Н.Мира, С.Хонгорзул, Ц.Бурмаа, Р.Ариунаа, Ж.Баясгалмаа
ENGLISH VI
Ерөнхий боловсролын 12 жилийн сургуулийн 10 дугаар ангийн сурах бичиг
Боловсрол, шинжлэх ухааны яамны зөвшөөрлөөр хэвлэв.
Хоёр дахь хэвлэл
СУРГУУЛИЙН НОМЫН САНД олгов. БОРЛУУЛАХЫГ ХОРИГЛОНО.
Упаанбаатар хот 2013 он DDC 372.65'077 A-618
English VI: Ерөнхий боловсролын 12 жилийн сургуулийн 10 дугаар ангийн сурах бичиг. /Мира Н., Хонгорзул С., Бурмаа Ц., Ариунаа P., Баясгалмаа Ж./ Ред. Мира Н. - УБ. 2013. - 216х
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.
© Боловсрол, шинжлэх ухааны яам
ISBN 978-99929-3-454-9 CONTENTS
TABLE OF CONTENTS 4-9
UNIT 1 FASHION AND BEAUTY 10-24
UNIT 2 SPORTS AND PHYSICAL HEALTH 25-39
UNIT 3 RELATIONSHIPS AND MORALITY 40-54
UNIT 4 LIVING IN THE GLOBAL WORLD 55-69
UNIT 5 MODERN TRAVEL 70-84
UNIT 6 FOOD SAFETY AND HEALTH 85-99
UNIT 7 WORLD OF ART 100-114
UNIT 8 ENVIRONMENT 115-129
UNIT 9 LEARNING AND EDUCATION 130-144
UNIT 10 COMMUNICATION TECHNOLOGY 145-159
EXTENSION ACTIVITIES 160-180
GRAMMAR REFERENCE 181-189
DICTIONARY 190-193
TAPESCRIPTS 194-216 TABLE OF CONTENTS
LESSONS STRUCTURES FUNCTIONS Shopping for clothes prefer / would like Talking about shops
The way we dress look + adjective Describing appearance Talking about fashion Fashion trends used to + verb trends New images have something done Talking about images Checking personal Self-check Reviewing unit structures learning progress Describing sports Adventure sports so+ adjective; such + noun Giving preferences Present perfect (for repeated Talking about sports Sports events actions) vs. past simple events Linkers: although / even Talking about types of Sports in school though / in spite of / despite; sports activities -ingform Imperatives (commands); Keeping fit Giving advice should / shouldn't for advice Checking personal Self-check Reviewing unit structures learning progress Personality and Personality adjectives Describing personality manners So /Nor + am/ is / are Agreeing Giving opinions Being a good friend So / Nor + do / does Agreeing Dating 1st conditional (all forms) Talking about dating Talking about Communicating with nd others 2 conditional (positive) communicating with others Self-check Reviewing unit structures Checking personal learning progress Talking about social Helping hands infinitive of purpose work Understanding others should for advice Giving advice
The World scout so that + modal Talking about purposes movement Comparison: the same as / Personal heroes different from / completely Comparing people different / similar to Checking personal Self-check Reviewing unit structures learning progress VOCABULARY SKILLS LEARNING STRATEGIES Listening Listening for gist and Names of shops Speaking supporting ideas Listening Words related to appearance Identifying things Speaking Reading Skimming Words related to clothes Speaking Scanning Reading Giving opinions Words related to beauty Writing Reviewing unit words and Self-questioning All skills expressions Self-assessing Listening Words related to sports Identifying and describing Speaking Reading Words related to sports activities Writing Writing using prompts Listening Words related to school sports Contrasting Speaking Reading Words related to physical activities Giving and following advice Speaking Reviewing unit words and Self-questioning All skills expressions Self-assessing Listening for gist and Listening detailed ideas Words related to personality Speaking Asking and answering questions Reading Filling out quizzes Friendship quiz Writing Identifying personalities Listening Listening for gist and Words related to relationships Speaking supporting ideas Reading Asking and answering questions Words related to communication Speaking
Reviewing unit words and All skills Self-questioning expressions Self-assessing Reading Scanning Words related to social work Writing Skimming Listening Words related to human Communicating with others relationships Writing Listening for gist and Reading Words related to scouting detailed ideas activities Speaking Reasoning Listening Words related to personality Comparing and differentiating Writing Reviewing unit words and Self-questioning All skills expressions Self-assessing A place to visit Present simple for facts Giving information Present continuous for future Talking about Making arrangements (all forms) arrangements Prepositions at, on, in Traveling either ...or Offering a choice Finding a way Verb + preposition Giving directions neither ... nor Checking personal Self-check Reviewing unit structures learning progress Dinner for friends a few / a little / a lot of Talking about food Direct speech vs. reported Talking about daily Daily menu speech (statements) menu Reported speech Talking about food types Food pyramid (commands) and nutrition Food safety Reported speech (questions) Talking about food safety Checking personal Self-check Reviewing unit structures learning progress Literature Present passive (positive) Talking about genres Talking about music Music Past passive (positive) Present passive vs. past Theater Talking about theater passive (positive)
Folk art Active vs. passive (positive) Talking about folk art
Checking personal Self-check Reviewing unit structures learning progress Talking about natural Natural wonders Definite article the wonders Past continuous Describing natural Natural disasters Past simple (for interrupted disasters actions) Global warming Present perfect (positive) Talking about nature Talking about Present perfect vs. past Saving the earth environmental simple conservation Checking personal Self-check Reviewing unit structures learning progress Reading Skimming Words related to sightseeing Writing Scanning Listening Listening for gist and Words related to travel Speaking supporting ideas Reading Skimming More travel verbs Writing Scanning Words related to places and Listening Map reading directions Speaking Sequencing Reviewing unit words and Self-questioning All skills expressions Self-assessing Listening Words related to food Describing objects Speaking Listening Words related to food and drink Classifying Speaking Reading Words related to food nutrition Ordering and sorting Writing Reading Following instructions Words related to food safety Speaking Reviewing unit words and Self-questioning All skills expressions Self-assessing Listening Listening for gist and Words related to literature genres Speaking supporting ideas Reading Words related to music Writing using prompts Writing Reading Making connections Words related to theater Writing Listening Listening for gist and Words related to folk art Writing supporting ideas Reviewing unit words and Self-questioning All skills expressions Self-assessing Reading Skimming Words related to natural sites Writing Scanning Reading Clarifying Words related to disasters Speaking Story telling Listening Words related to nature Expressing own opinion Speaking Words related to environmental Listening Presenting own ideas issues Speaking Reviewing unit words and Self-questioning All skills expressions Self-assessing Talking about Setting personal goals Infinitive of purpose preferences Applying to a would (all forms) for Filling in the application university politeness form Introducing yourself Linkers: first / second / next Giving personal / then /finally information nd Being interviewed 2 conditional with would Talking about imaginary and might situations Checking personal Self-check Reviewing unit structures learning progress Talking about the The Internet Gerund as a subject Internet I find it + adjective Electronic Intensifies: very / quite / Giving opinions communication fairly Is technology good or Talking about modern bad? Linkers: however/but technology Talking about Comparison: the same as / Text messaging similarities and similar to / different from differences Checking personal Self-check Reviewing unit structures learning progress
so + adjective; such + noun Extension activities 1 Present perfect (for repeated Revising and extending actions) vs. past simple
Extension activities 2 Past simple Revising and extending
a few / a little /a lot of Extension activities 3 Direct speech vs. reported Revising and extending speech
Extension activities 4 Present passive vs. past passive Revising and extending
Extension activities 5 Present simple Revising and extending
Extension activities 6 Linkers: although / Revising and extending as a result / in addition to
Comparison: the same as / Extension activities 7 Revising and extending similar to / different from Reading Words related to goal setting Setting goals Speaking Listening Words related to applications Completing an application form Writing Words related to personal Reading Sequencing ideas information Writing Listening Questioning Words related to interviewing Speaking Reasoning Reviewing unit words and Self-questioning All skills expressions Self-assessing Reading Skimming Words related to the Internet Speaking Scanning Words related to electronic Listening Listening for gist and communication Writing supporting ideas Reading Reasoning Words related to electronic devices Speaking Justifying Listening Words related to text messaging Comparing Writing Reviewing unit words and Self-questioning All skills expressions Self-assessing
Reading Describing events Sports and physical health Speaking Giving opinions Writing Reading Relationships and morality Speaking Giving preferences and opinions Writing Reading Identifying and correcting mistakes Food safety and health Speaking Doing surveys Writing Reading Doing quizzes World of art Speaking Reviewing a book Writing Reading Writing a summary Environmental problems Speaking Solving problems Writing Reading Essay writing Learning and education Speaking Ordering Writing Sequencing Reading Comparing Communication technology Speaking Linking ideas Writing UNIT ONE FASHION AND BEAUTY
LESSON 1 SHOPPING FOR CLOTHES
1. In pairs, ask and answer the questions. LEARNING OBJECTIVES: 1. Do you like shopping for clothes? Names of shops 2. Where do you usually buy your clothes? prefer / would like 3. What style of clothes do you like? Casual or fashionable? 2a. Match the words to the pictures.
a department store a mall a boutique a jewellery shop a hair and beauty salon a shoe shop
2b. Complete the sentences with the words above. 1. Meggie would like to buy a dress for the party in ... . 2. 'Mungun zaviya' is a ... . 3. 'Nomin' is a big ... store. 4. Iveel bought a fashionable blouse in Max .... 5. Yesterday Badral went to 'Matrix'.... 3a. Listen to the conversation and answer. What is Jane doing? a. going to the party b. buying clothes for the party c. buying only shoes
I м mi 3b. Listen again and answer the questions. 1. What would Jane like to buy? 2. What color does she prefer? 3. What is her size? 4. Would she like to buy a skirt? 5. How much is the dress? 4a. Study the sentences. Choose a or b in the explanations.
Iprefer a green dress to blue one. I would like to buy this suit. 1. We use prefer + noun to + noun to express .... a. I like something more than something else b. I want to have something 2. We use would like to + infinitive to express .... a. I like something more than something else b. I want to have something
4b. Read the situations. Then write sentences using prefer or would like. Example : Iveel is going to the party. She wants to have a new hair style. Iveel would like to go to the hair salon.
1. Misheel doesn't have anything to wear for the party. She wants to wear a dress. 2. Fred is buying a suit. He likes marine-blue more than black one. 3. My brother likes basketball more than football. 4. You have nice brown shoes. You want to buy a bag to match them. 5. My mother likes red roses more than yellow ones. 6. His grandmother likes wearing national clothes more than European clothes. 7. Meggie has a beautiful white blouse. She is looking for a skirt. 8. She has a gorgeous green dress. Now she needs nice shoes. 5. Look at the pictures and practice using prefer and would like.
Example: Meggie prefers a long skirt to a short one. Badral...
Iveel ... Alex...
6a. Go around the class and interview your classmates.
1. Do you prefer shopping to going to a party? 2. Do you prefer buying clothes in big shops to buying them at the market? 3. Do you prefer dark to light colors? Why?
6b. Make up 5 sentences about your classmates.
Example: Suvdaa prefers trendy clothes to casual ones. LESSON 2 THE WAY WE DRESS la. Complete the chart with the words from the box. LEARNING OBJECTIVES: unfashionable gorgeous smart silly elegant Words related to appearance fashionable beautiful untidy neat messy look + adjective ugly trendy
lb. Listen and check. Then repeat. lc. How do these people look? Which words, in your opinion, describe them best? Example: I think, she looks ....
1. fashionable / silly 2. elegant / untidy 3. neat/ugly 4. gorgeous / messy 5. trendy / unfashionable
2a. Listen to the conversation and answer. 1. Where are the students? 2. What are they talking about? 2b. Listen again and answer true (T) or false (F). 1. Meggie has got a gorgeous necklace. T F 2. Alex always wears a smart jacket. T F 3. It's a birthday party. T F 4. Guests are from Mongolia. T F 5. Guests are only boys. T F 6. The girl's name is Iveel. T F 7. Iveel is in the black dress. T F 8. Badral is really trendy. T F
3a. Study the sentences and choose a or ft in the explanation.
You look really smart in this suit. She looks beautiful in her green dress.
We use look + adjective to give an opinion about... a. appearance b. personality
3b. Complete the sentences with look + adjective. Example: He looks smart. 1. Badral's brother is having a job interview and he is in a suit. He ... . 2. Meggie is wearing a lovely necklace. She .... 3. They in loose clothes. 4. Iveel a warm and nice winter jacket. 5. It's very hot and a boy in a bright T-shirt 6. Iveel's mum... very ... in a suit.
4. In pairs, discuss the pictures. Where do you think these people are going? a basketball game a party a meeting school a wedding 5. You are at the wedding. Write sentences about the guests. Use look + adjective.
Example: My sister looks beautiful in the white wedding dress.
6. In pairs, ask and answer. Use the questions below.
1. What clothes do you like wearing? 2. What clothes do you usually wear to school? 3. What clothes do you wear to go to a party? 4. How do you feel in casual clothes? 5. Do you feel comfortable in trendy clothes? LESSON 3 FASHION TRENDS
1. Discuss as a class. LEARNING OBJECTIVES: 1. What clothes are in fashion at the moment? Words related to clothes 2. What colors are trendy this season? used to + verb 3. Do you agree that fashion comes back?
2a. Match the words to their definitions.
1. casual clothes a. shoes that have thick bottoms so that feet are raised from the ground 2. a button-down collar b. jeans with legs that become very wide below the knee 3. bell-bottomed jeans c. shirts which are large and don't fit tightly 4. platform shoes d. comfortable clothes you wear in your free time 5. loose shirts e. a collar that has the pointed ends fastened to the shirts by buttons
2b. Listen and check. Then repeat.
2c. Choose the correct word to complete the sentences.
1. People wear casual /smart clothes for the job interview. 2. People used to wear platform / low-heeled shoes in the 1970s. 3. People used to buy modern / old-fashioned clothes in shops. 4. Women used to buy necklaces / dresses in the jewellery shops. 5. People used to wear only Levi's /Diesel jeans in the 1960s. 6. Young women used to wear long/mini skirts in the 1960s.
3a. Read and choose the title. In the 1960s: a. Fashion trends • In the western world b. Designing clothes stylish young women wore mini skirts. DO YOU KNOW THAT...? • Shirts were slim with a button-down collar. • Young people used to wear Levi's, the most popular type of jeans at that time. • Low-heeled sandals were popular. • Both men and women wore bell-bottomed jeans. In the 1970s: • Platform shoes became the style for both men and women. • Disco style clothing was in fashion.
In the 1980s: The 1930s and 1940s look came back. Medium-length hair was common for men. Longer haircuts of the 1970s went out of fashion. Men and women began to wear loose shirts and close-fitting trousers.
3b. Read again and answer the questions.
1. What skirts did young women wear in the 1960s? 2. What kind of shoes were popular in the 1960s? 3. What style of clothing were in fashion in the 1970s? 4. What kind of haircut was common for men in the 1980s?
3c. In groups, discuss clothes people are wearing today. What is in fashion? Then exchange your ideas with other groups. 4a. Study the sentences and choose a or ft in the explanations.
Young people used to wear mini-skirts in the 1960s. Only rich people used to wear beautiful silk dels in old days.
4b. Put the words in the correct order to make sentences.
1. in / 1970s / Men / the / women / and / used to / platform / wear / shoes. 2. Young / women / stylish / used to / skirts / wear / in / 1960s / the / mini. 3. wear / used to / People / clothes / style / in / 1970s / disco / the. 4. slim / were / with / Shirts / collar / button-down. 5. longer / men / used to / in / have / Many / 1970s / the / haircuts.
5a. Think of clothes you wore when you were 12 years old. Example: When I was 12 years old I wore dresses and skirts a lot. 5b. What kind of clothes do you wear nowadays? Example: I wear jeans and clothes a lot. 5c. Write 8-10 sentences. How have your clothes changed? Example: I wore dresses and skirts a lot but now I wear jeans and T-shirts. I used to wear skirts but not anymore.
6a. Now compare your answers with your partner's. Are they similar or different? Report to the class. LESSON 4 NEW IMAGES la. Look and label the pictures with words from the box. LEARNING OBJECTIVES: Words related to beauty pierced ears a tattoo permed hair a nail art have something done dyed hair pierced lips a shaved head lb. Listen, check and repeat. lc. In pairs, ask and answer. What do you think about...? • tattoos • pierced ears • nail art • dyed hair • permed hair
2a. Read the students' opinions and answer. What should young people be aware of?
2b. Read again and answer true (T) or false (F). 1. Only a few teenagers have their bodies tattooed. T F 2. Everything should be limited. T F 3. Needles and other things must be clean. T F 4. A lot of blood is not lost while tattooing. T F 5. Piercing is something written or drawn by etching the skin with ink. T F 6. You must take care of piercing carefully. T F 7. You can have your nose pierced. T F 8. A tattooing machine can contain HIV virus. T F
3a. Study the sentences and choose a or b in the explanations. Teenagers have their bodies tattooed. My friend has his lips pierced. 1 .We use have something done when .... a. you did something yourself b. someone did something for you 2. We use after have something .... a. present participle b. past participle 3b. Look at the pictures in activity la. Write one sentence for each picture. Example: He has his arm tattooed. 3c. Complete the sentences using have something done. 1. - Oh, you look different! -1... my hair .... 2. - Why is everyone looking at Jane? - You mean her nails? She ... her nails .... 3. - Peter has a picture on his right arm. When did he get it? - He ... his arm ... last week. 4. - Didn't she have straight hair before? - Yes, she ... her hair ... not long ago. 5. - Let's go shopping. I need some earrings to buy. - Oh, you ... your ears ...! 4. Look at the pictures and spot 4 differences.
5a. In groups, find someone who has: • a tattoo • nail art • pierced ears • permed hair • dyed hair 5b. Report to the class. Write 5 sentences. Example: Solongo has her ears pierced. Bolor had her hair dyed in dark blue. 6. Write your opinion on tattooing and piercing. Example: Bat has a wolf face tattooed on his left arm. Tuya has her ears pierced and wears beautiful earrings. LESSON 5 SELF - CHECK
VOCABULARY LEARNING OBJECTIVES: Revise vocabulary and structures of the unit 1. Unjumble the words and write them. Check personal learning progress 1. nedsegisr It's a person who makes fashionable clothes. 2. setocumr It's a person who buys things in the shop. 3. tebouqiu It's a small shop which sells fashionable clothes and jewellery. 4. totato It's a pattern or word on the skin created by using needles. 5. rasenitr These are comfortable shoes for doing sports. 6. ledom It's a person who wears clothes to be shown or photographed.
2. Odd one out. Which word in B doesn't go with the word in A?
A B 1. to wear a. earrings, a belt, a car, a top, a logo 2. to look b. unusual, beauty, fashionable, trendy, cool 3. to look like c. a model, a teacher, a wrestler, a window, an athlete 4. to be d. dull, ugly, happily, kind, lazy 5. to get e. worse, bigger, smaller, player, taller
STRUCTURES
3. Complete each sentence with the correct form of the word in brackets. 1. Look at Iveel! She ... so beautiful in that jacket, {look) 2. I'd like to buy those jeans. They ... trendy, (look) 3. This dress ... too big for you. (look) 4.1 like your earrings. They ... gorgeous, (look) 5. Your mum ... very elegant. Does she always wear a suit? (look) 6. These trousers ... fashionable. Why don't you buy them? (look)
4. Put the words in brackets in the correct form. Use have something done. 1. Meggie ... (ears /pierced). Meggie has her ears pierced. 2.1... (arm / tattooed). ... 3. My mother ... (hair /permed). ... 4. She has ... (lips /pierced). ... 5. My brother ... (head/shaved). ... 6. Iveel... (nail art/done) for the party. ... 7. Badral... (hair/dyed) dark blue last month. ... 5. Read the situations. Then write sentences using prefer or would like. 1. Meggie doesn't have any jewellery. She wants to get earings and a bracelet. 2. Alex wants to buy a new jacket. He likes dark blue more than black one. 3. Badral likes jeans more than trousers. 4. Iveel has a nice dress. She wants to buy a necklace to match it.
READING AND WRITING
6. Read the text and choose a title from a, b or c. а. Naomi's Childhood b. Naomi - Supermodel c. Naomi - Dancer
Naomi Campbell is a famous British model. She was born on 22 May, 1970 in Streatham district of South London. Her mother Valerie Morris was a dancer. As a dancer, she used to tour a lot and visit many fascinating places. During her early years Naomi Campbell lived in Rome, where her mother worked as a modern dancer. At the age of five Campbell was enrolled at the Barbara Speake Stage School and at ten she was accepted into the Italia Conti Academy of Theater Arts, where she studied ballet. In 1986, Campbell was scouted by Beth Boldt, head of the Synchro model agency, while window-shopping in Covent Garden. Over the next few years her success grew steadily, she walked the runway for such designers as Gianni Versace, Azzedine Alaia and Isaac Mizrahi. In 1990, Campbell along with Cindy Crawford, and Claudia Schiffer formed an elite group of models declared as supermodels by the fashion industry. After more than two decades as a model, Campbell was still in demand. In 2007, she was invited to walk the runway for Dior's sixtieth anniversary fashion show at Versailles. In September 2010, she appeared on the cover of the fortieth anniversary issue of Essence. Also in 2011, Naomi starred in the band's music video for 'Girl Panie', with Cindy Crawford, Helena Christensen and Eva Herzigora.
7. Read again and answer true (T) or false (F). 1. Naomi is a model from Britain. T F 2. She was born on 22 June 1970. T F 3. Her mother used to be a dancer. T F 4. Naomi used to live in Rome when she was a young girl. T F 5. At the age of four she went to the Barbara Speake Stage School. T F б. She studied ballet at the age of ten. T F 7. Naomi worked together with a famous designer Gianni Versace. T F 8. She became a supermodel in the 1980s. T F 9. In 2011, she starred in music video. T F
8. Write about the top model E. Odgerel. Use the prompts. Example: Odgerel is a famous top model of Mongolia. She ... Name E. Odgerel Famous for Modeling Date of birth 11 January 1967 Place of birth Ulaanbaatar 1986 - start modeling Important dates 2001 - top model Previous job "Shilmel zagvar" Mongolian Designers' Current job Association
LISTENING AND SPEAKING
10. Role play. In groups, prepare a fashion show. UNIT TWO SPORTS AND PHYSICAL HEALTH
LESSON 1 ADVENTURE SPORTS la. Match the words to the pictures. LEARNING OBJECTIVES: Words related to sports wind-surfing hang-gliding ice-climbing so + adjective; such + noun bungee-jumping scuba-diving yacht-racing river kayaking snow-boarding lb. Listen and check. Then repeat. lc. Look at the pictures again and write the sports in the correct column. land sports air sports water sports
2a. Listen to the TV show and answer a or b. Is it about a. hang - gliding b. an aircraft?
2b. Listen again and decide true (T) or false (F). 1. The show is called 'Adventures.' T F 2. The club was opened 10 years ago. T F 3. There are a few different programs. T F 4. Main programs are wind-surfing, bungee-jumping and hang-gliding. T F 5. A hang-gliding is a sport where a pilot flies a light unmotorised aircraft. T F 6. The hang-gliding is unsafe sport. T F 7. A flight depends on the weather. T F 8. There is a good pilot training program in the club. T F
3a. Study the sentences and choose a or b in the explanations.
Bungee jumping is such a scary sport. It is so scary! 1. We use ... before a noun. a. so b. such 2. We use ... before an adjective. a. so b. such
3b. Choose the correct word to complete the sentences. 1. River-kayaking is ... a great sport, a. so b. such 2. Bungee-jumping is ... dangerous! a. so b. such 3. Hiking on the mountain is ... a fascinating sport, a. so b. such 4. I think, ice-climbing and snow-boarding are ... exciting, a. so b. such 5. I feel... nervous when I go scuba-diving, a. so b. such 6. My brother doesn't think wind-surfing is ... an interesting sport, a. so b. such 7. I think, yacht-racing is ... interesting, a. so b. such 8. Rock-climbing is ... dangerous, a. so b. such 4. Choose the correct word. So or such? 1. Wind-surfing with friends is ... funny. It makes me laugh. 2. Jerry had never seen ... high mountains. He thought they were spectacular. 3. I had ... a wonderful time in Belem traveling by kayak. 4. The day was ... hot. So everybody went to beach for yacht-racing. 5. It was ... a fast yacht that nobody could catch it. 6. It was ... foggy when we were climbing on the mountain. 7. Yesterday was ... a horrible day that we felt... tired. 8. He is ... strong and fast. So he should try to become a professional sportsman. 5a. In pairs, describe the pictures. Use the questions below. 1. What sport is it? 2. Do you like it? If yes, why? If not, why? 3. Do you find it exciting? Scary?
5b. Write three sentences for each picture. Example: I like scuba-diving because ... LESSON 2 SPORTS EVENTS la. Match the words and expressions to their definitions. LEARNING OBJECTIVES: a competition a. a division of Words related to sports something activities Olympic Games b. an activity to win Present perfect (for repeated something actions) vs. past simple Paralympics c. to win by being the best an athlete d. a condition that limits person's movements physical disability e. a process of arranging something classification f. a person who takes part in a competition a category g. an event that has many kinds of sport activities to compete h. a sports festival held every four years a multi-sport event i. an international athletic competition for disabled athletes lb. Complete the sentences. Use the words and expressions above. ... are held every four years. Athletes with physical disability participate in ... . In Paralympic Games athletes ... in different kinds of sports. There are many sports ... organized among schools. The sportsmen compete in different.... Olympic Games are ... .
2a. Read the text and answer. How many times has Mongolia participated in the Summer Paralympics? Paralympic Games are a major international multi-sport event where athletes with a physical disability compete. There are Winter and Summer Paralympic Games, which are held immediately following the Olympic Games. All Paralympic Games are governed by the International Paralympic Committee (IPC). The Summer Games of 1988 held in Seoul was the first time when the term 'Paralympics' came into official use. The Paralympics have grown since a small gathering of British World War II veterans in 1948. And now it has become one of the largest international sport events. The first official Paralympic Games, no longer open solely to war veterans, was held in Rome in 1960. 400 athletes from 23 countries competed in the 1960 Games. The Games were open only to athletes in wheelchairs. In the 1976, Summer Games, athletes with different disabilities were included for the first time in Paralympics. Austria has hosted Winter Paralympic Games two times, in 1984 and 1988. Now the Paralympic Games include athletes with physical disabilities who compete in 6 categories. These categories are further broken down into classifications, which vary from sport to sport. Mongolia first competed in the Summer Paralympic Games in 2000, and since then has competed 2 times in Summer Paralympics. The country also has participated in the Winter Paralympic Games twice. Mongolia's first, and so far only, Paralympic medal came in 2008, when D. Baataijav won a gold medal in archery. 2b. Read the article again and answer the questions. 1. What are Paralympic Games? 2. Who governs Paralympics? 3. When was the name 'Paralympic' used for the first time? 4. When were the first Paralympic Games held? 5. How many countries participated in the first official Paralympics? 6. How many categories do the athletes compete in? 7. How many times has Mongolia participated in the Winter Paralympii 8. Who won the first gold medal of Mongolia in Paralympics? 3a. Study the sentences and choose a or A in the explanations. Mongolian paralympic athletes have participated in the Summer Paralympics 2 times. In 2008 Summer Paralympics D. Baatarjav won a gold medal in archery. 1. We use ... when we talk about a definite time in the past. a. past simple b. present perfect 2. We use ... to say that something happened a number of times (up to now). a. past simple b. present perfect
3b. Read the sentences and choose a or b. Then practice them. Sam ... in San Diego to participate in a competition a week ago. a. arrived b. has arrived "Would you like to watch a baseball game on TV?" - "No, I... it three times." a. watched b. have watched I... two times near Machu Pichu. a. went hiking b. have gone hiking I... any Olympic Games since I... a kid. a. haven't seen / was b. didn't see / have been The 2010 Olympic Games ... many kinds of games, a. included b. have included 6. Last year I... to snow-capped mountain for ice-climbing with my friends. a. went b. have gone 7. I... many times this week. a. exercised b. have exercised 8. Recently we ... to walk to work instead of taking the bus. a. started b. have started 4. Complete the sentences. Use the correct form of the verbs in brackets. Jill: Hi, Jim. I... (not see) you for a long time. Jim: Hi. I... (travel) for three weeks. Molly: An opening ceremony of the game was the best I... (ever see). Susie: I agree with you. The dancers ... (be) fantastic. 1. Peter: Jack, how many times ... you ... (participate) in this competition? Jack: Well, I... (take part) in this competition five times. Last month, I... (win) the 3rd place. 4. Sam: Tina, how long ... you... (prepare) for the chess match? Tina: Well, it... (take) only 5 months to be ready for the match. 5. Steve: ... you ... (watch) football game between Liverpool and Manchester last night? Mark: No, I... (try) to watch the game almost ten times. But I have lost the chance. 5a. In pairs, look at the profile below and discuss.
2008 Summer Olympics
8-24 August, 2008
Beijing, China
3rd time in Asia
11,028 athletes competed in 28 sports
43 new world records 132 new Olympic records
China - 51 gold medals
USA-total 110 medals
29 Mongolian athletes competed in 7 events
Mongolia - 4 medals: 2 gold in judo and boxing 2 silver medals in shooting and boxing
5b. Look at the profile again and write 8-10 sentences. Example: The 2008 Summer Olympic Games were held in Beijing, China. LESSON 3 SPORTS IN SCHOOL la. Match the words from the box to the pictures. LEARNING OBJECTIVES: tennis football basketball volleyball Words related to school sports ping pong wrestling swimming aerobics Linkers: although /even though yoga athletics / despite / in spite of; -ing form lb. Put the words from la in the correct column. Where can you do these activities?
court field gym fitness center swimming pool
lc. Listen and check. Then repeat. 2a. Listen to the interview and answer a or b. Are these people talking about a. sports clubs at school b. physical education at school? 2b. Listen again and answer the following questions. 1. How many clubs are there at school? 2. Are they popular among students? 3. What is the most popular club among boys? 4. What is the most popular club among girls? 5. What sports are the students of the school good at? 6. What sports facilities does the school have? 3a. Studv the sentences and choose a or b in the explanation.
Although our football team tried hard, they didn't win the game, Even though
In spite of trying hard, our football team didn't win the game. Despite
We use -ing form .... a. after in spite of / despite b. after although / even though
3b. Rewrite the sentences using although, even though, in spite of or despite. Example: I was at home. I couldn't watch the game on TV. Although I was at home I couldn't watch the game on TV. 1. I swam very well. I couldn't get any medals. 2. He hurt his leg when he was playing football. He finished the match. 3. His wrestling was bad. Everyone applauded at the end. 4. I play tennis every day. I am still out of shape. 5. My sister doesn't play ping pong. She likes watching a ping pong match on TV. 6. She is very thin. She joined a fitness center. 7. Mary is tall. She isn't interested in any sport games. 8. Our basketball team exercised a lot. They lost the game. 4. Complete the sentences. Example: Although I have a lot of free time I didn't go hiking. In spite of having a lot offree time I didn't go hiking. 1. Despite winning the race he still wasn't happy. Even though ... 2. Although it rained a lot we played football until late. Despite ... 3. In spite of their busy schedule they make time for their training. Although... 4. Even though the weather was bad many people came to watch their wrestling. In spite of ... 5. Although I ran as quickly as I can our school team hadn't played yet. Despite... 6. Although there were a lot of people the match was cancelled. In spite of... 7. Even though she is a good sportswoman she didn't take any place. Although...
5a. In pairs, ask and answer. Use the questions below. 1. Do you like physical education (PE) classes? 2. What do you do in your PE classes? 3. What sports are popular among students of your school? 4. Does your school have sports clubs? 5. What facilities does your school have? 6. What sports are students of your school good at?
5b. Interview 3 of your classmates and find out what sports they like or do. Then report to the class. Example: Bileg is good at tennis. He goes to the tennis club.
6. Now write 6-8 sentences describing the sports you do at school. Think of: • sports • sports facilities • personal achievements LESSON 4 KEEPING FIT la. Match the words and expressions to the pictures. LEARNING OBJECTIVES: running doing exercise hiking Words related to physical eating good quality food cycling dieting activities Imperatives (commands) having regular check-ups eating junk food swimming should/shouldn't for advice Example: 1. eating good quality food
lb. Look at the words and expressions again and complete the table.
Good for your health Bad for your health 2a. Read the newspaper article and choose a or b for the best title. a. Physical Fitness b. Staying Healthy
To stay healthy we should exercises keep us strong, avoid diseases the doctors do exercises regularly, eat mobile and less dependent recommend the following: nutritious food and have on others. They also help us • Do a minimum of 30 enough rest. Doing exercises maintain an ideal weight, minutes physical activity, means to become physically which is important for five days a week. If you fit and strong. There are two our health conditions. All feel, tired you shouldn't important things in physical exercises help strengthen do the whole 30 minutes fitness: general fitness which bones and muscles to some in one go. is a state of health and well- degree, but weight-bearing • If you are overweight, do being, and specific fitness, exercise, such as running, is 45-60 minutes of exercise that is aimed at developing especially good in protecting at least five times a week. the ability to do specific the bones. The pressures of • Do activities that produce sports. In general, the home and family life give us high physical stresses on physical fitness is a measure little time to exercise. When the bones because it is of the body's ability to we get home, we often spend good for bone health. function effectively in work hours sitting or even lying Sometimes we should do and leisure activities, to be down in front of the TV. We the activity that can be a healthy, and to resist diseases. shouldn't be so inactive. It's 'lifestyle activity', in other Being physically active can important to remember that words, walking to the shops, help us to be mentally healthy any exercise is better than taking the dog out or going and manage stress. We none. for a walk in lunch break. It should do exercises regularly So how much should we can be naturally built into our because it decreases the risk exercise to become fit day-to-day life. of a heart attack. Regular and healthy? In order to
2b. Read the article again and complete the table. Write at least three things in each column.
Commands Advice Do a minimum of 30 minutes physical We should do physical activities every day. activity.
3. Study the sentences and choose a or b in the explanations.
Do exercises regularly to stay healthy. You should do exercises to stay healthy. 1. We use should / shouldn't to give .... a. a command b. advice 2. We use imperatives to give .... a. a command b. advice 4a. Rewrite the sentences to give advice. Examples: Do exercises at least 5 days a week. You should do exercises at least 5 days a week. 1. Get up early in the morning 2. Jog twenty minutes a day. 3. Do not eat junk food. 4. Go to see a doctor once a month. 5. Sleep at least 8 hours a day. 6. Do not use much sugar in your coffee. 7. Try to use fresh vegetables for a meal. 8. Do not eat much spicy food. 4b. Rewrite the sentences to give commands. Example: You should go for a walk to be fit. Go for a walk! 1. You should go to see a dentist twice a month. 2. You shouldn't take an aspirin when you have a stomachache. 3. You should diet to lose weight. 4. You should join a dance club to be slimmer. 5. You shouldn't do much exercise if you have a heart problem. 6. You should take a deep breath after running. 7. You shouldn't eat fried food. 5a. In groups, discuss the following. 1. What should we do to be healthy? 2. Do you join any fitness center or sports club? 3. How often do you do exercises? 4. What do you think about bad habits? 5b. Read the following and give advice for each situation. 1. Your friend eats junk food. You should ... You shouldn't... 2. One of your friends is gaining weight. You should ... You shouldn't... 3. One of your friends has dinner late in the evening. You should ... You shouldn't... 6a. Now go around the class and ask 3 students about what they do to keep fit. 6b. Report your findings to the class. LESSON 5 SELF - CHECK
VOCABULARY LEARNING OBJECTIVES: Revise vocabulary and structures 1. Match the words in column A with the words in of the unit column B. Check personal learning progress A B 1. wind a. gliding 2. river b. jumping 3. scuba c. surfing 4. snow d. diving 5. hang e. kayaking 7. bungee f. boarding 2. Do the word search. Find 9 names of sport activities.
3. Put the words in a correct circle. dieting championships basketball cycling baseball game doing exercises competition tennis running yoga athletics Olympic Games
STRUCTURES
4. Choose the correct word to complete each sentence. 1.1 have never seen so /such a great sport! 2.1 think bungee jumping is so/such interesting. 3. It was so /such rainy. So we decided not to go swimming. 4. My mother thinks bull-fighting is so /such a dangerous sport. 5. He has so / such a fast motorbike that I couldn't race. 6. The day before yesterday was so /such sunny that we could go for wind-surfing. 7. Gym is so/such messy. I don't know how to clean it. 8. It was so /such a mysterious game. Nobody knew who would win. 5. Put the verbs in brackets into the past simple or the present perfect. 1. A: Do you know that woman? B: Oh yes. She is a good friend of mine. I... (know) her for about five years. A: Really? I... (meet) him at the stadium yesterday. 2. A: My sister ... (lose) her purse. B: Where ... she ... (lose) it? A: She ... (lose) it when she was waiting in a line. 6. Match the sentences in column A with the sentences in column B. Make sentences using although, even though, despite or in spite of. Example: Although her injury was serious she didn't leave the game. A B 1. Her injury was serious. a. She went to the gym for her training. 2. It was raining heavily. b. He isn't interested in any kind of sports. 3. Sue had a bad cough. c. He sometimes watches the game of other team. 4. Peter's a real fan of Madrid. d. She didn't leave the game. 5. He is tall and strong. e. They were still doing exercises outside. 7. Complete the conversations with the words from the box. Use should/shouldn't or imperatives. hurry come wear drink lose be diet clean 1. A: Is the fitness center open early tomorrow? B: Yes. It opens in the morning. But you... earlier than 8 am. 2. A: You ... if you want to ... your weight. B:... say anything about it. I tried a lot, but the result is still same. 3. A: Dr. Smith, I can't sleep at night. What should I do? B: You ... a cup of hot milk before you go to bed. 4. A: Listen! ... all this mess! B: Mum,... be angry. You... relaxed. 5. A: Emily,... up! We are late. B: I know. But we ... warm clothes.
LISTENING AND SPEAKING
8. Listen to the interview with a sports instructor and answer. Are these people talking about birds or people? 9. Listen again and decide true (T) or false (F). 1. An 'early bird' is a person who wakes up early and go to bed early. T F 2. A 'night owl' is a person who wakes up late and go to bed early. T F 3. There many good things for being an ' early bird'. T F 4. Morning exercises help us to burn fat. T F 5. 'Night owls' eat lesser calories. T F 6. It is possible to train yourself into an'early bird'. T F 10a. Interview your classmates. How many of them are 'early birds'? How many of them are 'night owls'? Use the questions below. 1. Are you an 'early bird' or a 'night owl'? 2. Why do you think so? 3. What do you do in the morning / in the evening? 10b. Report the findings to the class. Example: In our class, there are ... early birds and ... night owls. Early birds (do) ... in the morning. Night owls (do) ... in the evening.
READING AND WRITING
11a. Read and answer. Is it a dangerous sport? Rock-climbing is a sport in which participants climb up, down or across natural rocks or made-up rock walls. The goal is to reach the top of a formation without falling. Climbers use their hands to support their weight as well as to provide balance. It is a physically and mentally demanding sport, because it tests a climber's strength, patience, and balance. It can be a dangerous sport and climbers should have a good knowledge of correct climbing techniques. Climbers use special climbing equipment to do it safely. Because of the wide range and variety of rock formations around the world, rock-climbing has been divided into several different styles. It is recognized by the International Olympic Committee as a sport. lib. Read again answer the questions. 1. What is rock-climbing? 4. Why is rock-climbing a demanding sport? 2. What is its goal? 5. What knowledge should climbers have? 3. What do climbers use to support their 6. Why does rock-climbing have different weight? styles?
12. Look at the picture below and write 6-8 sentences about this sport. Use information from the table. Example: The name of the sport is bungee-jumping.
What is the name of bungee-jumping the sport? What do you need A cord and a jumping for this sport? platform jumping from a tall structure How to do it? while connected to a cord What is the most The cord should be shorter important thing in than the height of the this sport? jumping platform. How dangerous is it? jumping from great height Why do some people exciting because of 'free like it? falling' UNIT THREE RELATIONSHIPS AND MORALITY
LESSON 1 PERSONALITY AND MANNERS
LEARNING OBJECTIVES: la. Match the adjectives to their definitions and write Words related to personality sentences. So / Nor + am/ is / are Example: An open-minded person has a will to consider new ideas. 1. open-minded a. feels sure about someone's ability to do things. 2. impulsive b. never changes his/her opinion even when he / she is clearly wrong. 3. easygoing c. is slow to reveal emotion or opinions. 4. calm d. has a will to consider new ideas. 5. stubborn e. is always in a good mood. 6. arrogant f. is relaxed about most things. 7. reserved g. is relaxed and tolerant in manner. 8. cheerful h. gets angry very easily. 9. bad-tempered i. thinks he / she is better and more important, 10. confident j. is often and easily annoyed.
lb. Listen and check. Then repeat.
lc. Write the adjectives from la in the correct column. Positive Negative
2a. Listen to the conversation and answer. Are Iveel and Meggie talking about a. appearance b. personality? 2b. Listen again and complete the gaps. Names Personality Nomin Tulga Tsolmon
3a. Study the sentences. Then choose a or b in the explanations below.
I'm sure Nomin will make the party interesting. - So am I. I think, sometimes he is arrogant. - So is Badral. I'm probably not good at planning. - Nor am I We aren't ready what clothes I'm going to wear for my birthday party. - Nor are they. 1. We use So / Nor + am/ is / are to a. agree b. disagree 2. When we agree with someone in a positive sentence we use ... a. So + am / is / are b. Nor + am / is / are 3. When we agree with someone in a negative sentence we use ... a. So + am / is / are b. Nor + am / is / are
3b. Complete the sentences. Use so + am /is /are or nor + am /is/are to complete each sentence. Jane doesn't get angry. She is calm.
Nor is Josh.
1. -1 don't enjoy being in a crowd. I'm shy. - he. 2. - We get on well together. We are friendly to each other. - they 3. - He doesn't like chatting a lot. He is not open-minded. - she. 4. - Gerlee doesn't worry about things. She is an easygoing girl. - I. 5. - We are in a good relationship. - they 6. - He is a stubborn boy. - his sister. 7. -1 am not tired today although I'm working a lot. - we. 8. - You are getting on my nerves. - Anu.
4a. Complete the personality quiz for yourself. Write Yes (V) or No (X).
Personality quiz Me
1. I don't like showing others what I feel. I'm kind of a reserved person. 2. I'm sometimes proud of myself. 3. I find myself to get angry easily. 4. I feel confident what I do. 5. I enjoy spending hours on the phone. 6. I like to have lots of friends. 7. Sometimes I can be bad-tempered. 8. I try to be optimistic and happy. 9. I'm cheerful all the time.
4b. Tell your partner about you.
Example: I like to have lots of friends. I'm open-minded.
4c. Write about you and your partner. Start like: We completed a personality quiz ... _ Three same things you both do. _ Three same things you both don't do. 5. Now ask your classmates and find three more students who do the same things and don't do the same things. Then report the findings to the class.
Example: Bayaraa gets angry easily. So Bolor does. Tselmeg sometimes doesn't feel confident what he does. Nor Tamir does. LESSON 2 BEING A GOOD FRIEND la. In pairs, discuss. Do you agree with the following? LEARNING OBJECTIVES: 1. You have to agree with what your friend says. Friendship quiz 2. Best friends must be only few. So / Nor + do/ does 3. Good friends are those who make you happy. lb. Write 3-4 sentences about you and your partner's opinion. Example: I think, good friends should understand each other.
2a. Read the story and choose the correct answer. Is it about a. Fiona's friendship or b. Fiona's mother? Fiona Famous was a very popular girl at school. She was clever and fun, and got on well with anyone. She became so popular because she was kind and friendly to everyone. She would invite the whole class to her birthday party and she would give presents to all the guests. She felt very happy; no other girl has so many friends at school and in the neighborhood. But everything changed on the National Friendship Day. On that day, at school, everyone was having a great time, drawing, painting, and giving presents. That day in class everyone had to make presents to give to their three best friends. However, when all the presents had been made and shared out among classmates, Fiona was the only one who had not received any presents! She felt terrible, and spent hours crying. Everyone came and tried to calm her down. But they didn't stay long with her. She realized that her efforts were not enough to have true friends. When she got home that night, Fiona asked her mother where she could find true friends. "Fiona, my dear," answered her mother, "you cannot buy friends with presents or a few good words. For example, if I really want true friends, I give them real time and attention." Fiona said, "So do I." Mother continued, "For a true friend you must always be available in good and bad times." "But I want to be everybody's friend! I don't want to be alone." Fiona protested. "Nor does one. My dear, you're a lovely girl," said her mother, "but you can't be a close friend to everybody. There just isn't enough time for everyone, so it's only possible to have a few true friends." Hearing this, Fiona decided to change her ways of making friends so that she could finally have some true friends. She thought about her mother. Her mother was always willing to help her, she put up with all her problems, she always forgave her, and she loved her so much. Now Fiona knows what she should do to have true friends.
2b. Read the story again and answer the questions. 1. Why was Fiona Famous very popular at school? 2. What was she like? 3. What did students do on the National Friendship Day? 4. Why did Fiona spend hours crying? 5. Why doesn't she have true friends? 6. Is her mother a true friend to her? If yes, why? 2c. In pairs, discuss the following: 'You cannot buy friends with presents or a few good words'. 3a. Study the sentences and choose a or b in the explanations. I enjoy talking to my friends. - So do I. I don't talk much. - So do I. She likes to be with friends. - So does he. He doesn't like gossiping. - Nor she does.
1. We use So do /does to express .... a. agreement with positive statements b. agreement with negative statements 2. We use Nor do / does to express .... a. agreement with positive statements b. agreement with negative statements 3. We use So/Nor do with .... a. I /you /we/ they b. he/she/it 4. We use So/Nor does with .... a. I /you /we / they b. he/she/it 3b. Read the short conversations and complete. Use so /nor + does/do. Example: Anne: I don't like tea with sugar. Pat: Nor do I. 1. Teacher: I speak English every day. Students: 2. Father: I don't want to leave you alone at home. Daughter: 3. Tom: I don't like people who gossip about someone. Jane: 4. Brother: Please, help yourself. I'm busy with my homework. Sister: 5. Girl: He doesn't have much money to eat out. Boy: 6. Father: I don't like my children to be messy. Mother: 7. Man: I like a sunny day a lot. Woman: 8. Badral: I want to get some rest. Khaliun: 4b. In pairs, compare your results with your partner's. Use so/nor + do/does. Example: I think, the most important quality is that a good friend doesn't gossip about you. So does my partner.
5. Write about your best friend. Think of his / her qualities. Use a model below.
My best friend is one year younger than me,. She's very nice and cheerful, and we always laugh a Cot when we hang out. We Cive dose to each other so we spend a Cot of time together. When I have problems, I tell her and she tries to understand me and gives adxnee that really works. When she is far from me, we usually talk on the phone a lot ... . LESSON 3 DATING la. Match the expressions to their definitions. LEARNING OBJECTIVES: 1. to ask somebody out a. to spend a lot of Words related to relationships time in a place or 1st conditional (all forms) with someone 2. to get over b. to stop dating someone 3. to get along with c. to make peace with after breaking up 4. to hang out d. to invite someone to start a romantic relationship 5. to make up e. to like each other and be friendly to each other 6. to break up f. to feel better after someone has made you unhappy
lb. Listen and check. Then repeat.
2a. Listen to the conversation and answer. Are Iveel and Alex talking about a. Liz's problem or b. dating?
2b. Listen again and answer the questions.
1. Who did Alex want to ask out? 2. What's the problem with Alex? 3. What's Liz like? 4. Why did Alex and Liz break up? 5. What advice did Iveel give to Alex?
3a. Study the sentences and choose a or b in the explanations.
1. If you make up, I'll be glad. If I ask her, will she agree to meet me? If you don't have enough time to be with her, it will be hard to get over your problem. 2. If my friend invites me to the party, I'll tell you. If he asks you out for dating, will you agree? If your friend doesn't listen to your advice, you will probably get angry. 1. We use if to talk about a. real situations b. imaginary situations 2. We use ... in the z/clause. a. present simple b. future simple 3. We use ... in the main clause. a. present simple b. future simple 3b. Choose the correct word. 1. If my friend tells /will tell lies, I get / gets annoyed.
2. If she come / comes on her holiday, we hang out / will hang out with her.
3. If you go /will go on a date with someone, you will go / go to usual dating places.
4. If her friend won't / doesn't say 'yes' to her offer, she usually leave / leaves him to stay alone.
5. If he won't/doesn't come on time, I'll/ go out /go out with my friends.
6. If we cheat / will cheat our friends, they don't / won't trust us again.
4a. Look at the pictures and write sentences using the prompts.
Example: Prompt: meet / friend - make a pie Sentence: If I meet my friend, I will make a pie for him.
1. He study / hard - pass an exam 2. The weather / nice - go skiing 3. They / meet - go to the cinema 4. Her friend / phone - ask for help 4b. What will you do in these situations? Example: Your friend asks you out for a date. If my friend asks me out for a date, I'll go to the theater with him.
1. You've heard that your friend has broken up with his girlfriend.
5. Complete the sentences. 1. If I want to have good friends ... 2. If we want to make friends ... )3. If I go on a date ... 4. If I need help ... 5. If we need to hang out with our friends ... LESSON 4 COMMUNICATING WITH OTHERS la. Put these expressions under each headings. LEARNING OBJECTIVES: not interrupt speaking making an eye contact Words related to nodding a head sharing your feelings communication nd asking questions showing facial expressions 2 conditional (positive) being empathetic being a good communicator smiling using gestures
Understanding Listening skills Body language others
being empathetic
lb. Listen and check. Then repeat.
2a. Read the following and match questions to the answers. Teenagers have a lot of problems and ask questions for advice. There are some experts to help them.
Question: Hello. My name is Julie. My problem is I can't communicate with people. When I'm talking to other people, I feel that I'm not important and the people are not happy to talk to me. Because of these feelings I just can't make new friends. I face many problems in adjusting to a new environment. I am very unhappy. What will I do to avoid making mistakes in my speaking? Please, help me. Answer: If you were a good listener, you would become a good communicator. But don't worry. You can be a good communicator. First, nod a head when listening to the person to show you are listening to him or her. Next, ask questions without interrupting the person who is speaking. It's okay to stop and smile and sometimes take a moment to think before speaking. Then, to start the conversations ask questions: "How was your day? Did you like this? Have you seen this? What do you think about that? The questions are good to consider other's views. People usually are happy to share their ideas with others. I hope that helps.
2b. Read again and decide true (T) or false (F).
1. Most teenagers are confident showing their body language. T F 2. Use appropriate gestures to communicate with others. T F 3. Eye contact is not important. T F 4. Speaking looking in the mirror helps you to control your gestures. T F 5. A good listener means a good communicator. T F 6. Ask questions without interrupting the person who is speaking. T F
3a. Study the sentence. Then choose a or b in the explanations.
If I practiced a lot, I would win in the speech competition. 1. We use the 2nd conditional to talk about.... a. real situations b. imaginary situations 2. We use ... in г/clause to form the 2nd conditional. a. the future simple b. the past simple 3. We use ... to form the 2nd conditional in the main clause. a. would b. will 3b. Complete the sentences with the correct form of the verbs. 1. If my partner ... (win) a lot of money, he ... (donate) some money to children's organization. 2. Ifl... (find) a wallet in the street, I... (take) it to the police. 3. Ifl... (be) more empathetic, I... (make) more friends. 4. If she ... (know) the secret, she (keep) it. 5. If she ... (believe) me, she ... (ask) me to help her. 6. I... (be) a good listener ifl... (be) you. 7. If he ... (study) more, he ... (pass) the exam. 4a. Read the experiences and complete the sentences.
When I was walking to my work I smiled and said, "Good morning. Have a good day." to a lady who was crossing the road. Two minutes later, she came back hugged me. She told me how wonderful I was, and thanked me for mak- ing her day happy. If I were Robert, ...
4b. In pairs, complete the sentences. Example: If a stranger in the street called my name, ... Me: If a stranger in the street called my name, I would be surprised. My partner: If a stranger in the street called my name, I would greet him or her. 1. If somebody asked you out, ... 2. Ifl saw my old friend singing in a concert,... 3. If you won a lottery to travel to Europe,... 4. If you were late for school,... 5. If you broke up with your friend,... 6. If you had a million dollars,... 5. Now report to the class. LESSON 5 SELF-CHECK
LEARNING OBJECTIVES: VOCABULARY Revise vocabulary and structures of the unit 1. Copy the sentences and underline the correct words. Check personal learning progress 1. My friend Zorig is always in a good mood. He is a stubborn /cheerful boy. 2. He sometimes boasts of himself. He is confident/ arrogant. 3. She accepts new ideas in front of people. She is easygoing / open-minded. 4. They often have arguments. I think, they don't get along/get over with each other. 5. I've heard that they have made up/broken up after an argument. 6. Good friends usually like hanging out/asking out to enjoy themselves.
2. Fill in the gaps to make expressions.
nodding using sharing eye body being interrupt
1. ... gestures 2. ... ahead 3. ... speaking of others 4. ... ideas 5. ... contact 6. ... language 7. ... empathetic 3. Choose a, bore to complete each sentence. 1. If you want to ... with your friend, you can go to the movies. a. get over b. go on a date c. break up 2. If you have a row with your friend, you should try to ... with him or her. a. make up b. get over c. break up 3. Teenagers usually like to spend time by ... with their friends. a. asking them out b. hanging out c. making up 4. I'm happy that my classmates ... each other very well. a. get over b. get along with c. make up 5. If you want a really romantic relationship, you can ... him / her ... a. hang ... out b. ask ... out c. make ... up
STRUCTURES
4. Copy the sentences and underline the correct form of the 1st and 2nd conditional. 1. If Alex sells / sold his old mobile, he will/would a new IPAD. 2. We will / would come to the party if it starts /started at 8 o'clock. 3. If they be / were old enough, they will / would go to the cinema. 4. If it / rained / rains, I will / would stay at home. 5. If he will do / does that, he will / would be sorry. 6. Ifl leave / left now, I will arrive / arrive in New York by 8:00 PM.
5. Choose the correct form of so or nor. 1. I am working hard today. - he. a. So is b. Nor is 2. My father is a pilot for ten years. - his father. a. So is b. Nor is 3. Mary shouts at her friends. She is bad-tempered. - Amanda. a. So is b. Nor is 4. I won't accept this invitation. I'm not sure. - they. a. So is b. Nor are 5. He isn't an impulsive boy. - his brother. a. So is b. Nor is 6. He doesn't want to change his thoughts. - she. a. So does b. Nor does 7. He likes to hang out with his friends. - I. a. So do I b. Nor do I 8. My parents don't like me talking a lot on the phone. - Tuya's parents. a. So do b. Nor do
LISTENING AND SPEAKING
6a. Listen to the social worker and answer. What is she talking about? a. Teenagers' dating b. Teenagers' free time activities
6b. Listen again and answer the questions. 1. At what age do young people usually start dating in UK and US? 2. Where do people usually go for a date? 3. What does 'go Dutch' mean? 4. What is a 'blind date'? 5. What is a 'double date'? 7. In pairs, ask and answer. 1. Have you ever dated with someone? 2. Where do people usually go for dating? 3. Who usually asks whom out? 4. What kinds of things can you do on a date? 5. Where would you go if you went on a date? 8a. Do a friendship quiz. What kind of a friend are you? Mostly As. You are a possessive friend. To you, your best friend seems to be important in your life. Mostly Bs. You are a dream friend. Your best friend is lucky to have you. You respect each other. 8b. In pairs, discuss your answers.
READING AND WRITING
9. Read the following paragraphs and answer a or b. 1. Paragraph A is about... a. negative qualities b. positive qualities 2. Paragraph B is about... a. negative qualities b. positive qualities A. I think, I'm quite practical. I'm a kind of person who enjoys solving difficult problems, and I love discovering solutions to things. People always come to me when they don't know how to fix something. For example, two days ago my father's computer suddenly stopped working, and he asked me to figure out the problem. His computer is a powerful one. It took me only 15 minutes to fix it. B. I'm an extremely disorganized person. My apartment is always a mess, and I can never find anything, which is very frustrating. My sister is very neat. Last week I finished my homework assignment and then misplaced it. I couldn't find it in all the clutter, so I had to redo it! It's getting to be a big problem in my life. I'd love to change myself, but I don't really know how to do it. 10. Now write a paragraph about your qualities. Use the paragraphs above as an example. UNIT FOUR LIVING IN THE GLOBAL WORLD
LESSON 1 HELPING HANDS la. Look at the web-chart and make expressions. Then translate them into Mongolian. LEARNING OBJECTIVES: Words related to social work Infinitive of purpose
SERVICE
WORK PROTECTION
SOCIAL
WORKER WELFARE
PROBLEM PROGRAM lb. Write 4-5 sentences using the words and expressions above. Example: Social workers provide services for poor people.
2a. Read the magazine article and give it a suitable title.
Social workers are professionals who help people. There are different types of social workers, including child, family, school, medical and public social workers. They all have a strong desire to improve people's lives. For example, they assist people to solve their everyday life issues related to family and personal problems. Some social workers help people who face a workers work with children with disability, life threatening disease, disabilities and families. School and social problems such as poor social workers may teach workshops housing conditions, unemployment, to students on topics like conflict or abuse. Especially, when families resolution. have serious domestic conflicts involving child or spousal abuse, Child, family and school social social workers always try to workers may be known as child help them. Some social workers welfare social workers, family or specialize in serving a particular community services workers, or group of people. child protective services social workers. These workers often work for individual and family services agencies, schools, or state or local government.
In schools, social workers often serve as the link between students' families and school, working with parents, guardians, teachers and school officials to ensure that Finally, all types of social students reach their academic and workers provide social services personal goals. They also assist to address issues such as a child students in dealing with stress and abuse, homelessness, poverty, emotional problems. In addition, and violence. They identify social they address problems such as problems and suggest particular misbehavior, teenage pregnancy, solutions or programs. drug and alcohol problems, and advise teachers on how to cope with difficult students. Many social
2b. Read the article again and complete the table.
Types of social workers Types of social problems 2c. Now answer the questions below. 1. Who is a social worker? 2. What does he or she do? 3. Who does a school social worker work with? 4. What social problems do social workers deal with? 5. What kinds of social services are mentioned in the article?
3a. Study the sentences and choose a or b in the explanations.
He became a social worker to help people. She helped people to solve their family problems. 1. We use the infinitive with to to express .... a. a person's feelings b. a person's purpose 2. We use the infinitive with to ... . a. after the main verb in the sentence b. before the main verb in the sentence
3b. Write 3 sentences using the infinitive with to. Example: School social workers help children to solve family problems.
4. Work in groups and identify social problems in your school. Discuss what your school social worker does to solve them.
Example: There are many social problems in our school such as ...
5. Pretend you are a social worker. Write your own ideas to solve one of the following problems and present to the class. • students' physical health • students' misbehavior • students' bullying at school LESSON 2 UNDERSTANDING OTHERS la. Match the expressions in columns A and B that have a similar meaning. LEARNING OBJECTIVES: Words related to human A B relationships 1. get along with others a. stop trying should for advice to do things 2. convince others b. to say good things about something or somebody 3. give up your own ideas c. point out good things 4. avoid arguments d. be friendly 5. give praise e. prevent from disagreements 6. emphasize the positive f. make someone believe
lb. Listen, check and repeat. lc. In pairs, write sentences using the above expressions. Example: I usually get along with my classmates very well.
2a. Listen to the TV interview and answer. What is the main topic of the interview? a. Human relationships b. Personality development c. Improving human relationships 2b. Listen again and tick. What did Dr. Dawson mention or didn't mention in the interview?
# Advice Mentioned Not mentioned 1. get along with others 2. be a friend to others 3. convince others 4. learn others' feelings 5. show interest 6. smile 7. make others feel important 8. give up your ideas 9. be important 10. avoid arguments 11. give praise 12. show your confidence 13. talk to others 14. emphasize the positive
3a. Study the sentences and choose a or b in the explanations.
You should be able to influence others. In order to better understand others, you should learn about others 'feelings. 1. We use the modal should... a. to give advice b. to request something 2. We use verbs after the modal should... a. with to b. without to
3b. Look at the pictures and write advice for each one. Example: You should help the poor. 4. In pairs, give advice to each other. Use the expressions from activity 2b. Example: You should listen to others.
5. Think of something you would like to advise your friend or family. Use should in your advice. Write 4-6 sentences. LESSON 3 THE WORLD SCOUT MOVEMENT la. Look at the pictures and answer the questions. LEARNING OBJECTIVES: Words related to scouting activities so that + modal
1. Who are these young people? 2. What are they doing? 3. Where are they? 4. Guess, why are they doing these things? lb. Write two sentences to describe each picture.
2a. Read the introduction leaflet and answer. Who is the Global Development Village program for? 2b. Read again and answer the questions. 1. Who organizes the Global Development Village? 2. How many boys and girls are in the World Association of the Scout Movement? 3. What is the main goal of scouting? 4. What is the Global Development Village? 5. What do scouts do in the Global Development Village? 6. What projects do scouts do? 7. Why is the Global Development Village important?
3a. Study the sentences. Choose a or b in the explanations.
Scouts organize different activities so that young people can learn useful skills. They help children so that they can go back to school. 1. We use so that + modal structure to talk about.... a. an agreement b. a purpose 2. We use so that + a modal structure to ... . a. start a clause b. join two sentences
3b. Fill in the gaps with the so that + modal. 1. The Global Development Village organizes activities ... young people ... develop life skills. 2. Scouts discuss the problems ... they ... make decisions. 3. Young people learn a lot of things ... they ... live better lives. 4. Street children go back to school... they ... get education. 5. Various programs help people ... they ... help each other. 6. Scouting does a lot of things for boys and girls ... they ... active citizens.
4. In groups of 4, think of a life skills project. Discuss these points: 1. the name of the project 2. the purpose of the project 3. activities 4. participants (who and how many) 5. Present your project ideas to other groups. Use the following outline.
INTRODUCTION Our group developed a project on the topic ... We are going to ...
MAIN PART
Main ideas Details Demonstration ...
CONCLUSION
Finally, ... LESSON 4 PERSONAL HEROES la. Look and point at the pictures. Use the words in the box. LEARNING OBJECTIVES: Words related to personality brownies girl guides a leader Comparison: the same as / outdoor activities crafts a unit different from / completely different / similar to
lb. In pairs, ask and answer the questions.
1. Do you know about girl guiding? 2. Who are brownies and girl guides? 3. Who are girl guiding leaders? 4. What do they do? 5. How useful are outdoor activities?
2a. Listen to the conversation and answer. What are two women talking about? 2b. Listen again and answer true (T) or false (F). 1. Sandy was a girl guide. T F 2. She is from a little town Bronte. T F 3. She was very popular. T F 4. She had long memories. T F 5. She had a group of heroes. T F 6. Eran Miller was quite strong. T F 7. Sandy tries to be the same as her heroes. T F 8. Her heroes had a lot of free time. T F 9. She now doesn't see them very often. T F 10. Sandy was in Girl Guiding for 36 years. T F
3 a. Study the sentences and choose a or b in the explanations.
I tried to do the same things as they do. Eran Miller was different from others. The women who run the girls'units were all completely different. My experience was similar to their experience.
1. We use ... for comparing things that are close in meaning. a. the same as b. different from / completely different 2. We use ... for comparing things that are not close in meaning. a. the same as b. different from /completely different
3b. Write sentences with the expressions above. Use the following prompts.
1. Iveel and Anu / the same 2. Girl guides and boy scouts / similar 3. Greg and Telmen / different 4. Her heroes and his heroes / completely different
4a. In groups, have a debate. Follow these guidelines: Choose 4 students from the class who can be heroes Discuss their personalities Compare your class heroes and vote, then fill in the table
Completely different # Students' names Similar or same things Different things things 1. 2. 3. 4.
4b. Now write a summary and report to the class. Use the expressions 'the same as, similar to, different from, and completely different'.
Example: Iveel is completely different from others.
5a. Think of your own hero. Brainstorm your ideas and make a plan for your writing.
5b. Now write a paragraph about your own hero. Who is he or she? LESSON 5 SELF - CHECK
VOCABULARY LEARNING OBJECTIVES: Revise vocabulary and structures 1. Find 10 words in a word square. of the unit Check personal learning progress
2. Complete the following definitions.
1. A social worker is a person who ... 2. A Global Development Village is a program that... 3. A girl guide is a person who ... 4. A personal hero is a person who ... 5. A hero is a person who ... 6. A social program is ... 7. To be friends with others means ... 8. To say good things about something or somebody means ...
STRUCTURES
3. Make sentences with infinitives of purpose. Use the words in the box. Example: Scouts do a lot of things to help street children.
to help street children to understand others to give praise to get along with others to convince friends to talk to parents
4. In pairs, give each other advice for the following. Use should for advice. Example: You should talk to your friends about their relationships. • studying human relationships • helping others • making friends • organizing social activities • joining a club • learning life skills
5. Finish the sentences with the so that + modal. 1. Social workers work for families .... 2. Students discuss the project ideas .... 3. Most people try to get along with others .... 4. Children join their school clubs .... 5. Good friends help each other.... 6. Teachers gave praise to students .... 6. Look at the pictures and write one sentence for each of them. Use the same as/different from/completely different/similar to.
LISTENING AND SPEAKING
7a. Listen to the interview and answer. Is it about a. a nomadic lifestyle or b. learning a different culture?
7b. Listen again and complete the table.
David has learned David has done More information
8. In groups, share the ideas on the Mongolian nomadic project. Follow the outline: • Impact of the projects and activities • Advantages and disadvantages of the volunteer work • Gaining a personal experience • Your personal thoughts and ideas READING AND WRITING
9a. Read the text and answer a or b. Does it give you a. information on volunteering or b. an advice for volunteering?
Learning through voluntary work Volunteering is a great way to use your skills to help others, and at the same time learn something new which may lead to a qualification. There are many volunteering opportunities so it's worth thinking about what you want to do and what you want to get out of it. Volunteering and learning As a volunteer you may get the chance to develop new skills, and put into practice your own skills. Although you won't receive payment, you could have your expenses or training costs covered. There are all sorts of reasons to volunteer, including: • helping others and your local community • meeting new people • taking part in something which is important to you • making a difference • doing something you enjoy • developing your interests • learning something new • gaining experience and improving your CV • boosting your job prospects Getting involved Once you've decided that you'd like to volunteer, you can search for volunteering opportunities in your area. Some volunteering roles will suit you more than others so it's worth thinking about why you want to volunteer, how much available time you have and what skills you can offer.
9b. Read the text again and answer true (T) or false (F). 1. Volunteering helps people to develop their skills. T F 2. Not everybody can volunteer. T F 3. Volunteers do a lot of things. T F 4. Voluntary work is paid. T F 5. Volunteers themselves decide what to do. T F
10. Imagine that you are going to do voluntary work. Write your ideas using the outline. • what to do • what to learn • who to work with • where to work UNIT FIVE MODERN TRAVEL
LESSON 1 A PLACE TO VISIT la. Match the words to the photos. LEARNING OBJECTIVES: a square a statue a bridge Words related to sightseeing a skyscraper a monument a park an avenue Present simple for facts
lb. In pairs, tell each other where these places are. Use the prompts below. Ulaanbaatar Beijing London New York 2a. Read the following and choose the best answer, a or b. This information is from a.... a. children's book b. tourist guide 2b. Read again and complete the table.
Population ... Transportation ... City composition Manhattan,... Things to do ... Places ... Buildings ...
2c. Read again and answer the following questions. 1. Why do visitors travel to New York? 2. What do they explore there? 3. What does the city consist of? 4. Which part of the city do tourists prefer to spend time? 5. What kind of museums and theaters are there? 6. What place do people go to see shows? 7. What attracts visitors? 8. What experience do visitors get? 9. What can they do in New York City? 3. Study the sentences. Choose a or b in the explanations.
New Yorkers travel an average of 40 minutes to work each day. Manhattan attracts people by its tall skyscrapers. 1. We use the present simple to talk about... a. progress b. facts 2. We use ... for the 3rd person singular in the present simple. a. a main verb b. a main verb + s ending 3. We use ... for the other persons, both singular and plural, in the present simple. a. a main verb b. a main verb + s ending
4. Put the verbs in brackets in the correct form. 1. The Hudson River ... (flow) from the east to the west through the city. 2. The Tower of London ... (have) the famous collection of Crown Jewels. 3. The Tower Bridge ... (open) about 1,000 times a year. 4. Every year millions of international and domestic visitors ... (come) to New York City. 5. Tourists ... (spend) a lot of money while there. 6. The sun ... (rise) in the east and ... (set) in the west. 7. Wildlife ... (enhance) our natural wonders experience. 8. Elephants and hippos ... (live) in Africa. 5. Read the factfile about Ulaanbaatar. In pairs, ask and answer questions in turns. Example: - What's the population of Ulaanbaatar? -It's 1,199,478. Population: 1,199,478 (April 8th 2012) City composition: 9 districts Places to visit: Sukhbaatar Square Things to do: walking, shopping Transportation: buses, taxis, trolley buses Monuments: Museums: Cinemas: Squares: 6a. In pairs, describe the place you live in, asking and answering the questions. Think of the population, transportation, places of interest and things to do. Example: How many people live in your town? 6b. Use the information you discussed and write 6 sentences. Example: The place where I live is not very big. There are only ... LESSON 2 MAKING ARRANGEMENTS la. In pairs, discuss these pictures. Use the LEARNING OBJECTIVES: expressions from the box. Words related to travel Present continuous for future book arrive leave (all forms) see stay plan visit Prepositions: at, on, in
lb. Use the verbs from la and write the expressions in your notebook.
1. ... home 2. ... the sights 3. ... friends 4. ... a ticket 5. ... in a hotel 6. ... at the airport 7. ... atrip lc. Listen and check.
2a. Listen to the telephone conversation and answer. Where is Iveel going?
2b. Listen again and complete Iveel's itinerary.
2c. Listen again and decide true (T) or false (F).
1. Iveel and Meggie are strangers. T F 2. They haven't seen each other for a long time. T F 3. Iveel's starting university this May. T F 4. Meggie's getting a prize for her car. T F 5. Iveel's leaving next Thursday afternoon. T F 6. She's arriving at the airport at 6 am. T F 7. She's buying souvenirs at the airport. T F 8. Iveel and her sister are traveling to Asia. T F 9. They're staying in a hotel in Berlin. T F 3. Study the sentence and choose a or b in the explanations.
I'm leaving next Thursday. 1. We use the present continuous to talk about... a. routines b. arrangements 2. We use ... in the present continuous. a. be + v-ing b. base verb
4a. Choose the correct word to complete the sentences. 1. This Thursday ... to Beijing. (I'm flying /1fly) 2. Tomorrow ... at the station at 7 am. (they arrive / they 're arriving) 3. I've made a reservation: ... in a hotel. (Istay /I'm staying) 4. In Moscow ... Red Square, (he's going to visit / he is visiting) 5. Shall we go to the cinema? - No,... wash my hair. (I/I'm going to) 6. Hurry up! ... very soon. (We 're leaving/ We leave) 7. I've bought air tickets. ... to Brazil to watch the World Cup. (I travel/I'm traveling)
4b. In pairs, make a conversation. Talk about your plans for summer vacation. Begin like this: You: What are your plans for next summer? Your partner: I'm planning to travel to Huvsgul. 4c. Look at Iveel's diary. Write 6 sentences using the present continuous. Example: Iveel is leaving home at 5 in the morning.
5a. Copy Iveel's diary page and complete it for her, using the prompts. visit Gabi's parents go to the museum go to the theater see the sights do shopping stay in a hotel watch a film leave a hotel Example: Iveel and her sister are visiting Gabi's parents on Monday. 5b. Tell your partner what Iveel and her sister are doing next week. Compare your notes with your partner's. Example: They are seeing the sights on Tuesday.
6b. Write 8 sentences about your arrangements. LESSON 3 TRAVELING la. Look at the pictures and give your opinion on LEARNING OBJECTIVES: each activity. What is the most popular activity More travel verbs for you? either... or
lb. Use the expressions from the box and write sentences.
walking sightseeing visiting museums going to the theater cinema meeting people shopping taking photos
Example: I like walking very much. 2a. Read the following and answer a or b. What do the texts describe? a. Scenery b. Activities a. Cambridge is a beautiful old city in the east of England on the river Cam. It is a university city with a population of 125,717 (2010). b. On this trip you can visit either historical buildings or museums, either art galleries or libraries. The city is famous for its 31 colleges that form the University of Cambridge. c. The Cheyenne region has a population of 91,738 (2010). It has everything you could want to do outdoors. But your time is limited. You can go either horseback riding or on a beautiful horse-drawn carriage. d. Hire a horse and go riding for a day's ride on one of the ranches. The rides go through the parks. You can also go either bird watching or hiking, either boating or fishing. e. Take your binoculars to Lions Park and you can see lots of birds in the American countryside. f. There are many attractions in Cambridge but you won't be able to see everything. So choose between either university colleges or magnificent churches. g. There are routes for rock climbing in the Pole Mountain area. But you won't be able to do everything in one summer. So come back to the USA next year and experience more! h. Come to Cambridge and you will have the holiday of a lifetime. You enjoy the city either walking or biking.
2b. Read again and separate the two texts. Put the letters of the paragraphs under the headings. 2c. Read again and write. In which place can you do the following? Example: In Cambridge I visit museums. visit museums visit libraries go horseback riding go on a horse-drawn carriage see magnificent churches go fishing go bird watching go boating visit university colleges go hiking
3a. Study the sentences and choose a or b in the explanation.
Go either riding, bird watching or rock climbing. Visit either historical buildings or cultural venues. We use either ... or to talk about... in a positive sentence. a. one possibility b. a choice between two or more possibilities
4. Complete the sentences with either ...or. 1. Bold goes to school... (by bicycle / on horseback) 2. The trip to Nalaikh is ... (difficult / easy), depending on the weather. 3. In this game you .... (win / lose). It depends on you. 4. During the winter holidays we go ... (to the cinema / the theatre). 5. ... (Tom /Ann) can help you. Just ask them. 6. We can travel to Arkhangai... (by bus / car). 7. We are going to stay ... (with family/friends). 8. We can visit... (a city /a village). 9. This is my offer. You ... (take it / leave it). 10. In Nukht you can ... (go hiking / cycling). 11. When I go to the restaurant, I eat... (fish / roast chicken).
5a. Choose two places in Mongolia where you want to travel. In pairs, talk about these places and activities. Use either... or. Example: On your holiday you can go either to Erdenet or Uliastai. When sightseeing in Erdenet you can either walk or take a bus. CITY COUNTRYSIDE Erdenet Uliastai
5b. Write 6 sentences about the place and activities you discussed in 5a. You can use the texts in activity 3a as a model. Begin like this: Dornogovi is in the east of Mongolia. It has many interesting sites to visit. ... LESSON 4 FINDING A WAY la. Complete the bubbles. Use the words LEARNING OBJECTIVES: from the box. Words related to places and directions to left back right Verb + preposition ahead the street straight neither... nor the 2nd turning on the right the 1st turning on the left
lb. Listen and check. Then repeat. lc. Copy the arrows into your notebook and write the expressions from above to match them. Example: cross the street
Id. Write 5 sentences, using the expressions above. Example: You go straight and take the 2nd turning on the right.
2a. Listen and answer a or b. What is the person asking for? a. Favor b. Directions
12b. Listen again and answer. 1. Which place is the man looking for? 2. Why is he going there? 3. Is the place far? 4. How can he get there? 5. How is he getting there? 2c. Listen again and complete. First... till the traffic lights. And... the street at the traffic lights and go ... Next ... the 1st... on the left. Go ... for about 200 metres. ... right at the next lights. Then ... ahead and you'll see the tall grey building on your left. 3a. Study the sentences and choose a or b in the explanation.
You can get there neither by bus nor by underground. It is neither far nor near.
3b. Complete the sentences with neither ... nor. 1. Nomin speaks ... French ... Portuguese. 2. She has been to ... Paris ... Lisbon. 3. Bat travels ... by train ... plane to Arkhangai. 4. Asians eat their meals ... with a knife ... with a fork. 5. Westerners can ride ... a camel... a horse. 6. ... my brother ... my sister have seen the sea. 7. You should take ... an umbrella ... a swimming suit to the North Pole. 4a. In pairs, look at the map and give directions to each other. Use expressions from activity la and the prompts. Each question gives you a starting point and an ending point. One student should give directions and the other should follow the directions on the map, with a finger or a pencil. If the person giving directions makes a mistake, try to correct it as quickly as possible to get back on track. Example: SI: Excuse me? How can I get to the cinema? S2: Go straight on and take the 1st turning on the right.
Where's the ....? It's next to ... /opposite ... How can I get to ....? Go straight / ahead. Can you tell me the way to ... ? Take the 1st turning on the right. 4b. Look at the list of places. How many can you find on the map?
4c. In pairs, look at the map again and find directions for the following situations. 1. You are in front of the school. You need to get to the shopping center. 2. You are at the bus station. You want to get to the city hall. 5a. Think of places of interest in your city or village and make a list. Now draw a map of your city, including tourist attractions. 5b. In pairs, ask for and give directions to the places on your map. 5c. Imagine your partner wants to visit you but he or she does not know how to get to your place. Write directions for him or her. LESSON 5 SELF - CHECK
LEARNING OBJECTIVES: VOCABULARY Revise vocabulary and structures of the unit 1. Find the verbs in the snake. Make sentences of Check personal learning progress your own with these verbs. Example: The train arrives at 6 o 'clock in the morning.
2. Odd one out. 1. visiting museums, seeing sights, bird watching, taking photos 2. discover, search, color, explore, find 3. a hotel, a museum, a bank, a theater, a face 4. jump, arrange, book, plan, arrive 5. a statue, a bridge, a skyscraper, a toy, a square
3. Look at the words in the box. Can you find them hidden in the word puzzle? All the words go across from left to right and down from top to bottom. square statue bridge building skyscraper street park avenue school circus cinema bank museum restaurant park hospital market hotel monument theater library STRUCTURES
4. Put the verbs in brackets into their correct form. Rewrite the sentences using the present simple or present continuous. 1. You (go) out tonight, Pete? - No, I (stay) home. My friends (come) to (watch) a video. 2. They often (come) and (visit) you? 3. You (have) any plans for summer? -1 do. I... to travel around the country. 4. It often (rain) in August. 5. What are you cooking? We (plan) to make some dumplings for dinner. 6. Ready? - Almost. I (leave) for the airport in an hour. 7. Next September my brother ... to get a driving license.
5. Read the directions and fill in the spaces with the words first, and, next, then. "Excuse me? Can you tell me the way to the library?" - "It's in the Park Avenue. You can take bus No.5 or walk. It takes 15 minutes to get there on foot. Go that way. Go along this street for about 200 meters, ... turn right, go straight on till the traffic lights. ... cross the street ... turn left ... continue on walking ... take the 2nd turning on the left. ... walk for another 200 meters and the library will be on your right.
6. Fill in the gaps with the correct prepositions. Use in, on, at, with, to, where necessary. This September we plan to travel in Europe. We've already bought tickets. First we're flying .... Moscow. There we're taking train to Warsaw. Our train arrives .... Warsaw ... 7.30. My friend Kristine is meeting us ... the station. We're not staying .... a hotel, we're staying ... Kristine. We're going to see ... the sights and visit... Kristine's parents. We're leaving ... Warsaw ... Wednesday.
LISTENING AND SPEAKING
7a. Listen and answer a or b. It is a. an instruction b. an advertisement
7b. Listen again and fill in the table. 8a. Imagine that you are on a tour abroad and here is your itinerary. In pairs, look at its details and tell your partner in which country you are traveling. Student A looks at Tour 1 and Student B looks at Tour 2. Then tell each other about the tour. Example: SA: I'm spending two days on the beach. SB: And I'm going to the Opera House.
TOUR 1 TOUR 2 Monday: Arrive by boat at the Sunday: Arrive at Berlin International Mediterranean port of Airport, go to the Opera House Alexandria. Monday: Morning visit to a museum, Get off and spend two days on afternoon to Gallery of Art the beach. Tuesday: Flight to Munich, afternoon Tuesday: Fly to Cairo, check-in at a hotel City Tour and take a city tour. Wednesday: shopping, Bavarian lunch and Wednesday: Bus tour to the Pyramids at ballet at National Theater Giza during the day Thursday: Return flight Thursday: Lunch on Nile River Boat and visit Karnack Friday: Return flight
READING AND WRITING
9a. Read the text and answer a or b. Is it about a. travel experience or b. personal feelings?
I have been to many parts of Germany, and the place I prefer is the Bremen in the west of Germany. There are many pretty long rivers that have made valleys. In some places the banks of the river are like walls of stone. The farms and villages are beautiful. There are tall grey stone buildings with red roofs. Many of the farms look like old small castles with little towers. The Bremen is famous for its food in Germany, and one can find many inexpensive good restaurants. There aren't many tourists and there are friendly joyful people. There are beautiful old hotels with good delicious food in the villages.
9b. Read again and answer the questions. Use full sentences. 1. Which place is the author talking about? ... 2. What is it famous for? ... 3. Is it a tourist attraction? ... 4. How does the author describe the river banks? ... 5. What do the farms look like? ...
10. Think of the place where you live and describe it. Use the present simple and adjectives. Start like this: The place I live is in Tuv aimag. It is ... UNIT SIX FOOD SAFETY AND HEALTH
LESSON 1 DINNER FOR FRIENDS la. Find the food in the picture and write them. LEARNING OBJECTIVES: Words related to food coffee fish juice a few / a little / a lot of tomatoes apples chips milk water carrots cucumbers grapes chicken lb. Put the words in the correct column.
Vegetables Drinks Fruits Meat lc. Look at the picture again and answer the questions. Use some or any. Examples: There's some water. There are some tangerines. 1. Are there any potatoes? 6. Is there any cheese? 2. Is there any juice? 7. Are there any chips? 3. Is there any milk? 8. Is there any coffee? 4. Are there any eggs? 9. Are there any tomatoes? 5. Are there any grapes? 10. Is there any fish?
2a. Listen to the conversation and answer. What is Iveel going to cook?
2b. Listen again and tick the items in the correct column. How much has she got?
Iveel has got a lot of a few a little fish milk potatoes tomatoes oranges cheese 3a. Study the sentences and choose a or b in the explanations. I've got a little chicken. I've got a few oranges. I've got a lot of cheese. I've got a lot of vegetables. 1. We use ... and ... with countable nouns. 2. We use ... and ... with uncountable nouns. 3b. Choose a or b to complete the sentences. 1. There are ... mushrooms in my mushroom soup. a. a little b. a few 2. With no sugar and just... milk, please. a. a little b. a few 3.1 have got... glasses. Could I borrow some of yours? a. a lot of b. a few 4. I'm not really hungry. I'll have ... soup for lunch. a. a little b. a few 5. There are very ... apples in the box. It is almost empty. a. a little b. a few 6. My neighborhood doesn't have ... grocery stores. a. a lot of b. a little 7. When we were playing outside, it was so hot. So we shared ... water that we had. a. a few b. a little 8.1 wanted to eat biscuits. But there are ... left, a. a little b. a few
4. In pairs, make a list of food you need for making....
1. a vegetable soup
2. a potato salad
5. Choose one of the meals above and write 4-6 sentences. How much of food items do you need for making it? Use some, any, a few, a little and a lot of. LESSON 2 DAILY MENU
1. In pairs, discuss the following questions. LEARNING OBJECTIVES: • What kind of food do you eat? Words related to food and • What do you have for breakfast? drinks • What do you have for lunch? Direct specch vs. reported • What do you have for dinner? speech (statements) • How healthy is your menu? 2a. Look at the pictures and name the food. What does Jane have for breakfast, lunch and dinner?
Breakfast
2b. Listen and check. Then repeat. 2c. In pairs, take turns to ask and answer. 1. What does Jane have for breakfast? 2. What does Jane have for lunch? 3. What does Jane have for dinner? 3a. Listen to the conversation and answer. How many people are talking?
3b. Listen again and complete the table.
What do they have for: Iveel Meggie Alex Breakfast
Lunch
Dinner
4. Study the sentences and choose a or b in the explanations.
a. Alex said, "I love different kinds of food" b. He said that he loved different kinds of food. 1. In sentence .... we give the exact words of the speaker. 2. In sentence .... we report what the speaker said. 3. In sentence .... we've changed the present form to a past form. 4. In sentence .... we put speech marks ("...") before and after the speaker's words.
5a. Rewrite the following sentences into the reported speech. Examples: She said, "My friend eats a burger for lunch." She said that her friend ate a burger for lunch. 1. Parents said, "We have some toast for breakfast." 2. Jenny said, "I like an ice-cream for desert." 3. She said, "Her parents invite him for dinner once a month." 4. They said, "We go to the grocery store a week." 5. Mum said, "Dinner is ready." 6. Doctor said, "You can't eat much sweets." 7. Father said, "Eating fresh fruit is good for your health." 8. He said, "One of my friends is learning to make a cake."
5b. Rewrite the following sentences into the direct speech. Examples: Doctor said that losing a bad habit was very important. Doctor said, "Losing a bad habit is very important." 1. Doctor said that losing a bad habit was very important. 2. She said that she was enjoying her diet. 3. They told me that they were preparing a desert for the party. 4. He said that he liked mushrooms and garlic. 5. My friends said that they needed some cucumbers and carrots to make a big salad. 6. Jim said that he could bring some plates to the party. 7. The clerk said that her shop was open at 8 am. 8. She said that she had some juice and bread for breakfast. 6a. In groups, interview each other. Ask about food you have for breakfast, lunch and dinner. • What do you have for breakfast? • What do you have for lunch? • What do you have for dinner?
6b. Report the findings to the class. Example: Anu said that she had ..., .... and ...for breakfast.
7. Now make a group daily menu. How does it look like? How healthy is it? LESSON 3 FOOD PYRAMID la. Match the words from box to the pictures. LEARNING OBJECTIVES: dairy vegetables bread sweets chicken Words related to food nutrition pasta fruits meat oils beans Reported speech (commands) grains
lb. Translate these words. Use a dictionary if necessary. protein -... vitamins - ... fiber -... nutrition -... carbohydrates -... calcium -... lc. Look at the food pyramid again and answer. Example: Where do we get protein from? We get protein from meat. 1. Where do we get vitamins from? 2. Where do we get fiber from? 3. Where do we get carbohydrates from? 4. Where do we get calcium from? 5. Where do we get minerals from? 2a. Read a magazine article and answer a or b. Is it about a. food groups b. proteins and vitamins in food?
For all of us, our health very low in fats and calories. Fruits are also depends very much on what low in calories and fat. Doctors said, "Eat food we have. However, for fruits to get natural sugar, fiber and vitamins." many of us, there is a big lack However, they recommend not to eat canned of knowledge about nutrition of food. Our or processed fruits much because they often food should be well balanced in terms of have added sugar and have lesser nutrition. protein, fiber, carbohydrates, vitamins and Dairy products like milk, yogurt and minerals. Carbohydrates are a source of cheese are rich sources of calcium, protein, energy that can be transformed into glucose, phosphorus, vitamin A, and vitamin D. But the form of sugar that is used by the body. doctors recommend not to have them much But nutritionists told us not to have a diet too because some dairy products are high in fat high in carbohydrates because it can increase compared to vegetables and fruits. Butter and sugar level in body's blood. When it happens, oils are examples of fats. But doctors suggest then we often feel tired and stressed. We to eat more fish, nuts and some fruits and get vitamins and minerals from vegetables. vegetables because they are healthy sources However, different vegetables contain of fat. The major source of protein, as well as different things, so it is important to eat a wide iron, zinc, and vitamin B12 is a meat group. variety of food types. Nutritionists said to eat And it is one of the major compacted food green vegetables to get vitamin A, orange and groups in the food guide pyramid. Many of dark green vegetables to get vitamin C, and the same nutrients found in meat can also be vegetables like broccoli and related plants to found in food like eggs, dry beans, and nuts. have iron and calcium. Vegetables are usually
2b. Read the article again and answer true (T) or false (F). 1. Our food should not be necessarily balanced in terms of protein, fiber, carbohydrates, vitamins and minerals. T F 2. Carbohydrates are a source of energy. T F 3. Food that is too high in carbohydrates can increase a blood sugar level. T F 4. Fruits are low in calories, but high in fats. T F 5. Milk and cheese are high in calcium, protein, and vitamins A and D. T F 6. Doctors recommend to eat more fish, nuts and some fruits and vegetables. T F 7. Some dairy products are high in fat compared to vegetables and fruits. T F 8. A meat group is one of the major food groups in the food pyramid. T F 3. Look at the sentences and choose a or b in the explanations.
Doctors said, "Eat fruits to get natural sugars, fiber and vitamins." Doctor advised to eat fruits to get natural sugar, fiber and vitamins. 1. We use ... to order someone to do something. a. a command b. an advice 2. We use ... to make reported command. a. infinitive b. verb base form 4. Rewrite each sentence using a reported command. Example: Andrew told, "Add more sugar in my coffee." Andrew told me to add more sugar to her coffee.
1. Doctor advised, "Have regular check-ups." 2. She advised, "Don't buy anything without seeing the date of make." 3. He said, "Stop taking pills without asking a doctor." 4. Doctor said, "Get some rest." 5. Jim said, "Don't eat so much junk food." 6. Teacher said, "Be ready on time every morning." 7. Mum said, "Don't touch anything while I'm cooking." 8. She said, "Ask me if you have a question."
5. Make your own food pyramid. Complete the pyramid below with food you eat. How different is it from the pyramid in activity la? Compare it with your partner's.
6. Look at your partner's pyramid again and write 6-8 sentences. Example: Onon has bread and pasta in his pyramid. They are sources of carbohydrates. LESSON 4 FOOD SAFETY la. Join the words in columns A and B. LEARNING OBJECTIVES: A B Words related to food safety Reported speech (questions) a. food at the proper 1. Separate . temperature. b. safe water and cooked 2. Cook materials. c. food for the appropriate 3. Store length of time. d. fruits and vegetables 4. Use before cooking. 5. Wash e. package labels carefully. 6. Read f. raw and cooked foods. lb. Listen and check. Then repeat. lc. Put the expressions in the correct circle.
Buying food Preparation Cooking Storage
2a. Read Meggie's diary and answer. Is it about a. food storage or b. food safety? 2b. Find the answers to the questions below in the text and complete the table.
• maintain good health Why is it important to store food safely?
• the type of food
What are the factors that influence safe food storage?
What should we do while buying food?
What should we do before food preparation? 3a. Study the sentences and choose a or b in the explanations.
They asked: "How long should you store food? " They asked us how long we should store food. 1. We use a reported question in ... . a. indirect speech b. direct speech 2. We form a reported question using .... a. different word order (S+V) b. the same word order (V+S)
3b. Rewrite the questions in reported speech. 1.1 asked: "What are you cooking?" 2. He asked: "How do you keep your vegetables fresh?" 3. He asked: "Where do you usually buy your food?" 4. Doctor asked her, "How many days do you store your eggs in the fridge?" 5. They asked us, "What is your favorite vegetable?" 6.1 asked her, "How is soured yoghurt bad for health?" 7. She asked me, "Which fruit do you like?" 8. We asked her, "Where is the nearest restaurant?"
4. Put the words in brackets in the correct order to make reported questions. Then rewrite them into direct questions. Example: She asked me what I wanted to drink. She asked: "What do you want to drink? " 1. She asked me (wanted/to drink/what /1). 2.1 asked her (the fridge temperature / when / reset /she). 3. They asked her (bring/she /could/how many /plates). 4. Ann asked me (the carrots / how / chop/ to). 5. She asked me (was / her / where / mixer). 6.1 asked her (the beans /when /were canned). 1. Doctor asked him (his / when / lunch / had / he). 8. He asked me (could/me /how /help/he).
5a. Role play. In pairs, ask and answer. Student A: You think that your partner eats not healthy food. Try to change his/her eating habit. Give some examples of healthy food and give reasons why you think they are good for health. Student B: You eat a lot of food from packets or ready-made things from supermarkets. You think this is not healthy. Give reasons why you think so. 5b. Now report to the class. LESSON 5 SELF - CHECK
VOCABULARY LEARNING OBJECTIVES: Revise vocabulary and structures 1. Odd word out. of the unit 1. fish cucumbers beef bacon Check personal learning progress 2. carrots apples grapes bananas 3. rice potato juice bread 4. lunch chips water milk 5. onion bean orange turnip 2. Complete the squares.
We eat: We get: 1. protein 2. fiber 3. carbohydrates 4. calcium 5. vitamins
3. Add to the list. 1. drinks: juice, 2. vegetables: carrots, 3. fruit: apples, 4. nutrition: protein, 5. meat: fish,
STRUCTURES
4. Choose a lot of, a few or a little to complete each sentence. 1. Could I have ... sugar for my tea, please? 2. There is ... tea left, only for two cups. 3. Could you buy ... bottles of water for me? 4.1 normally have ... fruit juice with my lunch. I think, it's good for me. 5.1 spent... money on food this month. 6. Don't worry about sugar. We have ... in the cupboard, five kilos, I think. 7. If you want to make a cake, you need ... eggs and ... flour. 8. We need to hurry. We have ... time to get to the restaurant. 5. Look at Chimgee's daily routine. Rewrite the sentences into reported speech.
6. Rewrite the following questions into reported questions. Example: They asked me, "What do you like cooking at the weekend? " They asked me what I liked cooking at the weekend.
1. Parents asked me, "What kind of food do you have at school?" 2. She asked him, "How to make spaghetti?" 3. Chris asked her, "How often do you have lunch in a school canteen?" 4. I asked them, "Where can I store our salad?" 5. Everybody asked me, "Where were you when we were having a picnic?" 6. My sister asked me, "How much salt do I need to sprinkle to keep it fresh?" 7. She asked me, "How do you like this sausage?"
LISTENING AND SPEAKING
7a. Listen to the radio program and answer. Is junk food good or bad?
7b. Listen again and complete the table.
How does it affect health? Too much fat Too much salt Too much sugar
8. Role play. Interview 6 of your classmates and take notes. Use the questions below:
1. Do you eat junk food? 2. If yes, what do you eat? 3. How often do you have it? 4. Why do you like it? 9. Report your findings to the class. Example: 2 people eat junkfood. They really love hamburgers,....
READING AND WRITING
10a. Read the poster and give a title.
Wash your hands well before preparing and eating any meal. A proper hand-washing technique includes use of soap and warm water.
Wash your hands for 10-20 seconds. Make sure to reach the wrists, between the fingers, and under the finger nails. Rinse well. Dry hands with a paper towel. Use a paper towel to turn off the water.
It is certainly important to wash your hands before preparing a meal and eating, but hands should also be washed after using the restroom, coughing, sneezing, handling raw meat, and touching pets or other animals. Almost half the cases of food bome illnesses could be prevented by better hand-washing.
10b. Read again and put the sentences in the correct order. _ Rinse well. _ Use a paper towel to turn off the water. _ Wash your hands for 10-20 seconds. Make sure to reach the wrists, between the fingers, and under the finger nails. _ Dry hands with a paper towel. 11. What can you do to prevent yourself from food borne illnesses? Use the expressions below and write 5-6 sentences. safe water clean environment wash hands store food safely wash vegetables and fruits
Example: We should use safe water when we cook food. UNIT SEVEN WORLD OF ART
LESSON 1 LITERATURE
1. In pairs, ask and answer. LEARNING OBJECTIVES: 1. Do you like reading books? Words related to literature genres 2. What kind of literature do you like? Present passive (positive) 3. Who is your favorite writer?
2a. Match the words to their definitions. 1.a genre a. poems m general as a torm ot literature 2. a poetry b. a person who writes books or articles 3. a writer c. a person who writes poems 4. a poet d. a play is performed in the theater 5. a comedy e. a play or a book which is amusing in it's characters 6. a drama f. a style of literature, art and music 7. a novel g. a play or literature about death or suffering 8. a tragedy h. a long story about imaginary characters or events
2b. Listen and check. Then repeat.
2c. Interview 3 of your classmates and complete the table. Example: Do you read poems? Yes, I do.
Genres Student 1 Student 2 Student 3 1. poems 2. novels 3. drama 4. comedies 5. tragedies
3a. Listen to a radio program and answer. Is it about a. a school club or b. a new book? 3b. Listen again and decide true (T) or false (F). 1. P.Naidan is a young talented writer. T F 2. He has won the 'Golden Feather' award two times. T F 3. He wrote a poetry book 'Moon Stone'. T F 4. His poems are about love. T F 5. He started writing when he was at the university. T F 6. He goes to a school club once a week. T F 7. Different activities are organized at the club. T F 8. The famous writers and poets are invited to talk about literature contests. T F
4a. Study the sentences and choose a or b in the explanations.
The 'Young Poet' contest is organized every year. The famous writers are invited to our meetings.
1. We use the passive to show that... is more important. a. an action b. a person 2. We form the passive with be + ... . a. past simple b. past participle
4b. Put the verbs from the box in the correct circle.
write won played publish sell think give organized decide received read held collect shown given sold buy published bought decided revised win read organize thought show play hold receive collected written revise
4c. Complete the sentences with the correct form of the words in brackets. Example: Tickets (buyj every month. Tickets are bought every month.
1. CDs ... (sell) in all shops. 2. The Museum of Arts ... (visit) by tourists every summer. 3. The opening of new plays ... (attend) by art critics. 4. Interesting novels ... (give) as a big present. 5. An invitation for a seasonal play ... (receive) by her every year. 6. New poems ... (read) at the club meeting. 7. A poetry contest... (organize) every year. 8. A drama ... (write) by a playwright. 5. Write sentences using these prompts. Example: Comedies are played at the theater. • comedies / play • novels / write • poems / memorize • genres / discuss • books / publish • stories / review
6a. In pairs, discuss the steps of writing a story.
1. Collect ideas for your story. Carry a notepad with you wherever you go so that you can write down story ideas as they come to you. 2. Think of steps of your story. Steps to a good short story are: • Introduce characters, setting, time, weather, etc. • Develop action (beginning of a story, turning point, ending of a story) • Conclude 3. Decide who will tell the story. • First-person (T - a character in the story tells the story), • Second-person ('You' - reader is made a character in the story) • Third-person ('He/She' - an outside narrator tells the story). 4. Organize your thoughts. Draw a timeline to help you decide what should happen when. 5. Writing. The actual writing process may require a choice of the right words. 6. Revise and edit. When you've finished the story, read the story through and correct mistakes. 7. Get some second opinions. Send your revised and edited story to a trusted friend or relative for revisions and suggestions.
6b. Write 8-10 sentences using the steps above. Use the present passive. Example: Ideas for a story are collected. LESSON 2 MUSIC la. Match the words to the pictures. LEARNING OBJECTIVES: Words related to music a guitarist Past passive (positive) a ballet dancer a musician a violinist a pianist an opera singer a drummer
lb. In pairs, ask and answer. Use the pictures from activity la. Example: Who is in the first picture? He is a guitarist.
2a. Read the text and choose the best title. a. Vanessa is a young girl b. Vanessa Mae's life c. A violinist
Vanessa Mae a famous British violinist, was born in Singapore. Her parents were professional concert pianists. After her parents separated, her mother married Graham Nicholson, a British lawyer who adopted Vanessa Mae. When she was 4 years old, her family moved to England. Vanessa got a British citizenship and grew up in London. She began playing the piano at three and the violin at five. Vanessa was selected to attend the Francis Holland School in central London. In 1988, after her concert debut she was enrolled in the Royal College of Music in London. After concerts were regularly shown TV soon Vanessa became famous in the United Kingdom. In 1988, at the age of ten her concerto debut was made on stage with the Philharmonia Orchestra in London. Vanessa was managed by her mother who owned a private music agency until 1999. In April 2006, Vanessa Mae was ranked as the wealthiest young entertainer under 30 in the United Kingdom. Vanessa is admired for demonstrating that not only classical music but also the modem popular music can be played on the violin. She enjoys playing these tunes tremendously, because they come from her heart.
2b. Read the text again. Put the sentences in the correct order. _ At the age of eight Vanessa attended the Francis Holland School in London. 1. Her family moved to England when Vanessa was four years old. _ Vanessa Mae was managed by her mother, who owned a private music agency. _ In 1988, she made her concerto debut on stage with the Philharmonia Orchestra in London. _ Vanessa Mae was ranked as the richest young entertainer under 30 in the UK. _ She enjoys playing not only classical music but also modern popular ones.
3a. Study the sentences and choose a or b in the explanations.
The Beethoven concert was played by Vanessa at the age of 13. A private music agency was owned by her mother.
1. We use the past passive when we are interested in ... . a. a person / thing b. an action 2. We form the past passive with was/were + ... . a. past simple b. past participle
3b. Put the words in the correct order and make sentences. 1. The ballet / by / composed / Tchaikovsky / was / 'Swan Lake' / 2. play / at / She / age / taught / was / the / piano / to / of / the / three / 3. The College of music / Vanessa / by / attended / was / 4. Yesterday / by / sung / the Beatles / was / 5. famous / invited / A / guitarist / was / the / rock / to / concert / 6. She / as / the / regarded / best / was / dancer / ballet / 7. This / was / music / beautiful / by / played / a / violinist / 8. A / drummer / was / young / to / invited / stage / the / 4. In pairs, write sentences. Use the past passive. Example: The comedy was recorded in 1999.
5. Write about Deegii. Use the following prompts.
Name Deegii
Occupation a violinist
Born in 1979
Place of birth Ulaanbaatar
1986- Music College of Mongolia Studied at 2002- University of Science and Technology
2003- first album 'High in Henti Mountains' Important dates name of second release 'Mongolian Treasures' LESSON 3 THEATER la. Match the words to the pictures. LEARNING OBJECTIVES: Words related to theater a playwright a troupe a stage a ballet Present passive vs. past an audience a play an opera passive (positive) a theater box a dress-circle
lb. Choose the correct word to complete each sentence. 1. A play is written by a poet / a playwright. 2. A play is performed by a troupe / an audience. 3. A play is performed on the stage / in the hall. 4. A play is played by an actor / audience. 5. Important people are sat in the theater box/dress-circle. 6. A Swan Lake is a well-known opera/a ballet. 2a. Read the text and answer. How many times the Bolshoi Theater was destroyed by fire? The company of the Bolshoi was originally founded in 1776 by Prince Peter Urusov. The theater opened on 30 December 1780. The opening performance consisted of a carefully produced The Wanderers written by Alexander Ablesimov and a big pantomime ballet The Magic School, produced by Leopard Paradis to music by Joseph Starzer. Later on the most part of Russian and Italian comic operas and separate ballets were performed on the stage of the theater. In 1805 the building was destroyed by fire. The company began to appear with different private theaters and from 1808 at the new Arbat Theater, which was designed by Carlo Rossi. During the 1812 war against Napoleon this wooden building also went up in flames. In 1819, a competition for designs for a new theater was announced. It was won by Andrei Mikhailov, a professor at the Academy of Arts. His design was declared as the most expensive so the Governor of Moscow Dmitry Golitsyn commissioned architect Joseph Bove to change it. At the time it was the second only to La Scala in size, with a 2200- seat auditorium. Fire struck again in 1853, but it only took three years before the present building was constructed by architect Albert Kavos, based on Bove's plans. The company was briefly housed in a wooden building on Great Arbat Square. The Bolshoi takes its role as Russia's national theater seriously, and the policy is to ensure that 70% of its repertoire is made up Russian masterpieces. In recent years, the company has made every effort to increase the number of works by 20th century Russian composers like Prokofiev, Shostakovich, Stravinsky, etc.
2b. Read the text again and answer true (T) or false (F). 1. The Bolshoi Theater was founded in 1776. T F 2. It was destroyed by fire several times. T F 3. The first ballet performed at the theater was called the Wanderers. T F 4. Andrei Mikhailov was a famous composer. T F 5. The theater was the biggest in the world. T F 6. Russian masterpieces are performed on the stage of the theater now. T F
3a. Study the sentences. Then choose a or b in the explanations.
The Theater is visited by many tourists every year. The Theater was built on Great Arbat Square.
1. We use the present passive for.... a. past actions b. present actions 2. We use the past passive for .... a. past actions b. present actions
3. We use ... + past participle to form present passive. a. was / were b. is / are 4. We use ... + past participle to form past passive. a. was / were b. is / are 3b. Complete the sentences using the present and past passives. 1. The Bolshoi Theater ... (build) in 1824. 2. The New Stage ... (open) on November 29,2000. 3. A lot of ballets and operas ... (performed) on the stage of the theater. 4. The Theater ... (destroy) by the fire. 5. From 2005 to 2011 the theater ... (close) for restoration. 6. The restoration ... (fund) by the federal government. 7. The Bolshoi Theater ... (visit) by many tourists every year. 8. The Bolshoi Theater ... (turn) into the second biggest theatre after La Scala.
4a. Copy the chart and complete the table with the facts in the box.
'Evgenii Onegin' 1981 Suhbaatar square by P. I. Tchaikovsky May 10,1963 Academic Theater of Opera & Ballet
Location Year opened to the public Name of the first opera Name of the composer Current name of the theater Year of becoming academic
4b. In pairs, ask and answer questions about the State Academic Theater of Opera and Ballet. Use the information from the table.
Example: Student 1: Where is the Theater of Opera and Ballet located? Student 2: It is located in the Sukhbaatar Square.
4c. Write a short text about the theater using the present and past passive. Example: The Theater of Opera and Ballet was established LESSON 4 FOLK ART la. Match the words to the pictures. LEARNING OBJECTIVES: Words related to folk art a folk dance Active vs. passive (positive) a sculpture a painting a legend a carving a pottery
lb. In groups write 5 sentences using the words above.
Example: I like folk dance. It is amazing.
2a. Listen to the conversation and answer. How many people are talking?
2b. Listen again and answer true (T) or false (F). 1. It is the annual meeting of the International Association. T F 2. The morinhuur is a symbol of Mongolia. T F 3. The morin huur is a bowed stringed instrument. T F 4. Namjil the Cuckoo was a composer. T F 5. The morinhuur was made of horse wood, skin and hair. T F 6. A model of the morin huur was given as a present. T F 3a. Study the sentences and choose a or b in the explanations.
The morin huur is made of wood, horse skin and hair. The shepherd made the morin huur of wood, horse skin and hair. 1. We use the passive to say that... a. something is done b. somebody does something 2. We use the active to say that... is more important. a. an action b. a person
3b. Read and tick A for active and P for passive sentences.
1. The morin huur is a bowed stringed instrument. A P 2. The club meeting is held once a month. A P 3. The club organizes various contests every year. A P 4. Vanessa was selected to attend Francis Holland School. A P 5. Fire destroyed the theater building in 1805. A P 6. The Bolshoi Theater is turned into the second biggest theater after La Scala. A P
4a. Look at these pictures and write sentences. Use the past passive and the prompts.
sculpture / design painting / create
legend / tell pot / make Example: The legend was told by the actress. dance / perform carving / do
4b. Rewrite the sentences above into the active. Example: The actor told the legend. 5a. In pairs, discuss the pictures.
a stringed instrument a stringed instrument wood wood and skin pull the strings strike the strings
5b. Write 3 sentences for each instrument. Example: The yatga is made of wood. Both instruments are stringed. LESSON 5 SELF - CHECK
LEARNING OBJECTIVES: VOCABULARY Revise vocabulary and structures of the unit 1. Put the words in the correct column. Check personal learning progress
tragedy violin piano violinist ballet dancer musician novel opera singer poetry drama writer comedy morin huur drum guitar
Words for people Musical instrument Genres of literature
2. Complete the sentences with the words from activity 1. 1. A sad play about death is called .... 2. A person who writes poems is a ... . 3. Vanessa Mae is a famous .... 4. A person who plays the guitar is a ... . 5. A play which makes people laugh is called .... 6. She performed in Swan Lake. She is a ... .
STRUCTURES
3. Unjumble the words to make sentences in the present passive. 1. are / New / at / poems / the / annual / read / contest. 2. is / meeting / The / once / a / held / week. 3. museum / of / The / is / Art / by / tourists / visited / every / many / year. 4. is / a / written / poem / A / poet / by. 5. A / Mona Liza / is / famous / in / painting / kept / the / Louvre / in.
4. Complete the sentences using the past passive. 1. The theater ... (build) in the 16th century. 2. The first play ... (perform) in 1599. 3. Plays ... (perform) for adults only. 4. The theater ... (open) to the public in 1931. 5. Many good actors ... (arrest). 6. Homes ... (build) on the site of the old theater. 5. Rewrite the sentences into the past passive. Example: Literature clubs were held at our school. 1. Literature clubs are held at our school. 2. He is given the 'Golden Feather' award. 3. Tickets are sold out. 4. Famous artists are invited to the performance. 5. The ballet is performed on the famous stage. 6. The building is constructed by architects. 7. The horse hair is used for making the morinkhuur. 8. The Swan Lake is performed in Mongolia.
6. Change the active sentences into passive. Example: Several famous plays were written by Shakespeare. 1. Shakespeare wrote several famous plays. 2. Our club organized the last contest in March. 3. Vanessa performed her first concert in London. 4. The fire destroyed the theater. 5. Repin created well-known paintings. 6. Students discussed a new novel. 7. Young artists received an invitation to play on the stage. 8. The producer introduced the members of the troupe.
READING AND WRITING
7a. Read the text and give a title.
Shudraga / Shanz (a stringed instrument). The shudraga or shanz is a long-necked musical instrument with an oval wooden frame with snake skin covering stretched over both faces. The three strings are fixed to a bar, which is inserted in the body. The instrument is struck or plucked with a plectrum made of hom or with the fingers. As the tones do not echo, every note is struck several times.
Yatga (a stringed instrument). The yatga is a half-tube musical instrument with a movable bridge. It is constructed as a box with a convex surface and an end bent towards the ground. The string are plucked and the sound is very smooth. The instrument was mainly used at court and in monasteries, since string symbolized the twelve levels of the palace hierarchy.
Shepherds were forbidden to play the twelve-stringed zither, but they were allowed to play the ten stringed zither, which was also used for recitation of epics. Mongolians traditionally play three types of this zither, differentiated by their resonators or hollow bodies in which the sound is amplified. Designs include the master yatga, ikh gariin yatga, the national yatga, akhun ikh yatga and the harp, called the bosoo yatga.
Limbe (wind instrument). The instrument is frequently used in accompaniment, occasionally also as a solo instrument. In former times it was made of bamboo of wood, nowadays mostly of plastic, particularly those imported from China.
These flutes (transverse flutes) are closely bound up with the nomads of Central Asia. The length of this instrument is approximately 64 cm, with nine holes, one of which is the blowhole and two others are reserved for the tuning. It is often played with circular breathing The sound reflects what is heard in the nature or the sounds of the natural and social environment.
7b. Read again and answer true (T) or false (F).
1. All these musical instruments are stringed instruments. T F 2. In the past, shanz was only played by city people. T F 3. Crocodile skin is used to make shanz. T F 4. Shepherds were allowed to play the twelve-stringed instrument. T F 5. Limbe was made of bamboo or wood in former times. T F 6. Limbe has only two holes. T F
8. Prepare notes for writing. Imagine you are writing a letter to your friend. Introduce one of the Mongolian traditional instruments. Follow the outline:
I. Beginning or salutation II. Main body of the letter (ideas and details)
LISTENING AND SPEAKING
9a. Listen to the conversation and answer the question. What is Deegii's dream? What does she admire Vanessa Mae for?
9b. Listen again and answer the questions. 1. What does Deegii do? 2. Why did Deegii take up the violin? 3. What school did she attend? 4. Who are her teachers? 5. What is Deegii's dream? 6. Why does she like Vanessa Mae? 7. How many tracks are there in Deegii's CD?
10. In groups, talk about one of the popular artists of Mongolia. UNIT EIGHT ENVIRONMENT
LESSON 1 NATURAL WONDERS la. Match the names of places to the pictures. LEARNING OBJECTIVES: The Niagara Falls The Great Barrier Words related to natural sites The Grand Canyon The Alps Definite article the
lb. Listen, check and repeat.
3 a. Study the sentences and choose a or bin the explanations.
The Victoria Falls are situated on the Zambezi River. The Victoria Falls are located in southern Africa.
1. We use a definite article the with ... a. names of countries and continents b. names of rivers and waterfalls 2. We don't use a definite article the with ... a. names of countries and continents b. names of rivers and waterfalls
3b. Fill in the gaps with definite article where necessary. 1. Most tourists enjoy ... Niagara Fall which is located on the border between Canada and the Unites States. 2. Visitors would like to visit the National Park located in ... South Africa. 3. In the last decades,... Great Barrier Reef became an important tourist destination. 4. There are a lot of beautiful places in ... Australia. 5. Our trip to the ... Mississippi river was an unforgettable experience. 6. Last summer we visited ... Russia and ... Germany. 4. In groups, find famous natural sites on the world map. Mount Everest Stonehenge Sahara Desert Red Woods 5. Look at the factfile and write an introductory leaflet. LESSON 2 NATURAL DISASTERS la. Match the words in column A to their definitions in LEARNING OBJECTIVES column B. Words related to disasters Past continuous A B Past simple (for interrupted 1. an earthquake a. no rain actions) 2. a hurricane b. too much rain 3. a flood c. hot rocks and gases pourfrom a mountain 4. a volcano d. a huge wave 5. a drought e. a violent wind or storm 6. a tsunami f. the earth moves
lb. Listen, check and repeat. lc. In pairs, write sentences using the words from activity la. Example: A hurricane damages everything on the seashore.
2a. Look at the title of the article and the picture and predict. What kind of information can you find in the text? 2b. Read the article again and answer the questions.
1. Where does 80 percent of earthquakes happen? 2. How many earthquakes does San Francisco have a year? 3. When did the huge earthquake happen? 4. When did it start? 5. What were most people doing at that time? 6. How many buildings were destroyed? 7. How many people lost their homes? 8. Where was Enrico Caruso staying? 9. What did he do?
3a. Study the sentences and choose a or b in the explanations.
Some children were playing on the playground when it started to rain. Most people were still sleeping when the ground began to shake.
1. We use ... to show two actions happening at the same time. a. past continuous b. past continuous + past simple 2. We use ... to show longer actions. a. past continuous b. past simple 3. We use ... to show an action which interrupted the longer action. a. past continuous b. past simple
3b. Complete these sentences. Put the verbs in the correct form.
1. People were walking at the seaside when a huge wave ... (come) from the sea. 2. We ... (sleep) when the earthquake shook my house. 3. They ... (ski) when the snow storm started. 4.1 was taking shower when the phone ... (ring). 5. Tourists ... (sunbathe) when a huge wave hit the beach. 5a. In groups, look at the pictures and make a story. Begin like this: He was sunbathing in the sea when ....
5b. Now report to the class. LESSON 3 GLOBAL WARMING la. Match the words and expressions that close in meaning. LEARNING OBJECTIVES: Words related to nature Present perfect (positive) 1. wildlife a. areas 2. enormous b. in danger 3. at risk c. fog 4. regions d. wild animals 5. mist e. switching off 6. turning off f. very big
lb. Listen, check and repeat. lc. Complete the sentences using the words and expressions from la.
1. There are many ... in the national parks. 2. Niagara has two ... waterfalls. 3. Because of the global warming national parks are ... . 4. Rising sea level will be a problem in ... near the sea cost. 5. The temperature will go higher and it will often form .... 6. To save nature we should ... lights.
2a. Listen to the conversation and answer. Is it about a. effect of global warming or b. just weather? 2b. Listen again and make a list of consequences of the global warming and ways to stop it.
2c. In pairs, look at the picture on page 121 and talk about global warming effects. Start like this:
Student A: I think global warming is a big problem.
Student B: Yes, I agree. But scientists try to solve this problem.
Consequences of global warming Ways to stop global warming
3a. Study the sentences and choose a or b in the explanations.
Global warming has affected climate all over the world. Scientists think that industrial activity has increased the surface temperature of the Earth.
1. We use the present perfect to talk about.... a. results of actions b. progress 2. We use the present perfect with .... a. past simple b. have / has + past participle
3b. Complete the table with past participle forms. # Base verb Past participle 1. change 2. become 3. find 4. solve 5. die 6. increase 7. rise 8. think 9. melt 10. pollute 3c. Put the verbs in the correct form. Use the present perfect.
1. Global warming ... (become) a serious problem 2. Global warming ... (change) the world temperature. 3. Glaciers ... (melt) in the Glacier National Park in US. 4. Some industrial activities ... (increase) amount of some gases in the air. 5. The gases ... (trap) heat. 6. A high temperature ... (form) mist in the nearby areas. 7. Air and water pollution ... (threaten) people's life. 8. Climate change ... (result) in rare animals' dealth.
4a. Change these sentences into negative.
1. People have found the ways to solve environmental problems. People have not found the ways to solve environmental problems. 2. Global warming has resulted in climate change. 3. Global warming has increased heat in the air. 4. Water pollution has changed the environment. 5. A lot of animals have died in some areas. 6. Human activities have increased air pollution. 7. Some countries have started saving energy. 8. Recycled goods have helped to decrease land pollution.
4b. Put the words in the correct order to make meaningful sentences.
1. a long / snowed / for / has / time / not / It. 2. Park / have / The National / changed / Glacier / a lot. 3. rare / have / Some / disappeared / animals. 4. global / have / issues / Scientists / warming / discussed. 5. destroyed / some / the earthquake / not / Luckily of / has the buildings. 6. Air / has / temperature / worldwide / increased. 7. their / not / People / living / have / environment / for / cared. 8. warming / has / only / change / not / resulted in / climate / Global.
5. In groups, discuss the global warming issues.
1. What is global warming? 2. What are the consequences of global warming? 3. What happens with the world climate and nature? 4. What consequences do you have in your area? 5. Do you think this problem can be solved? LESSON 4 SAVING THE EARTH la. Look at the photos and name the problems. LEARNING OBJECTIVES Words related to environmental issues Present perfect vs. past simple
lb. In pairs, ask and answer. What environmental problems do you have in your area? 12a. Listen to the part of the press conference and answer. What is the main goal of the Greenpeace movement?
12b. Listen again and put the sentences in order as mentioned.
1. The consequences of the global warming would affect people's lives greatly. 2. Greenpeace International is a nongovernmental organization that was founded in 1971 in Canada. 3. Greenpeace International has a staff of 2,400 people and 15,000 volunteers all over the world. 4. It has started a 'Greenfreeze' program and developed environmentally friendly refrigerator technology. 5. There are 28 regional offices working in 45 countries. 6. Greenpeace played a significant role in raising public awareness of global warming in the 1990s. 7. The United Nations Environment Program awarded Greenpeace for outstanding contributions to the protection of the Earth's ozone layer in 1997. 8. Its Headquarters are based in Amsterdam, Netherlands.
3a. Study the sentences and choose a or b in the explanations.
A. In the early 1990s, Greenpeace developed an environmentally friendly refrigerator technology. B. The organization has also focused on chlorine free carbon.
1. Sentence A has ... because it gives a definite time. a. past simple b. present perfect 2. Sentence B has ... because it doesn't mention any time. a. past simple b. present perfect
3b. Choose the correct form of the verb.
1. Greenpeace ... {start) its activities since the 70s. 2. In 2008, Greenpeace ... (have) more that 2 million members. 3. This organization ... (focus) on environmental problems. 4. Global warming ... (become) a serious issue. 5. Greenpeace ... (play) a significant role in raising public awareness of global warming in the 1990s. 6. The UN Environment Program ... (award) Greenpeace for outstanding contributions to the protection of the Earth's ozone layer in 1997. 4a. In pairs, ask and answer questions. Use the following information.
Non-governmental Area Type Worldwide organization (1971) served Focus Environmentalism, peace Vancouver, British Columbia, Founded Canada Direct action, lobbying, Method Amsterdam, The Netherlands research, innovation Location (International) Revenue €196.6 million (2008) Members 2.86 million (2008) • Kumi Naidoo, Executive Director www.GreenPeace.org Key people Website • Lalita Ramdas, www.GreenPeace.mobi Chairman
4b. Present your group ideas to the class. Use the present perfect and past simple. Example: The Greenpeace movement started in 1971. It has run a lot of projects. LESSON 5 SELF - CHECK
LEARNING OBJECTIVES: VOCABULARY Revise vocabulary and structures of the unit 1. Look and label the pictures. Check personal learning progress
2. Write 3 sentences describing each picture.
Example: An earthquake destroys people's homes.
3. Read the paragraph and fill in the gaps with the words and expressions from the box. environment volcanic eruptions global warming earthquake deforestation nature flood Various disasters like ..landslides,...... and cyclones are natural hazards that kill thousands of people and destroy ..., cities and towns each year. The most serious problem is ... which has Greenhouse effect. The tropical climate change and unstable land forms, coupled with ..., make the world regions more vulnerable.
STRUCTURES
4. Fill in the gaps with the where necessary. 1. Cairo is the capital of... Egypt. 2. The largest continent in the world is ... Asia. 3. ... Amazon is a river in South America. 4. ... Sweden is a country in northern Europe. 5. ... Alps are mountains in central Europe. 6. The country with the largest population is ... China. 7. There are ... Orhon Falls in Uvurhangai aimag. 8. The largest river in Africa is ... Nile.
5. Put each verb in the brackets in the correct form.
1. A big earthquake ... (shake) the city in the morning when everybody ... (sleep). 2. Tourists ... (travel) out of town when the strong wind ... (start) in the afternoon. 3. Children ... (play) on the playground when the heavy shower ... (start) to pore. 4. We ... (hike) in the mountains when it...(begin) to snow. 5. He ... (work) late when the electricity ... (go out). 6. I... (read) a magazine when somebody ... (shout) 'Help!'.
6. Complete the table with the past and past participle forms of verbs.
# Base Past Past participle 1. melt 2. develop 3. strike 4. shake 5. become 6. wake 7. destroy 8. rise 7. Choose the present perfect or past simple for each sentence.
1. Scientists solved/have solved some of the environmental issues. 2.2,500 San Francisco people died / have died in the huge earthquake in 1906. 3. The Scottish explorer David Livingstone gave/has given the name Victoria Falls. 4. The falls and surrounding areas became / have become the World Heritage Site. 5. Greenpeace movement started /has started in 1971. 6. The hurricane damaged/has damaged everything around the sea coast. 7. Greenpeace received / have received the UN award in 1997. 8. Some wild animals became / have become rare in this area. 9. The earthquake shook /has shaken all tall buildings in the city.
LISTENING AND SPEAKING
8a. Listen to John Perry and answer. What is he talking about?
8b. Listen again and complete the table. # Details 1. The Ohio River before 2. The Ohio River now 3. Ways to protect the nature
READING AND WRITING
9a. Read a newspaper article and answer. What happened at the Kingsnorth power station?
In October 2007, six Greenpeace and an Inuit leader from Greenland, protesters were arrested for breaking all saying that climate change was in to the Kingsnorth power station, already seriously affecting life around climbing the 200 meter smokestack, the world. The six activists were painting the name Gordon on the acquitted. It was the first case where chimney, and causing an estimated preventing property damage caused by £30,000 damage. At their subsequent climate change has been used as part trial they admitted that they were trying of a 'lawful excuse' defense in court. to shut the station down. But they Both The Daily Telegraph and The argued that they justified themselves. Guardian have described the acquittal They said that they wanted to prevent as embarrassment to the Brown climate change from causing greater Ministry. In December 2008, The damage to property elsewhere around New York Times listed the acquittal in the world. Evidence was heard from its annual list of the most influential environment adviser Zac Goldsmith, ideas of the year. climate scientist James E. Hansen
9b. Read again and fill in the web-chart.
What Decision
Greenpeace protesters When
Why
Where
10. Read the article again and write a summary. Use the web-chart as an outline. UNIT NINE LEARNING AND EDUCATION
LESSON 1 SETTING PERSONAL GOALS
LEARNING OBJECTIVES: 1. In pairs, discuss the following questions. Words related to goal setting Infinitive of purpose 1. What dreams did you have when you were little? 2. What dreams do you have for your life now? 3. What do you need to do to fulfill your dreams? 4. What's the difference between a dream and a goal?
2a. Match the verbs to their definitions. 1. to define a. be of a specified size 2. to achieve b. achieve something desired and promised 3. to establish c. set up on a firm or permanent basis 4. to fulfill d. succeed in doing or achieving 5. to accomplish e. doing by effort or skill 6. to measure f. give the meaning
2b. Choose the correct verb for each sentence. 1. To set goals we need to define / achieve the outcome of our goal. 2. Write your goal so that you can establish / measure it if you have reached it. 3. Have you ever fulfilled / established your dreams? 4. To establish / accomplish means to succeed in doing. 5. If you find that you are not able to meet the goal within certain period, accomplish /define it as a new goal.
3a. Have you ever heard about SMART goals? It is an acronym. Look at the words. What do the words stand for? measurable timely specific achievable realistic
3b. Read and match the paragraphs to the SMART goals. specific measurable achievable realistic timely SMART goals goals goals goals goals goals Paragraphs 2
3c. Read again and complete. How do you understand the goals? 1. A specific goal is ... 2. A measurable goal is ... 3. An achievable goal is ... 4. A realistic goal is ... 5. A timely goal is ... 4a. Study the sentences. Then choose a or b in the explanations below. You should set a certain time to achieve the goals. To achieve the goal you need to define the outcome you want. 1. We use infinitive of purpose to say a. why someone does something b. what does someone do 2. We use infinitive of purpose in the ... a. beginning of a sentence b. beginning or middle of a sentence 4b. Read the following situations. Then write a purpose for each of them. Example: Tuya learns a new song with a famous singer. She wants to take part in a singing contest.
1. He studies hard. He will take a Physics exam next week. 2. The boy exercises basketball every day in the gym. He would like to be a member of the school basketball team. 3. She reads English books all the time. She wants to improve her English. 4. Some of my classmates are learning a new dance. They would like to take part in a dancing contest. 5. His younger brother has joined a morin huur class. He wants to learn how to play the morin huur. 6. He goes to the library at weekends. He wants to explore some mysteries by reading about them. 7. He is preparing a speech. Next week he will present at the speech contest. 8. My sister is on a diet. She also goes to a fitness club.
5a. Set your SMART goals. Complete the table.
Specific Measurable Achievable Realistic Timely
I'll finish my essay.
5b. In pairs, talk about your goals. Use the following. What's your goal? What do you need to achieve your goal? Why do you set the goal? How will you achieve it? 6. Now tell the class about your goals. LESSON 2 APPLYING TO A UNIVERSITY la. In pairs, talk about your future plans. LEARNING OBJECTIVES: 1. Where do you want to go after school? Words related to application 2. What job would you like to do in the future? Would (all forms) for politeness lb. Write 3 sentences about your plans. Example: I want to go to college after school.... 2a. Choose from the following. What do you need ... ? If you want to get a job If you want to go to university
an application form with personal an application form with personal information information an essay introducing you an essay introducing you a letter of teacher's recommendation a letter of teacher's recommendation academic grades and test scores academic grades and test scores additional supporting materials, as additional supporting materials, as required by a program required by a program an application form before the deadline an application form before the deadline
2c. Which verb goes with the nouns? Use a dictionary if necessary.
write submit fill in record submit include
personal information an essay teacher's recommendation grades and test scores additional materials an application form
3a. Listen and answer a or b. What are they talking about?
a. Applying to a university b. Getting information about university 3b. Listen again and complete the table.
Academic information Non-academic information a secondary school report school activities
4a. Study the sentences. Then choose a or b in the explanations.
I would give you some advice. . The universities wouldn't accept incomplete applications. Would you give me some information? We often use would /wouldn't to make requests and offers ... polite. a. more b. less We use would /wouldn't with a. a base verb b. an infinitive
4b. Complete the sentences with would/wouldn't and verb in brackets.
1. Q: What would you do to be a good applicant?
A: I deadline of an application, (not miss)
2. Q: What wouldn't you do to be a good applicant?
A: I an incomplete application form, (not submit)
3. Q: What questions would ask a good applicant?
A: A good applicant asks, "... you ... me some advice?" (give)
4. Q: How would a good applicant fill in an application form?
A: A good applicant an application neatly, (type)
5. Q: What shouldn't a good applicant say?
A: A good applicant just "No". (not say)
6. Q: Would you open the window?
A: I'd rather you.... I'm cold, (not /open)
7. Q:... you ... me some advice? (give)
A: Why not? I happy to help you. (be) 5a. Fill in the application form.
5b. In small groups, discuss the following. • What program would you like to apply after school? • What would you do to achieve your goals? • What would you do to improve your test results or academic grades?
6. Write a study plan for a university you want to apply to. Follow the outline. • Personal goals • Interests • University information you want to apply • Educational goals LESSON 3 INTRODUCING YOURSELF la. Think of questions to ask someone to introduce her / himself. You need to brainstorm LEARNING OBJECTIVES: questions and write them down. Words related to personal information Linkers: first / second / next / lb. In pairs, ask and answer the questions you have. then /finally
2a. Read and answer a, b, or c. What did the author focus on? a. School life b. Goals c. Personal information 2b. Read again and answer the questions. 1. When and where was Haliun born? 2. Who does Haliun live with? 3. Why is she grateful to her parents? 4. What's she like? 5. What school activities does she like? 6. What are her goals? 7. Who does she want to be? 8. What's her tip to everyone?
2c. Number the paragraphs where you can find information about Haliun.
Pharagraphs Haliun's information ... date of birth and place ... family / parents ... childhood ... school years ... future goals
3a. Study the sentences and choose a or b in the explanations. First, I'd like to tell about my family. Second, I would mention my parents. 1. We use linkers to say .... a. order of actions b. expressions 2. We use ... after linkers. a. no comma b. comma
3b. Match the words in column A to the words in column B.
A B 1. First a. childhood 2. Second b. future goals 3. Then c. date of birth and place 4. Next d. school years 5. Finally e. parents / family 4. Complete the following with the words from the box.
First Second Then Next Finally
When you write about yourself, you should include in your writing the following:
... family members, age ... date of birth, where, who, when ... future goals ... childhood and best memories ... school life and school activities 5a. In pairs, brainstorm and write questions for each information above.
Example: • Where and when were you born? • What was the best family vacation you can remember?
• What is special about your family?
5b. Then report to the class.
6. Now write about yourself. LESSON 4 BEING INTERVIEWED la. In pairs, ask and answer the questions. LEARNING OBJECTIVES: 1. Have you ever been interviewed? Words related to interviewing nd 2. What types of questions would you expect 2 conditional with would and to answer? might lb. Read the information and answer a or b. What is an admission interview? It's ... a. a part of an application process b. a report of your grades and test scores
Getting an admission interview is an important step to win acceptance to the graduate program you want. For many students, the interview is a part of the application process.
The interview is your chance to tell a school everything that your grades and test scores couldn't. You would be asked questions that describe your personality and achievements best. lc. Odd one out. 1. an application, important, an interview, an admission, a graduate program 2. personality, achievements, test scores, a school, grades 3. to win, to describe, questions, to tell, to ask 4. acceptance, a chance, a step, a program, an interviewer 2a. Listen and choose a, b or c. Who Badral wants to be? a. An engineer b. A technician c. A software programer
2b. Listen again and decide true (T) or false (F). 1. Badral wants to be a software engineer. T F 2. He is good at designing and modeling. T F 3. He isn't active and serious. T F 4. In his free time Badral plays the piano. T F 5. If Badral were accepted to university, he would have a club. T F 6. Badral thinks he would change the world. T F 2c. Listen again and fill in the gaps. 1. If I went to university, I... students' club where I can meet others who have common hobbies with me. 2. They ... that I'm active and serious but sometimes lack ideas. 3. Personally, I... myself for better.
Study the sentences. Then choose a or b in the explanations below.
If he went to university, he wouldjoin students'club. If he went to university, he might (would perhaps) join students'club. 1. We use ... to talk about a definite result. a. might b. would 2. We use ... to talk about a less definite result. a. might b. would 3. We use would/might in the... . a. main clause b. if clause 4. We use ... in the if clause. a. present simple b. past simple
3b. Complete each sentence. Use might or would and the verb in brackets. 1. If you applied to a university in the USA, you TOEFL test, (take) 2. If he passed his final exam, he a lawyer, (perhaps become) 3. The teacher said to Bardal, "If you were an animal, you a monkey." (would / be) 4. If he entered this college, he busy, (be) 5. If they missed the bus, they late for the interview, (perhaps be) 6. If Badral went to university, he students' club, (perhaps join) 7. If you went to university, what... you ... in your free time? (do) 8. If someone wasn't active, he or she ... in an interview, (perhaps fail) 4a. In pairs, discuss the situations. 1. If you changed one thing about your school, what would it be? 2. If you went abroad, what would be the first thing to do? 3. If you wanted to change your personality, what would it be?
4b. Choose one fo the situations and write 3 sentences. Example: Ifl changed one thing about my school, I would plant more trees in our schoolyard. 5a. In small groups, make a list of possible interview questions. Example: If you changed one thing about yourself, what would it be?...
5b. Then report the findings to the class. Example: I would change my hairstyle if l changed one thing about myself
6. Interview one of your classmates. Ask about: LESSON 5 SELF - CHECK
VOCABULARY LEARNING OBJECTIVES: 1. Write the words and phrases under thi Revise vocabulary and correct headings. structures of the unit Check personal learning progress
to define finally realistic goals to establish next first to accomplish specific goals measurable goals then to measure second to fulfill achievable goals to achieve timely goals
linkers to set goals SMART goals
2. Find the following words in the word search. letter grade interview application submit test essay admission goal deadline
3. Read and choose a or b to complete the sentences. 1. Set a ... for the completion of your goal. a. deadline b. numbers 2. Tell why you want to ... this goal. a. apply b. achieve 3. You should set... goals. a. unusual b. specific 4. If you find that you are not able to meet the goal,... it as a new goal. a. define b. measure 5. Fill in an ... with the personal information. a. admission b. application form 6. Your teachers will send ... a. letters of recommendation b. notes 7. You should ... an application form before the deadline. a. describe b. submit
STRUCTURES
4. Join the parts of the sentences to express a purpose. 1. To practice typing, to catch the train, 2. She's going to have a look at my homework, 3. We left early to save his patient's life. 4.1 arrived at school 20 minutes early I often go to the computer lab. 5. The doctor made an operation there to sign the contract. 5. Write the polite requests. Use the prompt below. Example: Would you show me your ID card? 1. show/ID card 2. ask / information 3. give/advice 4. ask/help 5. fill in / application form 6. ask / interview questions 7. ask / go together to somewhere 8. share / ideas 6. Match the beginnings of the sentences to their endings. a. I might go to Australia. b. if I know the truth. c. I wouldn't miss a deadline. d. you would include correct information. e. he would have less money. f. if you recognized him?
LISTENING AND SPEAKING
7a. Listen to the interview and answer the question. What's the main idea of it? a. personal information b. academic achievements
7b. Listen again and complete the table.
Future job Personal qualities School activities Favorite subjects Goals 8. In small groups, talk about Alex's personality. Example: I think, Alex is an active boy, because he is a member of a students' council.
READING AND WRITING
9a. Put the paragraphs in the correct order. Para 1: Since this is my senior year, I'm busy taking classes, leading clubs, working, and volunteering. When I feel tired, I remember my struggles in the swimming pool. For example, if someone asks me to do something I'm ready for it even I'm busy with my work. Para 2: Like many other boys, I love to swim. When I was 13 years old, I desired something more challenging than casual swimming, so I joined the high school development team for the Badger Swim Club. Everyone in the team dived into the water skillfully except for me. Although I was trying to catch up, I was out of breath. And the coach was correcting my technique and he kept repeating that I should dive with my head instead of my whole body. The entire first week, I stayed hours with the coach to work on my diving. While my body and my mind told me, "Quit! Quit!" in my heart, I felt that quitting was not the right decision. I wanted to become as a good swimmer as my teammates. Para 3: Finally, due to my swimming experience, I now know how to overcome any setbacks and failures and not be dictated by them. Para 4: So I continued to practice. Many times I felt that I could not continue. My goal of becoming a good swimmer was what kept me telling myself, "Practice! Practice!" After just a couple of months, I swam as well as the other team members. When facing a challenge, it is easy to quit. But in order to achieve something, persistence and consistence are necessary. 9b. Write numbers of the paragraphs in the correct circle.
Introduction paragraph Body paragraphs Conclusion paragraph
9c. Read again and answer the questions. 1. Why did the author decide to join the swimming club? 2. Did he swim and dive well like others? 3. What goal did he set? 4. Why didn't he quit swimming? 5. What are his personality traits helped him to a lot? 10. Write a paragraph to describe yourself. Follow the guidelines below. 1. Write an introductory sentence. The introductory sentence must express a fact you want the reader to know about you. 2. Write supporting sentences. 3 to 5 complete sentences are good enough for this paragraph. In your supporting sentences, you can make sentences to answer to the 'what', 'who', 'when', and 'why' questions. 3. Write a conclusion sentence. Conclude the ideas you have in the body paragraphs. UNIT TEN COMMUNICATION TECHNOLOGY
LESSON 1 THE INTERNET la. Work in groups of 3-4 and discuss the following questions. LEARNING OBJECTIVES: 1. Do you use the Internet? Words related to Internet 2. How often do you use it? Gerund as a subject 3. What do you do with it? 4. What kind of information do you usually look for? 5. Which websites do you often use? 6. What language do you use? lb. Which verb goes with which noun? Complete the expressions using the words from the box.
a photo in a chat room a video the weather music a game a message an email information a file the Internet online a website upload photos send ... read... search ... go (to)... find... look for ... save ... check... visit... get... listen... use ... surf... watch ... chat... download... play...
lc. Listen, check and repeat.
2a. Now read the text and choose a or b for the best title. a. Uses of the Internet b. Faces of the Internet The Internet has changed the people's life greatly in the 21st century. People all over the world just go online and within seconds find the answers to questions or communicate instantly with people worldwide. At the beginning people used the Internet for 3 purposes: finding information quickly, communicating via email, and 'talking' to friends or even strangers in 'chat-rooms'. But as the users had more experience and technology developed, new applications began to emerge. Now, the Internet users can do more things, some of them even create a web page or a web-log (blog). Now people can connect and interact with others quickly and cheaply. They are 'closer' to others because of this connectivity. Chatting in a chat room or making a phone call online make it possible. They upload photos to and from websites so they can share them with others online. The Internet is like the 'knowledge' center of the world. Anyone can find information on almost anything in a number of languages quickly and efficiently. They don't need to go to a physical library anymore because everything is online. Their daily Internet activities are looking for health/medical information on Wikipedia, getting travel information, searching for a map or driving directions, checking the weather, and visiting government websites. When they find the information they needed, they download and save it on their computer. The Internet is great for learning in the form of e-learning and distance education. This is great not only for children but also for adults to get information online about different places and things. The Internet has given rise to new businesses and new ways of earning money. Searching for information about a job on the websites like EBay, Amazon and all the other e-commerce helps the users. People can also work from home and make money if they have the knowledge and ability. The web users are not only the young, although they constitute a huge proportion but also many people who are retired. Surfing the Web for fun, watching a video, listening to music, and playing online games are some of the most popular uses of the Internet. They spend a lot of time online, send instant messages or email, and download other files such as games, videos, or pictures.
2b. Read the text again and answer true (T) or false (F). 1. The Internet has not changed the people's life in the 21 st century. T F 2. At the beginning people used the Internet to do many things. T F 3. Now, the Internet users can do fewer things, some of them even create a web page or a web-log (blog). T F 4. People cannot connect and interact with others quickly and cheaply. T F 5. They use for example, Skype to chat in a chat room or make a phone call online. T F 6. They upload photos to a file so they can share them with others online. T F 7. The Internet is like the 'knowledge' center of the world. T F 8. They need to really go to a physical library because everything is online. T F 9. The Internet is great for learning in the form of e-learning and distance education. T F 10. The Internet has given rise to old businesses and old ways of earning money. T F 11. Web users are only the young, and they constitute a huge proportion. T F 3a. Study the sentence and choose a or b in the explanations. Chatting in a chat room or making a phone call online make it possible. 1. We use the -ing verb form instead of... a. a verb b. a noun 2. We use ... in the gerund. a. v + ing b. base 3b. Read some of the Internet activities in 2a and write them under the headings. Popular Internet activities Daily Internet activities surfing the Internet ... 4. Put the verbs in brackets into the correct form. 1.1 didn't remember ... (download) the singer's picture from the Internet. 2. ... (read) your long email or letters is a pleasure. I learn a lot. 3. Can you imagine ... (be) famous and rich? 4. Jay spends a lot of time on ... (surf) the Internet. 5. Do you mind ... (open) the window please? 6. ... (sing) songs helps to do housework faster. 7. They say ... (travel) broadens the mind. 5a. In pairs, tell each other about your Internet activities. Do you do the same activities as in the text above? Choose the activities from the list. Example: I start my day with checking the weather. What about you? • chatting in a chat room • making a phone call online • uploading photos to a website • looking for health/medical information • getting travel information • searching for a map • checking the weather • visiting a state government website • download the information and save it to a computer • getting information online about a college • searching for information about a job • surfing the Web for fun • watching a video • listening to music • playing online games 5b. Write 6 sentences about your Internet activities. Example: I always stay online. 6a. In small groups, discuss the following: 1. Would you enjoy using a personal computer to do all these things or would you prefer to do things the way you always have? 2. If you had a personal computer, what would you like to use it for? 3. Can you think of other things you could do with a personal computer? 4. Are personal computers used a great deal in your country? For what purpose? 6b. Exchange your ideas with the other groups. LESSON 2 ELECTRONIC COMMUNICATION la. Match the words to their meanings. LEARNING OBJECTIVES: a. threatening Words related to electronic b. useful communication c. suitable I find it + adjective d. hard on someone Intensifies: very / quite /fairly e. high-priced f. not difficult g. good feeling h. able to perform well i. free from harm j. educational k. avoiding waste 1. helpful lb. Put the words in the correct column.
Positive Negative lc. In pairs, tell each other what you think about the Internet and its activities. Use words from activity la. Example: Using the Internet is practical because it saves time.
2a. Listen to the conversation and answer a or b. What is it about? a. The Internet b. Information 2b. Listen again and complete the sentences. 1. It is fast,... and ... . 2. But I find it very ... . 3. Some sites are ... . 4. There are real,... ways to make payments through the Internet. 5. Using credit cards over the Internet can be ... . 6. Are you ... with using your card? 7. For me their information is fairly ... so I never trust them. 8.1 find it... to believe them. 2c. Listen again and write answers to the questions. Example: Q: Why does Alex find the Internet useful? A: Because you can learn about everything. 1. Why does Alex find the Internet useful? 2. Why does Alex find the Internet informative? 3. Why does Alex find the Internet dangerous? 4. Why does Alex find the Internet practical? 3a. Study the sentences and choose a or b in the explanations. Ifind it very useful. The spam, and the viruses, are fairly easy to fix. 1. We use ... to express our opinions. a. I find it b. I find it + adj. 2. We use ... to make the adjective stronger. a. very b. fairly 3. We use ... to make the adjective weaker. a. very b. fairly 3b. Rewrite the sentences, beginning with I find it + adj. Example: Nobody bothered to check the figures. I find it (this fact) strange. 1. Nobody bothered to check the figures. 2. My difficulty: getting up early. 3. He couldn't explain why he was there. 4. I'm happy so many people have joined the party. 5. The film is not interesting at all. 3c. Complete the sentences with very, quite and fairly. 1. Uploading photos is ... difficult. I don't have enough patience. 2. The film is .. .interesting. I almost fell asleep. 3. Don't forget to save your work! Saving is ... easy, just click on. 4. I've tried all morning to find the original source: searching is ... hard. 5. I'm happy with my new Blackberry: messaging service is ... reliable. 6.1 think, medical information online is not... safe. You'd better check with a doctor. 7. This earphone is ... practical: it makes a strange noise sometimes. 4. Write the words. The first letters of the words and the number of letters are given. Example: E... communication is fast. (10) Electronic communication is fast. 1.E... communication is fast. (10) 2. Devices such as c ... (4) p ... (5) help people to stay in touch with friends. 3. This lets you work and go o ... (6) in public locations such as trains and cafes. 4. Brazilians spend 90 percent of their time on the I... (8) 5. Schools save time and money by posting study materials on their w ... (8) 5a. Complete the table with the words from la.
The Internet informative Email ... Websites ...
5b. In pairs, choose one of the topics above and express your opinions. Use words from the table and very, quite, fairly. Example: I find the Internet very informative. 6a. In pairs, discuss the following. What are some other ways of communicating? Look at the list and choose the ones you use. Example:
I normally write emails. And I just speak to them on the how do you communicate phone. with your parents?
Telephone, Fax Email Teleconferencing Instant Messaging Social Networking News Group Skype Text messaging Video Conferencing Chat Lines Electronic Communication Discussion Groups Letters Postcards
6b. Choose 4 items from the list and make a table as in activity 5a.
Telephone practical Text messaging
7. Write 8 sentences about the ways of communicating. Example: A telephone at home is very convenient to use. LESSON 3 IS TECHNOLOGY GOOD OR BAD? la. Look at the photos and name the objects. LEARNING OBJECTIVES: a mobile internet device a smart phone a calculator Words related to electronic a portable media player a tablet computer a pager devices a digital camcorder Linkers: however / but lb. Express your ideas about the use of devices above. Use the following expressions. Example: I think a tablet computer allows for a quick response.
reach people allow for a quick response store and play music send messages cost less help in emergency situations run other applications cause accidents add sums distract people from work cause some problems make a video lc. Look at the expressions above and put them in the correct column.
2a. Read the article and answer a or b. What is it about? a. Types of mobile devices b. Uses of mobile devices Modern technologies have become a larger part in human life. A convenient means of communication, information and entertainment at our fingertips has resulted in more and more people using mobile devices and the Internet. However, the costly bills, the occasional repairs and the potential health risks bring disappoint users. Cell phones, of course, allow users for a quicker response in emergencies. A study conducted by The Cellular Telephone and Internet Association proved that over 139,000 emergency calls are made every day. So cell phones certainly help police, paramedics and fire-fighters to do their job and save people's lives. Text messaging is a huge benefit of cell phone usage because it is often cheaper than making a voice call, but can still convey the same message. More modem versions of cell phones can now double as entertainment gadgets. iPhones and Blackberrys have the ability to store and play music, as well as run other applications. This gives people an option: instead of buying an MP3 player and a cell phone, they only need to buy one. But mobile devices are not always safe. Talking or texting on a cell phone may distract anyone from other doings, like driving. This leaves the user vulnerable to accidents or driving infractions. In fact, cell phone distraction causes approximately 2,600 deaths and 330,000 injuries in the United States every year. Because of this, 23 states have implemented laws in an attempt to reduce a number of injuries, caused by mobile phone use. There is concern that the microwaves in cell phones can cause cancer, sleep disturbance, memory problems, and headaches. 2b. Read again and fill in the table. Benefits Problems
3. Study the sentences and choose a or b in the explanations.
But mobile devices are not always safe. However, mobile devices are not always safe.
1. We use the linker however to make ... a. contrast b. comparison. 2. We use the linker but to make ... a. contrast b. comparison.
4a. Read the article again and find the sentences with the linkers however and but. Example: But mobile devices are not always safe. 4b. Join the two sentences. Use however or but to make one sentence. 1. It is often cheaper than making a voice call. It can still convey the same message. 2. Amy called you last night. You were not at home. 3. The sun shines brightly. A strong wind blows. 4. Mobile devices are useful. Safety is their major problem. 5. He was tired. He got changed and went out. 6.1 hated my school. I decided to stay on there. 5a. In groups, discuss good and bad points in using mobile devices. Choose two gadgets from the list. Make notes for a report. Example: You can use a mobile internet device anywhere. mobile internet device smart phone tablet computer portable media player pager digital camcorder 5b. Report the results of your group to the class. 5c. Write 2 good points and 2 bad points of using a cell phone. Use the words, expressions and linkers however and but. LESSON 4 TEXT MESSAGING la. Look and label the pictures. LEARNING OBJECTIVES: Words related to text messaging Comparison: the same as / different from / similar to
music contacts photos messages calendar weather camera settings maps notes
lb. Look at the pictures again and answer. How do we use the applications?
send / receive a message, receive / reply a call, find a telephone number, check / set the time, take / store a picture, make a note, plan things, listen to the songs, look at the photos, check the weather, find a country lc. In pairs, ask and answer. Example: What do you do with maps? I find a country and download the map.
Id. Write 5 sentences about use of the applications.
Example: I take a photo with a camera and store it.
2a. Listen to the conversation and answer. How many people are talking?
2b. Listen again and answer the questions. 1. What are they doing? 2. Who is writing an instant message? 3. Who is she writing to? 4. Is this their usual way to communicate with others? 5. Is there any difference between text messaging and making a call? 6. What about text messaging and instant messaging? 3a. Study the sentences and choose a, bore in the explanations. Text messaging is similar to chatting. Chatting is the same as instant messaging. Text messaging is different from making a phone call. 1. We use similar to when we talk about.... a. different things b. exact things c. nearly exact things 2. We use the same as when we talk about.... a. different things b. exact things c. nearly exact things 3. We use different from when we talk about.... a. different things b. exact things c. nearly exact things 3b. Choose the best word to complete the sentences. 1. Writing messages is the same as /similar to/different from writing letters. 2. Talking on the phone is the same as / similar to / different from talking on the Skype. 3. Writing an instant message is the same as /similar to / different from making a call. 4. Speaking to a teacher is the same as / similar to / different from talking to a friend. 5. Greeting the older is the same as / similar to / different from the young. 4. Look at two messages and compare them. Talk about their similarities and differences.
5. Interview your classmates and find who writes most emails and who writes most text messages. 5b. Report to the class. 6a. Read and choose the best answer, a, b, c or d for. 1. What does ASAP mean? a. as soon as please b. as soon as possible c. as soon as plausible d. as soup as porridge 2. What does LOL stand for? a. laugh out loud b. love only love c. love out loud d. h and love 3. We use BRB when we: a. have to go to the toilet. b. go to get a snack. c. have to leave the computer for a short period of time. d. go to buy a beer. 4. Number 4 has the same pronunciation as the word a. fir b. for c. fur d. phror 6b. Here are some more shortened text messages and their explanations. Do you know them? Do you use them? txt msg - text message U - you ttyl - talk to you later R - are cya - see you PLZ - please idk -1 don't know np - no problem 2 - two, to , too ok - okay
7. In pairs, write text messages to each other. Use the abbreviations above. Example: I've got to go. ttyl LESSON 5 SELF - CHECK
VOCABULARY LEARNING OBJECTIVES: Revise vocabulary and structures of 1. Connect the verbs and nouns to make the the unit expressions. Check personal learning progress Example: to use the Internet
VERBS NOUNS 1. to use a. software 2. to download. b. Mongolia 3. to search c. clothes online 4. to go to d. content 5. to surf e. a video online 6. to find f. games online 7. to watch g. the Internet 8. to buy h. email 9. to read i. a blog 10. to view j. web
2a. Complete the lists.
Technology mobile devices Messaging ... Popular websites ... Applications ... The Internet ... Things to do online ...
2b. Now describe the devices above. Use the words below. Example: Mobile devices are effective and practical. • effective • convenient • useful • informative • economical • comfortable • practical • dangerous • expensive STRUCTURES
3. Put the verbs in brackets in the correct form. Example: Searching for information requires a lot ofpatience and time. 1. (Search) for information requires a lot of patience and time. 2. (Swim) is very popular among children. 3. Nowadays (know) a foreign language becomes very important. 4. (Surf) the Internet and (visit) Google are the things we do everyday. 5. (Download) documents from the Internet helps us and makes things much easier. 6. (Communicate) with animals requires a lot of work and patience. 7. We love (upload) our photos and (share) them with our friends.
4. Fill in the gaps with the correct form of the verbs in brackets to complete the sentences. 1. You (see) that man at the corner of the street? He is a private detective. He (watch) No. 24. 2. How you (know) he (watch) No. 24? 3. Because whenever anyone (come) out of, or (go) into, the house he (make) a note in his little book. 4. It (sound) great fun. You (think) I could get a job as a film extra? 5.1 (not know) but I (see) Ann over there; when they (finish) this scene I'll ask her if they still (take) on extras. 6. At present, more and more people (discover) the joys of riding a bicycle. 7. The bicycle business (grow) fast.
LISTENING AND SPEAKING
5a. Listen to the recording and answer a, b or c. Is it about... of the Internet? a. positive aspects b. negative aspects c. positive and negative aspects
5b. Listen again and fill in the gaps. This online correspondence system allows you to ... and ... messages from ... in the world at the simple click of a button. E-mail works exactly like ... letters, only there is no hold up from the ... service and it's completely ... of charge. The Internet also simplifies .... Most companies today employ the use of ... stores. Using your ... card, you can meet all of your shopping needs from the convenience of your .... The fact that the Internet is always accessible is another great... of this modern technology. Its 24/7 approach to service is extremely ... to all of its users. However, Internet may publish your... information. Most websites today require ... like your name, address and even credit card information. With ... and crooks on the net, your information can occasionally be ... by other people. ... is another drawback from using the net.
6. In pairs, talk about your use of the Internet. Do you find it beneficial? Example: I find it beneficial that I can find any information online. READING AND WRITING
7a. Read the text and answer a or b. What kind of information does it give us? a. Uses of the Internet b. Statistics of its use
Nelsen researchers studied the world behaviour online and published their findings. The data they collected is about social networking, branding and world net usage. They estimated total time spend worldwide. According to their study, the average American spends more than 60 hours a month online which is the equivalent of 30 days a year. People spend 22 percent of the time on social networking, and 42 percent on viewing content. 36 percent goes for other activities, such as email, commerce and searching. Each Internet user visits 2,646 web pages on 89 domains and logs in 57 times per month. Among all online users the most popular brands are Google, Facebook, Yahoo, Microsoft, YouTube, Wikipedia, AOL, Ebay and Apple. 82 percent of all online users visit Google. 55 percent of American adults use the Internet each day. 45 percent of them send or read emails, 40 percent use a search engine, 30 percent get news, 18 percent bank online, 15 percent watch a video, 15 percent use a social networking site, 10 percent read a blog, 5 percent buy a product and 5 percent play games online.
7b. Read again and complete the table.
People of the world spend time on: social networking,...
The most popular brands:
Internet activities people do everyday:
8. Write 5 sentences about use of the Internet in Mongolia. Think of the Internet users among your friends or family. Example: My friends spend most time on chatting. SPORTS AND PHYSICAL HEALTH
EXTENSION ACTIVITIES 1
1. Work in groups of 4-5. Brainstorm and list the names of sports you know. 2a. Now as a group, look at your list again and decide. How can you classify them? Use the prompts below.
3. air sports / water sports / field sports 2b. Report your findings to the class. Use questions below. 1. How many sports do you have on your list? 2. How many classifications can you come up with? Give reasons why.
3a. Read and match the texts to their titles.
Lacrosse Sumo
A. This is a Japanese style of wrestling and Japan's national sport. It is originated in ancient times as a performance to entertain the Shinto gods. The basic rules of sumo are simple: the wrestler who first touches the ground with anything besides the soles of his feet, or who leaves the ring before his opponent, loses. Fights take place on an elevated ring, called a 'dohyo', which is made of clay and covered in a layer of sand. The fights themselves usually last only a few seconds, or in rare cases, about a minute. Most good wrestlers are highly trained athletes between 20 and 35 years old. They typically live together in training complexes, called 'stables'. There are no weight restrictions or classes in sumo, meaning that wrestlers can easily find themselves matched off against someone many times their size. As a result, weight gain is an essential part of sumo training. The typical sumo dish, chanko nabe, is a hearty stew full of vegetables, meat and fish. Six tournaments are held every year, each one lasting 15 days. Three of the tournaments are held in Tokyo (January, May, September); and one in Osaka (March), Nagoya (July) and Fukuoka (November) each. At the top of the sumo wrestlers' hierarchy stands the yokozuna or grand champion. Once a wrestler reaches the rank of yokozuna, he cannot lose this status. Many former wrestlers remain active in the sumo world as members of the Japan Sumo Association.
B. This is one of the oldest organized team sport of Native American origin. The Indians in Northern New York State and Southern Ontario invented this sport for training for war. It is played with a small rubber ball and a long stick called a lacrosse stick. The goal of the game is to score by shooting the ball into an opponent's goal, using the lacrosse stick to catch, carry, and pass the ball. Lacrosse is a very fast game because players can catch and pass the ball at a high speed with their sticks. By the 20th century, high schools, colleges, and universities began playing the game. Lacrosse was contested as a demonstration sport in the 1928 and 1932 Olympic Games. The sport has four major types: men's field lacrosse, women's lacrosse, box lacrosse and intercrosse. In 1994, Canada declared lacrosse its national summer sport. This sport is mainly played in the United States and Canada. However, it is becoming quite popular among many countries now. In 2006, Men's World Championship 21 countries participated, and in 2009 Women's World Cup 16 nations competed in this sport. 3b. Read text A again and answer the questions. 1. Which country does this sport belong to? 2. What is the origin of this sport? 3. What are the basic rules of the sport? 4. What is 'dohyo'? 5. How long does the fight continue? 6. Are there any weight restrictions? 7. What is the essential part of the sumo? Why? 8. How many tournaments are organised every year? 9. Who is 'yokozuna'? 3c. Read text B again and complete the profile.
1 What is the origin of the sport? Native American 2 What was the purpose of the game? 3 Which country declared it as its national sport? 4 What is it played with? 5 What is the goal of the game? How is it played? 6 How is it played? 7 What are the types of this sport? 8 How popular is it?
4. Choose the correct answer, a or b. 1. He ... school competition three times this semester. a. participated b. has participated 2. We ... Game of Sprite Super League yesterday. a. wanted to watch b. have wanted to watch 3. How many times ... they... bungee jumping this summer? a. have / gone b. did / go 4. The day before yesterday, I... wrestling with my friend at Buyant Ukhaa Sport Complex. a. have watched b. watched 5.1... to Canada four times for training, a. have flown b. flew 6. The weather was nice, so we ... to go swimming. a. decided b. have decided 7. On July 14,2004, Shaquille O'Neal... the Miami Heat. a. has joined b. joined 8. He ... fast. But he ... the game last weekend. a. ran / lost b. ran / has lost 5. Write sentences using the prompts below. Example: I've tried snowboardingfive times this winter. 1. I /try /snowboarding/five times this winter. 2. you / watch / windsurfing on TV yesterday? 3. We / sail across / the Pacific Ocean / three times this year. 4. Last June / my sister/ do exercises to keep fit. 5. She / break my skate / many times. 6. In 1991 / Jordan/win his first Championships with the Bull. 7. The great footballer Charlton / move to Preston North End / in 1973. 8. Young swimmer Michael Phelps / break world record / several times. 6. Put so or such in an appropriate place. Write a /an where necessary. Example: Car racing is such a dangerous sport. 1. Car racing is very dangerous sport. 2. I think sky diving is really exciting. 3. She loves playing chess. She thinks it is really clever game in the world. 4. My school sport gym is very big. 5. Michael Jordan is very famous player in the history of NBA. 6. The game between Barcelona and Madrid was really interesting. 7. I don't like watching wrestling. It seems very boring. 8. Scuba diving is very amazing sport I have ever seen. 7. Look at the profile of the sport below and write a paragraph (6-8 sentences).
1 Name of the sport Thai Boxing
2 Origin of the sport began over 500 years ago in Thailand 3 Equipment gloves fighters kick with their feet and hit 4 Basic rules each other with their elbows, knees and hands 5 Length of the game 5 rounds; each round 3 minutes long
8. In pairs, interview each other about the sports you like. Use the questions below. 1. What sport do you like? 2. How much do you know about this sport? • What kind of sport is it? • How is it played? • What equipment do sportsmen use? 3. Why do you like this sport? RELATIONSHIPS AND MORALITY
EXTENSION ACTIVITIES 2 la. Who do you think friends are? Complete the sentences.
lb. In pairs, share your ideas. Example: For me, friends are good listeners.
2. In pairs, ask and answer the questions. Student A's questions 1. Who are friends? 2. What makes a best Mend? 3. What makes you be a good friend? 4. Is it easy for you to make friends? Student A's questions 1. Are friends sometimes more important than family? 2. Is your personality similar to your friend's? 3. What's the nicest thing you've ever done for your friends? 4. If you could choose a friend in the world, who would it be?
3a. Read and choose the best title for each story. a. The Rainbow Fish b. Worthy friendship c. True friends 1. In World War I an English soldier watched in horror how his lifelong friend fell under gunfire. All the soldiers had to retreat. The soldier went to ask permission from the officer to go and carry his friend from the no-man-land. The officer gave permission, but added: "It's hardly worth it. Your friend is probably dead and you may die too." The soldier did not care about the warnings and he reached his friend, lifted him to his shoulders and stumbled back. He was wounded by the gunshot. The officer noticed the soldier's friend was dead. "I am sorry for your friend - but I told you it was not worth it. Your friend is dead and now you are also seriously wounded." "I have to disagree with you. It was worth it", the soldier answered. "What do you mean?" the officer wondered. "It was worth it", the soldier repeated. "When I got to my friend, he was still alive and said "Jim, I knew you would never leave me." There lived two great friends Jay and Vijay. They had been friends since their childhood. They went to the same college, which was at far distance from their place. On the way to college they had to cross a river, pass hills and sandy area. They were really good friends and spent time together. Their friendship was famous in college. One rainy day two friends set out for college as usual. They were chatting while walking. While they were discussing some points, they had different opinions. There began a heated argument. That was followed by bad language on the both sides. Things got so bad that in an anger Jay slapped Vijay. Shocked Vijay stared at his friend and wrote on sand, "Today my best friend slapped me." Both the boys continued walking but they kept silent. Meanwhile they reached the river which was overflowing that day. Vijay was not a good swimmer. He stepped into the river and began drowning, taken away by water in the direction of the flood. Jay saw it and without thinking for a second jumped into the river. With difficulty he could drag Vijay out of the river. He helped Vijay restore his normal breath. When Vijay became normal, he wrote on a rock, "Today my best friend saved my life." Later Jay asked him, "Why did you write on sand that I slapped you? And why did you write on the rock that I've saved your life?" Vijay replied, "We should forget promptly wrong things done by our friends but we should always remember good things they've done. Just like writing on the sand gets erased quickly whereas writing on the rock stays forever." A long way out in the deep blue sea there lived a fish. Not just an ordinary fish, but the most beautiful fish in the entire ocean. His scales were every shade of blue, green and purple, with sparkling silver scales among them. The other fish were amazed at his beauty. They called him Rainbow Fish. "Come on, Rainbow Fish," they would call. "Come and play with us!" But the Rainbow Fish was too proud of his scales shimmer. One day, when a little blue fish asked him to give one of his shiny scales. The Rainbow Fish got away from him. From then on, the other fish turned away when he swam by. on he become the loneliest fish in the entire ocean. Another day the Rainbow Fish went to see the wise octopus. The octopus told him,"Give your glittering scale to each of the other fish. Then you will no longer be the most beautiful fish in the sea, but you will discover how to be happy." "But I can't..." the Rainbow Fish started to say, but the octopus had already disappeared into a dark cloud of ink. Suddenly he felt the light touch of a fin. The little blue fish was back and asked " The Rainbow Fish, please, don't be angry. I just want one little scale. "Only one very small shimmery scale," he thought. "Well, maybe I wouldn't miss just one." The Rainbow Fish carefully pulled out the smallest scale and gave it to the little fish. Since then, the Rainbow Fish shared his scales left and right with everyone who wanted. And the more he gave away, the more delighted he became. When the water around him filled with glimmering scales, he at last felt at home among the other fish. Finally the Rainbow Fish had only one shining scale left. His most admired possession had been given away, yet he was very happy to have a lot of friends.
4. Read again and answer the questions. Put in order of appearing in the texts. Who ...? - saved his friend's life? ... - was too proud of himself? ... - had an argument with each other? ... - was worth for true friend? ... - was wounded while carried his friend on his shoulders? ... - felt alone? ... - began to drown? ... - slammed his friend? ... - said that if a friend does something good it must be remembered forever? ... - asked for advice to have friends? ... - changed himself to have friends? ... 5. In pairs, discuss. What are the good qualities of the story characters? Example: I think the soldier is a true friend. He is loyal to his friend.
Soldier Jay Vijay The Rainbow Fish 6. In groups, do a project about your friends. Choose one of the projects below. 1. Poster Making Colorful posters that are full of tips on: • How to be a good friend? • How to deal with difficulties in a friendship? • How to make up after a fight, how to make a new friend and so forth? 2. Book Making The accordion style book is very easy to make. Take a piece of paper and fold it. 3. Classroom newspaper or magazine Create a classroom newspaper or magazine that includes stories about friends, advices to be good friends, poems, quotes from interviews, puzzles, riddles and jokes and others. 4. Friendship timeline On the timeline there will be recorded special events or dates that have a significant meaning to friends and the development of the friendship.
At the end of the I met my friend summer, she broke Gerlee at the her left arm when Halloween she fell off the party. stairs. Gerlee... FOOD SAFETY AND HEALTH
EXTENSION ACTIVITIES 3 la. Find these words in the puzzle. apple carrot fish sausages orange turnip cucumber bacon banana chicken grape potato
lb. Now put these words in the correct column.
Fruits Vegetables Meat apple carrot fish
2. Choose the correct word. 1. A: What will you buy from the shop? B: I think, I will bring a little / a few pepper. 2. A: Do you know how to make a chocolate cake? B: A few / a little. 3. A: We invited a lot of/ a few people because our house is small. B: But you can have a party outside of the house. 4. A: Where are the cookies? I can't see any. B: There were just a few/a little. So I ate them. 5. A: Would you like to add some more cheese to your spaghetti? B: Yes, I'd like to add a few/a little cheese. 3. Rewrite sentences into reported speech. Example: Teacher asked me, "How many calories do people need? " Teacher asked me how many calories people needed. 1. Doctor said, "Read the package labels carefully." 2. She said, "I am trying to lose 6 pounds at least." 3. They said, "We eat bread for breakfast." 4. He said, "I drink 2 cups of coffee a day." 5. They asked, "What do you think about fast food?" 6. She said, "Don't sit at the desk all day without any movement." 7. I asked, "How do you prepare a fruit salad?" 4. Correct the mistakes. Example: He asked me where was the fitness club. He asked me where the fitness club was. 1. The doctor said to not use sweetened drinks. 2. The old man said he could did a lot of exercises. 3. She said make complaint about soured milk. 4. Ann asked what do I like to drink. 5. Mum said to drank hot tea and stay at home. 6. They asked where was the nearest restaurant. 7. He said that was the strongest student in his class. 5. In pairs, ask and answer. Use the questions below. 1. What do you know about Japanese food? • What is a popular drink in Japan? • What kind of salads do Japanese people eat? • What kind of meat do Japanese people eat? • What kind of soups do Japanese people eat? • What kind of seafood do Japanese people eat? • What deserts are popular in Japan? 2. Do you know any Japanese restaurants in Ulaanbaatar? 3. Have you ever tried Japanese food? If yes, did you like it? 6a. Read the following descriptions of food and answer. How many of them do you know?
A bowl of plain cooked rice is served with most Rice Bowl Japanese meals. For breakfast, it is sometimes mixed with a raw egg and soy sauce.
Sashimi is raw seafood. A large number offish can be Sashimi used for sashimi. Most types of sashimi are made with soy sauce. Nabe dishes or hot pot dishes are prepared in a hot pot, usually at the table. Typical ingredients are vegetables, Nabe various mushrooms, seafood and / or meat. A nabe dish dishes is prepared with various fish, eggs, seaweed, boiled over many hours in a soy sauce-based soup. A bowl of miso soup often accompanies breakfast, lunch and dinner. It is made by dissolving miso paste Miso soup in hot water and adding seaweeds and small pieces of tofu.
Tonkatsu are deep fried pork cutlets. Tonkatsu is Tonkatsu usually served with cabbage or on top of cooked rice.
Mochi or a rice cake is made of rice pounded into paste. They can be of different shapes. Japanese Mochi people eat them all year round. But it is a traditional food for the Japanese New Year. Green tea is a common drink in Japan. There many types of tea depending on the quality and the parts of Green tea the plant used as well as the way they are processed. The best Japanese green tea is from Fukuoka and Kvoto. 6b. Read again and decide true (T) or false (F). 1. Plain rice is served with most Japanese meals. ... 2. A few types of fish can be used for sashimi. ... 3. Hot pot dishes are made of vegetables and various mushrooms. ... 4. Japanese eat miso soup for breakfast, lunch and dinner. ... 5. Tonkatsu are pork cutlets. ... 6. Mochi is a rice cake mostly made and eaten during Japanese New Year. ... 7. Japanese don't drink green tea much. ... 7a. Do a class survey. Find out the most popular traditional food and drinks in your class. № Questions Number of students who like ... 1 Tea with milk 2 Noodle soup 3 Dumplings 4 Buuz 5 Huushuur 6 Horhog 6 Airag 7 Yoghurt 8 Aaruul 7b. Choose the food that most people in your class like to eat or drink. Make a wall paper 'International buffet: Mongolian food'. Use Activity 6a as an example. 7c. Report the findings to the class. WORLD OF ART
EXTENSION ACTIVITIES 4 1. Write appropriate words to complete the sentences. 1. A (_u i ) always play the musical instrument. (musician) 2. A play or literature about death or suffering is (t y). 3. My favorite (p n g) is 'Mona Lisa'. 4. We laugh a lot when we watch a (__m y) 5. Mongolian famous ( I i )is Deegii. 6. A( I ^)isa dance that tells a story. 7. Georges Bizet's 'Carmen' is an (o _e ). 8. The Statue of David is one of the most famous (_c p 5) in the world.
2. Find out the compound nouns from the circles and make sentences. Example: Shakespeare was a famous playwright.
a theater a dress wright dancer box a play an opera a ballet singer circle
3a. Read the text and give a title. The La Scala theater is one of the most famous opera houses in the world. It was originally founded by the support of Empress Maria Theresa of Austria to replace the Regio Teatro Ducale, built in 1589 and destroyed by flames in 1776. The theater was designed and built by the great neoclassical architect Giuseppe Piermarini between 1776 and 1778. It holds a total of 2,200 people including 678 orchestra seats, 409 seats in the first and second galleries, and 155 boxes on four levels. Its history and acoustic and the outstanding level of performances have made La Scala Theater one of the best known theaters of classical music in the world. The premieres of the theater are the most awaited cultural and social events that gathers the most prominent people from the fields of culture, politics, industry worldwide as well as the most popular TV and cinema stars. La Scala Theater is a home for the best opera singers and conductors, and it offers a broad repertoire which attracts thousands of visitors. Operas are typically performed in their original language with Italian subtitles. 3b. Read again and complete the table.
1 Name of the theater ... 2 It was founded by ... 3 It replaced ... 4 It was designed and built by ... 5 It has ... orchestra seats ... 6 It is one of the best known theaters of ... 7 The premieres of the theater attract ... 8 Operas are performed in ...
4. Write sentences in present passive. Use the pictures and prompts.
1. ' Swan Lake' ballet / perform / every Sunday 2. pop concert / hold / central square 3. piano / play / church 4. concert hall / crowd / at weekends 5. London bridge / visit a lot / every year 6. orchestra / conduct / conductor 7. words / sing / opera 5a. Match column A with column B. Example: 'Oliver Twist'was written by Charles Dickens. A B 1. The 'Carmen' opera (compose) a. Leonardo da Vinci 2. The 'Mona Lisa' (paint) b. James Cameron 3. Big Ben Tower (complete) c. Tolstoy 4. 'Oliver Twist' (write) d. Charles Dickens 5. 'Titanic' (direct) e. on 10 April 1858 6. 'Anna Karenina' novel {write) f. Georges Bizet 5b. Now make sentences using the past passive. 6. Do the quiz.
7. Choose one of the stories you have read recently in English and complete the following form. Story Review Form
What is the title of the story? What genre is it? Where does the story take place? What time period is it set in? What is the story about? What was the best thing about the story? Who was your favorite character? How long did it take you to read the book? Would you recommend this story to your classmates?
8. In pairs, ask and answer. Talk about stories you have read. Use the questions from activity 7. ENVIRONMENT
EXTENSION ACTIVITIES 5 la. List your ideas on the environment by brainstorming^!
ENVIRONMENT
Pollution Disasters
lb. In pairs, compare your spidergrams. 2. Look at the pictures and write one sentence for each one.
3a. In groups, discuss environmental problems in Mongolia. Think of ways of solving these problems.
3b. Compare your ideas with other groups. 4a. Read the text and decide which statements best sum up the main idea.
a. Water is much polluted.
c. Every day a lot of people die from water-borne diseases.
d. People should pay more attention to our most valuable natural resources.
Water covers much of our planet and more than 97 % of it is in the oceans. Another 2 % is unusable ice. And much of the remained water is polluted. The pollution is caused by our increasing population and industrialization - most factories and human wastes poison rivers, lakes and ground water. Every year 250 million cases of water-borne diseases are discovered in the world and 25,000 people die from them every day. Is there any hope for a solution? It is clear that a lot of time, money and research is necessary to find solutions to these problems. Specialists in many countries are developing methods to improve water supplies, to conserve water, and to protect the quality of drinking water. For example, good forecasting - including predictions of snow, rain, river levels and soil loss - can help scientists cope with floods. Canals can ease one of the major water related problems - drought. Since three-quarters of the world's fresh water is ice, scientists have been trying to discover methods to drag icebergs to arid areas. They are also trying to find ways to desalt sea water. Underground water could also be drilled for some very dry places. Work continues in all of these areas.
4b. Read the text again and write a short summary. Follow the tips below.
1. A summary must contain the main idea of the text, restated in your own words. (To do this, first find the thesis statement in the original text.) 2. A summary is written in your own words. It contains few or no quotes. 3. A summary is always shorter than the original text, often about 1 / 3 of the original. 4. A summary should contain major details of the text, and should ignore most of the minor details, examples, illustrations or explanations. 5. The backbone of any summary is formed by crucial details (key names, dates, events, words and numbers). A summary must never rely on vague generalities. 7. A summary must contain only the ideas of the text. Do not insert any of your own opinions, interpretations, deductions or comments. 5a. Read the statements about Mongolian traditions to protect nature and decide true (T) or false (F). 1. Mongolians don't eat meat of young animals. T F 2. In Mongolia, you shouldn't pour water into milk. T F 3. Nomadic families put their gers around water sources. T F 4. People make offerings, like coins, to water sources. T F 5. If you cut down one tree, you have to plant two trees. T F 6. Mongolian herders move from place to place in order to protect the pasture land. T F 7. Nobody is allowed to pick wild flowers. T F 8. Mongolians were the first in the world to have nature reserve. T F 5b. Correct the false sentences and write in your notebooks. 6. Think of other Mongolian traditions to protect nature. Choose one and write about it following the outline.
Introduction (name the tradition and a reason why you decided to write about it) Main part (what this tradition is about and how people protect nature following this tradition) Conclusion (the value of the tradition) LEARNING AND EDUCATION
EXTENSION ACTIVITIES 6 la. Read the essay writing steps and put them in the correct order.
Revise Collect information
Essay Outline writing Edit steps
Write a Rewrite draft
lb. Now compare it with your partner's.
2a. Study the structure and answer the questions. 1. How many parts are there in an essay? 2. Which paragraph includes the topic? 3. Which paragraph describes the introduction? 4. Which paragraph concludes your ideas?
Essay structure
Body paragraphs An introduction A conclusion explain, describe and paragraph includes the paragraph concludes give examples related to topic of your ideas. your ideas. the introduction. 2b. Read the essay and answer a, b or c. What did the author focus on? a. Dreams b. Achievements of goals c. Hobbies Paral: To begin with, everyone wants to aim for the best in all their dreams, but as we grow older, we realize that everything is not easy. Although many children set goals, most of them give up achieving them. I've read a really cool advice that says, "We should break a goal day by day down into smaller steps. In this way, all difficult goals can be accomplished, but we must revise and move in small but forward directed steps." I've tried following it and it was great. As for me, my long-term goal is to be a successful engineer creating my own projects and designs. Para 2:1 decided to become a civil engineer when I was in my early teen age, because bridges, buildings, and skyscrapers always fascinated me. When my cousin entered construction school, I was curious about everything, asking him endless questions. Later, he offered me a part-time job at a construction site. I was delighted and desired to challenge myself. To be honest, it was a quite hard job, but I promised myself I would never give up. As days went, I felt that the job became easier and more interesting. This summer I made my final decision to become a skilled and successful engineer. Compared with some other jobs, civil engineer- ing is a really creative and challenging one.
Para 3: Since then I've achieved my major goals. Some of my achievements are smaller than oth- ers, but I feel inspired and satisfied because I've reached them with effort and commitment. For example, I won the 2nd place in district English Olympics last year. This year I've kept practicing English to improve my language skills. Para 4: I also focused on achieving my other goals at learning English language, participating in after school activities, and doing well in all my subjects. I like playing chess, watching football and basketball. I always enjoy reading and doing maths. My relatives and my friends often ask me to help them. I easily deal with doing puzzles and crosswords as well. In addition, I like to learn new things to help people.
Para 5: Finally, I have been encouraged a lot by my family to try harder in my education and to be more motivated towards what I want to achieve. They make me feel more confident; that inspires me want to achieve my dreams even more. I see myself as a successful specialist in engineering in the near future. 2c. Read again and answer the questions. 1. What was the advice about? 2. What was the author's long-term goal? 3. What are his other goals? 4. What is his hobby? 5. How do his family encourage him to achieve his goals? 3a. Complete the following list with the linkers from the box. for example finally in addition to since then although to compare with also to begin with because as a result
To introduce ideas: to begin with... To compare:... To contrast:... To provide an example:... To show reason:... To conclude:... 3b. Choose the correct linking word for each sentence. 1. Lucy was a terrible applicant... she was accepted by the college. a. but b. while c. also 2. We are sending you an application form. ... to your request, a. in addition b. for example c. at first 3. She was popular; ... she was not beautiful. a. also b. although c. until 4. Please be on time; ... try to be early. a. otherwise b. moreover c. also 5. Mary's work is wonderful. ... she got a raise. a. As a result b. Moreover c. However 6. ... his essay was written very well and well organized. a. To sum up b. Firstly c. But 7. He was an excellent learner; ... he was a skilled sportsman. a. but b. moreover c. or 8. Wear the clothes you are comfortable in ... you come to the interview. a. when b. moreover c. or 9. You need to prepare and practice ... an interview starts. a. although b. before c. however 4a. In groups, choose a topic and make a plan for an essay. a. My goals b. Things that influenced in my life c. How can I be a good friend? 4b. Then exchange your plans with other groups.
5a. Write an admission essay introducing yourself. Include the following: • Hobbies • Responsibilities • Accomplishments in the personal and school subjects • Important life events that have changed you • Challenges and difficulties you've overcome • People who have influenced you • Study habits and attitudes that will make you successful, and goals achieved
5b. Display your essays. Then take a vote and decide whose essay is the most interesting. COMMUNICATION TECHNOLOGY
EXTENSION ACTIVITIES 7
1. Look at the pictures and identify the objects. Choose the correct answer, a, b or c.
1. This is a ... a. keyboard b. LCD c. mouse 2. This is a ... a. floppy disk b. computer case c. hard disk 3. This is a ... a. LCD b. USB flash c. keyboard 4. This is a ... a. scanner b. mouse c. computer case 5. This is a ... a. USB flash drive b. hard drive c. laptop 6. This is a ... a. scanner b. webcam c. printer 2. Fill in the gaps with the correct word, using the pictures above. 1. If we want to print out the information in the computer, we use a... 2. A... is a small object which you move with your hand to give instructions to the computer. 5. It is smaller than a desktop computer and you can carry it with your hands. It is a ... 4. While chatting on the web we usually use a ... to see each other's faces. 3. If we want to upload our pictures onto the computer, we use a... 3. Match the computer parts to their definitions. Chip 1. a computer input device that uses a set of keys to put data into the computer Disk Drive 2. capturing & storing & updating & retrieving data and information Embedded Processor 3. a place to store information (also RAM and ROM) Expansion Slot 4. a mechanism that holds & spins & reads and writes either magnetic or optical disks Hardware 5. the data that is entered into a computer Information processing 6. the physical parts of the computer system that you can touch and feel Input 7. an integrated circuit Integrated Circuit 8. a connector designed to allow the addition of printed circuit boards—daughter boards—to the motherboard Keyboard 9. a complete circuit on a chip built by a chip fabrication process Memory 10. a chip designed with a specific set of usable instructions
4. Complete with the correct form of the verb given in brackets. 1.1 miss live/ living /to live in London. 2.1 enjoyed see/seeing / to see them again. 3. He avoided help /helping/to help them do it because he wanted to get home early. 4.1 promised do /doing/to do it by Friday. 5. She's expected get/getting / to get the job. 6. Would you like come / coming / to cornel 7. They don't tolerate any argue / arguing / to argue about their decisions. 8. She taught me do /doing/to do it. 9.1 don't feel like do / doing/to do it. 10. Do you mind take / taking / to take it with you?
5. Join two sentences. Use however and but to make one sentence. 1. In winter, it is cold. It always sunny and dry. 2.1 couldn't really afford a book. I bought it. 3. It was a very long day. I still felt energetic by the end of it. 4. It was an easy test. I failed. 5.1 didn't like the idea. I agreed to do it. 6. My application was late. They accepted it. 7. It cost a lot of money. I was very disappointed because it didn't work properly. 8.1 was grateful for their help. I felt a bit embarrassed to ask to borrow the money. 6. Look at the lists of activities. Compare them using same as, similar to, and different from. Example: Making a phone call online is the same as making a telephone call. Internet Activities Cell phone Activities • making a phone call online • making a call • uploading photos to a website • uploading photos to the phone • getting travel information • getting travel information • searching for a map • searching for a map • checking the weather • checking the weather • watching a video • watching a video • listening to music • listening to music • playing online games • playing games 7a. Read the text and answer a or b. What type of text is it? a. electronic b. printed
8b. Read again and put the sentences in the order they appear in the text. _ Next, I go to Facebook. Everyday I go to work before business hours, make some coffee, and sit down at my computer. And then in my daily internet routine I go to my blog. _ I visit a number of websites that I read every morning. After that I go into bargaining mode. _ First, I always check email. GRAMMAR REFERENCE UNIT 1 FASHION AND BEAUTY Prefer / Would like Use: • We use prefer + noun + to + noun to express our preference of something more than something else. • We use would like to + infinitive to express what we wish to have. Хэрэглээ: prefer + noun + to + noun бүтцийг аливаа зүйлийг илүүд хүссэн тохиолдолд хэрэглэнэ, would like to + үйл үг бүтцийг аливаа зүйлийг хүссэн тохиолдолд хэрэглэнэ. I prefer green dress to blue one. I would like to buy this suit. look + adjective Use: We use Hook + adjective' to give an opinion about personality. Хэрэглээ:'look + adjective'холбоо үгийг хэн нэгний тухай хувийн үзэл бодлоо илэрхийлэхэд хэрэглэнэ. She looks fashionable. Used to + verb Use: We use used to to say something happened many times in the past. We use used to followed by base verb. Хэрэглээ: Өнгөрсөн цагт давтагддаг байсан үйл явдлыг заадаг. Мөн өнгөрсөн цагт давтагдаж байсан боловч тэр нь өөрчлөгдсөн болохыг илэрхийлнэ. Young people used to wear mini-skirts in the 1960s. have something done Use: We use have something done when someone did something for you. We use after have something past participle. Хэрэглээ:'have something done' хэллэгийг бусдаар үйлдүүлсэн үйлийг илэрхийлэхэд хэрэглэнэ. She has her ears pierced.
UNIT 2 SPORTS AND PHYSICAL HEALTH So + adjective; such + nouns Use: We use so before an adjective and such before noun to express surprise. Хэрэглээ: Дээрх холбоо үгээр гайхширсан, уулга алдсан байдлыг илэрхийлнэ. Such нэр үгтэй, so хавсрал нэртэй хамт хэрэглэгдэнэ. Hang gliding is such a scary sport. It is so scary! Past simple vs. present perfect Use: Past simple Present perfect We use the past simple for an action which We use the present perfect for repeated actions. happened at a stated time in the past. Ed has won a gold medal three times. Ed won his first gold medal in 1992. (The time is mentioned: in 1992) (repeated actions) Хэрэглээ: • Энгийн өнгөрсөн цагийг тодорхой цаг хугацаанд болсон үйлийг илэрхийлэхэд хэрэппэнэ. • Төгс одоо цагийг өнгөрсөнд болсон хэд хэд давтагдсан үйлийг илэрхийлэхэд хэрэппэнэ. Ингэхдээ үйл нь цаг хугацааны хувьд өнгөрсөн хэдий ч тодорхойгүй байдаг. Linkers: although, even though, in spite of, despite of Use: We use these linkers to express a contrast. Хэрэглээ: Дээрх үгийг эсрэг тэсрэг байдлыг илэрхийлэхэд хэрэглэнэ. Although, even though + clause Although /Even though the weather was bad, we continued playing football, in spite of, despite+ noun /-ing form In spite of/Despite the bad weather, we continued playing football. Should and shouldn't for advice Use: We use should /shouldn't to give advice. Хэрэглээ: Дээрх үгийг зөвлөгөө өгөхөд хэрэглэнэ. You should eat more vegetables. You shouldn't drink much alcohol. Imperatives Захиран хүсэх төлөв Use: We use the imperative to give a direct order / command. Хэрэглээ: Захиран хүсэх төлөвийг аливаа зүйлийг хийх болон үл хийхийг хүсэх, тушаах болон заавар өгөхөд хэрэглэнэ. Do exercise more regularly. Don't eat junk food.
UNIT 3 RELATIONSHIPS AND MORALITY So /Nor + am/is/are; So/Nor do/does Use: We use these expressions to show agreements. Хэрэглээ: Дээрх үг хэллэгийг бусдын хэлсэнтэй санал нийлж байгааг илэрхийлэхэд хэрэглэнэ.
To agree with a positive statement: To agree with a negative statement: We use so + auxiliary verb + person We use nor + auxiliary verb + person We are busy tonight. - So are they. I don't like tea with sugar. - Nor do I. I like tea without sugar. - So do I. I'm not tired. - Nor is he. 1st Conditional Use: We use the 1st conditional when we talk about what will happen in the future when there is a possibility. The «^clause can come before or after the main clause with no change in meaning. When the //^clause comes first, we put a comma (,) after it. Хэрэглээ: Болзолт төлөвийн 1-p хэлбэр нь бодит үйл явдал буюу ирээдүйд лавтай болох ба эсвэл болохгүй үйлийг илэрхийлнэ. Ингэхдээ гол өгүүлбэрийг жирийн ирээдүй цагаар, гишүүн өгүүлбэрийг жирийн одоо цагаар илэрхийлдэг. Гол ба гишүүн өгүүлбэрийн байр солигдоход утгын ялгаа байхгүй. Гишүүн өгүүлбэрээр эхэлбэл гол ба гишүүн өгүүлбэрийг таслалаар зааглана. If you / we exercise, you / we will feel better. He / she will feel better if he/ she exercises. 2nd Conditional (positive) Use: We use the 2nd conditional when we want to talk about an imagined (unreal) event or situation. Хэрэглээ: Болзолт төлөвийн 2-p хэлбэр нь бодит биш үйл явдал буюу төсөөлөн бодож буй үйлийг илэрхийлнэ. If you / we won lots of money, you / we would buy a castle. If clause (past simple) Main clause (would + infinitive) If subject Verb If you/we won lots of money, you/we would buy a castle.
UNIT 4 LIVING IN THE GLOBAL WORLD Infinitive of purpose Үйлийн зорилго тодорхойлох үйл үг Use: An infinitive is to + base form of the verb. We use it to express a reason why we do something. Хэрэглээ: Энэ нь үйл үгийн анхны хэлбэр болох бөгеөд тус хэлбэрийг тодорхой зорилго илэрхийлэхэд хэрэглэнэ. Social workers serve people to solve their problems. So that + modal structure Use: We use so that + modal to express a purpose. We use so that + a modal structure to join two sentences. Хэрэглээ: So that + баймж үг гэсэн хэллэгийг тодорхой зорилго илэрхийлэх болон энгийн хоёр өгүүлбэрийг холбоход хэрэглэнэ. Scouts do different activities so that they can learn useful skills. The same as/similar to/different from/completely different expressions Use: • We use the expressions the same as and similar to to compare things that are close in meaning. • We use the expressions different from and completely different to compare things that are not close in meaning. Хэрэглээ: The same as, similar to хэллэгийг ижил төстэй зүйлийг харьцуулах зорилгоор хэрэглэнэ. Харин different from, completely different хэллэгийг өөр өөр зүйлийг харьцуулахад хэрэглэнэ. They tried to be the same as them. Girl scouting activities were similar to boy scouting activities. Eran Miller was different from others. The women who run the girls'units were all completely different
UNIT 5 MODERN TRAVEL The present simple Use: We use the present simple forms to talk about facts. Хэрэглээ: Үйл үгийн энгийн одоо цагийг үнэн бодит зүйлийн тухай ярихдаа хэрэглэнэ. New Yorkers travel an average of 40 minutes to work each day. Manhattan attracts people by its tall skyscrapers. Positive Negative Questions and short answers Do you ride subway? I/We ride subway. I/ We do not (don't) ride subway. - Yes, I/we do. - No, I/we don't. Does he / she ride subway? He / She does not (doesn't) ride He / She rides subway. - Yes, he /she does. subway. - No, he / she doesn't. Do you / they ride subway? You / They do not (don't) ride You / They ride subway. - Yes, you / they do. subway. - No, you / they don't. Present continuous for future Use: • We use the present continuous to talk about arrangements (which often include other people) for the near future. • We form the present continuous as follows. Is she coming with you? - No, she is going to join me later. Хэрэглээ: Үйл үгийн одоо үргэлжилсэн цагийг ойрын ирээдүйд төлөвлөн зохион байгуулах зүйлийн тухай ярихдаа хэрэшэнэ.
Positive Negative Questions and short answers Are you going to book a ticket lam (I'm) going to book a I'm not going to book a ticket tomorrow? ticket tomorrow. tomorrow. - Yes, lam. - No, I'm not. Is he / she going to book a ticket He / She is ('s) going to book He / She is not (isn't) going to tomorrow? a ticket tomorrow. book a ticket tomorrow. - Yes, he/she is. - No, he / she is not. Are we /you / they going to book We / You / They are ('re) We / You / They are not (aren't) a ticket tomorrow? going to book a ticket going to book a ticket tomorrow. - Yes, we /you / they are. tomorrow. - No, we /you / they are not. either ...or expressions Use: We use either ... or to talk about a choice between two things of similar type. Хэрэглээ: Хоёр ижил төрлийн зүйлээс нэг зүйлийн сонголтын тухай ярихдаа дээрх хэллэгийг хэрэглэнэ. You can go to school either by bus or by trolleybus. neither... nor expressions Use: We use neither ... nor to talk about two negative ideas that are similar. Хэрэглээ: Хоёр ижил төрлийн үгүйсгэсэн санаанаас сонголтын тухай ярихдаа дээрх бүтцийг хэрэглэнэ. Neither my brother nor my sister has graduated from university. UNIT 6 FOOD SAFETY AND HEALTH a few/a little / a lot of Use: We use a few / a little/a lot of to describe the quantity of noun. Хэрэглээ: Дээрх үгийг нэр үгсийг тоолоход дараах байдлаар хэрэглэнэ: a few - зөвхөн тоологдцог нэр үгтэй a little - зөвхөн тоологдцоггүй нэр үгтэй a lot of - тоологдцог ба тоологддоггүй нэр үгтэй Quantity expression Countable noun Uncountable noun a few I have a few apples in my bag. —
a little — We need a little rice to make a salad. a lot of There a lot of apples in my bag. We need a lot of rice to make a salad. Reported statement Use: We can report what the speaker said. Хэрэглээ: Хэн нэгэн хүний хэлсэн яриаг өөр хүнд дамжуулахад дам яриа болно.
In the reported speech tenses change as follows. Дам ярианд цагууд нь дараах байдлаар еөрчлөгдөнө. I am hungry. She said she was hungry. I can make a pizza. He told he could make a pizza. We have lunch at 1 pm. They said that they had lunch at 1 pm. Reported speech command Use: We can report what the speaker ordered. Хэрэглээ: Хэн нэгний хэлсэн хүсэлтийг илэрхийлэхэд хэрэглэнэ. Positive command Negative command told + pronoun + infinitive told + pronoun + not + infinitive She told me to drink my juice. He told me not to eat junkfood. Reported question Дам асуулт Use: We report what the speaker asked. Хэрэглээ: Хэн нэгний асуусан асуултыг бусдад дамжуулахыг дам асуулт гэнэ. They asked me, 'How do you keep your fruit fresh ? 'They asked me how I kept my fruit fresh.
UNIT 7 WORLD OF ART Present passive (positive) Use: We often use the passive when we want to show that the action of the verb is more important than the person who carries out the action. We form the present passive with the verb to be in present simple and the past participle of the main verb. Хэрэглээ: Бусдаар үйлдэх төлөвийг үйлийг хийж буй эзэн биеэс үйлдэл нь чухал үед хэрэглэнэ. Бусдаар үйлдэх төлөвийн одоо цагийн хэлбэр нь to be үйл үгийн одоо цагийн хэлбэр болон нөхцөл үйлийн 2-р хэлбэрийн тусламжтай бүтнэ. The music is played by the orchestra. Past passive Use: We use the passive when we want to show that the action of the verb was more important than the person who carries out the action. We form the passive with the verb to be in the past and the past participle of the main verb. Хэрэглээ: Бусдаар үйлдэх төлөвийн өнгөрсен цагийн хэлбэр нь to be үйл үгийн өнгөрсөн цагийн хэлбэр болон нөхцөл үйлийн 2-р хэлбэрийн тусламжтай бүтнэ. The novel was written 5 years ago. Active vs passive Use: We use the active sentence when we want to say who does an action. We use the passive when we want to say what someone else does to the subject. Хэрэглээ: Үйлийг хийж буй эзний тухай ярихдаа өөрөө үйлдэх төлөв, үйлийг өөр хэн нэгэн үйлдсэн бол бусдаар үйлдэх төлөвийг хэрэгаэнэ.
Active Passive He painted a portrait. The portrait was painted by him.
UNIT 8 ENVIRONMENT Definite article the Use: We use the article with these kinds of place names. Хэрэглээ: the тодорхой ялгац гишүүнийг дараах жинхэнэ нэртэй хэрэглэнэ. • seas (the Black) • mountain groups (the Himalayas) • rivers (the Amazon) • deserts (the Gobi) We use no article with; the тодорхой ялгац гишүүнийг дараах тохиолдолд хэрэглэхгүй. • continents, countries, states (Africa, Germany) • cities and towns (Washington, Oxford) • lakes (Michigan) Past continuous and past simple Use: • We use the past continuous to express an action which continued for some time in the past. • We use the past simple to express a single event in the past. Хэрэглээ: • Өнгөрсөн үргэлжилсэн хэлбэрийг өнгөрсөн тодорхой хугацааны туршид үргэлжилж байсан үйлийг илэрхийлэхэд хэрэглэнэ. • Мөн өнгөрсөн үргэлжилсэн хэлбэр нь өнгөрсөн нэг цаг хугацаанд зэрэгцэн болсон үйлийг илэрхийлэхэд хэрэшэнэ. • Энгийн өнгөрсөн хэлбэрийг өнгөрсөн тодорхой хугацаанд болсон дан ганц үйлийг илэрхийлэхэд хэрэглэнэ. Past continuous Past simple They were reading a magazine. They read a magazine. Present perfect for results Use: We use the present perfect to tell the results of certain actions. Хэрэглээ: Төгс цагийн хэлбэрийг тухайн үйлийн үр дүнгийн тухай ярихад хэрэглэнэ. Some wild animals have become extinct. Present perfect vs past simple Use: We use the present perfect with indefinite time, simple past with definite time. Хэрэглээ: Үйлийн төгс цагийн хэлбэрийг цаг хугацаа тодорхойгүй байгаа нөхцөлд, энгийн өнгөрсөн цагийг цаг хугацаа нь тодорхой байгаа нөхцөлд хэрэглэнэ.
Present perfect Past simple Greenpeace has started activities for sustainable In 1993, Greenpeace started its activities for development. sustainable development.
UNIT 9 LEARNING AND EDUCATION Infinitive of purpose Use: Infinitive can be used to express a purpose. Хэрэглээ: Үйл үгийн анхны хэлбэр нь зорилго заахад хэрэглэгдэнэ. I have come here to help you. A boy walks into the river to carry water. 2nd conditional with would and might Use: We use would to talk about an imaginary situation or action. After would and might we use an infinitive without to. It is usually used in the clause of the conditional structure. Хэрэглээ: Would 6a might хэлбэрийг төсөөлөн бодож буй үйл хөдлөл ба нөхцөл байдлыг илэрхийлэхэд хэрэглэнэ. Positive Negative Question Ifl learn English well, I Ifl don't learn English well, I If you learn English well, would would become fluent in using wouldn't become fluent in using you become fluent in using English. English. English? Would (all forms) for politeness Use: Would is used in polite requests and offers. It often acts as a softer form of will. Хэрэглээ: Would нь эелдэг хүсэлт ба саналыг илэрхийлэх ба will -ийн зөөлрүүлсэн хэлбэр хэлбэрээр хэрэглэгдэх нь бий. Positive Negative Question I would do some housework for I wouldn't do any housework Would you do some housework you. for you. for me? Linkers Use: We use linkers to talk about a sequence of actions or events. Хэрэглээ: Дараалал заасан үйл хавсрал нь үйл хөдлөлийн дэс дарааллыг заана. First, we write about personal information. Second, we describe members of our family. Then, we express our interests and hobbies. Next, we include school activities. Finally, we mention our future goals. Linking words Use: Linking words help to connect ideas and sentences. Хэрэглээ: Холбоос үгийг дараалсан тодорхой санааг холбоход хэрэглэнэ. To introduce ideas to begin with, first Adding information and, in addition, also, moreover To compare to compare with To contrast: although, even though, however To provide an example for example, for instance To show reason because To conclude finally, as a result, to sum up We lost the match although we were the better team. He works hard. However, he doesn't earn much. To begin with, I will introduce myself.
UNIT 10 COMMUNICATION TECHNOLOGY
Gerund as a subject Use: We use gerunds (-ing form) to express our opinions or list activities. In sentences subject gerunds replace nouns (subjects). Хэрэглээ: Үйл үгийн -ing хэлбэр буюу үйлт нэрийг хувийн санал бодлоо илэрхийлэх буюу тодорхой үйл ажиллагааны тухай ярихад хэрэглэнэ. Үйлт нэр нь өгүүлбэрт өгүүлэгдэхүүний үүрэг гүйцэтгэдэг. Getting information from the Internet is faster. I find it + adjective Use: We use I find something + adjective to express our opinion. Хэрэглээ: I find + хавсрал нэр гэсэн бүтцээр хувь хүнийг санааг илэрхийлдэг. Ifind the Internet useful. = I think, that the Internet is useful. Intensifier and adjective Use: We use intensifiers such as very/quite/fairly before adjectives to describe things. Хэрэглээ: Хавсрал нэрийн утгыг тодотгох үгийг дараах байдлаар хэрэглэнэ: Weak Strong fairly quite very I find it fairly difficult. I find it very useful. Linkers: however/but Use: We use but and however to contrast the ideas or things. Хэрэглээ: However/but холбоос үгийг хоёр өөр санааг илэрхийлэхэд хэрэглэнэ. The modern technology makes our life easier. But/However, it wastes a lot of time. Comparisons: same/different/similar Use: We use the same as/similar to/different from to compare things and people. Хэрэглээ: Same/similar to/differentfrom ... аливаа хүн, зүйл харьцуулахад хэрэшэгдэнэ. Жишээ нь, ижил төстэй зүйлд same, similar to -г хэрэглэнэ, ялгаатай зүйлд different from -г хэрэгпэнэ. Sending a text message from the cell phone is the same as/similar to instant messaging. Talking on the phone is different from text messaging. IRREGULAR VERBS
Simple form Simple Past participle Simple form Simple Past participle arise arose arisen leave left left be was/were been let let let beat beat beaten lose lost lost become became become make made made begin began begun mean meant meant bend bent bent meet met met bet bet bet melt melt melt bind bound bound pay paid paid bite bit bitten put put put bleed bled bled quit quit quit blow blew blown read read read break broke broken ring rang rung bring brought brought run ran run build built built say said said buy bought bought see saw seen catch caught caught sell sold sold choose chose chosen send sent sent come came come set set set cost cost cost sew sewed sewn cut cut cut shake shook shaken dive dove (or dived) dived shine shone shone do did done show showed shown draw drew drawn sing sang sung drink drank drunk sit sat sat drive drove driven sleep slept slept eat ate eaten slide slid slid fall fell fallen speak spoke spoken feel felt felt speed sped sped find found found spend spent spent % flew flown stand stood stood forget forgot forgotten steal stole stolen freeze froze frozen stick stuck stuck get got gotten swear swore sworn give gave given sweep swept swept go went gone swim swam swum grow grew grown take took taken have had had teach taught taught hear heard heard tell told told hide hid hidden think thought thought hit hit hit understand understood understood hold held held wake woke woken hurt hurt hurt wear wore worn keep kept kept weave wove woven know knew known win won won lay (put, place) laid laid wind wound wound lead led led write wrote written DICTIONARY
A С accomplish, v. - хүрэх, бүтээх, амжилттай хийх calcium, n. - кальци achievable , adj. - хүрч болох, хийж болох calm, adj. - тайван achieve, v. - зорьсондоо хүрэх, амжилт гаргах carbohydrates, n. - нүүрс ус acquaintance, n. - танил хүн carrot, n. - лууван activity, n. - үйл ажиллагаа carving, n. - сийлбэр admire, v. - бишрэх casual, adj. - энгийн, жирийн admission, n. - элсэлт category, n. - төрөл aerobics, n. - айзамт гимнастик championship, n. - аварга шалгаруулах тэмцээн affection, n. - хайр, дур, сэтгэлийн хөдөлгөөн cheerful, adj. - хөгжилтэй, сэргэлэн air pollution - агаарын бохирдолт chicken, n. - тахиа apple, n. - алим chips, n. - шарсан төмс application, n. - өргөдөл classification, n. - ангилал apply, v. - хүсэлт, өргөдөл гаргах clutter, n. - үймээн, бужигнаан appropriate , adj. - тохиромжтой coffee, n. - кофе arrange a journey - аялал зохион байгуулах comedy, n. - инээдмийн жүжиг arrive at the airport - онгоцны буудалд commitment, n. - үүрэг амлалт, итгэл үнэмшил хүрэлцэн ирэх compete, v. - уралдах, өрсөлдөх arrogant, v. - онгироо, сагсуу competition, n. - тэмцээн, уралдаан ask somebody out - урих, гуйх confident, adj. - итгэлтэй assignment, n. - даалгавар consider others view - бусдын үзлийг авч үзэх, athlete, n. - тамирчин хэлэлцэх athletics, n. - спортоор хичээллэх consistence, n. - хатуу, нягт, тогтвортой байдал attend, v. - ирэх, байх (хичээл гэх мэт) console, v. - тайтгаруулах attention, n. - анхаарал convince others - бусдад итгэл үнэмшил төрүүлэх attitude, n. - хандлага cook, v. - хоол хийх, чанах attract, v. - анхаарал татах cream soup, n. - зутан шөл audience, n. - үзэгчид, сонсогчид cucumber, n. - өргөст хэмх available, adj. - бэлэн байгаа, бололцоотой curious, adj. - сониуч avoid, v. - зайлсхийх cycling, n. - дугуйгаар явах
В D bad-tempered, adj. - ааш муутай, dairy, n. - сүүн бүтээгдэхүүн ууртай, уцаартай deadline, n. - тогтоосон хугацаа ballet dancer - бүжгэн жүжигчин define, v. - тодорхойлох ballet, n. - бүжгэн жүжиг deforestation, n. - ой устах basketball, n. - сагсан бөмбөг depressive, v. - тайван бус, гунигтай be a friend to others - бусадтай найрсаг байх desertification, n. - цөлжшгг bean, п. - шош deserve , v. - байх, зохих, таарах, тэнцэх bell-bottomed (jeans) - өвдөгнөөс доош desire, v. - хүсэх, тэмүүлэх өргөн жинс dieting, п- дэглэм сахих beloved, n. - хайртай найз, хайрт different, adj. - өөр bird watching - шувуу ажишах disability, n. - хөгжлийн бэрхшээл book a ticket - тийз захиалах discover, v. - олж мэдэх, нээх bowed stringed instrument - чавхдаст хөгжим drama, n. - драм, жүжиг bread, n. - талх dress-circle, n. - дээд талын суудал bungee jumping - банжи үсрэлт (хамгаалалт drought, n. - ган бүхий өндрийн үсрэлт) dyed hair - будсан үс butter, n. - цөцгийн тос button-down (collar) - товчтой зах E H earthquake, n. - газар хөдлөлт hang out, v. - цаг өнгөрөөх, цаг нөхдөөх easygoing, adj. - санаа амар, хэл амаа hang-gliding, n. - дельтапланаар нисэх (буух) ололцоход амар have a row - маргах, муудалцах elegant, adj. - дэгжин, эрхэмсэг heritage, n. - соёлын өв empathetic, adj. - хүнийг ойлшдог, high-heeled shoes - өндөр өсгийтэй гутал уян зөөлөн сэтгэлтэй hiking, n. - явган аялах emphasize the positive - сайныг товойлгож харах horseback riding - морь унах encourage, v. - урам өгөх human relationships - хүмүүсийн хоорондын endless, adj. - эцэс төгсгөлгүй харилцаа environmental issue - байгаль орчны асуудал hurricane, n. - хар салхи establish, v. - үндэслэх, байгуулах excellent, adj. - онцшй I exercising, n. - дасгал хийх ice-climbing, n. - мөсөн ууланд авирах expense, n. - зардал improve, v. - сайжруулах explore, v. - судлах impulsive, adj. - тургэн цочир ууртай express emotions - сэтгэлийн хөдөлгөөнөө inspiration, n. - урамшуулах, зоригжуулах илэрхийлэх interrupt speaking - яриа таслах extracurricular activities - хичээлээс гадуур ажил involve, v. - татан оролцуулах extraordinary, adj. - ер бусын jam, n. - жимсний чанамал extremely, adv. - туйлын jogging, n. - спорт алхаагаар алхах eye contact - харц солилцох, нүдээрээ ярилцах juice, n. - пгүүс jumping, n. - харайх, үсрэх F fashionable, adj. - донжтой, загварын L fat, n. - өөх, тос label, n. - шошго fault, n.- буруу leave home - гэрээс гарах fiber, n. - хивэг legend, n. - домог fish, n. - загас letter of recommendation - тодорхойлолт fix, v. - засах lift, v. - өргөх flood, n. - үер looser (shirts) - сул цамц folk dance - ардын бүжиг low-heeled shoes - нам өсгийтэй гутал football, n. - хөл бөмбөг fruit, n. - жимс М frustrating, adj. - сэтгэлээр унасан, өөрийн major, n.- гол, чухал хүчинд итгээгүй make up, v. - эвлэрэх fulfill, v. - хэрэгжүүлэх, биелүүлэх manner, n. - арга ухаан, арга барил mashed potato - төмсний нухаш G measurable, adj. - хэмжигдэхүйц genre, n. - төрөл зүйл measure, v. - хэмжих gesture, n. - дохио, зангаа meat, n. - мах get along with others - бусадгай нийцгэй байх meeting people - хүүмүүстэй уулзах get over, v. - эдгэрэх, давах milk, n. - сүү give praise - магтах misplace, v. - буруу байрлуулах give up your ideas - өөрийн санаа бодлоос yxpax multi-sport event - олон төрөлт тэмцээн global wanning - дэлхийн дулаарал musician, n. - хөгжимчин going to the theater - театр явах good quality food - сайн чанарын хоол N gorgeous, adj - үзэсгэлэн төгөлдөр nail art - хумс будах урлаг graduate, v. - төгсөх national anthem - төрийн дуулал grain, n. - буудай natural disasters - байгалийн гампшг grape, n. - усан үзэм natural wonders - байгалийн гайхампшг river, n. - гол мөрөн nod a head - толгой дохих river kayaking - завиар явах novel, n. - роман romantic, adj. - уярам running, n. - гүйх O oil, n. - TOC S Olympic Games - Олимпийн тоглолт same, adv. - адилхан opening ceremony - нээлтийн ёслол, үйл satisfaction, n. - сэтгэл ханамж ажиллагаа sausage, n. - хиам, зайдас open-minded, adj. - илэн далангүй, мэдрэх scuba-diving, n. - амьсгалах багажтай усан чадвар сайтай доогуур шумбах opera singer - дуурийн дуучин sculpture, n. - уран баримал opera, пn - дуурь separate, v. - ялгаж салгах optimistic, adj. - өөдрөг үзэлтэй shaved head - халзан толгой organization, n. - байгууллага, зохион байгуулах show your confidence - өөрийн итгэлтэй outcome, n. - гарах үр дүн байдлыг харуулах overcome, v. - давах, туулах sightseeing - дурсгалт газар үзэх signature, n. - гарын үсэг Р significant, adj. - ач холбогдолтой participate, v. - оролцох silly, adj. - тэнэг, утгагүй pasta, n. - гоймон similar, adj. - төстэй persistence, n. - шургуу, цөхрөлтгүй smile, v. - инэмсэгаэх personal hero - бипшрдэг хүн snowboarding, n. - уулын цана pianist, n. - төгөлдөр хуурч social issue / problem - нийгмийн асуудал pierced ears - цоолсон чих social program - нийгмийн хөгжлийн хөтөлбөр pierced lips - цоолсон уруул social protection - нийгмийн хамгаалал ping pong, n. - ширээний теннис social service - нийгмийн үйлчилгээ plan a trip - аялал төлөвлөх social welfare - нийгмийн халамж playwright, n. - жүжгийн зохиолч social work - нийгмийн ажил poet, n. - яруу найрагч social worker - нийгмийн ажилтан poetry, n. - яруу найраг specific, adj. - тусгай, нарийвчилсан, өвөрмөц program, n. - хөтөлбөр stage, n. - тоглолтын тайз possessive, adj. - өмчид хамаарах stay at a hotel - зочид буудалд байрлах pottery, n. - вааран урлал store, v. - хадгалах practical, adj. - хэрэглэж болохуйц stubborn, adj. - зөрүүд problem, n. - асуудал submit, v. - хянуулахаар үзүүлэх, батлах, гаргах protein, n. - уураг support, v. - дэмжих protect, v. - хамгаалах sweets, n. - чихэр, амттан swimming, n. - усан сэлэлт Q quit, v. - болих, хаях Т quantity, n. - тоон үзүүлэлт taking photos - фото зураг авах quality, n. - чанар, чанарын үзүүлэлт talk to others - бусадтай ярилцах tattoo, n. - шивээс R tennis, n. - одон бөмбөг realistic, adj. - бодитой theater box - театрын лоож realize, v. - ойлгох, ухаарах timely, adj. - цагаар хэмжюк болохуйц, цагт нь regular, adj. - байнгын, тоггмол toast, n. - шарсан талх regular check-ups - эмчид тогтмол үзүүлэх tolerant, adj. - тэвчээртэй require, v. - шаардах tomato, n. - улаан лооль reserved, adj. - биеэ барьсан tragedy, n. - эмгэнэлт жүжиг, зохиол responsibility, n. - үүрэг хариуцлага trait, n. - төрх байдал, онцлог пшнж чанар trendy, adj. - загварлаг, моодны vitamin, n. - амин дэм troupe, n. - жүжигчдийн баг volleyball, n. - гар бөмбөг tsunami, n. - цунами volunteer work - сайн дурын ажил volunteer, n. - сайн дурын ажилтан U uncomfortable, adj. - эвгүй, таагүй W unforgettable, adj. - мартагдашүй walking - явган явах, алхах untidy, adj. - эмх цэщгүй, нямбай бус wash, v. - угаах urgency, n. - яаралтай байдал water pollution - усны бохирдолт use, v. - хэрэгаэх water, n. - ус waterfall, n. - хүрхрээ V wind-surfing, n. - усан дээгүүр гулгах various, adj. - төрөл бүрийн wrestling, n. - барилдаан vegetable, n. - ногоо violin, n. - хийл хөгжим Ү violinist, n. - хийлч yacht-racing, n. - дарвуулт онгоцны уралдаан visiting museums - музей үзэх yoga, п. - йог TAPESCRIPTS UNIT ONE FASHION AND BEAUTY LESSON 1 SHOPPING FOR CLOTHES 3a. Listen to the conversation and answer. What is Jane doing? a. going to the party h. buying clothes for the party c. buying only shoes Shop assisstant: Hello. How can I help you? Jane: Hello. I'm looking for a dress for the party. Shop assisstant: Dresses are over there. We have beautiful, fashionable dresses. Jane: Wow, look at those dresses! What beautiful colors! Shop assisstant: Which of them do you prefer? How about this blue one? Jane: Yes, it is nice, but I prefer the green one with a big bow on the back. My size is 36. Shop assisstant: Here is a changing room. You can try it on. Mum: The dress fits you perfectly. You look beautiful in it. Would you like to buy it? Jane: Yes, I'd love to. I like the color and it's my size! Mum: How much is it? 68000 Tugrugs. I think, you've made a good choice. If you need shoes for Shop assisstant: your dress, there is a nice shoe department upstairs. Thanks a lot. Jane: LESSON 2 THE WAY WE DRESS lb. Listen and check. Positive adjectives: beautiful, smart, gorgeous, elegant, neat, fashionable, trendy Negative adjectives: ugly, silly, unfashionable, untidy, messy 2a. Listen to the conversation and answer. a. Where are the students? b. What are they talking about? Meggie: Hi, Alex! Alex: Hello, Meg. You look gorgeous. What a lovely necklace! Meggie: Thanks. You look good too. I've never seen you in a jacket before. You look really smart. Alex: It's for a special party, but I don't feel comfortable in it. Don't I look silly in it? Meggie: No, you don't. You look great! Alex: Look, our guests from Mongolia are over there. Meggie: Oh, yes. The girl looks beautiful in her green dress. Alex: She does. And the boy's really trendy. Meggie: I think, they both look cool. Let's meet them. I'll introduce you. Alex: OK. Meggie: Hi, guys! Badral: Hello, Meggie. Meggie: This is my friend Alex. Alex: Nice to meet you! Badral: Nice to meet you, too. I'm Badral and this is Iveel. LESSON 3 FASHION TRENDS
2b. Listen and check. Then repeat. 1. casual clothes - comfortable clothes you wear in your free time 2. button-down collar - is a collar that has the pointed ends fastened to the shirts by buttons 3. bell-bottomed jeans - jeans with legs that become very wide below the knee 4. platform shoes - shoes that have thick bottoms so that feet are raised from the ground 5. loose shirts - shirts which are large and don't fit tightly
LESSON 4 NEW IMAGES lb. Listen, check and repeat. 1. a tattoo 4. pierced lips 7. pierced ears 2. a nail art 5. a shaved head
3. permed hair 6. dyed hair
LESSON 5 SELF-CHECK
LISTENING AND SPEAKING 9. Listen to the conversation and answer the questions. Where are the girls? What are they talking about? Meggie: Iveel, our seats are here. Iveel: Wow, it's a really nice view from here. Meggie: That's right. Show starts in a minute. Iveel: Look! There is a collection of party dresses. Meggie: Amazing! Colours are bright and design is unique. Iveel: I think this red one with a big bow at the back looks very trendy. Meggie: Don't you recognize a model? She is from our school. Iveel: Oh, yes, but she changed her hair style. She looks beautiful. Meggie: She used to have long and straight hair, didn't she? Iveel: That's right. I like her new outfit. Meggie: Me too. Look at those trousers and skirts. Iveel: Mini-skirts, they are in fashion now. Meggie: I think, fashion comes back. Young and fashionable women used to wear mini-skirts in the 1960s. Iveel: Look at the designs. Don't they look nice? Meggie: Wow, shoes! I love nice shoes. Iveel: But that girl looks silly in these strange shoes. Meggie: You think so? Platform shoes are in fashion. Iveel: By the way, I read in one magazine that in the 1970s trendy young people used to wear platform shoes a lot. UNIT TWO SPORTS AND PHYSICAL HEALTH LESSON 1 ADVENTURE SPORTS lb. Listen and check. Then repeat. 1. wind-surfing 2. yacht-racing 3. snow-boarding 4. hang-gliding 5. ice-climbing 6. scuba-diving 7. bungee-jumping 8. river kayaking 2a. Listen to the TV show and answer. Is it about a. sports in general or b. adventure sports? TV host: Good evening! Welcome to our weekly show 'Adventures'. Today we are going to talk about a very exciting thing - sports. Our guests are John and Sarah who are members of the 'Go, Go, Go!' club. Welcome to our show! John and Sarah: Thank you. Host: First, tell us a little bit about your club. John: OK. The club has a long, interesting history. It started almost 9 years ago with a small group of people who were very much interested in adventure sports. Now it has almost a hundred members. Host: What programs or activities do you do in your club? Sarah: There are several programs that we have, but the main programs are wind-surfing, bungee-jumping and hang-gliding. Host: Sounds so exciting. Tell us little more about hang-gliding. John: Sure. For me, it is such an interesting sport where a pilot flies a light unmotorised aircraft called a hang glider or Deltaplane. A pilot controls the flight by shifting his or her body weight. Host: Interesting. But how safe is it? Sarah: It used to be one of unsafe sports in earlier times. But today aircrafts are equipped with radio, GPS, first-aid equipment, and back-up parachutes. So, modem technology gives us not only the chance to glide cross-country for hundreds of kilometers but also do some aerobatics as well. Host: Wow! So fascinating! John: Yeah. But I know some people find it so scary because safety of the flight depends on the weather. You can't always control the wind or air flow. Host: It's true. That sounds so dangerous! I'm sure that a good, safe gliding requires the skills and training of the pilot. Sarah: Yes. That's why we have a very good pilot training program that consists of... (faded)
LESSON 3 SPORTS IN SCHOOL lc. Listen and check. Then repeat. Court: tennis Fitness center: aerobics, yoga Field: football, athletics Swimming pool: swimming Gym: basketball, volleyball, wrestling, ping-pong 2a. Listen to the interview and answer. Are these people talking about a. sports clubs at school or b. physical education at school? Reporter: Hello! I'm from the 'Teen Sports' magazine. I've got a few questions to ask you. Instructor: Sure. Reporter: Could you tell us a little bit about the sports activities in your school? Instructor. Sure. Besides physical education classes our students are free to go to school sports clubs. There are several of them. They are very popular and quite busy after school. Reporter: How many clubs are there in your school? Which ones are very popular? Instructor. There are five of them: fitness, basketball, athletics, swimming and football clubs. We have more girls in volleyball and a football club is the most popular among boys. We have a quite strong team which is the two-time champion of the district. Last year was a very special year for the entire school. One of our students won the second place in running. Even though she broke the school record, she didn't win the first place. And our girls team won a gold medal in a volleyball competition among district schools. Reporter: Oh, did you? That's wonderful! How about this year? Instructor. Unfortunately this year was not very lucky for us. Although our football team tried really hard, they lost the game. Reporter: Oh, that's too bad! But there is always a chance in future. I've heard that your students are strong in swimming as well. Instructor. Oh, yes. We have a great team! Last year they were the second. Despite trying hard they couldn't get the Year Cup. This year the team is busy preparing for the competition. We hope this year they will be the best. Reporter: Your students' achievements are really impressive. And surely your clubs are great places that attract many students. How about the facilities? Instructor. Oh, we have quite good facilities. We have a big swimming pool, a tennis court, and a gym. Our football field is one of the biggest in our district. Just recently we bought new facilities for our fitness center. We hope that our school teams will be successful in upcoming Students Olympics among our district schools. Reporter: This sounds great! (fades ...)
LESSON 5 SELF-CHECK
LISTENING AND SPEAKING 5. Listen to the interview with a sports instructor and answer. Are these people talking about birds or people? Reporter: We all do things differently at different times of the day because of our individual biological cycle. And you might be a 'morning person' or 'evening person'. What person are you? Instructor: Some people may find it difficult to get up early, but I enjoy it. Reporter: Do you? Instructor: Yes. There are some good things about being an 'early bird.' Reporter: By the way, who are the 'early birds'? Instructor: An 'early bird' is a person who usually gets up early in the morning and goes to bed early in the evening. They feel most energetic just after they get up in the morning. I exercise every day, so it's good as the first thing that really wakes me up and leaves me feeling enthusiastic all day long. Reporter: But some people often go to gym in the evening, after their work. Instructor: Yes. If your normal day really doesn't let you do exercises in the morning, then why not do it in the evening? It really fits to 'night owls.' These are people who usually get up late and may feel most awake in the evening. Reporter: Is there any special preferences for being an 'early bird' or 'a night owl'? Instructor: Not really. Let me tell you one thing. A survey of over 400 people showed approximately 15% of them are morning people, 25% evening people, and 60% of them both, morning and evening. Reporter: That's interesting! Instructor: Personally I think there are more benefits of getting up early. Some physiologists believe that morning exercises help us to bum stored fat and sleep better at night. And people who exercise in the evening actually had a more difficult time falling asleep. The study showed night owls not only eat more calories but also eat more unhealthily than those who wake up early. Reporter: OK. There are definitely some good things of being an 'early bird' then. Is it possible to train yourself into an 'early bird'? Instructor: Yes. I may not have been an early bird since the birth, but after years of training myself my body naturally wants to get up early. In fact, I'm now almost incapable of sleeping after 8 am. And I can use morning time for exercising, going for a walk or simply I can enjoy morning in my office preparing for work.
UNIT THREE RELATIONSHIPS AND MORALITY
LESSON 1 PERSONALITY AND MANNERS lb. Listen and check. Then repeat. Id. An open-minded preson has a will to consider new ideas. 2h. An impulsive person gets angry very easily. 3g. An easygoing person is relaxed and tolerant in manner. 4f. A calm person is relaxed about most things. 5b. A stubborn person never changes his/her opinion even when he / she is clearly wrong. 6i. An arrogant person thinks he / she is better and more important. 7c. A reserved person is slow to reveal emotion or opinions. 8e. A cheerful person is always in a good mood. 9j. A bad-tempered person is often easily annoyed. 10a. A confident person feels sure about someone's ability to do things. 2a. Listen to the conversation and answer. Are Iveel and Meggie talking about a. appearance or b. personality? Iveel: Meggie, have you prepared for your birthday party yet? Meggie: Well, I'm almost ready. But I have got something to ask you. Iveel: Sure. I'm with you. Meggie: Thank you. I'm not sure how to make a list of guests. Iveel: OK. Who will you invite to your party? Meggie: I'm afraid I can't invite all of my classmates. First of all, I'm going to invite my best friend Nomin. She's open-minded and quite easygoing. You know, she is always cheerful. I'm sure Nomin will make the party more interesting. Iveel: So am I. How about Tulga? He is a nice boy. But I don't like when he boasts about himself. I think, sometimes he is arrogant. Meggie: So Badral is. He easily gets impulsive too. Anyway, do you like a noisy party? As for me, too much noise makes me feel dizzy. Oh, I've forgotten to call Tsolmon. When she comes all things go smoothly. She is a really needy one for the party. Iveel: Indeed she is calm and confident. So she will deal with any problems if they arise. Meggie: Oh, I feel like a bit nervous with the preparation for the birthday. I'm probably not good at planning. Iveel: Nor am I. Planning always makes me think a lot. Of course, it takes quite time too. Meggie: Yes, that's true. I'm not ready what clothes I'm going to wear for my birthday party. How about our friends? Iveel: Nor are they. They say they'll decide what to wear this weekend. Meggie: Oh, I can't wait for the party. It seems to be fun. Iveel: Me too.
LESSON 3 DATING lb. Listen and check. Id. to ask somebody out - to invite someone to start a romantic relationship 2f. to get over - to feel better after someone has made you unhappy 3e. to get along with - to like each other and be friendly to each other 4a. to hang out - to spend a lot of time in a place or with someone 5c. to make up - to make peace with after breaking up 6b. to break up - to stop dating someone 2a. Listen to the conversation and tell what Iveel and Alex are talking about a. Liz's problem or b. dating (A phone rings) Iveel: Hey, Alex! What's up? You sound little concerned. Alex: Nothing much. Well, you know, I really like Liz, and I want to ask her out. Iveel: So, what's the problem? She is a reserved and nice girl, and she likes you. Alex: Well, I know. But I'm afraid, if I ask her, will she agree to meet me? Iveel: Why do you think so? As I know you are good friends, you get on well with each other don't you? Alex: Yeah. Mm... I haven't told you, we had a row a few days ago. Iveel: Oh, I'm sorry. Have you broken up? Alex: I don't know.... Well, maybe, I need to talk to her. Iveel: I think, if you don't have enough time to be with her; it will be hard to get over your problem. So, ask Liz out and tell her that you weren't in a good mood last time. Alex: I really want but I'm not sure. She's sometimes stubborn. What will I do if she says 'No'? Iveel: You shouldn't worry about that. Just be yourself and ask her out. If she likes you she'll certainly go out with you. Alex: Yeah, you're right. I'll call and ask her out. Iveel: Great!. I'll see you later. Alex: Thank you, Iveel. You are my true friend. Iveel: Never mind. Bye. Good luck! Alex: Bye. LESSON 4 COMMUNICATING WITH OTHERS lb. Listen and check. Then repeat. Listening skills: not interrupt speaking, asking questions, being a good communicator, smiling Understanding others: sharing your feelings, being empathetic Body language: making an eye contact, nodding a head, using gestures, showing facial expressions
LESSON 5 SELF-CHECK
LISTENING AND SPEAKING 6a. Listen to the social worker and answer. What are they talking about? a. Teenagers' dating b. Teenagers' free time activities Reporter: Today we invited a social worker Mrs. Hunter. I think, many teenagers can't wait to start our program. So, let's get started. Mrs. Hunter: Today I'll talk about how teenagers date in Britain and America. Dating is important for two people especially for young people, who are interested in each other more deeply. In Britain young people start dating around the age of 14 or 15. They usually go out to watch a film, attend a party or watch a concert or other event. If you go on a date, it doesn't mean you will get married. Sometimes young people meet someone they haven't met before, this is called a 'blind date'. Sometimes two couples go on a date as a group and this is called a 'double date'. When a couple go out on a date sometimes they share the cost or 'go Dutch'. Sometimes the boys pay. Many American teenagers start dating around the age of 15 or 16. When people in the U.S. go on dates they usually go to dinner, a movie, or to a bar. These are common date places. Sometimes people do special things like going to see a concert, a picnic, or to the theater. For some people, going to the movies is a common dating activity, but it's hard to get to know each other by just sitting in the dark. Instead, you might consider going for drive, hiking in the mountains, or making dinner together. When you start dating somebody regularly, we say that you are 'seeing' somebody. If you get along really well, then you might become a couple. Sometimes, one person falls in love, which means they start to have strong feelings for the other person.
UNIT FOUR LIVING IN THE GLOBAL WORLD
LESSON 2 UNDERSTANDING OTHERS lb. Listen, check and repeat. 1. get along with others d. be friendly 2. convince others f. make someone believe 3. give up your own ideas a. stop trying to do things 4. avoid arguments e. preventfrom disagreements 5. give praise b. to say good things about something or somebody 6. emphasize the positive c. point out good things 2a. Listen to the TV interview and answer. What is the main topic of the interview? a. Human relationships b. Personality development c. Improving human relationships Interviewer: Mr. Dawson, thank you for taking time and coming to our studio. We are really honored to have you for our TV talk show. Dr.Dawson: Oh, it's also a great honor for me to be part of your show because as I know a lot of people like to watch your program. Interviewer: You're right, a lot of people watch our program, so it's quite popular, especially among young people. Well, I think it's time to start our talk. ... Today we invited to our studio a well-known psychologist Dr. Fill Dawson who wrote a lot of interesting books and articles related to human relationships. The first thing, I'd like to ask is 'Why is it so important to build relationships with others?' Dr. Dawson: First of all, relationships mean the interactions that take place among people. In other words, it is how people react to what others say. Everybody knows that he or she must build good relations with people if they want to be successful. Interviewer: What do you mean by being successful? Dr. Dawson: To be successful, though, you should do more than just get along with others. You should be able to influence them. This doesn't mean you should always get your own way. But, quite often, you would need to convince others to see things the way you do. Interviewer: It sounds very interesting. But what is the most important in human relationships? Dr. Dawson: Right, this is what I expected you to ask. So the most important thing is to understand others. We all are different from each other. But there are same certain feelings and needs we all have. So we should learn these things and we can better understand each other. Interviewer: I see. And what would you suggest people on how to better understand each other? Dr. Dawson: Well, I usually take long hours to explain everything in details. But here as I can see I have a very limited time, so I'll be very brief. In order to better understand others, you should learn about others' feelings, show your interest, make others feel important, sometimes give up some of your ideas, avoid arguments, give praise, and emphasize the positive. These are basic things I can advise all people. But I'd like to say that the most difficult thing is to follow this advice. LESSON 4 PERSONAL HEROES 2a. Listen to the conversation and answer. What are two women taking about? Donna: Sandy, as I remember you were in Girl Guiding for a long time. Sandy: You're right. I was a girl guide since I was a little girl. I grew up in Oakville, Ontario, in a little town called Bronte. At that time, girl guiding was very popular in our town. Donna: You must have a long-term girl guiding experience. What memories do you have about that? Sandy: Well, I was a Brownie, a Guide, a Pathfinder and a Junior Leader. It was really fun and I enjoyed being part of girl guiding. Donna: Did you have somebody who taught you how to be a good girl guide? Sandy: Sure. In most cases, all people have one person who they admire. I don't have one hero but rather a group of them. The women who run the girls' units were all completely different. Some were good at outdoor activities, some were great at crafts, some liked to run big events, and some reminded to laugh. Eran Miller was completely different from others. She was always ready to smile. Donna: I see. And what did you learn from your heroes? Sandy: First of all, I tried to do the same things as they do. They used to do different things with joy, and my heroes gave their time and talents to ensure that all girls were learning at all times. Donna: It sounds very interesting. Do you still have contacts with your heroes? Sandy: Yes, I do. We meet from time to time and talk long hours. I found out that my way of learning was similar to theirs. I always share with the girls what I know and work hard for them. Donna: Has girl scouting changed your life and if yes, in what way? Sandy: My life became completely different. I was inspired by my heroes to be a strong and capable woman. I gained a lot of confidence and strength. Now I have been a member of Girl Guides for 30 of 36 years. I think, it is because of my heroes whom I admire.
LESSON 5 SELF-CHECK
LISTENING AND SPEAKING 7a. Listen to the interview and answer. Is it about a. a nomadic lifestyle or b. learning a different culture? Interviewer: Welcome to our radio program. Today we are having a person who had an exciting learning experience. His name is David Brown. ... David, thank you for coming to our studio. And we would like you to share your recent experience with us. David: Well, I'd like to thank you for inviting me to your program. I'm really delighted to share my unique experience with the audience. This experience I'm going to talk about is related to Mongolia. Interviewer: Wow, I've heard it's a nomadic country, isn't it? David: Yes, it is. Interviewer: What were you doing there exactly? David: I was volunteering, actually, it was a nomadic project. 40 percent of the Mongolian population lives in the countryside, so these people are modem nomads, so to say, and they raise animals. Interviewer: What animals do they raise? David: Sheep, goats, cows, horses, and in some parts of the country camels and yaks. I've lived with one nomadic family and learned how to look after animals such as goats, cows, yaks and horses. Interviewer: Sounds very interesting. I've never seen yaks by the way. But you mentioned earlier your experience of volunteering in Mongolia was unique. Could you tell us why? David: Right, it was truly unique because Mongolian nomads still follow their ancient way of life through personal experience and traditions of raising animals. It was a completely different lifestyle. And the other thing is that it seemed to me I was part of the nature. Interviewer: I see, you felt you were very close to nature. David: That's right. Nowhere else I haven't had such feelings. Interviewer: What else would you like to say? David: Well, in fact I was fully involved in the host family life. So I enjoyed helping with animals, making dairy products, playing with children and especially riding horses. Interviewer: What a wonderful project! As I can see you learned very important things. It's learning a different culture and, in a way, it's a good example of living in the global world.
UNIT FIVE MODERN TRAVEL LESSON 2 MAKING ARRANGEMENTS lc. Listen and check. 1. leave home 5. stay in a hotel 2. see the sights 6. arrive at the airport 3. visit friends 7. plan a trip 4. book a ticket
2a. Listen to the telephone conversation and answer. Where is Iveel going? Meggie: Hello, Iveel, this is Meggie. I just thought I'd call you because we haven't talked to one another in such a long time. How are you doing, anyway? What's new? How long has it been? It must be more than two years. Iveel: Oh, Meggie, it's so nice to hear from you. It's been ages. So much has happened to me since I saw you last. I finished school and I passed entrance exams successfully. And I'm starting university this September. I'm going to major in accounting. I'm so tired of the exams so I need a good holiday. But I feel so happy being accepted to college. Meggie: Wow, that's great, I am so glad hear that. I have some news to tell you too! I'm getting a prize for my design. I'm going to the ceremony tomorrow and I'm receiving an award from a president of the designing agency himself! Iveel: Congratulations! I always thought you would be the perfect designer. Meggie: Yes, I guess I am so excited and want to share my news with my friends. So how are you going to relax? Any arrangements? Iveel: Sure. My sister and I are planning a trip to Europe this month and I've made my journey arrangements. Meggie: Good for you. So what are the arrangements? Iveel: Well, I'm leaving next Thursday early morning at 5 and arriving at the airport at 6 am. My flight is at 8 am. Meggie: Your poor thing! What are you doing at the airport for two hours? Iveel: I'm checking in my luggage, and just looking around. Meggie: Right. You can do some shopping too. There are many shops, especially souvenir ones. Iveel: I know. But I'm not buying souvenirs at the airport. They're too expensive and not much choice. Meggie: Where in Europe are you traveling? And are you doing there? Iveel: We're traveling to Moscow, Berlin and London this time. We're visiting my friends in Berlin. I'm staying in a hotel in Moscow but in Berlin we're not staying in a hotel. We're staying with my friend Gabi. Meggie: How nice! I wish we went together. When is your sister joining you? Where are you staying? Iveel: My sister's coming to Moscow on Friday and we're going to the Red Square. Meggie: I bet there are many things to do in Europe. Iveel: Yeah, we're going to museums and theaters in each city where we're spending 2 nights. We're coming back in a week. Meggie: Lucky you! I'm sure you're going to have a good holiday. Tell more about it when you come back. Iveel: Sure. I'll call you. Meggie: Have a safe journey. Iveel: Thanks. Bye.
LESSON 4 FINDING A WAY lb. Listen, check and repeat. go to, go ahead, go back, go straight turn left, turn right take the 1 st turning on the left, take the 2nd turning on the right cross the street 2a. Listen and answer. What is the person asking for? a. favor b. directions Andrew: Excuse me. Betty: Yes? Andrew: Can you help me? I'm a stranger here. I think I'm lost. How can I get to the City library? Betty: Let me see. We're., mm.. at the Palm street. Just a second. Andrew: Is there a bus stop near here? Or underground station? Betty: I'm afraid, you can't. I mean you can get there neither by bus nor by underground. Andrew: I see. Is it far? Betty: It is neither far nor near. You can just walk. Or you can take a taxi. Andrew: OK. I'll just walk. Can you tell the way to the library? Betty: Sure. You need to go this way. First go straight on till the traffic lights. And cross the street at the traffic lights and go ahead. Next take the 1st turning on the left. Go on for about 200 metres. Turn right at the next lights. Then go ahead and you'll see the tall grey building on your left. The City Library is right next to it. Andrew: Thank you.
LESSON 5 SELF-CHECK LISTENING AND SPEAKING 7a. Listen and answer a or b. It is a. an instruction b. an advertisement Come to Greece for an unforgettable holiday. Stay at one of the excellent hotels on the coast. Don't worry about the language. Everybody here speaks English as they study it at school. You have endless list of things to do. You won't be bored. You can either sunbathe on the beaches or swim in the warm Mediterranean. Don't spend much time on the beach. You can either go shopping or sightseeing. There are lots of extraordinary places to visit. There are ancient cities, temples, castles and museums. You can also explore the region with beautiful mountains and valleys. Don't forget your camera.
UNIT SIX FOOD SAFETY AND HEALTH LESSON 1 DINNER FOR FRIENDS 2a. Listen to the conversation and answer. What is Iveel going to cook? Iveel: Hi, Meggie! Meggie: Hello, Iveel. Iveel: Meggie! Can you do me a favour? Meggie: Sure. Iveel: Tonight I invited a few people to my place for dinner. They're my new friends that I've made in the 'Cook Time' club. Do you have any idea what to treat them with? Meggie: Mm. Let me think. How well do you know them? Any preferences, likes? By the way, how old are they? Iveel: This is what worries me: they're of different ages - two of them of my age, the rest little older. Meggie: Oh, then it's not easy. But do you have any idea what they like to eat? Iveel: You know, I'm thinking about main course, definitely. Maybe a steak? And a very nice desert for sure. Meggie: Aah, I know your steaks - they are really great! But you know what, I think you'd better go for something that everybody most probably like: something easy, not very heavy but delicious. How about fish or chicken for the main meal instead? Not fried, but just nicely baked? With a lot of baked vegetables. Iveel: This sounds really good. I've got some chicken, and a little fish. Ah well, I'll make chicken. And more vegetables? Meggie: Yeah. How about a nice green salad? Do you have any vegetables? Iveel: I'm afraid I don't have many. Just a few potatoes and tomatoes. I need more vegetables ifl go for a salad. Meggie: I think everybody would love some kind of green salad. Buy a few carrots and cucumbers. Is there any idea for the desert? Iveel: I've got a little milk and some orange juice. Maybe buy a cake? What do you think? Meggie: How about milk shake or a cheesecake? Iveel: I've got a lot of cheese. But I'm afraid I don't have much time for making a cake, really. Meggie: OK. Do you have any fruits? Iveel: I've got some apples, a few oranges and (faded...) LESSON 2 DAILY MENU 2b. Listen and check. Then repeat. Breakfast: 1. fried eggs 2. toast 3. butter 4. jam 5. orange juice Lunch: 6. cream soup 7. fried sausages 8. mashed potato 9. tea Dinner: 10. a steak 11. a vegetable salad 12. a glass of milk 3a. Listen to the conversation and answer. How many people are talking? Iveel: Our classes usually start early in the morning, so I often skip my breakfast. That's why I need something filling for lunch. I usually go to fast food places. A lot of people say that this kind of food isn't healthy, but comparing to our school canteen they provide a variety of food. I usually go for chicken sandwiches and small salads, preferably vegetable salads. In the evening I have a big dinner with my family. We usually have some meat, chicken or beef with some rice, and different salads. Meggie: I don't have a particular preference for food: I eat actually anything. Breakfast is very important for me, so I try always have a good breakfast: omelettes, fried eggs with bacon, and some toasts. If I have nothing in the afternoon at school I usually come home for lunch. I love cream soups and usually cook vegetable or mushroom soup. In the evening I have something that doesn't take long to cook: some sausages, or pasta. And some plain yogurt or milk. Alex: I love different foods: Chinese, Korean, Italian, Thai. But what I really love is Indian food, when it's not very spicy. I don't often eat out because it's expensive for me. So I bought a good cook book and now trying to learn how to make some Indian simple meals. My breakfast is very simple: some fried eggs or a sandwich. I don't usually have time for lunch. That's why I have a big dinner. Generally, I try to avoid fatty food: I cook meat with a lot of vegetables. And I love lots of fruits so for dinner I often have a fruit salad.
LESSON 4 FOOD SAFETY lb. Listen and check. Then repeat. If. Separate raw and cooked foods. 2c. Cook food for the appropriate length of time. 3a. Store food at the proper temperature. 4b. Use safe water and cooked materials. 5d. Wash fruits and vegetables before cooking. 6e. Read package labels carefully.
LESSON 5 SELF CHECK LISTENING AND SPEAKING 4. Listen to the radio program and answer. Is 'junk food' good or bad? Reporter: Today's topic is about food and health. In particular, we are going to talk about junk food. And we invited the nutritionist from the Center of Food and Health, Tom Bridge. Welcome to our program! Mr Bridge: Thank you! Reporter: Ready to eat foods have already become the part of our life. Especially they are very popular among young people. Let's start our talk with very simple question: What is junk food? Mr Bridge: Junk food is a word used for some foods that have little or no calories. Common junk foods include salted snack foods like chips, candies, most sweet desserts, fried fast food such as hamburgers and hot dogs and carbonated drinks. Reporter: So, it is not healthy, aha? But nevertheless many people like it. Mr Bridge: Oh, yes. It has some of good things, such as fat, sugar and salt - most of the things we need to get energy. But when you eat them regularly it is not good for your health. Reporter: Could you tell us a little bit more about what is particularly unhealthy? What's wrong with junk food? Mr Bridge: First of all, it may have too much fat. Especially junk foods such as hamburgers, pizza, fried chicken and chips usually contain lots of fat. Too much fat will cause people to put on weight and get very fat. This is not good for the heart and it can cause diseases. Junk food also contains too much salt as well. There's a lot of salt already in foods such as bread, breakfast cereals and biscuits and cakes. So people are getting more salt than they need when they eat junk food. Too much salt is also unhealthy for the heart. Reporter: Oh I see. It's too bad. Anything else about junk food? Mr Bridge: It has also too much sugar. And this makes people become fat, which is bad for the blood and may cause other diseases. And have bad teeth. Reporter: What should we do? Do not eat it at all? Mr Bridge: It's probably OK to eat junk food sometimes! But we should look for foods that are low in fats, salt and sugar. For example, choose grilled fish and chicken rather than fried, fish burgers instead of beef, grilled lean beef burgers, and vegetarian pizza and pizza with seafood instead of fatty meat type pizzas. Reporter: OK. Then we (faded...)
UNIT SEVEN WORLD OF ART LESSON 1 LITERATURE 2b. Listen and check. Then repeat. 1. A genre - a style of literature, art and music 2. A poetry - poems in general as a form of literature 3. A writer - a person who writes books or articles to be published 4. A poet - a person who writes poems 5. A comedy - a play or a book which is amazing in it's characters 6. A drama - a play which are performed in the theater 7. A novel - a long story about imaginary characters or events 8. A tragedy - a play or literature about death or suffering 3a. Listen to a radio program and answer. Is it about a. a school club or b. a new book?
Reporter: P. Naidan is a young talented poet who has just won the annual literature award 'Golden Feather'. He is our guest for today. Congratulations on the wonderful award! P. Naidan: Thank you very much. I've won this award two times before. This time my new book 'Moon Stone' has been awarded. It includes 20 poems. Reporter: Oh, really? Title of your book sounds very interesting. What are your poems about? P. Naidan: They are mainly about love and meaning of human life. Reporter: Sounds like a philosophy. Is your main poetry genre? P. Naidan: Yes. I usually write poems. But I tried some short stories in the past as well. Reporter: Oh, did you? When did you start writing? P.Naidan: Actually, I started writing when I was a school boy. There was a literature club at our school. School clubs were very popular at that time. Reporter: Are these clubs still popular now? P.Naidan: I think so. For example, there is one in my son's school, and I go there once a week to work with children. Reporter: Oh, what do you do there? P.Naidan: Well, various activities. Once a week we have our club meetings. The famous writers and poets are invited to our meetings to talk about different genres. Reporter: What else do you do? P.Naidan: Lots of other things. Newly published books are reviewed. The Young poet contest is organized every year. We also help children who are interested in writing poems. Reporter: Are your clubs well attended? P.Naidan: Yes, more and more children are coming, so it is becoming very popular. Reporter: Great! What about (faded ...)
LESSON 4 FOLK ART 2a. Listen to the conversation and answer. What are they talking about? Journalist: Hello, where did you come from? Musician: Mongolia. Journalist: Oh. It's my first time I've met someone from Mongolia. Did you come here to take part in the competition, right? Musician: Yes. I've come to the festival and competition as a member of the International Morin huur Association. Journalist: A Morin huur Association? Musician: Yes. You know the morin khuur is a bowed stringed instrument, a symbol of
Journalist: Mongolia. Musician: Is that so, what does it look like? Like any other stringed instrument except the scroll which is carved into a horse Journalist: head. Musician: Sounds interesting. Where did it originate from? There is a legend about a shepherd named Namjil the Cuckoo. He was given a flying horse as a gift and every night he would ride it to see his beloved girl. There was a woman who was jealous of his beloved girl. She had the horse wings cut off and so the horse fell from the sky and died. So the shepherd created a Journalist: musical instrument, the morin huur. It was made of wood, horse skin and hair. What a moving legend! Musician: You think so? Journalist: Yes, I do. Musician: I'd like to give you a model of morin huur. It's a small present to remember the story I told you. Journalist: Thank you very much. Musician: You're welcome.
LESSON 5 SELF-CHECK LISTENING AND SPEAKING 7. Listen to the conversation and answer the question. What is Deegii's dream? What does she admire Vanessa Mae for? Reporter: Deegii, thank you very much for receiving our invitation and agreed to give an interview. Deegii: You're welcome. It's my pleasure to share my thoughts with listeners. Reporter: It is interesting to know why you took up the violin? Deegii: Oh, it's a long story. When I was in kindergarten, teachers from the Music Conservatory were scouting for potential musical talent. They tested for musical skills, especially checking if our hands and fingers would be good for playing a musical instrument. They picked me as a potential musician, and my mother and family thought it would be very prestigious for me to go to the Music College, so they encouraged me to take up the violin. Reporter: Do you have violinists you especially like or look up to? Deegii: I am classically trained. My teachers all studied in Russia, which has produced many of the best classical musicians in the world. I personally adore Paganini, who was one of the most brilliant violin players in history. My dream is to feel the same as Paganini felt about music, how he possessed the violin and was possessed by it. Reporter: How do you think compare with fusion violinists like Vanessa Mae, who is so popular worldwide? Deegii: Yes, fusion violinists like Vanessa Mae are popular. I like her music and I think that she's very talented. As for me, I play the violin, which I still think if as a great classical instrument, so I play classical music. But I have emotions, as we all do, and I get inspiration from many sources. I use the violin to express those emotions the best I can. I admire Vanessa Mae for introducing the violin as not just a classical instrument, but also one that can also play contemporary popular music. I wanted to reach out all, not just Mongolians but also international audiences. I enjoy playing these tunes tremendously. They come from my heart, as I remember them from my childhood. I am very happy that so many different audiences like them as much as I do. Reporter: They said that your debut album was folk music rewritten for the violin. Tell us more about it? Deegii: As I have said, I have given folk melodies a modem treatment, but the melodies are still the same. The backing and arrangement are modem, and to top it all I play them on my Yamaha electric violin, which has a really different sound to the classical violin. The CD has seven tracks. The first four (High in the Mountains, Melody of the Heart, Migrating Birds, Theme from Uran Khas / Waltz) are Mongolian classical compositions, truly Mongolian in character. The others are contemporary, especially written for me. Reporter: Thank you very much for your interesting interview. Deegii: Best wishes to all of you.
UNIT EIGHT ENVIRONMENT
LESSON 1 NATURAL WONDERS lb. Listen, check and repeat. 1. The Alps 2. The Niagara Falls 3. The Great Barrier 4. The Grand Canyon
LESSON 2 NATURAL DISASTERS lb. Listen, check and repeat. A B 1. an earthquake f. the earth moves 2. a hurricane e. a violent wind or storm 3. a flood b. too much rain 4. a volcano c. hot rocks and gases pour from a mountain 5. a drought a. no rain 6. a tsunami d. a huge wave
LESSON 3 GLOBAL WARMING lb. Listen, check and repeat. 1. wildlife d. wild animals 2. enormous f. very big 3. at risk b. in danger 4. regions a. areas 5. mist c. fog 6. turning off e. switching off 2a. Listen to the conversation and answer. Is it about a. effect of global warming or b. just weather? Alex: Recently I've read about global warming on one of the sites. It seems to me that our earth is in an enormous danger. Iveel: Why do you think so? Alex: Well, global warming changes the climate all over the world so weather becomes unpredictable. Iveel: What is global warming? Alex: It is the increase in the average global temperature. Scientists think that industrial activity has increased the surface temperature of the Earth and amount of some gases in the air. These gases trap heat in a process called the Greenhouse Effect. Iveel: What will happen if global warming continues? Alex: Sea levels will rise. This will be a problem for areas near the sea coast. The weather will change and there will be more storms. Some regions will have more problems with water. Tropical forests will die and some animals will become extinct. Iveel: Have you found some examples of the effects of global warming? Alex: Yes, I have. For example, Glacier National Park in US,... some glaciers are melting and there will be none by 2050. Also the Niagara Falls are affected by global warming. The temperature becomes higher than in the past, so this forms mist in the nearby areas. Iveel: What will happen to people's lives? Alex: Well, more people will suffer from diseases like malaria. Iveel: Oh, it sounds very frightening. What should people do to stop global warming? Alex: I think, we need to save energy. It seems very simple, for example, turn off the lights, TVs, computers and mobile phones. And also we need to take bus to schools and reduce greenhouse gases. Buying recycled things would help as well.
LESSON 4 SAVING THE EARTH
2a. Listen to the part of the press conference and answer. What is the main goal of the Greenpeace movement? Conference chair: Today we gathered here to talk about the Greenpeace movement. We have invited an environmental specialist Dr. Stephen Watt who is going to answer your questions and give you information on this movement. So we are ready to answer your questions. First question, please. Journalist 1: Would you introduce the Greenpeace movement? What is it about? Dr. Stephen Watt: First of all, Greenpeace International is a nongovernmental organization that was founded in 1971 in Canada. Its Headquarters now are based in Amsterdam, Netherlands, and there are 28 regional offices working in 45 countries. The regional offices work autonomously under the supervision of Greenpeace International. Greenpeace has a staff of 2,400 people and 15,000 volunteers all over the world. As you see it's a very big movement. Journalist 2: What activities has it done worldwide? Dr. Stephen Watt: Greenpeace has a range of activities but its main focus is on environmental issues such as climate change affected by the global warming. In fact, it was founded to reduce the effects of the global warming. Greenpeace calls for the industrialized countries to give funds to developing countries to reduce effects of this problem. In 1993, Greenpeace became one of the first parties to advocate sustainable development scenario for climate change mitigation. Journalist 3: What was the main role of Greenpeace in recent years? Dr. Stephen Watt: According to sociologists Marc Mormont and Christine Dasnoy, Greenpeace played a significant role in raising public awareness of global warming in the 1990s. The organization has also focused on chlorine free carbon because of both their global warming potential and their effect on the ozone layer. So it has started a 'Greenfreeze' program and developed environmentally friendly refrigerator technology. The United Nations Environment Program awarded Greenpeace for outstanding contribution to the protection of the Earth's ozone layer in 1997. Journalist 2: What would happen in the future if global warming issue is not solved? Dr. Stephen Watt: Well, the consequences of the global warming would affect people's lives greatly. All glaciers would melt and our Earth would dry out, so we would face all the serious problems such deforestation, desertification, air pollution (fades...) LESSON 5 SELF-CHECK LISTENING AND SPEAKING 8a. Listen to John Perry and answer. What is he talking about? John Perry: Recently I spent few days on the Ohio River. I was here long ago so it was strange to see the place that has changed a lot. First, I couldn't understand what was different. I spent a day to explore the area and realized it turned to a very much polluted place. Factories and apartment buildings replaced cornfields and green trees which used to be here before. There were a lot of waste all over, the river water was so dark, the river banks looked terrible and the air was stuffed with some kind of gases. We need to think how we can protect natural environment. We have to keep it clean. So people need to care of the nature by not throwing waste all over, not polluting rivers and lakes, and as well as saving water and energy. UNIT NINE LEARNING AND EDUCATION LESSON 2 APPLYING TO A UNIVERSITY 2a. Listen and answer a or b. What are these people talking about? a. Applying for university b. Getting information about university Applicant: Hello. I'm a high school student. I'll finish school in 2 years. I'm planning to apply for a university. I've got some questions to ask. Would you give me some advice? J. Spencer: OK. First thing you should know is that university applications are different from each other. I hope the list of academic information I would give you will be useful. They are a secondary school report, academic grades, test scores, and an essay. Also you may submit a letter of your teacher's recommendation with your application. Applicant: Thank you. Now my next question: How should I fill in the application form? J. Spencer: You have to include information about your school activities, talents or abilities, and personal qualities. They are called non-academic information. I'd say that you need to fill in all the information neatly and correctly. Applicant: I see. What school activities should I include? J. Spencer: There are specific questions like 'Are you involved in non-academic clubs and organizations?' or 'Do you do any volunteering jobs?' You should answer them. If you are an active member of clubs and students' organizations it would be your advantage. Applicant: What advice would you give to fill in the application form? J. Spencer: In order to be a good applicant you should give full and correct information. The universities wouldn't accept incomplete applications. Also never forget to sign because many applicants miss it. Applicant: What is the deadline to apply for submission? J. Spencer: Most universities offer spring and autumn terms. So send your application before the deadline. However, the earlier, the better. In any event, you wouldn't apply after the deadline. Applicant: Thank you for your advice. It would be great help for me. J. Spencer: Good luck! LESSON 4 BEING INTERVIEWED 2a. Listen and choose a, b or c. Who does Badral want to be? a. An engineer b. A technician c. A software programmer Interviewer: So, let's get started. Please, tell me about yourself. And why did you choose this university? Badral: My name is Badral. I'm finishing my high school and I want to apply to your university. I want to be a software programmer. I've looked for appropriate university. I've chosen your university because you have a good program. Interviewer: What are your hobbies and interests? Badral: Like many other boys I like to play computer games. Also I like solving logic problems. They are interesting. Even though they seem to be challenging. Nowadays, I'm taking up the guitar lessons. It's really cool. Interviewer: Thank you. Why do you want to be a software programmer? Badral: I'm good at designing and modeling. I think, in future people will use computing network more than now. I would create my own software program to ease work of many people. So, I want to be a software programer and it's one of today's hottest jobs. Interviewer: If you were accepted at university what would you do in your free time? Badral: Ifl were accepted at university, I might join students' club where I can meet others who have same hobbies with me. And I think, I would make a lot of friends too. Interviewer: Great! Now tell me how your school teachers would describe you. Badral: Well, they might say that I'm active and serious, but not always. Even one of my teacher said to me, "If you would be any animal, you would be a monkey because you are curious about anything new for you." Interviewer: What are some of the things you would change? Badral-. Personally, I would change myself for better. Interviewer: That's pretty good. Thank you. Badral: You are welcome.
LESSON 5 SELF - CHECK
LISTENING AND SPEAKING 7a. Listen to the interview and answer the question. What's the main idea of it? a. personal information b. academic achievements Interviewer: OK. Let's start. First, please tell me about yourself. Alex: My name is Alex. I'm finishing secondary school and I've applied to your university. I want to be a financial analyst. Interviewer: Please describe yourself. What five adjectives would describe you best? Alex: I'd say that I'm serious, punctual. My friends and my teachers say that I go aloi with others well. I try to be persistent to achieve my goals. And I'm not good at showing my emotions. Interviewer: Good. And my next question is "What school activities were you involved in? What activities did you enjoy the most?" Alex: I've been a member of students' council since I was in junior school. I've orga- nized many school activities. For example, we organized clean-up day, and tree planting. The Earth day was the most interesting for students. We also collected old paper and recycled items, old clothes to donate those who are less fortunate. Also I helped our social workers to organize different activities as well. Interviewer: What are your favorite subjects at school. Why? Alex: My favorite subjects are Maths and Science. They are the most important to continue my studies. Computer class is the easiest of all. I can do quite a lot on a computer, because I learned from my father. Interviewer: That's interesting. My last question is about your goals. Alex: Until I was in the 10th grade I didn't know how to set my goals. One day our teacher taught us how to do it. Then I realized that goals and dreams are different. Since then, I've tried to set the goals more realistically. So, my goal is to enter your university to become good at analyzing financial actions. Interviewer: Thank you for an interview. Good luck. Alex: Thank vou. Goodbve.
UNIT TEN COMMUNICATION TECHNOLOGY
LESSON 1 THE INTERNET lc. Listen, check and repeat. upload a photo, go to a website, go online, find information, find a website, look for information, search the Internet, search information, check the weather, visit a website, get information, use information, use the Internet, use a website, surf the Internet, surf a website, watch a video, save information, chat in a chat room, download a file, download a video, download music, download a game, play a game, listen to music, send an email, send a message, read an email, read a message
LESSON 2 ELECTRONIC COMMUNICATION 2a. Listen to the conversation and answer. What is it about? Badral: The Internet can be a real pain at times. Alex: Apart from the spam, and the viruses, the Internet has got to be the greatest thing that ever happened in communications. It is fast, effective and convenient. Badral: The spam and the viruses are fairly easy to fix; the real problem with the net is the amount of information that gets posted. Alex: But I find most of the information very useful. You can find out about anything you want to know. Some sites are informative. Badral: Yeah ... how do you know the site is informative? Alex: That's easy, just check the references. A good web page should be informative. Badral: Ah but you said 'should be informative.' That's the whole problem. How do we know what is a 'good' web page? Alex: Well. I suppose, you just go through all the pages that come up, when you do a search. Badral: I bet I can find you a dozen pages that say, usual things, things we know well. Alex: That's where you have to use your judgement. Badral: But, that's what I go to the Internet for; to find out the information so that we can make a judgement. Alex: But the Internet isn't just for getting that sort of information. E-commerce has become a boom industry because you can buy, or sell, anything on the Internet. Badral: Yeah! And you can get ripped off too. I know people who have used their credit card on the Internet and had to cancel the card to stop it being used illegally. Alex: That has to be a rare case. There are real, safe ways to surf through the Internet and find out where that can't happen. Badral: Don't you believe it? Using credit cards over the Internet can be dangerous. Are you comfortable with using your card? Alex: Yes. I find it quite practical and economical. Badral: No way. What do you think of the alternative sites, and the blogs? Alex: I don't know. For me their information is fairly effective so I never trust them. Badral: Yeah, I find it difficult to believe them too. How do we know what is safe and what isn't? Alex: Aw! Now, you're just trying to confuse me!
LESSON 4 TEXT MESSAGING
2a. Listen to the conversation and answer. How many people are talking? Meggie: Hi, Iveel Iveel: Hi, Meggie. What are you doing? Meggie: Just a moment. Let me finish my chat. Iveel: Oh. Go ahead. Meggie: OK. I'm done. I'm writing a text message to my Mum. Iveel: Good. Sorry, I didn't mean to interrupt you. Meggie: No problem. It's not a big deal. Chatting takes some time to wait for a reply. You know, chatting is the same as instant messaging. Iveel: Do you often talk home? Isn't it easier to call home? Meggie: Yeah it is, but not the same. You know it's cheaper to text messages than to call. Iveel: I agree. Text messaging is different from the making a call. Meggie: Yup. Iveel: You can also send a text message from your cell phone. Then it is similar to chatting or instant messaging, isn't it? Meggie: Yes, you just write short texts. Iveel: I also write messages rather than call. Phone calls are more expensive you know. Meggie: Sure. Making phone calls for me is even much more expensive. Making a call is quite different from instant messaging. Although talking to my mum and hearing her voice is much nicer. Oh, I miss her.... LESSON 5 SELF-CHECK
LISTENING AND SPEAKING 5a. Listen to the recording and answer a, b or c. Is it about... of the Internet? a. positive aspects b. negative aspects c. both E-mail is an obvious perk of using the Internet. This online correspondence system allows you to send and receive messages from anywhere in the world at the simple click of a button. E-mail works exactly like writing letters, only there is no hold up from the postal service and it's completely free of charge. The Internet also simplifies shopping. Most companies today employ the use of online stores. Using your credit card, you can meet all of your shopping needs from the convenience of your home. The fact that the Internet is always accessible is another great aspect of this modern technology. Its 24/7 approach to service is extremely beneficial to all of its users. However, Internet may publish your personal information. Most websites today require data like your name, address and even credit card information. With hackers and crooks on the net, your information can occasionally be accessed by other people. Spamming is another form using the net. Spam is an influx of unsolicited e-mails, which serve no purpose other than unnecessarily ruining your experience.