English Viii

Н.Мира, С.Хонгорзул, Ц.Бурмаа, РАриунаа, Б.Анхзаяа

ENGLISH VIII

Ерөнхий боловсролын 12 жилийн сургуулийн 12 дугаар ангийн сурах бичиг

Боловсрол, шинжлэх ухааны яамны зөвшөөрлөөр хэвлэв.

Анхны хэвлэл

СУРГУУЛИЙН НОМЫН САНД ОЛГОВ. БОРЛУУЛАХЫГ ХОРИГЛОНО.

Улаанбаатар хот 2014 он DDC 371.32 A-618

Англи хэл VIII: Ерөнхий боловсролын 12 жилийн сургуулийн 12 дугаар ангийн сурах бичиг. /Мира Н., ба бус; Ред. Баянжаргал П. -УБ.2014.-196х

Энэхүү сурах бичиг нь "Монгол Улсын Зохиогчийн эрх болон түүнд хамаарах эрхийн тухай" хуулиар хамгаалагдсан бөгөөд Боловсрол, шинжлэх ухааны яамнаас бичгээр авсан зөвшөөрлөөс бусад тохиолдолд цахим болон хэвлэмэл хэлбэрээр, бүтнээр эсхүл хэсэгчлэн хувилах, хэвлэх, аливаа хэлбэрээр мэдээллийн санд оруулахыг хориглоно.

Сурах бичгийн талаарх аливаа санал, хүсэлтээ [email protected] хаягаар ирүүлнэ үү.

ISBN 978-99973-59-84-1 CONTENTS

UNIT ONE. ACTIVITIES WE DO 10

UNIT TWO. INFORMATION AND COMMUNICATION 26

UNIT THREE. PAST EXPERIENCES 42

UNIT FOUR. STORYTELLING 58

UNIT FIVE. FUTURE PLANS 74

UNIT SIX. PEOPLE AND EVENTS 90

UNIT SEVEN. NEWS, NEWS! 106

UNIT EIGHT. LIVES AND LEGENDS 122

UNIT NINE. GLOBAL ISSUES 138

UNIT TEN. WISHES, WISHES! 154

DICTIONARY 170

GRAMMAR REFERENCE 175

3 UNITS LESSONS STRUCTURES FUNCTIONS VOCABULARY Page #

School activities Present simple (positive, negative); Talking about repeated actions Words related to school activities Listening 10-12 adverbs of frequency Speaking Household chores Present simple (questions) Clarifying information Words related to household Listening 13-15 chores Speaking ONE. Community activities Count and non-count nouns Identifying objects and people Words related to community Reading 16-18 ACTIVITIES WE DO activities Writing Leisure activities Frequency expressions Talking about frequency of Words related to leisure activities Listening 19-21 activities Speaking Self-check Revision of the unit structures Checking personal learning Revision of the unit vocabulary All skills 22-25 progress Electronic Present simple; Talking about communication Words related to electronic Reading 26-28 communication comparison of adjectives communication Speaking Memorization process Present simple; Talking about memory Words related to memory Listening 29-31 comparison of adverbs Speaking TWO. Processing information Present simple; Describing progressive and non- Words related to mental Listening 32-34 INFORMATION AND progressive and non-progressive verbs progressive actions activities Writing COMMUNICATION The Internet in our daily Present continuous for changes Talking about changes Words related to technology Reading 35-37 life Speaking Self-check Revision of the unit structures Checking personal learning Revision of the unit vocabulary All skills 38-41 progress Heroes in our life Past simple statements; Talking about actions in the past Words related to heroic actions Reading 42-44 time expressions Writing Living in a town Past simple (questions) Asking and answering questions Words related to town problems Listening 45-47 Speaking THREE. When I was a kid Used to (all forms) Comparing actions in the past Words related to childhood Listening 48-50 PAST EXPERIENCES and now memories Writing From desert to city Was / were able to (past ability in Talking about past abilities Words related to city and country Reading 51-53 a particular situation); could (general ability) experiences Speaking Self-check Revision of the unit structures Checking personal learning Revision of the unit vocabulary All skills 54-57 progress What were you doing at Past continuous (all forms) Talking about past activities Words related to activities Listening 58-60 9 pm? Speaking Camping Past simple vs. past continuous Comparing past actions Words related to camping Reading 61-63 activities Speaking FOUR. Dreams Past continuous for simultaneous Talking about dreams Words related to past activities Reading 64-66 STORYTELLING actions; sequencers and linkers Writing A detective story Past continuous for setting Ordering facts in the stories Words related to storytelling Listening 67-69 the background; more sequencers Writing Self-check Revision of the unit structures Checking personal learning Revision of the unit vocabulary All skills 70-73 progress UNITS LESSONS STRUCTURES FUNCTIONS VOCABULARY Page #

Study plans Present simple for future; Talking about plans and Words related to study plans Reading 74-76 timetables timetables Writing Applying for a job Present continuous for future; Talking about job applications Words related to job application Listening 77-79 be going to Writing FIVE. A job description Future simple (all forms) Talking about jobs Words related to jobs Listening 80-82 FUTURE PLANS Writing A surprise party Future time clauses with before, Talking about order of actions in Words related to parties Reading 83-85 while, after, when the future Writing Self-check Revision of the unit structures Checking personal learning Revision of the whole unit All skills 86-89 progress vocabulary Graduation ceremonies Present passive (positive, negative) Talking about graduation Words related to Reading 90-92 graduation ceremonies Speaking The Rose Parade Past passive with prepositions Talking about past events Words related to Reading 93-95 by, with, in, from parades Writing SIX. Tokyo Olympics Future passive Talking about future events Words related to the Olympic Listening 96-98 PEOPLE AND Games Speaking EVENTS Education fair Active vs. passive structures Comparing active and passive Words related to education fairs Listening 99-101 actions Writing Self-check Revision of the unit structures and Checking personal learning Revision of the unit vocabulary All skills 102-105 vocabulary progress Powerful people Present perfect for indefinite past Talking about personal progress Words related to people’s Listening 106-108 achievements speaking Personal news Present perfect for recent and for Writing letters Words related to letter writing Reading 109-111 time continuing up to now Writing SEVEN. A news report Present perfect vs. past simple; Comparing recent and past events Words related to news reports Reading 112-114 NEWS, NEWS! adjectives followed by prepositions Speaking Back to the past Past perfect; conjunctions before, Talking about past actions Words related to past events Listening 115-117 by the time, when, until, after Writing Self-check Revision of the unit structures Checking personal learning Revision of the unit vocabulary All skills 118-121 progress The famous writer Relative clauses with who, which, Describing people and events Words related to literature Reading 122-124 where, when, why Writing The civil fighter Clauses of reason and result Identifying cause and effect Words related to civil rights Listening 125-127 Speaking EIGHT. The phenomenal life Clauses of purpose with Talking about purpose Words related to life experience Reading 128-130 LIVES AND in order to, so as Writing LEGENDS The great singer Clauses of manner with Discussing manners Words related to music Listening 131-133 as if, as though Speaking Self-check Revision of the unit structures Checking personal learning Revision of the unit vocabulary All skills 134-137 progress UNITS LESSONS STRUCTURES FUNCTIONS VOCABULARY Page #

Child labor Direct and indirect (reported) Reporting about issues Words related to child labor Reading 138-140 speech Writing Teens’ problems Reported questions Identifying questions in the Words related to teens’ problems Listening 141-143 reported speech Writing NINE. Do we eat healthy food? Reported commands, requests and Discussing commands, Words related to healthy food Listening 144-146 GLOBAL ISSUES suggestions suggestions and requests Speaking Unpredictable weather Could, would, might, should in Reporting about possibilities Words related to weather Reading 147-149 reporting Writing Self-check Revision of the unit structures Checking personal learning Revision of the unit vocabulary All skills 150-153 progress A Horoscope First conditional Talking about real situations Words related to personal Reading qualities Speaking 154-156

If I were rich … Second conditional Talking about unreal situations Words related to dreams Listening Speaking 157-159

TEN. Thinking of the past Third conditional Talking about imaginary Words related to imaginary past Reading 160-162 WISHES, WISHES! situations Writing I wish you hadn’t I wish + past perfect Sharing dreams and wishes Words related to wishes and Reading regrets Writing 163-165

Self-check Revision of the unit structures Checking personal learning Revision of the unit vocabulary All skills progress 166-169 UNITS LESSONS STRUCTURES FUNCTIONS VOCABULARY Page #

If I were rich … Second conditional Talking about unreal situations Words related to dreams Listening Speaking 157-159

Self-check Revision of the unit structures Checking personal learning Revision of the unit vocabulary All skills progress 166-169 UNIT 1 ACTIVITIES WE DO

LESSON 1 SCHOOL ACTIVITIES

LEARNING OBJECTIVES: Words related to school activities Present simple (positive/negative); adverbs of frequency

1a. Match the pictures to the expressions. 1. make presentations 5. have discussions 2. do tests 6. have field trips 3. do projects 7. act out dialogues 4. search the Internet for information 8. prepare slides

a b c

d e f

g h

10 1b. Listen and check. Then repeat.

1c. Tick (√) the activities you do at school. No Activities √ 1 make presentations 2 do tests 3 do projects 4 search the Internet for information 5 have discussions 6 have field trips 7 act out dialogues 8 prepare slides 9 have debates 10 write essays 11 study in a library 1d. Now write sentences. Use information from the table and adverbs of frequency. Example: We often make presentations in our science class. 2a. Listen to the interview and answer. How many activities do the students do in their science class?

2b. Listen again and tick (√) the correct column. No Activities True False 1 The students are at the Science Fair. 2 The models help students understand complex scientific theories. 3 The students are not allowed to participate in experiments. 4 They do lots of experiments in their science class. 5 They often do projects in their science class. 6 They never have field trips. 7 They rarely have discussions and debates. 8 The teacher often uses science models for discussions. 9 The fair is helpful to students in performing tests. 3. Study the sentences and choose a or b in the explanations. They always make presentations. The teacher often uses models for class discussions. They occasionally have field trips. They don’t do any experiments. They frequently do projects at school.

11 1. We use present simple to talk about activities ... . a. we do d. we did 2. We use the underlined words when we say … we do things. a. how long b. how often 3. We use base forms of verbs for the … person plural. a. first and second b. first, second and third 4. We use V+s for the … person singular. a. first b. third 5. We use … to make negative statements. a. do b. don’t 4a. In pairs, look at the table, ask and answer. How often does Janet do these activities?

How often She occasionally does she make makes presentations? presentations.

No Activities Always Frequently Rarely Occasionally Never 1. make presentations √ 2. do tests √ 3. do projects √ 4. search the Internet for information √ 5. write essays √ 6. study in a library √ 7. do homework √

4b. Now report your findings to the class. Example: Janet occasionally makes presentations. 5a. Use activity 4a as an example and make your own table of activities.

5b. In pairs, ask and answer. How often do you do them? Example: - How often do you search the Internet? - I search the Internet frequently. 6. Write 8-10 sentences about you. Use the information in activity 5a.

LEARNING OUTCOMES We always do our homework. We frequently do projects in our science class. I occasionally write essays. They rarely study in the library.

12 LESSON 2 HOUSEHOLD CHORES

LEARNING OBJECTIVES: Words related to household chores Present simple (questions)

1a. Match the verbs with the nouns to make expressions. 1. water a. a brother or a sister 2. do b. the dishes 3. sweep c. plants 4. clean d. clothes 5. cook e. washing 6. look after f. floors 7. iron g. meals 8. fetch h. dung 9. chop i. animals 10. collect j. water 11. water k. the wood 1b. Listen, check and repeat.

1c. Tick the chores you do. Then ask your partner and complete the second column.

What do you do I often do at weekends? washing.

Chores You Your partner

do washing look after a sister fetch water water plants chop the wood cook meals water animals

13 2a. Listen to the interview and answer. How many robots are mentioned?

2b. Listen again and complete the web.

Household robots

Indoor robots Outdoor robots

floor washing lawn-mowers robots

window-washing robots clean and maintain swimming pools

patrol places and record activities

3. Study the sentences and choose a or b in the explanations. Do they do indoor work? - Yes, they do. What do the indoor robots do? - They do chores around and inside homes. Does it give any signals when detects movements? - Yes, it does.

1. In Yes/No questions we use … . a. question words b. do/does 2. In Wh-questions we use … . a. question words b. do/does 3. We use … for the 3rd person singular only. a. do b. does 4. We use … for the 1,2 and 3rd person plural a. do b. does

14 4a. Write a Yes/No question for each sentence. Our family spends every weekend out of Ulaanbaatar. We have a nice, small house in the country, not far from the city. Every time when we get there we start with big cleaning. Each of us has a certain duty. My dad chops the wood for fire. My mom does the most of washing. And she also cooks a big lunch. My little sister waters plants. My brother fetches some water. I do the most of cleaning. This all usually takes about 2-3 hours.

4b. Now write questions using the question words given. 1. Our family spends every weekend out of Ulaanbaatar. (Where?) 2. We have a nice, small house in the country, not far from the city. (What?) 3. My father chops the wood for fire. (What?) 4. My mom does the most of washing. (Who?) 5. My little sister waters plants. (What?) 6. My brother fetches some water. (What?) 7. I do the most of cleaning. (Who?) 8. This all usually takes about 2 hours. (How long?) 5a. Interview 5 of your classmates. Find someone who … . • always do washing • rarely do shopping at home. • often do cleaning • never cook

5b. Report your findings to the class. Example: 2 people always do washing. 6. Now write 5-8 sentences about yourself. Use answers from activity 1c. Begin like this… I always do washing at home. Sometimes I … .

LEARNING OUTCOMES Do they work inside the house? What do the indoor robots do?

15 LESSON 3 COMMUNITY ACTIVITIES

LEARNING OBJECTIVES: Words related to community activities Count and non-count nouns

1. In groups of 4-5, discuss the following. What do you think it means?

e-use

4R ecycle for being environmentally friendly: educe

estore

2a. Match the expressions with their translations. 1. restore environment a. арга хэмжээ авах 2. protect environment b. цаас дахин боловсруулах 3. raise awareness c. харилцаа, холбоог хөгжүүлэх 4. take actions d. асуудал шийдвэрлэх 5. recycle paper e. сүлжээ бий болгох 6. distribute resources f. цахилгаан хэмнэх 7. develop relations g. байгаль орчныг хамгаалах 8. build networks h. байгаль орчныг сэргээх 9. save electricity i. олон нийтэд таниулах 10. solve problems j. нөөцийг хуваарилах 2b. Listen, check and repeat.

2c. Complete the sentences with the expressions from the box.

develop relations distribute natural resources raise public awareness save electricity protect environment build more networks take actions solve the problem

16 1. Our country would like to … with other Asian countries. 2. Lots of community activities are organized to … of the problems that the elderly people have. 3. In order to … we need to study factors that influence the problem first. 4. One of the key issues today is how to … equally. 5. Study the problem, plan and … to solve it. 6. In our future plans we need to focus more on how to … and expand cooperation with others to promote our new product. 7. At school, we often have lectures on how to … the green movements, keeping ecological balance, preserving natural sights and so on. Last week we had a lecture on how to … in our daily life. 3a. Read the text and answer. What’s the vision of the Friends of Earth? The Friends of Earth (FoE) is the world's largest environmental network, uniting 76 national member groups and some 5,000 local groups from every continent. With over 2 million members and supporters around the world, they campaign for today's most urgent environmental and social issues and promote the solutions that will help to create environmentally sustainable and socially just societies. FoE Australia was founded in 1974 in Victoria, which was then the site for a proposed nuclear reactor. The main goal of FoE Australia is to preserve, restore, and protect the natural environment in Australia, promote public awareness of environmental issues through their resource centers, newsletters, and magazines. Their vision is to campaign for the world where environmental protection, social justice and economic welfare are ensured for all people. Through their local, national and international networks, they work with the community to raise awareness and take actions. FoE Australia functions both through its local activities and the national campaigns and projects, and the national magazine called “Chain Reaction”. The alternative they seek to implement is a sustainable society. This involves reliance on the use of renewable resources which are equitably distributed. FoE recognizes that organized actions are necessary for environmental, economic and social changes. Such actions are essential if we are to achieve a sustainable society based on the equitable distribution of resources and recognition of the rights of all people. FoE Australia seeks to develop strong relations with environmental and social justice movements in all parts of the world. 3b. Read again and answer the questions. 1. How many members and supporters does the “Friends of Earth” (FoE) have? 2. What do they do in order to help to create environmentally sustainable and socially just societies? 3. When was FoE Australia founded? 4. What is the main goal of FoE Australia? 5. What do they do to raise public awareness? 6. What is a sustainable society? 7. What do they do to support a sustainable society?

17 4a. Study the sentences and choose a or b in the explanations. They promote public awareness of environmental issues through their resource centers, newsletters, and magazines. Their goal is to build the world where environmental protection, social justice and economic welfare for all people.

1. We use count nouns for people, places, or things we … . a. cannot count b. can count 2. We use non-count nouns for people, places, or things we … . a. cannot count b. can count

4b. Put the words in the correct circle. Add three more words to each circle.

air garbage furniture movement money pollution change resource water network society issue transportation information equipment part energy electricity

Count nouns Non-count nouns ......

5a. In groups of 4-5, choose one of the topics below and discuss. the topics below and discuss. What can you do in order to … ? • conserve energy • keep your community green • keep your community clean • help the elderly 5b. Now report the results of your discussion to the rest of the class. discussion to the rest of the class.

6. Choose one of the topics in activity 5a and write a paragraph. activity 5a and write a paragraph.

LEARNING OUTCOMES Through their networks, they work with the community to raise awareness and take actions.

18 LESSON 4 LEISURE ACTIVITIES

LEARNING OBJECTIVES: Words related to leisure activities Frequency expressions

1a. Match the words to the pictures.

1. acting 6. camping 2. hiking 7. canoeing 3. skateboarding 8. horseback riding 4. knitting 9. bird watching 5. fishing

a b c

d e f

g h i

19 1b. Listen and check. Then repeat.

1c. In pairs, ask and answer. What leisure activities do you do?

What do you do in your leisure I go clubbing. time?

2a. Listen and answer. How many members of Khulan’s family are mentioned?

2b. Listen again and complete the table.

Who? What? How often?

Khulan

Dad

Mom

Khulan’s brother

3a. Study the sentences and choose a or b in the explanations. I see my grandparents quite often, maybe two or three times a month. Once a week we come to our club.

1. We use frequency expressions to say … something happens. a. how long b. how often c. how much 2. We use these expressions … of a sentence. a. at the beginning b. at the end c. both

20 3b. Study the schedules and write sentences. How often do they do these activities? Use frequency expressions.

going to going Activities cooking doing cleaning seeing going to fitness to chess dinner washing house friends country People club club twice a three times once a twice a once a Tony week a week week week month three twice a once a Tselmuun every day times a week month week 4a. Do the quiz. How well do you know your partner? Tick the activities she/he does and calculate the scores.

Activities √ dancing parties basketball hamburgers computer games action movies shopping hip hop music English reading

4b. Now ask your partner and check your answers. Then calculate the correct answers.

8-10 = very well very = 8-10 well quite = 5-7 well very not = 3-4 little very 1-2=

5. Write 5-8 sentences about your partner. Use frequency expressions. Example: My partner goes dancing twice a week.

LEARNING OUTCOMES Once in two months they play a drama in our local theater. He loves skateboarding and does it almost every day.

21 LESSON 5 SELF-CHECK

LEARNING OBJECTIVES: Revise vocabulary and structures of the unit Check personal learning progress

VOCABULARY

1. Put the following expressions in the correct circle.

restoring environment acting camping go clubbing hiking saving electricity knitting recycling paper bird watching protecting environment skateboarding solving problems fishing developing relations cycling raising awareness horseback riding taking actions building networks

Leisure activities Community activities ......

2. Do the word search. Find 9 verbs related to household chores (→↓).

B HOUSEHOLD O

INR CHORES TI

EIRONJCOOKW

LYCLEANLZVQ

HLELXSWEEPE

TQFETCHMBFR

EAPCHOPMDOS

WWATERNWASH

22 3. Complete the sentences with the words from the box.

projects discussion presentation information dialogues tests a field trip

1. Search the Internet for more … before making any … . 2. Be very attentive while doing … . 3. Acting out … is helpful to remember how to use new words. 4. Once in a month we have … in our Science class. 5. We usually do … work in small groups. 6. After each experiment we have a class … to share our findings with each other.

STRUCTURES

4a. Change the following sentences into negative. 1. We do projects in our history class quite often. 2. We make presentations after each project. 3. He likes computer games a lot. 4. They do camping every summer. 5. She likes watching science movies. 6. They play basketball every weekend. 7. We always search the Internet for information when we do any project. 8. They frequently go fishing. 4b. Make questions to the underlined words. 1. We do projects in our history class quite often. 2. We make presentations after each project. 3. He likes computer games a lot. 4. They do camping every summer. 5. She likes watching science movies. 6. They play basketball every weekend. 7. We search the Internet for information when we do any project. 8. They frequently go fishing. 5. Answer the questions. Use always, occasionally, frequently, rarely, never, once / twice / … times a week / a month. How often do you … ? • search the Internet • do sports • do project work at school • do shopping • go to a movie theater • study English • do homework • go to a museum • go to a concert • see your friends

23 6. Label the underlined nouns with C (count) or NC (non-count). NC C Example: Pollution is a big problem in our city.

1. Pollution is a big problem in our city. 2. Building a network is good for advertising your products. 3. Include fish in your diet. 4. Saving water and electricity is crucial for protecting environment. 5. Business is risky. 6. They’re going to build a plant for recycling paper. 7. This movement advocates for the equal distribution of resources.

LISTENING AND SPEAKING

7. Listen to the conversation and answer. How many goals are mentioned?

8. Listen again and answer the questions. 1. What kind of activities does the club organize? 2. How often do members of the club meet? 3. What do they do to provide support and raise self-esteem of teenagers? 4. How does the club help teenagers improve their social skills? 5. What is the purpose of outing activities? 9a. Complete the table. What household chores do members of your family do?

Who What How often

9b. Now write sentences using the information in activity 9a.

READING AND WRITING

10a. Read the text and choose the best title. a) Community services b) Importance of doing community services Community service is activities that are performed by someone or a group of people for the benefit of the public. They are part of “civic responsibility”. There are lots of ways to take civic responsibility and be active in the community: joining various clubs, scouting groups or local environmental or clean-up groups, helping schools to organize afterschool activities, festivals, and celebrations. By getting involved in community activities, you can come into contact with positive adult role models other than your parents. Interacting and cooperating with other adults encourages you to see the world in different ways and

24 put your own family experiences and values into a wider context. You can try out different identities, experiment with different fashion styles and might try out a range of different activities and hobbies. Being involved in community activities can give you a positive way of understanding who you are. As a result, you might see yourself as a helpful, generous or just a ‘good’ person in general. Being involved in community activities also helps create a sense of being connected to the community. Community activities give you a chance to apply the skills you already have. This kind of experience gives you the chance to see how many skills you have and how valuable they can be. Being able to manage your free time while balancing leisure, work and study is an important life skill. Being part of a community activity could motivate you to become more organized and start to manage your own time. Finding a community activity can boost your self-confidence. You learn how to communicate with different types of people and build up your life skills and abilities in a supportive environment. 10b. Read again and answer true (T) or false (F). 1. Community service is activities that are performed for the benefit of the public. T F 2. There are a few ways to take civic responsibility. T F 3. By getting involved in community activities, you see the world in different ways . T F 4. You can try out different activities and hobbies. T F 5. Being involved in community activities doesn’t help create a sense of being connected to the community. T F 6. Community activities give you a little chance to apply the skills you have. T F 7. Being able to manage free time while balancing leisure, work and study is an important life skill. T F 8. When you become part of a community activity you become less organized. T F 9. You learn how to communicate with your family only. T F 11. Write a paragraph about your leisure time. Follow the questions below. • What are your leisure activities? • When do you do them? • Where do you usually have them? • Why do you do them?

How well can you do these things? Tick (√) the columns.

I can … Very well Well Not well use words related to school/community activities and household chores ask and answer questions using present simple talk about different activities using present simple talk about how often we do activities by using adverbs of frequency and frequency expressions listen and understand factual information on various activities read and understand factual information on various activities

25 UNIT 2 INFORMATION AND COMMUNICATION

LESSON 1 ELECTRONIC COMMUNICATION

LEARNING OBJECTIVES: Words related to electronic communication Present simple; comparison of adjectives

1a. Join the columns. 1. create a. files 2. chat b. friends 3. transfer c. updated news 4. download d. communities 5. make e. with each other 6. join f. contacts 7. send g. SMS 8. keep h. new social contacts 9. get i. materials 1b. Listen and check. Then repeat.

1c. Complete the sentences with the expressions given.

send SMS download materials and keep get lots of updated news make more friends create social contacts chat with each other

1. Joining the social networks helps us to … . 2. It is much cheaper to … than phoning. 3. The Internet helps us to … in a digital form. 4. We can … from electronic newspapers. 5. Many young people often … . 6. It is not difficult to … because there are lots of social networks available on the Internet.

26 2a. Read the text and choose the correct title. a) Benefits of the Internet. b) Benefits of social networking.

One of the big advantages of the Internet is that we can create new social contacts all over the world and join communities. There are no time and place limitations and there are no boundaries, both geographical and political for doing this. With the use of the social platforms we become much more aware of the world we are living in. They create a new world where we are free to express our opinions and share them with our friends and peers. The social media becomes an important source of updated news. The platforms make news about the recent events happening all over the world more accessible. They also contribute to faster and easier interaction between people: they allow us to keep in touch with each other regularly. Joining the communities helps people who cannot go out to find friends in the real life because they are disabled. So, they can chat with other people via the Internet. Sometimes it is also easier for people, who are afraid to look into the other’s face while talking and chat with a person who they do not know. Social networks allow us to reach a lot of new people quickly and pass the word to others in more effective ways. The Internet is a database full of information and offers us a lot of services, sometimes for free. Now we have easier life, and sometimes also cheaper. For example, phoning a friend in a different country costs more than to chat with him. The e-mail has replaced the traditional letter: we do not have to buy stamps anymore and it is much faster and also for free to send a mail or a message. We can also add files to our e-mail and that is why a big data transfer is possible. Therefore we do not have to send disks with information around the world anymore and have any information in a digital way. Another free service of the Internet is sending SMS. We can save a lot of money if we do not send it with the mobile phone, especially across long distances. We also have the opportunity to use more things, for example sending e-postcards and I-messages. We can also place our digital photos on the Internet and our friends in different countries can look at them without sending them to them. Another thing is online gaming. We can play with people from all over the world and share our knowledge. It’s more exciting to play with friends than playing alone. Moreover, we can learn with the Internet. A variety of computer-based online courses already exist and they give us great opportunities to take any courses we want.

2b. Read again and complete the circles.

find ... express ...

We use social reach transfer networking to: ......

save play ...... take ... 27 3. Study the sentences and choose a or b in the explanations. The platforms make more accessible news. They contribute to faster and easier interaction between people.

1. We add … to one-syllable adjectives to make a comparative form. a. –er b. more 1. We add … to three or more syllable adjectives to make a comparative form. a. –er b. more 4a. Write the adjectives from the box in their comparative forms.

great hard loud important warm slow long easy exciting comfortable simple relaxed small intelligent

4b. Put the adjectives in the comparative forms and complete the sentences. 1. He felt … when he finished all exams. (relaxed) 2. Your presentation is too long. We need a … presentation. (short) 3. The price is too high. I think we’d better find … one. (cheap) 4. The design of your slides looks great, but it’s … to improve the content. (important) 5. This is not a party – we need to wear … clothes. (formal) 6. Please give a … speech. (informative) 7. The exercises are too difficult, so find … ones. (simple) 8. I think we want the … music. (loud) 9. The essay looks too short. Please add more reasons and hand in … essay. (long) 5a. In pairs, ask and answer. Use the questions below. 1. Do you use Facebook? 2. What do you do on your Facebook? 3. Have you ever joined any communities? 4. Have you ever used blogs? Twitter? 5b. Write 5-8 sentences about your partner. Begin like this … He/she often uses … .

LEARNING OUTCOMES It’s more exciting to play with friends than playing alone. Now we have easier life.

28 LESSON 2 MEMORIZATION PROCESS

LEARNING OBJECTIVES: Words related to memory Present simple; comparison of adverbs

1a. Match the verbs to their meanings. 1. memorize a. keep in the memory 2. remember b. imagine visually 3. associate c. revise 4. visualize d. learn by heart 5. focus e. make use of something 6. review f. connect in the mind 7. apply g. state of clear definition 1b. Listen, check and repeat.

1c. In pairs, ask and answer. What do you do to memorize words? Use the expressions below.

...... ? ... .

1. associate with certain things 2. visualize in mind (pictures, signs, sounds etc.) 3. review (revise by doing different exercises) 4. apply (to new situations, e.g. dialogues, sentences) 2a. Listen to the interview and answer. Are they talking about a) memory improvement or b) good ways to memorize words?

29 2b. Listen again and answer true (T) or false (F). 1. Reading helps us see learned words in new sentences and contexts. T F 2. The only one source of foreign language learning is graded readers. T F 3. Advertisements and menus use short and clear texts. T F 4. Many linguists advise to focus on phrases, not separate words. T F 5. In the daily communication we use phrases that are predictable. T F 6. Another good thing is to visualize words. T F 7. Visualizing means finding a similar-sounding word in your native language only. T F 8. Review of new words is not essential. T F 3. Study the sentences and choose a or b in the explanations. We more frequently use phrases that are predictable. We remember new words better if we visualize them.

1. We use more or less with … adverbs to make comparison. a. longer b. shorter 2. We put more or less … the adverb. a. before b. after 3. We add –er to … adverbs. a. longer b. shorter 4a. Give the comparative form of the adverbs.

fast hard slowly frequently well badly happily quietly accurately efficiently quickly seriously clearly late 4b. Complete the sentences with comparative forms of adverbs. 1. I know them … (well) than you. 2. I know he’s a good runner. But he can run …. (fast). 3. Could you speak … (slowly), please? 4. You’re late. I expected you to come … (early).

30 5. Is your toothache better? - No, it’s … (badly). 6. You should study … (seriously). 7. E-mailing is … (fast) than mailing. 8. This program can solve some problems … (accurately) than humans. 9. This printer works … (efficiently) than the old one. 5a. In pairs, play a memory game. Follow the instructions given below. Instructions: Student A gives student B 30 seconds to look at the list of the following words. Then he/she covers the list and asks him/her to write down the words. How many words does he/she remember?

study memorize write

draw apply say make

differentiate visualize connect

5b. Now write 5-6 sentences with the words above. Use questions below. • How many words did you / your partner write correctly? • How many words did you / your partner write incorrectly? • What techniques did you / your partner use to remember words?

LEARNING OUTCOMES In everyday communication we more frequently use phrases that are predictable. In everyday communication we less frequently use formal phrases.

31 LESSON 3 PROCESSING INFORMATION

LEARNING OBJECTIVES: Words related to mental activities Present simple; progressive and non-progressive verbs

1a. Match the verbs to their meanings. 1. predict a. take a series of actions to achieve a particular end 2. understand b. remember 3. process c. foretell that something will happen in future 4. organize d. accept or take in something sent or offered 5. store e. get or bring back 6. receive f. arrange in an orderly way 7. retrieve g. keep for future use 8. recall h. know 1b. Listen, check and repeat.

1c. Match the verbs to their nouns in the box.

understanding receiving process recalling storage organization acquisition recognition prediction retrieval

1. predict 6. receive 2. understand 7. retrieve 3. process 8. recall 4. organize 9. acquire 5. store 10. recognise

2a. Listen and answer. How many key mental activities are described in the lecture?

32 2b. Listen again and complete the table.

Mental processes How it happens acquisition

storage

retrieval

recall

recognition

3a. Study the sentences and choose a or b in the explanations. When we acquire information we get it into our memory system. We're processing information continuously.

1. We use ... with stative verbs. a. a non-progressive form (verb) b. a progressive form (verb+ing) 2. We use ... with active verbs. a. a non-progressive form (verb) b. a progressive form (verb+ing) 3b. Put the verbs in the correct column. № Progressive verbs Non-progressive verbs 1. … … 2. … … store, write, process, 3. … … develop, retrieve, acquire, 4. … … read, recall, organize, forget, 5. … … save, receive, predict, say, 6. … … exchange, wait 7. … … 8. … …

4. Complete the sentences with the correct form of the words. Note that more than one choice is possible.

know understand forget organize pay attention to remember predict write

1. We … the meaning of the words looking at the language context. 2. I … how old she is. 3. He … an essay on study skills now. 4. She … me and I … her. 5. I usually … names, but not faces. 6. I … my schedule for the next week. 7. I … most of the things that our English teacher talks about. 8. I … about the trip from the Students` Council. 9. I … only to what is interesting to me.

33 5a. Do the quiz (√). How easy for you to remember ... ?

easy not easy

names of places ......

names of organizations ......

phone numbers ......

people’s faces ......

people’s names ......

colors ......

5b. Compare your answers with your partner’s. Ask and answer.

6a. In groups, discuss the following. • What do you do in order to improve your memory? • How do you memorize words and expressions? • Is your way effective? Give reasons why or why not? 6b. Write tips for better memorization of words and expressions.

LEARNING OUTCOMES

We are processing information continuously. Sometimes certain clues help us to retrieve information from our memory.

34 LESSON 4 THE INTERNET IN OUR DAILY LIFE

LEARNING OBJECTIVES: Words related to technology Present continuous for changes

1a. Match the words to the expressions. 1. find a. for information 2. do b. new solutions 3. exchange c. games 4. search d. online shopping 5. download e. e-papers 6. advertise f. free software 7. read g. useful information 8. purchase h. new products and services 9. play i. ideas with other people 1b. Listen and check. Then repeat.

2a. In pairs, ask and answer. Do you … ? • do online shopping • exchange ideas with other people • search for information • download useful information • read electronic newspapers • purchase free software • play games online 2b. Write sentences about your partner. Example: He/she does online shopping. He/she doesn’t read electronic newspapers. 3a. Read and choose the correct title. a) Advantages of the Internet. b) Advantages and disadvantages of the Internet. There is a big influence of technology on our daily life. Electronic devices, multimedia and computers are things we have to deal with in our everyday life. Especially the Internet is becoming more and more important for nearly everybody as it is one of the newest and most forward-looking media. The Internet is changing our life enormously; there is no doubt about that. There are many advantages of the Internet. Companies are presenting their products. Many universities and research institutions are also linked to one another. They

35 are exchanging experiences with each other and often they start new projects together. For individual people, it is no problem to exchange their experiences with other people, hear new things, and see some facts from another point of view. This helps them find new solutions and new ways to go. Today nearly every household has a computer and access to the Internet, so children deal with computers and the Internet every day. They should learn how to use it, of course. Another big advantage of the Internet is the easy access to information. Online reference books and dictionaries are replacing bookshops or libraries. It is again cheaper to search for information in the Internet than to buy a book that is old after one year. On the Internet a lot of information is renewed and updated. We can also find information which is very new while a book does not exist in print yet. We are reading electronic newspapers more. We are not buying them anymore. In addition, most newspaper sites have archives in which we search for old articles. The Internet is also changing business activities for marketing and advertising. A lot of enterprises have a homepage with ads of their products and services. 3b. Read again and answer true (T) or false (F). 1. There is a big influence of technology in our daily life. T F 2. The Internet is changing our life enormously. T F 3. There are a few advantages of the Internet. T F 4. Universities and research institutions are exchanging experiences with each other. T F 5. It is possible to get updated news on the Internet. T F 6. A few households have a computer and access to the Internet. T F 7. Online reference books and dictionaries can’t replace bookshops or libraries. T F 8. It is more expensive to search for information on the Internet than to buy a book. T F 9. We are not reading electronic newspapers anymore. T F 10. The Internet is changing business activities for marketing and advertising. T F 4a. Study the sentences and choose a or b in the explanations. 1. The Internet is changing our life enormously. a. This is about what we generally do. b. This is about a changing situation. 2. Some people find new solutions and new ways to go. a. This is about what we generally do. b. This is about a changing situation.

36 4b. Rewrite each sentence in the present continuous using expressions in brackets. Example: Politicians often have debates with the general public. … ( on the Internet ) Politicians are having debates on the Internet.

1. Researchers often share the results of their work with other researchers … (on the Internet) 2. People communicate daily across long distance. … (with their discussion groups) 3. Technology changes our way of life. … (day by day ) 4. Technology grows so fast. … (due to the Internet ) 5. People often give their suggestions about the quality of products. … (via e-mail ) 6. Today people have many opportunities to find jobs. … (electronically ) 7. Students use information for their assignments. … (from electronic services) 8. We discuss hobbies, fashions, travel and politics. … (through social networks) 5. In pairs, ask and answer. Use the prompts below. Advantages of using the Internet: • for business people • for children • for students 6a. In groups, discuss the following. Do you agree with them?

Computer software costs a lot. To have more security we have to install a firewall, 1 buy anti-virus-programs and update them regularly. For some people using a computer is They don’t feel confident. 2 too complex. Children are often badly influenced by Become competent experts of using the internet – but 3 the Internet. not on how to live in the real world anymore. The Internet shouldn’t replace real Children need friends and they need to play with them 4 friends. to learn how to behave and how to interact with others. Children sometimes learn wrong things They should know how to distinguish between the 5 from the Internet. “good” and “bad”. 6b. Write 5-8 sentences about disadvantages of the Internet.

LEARNING OUTCOMES We are reading electronic newspapers more. We are not buying newspapers anymore.

37 LESSON 5 SELF-CHECK

LEARNING OBJECTIVES: Revise vocabulary and structures of the unit Check personal learning progress

VOCABULARY

1. Put the following expressions in the correct circle. make predictions, download materials, save files, store information, organize information, remember words, visualize words, transfer files, join networks, make friends, keep contacts, receive information, read e-papers, purchase software, send SMS, do online shopping, take online courses, retrieve information, play games, understand, exchange ideas

Use of the Internet Information processing ......

2. Do the word search. Find 9 verbs related to memory (→).

STOKEFOCUS MEMORIZEWQ RECYCLENBX PREMEMBERQ BCZEREVIEW LAPPLYZAYU IGHDUSESZV TVISUALIZE RASSOCIATE

3. Write the verbs next to their explanations.

receive, associate, retrieve, apply, review, organize, memorize, visualize, process, store, remember, predict

38 1. foretell that something will happen in future ______2. connect in the mind ______3. learn by heart ______4. imagine visually ______5. revise ______6. keep in the memory ______7. make use of something ______8. arrange in an orderly way ______9. take actions to achieve a particular end ______10. keep for future use ______11. accept or take in something send or offered ______12. get or bring back ______

STRUCTURES

4. Choose the correct word and complete the sentence. 1. This car is… (fast / faster). But that car can be even… (fast / faster). 2. It is … (quick / quicker) to find information on the Internet. 3. This text looks… (simple / simpler). But that one looks even ... (simple / simpler). 4. Can you give me that book? The pictures in it look much… (attractive / more attractive). 5. TV programs are becoming … (informative / more informative). 6. This is a quite … (interesting / more interesting) topic. But in this book you will find… (interesting / more interesting) topics. 7. This cup is too big. Do you have a … (small / smaller) one? 8. This activity looks … (easy / easier) than that one. 5. Complete the sentences with comparative forms of adverbs. 1. You should do your homework … (regularly). 2. You can drive on this part of the road … (fast). 3. Can you say the words … (slowly)? 4. We should see each other … (frequently). 5. She works … (hard) than Josh. 6. You can use this software … (effectively). 7. The inspectors gave us some advices how to use the resources … (efficiently). 6. Rewrite the sentences. Use the present continuous for changes. 1. As a result of electronic communication the world became smaller. 2. Many people exchange their opinions using various social networks. 3. The Internet has changed the business activities. 4. Politicians have lots of discussions and debates on many issues using videoconferencing. 5. Many people use e-resources. 6. The Internet grows faster. 7. The Internet technology becomes simpler.

39 LISTENING AND SPEAKING

7a. Listen to the conversation and answer. How many types of activities of the ‘Happy club’ are mentioned?

7b. Listen again and answer true (T) or false (F). 1. Josh and Kate are college students. T F 2. The club was founded this year. T F 3. The students do some volunteer work. T F 4. They do lots of activities on environment protection. T F 5. They help the elderly how to use technology. T F 6. They help people how to do online shopping mostly. T F 7. They believe that technology will help the elderly to reduce their isolation. T F 8. They help the elderly to connect with their friends and relatives. T F 8a. Interview 6 of your classmates and find someone who … . find someone who … . • uses YouTube to download videos • joined any communities songs • created own blog • uses Twitter 8b. Report the findings to the class.

READING AND WRITING

9a. Read the text and choose the best title. a) How to remember people’s faces b) Memory improvement techniques c) How to communicate with people Memory improvement is a process that can be done in a few easy steps and performed effortlessly. Remembering things is only a technique that you need to utilize, for example to remember a face you just need to examine a person’s face carefully when you are introduced. Try to find an unusual feature, ears, a hairline, a forehead, eyebrows, eyes, a nose, a mouth, a chin, a complexion, etc. Create an association

40 between the face and the name in your mind. The association may be to link the person with someone else you know with the same name. Alternatively it may be associating with a rhyme or image of the name with the person’s face or defining feature. Also when you are introduced, ask the people to repeat their names. Use the name yourself as often as possible (without overdoing it). If it is unusual, ask how it is spelled or where it comes from, and if appropriate, exchange name cards. Keep in mind that the more often you hear and see the name, the more likely remember. Also, after you leave the person, review the name in your mind several times. If you are particularly keen, you might decide to write it down and make notes that would help and improve your memory search process. These techniques suggested for remembering faces and names are fairly simple and obvious, but useful. Association either with images of a name or with other people can really help. Repetition and review help to confirm your memory. 9b. Read again and match the two columns.

To remember someone’s face we need to:

1. examine a person’s face carefully a. help to confirm your memory 2. create an association between b. as possible 3. associate a rhyme or image c. their names 4. ask the people to repeat d. of the name with the person’s face 5. use the name yourself as often e. the face and the name in your mind 6. ask how the name is spelled f. several times 7. review the name in your mind g. and make notes 8. write the name down h. or where it comes from 9. repeating and reviewing i. by finding an unusual feature

10. Write a short paragraph (8-10 sentences) about advantages of using the Internet.

How well can you do these things? Tick (√) the columns.

I can … Very well Well Not well use words related to information communication and social networking use present simple for changes describe activities by using comparative forms of adjectives and adverbs differentiate and use count and non-count verbs listen and understand factual information on technology read and understand factual information on technology

41 UNIT 3 PAST EXPERIENCES

LESSON 1 HEROES IN OUR LIFE

LEARNING OBJECTIVES: Words related to heroic actions Past simple statements

1a. Match the words to their definitions. 1. assiduous a. an emblem given as an award 2. an engine b. to take something quickly 3. to extinguish c. hardworking 4. to line up d. a mechanical appliance 5. to struggle e. to beg or ask 6. to implore f. to stand in a row 7. a badge g. a moving part of a machine 8. a colleague h. being of the real size 9. a carriage i. to stop fire flame 10. to grab j. a person you work with 11. a gawker k. to try very hard 12. life-sized l. а by-passer who watches 1b. Put the words in the correct column.

a carriage to extinguish to grab a badge an engine to struggle to implore assiduous to line up a colleague a gawker life-sized

Noun Verb Adjective … … … … … … … … … … … …

42 2a. Read a story and choose the best title. a) Engine No.5 b) A lifesaver In the days before motorized carriages, firefighters used to pull the engines by their hands. The men of Engine Number 5, San Francisco, would line up along a rope and pull an engine to a fire. On the day in 1858 when Lillie Hitchcock found them, the men were struggling to extinguish fire. A few of their colleagues were out sick, and the combined strength of the rest was not enough to roll the engine. So, 15-year-old Lillie Hitchcock jumped forward, grabbed the rope and pulled. "Come on! Everybody pull and we'll beat them!" With these words, Hitchcock implored the gawkers to join the effort. Because of her, the engine started working and was the first to the fire. Hitchcock continued to take an interest in firefighting and appeared at every fire. Although she could never join the fire brigade, the Engine No.5 made her an honorary member and gave her a gold badge in 1859, which she wore proudly whenever she appeared to help at a fire. Lillie was born on August 23, 1843 at West Point. The Hitchcocks moved to San Francisco in 1851. In those days, women didn’t wear pants and extinguish fires. Her father didn’t approve his daughter's assiduous interest in firefighting. Very soon she left off, but she never stopped being interested in firefighting. Even after her marriage to Howard Coit she continued to visit the firemen once in a while. After her marriage, she traveled around the world. She was a guest in the court of Napoleon III. When her travels were done, she returned to her beloved San Francisco. When Lillie Hitchcock-Coit died on July 22, 1929, at the age of 86, she left one-third of her money to the city of San Francisco. With that money people built a 180-foot Coit Tower in Pioneer Park. Another memorial to Hitchcock-Coit and the city's firemen stands in Washington Square. It is a life-sized statue of three firemen, one of them carrying a woman in his arms. 2b. Read again and answer true (T) or false (F). 1. In 1858, San Francisco’s firefighters used motorized carriages. T F 2. Lillie became an honorary member of Engine Number 5. T F 3. San Francisco is a place where she was born. T F 4. Her father approved her interest and she worked as a firefighter. T F 5. She traveled around the world, and she never returned to San Francisco. T F 6. Before she died, she left one-third of her money to the city. T F 7. With her money people built a tower and a statue. T F 8. Both the statue and the tower stand in Washington Square. T F

43 3a. Study the sentences and choose a or b in the explanations. The Hitchcocks moved to San Francisco in 1851. She left one-third of her money to the city of San Francisco at the age of 86. In those days, women didn’t wear pants and extinguish fires.

1. We use past simple to talk about an action that happened at ... in the past. a. a definite time b. an indefinite time 2. We use -ed to form … verb. a. a regular b. an irregular 3. We don’t use -ed to form … verb. a. a regular b. an irregular 4. In a negative sentence, we use an auxiliary verb … . a. did not (didn’t) b. do not (don’t) 3b. Put the verbs in brackets in the correct form of the past simple. 1. Last Monday morning, a school teacher … (rescue) two children from the burning car. 2. Volunteers from Charity Foundation … (save) many children from starvation of 1999. 3. We … (invite) her, but she … (not/ come) last night. 4. Desmond T. Doss … (become) a nurse during the World War II and … (save) many lives. 5. Elizabeth Blackwell … (open) the first medical school for women in 1857. 6. A week ago, Aiden … (fall) into water and his friend … (try) to grab him. 4. Put the words in the correct order to make sentences. Example: Susan and Frank lost their luggage at the airport yesterday morning. 1. their luggage/ at the airport/ Susan/ lost/ Frank/ and/ yesterday morning. 2. becoming/ a teacher/ old/ when/ I / thought/ was/ 15/ I/ years/ about. 3. He/ tennis/ did/ last weekend/ play/ not. 4. They/ Hawaii/ on holiday/ went/ month/ to/ last. 5. stayed/ lovely/ last/ in/ We/ Sydney/ summer/ a/ at/ hotel. 6. ago/ Steve/ a month/ going/ the/ gym/ to/ stopped. 5. In pairs, choose one of the heroes and talk. Use the prompts below. join the army/ 1942 be born/ 1978 die on the battlefield/ 1945 start shoot training / be awarded with the title 1993 "Mongolian Hero" participate in Asian / September, 1945 Championship/ 1995 be awarded with the title "Mongolian Hero Ayush Luvsantseren Gundegmaa Otryad of Labor" / 2008 (1922-1945) (1978- present) 6. Write a short paragraph about your hero. Think about: • his/ her qualities • his/ her heroic actions LEARNING OUTCOMES Gundegmaa participated in the Asian Championship in 1995. Engine Number 5 gave her a gold badge in 1859. In those days, women didn’t extinguish fires.

44 LESSON 2 LIVING IN A TOWN

LEARNING OBJECTIVES: Words related to town problems Past simple (questions)

1. In pairs, discuss the following questions. 1. Is your town clean? 2. Have you got any problems in your town? Why? 3. What do you do to keep your town clean? 2a. Label the pictures with the words and expressions from the box.

water scarcity too many cars spitting in the street dirty streets bad housing overcrowding lack of public transportation

a b c

d e f g

2b. Match the problems to the effects. 1. dirty streets a. pollution of the soil and sidewalks 2. water scarcity b. travel with discomfort 3. spitting in the streets c. impact on children’s ability to study at home 4. too many cars d. constant hunger and thirst 5. overcrowding e. traffic jams 6. bad housing f. transmission of diseases 7. lack of public transportation g. limited public spaces and buildings

45 3a. Listen to the radio program and answer. Are they talking about a) environmental problems or b) a campaign?

3b. Listen again and complete the table.

Problems Solutions leaving waste everywhere … spitting in public places … dirty town … 4a. Study the sentences and choose a or b in the explanations. Why did you decide to do this campaign? Did you install waste bins?

1. In Yes/ No questions, did comes … subject. a. after b. before 2. In Wh-questions, did comes … question words. a. after b. before 3. We form questions … the auxiliary did. a. without b. with 4b. Put the words in the correct order to make questions. Example: How much time did you spend on cleaning streets? 1. people/ in the project/ did/ How many/ they/ involve? 2. Did/ in gardens/ trees/ all people/ plant? 3. citizens/ Where/ waste bins/ place/ did? 4. call/ people/ a waste collecting truck/ Did? 5. construction sites/ streams/ Did/ pollute/ a lot? 6. the smoking problem in public places/ Did/ solve/ the government? 7. How often/ you/ arrange/ mass cleanups/ last year/ did? 4c. In pairs, ask and answer questions about the pictures. Example: How many cars are there in Ulaanbaatar? There are too many cars.

46 5a. In groups, do the survey and complete the table.

Solutions Problems Member # 1 Member # 2 Member # 3 dark streets … … … traffic jams … … … uncomfortable public transportation … … … air pollution … … … 5b. Report the results of the survey to the class. Example: Tuya offered to install lights in the streets to solve a dark street problem. 6. Look at the pictures and write a short paragraph about them. Think of: • collecting trash • calling a waste collecting trucks • arranging public meetings • installing waste bins • planting more trees

Example: A few years ago, the park was very dirty. People of the town collected trash and called waste collecting trucks. They …

LEARNING OUTCOMES What did you do during the last six months? Did you arrange public meetings?

47 LESSON 3 WHEN I WAS A KID

LEARNING OBJECTIVES: Words related to childhood memories Used to (all forms)

1a. Match the words in column A to the ones in column B to make expressions. A B 1. to visit a. a mud pie 2. to find b. an amusement park 3. to climb up c. anklebones 4. to play d. shapes in the clouds 5. to make e. rocks 6. to stack f. a jungle gym 7. to look after g. sheep 1b. Label the pictures with the expressions in activity 1a. a b c

d e f g

2a. Listen to the conversation and answer. Is the speaker telling about her childhood story or a fairy tale?

48 2b. Listen again and complete the table. Childhood memories in River Land in Sydney My sister and I used to go there by school When we were in high school, … bus in the morning. In the afternoon, … At the weekend, … In summer time, … 3. Study the sentences and choose a or b in the explanations. Did you use to live in a town? I didn’t use to live in a town. I used to live in the countryside.

1. We use used to when we talk about … habits. a. present b. past 2. … verb comes after used to express a positive meaning. a. a regular b. a base 3. … comes after an auxiliary did not (didn’t) to express a negative meaning. a. use to b. used to 4. An auxiliary verb did comes … the subject to express question. a. after b. before 4. Look at the pictures and write sentences. Example: Brad used to live in a small village, but now he lives in a city. 10 YEARS AGO NOW

live / small village live / city

go to work / by car go to work / by bus

49 sing / school choir sing / rock band 5a. Choose the words from the list and write about yourself. Use used to and didn’t use to. Example: I used to visit my grandparents when I was a kid. I didn’t use to ride a bike when I was a kid.

to visit grandparents to play hide-and-seek to ride a bike to fly kites to make mud pies to hear bedtime stories to play with a water gun to feed bids 5b. Tell your partner about yourself. Example: I used to play hide-and-seek with my sister while my parents were away.

6. Write about the things your family members used to do. Think about: • summer holiday • free time • at home • the Tsagaan Sar

LEARNING OUTCOMES We used to fly kites and find shapes in the clouds. Did you use to make mud pies? No, I didn't. I didn’t use to make mud pies.

50 LESSON 4 FROM DESERT TO CITY

LEARNING OBJECTIVES: Words related to city and country experiences Could (general ability in the past) Was / were able to (past ability in a particular situation)

1a. Match the words to the definitions. 1. a territory a. a large populated urban area 2. a metropolis b. the geographical area 3. a client c. a very tall building with many storeys 4. a guideline d. the place where someone is going to 5. a destination e. the position of something 6. a skyscraper f. a rule or explanation of the best way to do something 7. a location g. someone who pays for goods or services 1b. Listen and check. Then repeat.

1c. Complete the sentences with the words and expressions in activity 1a. 1. You have to have a longer flight to find an amazing holiday … in the winter. 2. Every businessman should have a good relationship with his ... . 3. Vancouver is one of the most multicultural … . 4. I enjoy seeing everything from … . 5. This hotel is in a really good … . 6. Nunavut is the largest … in Canada. 7. This introduction gives you some … to help you do the task. 2a. Read the blog news and put the following headings in the correct numbered space. a) Architecture b) Tourist attractions in Dubai c) Fashion and clothing style While I was working as a flight attendant, I could visit many attractive places. But now I can’t do it anymore. I spent one of those memorable days in Dubai, and I enjoyed every single moment of it. Today, I’ve just posted about Dubai briefly. Dubai is the city in the United Arab Emirates. Dubai is located on the southeast coast of the Persian Gulf and is one of the seven emirates that makes up the country. It has the largest population of 2,106,177 in the United Arab Emirates and the second-largest land territory (4,114 km2) after the capital, Abu Dhabi. According to the history, Dubai’s strategic geographic location made the town an important trading center and by the beginning of the 20th century, Dubai was able to become a metropolis city.

51 1. … There are numerous sites of interest in Dubai such as Tower of the Arabs, the Dubai Fountains, Palm Island, Dubai Marina and so on. Today, more landmarks are being built to attract tourists. Dubai was able to rank the first for luxury homes in the world. The current ruler of Dubai and Prime minister of the UAE wants Dubai to become the top tourist destination in the world. Dubai is expected to attract 15 million tourists from all around the world in 2015. 2. … Dubai and the UAE have various degrees of tolerance to clothing styles from around the world. There are legal guidelines as to what is not acceptable; but in general, people can mostly wear what they like. Designers consider their labels to be glamorous, luxurious, elegant, modern and ageless. Mariam and Amira represent them. They have recently re-designed the brand and renamed it SQ5 by Mariam Amira. They believe the SQ5 clients should feel fashionable and fabulous. In fact, the designers make one piece for each. So they were able to be recognized as unique designers. They want their clients to feel and understand that the pieces are made just for them only and they will not find it anywhere else. 3. … In the past, there used to be only the desert. But now Dubai has a rich collection of buildings and structures of various architectural styles. Much modern architecture is created by not only top architectural or engineering firms of the Arab world, but also by international firms of New York and Chicago. Now, Dubai boasts more completed skyscrapers higher than 2/3 km. The Khalifa Tower is one of the skyscrapers in Dubai and it combined the modern style with Islamic architecture. Its completion was able to become a phenomenal construction in the first decade of the 21st century. 2b. Read again and choose the correct answer. 1. Dubai is one of the … in the United Arab Emirates. a. capitals b. cities c. landmarks 2. Its population is the largest in … . a. Asia b. the world c. the United Arab Emirates 3. … of the United Arab Emirates would like Dubai to become the best place for tourism. a. The president b. The prime minister c. The parliament member 4. 15 million visitors … by the various sites in Dubai. a. will be attracted b. were attracted c. are attracted 5. Legally… casual clothes are not acceptable to be worn in Dubai. a. every b. some c. any 6. Mariam is … who wants to design elegant clothes. a. only designer b. not a designer c. one of the designers 7. Modern architecture in Dubai is supported by … . a. only engineering firms of Arabia b. only engineering firms of Chicago c. both international and Arabian firms 8. Khalifa tower was known as a magnificent creation in the first … of the st21 century. a. 10 years b. 5 years c. 8 years 3a. Study the sentences and choose a or b in the explanations. Dubai was able to become a metropolis city. They were able to become unique designers. While I was working as a flight attendant, I could visit many attractive places.

52 1. We use was/ were able to to express … . a. a general ability in the past b. a past ability in a particular situation 2. We use could to express … . a. a general ability in the past b. a past ability in a particular situation 3. … comes after was/ were able to and could in the sentence. a. a base verb b. the infinitive withto 4. After he, she, I and it, we use a … verb with able to. a. plural b. singular 5. After you, we and they, we use a … verb with able to. a. plural b. singular 3b. Match the sentences in column A to the ones in column B. Example: We were invited to an Indian wedding. We were able to watch a special custom there. A B 1. We were invited to an Indian wedding. a. a lifeguard was able to save her. 2. It takes a long time to go to the b. I could run a marathon. outskirts of town because of the traffic c. Before we could reach there in only 20 jam. minutes. 3. She was able to go to the beach. d. finally they were able to declare country’s 4. When I was young, independence. 5. Even though they had hard times, e. people could get information on the radio. 6. When a woman fell into the river, f. We were able to watch a especial custom there. 7. As the Internet networks weren’t spread g. The weather was hot enough to swim. widely all over the world, 4. Complete the sentences with could or was / were able to. Example: Mongolians were able to register their Khoomii for UNESCO World Heritage Center. 1. Mongolians … register their Khoomii for UNESCO World Heritage Center. 2. Even though, there was a destructive earthquake, they … saved hundreds of people. 3. When she was 5, she … play the piano. 4. As a child, I … run faster than my brother. Now I can’t. 5. I … see fireworks from that the tallest tower last night. 6. We … spend much time together before my father started his own business. 7. They … attend the meeting although they weren’t on business in Japan. 8. I … write with my left hand when I was in primary school. Now I’m right-handed. 5. In groups, talk about Ulaanbaatar city. Example: People could reach another end of the city quickly. But now it takes more time. People were able to keep the city clean. 6. Do a brief research on the topic “How has my town changed?” Find out about: • people • buildings • traffic • lifestyles LEARNING OUTCOMES While I was working as a flight attendant, I could visit many attractive places. Dubai was able to become a metropolis city. They were able to build a lot of skyscrapers.

53 LESSON 5 SELF-CHECK

LEARNING OBJECTIVES: Revise vocabulary and structures of the unit Check personal learning progress

VOCABULARY

1. Find 12 words from the word square (→ ↓).

destination scarcity sandbox poverty assiduous skyscraper shelter cleanup extinguish metropolis carriage unique

GCARRIAGEMBQS EDESTINATIONK ETSNESCACLWUY XQABEHEWLMSNS TWNCUEWQEWCIC IUDXLLDAAEAQR NOBZJTPANSRUA GPOWMEONUHCEP UEXQDRETPUIRE ITFSCVQAZTTER SASSIDUOUSYHK HDNKLWPOVERTY WMETROPOLISFA 2. Unjumle the words. 1. OLAEGCEUL - ______. 5. ACTRTANTOI - ______. 2. ELTUGSGR - ______. 6. NNHEAEMPLO - ______. 3. RORYETIRT - ______. 7. KWARGE - ______. 4. DLEIUNGIE - ______. 3. Complete the sentences. Use the words in activity 1. 1. We offer you more exotic … to go on your holiday. 2. The firefighters had already … the fire when we arrived. 3. While my parents were away, we used to play in a … . 4. They began the environmental … of the river. 5. Vancouver is one of the most multicultural … of the Pacific Rim.

54 6. The Empire State Building is an example of … . 7. After the destructive earthquake, the government provided homeless people with … . 8. Water … is one of the most serious issues.

STRUCTURES

4. Put the verbs in brackets into the correct form of past simple. Example: A police officer telephoned her parents and they picked her up. 1. A police officer … (telephone) her parents and they … (pick up) her… . Now Megan is at her home. 2. The streets of our town are really clean. The street Cleaning Team … (sweep) them half an hour ago. 3. We found our lost luggage. An airport agent … (help) us to get it two days ago. 4. He is a hero to his daughter. He … (save) her from a burning car a few months ago. 5. The homeless people are staying with comfort. Lisa … (bring) them to the hostel yesterday. 6. We don’t need to go to school far from home. They … (establish) Children’s Town last year. 7. Sailors … (rescue) them from the sinking ship a few minutes ago. All people are safe. 8. My dog returned home. A little boy … (find) him and … (advertise) in a local newspaper. 5. Write questions for the underlined words. Example: Did she use to make her clothes when she was in college? 1. Yes, she used to make her clothes when she was in college. 2. We started learning English a few years ago. 3. Sikorsky designed the first helicopter. 4. I grew up in a beautiful country. 5. He worked on this project with his colleagues. 6. I used to eat a lot of candy as I was a child. 7. No, they didn’t use to spend their weekends going out. 8. Philip used to play hockey every day after school. 9. Alice read Shakespeare’s novel last month. 10. Last winter, we went to New Jersey by train. 6. Complete the sentences with could or was / were able to. 1. She … swim when she was five years old. 2. Although I had hurt my leg, I … get home. 3. It was so hot outside, but we … reach the top of mountain. 4. At the age of 65, I … jog easily for 2 hours. 5. Alan … sing very well when he was in the school choir. 6. The test was very difficult, but I … answer all the questions. 7. My father … spend much time with us. Now he’s very busy. 8. All of us … catch the train, though we were late.

55 LISTENING AND SPEAKING

7a. Listen to the conversation and answer. Is it about a) a book or b) a writer?

7b. Listen again and answer true (T) or false (F). 1. J.K. Rowling is the author of Harry Potter book series. T F 2. She was born in Scotland. T F 3. She is 48 years old. T F 4. When she was a kid, she used to write stories. T F 5. Her first story was about a mouse. T F 6. She graduated from Oxford University. T F 7. The fourth book of Harry Potter broke sales records only in the UK. T F 8. The name of the fourth book is Harry Potter and a Goblet of Fire. T F 8a. Interview 3 of your classmates. Ask about: • what they used to do as they were kids • if they wrote down stories when they were younger • what it was about • if they discussed them with someone 8b. Report your findings to the class.

READING AND WRITING

9a. Read the text and choose the best title. a) Early life of John F.Nash b) The film “A Beautiful Mind” John Forbes Nash was an American mathematician. John F.Nash was born on June 13, 1928 in the small city of Bluefield, West Virginia, in a family of an electrical engineer. When he was a kid, he was genius: he could read and write. Nash went to a kindergarten and public

56 school. His parents used to provide books that he learned from. He entered Carnegie Institute of Technology (now known as Carnegie-Mellon University) in Pittsburgh, on a full scholarship. His major was chemical engineering. But the mathematics faculty encouraged him to change his major to mathematics which he did. He graduated from Carnegie with a Bachelor of Science as well as a Master of Science. He began his Doctor of Philosophy (PhD) when he was just twenty years old at Princeton University. He was able to develop his game theory at this university. He graduated in 1950. Nash met Alicia Lopez in 1957 and they were married in February of that year. When his wife became pregnant in 1959, Nash’s mental illness began. He was hospitalized in a private psychiatric hospital outside of Boston. After he was released, he traveled to Europe with his wife. They returned to settle in Princeton when their travel finished. In 1961 he was taken to hospital again. Then, they divorced. But they renewed their relationship in 1994, when Nash shared the Nobel Prize for Economic Science with game theorists John C. Harsanyi and Reinhard Selten. Russell Crowe portrayed John Nash in the 2001 major motion picture “A Beautiful Mind”, which was based on Sylvia Naser’s book of the same title. The film was nominated for various Academy Awards – including Best Actor (Russell Crowe), Best Editing, Best Makeup and Best Music. the PBS (Public Broadcasting System) produced a documentary, “A Brilliant Madness”, which intended to portray Nash’s life more accurately. It featured interviews with other mathematicians and economists as well as Nash himself and members of his family. 9b. Read again and complete the table.

Time line What happened 1928 … when he was a little boy … when he was twenty years old … 1994 … 2001 … 10. Choose one of the famous people you know and write about his/her early life. Think of: • his / her childhood life • his / her school life • his / her profession and field of work • his / her accomplishments

How well can you do these things? Tick (√) the columns.

I can … Very well Well Not well use words related to heroic actions, town problems and childhood memories ask and answer questions and talk using the past simple, could, was / were able to and used to listen and understand factual information on past experiences read and understand factual information on past experiences

57 UNIT 4 STORYTELLING

LESSON 1 WHAT WERE YOU DOING AT 9 PM?

LEARNING OBJECTIVES: Words related to activities Past continuous (all forms)

1a. Look at the pictures and match them to the expressions.

1. watch rugby 2. play a computer game 3. have a nap 4. answer the phone 5. do homework 6. cook dinner 7. vacuum a room

a b c d

e f g ......

...... 1b. Make up sentences. Use the pictures above and past continuous. Example: At 4 o’clock the boy was playing a computer game.

58 2a. Listen to the telephone conversation and answer. How many people are there in the family?

2b. Listen again and answer the questions. 1. Who is on the phone? 4. Why didn’t they answer? 2. What are the people’s names? 5. When did mom call? 3. Did anyone answer the phone? 6. Why did she call? 2c. Listen again and fill in the table.

Names Activities

3a. Study the sentences and choose a or b in the explanations. Were you talking to a friend at 5 o’clock? - Yes, I was. / No, I wasn’t. I was dancing. I wasn’t singing.

1. We use past continuous to talk about things happening at … time in the past. a. any b. a certain 2. We use was/were + V-ing to form … . a. past continuous b. present continuous 3. Which sentence is positive? 4. Which sentence is negative? 5. Which sentence is a question? What were you I was doing at 3b. In pairs, ask and answer. working on a 9 o'clock yesterday computer. evening?

I was sleeping. I was gardening.

I can't remember what i was doing. I was having a nap.

59 3c. Change the partner and ask follow-up questions. Example: - Were you working on a Dad Steve computer? watch play basketball - Yes, I was./ No, I wasn’t. TV - What were you working on? Mom - On my essay, etc. do the 4a. In pairs, ask and answer. washing What were the people doing? Example: Dori was playing the piano. 4b. Write sentences for the picture. Begin like this: Anita Ron knit It was 8 o’clock in the do Dori evening. Everyone in the maths play the family was busy after piano dinner. … 5a. In groups, practice the mini dialogues. A: Where were you at 5 o’clock yesterday? I couldn’t reach you. B: I was in the library. A: Were you studying there? B: Yes, I was. What about you? A: I wasn’t studying. I was going to the cinema. C: Where were you at 3? I didn’t see you at school. D: Oh, I was at the gym. I was taking yoga lessons. And you? C: I was going home. D: Were you walking? C: No, I wasn’t. I was riding my bike. 5b. In pairs, make up your own dialogue.

6. Write 6-8 sentences. What were your family members doing after dinner last night? Example: My dad was reading a newspaper.

LEARNING OUTCOMES Was she doing her homework? - Yes, she was. I was vacuuming my room. He wasn’t watching TV.

60 LESSON 2 CAMPING

LEARNING OBJECTIVES: Words related to camping activities Past simple vs. past continuous

1. In pairs, talk about your last holiday. Think of the following: • time • places • activities 2. Look at the words and expressions in the box. Make 5-8 sentences. Example: I do things by myself.

by myself a camp-site a track facilities wood convenient camp go to sleep pleasant pitch a tent hard to tell rough

3a. In pairs, describe the pictures. Example: a. I was driving in the car ...

a b c

d e

61 3b. Read the story and answer. Is it a) a true story or b) a dream? A few years ago, I went on a camping holiday to the south in late September. I sometimes camped in public facilities – they are mostly clean and well run, and it’s convenient to have toilets, showers and so on. But more often I camped rough. I didn’t mind not having campsites, and it was pleasant to be by myself. One evening I found a wonderful place to camp, quite high in the mountains. I parked my car down a track, a hundred meters or so away from the road, and pitched my tent in a small wood by a stream. I made dinner, washed the dishes in the stream, and went out for a walk in the wood. Then I undressed, got into my sleeping bag, took a last look at the moon and went to sleep. I was sleeping when a rustling noise woke me up in the middle of the night. At first I thought that an animal was moving around the tent. Then I thought that branches were perhaps touching the tent – but there weren’t enough trees around. I looked out of the tent, and for a moment I got puzzled. Everything looked completely different – white and shining, and strangely flat in the moonlight. Suddenly I realized – snow! It was coming down fast. It looked very beautiful, but I was in trouble. If I didn’t move fast I might not get away before the snow blocked the roads – indeed, it might already too late to get car back to the road. I took down the tent as fast as I could, packed everything into the car and started driving. It was hard to tell where the track was. Twice I got stuck while I was driving. But at last I managed to get to the road and drive down the mountain out of the snowstorm – just in time. 3c. Read again and answer true (T) or false (F). 1. I always camped in public facilities. T F 2. They are never clean and well run. T F 3. I often camped rough. T F 4. I walked a hundred meters from the road. T F 5. I was sleeping when a rustling noise woke me up. T F 6. The branches were perhaps touching the tent. T F 7. The snow was coming down slowly. T F 8. Twice I got stuck when I was on the road. T F 9. I managed to get out of the snowstorm. T F 4a. Study the sentences and choose a or b in the explanations. I camped high in the mountains. I was camping in late September.

1. We use past continuous for a … action. a. short b. long 2. We use past simple for a … action. a. short b. long 3. We use was/were + V-ing to form … . a. past continuous b. past simple 4. We use V+ed to form … . a. past continuous b. past simple

62 4b. Read the stories and complete with the correct form of the verb in brackets.

MeMorable IncIdents abroad The people who lived abroad for (eat) the soup and … (enjoy) it very Suddenly he … (turn) to me and … some time want to share their much. So I … (order) the soup. My (ask) me, “Wea’ du’ dei’ kam’ fro?” memories with us. That is how they soup … (come) and I … (take) a “Hungary!”, I … (answer) loudly. I describe their stories. big bite. I couldn’t eat because it … … (think) he … (want) to know my (be) very spicy. country! Everyone in the lecture During the first week I … (be) at the hall … (look) at me and … (start) university the incident … (occur) I … (study) economics at university. laughing. That day I … (find) out in the restaurant near the campus. After two months I … (think) I that I still … (have) a problem with I … (be) very hungry. I … (ask) a could understand English very “fast speech”. menu but I couldn’t understand the well. I … (sit) at the lecture, the words. I … (look) around and … professor … (talk) about some data, (see) a man at the next table. He … and I … (follow) him very well.

5. Read the text and answer. Have you had a similar camping experience? One weekend Mr. Simpson and his son Jimmy were camping in the Jacksonville State Forest area. They had prepared this camp out with very little help from mom. Friday night they went to bed early. They had gotten up early, finished packing, and had driven half the day to reach the beautiful campsite which they were able to claim. Saturday was a busy day. And even though they ate a good breakfast and lunch, the full day of hiking left starving by dinner time. That grilled sausage turned out to be a real treat that evening. And for dessert, they had banana pudding with hot chocolate. After dinner they turned on the radio to hear the news. They were relaxing around the campfire while they were listening to the radio. Then Jimmy decided to go to bed and headed to the tent. After some time walking past the tent to put the fire out, Mr. Simpson could hear that Jimmy had already fallen to sleep. Smiling to himself, Jimmy's father picked up the jar of water and poured it over the fire. Mr. Simpson crawled into his sleeping bag, zipped it up and then turned the flash light off. As he laid in the darkness, he could hear Jimmy still snoring and the gentle noises from the crickets and the bullfrogs outside. For a moment, he thought about how happy he was to be there in such a beautiful peaceful place with his son who he loved so much. Everything was perfect. 6a. In groups, talk about your camping experiences. Think of the following: • places you went to • means of transport you used • things you did/were doing • things didn’t do/weren’t doing 6b. Share your stories with other groups.

7. Write the sentences down. Example: Last June Dulmaa went camping in the Gobi. She drove there. LEARNING OUTCOMES But more often I camped rough. The snow was coming down.

63 LESSON 3 DREAMS

LEARNING OBJECTIVES: Words related to past activities Past continuous for simultaneous actions Sequencers: one evening, then, suddenly, in the end Linkers: when, while

1a. Discuss the following. • What do you think dreaming is? • Do people usually have dreams? • In your opinion, do animals have dreams too? • Do you have dreams every night? • Do you remember them? 1b. Look at the pictures, ask and answer. Use past continuous. Example: à. A man was walking.

a b c d

e f g

h i

64 1c. Write down 6-8 sentences. Example: The girl was swallowing water. 2a. Read the story and choose the best title. a) An Incident at the Lake b) Holiday by the Lake I was walking along the shore with my daughter Cecil and our dog Charlie one evening. It was about six o’clock in the evening and it was getting dark and the sun was beginning to set. Cecil was playing with Charlie. They were both happy. While Cecil was laughing Charlie was barking. He was waiting for my daughter to throw a ball. Suddenly Charlie stopped barking, stood still at the edge of the water and looked out to the lake. It was then in a silence when we heard someone was crying for help. We looked out to the lake but I couldn’t see anything. Then we heard a cry again. So I decided to send Cecil to get help. I took off my clothes and shoes and went into the water. I was swimming in the cold water and found a girl 200 meters off the shore. She was almost drowning, trying to keep her head up. While she was going under the water she was swallowing a lot of water. I held of her hair and swam back to the shore. At the shore people were waiting for us. When we approached the shore two of the people helped me to get the girl out of the water. The others were holding some blankets to wrap the girl. Cecil was kneeling down and was holding her arms around Charlie. She was crying and wiping her tears away. In the end I woke up and felt strange. I was wondering. Did this really happened to me and I rescued the girl? Or was it just a dream? 2b. Read again and answer the questions. 1. Where was Mr. Collins when he heard the cry for help? 2. Who was he with? 3. What was he doing? 4. What was Cecil doing? 5. What was Charlie doing? 6. Who heard the cry first? 7. Why couldn’t they see the person from the shore? 8. What happened to the girl? 9. What did Mr. Collins do? 10. Was it a true story? 3a. Study the sentences and choose a or b in the explanations. explanations. While Cecil was laughing Charlie was barking.

We use … for two or more longer actions happening at the same time. a. past simple b. past continuous

65 3b. Put the verbs in brackets into their correct form. Use past simple or past continuous. 1. When John … (look) in to see how they … (get) on, Ann … (mix) the paint, and Peter … (wash) down the walls. 2. While they … (wait) for the walls to dry, Ann … (remember) she … (have) a phone call to make. 3. Peter … (start) painting while she … (telephone). 4. I … (look) through the classroom window. A geometry lesson … (go) on. The teacher … (draw) diagrams on the board. 5. Most of the boys … (listen) to the teacher but a few … (whisper) to each other, and Tom … (read) a history book. 4a. Here are some people’s dreams. In pairs, describe them, using the pictures and prompts. Example: c. While a girl was flying in the sky a fairy lady was waving Hello to her.

walk across bridge – fish stand on balcony – cite poem fly in the sky – wave Hello watch TV – dance waltz

a b c d

4b. Write the sentences down. Then add two more sentences of your own. Example: While I was writing a letter my sister was knitting. 5a. In pairs, tell your partner about your last dream. Example: I had a strange dream two nights ago. I was jumping on the clouds and Buyanaa was clapping her hands. 5b. Describe your partner’s dream to the class. Example: In her last night’s dream Otgon was going on the cruise with her friends. While she was sunbathing her friends were swimming. 6. Write 2-3 dreams from the class. Use past continuous.

LEARNING OUTCOMES While Cecil was laughing Charlie was barking.

66 LESSON 4 A DETECTIVE STORY

LEARNING OBJECTIVES: Words related to storytelling Past continuous for setting the background More sequencers: once, later, the next day, finally

1a. In groups, discuss the following questions. • Do you like reading? • What kind of stories do you often read? • Can you name any of them? • How does a story usually begin? • How does it develop? • How does it end? 1b. Read these storytelling words and decide. Which of them are beginnings, middles or endings of a story?

once, finally, the next day, later, suddenly, in the end, then, one day, one night

1c. Listen and check. Then repeat.

2a. Match the verbs with their definitions. 1. push one’s way through a. hear without the knowledge of the speaker 2. crowd b. vanish from sight 3. pour c. force one's way 4. disappear d. come or go after 5. follow sb/sth e. flow continuously 6. overhear sb/sth f. gather together in large numbers 2b. Write 6-8 sentences with the words and expressions. Example: He pushed his way through the crowd. 3a. Listen to the story and answer. Who is Pat Steward?

3b. Listen again and answer these questions. 1. Why were so many people in Central Street? 2. Why were so many people carrying umbrellas? 3. What was Fork doing? 4. Why did Pat begin to run and push her way through the crowd?

67 5. Where was Fork when Pat saw him? 6. What was Fork doing when Pat came to the station? 7. Where was Fork heading to? 8. What was he doing when Pat came to the bus? 9. Where did he get off the bus? 10. What happened in the end? 3c. Listen again and complete the sentences. It was half past five and the city evening rush hour ... . Thousands of people … out of shops and offices into Central Street. It … with rain and most people … umbrellas.

4a. Study the sentences and choose a or b in the explanations. It was during the day and the sun was shining. She was in the city center and walking along the crowded shopping street. Suddenly someone pated on my shoulder, I turned back and saw a stranger.

1. We often use … to show the background for past events. a. past simple b. past continuous 2. We use … to talk about events and actions. a. past simple b. past continuous 4b. Fill in the gaps with the correct form of the verbs in brackets. 1. It … (be) a lovely morning. The sun … (shine), and the birds … (sing) in the trees. 2. We … (start) early and … (enjoy) the morning. We … (walk) along the track when we … (notice) something behind the trees. 3. We … (come) closer and … (see) a small rabbit. It … (tremble) with fear. 4. We … (take) it further to the forest and … (let) it go. 5. It … (be) this evening. I … (get) ready to come home. And the phone … (ring). So I … (pick) it up. 6. I … (lie) on a lonely beach close to the sea. It … (get) very windy and the waves … (make) a lot of noise. 7. I … (look) out to sea. Suddenly a huge wave … (appear) on the horizon. 5a. Read the paragraphs and number them in the correct order to make a story.  In a few minutes the man with the beard appeared and stopped at the next shop window. I went on. Whenever I stopped, he stopped, and whenever I looked round he was still there. He looked very respectable and was wearing nice clothes and I wondered if he was a policeman or a private detective. I decided to try and shake him off.  Both buses crawled very slowly along the bridge. Every time the buses pulled up at a stop, the man looked out anxiously to see if I got off.  One day I was walking along Penn Avenue when I realized that a man with a ginger beard, whom I had seen twice already that afternoon, was following me. To make sure, I walked on quickly, turned left, then right and stopped suddenly at a shop window.  Finally at some traffic lights, he changed buses and got into mine.  A 65 bus was standing at the bus stop just beside me. Then the conductor came downstairs and rang the bell; just as the bus was moving off, I jumped on it. The man with the beard missed the bus but got into another 65, which was following the first.

68 5b. Read the story again and add 2 more sentences for its background. Example: It was a lovely morning. The sun was shining, and ...

6a. Read the stories and supply sequencers. 1. … Helga was traveling by air with her father. They were on the way to Lima to spend Christmas with her grandparents. … the plane broke up in the storm, and Helga fell 3,000 meters, strapped in her seat. … the seat hit the ground and Helga stayed unconscious all night. The next morning she looked for her mother and found nobody. Her knees were badly hurt and she had cuts on her arms and legs. She tried to walk and get out of the jungle. She had to walk for a long distance until she reached the river. Luckily, there were some people fishing. … she was saved by those villagers. 2. … 80-year-old lady was walking along the Oxford Street. She looked expensively dressed, carrying a handbag over her shoulder. … a man came up on his bicycle and grabbed the handbag. The lady hit him on the head with her umbrella and knocked him off his bicycle. … she started screaming. The man tried to get back onto his bicycle and escape, but the old lady kept hitting him. A taxi driver heard her screams and joined in the fight. … a policeman arrived and arrested the man. 6b. Read again and think of the setting. Write 2-3 sentences for each.

7a. In pairs, make up a similar story.

7b. Write two paragraphs. Use sequencers. Paragraph 1: background Paragraph 2: actions 8. Share your story with the rest of the class.

LEARNING OUTCOMES It was half past five and the city evening rush hourwas just beginning. Thousands of people were crowding out of shops and offices into Central Street.

69 LESSON 5 SELF-CHECK

LEARNING OBJECTIVES: Revise vocabulary and structures of the unit Check personal learning progress

VOCABULARY

1. Complete the table with one or two words or phrases for each verb.

answer vacuum have head camp pitch walk swallow hold wipe follow push one’s way through overhear 2. Read the text and add the missing letters of the words. The number of letters is given. At Plum Street Metro station I left the bus and bought a ticket from a t ___ (6) machine. As I was standing on the p ___ (8) waiting for a train, my follower came down the s ___ (6). He was carrying a newspaper and when we got into the same compartment, he sat in one c ___ (6) reading it, and I read the advertisements. He looked over the n ___ (9) at every station to see if I got out. I became rather tired of being shadowed like this, so finally I went and sat beside the man and asked him why he was following me. At first he said he wasn’t following me at all but when I threatened to call the p ___ (6), he admitted he was. Then he told me he was a writer of d ___ (9) stories and was trying to see if it was difficult to f ___ (6) someone unseen. I told he hadn’t been unseen because I had noticed him in Penn A ___ (6) and advised him to shave off his ginger b ___ (5) if he didn’t want his victim to know he was being followed.

STRUCTURES

3. Use past continuous in the sentences below. Example: … chess yesterday? (they play) Were they playing chess yesterday?

70 1. … chess yesterday? (they play) 2. He …, so he missed what the teacher said. (not listen) 3. We stayed till midnight because we … ourselves. (enjoy) 4. It … hard all day. (snow) 5. … a football match on TV at 5 o’clock? (you watch) 6. I … whether you could lend me some money. (wonder) 7. … when I left? (you still work) 8. They … their house, so it looked very old and dirty. (not improve) 9. While Phil …, Oscar … the violin. (read, play) 4. Match information from column A with information from column B. A B 1. Mr. Gordon called the police he insisted he was innocent. 2. While he was waiting for the as soon as he arrived. police to arrive 3. As soon as Brad North heard about the when his wife died. murder 4. Mr. Gordon took him to the scene of while the police were taking him the crime to jail. 5. While Brad Nord was searching the while she was brushing her teeth. bathroom for clues 6. He saw that Mrs. Gordon died he placed a bar of soap on the bathroom floor. 7. When Brad Nord charged Mr. Gordon he rushed to Gordon’s house. with murder 8. A crowd of news reporters tried to he became suspicious of Mr. interview Mr. Gordon Gordon’s story. 5. Put the verbs in brackets into their correct form. Use past simple or past continuous. 1. “What you … (do) at 9 o’clock yesterday?” … (say) the detective. 2. “I … (clean) my house,” said Mrs. Green. 3. They … (build) that bridge when I … (be) here two years ago. They haven’t finished it yet. 4. The doctor’s waiting room was full of people. Some … (read) magazines, others just … (look) at the pictures. A woman … (knit); a boy … (play) with a toy car. 5. “Yesterday policemen and police dogs … (arrive) at your neighbor’s house.” 6. “What they … (do)?” 7. “I … (hear) that they … (look) for drugs.” 8. “They … (find) any?” “No.” 9. A traffic officer just … (stick) a parking ticket to John's windscreen when he … (come) back to the car.

LISTENING AND SPEAKING

6. Listen to the reports and answer. Who is talking? a) Detectives b) Witnesses

71 7. Listen again and answer true (T) or false (F). 1. The couple put their bags on the floor. T F 2. They were coming into the cinema. T F 3. The boy paid for their entrance tickets. T F 4. The assistant was talking on the phone. T F 5. He checked their bags. T F 6. The boy was holding the pad in his hands. T F 7. The workers were changing the light. T F 8. Imagine that it was five o’clock yesterday evening. You have just come home after an interesting day. In pairs, ask and answer the following questions. - What did you do? - How did you spend the day? - Did you meet anybody interesting? - Who did you see? - What were you doing when you met him/her? - What was he/she doing? - Did anything interesting happen to you? 9. Write a mini dialogue and act out. Hi Och Hi Sam. Example: Sam: Hi, Och Och: Hi, Sam. How was your day? Sam: Fine thanks. And yours? Och: Oh I had a wonderful day. Sam: Really? Why? Did you meet anybody? Och: Yes. ….etc.

READING AND WRITING

10. Read the story and put the missing sentences into the correct place. One warm summer night in 1924, the cellist Beatrice Harrison went out to play her cello in the woods behind her cottage in Surrey, the south of England. After playing for some time in the moonlight, she paused. To her surprise, she heard a bird echoing her playing. [1] The sound was incredibly beautiful, and she knew that it could only be a nightingale. [2] Beatrice Harrison could hardly believe what was happening: she was playing duets with a wild bird! It was an astonishing experience, and she wished that she could share her pleasure with other people.

72 At that time, broadcasting was just becoming popular, and many people in Europe had radios. Beatrice Harrison decided to try to persuade the BBC to set up their microphones in her garden. [3] The BBC had never before tried an outside broadcast of this kind, and the distance between Beatrice Harrison’s home and London made things more complicated. But the sound engineers made careful preparations, and one night in May 1924 everything was ready. For a long time it seemed as if the nightingale was not going to come. [4] But suddenly, to everybody’s relief, the wonderful liquid notes began to fill the night. The duet of the musician and the nightingale was heard in London, in Paris, even in Italy. Several more broadcasts were made, and the following year HMV made a record of Beatrice and the Nightingale, which became one of the most successful records sold in the 1930s.

a. Beatrice Harrison played for nearly two hours with no reaction. b. She started again, and the bird sang with her. c. The next night, nearly every night after that, the nightingale was there again. d. With the technology of the time, this was no easy task. 11. Read again and answer the following questions. 1. What did Beatrice Harrison do? 2. Where did she go? 3. What happened while she playing the cello? 4. Who was she playing duets with? 5. What did she wish? 6. What did she try to do? 7. Why were things for the broadcast difficult? 8. Did the nightingale come out? 9. Where did people hear the duet? 10. When was a record successful? 12. Read again and write a summary. Use the prompts.prompts. in the woods the BBC playing duets worldwide

How well can you do these things? Tick (√) the columns.

I can … Very well Well Not well use words related to activities, action verbs. ask and answer, using past continuous. tell stories, using past simple and past continuous. tell stories, using sequencers. listen and understand factual information on stories. read and understand factual information on stories.

73 UNIT 5 FUTURE PLANS

LESSON 1 STUDY PLANS

LEARNING OBJECTIVES: Words related to study plans Present simple for future; timetables

1a. Match the words and expressions to their synonyms. 1. a midterm exam a. a task completion 2. a public holiday b. a scholarship competition 3. an admission c. a school year 4. an academic year d. acceptance 5. a grant competition e. a nationwide holiday 6. a task achievement f. a continuous assessment 1b. Listen and check. Then repeat.

2a. Read and answer. Who is interested in computing? a) Telmen b) Bess c) both of them

Telmen: Hi, Bess. Bess: Hi. How are you? Telmen: I’m fine, and you? Bess: I’m OK. I haven’t seen you for ages! What’s new? Telmen: I’m studying at university. Bess: Really? What are you studying now? Telmen: I’m doing a Bachelor of Computing. I’m becoming a web developer.

74 Bess: I see. How is your school? Are you busy these days? Telmen: Fine. A little bit busy. I’m preparing for my midterm exams. This semester ends next June. Bess: When do your exams start? Telmen: They start on the 7th of May and continue for three weeks. The 28th of May is a last day of classes. Bess: You know, I’m very interested in computing. When does your university admission start? How about an entrance examination? Where can I get detailed information? Telmen: Admission starts on the third week of August. Also you can get more information from the university website. Bess: Thanks. I’ll do. Telmen: If you enter the university, you’ll have a chance to participate in grant competition. Students are assessed depending on their task achievement and exam results. I guess the next competition will be held at the end of the semester. Bess: Sounds nice. Are you going to apply for the grant? Telmen: Yes, I am. Bess, I’m sorry I need to go. Keep in touch! Bess: See you then. Good luck!

2b. Read again and complete the schedule. University Spring Semester Schedule University

Midterm exams start on May 7 Duration of midterms … Last day of classes … End of the semester … Grant competition … 3a. Study the sentences and choose a or b in the explanations. When do your exams start? - They start on May 7. When does the university admission start? - It starts at the beginning of next August.

1. We use present simple to express … for the future. a. daily routines b. programs or timetables 2. If the subject is the third person, we use auxiliary … in the question. a. does b. do 3. If the subject is the third person, we use a base verb … -s ending in the statement. a. without b. with

75 3b. Choose the correct form of the verbs in brackets. 1. Selena … (go / goes) to a university to become an accountant. 2. They always get up early in the morning. Because their class … (start / starts) at 9 am. 3. What time does the train to Toronto … (leave / leaves)? 4. The exams… (begin / begins) at the end of next week and 4) … (continue / continues) until June 8. 5. Which day does the exhibition … (open / opens)? 6. The plane (arrive / arrives) at 14:00 tomorrow. 4. Put the words in the correct order to make sentences. 1. tonight/ at/ restaurant/ The/ opens/ 19:00. 2. in/ My/ starts/ ten/ final/ days/ exam. 3. the/ Oxford/ to/ What/ leave/ time/ does/ train? 4. Mongolian History/ at/ on/ 2 pm/ The/ ends/ lecture. 5. time/ the/ begin/ session/ What/ does? 6. The/ starts/ exhibition/ June 12/ art/on. 7. comes/ The/ school bus/ in/ next/ minutes/ thirty five. 5. In pairs, ask and answer the following questions. 1. What time does your class start tomorrow? 2. What time does your class finish tomorrow? 3. When do your exams start this term? 4. When does your summer holiday start this year? 6. Look at the timetable and write about your study plan. Example: My English language speaking class starts at 12 o’clock on Wednesday, Feb 28. Date Day Time Subjects Language February 28 Wednesday 12:00 English Speaking March 1 Thursday 10:00 English Grammar March 7 Wednesday 09:00- 10:30 Grammar Exam March 8 Thursday Public holiday History April 4 Monday 09:20 Mongolian History April 6 Wednesday 12:00 World History April 14 Thursday 15:30 History of Art April 22 Friday 09:00- 10:30 Exam on Mongolian History May 3-24 Final Exams

LEARNING OUTCOMES When do you finish your school next year? - I finish my school next June. What time does your biology exam start tomorrow? - It starts at 8 o’clock tomorrow.

76 LESSON 2 APPLYING FOR A JOB

LEARNING OBJECTIVES: Words related to job application Present continuous for future; be going to

1. In groups, discuss the following quote. “There is nothing more satisfying than having plans.” Lalita Tademy 2a. Match the words and expressions to their definitions. 1. a position a. a job with flexible working hours 2. educational background b. a post of employment 3. a flextime job c. information about someone’s illegal actions 4. a certification d. a place where you live currently 5. a criminal record e. general level of training and experience 6. a present address f. a written document which gives proof of something 2b. Listen and check. Then repeat.

2c. Odd one out. 1. a present address a door number a street a avenue information 2. educational background a degree an interview achievement a qualification 3. a certification a university a meeting a diploma a document 4. a position a duty an employer clothing a salary 5. a criminal record a country crime a police a robbery 3a. Listen to the telephone conversation and choose a or b. What are they talking about? a) Google company b) A job interview

77 3b. Listen again and answer true (T) or false (F). 1. Telmen is looking for a job. T F 2. He found a job in Microsoft Corporation. T F 3. He made an appointment with few companies. T F 4. Telmen forgot to take his diploma. T F 5. Sally is leaving for France tomorrow. T F 6. She is going to have a holiday in France. T F 7. She will be away for three days at least. T F 4a. Study the sentences and choose a or b in the explanations. I’m flying to Madrid tomorrow. I bought my ticket. We are going to meet some of our partners in Paris.

1. We use present continuous to express an … . a. intention b. arrangement 2. We use be going to express an … . a. intention b. arrangement 3. We form the present continuous with … . a. to be + V + ing b. to be + a base verb 4. We use … after be going to in the sentence. a. a base verb b. verb + V-ing 4b. Match the sentences in column A to the ones in column B. A B 1. I have bought my plane ticket. a. We are meeting at 10 tomorrow morning. 2. We’ve signed on the contract. b. They are picking me up at the airport. 3. I didn’t do very well in my exams. c. I’m flying to London tomorrow. 4. It’s all arranged. d. We are working together on this project. 5. They phoned me. e. It’s going to fall down. 6. I’m sorry. I’m busy tonight. f. I’m going to work harder in future. 7. Look at that tree! g. I’m having dinner with my family. 5. Complete the dialog with the verbs in brackets. Use present continuous or be going to. Bess: Hey, Zulaa, what are you doing after school today? Zulaa: Well, first, I … (meet) my sister at the theatre at 5:30 pm. Then, we … (watch) an opera at 6:00 pm. Bess: Wow, it sounds like you have a busy evening! Zulaa: Yes. How about you? Bess: I haven’t made any arrangements yet. After school, I … (walk) home and then I … (do) my homework. Zulaa: By the way, I … (have) a trip to Khovsgol Lake with my family in July. We reserved our gers in a camp. If you want, you can go with us! It seems fantastic. But, during the holiday I … (learn) Spanish. If my plan is changed, I’ll join you.

78 6. Look at the diary and write sentences. Use present continuous or be going to. Example: She is applying for a job on Monday, July 7.

Remember! Near future

Monday, July 7- apply for a job attend training course Saturday, July 11- go to a gym visit her grandparents Tuesday, July 14- have a birthday write a letter to her friend party go on holiday Wednesday, August 1- take an application result

7a. Do the group survey. Find someone who: • is doing what • is going to do what

Names Things you are doing Things you are going to do Student A I finished my class. I’m leaving the classroom. I’m going to study in the library. Student B … … Student C … … 7b. Report the findings to the class. Example: Chimeg finished her class. She is leaving the classroom. She is going to study in the library. 8. Write about your future plan. Think of: • things that you arranged to do • things that you are going to do in the future

LEARNING OUTCOMES They are going to ask about your experience. I am having a job interview tomorrow at 2 pm.

79 LESSON 3 JOB DESCRIPTION

LEARNING OBJECTIVES: Words related to jobs Future simple (all forms)

1a. Match the words and expressions to their definitions. 1. a work experience a. the process of working with others 2. a vacancy b. knowledge and skills that you gain for doing a particular job 3. collaboration c. the chance to do something you want to do 4. a qualification d. a short written description of your education and qualifications 5. a personal quality e. an available position for someone 6. an opportunity f. the achievement of an official standard 7. a resume g. someone’s basic character or attribute 1b. Listen and check. Then repeat.

1c. Complete the sentences. Use the words and expressions in activity 1a. 1. … is very important in a police department. They have to work together to detect crime. 2. As for my … …, I’m friendly and polite as well as responsible and hardworking. 3. Look at the … list! There are some jobs we can apply for. 4. To work as a tutor for this school, you have to have a recognized teaching … . 5. Excuse me, could I see your …? I would like to get more information about you. 6. Could you tell me about your … ? “Well, I’ve worked for Airline Company for 5 years.” 7. I am glad to have an … to share my ideas and thoughts with you. 2a. Listen to the job interview and answer. Did he get a job?

80 2b. Listen again and answer the questions. 1. Which position did he apply for? 2. Did he obtain any degree? 3. How many languages can he speak? 4. Does he have any work experience? 5. What duties will he have? 6. How many hours does he have to work? 7. Will he have to work on weekends? ` 3a. Study the sentences and choose a or b in the explanations. Will you work on weekends? You will work from 8 to 5. You won’t work overtime.

1. We use the future simple for ... . a. present actions b. future actions 2. We use … to form future simple question. a. will + subject + a base verb b. will + a base verb + subject 3. We use will + … to form the future simple. a. to + a base verb b. a base verb 4. We use won’t to express … meaning. a. positive b. negative 3b. Put the verbs in brackets in the correct form of future simple. 1. A: … (you / do) anything on Saturday morning? B: No, I … (not). I’m free. 2. A: I’m having a job interview the day after tomorrow. … (you / go) with me? B: Yes, I … . 3. A: I got a job in Google! B: Fantastic! When … (you / start)? 4. A: Which question … (the interviewer/ ask) me? B: She … probably … (ask) about your education, experience, personal qualities and so on. 5. A: How long … a working day … (be)? B: You … (be) 8 hours. 4. Look at the prompts and make sentences using will or won’t. Example: A tour guide will pick up the tourists from their hotel.

What will a tour guide do? pick up the tourists from their hotel √ plant flowers in the garden × drive the tour bus in case of an emergency √ sit back at the desk all day × take care of patients × have opportunity to see many places √

81 5a. In pairs, ask and answer questions using the prompts below. Example: Student A: Will you learn driving next summer? Student B: Yes, I will. / No, I won’t. • learn driving next summer • go to university when you finish school • study hard for the next exam • have a graduation ceremony this spring 5b. Report to the class about your partner. Example: Telmen will learn driving next summer. 6. In pairs, study this job description. Take turns to ask and answer. Example: Will I process information? - Yes, you will. Will I prepare dinner for a department? - No, you won’t. etc.

Description: Secretary Secretary Job Duties: • types letters and reports. • receives telephone calls, takes messages, makes appointments and provides information to callers. • greet and receive visitors. • arranges meetings and conferences; makes travel reservations as needed. • establishes and maintains office files or other information • enters, updates, and deletes information from electronic files. • takes minutes or recordings of meetings. • sorts, opens, and distributes incoming mail to staff. • maintains confidentiality of documents and information received. • assists in the preparation of budgets and financial reports. Skills / Qualification: typing skill, reporting skill, organization, collaboration.

7. Choose one of the jobs and write its description.

a nurse a journalist a firefighter a police officer a teacher a sales manager a model a professional footballer

LEARNING OUTCOMES What will I do on this position? You will answer the phone and help customers. You won’t work on weekends.

82 LESSON 4 A SURPRISE PARTY

LEARNING OBJECTIVES: Words related to parties Future time clauses: before, after, when and while

1a. Label the pictures with the expressions from the box.

balloons with photo memories congratulations banner dessert feature mini bagels crackers placing the presents on a table running party buffet beach ball ceiling drape streamers sending “Top Secret” invitation

a b c d

e f g

j h i

1b. Listen and check. Then repeat.

1c. Complete the table. Use the expressions from activity 1a.

Surprise party Decoration Food Activities balloons with photo memories … …

… … … … … … …

83 2a. Read the e-mail and choose a or b. What did she write about? a) Telmen’s job b) Party for Telmen

Dear Sally,

How are you? I miss you so much! You should be very busy with your graduation exam now. Just do your best and never give up! I support you always! As you know, Telmen got a job in Google! Isn’t it fantastic? So, we are planning a surprise party for him. Before giving you the details of it, let me ask you one question – when will you come and see me? I need your help to prepare party buffet: crackers, bagels, ice cream and some drinks. We planned to have a party at Bess’s house next Saturday. On that day, Telmen is having a short tour in Google. He said he would see us after that. Here are the plans. Tony and I will decorate the house using balloons with photo memories and a congratulations banner. I think it will be nice. I will order a cake from the bakery. Jane will pick it up when she goes shopping. Everyone should arrive at least an hour early. After we get ready, we will call him to come. Before he comes to the house, we will switch off all the lights and close the curtains. Then he will think that nobody is in the house when he comes in. While he is shocked, Tony will start singing and bring a congratulations cake into a room. After he finds out our surprise for him, we will show some photos of our childhood memories. Finally, we will switch on the lights and wish the best for him. Hope it will be a real surprise! We're all looking forward to having a big day. Please call me as soon as you get my email. See you soon, Emujin

2b. Read again and number the pictures in the correct order. Then make sentences.

OFF ON

ON OFF

3a. Study the sentences and choose a or b in the explanations. After we get ready, we will call him to come. Before he comes to the house, we will switch off all the lights and close the curtains. Then he will think that nobody is in the house when he comes in. While he is shocked, Tony will start singing and bring a cake in to a room.

84 1. The sentences which express future events can consist of … . a. a main clause and a main clause b. a main clause and future time clause 2. We use future time clauses to express … . a. events and actions in the future b. events and actions in the past 3. We use ... after when, while, before and after in the sentence. a. a base verb b. will+ verb 4. We use … in the main clause. a. a base verb b. will + verb 3b. Complete the sentences using when, while, after and before. Example: They will go to school when they are six years old. 1. They will go to school … they are six years old. 2. … they come home, I will prepare special food for their wedding ceremony. 3. Her mother will write a letter to her … she is at college. 4. … I go out, I will tidy my room. 5. I promise I will buy you a present … I return from my holiday. 6. … she passes her driving test, she will buy a new car. 7. We will buy milk and sugar … the shop closes. 4. Put the verbs in brackets in the correct form. 1. A: I’m going to the theater tonight. B: Well, while you … (be) there, I … (do) some housework. 2. A: … (you/ call) me when you … (get) home? B: Yes, of course. 3. A: We’ve run out of butter. B: That’s OK. I … (do) shopping after I … (finish) work. 4. A: What are your plans in the future? B: I want to work after I … (graduate) from school. 5. A: Before she … (sleep), she … (do) her homework. 5. In pairs, ask and answer. 1. Have you ever had a surprise party for your birthday? 2. If your friend or parents do the surprise party for you, how will you feel? 6. Write a letter to your friend about a surprise party plan for someone. Think of: • a place where party will be held • food or drinks for a party • things you will do

LEARNING OUTCOMES

After we get ready, we will call him to come. Before he comes to the house, we will switch off all the lights and close the curtains. Then we will let him seem like nobody’s inside when he comes in. While he is shocked, Tony will start singing and bring a cake into a room.

85 LESSON 5 SELF-CHECK

LEARNING OBJECTIVES: Revise vocabulary and structures of the unit Check personal learning progress

VOCABULARY

1. Match the words in column A to ones in column B to make expressions. A B 1. fascinating a. quality 2. colorful b. event 3. personal c. banner 4. educational d. background 5. academic e. year 6. criminal f. experience 7. good g. record 2. Unjumble the words. Then write a sentence with each word. 1. NFITUQAACIOIL ... 2. YCAVANC ... 3. IONTARLLOCOBA ... 4. FFETUB ... 5. MISSIDAON ... 6. LOLONAB ... 3. Choose a, b or c. 1. We have a … tomorrow. So we don’t have to go to school. a. work day b. public holiday c. school day 2. I’m busy studying for my … . a. application b. banner c. midterm exams 3. Next … is tomorrow. A winner will be awarded with $800 . a. exam b. grant competition c. holiday 4. Did you get my party… ? - I sent it yesterday. a. invitation b. cake c. buffet 5. I’m looking for a … because I have to take care of my grandma. a. full-time job b. flextime job c. overtime job

86 STRUCTURES

4. Complete the sentences with the verbs in the box. Use present continuous or be going to.

help come work see watch go meet

Example: We are coming home tonight. The airline canceled our flight.

1. We … home tonight. The airline canceled our flight. 2. She … me later. I don’t know when she is available. 3. I … basketball match with him. We bought the tickets yesterday. 4. Take your resume with you! They … it to get more information. 5. My friends … to a restaurant tonight. They’ve already ordered a table. 6. He is still sleeping. He … on a project all night. 7. Look! It’s her name card. We … tomorrow again. Perhaps they will hire me. 5. Complete the conversations with the verbs in brackets. Use will or won’t. 1. A: I don’t believe all these predictions. In the next twenty years we … (have) flying cars. B: But I think we … . 2. A: … we … (be) friends in ten years? B: Of course. We … (be) friends. 3. A: Take your coat with you or you … (be) cold. B: No, I … . It’s not cold outside, mom. 4. A: I promise I … (do) my homework in the morning. B: No, you … . You’re always sleepy in the morning. Do it now. 5. A: … you … (find) an apartment in Chicago? I think it … (be) difficult. B: Yes. But I … (try). 6. Join the sentences in column A with suitable sentences in column B. Example: I’ll look for a job after I graduate from my school. A B 1. I’ll look for a job a. my alarm rings. 2. Mom will bake a cake when b. he is on his way home. 3. I’ll clean the house after c. she meets him tonight. 4. They’ll make a call while d. I finish doing my homework. 5. I’ll get up before e. our relatives visit us. 6. She’ll send him a message f. I graduate from my school. 7. He’ll buy some magazines g. they arrive in town.

LISTENING AND SPEAKING

7a. Listen to the conversation and answer. Are they talking about ... ? a) communication technology b) a future career

87 7b. Listen again and answer true (T) or false (F). 1. Enkhjin is interested in physics only. T F 2. She is going to be a physician. T F 3. There aren’t many technical universities. T F 4. Communication is widely spread in the army. T F 5. It’s not easy to imagine our lives without communication. T F 6. Steve wants to become a doctor. T F 7. He will help people as he becomes a doctor. T F 8. In pairs, talk about your future plans. Think of: • a university where you will study • a job you will get • a place where you will live 9a. Complete the job description using the appropriate prompts from the box.

interviews people serves food and drinks investigates stories attends press conferences records interviews counts money collaborates with photographers and editors use calculators

Description: Newspaper Journalist Newspaper Journalist Job Duties: - Interviews people - … - … - … - … Skills / Qualifications: Computing skills, reporting skills, organization, and collaboration.

9b. In pairs, talk about newspaper journalist duties. Use the duties in the box below and a future form. Example: Will a newspaper journalist interview people? – Yes, he / she will. Will a newspaper journalist serve food and drinks? – No, he / she won’t.

88 READING AND WRITING

10a. Read the following and answer. How many predictions were mentioned in this essay?

I think the life in the future won't be very different by now. The technology will change everything - life in space, transport and the most important thing - the life on the Earth and the life of the ordinary men. The new technologies will give opportunities for the people to move from place to place. There will be faster trains, even the bullet trains. The airports will use different kinds of planes. They will be smaller, but faster. You will be able to cross the continents just for a couple of hours. There will be changes in the urban transport too. There will be faster trams, but they will be more expensive. The urban transport that will have been improved tremendously is the subway. More and more subway stations will have been built. My next prediction is about robot's helping to make our life better. During next fifty years, computers will be much more intelligent than today and it will change people's lives. They will help people work, learn, plan and decide. They will help people from different countries to understand each other by automatically translating from one language to another. Intelligent computers will work as scientists and will start making discoveries on their own. Next prediction is about our body and what we can do to become stronger and healthier during the next 50 years. I believe that soon we will be able to repair the human body in the same way that we can replace damaged parts of a car or a washing machine. Five years from now we will be able to grow new fingers and a few years after that – new arms and legs. Within fifty years, replacing your whole body will be normal. In conclusion, I want to say that there are many predictions about the future but their fulfillment depends only on us.

10b. Read again and answer the questions. 1. What will the planes be like in the future? 2. How long will it take to cross the continents? 3. How will the urban transport change? 4. How the robots will help people? 5. Will intelligent computers be able to make translation? 6. What will people be able to do to their body fifty years from now? 7. Do you think these predictions are realistic? If yes, why? 11. Write 3 paragraphs about your predictions for the future. Use some of these ideas: • your town • transportation • technology • climate How well can you do these things? Tick (√) the columns.

I can … Very well Well Not well use words related to future plans talk about timetables using the present simple talk about future intentions and arrangements using be going to and the present continuous talk about future plans using future simple and future time clauses: before, after, when and while listen and understand factual information on future plans read and understand future plans and predictions

89 UNIT 6 PEOPLE AND EVENTS

LESSON 1 GRADUATION CEREMONIES

LEARNING OBJECTIVES: Words related to graduation ceremonies Present passive (positive, negative)

1a. Look and label the pictures. a b c

d e f

1. giving a speech 2. inviting guests 3. delivering a performance 4. presenting awards and certificates 5. a graduation ceremony 6. singing a national anthem

1b. Make as many sentences as you can using the expressions from activity 1a. Example: Giving speeches at graduation ceremonies became a common tradition in many countries.

90 2a. Read a magazine article and answer. What does the word ‘graduation’ mean?

t the end of each calendar take place in February or March. the practice spread to students. Ayear and in March, new As usual, graduation ceremonies However, in modern times, it pocketbooks are displayed in start with an opening address, and is considered to be a special the stationery shops. There are continue with everyone singing the outfit worn at graduation. Most two types of pocketbooks: some national anthem. The program also students wear rented hakata. begin from January and others includes presentations of diplomas, This is because there are hardly begin from April. It is thought a speech by the school principal, any occasions for which it can be that the first one is the ‘calendar congratulatory speeches by worn. year’ which runs from January honored guests such as the mayor, The word ‘graduation’ in to December, and the second one speeches by current and graduating Japanese, is not only used in is the ‘fiscal year’ which runs students and the presentation of reference to education, but also to from April to March. In Japan graduation presents. Students express the fact that many other a lot of events in government might sing ‘Hotaru no Hikari’ or kinds of things are ‘finished’. offices, companies and schools their school anthem before the It seems that many Japanese are not organized according to closing address. feel that milestones in life are the calendar year’. The reason is Uniforms are not worn by reached during events, such as related to the school year which students for the graduation graduation, that take place at begins in April and ends in March ceremonies. Students typically the end of the fiscal year cherry next year. wear their own clothes, but most trees begin to bud. Therefore, for There are a lot of events related to women dress in a hakata. Hakata many Japanese people, cherry ushering in the new fiscal year, but were originally worn by teachers blossoms are often symbolic for any Japanese person, graduating of women’s school from Meiji to of being promoted, going up after completing their studies is an Taisho areas (the second half of a grade, entering a school, or important milestone in their life. the 19th century to early half of entering the world as an adult Most of the graduation ceremonies the 20th century), but gradually member of society.

2b. Read again and make a list of ideas mentioned in the paragraphs.

Paragraphs Main ideas Detailed information Paragraph 1 A calendar and fiscal year Paragraph 2 Paragraph 3 Paragraph 4 2c. In groups, discuss the information from the article. Answer the following questions. 1. What do a calendar year and a fiscal year mean? 2. What is a graduation ceremony? 3. When is it held in Japan? Why? 4. What activities are organized during graduation ceremonies? 3a. Study the sentences and choose a or b in the explanations. A National anthem is sung by chorus. Graduation ceremonies are held at the end of March. Uniforms are not worn for the graduation ceremonies.

1. We use … sentences when we don’t mention who did the action. a. passive b. active 2. We use … sentences when we talk about actions in general. a. present passive b. past passive

91 3. We form the present passive with … a. to be + participle b. only participle 4. We form a … sentence by adding the word ‘not’. a. positive b. negative 3b. Put the verbs in brackets into the present passive forms. 1. Most of important events in Japan … (to organize / not) around the fiscal year. 2. A lot of guests … (to invite) to the graduation ceremonies. 3. An opening speech … (to make) by the school principal. 4. A school anthem … (to sing) before the closing address. 5. Parents … (to touch) by the farewell words. 6. Traditionally, a hakata … (to wear) by women. 7. The word ‘graduation’ … (to use / not) in reference to education only. 8. One of the mothers said, “I … (to move) by the expressions of thanks”. 9. When the diplomas … (to present), children look at parents to show their expressions. 10. Things … (to finish / not) by the end of the calendar year. 4. In groups discuss how graduation ceremonies are held in Mongolia. Use the picture prompts below.

a b

c d

Example: In Mongolia, graduation ceremonies are held in June. 5. Exchange and compare your ideas with another group.

LEARNING OUTCOMES The word ‘graduation’ in Japanese is used on different occasions. Most women are dressed in a hakata. Some events are not organized around the calendar year.

92 LESSON 2 THE ROSE PARADE

LEARNING OBJECTIVES: Words related to parades Past passive; prepositions by, with, in, from

1a. Look at the pictures and match them with the words from the box below. a b c

d e f

1. a football team 2. a game of tug-of-war 3. a flower-covered float 4. equestrians 5. a marching band 6. a horse-drawn carriage

1b. Fill in the gaps with the above words. 1. The game is played by … 2. … is usually held every year. 3. … are the most colorful part of a parade. 4. … is designed by professional artists. 5. It is interesting to watch … 6. In the early years, … was first used instead of a motorized float. 7. … was added to the parade later. 2a. Read the article and answer. What’s the purpose of the Rose Parade? The Rose Parade, officially the Tournament of Roses Parade, is "America's New Year Celebration" held in Pasadena, California, a festival of flower-covered floats, marching bands, equestrians and the Rose Bowl college football game on New Year's Day. It is organized by the non-profit Pasadena Tournament of Roses Association. Originally started

93 on January 1, 1890, the Rose Parade is watched in person by hundreds of thousands of spectators on the parade route, and is broadcast on multiple television networks in the United States. It is seen by millions more on television worldwide in more than 200 international territories and countries. The Rose Bowl college football game was added in 1902 to help fund the cost of staging the parade. Members of Pasadena's Valley Hunt Club first staged the parade in 1890. Since then the parade has been held in Pasadena every New Year's Day, except when January 1 falls on Sunday. In that case, it is held on the subsequent Monday, January 2. This exception was made official in 1893. According to the Tournament of Roses Association Web site, this "Never on Sunday" policy was decided in order "to avoid frightening horses tethered outside local churches and thus interfering with worship services." Therefore, the parade has never been held on Sunday. Incidentally, the Rose Bowl Game is also not held on Sunday to avoid competing with the National Football League. Other bowl games usually held on January 1 also follow this rule. Many of the members of the Valley Hunt Club were former residents of the American East and Midwest. They wished to showcase their new California home's mild winter weather. At a club meeting, Professor Charles F. Holder announced, "In New York, people are buried in the snow. Here our flowers are blooming and our oranges are about to bear. Let's hold a festival to tell the world about our paradise." So the club organized horse-drawn carriages covered in flowers, followed by foot races, polo matches, and a game of tug-of-war on the town lot that attracted a crowd of 2,000 to the event. Upon seeing the scores of flowers on display, the professor decided to suggest the name "Tournament of Roses." Over the next few founding years, marching bands and motorized floats were added. Activities soon included ostrich races, bronco busting demonstrations, and an odd novelty race between a camel and an elephant. On parade morning the various elements are merged and dispatched in front of Tournament House. The parade starts headed north on South Orange Grove Boulevard beginning at Ellis Street and ends at Paloma Street near Victory Park and Pasadena High School. In total the Parade route is 5.5 miles (8.9 km) long; the assembled bands, horse units and floats take approximately two hours to pass by. The 2013 parade featured 42 floats, 23 marching bands and 21 equestrian units. 2b. Read again and answer the questions. 1. Where is the Rose Parade held? 2. How many people do watch the Parade? 3. When was the first Rose Parade organized? 4. Who organized it first and why? 5. Why was the Rose Bowl college football game added to the Parade? 6. What happens during the Rose Parade? 7. How long is the route of the Rose Parade? 8. How many floats were in 2013?

94 3a. Study the sentences and choose a or b in the explanations. The Rose Bowl college football game was added in 1902 to the Rose Parade. The ‘never on Sunday’ policy was decided by the Pasadena Valley Hunt Club. Horse-drawn carriages were covered with flowers.

1. We use the past passive to talk about events … a. in general b. in the past 2. We form the past passive with … a. to be in the past + participle b. to be in the present + participle 3. Sometimes we use … to add more details. a. time expressions b. prepositions by, with, in, from 3b. Put the words in the right order to make sentences. Example: The first / held / Parade / in the 18th century / was / Rose. The first Rose Parade was held in the 18th century.

1. The first / held / Parade / in the 18th century / was / Rose. 2. were / as floats / carriages / used / horse-drawn. 3. the parade / televised / in 1947 / first / was. 4. the Rose / the football / later / was / Parade / added / game / to. 5. the Tournament / renamed / the town / Park / place was. 6. 700,000 people / year / by / the Rose / more than / last / was / Parade / attended. 7. decorated / Floats / flowers / with / were / beautiful. 8. to use / No artificial / allowed / were / flowers. 9. floats / The Scouts’ were / by volunteers / designed. 10. website / in 2009 / 13 million times / Roses / was / the Tournament of / visited. 4. In groups, talk about the ‘Deeltei Mongol’ parade. Use the prompts and the past passive.

• Date • Place • Participants • The purpose • Main features 5. Write a summary about the ‘Deeltei Mongol’ parade. Use the past passive.

LEARNING OUTCOMES The first Rose Parade was organized in 1890. The horse-drawn carriages were decorated with flowers. Last year the Rose Parade was watched by more than 700,000 people.

95 LESSON 3 TOKYO OLYMPICS

LEARNING OBJECTIVES: Words related to the Olympic Games Future passive

1a. Match the words with their synonyms. 1. The Olympic Games a. main points 2. The Paralympic Games b. lessons 3. An orientation seminar c. sports competitions 4. The Organizing Committee d. a summary 5. Key milestones e. preliminary discussions 6. A general overview f. equipment and resources 7. Key learnings g. an executive board 8. Sports facilities h. sports events for disabled people 1b. Make sentences with the expressions above and practice saying to each other. Example: The Olympic Games are popular sports competitions. 2a. Listen to the TV news and answer. What is the main idea of the news?

2b. Listen again and answer true (T) or false (F). 1. The Orientation seminar on organizing the Olympic Games was held on November 14-15. 2. Key milestones were discussed at the seminar. 3. Tokyo will be the first city to host Paralympic Games. 4. Participants took part in the spirited discussions. 5. Mr. Takeda is the Tokyo Metropolitan Government official. 6. The Olympic Village was built in Tokyo.

96 3a. Study the sentences and choose a or b in the explanations. The Olympic Games will be held in Tokyo in 2020. The Paralympic Olympic Games will be organized in Japan for the second time.

1. We use the future passive to talk about events … a. in the present b. in the future 2. We form the future passive with … a. to be + participle b. will be + participle 3b. Change the present or past passive sentences into future passive. 1. General ideas are presented at the seminar. 2. A lot of discussions were organized by the committee. 3. Sports facilities were prepared for the competitions. 4. Lessons are learned from discussions. 5. The committee is required to do a lot of things. 6. New hotels were built in Tokyo. 4. Look and write one sentence for each picture. Use the future passive.

Our house ______My bike ______My birthday ______

The football match ______The Olympic Games _____ A new uniform ______5. In groups, discuss the following questions. • What will your school look like in the future? • What will be changed? • How will schools be built? 97 6a. Do the project. In groups, make a design of the future school. Use the following prompts:

Rooms and classrooms A library A teachers’ room A gym A computer lab

6b. Present your project to the class. Use the future passive.

Our new school will be built in 10 years from now. There will be a tall building with many classrooms. Classrooms will be equipped with new technology. …

LEARNING OUTCOMES A new village will be designed. New schools will be built.

98 LESSON 4 EDUCATION FAIR

LEARNING OBJECTIVES: Words related to education fairs Active vs. passive structures

1a. Match the words and expressions with their pictures. a b c

d e f

1. booths 2. an exhibition 3. presenters 4. attendees 5. higher education institutions 6. leaflets

1b. Write one sentence for each picture above. Example: A lot of people visited the exhibition. 2a. Listen to the telephone conversation and answer. Why and for whom is an education fair organized?

99 2b. Listen again and answer the questions. 1. What has Mark just done? 2. How was the education fair? 3. Why is he suggesting Uyanga to go to the education fair? 4. What do the universities offer? 5. What does Uyanga think? 6. What programs are offered by the universities? 7. Where is it possible to get general information about the programs? 8. What does Uyanga ask for? 9. What do both Mark and Uyanga think about the event? 3a. Study the sentences and choose a or b in the explanations. Universities introduce their programs. Programs are introduced by universities.

1. We use … to point out who did the action. a. the active b. the passive 2. We use … to point out the action. a. the active b. the passive 3. We form the active with … a. to be + participle b. only a main verb 4. We form the passive with … a. to be + participle b. only a main verb 3b. Join the words to make meaningful active or passive sentences. 1. Presenters / introduce / the programs 2. Leaflets / distribute / to attendees 3. Universities / organize / an education fair 4. Booths / present / universities 5. Useful information / give / exhibition 6. The technical universities / run / engineering programs 7. Arts programs / offer / colleges 8. The event / hold / at the Blue Sky Hotel 4a. In pairs, look at the pictures and ask and answer the the questions about them. 1. What was presented at the Canadian Education Fair? 2. Who presented the information? 3. Who attended the Fair? 4. Which colleges and universities were there? 5. Have you ever been to any Education Fair? 6. What do you think about the purpose of the event?

Date: October 27,2013 Venue: the Blue Sky Tower Hotel Organizer: the Embassy of Canada, Mongolia Educational institutions: 21 universities and colleges of Canada Attendees: more than 2200

100 Example:

Who organized It was organized this event? by the Embassy of Canada.

4b. Exchange your ideas with another pair.

5. Use your own information and write about the education fair. Follow the outline: • The date of the event • The venue of the event • The purpose of the event • Booths • Attendees

LEARNING OUTCOMES Universities offer various programs. Various programs are offered by universities.

101 LESSON 5 SELF-CHECK

LEARNING OBJECTIVES: Revise unit vocabulary and structures Check personal learning progress

VOCABULARY

1. Find 10 words in the word square. (→↑)

TEYNILFAUP ORGANIZEDR INTRODUCEE RDISCUS S CS HOGREWS I OE QATTEND N RN GBHYOTU G AT BROADCASTP EMLFIOFFER VCDEHPIRAJ 2. Put the words under the correct headings. A graduation ceremony, a festival, graduates, an education fair, guests, a national anthem, organizers, a fiscal year, a parade, equestrians, a football team, a tournament, horse-drawn carriages, a football game, a float, the Olympic Games, a seminar, an executive board, participants, an exhibition. Events People Other … … … … … … 3. Complete the sentences with the words from activities 1 and 2. 1. Sportsmen from different countries compete in the … 2. Schools and universities hold … according to a fiscal year. 3. … is part of the Tournament of Roses. 4. There were a lot of … in the seminar. 5. … is sung at the important events. 6. Universities and colleges introduce their programs at the … . 7. Several issues have been discussed by … . 8. Various people and agencies decorate their … with fresh flowers.

102 STRUCTURES

4. Put the verbs in the correct present, past or future passive form to complete each sentence. 1. Speeches … (to make) by honored guests. Speeches are made by honored guests. 2. Following events … (to organize) next year. 3. Some activities such as an ostrich, camel or elephant race … (to add) to the parade later. 4. Interesting ideas … (to present) at the last seminar. 5. Flower-covered floats … (not to decorate) with artificial flowers. 6. A new Olympic village … (to build) before the 2020 Olympic Games. 7. The last education fair … (to attend) by more than 2000 people. 8. Uniforms … (not to wear) by students at the graduation ceremonies. 9. The Rose Parade … (not to hold) on Sunday. 5. Complete the sentences with prepositions by, with, from or in. Use some of them more than once. 1. The parade is televised … many countries. 2. The education fair was organized … the Embassy of Canada. 3. The first Olympic Games were held … 1959. 4. In Mongolia, graduation ceremonies are held … June. 5. A lot of floats were decorated … beautiful fresh flowers. 6. The Tournament of Roses Parade was organized … 1890. 7. The study programs are usually introduced … universities and colleges every year. 8. The events are usually started … an opening speech. 6. Change the positive sentences into negative and negative sentences into positive. 1. The 1954 parade was first televised nationwide on NBC. The 1954 parade was not first televised nationwide on NBC. 2. The 2009 Parade was broadcast to 217 countries in over 20 languages. 3. The Tournament of Roses website was visited 13 million times during the week of the 2009 parade. 4. The website is not viewed in 150 countries. 5. The 2010 Parade was watched via TV in 127 countries including China. 6. The education fair is not organized every year. 7. The seminar will not be organized before the Olympic Games. 8. The guests will not be invited to the event. 7. Change active sentences into passive. 1. Individual people and agencies decorate floats with beautiful flowers. Floats are decorated with beautiful flowers by individual people and agencies. 2. All students sing a national anthem at the graduation ceremony. 3. Japanese women usually wear a hakata. 4. The education fair didn’t present some universities and colleges. 5. A lot of people watched the festival. 6. Sportsmen will wear special uniforms. 7. Participants discuss a lot of issues at the seminar. 8. Equestrians don’t decorate floats. 103 LISTENING AND SPEAKING

8a. Listen to the interview and answer. What is the ASIA TRY movement about?

8b. Listen again and complete the table.

Purpose of the ASIA TRY Dates of the event in Participants Activities movement Mongolia

9. In groups, make a list of events and talk about them. Use the prompts below. • Dates • Venue • Purpose • Participants • Organizing committee

READING AND WRITING

10a. Read a magazine article and choose a title for it. a) Celebrating a long standing night b) A historic venue with strong British heritage c) Rio’s Samba Beatles in Liverpool Thousands of people across the world are members of samba schools; there are over 300 schools in the UK alone. The Liverpool Samba School was formed in 1995 and since then many people have passed through its doors. After the Millennium Carnival in Rio 2000, the decision was made to bring this awesome spectacle home to Liverpool and create the first Brazilian samba carnival in the UK. It provides an exciting platform for groups to get together and celebrate their passion for Brazilian music and the magic of carnival. In 2007 the Liverpool Carnival Company was formed and the first annual Brazilian samba carnival parade was held in Liverpool as part of the city’s 2008 Capital of Culture celebrations. In its sixth year the carnival parade was bigger and better. From the beginnings of the nighttime parade, a massive three day festival was created in 2010, and since 2011 with the support of City Central Bid, the Williams Square at the heart of the city center

104 hosts a main stage, programed with 11 hours of music and dance from performers and DJs from across the globe. Building on success of Brazilica 2013 festival was even bigger and better than ever before! On July 19, 2013 Rhythms of the City were presented by the lead singers from Bloco du Sargento Pimenta, Rio’s Samba Beatles. They opened the British Carnival by performing at the historic Liverpool Cavern, 52 years after the Beatles first performance. This Bloco only played Beatles songs, and were 2013 year winners of ‘best street bloco’ at the world famous, Rio de Janeiro Carnival. Band leaders have flown in from Rio to play the Cavern and to join in the UK’s biggest Brazilian carnival, Brazilica in Liverpool and parade with premier UK samba percussion squad, Rhymes of the City. Over 500 performers took part in this Rio-style carnival weaving its way through the city center with glittering costumes, floats and irresistible samba music and dance. The beautiful, bejeweled samba dancers, Brazilian style drummers and spectacular floats started their journey through the city at 8pm and ended at 11pm Williamson Square where a number of acts took to the stage in a completely free fiesta for everyone to enjoy. 10b. Read again and choose the correct answer. 1. The Liverpool Samba school … a. was opened with street music a. formed other schools in the UK b. was opened with Beatles songs b. created the first Brazilian samba sung by lead singers carnival parade in the UK c. was opened with exciting speeches c. joined an awesome carnival in Brazil 5. The Brazilica Carnival includes … 2. The nighttime parade … a. a parade of band leaders from all a. was attended by 30,000 people over the world b. was televised and watched by b. a parade of great performers 30,000 people c. a parade of dancers and musicians, c. was viewed by 30,000 people and fantastic floats 3. In its sixth year the parade … 6. The British Carnival is … a. was organized only at night time a. a great event to unite the UK and Rio b. included only dance performances b. a British music and dance c. was organized for 3 days performance 4. In 2013, the British carnival … c. a Brazilian dance festival 11. Write an email to your imaginary pen pal on the topic ‘A graduation ceremony in people’s life’. Follow the steps below: • make a plan of an email (to put your ideas in a logical order) • write an introduction part (keep it short) • express your personal ideas (mind appropriate words, expressions and grammar structures)

How well can you do these things? Tick (√) the columns.

I can … Very well Well Not well use words related to people and events use present and past passive sentences talk about people and events listen and understand factual information on people and events read and understand factual information on people and events

105 UNIT 7 NEWS, NEWS! …

LESSON 1 POWERFUL PEOPLE

LEARNING OBJECTIVES: Words related to people's achievements Present perfect for indefinite past

1. In pairs, discuss the following questions. • Can you tell about a person who influenced you to be successful? • Have you ever met a famous person who has contributed a lot to your country development? • Who can influence you to make progress? 2a. Match the words to their definitions. 1. influential a. a condition of being successful, well-being 2. to prove b. disapproval of someone or something 3. a criticism c. to demonstrate the truth by evidence 4. fiscal d. to take a risk 5. prosperity e. a government revenue, especially taxes 6. to venture f. having the power to make changes 2b. Complete the sentences. Use the words from activity 2a. 1. Young people usually dare to … on a long journey. 2. My parents have been the most ... people in my life. 3. The government has introduced its annual ... budget. 4. We should take care of ... for our nation. 5. He received a lot of … when he decided to quit the college. 6. High-qualified experts came to … effectiveness of a new technology after years of tests.

106 3a. Listen to the reporter and label the pictures of the people in the order they are mentioned.

3b. Listen again and complete the table.

Who What has done or hasn't done yet? Barack Obama Hillary Clinton Mark Zuckerberg Steven Spielberg 4a. Study the sentences and choose a or b in the explanations. The Time magazine has announced the most influential people in the world. Steven Spielberg has won Best Movie Oscar three times.

1. We use … to talk about things that happened in the indefinite past. a. past simple b. present perfect 2. We use ... to talk about things that happened a number of times. a. present perfect b. past simple 3. We use ... to form the present perfect. a. have / has + past participle b. have / has + a base verb 4b. Write the verbs in brackets in the correct form. 1. Obama ... (be) responsible for leading a powerful country. 2. The company leader ... (not finish) his last project for prosperity for the company yet. 3. Hillary ... (play) a critical role in the international relations. 4. Spielberg's movies ... (make) nearly $8 billion, the highest in the filmmaking history. 5. Facebook ... (become) one of the most popular social networking sites. 6. Mary ... (not buy) any software programs for her laptop. 7. ... Time ... (announce) the greatest and the most influential people to the public? 8. The political and economic situation ... (not allow) the president to make a decision. 5. In pairs, read the situations and answer. What happened to these people? Example: Paul is a successful football player. During the match, he played last; he slipped and broke his leg. Now he is at home. - He has broken his leg.

107 1. Last few years John was interested in an online purchase. Unfortunately, a few days ago he realized that his identity was hackered. He can't access his account.

2. Rodham went to the car fair a month ago. Now he has a new car.

3. Tony tried to run his business for a telecommunication market. At last, he won an investment project in Asia. He looks as a successful businessperson.

4. The students went on an excursion to visit the historical museum in Moscow. Last year they went to Saint Petersburg, too.

5. Mongolian athletes participated in the free style wrestling championship. They have two medals.

6. In pairs, think of an influential person in your area. Imagine that you are going to meet him. Prepare some questions to ask about his / her success. Example:

What have you done to be ... successful?

LEARNING OUTCOMES The family has bought a new car for their needs. They have volunteered twice to help the community.

108 LESSON 2 PERSONAL NEWS

LEARNING OBJECTIVES: Words related to letter writing Present perfect for recent and for time continuing up to now

1. In pairs, ask and answer. • Do you write letters? • What kind of letter do you write? • Do you agree that emails replace letters? • Have you ever written a formal letter? 2a. Look at the layout of an informal letter and match the numbers with the words and expressions from the box.

signature body ( present situation) friendly closing friendly opening reason for writing sender's address the date the letter was written friendly greeting introduction body ( wish in the past )

1. 326 Western Lane New York, NY 10027 2. February 12, 2014

3. Dear Amy, 4. Thank you a lot for your last letter. It was a nice surprise to hear from you. I'm sorry I haven't written to you earlier, I had to organize some things concerning my trip. 5. Do you remember that I've always wanted to visit some unusual places? But you'd never guess where I've chosen to spend my holiday. It's Brazil! You would never think of it, would you? I'm so excited about it! 6. The people I travel with are incredible. It's their fourteenth expedition. They know every path in the jungle by heart and they are very helpful. They share their knowledge and experience with me. Would you believe that here everything is different? You even need to set your tent in a special way. It's very challenging. 7. Anyway, I'd like to see you when I get back. Have you completed your history project yet? Good luck. I'll write back soon. 8. Love, Becky

109 2b. Look at the layout of the formal letter and complete the table.

24, West Road Bakersfield BT12 9BH [email protected] February 12, 2014

Mr G. Stone, Manager Fitness center Central Road Bakersfield

Dear Mr. Stone,

1. I am writing to apply for the job as a training instructor, as advertised in Thursday's Daily Post. This is an ideal job for my experience and qualifications. 2. Sports and fitness training have always been important to me, that is why I chose to take a diploma in Sports Science. I finished Sports Anatomy, Sports Physiology modules last year. I am a confident user of Microsoft Office 2010 and lately I have worked extensively with the Fitness Publisher, a program for analyzing fitness. 3. I have taken an opportunity to gain extra qualifications that were on offer at college, which have helped me to get a part-time work as an assistant instructor at Tiger Fitness center. I am used to working extra hours under high work pressure. I have also run a lunchtime aerobics class at college since the beginning of this year. 4. I will graduate from college in six weeks and I am keen to find an adequate full-time job. I could start any part time work or training sooner as most of my assignments are done. 5. I am enclosing my CV with my fully detailed qualifications and experience, which I hope, will suit you. I look forward to hearing from you.

Yours sincerely, Lisa Powers

Outline Paragraphs Introduction Purpose for writing Qualifications and experience Further information

3. Look at the letters' layout in activities 2a, 2b and complete the table.

Informal letter Formal letter Address of a sender more detailed Address of a recipient not full Name of a recipient title and surname Greeting Dear + first name Language no short forms of verbs Information personal Closing formal expressions

110 4. Read the letter and write the verbs in the brackets in the past simple or present perfect.

Dear Alan, How are you? It has ... (be) such a long time since we wrote to each other. Things both at work and at home ... (be) busy lately. I’m happy to hear that you have a new job. I hope you will enjoy it. I have some good news, too. Mervin and I ... (decide) to get married. We ... (not set) the date for the wedding yet, but I expect it will be sometime in September. Of course, we will let you know as soon as we decide. I really hope you’ll be able to come. What else? Oh yes, I suppose you know that Anne and Harry ... (move) to the US. Harry has a new job and he works at McDonald’s head office. I ... (receive) an email from Anne a couple of weeks ago and she ... (seem) quite happy. We’ll probably try to visit them later in the year - after the wedding. Anyway, that’s all for now. Let me know how things go with the new job and I’ll get in touch to send you an invitation when we arrange a wedding date. Best wishes, Clara

5. Write a cover letter to apply for a part time job. Use a format of a formal letter in 2b. Follow the outline below.  Opening Paragraph 1 Briefly identify yourself and the position you are applying for.  Paragraph 2 Give the reasons why you are interested in working for the company. State your relevant qualifications and experience, as well as your personal qualities that meet the requirements for the job.  Paragraph 3 Inform them that you have enclosed your current CV and add any further information that you think could help you to be hired.  Closing Paragraph 4 Express when you will be available for an interview, thank them for their consideration, restate your interest and close the letter.

LEARNING OUTCOMES I've written a letter to my friends. Have you completed your history project yet?

111 LESSON 3 A NEWS REPORT

LEARNING OBJECTIVES: Words related to giving news reports Present perfect vs. past simple; adjectives followed by prepositions

1a. Discuss the following. • Did you know that the word news comes from the four points of the compass: North East West South? What does it mean? • How do you get this information? What are different ways to get news? 1b. Match the adjectives with their synonyms. 1. pleased with a. having the ability 2. qualified for b. showing curiosity or concern 3. responsible for c. happy and satisfied 4. proud of d. known by many people 5. interested in e. meeting the requirements for something 6. grateful to f. feeling an appreciation for something 7. famous for g. feeling pride 8. capable of h. having an obligation to do something 2a. Listen and check.

2b. Complete the sentences using correct prepositions after the adjectives. 1. The president was pleased ... ideas of innovation. 2. You had to speak to a manager; he was responsible ... customer complaints. 3. I was very proud ... completing a project before a deadline last week. 4. The new technician has been capable ... doing experiments. 5. System providers were interested ... developing their programs. 6. This company is famous ... investments in local educational organizations. 7. I’m grateful ... my friend for his help. 8. He was less qualified ... making presentations. 3a. Read and match each newspaper article with their headings. a) A Smart Taximeter d) Ancient Cellar Wine Found b) Forgers Revealed e) The Chuckle Industry Growth c) Opens Paved Road f) Beats 12-Time World Champion 1. __ 2. ___ 3. ___ 4. ___ 5. ___ 6. ___

112 1 2 3 he UK Laughter Network cientists have uncovered a The youngest contestant Thas more than tripled in S3,700-year-old wine cellar of the 38th World Draught membership since it launched in the ruins of a palace in Israel, Championship, M.Odgerel of nine years ago. A study in the and a chemical analysis shows Mongolia, has defeated Zoya US said a good chuckle helped the place was qualified for Golubeva who is famous for a children to relax and to fight keeping good stuff. Researchers multi-time champion draught cancer and diabetes. Laughter found 40 ceramic jars in a good player all over the world. The is good for young patients or condition, in a single room of the legendary Zoya Golubeva hasn’t those undergoing treatment. UK palace. lost her top spot even after losing hospitals hire “clown doctors”, to the young player M.Odgerel medical experts who dress up due to awareness of being and entertain them. One of the 5 responsible for every move. customers, Jo Bluett was pleased rt forgery has been a hot The women’s championship with laughter and turned in to Atopic lately since the first began in 1973 in the overcome health problems she disclosure that Quan, a 73-year- Netherlands. experienced after losing her job. old immigrant from China, now in Queens, created at least 63 drawings and paintings by 4 famous painters. He has sold 6 everal Mongolian ongolia has completed a his works to collectors for about information technology paved road connecting S $80 million over a period of 15 M engineers have recently invented Ulaanbaatar to the Chinese years. He convinced that the a smart taximeter. They have port. The Prime Minister works were authentic. His art been capable of dealing with attended an opening ceremony teacher couldn’t believe that quite complicated elements. The of the highway stretching from Quan would do art forgery. He taximeter is a smart tab with Sainshand to Zamyn-Uud said: "He was a very talented, software that meets international yesterday. He said that trade honest person whom I was standards. Taxi passengers were between two countries has proud of. He never painted grateful for the inventors' work, developed on a solid basis. in the abstract style. He was particularly, fair price and interested in impressionist-type security. paintings. I feel sorry for him for doing forgery."

3b. Read again and answer the questions. 1. How has the UK organization expanded? 2. Why is a laughter good for young patients? 3. What have scientists discovered? 4. Who has defeated the legendary draught player? 5. How long has Quan done his forgery works? 6. Who invented a smart taximeter? 7. Why taxi passengers are grateful? 8. What construction has Mongolia completed recently? 4a. Study the sentences and choose a or b in the explanations. Scientists have uncovered a 3,700-year-old wine cellar in the ruins of a palace in Israel. Researchers found 40 ceramic jars in a good condition, in a single room of the palace.

1. We use ... to start a conversation. a. past simple b. present perfect 2. We use ... to add specific ideas to a conversation. a. past simple b. present perfect

113 3. We form the present perfect with ... of a base verb. a. past form b. past participle 4b. Read the following sentences and add specific ideas. Example: The Samsung has introduced a new smart phone. Yesterday they organized a press conference and announced a new model to the public.

1. Lately, it has been very cold. ... 2. The World football cup has begun. ... 3. Farmers have harvested crops. ... 4. World leaders have arrived at the UN Assembly. ... 5. Mining companies have invested in local schools. ... 6. A Mazaalai bear has become extinct. ... 5a. In groups of 4-5, prepare a news report. Follow the guideline.

• When you plan your news report, WHO/ provide the answers to the questions WHAT in the cycle. a. Who or what is the main character in the news? WHAT HOW b. What has happened to the main HAPPENED characters? c. Where did an event take place? d. When did it happen? e. Why did it happen? WHY WHERE f. How did it develop? • The headline should catch the reader's eye WHEN 5b. Present your news report to the class. Example: A Mongolian scholar has invented …

LEARNING OUTCOMES They have made great progress in the research field. They finished investigating the Southern area.

114 LESSON 4 BACK TO THE PAST

LEARNING OBJECTIVES: Words related to past events Past perfect Conjunctions: before, by the time, when, until, after

1a. Match the words to their definitions. 1. a documentary a. extremely large 2. a science fiction b. a group of people who operate a ship, plane 3. legendary c. very famous 4. gigantic d. a film with a factual report 5. a tragedy e. a large vessel 6. a steamship f. an event causing great sadness 7. a crew g. a genre with fantasy 1b. Complete the sentences. Use the words from activity 1a. 1. The Titanic was a large ... which sank in its maiden voyage. 2. The … has made them closer to each other. 3. This ... film is based on imaginary future scientific or technological advances. 4. Robin Hood has been a ... hero for many generations. 5. The Ford is a ... corporation with many manufactures. 6. A ... of eight people will operate the space station. 7. The Discovery channel showed an interesting ... about first electronic gadgets. 2a. Listen to the conversation and answer. Did anyone believe in a tragedy? 2b. Listen again and fill in the gaps. Betsy finished her project on History then she studied some ... last week. She had finished reading a book about the ... Titanic before she went to the movie. She was really surprised to know that nobody ... … for such a ... . Before Titanic sank, the steamship companies … … the number of lifeboats. Even though, the passengers didn’t wear warm ... as well. Briefly, they ... … ready for any risk.

115 3a. Study the sentences and choose a or b in the explanations. By the time we got to the cinema, the movie had already begun. I had finished reading a book about the legendary Titanic before I went to the movie.

1. We use ... when we talk about an action that happened first. a. past simple b. past perfect 2. We use ... when we talk about an action that happened after a previous event. a. past simple b. past perfect 3. We use ... to form the past perfect. a. had + past participle b. a past form of a base verb 3b. Put the actions in the sentences in the right order. 1 2 Example: Only 651 out of 2207 passengers had gotten into lifeboats when the Titanic sank. 1. The gigantic ship had sunk before it set off. 2. Before the ship spotted an iceberg it had received six warning alarms about a collision ahead. 3. The ship had not changed its direction when the iceberg came in sight. 4. The Titanic had already gone down when the Carpathia arrived to help. 5. When the Carpathia arrived, about 1500 passengers had already lost their lives. 6. The passengers had never used lifeboats before they began to travel. 7. The radio officer had sent a warning to theTitanic before he went to bed. 4. Complete the sentences using a correct verb form in the brackets. I ... (get up) around seven o'clock, and ... (have) shower and (make) a cup of tea and some toast. After I ... (have) breakfast, I ... (put on) my clothes for work. It ... (not take) long as I ... (iron) them on Sunday night. Then I ... (get ready) to leave the house. I ... (pick up) my lunch box, containing some sandwiches, I ... already ... (make) the night before. As I ... (open) the front door, the phone ... (ring). It ... (be) my sister. We ... (arrange) to have dinner before, but she ... (call) to say she ... (can't) make it because her car ... (break) down and she ... (need) to take it to the garage. 5. In pairs, study the situations and write the reasons for what had happened. Use before, by the time, when, until, after. Example: Yesterday Susie looked tired. She stayed up studying her paper the night before.

1. The day before yesterday all flights were cancelled because of the fog. Therefore, Mike was late for the business conference in Tokyo.

116 2. Maggie visited her grandparents last Sunday. She left her cell phone at the grandparents' house. She couldn’t find her cell phone at home.

3. The traffic was heavy and Kate was late for work. The manager reminded her not to be late anymore.

4. My sister unplugged the TV set. When I tried to switch it on, it didn't work.

5. It was 8 o'clock in the morning. When the guard came into the room, the safe was empty.

6. Write a short story expanding the ideas given below. Use the correct form of verbs. Ideas: Heavy snow - get out - try to push a car - impossible - walk to the next village - tries to ask someone for help - no drivers find - pay lot of money - a jeep - pull car out the snow - find an engine badly damaged - disappoint

LEARNING OUTCOMES By the time the boat arrived, they had already put the tent down. Before the war began, they had managed to escape.

117 LESSON 5 SELF-CHECK

LEARNING OBJECTIVES: Revise vocabulary and structures of the unit Check personal learning progress

VOCABULARY

1. Put the words in the box in the correct columns.

Nouns Verbs Adjectives

... to venture ...

influential, to prove, legendary, gigantic, to prove, to venture, prosperity, a criticism, fiscal, responsible for, associated with, a tragedy, capable of, a documentary

2. Write 6-8 sentences using the words from activity 1.

STRUCTURES

3. Tick (√) the correct prepositions in the table. Then make sentences using the adjectives followed by prepositions.

at for with of about to suitable terrified afraid similar concerned disappointed excited responsible

118 4. Copy the sentences in the correct column.

Uses of the present perfect Something that happened Something that started Something that happened in the past and is part of our in the past and is still in the past but the result experience continuing now is important now How long have you worked here?

1. How long have you worked here? 2. Have you had lunch yet? 3. Watch out! Someone has spilled some milk. 4. They've locked the door. 5. She's been to a lot of countries. 6. I've lived here since I arrived in Hong Kong. 7. Have you ever thought of buying your own flat? 8. She's already left, I'm afraid. You could try her mobile. 9. I've had these shoes for about three years and they're still in a good condition. 10. How many times have you been to Japan? 5. Complete the dialogue. Use the present perfect or past simple. A: I ………………….. (see) Mert last night. B: Oh really, I ………………………….. (not see) him for two years. How is he? A: We ………………… (go) to the theatre two days ago. B: …………………. you (enjoy) the play? A: Yes, it …………………… (be) very good. A: I …………………………. (never / hear) of this group before. Are they famous? B: Yes, they are very popular. They ……………………… (be) famous for years.

SPEAKING

6. Number the strips in the correct order to make a conversation. Then practice.

119 Sarah: Jason: Jason: Sarah: Hello, Jason. How OK, I've Hi, Sarah I've got Do you know are you? It's been presented my plan a new job now anyone at your a long time since to my colleagues. and it's going new job? we last met. I was a bit great. What have nervous, but they you been up to? encouraged me Jason: Sarah: to be confident. I have been so I'm glad that you I liked them. In Jason: busy with my new have done so short, I'm more Yes, of course. job that I haven't great. Good luck. likely to have First, I've made had time to do done everything some new friends. anything else. well. They have been Sarah: able to share their I've finished my experiences and course paper Sarah: Jason: help me. and I'm looking Well, what would Thank you. See forward to going you tell about you soon. on vacation! How your new job? about you?

7a. In pairs, imagine you are TV reporters. Choose from the news options. • President of the company has been involved in a road accident. • A retired woman has won $10,000,000 in the national lottery. • A bus drivers’ strike has resulted in having no bus service all day. • Severe weather hit the countryside and many animals have been killed. 7b. Make an outline and report the news to the class.

READING AND WRITING

8a. Put the expressions and sentences in the correct columns.

Dear Mr. Williams, See you later, Yours sincerely, Hi, how’s it going?, Lots of love, Dear Jeff, I look forward to hearing from you soon, Sorry I haven’t written for a while, I am writing to apply for, please say hello to my aunt, I am enclosing my CV

Informal letter Formal letter ......

120 8b. Read the letter. What is the main message of the letter?

Dear Carol, How are you? 1. I'm very happy to hear from you. Sorry I haven't replied you. I've been busy studying for my exams for the last few weeks. Anyway, that is great that you have passed your exams. You probably are looking forward to starting your new job. 2. As for me, I have had many opportunities to sightsee here in Japan. Though I’ve already faced some cultural differences in reality, I love Japan. I like to scroll in the streets, visiting the huge department and electronics stores, bookstores. The thing I've noticed and amazed is how much Japan has been able to cram in to the island land that the country occupies. Lately it has rained a lot, so I cannot go out for my pleasure. 3. The next thing I was impressed upon is a system of recycling. It’s a wonder I have seen it nowhere else. Even in my dormitory, on each floor of the building, there are bins for sorting cans and glass bottles, plastics, and recyclable paper. 4. I think Japan sets a good example for practical waste management, no matter how large or small the country. 5. I have been here for almost a half year and now I speak Japanese quite well to converse on daily basis. The most important change is that I feel like an adult. I feel I have become more self-reliable. I think it's good to study abroad! 6. So far, that's all. Give my regards to your parents. Let me know how things go with your new job and keep in a touch. 7. Lots of love, Jennie

8c. Read the letter again and answer the questions. 1. Which paragraph has greeting and opening of the letter? 2. In which paragraphs a. Does Jennie pass the main message to the recipient? b. Can we read examples of impressions about Japan? c. Does she conclude the changes since she has been to Japan? d. Does she want to have more letters from Carol? 3. When does she use a friendly closing phrase? 9. Write a personal letter to your friend. Use the letter in activity 8b as an example.

How well can you do these things? Tick (√) the columns.

I can… Very well Well Not well use words related to providing news use present and past perfect write informal and formal letters listen and understand factual information related to news read and understand factual information related to news

121 UNIT 8 LIVES AND LEGENDS

LESSON 1 THE FAMOUS WRITER

LEARNING OBJECTIVES: Words related to literature Relative clauses: who, which, where, when, why

1a. Match the words to their definitions. 1. a metaphor a. a play or a movie, that is serious and has a sad ending 2. a sonnet b. beliefs what is right and what is wrong 3. rhetoric c. a likeness or analogy between two objects and ideas 4. a romance d. a poem with 14 lines 5. a tragedy e. the art of speaking or writing effectively 6. morality f. a love story especially in the form of a novel 1b. Complete the sentences with the words from activity 1a. 1. She uses an imaginative … in her last poem. 2. The Ancient Greek author Aesop's fables teach us … 3. “Hamlet” is a Shakespeare's best-known … . 4. “Tristan and Isolde” is an example of a great ... . 5. A … is the study of the technique of using language effectively. 6. A … has rhymes arranged in a fixed pattern.

2a. Read and answer. Is it mainly about a) biography or b) only his works?

William Shakespeare is the person, whose name is regarded as the greatest dramatist of all times. He was born on April 23, 1564 to John Shakespeare, a tradesman, and Mary Arden, the daughter of a landowner. He died on the same day at the age of 52, 1616. As the third of eight children, young William grew up in a small town Stratford-upon-Avon, England.

122 Shakespeare attended the local grammar school, where he received classical education of a Greek, Roman comedy, ancient history, a rhetoric, grammar, and Latin. When he was a child, his father was in serious financial debt. It was the main reason why he did not attend any university. In 1582 at the age of 18, he married Anne Hathaway, who was eight years older than he was. They had three children. Between 1590 and 1592, Shakespeare acted in numerous plays written not only by others but also by him. Around 1595, Shakespeare wrote Richard II, Romeo and Juliet, A Midsummer Night's Dream, and The Merchant of Venice which proved his talent. Shakespeare's career showed growth towards the end of the 16th and beginning of the 17th century. He wrote more than thirty plays, including King Lear, Macbeth, Antony and Cleopatra. Shakespeare began to write poetry when theaters closed due to plague in 1593-1594. During this period he wrote poetry and one hundred and fifty four of his sonnets have survived, ensuring his reputation as a gifted poet. He was extremely innovative. He adapted the traditional style in his own way by adding metaphors and rhetorical phrases. Shakespeare touched various genres of playwriting including a comedy, a romance, a tragedy and history. He classically defined several of human emotions like betrayal, retribution, and failure in morality in Hamlet, King Lear, Othello and Macbeth. Most of these works had tragic endings. He had a big reputation and a relatively wealthy life. Shakespeare is an author whose works have been translated into every major language of the world and his plays are performed more than that of any other playwrights. Reflecting upon his achievements Ben Jonson wrote about Shakespeare, “He was not of an age, but for all time.” 2b. Read again and correct the sentences. 1. Shakespeare lived in the 15th century. 2. He studied only grammar in a local school. 3. Shakespeare's father was a serious tradesman, so he attended university. 4. His wife was 8 years younger than William. 5. Shakespeare didn't act in plays written by him. 6. He touched positive traits of human emotions. 7. He was innovative to keep the traditional style of writing. 8. He was a playwright, whose works have been translated into few languages of the world. 3a. Study the sentences and answer a or b in the explanations. It was the main reason why he did not attend university. Shakespeare attended the local grammar school, where he received classical education. In 1582 at the age of 18, he married Anne Hathaway, who was eight years older than he was. Around 1595, Shakespeare wrote Richard II, Romeo and Juliet, A Midsummer Night's Dream, and The Merchant of Venice which proved his talent. Shakespeare began to write poetry when theaters closed due to plague in 1593-1594.

1. We use … for people. a. which b. who c. when a. which b. who c. when 4. We use … for time. 2. We use … for places. a. when b. where c. why a. when b. where c. why 5. We use … for reason. 3. We use … for animals and things. a. when b. where c. why

123 3b. Read and complete the review of Romeo and Juliet. Use which, who, when, where and why. Part 1 is for student A, part 2 is for student B.

1. Romeo and Juliet fall in love. However, they come from families, … hate each other. They know their parents won't allow them to marry. Juliet's parents want her to marry a man whom she doesn’t like. Romeo and Juliet are so much in love. They marry in secret. However, before their wedding night, Romeo accidently kills Juliet's cousin in a duel, and in the morning, he had to leave her. If he ever returns to the city, he will be punished.

2. Juliet's parents are angry that Juliet does not wish to marry Paris … is a wealthy man. They do not know her secret contract with Romeo. However, parents have arranged a wedding and came into the room … Juliet lives with her nurse. Juliet refuses - then agrees because she plans to fake her death and escape to be with Romeo. Romeo's friend Lawrence helps Juliet by providing a poison that will make everyone think she is dead. Romeo will then come to her tomb and take her away.

1. When the wedding party arrives to greet Juliet next day, they think she is dead. She takes a poison and appears to be dead, so her parents lay her in a tomb. However, Romeo does not know about the plan, visits the tomb … he finds Juliet 'dead', and kills himself. Juliet finally wakes up, finds Romeo dead beside her, and then kills herself just before … Lawrence comes to save her life.

2. The families … children were dead had to make peace, promised to erect a monument in their memory. The hatred of the families is the reason … the young couple led their life to death.

4a. In groups, discuss and choose a book or a story that you have read. Then write a short review of the book. Follow the outline. 1. Introduction: the title, the author of the book, main ideas, your opinion about the book 2. Book details: main characters, the important points of the book in few sentences. 2. Conclusion: Criticize or praise the book, write your feelings about this book and its characters 4b. Now, report your book review to the class. Example: Our group has discussed to write a review for The Black Stallion by Walter Farley. We think that the main idea of this book is that never give up your hopes. A boy named Alec is on his way back from India when he suddenly shipwrecked with a wild stallion …

LEARNING OUTCOMES Shakespeare is an author, who was innovative to use rich writing tools. He wrote sonnets, which ensured him as a gifted poet. It's the place, where a famous author was born. I'm trying to find outwhy he stayed alone. Yesterday was a day, when everything went wrong!

124 LESSON 2 THE CIVIL FIGHTER

LEARNING OBJECTIVES: Words related to civil rights Clauses of reason and result: as a result, therefore, the reason why, due to the fact

1. Discuss the following quotes.

Men often hate each other because they fear each other; they fear each other because they don't know each At the center of non-violence other; they don't know each other stands the principle of love. because they cannot communicate; they cannot communicate because Martin Luther King they are separated. Martin Luther King

2a. Match the words to their meanings. 1. civil rights a. the quality of being equal or even 2. an advancement b. refusal to have dealings with some action 3. a segregation c. separation of a race, class or group by force from each other 4. an equality d. the practice of unfairly treating a group of people differently 5. a boycott e. progression or improvement 6. a discrimination f. rights to full legal, social and economic equality 2b. Complete the sentences. Use the words from activity 2a. 1. In 1960s, many demonstrations were held to fight for … 2. The law prohibits a … of people by their sex and age. 3. The new program is ensuring an economic … of both rural and urban areas. 4. We organized a … against the companies that were polluting an environment. 5. The minister has proposed a new system providing an … in health care. 6. They fought to end a … of public schools by gender. 3a. Listen to the lecture and answer. Is Martin Luther King ... ? a) a congressman or b) a leader of civil rights movement

125 3b. Listen again and answer true (T) or false (F). 1. Dr. Martin Luther King was a leader of civil rights movement. T F 2. King used peaceful ways to fight for rights. T F 3. Rosa Park was a bus driver. T F 4. "I have a dream" was a call about justice and equality. T F 5. King received the Nobel Peace Prize in 1986. T F 6. The Martin Luther King Day is on the fourth Monday of January. T F 4a. Study the sentences and answer a or b in the explanations. The reason why the movements organized boycotts and marches is inequality and segregation to black people. He put a path to an advancement of basic civil rights for all due to the fact, that he expanded American values as a society. African American re-entered politics in the South, as a result, young people across the country were inspired to action. Americans honor Martin Luther King, therefore they celebrate his day on the third Monday of January.

1. We use conjunctions the reason why, due to the fact + that to express a ... . a. result b. reason 2. We use conjunctions as a result, therefore to express a ... . a. result b. reason 3. We use above conjunctions in a ... clause. a. main b. reason and result 4b. Choose suitable conjunctions to complete each sentence. 1. In the last few years, the company has innovated several of its products. As a result / the reason why, its competitive edge has increased. 2. The flight was cancelledtherefore / due to the fact, that there were technical problems. 3. He didn´t hear the most interesting part of the lecture therefore / the reason why, he had nothing to say. 4. The lecture was boring and irrelevant, due to fact that / as a result, some of the students began to fall asleep. 5. A key piece of equipment broke down as a result / the reason why, the laboratory session had to be postponed. 6. He was not eligible for that grant due to his age; therefore / the reason why, his application was rejected. 126 5. Connect two sentences to express a reason or a purpose. Example: Peter went to meet his teacher to ask for advice due to the fact he was having problems with Mathematics.

1. Peter was having problems with He went to meet his teacher to Mathematics. ask for advice.

2. There were so many books on the subjects. Shinee didn’t know where to begin.

3. He has apologized. We will take no further action against him.

4. The movie was boring. My brother fell asleep during the movie.

5. My parents were disappointed. I didn’t get the scholarship.

6. The company conducted a detailed survey. It will judge its clients’ views.

7. We were able to carry out the experiment. Our staff could work efficiently.

8. We were unable to carry out the The computer malfunctioned. experiment.

6a. In groups, discuss what the civic rights and responsibilities are. Use the prompts below. • equality for all people regardless of race, sex, age, disability, national origin, religion • justice, gender, or certain other characteristics including education, employment, housing, community service and more 6b. Report your group ideas to the class. Begin like this: As a group, we think that citizens should have the following responsibilities. 1. to pay taxes and …

LEARNING OUTCOMES He was late, therefore, he didn´t hear the most interesting part of the lecture. The situation has become worse, as a result, taxes went higher than before. The old equipment is the reason why there is low quality production. He lost a job opportunity, due to the fact that, he did not submit all his documents.

127 LESSON 3 PHENOMENAL LIFE

LEARNING OBJECTIVES: Words related to life experience Clauses of purpose: in order to, so as to

1a. Write the words in the correct column.

to punish, a deed, a founder, blind, a human, to treat

Nouns Adjectives Verbs ......

1b. Complete the sentences. Use the words from activity 1a. 1. Parents sometimes have to … a disobedient child. 2. Drew Houston is a … of Dropbox. 3. He did a good … rescuing the small child from drowning. 4. Guide dogs provide mobility for … people. 5. My sister wants to … everyone with respect. 6. You should control your negative action if you a … . 1c. Match the prefixes and suffixes to their meanings. 1. -ment a. with, together, mutually 2. mis- b. quality of, state of, measure of 3. -ness c. under, division of 4. co- d. condition, process, action 5. sub- e. incorrect, wrong 2a. Form new words. Use prefixes and suffixes from activity 1c. 1. punish___ 3. blind___ 5. a ___human 2. ___deed 4. a ___ founder 6. to ___treat 2b. Listen and check. Then repeat.

3a. Read and choose a best title for each paragraph. para 1____ para 2___ para 3____ para 4_____

128 a) Traveling to China b) Without Borders c) Training and Accomplishments d) Finding Students

1. Sabriye Tenberken is a German woman, who became blind because of the disease when she was 12. She studied at Bonn University and did her master's degree in Tibetology. At that time a Braille system did not exist in Tibetan, so she invented one for her own use. Later it became the official Braille system for Tibet. Once she read that blind children in Tibet were mistreated. She was sorry for them and decided to help the children. She wanted to give them a possibility to receive education. In order to get official approval of school for Tibetan blind children she went to China and learned Chinese. She faced many obstacles there.

2. Finally, Sabriye got a permission for opening the school. Then she went on horseback, the best transport in mountains to find students for her school. On the other hand, she wanted to prove her abilities despite being blind. By the end of the trip she had found eight children to attend school. At that time, the situation of most blind children in Tibet was difficult. For centuries, Tibetans treated the blind as a subhuman.

3. In 1998, Sabriye Tenberken opened a first training center for blind children in Tibet. The children learn English, Mandarin, Tibetan, Maths, and computer skills. In addition, they learn practical skills like making a bed, cooking, walking with a cane, and how to use all their senses to help them get around. The graduates have already run their business and have jobs. The children return to their villages with new highly valued skills and become equal members of their communities.

4. In 2002, Sabriye Tenberken and his boyfriend Paul, a co-founder, expanded the center and changed its name to Braille Without Borders (BWB) in Lhasa. In addition to the school in Lhasa BWB runs a vocational training center for blind adults with a farm and cheese factory. Yet using $20,000 of her money to start the school she spends a lot of time applying for grants, making speeches, and traveling to raise funds from businesses. Sabriye wrote a book 'My Path Leads to Tibet', so as to tell the history of her project and about living with blindness. The book has been published in 12 languages. She was chosen as one of China's 15 most influential overseas experts over the past 30 years.

3b. Read again and answer the questions. 1. Why did Sabriye decide to go to Tibet? 3. What prejudice did Tibetans have towards the blind? 4. What changes have Tibetan blind children made? 5. What achievements did Sabriye Tenberken reach? 6. How were her deeds recognized? 4a. Study the sentences and answer a or b in the explanations.

129 In order to get official approval of school for Tibetan blind children she went to China and learned Chinese. Sabriye wrote a book 'My Path Leads to Tibet', so as to tell the history of her project and about living with blindness.

1. We use so as to, in order to to express a … . a. purpose b. contrast 2. We use a … after the result clause. a. gerund b. infinitive 4b. Rewrite the sentences using so as to / in order to. Example: Sabriye went to China. She wanted to change lives of the blind in Tibet. - Sabriye went to China in order to change lives of the blind in Tibet. 1. Nobody believed her power. She decided to prove her abilities despite being blind 2. She met people and visited families in remote places. She convinced that blind people are able to live on their own. 3. Blind children in Tibet study both basic and life skills. They continue their studies as normal sighted children. 4. She invested her money in the Center for the Braille Without Borders. She wanted to expand this organization. 5. Sabriye was one of the outstanding students. She stood against mistreating towards blindness. 5. In pairs, discuss the following questions. • Have you ever volunteered? • Have you ever helped disabled people? • Have you ever witnessed discrimination to a disabled person? • What changes have been made in your area towards disabled people? 6. Write about opportunities for volunteering. Follow the guideline.

• Make a list of possible volunteer opportunities in your area • Choose the best one for you • Define your goal to volunteer • Think of possible activities you can do • Ask others and share your ideas

LEARNING OUTCOMES In order to be a volunteer, you should have some skills. They stopped the vehicle so as not to be lost.

130 LESSON 4 THE GREAT SINGER

LEARNING OBJECTIVES: Words related to music Clauses of manner: as if, as though

1. In pairs, ask and answer. • Do you listen to long songs? • What kind of music do you like best? • Who is your favorite singer? 2a. Match the adjectives to their synonyms. 1. blazing a. enormous 2. wordless b. affecting 3. impressive c. conventional 4. vast d. glowing 5. nomadic e. speechless 6. traditional f. moving from place to place 2b. Complete the sentences with the words from activity 2a. 1. For centuries, Mongolians have a … lifestyle. 2. When I saw an amazing scenery, I became … for a minute. 3. This theater has set very … decorations for the new play. 4. The flowers seem brightly … in the morning sun. 5. There is a … steppe in the eastern part of Mongolia. 6. Tsagaan Sar is a great … holiday in our culture. 3a. Listen and answer. Are they talking about ... ? a) a singer b) a Mongolian traditional song

3b. Listen again and answer true (T) or false (F). 1. Betsy is preparing a presentation about a modern Mongolian song. T F 2. Their teacher asked Betsy not to list facts. T F 3. Betsy is planning to do research on Norovbanzad's influences on music. T F 4. Mongolian long songs have been inherited from generation to generation. T F 5. Betsy enjoys listening to Norovbanzad's songs. T F 6. Tselmeg's family went to the eastern provinces. T F 7. The song "The Sun Over the Placid World" has a deep meaning. T F 8. In order to understand her songs you need to listen more than once. T F

131 4a. Study the sentences and answer a or b in the explanations. I feel as if I float in the space of air. As though it seems true, numbers of young people still prefer listening to long songs.

1. We use as if / as though in a … clause. a. main b. subordinate 2. We use as if / as though + past tense to express … present situations. a. unreal b. real 4b. Look at the pictures and express your opinion using as if / as though.

a c

g e

Example: He looks as if / as though he is angry. 4c. Read and write sentences. Use as if / as though. 1. Ron is tired. He feels a. he has a running nose. 2. Clara is out of breath. She sounds b. he was in a hurry. 3. Zorigt is mad. He feels c. he has lost his wallet. 4. The lecturer spoke very quickly. He sounded d. she has won in a lottery. 5. My sister looked very happy. She was smiling e. she has run a far distance. 6. Bilguun sneezed. He sounded f. he spent a sleepless night.

132 5. In pairs, ask and answer to complete the tables. Follow the instructions. • Student A asks questions and completes the missing information in table 1. • Student B asks questions and completes the missing information in table 2. 1. Place of birth Dundgobi province Date of birth Field of art Traditional long song First Award: 1957 Award: 1993, Fukuoka Asian culture prize Domestic Awards: Recognition Norovbanzad helped to introduce the Mongolian long song to the world. Her songs included in the worldwide hit musical project Enigma. In addition, she is the greatest Mongolian Long Song singer of the 20th century. Date of death

2. Place of birth Date of birth 21 December 1931 Field of art First Award: 1957, t he Gold medal at the 6th World Youth and Students’ Festival in Moscow Award: 1993 Domestic Awards: Mongolian State prize

Recognition Date of death 2002 6a. In groups, choose one of the representatives of Mongolian art. Make his / her profile of works. Use activity 5 as an example.

6b. Report the findings to the class.

LEARNING OUTCOMES They stared at me as if they saw me first time. I felt as though I had been lying in the sun for hours.

133 LESSON 5 SELF-CHECK

LEARNING OBJECTIVES: Revise vocabulary and structures of the unit Check personal learning progress

VOCABULARY

1. Complete the sentences with the words in the box.

an equality, civil, discrimination, vast, bilingual, a founder, blind 1. Fighters for Human Rights try to provide a gender … in education, job and salary. 2. … movements agreed to join their voices to protect the environment. 3. Braille is a reading system for the … . 4. Martin Luther King organized demonstrations against racist … . 5. In Ulaanbaatar, there are few … schools where two languages are taught equally. 6. George Soros is a … of a Soros foundation that contributed a lot to Mongolian education. 7. If we go to the eastern Mongolia, we'll see a … landscape. 2. Complete the sentences with the words in the correct form. 1. Our parents' … sometimes seems to be cruel to me if I break the family rules. punishment 2. Now my friend regrets her past … . She wishes, she hadn’t misbehaved then. deed 3. … doesn't interfere him to run his business prosperously. blind 4. Her husband is a … of the charity organization. founder 5. Some people believe as if a disabled person is a … . human

STRUCTURES

3. Complete the sentences. Use who, which, where, whose, when and why.

134 The Adventures of Huckleberry Finn by Mark Twain At the beginning of the novel Huckleberry Finn, (1) … found a robber’s loot and had a large amount of money held in trust at the bank. He lives with the widow Douglas, (2) … wants to "civilize" Huck. He dislikes it and prefers to live with his drunken father. However, his father Therefore, the first major chapters of the novel focuses on the period (4) … Huck experiences abuse of his father. He had to escape in order to stay alive. Huck was on a runaway, (5)… he meets up with a slave Jim, (6)… owner is from the same village where Huck lives. Jim wants to get free from slavery. They decide to travel down the river together. Both of them are running away to gain their freedom. Jim becomes a father figure-the first Huck ever had in his life. Jim teaches Huck right and wrong, and an emotional bond develops through the course of their journey down the river. Jim and Huck have met various obstacles, (7)… they overcame with challenges. By the last chapter of the novel, Huck has learned to think like a man instead of a boy. He has grown up as a powerful individual (8)… mind is to be mature, sensible and determined. It is the main result of his travelling, (9)… he tried to escape from injustice and inequality of the society.

4. Complete the sentences. Use in order not to / so as not to. 1. You have to dress now … be late for the party. 2. … be late, you have to go now! 3. Read your text silently … disturb others. 4. He kept reading … be bored. 5. My sister is going to Italy … forget her Italian. 6. They took a taxi … waste time. 5. Choose the correct answer. 1. The movie was boring and … some of the students began to fall asleep. a. as a result b. the reason why c. in order to 2. We need more insight to take any action … that the population of the world is steadily growing. a. so as to b. due to the fact c. therefore 3. The company went bankrupt … many jobs were lost. a. in order to b. the reason why c. therefore 4. He has received a warning letter … that he always pays his rent late. a. therefore b. due to the fact c. so as to 5. The rapid rise of American currency might be … that more tourists had come to Hong Kong. a. due to the fact b. therefore c. although 6. … he felt hurt was that she cheated at the exam. a. the reason why b. due to the fact c. therefore 135 SPEAKING AND LISTENING

6a. Listen and answer. Are they talking about a a) movie or b) book?

6b. Listen again and answer the questions. 1. Is Meggie busy? 2. What has Tuya just done? 3. What book did Tuya read? 4. Why does Meggie like Finn? 5. What historical period is mentioned here?

READING AND WRITING

7a. Read and answer. Is it about a) biography of Mark Twain or b) his books only?

Mark Twain whose original name was Samuel Clemens was born in Florida, Missouri in 1835 in a family of a merchant. At the age of 11 his father died and the next year Twain began to work as a printer's apprentice. From an early age he also began contributing articles and humorous tales. At the age of 18, he left Missouri and went to New York. He was an activist who supported the idea of setting slaves free. It was the reason why he depicted slavery in his books. The life during 1859-1861 on the Mississippi river was very impressive, when he worked as a river pilot. He included some scenes in his work such as Huckleberry Finn and Life on the Mississippi (1883) that he had experienced while he was working on the river. Then he traveled throughout America and stayed in Nevada where he briefly worked as a miner. By 1869, he had his major publishing success. Humor was an important element in Twain's writings and speeches. In 1870, Mark Twain married Olivia Langdon who was from a wealthy family. He was most noted for his novels, The Adventures of Tom Sawyer (1876), and its sequel, Adventures of Huckleberry Finn (1885), the latter often called "The Great American Novel" He achieved great success as a writer and public speaker. Hemingway later concluded why Twain had such a great fame and wrote that: "All modern American literature comes from one book by Mark Twain called, Adventures of Huckleberry Finn". The moral lesson in The Adventures of Huckleberry Finn is that people should not be treated differently because of their race. In addition, it is an artifact of those same moral and racial tensions as they have evolved to the present day. Despite a successful writing career and worldwide fame, Twain suffered depression from the early deaths of his children. Twain died on April 21, 1910 from a heart attack. As well as being a writer, Mark Twain had fascination with science. He developed three inventions which got patents. This included a self-pasting scrapbook.

136 7b. Read again and write Mark Twain's life-time line. 1859-1869 1835 1885

1853 1870 1910 1876 8. In pairs, read the profile. Then ask and answer.

Name Natsagdorj Dashdorj Date and place of birth 1906, at a site near the lake Gun-Galuutai in Bayandelger sum of Tov Province Education Home education 1926 and 1929, he studied in Germany and France Occupation Poet, writer, and playwright, and founder of the Mongolian Writer's Union. Works His most famous poem “My native land” Recognition 1981, a memorial monument at his birth place in the Gun-Galuutai Nature Reserve A founder of modern Mongolian literature Date of death June 1937, at the age of 31 9. Write 8-10 sentences about Natsagdorj. Example: It is hard to imagine the Mongolian poetry without D.Natsagdorj. He was born … How well can you do these things? Tick (√) the columns.

I can… Very well Well Not well use words related to people’s lives and legends ask and answer questions to get information about famous people use clauses and conjunctions to express a reason, result and purpose listen and understand factual information about people’s lives read and understand factual information about famous people

137 UNIT 9 GLOBAL ISSUES

LESSON 1 CHILD LABOR

LEARNING OBJECTIVES: Words related to child labor Direct vs. indirect (reported) speech

1a Match the words with their explanations. 1. to employ a. to get information by questioning someone 2. to apply b. to check a company’s business records 3. to interview c. to look at something closely, examine 4. to investigate d. to say that something is true 5. to record e. to ask for admission or assistance 6. to audit f. to give paid work to people 7. to inspect g. to search for facts and information 8. to claim h. to make a written record of something 1b. Put the words under the correct heading.

A record, to employ, to inspect, an audit, a claim, to interview, an application, to record, employment, to investigate, an interview, to apply, investigation, to audit, to claim, inspection

Noun Verb ......

1c. Make sentences using the words above. Example: The police investigate cases.

138 2a. Read the newspaper article and chose a title. a) Children in Cambodia b) Cambodia’s Underage Labor c) Shoe Making Business in Cambodia

SIHANOUKVILLE, Cambodia – In this quiet beach town, Lim Loeng says she spends up to 80 hours a week gluing soles onto shoes at a factory that does work for companies including Japanese sneaker- maker Asics Corp. The factory believes Ms. Lim is at least 18 years old. But, she is not. According to her parents and her birthday record, Ms. Lim soon will New Star Shoes Co., denied working hours’, health and turn 15. Ms. Lim said that at the girls’ claims. “We do safety issues at the factory, her job interview a factory not change the birth days”, which he said Asics is employee wrote an earlier said the spokesman. “The working to fix. factory doesn’t employ any birth year on her paperwork Overall, child and teen labor workers under 18”, he said, than the one indicated is declining, according to “but some people may lie on the birth record she recent the United Nations about their age to get hired”. presented. “If they see our surveys of numerous types of He also said, no one at the age is younger, they will not work across the world. But, factory works for 80 hours a choose us”, she said. despite that data, the Wall week but declined to specify Street Journal investigation workers’ schedules. into the garment business Katsumi Funakoshi, the indicates that underage general manager of Asics’ labor continues to be an public relations department, issue in that industry. said the company recently Her 20-year-old sister, Len, conducted a third audit at said a factory worker did the New Star of labor. He said same thing when she applied the inspection didn’t find there a couple of years ago any evidence of employees before she turned 18. A who were under 15 but spokesman for the factory, that it revealed ‘excessive

2b. Read the article again and answer true (T) or false (F). 1. Lim Loeng works long hours for a shoe company. T F 2. She is 18. T F 3. The company does not employ children under 18. T F 4. Lim’s sister applied for a job when she turned 18. T F 5. Some people wouldn’t tell their age. T F 6. The inspection didn’t find any workers under 18. T F 7. Workers work extra hours. T F 8. According to the United Nations data, child labor is an issue. T F

139 3a. Study the sentences and choose a or b in the explanations. Lim Loeng says that she spends up to 80 hours a week working at the factory. “We do not change the birth days,” said the spokesman. 1. … is the exact words someone used. a. A direct speech b. An indirect speech 2. … is the exact meaning of what someone said, not exact words. a. A direct speech b. An indirect speech 3. We … quotation marks in an indirect or reported speech. a. use b. do not use 4. In an indirect or reported speech the quoted statement … to a ‘that’ clause. a. does not change b. changes 5. We use … in an indirect or reported speech. a. helping words b. reporting verbs (say, tell) 3b. Read the job interview. Copy and complete the report of what Kate said.

A factory employee: Hello, I guess you are interested to work for our factory. Kate: Yes, I’m interested in getting a job as a manager. A factory employee: Well, what is your education background? Kate: I have a degree in business administration. A factory employee: Do you have work experience? Kate: Yes, I do. I have 3 years of work experience in this field.

REPORT Kate said … She said … She told …

4a. In groups, talk about child labor issues in Mongolia.

• pushing carts at the market • washing cars in the street • selling newspapers in the street 4b. Write 3 sentences for each picture.

5. Share your ideas with other groups.

6. Write about child labor issues. Use the outline: • a brief introduction • a body (1-2 short paragraphs) • a conclusion

LEARNING OUTCOMES “If they see our age is younger, they will not choose us,” she said. He said that the inspection didn’t find any evidence.

140 LESSON 2 TEENS’ PROBLEMS

LEARNING OBJECTIVES: Words related to teens’ problems Reported questions

1a. In groups, discuss the questions.

• What problems do teenagers face today? • What is their main reason? • How do teenagers deal with the problems? • Do you think these issues can be solved? How? 1b. In pairs, make sentences expressing your attitude to the teens’ issues. Example: I think there are lots of problems among teenagers. 2a. Listen to the TV program and answer. What problem is mentioned?

141 2b. Listen again and answer the questions. 1. Why is the TV program talking about teenagers? 2. What is the teenage age? 3. Why is the teenage age challenging? 4. How do teenagers feel? 5. Why do they feel so? 6. What do parents ask? 7. What do doctors say? 8. What advice is Dr. Stephen Watts giving? 3a. Study the sentences and choose a or b in the explanations. A lot of parents ask what to do. A lot of people ask if open communication can help. Some parents ask whether spending more time with teenagers can help as well.

1. We use reported questions to … a. deliver information b. ask others 2. We … the verb one tense back in reported questions. a. put b. don’t put 3. We use … in reported Yes/No questions. a. that b. if or whether 4. We use … in reported Wh-questions. a. question words b. helping words 3b. Rewrite the questions to make a reported speech. 1. Brother: Did you go to the health club - A brother asked if I went to the yesterday? health club yesterday.

2. Teacher: Where 3. Friend: How do do you find you get to the information? gym? 4. Parents: What problems do you have in class? 5. Mom: Are you feeling well?

6. 7. Friend: Do you have Doctor: Is it a sleep problem? challenging to be a teenager?

142 4a. In pairs, ask and answer these questions. • What is your phone number? • What is your dad’s name? • What is your mom’s name? • How old are your grandparents? • Do you have any problems at home? • What problems do you have in class? 4b. Report the questions and answers to other pairs. Example: He (she) asked what my phone number was. 5. In groups, discuss the teens’ problems in your school. Complete the table.

1. Bullying 2. Depression 3. Eating problems 4. Sleep problems 5. Communication problems

6. Write about one of the teens’ problems. Use reported questions. Start like this: People ask if we have any problems. We do. There are serious problems in our class. For example, some students …

LEARNING OUTCOMES He asked if you went to the club. They asked whether the problem was solved. Parents asked how to deal with depression.

143 LESSON 3 DO WE EAT HEALTHY FOOD?

LEARNING OBJECTIVES: Words related to healthy food Reported commands, requests and suggestions

1a. Look at the food pyramid and classify food into two groups.

HEALTHY FOOD UNHEALTHY FOOD ......

1b. Write six sentences using the words above. Example: In order to stay healthy, we have to eat more vegetables.

144 2a. Listen to the conversation and answer. What is Adam going to do?

2b. Copy the form. Listen again and complete it.

HEALTH CLUB APPLICATION FORM

First name: ______Last name: ______Address: ______Phone number: ______Health problem: ______Class: ______

2c. Listen again and answer the questions. 1. Where did Adam come? 2. What did the receptionist ask? 3. How old is Adam? 4. Why did Adam come to the club? 5. What class did the receptionist advise to take? 6. What did she say about the class? 7. Was Adam happy with the club? 3a. Study the sentences and choose a or b in the explanations. The receptionist said to take a healthy eating class. The receptionist told Adam not to eat junk food.

1. We use … when we report commands, requests and suggestions. a. an infinitive to( + a base verb) b. a base verb 2. We use … when we refer to a person. a. say + infinitive b. tell + a person + infinitive 3. We use … when we don’t refer to a person. a. say + infinitive b. tell + a person + infinitive 4. We use not before the infinitive to report a … command. a. positive b. negative

145 3b. Rewrite the sentences. Use reported commands, suggestions or requests. 1. She said, “Take a class and learn more about healthy eating”. 2. She told Adam, “The classes at the club are useful”. 3. She told him, “Learn about healthy food”. 4. She said, “Don’t eat too many sweets”. 5. She said, “Don’t miss classes”. 4a. Do the quiz.

ARE YOU HEALTHY? 1. What meals should you skip? a. breakfast b. lunch c. dinner d. none 2. What is an example of a healthy dinner? a. burger and chips b. beef with fresh vegetables c. roast chicken d. canned food 3. Which of these is a healthy drink? a. water b. coca cola c. lemonade d. fresh juice 4. What is an example of healthy dieting? a. Eating lots of cake, chips, sweets b. Eating mainly fruit, vegetables, meat and dairy products c. Eating fast food (burger, pizza, etc.) every day d. Drinking coke and other similar drinks every day 5. Which three is unhealthy food? a. chips b. apples c. a burger d. ice cream 6. What diseases can healthy food prevent? a. aids b. heart diseases c. fever d. sore throat

4b. Check your answers with your partner and discuss your results.

5. In small groups, practice giving reported commands, requests and suggestions.

Example: Student 1: (gives a command) Write your name on the board. Student 2: (gives the command to student 3) She/he said to write your name on the board. Student 3: (goes to the board and writes her/his name)

LEARNING OUTCOMES The doctor told me to follow a healthy diet. The doctor said not to drink much cola.

146 LESSON 4 UNPREDICTABLE WEATHER

LEARNING OBJECTIVES: Words related to weather Could, would, might, should in reporting

1a. Look at the words and expressions and match them with their pictures. a b c

d e f

High wind, a snow storm, ice, a heavy snow, flood, a freezing rain

1b. Listen, check and repeat.

2. Complete the sentences with the words and expressions from activity 1a. 1. In winter roads are covered with … . 2. There is … in the mountains. 3. … is very common in the open areas. 4. Last summer a lot of houses were destroyed by … . 5. Herders lost their animals because of the … . 6. Some countries with a warm climate experienced unusual weather with … . 3a. Read the weather report and answer. Is it about the a) weather in the USA, b) weather in Canada or c) weather in both countries? The first day of winter brought a wild mix of the weather across the U.S. on Sunday: ice and high wind in the Great Lakes and New England areas, flooding in the South, snow in the Midwest and record-shattering temperatures in the 60s (F) and 70s along the mid-Atlantic.

147 Snow and ice knocked out power to 440,000 homes and businesses in Michigan, upstate New York and Northern New England, also left more than 475,000 people without electricity in eastern Canada. It could be days before the lights are back on everywhere. At least nine deaths in the U.S. were blamed on the storm, including five people killed in flooding in Kentucky and a woman who died after a tornado with winds of 130 mph struck in Arkansas. Five people were killed in Canada in storm-related highway accidents. The icy weather would make roads hazardous from the upper Midwest to northern New England during one of the busiest travel times of the year. As aviation tracking report said 700 airline flights would be canceled and more 11,000 could be delayed. High temperature records could fall in the next few days in the mid-Atlantic states because of a mass of hot, muggy air from the South. Most locations around Green Bay, the Fox Valley and Lake Michigan got 3 to 5 inches of snow. The National Weather Service said that another inch might be possible in some areas too. In Canada, crews struggled to restore service to those without power in Ontario, Quebec and New Brunswick. The Toronto Mayor Rob Ford called the storm one of the worst in the city’s history. Passengers were stranded at airports from Toronto to St. John’s, Newfoundland. In Kentucky, five people were killed in flooding caused by the storm system. The bodies of three people were pulled from the river on Sunday after their car was swept away by floodwater.

148 3b. Read again and make a list of problems mentioned. 1. Ice and high wind 2. … 3. … 4. … 5. … 4a. Study the sentences and choose a or b in the explanations. The weather forecast said it could snow around the lake. As aviation tracking report said 700 airline flights would be canceled. The National Weather Service said that another inch might be possible in some areas.

1. We use could, would or might in a reported speech to express … . a. abilities b. possibilities 2. We use these words … the main verb in the reported speech. a. before b. after 4b. Complete the sentences with could, would or might. Use some words more than once. 1. The TV reporter said high winds … destroy the park. 2. He told me that a snow storm … cause problems to herders. 3. The report said that ice on the roads … increase car accidents. 4. The radio weather forecast said the tornado … sweep away everything around the beach area. 5. The newspaper said that heavy snow … knock out power. 6. The specialist told to me that a freezing rain … happen again. 5a. In groups, discuss if you have the same weather problems in your area.

5b. Exchange your ideas with another group.

6. Write about the weather problem. Use the picture prompts and modals would, could or might.

LEARNING OUTCOMES The news said it could be days before the lights are back on everywhere. The report said airline flightsmight be canceled and more 11,000 would be delayed.

149 LESSON 5 SELF-CHECK

LEARNING OBJECTIVES: Revise unit vocabulary and structures Check personal learning progress

VOCABULARY

1a. Do the crossword puzzle. Across: 1. A group of people who meet regularly 1. 2. 3. 4. 3. A matter of concern 5. Violent fast-moving winds 7. A goal, reason 5. 6. 8. Give work to people 9. A happening, especially important 7. Down: 2. A type of fast food 4. Precipitation 8. 10. 5. 13-17-year-old child 6. A kind of fruit 9. 10. Introduction 1b. Write six sentences using the words above.

2. Make pairs from the words in the circles.

Unpleasant Serious Problems Food Icy Hard Weather Work Delicious Impressive Labor Roads

Example: serious problems

150 3. Complete the sentences with the words from activity 2. 1. A lot of people face … at work. 2. Underage children often do … . 3. We prefer having … every day. 4. It was part of his … . 5. It is really dangerous to drive on … . 6. … makes everybody’s life depressing.

STRUCTURES

4. Match a direct speech to a picture and rewrite into a reported speech. a b c

d e f

Example: The teacher said to copy the sentence.

1. 2. Don’t eat Please too much slow down.

3. 4. Could you repeat what you Can you help me, please? said, please?

6. 5. Copy the sentence Don’t worry.

151 5. Change a direct question into a reported question.

1. He asked me how I was. 2. He asked me ______3. He ______4. ______5. ______6. ______7. ______8. ______

LISTENING AND SPEAKING

6a. Listen to a girl talking about teens’ problems and answer. What main problem does she have?

6b. Listen again and make a list of problems mentioned in the talk. Then discuss them.

7a. In pairs, prepare questions for an interview. Example: Do you have any problems at school? Do you have any problems at home? 7b. Interview 4-5 of your classmates. Complete the table.

Problems at school Problems at home 1. 2. 3. 7c. Report your findings to the class.

152 READING AND WRITING

8a. Read a leaflet and answer. What is the main purpose of it? How do you get started on healthy eating? Healthy eating starts with learning new ways to eat, such as adding more fresh fruits, vegetables, and whole grains and cutting down on foods that have a lot of fat, salt, and sugar. A change to healthier eating also includes learning about a balance, variety, and moderation. Why pay attention to what you eat? Healthy eating will help you get the right balance of vitamins, minerals, and other nutrients. It will help you feel your best and have plenty of energy. It can help you handle stress better. Healthy eating is one of the best things you can do to prevent and control many health problems, such as: • heart disease • high blood pressure • type 2 diabetes • some types of cancer How do you make healthy eating a habit? First, think about your reasons for healthier eating. Do you want to improve your health? Do you want to feel better? Are you trying to set an example for your family? Next, think about some small changes you can make. Pick ones you can keep doing. • Don't try to change everything at once. • Set an easy goal you can reach, like having a salad and a piece of fruit each day. • Make a long-term goal too, such as having one vegetarian dinner a week. Where can you get support? Having support from others can be a huge help. The more support you have, the easier it will be to make changes. Ask your family and friends to practice healthy eating with you. Have them help you make meals, and share healthy, delicious recipes and cooking tips. If you need more help, talk to your doctor or a registered dietitian. Look online for groups that support healthy eating and share success stories. Advice 1 8b. Read again and complete the diagram on healthy eating.

9. Write about one of the problems you have at school. Follow the questions. Advice 4 Advice 2 • What problem do you have in your class? • Why do you think you have this problem? • How would this problem be solved? • What do you personally do to deal with this problem? Advice 3

How well can you do these things? Tick (√) the columns.

I can… Very well Well Not well use words related to global issues use reported speech, questions, commands, requests and suggestions ask and answer questions about global issues listen and understand factual information about global issues read and understand factual information about global issues

153 UNIT 10 WISHES, WISHES

LESSON 1 A HOROSCOPE

LEARNING OBJECTIVES: Words related to personal qualities 1st Conditional

1a. Match the adjectives to their definitions. 1. cautious a. being eager to do things 2. diplomatic b. being practical rather than ideal 3. enthusiastic c. being careful to avoid a possible danger 4. idealistic d. being hopeful about the future 5. imaginative e. seeing things in a beautiful way 6. optimistic f. being kind to others 7. realistic g. being able to create new things 8. romantic h. being careful to say or do things not to hurt others 9. sympathetic i. acting on the basis of their ideals 1b. Put the words in the correct circles.

idealistic, caution, sympathetic, optimistic, diplomacy, enthusiasm, romantic, diplomatic, imagination, idealism, cautious, optimism, imaginative, realism, enthusiastic, romance, sympathy, realistic

Nouns Adjectives ......

1c. Make up 6-8 sentences using the words above. Example: An enthusiastic person feels excited to do things. 154 2a. Read the extract and answer. Is it about personal a) likes or b) qualities?

Aries (March 21st to April 20th) annoying if you do not get over you make a decision. Your clever You always want to be ahead this weakness. judgment of people and things

of others in everything because nd st help you tremendously. You can be you are a pioneer. You are only Leo (July 22 to August 21 ) bad tempered and are sometimes a satisfied when things are going You are capable of feeling little envious of others. as you intend them to. You often deeply for others and are very sympathetic. This helps to make Capricorn (December 21st to fail as an employee. So it will be th much better if you give orders you a wonderful listener. You January 19 ) and directions. You are very are very self-confident and you You are a perfectionist in all enthusiastic. You are a true friend always attempt to be practical you do. You are ambitious to the people whom you like. in your ideas. You will achieve and idealistic. Your thoughts success if you go ahead. and views are very deep. Your Taurus (April 21st to May 20th) modest appearance hides the Virgo (August 22nd to Patience, reliability and honesty st fact that you are determined. are your best qualities. So you September 21 ) You prefer to mind your own often hold important positions You are very realistic and believe business rather than meddle in very capably. You do not waste in doing everything in the most the affairs of others. either your emotions or your practical manner. You are a good businessperson. You are well – Aquarius (January 20th to energy. In general, you hide your th emotions well, but you can lose balanced and like to work in a February 18 ) your temper sometimes. peaceful fashion. For you there You are interested in the is no sentiment in business. If arts, love music and are an Gemini (May 21st to June 20th) you become a salesperson your enthusiastic theater-goer. You You are very intelligent and employer will have little to can be selfish and more than a flexible. You nearly always worry about. little unreliable. But generally want to do more than one thing you are kind and sympathetic to Libra (September 22nd to at the same time. You like nd those around you. changes. If you stay in any one October 22 ) Gifted with a strong artistic Pisces (February 19th to place for some time you will get th bored easily. This gives you the ability, you are a friendly person March 20 ) reputation of being unreliable, whom people like to meet. You You are easily affected by other but you are not. are energetic and loyal. You people’s ideas and reactions. will work eagerly if people You are considerate and try Cancer (June 21st to July 21st) encourage you. to help everyone around you. You are imaginative and When you are worried, you will Scorpio (October 23rd to romantic. But you can be very st get depressed. When you get conventional. Your greatest November 21 ) depressed you have the ability to faults are indecision and You are very cautious and you remain calm and rational. hesitation. You will be very must know everything before

2b. Read again and choose a, b, c or d for the answer. 1. People born under the sign of Aries ... . a. take life as it comes b. don’t like to throw their weight about c. prefer to organize rather than be organized d. think carefully before they act 2. When things go wrong a Taurus person ... . a. sometimes loses his temper b. never shows his feelings c. always keeps calm d. often runs away 3. Which of these qualities does a Gemini person lack ... ? a. ambition b. energy c. patience d. dependability 4. A Libra person is rather too ... . a. generous b. keen c. soft d. artistic 155 5. A Scorpio person isn’t easily … by other people. a. taken in b. put off c. seen through d. let down 6. a. Capricorn takes too much interest in other people’s financial affairs. b. He seems determined to make as much money as he can. c. He seems strong on the outside but this covers up an inner weakness. d. He’s not easily satisfied his achievements. 7. a. He doesn’t ever bother about other people’s business. b. Sometimes he’s got too good an opinion of himself. c. He likes acting in plays. d. One can always depend on an Aquarius person. 8. a. Pisces lets his troubles get him down. b. He’s always complaining about something. c. He takes no notice of what other people say. d. He always faces his problems cheerfully. 3a. Look at the sentence and choose a or b in the explanations. If I find your diary I will call you.

1. We use the 1st conditional to talk about … situations in the future and their probable results. a. imaginary b. real 2. We use will in the … . a. main clause b. if-clause 3. We use … in the if-clause. a. past simple b. present simple 3b. Put the verbs in brackets into the correct form. 1. If he … (pay) me tonight I … (have) enough money for the tickets. 2. If I … (get) a lift I … (be) in time. 3. If Chinggis Airport … (be) clear of fog we … (land) there. 4. Jane … (take) the day off if she … (not feel) well tomorrow. 5. If Bill … (not help) we … (have) to manage without him. 6. If you … (put) glasses into very hot water they … (crack). 7. If you … (like) a job in this company I … (get) you one. 4a. In pairs, look at the horoscope in activity 2a again and find your entry. Do you agree with it?

4b. Take turns to be a fortune teller. Tell your partner about his or her future. Use the adjectives from the horoscope. Example: If you are the Taurus you are patient and reliable. If you are driven too far you’ll get angry. 5. Write sentences about your future plans and your partner’s future plans. Use the 1st conditional in your sentences.

LEARNING OUTCOMES If he stays in one place, he will be bored. You will work eagerly if people encourage you.

156 LESSON 2 IF I WERE RICH …

LEARNING OBJECTIVES: Words related to dreams 2nd Conditional

1a. In groups, discuss the following. • What would you do if you were rich? • What would you do if you found treasure? • What would you do if you won a lottery? 1b. Share your ideas with other groups.

2a. Listen and answer. How many people are talking?

2b. Listen again and fill in the table. Who dreams of what?

People Dreams

157 3a. Study the sentences and choose a or b in the explanations. If I were you I would study abroad. If the pay was good I would buy a nice apartment.

1. We use the 2nd conditional to talk about … situations in the present and their possible results. a. real b. imaginary 2. We use would / could in the … . a. main clause b. if-clause 3. We use … in the if-clause. a. present simple b. past simple 3b. Rewrite the sentences, using the 2nd conditional. Example: Matt is very shy; that’s why he doesn’t enjoy parties. If Matt wasn’t very shy he would enjoy parties. 1. We don’t have central heating, so the apartment is so cold. ______2. She doesn’t take any exercise; that’s why she is so unhealthy. ______3. You make a lot of mistakes because you type too carelessly. ______4. I live near my school so I don’t spend much time on traveling there. ______5. I don’t have her address so I can’t write to her. ______6. His English doesn’t improve because they speak Spanish to him, not English. ______7. Paul never shaves that’s why he looks unattractive. ______4a. Read the interview and answer. Who would spend more money? Last month the school magazine interviewed some students about winning a million pounds. Here is what they say. Mike: “Oh, I’d buy myself a house, a good car, a few motor bikes, invest the rest in a Building Society and live off the interest I think.” Elise: “Erm, I would probably call all my friends long distance, because I wouldn’t have to worry about the cost you see, tell them all the good news, certainly I would do that. Then I would have a big party with all the friends that were near me, and have a very lavish party, a super party. Then I would call up the two or three most astute business people that I know and I would get business advice of what to do with my money. I would be, horrible to say this, I’d very careful. I wouldn’t go out and buy a Rolls Royce or anything like that at all.” Barbara: “Well, this might sound rather silly, but I wouldn’t want to win a million pounds, and if I did by any chance win a million pounds, I think I’d be tempted to give it away.”

158 John: “The first thing I would buy would be a decent house in the country. A decent house with a decent sized piece of ground. After that I would proceed to stock it with some really fine furniture and grand pianos, the best money can buy.” 4b. Here are the results of another interview. Who do you think would survive? Mike, Elise and Barbara are taking about the things they would take to a desert island. Mike: “What three things, oh, I don’t know… my girlfriend, for one, … an axe perhaps, to cut material. I don’t know what else I would take … I just don’t know.” Elise: “I think – oh dear what would I take – anything in the world, any three things? Oh, well, music is very important to me. I would take some form of record player. I would take, what would I take? I would take either a typewriter and paper or pencil and paper, but I usually type my work. And the third thing, I like comfort. I would take something to make sure that I was comfortable such as a sleeping bag or something so that I wasn’t cold at night.” Barbara: “Being very practical, I suppose one would take something like a knife, because that would be very useful for cutting down fruit from trees and possibly for putting on to a large stick so that I could spear fish in the sea. Being less practical, I would take, if I could take, my husband and my child, because there wouldn’t be a lot of point to me in trying to survive on a desert island without the people that I love. And perhaps if I could take as a third item, well really two, pencil and paper. Because I think the reporter in me would want to note down all the things that I was feeling and thinking being stranded on a desert island. And I would like to make a note of some of the things I saw, some of the vegetation. I think I’d even make an attempt to draw some of it.”

5a. In pairs, ask and answer the questions.

Example: What would you do if you were rich? I would study abroad if I were rich. 5b. Change the partner and answer more questions. Use the prompts. one million tugrugs a house a car around the world 6. Write the sentences about your partner. Example: Amy would buy a house if she were rich.

LEARNING OUTCOMES If we were rich we would travel around the world. If I bought a car I would drive it myself.

159 LESSON 3 THINKING OF THE PAST

LEARNING OBJECTIVES: Words related to imaginary past 3rd Conditional

1a. Talk about your past experiences. Example: Last winter I went skiing in the mountains. Soon I broke one of the skis so I had to go back. 1b. Tell your partner what you would have done if … Example: I would have skied for a long time if I hadn’t broken the ski. 2a. Read the story and give a title. On one of my long summer vacations I worked as a trainee bus conductor. I found the job very demanding with a lot of passengers even on a short route. I pulled the wrong tickets, forgot the change and wrote my log after the trip. The inspectors often laughed at me when they saw my writing. An experienced conductor could be dismissed if the inspectors caught him accepting money without pulling a ticket. If a hurrying passenger pressed the fare into your hands and got off, you should tear the ticket and throw after him. There could be an inspector wearing plain clothes, not a uniform. My job lasted for three weeks. All the buses were busy running slowly through the city and of so many people were getting on. It was a very hot summer. Inside the bus it was even hotter as it was crowded. It was also very difficult to collect fares. I reached the bell and signaled the driver to close the doors. I didn’t know where we were. I just pressed the bell, the doors closed and the bus moved on. I heard some cries and I thought that there were angry passengers who couldn’t get on. Suddenly I realized that they were coming from the doors. It was an old lady who hit head in between the closed doors. I hurried to signal the driver and he stopped the bus. The old woman fell on the ground. She was polite and apologized for causing much trouble. If she had moved faster she wouldn’t have hit her head. Unfortunately, inspectors were following the bus in a car and saw the incident. They asked me to leave the job because they were afraid that the incident would make the headlines. It would have been in the papers if a student had thrown off an old lady. I made a decision myself and planned to quit the job.

160 2b. Read again and answer the questions, choosing a, b, c or d. 1. What do we learn about the inspectors? a. They found the writer amusing. b. They never wore uniforms. c. They were feared by employees. d. They distrusted older employees. 2. Why was the writer unable to do his job properly? a. He wasn’t tall enough. b. The buses went too fast. c. People avoided paying. d. He couldn’t move. 3. The old lady … in the incident. a. was injured b. fainted c. was dragged d. hit her head 4. When the incident with the old lady happened, a. the writer had already decided to give up the job. b. the writer’s employers wanted to avoid publicity. c. the writer was offered the chance to continue. d. the consequences were as the writer expected. 5. What is the writer’s attitude now to the job? a. He feels responsible for the incident that ended it. b. He thinks that he was unfairly treated by the inspectors. c. He believes that it was an impossible job to do well. d. He thinks that it was a good opportunity. 3a. Study the sentences and choose a or b in the explanations. Steve would have called if he had had a problem. 1. We use the 3rd conditional to talk about … situations. a. real b. imaginary 2. We use would have in the … . a. main clause b. if-clause 3. We use … in the if-clause. a. past perfect b. past simple 3b. Put the verbs in brackets into their correct form, using the 3rd conditional. Example: If you … (listen) to me you … (not lose) all that money. If you had listened to me you would not have lost all that money. 1. It … (save) you a lot of trouble if you … (write) to me. 2. If you … (apply) earlier, you … (have) your visa by now. 3. He … (not buy) the farm in the first place if he … (know). 4. They … (continue) the journey if they … (have) a map. 5. The accident … (not occur) if the driver … (not fall) asleep. 6. Two people … (not survive) in the car accident if they … (not get) out through a broken window. 7. If the road … (be) busy more cars … (be) crashed. 161 4a. Read the following and find the problem. In pairs, discuss possible answers to the problem using the 3rd conditional. Example: Their car wouldn’t have run out of petrol if they had traveled in the city.

Last month Angela and Dave went on holiday in Africa. They rented a car and drove to a safari park. When they were in the park their car ran out of petrol. They were four miles from the nearest filling station which was outside the park. They had a petrol can but there were not any cars in sight. It was very hot and they had no water. Luckily they didn’t see any lions.

4b. Write down the sentences you have discussed.

5. Read a part of a newspaper report and write 4 sentences. Use your own words and the 3rd conditional in the sentences.

40 DIE IN COACH ACCIDENT There was a terrible accident on the highway near Poophor last Saturday when a coach overturned and caught fire. Forty people died, all of them Americans. There were only three survivors, who managed to get out through a broken window. Luckily the high way was quiet and no other vehicle was involved in the crash. The coach, owned by the World Travel Company, was on its way to Terino. According to the survivors, the driver had been driving for fourteen hours and had probably fallen asleep. The coach left Marino one hour late, and the driver was

6a. In pairs, think of the similar situations and tell each other.

6b. Now write a paragraph.

LEARNING OUTCOMES

If she had moved faster she wouldn’t have hit her head.

162 LESSON 4 I WISH YOU DIDN’T …

LEARNING OBJECTIVES: Words related to wishes and regrets I wish + past perfect

1a. Read the following list of regrets. Choose three that you share. 1. I wish I had listened to my mother’s advice. 2. I wish I had gone to a different school. 3. I wish I had worked harder at school. 4. I wish I had left school earlier. 5. I wish I had saved more money. 6. I wish I had been born more beautiful. 7. I wish I had been born more intelligent. 1b. In pairs, compare your choice. Add one more of your own.

2a. Read the letter and answer. Is it written to a) a colleague or b) a friend?

21 Green Wood North Wick Wednesday

My darling,

0. What has happened? You don’t answer the phone; you aren’t at home when I call; you don’t write. Is something wrong? Have I upset you in some way? 1. We only met four weeks ago, but I feel as if I had lived a whole new life since then. So many wonderful memories! 2. That party when I first met you. I asked you to dance. You said yes! You are so beautiful, you could have danced with anybody, but you chose me! I couldn’t believe my luck. 3. Then you came back to my place for coffee, and I showed you my stamp collection, and told you all about my plans, my hopes, my life. What an evening! 4. Other memories flood into my brain. The day we went on the river. The weekend when we went with Sam and Dori. The time we went swimming – I got into trouble, and you pulled me to safety with your strong arms. 5. And then last weekend. We stood on the edge of the cliffs, looking down. You threw a stone into the sea, and I kissed you. You laughed with pleasure, and I told you I loved you, and you were so happy that you cried, and you couldn’t say anything. What were you thinking?

Please write. I can’t wait to hear from you.

I love you,

Alex

163 2b. Here are some thoughts of the person who received this letter. Read the letter again and put the thoughts in the order they go in the text.

I wish I’d never I wish I’d gone I wish I gone to the swimming! hadn’t party! cried!

I wish I’d never gone to her 1. I wish we’d never met! place!

I wish I’d laughed with pleasure!

3a. Study the sentences and choose a or b in the explanations. I wish I had studied science. I wish I hadn’t got angry.

1. We use I wish + past perfect to express a … . a. wish b. regret 2. We use I wish + past perfect to talk about … . a. the past b. the present 3b. Read and rewrite the sentences using I wish to express a past regret. Example: It wasn’t warm. I wish it had been warm. It rained a lot. I wish it hadn’t rained a lot. 1. I didn’t go to Britain. 2. I traveled alone. 3. I didn’t see Big Ben. 4. It snowed every day. 5. My friends didn’t travel with me. 6. My suitcase was heavy. 7. I didn’t have any money left. 4a. Here are some wishes for the present and future. Choose three that you share and add one more of your own. I wish it was warmer. I wish it was the end of the lesson. I wish I was at home. I wish I could sing. I wish I could play the guitar. I wish I had more time. I wish I spoke better English.

164 I wish I knew more people. I wish people were more honest. I wish the government would do something about unemployment. I wish somebody would write me a letter. 4b. Write your most important wish on a piece of paper, but don’t put your name on it. Give it to the teacher.

5a. Work in groups. The teacher will read out all the class’s wishes to you. Write them down and divide them into different kinds of wish.

5b. Report to the class: how many kinds of wish have you found? What is the commonest kind of wish? What was the most surprising wish?

6. Look at the pictures. What are the people in them thinking?

Example: I wish I had taken better care of my teeth. 7a. Think about the last 5 years. Write about: a) three things you did but wish you hadn’t. b) three things you didn’t do but wish you had. 7b. Tell your partner about your regrets.

7c. Write about your past regrets.

LEARNING OUTCOMES I wish I had saved more money I wish we’d never met!

165 LESSON 5 SELF-CHECK

LEARNING OBJECTIVES: Revise vocabulary and structures of the unit Check personal learning progress

VOCABULARY

1. Complete the table.

Quality Noun Adjective ambition … cautious … energy … confidence … honesty … imagination … enthusiasm … optimism … patience … generosity … idealism … loyalty … modesty … romance … sympathy … 2. Add a noun to each of the verbs to make expressions. find … write … tear … hit … pull … accept … throw … causing … forget … press … collect … leave …

166 3. Write 5 sentences with the above expressions.

STRUCTURES

4. Write the correct form of the verbs in brackets. Use the 1st, 2nd and 3rd conditional. 1. If it … (rain) I … (take) an umbrella with me. 2. You never … (pass) this test if you (not work) hard. 3. If he … (play) well he … (get) into the team. 4. If you ate more and talked less we … (enjoy) our dinner. 5. If you saw her now you … (not recognize) her. 6. If I ... (be) in your position I … (act) differently. 7. If you had told me about it earlier I … (be able) to help you. 8. You … (not make) such a mistake if you had been more careful. 9. If you … (come) with us, we would have been pleased. 10. I wish my family … (have) more money when I was small. 11. I wish I … (go) to bed earlier last night. 5. Complete the sentences in your own words. 1. If all goes well, … 2. If I had a million pounds, … 3. If I had lived 2 hundred years go, … 4. I wish I … 5. We will go out if … 6. If you send a message …

LISTENING AND SPEAKING

6. Listen to the interview and answer. Is this interview about a) people or b) places?

7. Listen again and complete the table.

Sources of information People’s preferences What’s important for a choice Reasons preferring the country Sense of rush, services Things that influence choice 8. In pairs, talk about places you would like to live. Use the information in the above table.

9. Report the results of your discussion to the class.

167 READING AND WRITING

10. Read the discussion and answer. What is the discussion about a) construction or b) plan?

Peter: I think a new road is a good. Everything shakes Sue: The by-pass would use good idea. It’ll keep the when a heavy truck goes up good farmland that traffic out of the town if past. Do you remember we can’t afford to lose. they build a by-pass. The those old houses in Zack: The route goes right traffic in the High Street West Street? They had through Barney is terrible. If they’d had to knock them down Morgan’s farm. It’ll cut any sense, they’d have because of damage by his farm in two if they built a by-pass years ago. trucks. If there’d been a build it there. He only Mary: But what about the new road ten years ago, bought the farm three shopkeepers? If there was they wouldn’t have had years ago. a by-pass, then people to do that. And cyclists Peter: Well, if that happened, wouldn’t stop here. have been knocked off they’d pay him for the And there’ll be fewer their bikes by trucks. land. customers in the shops if One man was killed. Mary: He told me yesterday he there’s less traffic in the That wouldn’t have wouldn’t have bought town. happened if the trucks the farm in the first place Sue: I don’t agree. I think more hadn’t had to use the if he’d known. people will want to shop High Street. Sue: But a by-pass is for the here if it’s quieter and Peter: Don’t forget that if you whole town. more pleasant. improve the road system, Zack: Well, if I were Barney, Zack: Tourists won’t come into then traffic may simply I’d be angry about it. the town if there’s a by- increase. Or you’ll just Peter: I’m angry now about pass. move the problem to the traffic in the High Peter: If the High Street was less another town. Street. If they don’t give busy, it would be a lot Mary: But look at the situation us a by-pass, there’ll be a easier to cross the road. now – dozens of trucks trouble, I can tell you. Mary: There’d be less noise if moving very slowly there were fewer heavy through the town. It trucks. would save a lot of time Sue: And the traffic doesn’t if they traveled more do the buildings any quickly along a by-pass.

11. Read again and answer true (T) or false (F). 1. The traffic in the High Street is terrible. T F 2. If there was a by-pass, then people would stop here. T F 3. More people will want to shop if it’s quieter and more pleasant. T F 4. Tourists won’t come into the town if there’s no by-pass. T F 5. The traffic does the buildings good. T F 6. Dozens of trucks moving very slowly through the town. T F 7. A by-pass is for the whole town. T F 12. In pairs, discuss the text in activity 10. Do you have similar problems in your area?

13. Write 6 sentences about problems and their solutions.

168 14. Do the quiz. Answer the questions and check your score.

How imaginative are you? 1. If you were expecting a b. think he/she is the yourself doing friend to come round to most wonderful something that would your place and he/she person in the cause you to go to was late, would you ... ? world, and imagine prison? a. assume something yourselves living a. not at all ordinary had together b. with difficulty happened to delay c. tell yourself not to c. easily him/her, and not lose your head 9. When you talk about worry 5. While staying in an old something that has b. feel slightly house, you are woken happened to you, do worried by strange noises. Do you ... ? c. think he/she must you think of ... ? a. give all the details have been in an a. water pipes b. change things accident b. burglars to make it more 2. When other people c. ghosts interesting tell you about their 6. Do you get an idea that c. just give the main troubles, do you ... ? you think would make points a. feel very upset a good book, film, 10. Which of these kinds b. feel bored poem or song ... ? of book or magazine c. feel some a. never article do you like sympathy b. often most? 3. When you look at c. sometimes a. biography/history clouds, do you ... ? 7. Do you daydream ... ? b. fiction (novels, stories, a. see pictures in a. often when you etc.) them should be thinking c. practical (information b. feel thoughtful about other things about how to do things) c. think about the b. sometimes weather c. hardly ever 4. When first meet 8. Can you imagine somebody who attracts you, do you ... ? a. think sensibly about Your score: c-2 your chances 1. a-1 b-2 c-3 2. a-3 b-1 c-2 b-2 c-3 3. a-3 b-2 c-1 4.8. a-2 a-1 b-3 c-1 c-1 b-3 c-1 5. a-1 b-2b-2 c-3 6.10. a-1 a-2 b-3 c-1 7. a-3 b-3 9. a-2

How well can you do these things? Tick (√) the columns.

I can… Very well Well Not well use words related to personal qualities; past activities; wishes/regrets. ask and answer, using 1st conditional, 2nd conditional, 3rd conditional; wish + past perfect. talk about personal qualities, using 1st conditional. talk about wishes, using 2nd conditional talk about past activities, using 3rd conditional talk about wishes and regrets, using I wish + past perfect listen and understand factual information read and understand factual information

169 DICTIONARY

A bullying – шоглох by myself – ганцаараа, өөрөө ability, n. – чадвар academic year – хичээлийн жил аccomplishment, n. – амжилт, ололт C accurately, adv. – нарийвчлан, үнэн зөвөөр calendar year – хуанлийн жил acting – жүжиглэх camp rough – майхантай аялах adequate, adj. – хангалттай, хүрэх campaign, n. – олон нийтийг хамарсан хэмжээтэй байх зохион байгуулалттай ажил admission, n. – элсэлт camp-sites – лагерийн газар advancement, n. – дэвшил, шат ахих canoeing – завиар аялах advertise, v. – сурталчилах capable, adj. – боломжийн, чадвартай, affecting, adj. – сэтгэл хөдөлгөсөн, сэтгэл авьяастай татсан carnival, n. – багт наадам answer the phone – утас авах carriage, n. – дамжуулах хоолой apply, v. – хүсэлт гаргах cautious, adj. – хашир, хянуур apply, v. – хэрэглэх, ашиглах ceramic, adj. – керамик, шавар appointment, n. – албан уулзалт certificate, n. – үнэмлэх approval, n. – дэмжин сайшаах, зөвшөөрөх challenging problem – тулгамдсан асуудал artificial flowers – хиймэл цэцэг challenging, adj. – чадал сорьсон assiduous, adj. – хичээнгүй, хүчин change, n. – мөнгөний хариулт зүтгэлтэй characteristic, n. – онцлог өвөрмөц шинж assistant instructor – туслах зааварлагч chat, v. – чатлах associate, v. – төсөөлөх, хамаатуулах cheerful, adj. – жавхаатай associated, adj. – нэгдсэн, нийлсэн, choir, n. – найрал дуучдын хамтлаг харилцан үйлчилсэн chuckle, v. – инээд алдах attend, v. – оролцох civil rights – иргэний эрх attendee, n. – оролцогч claim, v. – шаардах, нэхэмжлэх audit, v. – шалгах, нягтлах clean the dishes – аяга, таваг угаах authentic, adj. – жинхэнэ, бодит client, n. – харилцагч, түнш, үйлчлүүлэгч award, n. – шагнал closing ceremony – хаалтын үйл ажиллагаа co-founder, n. – хамтран үүсгэн байгуулагч B collaboration, n. – хамтын ажиллагаа colleague, n. – хамт ажилладаг хүн badge, n. – сүлд тэмдэг collect fare – төлбөр цуглуулах banner , n. – туг, дарцаг come down (snow) – цас орох betrayal, n. – урвалт, шарвалт communication problem – харилцааны blazing, adj. – дүрэлзэж байгаа асуудал blindness, n. – хараагүй байдал complicated, adj. – хэцүү, төвөгтэй boast, v. – бахархах, бардамнах conduct, v. – удирдах, хөтлөх, зохион boycott, n. – эсэргүүцэл байгуулах brand new – цоо шинэ consideration, n. – анхаарал, халамж, broadcast, v. – нэвтрүүлэх хүндлэл build networks – сүлжээ бий болгох continually, adv. – тасралтгүй, цаг ямагт, дахин дахин

170 convenient, adj. – тохиромжтой estimated, adj. – үнэлэгдсэн, тооцсон convince, v. – батлах, нотлох event, n. – үйл ажиллагаа cook meals – хоол хийх evolve, v. - хөгжих, хувирах, өөрчлөгдөх create, v. – зохиох, бий болгох, бүтээх exchange, v. – солилцох crew, n. – хөлгийн баг, спортын баг executive board – гүйцэтгэх хороо criminal record – гэмт хэрэгт холбогдож exhibition, n. – үзэсгэлэн байсан эсэх бүртгэл expedition, n. – экспедиц, судалгаа criticism, n. – шүүмжлэл шинжилгээний баг crowd, n. – бөөгнөрсөн хүмүүс extinguish, v. – унтраах, бөхөөх (гал) current, adj. – өнөөгийн, орчин цагийн extraordinary, adj. – ер бусын cycling – дугуйгаар аялах, явах F D fabulous, adj. – гайхамшигт, ер бусын depict , v. – дүрслэх facility, n. – байр depressed, adj. – гутарсан fare, n. – төлбөр depression, n. – сэтгэцийн хямрал festival, n. – наадам destination, n. – хүрэх газар, товлосон газар firework, n. – галын наадам, галт буудлага develop relations – харилцаа, холбоог fiscal year – санхүүгийн жил хөгжүүлэх fishing – загас барих diplomatic, adj. – арга эвтэй flower – covered float – цэцгээр чимсэн disclosure, n. – илрүүлэх, олох, илчлэх хөдөлгүүр discrimination, n. – ялгаварлан гадуурхах focus, v. – төвлөлөх, тогтох distribute resources – нөөцийг хуваарилах follow sb/sth – дагах, мөрдөх do a project – төсөлт ажил хийх football team – хөл бөмбөгийн баг do a test – шалгалт өгөх forger, n. – хуурамч үйлдэл do washing – юм угаах founder, n. – үүсгэн байгуулагч documentary, n. – баримтат кино, freezing rain – хүйтэн бороо нэвтрүүлэг fulfill, v. – биелүүлэх, гүйцэтгэх donate, v. – хандивлах download, v. – татах G drape streamer – даавуун, туузан чимэглэл drown, v. – живэх game of tug-of-war – олс таталцах тоглоом gawker, n. – юу хийхээ мэдэхгүй гайхаж E хараад зогсож буй хүн general overview – ерөнхий тойм eating problem – хэвийн бус хооллолт genius, adj. – суут, авьяас билэгтэй economical, adj. – эдийн засгийн хэмнэлтэй gigantic, adj. – асар том education fair – боловсролын яармаг glowing, adj. – халуун дүрэлзсэн, улайрсан үзэсгэлэн go clubbing – дугуйланд хамрагдах employ, v. – ажил олгох grab, v. – булааж авах, шүүрэх energetic, adj. – эрч хүч дүүрэн graduation ceremony – төгсөлтийн баяр engine, n. – хөдөлгүүр guideline, n. – зарчим, хэм хэмжээ enthusiastic, adj. – урам зоригтой, идэвхтэй equality, n. – ижил тэнцүү байдал equestrian, n. – торгон цэрэг errant, n. – хэрэн тэнүүчлэгч

171 H keep, v. – хадгалах key milestones – тулгуур асуудал have a discussion – хэлэлцүүлэг хийх kneel down – өвдөглөх have a field trip – хээрийн дадлага хийх knitting – нэхэх have a nap – дуг хийх health club – эрүүл ахуйн клуб L healthy food – эрүүл хоол, хүнс heavy snow – цас их хэмжээгээр орох leaflet,n. – танилцуулга high wind – хүчтэй салхи legendary, adj. – домогт higher education institution – дээд life-sized, adj. – бүрэн, бодит хэмжээгээрээ боловсролын байгууллага байгаа hit, v. – цохих line up, v. – дарааллах, эгнэх hold, v. – зохион байгуулах log, n. – тэмдэглэл horseback riding – морь унах look after a brother or a sister – дүүгээ харах horse-drawn carriage – морин тэрэг luxurious, adj. – тансаг, чамин hospitalize, v. – эмнэлэгт хэвтүүлэн эмчлэх host, v. – хүлээж авах M

I major, adj. – олонх, гол make a presentation – илтгэл тавих idealistic, adj. – идеалист үзэлтэй make speech – үг хэлэх imaginative, adj. – урам сэтгэлгээтэй marching band – жагсаалаар явж буй implore, v. – гуйх, хүсэх хамтлаг impressive, adj. – гүнзгий сэтгэдэл marital status – гэрлэлтийн байдал төрүүлсэн mass cleanup – олон нийтийг хамарсан их impressive, adj. – сэтгэл татам цэвэрлэгээ industry, n. – аж үйлдвэр, үйлдвэрлэл mean, adj. – харамч influential,adj. – нөлөөтэй memorize – цээжлэх, тогтоох informative, adj. – мэдээлэл бүхий memory, n. – дурсамж inspect, v. – шалгах metaphor, n. – адилтгал, метафор inspector, n. – байцаагч metropolis, n. – их хот, том хот interview, v. – ярилцлага авах midterm exam – явцын шалгалт introduce, v. – танилцуулах misdeed, n. – осол, эндэл, алдаа investigate, v. – судлах modest, adj. – даруу төлөв invite, v. – урих morality, n. – ёс суртахуун, ааш авир iron clothes – хувцас индүүдэх issue, n. – асуудал N

J national anthem – төрийн дуулал national tradition – үндэсний уламжлал join, v. – холбох nomadic, adj. – нүүдлийн

K O keen on, v. – асар их дуртай, үнэн obstacle, n. – саад бэрхшээл сэтгэлээсээ сонирхсон once, adv. – эрт урьд цагт, нэгэн удаа

172 opening ceremony – нээлтийн үйл push one’s way through sth – юман дундуур ажиллагаа чихэж гарах opportunity, n. – аз завшаан, боломж optimistic, adj. – өөдрөг ordinary, adj. – энгийн, жирийн Q organize, v. – зохион байгуулах qualification,n. – эрдэм, чадвар, чадал organizing committee – зохион байгуулах quality, n. – чанар хороо orientation seminar – чиглүүлэх семинар outskirt, n. – хотын зах R overcrowding, n. – хэт их хүн амтай байх raise awareness – олон нийтэд таниулах overhear sb/sth – санаандгүй сонсох realistic, adj. – реалист recall, v. – сэргээн санах P receive, v. – хүлээн авах record, v. – тэмдэглэх, бичиж авах parade, n. – парад, жагсаал recycle paper – цаас дахин боловсруулах Paralympics – хөгжлийн бэрхшээлтэй regard, v. – харах, үзэх, тооцох, хүндэтгэх хүмүүсийн олимп relevant, adj. – хамаатай, холбоотой participate, v. – оролцох reliable, adj. – найдвартай paved, adj. – засаж сайжруулсан remarkable, adj. – гайхалтай peaceful, adj. – амгалан тайван remember, v. – санах performance, n. – тоглолт representative, n. – төлөөлөгч personal quality – хувь хүний зан чанар requirement, n. – шаардлага phenomenal, adj. – хосгүй, жирийн бус rescue, v. – амийг нь аврах pill-bug, n. – чийгийн улаан хорхой restore environment – байгаль орчныг pitch a tent – майхан босгох сэргээх plague, n. – тахал өвчин resume, n. – товч хураангүй тодорхойлолт pleasant, adj. – тааламжтай retribution, n. – шийтгэл, залхаан policy, n. – бодлого цээрлүүлэлт political, adj. – улс төрийн retrieve, v. – гаргах portray, v. – дүрслэх, илэрхийлэх reveal, v. – илрүүлэх, гаргаж ирэх position, n. – албан тушаал, ажлын байр review, v. – давтах, тоймлох predict, v. – таамаглах rhetoric, adj. – яруу илтгэх зүй, гоё үг prediction, n. – таамаглал, төсөөлөл right-handed, adj. – баруун гараараа илүү prepare slides – слайд бэлтгэх сайн хийж дадсан presenter, n. – илтгэгч romance, n. – дурлалын тухай зохиол, press the bell – хонх дарах романс privilege, n. – давуу тал romantic, adj – дэврүүн сэтгэлтэй process, v. – боловсруулах prosperity, n. – хөгжил цэцэглэл protect environment – байгаль орчныг S хамгаалах sandbox, n. – элст талбай prove, v. – батлах, нотлох save electricity – цахилгаан хэмнэх psychiatric hospital – сэтгэцийн эмнэлэг search the Internet for information – punishment, n. – шийтгэл интернетээс мэдээлэл хайх purchase, v. – худалдаж авах, нийлүүлэх search, v. – хайх purpose, n. – зорилго segregation, n. – салан тусгаарлал

173 send, v. – илгээх traditional, adj. – уламжлалт sensational, adj. – олныг гайхшруулсан, tragedy, n. – эмгэнэл дуулиант, шуугиант trainee, n. – дадлагажигч signature, n. – гарын үсэг transfer, v. – шилжүүлэх skyscraper, n. – тэнгэр баганадсан өндөр transportation, n. – тээвэр барилга treatment, n. – хандлага, харьцаа, эмчилгээ, slavery, n. – боолчлол сувилгаа sleeping problem – нойргүйдэх tremendously, adv. – үлэмж ихээр snow storm – цасан шуурга solve problems – асуудал шийдвэрлэх U sonnet , n. – сонет special needs people – хөгжлийн unique, adj. – бусдаас онцгой, өвөрмөц бэрхшээлтэй хүмүүс spectacular, adj. – гайхамшигтай V speech, n. – үг, илтгэл speechless, adj. – үгээр хэлэхийн аргагүй, vacancy, n. – сул орон тоо чив чимээгүй vacuum, v. – тоос сорох spirited discussion – халуухан ярилцлага vast, adj. – өргөн уудам spitting, n. – шүлс, цэр хаях venture, v. – аз турших stamp collection – маркийн цуглуулга venue, n. – үйл ажиллагааны байр start a company / business – бизнес эхлэх, villager, n. – тосгоны оршин суугчид байгуулах visualize, v. – дүрслэх state, v. – томьёолох, найруулан бичих steamship, n. – уураар ажилладаг усан онгоц W store, v. – хадгалах waste collecting truck – хог ачдаг машин struggle, v. – хичээх, тэмцэх water plants – цэцэг услах study program – сургалтын хөтөлбөр water scarcity – усны хомсдол subhuman, n. – хагас хүн, хүний төвшинд weather conditions – цаг агаарын байдал хүрээгүй weather forecast – цаг агаарын урьдчилсан swallow, v. – залгих мэдээ sweep floors – хог шүүрдэх wipe away – арчих sympathetic, adj. – өрөвч wordless, adj. – хэлэх үггүй work experience – ажлын туршлага T work pressure – ажлын ачаалал worth, adv. – үнэ цэнэтэй, өндөр өртөгтэй take actions – арга хэмжээ авах task achievement – даалгаврын гүйцэтгэл tear, v. – урах, тасдах teens, n. – өсвөр насныхан territory, n. – газар нутаг tornado, n. – далайн хар салхи tournament, n. – тэмцээн track, n. – зам tradition, n. – уламжлал

174 GRAMMAR REFERENCE

I. NOUNS AND DETERMINERS

1. Singular and Plural Most nouns have both a singular and a plural form that express the difference between ‘one’ and ‘more than one’. We add –s to nouns to make the regular plural form (cat- cats, box – boxes, dictionary – dictionaries, potato – potatoes). There are some nouns with an irregular form: • Some nouns do not change at all, as they go from singular to plural (deer, cold, aircraft). • Some nouns change their vowels: man-men, foot-feet, woman-women, tooth-teeth, goose-geese, mouse-mice, louse-lice • Some nouns add –en: ox-oxen, child-children • A few nouns change their final –f to –v and then add –s: knife-knives, wife-wives, loaf- loaves, half-halves

2. Countable and uncountable nouns • Countable nouns are the names of separate objects and people etc. which can be counted. We can use numbers and the article a/an with countable nouns. Examples: I prefer a cat to a dog. Cats are more interesting. Have you ever worked in a bank? This book is interesting. • Uncountable nouns are the names of materials, liquids, abstract qualities. We can not use numbers with uncountable nouns. Examples: He gave me good advice. I‘m listening to music.

3. Determiners Countable and uncountable nouns are often used with much, many, a lot, some and any. • Some and a lot are used with countable plural and uncountable nouns in affirmative sentences. Examples: There is some water in the cup. There are some books on the table. I have a lot of friends in this town. • Much and many are used with countable plural and uncountable nouns in negative sentences and questions. Examples: There isn’t much milk in this coffee. There aren’t many rooms in this building. • Any is used with countable plural and uncountable nouns in questions and negative sentences. Examples: I haven’t any foreign friends. Have you got any envelopes?

4. Possessive case We use possessive case to talk about ownership or relationship between people. It is formed with ‘/’s. Examples: This picture’s frame is new. All children are waiting for the next week’s party Tigers’ tails are long. 175 II. ARTICLES

1. The indefinite article a/an We use articles a/an to refer to an unspecified thing. It means any one. Example: She bought a jacket. (We are not talking about a particular jacket.)

2. The definite article the • We use a definite articlethe when we are talking about something specific, that is, when the noun is mentioned for the second time or is already known. Example: I received a post card on my birthday. The post card was from my friend. • with nouns which are unique. Example: The Moon moves around the Earth. • with the names if rivers (the Selenge); seas (the Baltic Sea), mountain ranges (the Altai mountains), deserts (the Gobi). • with the names of musical instruments (the piano) • with nationality words (the Germans) • with the words morning, afternoon and evening (in the evening)

III. ADJECTIVES

Adjectives describe nouns. They come before nouns or after be and have the same form in the singular and plural. Examples: Motor racing is a dangerous sport. It’s a nice day. They are young.

1. Order of Adjectives There are opinion adjectives and fact adjectives. Opinion adjectives show what a person thinks of something or somebody. (good, bad etc). Fact adjectives gives information about age, colour, size, material, origin etc. (young, pretty, blue etc). Opinion adjectives go before fact adjectives. Example: It was a cold dark night. When there are two or more fact adjectives in a sentence, they go in the following order: size — age — shape — colour — origin — material — noun Example: a big old round wooden table beautiful long black hair

2. Comparisons For comparison, adjectives have got two forms: the comparative and the superlative. • We use the comparative form + than to compare two people or things. The comparative of one-syllable and two-syllable adjectives is formed by adding –er. Example:My sister is taller than me. The comparative of three or more syllables is formed with more. Example: This exercise is more difficult than the first one.

176 • We use the + superlative form + of/in to compare one person or thing with more than one person or thing in the same group. The superlative of one-syllable and two-syllable adjectives is formed by adding -est. (My sister is the tallest in her class.) The superlative of three or more syllables is formed with most. (This exercise is the most difficult in this book.) Irregular Comparatives and Superlatives Adjectives Comparative Superlative Good better the best bad worse the worst much/many more most little less least far further/farther furthest/farthest

• We use to be as + adjective + as to say that two things or people are equal. (Her brother is as tall as my brother). We use not as + adjective + as to say that two things or people are unequal. (Her brother is not as tall as my brother). • We can also use look + like to make comparisons. Examples: Who do you look like in your family? I look like my father. What do you look like? I’m tall and slim. • We use quite/really/very/extremely + adjective to modify adjectives. Examples: It’s a quite interesting book! That’s a really boring film. • So/such + adjective We use so and such before an adjective to make its meaning stronger. We use so before an adjective (without a noun). Example: Surfing is so exciting. We use such before a noun (with or without an adjective). Example: Surfing is such an exciting sport.

IV. PRONOUNS

Possessive Personal pronouns Possessive pronouns Reflexive pronouns determiners I my mine Myself You your (singular) yours Yourself He his his Himself She her hers Herself It its its Itself We our ours Ourselves You your (plural) yours Yourselves They their theirs Themselves

177 1. Personal pronouns Personal pronouns are divided into subject pronouns (I, you, he, she, it, we, you, they) which go before verbs as subjects and object pronouns (me, you, him, her, it, us, you, them), which go after verbs or prepositions as objects. Examples: I get up at six every morning. Ask her to bring my book.

2. Possessive determiners and pronouns We use possessive determiners and pronouns to talk about ownership or the relationship between people. Examples: This is our room. Its windows are big. This room is mine. That room is hers.

3. Reflexive pronouns We use reflexive pronouns to emphasise the subject or the object of a sentence (She cooked breakfast herself. I did this work myself), with the preposition by when we mean alone (I made this poster by myself).

4. Demonstratives: this/that/these/those Singular Plural this these that those We use this and these to talk about things near the speaker and that and those to talk about things that are further away from the speaker. Examples: This is a table and these are pencils. That is a whiteboard and those are whiteboard pens.

5. Relative pronouns: who, which, that, where We use relative pronouns to join sentences. We often put these pronouns in place of he, she, it or they. • We use who for people and which for things. Examples: A hairdresser is a person who makes your hairstyle. I like beauty products, which smell good. • We can use that instead of which and instead of who in informal speech. Examples: I like beauty products that smell good. A hairdresser is a person that styles your hair. • We use where for a place in a relative clause. Example: A beauty salon is a place where you can have a tattoo.

178 V. PREPOSITIONS AND LINKING WORDS

1. Prepositions of place We use prepositions of place to say where somebody or something is (at, in, on, under, between, opposite, above, in front of, behind). We use at: • to talk about someone’s house or work place (at the doctor’s) • in expressions: at work, at home, at school, at university, at sea, at the airport etc. • to say where an event takes place (at the concert, at the party, at the theatre, at the meeting etc.) We use in: • with the names of continents, countries and cities (in Europe, in Asia, Mongolia, in England, in Ulaanbaatar, in Moscow) • in the expressions: in the country, in hospital, in bed, in the sky, in a street, in the world etc. We use on: • in the expressions: on the left, on the right, on a map, on the first/second etc.

2. Prepositions of time: at, in, on We use at: • to talk about exact time (at 6 o’clock), holidays (at the weekend, at Christmas) and in the expressions: at night, at midnight, at lunchtime, at present. We use in: • to talk about parts of a day (in the morning), seasons (in summer), months (in November), years (in 1986), and centuries (in the 20th century) We use on to talk about days (on Friday) and dates (on July 11).

3. Prepositions of movement: We use prepositions of movement to show the direction in which somebody or something is moving. (to, from, through, into, out of, up, down)

4. Linking words • When we join two or more things, we usually put and before the last. I have got small eyes and black hair. • But is used to combine two opposite meanings. I was very tired, but I finished my homework. • Or is used to express an alternative. On Saturdays we go out or stay at home. • We use although, in spite of, while, despite and however to express contrast. Examples: Although he missed the train, he got to the meeting on time. Despite/in spite

179 of the storm we decided to go for a trip. (They are followed by a noun or verb+ing). Even though he was British he played for Spain. I was cleaning my room while she was doing her homework. The computer is very powerful. However, it is quite expensive. • We use because and so to express cause and reason. Example: I took a taxi because I was late. It was cold, so we decided to make a fire.

5. Sequencers Sequencers after, before, finally join ideas and begin or end a sentence. Examples: Before dinner, she watched TV. Finally, we went home.

V. I MPERATIVES, INFINITIVES AND GERUNDS

1. Imperative We use imperatives to tell or ask people what to do, to make suggestions, to give advice or instructions, to offer something. Positive form Negative form Call me tonight. Don’t be late, please. Stop talking!! Don’t be so stupid!! Be quiet, please. Don’t run in the school.

2. Infinitives of Purpose and so that • An infinitive is to + the base form of the verb. It often expresses a reason for doing something. It usually answers the question Why? Countries work together to solve problems. • We use so that + modal + verb to express the same idea. Countries work together so that they can solve problems.

3. Gerunds We use the gerund like a noun. We can use it in the following ways: • As the subject of a verb: Jogging is good for you. • As an object after certain verbs: I enjoy swimming.

4. Get on/get off; get into/get out of We use get on/get off when you talk about public transport – buses, trains, planes and horses and motorcycles. Examples: You get on the bus at Tengis cinema. You get off the bus at UB Palace. We use get in (to)/get out of to talk about cars, taxis and small boats. Examples: She gets into a car at the taxi rank. She gets out of a car at the Circus.

180 VI. PRESENT FORMS

1. to be Positive form Negative form I am Mongolian. I am not (‘m not) Mongolian. is not He/She/It is He/She/It 18 years old. (isn’t) 18 years old. are not We/You/They are We/You/They a student. (aren’t) a student. Question Form Short answers Am I Mongolian? Yes,/No, I am/am not. Is He/She/It 18 years old? Yes,/No, He/she/it is/isn’t. Are We/You/They a student? Yes,/No, We/you/they are/aren’t

2. Have/ have got We use have got in informal English to talk about possession and similar ideas, especially in the present tense. It has the similar meaning with have. Examples: I have got long black hair. She has got short curly hair. Positive form Negative form I have not got/ two brothers. You have got two brothers. haven’t got We /’ve got They He has got Long black hair. has not got/ long black hair. She /’s got hasn’t got It

Question form Have I got two brothers? you we they Has He got long black hair? she it

2. Present Simple We use present simple: 1. to talk about habits and routines. 2. to talk about things that are always true.

181 Short answers Statement Negative form Question forms Positive Negative I I I I I You You Do you work? Yes, you do. No, you don’t. We work We don’t work. we we we They They they they they He He he he he She works She doesn’t work Doesshe work? Yes, she does. No,she doesn’t. It It it it it

3. Present Continuous • We use present continuous to describe things that are happening at the moment. (Anu is writing a letter at the moment.) Positive form Negative form I am working. ‘m not (am not) working. You aren’t (are not) working. We They are working. He isn’t (is not) working. She is working. It

Question form Positive answers Negative answers Am I working? Yes, I am. No, I’m not. you you you we working? Yes, we are. No, we aren’t. Are they they they he he he Is she working? Yes, she is. No, she isn’t. it it it • We also use present continuous to talk about developing and changing situations, even these are very long-lasting. Examples: Today the communication is becoming easier. The computer technology is changing faster.

4. Present Simple vs. Present Continuous • We use present simple to talk about regular things that usually happen every day. • We use the present continuous forms to talk about changes.

182 Present Simple Present Continuous I usually get fashionable clothes in the I am getting more fashionable clothes in the shopping centre. shopping centre. I do not (don't) usually get fashionable I am not getting more fashionable clothes in clothes in the shopping centre. the shopping centre. Do you usually get fashionable clothes in Are you getting more fashionable clothes in the shopping centre? the shopping centre? - Yes, I do. - Yes, I am. - No, I don't. - No, I am not.

5. Present Perfect We use present perfect: • for past events that happen in a period of time continuing up to the present • to say that finished action or event is connected with the present • to express the idea of completion or achievement Positive form Regular verbs Irregular verbs I I You have studied hard. You have met a famous person. We We They They He He She has studied English a lot. She has met a famous person. It It

Negative form Regular verbs Irregular verbs I I You haven’t studied English very well. You haven’t (have not) met a famous We We person. They They He He She hasn’t studied English very well. She hasn’t (has not) met a famous person. It It

Question form Regular verbs Irregular verbs I I you studied English well? you Have we Have we met a famous person? they they he he Has she studied English a lot? Has she met a famous person? it it

183 Short answers I I Yes, you have. No, you haven’t. we we they they he he Yes, she has. No, she hasn’t. it it

6. Present Perfect Continuous We use the present perfect continuous (has/have + been + verb-ing) when the activity is important. We are interested in how someone has been spending time, and the achievement is not important. Examples: I’ve been running. They have been playing football.

VII. PAST FORMS

1. Past Simple We use past simple forms to talk about past actions, situations and repeated events. (things that happened at a time that is now finished and often used time expressionsyesterday, last week, five days ago in the past). Examples: I went to Erdenet yesterday. We stayed in a ger last summer.

Positive form Negative form I I you you He worked. He did not (didn’t) work. she she It It We We They They

Question form Short answers I I you you he he did/didn’t. Did she work? Yes/No, she it it we we they they

184 2. Past Continuous We use past continuous to express things happening at a time in the past. Example: I was waiting for a bus at 6.00 yesterday evening. Positive form Negative form I You were studying. weren’t (were not) studying. We They He was studying. wasn’t (was not) studying. She It

Question form Short answers I I you studying? you were/weren’t. Were we we they Yes/No they he he Was she studying? she was/wasn’t. it it

3. Past Continuous vs. Past Simple Past Continuous Past Simple We use the past continuous forms when we talk We use the past simple forms when we about action or situations that are in the middle talk about completed action. of progress. The first wave hit the village. Children were collecting seashells.

• We often use the past continuous and the past simple together when we talk about something that happened in the middle of something else. People were sleeping when the earthquake shook their houses. • We sometimes use the past continuous twice when we talk about two actions that happened at same time. Animals were stamping on the ground, and fish were flapping on the sand.

4. Present Perfect vs. Past Simple Present Perfect Past Simple We use the present perfect forms when we give We use the past simple forms when new information or announce a recent happening. we talk about completed past actions There has been a flood in some countries in the or details. South-East. The flood damaged a lot of houses.

185 5. Past Simple vs. Past Perfect Past Simple Past Perfect We use the past simple forms when we talk We use the past perfect forms when we talk about something that happened at the certain about something that happened before the time in the past. certain time in the past. My brother told us stories about solar eclipse. We had found the stories on the Internet before.

6. Used to We use used to + infinitive to refer to past habits or states. It can be replaced by the past simple with no difference in meaning. Examples: I used to collect stamps when I was younger. (I collected stamps when I was younger). He used to play football a lot when he was in high school. (He played football a lot when he was at high school).

7. Used to vs. Past Simple Used to Past Simple We use used to when we talk about past habits We use the past simple to talk about things and long-lasting situations which are now that happened once in the past. finished or different. In the past, all Mongolians used to wear dels. Last year we wore dels for Tsagaan Sar.

VIII. FUTURE FORMS

1. Future Simple We use the future simple: • in predictions about the future usually with verbs think, believe etc Example: Her parents think that she will be a film star one day. • for events and actions that will definitely happen in future. Example: My little brother will be three years old next month. • For immediate decisions and offers. Example; Wait a minute! I will help you to lift this box.

2. Future Continuous We use the future continuous: • for an action which will be in progress at a stated future time. Example; Next weekend I will be skiing. • for an action which will definitely happen in the future as the result of a routine. Example: I’ll inform my friends about my decision. I’ll be seeing them next weekend. • when we ask politely about someone’s plans for the near future. Example: Will you be going out tonight?

186 3. Present Continuous for future We use present continuous to talk about arrangements or plans that have already been made. Affirmative form (be + verb-ing) I’m going to grandparents’ tomorrow. You’re He’s cooking dinner next weekend. She’s You’re watching a film next Monday. We’re They’re

Question Forms Short answers Affirmative Negative

Am I I am. I’m not.

Is he/she going to Yes, he/she is. No, he/she isn’t. countryside? Are you/we/ you/we/they are. you/we/they’re not. they

4. 'Will’ future We use the will future forms to say what we think, guess or calculate what will happen. Positive Negative I think I/you/he/she/ we/they will be there I think, I/you/he/she/we/they will not (won't) by the end of the week. be there by the end of the week.

Question form Short answers Do you think you/he/she/we/they will be - Yes, I / you / he / she/ we / they do. there by the end of the week? - No, I / you / he / she/ we / they don't.

5. Be going to We use be going to talk about a personal intention. Examples: I’m going to play basketball this evening. They are going to go to theatre tonight. Positive Negative I am going to do some washing this weekend. I am not going to do some washing this weekend. You/We/They are going to do some washing You/We/They are not (aren't) going to do this weekend. some washing this weekend. He / She is going to do some washing this He/She is not (isn't) going to do some weekend. washing this weekend.

187 Question forms Short answers Are you going to do some washing this - Yes, I am. weekend? - No, I am not. Are you/they going to do some washing this - Yes, you/they are. weekend? - No, you/they aren't. Is he/she is going to do some washing this - Yes, he/she is. weekend?\ - No, he/she isn't.

6. Present Continuous for future We use the present continuous forms with going to to talk about our plans or intentions for the near future. Positive Negative I am going to Dornod next week. I am not going to Hovd next week. You / We / They are going to Dornod next week. You / We / They are not (aren't) going to Hovd. He / She is going to Dornod next week. He / She is not (isn't) going to Dornod next week.

Question forms Short answers Are you going to Dornod next week? - Yes, I am. - No, I am not. Are you / they going to Dornod next week? - Yes, you / they are. - No, you / they aren't.

Is he / she is going to Dornod next week? - Yes, he / she is. - No, he / she isn't.

7. Present Simple for future We sometimes use the present simple forms when we talk about timetables, routines and schedules. Positive Negative Question form and short answers The plane arrives at The plane does not Does the plane arrive at 10.00? 10.00. (doesn't) arrive at 10.00. - Yes, it does. - No, it doesn't.

8. Will be able to We use this expression when we talk about things that are already planned for the future. Positive Negative Question form and short answers I / you / he / she/ we I / you / he / she/ we / they Will you / he / she/ we / they be / they will be able to will not (won't) be to able to visit a lot of places? visit a lot of places. visit a lot of places. - Yes, I / you / he / she/ we / they will. - No, I / you / he / she/ we / they won't.

188 9. Future: will (a modal verb) Use will in predictions of future events – to say what we think, guess or calculate will happen. It has no –s with he, she, it. Positive form Negative form I think, tomorrow will be nice. I don’t think it will be warm tomorrow. Who do you think will be a winner? He won’t (will not) come, I think. He’s quite busy. I’ll (will) be rich one day. People won’t (will not) use paper money in the future.

9. There will be / it will be We use expressions there will be and it will be to talk about future. • Use there will be to say that something will exist or will not exist in the future. It is often used to talk about weather, future predictions. It is usually followed by nouns. Examples: There will be some rain tonight. There will be a lot of people at the concert. • Use it will be to say about physical state or condition. It is usually followed by adjectives. Examples: It will be rainy tomorrow. It will be hot summer.

IX. THE PASSIVE

1. Passives Passive verb forms are often used to describe what happens to people and things. We use the passive: • to describe a process • to indicate the material and place of origin of the thing. Example: These cars are made in Germany. • when the agent/person who did the action is not important or not known. We use by for the person who did the action. Example: The book was written by a very famous journalist. 2. Present Passive We use the present passive forms when we talk about what happens, not who it happens to.

Positive Negative Question form and short answers The story is chosen for The story is not chosen Is the story firstchosen for the film? the film. for the film. - Yes, it is. - No, it isn't.

3. Past Passive We use past passive forms when we talk about what happened to people or things, not what they did themselves.

189 Positive Negative Question form and short answers The Globe theater was The Globe theater was Was the Globe theater named named after Shakespeare. not (wasn't) named after Shakespeare? after Shakespeare. - Yes, it was. - No, it wasn't.

4. Present Passive vs. Past Passive Present Passive Past Passive This phone is made in Japan. (country) This dress was made in Korea. (country) These jeans are made in the USA. These shoes were made in Italy. The table is made of wood. (material) The broken vase was made of glass. Those cups are made of plastic. The houses in ancient time were made of wood. (material)

5. Future Passive We use future passive forms to describe future processes. Question form and short Positive Negative answers The Olympic village will be The Olympic village will Will the Olympic village be built built in two years. not (won’t ) be built in in two years? two years. - Yes, it will. - No, it won't.

6. Active vs. Passive • We use active forms to point out who did the action. • We use passive forms to point out the action. • Passive sentences focus on the noun that is the receiver or result of an action rather than the noun that is performing the action (the agent).

Active Passive The professor introduces a new program. A new program is introduced by the professor. Universities offer different study programs. Different study programs are offered by universities.

X. REPORTED SPEECH

Direct speech is the exact words someone used. We use quotation marks (“”) in direct speech. Example: “It’s a beautiful day!” said Alimaa. Reported speech is the exact meaning of what someone said, not the exact words. We do not use quotation marks in reported speech. We either use the word that after a verb, or omit it. Example: Alimaa said (that) it was a beautiful day.

190 We can use the verbs say and tell both in direct and reported speech. Tell is always followed by a personal object. Example: Alimaa told me that it was a beautiful day. Say is used with or without a personal object. When used with a personal object it is always followed by the preposition to. Example: Alimaa said to me (that) it was a beautiful day. We use reported speech to report someone’s words a long time after they were said. In this case the verbs and tenses change as follows:

Direct Speech Reported Speech Present simple: Past simple: “I want to buy a new dictionary ,” she said. She said (that) she wanted to buy a new dictionary. Present continuous: Past continuous: “She’s buying a new dictionary,” he said. He said (that) she was buying a new dictionary. Present perfect: Past perfect: “I’ve bought a new dictionary,” she said. She said (that) she had bought a new dictionary. Past simple: Past simple/past perfect: “I bought a new dictionary,” she said. She said (that) she (had) bought a new dictionary. Past continuous: Past continuous /past perfect continuous: “I was buying a new dictionary,” she said. She said (that) she was /had been buying a dictionary.

XI. CONDITIONALS

1. Zero conditional (If + present simple, present simple) We use zero conditional to express: • conditions which are always true. Example: If I read on the bus, I feel bad. • scientific facts. Example:If you put paper on a fire, it burns quickly.

2. 1st conditional We use the first conditional when we talk about what will happen in the future when a possibility happens. The if-clause can come before or after the main clause with no change in meaning. When the if-clause comes first, we put a comma after it. If-clause (Present Simple) Main clause (Future) If Subject Verb If you/we exercise, you/we will feel better. If he/she Exercises, he/she will feel better.

Or: Main clause (Future) If-clause (Present Simple) If Subject Verb You/we will feel better if you/we exercise. He/She will feel better if he/she exercises.

191 3. 2nd Conditional We use the second conditional when we want to talk about an imagined (unreal) event or situation. Positive form: If-clause (Past Simple) Main clause (would + infinitive) If Subject Verb If you/we won lots of money you/we would buy a castle Negative form: Main clause (Future) If-clause (Present Simple) If Subject Verb You/we wouldn’t buy a castle if you/we won a lot of money

Question If-clause (Past) If Subject Verb What would you do if You found 100,000T

XII. ADVERB

1. Adverbs describe verbs, adjectives or other adverbs. They usually go after verbs. Examples: I can do it quickly. He drives well. We form a regular adverb by putting –ly to adjectives. Adjective Adverb Slow slowly Easy easily Irregular adverbs have the same form as adjectives. Adjective Adverb early early fast fast hard hard late late good well

2. Comparison of adverbs The comparative and superlative forms of adverbs are formed in the same way as those of adjectives. Regular adverbs form their comparative with more and their superlative with most. slowly – more slowly – most slowly hungrily – more hungrily – most hungrily Irregular adverbs with the same form as adjectives form their comparative with –er and their superlative with -est. hard – harder – hardest fast – faster – fastest early – earlier – earliest 192 3. Adverbs of frequency We use these adverbs to say how often something happens. Always usually often sometimes never 100% ______50%______0 The adverbs go after to be (He’s usually late.), after auxiliary and modal verbs (Alimaa can never wake up in time.) and before the main verb (He always gets up at 8 o’clock.)

XIII. MODALS

Modals come before the infinitive form of a verb without to (except ought to). They never change their word form and never use do to form questions or negatives. To form negatives we use not after the modal and before the verb.

1. Can/could for ability We use can and could to talk about ability. Can is used to talk about ability in the present, could in the past. We use infinitive without to aftercan and could. Examples: I can play tennis. She could play the piano when she was very young.

Present Past Positive can could Negative can not/can’t could not/couldn’t

2. Can for permission, request and offer Permission Asking permission Giving permission Refusing permission Is it OK if I buy her a CD? Yes, of course it is. No, I’m sorry, it isn’t. Can I use our pen? Yes, of course. No, I’m sorry. I’m using Go ahead. it now. Request Agreeing to Making request Refusing a request a request Can I have some water, please? Yes, of course I’m sorry, I’m just going out. Please, can you tell me when Sure. The next train I’m sorry, The next train is? leaves at 8:40. I don’t know.

193 Offer Offering help Accepting an offer Refusing an offer Can I carry that suitcase? Yes, please. Thank you No, thank you. You. That’s very kind It’s all right. I can do it. of you.

3. Must/have to Must and have to have similar meanings in the positive. Example: (You must go now. = You have to go now). In the negative, must is used for obligation: You mustn’t stay here = you can’t go. There is no obligation when we use have to: You don’t have to go = you can go or stay.

4. Must be good/must have In affirmative statements we usemust be or must have to say what is necessary, and to give strong advice and orders to ourselves or other people. You must be prepared to teach young children. You must have a job qualification.

5. Should/ shouldn’t We use should: • to talk about obligation, duty and similar ideas. It is less strong than must. Positive form Negative form You should be careful in the streets. Students shouldn’t (should not) be late for Students should study hard to complete their school. school. You shouldn’t (should not) lie to people. • to express obligation or to give advice. You should walk more. You shouldn’t throw away the litter.

6. Need/don’t need We use need to talk about habitual, general necessity. It is often used to ask for to give permission. Positive form Negative form I a pen. You need a pen. don’t need We They He doesn’t need a pen. She needs a pen. It

194 Question form I a pen? Do you need we they He need a pen? Does she it

7. Would for politeness Would is used in polite requests and offers. It often acts as a softer form of will. Examples: I would happily do some housework for you. (positive) I wouldn’t do babysitting. (negative) Would I have free time? (question) 8. Would + infinitive We use would to talk about an imaginary situation or action. After would we use an infinitive without to. Examples: I would never use a gun. (positive) I wouldn’t use a gun. (negative) Would you use a gun? (question)

XIV. QUESTION TAGS

Question tags are used to check whether something is true or ask for agreement. We put negative tags after positive sentences and non negative tags after negative sentences. Examples:

(+) (-) She’s very good at chess, isn’t she? They’re their students, aren’t they? Your brother works here, doesn’t he?

(-) (+) They aren’t our students, are they? It’s not cold day, is it? We don’t want to walk, do we?

195 ENGLISH VIII

Ерөнхий боловсролын 12 жилийн сургуулийн 12 дугаар ангийн сурах бичиг

Зохиогчийн баг

Ахпагч: Н.Мира Гишүүд: С.Хонгорзул Ц.Бурмаа Р.Ариунаа Б.Анхзаяа

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