write the news stories from the information collected from to
day’s newspapers. Now I ’ve got them all ready for the next news programme.
So, at 12 o’clock ( 6 ) a news reporter. Luckily, ( 7 ) free half an hour
later as Mr Brown, my assistant (8 ) an interview with one of the celebri
ties. ( How (9 ) to arrange one?) I don’t think I’ll have nothing to do. If it
were a bigger station, (1 0 ) be responsible for everything here.
1. a) I am working b) I ’ve been working c) I worked
2. a) I ’ve only been b) I ’m only c) I was only
3. a) I’ve worked b) I ’ve been working c) I worked
4. a) I just move b) I ’ve just moved c) I was just moving
5. a) I try b) I ’ve been trying c) I ’m trying
6. a) I’ll become b) I become c) I have become
7. a) I am b) I ’ll be c) I ’m going to be
8. a) are having b) was having c) is having
9. a) does lie manage b) did he manage c) did she manage
10. a) 1wouldn’ t b) I would c) I will

o Rowrito tho sontonces. Uso tho Infinitive or tho gorund ns In tho oxnmplo.
I t ’s good to help other people. - Helping other people is good.
Travelling is marvellous. - I t ’s marvellous to travel.
1. It is important to get a good education.
2. It’s fun to organize a school party.
3. It’s enjoyable to learn about different cultures.
4. Learning a foreign language is difficult.
5. Being a real professional is wonderful.
6. Working on a computer is exciting.
You are going to read the text on how to be a good team member.
Some words are missing from the text. Your task is to choose the most
appropriate word from the list (a-n) for each gap. There is one extra word
that you do not need to use.
w to Be a G ood Team M em ber
Your class is your first team. When your work (1 ) with others on the
project or while (2 ) for a school party, you learn to be a good ‘team mem
ber’ . You are developing your social skills which will be necessary for you in
future.
When you are (3 )......at a job, it is important to be a “team player” . A team
player works well with the other people on the ( 4 ) Employers like it
when their (5 ) get along very well with one another and still get the job
(6) ......
There are many things you can do (7 ) a good team player. When working
with others, be (8 ) to compromise. Think of ways to solve problems. Do
not demand (9 ) your ideas are used.
Show loyalty to your team. Be committed (1 0 ) the team’s growth and
improvement. Think of ways to help your team (1 1 ) its goals. Find the
way to work in different conditions. Adapt to change in your work setting. Be
responsible and accept new ways of (1 2 ).....
your job.
If you do these things, you will be a bet
ter team member. Your future employer will
(1 3 ) your good work.
a) doing
b) job
c) to be
d)that
o) working
f) to
g) willing
h) appreciate
i) team
j) preparing
k) meet
I) done
h i ) cooperatively
n) cmployeoH

o f ' Read and act out the situations.
1. You haven’t decided yet what you’d like to do exactly after finishing the
ninth form: either to continue your education at school or go to a college or
a vocational school. Discuss this problem with your classmate. Ask him/her
questions about his/her plans for the coming year.
2. You’ve decided to continue your education in a college. You are trying to
choose the right educational establishment for yourself. Discuss this prob
lem with your classmate. Use the plan given below.
• Say what sciences/school subjects you are interested in.
• Ask/Say if you’re interested in dealing with people or not.
• Ask/Say if you prefer working in your parents’ business to working in
another company.
• Talk about the possibilities of further education in the future.
• Talk about the possibilities of getting a good job and studying after
work.
O ê More teenagers choose prestigious professions like lawyers or eco
nomists, fewer choose eternal ones, such as doctors or teachers. Write an
essay about the choice of professions in the modern world. What profes
sion would you like to have? What are the advantages and disadvantages of
this profession? What do your parents advise you?
Skills Now I can... 4 3 2 1
£ o O
• talk about different professions
• talk about career prospects
• explain the reasons for choosing a profes
sion
□
□
□
□
□
□
□
□
□
□
□
□
• understand the information during the dis
cussion
• do a multiple choice test
□
□
□
□
□
□
□
□
• find the necessary information quickly
□
□
□
□
□
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□
é • write an essay □ □ □ □

Books to the ceiling,
Books to the sky,
My pile of books is a mile high.
How I love them! How I hide them!
I have a long beard by the time
I read them.
- /////

оAnswer the questions.
1. Is your class friendly?
2. Do you help your classmates with their assignments?
3. What do you learn from each other?
____
announce /a’nauns/ Vоголошувати
assignment /a'sainmant/ п завдання
be humbled /hAmbld/ рігг бути приниженим
be stunned /sUnd/ р кг бути ошелешеним
deserve /di'z3:v/ Vзаслуговувати
fight tears back /tiaz/ ркг стримувати сльози
get a passing grade рігг отримати прохідний бал
get an A on the assignment ркг отримати відмінну
оцінку за завдання
have a walk in another р кг відчути себе на місці
person’s shoes іншого
insight /in'sait/ п розуміння, інтуїція
misfit /mis'fit/ п невдаха
sociably decent people /'diisant/ ркг люди, з якими приємно
спілкуватися
take into consideration /kon'sido'reijbn/ ркг брати до уваги
weird /wiad/ асіі дивний
' [-'/n A for M rs В
1was sitting next to Missy in my ninth-form world history class when
Mrs Bartlett nnounced a new project. In groups, we had to create a newspaper
around the culture we were studying.
On a piece of paper we wrote the names of three friends we wanted in our
group. After collecting all the requests, Mrs B informed us that she would
take into consul« ration the names we chose and would let us know the results
the next day. I had no doubt I would get the group of my choice. There were
d ta

only II ІШШІІ'іІІ of III the СІІІНН, II11«І Мінну wiih ОПО of
them. I k n e w w e h a d СІ ЮНЄП each other.
The next day I anxiously awaited the class. Aflt>r the bell rang, Мінну and
I stopped talking ан Mrs В called for our attention. She started to call out
names. When she reached group three, Missy’s name was called. So I'm in
group three, I thought. The second, third and fourth members of the group
were called. My name was not included. There had to be a mistake!
Then I heard it. The last group: “ Mauro, Juliette, Rachel, Karina.” I could
feel the tears well in my eyes. How could I face being in that group - the boy
who barely spoke English, the one girl who was always covered by skirts that
went down to her ankles, and the other girl who wore clothes? Oh, how
badly I wanted to be with my friends.
I as I walked up to Mrs B. She looked at me and knew what
I was there for. I was determined to convince her I should be in the “good” group.
“Why...?” I started.
She gently placed a hand on my shoulder. “I know what you want, Karina,”
she said, “but your group needs you. I need you to help them
on this . Only you can help them.”
I was . I was . I was amazed. She had seen something in
me I hadn’t seen.
“W ill you help them?” she asked.
I stood straighter. “Yes,” I replied. I couldn’t believe it came out of my
mouth, but it did.
As I bravely walked to where the others in my group sat, I could hear the
laughter from my friends. I sat down and we started. Different newspaper
columns were assigned according to our interests. We did the research. Halfway
through the week I felt myself enjoying the company of these three

There was no need for pretending - 1 grow sincerely interested in learning
something about them.
Mauro, I found out, was struggling with the English language and his lack
of friends. Juliette was also alone, because people didn’t understand that she
was only allowed to wear long skirts or dresses because of her religion. Rachel,
who had requested to do the fashion column, wanted to be a fashion designer.
She had a whole barrel of unique ideas. What a walk in another person’s
did for me! They weren’t , just people that no one cared enough
about to try to understand - except Mrs B. Her insight, vision and thought
fulness brought out the potential in four of her students.
I don’t recall what the newspaper’s headline was or even the culture we
wrote about, but I did learn something that week. I was given a chance to see
other people in a new light. I was given the opportunity to see in myself a
potential that inspired my actions in later years. I learned that who we are is
more important than what we are or seem to be.
After that semester ended, I always received a friendly ‘hello’ from my
group. And I was always really happy to see them.
Mrs B gave us an A on that assignment. We should have handed it right
back, for she was the one who truly deserved it.
By Karina Snow
(Taken from Chicken Soup for the Teenage Soul I I )
■ ■ I
O Match the words and phrases (1 -8 ) with their definitions (a-h).
1. To create a) to persuade somebody to do something;
2. An assignment b) to decide definitely to do something;
3. A request
c) a careful study of a subject, especially in order
to discover new facts or information about it;
4. Anxiously d) to make something happen or exist;
5. To convince
e) to make somebody have a particular feeling or
emotion;
6. A research f) a task or apiece of work the pupils are given to do;
7. To be determined to
do smth
g) something that you formally or politely ask for;
8. To inspire
h) feeling worried, nervous, or wanting something
very much.
Choose the correct words from the text to complete the sentences.
1. I was sitting next to Missy in my ninth-form World History class when
Mrs В a new project.
2. M rs II inform ed us that she' w o uld the names we chose.

3. The next dny I awaited the cIhhb.
4. I .............. her I should he in the “good” group.
5. I hh 1walked up to Mrs B.
6. 1felt myself enjoying the company of these three.......
7. I was given the opportunity to see in myself a potential that
actions in later years.
8. Mrs B was the one who tru ly an A on that assignment.
O Find th e w ords in th e story to talk about:
a) preparations for the new project;
b) the members of Karina’s group;
c) the outcomes of the project.
O Work in pairs. Discuss the questions.
1. What assignment did Mrs B announce?
2. How did the pupils choose the members of their groups?
3. What happened the next day?
4. Why did Karina feel tears in her eyes?
5. How did she feel through the week?
6. What did the girl understand that week?
O Choose the correct item to complete the sentences.
1. In groups, the pupils had t o .......
a) clean the classroom
b) create a newspaper around the culture they were studying
c) make stories about their school
2. On a piece of paper the children w rote.......
a ) their names
b) the assignment for the project
c) the names of three friends they wanted in their group
3. A fter the bell rang, Missy and Karina stopped talking a s.....
a) Mrs B called for their attention
b) Mrs B came into the classroom
c) the lesson started
4. Karina was included in to .......
a) her friends’ group
b)group four
c) the best group
5. Mrs B asked Karina.......
a) to help her check up the assignments
b) to help group four get. n passing grade on this assignment
<•) to prepare an assignment for group four

8. Karina was given a chance.......
a) to help other people
b) to see other people in a new light
c) to make a project with her friends
^ m u / . j/ u ju iu f
o C o m plete th e s tatem en t.
The text is about.......
a) the project on World History
b) understanding other people
c) teacher’s wisdom
© N um ber th e events in o rd er th ey happen in th e story.
A. Karina learned that who we are is more important than what we are or
seem to be.
B. Karina was included into group four.
C. Mrs B announced a new project.
D. Karina had no doubt that she would be in group with her friends.
O Read and say if th e sta tem en ts are tru e or false .
1. Mrs B announced a new project on World Literature.
2. The children had to create a newspaper around the culture they were
studying.
3. Karina had no doubt that she would be in group four.
4. Karina was included into her friends’ group.
5. Halfway through the week Karina felt herself enjoying the company
of her friends.
6. Karina learned that the members of her group weren’t misfits, just
people that no one cared enough about to try to understand - except
Mrs B.
'3 Say what helped Karina understand that who we are is more important than
what we are or seem to be.
Complete the sentences given below.
1. Mauro, as Karina found out, was struggling.......
2. Juliette was also alone, because.......
3. Rachel, who had requested to do the fashion column,.......
4. They weren’t misfits, ju st.......
//h .//ill.
< D Talk about tho project the children had to do. What do you think they were
going to write about? '

Say why Km Inn wnu nmazod whun uho found out who sho was going to woi k
with and whut chuiacter traits sho discovorod in her classmatos lator. How
did the toachor holp tho children understand oach other better?
'Hu/lit
Talk about your personal experience. Have you ever had similar situations in
your school life? How did you feel then? What did you understand as the result
of the project? What new character traits did you open in your classmates?
You are to interview Karina about her school life and school friends. What
do you think she can tell you about the project she participated in? Act out
the dialogue. Start like this:
- Hello, Karina. I ’m from “School Life’
about teenagers’ school life.
- Hello, I ’m glad to meet you.
- Well, I ’l l .......
I ’m working on the article
Write an essay on the topic “Who we are is more important than what we
are or seem to be”. Use real-life examples to support your ideas.
O Answer the questions.
1. Do you/your friends have a pet?
2. Have you/they ever lost it?
3. Who helped you/them find the pet?
f t

budge /bACfe/ и рушити з місця
cause lko:zJ п (т ут ) винуватець
coax /kauks/ V вмовляти
dart V мчати стрілою
false leads ркг неправильні спрямування
frantic асіі знавіснілий
irrelevant асі] недоречний
pooch /pu:tf/ п (ам.) песик дворняжка
prank п жарт, витівка
release the horn over рНг дати попереджувальний звуковий
сигнал
rescue /'reskju/ V рятувати
нше----------імтпті.....................................22В
tW Rescued Dog
My parents and I were driving down Macadam Ave in Portland OR in Sep
tember 1996. W e were on our way from Lake Oswego to Portland one night at
about 10 o’clock. We were almost to the edge of Lake Oswego when the traffic
in front of us stopped suddenly. I was in the passenger seat, and all I could see
was something in the middle of the street, which for some reason, I assumed
was a 1box. As we started to pass by, the ‘box’ stood up and started
through the traffic.
Once I realized it was a dog who had been hit by a car, my dad stopped our
car, I got out and started moving the dog off the road. Another car pulled off
the road and called the Lake Oswego police to come and help rescut the animal.
I was finally able to get this very scared and n th dog o ff the road, and to
sit and stay in one place (wedged between the highway and a railroad track).
The small, blonde was too afraid to let us come near him, so we just sat
near him and tried to calm him down with our voices.
After about 30 minutes of sitting there alongside the busy road, a train
approached, and seeing us sitting not more than six feet from the tracks,
released Ihe horn ove and over and over again to warn us away. VERY for
tunately, the dog didn’t budge. A fter another 30 minutes, with no sign of the
police, I was able to get a nearby gas station to buy a bottle of water and a dog
biscuit to our .W e finally the dog into the back of our car and we
took him home.

We found a name and a phone number on his dog tag and phoned the owner.
A woman answered the phone, we told her we found her dog, and she pro
ceeded to ask us all sorts of seemingly irrelevant questions. She finally told
us that the dog had been missing for two weeks and had travelled from deep
in Southeast Portland (on the other side of the river!). Her husband had been
up almost every night for the last two weeks searching and searching for the
dog. Several prank phone callers had called with false leads, thinking it was
a pretty funny joke to get the owner to jump in his car and drive several miles
just to find his dog nowhere in sight. She was able to contact her husband and
within 10 min his car pulled up in front of our house.
‘Peanut’ , as we later learned was the dog’s name, was still sitting in the
back of our car and his owner parked right behind us. As soon as he saw his
dog, his head fell to his hands and he started crying uncontrollably. Peanut
recognized the car and immediately began to jump up and down. They were
obviously both VERY happy to see each other again after two weeks.
About a week later we received a card in the mail from Peanut, complete
with a picture and a really nice note, thanking us for saving him and reunit
ing him with his dad Peanut’s injuries from the car that hit him were very
minor.
It still makes me really happy to think about that story.

/Jfu/f/o/ty I/a Jica/iaiai//
Match the words and word combinations (1-8) with their definitions (a-h).
1. To rescue
a) to beput or squeezed tightly into a narrow space, so
that it cannot move easily;
2. A railroad track
b) to bring two or more people/friends together again
after they have been separated for a long time;
3. To approach
c) a small piece of paper or plastic attached to a dog
collar to give information about it;
4. To be wedged
d) to save somebody or something from a dangerous or
harmful situation;
5. A dog tag
e) harm done to aperson’sor animal’sbody, for example,
in an accident;
(>. To calm down f) rails that the train moves along;
7. An injury g) to come near to somebody or something;
8. To reunite
h) to make somebody become quiet and more relaxed,
especially after strong emotion or excitement.
C h o o s e t h e c o r r e c t w o r d s f r o m t h e t e x t t o c o m p l e t e t h e s e n t e n c e s .
1. As we started to pass by, the ‘box’ stood up and started through
the traffic.
2. The small, blonde pooch was too afraid to let us come near him, so we
just sat near him and tried with our voices.
3. A train ...... and seeing us sitting not more than six feet from the
tracks, again to warn us away.
4. W e found a name and a phone number on his and phoned the
owner.
5. A woman answered the phone, we told her we found her dog, and she
proceeded to ask us all sorts of seemingly questions.
6. Several phone callers had called with false.......
7. About a week later we received a card in the mail from Peanut, thank
ing us for saving him and him with his dad.
8. Peanut’s from the car that hit him were very minor.
© F i n d t h e w o r d s i n t h e s t o r y t o t a l k a b o u t :
• the way from Lake Oswego to Portland;
• an accident with the dog;
• the dog’s behaviour;
• a conversation with the dog owner;
• the owner’s search for the dog;
• I.hr tuniI from I'rnmit.

1. What happened to a boy and his parents on the way to Portland OR in
September 1996?
2. How did they try to help the dog?
3. Where did the people phone?
4. What did the woman who answered the phone tell them?
5. Who came to take the dog back home?
6. Was the dog happy to see his owner?
7. What did the boy and his parents receive about a week later?
O Choose the correct item to complete the sentences:
1. We were on our w ay one night at about 10 o’clock.
a) from Lake Michigan to Detroit
b) from Lake Oswego to Portland
c) from Lake Ontario to New York
2. I realized it w as.......
a) a cat who had been lost
b) a squirrel who had run on the road
c) a dog who had been hit by a car
3. The small, blonde pooch was too afraid to let us come near him, so we
just sat near him and.......
a) started playing with him
b) watched him
c) tried to calm him down with our voices
4. After about 30 minutes of sitting there alongside the busy road, .
and released the horn over and over and over again to warn us away.
a) the police arrived
b) a train approached
c) a car stopped
5. We finally coaxed the dog into the back of our car and w e .......
a) took him home
b) brought him to a vet
c) drove away
6. The dog had been missing for ..... and had travelled from deep in
Southeast Portland.
a) a month
b) two weeks
<•) some days

7. Peanut and immediately began to jump up and down.
a ) saw the police
b) saw the other dogs
c) recognized the car
8. As soon as the owner saw his dog, his head fell to his hands and he
started .......
a ) talking to his dog
b) crying uncontrollably
c) laughing
O Complete the statement.
a) the accident on the road
b) the rescue of the dog
c) the way from Lake Oswego to Portland
O Number the events in order they happen in the story.
A. About a week later we received a card in the mail from Peanut, complete
with a picture and a really nice note.
B. Peanut recognized the car and immediately began to jump up and down.
C. W e were almost to the edge of Lake Oswego when the traffic in front
of us stopped suddenly.
D. W e found a name and a phone number on his dog tag and phoned the
owner.
1. My parents and I were driving down Macadam Ave in Portland OR in
September 1996.
2. I was in the passenger seat, and all I could see was another car in the
middle of the street.
3. Once I realized it was a dog who had been hit by a car, my dad called the
police.
4 .1was finally able to get this very scared and frantic dog o ff the road,
and to sit and stay in one place.
5. The small, blonde pooch seemed to be very happy that we were near him.
6. We found a name and a phone number on his dog tag and phoned the
owner.
7. ‘Peanut’ , as we later learned was the dog’s name, was running around
our car when his owner parked right behind us.
8. The dog and his master were obviously both VERY happy to see each
other again after two weeks.
S a y h o w a b o y a n d h i s p a r o n t s h o l p e d t h e d o g w h o h a d b e e n h i t b y a c a r .

Comploto tlm nontoncos given bolow.
1. The truffle in tin* street stopped suddenly because.......
2. The train roleased the horn over and over and over again because.......
3. When the woman and her husband phoned the owner of the dog, she
told that.......
■- - ^
© Say why the dog didn’t let anybody come near him.
Say why the dog’s owner started crying uncontrollably when he saw his dog.
— _
© Imagine that you have found a lost dog (cat) in the street. Tell your class
mates what you are going to do to help the animal.
Read, complete and act out a dialogue.
- H ello, !
- H I, !
- Have you heard th at (name) has found an injured (animal) in
the street?
- Really? When did it happen?
- What was wrong with the animal?
- It laid beside the road and looked miserable, it couldn’t move.
- Poor thing! How d id help th is (animal)?
- First of all, he (she) took th e to a vet, where it was examined well.
It was in a state of shock and one of its paws was broken.
- D id take th e home?
- Yes, sure. Then found a name and a telephone number on th e.....
tag and phoned the owner. In half an hour came to take back
home. He told th at He was very grateful fo r .......
- As the saying goes, ‘A friend in need is a friend indeed’ . We know now
th at (name) is the friend you can rely on.
/1u/ina k/</<
Make up your own story about saving an animal. Use the questions below
as a plan.
1. What were you doing that day?
2. Where did you h o c an animal?
3. What w h h wrong with it?
4. How did you help it?
5. What conclusion can you make out of thin ntory?

The Great Barrier Reef
o Answer the questions.
1. Have you ever seen corals?
2. What do you know about them?
Q /.duâlW !(/(../
accumulation
allocate
cay
creature
ensure
immensely
mangrove
marine
remnant
renowned
tiny
turquoise
vary
/a'kjuimjaleijbn/ n накопичення
/'ætakeit/
/'kri:tfa/
/m'Jus/
/'fj:kwa:z/
/Vesri/
v розподіляти, розташовувати
п кораловий риф, піщана мілина
п жива істота, створіння
v забезпечувати,гарантувати
adv значно, надзвичайно
п мангрове дерево
adj морський
п залишок
adj відомий
adj крихітний
adj бірюзовий
v відрізнятися, мінятися
The Great Barrier Reef consists of more than 3,400 individual reefs and
700 islands stretching a distance of 2,300 km from Torres Strait to Lady Elliot
Island. With the continental shelf not far below the ocean’s surface, and
washed by the warm waters of the South Pacific Ocean, the perfect environment
was created for the world’s largest system of coral reefs. The conditions and
water temperature are ideal for colonies of Liny coral polyps. They create this
unique marine environment where the most colourful of the sea’s life forms
live so close to the surface that most can be easily observed.
Beneath the turquoise tropical waters there is a world of activity as millions
of tiny animals live out their lives building the reef. Corals are among the most
beautiful of marine organisms. When they colonise a site, they develop the
colours and complex structures for which the reef is nowncd. Corals are sim
ple, primitive organisms that have lived in tropicid seas for about 500 million

years. While the size, shape and colour of coral formations ary immensely, they
are all the work of one type of reature. Just as beautiful as the coral of the reef
are the plants and animals that live there. About 1,500 species of fish are known
to live in the reef region, and a half of them may be seen on a single reef.
The islands of the reef are of two main types: ‘low islands’ and ‘continental
islands’ . Low islands are the coral «ays formed by the accumulation of sand
and coral parts. Examples are Green Island and Heron Island. Continental
islands are the inn: ;of the mainland that have been cut off by the changes in
the sea level, and some lie quite close to the coast and rise from the water. Most
have coral reefs around and are thickly vegetated. The shorelines of some conti
nental islands have white sandy beaches and others are bordered by uangroves.
The islands of the Whitsunday Group are among these continental islands.
The waters of the Great Barrier Reef were declared the Marine Park in
1975, helping to maintain and conserve a unique and particxdarly beautiful
natural wonder. The Marine Park Authority limits human Activity on the
reef and allocates areas for a specific range of activities. This careful ma
nagement of one of the wonders of the world will it will be hen1for
future generations to enjoy.
(Taken from Aroiiml Anslrnll<i h y E v o i i mid I'eter Anderson)
Rife

Jduikktui' f / / l / ’
o Match the words and phrases (1 -8 ) with their definitions (a-h ).
1. Tiny a) very much, extremely;
2. Coral b) to be different from each other in size, shape etc.;
3. Renowned c) a living thing, real or imaginary, that can move around;
4. Immensely d) to give something officially to somebody or something
for a particular purpose;
5. To vary e) a tropical tree that grows in mud or near the rivers and
has roots that are above the ground;
(1. A creature f) a hard substance that is red,pink or white in colour, and
that forms on the bottom of the sea from the bones of very
small creatures;
7. A mangrove g) very small in size;
8. To allocate h) famous and respected.
© Choose the correct words from the text to complete the sentences.
1. The conditions and water temperature are ideal for colonies o f .....
coral polyps.
2. Corals are among the most beautiful o f organisms.
3. They develop the colours and complex structures for which the reef is .......
4. While the size, shape and colour of coral formations............ , they are
all the work of one type o f .......
5. Low islands are the coral...... formed b y of sand and coral parts.
6. Continental islands a re...... of the mainland that have been cut o ff by
the changes in the sea level.
7. The Marine Park Authority limits human activity on the reef and.....
areas for a specific range of activities.
© Find the words in the story to talk about:
• the world’s largest system of coral reefs;
• types of coral islands;
• the Marine Park.
1. How many reefs and inlands does the Great Barrier Reef consist of?
2. What conditions are ideal for colonies of tiny coral polyps?

8. What an* the main typos of tlio Islanda of the roof?
4. What is tin* Marine Park?
1. With the continental shelf not far below the ocean’s surface, and
washed by the warm waters of the South Pacific Ocean, the perfect
environment was created fo r .......
a) the sea life forms
b) the plants and animals that live there
c) the world’s largest system of coral reefs
2. Beneath the turquoise tropical waters there is a world of activity as
live out their lives building the reef.
a) thousands of sea fish
b) millions of tiny animals
c) hundreds of jellyfish
3. When corals colonise a site, they develop for which the reef is re
nowned.
a) the colours and complex structures
b) the colourful islands
c) the stone structures
4. Just as beautiful as the coral of the reef a re.......
a) the stones and shells that can be found there
b) the plants and animals that live there
c) the trees and flowers that grow there
5. Low islands are the coral cays formed by the accumulation o f .......
a) sand and coral parts
b) stones and fish bones
c) sand and shells
6. Continental islands a re that have been cut o ff by the changes in
the sea level.
a) the small islands
b) the remnants of the mainland
c) the coral cays
7. The shorelines of some continental islands h a ve and others are
bordered by mangroves.
a) turquoise lagoons
b) white sandy beaches
c)rainforests
8. The waters of the Groat Barrier Reef were declared the Marine Park
a) at the ond of the 20thcentury
b) after World War II
c) in 1976

o
©
Complete the statement.
a ) the beauty of the ocean
b) sea fish
c) the Great Barrier Reef
1. The Great Barrier Reef consists of more than 3,400 individual reefs
and 700 islands stretching a distance of 2,300 km.
2. Corals are among the most colourful of marine organisms.
3. Corals are simple, primitive organisms that have lived in tropical seas
for about 2 million years.
4. Just as beautiful as the coral of the reef are the plants and animals
that live there.
5. About 100 species of fish are known to live in the reef region, and a
half of them may be seen on a single reef.
(>. The islands of the reef are of two main types: ‘low islands’ and ‘conti
nental islands’ .
7. Some continental islands lie far from the coast and rise from the water.
8. The Marine Park Authority limits human activity on the reef and al
locates areas for a specific range of activities.
© Say what the Great Barrier Reef is renowned for.
1. The Great Barrier Reef consists o f .......
2. W ith the continental shelf not far below the ocean’s surface.......
3. Corals a re.......
4. About 1,500 species of fish.......
5. The islands of the reef are of two main types.......
6....... are bordered by mangroves.
7....... were declared the Marine Park in 1975.
CD
0
Say what makes the perfect environment for the world’s largest system of
coral reefs.
Say why you think the waters of the Great Barrier Reef were declared the
Marine Park in 1975. Start like this:
The Great Barrier Reef Marine Park begins at the tip of Cape York in
Queensland and extends to the south. The area is rallier large and stretches
more than 2,1100 km along the north east coast of Australia. ...

. J/t<a/)Uiy • A/<
l i p l Talk about the corals and the Great Barrier Reef.
You are a journalist and your classmate is a representative of the Marine
Park Authorities. Make an interview using the information from the text.
Role-play the interview in class.
H u/i/m -.3^6
Write a short summary of the text. Use the plan of Ex. 3.
© Answer the questions.
1. Have you ever heard the name of Thomas Alva Edison?
2. Do you know anything about his inventions?

'(wdulu/bu J loL
accomplish
attend
basement
carpenter
device
dub
electric light bulb
freight car
incandescent
inspiration
perspiration
reduce
run business
stand
tracks
transmit
/з'клтр1і|/
/di'vais/
/freit/
/.inkæn'desant/
/,inspi'reij9n/
/ri'dju:s/
VЗ Д 1 И С Н И Т И
и відвідувати
п підвал
п столяр
п прилад, пристрій
Vдати прізвисько
п електрична лампочка
ркг товарний вагон
асіі розжарений
п натхнення
п піт, потіння
Vзнизити
ркг вести справи, бізнес
V тут витримувати
п залізничні рейки
V передавати
^Âcac/m a
6 Г
ç_ÿnomas A lv a Edison
The American inventor Thomas Alva Edison was born on February 11th,
1847 in Milan, Ohio. He was the seventh and last child of Samuel Edison, Jr.
and Nancy Elliot Edison. When Edison was 7 years old, his family moved to
Port Huron, Michigan, where his father
worked as a carpenter at the Fort Gra
tiot military post.
Edison entered school in Port Huron,
but his teachers considered him to be a
dull student. Because of hearing prob
lems, Edison had difficulty following
the lessons. That’s why he often didn’t
attend school. Nevertheless, Edison be
came an enthusiastic reader, and at the
age of 10 he set up a laboratory in his
basement.
When his mother could no longer stand
the smell of his chemistry lab, Edison
took a job as a train boy on the Grand
Trunk Railway and established a new
lab in an empty ;li( > .He was 12 at
that time. Edison also began printing a
weekly newspaper, which he called The
Clrand Trunk Herald.

While KdiHon was working for th® rallrond, something happened that
changed the course of hiH career. Edison saved the life of a station official’s
child, who had fallen onto the of an oncoming train. For his bravery,
the boy’s father taught Edison how to use tin* telegraph.
From 1862 to 1868 Edison worked as a telegrapher in the Midwest, the South
of Canada, and New England. During this time he began developing a tele
graphic repeating instrument that made it possible to messages
automatically. By 1869 Edison’s inventions were progressing so well, he left
telegraphy and began a career of full-time inventing and
Edison moved to New York City, and within a year he was able to open
a workshop in Newark, New Jersey. He produced the Edison Universal Stock
Printer, the automatic telegraph, as well as other printing telegraphs, while
working out of Newark. During this same period Edison married Mary
Stilwell.
By 1875 Edison began to experience financial difficulties. To costs,
Edison asked his father to help him build a new research laboratory and
machine shop in Menlo Park, New Jersey. He moved into the new building in
March, 1876. Edison achieved his greatest successes in this laboratory and he
was bed the “Wizard of Menlo Park.”
In 1877 Edison invented the transmitter that is still used in telephone speakers
and microphones. In December of the same year he made a phonograph.
In the late 1870s with the support of leading financiers including
J.P. Morgan and the Vanderbilts, Edison established the Edison Electric
Light Company. In 1879 he publicly demonstrated his icandescent electric
light bulb. He not only invented the first successful electric light bulb, but also
set up the first electrical power distribution company. In 1882 he supervised
the installation of the first commercial, central power system in lower Man
hattan.
Edison was also a good businessman. He not only designed important new
devi< , he created companies worldwide for the manufacture and sale of his

inventions. Along with other manufacturing pioneers of his era, Edison
helped to make the United States a world industrial power. He and Henry
Ford became friends after Edison had encouraged Ford to use the gasoline
powered engine for the automobile.
In 1884 Edison’s wife Mary died, leaving him with three young children.
Ile married Mina Miller in 1886, and began the construction of a new labora
tory in West Orange, New Jersey. The new lab employed about 60 workers
and Edison tried to personally manage this large staff. The story goes that
when a new employee once asked about rules, Edison answered, “There are no
rules around here. W e’re trying to iccomplish something.”
During his time in West Orange Edison produced the commercial phono
graph, the kinetoscope, the Edison storage battery, the electric pen, and some
other inventions. In 1913 Edison introduced the first talking moving pictures.
In 1915 he was appointed as president of the U.S. Navy Consulting Board. In
nil, Edison patented more than 1,000 discoveries. His inventions were often
in response to demand for new or improved products. However, others also
(wune by chance.
In his lifetime Thomas Alva Edison profoundly affected the technology of
n modern society. He had a great faith in progress and industry, and valued
long, hard work. Edison used to say, “Genius is 1 percent >ii a(ion and 99
percent iiiation.” He believed that inventing useful products offered
everyone the opportunity for fame and fortune while benefiting a society.
The scientist died in West Orange, New Jersey on October 18th, 1931. After
his death Edison became a folk hero of legendary status.
O Match the words (1 -8 ) with their definitions (a-h ).
1. Profoundly
a) to be responsible for something and make sure that eve
rything is done correctly;
2. To affect
b) to send an electronic signal, radio or television broad
cast;
3. An invention c) giving out light when heated;
4. To transmit
d) to get an official right to be the only person to make,
use or sell aproduct or invention;
5. To establish
e) in a way that has a very great effect on somebody or
something;
6. To supervise
f) a thing or an idea that has been produced or designed
and that has not existed before;
7. Incandescent g) to start or create an organization, a system, etc.;
8. To patent h) to produce a change on somebody or something.

Choose tho coiioct words from tlio toxt to comploto tho sontoncos.
1. At age 1<>Edison set up a laboratory in h is.......
2. He began developing a telegraphic repenting instrument that made it
possible messages automatically.
3. In the late 1870s Edison the Edison Electric Light Company.
4. Edison created companies worldwide for the manufacture and sale; of
h is.......
5. In 1882 h e the installation of the first commercial, central power
system in lower Manhattan.
6. In all, Edison more than 1,000 discoveries.
7. In his lifetime Edison............. the technology of modern society.
8. “There are no rules around here. W e’re tryin g something.”
© Find the words in the story to talk about:
• the childhood of Thomas Alva Edison;
• the early career of the scientist;
• the inventions of Thomas Alva Edison.
1. Where was the American inventor born?
2. Did he study well at school?
3. What happened to Edison when he was working for the railroad?
4. How did he improve the telegraph?
5. What did the scientist invent in 1879?
6. Was he a good businessman?
7. What inventions did Edison make in his laboratory in West Orange?
8. How many discoveries did Edison patent?
1. When Edison was 7 years old, his family moved to Port Huron, Michi
gan, where his father worked a s at the Fort Gratiot military post.
a) a teacher
b) an officer
c) a carpenter
2. Because o f , Edison had difficulty following the lessons.
a) the problems with teachers
b) the hearing problems
c) the bad behaviour
3. From 18(52 to 1868 Edison worked a s in the Midwest, the South
of Canada, mid New England.
a) n scientist
b) n telegrapher
e) ii manager

4. By 1875 Edison asked his father to help him build in Menlo Park,
New Jersey.
a) a new house for his family
b) a building of electrical power distribution company
c) a new research laboratory and a machine shop
5. In 1879 he publicly demonstrated h is.......
a) new research laboratory
b )phonograph
c) incandescent electric light bulb
6. The new lab in West Orange, New Jersey, employed about 60 workers
and Edison tried t o .......
a) encourage them in their work
b) personally manage this large staff
c) influence their research
7. In 1913 Edison introduced.......
a) the electric pen
b) the first talking moving pictures
c) the kinetoscope
8. He had great faith in and valued long, hard work.
a) science and business
b) progress and industry
c) talent and luck
a) the telegraph
b) the life and inventions of Thomas Alva Edison
c) the development of science in the USA
A.In 1913 Edison introduced the first talking moving pictures.
B. Edison achieved his greatest successes in this laboratory and he was
dubbed the “Wizard of Menlo Park.”
C. In 1877 Edison invented the transmitter that is still used in telephone
speakers and microphones.
D. During this time he began developing a telegraphic repeating instru
ment that made it possible to transmit messages automatically.
1. The American inventor Thomas Alva Edison was born on February
11th, IH47 in Milan, Ohio.
2. His teachers considered him to be a good student.

3. W Ikmi IiIh mother could not longer Htnnd the Hiuell of hin chemistry lnb,
Edison took a Job iih a train boy on the Grand Trunk Itailway and estab
lished a new lab in an empty freight car.
4. Edison moved to New York City, and within a year he was able to open
the Edison Electric Light Company in Newark, New Jersey.
5. He not only invented the first successful electric light bulb, but also
set up the first electrical power distribution company.
6. During his time in West Orange Edison produced the commercial
phonograph, the kinetoscope, the Edison storage battery, the electric
pen, and some other inventions.
7. In 1915 he was appointed as president of the U.S. Academy of Science.
8. Thomas Alva Edison believed that inventing useful products offered
everyone the opportunity for fame and fortune while benefiting a society.
Say what the main inventions of Thomas Alva Edison were.
© Complete the sentences given below.
1. Thomas Edison often didn’t attend school because.......
2. By 1869 Edison’s inventions were progressing so well, th at.......
3. Edison was a good businessman because.......
4. In all, Edison patented.......
t/ie r f llf g i —. . . . . . ..jmmmm
Say why Thomas Alva Edison made so many inventions and achieved
great success in science.
Say what Edison’s ideas about the progress and industry were.
Work in pairs. Ask each other questions to complete the chart given below.
Events When Where
Born
When Thomas was 7 Port Huron, Michigan
From 1862 to 1868
By 1869
Moved to New York
March, 1876
In 1877
Demonstrated his incan
descent electric light bull)

Events When Where
In 1882
1884
West Orange, New Jersey
Introduced the first
talking moving pictures
1915
Died
Talk about the main facts of Edison’s biography. Use the plan to help you.
1. Childhood of the famous inventor.
2. Studies at school.
3. A reward for the bravery.
4. The first inventions of Thomas Edison.
5. The laboratory in Menlo Park.
6. Establishing the Edison Electric Light Company.
7. Edison as a good businessman.
8. The great faith in progress and industry.
Write an essay. Comment on the quotation.
“Genius is 1 percent inspiration and 99 percent perspiration.’
(Thom as Alva E dison)
S . Sandra Bullock,
a Non-typical Hollywood Star
o Answer the questions.
1. Do you like watching Hollywood films?
2. Who is your favourite film star?
3. What makes a real film star: the beauty, hard work, talent or all things
together?
4. What makes a good film?
5. Would you like to have a career of an actor/actress? Why ‘yes’ or why
•no’?

be on cloud nine рііг бути на сьомому небі під щастя
congeniality /k3n,cfei:nia5liti/ п схожість, спорідненість
dawn on somebody ldy.nl рНг V спадати на думку
fine п штраф
glamour /glsemзі п чарівність
hire /Ъаго/ V наймати
incompatible /.inkam'psetibl/ adj несумісний
inculcate /in'Mkeit/ V прищеплювати, навіювати
palm п долоня
put a lid on рЬг V заборонити, покласти край
ruckus п метушня, безлад, шум
settle the matter рНг залагодити справу
smashed adj приголомшуючий
•У іandra Bullock,
A Non-typical Hollywood star
Sandra Bullock fits the image of a Hollywood star perfectly. She can be all
looks and flaтой r at photo shoots and red carpet events, but she can also just
be your cute and funny neighbourhood girl. She was a wonderful choice for
leading roles in light-hearted comedies like ‘While You Were Sleeping’ and no
less brilliant star in action movies like ‘Speed’. However, she’s unlike the та
jority of Hollywood girls because of her natural sincerity and slightly con
fused smile. For this, she’s adored in America and throughout the world. In
fact, her colleagues call her Miss ongeniality after the title of the film that
brought her the biggest number of honours and awards.
Sandra was born in a suburb of Washington, D.C., but she spent her child
hood in Nuremberg. Her mother Helga Meier - an opera diva who German
critics called Maria Callas - and her father, part-time vocal coach John Bullock,
dreamed to see their daughter Sandra Annette become a singer or a musician.
Since her childhood Sandra was taught music, but along the way she lost her
desire for classical music. At seven the girl cut both to avoid having to
play the piano. Once her parents took her to the Salzburg Opera, where Helga
Meier was a prima donna. They wanted the girl to play one of the supporting
roles in the performance, but little Sandra created such a on stage
that Helga had to pay a huge fine to the director of the theatre to
. After that Sandra’s parents her musical career.
Her mother had in her а непне of beauty, gnve Sandra her first
lessons in acting techniques and familiarized her with the onstage life. 1lowever,
nt the наme time the girl I’el t very lonely иround her mother. Because of forced

music lessons and trips and tours with her mother, she had no time for chil
dren’s games, no friends... nobody. Then, when she was 12 years old, San
dra’s parents told her they were moving to the USA. She was on cloud nine.
This was her chance to change her life drastically.
Man proposes but God disposes. Because of her accent, the girl was called
the German and was largely ignored. Everything changed in her senior years,
however, when the energetic Sandra headed the cheerleaders for a school
sports team.
After finishing school Sandra entered East Carolina University, where
she chose two majors, drama and law, which seemed absolutely compatible
at first. However, she didn’t study at the university for a long time. When it
her that nobody in East Carolina would notice her, she set out to
conquer New York, with her parents’ blessing. By then she was 22. Sandra
developed an intensive programme to conquer the artistic Olympus. In many
ways, her experience was similar to the way that most Hollywood actors start
out, as the girl worked in cheap cafés for several years to pay for the acting
courses. A t one point, she dreamed of becoming a model or a stewardess, but
no one her. The charming German failed to conquer New York, how
ever, so after spending three years of her life there, she left without regrets
and moved to Los Angeles.
There, she passed an incredible number of movies and castings tests, and
finally destiny smiled at her. In 1989 she played in a small performance where
famous critic John Simon noticed her. He emphasized the actress’ “wonderful
natural g ift” and opened the way for her no, not to the big screen, but to

the innumerable 'I'V programmes. There, Sandra was noticed l)y the producers
and Invited to take the leading role in the comedy, ‘ Love Potion N<».9’ '. The
film failed, but Sandra recommended herself' as a comic actress. Now breaking
into Hollywood was not a distant dream, but a reality. As a real Hollywood
actress, she needed to star in some hit - and soon she got her opportu
nity, co-starring with Sylvester Stallone ami Wesley Snipes in the film ‘Demo
lition Man’2. But even this star company didn’t bring her immediate fame.
The next step was the film ‘Speed’ in partnership with charismatic Keanu
Reeves. On the day of the premiere Sandra Bullock realized that her dream
had finally come true - she had become a genuine Hollywood star. Her career
developed rapidly from there. Today, Sandra Bullock is known as an actress
of many roles.
In addition to movies, Sandra has three more big passions: mountain
climbing, Latin American dancing and the Internet. Previously, she enjoyed
riding motorcycles, but her dad using his father’s authority made her change
that to an armoured limousine with security, something more suitable for
someone with the star status of his daughter. Fans of Miss Congeniality often
annoy her in the Internet chats, however, and who knows what they’ll make
of it when they read her sincere and lasting words in her new interview,
“I don’t like fans.”
© Match the words and phrases (1 -7 ) with their definitions (a-g ).
1. To avoid a) to be successful when you get involved in smth;
2. To familiarize
b) having the powerful personal quality to attract and
impress other people;
3. To be ignored c) to try not to do something;
4. Genuine
d) to teach smb about smth, so that you start to under
stand it;
5. A cheerleader e) not to bepaid any attention to;
6. Charismatic f) real; exactly what it appears to be;
7. To break into
g) a member of a group of girls wearing a special uni
form, who encourages the crowd to cheer for their team
at a sports event.
© Choose the correct words from the text to complete the sentences.
1. She can be all looks and at photo shoots and red carpet events.
2. At seven the girl cut both............. having to play the piano.
1“ Love Potion No.W" "JlioOomio ііілля № 0 ".
‘"“ Demolition Mini" “ ІНдріїїпшк".

3. Little Sandra created such on stage that Helga had to p a y to
the director of the theatre.
4. A fter that Sandra’s parents on her musical career.
5. Her mother in her a sense of beauty.
6. Her mother her with the onstage life.
7. Because of her accent, the g ir l.......
8. The energetic Sandra headed for a school sports team.
9. When Sandra entered East Carolina University, she chose two majors,
drama and law, which seemed absolutely at first.
10. Sandra Bullock had become a Hollywood star.
О Find the words in the story to talk about:
• the image of Sandra Bullock;
• her childhood;
• her career in Hollywood.
1. Why is Sandra Bullock adored in America and throughout the world?
2. Where was she born?
3. What did her parents do?
4. Did Sandra eagerly learn to play the piano?
5. How had Sandra’s mother influenced her?
6. What was Sandra’s childhood like?
7. Did she get higher education?
8. What did Sandra Bullock do to conquer the artistic Olympus?
9. Is she a famous actress now?
10. What does she like doing?
1. Sandra Bullock was a wonderful choice for leading roles in .......
a) detective films and westerns
b) light-hearted comedies and action movies
c) thrillers and horror films
2. Her colleagues call h er after the title of the film that brought her
the biggest number of honours and awards.
a) Miss World
b) Mary Poppins
c) Miss Congeniality
3. Her parents dreamed to see their daughter Sandra Annette become.......
a) a singer or a musician
b) an actress or a film star
c) a journalist or a writer

4. When she w i i h 12 yearn old, S an dra’H parents told her t.ln»y wore mo
v l n g ........
a) to Germany
b) to France
c) to the USA
5. A fter finishing school Sandra.......
a) travelled a lot
b) entered East Carolina University
c) worked as a model
6. When it dawned on her that nobody in East Carolina would notice her,
she.......
a) set out to conquer New York
b) moved to Los Angeles
c) returned to Germany
7. Sandra worked in cheap cafés for several years.......
a) to pay for the acting courses
b) to get experience in cooking
c) to earn her living
8. When Sandra moved to Los Angeles, she.......
a) got a role in the film
b) was noticed by the famous producers immediately
c) passed an incredible number of movies and castings tests
9. On the day of the premiere of the film ‘Speed’ Sandra Bullock realized
th at.......
a) it was success
b) her dream had finally come true
c) the film was really good
A. After finishing school Sandra entered East Carolina University.
B. Sandra Bullock became a Hollywood star.
C. When the girl was 12 years old, her family moved to the USA.
D. The energetic Sandra headed the cheerleaders for a school sports
team.
E. Sandra was born in a suburb of Washington, D.C., but she spent her
childhood in Nuremberg.
F. Because of her accent, the girl was called the German and was largely
ignored.
G. Sandra failed to conquer New York, after spending three years of her
life there, so hIio moved to Lom AngcleH.
II. She р а н ж ч і an incredible number of n i o v i o H and citHtingH tests.
Êt

оCom plete the statem ent.
a) Hollywood
b) life and career of Sandra Bullock
c) the image of Hollywood stars
О Read and say if the statements are true or false.
1. Sandra Bullock fits the image of a Hollywood star perfectly.
2. Since her childhood Sandra was taught music, and she liked classical
music very much.
3. Because of forced music lessons and trips and tours with her mother,
she had no time for children’s games, no friends... nobody.
4. Sandra didn’t want to move to the USA.
5. The energetic Sandra headed the school sports team.
(». When Sandra entered East Carolina University, she chose two majors,
business and law.
7. After spending three years in New York, she moved to Los Angeles.
8. In 1989 she played in a comedy where the critic John Simon noticed her.
9. The film ‘Love Potion No. 9’ failed, but Sandra recommended herself
well as a comic actress.
10. As a real Hollywood actress, she needed to star in a blockbuster.
11. Her career developed rapidly from the film ‘Speed’ .
12. Today, Sandra Bullock is known as an actress of many roles.
• ip i Complete the sentences given below.
1. Sandra’s parents w ere and they dreamed , but the g ir l.......
2. When their family moved to the U S A Sandra.......
3. A fter finishing school Sandra Bullock Then she.......
4. Sandra Bullock’s dream to become a Hollywood star had finally come
true because.......
p i / .ЬГ]йсШ Ю М - fh lu .
Say what character traits helped Sandra Bullock become a Hollywood star.
ІШШМЩ ЗЫ о — —
Talk about your favourite actor or actress.
W rite down a short summary of the text according to the plan.
1. The image of Sandra Bullock as a Hollywood star.
2. The childhood of the actress.
3. The way to the artistic Olympus.

C t?У ш / и.ь Television Useful or Harmful for Kids?
ж
© Answer the questions.
1. Do you like watching TV?
2. Do you think it is useful for you?
3. What are the advantages and disadvantages of watching TV?
(xxdiiAi’m іc/a
an array /з'геї/ п набір
to digest /dai'd3est/ V засвоїти, вкласти в систему, класифі
кувати
violence /'vaiabns/ п насильство
animated асі] мультиплікаційний
to be portrayed /po:'treid/ рНг и бути зображеним
to desensitize /di:'sensitaiz/ V знижувати чутливість
addictive асі} той, що викликає схильність до чогось
It takes a strong Це потребує значних зусиль...
will...
to nurture /'n3:tjb/ V виховувати
excessive /ik'sesiv/ асі} надмірний, надлишковий
wholesome /'haulsam/ асіі корисний
to come up with ркг V придумати, справитися з чимось
to acknowledge /3k'no:l9d3/ V визнати
***
So much television programming is aimed at young children. Much of it
appears to be educational: teaching about the world and developing life skills.
But there is a question to discuss: is television useful or harmful for kids?
A great deal of research has been done on the effects of television on chil
dren’s lives. Nearly all of us have one or more TV sets in our home, and since
most of us watch some TV nearly every day, we may not want to hear what
research tells-us, but these are the things we need to know.
Experts suspect that babies younger than two years old view TV as a con
fusing ,iiii of colours, Images, and noises. They don’ t understand much of
th(> content.

Cartoons and many children’s shows are filled with images of
Many children’s shows are versions of adult action films. Research
shows that watching this type of programming increases the risk of aggres
sive behaviour and children and teenagers to violence.
Television watching can be sometimes. The more children watch,
the more they want to watch. They can become drawn to the set. Once addic
ted, turning off the TV can become a daily battle. Those who watch TV very
often become passive and lose their natural creativity; they eventually have
n hard time keeping themselves busy, and they lose valuable time that should
I»* dedicated to “play” the foundation of a healthy childhood and the primary
way that very young children learn.
Many teenagers use TV more and more as a way to keep themselves enter-
tained and happy. m gwil and dedication to avoid the easy route
provided by this free and easy yet sometimes dangerous friend. Time spent
watching television is time taken away from more healthful activities that
growth and development.
Children and teenagers who watch a lot of television are at risk for poor
social development, and aggressive behaviour. According to a study by Yale
Family Television Research, teachers characterized children who watched
television as less cooperative, less imaginative, less enthusiastic
about learning, and less happy than those who watched little or no TV.
You may have noticed that all of these points demonstrate the negative
aspects of children watching TV, and you’re wondering if there are any posi
tive's. There are a few, but let’s be honest: we have to be very creative to come
this list, since published research doesn’t demonstrate many good
points for putting a young child in front of a television. But we need to be
realistic and now led" that most of us aren’t going to put our TVs in the
closet or get rid of them at all.

Ilore nr«? some of the good points of television for children and teenagers:
• Quality educational programming can their outlook and de
velop their academic skills.
• They can view things that might not be seen in daily life: exotic ani
mals, distant lands, musical instruments, historical places, and di
verse lifestyles. They can learn about the world beyond your home and
neighbourhood.
• They can learn basic social skills from watching wholesome program
ming: how to get on well with others, how to use good manners or how
to be a good citizen.
After Elizabeth Pantley
© Match words and phrases (1 -8 ) with their definitions (a-h ).
1. To be aimed at a) to accept that something is true;
2. Harmful
b) the way that somebody behaves, especially to
wards other people;
3. To suspect c) to think of an idea, answer, etc.;
4. To come up with A) to have something as an aim;
5. To be addictive
e) causing damage or injury to aperson’s health
or to the environment;
6. To nurture
f) to have an idea that something bad isprobably
true or likely to happen but without having defi
nite proof;
7. Behaviour g) to help a plan, idea, feeling to develop;
8. To acknowledge
h) to be unable to stop using or doing something
as a habit; to spend all your free time doing
something because you are so interested in it.
© Choose the correct words to complete the sentences.
1. So much television programming at young children.
2. Experts that babies younger than two years old view TV as a con
fusing of colours, images, and noises.
3. Cartoons and many children’s shows are filled with images o f .......
4. W e’ve been asked some new ideas.
5. Television watching can be ..... .
($. Children who watch a lot of television during their early years are at
risk or poor social development, nml aggressive.......
R H

7. But we need to be realistic and that most of us aren’t going to put
our TVs in the closet o r them at all.
8. A child can learn basic social skills from watching programming:
how to get on well with others how to use good manners or how to be a
good citizen.
Find the words in the story to talk about:
• the effects of television on children’s lives;
• the good points of television for children.
Work in pairs. Discuss the questions.
1. What kind of research has been done recently?
2. What do experts suspect?
3. Do babies understand much of the content while watching TV?
4. Why does watching TV increase the risk of aggressive behaviour in
the teenagers?
5. What are the bad aspects of watching TV? What problems do they
cause?
(i. Are there any good points in watching TV?
1. Much of television programming for young children appears to b e .......
a) emotional
b) educational
c) energetic
2. Experts suspect that babies younger than two years old view TV as.......
a) an interesting cartoon
b) a confusing array of colours, images, and noises
c) a box full of films, cartoons, pictures
3. Cartoons and many children’s shows are filled w ith .......
a) humour
b)kindness
c) violence
4. Many children’s shows almost are animated versions o f .......
a) fairy tales
b) adult action films
c) funny stories
5. Research shows that watching this type of programming increases.......
a) the risk of heart attacks
b) the risk of aggressive behaviour
c) the viewers’ interest

(I. The mon* television children watch, the more they.......
a) undorstand the world around
b) want to watch
c) liko cartoons and films
7. Time spent watching television is time taken away fro m .......
a) doing homework
b) communication with parents and friends
c) more healthful activities
8. Quality educational programming can.......
a) broaden teenagers’ outlook and develop their academic skills
b) teach children dancing and running
c) make children addicted to watching TV
a) the problems in children’s behaviour
b) good and bad aspects of watching TV
c) films and cartoons
A. Children who watch a lot of television during their early years are at
risk for poor social development, and aggressive behaviour.
B. Quality children’s programming can broaden teenagers’ outlook and
develop their academic skills.
C. A great deal of research has been done on the effects of television on
children’s lives.
D. Many teenagers use TV more and more as a way to keep themselves
entertained and happy.
O Read and say if the statements are true, false or not given in the text.
1. So much television programming is aimed at young children.
2. Most of us watch TV once a week.
3. Babies younger than two years old understand much of the content
while watching TV.
4. Many young children believe that TV characters actually live inside
the TV set.
5. Children who watch TV very often become active and create new ima
ges and characters.
(I. Children who watch a lot of television during their early years often
have troubles adjusting to preschool or kindergarten.

7. Published research demonstrate many good points for putting a young
child in front of a television.
8. We need to be realistic and acknowledge that we aren’t going to put
our TVs in the closet or get rid of them at all.
i p l Prove that watching television can be addictive sometimes.
Experts suspect th at.......
Research shows th at.......
Itesearch has demonstrated th a t.......
According to a study by Yale Family Television Research.......
© Work in two groups. Have a class discussion.
Group A has to present positive aspects of watching TV for children.
Group B, on the contrary, has to prove that watching TV is harmful and even
dangerous for children.
Make a short report about your attitude to television. Are you fond of
watching TV? What TV programmes are among your favourites? Why do you
like watching them? Start like this:
The problem of the necessity of watching TV for children is a subject for
discussion nowadays. To my mind, television i s I like/dislike........
My favourite TV programmes a re I watch them because I think
th a t.......
© Interview your classmates about their attitude to television. Make and act
out a dialogue.
ŒT/
Write a short summary of the text. As a conclusion, write what you perso
nally think about the influence of television on you and your friends.

A Guide to British and American Culture
A Broadsheet —(in Britain) A newspaper with large pages. The more seri
ous newspapers such as The Guardian, The Independent and The Times are
often reffered to as ‘broadsheets’ .
Children’s Hour - A BBC radio programme that was broadcast in Britain
early every evening from 1922 to 1964. It was very popular in the years be
fore children’s television.
ChildLine - A British charity programme that provides a special telephone
service for children to call for advice and help them with their problems. It is
mined especially at children who are being treated violently.
CNN (Cable News Network) —A US television company that broadcasts
news and special information programmes all around the world by satellite,
24 hours a day. It was begun in 1980 by Ted Turner and is based in Atlanta,
Georgia. It became especially known in 1991 as the main news source for the
Gulf War.

Cornwall The county at the HOllth WPHt tip of England. 11used to produce
a lot of tin, but there are now very few tin mlnoH left. Its «cenery and mild cli
mate make it popular with tourists. The administrative centre is Truro.
The Edinburgh Festival —A festival of music and drama that has been
held in Edinburgh for three weeks every summer since 1947. Many tourists
come to see the shows and concerts, including hundreds that are not part of
the official Festival. These are known as the Edinburgh Fringe and are now
considered as important as the Festival itself because of the many new and
exciting ideas they contain.

Ilip-hop —A popular culture that developed among young black people in
the US in the late 1970s, and is now also found in Europe and elsewhere. It is
associated mainly with rap music, as well as breakdancing (fast dancing on
the hands and feet, popular especially in the early 1980s), graffiti art (deco
rative painting on the walls of buildings, etc.) and fashion clothing.
Mohawk —A member of a Native American people who live mostly in New
York State and Ontario, Canada. They were part of the Iroquois league, the
tradition says that Hiawatha was their leader. They originally lived in New
York State in the Mohawk valley along the Mohawk River, and they helped
the British during the American revolution. Mohawks are known today as ex
cellent steel workers who help to construct skyscrapers (very tall buildings).

Parks llril,lull towns and cities have at least one municipal park, where
people go to relax, lie in the sun, have picnics, walk their dogs and play
games. Most IIS city and town governments also provide parks. They are open
to anybody free of charge. The most famous parks in Britain include Hyde
Park and Regent’s Park in London. In the US, New York’s Central Park is the
best known. Open-air events, such as plays and concerts are sometimes held
in these parks.
I. Ih/ilr Park ( London) 2. Regent'h Park ( London)
1 Central Park In Neu> York

Protecting wild animals
Caring about wild animals is a common middle-class attitude. Many people
feed wild birds in the winter. In the US the National W ildlife Federation
(N W F ) helps people to create their own ‘backyard wildlife habitat’ . Some
people have bumper stickers on their cars saying “Warning - I brake for ani
mals” .
Reports that a species is endangered (= may become extinct) inspire cam-
paigns to save them. There have been international campaigns to save the
whale, the tiger and the rhino. In the US the NW F is fighting to save wolves
and buffalo. In Britain there have been attempts to increase the numbers
of red squirrels and hedgehogs. More people are concerned about baby seals
being clubbed to death than about the killing of alligators because seals are
seen as more attractive creatures.
In rural areas people generally have much less romantic ideas about ani
mals. In Britain foxes steal chickens, and in the US bears and wolves kill live
stock. Road signs that say “Deer Crossing” are for the driver’s protection not
the animal’s.
1.A buffalo 2. A red squirrel 3. A seal 4. An alligator
Relationships
Many British and American people feel closer to their friends than to
their family. In the US especially this is often because family members live
far apart. It is also because people are able to choose their friends. But in
the south of the USA family ties are
strong and reunions (social gather
ings) may attract 40 or more family
members from all over the country.
In Britain many adults live quite
near their family and continue to have
close relationships with their parents
and brothers and sisters. Some rely
on family members to help look after
their children. People who have moved
away from home spend more time with
their friends, though they may turn to
their family for help in a crisis.

Snowdon In A imUomd pnrk around l.lm mountain Snowdon in north west
WalcH. It is an important tourist centre, famous for its attractive mountain
scenery.
Snowdon is a mountain in north-west Wales, in Snowdonia National Park.
It is the highest mountain in England and Wales, and has a railway to the top
which was built in the 19thcentury and is very popular with tourists.
A Tabloid - A newspaper with pages that are half the size of those of larger
newspapers (called broadsheets). Most of Britain’s most popular newspapers
are tabloids. These include The Sun, The M irror, The Express and The Daily
Mail. Although some tabloids are serious newspapers, many people talk about
tabloid journalism or the tabloid press to refer to a type of a newspaper that
contains many articles about sport and famous people, and little serious news,
and is often insulting to women and people from other countries. The word
tabloid is less widely used in the US, where most of the important national
newspapers are of a regular size. The best-known US tabloid, which uses short
articles and large photographs, is The New York Daily News.

A Talk Show —1 A television programme in which people, often ordinary
members of the public, appear in front of an audience to talk about a par
ticular topic, or about their lives and problems. The audience are encouraged
to ask questions and make comments. Talk shows are often broadcast in the
morning or afternoon. 2 A chat show.
The BBC (the British Broadcasting Corporation) —One of the main tele
vision and radio broadcasting organizations in Britain, paid for the govern
ment since 1927 but free to choose the contents of its programmes. The head
of the BBC has the title of ‘director general’ .
NEWS
•>’*N11
» " 'fiR i!
The Countryside Commission - The British government organization
responsible for preserving the countryside in England. It encourages local
authorities to provide parks, and sets up and runs national parks and county
parks. Scotland and Wales have their own organizations, Scottish Natural
Ileritage and the Countryside Commission for Wales.

W infrey Oprah An African-Amorican entertainer who proaents
The Oprah Show, tin' moat popular US television chat show. She has won six
Eniiny awards as ‘ Heat Host of a Talk Show’ (1 98(> and 1990 1991). The show
began in 1980 and includes ordinary people talking about their personal prob
lems, often in a very emotional way.
A World Heritage Site is a place or structure included on an official list
produced by the World Heritage Committee of the United Nations. Places are
chosen for the list because they are considered to be ‘of outstanding universal
value’ , often for historical reasons, and are therefore preserved. There are
several in Britain, including Hadrian’s Wall, Stonehenge, the Tower of Lon
don and Westminster Abbey. World Heritage Sites in the US include Grand
Canyon National Park, Independence Hall in Philadelphia and the Statue of
Liberty in New York. The Ukrainian World Heritage Sites are Kyiv-Pecher-
ska Lavra and St. Sophia’s Cathedral in Kyiv, the historic centre of Lviv and
beech forests of the Carpathians.

UNCOUNTABLE AND COUNTABLE NOUNS
Moat nouns in English are countable. This means they can have singular
mid plural forms:
one sandwich - four sandwiches
a child - the children
Common uncountable nouns: advice, furniture, help, homework, informa
tion, jewelry, luck, mail, money, music,peace, traffic, weather, work, milk, tea,
bread, sugar, flour, coffee, cheese, food, fruit, meat, pepper, rice, salt, soup,
water...
Uncountable Nouns
Use Example
We use uncountable nouns with a singu
lar verb form.
This news is not interesting.
We don’t use the article a or an with them.
I don’t like milk.
They want some sugar with tea.
Uncountable nouns have no plural form.
money
some money
a lot of money ( none)
much money
a little money
Countable Nouns
Use Example
Countable nouns have singular and plu
ral forms.
We use them with the articles a and an in
the singular form.
a book - books
one book - two books
some books
many books
a lot of books
a few books
Wo use them with the definite article the
or without an article in the plural form.
There is an orange and some
apples on the plate.
We use them with singular and plural
verb forms.
Pineapples are very delicious.
Mango is a tropical fruit.
A lot of - Many - Much
Only countable nouns can follow a/an, many, a few, these, one, two, etc.
Wo use (n o t) many with countable nouns in questions and negative sen
tences.
Only uncountable nouns can follow much, a little.

!lnt.li piiiriiI countable nouns mul uncountable iiouuh can follow Home, uni/,
a lot of.
We say: sugar, Home sugar, a lot of sugar ( none), much sugar, a little sugar.
A lot of - Many - Much
Countable
Nouns
Uncountable
Nouns
Examples
Positive
A lot of/lots of/
many (formal)
A lot of/lots of/
much (formal)
There are a lot of class
rooms in our school.
There is a lot of jam in
this jar.
Interrogative many much
Are there m any class
rooms in your school?
Is there much jam in
this jar?
Negative many much
There aren’t m any old
books in our school lib
rary.
There isn’t much oil
left in the bottle.
A few (=some)/
few
(=not many, not
enough)
a little (=some)/
little
(=not much, not
enough)
ARTICLES: A/AN - THE
We use a/an to talk about something for the first time.
W e use the to talk about something we have mentioned before.
There’s a pen on the desk. The pen is new.
W e also use the before:
• names of rivers (the Thames River, the Dnipro River), seas (the Black
Sea), oceans (the Atlantic Ocean), and mountain ranges (the Carpathi
ans);
• nationalities (the English)-,
• names of families (the Smiths).
W e don’t use the before:
• proper names (Ann, Dan);
• names of countries (Great Britain);
• names of meals (lunch);
• names of sports/games (tennis).

VERB TENSE FORMS
PRESENT SIMPLE TENSE
never, seldom, often, frequently, always, usually, rarely, sometimes
We use the Present Simple Tense for:
• daily routines;
• repeated actions or habits;
• permanent states.
Positive Negative
I/You/We/They work. I/You/We/They don’t (do not)
work.
1le/She/It works. He/She/It doesn’t (does not)
Question Answer
Do you work?
Does lie work?
Yes, I do. / No, I don’t.
Yes, he does. / No, he doesn’t.
Use Example
Long-term situations. She lives in Stockholm.
1Iabits and routines. How often do you go abroad?
Feelings and opinions. I don’t like spicy food.
Facts. It rains a lot in the spring.
Timetables and programmes. The train arrives at 18.20.
Frequency Adverbs
never, seldom, often, usually, rarely, sometimes, frequently, always
Frequency adverbs go after the verb to be, but before all other verbs:
They are often late. She usually phones me on Sundays.
PAST SIMPLE TENSE
yesterday, last week, last month, last year, in 2000
We use the Past Simple Tense for actions which happened in the past and
won’t happen again.
We also use the Past Simple Tense for actions which happened at a spe-
eific time in the past.
Positive Negative
I/You/We/They answered. I/You/We/They
didn’t (did not)
answer.
He/She/It wrote. 1Jo/She/It write.

Quontlon Answer
Did he answer? Yes, he did. / No, he didn’t.
Use Example
Finished actions and situations
in the past.
I lived in Paris from 1980 to 1989.
How long ago did you meet her?
The Parkers travelled to the USA last
summer.
They didn’t drive a car yesterday.
Regular verbs in the Past Simple Tense end in —ed.
We have to memorize the forms of the irregular verbs. (See Irregular
Verbs list on p. 264).
Reading Rules - ed
N /d/ /id/
after voiceless consonants
except t
after vowels and voiced con
sonants except d
after t, d
watched answered decided
noticed skied painted
pickled played nodded
FUTURE SIMPLE TENSE
tomorrow, next year ( week, month), in 2050
We use the Future Simple Tense to express a single or a permanent action in
the future:
She will go to the theatre next week. He will have a party tomorrow.
W e form the Future Simple by means of the auxiliary verb will and the
infinitive of the main verb. W ill may be used for all the persons, and shall is
sometimes used for the first person singular and plural.
FUTURE: TO BE GOING TO
We use to be going to:
• for plans and intentions;
• for predictions based on what we see or know.
Positive Negative
I ’m (am)
o
visit. I
’m not
(am not) o
visit.
You/W e/
They
’re (are)
bfl
_g
'o
bo
read.
You/We/
They
aren’t
(are not)
bfl
e•rH
o
bß
read.
He/She/It 'h(1b) speak.
He/She/
It
isn’t
(iH not)
speak.

Question Answer
I h Ik * going to visit his granny?
Are they going to read a book?
Yes, he is. / No, he isn’t.
Yes, they are. / No, they aren’t.
Use Example
Future plans, intentions, decisions. I ’m going to visit the USA this summer.
PRESENT CONTINUOUS TENSE
now, at the moment
W(> use the Present Continuous Tense for:
• actions happening now, at the moment of speaking;
• actions happening around the time of speaking;
• f'ixed arrangement in the near future.
Positive
I
You/We/
They
IIe/She/It
’m (am)
’re (are)
’s (is)
writing.
Negative
I
You/We/
They
He/She/It
’m not (am not)
aren’t (are not) writing.
isn’t (is not)
Question Answer
Are you writing?
Ih he writing?
Yes, I am. / No, I am not.
Yes, he is. / No, he is not.
Use Example
Actions happening now.
He is writing a thank-you letter
now.
Actions happening around the time of
speaking.
I am reading a very interesting
book at the moment.
Fixed arrangement in the near future. We are leaving tomorrow night.
State Verbs
Verbs of Feelings and
Thinking
Verbs of Senses Other Verbs
Like, love, want, pre
fer, dislike, hate, think,
know, believe, under
stand, forget, remem
ber, mean, realize, re
cognize.
Hear, see, taste, feel,
smell.
Own, have, be, belong,
consist (of), contain, exist,
include.

State verbs are not normally in the continuous form. Wo often use
the Prosent Simple* with verbs of sense:
I Hindi Homethlng burning.
State verbs are not normally used in the continuous form. We often use
can with verbs of sense: I can smell something burning.
PAST CONTINUOUS TENSE
from 4 till 5 yesterday, at that moment yesterday, when I came
We use the Past Continuous Tense for:
• an action in progress at a stated time in the past;
• an action which is in progress when another action interrupted it;
• two or more actions happening at the same time in the past.
We use the Past Continuous Tense for the action in progress (longer action)
and the Past Simple Tense for the action that interrupted it (shorter action).
Positive Negative
I/He/She/It was
working.
I/He/She/It
wasn’t
(was not)
working.
You/We/They were You/We/They
weren’t
(were not)
Question Answer
Was he working?
Were they working?
Yes, he was. / No, he wasn’t.
Yes, they were. / No, they weren’t.
Use Example
An action in progress when another
action happened.
I was doing my homework when the
telephone rang.
An action in progress at a specific
time in the past.
Sue was writing a composition from
4 till 5 o'clock yesterday.
Two or more actions happening at
the same time in the past.
I was writing a letter while my mother
was cooking dinner.
PRESENT PERFECT TENSE
already, just, yet, never, ever, lately, recently, this morning, this evening, this
week, this month, this year, today
We use the Present Perfect Tense:
• to talk about an action which started in the past and continues up to
the present;
• to talk about a past action with a visible result in the present;
• to refer to an experience;
• for an action which happened at an unstated time in the past. The ac
tion is more important than the time.

P o sitive N e g a tiv e
1/You/We/
They
’ve
(have)
worked.
I/You/We/
They
haven’t (have not) worked.
lle/She/It
’s
(has)
left. He/She/It hasn’t (has not) left.
Q u e s tio n A n s w e r
1lave you worked?
1las it worked?
Yes, I have. / No, I haven’t.
Yes, it has. / No, it hasn’t.
U se E xa m p le
Situations that began in the past and
continue to the present.
She has worked as a teacher for
ten years.
Situations and actions in a time up to
present.
They have just discussed this
question with their relatives.
Past actions with the results in the pre
sent.
H e’s broken his leg.
PAST PERFECT TENSE
before she came home, by ... o’clock yesterday
We use the Past Perfect Tense to say which past action happened first or
what time in the past the action had finished up.
We often do not use the Past Perfect Tense, if it is already clear, which
action happened first:
He left, I arrived. I arrived before he left.
I/You/
We/They
’d(had)
arrived.
I/You/
We/They
hadn’t (had not)
arrived.
He/She/It left. He/She/It left.
1lad they arrived? Yes, they had. / No, they hadn’t.
U se E x a m p le
A past action which happened before
another past action.
He had left when I arrived.
She was nervous, because she had
never flown by plane before.

PAST TENSES: VERB CONTRASTS
PAST SIMPLE TENSE AND PRESENT PERFECT TENSE
We uso the Past Simple Tense:
• to talk about the specific time in the past:
Builders finished their work yesterday.
John went to Rome last year.
• when the speaker is thinking of an action completed at a time in the past:
Paper was invented in China.
Rice was grown in Vietnam last year.
We use the Present Perfect Tense when no specific past time is mentioned
or when a connection is made between the past and the present:
I have met that man before. John has already read that book.
Have you ever visited London?
I have never seen a camel.
He hasn’t written the letter yet.
PAST SIMPLE TENSE AND PAST PERFECT TENSE
We use the Past Simple Tense when we talk about the past, and follow the
events in the order in which they happened:
I read a book, mended my CD player and ate a cake.
We use the Past Perfect to go back to an earlier time:
I read a book I had got from the library.
PRESENT PERFECT CONTINUOUS TENSE
for 2 hours, since 10 o’clock
We use the Present Perfect Continuous Tense:
• to talk about an action which started in the past and continues up to
the present giving emphasis on duration;
• to talk about a past action which has lasted for a period of time and its
result is visible in the present.
1/You/We
/They
ve(have)
been
working.
1/You/We/
They
haven’t
(have not)
been
working.He/She/Tt ’p (ha?) He/She/It
hasn’t
(has not)
Q u estio n A n sw er
Have I/we/you/they
been working?
Yes,
I/you/we/they
have.
No, haven’t.
.......
Has he/she/lt
Yen,
No.
lut/sho/it
has.
hiiHii’t.

Use Example
To express the actions that began in
the past and continue up to the present.
I ’ve have been learning English
since I was seven years old.
To express the actions that began in
the past and have just stopped.
I ’ve been riding a bike for two hours.
for and since
Use Example
for
with a period
of time
three days
five hours
a month
ten minutes
a long time
ages
They have beenplaying tennis for an hour.
Jane has been training for two months.
The sprinters have been running for twen
ty minutes.
He hasn’t been reading the newspapers
for a long time.
since
with a point of
time
Tuesday
8 August
4 o’clock
last summer
2004
I last saw you
I have been learning English since 2000.
THE PASSIVE VOICE
The Active sentences focus on what the person (subject) does, did, or will
do. The Passive sentences focus on the object of the action:
My Granny bought vitamins for me. (Active Voice.)
Vitamins were bought for me. (Passive Voice.)
We form the Passive Voice by means of the verb to be and the third form
(Past Participle) of the main verb.
Note: We do not normally use the Passive Voice in the Present Perfect
Continuous or the Past Perfect Continuous.
We use the Passive Voice:
• when we don’t know who does/did/ etc. the action.
My car has been stolen!
• when we are not interested in who does/did/ etc. the action.
The monkeys are fed every day at three.
• when it is obvious who does/did/ etc. the action.
A man was arrested last night in a local park.
• for emphasis, formality and impersonal style.
Passengers will be informed of any delay as soon as possible.
Changing from Active into Passive
When we change the sentence from Active into Passive:
• The object of the active sentence becomes the subject in the passive
sentence.

• Tim active verb chan«08 into a passive form.
• Tim subject of the active sentence becomes the agent.
The agent is not mentioned when:
• it is unknown;
• it is unimportant;
• it is obvious from the context.
Prepositions in the Passive Voice
When we want to say who did the action, we normally use by.
The light bulb was invented by Edison.
When we want to describe (mention) something we used to do an action, we
normally use the preposition with.
This rope has been cut with a knife.
Present Simple Passive Voice
W e form the Present Simple Passive Voice by means of am/is/are and
the third form (Past Participle) of the main verb.
P o s itive N e g a tiv e
I
’m
(am)
visited.
I
’m not
(am not)
visited.
You/We/They
’re
(are)
You/We/They
aren’t
(are not)
He/She/It
’s
(is)
built. He/She/It
isn’t
(is not)
built.
Am I visited by my friends?
Is it built by builders?
Are they visited by their relatives?
Yes, they are. / No, they aren’t
(are not).
Past Simple Passive Voice
We form the Past Simple Passive Voice by means of was/were and
I/He/She/It was
visited.
built.
I/He/She/It was not
visited.
built.
You/We/They were You/We/They were not

Q u estio n A n sw er
W iih I visited by my friends?
Was it built by the builders?
Were they visited by their relatives?
Yes, I was. / No, I wasn’t (was not).
Yes, it was. /No, it wasn’t (was not).
Yes, they were. / No, they weren’t
(were not).
Future Simple Passive Voice
We form the Future Simple Passive Voice by means of shall/will be and
P ositive N e g a tiv e
1/We
shall
(will) be
visited.
built.
I/We
shan’t
(shall not) be
won’t
(will not) be visited.
built.
You/They/
He/
She/It
will be
You/They/
He/She/It
won’t (will not) be
Q u estio n A n s w e r
Shall (W ill) I be visited by my friends
tomorrow?
Will it be built by the builders?
Will they be visited by their relatives?
Yes, I shall. / No, I shan’t (shall not).
Yes, it will. / No, it won’t (will not).
Yes, they will. /No, they won’t (will
not).
U se E xam p le
When the person or thing that will do
the action isn’t important, or when we
don’t know who will do it.
Coffee will be grown in Brazil.
Present Continuous Passive Voice
We form the Present Continuous Passive Voice by means of am/is/are +
being and the third form (Past Participle) of the main verb.
I
’m
(am)
being
informed. I
’m not
(am not)
being
informed.
1
You/We/
They
’re
(are) told.
You/We/
They
aren’t
(are not)
told.
He/She/
li
’s
( im)
discussed.
He/She/
It
isn’t
(is not)
discussed.

Q u e s t i o n A n s w o r
Am 1 being informed?
Is it being discussed?
Are we being told?
Yes, we are. / No, we aren’t (are not).
C o m p a re :
The great amount of land used for different types of farming is changing.
(The Present Continuous Active Voice.)
The great amount of farming land is being changed by people today. (The
Present Continuous Passive Voice.)
Past Continuous Passive Voice
We form the Past Continuous Passive Voice by means of was/were + being
and the third form (Past Participle) of the main verb.
P ositive N e g a tiv e
I/He/She/
It
was
being
visited.
I/He/She/
It
was
not
being
visited.
You/We/
They
were invited.
You/W e/
They
were
not invited.
Present Perfect Passive Voice
W e form the Present Perfect Passive Voice by means of have/has been and
I/You/We/They
have
been visited.
built.
1/Y ou/W e/They
haven’t
been visited.
built.
He/She/It
has
been
He/She/It
hasn’t
been
Question Answer
Was he being visited?
Were they being invited?
Yes, he was. / No, he wasn’t (was not).
Yes, they were. / No, they weren’t
(were not).
Q u estio n A n s w e r
Have the museums been visited by my
friends the other days?
Has it been built yet?
Yes, they have. / No, they
haven’t (have not).
Yes, it has. / No, it hasn’t
(has not).

U se E xa m p le
When the person or thing that has done
the action isn’t important, or when we
don’t know who has done it.
Coffee has been grown in Brazil.
Past Perfect Passive Voice
W<* form the Past Perfect Passive Voice by means of had been and the
third form (Past Participle) of the main verb.
I/You/We/
They/
He/She/It
had been invited.
I/You/We/
They/He/
She/It
hadn’t been
(had not been)
invited.
1lad she been invited?
1lad they been invited?
Yes, she had. / No, she hadn’t (had not).
Yes, they had. / No, they hadn’t (had not).
MODAL EXPRESSIONS
To Let Smb Do Smth and To Be Allowed to Do Smth
A c tiv e V o ice P a ssive V o ic e
My parents let me play computer
games every day.
lam allowed to play computer games
every day.
They don’t let him talk over the tele
phone for so long.
He is not allowed to talk over the
telephone for so long.
Sue let Jim use her pen yesterday.
Jim was allowed to use Sue’s pen
yesterday.
We will let them finish writing a
composition tomorrow.
They will be allowed to finish their
composition tomorrow.
To Make Smb Do Smth
A c tiv e V o ice P assive V o ic e
His mother made me eat a plate of
soup.
I was made to eat a plate of soup.
The teacher didn’t make us learn
the poem by heart yesterday.
We weren’t made to learn the poem
by heart yesterday.
My mother usually makes me read
in summer.
1 am usually made to read in sum
mer.

A ctlvo V o ice P assive V o ic e
Пін sister w ill make him clean tin*
room tomorrow.
Hi1 w ill be made to clean the room
tomorrow.
MODALS: ABILITY, PERMISSION, ADVICE, OBLIGATION
We can use modals (can, could, may, must, should) and semi-modals (have to,
ought to) to express permission, ability, obligation, advice and criticism.
• have to has a similar meaning to must
• ought to has a similar meaning to should
While modals and ought to have only one form ( I should, he should, etc.),
have to changes its form depending on person and tense.
She has to go home now. We have to consult a doctor.
We had to consult a doctor yesterday.
Modals are never followed by the full infinitive (with to). Use the bare
infinitive.
She could play the guitar when she was three.
Ability
• Use can to talk about ability now or generally.
The doctor can see you now. Terry can speak Arabic.
• Use can to talk about the decisions made now about future ability.
We can go to the concert tomorrow, if you like.
• Use will be able to talk about future ability.
You will be able to take your driving test after a few more lessons.
• Use could to talk about ability in the past.
Tommy could read when he was two years old.
Can cannot be used as an infinitive. Use to be able to:
I ’d love to be able to go on a round-the-world cruise.
(NOT: I ’d love to go on a round-the-world cruise.)
Permission
• Use can, could or may to ask for and give permission now, for future,
or generally. They mean the same thing, but could is more polite than
can, and may is more polite than could.
Can/Could/M ay I go on the school trip next week?
• To talk about past permission, we don’t usually use a modal.
I was allowed to go on the school trip.
(NOT: I cfrt((d go on the school trip.)
Note: We do use could to talk about past permission in the Reported
Speech.
M y parents said I could go on the school trip.
Advice
• l Inc should or ought to to мнк for and give advice now, for future, or
generally. They hove n very sim ilar meaning, but should is much more

common in spoken and written EngliHh (both formal and informal)
than ought to.
You should/ought to eat less fast food.
Obligation
• We often use must for personal obligation now, in the future, or ge
nerally.
I must remember to get my Dad a birthday present.
• We often use have to for external obligation now, in the future, or
generally.
1 have to study for a test tonight.
• We also use will have to for future obligation.
I'll have to be more careful in future.
• For personal or external obligation in the past, use had to.
1 had to tidy my bedroom last night.
Note: It is very unusual to use must for questions. We usually use have to.
Do I have to be at home by midnight?
You mustn’t eat that! = Don’t eat that!
You don’t have to eat that. = You can eat it if you want to but it isn’t necessary.
M ust cannot be used as an infinitive. Use to have to:
I'd hate to have to go to school on Sundays.
(NOT: I ’d hate to rfc&st go to school on Sundays.)
When we make deductions (form an opinion based on the evidence), we use
different modals to show how sure we are.
• For deductions about the present, the modal is followed by the bare
infinitive.
• For deductions about the past, the modal is followed by the perfect
infinitive (have + Past Participle).
We use must, can’t and couldn’t for deductions we think are almost cer
tainly correct:
Sharon reads books in English quite often so she must enjoy them.
I haven’t received Amy’s letter, so she can’t/couldn’t have sent it.
We use should and ought to for deductions we think are probably correct:
Liam’s trained very hard, so he should/ought to win the match.
We use could, may and might for deductions we think are possibly correct:
Didn't Nick call you? He could/may/might have forgotten.
INFINITIVES AND -ING FORMS
Infinitives: to go, to break, to see, etc.
- Ing forms (also called ‘Gerunds’): going, breaking, seeing, etc.
We can use both -i n g forms and infinitives as subjects (but -in g forms are
more common).
Smoking is bad for you. (More natural than To smoke is bad for you.)

Wo Cllll IISO illl'illitivCH to sny wily WOdo tilings.
/got up early lit catch the 7.15 train.
After some verbs we use infinitives; after others we use -in g forms.
I expect to pass my exams. (NOT: I expect pQsuuxig...)
I ’ll finish studying in June. (NOT: I'll finish to SpMtfa...)
We can use infinitives after some adjectives and nouns.
She’s ready to leave. I ’m glad to see you. I ’ve got work to do.
A fter prepositions we use -in g forms, not infinitives.
You can’t live without eating. (N O T :... without to^a^.)
I usually watch TV before going to bed. (N O T:... before to)& to bed.)
Infinitives often have to before them; but not always.
I want to go home, but I can’t go now.
Infinitives: Using to
• We usually put to with infinitives.
I want to go home. (NOT: I want _g^rhome.)
I telephoned my sister to say ‘Sorry’.
• But we use infinitives without to after do/does/did in questions and
negatives.
Does John speak Russian?
I didn’t understand him.
• We also use infinitives without to after the modal verbs can, could, may,
might, will, would, shall, should, must and had better.
I can’t swim. Must you go now? We had better find a hotel.
• We use an infinitive with to to say why we do something.
I turned on the TV to watch the news. Joanna went to Paris to study music.
We make negative infinitives with not (to ) + verb.
Try not to forget your keys. The company did not make any money last year.
• A fter some verbs we use an infinitive with to.
I hope to be an airline pilot. Did Jeremy agree to help you?
After begin, start, continue and prefer we can also use -in g forms with
the same meaning.
When did you begin to learn/begin learning karate?
I prefer to live/prefer living in the country.
-ing forms as subjects
We often use -in g forms (also called ‘gerunds’) as subjects - more often
than infinitives.
Smoking is bad for you.
Swimming is good exercise.
Travelling lakes a lot oj my lime.
Wo can put objects al ter -In g forms,
I.earning languages is difficult and lakes lime.

Verb + -ing forms
After some verbs we use -in g forms. Some of these verbs are: keep (o n )
( ‘continue’, 'not to stop’), finish, stop, give up (= 'stop', for habits), go,
can't help (= ‘can't stop myself’), suggest, practise, enjoy, love, like, (n o t)
mind ( ‘(n o t) dislike ), dislike, hate.
I can’t help feeling unhappy. Do you mind sharing your room?
After love, like and hate we can also use infinitives with to with the same
meaning.
I love singing. = I love to sing.
She hates to cook/cooking on an electric cooker.
Prepositions + -ing forms
When we have preposition + verb, we must use an -in g form.
The children are tired of going to the same place every summer.
I worry about spending too much money.
Thank you for coming.
We use by ... + - ing and w ithout... + - ing to say how people do something.
I earn my pocket money by working in a petrol station.
She passed her exams without studying.
After before, after and since, we can use an -in g form or subject + verb.
I usually read the paper before going/1 go to work.
Bill has changed a lot since getting/he got married.
Sometimes to is a preposition (for example, I look forward to your answer).
111 this case we must use -in g forms of verbs after to.
1 look forward to hearing you. (NOT: I look forward tolpeti<r from you.)
QUESTION TAGS
Question tags are short questions which are used at the end of the sen
tences. We use question tags if we are not absolutely sure about something
and wish someone else to confirm it.
We add question tags to the sentences (negative or affirmative) to ask for
confirmation or agreement.
We form question tags by means of the auxiliary verb of the sentence and
the personal pronoun (I, he, she, it, etc.) which corresponds to the subject of
the sentence.
• If the sentence is affirmative, we use a negative question tag.
You will help me, won’t you?
• If the sentence is negative, we use an affirmative question tag.
You haven’t done your homework, have you?
• If there is a modal verb (can, could, should, etc.) in the sentence, we
use the same modal verb to form the question tag.
He can’t swim very well, can he?
• If there is no auxiliary verb in the sentence, we use the auxiliary verb
to do. Thus, for a sentence which is in the Present Simple we use do/
docs and for a sentence which is in the Past Simple we use did.

Hr u>orftH In mi office, doe un'I /iff*
You didn't rut my Ice crram, did you ?
Question Tags (Short Answers)
We give short answers to avoid repetition of the question asked before.
We form positive short answers with:
Yes + personal pronoun + auxiliary verb.
We form negative short answers with:
No + personal pronoun + negative auxiliary verb.
E x a m p l e s :
There’s a room for me in your car, isn’t there? - Yes, there is.
He went to England last summer, didn’t he? - No, he didn’t.
He didn’t go to London last summer, did he? - Yes, he did./No, he didn’t.
( Hi, він їздив./Так, він не їздив.)
Auxiliary Verbs in Short Answers
We often use auxiliary verbs in short answers when we don’t want to re
peat something:
Does he read books every evening? - Yes, he does.
(= He reads books every evening.)
Do you go to the library on Saturdays? - Yes, I do.
(= I goto the library on Saturdays.)
W e also use auxiliary verbs with so and neither:
I play tennis every Sunday. - So do I. (= I play tennis every Sunday, too.)
I never read newspapers. - Neither do I. ( —I never read newspaper, too.)
It is important to remember the word order after so and neither - verb be
fore the subject.
I go in for sports and so do my friends.
Unusual Question Tags
Pay particular attention to these question tags:
• Let’s..., shall we?
Let’s get a pizza, shall we?
• I ’m (NOT followed by n ot)..., aren’t I?
I ’m coming with you, aren’t I? (BUT: I ’m not coming with you, am
I?)
• Don’t ..., will you?
Don’t tell Mum, will you?
In the sentences with a negative word like never, no, nobody, etc, we use
a positive question tag.
Hr never trils the truth, doeн he?
II' the subject of the main verb Is someone, nobody, etc', we use they in the
question tag.
Someone u'H! Imve Iо p<iy for the damage, won't they(

INDIRECT QUESTIONS
Direct questions use inverted word order, begin with a question word and
end with a question mark:
Ilow are you?
What are you thinking about?
Indirect questions are more formal than direct questions. They are formed
lining an introductory phrase, normal word order, and may or may not end
with a question mark.
Common introductory phrases are:
Could you tell me where the 501 bus leaves from?
Do you know what time is it?
I wonder if you could send me a catalogue.
Would you mind telling me when the interview will take place?
Could I ask where the ‘Odeon’ cinema is?
/>« you think you could tell me what the job involves?
Each introductory phrase is followed by a question word clause. Notice the
word order.
Could you tell me where I can find M s Sparrow?
When the question has a ‘yes/no’ answer, we use if or whether.
Could I ask if/whether the salary includes travel expenses?
When an indirect question begins with a question form, it needs a question
mark at the end. Otherwise, we do not use a question mark.
C o m p a re :
Would you mind telling me where the hotel manager is?
I wonder if you could tell me where the hotel manager is.
DIRECT - REPORTED SPEECH
'I1lie Direct Speech is exactly what someone says.
“I ’ll help you,” Steve says.
The Reported Speech is the exact meaning of what someone said but not
the exact words.
Steve says that he will help me.
Steve said that he would help me.
say and tell
We use say with or without a personal pronoun. W e use to after say when
there is a personal pronoun.
“I'll help you,” Steve says to me. —>Steve says that he will help me.
We use tell with a personal object pronoun. We never use to after tell,
lie told me that he would help me.
Changes in the Reported Speech
When the reporting verb (say, tell, etc.) is in the Present Simple Tense,
the verb tenses do not change in the Reported Speech.
"/ want to visit my Cranny on Sunday," Jane says. (D irect Speech.)
June nays thiil she wants to visit Iter Granny on Sunday. ( Reported Speech.)

W llttll tile r e p o r t i n g VOI'l) is ill 11)0 I>IIHt tenso, till* V e i l ) tBDHOH clliUlgO ill the
R ep orted Speech.
"I want to i>lsit my Granny on Sunday," Jane said. ( Direct Speech.)
danc said Ilial she wanted to visit her Granny on Sunday. ( Reported Speech.)
Tenses change as follows:
Present Simple -...................................................................-> Past Simple
“I don’t like cakes." He said he didn’t like cakes.
Present Continuous.................................................... —>Past Continuous
“I ’m writing." She said she was writing.
Present Perfect............................-....................................... —>Past Perfect
“I have never been to London.” She said she had never been to London.
Present Perfect Continuous -.........................—» Past Perfect Continuous
“I ’ve beenphoning all morning.” They said he had beenphoning all morning.
Past Simple -........................................................................-» Past Perfect
“I wrote a letter.” She said she had written a letter.
Past Continuous -......... -..............-.................-» Past Perfect Continuous
“We were talking about football.” He said they had been talking about football.
am/is/are going t o ....................................................... » was/were going to
“We are going to eat soon,” she said. ( Direct Speech.)
She said ( that) they were going to eat soon. ( Reported Speech.)
Modal verbs change as follows:
If the reporting verb is in the past (for example, said), we also usually
have to change some modals.
w ill............................................... -
“I ’ll be there at eight,” said he. He said he would be there at eight.
can -...............................................
“I can swim.” They said ( that) she could swim.
must/have t o .........................-......
“I must go soon.” He said ( that) he had to go soon.
m ay...............................................
“I may need some help.” She said she might need some help.
Changes in Expressions of Time and Place
Direct Speech Reported Speech
today
yesterday
tomorrow
next week
last week, last year, etc.
this/these
here
that day
the day before
the next day/the following day
the following week
the previous week, year, etc.
that/those
lliere

Personal pronouns and possessive adjectives change according to the context.
"I'll hell) my parents about the house," Helen said. ( Direct Speech.)
Helen said that she would help her parents about the house. (Reported
Speech.)
REPORTED ORDERS/INSTRUCTIONS
To report orders or instructions we use the introductory verbs to ask, to
order, etc followed by a to-infinitive.
"Itead this story,Ann, please!" my teacher asked me. (Direct Speech.)
'I'lie teacher asked me to read a story. ( Reported Speech.)
REPORTED QUESTIONS
• We use reported questions when we want to say what someone else
asked.
Phil asked if he could come to the party.
• Wc; use the same rules regarding tense, pronoun and time and place
word changes with the reported questions as we do with the Reported
Speech.
Have, Do or Be and Modal Verbs: Questions
• If a direct question begins with the verbs have, do or be (usually as
auxiliary verbs), or a modal (will, can, etc.), we use if or whether in
the reported question. This is the kind of a direct question which re
quires the answer yes or no.
“Have you seen Placebo in concert, Jake?” asked Carl. -»
Carl asked Jake if/whether he had seen Placebo in concert.
Wh-questions
• With questions beginning with what, who, which, when, where, why
and how we do not use if or whether. We use the same question word
as we used in the direct question, but we do not use the question form
and we do change tenses, modals, etc.
“ Why did you go there?” —>Alan asked me why I had gone there.
RELATIVE CLAUSES
There are two types of relative clauses: defining and non-defining. With
both types, we use different relative pronouns depending on what we are
referring to:
• who for people (and animals when we want to give them a personality);
• which for things (and animals when we don’t want to give them a per
sonality);
• when for times;
• where for places;
• why for reasons;
• whose the possessive of who.

Defining relative clauses give iih essential iI)f’oritintion. We cannot re
move* the relntlvo clause and «till understand the* sentence. II’ we remove the
relative cIhuho, the sentence doesn’t make any sense:
The Nature Reserve which I've visited attracts many scientists and
ecotourists.
Witli defining relative clauses, we:
• cannot use commas;
• can replace who, which, when and why with that.
Non-defining relative clauses give us extra information. W e can remove
the relative clause and still understand the sentence:
Ascania Nova, which was Freidrich F. Falz-Fein’s native village, was the
place of unique beauty.
W ith non-defining relative clauses, we:
• must use commas;
• cannot replace the relative pronoun with that;
• cannot leave out the relative pronoun.
CONJUNCTIONS
Determiners and Double Conjunctions:
Both ... / Either ... or / Neither ... nor
W e use both, either and neither to talk about two people or things.
Both (one and the other) has a plural noun.
Either (one or the other) has a singular noun.
Neither (not one and not the other) has a singular noun.
W e use either ... or to talk about two possibilities.
You can either read a book or watch a film.
Either Mary or John can meet him at the station.
W e use neither ... nor to join together two negative ideas.
You can neither visit your friend nor telephone him. He is not in Kyiv at
the moment.
Neither Steve nor Dan watched that film on TV yesterday.
If ... / Unless ...
When we use the conjunction I f ..., there are two possibilities.
1. Start with If and use a comma (,).
I f the results are positive, the others may imitate it.
2. Put If between the two parts of the sentence. Don’t use a comma then.
The others may follow it if the results are positive.
We can use the conjunction Unless to mean ‘If ... not’. We use positive
form of a verb in this part of a sentence.
You can't це! 11 cash prize unless you get Hood results in your tests.
( - You can'І Це! a cash prize If you don't net Ц001І test results.)

If / when / as soon as / till / until
Most tenses are possible in sentences with the conjunctions:
if / when / as soon as / till / until.
I f you’re happy, I ’m happy. I ’ll be happy if you’re happy.
But after if / when / as soon as / till / until, we normally use the Present
Simple tense to talk about the future.
I f it is sunny tomorrow, we’ll eat in the garden.
PHRASALVERBS
Л phrasal verb is a verb followed by one or two adverbs or prepositions.
Mere are some examples: get up (вставати), look after (доглядати), look
forward to ( очікувати на) etc.
It, is usually impossible to guess the meaning of phrasal verbs just from
knowing the meaning of the verb and the adverb or preposition. For example,
‘ to take something up’ means to start doing a particular job or activity. It has
nothing to do with taking things.
Many verbs in English are part of several phrasal verbs. The phrasal verbs are
shown in dictionaries in alphabetical order after the main verb. Of course, verbs
are often used with their formal meanings with adverbs and prepositions, too:
I went into room. (Я увійшов у кімнату.)
lie put the book on the shelf. (В ін поклав книгу на полицю.)
These are not phrasal verbs.
C o m p a r e :
I t ’s cold outside. Put on a warm sweater. (Надворі холодно. Одягни теп
лого светра.)
What made you decide to go into business?( Що спонукало тебе зайня
тися бізнесом? )
One phrasal verb can have more than one meaning. Often, the meanings
are not related:
dust pick up the phone and ring her! ( Просто підніми слухавку та за
телефонуй їй! )
She picks up languages really easily. ( Вона, справді, швидко вчиться
мов.)
The Grammar of Phrasal Verbs
Some phrasal verbs have objects, some do not, and some sometimes have
objects and sometimes do not. This is shown in the way the phrasal verb is
written in the dictionary. The way the phrasal verb is written also shows you
whether the object is a person, a thing, or an action.
Phrasal verbs that need an object are shown like this: check in, get up.
Phrasal verbs that need an object are shown like this: look smth up, break
ninth in, break smth down.
Phrasal verbs where an object is sometimes used and sometimes not used
are shown like this: pack ( smth) up.
Prepositions following phrasal verbs
Many phrasal verbs are often followed by particular prepositions. These
are to be learnt by heart to be used correctly. You can also consult a dictionary.

English Tensos Tlmollne Chart
This timeline lenses chart provides it handy reference sheet to English
tenses and their relntlonehip to one another and the past, present and future.
The forms of the verbs are highlighted in hold.
SIMPLE
ACTIVE
SIMPLE
PASSIVE
TIMELINE
CONTINUOUS
ACTIVE
CONTINUOUS
PASSIVE
She had
already
eaten when
I arrived.
The dinner
had been
cooked by the
time I came.
PAST TIME
t
Past
Perfect
k
I bought a
new car last
week.
The book was
written in
1876 by
Frank Smith.
ÎPast Simple
I
I was watch
ing TV when
she arrived.
The TV pro
gramme was
being discus
sed when I
came.
She has lived
in California
for many
years.
The company
has been ma
naged by Fred
Jones for the
last two years.
Pres
Per
і
sent
feet
І
She has been
working at
Johnson’sfor
six months.
He works five
days a week.
Those shoes
are made in
Italy.
Present
t
PRESENT
t i m e :
I am working
at the mo
ment.
The TV pro
gramme is
being dis
cussed now.
Fut
Inter
ure
ition
They are go
ing to fly to
New York to
morrow.
The sun will
shine tomor
row.
The food will
be brought
later.
Fut
Sim
*
Fut
Perl
FUT
ТІЛ
ure
pie
ure
feet
JRE
/IE
She will be
teaching to
morrow at
six o ’clock.
The TV pro
gramme will
be discussed
tomorrow.

SOCIAL ENGLISH
Checking that You’ve Understood
C o n v e rs a tio n a l fo rm u la s T ra n s la tio n
So, I/we have to... Отже, я/ми маємо (повинні)...
Do you want me/us to...? Чи ти хочеш, щоб я/ми...?
Should I...? Чи мені слід...?
Interrupting Politely
Actually, I’d just like to say...
Фактично, я б хотів (хотіла) ска
зати / зазначити...
Sorry to interrupt, but...
Вибачте, що я перериваю Вас,
але...
Oh, while I remember / before I for
get.
Ой, поки я ще пам’ятаю / поки я
не забув (забула).
Giving Instructions and Directions
Make sure... Переконайтесь...
Remember... (to do). He забудьте... (зробити).
Be careful... (not to do). Остерігайтесь... (не зробити щось).
Go straight on. Ідіть прямо.
Take the first/second turn left. Це перший/другий поворот наліво.
Turn left/right. Поверніть наліво/направо.
(Jo along High Street as far as the
bank.
Ідіть по Хай-стрит до банку.
Take the Number 10 bus. Сядьте на автобус номер 10.
Get o ff at... (a place). Вийдіть на... (місце).

Checking Instructions
Are you with mo? Ми Ви мене слухаєте?
Did you follow that? Чи ти чув(-ла), що говорили?
Have you got that? Чи ти зрозумів(-ла)?
Is everything clear so far? Чи поки що все зрозуміло?
Making Suggestions
Shall I/we... (do)? Чи я/ми маю (маємо)... щось (зробити)?
Let’s... (do). Давайте... (зробимо).
Why don’t I/we... (do)? Чому б мені/нам... (не зробити)?
How about... (doing)? Як щодо того, щоб... (зробити щось)?
What about... (doing)? А як на рахунок того, щоб... (зробити щось)?
I think we should... (do). Я думаю, нам слід... (зробити).
It might be a good idea if we/
you... (do).
Можливо, було б непогано, якби ми/Ви...
(зробили).
If you ask me, I think we/
you should... (do).
Якщо Вам цікава моя думка, то я вважаю,
нам/Вам варто... (зробити).
Making Recommendations
You mustn’t miss the chance to... Ви не повинні пропустити шанс...
You must (go) to the... Ви повинні піти до...
You’ve got to... Ви маєте...
You’ll love... Вам сподобається...
1wouldn’t recommend... Я б не радив (радила)...
Asking for Advice
What do you think 1hIioiiId do? Як Bn гадаєте, що моні слід робити?
What would you j u I v I h o mo to do? ІІІ,о б Ви мені порадили зробити?

How to Give Advice and How to Accept It
Conversational formulas Translation
1think you should... (do). Я думаю, Вам слід...
You could... (do). Ви могли б...
Why don’t you... (do)? Чому б Вам... (не зробити щось)?
You had better... Вам краще...
You’d better... Вам краще було б...
You’d rather... Вам краще...
1think I would be good to... Я думаю, це було б добре...
Good, I’ll do that. Добре, я зроблю це.
You are right. That’s an idea. Ви праві. Це ідея.
Oh, 1can’t agree to that. О, я не можу погодитися з цим.
1don’t think you are right. Я не думаю, що ти маєш рацію.
No, 1don’t want to do that. Ні, я не хочу цього робити.
Agreeing
I ’d probably agree on that.
Я б скоріше за все погодився (погоди
лася) на це.
I think that’s probably right. Я гадаю, що це правильно.
That’s absolutely right. Це цілком правильно.
Sure! That’s exactly what I think. Впевнений(-на), це якраз те, що я думаю.
Disagreeing
Yes, but... Так, але...
True, but... Правильно, але...
I see what you mean, but... Я розумію, що Ви маєте на увазі, але...
Yes, but on the other hand... Так, але з іншого боку...
I’m afraid I disagree /don’t agree /
can’t agree...
Дозвольте мені не погодитися з Вами...
I’m not sure if that’s strictly true. Я не впевнений (впевнена), що це ціл
ком правильно.
You have a point there, but... Ви маєте рацію, але...

Justifying Your Opinions
Personally, I (don’t) think... be
cause...
Особисто я (не) думаю... тому
що...
Let’s (not)... because... Давайте (не)... тому що...
In my opinion... На мій погляд...
I (don’t) feel that it’s important to...
as...
Я (не) думаю, що це важливо...
оскільки...
Speculating
I ’m not sure but it might be... Я не впевнений (впевнена), однак
можливо...
It can’t be... because... Цього не може бути... тому що...
It must be... because... Це має бути ... тому що...
Summarising
So what it comes down to is... Таким чином...
In brief... Коротше кажучи...
To sum up, ... Підсумовуючи...
How to Express Approval or Disapproval
It’s a good thing. Це гарна думка.
Sounds good to me. Як на мене, звучить непогано.
Fine! Добре!
That’ll do. Цього буде досить.
That’s just what I was going to say. Це саме те, що я збирався сказати.
I ’m all for it. Я цілком за це.
I’m against it. Я проти цього.
That won’ t work. 1(е не спрацюс.
What’Hthe iiho of...? Яка користі, а...?
W IuiI 'h the good of...? Яка користьи...?

How to Invite and How to Accept or Reject an Invitation
I’d like to invite you to the circus. Я хотів би запросити Вас до цирку.
1low (What) about going hiking? Як щодо того, щоб піти у похід?
Let’s go to see the new exhibition.
Давайте підемо подивимося нову
виставку.
Would you like to go to the theatre? Ви б хотіли піти до театру?
With pleasure. Із задоволенням.
Yes, I’d like to. Так, я б хотів би (хотіла б).
I’m afraid I can’t, because... Боюсь, що я не можу, бо...
I’m sorry I can’t. Вибачте, я не можу.
How to Ask for and Give an Opinion
What do you think of...? Що Ви думаєте щодо...?
How do you find...? Як Ви вважаєте...?
What’s your opinion of...? Яка Ваша думка щодо...?
How do you feel about...? Що Ви відчуваєте щодо...?
What would you say to...? Щ о Ви сказали б щодо...?
I think... Я думаю...
I feel... Я відчуваю...
If you want my opinion... Якщо Ви хочете знати мою думку...
Well, in my opinion... Добре, на мою думку...
In my view... На мій погляд...
As far as I’m concerned... Щодо мене, то...
As I see it... Як я бачу...
I would say... Я б сказав (сказала)...
Frankly speaking... Щиро кажучи...
Honestly... Чесно...
1suppose... Я вважаю...

How to Make a Suggestions and How to Reply
Expressing Likes, Dislikes and Preferences
Do you feel like going to the cinema
tonight?
Ми не хотіли б Ви піти зі мною до
кінотеатру?
How about buying some new
records?
Чи не хотіли б ви купити нові аудіо-
записи?
What about going to the exhibi
tion?
Як щодо відвідування виставки?
How about watching the new
programme?
Як щодо перегляду нової програми?
What do you say to camping? Як щодо відпочинку на природі?
Yes, good idea. (Good idea!) Так, це гарна ідея (гарна ідея!)
Yes, that’s a splendid idea. Так, це блискуча ідея.
Yes, that’s sounds like a good idea. Так, це хороша ідея.
That’s fine! Це добре!
Not a bad idea. Непогана ідея.
Well, I can’t say I feel like it really.
Я не можу сказати, що це мені подо
бається.
No, I don’t think that’s such a good
idea, really.
Ні, я не думаю, що це справді гарна
ідея.
No, I don’t think so. Ні, я так не думаю.
No, thanks. Ні, дякую.
I don’t care. Мені байдуже.
I think I’d rather... Думаю, я краще...
I prefer... Я надаю перевагу...

IRREGULAR VERBS
Infinitive Past Simple Past Participle Translation
arise /o'raiz/ arose /a'rauz/ arisen /a'rizn/
виникати,
поставати
bear /bea/ bore /bo:/ born(e) /bo:n/ нести, носити
beat /bi:t/ beat /bi:t/ beaten /bi:tn/ бити
become /bi'kAm/ became /bi'keim/ become /bi'kAm/ ставати, робити
begin /bi:'gin/ began /bi'gsen/ begun /bi'gAn/ починати(ся)
blow /blau/ blew /blu:/ blown /bloun/ дути
break /breik/ broke /brook/ broken /broukn/ (з)ламати
bring /bru]/ brought /bro:t/ brought /bro:t/ приносити
build /bild/ built /bilt/ built /bilt/ будувати
burn /b3:n/ burnt /b3:nt/ burnt /b3:nt/ палити; горіти
burst /b3:st/ burst /b3:st/ burst /b3:st/
розбиватися;
вибухати
buy /bai/ bought /bo:t/ bought /bo:t/ купувати
catch /kaetj/ caught /ko:t/ caught /ko:t/
ловити,
(с)піймати
choose /tfu:z/ chose /tjhuz/ chosen /tfsozn/ вибирати
come /kAm/ came /keim/ come /kAm/ приходити
cost /kDSt/ cost /kost/ cost /kr>st/ коштувати
cut /kAt/ cut /kAt/ cut /kAt/ різати
dig /dig/ dug /dAg/ d u g/dAg/ копати
do /du:/ did /did/ done /dAn/ робити
draw /d ro :/ drew /dru:/ drawn /dro:n/ тягти; малювати
dream /dri:m/
dreamt /dremt/
(dreamed)
dreamt /dremt/
(dreamed)
бачити уві сні;
мріяти
drink /dr113k/ drank /drseqk/ drunk /drMjk/ пити
drive /draiv/ drove /drouv/ driven /drivn/ гнати;їхати
eat /i:t/ ate /set/ eaten /i:tn/ їсти
fall /fo: 1/ fell /fel/ fallen /'fo:lan/ падати
feed /fi:d/ fed /fed/ fed /fed/ годувати
feel /fi:l/ felt /fe lt/ felt /fe lt/
почувати;
відчувати

Inflnltlvo Past Simplo Past Participle Translation
fight /fmt/ fought /fo:t/ fought /fo:t/
битися;
боротися
find /faind/ found /faund/ found /faund/ знаходити
fly /flai/ flew /flu:/ flown /floun/ літати
forget /fo'yet/ forgot /fo'got/ forgotten /fb'yotn/ забувати
forgive /fa'giv/ forgave /fa'geiv/ forgiven /fa'givn/
вибачати;
прощати
freeze /fri:z/ froze /freuz/ frozen /frauzn/
заморожувати;
замерзати
get /get/ got /got/ got /got/
діставати;
одержувати
give /giv/ gave /geiv/ given /givn/ давати
go /gou/ went /went/ gone /gAn/ іти; іти геть
grind/graind/ ground /graund/ ground /graund/ молоти;точити
grow /grau/ grew /gru:/ grown /graun/ рости
hang /heei}/
hung /IlAr)/
hanged /haeqd/
hung /hAij/
hanged /haei^d/
висіти,
повісити
have /haev/ had /haed/ had /haed/ мати
hear /his/ heard /h3:d/ heard /h3:d/ чути
hide /haid/ hid/hid/ hidden /hidn/ ховати(ся)
hit /hit/ hit /hit/ hit /hit/
ударяти;
влучати
hold /hauld/ held/held/ held/held/ мати; держати
hurt/h3:t/ hurt/li3:t/ hurt /h3:t/
завдавати болю;
боліти
keep /ki:p/ kept /kept/ kept /kept/
тримати;
зберігати
know /nau/ knew Injuj known /naun/ знати
lay/lei/ laid /Icid/ laid /leid/
класти;
покласти
lead /li:d/ led /led/ led /led/ вести; водити
leap /li:p/
leapt /lept/
leaped
leapt /lept/
leaped
плигати,
стрибати
learn /I-»:n/
learnt /hint/
learned
learnt /l ent/
learned
ІІ’ІИТИ

Infinitive Past Simple Past Participle Translation
leave /li:v/ left /left/ left /left/ залишати
lend /lend/ lent /lent/ lent /lent/
позичати
(комусь)
let /let/ let /let/ let /let/
пускати;
дозволяти
lie/lai/ lay /lei/ lain Aein/ лежати
lose /lu:z/ lost /lost/ lost /lost/
втрачати;
губити
make /meik/ made /meid/ made /meid/ робити
mean hm.nl meant /ment/ meant /ment/ означати
meet /mi:t/ met /met/ met /met/ зустрічати
mistake /mis'tcik/ mistook /mis'tuk/ mistaken
/mis'teikn/
помилятися;
неправильно
розуміти
pay /реї/ paid /peid/ paid /peid/ платити
put /put/ put /put/ put /put/
класти;
ставити
read /ri:d/ read /red/ read /red/ читати
ride /raid/ rode /roud/ ridden /ridn/ їздити верхи
ring/по/ rang /rseo/ rung /rAl]/ телефонувати
rise /raiz/ rose /rauz/ risen Inznl
вставати;
підніматися
run /глп/ ran /rsen/ run lvnl бігти
say /sei/ said /sed/ said /sed/
говорити;
сказати
see /si:/ saw /so:/ seen lsr.nl бачити
sell /se1/ sold /sauld/ sold /sauld/ продавати
send /send/ sent /sent/ sent /sent/ посилати
set /set/ set /set/ set /set/
ставити;
установлювати
shine/Jain/ shone /Jon/ shone /fon/ світити;
shoot /Ju:t/ shot /Jot/ shot /Jot/
стріляти;
підковувати
show /і'оїї/ showed /foud/ shown /Joun/ показувати

shut / | a (/ shut /1At/ shut /|A l/ іінкришіти
sing /sil.)/ saug/sici.)/ sung /SA 1.1/ співати
sink/si1.1k/ sank /sicr)k/ sunk /sAi.ik/
тонути;
занурюватися
sit /sit/ sat /saet/ sat /saet/ сидіти
sleep/sii:p/ slept /slept/ slept /slept/ спати
speak /spi:k/ spoke /spauk/ spoken /spaukn/ говорити
spell /spel/
spelt /spelt/
spelled
spelt /spelt/
spelled
писати
або вимовляти
по буквах
spend /spend/ spent /spent/ spent /spent/ витрачати
spring /spriQ/ sprang /sprasi}/ sprung /sprAIj/
стрибати;
виникати
stand /staend/ stood /stud/ stood /stud/ стояти
strike /straik/ struck /strAk/ struck /strAk/
бити;
ударяти(ся)
sweep /swi:p/ swept /swept/ swept /swept/ мести; мчати
swim/swim/ swam /swaem/ swum /swAm/
плавати;
пливти
take /teik/ took /tuk/ taken /teikn/ брати;взяти
teach /ti:tf/ taught /ta:t/ taught /to:tl учити; навчати
tell/tel/ told /tauld/ told /tauld/
розповідати,
говорити
think /8113k/ thought /0a:t/ thought /9a:t/ думати
throw /Orau/ threw /Gru:/ thrown /Graun/ кидати
understand understood understood
розуміти
/.Anda'staend/ /.Anda'stud/ /.Anda'stud/
wake/weik/ woke /wauk/ woken /waukn/
прокидатися;
будити
wear /wea/ wore /wo:/ worn /wa:n/ носити (одяг)
win /win/ won /WAn/ won /wAn/ вигравати
write /rait/ wrote /raut/ written /ritn/ писати

Short forms
v verb
n noun
p r pronoun
adj adjective
Aa
ability 7 /o'biliti/ n здібність, здатність,
уміння
accountant 7 /a'kauntant/n бухгалтер
achieve 7 /a'tjkv/v досягати
acre 2 Лмко/n акр
admire 2 /od'maia/ v захоплюватися,
милуватися
advance 4 /od'va:ns/ v просуватися, іти
иперед
advent 4 /'ycdvent/n поява, прихід
advice 7 /od'vaisI n порада
aggressive 1/a'gresiv/adj агресивний
amazing 2 /a'meizii]/ady дивовижний
ambitious 1 /asm'bijbs/ adj честолюб
ний
angry 1 /asggri/ady сердитий, роздра
тований
announce 5 /o'nauns/ v оголошувати,
повідомляти
appear 6 /з'різ/v з’явитися
applaud 1/a'pbid/v аплодувати
approach 7 /a'prautf/v наближатися
assume 6 /a'sjixm/v набирати, привлас
нювати
attract 1/st'raskt/v приваблювати
attractiveness 1 /a'traektivnas/ n приваб
ливість
Bb
background 6 /'baskgraund/ n фон, ми
нуле, життєвий досвід
ballot 5 /'baelot/ v голосувати, балоту-
вати
be on 6 /hi onІ бути в програмі (теле
бачення, радіо)
behaviour 1/bi'heivja/п поведінка
be specified /Ьі 'spcsofaid/бути чітко ви
значеним
blend б /blend/п суміш
ЬІоск 4/ЬІпк//і плита, колода
advadverb
prep preposition
conj conjunction
p h rv phrasal verb
1 ... 7 - numbers of units
bosom (friend) 1/'biKzam/adj найближ
чий (друг)
braid 1/breid/n коса (волосся)
brave 1/breiv/adj хоробрий
breathing space 2 /'bri:3ii) speis/ n пере
починок
breathtaking 2 /’breG.teikir)/ adj захоп
люючий
breed 3 /bri:d/ v займатися розведен
ням тварин
broadcast 6 /'bro:dka:st/v передавати no
радіо
browse 4 /brauz/v переглядати
building 4 /'bildir)/adj будівельний
burial 2 /Ьепзі/ n поховання
bustle 5 /'bAsal/ v квапитись, метуши
тись
Cc
calm 7 lka:ml adj спокійний
camera 4 /'kaemara/n фотоапарат, кіно
камера
career 7 /кз'пз/n кар’єра
careful 7 /'kesfsl/adj обережний
caring 7 /'kearir)/adj дбайливий
cartoon 6 /ka:'tu:n/ n мультиплікацій
ний фільм
causeway 5 /'ko:zwei/n дамба, стежка
celebrity 6 /sa'lebriti/n знаменитість
challenge 1/'tjaetancfe/n виклик, сумнів
chamber 2 /'tj'acimbo/n палата
charge 1(to be in charge of) ItfccdPjuнести
відповідальність за щось
charity 3 /tjaeriti/ п благодійна органі
зація, милосердя
chat 4 /tjaet/ v базікати, невимушено
розмовляти
chic 4 /|і:к/adj розкішний
choose 7 /tju:z/v вибирати
circumstances 1 /'s3:komshensiz/ п об
ставини, умови
dear away 3 /'klin1o'weiIphr v прибирати

cliff Г»/kill/и кручи, стрімке окол я
climbing 2 /'kI;1111111,)/n n.M1,11іnhiivi
colleague 4 /'ki)M:i|/її колега
colour І /кліп/й колір
comody programme (I /kumodi 'praugram/
n комедійна програма
commemorate 4 /ka'memareit/ и святку
вати, вшановувати
communicative 7 /ka'mju:mkativ/ adj то
вариський, комунікативний
community 3 /ka'mju:niti/n громада
compost 3 /'kDmpust/ v удобрювати
компостом (суміш листя, рослин
тощо)
comprise 2 /kam'praiz/ v містити в собі,
охоплювати
concern 2 /kan'ss:п/ v стосуватися, ці
кавитися, турбуватися
configuration 4 /kan.tiga'reijan/ п обри
си, форма, конфігурація
coniferous 2 /ka'mfaras/adj хвойний
conscientious 1 /.kDnJi'enJas/ adj добро
совісний
consciousness 6/knnjasnas/n свідомість
conservation 5 /.konsa'veijan/ n збере
ження
convention 5 /kanVenJan/ n збори, з’їзд,
угода
convert 4 /kan'v3:t/v перетворювати
cordless 4 /'ko:dlas/adj безпровідний
core subjects Iky 'sAbcfcjakts/ основні
навчальні предмети
courageous 1 /ka'reidjas/adj відважний,
хоробрий, мужній
crane 2 /кгеїп/ n журавель
crash 6 /kraej/n аварія, катастрофа
craze 1/kreiz/n модне захоплення
creative 1 /kri'eitiv/ adj креативний,
творчий
credit 4 /'kredit/ v приписувати
crop 3 /кшр/n врожай
current performance /'kArant pa'fa:mans/
поточна успішність
cut down 3 /kAt daun/phr v зрубати
Dd
daz/Ііііц 4 /'die/lli,Vadj блискучий
decent I /di:sanl/adj порядний, скром
ний
declHion 7 АІі'м.рм/ n рііііоиня
dociHivo 7 /di'saisiv/ adj рішучий, мирі
шильний
dedicated 7 /'dcdikcitid/ adj підданий,
вірний
demand 7 /di'ma:nd/n вимога, потреба
desirable 5 /di'zaiarabl/adj бажаний
destruction 2 /di'strAkJ'an/ n руйнуван
ня, знищення
determined l/di't3:mind/ adj рішучий
development 3 /di'velapmant/ n розви
ток
device 4 /di'vais/n прилад
digital 4 /'dic&itl/adj цифровий
disappear 1/.disa'pia/v зникати
discover 2 /dis'kvva/v відкривати, вияв
ляти
discreet 1/di'skri:t/adj розсудливий
display 4 /di'splei/n показ, виставка
dispose 3 /di'spauz/ v розташовувати,
схиляти
disturb 3 /di'st3:b/ v порушувати, хви
лювати
DJ 1/.diicfeei/n диск-жокей
documentary 6 /'dDkju'mentari/ n доку
ментальний фільм
donate 3 /dau'neit/v жертвувати
download 4/.daun'laudI/v завантажувати
drag 1/drgeg/v тягти
drama 6 /dm:та/ n драма
drawback l/'dra:b;ek/ n недолік, пере
шкода
dump 3 /dAmp/ v викидати сміття, за
бруднювати
Ee
easy-going 1/'i:zi'gauir)/adj веселий, без
турботний
education 7 /.edju'keijan/ n освіта, на
вчання
electrical 4 /ilektnkal/adj електричний
electronic 4 /elik'tronik/ adj електрон
ний
enchanting 2 /in'tja:ntii]/adj чарівний
encourage 3 /іп'кдпф/ v підбадьорю
вати, заохочувати
end up 3 /end лр/phr v закінчувати
endanger 2 /m'demcfta/ v наражати на
небезпеку
endangered 3 /in'dcmtftad/ adj той, що
лшіходіггьої під загрозою ііішкнсннн

enjoy I /in'ityu/ v зазнавати втіхи, тіши
тися
enlarged 1 /m'lu:cftd/adj доповнений
environment 2 /in'vairommnt/ n ото
чення, середовище
енсаре 5/is'kcip/ v втекти, врятуватися
evaluation /i.vaelju'eijan/ n оцінювання
exceed 7 /ik'si:d/ v перевершувати
exist 5 /ig'zist/ v існувати, жити
exploration 4 /.eksple'reijan/ n дослі
дження
exposure 4 /ik'spoup/ n витримка; кадр
extension 4 /ik'stenjan/ n простягання,
поширення
extinct 3 /ik'stujkt/ adj вимерлий
extraordinary 1 /ik'stradonori/ adj незви
чайний, надзвичайний
extraterrestrial 5 /.ekstreta'restrial/ adj
пов’язаний із життям на інших
планетах
F f
fair 1 /Тсо/ adj чесний, порядний, від
критий
falsehood 6 /'fo:lshud/ п брехня, обман,
неправда
farm land 3 /'fa:mlcend/ п сільськогос
подарські угіддя
fault 1 /fo:lt/ п недолік
feature 7 /Ti:tj9/п риса, характерна осо
бливість
feel 2/Гі:І/v почувати
femininity 1 /.fsmi'ninati/ п жіночність
firefighter 7 /Taia.faita/ п пожежник
fit 7 /lit/ v годитися, підходити
flee back 5 /fli: baek/ v утікати назад
flexible 7 /Tleksibl/ adj гнучкий
flip 4 /flipI n клацання
floppy disk 4 /,flopi 'disk/n дискета
fluorescent bulb 3/flTO'res3nt ЬлІЬ/
флуоресцентна лампа
foot 5 /lot/ n основа, підніжжя
foray 6 /Тпгеї/n наскок, вторгнення
ford 5 /fa:d/ n, v брід; переходити
вбрід
forehead 1 /fnrid/ n лоб
forestry 2 /'forostriI n лісництво, лісове
господарство
friendly 1/frendh/ad/ дружній
fringe 1/flinch/ n чубок, чубчик
frugal I /Tru:qol/ adj ощадливий, еко
номний
full 3 /fillI adj повний
Gg
game/quiz show 6 /geim/kwiz/зо/ n ігрове
шоу, вікторина
geek 4 /ді:к/ n нудна, немодна особа
generous 1 /'djenaras/ adj щедрий
geology 3 /ctji'obdy/ n геологія
gorge 2 Igy.dPj n ущелина
graceful 2 /'greisfal/ adj граціозний
grassland 3 /'gra:slaend/ n прерія
graveyard 5 /'grervja:d/ n цвинтар
guilty 6 /'gilti/ adj винний
Hh
habitat 3 /hasbitaet/ n природне середо
вище
haircut 1 /heakAt/ n стрижка
hairstyle 1 /'heastail/ n зачіска
halt 3 /ho:lt/ v зупинити
hardship 1 /'haidjip/ n трудність
hard-working 7 /ha:dw3:kii]/ adj старан
ний, працьовитий
hazardous 3 /haszadssI adj небезпечний
helpful 7 /'helpfal/ adj корисний
henge 5 /hencfe1n коло з кам’яних або
дерев’яних стовпів
heritage 5 /hentic^/п спадщина, спадок
hexagonal 5 /hck'saegonol/ adj шестикут
ний
hillside 2 /hilsaid/ n схил гори
homegrown foods 3 /,Ьзит'дг9ип fu:dz/
домашня їжа
honest 1 /'nnost/ adj чесний
host 5 /host/ n безліч, сила-силенна
hostile 5 /'hostail/ adj ворожий
housing 3 /'hauzny n житлове забезпе
чення
humorous 7 /lhju:moros/adj гумористич
ний, смішний
ІІ
identifiable 3 /ai'dcntifaiobl/ adj встанов
лений, визначений, ідентифікований
illegal 3 /і'Іі:дзІ/ adj нелегальний,
незаконний
imaginative 7 /I'maxfcinotiv/ adj наділе
ний уявою

illipill it 'll( І /мп'їкмі.ші/ (lllj НОТОрШОІ
чий
impulse 4 Лшрлін/ n імпульс
inadoquate в /in'icdikwot/ adj недостат
ній, неадекватний
indifferent l/m'ililnrnnt/ac/убайдужий,
посередній
influence 2 /'influans/ n, v вплив, впли
вати
information 6 /infa'meijan/ n інформа
ція
inner 1 /'ina/adj внутрішній
inquisitive 1 /in'kwizitiv/adj допитливий
inscribe 5 /in'skraib/v надписувати, впи
сувати
inspiring 2 /in'spaiorii]/adj той, що нади
хає
intellectual 7 /.inta'lektjual/ adj інтелек
туальний, мислячий
intelligent 1 /in'telicfcant/adj розумний,
тямущий
internal-combustion engine 4
/in't3:nl kambvstjan 'enc&in/
двигун внутрішнього згоряння
intrude 6 /in'tru:d/ v втручатися, нав’я
зуватися
invasion 5 / іп 'у є із з п / n вторгнення, на
вала
invent 4 /in'vent/v винаходити
invention 1/4 /in'venjan/ n винахід
inventor 4 /in'venta/n винахідник
involve 1 /in'vDlv/v включати
Jj
join 4 /ctpm/v приєднуватися
journey 2 1'(^з:т/ n подорож
just 1 /<fost/adj справедливий
K k
keep up-to-date 6 /ki:p лр ta deit/йти в
ногу з часом
keyboard 4 /'kiiboid/п клавіатура
keypad 4 /lki:,p;ed/п клавіатура
L1
landfill З/liendlii/ п місцезпхоронення
відході»
landmark 5 /'liciulmnk/ п орієнтир,
межоний знак, иизннчне місце
Іаіиінсаре 2 /'licndskcip/ п ландіна(|)т,
пейзаж
launch 5 /b:nt|/ v розпочинати, запро-
наджувати
litter 2 thtal п сміття
load 3 /laud/п вантаж, тягар
M m
machinery 1 /та'|і:пап/п збірн. машини
majestic 2 /ma'efcestik/adj величний
makeover show 6 /meikauva JauI n про
грама, під час якої дизайнери
змінюють інтер’єр дому тощо
mammal 2 /'maemal/п ссавець
mankind 5/,m£en'kamd/ п людство
marsh 3 /та:// п болото
marvel 5 /maval/v дивуватися, захоп
люватися
marvellous 2 /1ma:valas/adj чудовий, ди
вовижний
mass media 6 /,maes 'mi:dia/ n засоби
масової інформації
measure 3 f теза/ n, v міра; міряти,
вимірювати
mechanic 4 /ті'кагпік/ n механік
mechanical 4 /mi'kaemkal/ adj механіч
ний
meddle 6 /medl/v втручатися
medieval 5 /,medi'i:val/ adj середньовіч
ний
menace 2 /menas/n загроза, небезпека
millennium 6 /mi'leniam/n тисячоліття
monitor 4 /’nmmta/ n монітор
moorland 3 /mualand/ n місцевість,
поросла вересом
morning/breakfast show /та:шг) /brekfast
Jau/ n ранкова програма
mound 5 /maund/n насип, пагорб
mouse mat 4 /maus maet/килимок для
комп’ютерної мишки
m urder 6 /'m3:da/n вбивство
N n
namesake 6 /'neimseik/ n тезко
natural environment 2 /па^ГагаІ
m'vairanmant/ природне середовище
natural resources 2 /'n;cl|arol ri'saisiz/
природні ресурси
несояиагу 7 /ncsoson/adj необхідний
nervoiiN I /ni:vas/adj норношій

news programme (і /'nju:/. 'praugrom/
n програма новин
newspaper 6 Aiju:s,pcipo/ n газета
nuisance 3 /nju:sans/ n перешкода, не
приємність
Oo
obey I /ou'bci/v слухатися
obscure 4 /ob'skjиз/ adj темний, неви
разний, нечіткий
obstinate 1 /'Dbstinat/adj впертий
occupy 2 /okjupai/ v займати
оCIVпсе 3 /a'fens/n порушення, образа
онIіno trading 3 Amlain 'treidir)/ тор
гівля поІнтернету
opportunity 7 /,Dp3'tju:niti/ n слушна
шігода, можливість
optional course /'ор/зпзі ko:s/факульта-
тивний курс
organized 7 /biganaizd/ adj організова
ний
organizer 4 /оідз'паїгз/ n організатор
outgoing 1/.aut'gauir)/adj товариський
Pp
packaged 3 /'paskicfed/adj запакований
paint 1 /peintI v малювати
password 4 /'pa:sw3:d/ n пароль
pastime 6 /pastaim/ n захоплення
patent 4 /'peitnt/v запатентувати
patient 1/'peijant/adj терплячий
peace 6 /pi:s/n мир
penetrate 6 /penatreit/ v проникати
personality 1/,p3:s3'naeliti/n особистість
persuade 3 /po'sweid/v вмовляти
persuasive 7 /pa'sweisrv/adj переконли-
В И Й
philanthropic 6 /,fibn'0rapik/ adj благо
дійний
phone-in 6 /faun in/ті програма «Дзво
ніть - відповідаємо»
picturesque 2 /.piktJVresk/ adj мальов
ничий
pigtail l/'pigteil/ra «кіска» (зачіска)
pollution 2 /ро'1и:/зп/n забруднення
portable 4 /poitabl/adj портативний
position 7/pa'zijbn/n посада, положення
possess 1/po'zcs/v володіти
power 4 /раиз/ n сила, потужність,
енергія
property 3 /pmpoti/ n властивість, влас
ність
prosecute 3 /piDsikjuit/v порушувати су
дову справу
prosecution 3 /prosikjuijan/ п судове
переслідування, звинувачення
public 6 /рдЬІік/adj громадський, пуб
лічний
punctual 1/'pArjktJual/adj пунктуальний
pup tent 4 /рлр tent/накриття для цу
ценяти
pursue 6 /pa'sju:/ v переслідувати, гна
тися за кимось
Qq
qualification 7 /kwolifi'keifsn/ п кваліфі
кація
quality 7 /kwoliti/ п якість
quarry 2/kwnri/п каменоломня, кар’єр
R r
radio 6 /’reidiau/ п радіо
rare 2 /їез/adj рідкісний
reality TV 6 /гі'агІПі/ п телепрограма,
яка показує реальних людей у різ
них ситуаціях
rebel 5 /п'ЬеІ/v повставати
receive 4 /ri'si:v/v отримувати
receiver 4 /n'sirva/n слухавка
reckless 1/Yektas/adj нерозсудливий
recognize 5 /Yekagnaiz/ v впізнавати,
визнавати
recycle 3 /,ri:'saikl/v переробляти
reduce 3 /ri'dju:s/ v зменшувати, скоро
чувати
refer 2 /пТз:/v стосуватися
refurbishment 5 /,ri:T3:biJm9nt/n ремонт,
оновлення
regimental museum 5 /.recfei'mentl
mjui'ziam/військовий музей
reign 5/rein/n царювання, панування
relaxed 1/ri'laekst/adj розслаблений
reliable 6 /п'ІаюЬІ/adj надійний
renewable 3 /ri'nju:3bl/adj спроможний
відновлюватися
reporter 6 /ri'porta/n репортер
require 3 /ri'kwaia/v вимагати
resort 5 /n'zo:t/n курорт
responsible 1 /ri'spnnsobol/ adj відпові
дальний

rewindїїI I /ri'stІСІІІІ/ n обмеження
ГОІІГО ІІН ЧІІ 7 /Гі'іШОМІЛПі/ tl В И Х ІД Н І! Ill'll
сію, підставка
revolt 5 /ri'voult/v повставати
revolve 5 /n'vnlv/ l> о б е р т а т и с я , ПСрІО-
дично повертатися
rip up 5 /прлр/рЛг v розривати
robbery 6 /'robari/я грабіж
romantic 1 /rau'majntik/ adj романтич
ний
rubbish 3 /глЬїJ/n сміття
Ss
safety 1 /'seifti/ n безпека
scenery 2/smatVn краєвид, ландшафт
screen 6 /skri:n/n екран
search 4 /s3:tf/v шукати, досліджувати
seize 3 /si:zI v захоплювати
selfish 1/’selfij/adj егоїстичний
send 4 /send/v посилати, відправляти
sensible 1/sensibl/adj свідомий
sensitive 1/'sensitiv/adj чутливий
share 3 /Jea/v ділити, розподіляти
shelter 2 /'/elta/n притулок, сховище
shortage 2 /'Ja:tid5/n нестача
show 6 /Jau/n шоу
shy 1/Jai/adj сором’язливий
sight 6 /salt/n видовище
sitcom 6 /'sitktjrn/n комедія ситуацій
site 5 /sait/n місце
slate 2 /sleit/n сланець
soap opera 6 /saup'орага/мильна опера
sociable 1/'saujabl/adj товариський
soil 3 /soil/n ґрунт
sound signal 4 /'saund signal/ звуковий
сигнал
spaceship 4 /'speisjip/ rc космічний ко
рабель
speaker 4 /'spi:ka/n гучномовець
species 2 /'spi:Jl:z//гвид, різновид
speculation 5 /spekju'leijan/ я роздуми,
спекуляція
spike 1/spaik/n,uвістря, шип; тутсфор
мувати зачіску у вигляді «шипів»
spiritually 6 /'spiritjuali/ adv духовно,
натхненно
spray 3/sprci/п аерозоль
spreiid over 2 /spied 'ouvo/phr u поши
рюватися
steppe 2 /step/n степ
stick out 5 /silk мПІphr v стирчати
stride 5 /straid/n великий крок
stroll 2 /slrnl/ n, v прогулянка; прогу
люватися
study load /'stAdi laud/навчальне наван
таження
stunning 2 Л і і л п і і }/ adj п р и г о л о м ш л и
в и й
stylist 1 /'stailist/ n стиліст, перукар-
модельєр
substance 3 /sAbstans/ n речовина, ма
терія
suburban 3 /sa'b3:ban/adj приміський
succeed 7 /sak'si:d/ v досягати мети,
мати успіх
succeed in 1/sak'sildin/v досягати успі
ху в чомусь
success 7 /sak'ses/n успіх
suit 7 /su:t//sju:t/ v підходити; влашто
вувати
support 7 /sa'po:t/v підтримувати
surf the Internet 4 /S3:f 5a 'intanet/ шу
кати інформацію в Інтернеті
sustainable 3 /sa'steinabl/ adj життє
здатний
switch on/off 3 /switj nn/nf/phr v увім
кнути/вимкнути
Tt
tabloid 6 Aaebbid/n малоформатна га
зета, таблоїд
tactful 7 Aasktfal/adj тактовний
take into consideration 7 /teik inta
kan,sida'reijan/враховувати
talk/chat show 6 /to:k/tfaetJau/n шоу за
участю відомих людей
taxpayer 3 /taeks'peia/п платник подат
ків
technology 4 /tek'nDlatfei/ п т е х н ік а ,
т е х н о л о г ія
television 6 Аеіа'уїзап/ п т е л е б а ч е н н я
thrilling 6 /'0ПІІГ)/ adj з а х о п л ю ю ч и й
thriving 3 /Graivnyadj п р о ц в іт а ю ч и й
tilled 3 /tild/adj о б р о б л е н и й
tiny 4 Латі/ adj к р и х іт н и й , м а л е н ь
кий
tolerant 1Anbrant/ adj толерантний
tomb 5 /tu:m/ n могили, надгробний
пам'ятник
tons 3 /Ids/о кидати, підкида ти

towering 2 Лагапг)/ adj високий
trace б /trcis/n слід, знак, відбиток
tniwh 3 /traef/п мотлох, сміття
tress I /tresІ п прядка волосся
trial 3 ЛгаїаІ/ п суд
truthful 1Aru:0fal/adj правдивий
turn hack 4 Лз:п back/phr v повертати
назад
turn up 3 Дз:п лр/phr v піднімати, ро
бити гучніше
U u
understanding 1 /.Ando'staendiQ/ady р о з у
м ію ч и й
unique 1 /ju:'ni:k/ adj у н ік а л ь н и й , н е
з в и ч а й н и й
unparalleled 5 /An'pasraleld/ adj н е з р ів
н я н н и й
unreasonable 1 /лп'їігзпзЬІ/ adj нероз
судливий
urban 3 /з:Ьзп/adj міський
V v
vacancy 7 /Veikonsi/ n вакансія
vegetation 3 /,vedp'teijbn/n рослинність
vehicle 4 /Vukol/ n засіб пересування;
транспортний засіб
venue 5 /Venju:/n місце проведення
view 2 /vju:/n вид, пейзаж
violence 6 /Vaialans/ n насильство, не
самовитість
W w
wander 2 /Vendз/ v мандрувати,
блукати
war 6 /wo:/n війна
warmth 2 /wo:m9/n тепло
waste 3 /weist/n залишки, сміття
waste disposal site 3 /weist dis'pouzol
sait/n звалище сміття
wasteful 3 /'wcistfol/adj марнотратний,
неекономний
waterfall 2 /woitofo:l n водоспад
weather forecast 6 /'weôo 'fo:ka:st/ про
гноз погоди
well-wishing 1 /wel 'wijitj/adj доброзич
ливий
wildlife 2 Availdlaif/ n дика природа
wildlife programme 6 /Vaildlaif
praugrom/ n програма про тварин та
рослин (дику природу)
winding 5 /wain'din/ adj звивистий
woodland 3 /Vudtand/ n лісиста
місцевість
Yy
youth 1 /ju:9/n молодь
Zz
zany 6 /zeini/adj дивний, незвичний

Unit 1. M y M nylc Circle: Family and Frlonds
Lessons 3—■4, Ex. 2
Reporter (It): Where did you learn English?
Adrian Aftanaziv (A): I studied English at school and the university.
R: How does it help you in your career?
A: English essentially helps me communicate with business partners. I can also
easily get necessary information at the English-speaking websites. Also it
allows me to communicate with people when travelling abroad, which I often
have to do for work.
R: What do you like about Ukraine?
A: Most of all I like the great nature of our country. Ukraine has a lot of places to
have a cool rest - mountains, seas, steppe, etc. I like to come back to Ukraine
after long trips abroad because I am crazy about our country. I travel a lot so I
compare and can judge it really objectively.
R: What place do you call home?
A: Now I live in Kyiv and love this wonderful city. But my favourite town, the
place where I was born, the place which I can really call home is Lviv.
R: What’s the key to success in life?
A: Always be yourself and be decent - these are the basic keystones of success.
R: How would your friends describe you?
A: Just now my close friend has told me that I’m honest, very decent and
inquisitive. I was pleased to hear such nice compliments.
R: Does your childhood dream come true?
A: I think it does. I dreamt of becoming a racing driver. I am crazy about auto
sports and cars. I have friends, who are well-known racers, so I guess you
could say that my dream almost came true.
Lessons 5—6, Ex. 4a
The extraordinary hairstyle is the hair that amazes and attracts the most
attention. In many cases, it has been the invention of an amateur. Professional
stylists are always trying something new, but they usually keep it as a variation
of what already exists. The truly new, and unique hairstyle does not have to be
anything extreme - with artificial attachments and abnormal colours, nor should
it simply be a reinvention of something old. The truly extraordinary hairstyles
are natural outgrowths of the decade in which they were invented. For example,
as women became more involved in industry, they required hairstyles that could
easily be protected from machinery, with the result that the long flowing tresses
began to disappear once the woman was of working age. A good example were
the short pigtails that predominated in industrial societies, giving the woman
safety, attractiveness, and youth all in one.
Lessons 9—10, Ex. 2
I was born on June 15, 1994, in Sarasota, Florida. I live with my father, mum,
brother, and Aunt Molly. I study at Booker High School. I think I’mngood pupil.
The School Administration Hoard awarded mo with a couple of certificates for
perfect attendance and two for being iuimed the Most Student of the Year. I have
a few dose friends In my school. In ten уваги time I think I will probably be still
living hero In Florida.

Lesson 12, Ex. 1
0.
Л: Tom, if you need a bike, you can borrow mine. I don’t need it today.
II: Oh! Thanks! One of my problems has been solved.
1.
Л: Hi, Olia! You look worried. Anything wrong?
II: Not really, but my friend Nina hasn’t come, and I’ve got two tickets to the
cinema.
Л: What kind of films is it on today?
II: Л comedy, my best! Could you do me a favour and accompany me? I hope you’ll
enjoy it.
Л: Why not, though I prefer adventure films. But sometimes you have to change.
It: Thank you so much! You will never be sorry.
2.
Л: Are you planning to go out on Saturday evening?
II: No, I am not. I’m going to stay in and do my homework.
Л: I don’t believe it, you’re kidding.
II: That’s true.
Л: But why?
It: My parents are going out and they’ve asked me to babysit. Got it!
Л: Have you got any DVD to watch?
It: Yes, of course. Why don’t we watch and babysit together?
Л: Oh! That’s a good idea, thank you!
3.
Л: Are there any places for young people in your town?
It: Yes, there are some. There is abowling club and there are two cafés and a snack
bar.
Л: Wow! There are not any snack bars in my town, but there is a youth club at my
school, that’s the favourite place of young people.
II: How interesting! What do young people do there?
A: We have a great time there with a lot of fun! We communicate, watch video
films and simply chat a lot.
4.
Л: Mum! If it’s OK with you, I want to get right over to Denny’s. We have a
game this afternoon and maybe, if it’s hot, we can go swimming.
It: Oh, dear! If you go swimming, take your brother with you. He always gets
excited about walking to the river.
5.
Л: Hi, dear! Happy birthday to you! How do you like your present?
It: Oh, thank you, Daddy! It’s the nicest present I’ve ever had! At first, I haven’t
even noticed it among my books on the desk! It’s so tiny!
«.
Л: What nasty weather! You’d rather stay in not to catch a cold.
It: It’s really awful outside, but I have to go.
Л: Look at the sky! There is lighting here and there! It’s a thunderstorm!
It: Oh, no! I’m afraid of storms!
Л: Now I have to make a call to cancel the meeting. Where’s the phone book?

II: Iloro you nro.
A: Oh, no! The page I need tins boon torn out!
B: Don't worryl I’ve got a new book.
A: Goodness! Lucky I am!
Unit 2. N ature M agic: W eb of Life
Mary: Walking is the most popular activity in all the National Parks, it’s
a great way to take in the views, get some fresh air in your lungs
and travel to different places! I enjoy walking a lot. I never get
tired of admiring the wonderful view and listening to the sounds of
nature. Sometimes my parents and I go there on horseback. I ’ve been
training horse riding for two years already. British National Parks
can suggest you everything: from gentler treks through woodlands
and meadows to challenging rides over hills. There is something to
suit every rider.
Theodore: Horse riding is not my cup of tea. I think it’s a little bit too old-fa-
shioned. I prefer cycling to horse riding. Cycling is a great way to get
out and about in the National Parks. I like it when we have a family
trip. Nowadays parents are too busy to spend time with their kids.
Cycling during the summer holidays is fantastic. I like both bike rides
on woodland tracks and quiet country roads and mountain bike rides
on real mountains.
Patrick: Nowadays more and more people are interested in extreme kinds of
sports. I’ve never tried any but I hope that one day my dream will come
true. I think it’s a good idea to go in for watersports and take a water
trip on one of the lakes or rivers. Our country is famous for them.
There are lakes, coastlines and rivers ideal for all kinds of water sports,
surrounded by the stunning scenery. I don’t think I’ll go climbing. In
my opinion it’s very dangerous. My father took the air trip when he
was 25. That was not a parachuting or paragliding, no! That was an air
balloon trip but it was amazing! A great chance to enjoy an amazing
aerial view of the National Park scenery passing below.
Lesson 8, Ex. 4
Windermere Lake Cruises are the 16thmost popular tourist attraction in the
UK and the most popular attraction in the Lake District, with over 1,000,000
people using them each year.
The 17 km length of Windermere makes it England’s longest lake and it has
its own rangers and patrol boats in the busy summer months. There is a 10 mph
speed limit which came into force in 2005 to enable sailing boats and kayaks to
enjoy the lake safely, alongside with jotskls, water skiers and fast motor boats.
Ilowever, this decision wasn't accepted by many local businesses that make their
money on the development of tourism there.

Current surveys show that 12 million visitors come to tho Lake District eucli
year. Most come to enjoy the scenery, peace and quiet and walking but many
others visit specific attractions or take part in an outdoor activity.
Lakeshore erosion is a continuing problem around Windermere. Tourists and
locals alike enjoy walking by the lakeshore but it destroys plant life and leads to
erosion of the area. Soil gets washed away and then only a stony beach remains
rather than a natural area of reeds, and water-loving plants. Many studies have
been conducted on the ecology of the lake, and other measures have been taken to
reduce pollutant levels in the water and to encourage plant and fish life.
Unit 3. Environm ent and G reener Living
Ann: Past industrial activities have polluted some of the land in our city. This
land may be dangerous to people’s health and the environment unless it’s
cleaned up.
Dan: The world’s population continues to rise, and people want to expect more
and more things. More and more housing is needed. Most people want to
own cars. More cars require new roads to be built. The amount of waste and
rubbish is increasing. Pollution is the question of major concern everywhere
in the world nowadays.
Ann: Most environmental problems are due to a lack of care over industrial
and waste management. Bad industrial practices and accidents released
potentially harmful substances into the land or pour them into the rivers.
Should we continue like this?
Dan: Definitely not. We need to stop destroying the world and work hard to
protect it.
Ann: In many countries this may mean people have to change the way they live.
Lesson 3, Ex. 2
Miss Alison: Abanana peel stays in the ground for 1to 2weeks, while analuminium
can stays there for 80 to 100 years. When we throw things away we don’t think
that wool socks, for example, stay in the ground for 1 to 5 years, a plastic bag -
for 10 to 20 years, and a glass bottle can stay there for a million years!
Lessons 4—5, Ex. 7a
Steve: I can’t really understand what made all these people worry about. The City
Council has decided to do something really great. I mean, we need a new
road. Aren’t you tired of these terrible traffic jams in the city centre?
Besides, in case we have a new road, this part of our city will be able to
develop a better infrastructure.
Tom: Your ideas sound great. But have you thought about people who ploughed
this farmland for many years? Today more and more buildings are
occuring on agricultural land. This development can have effects on
both the biological and physical properties of soil and can limit its future
uses. Then why do we start producing genetically modified food? We
destroy the farmland and invent harmful food.

Steve: ( >iii' city Imgrowing. Mine mid more people lirecoming to live here. With the
growth of tlie city population we need more Iioumch. It's good they are going
to Iinil<I expensive property. 'I'llIh part of our city will look much bettor than
it looks today. A now supermarket will be also built, not far from my house.
Tom: What makes you so happy then? Mow long does it take you to get to the
supermarket on High Street? Twenty minutes or so. But think of the
polluted air because of the cars which will take people to do the shopping
here. And litter... Litter, litter everywhere... Paper boxes, plastic bags...
Steve: Don’t be so pessimistic!
Tom: I’m not. I just want to remind you of wildlife...
Steve: Oh, no...
Lessons 6—7, Ex. lb
An endangered species is a species whose population is so small that it is in
danger of becoming extinct. Many countries have laws offering protection to
these species (forbidding hunting, banning their habitats from development,
etc.) to prevent this. The conservation status of a species is an indicator of the
likelihood of that endangered species continuing to survive. Many factors are
taken into account when assessing the conservation status of a species: not only
the number remaining, but the overall increase or decrease in the population over
time, breeding success rates, known threats and so on.
Lesson 11, Ex. 1
Focus on Ecotourism
Nowadays people are becoming more aware about the environmental issues.
This led to the sustainable development and ecotourism. The United Nation
World Tourist Organization states that responsible tourism:
- minimises negative economic, environmental and social impacts;
- generates greater economic benefits for local people and enhances the well
being of host communities;
- improves working conditions and access to the industry;
- involves local people in decisions that affect their lives and life chances;
- makes positive contributions to the conservation of natural and cultural
heritage;
- provides more enjoyable experiences for tourists through more better con
nections with local people, and a greater understanding of local cultural,
social and environmental issues;
- is culturally sensitive, encourages respect between tourists and hosts, and
builds local pride and confidence.
Ecotourism attracts more and more people trying to find the right balancebetween
the fast development of modern civilization and nature.
U nit 4 . Science M agic
Science is knowledge and theories about the world, which are based on facts,
experiments and research.
Technology Is the use of scientific knowledge and discoveries to develop new
machines and systems,

Engineering means the activity of designing and building roads, bridges, ma
chines, etc.
An invention is a new product, machine, system, etc., which someone has
thought of for the first time.
A discovery is a fact or thing that someone has found out about, which was not
known about before.
A technological/scientific/medical advance happens when something brings
progress and makes it possible for people to do the things that they couldn’t do
before.
High-tech means using the latest technology.
Betsy: Hello!
Ann: Hi, is Betsy in?
BelHy: Speaking.
Ann: Oh, right, hi! My name’sAnn. I ’m a friend of Jane. My elder brother, Jane
and me go to the same summer school to learn English.
Betsy: Oh, OK. She told me about you. How are you?
Ann: Fine, thanks.
Betsy: And how’s Jane?
Ann: Oh, great. She told me to say ‘hello’. Anyway, I was wondering if you could
help me?
Betsy: I’ll try.
2.
A: Good afternoon, Mrs Phelps! This is Jack speaking. Is Tom in?
B: No, he isn’t. Tom is out at the moment. Do you want to leave a message for
him?
A: Please, tell him, I called.
B: OK.
A: Thank you. Good talking to you.
3.
A: Hello!
Bs Hi! May I talk to Steve, please?
A: Steve doesn’t live here.
ii: Sorry. I must have called the wrong number.
Susan: I’d like to talk about computers as far as daily life goes. The computer
means an incredible amount to me because not only I enjoy working on
it but I love making ‘chat’ friends around the world. We share our hob
bies and interests with each other. My brother and I also spend much time
playing computer games and surfing the Internet. I use my computer when
I prepare a school report or find information fora project.

I>tivid: In my opinion, computer In n critical part of our everyday life. I nee the
future heading In that direction: whore technology advance» and more
things become automated through computer». Some people »ay that com
puter» disconnect people but I don’t think h o . 1usually join newsgroups,
send and receive e-mails from my friends. I often download pages with
photos, music and video. There is no need to spend time waiting for
the letter to come to your house by post mail. You can write to me
dauidbillings@aol.com
Paul: The computer brings a better quality for living in some respect. You can
save your time and do the on-line shopping or pay your bills. As for me,
I can design web pages and programmes for the computer. My father has
taught me to build computers, and so I have a new hobby now. I think that
whatever you choose to do in your life, the computer can be a very nice tool
to help you. Oh, yes, computers can really do wonders when used properly!
Father: OK, dear! I think we need to check what’s wrong with your computer. It
isn’t working properly, is it?
Paul: No, it isn’t. I have been working at my History report for a week and now
I have nothing to present at the lesson tomorrow.
Father: You still have some time to prepare it.
Paul: Not with the help of my computer. A CD-drive isn’t working properly. I
can’t save my presentation on a disk. We need to think about buying a
new one.
Father: I don’t think so. We can still replace some parts of it. I mean we can buy
a new CD-drive.
Paul: A new CD-drive, and a new monitor, and a new keyboard...
Father: Do you want to say that your computer is too old. How long have you had it?
Paul: We made it three years ago.
Father: But we replace its parts with the newer things from time to time. Don’t
you remember that we bought a new modem only a month ago? And the
speakers, they aren’t old, either.
Paul: OK. I can still use my computer, but I don’t think it’s good enough for
you to work on.
Father: It really isn’t. We have to choose a new laptop for me.
Paul: Sure. And I’ll be able to work on it from time to time, yeah?
Lesson 9, Ex. 1
Greenhouse Helmet
US Patent Issued in 1986
This invention consists of a sealed plastic dome, plants on tiny shelves and
speakers and microphone for communication with the outside world. The mini
greenhouse is designed to allow the user to breathe the oxygen given off by plants
growing near their ears.
The inventor never really Hayn why you may need the measly amount of oxygon
given off by a couple of p l a n t H . Maybe this invention will provide the extra edge
needed by Ilie future Olympic aHi lotos to win the Gold. Welcome to the Greenhouse
Mol mot, your own personal biosphere! It got US patent In 19H(1,

Unit 5. Amazing Britain
What are the World Heritage Sites?
The World Heritage Convention was established in 1972 by UNESCO (the Uni
ted Nations Educational, Scientific and Cultural Organisation). The World Heri
tage List set up by the Convention includes natural sites, and a wide variety of
cultural sites such as landscapes, towns, historic monuments and modern buil
dings. World Heritage Sites are places of international importance for the con-
Hcrvntion of mankind’s cultural and natural heritage. In 2007, there were 851 of
t.lu'm, including 27 in the UK and overseas territories. Examples include the
Tower of London, the City of Bath, Stonehenge or Scottish castles. There are also
famous Ukrainian landmarks which are included in the list: Kyiv-Pecherska
Lavra and St Sophia’s Cathedral in Kyiv, the historic centre of Lviv and beech
forests of the Carpathians. Among the world famous we can name the Great
Wall of China, the Pyramids, the Great Barrier Reef, Venice and others.
The UNESCO World Heritage Committee meets several times a year to dis
cuss the existing World Heritage List, and accept new nominations from
countries. The UNESCO World Heritage Committee Session takes place once
a year and new sites are added to the World Heritage List. World Heritage Sites
arc places that need to be preserved for future generations, as part of a com
mon universal heritage.
The Emblem
The circle represents nature and the square - human creation. Every year, new
Hites of outstanding universal importance are inscribed on the World Heritage
I.ist by the World Heritage Committee.
Lesson 9, Ex. 4
Oxford
I have visited Oxford many times, but I am always impressed with its beauty, its
source of wisdom. Oxford is a city, and the county town of Oxfordshire, in South
Mast England. It has a population of 151,000 people. It is the home to the University
of Oxford, the oldest university in the English speaking world. The city was first
mentioned in the written records of the Anglo-Saxon Chronicles for the year of 912.
In the 10thcentury Oxford became an important military frontier town. The pre
stige? of Oxford is seen in the fact that it received a charter from King Henry II,
granting its citizens the same privileges as those enjoyed by the capital of the king
dom. Oxford experienced difficult times during the plague in the 17thcentury.
In i 840 it was connected with London by the railway. By the early 20thcentury,
Oxford witnessed rapid industrial and population growth.
The University of Oxford is one of the most famous universities in the world.
Leading academics come to Oxford from all over the world. It is first mentioned
in the 12thcentury records. Oxford’s earliest colleges were University College
( 1249), Balliol (1263) and Merton (1264).
Nowadays as well as being a university city it is an extraordinary tourist site.
Oxford City Centre is a very good place to come if you wish to shop for clothes,
electronics, have lunch or maybe just have a nice walk with your friends in the

11nivi'i'mII.y of ( )x I’uI'd Botanical (innil'll. If I h the oldest liotiuilcnl Kiirden In (ironI
Britain, mid flir third oldest scientific garden In the world. II. wns founded in
1621 ns the garden growing plants for medicinal research. Today it contains over
8,000 dil’foront phint species.
Unit 6. Inform ation M agic: Radio and Television
Speaker 1. As I am a reporter for the newspaper I have to know all the news
before they appear on the screen, so I prefer to surf the Internet and
get all the necessary information.
Speaker 2. I am a very busy person, you know, lessons, sports club, no free time
at all, so I just listen to the radio and get all the news of a day and my
favourite music.
Speaker 3. We often listen to the radio but most of all we enjoy watching TV,
because it shows all kinds of programmes and films to satisfy our
interests.
Speaker 4. Of course I watch TV with my family, but reading a newspaper before
my breakfast has become an everyday habit for me.
The Origins of Children’s Television Broadcasting
In 1950, ABC first broadcast Saturday morning television shows for children.
The American Broadcasting Company first aired Saturday morning television
shows for children on August 19, 1950. The network introduced two shows:
Animal Clinic featured live animals, and the variety show Acrobat Ranch which
had a circus theme. The first children’s entertainer to perform for television was
Burr Tillstrom, who broadcast live from the New York World’s Fair in 1939. The
National Broadcasting Company began the first regular television broadcasts in
the United States the same year.
At the beginning the network offered just two hours of programming per week.
Children’s television developed slowly during the early years. Several children’s
shows appeared in the late 1940s and early 1950s including The Small Fry Club,
Tillstrom’sKukla, Fran andOllie.TheColumbiaBroadcastingSystembeganairing
animated cartoons in 1955 under the title “The Mighty Mouse Playhouse” .
Beginning in the early 1960s, networks broadcast cartoons on weekend
mornings when few adults were likely to watch. By the end of the decade,
watching Saturday morning cartoons - now several hours of programming with
advertising aimed at children - was a ritual in many homes.
Lessons 5—6, Ex.6
1. What’s the Inst TV programme you watched?
2. Was it a TV film, or was If a talk show?
3. Why did you choose to watch If?

4. Wlio did you watch it with?
5. Wlmt did you think was good of it?
(I. Was there anything/anybody you didn’t like?
7. Who was it directed by?
8. Who was starring in the programme?
0. Did you get a lot of new information?
Lesson 8, Ex. 4
Trevor Baylis was born in London inl937. After studying engineering at
college, he became a swimming pool salesman, and worked as an inventor in his
■pure time. Many of his inventions were designed to help disabled people.
In 1993, he saw a programme on television about Africa. The programme
said that radio was very useful for people living there, but, unfortunately, many
people could not afford electricity or batteries for radios. Trevor found a solution
to this problem by inventing a radio that worked by a clockwork. You just wind a
handle and that provides the power for the radio.
Trevor’s clockwork radio was shown on a science programme on the British
television called ‘Tomorrow’s World’ . A South African businessman and an
accountant heard about Trevor’s invention and set up a company to make
clockwork radios. They employed disabled people in their factory. Although it
wasn’t very high-tech, the clockwork radio was a great success. Trevor received
several awards for his invention, including one from the Queen.
Unit 7. C areer M agic
Speaker 1: Hi! I’m John. I’m a taxi driver. You ask me, why I have chosen this
job? Well, the first moment I started driving a car, I understood that
I liked it a lot. So, when the time came to choose a profession, I was
sure that it would be a job connected with driving. Driving a truck or
a van seemed a little boring to me, as I am a rather talkative person. I
like communicating with people. I couldn’t imagine driving long dis
tances without saying a word to anybody! That’s why I have decided
to become a taxi driver. Of course, my job is not ideal. You know, all
these traffic jams and noisy passengers sometimes. But I just can’t
imagine my life without it!
Speaker 2: Hello! My name’s Mary. I’m a pharmacist. I think that my job is the
most useful one in the world. I’m happy that I can prepare medicines,
which help sick people. When I was studying at school my favourite
subjects were Chemistry and Physics, and I was going to become a
doctor (let’s say, a dentist or a surgeon). As I started learning medi
cine at the university, I understood that preparing medicines, which
could treat people, was as much important as being a doctor.
So I decided to be a pharmacist, and I don’t regret my decision.

Speaker !l: Hello! I'm Patrick. I’m nniinpiitor programmer. I.ook around, then*
arecomputerseverywhere: III office«, banks, supermarkets! I’m lucky
that I know almost everything about computers and programming.
I’ve made a lot of effort« to become a real prol’eHHlonal! Firstly, I stu-
died a lot at school: Maths, Computer Study, English. Secondly, I was
lucky to advance my knowledge on computer technologies at the uni
versity. I’ve learnt how to design software, starting with the simplest
programmes. I’m trying to improve my skills all the time. You know,
it’s a fantastic feeling, when you see that a computer starts doing
operations that it couldn’t do before. I think my profession is one of
the most important professions nowadays.
Lesson 8, Ex. 1
Dialogue 1
A: Can I help you?
B: Yes, please. I’d like a loaf of rye bread and two apple pies.
A: Here you are. Seven hryvnias, please.
Dialogue 2
A: Miss Brown, have you done the financial report yet?
B: I’m just finishing it. I only have to check last week account.
A: OK. After you have finished the report, bring it to my office, please.
B: Sure.
Dialogue 3
A: Have you fed the animals, John?
B: Of course, I have.
A: What are you doing at the moment?
B: I’m watering the crops.

Unit 3
Lessons 7—8. SOS: Endangered Species!
Student A
A (iiant Turtle
1. They are reptiles but they rarely go into the water. (8 points)
2. They live on the Galapagos Islands. (7points)
3. They can weigh up to 230 kilogrammes. (6 points)
4. The female lay eggs. (5 points)
ft. Many of them reach the age of 100 years. (4points)
(I. They have an excellent nose and sense of colour. (3 points)
7. When attacked, they hide under their shells that protect them from larger
animals. (2 points)
H. They are slow-moving animals for which they are famous. (1 point)
A Kiwi Bird
I. There are only 55,000 left of them. (8points)
2. Although they are birds, they cannot fly. (7points)
3. Their bones have marrows, while most of other birds’ bones are hollow. (6 points)
4. They live in New Zealand. (5points)
ft. 11iiIike other birds, they have nostrils on their bills. (4points)
0. They have short wings, and no tail. (3points)
7. They are one of the symbols of their country; moreover people of New Zealand
are sometimes called this. (2 points)
8. There is a small oval fruit of the same name. (1point)
An African Elephant
1. Mother animals carry their babies for 20 to 22 months. (8 points)
2. They share an ancestor with sea cows. (7points)
3. They have been hunted for their tusks of which jewellery and souvenirs are
made. (6 points)
4. Their ancestors spent most of their time in the water, or even underwater. (5points)
ft. They are the largest living animals on the Earth. (4points)
<{. They can often be seen in the circuses, and are used for transportation. (3 points)
7. One of them was in a tale and could fly using his ears as wings. (2 points)
8. Their most characteristic is their trunk. (1point)
A Polar Bear
1. They are quite fast in the water, and they have an excellent nose. (8 points)
2. There are only 10,000 left of them. (7points)
3. Their weight is around 420 kilogrammes, and they can grow to two and a half
metres. (6 points)
4. They are the most aggressive predators on the Earth. (5 points)
ft. They can be found in Polar Regions. (4 points)
(I. Their relatives in the Tundra and Taiga are brown. (3 points)
7. Their thick white fur protects them from the cold. (2 points)
8. They are becoming extinct nowadays as they are losing their habitats because
of the global warming. (/ point)

S t u d o n t B
A I'andn
1. They have a special ihumb-liko finger which helps them in eating. ( 8 points)
2. Their cry i« almost similar to the cry of a human baby. (7 points)
3. They make growls, honks, and chirps to attract mates. ((> point»)
4. They give birth to one baby, which starts crawling after three months. (5 points)
5. They spend 10-12 hours a day eating, and during this time they feed on 23-36
pounds of bamboo roots. (4 points)
6. They move to new territories as the bamboos die off. (3 points)
7. They live in China. (2 points)
8. They have been hunted for their black-and-white fur. (1 point)
A Sea Cow
1. They live in salt and freshwater coastal areas around Florida. (8points)
2. They eat plants. (7points)
3. They are mammals living under water. (6 points)
4. Mothers carry their youngs for 13 months and on average one calf is produced
every two years. (5 points)
5. They have to come to the surface for air every three or five minutes. (4 points)
6. The mother nurses the calves until the age of two. (3points)
7. Adult animals weigh around 1,000 pounds and are about 3 metres long. (2points)
8. They can live up to 50 to 60 years of age. (1 point)
A Sea Lion
1. There are less than a thousand still living. (8 points)
2. Males fight for the territory for the females to breed on. (7 points)
3. They are constant entertainers in water shows. (6points)
4. They were killed in California in the 1800s for their fat of which people made
oil for lamps. (5 points)
5. They have small ears and long whiskers. (4points)
6. Unlike old types, they can walk, and even run on their four limbs. (3points)
7. They might be as long as three and a half metres. (2points)
8. They are very skilful with balls. (1 point)
A Kangaroo
1. It is a mammal. (8 points)
2. This is a marsupial animal. (7points)
3. The undeveloped animal remains in the mother’s marsupium until it is able to
climb out. (6 points)
4. There is a sports brand named after this animal, perhaps because of its habit
of boxing. (5 points)
5. Being an inhabitant of Australia, it is one of the symbols of the country. (4 points)
6. This animal is in A. A. Milne’s famous tale about a bear. (3 points)
7. The only place where they survived is Australia. (2 points)
8. This animal doesn’t run but hops. ( I point)

CONTENTS
I)ear Learners............................................................................................. 3
Finding Magic (After Eric Finney).............................................................. 4
Introduction. We Are in the Ninth Form.................................................... 5
Lessons 1-2. Back to School........................................................................ 7
Iicssons 3 4. Basic Secondary Education in Ukraine................................... 9
Unit 1. My Magic Circle: Family and Friends ............................................. 13
Lessons 1-2. Discover You rself.................................................................. 15
Lessons 3-4. How Is It G oing?.................................................................... 19
Lessons 5-6. Hairstyle: Sophisticated? Smart? Extreme? Cool! .................. 23
Lessons 7-8. Young People T od ay.............................................................. 26
Lessons 9-10. Writing an Autobiography................................................... 30
Iicsson 11. Project Work: A Youth Organization......................................... 33
Lesson 12. Test Your Skills ........................................................................ 35
Self-Assessment......................................................................................... 38
Unit 2. Nature Magic: Web of Life ............................................................ 39
Lessons 1-2. This Is Our Earth .................................................................. 41
I.essons 3-4. Welcome to the Ascania-Nova Nature Reserve....................... 44
Lessons 5 6. National Parks of the U K ...................................................... 50
Lesson 7. Project Work: National Parks Around the W o rld ....................... 57
Lesson 8. Test Your Skills ............................... 58
Self-Assessment......................................................................................... 60
Unit 3. Environment and Greener L iv in g ................................................... 61
Lessons 1-2. Environmental Protection ..................................................... 63
Lesson 3. What is Fly-tipping?.................................................................... 66
Lessons 4-5. It’s Up to People!.................................................................... 69
Lessons 6-7. SOS: Endangered Species!...................................................... 74
Lesson 8. Are You Green?............................................................................ 78
I,esson 9. Sustainable Development............................................................ 82
Lesson 10. Project Work: What is Our Environment Like?......................... 85
Iwesson 11. Test Y our Skills.......................................................................... 87
Self-Assessment........................................................................... 90
Unit 4. Science M agic.................................................................................. 91
Lessons 1-2. Technology Affects Our Life!................................................... 93
Lessons 3 4. Keep In Touch!........................................................................ 97
Lessons 5-6. Is Life Possible Without Computers?...................................... 102
Lessons 7-8. Working on the Computer........................... 106
Lesson 9. Project Work: Absurd Inventions!................................................110
Lesson 10. Test Your Skills........................................................................... 112
Self-Assessment...........................................................................................114

Dull ft. Amu/lng Britain...................... lift
Lessons 1 2. (Inplt.nl Clt loM ....................................... 117
LeHSonn 3 4. Old and Now Towns of Edinburgh............................................125
Lessons ft 0. I’ll« Giant’s Causeway.............................................................130
Lesson 7. Stonehenge - Forever a Mystery................................................... 134
Lesson 8. Project Work: The Wonders of Great Britain................................ 136
Lesson 9. Test Y o u r S k i l l s ...................................................................................................137
Self-Assessment...........................................................................................142
Unit 6. Information Magic: Radio and T V ....................................................143
Lessons 1-2. Mass Media in Our L ife ............................................................145
Lessons 3-4. Television and Radio................................................................149
Lessons 5-6. My Favourite TV Programme..................................................155
Lesson 7. Project Work: A School Radio Programme.................................... 159
Lesson 8. Test Your Skills............................................................................. 160
Self-Assessment...........................................................................................162
Unit 7. Career Magic.....................................................................................163
Lessons 1-2. The World of Professions........................................................165
Lessons 3 4. A Day in the Life of...................................................................169
Lessons 5 6. Career Prospects..................................................................... 175
Lesson 7. Project Work: Top Ten Jobs in Ukraine........................................ 180
Lesson 8. Test Your Skills............................................................................. 181
Self-Assessment...........................................................................................184
Reader.......................................................................................................... 185
Appendices.................................................................................................. 223
A Guide to British and American Culture....................................................224
Grammar Reference.....................................................................................232
Social Knglish...............................................................................................256
Irregular Verbs.............................................................................................262
Vocabulary.................................................................................................. 266
Tapescripts.................................................................................................. 273
Pairwork A ctivities.....................................................................................284

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