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Л
. В. Калініна, І. В. Самойлюкеви
ч
Англійська мова
YOUR
ENGLISH SELF
Під
ру
чник для 10-го клас
у
з
агальноосв
і
тн
і
х навчальних заклад
і
в
(
9-й рік навчання
)
А
кадемічний рівен
ь
Рекомендовано Міністерством освіти і науки України
Киї
в
«Н
а
ш ч
ас»
2
01
0
У
Д
К 8
0
ББ
К
8
1
.
2АНГ-
9
2
2
К
1
7
Р
екомендовано Міністерством освіти і науки Україн
и
(
Наказ №
177 від 03.03.2010)
В
идано за рахунок державних коштів. Продаж заборонен
о
Н
аукову експертизу проводив Ц
ентр наукових досл
і
джен
ь
т
а викладання іноземних мов Національної академії наук України;
П
сихолого-педагогічну експертизу проводив Інститут педагогік
и
Н
аціональної академії педагогічних наук України;
Е
ксперти, які здійснювали експертизу
:
Я
к
у
ба Римма Є
вгенівн
а
,
Районний методичний кабінет відділу освіти Хо-
т
инської Р
Д
А Чернівецької області, методист
;
Н
едайнова Ірина Василівн
а
,
Л
у
ганськи
й
національни
й
у
ніве
р
ситет імені Т
а
р
аса Ш
евченка, ка
ф
ед
р
а р
омано-ге
р
манської фі
лолог
і
ї, зав
і
д
у
вач ка-
ф
ед
р
и, кандидат педагог
і
чних на
у
к, доцент
.
К
алініна Л. В
.
А
нглійська мова. Your En
g
lish Self: Підручник для 10-го кла-
с
у загальноосвітніх навчальних закладів (
9-й рік навчання
)/
Л
. В. Калініна
,
І. В. Самойлюкевич. — К.: Наш час
,
2010. — 367 с
.
IS
B
N
978
-
966
-1
530
-
5
1-4
П
ідручник з англійської мови «Your En
gl
is
h
Se
l
f» розроблений для у
чнів 10-го клас
у
загальноосвітніх навчальних закладів, які о
бр
али акаде-
м
ічни
й
р
івень навчання. Він відповідає новітнім вимогам викладання анг-
л
ійської мови. Підручник є складовою навчально-методичного комплекту з
англійської мови, до якого також входять зошит, компакт-диск і книга для вчителя. За допомогою під
ру
чника у
чні р
озвиватим
у
ть свою мовлен-
н
єву компетенцію засобами діалогу культур між англомовними країнами т
а У
к
р
аїною.
У
підручнику представлено матеріали з 6 розділів (
Units
)
. Кожен з
них — це цікава сфера спілкування, наприклад, «Твоє шкільне життя»,
«М
анд
рі
вки В
еликою Бр
итан
і
єю та У
к
р
аїною». П
о заве
р
шенню кожного р
озд
і
л
у
у
чн
і
мають змог
у
пе
р
ев
ір
ити от
р
иман
і
знання, викон
у
ючи тестов
і
з
ав
д
ання «Test Yourse
l
f».
Б
Б
К
81
.
2А
НГ-
922
К
1
7
ISBN 9
7
8-966-1
5
30-
5
1-
4
© Л. В. Калініна, І. В. Самойлюкевич, 2010
© «Наш час», оригінал-макет
і
художнє оформлення, 2010
3
CONTENT
S
G
ETTI
NG
S
TA
R
TED 1. S
ummin
g
up
Y
our S
ummer.......................................
.
9
2
.
S
c
h
oo
l
: Now for It! ................................................. 12
U
NIT
1: Famil
y
and Friends
......................................................
1.1.
Relationships in the Family: Psychology ..................
1
8
1.2.
E
xploring Your Family: History
............................
33
1
.
3
. I
n a
T
ee
n
s
’ Wo
rl
d:
Soc
i
a
l Stud
i
es
...........................
42
1
.
4
. Breaking the Ice: Communication Skills
..................
53
1.
5
. Test
Y
ou
r
se
lf .....................................................
60
UNIT
2: Your Sc
h
oo
l
in
g
............................................................
.
2.1. L
ife after Kin
d
er
g
arten: Human Deve
l
opmen
t
.......... 64
2.2.
A
Socia
l
Gift: Forei
g
n Lan
g
ua
g
es........................... 75
2.
3
.Your Learnin
g
S
k
i
ll
s: Testin
g
...............................
84
2
.
4
.
S
e
l
f-
d
irecte
d
Learnin
g
: Communication S
k
i
lls
.......... 9
4
2.5.
T
est Yourse
l
f...................................................
.
101
U
NIT
3: Your Qualit
y
Time
........................................................
3
.
1
. T
ravelling is Worth Troubletaking: Geography
........
1
06
3
.
2
.A Sportsperson or a Sports Fa
n
:
H
ea
l
t
h Stud
i
es
........
121
3
.
3
. The “Thumb Generation”: Technology
....................
130
3
.
4
.
T
h
e
Sou
n
d
o
f M
us
i
c:
Co
mm
u
ni
cat
i
o
n S
kill
s
.............
142
3
.
5
.T
est
Y
ou
r
se
lf ....................................................
149
UNIT
4: Britain as You Know It
................................................
.
4.1. Home Sweet Home: Geo
g
rap
h
y an
d
Arc
h
itectur
e
.....
.
153
4
.
2
.
M
eetin
g
t
h
e Youn
g
Roya
l
s: Socia
l
Stu
d
ies ..............
.
168
4.
3
.
P
icturin
g
Britain: Visua
l
Arts .............................
.
1
79
4.4.
Eng
l
is
h
Va
l
ues: Communication S
k
i
ll
s..................
.
191
4.5. T
est Yourse
l
f...................................................
.
198
U
NI
T
5: You are from Ukraine, Right?
.....................................
5.1. L
essons of the Past: Histor
y
.................................
2
03
5
.2.
F
rom East to West: Geography .............................
219
4
5
.
3
.T
h
in
k
in
g
Po
l
itica
ll
y: Socia
l
Stu
d
ies ......................
.
22
7
5
.4. E
xpressing Pride: Communication Skills ................
2
37
5
.
5
. T
est Yourse
l
f...................................................
.
24
4
UNIT
6
: T
h
e Wor
ld
Aroun
d
You
...............................................
.
6
.
1
. Geography VS People’s Lives:
Geo
g
rap
h
y an
d
Socia
l
Stu
d
ies..............................
.
249
6
.
2
. M
an and Nature: Biology and Social Studies ............
265
6
.
3
. Y
our Picture of t
h
e Universe:
Ph
ysics an
d
P
h
i
l
osop
h
y .......................................
2
76
6
.
4
. Expressing Tolerance: Communication Skill
s
...........
28
6
6
.
5
. T
est Yourse
lf
...................................................
.
292
R
HYME A
ND RE
ASO
N
......................................................
2
97
A
C
R
OSS
-
C
ULTUR
A
L RE
A
DER
.......................................
306
T
Т
PESМRIPTS
....................................................................
3
2
5
K
EY
S
..................................................................................
.
342
VGМ
ТB
U
LТ
R
Y
...................................................................
353
5
У
М
О
ВНІ П
ОЗ
НАЧЕНН
Я
Go Ahead! мо
вл
е
нн
є
в
а
зар
яд
ка
Rhyme and Reason
ф
онетична зарядка
Your Helping Hand
г
раматичний матеріал і трену-
в
альн
і
вп
р
ави
Enrich Yourself! ру
б
р
ика містить лексичний ма те-
ріал і тренувальні вправи для по-
г
ли
б
леного вивчення мо ви з ура-
ху
ванням міжп
р
ед метних зв
’
язкі
в
Express Yourself!
к
омунікативні функції і завдан ня д
ля їх опрацювання
Work Your Wisdom!
ус
н
а
м
о
вл
е
нн
є
в
а
п
рак
ти
ка
для п
о
-
г
либленого вивчення іншо мовного с
оціок
у
льт
ур
ного мате
р
іал
у
Your Language
Portfolio:
Listening / Reading /
Writing
тексти для п
р
осл
у
хов
у
вання і зав-
д
ання для ї
х опрацювання
;
тексти д
ля читання і
зав
д
ання д
ля ї
х оп
р
ацювання;
п
оради щодо ро
б
оти з різними в
и
да
ми пи
се
мн
о
г
о
м
о
вл
е
нн
я
On your own тво
р
чі та пош
у
кові вп
р
ави для по
г
л
и
бле
н
о
г
о
вивч
е
нн
я
м
о
ви
Across Cultures
с
оціок
у
льт
ур
на ін
ф
о
р
маці
я
Culture Comparison с
оц
і
ок
у
льт
ур
н
і
завдання по
рі
в-
н
яльного ха
р
акте
ру
Test Yourself!тестові завдання для самоконтро-
лю і
самокорекц
і
ї At Home
з
авдання та творчі письмові зав-
да
ння, щ
о
реко
м
е
нду
є
ть
с
я ви
ко
-
ну
вати вдома
BrE/ AmE лінгвістичний коментар щодо р
ізниці у
вжитк
у
виділених у
тек с-
ті слів у
б
р
итанськом
у
та аме
р
и-
к
анському варіантах англійської м
ов
и
з
авдання п
і
двищеної складност
і
6
Dear En
g
lish lan
g
ua
g
e learner:
We
l
co
m
e
bac
k to
sc
h
oo
l! This year you are g
oin
g
to study an a
ca
d
emic course of En
gl
is
h
.
We want you to enrich your knowledge in the subjects a
cross t
h
e Curricu
l
um as we
ll
as to s
p
ea
k
an
d
to write t
h
eir c
ontent. We hope you will enjoy practising your English th
rou
gh
l
earnin
g
more from h
istory, g
eo
g
rap
h
y, socia
l
stu-
d
ies, literature, computing, music, etc.
You can start wit
h
t
h
e revision of w
h
at you h
ave l
earnt pre-
vious
l
y, using t
h
e intro
d
uctory l
essons “C
h
ec
k
Yourse
l
f”. In e
ach of the six forthcoming units, you will find contemporary a
ca
d
emic an
d
conversationa
l
En
gl
is
h
materia
l
s w
h
ic
h
wi
ll
en-
a
ble you to develop your communicative competence in listen-
i
n
g
, rea
d
in
g
, spea
k
in
g
an
d
writin
g
. T
h
e conversation warm-
u
p
s “Go Ahead” and the p
ronunciation warm-u
p
s “Rh
y
me and Reason” can h
e
l
p you to b
rus
h
up your En
gl
is
h
on t
h
e b
asis of e
ver
y
da
y
situations, q
uotes and p
oems.
“
Your He
l
pin
g
Han
d
” wi
ll
tru
l
y appear your h
e
l
pin
g
h
an
d
i
n revising your grammar an
d
l
earning new grammatica
l
i
tems. To upgrade your lexical competence, you are recom-
m
en
d
e
d
to use t
h
e h
i
gh
er-
l
eve
l
voca
b
u
l
ary practices in t
h
e parts “Enrich Yourself” and “Work your Wisdom”. Make sure you pay attention to t
h
e d
ifferences in meanin
g
an
d
form b
e-
t
ween some British English (Br E) and American English (Am E
)
wor
d
s. Your Language Portfo
l
io is meant to assist you in d
eveloping your reading, listening and writing skills in dif-
f
erent d
omains (persona
l
, pu
bl
ic, e
d
ucationa
l
an
d
occupation-
al)
. Try your h
an
d
at creating projects in various formats r
anging from a poster to a brochure, from an SMS exchange to a
h
ouse mo
d
e
l
. You can ma
k
e t
h
em from t
h
e p
oint of view of your future profession(s) — that of a historian, a geographer, a
psyc
h
o
l
o
g
ist, a computer pro
g
rammer, a p
h
i
l
osop
h
er, an
d
t
h
e
lik
e.
Rea
d
in
g
ma
k
es a fu
ll
man, you k
now. Wit
h
t
h
is course
b
oo
k
, you will certainly benefit from reading all sorts of authentic m
ateria
l
s (popu
l
ar an
d
scientific artic
l
es, manua
l
, announce-
m
ents, journa
l
s, etc.
)
. To ana
l
yse t
h
em t
h
oroug
hl
y, p
l
ease, use the tasks “In-depth Language Study” in your workbook.
T
h
ere is amp
l
e opportunity for you to l
earn b
ot
h
l
an
g
ua
g
e and culture in the sections “Culture Comparison”, “Across Cu
l
tures” an
d
“A Cross-cu
l
tura
l
Rea
d
er”. Im
p
ortant
ly
, it ma
y
prevent you from behavin
g
like a bull in a china shop abroad.
Do y
ou want to test y
ourself in order to find out y
our level o
f l
an
g
ua
g
e acquisition? T
h
en g
o to t
h
e “Test Yourse
l
f” sec-
t
i
o
n at
t
h
e
e
n
d
o
f eac
h u
ni
t.
Hopefu
ll
y, t
h
is course
b
oo
k
wi
ll
h
e
l
p you to g
et a g
oo
d
com-
mand of Academic and Conversational English.
T
h
an
k
y
ou and G
ood luck to you.
T
he
Autho
r
s
Gettin
g
Starte
d
9
1.
Summ
i
ng up Your Summer
I Go Ahead!
On a sheet of paper, write one sentence which expresses your feelings a
fter the summer holidays. Put it on the board and discuss it with your c
l
ass
m
ates
.
II Rhyme and Reason
R
ead the “
S
ummer Jazz C
hant” on pa
g
e 29
7 and practise rhythm and t
he sound /w/. How will y
ou answer the questions of the j
azz chant?
III Your Helping Hand
GR
AMMA
R
R
E
V
I
S
I
ON
a)
The Gerund
A gerun
d
is an ing-form of a ver
b
, e.g. wa
lk
ing.
We can use a g
erund after some verbs.
Example: I su
gg
este
d
e
njo
y
e
d
remembere
d
d
oing something
s
topped
L
ook at the pictures and say what you and your f
riends enjoyed doin
g
or starte
d
pract
i
s
i
ng i
n summer
.
.............................
1. Summimg up Your Summer ro
ll
er-s
k
ating scu
b
a d
iving b
ungee-jumping
10
Example:
I
enjoye
d
roller-skating every other summer d
ay.
b)
The Past Simple, Past Continuous and
Past
P
e
rf
ect
A
ct
iv
e
The Past S
im
p
le I t
r
ave
ll
ed
a
l
ot
l
ast
su
mm
e
r
.
The Past C
ontinuous I was travellin
g
in the Crimea from e
arl
y
June to mid Jul
y
.
The Past Per
f
ect I h
a
d
trave
ll
e
d
in t
h
e Car
p
at
h
ians before I returned to Kyiv.
D
escribe an important event from y
our past holida
y
s. Follow the pat-
te
rn be
l
o
w. Pattern: L
ast summer I
…
I used to …
O
nce I …
…
recentl
y
.
Be
f
ore that …
When my f
riends saw me …
...
w
h
en …
My teacher sai
d
… by September.
R
ead Oksana’s letter home from Great Britain and o
p
en the brackets, usin
g
the present and past tenses. Look at the postcards o
f
British v
iews that she enclosed into her letter and sa
y
what y
ou know about th
em. c
omput
i
n
g
d
esi
g
nin
g
Getting Started ............................................
11
IV Express Yourself!
M
ake up a dialogue with your friend summing up your summer. Use th
e p
attern.
Eiste
dd
fo
d
E
d
in
b
ur
gh
Festiva
l
Brin
gh
ton .............................
1. Summimg up Your Summer
12
Pattern:
He
y
… , y
ou look … ! Definitel
y
y
ou … , am I right
?
Exactl
y
. I have.... I enjo
y
ed … . Gla
d
to hear it. You seem … . A
nd how do y
ou feel about … ?
Y
ou won’t believe it
,
but … an
d
… .
W
ell, I heard … sa
y
that … ?
That’s j
ust it. I d
i
d
n’t even realize it coul
d
be … . I’m still … .
It sounds great! Did you … ?
S
ure. I’ve made … and bought … . Do y
ou feel like … ?
I’ll be d
eli
g
hte
d
. I have … an
d
… .
Then, let
’
s … . Terri
f
ic. I believe … .
At home:
W
rite a postcard to y
our f
riend about y
our s
ummer d
ays.
2.
School: Now for It!
I Go Ahead!
R
ead the list of the tenth formers’ expectations about this school year and rank them in order o
f
importance. Add your own expectations. 1
2
3
4
5
6
Getting Started ............................................
1
3
List o
f
expectations:
t
o get prepared for entering a college (University);
t
o get p
re
p
ared for a future job;
t
o acquire general knowle
d
ge;
t
o find out what I’m reall
y
interested in;
t
o enrich m
y
knowledge in a special sphere; t
o test my inte
ll
igence;
t
o have fun;
t
o socialize with my f
riends;
t
o please m
y
parents;
t
o kill time;
…
?
…
?
II Rhyme and Reason
R
ead the part of Ro
g
er Mc
G
o
g
h’s poem “
S
chool” on pa
g
e 29
7 and practise sentence stress. Sa
y
what school children in the picture feel on their first day at school. How did you feel? III Your Helping Hand
GR
AMMA
R
R
E
V
I
S
I
ON
a
) The Modal verbs “ought”, “should” or “must”, “have to” or “
must”, “ma
y
”, “mi
gh
t”, “cou
ld
”
Modal verbs express meanings such as necessity and possibi li
-
t
y. We can use modal verbs to tell or allow people to do thin
g
s; o
r we can use t
h
em to sa
y
h
ow certain or uncertain we are.
Example: I
have to go now.
Y
ou should answer the letter.
N
ow y
ou are a tenth f
ormer. Remember what y
our school li
f
e was when you were sma
ll
er an
d
compare i
t w
i
t
h
hi
g
h
sc
h
oo
l
. H
ow h
ave t
hi
ngs changed for you?
.....................................
2. Sсhool: Now for It!
14
Example: When I was small, my parents ma
d
e me d
o lessons e
ver
y
da
y
and didn’t let me hang out as much as I wanted. Now I may socialise with my f
riends much l
onger and sometimes the
y
let me keep late hours. b)
Relative Clauses A re
l
ative c
l
ause is a c
l
ause intro
d
uce
d
by
a re
l
ative p
ronoun l
ik
e
w
h
o
o
r w
hi
c
h
.
L
oo
k
at t
h
e p
i
ctures an
d
say w
h
at TV
programmes you en
j
oye
d
watc
h
-
in
g
with your friends in summer. Why do you like them?
Example: I love TV p
rogrammes that give me a lot of food fo
r
thought. I remember one programme where a girl f
rom o
ur school was taking part. My friends and I enjoyed watching it and decided to participate in such a pro
-
g
ramme, too. c
) Questions f
or more in
f
ormation: wi
ll
, b
e g
oin
g
to. If the decision is accepted at the moment of speech, us
e
wil
l
.
I
f
t
he decision is accepted earlier, use
b
e going t
o
.
ta
lk s
h
ow
m
usic program
q
uiz sho
w
soap
opera
spor
t
pro
g
ram
Getting Started ............................................
15
Example: How lon
g
will it take to g
et rid o
f
the undesirable eff
ect o
f
g
lobal warmin
g?
H
ow are you going to support t
h
e environmenta
l
move-
m
ent.
R
ead the article published in the ecological newspaper by an envi-
ronmenta
l
act
i
v
i
st P
au
l
R
a
dl
ey. W
r
i
te 5
poss
ibl
e quest
i
ons you wou
ld
like to ask Paul. S
ay what you will do, or are g
oin
g
to do, to help the a
nim
a
l
s
.
Ever since true h
umans a
p
-
peare
d
on eart
h
, t
h
ey h
ave l
ive
d
in c
lose association with animals. Time h
as come to protect t
h
em b
e-
c
ause p
ollution affects animals more t
h
an h
umans. In fact
,
we have more conscious c
ontro
l
over our environment. We ca
n m
a
k
e
c
h
o
i
ces
about
w
h
e
r
e
to
l
ive or a
d
just t
h
e tem
p
erature of our
houses
a
n
d
c
h
oose
w
h
at
to
eat.
Mnimals often become entangled w
it
h
ru
bb
is
h
, w
h
ic
h
means t
h
at animals often get plastic or wire stuc
k
in t
h
eir jaws an
d
cannot ea-
sil
y
be set free. Ms a result, the
y
c
annot function p
ro
p
er
ly
an
d
ma
y
d
i
e.
Besi
d
es, for man
y
anima
l
s pl
ac-
e
s where they live have become d
angerous. The food chain can be affected by pollution in th
e p
l
aces w
h
ere certain species h
ave b
een l
ivin
g
for many ye ars and are used to being fed on certain food. For example, if th
e fis
h
were poisone
d
t
h
ey wou
ld
starve. T
h
is cou
ld
ma
k
e a shortage of food for the animals higher in the food chain. So, as you see, it cou
ld
ta
k
e years an
d
years to g
et ri
d
of suc
h
un
d
e-
sirable effects. It’s a really great problem and we should take d
ecisive mea sures. B
rE /h
au
z
i
z
/
MmE /hau
s
i
z/
.....................................
2. Sсhool: Now f
or It!
I
nterview y
our f
riends and f
ind out:
Wh
at new t
hi
ngs t
h
ey h
ave l
earne
d
t
hi
s summer;
On what areas of learnin
g
they will focus this year;
W
hat plans they have made f
or the f
uture.
R
eport your findings to the class and say who you are with.
At home:
S
uppose y
ou can’t decide on y
our future. Write a letter seeking a
d
vice to a youth magazine. Getting Started ............................................
Unit 1 F
amil
y
and Friends
18
Pre-test and engage yoursel
f
:
1. Can y
ou ana
ly
se t
h
e re
l
ations
h
ips in y
our f
ami
ly
?
Yes
No
2. Have y
ou ever exp
l
ore
d
h
istor
y
t
h
rou
gh
y
our f
ami
ly
?
Y
es N
o 3
. Can you explain the sense of otherness?
Yes No 4. Can you establish contact properly?
Y
es
No
Welco
m
e
to
m
o
r
e
of
i
t!
1.1.
Re
l
ations
h
ips in t
h
e Fami
l
y:
P
syc
h
o
l
og
y
Academic English
Conversational English
n
uclear famil
y
e
xten
d
e
d
fami
l
y
c
lose-knit famil
y
vu
l
nera
bl
e t
o share responsibilities t
o contri
b
ute to st
h
t
o feel lonely and neglected t
o b
e guarantee
d
to
r
eso
l
ve
co
nfli
cts
t
o have a strong belief in
s
omet
h
in
g
t
o enjoy dignity of one’s
persona
l
ity to
be
l
e
f
t
u
n
atte
n
ded
t
o h
ave sympat
h
y for st
h
/
s
b
t
o provide a solution wealth
y
c
ar
i
n
g
t
ogetherness
u
navoi
d
a
bl
e
t
o be placed in ahead of s
omet
h
in
g
t
o hear somebody out
t
o b
e u
p
to st
h
t
o rely on sb / sth
t
o be an o
p
en secret
t
o pour one’s h
eart out
t
o p
ut drive and value on s
omet
h
in
g
I
t goes further than that …
Unit 1 Family and Friends Unit 1 Unit 1 Unit 1 Unit 1 ........................................
1
9
I Go Ahead! L
ook at the famil
y
photos and sa
y
what relationships the members of t
he families may have. What relationships are typical of your family
?
II Rhyme and Reason
R
ead the poem “Family Havin
g
Dinner” on page 298 and pract
i
se t
h
e r
h
ym
i
ng wor
d
s. S
ay who is who in the family picture and what is wron
g
with the f
amily
.
III Your Helping Hand
GR
AMMA
R
R
E
V
I
S
I
ON
I
ndirect q
uestions, Wh-
q
uestions
1
. To report another person’s YE
S
/ N
O
quest
i
ons use IF
/
WHETHER after t
h
e reportin
g
ver
b
.
B
rE to p
racti
c
e
A
mE to practi
s
e
...............................
.
Relationships in the Family Unit 1
20
Example: — Have I seen you at the Collins’?
— She aske
d
me if / whether
f/
she ha
d
seen me at the C
ollins
’
.
2. To report W
h
-questions, use t
h
e question wor
d
:
Example: — Where did y
ou go
?
— He wante
d
to know where I ha
d
gone.
Don’t Forget!
The word order in Indirect q
uestions is the same as in state
-
m
ents an
d
t
h
ere is no do
/
d
oes /
d
i
d
auxi
l
iar
y
. Example: — Where does y
our brother work
?
— She asked me where m
y
brother worked.
While reporting a question use common reporting verbs:
as
k;
enquire;
w
ant to know;
w
onder;
q
uest
i
on.
Example: — What is her father?
— She wanted to know what her f
ather was.
Don’t use a q
uestion mar
k
in In
d
irect Questions.
N
EW GR
AMMA
R
Em
b
e
dd
e
d
questions
1
. If you want to express somet
h
in
g
to w
h
ic
h
we d
on’t k
now t
he answer, or ask politely for information, use EMBEDDED
QU ESTIONS — q
uestions that are included in another sentence b
ut d
o not re
p
ort anot
h
er p
erson’s wor
d
s.
Example: Can y
ou tell me if y
our mum is in
?
2. Intro
d
uce em
b
e
dd
e
d
yes / no
y/
q u e s t i o n s w i t
h
i f / w h e t h e r
/
.
E x a m p l e: D
o y
o u k n o w i f s h e i s s t i l l w o r k i n g
?
3. I n t r o
d
u c e e m
b
e
d d
e
d
W
h
-questions wit
h
a question wor
d
.
Example: M
y
friend wonders how man
y
sisters I have.
Unit 1 Family and Friends Unit 1 Unit 1 Unit 1 Unit 1 ........................................
21
Don’t Forget!
Use the statement word order in all embedded q
uestions.
Example: C
an you tell me where they live
?
Don’t use DO /
DOES /
DID in em
b
e
dd
e
d
questions.
Example: I
don’t know when his friend came.
Don’t leave out IF or WHETHER in embedded yes / no ques
-
t
i
o
n
s.
Example: C
ould you tell me if he will be at home at 6 p.m?
Use t
h
e q
uestion mar
k
at t
h
e en
d
of t
h
e em
b
e
dd
e
d
q
uestions an
d
t
h
e fo
ll
owin
g
common p
h
rases:
I don’t know (understand) …
I
’d like to find out …
I won
d
er …
D
o you know … ?
I’m not sure …
C
an y
ou tell me … ?
I can
’
t remember …
Would y
ou show me … ?
I’
d
like to know …
Who knows … ?
Let’s ask …
C
ould y
ou explain … ?
a
) Your friend wants to know about your relationships with your family members and your f
riends. Report her questions to the class.
Example: — Do y
ou live in an extended famil
y?
— He asked if I lived in an extended famil
y
.
1
. Do you get along well with your brothers or sisters?
2. Who can y
ou rel
y
on?
3
. W
h
at d
o you d
o w
h
en you fee
l
l
one
l
y an
d
ne
gl
ecte
d
?
4
. W
h
o h
e
l
ps you w
h
en you nee
d
h
e
l
p?
5
. What family values do you appreciate?
6. Who can y
ou p
our y
our heart out to?
7
. W
h
ere d
o y
ou socia
l
ize wit
h
y
our frien
d
s?
8. W
h
at c
h
aracter traits of your g
oo
d
frien
d
s d
o you l
i
k
e most?
b) You are g
oin
g
to visit your f
riend whom you haven’t seen f
or a lon
g
t
ime. C
han
g
e the direct questions into embedded ones. What other questions would y
ou like to ask?
...............................
.
Relationships in the Family Unit 1
22
Example: — I’m going to visit my old friend.
— How can I find him if I go by car? f f g y
— Please, tell me how I can find him if I go b
y
car
?
1
. Can you tell me …
Does he live in the same street?
2. I h
aven’t seen my frien
d
for 5 years. I’
d
l
i
k
e to k
now if …
Has he changed much?
3. M
y
friend was interested in s
p
ort. Do y
ou know …
W
hat sport does she take
?
4
. He was g
ood at tennis. I’m not sure if …
Does he still play tennis?
5
. I’m g
oin
g
to present h
im wit
h
a new music CD. I d
on’t k
now w
h
et
h
e
r I
…
Is it in his list o
f
likes?
6. His secon
d
h
o
bby
was music. Can y
ou te
ll
me …
Wh
y
did he give up music?
7. I don’t know much about m
y
friend’s new p
references. Please, e
x
pl
ain …
How do teenagers p
ass their free time
?
8. I want to sta
y
at m
y
friend’s p
lace for some time. I’d like to f
in
d
out …
Where do y
oung people like to spend their time together
?
с) Complete the second sentence so that it means the same as the f
irst. Use the words suggested.
Example: — “Could you give me Helen’s telephone number?” — s
aid Peter
.
as
k
ed
— Peter asked i
f
I coul
d
give him Helen’s telephone num
b
er.
Unit 1 Family and Friends Unit 1 Unit 1 Unit 1 Unit 1 .......................................
.
23
1
. “Would you invite your friends for the party?” —
t
h
e
m
ot
h
e
r as
k
e
d
h
er son.
q
uestioned
T
h
e mot
h
er … to t
h
e party.
2. “Where did y
ou see Ann?” Nanc
y
asked Alice.
wondered
Nanc
y
… Ann.
3
. “Would you see who is at the door, please?”
requeste
d
M
y
p
rinci
p
al … the door.
4
. “Wou
ld
you join our party?” Ne
ll
y as
k
e
d
h
er frien
d
.
w
as
in
te
r
ested
Ne
ll
y … .
5
. “Do you know how many people are coming tonight?” Val as
k
ed
hi
s
cous
in
.
could
n’
t
r
e
m
e
m
be
r
Val … coming.
6. “Di
d
y
ou enjo
y
y
ourse
l
f at t
h
e concert?” t
h
e music teac
h
er as
k
ed
m
e.
questione
d
Th
e
m
us
i
c
teac
h
e
r …
at
t
h
e
co
n
ce
r
t.
7
. “Have you b
een wor
k
in
g
h
ar
d
at your En
gl
is
h
?” —
my teac
h-
e
r asked me.
e
nquire
d
My teac
h
er … at my En
gl
is
h
.
8. “Are you still on friendly terms with Bob?” Helen asked me.
w
o
n
de
r
ed
H
e
l
e
n …
w
i
t
h B
ob.
At home: R
ead the interview and fill in the journal
-
i
st’s report. Say i
f
you f
eel the same or di
ff
erent about y
our friends and y
our famil
y
.
................................
Relationships in the Family Unit 1
24
A
:W
h
at d
oes a fami
l
y mean for you?
B:
It means p
eo
pl
e w
h
o are rea
dy
to h
e
lp
eac
h
ot
h
er in d
ifferent s
i tuations. You feel protected and safe in the family.
A:
I see. Jo y
our p
arents un
d
erstan
d
Z
B:
You ma
y
sa
y
so. Mt least the
y
alwa
y
s listen to what I’m tr
y-
i
n
g
to say.
A:
Jo the
y
share y
our views or interestsZ
B:
Not really. We sometimes even say angry and rude words to e
ac
h
ot
h
er. But in t
h
e l
on
g
run t
h
eir ar
g
uments ma
k
e me t
hink that they are ri
g
ht. They for
g
ive me for bein
g
rude and unfair towar
d
s t
h
em.
A
:And what is your relationship with your elder brother like?
B:
We
ll
, we are very g
oo
d
frien
d
s. He supports me in a
ll
situa-
t
ions, no matter if I’m sometimes wrong. Jan tries to see life th
rou
gh
my eyes an
d
often g
ives me a piece of a
d
vice.
A:
Jo y
ou have man
y
friendsZ
B:
I do.
A
:An
d
your frien
d
s, are t
h
ey t
h
e most important peop
l
e in your lif
e?
B:
I l
ove b
ot
h
my fami
l
y an
d
my frien
d
s. But I t
h
in
k
fami
l
y re
l
a-
t
ions are much stronger than those among friends.
I as
k
e
d
Mnn what family meant for her
and she answered that r
s
he felt safe and p
rotected there. Then I wondered … and l
earne
d
t
h
at h
er parents were g
oo
d
l
isteners. Next I as
k
e
d
Mnn … and Mnn told me that thou
g
h sometimes she disa
g
reed w
it
h
h
er parents b
ut fina
ll
y t
h
eir ar
g
uments ma
d
e h
er t
h
in
k
t
hat they were ri
g
ht. Then I wanted to know … and the g
irl Unit 1 Family and Friends Unit 1 Unit 1 Unit 1 Unit 1 ........................................
25
t
old me that they were very good friends as her brother sup
-
ports h
er in everyt
h
in
g
an
d
tries to see t
h
e wor
ld
t
h
rou
gh
h
er e
yes. Also I wondered … . Ann said that she had a lot of f
rien
d
s. T
h
en I enquire
d
… an
d
t
h
e gir
l
sai
d
s
h
e l
ove
d
b
ot
h
—
h
er family and her friends.
IV Your Language Portfolio: Reading
a
) Read what psycholo
g
ists f
rom di
ff
erent countries say about rela
-
t
ionships in the f
amilies and make a list o
f
f
amily values they suggest.
What Makes a Famil
y
?
Americans consi
d
er t
h
e fami
l
y t
o be an im
p
ortant institution, but o
ften career, e
d
ucation an
d
mone
y
are p
laced ahead of the famil
y
p
os-
si
bl
y contri
b
utin
g
to t
h
e socia
l
problems that America faces to-
d
a
y
.
In a
l
most a
ll
fami
l
ies (except for v
ery wealthy or religious ones) both mot
h
er an
d
fat
h
er wor
k
fu
ll
time, 4
0 hours p
er week. Since p
arents usua
lly
d
on’t arrive h
ome from w
ork until after 5 p
.m., children are l
eft unatten
d
e
d
for severa
l
hours. Many psycholo
g
ists believe th
is time l
eft a
l
one is t
h
e cause of man
y
p
ro
bl
ems, es
p
ecia
lly
for t
eena
g
ers. T
h
ey fee
l
l
one
l
y an
d
ne
gl
ecte
d
an
d
want t
h
eir pa-
rents to hear them out. They need to feel cared for — the feeling th
at t
h
ey are important for t
h
eir mom
an
d
d
a
d
, so t
h
at t
h
e par-
e
nts are interested in them
,
worried about them. Ghildren like t
o ta
lk
a
b
out w
h
at’s h
appenin
g
, w
h
o’s d
oin
g
w
h
at. It’s l
ove
l
y t
o have the family round you and to know they regard you as i
m
p
ortant so t
h
at y
ou are carefu
l
not to h
arm t
h
em, treat t
h
em rudelyŽ „ many of them claim. It speaks for the respect of eve
-
r
y
mem
b
er of t
h
e fami
ly
an
d
it’s an im
p
ortant fami
ly
va
l
ue.
S
am Bri
gh
ton, t
h
e USM
BrE m
u
m
M
mE m
o
m
...............................
.
Relationships in the Family Unit 1
26
I
’d like to s
p
eak about the rela
-
t
ions
h
ips in exten
d
e
d
fami
l
ies. I be
li
eve
m
o
r
e
a
n
d
m
o
r
e
f
a
mili
es
t
urn to one k
in
d
of one-for-a
ll
-an
d
-
a
ll-for-one style existence in the n
ew mi
ll
ennium. Accor
d
ing to psy-
c
holo
g
ical research, households of t
hree or even four generations be
-
c
ome typica
l
. Natura
ll
y, in suc
h
fa
mili
es
co
nfli
cts
a
r
e
u
n
avo
i
dab
l
e.
T
h
ey h
appen b
ecause peop
l
e h
ave d
ifferent ideas
,
their values are d
ifferent. Sometimes t
h
e
y
d
on’t l
isten to eac
h
ot
h
er we
ll
. T
h
e
y
t
hink about what they want to say and don’t really hear what a
not
h
er mem
b
er of t
h
e fami
l
y is saying. In suc
h
situations un-
d
erstan
d
in
g
is a
ll
t
h
ey nee
d
. Every
b
o
d
y in t
h
e fami
l
y s
h
ou
ld
understand that. Each of them has the right to be different and m
ust respect t
h
e ri
gh
t of ot
h
er peop
l
e to h
ave i
d
eas t
h
at d
iffer f
rom y
our ideas. Famil
y
members who res
p
ect each other’s i
d
eas can reso
l
ve conf
l
icts in a peacefu
l
way. Deci
d
e
dl
y, it l
ea
d
s t
o better relationships among all members of the family. And th
en t
h
e fami
ly
b
ecomes a s
h
e
l
ter from t
h
e storm … a frien
dly
port when the waves of life become too wild. M
any Canadian psychologists put d
rive an
d
va
l
ue on trust. A strong belief in goodness and ch
arity ma
k
es a g
oo
d
fami
l
y. It b
e-
c
omes a place where love and faith d
we
ll
, a pl
ace w
h
ere a
ll
mem
b
ers c
an enjoy the dignity of their own persona
l
ity. It goes furt
h
er t
h
an t
h
at.
In suc
h f
a
mili
es
a
ll t
h
e
ir members are confident and su
p
-
portive. W
h
en somet
h
in
g
unp
l
e
-
a
sant occurs to one of them
,
the f
ami
l
y ta
k
es h
is /
h
er wor
d
against any
b
o
d
y e
l
se’s. It means t
hat they can rely on each other and be sure to be protected from S
usan Bricks, Australia
Pau
l
Rivers, Cana
d
a
Unit 1 Family and Friends Unit 1 Unit 1 Unit 1 Unit 1 ........................................
27
t
he bad things that can happen to all of us. I think trust and c
omfort in t
h
e fami
l
y is t
h
e b
asis of g
oo
d
re
l
ations
h
ips.
One of the worst things about f
ami
l
y re
l
ations t
h
at youn
g
peop
l
e sin
gl
e out is l
ac
k
of privacy. T
h
ey o
ften com
p
lain that even if the
y
d
isappear into t
h
eir room for some peace, it’s guaranteed that some-
o
ne wi
ll
come after t
h
em, wis
h
in
g
t
o know what they are up to. With p
arents, b
rot
h
ers or sisters in one house they don’t have a chance to b
e a
l
one
,
unseen or un
h
ear
d
. Some o
f t
h
em even say t
h
at t
h
eir fami
l
y members have no s
y
m
p
ath
y
for th
eir fee
l
in
g
s.
I believe that when families have such p
roblems the first th
in
g
to d
o is to ta
lk
. C
h
i
ld
ren must te
ll
parents w
h
at ma
k
es t
hem unha
ppy
. Calm communication, without the words that h
urt peop
l
e, wi
ll
d
efinite
l
y provi
d
e a so
l
ution. Teena
g
ers are v
ulnerable and they need someone to talk to. It’s an o
p
en secret that a famil
y
i
s h
appy w
h
en it h
as t
h
in
g
s to
g
e-
t
her … like dreams and ho
p
es and possessions an
d
memories an
d
smiles. The relations of famil
y
mem
b
ers are b
ase
d
on mutua
l
respect and understanding. But I’d l
i
k
e to stress one more fami
ly
va-
l
ue, w
h
ic
h
many fami
l
ies in U
k
raine c
ultivate — sharing responsibili-
t
ies at h
ome. Every fami
l
y mem
b
er should have a famil
y
dut
y
like ta
k
in
g
a d
o
g
for a wa
lk
, d
oin
g
t
h
e shopping or washing up, etc. If everyone in the family does his /
h
er fair s
h
are, it wi
ll
unite t
h
em an
d
ma
k
e a c
l
ose-
k
nit fami
l
y. S
arah Simon
,
G
reat Britain
Olg
a Kova
l
en
k
o, U
k
raine
...............................
.
Relationships in the Family Unit 1
28
In such cases children and p
arents and other relatives that live i
n t
h
e h
ouse wi
ll
h
e
l
p eac
h
ot
h
er wit
h
any activity wi
ll
in
gl
y. Togetherness becomes number one for all of them.
Fami
ly
Va
l
ues:
1
. C
arin
g
2
. …….. 3
. …….. b)
Analyse which country’s psycholo
g
ists g
ive the followin
g
solutions as to famil
y
lifest
y
les. S
a
y
which of them are t
y
pical of y
our countr
y
.
Sharin
g
responsibilities is one of the most important family va
l
ues
.
Children often feel lonely and ne
g
lected. They need sympa-
t
hy and caring.
If t
h
ree or four g
enerations prefer to l
ive to
g
et
h
er, t
h
ey s
h
ou
l
d
l
ea
rn h
ow
to
avo
i
d
co
nfli
cts.
Fami
ly
conf
l
icts s
h
ou
ld
b
e reso
l
ve
d
in a p
eacefu
l
wa
y
.
Children should have privacy.
It’s important to enjoy t
h
e d
i
g
nity of your persona
l
ity.
Family must protect its members.
Trust is num
b
er one in fami
ly
re
l
ations
h
i
p
s.
c) In g
roups rank the f
amily values, which are described by psycholo-
g
ists, in order of importance. Give your reasons. car
i
n
g
1
2
3
4
5
d) Some psychologists suggest solutions as to how to improve relation-
ships in your family. In g
roups, fill in the chart and g
ive your comments.
P
sychologists’ solutions
Your commentar
i
es
1)
Ta
lk
to your fami
l
y mem-
be
r
s
a
n
d
fin
d
out
w
h
at
m
a
k
es
th
em un
h
a
ppy
. 2
)
…
I t
h
in
k
it’s a g
oo
d
so
l
ution. If you know the reason for some-
b
o
dy
’s un
h
a
pp
iness it is eas
y
to help him / her out.
Unit 1 Unit 1 Unit 1 Unit 1 ........................................
29
e) Imagine that you are talking to a psychologist about the relation
-
ships in your family. Role-play the dialogue following the scheme b
e
l
ow.
1. Te
ll
t
h
e psyc
h
o
l
ogist a
bout the relationships in y
our famil
y:
As for m
y
famil
y
…
M
y parents …
So, I’d like …
2
. Ex
p
ress y
our attitu
d
e a
nd ask about the problem
:
G
la
d
to hear …
A
s I see it …
D
o you think …?
3. Ex
pl
ain y
our p
ro
bl
em:
W
hat I lack is …
I
h
ate …
I
can
’
t bear …
4. As
k
for more reasons or deta
il
s:
C
oul
d
you explain why …
Wh
y
don’t y
ou … ?
C
an you be more specific … ?
5. Te
ll
h
im / h
er w
h
at you dislike about y
our rela-
tions, b
e
h
aviour. Give ex-
a
m
p
le:
My
mum is alwa
y
s …
As for my dad …
M
y brother never …
6
. As
k
t
h
e teenager if s
h
e
/
h
e tried to solve the p
rob-
le
m he
r
sel
f
:
W
hy d
on’t you …
D
id y
ou…
H
ave you ever…
...............................
.
Relationships in the Family Unit 1
30
V Your Language Portfolio: Listening
a) Listen to the story about one f
amily and say why Philip didn’t tell his n
e
w
s
.
b)
N
ow li
sten a
g
a
i
n an
d
matc
h
t
h
e c
h
aracters to t
h
e
i
r t
h
ou
gh
ts.
7. Give more facts about your fami
l
y’s l
ifesty
l
e:
I l
ac
k…
Besides…
Nobo
d
y tries…
8
. Comfort the teenager:
D
on’t sa
y
die …
I
’m sure your family …
A
s f
or y
our parents …
9. Thank the psychologist f
or b
ein
g
sympat
h
etic an
d
as
k f
o
r adv
i
ce:
I appreciate …
T
hank y
ou for …
Can you …
10. Give the teenager a p
iece of a
d
vice:
A
t first …
T
h
en …
I
advise y
ou …
11
. Express your g
rati-
tude:
I’m so thank
f
ul …
You are so kin
d
…
You’ve helped me …
12. Express your h
ope for b
etter famil
y
relations:
I
hope …
I
t
h
in
k
…
Surely …
1. I want to h
ave a l
itt
l
e ta
lk
w
ith y
ou. Come and sit down.
2. I k
new t
h
at t
h
e news wou
ld
b
e unex
p
ected and I felt I would
n
ee
d
coura
g
e.
Unit 1 Family and Friends Unit 1 Unit 1 Unit 1 Unit 1 ........................................
31
On your own:
think and decide what could have hap-
p
ene
d
i
n t
h
e story t
h
e next d
ay.
VI Your Language Portfolio: Writing
F
o
rm
a
l L
ette
r
s
Forma
l
l
etters are norma
ll
y sent to peop
l
e in an officia
l
posi-
t
ion or p
eo
p
le y
ou don’t know well.
T
h
ey are written in a forma
l
sty
l
e wit
h
a po
l
ite impersona
l
to
n
e.
T
h
e
y
can come as l
etters of com
pl
aint, re
q
uests, a
ppl
ication, etc.
3. T
h
e b
oy is d
e
l
i
gh
te
d
,
Sara
h
.
4.
I
t
m
a
k
es
n
o
d
iff
e
r
e
n
ce.
I’m d
e
l
i
gh
te
d
.
5
. It seems to me t
h
at I’m fa
ll
in
g
in l
ove.
6.
I’
ve
bee
n in l
ove
w
i
t
h h
e
r f
or a lon
g
time and it was only yester
d
ay t
h
at s
h
e a
g
ree
d
to marry
me
.
7. Supper for three! It’s a surprise.
8
. I wasn’t very pleased to hear
t
h
at someone wou
ld
sta
y
for su
pp
er.
...............................
.
Relationships in the Family Unit 1
32
How to write a letter of com
p
laint
C
ontent Ti
p
s
L
anguage T
i
ps
Start wit
h
a forma
l
g
reetin
g
(
e.g. Dear Sir / Madam when you d
on’t k
now t
h
e p
erson’s name or Dear Mr. Black — when you know t
he person’s name
)
;
In the opening remark state your comp
l
aint, inc
l
u
d
in
g
d
etai
l
s o
f what has ha
pp
ened;
In the main body present each o
f t
h
e s
p
ecific p
oints y
ou are com-
p
l
ainin
g
a
b
out. Start a new para-
g
raph for each point and justify th
ese points b
y g
ivin
g
examp
l
es;
In t
h
e c
l
osin
g
remar
k
s exp
l
ain w
hat y
ou ex
p
ect to ha
pp
en.
Write a formal ending (yours f
ait
h
fu
lly
— w
h
en y
ou d
on’t k
now t
h
e person’s name; yours s
incerel
y
— when y
ou know the person’s name + your fu
ll
name
)
.
—
I’m writin
g
to comp
l
ain about
...
— I’m writin
g
in connec-
t
i
o
n w
i
t
h …
—
I’m writin
g
to express m
y unhappiness with …
—
I hope you will …
—
I h
o
p
e t
h
at t
h
is conf
l
ict w
ill be
r
eso
l
ved.
—
I fee
l
(b
e
l
ieve
)
t
h
at …
R
ead the sample letter of complaint and say if the author managed to use the ti
p
s
.
Sample letter of complaint:
Dear Sir /
Ma
d
am, I’m writing to complain about the conflict with m
y
roommate in t
h
e h
oste
l
. I h
ave no privacy in t
h
e room, because I s
h
are it with a y
oung girl f
rom Ital
y
, who is ver
y
talkative.
In t
h
e morning w
h
en we get u
p
s
h
e ta
lk
s about h
er c
l
ot
h
es and her dates with bo
y
s. She keeps talking about it in-between the classes and even in the evening her talks about fashions and boys are unavoidable.
Unit 1 Family and Friends Unit 1 Unit 1 Unit 1 Unit 1 .......................................
.
33
A
ll this prevents me from studying well. Besides, she invites guests ever
y
evening and in addition to it, I can’t concentrate on m
y
project which I am about to complete soon. However, I tried to resolve the con
f
lict and talk to the g
irl. But she was ver
y
impolite and I was offended with her reaction. S
he re
f
used to chan
g
e her behaviour.
A
s y
ou can imagine, I’m extremel
y
upset and don’t know what to do. I hope that you will find time to help us to resolve the con
-
f
lict. Y
ours sincere
l
y,
Susan Blake
VII Culture Comparison
1
)
W
h
at fami
l
y re
l
ations of t
h
e Eng
l
is
h
s
peakin
g
countries mentioned in the text “
What Makes a Famil
y
” are t
yp
ical of Uk
r
a
in
e?
2) What other examples of family rela
-
tions can b
e attri
b
uta
bl
e to U
k
rainian f
a
mili
es?
At home:
In y
our workbook, write a letter of complaint t
o a psychologist about some of your family problems.
1.2. Exp
l
oring Your Fami
l
y: History
A
cademic English
Conversational English
a
nces
t
ors
a
rc
h
ive /
references
t
o live through a particular e
ra
t
o make something come alive
t
o arouse in sb the desire to do
sth
t
o p
ut someone in context
t
o start out
to
h
ave
a
n in
c
lin
at
i
o
n f
o
r
................................
Relationships in the Family Unit 1
3
4
t
o g
et a sense of h
istory
to
b
l
a
m
e
o
n
e
’
s
f
au
l
t
o
n so
m
e
-
th
in
g
t
o take somebody back in t
im
e
t
o transport somebody to a d
ifferent era
t
o t
h
in
k
b
ac
k
to previous g
enerations
t
o a
dd
to one’s i
d
entity
t
o find a paper trail
t
o h
an
d
d
own from g
enera-
t
ion to generation
to b
e invo
l
ve
d
in
to
be
a
m
a
z
ed
to b
e at t
h
e zenit
h
of one’s fa
m
e
to rea
l
ise st
h
straig
h
taway
p
oor g
ues
s
to do the famil
y
research
I
t’s a b
it l
i
k
e …
I Go Ahead!
L
ook at the picture and say what you think the g
randparents are talk
-
ing about. Why do you think the children look so interested
?
II Rhyme and Reason
R
ead the proverbs and practise sentence stress. S
ay which of them means that f
amily ties are stron
g
er than any other. Do you a
g
ree w
ith it
?
Unit 1 Family and Friends Unit 1 Unit 1 Unit 1 Unit 1 ........................................
3
5
You
r own
f
l
es
h a
n
d
b
l
ood.
Bl
oo
d
is
t
h
ic
k
er t
h
an water.
It
r
u
n
s
in t
h
e
f
amily.
III Enrich Yourself! a
) Read the words, phrases and expressions on pa
g
e 33
and answer t
he questions
:
1
. W
h
at can arouse in y
ou a d
esire to d
o fami
ly
researc
h
?
2. If you d
eci
d
e on your fami
l
y researc
h
, w
h
at can you start out w
ith
?
3
. W
h
at can h
e
l
p you to l
ive t
h
rou
gh
a particu
l
ar era in h
is-
t
or
y?
4
. W
h
en can you g
et a sense of h
istory?
5
. What can add to your identity?
6. W
h
at ta
l
ent h
as b
een h
an
d
e
d
d
own from g
eneration to ge neration in your family?
7
. W
h
ere can y
ou fin
d
information a
b
out y
our ancestors?
8. Why is it important to know your family history?
b) What will y
ou sa
y
if:
1
. you want to do family research?
2. you’ve found some exciting information about your fa mily
?
3
. you do the same things your ancestors did?
4
. you’ve stu
d
ie
d
t
h
e epoc
h
your ancestors l
ive
d
in?
5
. you’ve visite
d
t
h
e p
l
aces your g
reat g
ran
d
parents came f
r
o
m
?
6. y
our friend also wants to do famil
y
research?
c
)
R
ea
d
w
h
at an A
mer
i
can teena
g
er sa
id
a
bout his f
amily research and f
ill in the miss-
ing words from the box. Say how you will start
out.
Quite unexpecte
dl
y I was
involved
i
n
m
y
famil
y
research. Once I’ve discovered a l
ot of o
ld
postcar
d
s an
d
artic
l
es from .....................................
Exploring Your Family Unit 1
36
old newspapers in my grandmother’s h
ouse, w
h
ic
h
ma
d
e me … . A
ll
of t
h
em had … with my … . And the more I read t
h
em t
h
e more … b
ecame. I as
k
e
d
m
y
g
randma a lot of questions and … about every message of the postcar
d
or a h
ero of t
h
e newspaper artic
l
e. T
h
us I … an
d
got t
h
at
…
.
co
nn
ect
i
o
n
s
was
in
vo
l
ved
a
n
cesto
r
s
was put in context t
h
in
k
b
ac
k
to previous g
enerations
a
mazed g
ot a complete story
w
onderful feeling of history
At home: I
magine y
ou are asked to make a f
ilm about t
he histor
y
of y
our famil
y
. Write what episodes from your f
amily’s li
f
e will be in the f
ilm:
Your grandmother’s stor
y
about her y
outh
?
Your father’s story about his first working day?
Your brother’s stor
y
about his trip to the Carpathian
?
… ?
P
resent the plot o
f
the f
ilm to y
our class.
IV Your Language Portfolio: Reading
a
)
R
ea
d
t
h
e di
a
l
o
g
ue b
etween two teena
g
ers an
d
say w
h
at t
h
ey t
hi
n
k
o
f
f
amily research.
Exploring Your Family
P
art I
M
art
h
a: Hey, P
h
i
l
, w
h
at’s so interestin
g
you’re rea
d
in
g
? Is it a new thrilling historical novel?
Ph
i
l
:Poor g
uess. It’s more excitin
g
t
h
an any story. It’s my family’s past. It’s surprising what can be unknowing-
l
y h
an
d
e
d
d
own t
h
rou
gh
a fami
l
y.
M
artha: Do you mean you set out to find out about your fa-
mi
ly
?
B
rE granny
AmE g
ran
d
ma
Unit 1 Family and Friends Unit 1 Unit 1 Unit 1 Unit 1 ........................................
37
P
hil
:
E
xactl
y
. M
y
curiosit
y
about my fami
l
y l
e
d
me to d
iscover-
i
ng a lot of fascinating infor-
mat
i
on.
M
a
r
tha:
Li
k
e w
h
at
?
Ph
i
l:
I rea
l
ise
d
t
h
at h
istor
y
d
oes sometimes repeat itself. I was amazed to find out about some of t
h
e connections we h
a
d
. T
hey did things the way I do t
h
em. Some
h
ow we were a mirror of eac
h
ot
h
er’s l
ives. M
y great granduncle was a member of the Royal Aca-
d
emy of Arts an
d
my g
ran
dd
a
d
was a
l
so a renowne
d
artist. It explains my inclination for drawing and gives me a sense of k
nowing w
h
o I am. T
h
e ta
l
ent for d
rawin
g
h
as b
een h
an
d
e
d
d
own from g
eneration to generation in my family. M
a
r
t
h
a:
It’s a bit like saying you know that you are like your g
ran
d
parents. Ri
gh
t?
Ph
i
l
:It g
oes furt
h
er t
h
an t
h
at, muc
h
furt
h
er. If you can find out which of your ancestors lived through a par-
ticu
l
ar era, y
ou’
ll
fin
d
t
h
e h
istor
y
of t
h
at time rea
lly
comes alive. I studied archive references, articles from news
p
a
p
ers, l
ots of curious facts from t
h
e Inter-
net and mana
g
ed to find a paper trail for my family b
ack to 1826 when the great John Constable was at the z
e
ni
th
o
f h
i
s
f
a
m
e.
Mart
h
a
:
T
h
at’s g
reat!
P
art II
Mart
h
a
:
Loo
k
h
ere, P
h
i
l
! Since you are so muc
h
invo
l
ve
d
in y
our famil
y
research I recommend y
ou to visit Suffolk w
h
ere Jo
h
n Consta
bl
e l
ive
d
an
d
wor
k
e
d
. I b
e
l
ieve it’
ll
make that period come alive and give you a real sense of h
istory w
h
en you set foot on t
h
e p
l
ace w
h
ere t
h
in
g
s have happened historically. It’ll take you back in time an
d
trans
p
ort y
ou to a d
ifferent era.
.....................................
Exploring Your Family Unit 1
38
P
hil
:
Thanks you for reminding me. It causes me to think b
ac
k
to previous g
enerations an
d
to fi
ll
in my fami
l
y history better. M
artha: Your enthusiasm, Phil, aroused in me a desire to find out as muc
h
as I cou
ld
a
b
out m
y
fami
ly
.
Ph
i
l:
Doing your fami
l
y researc
h
may h
e
l
p you to start a new past
i
me.
M
art
h
a: No k
i
dd
in
g
. I rea
l
ise
d
strai
gh
t away I d
on’t k
now w
h
o my grandparents were, where they came from, how t
h
ey l
ive
d
… In fact, I k
now not
h
in
g
a
b
out my ances-
to
r
s.
P
hil:If you research your family’s past, I think it’ll add to y
our i
d
entit
y
an
d
p
ut y
ou in context. Ma
r
tha:
Great. I’
ll
see h
ow muc
h
I can l
earn at h
ome, j
ust l
oo
k
-
i
n
g
throu
g
h old photos and some old thin
g
s that are around in m
y
famil
y
home. P
hil
:
Yes, you are right but also talk with relatives — your g
ran
d
parents. T
h
ey d
o h
ave a l
ot to te
ll
us. It g
ives y
ou a sense of belonging to a family and helps you un-
d
erstan
d
y
ourse
l
f b
etter. T
h
at’s exact
ly
w
h
at h
as h
a
p
-
p
ened to me! M
artha: I’m sure I’ll share your feelin
g
s in a month or two.
Across Cultures:
Great Br
i
ta
i
n
R
oyal Academy of Arts — a
n i
m-
p
ortant British societ
y
of artists. It h
as a sc
h
oo
l
for artists an
d
or
-
g
anises many exhibitions.
Unit 1 Family and Friends Unit 1 Unit 1 Unit 1 Unit 1 ........................................
3
9
J
o
h
n C
onsta
bl
e (
1776–1837
)
— a we
ll
known British landscape-painter, whose t
ec
h
ni
q
ue is simi
l
ar to t
h
at of t
h
e Im-
press
i
on
i
sts.
S
uffolk— a county on the east coast of SE
En
gl
an
d
k
nown for its pretty country-
side, which can be seen in the paintings o
f t
h
e 1
9
t
h
centur
y
artist Jo
h
n Co
n
stab
l
e.
b)
R
ead the sentences f
rom the text and explain their meanin
g.
1
. It’s surprisin
g
w
h
at can b
e un
k
nowin
gl
y h
an
d
e
d
d
own th
roug
h
t
h
e fami
l
y.
2. History d
oes sometimes repeat itse
l
f.
3.
So
m
e
h
ow
we
we
r
e
a
mirr
o
r o
f eac
h ot
h
e
r’
s
li
ves.
4
. I mana
g
e
d
to fin
d
a paper trai
l
for my fami
l
y b
ac
k
to 1726.
5
. It’ll give you a real sense of history when you set feet on the p
l
ace w
h
ere t
h
in
g
s h
ave h
appene
d
h
istorica
ll
y.
6. I t
h
in
k
it’
ll
a
dd
to your i
d
entity an
d
put you in context.
c) Suppose y
ou are a historian. Look at the pictures which describe P
hil’s family research and give your comments. Use the words and w
ord-combinations g
iven below.
.....................................
Exploring Your Family Unit 1
40
t
o stu
d
y arc
h
ive references;
t
o get a sense of history;
t
o ta
k
e some
b
o
dy
b
ac
k
in time;
t
o think back to previous generations;
t
o a
dd
to one’s i
d
entit
y
;
t
o put somebody in context;
t
o get a feeling of a family.
d) In pairs discuss the importance of explorin
g
your families as in the pattern below
.
Pattern:
A:
Hey, … , what so interesting … ? Is it … ?
B:
Poor g
uess. It’s more excitin
g
… . It’s surprisin
g
… .
A
:Do you mean … ?
B:
Exact
ly
, an
d
b
e d
iscovere
d
… .
A
:Lik
e
w
h
at?
B:
I realised that … . I was amazed to find out … . Somehow we
…
.
A:
It’s a bit like … . RightZ
B:
It g
oes furt
h
er t
h
an t
h
at, muc
h
furt
h
er. If you … you’
ll
fin
d
…
. I studied … , … , and managed … .
A:
Since y
ou are so muc
h
invo
l
ve
d
in … I a
d
vise y
ou … .
B:
Thanks for reminding me. It causes … .
Unit 1 Family and Friends Unit 1 Unit 1 Unit 1 Unit 1 ........................................
41
A:
Your enthusiasm
,
… ,
aroused me … . I think I … .
B:
OreatD It’
ll
g
ive you ... an
d
… . T
h
at’s exact
l
y w
h
at I … .
A
: I
’
m su
r
e
I …
.
V Your Language Portfolio: Writing
Forma
l
Letters
H
ow to write a letter of re
q
uest for official information
C
ontent Tips
L
an
g
ua
g
e Tips
In the opening remark state th
e reasons for writin
g
:
w
here and when y
ou saw the i
nformation a
d
vertise
d
.
w
ith reference to …
I g
ot intereste
d
in …
I’
d
lik
e
to
l
ea
rn m
o
r
e
…
In the main body para
g
raphs (1–4) write about:
th
e information you want to g
e
t;
th
e aim of g
ettin
g
t
h
is infor-
mat
i
o
n
.
I’m currently doin
g
…
I’m bus
y
with …
A
t present …
In the closing remark:
e
xpress h
ope t
h
at your l
etter w
ill be considered
;
g
ive t
h
e information w
h
en a
nd where you can be con-
t
acte
d
.
I
would be thankful …
I
wou
ld
b
e g
ratefu
l
if you co
n
s
i
de
r …
I
l
oo
k
forwar
d
…
R
ea
d
t
h
e examp
l
e an
d
say h
ow t
h
e aut
h
or mana
g
e
d
to use t
h
e t
i
ps.
Example:
Dear Sir / Madam,
With re
f
erence to your advertisement in November’s edition of “Historical Chronicle” about a new historical p
ublication, I’m i
nterested in g
ettin
g
some additional in
f
ormation about Elean
-
or Roosevelt — a US writer and politician.
I’m currently doing my family research and found infor-
mation showing that some o
f
m
y
ancestors were connected with
.....................................
Exploring Your Family Unit 1
42
Eleanor Roosevelt’s p
olitical activities. I believe this informa-
tion about m
y
f
amil
y
’s connections will throw some light on m
y
family’s past and put us in context. I would be thank
f
ul to get any additional in
f
ormation to com-
p
lete m
y
research into the genealog
y
of m
y
famil
y
. I enclose m
y
address and would grate
f
ul i
f
you would consider my letter. I look forward to hearing from y
ou.
Y
ours sincere
l
y,
S
teven Pike.
VI Culture Comparison
1
)
W
h
at ways of exp
l
oring t
h
e fami
l
y in t
h
e
U
K a
n
d
t
h
e
US
A m
e
n
t
i
o
n
ed
in t
h
e
d
ia
l
o
g
ue can b
e effective
l
y use
d
in your country? 2)
What other ways of family research can you fin
d
in your country?
At home:
I
n your workbook, write a possible f
ormal l
etter o
f
request f
or Philip f
or help completing his f
amil
y
r
esearc
h.
1.3.
I
n a Teens’ W
orld: S
ocial S
tudies
A
ca
d
emic En
gl
is
h
C
onversationa
l
En
gl
is
h
t
o j
o
i
n a soc
i
ety
s
e
l
f-
h
ate
to
be
t
r
ue
to
o
n
ese
lf
to
be
o
n t
h
e
ot
h
e
r s
i
de
o
f
popu
l
arity t
o p
ress on somebod
y
t
o g
ive some
b
o
d
y a h
ar
d
time
t
o hurt somebod
y
cute
c
h
u
bby
snotty
to
li
ve
o
n
e
’
s
lif
e
to
t
h
e
m
a
x
zits
to get somebody wrong
tren
dy
c
l
ot
h
es
to
be
we
ir
d
Unit 1 Family and Friends Unit 1 Unit 1 Unit 1 Unit 1 ........................................
4
3
s
c
h
oo
l
assem
bly
c
onv
i
nc
i
n
g
ar
g
uments
p
ee
r
s
ense of ot
h
erness
to na
g
at some
b
o
d
y
to
be
cool
to do fun stuff
to h
ave a ma
g
ic b
u
ll
et
I Go Ahead! R
ead teenagers’ messages and try to describe their feelings for their f
riends. Do you feel the same or different
?
II Rhyme and Reason
R
ead the poem “To a Teena
g
er” on pa
g
e 299
and practise the sounds [
], [n] and [ei]. Sa
y
how much the bo
y
in the picture fits the descrip-
t
ion. Which of the poets ideas do you agree or disagree with? Give your reasons
.
III Your Helping Hand
........................................
.
In a Teens’ World Unit 1
4
4
GR
AMMA
R
R
E
V
I
S
I
ON
S
uffixes -able / -ible, -ful, -ous
You nee
d
a
d
jectives to c
h
aracterize a person’s fami
l
y re
l
a-
t
ions or attitude to friends.
To form adjectives from verbs and nouns, use these suf-
f
ixes
:
-
a
bl
e / -i
bl
e suit-suita
bl
e; pre
d
ict-pre
d
icta
bl
e; b
e
l
ieve
-
believable; res
p
onse-res
p
onsible;
-
ful beauty-beautiful; harm-harmful; use-use-
f
ul
;
-
ous coura
g
e-coura
g
eous; fury-furious; humour-
h
umorous.
N
EW GR
AMMA
R
I
wish + Past Simple / Past Perfect / would
1)
If you want to express dissatisfaction with a present situa-
ti
on, use I
wis
h
+ Past Simp
l
e
Example: I
wish I didn’t know an
y
of them.
I wis
h
I were you.
2) If you want to express regret a
b
out t
h
e past, use I wi
sh
+ P
ast
P
e
r
fect
Example:
I
wish I had known m
y
friends better.
3
)
If you want to express d
issatisfaction of annoyance a
b
out s
omethin
g
that we would like to be different, but that probably w
on’t h
a
pp
en or t
h
at we can’t contro
l
use I
wish + would + Infinitive without “to”
Example:
I
wish my f
riends wouldn’t make f
un o
f
me.
a) Read the article and fill in the adjectives formed from the words in t
h
e
bo
x.
Unit 1 Family and Friends Unit 1 Unit 1 Unit 1 Unit 1 .......................................
.
45
I like to socialize with my friend, b
ecause h
e is so … (
unpre
d
ictable).
Every date is different with him and … . Last time he taught me how t
o write a … l
imeric
k
. It’s a k
in
d
of l
ittle p
oem which has onl
y
five r
h
ymin
g
l
ines. It was funny an
d
… at the same time. Dan is a good mixer an
d
I am a l
itt
l
e … , b
ecause he has so many … friends and finds th
em easi
ly
. T
h
e
y
a
l
so l
i
k
e Dan, as he is … and … I’m happy to have a friend and appreciate our f
riendshi
p
.
b)
I
n eac
h
i
tem com
pl
ete t
h
e secon
d
sentence so t
h
at i
t means t
h
e same as the f
irst. Use the words su
gg
ested.
Example: It’s a pity I have to stay at home to
d
ay.
I wish I didn’t have to sta
y
at home toda
y
.
1
. I regret quarrelling with my friend.
I wis
h
… wit
h
m
y
frien
d
.
2. P
l
ease, stop na
gg
in
g
at me a
ll
t
h
e time!
I wish … me all the time.
3
. It’s a s
h
ame we h
aven’t g
ot more time to
g
et
h
er.
I wish … more time together.
4
. Don’t b
e so furious!
I w
i
s
h …
.
5
. It’s a p
it
y
I’m not so cute as y
ou are. I wish … as you are.
6. I’m sorr
y
we haven’t hel
p
ed y
ou out.
I wis
h
… you out.
c
)
R
ea
d
t
h
e teenagers
’
comp
l
a
i
nts a
b
out t
h
e
i
r re
l
at
i
ons w
i
t
h
t
h
e
i
r f
riends and chan
g
e their complaints into wishes.
Example: I didn’t have time to write a truthful story.
I wish I had had time to write a truth
f
ul stor
y
.
w
i
sh
h
ad
wou
ld
h
ad
would
was
.........................................
In a Teens’ World Unit 1
ha
d
46
1
. M
y
friend won’t ask me for hel
p
.
2. We didn’t see each other last Sunday.
3. My mates are often unpredictable.
4
. T
h
e g
ir
l
s are too snotty to ma
k
e frien
d
s wit
h
t
h
em.
5
. I can’t stop d
oin
g
fun t
h
in
g
s.
6. My frien
d
d
oesn’t ma
k
e me fee
l
stupi
d
.
d
) Read what Anna Petrenko, a school psychologist, says about teen-
agers nd fill in the correct form of the verbs in brackets. Say if you agree w
i
t
h
h
e
r
.
Th
e o
ld
sayin
g
g
oes “If wis
h
es were horses, then beggars would ri
d
e”. “I wis
h
it were t
h
at easy”, A
nna Petrenko says. But we can’t just wis
h
pro
bl
ems … (
wi
ll
/
go away). We have to find our own so-
l
utions. W
h
en c
h
i
ld
ren can’t get alon
g
with each other I often hear them say, “I wish I … (have) a magic-
b
u
ll
et. I wis
h
I … (
not h
ave to d
ea
l)
w
ith this myself”. One girl, for example, kept complaining, “I wis
h
I … (
can /
invite
)
my frien
d
s to my h
ouse for a party, b
ut I’m afraid I can’t cope with it.” I advised her to talk to her pa
-
r
ents w
h
o cou
ld
b
e h
e
l
pfu
l
. Last Sun
d
ay s
h
e g
ave t
h
e party an
d
s
aid, “I wish I … (do) it before”. “It was so thrilling! At first t
eenagers get furious wit
h
me for not h
an
d
ing t
h
em so
l
utions”, s
ays Anna Petren
k
o. “But w
h
en t
h
ey experience t
h
eir own pow-
e
r; they wish they … (
know
)
about it sooner”. So, teenagers can f
in
d
t
h
e way to eac
h
ot
h
er an
d
b
e h
appy.
IV Enrich Yourself!
a) Read what teena
g
ers say about relations with their friends and try to describe their characters with. Which o
f
them do you want to make f
riends
?
Wh
y?
Unit 1 Family and Friends Unit 1 Unit 1 Unit 1 Unit 1 ........................................
47
Friends are everything to me. It’s c
oo
l
a
l
ways d
oin
g
fun stuff l
i
k
e d
anc-
i
ng at parties, hanging at the compu-
t
er c
l
u
b
or just ta
lk
in
g
. T
h
ey say I’m a g
ood mixer because I have many f
rien
d
s. Ver
y
often I b
a
k
e a ca
k
e an
d
i
nvite them to my place to talk about l
ife
,
listen to music or watch a new f
i
l
m. Sometimes we ar
g
ue, b
ut t
h
ey never bull
y
me. Life is cool with th
em. I think I’m unlucky. I have a family th
at l
oves me, b
ut m
y
p
arents d
on’t l
i
k
e a
ll
my frien
d
s. Sometimes t
h
ey j
ust sa
y
“no” and it hurts me a lot. T
h
ey say t
h
at some of my frien
d
s press o
n me and I just obe
y
. I don’t find th
eir ar
g
uments convincin
g
. My f
riends and I share our interests
,
for e
xamp
l
e, we l
i
k
e computin
g
. But t
h
ey are more experienced in it than I am an
d
I l
i
k
e to watc
h
t
h
em wor
k
on t
h
eir c
omputers an
d
l
earn from t
h
em. I try t
o join them ever
y
where.
T
h
ey say it’s n
eat to h
ave frien
d
s. Unfortunately, I’m not popular with m
y
c
l
assmates b
ecause I d
on’t h
ave t
rendy clothes and don’t hang at par-
t
ies or concerts. I t
h
in
k
frien
d
s can betray you or make fun of you. Some o
f m
y
classmates env
y
m
y
success. I stu
d
y we
ll
an
d
it ma
k
es t
h
em fee
l
j
ealous. Sometimes I wish I had some rea
l
frien
d
s, b
ut t
h
ey are very rare.
Ju
l
i
a
O
k
san
a
Al
ex
........................................
.
In a Teens’ World Unit 1
BrE neat — ti
d
y AmE neat — very g
oo
d
, p
l
easant
48
b) Describe an ideal compan
y
(societ
y
) y
ou want to be a member o
f
. Concentrate on
:
t
he characteristics o
f
children who’ll participate in this society;
t
he activities y
ou’ll deal with;
th
e re
l
at
i
ons
hi
ps t
h
at w
ill
b
e i
n t
h
e soc
i
et
y
;
y
our personal contribution to it;
t
he things you don’t want in the group.
At home: M
ake up a dialogue between two teenagers discussing the truth of the old saying “A m
a
n i
s
kn
ow
n by
t
h
e com
p
an
y
h
e k
ee
p
s”.
V Your Language Portfolio: Reading
a) Read three stories about teena
g
ers’ sense of otherness and say w
hich characters dare to be di
ff
erent f
rom their peers.
Stor
y
One.A Cool Girl
Me
l
anie Snapp is a coo
l
g
ir
l
. S
h
e’s g
ot l
on
g
bl
on
d
h
air, bl
ue ey
es and an athletic bod
y
, trend
y
clothes and friends. And, at t
imes, we
ll
, s
h
e h
ates it.
“
I’m just sick of it,” says Melanie. Don’t get her wrong. She l
i
k
es b
ein
g
popu
l
ar — h
an
g
in
g
at t
h
e country c
l
u
b
, d
atin
g
t
h
e c
utest guys in school. She just doesn’t always like the popular p
eo
pl
e. “Sometimes I wis
h
I d
i
d
n’t k
now an
y
of t
h
em,” s
h
e sa
y
s. “Sometimes I wish I could tell them, but then it would just cause a
fight.” No kidding. You see, Melanie’s been on the other side o
f popu
l
arity. “I use
d
to b
e rea
ll
y s
h
ort an
d
k
in
d
of c
h
u
bb
y in t
he eighth grade,” she admits. “They were so snotty. I’d watch th
em at sc
h
oo
l
assem
bl
ies ma
k
in
g
fun of peop
l
e.” Sometimes, s
he was the one being made fun of. “They whispered about me, t
oo,” s
h
e sa
y
s
.
But she still wanted to be one of them. “They were cool. But o
t
h
er times, I d
i
d
n’t want to b
e one of t
h
em b
ecause t
h
e
y
were s
o a
gg
ressive.
”
At the end of her eighth year, Melanie became more athletic, g
rew h
er h
air l
on
g
an
d
ma
d
e frien
d
s wit
h
some of t
h
e popu
l
ar g
irls on her field hockey team — her passport to popularity. “It’s weir
d
,” Me
l
anie says. “My b
est frien
d
now was t
h
e one w
h
o g
ave me a hard time and made me feel stupid.”
Unit 1 Family and Friends Unit 1 Unit 1 Unit 1 Unit 1 ........................................
4
9
At first it was cool — always doing fun stuff like swimming at peop
l
e’s private poo
l
s, g
oin
g
to concerts to
g
et
h
er. S
h
e g
ot i
nto all the “right” parties.
“
To b
e p
o
p
u
l
ar, y
ou h
ave to b
e p
erfect — h
ave t
h
e p
erfect c
lothes, the perfect hair, the perfect face. Forget having some z
its on y
our face,” Me
l
anie com
pl
ains. “If y
ou d
on’t l
oo
k
just l
ike them, they ra
g
at you.” Plus, there’s mates’ pressure on her about drinking. “When they say, “Drink, drink, drink,” I say no… an
d
t
h
ey k
now I mean it,” s
h
e c
l
aims. “T
h
en t
h
ey say “O
h
, you’re so boring. You just come here and sit.” But I feel I can h
ave fun wit
h
out h
avin
g
to d
o a
ll
of t
h
at,” s
h
e says. “I stay in t
he group because I like being with them,” says Melanie. “But now w
h
en t
h
e
y
ma
k
e fun of p
eo
pl
e, I te
ll
t
h
em I d
on’t l
i
k
e it, and they respect me for that.”
Stor
y
Two
S
tor
y
Three
Sl
u
g
s an
d
Snai
l
s an
d
Puppy Dogs’ Tails
S
u
g
ar an
d
Spice an
d
All Things Nice
La
d
s l
i
k
e foot
b
a
ll
, l
a
d
s l
i
k
e c
ars
,
Lads like hanging round in ba
r
s.
La
d
s l
i
k
e p
l
ayin
g
contact sp
ort, And wear the socks their m
others bought.
Lads play ru
g
by, lads play poo
l
,
But often d
on’t d
o we
ll
at sc
h
oo
l
.
L
ads
wea
r T-
s
hir
ts
w
h
e
n i
t
’
s
ch
i
ll
y
Wit
h
no i
d
ea t
h
at t
h
e
y
l
oo
k
s
ill
y
. G
ir
l
s are su
g
ar, g
ir
l
s are s
p
ic
y
, G
irl
s
lik
e
t
r
a
in
e
r
s
t
h
at
a
r
e
p
ricey.
G
ir
l
s l
i
k
e pin
k
an
d
f
l
uffy stuff, G
irls are sweet and don’t act tough. G
irls wear hi
g
h-rise, platform h
ee
l
s, G
ir
l
s t
h
eorise on h
ow l
ove f
ee
l
s.
G
irls like boys, and girls like d
ates, G
ir
l
s l
i
k
e s
h
oppin
g
wit
h
t
h
eir ma
t
es.
........................................
.
In a Teens’ World Unit 1
5
0
L
ads
ca
n’
t
coo
k a
n
d
l
ads
ca
n’
t
s
ew, They’d rather sit and watch g
rass g
row.
La
d
s, you k
now, are k
in
g
-
s
iz
ed
r
ats
However I can te
ll
y
ou
t
h
at
’
s
A load of rubbish from where I’m sittin
g
‘Cos
I’m a
l
ad
w
h
o
’
s
in
to
kni
t
-
ti
n
g
. Girls like talk that la
y
s souls b
are, Girls like to style each other’s h
air.
G
irl
s
r
ead
boo
k
s
about
r
o
-
mance
,
And step round handba
g
s w
hen the
y
dance.
But t
h
is g
ir
l
t
h
in
k
s t
h
is l
ist is barm
y
, ‘
Cos s
h
e’s just off to join t
h
e arm
y.
b) Look through the stories above and say if you and your friends dare t
o be different. Do you like to be in their society?
c
) Fill in the chart with some positive and ne
g
ative sides o
f
b
e
i
ng i
n a teenagers
’
wor
ld
an
d
express your att
i
tu
d
e to t
h
em
.
Pos
i
t
i
ve
N
egat
i
v
e
—
You are popular, —
………………. —
Friends are snotty, —
………………. d) Read and say what Melanie meant by saying the following about her f
riends
:
—
T
h
ey were so coo
l.
— Sometimes I wis
h
I cou
ld
te
ll
t
h
em, but then it would just cause a fight.
— The
y
were so snott
y
.
—
I got into all the “right” parties.
— My best friend now was the one who gave me a hard time and made me feel stupid.
Unit 1 Family and Friends Unit 1 Unit 1 Unit 1 Unit 1 ........................................
5
1
VI Your Language Portfolio: Writing
Forma
l
Letters
How to write a letter of a
pp
lication
If you want to b
ecome a mem
b
er of any course, or
g
anization, society or club you should write a letter of application.
C
ontent Tips
L
an
g
ua
g
e Tips
In the opening remarks write:
th
e name of t
h
e organisa-
ti
on; w
hen and where y
ou saw it ad
vertise
d
.
I’m writing to apply for … It’s m
y
am
b
ition … Despite … I’
d
l
i
k
e …
M
y
teachers sa
y
that …
In the main body write: ab
out your age, stu
d
ies;
e
xper
i
ence;
s
kills and p
ersonal q
uali-
t
ies t
h
at are suita
bl
e for c
ourse / organisation. I’m kn
ow
n as
…
I enjo
y
… an
d
…
I may b
e contacte
d
…
I would be grateful for …
If you consi
d
er my app
l
i-
cat
i
o
n …
In t
h
e c
l
osin
g
remar
k
write:
w
hen you are available for i
nterv
i
ew;
w
here and when you can be c
ontacte
d;
a
remar
k
t
h
at you h
ope y
our a
pp
lication will be co
n
s
i
de
r
ed.
I am avai
l
a
bl
e for …
Y
ou
ca
n co
n
tact
m
e
at
…
I h
o
p
e y
ou consi
d
er m
y
a
p
-
plication for …
R
ead the example and say if the author mana
g
ed to observe the tips.
— To b
e popu
l
ar you h
ave to b
e perfect.
—
B
ut
so
m
et
im
es
I do
n’
t
wa
n
t
to
be
o
n
e
o
f t
h
e
m b
ecause t
h
ey were so a
gg
ressive.
........................................
.
In a Teens’ World Unit 1
52
Example: Dear Sir /
Madam,
I’m writing to appl
y
for the membership of y
our English speaking club, which was advertised in this week’s edition o
f
the JU
S
T 1
7
magazine.
I’m a 15-year-ol
d
high school stu
d
ent. Last June I complete
d
m
y
Spanish course and now I want to upgrade m
y
English. It’s my ambition to be able to socialize with teenagers from different countries
.
Despite my lack of the English speaking practice, I feel that I coul
d
learn En
g
lish throu
g
h communication with other learn
-
ers as I have developed speaking skills in Spanish. In m
y
school report I was d
escribe
d
by my English teacher as language-min
d-
ed, capable and enthusiastic. I enjo
y
learning foreign languages an
d
have g
oo
d
learnin
g
skills. I ma
y
be contacted b
y
telephone on 4321204. I would be grate-
ful if you could consider my application. I look forward to receiv-
ing y
our repl
y
.
Y
ours faithfully,
Alex Voitenko.
VII Culture Comparison
1
)
Which problems of a teens’ world dis
-
cusse
d
in t
h
e stories a
b
ove are typica
l
of y
our countr
y?
2)
W
h
at d
o you t
h
in
k
a U
k
rainian teen-
ager must do to become popular with his frien
d
s?
At home: In y
our workbook, write a formal letter of a
pplication as i
f
you want to join any teenagers’ club.
Unit 1 Family and Friends Unit 1 Unit 1 Unit 1 Unit 1 ........................................
53
1.4. Brea
k
ing t
h
e Ice
:
C
ommunication S
k
i
ll
s
How to establish contact
I
n
i
t
i
at
i
on
s
Res
p
onses
—
How d
o y
ou l
i
k
e …?
—
Excuse me, do you need a
h
an
d
wit
h
…?
—
I do
n’
t
t
hink I’
ve
see
n
y
ou …
?
—
Are you new?
—
Are you enjoying …
?
—
It sure is …, isn’t it
?
—
Do you know when
…
is su
pp
ose
d
to …?
—
Would you like … ?
— I rea
lly
l
i
k
e it!
— I lik
e
i
t
so
f
ar
— O
h
, y
es, pl
ease, l
oo
k
s l
i
k
e there is a problem…
— Reall
y
! Welcome …
— I rea
ll
y am. … is l
ove
l
y
— No idea
,
but look
— In a way. I just wante
d
to …
— Quite unexpected for this time of t
h
e y
ear …
— Thank you, you are so kind.
I Go Ahead!
R
ea
d
t
h
e c
h
art an
d
sa
y
w
h
at colour
is true about r
your character. C
an any characteristics of other co
l
ou
r
s
b
e attributable to describin
g
your per-
sonality
?
Let your friends judge.
BrE co
l
ou
r
AmE co
l
o
r
w
hi
te
red
You l
i
k
e t
h
in
g
s to b
e neat an
d
c
lean and you always plan ahead.
Y
ou h
ave stron
g
fee
l
in
g
s an
d
a
quick temper.
...........................................
.
Breaking the Ice Unit 1
5
4
You are intelli
g
ent and love t
o discuss serious things.
Y
ou are a happy friendly per-
s
on and you love being in the s
un.
You l
i
k
e fres
h
air an
d
b
ein
g
o
utdoors and y
ou like cold w
eat
h
er.
Y
ou l
i
k
e to b
e in c
h
ar
g
e an
d
tell others what to do.
b
l
ack
y
ellow
bl
ue
b
row
n
g
ree
n
pin
k
You care about the environ-
me
n
t
a
n
d
love
a
nim
als.
Y
ou love to laugh and don’t ta
k
et
h
in
g
s too serious
l
y.
Unit 1 Family and Friends Unit 1 Unit 1 Unit 1 Unit 1 .......................................
.
55
You l
i
k
e to b
e a
l
one an
d
“
d
o your own t
h
in
g
”.
II Rhyme and Reason
R
ead the jazz chant “Do You Know S
am?” on pa
g
e 300
and practise rhythm and the sound /a:/. How can you characterize a pretty g
ood f
riend of y
ours
?
III Express Yourself!
a
) Read and learn how to establish contact in the f
ollowing situations. L
ook at the pictures and fill in the mini-dialogues.
1
. — Hi! How do you like the … ?
— I rea
lly
l
i
k
e it. Do y
ou?
— I lik
e
i
t
so
f
a
r
.
2. — Excuse me, do y
ou need a hand with the
…
?
— Yes, p
lease. Looks like there is a
pro
bl
em
.
p
ur
p
l
e
e
nglish class
compu
t
er
............................................
Breaking the Ice Unit 1
5
6
3. — I d
on’t t
h
in
k
I’ve seen you in our … b
efore. Are you new?
— I am. I joined a … team 2 days ago.
— O
h
, rea
lly
? We
l
come.
4
. — Are you enjoying a … ?
— I rea
lly
am. T
h
e music is l
ove
ly
an
d
t
h
e … is so cute
.
5
. — It sure is … . Isn’t it?
— Quite unexpected for this time the year. Do you know w
h
en … is suppose
d
to g
et h
ere? — No idea, but look, here it comes.
6.
— I’
ve
r
ead
t
hi
s
…
.
— Isn’t it great
?
— In a way. I just wante
d
to k
i
ll
t
h
e t
im
e.
s
port c
l
u
b
basketball
d
isco
D
J
windy
t
h
e b
us
d
etective story
Unit 1 Family and Friends Unit 1 Unit 1 Unit 1 Unit 1 ........................................
5
7
b) Read and give the context to:
Example: — Do you need a hand?
y
— O
h, y
es, please. Looks like here is a problem.
1.
—
…
.
—
Rea
ll
yZ We
l
come to our sc
h
oo
l
D
2
.
—
… Z
—
I really like it. It’s unusual.
3.
—
…
Z
—
I rea
ll
y am. T
h
e acting is perfect an
d
so is t
h
e p
l
ot.
4
.
—
… Z
—
]uite unexpected for this time of year.
5
.
—
… Z
—
No idea, but look, the host is coming.
6.
—
…
Z
—
In a wa
y
. I just wante
d
to h
ave an i
d
ea.
с) Read and respond establishin
g
contact:
Example:—
How do you like the meeting ?
y g
— I n a w a
y
. I j u s t w a n t e d t o m e e t m
y
f
r i e n d s h e r e.
1.
—
E x c u s e m e, d o y o u n e e d a h a n d?
—
… .
2.
—
It sure is chilly and windy, isn’t itZ
—
… .
3.
—
J
o you k
now w
h
en t
h
e concert is suppose
d
to startZ
—
…
.
4
.
—
I
d
on’t t
h
in
k
I’ve seen you in our sc
h
oo
l
.
—
…
.
5
.
—
W
ou
ld
y
ou l
i
k
e some teaZ
—
…
.
6.
—
H
ow d
o y
ou l
i
k
e t
h
e foot
b
a
ll
matc
h
Z
—
…
.
IV Work your Wisdom!
M
atch the parts of the proverbs and explain their meanin
g
s.
...........................................
.
Breaking the Ice Unit 1
5
8
1
. Peop
l
e meet…
2. Near is my shirt…
3. Com
p
an
y
in d
istress…
4.
St
ill wate
r
s…
5
. T
h
ere are s
p
ots…
6.
B
etwee
n fri
e
n
d…
7
. Save us…
a
)
…run d
eep.
b
) …but mountains never greet.
c
)
…a
ll
in common.
d) …but nearer is my skin.
e
)
…even on t
h
e sun.
f) …from our friends.
g) …makes sorrow less.
At Home:
In writing illustrate the proverb y
ou like m
ost
.
V Your Language Portfolio: Listening
a) Listen to two teenagers discussing their f
ree time and say what common i
nterests t
h
ey h
ave.
b
)
Act as Annie and:
estab
li
s
h co
n
tact
w
i
t
h a
n
ew
g
ir
l
;
e
x
p
ress y
our desire to join a mu
-
s
ic b
an
d
;
f
ind out about Alice’s friends;
a
s
k
for p
ermission to join t
h
e g
roup.
c
)
A
ct as Ali
ce an
d
:
e
xpress your attitude to learning languages;
e
xpress your wish to play musical instruments;
e
xpress your attitu
d
e to your frien
d
s;
e
xpress your a
g
reement to Anne’s request an
d
invite h
er w
ith y
ou. d) Transform the dialo
g
ue as if Alice is g
ood at learnin
g
lan
g
ua
g
es. M
ake it up near its endin
g
.
—
…
?
—
… ?
A
li
ce:
— Sounds like a lot of fun. Can I come along?
Unit 1 Family and Friends Unit 1 Unit 1 Unit 1 Unit 1 ........................................
59
A
nn
e:
—
No p
roblem, y
ou are sure to like it. Let’s make it round a
b
out 4 p. m. at t
h
e En
gl
is
h
spea
k
in
g
c
l
u
b
.
A
li
ce:
— Great! I’ll be looking forward to seeing you.
A
nne: — See you in the afternoon, then.
VI Your Language Portfolio: Writing
Choose a pro
j
ect y
ou’d like to do.
P
ro
j
ect I
. “M
y
Fami
ly
an
d
Me: A Future Ps
y
c
h
o
l
o
g
ist’s View”
1
) It’s a very general title. You can specify it showing relations i
n your fami
l
y, for examp
l
e:
What makes a famil
y
?
Bri
dg
in
g
t
h
e g
eneration.
Famil
y
relations? No p
roblem. etc.
2) Collect information, some old photos, newspaper articles a
b
out y
our fami
ly
mem
b
ers.
3
) Design your family chronicle and present your project to the cl
ass.
Pro
j
ect II.“Doing Your Family Research:
A Future Historian’s V
iew”
1
) Show the importance of family research, support your ideas w
ith proofs.
2
)
Se
l
ect t
h
e most interesting events of your fami
l
y h
istory. 3
) Design a time line of your family history and present your p
roject to t
h
e c
l
ass.
P
ro
j
ect III. “
Teenagers’ World: A Future Sociologist’s View”
1)
C
h
oose t
h
e most interesting group activities you l
i
k
e to s
h
are w
ith your friends.
2
)
Descri
b
e t
h
e atmosp
h
ere an
d
re
l
ations in your favourite g
roup.
3
) C
h
aracterize your group mem
b
ers. W
h
at ma
k
es it interest
-
i
n
g
to b
e to
g
et
h
er? Support your i
d
eas wit
h
examp
l
es an
d
i
ll
us-
t
r
at
i
o
n
s.
...........................................
.
Breaking the Ice Unit 1
6
0
4
) Design a poster about a teen’s world and present it to the cl
ass
.
VII Culture Comparison
1
)
How d
o you esta
bl
is
h
contact wit
h
teen-
agers in your country? 2)
What ice breakers are popular with teena
g
ers in U
k
raine? Give some tips for foreigners how to socialize with Ukraini-
an teena
g
ers. At Home: Search the Internet and find more informa-
t
ion about teena
g
ers’ worl
d
abroa
d
.
G
o to pa
g
e 306 f
or cross-cu
l
tura
l
rea
d
in
g
.
1.5.
T
es
t Y
ou
r
se
lf
A
. Fill in t
h
e
se
n
te
n
ces
wi
t
h t
h
e
co
rr
ect
fo
rm of
t
h
e
w
o
r
d
.
1
. I have many … of my ideas.
2. John looked at me in … .
3. A
ll
my frien
d
s are very … .
4
. M
y
teacher advised me to stud
y
the ar-
ch
ive … carefu
ll
y.
5
. Unfortunatel
y
m
y
little brother has no … for … .
6. You are not supposed to know about it, i
t’s a … matter.
7. I love my parents, because they are so … .
8. Tom is a ver
y
… p
erson, he isn’t afraid o
f anyt
h
in
g
. SU
PP
OR
T
AMAZE
CO
MM
UN
I
CA
TI
ON
R
EFE
R
I
NCLINE
PR
I
VAC
Y
UN
DE
RS
TA
N
D
CO
UR
AG
E
CHECK IF YOU:
Unit 1 Family and Friends Unit 1 Unit 1 Unit 1 Unit 1 ........................................
Can use wor
d
forms correct
ly
YES
NO
61
B
. C
hange the direct questions into embedded ones. C
omplete the sentences
.
1
. I want to present my frien
d
wit
h
f
l
owers. Does s
h
e l
i
k
e roses? Can y
ou tell me …?
2. I’
d
l
i
k
e to rea
d
t
h
is b
oo
k
. Do t
h
ey h
ave it on sa
l
e? I’
d
l
i
k
e to k
n
ow
...
3
. M
y
frien
d
l
oo
k
s s
p
ort
y
. W
h
at s
p
ort d
oes s
h
e ta
k
e? Do y
ou k
n
ow
…?
4
. I d
on’t k
now h
ow to wor
k
wit
h
t
h
e d
ictionar
y
. How d
o y
ou use it? P
l
ease, exp
l
ain ...
5
. Nelly was the best dancer in our Youth Club. Does she go on d
ancin
g
? Can you te
ll
me …?
6. The pupils are going on a hike. Have they chosen a route? I’d l
i
k
e to k
now…
7
. We’d like to take pictures of some sights in London. What pl
aces must we see first of a
ll
. I’
d
l
i
k
e to fin
d
out …
8. All your classmates are keen on computer games. What com-
puter game d
o you l
i
k
e most? Do you k
now …
CHECK IF YOU:
C. Read what a girl writes about her mum and choose the best phrases f
rom the box to com
p
lete the text.
For my mot
h
er, b
eing a teac
h
er was not _1__________, it w
as more like a calling — an obsession. She was born _2______
___
t
h
at ma
k
e a natura
l
teac
h
er. Her voice was c
l
ear an
d
h
er w
ords spoken _3__________. No pupil in her classroom doubt-
ed
t
h
at s
h
e t
h
oug
h
t t
h
ey were _
4
__________
in t
h
e sc
h
oo
l
. If any of the pupils _5__________ in their work she invited them h
ome wit
h
h
er _
6
__________
. No partia
l
ity was s
h
own an
d
no nonsense _7__________. A cross look from her could wither any _
8
__________
. Mot
h
er was a l
oving, _
9
__________
in
d
i-
v
idual with a stubborn streak and a temper that could flare with l
ittle provocation. In her world there was little room for gray b
ecause everyt
h
ing was _
10
__________
. T
h
ings t
h
at s
h
e d
i
d
n’t acce
p
t were blocked from her mind — the
y
just didn’t exist.
Can ask for information p
olitel
y
Y
E
S
NO
................................................
.
Test Yourself Unit 1
62
At _11__________ during school, one could find her out on the s
c
h
oo
l
g
roun
d
s p
l
ayin
g
t
h
e same g
ames t
h
at t
h
e c
h
i
ld
ren en-
joyed. Never one to shirk from work, she _12__________. The o
n
l
y time s
h
e sat d
own was in t
h
e evenin
g
to g
ra
d
e h
er sc
h
oo
l
c
hildren’s papers, often falling asleep in the process.
A — the most im
p
ortant p
erson;
B — wit
h
qua
l
ities;
C — mischief-maker
;
D — seeme
d
to b
e g
ettin
g
b
e
h
in
d
;
E — caring and intelligent;
F — an occu
p
ation or a p
rofession;
G
— to hel
p
catch u
p
;
H — wit
h
aut
h
ority I — was
a
ll
owed
J
— eit
h
er bl
ac
k
or w
h
ite;
K — recess time
;
L — was constant
ly
b
us
y
.
CHECK IF YOU:
D
. Li
sten to t
h
e stor
y
an
d
mar
k
t
h
e true statements.
1
. T
h
e Star-C
h
i
ld
was b
rou
gh
t up separate
l
y from ot
h
er c
h
i
ld-
ren.
2. He g
rew very b
eautifu
l
.
3. The Star-Child looked like his stepfather.
4
. T
h
e b
oy was a goo
d
p
l
aymate for h
is frien
d
s.
5. The Star-Child prided himself on his beauty.
6. He became cruel and inattentive to all people in the village a
n
d
n
ewco
m
e
r
s.
7. His friends followed his exam
p
le.
8. No
b
o
d
y to
ld
h
im of h
is b
a
d
b
e
h
aviour an
d
crue
l
ty.
9. The Star-Child was kind onl
y
to animals and birds.
1
0. He attac
k
e
d
a woman b
ecause s
h
e was poor an
d
not g
oo
d
-
looking.
CHECK IF YOU:
Can un
d
erstan
d
t
h
e text correct
ly
Y
E
S
NO
Unit 1 Family and Friends Unit 1 Unit 1 Unit 1 Unit 1 ........................................
Ga
n w
ri
te
f
o
rm
a
l l
ette
r
s
YE
S
N\
Ga
n u
n
de
r
sta
n
d
t
h
e
deta
il
s
o
f t
h
e
te
x
t
YE
S
N\
E
. Write any kind of formal letter on the issue of F
am
il
y an
d
F
r
i
en
d
s
.
CHECK IF YOU:
Автор
antolik1975
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