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Livro do Aluno Sunrise 11: Inglês para Ensino Fundamental e Médio
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jobs … But instead, there would be work for a million farmers! Today: The reality By 1970, irrigation canals were taking nearly all the river water, and the Aral was shrinking rapidly. Then it broke into two seas – the Large Aral and the Little Aral. By 2000, fishing ports were nearly 100 kilometres@ from the water, and the fish had gone. Old fishing boats lay on the dry, dusty, salty seabed, which was also polluteds nwith o i t U L o s D n a s m e L b@ @ o r p 5 chemicals. And polluted dust on the wind was killing people and damaging .srac the 031crops. dlos dah eh ,6981@ @ yB snossel 4&3 tcefrep tsap • ot elba eb dna dluoc ,nac The dream had become a disaster. @@ Many came and tried to help, but nothing DAER A ever happened. One local leader recently Little Aral Sea trap llams eno dedda hcae srekrow fo sdnasuoht gnilles nageb zneB lraK namreG eht ,5881 nI looked back and said, ‘If every expert had a ,droF T ledoM eht saw tluser eTh .rac hcae ot yb ,dna werg tseretnI .senigne lortep htiw srac dahThe droF ,929explanation 1 yB .droffa dluoc ynam taht rac nwohs dah eh retfa dnA .031 dlos dah eh ,6981 10 brought a bucket of water, we would have filled .noillim 51 dlos .dewollof ylkciuq srekam rehto ,siht ekil yaw eht rac eguh s’yadot fo trats eht sawSyr taThRiver the Aral Sea again!’ tuoba erew ereht ,oga yrutnec A .yrtsudni Large Aral Sea dlrow eht ,woN .dlrow eht ni srac 000,002 Finally, in 2005, money from the World .yad yreve 000,002 secudorp Dear all, taht ees lla nac ew tub ,srac rieht evol elpoeP Bank produced a solution – at least for the sesuac gnivird daB .smelborp taerg gnirb srac The above LOGO will shtaed be daor placed fo sdnasuoht at htiwthe ,stThe nedTOP iccaAral elbirrin eSea t the LEFT Little Aral. Engineers first repaired the badly morf noitullop ,niagA .raey yrein ve 1965 seirujni dna position of all FRONTni yCOVERS (As it's llaicepse ,ssenlli sesof uac sSunrise noissime tsuahBooks. xe 15 built canals which had always lost 75% of the ro tsaf yrev ton dna ysion erew srac ylrae esoTh .esrow si ereht dnA .srac fo snoillim htiw seitic shown). ,) OC( edixoid nobrac edulcni snoissime eTh tuB .nwod ekorb netfo yeht dna ,elbatrofmoc water they carried. Then they constructed a ni erehpsomta elohw s’htraE gnignahc si hcihw 9091 yb dna ,tsaf depoleved ygolonhcet eht AmuMinistry River.esle gniremoved htemos si ereht dthe nA .syKurdish aw suoregnad script ,teiuq reffin o otit, elbait's saw tsohG revliS s’ecyoR slloR As you see The Welcome to Sunrise – a bright new look at English! 13-kilometre dam across the south of the lake. yrev gnimoceb si lio dna ,tcudorp lio na si lorteP .hpk 08 ta trofmoc elbailer only English, and the size is smaller. .evisnepxe Sunrise is a complete English course written especially for primary and secondary school students. The course yb raelc emoceb dah smelborp eseht retfA As a result, farmers still got enough water, has a communicative approach, integrating listening, speaking, reading and writing, with a clear focus on grammar wen gningised detrats srekam rac ,s0991 etal eht wen eht fo tsrfi eht ,yltneceR .senigne fo stros Aral filling. Since 2005, the average structures. Sunrise 11 consolidates and extends work done inbut earlierthe gradesLittle and increases the started emphasis on skills Let me know if something sdirbyh era yeis Th .not gniraepclear. pa nugeb evah selcihev lortep a dna rotom cirtcele na htob evah taht 20 depth has increased from 30 to 40 metres. The fish have development and learner autonomy. Sunrise 5 SB naht dliub ot evisnepxe erom era yeTh .enigne renaelc dna repaehc era yeht tub ,srac yranidro started to return. So has the fi shing industry. Best wishes, Key features .nur ot N•òìaŠ‡Ž ï q@õ @H 2010 I @ô Ü b @H 284 I @ô䆊br@õòŠbàˆ@çbØóïïn“ @óäbƒ jŽ ï nØ@ôn“ @ômóîaŠói ò íŽ î Š ói@óÜ r e ff o o t e l b a e b n o o s l l i w s r e e n i g n e , r e v e w oH A lot of money has saved a small part of the Aral Sea. Sunrise 11 makes learning fun through seven motivating, topic-based teaching units. These units contain .sllec leuf no snur taht rac a – noitulos retteb a vocabulary and grammar presentations leading on to skills But work. Language Focus planners summary sectionshad follow, thought more carefully, PS: perhaps tub ,ecyoR slloR a droffa dluoc elpoep hcir ylnO morf )O( negyxo htiw )H( negordyh xim eseTh if those dah droF yrneH naciremA eht ,8091 ni ,ydaerla cirtcele paehc yrev si tluser eTh .erehpsomta eht offering additional grammar explanations with examples, word lists with phonetics, parts of speech and 1You can resize the above LOGO little bit (not ! ) O yeThtoo .ylpaehmuch) c erom hcumifsrac gnidliub nugeb H ( r e t a w s i e t s a w y l n o e h t d n a , r e w o p they would have killed the project. If they had, this Sunrise 5 AB t r o s s i h t e v a h l l i w u o y s p a h r e p , s r a e y n e t n I d n a , y r o t c a f s i h ta enil noitcudorp a gnola devom phonetics, and also important study and vocabulary acquisition techniques. it's very, very necessary). ! e s u o h r u o y e d i s t u o r a c f o environmental disaster would never have happened! • Sunrise 11 provides regular reviews of vocabulary and 25 grammar through two revision units. 2- You'll use the previous LOGO which I sent you in PDF @@•NòìaŠ‡Ž ïq@õ@H2010 I@ôÜbthe @H285 @óäbƒjŽïinto nØ@ôn“ @ômóîaŠóiòíŽand îŠói@óÜ Sunrise 11 includes storyI@ô䆊br@õòŠbàˆ@çbØóïïn“ of Great Expectations, divided ten episodes supported by glossaries, format only on the Title pages. culture notes and Activity Book activities. 2 Kurdistan Regional Government Council of Ministers Ministry of Education Sunrise 51 11 Student’s Book 11 Student’s Book 02 Student’s Book 52 2 03 11 5 53 04 01 2 34and listening activities. • Sunrise 11 has a CD with all the dialogue, pronunciation Sunrise 5 TB • Sunrise 11 offers seven optional role plays related to the topics covered in the units. • Sunrise 11 provides a substantial reference section to help students develop their ability to study independently. Sunrise 11 Activity Book provides grammar and vocabulary @@•NòìaŠ‡Ž ïq@õ@H2010 I@ôÜb @H286 I@ô䆊br @õòŠbàˆ@çbØóïïn“ @óäbƒjpractice ŽïnØ@ôn“ materials. @ômóîaŠóiòíŽItîŠalso ói@óÜ supports the Student’s Book skills lessons with a variety of guided writing tasks. Sunrise 11 materials are: 9780230727564.Text.indd 34 Sunrise 11 SB Student’s Book, Activity Book, Teacher’s Book, CD @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ NòìaŠ‡Žïq@õ@H2010I@ôÜb@H287I@ô䆊br@õòŠbàˆ@çbØóïïn“ @óäbƒjŽïnØ@ôn“ @ômóîaŠóiòíŽîŠói@óÜ www.macmillanenglish.com Sunrise 11 AB Shaswar, Macmillan Kurdistan. 09/03/2010 I S B N 978-0-230-72756-4 @@NòìaŠ‡Žïq@õ@H2010I@ôÜb@H288I@ô䆊br@õòŠbàˆ@çbØóïïn“ @óäbƒjŽïnØ@ôn“ @ômóîaŠóiòíŽîŠói@óÜ 9 780230 727564 54 4/5/10 10:24:06 41 @ @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 15:12:01 01/5/4 41 ddni.txeT.4657270320879 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Property of Ministry of Education NOT FOR RESALE Sunrise 11 TB @@NòìaŠ‡Žïq@õ@H2010I@ôÜb@H289I@ô䆊br@õòŠbàˆ@çbØóïïn“ @óäbƒjŽïnØ@ôn“ @ômóîaŠóiòíŽîŠói@óÜ 0727564_SB L11_COVER.indd 1 06/05/2010 15:14 map of the book UNIT 1 WHERE ARE YOU FROM? p4 LANGUAGE Prepositions: place, movement and time Relative clauses with who, which, that Relative clauses without who, which, that Relative clauses with extra information SKILLS AND SOUNDS Reading: understand and collate factual information about Kurdistan Listening: follow directions Pronunciation: br / pr / tr / str Speaking: give directions Writing: write factual information about places in Britain and Kurdistan VOCABULARY Geographical description Urban directions Industry names To help you study: phonetics in pronunciation (AB: opposites; words in context) UNIT 2 PROBLEMS AND SOLUTIONS p12 LANGUAGE Possibility and logical certainty with could / can’t / must be, etc Advice with ought to, had better, etc Ability, present and past with can, could, be able to Past perfect + past simple SKILLS AND SOUNDS Reading, listening: understand and note a sequence of events Pronunciation: sound interesting and interested Speaking: tell a true story Writing: write a true story VOCABULARY Types of transport Fuel sources and pollution To help you study: contractions (AB: grammatical pairs — verb–noun) UNIT 3 OUR CHANGING CLIMATE p20 LANGUAGE Tense markers with past simple and present perfect Present perfect and present perfect continuous Describing change: v + adv; adj + n Verb + infinitive / ~ing form SKILLS AND SOUNDS Reading, listening: understand the processes of climate change Pronunciation: sounds of o Speaking: role play an interview Writing: use notes and a chart to describe climate and population change VOCABULARY Weather conditions Describing change: increase, decrease, etc Climate change To help you study: Abbreviations and symbols in notes (AB: opposites; word pairs) UNIT 4 REVISION p28 UNIT 5 DANGER – HUMANS AT WORK! p32 LANGUAGE Be + dimension + adj; have + n + of + dimension Uses of will First conditionals and other conditional forms with will Second conditionals Third conditionals SKILLS AND SOUNDS Reading: understand and collate information about events Listening: understand the poem The World with its Countries Speaking: read the poem aloud; describe events that changed one’s life Writing: write the story of a life-changing event VOCABULARY Civil engineering structures Dimensions To help you study: rhyme schemes in poems (AB: grammatical pairs — verb–noun, verb–adjective; noun–adjective; word in context) LANGUAGE Review of Units 1–3 language 2 9780230727564.Text.indd 2 4/5/10 10:20:56 map of the book UNIT 6 WHEN SCHOOL FINISHES p40 LANGUAGE The ~ing form as a noun Tag questions: positive and negative Cause and effect Phrasal verbs with objects SKILLS AND SOUNDS Reading: understand a system for assessing one’s interests Listening: conduct a careers advice interview Pronunciation: intonation in tag questions Speaking: role play an interview Writing: write a careers advice report VOCABULARY Skills Interests School subjects To help you study: collecting vocabulary in topic groups (AB: opposites; phrasal verbs) UNIT 7 THE PICTURE BEHIND THE PICTURE p48 LANGUAGE Active and passive Passive + by + agent Passive forms of simple tenses – present, past, present perfect, past perfect Modal passive forms SKILLS AND SOUNDS Reading: understand the history of film and special effects Listening: understand a TV interview about a local project Pronunciation: intonation in lists Speaking: act out part of the interview; discuss and decide useful local projects Writing: write a project proposal with supporting arguments VOCABULARY TV programme types Film and TV production To help you study: phonetics in pronunciation (AB: opposites with im~ and un~) UNIT 8 AN AMAZING STORY p56 LANGUAGE Reported statements Reported requests and orders Reported Yes/No questions Reported Wh questions SKILLS AND SOUNDS Reading: understand and collate information about Marco Polo Listening: understand the poem Geography Pronunciation: rhythm in a poem Speaking: read the poem aloud; role play Marco Polo’s conversation about his travels Writing: report the conversation VOCABULARY Feelings To help you study: collecting participle adjectives (~ing + ~ed) (AB: family relatives) UNIT 9 REVISION p64 LANGUAGE 9A Review of Units 5–6 language 9B Review of Units 7–8 language ROLE PLAYS p68 LITERARY READER p75 REFERENCE SECTION p111 3 9780230727564.Text.indd 3 4/5/10 10:20:56 1 lessons 1&2 Where are YoU from? It’s a place that’s full of rivers. Prepositions of place and movement • Relative clauses with who, which and that A LISTEN AND DO Recently, the Sherko family, with twins Vana and Ari, moved to Britain for a year. On the way, Vana and Ari recorded themselves as they took photos. 1 Listen to Vana and Ari. Say where they are. 2 Listen again. Note the numbers 1–8 as you hear these words that you know. Say the words. 1 cliff 2 country 3 field 4 hill 5 lake 6 mountain 7 river 8 sea 9 waterfall B GRAMMAR p10 1 Look. Prepositions of place and movement Prepositions of place Below us, there’s a river in a deep valley. Prepositions of movement We’re flying over a mountain, towards a lake. 3 Listen again. Note the letters a–g as you hear these new words. Copy and say the words. a fertile b flat c hilly d steep e crop f farm g plain h snow i stream j valley C SPEAK Work with a partner. Choose from balloons A–F and describe the view from your balloon. A I’m flying over some flat country with farms and … The land looks very green and … And I’m flying north towards … B So you’re in balloon … , aren’t you? A That’s right. Now it’s your turn. 2 Listen again. Find more examples of prepositions. 4 9780230727564.Text.indd 4 4/5/10 10:21:02 1 lessons 1&2 D LISTEN AND READ Vana and Ari are starting their new life in Britain. Ari Excuse me, but could you tell us the way to Valley Road Comprehensive? Jamie Go along this road and take the first left. You’ll see it on the right, opposite a park. Vana Thanks! Sophie But why are you going there? Vana It’s our new school. Sophie It’s our school too, but it doesn’t start till tomorrow, so you don’t have to go today. Ari We just want to see the place. Jamie Well, Sophie and I aren’t doing anything special, so we can show you round. Ari Thanks! ***** Sophie There it is! Vana It looks very different from our school back home. Sophie Where are you from exactly? Vana Kurdistan. Jamie Sorry, but where’s that? My geography isn’t very good. Ari It’s in northern Iraq. Sophie And Iraq’s in the middle of the Middle East. Vana That’s right. Jamie So you speak Arabic, don’t you? Ari No, the people who live in the south do, but the Kurds speak Kurdish. Sophie Really! Jamie Iraq’s mainly a desert country, isn’t it? Ari Oh, no. There are parts of Iraq which are deserts, but not Kurdistan. Vana It’s a place that’s full of mountains and rivers and valleys. It’s beautiful! Correct the statements that are wrong. 1 The school is on the left, next to the park. 2 It starts tomorrow, so people mustn’t go today. 3 Kurdistan is in eastern Iraq, and Iraq is in the western part of the Middle East. 4 The people in southern Iraq do not speak Kurdish. 5 Iraq is full of mountains and rivers and valleys. E GRAMMAR p10 1 Look. Relative clauses with who, which and that The people who (that) live in the south speak Arabic. There are parts of Iraq which (that) are deserts. 2 Make more statements about Iraq. 1 The people who (that) live in the north … 2 There are parts of Iraq which (that) …. Use these ideas and add suitable verbs. 3 are Kurds / speak Kurdish / … their own culture 4 … (not) very fertile / … a lot of oil / … high mountains F THINK ABOUT IT I’d hate to move away from Kurdistan. Why? I’d love to try life somewhere else for a year or two. Why? Unit 1 page 3 Activity 4 5 9780230727564.Text.indd 5 4/5/10 10:21:03 1 lessons 3&4 Where are YoU from? Who are the Kurds? relative clauses without who, which or that • relative clauses with extra information A READ B www.gomiddleeast.co.uk/iraq_about1.htm A Come to Kurdistan! Kurdistan Tony Price 5 5 10 Kurdistan is not the first place most people think of for a holiday. But for those who want a real travel experience, the northern region of Iraq is a place they should consider visiting. It has a lot to offer. There’s everything a visitor might want – from sailing on Lake Dokan to climbing in the mountains to visiting the ancient remains which are everywhere here. The Kurds are ready to welcome tourism and tourists. All the people I am meeting during my visit here are very friendly and helpful. 10 15 20 15 20 For the best weather, come in spring or autumn. And if you can, come for Newroz on 21st March. This festival is the Kurdish New Year and the first day of spring, and so it is a happy time. Travel to one of the resorts in the mountains such as Ashawa near Dohuk. Join the many Kurds who celebrate with picnics and traditional music and their ancient custom of fire jumping by the streams and waterfalls. Geography and climate In the north of Iraq is Kurdistan, which is an area of mountains and high plains. The mountains ring the region from the south-east to the north-west, and they receive up to three metres of rain and snow a year. As a result, there are many deep valleys with streams, waterfalls and rivers. The rivers, which include the Euphrates and Tigris, carry precious water to the fertile plains south and west of the mountains. The climate is very hot in summer, and temperatures often reach 40° or more in the south. Winters are cold too, with temperatures as low as –20° in the mountains. However, the weather is usually warm, dry and pleasant in spring and autumn. Economy Although winters and summers are hard, farming is a very important industry in Kurdistan. Kurds, who have a long tradition of farming, grow a number of different crops across the fertile plains. The economy is growing quickly in many areas. The oil industry, which is developing fast, is becoming very important. Others, such as tourism, are experiencing development, too. So are the cities, which are full of new offices, shops, schools, hospitals and homes. There, construction is a huge engine of economic growth. 1 Say where Texts A and B may each come from. a a local newspaper report b a history of Kurdistan c an information website about Iraq d a holiday magazine 6 9780230727564.Text.indd 6 4/5/10 10:21:04 1 lessons 3&4 2 1 2 3 4 5 Do the tasks. Say when tourists should visit, and why. Say when people should not visit, and why not. List five attractive things for visitors. Explain the geography of Kurdistan. List one traditional industry and three modern growth industries. 3 Read to find the correct meaning. 1 a line 4: … a place they should consider … 2 b line 20: Others, such as tourism, … 3 b line 21: So are the cities, … 4 Explain in your own words. 1 a line 5: It has a lot to offer. 2 b line 2: The mountains ring the region … 3 b line 14: … winters and summers are hard, … 4 b line 23: … construction is a huge engine of economic growth. B GRAMMAR p10 1 Look. Relative clauses without who, which or that We cannot cut relative pronouns that are subjects. Join the many Kurds who celebrate. Visit the ancient remains which are everywhere. But we can cut relative pronouns that are objects. All the people (who) I am meeting are friendly. Kurdistan is a place (that) they should consider. 2 Find more examples in Text A. C SPEAK Work with a partner. Share ideas. A The region of Kurdistan (which) I like best is … What do you think? B … is the area (that) I like best (, too). You can use these other ideas. The Kurdish singer (who) I like most is … A place (which) every tourist should see is … A Kurdish leader (that) everyone remembers is … The festival (that) I like best is … 9780230727564.Text.indd 7 D READ AND SPEAK 1 Copy the table. Then read again to complete it. Information about the following: 1 where Kurdistan is 2 sports 3 tourism 4 the mountains 5 what Kurds are like 6 the economy 7 traditional activities 8 the cities appears in the following: Text A Text B 3 3 3 2 Work with a partner and make statements about the four things that appear in both texts. Use all the information in the texts. A Kurdistan is the northern region of Iraq. B And it’s an area with many mountains. E GRAMMAR p10 1 Look. Relative clauses with extra information We often add extra information to statements. In the north is Kurdistan. + It is an area of mountains. = In the north is Kurdistan, which is an area of mountains. Note: we mark extra information with commas. 2 Find more examples in Text B. 3 Make more statements with extra information. Use information from anywhere in the texts. E.g.: 1 The Kurds are ready for tourism. + Tourism is a growth industry. 2 The Kurds are developing many new industries. + The Kurds have a long tradition of farming. F SPEAK It is your job to add more information about Kurdistan to the website page. Say what other information you would like to give. 7 4/5/10 10:21:04 1 Where are YoU from? Directions and describing places lessons 5&6 A LISTEN 1 Do this task. 1 Copy diagrams A–D. Leave space for a short sentence after each one. 2 Read the table and listen to Part 1. Copy the correct directions for each diagram. A B Go over the crossroads. Go straight on over the roundabout. C Turn left at the T-junction. Turn right at the traffic lights. 2 Follow directions. 1 Copy the list of destinations from the box. bank __ police station __ post office __ school __ shopping centre __ supermarket __ 2 Listen to Part 2. Follow the directions on the map to destinations a–f. 3 Label the correct destinations in your list a–f. D B PRONUNCIATION 1 Practise your pronunciation. Listen to Part 1 and repeat the words. bridge /br/ produce /pr/ traffic /tr/ street /str/ 2 Listen to Part 2 and repeat more words. bring product tradition straight bright price travel stream celebrate country comprehensive construction C SPEAK a PARK b WAY f e NOR TH G H You are here. ST RE ET R VE RI HI PARK AD EN RE G RO PARK c Work with a partner. Give and follow directions. A Use the map again. Agree a starting point – a, b, c, d, e or f. Then give directions to another of points a, b, c, d, e or f. B Follow the directions. At the end, say: I’m at the (supermarket) now, aren’t I? d EAST ET STRE Unit 1 page 6 Activity 2A 8 9780230727564.Text.indd 8 4/5/10 10:21:06 1 lessons 5&6 D WRITING Vana and Ari are finding out about places to visit. Help them put information together. 1 Look at the notes about Plymouth. Use them to complete the statements below. 2 Complete the text about Plymouth in your Activity Book. 3 Write a text about York that uses the same patterns. Unit 1 page 7 Activity 2B A B Visiting: 1 What do people who visit … like? 2 What should you try to see there? 3 Where is … and what is special about it? Plymouth the beaches, the sailing and the hilly country near there called Dartmoor the Plymouth Aquarium 1 near the old fishing port 2 has fish and other amazing sea creatures from all over the world C York the old part of town and the famous hills and valleys near the city the Viking Centre 1 in the city centre 2 gives a wonderful picture of daily life in York over a thousand years ago The facts about Plymouth Plymouth is 1 in the south-west of England, and it is about _2 __. It is a large sea port that is also very _3__. D York London Unit 1 page 7 Activity 2C Plymouth Facts about: Plymouth /ˈplɪməθ/ Visiting Plymouth People who visit Plymouth like _4__. One of the things (that) you should try to see there is _5__. This special visitor attraction, which is near _6__ , has fish _7__. York /jɔːk/ in the northeast of England 1 Where is it? in the southwest of England 2 How far about 300 km around 350 km is it from London? 1 a large sea 1 a beautiful 3 What is port city special about it? 2 very 2 an important important in regional the history of and cultural Britain centre E UNIT TASK 1 Choose a place in Kurdistan and complete a new table of information in your Activity Book. Write notes similar to the ones on Plymouth and York. 2 Use your notes to write a text to add to the Kurdistan website on page 6. Unit 1 page 7 Activity 3 9 9780230727564.Text.indd 9 4/5/10 10:21:08 Language Focus Language Focus Language Focus Language Focus Language Language Focus Focus Language Focus 1Language GRAMMAR ÅB¾lã Ìi LanguageFocus Focus 1 GRAMMAR ÅB¾lã Ìi Ìi 1 GRAMMAR ÅB¾lã 1 GRAMMAR Language Focus 11Lesson GRAMMAR 1 GRAMMAR ÅB¾lã ÅB¾lã Ì i 1 GRAMMAR Focus ÅB¾lã Language GRAMMAR ÅB¾lã Ì i ÌÌiiÌi Language Focus 1 GRAMMAR ÅB¾lã 1: Prepositions Lesson 1:1Prepositions Lessons andFocus 2: Present continuous Lesson 1: Prepositions Language GRAMMAR ÅB¾lã 11GRAMMAR ÅB¾lã ÌiÌi More examples More examples More examples The people speak English. They live in Britain. More More examples examples More examples More examples The people speak English. They live in English. Britain. Lesson Lesson 1: Prepositions 1: Prepositions Lesson 1: Prepositions More examples 1Lesson GRAMMAR ÅB¾lã Ì i >The people who live in Britain speak Lesson 1: Prepositions + MÌÁ?iÏcÄ@µÐïÁh} Ð ËdÁÏÊËÐOÏ i ö ?h½@ÔÒÐGgØiÙK@Llâ Ì Ô ÃËö hGgÏc 1: Prepositions Th e people people speak English. Th ey live in Britain. The people The people speak speak English. English. They They live inlive Britain. Britain. The people speak English. They live inin Britain. 1 GRAMMAR ÅB¾lã Ì i The people speak English. They live in Britain. >The who live in Britain speak English. + MÌÁ?iÏcÄ@µÐïÁh} Ð ËdÁÏÊËÐOÏ i ö ?h½@ÔÒÐGgØiÙK@Llâ Ì Ô The people speak English. They live inofBritain. 1 GRAMMAR ÅB¾lã Ì i There are parts of Britain. They are full mountains. More examples More examples I watching. am (not) More examples >The >The people people who live who in live Britain in Britain speak speak English. English. >The people who live in Britain speak English. +MÌÁ?iÏcÄ@µÐïÁh} +MÌÁ?iÏcÄ@µÐïÁh} ÐÐ ËdÁÏÊËÐOÏ ËdÁÏÊËÐOÏ öi?h½@ÔÒÐGgØiÙK@Llâ ÔÌÔ ÌÔÌ>The Ô > Thpeople 7who ÑÂËö hlive GgÏcÙGÂâ ÌÅÏcg@µÐGÀ?ÉÏcgÐGÒÉÉchGÐÁ?g Lesson1: +MÌÁ?iÏcÄ@µÐïÁh} ÐÐËdÁÏÊËÐOÏ öi?h½@ÔÒÐGgØiÙK@Llâ Lesson e people in Britain speak English. who live in Britain speak English. There are parts of Britain. They are full of mountains. +Prepositions MÌÁ?iÏcÄ@µÐïÁh} ËdÁÏÊËÐOÏ öi?h½@ÔÒÐGgØiÙK@Llâ 7ÃâöiË?h½@ÔÒÐGgØiÙK@Llâ Êo ÑÁ@µÐË dÁÏÊËÐOÏi?öh̽@Ô Lesson 1:1:Prepositions Prepositions >The people who live in Britain speak English. + MÌÁ?iÏcÄ@µÐïÁh} Ð ËdÁÏÊËÐOÏ i ö ?h½@ÔÒÐGgØiÙK@Llâ Ì Ô >There are parts of Britain which are full of The people speak English. They liveof inBritain. Britain. More examples The people speak English. They live in He/She/ It watching. is (not) 7ÃâËÊoÑÁ@µÐË More examples There are parts are parts of Britain. of Britain. They They are full are full mountains. ofËmountains. mountains. There are parts of Britain. They are full of dÁÏÊËÐOÏi?öh½@Ô There The people speak English. They live in Britain. Lesson 1: Prepositions There are parts of Britain. They are full of mountains. >There parts of Britain which are full He iswho falling! N?cÏcÉÉg?cÐK@kÀй·â g@µ x There are parts Britain. They are fullofof of mountains. Lesson 1: us, Prepositions Below us, there's river in in a deep Below there’s a river a deep mountains. ere are are parts ofof Britain. Th ey are full mountains. >The people live7in Britain speak English. ÃâËvalley. Êo7ÃâÑÁ@µÐË 7ÃâËÊo ËÊo ÑÁ@µÐË dÁÏÊËÐO dÁÏÊËÐO Ïi?öh½@ÔÏi?öÏi?öh½@Ô h½@Ô dÁÏÊËÐO a+MÌÁ?iÏcÄ@µÐïÁh} Ð7valley. ËdÁÏÊËÐOÏ öiÑÁ@µÐË ?h½@ÔÒÐGgØiÙK@Llâ ÌÔ Th people speak English. They live in Britain. >The people who live in Britain speak English. ++MÌÁ?iÏcÄ@µÐïÁh} Ð öiöiwatching. ?h½@ÔÒÐGgØiÙK@Llâ ÌÌÔÔThe You/We/They (not) 7ÃâË7Êo dÁÏÊËÐO Ïi?öhϽ@Ô >There >There are parts are parts ofof Britain ofBritain Britain which are are of fullofof >There are parts of which are full >The people who live inwhich Britain speak English. MÌÁ?iÏcÄ@µÐïÁh} ÐËdÁÏÊËÐOÏ ËdÁÏÊËÐOÏ ?h½@ÔÒÐGgØiÙK@Llâ The people speak English. They live infull Britain. ÃâËÑÁ@µÐË Êo ÑÁ@µÐË dÁÏÊËÐO i?öh½@Ô Below us, there's aare river inare a beyond deep valley. >There are parts Britain which are full mountains. >There are parts ofBritain. Britain which are full ofg@µ Ahead of us, there plains the mountains. There are parts of Britain. They are full mountains. She is learning the guitar. 7 N?cÏcÉÉg@Llâ Ìof Ô·â x >The people who live in Britain speak English. There are parts of They are full of + MÌÁ?iÏcÄ@µÐïÁh} Ð ËdÁÏÊËÐOÏ i ö ?h½@ÔÒÐGgØiÙK@Llâ Ì Ô Below Below us, there's us, there's a river a river in a deep in a deep valley. valley. Below us, there's a river in a deep valley. Ahead of us, there are plains beyond the mountains. mountains. mountains. > Th ere are parts of Britain which are full ofËmountains. mountains. There are parts of Britain. They are full ofof mountains. >The people who live in Britain speak English. + MÌÁ?iÏcÄ@µÐïÁh} Ð ËdÁÏÊËÐOÏ i ö ?h½@ÔÒÐGgØiÙK@Llâ Ì Ô Below us, there's a river in a deep valley. Ahead of us, there are plains beyond the mountains. mountains. 7 Ãâ Ë Êo ÑÁ@µÐË dÁÏÊËÐO Ï i?ö h ½@Ô Below us, there's a river in a deep valley. mountains. 7 Ãâ Ë Êo ÑÁ@µÐË dÁÏÊËÐO Ï i?ö h ½@Ô Also: above, around, at, behind, beside, between, beyond, >There are parts of Britain which are full of 7 Ãâ Ë Êo ÑÁ@µÐË dÁÏÊËÐO Ï i?ö h ½@Ô There are parts of Britain. They are full of mountains. Lesson 3: Relative clauses without who , which >There are parts of Britain which are full of Ahead Ahead of us,there there are plains are plains beyond beyond mountains. themountains. mountains. Ahead ofofthere us, are plains beyond the g@ÌkhO 7?cÉÊK@Å?cйÉ?hµÏc@½@ÔѶâ Ëg@µ x >There are parts ofBritain which areoffull of are parts of Britain. They are who full mountains. mountains. Ahead ofus, us, there are plains beyond the mountains. Also: above, around, behind, beside, between, beyond, Also: above, ahead of, around, at,77the behind, beside, Ahead ofus, us, there are plains beyond the mountains. Lesson 3: Relative clauses without , which Êo ÑÁ@µÐË dÁÏÊËÐO ½@Ô There by, in front of, near, next to, on, opposite, over, under Below there's aat, river in adeep deep valley. mountains. ÃâÃâvalley. ËËÊo ÑÁ@µÐË dÁÏÊËÐO ÏÏi?öi?öbeyond, hh½@Ô Below us, there's a river in a >There are parts of Britain which are full of mountains. I watching? Also: Also: above, above, around, around, at, behind, at, behind, beside, beside, between, between, beyond, Also: above, around, at, behind, beside, between, beyond, that or Below Below us, there's a river in in a deep valley. >There are parts of Britain which are full of mountains. We are driving to Silemani tomorrow. Lesson Lesson 3:3:Relative 3:Relative Relative clauses clauses without without who ,who which which Lesson 3:3: clauses without who , ,which (What) am Also: above, around, at,are behind, beside, between, beyond, by,Also: in front of, near, next to, on, of, opposite, over, above, around, at, behind, beside, between, beyond, between, beyond, by, in front near, next to,under on, Lesson Relative clauses without who , which Relative clauses without who, which Ahead of us, there plains beyond the mountains. that orLesson Lesson 3: Relative clauses without who , which Below there's a river in a deep valley. Ahead of us, there are plains beyond the mountains. mountains. he/she/ it watching? in Below us, there's anear, river in ato, deep valley. by, by, front infront front of, near, of, next to, next on, to, opposite, on, opposite, over, over, under under by, inus, of, near, next on, opposite, over, under Ahead Ahead of us, there are plains beyond beyond the mountains. mountains. is by, in front of, near, next to, on, opposite, over, under that that or or that or 7 Ðð ¹ ÉÊS ÑÁ@µÐË dÁÏÊËÐO Ï i? h ö ½@Ô by, inofabove, front of, near, next to, on, opposite, over, under ) à ËÐ]]]HGÚ?cÐL]]]kg Ð ]]]¹Òd]]]ÁÏÊËÐOÒÐL]]]kgÐ x ]]]¾ÌÁ·â Ë d]]]ÁÐÅÁ?Ê]]]KÏc opposite, over, under that or Ahead Also: above, around, at, behind, beside, between, beyond, Also: or that us, there there are plains plains beyond the mountains. around, at, you/we/they behind, beside, between, beyond, that 3: Lesson Relative clauseswithout without who , which watching? Ahead ofabove, us, are beyond Also: Also: around, at, behind, between, Lesson clauses who ,, which 7beside, Ðð¹the ÉÊSmountains. ÑÁ@µÐË dÁÏÊËÐObeyond, Ïi?öh½@Ô )Ãor ËÐ]]]HGÚ?cÐL]]]kg Ð]]]¹Òd]]]ÁÏÊËÐOÒÐL]]]kgÐ x]]]¾ÌÁ·â Ëd]]]ÁÐÅÁ?Ê]]]KÏc are Lesson 3:3:Relative Relative clauses without who which We're flying over a mountain, towards a lake. by, in front of, near, next to, on, opposite, over, under 7 Ðð ¹ ÉÊS 7 ÑÁ@µÐË Ðð ¹ ÉÊS ÑÁ@µÐË dÁÏÊËÐO dÁÏÊËÐO Ï i? h ö ½@Ô Ï i? h ö ½@Ô 7 Ðð ¹ ÉÊS ÑÁ@µÐË dÁÏÊËÐO Ï i? h ö ½@Ô Also: above, around, at, behind, beside, between, beyond, by, in front of, near, next to, on, opposite, over, under ËÉʽÐÅÀÞÐG + @ÁÄ @d]]]ÁÐÅÁ?Ê]]]KÏc ) à ËÐ]]]HGÚ?cÐL]]]kg ) à ËÐ]]]HGÚ?cÐL]]]kg Ð ]]]¹Òd]]]ÁÏÊËÐOÒÐL]]]kgÐ Ð ]]]¹Òd]]]ÁÏÊËÐOÒÐL]]]kgÐ x ]]]¾ÌÁ·â x ]]]¾ÌÁ·â Ë d]]]ÁÐÅÁ?Ê]]]KÏc Ëd]]]ÁÐÅÁ?Ê]]]KÏc ) à ËÐ]]]HGÚ?cÐL]]]kg Ð ]]]¹Òd]]]ÁÏÊËÐOÒÐL]]]kgÐ x ]]]¾ÌÁ·â Ë Also: above, around, at, behind, beside, between, beyond, Lesson 3: Relative Relative clauses without withoutxwho who which by, in frontover of, near, next to,towards on, opposite, over, under that 7Ðð¹7ÉÊS ÑÁ@µÐË dÁÏÊËÐO Ïi?öhϽ@Ô that or Lesson 3: clauses ,, which ) ÃËÐ]]]HGÚ?cÐL]]]kg Ð]]]¹Òd]]]ÁÏÊËÐOÒÐL]]]kgÐ ]]]¾ÌÁ·â Ëd]]]ÁÐÅÁ?Ê]]]KÏc Ðða¹ÉÊS ÑÁ@µÐË dÁÏÊËÐO i?öh½@Ô We're flying athe mountain, lake. that or )Ãor ËÐ]]]HGÚ?cÐL]]]kg Ð]]]¹Òd]]]ÁÏÊËÐOÒÐL]]]kgÐ x]]]¾ÌÁ·â Ë@d]]]ÁÐÅÁ?Ê]]]KÏc flown ËÉʽÐÅÀÞÐG + @ÁÄ We've from Alps, all across Europe to Britain. by, in front of, near, next to, on, opposite, over, under We're We're flying flying over aover mountain, towards towards aEurope lake. alake. lake. We're flying over aaAlps, mountain, towards a¹over, by, in front of, near, to,all on, opposite, under or ËÉʽÐÅÀÞÐG +x@ÁÄ +@+ @ÁÄ @ËÉʽÐÅÀÞÐG @ÁÄ @ÁÄ over amountain, mountain, towards lake. We've flown from the across to Britain. gÏd] ]that ¹ÃÒÉ@] ]ÂâÌSÐ]]µÃËÐ] ]ÐHGÚÐ] ]ËdÁÏÊËÐOÒÐL]]kgÐx] ¾ÌÁÉÐ] Ô@@ËÉʽÐÅÀÞÐG Á?ÊK@] ]Á ÑÁ@µÐË dÁÏÊËÐO öh½@Ô We're We're flying over mountain, towards aÉÊS that or ËÉʽÐÅÀÞÐG +]]]]¾ÌÁ·â We’re fl ying over aanext mountain, towards alake. lake. 7aÐðÐð7out ÉÊS ÑÁ@µÐË dÁÏÊËÐO ½@Ô ¶âÃÃ)ÌËÐ]]]HGÚ?cÐL]]]kg ËÐ]]]HGÚ?cÐL]]]kg ]]]¹Òd]]]ÁÏÊËÐOÒÐL]]]kgÐ Ë]d]]]ÁÐÅÁ?Ê]]]KÏc Also : flying across, along, down, from, into, of, past, ËÉʽÐÅÀÞÐG ¾ÌÁÉÐ] +@ÁÄ ) ÐÐ]]]¹Òd]]]ÁÏÊËÐOÒÐL]]]kgÐ x ]]]¾ÌÁ·â ËË@d]]]ÁÐÅÁ?Ê]]]KÏc 7 ¹¹ÐðÉÊS ÑÁ@µÐË dÁÏÊËÐO ÏÏi?i?Ïöhöhi?½@Ô ÏÉ?h¶Kgʵ ) ËÐ]]]HGÚ?cÐL]]]kg ]]]¹Òd]]]ÁÏÊËÐOÒÐL]]]kgÐ x ]]]¾ÌÁ·â d]]]ÁÐÅÁ?Ê]]]KÏc We've We've flown flown from from the Alps, the Alps, all across all across Europe Europe to Britain. to Britain. We've flown from the Alps, all across Europe to Britain. gÏd] ] ¶â Ì ¹ ÒÉ@] ] Ââ Ì S Ð] ] µÃËÐ] ] HGÚÐ] ] ËdÁÏÊËÐOÒÐL] ] kgÐx] ] ] Ô Á?ÊK@] ]Á We've flown from the Alps, all across Europe to Britain. Also : across, along, down, from, into, out of, past, We've flown from the Alps, all across Europe to Britain. 7>ÐðÐð¹¹ÉÊS ÉÊS ÑÁ@µÐË dÁÏÊËÐO ½@Ô gÏd] round , through, to, under, up We're flying over amountain, mountain, towards alake. lake. gжGÐLâ]kgÐx] âÌx GÉÊG Relative Pronoun ) ]]]¾ÌÁ·â ËËd]]]ÁÐÅÁ?Ê]]]KÏc Iam not I’m not 7 ÑÁ@µÐË dÁÏÊËÐO ÏÏi?i?öhöh½@Ô ]ÃöâËÐ]]]HGÚ?cÐL]]]kg ̶âgÏd] ¹ÌÒÉ@] Ââ¹]ÌÒÉ@] SÌSÐ] ÂâS]Ì7µÃËÐ] Ð] ]µÃËÐ] HGÚÐ] ]HGÚÐ] ËdÁÏÊËÐOÒÐL] ]ËdÁÏÊËÐOÒÐL] ]%kgÐx] ¾ÌÁÉÐ] ]]¾ÌÁÉÐ] Ô@ÁÄ Á?ÊK@] ÔÁ?ÊK@] ]Á]&Á ]Á]Á gÏd] ]ÒÉ@] ¶â]̶â¹]ÌÒÉ@] ]Ââ]Ð] ̵ÃËÐ] SÐÐ?cÐ]]]]¹Òd]]]ÁÏÊËÐOÒÐL]]]kgÐ ]еÐLkgÐx¾ÌÁ µÃËÐ] ]HGÚÐ] ]й ËdÁÏÊËÐOÒÐL] ]kgÐx] ]¾ÌÁÉÐ] ]@ËÉʽÐÅÀÞÐG Ô]Á?ÊK@] We're flying over a towards a We’ve fl own from the Alps, all across Europe to + Also Also : across, : across, along, along, down, down, from, from, into, out into, of, out past, of, past, Also : across, along, down, from, into, out of, past, We're flying over over a mountain, towards towards a lake. I am > I’m ËÉʽÐÅÀÞÐG + @ÁÄ @ ) ËÐ]]]HGÚ?cÐL]]]kg ]]]¹Òd]]]ÁÏÊËÐOÒÐL]]]kgÐ x ]]]¾ÌÁ·â d]]]ÁÐÅÁ?Ê]]]KÏc gÏd] ] ¹ Ââ ] HGÚÐ] ] ËdÁÏÊËÐOÒÐL] ] kgÐx] ] ¾ÌÁÉÐ] ] Ô Á?ÊK@] gÏd]]¶â̹ÒÉ@]]ÂâÌS7Ð] µÃËÐ]]HGÚÐ]]й ËdÁÏÊËÐOÒÐL] ]kgÐx] ]ÔÁ?ÊK@] ]Á ËÉʽÐÅÀÞÐG +]¾ÌÁÉÐ] @ÁÄ@Pronoun Also : ,across, along, down, into, outEurope of,of, past, round to, under, upfrom, ?c]еÐLkgÐx¾ÌÁ gжGÐLââÌGÉÊG %Relative Also :through, across, along, down, from, into, out past, & We've flown the Alps, allnot across toBritain. Britain. is > isn’t she’s We're over a mountain, towards a lake. We've flown from the Alps, all across Europe to Britain. Ððthrough, ¹flown @ÅÏÉgÐÅ ÉÃâ ËÊoÒi? öhshe ½@Ôup ¸ÏÉ ÐÁ@ËdÁÏÊËÐOÏi? öh½@Ô(or: Éй·â ËdÁÐÅ not) We're flying over aunder, mountain, towards ashe lake. round round ,rflying through, ,> through, to,from to, under, up up round ,ÉÊS through, to, under, ËÉʽÐÅÀÞÐG + @ÁÄ @ We've from from the Alps, all across across Europe to to She is She’s Britain. 7 ?c еÐLkgÐx¾ÌÁ 7 ?c еÐLkgÐx¾ÌÁ й gжG й ÐLâ gжG Ì â GÉÊG ÐLâ %GÉÊG Relative Ì â GÉÊG %Relative Pronoun Pronoun & & & & 7 ?c еÐLkgÐx¾ÌÁ й gжG ÐLâ Ì â %Relative Pronoun round , to, under, up subject verb object ËÉʽÐÅÀÞÐG + @ÁÄ @ 7 ?c еÐLkgÐx¾ÌÁ й gжG ÐLâ Ì â GÉÊG % Relative Pronoun gÏd] ̹ÒÉ@] S ]]7Ð] ]HGÚÐ] ]ËdÁÏÊËÐOÒÐL] ]kgÐx] ]¾ÌÁÉÐ] ]Á?ÊK@] ÔÁ?ÊK@] round to,ËAlps, under, ?c]µÃËÐ] еÐLkgÐx¾ÌÁ йgжGÐLââÌ]]GÉÊG %Relative gÏd] ]]¶â¶â]Ì̶⹹ÒÉ@] ]]ÂâÂâÌÌ]SSÂâÌÐ] µÃËÐ] ]HGÚÐ] ]]ËdÁÏÊËÐOÒÐL] kgÐx] ]]¾ÌÁÉÐ] ]]ÔÔPronoun ]]&ÁÁ ] Á rflown Ðð::are ¹,across, ÉÊS @ÅÏÉgÐÅ ÉÃâ ÊoÒi? öhall ½@Ôup ¸ÏÉ ÐÁ@ËdÁÏÊËÐOÏi? öhto ½@Ô Épast, й·â ËdÁÐÅyou’re Also :through, across, along, down, from, into, out of, past, your are not > you aren’t (or: not) We've flown from the all across Europe to Britain. Also along, down, from, into, out of, gÏd] ÒÉ@] Ð] µÃËÐ] HGÚÐ] ËdÁÏÊËÐOÒÐL] kgÐx] ¾ÌÁÉÐ] Á?ÊK@] We've from the Alps, Europe Britain. subject verb object Also Also across, along, down, from, into, of, You > you’re ]p p p 7out ÐÁÊÙG )ÃâÉËй·â ËdÁÐÅ rr Ðð¹ÐðÉÊS rÐð,@ÅÏÉgÐÅ ¹@ÅÏÉgÐÅ ÉÊS @ÅÏÉgÐÅ ÉÃâ ËÊoÒi? ÉÃâ ËÊoÒi? öh½@Ô ¸ÏÉ öhacross ½@Ô ÐÁ@ËdÁÏÊËÐOÏi? ¸ÏÉ ÐÁ@ËdÁÏÊËÐOÏi? öhof, ½@Ô Éöhй·â öhpast, ½@Ô Écg@µÐG й·â ËdÁÐÅ r ¹ÐðÉÊS @ÅÏÉgÐÅ ÉÃâ Ëunder, ÊoÒi? öh¸ÏÉ ½@Ô ¸ÏÉ ÐÁ@ËdÁÏÊËÐOÏi? ½@Ô ËdÁÐÅ Also: across, along, down, from, into, out past, gÏd] ] ¶â Ì ¹ ÒÉ@] ] Ââ Ì S Ð] ] µÃËÐ] ] HGÚÐ] ] ËdÁÏÊËÐOÒÐL] ] kgÐx] ] ¾ÌÁÉÐ] ] Ô Á?ÊK@] ] Á ¹ ÉÊS ÉÃâ Ë ÊoÒi? h ö ½@Ô ÐÁ@ËdÁÏÊËÐOÏi? h ö ½@Ô É Ð¹·â Ë dÁÐÅ round through, to, up subject verb verb object subject verb ?cHGÚÐ] й gжG ÐLâ âÌGÉÊG %Relative Pronoun еÐLkgÐx¾ÌÁ p p pobject Also across, along, down, from, into, out7ÐÁÊÙG of, past, past, subject verb object r,, Ððthrough, ¹ÉÊS@ÅÏÉgÐÅ ËÊoÒi?from, öhup ½@Ô¸ÏÉ ÐÁ@ËdÁÏÊËÐOÏi? öh½@Ô ËdÁÐÅgÏd] round to, under, 77?c й gжG ÐLâ âÌâÌobject GÉÊG %%Relative Pronoun ]¶âÌthe ¹ÒÉ@] ]ÂâÌSÐ]]Kurds µÃËÐ] ]еÐLkgÐx¾ÌÁ ]ËdÁÏÊËÐOÒÐL] ]object kgÐx] ]¾ÌÁÉÐ] ]ÔÁ?ÊK@] ]Á && & )ÃâÉй·â Ëcg@µÐG subject verb Also :: across, along, down, into, out of, round through, to,ÉÃâ under, up Join many who celebrate Newroz. ?c7subject еÐLkgÐx¾ÌÁ й gжG ÐLâ GÉÊG Relative Pronoun subject verb object p p p p p p p p p round, through, to, under, up Place: The bridge stands over the river. 7ÐÁÊÙG 7ÐÁÊÙG )öhÃâ)½@Ô ËÃâ cg@µÐG )ÃâËcg@µÐG Ëcg@µÐG 7ÐÁÊÙG JoinKurds the many Newroz. who p p celebrate ptheir p%Relative round ,, through, to, under, up 77Kurds ?c еÐLkgÐx¾ÌÁ й gжG pÐLâ âÌâÌGÉÊG Pronoun 7ÐÁÊÙG Ë))cg@µÐG p r ÐðÉÊS ¹ÉÊS @ÅÏÉgÐÅ ÉÃâ Ëover ÊoÒi? öh½@Ô ¸ÏÉ ÐÁ@ËdÁÏÊËÐOÏi? ÉÃâÃâй·â ËdÁÐÅ The are people who love customs. 7ÐÁÊÙG Ëcg@µÐG Lesson 2: Present simple ¸ÏÉ river. round through, to,stands under, upöhöhthe r ÐðÐð¹¹bridge @ÅÏÉgÐÅ ÉÃâ ËËÊoÒi? ½@Ô ÐÁ@ËdÁÏÊËÐOÏi? öhöh½@Ô ÉÉй·â ËËdÁÐÅ ?c еÐLkgÐx¾ÌÁ й gжG ÐLâ GÉÊG %Newroz. Relative Pronoun&& Place: The ↓ ↓ ↓ subject verb object r ÉÊS @ÅÏÉgÐÅ ÉÃâ ÊoÒi? ½@Ô ¸ÏÉ ÐÁ@ËdÁÏÊËÐOÏi? ½@Ô Ð¹·â dÁÐÅ Join the Join many the many Kurds Kurds who celebrate who celebrate Newroz. Join the many Kurds who celebrate Newroz. subject verb object They live up the valley. Join thethe many who celebrate Newroz. The Kurds areKurds people who loveverb their customs. subject subject verb object object Join many Kurds who Newroz. Place: Place: The bridge The bridge stands stands over the over theriver. river. öh7½@Ô Place: The bridge stands the r ÐðÐð¹¹ÉÊS @ÅÏÉgÐÅ ÉÃâ ËËÊoÒi? öhöhover ½@Ô ¸ÏÉ ÐÁ@ËdÁÏÊËÐOÏi? ÉÉй·â plove p celebrate ptheir p ÃËölive hThe GgÏc Place: bridge stands over theriver. river. Kurds 7ÑÂËö hwho ÌppÅÏcg@µÐGÏc@kÒÉÉchGÐÁ?g GgÏcÙGÂâ p ÐÁÊÙG )ËËÃâcg@µÐG Ëcg@µÐG They up the valley. The Kurds Kurds are people are people who who their love customs. customs. The Kurds are people who love their customs. Place: The bridge over the river. 77ÐÁÊÙG ))ËËÃâÃâdÁÐÅ r ÉÊS @ÅÏÉgÐÅ ÉÃâstands ÊoÒi? ½@Ôbridge. ¸ÏÉ ÐÁ@ËdÁÏÊËÐOÏi? öh½@Ô Ð¹·â dÁÐÅ subject verb object p p¾ÌÁÉÐ]]ÔÁ?Ê]]KÏc gÏd] ]The ¶âThe ̹ÒÉ@] ] Ââ Ì SÐ] ] µÃËÐ] ] HGÚÐ] ] ËdÁÏÊËÐOÒÐL] ] kgÐx] ] ÐÁÊÙG cg@µÐG subject verb object Join the many celebrate Newroz. The Kurds are people who love their customs. Let's go over the Movement: subject verb object Kurds are people who love their customs. They They live up live the up valley. the valley. They live up the valley. Join the many Kurds who celebrate Newroz. the celebrate Newroz. gÏd]Join ]¶â̹ÒÉ@] ]ÂâÌamany SÐ] ]µÃËÐ] ]HGÚÐ] ]ËdÁÏÊËÐOÒÐL] ]kgÐx] p who p p ]¾ÌÁÉÐ]]ÔÁ?Ê]]KÏc They livelive upThe the valley. Let's go over bridge. Movement: basketball. 77ÐÁÊÙG I/You/We/They playthe (do not play) Join the many Kurds who who celebrate Newroz. ÌGÏcÏg@GÉÉc·â p p p They up the valley. p Ëg@SйhK@Ëiе·â p%Relative for Kurds 7]ÏÉÐLâ ËÔg@µ Place: bridge stands over the river. ÐÁÊÙG ))ÃâÃâËËcg@µÐG cg@µÐG gÏd]]I¶âTh Place: The bridge stands over the river. We have to get up the mountain fast. ]are ?cеÐLkgÐx¾ÌÁй ÐLâ âÌ]Newroz. GÉÊG Ìplay gÏd] ¹ÒÉ@] ]Kurds ]Ìmany Ââ¹ÒÉ@] ÌÂâSÐ] ÂâµÃËÐ] ÌKurds SÐ] µÃËÐ] HGÚÐ] ]HGÚÐ] ËdÁÏÊËÐOÒÐL] ]g@µgÐG ËdÁÏÊËÐOÒÐL] ]their kgÐx] ]customs. kgÐx] ¾ÌÁÉÐ] ]]¾ÌÁÉÐ] ÔxKÏc Á?Ê] ]KÏc gÏd] ]¶âKurds ̶â¹ÒÉ@] ]Ââclub. Ì7are SÐ] ]people µÃËÐ] ]pHGÚÐ] ]ËdÁÏÊËÐOÒÐL] ]customs. kgÐx] ]¾ÌÁÉÐ] ]Ô]]Á?Ê] Place: The bridge stands over over the river. e who love their The Kurds are people who love their Let's Let's go over go the over bridge. the bridge. Movement: Movement: Let's go over the bridge. Movement: Join the who celebrate gÏd] ] ¶â Ì ¹ÒÉ@] ] Ì SÐ] ] µÃËÐ] ] HGÚÐ] ] ËdÁÏÊËÐOÒÐL] kgÐx] ]customs. ¾ÌÁÉÐ] ]Á?Ê] ÔPronoun Á?Ê] ]KÏc&]]& KÏc The people who love plays (does not play) Let's go over the bridge. Movement: basketball. gÏd] ] ¶â Ì ¹ÒÉ@] ] Ââ Ì SÐ] ] µÃËÐ] ] HGÚÐ] ] ËdÁÏÊËÐOÒÐL] ] kgÐx] ] ¾ÌÁÉÐ] ] Ô Á?Ê] KÏc Join the many Kurds who celebrate Newroz. He/She/It The Kurds are people who who love their customs. WeMovement: have to get up the mountain fast. 7 ?cеÐLkgÐx¾ÌÁй g@µgÐG ÐLâ Ì â GÉÊG % Relative Pronoun Let's go over the bridge. Place: Th e bridge stands over the river. They live up the valley. Place: The bridge stands over the river. They live up the valley. I belong to a club + 7 NÐË@Á?cgÐkÐGÒg@¶Á?ö g Ù}е·â Ì KÐð ¹ @W x Place: The bridge stands over the river. They live up up the valley. We have We have totoget getthe upmountain themountain mountain fast.fast. We have totoup get up the Kurds who love their customs. are 7 ?cеÐLkgÐx¾ÌÁй 7?cеÐLkgÐx¾ÌÁй 7?cеÐLkgÐx¾ÌÁй g@µgÐG ÐLâ g@µgÐG âÌGÉÊG ÐLâ âÌ%GÉÊG Relative âÌ%]GÉÊG %Relative Pronoun Pronoun & & & & Ìpeople object g@µgÐG %Relative Pronoun We have get up the mountain 7fast. N@µÑÁ@µÐËdÁÏÊËÐOÏi?öh½@Ô The subject verb g@µgÐG ÐLâ âÌÐLâ GÉÊG Relative Pronoun ThegÏd] Kurds are their customs. gÏd] ̹ÒÉ@] Ââ?cеÐLkgÐx¾ÌÁй ]µÃËÐ] ]HGÚÐ] ]ËdÁÏÊËÐOÒÐL] kgÐx] ]¾ÌÁÉÐ] ]Á?Ê] ÔÁ?Ê] ]KÏc We have tothe get up the mountain fast. people SÐ] 7?cеÐLkgÐx¾ÌÁй g@µgÐG ÐLâ âÌ]]GÉÊG %Relative & Th ey the valley. ]]¶â¶â]Ì̶â¹ÒÉ@] ]]ÂâÂâÌÌ7]SÐ] ]]µÃËÐ] ]]who HGÚÐ] ]love ËdÁÏÊËÐOÒÐL] kgÐx] ]]¾ÌÁÉÐ] ]ÔPronoun ]KÏc Let's overthe thefast. bridge. Movement: They live up valley. go bridge. Movement: ¹ÒÉ@] SÐ] HGÚÐ] kgÐx] ¾ÌÁÉÐ] Let's gogoover over over the bridge. Movement: They livelive upup theLet's valley. 7N@µÑÁ@µÐËdÁÏÊËÐOÏi?öh½@Ô gÏd] object subject 7pµÃËÐ] ?cÉ?h¶Ëg@ËcѶâ ÌK@µÐ¹ÉÊK@Å?cѶâ Ëg@µ ]ÔÁ?Ê] x ] KÏc p ]ËdÁÏÊËÐOÒÐL] pverb gÏd] ] ¶â Ì ¹ÒÉ@] ] Ââ Ì SÐ] ] µÃËÐ] ] HGÚÐ] ] ËdÁÏÊËÐOÒÐL] ] kgÐx] ] ¾ÌÁÉÐ] ] Ô Á?Ê] ] KÏc at (6.00 / night / the weekend), during (the day / April / We have to get up the mountain fast. 7 N@µ ÑÁ@µÐË 7 N@µ ÑÁ@µÐË dÁÏÊËÐO dÁÏÊËÐO Ï i? h ö ½@Ô Ï i? h ö ½@Ô object object subject subject verb verb 7 N@µ ÑÁ@µÐË dÁÏÊËÐO Ï i? h ö ½@Ô object subject verb Let's go over the bridge. Movement: 7 ?cеÐLkgÐx¾ÌÁй g@µgÐG ÐLâ Ì â GÉÊG % Relative Pronoun & p p p gÏd] ] ¶â Ì ¹ÒÉ@] ] Ââ Ì SÐ] ] µÃËÐ] ] HGÚÐ] ] ËdÁÏÊËÐOÒÐL] ] kgÐx] ] ¾ÌÁÉÐ] ] Ô Á?Ê] ] KÏc We have to toLet's get up the mountain fast. object 77at ?cеÐLkgÐx¾ÌÁй g@µgÐG ÐLâ GÉÊG Movement: Let’s go over bridge. 7N@µ ÑÁ@µÐË dÁÏÊËÐO Ïi?öhϽ@Ô subject verb people (who) I am meeting are have get up the mountain fast. go over thethe bridge. Movement: ?cеÐLkgÐx¾ÌÁй g@µgÐG ÐLââÌâÌfriendly. GÉÊG%%Relative Relative Pronoun Pronoun&& 7N@µ ÑÁ@µÐË dÁÏÊËÐO i?öh/ ½@ÔAll subject verb g@ÌkhO Thethe flight leaves 11.30 a.m. at We (6.00 / night / up the weekend), during (the day / April p pobject p p p pIppam p p (the)spring / the year), in (the evening / May / 2010), All the people (who) meeting are friendly. p see We have to /get get up the mountain fast.during 77?cеÐLkgÐx¾ÌÁй ÐLâ %%Relative Pronoun p pyou p g@µgÐG p âÌâÌGÉÊG atWe (6.00 at (6.00 / /night night /up the weekend), during (the day (the /day April /Ï/i?öh/½@Ô / the mountains at (6.00 / /weekend), the weekend), day / /April have to the mountain fast. play? All (that) can are very high. We have get up the mountain fast. ?cеÐLkgÐx¾ÌÁй g@µgÐG ÐLâ GÉÊG Relative Pronoun&& at (6.00 night /the the weekend), during (the day /April April (the)spring //night the year), in (theduring evening /(the May 2010), I /you/we/they object subject verb 7 N@µ ÑÁ@µÐË dÁÏÊËÐO object subject verb (What) do All the All people the people (who) (who) I am meeting I am meeting are friendly. are friendly. All the people (who) I am meeting are friendly. at (6.00 /to night / the weekend), during (the day / April / 7 N@µ ÑÁ@µÐË dÁÏÊËÐO Ï i? h ö ½@Ô object subject verb on (Monday) All the people (who) I am meeting are friendly. mountains (that) can see are high. 7N@µ dÁÏÊËÐO Ï2010), i?öh½@Ô All the object object subject subject verb verb people (who) Iyou am meeting are very friendly. (the)spring (the)spring / /the year), the year), inin(the init evening (the evening / /ÑÁ@µÐË May /May May / /2010), (the)spring / /the year), in (the evening / play? / /2010), p p psee (the)spring the year), (the evening May 2010), onreached (Monday) he/she/ p p p does All the Allmountains themountains mountains (that) (that) you can you see can very are high. very high. All the can see are very high. (the)spring /village the year), in (the evening /dÁÏÊËÐO May /ÏÏi? 2010), 77during N@µ ÑÁ@µÐË öhöhApril ½@Ô object subject verb p(that) pyou pare I the at 8:00 in the evening on Friday at (6.00 / night / the weekend), during (the day / / object subject verb All the mountains (that) you can see are very high. at (6.00 / night / the weekend), (the day / April / N@µ ÑÁ@µÐË dÁÏÊËÐO i? ½@Ô object subject verb All the mountains (that) you can see are very high. ↓ ↓ ↓ onon on(6.00 (Monday) on (Monday) at / night / theatweekend), during (the on dayFriday / April / All Allthe thepeople people(who) (who)IIpp am I ammeeting meeting arefriendly. friendly. are p p (Monday) I (Monday) reached the village 8:00in in(the the evening All the people (who) are friendly. on (Monday) p p p p am meeting p May in the 1892. (the)spring year), evening /May May /2010), 2010), at (6.00 //the night the weekend), during (the //Friday April // (the)spring // /year the year), in (the evening //day // Friday I 16th reached I reached village the village at 8:00 at 8:00 in the in evening the evening on on Friday I reached the village at 8:00 in the evening on (the)spring the year), in (the evening May 2010), at (6.00 / night / the weekend), during (the day / April All the mountains (that) you can see are veryhigh. high. at (6.00 night / the weekend), during (the day April All the people (who) I am meeting are friendly. All the mountains (that) you can see are very I16th reached thethe village at at 8:00 in in thethe evening onon Friday All (who) I am meeting are friendly. May in year 1892. Lesson 4:people Relative clauses with extra information ÏÉ?h¶Kgʵ All the mountains (that) you can see are very high. Ion reached the village 8:00 evening FridayAll thethe people (who) I am meeting are friendly. on (Monday) (the)spring //in the year), in (the evening // / May /// 2010), 2010), (Monday) 16th May 16th in May the in year the 1892. year 1892. 16th May the year 1892. Lesson 4: Relative clauses with extra information on (Monday) (the)spring the year), in (the evening May 2010), / (the) spring / the year), in (the evening May AllAll thethe mountains (that) youyou cancan seesee areare very high. 16th May in thethe year 1892. All the (that) you can see are very high. 16th May the year 1892. does not > in doesn’t do not > in don’t mountains (that) very high. Ireached reached village 8:00 theevening evening onËFriday Friday Áh}ÒжËcÒdÁÏÊËÐO Òi?öh½@Ô dÁÐÅ Lesson Lesson 4:mountains Relative clauses clauses with with extra extra information information Lesson 4:4:Relative clauses with extra information on (Monday) the at on Lesson 4:Relative Relative clauses with extra information reached the village village atat78:00 at 8:00 ininthe in the evening on·â on Friday on IIon (Monday) Lesson 4: Relative clauses with extra information (Monday) ·â 7 Áh}ÒжËcÒdÁÏÊËÐO Òi?ö h ½@Ô Ë dÁÐÅ + Ñ µÏgÐ]]kÒÐL]]kgÐx]]¾ÌÁgÐkÐ]]ÂËÐ_Ïc Ïc@]]ËiÒg@]]ÌÁ?i Ð]]¾â Ì ÔÀ?ÉÏcgÐ]]G 16th May in the year 1892. Iafter, reached the village at 8:00 in the evening on Friday 16thbefore, Maythe inby, the year 1892. for, with, I reached village at1892. 8:00 in the evening 16th May in in the year ·âhFriday ·âËdÁÐÅ 7without Áh}ÒжËcÒdÁÏÊËÐO Áh}ÒжËcÒdÁÏÊËÐO 7Áh}ÒжËcÒdÁÏÊËÐO Òi?ö hon ½@Ô Òi?ö ËhdÁÐÅ ½@Ô·â ËdÁÐÅ 7in ½@Ô +Ñ µÏgÐ]]kÒÐL]]kgÐx]]¾ÌÁgÐkÐ]]ÂËÐ_Ïc Ïc@]]ËiÒg@]]ÌÁ?i Ð]]¾âÒg@µ ÌÔÀ?ÉÏcgÐ]]G 7Áh}ÒжËcÒdÁÏÊËÐO Òi?ö hÒi?ö ½@Ô dÁÐÅ Lesson Relative clauseswith withextra extra information I reached at 8.00 the evening on Friday 4: clauses information 7Áh}ÒжËcÒdÁÏÊËÐO Òi?ö h·â ½@ÔË·â ËdÁÐÅ after, before, by,village for, with, without +ÃâËcg@µÐGÏc@kÒÉÉchGÐÁ?g й@ÆÁÐK е Verbs’ NÐð ¹@W ·â ËdÁÐÅ Lesson 4:4:Relative Relative clauses with extra information 16th May in the the year 1892. Ñ +?d̵ÏgÐkÒÐLkgÐx ¾ÐËÐÅ ÌÁйMâ‘Stative ÌG·âÌLogÐÅÒÏg@GgÏcÐËÐÁ?Éй ÐÌÐ]]¾â ÌÔÀ?ÉÏcgÐ]]G Ëg@ÌÁ?iÉÐÔ +Ñ +µÏgÐ]]kÒÐL]]kgÐx]]¾ÌÁgÐkÐ]]ÂËÐ_Ïc ÑK@µ µÏgÐ]]kÒÐL]]kgÐx]]¾ÌÁgÐkÐ]]ÂËÐ_Ïc µÏgÐ]]kÒÐL]]kgÐx]]¾ÌÁgÐkÐ]]ÂËÐ_Ïc Ïc@]]ËiÒg@]]ÌÁ?i Ïc@]]ËiÒg@]]ÌÁ?i Ð]]¾â ÌÐ]]¾â ÔÀ?ÉÏcgÐ]]G ÌÔÀ?ÉÏcgÐ]]G +Lesson Ñ +Ñ Ïc@]]ËiÒg@]]ÌÁ?i ÌÔÀ?ÉÏcgÐ]]G 16th May in the year 1892. µÏgÐ]]kÒÐL]]kgÐx]]¾ÌÁgÐkÐ]]ÂËÐ_Ïc Ïc@]]ËiÒg@]]ÌÁ?i Ð]]¾â after, after, before, before, by, for, by, with, for, with, without without after, before, by, for, with, without Lesson 4: Relative clauses with extra information + Ñ µÏgÐ]]kÒÐL]]kgÐx]]¾ÌÁgÐkÐ]]ÂËÐ_Ïc Ïc@]]ËiÒg@]]ÌÁ?i Ð]]¾â Ì ÔÀ?ÉÏcgÐ]]G Lesson 4: Relative clauses with extra information g@ÌÁ?iÉÐÔ + ?d̵ÏgÐkÒÐLkgÐx ¾ ÌÁйMâ Ì G·â Ì LogÐÅÒÏg@GgÏcÐËÐÁ?Éй Ð Ì Ë after, before, by, for, with, without 16th May in the year 1892. 7Áh}ÒжËcÒdÁÏÊËÐO h½@Ô ËdÁÐÅ after, before, by, for, with, without 4: Relative clauses with extra information ·â 77Áh}ÒжËcÒdÁÏÊËÐO Òi?ö hh½@Ô ËËdÁÐÅ ¾belong like love need want ·â·â Áh}ÒжËcÒdÁÏÊËÐO Òi?öÒi?ö ½@Ô dÁÐÅ +Lesson ?d̵ÏgÐkÒÐLkgÐx +Ñ ?d̵ÏgÐkÒÐLkgÐx ¾ÌÁйMâ ¾ÌÁйMâ ÌG·â ÌÌLogÐÅÒÏg@GgÏcÐËÐÁ?Éй G·â ÌLogÐÅÒÏg@GgÏcÐËÐÁ?Éй ÐÌÐËÌg@ÌÁ?iÉÐÔ Ëg@ÌÁ?iÉÐÔ g@ÌÁ?iÉÐÔ ++?d̵ÏgÐkÒÐLkgÐx ÌÁйMâ G·â ÌLogÐÅÒÏg@GgÏcÐËÐÁ?Éй Ð ÌÐ7ËÌÌÐÁÊÙG +?d̵ÏgÐkÒÐLkgÐx ¾ÌÁйMâ ÌG·â ÌÌLogÐÅÒÏg@GgÏcÐËÐÁ?Éй Ëg@ÌÁ?iÉÐÔ µÏgÐ]]kÒÐL]]kgÐx]]¾ÌÁgÐkÐ]]ÂËÐ_Ïc Ïc@]]ËiÒg@]]ÌÁ?i Ð]]¾â ÔÀ?ÉÏcgÐ]]G + ?d̵ÏgÐkÒÐLkgÐx ¾ ÌÁйMâ Ì G·â Ì LogÐÅÒÏg@GgÏcÐËÐÁ?Éй ÐÌÌÌÔÀ?ÉÏcgÐ]]G Ëg@ÌÁ?iÉÐÔ + Ñ µÏgÐ]]kÒÐL]]kgÐx]]¾ÌÁgÐkÐ]]ÂËÐ_Ïc Ïc@]]ËiÒg@]]ÌÁ?i Ð]]¾â ·â 7 Áh}ÒжËcÒdÁÏÊËÐO Òi?ö h ½@Ô Ë dÁÐÅ + Ñ µÏgÐ]]kÒÐL]]kgÐx]]¾ÌÁgÐkÐ]]ÂËÐ_Ïc Ïc@]]ËiÒg@]]ÌÁ?i Ð]]¾â ÔÀ?ÉÏcgÐ]]G after, before, by, for, with, without In the north is Kurdistan. + It is full of mountains. after, before, by, for, with, without ·â 7 Áh}ÒжËcÒdÁÏÊËÐO Òi?ö h ½@Ô Ë dÁÐÅ Lesson 3: Adverbs of frequency after, before, by, for, with, without >In ++In Ñ µÏgÐ]]kÒÐL]]kgÐx]]¾ÌÁgÐkÐ]]ÂËÐ_Ïc Ïc@]]ËiÒg@]]ÌÁ?i Ð]]¾â ÌÌÔÀ?ÉÏcgÐ]]G the north isisKurdistan. + is full of mountains. the +?d̵ÏgÐkÒÐLkgÐx ¾ÌÁйMâ ÌG·â ÌLogÐÅÒÏg@GgÏcÐËÐÁ?Éй ÌËg@ÌÁ?iÉÐÔ In ++In ?d̵ÏgÐkÒÐLkgÐx ¾¾ÌÁйMâ ÌÌG·â ÌÌIt ÐÐÌÌÐËËg@ÌÁ?iÉÐÔ Ñ µÏgÐ]]kÒÐL]]kgÐx]]¾ÌÁgÐkÐ]]ÂËÐ_Ïc Ïc@]]ËiÒg@]]ÌÁ?i Ð]]¾â ÔÀ?ÉÏcgÐ]]G after, before, by, for, with, without north Kurdistan, isof full ofmountains. mountains. g@ÌÁ?iÉÐÔ ?d̵ÏgÐkÒÐLkgÐx ÌÁйMâ G·â LogÐÅÒÏg@GgÏcÐËÐÁ?Éй Lesson 2: Relative clauses with who, which or that 7 ÄÐÁ@½ÐÔÄ@ÌÁ@µÏg@ËcÏg@¶ð ¹ ÏÉ@Ô after, before, by, for, with, without In the north the north isisKurdistan. Kurdistan. + Itwhich is+is Itfull full mountains. mountains. the north isis Kurdistan. +LogÐÅÒÏg@GgÏcÐËÐÁ?Éй Itfull isis full ofof after, before, by, for, with, without In the north Kurdistan. + It of mountains. >In the north is Kurdistan, which is full of mountains. In the north is¾¾ÌÁйMâ Kurdistan. + It have is fullaoffarming mountains. Lesson 2: Relative clauses with who, which or that Kurds ++?d̵ÏgÐkÒÐLkgÐx ÌÌG·â ÌÌLogÐÅÒÏg@GgÏcÐËÐÁ?Éй ÐÌÌËËg@ÌÁ?iÉÐÔ grow many They g@ÌÁ?iÉÐÔ ?d̵ÏgÐkÒÐLkgÐx G·â+ LogÐÅÒÏg@GgÏcÐËÐÁ?Éй the >In north thenorth north is Kurdistan, iscrops. Kurdistan, which which isisfull of full mountains. mountains. >In the isÌÁйMâ Kurdistan, which isis full ofofÐmountains. always usually often sometimes never Lesson Lesson 2:2:Relative Relative clauses clauses with with who ,who which which ororthat orthat that >In Lesson 2:2:Relative clauses with who , ,which or >In the north is Kurdistan, which full of mountains. Kurds grow many crops. + They have a farming >In the north is Kurdistan, which is full of mountains. Lesson Relative clauses with who , which that tradition. Lesson 2: Relative clauses with who, which or that Kurds In the north is Kurdistan. + It is full of mountains. In the north is Kurdistan. + It is full of mountains. In the north is Kurdistan. + It is full of mountains. grow grow many many crops. crops. They have have a afarming afarming farmingx Kurds grow many crops. ++They have InKurds the north is Kurdistan. Kurdistan. It It mountains. ÙGN@µÏcc@Ëiâ ÊÁÑïÁh}Òg@ÌÁ?iÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ x 7ÐÁÊÙG)ÃÒâËcg@µÐGrÊK@Å?cÉÉÉchG?gâ ¼Ð}йg@S·âËdÁÐÅÀÞÐG )Kurds Ãtradition. âËcg@µÐGÏc@kÒÉÉchGÐÁ?gâ ¼+Ð}йÒgØiÐGÐÁ?g@¶ð ¹aafull ÏÉ@ÔÀÐÔ grow many crops. +They They have farming Kurds grow many crops. +ItThey have farming >Kurds, who have farming tradition, grow many >In the north is Kurdistan, which ismountains. ofmountains. mountains. In the north is Kurdistan. + is full of ÙGN@µÏcc@Ëiâ ÒÊÁÑïÁh}Òg@ÌÁ?iÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ x >In the north is Kurdistan, which is full of Lesson 2: Relative clauses with who, which or Lesson2: 2:Relative Relative clauses with who , which orthat that tradition. tradition. tradition. Lesson 2: Relative clauses with who , which or that >In the north is Kurdistan, Kurdistan, which which is full of In the north is Kurdistan. + It is full of mountains. > In the north is Kurdistan, which is full of mountains. mountains. Lesson clauses with who , which or >Kurds, who have farming tradition, growamany É?ÉÐK ѵÏgÐkÒÐLkgÐx¾ÌÁÒ@Á@ ½+ѵÏgÐkÒÐLkgÐx¾ÌÁ tradition. ÙGN@µÏcc@Ëiâ ÙGN@µÏcc@Ëiâ ÒÒ ÊÁÊÁ Ñ Ò ïÁh}Òg@ÌÁ?iÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ ïÁh}Òg@ÌÁ?iÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ x x. x x tradition. ÙGN@µÏcc@Ëiâ Òcomputer ÊÁÊÁ ÑÑïÁh}Òg@ÌÁ?iÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ I often played games when I was young crops. Kurds grow many crops. + They have farming >In the north is Kurdistan, which is full of mountains. ÙGN@µÏcc@Ëiâ Ñ ïÁh}Òg@ÌÁ?iÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ Kurds grow many crops. + They have a farming that ÙGN@µÏcc@Ëiâ ÑïÁh}Òg@ÌÁ?iÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ Lesson 2: Relative clauses with who which or >Kurds, have who have farming farming tradition, tradition, grow many many >Kurds, who have farming tradition, grow many Kurds Kurds grow many crops. + They They have agrow farming É?ÉÐK ѵÏgÐkÒÐLkgÐx¾ÌÁÒ@Á@ ½+ѵÏgÐkÒÐLkgÐx¾ÌÁ >In the who north is Kurdistan, ishave full mountains. >Kurds, who have farming tradition, grow many crops. Lesson 2: RelativeÒÊÁ clauses with who,,+ÉÐÔâ which orÌG@Áthat that x >Kurds, >Kurds, who have farming tradition, grow many Kurds grow many crops. +which Th ey aoffarming tradition. ÑGÐGMâ Kurds grow many crops. + They have a farming É?ÉÐK ѵÏgÐkÒÐLkgÐx¾ÌÁÒ@Á@ É?ÉÐK ѵÏgÐkÒÐLkgÐx¾ÌÁÒ@Á@ ½ + ѵÏgÐkÒÐLkgÐx¾ÌÁ ½ + ѵÏgÐkÒÐLkgÐx¾ÌÁ É?ÉÐK ѵÏgÐkÒÐLkgÐx¾ÌÁÒ@Á@ ½ + ѵÏgÐkÒÐLkgÐx¾ÌÁ tradition. crops. crops. crops. tradition. É?ÉÐK ѵÏgÐkÒÐLkgÐx¾ÌÁÒ@Á@ ½ + ѵÏgÐkÒÐLkgÐx¾ÌÁ Kurds grow many crops. + They have a farming ÙGN@µÏcc@Ëiâ ÒÊÁ ÑïÁh}Òg@ÌÁ?iÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ É?ÉÐK ѵÏgÐkÒÐLkgÐx¾ÌÁÒ@Á@ ½+ѵÏgÐkÒÐLkgÐx¾ÌÁ ÙGN@µÏcc@Ëiâ Ò Ñ xx x crops. +ÉÐÔâÑGÐGMâÌG@Á crops. ÙGN@µÏcc@Ëiâ ÒÊÁ ÊÁ ÑïÁh}Òg@ÌÁ?iÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ ïÁh}Òg@ÌÁ?iÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ >Kurds,who whohave havefarming farmingtradition, tradition,grow growmany many tradition. tradition. >Kurds, tradition. Lesson 4: Past simple >Kurds, who who have farming tradition, grow many + ÉÐÔâ Ñ + GÐG ÉÐÔâ Mâ Ñ Ì GÐG G@Á Mâ Ì G@Á + ÉÐÔâ Ñ GÐG Mâ Ì G@Á ÙGN@µÏcc@Ëiâ Ò ÊÁ Ñ ïÁh}Òg@ÌÁ?iÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ x + ÉÐÔâ Ñ GÐG Mâ Ì G@Á É?ÉÐK ѵÏgÐkÒÐLkgÐx¾ÌÁÒ@Á@ ½ + ѵÏgÐkÒÐLkgÐx¾ÌÁ + ÉÐÔâ Ñ GÐG Mâ Ì G@Á É?ÉÐK ѵÏgÐkÒÐLkgÐx¾ÌÁÒ@Á@ ½ + ѵÏgÐkÒÐLkgÐx¾ÌÁ ÙGN@µÏcc@Ëiâ Ò ÊÁ Ñ ïÁh}Òg@ÌÁ?iÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ x crops. >Kurds, ?c3ˬ2 ÒÐ]Á?ÉйеÐÌÁÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ¸ÏÉ ‘Ïc@Ëimany Òg@ÌÁ?i’ >Kurds, who have farming tradition, growgrow many who have farming tradition, grow many crops. >crops. Kurds, who have a farming tradition, ÃËöÉ?ÉÐK hGgÏc ѵÏgÐkÒÐLkgÐx¾ÌÁÒ@Á@½+ѵÏgÐkÒÐLkgÐx¾ÌÁ crops. ?c3ˬ2 ÒÐ]Á?ÉйеÐÌÁÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ¸ÏÉ ‘Ïc@ËiÒg@ÌÁ?i’ É?ÉÐK ѵÏgÐkÒÐLkgÐx¾ÌÁÒ@Á@ ½½++ѵÏgÐkÒÐLkgÐx¾ÌÁ + ÉÐÔâ Ñ GÐG Mâ Ì G@Á + ÉÐÔâ Ñ GÐG Mâ Ì G@Á É?ÉÐK ѵÏgÐkÒÐLkgÐx¾ÌÁÒ@Á@ ѵÏgÐkÒÐLkgÐx¾ÌÁ move) ÌÅg@µÐGÐGN?cÏcÉÉgg@SgØiеÃËö GgÏc·â ÀеÐË ÒÐLkög/Ðx¾ÌÁ âÒÊÁÒg@ÌÁ?i +ÉÐÔâ ÑGÐGMâÌG@Áto America. ?ccrops. 3ˬ2 ?c ÒÐ]Á?ÉйеÐÌÁÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ¸ÏÉ ÒÐ]Á?ÉйеÐÌÁÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ¸ÏÉ ‘‘Ïc@Ëi Òg@ÌÁ? ÏÉ?h¶k@G iÒg@ÌÁ? ’i’ i’i’ crops. ?c ÑÁ@Ââ ÒÐ]Á?ÉйеÐÌÁÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ¸ÏÉ ‘‘Ëg@µÁ?ÊKÏc ‘+Ïc@Ëi Òg@ÌÁ? ÒÐLkgÐx¾ÌÁÑKÏö gÐÂGÒ@Á@½ÙGÐÌÁ MlËÊâÌOÉÐÔ¸ÏÉжÁÊw I / You We/They moved(did not ?c 3ˬ2 3ˬ2 ÒÐ]Á?ÉйеÐÌÁÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ¸ÏÉ Ïc@Ëi Ïc@Ëi Òg@ÌÁ? ?c3ˬ2 3ˬ2 ÒÐ]Á?ÉйеÐÌÁÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ¸ÏÉ Ïc@Ëi Òg@ÌÁ? i’ ÀеÐËÒÐLkögÐx¾ÌÁ âÒÊÁÒg@ÌÁ?i ÒÐLkgÐx¾ÌÁÑKÏö g ÐÂGÒ@Á@½ÙGÐÌÁ MlËÊâ Ì O É ÐÔ¸ÏÉжÁÊw + ÏÉ?h¶k@G + ÉÐÔâ Ñ GÐG Mâ Ì G@Á to America. moved (did not move) + ÉÐÔâ Ñ GÐG Mâ Ì G@Á people speak Arabic. They live in the south. ÒÐLkgÐx¾ÌÁÑKÏö He/ She/ ItgÐx¾ÌÁ ÉÉ@w+ÏÉ?h¶k@G ( used to The ÀеÐË ÒÐLkö ÀеÐË Ðx¾ÌÁ gÒÐLkö gÐx¾ÌÁ âÒÊÁÒg@ÌÁ?i âÒÊÁÒg@ÌÁ?i ÀеÐË gÒÐLkö âÒÊÁÒg@ÌÁ?i ÒÐLkgÐx¾ÌÁÑKÏö g ÐÂGÒ@Á@½ÙGÐÌÁ g ÐÂGÒ@Á@½ÙGÐÌÁ MlËÊâ Ì MlËÊâ O É ÐÔ¸ÏÉжÁÊw Ì O É ÐÔ¸ÏÉжÁÊw + ÏÉ?h¶k@G ÒÐLkgÐx¾ÌÁÑKÏö g ÐÂGÒ@Á@½ÙGÐÌÁ MlËÊâ Ì O É ÐÔ¸ÏÉжÁÊw + ÏÉ?h¶k@G + ѵÏgÐk ÀеÐË ÒÐLkö Ðx¾ÌÁ Ò â ÊÁÒg@ÌÁ?i ?c 3ˬ2 ÒÐ]Á?ÉйеÐÌÁÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ¸ÏÉ ‘ Ïc@Ëi Òg@ÌÁ? ÒÐLkgÐx¾ÌÁÑKÏö g ÐÂGÒ@Á@½ÙGÐÌÁ MlËÊâ Ì O É ÐÔ¸ÏÉжÁÊw + ÏÉ?h¶k@G people ÀеÐË ÒÐLkö gÐx¾ÌÁ âÒÊÁÒg@ÌÁ?i The speak Arabic. Theyare live in the south. ?c 3ˬ2 ‘‘‘Ïc@Ëi Òg@ÌÁ? ÒÐLkgÐx¾ÌÁÑKÏö gÐÂGÒ@Á@½ÙGÐÌÁ MlËÊâÌOÉÐÔ¸ÏÉжÁÊw +ÏÉ?h¶k@G ?c 3ˬ2ÒÐ]Á?ÉйеÐÌÁÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ¸ÏÉ 3ˬ2 ÒÐ]Á?ÉйеÐÌÁÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ¸ÏÉ Ïc@Ëi Òg@ÌÁ?ii’’’i’ There are parts of Iraq. They deserts. +ѵÏgÐk x I used to play computer games(a lot) when The people The people speak speak Arabic. Arabic. They They live in live the in south. the south. The people speak Arabic. They live in the south. Th eÀеÐË people speak Arabic. Th ey live in ?c3ˬ2 3ˬ2 ÒÐ]Á?ÉйеÐÌÁÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ¸ÏÉ Ïc@Ëi Òg@ÌÁ? The people speak They live inthe the south. There are parts ofArabic. Iraq. They are deserts. +ѵÏgÐk +ÏÉ?h¶k@G ѵÏgÐk +ÏÉ?h¶k@G +++ѵÏgÐk ÒÐLkö gÐx¾ÌÁ âÒlive ÊÁÒg@ÌÁ?i The people speak Arabic. They in south. the south. ?c ÒÐ]Á?ÉйеÐÌÁÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ¸ÏÉ ‘‘Ïc@Ëi ii ’’ ÒÐLkgÐx¾ÌÁÑKÏö gÐÂGÒ@Á@½ÙGÐÌÁ MlËÊâ ÉÐÔ¸ÏÉжÁÊw +Òg@ÌÁ? ѵÏgÐk ÀеÐË ÒÐLkö ggparts Ðx¾ÌÁ âÒâÒÊÁÒg@ÌÁ?i ÒÐLkgÐx¾ÌÁÑKÏö MlËÊâ ÌÌOOÌÉÉOÐÔ¸ÏÉжÁÊw Òg@ÌkhO ѵÏgÐk There ÀеÐË ÒÐLkö Ðx¾ÌÁ ÊÁÒg@ÌÁ?i IggÐÂGÒ@Á@½ÙGÐÌÁ was young ÒÐLkgÐx¾ÌÁÑKÏö ÐÂGÒ@Á@½ÙGÐÌÁ MlËÊâ ÐÔ¸ÏÉжÁÊw +ÏÉ?h¶k@G There are parts are ofofIraq. ofIraq. Iraq. They They are deserts. are deserts. There are parts of They are deserts. There are parts Iraq. They are deserts. There are parts of Iraq. They are deserts. Th ere are parts ofArabic. Iraq. They are deserts. ÒÐLkö ggÐx¾ÌÁ âÒâÒThey ÊÁÒg@ÌÁ?i The people speak Arabic. live the south.ÒÐLkgÐx¾ÌÁÑKÏö ÌÌOOÉÉÐÔ¸ÏÉжÁÊw ++ÏÉ?h¶k@G tosouth. America? I/ you / we/ they live move The people speak They in ?dâËgÐÁÑKÐMlËÊâ ð¹@WйÏhKÑÁ@µÐÁ@½h­¸ÏÉ used to ÀеÐË ÀеÐË ÒÐLkö Ðx¾ÌÁ ÊÁÒg@ÌÁ?i (When) did +ѵÏgÐk 7жGÑÂÌHâÌK@Å ÏÉ The The people people speak Arabic. They They live ininthe the south. ÒÐLkgÐx¾ÌÁÑKÏöggÐÂGÒ@Á@½ÙGÐÌÁ ÐÂGÒ@Á@½ÙGÐÌÁ MlËÊâ ÐÔ¸ÏÉжÁÊw ÏÉ?h¶k@G ++gЊѵÏgÐk ѵÏgÐk There parts of Iraq. They are deserts. )The ·ðThere ¹There Ð]_Ù]G are %are that Ä @]Ë & who Ð]GÏÉÐÂÌL]kÐGÏcÏÉÐ]µÐËÐGÄ@ µ ÐLkö g Ðx¾ÌÁ 7 жGÑÂÌHâ Ì K@Å ÏÉ gÐÅ to America? The people speak Arabic. They live in the south. he/ she/ it move are parts of Iraq. They are deserts. did people speak Arabic. They live in the south. parts parts of Iraq. Iraq. They are deserts. They ѵÏgÐk x +ÃËеÏcÄ@pÌÁMkÏc@½ÙµÐGÏc@ËiÒg@ÌÁ?i I didn’t use to play computer games (much) ÌÏÉ ++ÌѵÏgÐk ) ·ð¹Ð]_Ù]G %parts that Äof @]Ëof &who Ð]GÏÉÐÂÌL]kÐGÏcÏÉÐ]µÐËÐGÄ@ µÐLkögÐx¾ÌÁ 7жGÑÂÌHâ 7жGÑÂÌHâ ÌK@Å K@Å ÏÉgÐÅ 77жGÑÂÌHâ ÏÉ xgÐÅ 7жGÑÂÌHâ ÌK@Å ÏÉ are Iraq. They are deserts. жGÑÂÌHâ ÌK@Å K@Å ÏÉgÐÅ gÐÅ É + ¼ â Ïe@ÔÉMoÙG % that Ä@Ë & which when I was young. ))There ·ð ·ð ¹Ð]_Ù]G )·ð ·ð¹Ð]_Ù]G ¹Ð]_Ù]G %that % Ä that @]Ë & who Ä @]Ë & Ð]GÏÉÐÂÌL]kÐGÏcÏÉÐ]µÐËÐGÄ@ who Ð]GÏÉÐÂÌL]kÐGÏcÏÉÐ]µÐËÐGÄ@ µ ÐLkö g Ðx¾ÌÁ µ ÐLkö g Ðx¾ÌÁ µ )¹Ð]_Ù]G % that Ä @]Ë & who Ð]GÏÉÐÂÌL]kÐGÏcÏÉÐ]µÐËÐGÄ@ ÐLkö g Ðx¾ÌÁ + ÃËеÏcÄ@pÌÁMkÏc@½ÙµÐGÏc@ËiÒg@ÌÁ?i x gÐÅ There are parts of Iraq. They are deserts. %that Ä@]ËÄ&@]Ë who Ð]GÏÉÐÂÌL]kÐGÏcÏÉÐ]µÐËÐGÄ@ µ ÐLkö g Ðx¾ÌÁ ) ·ð¹Ð]_Ù]G %that &who Ð]GÏÉÐÂÌL]kÐGÏcÏÉÐ]µÐËÐGÄ@ µ ÐLkö g Ðx¾ÌÁ +â¼Ïe@ÔÉMoÙG%thatÄ@Ë&whichÉ +ÃËеÏcÄ@pÌÁMkÏc@½ÙµÐGÏc@ËiÒg@ÌÁ?i +which ÃËеÏcÄ@pÌÁMkÏc@½ÙµÐGÏc@ËiÒg@ÌÁ?i xÌxK@Å ++%ÃËеÏcÄ@pÌÁMkÏc@½ÙµÐGÏc@ËiÒg@ÌÁ?i xxxÏÉ )ÂâÌÅÏcg@µÐG )who&ÑÁ@µÏÉ@Ââ Ì7S@ÆÁÐK x ÏÉ gЊжGÑÂÌHâ +ÃËеÏcÄ@pÌÁMkÏc@½ÙµÐGÏc@ËiÒg@ÌÁ?i 77жGÑÂÌHâ ÌÌK@Å gÐÅ TheÏÉ?h¶Kgʵ people who (that) live in Arabic. ÃËеÏcÄ@pÌÁMkÏc@½ÙµÐGÏc@ËiÒg@ÌÁ?i +Ð]GÏÉÐÂÌL]kÐGÏcÏÉÐ]µÐËÐGÄ@ â¼the Ïe@ÔÉMoÙG +Ïe@ÔÉMoÙG â¼Ïe@ÔÉMoÙG %speak that Ä@Ë that &Ä@Ë which Ä@Ë which ÉgÉÐx¾ÌÁ Ïe@ÔÉMoÙG +â¼south %%that &µ&which ÉÉ )ÂâÌÅÏcg@µÐG жGÑÂÌHâ K@Å ÏÉ gÐÅ % which ) who & ÑÁ@µÏÉ@Ââ Ì S@ÆÁÐK x + ¼ â % that Ä@Ë & which ) ·ð ¹ Ð]_Ù]G % that Ä @]Ë & who ÐLkö É + ¼ â Ïe@ÔÉMoÙG % that Ä@Ë & which ·ðpeople Ð]_Ù]G that @]Ë &who who Ð]GÏÉÐÂÌL]kÐGÏcÏÉÐ]µÐËÐGÄ@ ÐLköggÐx¾ÌÁ Ðx¾ÌÁ )Ââ) The who live in the south speak Arabic. e¹¹Ð]_Ù]G people who (that) live in the south speak Arabic. ))Th did ·ð %%that that ÄÄIraq @]Ë & who Ð]GÏÉÐÂÌL]kÐGÏcÏÉÐ]µÐËÐGÄ@ µµÐLkö 77ÑÁ@µÏÉ@Ââ жGÑÂÌHâ ÌÌSK@Å There are parts of(that) which are deserts. ÌÅÏcg@µÐG )ÌÂâ ÂâÌÅÏcg@µÐG ÌÅÏcg@µÐG %+% which %which which )who &who ÑÁ@µÏÉ@Ââ ÌS@ÆÁÐK ÌÌS@ÆÁÐK % ) & ÑÁ@µÏÉ@Ââ ÌÌS@ÆÁÐK not >didn’t +%)Ââ ÌÅ@Ág@µÐG &that ÌÒÉ@Ââ & xÏÉ Ð¶GÑÂÌHâ K@Å ÏÉ gÐÅ +ÃËеÏcÄ@pÌÁMkÏc@½ÙµÐGÏc@ËiÒg@ÌÁ?i )Ââ ÅÏcg@µÐG which )who who & ÑÁ@µÏÉ@Ââ S@ÆÁÐK x gÐÅ The The people who who (that) live inlive insouth thesouth south speak speak Arabic. Arabic. people who (that) live in(that) the speak Arabic. ÃËеÏcÄ@pÌÁMkÏc@½ÙµÐGÏc@ËiÒg@ÌÁ?i xxxx xx ) Ââ Ì ÅÏcg@µÐG % which ) who & ÑÁ@µÏÉ@Ââ S@ÆÁÐK ·ðThe ¹people Ð]_Ù]G %%parts that ÄÄ(that) @]Ë &Iraq who Ð]GÏÉÐÂÌL]kÐGÏcÏÉÐ]µÐËÐGÄ@ Ð]GÏÉÐÂÌL]kÐGÏcÏÉÐ]µÐËÐGÄ@ µ ÐLkö g Ðx¾ÌÁ + ÃËеÏcÄ@pÌÁMkÏc@½ÙµÐGÏc@ËiÒg@ÌÁ?i people who (that) live inthe the south speak Arabic. are of which (that) are deserts. + % Ââ Ì Å@Ág@µÐG that ÒÉ@Ââ Ì S & É + ¼ â Ïe@ÔÉMoÙG % that Ä@Ë & which The ))There ·ð ¹Th Ð]_Ù]G that @]Ë & who µ ÐLkö g Ðx¾ÌÁ The people who (that) live in the south speak Arabic. É + ¼ â Ïe@ÔÉMoÙG % that Ä@Ë & which É + ¼ â Ïe@ÔÉMoÙG % that that Ä@Ë & which which ere are parts of Iraq which (that) are deserts. 14 10There There are parts are parts ofofIraq ofIraq which Iraq which (that) (that) are deserts. aredeserts. deserts. ÃËеÏcÄ@pÌÁMkÏc@½ÙµÐGÏc@ËiÒg@ÌÁ?i There are parts of which (that) are %+Ââ +ÌÂâ %Å@Ág@µÐG Ââ)ÌÅ@Ág@µÐG Ìwho Å@Ág@µÐG & that ÒÉ@Ââ that SÒÉ@Ââ ++Ì%%Å@Ág@µÐG that ÌÌÒÉ@Ââ arepeople parts Iraq which (that) are )Ââ Ì++ÅÏcg@µÐG %+which &ÑÁ@µÏÉ@Ââ %Ââ ÒÉ@Ââ Ì&SS@ÆÁÐK &ÌÌSSÌS&& &xx xx x ÃËеÏcÄ@pÌÁMkÏc@½ÙµÐGÏc@ËiÒg@ÌÁ?i ) ÌÌÅÏcg@µÐG % ÑÁ@µÏÉ@Ââ S@ÆÁÐK There are parts of Iraq which (that) are deserts. Ââ ÌÅ@Ág@µÐG that Ïe@ÔÉMoÙG %deserts. that Ä@ËArabic. whichÉÉ 10 There The who (that) live thesouth south speak )Ââ Ââ ÅÏcg@µÐG %which which which ) )who who who &that ÑÁ@µÏÉ@Ââ ÌÒÉ@Ââ S@ÆÁÐK in ++â¼â¼in Ïe@ÔÉMoÙG % that Ä@Ë &&Arabic. which The people who (that) live in the south speak The The people people who who (that) (that) live the speak Arabic. 10 10 There are parts of Iraq which (that) are deserts. ) ÑÁ@µÏÉ@Ââ ÌÌS@ÆÁÐK 1010 )Ââ ÂâÌÌÅÏcg@µÐG ÅÏcg@µÐG% %which which) )++%%who who &Å@Ág@µÐG ÑÁ@µÏÉ@Ââ S@ÆÁÐK +Ââ %Ââ Ì& that ÒÉ@Ââ 10 The people who (that) livewhich in the the (that) south speak speak Arabic. There arewho parts of Iraq Iraq which (that) are deserts. deserts. ÌÌÅ@Ág@µÐG that ÒÉ@Ââ ÌÌSSÌ&&Sxx& The (that) live in south Arabic. 10people There are parts parts of of Iraq which (that) are Ââ Å@Ág@µÐG that that ÒÉ@Ââ There are parts parts of of Iraq Iraq which which (that) (that) are are deserts. deserts. ++%%Ââ 10 are There 10 ÂâÌÌÅ@Ág@µÐG Å@Ág@µÐGthat thatÒÉ@Ââ ÒÉ@ÂâÌÌSS&& 10 10 10 9780230727564.Text.indd 10 4/5/10 10:21:24 Ðïðºâ̵ â¼@µÊLpµ farming MÌOÐG fertile growth helpful 22 VOCABULARYÅB¶ÑqÊ VOCABULARY 2 VOCABULARY ÅB¶ÑqÊ hilly 2 VOCABULARY ÅB¶ÑqÊ 2 VOCABULARY ÅB¶ÑqÊ again and again /phonetics/exp like (the…of) /phonetics/prep industry a (= / each year / month middle g@SÒ?Écйg@S É?hk@ÁÐÁÒi?ö h½@Ô a (= each year month, etc),etc) /ə/ industry /ˈɪndəstri/ Language MâÌÂâÌwÏc focus ÐoÐ} gÏdÌKнg@Ë ÄÞÏch} ¸ÏÉ Òi@kÐpÌO Mk?ögÏÉ@Á Mk?ö g ÏÉ@Á Mk?ögÏÉ@Á (ðə …âÒÊÁÑð ɒv/¹@k Ù_É@ÁÑK@µ New Year New Year ?doÏÉÐÔâ ¼ Ð}й Ò â ÊÁÑð ¹ @k ?doÏÉÐÔâ ¼ Ð}й Ò â ÊÁÑð¹@k northern ÑËÐoÊoÒiÉÐW Ògʵ@G MâËÉеÏdâÌOÒÉ@w /ˌnjuː ˈjiə/ meetYear /phonetics/v ØögÏÊÌÁqâÌO New northern northern ÑËÐoÊoÒiÉÐW Ògʵ@G Ògʵ@G over (= across) To /ˈnɔːð(ə)n/ Help You Study (Note:Keep it’s) ÃâÌ­öhð¹c ÑËÐoÊoÒiÉÐW gÐkÐG English as northern nationality /phonetics/n Ñ â SÐK@}Ïc ÏÉÐKÐÁ over (= across) over (= across) Ãâ Ì ­ö h ¹ ð c gÐkÐG Ãâ Ì ­ö h ¹ ð c gÐkÐG plain Ä@¾LpÌÁй over (= across) /əʊvə (= əˈkrɒs/MoÏc nearly /phonetics/ adv N@µÏc zâÌOÉ@Å plain Ä@¾LpÌÁй MoÏcжËgÐ_)ÒжËjÁ Ä@¾LpÌÁй MoÏc pleasant ÄÙð¹@G rÙ_ plain /pleɪn/ plain pleasant pleasant oil /phonetics/n ÄÙð¹@G Ë?cй pleasant rÙ_ ÄÉÊG· NÉÐÁ ÄÙð¹@G /ˈpleznt/ rÙ_ port dÁÏÉ@Á gÏdÁÐG port port dÁÏÉ@Á gÏdÁÐG dÁÏÉ@Á gÏdÁÐG parent /phonetics/n precious Ð}йN?Ê_ port ¸É@GÉ ·Ë?c %ÐÁ@@Kʱ&â¼ÑLp} J@Ë@Á)bhÁÐG /pɔːt/ each year / month middle (the…of) a (=,etc) each year / month ,etc) middle (the…of) É?hk@ÁÐÁÒi?ö hqâ ½@ÔÌOй É?hk@ÁÐÁÒi?ö h½@Ô(the New Year ahead (of/ɔːðəʊ/ ) aalthough / (= phonetics/prep local time /phonetics/phr ?doÏÉÐÔâ¼Ð}й although middle … of) /mɪdl although although aquarium aquarium /əˈkweəriəm/ a.m / phonetics / abb aquarium aquarium attraction attraction /ətrækʃ(ə)n/ arrive /phonetics/v attraction back home back home /ˌbæk ˈhəʊm/ attraction attach / phonetics/v back home back home balloon balloon /bəˈluːn/ born (be) / balloon phonetics/adj balloon centre centre /sentə/ centre centre Bye (Goodbye) /phonetics/abb comprehensive (school) comprehensive (school) comprehensive (school) precious comprehensive (school) precious %ÐÁ@@Kʱ ÑLp} %ÐÁ@@Kʱ J@Ë@Á )bhÁÐG &ÑLp} /ˈpreʃəs/ J@Ë@Á)bhÁÐG /ˌkɒmprɪˈhensɪv/ Really! Mâ Ë&h¶GÉ@wÏg Mk?ö gÐG can't wait /consider phonetics/exp penfriend /phonetics/n N@¶GÄ?Éö gÏÉ@wMâ ÌÁ?ÊK@Á precious н@ÁÑâ ËögÉ@Å consider Really! consider Really! Mâ Ëh¶GÉ@wÏg Mk?öËgÐÅ gÐG MâËh¶GÉ@wÏg Mk?ögÐG consider /kənˈsɪdə/ construction regional Äch¶LkÉgc ÑËÐwÉ@Á)Ѿâ Really! /ˈrɪəli/ cousin /phonetics/n picnic /phonetics/n ?iÙ½@Ô regional Ä?hËÐk construction construction regional Äch¶LkÉgc ÑËÐwÉ@Á)Ѿâ ËgÐÅ ÑËÐwÉ@Á)ѾâËgÐÅ Äch¶LkÉgc /ˈriːdʒn(ə)l/ construction /kənˈstrʌkʃn/ crop remains Ä?cÉâ »©Ïc ÏÉ@@O regional plan /phonetics difference / phonetics/n crop / v/n Ä@Á?cÄÛO)MâÌÁÏc?cÄÛO Ò©Ïci?É@ÌS remains remains Ä?cÉâ ÏÉ@@O Ä?cÉ⻩Ïc /rɪˈmeɪnz/ ÏÉ@@O crop /krɒp/ crop crossroads resort Ä@Ëög»g?Êw @ïÁ?hËÐk remains during / phonetics/prep p.m abb crossroads resort crossroads resort ÒÏÉ@½Ð¹ Øö g ÏÊÌÁr@O Ä@Ëö gg?Êw @ïÁ?hËÐk Ä@Ëögg?Êw @ïÁ?hËÐk crossroads /ˈkrɒsrəʊdz/ cultural roundabout ÒgÊLºµ ж¹Ê­ resort /rɪˈzsːt/ cultural roundabout cultural roundabout engineer / phonetics/n PS(postscript) /phonetics/abb ÒgÊLºµ ж¹Ê­ ÒgÊLºµ ж¹Ê­ cultural /ˈkʌltʃ(ə)rəl/ g@Ëi?dÁÐÔ roundabout jâËÉ?gÐ O custom snow MËgÐÁ h­ÐG /ˈraʊndəˌbaʊt/ custom snow custom snow MËgÐÁ h­ÐG MËgÐÁ h­ÐG custom /ˈkʌstəm/ development southern reply/snəʊ/ gate / phonetics/n /phonetics/v/n ÏÉÐÁ? cÀÞÉ)ÏÉÐK?cÏcÀÞÉ ÄchµÐoÐ} ÒgÊo@G Ïi?ÉgÏc snow development southern development southern ÄchµÐoÐ} ÒgÊo@G ÄchµÐoÐ} ÒgÊo@G development /dɪˈveləpmənt/ eastern steep ÑKÞÐÅeØg ÒÊâÌpÁÉÒigÐG)M_Ðk /ˈsʌðn/ go ahead / phonetics/v score /phonetics/v/n ÉʽgЭ southern Ächµg@½ÙK)N@µÏcg@½ÙK eastern steep eastern steep ÑKÞÐÅeØg ÒÊâÌpÁÄ?cÚDG) ÉÒigÐG)M_Ðk ÑKÞÐÅeØg eastern /ˈiːst(ə)n/ economic straight on ÒgÉÊG@Ô Ñ¶âËÒÊâ ögÐG ÌpÁÉÒigÐG)M_Ðk steep /stiːp/ /phonetics/v/n Good to meet you/phonetics/exp skateboard MÂÌÂÌGÐG¿ð ¹ @XoÙ_ ÐÂâ̶l̺_ÐL_ÐK economic straight on economic straight on ÒgÉÊG@Ô Ñ¶âËögÐG Ä?cÚDG)ѶâËögÐG ÒgÉÊG@Ôon /ˌstreɪt ˈɒn/ Ä?cÚDG) economic /ˌekəˈnɒmɪk/ economy stream ÒgÉÊG@ÔѽÐLlÌk Ð}ÙS)ÀÐw straight grade / phonetics/n suggest /phonetics/v ¼ÙO stream N@µÏcg @ÌÂpâÌO economy economy stream ÒgÉÊG@ÔѽÐLlÌk Ð}ÙS)ÀÐw Ð}ÙS)ÀÐw economy /iˈkɒnəmi/ experience till ѽÐLlÌk (until) /strim/ ÄÉʽiÐÔ ÒgÉÊG@Ô @KÐÅ stream Hi! / phonetics/exp team /phonetics/n experience till (until) experience till (until) QÌK ÄÉʽiÐÔ @KÐÅ ÄÉʽiÐÔ @KÐÅ n experience /ɪkˈspɪəriəns/ fact T-junction ÑLk?gÑÁÙw till TÑÂLpËÐï¶â ÌO (until) /tɪl/ fact T-junction fact T-junction ÑLk?g TÑ ÂLpËÐï¶âÌO N@µÏc ÑLk?g TÑÂLpËÐï¶â interest travel /phonetics/v fact /fækt// phonetics/v/n farm tourism MoÐ}ÌO ÐïðÉÉiÏg@Ô ºâ̵ g?iÊ}ÉMoÐ} T-junction /ˈtiː ˌdʒʌŋkʃ(ə)n/ farm tourism farm tourism â̵ g?iÊ}ÉMoÐ} g?iÊ}ÉMoÐ} farm /fɑːm/ farming traffic internet /phonetics/n usedÐïðtoºâ̵/phonetics/v â¼@µÊLpµ ÙwÊK@Å tourism /ˈtʊərɪz(ə)m/ MâÐïð̺ÁgÐLÂÌÔ MâËc?g farming traffic farming traffic â¼@µÊLpµ ÙwÊ K@Å ¼ â @µÊLpµ ÙwÊK@Å farming /fɑːmɪŋ/ fertile traffic lights MËÚ·Ì­?hK n /ˈtræfɪk/ leave / phonetics/v vacation /phonetics/n MâMÌOÐG ÌðºâËcâÑSÐG traffic ÉÊpO fertile traffic lights fertile traffic lights MÌOÐG MËÚ·Ì­?hK fertile /ˈfɜːtaɪl/ flat up to(=MÌOÐG aslights much / many as) Ä@O) M_ÐK ÒÏdÂâÌÅ traffic /ˈtræfɪk ˌlaɪts/ MËÚ·Ì­?hK let (let’s) /phonetics/v /phonetics/n +++ оâÌÔ@G upwaterfall Ðï¡@K flat to (= as much / many as) flat up to (= as much / many as) Ä@O) M_ÐK ÒÏdÂâ Ì Å Ä@O) ÒÏdÂâÌÅ flat /flæt/ grow valley MâÌÂâÌwÏc Øc up toM_ÐK (= as much / many as) /ˌʌpâ¼ˈtʊ/ valley grow MâÌÂâÐoÐ} ÌwÏc â¼Øc MâÌÂâÌwÏc â¼Øc grow /grəʊ/ grow growth Viking жâÌÂâËÊoÒÉ@Á valley /ˈvæli/valley growth Viking growth Viking ÐoÐ} жâÌÂâÑË?É@ÔeØg ËÊoÒÉ@Á ÐoÐ} жâÌÂâËÊoÒÉ@Á growth /grəʊθ/ helpful western gÏdÌKнg@Ë Viking /ˈvaɪkɪŋ/ helpful western helpful western gÏdÌKнg@Ë ÑË?É@ÔeØg gÏdÌKнg@Ë ÑË?É@ÔeØg helpful /ˈhelpfl/ hilly ÄÞÏch} western /ˈwestən/ hilly hilly ÄÞÏch} ÄÞÏch} hilly /ˈhɪli/ industry Òi@kÐpÌO To Help You Study (Note: as it’s) industry industry Keep English Òi@kÐpÌO Òi@kÐpÌO 3 TO HELP STUDY To HelpYOU You Study (Note: Keep English as it’s) To Help Younew Study (Note: English it’s) English To Help You Study (Note:asKeep as it’s) write the phonetic spellings, too. This When you collect words inKeep your vocabulary notebook, is often the only way to know how to pronounce it. Here are two of the ways that phonetics help you. Copy the tables and add the words from the wordlist above. Decide according to the phonetic 11 spellings of the letters in bold. Copy the complete phonetic spellings. 11 1 Sounds of consonants, e.g. s – /s/ or /z/. consider remains traffic lights tourism western /ˈwestən/ resort /rɪˈzɔːt/ traffic lights Ä@O) M_ÐK flat grow traffic up to (= as much / m valley Viking western 11 2 Strong or weak sounds of vowels, e.g. crossroads /ɒ/ or custom /ə/ comprehensive consider crop development crossroads /ˈkrɒsrəʊdz/ custom /ˈkʌstəm/ 15 11 9780230727564.Text.indd 11 4/5/10 10:21:35 2 lessons 1&2 probLems anD soLUtions You must drive safely. It can’t be … It must be … • You ought to practise. A LISTEN AND DO 1 Look at the types of transport, row by row, but cover the names. Name the ones you already know. rotor 1 plane 2 helicopter passenger 3 ship 4 hovercraft driver 5 train 6 bus 7 truck 8 tractor and trailer 9 van 10 pickup 11 fire engine 12 ambulance wheel wheel 13 police car 14 four by four (4x4) 2 Say which types of transport you have and have not travelled by. Which would you like to try? 3 Listen to the conversations and note types of transport 1–16 in the order that you hear them. 4 Listen again, and complete each conversation with the correct answer. B GRAMMAR p18 1 Look. Modal verbs for possibility and certainty Possibility It could be the ship. It may be the hovercraft. 15 motorbike 16 scooter 2 Listen to the guessing game conversations again. Repeat statements of possibility and certainty. C SPEAK Work with a partner and play the guessing game. A It (carries lots of passengers). B Well, it could be the (ship) or it may be the (hovercraft) or it might be the … or the … A And it (moves on wheels). B Then it can’t be the (ship) or the … A And it (has one door for the driver and one door for the …). B That means it must be the … It might be the train or the minibus. Certainty It can’t be the ship. It must be the bus. 12 9780230727564.Text.indd 12 4/5/10 10:21:48 2 lessons 1&2 D LISTEN AND READ Ed and his older cousin Ellie are meeting in town. Ellie Hello, Ed. You don’t look very happy. Ed Oh, I’m … all right. Ellie Could this be about your driving test today? Ed Well, yes, I’ve failed. Ellie You must be very upset! What went wrong? Ed Things were going well till the end. My hill start was fine – and I managed to do my emergency stop, too. Ellie So what happened? Ed I was coming towards some traffic lights when they changed to red, and I didn’t slow down fast enough. Ellie Were you able to stop? Ed Yes, I was, but it was a real emergency stop! And the examiner failed me … I feel so stupid! Ellie You shouldn’t feel like that. Most people fail the first time – including me! Ed But I really expected to pass. Ellie Bad mistake! Listen, you ought to forget about it tonight. But you oughtn’t to leave it after that. Tomorrow, you should apply for another test. And then you’d better practise as much as possible. Ed Yes, I realise now I need to get more experience. Ellie You can go out driving with me sometimes if you like. Ed Thanks! I’d like that. ***** Three months later. Ed Hi, Ellie. Guess what! I’ve passed! Ellie Well done! Answer the questions. 1 Why does Ed look upset? 2 How were things going for most of the test? 3 Where did Ed make a mistake? 4 Why did the examiner fail him? 5 How does Ed feel now as a result? 6 What should he not think about any more now? 7 What ought he to do tomorrow? 8 Why does Ellie say, ‘Well done!’ three months later? DID YOU KNOW? In Britain you can learn to drive and you can also pass your driving test when you are 17. In most parts of the USA, the rules are the same, but in a few states you can pass when you are just 16! E GRAMMAR p18 1 Look. Advising and saying what needs to happen You should (not) feel like that. I (do not) need to get more experience. You ought (not) to leave it after that. You had better (not) practise. 2 Find more examples with should and ought to in the conversation. F SPEAK You and your partner have just passed your driving tests, and you want to drive your families somewhere nice for a picnic. Discuss and decide: • where you should (not) go • what you ought (not) to take. A We’d better (not) go to (place). It’s (too far / …). B We (don’t) need to take lots of (food /drink/ …). 13 9780230727564.Text.indd 13 4/5/10 10:21:49 2 lessons 3&4 probLems anD soLUtions By 1896, he had sold 130 cars. can, could and be able to • past perfect A READ In 1885, the German Karl Benz began selling cars with petrol engines. Interest grew and, by 1896, he had sold 130. And after he had shown the way like this, other makers quickly followed. 15 20 25 5 Those early cars were noisy and not very fast or comfortable, and they often broke down. But the technology developed fast, and by 1909 Rolls Royce’s Silver Ghost was able to offer quiet, reliable comfort at 80 kph. 30 35 40 10 Only rich people could afford a Rolls Royce, but already, in 1908, the American Henry Ford had begun building cars much more cheaply. They moved along a production line at his factory, and 45 thousands of workers each added one small part to each car. The result was the Model T Ford, a car that many could afford. By 1929, Ford had sold 15 million. That was the start of today’s huge car industry. A century ago, there were about 200,000 cars in the world. Now, the world produces 200,000 every day. People love their cars, but we can all see that cars bring great problems. Bad driving causes terrible accidents, with thousands of road deaths and injuries every year. Again, pollution from exhaust emissions causes illness, especially in cities with millions of cars. And there is worse. The emissions include carbon dioxide (CO2), which is changing Earth’s whole atmosphere in dangerous ways. And there is something else. Petrol is an oil product, and oil is becoming very expensive. After these problems had become clear by the late 1990s, car makers started designing new sorts of engines. Recently, the first of the new vehicles have begun appearing. They are hybrids that have both an electric motor and a petrol engine. They are more expensive to build than ordinary cars, but they are cheaper and cleaner to run. However, engineers will soon be able to offer a better solution – a car that runs on fuel cells. These mix hydrogen (H) with oxygen (O) from the atmosphere. The result is very cheap electric power, and the only waste is water (H2O)! In ten years, perhaps you will have this sort of car outside your house! 14 9780230727564.Text.indd 14 4/5/10 10:21:51 2 lessons 3&4 Do the tasks. 1 Compare Benz’s car with the Silver Ghost. 2 Compare the Silver Ghost with the future car. 3 Copy and complete the time line. 1885 1896 1908 1909 Benz sold Benz had Ford began … … … B GRAMMAR the Silver … 1929 Ford … the 1990s recently in 10 years the problems … hybrids … perhaps I … p18 Look. can, could and be able to for general ability could and be able to for ability to do one thing Present: We can see that cars bring problems. Future: Engineers will be able to offer a solution. Negative: I couldn’t stop at the traffic lights. I wasn’t able to stop fast enough. Past: Only rich people could afford them. The Silver Ghost was able to offer comfort. Positive: I was able to stop fast enough. I could stop fast enough. ( X ) 1 Talk about yourself in the past. When I was (five), I could (not) (sing / swim / …) 2 Talk about a recent event – something you could not do, and what you were able to do instead. I didn’t have my key, so I couldn’t (open the door), but I was able to (climb through the window). D READ AND SPEAK E GRAMMAR Decide who might say what. Match 1–5 with comments a–e. Explain your choices. 1 a Ford worker 100 years ago 2 Karl Benz in the early 1880s 3 a modern car engineer 4 a modern car owner 5 a Rolls Royce worker 100 years ago 1 Look. C SPEAK a I love building these beautiful cars, but I’ll never be able to afford to buy one. b My work is boring, but the pay is good. Soon, I’ll be able to buy one of the cars I make. c We can’t live without our cars, but the emissions are bad for everyone. What can we do? d With these amazing new petrol engines, my cars can go faster than people can walk. e Soon after we’d designed the first hybrids, we started work on something better – cars which run on fuel cells, and now they’ll soon be ready! 9780230727564.Text.indd 15 p18 Past perfect and past simple Past point + action / situation before that point By 1896, he had sold 130 cars. Action / situation + action / situation After Benz had shown the way, others followed. Others followed after Benz had shown the way. 2 Find more examples in the text. 3 Make statements from your time line in A1.3. In 1885, Benz sold … By 1896, he had … Unit 2 page 13 Activity 3 F SPEAK Look at D again. Answer the car owner’s question. 15 4/5/10 10:21:51 2 lessons 5&6 probLems anD soLUtions Telling a story A LISTEN AND SPEAK 1 Listen and follow Sam’s journey on the map with your finger. 4 Use your notes to make simple statements. (On Friday evening,) Sam wanted to travel … to stay with … B PRONUNCIATION Birmingham Oxford London 2 Look at the picture and answer the questions. 1 Listen and note which of 1–8 you hear – a or b. Sounding interesting 1 a It’s quite a story. b It’s a funny story. 2 a Well, it was like this. You see, … b Well, you see, it was like this. 3 a You’ll never guess! b Guess what! 4 a And do you know what? b And you know what? Sounding interested 5 a Tell me what happened. b Tell me all about it. 6 a Oh, no! You must be joking! b No! You can’t be serious! 7 a Really! b Really? 8 a That’s amazing! b That’s terrible! 2 Listen again and repeat. C SPEAK 1 What was Sam probably saying to himself at this moment? 2 What had happened before this? 3 What happened after this? 3 Listen again and complete the notes in your Activity Book. Unit 2 page 14 Activity 2A 1 Read and act out part of the conversation. Try to sound interesting and interested! Sam It’s quite a story. Ed Tell me all about it. Sam Well, it was like this. I wanted to go to London to stay with my cousin on Friday evening. He’d invited me to his birthday party on Saturday, you see. Ed That’s nice. Did you go by bus or by train? Sam By train. 16 9780230727564.Text.indd 16 4/5/10 10:21:52 2 lessons 5&6 2 Read and act out more of the conversation. Sam Ed Sam Ed Sam Ed Sam It was already nearly 6.15. So what happened? Well, I saw a train at the station, ready to leave, and I thought that must be it. So I ran, and I was able to get on just in time! And we left at exactly 6.15. Well done! Not really. You see, there was one small problem. Guess what! I’d made a mistake and I’d got on the wrong train! No! You can’t be serious! When did you find out? A minute later, just after we’d left the station. D WRITE In school, the English teacher has asked Sam, Ed and everyone to write a short essay: What I did at the weekend 1 Plan to write Sam’s story for him in three paragraphs. 1 An introduction to the situation 2 What went wrong 3 What happened after that Choose the best topic sentence to introduce each paragraph. a There was only one possible solution. b On Friday evening, I had plans for a short trip. c However, there was a problem. 2 Read and do this task. Use information from your notes in A3 to fill gaps 1–12 in Sam’s essay What I did at the weekend. 3 Complete Sam’s essay in your Activity Book. 1 Add the correct topic sentence to each paragraph. 2 Add the information that you have found. 3 Put the verbs in brackets in the correct tenses – past simple or past perfect. What I did at the weekend (Topic sentence 1) I (want) to travel to _1__ to stay with my _2__, who was having his _3__ on _4__. I (plan) to go by _5__ and get there at _6__. I (get) to the station a bit late, and I (see) a train there, ready to leave. So I (run), and I (be able to) get on it and leave at the right time – _7__. (Topic sentence 2) A _8__ later, just after the train (leave) the station, I (realise) that I (make) a mistake and I (get) on the wrong train. I (catch) the fast train to _9__! (Topic sentence 3) I (cannot) get off the train, so I (have to) go all the way there. Then I (have to) wait for _1__0_ for the next fast train. After that, I (be able to) travel back through _1__1_ to London, and I finally (arrive) at _1__2_. Unit 2 page 14 Activity 2B E UNIT TASK 1 Think of a journey you have made, perhaps with your family or friends. Think about: 1 your plans, and how the journey started; 2 something that went wrong; 3 the solution. 2 Find useful expressions in B and C above to help you tell the story of your journey. 3 Work with a partner and tell each other your stories. Try to sound interesting and interested! 4 Write your story in three paragraphs. Complete and use this heading. What happened when I went to … Unit 2 page 15 Activity 3 17 9780230727564.Text.indd 17 4/5/10 10:21:52 Language Focus Language Focus Language Focus Language Focus Language Focus Language Focus Language Focus 1 GRAMMAR ÅB¾lã Ì i 1 GRAMMAR ÅB¾lã 1 GRAMMAR ÅB¾lãÌi Ìi 1 GRAMMAR ÅB¾lãÌi 1 GRAMMAR ÅB¾lã 1 GRAMMAR ÅB¾lã ÌÌiipossibility 1 GRAMMAR ÅB¾lã ÌiÌipossibility Lesson 1: Modal verbs for and certainty 1 GRAMMAR 1Lesson GRAMMAR ÅB¾lã Lesson 1: Modal verbs certainty 1: verbs for possibility and certainty Lesson 1: Modal Modal verbs for for possibility andand certainty Lesson 4: Past perfect and past simple Lesson 4: Past perfect simple Lesson 4: perfect and past simple Lesson 4: Past Past perfect andand pastpast simple Lesson 4: Past perfect and past simple Lesson 1: Modal verbs for possibility and certainty Lesson 4: Past perfect and past simple 1: Modal verbs for possibility and certainty Lesson Lesson forcontinuous possibility and Lesson 4: Past perfect andsimple past simple Lessons 1Modal andverbs 2:verbs Present Lesson 4: Past perfect and past 1: 1: Modal for possibility and certainty Lesson certainty à Ë@]ÌÂð ¹ cÄ@]Ë ) M ]â Ì GM]k?gÐËÐÁ?Éй·â Ì LoÁ?iÏc ·ËeÙ¹ÐG ·â Ì K@µ ·â Ì KÐð ¹ @WÄ@Ë·â Ë g?chµÑÂËö h GgÏcÙG Mâ Ë cg@µÐG 7Ïc@kÒÉÉchG?g à Ë@]ÌÂð ¹ cÄ@]Ë ) M ]â Ì GM]k?gÐËÐÁ?Éй·â Ì LoÁ?iÏc ·ËeÙ¹ÐG ·â Ì K@µ ·â Ì KÐð ¹ @WÄ@Ë·â Ë g?chµÑÂËö h GgÏcÙG Mâ Ë cg@µÐG 7Ïc@kÒÉÉchG?g ÃËö h GgÏc à Ë@]ÌÂð ¹ cÄ@]Ë ) M ]â Ì GM]k?gÐËÐÁ?Éй·â Ì LoÁ?iÏc ·ËeÙ¹ÐG ·â Ì K@µ ·â Ì KÐð ¹ @WÄ@Ë·â Ë g?chµÑÂËö h GgÏcÙG Mâ Ë cg@µÐG ÃË@]ÌÂð ¹cÄ@]Ë)M]âÌGM]k?gÐËÐÁ?Éй·âÌLoÁ?iÏc·ËeÙ¹ÐG·âÌK@µ ·âÌKÐð ¹@WÄ@Ë·âËg?chµÑÂËöhGgÏcÙGMâËcg@µÐG77Ïc@kÒÉÉchG?g Ïc@kÒÉÉchG?g ùË@]ÌÂð ¹cÄ@]Ë )%GM]k?gÐËÐÁ?Éй·â M]âÌGM]k?gÐËÐÁ?Éй·â Ì LoÁ?iÏc ·ËeÙ¹ÐG ·â Ì K@µ ·â Ì KÐð ¹ @WÄ@Ë·â Ë g?chµÑÂËö h GgÏcÙG Mâ Ë cg@µÐG .7?cÉÉchG?gй Ïc@kÒÉÉchG?g + Ââ Ì ÅÏcg@µÐG Modal Verbs & g@SÒÐGgØi ?ÉÐÔ ) Ð Lk?g е I ÃÃË@]ÌÂð cÄ@]Ë ) M ]â Ì Ì LoÁ?iÏc ·ËeÙ¹ÐG ·â Ì K@µ ·â Ì KÐð ¹ @WÄ@Ë·â Ë g?chµÑÂËö h GgÏcÙG Mâ Ë cg@µÐG 7 Ïc@kÒÉÉchG?g watching. amVerbs (not) ÂâÌÅÏcg@µÐG %Modal Verbs &g@SÒÐGgØi )ÐÌLk?g .?cÉÉchG?gй Ë@]ÌÂð ¹cÄ@]Ë )M]âÌ%%GM]k?gÐËÐÁ?Éй·â ·ËeÙ¹ÐG ·â K@µ ·âÌKÐð ¹@WÄ@Ë·â Ëg?chµÑÂËö hGgÏcÙGÌÅÏcg@µÐGÀ?ÉÏcgÐGÒÉÉchGÐÁ?g MâËcg@µÐG7Ïc@kÒÉÉchG?g 7ÑÂËö hGgÏcÙGÂâ е е ?cÉÉchG?gй ++Ââ Ââ ÅÏcg@µÐG Modal Verbs &ÌLoÁ?iÏc g@SÒÐGgØi ?ÉÐÔ))?ÉÐÔ Lk?g е ÌÌ+ÅÏcg@µÐG Modal & g@SÒÐGgØi ?ÉÐÔ ÐÐLk?g ..?cÉÉchG?gй + Ââ Ì ÅÏcg@µÐG % Modal Verbs & g@SÒÐGgØi ?ÉÐÔ ) Ð Lk?g .?cÉÉchG?gй е He/She/ It watching. is (not) + Ââ Ì ÅÏcg@µÐG % Modal Verbs & g@SÒÐGgØi ?ÉÐÔ ) Ð Lk?g . е ?cÉÉchG?gй +ÂâÌÅÏcg@µÐG%Modal Verbs&g@SÒÐGgØi?ÉÐÔ)ÐLk?gе .?cÉÉchG?gй He is falling!7N?cÏcÉÉg?cÐK@kÀй·â Ëg@µ x You/We/They watching. are (not) In 1885, Benz began selling cars. In 1885, Benz began selling cars. In1885, In 1885, Benz began selling cars. 1885, Benz began selling Benz began It could could may might bebe theship ship. In It /// may // /might be ++ ÌÌGMk?gÐËÐÁ?Éй She is learning theselling guitar. cars. 7cars. N?cÏcÉÉg@Llâ ÌÔ·âËg@µ x It could / may / might +7 Mâ MâÌGMk?gÐËÐÁ?Éй could may might be the the the shipship 7 Mâ7 GMk?gÐËÐÁ?Éй In 1885, Benz began selling cars. It could / may / might be the ship + 7 Mâ ÌGMk?gÐËÐÁ?Éй In 1885, Benz began selling cars. In 1885, Benz began selling cars. It could / may / might be the ship + 7 Mâ Ì GMk?gÐËÐÁ?Éй can’t must thethe ship. can't /////must be the ship. 7 ÌÌË@ÌÂð cÐG It may // be might be the Mâ ÌÌGMk?gÐËÐÁ?Éй MâËcg@µÐG 7É?ÉÐKÒÉÉchG?g ÌLo ÏÉÐÁchµd̶ÔÐKÙG 7?cÉÊK@Å?cйÉ?hµÏc@½@ÔѶâ Ëg@µ x could It can't / must be ++ ÐLk?gÏÉÐ ÐLk?gÏÉÐ Itg@ÌkhO could may might beship. the ship 7 Mâ7 GMk?gÐËÐÁ?Éй ItIt can't must be the ship. ship 7 7 ÐLk?gÏÉÐ Ë@ÌÂð̹¹¹Ë@ÌÂð cÐG¹cÐG ·â MâËcg@µÐG 7É?ÉÐKÒÉÉchG?g ·âÌе LoÒÏÉ ÐµÐ¹ ÒÏÉ Ð¹ÏÉÐÁchµd̶ÔÐKÙG ·âÌLo е ÒÏÉ Ð¹ ÏÉÐÁchµd̶ÔÐKÙG MâËcg@µÐG 7É?ÉÐKÒÉÉchG?g It can't / must be the ship. 7 ÐLk?gÏÉÐ ÌË@ÌÂð cÐG I watching? It can't / must be the ship. 7 ÐLk?gÏÉÐ Ì Ë@ÌÂð ¹ cÐG Mâ 7 É?ÉÐKÒÉÉchG?g ·â Ì Lo е ÒÏÉ Ð¹ ÏÉÐÁchµd̶ÔÐKÙG Ë cg@µÐG driving to Silemani It can't must 7ÐLk?gÏÉÐ +?cÉÉchG?gйÏÉ?dË ÉÉgжËcѶâ ÌLoÌqâ ·â Mâ 77É?ÉÐKÒÉÉchG?g It(What) can't // am must be be the the ship. ship. ÐLk?gÏÉÐÌÌË@ÌÂð Ë@ÌÂð¹¹cÐG cÐG We are tomorrow. +?cÉÉchG?gйÏÉ?dË ÉÉgжËcѶâ LoÌÌOOqâÌO ·âÌÌLo Loе еÒÏÉ ÒÏÉй йÏÉÐÁchµd̶ÔÐKÙG ÏÉÐÁchµd̶ÔÐKÙG cg@µÐG MâËËcg@µÐG É?ÉÐKÒÉÉchG?g +?cÉÉchG?gйÏÉ?dË ÉÉgжËcѶâ ÌLoqâ he/she/ it 7 watching? is +?cÉÉchG?gйÏÉ?dËÉÉgжËcѶâ ÌLoÌOqâÌO Lesson 2: 2: Advising + saying what needs to happen Lesson + saying what needs ++?cÉÉchG?gйÏÉ?dË Lesson 2:Advising Advising + you/we/they saying what needs to to happen Lesson 2:are Advising + saying what needs to happen watching? qâÌO ?cÉÉchG?gйÏÉ?dËÉÉgжËcѶâ ÉÉgжËcѶâÌÌLo Loqâ Lesson 2: Advising + saying what needs to happen Past point Action before the happen Lesson 2: Advising + saying what needs to happen Past point Action before the Past point Action before before thethe Lesson 2: Advising + saying what needs to happen Past point Action the point Action before inPast time past point inbefore time Past point Action the in time past point in time Ââ ÌÌÂâ ÅÏcg@µÐG % had better, need to, ought to, should & ÑÁ@µÏg@µ in time past point in time Past point Action before the in time past point in time Ì ÅÏcg@µÐG % had better, need to, ought to, should & ÑÁ@µÏg@µ Ââ ÅÏcg@µÐG % had better, need to, ought to, should & ÑÁ@µÏg@µ point Action before the time p p past ÂâÌÏÉ?h¶Kgʵ ÅÏcg@µÐG% had better, need to, ought to, should &ÑÁ@µÏg@µ Past in past point in time in time point in time p p p p in time past point in time p p point in time ÂâÌÅÏcg@µÐG had better, need to, ought to, should &ÑÁ@µÏg@µin time past ++Ãà ÌÌËÏcÐ]Áѽ@ ÐÐ%]] ÔcÊ_@]ËÃËÏd]Gѽ@Ð]ÔÐ]µM]k?g Ѷ âÌL]o GgÏcÙG Ââ % need to, ought to, & 1896, had soldsold 130 cars. Time ÅÏcg@µÐG +à ËÏcÐ]Áѽ@ Ðbetter, ] ÔcÊ_@]ËÃËÏd]Gѽ@Ð]ÔÐ]µM]k?g ѶâÌÑ]ÂËö L]o hhhÑ]ÂËö hGgÏcÙGBy phe p cars. ÅÏcg@µÐG % had had better, need to,not ought to, should should &ÑÁ@µÏg@µ ÑÁ@µÏg@µ Ѷ Ñ]ÂËö GgÏcÙG By 1896, he had 130 Time Ââ +à IËÏcÐ]Áѽ@ ËÏcÐ]Áѽ@ Ð] ÔcÊ_@]ËÃËÏd]Gѽ@Ð]ÔÐ]µM]k?g ÔcÊ_@]ËÃËÏd]Gѽ@Ð]ÔÐ]µM]k?g ѶâÌâÌL]o L]o Ñ]ÂËö GgÏcÙG p p By 1896, he had sold↓130 Iam > I’m not p p cars. Time ↓ am > I’m +à ËÏcÐ]Áѽ@ Ð] ÔcÊ_@]ËÃËÏd]Gѽ@Ð]ÔÐ]µM]k?g ѶÌâÌÑ]ÂËö L]ohÑ]ÂËö hGgÏcÙG By 1896, he had sold 130 cars. Time + ÒcÑÁ?ÉÐÔÑÁchµÒg@}eÙ½@ÔÙGÂâ Ì ÅÏcg@µÐGÐÁ?i?Êâ oÉÐÔ g@SgØi + à ËÏcÐ]Áѽ@ Ð ] ÔcÊ_@]ËÃËÏd]Gѽ@Ð]ÔÐ]µM]k?g Ѷ Ì â L]o GgÏcÙG By 1896, he had sold 130 cars. Time + ÒcÑÁ?ÉÐÔÑÁchµÒg@}eÙ½@ÔÙGÂâ Ì ÅÏcg@µÐGÐÁ?i?Êâ Ì oÉÐÔ g@SgØi she is not > she isn’t (or: she’s not) +à She ËÏcÐ]Áѽ@ Ð ] ÔcÊ_@]ËÃËÏd]Gѽ@Ð]ÔÐ]µM]k?g Ѷ Ì â L]o Ñ]ÂËö h GgÏcÙG ÒcÑÁ?ÉÐÔÑÁchµÒg@}eÙ½@ÔÙGÂâ ÅÏcg@µÐGÐÁ?i?ÊâÌÌoÉÐÔ oÉÐÔg@SgØi g@SgØi By 1896, he had sold 130 cars. Time ÌÌÅÏcg@µÐGÐÁ?i?Êâ is >++ÒcÑÁ?ÉÐÔÑÁchµÒg@}eÙ½@ÔÙGÂâ She’s Past action Action before the the By 1896, he had sold 130 cars. Time +ÒcÑÁ?ÉÐÔÑÁchµÒg@}eÙ½@ÔÙGÂâ g@SgØi action Action before you’re ++> ÒcÑÁ?ÉÐÔÑÁchµÒg@}eÙ½@ÔÙGÂâ ÌÌÅÏcg@µÐGÐÁ?i?Êâ ÌÌoÉÐÔ g@SgØi Past action Action before the your are not >ÌÅÏcg@µÐGÐÁ?i?Êâ you aren’t (or: not) PastPast action Action before the ÒcÑÁ?ÉÐÔÑÁchµÒg@}eÙ½@ÔÙGÂâ ÅÏcg@µÐGÐÁ?i?Êâ oÉÐÔÌoÉÐÔ g@SgØi Youshould are you’re other past action You (not) feel like that. (shouldn’t) Past action Action before the other past action other past action Past action Action before the other past action Past action Action before the You should (not) feel like that. (shouldn't) Past action Action before the p p p other You should (not) feel like that. (shouldn't) action ppastpast You should (not) feel like that. (shouldn't) p p You should (not) feel like that. (shouldn't) other action p p I(do (do not) need toget getmore more experience. (don’t) other past action IYou not) need to experience. (don’t). Others after Benz had shown the way. Past Action before the should (not) like that. (shouldn't) Lesson 2: Present simple experience. followed p action pshown should (not) like that. (shouldn't) IYou (do not) need tofeel get more (don’t). followed Benz had way. (do not) need tofeel get more experience. (don’t). Others followed afterafter Benz had shown the the way. Others p p should (not) feel like that. (shouldn't) IIYou (do not) need to get more experience. (don’t). Others followed after Benz had shown the way. p p You ought (not) to leave it any longer. (oughtn't) I (do not) need to get more experience. (don’t). You ought (not) to leave it any longer. (oughtn’t) Others followed after Benz had shown the way. other past action ÃËö h GgÏc You ought (not) to leave it any longer. (oughtn't) 7 ÑÂËö h GgÏcÙGÂâ Ì ÅÏcg@µÐGÏc@kÒÉÉchGÐÁ?g IIYou (do not) need to get more experience. (don’t). Others followed after Benz had shown the way. ought (not) to leave it any longer. (oughtn't) (dohad not)better need (not) to getpractise. more experience. (don’t). Others followed after Benz had shown the way. You (You'd ) You ought (not) to leave it any longer. (oughtn't) You You had better (not) practise. (You'd ) basketball. ought (not) to leave it any longer. I/You/We/They play play) You had better (not) practise. (You’d) You had better (not) practise. (You'd ) (oughtn't) ought (not) to leave it(do anynot longer. (oughtn't) I play forBenz a↓ club.shown 7ÏÉÐLâ ÌGÏcÏg@GÉÉc·â Ëothers g@SйhK@Ëiе·â Ëg@µ x After Benz had the the way, followed. ↓way, After shown others followed. After Benz hadhad shown the way, others followed. You had better (not) practise. (You'd ) basketball. plays (does not play) You had better (not) practise. (You'd ) He/She/It You had better (not) practise. (You'd ) After Benz had shown the way, others followed. I Others belong to ahad clubshown +7NÐË@Á?cgÐkÐGÒg@¶Á?ö gÙ}е·â ÌKÐð ¹@W x After Benz way, others followed. followed afterthe Benz had shown the way. Lesson 33 :: can, could and be able to After Benz had shown the way, others followed. Lesson 3 : can, could and be able to Lesson can, could and be able to Lesson 3 : can, could and be able to Lesson 3:3can, could and be to 7?cÉ?h¶Ëg@ËcѶâÌK@µÐ¹ÉÊK@Å?cѶâËg@µ x Lesson : can, could and be able able to Lesson 33 :: can, could and be able to Lesson can, could and be able to g@ÌkhO The flight leaves at 11.30 a.m. 77Ââ can @ÆÁÐK ÒgØiÐG ))?c@Llâ ÌÌÔÑK@µÐ¹Á?ÊKÑÂËö hhGgÏcÙG ÂâÌÅÏcg@µÐG can @ÆÁÐK ÒgØiÐG )?c@Llâ ÌÔÑK@µÐ¹Á?ÊKÑÂËö hGgÏcÙG ÌÌÌ7ÅÏcg@µÐG After Benz had shown the way, others followed. ÅÏcg@µÐG can @ÆÁÐK ÒgØiÐG ?c@Llâ ÔÑK@µÐ¹Á?ÊKÑÂËö GgÏcÙG 7Ââ Ââ ÅÏcg@µÐG can @ÆÁÐK ÒgØiÐG ) ?c@Llâ Ì ÔÑK@µÐ¹Á?ÊKÑÂËö h GgÏcÙG play? I /you/we/they (What) do 7 Ââ Ì ÅÏcg@µÐG can @ÆÁÐK ÒgØiÐG ) ?c@Llâ Ì ÔÑK@µÐ¹Á?ÊKÑÂËö h GgÏcÙG can see that cars bring problems. 7 Ââ Ì ÅÏcg@µÐG can @ÆÁÐK ÒgØiÐG ) ?c@Llâ Ì ÔÑK@µÐ¹Á?ÊKÑÂËö h GgÏcÙG We We can see that cars bring ÂâWe Ìcan ÅÏcg@µÐG can cars @ÆÁÐK ÒgØiÐG problems. )problems. ?c@Llâ ÌÔÑK@µÐ¹Á?ÊKÑÂËö 7We play? hGgÏcÙG can see that cars bring problems. seedoes that cars bring We can see that bring he/she/ it problems. We can see that cars bring problems. We can see that cars bring problems. We can see that cars bring problems. be able tog@]S· âËd] ÁÐÅ ?d] ¶ËjÁѵÐ]ËÉÊK@Å?c Ð ]¹Á?Ê]K Ñ ]ÂËöhÑ GgÏcÙG be able tog@]S· âËd] ÁÐÅ ?d] ¶ËjÁѵÐ]ËÉÊK@Å?c Ð ]¹Á?Ê]K ]ÂËöhGgÏcÙG beÏÉ?h¶Kgʵ able tog@]S· âËd] ÁÐÅ ?d] ¶ËjÁѵÐ]ËÉÊK@Å?c Ð ]¹Á?Ê]K Ñ ]ÂËöh GgÏcÙG be able to g@]S· Ë â d ] ÁÐÅ ?d ] ¶ËjÁѵÐ]ËÉÊK@Å?c Ð ]¹Á?Ê]K Ñ ]ÂËöhGgÏcÙG 7 Ââ Ì ÅÏcg@µÐG be able to g@]S· Ë â d ] ÁÐÅ ?d ] ¶ËjÁѵÐ]ËÉÊK@Å?c Ð ]¹Á?Ê]K Ñ ]ÂËö h GgÏcÙG Ì7ÅÏcg@µÐG Ââ ÌÅÏcg@µÐG bedoable ?d] ¶ËjÁѵÐ]ËÉÊK@Å?c Ñ ]ÂËö hGgÏcÙG 7Ââ not > doesn’tÐ ]¹Á?Ê]K not to > g@]S· don’tâËd] ÁÐÅdoes 7 Ââ ÌÅÏcg@µÐG I can / I'm able to / I'll be able to visit her tomorrow. 7 Ââ Ì ÅÏcg@µÐG I can / I'm be able to visit 7tomorrow. ÂâÌÅÏcg@µÐG I can / I'm ableable to / to I'll/ I'll be able to visit her her tomorrow. I can / I'm able / I'll beable able to her tomorrow. can I’m able to// to / I’ll beable to her tomorrow. visit +visit Ãâher Ëcg@µÐGÏc@kÒÉÉchGÐÁ?g ÑK@µÐ¹@ÆÁÐKеÐËÐÅ‘Stative Verbs’NÐð ¹@WÒg@µ·âËdÁÐÅ IIIcan / /I'm able to I'll be to visit tomorrow. can I'm able to I'll be able to visit her tomorrow. 77/Ââ Ì ÅÏcg@µÐG be able to ÒgØiÐG ) ?c ÉÊK@Å?c йÁ?ÊK ÑÂËö h GgÏcÙG 7 Ââ Ì ÅÏcg@µÐG be able to ÒgØiÐG ) ?c ÉÊK@Å?c йÁ?ÊK ÑÂËö h GgÏcÙG ÂâÌÌÅÏcg@µÐG ÅÏcg@µÐGbe be able able to toÒgØiÐG ÒgØiÐG) )?c ?cÉÊK@Å?c ÉÊK@Å?cйÁ?ÊK йÁ?ÊKÑÂËö ÑÂËöhhGgÏcÙG GgÏcÙG 7Ââ belong like love need want 7ÐÁÊÙG ÌÌ7ÅÏcg@µÐG Ââ ÌÅÏcg@µÐG beable able tooffer ÒgØiÐG )solution. ?cÉÊK@Å?c йÁ?ÊK hGgÏcÙG Engineers will be able to offer a solution. 77Ââ be able to to ÒgØiÐG ) ?c ÉÊK@Å?c йÁ?ÊK ÑÂËö hhÑÂËö GgÏcÙG Ââ ÅÏcg@µÐG be able to ÒgØiÐG ) ?c ÉÊK@Å?c йÁ?ÊK ÑÂËö GgÏcÙG Engineers will be a Engineers will be able to offer a solution. Engineers willAdverbs be able toofoffer a solution. Lesson 3: frequency Engineers will be able to offer a solution. Engineers will be able to offer a solution. Engineers will be able to offer Engineers will beÉ ch]G?gÑK@]µÐ¹ÑLp}ѵÏÊâ able to offeraasolution. solution. 7ÄÐÁ@½ÐÔÄ@ÌÁ@µÏg@ËcÏg@¶ð ¹ÏÉ@Ô ÐµÏi?Êâ Ì ]oÉÉcgÐ]Å)?cÉ ÌoÐGÁ?ÊKÑÂËö hGgÏcÙG еÏi?Êâ Ì]oÉÉcgÐ]Å)?cÉ É ch]G?gÑK@]µÐ¹ÑLp}ѵÏÊâ ÌoÐGÁ?ÊKÑÂËö hGgÏcÙG еÏi?Êâ Ì]oÉÉcgÐ]Å)?cÉ É ch]G?gÑK@]µÐ¹ÑLp}ѵÏÊâ ÌoÐGÁ?ÊKÑÂËö hGgÏcÙG always usually often sometimes never еÏi?Êâ Ì ]oÉÉcgÐ]Å)?cÉ É ch]G?gÑK@]µÐ¹ÑLp}ѵÏÊâ Ì oÐGÁ?ÊKÑÂËö hGgÏcÙG 7 Ââ Ì ÅÏcg@µÐG еÏi?Êâ Ì ]oÉÉcgÐ]Å)?cÉ É ch]G?gÑK@]µÐ¹ÑLp}ѵÏÊâ Ì oÐGÁ?ÊKÑÂËö h GgÏcÙG Ì7ÅÏcg@µÐG Ââ ÌÅÏcg@µÐG еÏi?ÊâÌ]oÉÉcgÐ]Å)?cÉÉ ch]G?gÑK@]µÐ¹ÑLp}ѵÏÊâÌoÐGÁ?ÊKÑÂËö hGgÏcÙG 7ÂâË dÁÐÅÀÞÐG 7 ÐÁÊÙG ) Ã Ë â cg@µÐGrÊK@Å?cÉÉÉchG?gâ ¼ Ð}йg@S·â )ÃâËcg@µÐGÏc@kÒÉÉchGÐÁ?gâ¼Ð}йÒgØiÐGÐÁ?g@¶ð¹ÏÉ@ÔÀÐÔ x Ì7ÅÏcg@µÐG ÂâÌÅÏcg@µÐG Only richrich people could / were ableable to afford them. 77Ââ Only people could / were to afford them. Ââ ÌÅÏcg@µÐG Only rich people could / were able to afford them. I often played computer I was young . Only rich people couldgames / were when ableafford to afford them. Only could Only rich people could were able totoafford them. Onlyrich richpeople people could// /were wereable ableto affordthem. them.hGgÏcÙG 77?cÉÉchG?gйMo¸ÐËÑÁ?d½@ÐÔÙGÁ?ÊKÑÂËö 7?cÉÉchG?gйMo¸ÐËÑÁ?d½@ÐÔÙGÁ?ÊKÑÂËö hGgÏcÙG ?cÉÉchG?gйMo¸ÐËÑÁ?d½@ÐÔÙGÁ?ÊKÑÂËö GgÏcÙG 7?cÉÉchG?gйMo¸ÐËÑÁ?d½@ÐÔÙGÁ?ÊKÑÂËö hhGgÏcÙG 7 ?cÉÉchG?gйMo¸ÐËÑÁ?d½@ÐÔÙGÁ?ÊKÑÂËö hGgÏcÙG Lesson 4: Past simple 7 ?cÉÉchG?gйMo¸ÐËÑÁ?d½@ÐÔÙGÁ?ÊKÑÂËö h GgÏcÙG Negative: I couldn't / wasn’t able to stop. 7?cÉÉchG?gйMo¸ÐËÑÁ?d½@ÐÔÙGÁ?ÊKÑÂËö hGgÏcÙG I couldn't / wasn’t to stop. Negative: I couldn't couldn't / wasn’t wasn’t ableable to stop. stop. Negative: Negative: I / able to ÃËöNegative: hGgÏc IIwas couldn't / wasn’t able to stop. ableable to stop fast enough. Positive: Negative: // /wasn’t able to Positive: IIwas to stop fast Positive: IIwas able to stop fast enough. Negative: Icouldn't couldn’t wasn’t able tostop. stop. Negative: couldn't wasn’t able toenough. stop. moved(did not move) to America. ÑÁ@ÂâÌÅg@µÐGÐGN?cÏcÉÉgg@SgØiеÃËöGgÏc·âËg@µÁ?ÊKÏc I could stop fast enough.(X) I /Positive: You I/I could We/They was able tofast stop fast enough. was able to stop fast enough. Positive: II could stop enough.(X) stop fast enough.(X) I could stop fast enough.(X) I was able to stop fast enough. Positive: to America. moved (did not move) Positive: I was able to stop fast enough. I could stop He/ She/I could It I could ÉÉ@w(used to fast enough.(X) stopstop fast I could fast enough.(X) enough.(X) fast enough. ( X stop ) Òg@ÌkhO (When) did did ÏÉ?h¶Kgʵ did not >didn’t x I/ you / we/ they move he/ she/ it move to America? to America? x I used to play computer games(a lot) when I was young ?dâËgÐÁÑKÐð¹@WйÏhKÑÁ@µÐÁ@½h­¸ÏÉused to I didn’t use to play computer games (much) when I was young. 18 18 18 14 18 18 18 18 9780230727564.Text.indd 18 4/5/10 10:22:00 ÃËögÊ`â̹ÒÏÉÐÁch¶Ì±@K driving test ÑË@GÏg@µ electric É@µ@ÁйÑÁ@LkÏÉ emergency (stop) emission 2 VOCABULARY ÅB¶ÑqÊ 2 VOCABULARY ÅB¶ÑqÊ 2 VOCABULARY ÅB¶ÑqÊ 2 VOCABULARY ÅB¶ÑqÊ 2 ÅB¶ÑqÊ VOCABULARY afford VOCABULARYÅB¶ÑqÊ afford 2 VOCABULARY VOCABULARY ÅB¶ÑqÊmotorbike ÃËöhµÒ@Á?ÊKÑÁÉÊGÐÅ ÃËöhµÒ@Á?ÊKÑÁÉÊGÐÅ examiner Language Ä?cgÏc focus ÏÉÐÁch¶Ì±@KÒgÏd½@ÐÔ passenger petrol pickup pollution power exhaust »ÌH½ÙKÙÔÒiØj}ÐÔ production (line) motorbike »Ì¶kö gÙK@½ quite a »Ì¶kögÙK@½ factory Ð}g@µ afford ÃËöhµÒ@Á?ÊKÑÁÉÊGÐÅ motorbike »Ì¶kö gÙK@½ afford for motorbike apply for noisy apply noisy afford ÃËöhµÒ@Á?ÊKÑÁÉÊGÐÅ »Ì¶kögÙK@½ afford /əˈfɔːd/ /ˈnɒɪzi/ Ächµ?É?c motorbike ÁÏcÐïÁÏcö hO (phr used to show that sth i Ächµ?É?c ÁÏcÐïÁÏcö hO ÃËönoisy hµÒ@Á?ÊKÑÁÉÊGÐÅ »Ì¶kögÙK@½ 2 VOCABULARY ÅB¶ÑqÊ afford motorbike again and again /phonetics/expapply for like /phonetics/prep ÃËöhµÒ@Á?ÊKÑÁÉÊGÐÅ »Ì¶kö gÙK@½ g@SÒ?Écйg@Snoisy ¸ÏÉ Ächµ?É?c noisy ÁÏcÐïÁÏcö hO four by four (4x4) g?ÊwÐGg?Êw apply for atmosphere ought to atmosphere to?ÉÐÅÐ}gÐG apply for Ächµ?É?c ought ÁÏcÐïÁÏcö ÐLlËÊâhÌO realise ought to /ˈɔːt noisy ˌtʊ/ to apply for /əˈplaɪ fɔː/ ?ÉÐÅÐ}gÐG ÐLlËÊâhÌO Ächµ?É?c ÁÏcÐïÁÏcö apply for noisy atmosphere ought Ächµ?É?c ÁÏcÐïÁÏcö hÌO reliable/reliably afford motorbike ?ÉÐÅÐ}gÐG ÐLlËÊâ ahead (of ) / phonetics/prep local time /phonetics/phr ÃËöhµÒ@Á?ÊKÑÁÉÊGÐÅ »Ì¶kö gÙK@½ qâÌOй Ù_É@ÁÑK@µ fuel (cell) ÑË@GÏg@µ ÑÁнÐKÊk atmosphere ought to?ÉÐÅÐ}gÐG carbon dioxide oxygen carbon dioxide oxygen atmosphere ought to ?ÉÐÅÐ}gÐG ÐLlËÊâ Ì O ÄÙGg@µÒdÌlµÙÔÀÏÉÉc TlµÙÔ ÄÙGg@µÒdÌlµÙÔÀÏÉÉc TlµÙÔ oxygen /ˈɒksɪdʒ(ə)n/ atmosphere /ˈætməsˌfɪə/ ÐLlËÊâ ÌO atmosphere ought carbonfor dioxide oxygento ?ÉÐÅÐ}gÐG ÐLlËÊâhÌOO rotor apply noisy ÄÙGg@µÒdÌlµÙÔÀÏÉÉc TlµÙÔ Ächµ?É?c ÁÏcÐïÁÏcö get off a.m / phonetics / abb meet /phonetics/v ÃËiÐG?c carbon dioxide oxygen comfort pass (= succeed in a test) Øö g ÏÊÌ Áqâ Ì O Mâ Ë ÉеÏdâ Ì OÒÉ@w comfort pass (= succeed in a test) carbon dioxide oxygen ÄÙGg@µÒdÌlµÙÔÀÏÉÉc TlµÙÔ NÐWÏg)gÐÂâ Ì kÐW ÄÉÊwgÏc NÐWÏg)gÐÂâÌkÐWÄÙGg@µÒdÌlµÙÔÀÏÉÉc ÄÉÊwgÏc TlµÙÔ pass (= succeed insucceed a test) /pæs/ carbon dioxide /ˌkɑːbən daɪˈɒksaɪd/ carbon comfortdioxide pass (=to in a test) ÄÙGg@µÒdÌlµÙÔÀÏÉÉc TlµÙÔ atmosphere ought NÐWÏg)gÐÂâ ÌkÐW oxygen ÄÉÊwgÏc ?ÉÐÅÐ}gÐG ÐLlËÊâ ÌO run (=operate) go well Mk?g comfort pass (= succeed in a test) driving test passenger driving test passenger comfort pass (= succeed in a test) arrive /phonetics/v nationality /phonetics/n NÐWÏg)gÐÂâ Ì kÐW ÄÉÊwgÏc ÃËö g Ê`â Ì ¹ÒÏÉÐÁch¶Ì±@K gЭÐÁ)g?ÊHâ Ëg ÃËö g Ê`â Ì ¹ÒÏÉÐÁch¶Ì±@K gЭÐÁ)g?ÊHâ Ë g NÐWÏg)gÐÂâ Ì kÐW ÄÉÊwgÏc passenger /ˈpæsɪndʒə/ comfort /ˈkʌmfət/ Ñ â SÐK@}Ïc ÏÉÐKÐÁ comfort pass (= succeed in a test) driving dioxide test passenger NÐWÏg)gÐÂâ Ì kÐW ÄÉÊwgÏc carbon oxygen ÃËö g Ê`â Ì ¹ÒÏÉÐÁch¶Ì±@K gЭÐÁ)g?ÊHâ Ëg silver ÄÙGg@µÒdÌlµÙÔÀÏÉÉc TlµÙÔ go wrong Ðð ¹ ÐÅ driving test passenger electric petrol electric ˌtest/ driving test ÃËögÊ`â̹ÒÏÉÐÁch¶Ì±@K passenger gЭÐÁ)g?ÊHâ ËgжËgÐ_)gЭÐÁ)g?ÊHâ ÑË@GÏg@µ ÃËjÁÐG ÑË@GÏg@µ ÃËjÁÐG ÃËöpetrol gÊ`â Ìnearly ¹ÒÏÉÐÁch¶Ì±@K Ëg petrol /ˈpetrəl/ driving /ˈdraɪvŋ attach test / phonetics/v / phonetics / adv driving test passenger N@µÏc zâ Ì OÉ@Å ÒжËjÁ electric petrol ÃËö g Ê`â Ì ¹ÒÏÉÐÁch¶Ì±@K gЭÐÁ)g?ÊHâ Ëg slow down comfort (= what! succeed in a test) ÑË@GÏg@µ ÃËjÁÐG NÐWÏg)gÐÂâ ÌkÐW pass ÄÉÊwgÏc Guess ÐÂâ Ì HÌð ¹ ÐÅ ÐÁ?jG electric petrol emergency (stop) pickup emergency (stop) pickup electric petrol ÑË@GÏg@µ ÃËjÁÐG É@µ@ÁйÑÁ@LkÏÉ % ¼ â @KÐGMpOѺÌH½ÙKÙÔ & J@¶ÌO É@µ@ÁйÑÁ@LkÏÉ % ¼ â @KÐGMpOѺÌH½ÙKÙÔ & J@¶ÌO ÑË@GÏg@µ ÃËjÁÐG pickup /ˈpɪkʌp/ electric /ɪˈlektrɪk/ electric emergency pickup born (be) / phonetics/adj /phonetics/n ÑË@GÏg@µ petrol ÃËjÁÐG driving test (stop) passenger ÄÉÊG·Ë?cй NÉÐÁ É@µ@ÁйÑÁ@LkÏÉ %â¼@KÐGMpOѺÌH½ÙKÙÔ &J@¶ÌO ÃËöpickup gÊ`âÌoil ¹ÒÏÉÐÁch¶Ì±@K Ëg solution ghost ÊâgЭÐÁ)g?ÊHâ Ì_)ÑË@½g emergency (stop) emission (stop) É@µ@ÁйÑÁ@LkÏÉ pollution emission emergency pickup %â¼@KÐGMpOѺÌH½ÙKÙÔ &J@¶ÌO Ä?cgÏc/pəˈluːʃn/ ÄÉÊGmÌO Ä?cgÏc pollution ÄÉÊGmÌO É@µ@ÁйÑÁ@LkÏÉ %â¼@KÐGMpOѺÌH½ÙKÙÔ &J@¶ÌO@K pollution emergency (stop) /ɪˈmɜːdʒ(ə)nsi (stɒp)/ emergency (stop) pickup emission pollution É@µ@ÁйÑÁ@LkÏÉ % ¼ â @KÐGMpOѺÌH½ÙKÙÔ & J@¶ÌO electric petrol Ä?cgÏc ÄÉÊGmÌO Bye (Goodbye) /phonetics/abbemission parent /phonetics/n ÃËjÁÐG â¼Ð}йN ¸É@GÉÄÉÊGmÌO had better jâÏo@G?É emission pollution ÑË@GÏg@µ examiner ÏÉÐÁch¶Ì±@KÒgÏd½@ÐÔ power examiner power Ä?cgÏc?Ê_ ÄÉÊGmÌO ÏÉÐÁch¶Ì±@KÒgÏd½@ÐÔ Ì·Ë?c Å)@Á?ÊK station jâÌÅ)@Á?ÊK powerÄ?cgÏc /ˈpaʊə/pollution emission /ɪˈmɪʃn/ emission pollution examiner (stop) power Ä?cgÏc ÄÉÊGmÌO emergency pickup ÏÉÐÁch¶Ì±@KÒgÏd½@ÐÔ jâ Ì Å)@Á?ÊK É@µ@ÁйÑÁ@LkÏÉ %â¼@KÐGMpOѺÌH½ÙKÙÔ &J@¶ÌO helicopter (line) can't wait / phonetics/exp penfriend gÐLOÙ¶ examiner power exhaust ÏÉÐÁch¶Ì±@KÒgÏd½@ÐÔ production N@¶GÄ?Éö gÏÉ@wMâÌÁ?ÊK@Á É@Å exhaust production (line) /phonetics/n examiner power jâÌÅ)@Á?ÊK »ÌH½ÙKÙÔÒiØj}ÐÔ Æ½ÐÅgÐGÒ &â̹»ÐÅ âÌÅ tractor »ÌH½ÙKÙÔÒiØj}ÐÔ %Ä@ÂâÌƽÐÅgÐGÒ &â»âÌÅ %Ä@ÂâÌн@ÁÑâ ÏÉÐÁch¶Ì±@KÒgÏd½@ÐÔ jâËÌögÅ)@Á?ÊK production (line) /prəˈdʌkʃn/ examiner /ɪgˈzæmɪnə/ examiner power exhaust production (line) ÏÉÐÁch¶Ì±@KÒgÏd½@ÐÔ jâ Ì Å)@Á?ÊK emission pollution »ÌH½ÙKÙÔÒiØj}ÐÔ % Ä@Ââ Ì Æ½ÐÅgÐGÒ & â » âÌÅ trailer Ä?cgÏc ÄÉÊGmÌO hovercraft (line) exhaust production (line) exhaust production cousin /phonetics/n picnic »ÌH½ÙKÙÔÒiØj}ÐÔ %Ä@ÂâÌƽÐÅgÐGÒ &â»âÌÅ %Ä@ÂâÑLoейжâ factory /phonetics/n Ð}g@µ used quite a to Ä?hËÐk ÒÉ?ÉÐKÐG factory Ð}g@µ quite a ÒÉ?ÉÐKÐG »ÌH½ÙKÙÔÒiØj}ÐÔ ÌƽÐÅgÐGÒ &ËâgÙS »âÌÅ ?iÙ½@Ô quite a (phr show that sth exhaust /ɪgˈzɔːst/ exhaust production (line) »ÌH½ÙKÙÔÒiØj}ÐÔ % Ä@Ââ Ì Æ½ÐÅgÐGÒ & â » âÌÅ truck examiner factory Ð}g@µ power quite a to ÒÉ?ÉÐKÐG ÏÉÐÁch¶Ì±@KÒgÏd½@ÐÔ ÌÅ)@Á?ÊK hybrid used or show that sth is unusual or interesting) i?ÊâÌjâoNÉÊS used show that sth is(phr unusual interesting) (phr factory Ð}g@µ quite a to ÒÉ?ÉÐKÐG is unusual or interesting) /ˈkwaɪt ə/ factory Ð}g@µ quite a ÒÉ?ÉÐKÐG plan / difference / phonetics/n phonetics / v/n factory /ˈfæktri/ Ä@Á?cÄÛO ) Mâ Ì ÁÏc?cÄÛO used show that sth is unusual or interesting) (phr Òi?É@ÌSrealise factory Ð}g@µ production quite a to ÒÉ?ÉÐKÐG four by four (4x4) g?ÊwÐGg?Êw realise four by four (4x4) exhaust (line) g?ÊwÐGg?Êw Á?jâ Á?jâÌO %Ä@ÂâÌƽÐÅgÐGÒ &â»âÌÅO upset hydrogen (phr»ÌH½ÙKÙÔÒiØj}ÐÔ used to show that sth isrealise unusual interesting) used or to show that sth is unusual or interesting) (phr SØgdË@Å four by four (4x4) realise /ˈrɪəˌlaɪz/ g?ÊwÐGg?Êw Á?jâÌO (phr used to show that sth is unusual or interesting) n four by four (4x4) /ˌfɔː baɪ ˈfɔː/ during / phonetics/prep p.m abb four (cell) by four (4x4) realise fuel (cell) reliable/reliably fuel reliable/reliably four by four (4x4) realise ÒÏÉ@½Ð¹ Øö g ÏÊÌÁr@O g?ÊwÐGg?Êw Á?jâ Ì O ÑË@GÏg@µ ÑÁнÐKÊk ÐÁ@¾L½Ñâ ÌÌSO vehicle ÑË@GÏg@µ ÑÁнÐKÊk ÐÁ@¾L½Ñâ Ì S g?ÊwÐGg?Êw Á?jâ factory Ð}g@µ reliable/reliably quite ÒÉ?ÉÐKÐG leave a(= abandon) four by four (4x4) @ÂâÌÅi?É fuel (cell) g?ÊwÐGg?Êw ÄÁ?jâ ÑË@GÏg@µ ÑÁнÐKÊk realise ÐÁ@¾L½Ñâ ÌÌSO reliable/reliably /rɪˈlaɪəbl / rɪˈlaɪəbli/ fuel (cell) /fjuːl (sel)/ used to show that sth is unusual or interesting) (phr fueloff (cell) reliable/reliably get off rotor get fuel (cell) ÑË@GÏg@µÑÁнÐKÊk ÌS ÃËiÐG?c reliable/reliably ÐÁ?ÉgÐO ÃËiÐG?c ÐÁ?ÉgÐO engineer / phonetics/n PS(postscript) /phonetics/abbÐÁ@¾L½Ñâ rotor ÑË@GÏg@µ ÑÁнÐKÊk ÐÁ@¾L½Ñâ ÌS wheel g@Ëi?dÁÐÔ jâ Ë É?gÐ O maker fuel (cell) reliable/reliably gжLkÉgc adj/adv get off rotor ÑË@GÏg@µ ÑÁнÐKÊk ÐÁ@¾L½Ñâ ÌÌSO four by four (4x4) ÃËiÐG?c realise ÐÁ?ÉgÐO g?ÊwÐGg?Êw Á?jâ get off /ˈget ˌɒf/ getwell off rotor go well run (=operate) go run (=operate) get off rotor ÃËiÐG?c ÐÁ?ÉgÐO Mk?g rotor N@µÏcg@µ Mk?g N@µÏcg@µ ÃËiÐG?c ÐÁ?ÉgÐO manage worker reply gate / phonetics/n /phonetics/v/n get off ÏÉÐÁ? c ÀÞÉ ) ÏÉÐK?cÏcÀÞÉ ÄchGÏÊâ Ë g ö Ïi?ÉgÏc go well run (=operate) rotor /rəʊtə/ ÃËiÐG?c ÐÁ?ÉgÐO fuel (cell) Mk?g reliable/reliably N@µÏcg@µ silver ÑË@GÏg@µ ÑÁнÐKÊk ÐÁ@¾L½Ñâ ÌÐGS go well /ˌgəʊ ˈwel/ run (=operate) wrong silver go well wrong go well run (=operate) Mk?g N@µÏcg@µ Ðð¹ÐÅ run ÒÊËi Ðð¹ÐÅ ÒÊËi Mk?g N@µÏcg@µ model go (=operate) gÙS go well wrong silver Mk?g N@µÏcg@µ run (= /phonetics/v/n operate) /rʌn/ ahead/ˌgəʊ / phonetics/v score get off Ðð¹ÐÅ rotor ÒÊËi ÉʽgЭslow Ächµg@½ÙK)N@µÏc g@½ÙK ÃËiÐG?c ÐÁ?ÉgÐO gogowrong ˈrɒŋ/ go wrong silver Guess what! slow down Guess what! down go wrong silver Ðð ¹ ÐÅ ÒÊËi ÐÂâ Ì HÌð ¹ ÐÅ ÐÁ?jG ÏÉÐÁch¶o?Êâ ÌÅ ÐÂâ Ì HÌð ¹ ÐÅ ÐÁ?jG ÏÉÐÁch¶o?Êâ Ì Å Ðð¹ÐÅ silver gÒÊËi moped go wrong ÙK@½ ¸ÉÊxGѺ̶kö Guess slow(=operate) down Ðð¹ÐÅ /phonetics/v/n ÒÊËi scooter /ˈskuːtə/ go wellwhat! run ÐÂâÌHÌð¹ÐÅMk?g ÐÁ?jG ÏÉÐÁch¶o?Êâ ÌÅ N@µÏcg@µ Goodwhat! to meet you /phonetics/ exp skateboard MÂÌÂÌGÐG¿ð ¹ @XoÙ_ ÐÂâ Ì ¶l̺_ÐL_ÐK Guess /ˌges ˈwɒt/ Guess what! slowdown ghost what! solution ghost Guess down ÐÂâ ¹ÐÅÐÁ?jG@K solution ÏÉÐÁch¶o?Êâ ÌÅ ÊâÌÌHÌð_)ÑË@½g gÐkÏg@w ÊâÌÌHÌð_)ÑË@½g gÐkÏg@w ÐÂâ ¹ÐÅÐÁ?jG@K slow ÏÉÐÁch¶o?Êâ ÌÅ motor Guess what! slow down Ë ÉjG gÐÂâ ghost solution ÐÂâ ¹ÐÅ ÐÁ?jG ÏÉÐÁch¶o?Êâ ÌÅ silver /ˈsɪlvə/ go wrong ÊâÌÌHÌð_)ÑË@½g @K silver gÐkÏg@w Ðð ¹ ÐÅ ÒÊËi ghost grade/gəʊst/ / phonetics/n suggest /phonetics/v ghost solution had better station had better ghost Ì O ËÉ ÊâÌ_)ÑË@½g gÐkÏg@w Ïo@G?É@K solution gÐkÏg@w ÐïLlâ Ïo@G?É@K¼ÙOstationÊâÌ_)ÑË@½g ÐïLlâËÉ N@µÏcg@ÌÂpâ ghost solution had better station Êâ Ì _)ÑË@½g @K gÐkÏg@w slow ˈdaʊn/ what! slow down Ïo@G?É ÐïLlâÌËÅÉ ÐÂâÌHÌðdown ¹ÐÅ ÐÁ?jG /ˌsləʊ ÏÉÐÁch¶o?Êâ had /hæd ˈbetə/ phr Guess had better station helicopter tractor helicopter had better Ïo@G?É ÐïLlâ ËÉ gÐLOÙ¶ ̹ÐÅ station gÙLµ?hK gÐLOÙ¶ ̹ÐÅ gÙLµ?hK Hi!better / phonetics/exp team /phonetics/n Ïo@G?É ÐïLlâ ËÉ ÑÁÙwtractor QÌK had better station helicopter tractor Ïo@G?É ÐïLlâ ËÉ solution /səˌluːʃn/ ghost solution ̹ÐÅ@K gÙLµ?hK ÊâÌgÐLOÙ¶ _)ÑË@½g gÐkÏg@w helicopter /ˈhelɪˌkɒptə/ helicopter tractor hovercraft trailer hovercraft trailer helicopter tractor gÐLOÙ¶ ̹ ÐÅ gÙLµ?hK ÑLoейжâ Ë gÙS gÙLµ?hKÑLpOÒÐÁ@GÏgÐ¥ ÑLoейжâËÉÉiÏg@Ô gÙS gÐLOÙ¶ ̹ÐÅ tractor gÙLµ?hKÑLpOÒÐÁ@GÏgÐ¥ N@µÏcMoÐ} gÙLµ?hK interest / phonetics/v/n travel /phonetics/v helicopter hovercraft trailer gÐLOÙ¶ ÐÅ Help gÙLµ?hK To English as it’s)ËÉ had better station nYou Study (Note: Keep station /ˈsteɪʃn/ ÑLoейжâ Ë̹gÙS gÙLµ?hKÑLpOÒÐÁ@GÏgÐ¥ Ïo@G?É ÐïLlâ hovercraft trailer hybrid truck hovercraft /ˈhɒvəˌkræft/ hybrid hovercraft ÑLoейжâ ËgÙS truck gÙLµ?hKÑLpOÒÐÁ@GÏgÐ¥ i?ÊâÌoNÉÊS ÒgÙ¹ i?ÊâÌoNÉÊS ÒgÙ¹ gÙLµ?hKÑLpOÒÐÁ@GÏgÐ¥ ÑLoейжâ ËgÙS trailer hovercraft trailer hybrid truck ÑLoейжâ Ë/phonetics/v gÙLµ?hKÑLpOÒÐÁ@GÏgÐ¥ internet /phonetics/n used to/ˈtæktə/ helicopter i?ÊâgÐLOÙ¶ ÌoNÉÊS tractor MâÌÁgÐLÂÌÔupset Mâ ËcÒgÙ¹ ?g ̹gÙS ÐÅ tractor gÙLµ?hK hybrid hydrogen hybrid /ˈhaɪbrɪd/ hydrogen hybrid truck i?ÊâSØgdË@Å ÌoNÉÊS truck ÒgÙ¹ g?jâÌG g?jâÌG i?ÊâSØgdË@Å ÌoNÉÊS upset ÒgÙ¹ hybrid truck hydrogen upset i?Êâ Ì oNÉÊS ÒgÙ¹ hovercraft trailer SØgdË@Å g?jâÌG trailer /ˈtreɪlə/ ÑLoейжâ ËgÙS gÙLµ?hKÑLpOÒÐÁ@GÏgÐ¥ leave / phonetics/v vacation /phonetics/n MâÄÌ@ÂâðºâËÌcÅi?É âÑSÐGvehicle ÉÊpO hydrogen upset leave (= abandon) vehicle leave (= abandon) hydrogen hydrogen /ˈhaɪdrədʒən/ SØgdË@Å g?jâ Ä@ÂâÌÅi?É upset ̽@ÔÌG ÏÉÐÂLk?Ê}Òhâ ̽@ÔÌG ÏÉÐÂLk?Ê}Òhâ SØgdË@Å g?jâ hydrogen upset leave (= abandon) vehicle SØgdË@Å g?jâ hybrid truck Ä@ÂâÌÅi?É/phonetics/n ÏÉÐÂLk?Ê}Òhâ ̽@ÔÌG truck /trʌk/ i?ÊâÌoNÉÊS ÒgÙ¹ let (let’s) /phonetics/v waterfall leave (= abandon) vehicle maker(= abandon) wheel maker wheel leave vehicle leave (= abandon) /liːv/ +++ оâ Ì Ô@G Ðï ¡ @K Ä @Ââ Ì Åi?É ÏÉÐÂLk?Ê}Òhâ Ì ½@Ô gжLkÉgc Ð_gÐw)жxâ ÌO gжLkÉgc Ð_gÐw)жxâÌO ÏÉÐÂLk?Ê}Òhâ̽@Ô Ä@ÂâÌÅi?É vehicle leave (= abandon) maker wheel Ä@ÂâÌÅi?É upset ÏÉÐÂLk?Ê}Òhâ ̽@Ô hydrogen SØgdË@Å gжLkÉgc Ð_gÐw)жxâ ÌOG upset /ˌʌpˈset/ g?jâ maker wheel ÄchGÏÊâ manage manage maker wheel maker /ˈmeɪkə/ gжLkÉgc Ð_gÐw)жxâ ÌO ËögÐG worker g@¶âËhµ ÄchGÏÊâ ËögÐG worker g@¶âËhµ gжLkÉgc Ð_gÐw)жxâ ÌO maker wheel manage gжLkÉgc Ð_gÐw)жxâ ÌO leave (= abandon) vehicle ÄchGÏÊâ ËögÐG worker g@¶âÌ˽@Ô hµ vehicle /ˈviːkl/ Ä @Ââ Ì Åi?É ÏÉÐÂLk?Ê}Òhâ manage worker model model manage manage /ˈmænɪdʒ/ ÄchGÏÊâgÙS ËögÐG g@¶âËhµ ÄchGÏÊâgÙS ËögÐG worker g@¶âËhµ manage worker model ÄchGÏÊâ Ë g ö ÐG g@¶â Ë hµ maker gÙS wheel wheel /wiːl/ gжLkÉgc Ð_gÐw)жxâÌO model moped moped model model (= type of car) /ˈmɒd(ə)l/ gÙS ¸ÉÊxGѺ̶kögÙK@½ ¸ÉÊxGѺ̶kögÙK@½ gÙS model moped gÙS manage gÙK@½ ¸ÉÊxGѺ̶kö ÄchGÏÊâ/ˈwɜːkə/ ËögÐG worker g@¶âËhµ ABULARY ÅB¶ÑqÊ worker moped motor motor moped g ÙK@½ ¸ÉÊxGѺ̶kö ËÉjG gÐÂâgÙK@½ motor /ˈməʊtə/ gÐÂâËÉjG ¸ÉÊxGѺ̶kö moped motor ¸ÉÊxGѺ̶kö model ËÉjG gÐÂâgÙK@½ gÙS motor motor motorbike ËÉjGit’s) gÐÂâ /ˈməʊtəˌbaɪk/ gÐÂâËÉjG ÃËömotorbike hµÒ@Á?ÊKÑÁÉÊGÐÅ »Ì¶kö gÙK@½ To Help You Study (Note: Keep English as motor ËÉjG gÐÂâgÙK@½ moped ¸ÉÊxGѺ̶kö Ächµ?É?c noisy ÁÏcÐïÁÏcöhO motor gÐÂâËÉjG ?ÉÐÅÐ}gÐG ought to ÐLlËÊâ ÌO English as it’s) To Help You Study (Note: Keep 22 de To Help You Study (Note: Keep English as it’s) To Help You Study (Note: Keep English as it’s) oxygen ÄÙGg@µÒdÌlµÙÔÀÏÉÉc as TlµÙÔ To Help You STUDY Study (Note:You Keep English it’s) To Help Study (Note: Keep English as it’s) 3 TO HELP YOU To Help You Study (Note: Keep English as it’s) NÐWÏg)gÐÂâÌkÐW stop) pollution ÄÉÊwgÏc 1 When you learn newTowords andStudy expressions, note any common contracted forms. Help You (Note: Keep ÃËögÊ`â̹ÒÏÉÐÁch¶Ì±@K passenger gЭÐÁ)g?ÊHâ Ëg English as it’s) You ought not to … > You oughtn’t to … ÑË@GÏg@µ petrol ÃËjÁÐG I had better … > I’d better … pickup É@µ@ÁйÑÁ@LkÏÉ %â¼@KÐGMpOѺÌH½ÙKÙÔ&J@¶ÌO Ä?cgÏc (4x4) pass (= succeed in a test) 19 19 19 19 19 19 ÄÉÊGmÌO 19 2 When you see contracted forms, be sure that you know the full forms. ÏÉÐÁch¶Ì±@KÒgÏd½@ÐÔ power jâÌÅ)@Á?ÊK I’d like to go. > I would like to go. production (line) »ÌH½ÙKÙÔÒiØj}ÐÔ %Ä@ÂâÌƽÐÅgÐGÒ&â»Ìâ Å I’d better go. > I had better go. Ð}g@µ quite a ÒÉ?ÉÐKÐG to show that broken sth is unusual> or It interesting) (phr used The light doesn’t work. It’s is broken. g?ÊwÐGg?Êw realise Á?jâÌO The rock fell onreliable/reliably him. It’s broken his leg. > It has broken his leg. ÑË@GÏg@µÑÁнÐKÊk ÐÁ@¾L½ÑâÌS ÃËiÐG?c rotor ÐÁ?ÉgÐO but we often do not in writing. You can use them: 3 We usually use contracted forms in speaking, Mk?g N@µÏcg@µ • to write a dialogue silver Ðð¹ÐÅ ÒÊËi • to write informally, e.g. a letter to a friend. ÐÂâÌHÌð¹ÐÅÐÁ?jG slow down ÏÉÐÁch¶o?ÊâÌÅ However, yousolution should use full forms to write formally, e.g. an essay or a formal letter. run (=operate) ÊâÌ_)ÑË@½g@K Ïo@G?É gÐLOٶ̹ÐÅ ÑLoейжâËgÙS i?ÊâÌoNÉÊS 9780230727564.Text.indd 19 SØgdË@Å gÐkÏg@w station tractor trailer truck upset ÐïLlâËÉ gÙLµ?hK 15 19 gÙLµ?hKÑLpOÒÐÁ@GÏgÐ¥ ÒgÙ¹ g?jâÌG 4/5/10 10:22:19 3 lessons 1&2 oUr chanGinG cLimate The weather has been changing. tense markers • present perfect continuous a A LISTEN AND DO b 1 Listen to Part 1. Listen for words 1–12 and note their numbers as you hear them. Noun Adjective 1 cloud 2 cloudy 3 ice 4 icy 5 rain 6 rainy 7 snow 8 snowy 9 sun 10 sunny 11 wind 12 windy 2 Copy the table. Then listen to Part 2 to complete it. Temperatures: °C (degrees Celsius) Wind speeds: mph (miles per hour) B GRAMMAR c Japan d 3–5° south-west north-east ___ – ___ ___ – ___ ___ – ___ ___ – ___ Tense markers with the past simple 1 It was really wet yesterday evening. 2 yesterday 3 the day before yesterday 4 the (month) before last 5 (a week) ago 6 back in (the spring) Tense markers with the present perfect a It has rained up here in the north today. b during / in the past / last (week) e not … yet f for the last / past (few days) g since (last January) Britain 14–15° 3 Make statements from A1 and A2 above. A1 (Yesterday), it was … / there was some … in (the north of Japan). (Recently), it has been … / there has … in … A2 Tomorrow, in south-west England, (temperatures) will be from … to … / as high as … / up to … C SPEAK 7 last (night) d already Italy 2 Listen again for more examples. Find them in 2–7 and b–g above. p26 1 Look. c just Iraq 1 1 2 3 Talk about the weather in Kurdistan. Talk about the weather last week. Explain the weather so far this week. Discuss the weather tomorrow. 2 Talk about weather you have experienced. The strongest wind known The deepest snow I’ve ever was (last …) The worst rain seen 20 9780230727564.Text.indd 20 4/5/10 10:22:26 3 lessons 1&2 D LISTEN AND READ It is February. Lucy lives in London and is phoning home to Melbourne, Australia. Write questions for the answers below. Replace the underlined words with the correct nouns. 1 Q How high (hot) have temperatures been getting? 2 3 4 5 6 Lucy Mum Lucy Mum Lucy Mum Lucy Mum Lucy Mum Lucy Mum Lucy How’s everything, Mum? Terrible! It’s so hot! Temperatures have been getting up to 46 degrees for the past month. Have you heard about the wildfires in the forest near Melbourne? Yes, I was watching them on the news last night. They’re spreading. Yes, they’ve been burning out of control for days now. But why are they so bad this year? Because everything’s as dry as a bone and ready to burn. We haven’t had any rain recently. And the strong winds we’ve been getting have been making the fires worse. Have they been causing much damage? Yes, they’re a disaster! Lots of people have lost everything. Send us some of your cold English winter, please! Well, the weather here is strange, too. It’s only February, but it’s quite warm and sunny, and some spring flowers have already started flowering. Really! Yes, really. Spring has been starting earlier and earlier these last few years, and autumn has been going on later. This year, we haven’t really had a winter. What’s happening to the world? Well, the scientists have been warning us about global warming for ages. Perhaps the climate really is changing! A They’ve been getting up to 46°. A They’ve been burning for days. A There hasn’t been any for a long time. A They’ve been causing a lot of damage. A It’s only February, but it’s already warm there. A They’ve been warning us about global warming. DID YOU KNOW? Temperatures in south-east Australia have risen by about 1.5°C in the last 30 years. At the same time, winters in Britain and other northern countries have been getting shorter and less cold. E GRAMMAR p26 1 Look. Present perfect and present perfect continuous For completed actions that affect the present Lots of people have lost everything. (= Now they have nothing.) For continuing / repeated actions up to the present They have been burning for days now. (= They have never stopped burning.) 2 Find more examples of the present perfect and present perfect continuous in the conversation. F SPEAK Describe changes during the last month. Temperatures have been (falling). The weather has been getting … The days / nights have been becoming … The leaves on the trees have been … 21 9780230727564.Text.indd 21 4/5/10 10:22:26 3 lessons 3&4 oUr chanGinG cLimate Can you imagine living like that? Describing change • verb + infinitive / ~ing form A READ Mori Presenter Welcome to ‘Our World’. Tonight, we’re talking about climate change with a top climate scientist, Dr Mori from Japan. Dr Mori, thank you for appearing on the programme. Mori Thank you for inviting me. Presenter So … is climate change really happening? Mori Yes, most scientists now agree that it is. This chart shows that average temperatures have been rising steadily, and they’ve now increased by nearly a degree since 1850. CO2 in parts per million 15 °C 375 ppm 350 ppm 325 ppm 14 °C 1850 Average temperatures 1900 1950 300 ppm 280 ppm 2000 Presenter That doesn’t sound much! Mori But it’s enough to start changing the climate. And in the Arctic and Antarctic, temperatures are rising much faster. Very soon, we expect to see the Arctic sea ice completely disappear in summer! Presenter Amazing! Mori And the climate has begun to change rapidly in other places, too. Dry regions are getting drier, and that’s bad for farmers. Storms are getting worse, and that’s bad for everyone. Presenter So was that terrible hurricane in America this year the result of climate change? Well, there have always been terrible hurricanes, so I don’t want to say that. However, climate change means there will be more and worse weather events like that. Presenter What’s causing climate change? Mori Look at the chart again. There’s also been a steady rise in CO2 levels. Now, CO2 is a greenhouse gas, and it’s helping to increase temperatures. It acts like the glass in a greenhouse. It holds the sun’s heat in the atmosphere. Heat from the sun a Heat from the sun Most of the sun’s heat returned to space Before global warming b Slightly more of the heat remains in the atmosphere Today Presenter And why are CO2 levels rising? Mori Well, most scientists now believe that human activities are the main cause. Until recently, many people refused to accept this, but now we see that pollution from cars and industry is pushing more and more CO2 into the atmosphere. Most of this CO2 comes from the fossil fuels we burn – oil, gas and coal. Presenter So we need to stop polluting our world! Mori Yes, we must try to stop climate change getting worse. That means holding down CO2 levels. We can’t risk letting them reach 560 parts per million. Presenter Why not? Mori Disaster will follow. For example, the Arctic and Antarctic land ice will melt, and sea levels will rise. Land near coasts will disappear, and so will many great cities! Can you imagine living in a world like that? 22 9780230727564.Text.indd 22 4/5/10 10:22:28 3 lessons 3&4 Answer the multiple-choice questions. 1 By how much have CO2 levels risen since 1850? a Nearly 40%. b About 100%. c Over 70%. 2 Dr Mori tells us that CO2 is a gas which … a is hot. b sends heat into space. c keeps the sun’s heat close to Earth. 3 We learn that climate change will mean … a less food production in some places. b fewer storms. c more wet weather everywhere. 4 The CO2 increases in the atmosphere are … a the cause of climate change. b the result of climate change. c a cause of climate change. 5 Dr Mori says that humans must do the following. a Cut CO2 levels to 560 ppm. b Not let climate change start. c Control CO2 production. D READ AND SPEAK 1 Match sentence halves 1–7 and a–g to form a summary of Dr Mori’s ideas. Read it out. 1 Most scientists now agree that … 2 They know that temperatures are increasing, … 3 However, changes are not just happening there: … 4 For example, dry areas are getting even less rain, … 5 The cause of all this is CO2 and other gases … 6 And the cause of the CO2 levels is the pollution … 7 So we must now control our activities … Average temperatures have been rising steadily. a which are together increasing global temperatures. b to stop climate change from becoming a disaster. c and are doing so very fast in the far north and south. d climate change really is happening. e that human activities are producing. f and we are also seeing more and worse storms. g they are going on in many other regions, too. There has been a steady rise in CO2 levels. E GRAMMAR p26 B GRAMMAR p 26 1 Look. Describing change: v + adv; adj + n 1 Look. 2 Describe the temperature changes. Verb + infinitive; verb + ~ing form We expect to see the sea ice disappear. Can you imagine living in a world like that? rise rapidly / rapid increase fall slightly / slight decrease remain steady Most verbs that can take a second verb form only go with one or the other, but some can take both. The climate has begun to change / changing rapidly. 3 Look at the chart. Describe the changes. Before 1800, … From 1850 to 1910, … In the 1950s, … During the 1990s, … 2 Find more examples of verb + infinitive and verb + ~ing forms in the conversation. C SPEAK F SPEAK Play a communication game. A (Temperatures fell slightly) for (five) years, and then there were (steady rises) during (the next fifteen). B You mean (the 1950s and 1960s), don’t you? 1 Talk about things you love / enjoy / like / dislike / hate doing in winter, spring, summer and autumn. 2 Talk about things you want / would like / hope / expect / will try to do during the winter holiday. 23 9780230727564.Text.indd 23 4/5/10 10:22:29 3 oUr chanGinG cLimate lessons 5&6 Describing past events and changes A LISTEN AND SPEAK 1 Listen to Part 1. Explain the situation. 2 You are a student. Read your notes. Then listen to Part 2 and note completions 1–19 from the boxes. Britain CO2 coal cotton factories iron pollution the Industrial Revolution 1750 A v. important cause of global warming: _1 __. Started in _2 __ in ± _3__. The new industries needed many new _4 __ to make e.g. _5__ & (_6__). They burned _7__, which produced _8__ & _9__. America China climate change CO2 CO2 Europe global warming Japan temperatures temperatures Early C19: industry started spreading __0_ & _1__1_. across _1 ± 1850: global _1__2_ levels & _1__3_ started rising Since then: industry has spread to _1 __4_ & _1__5_ etc. Recent years: _1 __6_ & _1__7_ have been rising Now: _1 __8_ is leading to _1__9_. 3 Read the following notes. Listen to Part 3 and note completions 1–10 from the box. billion chart climate change CO2 global global warming human population people pollution 1750 Million The rising _1 __ is making the situation much worse. 7000 __ mean much more _3__ & _4__. Many more _2 __ & _6__. Is leading to much more _5 __ shows the huge rise since _8__. The _7 __ was ±1 _1__0_, & was At that time, the global _9 rising quite Early C19, it began to increase more Since 1950, … Unit 3 page 22 Activity 2 9000 8000 6000 South Asia 5000 4000 3000 2000 East Asia Australasia Africa South America North America 1000 0 1750 Europe 1850 Years 1950 2050 Global population by continent: 1750–2050 24 9780230727564.Text.indd 24 4/5/10 10:22:30 3 lessons 5&6 Mori B PRONUNCIATION 1 Practise your pronunciation. Copy and extend the table, then listen to Part 1 and write the words in the correct columns. across alone bone clothes cotton fossil global love Monday month other top 1 fossil /ˈfɒsəl/ 2 … global /ˈgloʊbəl/ other /ˈʌðər/ … … 2 Now listen to Part 2 and repeat the phrases. 3 Add two new items to every column. Compare your words with a partner. C SPEAK 1 Read and act out. Student 1 Dr Mori, I’d like to ask this. Why exactly did global warming start when it did? Mori That’s a good question. As you know, human activities are probably the main cause of global warming. And a very important activity was the Industrial Revolution. Student 2 Excuse me, Dr Mori. Mori Yes, of course. Student 2 What sorts of thing did they make in those factories? Mori They produced lots of things, including for example, cotton to make clothes and iron to make engines and other things. Student 3 But Dr Mori, do you mean that just this country alone caused global warming? Mori Oh, no! In the early nineteenth century, the Industrial Revolution started spreading across Europe and then to America. Student 4 Excuse me, but when exactly did global warming begin? 9780230727564.Text.indd 25 That’s a very interesting point. By about the same date – 1850 – global CO2 levels and temperatures were beginning to rise slightly. That was the start. 2 Study your notes and the chart on population change. Prepare to take Dr Mori’s part. Describe: 1 past changes in different continents before 1900 2 changes coming up to the present 3 predictions for the future up to 2050 3 Work with a partner. Take turns as Dr Mori and as students. Try to use these expressions. Student Dr Mori I’d like to ask this. That’s a good question. Excuse me. Yes, of course. Excuse me, but … That’s a very interesting point. A Dr Mori, I’d like to ask this. How did populations change in different continents before 1900? B That’s a very interesting point. Up to 1900, populations in all continents were growing, but they were growing quite … For example, … D WRITE Use your notes to write two paragraphs about the Industrial Revolution and climate change. Unit 3 page 22 Activity 2 E UNIT TASK 1 Use your notes to write a paragraph about the rising human population and climate change. 2 Use the chart on population change to write another paragraph. Write about the following. 1 past changes in different continents; 2 changes coming up to the present; 3 predictions for the future up to 2050. Unit 3 page 23 Activity 3 25 4/5/10 10:22:30 Language Focus Language Focus Language Focus Language Focus Language Focus Language Focus 1 GRAMMAR ÅB¾l Ì ã i Language Focus 1 ÅB¾l Language 1GRAMMAR GRAMMARFocus ÅB¾lãÌiãÌi 1 GRAMMAR ÅB¾lÅB¾lã ãÌi Ìi 11 GRAMMAR GRAMMAR Tense markers Lesson 1 GRAMMAR ÅB¾l ãÌãÌii 1:1: 1:Tense Tensemarkers markers Lesson 1Lesson GRAMMAR ÅB¾l Lesson 1:1Tense Lessons and 2:markers Present continuous 1: Tense markers Lesson Ââ ÌÅÏcg@µÐ] ?d]]±ÏcÄ@½Ð]Åй )ÏÉÐ] ]µÐËÐG ÐK@ƶâ ÌOÉÉcÉÐ] ]ÔÐp]̽ÐÅ Ââ ÌÅÏcg@µÐ] ]G]]G )?) )ÏÉÐ] ]µÐËÐG Ð]ËÐÐÐ]Ë]ËK@ƶâ ÌOÉÉcÉÐ] ]ÔÐp]̽ÐÅ Ââ ÌÅÏcg@µÐ] G )d]?]±ÏcÄ@½Ð]Åй d]]±ÏcÄ@½Ð]Åй )ÏÉÐ] ]µÐËÐG ÐK@ƶâ ÌOÉÉcÉÐ] ]ÔÐp]̽ÐÅ g@¶Á?ögÙ}ÉÐ] Ò?f] ]âËgcÐGÐ]]G]µÃËÐ] ]µÏcÄ@Ì®]]kÏÉÉÐÂËеÏdÌ] Ð]]Á@ËÌOÉÉcÉÐ] ]Ô·]]âÌK@µ Ââ ÌÅÏcg@µÐ] )?d]]±ÏcÄ@½Ð]Åй )ÏÉÐ]]µÐËÐGÐ]Ë]o ÐK@ƶâ ]ÔÐp]̽ÐÅ Lesson 1: Tense markers ѽÏcÒgÏdÁ@pÌÁ 7 Ïc@kÒÉÉchG?gâ ¼ Ð}й % g?chµ ÑK@µ & g@µ gÌ@¶Á?ö âËgcÐG Ð]]µÃËÐ] ]kÏÉÉÐÂËеÏdÌ] ]Á@Ë gÙ}ÉÐ] ]Ô·] ]âÌK@µ 1: Tense 7markers Lesson ÃËöhGgÏc Ââ Ì]ÅÏcg@µÐ] ]G]µÃËÐ] )?d]]µÏcÄ@Ì®] ]±ÏcÄ@½Ð]Åй )ÏÉÐ]]µÐËÐGÐ]o ]Ë]o ÐÐ]K@ƶâ OÉÉcÉÐ] ]ÔÐp]̽ÐÅ g Ââ Ò?f] ] â Ë gcÐG Ð] ] µÏcÄ@Ì®] ] kÏÉÉÐÂËеÏdÌ] Ð] ] Á@Ë @¶Á?ö g Ù}ÉÐ] ]Ô·] ]âÌK@µ Ïc@kÒÉÉchG?gâ ¼Ð}й %g?chµ ÑK@µ &g@µ ѽÏcÒgÏdÁ@pÌÁ 7Ïc@kÒÉÉchG?gâ ¼Ð}й %g?chµ ÑK@µ &g@µ ѽÏcÒgÏdÁ@pÌÁÒ?f] Ì]ÅÏcg@µÐ] ]G)?d]]µÏcÄ@Ì®] ]±ÏcÄ@½Ð]Åй )ÏÉÐ]]̵ÐËÐG Ð]o ]Ë+ÏÐÉ?d]]]]Á@ËÉÉg¸ÐËÏÉ@½ K@ƶâ Ì@¶Á?ö OÉÉcÉÐ] ]ÔÐp]̽ÐÅ g Ò?f] â Ë gcÐG Ð] ] µÃËÐ] ] kÏÉÉÐÂËеÏdÌ] Ð] ] Á@Ë g Ù}ÉÐ] ] Ô·] ] â Ì K@µ d ·]]]]â Ì K@µ Ä gÏd]]]]ÌKнg@Ë gØiÐ]]]]Á@K@ƶâ O É Ð ]]]]Ô ÁÐ]]]]w It was really wet yesterday evening. 7yesterday Ïc@kÒÉÉchG?gâam ¼Ð}й %g?chµÑK@µwatching. &g@µÑ½ÏcÒgÏdÁ@pÌÁ ·]]]]â I was (not) dÁÐ]]]]w Ì]K@µ ÄgÏd]]]]ÌKнg@Ë gØiÐ]]]]Á@K@ƶâ ÌOÌÌÉOÅÏcg@µÐGÀ?ÉÏcgÐGÒÉÉchGÐÁ?g ÐÉ]]]]Ô +]Ïo d]âÌÁÐ]]]]w ·]]]]â K@µ ÄÐ]gÏd]]]]ÌKнg@Ë gØiÐ]]]]Á@K@ƶâ Ð]]]]Ô +É?d]]]]Á@ËÉÉg¸ÐËÏÉ@½ ÏÉ?d]]]]Á@ËÉÉg¸ÐËÏÉ@½ ItItwas really wet evening. 7ÑÂËö hGgÏcÙGÂâ âËÌgcÐG ]µÃËÐ]]µÏcÄ@Ì®] ]kÏÉÉÐÂËеÏdÌ] Ð]]Á@Ëg@¶Á?ögÙ}ÉÐ]]Ô·] K@µ Itwas really wet yesterday evening. really wet yesterday 7Ïc@kÒÉÉchG?gâ ¼evening. Ð}й %g?chµÑK@µ&g@µÑ½ÏcÒgÏdÁ@pÌÁ Ò?f] Ò?f] ]K@µ âËgcÐGÄgÏd]]]]ÌKнg@Ë Ð]]µÃËÐ]]µÏcÄ@Ì®] ]kÏÉÉÐÂËеÏdÌ] ]Ïo Ð]ÄÉÉgÄ@µÐLp_Mâ ]Á@Ëg@¶Á?ögÙ}ÉÐ]]Ô·] ]âÌK@µ d ·]]]]â Ì gØiÐ]]]]Á@K@ƶâ Ì O É Ð ]]]]Ô + É?d]]]]Á@ËÉÉg¸ÐËÏÉ@½ ÁÐ]]]]w ѽÏcÒgÏdÁ@pÌÁ 7 Ïc@kÒÉÉchG?gâ ¼ Ð}й % g?chµ ÑK@µ & g@µ + ÏÉÐÂËжG Ë ÉÐÁ@ He/She/ It watching. is (not) It was really wet yesterday evening. yesterday: the day before yesterday; the (month) before ÄÉÉgÄ@µÐLp_Mâ + ÏÉÐÂËжG Ë ÉÐÁ@ ÄÉÉgÄ@µÐLp_Mâ + ÏÉÐÂËжG Ë ÉÐÁ@ yesterday: theyesterday day before yesterday;the the (month) ·]]]]âÌK@µÄgÏd]]]]ÌKнg@Ë gØiÐ]]]]Á@K@ƶâ ÌOÉÐ]]]]Ô+ÏÉ?d]]]]Á@ËÉÉg¸ÐËÏÉ@½ He is falling!7N?cÏcÉÉg?cÐK@kÀй·â Ëg@µ dxÁÐ]]]]w yesterday; before Ityesterday: was reallythe wet evening. ·]]]]âÌK@µÄgÏd]]]]ÌKнg@Ë gØiÐ]]]]Á@K@ƶâ OÉÐ]]]]Ô+ÏÉ?d]]]]Á@ËÉÉg¸ÐËÏÉ@½ ÁÐ]]]]w You/We/They watching. are (not) yesterday: theday daybefore before yesterday; the(month) (month) before It was really wet yesterday evening. Ì+ÏÉÐÂËжG ÄÉÉgÄ@µÐLp_MâËdÉÐÁ@ last; (aweek) week) ago: back in (the spring);last (night) before last; (a week) ago: back in (the spring); yesterday: the day before yesterday; the (month) before last; (a ago: back in (the spring);last (night) ÄÉÉgÄ@µÐLp_Mâ + ÏÉÐÂËжG Ë ÉÐÁ@ She is learning the guitar. 7 N?cÏcÉÉg@Llâ Ì Ô·â Ë g@µ x last; (a week) ago: back in (the spring);last (night) Lesson4: 4: Verb + infinitive; + ~ing +verb ÏÉÐÂËжG ËÉÐÁ@ Lesson Verb infinitive; verb+verb +ÄÉÉgÄ@µÐLp_Mâ ~ing ing formform yesterday: the ago: day before the (month) before Lesson 4:4:Verb ++ form last; (a(night) week) back inyesterday; (the spring);last (night) yesterday: the day before yesterday; the (month) before last Lesson Verb +infinitive; infinitive; verb +~]µg@] ~ ing form g@ÌkhO 7 ?cÉÊK@Å?cйÉ?hµÏc@½@ÔѶâ Ë g@µ Lesson Òg@] ] µÐ] ] ËÐÁ?Éй + M ] â Ë c?c?ÉcÐ] ] GÑ] ] ½ÏÉÉcÎg@] ] SgØi ) Ä@] ] ½h­ xË·â ]ÁÐÅ last; (a week) ago: back in (the spring);last (night) 4: Verb + infinitive; verb +]µg@] ~]µg@] ing form Òg@]]µÐ]]ËÐÁ?Éй +M ] âËc?c?ÉcÐ] ]GÑ] ]½ÏÉÉcÎg@] ]SgØi )Ä@] ]½h­ ·â d]ËË]d] ÁÐÅ last; (a week) ago: back inI (the spring);last (night) Òg@] ] µÐ] ] ËÐÁ?Éй + M ] â Ë c?c?ÉcÐ] ] GÑ] ] ½ÏÉÉcÎg@] ] SgØi ) Ä@] ] ½h­ d] ]ÁÐÅ ·â Lesson 4: Verb + infinitive; verb + ~ ing form watching? 7 É?ÉÐKÒÉÉchGÐÁ?gâ ¼ Ð}й g@µ ѽÏcÒgÏdÁ@pÌÁ We are to] âË+Silemani tomorrow. (What) am Lesson 4: Verb + Ìinfinitive; verb +]µg@] ~ ing Mâ G~ ing ÒÏÊâ ÌocÊ_@ËMâ ÌG form É@wÒÏÊâ oÀÏÉÉc 7 É?ÉÐKÒÉÉchGÐÁ?gâ ¼Ð}й g@µg@µ ѽÏcÒgÏdÁ@pÌÁ Òg@] ]µÐ]]driving ËÐÁ?Éй +M c?c?ÉcÐ] ]GÑ] ]½ÏÉÉcÎg@] ]SgØi )Ä@]]½h­Ì·â Ëd]]ÁÐÅ 7É?ÉÐKÒÉÉchGÐÁ?gâ ¼ Ð}й ѽÏcÒgÏdÁ@pÌÁ ÌGÌ~G~ing ÌocÊ_@ËMâ ÌG]SgØi ÌoÀÏÉÉc he/she/ it ¼Ð}й watching? ]µÐ]]ËÐÁ?Éй+M+Mâ ] âË+Mâ c?c?ÉcÐ] ]ÒÏÊâ GÑ] ]½ÏÉÉcÎg@] ]µg@] )Ä@]]½h­ Ëd]]ÁÐÅ ing ÒÏÊâ ÌocÊ_@ËMâ ÌG É@wÒÏÊâ É@wÒÏÊâ Ì·â oÀÏÉÉc is in the north 7É?ÉÐKÒÉÉchGÐÁ?gâ g@µÑ½ÏcÒgÏdÁ@pÌÁ Òg@] rained today. Òg@]]µÐ]]ËÐÁ?Éй+M+Mâ ] âËc?c?ÉcÐ] GÑ] ]½ÏÉÉcÎg@] ]µg@] )Ä@]]½h­ Ëd]]ÁÐÅ ·â ItIt rained ininthe north today. ÌG~ ing]ÒÏÊâ ÌocÊ_@ËMâ ÌG]SgØi É@wÒÏÊâ ÌoÀÏÉÉc Ithas has rained in the north today. ¼Ð}й 7 É?ÉÐKÒÉÉchGÐÁ?gâ g@µ ѽÏcÒgÏdÁ@pÌÁ Ithas has rained the north today. you/we/they watching? arein the north 7É?ÉÐKÒÉÉchGÐÁ?gâ ¼Ð}йg@µÑ½ÏcÒgÏdÁ@pÌÁ +MâÌG~ ingÒÏÊâÌocÊ_@ËMâÌG É@wÒÏÊâÌoÀÏÉÉc It has rained today. ÉÉ@w ( g@µ during / in the past/ last (week):just: already :not…yet: during / in the past / last (week): just: already: not … + Mâ Ì G ~ ing ÒÏÊâ Ì ocÊ_@ËMâ Ì G É@wÒÏÊâ Ì oÀÏÉÉc ÉÉ@w ( g@µ Itduring has rained in the north today. / in the past/ last (week):just: already :not…yet: during / in the past/ last (week):just: already :not…yet: ÉÉ@w ( g@µ It has in thethe north today. Weexpect expecttotosee seethe thesea seaice icedisappear. disappear. We ever/never: for last /past(few days): since ÉÉ@w(g@µ yet:rained ever /for never: for the last / past (few days): since during / in the past/ last (week):just: already :not…yet: We expect totosee the sea ice disappear. ever/never: the last /past(few days): since ever/never: for the last /past(few days): since ÉÉ@w ( g@µ We expect see the sea ice disappear. during / in the last/past(few (week):just: already Idon’t don’t want say that. want toto say that. ÏÉ?h¶Kgʵ (last January) ÉÉ@w(g@µ ever/never: forpast/ the last days): since :not…yet: during /January) in the past/ last (week):just: already :not…yet: We (last expect to to see the sea ice disappear. I IIdon’t want say that. (last January) (last January) don’t want to say that. ever/never: for the last /past(few days): since We expect to see the sea ice disappear. Iam not > I’m not It's helping to increase temperatures. It’s helping to increase temperatures. (last January) I am > I’m ever/never: for the last /past(few days): since I don’t want to say that. It's helping to increase temperatures. We expect to to seeincrease the sea ice disappear. not) helping temperatures. January)M]o·âËd]ÁÐÅÑÂËö I It's don’t want say that.to she is not >Ìshe isn’t (or: she’s people refused accept this. Many people refused to accept this. Ïc@kÒÉÉchG?g (last Ñ KÏÉ?ÉÐ]KÐ]GÐ]µ hGgÏcÙGÂâ ÅÏcg@µÐG c@kÒÉÉchG?g Many SheJanuary) is > She’s (last It's helping toto increase temperatures. I Many don’t want to say that. people refused to accept this. Many people refused to accept this. Ï Ñ KÏÉ?ÉÐ]KÐ]GÐ]µ M ]o·â Ë d]ÁÐÅ ÑÂËö h GgÏcÙGÂâ Ì ÅÏcg@µÐG Ïc@kÒÉÉchG?g ÑKÏÉ?ÉÐ]KÐ]GÐ]µ M]o·âËd]ÁÐÅÑÂËö hGgÏcÙGÂâ It's helping to increase temperatures. your are notÌÅÏcg@µÐG > you aren’t (or: you’re not) So we need to stop polluting our world! You are > you’re It's Many people refused to accept this. So we need to stop polluting our world! helping increase temperatures. SoSo we need toto stop polluting our world! +ÏÉ?d Á@ÏËÉÉg?cÉÉchG?gй c@kÒÉÉchG?g ÑKÏÉ?ÉÐ]KÐ]GÐ]µM]o·âËd]ÁÐÅÑÂËöhGgÏcÙGÂâÌ ÅÏcg@µÐG we need stop polluting our world! + ÏÉ?d Á@ËÉÉg?cÉÉchG?gй people refused to accept this. c@kÒÉÉchG?g Many ÑKÏÉ?ÉÐ]KÐ]GÐ]µM]o·âËd]ÁÐÅÑÂËöhGgÏcÙGÂâÌÅÏcg@µÐG ÏËÉÉg?cÉÉchG?gй We must try to stop climate change. + ÏÉ?d Á@ So we need to stop polluting our world! Many people refused to accept this. We must try to stop climate change. We must try to stop climate change. Ñ KÏÉ?ÉÐ]KÐ]GÐ]µ MÌ]o·â Ëd]ÁÐÅÑÂËöhGgÏcÙGÂâ Ì ÅÏcg@µÐG Ïc@kÒÉÉchG?g SoWe must try to stop climate our change. Òd]]ÁÏÊËÐOÐ] ]µ·â L]]oÑÁch¶]]k@GÙ] ]GÂâÌÅÏcg@µÐ] ]GÉÁ@?ÉÐ]]KÒÉÉchGÐ]]Á?g +ÏÉ?d ËÉÉg?cÉÉchG?gй need stop polluting world! Wewe must try to stop climate change. Lesson 2: simple ÌÅÏ Òd]]ÁÏÊËÐOÐ] ]µ·â ÌL]Ì]oÑÁch¶]]k@GÙ] ]G]Ââ ÌÅÏ cg@µÐ] ]G]ÉG?ÉÐ]]KÒÉÉchGÐ]]Á?g we need to polluting our world! 7to MâGÐÅ Ìstop GÐÅ Ä@Ë ÏÉÏgÐkÒi?Êâ ÌoÄ@½ÐÅMâ ËhµÏcежËcÒg@µ·â ËdÁÐÅ +ÏÉ?d Á@?ÉÐ]]KÒÉÉchGÐ]]Á?g ËÉÉg?cÉÉchG?gй So É Òd]]ÁÏÊËÐOÐ] ]µ·â L]Present ]oÑÁch¶]]k@GÙ] GÂâ cg@µÐ] 7 Mâ Ì Ä@Ë ÏÉÏgÐkÒi?Êâ Ì oÄ@½ÐÅMâ ËhµÏcежËcÒg@µ·â ËdÁÐÅ + ÏÉ?d Á@ ËÉÉg?cÉÉchG?gй We must try to stop climate change. 7 Mâ Ì GÐÅ Ä@Ë ÏÉÏgÐkÒi?Êâ Ì oÄ@½ÐÅMâ Ë hµÏcежËcÒg@µ·â ËdÁÐÅ É?ÉÐ]]KÒÉÉchGÐ]]Á?g ]]G We must try to stop Òd]]ÁÏÊËÐOÐ] ]µ·âÌ]L]]Á?gÑ] ]oÑÁch¶]]k@GÙ] ]GÂâÌÅÏ cg@µÐ] ]GÏÉ@Ll] Éch] É?ÉÐ] ] ]KÒÉÉchGÐ] ] ]½ÏcÑÁ@µÏgÏdÁ@p] ] ]ÌÁ + Ð] ] ]ËÐÅ ] ]â Ì ÔÉ É ] ]G?gÐ] climate change. ÃËö h GgÏc 7ÑÂËö hGgÏcÙGÂâ ÌÅÏcg@µÐGÏc@kÒÉÉchGÐÁ?g Éch] ]]KÒÉÉchGÐ] ]]Á?gÑ] ]]½ÏcÑÁ@µÏgÏdÁ@p] ]]ÌÁ +Ð]cg@µÐ] ÏÉ@Ll] ]]âÌ]ÔÉ ÉÉ ]]G?gÐ] ]]G ]]G afford, agree, Éch] É?ÉÐ] ]]KÒÉÉchGÐ] ]]½ÏcÑÁ@µÏgÏdÁ@p] ]]ÌÁ +]]ËÐÅ Ð]]]ËÐÅ ]âÌÔÉ ]]G?gÐ] É?ÉÐ]]KÒÉÉchGÐ]]Á?g É?ÉÐ] Òd]]ÁÏÊËÐOÐ] ]µ·â Ì]L]]Á?gÑ] ]oÑÁch¶]]k@GÙ] ]GÂâ ÌÅÏ ]GÏÉ@Ll] 7MâÌGÐÅappear, Ä@Ë ÏÉÏgÐkÒi?Êâ ÌoÄ@½ÐÅMâ ËhµÏcежËcÒg@µ·â ËdÁÐÅ ask, choose, decide, fail, hope, É?ÉÐ] Òd]]ÁÏÊËÐOÐ] ]µ·â ÌL]]oÑÁch¶]]k@GÙ] ]G·â Ââ ÌÅÏ+Ð]cg@µÐ] ]GÉ?ÉÐ]]KÒÉÉchGÐ]]Á?g agree, appear, ask, decide, fail, hope, agree, 7MâÌGÐÅ Ä@ËÏÉÏgÐkÒi?Êâ oÄ@½ÐÅMâ Ëdecide, hµÏcежËcÒg@µ·â ËdÁÐÅ ]]KÒÉÉchGÐ] ]]Á?gÑ] ]]½ÏcÑÁ@µÏgÏdÁ@p] ]not ]ÌÁ ]]ËÐÅhÏÉ@Ll] ]]âÌÔÉ ÉÉch]]]G?gÐ]]]G afford, aff ord, appear, ask, choose, fail, 7 ËËdÁÐÅ ÑÂËö GgÏcÙGÄÏcÏcÄ@¾ÌKнg@Ë basketball. I/You/We/They play·â (do play) appear, ask,ÌÌchoose, choose, decide, fail, hope, Iafford, play for 7offer, ÏÉÐLâ ÌGÏcÏg@GÉÉc·â Ëg@SйhK@Ëiе·â Ëg@µ hope, xËdÁÐÅ agree, 7aMâclub. ÌGÐÅ Ä@Ë ÏÉÏgÐkÒi?Êâ oÄ@½ÐÅMâ ËhµÏcежËcÒg@µ·â learn, manage, prepare, promise, refuse, seem 7еMo Ë·â dÁÐÅ hGgÏcÙGÄÏcÏcÄ@¾ÌKнg@Ë 7еMo еMo dÁÐÅ hÏÉ@Ll] GgÏcÙGÄÏcÏcÄ@¾ÌKнg@Ë É?ÉÐ]]]KÒÉÉchGÐ] ]]Á?gÑ]]]½ÏcÑÁ@µÏgÏdÁ@p] ]]ÌÁ+ÑÂËö Ð]ÑÂËö ]]ËÐÅ ]]âÌÔÉ ÉÉch]]]G?gÐ]]]G afford, agree, appear, ask, choose, decide, fail, hope, learn, manage, offer, prepare, promise, refuse, seem É?ÉÐ]]]KÒÉÉchGÐ] ]]ÌÁ+ÑÂËö Ð]not ]]ËÐÅ ÏÉ@Ll]]]âÌÔÉ ÉÉch]]]G?gÐ]]]G afford, plays·âË(does play) basketball. learn, manage, offer, prepare, promise, refuse, seem He/She/It]]Á?gÑ]]]½ÏcÑÁ@µÏgÏdÁ@p] learn,agree, manage, off er, ask, prepare, promise, refuse, seem 7еMo dÁÐÅ hGgÏcÙGÄÏcÏcÄ@¾ÌKнg@Ë appear, choose, decide, fail, hope, I belong to a club + 7 NÐË@Á?cgÐkÐGÒg@¶Á?ö g Ù}е·â Ì KÐð ¹ @W x learn, manage, offer, prepare, promise, refuse, seem afford, agree, appear, ask, choose, decide, fail, hope, 7еMo ·âËdÁÐÅ ÑÂËöhGgÏcÙGÄÏcÏcÄ@¾ÌKнg@Ë 7 ÌÌÔÉ ÏÉÉch¶â ÌÌOÑLkÏc ?cÉÉchG?g ÑK@ µµÐ¹ 7еMo ·âËdÁÐÅ ÑÂËöhGgÏcÙGÄÏcÏcÄ@¾ÌKнg@Ë 7 н?ÉÏcgÐGr@Llâ ÌÔÉ ÏÉÉch¶â ÌOÑLkÏc ?cÉÉchG?g ÑK@ µÐ¹ 7н?ÉÏcgÐGr@Llâ н?ÉÏcgÐGr@Llâ ÔÉ ÏÉÉch¶â OÑLkÏc ?cÉÉchG?g ÑK@ йx xx learn, manage, offer, prepare, promise, refuse, seem prepare,ÌK@µÐ¹ÉÊK@Å?cѶâ promise, refuse, seem ÒÏÊâ oo( 7?cÉ?h¶Ëg@ËcѶâ Ëing g@µ 7rained н?ÉÏcgÐGr@Llâ ÌÔÉ ÏÉÉch¶âÌOÑLkÏc?cÉÉchG?gÑK@µÐ¹ x learn, manage, offer, has north today ~ ~ ÒÏÊâ ÌoxÌÌ( g@µg@µ ~ing ing ÒÏÊâ ( g@µ ItIt rained inin north today Ithas has rained in north today 7 н?ÉÏcgÐGr@Llâ Ì ÔÉ ÏÉÉch¶â Ì OÑLkÏc ?cÉÉchG?g ÑK@ µ й x Can you imagine living in a world like that? ingÒÏÊâÌo(g@µ The flight leaves at 11.30 a.m.in a world like ~that? Itg@ÌkhO has rained in the north today. rained 77@Llâ н?ÉÏcgÐGr@Llâ ÌÔÉ ÏÉÉch¶â ÌOÑLkÏc ?cÉÉchG?g ÑK@µÐ¹ xx x ?cÉÉchG?gй 7@Llâ ÌÔ@KÏÉÊGÀ?ÉÏcgÐGÉ ÏÉÉch¶â ÌOÑLkÏc Can you imagine living It has in north today Can you imagine living in ?cÉÉchG?gй ÌÔ@KÏÉÊGÀ?ÉÏcgÐGÉ ÏÉÉch¶â ÌOÑLkÏc Can you imagine living ina aworld worldlike likethat? that? ~ ingÒÏÊâÌo(g@µ ?cÉÉchG?gй x 7 @Llâ Ì Ô@KÏÉÊGÀ?ÉÏcgÐGÉ ÏÉÉch¶â Ì OÑLkÏc play? It has rained in north today ~ So we need to stop polluting our world! I /you/we/they (What) do Can you imagine living in a world like that?ingÒÏÊâÌo(g@µ ItIthas rained ininnorth todayfor ?cÉÉchG?gй x 7@Llâ ÌÔ@KÏÉÊGÀ?ÉÏcgÐGÉ ÏÉÉch¶â Ìpast OÑLkÏc SoSo we need toto stop polluting our world! So we need to stop polluting our world! we need stop polluting our world! has rained thenorth north thepast fewdays. days. ItIthas in the for the few play? Can you imagine living in a world like that? ?cÉÉchG?gй x 7@Llâ ÌÔ@KÏÉÊGÀ?ÉÏcgÐGÉ ÏÉÉch¶â Ì OÑLkÏc 2 hasrained rained in the north for the past few days. That means holding down CO levels. he/she/ it 2 world! does So weyou need to stop polluting our Can imagine living in aCO world like that? 22 levels. ÏÉ@Llâ 7for ÌÔÑK@µÐGÐËÐÅÒdÁÏÊËÐOgØi That means holding down ?cÉÉchG?gй xx x 7@Llâ ÌÔ@KÏÉÊGÀ?ÉÏcgÐGÉ ÏÉÉch¶â ÌOÑLkÏc levels. Th at means holding down CO That means holding down CO levels. It has rained in the north the past few few days. 7ÏÉ@Llâ ÌÔÑK@µÐGÐËÐÅÒdÁÏÊËÐOgØi 22 world! So we need to stop polluting our It has rained in the north for the past days. 2560 parts per million. We can't risk letting them reach ÏÉ@Llâ x 7 Ì ÔÑK@µÐGÐËÐÅÒdÁÏÊËÐOgØi That means holding down CO ItIthas in the in north for theand pastthe few days. We can't risk letting them reach 560 parts per million. So we need to stop polluting our world! 2 levels. We can't letting them reach 560 hasrained justrained rained thenorth, north, rivers It rained in theinnorth for the past few days. x 7ÏÉ@Llâ ÌÔÑK@µÐGÐËÐÅÒdÁÏÊËÐOgØi Wemeans can’trisk risk letting them reach 560parts partsper permillion. million. That holding down CO 2 levels. ItIthas has just the and the rivers ÏÉ?h¶Kgʵ We can't risk letting them reach 560 parts per million.ËdÁÐÅ That means holding down CO levels. ÏÉ@Llâ x 7 Ì ÔÑK@µÐGÐËÐÅÒdÁÏÊËÐOgØi has just rained in the north, and the rivers 2 Mâ7ÌMâGÐÅ Ìletting GÐÅ Ä@Ë ÏÉÏgÐkÒi?Êâ ÌoÄ@½ÐÅMâ ËhµÏcежËcÒg@µ·â are rising. x 7ÏÉ@LlâÌÔÑK@µÐGÐËÐÅÒdÁÏÊËÐOgØi We can't risk them reach 560 parts per million. 7 Ä@Ë ÏÉÏgÐkÒi?Êâ Ì oÄ@½ÐÅMâ Ë hµÏcежËcÒg@µ·â ËdÁÐÅ It has just rained in the north, and the rivers are rising. 7MâÌletting GÐÅÄ@ËÏÉÏgÐkÒi?Êâ ÌoÄ@½ÐÅMâ ËhµÏcежËcÒg@µ·â ËdÁÐÅ are rising. We can't risk them reach 560 parts per million. does notand > doesn’t do notjust > don’t It has just rained in the north, the rivers It has rained in the north, and the rivers are 7 Mâ Ì GÐÅ Ä@Ë ÏÉÏgÐkÒi?Êâ Ì oÄ@½ÐÅMâ Ë hµÏcежËcÒg@µ·â ËdÁÐÅ arehas rising. It just rained in the north, and the rivers consider, dislike, enjoy, finish, keep, mind, miss, 77MâMâdislike, Ìdislike, GÐÅÄ@ËÏÉÏgÐkÒi?Êâ Ìnish, oÄ@½ÐÅMâ ËhµÏcежËcÒg@µ·â consider, enjoy, fifinish, keep, mind, miss, are rising. consider, enjoy, keep, mind, rising. consider, enjoy,finish, keep, mind,miss, miss, ËËdÁÐÅ Ìdislike, GÐÅÄ@ËÏÉÏgÐkÒi?Êâ ÌoÄ@½ÐÅMâ ËhµÏcежËcÒg@µ·â dÁÐÅ Lesson 2:Present Presentperfect perfectand andpresent presentperfect perfect are rising. Lesson 2: suggest consider, dislike, enjoy, finish,Verbs’ keep, mind, suggest +ÃâËperfect cg@µÐGÏc@kÒÉÉchGÐÁ?g ÑK@µ й@ÆÁÐK еÐËÐÅ ‘Stative NÐð ¹@Wmiss, Òg@µ·âËdÁÐÅ Lesson 2: Present perfect and present suggest suggest consider, dislike, enjoy, finish, keep, mind, miss, continuous Lesson 2: Present perfect and present perfect suggest dislike, enjoy, consider, finish, keep, mind, miss, 7ÐÁÊÙG continuous continuous Lesson 2: Present perfect and present perfect belong like love need want suggest Lesson 2: Present perfect and present perfect perfect continuous ÑÁ@µÏÊâ Ìoй·â ̵ÐËÃÁ?ÊKÏcÄh}ÏcgÏÉÀÏÉÉcÒg@µÐµÒÐÁ@Á@½h­ÉÐÔÒÐGgØi Lesson 2: Present perfect and present suggest ÑÁ@µÏÊâ Ìoй·â ̵ÐËÃÁ?ÊKÏcÄh}ÏcgÏÉÀÏÉÉcÒg@µÐµÒÐÁ@Á@½h­ÉÐÔÒÐGgØi continuous 7 ÐËÐÅ@Llâ Ì ÔgÐkйÒgÐïËg@µÐµÉÊGÉ?ÉÐKѶâ Ë g?chµÑÁch¶k@GÙGMâ Ë cg@µÐG Ñ Á@µÏÊâ Ì oй·â Ì µÐËÃÁ?ÊKÏcÄh}ÏcgÏÉÀÏÉÉcÒg@µÐµÒÐÁ@Á@½h­ÉÐÔÒÐGgØi 3: Adverbs of frequency ÐËÐÅ@Llâ ÔgÐkйÒgÐïËg@µÐµÉÊGÉ?ÉÐKѶâ g?chµÑÁch¶k@GÙGMâ cg@µÐG continuous Lesson 77 ÐËÐÅ@Llâ ÌÌÔgÐkйÒgÐïËg@µÐµÉÊGÉ?ÉÐKѶâ ËËg?chµÑÁch¶k@GÙGMâ ËËcg@µÐG ÐËÐÅ@Llâ ÔgÐkйÒgÐïËg@µÐµÉÊGÉ?ÉÐKѶâ g?chµÑÁch¶k@GÙGMâ cg@µÐG continuous 77ÐËÐÅ@Llâ ÌÌÔgÐkйÒgÐïËg@µÐµÉÊGÉ?ÉÐKѶâ ËËg?chµÑÁch¶k@GÙGMâ ËËcg@µÐG ÐÁ@Á@½h­ÀÐÔ ÒÐÁ@Á@½h­ÀÐÔ + Äh}Ïc gÏÉеÏÊâ Ì oÉÉcgÐÅÄ@̶â Ë dÁÐÅÀÞÐG)ÄhïGgÏÉÏÉÏgÐk ÑÒÁ@µÏÊâ Ìoй·âÌ+µÐËÃÁ?ÊKÏcÄh}ÏcgÏÉÀÏÉÉcÒg@µÐµÒÐÁ@Á@½h­ÉÐÔÒÐGgØi Äh}Ïc gÏÉеÏÊâ Ì oÉÉcgÐÅÄ@̶â Ë dÁÐÅÀÞÐG)ÄhïGgÏÉÏÉÏgÐk ¹ÏÉ@Ô(=Now 77ÄÐÁ@½ÐÔÄ@ÌÁ@µÏg@ËcÏg@¶ð ÐËÐÅ@Llâ ÌÔgÐkйÒgÐïËg@µÐµÉÊGÉ?ÉÐKѶâ Ëg?chµÑÁch¶k@GÙGMâ Ëcg@µÐG They have lost everything. (=Nowthey they havenothing.) nothing.) ÑÁ@µÏÊâ Ìoй·â̵ÐËÃÁ?ÊKÏcÄh}ÏcgÏÉÀÏÉÉcÒg@µÐµÒÐÁ@Á@½h­ÉÐÔÒÐGgØi Ò ÐÁ@Á@½h­ÀÐÔ + Äh}Ïc gÏÉеÏÊâ Ì oÉÉcgÐÅÄ@̶â Ë dÁÐÅÀÞÐG)ÄhïGgÏÉÏÉÏgÐk (=Now they have nothing.) They have lost everything. have They have lost everything. (=Now they have nothing.) ÑÒÁ@µÏÊâ Ìoй·â Ì+µÐËÃÁ?ÊKÏcÄh}ÏcgÏÉÀÏÉÉcÒg@µÐµÒÐÁ@Á@½h­ÉÐÔÒÐGgØi 7ÐËÐÅ@LlâÌÔgÐkйÒgÐïËg@µÐµÉÊGÉ?ÉÐKѶâ Ëg?chµÑÁch¶k@GÙGMâ Ëcg@µÐG (=Now they have nothing.) +жËjÁÏÉÐ˵ÐËйÄ@ÌpÌÁ@µ@Á@½ÉÄh}ÏcgÏÉеÏÊâ ÌoÉÉcgÐÅÏÉÏg?Ê_ ÐÁ@Á@½h­ÀÐÔ Äh}ÏcgÏÉеÏÊâÌoÉÉcgÐÅÄ@̶âËdÁÐÅÀÞÐG)ÄhïGgÏÉÏÉÏgÐk always 7ÐËÐÅ@Llâ ÌÔgÐkйÒgÐïËg@µÐµÉÊGÉ?ÉÐKѶâ Ëg?chµÑÁch¶k@GÙGMâ +жËjÁÏÉÐ˵ÐËйÄ@ÌpÌÁ@µ@Á@½ÉÄh}ÏcgÏÉеÏÊâ ÌoÉÉcgÐÅÏÉÏg?Ê_ They have lost everything. they have nothing.)Ëcg@µÐG usually often(=Now sometimes never Ò ÐÁ@Á@½h­ÀÐÔ + Äh}Ïc gÏÉеÏÊâ Ì oÉÉcgÐÅÄ@̶â Ë dÁÐÅÀÞÐG)ÄhïGgÏÉÏÉÏgÐk + жËjÁÏÉÐ˵ÐËйÄ@ÌpÌÁ@µ@Á@½ÉÄh}ÏcgÏÉеÏÊâ ÌoÉÉcgÐÅÏÉÏg?Ê_ 7 @Llâ Ì ÔÑK@µ @K ÏÉÏÊGÏg@GÉÉc , À?ÉÏcgÐG Ѷâ Ë g?chµÑÁch¶k@GÙGMâ Ë cg@µÐG 7have @Llâ ÔÑK@µ @K@KÏÉÏÊGÏg@GÉÉc ÏÉÏÊGÏg@GÉÉc ,(=Now À?ÉÏcgÐG Ѷâ g?chµÑÁch¶k@GÙGMâ cg@µÐG ÒÐÁ@Á@½h­ÀÐÔ +Äh}Ïcbegun gÏÉеÏÊâto ÌoÉÉcgÐÅÄ@̶â ËdÁÐÅÀÞÐG)ÄhïGgÏÉÏÉÏgÐk They everything. they nothing.) 7 @Llâ ÌÌÔÑK@µ @K , À?ÉÏcgÐG Ѷâ ËËg?chµÑÁch¶k@GÙGMâ ËËcg@µÐG The climate has change/changing rapidly. 7ÐÁÊÙG 7@Llâ Ìlost ÔÑK@µ everything. ÏÉÏÊGÏg@GÉÉc ,À?ÉÏcgÐG Ѷâ Ëhave g?chµÑÁch¶k@GÙGMâ Ëcg@µÐG )The +жËjÁÏÉÐ˵ÐËйÄ@ÌpÌÁ@µ@Á@½ÉÄh}ÏcgÏÉеÏÊâ ÌoÉÉcgÐÅÏÉÏg?Ê_ Th ey have lost (Now they have nothing.) They have lost everything. (=Now they have nothing.) climate has begun to change/changing rapidly. ) Ã Ë â cg@µÐGrÊK@Å?cÉÉÉchG?gâ ¼ Ð}йg@S·â Ë dÁÐÅÀÞÐG Ã Ë â cg@µÐGÏc@kÒÉÉchGÐÁ?gâ ¼ Ð}йÒgØiÐGÐÁ?g@¶ð ¹ ÏÉ@ÔÀÐÔ x They have been burningfor daysѶâ now. (=Theyhave havenever never The +жËjÁÏÉÐ˵ÐËйÄ@ÌpÌÁ@µ@Á@½ÉÄh}ÏcgÏÉеÏÊâ ÌoÉÉcgÐÅÏÉÏg?Ê_ climate has begun to change/changing rapidly. 7have @Llâ ÌÔÑK@µ @Kburning ÏÉÏÊGÏg@GÉÉc ,for À?ÉÏcgÐG Ëg?chµÑÁch¶k@GÙGMâ Ëcg@µÐG Th e climate has begun to change / changing rapidly. It's enough to start to change/changing the climate. They been days now. (=They + жËjÁÏÉÐ˵ÐËйÄ@ÌpÌÁ@µ@Á@½ÉÄh}ÏcgÏÉеÏÊâ Ì oÉÉcgÐÅÏÉÏg?Ê_ (=They have never The climate has begun to change/changing rapidly. They have been burning for days now. (=They have never It's enough to start to change/changing the climate. @LlâÌburning.) ÔÑK@µ @KÏÉÏÊGÏg@GÉÉc ,À?ÉÏcgÐG Ѷâ Ëg?chµÑÁch¶k@GÙGMâ Ë.cg@µÐG stopped It'sclimate enoughhas to start to change/changing therapidly. climate. I 77often played computer games when I was have youngnever @Llâ ÌÔÑK@µ @Kburning ÏÉÏÊGÏg@GÉÉc ,À?ÉÏcgÐG Ëg?chµÑÁch¶k@GÙGMâ Ëcg@µÐG The begun tochange change/changing stopped burning.) They have been for days Ѷâ now. (=They stopped burning.) It’s enoughtohas tostart start to / changing the climate. stopped burning.) It's enough to change/changing the climate. climate begun to change/changing rapidly. The They have been burning for days now. (=They have never It's enough 7to stopped burning.) start to change/changing the climate. Mâ Ì GÐÅ Ä@Ë ÏÉÏgÐkÒi?Êâ Ì oÄ@½ÐÅMâ Ë hµÏcежËcÒg@µ·â ËdÁÐÅ They have been burning for days now. (=They have never 7 Mâ Ì GÐÅ Ä@Ë ÏÉÏgÐkÒi?Êâ Ì oÄ@½ÐÅMâ Ë hµÏcежËcÒg@µ·â Th ey burning.) have been burning for days now. (= They have It's enough 7to change/changing the climate.ËdÁÐÅ stopped MâÌstart GÐÅÄ@Ëto ÏÉÏgÐkÒi?Êâ ÌoÄ@½ÐÅMâËhµÏcежËcÒg@µ·â ËdÁÐÅ Ò ÏÉÐÁchµd̶ÔÐKÙGÂâ Ì ÅÏcg@µÐGÀ?ÉÏcgÐGÒÉ?ÉÐKÒÉÉchGÐÁ?gÐp̽ÐÅ stopped burning.) Ònever ÏÉÐÁchµd̶ÔÐKÙGÂâ Ì ÅÏcg@µÐGÀ?ÉÏcgÐGÒÉ?ÉÐKÒÉÉchGÐÁ?gÐp̽ÐÅ 7 Mâ Ì GÐÅ Ä@Ë ÏÉÏgÐkÒi?Êâ Ì oÄ@½ÐÅMâ Ë hµÏcежËcÒg@µ·â Ë dÁÐÅ Lesson 4: Past simple Ò ÏÉÐÁchµd̶ÔÐKÙGÂâ Ì ÅÏcg@µÐGÀ?ÉÏcgÐGÒÉ?ÉÐKÒÉÉchGÐÁ?gÐp̽ÐÅ stopped burning.) continue ,hate, like, love ,prefer 7 Mâ Ì GÐÅ Ä@Ë ÏÉÏgÐkÒi?Êâ Ì oÄ@½ÐÅMâ Ë hµÏcежËcÒg@µ·â Ë dÁÐÅ continue, hate, like, love, prefer ÒÏÉÐÁchµd̶ÔÐKÙGÂâ Ì ÅÏcg@µÐGÀ?ÉÏcgÐGÒÉ?ÉÐKÒÉÉchGÐÁ?gÐp̽ÐÅ & + ÑÂâ Ë gÐÁ Ò@Á@½ÐG g@SgØi % amount of time * N@µÐ¹ ·â Ë dÁÐÅ continue ,hate, like, love ,prefer 7 Mâ Ì GÐÅ Ä@Ë ÏÉÏgÐkÒi?Êâ Ì oÄ@½ÐÅMâ Ë hµÏcежËcÒg@µ·â Ë dÁÐÅ continue ,hate, like, love ,prefer ÃËöhGgÏc ËgÐÁ amount ofof time && +ÑÂâ Ò@Á@½ÐG g@SgØi %amount **N@µÐ¹ ·âË·â dÁÐÅ +ÑÂâ ËgÐÁ Ò@Á@½ÐG g@SgØi %amount time N@µÐ¹ ËdÁÐÅ ÒÏÉÐÁchµd̶ÔÐKÙGÂâ ÌÅÏcg@µÐGÀ?ÉÏcgÐGÒÉ?ÉÐKÒÉÉchGÐÁ?gÐp̽ÐÅ amountof oftime time ,hate, like, love ,prefer I've ÒÏÉÐÁchµd̶ÔÐKÙGÂâ ÌÅÏcg@µÐGÀ?ÉÏcgÐGÒÉ?ÉÐKÒÉÉchGÐÁ?gÐp̽ÐÅ to America. moved(did not move) & %continue + ÑÂâ Ë gÐÁ Ò@Á@½ÐG g@SgØi % amount of time * N@µÐ¹ ·â Ë dÁÐÅ ÌÅg@µÐGÐGN?cÏcÉÉgg@SgØiеÃËö GgÏc·âËg@µÁ?ÊKÏc been waiting for you for hours! What have you prefer,ÑÁ@Ââ like ,hate &ÑÁ@µÐ]Á@½h­ would ¼â Ð]}йÐ]¶GÑÂÌHâ ÌKÀÞÐG continue ,hate, like, love ,prefer Ibeen /been You /gÐÁWe/They I've waiting for hours! What have you I've foryou youfor for hours!of What have you % prefer, like ,hate &ÑÁ@µÐ]Á@½h­ would ¼â Ð]}йÐ]¶GÑÂÌHâ ÌKÀÞÐG *** & +ÑÂâ Ëwaiting Ò@Á@½ÐG g@SgØi % amount time * N@µÐ¹ ·â Ë dÁÐÅ continue ,hate, like, love ,prefer % prefer, like ,hate &ÑÁ@µÐ]Á@½h­ would ¼â Ð]}йÐ]¶GÑÂÌHâ ÌKÀÞÐG to America. moved (did not move) & + ÑÂâ Ë gÐÁ Ò@Á@½ÐG g@SgØi % amount of time * N@µÐ¹ ·â Ë dÁÐÅ been doing all this time? I've been waiting for you for hours! What have you He/ She/ It ÉÉ@w (Ìused to %prefer, like ,hate&ÑÁ@µÐ]Á@½h­would +¼â Äh}ÏcgÏÉ Ð]}йÐ]¶GÑÂÌHâ KÀÞÐG * been doing all time? ÉÉ@wÒÏÊâ Ìo@ÆÁÐK been doing allthis this time? + Äh}ÏcgÏÉ ÉÉ@wÒÏÊâ Ìo@ÆÁÐK I've been waiting for you for hours! What have you %prefer, like ,hate&ÑÁ@µÐ]Á@½h­would ¼â Äh}ÏcgÏÉ Ð]}йÐ]¶GÑÂÌHâ ÌKÀÞÐG * + ÉÉ@wÒÏÊâ Ì o@ÆÁÐK been doing all this time? I've been waiting for you for hours! What have you % prefer, like ,hate & ÑÁ@µÐ]Á@½h­ would ¼ â Ð]}йÐ]¶GÑÂÌHâ Ì KÀÞÐG * I’vedoing beenall waiting for you for hours! What have you x out I used toevening. play computer games(a lot) Ìwhen +Äh}ÏcgÏÉ ÉÉ@wÒÏÊâ o@ÆÁÐK I'dlove lovetotogogo thisevening. been this time? I'd out this + Äh}ÏcgÏÉ ÉÉ@wÒÏÊâ Ì o@ÆÁÐK I'd love to go out this evening. been doing all this time? Òg@ÌkhO I’d love to go out this evening. Lesson 3: Describing change: v + adv ; adj + n I was young been3:doing all this change: time? +Äh}ÏcgÏÉ ÉÉ@wÒÏÊâÌo@ÆÁÐK wouldn't. I'd prefer tostay stayatathome! home! I'd love to go out this to evening. Lesson v v+ +adv ; adj + +nn to America? I IIwouldn't. I'd prefer Lesson 3:Describing Describing change: adv ; adj wouldn't. I'd prefer to stay at home! I/ you / we/ they move I'd love to go out this evening. ?d Ë â gÐÁ ÑK Ð ¹ ð @WйÏhKÑÁ@µÐÁ@½h­¸ÏÉ used to (When) did Lesson 3: Describing change: v + adv ; adj +n I love wouldn’t. prefer to stay home! I wouldn't. I'dI’d prefer to stay at at home! I'd to go out this evening. Average temperatures have been rising steadily. Lesson 3: Describing change: v + adv ; adj + n to America? he/been she/ itadv +move IÑ]ÂËö wouldn't. I'd prefer to%use stay atlove home! Average temperatures have rising steadily. did Ñ]ÂËö hGgÏcÙ]GÄ@̽еÐË ÐËÏÉÐÔ %I'dtolove É Ilove love&Ä?Êâ &games Ä?Êâ ÌÁйÒi?É@ÌS * Average temperatures have been rising steadily. x I didn’t play computer (much) h GgÏcÙ]GÄ@̽еÐË ÐËÏÉÐÔ I'd É I Ì ÁйÒi?É@ÌS * Lesson 3: Describing change: v + ; adj n I wouldn't. I'd prefer to stay at home! 2v levels. There has been steady rise CO Ñ]ÂËöhGgÏcÙ]GÄ@̽еÐËÐËÏÉÐÔ%I'd loveÉI love &Ä?ÊâÌÁйÒi?É@ÌS * Average temperatures have been rising Lesson 3: Describing change: +steadily. adv; adj + n 22 22levels. There has been aa rise inin levels. There has been asteady steady rise inCO CO when I % was ÒÏg@]GgÏcÐ]KÐHË@KѶâ ÌLkÐÅÑÂËö hyoung. GgÏcÙGÀÏÉÉcÒÏÉÐÔÀÞÐG)ÐÌLp}ÑLkÐÅ Ñ]ÂËö hGgÏcÙ]GÄ@̽еÐË ÐËÏÉÐÔ I'd loveÉI love &Ä?ÊâÌÁйÒi?É@ÌS* 2 Average temperatures have been rising steadily. ÒÏg@]GgÏcÐ]KÐHË@KѶâ hGgÏcÙGÀÏÉÉcÒÏÉÐÔÀÞÐG)ÐÌLp}ÑLkÐÅ levels. There hastemperatures been a steady rise inbeen CO Average have been rising steadily. Ñ]ÂËö hGgÏcÙ]GÄ@̽еÐËÌLkÐÅÑÂËö ÐËÏÉÐÔ %I'd loveÉI love &Ä?ÊâÌÁйÒi?É@ÌS* 2 rising ÒÏg@]GgÏcÐ]KÐHË@KѶâ Ì LkÐÅÑÂËö h GgÏcÙGÀÏÉÉcÒÏÉÐÔÀÞÐG)ÐÌLp}ÑLkÐÅ ÏÉ?h¶Kgʵ Average temperatures have steadily. Ñ]ÂËö h GgÏcÙ]GÄ@̽еÐË ÐËÏÉÐÔ % I'd loveÉI love &Ä?Êâ ÌÁйÒi?É@ÌS* There has been a steady rise in CO2 levels. +NÐHË@KѵÐËÐÁÙG ÒÏg@]GgÏcÐ]KÐHË@KѶâÌLkÐÅÑÂËöhGgÏcÙGÀÏÉÉcÒÏÉÐÔÀÞÐG)ÐÌLp}ÑLkÐÅ There has been a steady rise in CO2 levels. + NÐHË@KѵÐËÐÁÙG ÒÏg@]GgÏcÐ]KÐHË@KѶâ Ì LkÐÅÑÂËö h GgÏcÙGÀÏÉÉcÒÏÉÐÔÀÞÐG)ÐÌLp}ÑLkÐÅ + NÐHË@KѵÐËÐÁÙG did Th erenot has>didn’t been a steady rise in CO2 levels. ÒÏg@]GgÏcÐ]KÐHË@KѶâÌLkÐÅÑÂËöhGgÏcÙGÀÏÉÉcÒÏÉÐÔÀÞÐG)ÐÌLp}ÑLkÐÅ +NÐHË@KѵÐËÐÁÙG +NÐHË@KѵÐËÐÁÙG 14 +NÐHË@KѵÐËÐÁÙG 2626 2626 26 26 26 26 26 9780230727564.Text.indd 26 4/5/10 10:23:27 22 VOCABULARYÅB¶ÑqÊ VOCABULARY 2 VOCABULARY ÅB¶ÑqÊ Language focus ·âÌÁÙ̺½gÐÅÙG·âÌoÐG¸ÏÉ Ù_É@ÁÑK@µ ·âÌÁÙ̺½gÐÅÙG·â ÌoÐG ÄchµmÌO ÌoÐG Mâ·âÌËÁÙ̺½gÐÅÙG·â ÉеÏdâ ÌÄchµmÌO OÒÉ@w ÒÉ@Á?g@G ÄchµmÌO ÒÉ@Á?g@G %·âÑË?hâ Ì _ÐG & ?hâ Ì _ ÏÉÐKÐÁ ÌÁÙ̺½gÐÅÙG·â ÌoÐG 2 VOCABULARY ÅB¶ÑqÊ (ppm) again and again /phonetics/exp like /phonetics/prep g@SÒ?Écйg@S per million age (for s) %fâËgcѵÐËÏ É@½ÙG&ÏÉ@½ part age (for ~s) /eɪdʒ (fɔː)/ part per million (ppm) 2 ~VOCABULARY ÅB¶ÑqÊ time million part pɜː per (ppm) ahead /əˈpɪə/ (of ) / phonetics/prep local /phonetics/phr qâÌ&Oй age (for ~s) appear %fâËgcѵÐËÏÉ@½ÙG ÏÉ@½pollute /ˌpɑːt ˈmɪliən/ MâËÉеÏcgÏc)ÃKÉеgÏc appear part per million (ppm) age (for ~s) gcѵÐËÏ É@½ÙG appear pollute 2 phonetics /asabb meet /phonetics/v dry aVOCABULARY bone MâfâËË·lâ ÉеÏcgÏc)ÃKÉеgÏc pollute /pəˈluːt/ ØögÏÊÌ Áqâ&ÏÉ@½ ÌO rainy Ì Ô¸ÏÉ·oÉ 2asˈdraɪ VOCABULARY ÅB¶ÑqÊ asa.m dry/ as a bone /əz əz ə ˌbəʊn/ %ÅB¶ÑqÊ appear pollute 2 dry VOCABULARY ÅB¶ÑqÊ MâËÉеÏcgÏc)ÃKÉеgÏc as as a bone rainy average (ly)/ˈreɪni/ ·lâ ÌÉ@½ÙG Ô¸ÏÉ·oÉ rainy arrive /phonetics/v nationality /phonetics/n part ÑË?ö h¶âÌK &ÏÉ@½rapid average /ˈævrɪdʒ/ Ñ â SÐK@}Ïc age (for ~ s) % fâ Ë gcѵÐËÏ part per per million million (ppm) (ppm) age (for ~ s) % fâ Ë gcѵÐËÏ É@½ÙG & ÏÉ@½ ·âÌÁÙ̺½gÐÅÙG·â ÌoÐG as dry as a bone rainy ·lâ Ì Ô¸ÏÉ·oÉ ÒÉ@Á?g@G average rapid (ly) part per million (ppm) chart refuse ÑË?ö h ¶â Ì K %ÑË?hâ ÌÄchµmÌO _ÐG &?hâ Ì_ rapid(ly) /ˈræpɪdli/ age (for ~ s) % fâ Ë gcѵÐËÏ É@½ÙG & ÏÉ@½ ·âÌÁÙ̺½gÐÅÙG·â ÌoÐG Òg@¶ð º Ì â Å)Ðp_ÐÁ ÏÉÐK@µÏdKÏg)ÏÉÐÁch¶KÏg appear pollute chart /tʃɑːt/ attach / phonetics/vappear nearly / phonetics / adv Mâ Ë ÉеÏcgÏc)ÃKÉеgÏc N@µÏc zâ Ì OÉ@ŠжËgÐ_ ) ÒжËjÁ pollute MâËÉеÏcgÏc)ÃKÉеgÏc ÄchµmÌO average rapid (ly) ÑË?ö h ¶â Ì K % ÑË?hâ Ì _ÐG & ?hâ Ì_ chart refuse appear climate changeaˌtʃeɪndʒ/ Òg@¶ð âÌÅ)Ðp_ÐÁ ÏÉÐK@µÏdKÏg)ÏÉÐÁch¶KÏg refuse /rɪˈfjuːz/ MâËÉеÏcgÏc)ÃKÉеgÏc Érе ÑÁ?ö gÙ}Ë?cй remain ÏÉÐLâÌÂâÄchµmÌO ̽Ïc as rainy climate change /ˈkləɪmə n ?ÉÐÅ ·lâ Ì̺ԸÏÉ·oÉ ÒÉ@Á?g@G born (be) / phonetics/adj oilpollute /phonetics/n as dry dry as as a bone bone rainy ÄÉÊG· NÉÐÁ ·lâ Ô¸ÏÉ·oÉ ÒÉ@Á?g@G chart refuse Òg@¶ð âÌÅ)Ðp_ÐÁ ÏÉÐK@µÏdKÏg)ÏÉÐÁch¶KÏg climate remain as dry aschange a bone rainy ?ÉÐÅ Érе ÑÁ?öhg¶âÙ} ÏÉÐLâ Ì&Ââ?hâ ̽Ïc remain /rɪˈmeɪn/ ·lâ ̺ԸÏÉ·oÉ ÒÉ@Á?g@G gÉÐÅ @Á?i average rapid cloud /klaʊd/ cloud ÑË?ö ÌÌKKscientist %%ÑË?hâ ÌÌ_ÐG ÌÌ__ average rapid (ly) (ly) Bye (Goodbye) /phonetics/abb parent /phonetics/n ¼ â Ð}йN ?Ê_ ¸É@GÉ ÑË?ö h ¶â ÑË?hâ _ÐG·Ë?c &Ââ?hâ climate change remain ?ÉÐÅ É rе ÑÁ?ö g Ù} ÏÉÐLâ Ì Ì ½Ïc cloud scientist average rapid (ly) coal slight(ly) gÉÐÅ @Á?i scientist /ˈsaɪəntɪst/ ¹Ð_ ÑË?öh¶âÌK refuse %ÑË?hâ&ÌÀе _ÐG&?hâÌ_ %ѽеÐG chart coal /kəʊl/ ººiÊð âÌâÌÅ)Ðp_ÐÁ ÏÉÐK@µÏdKÏg)ÏÉÐÁch¶KÏg chart refuse Òg@¶ð Å)Ðp_ÐÁ ÏÉÐK@µÏdKÏg)ÏÉÐÁch¶KÏg can't wait / phonetics/exp penfriend /phonetics/n N@¶GÄ?ÉögÒg@¶ð ÏÉ@wMâ ÌÁ?ÊK@Á н@ÁÑâËögÉ@Å@Á?i cloud scientist gÉÐÅ coal slight(ly) chart refuse decrease snowy iÊð ¹ Ð_ % ѽеÐG slight(ly) /ˈslaɪtli/ Òg@¶ðºâÌÅ)Ðp_ÐÁ ÏÉÐK@µÏdKÏg)ÏÉÐÁch¶KÏg MâÌGÏcÀе)ÏÉÐÁÊGÀе ÒÉ?h­ÐG)ÃËh­ÐG change remain decrease /dɪˈkriːs/ climate ?ÉÐÅ ÑÁ?ö ggÙ} ÏÉÐLâ ÌÌÂâÂâ&ÌÌÀе ½Ïc change remain/phonetics/n ?ÉÐÅÉÉrе rе?iÙ½@Ô ÑÁ?ö Ù} picnic ÏÉÐLâ ½Ïc cousin /phonetics/n climate coal slight(ly) Ä?hËÐk iÊð ¹ Ð_ % ѽеÐG & Àе decrease snowy climate change remain degrees Celsius speed Mâ Ì GÏcÀе)ÏÉÐÁÊGÀе ÒÉ?h­ÐG)ÃËh­ÐG snowy /ˈsnəʊwi/ ?ÉÐÅ É rе ÑÁ?ö g Ù} ÏÉÐLâ Ì Ââ Ì ½Ïc ÒcÐkÒкO ÑË?hâ Ì _ cloud scientist degrees Celsius /dɪˌgriːz ˈselsiəs/ gÉÐÅ @Á?i cloud scientist gÉÐÅ plan @Á?i decrease snowy /phonetics/ v/n difference / phonetics/n Ä@Á?cÄÛO ) Mâ Ì ÁÏc?cÄÛO MâÌGÏcÀе)ÏÉÐÁÊGÀе ÒÉ?h­ÐG)ÃËh­ÐG Ò i?É@ÌS degrees Celsius speed cloud scientist disappear spread ÒcÐkÒкO ÑË?hâ Ì_ speed /spiːd/ gÉÐÅ @Á?i Ä@½ÐÁg@Ëc)ÄÉÊwÉ@Áй ÄchµÐÁÐoÐK)ÏÉÐÁÉÊGÉð Û G coal slight(ly) disappear /ˌdɪsəˈpɪə/ iÊð ¹ Ð_ % ѽеÐG & Àе coal iÊð¹Ð_ slight(ly) %ѽеÐGÑË?hâ &Àе degrees Celsius speed ÒcÐkÒкO ÌÛ_G during / phonetics/prep p.m abb/spred/ disappear spread ÒÏÉ@½Ð¹ coal slight(ly) disaster ÄchµÐÁÐoÐK)ÏÉÐÁÉÊGÉð spread iÊð¹Ð_steady(ily) Øög%ÏÊÌÁr@O ѽеÐG N@kÏg@µ %ÒögÙ}ÐÁÐG &ögÙ}ÐÁ&Àе decrease snowy disaster /dɪˈzaːstə/ Mâ ÌÌÄ@½ÐÁg@Ëc)ÄÉÊwÉ@Áй GÏcÀе)ÏÉÐÁÊGÀе ÒÉ?h­ÐG)ÃËh­ÐG decrease snowy Mâ GÏcÀе)ÏÉÐÁÊGÀе ÒÉ?h­ÐG)ÃËh­ÐG disappear spread ÄchµÐÁÐoÐK)ÏÉÐÁÉÊGÉð ÛG disaster steady(ily) /ˈstedi engineer / phonetics/n PS(postscript) /phonetics/abb decrease snowy farmer N@kÏg@µstorm ÒögÙ}ÐÁÐG &ögÙO}ÐÁ g@Ëi?dÁÐÔ jâËÉ?gÐ steady(ily) / stedɪli/ MâÌÄ@½ÐÁg@Ëc)ÄÉÊwÉ@Áй GÏcÀе)ÏÉÐÁÊGÀе %ÒÉ?h­ÐG)ÃËh­ÐG Ä@Ëgi degrees speed farmer /ˈfɑːmə/ g@ÌKÉÊS ÒcÐkÒкO ÑË?hâ ÌÌ__ degrees Celsius Celsius speed ÒcÐkÒкO ÑË?hâ disaster steady(ily) N@kÏg@µ %ÏÉÐK?cÏcÀÞÉ ÒögÙ}ÐÁÐGÑË?hâ &Ä@Ëgi ögÙ}ÐÁ farmer Celsius storm/phonetics/v/n speed g@ÌKÉÊStemperature reply gate //ˈfɒrɪst/ phonetics/n storm /stɔːm/ ÏÉÐÁ? cÀÞÉ)ѽgÐ}ÒкO ÒcÐkÒкO ÌÛ_G Ä@Lkg?c disappear spread Ïi?ÉgÏc forest nforestdegrees Ä@½ÐÁg@Ëc)ÄÉÊwÉ@Áй ÄchµÐÁÐoÐK)ÏÉÐÁÉÊGÉð disappear spread Ä@½ÐÁg@Ëc)ÄÉÊwÉ@Áй ÄchµÐÁÐoÐK)ÏÉÐÁÉÊGÉð ÛG farmer storm g@ÌKÉÊS Ä@Ëgi forest temperature disappear spread fossil fuel day before yesterday N@kÏg@µ Ä@Lkg?cthe ѽgÐ}ÒкO temperature /ˈtemprɪˌtʃə/ Ä@½ÐÁg@Ëc)ÄÉÊwÉ@Áй ÄchµÐÁÐoÐK)ÏÉÐÁÉÊGÉð ÛG ÉÊGcgÐGÐGÑÁнÐKÉÊk âÒhâg@½ÙK ÌO&ögÙ}ÐÁ disaster steady(ily) go ahead / phonetics/v score /phonetics/v/n fossil fuel /fɒsl ˌfjuːl/ ÉʽgЭ Ächµg@½ÙK ) N@µÏc % Òö g Ù}ÐÁÐG disaster steady(ily) N@kÏg@µ %ÒögÙ}ÐÁÐG &ögÙ}ÐÁ forest temperature Ä@Lkg?c ѽgÐ}ÒкO fossil fuel the day before yesterday disaster steady(ily) warming ˈwɔːmɪŋ/ ÄÉÊGcgÐGÐGÑÁнÐKÉÊk ÌO N@kÏg@µ gÙ}ÐÁÐG ögâÒÙhâ}ÐÁ the day before yesterday @ÆÌSÑÁÉÊGÀgÐ} hKÉÊpâ OÒö+++ ÒÉÐo farmer storm global /ˌgləʊb(ə)l night / week / month / year before last g@ÌKÉÊS &Ä@Ëgi Goodwarming to meet global you /phonetics/exp /phonetics/v/n farmer storm MÂÌÂÌGÐG¿ð ¹@XoÙ_ ÐÂâÌÌ%¶l̺_ÐL_ÐK g@ÌKÉÊStheskateboard Ä@Ëgi fossil fuel the day before yesterday ÉÊGcgÐGÐGÑÁнÐKÉÊk Ò â hâ ÌO global warming /ðə ˌdeɪ bɪfɔː ˈjestəde/ farmer storm greenhouse lastnight few /years Ä@ÆÌSÑÁÉÊGÀgÐ} hKÉÊpâѽgÐ}ÒкO ÌO+++ ÒÉÐo the week / month / year before last ?dË?ÉcÒÐÁÞ@kdÁÐwÀй g@ÌKÉÊSthese Ä@Ëgi ÑËÐoÊoÒÐïð ºKÐo forest temperature greenhouse /ˈgriːnˌhəus/ n Ä@Lkg?c forest temperature grade / phonetics/n suggest /phonetics/v ¼ÙO N@µÏcg @ÌÂpâ Ì O Ä@Lkg?c ѽgÐ}ÒкO global warming Ä@ÆÌSÑÁÉÊGÀgÐ} hKÉÊpâ ÌO+++ÒÉÐo greenhouse these last/ few years the night / month / year before the(=leading) night /week week / month / last year before last/ forest temperature greenhouse gas ÑËÐoÊoÒÐïð ºKÐotop ?dË?ÉcÒÐÁÞ@kdÁÐwÀй Ä@Lkg?c ѽgÐ}ÒкO ºKÐoÒi@} %Ã˵@w fossil the before greenhouse gas /ˈgriːn haʊs ˌgæs/ ÑËÐoÊoÒÐïð =&ÃËo@G ÉÊGcgÐGÐGÑÁнÐKÉÊk âÒ fossil fuel fuel the day day before yesterday yesterday Hi! / phonetics/exp team /phonetics/n ÉÊGcgÐGÐGÑÁнÐKÉÊk âÒhâhâÌÌOO ÑÁÙw QÌK greenhouse these last few years these last fewyesterday years /ðə naɪt / wik/?dË?ÉcÒÐÁÞ@kdÁÐwÀй ÑËÐoÊoÒÐïð ºKÐowarn greenhouse gas top (=leading) fossil fuel the day before hold down ÑËÐoÊoÒÐïð º KÐoÒi@} % Ã˵@w & ÃËo@G = ÉÊGcgÐGÐGÑÁнÐKÉÊk âÒhâÌO ÄdÁ@LkÏÉ)ÃKh}?g ÏÉÐÁchµg?c@}@Ô global warming hold down /ˈhəʊldglobal ˌdaʊn/ ÄÄ@ÆÌSÑÁÉÊGÀgÐ} hKÉÊpâ ÌÌOO+++ ÒÉÐo the // week // month // year before last warming @ÆÌSÑÁÉÊGÀgÐ} hKÉÊpâ +++ ÒÉÐo the night night week month year before last mʌnθ / jɪə bɪfɔː lɑːst / ðiːz lɑːst interest / phonetics/v/n travel /phonetics/v greenhouse gas top (=leading) ÉÉiÏg@Ô N@µÏc MoÐ} ÑËÐoÊoÒÐïð º KÐoÒi@} % Ã˵@w & ÃËo@G hold down warn = global warming hurricane ÄdÁ@LkÏÉ)ÃKh}?g ÏÉÐÁchµg?c@}@Ô Ä@ÆÌSÑÁÉÊGÀgÐ} hKÉÊpâ ÌO+++ÒÉÐo ¼ÉʹÏcgÐ} ºKÐowildfire ÉdÁÐkÐÁÐoÐKÒh}@Ô greenhouse these last the night weekyears / month / year before last É hurricane /ˈhʌrɪkeɪn/ ÑËÐoÊoÒÐïð greenhouse these last/ few few years jɪəz/ ÑËÐoÊoÒÐïð ºKÐo fjuː ?dË?ÉcÒÐÁÞ@kdÁÐwÀй ?dË?ÉcÒÐÁÞ@kdÁÐwÀй hold down warn internet /phonetics/n used to /phonetics/v ÄdÁ@LkÏÉ)ÃKh}?g ÏÉÐÁchµg?c@}@Ô Mâ Ì ÁgÐLÂÌÔ MâËc?g hurricane wildfire last few years icy greenhouse ¼ÉʹÏcgÐ} É%ÉdÁÐkÐÁÐoÐKÒh}@Ô ÑËÐoÊoÒÐïð ºKÐowindthese ?dË?ÉcÒÐÁÞ@kdÁÐwÀй ð¹ÙÅÐk @GÐoÏg)@G greenhouse top (=leading) icy /ˈaɪsi/ ÑËÐoÊoÒÐï𠺺KÐoÒi@} Ã˵@w greenhouse gas gas top (=leading) =&&ÃËo@G top (= leading) /tɒp/ ÑËÐoÊoÒÐïð KÐoÒi@} % Ã˵@w ÃËo@G = hurricane wildfire É%ÉdÁÐkÐÁÐoÐKÒh}@Ô leave / phonetics/v vacation /phonetics/n icy wind MâÌðº¼ÉʹÏcgÐ} cð âÌÑŹÙÅÐk SÐG yesterday Ââ&ÃËo@G greenhouse gas top (=leading) imagine ºâËKÐoÒi@} âÑ=@GÐoÏg)@G ÑËÐoÊoÒÐïð Ã˵@w Äch¶ð¹@ËÐ_)É@wgÐGÐÁ@Ââ morning / afternoon /evening +++ ËÉÊpO Éc hold warn imagine /ɪˈmædʒɪn/ ÄdÁ@LkÏÉ)ÃKh}?g ÏÉÐÁchµg?c@}@Ô hold down down warn warn /wɔːn/ ÄdÁ@LkÏÉ)ÃKh}?g ÏÉÐÁchµg?c@}@Ô icy wind ð ¹ ÙÅÐk @GÐoÏg)@G imagine let (let’s) /phonetics/v waterfall /phonetics/n hold down warn increase Äch¶ð ¹ @ËÐ_)É@wgÐGÐÁ@Ââ Ì Å yesterday morning / afternoon /evening +++ âÑ¡@KÂâËÉc +++ оâ Ì Ô@G Ðï ÄdÁ@LkÏÉ)ÃKh}?g ÏÉÐÁchµg?c@}@Ô ÄÉÊGc@Ëi)ÏÉÐÁÉÊGigÐG wildfire increase /ɪnˈkriːs/ hurricane ¼ÉʹÏcgÐ} ÉÉÉdÁÐkÐÁÐoÐKÒh}@Ô hurricane wildfire /ˈwaɪld laɪf/ wildfire ¼ÉʹÏcgÐ} ÉdÁÐkÐÁÐoÐKÒh}@Ô imagine Äch¶ð ¹ @ËÐ_)É@wgÐGÐÁ@Ââ Ì Å yesterday morning / afternoon /evening +++ âÑÂâËÉc increase wildfire let hurricane ÄÉÊGc@Ëi)ÏÉÐÁÉÊGigÐG ÉÉdÁÐkÐÁÐoÐKÒh}@Ô Ä?cÐïâ Ëg)Ä?ög¼ÉʹÏcgÐ} ̹¹ÙÅÐk wind icy wind let /let/ Ðïâð @GÐoÏg)@G icy wind/wɪnd/ ð ¹ ÙÅÐk @GÐoÏg)@G increase ÄÉÊGc@Ëi)ÏÉÐÁÉÊGigÐG let wind melt icy Ä?cÐïâ Ë g)Ä?ö g Ðïâ Ì ¹ ð¹ÙÅÐk @GÐoÏg)@G ÏÉÐÁ?ÊK imagine melt /melt/ Äch¶ð ÌÌÅÅ yesterday yesterday // afternoon /evening imagine morning / afternoon Äch¶ð¹¹@ËÐ_)É@wgÐGÐÁ@Ââ @ËÐ_)É@wgÐGÐÁ@Ââ yesterday morning morning afternoon /evening / evening /+++ +++ââÑ ÑÂâÂâËËÉc Éc let Ä?cÐïâ Ë g)Ä?ö g Ðïâ Ì ¹ melt out ofimagine control ÏÉÐÁ?ÊK Äch¶ð ¹ @ËÐ_)É@wgÐGÐÁ@Ââ Ì Å yesterday morning / afternoon /evening +++ â Ñ Ââ Ë Éc Mâ Ë hµ@Áâ ¼ ØÁÙµ out of control /əʊtincrease əv kəntrəʊl/ ÄÉ Ê Gc@Ëi)ÏÉÐÁÉÊGigÐG jestədaɪ mɔːnɪŋ / ɑːftənuːn / iːvnɪŋ/ increase ÄÉÊGc@Ëi)ÏÉÐÁÉÊGigÐG melt To out of control increase MâËhµ@Áâ ¼ÏÉÐÁ?ÊK ØÁÙµ ÄÉÊGc@Ëi)ÏÉÐÁÉÊGigÐG let Ä?cÐïâ ËËg)Ä?ö ggÐïâ let Ä?cÐïâ g)Ä?ö ÐïâÌ̹¹ out of control Mâ Ë hµ@Áâ ¼ ØÁÙµ Help You Study (Note: Keep English as it’s) let Ä?cÐïâËg)Ä?ö gÐïâ̹ melt ÏÉÐÁ?ÊK meltYou Study (Note: Keep English ÏÉÐÁ?ÊK To Help as it’s) melt of Mâ ËËhµ@Áâ ¼¼ÏÉÐÁ?ÊK ØÁÙµ out of control control Toout Help You Study (Note: Keep English it’s) abbreviations and symbols when you make Mâ hµ@Áâ ØÁÙµ as Write of control MâËhµ@Áâ ¼ØÁÙµ as it’s) Toout Help You Study (Note: Keep English 3 TO HELP YOU STUDY the following in note form. The factories produced, for example, very good cotton and iron. = equals, is the sameYou as Study ± about &Keep and English (Note: To (Note: Keep English as as it’s) it’s) To Help Help You Study To exempli Help Yougratia Study Keep English as The it’s) train leaves at six o’clock in the morning x by (4x4) e.g. = (Note: for example and arrives at five in the afternoon. etc. et cetera = and other similar things The piece of steel is one metre by fifty C = century (e.g. C19 = nineteenth century) centimetres, and it weighs seven kilograms. CO2 carbon dioxide H2O water The car was travelling at 100 miles per hour, a.m. ante meridiem = up to midday 27 which is about 160 kilometres per hour. p.m. post meridiem = after midday Use notes. g gram kg kilogram cm centimetre m metre kph kilometres per hour mph miles per hour 27 27 27 27 27 We sometimes also shortern certain words, e.g. much > m, very > v, with > w. 15 27 9780230727564.Text.indd 27 4/5/10 10:23:54 4 lessons 1&2 reVision The rivers had risen. A READ D A SOUTH-WEST MORNING NEWS 35 Jamie 38 TEAMS FOR 12 TORS RACE Teams from 38 schools around the country are competing in this year’s race to climb 12 of Dartmoor’s highest hills. They are already arriving in Plymouth, ready for the two-day event, which starts tomorrow morning and finishes on Sunday. Although there may be some rain, the race will go ahead at 9 a.m. 5 Ari Vana 40 B 10 Sophie Mrs Day Sophie 15 Mrs Day Sophie Mrs Day Hi, Mum. It’s me, Sophie. Hello, Sophie! Are you in Plymouth now? Yes. We got here this afternoon at 3.00, and we’ve been looking round for the last three hours. We’ve just been to the Aquarium. Is everyone ready for tomorrow? Yes, we’re going to eat soon and then get a good night’s sleep. You’re going to need it! Sophie 45 Sophie Ari Jamie Sophie Vana Jamie 50 Ari Sophie Where are we? I can’t see anything in this rain! I can! Here’s the bridge we have to cross. The river’s nearly over the top! Let’s cross before it disappears. ***** Vana, run! It’s going to collapse. It is collapsing. Hold my hand, Vana! ***** It’s gone. We’re lucky to be alive! Listen, it’s 6.00, and we need to find somewhere to camp. But the ground is just too wet. We ought to find an old farm building. Over there’s a little place which has a roof. You’re right! That’s home for tonight! E Radio You’re listening to Radio Plymouth, presenter and this is the local news at one. 20 Mr Day Dara, have you seen the latest Dears,weather has 55 Yesterday’s terrible weather report? Find below Dears, continued and is causing bigother translated vocab Dears, Mr Sherko Yes, I’ve just been watching it on the problems. Onin Dartmoor, they the pages which I indicated them Find below other translated vocabularies. You find tho Dears, Find below other translated vocabul Dears, 6 o’clock news. Dartmoor’s been had toDears, stop the 12 Tors Race at in thebelow pages which I Best indicated them inIblue. Find translated vocabularies. You tho in thewishes, pages which indicated them getting heavy rain. other translated vocabularies. Youfind find th 8.00other this morning. It could not Find below other translated vocabularies. Dears,Find below Shaswar. wishes, ininthe pages which I Iindicated them 25 Mr Day continue because the rivers had ininblue. Yes, it began two hours after the race 60 Best Best wishes, the pages which indicated blue. in the pages whichthem I indicated them in bl FindShaswar. below other translated vocabularies. You find those vo -------------------------------------------------risen dangerously and destroyed a had started, and it’s never stopped. Shaswar. Best wishes, Best wishes, in the pages which I indicated them in blue. -------------------------------------------------------------------------------wishes, Page ----------------------------------------------------bridgeBest on the route.28Th e organizers Mr Sherko The kids must be very wet and cold. Shaswar. Shaswar. Shaswar. tor /phon / n ÃËcgÐGÒch} nearly Best Page wishes, 28 have found I hope they’ve been able to find -------------------------------------------------------------------------------Page 28all the teams. ----------------------------------------------------------------------------------------------------------------------------------------a London – nValley kidteam /phon/ â¼?d½ Road tor /phon / n Only somewhere safe and dry for the night. Shaswar. Page 2828 ÃËcgÐGÒch} tor /phon / n ÃËcgÐGÒch} Page 65 Comprehensive is still/phon/ missing. -------------------------------------------------------------------------------------Page 28get – 30 Mr Day through I’m going to call Jamie and Sophie. kid ?d½ tor /phon kid /phon/ n â¼?d½ v Äch¶ËdÁÏÊËÐO tor/phon/ /phon/nn/ nâ¼ÃËc ÃËcgÐGÒch} gÐGÒch} /phon / n ÃËcgÐGÒch} 28through /phon/ vtor Mr Sherko I’ve already tried to call our two, but Pageget Äch¶ËdÁÏÊËÐO kid /phon/ getcollapse through/phon/ /phon/vvÄ@_ÉÉg Äch¶ËdÁÏÊËÐO kid /phon/n nâ¼?d½ ¼ â ?d½ /phon n ÃËcgÐGÒch} kid /tɔː// n kid/phon/ /kɪd/camp nn â¼?d½ I couldn’t get through. There was no tortor /phon/ vv/n Ä?dð¹ÐÅgc@w collapse /phon/ v Ä@_ÉÉg get /phon/ v vÄch¶ ËdÁÏÊËÐO collapse /phon/ Ä@_ÉÉg getthrough through ËdÁÏÊËÐO through /get/phon/ ˈθruː/get v Äch¶ signal. through /phon/ v Äch¶ËdÁÏÊËÐO kidget /phon/ n â¼?d½ building @ÂÌG camp /phon/ v/nvvvÄ@_ÉÉg Ä?dð ¹ÐÅgc@wcamp collapse /phon/ /phon//phon/n v/n collapse /kəˈlæps/ camp /kæmp/ v/n Ä?dð¹ÐÅgc@w collapse /phon/ ËÄ@_ÉÉg get through /phon/ v Äch¶collapse dÁÏÊËÐO /phon/ v Ä@_ÉÉg organizer /phon/@ÂÌG nn gÐ`¶âËg building /phon/n building /ˈbɪldɪŋ/ n @ÂÌG organizer /ˈɔːgəˌnaɪzəː/ camp v/n Ä?dðÄ?dð ¹ÐÅgc@w building /phon/n camp/phon/ /phon/ v/n ¹ÐÅgc@w 28 collapse /phon/ v Ä@_ÉÉg camp /phon/ v/n Ä?dð¹ÐÅgc@w organizer n @ÂÌG gÐ`¶â Ëg organizer building /phon/n /phon/ building/phon/ /phon/n @ÂÌG Page 29 : n gÐ`¶âËg building /phon/n @ÂÌG camp /phon/ v/n Ä?dð¹ÐÅgc@w organizer gÐ`¶â ËgËg husband /phon/ n châ̽ organizer /phon/nnorganizer gÐ`¶â Page 29:/phon/ Page 29n: gÐ`¶âËg /phon/ building /phon/n @ÂÌG husband /phon/ n châ̽ husband /phon/ Page 39: n châ̽ Page 2929 :n: gÐ`¶âËg 9780230727564.Text.indd 28 4/5/10 10:24:01 organizer /phon/ Page Page 29rhyme : ÐÌ­@±É@Å C 4 lessons 1&2 1 Do the tasks. 1 Copy and complete the time chart. Add events 4–5. 1 newspaper report 2 conversation (Sophie and …) on Friday… at …p.m. on … 3 conversation (…) … 2 Note other events and times in order, e.g.: 3 p.m., Fri: Valley Road team arrived in … 2 1 2 3 Correct the statements that are wrong. Sophie visited the Aquarium alone. Before the race, no-one had expected any rain. The organizers stopped the race soon after the bridge had collapsed. 4 When the two fathers spoke, their children had already been able to find somewhere safe and dry. 5 At the time of the radio report, there had been heavy rain for nearly 24 hours. 3 Decide who probably said what – and when. Match 1–5 with comments a–e. Explain your choices. 1 Mrs Sherko 2 a farmer 3 a race organizer 4 a Radio Plymouth reporter 5 a teacher from Valley Road Comprehensive a What exactly made you decide to stop the race yesterday evening? b Something terrible could happen to the kids. I could talk to Mrs Day about the situation. Or could you talk to her husband? c This rain is much worse than any of us had expected. I think we may have to stop the race. d Listen, everyone. We’ve got just three hours to look round, and I think we ought to spend some time at the fantastic Aquarium. Then we’ll have dinner and an early night! e This morning, the rain still hadn’t stopped, so I decided to get my sheep under cover. I don’t Dears, know who was more surprised – me or the Find below Iother vocabularies. You find th four teenagers found translated there! 4 1 2 3 4 in the pages which I indicated them in blue. Read to find the correct meaning. Best wishes, line 5: … ready for the two-day event, … Shaswar. line 16: Is everyone ready for tomorrow? ----------------------------------------------------------------------------line 31: I’ve already tried to call our two, … Page 28 line …/they had to stop the 12 Tors Race … tor58: /phon n ÃËcgÐGÒch} kid /phon/ â¼?d½ own words. Explain innyour get 18: through v Äch¶ ËdÁÏÊËÐO line get /phon/ a good night’s sleep. collapse /phon/ vgoing Ä@_ÉÉg to need it! line 19: You’re camp v/nhome Ä?dð¹ÐÅgc@w line 51:/phon/ That’s for tonight! building /phon/n @ÂÌG 6 Use your notes from A1 to tell the story in /phon/ n gÐ`¶âËg yourorganizer own words. 5 1 2 3 Page 29: husband /phon/ nn husband /ˈhʌzbənd/ châ̽ Page 39: rhyme ÐÌ­@±É@Å 29 Page 64: take over /phon/ v ÃKh}?cgÐkÐGMkÏc 9780230727564.Text.indd 29 square /phon/ n/adj Ä@OÏögÙ} 4/5/10 10:24:03 4 lessons 3&4 reVision Language B SPEAK 1 Play a guessing game. (preposition of location, must / could be) 1 Three students, A–C, leave the classroom. 2 One student hides something, e.g. a book in a bag under a desk near the back of the room. 3 Students A–C return and make up to 10 guesses. Others answer. Use prepositions. A * B * C Is it near the front of the room? No, sorry, it isn’t. You’re cold. Then it must be towards the back of the room. Yes, that’s right. You’re getting warmer. So could it be … ? 2 Ask and answer questions about Units 1–3. (relative clauses) A Who was Karl Benz? B He was the German who started selling cars with petrol engines. A What are the Alps? B They’re the mountains (that) Vana and Ari crossed on their way to Britain. 3 State problems and give advice. (ought to, had better) Use these ideas. Then add your own. A I’m really tired! I want to be able to drive. It’s going to start snowing soon. I don’t understand this maths problem. I need more information about Plymouth. B should You ought to had better ask your teacher. have an early night. look on the internet. pass your driving test. put on your winter coat. 4 Play a communication game. (present perfect and past simple with tense markers, graph description) 1 Continue the description of Farmer Ibrahim’s olive production during the last five years. Kilos 5000 4000 3000 2000 1000 0 0 1 2 Years 3 4 5 During the whole of the last five years since 20… , olive production has risen from … to … kilos. However, this rise has not been a steady one. Although there was a rapid increase from … to … kilos five years ago, the year after that, it rose more slowly … 2 Now you are a farmer, too. Draw a chart to show your own olive production for the last five years. 3 Work with a partner. Take turns to describe your chart and to draw your partner’s from what you hear. 4 Compare charts. They should be the same! 5 Explain what happened and why. (past simple, past perfect, past forms of modal verbs) Complete the dialogues with the correct forms. Then work with a partner and practise them. 1 Teacher We … (be able) to look round Plymouth for a few hours. Reporter Why … (be able) to do that? Teacher Because we … (arrive) quite early. 2 Ari Vana and I … (want) to see the Aquarium. Reporter Why … (want) to do that? Ari Because we … (find out) about it before our trip to Plymouth. 30 9780230727564.Text.indd 30 4/5/10 10:24:03 4 lessons 3&4 3 Jamie I … (feel) full of energy at the start. Reporter Why … (be) that? JamieBecause I … (be able) to get a good night’s sleep. 4 OrganizerWe … (be) very (surprised) by the weather. Reporter Why … (be) so (surprised)? OrganizerBecause the weather reports … (not be) too bad. 5 Teacher Most teams … (have to) stop and rest sometimes, but our team … (not have to) do that. Reporter Why was that? Teacher Because they … (train) so hard. 6 OrganizerMost teams … (have to) stop at the river. Reporter Why … (have to) do that? OrganizerBecause the bridge … (collapse), and so they … (cannot) go any farther. 6 Report the weather. (present perfect continuous) Give the Radio Plymouth weather report for 1.00 p.m. on Saturday. Use words from the boxes. The weather has been getting … It has been … The weather two hours ago, at 11 a.m. The weather The clouds (get) The rain (grow) The wind (become) (get) It (grow) (become) The weather now, at 1 p.m. heavier stronger thicker worse in during since the last two hours. the past two hours. 11 a.m. colder, river levels darker, and the temperature wetter, wind speeds windier, 7 Create a questionnaire. (verb + infinitive / verb + ~ing) 1 Copy and extend the questionnaire. Use the sentence parts to create the questions. 2 Work with a partner. Ask and answer the questions and note your partner’s answers. 3 Report your partner’s answers to the class. Questions 1 What do you like doing in your free time? Answers … 1 2 3 4 (fall). (rise). (increase). (decrease). what / like (do) / free time what subject / most enjoy (study) / school what / hope (do) when / leave school what country / most like (visit) / the future C EXTENSIVE LISTENING Listen to the rest of the Twelve Tors story. Listen to Parts 1, 2 and 3 one by one. Re-tell each part in turn. 31 9780230727564.Text.indd 31 4/5/10 10:24:03 5 DanGer – hUmans at Work! Unless they stop, they’ll … lessons 1&2 measurements • will and conditional forms A LISTEN AND DO 1 Copy the words. Number them 1–9 in the order that you hear them. canal dam hydroelectric power station lock oil terminal oil tanker pipeline reservoir turbine 1 3 Make statements from the table. Use adjectives. The canal is … kilmetres long, … metres wide and … B GRAMMAR p38 1 Look. Stating dimensions: be + dimension + adj have + n + of + dimension The canal is 80 kilometres long. The canal has a length of 80 kilometres. 2 Listen again to speakers 2 and 3 for more examples of each form. 2 3 Make statements about the pictures in A. A The Three Gorges reservoir is 660 kilometres long. B And it has an average width of about 1.12 kilometres. length C SPEAK depth 1 Suggest big projects that you think would be good for Kurdistan or Iraq. think should build I feel we could a… believe ought to construct width 3 2 Copy the table. Then listen again to engineers 2 and 3. Add the numbers that you hear to the table. long/length wide/width deep/depth high/height canal ___km up to __m locks ___m ___m ___m dam reservoir ___m ___km ___m ___km ___m Choose from these ideas. airport (Where?) bridge (Where? Road, railway or both?) canal (From … to … ?) dam and reservoir (Where?) pipeline (Oil or water? From … to … ?) railway (From … to … ?) road (From … to … ?) tunnel (From … to … ? Road, railway or both?) ___m 32 9780230727564.Text.indd 32 4/5/10 10:24:04 5 lessons 1&2 D LISTEN AND READ Like many other Americans, the Brant family are touring their country by camper van. Dad We’re about to cross the Hoover Dam. If you look right, you’ll see Lake Mead. Look left, and you’ll see the Colorado River far below. Tara Scary! Dad, please drive in the middle, or we’ll fall off the edge! Dad Don’t worry. That won’t happen, I promise. Tara I’ll have to close my eyes! Jack That’s silly, Tara! Listen, how big is the dam? Mum I’ll check the guidebook for you … It’s 379 metres long and it has a height of 221 metres. Jack Wow! And why did they build it? Mum It’s a huge hydroelectric power station. Dad It’s also very dry here, so farmers needed to irrigate their crops. That meant a big reservoir – Lake Mead. The water comes from the mountains. Jack What’s that white line around the lake? Dad That’s the high water mark. Salts in the water made it when the reservoir was full. Tara The water’s very low now. Why? Dad The mountains are getting less snow, so the lake is getting less water. And people are taking too much out. Jack What’ll happen if they don’t stop? Dad Unless they do, farming will collapse – and there’ll be no more hydroelectric power. Write questions for the answers below. Replace the underlined words with the correct nouns. 1 They’re travelling by camper van. 2 He promises her that they won’t fall off the edge. 3 It produces a lot of hydroelectric power, and it also creates a large reservoir. 4 They needed it for water to irrigate their crops. 5 Salts in the water made it when the lake was higher. 6 If they don’t stop doing that, farming will collapse and so will hydroelectric power production E GRAMMAR p38 1 Look. Forms of conditional statements You know the form of the first conditional. If you look right, you will see Lake Mead. We can also express conditional ideas like this: Look left, and you will see the River. Drive in the middle, or we will fall! Unless things change, farming will collapse. 2 After their trip, the Brant family advise their friends. Finish the following advice for them. 1 Travel by camper van, and you’ll be able to … 2 Get a good map and always check it, or you’ll … 3 Unless you plan the trip carefully, you’ll … F SPEAK Discuss a possible connection between the Lake Mead situation and the topic of Unit 3 – climate change. 33 9780230727564.Text.indd 33 4/5/10 10:24:05 5 lessons 3&4 DanGer – hUmans at Work! If they had thought, they would have … second conditional • third conditional A READ 1920: The dream Two rivers, the Amu and the Syr, used to bring water across the desert to the Aral Sea, which was then the fourth-largest lake in the world. However, the new Soviet Union had big new ideas. If we used this water, the desert would produce precious cotton for 1,000 kilometres. But what would happen to the Aral if we emptied the rivers? It would disappear, and a few fishermen would lose their jobs … But instead, there would be work for a million farmers! Today: The reality By 1970, irrigation canals were taking nearly all the river water, and the Aral was shrinking rapidly. Then it broke into two seas – the Large Aral and the Little Aral. By 2000, fishing ports were nearly 100 kilometres from the water, and the fish had gone. Old fishing boats lay on the dry, dusty, salty seabed, which was also polluted with 5 chemicals. And polluted dust on the wind was killing people and damaging the crops. The dream had become a disaster. Many came and tried to help, but nothing ever happened. One local leader recently Little Aral Sea looked back and said, ‘If every expert had 10 brought a bucket of water, we would have filled Syr River the Aral Sea again!’ Large Aral Sea Finally, in 2005, money from the World Bank produced a solution – at least for the The Aral Sea Little Aral. Engineers first repaired the badly in 1965 15 built canals which had always lost 75% of the water they carried. Then they constructed a Amu River 13-kilometre dam across the south of the lake. As a result, farmers still got enough water, but the Little Aral started filling. Since 2005, the average 20 depth has increased from 30 to 40 metres. The fish have started to return. So has the fishing industry. A lot of money has saved a small part of the Aral Sea. But if those planners had thought more carefully, perhaps they would have killed the project. If they had, this 25 environmental disaster would never have happened! 34 9780230727564.Text.indd 34 4/5/10 10:24:06 5 lessons 3&4 1 Do the tasks. 1 Look at the picture of the two men. Explain the situation. Say what the older man wanted to do. 2 Look at the map and the photo. Explain the situation that they show. 3 Thinking of the Aral Sea, explain this unit’s title. 2 Read to find the correct meaning. 1 line 7: Many came and tried to help, … 2 line 21: So has the fishing industry. 3 Explain in your own words. 1 line 2: Then it broke into two seas – the Large Aral and the Little Aral. 2 line 8: One local leader recently looked back … 3 line 24: … they would have killed the project. B GRAMMAR p38 1 Look. Second conditionals If + past simple, would + infinitive (without to) If we used this water, the desert would produce cotton. What would happen to the Aral if we emptied the rivers? 2 Create another example from the question and the answer in the planners’ conversation. C SPEAK 1 Work with a partner and do these tasks. 1 Decide which two places you would most like to visit if you could tour America like the Brants. 2 Say why. 2 Report your ideas to the class. A If we could tour America, we’d love to visit … B We’d really like to do that because … D READ AND SPEAK Answer the questions. 1 How many years passed between the dream and the reality of farms across the desert? 2 By this time, what else was happening as the planners had expected? 3 By the year 2000, what was happening that the planners had not expected? 4 How were engineers able to increase the amount of water people could use by 400%? 5 How did they stop the extra water passing from the Little to the Large Aral? 6 Why was the 2005 project much less than a complete solution to the disaster? E GRAMMAR p38 1 Look. Third conditionals If + past perfect, would have + past participle If they had thought, they would have stopped. What would have happened if the World Bank had not helped? 2 Find two more examples in the text. 3 Create another example from the final two sentences in the last paragraph. Unit 5 page 33 Activity 4 F SPEAK AND WRITE 1 Work with a partner and do these tasks. 1 Imagine travelling back in time to 1920. Argue against the planners’ ideas, e.g.: We need the fish! / Think of the environment! 2 Write what you would have said. Start like this. If I had met those planners, I would have said, ‘…’ 2 Read out what you have written. Unit 5 page 32 Activity 2 35 9780230727564.Text.indd 35 4/5/10 10:24:06 5 lessons 5&6 DanGer – hUmans at Work! Considering possible actions A LISTEN AND UNDERSTAND 1 Look at the things in the picture. Then listen for them in the poem. The World with its Countries 5 10 15 20 The world with its countries, Mountains and seas, People and creatures, Flowers and trees, The fish in the waters, The birds in the air Are calling to ask us All to take care. These are our treasures, A gift from above, We should say thank you With a care that shows love For the blue of the ocean, The clearness of air, The wonder of forests And the valleys so fair. The song of the skylark, The warmth of the sun, The rushing of clear streams And new life begun Are gifts we should cherish, So join in the call To strive to preserve them For the future of all. John Cotton 2 Listen again and choose the best way to complete the statement. The thing that the writer is really talking about is this: a studying the geography of different countries. b looking at and enjoying all the beautiful things in nature. c loving and looking after the natural environment. 3 Match the summaries below to verses 1–3. Listen again and number the correct summaries 1–3. Say what words help you. • We need to love and value all the wonderful things that we are given, and we should work together to look after them and save them. • All the wonderful things in the world want us to be careful with them and to look after them. • We need to be thankful for all the wonderful, natural things that we are given, and we should want to look after them with love. 4 Listen to your teacher’s explanations. 5 Get meanings from words that you already know. Context Line 8 Line 14 Line 15 Line 18 Line 22 Word care clearness wonder warmth join in Related words careful clear wonderful warm join 6 Get meanings from your dictionary. a Look at fair (line 16). You already know one meaning of this word. Find that meaning in the dictionary entry below. b The meaning you already know does not fit the context here. Think of more possible meanings: And the valleys so (nice? green? big? … ?) c Find the only possible meaning out of 1–5 in the dictionary entry. fair adj. 1 equal and right to everyone It’s not fair to give her more than the others. 2 quite a large quantity We stayed a fair time with Grandma and we talked a lot. 3 yellow hair or white skin My hair is black, but my sister has fair hair. 4 not bad, but not very good Tom’s work was fair, but it wasn’t as good as I had hoped. 5 beautiful (sometimes used in poetry) Earth has not anything to show more fair … 7 Listen again. Then read the poem aloud. 36 9780230727564.Text.indd 36 4/5/10 10:24:07 5 lessons 5&6 B WRITE 1 Start two paragraphs. The Three Gorges project is now complete, but think: What if the Three Gorges project had not gone ahead? 1 Work with a partner. Turn the following into third conditional statements. • If China (stop) the project, it (escape) several big problems. • However, if the country (not go ahead) with the project, the country (miss) several very important benefits. 2 Write the two statements in your Activity Book. Write them as the topic sentences at the start of two paragraphs. Unit 5 page 34 Activity 2A 2 Continue the two paragraphs. 1 Work with a partner. Read and act out the planners’ conversation before the project was agreed. Planner 1 Think of all the homes the Three Gorges project would destroy. If we stopped it, we would save the homes of 1.27 million people. Planner 2 Yes, but if we didn’t go ahead, the floods that often destroy whole towns would continue. Planner 1 Well, that’s true. But what about the huge area of the reservoir? If we stopped the project, we would keep all that fertile land for farming. Planner 2 Yes, that’s a good point. Planner 1 And another thing. Without the reservoir, we would also still have China’s many ancient remains in that area. Planner 2 But if we didn’t build the dam, we would not be able to create ‘clean’ hydroelectric power for China’s future. Planner 1 Yes, that’s true, of course. And if we didn’t build the dam, we would have to construct lots more power stations that burn ‘dirty’ fossil fuels instead. 2 Look at the arguments in red. Say which is for the project and which is against it. 3 Find two more arguments for and two more against. 4 Add all six to the paragraphs in your Activity Book. Unit 5 page 34 Activity 2B 3 Write another paragraph – a short conclusion. Choose the words in brackets that say what you think. In my opinion, the … (benefits / problems) were greater than the … (benefits / problems). As a result, I believe that the planners were … (right / wrong) to go ahead with the Three Gorges project. Unit 5 page 35 Activity 2C C UNIT TASK Everyone sometimes thinks about things that happened in the past and how they changed their lives. 1 Work with a partner. Discuss Ari and Vana. If we’d stayed at home, we wouldn’t have had to leave our friends. Yes, but if we hadn’t come to Britain, we wouldn’t have met Jamie and Sophie. Think of more things that would / would not have happened if Vana and Ari had not moved to Britain. 2 Talk about yourselves in the same way. Describe an event that changed your life in the past. Describe things that would / would not have happened without that event. 3 Write your partner’s story. Unit 5 page 35 Activity 3 37 9780230727564.Text.indd 37 4/5/10 10:24:07 Language Focus Language Focus Language Focus Language Focus 1 GRAMMAR Focus ÅB¾lã ÌÌii Focus Language Language 1 GRAMMAR Focus ÅB¾lã Language Language Focus 1 GRAMMAR ÅB¾lã ÌÌÌiii 1 GRAMMAR ÅB¾lã 1 GRAMMAR ÅB¾lã Language Focus 1 GRAMMAR ÅB¾lã ÌiÌi Lesson 1: Stating dimensions GRAMMAR ÅB¾lã GRAMMAR Language Focus 111 GRAMMAR ÅB¾lã Ìi Lesson 1:GRAMMAR Stating dimensions 1 ÅB¾lã 1 GRAMMAR ÅB¾lãÌÌii Unless they stop, farming will collapse. Lesson 3: Second conditionals Lesson 1: Stating dimensions 1 GRAMMAR ÅB¾lã Ì i Lesson 3: Second = If they do notconditionals stop, farming will collapse. Lesson 1: Stating dimensions Lesson 1: Stating dimensions Lessons 1 and 2: Present continuous Lesson 1: Stating dimensions be + dimension + adj; have +n+ of+ dimension Lesson 3: Second conditionals Lesson 1:GRAMMAR Stating+dimensions 1 ÅB¾lã Ì i Lesson 3: Second conditionals be + dimension adj; have +n+ of+ dimension If + past simple, would + infinitive (without to) Lesson 3: Second conditionals Lesson 1: Stating dimensions Lesson 3:simple, Second would conditionals ÃËöLesson h+GgÏc 1:80Stating dimensions be + dimension + adj; have +n+ be dimension + adj; have +of+ n +dimension of + dimension If + past + infinitive (without to) be + dimension + adj; have +n+ of+ dimension The Canal is kilometers long. Lesson 3: Second conditionals Lesson 1: Stating dimensions be + dimension + adj; have +n+ of+ dimension If + simple, would + infinitive (without to) Lesson 3: Second conditionals be dimension + adj; have +n+ of+ dimension wepast used this water, the would produce cotton. The+ICanal is 80 kilometers long. If + past simple, would +desert infinitive (without to) Lesson 3: Second conditionals watching. am (not) If + past simple, would infinitive (without to) Lesson 3: Second conditionals this 7ÑÂËö hwould GgÏcÙGÂâ ÌÅÏcg@µÐGÀ?ÉÏcgÐGÒÉÉchGÐÁ?g Lesson 1:80 dimensions The has a80 of 80 kilometers. If + +desert infinitive (without to)cotton. be +Canal dimension +length adj; have +n+ of+ dimension Th e Canal isStating kilometres long. is kilometers long. wepast usedsimple, water, the+ would produce be + dimension + adj; have +n+ of+ dimension The Canal is 80 kilometers long. (with a comma) has a length of 80 kilometers. The Canal is 80 kilometers long. we used this water, the desert would produce cotton. be + dimension + adj; have +n+ of+ dimension If + past simple, would + infinitive (without to) Lesson 3: Second conditionals He/She/ It watching. is (not) The Canal is 80ameter kilometers long. If past would infinitive (without to) be + is dimension +wide. adj; have +n+ of+ dimension used this water, the would produce cotton. river 600 IfIf +we past simple, would +desert infi++nitive (without to) The Canal has length of 80 kilometers. (with a ++ comma) IfThe we used this water, the desert would produce cotton. He issimple, falling! would 7N?cÏcÉÉg?cÐK@kÀй·â Ëg@µthis xwater. If past simple, infinitive (without to) If we used this water, the desert would produce cotton. The Canal has a length of 80 kilometers. Th e Canal has a length of 80 kilometres. is 80 kilometers long. desert would produce cotton if we used river is 600 meter wide. If + past simple, would + infinitive (without to) The Canal has a length of 80 kilometers. (with a comma) be + dimension + adj; have +n+ of+ dimension You/We/They watching. are (not) The Canal is 80 kilometers long. Canal has a length of 80 kilometers. (with a comma) The river has a width of 600 meters. If we used this water, the desert would produce cotton. is 600 meter wide. The desert would produce cotton if we used this water. The Canal is 80 kilometers long. (with a comma) If we used this water, the desert would produce If + past simple, would + infinitive (without to)cotton. If we used this water, the desert would produce cotton. The Canal is 80 kilometers long. (with a comma) The river is 600 meter wide. She is learning the guitar. 7 N?cÏcÉÉg@Llâ Ì Ô·â Ë g@µ x Canal has a length of 80 kilometers. (without a comma) has a width of 600 meters. The river is 600 meter wide. The desert would produce cotton if we used this water. If we used this water, the desert would produce cotton. The Canal has a kilometers length of 80 kilometers. Thriver e river isais 600 metres wide. The is 600 meter wide. Ifa we used thisproduce water, the desert would produce cotton. The desert would cotton if we used this water. mountain over 4,000 meters high. (with comma) The river has width of 600 meters. (without a comma) is 80 long. The desert would produce cotton if we used this water. The Canal has a length of 80 kilometers. (with a comma) The desert would produce cotton if we used this water. Theg@ÌkhO river has a width of 600 meters. (with a comma) is 600 meter wide. mountain is over 4,000 meters high. The river has a width of 600 meters. (without a comma) (with a comma) If we used this water, the desert would produce cotton. The river is 600 meter wide. 7 ?cÉÊK@Å?cйÉ?hµÏc@½@ÔѶâ Ë g@µ x The river has a width of 600 meters. (with a comma) (without a comma) mountain has a aheight 4,000 meters. The desert would produce cotton if this The 4,000 meters high. The Canal has length ofover 80 kilometers. Thriver e river aover width of of 600 metres. (without comma) +produce ÏÉ?}gÏÉ will йwe would Ìo xwater. river iswidth 600 meter wide. Theaadesert would cotton ifused weÒÏÊâ used this water. The (without comma) is over 4,000 meters high. The hashas ais of 600 meters. mountain has aa height of over 4,000 meters. is over 4,000 meters high. (with a comma) I The river has width of 600 meters. watching? + ÏÉ?}gÏÉ will й would ÒÏÊâ Ì o x The desert would produce cotton if we used this water. The mountain is over 4,000 meters high. Th e desert would produce cotton if we used this water. We are driving Silemani tomorrow. (What) amhas (without atocomma) The mountain a height of over 4,000 meters. The river is 600 meter wide. has a width of 600 meters. (without amay comma) ++produce ÏÉ?}gÏÉ will йcould would ÒÏÊâ ÌÌoo xx this water. The river has aisover width of 600 meters. The has a height of over 4,000 meters. is over 4,000 meters high. e mountain isÉ@Âð 4,000 metres high. @ÅÏÉgÐÅ The +ÄÉ?}gÏÉ Ð¹might É can й +% ¹ ÏÉ@Ô & ÒÏÊâ Ì o@KÏhKÑÏg % É@Á & ÒÏÊâ Ì o x TheThmountain mountain has a height of over 4,000 meters. ÏÉ?}gÏÉ will would ÒÏÊâ desert would cotton if we used he/she/ it The mountain over 4,000 meters high. watching? (without a comma) The mountain has a height of over 4,000 meters. ÏÉ?}gÏÉ willй йcould would@ÅÏÉgÐÅ ÒÏÊâÌÌoo xx (without a comma) is has +ÄÉ?}gÏÉ mayйmight Écan ++ÏÉ?}gÏÉ will would ÒÏÊâ The river of 600 meters. mountain is over 4,000 meters high. +%É@Âð ¹width ÏÉ@Ô &ÒÏÊâ Ìo@KÏhKÑÏg %meters. É@Á&ÒÏÊâÌo x The mountain mountain isheight over 4,000 meters high. TheTh mountain has aËahas of over 4,000 @ÅÏÉgÐÅ ++ÄÉ?}gÏÉ Ð¹ might É can й could (without amay comma) +% É@Âð ¹¹ÏÉ@Ô &&height ÒÏÊâ ÌÌÅÏcg@µÐGÉ@Á o@KÏhKÑÏg %%ÌÉ@Á &&ÒÏÊâ ÌÌoo xx you/we/they The a of over 4,000 meters. watching? + ÏÉ?}gÏÉ will would ÒÏÊâÌoÒÏÊâ x Ìo x If we had water, we could grow crops. e mountain has a height of over 4,000 metres. )жËcÒÐÁ?Êâ Ì OÉö h G·â dÁÐÅÙGÂâ Ì ÒÏÊâ o @ÅÏÉgÐÅ @ÅÏÉgÐÅ ÄÉ?}gÏÉ may й might É can й could + ÏÉ?}gÏÉ will й would +% É@Âð ÏÉ@Ô ÒÏÊâ o@KÏhKÑÏg É@Á ÒÏÊâ are The mountain mountain is over 4,000 meters high. has a&&ÒÏÊâ height of over 4,000 meters. @ÅÏÉgÐÅ ÄÉ?}gÏÉ may й might É can йwill could +% ¹¹ÏÉ@Ô o@KÏhKÑÏg %%ÌÉ@Á &&ÒÏÊâ ÌÌoo xx If we had water, weй could grow crops. The a height of over meters. @ÅÏÉgÐÅ ++ÄÉ?}gÏÉ may might can й could ++É ÏÉ?}gÏÉ Ð¹ would ÒÏÊâ +%É@Âð É@Âð ÏÉ@Ô ÒÏÊâ o@KÏhKÑÏg É@Á ÒÏÊâ )жËcÒÐÁ?Êâ ÌOÉöhG·â Ëhas dÁÐÅÙGÂâ ÌÌÌÅÏcg@µÐGÉ@Á ÒÏÊâ4,000 o@ÅÏÉgÐÅ ÏÉ?}gÏÉ will й would ÒÏÊâÌÌoo xx If we had water, we could grow crops. )жËcÒÐÁ?Êâ ÌÌOÉö hhG·â ËËhas dÁÐÅÙGÂâ ÌÌÌÅÏcg@µÐGÉ@Á ÒÏÊâ ÌÌÉ@Á o @ÅÏÉgÐÅ xxÌo x Ð]ÌÁÐÁ?Éй @ÅÏÉgÐÅ + ÄÉ?}gÏÉ may й might É can й could +% É@Âð ¹ ÏÉ@Ô & ÒÏÊâ o@KÏhKÑÏg % & ÒÏÊâ Ì o The mountain a height of over 4,000 meters. If we had water, we could grow crops. ÐÁÊÙG 7 Ð]µ ¸ Ð]ËÉÊK@Å?c Ù]GÂâ Ì ÅÏcg@µÐ]GÀÏÉÉcÑSgÐ]½ ÒÏ Êâ Ì o x Ìo x @ÅÏÉgÐÅ + ÄÉ?}gÏÉ may й might É can й could )жËcÒÐÁ?Êâ OÉö G·â dÁÐÅÙGÂâ ÅÏcg@µÐGÉ@Á ÒÏÊâ o @ÅÏÉgÐÅ +% É@Âð ¹ ÏÉ@Ô & ÒÏÊâ Ì o@KÏhKÑÏg % É@Á & ÒÏÊâ +ÏÉ?}gÏÉ willйcould would If we we had had water, weÙ]GÂâ could grow crops. )жËcÒÐÁ?Êâ ÌÌÅÏcg@µÐGÉ@Á ÒÏÊâ If we could grow Ð]ËÉÊK@Å?c ++ÄÉ?}gÏÉ may й might É +%É@Âð É@Âð¹¹ÏÉ@Ô ÏÉ@Ô ÒÏÊâÌÌo@KÏhKÑÏg o@KÏhKÑÏg É@Á&&ÒÏÊâ ÒÏÊâxxÌÌoo xx Ð]ÌÁÐÁ?Éй ÐÁÊÙG Ð]µ¸water, ÌÅÏcg@µÐ]GÀÏÉÉcÑSgÐ]½ ÒÏÊâÌo@ÅÏÉgÐÅ ÒÏÊâ x )жËcÒÐÁ?ÊâÌÌOÉö OÉöhhG·â G·âËËdÁÐÅÙGÂâ dÁÐÅÙGÂâ ÅÏcg@µÐGÉ@Á ÒÏÊâÌÌo o7@ÅÏÉgÐÅ @ÅÏÉgÐÅ @ÅÏÉgÐÅ ÄÉ?}gÏÉ may й mightcrops. Écan canй йcould +% &&ÒÏÊâ %%É@Á ÐÁÊÙG 7 Ð]ÌÁÐÁ?Éй Ð]µ ¸ Ð]ËÉÊK@Å?c Ù]GÂâ Ì ÅÏcg@µÐ]GÀÏÉÉcÑSgÐ]½ ÒÏ Êâ Ì o If we had water, we could grow crops. )жËcÒÐÁ?Êâ ÌOÉöhG·â ÌÅÏcg@µÐGÉ@Á ÒÏÊâÌo77ÒÏÊâ @ÅÏÉgÐÅ xÌo xx Ð]ÌÁÐÁ?Éй IfIf we had water, we grow crops. +ÄÉ?}gÏÉ the planners' dream. 7can ÐÁÊÙG )N? ÏÉ?h¶Kgʵ ÐÁÊÙG Ð]µ ¸ Ð]ËÉÊK@Å?c Ù]GÂâ ÌÌcould ÅÏcg@µÐ]GÀÏÉÉcÑSgÐ]½ ÒÏ ÊâÊâdGÉÉg ÌÌoo@ÅÏÉgÐÅ xxx )жËcÒÐÁ?Êâ ÌOÉöËdÁÐÅÙGÂâ hG·â ËdÁÐÅÙGÂâ ÌÌÅÏcg@µÐGÉ@Á Ì o @ÅÏÉgÐÅ may й might É Ð¹ could +% É@Âð ¹ ÏÉ@Ô & ÒÏÊâ o@KÏhKÑÏg % É@Á & ÒÏÊâ ÐÁÊÙG Ð]ÌÁÐÁ?Éй Ð]µ ¸ Ð]ËÉÊK@Å?c Ù]GÂâ ÅÏcg@µÐ]GÀÏÉÉcÑSgÐ]½ ÒÏ we had water, we could grow crops. ÐÁÊÙG 7ÒÏÊâ Ð]µ ¸had Ð]ËÉÊK@Å?c could Ù]GÂâ ÅÏcg@µÐ]GÀÏÉÉcÑSgÐ]½ ÒÏÊâdGÉÉg Ìo x the planners' dream. 7ÐÁÊÙG If we had we crops. has an area of Ë2,345 If wewater, water, weÌgrow could grow crops.)N? )жËcÒÐÁ?Êâ ÌOÉöhG·â dÁÐÅÙGÂâ ÌÅÏcg@µÐGÉ@Á Ìo@ÅÏÉgÐÅ x Ð]ÌÁÐÁ?Éй The lake The 2 Iamsquare not > kilometers I’m 7not the planners' dream. 77ÐÁÊÙG )N? lake has an area of Ë2,345 square kilometers ÐÁÊÙG Ð]ÌÁÐÁ?Éй Ð]µ ¸Ð]µ Ð]ËÉÊK@Å?c the Ù]GÂâ Ìcould ÅÏcg@µÐ]GÀÏÉÉcÑSgÐ]½ ÒÏÊâdGÉÉg ÌoÒÏ x ÊâÌo x IfÐ]ÌÁÐÁ?Éй I became rich in future, IÅÏcg@µÐ]GÀÏÉÉcÑSgÐ]½ would buy my am > I’m the planners' dream. ÐÁÊÙG )N? dGÉÉg If we had water, we grow crops. ÐÁÊÙG 7 ¸ Ð]ËÉÊK@Å?c Ù]GÂâ Ì (kmI )жËcÒÐÁ?Êâ Ì OÉö h G·â dÁÐÅÙGÂâ Ì ÅÏcg@µÐGÉ@Á ÒÏÊâ Ì o @ÅÏÉgÐÅ x the planners' dream. 7 ÐÁÊÙG )N? dGÉÉg ). The has an becameÐ]µ rich in the future, would buy my 2lake the planners' dream. 7ÐÁÊÙG )N?dGÉÉg ÐÁÊÙG IIÐ]ÌÁÐÁ?Éй ¸home. Ð]ËÉÊK@Å?c Ù]GÂâ ÌIIÅÏcg@µÐ]GÀÏÉÉcÑSgÐ]½ ÒÏÊâÌo x she square is not >kilometers she isn’t7(or: she’s not) If The lake has an area area of of 2,345 2,345 square kilometers The (km ). parents a new lake has an area of 2,345 square kilometers She is > She’s If became rich in the future, would buy my 2 The lake area 2,345 square kilometers the dream. 7ÐÁÊÙG )N?dGÉÉgÒÏdGÉÉg became rich in the future, would buy my car aan top speed of 195 kilometers perkilometres hour 2 ).Thhas (km planners' the dream. 7ÐÁÊÙG parents a new ehas lake has anof area of 2,345 square 7ÐÁÊÙG IIIÐ]ÌÁÐÁ?Éй Ð]µ ¸home. Ð]ËÉÊK@Å?c Ù]GÂâ ÌIIIÅÏcg@µÐ]GÀÏÉÉcÑSgÐ]½ ÊâdGÉÉg Ìo x If became rich in the future, would buy my 2 ). your are square not > you aren’t (or: you’reIf not) (km If became rich in theplanners' future, would buy my )N? 2lake The has area of 2,345 square kilometers car has aan top speed of 195 kilometers per hour ). (km the planners' dream. 7 ÐÁÊÙG )N? You are > you’re parents a new home. The lake has an area of 2,345 kilometers (km ). parents a new home. (kph). @Ll]â Ì Ô Ñ ¶ Ì â KÐ]ð ¹ @WÑ] Ëö h G gÏcÙ]G Ââ Ì ÅÏcg@µÐ]G À ÏÉÉcÑSgн ÒÏ Ê â Ì o x 2 a has The car has top speed of 195 kilometers per hour (km If I became rich in the future, I would buy my 2 parents a new home. The lake an area of 2,345 square kilometers I abecame future, would buy 2 ). a top speed of 195 kilometers per hour The has new home. thein planners' dream. 7ÐÁÊÙG o)N? ). (kmcar (kph). @Ll]âparents ÌÔ Ñ¶IfIfâÌKÐ]ð ¹@WÑ] Ëöhrich GgÏcÙ]G the ÂâÌÅÏcg@µÐ]G ÀIÏÉÉcÑSgн ÒÏÊâÌmy x dGÉÉg The car has top speed speed of of 195 195 kilometers kilometers per per hour hour (km ).). aa has 2 The car has top I abecame in the future, I would buy 2 2lake Ifparents rich the future, I would buy my parents (kph). @Ll]â ÌÌIÔÔbecame Ñ ¶¶parents âÌâÌKÐ]ð ¹¹@WÑ] ËöËöin hhGGrich gÏcÙ]G ÂâÂâÌÌÅÏcg@µÐ]G ÀÀÏÉÉcÑSgн ÒÏ ÊÊнââÌÌmy ooе xx a new home. The an area of 2,345 square per kilometers (km 7 ÐÁÊÙG ) N?dGÉÉgÐð ¹ @ W a new home. (km ). (kph). @Ll]â Ñ KÐ]ð @WÑ] gÏcÙ]G ÅÏcg@µÐ]G ÏÉÉcÑSgн ÒÏ The car has a top speed of 195 kilometers hour (kph). @Ll]âÌÌÔÔ Ñ Ñ¶¶If KÐ]ð @WÑ] gÏcÙ]G the ÅÏcg@µÐ]G ÏÉÉcÑSgн ÒÏ Thecar has topspeed speed of195 kilometres per The has aaatop of per hour Lesson 2: Present simple 195kilometers I became in I)N?dGÉÉgÐð would buy 2car (kph). parents a ËöËönew home. @Ll]â âÌâÌKÐ]ð ¹¹@WÑ] hhGGrich gÏcÙ]G ÂâÂâÌÌÅÏcg@µÐ]G ooе xx 7future, ÐÁÊÙGÀÀÏÉÉcÑSgн ¹ÒÏ @WÊÊнââÌÌmy The car has top speed of 195 kilometers per hour (km ). new home. The car has a top speed of 195 kilometers per hour @Ll]â 7 ÐÁÊÙG ))N?dGÉÉgÐð ¹¹ÒÏ @@WWÊн е (kph). Ѷparents âÌÌKÐ]𠹶@WÑ] Ëö h G gÏcÙ]G Ââ Ì ÅÏcg@µÐ]G À ÏÉÉcÑSgн â Ì o ÒÏ x IfIf IIÌÔ@Ll]â could fly, I awould never walk. 7 ÐÁÊÙG N?dGÉÉgÐð н е (kph). new home. Ô Ñ Ì â KÐ]ð ¹ @WÑ] Ëö h G gÏcÙ]G Ââ Ì ÅÏcg@µÐ]G À ÏÉÉcÑSgн hour (kph). ÃËö h GgÏc ¹@WÑ] 7ÑÂËöhËönever 7 ÐÁÊÙG ))N?dGÉÉgÐð ¹¹@@WWн I would walk. The top speed of forms 195 kilometers per hour (kph). could @Ll]â ÌÔÔ fly, Ѷ¶fly, âÌKÐ]ð KÐ]ð hGgÏcÙGÂâ GgÏcÙ]G gÏcÙ]G ÂâÌÌÌÅÏcg@µÐGÏc@kÒÉÉchGÐÁ?g ÅÏcg@µÐ]G ÀÏÉÉcÑSgн ÏÉÉcÑSgн ÒÏÊÊÊâÌââÌÌoooxxx 7 ÐÁÊÙG N?dGÉÉgÐð не е Lesson 2:car willhas anda conditional (kph). @Ll]â Ì Ñ Ì â ¹ @WÑ] Ëö h G Ââ ÅÏcg@µÐ]G À ÒÏ (But I can't so I have to walk) If I could fly, I would never walk. Lesson 2: will and conditional forms 7 ÐÁÊÙG )N?dGÉÉgÐð ¹@Wне (But If IIcould II would walk. basketball. I/You/We/They play (do not play) 77ÐÁÊÙG ¹¹x@ÒÏ I can't fly, so I have to walk) (kph). @Ll]â ÌÔ afly, Ѷclub. âÌKÐ]ð ¹@WÑ] Ëönever hGgÏcÙ]G ÌÅÏcg@µÐ]G ÊнâÌoе x If fly, never walk. for 7ÏÉÐLâ ÌGÏcÏg@GÉÉc·â ËÂâg@SйhK@Ëiе·â Ëg@µ Lesson 2: will and conditional forms IfI play I could could fly, I would would never walk. ÐÁÊÙGÀ)ÏÉÉcÑSgн )N?dGÉÉgÐð N?dGÉÉgÐð @WWWн е Lesson 2: will and conditional forms (But I can't fly, so I have to walk) Lesson 2: will and conditional forms 7 ÐÁÊÙG ) N?dGÉÉgÐð ¹ @ не Lesson 2: will and conditional forms plays (does not play) (But I can't fly, so I have to walk) basketball. He/She/It I(But If I could fly, I would never walk. Will Lesson 2: will and conditional forms I can't fly, so I have to walk) If I could fly, would never walk. (But so II have walk)walk. 7gÐÁÊÙG belong tocould a fly, clubfly, +7NÐË@Á?cgÐkÐGÒg@¶Á?ö Ù}е·â)ÌN?dGÉÉgÐð KÐð ¹@W ¹x@Wне Will IIIfIfIcan't wouldto never Lesson 2: will and forms IIcould could I have would never walk. will Lesson 2: will conditional and conditional forms can't fly,flfly, to walk) Will 2: 7ÏÉÏg?Ê_ÒÐÁ@½ÐÔÑÂËö hGgÏcÙGÂâ ÌÅÏcg@µÐGwillg@SÒÐGgØi (ButIf(But y,so I Iwould never walk. I can't fly, so I have to walk) Will Lesson will and conditional forms (But If I could fly, I would never walk. Will hGgÏcÙGÂâÌÅÏcg@µÐGwillg@SÒÐGgØi Lesson 4: Third conditionals I can't so I have to walk) 7fly, ?cÉ?h¶Ëg@ËcѶâ ÌK@µÐ¹ÉÊK@Å?cѶâ Ëg@µ x WillLesson 2:77ÏÉÏg?Ê_ÒÐÁ@½ÐÔÑÂËö ÏÉÏg?Ê_ÒÐÁ@½ÐÔÑÂËö hhGgÏcÙGÂâ ÌÌÅÏcg@µÐG will g@SÒÐGgØi Lesson 4: Third conditionals will and conditional forms (But I can’t fl y, so I have to walk.) 7 ÏÉÏg?Ê_ÒÐÁ@½ÐÔÑÂËö GgÏcÙGÂâ ÅÏcg@µÐG will g@SÒÐGgØi Will (But I can't fly, so I have to walk) Will 7 ÏÉÏg?Ê_ÒÐÁ@½ÐÔÑÂËö h GgÏcÙGÂâ Ì ÅÏcg@µÐG will g@SÒÐGgØi 4: conditionals g@ÌkhO flight leaves at 11.30 a.m. TheLesson hGgÏcÙGÂâÌÅÏcg@µÐGwillg@SÒÐGgØi Lesson 4: Third Third conditionals Will 77ÏÉÏg?Ê_ÒÐÁ@½ÐÔÑÂËö Lesson 4: Third Will O Lesson 4:prefect Third conditionals conditionals ÏÉÏg?Ê_ÒÐÁ@½ÐÔÑÂËö h GgÏcÙGÂâ Ì ÅÏcg@µÐG will g@SÒÐGgØi play? ÄchµÑÂÌHpâ 7 Ì 7 ÏÉÏg?Ê_ÒÐÁ@½ÐÔÑÂËö h GgÏcÙGÂâ Ì ÅÏcg@µÐG will g@SÒÐGgØi If + past , would have + past participle I /you/we/they (What) Will do 77ÏÉÏg?Ê_ÒÐÁ@½ÐÔÑÂËö Lesson 4:prefect Third conditionals ÄchµÑÂÌHpâ ÌÌÅÏcg@µÐG 7play? ÌO hhGgÏcÙGÂâ will If + past , would have + past participle Lesson 4: Third conditionals ÏÉÏg?Ê_ÒÐÁ@½ÐÔÑÂËö GgÏcÙGÂâ ÅÏcg@µÐG willg@SÒÐGgØi g@SÒÐGgØi ÄchµÑÂÌHpâ 7 Ì O If they had thought, they would+ have stopped. Please drive in the middle, or we’ll fall off the edge! Please drive in the middle, or we'll fall off the edge! he/she/ it + past prefect , would have past participle Lesson 4: Third conditionals 7 ÌÌOO Lesson 4:prefect Th ird,,conditionals 7ÏÉÏg?Ê_ÒÐÁ@½ÐÔÑÂËö ÅÏcg@µÐG willg@SÒÐGgØi If + past would have past participle ÄchµÑÂÌHpâ Ìthe 7ÄchµÑÂÌHpâ they had thought, they would+ have stopped. Please drive does in the middle, or we'llhGgÏcÙGÂâ fall off edge! If + past prefect would have + past participle ÄchµÑÂÌHpâ 7 Ì O If + past prefect , would have + past participle Lesson 4: Third conditionals = They did not think, and they did not stop. Take a sweater, or you'll get cold. If they had thought, they would have stopped. Please drive in the middle, or we'll fall off the edge! ÄchµÑÂÌHpâ 7 Ì O Take a sweater, or you’ll get cold. fall If they had thought, they would have stopped. Please drive in the middle, or we'll off the edge! + past prefect , would have + past participle = They did not think, and they did not stop. ÄchµÑÂÌHpâ 7 Ì O Take a sweater, or you'll get cold. If they had thought, they would have stopped. If + past perfect, would have + past participle Please drive in the middle, or we'll fall off the edge! If + past prefect , would have + past participle If they had thought, they would have stopped. Please drive in the middle, or we'll fall off the edge! ÄchµÑÂÌHpâ 7 Ì O the World Bank had not helped, the little Aral = They did not think, and they did not stop. 7ÄchµÐoÏögÐÅÉÄ?dÂÌð ¹ÐG ÌO If they Take aa sweater, or you'll get cold. ÏÉ?h¶Kgʵ 7ÄchµÑÂÌHpâ If + past prefect , would have + past participle = They did not think, and they did not stop. Take sweater, or you'll get cold. had thought, they would have stopped. the World Bank had not helped, the little Aral Please drive in the middle, or we'll fall off the edge! = They did not think, and they did not stop. 7 gÐÅÉÄ?dÂÌð ¹ ÐG ÄchµÐoÏö TakePlease a sweater, sweater, orinyou'll you'll get cold. cold. If they had thought, they would have stopped. drive the middle, or we'll fall off the edge! = They did not think, and they did not stop. Take a or get the 7ÄchµÑÂÌHpâ ÌOIfwould not have survived. they had thought, they would have stopped. If the World Bank had helped, the little Aral If + past prefect ,not would have +not past participle doesn’t 7 ggÐÅÉÄ?dÂÌð ¹¹ÐG ÄchµÐoÏö Please drive in middle, we'll fall off edge! they had thought, they would have stopped. does not That won't happen, Ithe promise. >or If do not > don’t If the World Bank had not helped, the little Aral Please drive in the middle, or we'll fall off the edge! = They did not think, and they did stop. 7 ÐÅÉÄ?dÂÌð ÐG ÄchµÐoÏö would not have survived. Take a sweater, or you'll get cold. If=the the World Bank had not helped, helped, the little Aral =they They did not think, and they did not stop. cold. 7 ggÐÅÉÄ?dÂÌð ¹¹ÐG ÄchµÐoÏö Take aahappen, sweater, you'll get If World Bank had not the little Aral I’ll That won't Ior promise. or 7 ÐÅÉÄ?dÂÌð ÐG ÄchµÐoÏö The World Bank helped, and the little Aral survived. would not have survived. Th at won’t happen, I promise. = They did not think, and they did not stop. If had thought, they would have stopped. Please drive in the middle, we'll fall off the edge! Take sweater, or you'll get cold. be there at 12:00.Don’t worry! = They did not think, and they did not stop. would not have survived. = Th ey did not think, and they did not stop. That won't happen, I promise. Take a sweater, or you'll get cold. If the World Bank had not helped, the little Aral = The World Bank helped, and the little Aral survived. would not have survived. 7 g ÐÅÉÄ?dÂÌð ¹ ÐG ÄchµÐoÏö If the World Bank had not helped, the little Aral That won't happen, I promise. would not have survived. 7 g ÐÅÉÄ?dÂÌð ¹ ÐG ÄchµÐoÏö be there at 12:00.Don’t worry! I’ll That won't happen, I promise. = The World Bank helped, and the little Aral survived. = They did not think, and they did not stop. If the World Bank had not helped, the little That won't Iyou promise. Take ahappen, sweater, or you'll get cold. You'll be very sorry, said that! If the World Bank had not helped, the little Aral 7 g ÐÅÉÄ?dÂÌð ¹ ÐG ÄchµÐoÏö + Ãâ Ë cg@µÐGÏc@kÒÉÉchGÐÁ?g ÑK@µ й @ÆÁÐK е ÐËÐÅ ‘Stative Verbs’ NÐð ¹ @W Òg@µ ·â ËAral dÁÐÅ = The World Bank helped, and the little Aral survived. I’ll be there at 12:00.Don’t worry! I’ll be there at 12.00. Don’t worry! would not have survived. = The World Bank helped, and the little Aral survived. If the planners had left the Aral Sea alone, the fishing would not have survived. I’ll be there at 12:00.Don’t worry! If the World Bank had not helped, the Little Aral = The World Bank helped, and the little Aral survived. I’ll That won't happen, I promise. You'll be very sorry, you said that! be there at 12:00.Don’t worry! That won't happen, I promise. If the World Bank had not helped, the little Aral would not have survived. If the planners had left the Aral Sea alone, the fishing I’ll be there at 12:00.Don’t worry! 7 g ÐÅÉÄ?dÂÌð ¹ ÐG ÄchµÐoÏö would not have survived. 7 h G ?dÁchµÐl±ÑK@µÐ¹Ä?cg@Ëö You'll be very you said that! That won't happen, promise. =the The World helped, and the little Aral survived. industry would have survived. If planners left the Aral Sea alone, the fishing == The World Bank helped, and the little survived. Bank had belong like love need Aral 7ÐÁÊÙG I’ll That won't happen, II promise. You'll be very sorry, you said that! You’ll be sorry, said that! I’ll be there atsorry, 12:00.Don’t worry! would not have survived. 7 ?dÁchµÐl±ÑK@µÐ¹Ä?cg@ËöhG You'll be very sorry, you said that! If the planners had left the Aral Sea alone, the fishing be there atyou 12:00.Don’t worry! The World Bank helped, and the want little Aral survived. would not have survived. industry would have survived. You'll be very sorry, you said that! If the planners had left the Aral Sea alone, the fishing = The World Bank helped, and the little Aral survived. If the planners had left the Aral Sea alone, the fishing 7 h G ?dÁchµÐl±ÑK@µÐ¹Ä?cg@Ëö That won't happen, I promise. = They did not leave it alone, and the fishing industry I’ll be there at 12:00.Don’t worry! I'll have to close my eyes! industry would have survived. 7 ?dÁchµÐl±ÑK@µÐ¹Ä?cg@Ëö You'll beto very sorry, you said that! industry would have survived. 7that! ?dÁchµÐl±ÑK@µÐ¹Ä?cg@ËöhhhGGG Lesson 3: Adverbs of frequency You'll be very sorry, you said = The World Bank helped, and the little Aral survived. If the planners had left the Aral Sea alone, the fishing = They did not leave it alone, and the fishing industry I'll have close my eyes! industry would have survived. 7 ?dÁchµÐl±ÑK@µÐ¹Ä?cg@Ëö = Th e World Bank helped, and the Little Aral If the planners had left theand Aral Sea alone,industry the fishing industry would have survived. I’ll be there atsorry, 12:00.Don’t worry! not survive. You'll be you said that! turn on thevery light. It's getting dark. = They did not leave it alone, the fishing I'll have to close my eyes! If the planners had left theand Aral Sea alone, the fishing 7 hG hG did ?dÁchµÐl±ÑK@µÐ¹Ä?cg@Ëö = They did not leave it alone, the fishing industry have to close my eyes! 7 ÄÐÁ@½ÐÔÄ@ÌÁ@µÏg@ËcÏg@¶ð ¹ ÏÉ@Ô 7 ?dÁchµÐl±ÑK@µÐ¹Ä?cg@Ëö industry would have survived. did not survive. turn on the light. It's getting dark. = They did not leave it alone, and the fishing industry I'll I'll have to close my eyes! industry would survived. survived. = They didplanners not leavehave it alone, theSea fishing industry You'll be very you said that! I'll have to close mysorry, eyes! 7 have to close my eyes! not survive. 7 Äch¶oжpâÌO hhGG did I'llI’ll turn on the light. It's getting dark. If the had left theand Aral alone, the fishing 7?dÁchµÐl±ÑK@µÐ¹Ä?cg@Ëö ?dÁchµÐl±ÑK@µÐ¹Ä?cg@Ëö industry would have survived. did not survive. turn on the light. It's getting dark. = They did not leave it alone, and the fishing industry I'll to close my eyes! did not survive. 7 Ì O Äch¶oжpâ turn on the light. It's getting dark. always usually often sometimes never = They did not leave it alone, and the fishing industry have I'll have to close my eyes! did not survive. I'llI’ll turn on the light. It's getting dark. 7 h G ?dÁchµÐl±ÑK@µÐ¹Ä?cg@Ëö If the planners had left the Aral Sea alone, the fi shing = They did not leave it alone, and the fishing industry would have survived. 7 Ì O Äch¶oжpâ I'll have to close my eyes! turn on the lights. getting dark. = survive. They did not leave it alone, and the fishing industry industry I'll I'll turn the guidebook for you. check I'll I'll have to close myIt’s eyes! 7 ÌÌOO )ÃâËcg@µÐGÏc@kÒÉÉchGÐÁ?gâ Äch¶oжpâ did not on the light. It's getting dark. 7 Äch¶oжpâ did not survive. turn on the light. It's getting dark. 7 ÐÁÊÙG ) Ã Ë â cg@µÐGrÊK@Å?cÉÉÉchG?gâ ¼ Ð}йg@S·â Ë dÁÐÅÀÞÐG ¼ Ð}йÒgØiÐGÐÁ?g@¶ð ¹ ÏÉ@ÔÀÐÔ x 7 Äch¶oжpâÌO ¸Ð]Ë I'll check theon forgetting you. did not survive. = They did notsurvived. leave it alone,ÌkÑSgн and theÒÏfishing industry must I'll have toguidebook close my eyes! turn the light. It's dark. industry would have x É ÉchG?gÑ]ÂËö h GgÏcÙ]GÂâ Ì ÅÏcg@µÐ]GÀÐÌâ Êâ Ì o did not survive. I'll turn on the light. It's getting dark. You I'll check the guidebook for you. be hungry. I'll get you something to eat. 7 ÌO ¸Ð]Ë Äch¶oжpâ I'll check the guidebook for you. 7 Ì O Äch¶oжpâ x É ÉchG?gÑ]ÂËö h GgÏcÙ]GÂâ Ì ÅÏcg@µÐ]GÀÐÌâ Ì kÑSgн ÒÏ Êâ Ì o You I'll check the guidebook for you. must be hungry. I'll get you something to eat. dideynot often played computer games I was young . I'll turn the light. It's getting dark. I'll Icheck theon guidebook for you.when 7 ÌO ÉÉÉchG?gÑ]ÂËö Äch¶oжpâ hhsurvive. GgÏcÙ]GÂâ ÌÌkÑSgн ÒÏ ÊâÊâÌÌoo xx = Th did not leaveÌÌÅÏcg@µÐ]GÀÐÌâ it alone, and the fishing must be hungry. I'll get you something to eat. ¸Ð]Ë ¸Ð]Ë ÉchG?gÑ]ÂËö ÒÏ +ÏÉ?cÐÁÒÉÉgе You must be hungry. I'll you to You I'llI’ll the guidebook foryou. you. hhGgÏcÙ]GÂâ GgÏcÙ]GÂâ ÌÌÅÏcg@µÐ]GÀÐÌâ ÅÏcg@µÐ]GÀÐÌâ ÌÌkÑSgн kÑSgн ÒÏ ÊâÊâÌÌoo xx check the guidebook for You must be hungry. I'll get get you something to eat. eat. check I'll check the guidebook for something you. ¸Ð]Ë ÉchG?gÑ]ÂËö GgÏcÙ]GÂâ ÅÏcg@µÐ]GÀÐÌâ kÑSgн ÒÏ ¸Ð]Ë 7 ÌO ÉÉÉchG?gÑ]ÂËö Äch¶oжpâ + ÏÉ?cÐÁÒÉÉgе You must be hungry. I'll get you something to eat. industry did not survive. must I'llof check the guidebook forsomething you. ¸Ð]Ë + ÏÉ?cÐÁÒÉÉgе É ÉchG?gÑ]ÂËö h GgÏcÙ]GÂâ Ì ÅÏcg@µÐ]GÀÐÌâ Ì kÑSgн ÒÏ ÊâÌoÒÏ x Forms conditional statements You be hungry. I'll get you to eat. ¸Ð]ËÉÉchG?gÑ]ÂËö hGgÏcÙ]GÂâÌÅÏcg@µÐ]GÀÐÌâ ÌÒÏ kÑSgн ÊâÌo x +++ÏÉ?cÐÁÒÉÉgе ÌL]]]]oÙ]]]]GÂâ ÌÅÏcg@µÐ]]]]GÀÏÉÉcÑSgÐ]]]]½ ÊâÌ]]]]o must be I'll get you eat. Ѷâ ÏÉ?cÐÁÒÉÉgе You be Past hungry. I’ll get to eat.to You I'llmust check thehungry. guidebook forsomething you.something Forms of conditional statements ÏÉ?cÐÁÒÉÉgе Lesson 4: simple you ¸Ð]ËÉÉchG?gÑ]ÂËö hGgÏcÙ]GÂâÌÅÏcg@µÐ]GÀÐÌâ ÌÒÏkÑSgн ÒÏxxÊâÌo x You must be hungry. I'll get you something to eat. Ѷâ Ì L]]]]oÙ]]]]GÂâ Ì ÅÏcg@µÐ]]]]GÀÏÉÉcÑSgÐ]]]]½ Êâ Ì ]]]]o You must be hungry. I'll get you something to eat. Forms of conditional statements Ѷâ Ì L]]]]oÙ]]]]GÂâ Ì ÅÏcg@µÐ]]]]GÀÏÉÉcÑSgÐ]]]]½ ÒÏ Ì ]]]]o Êâ x + ÏÉ?cÐÁÒÉÉgе ÌÌL]]]]oÙ]]]]GÂâ Forms conditional statements ¸Ð]Ë ÉÉchG?gÑ]ÂËö GgÏcÙ]GÂâ ÌÒÏ kÑSgн +ÏÉ?cÐÁÒÉÉgе ÌÌÌ]ÅÏcg@µÐ]]]]GÀÏÉÉcÑSgÐ]]]]½ ÊâÊâÊâÌÌÌ]]]]]o ?cÉÊK@] ]Å?cÐ] ]¹cÊ_@] Ëh@Ll] ]âÌÔÐ]]¹Ì%ÅÏcg@µÐ]GÀÐÌâ unreal&ÐÂ̱ÐL] k?ög@ÁÒÏxxxÊâÌo x Forms ofmust conditional statements be hungry. I'll get ÀеÐËÑSgнÒÏÊâ you something to eat. ÃËöYou hGgÏcof Ѷâ ÅÏcg@µÐ]]]]GÀÏÉÉcÑSgÐ]]]]½ ÒÏ ]]]]o Forms of conditional statements +MÌÁ?iÏc ÌoÙK@Llâ ÌÔ ++Ѷâ ÌL]]]]oÙ]]]]GÂâ Ѷâ L]]]]oÙ]]]]GÂâ ÅÏcg@µÐ]]]]GÀÏÉÉcÑSgÐ]]]]½ ÒÏ++ÏÉ?cÐÁÒÉÉgе ]]]]o ÏÉ?cÐÁÒÉÉgе ?cÉÊK@] ] Å?cÐ] ] ¹ cÊ_@] ] Ë @Ll] ] Ì â ÔÐ] ] ¹ % unreal & ] k?ög@Á ÐÂ̱ÐL] Forms of conditional statements + MÌÁ?iÏc ÀеÐËÑSgнÒÏÊâ Ì oÙK@Llâ Ì Ô Forms of conditional statements to America. moved(did not move) ÌoÙK@Llâ +Ѷâ ÑÁ@Ââ GgÏc·â Ëk?ö g@µÁ?ÊKÏc ?cÉÊK@] ]]Å?cÐ] ]]g¹¹Ì@ÁÅg@µÐGÐGN?cÏcÉÉgg@SgØiеÃËö cÊ_@] ËË@Ll] ]]âÌâÌÔÐ] ]]¹ %%unreal &&ÐÂ̱ÐL] ÌL]]]]oÙ]]]]GÂâ ÌÌ]]ÅÏcg@µÐ]]]]GÀÏÉÉcÑSgÐ]]]]½ ÒÏ+ÏÉ?cÐÁÒÉÉgе ÊâÌ]]ÒÏ ]]]]o x x of conditional statements Ѷâ Ì L]]]]oÙ]]]]GÂâ Ì ÅÏcg@µÐ]]]]GÀÏÉÉcÑSgÐ]]]]½ ÒÏ I Forms / You /right, We/They + ?cÉÊK@] Å?cÐ] cÊ_@] @Ll] ÔÐ] ¹ unreal ÐÂ̱ÐL] @Á Ð]¹ Ð Â̱ÐL]k?ö Ѷâ L]oÙGÂâ Ì ÅÏcg@µÐGÀÐÌâ Ì kÑSgн ÊâggggÌÊâ@Á oÌÌ]]]]o + MÌÁ?iÏc ÀеÐËÑSgнÒÏÊâ Ì Ô If you look you will see Lake Mead. Forms of conditional statements +?cÉÊK@] ?cÉÊK@] ]Å?cÐ] Å?cÐ] ]g¹¹@ÁcÊ_@] cÊ_@] ]L]oÙGÂâ Ë@Ll] @Ll] ]âÌâÌÔÐ] ÔÐ] ]¹ ¹%%unreal unrealÌkÑSgн &ÐÂ̱ÐL] ÐÂ̱ÐL]]]ÒÏk?ö k?ö @Á ++statements MÌÁ?iÏc ÀеÐËÑSgнÒÏÊâ ÌÌoÙK@Llâ ÌÌÔÔ Ð]¹ Forms of conditional + ] ] ] Ë ] ] & k?ö @Á Ѷâ Ì L]]]]oÙ]]]]GÂâ Ì ÅÏcg@µÐ]]]]GÀÏÉÉcÑSgÐ]]]]½ ÒÏ Êâ ]]]]o x ÐÂ̱ÐL]k?ö MÌÁ?iÏc ÀеÐËÑSgнÒÏÊâ oÙK@Llâ Ѷâ Ì Ì ÅÏcg@µÐGÀÐÌâ Êâ Ì o to America. moved (did not move) If you look right, you will see Lake Mead. + MÌÁ?iÏc ÀеÐËÑSgнÒÏÊâ Ì oÙK@Llâ Ì Ô He/ She/right, Itof conditional ÉÉ@w ( used to x ÐÂ̱ÐL]k?ö Ð]¹ g @Á Ѷâ Ì L]oÙGÂâ Ì ÅÏcg@µÐGÀÐÌâ Ì kÑSgн ÒÏ Êâ Ì o + ?cÉÊK@] ] Å?cÐ] ] ¹ cÊ_@] ] Ë @Ll] ] Ì â ÔÐ] ] ¹ % unreal & ÐÂ̱ÐL] ] k?ö g @Á Forms statements If you look you will see Lake Mead. Ѷâ Ì L]]]]oÙ]]]]GÂâ Ì ÅÏcg@µÐ]]]]GÀÏÉÉcÑSgÐ]]]]½ ÒÏ Êâ Ì ]]]]o + ?cÉÊK@] ] Å?cÐ] ] ¹ cÊ_@] ] Ë @Ll] ] Ì â ÔÐ] ] ¹ % unreal & ÐÂ̱ÐL] ] k?ö g @Á Ð]¹ Ð Â̱ÐL]k?ö g @Á Ѷâ Ì L]oÙGÂâ Ì ÅÏcg@µÐGÀÐÌâ Ì kÑSgн ÒÏ Êâ Ì o + ?cÉÉchG?g + MÌÁ?iÏc ÀеÐËÑSgнÒÏÊâ Ì oÙK@Llâ Ì Ô If you you look look right, right, you you will will see see Lake Lake Mead. @ÁѶâ L]oÙGÂâ ÌÌÅÏcg@µÐGÀÐÌâ ÌÌkÑSgн ÒÏ ÊâÊâÌÌoo ]]k?ö ++MÌÁ?iÏc ÀеÐËÑSgнÒÏÊâ ÌoÙK@LlâÐ]¹ ÌÌÔÔ ÐÐÂ̱ÐL]k?ö ++?cÉÊK@] cÊ_@] ]]ËËplay @Ll] ]]computer âÌâÌÔÐ] &&ÐÂ̱ÐL] If Mead. Ð]¹ Â̱ÐL]k?ö ѶâI]]Ì̹¹used L]oÙGÂâ ÅÏcg@µÐGÀÐÌâ kÑSgн ÒÏlot) +?cÉÉchG?g ?cÉÊK@]]]ggÅ?cÐ] Å?cÐ] cÊ_@]to @Ll] ÔÐ]]]¹ ¹%%unreal unreal ÐÂ̱ÐL] k?ögg@Á @Á If you look right, youyou will seesee Lake Mead. ÀеÐËÑSgнÒÏÊâ If you look right, will Lake Mead. x@Á games(a when +MÌÁ?iÏc MÌÁ?iÏc ÀеÐËÑSgнÒÏÊâÌÌoÙK@Llâ oÙK@LlâÐ]¹ ÌÔ ÐÂ̱ÐL]k?ö + ?cÉÉchG?g g @Á Ѷâ Ì L]oÙGÂâ Ì ÅÏcg@µÐGÀÐÌâ Ì kÑSgн ÒÏ Êâ Ì o ÃËö 7 GgÏcÏÉÏg?Ê_ÒÐËÏÊâ Ì oÀÐGÑSgнÑÁ@µ@ËdË@ÔÁ?ÊKÏc@ÅÏÉgÐÅ If you look right, you will see Lake Mead. + ?cÉÊK@] ] Å?cÐ] ] ¹ cÊ_@] ] Ë @Ll] ] Ì â ÔÐ] ] ¹ % unreal & ÐÂ̱ÐL] ] k?ö g @Á Ð]¹ Ð Â̱ÐL]k?ö g @Á Ѷâ Ì L]oÙGÂâ Ì ÅÏcg@µÐGÀÐÌâ Ì kÑSgн ÒÏ Êâ Ì o ?cÉÉchG?g + If you look right, you will see Lake Mead. Òg@ÌkhO + ?cÉÉchG?g +MÌÁ?iÏcÀеÐËÑSgнÒÏÊâ ÌoÙK@LlâÌÔ Ð]¹ ÐÂ̱ÐL]k?öIgwas you 7ÃËölook GgÏcÏÉÏg?Ê_ÒÐËÏÊâ Ìwill oÀÐGÑSgнÑÁ@µ@ËdË@ÔÁ?ÊKÏc@ÅÏÉgÐÅ ?cÉÉchG?g ÒÏÊâÌo @ÁѶâyoung ÌL]oÙGÂâÌÅÏcg@µÐGÀÐÌâÌ+kÑSgн If right, you see Ifleft, look right, you will see Lake Lake Mead. Mead. you 77ÃËö GgÏcÏÉÏg?Ê_ÒÐËÏÊâ Ì oÀÐGÑSgнÑÁ@µ@ËdË@ÔÁ?ÊKÏc@ÅÏÉgÐÅ Look and you will see the River. + ?cÉÉchG?g to America? ÃËö GgÏcÏÉÏg?Ê_ÒÐËÏÊâ Ì oÀÐGÑSgнÑÁ@µ@ËdË@ÔÁ?ÊKÏc@ÅÏÉgÐÅ I/ÌÌwill youRiver. / we/ theyMead. move ?dÌâËgÐÁ ÑKÐð¹@WйÏhKÑÁ@µÐÁ@½h­¸ÏÉ used Ð]¹ ÐÂ̱ÐL]k?ög@ÁѶâ L]oÙGÂâ ÌÅÏcg@µÐGÀÐÌâÌkÑSgн ÒÏÊâÌto o ++?cÉÉchG?g (When) did you 77ÃËö GgÏcÏÉÏg?Ê_ÒÐËÏÊâ oÀÐGÑSgнÑÁ@µ@ËdË@ÔÁ?ÊKÏc@ÅÏÉgÐÅ Ifleft, right, see Lake Look you willyou see the ÃËöand look GgÏcÏÉÏg?Ê_ÒÐËÏÊâ oÀÐGÑSgнÑÁ@µ@ËdË@ÔÁ?ÊKÏc@ÅÏÉgÐÅ +?cÉÉchG?g ?cÉÉchG?g =If left, you look left,will yousee will see the River.move to America? Look and you the River. he/ she/ it ÃËö 7 GgÏcÏÉÏg?Ê_ÒÐËÏÊâ Ì oÀÐGÑSgнÑÁ@µ@ËdË@ÔÁ?ÊKÏc@ÅÏÉgÐÅ did Look left, and you will see the River. and 7ÃËöyou GgÏcÏÉÏg?Ê_ÒÐËÏÊâ ÌoÀÐGÑSgнÑÁ@µ@ËdË@ÔÁ?ÊKÏc@ÅÏÉgÐÅ =If you look left, you will see the River. x I didn’t use to play computer games (much) Look left, and will see the River. Look you see the river. +?cÉÉchG?g Look left, and you will see the River. Drive in left, the orwill we will fall! middle, 7ÃËö GgÏcÏÉÏg?Ê_ÒÐËÏÊâ ÌoÀÐGÑSgнÑÁ@µ@ËdË@ÔÁ?ÊKÏc@ÅÏÉgÐÅ =If you look left, you will see the River. =If you look left, you will see the River. when I was young. Look left, and you will see the River. Drive in the middle, or we will fall! =If you look left, you will see the River. left, and you will see =If you look left, you will see the River. middle, not 7ÃËö drive GgÏcÏÉÏg?Ê_ÒÐËÏÊâ Ìthe oÀÐGÑSgнÑÁ@µ@ËdË@ÔÁ?ÊKÏc@ÅÏÉgÐÅ =IfLook you do in the middle, we river. will fall. = Ifthe you look left, you will seeRiver. the Drive in or will fall! Look left, and you will see the River. Drive in the middle, or we we will fall! ÏÉ?h¶Kgʵ =If you look left, you will see the River. =If you do not drive in the middle, we River. will fall. Drive in the middle, or we will fall! =If you look left, you will see the Drive in the middle, or we will fall! Unless they stop, farming will collapse. =If you do not drive in the middle, we will fall. Look left, and you will see the River. =If you look left, you will see the River. Drive in the middle, or we will fall! =If you do not drive in the middle, we Drive in the middle, or we will fall! Unless they stop, farming will collapse. =If you do not drive in thewemiddle, middle, we will will fall. fall. did not >didn’t Drive in the middle, or will fall! =If you do not drive in the we will fall. they do not stop, farming will collapse. Unless they stop, farming will collapse. =If you look left, you will see the River. Drive in the middle, or we will fall! Drive in the middle, or we will fall! Unless they stop, farming will collapse. you do not drive in the middle, we will fall. =If they do not stop, farming will collapse. Unless they stop, farming will collapse. =If you do not drive in the middle, we will fall. = If you do not drive in the middle, we will fall. Unless they stop, farming will collapse. 14 =If they do not stop, farming will collapse. =If you do not drive in the middle, we will Drive in the middle, or we will fall! =If you do not drive in the middle, we will fall. fall. =If they do not stop, farming will collapse. Unless they stop, farming will collapse. 38 =If they do not stop, farming will collapse. Unless they stop, farming will collapse. =IfUnless they do not stop, farming willmiddle, collapse. 38 =If you do not drive in the we will fall. they stop, farming will collapse. Unless they stop, farming will collapse. =If they do not stop, farming will collapse. 38 =If do not will 38 =If they they dostop, not stop, stop, farming farming will collapse. collapse. they farming will collapse. 3838Unless =If they do not stop, farming will collapse. 38 38 38 =If they do not stop, farming will collapse. 38 38 38 9780230727564.Text.indd 38 4/5/10 10:24:39 Language focus 22 VOCABULARYÅB¶ÑqÊ VOCABULARY 2 VOCABULARY ÅB¶ÑqÊ ¸ÏÉ VOCABULARY ÅB¶ÑqÊÅB¶ÑqÊ g@SÒ?Écйg@S like /phonetics/prep 2 VOCABULARY again2 and again /phonetics/exp about to (~ power жËgÐ_)жËjÁ hydroelectric ~ÒÐïLlâËÉ&ÒÉ@ÔÒ@GÏg@µ about to /əˈbaʊt tʊ/ hydroelectric (~station) power %station) about to/(=phonetics/prep about tofavour) hydroelectric ( ~ power station) ahead (of ) local time /phonetics/phr hydroelectric ( ~ power station) жËgÐ_)жËjÁ % ~ÒÐïLlâ%Ë~É&ÒÐïLlâ ÒÉ@ÔÒ@GÏg@µ against not in in my opinion жËgÐ_)жËjÁ ËÉ&Ù_É@ÁÑK@µ ÒÉ@ÔÒ@GÏg@µ &ecÌOй /ˌhaɪdrəʊɪˈlekrɪk (paʊwər steɪʃn/ ýÑÁÉÊwÙGÐG against (= not in favour) /əˈgeɪnst/ %ÄÉÊGÐÁâ¼Ð}й=qâ against (= not in favour) in my opinion against (= not in favour) in my opinion %ÄÉÊGÐÁâ ¼Ð}й =&Áqâ ec¼Ð}й / at phonetics / abb leastˈliːst/ %ØöÄÉÊGÐÁâ &meet ecmy /phonetics/v Ä?cÉ@Ô Ã½ÑÁÉÊwÙGÐG gÏÊÌ ÌO irrigate MâËÉеÏdâ ÌOÒÉ@w in opinion /ɪn maɪ əˈpɪnj(ə)n/ýÑÁÉÊwÙGÐG = ÏÉнеÒÚÐG ata.m least /ət at least irrigate at least irrigate ÏÉнеÒÚÐG badly built irrigation ÏÉнеÒÚÐG Ä?cÉ@Ô arrive /phonetics/v nationality /phonetics/n irrigate /ˈɪrgeɪt/ É?h¶LkÉgcR?h_ ÒhâÄ?cÉ@Ô ËcÉ@ÔÏÉÐKÐÁ âÑSÐK@}Ïc badly built /bædli ˈbɪlt/ badly built irrigation badly built É?h¶LkÉgcR?h_ ÒhâËcÉ@Ô É?h¶LkÉgcR?h_ ÒhâËcÉ@Ô irrigation /ɪrˈgeɪʃ(ə)n/ attachbenefit / phonetics/v nearlyirrigation /phonetics / adv cÉÊk l_?c)Äch¶lÌKÐ benefit /ˌbenafɪt/ N@µÏc zâÌOÉ@Å lock жËgÐ_ )±ÒжËjÁ benefit benefit lock l_?c) Äch¶lÌKÐ bucket oil terminal cÉÊk l_?c) lock /lɒk/ â»cÉÊk KÐkË?cй lock NÉÐÁ ÒÐïLlâËɱÄch¶lÌKÐ born (be) / phonetics/adj oil /phonetics/n bucket /ˈbʌkɪt/ ÄÉÊG· NÉÐÁ ± bucket terminal bucket oil terminal â»KÐk oil NÉÐÁ ÒÐïLlâ ËÉ ÒÐïLlâËÉ camper van oil tanker KÐk NÉÐÁ terminal /ˈɒɪl ˌtɜːmɪn(ə)l/ Ð}g?ÉÐÅѺÌH½ÙKÙÔ NÉÐÁÑLoе camper van /ˈkæmpə ˌvæn/ Bye (Goodbye) /phonetics/abb parent /phonetics/n â¼Ð}йN?Ê_ â»oil ¸É@GÉ ·Ë?c camper van oil tankeroil tanker camper van Ð}g?ÉÐÅѺÌH½ÙKÙÔ NÉÐÁÑLoе canal pipeline Ð}g?ÉÐÅѺÌH½ÙKÙÔ NÉÐÁÑLoе oil tanker /ˈɒɪl ˌtæŋkə/ dÁеÙÁ %+++ i@©)NÉÐÁ & ÒgÙGÑð º Ì â Å canal can't/kəˈnæl/ wait / phonetics/exp N@¶GÄ?ÉögÏÉ@wMâÌÁ?ÊK@Á penfriend /phonetics/n н@ÁÑâËögÉ@Å canal pipeline canal pipeline dÁеÙÁ dÁеÙÁ %+++i@©)NÉÐÁ &ÒgÙGÑð ºâÌ&ÅÒgÙGÑðºâÌÅ construct planner %+++i@©)NÉÐÁ pipeline /ˈpaɪplaɪn/ Ä@ÁN@ÌÂG)Äch¶LkÉgc gÐÁ?cÄÛO construct /kenˈstrʌkt/ cousin /phonetics/n picnic /phonetics/n ?iÙ½@Ô planner Ä?hËÐk construct construct planner Ä@ÁN@ÌÂG)Äch¶LkÉgc gÐÁ?cÄÛO dam Ä@ÁN@ÌÂG)Äch¶LkÉgc planner /ˈpaænə/ É?dÁÐG polluted ÉÊGmÌO gÐÁ?cÄÛO dam /dæm/ plan /phonetics/ v/n difference / phonetics/n Ä@Á?cÄÛO)MâÌÁÏc?cÄÛO Òi?É@ÌS polluted dam polluted É?dÁÐG ÉÊGmÌO ÉÊGmÌO depth dam reality polluted /pəˈluːtɪd/ adj Ñð¹Ê± É?dÁÐG §Ì±?É)ÑLk?g depth /depθ/ during / phonetics/prep p.m abb ÒÏÉ@½Ð¹ ØögÏÊÌÁr@O depth (= depth Ñð¹Ê± reality §Ì±?É)ÑLk?g big hope) n repair Ñð¹Ê± reality §Ì±?É)ÑLk?g reality /riˈæləti/ %ÏgÉÐ}ÑK?É@Ô =&ÄÉÐ_ ÏÉÐÁchµ@w dream dream (big hope) n /driːm/ engineer / phonetics/n PS(postscript) /phonetics/abb g@Ëi?dÁÐÔ jâËÐÁchµ@w É?gÐO dream (= big hope) n repair Dears, dream (= big hope) n repair %ÏgÉÐ}ÑK?É@Ô ÐÁchµ@wÏÉ dust reservoir %ÏgÉÐ}ÑK?É@Ô =&ÄÉÐ_ repair /rɪˈpeə/ iÙK =&ÄÉÐ_ »âÌLkÐÔÏÉ)É?g@½Ð¥ dust /dʌst/ reply reservoir gate / dust phonetics/n /phonetics/v/n ÏÉÐÁ? cÀÞÉ)É?g@½Ð¥ )»âÏÉÐK?cÏcÀÞÉ Ïi?ÉgÏc dust iÙK reservoir »â ÌLkÐÔ Find below other translated vocab dusty salt iÙK reservoir /ˈrezəˌvwɑː/ ÒÉ?iÙK âÒÌLkÐÔ Ê_ )É?g@½Ð¥ dusty /dʌsti/ go ahead / phonetics/v score /phonetics/v/n dusty salt ÉʽgЭ Ächµg@½ÙK )N@µÏc dusty salt ÒÉ?iÙK Ê_ g@½ÙK edge salty âÒÊ_I indicated the in the pages salt /sɒlt/ ¬?gб)g?Êâ ̹ ÒÉ?iÙK hââÒËwhich Êk edge /edʒ/ Goodedge to meetedge you/phonetics/exp skateboard salty /phonetics/v/n MÂÌÂÌGÐG¿ð ¹¹@XoÙ_ ÐÂâÌÐG@ËgÉ ¶l̺_ÐL_ÐK ¬?gб)g?Êâ ¹ salty hâËÊk hâËÊk scary ̹ /ˈsɒlti/ salty â¼@KÐG)Äch¶ð @KÐG̬?gб)g?Êâ empty empty v/adjv/adj /ˈempti/ Best wishes, v/adj empty v/adj scary gradeempty / phonetics/n suggest /phonetics/v â¼@KÐG)Äch¶ð ¹@KÐG¼ÙO scary ÐG@ËgÉ @ÌÂpâ environmental seabed â¼@KÐG)Äch¶ð ¹@KÐG ÐG@ËgÉ N@µÏcg ÌO Shaswar. @ËgÏcÑÂG scary /ˈskeəri/ ÑËÐïÂËe environmental /ɪnˌvaɪrənˈmentl/ environmental seabed environmental seabed -------------------------------------------------ÑËÐïÂËe @ËgÏcÑÂG@ËgÏcÑÂG Hi! / phonetics/exp team /phonetics/n fisherman shrink ÑËÐïÂËe ÑÁÙw QÌK seabed /siːbed/ h}Ík@½ ÏÉÐÁÉÊH½Ðµ fisherman /ˈfɪʃəmən/ fisherman shrink h}ÍÉÉiÏg@Ô k@½ h}Í tunnel k@½ fishing ( ~fisherman boat, industry,~ port) interest travelshrink /phonetics/v %+++)~ѽйÐG&Ñk@½ÏÉ?g shrink /ʃrɪŋk/ fishing (~/ phonetics/v/n boat, ~ ~industry, ~ port) tunnel tunnel fishing ( ~fishing boat,~(industry, port) ~ %+++ )~ѽйÐG &Ñk@½ÏÉ?g ~pɔːt/ boat,~ ~ industry, port) %+++) ~Mâ ѽйÐG &Ñk@½ÏÉ?g flood turbine /fɪʃɪŋ (bəʊt, ˈɪndəstri, tunnel /ˈʌn(ə)l/ internet /phonetics/n used to /phonetics/v ÌÉ@­Ú ÁgÐLÂÌÔ flood turbine flood turbine É@­Ú for (= in favour) unless É@­Ú flood %ÄÉÊGâ¼Ð}й leave/flʌd/ / phonetics/v vacation/ˈtɜːbaɪn/ /phonetics/n MâÌðº=âËc&âÙG ÑSÐG turbine for (= in favour) unless for (= in favour) unless % ÄÉÊGâ ¼ Ð}й & ÙG guidebook width %ÄÉÊGâ ÙG for in favour) /fɔː/ conj /ənˈles/ =&waterfall gÐHâËgѵÉÊKö gÐO¼ÌÐ}й let(= (let’s) /phonetics/v /phonetics/n +++= оâ Ô@G unless guidebook width guidebook width gÐHâËgѵÉÊKö gÐHâgÐO ËgѵÉÊKö gÐO /wɪdθ/ guidebook /ˈgaɪdbʊk/ width ÏÉÐÁÉÊH½Ðµ Page 28 ÏÉÐÁÉÊH½Ðµ »âÌÁÊK N@µÏc MoÐ} tor /phon / n ÃËc gÐGÒch} »â Ì ÁÊK GögÙKMâËc»â?gÌÁÊK GögÙK GögÙK kid /phon/ n ¼â ?d½ gÐ}н ÉÊpO ÑÁ?É?h­ gÐ}н gÐ}н get through /phon/ v Äch¶ Ðï¡@KËdÁÏÊËÐO collapse /phon/ÑÁ?É?h­ v Ä@_ÉÉgÑÁ?É?h­ camp /phon/ v/n Ä?dð¹ÐÅgc@w building /phon/n @ÂÌG To Help You Study (Note: Keep English as it’s) To Help You Study (Note: English asit’s) it’s)as it’s) To Help Study (Note:Keep Keep English as ToYou Help You Study (Note: Keep English organizer /phon/ n gÐ`¶âËg Page 29: husband /phon/ n châ̽ 3 TO HELP YOU STUDY Page 39: rhyme ÐÌ­@±É@Å When you read a traditional poem in English, you usually find sounds that rhyme at the end of some or all of the lines. It is very important to hear the rhymes: they are part of the Page 64: ‘music’ of the poem. take over /phon/ v ÃKh}?cgÐkÐGMkÏc 1 In the second verse (group of lines) from The World with its Countries you see that the final syllables square /phon/ n/adj Ä@OÏögÙ} of lines 2 and 4 rhyme: above /əˈbʌv/ and love /lʌv/ . regular(ly) /phon/ adj/adv À?ÉÏcgÐG These are our treasures, free (no money) /phon/ adj ÑË?ögÙ_ÐG A gift from above, 39 column /phon/ n ÄÉÊLk We should say thank you 39 39 Page 66: With a care that shows love send away /phon/ MâËhâÌÂËÏc 2 Find the other words that rhyme in verse 2. Then find the rhymes in verse 3. Finally, find the vsame rhyme scheme in verse 1 – plus one more line that rhymes. finished /phon/ adj ÉÊGÉ?ÉÐK 3 Write all the rhyming words in order. Then add their phonetics. give out /phon/ v MâËhµÏcrÐG?c 15 9780230727564.Text.indd 39 39 Dears, Kurdish introduction of the PARTS o spelling mistake. So I re-wrote it corr translation. This also4/5/10 correct 10:24:52 for Sunr 6 lessons 1&2 When schooL finishes I need a lot of skills. the ~ing form as a noun • tag questions A READ AND SPEAK 1 Read the picture story. Explain what the pilot is doing. 2 Study the skills chart below. Say what skills the pilot is using. In the first picture, checking is a skill he’s using. Another skill is … . I’m checking again, but I’m sure we’re losing power in both engines. That means a quick decision: we need to radio ahead right now and land at the nearest airport. SKILLS that relate to THINGS SKILLS that relate to INFORMATION SKILLS for dealing with PEOPLE B GRAMMAR The body & mind coordination speed strength Creating it designing discovering inventing We have an emergency. Both our engines have gone, and we’re losing height rapidly. We need to land in exactly four minutes from now. Materials, e.g. cloth & metal building cutting painting Collecting it finding out interviewing searching With one person getting to know helping using the phone p46 Look. The ~ing form acting like a noun Checking is a skill he’s using. Another skill is decision making. Objects, e.g. food & tools cleaning preparing using Storing it noting recording filing 100 metres … 80 metres … 60, and we’re about to land … very carefully now … and we’re down! Equipment & vehicles maintaining repairing setting up Managing it checking comparing organizing Animals & plants growing looking after training Using it decision making finding solutions planning With one person or with a group advising communicating clearly performing (e.g. singing) being part of a group/team leading a group/team teaching/training C SPEAK Talk about your own skills. (Think of jobs you do at home and free-time activities such as sports.) I (play football), so I need a lot of skills. Speed and strength are important. Being part of a team is also very important. Unit 6 page 38 Activity 2 40 9780230727564.Text.indd 40 4/5/10 10:24:54 6 lessons 1&2 D LISTEN AND READ Susan And here’s an idea. With your interest in languages and business, you could join an international company with offices in different countries. And then you could easily become a manager, couldn’t you? Rosie Oh, wow! I’d never thought of that before! 1 Do the task. Susan says that Rosie already has an important skill. Look at the chart in A to find that skill. Rosie Day is having an interview with the high school careers adviser, Susan Lee. Susan It’s Rosie Day, isn’t it? Have a seat. Rosie Thank you. Susan Now first, let’s check some personal details. You’re in Grade 11, aren’t you? Rosie That’s right. Susan And your subjects are English, French and Spanish, aren’t they? Rosie Well, I’m also doing business studies and IT. Susan Mm … That’s a useful mixture. Now, you haven’t chosen a career path yet, have you? Rosie No, I’m still not sure. Susan No problem, but let’s look at your interests and skills outside the classroom. They may help. Rosie Perhaps. Susan You like drama, don’t you? Rosie Yes, very much. Susan But you didn’t appear in the last school play, did you? Rosie No, I didn’t have time. You see, I help run the drama club, and I was very busy with that. Susan So apart from acting, the drama club has given you a fantastic general skill, hasn’t it? Rosie You’re right. 2 Correct the statements that are wrong. Explain. 1 The interview is probably in Rosie’s classroom. 2 From the start, Susan already knows the right career path for Rosie. 3 Rosie has never thought about her career before. 4 Susan is worried that Rosie has not decided her future yet. 5 Up to now, Rosie has not related her drama club experience to ideas about her future career. E GRAMMAR p46 Look. Tag questions: positive and negative forms You are in Grade 11, aren’t you? You like drama, don’t you? You have not chosen a career path yet, have you? Unit 6 page 39 Activity 3 F SPEAK 1 Prepare to find out more about a partner. Write 6–8 tag questions about things you think are true. 2 Work with the partner. Take turns to ask and answer your questions. Your older brother can drive, can’t he? You haven’t lived here for very long, have you? 41 9780230727564.Text.indd 41 4/5/10 10:24:54 6 lessons 3&4 When schooL finishes Joe looks things up. Cause and effect • phrasal verbs with objects A READ 1 Before you read, talk about jobs that might be right for you. Try to give reasons. THE RIGHT JOB 5 by Dr Steve North You need to find a job you will enjoy, but the modern world of work is complicated. Old jobs disappear every day, but even more new ones appear – often because of new technology. There are therefore more job opportunities than ever, but finding the right one is getting harder. So you need the right tools to help you search. The journey starts inside you. Ask, ‘What interests me? What sort of people would I like to work with?’ And use the ‘Holland Code’, a tool that helps answer these questions. Imagine yourself in a room with these groups of people. Read about some of the group members below. Realistic: people who like sport and ‘real’ things, e.g. tools, equipment, wildlife Investigative: people who want to find out why things happen Conventional: people who like working with details, e.g. numbers, and getting things right Enterprising: people who like starting projects or organizations, and leading, persuading or selling Artistic: people who imagine and create Realistic (R): Jack plays football for his school team. Sara loves watching birds. David repairs cars. 10 Social: people who like helping or teaching 25 Investigative (I): Lisa does science experiments at home for fun. Joe spends hours looking things up on the internet. Enterprising (E): Rob makes clocks and sells them on the internet. Kerry has formed a group that tidies up the park. 15 30 Social (S): Carrie gives up her free time to help disabled children. Tina helps train her school’s junior basketball team. Artistic (A): Tara designs and makes her own clothes. Emma has set up a new school website. Josh loves drawing. Conventional (C): Before tests, Lyn always writes out lists of things to revise. As Bill worries about the club’s budget, he always works it out carefully. 20 35 Which group would you join? Write down the code letter – R for Realistic, for example. Now imagine that this first group leave. Which would you join next? Note your second code letter. Do the same again for your third letter. You have just created your ‘Holland Code’. It tells you about yourself, and it also suggests jobs you might enjoy. If you wrote SRC, for example, you might enjoy being a nurse. Try it. Go online to *www.cacareerzone.org since this shows thousands of jobs, all with Holland Codes. Perhaps ‘the right job’ is waiting for you there! * www.cacareerzone.org: the website of the California CareerZone Resource Network. 42 9780230727564.Text.indd 42 4/5/10 10:24:55 6 lessons 3&4 2 Answer the questions. 1 What is getting better for people who want a job? 2 Why is finding the right job getting harder? 3 What do Kerry and Carrie have in common? 4 What do Joe, Rob and Emma have in common? 5 What do Jack, Tina and Bill have in common? 6 What does a Holland Code consist of? 7 How do you decide the right code for you? 8 What is especially useful about the cacareerzone website? 3 Explain in your own words. 1 line 5: The journey starts inside you. 2 line 6: … the ‘Holland Code’, a tool that helps … 3 line 37: Perhaps ‘the right job’ is waiting … B GRAMMAR p46 1 Look. Expressing cause and effect Cause New jobs appear because of new technology. D READ AND SPEAK 1 Match sentence halves 1–5 and a–e to form a summary of the ideas in the text. Read it out. 1 Today’s world of work is complicated, and … 2 You therefore need the right tools to … 3 The ‘Holland Code’ is a useful tool that … 4 It divides all people into just six groups, and … 5 The code that you create is also very helpful as … a b c d e shows the sort of work environment you need. it can help you find the right job. the search for the right job is getting harder. help you find it. you decide which three you prefer to be with. 2 Do the tasks. 1 Work out and write down your Holland Code. Prepare to explain it, ready for a later lesson. 2 Try to go online to find jobs you might enjoy. E GRAMMAR p46 1 Look. As Bill worries, he works the budget out carefully. Phrasal verbs with objects Go to cacareerzone since this shows thousands of jobs. 1 Emma has set up + a website. Effect There are therefore more opportunities than ever. 3 Bill works + it + out carefully. Finding one is harder. So you need the right tools. 2 Change the above connectors to these: as a result (of ) because (of ) due to since so therefore 3 Write pairs of sentences. It’s cold, so I need a coat. / I need a coat because of the cold. C SPEAK 1 Say why the code SRC suggests a career as a nurse. 2 Suggest a probable code for the pilot in Lesson 1. 2 Joe looks + things + up on the internet. A noun object can go after a phrasal verb (1), or in the middle (2). A pronoun object must go in the middle (3). 2 Find more examples. Try changing forms. 3 Play the ‘Please’ game. Use these phrasal verbs: pick up, put down (a book), turn on, turn off (the lights/the CD player), take out, put away (your pen) Leader Pick up your books! (No one moves.) Pick your books up! (No one moves.) Pick them up, please! (Everyone does so.) F SPEAK The text says that old jobs disappear while even more new ones appear. Discuss examples of these changes in Kurdistan. 43 9780230727564.Text.indd 43 4/5/10 10:24:55 6 lessons 5&6 When schooL finishes Interviewing and writing a report A LISTEN AND SPEAK 1 Describe the pictures. Suggest how they may relate to each other. 2 Dara Jaf is seeing the careers adviser. Listen to Parts 1–4. Explain the pictures. 3 Listen to Parts 2–4, one by one. Complete each section of notes in your Activity Book. Unit 6 page 42 Activity 1 B PRONUNCIATION C SPEAK 1 1 2 3 4 Read and act out. Susan It’s Dara Jaf, isn’t it? Take a seat. Dara Thank you. Susan You’ve created your Holland Code, haven’t you? Dara Yes, I have. Susan I expect you found it interesting, didn’t you? Dara Yes, it was interesting. But it can’t really help me decide my future, can it? Susan Well, yes, it can. Let’s think about your code letters. Dara I wrote R-A-E. Susan So you like to be with people who are realistic, artistic and enterprising, don’t you? Dara That’s right. Listen. Do the tags go up ( ) or down ( )? You’ve done your Holland Test, haven’t you? I expect you found it interesting, didn’t you? It can’t really help me decide my future, can it? You like to be with people who are realistic, don’t you? 2 Remember. When we are sure and just want someone to agree, the tag falls. ( ) When we are not sure and want someone to confirm, the tag rises. ( ) 3 Listen again and repeat the tag questions. 44 9780230727564.Text.indd 44 4/5/10 10:24:56 6 lessons 5&6 D WRITE 1 Work with a partner. Together, check your notes about Dara Jaf. Make sure that: • the information is correct; • the spellings are correct. 2 Use information from the notes in your Activity Book, page 42, Activity 1 to complete the report. 3 Take turns to read out sections of the completed report. Unit 6 page 42 Activity 2 E THINK ABOUT IT There’s nothing wrong with a factory job for 45 years, my boy. It was good enough for me, so it should be good enough for you! I’m not sure about that, Grandad. F UNIT TASK 1 Look at your own Holland Code again. • You have now listened to Dara and Susan. Think: has this changed your ideas about yourself? • Make any changes you want to your Holland Code. • Make notes to explain each letter in your Code. (Think of Dara’s explanations to Susan Lee.) • Think about useful skills that you have developed. (The lists on page 40 may help you.) 2 Work with a partner and do a role play. • Take turns as Susan Lee and interview each other. • As Susan, first ask questions or tag questions to complete Section 1 of the notes in your Activity Book. Do you spell your family name with (an s) or (a z)? You’re (17), aren’t you? • Still as Susan, ask questions about the Code and start making notes in Section 2. Tell me, why did you write (code letter) (first)? And what made you write (code letter)? And finally, you wrote (code letter), didn’t you? Why was that? • Still as Susan, suggest and discuss useful skills that your partner has developed. Skills that relate to … include … … needs skills such as … • Finally, still as Susan, make suggestions for future career paths. I think it shows clearly that you (should / could / ought to) work in the … industry / field of …. You can use these ideas: building / construction / farming / hotel and restaurant / oil / retail / travel and tourism industry / field of business / engineering / medicine / science / teaching / public service 3 Complete your notes for Sections 2–3. 4 Check all your notes with your partner to make sure that they are correct. 5 Use your notes to write Susan Lee’s report about your partner – similar to her report about Dara Jaf. Unit 6 page 43 Activity 3 45 9780230727564.Text.indd 45 4/5/10 10:24:57 Language Focus Language Focus Language Focus Language Focus Language Focus Language LanguageFocus Focus Language Focus Language Focus 1 GRAMMAR ÅB¾lã 1 GRAMMAR ÅB¾lã Ì Language Focus 1 GRAMMAR ÅB¾lã 1 1GRAMMAR Ìi ÌiiÌÌii GRAMMARÅB¾lã ÅB¾lã 1 ÅB¾lã Ìiiacting 1GRAMMAR GRAMMAR ÅB¾lã Ìi like 1Lesson GRAMMAR form ÅB¾lã Ìacting 1: The ing form like a noun Lesson 3: Expressing cause and effect Lesson 1Lesson GRAMMAR 1: ~~~ ing aanoun Lesson cause and effect 1:The The ing form acting like noun Lesson 3:Expressing Expressing cause and effect 1: The ~ ing form acting like a noun Lesson 3: 3: Expressing cause and effect Lesson 1: The ~ ing form acting like a noun Lesson 3: Expressing cause and effect Lesson 1Lesson GRAMMAR ÅB¾lã Ì i 1:11: The ing form acting like a noun Lesson 3:3: Expressing cause and effect The ~ ing form acting like aanoun Lesson 3: Expressing and effect Lesson Lesson 1: Th e ~~ing form acting like noun Lesson Expressing cause and eff ect Lessons and 2: Present continuous (since, ,as ,cause as , because because of, because) (since , ,because of, because) (since as of, because) In the first picture, checking is one of the skills he's (since , as , because of, because) In the first picture, checking is one of the skills he's (since , as , because of, because) 1: The ~ ing form acting like a noun Lesson 3: Expressing cause and effect Lesson ÃËö h GgÏc In the first picture, checking is one of the skills he's InIn the first picture, checking is one of the skills he's (since , as , because of,of, because) the rst picture, Inusing. the fifirst picture, checking checkingisisone oneofofthe theskills skills he's (since ,because as , because because) New jobs appearoften of new technology. using. In thethe first picture, checking is is one of of thethe skills he's New jobs appearoften because of new technology. In first picture, checking one skills he's New New jobs appearoften because of new technology. using. using. New jobs jobs appearappearoften often because because of new of new technology. technology. I watching. am (not) using. New jobs appearoften because of new technology. 7ÑÂËö GgÏcÙGÂâ ÌÅÏcg@µÐGÀ?ÉÏcgÐGÒÉÉchGÐÁ?g he’s using.skill (since , as ,the because of, because) Another skill he's using is decision making. New jobs appear –hoften often because of new technology. As Bill worries, he works the budget out carefully. Another he's using isis decision making. using. Bill worries, works the out carefully. appearbecause of new technology. using. New jobs appearoften because of new technology. Another skill he's using decision making. As Bill worries, he works budget out carefully. In the first picture, checking is one of the skills he's Another Another skill he's he's using using is decision decision making. making. AsAs Bill As Bill worries, worries, he he works he works the budget thebudget budget out out carefully. carefully. He/She/ Itskill watching. (not) Another skill he's using isisdecision making. As Bill worries, he works the budget out carefully. Go to cacareerzone since this shows thousands of jobs. Another skill he's using is decision making. He is falling! 7 N?cÏcÉÉg?cÐK@kÀй·â Ëg@µ x jobs. Go to cacareerzone since this shows thousands jobs. As Bill worries, he works the budget out carefully. Another skill he’s using is decision making. Another skill he's using is decision making. As Bill worries, he works the budget out carefully. Go to cacareerzone since this shows thousands of As Bill worries, he works the budget out carefully. using. New jobs appear- since often because ofthousands new technology. GoGo to Goto cacareerzone to cacareerzone since this this shows shows thousands of of jobs. of jobs. You/We/They watching. are (not) cacareerzone since this shows thousands of jobs. GoGo to to cacareerzone since this shows thousands ofxof jobs. since shows thousands jobs. 7Ä@½h­ ¸ÏÉ âËcg@µÐG Ä@µÏg@µÒ ~ing ingÒÏÊâ ÒÏÊâ o Ðp̽ÐÅ As She iscacareerzone learning guitar. 7this N?cÏcÉÉg@Llâ Ìcarefully. Ô·âËg@µ of Another skill using is decision making. 7Ä@½h­ ¸ÏÉ MMâËMcg@µÐG Ä@µÏg@µÒ ~~ing ÌoÌoÌÐp̽ÐÅ Bill worries, hethe works the budget to cacareerzone since this showsout thousands jobs. 7Ä@½h­ ¸ÏÉ âËcg@µÐG Ä@µÏg@µÒ Ðp̽ÐÅ Go 7he's Ä@½h­ ¸ÏÉ MâËcg@µÐG Ä@µÏg@µÒ ~ing ÒÏÊâÒÏÊâ Ìo Ðp̽ÐÅ 7Ä@½h­ ¸ÏÉ MâËcg@µÐG Ä@µÏg@µÒ ~ ing ÒÏÊâ Ìo Ðp̽ÐÅ because of É Ââ Ì ÅÏcg@µÐ]G ?cg@]µâ ¼ Ð]}й ? cÐL]kö g @oй because Go because ÉÂâ ÌÅÏcg@µÐ]G ?cg@]µâ ¼Ð]}й ?cÐL]kö g@oй because 7Ä@½h­ ¸ÏÉ Mcontrols. âËcg@µÐG Ä@µÏg@µÒ ~ing ÒÏÊâÒÏÊâ Ìo ÌÐp̽ÐÅ toof cacareerzone since this thousands of jobs. because Éof of Ââ ÅÏcg@µÐ]G ?cg@]µâ Ð]}й cÐL]kö @oй because The pilot checking the 7Ä@½h­ ¸ÏÉ Mcontrols. âËcg@µÐG Ä@µÏg@µÒ ~ing o Ðp̽ÐÅ The pilot isisis checking the because because of Ââ ÌÉÉÅÏcg@µÐ]G Ââ ÌÌÅÏcg@µÐ]G ?cg@]µâ ¼Ð]}й ¼¼shows Ð]}й ?cÐL]kö ??cÐL]kö g@oй gg@oй because because g@ÌkhO ?cg@]µâ 7?cÉÊK@Å?cйÉ?hµÏc@½@ÔѶâ Ëg@µ x because of É Ââ Ì ÅÏcg@µÐ]G ?cg@]µâ ¼ Ð]}й ? cÐL]kö g @oй because The pilot checking the controls. The pilot is checking the controls. The pilot iswas checking the controls. because of Ââ ÌÅÏcg@µÐ]G ?cg@]µâ ¼ÒÉ@ÁÒÏe?ÉÐLkÏc Ð]}й ?cÐL]kö g@oй because because жGcgÉ?g ÉÂâ ÌÐG ÅÏcg@µÐ]G ?cg@]µâ ¼ÒÉ@ÁÒÏe?ÉÐLkÏc Ð]}й ?cÐL]kö gÄ@ËÉ@Á @oй because to 7ÉжGcgÉ?g ÐG++Ââ Ââ ÌÅÏcg@µÐG ÅÏcg@µÐG ÒÉ@ÁÒÏe?ÉÐLkÏc Ä@ËÉ@Á ¼â Ð}й Ð}й Th eThe pilot is the controls. The plane was flying normally, but then something 7of ÌÅÏcg@µÐG ¼â Ð}й IMthe The plane flying normally, but then The pilot ischecking checking the controls. checking 7Ä@½h­ ¸ÏÉ âËcg@µÐG Ä@µÏg@µÒ ~watching? something ing ÒÏÊâÌo Ðp̽ÐÅ We are pilot is controls. жGcgÉ?g Ä@ËÉ@Á driving Silemani tomorrow. (What) am 7 жGcgÉ?g 77жGcgÉ?g ÐG+ÐG Ââ ÐG++ÌÂâ +ÅÏcg@µÐG Ââ ÌÌÅÏcg@µÐG ÒÉ@ÁÒÏe?ÉÐLkÏc ÒÉ@ÁÒÏe?ÉÐLkÏc Ä@ËÉ@Á Ä@ËÉ@Á ¼â Ð}й ¼â ¼â Ð}й The plane was flying normally, but then something The plane was flying normally, but then something â 7 жGcgÉ?g ÐG Ââ Ì ÅÏcg@µÐG ÒÉ@ÁÒÏe?ÉÐLkÏc Ä@ËÉ@Á ¼ Ð}й The plane was flying normally, but then something went wrong. жGcgÉ?g ÐGÐG +Ââ ÌÅÏcg@µÐG ÒÉ@ÁÒÏe?ÉÐLkÏc ¼â Ð}й ÌÅÏcg@µÐ]G ?cg@]µâ ¼Ð]}й ?cÐL]kög@oйÄ@ËÉ@Á because he/she/ itbutbut watching? went wrong. The plane was normally, then something 7жGcgÉ?g +Ââ ÌÅÏcg@µÐG ÒÉ@ÁÒÏe?ÉÐLkÏc Ä@ËÉ@Á ¼â Ð}й The plane was flying normally, then something becauseof 7ÉÂâ Th ewrong. plane flflying ying normally, but then something isiswas went wrong. The pilot checking the controls. went went wrong. Jobs appear because new technology has arrived. Jobs appear because new technology arrived. you/we/they went wrong. went wrong. Jobs appear because new technology has arrived. because 7жGcgÉ?g ÐGnew +Ââ ÌÅÏcg@µÐG ÒÉ@ÁÒÏe?ÉÐLkÏc Ä@ËÉ@Á ¼â Ð}й Jobs appear technology hashas arrived. are The plane was flying normally, but thenwatching? something went wrong. Jobs appear because new technology has arrived. Jobs appear because new technology has arrived. Jobs appear because of new technology. Jobs appear because of new technology. Jobs appear because new technology has arrived. Á?ÊKÏc@ÅÏÉgÐÅ ing ÒÏÊâ Ì o ) Ââ Ì ÆGg@µÐG rжËcÒg@µ·â Ë dÁÐÅ r@O й ~ Jobs appear because new technology has arrived. ÒÏÊâ oÌÌo Á?ÊKÏc@ÅÏÉgÐÅ went )Ââ ÌÆGg@µÐG rжËcÒg@µ·â ËdÁÐÅ ~~ing Jobs appear because ofnew new technology. appear because of of new technology. Á?ÊKÏc@ÅÏÉgÐÅJobs ing ÒÏÊâ Ââ ÆGg@µÐG rжËcÒg@µ·â dÁÐÅ r@O й ÒÏÊâ Jobs appear because technology. ing ÌÒÏÊâ oÌÌÁ?ÊKÏc@ÅÏÉgÐÅ Á?ÊKÏc@ÅÏÉgÐÅ )Ââ ÆGg@µÐG Ââ ÌÌwrong. ÆGg@µÐG rжËcÒg@µ·â rжËcÒg@µ·â ËdÁÐÅ ËËdÁÐÅ r@Or@O й r@O ~й й ÒÏÊâ oo Á?ÊKÏc@ÅÏÉgÐÅ ))Ì)Ââ ÌÆGg@µÐG rжËcÒg@µ·â ËdÁÐÅ r@O йing ~ing Jobs appear because of new technology. Jobs appear because ofof new technology. Jobs appear because new technology. Á?ÊKÏc@ÅÏÉgÐÅ ÒÏÊâÒÏÊâ Ì o )Ââ ÌÆGg@µÐG rжËcÒg@µ·â ËdÁÐÅ r@O й~йing Jobs appear because new technology has arrived. Á?ÊKÏc@ÅÏÉgÐÅ Ì o )Ââ ÌÆGg@µÐG rжËcÒg@µ·â ËdÁÐÅ r@O ~ing 7 % Unit 3 ÐÁ?Éö h G & 3ÐÁ?Éö hG& Unit ÐÁ?Éö 7% Unit 77 %%77Unit %%Unit 3ÐÁ?Éö 33hÐÁ?Éö G& hGhh&GG&& ÏÉ?h¶Kgʵ Unit 3ÐÁ?Éö because ofa new technology. 7 % Unit 3 ÐÁ?Éö hG&hG& Jobs appear Á?ÊKÏc@ÅÏÉgÐÅ ing ÒÏÊâ Ì o Th )The The Ââ Ì ÆGg@µÐG rжËcÒg@µ·â Ë dÁÐÅ r@O й ~ (therefore, (therefore, as result , and andso, so, so) so) The plane has started losing height. 7 % Unit 3 ÐÁ?Éö (therefore, , ,and plane has started losing height. e plane has started losing height. Iam not > I’m not aaresult result so, plane has started losing height. (therefore, asas aasresult , and so,so, so)so) The plane plane has has started started losing losing height. height. IThe am > I’m (therefore, as a result , and so) The plane has started losing height. The pilot began calling for help the (therefore, asas a result , and so,so, so)so) ever. The pilot began calling for help on the radio. The plane has started losing height. radio. 7%Unit ÐÁ?ÉöhG& not) (therefore, a result , and plane has started losing height. she ishelp not >on she isn’t (or:3she’s The began calling for on the radio. The pilot began calling for help on the radio. She ispilot > She’s Th eThe pilot began calling for help on the radio. There are therefore more opportunities than The pilot began calling for help on the radio. Th ere are therefore more opportunities than ever. There are therefore more opportunities than ever. There are therefore more opportunities than ever. The pilot began calling for help on the radio. There are therefore more opportunities than ever. The pilot began calling for help on the radio. your height. are not > you aren’t (or: you’re not) There therefore more opportunities than ever. are (therefore, as aSoresult , and so, so)tools. ever. The started losing Youplane are >has you’re Finding one is harder. So you need the right tools. Finding one isis need right There are more opportunities than There are therefore more opportunities than ever. Finding one isharder. harder. Soyou you need the right tools. Finding one harder. So you need the right tools. Finding one istherefore harder. So you need thethe right tools. 7Ââ ÌÆGg@µÐGÉ@Á¸ÏÉ ~ ing ÒÏÊâ Ìo Á?ÊKÏc@ÅÏÉgÐÅ Finding one is harder. So the The pilot began7Ââ calling for help on the radio. 7ÌÂâ Ì ÆGg@µÐGÉ@Á¸ÏÉ ~ ing ÒÏÊâ Ì o Á?ÊKÏc@ÅÏÉgÐÅ 7 Ââ Ì ÆGg@µÐGÉ@Á¸ÏÉ ~ ing ÒÏÊâ Ì o Á?ÊKÏc@ÅÏÉgÐÅ Finding one is harder. So you need the right tools. ÆGg@µÐGÉ@Á¸ÏÉ ~ ing ÒÏÊâ Ì o Á?ÊKÏc@ÅÏÉgÐÅ Finding one is harder. So you need the right tools. 7ÂâÌÆGg@µÐGÉ@Á¸ÏÉ~ingÒÏÊâÌoÁ?ÊKÏc@ÅÏÉgÐÅ There are therefore more opportunities than ever. 7Ââ7Ââ Ìsimple ÆGg@µÐGÉ@Á¸ÏÉ ÒÏÊâÒÏÊâ ÌoÌÁ?ÊKÏc@ÅÏÉgÐÅ Speed important. ÌÆGg@µÐGÉ@Á¸ÏÉ ~ing oÁ?ÊKÏc@ÅÏÉgÐÅ Lesson 2: Present ~ing Speed isisis important. ÑÁ@µÏÊâ Ì]]one ]oÀÞÐ] ]harder. ]G) Ïö]gSo @]]]ÁÒÏÊâ Ìneed ] ]o and so )so so ÑÁ@µÏÊ Ìâ ]] ]o * ÑÁ@µÏÊâ Ì]Ì]oÀÞÐ] ]is]G) ]ÁÒÏÊâ ))so ÑÁ@µÏÊ Speed is important. Speed important. Speed is important. Finding the right tools. so ÑÁ@µÏÊâ ]]]oÀÞÐ] ]]G) Ïö@] ]]ÁÒÏÊâ ]]]and ]oand and ÑÁ@µÏÊ ]]]o*** Speed is important. ÑÁ@µÏÊâ Ì] ]oÀÞÐ] ]]G) Ïög@]]ÏöÏögg]ÁÒÏÊâ Ìyou ] ]oÌÌ]]Ì]o so)so so ÑÁ@µÏÊ Ìâ ] ]oÌÌââ ]]Ìâ *]o ÑÁ@µÏÊâ Ì] ]oÀÞÐ] ]]G) @]gGgÏcÙGÂâ ]@]]ÁÒÏÊâ ]o and so ))so ÑÁ@µÏÊ ]o Checking is important. Checking is important. Speed is important. ÃËö h GgÏc 7 Ââ Ì ÆGg@µÐGÉ@Á¸ÏÉ ~ ing ÒÏÊâ Ì o Á?ÊKÏc@ÅÏÉgÐÅ 7 ÑÂËö h Ì ÅÏcg@µÐGÏc@kÒÉÉchGÐÁ?g Speed is important. ÑÁ@µÏÊâ Ì ] ]oÀÞÐ] ] ]G) Ïö g @] ] ]ÁÒÏÊâ Ì ] ]o and so so ÑÁ@µÏÊ Ì â ] ]o * Checking is important. ÑÁ@µÏÊâ Ì] ]oÀÞÐ] ]]G) g@]]]ÁÒÏÊâ and )so aÑÁ@µÏÊ Ìâ ] ]o&* Checking is is important. ?d] ]ÌÏgÑÂÌ ] kÉÊÁÐ] ]¹É ]ÏöÏghK@] ]ÌËi] ]o %therefore ))asso result ?d] ]ÌÏgÑÂÌ ] kÉÊÁÐ] ¹É ]] ÏghK@] aresult result Checking is important. important. Checking ?d] ]ÌÏgÑÂÌ ]]]kÉÊÁÐ] ]¹É ] ]ÏghK@] ]Ëi%%therefore %therefore result pilot needs good hand-and-eye coordination. ÌÏgÑÂÌ ] kÉÊÁÐ] ]¹É]]] ]] ÏghK@] ]Ëi]]%Ëi )as))as & && & A pilot good hand-and-eye coordination. Checking is is important. ]play ÌÏgÑÂÌ ] kÉÊÁÐ] ¹É ] ]GÏcÏg@GÉÉc·â ÏghK@] Ëitherefore therefore asaas aa result Checking important. AA pilot needs good hand-and-eye coordination. basketball. ?d]]?d] I/You/We/They play (do notcoordination. play) Speed isneeds important. A pilot A pilot needs needs good good hand-and-eye hand-and-eye coordination. I for a club. 7 ÏÉÐLâ Ì Ë g@SйhK@Ëiе·â Ë g@µ x ?d] ] ÌÏgÑÂÌ ] kÉÊÁÐ] ] ¹É ] ] ÏghK@] ] Ëi % therefore ) as a result ÑÁ@µÏÊâ Ì ] ]oÀÞÐ] ] ]G) Ïö g @] ] ]ÁÒÏÊâ Ì ] ]o and so ) so ÑÁ@µÏÊ â Ì ] ]o * & & A pilot needs good hand-and-eye coordination. ?d] ]ÌÌÏgÑÂÌ ]¹É ÏghK@]]Ëi%therefore )as +ÃâaË+cg@µÐG 7Ââ Ââ ÅÏcg@µÐG %] ,kÉÊÁÐ] &@½Ùµ ?dÁ@Ìð ¹]Ð}йÉ?cÐLkgÒ@KÏgÐkй Ðp̽ÐÅ ÃâËresult cg@µÐG ÌÅÏcg@µÐG ?dÁ@Ìð ¹] Ð}йÉ?cÐLkgÒ@KÏgÐkй Ðp̽ÐÅ pilot needs years of training before he or shecan cando do 7ÌÂâ A pilot needs years of training before he or she pilot needs good coordination. A pilot needs good hand-and-eye coordination. A pilot needs good hand-and-eye coordination. 7ÅÏcg@µÐG ÌÅÏcg@µÐG %,,&&,@½Ùµ &@½Ùµ ?dÁ@Ìð ¹Ð}йÉ?cÐLkgÒ@KÏgÐkй Ðp̽ÐÅ +ÃâËcg@µÐG Ëcg@µÐG plays (does not play) AA pilot needs years of training before he or she %,&% @½Ùµ ?dÁ@Ìð ¹Ð}йÉ?cÐLkgÒ@KÏgÐkй Ðp̽ÐÅ +ÃâË+cg@µÐG basketball. He/She/It Checking isyears important. AA pilot A pilot needs needs years ofhand-and-eye training of training before before he or he she or she cancan can dodo do 7Ââ ?d] I7belong Ââ ÌÅÏcg@µÐG % @½Ùµ ?dÁ@Ìð ¹ Ð}йÉ?cÐLkgÒ@KÏgÐkй Ðp̽ÐÅ Ãâ A pilot needs years of training before he or she can do to ]akÉÊÁÐ] 7NÐË@Á?cgÐkÐGÒg@¶Á?ö gÙ}е·â KÐð ¹@W 7]Ââ ÌÅÏcg@µÐG %club ,&%@½Ùµ ?dÁ@Ìð ¹Ð}йÉ?cÐLkgÒ@KÏgÐkй Ðp̽ÐÅ +ÃâxË+cg@µÐG ÌÏgÑÂÌ ¹É ]]?dÁ@Ìð ÏghK@] ]Ëi%therefore )Ìas a result & the job.needs 7Ââ ÌÅÏcg@µÐG ,+&]@½Ùµ ¹Ð}йÉ?cÐLkgÒ@KÏgÐkй Ðp̽ÐÅ Ãâ Ëcg@µÐG the job. A pilot years oftraining training before orshe she can A pilot needs years of training before he or she can the job. A pilot needs good hand-and-eye coordination. pilot needs years of before heheor can dododo As theA job. the job. the job. a result,… Therefore,… As aÌaÅÏcg@µÐG result,… Therefore,… the job. 7?cÉ?h¶Ëg@ËcѶâ ÌK@µÐ¹ÉÊK@Å?cѶâ Ëg@µ +ÃâËxcg@µÐG As a result,… Therefore,… As result, … Th erefore, … the job. 7 Ââ % , & @½Ùµ ?dÁ@Ìð ¹ Ð}йÉ?cÐLkgÒ@KÏgÐkй Ðp̽ÐÅ As a result,… Therefore,… A pilot needs years of training before he or she can do As a result,… Therefore,… the job. AsAs a result,… Therefore,… a result,… Therefore,… g@ÌkhO The flight leaves at 11.30 a.m. the job. Kerry and her group worked inin the park all all day Kerry and her group worked inthe thepark park allday day Kerry and her group worked Lesson 2: Tag questions: positive and negative forms Kerry and her group worked in the park all day play? herher group worked in in thethe park allall day Lesson questions: positive and negative forms As aand result,… Therefore,… Kerry and worked park day I /you/we/they Lesson 2:Tag Tag questions: positive and negative formsKerry (What) do Lesson Lesson 2: 2: Tag 2: Tag questions: questions: positive positive and and negative negative forms forms yesterday. As aagroup result, it really good now. yesterday. As aresult, result, itlooks looks really good now. Lesson 2: Tag questions: positive and negative forms Kerry and her group worked inreally thethe park all day yesterday. As itlooks good now. Kerry and her group worked in park all day yesterday. As a result, it looks really good now. play? Lesson 2: Tag questions: positive and negative forms yesterday. As a result, it looks really good now. 1 You are in Grade 11, aren't you? Lesson 2: Tag questions: positive and negative forms Lesson 2: Tag questions: positive and negative he/she/ it 1 You are in Grade 11, aren't you? yesterday. As a result, it looks really good now. does 1 You are in Grade 11, aren't you? 1 1You 1You You areare are in in Grade inGrade Grade 11,11, 11, aren't aren't you? you? yesterday. As a result, it looks really good now. yesterday. As a result, it looks really good now. aren't you? Th eworld world work is complicated, and thethe right job is Kerry and of her group worked in the park all day The world of work complicated, and theright right job You like drama, don’t you? The work and 2Lesson like drama, don’t you? 1222You are in Grade 11, aren't you? 2: Tag questions: positive and negative forms The 1You You are in Grade 11, aren't you? You like drama, don’t you? The world of work isiscomplicated, complicated, and the right job world of of work is is complicated, and thethe right jobjob 2 forms You like like drama, drama, don’t don’t you? you? The world of work is complicated, and right job 23You You like drama, don’t you? yesterday. As a result, it looks really good now. hard to fi nd. Th erefore, it is very important to use the is hard to find. Therefore, it is very important to 3 You have not chosen a career path yet, have you? The world ofTherefore, work is is complicated, and thethe right to Therefore, ititis important totojob You have not chosen aaren’t career path have you? 233You like don’t you? The of work complicated, and job ÏÉ?h¶Kgʵ 2You You like drama, you? ishard hard tofind. find. Therefore, isvery very important You have not chosen career path yet, have you? is is are in Grade 11, aren't you? hard toworld find. it is very important toright 3 113You You have have not not chosen chosen adon’t career career path path yet,yet, yet, have have you? you? You are indrama, Grade 11, you? is hard to find. Therefore, itit is very important toto You have not chosen aaacareer path yet, have you? right tools to help you search. use the right tools to help you search. is hard to find. Therefore, is very important 3 You have not chosen a career path yet, have you? use the right tools to help you search. is hard to find. Therefore, it is very important to 3 You have not chosen a career path yet, have you? world of work istohelp complicated, and the right job does you? not > doesn’t not like > don’t 2doYou drama, don’t use the right tools help you search. useThe thethe right tools to to help you search. use right tools you search. 2 You like drama, don’t you? thethe right tools toto help you search. ÒYou ÏÊâ]oÌ]o Ðp]̽ÐÅ)M]â ËÏcÉÐÌpâ ÏÉÐÌpâ ÌaOйеMâ Ëh}Ïdð ¹ÐÅ g@µ ѽÏcg@ÌkhOжºµ * isuse use right tools help you search. Ò ÏÊâ Ì Ð p]̽ÐÅ)M]â Ë c Ì OйеMâ Ë h}Ïdð ¹ ÐÅ g@µ ѽÏcg@ÌkhOжºµ * hard to find. Therefore, it is very important to 3 have not chosen career path yet, have you? ÒÏÊâÌÐ]o Ìp]̽ÐÅ)M]â ]oÐp]̽ÐÅ)M]â Ðp]̽ÐÅ)M]â ËcÏÉÏÐÌpâ ÉÌÐÌpâ ÌOйеMâ Ëh}Ïdð ¹ÐÅ g@µÑ½Ïcg@ÌkhOжºµ ѽÏcg@ÌkhOжºµ ÒÏÊâ3ÒÌ]o ËcÏËÉcÐÌpâ OйеMâ Ëh}Ïdð ¹ÐÅ g@µ g@µ ѽÏcg@ÌkhOжºµ * ** ÏÊâ ÌOйеMâ Ëh}Ïdð ¹ÐÅ You have not chosen a career path yet, have you? 4: phrasal verbs with objects Lesson + Ãâ Ë cg@µÐGÏc@kÒÉÉchGÐÁ?g ÑK@µ й @ÆÁÐK е ÐËÐÅ ‘Stative Verbs’ NÐð ¹@WÒg@µ·âËdÁÐÅ 4: phrasal verbs with objects Lesson Ò ÏÊâ Ì ]o Ð p]̽ÐÅ)M]â Ë c Ï É ÐÌpâ Ì OйеMâ Ë h}Ïdð ¹ ÐÅ g@µ ѽÏcg@ÌkhOжºµ * the right tools towith help you search. ÒÌÏÊâGÏcеÏg@Ì]khOÐ]¶ºµ?ÉÐÔÉÊGâ Ì]oÐp]̽ÐÅ)M]âËcÏÉÐÌpâÌÒOйеMâ Ëh}Ïdð¹ÐÅ M]â ÒgÐÔеÏg@µgÐ}Ð Ôg@µ +MâËѽÏcg@ÌkhOжºµ h}ÏcgÏÉÐÁ?ÉÐxâ ÌO* use Lesson phrasal verbs with objects 4:4: phrasal verbs with objects Lesson gÐÔеÏg@µgÐ}Ð 4: 4: phrasal verbs objects phrasal verbs with objects Lesson GÏcеÏg@Ì]khOÐ]¶ºµ?ÉÐÔÉÊGâ M]âÌÌGÏcеÏg@Ì]khOÐ]¶ºµ?ÉÐÔÉÊGâ ÌGÏcеÏg@Ì]khOÐ]¶ºµ?ÉÐÔÉÊGâ ÒgÐÔеÏg@µgÐ}Ð ÔM +MâËâËh}ÏcgÏÉÐÁ?ÉÐxâ âËh}ÏcgÏÉÐÁ?ÉÐxâ M]âÌM]â ÒgÐÔеÏg@µgÐ}Ð Ô+MÔÔâË++h}ÏcgÏÉÐÁ?ÉÐxâ ÌO ÌÌOOÌOLesson M]â GÏcеÏg@Ì]khOÐ]¶ºµ?ÉÐÔÉÊGâ Ò gÐÔеÏg@µgÐ}Ð h}ÏcgÏÉÐÁ?ÉÐxâ M 4: 4: phrasal verbs objects phrasal verbs with objects Lesson up belong like love need want 7ÐÁÊÙG Emma has set up + aawith website. ÒM]â ÏÊâ ÐGÏcеÏg@Ì]khOÐ]¶ºµ?ÉÐÔÉÊGâ p]̽ÐÅ)M]â ËcÏÉÐÌpâÌOйеMâ Ëh}Ïdð¹ÐÅg@µÔÏÉ+ѽÏcg@ÌkhOжºµ *ÌO ÌO 1Lesson Ì]o GÏcеÏg@Ì]khOÐ]¶ºµ?ÉÐÔÉÊGâ M)ÔÏÉâË(1&2) set aawebsite. ÌÌGÏc M]â ÒgÐÁеÏg@µgÐ}ÐÔ gÐÔеÏg@µgÐ}Ð +)h}ÏcgÏÉÐÁ?ÉÐxâ âËh}ÏcgÏÉÐÁ?ÉÐxâ M)(1&2) Òâ gÐÁÐG M]â ÌGÏc GÏc еÏg@Ì]khOÐ]¶ºµ?ÉÐÔÉÊGâ ÒgÐÔеÏg@µgÐ}Ð (1&2) gÐÁÐG Òâ gÐÁÐG ÌеÏg@Ì]khOÐ]¶ºµ?ÉÐÔÉÊGâ ÒÒgÐÁеÏg@µgÐ}ÐÔ 111Emma Emma has set up + website. Emma has set up +website. website. 1 1Emma hashas set up + a+ M]â еÏg@Ì]khOÐ]¶ºµ?ÉÐÔÉÊGâ gÐÁеÏg@µgÐ}ÐÔ ÏÉ Emma has set up + a website. Òâ gÐÁÐG M]âÌM]â GÏc M]â GÏc еÏg@Ì]khOÐ]¶ºµ?ÉÐÔÉÊGâ ÌÌGÏc еÏg@Ì]khOÐ]¶ºµ?ÉÐÔÉÊGâ ÒgÐÁеÏg@µgÐ}ÐÔ ÒÒgÐÁеÏg@µgÐ}ÐÔ ÏÉ)(1&2) ÏÉ )(1&2) Òâ Òâ gÐÁÐG â M]â Ì ÐµÏg@Ì]khOÐ]¶ºµ?ÉÐÔÉÊGâ Ò gÐÁеÏg@µgÐ}ÐÔ ÏÉ ) (1&2) Ò gÐÁÐG Joe looks things up on the internet. 4: phrasal verbs with objects 2122Joe looks +++ things +++ up the internet. set up + a+ website. 1Emma Emma has set a on website. 3: Adverbs of Òfrequency Lesson M]âÌGÏcеÏg@Ì]khOÐ]¶ºµ?ÉÐÔÉÊGâ ÌGÏcÌGÏc еÏg@Ì]khOÐ]¶ºµ?ÉÐÔÉÊGâ ÒgÐÔеÏg@µgÐ}Ð gÐÁеÏg@µgÐ}ÐÔ )ÏÉ(1&2) gÐÁÐG M]â Ô+MÏÉâËh}ÏcgÏÉÐÁ?ÉÐxâ ÌgÐÁÐG OÐG2 Lesson Joe looks things up on the internet. ÒâgÐÔ M]â еÏg@Ì]khOÐ]¶ºµ?ÉÐÔÉÊGâ ÒgÐÁеÏg@µgÐ}ÐÔ looks +has things +up up on the internet. (3) (3) ÐG )+(1&2) âÒââÒâ ÐG gÐÔ looks +++things ++carefully. up on 223Joe Joe looks things up onthe theinternet. internet. ÐG 23Joe â++Ò+(3) (3) ÒâÒgÐÔ gÐÔ Bill works + it + out carefully. ÐG + (3) gÐÔ Ò Bill works it + out Joe looks things + up on the internet. ÐG + (3) â Ò gÐÔ 2Bill Joeworks looks things + up on the internet. 7ÄÐÁ@½ÐÔÄ@ÌÁ@µÏg@ËcÏg@¶ð ¹ÏÉ@Ô ÒgÐÁеÏg@µgÐ}ÐÔÏÉ)(1&2) has set +out acarefully. website. 3 Emma ++it+itup +out carefully. 3 13Bill works + it+ out carefully. ÐG +(3) gÐÔ M]â ÌGÏcеÏg@Ì]khOÐ]¶ºµ?ÉÐÔÉÊGâ Òâ âÒgÐÁÐG Bill works +(3) âÒgÐÔ ÐG Bill works +it it++ +out out carefully. Bill works +things carefully. 23 Joe 3 Bill works + it + out carefully. looks + + up on the internet. always usually often sometimes never +(3)âÒgÐÔÐG ÑBill L]k?ö gworks ÏÉ@ÁcÊ_@]Ë % 1 & Òg@]µÒÏe?ÉÐL]kÏc r@]O ÐLâËÉеÏc ÒÉ@ÁÒg@µgÐG (+?c(5?cÒÐ] 5ÒÐ] ]]Á?ÉÐ] ]]¹ PRONUNCIATION) Ð]]]Á?Éö hG@ÅÏÉgÐ] ]]Å * Ñ3ÑL]k?ö g ÏÉ@ÁcÊ_@]Ë % 1 & Òg@]µÒÏe?ÉÐL]kÏc rr@]O ÒÉ@ÁÒg@µgÐG * * + ]]Á?ÉÐ] ]]¹ PRONUNCIATION) Ð] ]]Á?Éö h G@ÅÏÉgÐ] ]]Å * it1&&+ out¼carefully. gÏÉ@ÁcÊ_@]Ë Òg@]µÒÏe?ÉÐL]kÏc @]OË ÐLâ ÐLâËËÉеÏc ÉеÏc ÒÉ@ÁÒg@µgÐG (7ÒÐ] ?c ÒÐ] ]]Á?ÉÐ] ]]¹PRONUNCIATION) PRONUNCIATION) ]]Á?Éö hG@ÅÏÉgÐ] gL]k?ö ÏÉ@ÁcÊ_@]Ë %1+ r@]O ÐLâ ÉеÏc ÒÉ@ÁÒg@µgÐG +(?c ]]Á?ÉÐ] PRONUNCIATION) Ð] hG@ÅÏÉgÐ] ]]Å]]Å *]]Å**Ñ)L]k?ö ÐÁÊÙG )]]¹ ÃâËcg@µÐGrÊK@Å?cÉÉÉchG?gâ ¼]]Á?Éö Ð}йg@S·â ËdÁÐÅÀÞÐG ÃÑâËcg@µÐGÏc@kÒÉÉchGÐÁ?gâ Ð}йÒgØiÐGÐÁ?g@¶ð ¹ËÏÉ@ÔÀÐÔ x * ** L]k?ö gÏÉ@ÁcÊ_@]Ë %&%1Òg@]µÒÏe?ÉÐL]kÏc Òg@]µÒÏe?ÉÐL]kÏc r@]O ÐLâ ÉеÏc ÒÉ@ÁÒg@µgÐG ++(5?c 55ÒÐ] ]]Á?ÉÐ] ]]¹ Ð]Ð] ]]Á?Éö hG@ÅÏÉgÐ] Ñ L]k?ö g ÏÉ@ÁcÊ_@]Ë % 1 & Òg@]µÒÏe?ÉÐL]kÏc r @]O ÐLâ Ë ÉеÏc Ò É@ÁÒg@µgÐG * * + ( ?c 5 ÒÐ] ]]Á?ÉÐ] ]]¹ PRONUNCIATION) Ð] ]]Á?Éö h G@ÅÏÉgÐ] ]]Å * Ñ1L]k?ö gÏÉ@ÁcÊ_@]Ë %1r@O &ÐLâ Òg@]µÒÏe?ÉÐL]kÏc r@]O &ÐLâ ÒÉ@ÁÒg@µgÐG +]ÌÁÐ] (?c 5]µÐËi?É@ÌS ÒÐ] ]]Á?ÉÐ]Ð]]]¹ PRONUNCIATION) Ð] h]khOÐ] G@ÅÏÉgÐ] ]]Å * 1+%& &Òg@µÒÏe?ÉÐ LkÏc ÐLâËÉеÏcÐp̽ÐÅÀÞÐG )2%Ë&ÉеÏc 2&Òg@µÒÏe?ÉÐLkÏc Ä@p] ]ÌÁÐ] ]µÐËi?É@ÌS Á@½ÐÔ)Mâ ËhKÉÏc ]GcÊ_@] ]ËÀj] ]Ág@Ì] ]khOÐ] ]¶ºµ igÐ] LkÏc Ä@p] ]Ð] Á@]]Á@ ½ÐÔ)Mâ ËhKÉÏc ]GcÊ_@] ]ËÀj] ]]]Á?Éö Ág@Ì] igÐ] &+%1Òg@µÒÏe?ÉÐ 1&&Òg@µÒÏe?ÉÐ Òg@µÒÏe?ÉÐ LkÏc r@O ÐLâËËÉеÏcÐp̽ÐÅÀÞÐG ËÉеÏcÐp̽ÐÅÀÞÐG %22&Òg@µÒÏe?ÉÐLkÏc &Òg@µÒÏe?ÉÐLkÏc +%1+% LkÏc r@Or@O ÐLâ ËÐLâ ÉеÏcÐp̽ÐÅÀÞÐG &)%&&2))&% Ä@p] ]ÌÁÐ] ]µÐËi?É@ÌS Ð] ½ÐÔ)Mâ Ëgames hKÉÏc ]GcÊ_@] ]Ág@Ì] ]khOÐ] ]¶ºµ igÐ] I]ÌÁÐ] often played when I ]ËÀj] young ]]¶ºµ Ä@p] ]µÐËi?É@ÌS Ð]]computer Á@Ð]½ÐÔ)Mâ ËhKÉÏc ]GcÊ_@] ]ËÀj] ]was Ág@Ì] ]khOÐ] ].¶ºµ igÐ] Òg@µÒÏe?ÉÐLkÏc +% Òg@µÒÏe?ÉÐ LkÏc r@O ÉеÏcÐp̽ÐÅÀÞÐG %&)Òg@µÒÏe?ÉÐLkÏc Ä@p] ]ÌÁÐ] ]µÐËi?É@ÌS ] Á@ ½ÐÔ)Mâ Ë hKÉÏc ]GcÊ_@] ]ËÀj] ] Ág@Ì] ]khOÐ] ¶ºµ igÐ] Òg@µÒÏe?ÉÐ r@O ÐLâÐLâ ËÉеÏcÐp̽ÐÅÀÞÐG )%&)2%&2Òg@µÒÏe?ÉÐLkÏc L]k?ö %LkÏc 1LkÏc & Òg@]µÒÏe?ÉÐL]kÏc r@]O ÐLâË&ÉеÏc Ò&É@ÁÒg@µgÐG * +Ä@p] (?d]Á@¾ð ?cÄ@p] 5]ÌÁÐ] ]]Á?ÉÐ] ]]¹PRONUNCIATION) Ð] ]]Á?Éö G@ÅÏÉgÐ] *cÏc ]µÐËi?É@ÌS Ð]Ì]kеMâ Á@Ì]kеMâ ½ÐÔ)Mâ hKÉÏc ]GcÊ_@] ]ËÀj] Ág@Ì] ]¶ºµ igÐ] Òg@µÒÏe?ÉÐLkÏc 1+%&g1ÏÉ@ÁcÊ_@]Ë &Òg@µÒÏe?ÉÐ r@O ËÉеÏcÐp̽ÐÅÀÞÐG ]ÌÁÐ] ]µÐËi?É@ÌS Ð] Á@½ÐÔ)Mâ ËhKÉÏc ]Ì·âÁg@Ì] ]¶ºµÑ+% igÐ] ¹Ð}йMâ ÌGÒi?g·â ËÉÐÁ@½Ïc @ÆÁÐK ÉÃË@ÌÂð c]hоâ Ô]khOÐ] ·âÌ]khOÐ] K@µ +ÄÏ ?d]Á@¾ð ¹ÒÐ] Ð}йMâ ÌGÒi?g·â ËÉÐÁ@½Ïc @ÆÁÐK É]GcÊ_@] ÃË@ÌÂð ¹c]ËÀj] ¹Ð¾â +]]Å ÄÏ ?d]Á@¾ð ¹Ð}йMâ ÌGÒi?g·â ÌkеMâ ËÉÐÁ@½Ïc @ÆÁÐK ÃË@ÌÂð Ô·â·âÌÌK@µ K@µcÏc +ÄÏcÏc ?d]Á@¾ð ¹Ð}йMâ ÌGÒi?g·â ÌkеMâ ËÉÐÁ@½Ïc @ÆÁÐK ÉÃË@ÌÂð ¹cоâ Ôо⠷âÌÌÔÔÌK@µ +ÌÄÏ cÏccÏc ?d]Á@¾ð ¹Ð}йMâ ÌGÒi?g·â ÌkеMâ ËÉÐÁ@½Ïc @ÆÁÐK ÉÉÃË@ÌÂð ¹c¹Ìcоâ K@µ +ÄÏ * qËÉÐÔMâ Ë cg@µÐGÒg@µÒÏe?ÉÐLkÏcÑÂâ Ë Êo¸ÐËй@ÆÁÐK ÒÉ@Ââ Ì SÒg@µgÐG Ëcg@µÐGÒg@µÒÏe?ÉÐLkÏcÑÂâ ËÊo¸ÐËй@ÆÁÐK ÌSÒg@µgÐG Òg@µÒÏe?ÉÐLkÏc qËÉÐÔMâ +%1qËÉÐÔMâ &qËÉÐÔMâ Òg@µÒÏe?ÉÐ LkÏcr@OÐLâËÉеÏcÐp̽ÐÅÀÞÐG &)%ÒÉ@Ââ 2&ÒÉ@Ââ ?d]Á@¾ð ¹Ð}йMâ ÌGÒi?g·â ËÉÐÁ@½Ïc ÉÌð¹ÃË@ÌÂð ¹c]оâ Ô]khOÐ] ·â K@µÌK@µ +]Ä϶ºµ Ä@p] ]ÌÁÐ] ]µÐËi?É@ÌS ]K@µÀÞÐG Á@ÌÌkеMâ ½ÐÔ)Mâ hKÉÏc ]GcÊ_@] Ág@Ì] Ëcg@µÐGÒg@µÒÏe?ÉÐLkÏcÑÂâ ËÊo¸ÐËй@ÆÁÐK ÌSÒg@µgÐG cÏc Ë?d]Á@¾ð ¹Ð}йMâ ÌcGÒi?g·â ÌkеMâ Ë)ÉÐÁ@½Ïc É]ËÀj] ÃË@ÌÂð ¹cÌоâ ÌÔÌ·â +cÏc ÄÏ Ëcg@µÐGÒg@µÒÏe?ÉÐLkÏcÑÂâ ËÊo¸ÐËй@ÆÁÐK ÌÒÉ@Ââ SÒg@µgÐG * *** MâÉÐÁ@½ÏcÉÁ@ÌÂð ËÉÐÁ@½ÏcÉÁ@ÌÂð ÉÐÁ@½ÏcÉÁ@ÌÂð ¹cÐ] c·â ·â K@µÀÞÐG )((ĻĻigÐ] Ļ)@ÆÁÐK )@ÆÁÐK âð¹ÌÏcÀjÁеÏg@ÌkhOжºµ?ÉÐ ÏcÀjÁеÏg@ÌkhOжºµ?ÉÐ Ô Mâ Ë ¹ ·â Ì ) ( â Ì Ô qËÉÐÔMâ Ë cg@µÐGÒg@µÒÏe?ÉÐLkÏcÑÂâ Ë Êo¸ÐËй@ÆÁÐK ÒÉ@Ââ Ì SÒg@µgÐG Lesson 4: Past simple Mâ ¹ Ì K@µÀÞÐG ) â ¹ ð ÏcÀjÁеÏg@ÌkhOжºµ?ÉÐ Ô MâËÉÐÁ@½ÏcÉÁ@ÌÂð ËÉÐÁ@½ÏcÉÁ@ÌÂð ¹c·â¹c̹·â K@µÀÞÐG c·âÌK@µÀÞÐG ÌK@µÀÞÐG )( )Ļ()(Ļ) â)Ì)ð¹âÏcÀjÁеÏg@ÌkhOжºµ?ÉÐ âÌð¹ÌÏcÀjÁеÏg@ÌkhOжºµ?ÉÐ ð¹ÏcÀjÁеÏg@ÌkhOжºµ?ÉÐ Ô Ô Ô qËÉÐÔMâ Ëcg@µÐGÒg@µÒÏe?ÉÐLkÏcÑÂâ ËÊo¸ÐËй@ÆÁÐK SÒg@µgÐG qËÉÐÔMâ Ëcg@µÐGÒg@µÒÏe?ÉÐLkÏcÑÂâ ËÊo¸ÐËй@ÆÁÐK ÒÉ@Ââ ÌSÒg@µgÐG MâMâËÉÐÁ@½ÏcÉÁ@ÌÂð * * +3ÒÉ@Ââ %&3?dLk?ö &Ì?dLk?ö gÏÉ@Áй gÏÉ@Áй cÏc ?d]Á@¾ð Ð}йMâ Ì&ĹGÒi?g·â kеMâ ÉÐÁ@½Ïc ð¹ÃË@ÌÂð ÌеÐLo Ô·âеÐLo ÌK@µ·â+ÄÏ Mâ ÉÐÁ@½ÏcÉÁ@ÌÂð cð¹ÏcigÐG ·â Ì·â K@µÀÞÐG ) ( )Ļ ÏcÀjÁеÏg@ÌkhOжºµ?ÉÐ Ô Ô ?dLk?ö 3&&?dLk?ö gÏÉ@Áй ˹ÉÐÁ@½ÏcÉÁ@ÌÂð cÌÏcigÐG ÌK@µÀÞÐG Ļ) â)ÉÌâ (@ÆÁÐK ÌMâð¹ÏcÀjÁеÏg@ÌkhOжºµ?ÉÐ +% 3++% &+%3?dLk?ö gÏÉ@Áй %++%Ĺ%Ĺ â &â ¹Ìâ Ìð¹¹ð¹ÏcigÐG ËеÏg@ÌkhOжºµ?ÉÐÔ MâÂâ̹ÌÌÂâcÐlG ÂâÌоâ ÌÐlG ÐlG ·âkе Ìkе kе ÃËöËhMâ GgÏc + еÏg@ÌkhOжºµ?ÉÐÔ Ì Ì % g ÏÉ@Áй & Ì ÐµÏg@ÌkhOжºµ?ÉÐÔ Mâ еÐLo ·â Ì +% Ĺ+%+&%Ĺâ ÏcigÐG âÌð¹ÌÏcigÐG ð¹ÏcigÐG еÏg@ÌkhOжºµ?ÉÐÔ ÐµÏg@ÌkhOжºµ?ÉÐÔ MâÌÂâMâÌÐlG MâÌÂâÌÌÂâÐlG ÌеÐLo ÐlGеÐLo еÐLo ·âÌkе ·âÌkе Ìkе +ÒÉ@Ââ % 3+%&Ì3?dLk?ö gÏÉ@Áй qËÉÐÔMâ Ëcg@µÐGÒg@µÒÏe?ÉÐLkÏcÑÂâËÊo¸ÐËй@ÆÁÐK SÒg@µgÐG * More Examples &?dLk?ö gÏÉ@Áй &Ì&ð¹â еÏg@ÌkhOжºµ?ÉÐÔ More Examples to·â·âAmerica. ÑÁ@Ââ ÌÅg@µÐGÐGN?cÏcÉÉgg@SgØiеÃËöGgÏc·â Ëg@µÁ?ÊKÏc More Examples MâIËÉÐÁ@½ÏcÉÁ@ÌÂð c&·â ÌÌK@µÀÞÐG )( Ļ ) âÌð¹not ÏcÀjÁеÏg@ÌkhOжºµ?ÉÐ ÔÌkе ð¹ÏcigÐG moved(did еÏg@ÌkhOжºµ?ÉÐÔ Mâmove) ÌÂâMâÌÌÐlG еÐLo Ì·â kе More Examples +Ĺ%&Ĺ¹â Ìâ ð¹ÏcigÐG еÏg@ÌkhOжºµ?ÉÐÔ ÂâÌÐlG еÐLo / You +/% We/They More Examples More examples: Kerry and her grouptidied tidied up the park. More Examples Kerry and her group park. +%3&?dLk?ögÏÉ@Áй More Examples moved (did notMâÌmove) Kerry and her group tidied upthe the park. and her group tidied upup the park. More He/ She/ ÉÉ@w(used to More Examples Kerry and her group tidied up the park. Examples +Examples % ĹIt&âÌð¹ÏcigÐGеÏg@ÌkhOжºµ?ÉÐÔ ÂâÌÐlGеÐLoto·âAmerica. Ìkе Kerry They tidied the park up. More Kerry and her group tidied up the park. More Examples They tidied the park up. Kerry and group tidied up the park. Kerry andthe herpark group tidied up the park. More Examples More Examples They tidied up. They tidied the park up. Tony wants to be a pilot, doesn't he? They tidied the park up. More Examples Tony wants to be a pilot, doesn't he? More Examples xitthe Iup. used to play computer games(a lot) when They tidied it Tony wants tobe pilot, doesn't he? They up. Tony wants to to be abepilot, doesn't he?he? They tidied park up. They tidied the park up. up Tony wants aapilot, doesn't Th eytidied tidied park up. They tidied itthe up. Kerry and group tidied the park. They tidied it her up. Rondik doesn't like maths ,doesn't does she? Òg@ÌkhO They tidied it up. Rondik doesn't like maths , does she? Tony wants to be a pilot, doesn't he? I was young Tony wants to be a pilot, he? Lyn always writes out lists of things to revise. More Examples Rondik doesn't like maths , does she? Lyn always writes out lists of things revise. Rondik doesn't likelike maths , does she? They tidied it up. They tidied it up. Rondik doesn't maths , does she? Lyn always writes out lists of things to revise. They tidied the park up. Lyn Lyn always always writes writes out out lists lists ofÐof things ofthings things to to revise. to revise. Chinar can drive, can't she? to America? Lyn always writes out lists to revise. Chinar can drive, can't she? Rondik doesn't like maths , does she? Th ey tidied it up. I/ you / we/ they move Rondik doesn't like maths , does she? ?d Ë â gÐÁ ÑK ¹ ð @WйÏhKÑÁ@µÐÁ@½h­¸ÏÉ (When) did Chinar can drive, can't she? More examples: Tony wants todrive, becan't acan't pilot, doesn't he? She always writes lists out . of Chinar Chinar can can drive, can't she? she? Lyn always out lists things to to revise. always writes lists out . .of Lyn always writes out lists things revise.used to Chinar can drive, she? They tidied itwrites up. She always writes lists out SheShe always writes lists out . Sirwan can't speak Spanish, can't he?move to America? Sirwan can't speak Spanish, can't he? Chinar can drive, can't she? She always writes lists out . he/ she/ it Chinar can drive, can't she? did Sirwan can't speak Spanish, can't he? Rondik doesn't like maths , does she? xwrites I didn’t use toof computer games (much) She always writes them out. Sirwan Sirwan can't can't speak speak Spanish, Spanish, can't can't he? he? Lyn always writes out lists of.things things revise. always them out. She writes lists out . play Sirwan can't Spanish, can't he? She always writes lists out Tony wants tospeak be a pilot, doesn’t he? Lyn always writes out lists totorevise. She always writes them out. SheShe always writes them out. Sirwan can't speak Spanish, he? She always writes them out. Sirwan can't speak Spanish, can't he? when I was young. Chinar can drive, can't she? can't She always writes them out. She always writes them She always writes lists out. She always writes lists out . out. Rondik like maths, does she? ÏÉ?h¶Kgʵdoesn’t Sirwan can't speak Spanish, can't he? She Shealways alwayswrites writesthem themout. out. Chinar can drive, can’t she? 46did not >didn’t 46 46 4646 14 can’t speak Spanish, can he? Sirwan 4646 46 ÙÅ ÙÅ ÙÅÙÅ ÙÅ ÙÅÙÅ ÙÅ À@ÐÔ À@ÐÔ À@ÐÔ À@ÐÔ À@ÐÔ À@ÐÔ À@ÐÔ À@ÐÔ 46 9780230727564.Text.indd 46 4/5/10 10:25:45 Language focus 2 VOCABULARY 2 VOCABULARY ÅB¶ÑqÊÅB¶ÑqÊ 22 VOCABULARYÅB¶ÑqÊ VOCABULARY 2 VOCABULARY 2 VOCABULARY ÅB¶ÑqÊÅB¶ÑqÊ adviser adviser online online g@µfâËÉ?gg@µfâËÉ?g adviser /ədˈvaɪzə/ /ɒnlaɪn/ 2 VOCABULARY ÅB¶ÑqÊÅB¶ÑqÊ again and again /phonetics/exp like /phonetics/prep 2 VOCABULARY g@SÒ?Écйg@S online adviser online MâÑðÌÁgÐLÂÌÔ MâÌÁgÐLÂÌÔ ºâÌÅ ÑðºâÌÅ ¸ÏÉ MâÌÁgÐLÂÌÔMâÑð̺ÁgÐLÂÌÔ âÌÅ ÑðºâÌÅ g@µfâËÉ?gÌopportunity g@µfâ ËÉ?gÌGйÐïTâ apart from opportunity apart from G йÐïTâ ¼ÐÅ ¼ÐÅ apart from /əˈpɑːt frɒm/ opportunity /ˌɒpəˈtjuːnəti/ online ahead (of ) adviser /apart phonetics/prep local time /phonetics/phr adviser online qâ Ì Oй Ù_É@ÁÑK@µ g@µfâ Ë É?g Mâ Ì ÁgÐLÂÌÔ Ñð º âÌÅ Ñð¼ÐÅ apart from opportunity g@µfâ Ë É?g Mâ Ì ÁgÐLÂÌÔ ºâÌÅ from opportunity йÐïTâ Ì G йÐïTâ organization artistic artistic Êorganization Å Ëg ÒgÐÁÌÊGÅÒgÐÁ É?h¼ÐÅ `¶âËgÉ?h`¶â artistic /ɑːtɪstɪk/ organization /ˈɔːgənaɪˈzeɪʃn/ apart from opportunity apart from opportunity йÐïTâ Ì G ¼ÐÅ a.m / phonetics / abb meet /phonetics/v artistic organization йÐïTâ Ì G ¼ÐÅ artistic organization Øö g ÏÊÌ Áqâ Ì O Mâ Ë ÉеÏdâ Ì OÒÉ@w ÒgÐÁ Ê Å É?h `¶â ÒgÐÁ ÊÅ ÐScÊG É?h ËgËg )i@HâËËgg path (= route personal development ) budget path (= of personal development ) Òö`¶â gÙPlO ÐScÊG ÒögÙPlO )i@Hâ n budget budget /ˈbʌdʒɪt/ path (=route route ofofpersonal artistic organization artistic organization ÒgÐÁ ÊÅ ÒgÐÁ É?h ËËggÏÉÐKÐÁ pathof(=personal route ofdevelopment personal development ) ÒögÙPlO Êpath Å (= route É?h `¶âËg budget budget ) arrive /phonetics/v nationality ÐScÊG )i@Hâ Òö`¶âgÙPlO )i@Hâ ÐScÊG SÐK@}Ïc perform/phonetics/n perform development) /pæθ/ (~ studies) businessbusiness (~ studies) %~ÒÏÉÐÂËfâ ËÊK&ÑÁ@}gi@G Ä?d½@ÐÔ %~ÒÏÉÐÂËfâ ËÊK&âÑÑÁ@}gi@G Ä?d½@ÐÔ business (~ studies) /bɪznɪs budget budget path (= route of personal development ) path (= route of personal development ) ÐScÊG Òö g ÙPlO )i@Hâ Ë g perform ÐScÊG Òö)gÒжËjÁ ÙPlO )i@HâËg perform (~ studies) business (~ studies) %~ËÒÏÉÐÂËfâ ËzâÊKÌ&OÉ@Å ÑÁ@}gi@G Ä?d½@ÐÔ %~ÒÏÉÐÂËfâ ÊKN@µÏc &g@µ)ÐpÌO ÑÁ@}gi@G Ä?d½@ÐÔ attach / phonetics/v nearly /phonetics / adv (stʌdiːz)/ career career business persuadepersuade perform /pəˈfɔːm/ жËgÐ_ g@µ)ÐpÌO Ächµ»Ë@± Ächµ»Ë@± perform business ( ~ studies) perform business ( ~ studies) % ~ ÒÏÉÐÂËfâ Ë ÊK & ÑÁ@}gi@G Ä?d½@ÐÔ career persuade %~ÒÏÉÐÂËfâ ËÊK&g@µ)ÐpÌO ÑÁ@}gi@G Ä?d½@ÐÔ career persuade Ächµ»Ë@± g@µ)ÐpÌO Ächµ»Ë@± career /kəˈrɪə/ careers adviser personal (details) careers adviser personal (details) /pəˈsweɪd/ born (be) / phonetics/adj oil /phonetics/n g@µ )ÐpÌOÒg@µfâ ËÉ?g ÑkеÒg@ÌÁ?i g@µ)ÐpÌOÒg@µfâ ËÉ?g ÑkеÒg@ÌÁ?i ÄÉÊG· Ë?cй persuade NÉÐÁ career persuade career persuade g@µ)ÐpÌO Ächµ»Ë@± careers adviser personal (details) g@µ)ÐpÌO Ächµ»Ë@± careers adviser personal (details) g@µ)ÐpÌOÒg@µfâ ËÉ?g ÑkеÒg@ÌÁ?i g@µ )ÐpÌOÒg@µfâ Ë É?g ÑkеÒg@ÌÁ?i careers adviser /kəˈrɪəz ədvaɪzə/ code pilot code pilot phr personal (details) /ˈpɜːsnəl (diːteɪlz)/ @lâ Ë g Ä?ÉеØö @lâ Ë g Ä?ÉеØö h ­ Bye (Goodbye) /phonetics/abb parent(details) /phonetics/n â¼Ð}йN ?Ê_ personal ¸É@GÉ ·Ë?c h­ careers adviser careers personal (details) g@µ )ÐpÌOÒg@µfâ Ë É?g ÑkеÒg@ÌÁ?i code adviser pilot g@µ )ÐpÌOÒg@µfâ Ë É?g ÑkеÒg@ÌÁ?i code pilot @lâ Ë g @lâ Ë g Ä?ÉеØö h­ Ä?ÉеØöh­ code /kaʊd/ phonetics/exp plant comparecompare plant /ˈpaɪlət/ pilot ÄchµcgÉ?gÐG ÄdÁ?Ég¸ÏÉÉg ÄchµcgÉ?gÐG ÄdÁ?Ég¸ÏÉÉg can't wait / code penfriend /phonetics/n N@¶GÄ?Éö g ÏÉ@wMâ Ì Á?ÊK@Á н@ÁÑâ ËögÉ@Å h­ pilot code pilot @lâ Ë g Ä?ÉеØö h­ Ä?ÉеØö compare plant @lâ Ëg compare plant ÄchµcgÉ?gÐG ÄdÁ?Ég¸ÏÉÉg ÄchµcgÉ?gÐG ÄdÁ?Ég¸ÏÉÉg compare /kəmˈpeə/ complicated public service complicated service plant ¹@Ôpublic/plænt/ ÑLp}Ò?iÊïKнj _ iÙð¹@Ô iÙð ÑLp}Ò?iÊïKнj _ cousin /phonetics/n picnic /phonetics/n compare plant compare plant ?iÙ½@Ô Ä?hËÐk ÄchµcgÉ?gÐG ÄdÁ?Ég¸ÏÉÉg complicated public service ÄchµcgÉ?gÐG ÄdÁ?Ég¸ÏÉÉg complicated public service iÙð ¹ @Ô ÑLp}Ò?iÊïKнj iÙð ¹ @Ô ÑLp}Ò?iÊïKнj _ complicated conventional /ˈkɒmplɪkeɪtɪd/ conventional put away /ˌpʌblɪk ˈsɜːvɪsz/ ÏÉÚÐÂLl_)ÄchGÚ put away public service ÏÉÚÐÂLl_)ÄchGÚ_ ÑË@k@Ô ÑË@k@Ô public service complicated public service plan / difference /complicated phonetics/n phonetics / v/n iÙð ¹ @Ô ÑLp}Ò?iÊïKнj _ Ä@Á?cÄÛO ) MâÌÁÏc?cÄÛO conventional put away iÙð ¹@Ôputaway ÑLp}Ò?iÊïKнj _ Òi?É@ÌSÑË@k@Ô put ÏÉÚÐÂLl_)ÄchGÚ ÑË@k@Ô ÏÉÚÐÂLl_)ÄchGÚ conventionalconventional /kənˈvenʃn(ə)l/ coordination put down coordination down put away /pʊt əˈweɪ/ ÑïÁÐÅ@½ÐÅ ÑïÁÐÅ@½ÐÅ Ä@Á?c Ä@Á?c conventional put away conventional put away ÑË@k@Ô ÏÉÚÐÂLl_)ÄchGÚ coordination put down ÑË@k@Ô ÏÉÚÐÂLl_)ÄchGÚ during / phonetics/prep p.m abb coordination put down ÑïÁÐÅ@½ÐÅ Ä@Á?c ÒÏÉ@½Ð¹ ÏÊÌÁr@O coordination /kəʊɔːdɪneɪʃn/ deal with realistic deal with down /pʊt ˈdaʊn/ Ächµâ ¼Ð}йÐð ¹put н@½realistic ØögÄ@Á?c i?Ê_ÐÂ̱ÐLk?g Ächµâ¼ÑïÁÐÅ@½ÐÅ Ð}йÐð ¹Ð½@½ i?Ê_ÐÂ̱ÐLk?g coordination put down coordination put down ÑïÁÐÅ@½ÐÅ Ä@Á?c deal with realistic ÑïÁÐÅ@½ÐÅ deal wɪð/ with realistic Ächµâ ¼Ð}йÐð н@½ i?Ê_ÐÂ̱ÐLk?g engineer / phonetics/n PS(postscript) /phonetics/abb Ächµâ%¼Ä?cg@Ëö Ð}йÐð i?Ê_ÐÂ̱ÐLk?g deal with /ˈdiːl related realistic /rɪaˈlɪstɪk/ jâËÉ?gÐÄ@Á?c O (~ making) decisiondecision (~ making) Ä?cg@Ëö hrelated G g?dËdÁÏÊËÐO hg@Ëi?dÁÐÔ G¹%&н@½ g@Ëö hG hG&¹g@Ëö g?dËdÁÏÊËÐO deal withdeal realistic with realistic Ächµâ ¼ Ð}йÐð ¹ Ð½@½ i?Ê_ÐÂ̱ÐLk?g related Ächµâ ¼ Ð}йÐð ¹ Ð½@½ i?Ê_ÐÂ̱ÐLk?g related decision ( ~ making) decision ( ~ making) % Ä?cg@Ëö h G & g@Ëö h G g?dËdÁÏÊËÐO % Ä?cg@Ëö h G & g@Ëö h G g?dËdÁÏÊËÐO decision (~ making) /dɪsɪʒn ˌmeɪkɪŋ/ related /rɪˈleɪtɪd/ relate to detail detail relate to/phonetics/v/n reply gate / phonetics/n ÏÉÐÁ? cÀÞÉ)ÐGÐËÐÅÒdÁÏÊ ÏÉÐK?cÏcÀÞÉ Òg@µÏcgÉ ËÐO Òg@µÏcgÉ ÐGÐËÐÅÒdÁÏÊ ËÐO Ïi?ÉgÏc related decision (~ making) related decision (~ making) % Ä?cg@Ëö h G & g@Ëö h G g?dËdÁÏÊËÐO detail relate to % Ä?cg@Ëö h G & g@Ëö h G g?dËdÁÏÊËÐO detail relate to Òg@µÏcgÉ ÐGÐËÐÅÒdÁÏÊ ËÐO Òg@µÏcgÉ ÐGÐËÐÅÒdÁÏÊ ËÐO n detail /ˈdiːteɪl/ relate to /rɪˈleɪt tʊ/ disabled retail disabled retail G ÑoØh­ÏcgÉ)ÑoØh®µ@K @Á?ÊKâ ÑG @Á?ÊKâÑscore ÑoØh­ÏcgÉ)ÑoØh®µ@K go ahead / phonetics/v /phonetics/v/n ÉʽgЭ Ächµg@½ÙK )N@µÏc g@½ÙK detail relate to detail relate to Òg@µÏcgÉ ÐGÐËÐÅÒdÁÏÊ ËÐO disabled retail Òg@µÏcgÉ ÐGÐËÐÅÒdÁÏÊ ËÐO disabled @Á?ÊKâ Ñretail G up /ˈrːteɪl/ ÑoØh­ÏcgÉ)ÑoØh®µ@K @Á?ÊKâÑGÒgÐ}ÙÁ@o ÑoØh­ÏcgÉ)ÑoØh®µ@K disabled /dɪˈseɪbld/ retail set up n drama drama set ÄdÁ?giн?c ÒgÐ}ÙÁ@o ÐÂâÄdÁ?giн?c Good to meet you /phonetics/ exp skateboard /phonetics/v/n MÂÌÂÌGÐG¿ð ¹ @XoÙ_ Ì ¶l̺_ÐL_ÐK disabled disabled retail @Á?ÊKâÑGÒgÐ}ÙÁ@o ÑoØh­ÏcgÉ)ÑoØh®µ@K drama set up @Á?ÊKâ Ñretail G up ÑoØh­ÏcgÉ)ÑoØh®µ@K drama set ÄdÁ?giн?c ÒgÐ}ÙÁ@o ÄdÁ?giн?c drama /ˈdrɑːmə/ set up /ˌset skill ʌp/ due to due to skill ÑËн?g@µ)ÑË?iÏg@o ÒÙÅÐG ÒÙÅÐG ÑËн?g@µ)ÑË?iÏg@o grade / phonetics/n suggest /phonetics/v drama set up ¼ÙO N@µÏcg @ÌÂpâÌO drama set up ÒgÐ}ÙÁ@o ÄdÁ?giн?c due to skill ÒgÐ}ÙÁ@o ÄdÁ?giн?c due to skill ÒÙÅÐG ÑËн?g@µ)ÑË?iÏg@o ÒÙÅÐGÒg@Ëi?dÁÐÔ ÑËн?g@µ)ÑË?iÏg@o conjengineering due to /djuː tʊ/ skill social engineering social/skɪl/ ÑKÐËÞнٵ Òg@Ëi?dÁÐÔ ÑKÐËÞнٵ due to due skill Hi! / phonetics/exp team /phonetics/n to skill ÒÙÅÐG ÑËн?g@µ)ÑË?iÏg@o ÑÁÙw QÌK engineering social ÒÙÅÐG ÑËн?g@µ)ÑË?iÏg@o engineering social ÑKÐËÞнٵ Òg@Ëi?dÁÐÔ ÑKÐËÞнٵ engineering /ˌendʒɪˈnɪərɪŋ/ social enterprising software enterprising gÐ`pâÌPLkÏc)hâ ËÊGsoftware/saʊʃ(ə)l/ gÐKÊÌP½ÙµÑ½?h}ØhO gÐ`pâÌPLkÏc)hâ ËÊGÒg@Ëi?dÁÐÔ gÐKÊÌP½ÙµÑ½?h}ØhO engineering social engineering Òg@Ëi?dÁÐÔ ÑKÐËÞнٵ enterprising software interest / phonetics/v/n travel /phonetics/v ÑKÐËÞнٵ enterprising ÉÉiÏg@Ô gÐKÊÌP½ÙµÑ½?h}ØhO N@µÏc gÐ`pâ ÌËPLkÏc)hâ Ësoftware ÊGstrengthsocial gÐ`pâÌPLkÏc)hâ ÊGÒg@Ëi?dÁÐÔ gÐKÊÌP½ÙµÑ½?h}ØhO enterprising /ˈentəˌpraɪzŋ/ software /ˈsɒftweə/ field (= area) strength field (= area) ÐË@µ)g?ÊG Òh}gÐG)jâ ÐË@µ)g?ÊG Òh}gÐG)jâ ÌÅMoÐ} ÌÅ enterprising software enterprising software gÐ`pâ Ì PLkÏc)hâ Ë ÊG gÐKÊÌP½ÙµÑ½?h}ØhO field (= area) strength gÐ`pâ Ì PLkÏc)hâ Ë ÊG gÐKÊÌP½ÙµÑ½?h}ØhO field (= area) strength ÐË@µ)g?ÊG ÌÅ internet /phonetics/n used totake /phonetics/v ÐË@µ)g?ÊG field (= area) /fiːldgeneral (erɪə)/ strength /streŋθ/ MâÌÑLp} ÁgÐLÂÌÔ Å MâËÌcÂâ?gËÊo have a seat general take / have a/seat ÑLp} ÐpÌÁ?c ÏhïG·â ÐpÌÁ?c)Òh}gÐG)jâ ÏhïG·â)ÌÂâÒh}gÐG)jâ ËÌÊo field (= area) strength field (= area) strength ÐË@µ)g?ÊG Òh}gÐG)jâ Ì Å general take / have a seat ÐË@µ)g?ÊG Òh}gÐG)jâ ÌÅ general take / have a seat ÐpÌÁ?c ÌÂâËÊo )ÏhïG·â Ì)ÂâËÏhïG·â Êo general /ˈdʒen(ə)rəl/ take have a seat /teɪk / hæv əÐpÌÁ?c teach /teaching GrandadGrandad teach//teaching leave / phonetics/v vacation /phonetics/n MâÏgÉÐ}ÐG@G)ÏO@G ÌðºÑLp} âËcâÑSÐGÑLp} ÏÉÐÂKÉÐÁ?É)Ächµhâ Ì­ ÏgÉÐ}ÐG@G)ÏO@G siːt/ ÏÉÐÂKÉÐÁ?É)Ächµhâ Ì­ÉÊpO general take / have a seat general take have a seat ÑLp} ÑLp} ÐpÌÁ?c )ÏhïG·â Ì)ÂâËÏhïG·â Êo Grandad teach/ /teaching ÐpÌÁ?c ÌÂâËÊo Grandad teach /teaching ÏgÉÐ}ÐG@G)ÏO@G ÏÉÐÂKÉÐÁ?É)Ächµhâ Ì­ ÏgÉÐ}ÐG@G)ÏO@G ÏÉÐÂKÉÐÁ?É)Ächµhâ Ì ­ Grandad /ˈgrændæd/ teach/teaching /tiːtʃ / ˈtiːtʃɪŋ/ have / take a seat therefore have / take a seat therefore Ìоâ ÂâËÊo ÏÉÐÔgÐGй ÏhïG·âÌÂâÏhïG ËÊo+++ )·âÐpÌÁ?c ÏÉÐÔgÐGй let (let’s) /phonetics/v waterfall /phonetics/n ÌÔ@G)ÐpÌÁ?c Ðï¡@K Grandad teach /teaching Grandad teach /teaching ÏgÉÐ}ÐG@G)ÏO@G ÏÉÐÂKÉÐÁ?É)Ächµhâ Ì ­ have / take a seat therefore ÏgÉÐ}ÐG@G)ÏO@G ÏÉÐÂKÉÐÁ?É)Ächµhâ Ì­ have / take a seat therefore v/~n ing form ·â̹ÂâÙ¶â ËÊo ÏÉÐÔgÐGй ·âÌÂâËÏhïG Êo )ÐpÌÁ?c ÏÉÐÔgÐGй have / take a investigative seat /hæv / teɪk ə siːt/ ÏhïG investigative tool Òg@ÌkhO)ÒgÐð ¹Ù¶âÌtool ¹ hâ̽@Ô Òg@ÌkhO)ÒgÐð ̹ )ÐpÌÁ?c hâ̽@Ô have / take a seat therefore have / take a seat ÏhïG·âÌÂâËÏhïG Êo )ÐpÌÁ?c ÏÉÐÔgÐGй investigative tool /ˈðeəfɔː/ conj ·â¹ÌÙ¶â ÂâËÊo ÏÉÐÔgÐGй Òg@ÌkhO)ÒgÐð ¹therefore Ù¶âtool Ìturn ¹ offtherefore hâ̽@Ô Ì¹ )ÐpÌÁ?c hâ̽@Ô investigativeinvestigative /ɪnˈvestɪget/ IT (information technology)Òg@ÌkhO)ÒgÐð turn off IT (information technology) Òg@ÌÁ?iÒ@ËeٹеÐK ÏÉÐÁdÁ?eʵ Òg@ÌÁ?iÒ@ËeٹеÐK ÏÉÐÁdÁ?eʵ investigative tool investigative tool Òg@ÌkhO)ÒgÐð ¹ Ù¶â Ì ¹ hâ Ì ½@Ô IT (information technology) turn off Òg@ÌkhO)ÒgÐð ¹ Ù¶â Ì ¹ hâ̽@Ô IT (information technology) turn off tool /tuːl/ Òg@ÌÁ?iÒ@ËeٹеÐK ÏÉÐÁdÁ?eʵ ÏÉÐÁdÁ?eʵ IT (information technology) /aɪ tiː Òg@ÌÁ?iÒ@ËeٹеÐK look up look up Ò?ÉcÐGÄ?ö ÄdÁ@k}?c Ò?ÉcÐGÄ?ö gÐ} gÐ}turn on turn on ÄdÁ@k}?c IT (information technology) turn off (information technology) off ˈɒf/ Òg@ÌÁ?iÒ@ËeٹеÐK ÏÉÐÁdÁ?eʵ look up turn on Òg@ÌÁ?iÒ@ËeٹеÐK ÏÉÐÁdÁ?eʵ (ɪnfɔːmeɪʃn teknɒlədʒi/ turn offturn /ˌtɜːn look up IT on gturn Ð}useful ÄdÁ@k}?c Ò?ÉcÐGÄ?ö gÒ?ÉcÐGÄ?ö Ð} k?g@O ÄdÁ@k}?c maintain useful maintain cÉÊkÐG k?g@O cÉÊkÐG look up turn on up turn on ˈɒn/ Ò?ÉcÐGÄ?ö gÒ?ÉcÐGÄ?ö Ð} k?g@O ÄdÁ@k}?c maintain useful guseful Ð}writeon ÄdÁ@k}?c look up /lʊkmaintain ʌp/ look turn /ˌtɜːn k?g@O cÉÊkÐG mixture write down mixture down ÐkÊÂG Ðð¹Ð¶âit’s) ÌK Ðð¹Ð¶âÌK ÐkÊÂGcÉÊkÐG To Help You Study (Note: Keep English as maintain useful maintain useful k?g@O cÉÊkÐG mixture write down k?g@O cÉÊkÐG maintain /ˌmeɪnˈteɪn/ useful /juːsfəl/ mixture write down Ì K ÐkÊÂG Ðð¹Ð¶âMo ÌK Ðð¹Ð¶â ÐkÊÂG write out object object write out Mo N@µÐÔg@½ÙK)Ächµg@½ÙK N@µÐÔg@½ÙK)Ächµg@½ÙK mixture write down write down Ðð¹Ð¶â Ì K ÐkÊÂG object write out Ðð ¹ Ð¶â Ì K mixture /ˈmɪksdʒə/ write down /ˌraɪt ˈdaʊn/ object mixture write out Mo N@µÐÔg@½ÙK)Ächµg@½ÙK Mo N@µÐÔg@½ÙK)Ächµg@½ÙK ÐkÊÂG object write out object write out Mo N@µÐÔg@½ÙK)Ächµg@½ÙK Mo N@µÐÔg@½ÙK)Ächµg@½ÙK object /əbˈdʒekt/ write out /ˌraɪt ˈaʊt/ adviser 3 online To You HelpStudy You Study Keep English To Help (Note:(Note: Keep English as it’s)as it’s) ToYou HelpStudy You Study Keep English To Help (Note: (Note: Keep English as it’s) as it’s) TO HELP YOU STUDY To Help Study (Note: (Note: Keep English as it’s) as it’s) ToYou Help You Study Keep English Try collecting words and phrases in groups of lists that relate to the same topic in different ways. (See the lists in Lesson 1A, page 40, for example.) Look at the lists of skills that relate to information again: see below. Decide which lists these 47 further ‘information skills’ belong to. correcting drawing filming giving street directions imagining listing looking up putting in order report writing studying SKILLS Creating it that relate designing to discovering INFORMATION inventing Collecting it finding out interviewing searching Storing it noting recording filing Managing it checking comparing organizing 47 47 47 47 47 Using it decision making finding solutions planning 15 47 9780230727564.Text.indd 47 4/5/10 10:26:14 7 the pictUre behinD the pictUre lessons 1&2 It’s used for sports shows. active and passive • by + agent A LISTEN AND DO 1 Match programme types 1–12 with the TV programmes. 1 cartoon show 5 film / movie 9 sports programme 6.00 6.30 7.00 7.30 8.00 8.30 2 cookery programme 6 game show 10 the news Channel 1 The World Today (brings you the latest from everywhere) Questions and Answers (lets the audience ask the experts) Our Changing Climate (looks at the reasons for global warming) “ Play of the Week: The Happiest Wedding (based on a true story) “ 3 discussion programme 7 music show 11 travel show 4 documentary (series) 8 soap (opera) 12 TV drama Channel 2 Channel 3 Kids’ Special Family Friends (loved by children, young and old) (follows the lives of Bill, Bella and their friends) Meals in Minutes Who’s Going To Win a (designed for people who need Million? good food fast) (watched by millions every week) Let’s Go! Sounds Great! (filmed in dream resorts all over (produced live in the studios) the world) Journey to the Final Star Match of the Day (set in space in the year 2121) (brings you the day’s biggest matches) “ “ “ “ 2 Listen. List the programmes Maddy and Harry decide to watch. 6.00 … B GRAMMAR p54 1 Look. Active and passive Active: Channel 2 films Let’s Go! all over the world. Passive: Let’s Go! is filmed all over the world. 2 Work with a partner. Ask and answer questions from the TV timetable. A Which programme brings you the latest from everywhere? B The World Today does. A Which programme is set in space in the year 2121? B Journey to the Final Star is. C SPEAK Work with a partner. A covers the notes. B gives information. Decide what to watch. A What’s on TV this evening? apart from that? after that? B There’s (The World Today) on Channel … at … A Oh? What’s that about? B It’s (the news). (‘It brings you the latest … ’) (a cartoon show). (‘It’s loved by children, … ’) A So let’s watch (programme) at … B And what about (programme) from … to … ? Explain your favourite Kurdish programmes. I really like (name). (It brings you …) My favourite is (name). (It’s set in …) 48 9780230727564.Text.indd 48 4/5/10 10:26:17 7 lessons 1&2 D LISTEN AND READ Students Megan Stone and Farhad Ismaeel are at Channel 5 on work experience. Training manager Julie Long is showing them round. Julie Down there, you can see Studios 1 and 2. Studio 1 is small, and it’s used for programmes like sports shows with a presenter and just a few guests. Farhad And Studio 2? Julie That’s bigger, and it’s used for things like discussion programmes with studio audiences … And over here is Studio 3. Do you recognize the sets? Megan Like that living-room there, and that shop? Farhad I think they’re the sets for Family Friends! Julie Yes! Our top soap’s produced right there every week. Megan My favourite programme! Farhad Is everything filmed in just one studio? Julie Yes, and the filming is all controlled by the director and her team from this control room. Megan Julie Megan Look, the actors are coming on set. They’re going to start filming! Would you like to watch? I certainly would! 1 Do these tasks before you listen and read. 1 Say where you think the people in the picture are. 2 Describe the picture. 3 Say what sort of programme they may make. 2 Listen and read. Then do these tasks. 1 Confirm or correct your answer to 1.3. 2 List all the TV jobs that are mentioned. 3 Write questions for the answers below. Replace the underlined words with the correct nouns. 1 Because they are on work experience. 2 It is used for programmes that only need a few people in the studio. 3 Shows like those are made in Studio 2. 4 Studio 3 is used to make that. 5 They are made every week. 6 It’s run by the director and her team. 7 A week after it is made. E GRAMMAR p54 1 Look. by + agent Active: The director runs the filming. Passive: The filming is run by the director. Megan Julie Farhad Julie So the director doesn’t work in the studio? No, things down there are organized by the floor manager. That’s him. He’s talking to the cameraman. When an episode is made, does it go out live? No, first it’s edited by our production people. It’s broadcast a week later. 2 Find and read out more examples from the text: a without by + agent b with by + agent F SPEAK 1 You are going to do work experience at Channel 5. Say which job you would like to learn about. 2 Say which programme on Kurdish television you would most like to help make. 49 9780230727564.Text.indd 49 4/5/10 10:26:19 7 lessons 3&4 the pictUre behinD the pictUre CGI has been used in many ways. passive with simple tenses • passive with modal verbs and will A READ HOW DID THEY DO THAT? A 5 10 15 20 B The first photograph was taken in 1826, but the first ‘moving pictures’ – movies – were not seen till 1891. Then, just four years later, the first special effect was created. Everyone who saw the film, Mary Queen of Scots, believed that the Queen’s head really had been cut off ! Ever since, the film industry and ‘SFX’ technology have developed together. Ever more amazing things have been demanded by cinema and TV audiences. And with SFX, things can be shown that are impossible in real life. Other scenes have to be done with effects: they would be impossibly dangerous or expensive if they were real. Remember, for example, the death of the world’s largest ship, the Titanic. Special effects may be created in several ways. There are ones ‘outside’ the camera such as models and sets that are designed to collapse or explode. There are also effects ‘inside’ the camera. Cameras are used in clever ways to create artificial scenes. Then there is CGI (computer-generated imagery). Since the 1990s, ever more wonderful and realistic effects have been produced by the power of modern computers. 1 Do these tasks before you read. 1 Look at photos A–D. Say if you have seen the films. 2 Briefly describe the photos. Say what is happening. 3 Say what has happened and what will happen next. C 25 30 35 40 45 D Older films used many effects that were created outside the camera. Think of King Kong as he climbs New York’s tallest building and fights the planes that attack him. This all had to be done with models that were moved little by little between camera shots. Adding one piece of film to another is an effect that is created inside the camera. Remember Superman as he flies at high speed round the world to rescue people? For these scenes he never left the studio. He was simply filmed there in an artificial stream of wind. This was then added to film that had been shot from a fast plane. CGI has been used in many ways. There have been frightening monsters in films, for example. The monster wave in The Perfect Storm was also created by CGI. So, too, were thousands of strange creatures that fought each other in The Lord of the Rings. Thanks to special effects, the story on the screen can be made much more exciting, strange or scary than anything in our ordinary lives. We will always love them, and we can be sure that films will always be made with effects that grow ever more amazing. 2 Do these tasks while you read. 1 Match photos A–D to the correct paragraphs. 2 Note three types of special effects and films with examples of the effects. 50 9780230727564.Text.indd 50 4/5/10 10:26:19 7 lessons 3&4 3 Put these paragraph summary notes in order. a An example of effects that are created inside the camera b The three main types of special effects c The long development of SFX together with film d Examples of effects that are created by computer e The earliest days of film and special effects f Why SFX will go on and go on getting even better g An example of effects that are created outside the camera 4 Explain in your own words. 1 line 13: … impossibly dangerous or expensive … 2 line 14: … the death of the world’s largest ship, … 3 line 40: The monster wave … 4 line 48: … effects that grow ever more amazing. B GRAMMAR p54 1 Look. Passive forms of simple tenses Present: Sets are designed to explode. Past: The first special effect was created. Present perfect: CGI has been used in many ways. Past perfect: They believed her head had been cut off. D READ AND SPEAK Complete the statements with information from the text. 1 There was a long time – 65 years – between the first photograph, in 1826, and the first film, in 1891. However, the first special effect was created just four years after that, in … 2 Special effects can be used to show … , and they have to be used when scenes … 3 King Kong’s fight with the planes is a good example of … . And when Superman … , this is a fine example of effects that are created inside the camera. 4 People love special effects because … . As a result, we can be sure that SFX in future films will become … . D GRAMMAR p54 1 Look. Modal passive forms Things can be shown that are impossible in real life. Other scenes have to be done with effects. Films will always be made with effects. 2 Find more examples in the text. 3 Look at the dirty, untidy studio set. Say what needs to be done. Use these modal verbs. can have to must should ought to need to 2 Find more examples in the text. C SPEAK Talk about your favourite special effects like this. I really liked / enjoyed the special effects in (film). I especially loved the bit / part when … Before any filming can be done, the floor should be cleaned. And the pieces of wood … F SPEAK Discuss the unit title’s meaning. (Think about the conversation on page 49 and the text opposite.) 51 9780230727564.Text.indd 51 4/5/10 10:26:19 7 lessons 5&6 the pictUre behinD the pictUre Proposals and reporting processes A LISTEN AND SPEAK At the end of their work experience, Farhad and Megan are asked to make a short piece of real TV! 1 a b c Look at the picture and do these activities. Say what jobs Megan and Farhad are doing. Describe what else is happening. Guess what will be discussed. 2 Listen to Part 1 and check your answer to 1c. Then answer these questions. 1 Who is Megan interviewing, and how is she connected to the Community Centre? 2 When did the Action Group make their proposal? 3 What new use did they suggest to the Council for the old shop? 4 When was the proposal accepted? 5 What did the Action Group members do then? 3 Listen to Part 2 and try to remember: 1 all the jobs that had to be done; 2 who they had to be done by. 4 Listen to Part 2 again and make notes in your Activity Book. Unit 7 page 50 Activity 1 B PRONUNCIATION 1 Listen for intonation in lists. Listen for rises ( ) and falls ( ). 1 That created several new rooms – a café, a kitchen, a meeting room and a children’s room. 2 During February and March, we asked local shops, offices and all sorts of other people. 3 Yes, since early February, we’ve bought tables, chairs, kitchen things and lots of other equipment. 4 Yes, we just have to do a little more painting, a bit more cleaning and some more tidying up. 2 Listen again and repeat. 52 9780230727564.Text.indd 52 4/5/10 10:26:20 7 lessons 5&6 C SPEAK Read and act out. Anne Rice In January, the Council had to construct some walls inside the building. That created several new rooms – a café, a kitchen, a meeting room and a children’s room. Megan Stone I see. And what happened next? Anne Rice Well, then, in February, we painted all the new rooms. Megan Stone Have you had any help from anyone apart from the Council? Anne Rice Yes. During February and March, we have asked local shops, offices and all sorts of other people. They’ve given us a lot of money. Megan Stone Have you used the money yet? D WRITE 1 Listen to the proposal again, and listen carefully for verb forms 1–8. Repeat the statements. The General Store, 48 High Street: Proposal for a New Use By the Community Centre Action Group Recently, we (worry) have been worried that this store (leave) _2 __ empty for more than two years. We have now (tell) _3 __ that this building (own) _4 __ by the Council, and so we would like to make the following proposal. We believe that the shop (should/not/ keep) _5 __ empty any longer because it will soon start to fall down. We feel that something useful (ought to / do) _6 __ with it as soon as possible. As members of the Council know, a community centre (need) _7__ badly in our area for a long time, and we think that the old General Store (could / turn into) _8 __ a new centre for the local community quite easily. 2 Finish writing the Action Group’s proposal and progress report. Unit 8 page 50 Activity 2 Anne Rice Yes, since early February, we’ve bought tables, chairs, kitchen things and lots of other equipment. Megan Stone So is everything nearly finished now? Anne Rice Yes, we just have to do a little more painting, a bit more cleaning and some more tidying up. And then finally, we want to have a party to open the Centre. Megan Stone And when will that be? Anne Rice On Saturday, 1st May at 3.00 p.m. Please come! Megan Stone Thank you. I certainly will! And thank you for talking to All About Us. Anne Rice You’re very welcome. E UNIT TASK 1 Work with a partner. Discuss and list useful projects for your area. These can be: 1 something completely new; 2 a new use for an old building. You can use these words. Verbs: build construct repair add … to … change … to … turn … into … Nouns: bridge building(s) hospital house(s) road(s) school shopping centre 2 Decide the three most important and write a list. Read out your list (with the correct intonation.) Our list includes … 3 Discuss and agree the reasons for your choices. 4 Write your formal proposal. Start with a short introductory paragraph. We would like to make the following proposals for three useful projects for our area. 5 Continue with a paragraph for each proposal. You can use ideas from D1 paragraph 2. Use the passive and these connectors. First of all, …. Next, … Finally, … 53 9780230727564.Text.indd 53 4/5/10 10:26:20 Language Focus 1 GRAMMAR ÅB¾lãÌi Lesson 1: Active and passive Language Focus Language Focus Language Focus Language Focus Language Focus Language 1 GRAMMARFocus ÅB¾lãÌi 1 GRAMMAR ÅB¾lã Ìi 11Language GRAMMAR 1GRAMMAR GRAMMAR ÅB¾lã ÅB¾lã ÌÌiipassive Lesson 1: Active and Focus 1 GRAMMAR ÅB¾lãÌi Language Focus Lesson 3: Passive fo )еÐL]kgÒgÐ]¶GÐ]¹ÏïÁh]}g@]ËcgÐ]¶GÒÐLkgÒg@µgÐG N@µ ·âËdÁÐÅ ÑÁchGÚÒ?Éc& ) Òâ ÊÁѶâËgжG ÐÂËжGеÏg@µgÐG Á?ÊKÏc )?cÐKÐð¹@WÀй +ÂâÌÅÏcg@µÐGg@Ëc@ÁgжGÒÐLkg)нÐÔÑÁ?d½@ÐÔÙG+%еÐÁÙµÏgжG É(are, is, am)Ð]GM] ((were, was) Ð]GM +designed7ÐÁÊ Lesson 3: Passive forms of simple tenses Active: (%haveÄ@Ëhas&ÐGMâË Lesson forms simple tenses Lesson 1: Active and passive Lesson 3: Passive forms ofof tenses Lesson 1:1: passive Lessons 1Active and 2:and Present continuous Lesson Active and passive Lesson 3: 3: Passive forms of simple tenses Channel 2Passive films Let's Go! allsimple over the world. Lesson )еÐL]kgÒgÐ]¶GÐ]¹ÏïÁh]}g@]ËcgÐ]¶GÒÐLkgÒg@µgÐG N @µ ·â Ë dÁÐÅ ÒÉ?ÉÐ]KÒÉÉch]G?g+еÐL]k 1: Active and 3: am) Passive forms of simple tenses ÉLesson (are, is, Ð]GM]â ËhµÏcM]kÉgc g@Ëc@ÁgжGÒÏc@kÒÉÉchGÐÁ?g ÃËö1hGgÏc GRAMMAR ÅB¾lã Ìi passive Ñ )еÐL]kgÒgÐ]¶GÐ]¹ÏïÁh]}g@]ËcgÐ]¶GÒÐLkgÒg@µgÐG NË@µ ·â¹@WÀй ËdÁÐÅ Passive: ? ÁchGÚÒ?Éc & ) Ò â ÊÁѶâ Ë gжG ÐÂËжGеÏg@µgÐG Á?ÊKÏc ) cÐKÐð 1)еÐL]kgÒgÐ]¶GÐ]¹ÏïÁh]}g@]ËcgÐ]¶GÒÐLkgÒg@µgÐG N @µ ·â dÁÐÅ GRAMMAR ÅB¾lã Ìi (not) ( É(are, is,was) am)Ð]GM]â ËhµÏcM]kÉgc g@Ëc@ÁgжGÒÏc@kÒÉÉchGÐÁ?g g@Ëc@ÁgÐ]¶GÒÏc@kÒÉÉchG?g ÑÂâËÊ]]oÐ]]¹%had&ÀÞÐ]]G (were, ]GM]â Ëof hµÏcM]kÉgc É(are, is, am) hµÏcM]kÉgc I Lesson watching. am Ñ )еÐL]kgÒgÐ]¶GÐ]¹ÏïÁh]}g@]ËcgÐ]¶GÒÐLkgÒg@µgÐG N@µ ·â¹@WÀй ËdÁÐÅLesson is7Ð]GM]â ÑÂËö hÐËGgÏcÙGÂâ Ìg@Ëc@ÁgжGÒÏc@kÒÉÉchGÐÁ?g ÅÏcg@µÐGÀ?ÉÏcgÐGÒÉÉchGÐÁ?g 1:ÌÅÏcg@µÐGg@Ëc@ÁgжG Active 3:Go! Passive forms simple tenses Let's filmed all over theg@Ëc@ÁgжGÒÏc@kÒÉÉchGÐÁ?g world. ÁchGÚÒ?Éc &ÊÁѶâ ) Òâ and ÊÁѶâ Ëpassive gжG ÐÂËжGеÏg@µgÐG Á?ÊKÏc )?еÐÁÙµ cÐKÐð É (are, is, am) Ð]GM]â Ë hµÏcM]kÉgc + Ââ ÒÐLkg ) нÐÔ ÑÁ?d½@ÐÔ ÙG +% Ïgж G ? Ñ ÁchGÚÒ?Éc & ) Ò â Ë gжG ÐÂËжGеÏg@µgÐG Á?ÊKÏc ) cÐKÐð ¹ @WÀй g@Ëc@ÁgÐ]¶GÒÏc@kÒÉÉchG?g ((were, was) ed Ð7]GM]â Ëof hµÏcM]kÉgc It Lesson 1: Active Lesson 3: was) forms simple tenses watching. is (not) Passive +design +еÐLkg ѵÏgÐkÒg@µÑ½ÐÌâ ((were, ËÐÁÊÙG hµÏcM]kÉgc g@Ëc@ÁgÐ]¶GÒÏc@kÒÉÉchG?g ÑÁchGÚÒ?Éc & )ÅB¾lã Òâ and ÊÁѶâ gжG ÐÂËжGеÏg@µgÐG Á?ÊKÏc cÐKÐð¹@WÀй 1 He/She/ GRAMMAR ÌiËpassive He Ðis]GM]â falling! 7N?cÏcÉÉg?cÐK@kÀй·â Ëg@µ ÌkÒÏÊâ x Ìo ÂâÌÅÏcg@µÐGg@Ëc@ÁgжG ÒÐLkg )нÐÔ ÑÁ?d½@ÐÔ +%)·â?еÐÁÙµ )еÐL]kgÒgÐ]¶GÐ]¹ÏïÁh]}g@]ËcgÐ]¶GÒÐLkgÒg@µgÐG NеÐÁÙµ @µ ËdÁÐÅ g@Ëc@ÁgÐ]¶GÒÏc@kÒÉÉchG?g ((were, was) Ð ]GM]â Ë hµÏcM]kÉgc +Ââ Ì+ÅÏcg@µÐGg@Ëc@ÁgжG ÒÐLkg )(not) нÐÔ ÑÁ?d½@ÐÔ ÙG+%ÙG ÏgжGÏgжÉG(are, You/We/They watching. are + design ed 7 ÐÁÊÙG + еÐLkg Ì kÒÏÊâ ѵÏgÐkÒg@µÑ½ÐÌâ am) ed Ð]GM]â ËhµÏcM]kÉgc ѵÏgÐkÒg@µÑ½ÐÌâ is, +design 7ÐÁÊÙG +еÐLkg kÒÏÊâÌox Ìo Present: Sets are desig )еÐL]kgÒgÐ]¶GÐ]¹ÏïÁh]}g@]ËcgÐ]¶GÒÐLkgÒg@µgÐG N@µ ËdÁÐÅLesson +Ââ ÌÅÏcg@µÐGg@Ëc@ÁgжG ÒÐLkg)нÐÔÑÁ?d½@ÐÔÙG +%·âеÐÁÙµ ÏgжÉG(are, isam) learning the guitar. еÐLkg 7g@Ëc@ÁgжGÒÏc@kÒÉÉchGÐÁ?g N?cÏcÉÉg@Llâ ÌÔ·âËÌg@µ Lesson 1: Active andËgжG passive 3:She Passive forms of simple tenses Active: is, Ð]GM]â Ë hµÏcM]kÉgc g@Ëc@ÁgжGÒÏc@kÒÉÉchGÐÁ?g (% have Ä@Ë has & ÐGMâ Ë hµÏcMkÉgc g@Ëc@ÁgжGÒÉ?ÉÐKÒÉÉchGÐÁ?g ? ÑÁchGÚÒ?Éc &1 )GRAMMAR Òâ ÊÁѶâ ÐÂËжGеÏg@µgÐG Á?ÊKÏc ) cÐKÐð ¹ @WÀй ·â Ë dÁÐÅ + g @Ëc@ÁgжGÒÏÊâ Ì oÑÁ@Ââ Ì Åg@µÐGÙGÐËÐÅжËcѶâ Ë g@µÙÅ?doÏÉÐÔâ ¼Ð}й + design ed 7 ÐÁÊÙG + ѵÏgÐkÒg@µÑ½ÐÌâ ÌkÒÏÊâ Ìo Past: The first special ÅB¾lãÌi g ( (were, was) Ð ]GM]â Ë hµÏcM]kÉgc @Ëc@ÁgÐ]¶GÒÏc@kÒÉÉchG?g Ñ ÁchGÚÒ?Éc & ) Ò â ÊÁѶâ Ë gжG ÐÂËжGеÏg@µgÐG Á?ÊKÏc ) ? cÐKÐð ¹ @WÀй Active: Channel 2 films Let's Go! all over the world. ( have Ä@Ë&has ÐGMâ ËhµÏcMkÉgc g@Ëc@ÁgжGÒÉ?ÉÐKÒÉÉchGÐÁ?g g@ÌkhO 7?cÉÊK@Å?cйÉ?hµÏc@½@ÔѶâ ËÌg@µ ËÉÐ] ]ÏgÄ@½Ð] ÔÙ]]g@Ëc@ÁgжGÒÉ?ÉÐKÒÉÉchGÐÁ?g GÂ] ]âÌÅÏcg@µÐ]]ÌGkÒÏÊâ g@Ëc@ÁgÐ] g@] (were, was) ÐÐGMâ ]GM]â ËhµÏcM]kÉgc g@Ëc@ÁgÐ]¶GÒÏc@kÒÉÉchG?g (% Ò]¶GgÏcÑ] É?ÉÐ]KÒÉÉch]G?g +]&еÏg@µÒÏÉÐ] Ñ]µÏgÐ]kÒg@]µÑ½ÐÌâ o(]¶Gbeen (% have Ä@Ë has ˵ÐL]kg hµÏcMkÉgc x]S Present perfect: CGI h +ÂâActive: ÌÅÏcg@µÐGg@Ëc@ÁgжG ÒÐLkg)нÐÔ ÑÁ?d½@ÐÔ ÙGN@µ +%еÐÁÙµ ÏgжG )Mâ )еÐL]kgÒgÐ]¶GÐ]¹ÏïÁh]}g@]ËcgÐ]¶GÒÐLkgÒg@µgÐG ·âËdÁÐÅ 1Lesson GRAMMAR ÅB¾lã Ìiall over 1: Active and passive Lesson 3: Passive forms of simple tenses Channel 2 films Let's Go! the world. + design ed 7 ÐÁÊÙG + еÐLkg Ì kÒÏÊâ Ì o ѵÏgÐkÒg@µÑ½ÐÌâ Active: I É (are, is, am) Ð]GM]â Ë hµÏcM]kÉgc g@Ëc@ÁgжGÒÏc@kÒÉÉchGÐÁ?g watching? (% have Ä@Ë has & ÐGMâ Ë hµÏcMkÉgc g@Ëc@ÁgжGÒÉ?ÉÐKÒÉÉchGÐÁ?g G + Ââ Ì ÅÏcg@µÐGg@Ëc@ÁgжG ÒÐLkg ) нÐÔ ÑÁ?d½@ÐÔ ÙG +% еÐÁÙµ Ïgж Passive: Channel We (What) am 2 films Let's Go! all over the world. ÒÑÂâdriving É?ÉÐ]KÒÉÉch]G?g +&ÐÀÞÐ] ÑÐ]µÏgÐ]kÒg@]µÑ½ÐÌâ Ìo]( been ·]â ÌK@µ Anne ÒÐÁÊÙG i?Êâ ̵ÐL]kg ]oÐ]¹Ð¶GcgÉ?gÐG +ÏÉÉch¶k@GÄ@½gØi?cÐËеÐËÀй Ë+Ê]design +)еÐLkg ѵÏgÐkÒg@µÑ½ÐÌâ Ìo ]¶G Past perfect: They bel ]oÐ]]Rice ¹to%ed had Gtomorrow. ]ËÐÅÒ@l] ]âËgÄ@½Ð] ]ÌkÒÏÊâ ÅÌoqËg@] Ëc@ÁgÐ] Òare É?ÉÐ]KÒÉÉch]G?g +Silemani Ð7 µÐL]kg Ñ]µÏgÐ]kÒg@]µÑ½ÐÌâ ÌkÒÏÊâ (ÌkÒÏÊâ been ? ÑÁchGÚÒ?Éc &Passive: )Channel Òâ Lesson ÊÁѶâËgжG ÐÂËжGеÏg@µgÐG Á?ÊKÏc ) cÐKÐð ¹ @WÀй 2 films Let's Go! all over the world. he/she/ it watching? Active: passive Lesson of simple tenses ( (were, was) Ë3: hµÏcM]kÉgc @Ëc@ÁgÐ]¶GÒÏc@kÒÉÉchG?g is ÒÑÂâÉ?ÉÐ]KÒÉÉch]G?g +ÐPassive µÐL]kg Ìo]( been Let's Go! 1: is Active filmed and all over the world. Passive: )еÐL]kgÒgÐ]¶GÐ]¹ÏïÁh]}g@]ËcgÐ]¶GÒÐLkgÒg@µgÐG N@µ ·âËMegan dÁÐÅ ËÊ] ]й]GM]â %had ]]GÐ]GM]â )ÑÐ]µÏgÐ]kÒg@]µÑ½ÐÌâ ]g+forms ËÐÅÒ@l] ]ÌkÒÏÊâ ż% qËg@] Ëc@ÁgÐ] ]¶G& ?c Stone Ð]}йÐl]±ÉÐ]Ô Mâg@Ëc@ÁgжGÒÉ?ÉÐKÒÉÉchGÐÁ?g kÉÊÁÏcÒÐK@µ g@Ëc@ÁgжGÒÏc@kÒÉÉchGÐÁ?g ÉÐÔâ Active: (% have Ä@Ë has &â¼ÐGMâ hµÏcMkÉgc ]+âËgÄ@½Ð] Mâ]Ëcg@µÐG have ],¶Ghas ÑÂâ ËÊ] ]oÐ] ]]¹oÐ] ÀÞÐ] ]Ëam) G)Ð] ËÐÅÒ@l] ]âËgÄ@½Ð] ÅqËg@] ]Ð}йN@µÏcÐl± Ëc@ÁgÐ] É%had (are, is,&ÀÞÐ] ËÌhµÏcM]kÉgc you/we/they watching? +ÂâChannel ÌÅÏcg@µÐGg@Ëc@ÁgжG ÒÐLkg ) нÐÔ ÑÁ?d½@ÐÔ ÙG +% еÐÁÙµ Ïgж G Passive: are fi lms Let’s Go! all over the world. 2 Let's Go! is filmed all over the world. Active: (% have Ä@Ë has & ÐGMâ Ë hµÏcMkÉgc g@Ëc@ÁgжGÒÉ?ÉÐKÒÉÉchGÐÁ?g + design ed 7 ÐÁÊÙG + еÐLkg ѵÏgÐkÒg@µÑ½ÐÌâ Ì kÒÏÊâ Ì o qËg@] ÑÂâ Ë Ê] ] oÐ] ] ¹ % had & ÀÞÐ] ] G ) Ð] ] ËÐÅÒ@l] ] Ë â gÄ@½Ð] ] Å ] Ëc@ÁgÐ] ]¶G& Lesson 4: Modal pa Channel 2 films Let's Go! all over the world. Let's Go! is filmed all over the world. ÁchGÚÒ?Éc& ) Òâ ÊÁѶâËgжG ÐÂËжGеÏg@µgÐG Á?ÊKÏc )?cÐKÐð Ñ )еÐL]kgÒgÐ]¶GÐ]¹ÏïÁh]}g@]ËcgÐ]¶GÒÐLkgÒg@µgÐG N@µ·]â ËÌdÁÐÅ K@µÀÞÐ]G)Äg@]ËcgÐ]¶GÄ@µÐL]kg ÏÉÐ]ÔgÐGй g% @ÁѵÐËÏÊâ +ÑÏö MâÌËkÒÏÊâ cg@µÐG ,N@µÏc &has Ò·â¹@WÀй É?ÉÐ]KÒÉÉch]G?g +Ðare µÐL]kg ѵÏgÐ]kÒg@]µÑ½ÐÌâ Ìo%(have been Present: designed hµÏcM]kÉgc +explode. MâËcg@µÐG Ì,oÐG has (were, Ð]GM]â ËhµÏcM]kÉgc ghave @Ëc@ÁgÐ]¶GÒÏc@kÒÉÉchG?g ( ÉSets (are, is,was) am) Ð]GM]â Ëto g@Ëc@ÁgжGÒÏc@kÒÉÉchGÐÁ?g Channel films Let's Go! over world. Let's 2Go! is filmed all all over the the world. Present: Sets are designed to explode. Ò¹@WÀй É?ÉÐ]KÒÉÉch]G?g +еÐL]kg ѵÏgÐ]kÒg@]µÑ½ÐÌâ Ìo%(have been,has +MâÌËkÒÏÊâ cg@µÐG Passive: ÙG & Òg@¶Á?ögÙ}âÑGÐGÃËеÏcMk ÐÌÏgÒÏÉÐÔgÐGй ÌkÉÊÁÏc Council ÌÅÏcg@µÐGg@Ëc@ÁgжG ÒÐLkg )нÐÔÑÁ?d½@ÐÔ ÙG+%)?еÐÁÙµ Ïgж G ] ¹+%Äg@Ëc@ÁgжGÄ@µÐLkg & )ÌÒâ oÑÁ@Ââ ÊÁѶâÌËÅg@µÐGÙGÐËÐÅжËcѶâ gжG ÐÂËжGеÏg@µgÐG Á?ÊKÏc cÐKÐð Passive: ·âËdÁÐÅÑ++ÁchGÚÒ?Éc gÂâ @Ëc@ÁgжGÒÏÊâ Ëg@µÙÅ?doÏÉÐÔâ ¼Ð}й Active: ÑÂâPast: ËÊ]]Ä@Ë oÐ] &ÀÞÐ] ]was) Gdesigned )Ð]]ed ËÐÅÒ@l] ]hµÏcM]kÉgc âËexplode. gÄ@½Ð] ]ÅMâqËg@] ]Ëc@ÁgÐ] (% have has &fi(were, ÐGMâ ]¶G ÌkÒÏÊâ Th ehad rst eff was Ëspecial hµÏcMkÉgc +are design 7ect ÐÁÊÙG +created. еÐLkg ѵÏgÐkÒg@µÑ½ÐÌâ Ìo g@Ëc@ÁgÐ]¶GÒÏc@kÒÉÉchG?g ( Ðg@Ëc@ÁgжGÒÉ?ÉÐKÒÉÉchGÐÁ?g ]GM]â Ëwas Past: The first special effect created. Present: Sets to Passive: ÏÉ?h¶Kgʵ Present: are designed to explode. ]ÑÂâ ËÊ]]Present oÐ] ]¹Sets %had &ÀÞÐ] ]CGI G)Ð]]has ËÐÅÒ@l] ]âËgÄ@½Ð] ]Å qËg@] ]Ëc@ÁgÐ] ]¶G Let's Go! is filmed all over the Ë+ dÁÐÅ ++films gÂâ @Ëc@ÁgжGÒÏÊâ ÌoÑÁ@Ââ ÌÅg@µÐGÙGÐËÐÅжËcѶâ Ëg@µÙÅ?doÏÉÐÔâ ¼g@] Ð}й Ìlmed ÅÏcg@µÐGg@Ëc@ÁgжG over ÒÐLkg world. )the нÐÔ ÑÁ?d½@ÐÔ ÙG¼Ð}й +%]¶G еÐÁÙµ Ïgж G Channel Let's Go! all world. Òg@]µÑ½ÐÌâ Ì]kÒÏÊâÌ]o( ·â )Mâ ËÉÐ] ]2¶GgÏcÑ] ]ÏgÄ@½Ð] ]Iam µÏg@µÒÏÉÐ] ] ÔÙ] ] GÂ] ] â Ì ÅÏcg@µÐ] ] G g@Ëc@ÁgÐ] S perfect: been used in many ways. Let’s Go! is fi all over the world. ·âËdÁÐÅ g @Ëc@ÁgжGÒÏÊâ Ì oÑÁ@Ââ Ì Åg@µÐGÙGÐËÐÅжËcѶâ Ë g@µÙÅ?doÏÉÐÔâ Past: The first special effect was created. & ÌkÒÏÊâÌo +created. MâËÌused cg@µÐG ,has Present: Sets designed to explode. ÒÉ?ÉÐ]KÒÉÉch]G?g +еÐL]kg ÑCGI µÏgÐ]kÒg@]µÑ½ÐÌâ kÒÏÊâ Ì% oin(have been not the > I’m not +are design ed7was ÐÁÊÙG +еÐLkg ѵÏgÐkÒg@µÑ½ÐÌâ Present perfect: has been many ways. The first special effect Past: Go! is filmedÌoÑÁ@Ââ all over world. I amLet's > I’m ·â Ë dÁÐÅ + g @Ëc@ÁgжGÒÏÊâ Ì Åg@µÐGÙGÐËÐÅжËcѶâ Ë g@µÙÅ?doÏÉÐÔâ ¼ Ð}й Active: )Mâ Ë ÉÐ] ] ¶GgÏcÑ] ] ÏgÄ@½Ð] ] µÏg@µÒÏÉÐ] ] ÔÙ] ] GÂ] ] â Ì ÅÏcg@µÐ] ] G g@Ëc@ÁgÐ] ] ¶G g@] ] S + Mâ Ë cg@µÐG % have , has & Past perfect: They believed her head had been cut off. (% have Ä@Ë has & ÐGMâ Ë hµÏcMkÉgc g@Ëc@ÁgжGÒÉ?ÉÐKÒÉÉchGÐÁ?g Present perfect: CGI has been used in many ways. Passive: The first special effectused wasin Past:2: ·]â ÌK@µAnne Rice Òi?Êâ Ì]oÐ]¹Ð¶GcgÉ?gÐG +ÏÉÉch¶k@GÄ@½gØi?cÐËеÐËÀй )MâËis ÉÐ] ]>¶GgÏcÑ] ]ÏgÄ@½Ð] ]µÏg@µÒÏÉÐ] ]GÂ] ÅÏcg@µÐ] ]Gg@Ëc@ÁgÐ] ]¶Gg@]]ÑÂâ Snot) Lesson by + ]agent perfect: CGI been many ways. she is]ÔÙ] not >]âÌshe isn’t (or: she’s qËg@] ËÊ] ]SPresent oÐ] ]Past ¹%perfect: had &ÀÞÐ] GThey )ey Ð]]has ËÐÅÒ@l] ]âËgÄ@½Ð] ]head Åcreated. ]Ëc@ÁgÐ] ]¶Gcutcut She She’s Past Th believed herused head had been off. Channel 2]µÏg@µÒÏÉÐ] films Let's Go! all over the world. believed had been off. perfect: ?c )Mâ ËÌÉÐ] ]¶GgÏcÑ] ]ÏgÄ@½Ð] ] ÔÙ] ] GÂ] ] â Ì ÅÏcg@µÐ] ] G g@Ëc@ÁgÐ] ] ¶G g@] ] Present: Sets are designed to explode. Present perfect: CGI has been in many ways. ·]â K@µ Anne Rice Ò i?Êâ Ì ]oÐ]¹Ð¶GcgÉ?gÐG + ÏÉÉch¶k@GÄ@½gØi?cÐËеÐËÀй Active: Past perfect: They believed her head had been cut off. Ò É?ÉÐ]KÒÉÉch]G?g + Ð µÐL]kg Ñ µÏgÐ]kÒg@]µÑ½ÐÌâ Ì kÒÏÊâ Ì o ( been (% have Ä@Ë has & ÐGMâ Ë hµÏcMkÉgc g@Ëc@ÁgжGÒÉ?ÉÐKÒÉÉchGÐÁ?g Megan Stone â ¼ Ð]}йÐl]±ÉÐ]Ô + Mâ Ì kÉÊÁÏcÒÐK@µ ¼ Ð}йN@µÏcÐl± ÉÐÔâ are not > you aren’t (or: not)Sets are designed to explode. Let's Go! is filmed over the world. ·]â ÌK@µ RiceÒÌoÑÁ@Ââ i?Êâall Ì]oÐ]¹Ð¶GcgÉ?gÐG +ÏÉÉch¶k@GÄ@½gØi?cÐËеÐËÀй ·â ËdÁÐÅ +Anne g>@Ëc@ÁgжGÒÏÊâ Ìyour Åg@µÐGÙGÐËÐÅжËcѶâ Ëg@µÙÅ?doÏÉÐÔâ ¼Ð}йyou’re You are you’re Present: was +MâÌoMâ Ëher cg@µÐG %have ,been has &cutËoff. Past:Past The perfect: first special effect created. They believed head had Things can be shown ÒgÐ]¶GÀÞÐGÂâ Ì ÆGg@µÐGg@Ëc@ÁgжGÒi?Êâ Ì GÏcÏÉÐGÄ@¾LlËÊâ Ì Og@S·â dÁÐ Å Passive: Channel 2 films Let's Go! all over the world. ÏÉÉch¶k@GÄ@½gØi?cÐËеÐËÀй ?c ·]â Ì K@µ Anne Rice Ò i?Êâ Ì ]oÐ]¹Ð¶GcgÉ?gÐG + Megan Stone â ¼ Ð]}йÐl]±ÉÐ]Ô + Mâ Ì kÉÊÁÏcÒÐK@µ ¼ Ð}йN@µÏcÐl± ÉÐÔâ ·â Ë dÁÐÅ + g @Ëc@ÁgжGÒÏÊâ Ì oÑÁ@Ââ Ì Åg@µÐGÙGÐËÐÅжËcѶâ Ë g@µÙÅ?doÏÉÐÔâ ¼ Ð}й Lesson Modal passive forms ·]â ÌK@µÀÞÐ]G)Äg@]ËcgÐ]¶GÄ@µÐL]kg ÏÉÐ]ÔgÐGй ÑÏö g¼@ÁѵÐËÏÊâ oÐG Ë4: Ê]]special oÐ] ]¹%has had ]used G) ]in ËÐÅÒ@l] gÄ@½Ð]]ÌkÒÏÊâ Å qËg@] Ëc@ÁgÐ] ]¶G scenes have to first ÒÑÂâÉ?ÉÐ]KÒÉÉch]G?g +&ÐÀÞÐ] µÐL]kg ÑÐ]µÏgÐ]kÒg@]µÑ½ÐÌâ Ìo]( been ?cËMegan Stone â¼Ð]}йÐl]±ÉÐ]Ô +Mâ]GÂ] ÌkÉÊÁÏcÒÐK@µ ]ÉÐÔâ Ð}йN@µÏcÐl± Past: The effect was created. )Mâ ÉÐ] ]¶GgÏcÑ] ]ÏgÄ@½Ð] ]µÏg@µÒÏÉÐ]]ÔÙ] ]âÌÅÏcg@µÐ] Gg@Ëc@ÁgÐ] ]¶GÌg@] ]SN@µÏc Present perfect: CGI been many]âËways. Other Lesson 4: Modal passive forms +ÃËеÏc c@Ëi by Òi?öpassive h½@Ô ?cÐKÐð ¹@WÀй +ÃËjâËmany g@PGrеÏg@ËcgжGÒi?Êâ Ìo Megan â¼Ð]}йÐl]±ÉÐ]Ô Mâ kÉÊÁÏcÒÐK@µ ÉÐÔâ ¼Ð}йN@µÏcÐl± Let's Go! is filmed all over ]the world. ?c ·]â ÌK@µÀÞÐ]G)Äg@]ËcgÐ]¶GÄ@µÐL]kg Ï+ÉÐ]ÔgÐGй oÐG N@µÏc )Mâ ]¶GgÏcÑ] ÏgÄ@½Ð] ]µÏg@µÒÏÉÐ] ]ÔÙ] ]GÂ] ]âÌÅÏcg@µÐ] Gg@Ëc@ÁgÐ] ]¶G ]SPresent: Lesson 4: Modal passive Present perfect: CGI been Lesson 4: Modal forms Sets designed to Rice Passive: +Stone Äg@Ëc@ÁgжGÄ@µÐLkg ÐÌÏgÒÏÉÐÔgÐGй MâgÌ@ÁѵÐËÏÊâ kÉÊÁÏc Council ÙG Past perfect: her had been cut Lesson 2: ]Present Òg@¶Á?ö gÑÂâ Ù}â GÐG ÃËеÏcMkÉgc (modal passive) Ì,ohas Films ·]âËÌÉÐ] ÌK@µÀÞÐ]G)Äg@]ËcgÐ]¶GÄ@µÐL]kg ÏÉÐ]ÔgÐGй ÑÏögÑÏö @ÁѵÐËÏÊâ ÌoÐG Ìg@] N@µÏc ]+âËways. MâËÒÉÉchGÐÁ?gÒÏÊâ cg@µÐG have qËg@] are ËÑThey Ê] ]oÐ] ]believed ¹%has had &explode. ÀÞÐ] ]used Ghead )forms Ð]]in ËÐÅÒ@l] gÄ@½Ð] ]off. Å% ]Ëc@ÁgÐ] ]¶G& will always be m ·]â Anne Òi?ÊâÌÅg@µÐGÙGÐËÐÅжËcѶâ Ìsimple ]oÐ]¹Ð¶GcgÉ?gÐG +ÏÉÉch¶k@GÄ@½gØi?cÐËеÐËÀй ·âËdÁÐÅ +K@µ g@Ëc@ÁgжGÒÏÊâ ÌoÑÁ@Ââ Ëg@µÙÅ?doÏÉÐÔâ ¼Ð}йÌoÐGPast: 4: Modal passive forms Lesson Past perfect: They believed her head had been cut off. ·]â Ì K@µÀÞÐ]G)Äg@]ËcgÐ]¶GÄ@µÐL]kg Ï ÉÐ]ÔgÐGй ÑÏö g @ÁѵÐËÏÊâ N@µÏc TheÒg@¶Á?ö firstgspecial effect was created. + Äg@Ëc@ÁgжGÄ@µÐLkg ÐÌÏgÒÏÉÐÔgÐGй Mâ Ì kÉÊÁÏc Council ÙG Let's Go! is filmed all over the world. ÏÉÉch¶k@GÄ@½gØi?cÐËеÐËÀй ·]â ÌK@µAnne Rice Ò i?Êâ Ì ]oÐ]¹Ð¶GcgÉ?gÐG + Ù}â Ñ GÐG ÃËеÏcMkÉgc (modal passive) ÒÉÉchGÐÁ?gÒÏÊâ Ì o ÃËö h GgÏc 7ÑÂËö ÌÅÏcg@µÐGÏc@kÒÉÉchGÐÁ?g Stone +Äg@Ëc@ÁgжGÄ@µÐLkg ÐÌÏgÒÏÉÐÔgÐGй MâÉÐÔâ ÌkÉÊÁÏc CouncilÙG Òg@¶Á?ö Active: TheÃËеÏcMkÉgc director filming. Òg@]µÑ½ÐÌâ Ì]kÒÏÊâ Ì]o (hruns GgÏcÙGÂâ be (the Ä@]o@O ?d]Á@µÏ verb gÙ}âÑGÐG (modal passive) Ìo&Ð]¹ ?c]¶GgÏcÑ] Megan ]â¼µÏg@µÒÏÉÐ] Ð]}йÐl]±ÉÐ]Ô +Mâ]ÌkÉÊÁÏcÒÐK@µ ¼Ð}йN@µÏcÐl± ÒÉÉchGÐÁ?gÒÏÊâ %+Modal MâËcg@µÐG% have ,has & Ë gÄ@½Ð]ÅÐGÃËеÏcM )MâËÉÐ] ]ÏgÄ@½Ð] ]ÔÙ]]GÂ] âÌÅÏcg@µÐ]]Gg@Ëc@ÁgÐ] ]¶Gg@]]Council S Present perfect: CGI has been used in many ways. Ò@l]â Present: Sets are designed to explode. + Äg@Ëc@ÁgжGÄ@µÐLkg ÐÌÏgÒÏÉÐÔgÐGй Mâ Ì kÉÊÁÏc ÙG Òg@¶Á?ö g Ù}â Ñ GÐG ÃËеÏcMkÉgc (modal passive) ÒÉÉchGÐÁ?gÒÏÊâ Ì o ?cMegan Stone â+ ¼Ð]}йÐl]±ÉÐ]Ô +MâÌkÉÊÁÏcÒÐK@µ ÉÐÔâ ¼Ð}йN@µÏcÐl± Òg@]µÑ½ÐÌâ Ìbelieved ]kÒÏÊâ Ì]o be (Ä.@]o@O ?been d]Á@µÏ %Modal basketball. I/You/We/They (do Ìnot play) 4:They Modal passive forms ·âËdÁÐÅ @Ëc@ÁgжGÒÏÊâ ÌÅg@µÐGÙGÐËÐÅжËcѶâ Ð}й I ¼play for a club. ÏÉÐLâ Ì( GÏcÏg@GÉÉc·â Ëg@SйhK@Ëiе·â Ëg@µverb ·]âAnne ÌK@µÀÞÐ]G)Äg@]ËcgÐ]¶GÄ@µÐL]kg ÏoÑÁ@Ââ ÉÐ]ÔgÐGй ÑÏög@ÁѵÐËÏÊâ ÌoÐGËg@µÙÅ?doÏÉÐÔâ N@µÏcPastLesson Òg@]µÑ½ÐÌâ ÌPast: ]kÒÏÊâ Ì]o7( be ( Ähead @]o@O ?had d]Á@µÏ &Ð]¹x&Ð]¹ perfect: her cut off. shown 7%Modal ÐÁÊÙG +verb еÐLkgѵÏgÐk Lesson 2: byÌg]oÐ]¹Ð¶GcgÉ?gÐG +play agent The first special effect was created. ·]âÌK@µ Rice Òi?Êâ +ÏÉÉch¶k@GÄ@½gØi?cÐËеÐËÀй Lesson 4:Present: Modal passive forms ÒÉÉch]]]]]G?gÒÏÊâ Ì]]]]]o Sets are designed to explode. plays (does not play) He/She/It ·]âÌK@µÀÞÐ]G)Äg@]ËcgÐ]¶GÄ@µÐL]kg Ï ÉÐ]ÔgÐGй ÑÏö g @ÁѵÐËÏÊâ Ì oÐG N@µÏc basketball. Òg@]µÑ½ÐÌâ Ì ]kÒÏÊâ Ì ]o ( be ( Ä @]o@O ? d ]Á@µÏ % Modal verb & Ð]¹ .has shown 7 ÐÁÊÙG еÐLkgѵÏgÐk )Mâby Ë2: ÉÐ] ¶GgÏcÑ] ]ÏgÄ@½Ð] ]µÏg@µÒÏÉÐ] ]ÉÐÔâ ÔÙ]Mâ]¼GÂ] ]âÌÅÏcg@µÐ] ]Gg@Ëc@ÁgÐ] ¶G¼g@] S ÑtoGÐG Lesson + agent Present CGI been used in many 2: +·â Äg@Ëc@ÁgжGÄ@µÐLkg ÌÐ}йN@µÏcÐl± kÉÊÁÏc Council ÙG Òg@¶Á?ö Ëâ¼dÁÐÅ +agent g@Ëc@ÁgжGÒÏÊâ oÑÁ@Ââ ÌÅg@µÐGÙGÐËÐÅжËcѶâ Ëg@µÙÅ?doÏÉÐÔâ Ð}й g]Ù}â special (modal passive) ÒÉÉchGÐÁ?gÒÏÊâ ox I]belong aÃËеÏcMkÉgc club +perfect: 7NÐË@Á?cgÐkÐGÒg@¶Á?ö gÙ}е·â Ì+KÐð ¹@W Ìways. . shown 7 ÐÁÊÙG + еÐLkgѵÏgÐk Lesson +]by ?cMegan Stone Ð]}йÐl]±ÉÐ]Ô +ÐÌÏgÒÏÉÐÔgÐGй MâÌÌkÉÊÁÏcÒÐK@µ Past: The first effect was created. Things can be shown that impossible inhad real life. The filming is run by the director . еÐLkgѵÏgÐk ÙG ËdÁÐÒg@¶Á?ö +Äg@Ëc@ÁgжGÄ@µÐLkg ÐÌÏgÒÏÉÐÔgÐGй MâÌkÉÊÁÏcCouncil ÒgÐ]¶GÀÞÐGÂâ ÌÆGg@µÐGg@Ëc@ÁgжGÒi?Êâ ÌoMâÌGÏcÏÉÐGÄ@¾LlËÊâ ÌOg@S·â Å Passive: g]Ù}â ÑGÐG ÃËеÏcMkÉgc (modal passive) ÒÉÉchGÐÁ?gÒÏÊâ Ìo cut off. (could)had t They believed her head been Past perfect: are .has shown ÐÁÊÙG +verb Lesson + agent ·]âËÌ2: K@µ]by Anne Rice Òi?Êâ Ì]oÐ]¹Ð¶GcgÉ?gÐG )Mâ ÉÐ] ¶GgÏcÑ] ]ÏgÄ@½Ð] ]µÏg@µÒÏÉÐ] ]ÔÙ]]GÂ]+Ì]ÏÉÉch¶k@GÄ@½gØi?cÐËеÐËÀй âÌÅÏcg@µÐ] ]Gg@Ëc@ÁgÐ] ]Th ¶Gg@] SModal Present perfect: CGI been used inin many ways. 4: forms Lesson Òg@]µÑ½ÐÌâ Ì]kÒÏÊâ ]o (?cÉ?h¶Ëg@ËcѶâ beto ( Äbe @]o@O ?ÌdK@µÐ¹ÉÊK@Å?cѶâ ]Á@µÏ %7Modal &life. Ð]¹ 7have Ëg@µ x ings can beÌpassive shown that are impossible real life. ·]âÌK@µÀÞÐ]G)Äg@]ËcgÐ]¶GÄ@µÐL]kg ÏÉÐ]ÔgÐGй ÑÏö g@ÁѵÐËÏÊâ oÐG N@µÏc Other scenes done with effects. 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discussion program ÄÙKg@µ¿ºÌ­Òн@ÁgÐG artificial / show 7ÐÁÊÙG ) Ã Ë â cg@µÐGrÊK@Å?cÉÉÉchG?gâ ¼ Ð}йg@S·â Ë dÁÐÅÀÞÐG ) Ã Ë â cg@µÐGÏc@kÒÉÉchGÐÁ?gâ ¼ Ð}йÒgØiÐGÐÁ?g@¶ð ¹ ÏÉ@ÔÀÐÔ x ch¶LkÏc Ä@Ââ Ì ¹Mpâ Ì wÒн@ÁgÐG at high speed control room gØiѵÐÌË?hâ Ì _ÐG ¼ â ØÁÙµÒgÉÉe Passive: The filming is run by the director .gÐLµÐÔ actor (could)had to) 7Ä@Ââ ÐÁÊÙG +ÌwÒgÐÁÊÅ ?dÁ@µÏÄн %Modal Verb& at high speed control room ̹Mpâ gØiѵÐÌË?hâ Ì_ÐG cookery â¼ØÁÙµÒgÉÉe attack council 2I2often VOCABULARY Ä?cg@½ÚÐO ÊÐÔ VOCABULARYÅB¶ÑqÊ This all had to be done with models. at high speed control room gÐLµÐÔ community Ä@Ââ̹MpâÌwÒgÐÁÊÅ played computerÅB¶ÑqÊ games when I was young. gØiѵÐÌË?hâ Ì_ÐGcookery â¼ØÁÙµÒgÉÉe@ïð¹Ð½Ùµ 2 actor VOCABULARY attack council artificial cookery programme / show Ä?cg@½ÚÐO ÄнÊÐÔ̹ Ä?cg@½ÚÐO ch¶LkÏc Ä@ÂâÌmodels. ¹MpâÄdÁ@Kh±) ÌwÒн@ÁgÐG attack council audience cut off ÄнÊÐÔ gÐÂÌG ÏÉÐÁch¶â This all had to be done with centre artificial cookery programme / show dÁÏÉ@Á ch¶LkÏc Ä@Ââ̹Mpâ ÌwÒн@ÁgÐG again and again /phonetics/exp like /phonetics/prep attack council g@SÒ?Écйg@S computer-generated imagery (CGI) Ä?cg@½ÚÐO ÄнÊÐÔ̹¸ÏÉ audience cut off ataudience high speed room actor gÐÂÌGcontrol ÄdÁ@Kh±) ÏÉÐÁch¶â ÌgÐÂÌG _ÐGcookery ØÁÙµÒgÉÉe gÐLµÐÔ Ä@Ââ̹Mpâ Ìâ¼wÒgÐÁÊÅ actor /ˈæktə/ cut off base v 2 VOCABULARY ÅB¶ÑqÊ gØiѵÐÌË?hâ demand ÄdÁ@Kh±) ÏÉÐÁch¶â Ì ¹ Ä@Á?c)ÄdÁ?giн?c Mk?Ê_ computergenerated imagery (CGI) at high control room gÐKÊÌP½Ùµ ÒÉ?h¶LkÉgcÒÐÂâ Lesson 4:speed Past simple gØiѵÐÌË?hâ Ì_ÐG /kampjuːtə â¼ØÁÙµÒgÉÉe ɪmɪdʒəri/ audience cut offdʒenəreɪtd ahead (of local time /phonetics/phr gÐÂÌG ÄdÁ@Kh±) ÏÉÐÁch¶â ̹ ËÉ qâÌOй Ù_É@ÁÑK@µ base v) / phonetics/prep demand artificial cookery programme / show Ä@Á?c)ÄdÁ?giн?c Mk?Ê_ ch¶LkÏc Ä@Ââ Ì ¹Mpâ Ì wÒн@ÁgÐG attack council artifi cial /ɑːtəfɪʃ(ə)l/ base v demand cameraman discussion Ä?cg@½ÚÐO Äн ÊÐÔ 2 VOCABULARY ÅB¶ÑqÊ Ä@Á?c)ÄdÁ?giн?c Mk?Ê_ h}ÐÂâ Ë É Ù}ÊL®} ÃËöhGgÏc cookery gÐLµÐÔ Ä@Ââ ̹Mpâ ÌwÒgÐÁÊÅ attack council /ˈkʊkəri/ 54 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/phonetics/n ÄÉÊG· Ë?cйdÁÏÉ@Á NÉÐÁ to America? I/ you / we/ they move ?d Ë â gÐÁ ÑK Ð ¹ ð @WйÏhKÑÁ@µÐÁ@½h­¸ÏÉ used to n council /ˈkaʊnsl/ cartoon show discussion programme (When) did attack council audience cut off centre ÄÙKg@µ¿ºÌ­Òн@ÁgÐG Ù}ÊL®}Òн@ÁgÐG Ä?cg@½ÚÐO Äн gÐÂÌG ÄdÁ@Kh±) ÏÉÐÁch¶â dÁÏÉ@Á computergenerated imagery (CGI) ÊÐÔ̹ gÐKÊÌP½Ùµ ÒÉ?h¶LkÉgcÒÐÂâ ËÉ community ·Ë?c cameraman computergenerated imagery (CGI) @ïðËɹ?Ê_ нٵËdiscussion h}ÐÂâ Ù}ÊL®} ¸É@GÉ gÐKÊÌP½Ùµ ÒÉ?h¶LkÉgcÒÐÂâ É parent to America? cameraman /kæmrəmən/ he/ she/ it move Bye (Goodbye) /phonetics/abb /phonetics/n 54 ¼ â Ð}йN did x cut I off didn’t use to play computer games community audience base vgenerated imagery (CGI) demand cutËÉ off ˈɒf/ (much) computer@ïð¹Ð½Ùµ gÐÂÌG/ˌkʌt ÄdÁ@Kh±) ÏÉÐÁch¶â Mk?Ê_̹ Ä@Á?c)ÄdÁ?giн?c gÐKÊÌP½ÙµÒÉ?h¶LkÉgcÒÐÂâ centre cartoon programme 54 show dÁÏÉ@Ádiscussion ÄÙKg@µ¿ºÌ­Òн@ÁgÐG Ù}ÊL®}Òн@ÁgÐG when I was young. cartoon show /kɑːtuːn ʃəʊ/ 54 can't wait / phonetics/exp penfriend /phonetics/n N@¶GÄ?ÉögÏÉ@wMâÌdÁÏÉ@Á Á?ÊK@Á н@ÁÑâ Ë g ö É@Å centre base v demand cameraman discussion demand /dɪˈmænd/ Ä@Á?c)ÄdÁ?giн?c Mk?Ê_ h}ÐÂâËÉ Ù}ÊL®} 54 ÏÉ?h¶Kgʵ computergenerated imagery (CGI) community gÐKÊÌP½ÙµÒÉ?h¶LkÉgcÒÐÂâ ËÉ @ïð ¹ Ð½Ùµ community /kəˈmjːnɪti/ cousin /phonetics/n picnic computergenerated imagery (CGI) ?iÙ½@ÔËÉ discussion cameraman discussion cartoon show programme Ä?hËÐk gÐKÊÌP½ÙµÒÉ?h¶LkÉgcÒÐÂâ /dɪsˈkʌʃn/ h}ÐÂâËÉ/phonetics/n Ù}ÊL®} ÄÙKg@µ¿ºÌ­Òн@ÁgÐG Ù}ÊL®}Òн@ÁgÐG did not >didn’t centre dÁÏÉ@Á 54 centre /sentə/ plan / difference / phonetics/n phonetics / v/n cartoon show discussion programme community Ä@Á?cÄÛO)Mâ ÌÁÏc?cÄÛO Ù}ÊL®}Òн@ÁgÐG @ïð¹Ð½Ùµ ÒÄÙKg@µ¿ºÌ­Òн@ÁgÐG i?É@ÌS discussion programme 54 14 computergenerated imagery (CGI) gÐKÊÌP½ÙµÒÉ?h¶LkÉgcÒÐÂâËÉ /dɪsˈkʌʃn prəʊgræm/ community centre @ïðdÁÏÉ@Á ¹Ð½Ùµ during / phonetics/prep abb ÒÏÉ@½Ð¹ p.m ØögÏÊÌÁr@O 54 54 centre computer- generated imagery (CGI) dÁÏÉ@Á gÐKÊÌP½Ùµ ÒÉ?h¶LkÉgcÒÐÂâ ËÉ engineer / phonetics/n PS(postscript) /phonetics/abb g@Ëi?dÁÐÔ jâËÉ?gÐO Language Focus Language Focus Language Focus 54 computer- generated imagery (CGI) gate / phonetics/n go ahead54/ phonetics/v Good to meet you/phonetics/exp 9780230727564.Text.indd 54 gÐKÊÌP½ÙµÒÉ?h¶LkÉgcÒÐÂâ ËÉ reply /phonetics/v/n Ïi?ÉgÏc ÉʽgЭ score /phonetics/v/n MÂÌÂÌGÐG¿ð¹@XoÙ_ skateboard /phonetics/v/n ÏÉÐÁ?cÀÞÉ)ÏÉÐK?cÏcÀÞÉ Ächµg@½ÙK)N@µÏcg@½ÙK ÐÂâ̶l̺_ÐL_ÐK4/5/10 10:28:35 Language focus edit recognize ÏÉÐLâÌk@ÁÏc)ÏÉÐÂÌk@Á editedit/ʼedɪt/ recognize Ächµe@LÁÙ½ recognize Ächµe@LÁÙ½ /ˈrekagˌnaɪz/ ÏÉÐLâÌk@ÁÏc)ÏÉÐÂÌk@Á edit recognize effect/ɪˈfekt/ edit effect scene Ächµe@LÁÙ½ ÏÉÐLâÌk@ÁÏc)ÏÉÐÂÌk@Á Ächµe@LÁÙ½ ÄÐc ÏÉÐLâÌk@ÁÏc)ÏÉÐÂÌk@Á gжâÌKg@µ scene gжâÌKg@µ ÄÐc effect scene /siːn/ recognize edit recognize Ächµe@LÁÙ½ ÏÉÐLâ Ì k@ÁÏc)ÏÉÐÂÌk@Á effect effect episode /ˈepɪzəʊd/ episode series series gжâ ÌKg@µ ÄÐc gжâ ÌKg@µ ÄÐc ¿ºÌ­ Òвð ¹ÐÔ scene ¿ºÌ­ Òвð ¹ÐÔ scene Ïi Ïi episode series /siːriːz/ edit recognize effect scene Ächµe@LÁÙ½ ÏÉÐLâ Ì k@ÁÏc)ÏÉÐÂÌk@Á gжâ Ì Kg@µ ÄÐc episode series series ever more /evəepisode ever more v /set/ v ¿ºÌ­Ðp̽ÐÅ Òвð¹ÐÔ set Ïi MâËgcÏcÀ@ÐÔ ¿ºÌ­ Òвð¹ÐÔv set Ïi Ðp̽ÐÅ MâËgcÏcÀ@ÐÔ ever more mɔːr/ set effect episode series ÌKg@µ scene ÄÐc ¿ºÌ­ Òвð Ïi ever more set v gжâ ever v ~) n %ÄÙËj­Ð¹ÐKÒ floormanager manger floor manger Ðp̽ÐÅ Ðp̽ÐÅ MâËgcÏcÀ@ÐÔ set ~)Ëögn¹ÐÔ set/set (TV %â¼ËÙÅ ögÐG&ÙËcÙLkÒgÐGÊâ ÐG~) nset ~&ÐLkÏc %ÄÙËj­Ð¹ÐKÒ ~&ÐLkÏc floor /flɔːrmore ˈmænɪdʒə/ %¼â ÙÅ&ÙËcÙLkÒgÐGÊâ set(TV (TV (tiː viː)/ MâËgcÏcÀ@ÐÔ episode series ever more v ¿ºÌ­ Òвðn¹ÐÔ set Ïi Ðp̽ÐÅ MâËgcÏcÀ@ÐÔ floor manger floor manger (TV (TV frightening frightening shoot v ~)v shoot v ~) n %ÄÙËj­Ð¹ÐKÒ %¼â ÙÅ&ÙËcÙLkÒgÐGÊâ ögÐG&ÙËcÙLkÒgÐGÊâ ~ÃKh}ÐÂâ &ÐLkÏc %â¼ËÙÅ ËögÐG/ʃʊt/set %ÄÙËj­Ð¹ÐKÒ &ÐLkÏc gÐÂâ̱ÙK)¸@½@k gÐÂâset Ìshoot ±ÙK)¸@½@k ËÉ ~ÃKh}ÐÂâ ËÉ frightening /ˈfraɪtənɪŋ/ ever more set v ~) n floor manger Ðp̽ÐÅ Mâ Ë gcÏcÀ@ÐÔ set (TV % ¼ â ÙÅ & ÙËcÙLkÒgÐGÊâ Ë g ö ÐG % ÄÙËj­Ð¹ÐKÒ ~ & ÐLkÏc frightening shoot v frightening shoot v gameshow show /ˈgeɪm gameˌʃəʊ/ show ÃKh}ÐÂâËÉ ?hâ̽@µÒÐKh} Ìshot ÃKh}ÐÂâËÉ âÑgÐÂâ µöÌpâ±ÙK)¸@½@k ÌOÒн@ÁgÐG âÑgÐÂâ µöshot pâ±ÙK)¸@½@k ÌOÒн@ÁgÐG ?hâ̽@µÒÐKh} /ʃɒt/ shot game floor manger set (TV ~ )n frightening shoot v % ¼ â ÙÅ & ÙËcÙLkÒgÐGÊâ Ë g ö ÐG % ÄÙËj­Ð¹ÐKÒ ~ &ÐLkÏc gÐÂâ Ì ±ÙK)¸@½@k ÃKh}ÐÂâ ËÉ show game go out/gəʊ go outshow soap / soap opera shot soap / soap âѵöpâÌOÒн@ÁgÐG âѵöshot pâÌOÒн@ÁgÐG opera %ѲÌkÙ½ÒgÐ}ÙÁ@o &?hâ %ѲÌkÙ½ÒgÐ}ÙÁ@o ÌOÙÔ ?hâ̽@µÒÐKh} &?hâÌOÙÔ Äch¶p_ÐO)Ä?dÁ@pÌO Äch¶p_ÐO)Ä?dÁ@pÌO soap / soap opera /səʊp / ?hâ̽@µÒÐKh} go game out ˈaʊt/ frightening shoot v game shot Ìsəʊp ÃKh}ÐÂâ ËÉ âÑgÐÂâ µösoap pâ±ÙK)¸@½@k ÌOÒн@ÁgÐG ?hâ̽@µÒÐKh} go out / soap go outshow soap / soap opera %(SFX) ѲÌkÙ½ÒgÐ}ÙÁ@o ÌOÙÔNÐHË@KÒgжâ &?hâ %ѲÌkÙ½ÒgÐ}ÙÁ@o &?hâÌKg@µ ÌOÙÔ impossible impossible special (SFX) special effect ɒprə/ Äch¶p_ÐO)Ä?dÁ@pÌO Äch¶p_ÐO)Ä?dÁ@pÌO â¼@Wн â¼effect @Wнopera NÐHË@KÒgжâ ÌKg@µ impossible /ɪmpɒsɪb(ə)l/ game shot go outshow soap / soap opera âѵöspecial pâÌOÒн@ÁgÐG ?hâ̽@µÒÐKh} %ѲÌkÙ½ÒgÐ}ÙÁ@o &?hâÌKg@µ ÌOÙÔ Äch¶p_ÐO)Ä?dÁ@pÌO impossible (SFX) impossible special effect (SFX) little little /lɪtl littlebaɪ by little sports programme sports / show programme show special (SFX) /speʃl ɪˈfekts/ â¼@Wн /NÐHË@KÒgжâ ÌKg@µNÐHË@KÒgжâ â¼effect @Wнeffect ÏcgÉÏcgÉ ÏcgÉÏcgÉ rigÏÉÒн@ÁgÐG rigÏÉÒн@ÁgÐG little bybylittle lɪtl/ go out soap / soap opera &?hâÌKg@µ ÌOÙÔ impossible special effect (SFX)/ show %ѲÌkÙ½ÒgÐ}ÙÁ@o Äch¶p_ÐO)Ä?dÁ@pÌO â¼@Wн NÐHË@KÒgжâ by little programme / show little sports programme lord lord by little take away take away ÏcgÉÏcgÉ rigÏÉÒн@ÁgÐG sports programme / show /spɔːts ÏcgÉÏcgÉ ÏgÉÐ} sports ÏgÉÐ} ÄchGÚ rigÏÉÒн@ÁgÐG ÄchGÚ lordlittle /lɔːd/ impossible special effect (SFX)/ show little by little sportsaway programme â¼@Wн / ʃəʊ/ NÐHË@KÒgжâÌKg@µ ÏcgÉÏcgÉ praʊgræm lord away lord monster /ˈmɒnstə/ monster thanks thanks to ÏgÉÐ} ÄchGÚ rigÏÉÒн@ÁgÐG to ÏgÉÐ} ÄchGÚ @H¥Ïc)Êâ Ëc take @H¥Ïc)Êâ Ëc take ÙGn@OÊk ÙGn@OÊk monster little by little sports programme / show lord take away ÏcgÉÏcgÉ rigÏÉÒн@ÁgÐG ÏgÉÐ} ÄchGÚ take away /ˌteɪk əˈweɪ/ monster thanks to monster thanks to movie/ˈmuːvi/ movie latest @H¥Ïc)Êâ Ëc the ÙGn@OÊk @H¥Ïc)Êâ Ëc the latest ÙGn@OÊk ¿ºÌ­ ¿ºÌ­ ÃËhKÏi@K ÃËhKÏi@K movie lord take away monster thanks totʊ/ ÏgÉÐ} ÄchGÚ @H¥Ïc)Êâ Ëto c /θænks ÙGn@OÊk thanks movie the latest the latest musicprogramme programmemovie music / show / show training training manager ¿ºÌ­ @²ÌkÙ½Òн@ÁgÐG ÃËhKÏi@K manager ¿ºÌ­ ÃËhKÏi@K @²ÌkÙ½Òн@ÁgÐG Äch¶²oнÒgÐGÊâ ËögÐG Äch¶²oнÒgÐGÊâ ËögÐG music /programme show /mjuːzɪk monster thanks to movie the latestmanager @H¥Ïc)Êâ Ëc /ðə ÙGn@OÊk ¿ºÌ­ ÃËhKÏi@K adj the latest ˈleɪtɪst/ music programme / show training manager music programme / show training on set on set travel programme travel /show programme /show @ ²ÌkÙ½Òн@ÁgÐG Äch¶²oнÒgÐGÊâ Ë ö g ÐG @ ²ÌkÙ½Òн@ÁgÐG Äch¶²oнÒgÐGÊâ ËögÐG praʊgræm / ʃəʊ/ ÏÉеÐËÐG ÏÉеÐËÐG Òg@ÌLoÐ}Òн@ÁgÐG Òg@ÌLoÐ}Òн@ÁgÐG movie the latest music programme / show training manager ¿ºÌ­ ÃËhKÏi@K Äch¶²oнÒgÐGÊâ ËögÐG on set/ɒn set/ on travel programme /show training /treɪnŋmænɪdʒə/ set travel /show perfect perfect use nÏÉеÐËÐG use n programme ÏÉеÐËÐG Òg@Ì LoÐ}Òн@ÁgÐG Òg@ÌLoÐ}Òн@ÁgÐG on set É?ÉÐK @²ÌkÙ½Òн@ÁgÐG É?ÉÐKmanager Ä@ÂâÌÅg@µÐG Ä@ÂâÌÅg@µÐG music programme / show training manager on set travel programme /show @ ²ÌkÙ½Òн@ÁgÐG Äch¶²oнÒgÐGÊâ ËögÐG Òg@ÌLoÐ}Òн@ÁgÐG perfect nÏÉеÐËÐG perfect use travel programme / show /træv(ə)l play n /ˈpɜːvekt/ play n work experience workn experience É?ÉÐK use Ä@ÂâÌÅg@µÐG É?ÉÐK Ä@ÂâÌÅg@µÐG perfect ÒgÐ}ÙÁ@o ÒgÐ}ÙÁ@o Ächµg@µÑÁÉʽ iÐÔÄchµg@µÑÁÉʽ iÐÔ on set travel programme /show perfect use n experience ÏÉеÐËÐG Òg@Ì LoÐ}Òн@ÁgÐG praʊgræm / ʃəʊ/ É?ÉÐK Ä@Ââ Ì Åg@µÐG play n work experience play n work ÒgÐ}ÙÁ@o i@ÌÂpâÌO)Òi?Ê_?c Ächµg@µÑÁÉʽiÐÔÄchµg@µÑÁÉʽiÐÔ ÒgÐ}ÙÁ@o playproposal n /pleɪ/ proposal i@ÌÂpâÌO)Òi?Ê_?c perfect use n experience play n work É?ÉÐK Ä@ÂâÌÅg@µÐG n use /juːs/ ÒgÐ}ÙÁ@o iÐÔ proposal /prəˈpəʊz(ə)l/ proposal Ächµg@µÑÁÉʽ i@ÌÂpâÌO)Òi?Ê_?c i@ÌÂpâÌO)Òi?Ê_?c proposal play n work experience proposal ÒgÐ}ÙÁ@o work experience /wɜːk ɪspɪrɪəns/ Ächµg@µÑÁÉʽiÐÔ i@ÌÂpâ ÌO)Òi?Ê_?c To Help YouTo Study Help(Note: You Study Keep English (Note: as Keep it’s)Englishi@ÌÂpâ as it’s) proposal ÌO)Òi?Ê_?c Keep English it’s)English as it’s) To Help YouTo Study Help(Note: You Study (Note: as Keep 3 TO HELP ToYOU HelpSTUDY You Study (Note: Keep English as it’s) We often pronounce the Study same letter To Help You (Note:differently Keep English as(Even it’s) more pronunciations are sometimes in different words. So when you first read new words, check the phonetic spellings. Look at the words in the table and find them in the word list above. Then copy their phonetic spellings into the table. Next, look at the letter o in bold in each word and underline the phonetic spelling of this o. go out … on set … ever more … possible e.g. work experience.) Pairs of letters that are sounded together (diphthongs) often have the same problem. Look at the words in the table and find them in the word list above. Then copy their phonetic spellings into the table. Next, look at the double letter oo in bold in each word and underline the phonetic spelling of this double letter oo. cookery … Now add these other words to the correct columns. afford control room hello lord monster opera organize over shot Now add other words that you know to the correct columns. floor manager control room … … Now add these other words that you know to the correct columns. 55 Dartmoor door food foot good look 55 poor roof tool 55 55 55 Now add other words that you know to the correct columns. 55 55 9780230727564.Text.indd 55 4/5/10 10:29:03 8 lessons 1&2 an amaZinG storY They said it couldn’t be done. Reported statements • reported requests A LISTEN AND DO 1 Listen and match feelings a–d to pictures 1–4. a annoyed b disappointed c embarrassed d puzzled 1 2 3 4 Sam Tina Joe Emma 2 Work with a partner. Ask and answer questions. A Who’s the one who looks (annoyed)? B That’s Tina, and you’re right. She looks (really annoyed)! 3 Work with a partner. Ask the questions and answer with these (or other) adjectives. amazed annoyed bored disappointed embarrassed excited frightened interested pleased puzzled surprised upset worried A How do you feel when our team wins a match? B I’m (really happy and pleased), of course. 1 How do you feel when our team wins a match? 2 How did you feel when they lost against (name)? 3 How do you feel if you make a silly mistake in front of other people? 4 How do you feel if they laugh at you? 5 How did you feel on your first day at school? 6 How will you feel on your last day at school? B GRAMMAR p62 1 Look. Reported statements The original statements ‘I am really pleased, of course.’ ‘I think I will feel excited, but I may be a bit sad, too.’ The reported statements (Name) said that he / she was really pleased. He / She thought that he / she would feel excited but that he / she might be a bit sad. 2 Work with a partner and read aloud. A Read out an original statement from the box. B Read a reported statement to the class. 3 A B A Report what your partner said in A3. What did … say about question number … ? (He) said that he felt … . What did … say? (She) told me (she) was … C SPEAK Talk about things you have felt strongly about. A When were you last really excited about something? B I was really excited (a few days ago) when … . 56 9780230727564.Text.indd 56 4/5/10 10:29:06 8 lessons 1&2 D LISTEN AND READ Dad Sarah Dad Sarah Dad Sarah Dad Sarah Dad Sarah Dad Sarah Dad Sarah You look worried, Sarah. I am. I’m trying to write an essay for a school competition, but I can’t get started. What’s the title? They asked us to write about ‘Doing the impossible’. That could be about anything! Exactly. Our science teacher told us to write about a famous scientific discovery. And our geography teacher advised us to write about a great journey. How long have you got? Two days. Today, the head reminded us to finish by Friday. Have you got any ideas? I thought I might write about Columbus and his journey across the Atlantic from Spain. Lots of people said it couldn’t be done. I’m not sure. He was a great sailor, but was he a great human being? How do you mean? He just wanted to get rich. And he brought death and destruction to the West Indies. Well, what about Marco Polo? He travelled all the way from Italy to China. 1 Do these tasks before you listen and read. 1 From the map, say what may be discussed. 2 Explain differences between the two events. 2 Copy these notes. Then listen and read to complete them. Essay title: … When it must be finished: … Possible topics that teachers have mentioned: 1) … 2) … Sarah’s two choices: 1) The man’s name: … Journey from: … to: … 2) The man’s name: … Journey from: … to: … Reasons for or against each choice: 1) … 2) … 3 Speak from your notes to state the main points. E GRAMMAR p62 1 Look. Reported requests, orders and advice ‘Here’s an idea: write about a scientific discovery.’ > Our science teacher told us to write about a scientific discovery. 2 Complete two more requests and their reported forms. Then work with a partner and read aloud. ‘I think you should …’ > Our geography teacher … ‘Don’t forget: you have to … > The head … Dad Sarah Dad He’s a better choice. He helped and loved learning about the people he met – not like Columbus. But others made the journey, too, so did he do the impossible? His friends certainly thought so. They believed he’d died, so they were amazed to see him again! F SPEAK Report things you have been told (or told to do) and then told something else. My brother said I couldn’t borrow his CD, but then he said he didn’t mind. Last night, Mum asked me to help make dinner. But then Dad wanted me to help wash the car. 57 9780230727564.Text.indd 57 4/5/10 10:29:06 8 lessons 3&4 an amaZinG storY He asked who they were. Reported Yes/ No questions • Reported Wh questions A READ A Polo, Marco (1254–1324) Traveller and merchant, son of Niccolo, born in Venice, NE Italy. In 1271, he left to travel with Nicolo and his uncle Maffeo to Cathay, now China. During their long stay, they became good friends with the Emperor, Kublai Khan. They also worked for him and became rich. Marco was given important jobs to do for the Emperor in different parts of Cathay and beyond. After many years, the Polos asked the Emperor to let them go home, but at first he refused their request. Finally, in 1292, he agreed that they could travel with his daughter to Persia, now Iran. There, she married the King, while they continued west and reached Venice in 1295. Later, Marco Polo produced The Travels of Marco Polo, and this was Europe’s first picture of life in the Far East. B Coming home The Polos knew that people would be amazed to see them, but they did not guess what difficulties they would have. They were about to find out. When they reached the large family house one night, they knocked and a servant opened the door. He saw three strange men in rough old eastern clothes. Puzzled and a little frightened, he asked who they were and what they wanted. They told him, but he shook his head. He replied that the brothers and young Marco had died far away and long before. Finally, the Polos were allowed in. However, they were upset and disappointed to find that everyone reacted similarly: no one recognized them. Family friends and relatives asked each other if they were thieves and if they would steal the family’s money. Then the three men had an idea. They invited all to a special dinner. They welcomed them in their richest, finest silk clothes from China. During dinner, they disappeared and appeared again in their richest, finest clothes from Damascus. Finally, they changed again into their richest, finest western clothes. Next, Marco brought their rough old travel clothes, and one by one he cut them open. From inside the thick cloth he pulled out packet after packet of the precious stones they had brought from Cathay. Everyone was excited: stones like these had never before been seen in Venice. At last, people stopped wondering whether these men really were the Polos: now they knew. All were very pleased – especially the Polos! 58 9780230727564.Text.indd 58 4/5/10 10:29:08 8 lessons 3&4 1 Do the task. Say where Texts A and B may each come from. a a film script b a history book c the book Marco Polo wrote d an encyclopedia 2 Answer the questions. 1 How old was Marco Polo when he left Venice? 2 Why do you think the Polos’ request was refused? 3 When did the events in Text B happen, and how long had the Polos been away? 4 What problems were there when they got home? 5 What things did the Polos do to prove that they had travelled far and were rich (and therefore not thieves)? 6 Why do you think the Polos had hidden the precious stones in their travel clothes? B GRAMMAR p62 1 Look. Reported Yes/No questions a This is a great chance. They’re offering to take me with them on their next journey, and I’m really excited! b I’m pleased with these Italians. They know a lot about the world, and they can help run my part of it. c We’ll never be bored with China, but we’re getting old. We’d like to see our own country before we die. d Three men in strange clothes were standing outside in the night, and I wondered if they were thieves. e At first, we were very worried. We didn’t know if they were who they said they were. But finally, they proved at that dinner that their amazing story was true! D GRAMMAR p62 1 Look. Reported Wh questions ‘Who are you?’ > He asked who they were. ‘What do you want?’ > He wanted to know what they wanted. ‘Are they thieves?’ > Friends asked if they were thieves. ‘Are they the Polos?’ > People stopped wondering whether they were the Polos. 2 Report these Yes/No questions from page 57. Dad Have you got any ideas? (Dad asked if …) Sarah Did Marco Polo do the impossible? (She asked whether …) C READ AND SPEAK Decide who might say what. Match 1–5 with comments a–e. Explain your choices. 1 a family friend 4 Marco Polo 2 a family servant 5 Marco Polo’s father 3 Kublai Khan 2 Report these Wh questions from page 57. Dad What’s the title? Dad How long have you got? E SPEAK 1 If you had been Marco Polo, how would you have felt about going to China? Think about: • leaving everyone and everything you know; • travelling with your father for the first time; • the many dangers of travelling far from home; • the chance to see strange and exciting places; • the chance to become a rich merchant. Use Lesson 1 adjectives. You can also use these. curious keen nervous sad (un)happy 2 What questions would you have asked your father and uncle before you decided to go? I would have asked them if/whether … I would have wanted to know what/how … 59 9780230727564.Text.indd 59 4/5/10 10:29:08 8 lessons 5&6 an amaZinG storY Reporting A LISTEN AND UNDERSTAND 1 Look at the pictures and the poem. Then do these tasks. 1 Relate the pictures to the title of the poem. 2 ‘Scan’ the poem for ‘geography’ words that you already know. 2 Imagine flying round the world like Superman! Listen for things the writer takes you to see. Geography I love Geography. Other people, other places, Different customs, different faces, Drought and desert, field and plain, Snow and ice and monsoon rain, Volcanoes, glaciers, Bubbling springs, Clouds and rainbows, Countless things. Stars and planets, distant space, Whatever’s ugly, full of grace. Seas and rivers, Cliffs and caves, The wondrous ways this world behaves. So much to learn; so much to know; And so much farther still to go. 5 10 15 John Kitching 3 Listen to your teacher’s explanations. Then find words in the poem to match things in the pictures. 4 Work out the meanings of these words – a or b. 1 line 9 countless a so many things that they cannot be counted b just a few things, so they do not have to be counted 2 line 10 distant a dark b far away 3 line 11 grace a a type of grass b simple beauty 4 lne 14 wondrous a wonderful and amazing b wondering about something 5 Understand the poem’s second meaning. The last two lines show that it is not just about a journey round the world like Superman’s. It is a journey towards something else, too. Explain. 6 Find the rhythm of the poem. Copy lines 1–4 of the poem. Then listen and mark the strong and weak syllables. – ● – ● – ● – Other people, other places, ● When you read a traditional poem in English, you nearly always find a clear rhythm – a regular mixture of strong and weak syllables. It is very important to hear the rhythm: it is part of the ‘music’ of the poem. 7 Listen again. Then read the poem aloud. Show the rhythm of the poem clearly as you read! Unit 8 page 58 Activity 2 60 9780230727564.Text.indd 60 4/5/10 10:29:09 8 lessons 5&6 B READ, SPEAK AND WRITE 1 Read. Then work with a partner and act out the conversation. 10 20 30 At first, Marco Polo did not plan to write about his travels. However, in 1300, ships from the cities of Venice and Genoa fought, and Venice lost. Marco Polo and many others became prisoners and, during that time, his famous book was born. It all started when he met another prisoner, a man called Rusticello. Rusticello My name is Rusticello, and I’m very pleased to meet you, Signor Polo. Polo Pleased to meet you, too. But I’m sorry that we’re not meeting as free men. What do you do back home? Rusticello I’m a writer. I write stories. Polo And I’m a merchant. I trade with the East. Rusticello I know. Everyone in Venice knows about you and your famous journey. Polo Well, I can’t do my work here, and I’m very bored with life as a prisoner. Have you got any stories with you that I can read? Rusticello No, I haven’t, but I’m bored, too, and I think I’ll write something to fill the empty days. Polo What are you going to write about? Rusticello Well, have you ever thought of writing about your travels? Polo I considered it when I first returned to Venice, but life was too busy. Rusticello Well, do you think we can do something together? Polo What do you mean? Rusticello You can tell me your stories, and I can write them down. Polo I think that’s a really exciting idea! Rusticello Together, we may be able to produce a very interesting book. 2 Continue Rusticello’s letter home. Report the conversation in B1 from line 27. My dear wife, I hope you and the children are well. I’m writing to you now because I’m very excited about a new project, and I want to tell you all about it! I’ve just had a conversation with the famous Signor Marco Polo, who is also a prisoner here. While we were talking, I asked him if … Unit 8 page 59 Activity 3 C UNIT TASK 1 Look again at Texts A and B on page 58. Write two questions to ask Marco Polo about each of the following. 1 The journey to Cathay How old were you when … ? 2 The years in the Far East 3 The journey home 2 Work with a partner as Marco Polo and Carlo, his young cousin, who was not born when Marco left Venice. Greet each other at the special dinner. 3 Take turns as Carlo and ask your questions. As Marco, use your imagination if the answers are not clear from the texts. 4 Write Carlo’s diary. Report your talk with your cousin. Create three paragraphs with topic sentences from the headings in C1. After dinner, I was able to meet Marco at last and to ask about his great journey. First we talked about the journey to Cathay. I asked him … Unit 8 page 59 Activity 4 DID YOU KNOW? The Polos travelled on the Silk Road, which was the ancient route between China in the east and Europe in the west. It passed through Kurdistan, and Erbil was an important city on the way. Along their route, valuable goods – especially silk from China – were carried by merchants and sold for very high prices at the end. 61 9780230727564.Text.indd 61 4/5/10 10:29:09 Language Focus Language Focus Language Focus Language Focus Language Focus 1 GRAMMAR ÅB¾lã Ì i 1 GRAMMAR ÅB¾lã 1Language GRAMMAR Focus ÅB¾lã Ìi ÌÌÌiii Language 1 GRAMMAR Focus ÅB¾lã 1 GRAMMAR ÅB¾lã Language Focus 1 GRAMMAR ÅB¾lã 1 GRAMMARÅB¾lãÌÌii 1Lesson GRAMMAR 1: statements Lesson 1: Reported 1: Reported Reported Lesson 1: Reported statements Lesson 1 GRAMMAR statements ÅB¾lã 1 GRAMMAR statements ÅB¾lã ÌÌii Ìi 1: Reported statements Lesson 1: Reported statements Lesson 1 GRAMMAR ÅB¾lã Lesson statements Lessons1:1Reported and 2: Present continuous 1 GRAMMAR ÅB¾lã Ìi Lesson 3: Yes // No Lesson 3: No questions Lesson 3: Reported Reported Yes Yes No// questions questions Lesson 3: Reported Reported Yes questions Lesson Yes // No No Lesson 3: 3: Reported Yes No questions questions Lesson 3:Reported Reported Yes/No questions 1: Reported statements Lesson 3: Reported Yes / No questions Lesson 7 Á?ÊKÏc ) Ù_ÉÐLk?ö g @Á ÒÐKÉ ÑÁdÁ@ËÐ} ÙG * 7 Á?ÊKÏc ) Ù_ÉÐLk?ö g @Á ÒÐKÉ ÑÁdÁ@ËÐ} ÙG * 1: Reported 3: 7Reported Yes /Ù_ÉÐLk?ö No questions Lesson 7statements Á?ÊKÏc )Ù_ÉÐLk?ög@ÁÒÐKÉ ÑÁdÁ@ËÐ}ÙG*ÙG Lesson ÃËöhGgÏc 77Á?ÊKÏc Á?ÊKÏc No)),,No Yes @ÁÒÒggg@ÌkhO g@ÌkhO ÑÁdÁ@ËÐ} ÙG * *ÙG ** Á?ÊKÏc ,, Yes ÒÒÙ_ÉÐLk?ö @ÁÒÒg@ÌkhO ÑÁdÁ@ËÐ} Lesson 3: Yes No questions Lesson 77Á?ÊKÏc ))No Yes ÒÒ//Ù_ÉÐLk?ö gg@Á ÑÁdÁ@ËÐ} ÙG Á?ÊKÏc)))Ù_ÉÐLk?ö Ù_ÉÐLk?öggg@Á @ÁÒÐKÉ ÒÐKÉÑÁdÁ@ËÐ} ÑÁdÁ@ËÐ}ÙG ÙG* Á?ÊKÏc No Yes Ù_ÉÐLk?ö ÑÁdÁ@ËÐ} ÙG 7Á?ÊKÏc Ù_ÉÐLk?ö @Á ÒÐKÉ ÑÁdÁ@ËÐ} * 1: Reported Reported statements statements Lesson 3: 777Reported Reported Yes No questions Lesson 1: Á?ÊKÏc ) No , Yes Ò Ù_ÉÐLk?ö gg@Á @Á ÒÒg@ÌkhO g@ÌkhO ÑÁdÁ@ËÐ} ÙG ** Á?ÊKÏc ) No , Yes Ò Ù_ÉÐLk?ö @Á g@ÌkhO ÑÁdÁ@ËÐ} ÙG ÑÁ@Ââ Ì Åg@µÐGâ ¼ Ð}й ÉÉchG?gÐG еÐKÉ ÑÁch¶â Ì OMkÏc x ÑÁ@Ââ Ì Åg@µÐGâ ¼ Ð}й ÉÉchG?gÐG еÐKÉ ÑÁch¶â Ì OMkÏc x I watching. am (not) ÑÁ@Ââ Ì Åg@µÐGâ ¼ Ð}й ÉÉchG?gÐG еÐKÉ ÑÁch¶â Ì OMkÏc x 7 ÑÂËö h GgÏcÙGÂâ Ì ÅÏcg@µÐGÀ?ÉÏcgÐGÒÉÉchGÐÁ?g ÑÁ@Ââ Ì Åg@µÐGâ ¼ Ð}й ÉÉchG?gÐG еÐKÉ ÑÁch¶â Ì OMkÏc x ÑÁ@Ââ Ì Åg@µÐGâ ¼ Ð}йÉÉchG?gÐG еÏg@ÌkhO ÑÁch¶â Ì OMkÏc x ÑÁ@Ââ Ì Åg@µÐGâ ¼ Ð}йÉÉchG?gÐG еÏg@ÌkhO ÑÁch¶â Ì OMkÏc x 7 Á?ÊKÏc ) Ù_ÉÐLk?ö g @Á ÒÐKÉ ÑÁdÁ@ËÐ} ÙG * ÑÁ@Ââ Ì Åg@µÐGâ ¼ Ð}йÉÉchG?gÐG еÏg@ÌkhO ÑÁch¶â Ì OMkÏc x ÑÁ@Ââ Ì Åg@µÐGâ ¼ Ð}й ÉÉchG?gÐG еÐKÉ ÑÁch¶â Ì OMkÏc x 7 Á?ÊKÏc ) Ù_ÉÐLk?ö g @Á ÒÐKÉ ÑÁdÁ@ËÐ} ÙG * ÑÁ@Ââ Ì Åg@µÐGâ ¼ Ð}йÉÉchG?gÐG еÏg@ÌkhO ÑÁch¶â Ì OMkÏc x Ì Åg@µÐGâ ¼ Ð}й ÉÉchG?gÐG еÐKÉ ÑÁch¶â Ì OMkÏc x 7 Á?ÊKÏc ) No , Yes Ò Ù_ÉÐLk?ö g @Á Ò g@ÌkhO ÑÁdÁ@ËÐ} ÙG * He/She/ It ÑÁ@Ââ watching. is (not) ÑÁ@Ââ Ì Åg@µÐGâ ¼ Ð}йÉÉchG?gÐG еÏg@ÌkhO ÑÁch¶â Ì OMkÏc x 77Á?ÊKÏc ))Ù_ÉÐLk?ö gg@Á ÒÐKÉ ÙG &&* 77Á?ÊKÏc Åg@µÐGâ No ÒÒÙ_ÉÐLk?ö gg@Á ÒÒg@ÌkhO ÑÁdÁ@ËÐ} ÙG x 77ÐÁÊÙG) % * Ä?Édâ Ì̹Òg@µ 77ÐÁÊÙG) % reporting verb * Ä?Édâ ÑÁ@Ââ))ÌHe ¼Ð}йÉÉchG?gÐG ÌOMkÏc ÐÁÊÙG) %reporting reporting verb *ÑÁdÁ@ËÐ} Ä?Édâ ¹Òg@µ Á?ÊKÏc Ù_ÉÐLk?ö @Áverb ÒÐKÉ ÑÁdÁ@ËÐ} ÙGÌÌ̹Òg@µ * x&&& is,, Yes falling! 7N?cÏcÉÉg?cÐK@kÀй·â Ë%g@µ x* ÐÁÊÙG) % reporting verb * Ä?Édâ ¹Òg@µ Á?ÊKÏc No Yes Ù_ÉÐLk?ö @Á g@ÌkhO ÙG * && 77еÏg@ÌkhO ÐÁÊÙG ))ÑÁdÁ@ËÐ} %%ÑÁch¶â Ä?Édâ ÌÌÄ?Édâ ¹Òg@µ 7 ÐÁÊÙG ) Ä?Édâ Ì ¹Òg@µ ÐÁÊÙG Ä?Édâ ¹Òg@µ 7 Á?ÊKÏc ) No , Yes Ò Ù_ÉÐLk?ö g @Á Ò g@ÌkhO ÑÁdÁ@ËÐ} ÙG * x&&& ÑÁ@Ââ Ì Åg@µÐGâ ¼ Ð}й ÉÉchG?gÐG еÐKÉ ÑÁch¶â Ì OMkÏc 7 ÐÁÊÙG) % reporting verb * Ä?Édâ ¹Òg@µ You/We/They watching. are (not) 7 ÐÁÊÙG ) % Ì ¹Òg@µ ÑÁ@ÂâÌÅg@µÐGâ Ð}йÉÉchG?gÐG еÐKÉÑÁch¶â x & 7¼ÐÁÊÙG) %reporting verbÌOMkÏc *Ä?Édâ̹Òg@µ Ìis ÑÁ@Ââ ÌÅg@µÐGâ ¼the Ð}йÉÉchG?gÐG еÏg@ÌkhO ÑÁch¶â ÌOMkÏc 77ÐÁÊÙG ÐÁÊÙG OMkÏc )Ë%%g@µ Ä?Édâ ̹Òg@µ ¹Òg@µ ÑÁ@Ââ ÌÌÅg@µÐGâ ¼¼Ð}й ÉÉchG?gÐG еÐKÉ ÑÁch¶â ÌÌOMkÏc xx ÑÁ@Ââ Åg@µÐGâ ¼ Ð}йÉÉchG?gÐG еÏg@ÌkhO ÑÁch¶â Ì x ) Ä?Édâ Ì She learning guitar. 7 N?cÏcÉÉg@Llâ Ì Ô·â x (name) asked … ÑÁ@Ââ Åg@µÐGâ Ð}й ÉÉchG?gÐG еÐKÉ ÑÁch¶â OMkÏc (name) said (that)... (name) asked… (name) said (that)... ÑÁ@Ââ ÌÌÅg@µÐGâ ¼¼Ð}йÉÉchG?gÐG еÏg@ÌkhO ÑÁch¶â ÌÌOMkÏc xx & (name) said (that) … %reporting (name) asked… (name) said (that)... (name) asked… & 7 ÐÁÊÙG) verb * Ä?Édâ Ì ¹Òg@µ (name) said (that)... ÑÁ@Ââ Åg@µÐGâ Ð}йÉÉchG?gÐG еÏg@ÌkhO ÑÁch¶â OMkÏc (name) asked… & 7 ÐÁÊÙG) % reporting verb * Ä?Édâ Ì ¹Òg@µ (name) said (that)... & 7ÐÁÊÙG )Ë%g@µ ̹Òg@µ (name) asked… (name) said (that)... told 77ÐÁÊÙG) % verb 7ÐÁÊÙG )%Ä?Édâ ÌÄ?Édâ ¹Òg@µ (name) asked… told me (that)…. me (that)…. wandered… g@ÌkhO 7?cÉÊK@Å?cйÉ?hµÏc@½@ÔѶâ x&& wandered… toldtold me (that)…. ÐÁÊÙG) %reporting reporting verb* *Ä?Édâ Ä?ÉdâÌ̹Òg@µ ¹Òg@µ&& wondered … told me (that)…. wandered… 77ÐÁÊÙG ))%%Ä?Édâ Ì̹Òg@µ me (that) … wandered… & ÐÁÊÙG Ä?Édâ ¹Òg@µ told me (that)…. wandered… told me (that)…. (name) (that)... (name) asked… wandered… I watching? (name) saidsaid (that)... wanted to know… asked… wanted to know… We are(name) driving to Silemani (What) am wanted tototomorrow. know… wanted to know… 77ÐÁÊÙG)Mâ ÐÁÊÙG)Mâ hÂâ ÆGg@µÐG rжËcÒ Ð¶ËcÒ Ä?Édâ ¹Òg@µ MâËËhÁ?ÊKÏc hÁ?ÊKÏc wanted know … (name) said (that)... 77ÐÁÊÙG)Mâ ËËhÂâ ÌÌ(that)…. ÆGg@µÐG r жËcÒ %%ÌÌÄ?Édâ Ì̹Òg@µ &&Mâ ËËhÁ?ÊKÏc (name) asked… ËËhÂâ ÌÌ(that)…. ÆGg@µÐG r %%itÄ?Édâ ¹Òg@µ &&Mâ wanted to know… ÐÁÊÙG)Mâ hÂâ ÆGg@µÐG r жËcÒ Ä?Édâ ¹Òg@µ Mâ hÁ?ÊKÏc (name) said (that)... told me (name) asked… he/she/ watching? wandered… wanted to know… told me 77ÐÁÊÙG)Mâ ÐÁÊÙG)Mâ Ë hÂâ Ì ÆGg@µÐG r жËcÒ % Ä?Édâ Ì ¹Òg@µ & Mâ Ë hÁ?ÊKÏc wandered… is Ë hÂâ Ì ÆGg@µÐG r жËcÒ % Ä?Édâ Ì ¹Òg@µ & Mâ Ë hÁ?ÊKÏc told me (that)…. wandered… ++whether whether cÊ_@Ë if ÑÁchµc@Ëi ÑÁchµc@Ëi ++whether cÊ_@Ë if ÑÁchµc@Ëi told me)felt (that)…. you/we/they watching? cÊ_@Ë if xx x wandered… thought (that) felt (that) agreed (that) though (that (that) agreed (that) wanted toknow… though (that (that) agreed (that) are though )) ËhÂâ (that) agreed (that) wanted to know… (that ))felt felt (that) agreed (that) +whether whethercÊ_@Ë cÊ_@Ëif if ÑÁchµc@Ëi ÑÁchµc@Ëi xxx (that 7ÐÁÊÙG)Mâ ËhÂâ ÌÆGg@µÐG rжËcÒ %ÌÄ?Édâ ̹Òg@µ &MâËhÁ?ÊKÏc + whether cÊ_@Ë if ÑÁchµc@Ëi though 7ÐÁÊÙG)Mâ ÌÆGg@µÐG r жËcÒ %Ä?Édâ ¹Òg@µ &MâËhÁ?ÊKÏc wanted to know… though (that felt (that) agreed (that) though (that ) felt (that) agreed (that) ÂËöggÙ} ÒÏÊâÒÏÊâ oÙGÌÌoÙG ÏÉÏg@ÌkhOÒÏÊâ oйÏÉÏg?Ê_ ÒÐÁ?g@ µÀÐÔÑ Ù}ÂËö wanted toÌÌoйÏÉÏg?Ê_ know… xx ÏÉÏg@ÌkhOÒÏÊâ ÌÌoйÏÉÏg?Ê_ ÒÐÁ?g@ µÀÐÔÑ Ð¶ËcÒ %%Ä?Édâ &&Mâ hÁ?ÊKÏc ÂËö xxggÙ} ÒÏÊâ ÌÌoÙG ÏÉÏg@ÌkhOÒÏÊâ ÒÐÁ?g@ µÀÐÔÑ ÂËö ÒÏÊâ ÒÐÁ?g@ 77ÐÁÊÙG)Mâ ÐÁÊÙG)MâËËhÂâ hÂâÌÌÆGg@µÐG ÆGg@µÐGr r++ÉÉchG?gÙGÃËö жËcÒ Ä?ÉdâÌÌgg¹Òg@µ ¹Òg@µ MâËËÑK@µ hÁ?ÊKÏc ÙïGеÐKÉ xx xx ++ÉÉchG?gÙGÃËö ggÙïGеÐKÉ ÑK@µ +whether cÊ_@Ë ifµÀÐÔÑ ÑÁchµc@Ëi ÂËö x ÒÏÊâ ÌÌoÙG oÙG ÏÉÏg@ÌkhOÒÏÊâ ÏÉÏg@ÌkhOÒÏÊâ ÌÌoйÏÉÏg?Ê_ oйÏÉÏg?Ê_ ÒÐÁ?g@ µÀÐÔÑ ggÙ} Ù} ÉÉchG?gÙGÃËö ÙïGеÐKÉ ÑK@µ + whether cÊ_@Ë if ÑÁchµc@Ëi x ÉÉchG?gÙGÃËö ÙïGеÐKÉ ÑK@µ ÂËö ÒÏÊâ oÙG ÏÉÏg@ÌkhOÒÏÊâ oйÏÉÏg?Ê_ ÒÐÁ?g@ µÀÐÔÑ Ù} though (that ) felt (that) agreed (that) though (that ) felt (that) ++ÉÉchG?gÙGÃËö agreed (that) ÉÉchG?gÙGÃËö ÙïGеÐKÉÑK@µ ÑK@µ xx +% ÉÉchG?gÑK@µÙGÀÞÐG &&Ä@ËÙ_ÑË@k@Ô ++whether cÊ_@Ë if ÑÁchµc@Ëi xx x +% ÉÉchG?gÑK@µÙGÀÞÐG &&Ä@ËÙ_ÑË@k@Ô ggÙïGеÐKÉ +% ÉÉchG?gÑK@µÙGÀÞÐG Ä@ËÙ_ÑË@k@Ô whether cÊ_@Ë if ÑÁchµc@Ëi +% ÉÉchG?gÑK@µÙGÀÞÐG Ä@ËÙ_ÑË@k@Ô though (that ) felt (that) agreed (that) ÏÉ?h¶Kgʵ 77 ÐÁÊ ÙÙGG(that ))MlËÊâ ÌÌOÒÏhâ ËËÊ}ÐGÃËö ggÙïGеÐKÉ ÒhK ÑÁ@µÐK@ƶ âÌâÌOO x felt (that) agreed (that) x ÏÉÏg@ÌkhOÒÏÊâ oйÏÉÏg?Ê_ ÒÐÁ?g@ 77ÐÁÊ ÙÙGG)))MlËÊâ ÌÌOÒÏhâ ËËÊ}ÐGÃËö ggÙïGеÐKÉ ÒhK ÑÁ@µÐK@ƶ &&µÀÐÔÑ Ä@ËÙ_ÑË@k@Ô though ÐÁÊ MlËÊâ OÒÏhâ Ê}ÐGÃËö ÙïGеÐKÉ ÒhK ÑÁ@µÐK@ƶ x âÌâÌOO xx ÒÏÊâÒÏÊâ ÌoÙGÌoÙG ÏÉÏg@ÌkhOÒÏÊâ ÌoйÏÉÏg?Ê_ ÒÐÁ?g@ µÀÐÔÑ gÙ}ÂËöxgÙ} +% +%ÌÉÉchG?gÑK@µÙGÀÞÐG ÉÉchG?gÑK@µÙGÀÞÐG Ä@ËÙ_ÑË@k@Ô ÒhK ÑÁ@µÐK@ƶ +ÉÉchG?gÙGÃËö gnot ÙïGеÐKÉ ÐÁÊÙG 77ÂËö 77ÐÁÊ ÐÁÊ ÙÙGG))MlËÊâ MlËÊâ ÌÌOÒÏhâ OÒÏhâ ËËÊ}ÐGÃËö Ê}ÐGÃËö ggÙïGеÐKÉ ÙïGеÐKÉ ÒhK ÑÁ@µÐK@ƶ ÂËö xx ÒÏÊâ ÌÌoÙG ÏÉÏg@ÌkhOÒÏÊâ ÌÌoйÏÉÏg?Ê_ ÒÐÁ?g@ µÀÐÔÑ gg Ù} 77ÐÁÊÙG Iam not > I’m +ÉÉchG?gÙGÃËö gÙïGеÐKÉ ÑK@µÑK@µ x âÌâÌOO x ÐÁÊÙG ÐÁÊ MlËÊâ OÒÏhâ Ê}ÐGÃËö ÙïGеÐKÉ ÒhK ÑÁ@µÐK@ƶ x ÐÁÊÙG ÂËö ÒÏÊâ oÙG ÏÉÏg@ÌkhOÒÏÊâ oйÏÉÏg?Ê_ ÒÐÁ?g@ µÀÐÔÑ Ù} I am > I’m ++ÉÉchG?gÙGÃËö gg1st ÙïGеÐKÉ ÑK@µ xx ++ÄÄ@µÐLlËÊâ ÌÌO@ÁÐLo ÑÁchGÚâ ¼¼Ð}й) >>1st 3rd +%ÉÉchG?gÑK@µÙGÀÞÐG &Ä@ËÙ_ÑË@k@Ô ++ÄÄ@µÐLlËÊâ ÌÌO@ÁÐLo ÑÁchGÚâ ¼¼>Ð}й) 3rd person 77ÐÁÊÙG @µÐLlËÊâ O@ÁÐLo ÑÁchGÚâ Ð}й) 1st 3rd>> person person +% ÉÉchG?gÑK@µÙGÀÞÐG & Ä@ËÙ_ÑË@k@Ô ÉÉchG?gÙGÃËö ÙïGеÐKÉ ÑK@µ ÐÁÊÙG @µÐLlËÊâ O@ÁÐLo ÑÁchGÚâ Ð}й) 1st 3rd person she is not she isn’t (or: she’s not) are they > they were 7 ÐÁÊ Ù G ) MlËÊâ Ì OÒÏhâ Ë Ê}ÐGÃËö g ÙïGеÐKÉ ÒhK ÑÁ@µÐK@ƶ Ì â O x + Ä @µÐLlËÊâ Ì O@ÁÐLo ÑÁchGÚâ ¼ Ð}й) 1st > 3rd person +% ÉÉchG?gÑK@µÙGÀÞÐG & Ä@ËÙ_ÑË@k@Ô are they > they were She is > She’s 7ÐÁÊÙG)MlËÊâ ÌOÒÏhâËÊ}ÐGÃËö gÑÁchGÚâ ÙïGеÐKÉ ÒhKÑÁ@µÐK@ƶ x are they > they were + Ä @µÐLlËÊâ Ì O@ÁÐLo ¼ Ð}й) 1st > 3rdâÌOperson are they > they were +% ÉÉchG?gÑK@µÙGÀÞÐG & Ä@ËÙ_ÑË@k@Ô are they > they were 7 ÐÁÊ Ù G ) MlËÊâ Ì OÒÏhâ Ë Ê}ÐGÃËö g ÙïGеÐKÉ ÒhK ÑÁ@µÐK@ƶ Ì â O x ÐÁÊÙG 7 are they > they were your are notÒhK > ÑÁ@µÐK@ƶ you aren’t not)they 7ÐÁÊÙG > they were 7'I’m ÐÁÊ Ùare G)MlËÊâ ÌOÒÏhâ ËÊ}ÐGÃËö gcourse'. ÙïGеÐKÉ x(or: you’re You'I’m > pleased, you’re willare they steal > they would stealsteal will they steal > they would really of course'. really pleased, of will they steal > they would steal + Ä @µÐLlËÊâ Ì O@ÁÐLo ÑÁchGÚâ ¼ Ð}й) 1st > person 3rdâÌOperson 'I’m really pleased, of course'. will they steal > they would steal + Ä @µÐLlËÊâ Ì O@ÁÐLo ÑÁchGÚâ ¼ Ð}й) 1st > 3rd 'I’m really pleased, of course'. will they steal > they would steal ÐÁÊÙG 77ÐÁÊÙG ‘I’m pleased, ofÑÁchGÚâ course. ’ will they steal >were they would would steal steal 'I’m pleased, of course'. He ++really ÄÄreally @µÐLlËÊâ ÌÌO@ÁÐLo ¼¼Ð}й) 1st >> .3rd person are they > they will they steal > they 'I’m really pleased, of course'. 'Are they thieves?' are they > they were 'Are they thieves?' . > He said that he was really pleased @µÐLlËÊâ O@ÁÐLo ÑÁchGÚâ Ð}й) 1st 3rd person > said that he was really pleased 'Are'Are theythey thieves?' . . > He said thatthat he was really pleased thieves?' > He said he was really pleased are they > they were 'Are they thieves?' are they > they were ‘Are they thieves?’ He said that he was really pleased will they steal >they they would steal 'Are they thieves?' >> He said that he Lesson 2: Present simple pleased. > Hereally said that he was really pleased.. 'I’m pleased, of really course'. >Friends asked if were thieves. will they steal > would steal >Friends asked if they were thieves. 'I’m really pleased, ofwas course'. >Friends asked ifthey they were thieves. >Friends asked if they were thieves. will they steal > they would steal 'I’m really pleased, of course'. >Friends asked if they were thieves. + ÉÉchG?gÐGÃËеÏcqÌÁ@µÏ % Modal Verb & @ÅÏÉgÐÅ x will they steal > they would steal + ÉÉchG?gÐGÃËеÏcqÌÁ@µÏ % Modal Verb & @ÅÏÉgÐÅ x 'I’m really pleased, of course'. 'Are they thieves?' >Friends asked if they were thieves. + ÉÉchG?gÐGÃËеÏcqÌÁ@µÏ % Modal Verb & @ÅÏÉgÐÅ x ÃËö h GgÏc . > said He said that he was really pleased 7 ÑÂËö h GgÏcÙGÂâ Ì ÅÏcg@µÐGÏc@kÒÉÉchGÐÁ?g > Friends asked if they were thieves. ++ÉÉchG?gÐGÃËеÏcqÌÁ@µÏ % Modal Verb & @ÅÏÉgÐÅ x the Polos?' 'Are they thieves?' 'Are they the Polos?' . > He that he was really pleased 'Are they the Polos?' ÉÉchG?gÐGÃËеÏcqÌÁ@µÏ % Modal Verb & @ÅÏÉgÐÅ x 'Are they the Polos?' 'Are they thieves?' + ÉÉchG?gÐGÃËеÏcqÌÁ@µÏ % Modal Verb & @ÅÏÉgÐÅ x . > He said that he was really pleased 'Are they the Polos?' 'Are they thieves?' . >I/You/We/They He said that he was really pleased >Friends asked if they were thieves. 'Are they the Polos?' basketball. >People stopped wondering whether they were >Friends asked they were thieves. play (do not play) >People stopped wondering whether they were I play for a club. 7if ÏÉÐLâ ÌGÏcÏg@GÉÉc·â Ëg@SйhK@Ëiе·â Ëg@µ x stopped wondering whether theythey were ‘Are they the Polos?’ 'I II will feel excited, but IIbut may be bit sad, too.' 'I think II will excited, II may be a bit sad, too.' >People stopped wondering whether were >Friends asked if they were thieves. 'I think think will feel feel excited, but may be a aVerb bit sad, too.' +ÉÉchG?gÐGÃËеÏcqÌÁ@µÏ %Modal &@ÅÏÉgÐÅ x >People 'I think will feel excited, but may be a bit sad, too.' >People stopped wondering whether they were + ÉÉchG?gÐGÃËеÏcqÌÁ@µÏ % Modal Verb & @ÅÏÉgÐÅ x >Friends asked if they were thieves. 'Are they the Polos?' >People stopped wondering whether they were plays (does not play) 'I think I will feel excited, but I may be a bit sad, too.' basketball. ‘I>'Ithink I will feel excited, but I may be a bit He/She/It the Polos. 'Are they the Polos?' the Polos. + ÉÉchG?gÐGÃËеÏcqÌÁ@µÏ % Modal Verb & @ÅÏÉgÐÅ x think I will feel excited, but I may be sad, too.' > She thought that she would feel excited, but that the Polos. She thought that she would feel excited, but xthat that 'Are the Polos. > She thought thatthat she she would feel feel excited, that I belong tothe a club +7NÐË@Á?cgÐkÐGÒg@¶Á?ö gÙ}е·âÌthey KÐð ¹@W were x +ÉÉchG?gÐGÃËеÏcqÌÁ@µÏ %Modal Verb &but @ÅÏÉgÐÅ they Polos?' > She thought excited, but > People stopped wondering whether the Polos. they the Polos?' >'I She thought that she would would feel excited, butsad, thattoo.''Are >People stopped wondering whether they were the Polos. too. ’ might > She thought that she would feel excited, but that 'Will they steal the family's money?' >People stopped wondering whether they were 'Will they steal the family's money?' think I will feel excited, but I may be a bit she might be a bit sad. she be a bit sad. 'Will they steal the family's money?' 'I think I will feel excited, but I may be a bit sad, too.' she might be a bit sad. 'Will they steal the family's money?' she might be bit >People stopped wondering whether they were thePolos. Polos. 7?cÉ?h¶Ëg@ËcѶâ ÌK@µÐ¹ÉÊK@Å?cѶâ Ëg@µ x 'Will they steal the family's money?' 'Iother think II will feel excited, but IIImay a bit sad, >People stopped wondering whether they were she might be a alaugh bitatsad. sad. the 'Will they steal the family's money?' might be bit sad. >Friends asked if would steal the money. think will feel excited, but may be a annoyed bit too.' >she She thought that she would feel excited, but that If people laugh me, I can't can't bebe annoyed fortoo.' >Friends asked if they would the family's money. the Polos. If other people at me, can't be for >Friends asked if they they would stealsteal the family's family's money. >'Iother She thought thatathat she would feel excited, butsad, that If people laugh at me, I be annoyed for > She thought she would feel excited, but that >Friends asked if they would steal the family's money. If other people laugh at me, I can't be annoyed for the Polos. > She thought that she would feel excited, but g@ÌkhO >Friends asked ifthe they would money?’ steal the family's family's money. money. The>Friends flight leaves at 11.30 a.m. If other people laugh atatme, me, can't bemistakes, annoyed for the Polos. asked if they would steal the ‘Will they steal the family’s If other people at IIsilly can't be annoyed for 'Will they steal family's money?' >she She thought that she would feel excited, but that that she might alaugh bit sad. very long. have to laugh my silly mistakes, too.too. very long. IIbe have to laugh at my silly 'Will they steal the family's money?' might abe bit sad. very long. IIbe have laugh at my mistakes, too. very long. have to laugh at my silly mistakes, too. she might ato bit sad. play? 'Will they steal the family's money?' she might be a bit sad. very long. I have to laugh at my silly mistakes, too. I /you/we/they (What) do 'Will money?' very long. to laugh at silly too. >Friends asked iffamily's would steal thethe family's money. she might be aIthat bit sad. If other people laugh atpeople me, Imy can't bemistakes, annoyed for Lesson > She said that if other laughed at her, she > She said if other laughed at her, 4: Reported Wh questions >Friends asked ifthe they would steal the family's money. Lesson 4:steal Reported Wh questions other people laugh atpeople me, I can't be annoyed forshe >they asked ifthey they would steal family’s >If She said that ifhave other people laughed at her, she Lesson 4:Friends Reported Wh questions > She said that if other people laughed at her, she Lesson 4: Reported Wh questions play? >Friends asked if they would steal the family's money. If other people laugh at me, IIitvery can't be annoyed for > She said that if other people laughed at her, she he/she/ If other people laugh at me, I can’t be annoyed for Lesson 4: Reported Wh questions does >Friends asked if they would steal the family's money. > She said that if other people laughed at her, she If other people laugh at me, can't be annoyed for very long. I have to laugh at my silly mistakes, too. couldn't be annoyed for very long. She had to laugh Lesson 4: Reported Wh questions couldn't be annoyed for long. She had to laugh very long.be I have to laugh at my silly mistakes, couldn't annoyed for very long. She hadhad to too. laugh couldn't be annoyed for very long. She to laugh money. very long. IIsilly have to at my silly mistakes, too. couldn't be annoyed for very long. She to laugh very long. Ithat to laugh at my silly mistakes too. couldn't be annoyed for very long. had toshe laugh Lesson long. have toiflaugh laugh at my silly mistakes, too. > She said other people laughed athad her, at her silly mistakes, too. at her mistakes, too. Lesson 4: Reported Wh questions >very She said that ifhave other people laughed atShe her, she at her silly mistakes, too. 4: Reported Wh questions at her silly mistakes, too. 77Á?ÊKÏc ))wh ÒÙ_ÉÐLk?ö gg@Á ÑÁdÁ@ËÐ} ÙG 77Á?ÊKÏc ))--wh --ÒÙ_ÉÐLk?ö gg@Á ÑÁdÁ@ËÐ} > She said that if other people laughed at her, she at her silly too. Wh questions Á?ÊKÏc wh ÒÙ_ÉÐLk?ö @ÁÒg@ÌkhO Òg@ÌkhO ÑÁdÁ@ËÐ} ÙG* *ÙG * ÏÉ?h¶Kgʵ atShe herbe silly mistakes, too. Á?ÊKÏc wh ÒÙ_ÉÐLk?ö @ÁÒg@ÌkhO Òg@ÌkhO ÑÁdÁ@ËÐ} ÙG * >couldn't She said that ifmistakes, other people laughed her, she couldn't be annoyed for very had toshe laugh Lesson Lesson 4: 4: Reported Reported Wh questions annoyed for very long.long. SheatShe had toher, laugh > said that if other people laughed at 7 Á?ÊKÏc ) wh ÒÙ_ÉÐLk?ö 7Á?ÊKÏc)wh-ÒÙ_ÉÐLk?ögg@Á @ÁÒg@ÌkhO Òg@ÌkhOÑÁdÁ@ËÐ} ÑÁdÁ@ËÐ}ÙG ÙG* * couldn't be annoyed for very long. She had to laugh couldn't be annoyed for very long. She had to laugh at her silly mistakes, too. does not > doesn’t Lesson 4: Reported Wh questions not > don’t atdoher silly mistakes, too. couldn’t be annoyed for very long. She had to laugh 7 Á?ÊKÏc ) wh ÒÙ_ÉÐLk?ö g @Á Òg@ÌkhO ÑÁdÁ@ËÐ} ÙG * at her mistakes, too. Lesson Reported requests and orders 77ÌÌÑÁ@Ââ Á?ÊKÏc ))wh --ÒÙ_ÉÐLk?ö gg@Á Òg@ÌkhO ÑÁdÁ@ËÐ} ÙG * 2: Reported requests orders ÑÁ@Ââ Åg@µÐGâ ¼¼Ð}йÉÉ chG?gÐG еÏg@ÌkhO ÑÁch¶â ÌÌOMkÏc xx ÌÌÅg@µÐGâ ¼¼Ð}йÉÉ chG?gÐG еÏg@ÌkhO ÑÁch¶â ÌÌOMkÏc xx Lesson 2:silly Reported requests andand orders atLesson her2: silly mistakes, too. ÑÁ@Ââ Åg@µÐGâ Ð}йÉÉ chG?gÐG еÏg@ÌkhO ÑÁch¶â OMkÏc 2: Reported requests and orders ÑÁ@Ââ Åg@µÐGâ Ð}йÉÉ chG?gÐG еÏg@ÌkhO ÑÁch¶â OMkÏc Á?ÊKÏc wh ÒÙ_ÉÐLk?ö @Á Òg@ÌkhO ÑÁdÁ@ËÐ} ÙG * Lesson 2: Reported requests and orders ÑÁ@Ââ Ì Åg@µÐGâ ¼ Ð}йÉÉ chG?gÐG еÏg@ÌkhO ÑÁch¶â Ì OMkÏc x 7 Á?ÊKÏc ) wh ÒÙ_ÉÐLk?ö g @Á Òg@ÌkhO ÑÁdÁ@ËÐ} ÙG * Lesson at her silly mistakes, too. Lesson 2: Reported requests and orders ÑÁ@ÂâÌе Åg@µÐGâ ¼Ð}йÉÉ chG?gÐG ÌOMkÏc +ÃâËcg@µÐGÏc@kÒÉÉchGÐÁ?g ÑK@µÐ¹@ÆÁÐK ÐËÐÅ ‘Stative Verbs’ NÐð ¹ÑÁch¶â @W ·â Ë&&dÁÐÅx&& 77еÏg@ÌkhO ÐÁÊÙG ))%%Ä?Édâ Ì̹Òg@µ 77ÐÁÊÙG ))%%Òg@µ Ä?Édâ Ì̹Òg@µ ÐÁÊÙG Ä?Édâ ¹Òg@µ ÐÁÊÙG Ä?Édâ ¹Òg@µ Lesson Reported requests and ordersÑÁdÁ@ËÐ} ÑÁdÁ@ËÐ} 772:Á?ÊKÏc ))Ù_ÉÐLk?ö gg@Á ÙG * ÌÅg@µÐGâ ¼Ð}йÉÉ chG?gÐG еÏg@ÌkhO ÑÁch¶â ÌOMkÏc 77ÐÁÊÙG ÐÁÊÙG Ä?Édâ ¹Òg@µ 77Á?ÊKÏc ))Ù_ÉÐLk?ö gg@Á Òg@µ?É?cÉMk?Ê_ Lesson 2: Reported requests and orders ÑÁ@ÂâÌÑÁ@Ââ Åg@µÐGâ ¼Ð}йÉÉ chG?gÐG еÏg@ÌkhO need ÑÁch¶â x x&& Ìwant ))OMkÏc %%Ä?Édâ ÌÌÐÁÊÙG ¹Òg@µ Ù_ÉÐLk?ö @ÁÒg@µ?É?cÉMk?Ê_ Òg@µ?É?cÉMk?Ê_ ÑÁdÁ@ËÐ} ÙG* *ÙG Á?ÊKÏc Ù_ÉÐLk?ö @Á ÑÁdÁ@ËÐ} Lesson 2:Á?ÊKÏc Reported requests and orders requests and orders belong like love 7 (name) asked… ÑÁ@Ââ Ì Åg@µÐGâ ¼ Ð}йÉÉ chG?gÐG еÏg@ÌkhO ÑÁch¶â Ì OMkÏc xx (name) asked… Á?ÊKÏc Ù_ÉÐLk?ö @ÁÒg@µ?É?cÉMk?Ê_ Òg@µ?É?cÉMk?Ê_ ÑÁdÁ@ËÐ}ÙG ÙG* 2: (name) asked… Lesson 2: Reported Reported requests and orders 77Á?ÊKÏc ))Ù_ÉÐLk?ö gg@Á Òg@µ?É?cÉMk?Ê_ ÑÁdÁ@ËÐ} ÙG * Lesson ÑÁ@Ââ ÌÅg@µÐGâ¼Ð}йÉÉ chG?gÐGеÏg@ÌkhO ÑÁch¶âÌ)OMkÏc (name) asked… 7ÐÁÊÙG %Ä?Édâ ̹Òg@µ (name) asked… â ÉÉchG?gÐG еÐËg@µ?É?cÄ@ËеÐLk ?Ê_ ÑÁch¶â ÌÌOMkÏc xx xx ¼¼Ð}й ÉÉchG?gÐG еÐËg@µ?É?cÄ@ËеÐLk ?Ê_ ÑÁch¶â ÌÌOMkÏc & & 7 ÐÁÊÙG ) % Ä?Édâ Ì ¹Òg@µ (name) asked… â¼¼Ð}й Ð}йâ ÉÉchG?gÐG еÐËg@µ?É?cÄ@ËеÐLk ?Ê_ ÑÁch¶â OMkÏc Lesson wondered… â Ð}й ÉÉchG?gÐG еÐËg@µ?É?cÄ@ËеÐLk ?Ê_ ÑÁch¶â OMkÏc wondered… 3: ofg@Áfrequency wondered… && 77ÐÁÊÙG ))%%Ä?Édâ Ì̹Òg@µ 7Adverbs Á?ÊKÏc )Ù_ÉÐLk?ö g@ÁÒg@µ?É?cÉMk?Ê_ ÑÁdÁ@ËÐ} wondered… â ÉÉchG?gÐG еÐËg@µ?É?cÄ@ËеÐLk ?Ê_ ÑÁch¶â ÌÌOMkÏc ÙG xx* 77Á?ÊKÏc ) Ù_ÉÐLk?ö Òg@µ?É?cÉMk?Ê_ ÑÁdÁ@ËÐ} ÙG * ÐÁÊÙG Ä?Édâ ¹Òg@µ â¼¼Ð}й Ð}й ÉÉchG?gÐG еÐËg@µ?É?cÄ@ËеÐLk ?Ê_ ÑÁch¶â OMkÏc wondered… (name) asked … (name) asked… wondered… Á?ÊKÏc ))Ù_ÉÐLk?ö Òg@µ?É?cÉMk?Ê_ ÙG * 77¹ÐÁÊÙG ))%%Ä?Édâ Ì̹Òg@µ &&ÑÁdÁ@ËÐ} ÑÁ@Ââ ÌÌÅg@µÐG gg77@Á ÐÁÊÙG ))%%Ä?Édâ Ì̹Òg@µ &&ÑÁ@Ââ ÌÌÅg@µÐG wanted to know… (name) asked… wanted to know… ÐÁÊÙG Ä?Édâ ¹Òg@µ ÑÁ@Ââ Åg@µÐG 7 Á?ÊKÏc Ù_ÉÐLk?ö @Á Òg@µ?É?cÉMk?Ê_ ÑÁdÁ@ËÐ} ÙG * 7ÄÐÁ@½ÐÔÄ@ÌÁ@µÏg@ËcÏg@¶ð ÏÉ@Ô wanted to know… ÐÁÊÙG Ä?Édâ ¹Òg@µ ÑÁ@Ââ Åg@µÐG wanted to know… (name) asked… ÉÉchG?gÐG еÐËg@µ?É?cÄ@ËеÐLk ?Ê_Ì̹Òg@µ ÑÁch¶â ÌOMkÏc 77ÐÁÊÙG ))%%Ä?Édâ &&ÑÁ@Ââ wanted toÒg@ÌkhOÒÐoÉ know… ÏÉÐÁchµÏg@GÉÉc (name) wondered… asked… â¼Ð}йâ¼Ð}й ÉÉchG?gÐG еÐËg@µ?É?cÄ@ËеÐLk ÑÁch¶â ÌOMkÏc ÌÌÅg@µÐG x x ÐÁÊÙG?Ê_ Ä?Édâ ¹Òg@µ ÑÁ@Ââ Åg@µÐG wondered… wanted to know… wondered … ++whwhÒg@ÌkhOÒÐoÉ ++whÏÉÐÁchµÏg@GÉÉc â ¼¼Ð}й ÉÉchG?gÐG еÐËg@µ?É?cÄ@ËеÐLk ?Ê_ ÑÁch¶â ÌÌOMkÏc xx Òg@ÌkhOÒÐoÉ ÏÉÐÁchµÏg@GÉÉc xx xx whÒg@ÌkhOÒÐoÉ ÏÉÐÁchµÏg@GÉÉc always usually often sometimes never wondered… â Ð}й ÉÉchG?gÐG еÐËg@µ?É?cÄ@ËеÐLk ?Ê_ ÑÁch¶â OMkÏc + whÒg@ÌkhOÒÐoÉ ÏÉÐÁchµÏg@GÉÉc xx wondered… 7 ÐÁÊÙG ) % Ä?Édâ Ì ¹Òg@µ & ÑÁ@Ââ Ì Åg@µÐG (person) asked (person)… + wh Òg@ÌkhOÒÐoÉ ÏÉÐÁchµÏg@GÉÉc wanted to know… (person) asked (person)… 7 ÐÁÊÙG ) % Ä?Édâ Ì ¹Òg@µ & ÑÁ@Ââ Ì Åg@µÐG (person) asked (person)… wanted to know… asked wantedto know … ÒÐÁ?g@ µÀÐÔÑÂËö xggÙ} ÒÏÊâ ÌÌoÙG ÏÉÏg@ÌkhOÒÏÊâ ÌÌto oйÏÉÏg?Ê_ ggÙ} µÀÐÔÑÂËö x ÒÏÊâ ÌÌoÙG ÏÉÏg@ÌkhOÒÏÊâ ÌÌoйÏÉÏg?Ê_ ÒÐÁ?g@ 77(person)… ÐÁÊÙG ))%%Ä?Édâ Ì̹Òg@µ &&ÑÁ@Ââ ÌÌÅg@µÐG (person) 7ÐÁÊÙGtold )ÃâËcg@µÐGrÊK@Å?cÉÉÉchG?gâ ¼ Ð}йg@S·â Ë dÁÐÅÀÞÐG ) Ã Ë â cg@µÐGÏc@kÒÉÉchGÐÁ?gâ ¼ Ð}йÒgØiÐGÐÁ?g@¶ð ¹ ÏÉ@ÔÀÐÔ x µÀÐÔÑÂËö ÒÏÊâ oÙG ÏÉÏg@ÌkhOÒÏÊâ oйÏÉÏg?Ê_ ÒÐÁ?g@ Ù} wanted know… (person) asked (person)… µÀÐÔÑÂËö ÒÏÊâ oÙG ÏÉÏg@ÌkhOÒÏÊâ oйÏÉÏg?Ê_ ÒÐÁ?g@ Ù} (person) asked (person)… ÐÁÊÙG Ä?Édâ ¹Òg@µ ÑÁ@Ââ Åg@µÐG to know… (person)… +whÒg@ÌkhOÒÐoÉ ÏÉÐÁchµÏg@GÉÉc xxx (person) asked (person) … µÀÐÔÑÂËö ÒÏÊâ ÏÉÏg@ÌkhOÒÏÊâ ÌÌoйÏÉÏg?Ê_ ÒÐÁ?g@ ggÙ} (person)… toldtold (person)… +wh Òg@ÌkhOÒÐoÉ ÏÉÐÁchµÏg@GÉÉc x µÀÐÔÑÂËö ÒÏÊâÌÌoÙG oÙGwanted ÏÉÏg@ÌkhOÒÏÊâ oйÏÉÏg?Ê_ ÒÐÁ?g@ Ù} told (person)… +% µÙGÀÞÐG &&Ä@ËÙ_ÑË@k@Ô Òg@ÌkhOÒÐoÉ ÏÉÐÁchµÏg@GÉÉc xx told (person)… +% ÉÉchG?gÑK@ µÙGÀÞÐG &&Ä@ËÙ_ÑË@k@Ô I often played computer games when I was young. +%ÉÉchG?gÑK@ ÉÉchG?gÑK@ µÙGÀÞÐG Ä@ËÙ_ÑË@k@Ô (person) asked (person)… told (person)… ++whwhÒg@ÌkhOÒÐoÉ ÏÉÐÁchµÏg@GÉÉc +% µÙGÀÞÐG Ä@ËÙ_ÑË@k@Ô (person) asked (person)… ÒÏÊâ ÌoÙG ÏÉÏg@ÌkhOÒÏÊâ ÌÉÉchG?gÑK@ oйÏÉÏg?Ê_ ÒÐÁ?g@ +% ÉÉchG?gÑK@ µÙGÀÞÐG &&µÀÐÔÑÂËö Ä@ËÙ_ÑË@k@Ô told (person) … (person) asked (person)… µÀÐÔÑÂËö xgÙ} x ÒÏÊâ Ì oÙG ÏÉÏg@ÌkhOÒÏÊâ Ì oйÏÉÏg?Ê_ ÒÐÁ?g@ g Ù} +% ÉÉchG?gÑK@ µÙGÀÞÐG Ä@ËÙ_ÑË@k@Ô 7 ÐÁÊÙG)Mâ Ë hÂ Ì â ÆGg@µÐG r жËc Ò % Ä?Édâ Ì ¹Òg@µ & Mâ Ë hÁ?ÊKÏc 7 ÐÁÊÙG)Mâ Ë hÂ Ì â ÆGg@µÐG r жËc Ò % Ä?Édâ Ì ¹Òg@µ & Mâ Ë hÁ?ÊKÏc 7ÐÁÊÙG)Mâ Ë(person)… hÂâÌ(person)… ÆGg@µÐG rжËc Ò%Ä?Édâ ÌÄ?Édâ ¹Òg@µ &MâËhÁ?ÊKÏc (person) asked 77ÐÁÊÙG)Mâ ËË(person)… h âÌâÌÆGg@µÐG r жËc Ò % Ì̹Òg@µ &&Mâ ËËhÁ?ÊKÏc told µÀÐÔÑÂËö xx ÒÏÊâ ÌÌoÙG ÏÉÏg@ÌkhOÒÏÊâ ÌÌoйÏÉÏg?Ê_ ÒÐÁ?g@ ggÙ} told µÀÐÔÑÂËö ÒÏÊâ oÙG ÏÉÏg@ÌkhOÒÏÊâ oйÏÉÏg?Ê_ ÒÐÁ?g@ Ù} ÐÁÊÙG)Mâ h ÆGg@µÐG r жËc Ò % Ä?Édâ ¹Òg@µ Mâ hÁ?ÊKÏc 7ÐÁÊÙG)Mâ ËhÂâÌÆGg@µÐG r жËc Ò%Ä?Édâ̹Òg@µ&MâËhÁ?ÊKÏc 77ÐÁÊÙG 77ÐÁÊÙG told (person)… +%ÉÉchG?gÑK@ µÙGÀÞÐG &Ä@ËÙ_ÑË@k@Ô ÐÁÊÙG +% ÉÉchG?gÑK@ µÙGÀÞÐG & Ä@ËÙ_ÑË@k@Ô advised… reminded … want… ÐÁÊÙG advised… reminded … want… told (person)… advised… reminded … … want… advised… reminded want… 7 ÐÁÊÙG Lesson 4: Past simple +% ÉÉchG?gÑK@ µÙGÀÞÐG & Ä@ËÙ_ÑË@k@Ô 7ÐÁÊÙG advised… reminded … 7ÐÁÊÙG)Mâ ËhÂâÌÆGg@µÐG жËc Ò%ÌÄ?Édâ ̹Òg@µ &MâËhÁ?ÊKÏc +%ÉÉchG?gÑK@ µÙGÀÞÐG&Ä@ËÙ_ÑË@k@Ô advised… reminded …rwant want… 7ÐÁÊÙG)Mâ âÌÆGg@µÐG rжËc Òwant… %Ä?Édâ &MâËhÁ?ÊKÏc are you > were > they were are are youyou > they they were … ËËh reminded… … ̹Òg@µ are you > they were 77GgÏc ÐÁÊÙG)Mâ hÂ Ì â ÆGg@µÐG r жËc Ò % Ä?Édâ ¹Òg@µ & Mâ Ë hÁ?ÊKÏc ÃËöhadvised 7 ÐÁÊÙG are you > they were ÐÁÊÙG)Mâ Ë hÂ Ì â ÆGg@µÐG r жËc Ò % Ä?Édâ Ì ¹Òg@µ & Mâ Ë hÁ?ÊKÏc infinitive (… towant… ÙGto ÃËö ÙïGѵÏgÐkÒg@µ infinitive ( ÙG ÃËö ggÙïGѵÏgÐkÒg@µ xx 7ÐÁÊÙG are youwant >> were advised… reminded want… infinitive ( to ÙG ÃËö ggÙïGѵÏgÐkÒg@µ xx America. do you you want >they they wanted infinitive ( to ÙG ÃËö ÙïGѵÏgÐkÒg@µ do you > they wanted advised… reminded … do want they wanted 77ÐÁÊÙG to moved(did not move) do you want > they wanted ÑÁ@Ââ Ì Åg@µÐGÐGN?cÏcÉÉgg@SgØiеÃËö GgÏc·â Ëg@µÁ?ÊKÏc infinitive ( to ÙG ÃËö g ÙïGѵÏgÐkÒg@µ x ÐÁÊÙG advised… reminded … want… infinitive ( to ÙG ÃËö g ÙïGѵÏgÐkÒg@µ x I / You / We/They do you want > they they wanted advised… reminded … want… are you > they were do you want > wanted & +% Ò â gÐÁcÊ_@ËMâ Ì Gâ Ò gÐÔ & +% Ò â gÐÁcÊ_@ËMâ Ì Gâ Ò gÐÔ are you > were 'Who are you?' are you > they were 'Who are you?' & +% Ò â gÐÁcÊ_@ËMâ Ì Gâ Ò gÐÔ 'Who are you?' to America. moved (did not move) & +% Ò â gÐÁcÊ_@ËMâ Ì Gâ Ò gÐÔ 'Who are you?' are you > they were He/ She/ It infinitive (ÙGto ÃËö ggÐÁcÊ_@ËMâ ÙïGѵÏgÐkÒg@µ ÉÉ@w(used to ÙG +% âÒ ÌÌGâ 'Who are you?' are you >asked they were infinitive ( ÃËö gÙïGѵÏgÐkÒg@µ +% âÒdiscovery.' gÐÁcÊ_@ËMâ GâxÒ ÒgÐÔ gÐÔx&& do you want > they wanted 'Who are >He asked who they were. do want > they wanted 'Here's an idea: idea: write about ato scientific >He who they were. 'Here's an idea: write about a scientific discovery.' infinitive ( to ÙG ÃËö ggÙïGѵÏgÐkÒg@µ xx >He asked who they were. doyou you want >you?' they wanted 'Here's an write about a scientific discovery.' >He asked who they were. 'Here's an idea: write about a scientific discovery.' do you want > wanted infinitive ( to ÙG ÃËö ÙïGѵÏgÐkÒg@µ >He asked who theycomputer were. games(a lot) when xasked I> used to play 'Here's an idea: write about a scientific discovery.' do you want they wanted & +% âÒgÐÁcÊ_@ËMâ ÌGâÒ >He who they were. 'Who are you?' 'Here's ananteacher idea: write a+% scientific discovery.' & gÐÔ write gÐÁcÊ_@ËMâ ÌGâÒgÐÔ >Our science told us to about ‘Here’s idea: write about aâÒ scientifi c discovery. 'What do you want?' 'Who are you?' >Our science teacher told to write about 'What do you want?' >Our science teacher toldabout us tous about 'What do you want?' >Our science teacher told us to write about 'What do you want?' && ’ write +% âÒ gÐÁcÊ_@ËMâ ÌÌGâ Ò gÐÔ Òg@ÌkhO 'Who are you?' ‘Who are you?’ I was young >Our science teacher told us to write about +% Ò â gÐÁcÊ_@ËMâ Gâ Ò gÐÔ 'What do you want?' 'Who are you?' >Our science teacher told usatoscientific writediscovery.' about >He asked who they were. 'What dowho you want?' 'Here's an idea: write about discovery.' aa scientific discovery. aa scientific discovery. >He wanted to know what they wanted. asked they were. 'Here's idea: write about a scientific >He wanted to know what they wanted. scientific discovery. discovery. >He wanted to know what theythey wanted. > an Our science teacher told us tothey write about ato America?>He >He wanted to know what wanted. I/ you / we/ move >He asked who they ?d âËthey gÐÁ ÑKwere. Ðð¹@WйÏhKÑÁ@µÐÁ@½h­¸ÏÉ used to an idea: write about a scientific discovery.' (When) did aa scientific scientific discovery. >He wanted to know what they wanted. scientific discovery. >He asked who they were. > He asked who were. 'Here's 'Here's an idea: write about a scientific discovery.' >Our science teacher told us to write about 'What do you want?' >He wanted to know what they wanted. >Our scientifi sciencecteacher told us to write about Why did everyone think of us as thieves? 'What do you want?' Why did everyone think of us as thieves? did everyone think of us as thieves? to America?Why discovery. he/ she/ it move Why did everyone think of us as thieves? >Our science teacher told us to write about 'What do you want?' did xdid Ieveryone didn’t use to play computer games (much) Why think of us as thieves? >Our science teacher told usabout toa about aII think scientific discovery. IaI think you should write about great journey.' 'What do you want?' should write a great journey.' >He wanted to know what they Why did everyone think of us as wanted. thieves? scientific discovery. think you you should write about a write great journey.' ‘What do you want?’ Marco asked why everyone had thought >He wanted to know what they wanted. think you should write about a great journey.' Marco asked why everyone had thought Marco asked why everyone had thought aa>Our scientific discovery. Marco asked why everyone had thought I>Our think you should write about a great journey.' when I was young. >He wanted to know what they wanted. I think you should write about a great journey.' scientific discovery. geography teacher advised us to write about Marco asked why everyone had thought geography teacher advised to write about >He wanted tothieves. know what they wanted. Why did everyone think of ushad as thieves? >Our advised us tous about Marco asked why everyone thought >Our geography teacher advised us to write about of them as thieves. Why did everyone think of us as thieves? of them as ‘Igeography think you teacher should write about awrite great journey. of as thieves. >them He wanted to know what they wanted. >Our geography teacher advised us tojourney.' write about’ of them as thieves. ÏÉ?h¶Kgʵ Why did everyone think of us as thieves? geography teacher advised us to write about I think you should write about a great great journey. aa>Our great journey. of them as thieves. Why did everyone think of us as thieves? you should write about a great journey.' aaII think great journey. Marco asked why everyone had thought of them aswhy thieves. great journey. Marco asked everyone had thought you should write about a great journey.' great journey. >geography Our geography teacher us toabout write about aa>Our great journey. I think think you should write about aadvised great journey.' Marco asked why everyone had did not >didn’t geography teacher advised to write about Why did everyone think of us asthought thieves? >Our teacher advised us tous write Marco asked why everyone had thought of them as thieves. of them as thieves. >Our teacher geography teacher advised advised us us to to write write about about a great journey. ageography great journey. of them thieves. asked why everyone had thought of them a>Our great journey. 14 of Marco them as as thieves. aa great journey. great journey. as thieves. 62 62 62 62 62 62 62 62 62 62 62 9780230727564.Text.indd 62 4/5/10 10:29:57 Language focus 2 VOCABULARYÅB¶ÑqÊ 2 VOCABULARYÅB¶ÑqÊ 22 VOCABULARYÅB¶ÑqÊ VOCABULARY 2 VOCABULARYÅB¶ÑqÊ 2 VOCABULARYÅB¶ÑqÊ bore 63 63 disappoint 63 63 63 advise advise 2 VOCABULARYÅB¶ÑqÊ /ədˈvaɪz/ Ä@}gi@G ÄchµÒg@}eÙ½@Ô advise again andadvise again /phonetics/exp advise like /phonetics/prep g@SÒ?Écйg@S merchant ¸ÏÉ merchant ÄchµÒg@}eÙ½@Ô Ä@}gi@G ÄchµÒg@}eÙ½@Ô Ä@}gi@G allow nervous allow nervous Ä?dâÌOÐïâËg É@µÙoÐO)ÏihPo Ä?dâÌOÐïâËg É@µÙoÐO)ÏihPo allow /əˈlaʊ/ nervous /nɜːvəs/ merchant ÄchµÒg@}eÙ½@Ô Ä@}gi@G ahead (ofadvise ) / phonetics/prep local time /phonetics/phr allow nervous allow nervous qâËÌgOй one Ù_É@ÁÑK@µ ÌOÐïâËg baɪ É@µÙoÐO)ÏihPo ÌOÐïâ É@µÙoÐO)ÏihPo all the way one byÐÁ?cÐGÐÁ?c one the way by one е@ïâÄ?dâ ËgÒÉ?ÉÐK ÐÁ?cÐGÐÁ?c е@ïâÄ?dâ ËgÒÉ?ÉÐK all the wayall /ɔːl ðə weɪ/ one by one /wɒn wɒn/ allow nervous Ä?dâ Ì OÐïâ Ë g É@µÙoÐO)ÏihPo all the way one by one all the way one by one a.m / phonetics meet /phonetics/v ÄchµÀ@kgÐk е@ïâËgÒÉ?ÉÐK please ÐÁ?cÐGÐÁ?c ÄchµÀ@kgÐk е@ïâ ÐÁ?cÐGÐÁ?c amaze amaze / abb ØöËggÒÉ?ÉÐK ÏÊÌÁqâÌO please MâËÉеÏdâÌÄÉÊG OÒÉ@w rÙ`ð¹c ÄÉÊG rÙ`ð¹c amaze /əˈmeɪz/ please /pliːz/ all the way one by one е@ïâ Ë gÒÉ?ÉÐK ÐÁ?cÐGÐÁ?c amaze please amaze please ÄchµÀ@kgÐk ÄÉÊG rÙ`ð¹¹cc ÄchµÀ@kgÐk ÄÉÊG rÙ`ð¹¹cc amazed pleasing amazed arrive /phonetics/v nationality /phonetics/n ÄÉÊG À@kgÐk ÏÉÐKÐÁ gжoÙ`ð ÄÉÊGÀ@kgÐk gжoÙ`ð âÑSÐK@}Ïc pleasing amazed /əˈmeɪzd/ pleasing /pliːzɪŋ/ amaze please ÄchµÀ@kgÐk ÄÉÊG rÙ`ð¹¹cc amazed pleasing amazed pleasing ÄÉÊG À@kgÐk gжoÙ`ð ¹c ÄÉÊG À@kgÐk gжoÙ`ð annoy pulled out annoy out out Ächµg?jâ Ä@ÂâÌÅgÏc Ächµg?jâ Ä@ÂâÌÅgÏc annoy pulled /pʊldÌG/ aʊt/ attach/əˈnɪ/ / phonetics/v nearly /phonetics adv N@µÏc zâÌÌGOÉ@Å pulled жËgÐ_)ÒжËjÁ amazed pleasing ÄÉÊG À@kgÐk gжoÙ`ð ¹ c annoy annoy pulled out Ä@Ââ´ÐºGÐÔ ÌÅgÏc out Ä@Ââ´ÐºGÐÔ ÌÅgÏc annoyed /annoying puzzle annoyed /annoying g?jâÌGÄchµg?jâ ,gеg?jâÌÌGG pulled Ächµ g?jâÌGÄchµg?jâ ,gеg?jâÌÌGG puzzle Ächµ annoyed/annoying /əˈnɔɪd / əˈnɒɪŋ/ puzzle /ˈpʌzl/ born (be)annoy / phonetics/adj oil out /phonetics/n pulled ÄÉÊG· Ë?cй NÉÐÁ Ächµg?jâ Ì G Ä@Ââ Ì ÅgÏc annoyed annoyed g?jâ/?c@KÏgÐkй Ìpuzzling G,gеg?jâÌG puzzle Ächµ ´ÐºGÐÔ g?jâ?c@KÏgÐkй ÌG,gеg?jâÌG puzzle Ächµ ´ÐºGÐÔ at first /annoying puzzled puzzling first /annoying puzzled / puzzling ÄÉÊG´ÐºGÐÔ ÄÉÊG/ ´ÐºGÐÔ atBye first(Goodbye) /ætat fɜːst/ puzzled /ˈpʌzld / ˈpʌzlɪŋ/ annoyed /phonetics/abb /annoying puzzle parent /phonetics/n puzzled g?jâ Ì G , gе g?jâ Ì G Ächµ ´ÐºGÐÔ ¼ â Ð}йN ?Ê_ ¸É@GÉ ·Ë?c at first / puzzling at first puzzled / puzzling ?c@KÏgÐkй ÄÉÊG ´ÐºGÐÔ ?c@KÏgÐkй ´ÐºGÐÔ at last last ?dË@Kٵй react ÄÉÊG ÏÉÐÁ?cg@µ ?dË@Kٵй react ÏÉÐÁ?cg@µ at last /æt at lɑːst/ react/ /rɪˈækt/ first puzzled puzzling/phonetics/n ÄÉÊG´ÐºGÐÔ ?c@KÏgÐkй can't waitat / phonetics/exp penfriend at last react at last react gÏÉ@wMâ ÌÁ?ÊK@Á relative н@ÁÑâ ËögÉ@Å ?dË@Kٵй relative ÏÉÐÁ?cg@µ ?dË@Kٵй ÏÉÐÁ?cg@µ beauty N@¶GÄ?Éö beauty ÑïÁÐoб)ÑÁ?ÊS g@µÉnе)Àj_ ÑïÁÐoб)ÑÁ?ÊS g@µÉnе)Àj_ beauty /ˈbjuːti/ relative /ˈrelətɪv/ at last react ?dË@Kٵй ÏÉÐÁ?cg@µ beauty relative beauty relative g@µÉnе)Àj_ cousin /phonetics/n picnicÑïÁÐoб)ÑÁ?ÊS ÑïÁÐoб)ÑÁ?ÊS g@µÉnе)Àj_ bore bore ?iÙ½@Ô remind Ä?hËÐk nö/phonetics/n g/rɪˈmaɪnd/ ÏÉ,gжkögÏÉ remind ÏÉÐÂLl_G nögÏÉ,gжkögÏÉ ÏÉÐÂLl_G bore /bɔːr/ remind beauty relative ÑïÁÐoб)ÑÁ?ÊS g@µ Énе)Àj_ bore remind bore remind g/rɪˈkwest/ ÏÉ,i?Ê_Á?i gжk/ögÏÉv/n request ÏÉÐÂLl_G nögÏÉ,i?Ê_Á?i gжkÒögi?É@ÌS ÏÉ request ÏÉÐÂLl_G curious curious ?É?c plan /nö difference / phonetics/n phonetics ?É?c Ä@Á?cÄÛO)MâÌÁÏc?cÄÛO curious /kjuːrɪəs/ request bore nögÏÉ,i?Ê_Á?i gжkögÏÉ remind ÏÉÐÂLl_G curious request curious request i?Ê_Á?i ?É?c ?É?c destruction rough destruction ÊâËic)ÃËho@Á Òg@¶Á?hâ ËÉ rough ÊâËic)ÃËho@Á destruction /ˌdɪsˈtrʌkʃn/ rough /rʌf/Òg@¶Á?hâËÉ during / phonetics/prep p.m abb ÒÏÉ@½Ð¹ ØögÏÊÌÁr@O curious request i?Ê_Á?i ?É?c destruction destruction rough Òg@¶Á?hâ ÊâËic)ÃËho@Á Òg@¶Á?hâ difficulty sailorÊâËic)ÃËho@Á difficulty ÑKÐWÏögË@ÁÉ rough Ä?É@ËgÏc ÑKÐWÏögË@ÁÉ sailor Ä?É@ËgÏc difficulty sailor /seɪlə/ engineer/ˈdɪfklti/ /destruction phonetics/n PS(postscript) /phonetics/abb rough g@Ëi?dÁÐÔ jâËÉ?gÐ O Òg@¶Á?hâ Ë É Êâ Ë ic)ÃËho@Á difficulty sailor difficulty sailor ÑKÐWÏö g @Á Ä?É@ËgÏc ÑKÐWÏö g @Á Ä?É@ËgÏc disappoint scientific disappoint scientific ̽ÊÔâÑG ÑLlÁ?i Ächµdâ̽ÊÔâÑG ÑLlÁ?i disappointdifficulty /dɪsəpɔɪnt/ scientificÄchµdâ /ˌsaɪənˈtɪfk/ sailor reply /phonetics/v/n gate / phonetics/n ÑKÐWÏö gÑ@ÁG scientific Ä?É@ËgÏc Ïi?ÉgÏc disappoint Ächµdâ ÑG scientific ÑLlÁ?i Ächµdâ ÑLlÁ?iÏÉÐÁ?cÀÞÉ)ÏÉÐK?cÏcÀÞÉ disappointeddâÌ/½ÊÔ@Á disappointing servantg@¶Kнj_ disappointed / disappointing disappoint servant dâ̽ÊÔ@Á/ˈsɜːvənt/ ,gеÌdâ½ÊÔâ ̽ÊÔ@Á g@¶Kнj_ ,gеÌdâ½ÊÔâ ̽ÊÔ@Á disappointed / disappointing servant disappoint scientific Ächµdâ Ì ½ÊÔâ Ñ G ÑLlÁ?i go ahead / phonetics/v score /phonetics/v/n disappointed / disappointing servant disappointed / disappointing servant ÉʽgЭ silk dâ̽ÊÔ@Á,gеÏÉÐÂËiØc dâ̽ÊÔ@Á silk g@¶Kнj_ dâ̽ÊÔ@Á discovery dâ̽ÊÔ@Á,gе /dɪsəpɔɪntɪddiscovery / dɪsəpɔɪntɪŋ/ g@¶Kнj_ ¿pËgÉ@Ô ÏÉÐÂËiØc ¿pËgÉ@Ô Ächµg@½ÙK)N@µÏcg@½ÙK silk /sɪlk/ disappointed / disappointing servant dâ Ì ½ÊÔ@Á , gе dâ Ì ½ÊÔ@Á g@¶Kнj_ discovery silk discovery silk ÏÉÐÂËiØc ¿pËgÉ@Ô ÏÉÐÂËiØc ¿pËgÉ@Ô Good to meet you/phonetics/exp embarrass MÂÌÂÌGÐG¿ð skateboard /phonetics/v/n son discovery /dɪsˈkʌvəri/ embarrass ¹@XoÙ_ son ÐÂâ̶l̺_ÐL_ÐK ögʵ son /sʌn/Ächµg?iнgÐo Ächµg?iнgÐo ögʵ discovery silk ÏÉÐÂËiØc ¿pËgÉ@Ô embarrass son embarrass son Ächµg?iнgÐo ögʵ Ächµg?iнgÐo ögʵ embarrass /ɪmˈbærəs/ embarrassed / embarrassing embarrassed / embarrassing /phonetics/v gеg?iнgÐo steal grade / phonetics/n suggest steal /stiːl/ gеg?iнgÐo¼ÙO steal ÃËic N@µÏcg@ÌÂpâÌOÃËic embarrass son Ächµg?iнgÐo ÃËic ögʵ embarrassed / embarrassing steal embarrassed / embarrassing steal gе g?iнgÐo ÃËic gе g?iнgÐo embarrassed / embarrassing emperor surprised emperor gÙK?hP¾ÌÔ gÐÂâÌÅögQÌK ÊkgÐk surprised /səˈpraɪzd/ gÙK?hP¾ÌÔ gÐÂâÌÅögÊkgÐk Hi! / phonetics/exp team /phonetics/n ÑÁÙw surprised / embarrassing steal gеg?iнgÐo ÃËic /ɪmˈbærəsdembarrassed / ɪmˈbærəsɪŋ/ emperor surprised emperor surprised gÙK?hP¾ÌÔ gÐÂâ Ì Åö g ÊkgÐk gÙK?hP¾ÌÔ gÐÂâ Ì Åö g ÊkgÐk encyclopedia thief / thieves encyclopedia / thieves @ËdÌOÙº¶Ë@lÂÌÔ Ä@µÏic)ic thief / thieves /θiːf / θiːvz/ @ËdÌOÙº¶Ë@lÂÌÔ thief Ä@µÏic)ic interest //ˈempərə/ phonetics/v/n travel /phonetics/v emperor surprised ÉÉiÏg@Ô N@µÏc MoÐ} gÙK?hP¾ÌÔ gÐÂâ Ì Åö g ÊkgÐk emperor encyclopedia thieves encyclopedia thief / thieves@ËdÌOÙº¶Ë@lÂÌÔ Ä@µÏic)ic @ËdÌOÙº¶Ë@lÂÌÔ essay title/ Ä@µÏic)ic essay Ä@pÌÁÉ@Á title /ˈtaɪtl/ g@KÉ thief g@KÉ title Ä@pÌÁÉ@Á encyclopedia thief / thieves internet /phonetics/n used to /phonetics/v @ËdÌOÙº¶Ë@lÂÌÔ Ä@µÏic)ic Mâ Ì ÁgÐLÂÌÔ Ëc?g encyclopedia /ɪnˌsaɪkləˈpiːdiə/ essay title essay title g@KÉ MâÄ@pÌÁÉ@Á g@KÉ Ä@pÌÁÉ@Á excite trade excite trade ÄchµÑÁ@}gi@G trade /treɪd/Ä@oØh_ Ä@oØh_ ÄchµÑÁ@}gi@G essay title Ä@pÌÁÉ@Á essay excite leave/ˈeseɪ/ / phonetics/v vacation /phonetics/n excite MâÄ@oØh_ ÌðºâËcg@KÉ âÑSÐG trade ÉÊpO Ä@oØh_ trade ÄchµÑÁ@}gi@G ÄchµÑÁ@}gi@G frighten traveller frighten traveller ÄdÁ@±ÙK)ÄdÁ@khK gжLoÐ} traveller /ˈtrævlə/ ÄdÁ@±ÙK)ÄdÁ@khK gжLoÐ} excite trade Ä@oØh_ Ä chµÑÁ@}gi@G excite /ɪkˈsaɪt/ frighten traveller frighten traveller ÄdÁ@±ÙK)ÄdÁ@khK Ðï gжLoÐ} get started ÄdÁ@±ÙK)ÄdÁ@khK let (let’s) get /phonetics/v waterfall /phonetics/n started оâÌÔ@G upset ¡@K Äch¶â ÌPLkÏc upset gжLoÐ} g@H½Ð_ upset /ʌpˈset/ Äch¶âÌ+++ PLkÏc g@H½Ð_ frighten traveller ÄdÁ@±ÙK)ÄdÁ@khK gжLoÐ} frighten /ˈfraɪt(ə)n/ get started upset get started upset Äch¶â ÌPLkÏc g@H½Ð_ ÌPLkÏc g@H½Ð_ head (teacher) n Äch¶â head (teacher) n /ʌpˈsetɪŋ/ gÐGÏÊâ ËögÐG upsetting gеg@H½Ð_ upsetting gÐGÏÊâ ËögÐG upsetting gеg@H½Ð_ startedˈstɑːtɪd/ upset Äch¶â ÌPLkÏc g@H½Ð_ get startedget /ˌget head (teacher) n upsetting head (teacher) n upsetting gÐGÏÊâ Ë g ö ÐG gеg@H½Ð_ gÐGÏÊâ Ë g ö ÐG gеg@H½Ð_ interest worried / worrying interest / worrying /dÁнÉÉiÏg@Ô Ä?gÐïÌÁ,gеÄ?gÐïÌÁ worried worrying dÁнÉÉiÏg@Ô worried Ä?gÐïÌÁ,gеÄ?gÐïÌÁ head (teacher) gÐGÏÊâËögÐG upsetting gеg@H½Ð_ head (teacher) /ˌhednˈtiːtʃə/ interest worried / worrying interest worried / worrying /ˈwʌriːd /ˈwʌriɪŋ/ dÁнÉÉiÏg@ÔÄ?gÐïÌÁ Ä?gÐïÌÁ,gеÄ?gÐïÌÁ dÁнÉÉiÏg@Ô ,gе keen writer keen writer @̹Ê_)rØgÐO gÐkÉÊÁ @̹Ê_)rØgÐO Ä?gÐïÌÁ gÐkÉÊÁ interest worried / worrying dÁнÉÉiÏg@Ô Ä?gÐïÌÁ , gе Ä?gÐïÌÁ interest /ˈɪntrest/ keen keen @̹Ê_)rØgÐO writer gÐkÉÊÁ gÐkÉÊÁ @̹Ê_)rØgÐO writer writer /ˈraɪtə/ @̹Ê_)rØgÐO writer gÐkÉÊÁ keen /kiːn/keen To Help You Study (Note: Keep English as it’s) 3 merchantÄ@}gi@G merchant ÄchµÒg@}eÙ½@Ô merchant /ˈmɜːtʃənt/ (Note: Keep English as it’s) To Help Study KeepYou English as it’s) To Help You Study (Note: Copy and Keep complete table. (Note: Englishthe as it’s) To Help Study KeepYou English as it’s) To Help You Study (Note: TO HELP YOU STUDY (Note: Keep EnglishVerb as it’s) To Help You Study Adjective 1: In Lesson 1 you worked with adjectives that are formed from the past participles of verbs, e.g. amazed, bored, excited, interested. You also know some adjectives formed from the present participles of verbs, e.g. amazing, boring, exciting, interesting A lot of adjectives are formed like this, so it is useful to collect them with the verbs. Be careful about the difference in meaning. Compare the following! I’m really bored. I’m really boring. amaze Adjective 2: From the present participle From the past participle amazed annoy embarrass excite frighten interest please puzzle surprise *upset worry 15 * Be careful. The present participle needs ‘double t’ – tt. 63 9780230727564.Text.indd 63 4/5/10 10:30:22 9A lessons 1&2 reVision (Units 5–6) There will be traditional dancing. A READ A C B 25 C 30 A Vana Jamie Listen, Ari, you’re an Arsenal fan, aren’t you? Well, Dad and I are travelling up to Manchester next Saturday for the United match. Want to come? Ari I’d love to, but if I did that, I’d have to miss Newroz, and I can’t do that! Vana Sophie, you aren’t going to Manchester, are you? Sophie No, football’s a silly game! Vana Well, come with us to Newroz! Sophie Thanks, I’d love to! 35 Living in Britain is OK, but it’s March now and we can’t celebrate D Newroz here. Ari We’ll miss it unless we go home. Sophie I’ve never seen anything like this in Dears, Dears, Dears, 5 Mrs Sherko Maybe you’re wrong. I’ve heard Trafalgar Square. It’s great! I’m going to Find below Find otherbelow translated vocabularies. Youtranslated find those vocabularies other translated vocabularies. You find those vocabularies Find below other vocabularies. You find those Dears, that people celebrate Newroz take some photos withvocabularies my new phone. Dears, in the pagesinwhich I indicated them in blue. the pages which I indicated them in blue. here, but I don’t where. the pagesknow which I indicated them inTell blue. Vana me about that huge column with Find below other vocabularies. You find thoseYou vocabularies Findtranslated below in other translated vocabularies. find those vocabularies Best wishes, Best wishes, Really? 40 Vana Well, how can we fi nd that the statue on top. Best wishes, in the pages which indicated them in blue. them in blue. in theIpages which I indicated Shaswar. Shaswar. out?Shaswar. Sophie That’s Nelson, a big hero from history. Best wishes, ------------------------------------------------------------------------------------------------------Best wishes, 10 ------------------------------------------------------------------------------------------------------Mrs Sherko Look it up on the internet. ------------------------------------------------------------------------------------------------------Vana The whole thing must be 50 metres Shaswar. Shaswar. Page 28 Page 28 Ari Good idea. Quick. Turn on the tall! Page 28 ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------tor /phon / n ÃËctor gÐGÒch} /phon / n ÃËcgÐGÒch} computer! tor /phon / n ÃËcgÐGÒch} Sophie I’ll check on my phone. … Listen … Page 28 Pagen2â¼8?d½ kid /phon/ n â¼?d½ kid /phon/ 45 It says, ‘The column has a height of kid /phon/ n â¼?d½ tor /phon / n ÃËc gÐGÒch} tor /phon / n ÃËcgÐGÒch} B 46 metres and the statue on top is get through /phon/ Äch¶ËdÁÏÊËÐO getv through /phon/ v Äch¶ËdÁÏÊËÐO get through /phon/ v Äch¶ËdÁÏÊËÐO kid /phon/ n â¼?d½ kid /phon/ n â¼?d½ 5.5 metres high.’ collapse /phon/ vcollapse Ä@_ÉÉg /phon/ v Ä@_ÉÉgin London Again Newroz Festival collapse /phon/ v Ä@_ÉÉg get through /phon/ vget Äch¶ Ë dÁÏÊËÐO through /phon/ v Äch¶ËdÁÏÊËÐO Vana I was close! Look, this is baklava. Try camp /phon/ v/ncamp Ä?dð¹ÐÅgc@w /phon/ v/n Ä?dð¹ÐÅgc@w camp /phon/ v/n Ä?dð ¹ ÐÅgc@w collapse /phon/ v This Ä@_ÉÉg some. year, Kurds many others will again meet to /phon/and v Ä@_ÉÉg building /phon/n building @ÂÌG collapse /phon/n @ÂÌG building /phon/n @ÂÌG celebrate Newroz, their New Year , from 12.00 till 6.00 50 Sophie Mm, fantastic! camp /phon/ v/n Ä?dð ¹ÐÅgc@w camp /phon/ v/n Ä?dð¹ÐÅgc@w organizer /phon/ n gÐ`¶â Ëg /phon/ n21st gÐ`¶â Ë g 15 organizer on Saturday, March. /phon/ n gÐ`¶âËg building /phon/n @ÂÌGbuilding /phon/norganizer @ÂÌG E (on the way home) Since the festival first took over Trafalgar Square, Page 29: /phon/ Page 29:Ëg organizer n organizer gÐ`¶â Page /phon/ n regular gÐ`¶â29 Ëg :event. London’s most become a big, Sophie Thank you for bringing me, Mr husband /phon/ nhusband châit̽has/phon/ n châ̽ husband /phon/ n châ̽Newroz again famous square will therefore welcome Page 29: and Mrs Sherko, I really enjoyed Page 29: Page 39: /phon/Page : It will be Page free, so39 come and join the fun. husband n this châhusband Ì39 ½year. : today. /phon/ n châ̽ rhyme ÐÌ­@±É@Å ÐÌ­@±É@Å 20 rhymeThere will be music with Serhado Serbian, Ferhat rhyme ÐÌ­@±É@Å Mr Sherko You’re very welcome. Page 39: Page 39: Serif, Hemi Heci and the band Carnewa. Tunc, Hesen Page 64: ÐÌ­@±É@Å Page 64: 55 Sophie rhyme Hello? … Oh, it’s you, Jamie. How Page 64: music and dancing with rhyme also ÐÌ­@±É@Å There will be traditional take over /phon/ take v ÃKh}?cgÐkÐGMkÏc over /phon/ v ÃKh}?cgÐkÐGMkÏc was the match? … Terrible? Why? take over v ÃKh}?cgÐkÐGMkÏc dance groups Govenda Asti/phon/ and Azadiya Perperok. Page 64: Page 64 : … You lost 5–1 to Man U! … Poor square /phon/ n/adj Ä@OÏö gÙ} n/adj Ä@OÏö square /phon/ gÙ} square /phon/ n/adj Ä@OÏögÙ} take over /phon/ v ÃKh}?cgÐkÐGMkÏc take over /phon/ vv ÃKh}?cgÐkÐGMkÏc square /skweə/ take over /teɪk ˈəʊvə/ you! If you’d come to Newroz regular(ly) /phon/regular(ly) adj/adv /phon/ À?ÉÏcgÐGadj/ adv À?ÉÏcgÐG regular(ly) /phon/ adj/ adv À?ÉÏcgÐG square /phon/ n/adj Ä@OÏögÙ} n/adjsquare regular(ly) /ˈregjʊlə(li)/ adj/adv instead, you’d have had a much /phon/ n/adj Ä@OÏögÙ} free (no money) free /phon/ ÑË?ö gÙ_ÐG (noadj money) /phon/ adj ÑË?ögÙ_ÐG 60 free (no money) /friː/ adj column /ˈkɒləm/ n free (no money) /phon/ adj ÑË?ö g Ù_ÐG nicer day! regular(ly) /phon/ adj/ adv À?ÉÏcgÐG adj/adv À?ÉÏcgÐG regular(ly) column /phon/ n column ÄÉÊLk /phon/ n /phon/ ÄÉÊLk column /phon/ n ÄÉÊLk free (no money) /phon/ ÑË?ögÙ_ÐG /phon/ freeadj (no money) adj ÑË?ögÙ_ÐG 64 Page 66: Page 66: column /phon/ n ÄÉÊLk Page 66 column /phon/ n ÄÉÊLk : send away /phon/send v Mâ ËhâÌÂËÏc away /phon/ v MâËhâÌÂËÏc send away /phon/ v MâËhâÌÂËÏc Page 66: Page : ÉÊGÉ?ÉÐK finished /phon/ adj ÉÊGÉ?ÉÐK 66adj finished /phon/ /phon/ adj ÉÊGÉ?ÉÐK send away /phon/ v send MâËhâÌaway ÂËÏc /phon/finished v MâËhâÌÂËÏc give out /phon/ v Mâ Ë hµÏcrÐG?c give out /phon/ v Mâ Ë hµÏcrÐG?c 9780230727564.Text.indd 64 4/5/10 give out /phon/ v MâËhµÏcrÐG?c finished /phon/ adj finished ÉÊGÉ?ÉÐK /phon/ adj ÉÊGÉ?ÉÐK 10:30:30 9A lessons 1&2 1 Do the tasks. 1 Match the photos to the correct text. 2 Say who probably took them and how you know. 3 Say what you learn from the texts about each photo. 2 1 2 3 4 Read to find the correct meaning. line 6: people celebrate Newroz here, … line 17: … London’s most famous square … line 57: You lost 5–1 to Man U! line 58: If you’d come to Newroz instead, … 3 Explain in your own words. 1 line 4: We’ll miss it unless we go home. 2 line 48: I was close. 4 Do the tasks. 1 Summarize the story. Complete the following. It is early March, and Vana and Ari are feeling sad because _1__. However, Mrs Sherko thinks that there is a _2__ somewhere in Britain, although _3__. Vana and Ari therefore _4__, and they find out that it will happen _5__. Later, at school, Jamie invites _6__, and Vana invites _7__. Sophie accepts, but Ari _8__ since _9__. On the day, Sophie has a wonderful time with _1__0_ at _1__1_, but Jamie _1__2_ because _1__3_. 2 Work with a partner to create a conversation. a Discuss the way Jamie and Sophie feel in Text E. b Work out Jamie’s part of the conversation. c Practise the conversation together. Express their feelings! 3 Work with a partner again. Produce a newspaper advert for the festival. In no more than 30 words: a Invite people (in CAPITAL LETTERS). b Say (in 5–6 words) what Newroz is. c Give details of where and when. d List 2–3 special attractions (including the cost). B LANGUAGE 1 Use tag questions. 1 Prepare to find out more about a partner. a Write three tags about things you think are true. b Write three more about things you think may be true. 2 Work with the partner. Take turns to ask and answer your questions. You come to school by bus, don’t you? You haven’t lived here all your life, have you? 2 Use second conditionals to ask and answer about an unlikely future. A If you (can go) anywhere abroad for a year, where (you choose) to live? B If I (do) that, I (choose) to live in … A If you (choose) to live in … , what place (you visit)? B If I (do) that, I (visit) … A If you (visit) … , how (you get) there? B If I … 3 Use third conditionals to ask and answer about an impossible past. A If you (travel) to Britain at the same time as the Sherkos, what (you look forward to) most? B If I (do) that, I … A If someone (ask) you to do the 12 Tors Race, what (you say)? B If someone (do) that, I … A If you (live) away from home for all these months, who or what (you miss) most? B If I (do) that, I … 65 9780230727564.Text.indd 65 4/5/10 10:30:31 9B lessons 1&2 reVision (Units 7–8) When they have been received, … A READ A ABOUT VALLEY ROAD COMPREHENSIVE ABOUT VALLEY ROAD COMPREHENSIVE Although teachers help, most of the work is done by students. Towards the end of term, sports teams and clubs are asked for their reports, The School Magazine and these have to be produced a This is published three times a week before school finishes. year and is an important part of When they have been received, school life. It reports things such they are carefully edited, designed as sports results, school visits, and and sent away for printing. This is drama and music events. There are done during the holidays, soDears, then also often poems, short stories and Dears, below other translated vocabularies. You f the finished magazines can Find be given Dears, interviews. out at the start of the following Find below other Find translated find those in the vocabularies. pages IYou indicated themvocabularies in blue. below otherwhich translated vocabularies. You find th term. in the pages which I indicated them in blue. wishes, in theBest pages which I indicated them in blue. Shaswar. Best wishes, Best wishes, ---------------------------------------------------------------------Shaswar. B C Shaswar. ------------------------------------------------------------------------------------------------------Page 28 ----------------------------------------------------------------------------Jamie When are you leaving? After the interview, tor /phon / n ÃËcgÐGÒch} Page 28 Page started 28 Lynda writing Ari At the end of term. tor /phon / n ÃËcgÐGÒch}her kid n â¼?d½ torpiece /phonfor / /phon/ n ÃËc thegÐGÒch} Sophie We’re going to miss you and Vana. kid /phon/ n â¼?d½ magazine. get through kid /phon/ n â¼?d½/phon/ v Äch¶ËdÁÏÊËÐO Ari And we’re sad to leave, too. I get asked them if/phon/ school get through /phon/ v Äch¶ ËdÁÏÊËÐO collapse v Ä@_ÉÉg through /phon/ v Äch¶ ËdÁÏÊËÐO Sophie Listen. You know I’m helping Lynda in Kurdistan was collapse /phon/ v Ä@_ÉÉg collapse camp /phon/ v/n Ä?dð¹ÐÅgc@w /phon/ v Ä@_ÉÉg Carter to edit the school magazine, very different from camp /phon/ v/n Ä?dð¹ÐÅgc@w building @ÂÌG don’t you? Well, we’ve had an idea. camp /phon/ v/n/phon/n Ä?dð¹ÐÅgc@w school in Britain. Could you two do an interview with/phon/n @ÂÌG Vana building organizer /phon/ told me that building /phon/n @ÂÌG n gÐ`¶âËg her? school subjects were similar, but that organizer /phon/ n gÐ`¶âËgorganizer /phon/ n gÐ`¶âquite Ëg Page 29 : they didn’t go to school from 9.00 to 3.30 like Ari But people won’t want to read about /phon/ n châand ̽ finished by 1.00. Page 29 : us: theyhusband at 8.00 us! Page 29started : explained husband /phon/ Page 39nthat : châ̽their school was used by Jamie You’re wrong. You’ve made husband a lot of /phon/ n châ̽ She diff erent students in the afternoon. ‘We have a friends this past year. rhyme ÐÌ­@±É@Å Page 39: Page 39 : lot of young people,’ she said, ‘so a lot of schools rhyme ÐÌ­@±É@Å Ari Well, I must ask Vana. ÐÌ­@±É@Å rhyme open twice a64 day. Page :’ Sophie That’s fine, but when can you tell taketalked over /phon/ v the ÃKh}?cgÐkÐGMkÏc Later, about future. I asked Page 64: Pagewe 64: Lynda? She needs to know soon. what their country wouldÄ@OÏö begÙ} like in ten years, take over /phon/ v ÃKh}?cgÐkÐGMkÏc square /phon/ n/adj take over /phon/ v ÃKh}?cgÐkÐGMkÏc Ari I’ll call her this evening after I’ve seen and they thought it would be very different. square /phon/ n/adj Ä@OÏösquare gÙ} regular(ly) /phon/ adj/ adv À?ÉÏcgÐG /phon/ n/adj Ä@OÏö g Ù} Vana. ‘Many new colleges are opening,’ Ari said, regular(ly) /phon/ adj/advregular(ly) free /phon/ (no money) /phon/ adj ÑË?ö adj/ adv À?ÉÏcgÐG gÙ_ÐG ‘andÀ?ÉÏcgÐG many more young people are getting a ***** free (no money) /phon/ adj gÙ_ÐG column ÄÉÊLk gÙ_ÐG good education. ’ Hen went ‘And with our freeÑË?ö(no money)/phon/ /phon/ adj ÑË?öon. Ari I saw Jamie and Sophie earlier, and she education and our energy, we’re going to build a had an unusual request. column /phon/ n ÄÉÊLk columnPage /phon/66 n : ÄÉÊLk very bright future.’ send away /phon/ v MâËhâÌÂËÏc Vana Oh? What was that? Page 66: Page 66: send away /phon/ v MâËhâÌsend ÂËÏc away finished /phon/ ÉÊGÉ?ÉÐK Ari Well, … /phon/ v Mâadj ËhâÌÂËÏc Clubs and Other After-School Activities 66 9780230727564.Text.indd 66 send away /ˌsend əˈweɪ/ v finished /ˈfɪnɪʃt/ adj finished /phon/ adj ÉÊGÉ?ÉÐK give out /phon/ v Mâ Ë hµÏcrÐG?c give/phon/ out /gɪv v finished adjaʊt/ ÉÊGÉ?ÉÐK give out /phon/ v MâËhµÏcrÐG?c give out /phon/ v MâËhµÏcrÐG?c Dears, Dears, Kurdish introduction of the PARTS of SPEECH (pa Dears, 4/5/10 10:30:35 Kurdish introduction of spelling the PARTS of SPEECH (page 115) has Kurdish mistake. So I re-wrote it correctly ( see belo 9B lessons 1&2 1 Do these tasks before you read. 1 Look at the booklet cover next to Text A. Say who the booklet might be for. 2 Look at Text A. Say where you think this page comes from. 3 Read the two headings at the top of Text A. Say what they tell you about Valley Road Comprehensive. 4 Describe the picture with Text C. Guess a possible connection with Text A’s main heading. 2 Complete the statements with information from Text A. 1 The magazine does not just include the school’s news: it also … 2 … mainly by students, not by teachers. 3 Reports from clubs and sports teams … a week before the end of term. 4 … between the end of one term and the beginning of the next. 3 1 2 3 Answer these questions about Text B. When is this conversation happening? How is life for Vana and Ari going to change? What do Sophie, Lynda and Jamie all want Ari and Vana to do? 4 Why does Ari need more time before he can give an answer? 4 Answer the questions to summarize the main points that Ari and Vana make in Text C. What does the large population of young people mean for Kurdish schools in the present? And what does it mean for Kurdistan in the future? B LANGUAGE 1 Use direct speech. Work with a partner. Create the interview from Text C. A Take Lynda’s part. B Take the part of Ari and Vana as one person. 2 Use reported speech. Continue Ari’s conversation with Vana in Text B. Start like this. Well, she wanted us to … 3 Use the passive. Use Lynda’s work plan to discuss work on the magazine. (Today is Wednesday.) Job Done? Choose the poems. 3 Receive all reports. 3 Start the editing. 3 Begin design work. 3 Collect all the photos. 3 Finish the editing. 7 Decide the cover 7 photo. Complete design. 7 Check everything. 7 Send it for printing. 7 When? 2 weeks ago last week last Wed last Fri this Mon tomorrow on Fri this Sat next Mon next Tue Ask and answer questions about what has been done and when it was done. A Have the poems been chosen yet? B Yes, they were chosen two weeks ago. Ask and answer questions about what still has to be done and when it will be done. A Does the editing still have to be finished? B Yes, that will be finished tomorrow. C EXTENSIVE LISTENING 1 Listen to Part 1. Explain the problem that Lynda still has with the school magazine. 2 Listen to Part 2. Explain the possible solutions that Lynda and Sophie discuss. Describe the solution that Lynda supports. 3 Listen to Part 3. Note the questions that Lynda and Sophie prepare to ask Ari and Vana. D SPEAKING AND WRITING 1 Work with a partner and role play the interviews with Vana/Ari. Use the questions you noted in C3. 2 Write Sophie’s section of the interview. Copy Lynda’s style in Text C on page 66 – past direct speech and part reported speech. 67 9780230727564.Text.indd 67 4/5/10 10:30:36 RoLe PLaYs Role plays A A TOWN DEVELOPMENT PLAN The situation Near the centre of town, there is piece of waste land that needs development. But what sort of development? There is going to be a meeting, and people can present and discuss their ideas. Stage 1 Each person has two minutes to present his or her ideas. Stage 2 There are a few minutes for questions and discussion. Each speaker can argue against other speakers’ ideas. Stage 3 The head of the Town Council must decide the best idea. The speakers A local businessperson You want to build a large shopping centre and underground car park that will attract all the best shops. You believe that the town needs this and the people want it. They want to be able to do all their shopping in a bright, modern centre like this. And of course, the shopping centre will be yours, so you will become very rich! The Tourist Office Manager You believe that tourism is very important to the future of Kurdistan and of your town. You know that this part of the country has a lot to offer tourists, and you want to make them welcome with a five-star hotel. You are sure that this will create many new jobs and make the town a richer place. A Town Council member You are the member for the area of town near the waste ground. There are no green, open spaces for the people here, so you want a park with trees, flowers, a small lake, a children’s play area and facilities for sports such as tennis. You believe that with this place to relax and enjoy themselves, everyone will have a better, happier life. The head of the Town Council You are in charge of the meeting. You have an open mind towards the different arguments, but you want to do the best thing for the town. In Stage 1, invite people to speak, ask questions if they do not explain clearly, and stop them after two minutes. In Stage 2, make sure that everyone has a fair chance to speak. In Stage 3, summarize good and bad points about each idea. Choose the best idea and give your reasons. 68 9780230727564.Text.indd 68 4/5/10 10:30:37 RoLe PLaYs B FUTURE TRANSPORT The situation The world has agreed that we must cut carbon pollution, including transport emissions. But does this mean less transport or clean, new forms of transport? And will these changes be expensive? There is going to be a meeting of government ministers to discuss these questions. Stage 1 Each minister has two minutes to present his or her plans. Stage 2 There are a few minutes for questions and discussion. Each minister can argue against other ministers’ plans. Stage 3 The Prime Minister must decide the best plan. The speakers The Minister for Transport You believe that all forms of transport are necessary, including cars. So you are excited by the Techno Car Company’s clean, new fuel cell technology. However, their cars are expensive, and most people cannot afford them. They want the government to pay drivers a $5,000 subsidy if they buy a Techno Car. You agree. The Minister for Health If the government spends more money on transport, there will be less money for other things, including hospitals, doctors and nurses. The country needs many more of these (and also schools and teachers). So, if the government is going to spend more money on anything, it should be on health and schools – not transport. The Minister for the Environment You know that buses and trains produce less pollution per person than cars. There are also too many cars on the roads. So you want to spend government money on buying buses, building railway lines and keeping ticket prices low. This way, you believe people will stop using their cars, and pollution levels will go down. The Prime Minister You are in charge of the meeting. You have an open mind towards the different arguments, but you want to do the best thing for the country. In Stage 1, invite people to speak, ask questions if they do not explain clearly, and stop them after two minutes. In Stage 2, make sure that everyone has a fair chance to speak. In Stage 3, summarize good and bad points about each plan. Choose the best plan and give your reasons. 69 9780230727564.Text.indd 69 4/5/10 10:30:37 RoLe PLaYs C THE RIGHT THING TO DO The situation Dan and Sally Carson, their three young children and Dan’s parents live together in their beautiful old family home in the hills near Melbourne, Australia. There is a bad wildfire in the area and smoke is filling the sky. Fire officers are fighting it, but the wind is strong and the fire is winning. Stage 1 The fire is still 500 metres away. Stage 2 Ten minutes later: the fire is now only 300 metres away, and it is burning very near the only road to safety. If it jumps across the road, there will be no escape. The speakers Dan Carson You plan to stay with some of your neighbours and help the firefighters, but you are very worried about your family. You want Sally to take the car right now and drive your children and parents to safety. If you and the others lose the fight against the fire, you will try to escape with them on the fire engines. Grandma You cannot imagine going without Grandad, so if he refuses to leave the house, you will stay with him. However, you are very frightened. Grandad You are not very strong, so you cannot help to fight the fire. However, you were born in this house, and you never want to live in another one. You would prefer to stay in the house. You have seen wildfires before, and you do not believe this one will reach the house. Sally Carson You know that wildfires can move very fast, and that this one could easily cut your escape route. However, you refuse to leave without the others. Your children need their father. You must also try to make Dan’s parents agree to leave. Tell them that they will hurt their grandchildren terribly if they choose to stay. You will talk to the others for as long as possible. But if they continue to refuse to go, you must leave without them. The most important thing is that you must save the children. 70 9780230727564.Text.indd 70 4/5/10 10:30:39 RoLe PLaYs D WHICH WAY AHEAD FOR THE LARGE ARAL? The situation The Little Aral Sea is returning, but the Large Aral continues to disappear. Much of the Large Aral belongs to a different country, Uzbekistan, and the Uzbeks may not want to follow the Little Aral example. The speakers A fisherman The lake has nearly gone, and your industry has gone, too. Your fishing community used to be rich, but now it is poor. And the polluted seabed dust has brought disease and death. If your government followed the Little Aral example, all that could change. You feel your government must do this and ask for World Bank help. A local farmer The polluted seabed dust has brought disease and death to your community. But this and the empty lake are the price you have to pay for your crops. And without the crops, you and your family cannot live. However, you would be for a project like the one in the north. Then, both the fishing and the farming industries could survive. The head of Uzbek Oil Your company has been exploring for oil below the dry seabed, and you know you will soon find large amounts. You do not want the Large Aral to come back because this would make your work much more difficult and expensive. And oil will bring Uzbekistan much more money than the fishing industry ever could. A government planning officer You are sorry about the local health and fishing problems. But your government is poor, and you know it needs the money from the seabed oil. You also know that only a mountain of World Bank money could save the Large Aral – far more than the Little Aral project received. However, if you could get that help, you would be happy. Both the farmers and the fishermen would have their work, and the health problems would disappear. The oil engineers could still get their oil: it would just cost them more. 71 9780230727564.Text.indd 71 4/5/10 10:30:41 RoLe PLaYs E THE RIGHT WORK EXPERIENCE The situation There are four of you, and there are just the following four work experience opportunities, which are for two weeks. Discuss your different skills and interests, and decide together who should take each one. You must all agree, even if you are not completely happy about your choices. The speakers You and three partners – as yourselves. The work experience opportunities Central Hospital The Council Parks Assist with cleaning work. Help to move and maintain hospital equipment. Use computers, helping to check lists of equipment. Spend time talking to and playing with young patients. Work closely with a team, doing practical work. Learn to follow plans for park development. Help to plant and look after flowers and trees. Use and maintain equipment. Westfield Library Assist with lending books to members. Help to put books away on the shelves. Check and file information on computers. Put out and tidy up newspapers and magazines. The Royce School for Children with Special Needs Help teachers prepare teaching materials, e.g. pictures and charts. Assist teachers in reading and writing classes. Help children learn to swim. Assist in the school library. 72 9780230727564.Text.indd 72 4/5/10 10:30:43 RoLe PLaYs F LIFE WITHOUT TV The situation The Carson family – Mum, Dad and teenagers Bill and Sue – have been part of a big experiment. Every family in the experiment agreed to live for a month without a TV in the house. During the month, you have noted ways that family life has changed as a result. The Carson family have enjoyed the experience in lots of ways. They have all talked and done more things together than they usually do. However, the experiment finishes tomorrow, and they must now decide something important. Do they want to continue without TV? Or do they want to put the TV back in the living-room and leave it on all day – as before? Or might they put it in another smaller room for people to watch only when there is a special programme? The speakers Mum You have loved all the communication between everyone. You have also greatly enjoyed the way that people have been doing things together. For example, you and your daughter have been creating a new garden design together. You have especially enjoyed your husband’s help with jobs around the home at the weekend. (He used to watch the sport on TV all day while you had to work all the time.) You never want the TV in the house again! Bill You love TV and the last month has been hard. You have been visiting friends’ homes a lot to watch your favourite programmes. You could not believe your ears when you heard Mum say she never wanted the TV in the house again! But fishing with Dad during the last month has been good, and you want this to continue. You have also enjoyed the family conversations over dinner. This is better than your old way of eating in front of the TV. Dad You have enjoyed the experience in many ways. For example, it has given you time to take your son fishing, and you hope to continue doing this. But you miss the sport on TV a lot, and you are really looking forward to watching TV again. You are happy to put the TV in the small room at the back of the house and not in the living-room. Sue You have never watched TV much. You like going out and being with friends. You belong to several clubs, and you are always busy. As a result, you have not spent much time with your family recently. But during the last month you have enjoyed long conversations with the others. You have especially enjoyed designing the garden with Mum, and now you are keen to start creating it. You want Bill to help – instead of watching hours of TV again. 73 9780230727564.Text.indd 73 4/5/10 10:30:44 RoLe PLaYs G SHOULD THEY STAY OR SHOULD THEY GO? The situation The King of Persia has asked the Emperor Kublai Khan for his daughter to be his wife and queen. Princess Cocachin is Kublai Khan’s favourite child and he loves her very much. He does not want her to go, but he knows that she must. Recently, the Polos – Marco and his father Niccolo and uncle Maffeo – have been asking him to let them go home to Venice. Should he let them go, too? The speakers Kublai Khan You do not want to let the Polos go. They have been in China for many years, and they have become very important to you. They have worked for you and done very well – especially Marco. And Marco has also become a very good friend. Princess Cocachin You and the Polos – especially Marco – are good friends, and you know they want to go home. Your father does not want to let them go, but you believe he should. He is preparing men, goods, presents and fourteen ships for your long journey to Persia, and you want the Polos to go with you, too. You would enjoy the journey much more if they were with you. They also know a lot about the world beyond China, so they could be very useful. Marco Polo You have enjoyed your amazing life in China, and you like the Emperor very much. However, you would also love to go home again after more than twenty years of travels. You are thinking about your father and uncle, too. They are getting old, and they want to return home before it is too late. This would certainly be their last long journey. However, you might travel again to China in the future, and it may be useful to say this to the Emperor. Niccolo Polo You and your brother Maffeo have enjoyed your many years of travel, both with Marco and long before. But now you are getting old, and you dream of life in beautiful Venice. You want to return before it is too late. There is also another reason for leaving soon. You Polos are very close to the Emperor, who is also getting old. When he dies, the next Emperor could turn against you just because you were close to Kublai Khan. 74 9780230727564.Text.indd 74 4/5/10 10:30:45 LITeRaRY ReaDeR Introduction to the Literary Reader Great expectations by Charles Dickens About the main characters Pip (full name: Philip Pirrip) tells us his story from his early years in the home of his much older sister and her husband, a simple village worker. Pip’s story begins as he visits the lonely place where his dead parents lie. Joe Gargery is the village worker who married Pip’s sister (Mrs Joe) and took in the young Pip after their parents’ deaths. He is a simple, kind man. Miss Havisham is a strange old woman who has remained in her big, dark house ever since her husband-to-be suddenly left her on their wedding day. Always dressed in her wedding clothes and living in darkness, she hates men and teaches young Estella, who lives with her, to be like her. Estella lives with Miss Havisham and is rude and cruel to Pip, who as a boy is told to visit and to play with her. Abel Magwitch is an escaped prisoner who Pip helped as a small boy. all his life and they helped to shape his ideas as a writer. As a young man, he first worked in a solicitor’s office and then at 22 he joined a London newspaper. He began to write for a magazine, too, and he started producing stories such as Pickwick Papers in monthly parts, or instalments. These began to appear as books in 1836, and in the same year he also married. In the following years, he produced many more novels in monthly instalments, including Oliver Twist, David Copperfield and A Tale of Two Cities. Great Expectations, which appeared during 1860–61, was one of his later works. In all these books, Dickens created huge numbers of wonderful characters. He also showed his life-long anger with various social evils, an anger that began with his experiences as a child. He worked extremely hard – and not just as a novelist. He wrote short stories and plays, too. He also became famous for public readings from his work, which he gave around Britain and abroad. Many of his novels have become successful film, TV, radio and theatre productions. About the author Dickens, Charles (1812–70) Dickens is one of the greatest writers in English literature and is especially remembered as one of its greatest novelists. He was the son of an office worker who could not pay back money he had borrowed and was sent to prison as a result. This meant that the young Dickens was sent to work in a London factory as a young boy. He remembered these hard times 75 9780230727564.Text.indd 75 4/5/10 10:30:45 LITERARY READER Literary Reader: Great Expectations Episode 1: In the graveyard P hilip Pirrip is my name. Pirrip is my father’s family name, but I never knew my mother and father. They both died when I was a baby. Because I could not say my name when I was a young child, I called myself Pip. Pip has been my name ever since. My story begins when I was about seven years old. It was a cold, grey winter afternoon just before Christmas, and I was in the graveyard where my mother and father are buried. I often went to this dark and frightening place to think about them. I was feeling sad and I began to cry. ‘Quiet!’ shouted a terrible voice. ‘Keep still – or I’ll kill you!’ Suddenly, a man was holding me by the neck. ‘Oh, please don’t kill me, sir!’ I cried. The man was very dirty and was wearing old, grey clothes and broken shoes. ‘Tell me your name,’ the man shouted. ‘Tell me. Quick!’ ‘Pip. Pip, sir,’ I answered. ‘Where do you live?’ he asked. I pointed towards our village, which was about a mile away from the churchyard. I was crying and shaking with fear. ‘Now,’ said the terrible man. ‘Where’s your mother?’ ‘There, sir,’ I said and pointed over his shoulder to my mother’s gravestone. The man looked frightened. ‘I mean – she’s buried there, sir.’ I said quickly. ‘Oh,’ said the man. ‘And is that your father there buried next to your mother?’ 76 9780230727564.Text.indd 76 4/5/10 10:30:46 LITERARY READER ‘Yes, sir,’ I replied. ‘Then who do you live with?’ the man asked. ‘... If I let you live!’ he added quickly. ‘With my sister, sir – Mrs Joe Gargery – wife of Joe Gargery, the blacksmith, sir.’ ‘A blacksmith, is he?’ the man said and looked down at his leg. There was a heavy piece of metal round his ankle, with a broken chain coming from it. ‘Do you know what a file is?’ he asked. ‘Yes, sir. It’s a tool for cutting metal,’ I told him. ‘Bring me a file and some food,’ the man said slowly. ‘Bring them early in the morning to the Old Fort – over there, near the river. If you tell anyone about me,’ the terrible man said, ‘I will kill you! ‘Now, I’m not alone,’ he said. ‘There’s a young man near here, listening to every word I say. He has a secret way of finding a boy, wherever he is. Even if a boy is warm in bed, behind a locked door, that young man can find him and kill him.’ ***** I ran back home as fast as I could. I opened the door of the house and went quietly into the warm kitchen. There I saw Joe, sitting alone beside the fire. Joe Gargery was a big, fair-haired man with kind, blue eyes. ‘Mrs Joe is out looking for you, Pip,’ he told me sadly. ‘And she’s very angry.’ I was worried. My sister often used to hit me. Then Joe said, ‘I hear her coming back, Pip. Hide behind the door!’ My sister pushed open the door. She soon found where I was hiding and hit me till I cried. She was twenty years older than me and was a tall, thin woman with a hard face and black eyes. Her husband, Joe, was my only friend. ‘Where have you been?’ Mrs Joe shouted. ‘In the graveyard,’ I answered, crying. ‘Graveyard!’ Mrs Joe repeated angrily. ‘The only reason you are not buried in that graveyard yourself is because of me.’ Joe said nothing. He was a simple, gentle man and he never complained about Mrs Joe. But he protected me when he could and I loved him for it. 77 9780230727564.Text.indd 77 4/5/10 10:30:47 LITERARY READER Later in the evening, as I sat by the warm fire, I thought of the man outside in the cold and wet. I remembered my promise to him. I thought of the young man who would find me and kill me if I broke that promise. Suddenly, there were loud noises that seemed to come from the sea. ‘Are those guns, Joe?’ I asked. ‘Yes. Another prisoner has gone,’ he said. ‘What does that mean?’ I asked. ‘Last night a man escaped from the Hulks – the prison ships,’ said Joe. ‘The guns were fired to tell everyone. Now they’re telling us that a second prisoner has escaped.’ ‘Who’s put into prison ships and why are they put there?’ I asked. Mrs Joe jumped up and pulled my ear hard as she spoke. ‘People are put in the Hulks because they murder and steal and do all kinds of bad things,’ she said. ‘And they all begin by asking questions!’ And then she sent me to bed. I went slowly upstairs in the dark, thinking about the terrible prison ships. I had begun by asking questions. And, in a few hours, I was going to steal from Mrs Joe! I slept very little that night. I was afraid of Mrs Joe. I was afraid of the prisoner. And, most of all, I was afraid of the terrible young man. ***** At last, the early morning came. I got up and went downstairs. I walked quietly and carefully to the kitchen. I found some bread, a piece of cheese and a large bone with some meat on it. Last of all, I took a beautiful, round meat pie. It was a special pie for us to eat that Christmas Day. After that, I went to the forge – the place behind the house where Joe worked. I looked through Joe’s things until I found a file. I took it and walked back through the kitchen. I opened the house door carefully. I shut the door and ran as fast as I could towards the Fort. It was a very cold, foggy morning. The white fog was so thick that I could only see a little way in front of me. I knew the Fort well, but in my fear, I almost lost my way. I climbed over a small, steep hill, and then I saw the man. He was sitting on the ground with his back to me. I walked to him and touched his shoulder. He jumped up and turned round to look at me. Although this man was wearing the same plain, grey clothes and had an iron on his leg, he had a different face. It was not the man from the day before! It was the young man, waiting to kill me! I ran straight on again and was soon at the Fort. And there was the terrible man – the prisoner. He was walking up and down to keep warm. 78 9780230727564.Text.indd 78 4/5/10 10:30:47 LITERARY READER The man took the food from my hand and began to eat quickly and noisily like a dog. As he was eating the remains of the pie, I spoke to him. ‘Are you leaving nothing for him?’ I asked. ‘Him? Oh … the young man? He doesn’t need any food,’ the prisoner replied. ‘Are you sure? He looked very hungry,’ I said. The man stopped eating. ‘Looked? When did you see him?’ ‘Just now,’ I answered. ‘Where?’ ‘Over there,’ I said, pointing. ‘I thought he was you,’ I explained. He held my jacket with both hands, and looked into my eyes. ‘What did this man look like?’ he wanted to know. ‘He … he was dressed like you and … he had an iron on his leg,’ I answered nervously. ‘Really? So he’s escaped, has he? I thought I heard the guns last night. Give me that file, boy. Where is he? I must find him.’ I pointed to where the young man was. The prisoner looked into the fog. Then he sat down on the wet grass and began to use the file on the metal around his leg. The sky was lighter now and I needed to get back home. I began to walk quietly away. When I looked back, I saw nothing through the thick, white fog. But I still heard the sound of the file as it cut through the thick metal. Episode 2: Christmas Day W hen I got home my sister had already started to cook our big Christmas dinner. I was lucky – she was too busy to ask me many questions. She simply told me to put on my smart, uncomfortable clothes. Three of our neighbours, and Uncle Pumblechook, were coming to eat lunch with us. Uncle Pumblechook was the fattest and most stupid of the four. He was richer than us, and gave Mrs Joe two bottles of wine when he arrived. My sister thought he was wonderful. When everyone had sat down at the table, we started to eat. But I could not enjoy the food. I could only think about the pie. When might my sister find out it had gone? We had just finished eating when Mrs Joe suddenly said, ‘I have something more that you must all try.’ I realised, with horror, that the moment had come. ‘It’s a delicious meat pie!’ she said as she stood up and left the table. Uncle Pumblechook smiled and picked up his knife and fork. 79 9780230727564.Text.indd 79 4/5/10 10:30:47 LITERARY READER Things were not going well. What should I do? I had to do something. I stood up and started to run towards the front door. As I reached the door, I heard Mrs Joe. ‘Where has the meat pie gone?’ she shouted. I opened the door and stopped. There was a group of soldiers standing there. One of them – the sergeant – was holding a pair of handcuffs in front of him. The sergeant put his hand on my shoulder and we walked back into the kitchen. I was very upset – everything had gone terribly wrong. But then the man spoke to Mrs Joe. ‘Excuse me,’ he said. ‘Is there a blacksmith here?’ ‘Why do you want him?’ my sister asked quickly. ‘We need his help,’ answered the sergeant. Then he saw Joe, guessed that he was the blacksmith, and showed him the handcuffs. ‘These are broken,’ the sergeant said, ‘and we need to use them today. Can you look at them for us?’ Joe said he could. ‘Then can you start work now?’ the soldier asked. ‘We are looking for the escaped prisoners and must find them before it is dark. They may still be near the sea. Have any of you seen or heard anything?’ I said nothing, but the others said no. No one noticed that I had not spoken. We all went to the forge. While the rest of us watched, the soldiers helped Joe to light the forge fire. Minutes later, Joe was standing in front of the hot fire and was working noisily on the handcuffs. 80 9780230727564.Text.indd 80 4/5/10 10:30:48 LITERARY READER Mrs Joe brought the soldiers some of Uncle Pumblechook’s wine. Even I was given a little. I listened as they talked about two prisoners and how the soldiers might catch them. Everyone seemed to be enjoying the experience, but it upset me to think about the men. When Joe had finished his work, he suggested that he and I might follow the soldiers while they looked for the prisoners. All my sister could say was, ‘If they shoot his head off, don’t ask me to put it back on again.’ ***** We followed the soldiers out into the cold. It was getting dark now and it started to rain as we got near the Old Fort. The soldiers were walking quickly, so Joe picked me up and carried me on his back. For the first time, I considered what might happen if one of the prisoners saw me. 81 9780230727564.Text.indd 81 4/5/10 10:30:49 LITERARY READER Then, suddenly, we heard someone shout, ‘Murder!’ We went more slowly and listened. A moment later we could hear fighting and then another shout. A second voice shouted, ‘The prisoners! The prisoners are this way!’ We ran towards the shouts and found the two men fighting each other. The soldiers caught them and put them in handcuffs. My convict was shouting, ‘I caught him! Remember that! It was me!’ ‘He tried to kill me!’ the young man told the soldiers. He looked badly hurt. ‘Tried to kill you!’ my prisoner repeated with a laugh. ‘Of course not! Do you think I could not do it if I wanted to?’ He turned to the sergeant, ‘I’ve escaped and could run away, but I stayed here because I wanted to give this man to you.’ ‘He tried to murder me,’ the young man repeated, more quietly this time. ‘He’s lying!’ replied the older prisoner. ‘We were on trial together and he was just the same then.’ ‘That’s enough!’ the sergeant said. At that moment, my prisoner turned and looked straight at me. He said nothing. Then the group started to walk towards the river. After an hour, we arrived at the prison-ships. Here, my prisoner spoke to the sergeant. ‘I want to tell you something. I was hungry and had to eat. I stole some food from the village. I took bread, cheese, and a meat pie. From the blacksmith’s house.’ The sergeant asked Joe if a pie had gone from his house. ‘Yes, my wife realised it had gone just before you arrived,’ Joe replied. The prisoner turned to Joe and said, ‘You are the blacksmith, then. I’m sorry I ate your pie.’ ‘That’s all right. We don’t know what you’ve done, but we don’t want you to starve, do we, Pip?’ Joe said quietly. Joe and I watched as the two men were taken back to the Hulks. A few days later, I saw Joe looking for his file. I loved Joe and knew that I ought to tell him the truth. But what if Joe did not want a liar as a friend? I decided I had better not say anything. Episode 3: An unexpected invitation I t was now several years after that strange Christmas, and by this time I could read and write a little. As I learned more, I realised that Joe could not write, and was not able to read well, either. ‘Have you never been to school, Joe?’ I asked one day as we sat by the fire. ‘No,’ Joe said quietly. ‘My father didn’t let me go to school. That’s why I didn’t learn very much, Pip. He used to hit me. And my mother. It wasn’t easy and my mother was very unhappy. That’s why I keep quiet with your sister.’ ‘She’s a difficult woman,’ Joe went on. ‘But when your parents died, she looked after you, and I thought that was very kind. She’s a good woman, Pip. When I asked 82 9780230727564.Text.indd 82 4/5/10 10:30:49 LITERARY READER her to marry me, I thought “poor little boy,” and I told her to bring you with her to live at my house.’ I started to cry and I put my arms around Joe. I could not imagine finding a better friend. ***** A little later, Mrs Joe and Uncle Pumblechook arrived. They had been into town together. Mrs Joe took off her coat and looked at me. ‘Now, if this boy doesn’t thank me tonight, he never will,’ she cried. Joe and I did not know what to say. After a moment, Mrs Joe spoke to me. ‘Miss Havisham wants you to go to her house,’ she said. ‘Miss Havisham?’ asked Joe in surprise. ‘Yes, Miss Havisham!’ cried my sister. ‘She asked Uncle Pumblechook if he knew a boy who could go and play at her house. And because Uncle Pumblechook is so kind, and such a gentleman, he told her about Pip. Pip will stay with Uncle Pumblechook tonight. And tomorrow he’ll play at Miss Havisham’s. And he had better play, or there’ll be trouble!’ she warned. Then Mrs Joe pushed me into the kitchen and washed and brushed me until it hurt. Then I was dressed in my best clothes and given to Uncle Pumblechook. ***** 83 9780230727564.Text.indd 83 4/5/10 10:30:50 LITERARY READER I was taken to Miss Havisham’s big, dark house the next morning. The front door was huge and many of the windows were covered. Uncle Pumblechook rang the bell. A few minutes later, the door was opened by a young woman. ‘What name?’ she asked coldly. ‘Pumblechook,’ Uncle Pumblechook answered, ‘And this is Pip.’ ‘Is it?’ the girl said. ‘Come in, Pip.’ We moved to go in, but the girl said, ‘Miss Havisham doesn’t want to see you,’ and she refused to let Uncle Pumblechook in. She closed the door, and then I walked with her into the house. She was beautiful and although she seemed older, I thought she must be about my age. Inside the house it was very dark. Our only light was a candle the girl was now carrying. We walked a long way and went upstairs. At last she knocked on a door and opened it. ‘Go in, boy,’ she said. I was frightened, but I walked in slowly. It was a large, dark room which was lit by a few candles. I could see a very strange woman who was sitting down. She was wearing a long, white wedding dress. Her hair was covered in white, too, and she was only wearing one shoe – again white. Then I realised that she was very old, and very thin. And the dress was not white any more, but was yellow and torn. Then she spoke. ‘Come closer. Let me look at you,’ the lady said. I walked nearer. I was afraid to look at her eyes, so I looked around me. On the table next to her was the other white shoe and some expensive-looking jewels. ‘Look at me,’ said Miss Havisham. ‘Are you afraid to look at a woman who hasn’t seen the sun since before you were born?’ She put her hand to her chest and said quietly, ‘My heart is broken! Broken … and I am so tired.’ She looked very unhappy for a moment, and then spoke again. ‘I would like to see someone playing … So play for me!’ I could not move and said, ‘I’m very sorry … I … don’t think I can play just now.’ ‘Go to the door and call Estella,’ Miss Havisham said, looking at me coldly. I was very afraid, but I went to the door, opened it and called. After a few moments, I saw the light from Estella’s candle as she walked towards the room. Miss Havisham told Estella to come closer. She held a jewel up to the girl’s pretty brown hair and then spoke quietly to her and smiled. ‘These jewels will be yours one day. Now, let me see you play cards with this boy.’ ‘This common boy?’ Estella replied. ‘Yes,’ said Miss Havisham. 84 9780230727564.Text.indd 84 4/5/10 10:30:50 LITERARY READER So we began to play cards. I played badly, and Estella laughed at me. She looked at me and cried, ‘His hands are so rough! And his boots are so heavy!’ I felt sad but said nothing. I lost the game. As we started to play the second game, Miss Havisham said, ‘She says many terrible things about you. But what do you think of her?’ ‘I don’t want to say,’ I replied. ‘Tell me in my ear,’ said Miss Havisham. ‘She is very proud,’ I whispered. ‘Yes. What else?’ ‘And very pretty,’ I said. ‘Anything else?’ ‘I think she’s very rude. And I would like to go home now.’ ‘When you have finished the game,’ replied Miss Havisham. Estella won the last game and threw the cards down on the table. Miss Havisham said that she expected to see me again in six days. Then she turned to Estella and said, ‘Take him downstairs. Before he goes, give him something to eat and drink.’ ***** Estella took me downstairs and out into the light of the garden. ‘Wait here, boy,’ she said, and disappeared inside again. She came back with some bread, meat and a drink, which she put on the ground. Did she think I was a dog? I was very upset, but I did not want Estella to see me crying. After she had gone I cried and cried, and kicked the wall with the heavy boots she had laughed at. 85 9780230727564.Text.indd 85 4/5/10 10:30:50 LITERARY READER What seemed like ages later, Estella appeared and took me to the front door. She said, ‘You’ve been crying a lot, haven’t you? And you’re nearly crying now.’ She laughed, and then pushed me through the door and into the icy street. As I walked home to the forge, I thought of the things the beautiful Estella had said to me. I was common, and I had rough hands and boots that I now hated. I felt sad and ashamed. Episode 4: At Miss Havisham’s W hen six days had passed, I returned to Miss Havisham’s house. Again, Estella opened the big front door. She picked up her candle and I followed her through the house. As we were going up the steep stairs we met a tall, dark man with very little hair on his head, but thick eyebrows. The man stopped to look at me. ‘Why have you come here?’ he asked. ‘Miss Havisham has asked me to come,’ I said quietly. ‘Has she? Then be a good boy!’ the man said, and he walked on downstairs. Miss Havisham was sitting in her room, which was exactly as it had been before. She was wearing the same yellow-white dress. ‘So, you are here again,’ Miss Havisham said. ‘Go into the room opposite this one, and wait till I come.’ It was a big room and in the middle of it was a long table. There was something large and white on the table and I could see spiders climbing all over it. Miss Havisham came into the room and put her hand on my shoulder. She pointed to the thing in the centre of the table. ‘That,’ she said sadly, ‘is the remains of my wedding cake. They will bring me to lie on that table when I am dead.’ After a moment, she said, ‘Help me walk, Pip.’ I started to walk, with her hand heavy on my shoulder, and we walked round and round the table together. A long while later Miss Havisham said, ‘Call Estella.’ Estella came, and Miss Havisham told us to play cards again. Estella looked as beautiful as before, and won every game. Estella then took me downstairs, without speaking a word, and out into the snowy garden. While I was waiting for my food I looked round. The garden was large and not very tidy. Suddenly, I noticed that a fairhaired boy had appeared beside me. He was taller than me, but about the same age, and he was wearing a grey suit. ‘Hello,’ he said. ‘Who said you could look round?’ ‘Miss Estella,’ I answered. ‘Come and fight, then!’ Then, without warning, he pulled my hair and hit me as hard as he could. What could I do? I hit him, and was going to hit him again when he spoke. 86 9780230727564.Text.indd 86 4/5/10 10:30:50 LITERARY READER ‘You want to hit me, do you?’ he cried. He was dancing round like a boxer, and he was getting ready to hit me again. I did not know much about fighting, but without thinking, I hit him again. And then he was lying on the ground, blood all over his face. He did not get up. ‘That means you’ve won,’ he said, breathing heavily. I put out my hand to help him, but he refused to take it. I left him and went to find Estella, who was waiting near the front door. Her eyes were bright and I guessed she had seen the fight. ‘If you want to kiss me, you can,’ she said. I kissed her on the cheek. Then I began to walk home. ***** For the next two or three years, I went to the house three times a week. Although Estella was sometimes kind to me, she was usually rude and made me unhappy. I saw Miss Havisham every time I visited. I told her that when I was old enough I would work with Joe and become a blacksmith. But I also told her that I wanted to be educated and that I wanted to be a gentleman. I could not afford to get an education, and perhaps I hoped she could help me in some way. One day, I was walking Miss Havisham rapidly around the room, when she stopped and looked at me. ‘You’re growing tall, Pip. You ought to start your work as a blacksmith. What’s the name of that man you live with?’ ‘Joe Gargery,’ I answered. ‘Bring him to see me soon,’ she said. When I took Joe to see Miss Havisham a few days later, she gave him a small bag of money. ‘Pip should now become your apprentice,’ she said to Joe. ‘He has been a good boy, so here are twenty-five guineas. You are an honest man and will not expect to have more.’ 87 9780230727564.Text.indd 87 4/5/10 10:30:51 LITERARY READER She then turned to me and said, ‘You work for Joe now. I won’t see you again. Goodbye, Pip!’ ***** So I helped Joe to run the forge. I felt ashamed of my hands, which were dirty with coal, and of my home and life. I considered sadly what Estella would think of it all. The months passed, and I realized that I had to see her again. I told Joe I wanted to go to Miss Havisham’s again, so he closed the forge for a day. But when I rang the bell at Miss Havisham’s house, the door was opened by a servant. Miss Havisham was surprised to see me and said, ‘You had better not want anything more from me, Pip.’ ‘No, Miss Havisham,’ I replied. ‘I just came to thank you again for the money and to tell you that I am doing well as an apprentice.’ ‘Then you can come and see me sometimes. Come every year on your birthday,’ she replied. ‘You’ve been hoping to see Estella, haven’t you?’ I said nothing: I could not lie. ‘She is not here,’ said Miss Havisham. ‘She is in France, learning to be a lady. And she is even more beautiful than she was before.’ She gave me a hard look and laughed, which upset me. I went out in the cold, icy wind and walked home sadly. When I got home the house was full of people – something was wrong. I ran inside and saw my sister lying on the kitchen floor. Her head was badly hurt, and she was not moving. While Joe and I had been out, someone had come into the house and attacked Mrs Joe. We did not know who, or why. But from that day, she never walked or spoke again. All she could do was sit in a chair. 88 9780230727564.Text.indd 88 4/5/10 10:30:52 LITERARY READER Episode 5: Great Expectations A fter Mrs Joe was attacked, we needed someone to look after the three of us, and so then Biddy came to live at the forge. Biddy was a kind girl and I liked her, but she was not beautiful or educated like Estella. She was just a young girl from the village. I could not forget Estella. Each year I went to Miss Havisham’s dusty house on my birthday, and I always hoped to see Estella there. But I never did. One hot summer afternoon I took Biddy for a walk. We walked past the graveyard to the edge of the river. There we sat down and watched the ships and fishing boats. ‘If I tell you something, will you keep it a secret?’ I asked Biddy. She agreed. ‘I want to be a gentleman,’ I said quietly. ‘But why, Pip?’ Biddy asked kindly. ‘Do you mean you aren’t happy as you are?’ ‘Yes, I’m very unhappy! I hate the fact that I’m common, and I hate being a blacksmith,’ I explained. ‘But if I no one had told me I was common, I wouldn’t have thought about it. Then perhaps I would still be happy.’ ‘Who said you were common?’ Biddy asked. ‘The young lady at Miss Havisham’s house,’ I answered. Then I told her more. ‘She’s the most beautiful girl I‘ve ever seen and I love her very much. If I were a gentleman, she might love me too.’ Biddy thought for a few moments. Then she said, ‘I think that young lady was very rude to you. And if she doesn’t like you as you are, then I believe you should forget her.’ ‘I think you’re right, Biddy,’ I said sadly, ‘But I love her so much.’ I was very upset and started to cry. Biddy put her arm gently around me. After a while, I stopped crying and Biddy said, ‘Thank you for telling me, Pip.’ I thought then, that if I could fall in love with Biddy, I would be a happy man. But I knew I could not – I could only think of Estella, although she was miles away. Perhaps Miss Havisham could save me from my unhappiness. If she gave me money for my education, I could become a gentleman. Then Estella might feel differently about me and perhaps love me. ***** 89 9780230727564.Text.indd 89 4/5/10 10:30:52 LITERARY READER I had been Joe’s apprentice for about four years when he and I went to the village inn one evening. We were talking with friends near the fire when I noticed a tall man with dark skin and heavy eyebrows. I realised that it was the man I had seen many years before at Miss Havisham’s house. He stood watching us for a while and then walked slowly towards the fire. ‘Is there a blacksmith called Joe Gargery here?’ the man said loudly. ‘Yes,’ replied Joe as he stood up. ‘Is Pip, your apprentice, here?’ asked the man. I jumped up and answered, ‘I am!’ ‘I would like to talk to you both alone for a little while.’ He was speaking more quietly now. ‘Perhaps we had better go to your home.’ The three of us left the inn without another word and the man did not speak again until we were sitting down inside the house. ‘My name is Jaggers, and I am a lawyer. I must tell you that the person who sent me does not want to tell you their name,’ the man said. ‘I was told to give you a message … and that message is that Pip has great expectations!’ Joe and I were too amazed to speak. ‘I have been asked to take Pip to London with me where he will be educated. He is going to become a gentleman. I will look after him there, and when he is twenty-one years old he will become a very rich man,’ Jaggers went on. ‘I hope you will not stop him leaving the forge and this village,’ he said to Joe. ‘No! Of course not,’ answered Joe quickly. My dream had at last become a reality! And I was sure that Miss Havisham was the person who wanted her name to be a secret. She was the one who was going to help me! ‘Now, here is the rest of what I have to tell you …’ I listened carefully to what Mr Jaggers went on to say. ‘Unless you agree to two things, I cannot take you with me. First, you must always keep the name Pip. Secondly, the name of the person – this person who will make you very rich – has to remain secret. One day, that person will come and speak to you, but I do not know when or where that will be. Until that day comes, however, you must not try to find out this person’s name. Do you agree to these things?’ ‘Yes, I do!’ I answered quickly. ‘Good,’ Mr Jaggers said. ‘Now, I was also given some money, and I was told to use this money to pay for your education. There is a man called Mr Matthew Pocket, who is a private teacher. If you agree, you will live with him in London and he will educate you.’ I thought for a moment. I knew the name Pocket. I had heard Miss Havisham talk about someone with that name before. ‘Well?’ Mr Jaggers said. I told him that I would be very happy to stay with Mr Pocket. 90 9780230727564.Text.indd 90 4/5/10 10:30:52 LITERARY READER ‘Good,’ replied Mr Jaggers simply. He got out a small bag and said, ‘Here are twenty guineas. You will need to buy some smart, new clothes before you come to London. Now, can you come to London next week?’ I looked at Joe and said, ‘Yes, I think I can.’ ‘Well, Joe Gargery,’ said Mr Jaggers, ‘I was told to give some money to you, too.’ ‘To me? Why?’ Joe asked. ‘Because you are losing your apprentice, of course,’ Mr Jaggers answered. Joe carefully put his hand on my shoulder and said quietly, ‘Pip is free to go and find his new life. But if you think that money will make me as happy as having my very good friend Pip with me, then you are wrong!’ It seemed that Joe was about to cry, and I loved him for what he had said. ***** During the week that followed I bought new clothes and went to see Miss Havisham to say goodbye. The evening before I left the village, I put on one of my new suits for Biddy and Joe to see. We ate a wonderful hot meal together and I enjoyed spending the evening with them. I was excited about my future, but I was sad to leave my best friends. I was going to leave for London the next morning. I imagined walking through the village to the coach in my new, smart clothes. I am sorry to say that I was ashamed of Biddy and Joe, and so I told them that I wanted to walk there alone. When the morning came, I said goodbye to Mrs Joe and left the house. I waved to Biddy and Joe, who were both crying, and then turned and proudly walked away. I was about to start a new life in London – I was a man of great expectations! 91 9780230727564.Text.indd 91 4/5/10 10:30:53 LITERARY READER But then, after I had walked for a while, I started to cry. I felt terribly sad that I was starting this five-hour coach journey alone. I thought of my great friend Joe. If I had not been so proud, Joe would have been with me at this important moment in my life. Episode 6: Following a new path A t last the coach arrived in London. The city was huge, dirty and full of people. I had never seen anything like it before. I went to Mr Jaggers’ office, which was not far from the place where the coach to London had stopped. It was early afternoon when I found an open door with the name ‘Mr Jaggers’ on it. I walked in and saw a man sitting behind a desk. ‘Is Mr Jaggers here?’ I asked nervously. ‘You’re Mr Pip, aren’t you?’ the man said. ‘Mr Jaggers is out but he will be back soon. If you want to, you can take a seat in his office,’ and he pointed to a small, dark room behind him. Mr Jaggers finally arrived. ‘Mr Pip, you will stay at Barnard’s Inn, with Mr Herbert Pocket,’ he said. Herbert was Mr Matthew Pocket’s son. Mr Jaggers then gave me some money to spend during my first few months in London. It seemed a lot to me. ‘I will be watching the way you spend the money. But of course, you’ll get into debt sooner or later,’ he said coldly. My new home was not the sort of thing I had expected. It was in a dirty street and was small, old and looked empty. I opened the front door and walked to the top of the stairs. There was another door with the name ‘Mr Herbert Pocket’ on it, but no one was at home. Minutes later a young man with a friendly face appeared on the stairs. He was carrying some paper bags. ‘Your name’s Mr Pip, isn’t it?’ he said as he started to open the door. ‘I’ve just been to the market. You haven’t been waiting for long, have you?’ My mouth fell open in surprise as I looked at the young man. Herbert went on, ‘My father says you will be living here with me for a few …’ he had suddenly stopped talking and was looking at me. ‘You’re the boy I had a fight with at Miss Havisham’s house!’ he cried. ‘And you,’ I said, ‘are the boy in the grey suit!’ He put the paper bags down and we both started to laugh. Later, as we were eating dinner, Herbert told me about the day we had met. ‘Miss Havisham had asked me to visit her, and I didn’t mind going. I thought she might make me rich. But she didn’t. And I thought she might want me to marry Estella – you met Estella, didn’t you? But no.’ ‘And who is Estella? Why does she live with Miss Havisham?’ I asked. 92 9780230727564.Text.indd 92 4/5/10 10:30:53 LITERARY READER ‘It’s all a bit complicated,’ Herbert began. ‘Estella isn’t related to Miss Havisham – she is adopted. She’s a horrible young woman. Miss Havisham hates men and as a result, she has taught Estella to do the same.’ He went on, ‘Miss Havisham is my father’s cousin. When Miss Havisham’s father died, she and her brother became very rich. But her brother spent all of his money and therefore got into debt. He lived a bad life and had friends who were not gentlemen. Miss Havisham fell in love with one of these friends and they soon made the decision to get married. My father was against the marriage, but Miss Havisham did not listen.’ ‘But they didn’t get married, did they?’ I asked. ‘No. On the morning of their wedding day the man sent Miss Havisham a letter which simply said he could not marry her. And then he disappeared.’ ***** A few days later I went to Mr Matthew Pocket’s house and my education began. At the house I met Bentley Drummle, another young man who was living and studying there. I did not like him. He was rich, proud and very rude. Although I now had a room in Mr Pocket’s house, I also decided to keep the room I had with Herbert. He and I had become friends and he was very helpful – he showed me how to dress, talk and eat like a gentleman. Soon after my education had begun, Mr Jaggers invited Bentley Drummle and me to his house for dinner. Mr Jaggers gave us some expensive wine and we ate a delicious meal. The evening was going well, but then I became angry with Drummle, who had drunk too much. He was being rude, and kept saying how clever and strong he was. Soon we were shouting at each other. 93 9780230727564.Text.indd 93 4/5/10 10:30:54 LITERARY READER Mr Jaggers had a servant – a woman with long, dark hair and strange eyes. As she was picking the empty plates up, Mr Jaggers suddenly cried, ‘If you want to see real strength, look at Molly’s arms!’ I turned and saw that he was holding her arms. She looked very frightened. ‘There’s power in these arms,’ Mr Jaggers said. ‘They are the strongest arms I have ever seen.’ Then he said, ‘You can go now, Molly.’ The evening had not ended well and I now disliked Bentley Drummle even more. I was happy when, after only four weeks, Drummle’s studies finished and he left Mr Pocket’s house. ***** Several months later, a letter arrived from Biddy. Joe was going to come to see me the following day. I had not written to Joe and Biddy or visited them since I had come to London. I wanted to forget my old life and I was not sure that I wanted to see Joe. Joe arrived the next day, and he was dressed in his best clothes. He looked very happy to see me, but it was clear that he felt very uncomfortable. He refused to take a seat and kept calling me ‘sir’. ‘Joe, you must stay for dinner,’ I told him. ‘No, sir, that would not be right. I have come to see that you are well and to tell you something. Then I must go back home, because London is not for me – I am not a gentleman.’ I said nothing. ‘Sir – Pip – the thing I have to tell you is that Miss Havisham would like you to visit her. Estella has come home and wants to see you,’ said Joe carefully. Estella wanted to see me! And Miss Havisham had asked me to visit. ‘Therefore,’ I thought, ‘she must want me to marry Estella.’ I was very happy and made the decision to visit them the very next day. Episode 7: Hope and sadness M y coach left London early the next afternoon. All I could think about on the journey was seeing Estella again. I rang the bell at Miss Havisham’s house as I had done many times before. A servant came to the door, and I walked alone to Miss Havisham’s dusty room. When I opened the door, the old lady was sitting in her chair as usual and was looking at the fire. Sitting next to her was a very beautiful woman who I did not know. ‘Well, Pip?’ said Miss Havisham. ‘I heard that you wanted to see me,’ I said. Then the young lady turned her face to look at me. It was Estella’s face! ‘She’s changed, hasn’t she, Pip?’ Miss Havisham asked. ‘She’s beautiful, isn’t she?’ For a moment I could not speak. Estella was now a very beautiful woman and I loved her more than ever. 94 9780230727564.Text.indd 94 4/5/10 10:30:54 LITERARY READER Later, when Estella had left the room, Miss Havisham asked me again, ‘Do you think Estella is lovely, Pip?’ ‘Yes, she’s very beautiful,’ I replied quietly. ‘Then love her, love her, Pip!’ Miss Havisham suddenly cried. ‘If she likes you or hates you, love her!’ ‘Give everything to her,’ Miss Havisham whispered, ‘everything for love – just as I did!’ She was very upset and started to cry as she turned away from me. As I was leaving the house I saw Estella again and we talked for a while. I told her that I had become very good friends with the boy I had fought in the garden years ago – Herbert. ‘Well, since you are now a gentleman, of course you cannot keep the friends you had before,’ Estella replied coldly. And then she said, ‘There is something I must tell you, Pip. I have not changed,’ she said. ‘I have no love in my heart and I never will.’ I was sad to hear these words, but I refused to accept them. My dream of marrying Estella could still become a reality. I felt sure that she would grow to love me. ***** I had planned to visit Biddy and Joe later that day. But I could not forget Estella’s words about changing my friends. I felt ashamed of Biddy and Joe. Because of this, I returned to London that afternoon without visiting them. I got off the coach in London and went to see Herbert. I wanted to tell him how I felt about Estella. ‘My dear Herbert,’ I began, ‘I am about to tell you something that no one knows about … I am in love with Estella.’ ‘Ah, yes. I thought so,’ said Herbert and smiled. ‘You ought to be careful, Pip,’ he went on. ‘In my opinion, she will only make you unhappy.’ Then he said gently, ‘You could try to forget her for a while, couldn’t you?’ ‘No!’ I replied. ‘Then there is nothing more to say,’ Herbert said quietly and smiled. ‘Apart from something that I wanted to tell you.’ I looked at him and waited. ‘I am in love as well, and I want to get married!’ he cried. ‘Really!’ I said in surprise. ‘Her name is Clara and she lives with her father, who is disabled,’ he explained. We were both in love, but we both had a problem. Although Clara loved Herbert, Herbert was poor. He needed to make some money before he could afford to marry her. I loved Estella and was going to be rich, but Estella did not love me. And I did not know if that could ever change. ***** 95 9780230727564.Text.indd 95 4/5/10 10:30:54 LITERARY READER My life in London was good, but I was spending too much money on new clothes, the theatre and fine restaurants. I was soon in debt. However, I knew that on my twenty-first birthday, I would become a rich man. If I could deal with my money problems for just a few more years, then everything would be fine. During this time I received a short letter from Estella. I am coming to London in two days’ time on the midday coach. Miss Havisham would like you to meet me when I arrive. Yours, Estella I was very excited and the two days passed very slowly. When I finally saw Estella’s face as she got off the coach I thought that she was more beautiful than ever before. ‘Please take me to Richmond,’ she said. ‘It is a journey of ten miles.’ ‘What will you do in Richmond?’ I asked. ‘I am going to live with a lady there. She will introduce me to all the important people of London.’ Estella was as cold and as proud as ever. But I still loved her and tried to see her as often as possible while she was in London. ***** Time passed while I was busy spending money and waiting for Estella outside her house, I did not see or write to Biddy and Joe. Then one day I heard that my sister, Mrs Joe, had died. I went to the village to see Joe and Biddy. Later, we all went to the graveyard and stood where my parents’ graves were. I watched as my sister was buried with them in that lonely place. That evening when I was alone with Biddy I said, ‘I will come to see Joe often now that Mrs Joe has died’. Biddy did not speak. ‘Biddy, you heard what I said, didn’t you?’ I asked. ‘Yes, Mr Pip,’ Biddy answered. ‘Well?’ I said angrily. Biddy looked into my eyes and spoke carefully and slowly, ‘Are you sure that you will come and see Joe often?’ ‘Biddy!’ I cried, ‘I cannot believe that you have just said that.’ 96 9780230727564.Text.indd 96 4/5/10 10:30:54 LITERARY READER The next morning I said goodbye to Joe. I told him to expect to see me soon and often, and then I returned to London. But I did not see Joe soon, and I did not visit often. In fact, I did not visit him at all. In London all I could think of was Estella, and spending more money than I had. Biddy had been right to question me. After years of waiting, Mr Jaggers called me to his office on the day of my twentyfirst birthday. ‘Congratulations, Mr Pip,’ he said. ‘Have a seat.’ I sat down. ‘Now, take this,’ he said and held out a small piece of paper to me. ‘This is a banknote,’ I said in surprise, ‘for £500!’ ‘Yes, that’s right. It’s a lot of money, isn’t it? And every year you will have another £500. Every year until you finally meet the person who has given you your expectations,’ explained the lawyer. So at last I could pay my debts. I was now rich and followed Estella around London to many plays, concerts, parties and dances. At one dance I was surprised to see that the ever more rude and unpleasant Bentley Drummle was there. It was very clear to me that Drummle liked Estella very much, and that Estella was enjoying the attention. When Estella was alone, I took the opportunity to speak to her, ‘Drummle is stupid and rude, but you laugh and smile at him. You never smile at me. Why, Estella?’ I asked. Estella seemed angry and said, ‘Do you want me to lie to you as I lie to him?’ ‘Do you lie to him, Estella?’ I asked. ‘Yes. Of course. I lie to all the men around me apart from you, Pip,’ she said. Then she looked at me and said, ‘But will you never listen to my warning?’ ‘What do you mean?’ I replied. ‘Miss Havisham has taught me to be proud and hard. She has taken away all love from my heart. Don’t fall in love with me since it will only make you very unhappy.’ 97 9780230727564.Text.indd 97 4/5/10 10:30:55 LITERARY READER Episode 8: Abel Magwitch I was now twenty-three years old, and I was still living with Herbert, although he had just gone away to France for a few days. He had his own business and was beginning to make a lot of money. The weather had been terrible all day and it was a very wet and windy evening. I was alone in my room, reading a book, when I heard something. Someone was coming up the stairs. When I opened the door I saw an old man with long, grey hair. He was wearing rough clothes, and he looked tired. ‘Who are you looking for?’ I asked. ‘Mr Pip,’ he said. I saw that he was smiling and reaching out to me with his arms. This surprised me and made me nervous. ‘Do you want to come in?’ I asked. ‘Yes, master,’ he replied. I took him inside and watched as he looked round the room, and at me. He sat down in a chair near the fire. ‘What do you want?’ I asked. ‘You don’t recognize me, do you?’ he replied, and he looked into my eyes. ‘That’s sad. I’ve had a difficult journey and come a long way to see you.’ At that moment I suddenly knew who he was. I could not speak. He was the prisoner I had helped all those years before! ‘I’ve never forgotten the way you helped me, Pip,’ he said as he moved towards me. ‘No!’ I cried. ‘If you’ve come to say thank you, then there’s no need. It was a long time ago. Our lives are very different now and I don’t want …’ I saw that the old man was crying, so I stopped speaking. After a few moments I asked him gently, ‘How have you been living?’ ‘I’ve been working as a sheep farmer in Australia. I’ve done very well, and have made money,’ he replied. ‘That’s good,’ I said. ‘And I can see that you have become a gentleman. Can I ask you a question? How has this happened?’ ‘I … I have been given some money,’ I replied. ‘And how much money? Can I guess?’ the man asked. ‘Could it be … five hundred pounds – five hundred pounds each year?’ I stood up. I could not speak. I was very frightened. ‘And who has looked after this money for you. Is it a lawyer by the name of Jaggers?’ he went on. I gave a cry and fell back into the chair. ‘Yes, Pip,’ he said. ‘I’m the one who’s given that money. That day you helped me, I made a decision. I wanted to make you a gentleman. So all my money has been sent to you. I’ve made you rich – I’ve made you a gentleman!’ 98 9780230727564.Text.indd 98 4/5/10 10:30:55 LITERARY READER He came closer, then took my hands and kissed them. I could not move. He looked at my face. ‘And you’ve grown handsome, too,’ he said and smiled. ‘And there’s a beautiful girl, I’m sure. She’ll be yours, if money can help you.’ Estella! I could not think of her. ‘It wasn’t easy to come here, Pip. It was very dangerous and I’m not safe now.’ ‘Why?’ I asked him in surprise. ‘I was sent to Australia for ever,’ he whispered. ‘If I’m caught here, I’ll be hanged. Hanged by the neck till I’m dead!’ It was late, so I took him to Herbert’s room and he went to sleep. I sat for hours by the fire, thinking and worrying. Everything had gone horribly wrong. I could not accept money from an escaped prisoner. Therefore I had no expectations, and Estella could not be mine. All of my time with Miss Havisham had been for nothing – she had had no plans for Estella and me. And I had forgotten and hurt Joe and Biddy, too – and all of this because of that man asleep in Herbert’s room. The next morning I was still very upset. What was I going to do? While the old man was eating breakfast rapidly and noisily like an animal, I said, ‘I don’t even know your name.’ ‘It’s Magwitch,’ he said, ‘Abel Magwitch.’ ‘How long are you going to stay in England?’ I asked quickly, full of worry. ‘How long?’ he said, looking at me. ‘For ever. I’m not going back.’ ***** Later that day I cut Magwitch’s hair and went out to buy him clothes. He washed and dressed in the new clothes, but he still looked rough and frightening to me. In the afternoon, Herbert arrived from France. When he walked in and saw Magwitch in the chair by our fire, he looked surprised. 99 9780230727564.Text.indd 99 4/5/10 10:30:55 LITERARY READER ‘Herbert,’ I said, ‘something very strange has happened and I need to talk to you.’ After I had told my good friend everything, I asked him, ‘What should we do?’ He thought for a few moments and then said, ‘Magwitch, you must leave England. You should go to France or Germany. There you will be safe.’ Then Herbert turned to me and said quietly, ‘And in my opinion, you ought to go with him, Pip.’ That evening I thought long and hard. This terrible man had made me a gentleman. He had risked his life to come and see me. The facts made me so unhappy, but I had no choice – I had to help him. Herbert was right. But if I was going to help Magwitch, then I needed to know more. ‘Can you tell me what happened, all those years ago?’ I asked him the next morning. He slowly sat down by the fire and began to speak. ‘The man I fought with that night was called Compeyson. I first met him more than twenty years ago. I thought he was a gentleman, but he was a bad man and a liar. He asked me to help him with his plans. But he was clever and he wanted to make sure that I went to prison if we were caught, not him.’ ‘Compeyson had a friend, a man with a rich sister. The two men were very bad to her and stole her money.’ I looked at Herbert. Could the man be Miss Havisham’s brother? And Compeyson the man Miss Havisham had fallen in love with? ‘Later, the man died,’ Magwitch went on, ‘and then we were caught. I found Mr Jaggers, who was a good lawyer, and asked him to help me. I paid him everything I had. But it was no good. We were both sent to prison. But I got fourteen years and Compeyson was only given seven. ‘I hated Compeyson and one day on the Hulks I attacked him and cut his face. Then I escaped and hid in the graveyard – and there I met you, my young friend. You told me that Compeyson had also escaped. I looked for him, caught him and gave him back to the soldiers. And then I was sent to Australia for the rest of my life.’ ‘And where’s Compeyson now?’ I asked quietly. ‘I don’t know. But if I ever see him again, I’ll cut his head off before he cuts off mine!’ If Compeyson was now a free man, then Magwitch was in danger in London. Herbert and I started to make plans to help Magwitch get away from England. We decided to buy a small boat and use it to take him secretly down the river Thames at night. There, near the sea, we could get him onto one of the big ships and he could go to Europe. 100 9780230727564.Text.indd 100 4/5/10 10:30:56 LITERARY READER Episode 9: Secrets from the past I found out that Estella was staying with Miss Havisham, and I decided to visit them both for the last time. When I arrived, they were sitting together in Miss Havisham’s room, watching the fire. Estella looked up at me through her long, dark hair as I came into the room. ‘Miss Havisham,’ I said, ‘I have been told the name of the person who has made me a gentleman, and this discovery is not good news. I am very disappointed that you allowed me to think that it was you. It was not a kind thing to do.’ ‘Kind?’ Miss Havisham shouted angrily, ‘Why should I be kind?’ ‘You paid me for my time here years ago, and I expect nothing more,’ I said calmly, ‘but I have come to ask for some money for my good friend Herbert Pocket, not for myself.’ ‘A year or two ago I helped Herbert to set up his own business,’ I explained, ‘but now he needs money to make it grow. I cannot take more money from the person who has made me a gentleman, so I am now asking you.’ Miss Havisham just looked at me coldly. I turned to Estella, who was again looking at the fire. ‘Estella,’ I said nervously, ‘I have no hope left that you will ever be mine. But I have to tell you that I love you very much and always have.’ Estella looked up at me with her sad, dark eyes. ‘I have told you before,’ she said angrily, ‘that the word “love” means nothing to me. And I should tell you that I am about to be married. To Bentley Drummle.’ ***** When I arrived back in London I was very tired and upset. Estella’s news had hurt me terribly. Herbert looked very worried when I got home. He told me that someone had followed him in the street. He thought that Compeyson was in London and was looking for Magwitch. ‘It’s good to see you, dear boy,’ said Magwitch. ‘We’ve told Jaggers everything. I think I’m safe here, but we should leave soon.’ Not long after, Mr Jaggers invited me to his house. We sat down to have dinner and Molly, his servant, came into the room. As she moved forwards her long, dark hair fell across her face and she looked up at me with dark, sad eyes. That look, those eyes – I felt that I had seen them somewhere before. Then suddenly, I thought of Estella. Mr Jaggers saw me looking at Molly with wide eyes and an open mouth. After she had left the room I quietly said, ‘Is Molly …’ but before I could finish Mr Jaggers simply said, ‘Yes, Pip.’ Molly was Estella’s mother! 101 9780230727564.Text.indd 101 4/5/10 10:30:56 LITERARY READER As I was leaving Mr Jaggers’ house, he told me that Miss Havisham wanted to talk to me. I was surprised, but I went to see her the next day and found her sitting by the fire. We talked for a while and she agreed to help Herbert. Then she wanted to know if I was terribly unhappy. ‘Yes, I am,’ I said. ‘Oh, what have I done? I am sorry, so sorry, Pip,’ she cried and fell to the floor. ‘You should also say sorry to Estella. You have made her the cold person that she is,’ I said. ‘Yes, you are right!’ Miss Havisham cried. I helped Miss Havisham back to her chair near the fire and then I walked to the door. As I turned to say goodbye I saw that her dress was on fire. She stood up and cried out in horror. I took off my coat and threw it over her as she cried out again. Servants came running into the room and with difficulty helped me to pick Miss Havisham up and put her on the table. She was very badly hurt and could not be moved. The doctor came, but he could not help her. Several weeks later I heard that she had died. ***** The fire had burned me as well and I needed time to get better in London. The weeks passed and we began to know Magwitch better. ‘Magwitch and I have talked a lot,’ Herbert said. ‘He told me that he used to be married, and that his wife was very rough. Years ago she had a fight with another woman, and the woman died. They said it was murder.’ I looked at Herbert in horror. ‘She was put on trial,’ Herbert went on, ‘but Mr Jaggers was her lawyer, and she didn’t go to prison.’ ‘What happened to her?’ I asked. ‘She disappeared with their young daughter about twenty years ago. Magwitch was very upset since he loved the child very much. He never saw them again.’ 102 9780230727564.Text.indd 102 4/5/10 10:30:56 LITERARY READER ‘Twenty years ago?’ I asked slowly. ‘Yes,’ Herbert answered. ‘And I think you became important to him then because you were about the same age as his own child.’ I thought for a moment and then said, ‘I think Abel Magwitch could be Estella’s father!’ As soon as I had the strength, I went to talk to Mr Jaggers. I told him everything I knew and the things I had guessed. Then I said, ‘Some very sad things have happened to these people. I think we should tell them the truth.’ ‘Your guesses may be correct,’ said Jaggers. ‘But do you think the truth would help any of them now? Would the truth make the mother happy? Or the father? Or the child?’ I thought of Estella. Although she was the daughter of a prisoner, she now had a proud husband from a rich family. If she discovered the truth, it would be a disaster for her. Mr Jaggers was right. ***** The time had come for me to leave the country with Magwitch. We had bought a rowing boat and knew about a ship that was soon leaving London to go to Germany. One morning, Magwitch, Herbert and I went to the river and climbed into the small boat. As we started our journey, Magwitch spoke to me in a gentle voice. ‘Thank you, my dear boy.’ ‘If everything goes well, you will be a truly free man soon,’ I told him. We travelled slowly down the river all day and far into the night until we finally stopped at the river’s edge. We now had to wait for our ship. Several hours later I saw the ship, and we quickly started to row towards it. As we got nearer the huge ship, I could see the big paddles turning rapidly and noisily. I then saw a boat moving behind us. Soon I realized, with horror, that it was following us closely. I could see four men in it and one was shouting. 103 9780230727564.Text.indd 103 4/5/10 10:30:57 LITERARY READER ‘You have a man called Abel Magwitch in your boat. Stop and give him to us!’ Both boats were very near the frightening paddles now. Suddenly, Magwitch stood up and pointed to one of the men in the other boat. ‘Compeyson!’ Magwitch shouted. He reached forward and pushed the man into the water. At that moment our boat was hit by the paddles and we too were thrown into the water. Minutes later we were all pulled into the other boat, but the paddles had hit Magwitch and he was badly hurt. As for Compeyson, he was lost in the water and was never found. Magwitch was put on trial and was sentenced to death by hanging. However, he was very ill, and he was sent to a hospital first. I visited him there every day, but it was clear to me that he was going to die very soon. ‘Dear boy,’ he whispered one day. ‘Thank you for everything you have done for me. It means a lot to me.’ ‘Dear Magwitch, I have something to tell you,’ I said quietly. ‘Years ago you had a daughter, who you loved and lost,’ I said slowly. ‘I want you to know that she is alive and is a beautiful lady. And I am in love with her.’ Abel Magwitch had very little strength left, but he picked up my hands and kissed them. He smiled and then closed his eyes – for ever. Episode 10: Times of change T he months after Magwitch’s death were full of difficulty and worry. Before he died, Magwitch had told me that he wanted me to have all of his money. But the court took everything he had and left me with my huge debts. At this time, Herbert’s business took him to Egypt. I was alone, and I became very ill. I stayed in bed and had frightening dreams. My dreams were full of all the terrible things that had happened to me – the boat under the paddles, Miss Havisham crying out and other strange things. But more than anything I saw Joe’s face again and again. When the terrible dreams finally went away. I opened my eyes. I was amazed to see Joe sitting next to my bed. ‘Joe?’ I said, ‘Is that really you?’ ‘Yes, it is, my dear Pip,’ he replied. ‘Oh, Joe, you must be angry with me,’ I said. ‘You’ve always been so kind, and I’ve been so bad to you.’ ‘We’ll always be the best of friends, Pip,’ Joe said gently. ‘You’ll soon be well again.’ ‘Have you been looking after me for a long time, Joe?’ I asked. ‘For a few weeks. We heard that you were ill, so Biddy told me to come, and I came the same day. I must write to her and tell her that you’re getting better.’ I realised later, as I saw Joe carefully writing that letter, that Biddy had taught him to read and write. I felt very proud of Joe. 104 9780230727564.Text.indd 104 4/5/10 10:30:57 LITERARY READER I started to feel much better and I enjoyed spending time with my good friend. However, I noticed that as I got better, Joe became more uncomfortable and more embarrassed. I wanted to tell him everything – all about Magwitch and how I was now poor, and had no expectations. But Joe was not interested. He did not want to hear about it. ‘Pip, the past is the past,’ Joe said. Late one night, when I went to bed, he came into my room and put his big hand on my shoulder. ‘Goodnight, sir,’ he whispered. The next morning I went into his room to talk to him, but he had gone. I picked up a short letter he had left on the table. Now that you are well again, I think you will do better without me. Always the best of friends, Joe I later found out that Joe had paid all my debts for me before he left. ***** I did not have to make plans. I knew what I needed to do. I would go back to the village and ask Joe if I could live with him for a while. I thought of Biddy, dear, kind Biddy. I would go to her, tell her how much I had learnt and say sorry to her. Then I would ask her to marry me. The village was more beautiful than I remembered. I walked slowly through the streets in the warm summer sun. As I got near the forge, I saw that it was closed. I wondered why this might be, and then suddenly, I saw Biddy and Joe. They were standing in front of the house, and they were holding hands. ‘Joe, you look so smart,’ I said. They looked very happy and ran to meet me. ‘Biddy, you look wonderful!’ 105 9780230727564.Text.indd 105 4/5/10 10:30:58 LITERARY READER ‘It’s my wedding day, Pip!’ said Biddy. ‘And I’m married to Joe!’ I suddenly felt very tired and weak and I was taken inside to sit down. After a while, I told Biddy that she had the best husband in the world. ‘And Joe, my dear Joe, Biddy will make you very happy,’ I said and I smiled at them both. ‘Thank you so much for everything you’ve done for me,’ I said. ‘I won’t rest until I’ve made enough money to pay my debt to you, Joe. ‘If you have a child, a boy like me,’ I went on. ‘Tell him how I love you both. He will grow up a better man than me. I hope that you can both forgive me for the way I’ve been.’ ‘God knows that I would forgive you,’ Joe said. ‘But, dear Pip, there is nothing to forgive!’ ‘That’s right, Pip. Nothing to forgive,’ Biddy added gently. ***** My dreams of marrying Biddy and living happily in my old village had gone. I decided that I would go to Egypt and work for Herbert. He gave me a job as a clerk. The business was going well and we both made a lot of money. In just a few years Herbert was able to marry Clara and I had sent Joe’s money back to him. After eleven long years in Egypt, I came back home to England. On one cold December evening I returned to the village and walked to the forge. When I got to the house I carefully opened the door and looked in. I saw Joe quietly sitting by the fire and it reminded me of the times I used to sit there with him as a child. And then I saw a little boy, sitting close to Joe. Joe looked up. ‘He’s called Pip, after you,’ he said. ‘We hoped he would grow to be a little like you, and we think he has!’ I told Joe that I was very happy for them. The next morning I took little Pip for a walk and showed him my parents’ gravestones at the church. I liked him very much. That evening I asked Biddy if she would let Pip come and stay with me sometimes. ‘No Pip,’ Biddy said and smiled, ‘If you got married, you could have children of your own.’ ‘That’s what Herbert and Clara tell me,’ I answered. ‘But I’m getting older now. I don’t think I will ever marry.’ ‘Dear Pip,’ Biddy said quietly, ‘Are you still disappointed about Estella?’ ‘No, not any more,’ I replied. ‘Tell me as an old friend,’ Biddy said kindly, ‘Have you really forgotten her?’ ‘My dear Biddy, I haven’t forgotten any of the important things that have happened to me,’ I answered. ‘But that dream has gone, yes, it’s gone.’ I had heard that Estella’s marriage had not been good, and that she had been very unhappy. I also knew that her husband, Bentley Drummle, had died. I was curious to see Miss Havisham’s old house one last time. But when I got to the place, I saw that it was gone. All that remained was the garden, which was rough 106 9780230727564.Text.indd 106 4/5/10 10:30:58 LITERARY READER and untidy. I walked in and looked round in the light of the evening moon. I was puzzled to see that there was someone already in the garden. The person seemed to be a woman. As I walked nearer, the woman suddenly spoke my name. ‘Estella!’ I cried. ‘I have changed a lot. I am surprised that you recognize me,’ Estella replied. Yes, Estella looked different. She looked older, but she was still beautiful and her eyes seemed warmer. We sat down together and talked. ‘It is strange that we should see each other here, Estella, where we first met,’ I said. ‘Do you often come back?’ ‘No, I have never returned until today. This is all mine now. It is all I have left. And you,’ she asked, ‘have been working far away with Herbert, haven’t you?’ ‘Yes,’ I answered. ‘I have been working hard to make enough money.’ ‘I have often thought of you, Pip,’ Estella said. ‘Have you? You have always been in my thoughts,’ I answered. ‘I have had a difficult few years, but I think they have made me a better person. Be kind to me now as you were all those years ago. Allow us to leave each other today as friends.’ I reached out and took her hand and we walked together out of the garden. As we left the old place behind I felt calm and full of hope. We were friends. More than that, I knew in my heart that we would not leave each other again. 107 9780230727564.Text.indd 107 4/5/10 10:30:58 LITeRaRY ReaDeR Key words Key words Key words Key words Key words Key words Key words Key words Key words Key Key words words Key words Key words Key words Key words Key words Key words Key words Key words Key words prisoners were were often often kept kept in in old old ships-hulks-that ships-hulks-that prisoners were not strong enough to sail any more. were not strong enough to sail any more. /phon/n candle /phon/ candle iron /phon/ /phon/nn Ãk@Ô Ãk@Ô iron cards (play~)/p (play~)/ cards /phon/adj adjÑËÏiÐGÐG ÑËÏiÐGÐG kind /phon/ kind common /pho /pho common 19th century century u 19th describe other other describe socially lower lower socially locked /phon/ participleadj adjfrom from lock lock É?h_?c É?h_?c /phon/ participle locked /phon/vv MâMâËËeʵÏc eʵÏc murder /phon/ murder pie/phon/nn о̱ÐGÏhâ о̱ÐGÏhâÌ̹ʵ ¹Êµ pie/phon/ /phon/nn ÀÏgÉÐ} ÀÏgÉÐ} sir /phon/ sir EPISODE 2 2 222222 2 EPISODE 1 1 111111 1 EPISODE EPISODE EPISODE EPISODE EPISODE EPISODE EPISODE EPISODE EPISODE EPISODE EPISODE EPISODE EPISODE EPISODE EPISODE EPISODE EPISODE 2 EPISODE EPISODE EPISODE 1 1 EPISODE 2 EPISODE EPISODE EPISODE EPISODE EPISODE EPISODE EPISODE 22 2222 2 222 EPISODE EPISODE EPISODE EPISODE 11 1111 11 11 EPISODE EPISODE EPISODE EPISODE EPISODE EPISODE EPISODE EPISODE steal ÃËic rÙ_ /phon/ EPISODE 1 steal nnadj /phon/ /phon/ adj ÃËic rÙ_ )rÙ_ À@KÐG ))À@KÐG delicious Key steal /stiːl/ v/phon/ /phon/ adj rÙ_ )À@KÐG delicious adj )À@KÐG delicious /phon/ n nwords â words ÑOйʱ ankle /phon/ adj rÙ_ À@KÐG delicious /phon/ adj adj ))rÙ_ À@KÐG À@KÐG delicious /phon/ rÙ_ rÙ_ )rÙ_ À@KÐG delicious /phon/ nnnÑOйʱ â ÑOйʱ ÑOйʱ ankle Key words /phon/ â ÑOйʱ ankle /phon/ ânÑOйʱ ÑOйʱ ankle Key words /phon/ adj )À@KÐG À@KÐG delicious /phon/ nnÑOйʱ â â nÑOйʱ ankle /phon/ â n/phon/ ankle /phon/ adj rÙ_ delicious Key /phon/ adj adj delicious /phon/ /phon/ adj rÙ_ adj ))À@KÐG À@KÐG rÙ_ delicious delicious /phon/ â ÑOйʱ ankle Key words /phon/ ankle /phon/ rÙ_ delicious /phon/ â ÑOйʱ ankle /phon/ adj ) À@KÐG delicious /phon/ â nÑOйʱ â ÑOйʱ ankle ankle /phon/ adj rÙ_ À@KÐG delicious /phon/ n â ankle /phon/ adj rÙ_ ) À@KÐG )À@KÐG delicious /phon/ adj rÙ_ ) À@KÐG À@KÐG delicious /phon/ adj rÙ_ ) delicious /phon/ adj rÙ_ ) À@KÐG rÙ_ delicious /phon/ n â ankle /phon/ adj rÙ_ )))À@KÐG delicious /phon/ adj delicious /phon/ n â ÑOйʱ ankle /phon/ n â ÑOйʱ ankle /phon/ n â ankle /phon/ rÙ_ )À@KÐG delicious /phon/ n â ÑOйʱ ankle /phon/ n â ÑOйʱ ankle /phon/ n â ÑOйʱ ankle /phon/ n â ankle â anklen /phon/n ÑOйʱ ankleKey /ˈænkl/ words thick gÉÊLkÐÔ Key words Key Key words /phon/ gÉÊLkÐÔ thick Key words Key words Key words fork/phon/ n/phon/ â nn¼@KÐw fork/phon/ nnn¼@KÐw â adj ¼@KÐw ¼@KÐw thick /θɪk/ Key words fork/phon/ â ¼@KÐw fork/phon/ ân¼@KÐw fork/phon/ â â n¼@KÐw fork/phon/ n¼@KÐw â nadj buried /phon/ vwords v1ÄÉÊG?gchâ ÌÄÉÊG?gchâ Pk¸@_ÐG are buried /phon/ v vÄÉÊG?gchâ ÌPk¸@_ÐG are fork/phon/ â adj buried /phon/ vÄÉÊG?gchâ ÄÉÊG?gchâ ÌPk¸@_ÐG Pk¸@_ÐG are fork/phon/ buried /phon/ ÄÉÊG?gchâ ÌPk¸@_ÐG Pk¸@_ÐG are buried /phon/ v1 ÄÉÊG?gchâ ÌÄÉÊG?gchâ Pk¸@_ÐG are buried /phon/ ÌvPk¸@_ÐG are fork/phon/ fork/phon/ fork/phon/ â¼@KÐw â EPISODE fork/phon/ n¼@KÐw â 2â22nn¼@KÐw ¼@KÐw EPISODE buried /phon/ v ÌPk¸@_ÐG are EPISODE EPISODE buried /phon/ v1vÄÉÊG?gchâ are fork/phon/ n¼@KÐw â 2¼@KÐw ¼@KÐw EPISODE buried /phon/ v Ì Pk¸@_ÐG are buried buried /phon/ /phon/ vvvÄÉÊG?gchâ ÄÉÊG?gchâ Ì Ì Pk¸@_ÐG are are fork/phon/ â ¼@KÐw EPISODE 1 fork/phon/ nn¼@KÐw â fork/phon/ n â ¼@KÐw fork/phon/ n â ¼@KÐw EPISODE 2 buried /phon/ ÄÉÊG?gchâ Ì Pk¸@_ÐG are fork/phon/ n â fork/phon/ n â fork/phon/ n â EPISODE 1 buried /phon/ are EPISODE fork/phon/ â EPISODE EPISODE 2 buried /phon/ ÄÉÊG?gchâ Ì are buried /phon/ v Ì Pk¸@_ÐG are buried /phon/ v ÄÉÊG?gchâ Ì Pk¸@_ÐG are EPISODE 1 buried /phon/ v ÄÉÊG?gchâ Ì Pk¸@_ÐG are buried /phon/ v ÄÉÊG?gchâ Ì Pk¸@_ÐG are buried /phon/ v ÄÉÊG?gchâ Ì Pk¸@_ÐG are buried /phon/ v ÄÉÊG?gchâ Ì Pk¸@_ÐG are /phon/ are buriedare /ɑːburied ˈberiːd/ v vÄÉÊG?gchâÌPk¸@_ÐG n22n/phon/ ÐxOйе 2adj handcuffs/phon/ nnÐxOйе rÙ_ handcuffs/phon/ n2 ÐxOйе )À@KÐG handcuffs/phon/ ÐxOйе adj delicious EPISODE handcuffs/phon/ n/phon/ rÙ_ handcuffs/phon/ ÐxOйе rÙ_ EPISODE 1 adj À@KÐG delicious blacksmith n g ÐïÂk@Ô /phon/ EPISODE /phon/ n â ngÐïÂk@Ô ankle handcuffs/phon/ ÐxOйе /phon/ delicious blacksmith EPISODE 1 108 handcuffs/phon/ blacksmith ÐïÂk@Ô /phon/ EPISODE EPISODE handcuffs/phon/ /phon/ n â nÑOйʱ ankle EPISODE 2nadj EPISODE 22/phon/ EPISODE EPISODE EPISODE EPISODE 1ngÐïÂk@Ô EPISODE handcuffs/phon/ nrÙ_ ÐxOйе /phon/ ÐxOйе delicious blacksmith n ÐïÂk@Ô /phon/ EPISODE 1 EPISODE 1 EPISODE 1 handcuffs/phon/ handcuffs/phon/ n ÐxOйе rÙ_ blacksmith n g ÐïÂk@Ô /phon/ EPISODE 1 blacksmith n g ÐïÂk@Ô /phon/ EPISODE 1 /phon/ n â ggÑOйʱ ÑOйʱ ankle 108 EPISODE adj À@KÐG À@KÐG delicious EPISODE 1/phon/ handcuffs/phon/ n2ÐxOйе ÐxOйе )))À@KÐG /phon/ n /phon/ â ngÐïÂk@Ô ÑOйʱ ankle adj )À@KÐG delicious blacksmith n/phon/ gÑOйʱ /phon/ handcuffs/phon/ blacksmith nnÑOйʱ /phon/ nnn1 â ÐïÂk@Ô ankle handcuffs/phon/ nÐxOйе ÐxOйе EPISODE 2 blacksmith g ÐïÂk@Ô /phon/ handcuffs/phon/ nn/phon/ )ÐxOйе handcuffs/phon/ nnnÐxOйе ÐxOйе rÙ_ blacksmith blacksmith ngÐïÂk@Ô g ÐïÂk@Ô /phon/ handcuffs/phon/ n22n ÐxOйе /phon/ â ankle handcuffs/phon/ handcuffs/phon/ n ÐxOйе handcuffs/phon/ n ÐxOйе blacksmith g ÐïÂk@Ô handcuffs/phon/ n blacksmith /phon/ blacksmith g ÐïÂk@Ô /phon/ blacksmith n g ÐïÂk@Ô /phon/ blacksmith n g ÐïÂk@Ô /phon/ blacksmith n /phon/ blacksmith n g ÐïÂk@Ô /phon/ blacksmith n g ÐïÂk@Ô /phon/ blacksmith n /phon/ blacksmith n g ÐïÂk@Ô /phon/ blacksmith /ˈblæksmɪθ/ n adj adj delicious /phon/ adj rÙ_ )À@KÐG À@KÐG delicious /phon/ â ÑOйʱ ankle n/dɪˈlɪʃəs/ /phon/ ÄdÁ@±ÙK horror/phon/ /phon/ À@KÐG )À@KÐG rÙ_ )À@KÐG delicious adj )À@KÐG delicious )rÙ_ À@KÐG delicious /phon/ )adj rÙ_ delicious n nÄdÁ@±ÙK nÄdÁ@±ÙK rÙ_ horror/phon/ adj )À@KÐG delicious /phon/ adj rÙ_ )À@KÐG delicious adj ÄdÁ@±ÙK horror/phon/ /phon/ â n nÑOйʱ ankle fork/phon/ nÄdÁ@±ÙK â /phon/ ¼@KÐw /phon/ adj delicious horror/phon/ /phon/ /phon/ âÄÉÊG?gchâ â ÌPk¸@_ÐG ÑOйʱ ankle n/phon/ rÙ_ horror/phon/ n/phon/ n¼@KÐw n horror/phon/ fork/phon/ nÄdÁ@±ÙK â ¼@KÐw ¼@KÐw /phon/ â nvvÑOйʱ ankle /phon/ âi ankle â vnÑOйʱ ankle /phon/ nni â vÑOйʱ ÑOйʱ ankle /phon/ nnÑOйʱ â ÑOйʱ ankle delicious adj fork/phon/ âÄdÁ@±ÙK ¼@KÐw /phon/ ni â /phon/ ÑOйʱ ankle /phon/ nankle chain /phon/ rÙ_ horror/phon/ buried /phon/ ÌPk¸@_ÐG are /phon/ ni chain fork/phon/ ndelicious âÄdÁ@±ÙK nÄdÁ@±ÙK rÙ_ horror/phon/ chain buried ÄÉÊG?gchâ ÌÌPk¸@_ÐG Pk¸@_ÐG are horror/phon/ ÄdÁ@±ÙK adj rÙ_ horror/phon/ horror/phon/ /phon/ nn/phon/ chain fork/phon/ nÄdÁ@±ÙK âÄdÁ@±ÙK ))À@KÐG /phon/ ni chain /phon/ ni chain buried /phon/ ÄÉÊG?gchâ Ì are fork/phon/ nnnnÄdÁ@±ÙK â ¼@KÐw nÄdÁ@±ÙK horror/phon/ n horror/phon/ buried /phon/ ÄÉÊG?gchâ are /phon/ n i chain horror/phon/ n ÄdÁ@±ÙK horror/phon/ /phon/ n chain n horror/phon/ n horror/phon/ buried /phon/ v ÄÉÊG?gchâ Pk¸@_ÐG are /phon/ n i chain /phon/ /phon/ n i n i chain chain buried /phon/ v ÄÉÊG?gchâ Ì Pk¸@_ÐG are n ÄdÁ@±ÙK horror/phon/ n ÄdÁ@±ÙK horror/phon/ n ÄdÁ@±ÙK horror/phon/ /phon/ n i chain n ÄdÁ@±ÙK horror/phon/ /phon/ n i chain /phon/ ni chain /phon/ n/phon/ chain /phon/ ni chain /phon/ ni i chain /phon/ nn/phon/ chain /phon/ n i chain nni chain chain /tʃeɪn/ i chain fork/phon/ â ¼@KÐw fork/phon/ â n n¼@KÐw ânnÐxOйе â ÐxOйе liar/phon/ nhandcuffs/phon/ Änfork/phon/ fork/phon/ â ÐxOйе ¼@KÐw fork/phon/ â iØgc n¼@KÐw â nn¼@KÐw fork/phon/ nnniØgc â ¼@KÐw ¼@KÐw buried ËÄÉÊG?gchâ ÄÉÊG?gchâ ÌÌPk¸@_ÐG are fork/phon/ â ¼@KÐw liar/phon/ liar/phon/ Än¼@KÐw fork/phon/ nÄiØgc â iØgc ¼@KÐw handcuffs/phon/ buried /phon/ v ÊÁÑð ÄÉÊG?gchâ ̹Pk¸@_ÐG Pk¸@_ÐG are liar/phon/ liar/phon/ ÄÄnnÄiØgc liar/phon/ nfork/phon/ ÄnniØgc buried /phon/ vÐïÂk@Ô ÊÁÑð ÄÉÊG?gchâ ÄÉÊG?gchâ ÌPk¸@_ÐG ÌC Pk¸@_ÐG are are fork /fɔːk/ nnnnfork/phon/ buried /phon/ ÄÉÊG?gchâ ÌPk¸@_ÐG are buried /phon/ /phon/ ÄÉÊG?gchâ Ì̹vPk¸@_ÐG are buried /phon/ ÊÁÑð ÄÉÊG?gchâ ÌCPk¸@_ÐG are buried /phon/ vÑÂË?iÑâ ÄÉÊG?gchâ ÌPk¸@_ÐG are buried /phon/ ÄÉÊG?gchâ Pk¸@_ÐG are handcuffs/phon/ liar/phon/ buried /phon/ vgvnÑÂË?iÑâ are Christmas n/phon/ ÑÂË?iÑâ hristian /phon/ handcuffs/phon/ liar/phon/ niØgc blacksmith nvnË g˹vÊÁÑð ÐïÂk@Ô Christmas n/phon/ Ë@kÑÁeÐS ÊÁÑð @kÑÁeÐS C /phon/ liar/phon/ iØgc Christmas nvÑÂË?iÑâ ËÐïÂk@Ô ¹@kÑÁeÐS Christian hristian liar/phon/ liar/phon/ iØgc nÄiØgc ÄniØgc blacksmith nnÊÁÑð gËËg@kÑÁeÐS ÐïÂk@Ô /phon/ handcuffs/phon/ n ÐxOйе ÐxOйе Christmas nvnÑÂË?iÑâ ¹ @kÑÁeÐS Christian hristian /phon/ Christmas nÑÂË?iÑâ ÑÂË?iÑâ @kÑÁeÐS hristian /phon/ Christmas nburied Ë ÊÁÑð ¹ @kÑÁeÐS C hristian /phon/ handcuffs/phon/ ÐxOйе liar/phon/ nÄÄÄniØgc ÄÄiØgc iØgc iØgc blacksmith g /phon/ liar/phon/ n Ä iØgc liar/phon/ blacksmith ÐïÂk@Ô /phon/ Christmas n ¹ @kÑÁeÐS C /phon/ liar/phon/ n Ä iØgc liar/phon/ n Ä iØgc liar/phon/ n Ä Christmas n C hristian /phon/ blacksmith Christmas ÑÂË?iÑâ Ë ÊÁÑð ¹ @kÑÁeÐS C hristian /phon/ liar/phon/ n Ä iØgc Christmas Christmas n ÑÂË?iÑâ n ÑÂË?iÑâ ÊÁÑð ¹ @kÑÁeÐS Ë ÊÁÑð ¹ @kÑÁeÐS C hristian C hristian /phon/ /phon/ liar/phon/ n Ä liar/phon/ n blacksmith n g ÐïÂk@Ô /phon/ liar/phon/ n Ä Christmas n ÑÂË?iÑâ Ë ÊÁÑð ¹ @kÑÁeÐS C hristian /phon/ Christmas n ÑÂË?iÑâ Ë ÊÁÑð ¹ C hristian /phon/ Christmas nÑÂË?iÑâ C hristian /phon/ Christmas n/phon/ ËÑÂË?iÑâ ÊÁÑð ¹@kÑÁeÐS CC hristian /phon/ Christmas nÑÂË?iÑâ ÊÁÑð @kÑÁeÐS hristian /phon/ Christmas nÑÂË?iÑâ ÑÂË?iÑâ ËÊÁÑð ¹Ë@kÑÁeÐS hristian /phon/ Christmas n /phon/ ¹@kÑÁeÐS CC hristian /phon/ Christmas /ˈkrɪsməs/ nn ÑÂË?iÑâ Christmas ˹ÊÁÑð ¹@kÑÁeÐS C hristian /phon/ Christmas nËÊÁÑð ÊÁÑð ¹@kÑÁeÐS CChristian Christmas nËÑÂË?iÑâ Ëthe ÊÁÑð ¹the @kÑÁeÐS hristian handcuffs/phon/n ÐxOйе festival on 25th December to celebrate birth of handcuffs/phon/ festival on 25th December to celebrate birth of festival on 25th December to celebrate the birth ofof lying handcuffs/phon/ nÐxOйе vhandcuffs/phon/ /phon/ handcuffs/phon/ nnnÐxOйе handcuffs/phon/ nnnnnnnÐxOйе handcuffs/phon/ handcuffs/phon/ ÐxOйе festival on 25th December to celebrate the birth of handcuffs/phon/ ÐxOйе festival on 25th December to celebrate the birth of festival on 25th December to celebrate the birth of lying ÄchµØgc ÐxOйе /phon/ blacksmith ngDecember g ÐïÂk@Ô /phon/ lying vÄchµØgc vÄchµØgc /phon/ handcuffs/phon/ nÐxOйе horror/phon/ lying ÄchµØgc /phon/ lying vvvÄchµØgc ÄdÁ@±ÙK /phon/ blacksmith n g ÐïÂk@Ô /phon/ vvÄchµØgc /phon/ festival on 25th December to celebrate the birth of ÄdÁ@±ÙK ÄdÁ@±ÙK horror/phon/ handcuff svÄchµØgc /ˈhændkʌfs/ festival on 25th December to celebrate the birth of blacksmith blacksmith n g n ÐïÂk@Ô g ÐïÂk@Ô /phon/ /phon/ blacksmith n g ÐïÂk@Ô /phon/ blacksmith n ÐïÂk@Ô /phon/ ÐxOйе horror/phon/ blacksmith n g ÐïÂk@Ô /phon/ blacksmith n g ÐïÂk@Ô /phon/ festival on 25th December to celebrate the birth blacksmith n g ÐïÂk@Ô /phon/ festival festival on 25th on December 25th to celebrate to celebrate the birth the of birth oflying lying v/phon/ /phon/ blacksmith n g ÐïÂk@Ô /phon/ lying ÐxOйе /phon/ horror/phon/ festival on 25th December to celebrate the birth of /phon/ n i chain lying ÄchµØgc ÄchµØgc /phon/ lying lying vnÄchµØgc ÄchµØgc ÄchµØgc ÄdÁ@±ÙK /phon/ Christian festival on 25th December to celebrate horror/phon/ /phon/ i chain festival on 25th December to celebrate the birth of lying ÄchµØgc /phon/ nÄdÁ@±ÙK vÄdÁ@±ÙK horror/phon/ festival on 25th December to celebrate the birth of festival on 25th December to celebrate the birth of festival on 25th December to celebrate the birth of /phon/ nnnDecember i chain festival on 25th December to birth of lying vnÄchµØgc vvÄchµØgc /phon/ festival on 25th December tocelebrate celebrate the birth of festival on 25th December to celebrate the birth of ofof festival on 25th totothe celebrate the birth lying v /phon/ /phon/ n i chain lying v ÄchµØgc /phon/ lying v ÄchµØgc /phon/ lying v ÄchµØgc /phon/ festival on 25th December celebrate the birth lying v ÄchµØgc /phon/ /phon/ i chain lying /phon/ lying v /phon/ /phon/ n i chain lying /phon/ Jesus. Jesus. Jesus. Jesus. Jesus. Jesus. Jesus. Jesus. Jesus. Jesus. Jesus. Jesus. Jesus. Jesus. the birth of Jesus ÄdÁ@±ÙK horror/phon/ Jesus. Jesus. Jesus. Jesus. Jesus. Jesus. nÄÄdÁ@±ÙK iØgc ÄdÁ@±ÙK horror/phon/ Jesus. nÄdÁ@±ÙK nÄdÁ@±ÙK horror/phon/ horror/phon/ on @}c?cй @}c?cй phr trial /phon/ nÄdÁ@±ÙK horror/phon/ nphr horror/phon/ nÄdÁ@±ÙK horror/phon/ nnnnn@}c?cй ÄiØgc horror/phon/ ÄdÁ@±ÙK horror/phon/ on phr @}c?cй trial /phon/ on phr trial /phon/ /phon/ i chain phr ÄdÁ@±ÙK horror/phon/ liar/phon/ nn on phr @}c?cй trial /phon/ phr @}c?cй trial /phon/ onon phr trial /phon/ liar/phon/ ÄÄdÁ@±ÙK iØgc horror /ˈhɒrə/ /phon/ i chain liar/phon/ /phon/ nnÞ@¶k i nÑÂË?iÑâ i chain chain on @}c?cй trial /phon/ /phon/ nvi chain /phon/ n/phon/ i chain nN@µÏc i chain /phon/ nn/phon/ i chain /phon/ nni i chain on phr trial /phon/ liar/phon/ nphr Än/phon/ iØgc phr /phon/ nv/phon/ chain on phr @}c?cй trial /phon/ on on phr @}c?cй @}c?cй trial /phon/ trial /phon/ Christmas ÑÂË?iÑâ Ë ÊÁÑð ¹ @kÑÁeÐS C hristian liar/phon/ n Ä iØgc on @}c?cй trial /phon/ liar/phon/ Ä iØgc Christmas n ÑÂË?iÑâ Ë ÊÁÑð ¹ @kÑÁeÐS C hristian /phon/ Christmas n Ë ÊÁÑð ¹ @kÑÁeÐS C hristian /phon/ on phr trial /phon/ complained /phon/ N@µÏc on phr @}c?cй trial /phon/ complained /phon/ Þ@¶k on phr @}c?cй trial /phon/ on phr @}c?cй trial /phon/ on phr @}c?cй trial /phon/ Christmas n ÑÂË?iÑâ Ë ÊÁÑð ¹ @kÑÁeÐS C hristian /phon/ complained /phon/ v N@µÏc Þ@¶k on phr @}c?cй trial /phon/ on @}c?cй trial /phon/ complained /phon/ v N@µÏc Þ@¶k on phr @}c?cй trial complained /phon/ v N@µÏc Þ@¶k complained /phon/ v N@µÏc Þ@¶k Christmas n ÑÂË?iÑâ Ë ÊÁÑð ¹ @kÑÁeÐS C hristian /phon/ on phr @}c?cй trial /phon/ Christmas n ÑÂË?iÑâ Ë ÊÁÑð ¹ @kÑÁeÐS C hristian complained /phon/ v N@µÏc Þ@¶k complained /phon/ v complained /phon/ v N@µÏc Þ@¶k complained complained /phon/ /phon/ v N@µÏc v Þ@¶k N@µÏc Þ@¶k complained N@µÏc Þ@¶k complained /phon/ vN@µÏc N@µÏc Þ@¶k complained /phon/ v/phon/ complained /phon/ vN@µÏc vN@µÏc Þ@¶k complained /phon/ Þ@¶k complained /phon/ v/phon/ vN@µÏc Þ@¶k N@µÏc complained /phon/ Þ@¶k complained /phon/ vv N@µÏc the complained /phon/ vÞ@¶k complained vÞ@¶k N@µÏc complained /kəmˈpleɪn/ vÞ@¶k liar/phon/ ÄÄm̹ÙO iØgc Ñ®ËgÐ¥ liar/phon/ iØgc festival on 25th December toto celebrate birth liar/phon/ iØgc ÄÑ®ËgÐ¥ iØgc sergant/phon/ nn nliar/phon/ liar/phon/ n Ñ®ËgÐ¥ liar/phon/ vm̹ÙO liar/phon/ nÄvÑ®ËgÐ¥ ÄnÄÑ®ËgÐ¥ iØgc Ñ®ËgÐ¥ liar/phon/ nvnnnnÄnm̹ÙO ÄÄchµØgc ÄchµØgc liar/phon/ iØgc ÄchµØgc sergant/phon/ ÄniØgc festival on 25th to celebrate the birth of sergant/phon/ nm̹ÙO Ñ®ËgÐ¥ liar/phon/ n/phon/ lying vm̹ÙO niØgc /phon/ Christmas nÑÂË?iÑâ ÑÂË?iÑâ ËÑÂË?iÑâ ÊÁÑð ¹celebrate @kÑÁeÐS C hristian /phon/ festival on 25th December the birth of sergant/phon/ m̹ÙO sergant/phon/ ÄniØgc sergant/phon/ n/phon/ m̹ÙO lying liar /ˈlaɪə/ festival on 25th December to celebrate birth of Christmas nDecember ÑÂË?iÑâ Ë ÊÁÑð ¹ @kÑÁeÐS C hristian /phon/ lying m̹ÙO sergant/phon/ nnniØgc Christmas Christmas n n ÑÂË?iÑâ ËÊÁÑð ËÊÁÑð ¹@kÑÁeÐS ¹C @kÑÁeÐS hristian C hristian /phon/ /phon/ Christmas n ÑÂË?iÑâ Ë ÊÁÑð ¹the @kÑÁeÐS Cof hristian /phon/ festival on 25th December to celebrate the birth of Christmas n Ë ÊÁÑð ¹ @kÑÁeÐS C hristian /phon/ Christmas n ÑÂË?iÑâ Ë ÊÁÑð ¹@kÑÁeÐS CCof hristian /phon/ Christmas n ÑÂË?iÑâ Ë ÊÁÑð ¹ @kÑÁeÐS C hristian /phon/ Christmas n ÑÂË?iÑâ Ë ÊÁÑð ¹ @kÑÁeÐS C hristian /phon/ sergant/phon/ lying Ñ®ËgÐ¥ Ñ®ËgÐ¥ /phon/ festival on 25th December to celebrate the birth sergant/phon/ nÄchµØgc vÑ®ËgÐ¥ sergant/phon/ sergant/phon/ m̹ÙO nÄchµØgc m̹ÙO Ñ®ËgÐ¥ Ñ®ËgÐ¥ Christmas n ÑÂË?iÑâ Ë ÊÁÑð ¹ @kÑÁeÐS hristian /phon/ lying ÄchµØgc Ñ®ËgÐ¥ Ñ®ËgÐ¥ /phon/ sergant/phon/ m̹ÙO Ñ®ËgÐ¥ lying vm̹ÙO m̹ÙO Ñ®ËgÐ¥ /phon/ sergant/phon/ fear n nhK /phon/ sergant/phon/ n m̹ÙO sergant/phon/ n Ñ®ËgÐ¥ sergant/phon/ n Ñ®ËgÐ¥ sergant/phon/ n m̹ÙO fear n nhK /phon/ fear n nhK /phon/ sergant/phon/ n m̹ÙO Ñ®ËgÐ¥ sergant/phon/ n m̹ÙO sergant/phon/ n m̹ÙO fear n nhK /phon/ fear n nhK /phon/ fear n nhK /phon/ sergant/phon/ n m̹ÙO fear n nhK /phon/ Jesus. fear n /phon/ Jesus. fear n nhK /phon/ fear fear n nhK n nhK /phon/ /phon/ Jesus. fear n nhK /phon/ Jesus. fear n /phon/ fear n nhK /phon/ Jesus. fear n nhK /phon/ fear n nhK /phon/ fear n nhK /phon/ Jesus. fear n nhK /phon/ festival on 25th December to celebrate the birth of fear n nhK /phon/ fear n nhK /phon/ fear nDecember 25th nhK /phon/ fear /fɪə/ n festival festival on 25th December to celebrate the birth of lying vvÄdÁ@Kh±)ÏÉÐÁch¶â /phon/ ÄchµØgc Ì@}c?cй /phon/ festival festival on on 25th December December tocelebrate to celebrate celebrate the the birth birth of festival on 25th December to to celebrate the birth of festival on 25th December to celebrate the birth of on 25th December the birth ofof festival on 25th December celebrate the birth festival on 25th to celebrate the birth of lying vÄdÁ@Kh±)ÏÉÐÁch¶â ÄchµØgc ÄchµØgc /phon/ festival on 25th December toto celebrate the birth ofof lying lying vÄchµØgc shoot/phon/ vlying ÄdÁ@Kh±)ÏÉÐÁch¶â ¹ÄchµØgc ̹ ̹Ì̹̹̹¹Ì¹ lying v@}c?cй phr ÄchµØgc lying v/phon/ ÄchµØgc /phon/ vvÄchµØgc lying vphr ÄdÁ@Kh±)ÏÉÐÁch¶â @}c?cй /phon/ lying ÄchµØgc /phon/ shoot/phon/ ÄdÁ@Kh±)ÏÉÐÁch¶â shoot/phon/ v/phon/ lying v/phon/ ÄchµØgc /phon/ on trial shoot/phon/ /phon/ shoot/phon/ ÄdÁ@Kh±)ÏÉÐÁch¶â shoot/phon/ v /phon/ vÄdÁ@Kh±)ÏÉÐÁch¶â lying /laɪɪŋ/ vv/phon/ on trial /phon/ on @}c?cй shoot/phon/ vÄdÁ@Kh±)ÏÉÐÁch¶â shoot/phon/ vv/phon/ on @}c?cй trial /phon/ shoot/phon/ vÄdÁ@Kh±)ÏÉÐÁch¶â ÄdÁ@Kh±)ÏÉÐÁch¶â shoot/phon/ shoot/phon/ vvvÄdÁ@Kh±)ÏÉÐÁch¶â vphr phr ÄdÁ@Kh±)ÏÉÐÁch¶â on phr trial shoot/phon/ vÄdÁ@Kh±)ÏÉÐÁch¶â vphr ÄdÁ@Kh±)ÏÉÐÁch¶â on @}c?cй trial shoot/phon/ vtrial Ì ¹ shoot/phon/ shoot/phon/ ÄdÁ@Kh±)ÏÉÐÁch¶â Jesus. shoot/phon/ v shoot/phon/ v /phon/ n ÁÐGö h G file complained /phon/ v N@µÏc Þ@¶k shoot/phon/ v ÄdÁ@Kh±)ÏÉÐÁch¶â ̹Ì̹¹Ì̹¹Ì̹¹ ̹Ì̹¹ /phon/ n ÁÐGö h G file shoot/phon/ v ÄdÁ@Kh±)ÏÉÐÁch¶â shoot/phon/ ÄdÁ@Kh±)ÏÉÐÁch¶â Jesus. /phon/ n ÁÐGö h G file complained /phon/ v N@µÏc Þ@¶k shoot/phon/ v ÄdÁ@Kh±)ÏÉÐÁch¶â /phon/ n ÁÐGö h G Jesus. Jesus. file /phon/ n ÁÐGö h G file Jesus. /phon/ Jesus. n ÁÐGö h G file Jesus. Jesus. complained /phon/ v N@µÏc Þ@¶k Jesus. Jesus. complained vGÁÐGö hhGN@µÏc Þ@¶k /phon/ /phon/ ÁÐGö hnhGGhÁÐGö file /phon/ nnn/phon/ file /phon/ vÞ@¶k N@µÏc /phon/ nÁÐGö hÁÐGö ÁÐGö G file /phon/ nnÁÐGö h G file file complained /phon/ vhGN@µÏc Þ@¶k /phon/ n file /phon/ file /phon/ ÁÐGö h file /phon/ n G /phon/ n ÁÐGö G file /phon/ n ÁÐGö h G file /phon/ n ÁÐGö h G file /phon/ n ÁÐGö h G file /phon/ n file fi lefile /faɪl/ ncomplained on phr @}c?cй Ñ®ËgÐ¥ trial /phon/ file /phon/n ÁÐGöhG on @}c?cй @}c?cй Ñ®ËgÐ¥ trial /phon/ on on phr @}c?cй In early the trial /phon/ /phon/ /phon/ n/phon/ ntrial Ä@µÏi@GgÐk In@}c?cй early soldiers on phr In the trial on phr the trial /phon/ on phr early early trial on phr @}c?cй @}c?cй trial /phon/ on phr @}c?cй the In trial /phon/ nm̹ÙO the early soldiers /phon/ phr Ä@µÏi@GgÐk In the soldiers on phr trial sergant/phon/ n@}c?cй n/phon/ Ä@µÏi@GgÐk In the early soldiers on trial /ɒn /phon/ n/phon/ In the soldiers /phon/ Ä@µÏi@GgÐk In early soldiers sergant/phon/ m̹ÙO sergant/phon/ nÄ@µÏi@GgÐk m̹ÙO m̹ÙO Ñ®ËgÐ¥ /phon/ nphr Ä@µÏi@GgÐk In the early soldiers sergant/phon/ nÄ@µÏi@GgÐk Ñ®ËgÐ¥ /phon/ nnnn/phon/ nÄ@µÏi@GgÐk In the soldiers /phon/ Ä@µÏi@GgÐk the early soldiers complained /phon/ vvN@µÏc N@µÏc Þ@¶k /phon/ Ä@µÏi@GgÐk Ä@µÏi@GgÐk nÄ@µÏi@GgÐk Ä@µÏi@GgÐk Ä@µÏi@GgÐk In early early soldiers soldiers sergant/phon/ n@}c?cй m̹ÙO Ñ®ËgÐ¥ sergant/phon/ nÄ@µÏi@GgÐk m̹ÙO Ñ®ËgÐ¥ nnphr nÄ@µÏi@GgÐk In the early soldiers complained /phon/ vN@µÏc /phon/ N@µÏc Þ@¶k /phon/ n/phon/ ˈtraɪl/ Ä@µÏi@GgÐk InIn the early soldiers complained complained /phon/ vÞ@¶k Þ@¶k N@µÏc vÞ@¶k N@µÏc Þ@¶k Þ@¶k /phon/ nÄ@µÏi@GgÐk In the early soldiers complained /phon/ v N@µÏc complained /phon/ v/phon/ complained vÞ@¶k N@µÏc complained /phon/ v N@µÏc Þ@¶k complained /phon/ N@µÏc Þ@¶k /phon/ In the early soldiers /phon/ n In the early soldiers /phon/ In the early soldiers complained /phon/ v fired v chµÒбÐK /phon/ /phon/ n Ä@µÏi@GgÐk the early soldiers fear n nhK /phon/ /phon/ n In the early soldiers /phon/ n In the early soldiers fired v chµÒбÐK /phon/ fired v chµÒбÐK /phon/ fear n nhK /phon/ /phon/ n In the early soldiers fired v chµÒбÐK /phon/ fired v chµÒбÐK /phon/ fired v chµÒбÐK /phon/ fear n nhK /phon/ fear nhK /phon/ fired v/phon/ chµÒбÐK /phon/ fired vnv /phon/ fear nchµÒбÐK /phon/ fired vchµÒбÐK vchµÒбÐK chµÒбÐK /phon/ fired fired chµÒбÐK /phon/ fear nchµÒбÐK /phon/ fired nhK fired v/phon/ vv/phon/ chµÒбÐK /phon/ fired /phon/ 19th century, the police had not yet fired /phon/ 19th century, the police had not yet fired vchµÒбÐK /phon/ fired vvvchµÒбÐK /phon/ 19th century, the police had not yet fired chµÒбÐK chµÒбÐK /phon/ fi red /ˈfaɪəd/ 19th century, the police had not yet fired vvchµÒбÐK /phon/ fired vvnhK 19th century, the police had not yet 19th century, the police had not yet sergant/phon/ n m̹ÙO Ñ®ËgÐ¥ fired /phon/ sergant/phon/ police m̹ÙO Ñ®ËgÐ¥ 19th century, the police had not yet 19th century, the not yet sergant/phon/ sergant/phon/ n police nhad m̹ÙO had m̹ÙO Ñ®ËgÐ¥ Ñ®ËgÐ¥ sergant/phon/ ÄdÁ@Kh±)ÏÉÐÁch¶â Ñ®ËgÐ¥ sergant/phon/ nÄdÁ@Kh±)ÏÉÐÁch¶â Ñ®ËgÐ¥ sergant/phon/ nm̹ÙO m̹ÙO 19th century, the police had not sergant/phon/ nthe m̹ÙO m̹ÙO Ñ®ËgÐ¥ sergant/phon/ Ñ®ËgÐ¥ 19th century, 19th century, the the police not yet sergant/phon/ n npolice m̹ÙO Ñ®ËgÐ¥ shoot/phon/ vnpolice ÄdÁ@Kh±)ÏÉÐÁch¶â Ìyet ¹ÌÌ̹not 19th century, the police had not yet sergeant /ˈsɑː dʒ(ə)nt/ nhad shoot/phon/ vpolice nthe ¹¹not yet 19th century, the had not yet shoot/phon/ v m̹ÙO ÄdÁ@Kh±)ÏÉÐÁch¶â 19th century, the had not 19th century, had not yet 19th century, the had not 19th century, the had not 19th century, the police had not yet shoot/phon/ vthe police Ìyet ¹had Ñ®ËgÐ¥ 19th century, police not yet 19th century, the police not yet 19th century, had yet fear nhK nhK /phon/ shoot/phon/ vpolice ÄdÁ@Kh±)ÏÉÐÁch¶â shoot/phon/ vwere police ÄdÁ@Kh±)ÏÉÐÁch¶â Ìhad ¹yet yet fear nnhK nhK /phon/ fear fear nfog) nhK fog) nhnhK hÒÉ@½ÐK GGnhK /phon/ fear nfog) ÁÐGö ÁÐGö nhK /phon/ fear n(from /phon/ (from /phon/ fear nÁÐGö /phon/ fear nnadj /phon/ fear nnnhK n(from nhK /phon/ started. So soldiers the only people foggy/phon/ adj (from ÒÉ@½ÐK started. So soldiers were the only people foggy/phon/ adj fog) ÒÉ@½ÐK fear n /phon/ started. So soldiers were the only people foggy/phon/ (from fog) ÒÉ@½ÐK /phon/ G file started. So soldiers were the only people foggy/phon/ adj (from ÒÉ@½ÐK started. So soldiers were the only people foggy/phon/ adj fog) ÒÉ@½ÐK started. So soldiers were the only people foggy/phon/ adj fog) /phon/ n file /phon/ h file started. So soldiers were the only people foggy/phon/ adj (from ÒÉ@½ÐK /phon/ n ÁÐGö h G file started. So soldiers were the only people foggy/phon/ adj (from fog) ÒÉ@½ÐK started. So soldiers were the only people foggy/phon/ adj (from fog) ÒÉ@½ÐK started. started. So soldiers So soldiers were the were only people only people foggy/phon/ foggy/phon/ adj adj (from fog) ÒÉ@½ÐK /phon/ nadj ÁÐGö hfog) GÒÉ@½ÐK file /phon/ n(from (from ÁÐGö hfog) G(from file started. So soldiers were the only people foggy/phon/ adj (from fog) ÒÉ@½ÐK started. So soldiers were the only people foggy/phon/ adj (from fog) ÒÉ@½ÐK fog) started. So soldiers were the only foggy/phon/ adj (from fog) ÒÉ@½ÐK ÒÉ@½ÐK started. So soldiers were the only foggy/phon/ adj (from fog) ÒÉ@½ÐK started. So soldiers were only foggy/phon/ adj (from fog) ÒÉ@½ÐK started. So soldiers were only people foggy/phon/ adj (from fog) ÒÉ@½ÐK ÒÉ@½ÐK started. So soldiers were only people foggy/phon/ adj (from fog) ÒÉ@½ÐK ÒÉ@½ÐK started. So were the foggy/phon/ adj (from started. So soldiers were only foggy/phon/ (from fog) foggy /fɑgi/ adj shoot/phon/ ÄdÁ@Kh±)ÏÉÐÁch¶â ÄdÁ@Kh±)ÏÉÐÁch¶â Ìthe ¹In started. So were the only foggy/phon/ adj fog) shoot/phon/ soldiers ÄdÁ@Kh±)ÏÉÐÁch¶â In shoot/phon/ shoot/phon/ ÄdÁ@Kh±)ÏÉÐÁch¶â vthe ÄdÁ@Kh±)ÏÉÐÁch¶â the ÄdÁ@Kh±)ÏÉÐÁch¶â early Ìpeople ¹early shoot/phon/ vescaped nvnÄdÁ@Kh±)ÏÉÐÁch¶â Ìpeople ¹the people shoot/phon/ vsoldiers Ìthe ¹the ̹only shoot/phon/ the Ìthe ¹Ì¹people shoot/phon/ vvnvvÄdÁ@Kh±)ÏÉÐÁch¶â escaped ÄdÁ@Kh±)ÏÉÐÁch¶â ¹people shoot/phon/ Ä@µÏi@GgÐk ÄdÁ@Kh±)ÏÉÐÁch¶â ̹̹prisoners. people who could catch escaped shoot/phon/ v/phon/ Ì /phon/ nnvprisoners. Ä@µÏi@GgÐk who could catch escaped prisoners. soldiers shoot /ʃuːt/ v who could catch escaped prisoners. /phon/ Ä@µÏi@GgÐk In the early soldiers who could catch prisoners. who could catch escaped prisoners. who could catch escaped prisoners. Ä@µÏi@GgÐk the early soldiers who could catch escaped prisoners. /phon/ In early soldiers who could catch prisoners. who could catch escaped prisoners. /phon/ Ä@µÏi@GgÐk In soldiers who could who could catch catch escaped escaped prisoners. /phon/ n ÁÐGö h G file /phon/ n Ä@µÏi@GgÐk In the early soldiers who could catch escaped prisoners. /phon/ nnÁÐGö ÁÐGö ÁÐGö hchµÒбÐK file who could catch escaped prisoners. /phon/ /phon/ nGÁÐGö file /phon/ nfile gÐïÂk@ÔÑÁ@µÉc forge /phon/ ngÐïÂk@ÔÑÁ@µÉc hGÁÐGö file /phon/ n/phon/ hnhnÁÐGö GnchµÒбÐK file GÁÐGö hhG G hG file who could catch escaped prisoners. /phon/ nngÐïÂk@ÔÑÁ@µÉc gÐïÂk@ÔÑÁ@µÉc h G file /phon/ ÁÐGö h file who could catch escaped prisoners. who could catch escaped prisoners. forge who could catch escaped prisoners. /phon/ forge /phon/ nnv/phon/ ÁÐGö G file who could catch escaped prisoners. who could catch escaped prisoners. who could catch escaped prisoners. fired v /phon/ gÐïÂk@ÔÑÁ@µÉc forge n forge n gÐïÂk@ÔÑÁ@µÉc /phon/ forge who could catch escaped prisoners. fired v /phon/ /phon/ gÐïÂk@ÔÑÁ@µÉc forge fired v chµÒбÐK /phon/ n /phon/ forge fired chµÒбÐK n gÐïÂk@ÔÑÁ@µÉc /phon/ forge n gÐïÂk@ÔÑÁ@µÉc gÐïÂk@ÔÑÁ@µÉc /phon/ forge forge fired vngÐïÂk@ÔÑÁ@µÉc chµÒбÐK n gÐïÂk@ÔÑÁ@µÉc forge fired vngÐïÂk@ÔÑÁ@µÉc chµÒбÐK /phon/ /phon/ forge /phon/ n/phon/ gÐïÂk@ÔÑÁ@µÉc forge /phon/ n/phon/ forge nngÐïÂk@ÔÑÁ@µÉc /phon/ forge /phon/ n/phon/ gÐïÂk@ÔÑÁ@µÉc forge /phon/ nn/phon/ gÐïÂk@ÔÑÁ@µÉc forge 19th century, police had not yet /phon/ forge ngÐïÂk@ÔÑÁ@µÉc forge forge /fɔːdʒ/ 19th century, the police had not yet starve /phon/ v/phon/ âv/phon/ @khGй npolice /phon/ nÄ@µÏi@GgÐk h½Ïc Ä@µÏi@GgÐk the early soldiers gÐïÂk@ÔÑÁ@µÉc forge starve /phon/ vâ ÒnÒ @khGй Ä@µÏi@GgÐk 19th century, the had not yet starve /phon/ /phon/ nÄ@µÏi@GgÐk /phon/ Ä@µÏi@GgÐk In early soldiers starve /phon/ vthe Ò h½Ïc @khGй starve /phon/ â/phon/ ÒâvââÒnâh½Ïc @khGй nhad starve /phon/ âÒvvvÒvh½Ïc h½Ïc Ä@µÏi@GgÐk 19th century, police had not yet /phon/ n@khGй Ä@µÏi@GgÐk In In the the early early soldiers soldiers /phon/ n@khGй @khGй Ä@µÏi@GgÐk In the early soldiers â the early soldiers police In the early soldiers nÒ @khGй Ä@µÏi@GgÐk the early soldiers /phon/ nh½Ïc the Ä@µÏi@GgÐk In the early soldiers 19th century, had not yet starve /phon/ h½Ïc /phon/ In the early soldiers 19th century, police not yet soldiers /ˈsəʊldʒəz/ n starve /phon/ starve vthe âh½Ïc h½Ïc In starve starve /phon/ vthe â@khGй Ò@khGй h½Ïc In the starve v/phon/ h½Ïc In starve /phon/ starve /phon/ Òsoldiers h½Ïc @khGй @khGй starve /phon/ vSo â Ò @khGй @khGй starve /phon/ vâvvh½Ïc â Ò h½Ïc @khGй starve /phon/ v/phon/ â Ò h½Ïc @khGй h½Ïc fired v chµÒбÐK fog) /phon/ starve /phon/ vâ Ò @khGй @khGй starve /phon/ vh½Ïc â Ò h½Ïc @khGй starve /phon/ vÒÒâ Ò h½Ïc starve /phon/ v â Ò fired v chµÒбÐK /phon/ fired fired v v chµÒбÐK chµÒбÐK /phon/ /phon/ /phon/ n Þб fort fired v chµÒбÐK /phon/ fired v chµÒбÐK /phon/ fired v chµÒбÐK /phon/ fired v chµÒбÐK /phon/ fired v chµÒбÐK /phon/ /phon/ n Þб fort started. were the only people foggy/phon/ adj (from fog) ÒÉ@½ÐK /phon/ n Þб fort fired v chµÒбÐK /phon/ started. So soldiers were the only people foggy/phon/ adj (from ÒÉ@½ÐK /phon/ n Þб fort /phon/ n Þб fort /phon/ n Þб fort started. So soldiers were the only people foggy/phon/ (from fog) /phon/ n/phon/ Þб fort So soldiers were the only people foggy/phon/ adj (from fog) ÒÉ@½ÐK ÒÉ@½ÐK /phon/ fort /phon/ nadj Þб fort 19th century, the police had not yet /phon/ nadj Þб fort started. So soldiers were the only people foggy/phon/ adj (from fog) ÒÉ@½ÐK started. So soldiers were the only people foggy/phon/ fog) ÒÉ@½ÐK Instarted. the early 19th century, the police had not nÞб fort 19th century, the police had not yet 19th 19th century, century, the the police police had had not not yet yetyet /phon/ fort 19th century, the police had not yet 19th century, police had not yet 19th the police had not yet 19th the police had not yet 19th century, the police had not yet /phon/ Þб fort /phon/ nnn/phon/ fort /phon/ nnnÞб fort /phon/ n/phon/ Þб fort 19th century, the police had not yet fort /fɔːt/ nfort /phon/ n /phon/ Þб fort /phon/ nÞб Þб fort nÞб Þб fort uncle ncentury, â/pho/ ¼could @_)À@½ we do not always /pho/ n(from Þб fort uncle nâ@_)À@½ â@_)À@½ ¼¼¼n@_)À@½ we do not always /pho/ uncle ncentury, âthe ¼@_)À@½ @_)À@½ we do not always /pho/ uncle n¼/pho/ â @_)À@½ we do not always /pho/ uncle nâncould we do not always /pho/ uncle n/pho/ ¼ we do not always /pho/ uncle n â ¼ we do not always /pho/ uncle we do not always /pho/ who catch escaped prisoners. uncle â ¼ @_)À@½ we do not always uncle uncle n â @_)À@½ n â ¼ @_)À@½ we do we not do always not always /pho/ who could catch escaped prisoners. uncle n â ¼ @_)À@½ we do not always who catch escaped prisoners. uncle n â ¼ @_)À@½ we do not always /pho/ uncle n we do not always /pho/ who could catch escaped prisoners. uncle n â ¼ @_)À@½ we do not always /pho/ uncle n â ¼ @_)À@½ we do not always /pho/ uncle n â ¼ @_)À@½ we do not always /pho/ started. So soldiers were the only people foggy/phon/ adj (from fog) ÒÉ@½ÐK who could catch escaped prisoners. uncle n â ¼ @_)À@½ we do not always /pho/ started. So soldiers were the only people who uncle n â ¼ @_)À@½ we do not always /pho/ uncle n â ¼ @_)À@½ we do not always /pho/ who could catch escaped prisoners. started. So soldiers were the only people foggy/phon/ adj (from fog) ÒÉ@½ÐK uncle n â ¼ @_)À@½ we do not always /pho/ started. started. Sosoldiers So soldiers soldiers were were the the only only people people foggy/phon/ foggy/phon/ adj adj (from (from fog) fog) ÒÉ@½ÐK started. So soldiers were the only people foggy/phon/ (from fog) ÒÉ@½ÐK started. So soldiers were people foggy/phon/ adj (from ÒÉ@½ÐK started. So were the only people foggy/phon/ adj (from fog) started. So soldiers were the only people foggy/phon/ adj ÒÉ@½ÐK started. So soldiers were the only people foggy/phon/ (from fog) ÒÉ@½ÐK ÒÉ@½ÐK gentle adj jâ/phon/ Ëadj ÌögÐG)hâ ½?ÊS /phon/ started. So soldiers were the only people foggy/phon/ /phon/ nË(from ÒÉ@½ÐK adj fog) ÒÉ@½ÐK forge gentle ËjâËËöggÐïÂk@ÔÑÁ@µÉc /phon/ gentle ÐG)hâ ̽?ÊS ½?ÊS /phon/ /phon/ forge gentle adj ÐG)hâ ̽?ÊS ½?ÊS /phon/ gentle adj ögjâadj Ìfog) ½?ÊS /phon/ gentle adj jâögnadj ËÐG)hâ ögjâ(from ÐG)hâ Ìfog) ½?ÊS /phon/ /phon/ njânnögÐG)hâ gÐïÂk@ÔÑÁ@µÉc forge nadj forge gentle adj ̽?ÊS /phon/ gentle adj /phon/ use the words uncle and aunt just for our /phon/ forge gentle adj jâgÐïÂk@ÔÑÁ@µÉc ÐG)hâ ½?ÊS /phon/ use the words uncle and aunt just for our gentle gentle ögögjâËÐG)hâ adj Ë̽?ÊS ÐG)hâ ½?ÊS /phon/ /phon/ forge use the words uncle and aunt just for our gentle jâÐG)hâ ÐG)hâ ½?ÊS /phon/ use the words uncle and aunt just for our use the words uncle and aunt just for our use the words uncle and aunt just for our gentle adj /phon/ gentle jâÐG)hâ /phon/ gentle adj jâögadj ËjâgÐïÂk@ÔÑÁ@µÉc ÐG)hâ ÌËjâÌögjâ½?ÊS /phon/ gentle /dʒentl/ adj use the words uncle and aunt just for our gentle jâögËËjâögadj ËÐG)hâ ögÐG)hâ /phon/ gentle adj jâadj ËjâgÐïÂk@ÔÑÁ@µÉc ögËÐG)hâ ÌgÐïÂk@ÔÑÁ@µÉc /phon/ use the words uncle and aunt just for our gentle adj /phon/ gentle adj Ë˽?ÊS ögËÌögögÐG)hâ ÌÌ̽?ÊS /phon/ gentle jâ½?ÊS ̽?ÊS /phon/ use the words uncle and aunt just for our use the use words the words uncle uncle and aunt and just aunt for just our for our who could catch escaped prisoners. gentle adj ËÌÐG)hâ ögÌög½?ÊS ÐG)hâ Ì̽?ÊS /phon/ starve /phon/ v â Ò h½Ïc @khGй could catch escaped prisoners. use the words uncle and aunt just for our who could catch escaped prisoners. starve /phon/ v â Ò h½Ïc @khGй use the words uncle and aunt just for our who who could could catch catch escaped escaped prisoners. prisoners. who could catch escaped prisoners. who could catch escaped prisoners. starve /phon/ v â Ò h½Ïc @khGй who could catch escaped prisoners. use the words uncle and aunt just for our who could catch escaped prisoners. who could catch escaped prisoners. use the words uncle and aunt just for our use the words uncle and aunt just for our use the words uncle and aunt just for our usestarve the words uncle and just for our who could catch escaped prisoners. /phon/ vwords âÒvuncle @khGй @khGй use the words and aunt just forfor our use the words uncle and just use the and aunt just forour our starve /phon/ vh½Ïc âuncle Òaunt h½Ïc also starve /phon/ âh½Ïc Òand @khGй aunt /phon/ gÐïÂk@ÔÑÁ@µÉc forge parents' brothers and sisters: we also parents' brothers and sisters: we also parents' brothers and sisters: we also /phon/ gÐïÂk@ÔÑÁ@µÉc forge parents' brothers sisters: we parents' brothers and sisters: we also parents' brothers and sisters: we also /phon/ ngÐïÂk@ÔÑÁ@µÉc gÐïÂk@ÔÑÁ@µÉc forge forge nngè Þб /phon/ forge /phon/ n/phon/ forge gÐïÂk@ÔÑÁ@µÉc forge /phon/ nnnngè ngÐïÂk@ÔÑÁ@µÉc forge gÐïÂk@ÔÑÁ@µÉc /phon/ forge /phon/ nn/phon/ gÐïÂk@ÔÑÁ@µÉc forge parents' brothers and sisters: we also ÌnÙ}Ѻ⠵Ù}Ѻâ gravestone/phon/ /phon/ fort nÞб gè ngÐïÂk@ÔÑÁ@µÉc ̵ÌÌgè µÌµµÙ}Ѻâ gravestone/phon/ parents' brothers and sisters: we also nÞб gèÙ}Ѻ⠵Ì̵µ ̵ gravestone/phon/ parents' brothers and sisters: we also /phon/ ngègÐïÂk@ÔÑÁ@µÉc fort parents' parents' brothers brothers and sisters: and sisters: we also we also gènÙ}Ѻâ gravestone/phon/ nÙ}Ѻâ Ù}Ѻâ Ì µ gravestone/phon/ Ù}Ѻâ Ì µ gravestone/phon/ /phon/ fort parents' brothers and sisters: we also /phon/ n Þб fort parents' brothers and sisters: we also è g Ù}Ѻâ Ì gravestone/phon/ parents' brothers and sisters: we also n è g gravestone/phon/ parents' brothers and sisters: we also parents' brothers and sisters: we also parents' brothers and sisters: we also /phon/ n Þб fort è g Ù}Ѻâ gravestone/phon/ n è g n gravestone/phon/ gravestone/phon/ /phon/ n Þб fort parents' brothers and sisters: we also parents' brothers and sisters: we also parents' brothers and sisters: we also n è g Ù}Ѻâ gravestone/phon/ starve /phon/ v â Ò h½Ïc @khGй parents' brothers and sisters: we also ngè gè Ù}Ѻâ gravestone/phon/ gravestone /ˈgreɪvstəʊn/ starve /phon/ vâ Òâv¼h½Ïc h½Ïc @khGй do ngè nÙ}Ѻâ Ù}Ѻâ gravestone/phon/ gravestone/phon/ Ìgè µÙ}Ѻâ gravestone/phon/ nn gè nÙ}Ѻâ ̵gè nÌnÙ}Ѻâ gravestone/phon/ starve starve /phon/ vwith â@khGй vÒh½Ïc âdo h½Ïc Ò@khGй @khGй @khGй always starve /phon/ âwith h½Ïc not starve /phon/ â/phon/ Ònâthem @khGй h½Ïc starve /phon/ vÒ âold Òold always µnÌÌgèµµÙ}Ѻâ starve gravestone/phon/ /phon/ vâ family starve /phon/ vnthem Ò @khGй do ngè gè Ù}Ѻâ ̵ ̵̵ gravestone/phon/ gravestone/phon/ sometimes use them with family starve /stɑːv/ v¼nvuse starve /phon/ v@_)À@½ Ò @khGй @khGй uncle âÒh½Ïc ¼with we /pho/ sometimes use them with old family gravestone/phon/ sometimes use with old family uncle nâ @_)À@½ we do not /pho/ sometimes use old family sometimes use them old family sometimes use them family uncle âh½Ïc @_)À@½ we not always /pho/ sometimes use them with old family uncle nthem âuse we not always /pho/ sometimes use them with old sometimes them with old family uncle n@_)À@½ â¼@_)À@½ ¼h½Ïc @_)À@½ we do not always /pho/ sometimes sometimes use them use with them old with family old family uncle âthem ¼them we do not always /pho/ sometimes use them with old family sometimes use with old family sometimes use with old family sometimes use them with old family sometimes use them with old family /phon/ n Þб fort sometimes use with old family sometimes use them with old family sometimes them with old family sometimes use them with old family /phon/ n Þб fort sometimes use them with old family /phon/ /phon/ n n Þб Þб fort fort /phon/ n Þб fort /phon/ n Þб fort /phon/ n Þб fort /phon/ n Þб fort /phon/ n Þб fort /phon/ n/phon/ fort Ä@Lkö gÐG)hâ Ù} gÄ@Lkö graveyard gentle jâÄ@Lkö ËjâgÙ} ögnËgËÙ} ÐG)hâ /phon/ nnnadj adj Ä@Lkö ÌÙ} graveyard /phon/ nadj ËgÄ@Lkö gÙ} Ù} ̽?ÊS graveyard friends oror neighbours. gentle adj ögÙ} ÐG)hâ Ì̽?ÊS ½?ÊS /phon/ Ä@Lkö Ù} graveyard friends or neighbours. /phon/ nnÄ@Lkö Ä@Lkö ½?ÊS graveyard /phon/ nÞб Ù} graveyard friends or neighbours. gentle jâ g ö ÐG)hâ Ì friends or neighbours. friends or neighbours. friends neighbours. gentle adj jâ Ë g ö Ì /phon/ /phon/ n Ä@Lkö graveyard graveyard gentle jâ Ë g ö ÐG)hâ ½?ÊS /phon/ friends or neighbours. use the words uncle and aunt just for our /phon/ n g graveyard /phon/ /phon/ Ä@Lkö g Ä@Lkö g Ù} graveyard graveyard gentle adj jâ g ö ÐG)hâ ½?ÊS /phon/ friends or neighbours. use the words uncle and aunt just for our uncle n â ¼ @_)À@½ we do not always /pho/ friends or neighbours. /phon/ n g Ù} graveyard friends friends or neighbours. or neighbours. use the words uncle and aunt just for our /phon/ n Ä@Lkö g Ù} graveyard graveyard /ˈgreɪvjɑːd/n uncle nâ¼/pho/ @_)À@½ we do not always /pho/ /phon/ gÙ} gÙ} graveyard friends or /phon/ Ä@Lkö gÙ} use the words and just for our graveyard uncle uncle ¼@_)À@½ @_)À@½ âwe ¼aunt @_)À@½ we we do do not not always always /pho/ /phon/ nn/phon/ graveyard /phon/ nnÄ@Lkö nÄ@Lkö gÄ@Lkö Ù} graveyard uncle n@_)À@½ ân¼nuncle @_)À@½ we do not always /pho/ uncle nor â/pho/ do not always /pho/ uncle â¼ânwe we do not always friends or neighbours. uncle nwords we do not always /pho/ uncle nuncle â¼âneighbours. ¼¼uncle @_)À@½ do not always /pho/ /phon/ n/phon/ Ä@Lkö graveyard friends or neighbours. use the and aunt just for our /phon/ Ä@Lkö graveyard nggÙ} graveyard friends or neighbours. uncle /ʌnkl/ n We do not always use uncle friends or neighbours. nneighbours. ¼â@_)À@½ @_)À@½ we do not always /pho/ friends or neighbours. use the words and aunt just for our nÙ} Ä@Lkö gÙ} graveyard friends or neighbours. friends or neighbours. friends neighbours. friends or gentle adj jâ Ë g ö ÐG)hâ Ì ½?ÊS /phon/ parents' brothers and sisters: we also gentle adj jâ Ë g ö ÐG)hâ Ì ½?ÊS /phon/ parents' brothers and sisters: we also wine /phon/ n Òн wine /phon/ n Òн gentle gentle adj adj jâ Ë g ö jâ ÐG)hâ Ë g ö ÐG)hâ Ì ½?ÊS Ì ½?ÊS /phon/ /phon/ parents' brothers and sisters: we also gentle adj jâ Ë g ö ÐG)hâ Ì ½?ÊS /phon/ wine gentle adj jâ Ë g ö ÐG)hâ Ì ½?ÊS /phon/ /phon/ n Òн gentle adj jâ Ë g ö ÐG)hâ Ì ½?ÊS /phon/ gentle adj jâ Ë g ö ÐG)hâ Ì ½?ÊS /phon/ gentle adj jâ Ë g ö ÐG)hâ Ì ½?ÊS /phon/ wine /phon/ n Òн wine /phon/ n Òн wine /phon/ n Òн parents' brothers and sisters: we also gentle adj jâ Ë g ö ÐG)hâ Ì ½?ÊS /phon/ guns n ¸Ðw)ÁЮK /phon/ nnnngè Ù}Ѻâ gravestone/phon/ guns n¸Ðw)ÁЮK n¸Ðw)ÁЮK /phon/ use the words uncle and aunt just for our parents' and sisters: we also guns nn¸Ðw)ÁЮK /phon/ the words uncle aunt just for our parents’ gravestone/phon/ wine /phon/ n/phon/ nnÒн parents' brothers and sisters: we also guns ¸Ðw)ÁЮK /phon/ guns /phon/ wine /phon/ nnthe nthe use the words uncle aunt just for our guns nnn¸Ðw)ÁЮK /phon/ gè Ìgè gè Ù}Ѻâ gravestone/phon/ wine /phon/ nwords words Òн wine wine /phon/ Òн nÒн Òн use uncle uncle and and aunt aunt just just for for our our use words and aunt just for our use the words uncle and aunt just for our use uncle and aunt just for our use the words uncle and aunt just for our use the uncle and aunt just for our n gè n¸Ðw)ÁЮK Ù}Ѻ⠵Ù}Ѻâ gravestone/phon/ guns n/phon/ nnn¸Ðw)ÁЮK /phon/ wine nÒн and use the words uncle and aunt just for our guns /phon/ Ù}Ѻâ gravestone/phon/ guns ¸Ðw)ÁЮK ¸Ðw)ÁЮK /phon/ wine /phon/ brothers guns guns /phon/ gè Ù}Ѻâ ̵ µÌÌ̵µµ gravestone/phon/ wine /phon/ wine /phon/ nuse wine /phon/ Òн Òн wine /phon/ n/phon/ nthe Òн guns guns /gʌbz/ wine /phon/ words Òн guns n/phon/ /phon/ wine /phon/ nthe use Òн wine /phon/ nÒн nwords guns /phon/ wine /phon/ uncle Òн guns n/phon/ /phon/ guns n¸Ðw)ÁЮK /phon/ guns n¸Ðw)ÁЮK ¸Ðw)ÁЮK ¸Ðw)ÁЮK /phon/ guns nn¸Ðw)ÁЮK /phon/ /phon/ guns n¸Ðw)ÁЮK ¸Ðw)ÁЮK /phon/ guns nnn¸Ðw)ÁЮK sometimes them with old family guns ¸Ðw)ÁЮK sometimes use them with old family sometimes use them with old family sometimes use them with old family parents' brothers and sisters: we also brothers and sisters: we also sometimes use them sometimes use them with old family sometimes use them with old family parents' brothers and sisters: we also parents' parents' brothers brothers and and sisters: sisters: we we also also parents' brothers and sisters: we also parents' brothers and sisters: we also parents' brothers and sisters: we also parents' brothers and sisters: we also parents' brothers and sisters: we also parents' brothers and sisters: we also gè gè Ù}Ѻâ gravestone/phon/ gè Ù}Ѻâ Ù}Ѻâ ÌnÙ}Ѻâ gravestone/phon/ Ù}Ѻâ gè In µearly Ìearly µearly gravestone/phon/ Ìthe µIn gravestone/phon/ nnnnnngè gè Ù}Ѻâ Ìn̵In gravestone/phon/ ngè Ù}Ѻâ Ìthe µÌthe gravestone/phon/ ̵gè Ì̵In gravestone/phon/ gravestone/phon/ gravestone/phon/ /phon/ ngravestone/phon/ early 19th hulks /phon/ ngèÙ}Ѻâ gÄ@Lkö ggèµµµgÙ} Ù}Ѻâ graveyard /phon/ nÄÙµÑLoеѩÉ@± In early 19th hulks /phon/ nÄÙµÑLoеѩÉ@± ÄÙµÑLoеѩÉ@± the early 19th hulks /phon/ Ä@Lkö Ä@Lkö gthe Ù} graveyard friends or neighbours. /phon/ nÄÙµÑLoеѩÉ@± ÄÙµÑLoеѩÉ@± the early 19th hulks /phon/ nÄÙµÑLoеѩÉ@± In the 19th hulks /phon/ nÄÙµÑLoеѩÉ@± 19th hulks /phon/ nnnnÙ}Ѻâ Ù} Ù} In graveyard friends or neighbours. friends or neighbours. /phon/ n Ä@Lkö graveyard /phon/ n 19th hulks /phon/ n In the early 19th hulks friends or neighbours. /phon/ Ä@Lkö g Ù} graveyard /phon/ n ÄÙµÑLoеѩÉ@± In the early 19th hulks /phon/ /phon/ n ÄÙµÑLoеѩÉ@± n ÄÙµÑLoеѩÉ@± In the In early the 19th early 19th hulks hulks /phon/ n Ä@Lkö g Ù} graveyard sometimes use them with old family hulks /hʌlks/ n In the early with old family friends or neighbours. friends or neighbours. EPISODE 3 /phon/ n ÄÙµÑLoеѩÉ@± In the early 19th hulks friends or neighbours. EPISODE 3 /phon/ n ÄÙµÑLoеѩÉ@± In the early 19th hulks sometimes use them with old family EPISODE 3 /phon/ n In the early 19th hulks EPISODE 3 sometimes use use them them with with old old family family /phon/ n/phon/ ÄÙµÑLoеѩÉ@± In the early 19th hulks EPISODE 33sometimes EPISODE 3sometimes sometimes use them with old family sometimes use them with old family use them with old family /phon/ nÄÙµÑLoеѩÉ@± early 19th hulks sometimes use them with old family /phon/ nÄÙµÑLoеѩÉ@± ÄÙµÑLoеѩÉ@± Inthe the early 19th hulks sometimes them with old family /phon/ n /phon/ InIn the early 19th hulks /phon/ sometimes use them with old family n ÄÙµÑLoеѩÉ@± In the early 19th hulks nnÄÙµÑLoеѩÉ@± In the early 19th hulks EPISODE ÄÙµÑLoеѩÉ@± In the early 19th hulks EPISODE EPISODE 3use EPISODE EPISODE EPISODE EPISODE EPISODE EPISODE 333 neighbours. EPISODE 3EPISODE EPISODE 3 333or EPISODE 33neighbours. EPISODE 33n3Òн EPISODE century, large numbers of people were put in century, large numbers of people were put in century, large numbers of people were put input /phon/ nnnÄ@Lkö Ä@Lkö g Ù} graveyard century, large numbers of people were put in century, large numbers of people were put in century, large numbers of people were put in friends 19th century, large numbers of people were /phon/ Ä@Lkö g Ù} graveyard wine /phon/ /phon/ /phon/ n n Ä@Lkö Ä@Lkö g Ù} g Ù} graveyard graveyard century, large numbers of people were put in /phon/ n Ä@Lkö g Ù} graveyard /phon/ n g Ù} graveyard /phon/ n Ä@Lkö g Ù} graveyard friends or wine /phon/ n Ä@Lkö g Ù} /phon/ n Òн graveyard /phon/ Ä@Lkö g Ù} graveyard century, large numbers of people were put in friends friends or or neighbours. neighbours. century, large numbers of people were put in /phon/ n Ä@Lkö g Ù} graveyard friends or neighbours. friends or neighbours. wine /phon/ n Òн friends or neighbours. century, century, large numbers large numbers of people of people were put were in in friends or neighbours. friends or neighbours. guns n ¸Ðw)ÁЮK /phon/ century, large numbers of people were put in ininashamed friends or neighbours. wine /phon/ nnadj Òн guns ¸Ðw)ÁЮK /phon/ century, large numbers of people were put in guns nnn¸Ðw)ÁЮK /phon/ wine /phon/ Òн adj @SÐ_ /phon/ century, large numbers of people were put inin wine nadj Òн century, large numbers of people were put in ashamed adj NÐð NÐð ¹NÐð )g?iнgÐo g?iнgÐo /phon/ century, large numbers of people were put century, large numbers of were put in guns ndoing for ¸Ðw)ÁЮK /phon/ ashamed adj ¹g?iнgÐo @SÐ_ )g?iнgÐo g?iнgÐo /phon/ century, large numbers ofpeople people put input century, large numbers of people were in century, large numbers of people were put ashamed adj NÐð @SÐ_ /phon/ ashamed adj n¹adj NÐð )NÐð g?iнgÐo /phon/ ashamed NÐð NÐð ¹@SÐ_ )¹g?iнgÐo /phon/ guns ¸Ðw)ÁЮK /phon/ century, large numbers ofwere people were put wine /waɪn/ guns nfor ¸Ðw)ÁЮK /phon/ ashamed adj ¹@SÐ_ @SÐ_ )¹g?iнgÐo /phon/ ashamed /phon/ ashamed adj @SÐ_ ¹@SÐ_ @SÐ_ g?iнgÐo /phon/ ashamed ashamed adj NÐð adj ¹)¹@SÐ_ @SÐ_ ))g?iнgÐo g?iнgÐo ¹@SÐ_ g?iнgÐo /phon/ /phon/ prison-often for little or nothing wrong. prison-often doing little or nothing wrong. ashamed ¹NÐð NÐð ))g?iнgÐo g?iнgÐo /phon/ prison-often doing little or nothing wrong. prison-often for doing little or nothing wrong. ashamed adj /phon/ prison-often for doing little or nothing wrong. prison-often for doing little or nothing wrong. ashamed adj NÐð ¹ ) /phon/ put in prison – often for doing little or nothing ashamed adj NÐð ¹ @SÐ_ ) g?iнgÐo /phon/ ashamed adj NÐð ¹ @SÐ_ ) /phon/ ashamed adj NÐð ¹ @SÐ_ ) g?iнgÐo )g?iнgÐo /phon/ ashamed adj NÐð ¹ @SÐ_ ) g?iнgÐo /phon/ prison-often for doing little or nothing wrong. ashamed adj NÐð ¹ @SÐ_ ) /phon/ ashamed adj NÐð @SÐ_ /phon/ prison-often for doing little or nothing wrong. ashamed adj NÐð ¹ @SÐ_ ))g?iнgÐo /phon/ prison-often for doing little or nothing wrong. prison-often prison-often for doing for doing little or little nothing or nothing wrong. wrong. prison-often for doing little or nothing wrong. prison-often for doing little or nothing wrong. wine /phon/ n Òн prison-often for doing little or nothing wrong. prison-often for doing little or nothing wrong. prison-often for doing little or nothing wrong. prison-often for doing little or nothing wrong. wine /phon/ n Òн prison-often for doing little or nothing wrong. prison-often for doing little or nothing wrong. prison-often for doing little or nothing wrong. wine wine /phon/ /phon/ n n Òн Òн guns n ¸Ðw)ÁЮK /phon/ wine wine /phon/ n Òн /phon/ n Òн wine /phon/ n Òн wine /phon/ n Òн wine /phon/ n Òн prison-often for doing little or nothing wrong. wine /phon/ n Òн guns n ¸Ðw)ÁЮK /phon/ guns guns nwere ¸Ðw)ÁЮK ntoo too ¸Ðw)ÁЮK /phon/ guns nnnÄÙµÑLoеѩÉ@± ¸Ðw)ÁЮK guns non /phon/ /phon/ guns nÄÙµÑLoеѩÉ@± ¸Ðw)ÁЮK /phon/ guns n¸Ðw)ÁЮK land /phon/ guns nland ¸Ðw)ÁЮK ¸Ðw)ÁЮK /phon/ /phon/ The prisons on land were too full, and so guns non ¸Ðw)ÁЮK nwere In the 19th The prisons on were too full, and so hulks The prisons land were too full, and so /phon/ ÄÙµÑLoеѩÉ@± In the early 19th hulks The prisons land too full, and so The prisons on land were full, and so The prisons on/phon/ land full, and so bell nnÁÏi /phon/ wrong. Th e/phon/ prisons on land were too full, and so /phon/ In the early 19th hulks bell nÁÏi /phon/ bell /phon/ The prisons on were too full, and so /phon/ non ÄÙµÑLoеѩÉ@± In the early 19th hulks bell ÁÏi ÁÏi /phon/ bell nnnÁÏi nÁÏi /phon/ bell nnÁÏi /phon/ The prisons on land were too full, and so The prisons land were too full, and soearly /phon/ non ÄÙµÑLoеѩÉ@± In the early 19th hulks The prisons The prisons land were land too were full, too and full, so and so19th /phon/ non ÄÙµÑLoеѩÉ@± In the early hulks bell /phon/ The prisons on land were too full, and so EPISODE bell /phon/ bell nÁÏi /phon/ The prisons on land were too full, and so bell bell /phon/ EPISODE The prisons on land were too full, and so The prisons on land were too full, and so The prisons on land were too full, and so The prisons on land were too full, and so bell 3ÁÏi ÁÏi EPISODE The prisons on land were too full, and so The prisons on land were too full, and so The prisons on land were too full, and so bell 3nÁÏi ÁÏi /phon/ EPISODE 3n/phon/ The prisons on land were too full, and so bell nÁÏi /phon/ bell nnÁÏi 3ÁÏi /phon/ bell n3 ÁÏi /phon/ bell n/phon/ nÁÏi nÁÏi /phon/ EPISODE 3nÁÏi bell /phon/ bell EPISODE /phon/ bell n3 /phon/ EPISODE bell /phon/ prisoners were often kept in old ships-hulks-that prisoners were often kept in old ships-hulks-that prisoners were often kept in old ships-hulks-that prisoners were often kept in old ships-hulks-that prisoners were often kept in old ships-hulks-that prisoners were often kept in old ships-hulks-that prisoners were often kept in old ships – hulks – prisoners were often kept in old ships-hulks-that century, large numbers of people were put in prisoners were often kept in old ships-hulks-that century, large numbers of people were put in /phon/ n ÄÙµÑLoеѩÉ@± In the early 19th hulks prisoners were often kept in old ships-hulks-that prisoners prisoners were often were kept often in kept old in ships-hulks-that old ships-hulks-that century, large numbers of people were put in /phon/ n ÄÙµÑLoеѩÉ@± In the early 19th hulks prisoners were often kept in old ships-hulks-that century, large people were put in /phon/ /phon/ nkept ÄÙµÑLoеѩÉ@± nof ÄÙµÑLoеѩÉ@± In In the the early early 19th 19th hulks hulks /phon/ n kept ÄÙµÑLoеѩÉ@± In the early 19th hulks /phon/ noften ÄÙµÑLoеѩÉ@± In the early 19th hulks /phon/ nkept ÄÙµÑLoеѩÉ@± In the early 19th hulks prisoners were often in old ships-hulks-that /phon/ nlarge ÄÙµÑLoеѩÉ@± In the early 19th hulks /phon/ nwere ÄÙµÑLoеѩÉ@± In the early 19th hulks prisoners were often kept in old ships-hulks-that century, numbers ofin people were put in prisoners were in old ships-hulks-that prisoners were often in old ships-hulks-that /phon/ nnumbers ÄÙµÑLoеѩÉ@± In the early 19th hulks prisoners were often kept in old ships-hulks-that century, large numbers of people were put in prisoners were often kept in old ships-hulks-that prisoners were often kept in old ships-hulks-that prisoners were often kept old ships-hulks-that /phon/ nEPISODE ÀÙ½ candle prisoners often kept in old ships-hulks-that EPISODE /phon/ nn/phon/ nÀÙ½ candle /phon/ ÀÙ½ candle ashamed NÐð )g?iнgÐo /phon/ adj ÀÙ½ candle EPISODE /phon/ n333 ÀÙ½ candle /phon/ n3/phon/ ÀÙ½ candle ashamed NÐð ¹@SÐ_ g?iнgÐo /phon/ EPISODE 3adj were not strong enough todoing sail any more. EPISODE EPISODE EPISODE ashamed ¹g?iнgÐo )))g?iнgÐo EPISODE EPISODE /phon/ n3/phon/ candle were not strong enough to sail any more. were not strong enough to sail any more. EPISODE 3ÀÙ½ ashamed ÀÙ½ ¹@SÐ_ /phon/ /phon/ n/phon/ candle ashamed /əˈʃeɪmd/ were not strong enough to sail any more. /phon/ nÀÙ½ candle were not strong enough to sail any more. /phon/ nadj adj ÀÙ½ candle candle were not strong enough to sail any more. that were not strong enough to sail any more. ashamed adj NÐð¹)@SÐ_ ¹@SÐ_ @SÐ_ g?iнgÐo ashamed adj 3adj NÐð ¹NÐð @SÐ_ )g?iнgÐo /phon/ nÀÙ½ 3ÀÙ½ candle were not strong enough to sail any more. prison-often for little or nothing wrong. /phon/ n candle /phon/ 3nÀÙ½ candle were not strong enough to sail any more. prison-often for doing little or nothing wrong. /phon/ nnÀÙ½ ÀÙ½ candle were not strong enough to sail any more. /phon/ nnnÀÙ½ candle were not were strong not strong enough enough to sail to any sail more. any more. /phon/ /phon/ candle prison-often for doing little or nothing wrong. /phon/ n candle /phon/ candle were not strong enough to sail any more. /phon/ nÀÙ½ nNÐð candle prison-often for doing little or nothing wrong. were not strong enough to sail any more. /phon/ ÀÙ½ ÀÙ½ candle were not strong enough to sail any more. century, large numbers of people were put in were not strong enough to sail any more. prison-often for doing little or nothing wrong. were not strong enough to sail any more. were not strong enough to sail any more. prison-often for doing little or nothing wrong. were not strong enough tonumbers sail any more. century, large numbers of people were put input were not strong enough to sail any more. were not strong enough to sail any more. century, century, large large numbers numbers of of people people were were put were not strong enough to sail any more. century, large numbers of people were put input century, large numbers of people were put in century, large of people were inin in century, large numbers of people were put in century, large numbers of people were put in century, large numbers of people were put in ashamed adj бÏgÏÉÒg@Ë NÐð ))¹g?iнgÐo g?iнgÐo /phon/ ashamed adj бÏgÏÉÒg@Ë ¹@SÐ_ @SÐ_ )Ñ /phon/ The on land were too full, and so ashamed ashamed adj бÏgÏÉÒg@Ë NÐð )g?iнgÐo NÐð ¹g?iнgÐo @SÐ_ )Kg@µ /phon/ The on land were too full, and so cards nnnnadj бÏgÏÉÒg@Ë ÑNÐð Kg@µ (play~)/phon/ ashamed adj @SÐ_ NÐð ¹)@SÐ_ )¹ÑKg@µ g?iнgÐo /phon/ ashamed ¹adj @SÐ_ g?iнgÐo /phon/ ashamed adj @SÐ_ g?iнgÐo /phon/ ashamed adj ¹¹@SÐ_ ashamed adj NÐð ¹@SÐ_ g?iнgÐo g?iнgÐo /phon/ iron /phon/ n nprisons Ãk@Ô cards nNÐð ÑÑÑKg@µ (play~)/phon/ The prisons on land were too full, and so cards iron nNÐð (play~)/phon/ /phon/ nnnon Ãk@Ô ashamed adj NÐð ¹Ð±ÏgÏÉÒg@Ë )Ñg?iнgÐo )Ñ /phon/ bell /phon/ iron /phon/ nÃk@Ô Ãk@Ô cards Kg@µ (play~)/phon/ cards nбÏgÏÉÒg@Ë Kg@µ (play~)/phon/ cards бÏgÏÉÒg@Ë Kg@µ (play~)/phon/ The prisons land were too full, and so bell /phon/ iron /phon/ Ãk@Ô iron /phon/ nnprisons Ãk@Ô iron /phon/ Ãk@Ô prison-often for doing little or nothing wrong. bell ÁÏi ÁÏi NÐð The prisons land were too full, and so cards nÁÏi nnn/phon/ бÏgÏÉÒg@Ë Ñ@SÐ_ (play~)/phon/ The prisons land were too full, and so iron /phon/ n/phon/ bell n/phon/ (play~)/phon/ ÁÏi /phon/ cards (play~)/phon/ prison-often for doing little or nothing wrong. bell /bel/ n/phon/ iron /phon/ cards nбÏgÏÉÒg@Ë Ñ)Kg@µ (play~)/phon/ cards cards бÏgÏÉÒg@Ë Ð±ÏgÏÉÒg@Ë nбÏgÏÉÒg@Ë Ð±ÏgÏÉÒg@Ë Kg@µ Kg@µ (play~)/phon/ prison-often for for doing doing little little or or nothing nothing wrong. wrong. iron /aɪən/ nnprison-often iron /phon/ non Ãk@Ô prison-often for doing little or nothing wrong. prison-often for doing little or nothing wrong. iron iron /phon/ prison-often for doing little or nothing wrong. Ãk@Ô non Ãk@Ô bell nбÏgÏÉÒg@Ë nnбÏgÏÉÒg@Ë ÁÏi /phon/ prison-often for doing little or nothing wrong. prison-often for doing little or nothing wrong. bell n nÁÏi /phon/ cards бÏgÏÉÒg@Ë Ð±ÏgÏÉÒg@Ë ÑKg@µ Kg@µ (play~)/phon/ iron nfor Ãk@Ô prison-often doing little or nothing wrong. cards Ñ Kg@µ (play~)/phon/ iron /phon/ n/phon/ Ãk@Ô cards (play~)/phon/ iron /phon/ n cards n бÏgÏÉÒg@Ë Ñ Kg@µ (play~)/phon/ cards n бÏgÏÉÒg@Ë Ñ Kg@µ (play~)/phon/ cards n Ñ Kg@µ (play~)/phon/ iron /phon/ n Ãk@Ô iron /phon/ n Ãk@Ô iron /phon/ n Ãk@Ô cards n Ñ Kg@µ (play~)/phon/ cards n Ñ (play~)/phon/ cards n Ñ Kg@µ (play~)/phon/ iron /phon/ Ãk@Ô iron /phon/ n Ãk@Ô iron /phon/ n Ãk@Ô cards n Ñ Kg@µ (play~)/phon/ iron /phon/ n Ãk@Ô prisoners were often kept in old ships-hulks-that prisoners were often kept in old ships-hulks-that prisoners were often kept in old ships-hulks-that prisoners were often kept in old ships-hulks-that The prisons on land were too full, and so prisoners were often kept in old ships-hulks-that prisoners were often kept in old ships-hulks-that The prisons on land were too full, and so The The prisons prisons on on land land were were too too full, full, and bell ÁÏi /phon/ The prisons on land were too full, and soand The prisons on land were too full, and so The prisons on land were too full, and sososocommon The prisons on land were too full, and so The prisons on land were too full, and so bell ÁÏi ÀÙ½ /phon/ The prisons on land were too full, and so bell bell nÀÙ½ ÁÏi People People People /phon/ adj ÑË@k@Ô in /phon/ bell nadj nÑË@k@Ô ÁÏi ÁÏi /phon/ bell n/phon/ /phon/ bell nnÑË@k@Ô People bell nnnnnÁÏi ÁÏi ÁÏi /phon/ bell /phon/ ÁÏi /phon/ common adj People in the /phon/ /phon/ adj ÑËÏiÐGÐG kind common adj ÑË@k@Ô in the /phon/ bell n/phon/ /phon/ /phon/ nnnÑË@k@Ô candle /phon/ adj ÑËÏiÐGÐG kind common ÑË@k@Ô People in the /phon/ adj ÑËÏiÐGÐG kind common adj in the /phon/ common adj ÑË@k@Ô People inthe the ÁÏi candle /phon/ adj ÑËÏiÐGÐG kind /phon/ adj ÑËÏiÐGÐG kind /phon/ adj ÑËÏiÐGÐG kind ÑË@k@Ô ÀÙ½ candle common adj in the /phon/ candle /ˈkændl/ n common adj People in the /phon/ were not strong enough to sail any more. /phon/ ÀÙ½ candle /phon/ adj ÑËÏiÐGÐG kind common adj ÑË@k@Ô People in the kind /kaɪnd/ adj common common adj adj ÑË@k@Ô People People in the inthe the /phon/ /phon/ were not strong enough to sail any more. /phon/ adj kind /phon/ ÀÙ½ candle /phon/ adj ÑËÏiÐGÐG kind /phon/ /phon/ adj ÑËÏiÐGÐG adj ÑËÏiÐGÐG kind kind common adj ÑË@k@Ô People in the /phon/ /phon/ n ÀÙ½ candle were not strong enough to sail any more. /phon/ adj ÑËÏiÐGÐG kind common adj People in the /phon/ were not strong enough to sail any more. /phon/ adj ÑËÏiÐGÐG kind common adj ÑË@k@Ô People in the /phon/ common adj ÑË@k@Ô People in the /phon/ /phon/ adj kind common adj People in the /phon/ common adj ÑË@k@Ô People inin the /phon/ prisoners were often kept in old ships-hulks-that were not strong enough to sail any more. /phon/ adj ÑËÏiÐGÐG kind common adj ÑË@k@Ô People the /phon/ /phon/ adj ÑËÏiÐGÐG kind /phon/ adj were ÑËÏiÐGÐG kind common adjÑË@k@Ô ÑË@k@Ô People in the /phon/ common were not strong enough to sail any more. adj ÑË@k@Ô People in /phon/ prisoners were often kept in old ships-hulks-that /phon/ adj were were ÑËÏiÐGÐG kind common adj ÑË@k@Ô People in the /phon/ /phon/ adj often were ÑËÏiÐGÐG kind /phon/ adj were kind prisoners prisoners were often often kept kept in in old old ships-hulks-that ships-hulks-that prisoners often kept in old ships-hulks-that prisoners were often kept in old ships-hulks-that prisoners often kept in old ships-hulks-that /phon/ adj ÑËÏiÐGÐG ÑËÏiÐGÐG kind prisoners kept in old ships-hulks-that prisoners often kept in old ships-hulks-that prisoners were often kept in old ships-hulks-that 19th century used this word a lot to 19th century used this word alot to 19th century this word alot lot to 19th century used this word lot to 19th century used word alot to 19th century used this word aword to /phon/ nused this ÀÙ½ candle 19th century used this word lot to /phon/ /phon/ ÀÙ½ candle 19th century used word aword lot to /phon/ nword ÀÙ½ ÀÙ½ candle candle /phon/ nnword this ÀÙ½ candle /phon/ nused used candle /phon/ nword candle 19th century this lot to /phon/ nused this ÀÙ½ candle /phon/ nnÀÙ½ this ÀÙ½ candle 19th century 19th century used this used word word aaalot lot to alot lot to were not strong enough to sail any more. /phon/ nthis ÀÙ½ candle cards nthis word Ñ (play~)/phon/ locked participle adj from lock É?h_?c /phon/ 19th century this aato lot to iron /phon/ nnot Ãk@Ô locked participle adj from lock É?h_?c /phon/ were not strong enough to sail any more. century used this word anÀÙ½ lot to cards nnword бÏgÏÉÒg@Ë Ð±ÏgÏÉÒg@Ë Kg@µ (play~)/phon/ locked participle adj from lock É?h_?c /phon/ iron /phon/ nstrong Ãk@Ô 19th century used this word to were were not strong strong enough enough to to sail sail any any more. more.19th locked participle adj from lock É?h_?c /phon/ were not strong enough to sail any more. were not strong enough to sail any more. cards nthis thought ÑÑÑKg@µ Kg@µ (play~)/phon/ were not enough to sail any more. 19th century used aaaword to were not strong enough to sail any more. locked participle adj from lock É?h_?c /phon/ locked adj from lock É?h_?c /phon/ were not strong enough to sail any more. 19th century used this word aбÏgÏÉÒg@Ë lot 19th century used this lot to iron /phon/ nparticiple Ãk@Ô cards (play ~) /kɑːdz/ n 19th century used aбÏgÏÉÒg@Ë lot to were not strong enough to sail any more. cards бÏgÏÉÒg@Ë Ñ (play~)/phon/ 19th century alot lot to 19th century used this aKg@µ to iron /phon/ nparticiple Ãk@Ô locked participle adj from lock É?h_?c /phon/ locked /lɒkd/ participle adj from lock 19th century used a lot to cards Kg@µ (play~)/phon/ locked participle adj from lock /phon/ iron /phon/ n Ãk@Ô cards n бÏgÏÉÒg@Ë Ñ Kg@µ (play~)/phon/ locked participle adj from lock É?h_?c /phon/ locked locked participle participle adj from adj lock from É?h_?c lock É?h_?c /phon/ /phon/ iron /phon/ n Ãk@Ô locked adj from lock É?h_?c /phon/ describe others who they thought were locked participle adj from lock /phon/ describe others who they were locked participle adj from lock É?h_?c /phon/ describe others who they thought were locked participle adj from lock É?h_?c /phon/ locked participle adj from lock É?h_?c /phon/ locked participle adj from lock É?h_?c /phon/ describe others who they thought were locked participle adj from lock É?h_?c /phon/ describe others who they thought were describe others who they thought were locked participle adjadj from lock É?h_?c /phon/ locked participle lock É?h_?c /phon/ locked participle adjfrom from lock É?h_?c describe /phon/ describe others who they thought were describe others who they thought were describe others who they thought were describe describe others others who they who thought they thought were were describe others who thought were describe others who they thought describe others who they thought were describe others who they thought were describe others who they thought were others who they thought were describe others who they thought were describe others who they thought were describe others who they thought were cards nбÏgÏÉÒg@Ë they бÏgÏÉÒg@Ë ÑÑwere Kg@µ (play~)/phon/ describe others who they thought were iron /phon/ nnnÃk@Ô Ãk@Ô cards nбÏgÏÉÒg@Ë Ð±ÏgÏÉÒg@Ë Ñ Kg@µ (play~)/phon/ iron /phon/ Ãk@Ô cards cards n бÏgÏÉÒg@Ë n бÏgÏÉÒg@Ë ÑKg@µ Kg@µ Ñthe Kg@µ (play~)/phon/ (play~)/phon/ cards n бÏgÏÉÒg@Ë Ñ Kg@µ (play~)/phon/ cards n Ñ Kg@µ (play~)/phon/ cards n бÏgÏÉÒg@Ë Ñ (play~)/phon/ iron iron /phon/ /phon/ n n Ãk@Ô Ãk@Ô cards n бÏgÏÉÒg@Ë Ñ Kg@µ (play~)/phon/ cards n бÏgÏÉÒg@Ë Kg@µ (play~)/phon/ iron /phon/ n Ãk@Ô iron /phon/ n iron /phon/ n Ãk@Ô socially lower than themselves. iron /phon/ n Ãk@Ô iron /phon/ Ãk@Ô cards n Ñ Kg@µ (play~)/phon/ common adj ÑË@k@Ô People in /phon/ socially lower than themselves. iron /phon/ n Ãk@Ô socially lower than themselves. /phon/ v Mâ Ë eʵÏc murder common adj ÑË@k@Ô People in the /phon/ /phon/ adj ÑËÏiÐGÐG kind /phon/ v Mâ Ë eʵÏc murder socially lower than themselves. socially lower than themselves. socially lower than themselves. /phon/ v Mâ Ë eʵÏc murder /phon/ adj ÑËÏiÐGÐG kind common adj ÑË@k@Ô People in the /phon/ /phon/ Ëvadj Mâ ËMâeʵÏc eʵÏc murder /phon/ vvvvadj eʵÏc Mâ murder /phon/ vadj Mâ ËMâMâ eʵÏc ËÑËÏiÐGÐG murder common /ˈkɒmən/ adj /phon/ adj vÑËÏiÐGÐG kind socially lower than themselves. common adj ÑË@k@Ô People in in thethe /phon/ murder /ˈmɜːdə/ socially lower than themselves. vËvvveʵÏc ÑËÏiÐGÐG kind /phon/ Mâ Ë eʵÏc ËeʵÏc murder socially lower than themselves. common adj ÑË@k@Ô People inthe /phon/ socially socially lower lower than themselves. than themselves. common adj ÑË@k@Ô People /phon/ /phon/ murder kind /phon/ Mâ Ë eʵÏc murder socially lower than themselves. /phon/ /phon/ Mâ Ë murder murder ÑËÏiÐGÐG kind /phon/ v eʵÏc murder socially lower than themselves. socially lower than themselves. socially lower than themselves. socially lower than themselves. socially lower than themselves. /phon/ murder socially lower than themselves. /phon/ v Ë eʵÏc murder socially lower than themselves. /phon/ v Mâ Ë eʵÏc murder socially lower than themselves. /phon/ Mâ Ë eʵÏc murder /phon/ v Mâ murder socially lower than themselves. /phon/ v Mâ Ë eʵÏc murder /phon/ v vMâvËeʵÏc murder /phon/ MâMâËeʵÏc murder /phon/ ËeʵÏc murder People inncentury century used this word a the lot to 19th century used this word ato to 19th century used this word lot to cried/phon/ chµÒg?É@Å adj common adj ÑË@k@Ô People in the /phon/ cried/phon/ n/phon/ chµÒg?É@Å adj /phon/ adj ÑËÏiÐGÐG ÑËÏiÐGÐG ÑËÏiÐGÐG kind 19th used this word aaalot lot to cried/phon/ n19th chµÒg?É@Å this common adj ÑË@k@Ô People in thein cried/phon/ nchµÒg?É@Å chµÒg?É@Å cried/phon/ nncentury adj cried/phon/ nthe chµÒg?É@Å /phon/ 19th century used word aPeople lot common common adj ÑË@k@Ô ÑË@k@Ô People People in in thethe /phon/ /phon/ adj ÑËÏiÐGÐG kind common ÑË@k@Ô People in the common adj ÑË@k@Ô People in the /phon/ common ÑË@k@Ô People /phon/ common adj in the common People in the /phon/ /phon/ adj adj ÑËÏiÐGÐG ÑËÏiÐGÐG kind kind 19th century used word lot to /phon/ adj ÑËÏiÐGÐG kind /phon/ adj ÑËÏiÐGÐG kind /phon/ adj ÑËÏiÐGÐG kind /phon/ adj kind cried/phon/ n/phon/ chµÒg?É@Å ÑË@k@Ô common adj ÑË@k@Ô in the /phon/ /phon/ adj ÑËÏiÐGÐG kind 19th used this word a lot to cried/phon/ ÑË@k@Ô /phon/ adj kind pie/phon/ n о̱ÐGÏhâ Ì ¹Êµ cried/phon/ n/phon/ chµÒg?É@Å adj locked participle adj from lock É?h_?c /phon/ cried/phon/ cried/phon/ n/phon/ nthis chµÒg?É@Å People pie/phon/ n о̱ÐGÏhâ Ì ¹Êµ pie/phon/ n о̱ÐGÏhâ Ì ¹Êµ locked participle adj from lock É?h_?c /phon/ cried/phon/ nchµÒg?É@Å chµÒg?É@Å pie/phon/ n о̱ÐGÏhâ Ì ¹Êµ pie/phon/ n о̱ÐGÏhâ Ì ¹Êµ pie/phon/ n о̱ÐGÏhâ Ì ¹Êµ cried/phon/ n chµÒg?É@Å locked participle adj from lock É?h_?c /phon/ piepie/phon/ /paɪ/ n cried/phon/ n cried/phon/ n chµÒg?É@Å cried/phon/ n chµÒg?É@Å locked participle adj from lock É?h_?c /phon/ cried/phon/ n chµÒg?É@Å pie/phon/ n о̱ÐGÏhâ Ì ¹Êµ cried/phon/ n chµÒg?É@Å n cried/phon/ n chµÒg?É@Å cried/phon/ n chµÒg?É@Å locked participle adj from lock É?h_?c /phon/ pie/phon/ n о̱ÐGÏhâ Ì ¹Êµ pie/phon/ pie/phon/ n о̱ÐGÏhâ n о̱ÐGÏhâ Ì ¹Êµ Ì ¹Êµ locked participle adj from lock É?h_?c /phon/ cried/phon/ n chµÒg?É@Å pie/phon/ n о̱ÐGÏhâ ̹ʵ describe others who they thought were socially pie/phon/ ̹ʵ describe others who they thought were pie/phon/ о̱ÐGÏh⠹ʵ pie/phon/ nnо̱ÐGÏhâ Ì̹ʵ Ì̹ʵ pie/phon/ nnо̱ÐGÏhâ nо̱ÐGÏhâ ̹ʵ ¹Êµ describe others who they thought were pie/phon/ npie/phon/ pie/phon/ nо̱ÐGÏhâ ̹ʵ pie/phon/ pie/phon/ nо̱ÐGÏhâ о̱ÐGÏhâ describe others who they n̹ʵ о̱ÐGÏhâ describe others who they thought were 19th century used this word lot to describe others who they thought were describe others who they thought were 19th century used this word alot lot 19th 19th century century used used this this word alot lot awere lot 19th century used this word ato lot to 19th century used this word aËÉ@ÌO lot 19th century used this word ato toto to 19th century used this word aathought lot to 19th century used this word aword lot to 19th century used this word aÉ@ÌO to /phon/ n hâ Ì ½?ÊSѶâ Ë É@ÌO gentleman /phon/ n hâ Ì ½?ÊSѶâ Ë gentleman /phon/ n hâ Ì ½?ÊSѶâ Ë É@ÌO gentleman locked participle adj from lock É?h_?c /phon/ /phon/ n hâ Ì ½?ÊSѶâ gentleman /phon/ n hâ Ì ½?ÊSѶâ Ë É@ÌO gentleman /phon/ n hâ Ì ½?ÊSѶâ Ë É@ÌO gentleman locked participle adj from lock É?h_?c /phon/ locked locked participle participle adj adj from from lock lock É?h_?c É?h_?c /phon/ /phon/ /phon/ n hâ Ì ½?ÊSѶâ Ë É@ÌO gentleman locked participle adj from lock É?h_?c /phon/ locked participle adj from lock É?h_?c /phon/ lower than themselves. locked participle adj from lock É?h_?c /phon/ locked participle adj from lock É?h_?c /phon/ locked participle adj from lock É?h_?c /phon/ socially lower than themselves. /phon/ nnÌ É@ÌO gentleman /phon/ nhâ½?ÊSѶâ hâÌthey Ìnwho ½?ÊSѶâ ËÉ@ÌO É@ÌO É@ÌO gentleman locked participle from /phon/ nmurder ÀÏgÉÐ} vÀÏgÉÐ} sir /phon/ /phon/ nnhâ others Ìthemselves. ½?ÊSѶâ themselves. hâ½?ÊSѶâ ̽?ÊSѶ⠽?ÊSѶâ ËÉ@ÌO É@ÌO ËÉ@ÌO ËÉ@ÌO gentleman gentleman socially than themselves. ËeʵÏc lock É?h_?c murder /phon/ nnnnÀÏgÉÐ} nÀÏgÉÐ} sir /phon/ ÀÏgÉÐ} vvvËMâ sir /phon/ n½?ÊSѶâ hâ Ì ½?ÊSѶâ Ë gentleman socially lower than themselves. Mâ Ëadj eʵÏc /phon/ nlower hâ ½?ÊSѶâ Ë É@ÌO Ëthey gentleman /phon/ ÀÏgÉÐ} veʵÏc sir sir /sɜː/ n/phon/ /phon/ nn/phon/ MâËÀÏgÉÐ} /phon/ n/phon/ n/phon/ ÀÏgÉÐ} sirsir /phon/ gentleman /phon/ Mâ Ë eʵÏc murder socially lower than themselves. /phon/ hâ Ì Ë É@ÌO gentleman /phon/ n Ì Ë É@ÌO gentleman /phon/ n hâ Ì ½?ÊSѶâ gentleman describe others who they thought were murder socially lower than /phon/ ÀÏgÉÐ} sir /phon/ n hâ Ì ½?ÊSѶâ Ë É@ÌO gentleman socially lower than /phon/ n hâ ½?ÊSѶâ Ë gentleman /phon/ n hâ Ì gentleman /phon/ sir describe others who thought were /phon/ Mâ Ë eʵÏc murder /phon/ sir /phon/ n hâ Ì Ë gentleman /phon/ ÀÏgÉÐ} n sir sir /phon/ v Mâ eʵÏc murder describe describe others who they thought thought were were describe others who they thought were describe others who they thought were describe others who they thought describe others who they thought were describe others who they thought were /phon/ n ÀÏgÉÐ} sir describe others who they thought were were /phon/ nÀÏgÉÐ} sir /phon/ n/phon/ ÀÏgÉÐ} ÀÏgÉÐ} sir /phon/ /phon/ nnÀÏgÉÐ} sir /phon/ nsir nÀÏgÉÐ} sir /phon/ n /phon/ ÀÏgÉÐ} n ÀÏgÉÐ} sirsir /phon/ nÀÏgÉÐ} sir sir To be a gentleman (or a lady-see below) To be a gentleman (or a lady-see below) To be a gentleman (or a lady-see below) To be a gentleman (or a lady-see below) To be a gentleman (or a lady-see below) To be a gentleman (or a lady-see below) socially lower than themselves. cried/phon/ n chµÒg?É@Å /phon/ vvvMâ eʵÏc murder lower themselves. To be abe gentleman (or lady-see below) nn lower chµÒg?É@Å socially socially lower than than themselves. To be acried/phon/ (or alady-see lady-see below) lower than socially lower than cried/phon/ /phon/ ËMâ ËeʵÏc ËMâ murder nthan chµÒg?É@Å lady-see socially lower than themselves. socially lower than socially lower than themselves. To abe (or athemselves. below) To To aagentleman gentleman (or aathemselves. lady-see below) below) /phon/ /phon/ eʵÏc ËeʵÏc murder murder /phon/ vMâ veʵÏc Mâv ËÌeʵÏc murder socially than themselves. v/phon/ v¹Êµ murder Mâ ËeʵÏc cried/phon/ nagentleman chµÒg?É@Å /phon/ Mâ ËËËeʵÏc ¹Êµ murder Mâ murder To agentleman gentleman alady-see below) Mâ /phon/ ËeʵÏc eʵÏc murder steal nmurder /phon/ cried/phon/ chµÒg?É@Å lady-see To be gentleman (or lady-see below) pie/phon/ nÃËic vо̱ÐGÏhâ cried/phon/ ngentleman chµÒg?É@Å lady-see steal nо̱ÐGÏhâ /phon/ To be abe gentleman (or aaalady-see below) steal nÃËic /phon/ be asocially (or a(or below) To be agentleman gentleman (or lady-see below) pie/phon/ о̱ÐGÏhâ о̱ÐGÏhâ To be asocially gentleman (or athemselves. lady-see below) steal nÃËic ÃËic /phon/ ToTo be abe gentleman (or athemselves. below) steal n/phon/ /phon/ steal n/phon/ ÃËic nnÃËic /phon/ To be alower gentleman (or a(or below) To be (or alady-see below) pie/phon/ vÃËic ÌÌÌMâ¹Êµ To be aaaagentleman (or aalady-see lady-see below) pie/phon/ nÃËic steal n/phon/ /phon/ steal /phon/ pie/phon/ о̱ÐGÏh⠹ʵ steal ¹ÊµÌ¹Êµ /phon/ steal steal ÃËic n ÌÃËic /phon/ pie/phon/ meant to be a good and honest person. It steal nо̱ÐGÏhâ meant to be good and honest person. It meant to be a good and honest person. ItIt It steal /phon/ meant to be good and honest person. It steal ÃËic /phon/ meant to be a good and honest person. It meant to be a good and honest person. It steal nnn/phon/ /phon/ steal nnnnÃËic /phon/ steal n/phon/ ÃËic nÃËic /phon/ steal n /phon/ ÃËic nnÃËic /phon/ steal /phon/ steal nÃËic meant to be a good and honest person. It steal n ÃËic ÃËic meant to be and person. It meant to achµÒg?É@Å and honest person. meant meant to to agood be anchµÒg?É@Å and good and honest person. person. meant to a/phon/ good and honest person. It ItIt meant to be abe good and honest Itperson. cried/phon/ chµÒg?É@Å and meant to be anngood good and honest person. ItIt meant to abe and honest ItItIt meant to be aato honest person. It cried/phon/ chµÒg?É@Å hâand meant to be good person. meant to be abe good and honest person. Itperson. cried/phon/ cried/phon/ nand chµÒg?É@Å person. É@ÌO meant to be agood and honest person. meant agood good honest cried/phon/ ngood person. cried/phon/ nbe chµÒg?É@Å honest cried/phon/ chµÒg?É@Å honest cried/phon/ honest cried/phon/ nnbe chµÒg?É@Å hâhonest meant to be aand good cried/phon/ naagood chµÒg?É@Å nchµÒg?É@Å hâ Ì ½?ÊSѶâ Ë gentleman /phon/ n Ì ½?ÊSѶâ Ë É@ÌO gentleman pie/phon/ n о̱ÐGÏhâ Ì ¹Êµ /phon/ n Ì ½?ÊSѶâ Ë É@ÌO gentleman pie/phon/ n о̱ÐGÏhâ Ì ¹Êµ also meant a person who was socially /phon/ n hâ Ì ½?ÊSѶâ Ë É@ÌO gentleman pie/phon/ pie/phon/ n n о̱ÐGÏhâ о̱ÐGÏhâ Ì ¹Êµ Ì ¹Êµ also meant person who was socially pie/phon/ n о̱ÐGÏhâ Ì ¹Êµ pie/phon/ n о̱ÐGÏhâ Ì ¹Êµ pie/phon/ n о̱ÐGÏhâ Ì ¹Êµ also meant a person who was socially pie/phon/ n о̱ÐGÏhâ Ì ¹Êµ pie/phon/ n о̱ÐGÏhâ Ì ¹Êµ also meant a person who was socially /phon/ n hâ Ì ½?ÊSѶâ Ë É@ÌO gentleman pie/phon/ n о̱ÐGÏhâ Ì ¹Êµ also meant a person who was socially also meant a person who was socially /phon/ thick adj gÉÊLkÐÔ /phon/ n hâ Ì ½?ÊSѶâ Ë É@ÌO gentleman /phon/ n ÀÏgÉÐ} sir /phon/ thick adj gÉÊLkÐÔ /phon/ thick adj gÉÊLkÐÔ /phon/ n ÀÏgÉÐ} sir also meant a person who was socially thick /phon/ adj gÉÊLkÐÔ /phon/ thick adj gÉÊLkÐÔ thick /phon/ adj gÉÊLkÐÔ also meant a person who was socially /phon/ n ÀÏgÉÐ} sir also meant a person who was socially also meant also meant a person a person who who was socially was socially n adj n/phon/ ÀÏgÉÐ} sir /phon/ thick adj gÉÊLkÐÔ also meant aperson person who was socially thick /phon/ ngÉÊLkÐÔ ÀÏgÉÐ} sir thick /phon/ adj gÉÊLkÐÔ also meant who was socially thick thick /phon/ adj gÉÊLkÐÔ adj gÉÊLkÐÔ adj ÀÏgÉÐ} gÉÊLkÐÔ sir also meant person who was socially also meant aaperson who was socially also meant aaperson who was socially also meant aameant person was socially thick /phon/ adj gÉÊLkÐÔ 108 also meant who was socially /phon/ thick adj gÉÊLkÐÔ also meant aperson who was socially also aperson person who was socially thick /phon/ adj also meant awho person who was socially /phon/ thick adj /phon/ thick adj gÉÊLkÐÔ thick /phon/ adj gÉÊLkÐÔ /phon/ thick adj gÉÊLkÐÔ /phon/ thick gÉÊLkÐÔ thick /phon/ adj /phon/ thick adj gÉÊLkÐÔ higher than ordinary people like Joe and and higher than ordinary people like Joe below) higher than ordinary people like Joe and /phon/ npeople hâ Ì ½?ÊSѶâ Ë É@ÌO and gentleman higher than ordinary people like Joe and higher than ordinary people like Joe and and higher than ordinary people like Joe and /phon/ n hâ Ì ½?ÊSѶâ Ë É@ÌO gentleman higher than ordinary people like Joe and É@ÌO To be a gentleman (or a lady-see /phon/ /phon/ n n hâ Ì ½?ÊSѶâ hâ Ì ½?ÊSѶâ Ëbelow) É@ÌO Ëbelow) gentleman gentleman /phon/ n hâ Ì ½?ÊSѶâ Ë É@ÌO and gentleman /phon/ n hâ Ì ½?ÊSѶâ Ë É@ÌO gentleman /phon/ n hâ Ì ½?ÊSѶâ Ë É@ÌO below) gentleman /phon/ n hâ Ì ½?ÊSѶâ Ë É@ÌO gentleman higher than ordinary like Joe /phon/ n hâ Ì ½?ÊSѶâ Ë É@ÌO gentleman To be a gentleman (or a lady-see higher than ordinary people like Joe higher higher than ordinary than ordinary people people like Joe like and Joe and and /phon/ n hâ Ì ½?ÊSѶâ Ë É@ÌO gentleman To be a gentleman (or a lady-see higher than ordinary people like Joe /phon/ n ÀÏgÉÐ} sir higher than ordinary people like Joe and To be a gentleman (or a lady-see below) higher than ordinary people like Joe and higher than ordinary people like Joe and higher than ordinary people like Joe and /phon/ n ÀÏgÉÐ} sir To be a gentleman (or a lady-see below) higher than ordinary people like Joe and To be a gentleman (or a lady-see higher than ordinary people like Joe and /phon/ /phon/ n n ÀÏgÉÐ} ÀÏgÉÐ} sir sir higher than ordinary people like Joe and higher than ordinary people like Joe and /phon/ n ÀÏgÉÐ} sir /phon/ n ÀÏgÉÐ} sir /phon/ n ÀÏgÉÐ} sir /phon/ n ÀÏgÉÐ} sir /phon/ n ÀÏgÉÐ} sir higher than ordinary people like Joe /phon/ n ÀÏgÉÐ} sir steal n ÃËic /phon/ steal n ÃËic /phon/ steal n ÃËic /phon/ steal n ÃËic /phon/ steal n ÃËic /phon/ steal n ÃËic /phon/ 108 108 meant to be a good and honest person. ItIt 108 108 meant to be a good and honest person. It 108 108 meant to be good and person. 108 meant to be a be and honest It 108 108 108 To be ato gentleman (or aalady-see lady-see below) 108 meant good honest person. It meant be abe good and person. It 108 Tobe be agentleman gentleman (or ahonest lady-see below) To To gentleman aaagentleman (or (or a lady-see lady-see a below) lady-see below) below) 108 To ato gentleman ahonest lady-see below) To aTo (or aa(or be agood gentleman (or aperson. below) To be abe gentleman (or aand lady-see below) To be agentleman gentleman (or lady-see below) 108 108 108 108 To be a (or lady-see below) 108 108 108 108 steal n ÃËic /phon/ steal n ÃËic /phon/ also meant a person who was socially steal steal n n ÃËic ÃËic /phon/ /phon/ steal n ÃËic /phon/ steal n ÃËic /phon/ steal n ÃËic /phon/ steal n ÃËic /phon/ steal n ÃËic /phon/ also meant a person who was socially steal n ÃËic /phon/ also meant a person who was socially /phon/ thick adj gÉÊLkÐÔ also meant aaato person who was socially /phon/ thick adj gÉÊLkÐÔ meant to be good and honest person. It /phon/ thick adj gÉÊLkÐÔ also meant person who was socially also meant person who was socially /phon/ thick adjadjgÉÊLkÐÔ meant to be agood good and honest person. It It ItIt It meant meant to be be aand good a good and and honest honest person. person. meant to aa good and honest person. meant to be good honest person. ItItIt be aand good and honest person. /phon/ thick adj gÉÊLkÐÔ meant to be aabe good and honest person. meant to be ato good and honest person. It /phon/ thick gÉÊLkÐÔ meant to be honest person. higher than ordinary people like Joe and 4/5/10 higher than ordinary people like Joe and higher than ordinary people like Joe and 9780230727564.Text.indd 108 higher than ordinary people like Joe and also meant person who was socially higher than ordinary people like Joe and higher than like Joe and socially also meant person who was socially also also a person apeople person person who who was was socially /phon/ thick adj gÉÊLkÐÔ also meant a aperson who was socially also meant ameant person who was socially also meant who was socially also meant aaaameant person who was socially also meant person who was socially /phon/ thick adj gÉÊLkÐÔ also meant aordinary person who was socially /phon/ /phon/ thick thick adj adj gÉÊLkÐÔ gÉÊLkÐÔ thick /phon/ adj gÉÊLkÐÔ /phon/ thick adj gÉÊLkÐÔ thick /phon/ adj gÉÊLkÐÔ /phon/ thick adj gÉÊLkÐÔ thick /phon/ adj gÉÊLkÐÔ /phon/ thick adj gÉÊLkÐÔ cried/phon/nn cried/phon/ /ph gentleman /ph gentleman To be be aa gentl gentl To meant to be aa meant to be also meant meant aa also higher than than or o higher 10:33:24 cardscards nбÏgÏÉÒg@Ë nбÏgÏÉÒg@Ë ÑKg@µÑKg@µ (play~)/phon/ (play~)/phon/ common common adj ÑË@k@Ô adj ÑË@k@Ô People People in the in the /phon/ /phon/ lock om lock É?h_?cÉ?h_?c 19th19th century century usedused this this wordword a lotatolot to describe describe others others whowho theythey thought thought werewere socially socially lower lower thanthan themselves. themselves. cried/phon/ cried/phon/ n chµÒg?É@Å cried /kraɪd/ v n chµÒg?É@Å EPISODE 7 guinea /phone/ Ç]]ËÐÁÊS The modern form of as usual /ph British money is pounds (£). In the early 19th century guineas were often used. The value of a LITERARY guinea was a little more than a pound. as well /ph kiss /phon/v @µÏc|@½ banknote / READER /phon/nn g@¶KÐ]]½j_ It It was was usual usual for for aa servant servant /ˈsɜːv(ə)nt/ gentleman or aor lady like like Miss Havisham gentleman a lady Miss Havishamtotohave have /phon/ /phon/ nhân̽?ÊSѶâ nhâ̽?ÊSѶâ ËÉ@ÌOËÉ@ÌO gentleman gentleman gentleman /ˈdʒntlmən/ several servants. Servants like these usually lived several servants. Servants like these usually lived To be gentleman (or a(or ladya(or – see below) meant the house, there, butthey theydid did not not Toa be To abe gentleman a gentleman lady-see a lady-see below) below) in theinhouse, andand theythey ateate there, but to bemeant a good and honest person. It also meant a get much money. A very rich family might have meant to betoabe good a good and and honest honest person. person. It It get much money. A very rich family might have person who was socially higher than ordinary hundreds of servants. also also meant meant a person a person who who was was socially socially hundreds of/phon/ servants. Pip. The idea ofidea social levels is very Pip. The of social levels isimportant very important Pip. The idea ofsocial social levels very important spiders n Ä@µÐµÙð ¹@Tð¹@S ¹@Tð¹@S spiders /phon/ n¹¹@S Ä@µÐµÙð spiders /phon/ Ä@µÐµÙð ¹¹@Tð @S Pip. The idea of levels is very important Pip. The idea of social levels isisis very important spiders /phon/ nnnnnÄ@µÐµÙð Ä@µÐµÙð spiders /phon/ Ä@µÐµÙð ¹@Tð @Tð Pip. The idea of social levels is very important spiders /phon/ Pip. The idea of social levels very important spiders /phon/ ¹@Tð ¹¹@S Pip. The idea of social levels is very important Pip. The idea of social levels is very important spiders /phon/ nnn Ä@µÐµÙð spiders /phon/ n ¹¹@Tð @S@S ¹¹@S Pip. The idea of social levels is very important people like Joe and Pip. The idea of social levels is spiders /phon/ Ä@µÐµÙð ¹¹@Tð @Tð @S Pip. The idea of social levels is like verylike important spiders /phon/n Ä@µÐµÙð higher higher than than ordinary ordinary people people Joe and Joe and in this story. in this story. in this story. in this story. in this story. Pip. The idea of social levels is very important in this story. Pip. The idea of social levels is very important Pip. The idea of social levels is very important spiders /phon/ n Ä@µÐµÙð @Tð ¹@Tð @S Pip. The idea of social levels is very important spiders /phon/ n Ä@µÐµÙð ¹ @Tð ¹ @S spiders /phon/ n Ä@µÐµÙð ¹ @Tð ¹ @S spiders /phon/ n Ä@µÐµÙð this story. Pip. The idea of social levels is very important Pip. The idea of social levels is very important in this story. spiders /phon/ n/phon/ ¹@S ¹@S in this story. spiders n@S Ä@µÐµÙð nÏÉÐÁchµg?c@}@Ô Pip. The idea of social levels is very important in this story. Pip. The idea of social levels isis very important very important in this story. spiders /ˈspaɪdaz/ spiders /phon/ Ä@µÐµÙð @Tð Pip. The idea ofidea social levels is very important Pip. The idea of social isis very important Pip. The idea of social levels is very important spiders /phon/ nnnnÄ@µÐµÙð @Tð Pip. The idea of social levels is very important Pip. The idea of social levels is very important spiders /phon/ nnn/phon/ ¹Ä@µÐµÙð @Tð @S spiders /phon/ Ä@µÐµÙð ¹@S spiders /phon/ n¹Ä@µÐµÙð Ä@µÐµÙð @Tð ¹@S Pip. The idea of social levels is very important spiders /phon/ nÄ@µÐµÙð Ä@µÐµÙð spiders /phon/ Ä@µÐµÙð ¹@S ¹¹@Tð inin this story. Pip. The idea of social levels is very important ÏÉÐÁchµg?c@}@Ô @Tð warning spiders /phon/ Ä@µÐµÙð ¹n¹@Tð ¹@Tð ¹@Tð Pip. The idea of social levels is very important /phon/ ÏÉÐÁchµg?c@}@Ô warning Pip. The idea of social levels is very important spiders /phon/ nnnÄ@µÐµÙð @Tð ¹@S Ä@µÐµÙð ¹@S warning spiders /phon/ @S spiders Ä@µÐµÙð Pip. The idea of social levels is very important ÏÉÐÁchµg?c@}@Ô warning Pip. The idea of social levels is very important Pip. The of social levels very important spiders nnÄ@µÐµÙð @Tð ¹@S @S ¹¹@S /phon/ n/phon/ ¹¹@Tð warning spiders /phon/ nÄ@µÐµÙð Ä@µÐµÙð @Tð ¹¹¹@S @S Pip. The idea of social levels islevels very important spiders /phon/ ¹¹¹¹@Tð ¹¹¹@S spiders /phon/ nnÏÉÐÁchµg?c@}@Ô @Tð @S @S Pip. The idea of social levels very important spiders /phon/ n¹n@Tð Ä@µÐµÙð ¹@Tð ¹@Tð @S /phon/ warning attention / congratula ever more/ lovely/pho midday/ph /phon/ ÏÉÐÁchµg?c@}@Ô warning /phon/ nnnÏÉÐÁchµg?c@}@Ô warning /phon/ nnnÏÉÐÁchµg?c@}@Ô warning /phon/ ÏÉÐÁchµg?c@}@Ô warning /phon/ warning in this story. inheart this story. in this story. in this in this story. /phon/ heart â¼ccstory. nâ¼c in heart heart /phon/ nin cncâ¼/phon/ story. in this story. in this /phon/ nnstory. story. â¼story. this in this story. in /phon/ nthis this this â¼story. cstory. heart in this story. in this story. this story. inin this story. in this story. in this story. /phon/ heart nstory. in this in this story. in this in this story. /phon/ heart n ¼ â c heart /phon/ ¼ â in heart /phon/ n ¼ â c /phon/ n ÏÉÐÁchµg?c@}@Ô warning /phon/ n ÏÉÐÁchµg?c@}@Ô warning /phon/ heart n ¼ â c /phon/ n ÏÉÐÁchµg?c@}@Ô warning /phon/ n ÏÉÐÁchµg?c@}@Ô warning n /phon/ n ÏÉÐÁchµg?c@}@Ô warning /phon/ heart n /phon/ nÏÉÐÁchµg?c@}@Ô warning nÏÉÐÁchµg?c@}@Ô /phon/ ÏÉÐÁchµg?c@}@Ô ÏÉÐÁchµg?c@}@Ô warning heart /hɑːt/ n warning /ˈwɔːnɪŋ/ /phon/ nÏÉÐÁchµg?c@}@Ô warning /phon/ n/phon/ warning warning /phon/ nÏÉÐÁchµg?c@}@Ô nnÏÉÐÁchµg?c@}@Ô warning /phon/ nnÏÉÐÁchµg?c@}@Ô ÏÉÐÁchµg?c@}@Ô warning /phon/ /phon/ ÏÉÐÁchµg?c@}@Ô warning /phon/ warning /phon/ nnnÏÉÐÁchµg?c@}@Ô warning /phon/ warning /phon/ ÏÉÐÁchµg?c@}@Ô warning ÏÉÐÁchµg?c@}@Ô warning /phon/ n warning /phon/ warning /phon/ nnnÏÉÐÁchµg?c@}@Ô nnnÏÉÐÁchµg?c@}@Ô warning /phon/ ÏÉÐÁchµg?c@}@Ô ÏÉÐÁchµg?c@}@Ô warning EPISODE 5 /phon/ heart n ¼ â c EPISODE 5 heart /phon/ n ¼ â c EPISODE 5 /phon/ heart n ¼ â c heart /phon/ n ¼ â c EPISODE 5 EPISODE 5 /phon/ heart n ¼ â c /phon/ heart n ¼ â c /phon/ heart n ¼ â c n /phon/ heart â¼cncnâ¼â¼p_ /phon/ heart EPISODE /phon/ heart n/phon/ c/phon/ heart /phon/ heart â¼câ¼cccâ¼â¼cncncâ¼»â¼cp_ heart /phon/ nâ¼â¼p_ nâ¼câ¼nnp_ heart /phon/ EPISODE /phon/ heart nnnâ» /phon/ heart ccnâ¼nâ¼nâ» jewels /phon/ /phon/ heart EPISODE jewels EPISODE 5555 55 jewels /phon/ heart /phon/ heart EPISODE heart /phon/ jewels /phon/ /phon/ heart jewels /phon/ heart c EPISODE jewels /phon/ jewels â»nnnâ»p_ p_ /phon/ jewels nâ» /phon/ jewels nnnnnnn â»â»p_ /phon/ jewels n/phon/ â»p_ p_ /phon/ jewels /phon/ jewels /ˈdʒuːəlz/ EPISODE EPISODE 5 EPISODE EPISODE 55phr aafter while/phon/ ¸ÐËÏÉ@½r@O after a5while/phon/ phr¸ÐËÏÉ@½r@O awhile/phon/ while/phon/ phr ¸ÐËÏÉ@½r@O after EPISODE 5¸ÐËÏÉ@½r@O aaaEPISODE ¸ÐËÏÉ@½r@O after while/phon/ phr after EPISODE EPISODE 5EPISODE EPISODE 55phr 5phr EPISODE EPISODE EPISODE 555EPISODE while/phon/ phr after Episode EPISODE 55 EPISODE jewels np_ â»p_ jewels n/phon/ /phon/ /phon/ â»jewels p_ /phon/ jewels nnâ» nâ»â» â»@_ p_ /phon/ awhile/phon/ while/phon/ phr ¸ÐËÏÉ@½r@O ¸ÐËÏÉ@½r@O after jewels nâ» â» â»p_ â»np_ p_ /phon/ EPISODE EPISODE EPISODE aaEPISODE while/phon/ ¸ÐËÏÉ@½r@O after EPISODE 555555555phr aaEPISODE after jewels n/phon/ p_ /phon/ while/phon/ phr ¸ÐËÏÉ@½r@O after np_ » â p_ jewels » â p_ /phon/ jewels n » â p_ phr jewels n p_ jewels n » â p_ /phon/ while/phon/ phr after jewels n » â /phon/ jewels n p_ /phon/ jewels n p_ /phon/ jewels n /phon/ jewels n p_ /phon/ jewels » â /phon/ /phon/ n See the earlier note on lady jewels n » â p_ /phon/ @_ See the earlier note on lady /phon/ n @_ See the earlier note on lady jewels n » â p_ /phon/ jewels n » â p_ /phon/ jewels n » â /phon/ /phon/ n @_ See the earlier note on lady jewels n » â p_ /phon/ /phon/ n @_ See the earlier note on lady jewels n » â p_ /phon/ /phon/ n See the earlier note on lady /phon/ n @_ See the earlier note on lady /phon/ nnn See @_ See the earlier note lady /phon/ earlier note on lady /phon/ @_ the See the earlier note on lady aaaawhile/phon/ ¸ÐËÏÉ@½r@O ¸ÐËÏÉ@½r@O after aafter while/phon/ phr while/phon/ ÐGÄÉÊGÒi?g ¸ÐËÏÉ@½r@O after See the earlier note on awhile/phon/ while/phon/ phr phr phr ¸ÐËÏÉ@½r@O awhile/phon/ while/phon/ phr ¸ÐËÏÉ@½r@O ¸ÐËÏÉ@½r@O after lady /leɪdi/ nnn @_ See the earlier on /phon/ See the earlier notenote on on lady while/phon/ phr avphr after phr after while /æftə waɪl/ phr while/phon/ phr ¸ÐËÏÉ@½r@O after aafter phr ¸ÐËÏÉ@½r@O after aaafter while/phon/ phr phr ¸ÐËÏÉ@½r@O ¸ÐËÏÉ@½r@O after avawhile/phon/ while/phon/ phr ¸ÐËÏÉ@½r@O ¸ÐËÏÉ@½r@O avwhile/phon/ after after a/phon/ while/phon/ phr phr ¸ÐËÏÉ@½r@O after phr agree aafter phr ¸ÐËÏÉ@½r@O after to /phon/ vphr agree aafter while/phon/ phr phr ¸ÐËÏÉ@½r@O after to ÐGÄÉÊGÒi?g agree ato ¸ÐËÏÉ@½r@O after awhile/phon/ phr ¸ÐËÏÉ@½r@O ¸ÐËÏÉ@½r@O after to /phon/ vvwhile/phon/ ÐGÄÉÊGÒi?g ÐGÄÉÊGÒi?g agree awhile/phon/ ¸ÐËÏÉ@½r@O ¸ÐËÏÉ@½r@O to /phon/ ÐGÄÉÊGÒi?g agree a/phon/ while/phon/ after awhile/phon/ ¸ÐËÏÉ@½r@O a/phon/ while/phon/ phr after while/phon/ phr ¸ÐËÏÉ@½r@O after to agree gentlemen. gentlemen. gentlemen. to /phon/ v ÐGÄÉÊGÒi?g agree /phon/ n @_ See the earlier note on lady /phon/ n @_ See the earlier note on lady to /phon/ v ÐGÄÉÊGÒi?g agree gentlemen. /phon/ n @_ See the earlier note on lady to /phon/ v ÐGÄÉÊGÒi?g agree /phon/ n @_ See the earlier note on lady gentlemen. to /phon/ v ÐGÄÉÊGÒi?g agree /phon/ n @_ See the earlier note on lady /phon/ n @_ See the earlier note on lady v /phon/ n @_ See the earlier note on lady n See the earlier note on gentlemen. to /phon/ v agree /phon/ n @_ See the earlier note on lady /phon/ n @_ See the earlier note on lady /phon/ n/phon/ the earlier note on lady nSee the @_ See the earlier note lady gentlemen. /phon/ nnSee n@_ @_ See the earlier note on lady /phon/ n/phon/ See the earlier note on lady /phon/ earlier note on lady gentlemen. gentleman. /phon/ nnn/phon/ @_ See earlier note on lady gentlemen. /phon/ the earlier note onon lady /phon/ @_ @_ See the earlier note on on lady gentlemen. @_ See the earlier note on lady /phon/ See @_ See the earlier note on lady /phon/ n@_ n@_ the earlier note lady gentlemen. /phon/ n@_ @_ the earlier note on lady gentlemen. nSee the See @_ See the earlier note on agree agree lady to /phon/ 19th agree to /phon/ vto ÐGÄÉÊGÒi?g vthe to /phon/ vvжl̹@} In vnÐGÄÉÊGÒi?g ÐGÄÉÊGÒi?g 19th agree /phon/ v/phon/ ÐGÄÉÊGÒi?g agree vthe agree to /phon/ vÐGÄÉÊGÒi?g ÐGÄÉÊGÒi?g agree to /phon/ ÐGÄÉÊGÒi?g agree to /phon/ vÐGÄÉÊGÒi?g 19th agree agree to /aˈgri tʊ/ vÐGÄÉÊGÒi?g to /phon/ v/phon/ ÐGÄÉÊGÒi?g agree /phon/ ÐGÄÉÊGÒi?g 19th agree /phon/ vIn ÐGÄÉÊGÒi?g agree to /phon/ ÐGÄÉÊGÒi?g agree gentlemen. /phon/ nto the early coach to /phon/ vvÐGÄÉÊGÒi?g ÐGÄÉÊGÒi?g gentlemen. agree жl̹@} early gentlemen. coach to /phon/ vto ÐGÄÉÊGÒi?g early agree /phon/ nжl̹@} жl̹@} In gentlemen. coach to /phon/ v/phon/ ÐGÄÉÊGÒi?g agree to /phon/ ÐGÄÉÊGÒi?g agree /phon/ nnto vvvIn the early 19th coach to vvIn 19th agree one day /phon/ phr Ä?eØgй ·â ËeØg ·âËeØg gentlemen. /phon/ nto жl̹@} the early coach to /phon/ vÐGÄÉÊGÒi?g ÐGÄÉÊGÒi?g agree to /phon/ ÐGÄÉÊGÒi?g the agree one day /phon/ phr Ä?eØgй gentlemen. one day /phon/ phrÄ?eØgй Ä?eØgй ·â Ë·â eØg gentlemen. gentlemen. to /phon/ vto ÐGÄÉÊGÒi?g 19th agree gentlemen. one day /phon/ phr ·â ËeØg ËeØg gentlemen. vInearly agree /phon/ In the early 19th coach gentlemen. one day /phon/ phr Ä?eØgй ·â ËeØg eØg gentlemen. gentlemen. gentlemen. gentlemen. gentlemen. /phon/ nжl̹@} жl̹@} In early 19th coach gentlemen. one day /phon/ phr gentlemen. /phon/ nn/phon/ жl̹@} In the early coach /phon/ n the coach gentlemen. gentlemen. gentlemen. /phon/ n жl̹@} In the early 19th coach one day /phon/ phr Ä?eØgй ·â Ë eØg gentlemen. phr In the early 19th one day /phon/ phr Ä?eØgй ·â Ë gentlemen. /phon/ n In the early 19th coach one day /phon/ phr Ä?eØgй one day /phon/ phr Ä?eØgй ·â Ë eØg one day /phon/ phr one day /ˈwɒn dei/ phr century, road was usually by horse or century, road was usually by horse or century, road travel usually by horse or /phon/ nnwas the In early 19th coach /phon/ nroad жl̹@} In the early 19th coach century, road travel was usually by horse or /phon/ nntravel жl̹@} In In early 19th coach nжl̹@} In In the early 19th coach century, road travel was usually by horse or one day /phon/ phr Ä?eØgй ·â ËeØg ËeØg /phon/ жl̹@} the the early 19th coach oneone day /phon/ phr Ä?eØgй ·â ËÄ?eØgй eØg ·â one day /phon/ phr Ä?eØgй Ë·â eØg /phon/ жl̹@} early In the early 19th coach one day /phon/ phr Ä?eØgй ËeØg ËeØg In the early 19th century, road travel was usually by horse or /phon/ жl̹@} In the early 19th coach /phon/ nwas nIn In the early 19th coach one day /phon/ phr Ä?eØgй ·â ËËeØg /phon/ n/phon/ жl̹@} жl̹@} In the early 19th coach coach /kaʊtʃ/ the early 19th century, жl̹@} In In the early 19th coach ntravel the the early 19th coach one day /phon/ phr Ä?eØgй ·â century, road travel by horse or /phon/ nnжl̹@} the 19th coach one day /phon/ phr Ä?eØgй ·â ËeØg phr /phon/ n/phon/ жl̹@} In early 19th coach /phon/ ntravel жl̹@} nIn early 19th coach century, was usually by horse or /phon/ nn жl̹@} usually the early 19th coach one day /phon/ phr Ä?eØgй ·â ËeØg eØg century, road travel was usually by horse or one day /phon/ phr Ä?eØgй Ë·â eØg /phon/ n/phon/ In In the early 19th coach /phon/ nжl̹@} жl̹@} In In the early 19th coach day /phon/ phr Ä?eØgй ·â Ë·â eØg Ë·â century, road travel was usually by horse or one day /phon/ phr Ä?eØgй ·â one day /phon/ phr Ä?eØgй ·â ËeØg one day /phon/ phr Ä?eØgй ËeØg eØg /phon/ жl̹@} In In the early 19th coach one day /phon/ phr Ä?eØgй ·â Ë·â ·â /phon/ nnжl̹@} жl̹@} by In the early 19th coach /phon/ nжl̹@} the the early 19th coach century, road travel was usually by horse or one day /phon/ phr Ä?eØgй ·â Ë eØg eØg /phon/ n/phon/ жl̹@} the early 19th coach one day /phon/ phr Ä?eØgй Ë eØg ËeØg parents ¸É@GÉ·Ë?c /phon/n century, road travel was usually horse or one day /phon/ phr Ä?eØgй ·â Ë parents ¸É@GÉ·Ë?c ·â /phon/n parents ¸É@GÉ·Ë?c /phon/n nжl̹@} жl̹@} In the early 19th coach one day /phon/ phr Ä?eØgй eØg one day /phon/ phr ·â eØg one day /phon/ phr Ä?eØgй Ë parents ¸É@GÉ·Ë?c /phon/n one day /phon/ phr Ä?eØgй ·â parents ¸É@GÉ·Ë?c /phon/n one day /phon/ phr Ä?eØgй Ë eØg parents /phon/n by coach. Large coaches were usually pulled by coach. Large coaches were usually pulled parents ¸É@GÉ·Ë?c /phon/n by coach. Large coaches were usually pulled parents ¸É@GÉ·Ë?c /phon/n by coach. Large coaches were usually pulled parents /phon/n by coach. Large coaches were usually pulled parents ¸É@GÉ·Ë?c /phon/n by coach. Large coaches were usually pulled parents /ˈpeərnts/ n¸É@GÉ·Ë?c parents /phon/n century, road travel was usually by horse or century, road travel was usually by horse or by coach. Large coaches were usually pulled century, road travel was usually by horse or century, road travel was usually by horse or by coach. Large coaches were usually pulled road travel was usually by horse or by coach. by coach. Large coaches were usually pulled century, road travel was usually by horse or bycentury, coach. Large coaches were usually pulled century, road travel was usually by horse century, road travel was usually by horse oror or century, road travel was usually by horse oror by coach. Large coaches were usually pulled century, road travel was usually by horse or century, road travel was usually by horse or by coach. Large coaches were usually pulled century, road travel was usually by horse or century, road travel was usually by horse century, road travel was usually by horse or century, road travel was usually by horse or century, road travel was usually by horse or century, road travel was usually by horse or road travel was usually by horse or century, road travel was usually by horse or century, road travel was usually by horse or century, road travel was usually by horse or century, road travel was usually by horse or century, road travel was usually by horse century, road travel was usually by horse or by teams of six horses and they carried people parents ¸É@GÉ·Ë?c /phon/n parents ¸É@GÉ·Ë?c /phon/n by teams of six horses and they carried people parents ¸É@GÉ·Ë?c /phon/n by teams of six horses and they carried people parents ¸É@GÉ·Ë?c /phon/n by teams of six horses and they carried people by teams of six horses and they carried people parents ¸É@GÉ·Ë?c /phon/n parents ¸É@GÉ·Ë?c /phon/n parents ¸É@GÉ·Ë?c /phon/n parents ¸É@GÉ·Ë?c /phon/n parents ¸É@GÉ·Ë?c /phon/n by teams of six horses and they carried people parents ¸É@GÉ·Ë?c /phon/n parents ¸É@GÉ·Ë?c /phon/n parents ¸É@GÉ·Ë?c /phon/n parents ¸É@GÉ·Ë?c /phon/n by coach. Large coaches were usually pulled parents ¸É@GÉ·Ë?c /phon/n by coach. Large coaches were usually pulled parents ¸É@GÉ·Ë?c /phon/n coach. Large coaches were usually pulled by teams of six horses and they carried people by coach. Large coaches were usually pulled parents ¸É@GÉ·Ë?c /phon/n /phon/ adj ÁÐoб)Ä?ÊS pretty parents ¸É@GÉ·Ë?c /phon/n by teams of six horses and they carried people /phon/ adj ÁÐoб)Ä?ÊS pretty by teams of six horses and they carried people /phon/ adj ÁÐoб)Ä?ÊS pretty parents ¸É@GÉ·Ë?c /phon/n by coach. Large coaches were usually pulled parents ¸É@GÉ·Ë?c /phon/n by teams of six horses and they carried people parents ¸É@GÉ·Ë?c /phon/n by coach. Large coaches were usually pulled /phon/ adj ÁÐoб)Ä?ÊS pretty by coach. Large coaches were usually pulled coach. Large coaches were usually pulled parents ¸É@GÉ·Ë?c /phon/n Large coaches were usually pulled by teams of /phon/ adj pretty by teams of six horses and they carried people by coach. Large coaches were usually pulled by coach. Large coaches were usually pulled parents ¸É@GÉ·Ë?c byby teams of six horses and they carried people coach. Large coaches were usually pulled by coach. Large coaches were usually pulled by coach. Large coaches were usually pulled by coach. Large coaches were usually pulled /phon/ adj pretty by coach. Large coaches were usually pulled by coach. Large coaches were usually pulled by coach. Large coaches were usually pulled by coach. Large coaches were usually pulled /phon/ adj adj ÁÐoб)Ä?ÊS ÁÐoб)Ä?ÊS pretty by coach. Large coaches were usually pulled by coach. Large coaches were usually pulled by coach. Large coaches were usually pulled /phon/ /phon/n pretty /phon/ adj adj ÁÐoб)Ä?ÊS pretty by coach. Large coaches were usually pulled /phon/ ÁÐoб)Ä?ÊS ÁÐoб)Ä?ÊS pretty by coach. Large coaches were usually pulled inside and on top. In those days, the roads inside and on top. In those days, the roads pretty /ˈprɪti/ adj adj inside and on top. In those days, the roads /phon/ adj pretty inside and on top. In those days, the roads inside and on top. In those days, the roads inside and on top. In those days, the roads by teams of six horses and they carried people by teams of six horses and they carried people inside and on top. In those days, the roads by teams of six horses and they carried people by teams of six horses and they carried people inside and on top. In those days, the roads inside and on top. In those days, the roads by teams of six horses and they carried people inside and on top. In those days, the roads by teams of six horses and they carried people by teams of six horses and they carried people inside and on top. In those days, the roads by teams of six horses and they carried people by teams of six horses and they carried people inside and on top. In those days, the roads six horses and they carried people inside and on by teams of six horses and they carried people by teams of six horses and they carried people by teams of six horses and they carried people by teams of six horses and they carried people by teams of six horses and they carried people by teams of six horses and they carried people by teams of six horses and they carried people by teams of six horses and they carried people by teams of six horses and they carried people /phon/ adj ÑÁÐoб)Ä?ÊS ÁÐoб)Ä?ÊS ÁÐoб)Ä?ÊS pretty /phon/ adj adj /phon/ ÁÐoб)Ä?ÊS pretty /phon/ adj adj ÁÐoб)Ä?ÊS ÁÐoб)Ä?ÊS pretty /phon/ adj ÁÐoб)Ä?ÊS ÁÐoб)Ä?ÊS ÁÐoб)Ä?ÊS pretty by teams of six horses and they carried people by teams of six horses and they carried people by teams of six horses and they carried people by teams of six horses and they carried people /phon/ adj pretty /phon/ adj ÁÐoб)Ä?ÊS pretty by teams of six horses and they carried people /phon/ adj ÁÐoб)Ä?ÊS pretty adj were still very bad and travel was slow. were still very bad and travel was slow. /phon/ adj ÁÐoб)Ä?ÊS pretty were still very bad and travel was slow. /phon/ adj pretty /phon/ ÁÐoб)Ä?ÊS pretty /phon/ adj ÁÐoб)Ä?ÊS pretty were still very bad and travel was slow. /phon/ adj ÁÐoб)Ä?ÊS pretty /phon/ adj pretty were still very bad and travel was slow. adj ÁÐoб)Ä?ÊS pretty /phon/ adj ÁÐoб)Ä?ÊS pretty /phon/ adj pretty rang v ?dâ Ì ¹ ïÁÏi /phon/ adj ÁÐoб)Ä?ÊS pretty rang v ?dâ Ì ¹ Ñ ïÁÏi /phon/ rang v ?dâ Ì ¹ Ñ ïÁÏi /phon/ were still very bad and travel was slow. /phon/ adj ÁÐoб)Ä?ÊS pretty /phon/ adj ÁÐoб)Ä?ÊS pretty /phon/ pretty rang v ?dâ Ì ¹ Ñ ïÁÏi /phon/ /phon/ adj ÁÐoб)Ä?ÊS pretty inside and on top. In those days, the roads rang v ?dâ Ì ¹ Ñ ïÁÏi /phon/ inside and on top. In those days, the roads inside and on top. In those days, the roads were still very bad and travel was slow. inside and on top. In those days, the roads /phon/ adj ÁÐoб)Ä?ÊS pretty were still very bad and travel was slow. were still very bad and travel was slow. rang v /phon/ inside and on top. In those days, the roads were still very bad and travel was slow. inside and on top. In those days, the roads inside and on top. In those days, the roads were still very bad and travel was slow. inside and on top. In those days, the roads rang v ?dâ Ì ¹ Ñ ïÁÏi /phon/ inside and on top. In those days, the roads were still very bad and travel was slow. inside and on top. In those days, the roads inside and on top. In those days, the roads inside and on top. In those days, the roads rang v ?dâ Ì ¹ Ñ ïÁÏi /phon/ inside and on top. In those days, the roads rang v ?dâ Ì ¹ Ñ ïÁÏi /phon/ inside and on top. In those days, the roads inside and on top. In those days, the roads rang /phon/ inside and on top. In those days, the roads top. Ininside those days, the roads were still very bad rang v v vv ?dâ̹ÑïÁÏi inside and on top. In those days, the roads inside and on top. In those days, the roads inside and on top. In those days, the roads inside and on top. In those days, the roads rang/ræŋ/ /phon/ and on top. In those days, the roads inside and on top. In those days, the roads inside and on top. In those days, the roads were still very bad and travel was slow. were still very bad and travel was slow. were still very bad and travel was slow. were still very bad and travel was slow. were still very bad and travel was slow. were still very bad and travel was slow. were still very bad and travel was slow. were still very bad and travel was slow. rang v ?dâ Ì ¹ Ñ ïÁÏi /phon/ rang v ?dâ Ì ¹ Ñ ïÁÏi /phon/ were still very bad and travel was slow. rang v ?dâ Ì ¹ Ñ ïÁÏi /phon/ were still very bad and travel was slow. rang v ?dâ Ì ¹ Ñ ïÁÏi /phon/ were still very bad and travel was slow. were still very bad and travel was slow. were still very bad and travel was slow. were still very bad and travel was slow. were still very bad and travel was slow. rang v ?dâ Ì ¹ Ñ ïÁÏi /phon/ were still very bad and travel was slow. rang v ?dâ Ì ¹ Ñ ïÁÏi /phon/ v were still very bad and travel was slow. were still very bad and travel was slow. rang v ?dâ Ì ¹ Ñ ïÁÏi /phon/ rang v ?dâ Ì ¹ Ñ ïÁÏi /phon/ and travel was slow. were still very bad and travel was slow. expectations /phon/ n Ä@µÐÌ ÂÌHpâ Ì O were still very bad and travel was slow. rang v ?dâ Ì ¹ Ñ ïÁÏi /phon/ were still very bad and travel was slow. expectations /phon/ n Ä@µÐÌ ÂÌHpâ Ì O rang v ?dâ Ì ¹ Ñ ïÁÏi /phon/ rang v ?dâ Ì ¹ Ñ ïÁÏi /phon/ expectations /phon/ n Ä@µÐÌ ÂÌHpâ Ì O rang v ?dâ Ì ¹ Ñ ïÁÏi /phon/ were still very bad and travel was slow. rang v vhGi ?dâÌhGi ÑïÁÏi ïÁÏi /phon/ rang ?dâ /phon/ expectations /phon/ Ä@µÐÌ ÂÌHpâ ÌÂÌHpâ rang vvadj ?dâadj ¹ÌÌv?dâ¹Ñv¹hGi /phon/ were stillnnnnnvery bad and expectations /phon/ Ä@µÐÌ ÂÌHpâ rang v/phon/ ÌhGi Ñ /phon/ /phon/ adj rough rang vÌÑ ?dâ¹Ìadj Ìѹ¹ÑïÁÏi /phon/ rough rough rang ̹ïÁÏi Ñ?dâÑhGi ïÁÏi /phon/ rang ïÁÏi /phon/ rang ?dâ Ì?dâ /phon/ /phon/ adj rough expectations /phon/ rang ¹¹?dâïÁÏi /phon/ /phon/ adj hGi rough rang ÌïÁÏi ¹ÑïÁÏi expectations /phon/ Ä@µÐÌ ÂÌHpâ /phon/ adj rough expectations /phon/ ÂÌHpâ ÌÂÌHpâ OÌOÌOOtravel expectations /phon/ Ä@µÐÌ /phon/ adjhGi hGi rough /phon/ Ñ rough expectations /phon/ nnn Ä@µÐÌ ÌÌOO was slow. /phon/ adj v?dâ rough expectations /phon/ n Ä@µÐÌ rough /rʌf/ adj /phon/ adj hGi vïÁÏi rough adj /phon/ adj rough expectations /phon/ nnnn/phon/ ÌOÌOOÌOÌÌOOOÌÂÌHpâ expectations /phon/ nphr Ä@µÐÌ ÂÌHpâ ÌÄ@µÐÌ OÄ@µÐÌ nÂÌHpâ expectations /phon/ nnÄ@µÐÌ Ä@µÐÌ ÂÌHpâ ÌOÂÌHpâ expectations nÄ@µÐÌ expectations /phon/ /phon/ adj hGi rough /phon/ adj hGi hGi rough expectations nÌOÂÌHpâ /phon/ adj hGi rough expectations /phon/ adj hGi G)adj rough expectations /phon/ Ä@µÐÌ ÂÌHpâ expectations /phon/ nÄ@µÐÌ Ä@µÐÌ ÂÌHpâ expectations /phon/ n/phon/ Ä@µÐÌ ÌnÄ@µÐÌ expectations /phon/ Ä@µÐÌ /phon/ adj hGi rough expectations /phon/ /phon/ ´Ï ögÐl± rough expectations /phon/ Ä@µÐÌ ÂÌHpâ ÌÂÌHpâ OÂÌHpâ adj in love/phon/ phr ÄÉÊG³o@¥ OÂÌHpâ fall expectations /phon/ nn/phon/ ÂÌHpâ expectations /ˌekspekˈteɪʃnz/ in love/phon/ phr fall expectations /phon/ nÄÉÊG³o@¥ Ä@µÐÌ ÂÌHpâ ÌOnÂÌHpâ OÌÂÌHpâ ÂÌHpâ in love/phon/ ÄÉÊG³o@¥ fall /phon/ adj hGi rough /phon/ adj hGi rough expectations /phon/ n/phon/ expectations /phon/ nÄ@µÐÌ /phon/ adj adj rough /phon/ adj in love/phon/ phr ÄÉÊG³o@¥ nÄ@µÐÌ rough fall /phon/ adj hGi rough /phon/ rough expectations /phon/ nÄ@µÐÌ Ä@µÐÌ /phon/ adj hGi rough in love/phon/ phr ÄÉÊG³o@¥ ÂÌHpâ fall expectations /phon/ nÂÌHpâ Ä@µÐÌ /phon/ adj rough expectations /phon/ nÄ@µÐÌ ÂÌHpâ OÌÂÌHpâ O OÌÌOO ÌO /phon/ adj hGi Ñ rough expectations /phon/ nÄÉÊG³o@¥ ÌÌÄ@µÐÌ OOÌÌÌÂÌHpâ /phon/ adj hGi rough rude hGi ÀgÐoâ Ñ ´Ï ögÑ adj hGi rough rude hGi /phon/ expectations Ä@µÐÌ rude adj adj ÀgÐoâ ÑG)hGi G)hGi ´Ï ögÐl± Ðl± G) /phon/ in love/phon/ phr fall adj ögÐl± rough /phon/ adj ögÐl± rough /phon/ adj hGi ögG) rough rude adj /phon/ ÀgÐoâ G)hGi ´Ï ögG)ÀgÐoâ Ðl± /phon/ /phon/ adj hGi hGi rough rude adj /phon/ ÀgÐoâ Ñ ´Ï Ðl± /phon/ in love/phon/ phr ÄÉÊG³o@¥ fall /phon/ adj hGi rough in love/phon/ phr fall in love/phon/ phr ÄÉÊG³o@¥ fall rude adj /phon/ in love/phon/ phr ÄÉÊG³o@¥ fall phr rude adj ÀgÐoâ Ñ G) ´Ï /phon/ in love/phon/ phr fall rude rude /ruːd/ adj adj ÀgÐoâ Ñ ´Ï g ö Ðl± /phon/ rude adj ÀgÐoâ Ñ G) ´Ï /phon/ rude adj ÀgÐoâ Ñ ´Ï g ö Ðl± /phon/ rude /phon/adj adj in love/phon/ phr ÄÉÊG³o@¥ fall in love/phon/ phr ÄÉÊG³o@¥ ÄÉÊG³o@¥ fallfall in love/phon/ phr ÄÉÊG³o@¥ fall in love/phon/ phr ÄÉÊG³o@¥ fall in love/phon/ phr fall in love/phon/ fall phr rude adj ÀgÐoâ Ñ G) ´Ï /phon/ rude adj ÀgÐoâ Ñ G) ´Ï g ö Ðl± /phon/ in love/phon/ phr ÄÉÊG³o@¥ fall in love/phon/ phr ÄÉÊG³o@¥ fall rude adj ÀgÐoâ Ñ G) ´Ï g ö Ðl± Ðl± /phon/ rude adj ÀgÐoâ Ñ G) ´Ï /phon/ love/phon/ phr ÄÉÊG³o@¥ phr fall in love/phon/ phr fall in love/phon/ phr fall in love/phon/ phr ÄÉÊG³o@¥ fall in love/phon/ phr ÄÉÊG³o@¥ fall afall while/phon/ phr ¸ÐËÏÉ@½ÙG for in love/phon/ phr ÄÉÊG³o@¥ ÄÉÊG³o@¥ fall rude adj ÀgÐoâ Ñ G) ögG)Ðl± ögÐl± /phon/ alove/phon/ while/phon/ phr ¸ÐËÏÉ@½ÙG for in love/phon/ phr ÄÉÊG³o@¥ ÄÉÊG³o@¥ fall in love /ˌfɔːl ɪn ˈlʌv/ phr ain while/phon/ phr ¸ÐËÏÉ@½ÙG for rude adj ÀgÐoâ ÑÐl± /phon/ in love/phon/ phr ÄÉÊG³o@¥ fall adj in love/phon/ phr ÄÉÊG³o@¥ fall aafor while/phon/ phr ¸ÐËÏÉ@½ÙG ÄÉÊG³o@¥ for rude adj ÀgÐoâ Ñ G) ´Ï ögögÐl± Ðl± /phon/ rude adj ÀgÐoâ Ñ G) ´Ï ögÐl± /phon/ in love/phon/ phr ÄÉÊG³o@¥ afor while/phon/ phr ¸ÐËÏÉ@½ÙG for in phr ÄÉÊG³o@¥ fall in love/phon/ phr ÄÉÊG³o@¥ fall rude adj ÀgÐoâ Ñ G) ´Ï g ö Ðl± /phon/ rude adj ÀgÐoâ Ñ´Ï ´Ï ög´Ï /phon/ rude adj ÀgÐoâ Ñ´Ï G)ögÑÐl± ´Ï ögG)Ðl± /phon/ rude adj ÀgÐoâ Ñ G) ´Ï Ðl± Ðl± /phon/ in love/phon/ phr ÄÉÊG³o@¥ fall rude adj ÀgÐoâ Ñ G) ´Ï g ö Ðl± /phon/ rude adj ÀgÐoâ Ñ G) ´Ï g ö Ðl± ögG)Ðl± /phon/ rude adj ÀgÐoâ Ñ G) ´Ï g ö Ðl± /phon/ in love/phon/ phr ÄÉÊG³o@¥ fall while/phon/ phr for rude adj ÀgÐoâ Ñ G) ´Ï g ö /phon/ /phon/ adj ÉÉ?ö g c torn rude adj ÀgÐoâ Ñ G) g ö Ðl± /phon/ adj ÉÉ?ö c torn /phon/ adj ÉÉ?ö g c torn rude adj ÀgÐoâ Ñ G) ´Ï g ö /phon/ rude adj ÀgÐoâ Ñ G) ´Ï g ö Ðl± /phon/ a while/phon/ phr ¸ÐËÏÉ@½ÙG rude adj ÀgÐoâ Ñ G) ´Ï g ö /phon/ for /phon/ adj ÉÉ?ö g c torn rude adj ÀgÐoâ Ñ G) ´Ï g ö Ðl± /phon/ a while/phon/ phr ¸ÐËÏÉ@½ÙG /phon/ adj ÉÉ?ö g c torn a while/phon/ phr ¸ÐËÏÉ@½ÙG for rude adj ÀgÐoâ ´Ï g ö Ðl± /phon/ a while/phon/ phr ¸ÐËÏÉ@½ÙG /phon/ adj torn for a while/phon/phr phr /phon/ adjÉÉ?ö ÉÉ?ö c ggcc torn torn /tɔːn/ adj /phon/ adj torn /phon/ adj gcgÉÉ?ö torn /phon/ adj ÉÉ?ö torn adj /phon/ adj torn afor while/phon/ phr ¸ÐËÏÉ@½ÙG for afor while/phon/ phr ¸ÐËÏÉ@½ÙG ¸ÐËÏÉ@½ÙG forfor afor while/phon/ phr ¸ÐËÏÉ@½ÙG for a while/phon/ phr ¸ÐËÏÉ@½ÙG for a while/phon/ phr a while/phon/ phr for phr a while/phon/ phr ¸ÐËÏÉ@½ÙG for a while/phon/ phr ¸ÐËÏÉ@½ÙG for a while/phon/ phr ¸ÐËÏÉ@½ÙG ¸ÐËÏÉ@½ÙG for a while/phon/ phr for a while/phon/ phr /phon/ adj ÉÉ?ö g c torn /phon/ adj ÉÉ?ö g c torn a while/phon/ phr ¸ÐËÏÉ@½ÙG for a while/phon/ phr ¸ÐËÏÉ@½ÙG /phon/ adj ÉÉ?ö g c for torn adj Ù_gÐkй gently/phon/ /phon/ adj ÉÉ?ö g c torn a while/phon/ phr ¸ÐËÏÉ@½ÙG ¸ÐËÏÉ@½ÙG for adj Ù_gÐkй gently/phon/ a while/phon/ phr ¸ÐËÏÉ@½ÙG ¸ÐËÏÉ@½ÙG adj Ù_gÐkй gently/phon/ a while /fɔː ə ˈwaɪl/ phr a while/phon/ phr ¸ÐËÏÉ@½ÙG for a while/phon/ phr ¸ÐËÏÉ@½ÙG for /phon/ adj gÉÉ?ö ÉÉ?ö gccgcadj cgcgÉÉ?ö torn adj Ù_gÐkй phr gently/phon/ /phon/ ggÉÉ?ö gcg@Á)M­h} torn while/phon/ phr¸ÐËÏÉ@½ÙG ¸ÐËÏÉ@½ÙG adj Ù_gÐkй phr gently/phon/ adj while/phon/ ¸ÐËÏÉ@½ÙG for aaafor while/phon/ afor while/phon/ phr ¸ÐËÏÉ@½ÙG /phon/ adj adj ÉÉ?ö forfor torn /phon/ adj ÉÉ?ö g@Á)M­h} cggg@Á)M­h} torn /phon/ adj ÉÉ?ö g c torn /phon/ adj c torn /phon/ ÉÉ?ö g c torn aÙ_gÐkй while/phon/ phr ¸ÐËÏÉ@½ÙG /phon/ adj torn adj gently/phon/ /phon/ adj ÉÉ?ö g c torn /phon/ adj ÉÉ?ö g c torn /phon/ adj ÉÉ?ö g c torn /phon/ adj ÉÉ?ö g c torn trouble n Ñ KÐWÏö g @Á)M­h} /phon/ /phon/ adj ÉÉ?ö c torn adj Ù_gÐkй gently/phon/ trouble n Ñ KÐWÏö /phon/ trouble n Ñ KÐWÏö g /phon/ /phon/ adj ÉÉ?ö c torn adj Ù_gÐkй gently/phon/ adj ÉÉ?ö torn adj gently/phon/ /phon/ adj ÉÉ?ö torn trouble n Ñ KÐWÏö @Á)M­h} /phon/ adj ÉÉ?ö c torn adj Ù_gÐkй gently/phon/ trouble n Ñ KÐWÏö /phon/ /phon/ adj ÉÉ?ö c torn adj adj gently/phon/ trouble n /phon/ trouble /ˈtrʌbl/ trouble g@Á)M­h} /phon/ trouble nnnKÐWÏö ÑÑKÐWÏö gg@Á)M­h} /phon/ trouble nn KÐWÏö gKÐWÏö @Á)M­h} /phon/ trouble @Á)M­h} /phon/ trouble n nÑÑ /phon/ adj Ù_gÐkй ËÊo gently/phon/ adj Ù_gÐkй Ù_gÐkй gently/phon/ adj Ù_gÐkй gently/phon/ adj Ù_gÐkй gently/phon/ adj Ù_gÐkй gently/phon/ adj &Ä@_ Ù_gÐkй gently/phon/ adj adj Ù_gÐkй gently/phon/ adj gently/phon/ adj Ù_gÐkй Ù_gÐkй gently/phon/ adj Ë&Êo gently/phon/ adj Ù_gÐkй gently/phon/ adj Ù_gÐkй Ù_gÐkй gently/phon/ inn/phon/ nÏÉÐÁ?ÉÐWÉ adj %adj ÏÉÐÁ?ÉÐWÉ Ù_gÐkй ÏÉÐÁ@½ÑÂâ gently/phon/ inn/phon/ nadj Ù_gÐkй %adj ÏÉÐÁ?ÉÐWÉ trouble n Ñ KÐWÏö g@Á)M­h} /phon/ adj Ù_gÐkй ÏÉÐÁ@½ÑÂâ gently/phon/ inn/phon/ n% %gently/phon/ ÏÉÐÁ@½ÑÂâ Ä@_ trouble n Ñ KÐWÏö g @Á)M­h} /phon/ trouble n Ñ KÐWÏö g @Á)M­h} /phon/ adj gently/phon/ trouble n Ñ KÐWÏö g@Á)M­h} @Á)M­h} /phon/ adj ÏÉÐÁ@½ÑÂâ gently/phon/ gently /dʒentli/ adv inn/phon/ ÏÉÐÁ@½ÑÂâ &Ä@_ adj Ù_gÐkй Êo gently/phon/ inn/phon/ %ÏÉÐÁ?ÉÐWÉ ÏÉÐÁ?ÉÐWÉ ÏÉÐÁ@½ÑÂâ ËÊo &ËÄ@_ Ä@_ Ù_gÐkй ËÊo gently/phon/ adj Ù_gÐkй gently/phon/ trouble n Ñ KÐWÏö g@Á)M­h} /phon/ Ù_gÐkй ËËÙ_gÐkй trouble nhµÐÁÑÂÌHpâ @Á)M­h} Ñ KÐWÏö g@Á)M­h} /phon/ gently/phon/ KÐWÏö adj Ù_gÐkй inn/phon/ trouble ÑgÑhµÐÁÑÂÌHpâ KÐWÏö gKÐWÏö @Á)M­h} /phon/ trouble nnnKÐWÏö n/phon/ ÑnÉ?KÐWÏö KÐWÏö /phon/ trouble n/phon/ Ñnadj KÐWÏö @Á)M­h} /phon/ trouble ngKÐWÏö g@Á)M­h} ÑgKÐWÏö gÌgO@Á)M­h} /phon/ trouble nKÐWÏö Ñgadj gÉ?@Á)M­h} trouble nKÐWÏö KÐWÏö g@Á)M­h} /phon/ trouble Ñ @Á)M­h} /phon/ trouble Ñ g @Á)M­h} /phon/ inn/phon/ % ÏÉÐÁ@½ÑÂâ & Ä@_ trouble nnn/phon/ Ñ KÐWÏö g @Á)M­h} /phon/ inn/phon/ nnnÏÉÐÁ?ÉÐWÉ % ÏÉÐÁ?ÉÐWÉ Êo & Ä@_ trouble n/phon/ Ñ KÐWÏö @Á)M­h} /phon/ adj É? Ì O unexpected trouble nÉ? Ñ KÐWÏö g @Á)M­h} /phon/ inn/phon/ nnnnnngently/phon/ % ÏÉÐÁ?ÉÐWÉ ÏÉÐÁ@½ÑÂâ Êo & adj hµÐÁÑÂÌHpâ Ì O unexpected /phon/ adj É? hµÐÁÑÂÌHpâ Ì O unexpected inn/phon/ % ÏÉÐÁ?ÉÐWÉ ÏÉÐÁ@½ÑÂâ Ë Êo & Ä@_ËÊo&Ä@_ trouble Ñ g @Á)M­h} trouble Ñ g @Á)M­h} /phon/ trouble Ñ g /phon/ /phon/ Ì unexpected trouble n Ñ /phon/ adj hµÐÁÑÂÌHpâ O unexpected inn/phon/ trouble n Ñ KÐWÏö @Á)M­h} /phon/ adj unexpected unexpected /ˌʌnɪkˈspekyɪd/ /phon/ adj hµÐÁÑÂÌHpâ É?hµÐÁÑÂÌHpâ unexpected /phon/ unexpected /phon/ adj adj É?adj ÌOÌO ÌÌOO unexpected /phon/ É?É?hµÐÁÑÂÌHpâ hµÐÁÑÂÌHpâ unexpected adj /phon/ adj unexpected inn/phon/ ÏÉÐÁ@½ÑÂâ &Ä@_ n/phon/ ninn/phon/ %ninn/phon/ ÏÉÐÁ?ÉÐWÉ ÏÉÐÁ@½ÑÂâ ËÏÉÐÁ@½ÑÂâ Êo inn/phon/ n%%nnÏÉÐÁ?ÉÐWÉ %nÏÉÐÁ?ÉÐWÉ ËÊo Êo &Êo Ä@_ inn/phon/ n/phon/ %ÏÉÐÁ?ÉÐWÉ ÏÉÐÁ@½ÑÂâ ËÊo &ËÄ@_ inn/phon/ n n%ÏÉÐÁ?ÉÐWÉ ËËÊo &Ä@_ inn/phon/ nËÏÉÐÁ?ÉÐWÉ %ÏÉÐÁ@½ÑÂâ ÏÉÐÁ?ÉÐWÉ Ë&Êo &Ä@_ inn/phon/ ÏÉÐÁ?ÉÐWÉ %n%ÏÉÐÁ?ÉÐWÉ ÏÉÐÁ?ÉÐWÉ ËÄ@_ Êo &Ë&Ä@_ Ä@_ inn/phon/ ÏÉÐÁ?ÉÐWÉ ÏÉÐÁ@½ÑÂâ ËÏÉÐÁ@½ÑÂâ &Ä@_ inn/phon/ Ë&Êo &ËË&Ä@_ %ÏÉÐÁ?ÉÐWÉ %ÏÉÐÁ@½ÑÂâ Êo nÏÉÐÁ?ÉÐWÉ ng@O ÏÉÐÁ@½ÑÂâ Êo &Ä@_ inn/phon/ n%gÏjâ nn%ÏÉÐÁ?ÉÐWÉ ÏÉÐÁ@½ÑÂâ ËÄ@_ Ä@_ inn/phon/ n%nn %ÏÉÐÁ?ÉÐWÉ ÏÉÐÁ@½ÑÂâ ËÊo /phon/ g@O lawyer inn/phon/ ËÏÉÐÁ@½ÑÂâ &Ë&Êo nÏÉÐÁ@½ÑÂâ gÏjâ ËÏÉÐÁ@½ÑÂâ g@O lawyer inn/phon/ nn ÏÉÐÁ@½ÑÂâ ËÄ@_ Êo Ä@_ gÏjâ ËgÏjâ g@O lawyer inn/phon/ %ngÏjâ ÏÉÐÁ@½ÑÂâ Êo &ËÊo inn/phon/ Ë%g@O %ÏÉÐÁ?ÉÐWÉ ÏÉÐÁ?ÉÐWÉ ÏÉÐÁ@½ÑÂâ ËÄ@_ Êo &ËÄ@_ Ä@_ /phon/ nnnÏÉÐÁ?ÉÐWÉ g@O lawyer /phon/ adj hµÐÁÑÂÌHpâ É?adj É?hµÐÁÑÂÌHpâ hµÐÁÑÂÌHpâ ÌOÌÌOÌOOÌOÌÌOOOÌOÌO ÌO inn/phon/ unexpected inn /ɪn/ /phon/ adj adj /phon/ É?adj hµÐÁÑÂÌHpâ ÌhµÐÁÑÂÌHpâ OÉ?É?hµÐÁÑÂÌHpâ unexpected inn/phon/ % ÏÉÐÁ?ÉÐWÉ ÏÉÐÁ@½ÑÂâ Êo & Ä@_ /phon/ adj É? Ì O unexpected /phon/ Ë g@O lawyer inn/phon/ % ÏÉÐÁ?ÉÐWÉ ÏÉÐÁ@½ÑÂâ Êo & Ä@_ /phon/ adj É? hµÐÁÑÂÌHpâ unexpected inn/phon/ nngÏjâ % ÏÉÐÁ?ÉÐWÉ ÏÉÐÁ@½ÑÂâ Ë Êo & inn/phon/ ÏÉÐÁ@½ÑÂâ Êo & /phon/ adj É? hµÐÁÑÂÌHpâ unexpected inn/phon/ n % ÏÉÐÁ?ÉÐWÉ ÏÉÐÁ@½ÑÂâ Êo &Ä@_ Ä@_ /phon/ lawyer /phon/ adj É? hµÐÁÑÂÌHpâ unexpected /phon/ unexpected adj /phon/ adj É? hµÐÁÑÂÌHpâ unexpected /phon/ adj hµÐÁÑÂÌHpâ Ì unexpected /phon/ n Ë lawyer /phon/ É? hµÐÁÑÂÌHpâ Ì O unexpected /phon/ adj hµÐÁÑÂÌHpâ unexpected /phon/ adj É? hµÐÁÑÂÌHpâ unexpected /phon/ adj É? hµÐÁÑÂÌHpâ Ì O unexpected gÏjâ Ë g@O /phon/ n gÏjâ Ë lawyer /phon/ É? hµÐÁÑÂÌHpâ Ì O unexpected /phon/ adj É? hµÐÁÑÂÌHpâ Ì O unexpected /phon/ n gÏjâ Ë g@O lawyer /phon/ adj É? Ì O unexpected adj É? hµÐÁÑÂÌHpâ unexpected /phon/ adj É? unexpected /phon/ n lawyer /phon/ adj É? hµÐÁÑÂÌHpâ Ì O unexpected /phon/ adj É? hµÐÁÑÂÌHpâ Ì O unexpected /phon/ n lawyer /phon/ adj É? hµÐÁÑÂÌHpâ Ì O unexpected /phon/ adj É? hµÐÁÑÂÌHpâ Ì O unexpected EPISODE 4 EPISODE EPISODE EPISODE 444 444 EPISODE /phon/ nËnÌ/phon/ gÏjâ g@O lawyer /phon/ gÏjâ ËMlâ g@O lawyer /phon/ ËgÏjâ g@O lawyer Episode 44444EPISODE /phon/ nËgÏjâ Ëg@O g@O lawyer EPISODE EPISODE EPISODE /phon/ nOng@O gÏjâ ËÌËg@O lawyer EPISODE ng@O gÏjâ lawyer /phon/ gÏjâ g@O lawyer ngÏjâ ËnËg@O lawyer /phon/ nn g@O lawyer ËËg@O lawyer EPISODE ngÏjâ Ëg@O lawyer /phon/ nËgÏjâ gÏjâ lawyer /phon/ nOgÏjâ g@O lawyer /phon/ skin /phon/ lawyer /phon/ Mlâ skin nÌÌOn/phon/ lawyer /phon/ nn/phon/ Mlâ ÌnnO/phon/ O/phon/ gÏjâ skin Ëg@O g@O lawyer /phon/ gÏjâ Ëg@O lawyer /phon/ nnnlawyer Mlâ skin /phon/ nËng@O gÏjâ ËOgÏjâ lawyer /phon/ Mlâ gÏjâ skin lawyer /ˈlɔːja/ g@O lawyer /phon/ nOgÏjâ g@O lawyer /phon/ nngÏjâ ËgÏjâ lawyer nËËËgÏjâ gÏjâ g@OËg@O /phon/ skin /phon/ n/phon/ Mlâ Ì skin /phon/ n Mlâ Ì O skin /phon/ n Mlâ Ì O skin /phon/ n Mlâ Ì skin n /phon/ n skin EPISODE 4 EPISODE 4 EPISODE 4 EPISODE 4 EPISODE 4 /phon/ n ch}@o It was usual for apprentice EPISODE 4 /phon/ n ch}@o It was usual for apprentice /phon/ n ch}@o It was usual for apprentice EPISODE 4 EPISODE 4 /phon/ n ch}@o It was usual for apprentice EPISODE 4 EPISODE 4 EPISODE 4 /phon/ n ch}@o It was usual for apprentice EPISODE 4 apprentice /əˈprɛntɪs/ n It was usual for EPISODE 4 EPISODE 4 EPISODE 4 /phon/ EPISODE EPISODE 4 ch}@o /phon/ ItItwas was usual for apprentice EPISODE EPISODE EPISODE EPISODE 44 4nnn4n4ch}@o /phon/ was usual for for apprentice nnn4ch}@o It was usual apprentice EPISODE /phon/ It for apprentice /phon/ ch}@o It usual was usual for apprentice /phon/ nÌnnnO/phon/ Mlâ skin /phon/ nskin Mlâ O/phon/ Mlâ skin /phon/ nnÌMlâ OnMlâ skin skin It was usual for /phon/ It was usual for apprentice /phon/ OÌOÌMlâ skin nOOOÑïÁÐLð skin /phon/ Mlâ Oc̹ÌOcOn̹OcÑïÁÐLð /phon/ Mlâ ÌÑïÁÐLð skin /phon/ nMlâ skin /phon/ n/phon/ skin nÌOnÌO/phon/ skin /phon/ Mlâ ÌOnÌOOÌOÌMlâ skin /phon/ nMlâ OMlâ Mlâ skin /phon/ unhappiness /phon/ n/phon/ Mlâ skin unhappiness /phon/ n/phon/ ÌnnnMlâ nÌO skin nMlâ unhappiness /phon/ Mlâ ÌÑïÁÐLð skin Mlâ skin nnOÌnÌ unhappiness ¹Ìc¹cMlâ skin /phon/ unhappiness /phon/ skin /phon/ nMlâ Mlâ skin skin /skɪn/ n/phon/ /phon/ nn/phon/ ÌÑïÁÐLð OÑïÁÐLð skin skin /phon/ unhappiness young boys to become apprentices and learn to ÑïÁÐLð ¹ c ¹¹cc ¹c unhappiness young boys to become apprentices and learn to do young boys to become apprentices and learn to unhappiness do young boys to become apprentices and learn to do /phon/ nnnÌ ÑïÁÐLð unhappiness /phon/ ¹ /phon/ n ch}@o It was usual for apprentice /phon/ n ch}@o It was usual for apprentice young boys to become apprentices and learn to do /phon/ n ch}@o It was usual for apprentice /phon/ ÑïÁÐLð unhappiness /phon/ n ch}@o It was usual for apprentice young boys to become apprentices and learn to do /phon/ n ch}@o It was usual for apprentice /phon/ n unhappiness /phon/ n ch}@o It was usual for apprentice n It was usual for young boys to become apprentices and learn to do /phon/ n ch}@o It was usual for apprentice /phon/ n ch}@o It was usual for apprentice /phon/ n ch}@o It was usual for apprentice /phon/ n ch}@o It was usual for apprentice /phon/ n ch}@o It was usual for apprentice young boys to become apprentices and learn to do /phon/ n ch}@o It was usual for apprentice /phon/ n ch}@o It was usual for apprentice /phon/ ch}@o Itnwas was usual for apprentice young boys to become apprentices and learn to do /phon/ nnapprentices ch}@o It usual for apprentice young boys to become and learn to do /phon/ It usual for apprentice /phon/ nch}@o ch}@o It was usual for apprentice young boys to/phon/ become apprentices and learn to dofor /phon/ ch}@o It was usual for apprentice /phon/ nnch}@o It was usual for apprentice /phon/ nch}@o Itwas was usual for apprentice young boys to become apprentices and learn to do nn/phon/ ch}@o It was usual young boys become apprentices and learn tofor do ch}@o ItGargery, was usual apprentice c¹c¹c¹c¹c¹ccÑïÁÐLð unhappiness /phon/ n/phon/ /phon/ ÑïÁÐLð ¹nÑïÁÐLð cnnnn/phon/ unhappiness /phon/ nnv nÑïÁÐLð ¹cnc¹ÑïÁÐLð unhappiness aapprentice job from older people such as Joe Gargery, who ÑïÁÐLð unhappiness ato job from older people such as Joe Gargery, who ajob job from older people such asJoe Joe Gargery, who do ajob job from older people such as Joe from older people such as Gargery, who /phon/ n¹ÑïÁÐLð unhappiness unhappiness from older people such as Joe Gargery, who /phon/ nnÑïÁÐLð ÑïÁÐLð unhappiness c¹n¹¹ÑïÁÐLð unhappiness /phon/ n/phon/ ÑïÁÐLð c¹ÑïÁÐLð ¹cÑïÁÐLð unhappiness /phon/ unhappiness nÑïÁÐLð unhappiness job from older people such as Joe Gargery, who /phon/ unhappiness /phon/ n/phon/ ÑïÁÐLð unhappiness v/phon/ dÁ@oÏÉ?g)dÁÞÊS waved/phon/ /phon/ ¹ÑïÁÐLð unhappiness waved/phon/ /phon/ nn ÑïÁÐLð cÑïÁÐLð unhappiness dÁ@oÏÉ?g)dÁÞÊS dÁ@oÏÉ?g)dÁÞÊS waved/phon/ young boys to become apprentices and learn to do young boys to become apprentices and learn to do /phon/ dÁ@oÏÉ?g)dÁÞÊS ÑïÁÐLð c¹ÑïÁÐLð unhappiness /phon/ nÑïÁÐLð unhappiness job from older people such as Joe Gargery, who young boys to become apprentices and learn to do young boys to become apprentices and learn to do vvv dÁ@oÏÉ?g)dÁÞÊS waved/phon/ a job from older people such as Joe Gargery, who /phon/ unhappiness vdÁ@oÏÉ?g)dÁÞÊS waved/phon/ /phon/ n ¹c ¹c¹c¹c¹c unhappiness aaaaaajob from older people such as Joe Gargery, who /phon/ nÑïÁÐLð c unhappiness young boys to become apprentices and learn to do n ¹ c unhappiness unhappiness /ʌnˈhæpinəs/ a job from older people such as Joe Gargery, who young boys to become apprentices and learn to do young boys to become apprentices and learn to do young boys to become apprentices and learn to do /phon/ n unhappiness waved/phon/ a job from older people such as Joe Gargery, who young boys to become apprentices and learn to do young boys to become apprentices and learn to do job from older people such as Joe Gargery, who young boys to become apprentices and learn to do young boys to become apprentices and learn to do young boys to become apprentices and learn to do young boys to become apprentices and learn to do v dÁ@oÏÉ?g)dÁÞÊS waved/phon/ young boys to become apprentices and learn to do young boys to become apprentices and learn to do v v waved/phon/ young boys to become apprentices and learn to do young boys to become apprentices and learn to do v dÁ@oÏÉ?g)dÁÞÊS waved/phon/ young boys to become apprentices and learn to do young boys to become apprentices and learn to do young boys to become apprentices and learn to do young boys to become apprentices and learn to do v dÁ@oÏÉ?g)dÁÞÊS waved/phon/ v young boys to become apprentices learn towaved/phon/ do were experts. It was also usual for parents toand pay were experts. It was also usual for parents to pay were Itwas was also usual for parents to pay were experts. It also usual for parents to pay were experts. Itpeople was also usual for parents to pay who were experts. Itolder was also usual for parents to were experts. It was also usual for parents to pay aexperts. job from older people such as Joe Gargery, who a were job older such as Joe Gargery, who aawere job from older people such as Joe Gargery, who were It was also usual for parents to pay afrom job from people such as Joe Gargery, who were experts. It was also usual for parents to pay experts. It was also usual for parents to pay aafrom job from older people such as Joe Gargery, who It was also usual for parents to pay awas job from older people such as Joe Gargery, whowaved/phon/ afrom job from older people such as Joe Gargery, who from older people such as Joe Gargery, who were experts. It was also usual for parents to pay afrom job from older people such as Joe Gargery, who aexperts. older people such as Joe Gargery, who were experts. It also usual for parents to pay aajob from older people such as Joe Gargery, who afor job from older people such as Joe Gargery, who vv vdÁ@oÏÉ?g)dÁÞÊS dÁ@oÏÉ?g)dÁÞÊS waved/phon/ ajob from older people such as Joe Gargery, who vdÁ@oÏÉ?g)dÁÞÊS vdÁ@oÏÉ?g)dÁÞÊS waved/phon/ ajob job older people such as Joe Gargery, who vv dÁ@oÏÉ?g)dÁÞÊS afrom job older people such as Joe Gargery, who v dÁ@oÏÉ?g)dÁÞÊS waved/phon/ older people such as Joe Gargery, who ajob job from older people such as Joe Gargery, who aexperts. job from older people such as Joe Gargery, who dÁ@oÏÉ?g)dÁÞÊS waved/phon/ ajob job from older people such as Joe Gargery, who waved/phon/ job from older people such as Joe Gargery, who a job from older people such as Joe Gargery, who a job from older people such as Joe Gargery, who dÁ@oÏÉ?g)dÁÞÊS waved/phon/ v dÁ@oÏÉ?g)dÁÞÊS waved/phon/ v dÁ@oÏÉ?g)dÁÞÊS waved/phon/ v dÁ@oÏÉ?g)dÁÞÊS waved/phon/ v dÁ@oÏÉ?g)dÁÞÊS waved/phon/ a job from older people such as Joe Gargery, who v dÁ@oÏÉ?g)dÁÞÊS waved/phon/ money their sons to become apprentices. Here, v dÁ@oÏÉ?g)dÁÞÊS waved/phon/ money for their sons to become apprentices. Here, v dÁ@oÏÉ?g)dÁÞÊS waved/phon/ money for their sons to become apprentices. Here, v dÁ@oÏÉ?g)dÁÞÊS waved/phon/ v waved/phon/ money for their sons to become apprentices. Here, v dÁ@oÏÉ?g)dÁÞÊS waved/phon/ money for their sons to become apprentices. Here, v dÁ@oÏÉ?g)dÁÞÊS waved/phon/ v dÁ@oÏÉ?g)dÁÞÊS dÁ@oÏÉ?g)dÁÞÊS waved/phon/ waved/phon/ waved/phon/ pay money for their sons to become apprentices. waved /weɪvd/ vvvdÁ@oÏÉ?g)dÁÞÊS money for their sons to become apprentices. Here, vdÁ@oÏÉ?g)dÁÞÊS waved/phon/ were experts. It was also usual for parents to pay were experts. It was also usual for parents to pay money for their sons to become apprentices. Here, were experts. It was also usual for parents to pay were experts. It was also usual for parents to pay money for their sons to become apprentices. Here, money for their sons to become apprentices. Here, were experts. It was also usual for parents to pay money for their sons to become apprentices. Here, EPISODE 6 were experts. It was also usual for parents to pay were experts. It was also usual for parents to pay EPISODE 6 EPISODE 6 money for their sons to become apprentices. Here, were experts. It was also usual for parents to pay were experts. It was also usual for parents to pay EPISODE 6 money for their sons to become apprentices. Here, were experts. It was also usual for parents to pay were experts. It was also usual for parents to pay were experts. It was also usual for parents to pay EPISODE 6 were experts. It was also usual for parents to pay were experts. It was also usual for parents to pay were experts. It was also usual for parents to pay were experts. It was also usual for parents to pay were experts. was also usual for parents toto pay were experts. It was also usual for parents to pay EPISODE were experts. It also usual for parents to pay were experts. Itfather was also usual for parents to pay were experts. It was also usual for parents pay were experts. ItaIt was also usual for parents to pay EPISODE EPISODE were Itto was also usual for parents to pay although Joe isexperts. aiswas father to Pip, Miss Havisham EPISODE 6666 66 although Joe like aPip, father to Pip, Miss Havisham although Joe is like afather to Pip, Miss Havisham EPISODE although Joe is like father Pip, Miss Havisham although Joe is like alike to Pip, Miss Havisham EPISODE although Joe is like alike father to Pip, Miss Havisham Here, although Joe is like ato father to Pip, Miss money for their sons to become apprentices. Here, money for their sons to become apprentices. Here, money for their sons to become apprentices. Here, although Joe is like afather father to Miss Havisham money for their sons to become apprentices. Here, although Joe is like father to Pip, Miss Havisham although Joe is like atheir to Pip, Miss Havisham money for sons to become apprentices. Here, although Joe is asons father to Pip, Miss Havisham money for their sons to become apprentices. Here, EPISODE money for their sons to become apprentices. Here, although Joe is like aasons father to Pip, Miss Havisham money for their sons to become apprentices. Here, money for their sons become apprentices. Here, although Joe is like a father to Pip, Miss Havisham money for their sons to become apprentices. Here, money for their sons to become apprentices. Here, money for their sons to become apprentices. Here, money for their to become apprentices. Here, money for their sons to become apprentices. Here, money for their sons to become apprentices. Here, money for their sons to become apprentices. Here, money for their sons become apprentices. Here, money for their sons to become apprentices. Here, money for their sons to become apprentices. Here, money for their sons to become apprentices. Here, money for their to become apprentices. Here, EPISODE 6 money for their sons to become apprentices. Here, EPISODE 6EPISODE EPISODE 6Ù_Ð money for their sons to become apprentices. Here, KÏÉ?} Ù_Ð KÏÉ?} adopted/phon/ chooses to pay him money like aPip, parent. Ù_Ð adopted/phon/ Ù_Ð KÏÉ?} KÏÉ?} adopted/phon/ chooses to pay him money like a Havisham parent. EPISODE chooses topay pay him money like aMiss parent. 6adj adj adopted/phon/ chooses to him money aaato parent. adj adopted/phon/ EPISODE chooses to pay him money like parent. EPISODE 666666Ù_Ð EPISODE 6EPISODE EPISODE 6KÏÉ?} EPISODE 6KÏÉ?} EPISODE EPISODE EPISODE 66adj adj adopted/phon/ chooses to pay him money like parent. EPISODE 66 EPISODE 6adj EPISODE although Joe is like alike father to Miss Havisham Ù_Ð Ù_Ð KÏÉ?} adopted/phon/ although Joe is like aJoe father to Havisham EPISODE 66adj chooses to pay him money aparent. parent. although Joe is like aamoney father Pip, Miss EPISODE 6adj although is like aPip, father to Pip, Miss Havisham EPISODE Ù_Ð KÏÉ?} adopted/phon/ Havisham chooses to pay him money like aMiss EPISODE 6adj chooses to pay him money parent. adopted/phon/ chooses to pay him money like afather adj Ù_Ð KÏÉ?} adopted/phon/ although Joe is like alike father Pip, Miss Havisham 6 chooses to pay him like ato parent. although Joe is like a father to Pip, Miss Havisham although Joe is father to Pip, Havisham although Joe is like father to Pip, Miss Havisham adj chooses to pay him money parent. Episode although Joe is like a father to Pip, Miss Havisham although Joe is like a father to Pip, Miss Havisham adj adopted/phon/ chooses to pay him money parent. although Joe is like a father to Pip, Miss Havisham although Joe is like a father to Pip, Miss Havisham like a although Joe is like a father to Pip, Miss Havisham although Joe is like a father to Pip, Miss Havisham although Joe is like a father to Pip, Miss Havisham although Joe is like a father to Pip, Miss Havisham although Joe is like a father to Pip, Miss Havisham although Joe is like a to Pip, Miss Havisham although Joe is like a father to Pip, Miss Havisham although Joe is like a father to Pip, Miss Havisham although Joe is like a father to Pip, Miss Havisham althoughalthough Joe is like father Pip, Miss Havisham Joea is like atolike father to Pip, Miss Havisham Òg?cigб)igб adopted/phon/ adj adj Ù_Ð chooses pay money aaaparent. adj adj Ù_Ð KÏÉ?} adopted/phon/ chooses to pay him money like parent. adj Ù_Ð KÏÉ?} adopted/phon/ chooses to pay him money like aalike parent. chooses pay him money aparent. parent. adj Ù_Ð Ù_Ð KÏÉ?} adopted/phon/ chooses to pay him money like aaparent. parent. boxer /phon/ ¹him him Ððhim ¹pay ÙµÐLp½ÑÁ?jËg@Ë adj adopted/phon/ parent. boxer /phon/ nmoney money money Ððalike ¹him ÙµÐLp½ÑÁ?jËg@Ë a parent. adopted/phon/ chooses to pay adj boxer /phon/ Ððhim pay Ððto ÙµÐLp½ÑÁ?jËg@Ë chooses to pay him money like parent. Ù_Ð KÏÉ?} adopted/phon/ adj nÙ_Ð Ù_Ð KÏÉ?} adopted/phon/ chooses to pay him like boxer /phon/ npay to to Ððto ¹ÙµÐLp½ÑÁ?jËg@Ë chooses him aparent. adj Ù_Ð KÏÉ?} Òg?cigб)igб adopted/phon/ Ù_Ð adopted/phon/ KÏÉ?} adopted/phon/ chooses toto pay him money like alike boxer /phon/ nto npay pay Ððnnhim ¹nÙµÐLp½ÑÁ?jËg@Ë ÙµÐLp½ÑÁ?jËg@Ë chooses to pay him money like aparent. parent. chooses pay him money like alike adj Òg?cigб)igб Ù_Ð KÏÉ?} adopted/phon/ adj adj Ù_Ð KÏÉ?} adopted/phon/ chooses to money parent. (get into~)/phon/ nKÏÉ?} KÏÉ?} debt chooses to pay him money like amoney parent. adj KÏÉ?} Ù_Ð KÏÉ?} KÏÉ?} adopted/phon/ (get into~)/phon/ debt chooses to money alike parent. adj adj Ù_Ð Ù_Ð adopted/phon/ (get into~)/phon/ Òg?cigб)igб Òg?cigб)igб debt chooses pay money like aparent. parent. KÏÉ?} KÏÉ?} adopted/phon/ adj Ù_Ð Ù_Ð KÏÉ?} adopted/phon/ chooses to pay money like a parent. boxer /phon/ n chooses pay him money like a parent. (get into~)/phon/ Ù_Ð KÏÉ?} debt nadj KÏÉ?} adopted/phon/ (get into~)/phon/ nadj Òg?cigб)igб debt Ù_Ð adopted/phon/ chooses to pay him like a parent. adj KÏÉ?} KÏÉ?} adopted/phon/ chooses to pay him money like parent. chooses to pay him money like a parent. nÙ_Ð adopted/phon/ boxer /phon/ n Ðð ¹ ÙµÐLp½ÑÁ?jËg@Ë adopted /əˈdɒptɪd/ adj chooses to him money like a boxer /phon/ Ðð ¹ ÙµÐLp½ÑÁ?jËg@Ë KÏÉ?} Ù_Ð adopted/phon/ (get into~)/phon/ nadj debt boxer /phon/ n ¹ chooses to him money like a parent. boxer /phon/ n Ðð ¹ ÙµÐLp½ÑÁ?jËg@Ë (get into~)/phon/ adj debt (get into~)/phon/ Ù_Ð debt boxer /phon/n (get into~)/phon/ nnn debt (get into~)/phon/ Òg?cigб)igб Òg?cigб)igб debt nnadj (get into~)/phon/ nÒg?cigб)igб debt boxer /phon/ n Ðð ¹ ÙµÐLp½ÑÁ?jËg@Ë boxer /phon/ n Ðð ¹ ÙµÐLp½ÑÁ?jËg@Ë boxer /phon/ n Ðð ¹ ÙµÐLp½ÑÁ?jËg@Ë boxer /phon/ n Ðð ¹ ÙµÐLp½ÑÁ?jËg@Ë boxer /phon/ n Ðð ¹ ÙµÐLp½ÑÁ?jËg@Ë boxer ËÐðÊ_ ¹ÙµÐLp½ÑÁ?jËg@Ë (get into~)/phon/ nnnnÒg?cigб)igб Òg?cigб)igб debt (get into~)/phon/ Òg?cigб)igб debt (get into~)/phon/ Òg?cigб)igб Òg?cigб)igб debt (get into~)/phon/ Òg?cigб)igб Òg?cigб)igб debt boxer /phon/ ÙµÐLp½ÑÁ?jËg@Ë boxer /phon/ n¹g?ÉÏdÂâ boxer /phon/ nÐð/phon/ ËÊ_ boxer ¹Ë¹Ê_ boxer /phon/ Ððadj ÙµÐLp½ÑÁ?jËg@Ë boxer /phon/ Ððnng?ÉÏdÂâ ¹nÙµÐLp½ÑÁ?jËg@Ë (get Òg?cigб)igб debt boxer /phon/ nadj ¹/phon/ ÙµÐLp½ÑÁ?jËg@Ë nÒg?cigб)igб debt boxer /phon/ ¹nÙµÐLp½ÑÁ?jËg@Ë Ðð¹ÐðÙµÐLp½ÑÁ?jËg@Ë (get into~)/phon/ nÒg?cigб)igб debt boxer /phon/ nn boxer /ˈbɒksə/ nn/phon/ boxer /phon/ nÐð/phon/ nÙµÐLp½ÑÁ?jËg@Ë educated boxer /phon/ Ððg?ÉÏdÂâ ÙµÐLp½ÑÁ?jËg@Ë (get into~)/phon/ debt (get into~)/phon/ debt educated g?ÉÏdÂâ /phon/ educated Ën¹ÐðÊ_ (get into~)/phon/ ninto~)/phon/ debt boxer /phon/ ÙµÐLp½ÑÁ?jËg@Ë Ðð¹¹g?ÉÏdÂâ ÐðÙµÐLp½ÑÁ?jËg@Ë ÙµÐLp½ÑÁ?jËg@Ë (get Òg?cigб)igб debt boxer ¹nËËÙµÐLp½ÑÁ?jËg@Ë (get into~)/phon/ debt boxer /phon/ nng?ÉÏdÂâ Ððadj ÐðÐð¹nÐðÙµÐLp½ÑÁ?jËg@Ë (get into~)/phon/ debt educated adj /phon/ nninto~)/phon/ Ò}gÐkÉ@Å nÒg?cigб)igб marriage/phon/ (get into~)/phon/ nnÒg?cigб)igб debt boxer /phon/ nadj ¹Ðð¹ÙµÐLp½ÑÁ?jËg@Ë marriage/phon/ educated adj g?ÉÏdÂâ /phon/ (get into~)/phon/ nnn nÒg?cigб)igб nnnÒg?cigб)igб debt ninto~)/phon/ Ò}gÐkÉ@Å n(get Ò}gÐkÉ@Å marriage/phon/ (get into~)/phon/ nnÒg?cigб)igб Òg?cigб)igб debt (get Òg?cigб)igб Òg?cigб)igб debt boxer Ðð¹ÙµÐLp½ÑÁ?jËg@Ë marriage/phon/ (get into~)/phon/ Òg?cigб)igб debt into~)/phon/ Ò}gÐkÉ@Å Ò}gÐkÉ@Å marriage/phon/ (get nnnÒg?cigб)igб debt educated /phon/ (get debt (get into~)/phon/ nÒ}gÐkÉ@Å debt debt (get into debt Ò}gÐkÉ@Å marriage/phon/ educated adj g?ÉÏdÂâ ËÊ_ Ê_ /phon/ adj educated adj Ê_ /phon/ n(get into~)/phon/ marriage/phon/ educated adj Ê_ /phon/ into~)/phon/ Ò}gÐkÉ@Å marriage/phon/ nnnnninto~)/phon/ marriage/phon/ educated adj g?ÉÏdÂâ ˹ËÙµÐLp½ÑÁ?jËg@Ë Ê_ /phon/ Ò}gÐkÉ@Å marriage/phon/ educated adj /phon/ nn/det/ ~) nÒg?cigб)igб marriage/phon/ educated adj ËÊ_ /phon/ educated adj g?ÉÏdÂâ Ë/phon/ Ê_ /phon/ educated adj g?ÉÏdÂâ ËÊ_ Ê_ /phon/ educated adj g?ÉÏdÂâ ËÊ_ /phon/ nnnnÒ}gÐkÉ@Å Ò}gÐkÉ@Å marriage/phon/ nmarriage/phon/ Ä@µÐÁ@¶ÌºOâ Ò}gÐkÉ@Å marriage/phon/ Ò}gÐkÉ@Å Ò}gÐkÉ@Å marriage/phon/ educated adj g?ÉÏdÂâ ËËÊ_ /phon/ Ò}gÐkÉ@Å Ò}gÐkÉ@Å Ò}gÐkÉ@Å marriage/phon/ educated adj g?ÉÏdÂâ educated adj g?ÉÏdÂâ Ê_ adj educated adj g?ÉÏdÂâ ËÊ_ Ê_ /phon/ educated adj g?ÉÏdÂâ Ëg?ÉÏdÂâ /phon/ marriage/phon/ n Ò}gÐkÉ@Å educated adj g?ÉÏdÂâ Ëg?ÉÏdÂâ /phon/ educated ËËÊ_ /phon/ educated adj g?ÉÏdÂâ ËÊ_ /phon/ educated adj g?ÉÏdÂâ Ëg?ÉÏdÂâ /phon/ educated /ˈedjʊkeɪtɪd/ adj Ò}gÐkÉ@Å marriage/phon/ educated adj g?ÉÏdÂâ Ëg?ÉÏdÂâ Ê_ /phon/ marriage/phon/ educated adj g?ÉÏdÂâ Ëadj Ê_ /phon/ nnÒ}gÐkÉ@Å marriage/phon/ marriage/phon/ nÒ}gÐkÉ@Å marriage/phon/ educated g?ÉÏdÂâ Ê_ /phon/ nadj adj ÏcgÏÉgÐO) ËÊ_ education/phon/ educated adj ËËÊ_ Ê_ nÑ marriage/phon/ nnÒ}gÐkÉ@Å marriage/phon/ nÊ_ ÄdÂâ ÏcgÏÉgÐO) ÄdÂâ ËÊ_ education/phon/ stairs/phon/ nnnÄ@µÐÁ@¶ÌºOâ ÑOÒ}gÐkÉ@Å OÒ}gÐkÉ@Å n/phon/ /phon/ ÏcgÏÉgÐO) ÄdÂâ Ëg?ÉÏdÂâ ËËÊ_ education/phon/ marriage/phon/ stairs/phon/ educated adj ËÊ_ /phon/ nnÒ}gÐkÉ@Å marriage/phon/ stairs/phon/ nÄ@µÐÁ@¶ÌºOâ OnÑnÑÒ}gÐkÉ@Å educated adj g?ÉÏdÂâ /phon/ educated g?ÉÏdÂâ /phon/ ÄdÂâ education/phon/ nnÒ}gÐkÉ@Å marriage/phon/ Ò}gÐkÉ@Å nÑ OÒ}gÐkÉ@Å marriage/phon/ educated g?ÉÏdÂâ Ê_ /phon/ stairs/phon/ nnmarriage/phon/ ÏcgÏÉgÐO) ÏcgÏÉgÐO) ÄdÂâ education/phon/ marriage/phon/ stairs/phon/ nnÄ@µÐÁ@¶ÌºOâ Ä@µÐÁ@¶ÌºOâ Ò}gÐkÉ@Å nÑ OÑ marriage/phon/ educated adj Ä@µÐÁ@¶ÌºOâ Ò}gÐkÉ@Å marriage/phon/ nn ÑO marriage/phon/ Ê_ education/phon/ marriage /mærɪdʒ/ stairs/phon/ ÏcgÏÉgÐO) ËÄdÂâ Ê_ education/phon/ stairs/phon/ Ä@µÐÁ@¶ÌºOâ O nnnadj /phon/ ÄdÂâ Ê_ education/phon/ nnnnnnÏcgÏÉgÐO) ÄdÂâ ËËËËÊ_ Ê_ education/phon/ stairs/phon/ n Ä@µÐÁ@¶ÌºOâ stairs/phon/ n Ñ O ÏcgÏÉgÐO) ÏcgÏÉgÐO) ÄdÂâ ËÊ_ Ê_ education/phon/ stairs/phon/ n Ä@µÐÁ@¶ÌºOâ O n education/phon/ stairs/phon/n nnnnnÏcgÏÉgÐO) ÏcgÏÉgÐO) ÄdÂâ ËÊ_ ËÊ_ education/phon/ nÏcgÏÉgÐO) ËÏcgÏÉgÐO) Ê_ Ê_ education/phon/ nnÏcgÏÉgÐO) nÏcgÏÉgÐO) ÏcgÏÉgÐO) ÏcgÏÉgÐO) ÄdÂâ ËÊ_ Ê_ Ê_ education/phon/ stairs/phon/ nnnnÄ@µÐÁ@¶ÌºOâ stairs/phon/ nstairs/phon/ Ä@µÐÁ@¶ÌºOâ Ñ O Ñ ÄdÂâ ÐÔ)ØhG ÏcgÏÉgÐO) ÄdÂâ ËÊ_ Ê_ ÄdÂâ education/phon/ stairs/phon/ nnÄ@µÐÁ@¶ÌºOâ Ä@µÐÁ@¶ÌºOâ stairs/phon/ nÄ@µÐÁ@¶ÌºOâ Ä@µÐÁ@¶ÌºOâ ÑOOÑO ÏcgÏÉgÐO) ÄdÂâ Ë education/phon/ n ÏcgÏÉgÐO) Ë Ê_ education/phon/ stairs/phon/ Ä@µÐÁ@¶ÌºOâ n ÄdÂâ education/phon/ stairs/phon/ n Ä@µÐÁ@¶ÌºOâ ÏcgÏÉgÐO) ÄdÂâ Ë Ê_ education/phon/ n ÄdÂâ Ë education/phon/ stairs/phon/ Ä@µÐÁ@¶ÌºOâ ÑÑOÑÑOÑOOÑOÑOOOOOÑ stairs/phon/ n n ÏcgÏÉgÐO) ÄdÂâ Ë education/phon/ n ÏcgÏÉgÐO) ÄdÂâ Ë Ê_ education/phon/ education /edjʊˈkeɪʃn/ n ÏcgÏÉgÐO) ÄdÂâ Ë Ê_ education/phon/ stairs/phon/ n Ä@µÐÁ@¶ÌºOâ stairs/phon/ n Ä@µÐÁ@¶ÌºOâ n ÄdÂâ Ë education/phon/ stairs/phon/ Ä@µÐÁ@¶ÌºOâ n ÄdÂâ Ë Ê_ education/phon/ stairs/phon/ n Ä@µÐÁ@¶ÌºOâ OÑOÑOÑOÑ n ÄdÂâ Ë Ê_ education/phon/ stairs/phon/ n stairs/phon/ n Ä@µÐÁ@¶ÌºOâ ÑnOÑÑOÑÄ@µÐÁ@¶ÌºOâ OÑ ÏcgÏÉgÐO) ÄdÂâ Ë Ê_ education/phon/ eyebrows n ØhG /phon/ n ÏcgÏÉgÐO) ÄdÂâ Ë Ê_ education/phon/ eyebrows n ØhG ÐÔ)ØhG /phon/ stairs/phon/ n Ä@µÐÁ@¶ÌºOâ stairs/phon/ n Ä@µÐÁ@¶ÌºOâ eyebrows n ØhG ÐÔ)ØhG /phon/ n ÏcgÏÉgÐO) ÄdÂâ Ë Ê_ education/phon/ n ÏcgÏÉgÐO) ÄdÂâ Ë Ê_ education/phon/ n ÏcgÏÉgÐO) ÄdÂâ Ë Ê_ education/phon/ stairs/phon/ n Ä@µÐÁ@¶ÌºOâ ÑO eyebrows n ØhG ÐÔ)ØhG /phon/ stairs/phon/ Ä@µÐÁ@¶ÌºOâ stairs/phon/ nnÄ@µÐÁ@¶ÌºOâ ÐÔ)ØhG ÏcgÏÉgÐO) ÄdÂâËÊ_ ÄdÂâËÊ_ education/phon/ eyebrows /phon/ stairs/phon/ nÏcgÏÉgÐO) education/phon/ stairs/phon/ n Ä@µÐÁ@¶ÌºOâ stairs /steəz/ n n Ä@µÐÁ@¶ÌºOâ eyebrows /phon/ eyebrows ØhG ØhG /phon/ eyebrows nnnnnØhG /phon/ eyebrows ØhG ÐÔ)ØhG /phon/ EPISODE 7 EPISODE 7 eyebrows nnnÐÔ)ØhG ÐÔ)ØhG ØhG ÐÔ)ØhG /phon/ EPISODE 7 eyebrows /phon/ EPISODE 7 EPISODE 7 EPISODE 7 EPISODE 7 EPISODE 7 EPISODE 77 7 EPISODE EPISODE eyebrows nn ØhG ÐÔ)ØhG eyebrows n/phon/ /phon/ ØhG ÐÔ)ØhG /phon/ eyebrows nn Ç] ØhG /phon/ eyebrows n ØhG ÐÔ)ØhG eyebrows n ÐÔ)ØhG ØhG ÐÔ)ØhG /phon/ eyebrows nmodern ÐÔ)ØhG ØhG ÐÔ)ØhG /phon/ eyebrows nØhG nÐÔ)ØhG ØhG ÐÔ)ØhG eyebrows ÐÔ)ØhG ØhG ÐÔ)ØhG /phon/ eyebrows /ˈeɪbraʊz/ eyebrows nÐÔ)ØhG ØhG ÐÔ)ØhG eyebrows n/phon/ nËÐÁÊS ØhG /phon/ eyebrows ÐÔ)ØhG ØhG /phon/ eyebrows nØhG ØhG ÐÔ)ØhG /phon/ eyebrows n/phon/ ØhG ÐÔ)ØhG /phon/ eyebrows n ØhG /phon/ eyebrows nËÐÁÊS ØhG ÐÔ)ØhG /phon/ eyebrows n/phon/ ØhG ÐÔ)ØhG /phon/ /phone/ ] ËÐÁÊS The modern form guinea eyebrows nThe ØhG ÐÔ)ØhG /phon/ /phone/ Ç] ] ËÐÁÊS The modern formEPISODE ofasusual guinea /phone/ Ç] ] ËÐÁÊS The form of of guinea eyebrows nThe ØhG ÐÔ)ØhG /phon/ eyebrows n ØhG /phon/ eyebrows n /phon/ /phone/ Ç] ] modern form of guinea eyebrows n ÐÔ)ØhG /phon/ EPISODE 77777Ðp̽ПÏÉ /phone/ Ç] ] modern form of guinea 7 EPISODE 7phr EPISODE eyebrows n ØhG ÐÔ)ØhG usual phr Ðp̽ПÏÉ as usual asEPISODE usual /phon/ Ðp̽ПÏÉ /phone/ The modern form of guinea EPISODE 7phrÐp̽ПÏÉ /phon/ as usual /phon/ Ðp̽ПÏÉ as EPISODE /phone/ Ç] ] ËÐÁÊS The modern form of EPISODE 7phr guinea EPISODE 7EPISODE EPISODE 77Ðp̽ПÏÉ Ç]Ç]]]ËÐÁÊS modern EPISODE /phone/ Ç]]ËÐÁÊS The modern form of guinea EPISODE EPISODE usual /phon/ phr as /phone/ ËÐÁÊS The modern form of guinea 7/phon/ EPISODE 7phr EPISODE 7Ðp̽ПÏÉ /phone/ The modern form of guinea usual /phon/ asEPISODE EPISODE 7/phon/ EPISODE /phone/ The The modern formform of of guinea EPISODE 77Ðp̽ПÏÉ usual /phon/ phr as 7phr usual /phon/ phr as usual /phon/ phr asEPISODE 7Ðp̽ПÏÉ Episode 777EPISODE phr usual /phon/ phr as British money is pounds (£). In the early 19th British money is pounds (£). In the early 19th British money is pounds (£). In the early 19th /phone/ Ç]Ç]ËÐÁÊS ]ËÐÁÊS ËÐÁÊS The modern form of guinea /phone/ Ç]/phone/ ]pounds ËÐÁÊS The modern form of guinea British money is (£). In the early 19th /phone/ Ç] ]/phone/ The modern form of guinea /phone/ Ç] The modern form of guinea British money is pounds In the early 19th /phone/ Ç] ]ËÐÁÊS ËÐÁÊS modern form of guinea Ç]the ]The ËÐÁÊS The modern form ofas guinea /phone/ Ç]ËÐÁÊS ](£). ËÐÁÊS The modern form ofusual guinea The modern form of British money is pounds (£). In the early 19th guinea /ˈgɪni/ n/phone/ The modern form of usual /phon/ phr Ðp̽ПÏÉ as /phon/ phr Ðp̽ПÏÉ Ðp̽ПÏÉ as /phone/ ËÐÁÊS The modern form of guinea usual /phon/ phr Ðp̽ПÏÉ as /phone/ Ç] ](£). The modern form of guinea usual /phon/ phr as /phone/ Ç]Ç]/phone/ ]/phone/ ËÐÁÊS modern form of guinea Ç] ]The The modern form of guinea British money is pounds (£). In the early 19th /phone/ Ç] The modern form of guinea /phone/ ËÐÁÊS The modern form of guinea /phone/ Ç] ]]Ç] ËÐÁÊS The modern form of guinea British money is (£). In the early 19th usual /phon/ phr Ðp̽ПÏÉ as /phone/ ]Ç]pounds ËÐÁÊS modern form of guinea British money is pounds In early 19th usual /phon/ phr as phr /phone/ Ç]ËÐÁÊS The modern form of guinea /phone/ Ç] ]The The modern form ofas guinea British money is pounds In the early 19th usual /phon/ phr Ðp̽ПÏÉ as usual /phon/ phr Ðp̽ПÏÉ /phone/ ]ËÐÁÊS ËÐÁÊS The modern form of guinea Ç](£). ]]The ËÐÁÊS The modern form of guinea usual /phon/ phr Ðp̽ПÏÉ Ðp̽ПÏÉ as /phone/ Ç](£). ]]]Ç] ËÐÁÊS The modern form of guinea British money is pounds (£). In the early 19th usual /phon/ phr as usual /phon/ as usual /phon/ phr Ðp̽ПÏÉ as ]]ËÐÁÊS modern form of guinea usual /phon/ phr Ðp̽ПÏÉ as British money is pounds In the early 19th well /phon/ phr @ÅÏÉgÐÅ Ðp̽ПÏÉ as usual /phon/ phr Ðp̽ПÏÉ as well /phon/ phr @ÅÏÉgÐÅ as usual /phon/ phr Ðp̽ПÏÉ Ðp̽ПÏÉ as well /phon/ phr @ÅÏÉgÐÅ Ðp̽ПÏÉ as Ç] ]ËÐÁÊS ËÐÁÊS The modern form of guinea usual /phon/ phr Ðp̽ПÏÉ as usual /phon/ phr Ðp̽ПÏÉ as well /phon/ phr @ÅÏÉgÐÅ phr usual /phon/ phr Ðp̽ПÏÉ as well /phon/ phr @ÅÏÉgÐÅ as usual /phon/ phr Ðp̽ПÏÉ as usual /phon/ phr Ðp̽ПÏÉ as as usual /æz ˈjuːʒʊəl/ phr usual /phon/ phr Ðp̽ПÏÉ as usual /phon/ phr as well /phon/ phr as century guineas were often used. The value of a century guineas were often used. The value of a century guineas were often used. The value of a well /phon/ phr @ÅÏÉgÐÅ as well /phon/ phr @ÅÏÉgÐÅ as century guineas were often used. The value of a well /phon/ phr @ÅÏÉgÐÅ as century guineas were often used. The value of a well /phon/ phr @ÅÏÉgÐÅ as phr century guineas were often used. The value of a well /phon/phr as 19th British money isis pounds (£). In the early 19th British money is pounds (£). In the early 19th British money is pounds (£). In the early 19th British money pounds (£). In the early 19th century guineas were often used. The value of aof British money ispounds pounds (£). In the early 19th century guineas were often used. The value aa19th century guineas were often used. The value of aa19th British money is pounds (£). In the early century guineas were often used. The value of a19th British money is(£). pounds (£). In the early British money is pounds (£). In the early 19th British money is pounds (£). In the early 19th century guineas were often used. The value of British money pounds (£). In the early 19th British money is (£). In the early 19th century guineas often used. The value of British money is pounds (£). In the 19th British money is (£). In the early 19th British money is pounds (£). In the early British money pounds (£). In the early 19th British money isisis (£). In the early British money is pounds In the early 19th British money pounds (£). In the early 19th British money pounds (£). In the early 19th British money isisthan pounds (£). In the early 19th British money is pounds (£). In the early 19th British money pounds In the early 19th British money isispounds pounds In the early 19th British money is pounds (£). In the early 19th guinea was awere little more than a(£). pound. well /phon/ phr @ÅÏÉgÐÅ as was ais little more than aearly pound. well /phon/ phr @ÅÏÉgÐÅ Ä?dâ as guinea was alittle little more apounds pound. well /phon/ phr @ÅÏÉgÐÅ Ä?dâ as well /phon/ phr @ÅÏÉgÐÅ as guinea was aaguinea little more than aa(£). pound. guinea was a more than a pound. well /phon/ phr @ÅÏÉgÐÅ as well /phon/ as phr well /phon/ phr @ÅÏÉgÐÅ as well /phon/ phr @ÅÏÉgÐÅ Ì@ÅÏÉgÐÅ as guinea was little more than pound. well /phon/ phr @ÅÏÉgÐÅ as well /phon/ phr as well /phon/ phr as well /phon/ phr @ÅÏÉgÐÅ as well /phon/ phr @ÅÏÉgÐÅ as century guineas were often used. The value of a n ÌÊ})Ä?dgÐk Oâ Ò@ÅÏÉgÐÅ Ê})Ä?dgÐk attention century guineas were often used. The value of a well /phon/ phr @ÅÏÉgÐÅ phr as guinea was a little more than a pound. /phon/ century guineas were often used. The value of a attention well /phon/ phr @ÅÏÉgÐÅ n@ÅÏÉgÐÅ as /phon/ n Ä?dâ Ì Oâ Ò Ê})Ä?dgÐk century guineas were often used. The value of a attention well /phon/ phr @ÅÏÉgÐÅ @ÅÏÉgÐÅ as well /phon/ phr guinea was a little more than a pound. as guinea was a little more than a pound. n Ä?dâ Ì Oâ Ò Ê})Ä?dgÐk attention century guineas were often used. The value of a well /phon/ @ÅÏÉgÐÅ as century guineas were often used. The value of /phon/ Ä?dâ ÌÌphr Oâ Ê})Ä?dgÐk attention guinea aguineas little more than aoften pound. well /phon/ phr @ÅÏÉgÐÅ Oâ ÒÊ})Ä?dgÐk as well /phon/ phr @ÅÏÉgÐÅ guineas were often used. value a as century guineas were often The value of aof well /phon/ phr @ÅÏÉgÐÅ @ÅÏÉgÐÅ as as well /æz ˈwel/ phr guinea was acentury little more than aused. pound. century guineas were often used. The value of century guineas were used. The value aofaaaaof well /phon/ phr as /phon/ attention guinea was awas little more than aoften pound. century guineas were often used. The value of aThe century guineas were often used. The value century guineas were used. The value a aof century guineas were often used. The value of century guineas were often used. The value of avalue century guineas were often used. The value of aof century guineas were often used. The value of aof /phon/ Ä?dâ Oâ attention century guineas were often used. The value aof century guineas were often used. The value aattention /phon/ nnnnnÄ?dâ ÒÒÒÊ})Ä?dgÐk century guineas were often used. The value century guineas were often used. The value aaof century were often used. The value /phon/ Ä?dâ Ì Oâ Ò Ê})Ä?dgÐk attention century guineas were often used. The value of aof /phon/ nnnÌOâÄ?dâ Ì Oâ Ò Ê})Ä?dgÐk attention century guineas were often used. The of a /phon/ attention guinea was a little more than a pound. guinea was a little more than a pound. guinea was a little more than a pound. guinea was a little more than a pound. guinea was amore more than aapound. guinea athan little more than a pound. guinea was a/phon/ more than athan guinea was awas little more than amore guinea was little more than pound. guinea was alittle little than apound. pound. guinea was aguinea little than a|@½ pound. guinea amore little more than guinea was awas little more than a apound. guinea awas little more than guinea a@µÏc more than apound. guinea was awas little more athan pound. /phon/ Ä?dâ OâÄ?dâ ÒÒ attention /phon/ n/phon/ Ä?dâ Oâ ÒnÄ?dâ Ê})Ä?dgÐk attention guinea was little than athan pound. /phon/ nniЩ@µÒÏg@O ÌÄ?dâ Ê})Ä?dgÐk attention nÌÄ?dâ ÌiЩ@µÒÏg@O Oâ ÒÊ})Ä?dgÐk Ê})Ä?dgÐk attention guinea was little than apound. pound. guinea was alittle little more apound. pound. guinea was amore little more than apound. pound. guinea was awas little more pound. n/phon/ ÌOâ ÒÒÌÊ})Ä?dgÐk attention guinea was aa|@½ little more aaathan nÒ ÌÒOâÊ})Ä?dgÐk attention kiss /phon/ valittle @µÏc |@½ guinea was alittle than apound. /phon/ OâÊ})Ä?dgÐk ÒOâ ÒÊ})Ä?dgÐk attention kiss vmore @µÏc kiss /phon/ va@µÏc |@½ /phon/ Ä?dâ Oâ Ê})Ä?dgÐk attention amore little apound. pound. ÌOâÒnÌOâ ÒOâ attention kiss /phon/ @µÏc /phon/ n/phon/ ÌnnnÄ?dâ Ê})Ä?dgÐk Ò attention /phon/ Ä?dâ ÌÄ?dâ OâÊ})Ä?dgÐk attention nÌOâ ÌÊ})Ä?dgÐk attention kiss /phon/ |@½ /phon/ Ä?dâ OâÄ?dâ ÒnÊ})Ä?dgÐk attention /phon/ nÄ?dâ iЩ@µÒÏg@O banknote /phon/ nnÌÄ?dâ ÒOâ attention /phon/ banknote /phon/ niЩ@µÒÏg@O Ä?dâ ÒOâÄ?dâ Ê})Ä?dgÐk attention /phon/ n/phon/ banknote /phon/ Ä?dâ ÌnÄ?dâ attention nOâ Ä?dâ OâÊ})Ä?dgÐk Ò attention kiss /phon/ /phon/ nn/phon/ ÌOâ banknote nÌÒ Ä?dâ ÌOâ Oâ ÒÊ})Ä?dgÐk attention /phon/ n/phon/ iЩ@µÒÏg@O banknote /phon/ nOâ attention ÌÌÊ})Ä?dgÐk Ò attention /phon/ ÌÄ?dâ Ê})Ä?dgÐk attention kiss /phon/ @µÏc |@½ attention /əˈtenʃn/ nÒ Ä?dâ Ê})Ä?dgÐk attention kiss /phon/ vvv @µÏc |@½ /phon/ banknote kiss /phon/ vvvvvv@µÏc |@½ kiss /phon/ @µÏc |@½ /phon/ n/phon/ iЩ@µÒÏg@O ÌÊ})Ä?dgÐk banknote /phon/ nnnnnn/phon/ iЩ@µÒÏg@O Ê})Ä?dgÐk banknote /phon/ nn/phon/ iЩ@µÒÏg@O Ò banknote kiss /phon/ /phon/ iЩ@µÒÏg@O ÌÊ})Ä?dgÐk banknote /phon/ banknote kiss /phon/ vvv@µÏc |@½ kisskiss /phon/ v/phon/ @µÏc |@½ kiss /phon/ vv@µÏc @µÏc kiss /kɪs/ vkiss v@µÏc @µÏc |@½ kiss /phon/ v/phon/ |@½ v|@½ @µÏc |@½ /phon/ nnnn/phon/ iЩ@µÒÏg@O banknote /phon/ n/phon/ iЩ@µÒÏg@O kiss v|@½ /phon/ nn/phon/ banknote niЩ@µÒÏg@O banknote kiss /phon/ @µÏc |@½ kiss |@½ /phon/ v/phon/ @µÏc |@½ kiss /phon/ v|@½ @µÏc |@½ /phon/ iЩ@µÒÏg@O banknote kiss /phon/ kiss /phon/ v/phon/ @µÏc |@½ nMâ iЩ@µÒÏg@O banknote kiss /phon/ vkiss |@½ kiss /phon/ v/phon/ @µÏc /phon/ iЩ@µÒÏg@O banknote kiss /phon/ vvn@µÏc @µÏc n@µÏc @µÏc ]|@½ ½j_ It]½j_ was a banknote servant kiss /phon/ v|@½ @µÏc |@½ niЩ@µÒÏg@O ÏiØO banknote n|@½ It g@¶KÐ] Itusual was usual acongratulations servant /phon/ n/phon/ Mâ banknote /phon/ g@¶KÐ] ]|@½ ½j_ It was usual foraaafor servant /phon/ nnÏiØO banknote /phon/ niЩ@µÒÏg@O iЩ@µÒÏg@O banknote kiss /phon/ v@µÏc @µÏc /phon/ iЩ@µÒÏg@O banknote kiss /phon/ vg@¶KÐ] @µÏc /phon/ iЩ@µÒÏg@O banknote kiss /phon/ @µÏc |@½ niЩ@µÒÏg@O MâÌGiØO congratulations /phon/ ]vg@¶KÐ] It was usual for servant /phon/ iЩ@µÒÏg@O banknote /phon/ congratulations kiss /phon/ /phon/ nnniЩ@µÒÏg@O iЩ@µÒÏg@O )MâMâ banknote /phon/ ÏiØO Ì)Mâ GiØO g@¶KÐ] ]½j_ ½j_ It was usual for servant /phon/ iЩ@µÒÏg@O banknote /phon/ )MâÌGiØO banknote kiss @µÏc |@½ /phon/ congratulations /phon/ nnÏiØO iЩ@µÒÏg@O banknote /phon/ nÏiØO )iЩ@µÒÏg@O ÌGiØO congratulations iЩ@µÒÏg@O banknote /phon/ iЩ@µÒÏg@O banknote /phon/ It was usual for servant /phon/ nn/phon/ banknote banknote /phon/ congratulations /phon/ nvg@¶KÐ] nn/phon/ ]½j_ was usual for aa aaa forcongratulations servant It was usual for /phon/ nnnnnv/phon/ ]|@½ ½j_ It was usual for aafor servant /phon/ nÏiØO ÏiØO )iЩ@µÒÏg@O ÌnGiØO congratulations /phon/ ng@¶KÐ] g@¶KÐ] ½j_ It was was usual for servant /phon/ nnnnnniЩ@µÒÏg@O ))Mâ ÌÌGiØO /phon/ g@¶KÐ] ]]½j_ It usual servant /phon/ ÏiØO GiØO congratulations /phon/ It was usual for servant /phon/ nnnÏiØO ))GiØO MâÌÌGiØO congratulations /phon/ congratulations gentleman or a /phon/ lady like Miss Havisham gentleman or aMiss lady Miss Havisham toafor gentleman or alady lady like Havisham to have /phon/ n½j_ g@¶KÐ] ]½j_ ½j_ was usual for ahave servant /phon/ /phon/ g@¶KÐ] It was usual for ato servant gentleman or like Havisham to have /phon/ nnlike g@¶KÐ] g@¶KÐ] ]½j_ ½j_ It was usual for aafor servant nlike g@¶KÐ] g@¶KÐ] ]½j_ ½j_ Itusual was usual a afor servant gentleman or an/phon/ lady like Miss Havisham to have nnnn/phon/ )GiØO ÌÏiØO congratulations /phon/ nphr /phon/ ÏiØO Mâ ÌnÏiØO /phon/ nnÏiØO n)ÏiØO )Mâ MâÏiØO ÌGiØO congratulations )Mâ ÏiØO )Mâ ÌGiØO congratulations g@¶KÐ] ]like It was usual acongratulations servant n]]g@¶KÐ] ½j_ g@¶KÐ] ½j_ It was usual acongratulations nMiss Miss g@¶KÐ] ]was ½j_ It was usual servant It was usual for gentleman or lady to have /phon/ nGiØO ÏiØO ÌGiØO congratulations /phon/ ½j_ g@¶KÐ] ½j_ It was usual for servant 109 /phon/ ]Havisham It was usual for servant Mâ ÌGiØO congratulations n)ÏiØO nÌGiØO Mâ congratulations /phon/ n/phon/ lady g@¶KÐ] ]g@¶KÐ] It was for ahave servant /phon/ Havisham ]It ½j_ It was usual aacongratulations servant gentleman or aservant lady Havisham to have /phon/ ]Miss ]It ½j_ It was usual servant /phon/ n]g@¶KÐ] It was usual for afor servant /phon/ Mâ GiØO congratulations /phon/ ÏiØO Mâ GiØO congratulations /phon/ like ]g@¶KÐ] It usual for afor servant gentleman or lady Miss Havisham to have /phon/ nnnlady like g@¶KÐ] was for ausual servant gentleman or aaaa/phon/ lady Miss Havisham to have /phon/ n/phon/ nÏiØO ÌMâ congratulations /phon/ ÌMâÌ)Mâ ÏiØO )GiØO MâÌMâGiØO Ì)ÌGiØO congratulations /phon/ )nÌMâ ÌGiØO congratulations n/phon/ ng@¶KÐ] g@¶KÐ] ]½j_ ½j_ It was usual for a aaafor servant nMiss ng@¶KÐ] g@¶KÐ] ] It]usual was usual for servant /phon/ congratulations gentleman or a/phon/ Havisham to have more/phon/ ÏiØO ever /phon/ )ÏiØO more/phon/ )Mâ ever /phon/ nÐp̽ÐÅ n/phon/ congratulations nlike ]½j_ ] ½j_ It was usual for aaever servant more/phon/ phr Ðp̽ÐÅ ever /phon/ ½j_ ] ½j_ It was usual for afor servant /phon/ nnnn/phon/ g@¶KÐ] ½j_ It was usual for servant /phon/ Ì)Mâ gentleman or aa/phon/ like Miss Havisham to have /phon/ Mâ )Mâ ÌGiØO congratulations more/phon/ phr Ðp̽ÐÅ phr n ] It was usual for a servant gentleman or lady like Miss to have /phon/ n)ÏiØO ÏiØO )ÌGiØO Mâ ÌGiØO congratulations more/phon/ phr Ðp̽ÐÅ ever /phon/ nÐp̽ÐÅ ÏiØO Mâ Ì)GiØO congratulations /phon/ nÏiØO ))GiØO ÌÌMâ congratulations n g@¶KÐ] ] ½j_ It was servant /phon/ nÏiØO nÏiØO )n)GiØO GiØO congratulations /phon/ ÏiØO )GiØO GiØO congratulations more/phon/ phr ever more/phon/ phr Ðp̽ÐÅ ÏiØO ever more/phon/ phr Ðp̽ÐÅ ever more/phon/ phr Ðp̽ÐÅ ever several servants. Servants like these usually lived several servants. Servants like these usually lived several servants. Servants like these usually lived more/phon/ phr Ðp̽ÐÅ ever several servants. Servants like these usually lived phr several servants. Servants like these usually lived more/phon/ phr ever several servants. Servants like these usually lived gentleman or aServants like Miss Havisham to have gentleman orgentleman aor lady like Miss to have gentleman or aalady lady Miss Havisham to have several servants. Servants like these usually lived gentleman or alady lady like Miss Havisham to have several servants. like these usually lived several servants. like these usually lived gentleman or aalady lady like Miss Havisham to have several servants. like these usually lived gentleman aHavisham lady like Miss Havisham to have alike lady like Miss Havisham to have gentleman or lady like Miss Havisham to have several servants. Servants like these usually lived gentleman or lady like Miss Havisham to have gentleman or aServants like Miss Havisham to have several servants. Servants like these usually lived gentleman aor like Miss Havisham to have gentleman aor lady like Miss Havisham to have gentleman or aor like Miss Havisham to have gentleman or ahouse, lady like Miss Havisham to have gentleman or alady like Miss Havisham to have gentleman or aServants like Miss Havisham to have gentleman or aor like Miss Havisham to have gentleman or alady lady like Miss Havisham tohave have gentleman aor lady like Miss Havisham to have gentleman or lady like Miss Havisham to have gentleman or aalady lady like Miss Havisham to more/phon/ phr Ðp̽ÐÅ ever more/phon/ phr Ðp̽ÐÅ phr gentleman alady lady like Miss Havisham to have more/phon/ phr Ðp̽ÐÅ ever more/phon/ phr Ðp̽ÐÅ ever gentleman or athere, lady like Miss Havisham toever have in the house, and they ate there, but they did not in the and they ate there, but they did not more/phon/ phr Ðp̽ÐÅ ever in the house, and they ate there, but they did not more/phon/ phr ever phr in the house, and they ate there, but they did not more/phon/ phr Ðp̽ÐÅ ever in the house, and they ate but they did not more/phon/ phr Ðp̽ÐÅ ever more/phon/ phr Ðp̽ÐÅ Ðp̽ÐÅ ever phr ever more/phon/ ever more/phon/ phr Ðp̽ÐÅ ever more/phon/ phr Ðp̽ÐÅ ever adj MlËÉÐoÙ_ phr MlËÉÐoÙ_ Ðp̽ÐÅ lovely/phon/ more/phon/ phr Ðp̽ÐÅ Ðp̽ÐÅ ever adj Ðp̽ÐÅ MlËÉÐoÙ_ lovely/phon/ in the house, and they ate there, but they did not more/phon/ phr Ðp̽ÐÅ Ðp̽ÐÅ ever adj MlËÉÐoÙ_ MlËÉÐoÙ_ MlËÉÐoÙ_ lovely/phon/ more/phon/ phr Ðp̽ÐÅ Ðp̽ÐÅ ever more/phon/ ever adj more/phon/ MlËÉÐoÙ_ phr lovely/phon/ several servants. Servants like these usually lived more/phon/ phr Ðp̽ÐÅ ever several servants. Servants like these usually lived adj lovely/phon/ more/phon/ phr ever in the house, and they ate there, but they did not several servants. Servants like these usually lived more/phon/ phr Ðp̽ÐÅ ever several servants. Servants like these usually lived more/phon/ Ðp̽ÐÅ ever in the house, and they ate there, but they did not in the house, and they ate there, but they did not more/phon/ phr several servants. Servants like these usually lived ever inseveral the house, and they ate there, but they did not adj lovely/phon/ several servants. Servants like these usually lived several servants. Servants like these usually lived in the house, and they ate there, but they did not several servants. Servants like these usually lived several servants. Servants like these usually lived adj lovely/phon/ inseveral the house, and they ate there, but they did not servants. Servants like these usually lived several servants. Servants like these usually lived several servants. Servants like these usually lived several servants. Servants like these usually lived adj lovely/phon/ several servants. Servants like these usually lived adj MlËÉÐoÙ_ lovely/phon/ several servants. Servants like these usually lived several servants. Servants like these usually lived adj MlËÉÐoÙ_ lovely/phon/ servants. Servants like these usually lived several servants. Servants like these usually lived adj several servants. Servants like these usually lived several servants. Servants like these usually lived several servants. Servants like these usually lived adj lovely/phon/ several servants. Servants like these usually lived several servants. Servants like these usually lived get much money. A very rich family might have get much money. A very rich family might have get much money. A very rich family might have get much money. A very rich family might have get much money. A very rich family might have 109 109 109 109 get much money. A very rich family might have 109 in the house, and they ate there, but they did not inget the house, and they ate there, but they did not in the house, and they ate there, but they did not get much money. A very rich family might have in the house, and they ate there, but they did not 109 get much money. A very rich family might have much money. A very rich family might have in the house, and they ate there, but they did not get much money. A very rich family might have in the house, and they ate there, but they did not 109109 in the house, and they ate there, but they did not adj MlËÉÐoÙ_ ÏÊÌÁ MlËÉÐoÙ_ lovely/phon/ get much money. A very rich family might have in the house, and they ate there, but they did not adj adj adj MlËÉÐoÙ_ MlËÉÐoÙ_ lovely/phon/ in the house, and they ate there, but they did not 109 adj adj MlËÉÐoÙ_ MlËÉÐoÙ_ lovely/phon/ get much money. Aand very rich family might have adj MlËÉÐoÙ_ MlËÉÐoÙ_ MlËÉÐoÙ_ lovely/phon/ in the house, and they ate there, but they did not in the house, and they ate there, but they did not in the house, and they ate there, but they did not 109 in the house, and they ate there, but they did not in the house, and they ate there, but they did not the house, and they ate there, but they did not inin the house, and they ate there, but they did not adj lovely/phon/ 109 adj MlËÉÐoÙ_ lovely/phon/ in the house, and they ate there, but they did not in the house, and they ate there, but they did not adj 109 in the house, and they ate there, but they did not adj MlËÉÐoÙ_ lovely/phon/ adj MlËÉÐoÙ_ lovely/phon/ in the house, and they ate there, but they did not in the house, and they ate there, but they did not MlËÉÐoÙ_ lovely/phon/ adj MlËÉÐoÙ_ lovely/phon/ adj MlËÉÐoÙ_ lovely/phon/ in the house, they ate there, but they did not adj MlËÉÐoÙ_ lovely/phon/ adj lovely/phon/ midday/phon/ nèögMlËÉÐoÙ_ Ø g ö è adj MlËÉÐoÙ_ lovely/phon/ midday/phon/ n Ø g ö è ÏÊÌÁ in the house, and they ate there, but they did not hundreds of servants. lovely/phon/ midday/phon/ n Ø ÏÊÌÁ hundreds of servants. adj lovely/phon/ hundreds of servants. adj lovely/phon/ midday/phon/ n Ø g ö è ÏÊÌÁ hundreds of servants. adj MlËÉÐoÙ_ lovely/phon/ midday/phon/ n Ø g ö è ÏÊÌÁ adj MlËÉÐoÙ_ lovely/phon/ lovely/phon/ hundreds of servants. adj MlËÉÐoÙ_ lovely/phon/ adj MlËÉÐoÙ_ lovely/phon/ midday/phon/ n hundreds of servants. midday/phon/ get much money. A very rich family might have get much money. A very rich family might have hundreds of servants. get much money. A very rich family might have get much money. Arich very rich family might have midday/phon/ nnnØèögØÏÊÌÁ hundreds of servants. hundreds of servants. midday/phon/ ØØèögèögÏÊÌÁ ÏÊÌÁ 9780230727564.Text.indd 109 4/5/10 10:36:36 hundreds of servants. get much money. A very rich family might have 109 109 get much money. A very rich family might have 109 midday/phon/ nnnèögÏÊÌÁ get much A very rich family might have get much money. Avery very rich family might have 109109 hundreds of servants. midday/phon/ get much money. A very rich family might have get much money. A rich family might have hundreds of servants. get much money. AAmoney. very family might have get much money. AA very rich family might have 109 get much money. A very rich family might have 109 get much money. A very rich family might have 109 get much money. A very rich family might have get much money. rich family might have 109 109 get much money. A very rich family might have get much money. Avery very rich family might have 109 109 get much money. A very rich family might have 109 get much money. Avery very rich family might have 109 get much money. A rich family might have 109 get much money. A very rich family might have 109 109109 get much money. very rich family might have midday/phon/ 109 109 109 109 109 midday/phon/ midday/phon/ nØèögÏÊÌÁ nØnèögÏÊÌÁ hundreds of servants. midday/phon/ nØèögØÏÊÌÁ èögÏÊÌÁ hundreds of servants. hundreds of servants. hGG ÐÔ)ØhG EPISODE 7 EPISODE 7EPISODE EPISODE EPISODE 77 7 The modern form of asofusual ÁÊS The modern odern form of modern form of form usual /phon/ phr Ðp̽ПÏÉ as modern form of usual /phon/ phr Ðp̽ПÏÉ as /phon/ phrphr Ðp̽ПÏÉ usual /phon/ phr Ðp̽ПÏÉ asusual /phon/ Ðp̽ПÏÉ as £). the early 19thLITERARY nds (£). In19th the early 19th the early In In the early 19th In the early 19th well phr @ÅÏÉgÐÅ as/phon/ well /phon/ as/phon/ phr @ÅÏÉgÐÅ phr @ÅÏÉgÐÅ as awell well /phon/ phr @ÅÏÉgÐÅ aswell /phon/ phr @ÅÏÉgÐÅ as used. The value of often used. The of The value of aof ed. The value of avalue a a READER ed. The value athan pound. thethe theater /phon/ phrnphr ÙÁ@o There and eound. a pound. nd. pound. theater are 10 10 EPISODE /phon/ ÌnÊ})Ä?dgÐk OâÊ})Ä?dgÐk ÒÄ?dâ Ê})Ä?dgÐk and attention OâÒare Ê})Ä?dgÐk attention the theater phr ÌThere ÙÁ@o There are and EPISODE /phon/ n/phon/ Ä?dâ ÌÄ?dâ Oâ/phon/ ÒÌÄ?dâ Ê})Ä?dgÐk attention /phon/ Ä?dâ ÌOâ OâÒÒÙÁ@o attention /phon/ nn /phon/ and attention EPISODE 10 the theater /phon/ phr ÙÁ@o There are EPISODE 10 the theater /phon/ phr ÙÁ@o There are and EPISODE 10 the theater /phon/ phr ÙÁ@o There are and were many theatres in London. If we say, ' I EPISODE 10 were many theatres in London. If we say, ' I were many theatres in London. we ' I clerk/phon/ 10nÐïÁ@½gЭÒgÐkÉÊÁ were many theatres London. If say, ' I say,Episode /phon/ niniЩ@µÒÏg@O we banknote nÐïÁ@½gЭÒgÐkÉÊÁ clerk/phon/ /phon/ n'IiЩ@µÒÏg@O If banknote /phon/ n iЩ@µÒÏg@O banknote /phon/ iЩ@µÒÏg@O banknote banknote /ˈbænknəʊt/ nn in /phon/ nwe iЩ@µÒÏg@O 'IIf enjoy banknote nÐïÁ@½gЭÒgÐkÉÊÁ clerk/phon/ enjoy the theatre' mean enjoy the were many theatres London. wewe say, nÐïÁ@½gЭÒgÐkÉÊÁ clerk/phon/ enjoy the theatre' we mean the' I' Ithe were many theatres in London. If say, enjoy the theatre' we mean 'I enjoy the theater /phon/ phrwe ÙÁ@o There are and nnÐïÁ@½gЭÒgÐkÉÊÁ clerk/phon/ enjoy the theatre' mean 'I enjoy the 10 EPISODE ÐïÁ@½gЭÒgÐkÉÊÁ clerk/phon/ clerk /klɑːk/ n the theater /phon/ phr ÙÁ@o There are and the theater /phon/ phr ÙÁ@o There are and 10 EPISODE activity oftheatre' going to theatres enjoy the enjoy EPISODE _¶KÐ] It was usual for athe activity of going to seeing ]½j_ It for was for acongratulations theater /phon/ phr we ÙÁ@o There are /phon/ n'Iand ÏiØO Mâthe Ìand GiØO congratulations enjoy the theatre' we mean 'I the usual a usual taswas was usual for /phon/ nÌseeing and ÏiØO )Mâseeing ÌGiØO EPISODE congratulations /phon/ nmean theatres ÏiØO )theatres Mâ Ìenjoy GiØO congratulations /phon/ ÏiØO )Mânseeing Mâ Ì)GiØO GiØO congratulations usual for aa congratulations 10 10 n @}c?c court/phon/ /kanˌgrætʃʊˈleɪʃns/ activity of going to /phon/ nnÏiØO )and n @}c?cn @}c?c court/phon/ activity of going toin theatres and court/phon/ were many theatres London. If we say, ' I n @}c?c court/phon/ different shows.' activity of going to theatres and seeing were many theatres in London. If we say, ' I the theater /phon/ phr to ÙÁ@o There are and were many theatres intheatres London. IfThere we say, ' Iand EPISODE different shows.' activity ofshows.' going and seeing 10 nnnnÐïÁ@½gЭÒgÐkÉÊÁ iss Havisham to have clerk/phon/ ike MisstoHavisham towere have court /kɔːt/ @}c?c court/phon/ visham have Havisham to have have different shows.' many theatres in London. If we say, ' I the theater the theater /phon/ /phon/ phr ÙÁ@o phr ÙÁ@o There are and are Havisham to @}c?c court/phon/ nÐïÁ@½gЭÒgÐkÉÊÁ clerk/phon/ different n ÐïÁ@½gЭÒgÐkÉÊÁ clerk/phon/ 10 10 EPISODE EPISODE the theater /phon/ phr ÙÁ@o There are and more/phon/ phr Ðp̽ÐÅ ever enjoy the theatre' we mean 'I enjoy the more/phon/ phr Ðp̽ÐÅ ever more/phon/ phr Ðp̽ÐÅ ever more/phon/ phr Ðp̽ÐÅ ever 10 EPISODE n ÐïÁ@½gЭÒgÐkÉÊÁ clerk/phon/ ever more /iːvn ˈmɔː/ phr more/phon/ phr Ðp̽ÐÅ ever different shows.' enjoy the theatre' we mean 'I enjoy the the theater /phon/ phr ÙÁ@o There are and enjoy the theatre' we mean 'I enjoy the ke these usually livedenjoy forgive/phon/ v ÄÉÊGrÙ`â Ì ¹)ÄcgÊHâ Ì ¹ ̹ different shows.' like these usually lived 10 EPISODE entsusually lived these usually lived were many theatres in London. If we say, ' I forgive/phon/ v ÄÉÊGrÙ`â Ì ¹)ÄcgÊHâ hese usually lived the theatre' we mean 'I enjoy the /phon/ Ato formal way of If ending a letter. Yours, forgive/phon/ v ÄÉÊGrÙ`â /phon/ Atheatres formal way ofway ending asay, Yours, were were many many theatres theatres in London. in London. we If say, ''letter. II letter. ' Ia letter. activity of going and seeing forgive/phon/ v ÄÉÊGrÙ`â ̹)ÄcgÊHâ Ì̹¹)ÄcgÊHâ̹ n ÐïÁ@½gЭÒgÐkÉÊÁ clerk/phon/ /phon/ A formal ofwe ending Yours, forgive /fəˈgɪv/ v were many theatres in London. If we say, activity of going to theatres and seeing /phon/ A formal way of ending a Yours, here, but they did not activity of going to theatres and seeing @}c?c court/phon/ ate there, but they did not ut they did not e, but they did not forgive/phon/ v ÄÉÊGrÙ`â Ì ¹)ÄcgÊHâ Ì ¹ n ÐïÁ@½gЭÒgÐkÉÊÁ n ÐïÁ@½gЭÒgÐkÉÊÁ clerk/phon/ clerk/phon/ e, but they did not lovely were many theatres in London. If we say, ' I adj MlËÉÐoÙ_ lovely/phon/ enjoy the theatre' we mean 'I enjoy the adj MlËÉÐoÙ_ lovely/phon/ forgive/phon/ v ÄÉÊGrÙ`â Ì ¹)ÄcgÊHâ Ì ¹ activity of going to theatres and seeing n @}c?c court/phon/ adj MlËÉÐoÙ_ lovely/phon/ adj MlËÉÐoÙ_ lovely/phon/ ÐïÁ@½gЭÒgÐkÉÊÁ clerk/phon/ n @}c?c court/phon/ /phon/ A formal way of ending a letter. Yours, adj MlËÉÐoÙ_ lovely/phon/ /ˈlʌvli/ adj the theater /phon/ phrmean we ÙÁ@o are and /phon/ Awe way of ending athe letter. Yours, 10 EPISODE enjoy enjoy the theatre' the theatre' mean 'I'IThere enjoy 'I enjoy the n @}c?c court/phon/ different shows.' theater /phon/ phr formal ÙÁ@o There are and nthat… ÐïÁ@½gЭÒgÐkÉÊÁ clerk/phon/ enjoy the theatre' we mean enjoy theand 10 EPISODE ch family might have the phrphr Ñ â Á?iÏc ?cÊ_ knows /phon/ God the theater /phon/ phr ÙÁ@o There are and different shows.' ery rich family might have ily might have family might have different shows.' 109 Ñ â Á?iÏc knows that… /phon/ God the theater /phon/ phr ÙÁ@o There are 109 10 EPISODE family might have 109 109 enjoy the theatre' we mean 'I enjoy the activity of going to theatres and seeing 109 10 EPISODE the theater /phon/ phrtoÙÁ@o There are and different shows.' phr ?cÊ_ âÑ?cÊ_ Á?iÏc?cÊ_ knows that… /phon/ God God knows that … /gɑd nozphr ðæt/ phr 10that… EPISODE Ñ â Á?iÏc knows /phon/ God n @}c?c court/phon/ activity activity of going of going to theatres theatres and seeing and seeing were many theatres in London. If we say, ' I midday/phon/ n Ø g ö è ÏÊÌÁ midday/phon/ n Ø g ö è ÏÊÌÁ activity of going to theatres and seeing forgive/phon/ v ÄÉÊGrÙ`â Ì ¹)ÄcgÊHâ Ì ¹ midday/phon/ n Ø g ö è ÏÊÌÁ midday/phon/ n Ø g ö è ÏÊÌÁ phr Ñ â Á?iÏc ?cÊ_ knows that… /phon/ God were many theatres in London. If we say, ' I n @}c?c n @}c?c court/phon/ court/phon/ midday/phon/ n Ø g ö è ÏÊÌÁ midday /ˌmɪdˈdeɪ/ n phr Ñ â Á?iÏc ?cÊ_ knows that… /phon/ God forgive/phon/ v ÄÉÊGrÙ`â Ì ¹)ÄcgÊHâ Ì ¹ /phon/ A formal way of ending a letter. Yours, were many theatres in London. If we say, ' I activity of going to theatres and seeing n @}c?c court/phon/ forgive/phon/ v ÄÉÊGrÙ`â Ì ¹)ÄcgÊHâ Ì ¹ n ÐïÁ@½gЭÒgÐkÉÊÁ clerk/phon/ shows.' the different theater /phon/ phr ÙÁ@o There are and were many theatres in London. If we say, ' I EPISODE 8 /phon/ A formal ending Yours, nvÐïÁ@½gЭÒgÐkÉÊÁ clerk/phon/ forgive/phon/ nnÄÉÊGrÙ`â EPISODE 8shows.' /phon/ A formal way of ending asay, letter. Yours, were many theatres London. Ifofawe ' aI letter. @}c?c court/phon/ different different shows.' enjoy the theatre' we mean 'Iway enjoy the ·âÐïÁ@½gЭÒgÐkÉÊÁ clerk/phon/ EPISODE 8 in untidy/phon/ ad jnad ög@Á·â̹)ÄcgÊHâ /phon/ A way ending letter. Yours, ÐïÁ@½gЭÒgÐkÉÊÁ clerk/phon/ different shows.' untidy/phon/ jË Ëad ög@Áj ·âËÌög¹@Á EPISODE 8formal enjoy the theatre' we mean 'Iofmean enjoy the untidy /ʌnˈtaɪdi/ adj n ÐïÁ@½gЭÒgÐkÉÊÁ clerk/phon/ untidy/phon/ enjoy the theatre' we 'I enjoy the different shows.' enjoy the theatre' we mean 'I enjoy the untidy/phon/ ad j ·â Ë g ö @Á EPISODE 8 forgive/phon/ v ÄÉÊGrÙ`â Ì ¹)ÄcgÊHâ Á?iÏc?cÊ_ enjoy the theatre' we mean 'Iand enjoy the EPISODE 8formal were many theatres in London. If say, 'aIare the theater /phon/ ÙÁ@o There and the theatre /ðə ˈθɪətə/ phr There are and activity of/phon/ going theatres seeing phr ̹âÑ knows that… God /phon/ A way ofwe ending letter. Yours, 10 EPISODE untidy/phon/ ad j ·â/phon/ ög@ÁËögÄÉÊGrÙ`â forgive/phon/ forgive/phon/ vv ÄÉÊGrÙ`â vË·â Ì̹)ÄcgÊHâ ̹)ÄcgÊHâ Ì̹¹âÑ?cÊ_ ̹ ntoA phr @̹?] ] kÊÔ In the early 19th Australia activity of going to theatres and seeing untidy/phon/ ad j @Á phr knows that… /phon/ God forgive/phon/ ÄÉÊGrÙ`â ¹)ÄcgÊHâ phr Ñ â Á?iÏc knows that… /phon/ God n @}c?c court/phon/ /phon/ n @̹?] ] kÊÔ In the early 19th Australia /phon/ /phon/ A formal formal way of way ending of ending a letter. a letter. Yours, Yours, activity of going to theatres and seeing n @}c?c court/phon/ phr GÌÅâ¹)ÄcgÊHâ âÑÑÁ?iÏc knows that… /phon/ God activity of going to and seeing /phon/ n If and @̹?] ]say, kÊÔ ‘Iaearly the19th early 19th Australia /phon/ A formal way of ending aInletter. letter. Yours, forgive/phon/ v @}c?c adj ÄÉÊGrÙ`â Ì?cÊ_ ¹ Á?iÏc?cÊ_ activity of going to theatres seeing /phon/ ntheatres ] kÊÔ In the Australia n @}c?c court/phon/ weak /wiːk/ adj enjoy the theatre' we mean 'I@̹?] enjoy the were many theatres in London. we enjoy weak/phon/ adj i ?ÉÚ)jâ Ì Åâ Ñ n court/phon/ /phon/ A formal way of ending Yours, different shows.' weak/phon/ i ?ÉÚ)jâ Ì G were many theatres in London. If we say, ' I nadj @}c?c different shows.' /phon/ n nsent @̹?] ]kÊÔ number In early 19th Australia weak/phon/ adj ÌÅâÑ?cÊ_ G century: Britain large number ofthe prisoners to toGod court/phon/ EPISODE 8 /phon/ @̹?] ]kÊÔ Inthe early 19th Australia weak/phon/ iË?ÉÚ)jâ ÌÑÅâGÑi?ÉÚ)jâ GâÑ Á?iÏc different shows.' knows that… century: Britain large ofof prisoners different shows.' nj/phon/ clerk/phon/ EPISODE 8sent EPISODE 8Britain century: Britain sent large number of prisoners to different shows.' untidy/phon/ ad iÐïÁ@½gЭÒgÐkÉÊÁ ·â·âÄÉÊGrÙ`â ögög@Á@ÁjÌÅâphr activity of going to theatres and seeing the theatre’ we mean ‘Isent enjoy the activity going weak/phon/ adj ?ÉÚ)jâ phr Ñ â phr Á?iÏc Á?iÏc?cÊ_ knows knows that… that… /phon/ /phon/ God God century: large number of prisoners to EPISODE 8 weak/phon/ adj i ?ÉÚ)jâ Ì Åâ Ñ G untidy/phon/ ad ·â Ë g ö @Á enjoy the theatre' we mean 'I enjoy the phr Ñ â Á?iÏc ?cÊ_ knows that… /phon/ God untidy/phon/ ad j Ë forgive/phon/ v Ì ¹)ÄcgÊHâ Ì ¹ âÑ?cÊ_ Australia. There lived and worked inaprisons century: Britain sent large number of prisoners toto forgive/phon/ v jthat… ÄÉÊGrÙ`â Ì ¹)ÄcgÊHâ Ì ¹ untidy/phon/ ad ·â Ë g ö @Á Australia. There they lived and worked in prisons /phon/ Athey formal way of ending letter. Yours, phr Ñ â Á?iÏc ?cÊ_ knows /phon/ God century: Britain sent large number of prisoners forgive/phon/ v ÄÉÊGrÙ`â Ì ¹)ÄcgÊHâ Ì Australia. There they lived and worked in prisons /phon/ A formal way of ending a letter. Yours, forgive/phon/ Ì̹)ÄcgÊHâ different shows.' to EPISODE theatres and seeing different shows. ’ ending Australia. There they lived worked prisons /phon/ A formal way ofseeing a letter. Yours, 8/phon/ forgive/phon/vvÄÉÊGrÙ`â ÄÉÊGrÙ`â ¹)ÄcgÊHâÌ̹¹ ¹ /phon/ nformal @̹?] ]]kÊÔ and In the early 19th Australia activity of going to theatres and AA way of ending ain letter. Yours, for many years before they became free. Some /phon/ nlived @̹?] ] kÊÔ In the early 19th Australia /phon/ formal way of ending a letter. Yours, Australia. There they lived and worked in prisons EPISODE EPISODE /phon/ n @̹?] kÊÔ In the early 19th Australia 8 8 for many years before they became free. Some untidy/phon/ ad j ·â Ë g ö @Á n @}c?c court/phon/ Australia. There they and worked in prisons EPISODE 8 for many years before they became free. Some /phon/ n @̹?] ]kÊÔthey In the early free. 19th Some Australia weak/phon/ adj Åâ untidy/phon/ untidy/phon/ ad ·â·âad Ëögög/phon/ @ÁÌj phr ·âÑ âÑÑÁ?iÏc for succeeded many years before became weak/phon/ Åâ EPISODE 8shows.' untidy/phon/ adjiij ?ÉÚ)jâ G âÑÁ?iÏc ?cÊ_ knows that… God weak/phon/ adj ?ÉÚ)jâ ÑËGGög@ÁÌphr different then in farming or in business, but most century: Britain sent large number prisoners tomost for many years before they became free. Some ?cÊ_ knows that… God then succeeded in farming or inof business, but weak/phon/ adj ithat… ?ÉÚ)jâ Ìadj untidy/phon/ adj/phon/ ·âÅâËË/phon/ ögÑ@ÁÌ@ÁGiÅâ?ÉÚ)jâ for many years before they became free. Some Yours, /jɔːz/ A formal way of ending a letter century: Britain sent large number of19th prisoners to Yours, /phon/ NiÙlð ¹ c A formal way of ending phr Á?iÏc âÑÁ?iÏc knows that… /phon/ God then succeeded in farming or in business, but most century: Britain sent large number of prisoners to /phon/ n @̹?] ] kÊÔ In the early Australia phr Ñ â Á?iÏc ?cÊ_ knows God then succeeded in farming or in business, but most century: Britain sent large number of prisoners to phr Ñ â ?cÊ_?cÊ_ knows that… /phon/ God /phon/ /phon/ n @̹?] n ] kÊÔ @̹?] In ] kÊÔ the In early the early 19th 19th Australia Australia could never return Britain. Australia. There they lived and worked inbut prisons then succeeded in farming or in business, most could never return to Britain. /phon/ n to @̹?] @̹?] ] kÊÔ In theworked early 19th Australia weak/phon/ adj i?ÉÚ)jâ Ì Åâ Ñ G forgive/phon/ v ÄÉÊGrÙ`â Ì ¹)ÄcgÊHâ Ì ¹ then succeeded in farming or in business, but most Australia. There they lived and in prisons could never return to Britain. EPISODE 8 Australia. There they lived and worked in prisons /phon/ n ] kÊÔ In the early 19th Australia /phon/ A formal way ending atoletter. Yours, weak/phon/ weak/phon/ adj i?ÉÚ)jâ adj could return to number Britain. a letter. EPISODE 8never Australia. There they lived and worked in free. prisons century: Britain sent large ofofprisoners weak/phon/ adj untidy/phon/ j?ÉÚ)jâ ÑÑÑËögGGG@ÁÌÅâÑG EPISODE 8sent for many years before they became Some could never toto Britain. EPISODE 8return untidy/phon/ adadj jad ·âadËijiög?ÉÚ)jâ @Áad ·âËögjËÌögÌ@ÁÌiÅâÅâ@ÁÅâ?ÉÚ)jâ century: century: Britain Britain large sent number large number of prisoners of prisoners to to weak/phon/ could never return Britain. EPISODE 8before for many years before they became free. untidy/phon/ ·â for many years before they became free. Some century: Britain sent large number of prisoners to Some untidy/phon/ ·â Episode 8 for ever/phon/ phr ÐË@KÐÅ@KÐÅÙG for many years they became free. Some Australia. There they lived and worked in prisons untidy/phon/ ad j ·â Ë g ö @Á century: Britain sent large number of prisoners to for ever/phon/ ÐË@KÐÅ@KÐÅÙG the then succeeded in farming or inÐË@KÐÅ@KÐÅÙG business, but most for ever/phon/ phr 19th /phon/ nphr lived @̹?] ]and kÊÔ the In early Australia Australia. Australia. There There they lived they lived worked and worked in prisons in19th prisons God knows that… /phon/phrâÑÁ?iÏc?cÊ_ then succeeded in farming or in business, but most for ever/phon/ phr ÐË@KÐÅ@KÐÅÙG then succeeded in farming or in business, but most Australia. There they and worked in prisons /phon/ n @̹?] ] kÊÔ In early Australia /phon/ n in ]@̹?] In the early 19th Australia then succeeded in farming or business, butearly most for could many years before they became free. Some Australia. There they lived and worked in prisons for ever/phon/ phr In /phon/ nnÐË@KÐÅ@KÐÅÙG ÐË@KÐÅ@KÐÅÙG @̹?] kÊÔ ]kÊÔ early 19th Australia weak/phon/ iÌ?ÉÚ)jâ Australia /ɒsˈtreɪljə/ nto In the 19th never return Britain. for ever/phon/ phr the /phon/ large @̹?] ]Britain. kÊÔ In the early 19thSome Australia adj iadj ?ÉÚ)jâiadj ÅâÑi?ÉÚ)jâ GÌÅâ ÅâÑÑGÌGÅâ for many for many years years before before they became they became free. Some free. could never return to weak/phon/ could never return to Britain. for many years before they became free. Some century: Britain sent number ofbut prisoners to weak/phon/ weak/phon/ adj ?ÉÚ)jâ Ì could never return to Britain. adj iÙ± handsome/phon/ then succeeded in farming or in business, most century: Britain sent large number of prisoners to weak/phon/ adj i ?ÉÚ)jâ Ì Åâ Ñ G ÑG for many years before they became free. Some EPISODE 8 adj iÙ± handsome/phon/ century: Britain sent large number of prisoners to century, Britain sent large numbers of prisoners tomost century: sent large number prisoners to adj worked iÙ± ofbusiness, handsome/phon/ then succeeded thenBritain succeeded in farming in farming or in business, or inof but most but untidy/phon/adj·âËög@Á century: Britain sent large number prisoners to adj iÙ± handsome/phon/ then succeeded in farming or in business, but most Australia. There they lived and in prisons could never return to Britain. Australia. There they lived and in prisons for ever/phon/ phr ÐË@KÐÅ@KÐÅÙG business, then succeeded inthey farming in but most adj iÙ± or handsome/phon/ Australia. There they lived and worked in prisons adj to iÙ± worked handsome/phon/ for ever/phon/ phr ÐË@KÐÅ@KÐÅÙG in for ever/phon/ phr ÐË@KÐÅ@KÐÅÙG Australia. There lived and worked in prisons Australia. There they lived and worked prisons could could never never return return to Britain. Britain. Australia. There they lived and worked in prisons could never return to Britain. for ever/phon/ phr ÐË@KÐÅ@KÐÅÙG for many years before they became Some /phon/ n @̹?] ] kÊÔ In the early 19th Australia for could many years before became free. free. Some hanged /phon/ vto they k?Êð ¹ ÐÅ)Ä?cÏg@Áбй never return Britain. hanged /phon/ v k?Êð ¹ ÐÅ)Ä?cÏg@Áбй for many years before they became free. Some for many years before they became free. Some hanged /phon/ vÐÅ)Ä?cÏg@Áбй k?Êð ¹ÐÅ)Ä?cÏg@Áбй forfor many years before they became free. Some weak/phon/adj i?ÉÚ)jâÌÅâÑG for many years before they became free. Some hanged /phon/ v k?Êð ¹ then succeeded in farming or in business, but most ever/phon/ phr ÐË@KÐÅ@KÐÅÙG then succeeded in farming or in business, but most adj iÙ± handsome/phon/ hanged /phon/ v k?Êð ¹ ÐÅ)Ä?cÏg@Áбй century: Britain sent large number of prisoners to for for ever/phon/ ever/phon/ phr ÐË@KÐÅ@KÐÅÙG phr ÐË@KÐÅ@KÐÅÙG then succeeded in farming or in business, but most adj iÙ± handsome/phon/ hanged /phon/ v k?Êð ¹ ÐÅ)Ä?cÏg@Áбй then succeeded in farming or in business, but most for ever/phon/ phr ÐË@KÐÅ@KÐÅÙG adj iÙ± handsome/phon/ then succeeded farming but most then succeeded inreturn farming or or in in business, but could never adj nthey iÙ± Britain. handsome/phon/ for ever/phon/ phr ÐË@KÐÅ@KÐÅÙG business, could never return Britain. master/phon/ nto in ÏgÉÐ} Australia. There lived and worked in prisons master/phon/ to ÏgÉÐ} could never return to Britain. could never return to Britain. master/phon/ n ÏgÉÐ} could never return to Britain. master/phon/ n ÏgÉÐ} most could never return to Britain. adjv iÙ± handsome/phon/ hanged /phon/ k?Êð ¹¹ÐÅ)Ä?cÏg@Áбй for many years before they became master/phon/ nÏgÉÐ} iÙ± iÙ±¹ÐÅ)Ä?cÏg@Áбй handsome/phon/ handsome/phon/ master/phon/ nphr ÏgÉÐ} hanged /phon/ vadj k?Êð adj iÙ± handsome/phon/ for ever/phon/ ÐË@KÐÅ@KÐÅÙG free. Some /phon/ vadj k?Êð ÐÅ)Ä?cÏg@Áбй for hanged ever/phon/ phr ÐË@KÐÅ@KÐÅÙG hanged /phon/ v k?Êð ¹ ÐÅ)Ä?cÏg@Áбй adj iÙ± or in handsome/phon/ for ever/phon/ phr ÐË@KÐÅ@KÐÅÙG then succeeded in farming but most for ever/phon/ phr ÐË@KÐÅ@KÐÅÙG for/fər ever/phon/ phr ÐË@KÐÅ@KÐÅÙG business, forhanged ever ˈevə/vphr /phon/ k?Êð ¹ ÐÅ)Ä?cÏg@Áбй master/phon/ n ÏgÉÐ} could never to hanged hanged /phon/ /phon/ vv adj vBritain. ¹¹k?Êð ÐÅ)Ä?cÏg@Áбй master/phon/ nk?Êð ÏgÉÐ} iÙ± ¹ÐÅ)Ä?cÏg@Áбй handsome/phon/ hanged /phon/ k?Êð ÐÅ)Ä?cÏg@Áбй master/phon/ nreturn 9ÏgÉÐ} EPISODE EPISODE adj iÙ± adj handsome/phon/ master/phon/ nEPISODE 9ÏgÉÐ} hanged /phon/ vadj k?Êð ¹ÐÅ)Ä?cÏg@Áбй 9 iÙ± handsome/phon/ iÙ± handsome/phon/ handsome /ˈhæns(ə)m/ adj EPISODE 9 adj iÙ± handsome/phon/ EPISODE master/phon/ n9ÏgÉÐ} for ever/phon/ phrnÐË@KÐÅ@KÐÅÙG EPISODE 9nÏgÉÐ} master/phon/ master/phon/ ÏgÉÐ}¹ÐÅ)Ä?cÏg@Áбй for /phon/ phr ÒÏg@GgÏc as for /phon/ phr ÒÏg@GgÏc as master/phon/ n ÏgÉÐ} hanged /phon/ v k?Êð for /phon/ phr ÒÏg@GgÏc as hanged /phon/ v k?Êð ¹ ÐÅ)Ä?cÏg@Áбй master/phon/ n ÏgÉÐ} hanged v/phon/ for /phon/ phrv ÒÏg@GgÏc ¹ÐÅ)Ä?cÏg@Áбй as/ˈhæŋd/ hanged v k?Êð hanged /phon/ k?Êð ¹ ÐÅ)Ä?cÏg@Áбй hanged /phon/ v k?Êð ¹ ÐÅ)Ä?cÏg@Áбй for /phon/ phr ÒÏg@GgÏc as EPISODE 9 /phon/ as for adj iÙ± handsome/phon/ EPISODE 9 ÒÏg@GgÏc EPISODE 9 phr EPISODE 9 adv Ѿâ Ì ÅÐG /phon/ calmly advѾâ ÌÅÐG ÌÅÐG calmlycalmly master/phon/ ÏgÉÐ} master /ˈmɑːstə/ n nadv Ѿâ /phon/ master/phon/ n/phon/ ÏgÉÐ} Ѿâ Ìadv ÅÐG /phon/ calmly master/phon/ nÏgÉÐ} master/phon/ nadv ÏgÉÐ} EPISODE 9 for /phon/ phr ÒÏg@GgÏc as master/phon/ n ÏgÉÐ} Ѿâ Ì ÅÐG /phon/ calmly ÌÅÐGÐÅ)Ä?cÏg@Áбй /phon/ calmly for phr ÒÏg@GgÏc as EPISODE EPISODE for /phon/ phr 9adv ÒÏg@GgÏc as 99/phon/ hanged /phon/ vѾâ EPISODE /phon/ phr k?Êð as for dear boyboy /phon/ jËi@ÔÒö gʵ¹jËi@ÔÒö EPISODE 9 ÒÏg@GgÏc dear /phon/ jËi@ÔÒö g Ê µ gʵ dear boy /phon/ dear boy /phon/ jËi@ÔÒö g Ê µ Episode 9 /phon/ phr ÒÏg@GgÏc as for advÒÏg@GgÏc phr Ѿâ ÌÌÒÏg@GgÏc ÅÐG /phon/ calmly dear boy /phon/ jËi@ÔÒö for /phon/ for /phon/ phr gµÊ µÌÅÐG as as dear boy /phon/ jËi@ÔÒö adv gÊѾâ /phon/ calmly for /phon/ phr ÒÏg@GgÏc asEPISODE adv Ѿâ ÅÐG /phon/ calmly master/phon/ nÒÏg@GgÏc ÏgÉÐ} 9 adv Ѿâ Ì ÅÐG /phon/ for /phon/ phr EPISODE 9 ascalmly foras /æz fɔː/ phr discovery nÏÉÐÂËiØc /phon/ discovery EPISODE 9 nÏÉÐÂËiØc EPISODE 9/phon/ nÏÉÐÂËiØc /phon/ discovery EPISODE 9/phon/ nÅÐG ÏÉÐÂËiØc discovery adv Ѿâ Ì /phon/ calmly dear boy /phon/ jËi@ÔÒö ggÅÐG ÊÊѾ⠵µ ÌÅÐG Ѿâ ÏÉÐÂËiØc /phon/ discovery adv nÒÏg@GgÏc adv ÌÌjËi@ÔÒö ÅÐG /phon/ /phon/ calmly calmly n ÏÉÐÂËiØc gʵ /phon/ discovery dear boy /phon/ adv Ѿâ /phon/ calmly dear boy /phon/ jËi@ÔÒö for /phon/ phr as calmly /kɑːmli/ adv /phon/ phr ÒÏg@GgÏc as for dear boy /phon/ jËi@ÔÒö g Ê µ adv Ѿâ Ì ÅÐG /phon/ calmly for /phon/ phr ÒÏg@GgÏc as paddles /phon/ n ¼ â ÉÐ] ] k the the mid-19th for /phon/ phr as paddles /phon/ n â¼ÉÐ] mid-19th for /phon/ phrÒÏg@GgÏc ÒÏg@GgÏc nk]k â¼By as paddles ÉÐ]By ]kBy the mid-19th paddles /phon/ n/phon/ ¼ â ÉÐ] ] the By mid-19th dear boy /phon/ jËi@ÔÒö g Ê µ n ÏÉÐÂËiØc /phon/ discovery EPISODE 9 paddles /phon/ n ¼ â ÉÐ] ] k By the mid-19th dear dear boy boy /phon/ jËi@ÔÒö jËi@ÔÒö g Ê µ g Ê µ century, paddle steamers like this were taking paddles /phon/ nÏÉÐÂËiØc ¼ â ÉÐ] ] k By this the were mid-19th n ÏÉÐÂËiØc /phon/ discovery dear boy /phon/ jËi@ÔÒö g Ê µ n /phon/ discovery adv Ѿâ Ì ÅÐG /phon/ calmly dear boy /dɪə bɒɪ/ century, paddle steamers like taking century, thistaking were taking adv Ѿâ Ìpaddle ÅÐGÌgÅÐG /phon/ calmly nÏÉÐÂËiØc /phon/ discovery dear boy /phon/ jËi@ÔÒö ʵships. steamers century, paddle like thislike were adv Ѿâ ÌÅÐG They /phon/ calmly adv steamers Ѿâ /phon/ calmly over from the old sailing were large, adv Ѿâ Ì ÅÐG /phon/ calmly century, paddle steamers like this were taking over from the old sailing ships. They were large, century, paddle steamers like this were taking over from the old sailing ships. They were large, n ÏÉÐÂËiØc /phon/ discovery for /phon/ ÒÏg@GgÏc ships. as over from thephr old sailing They were large, paddles /phon/ n/phon/ ¼ â ÉÐ] ] k By the mid-19th discovery /dɪˈskʌv(ə)ri/ n n ÏÉÐÂËiØc n ÏÉÐÂËiØc /phon/ discovery discovery noisy and dirty-and also frightening to many paddles /phon/ n ¼ â ÉÐ] ] k By the mid-19th over from the old sailing ships. They were large, n ÏÉÐÂËiØc /phon/ discovery paddles /phon/ n ¼ â ÉÐ] ] k By the mid-19th dear boy jËi@ÔÒö g Ê µ noisy and dirty-and also frightening to many over from the old sailing ships. They were large, noisy and dirty-and also frightening dear boy /phon/ jËi@ÔÒö g Ê µ paddles /phon/ n dirty-and â¼njËi@ÔÒö ÉÐ] ]kjËi@ÔÒö ÏÉÐÂËiØc /phon/ discovery noisy and also to manyto many dear boy /phon/ gÊfrightening µthe this mid-19th dear boy /phon/ galso Êʵµlike By people. century, paddle steamers were taking dear boy /phon/ jËi@ÔÒö g noisy and dirty-and also frightening to many people. noisy and dirty-and frightening to many century, paddle steamers like this were taking people. century, paddle like this were taking paddles /phon/ nn steamers â¼ÉÐ]â¼]Ѿâ kÉÐ] By the mid-19th adv Ì ÅÐG the /phon/ calmly paddles /pædlz/ By mid-19th people. century, paddle steamers like this were taking paddles paddles /phon/ /phon/ n n ] k ¼ â ÉÐ] ] k By the By mid-19th the mid-19th over from the old sailing ships. They were large, people. paddles /phon/ n ¼ â ÉÐ] ] k By the mid-19th n ÏÉÐÂËiØc /phon/ discovery people. over from the old ships. They were large, over from the They large, nold ÏÉÐÂËiØc /phon/ discovery paddles /phon/ nÌÄ?dâ â¼¹âÉÐ] ]sailing kships. By thewere mid-19th nÉÐk ÏÉÐÂËiØc were discovery century, paddle steamers like were taking over row/phon/ v/phon/ Ä?dâ ¹ânsailing ¼nÉÐk like over from the old sailing ships. were large, century, paddle steamers taking They /phon/ discovery row/phon/ v/phon/ ÌÏÉÐÂËiØc this noisy and dirty-and also frightening to were many ÏÉÐÂËiØc this discovery row/phon/ v¼ Ä?dâ Ì ¹â ¼ ÉÐk frightening century, century, paddle paddle steamers steamers like this like were this taking taking noisy and dirty-and also to many row/phon/ v Ä?dâ Ì ¹â ¼ ÉÐk noisy and dirty-and also frightening to many century, paddle steamers like this were taking dear boy /phon/ jËi@ÔÒö gÊlike µThey were noisy and dirty-and also frightening to many over from the sailing were large, from the old sailing They large, noisy century, paddle steamers this were taking row/phon/ vold Ä?dâ Ìthe ¹âships. ÉÐk ÉÐ] people. row/phon/ v old Ä?dâ ¹âsailing ¼old ÉÐk ]ships. paddles /phon/ n̼ÉÐ] â¼ships. k By By mid-19th the mid-19th over from over the from sailing sailing ships. They They were large, were people. people. over from the old ships. They were large,large, paddles /phon/ n ¼ â ] k the paddles ¼ â ÉÐ] ] k By the people. rowing boat /phon/ n Ä?dâ Ì ¹â ¼ ÉÐkѽйÐG noisy and dirty-and also frightening to many over from the old sailing ships. They were large, paddles /phon/ n ¼ â ÉÐ] ] k By the mid-19th and dirty – and also frightening to many people. rowing boat /phon/ n Ä?dâ Ì ¹â ¼ ÉÐkѽйÐG mid-19th paddles /phon/ n ¼ â ÉÐ] ] k By the mid-19th rowing boat /phon/ n Ä?dâ Ì ¹â ¼ ÉÐkѽйÐG noisy noisy and dirty-and and dirty-and also frightening also frightening to many to many rowing n Ä?dâ ̼like ¹âÉÐkѽйÐG ¼ÉÐkѽйÐG noisy andboat dirty-and frightening to many century, paddle this were taking nnÏÉÐÂËiØc /phon/ discovery people. century, paddle steamers like this were taking row/phon/ vdirty-and Ä?dâ ÌÌ/phon/ ¹â¹âvsteamers ¼¼steamers ÉÐk nalso noisy and many rowing boat /phon/ ¹âalso Ä?dâ ̹âfrightening towere century, paddle steamers like this taking rowing boat /phon/ Ä?dâ Ì ¹â ¼ ÉÐkѽйÐG row/phon/ Ä?dâ Ì ¼ ÉÐk row/phon/ v Ä?dâ ÉÐk century, paddle like this were taking people. people. century, paddle like They this were taking people. over oldsteamers ships. were large, row/phon/ v Ä?dâ Ìthe ¹â¼sailing ÉÐk vsailing row /rəʊ/ vfrom over from the old ships. They were large, ?gc¿µÊW /phon/ sentenced people. vsailing ?gc¿µÊW /phon/ sentenced over from the old ships. They were large, over from the old sailing ships. They were large, v ?gc¿µÊW /phon/ sentenced over from the old sailing ships. They were large, v ?gc¿µÊW /phon/ sentenced noisy dirty-and also frightening to many row/phon/ vand Ä?dâv/phon/ ÌÄ?dâ ¹â¼ÌÉÐk n?gc¿µÊW paddles /phon/ nalso ¼ â ÉÐ] ] k By tothe mid-19th noisy and dirty-and frightening many rowing boat /phon/ Ä?dâ Ì ¹â ¼ ÉÐkѽйÐG v sentenced row/phon/ row/phon/ ¹â v ¼ Ä?dâ ÉÐk Ì ¹â ¼ ÉÐk noisy and dirty-and also frightening to many ÌÄ?dâ sentenced rowing boat /phon/ Ä?dâ ̹â¼ÉÐkѽйÐG noisy and row/phon/ vdirty-and Ä?dâ ÉÐk rowing boat /phon/ nv Ìn¹â¼frightening ÉÐkѽйÐG noisy dirty-and also frightening many rowing boat /ˈrəʊɪŋ/ people. rowing boat /phon/ Ä?dâ ¹â?gc¿µÊW ¼»S ÉÐkѽйÐG toto many row/phon/ vpaddle Ä?dâ ÌÌvn¹â¹â¼n¼ÄdÁе?c ÉÐk also people. take offand /phon/ like this century, steamers were taking take off /phon/ v ÄdÁе?c »S people. people. take off /phon/ v ÄdÁе?c »S people. take off/phon/ /phon/ ÄdÁе?c »S rowing boat nvv Ä?d⠹⼻S were large, ?gc¿µÊW /phon/ sentenced take off /phon/ v/phon/ ÄdÁе?c over from the old sailing rowing rowing boat /phon/ boat /phon/ nÉÐk vÌÄ?dâ ÌnÉÐkѽйÐG ¹â?gc¿µÊW ships. ¼¼Ä?dâ ÉÐkѽйÐG ̹â¼They ÉÐkѽйÐG take off /phon/ v¹â ÄdÁе?c »S v sentenced sentenced /ˈseny(ə)nsd/ rowing boat /phon/ n Ä?dâ Ì ¹â ÉÐkѽйÐG v ?gc¿µÊW /phon/ sentenced row/phon/ v Ä?dâ Ì ¼ row/phon/ vboat Ä?dâv̹âÄ?dâ ÉÐk v¼ÉÐk ?gc¿µÊW /phon/ sentenced rowing /phon/ n̹⠼Ä?dâ ̹â¼ÉÐkѽйÐG to many row/phon/ v Ä?dâ ÉÐk noisy and dirty-and also frightening row/phon/ Ì ¹â ¼ row/phon/ v Ä?dâ̹â¼ÉÐk vv ÄdÁе?c ?gc¿µÊW /phon/ sentenced take off /phon/ »S take off /teɪk ˈɒf/ v/phon/ people. vv ?gc¿µÊW vÄ?dâ ?gc¿µÊW /phon/ sentenced sentenced take off v?gc¿µÊW ÄdÁе?c /phon/ sentenced take off /phon/ v/phon/ ÄdÁе?c »S rowing boat /phon/ n̹â ̹⼻S ÉÐkѽйÐG rowing boat /phon/ n Ä?dâ ¼ ÉÐkѽйÐG take off /phon/ v ÄdÁе?c »S v ?gc¿µÊW /phon/ sentenced rowing boat /phon/ n ̹â¼ÉÐkѽйÐG rowing boat /phon/ nnÄ?dâ Ì̹âÄ?dâ ¼¼ÉÐkѽйÐG rowing boat /phon/ Ä?dâ ¹â ÉÐkѽйÐG take off /phon/vv ÄdÁе?c row/phon/ Ä?dâ ̹â¼v»S ÉÐkÄdÁе?c take take off /phon/ off/phon/ /phon/ vv ÄdÁе?c »S take off /phon/ ÄdÁе?c »S »S v ?gc¿µÊW sentenced v ?gc¿µÊW /phon/ sentenced take off /phon/ v ÄdÁе?c »S v ?gc¿µÊW /phon/ sentenced v ?gc¿µÊW /phon/ sentenced 110 110 sentenced /phon/v ?gc¿µÊW 110 rowing boat /phon/nÄ?dâ̹â¼ÉÐkѽйÐG 110 110 off /phon/ v ÄdÁе?c »S 110take take off take /phon/ ÄdÁе?c »S offv/phon/ v»S ÄdÁе?c take off vv ÄdÁе?c off/phon/ /phon/ ÄdÁе?c »S »S 110 take sentenced /phon/v ?gc¿µÊW 110 110 110 110 110 110 110 110 110 take off /phon/v ÄdÁе?c»S 9780230727564.Text.indd 110 4/5/10 10:37:58 Reference ER RE EN NC IO ONN RR ER E FRE FEE F RFE R E E N N C C E ECSEES ES E CSE C TEC T ICO T ITO IN N F FFE E I IIO RR ER RE FE EE RE ER ER RE NE EN CN NC EC CES ES ES SE CE EC TC CT IT T O NO ONN N UNDERSTANDING WORDS 1 1 UNDERSTANDING 1E R UNDERSTANDING R ER F1UNDERSTANDING EE F FE RER ERE NEN CNC ECEWORDS S EWORDS S EWORDS S E CEC TCT IT O I IO NONN @KÏgÐk UNDERSTANDING 1e UNDERSTANDING UNDERSTANDING WORDS WORDS R E FEeE ERn REc ENe NCC Cs Ee SE CT TIn ON N@KÏgÐk @KÏgÐk @KÏgÐk 1 UNDERSTANDING WORDS r e11RfR cWORDS tEEC iC o E11 Fr EE S E F R E N S T IIOO N UNDERSTANDING 1 UNDERSTANDING UNDERSTANDING WORDS WORDS WORDS g@µ RcÊ_@Ë EcÊ_@Ë FNе@LkÙ½@½ ENе@LkÙ½@½ R Eй N Cйg@ÌkhO E SMkÏc E C O cÊ_@Ë Nе@LkÙ½@½ g@ÌkhO SÐG MkÏc ) MÌÂÌGÏc ÊÁ@KÏgÐk ѵÐËÐoÉ Ìg@µ K@µg@µ g@µ @KÏgÐk @KÏgÐk cÊ_@Ë Nе@LkÙ½@½ g@ÌkhO й g@ÌkhO й âÑSÐG âÑSÐG âÑâÑSÐG MkÏc )MkÏc MÌÂÌGÏc )T MÌÂÌGÏc )IMÌÂÌGÏc âÒ ÊÁâÒN ѵÐËÐoÉ ÊÁâÒâÒ ÑµÐËÐoÉ ÊÁ ѵÐËÐoÉ ·âÌK@µ ·âÌK@µ ·â·â ÌK@µ appear 1еÐoÉ UNDERSTANDING WORDS @KÏgÐk @KÏgÐk @KÏgÐk appear appear appear g@µg@µ g@µ g@µ Ò@K?É MÌÁ?ÊKÏc ÙGMkÏc MÌÂÌGÏc g@SgØi +âÒ ÐµÐ½ NеÐï ÁÒhËÐk ÐÅgЭ ÒhËÐk appear R ENе@LkÙ½@½ F E MÌÁ?ÊKÏc R Eй Ng@ÌkhO ESÐG S E C INеÐï 1cÊ_@Ë UNDERSTANDING WORDS еÐoÉ ÐµÐoÉ ÐµÐoÉ Ò@K?É Ò@K?É Ò@K?É MÌÁ?ÊKÏc NÙ_ NÙ_ NÙ_ ÙGâÑNÙ_ g@SgØi WORDS ÙG g@SgØi g@SgØi +ен +ен +T NеÐï ен ÁNеÐï ÐÅgЭ ÁN ÐÅgЭ ÁÐÅgЭ 1Nе@LkÙ½@½ UNDERSTANDING cÊ_@Ë Nе@LkÙ½@½ й g@ÌkhO âÑÙG SÐG MkÏc )MÌÂÌGÏc ))MÌÂÌGÏc âÒO ÊÁ âÒâÒ ÊÁ ѵÐËÐoÉ ÑµÐËÐoÉ ·âÌÒhËÐk ·â K@µ ÌÌK@µ cÊ_@Ë cÊ_@Ë Nе@LkÙ½@½ йMÌÁ?ÊKÏc g@ÌkhO й g@ÌkhO âÑCSÐG âÑ MkÏc SÐG )MkÏc MÌÂÌGÏc ÊÁ ѵÐËÐoÉ ÊÁ ѵÐËÐoÉ ·âÌÒhËÐk K@µ ·â K@µ inform inform inform inform g@µ g@µ g@µ 1cÊ_@Ë UNDERSTANDING WORDS 1cÊ_@Ë Understanding words @KÏgÐk appear appear appear cÊ_@Ë Nе@LkÙ½@½ Nе@LkÙ½@½ Nе@LkÙ½@½ й g@ÌkhO йCй g@ÌkhO g@ÌkhO âÑNÙ_ SÐG âÑ SÐG âÑ MkÏc MkÏc )MkÏc MÌÂÌGÏc MÌÂÌGÏc MÌÂÌGÏc ÊÁ âÒN ѵÐËÐoÉ ÊÁ âÒÊÁ ѵÐËÐoÉ ·âÌ+ÒhËÐk K@µ ÌK@µ ·âÌK@µ appear RR E F E R ER N E S ESÐG C Iен O N inform NеÐï 7ÏÉÏgжGÐÁ@½Ð¹G +·â ÏÉÐLËiØdG E 7)ÏÉÏgжGÐÁ@½Ð¹G T 7)ÏÉÏgжGÐÁ@½Ð¹G 7âÒ ÏÉÏgжGÐÁ@½Ð¹G +ѵÐËÐoÉ ÏÉÐLËiØdG +ÒhËÐk ÏÉÐLËiØdG ÏÉÐLËiØdG E FEF E R E N C E E C T I O еÐoÉ ÐµÐoÉ Ò@K?É Ò@K?É MÌÁ?ÊKÏc MÌÁ?ÊKÏc NÙ_ ÙG ÙG g@SgØi g@SgØi + +T ен NеÐï NеÐï ÁÐÅgЭ ÁÁÐÅgЭ ÒhËÐk teach @KÏgÐk еÐoÉ ÐµÐoÉ Ò@K?É Ò@K?É MÌÁ?ÊKÏc MÌÁ?ÊKÏc NÙ_ NÙ_ ÙGE S g@SgØi ÙG g@SgØi +T ен +I ен NеÐï ÁÐÅgЭ ÐÅgЭ ÒhËÐk @KÏgÐk teach teach teach R R E F E E R E E N N C C E S S E E C C I O O N N R E F E R E N C E S C T I O N appear appear appear inform inform inform R R EF;E E Fsandwich, FE ER E R R E EN N N C C ENÙ_ E S S E EC C C T T IÄ@µÐÌÌ IO O O N N g@µ inform 1 UNDERSTANDING WORDS RE R R F E E R F E R N E E C N E C C E S E E S C S E E T C I T O T I N I O N N @KÏgÐk еÐoÉ ÐµÐoÉ ÐµÐoÉ Ò@K?É Ò@K?É Ò@K?É MÌÁ?ÊKÏc MÌÁ?ÊKÏc MÌÁ?ÊKÏc NÙ_ NÙ_ ÙG ÙG g@SgØi ÙG g@SgØi g@SgØi + ен + ен + ен NеÐï NеÐï NеÐï Á ÐÅgЭ Á ÐÅgЭ Á ÐÅgЭ ÒhËÐk ÒhËÐk ÒhËÐk ; % pizza, hotel, computer 7 ÐÁÊ ÙG & Ä@µÐÌÌ Á@ÆÌSÐoÉ * 1 teach feel R F E R E N C E S E C T I O N cÊ_@Ë Nе@LkÙ½@½ й g@ÌkhO â Ñ SÐG MkÏc ) MÌÂÌGÏc â Ò ÊÁ ѵÐËÐoÉ ·â Ì K@µ ; % sandwich, ; % sandwich, % sandwich, pizza, pizza, pizza, hotel, hotel, hotel, computer computer computer 7 ÐÁÊ 7 ÐÁÊ ÙG 7 ÐÁÊ & ÙG Ä@µÐÌÌ & ÙG & Á@ÆÌSÐoÉ Ä@µÐÌÌ Á@ÆÌSÐoÉ Á@ÆÌSÐoÉ * 1 * 1 * 1 g@µ feel feel feel g@µ R E F E R E N C E S E C T I O N 7 ÏÉÏgжGÐÁ@½Ð¹G 7 ÏÉÏgжGÐÁ@½Ð¹G 7 ÏÉÏgжGÐÁ@½Ð¹G + ÏÉÐLËiØdG + ÏÉÐLËiØdG + ÏÉÐLËiØdG R REE F Nйg@ÌkhO N C EMkÏc ESC)C T)MÌÂÌGÏc T NÊÁ N ÏÉÐLËiØdG RFNе@LkÙ½@½ E EFRR EEE R EC NEE CSÐG ESMkÏc E CI IO T7ÏÉÏgжGÐÁ@½Ð¹G 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*ÒhËÐk feel feel еÐoÉ Ò@K?É MÌÁ?ÊKÏc NÙ_ ÙGWORDS g@SgØi ен NеÐï ÁÐÅgЭ 7жËcÒ hïo@O 7жËcÒ 7жËcÒ 7жËcÒ hïo@O hïo@O ·âhïo@O ËdÁÐÅ ·âËdÁÐÅ ·â*·âËdÁÐÅ 2ËdÁÐÅ *2**22• hïo@O +hïo@O ++hïo@O 7жËcÒ É@Á >É@Á >>hïo@O É@Á ·â Ë·â 7жËcÒ >77жËcÒ dÁЊжËcÒ hïo@O hïo@O ·âÉ@Á ËdÁÐÅ ·â*ËËdÁÐÅ dÁÐÅ 2*2**22 ++hïo@O >hïo@O 7 жËcÒ 7 жËcÒ 7 жËcÒ hïo@O hïo@O hïo@O ·â Ë dÁÐÅ ·â Ë dÁÐÅ ·â * Ë dÁÐÅ 2*2*2 -ance appearance -ance -ance -ance appearance appearance appearance +hïo@O ++hïo@O >É@Á >>É@Á +hïo@O hïo@O >É@Á É@Á -ance appearance -(a)tion information -(a)tion -(a)tion -(a)tion information information information + hïo@O + hïo@O + hïo@O 7жËcÒ > É@Á > É@Á > É@Á ·â ËdÁÐÅ*2 hïo@O -ance -ance -ance appearance appearance appearance -ance appearance hïo@O ·â·â ËdÁÐÅ *2*2 -(a)tion information 7жËcÒ hïo@O ËdÁÐÅ -er 7жËcÒ teacher -er -er -er teacher teacher teacher -ance -ance -ance appearance appearance appearance -(a)tion -(a)tion -(a)tion information information information 7 жËcÒ hïo@O ·â Ë dÁÐÅ * 2 + hïo@O > É@Á -(a)tion information -er -ing +hïo@O >É@Á teacher -ing -ing -ing feeling feeling + hïo@O >feeling É@Á feeling -(a)tion -(a)tion -(a)tion information information information -er -er teacher teacher -er-ance -er teacher teacher appearance +hïo@O > É@Á 7 жËcÒ hïo@O ·âËdÁÐÅ*2 -ing feeling -ance appearance -ance appearance -er -er -er teacher teacher teacher -ing -ing feeling feeling -ing -ing feeling feeling еÐoÉ Ò@K?É MÌÁ?ÊKÏc NÙ_ ÙG g@SgØi + ен NеÐï Á ÐÅgЭ ÒhËÐk inform -(a)tion information 1 1 UNDERSTANDING UNDERSTANDING WORDS WORDS 7жËcÒ hïo@O feeling ·â¹É@Âð Ë>dÁÐÅ *ÏÉ@Ô 2ÏÉ@Ô g@µ/É@Á -ance É@Âð ¹* 1 UNDERSTANDING 1in;%1 UNDERSTANDING WORDS WORDS WORDS appear appearance 'The work was really strenuous, so every body was really tried g@µ/É@Á g@µ/É@Á g@µ/É@Á + hïo@O + hïo@O ++hïo@O > É@Âð > ÏÉ@Ô 1 WORDS g@µ +-(a)tion hïo@O hïo@O >information É@Á > inform -(a)tion information 7жËcÒ hïo@O ·â ˹dÁÐÅ 2 'The in 'The in work 'The work was work was was really strenuous, strenuous, strenuous, body 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;in %sandwich, pizza, hotel, computer )7MÌÂÌGÏc ÐÁÊ Á@ÆÌSÐoÉ *tried 1 tried feel -ing in 'The in work 'The work was really was really strenuous, strenuous, every so every body was body really tried tried cÊ_@Ë Nе@LkÙ½@½ й g@ÌkhO âÑcomputer SÐG MkÏc )ÐÁÊ MÌÂÌGÏc âÒ& ÊÁ ѵÐËÐoÉ ·âreally Ìreally K@µ 7жËcÒ hïo@O ·â ËdÁÐÅ @KÏgÐk ÐÁÊ 7 ÏÉÏgжGÐÁ@½Ð¹G +@KÏgÐk ÏÉÐLËiØdG Ò@K?É MÌÁ?ÊKÏc NÙ_ ÙG so g@SgØi +ÙG ен NеÐï Áwas ÐÅgЭ @KÏgÐk @KÏgÐk g@µ g@µnation g@µ + hïo@O hïo@O ++-ing hïo@O -al > É@Á É@Á >>feeling É@Á É@Á g@µ hïo@O national like hard&; nation + cÊ_@Ë Ð¹ g@ÌkhO âÑ SÐG MkÏc âÄ@µÐÌÌ Ò ÊÁ ѵÐËÐoÉ ·â Ì1ÌK@µ -er teacher @KÏgÐk like hard&; like hard&; hard&; nation nation -al -al national ;еÐoÉ %sandwich, pizza, hotel, 7MkÏc &Ä@µÐÌÌ Á@ÆÌSÐoÉ *·â feel ;like %Nе@LkÙ½@½ sandwich, pizza, hotel, computer strenuous 7)every ÙG &Ä@µÐÌÌ Á@ÆÌSÐoÉ *ÌÒhËÐk 1·â feel g@µ g@µ ++ hïo@O hïo@O + hïo@O >É@Á >>É@Á É@Á É@Á ÏÉ@Ô cÊ_@Ë cÊ_@Ë cÊ_@Ë Nе@LkÙ½@½ Nе@LkÙ½@½ Nе@LkÙ½@½ й й g@ÌkhO й g@ÌkhO g@ÌkhO ââÑ âÑstrenuous, SÐG SÐG âÑstrenuous, SÐG MkÏc MkÏc MkÏc )MÌÂÌGÏc MÌÂÌGÏc )ÙG ââÒ âÒ ÊÁ ÊÁ âÒ ÊÁ ѵÐËÐoÉ ÑµÐËÐoÉ ÑµÐËÐoÉ ·â K@µ K@µ ·â ÌÌK@µ K@µ cÊ_@Ë Nе@LkÙ½@½ й g@ÌkhO âÑSÐG SÐG )MÌÂÌGÏc MÌÂÌGÏc âÒ ÊÁ ѵÐËÐoÉ K@µ g@µteach +hïo@O hïo@O > É@Á inform -(a)tion information g@µ/É@Á g@µ/É@Á g@µ/É@Á +-ing hïo@O + hïo@O >feeling É@Âð >¹É@Âð >national É@Âð ¹ÏÉ@Ô ¹ÏÉ@Ô*2 g@µ g@µ g@µ +hïo@O + + hïo@O +-al > É@Á > >É@Á national by by the by the end the end ofend the of of the day' the day' the day' the word the word word strenuous strenuous must must must mean mean mean something something something in 'The in in 'The work 'The work work was was really was really really strenuous, so so so every every body body body was was really was really really tried tried tried 7 жËcÒ hïo@O ·â Ë dÁÐÅ appear -ance appearance by the end of the day' the word strenuous must mean something cÊ_@Ë cÊ_@Ë Nе@LkÙ½@½ Nе@LkÙ½@½ й й g@ÌkhO g@ÌkhO Ñ SÐG â Ñ MkÏc MkÏc ) MÌÂÌGÏc ) MÌÂÌGÏc Ò ÊÁ â Ò ÊÁ ѵÐËÐoÉ ÑµÐËÐoÉ ·â Ì K@µ ·â Ì 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ÒhËÐk cÊ_@Ë Nе@LkÙ½@½ й g@ÌkhO SÐG )MÌÂÌGÏc MÌÂÌGÏc âÒ ÊÁ ѵÐËÐoÉ ·â Ì*·â K@µ 7MÌÁ?ÊKÏc ÐÁÊÙG 7ÐÁÊÙG &the ÏÉÏhïo@OÉhïpâ &the ÏÉÏhïo@OÉhïpâ ÏÉÏhïo@OÉhïpâ ÌйÄ@µÐoÉÒ@K?ÉÑÂÌÁ?i ÉÊGMkÉgc ÉÊGMkÉgc 32ÌÒhËÐk *2Ì·â 3K@µ еÐoÉ Ò@K?É NÙ_ ÙG MkÏc g@SgØi +OÒÙÅÐGÐoÉÑÁ NеÐï ÁÐÅgЭ ÒhËÐk 77ÐÁÊÙG ÏÉебÏcÒÐïâ ËÌен йÄ@µÐoÉÒ@K?ÉÑÂÌÁ?i 7ÐÁÊÙG ÐÁÊÙG &ÙG ÏÉебÏcÒÐïâ Ë+)ен ögен *K@µ cÊ_@Ë cÊ_@Ë Nе@LkÙ½@½ Nе@LkÙ½@½ й й g@ÌkhO âÑâÑ&&the SÐG SÐG MkÏc MkÏc )OÒÙÅÐGÐoÉÑÁ )ögMÌÂÌGÏc âÒ ÊÁ âÒmean ÊÁ ѵÐËÐoÉ ·â Ì+ÒhËÐk K@µ teach -er teacher by by the by the end the end of end the of of the day' day' day' word the strenuous must must mean mean something something something like like hard&; hard&; nation nation -al -al national national appear appear -ance -ance appearance appearance cÊ_@Ë Nе@LkÙ½@½ й g@ÌkhO âÑ SÐG MkÏc )OÒÙÅÐGÐoÉÑÁ âÒ ÊÁ Ì*K@µ like hard&; like hard&; еÐoÉ ÐµÐoÉ ÐµÐoÉ Ò@K?É Ò@K?É Ò@K?É MÌÁ?ÊKÏc MÌÁ?ÊKÏc MÌÁ?ÊKÏc NÙ_ NÙ_ NÙ_ ÙG ÙG word ÙG g@SgØi g@SgØi Ìstrenuous g@SgØi ++ен +MÌÂÌGÏc NеÐï NеÐï NеÐï ÁÁÉÊGMkÉgc ÁÐÅgЭ ÐÅgЭ ÁѵÐËÐoÉ ÒhËÐk nation nation -al -al national national inform -(a)tion information еÐoÉ Ò@K?É MÌÁ?ÊKÏc NÙ_ ÙG g@SgØi +ен ен NеÐï ÁÐÅgЭ ÐÅgЭ ÒhËÐk appear -ance appearance appear appear appear -ance -ance -ance appearance appearance appearance inform -(a)tion information g@µ/É@Á +-ful hïo@O >successful É@Âð ¹successful ÏÉ@Ô success -ful appear -ance appearance еÐoÉ ÐµÐoÉ Ò@K?É Ò@K?É MÌÁ?ÊKÏc MÌÁ?ÊKÏc NÙ_ NÙ_ ÙG ÙG g@SgØi g@SgØi ен + ен NеÐï NеÐï ÐÅgЭ Á ÐÅgЭ ÒhËÐk ÒhËÐk inÒ@K?É 'The work was really strenuous, so every body was really tried g@µ + hïo@O > É@Á success success success -ful -ful successful successful еÐoÉ Ò@K?É MÌÁ?ÊKÏc NÙ_ ÙG g@SgØi + ен NеÐï Á ÐÅgЭ ÒhËÐk appear -ance appearance inform inform inform -(a)tion -(a)tion -(a)tion information information information 7 ÐÁÊÙG & ÏÉебÏcÒÐïâ Ë ö g йÄ@µÐoÉÒ@K?ÉÑÂÌÁ?i * 2 inform -(a)tion information еÐoÉ ÐµÐoÉ ÐµÐoÉ Ò@K?É Ò@K?É MÌÁ?ÊKÏc MÌÁ?ÊKÏc MÌÁ?ÊKÏc NÙ_ NÙ_ ÙG NÙ_ g@SgØi ÙG ÙG g@SgØi + g@SgØi ен + ен + NеÐï ен NеÐï Á NеÐï ÐÅgЭ Á ÐÅgЭ Á ÐÅgЭ ÒhËÐk ÒhËÐk ÒhËÐk happy > unhappy; appear> appearance). appear appear -ance -ance appearance appearance frighten -ed frightened g@µ/É@Á +-(a)tion hïo@O >information ¹frightened ÏÉ@Ô +7+so 7ен ÏÉÏgжGÐÁ@½Ð¹G ÏÉÐLËiØdG cÊ_@Ë Nе@LkÙ½@½ й g@ÌkhO âÑÙG MkÏc MÌÂÌGÏc âÒÉÊGMkÉgc ÊÁ ѵÐËÐoÉ ÐµÐoÉ Ò@K?É MÌÁ?ÊKÏc NÙ_ ÙG g@SgØi g@SgØi +OÒÙÅÐGÐoÉÑÁ ен Á+ÐÅgЭ ÒhËÐk ;'The %like sandwich, pizza, hotel, computer ÐÁÊ ÙGNеÐï &NеÐï Ä@µÐÌÌ Á@ÆÌSÐoÉ *·â 1*•ÌK@µ happy happy happy >hard&; unhappy; >hard&; unhappy; >was unhappy; appear> appear> appear> appearance). appearance). appearance). body NеÐï g@µ/É@Á + hïo@O >É@Âð É@Âð ¹ÏÉ@Ô appear -ance appearance like hard&; like feel -ing feeling nation nation nation -al -al -al national national national inеÐoÉ work really strenuous, so really tried pizza, hotel, computer) frighten frighten -ed -ed frightened in 'The work was really strenuous, every body was really tried inform inform -(a)tion information еÐoÉ Ò@K?É MÌÁ?ÊKÏc NÙ_ ÙG SÐG g@SgØi NеÐï Áwas ÐÅgЭ ÒhËÐk every 7)ен ÏÉÏgжGÐÁ@½Ð¹G +ÐÅgЭ ÏÉÐLËiØdG frighten frighten -ed -ed frightened frightened teach -er teacher inform -(a)tion information 7 ÐÁÊÙG 7 ÐÁÊÙG & ÏÉÏhïo@OÉhïpâ & ÏÉÏhïo@OÉhïpâ Ì OÒÙÅÐGÐoÉÑÁ Ì OÒÙÅÐGÐoÉÑÁ ÉÊGMkÉgc ÉÊGMkÉgc 3 * 3 еÐoÉ ÐµÐoÉ Ò@K?É Ò@K?É MÌÁ?ÊKÏc MÌÁ?ÊKÏc NÙ_ NÙ_ ÙG g@SgØi ен + Á ÐÅgЭ Á ÐÅgЭ ÒhËÐk ÒhËÐk inform inform inform -(a)tion -(a)tion -(a)tion information information information 7 ÐÁÊÙG 7 ÐÁÊÙG & ÏÉÏhïo@OÉhïpâ & ÏÉÏhïo@OÉhïpâ Ì OÒÙÅÐGÐoÉÑÁ Ì ÉÊGMkÉgc * 3 * 3 Ò@K?É MÌÁ?ÊKÏc NÙ_ ÙG g@SgØi + ен NеÐï Á ÒhËÐk teach -er teacher by the end of the day' the word strenuous must mean something 7 7 ÏÉÏgжGÐÁ@½Ð¹G ÏÉÏgжGÐÁ@½Ð¹G 7 ÏÉÏgжGÐÁ@½Ð¹G + + ÏÉÐLËiØdG ÏÉÐLËiØdG + ÏÉÐLËiØdG 7 ÏÉÏgжGÐÁ@½Ð¹G + ÏÉÐLËiØdG interest -ing interesting inform -(a)tion information interest interest interest -(a)tion -ing -ing -ing interesting interesting inform -(a)tion information teach teach teach -er -er -er teacher teacher teacher teach -er teacher g@µ/É@Á +-(a)tion hïo@O >information É@Âð ¹interesting ÏÉ@Ô appear -ance appearance inform information ÏÉÏgжGÐÁ@½Ð¹G ен 7ÏÉÏgжGÐÁ@½Ð¹G ÏÉÐLËiØdG +ÏÉÐLËiØdG 'The work was really strenuous, every body was really byby the end of word mean inform -(a)tion information 7OÒÙÅÐGÐoÉÑÁ +ÉÊGMkÉgc ÏÉÐLËiØdG the end ofthe the the word strenuous must mean something frighten frighten frighten -ed -ed -ed frightened frightened frightened success success -ful -ful successful successful 7ÌÏÉÏgжGÐÁ@½Ð¹G Ì7ÙG ÏÉÏgжGÐÁ@½Ð¹G ËÏÉÏgжGÐÁ@½Ð¹G 7Ì7OеõÐËÐÁÊdÁÐwÏÉÏg?Ê_ÒÐÁ@½ÐÔ ÏÉÏgжGÐÁ@½Ð¹G +ÏÉÐLËiØdG +ÐÅgЭ ÏÉÐLËiØdG teach teach -er -er teacher teacher success -ful successful ;%in sandwich, pizza, computer ÙG 7strenuous ÐÁÊ ÙG &ÌögÄ@µÐÌÌ Á@ÆÌSÐoÉ *++ÏÉÐLËiØdG 1*+tried 7day' ÐÁÊÙG &ÏÉебÏcÒÐïâ 2*3*3inform success success -ful -ful successful successful feel feeling 7unhappy; ÐÁÊÙG 7hotel, ÐÁÊÙG 7day' ÐÁÊÙG & ÏÉÏhïo@OÉhïpâ &the ÏÉÏhïo@OÉhïpâ &Å?cй ÏÉÏhïo@OÉhïpâ Ìg@SgØi OÒÙÅÐGÐoÉÑÁ ÉÊGMkÉgc ÉÊGMkÉgc 3*teach MÌÁ?ÊKÏc NÙ_ so +&OÒÙÅÐGÐoÉÑÁ NеÐï Ásomething ÒhËÐk teach -er teacher йÄ@µÐoÉÒ@K?ÉÑÂÌÁ?i 7&must ÏÉÏgжGÐÁ@½Ð¹G ÏÉÐLËiØdG teach teach -er -ing -er -er teacher teacher happy happy >pizza, >> unhappy; appear> appearance). appearance). &ÏÉÏgжGÐÁ@½Ð¹G Á@ÆÌSÐoÉ ;%еÐoÉ sandwich, hotel, computer 7appearance). ÐÁÊ Ä@µÐÌÌ 1+11*ÏÉÐLËiØdG like hard&; nation -al national feel -ing feeling 7ÌÏÉÏgжGÐÁ@½Ð¹G ÏÉÏgжGÐÁ@½Ð¹G +ÏÉÐLËiØdG ÏÉÐLËiØdG happy >Ò@K?É unhappy; unhappy; appear> appear> appearance). ÙG hK@ËiÒÐÁÊ?doÉÊK @appear> )ÃKÊÌ Gpâ ;(sandwich, friend -ly teacher friendly teach -er teacher 7 7 ÏÉÏgжGÐÁ@½Ð¹G + + ÏÉÐLËiØdG hK@ËiÒÐÁÊ?doÉÊK hK@ËiÒÐÁÊ?doÉÊK @ Å?cй @ Å?cй ) ÃKÊÌ @ Å?cй ) ÃKÊÌÂ Ì ) Gpâ ÃKÊÌÂ Ì Gpâ Ì OеõÐËÐÁÊdÁÐwÏÉÏg?Ê_ÒÐÁ@½ÐÔ Ì Gpâ Ì OеõÐËÐÁÊdÁÐwÏÉÏg?Ê_ÒÐÁ@½ÐÔ OеõÐËÐÁÊdÁÐwÏÉÏg?Ê_ÒÐÁ@½ÐÔ friend friend friend -ly -ly -ly friendly friendly friendly %%%happy sandwich, sandwich, ; % sandwich, pizza, pizza, pizza, hotel, hotel, hotel, computer computer computer 7 7 ÐÁÊ ÐÁÊ 7 ÐÁÊ ÙG ÙG & Ä@µÐÌÌ Ä@µÐÌÌ Ä@µÐÌÌ Á@ÆÌSÐoÉ Á@ÆÌSÐoÉ Á@ÆÌSÐoÉ * * * 1 ; % sandwich, pizza, hotel, computer 7 ÐÁÊ ÙG & Ä@µÐÌÌ Á@ÆÌSÐoÉ * 1 teach -er teacher 7 feel feel feel -ing -ing -ing feeling feeling feeling feel -ing feeling by;;;hK@ËiÒÐÁÊ?doÉÊK the end of the day' the word strenuous must mean something inform -(a)tion information teach teach -er -er teacher teacher like hard&; nation -al national like nation national teach -er teacher success success success -ful -ful -ful successful successful successful hard&; sandwich, ;in %sandwich, pizza, pizza, hotel, hotel, computer computer appearance). 7ögÐÁÊ ÐÁÊ Ä@µÐÌÌ 7ÙG ÐÁÊ ÙG ÙG &Á@ÆÌSÐoÉ Ä@µÐÌÌ &Ä@µÐÌÌ Á@ÆÌSÐoÉ Á@ÆÌSÐoÉ *11*tried 1feelfeel interest interest -ing -ing interesting interesting feel feel -ing -ing feeling feeling happy interest interest -ing -ing interesting interesting g@µ/É@Á +-al hïo@O > É@Âð ¹cloudy ÏÉ@Ô sandwich, pizza, hotel, computer 77ÐÁÊ ÐÁÊ ÙG &every Ä@µÐÌÌ Á@ÆÌSÐoÉ *12* 1+* feel -ing feeling 'The work was really strenuous, so body was really ;%sandwich, ;;;%%%sandwich, ; % sandwich, pizza, pizza, hotel, pizza, hotel, computer hotel, computer computer 7 ÐÁÊ ÙG 7 & ÙG & Ä@µÐÌÌ & Ä@µÐÌÌ Á@ÆÌSÐoÉ Á@ÆÌSÐoÉ * 1 * 7 ÐÁÊÙG & ÏÉебÏcÒÐïâ Ë Ð¹Ä@µÐoÉÒ@K?ÉÑÂÌÁ?i happy happy > unhappy; > unhappy; > unhappy; appear> appear> appear> appearance). appearance). feel -ing -ing -ing feeling feeling feeling interest -ing interesting frighten -ed frightened * ; % sandwich, pizza, hotel, computer 7 ÐÁÊ ÙG & Ä@µÐÌÌ Á@ÆÌSÐoÉ * 1 cloud -y feel -ing feeling 7 ÏÉÏgжGÐÁ@½Ð¹G ÏÉÐLËiØdG 7 ÐÁÊÙG & ÏÉебÏcÒÐïâ Ë ö g йÄ@µÐoÉÒ@K?ÉÑÂÌÁ?i 2 7 ÐÁÊÙG & ÏÉÏhïo@OÉhïpâ Ì OÒÙÅÐGÐoÉÑÁ ÉÊGMkÉgc * 3 sandwich, pizza, hotel, computer 7ÐÁÊ ÐÁÊ Ä@µÐÌÌ Á@ÆÌSÐoÉ cloud cloud cloud -ing -y -y -y cloudy cloudy cloudy +MÌÂÌGÏc feel -ing feeling hard&; nation -al national ;%like sandwich, ;%hK@ËiÒÐÁÊ?doÉÊK sandwich, pizza, pizza, hotel, hotel, computer 7Gpâ ÌOеõÐËÐÁÊdÁÐwÏÉÏg?Ê_ÒÐÁ@½ÐÔ 7Gpâ ÐÁÊ Ä@µÐÌÌ &Ä@µÐÌÌ Á@ÆÌSÐoÉ **1+1*MÌÂÌGÏc teach -er teacher feel feel -ing feeling feeling +MÌÂÌGÏc 777ÐÁÊÙG ÐÁÊÙG 7ÐÁÊÙG &&Å?cй &computer ÏÉебÏcÒÐïâ ÏÉебÏcÒÐïâ &ÃKÊÌ ÏÉебÏcÒÐïâ ËËOÒÙÅÐGÐoÉÑÁ ËÙG ööggOеõÐËÐÁÊdÁÐwÏÉÏg?Ê_ÒÐÁ@½ÐÔ Ð¹Ä@µÐoÉÒ@K?ÉÑÂÌÁ?i ËÙG йÄ@µÐoÉÒ@K?ÉÑÂÌÁ?i * *1222*+**MÌÂÌGÏc 7ÐÁÊÙG ÐÁÊÙG &computer ÏÉебÏcÒÐïâ Ëög&&ögйÄ@µÐoÉÒ@K?ÉÑÂÌÁ?i йÄ@µÐoÉÒ@K?ÉÑÂÌÁ?i frighten -ed frightened ;hK@ËiÒÐÁÊ?doÉÊK % sandwich, pizza, hotel, ögÌÙG 7йÄ@µÐoÉÒ@K?ÉÑÂÌÁ?i ÐÁÊ ÙGmust &Á@ÆÌSÐoÉ Ä@µÐÌÌ Á@ÆÌSÐoÉ **22123• frighten -ed frightened by feel -ing feeling interest interest interest -ing -ing -ing interesting interesting interesting hK@ËiÒÐÁÊ?doÉÊK @ Å?cй @ Å?cй ) ) ÃKÊÌÂ Ì Ì Ì Ì OеõÐËÐÁÊdÁÐwÏÉÏg?Ê_ÒÐÁ@½ÐÔ friend friend -ly -ly friendly friendly 7 ÐÁÊÙG & ÏÉÏhïo@OÉhïpâ Ì ÉÊGMkÉgc 3 hK@ËiÒÐÁÊ?doÉÊK @ Å?cй ) @ ÃKÊÌÂ Ì ) Gpâ ÃKÊÌÂ Ì Gpâ Ì OеõÐËÐÁÊdÁÐwÏÉÏg?Ê_ÒÐÁ@½ÐÔ 7 ÐÁÊÙG & ÏÉÏhïo@OÉhïpâ OÒÙÅÐGÐoÉÑÁ ÉÊGMkÉgc friend friend -ly -ly friendly friendly the end of the day' the word strenuous mean something ÐÁÊÙG 7 ÏÉебÏcÒÐïâ & ÏÉебÏcÒÐïâ йÄ@µÐoÉÒ@K?ÉÑÂÌÁ?i Ë ö g * ÐÁÊÙG &ÏÉебÏcÒÐïâ ÏÉебÏcÒÐïâ йÄ@µÐoÉÒ@K?ÉÑÂÌÁ?i *22tried success -ful successful inin'The work was strenuous, soso body was really ÐÁÊÙG 777really ÐÁÊÙG 7ÐÁÊÙG &ÏÉебÏcÒÐïâ &appear> &ÏÉебÏcÒÐïâ Ëappearance). ögйÄ@µÐoÉÒ@K?ÉÑÂÌÁ?i ËËËevery ögööggйÄ@µÐoÉÒ@K?ÉÑÂÌÁ?i ËÐÁÊ ögйÄ@µÐoÉÒ@K?ÉÑÂÌÁ?i *2 *tried 2 g@µ/É@Á ++ hïo@O >> É@Âð ¹É@Âð g@µ/É@Á ¹ÏÉ@Ô friend -ly friendly ÐÁÊÙG &strenuous, ÏÉебÏcÒÐïâ ËögÌйÄ@µÐoÉÒ@K?ÉÑÂÌÁ?i 'The work was strenuous, body was really happy >7work unhappy; &Ä@µÐÌÌ frighten -ed frightened ;'The %in sandwich, pizza, hotel, Á@ÆÌSÐoÉ feel -ing feeling ÐÁÊÙG &ÏÉебÏcÒÐïâ ÏÉебÏcÒÐïâ йÄ@µÐoÉÒ@K?ÉÑÂÌÁ?i 2**tried success g@µ/É@Á g@µ/É@Á g@µ/É@Á + +hïo@O hïo@O hïo@O +-al hïo@O > >É@Âð É@Âð >ÏÉ@Ô ¹¹É@Âð É@Âð ¹ÏÉ@Ô ÏÉ@Ô ÏÉ@Ô g@µ/É@Á +-ful hïo@O >successful É@Âð ¹ÏÉ@Ô success -ful successful 7ÐÁÊÙG &@7Å?cй ÏÉÏhïo@OÉhïpâ ÌÌOÒÙÅÐGÐoÉÑÁ ÉÊGMkÉgc 32*+12tried 7day' ÐÁÊÙG 7really ÐÁÊÙG ÏÉебÏcÒÐïâ ËOеõÐËÐÁÊdÁÐwÏÉÏg?Ê_ÒÐÁ@½ÐÔ ögGpâ йÄ@µÐoÉÒ@K?ÉÑÂÌÁ?i Ë7every йÄ@µÐoÉÒ@K?ÉÑÂÌÁ?i **2+* in in in 'The 'The work work work was was was really really really so so so every every every body body body was was was really really really tried hK@ËiÒÐÁÊ?doÉÊK hK@ËiÒÐÁÊ?doÉÊK hK@ËiÒÐÁÊ?doÉÊK @&Å?cй )strenuous, @&strenuous, ÃKÊÌ Å?cй )computer ÃKÊÌ Ìstrenuous )Gpâ ÃKÊÌ ÌGpâ Ìögso OеõÐËÐÁÊdÁÐwÏÉÏg?Ê_ÒÐÁ@½ÐÔ OеõÐËÐÁÊdÁÐwÏÉÏg?Ê_ÒÐÁ@½ÐÔ 'The was strenuous, so body was really g@µ/É@Á friend friend friend -ly -ly -ly friendly friendly friendly cloud cloud -y -y cloudy cloudy 7really ÐÁÊÙG &ÏÉебÏcÒÐïâ Ëevery ögÙG йÄ@µÐoÉÒ@K?ÉÑÂÌÁ?i 2+ like hard&; nation national cloud cloud+ hïo@O -y -y > É@Âð>>¹ÏÉ@Ô cloudy cloudy happy > appear> appearance). was MÌÂÌGÏc *tried +g@µ/É@Á MÌÂÌGÏc g@µ/É@Á +hïo@O hïo@O + hïo@O >É@Âð É@Âð > ÏÉ@Ô ¹¹ÏÉ@Ô happy >unhappy; unhappy; appear> appearance). mean MÌÂÌGÏc MÌÂÌGÏc by the of the the word must something in 'The in 'The work work was was really really strenuous, strenuous, so every every body body was was really really tried tried end g@µ/É@Á + ¹ ÏÉ@Ô interest -ing interesting in ‘The work was really strenuous, so everybody g@µ/É@Á g@µ/É@Á + hïo@O + hïo@O É@Âð > É@Âð ¹ ÏÉ@Ô ¹ ÏÉ@Ô inby 'The work was really strenuous, so every body was really tried the end of the day' the word strenuous must mean something in 'The in in 'The work 'The work was work was really was really strenuous, really strenuous, strenuous, so every so so every body every body body was really was really tried really tried tried g@µ/É@Á + hïo@O > É@Âð ¹ ÏÉ@Ô success -ful successful in 'The work was really strenuous, so every body was really tried cloud -y cloudy g@µ/É@Á + hïo@O > É@Âð ¹ ÏÉ@Ô by by by the the the end end end of of of the the the day' day' day' the the the word word word strenuous strenuous strenuous must must must mean mean mean something something something interest -ing interesting by the end of the day' the word strenuous must mean something 7 ÐÁÊÙG & ÏÉебÏcÒÐïâ Ë ö g йÄ@µÐoÉÒ@K?ÉÑÂÌÁ?i * 2 in 'The work was really strenuous, so every body was really tried interest -ing interesting g@µ/É@Á g@µ/É@Á + + hïo@O hïo@O > > É@Âð É@Âð ¹ ÏÉ@Ô ¹ ÏÉ@Ô cloud cloud cloud -y -y -y cloudy cloudy cloudy happy >end unhappy; appear> appearance). every in 'The work was really strenuous, so every body was really tried in 'The work was strenuous, sostrenuous every body was really tried g@µ/É@Á +-lyhïo@O >friendly É@Âð¹ÏÉ@Ô -ed frightened +MÌÂÌGÏc +MÌÂÌGÏc in 'The work was strenuous, body was really by by the the end of of the the day' day' the the word word strenuous must must mean mean something something like hard&; 7really ÐÁÊÙG &word ÏÉÏhïo@OÉhïpâ Ìso OÒÙÅÐGÐoÉÑÁ ÉÊGMkÉgc *tried 3+MÌÂÌGÏc hK@ËiÒÐÁÊ?doÉÊK @really Å?cй )ÃKÊÌ Ìstrenuous Gpâ ÌOеõÐËÐÁÊdÁÐwÏÉÏg?Ê_ÒÐÁ@½ÐÔ frighten bylike the end of the day' the word strenuous must mean something friend nation by the by by end the the end of end the of day' of the the day' the day' word the the strenuous word strenuous must must mean must mean something mean something something hard&; nation national É@Âð¹ÏÉ@Ô ¹ÏÉ@Ô -al-al hïo@O national É@Á by the end of the the word strenuous must mean something was really tired the end of the day’ the word interest -ing interesting É@Âð ¹É@Âð ÏÉ@Ô¹É@Âð ÏÉ@Ô + hïo@O ++hïo@O É@Á > ¹É@Á >>É@Á like like like hard&; hard&; hard&; byby the end of the day' the word must mean something nation nation nation -al -al -al national national national like hard&; hK@ËiÒÐÁÊ?doÉÊK @day' Å?cй )by ÃKÊÌ Ìstrenuous Gpâ Ìstrenuous OеõÐËÐÁÊdÁÐwÏÉÏg?Ê_ÒÐÁ@½ÐÔ nation -al national friend hK@ËiÒÐÁÊ?doÉÊK @day' Å?cй )ÃKÊÌ Ìstrenuous Gpâ Ìso OеõÐËÐÁÊdÁÐwÏÉÏg?Ê_ÒÐÁ@½ÐÔ g@µ/É@Á +-ly hïo@O >friendly É@Âð ÏÉ@Ô friend -ly friendly by the the end end of of the the day' day' the the word word strenuous must must mean mean something something inhard&; 'The work was really strenuous, every body was really tried by the end of the the word must mean something success -ful successful like like hard&; hard&; nation nation -al -al national national frighten -ed frightened like nation -al national cloud -y cloudy PREFIXES hïpâ Ì O happy > unhappy; appear> appearance). like like hard&; like hard&; hard&; nation nation nation -al -al -al national national national 7 ÐÁÊÙG & ÏÉÏhïo@OÉhïpâ Ì OÒÙÅÐGÐoÉÑÁ ÉÊGMkÉgc * 3 frighten -ed frightened PREFIXES PREFIXES PREFIXES hïpâ hïpâ hïpâ Ì O Ì O Ì O + MÌÂÌGÏc like hard&; nation -al national hK@ËiÒÐÁÊ?doÉÊK @ Å?cй ) ÃKÊÌÂ Ì Gpâ Ì OеõÐËÐÁÊdÁÐwÏÉÏg?Ê_ÒÐÁ@½ÐÔ 7 ÐÁÊÙG & ÏÉÏhïo@OÉhïpâ Ì OÒÙÅÐGÐoÉÑÁ ÉÊGMkÉgc * 3 friend -ly friendly like hard&; nation -al-al national frighten frighten frighten -ed -ed -ed frightened frightened frightened frighten -ed frightened cloud cloudy electric -ian electrician strenuous must mean hard) like like hard&; hard&; cloud -y cloudy nation national national by thehard&; end77ÐÁÊÙG of the day' the word something strenuous mustlike mean something ÐÁÊÙG & ÏÉÏhïo@OÉhïpâ ÏÉÏhïo@OÉhïpâ ÏÉÏhïo@OÉhïpâ ÌÌOÒÙÅÐGÐoÉÑÁ OÒÙÅÐGÐoÉÑÁ OÒÙÅÐGÐoÉÑÁ ÉÊGMkÉgc ÉÊGMkÉgc ÉÊGMkÉgc *+333MÌÂÌGÏc **33 nation +* 7ÐÁÊÙG ÐÁÊÙG ÏÉÏhïo@OÉhïpâ OÒÙÅÐGÐoÉÑÁ ÉÊGMkÉgc electric electric -ian -ian electrician electrician like nation -al national interest -ing interesting ¹¹ÏÉ@Ô hïo@O > É@Á É@Âð ¹É@Âð ÏÉ@Ô ++ hïo@O >> É@Á frighten frighten -ed -ed frightened frightened É@Âð ¹electric ÏÉ@ÔÉ@Âð ÏÉ@Ô-ed -al +-y hïo@O +-ian hïo@O > É@Á >electrician É@Á success -ful successful frighten -ed frightened ÐÁÊÙG 77ÐÁÊÙG &&ÏÉÏhïo@OÉhïpâ ÏÉÏhïo@OÉhïpâ &&&ÏÉÏhïo@OÉhïpâ OÒÙÅÐGÐoÉÑÁ ÌÌÌOÒÙÅÐGÐoÉÑÁ ÉÊGMkÉgc ÉÊGMkÉgc *MÌÂÌGÏc + frighten frighten -ed -ed frightened frightened frightened success -ful successful ÐÁÊÙG ÏÉÏhïo@OÉhïpâ OÒÙÅÐGÐoÉÑÁ ÉÊGMkÉgc happy >PREFIXES unhappy; appear> appearance). 7ÃÁÐËÐ}ÏcÐÁ?ÉÐxâ 7ÐÁÊÙG 777ÐÁÊÙG 77ÐÁÊÙG &7ÏÉÏhïo@OÉhïpâ && ÏÉÏhïo@OÉhïpâ & ÌÌOÒÙÅÐGÐoÉÑÁ ÌÌÌOÒÙÅÐGÐoÉÑÁ ÌÌOÒÙÅÐGÐoÉÑÁ ÉÊGMkÉgc ÉÊGMkÉgc ÉÊGMkÉgc * 3+MÌÂÌGÏc ** 333* 3**33frighten frighten -ed frightened cloud -y cloudy ÐÁÊÙG & ÏÉÏhïo@OÉhïpâ Ì OÒÙÅÐGÐoÉÑÁ ÉÊGMkÉgc frighten -ed frightened happy > unhappy; appear> appearance). success success success -ful -ful -ful successful successful successful success -ful successful similar -(i)ty similarity like hard&; nation -al national frighten frighten -ed -ed frightened frightened PREFIXES hïpâ hïpâ O Ì O Ì OÒ@K?ÉÒÐÁ?hïpâ Ì OÉÐÔ * 1 ÐÁÊÙG & ÏÉÏhïo@OÉhïpâ OÒÙÅÐGÐoÉÑÁ ÉÊGMkÉgc * PREFIXES PREFIXES hïpâ Ì O similar similar similar -(i)ty -(i)ty -(i)ty similarity similarity similarity frighten -ed frightened hK@ËiÒÐÁÊ?doÉÊK @ Å?cй ) ÃKÊÌÂ Ì Gpâ Ì OеõÐËÐÁÊdÁÐwÏÉÏg?Ê_ÒÐÁ@½ÐÔ 7 ÐÁÊÙG 7 ÐÁÊÙG & ÏÉÏhïo@OÉhïpâ & ÏÉÏhïo@OÉhïpâ Ì OÒÙÅÐGÐoÉÑÁ Ì OÒÙÅÐGÐoÉÑÁ ÉÊGMkÉgc ÉÊGMkÉgc * 3 * 3 friend -ly friendly 7 ÃÁÐËÐ}ÏcÐÁ?ÉÐxâ 7 ÃÁÐËÐ}ÏcÐÁ?ÉÐxâ 7 ÃÁÐËÐ}ÏcÐÁ?ÉÐxâ Ì OÒ@K?ÉÒÐÁ?hïpâ Ì OÒ@K?ÉÒÐÁ?hïpâ Ì OÒ@K?ÉÒÐÁ?hïpâ Ì OÉÐÔ Ì OÉÐÔ * Ì 1 OÉÐÔ * 1 * 1 É@Âð ¹ É@Âð ÏÉ@Ô É@Âð ¹ ÏÉ@Ô ¹ ÏÉ@Ô + hïo@O + hïo@O + hïo@O > É@Á > É@Á > É@Á happy happy > > unhappy; unhappy; > unhappy; appear> appear> appear> appearance). appearance). appearance). happy > unhappy; appear> appearance). success success -ful -ful successful successful happy 7 ÐÁÊÙG & ÏÉÏhïo@OÉhïpâ Ì OÒÙÅÐGÐoÉÑÁ ÉÊGMkÉgc * 3 interest -ing interesting success -ful successful • success success success -ful -ful -ful successful successful electric -ian electrician electric -ian electrician happy happy >PREFIXES unhappy; > unhappy; appear> appear> appearance). interest -ing interesting electric electric -ian -ian successful electrician electrician success -ful successful happy > unhappy; appear> appearance). happy happy happy unhappy; unhappy; > unhappy; appear> appear> appear> appearance). appearance). ÌOÒÙÅÐGÐoÉÑÁ > PREFIXES > success -ful successful interest interest interest -ing -ing -ing interesting interesting interesting electric -ian electrician interest -ing interesting PREFIXES hïpâ hïpâ hïpâ ÌGpâ Oappearance). Ìappearance). OÌappearance). ÌÌOOеõÐËÐÁÊdÁÐwÏÉÏg?Ê_ÒÐÁ@½ÐÔ frighten -ed frightened > unhappy; success -ful -ful successful successful success success -ful successful 7ÌÐÁÊÙG &appearance). ÏÉÏhïo@OÉhïpâ ÉÊGMkÉgc+ * 3 interest happy unhappy; appear> cloud -y cloudy happy happy interest interest -ing -ing interesting interesting happy happy >> unhappy; > unhappy; appear> appear> appearance). ÐÁÊ ÐÁÊ hK@ËiÒÐÁÊ?doÉÊK )appear> ÃKÊÌ Ìappearance). OеõÐËÐÁÊdÁÐwÏÉÏg?Ê_ÒÐÁ@½ÐÔ MÌÂÌGÏc hïpâ O@Å?cй Òе@Á@½ ÐÁÊ interest -ing interesting > unhappy; appear> appearance). ÌOÒ@K?ÉÒÐÁ?hïpâ electric electric electric -ian -ian -ian electrician electrician electrician hK@ËiÒÐÁÊ?doÉÊK hïpâ friend -ly friendly interest interest -ing -ing -ing interesting interesting interesting similar similar -(i)ty -(i)ty similarity similarity similar -(i)ty similarity hïpâ Ì O hïpâ Ì O Ì O Òе@Á@½ Òе@Á@½ Òе@Á@½ ÐÁÊ @ Å?cй ) ÃKÊÌÂ Ì Gpâ 7 ÃÁÐËÐ}ÏcÐÁ?ÉÐxâ 7 ÃÁÐËÐ}ÏcÐÁ?ÉÐxâ Ì OÒ@K?ÉÒÐÁ?hïpâ Ì OÒ@K?ÉÒÐÁ?hïpâ Ì OÉÐÔ Ì OÉÐÔ * 1 * 1 friend -ly friendly É@Âð ¹ ÏÉ@Ô + hïo@O > É@Á similar -(i)ty similarity 7 ÃÁÐËÐ}ÏcÐÁ?ÉÐxâ 7 ÃÁÐËÐ}ÏcÐÁ?ÉÐxâ Ì OÒ@K?ÉÒÐÁ?hïpâ Ì OÉÐÔ * Ì OÉÐÔ 1 * 1 interest -ing interesting interest -ing interesting hK@ËiÒÐÁÊ?doÉÊK @@Å?cй Å?cй Å?cй ))ÃKÊÌ ÃKÊÌ ÃKÊÌ ÌÌGpâ Gpâ Gpâ ÌÌOеõÐËÐÁÊdÁÐwÏÉÏg?Ê_ÒÐÁ@½ÐÔ OеõÐËÐÁÊdÁÐwÏÉÏg?Ê_ÒÐÁ@½ÐÔ OеõÐËÐÁÊdÁÐwÏÉÏg?Ê_ÒÐÁ@½ÐÔ friend friend friend -ly -ly -ly friendly friendly friendly hK@ËiÒÐÁÊ?doÉÊK @appear> Å?cй )ÃKÊÌ Gpâ OеõÐËÐÁÊdÁÐwÏÉÏg?Ê_ÒÐÁ@½ÐÔ friend -ly friendly happy > unhappy; unhappy; appear >ÌÌÌOеõÐËÐÁÊdÁÐwÏÉÏg?Ê_ÒÐÁ@½ÐÔ appearance). hK@ËiÒÐÁÊ?doÉÊK hK@ËiÒÐÁÊ?doÉÊK success -ful successful interest interest -ing -ing interesting interesting É@Âð ¹É@Âð ÏÉ@Ô hïo@O É@Á É@Âð¹ÏÉ@Ô ¹ÏÉ@Ô hïo@O g@¶ð¹ÏÉ@Ô ¹ÏÉ@Ô É@Âð ¹ÏÉ@Ô + hïo@O >g@¶ð É@Á interest -ing interesting similar -(i)ty similarity hK@ËiÒÐÁÊ?doÉÊK hK@ËiÒÐÁÊ?doÉÊK Å?cй @@))Å?cй ÃKÊÌ ))ÌÌÃKÊÌ Gpâ ÌÌÌÌÌGpâ OеõÐËÐÁÊdÁÐwÏÉÏg?Ê_ÒÐÁ@½ÐÔ É@Âð ¹similar ÏÉ@Ô ¹É@Âð ÏÉ@Ô ++-ly hïo@O + hïo@O ++hïo@O >>friendly > ¹g@¶ð ÏÉ@Ô >>¹g@¶ð ÏÉ@Ô friend friend -ly friendly happy > appearance). likeÌOÒ@K?ÉÒÐÁ?hïpâ PREFIXES hïpâ O cloud -y cloudy hK@ËiÒÐÁÊ?doÉÊK Å?cй ÃKÊÌ OеõÐËÐÁÊdÁÐwÏÉÏg?Ê_ÒÐÁ@½ÐÔ friend -ly friendly similar similar -(i)ty -(i)ty -(i)ty similarity similarity similarity hK@ËiÒÐÁÊ?doÉÊK hK@ËiÒÐÁÊ?doÉÊK hK@ËiÒÐÁÊ?doÉÊK @Å?cй@@@Å?cй )ÃKÊÌ @@Å?cй ÃKÊÌ ÌGpâ ))opposite ÃKÊÌ Gpâ ÌGpâ OеõÐËÐÁÊdÁÐwÏÉÏg?Ê_ÒÐÁ@½ÐÔ ÌÌÌGpâ OеõÐËÐÁÊdÁÐwÏÉÏg?Ê_ÒÐÁ@½ÐÔ ÌÌÃÁÐËÐ}ÏcÐÁ?ÉÐxâ OеõÐËÐÁÊdÁÐwÏÉÏg?Ê_ÒÐÁ@½ÐÔ friend friend friend -ly -ly -ly friendly friendly friendly +MÌÂÌGÏc 1 7 7 ÃÁÐËÐ}ÏcÐÁ?ÉÐxâ 7 ÃÁÐËÐ}ÏcÐÁ?ÉÐxâ Ì OÒ@K?ÉÒÐÁ?hïpâ Ì OÒ@K?ÉÒÐÁ?hïpâ Ì OÉÐÔ Ì OÉÐÔ * Ì OÉÐÔ 1 * * 1 cloud -y cloudy hK@ËiÒÐÁÊ?doÉÊK @ Å?cй ) ÃKÊÌÂ Ì Gpâ Ì OеõÐËÐÁÊdÁÐwÏÉÏg?Ê_ÒÐÁ@½ÐÔ disopposite > dislike friend -ly friendly + MÌÂÌGÏc disdisdisopposite opposite like like > like dislike > dislike > dislike PREFIXES hïpâ Ì O hK@ËiÒÐÁÊ?doÉÊK Å?cй ) ÃKÊÌÂ Ì Gpâ Ì OеõÐËÐÁÊdÁÐwÏÉÏg?Ê_ÒÐÁ@½ÐÔ electric -ian electrician friend -ly friendly PREFIXES hïpâ Ì O cloud cloud cloud -y -y -y cloudy cloudy cloudy cloud -y cloudy É@Âð ¹ ÏÉ@Ô + hïo@O > É@Á hK@ËiÒÐÁÊ?doÉÊK ÌOÌÌOO@Å?cй Òе@Á@½ ÐÁÊ ÐÁÊ hK@ËiÒÐÁÊ?doÉÊK hK@ËiÒÐÁÊ?doÉÊK @Å?cй )ÃKÊÌ )Òе@Á@½ ÃKÊÌ ÌÒе@Á@½ ÌGpâ ÌOеõÐËÐÁÊdÁÐwÏÉÏg?Ê_ÒÐÁ@½ÐÔ ÌOеõÐËÐÁÊdÁÐwÏÉÏg?Ê_ÒÐÁ@½ÐÔ interest -ing interesting friend friend -ly -ly friendly friendly hïpâhïpâ ÌOhïpâ hïpâ Òе@Á@½ ÐÁÊ ÐÁÊ + + MÌÂÌGÏc MÌÂÌGÏc + MÌÂÌGÏc + MÌÂÌGÏc @Å?cй )Gpâ ÃKÊÌ ÌGpâ ÌOеõÐËÐÁÊdÁÐwÏÉÏg?Ê_ÒÐÁ@½ÐÔ friend -ly friendly cloud cloud -y-ly -y-ian cloudy cloudy electric electrician -ly quickly quick electric electrician cloud -y-y cloudy MÌÂÌGÏc +MÌÂÌGÏc cloud cloud cloud -y cloudy cloudy cloudy -ly quickly quickly quick quick quick MÌÂÌGÏc É@Âð ¹¹ÏÉ@Ô hïo@O g@¶ð ¹¹ÏÉ@Ô ¹ÏÉ@Ô ++ hïo@O > ¹> g@¶ð ¹ÏÉ@Ô impossible +>MÌÂÌGÏc impossible ++MÌÂÌGÏc ++MÌÂÌGÏc opposite possible >impossible PREFIXES Ì)OÃKÊÌ cloud cloudy É@Âð ¹É@Âð ÏÉ@Ô É@Âð ÏÉ@Ô-y -y +-ian hïo@O +-ly hïo@O > g@¶ð ÏÉ@Ô >quickly g@¶ð ÏÉ@Ô imimopposite opposite opposite possible possible impossible >ÌOÒ@K?ÉÒÐÁ?hïpâ +MÌÂÌGÏc similar -(i)ty similarity cloud -y-ian cloudy hïpâ hïpâ ÌOdishïpâ ÌimO ÌOhïpâ Òе@Á@½ Òе@Á@½ Òе@Á@½ ÐÁÊ ÐÁÊ ÐÁÊ ÌOÉÐÔ 1electric hK@ËiÒÐÁÊ?doÉÊK @Å?cй ÌGpâ7ÌÃÁÐËÐ}ÏcÐÁ?ÉÐxâ OеõÐËÐÁÊdÁÐwÏÉÏg?Ê_ÒÐÁ@½ÐÔ friend -ly friendly cloud -y-y cloudy cloudy cloud -y cloudy ++MÌÂÌGÏc MÌÂÌGÏc +MÌÂÌGÏc electrician dis-imdisopposite opposite opposite likepossible like >like dislike > >> dislike dislike 1**cloud 1 + MÌÂÌGÏc disopposite like > dislike É@Âð ¹ ÏÉ@Ô + hïo@O > É@Á similar -(i)ty similarity happily happy similar -(i)ty similarity 7 ÃÁÐËÐ}ÏcÐÁ?ÉÐxâ Ì OÒ@K?ÉÒÐÁ?hïpâ Ì OÉÐÔ * 7 ÃÁÐËÐ}ÏcÐÁ?ÉÐxâ Ì OÒ@K?ÉÒÐÁ?hïpâ Ì OÉÐÔ happily happily happily happy happy happy É@Âð ¹ É@Âð ÏÉ@Ô É@Âð ¹ ÏÉ@Ô ¹ ÏÉ@Ô + hïo@O + hïo@O + hïo@O > g@¶ð > ¹ g@¶ð ÏÉ@Ô > g@¶ð ¹ ÏÉ@Ô ¹ ÏÉ@Ô inopposite complete > incomplete + > inininopposite opposite opposite complete complete complete > incomplete > incomplete > incomplete -ly -ly quickly quickly quick quick quick -ly quickly cloudquick -y -ly cloudy quickly PREFIXES hïpâ ÌO7ÃÁÐËÐ}ÏcÐÁ?ÉÐxâ ÌOÉÐÔ +MÌÂÌGÏc disdisopposite opposite opposite like like >possible like dislike >ÌOÒ@K?ÉÒÐÁ?hïpâ >impossible dislike similar -(i)ty similarity imimimopposite possible possible >dislike >> impossible impossible *1 É@Âð hïpâ ÌdisO Òе@Á@½ ÐÁÊ impossible >unhappy impossible terribly terrible ++ É@Âð ¹ÏÉ@Ô hïo@O >> É@ÁÉ@Á terribly terribly terribly terrible terrible terrible electric -ian electrician opposite happy ¹ÏÉ@Ô hïo@O hïpâ ÌOinÒе@Á@½ ÐÁÊ unununopposite opposite opposite happy happy happy > unhappy >impossible unhappy >>>impossible unhappy hïpâ ÌimOun-hïpâ Òе@Á@½ ÐÁÊ -ly -ly -ly quickly quickly quickly quick quick quick happily happily happy happy happy happily É@Âð ¹ ÏÉ@Ô + hïo@O > g@¶ð ¹ÏÉ@Ô happily happy É@Âð É@Âð ¹ É@Âð ¹ ÏÉ@Ô ÏÉ@Ô ¹ ÏÉ@Ô + + hïo@O hïo@O + hïo@O > > É@Á É@Á > É@Á É@Âð ¹ ÏÉ@Ô + hïo@O > É@Á imimopposite opposite opposite possible possible possible > > > impossible quick -ly quickly inopposite complete complete > incomplete incomplete PREFIXES Ì O inincomplete complete > incomplete > incomplete É@Âð ¹ É@Âð ÏÉ@Ô + hïo@O + hïo@O > É@Á > É@Á É@Âð ¹ ÏÉ@Ô + hïo@O > g@¶ð ¹ ÏÉ@Ô PREFIXES hïpâ Ì O É@Âð ¹ ÏÉ@Ô + hïo@O > g@¶ð ¹ ÏÉ@Ô É@Âð ¹ ÏÉ@Ô + hïo@O > É@Á disopposite like > dislike similar -(i)ty similarity hïpâ Ì O Òе@Á@½ ÐÁÊ É@Âð ¹ ÏÉ@Ô É@Âð É@Âð ¹ ÏÉ@Ô ¹ ÏÉ@Ô + hïo@O + hïo@O + hïo@O > É@Á > É@Á > É@Á 7 ÃÁÐËÐ}ÏcÐÁ?ÉÐxâ Ì OÒ@K?ÉÒÐÁ?hïpâ Ì OÉÐÔ * 1 ¹ÏÉ@Ô ¹terrible terrible electric PREFIXES PREFIXES hïpâ hïpâ ÌÌopposite OOÌÌÌOOO complete PREFIXES hïpâ É@Âð ÏÉ@Ô +hïo@O hïo@O > É@Á happily happily happily happy happy happy terribly terribly PREFIXES disunterribly terribly terrible terrible +-ian É@Âðelectric ÏÉ@Ô +-ian hïo@O >electrician É@Á like >happy dislike >dislike opposite É@Âð ¹electric ¹¹electric ÏÉ@Ô + hïo@O >electrician > É@Á É@Á PREFIXES hïpâ hïpâ inininopposite opposite opposite complete complete incomplete incomplete > incomplete É@Âð unhappy >>> unhappy unhappy quickly quick É@Âð ¹ÏÉ@Ô +-lyhïo@O > É@Á electric -ian -ian -ian electrician electrician electrician PREFIXES Ì O unun- hïpâ happy happy > dislike unhappy >>impossible unhappy electric -ian electrician É@Âð ÏÉ@Ô + hïo@O > g@¶ð ¹ ÏÉ@Ô PREFIXES PREFIXES hïpâ Ì O happy happily imopposite possible PREFIXES hïpâ Ì O electric electric -ian -ian electrician electrician quickly similar similarity quick PREFIXES hïpâ Ìopposite -ly quickly quick electric -ian electrician Ì>OÒ@K?ÉÒÐÁ?hïpâ ÌOÉÐÔ *1*electric Prefixes terribly terribly terribly terrible PREFIXES PREFIXES hïpâ Ìopposite OOÌOopposite like >happy dislike opposite diselectric electric -ian-(i)ty -ian -ian electrician electrician electrician similar -(i)ty similarity O hïpâ Òе@Á@½ ÐÁÊ PREFIXES hïpâ Ì7OÃÁÐËÐ}ÏcÐÁ?ÉÐxâ possible > opposite im7ÃÁÐËÐ}ÏcÐÁ?ÉÐxâ ÌOÒ@K?ÉÒÐÁ?hïpâ ÌOÉÐÔ electric -ian electrician similar terrible possible impossible É@Âð ¹terrible ÏÉ@Ô +-ly hïo@O > É@Á imunhappy happy >>Ìimpossible >OÒ@K?ÉÒÐÁ?hïpâ unhappy similar happily happy -ian electrician similar similar -(i)ty -(i)ty -(i)ty similarity similarity similarity -(i)ty similarity 77ÃÁÐËÐ}ÏcÐÁ?ÉÐxâ 7ÃÁÐËÐ}ÏcÐÁ?ÉÐxâ ÌÌunhappy OÒ@K?ÉÒÐÁ?hïpâ OÒ@K?ÉÒÐÁ?hïpâ ÌÌOÉÐÔ ÌOÉÐÔ OÉÐÔ **111***11electric 7ÃÁÐËÐ}ÏcÐÁ?ÉÐxâ ÃÁÐËÐ}ÏcÐÁ?ÉÐxâ Ìunhappy ÌOÉÐÔ 1electric electric -ian -ian electrician electrician unhïpâ Ìunelectric -ian electrician inopposite complete > incomplete -ly quickly quick similar similar -(i)ty -(i)ty similarity similarity terrible terribly É@Âð ¹ ÏÉ@Ô + hïo@O > g@¶ð ¹ÏÉ@Ô ÃÁÐËÐ}ÏcÐÁ?ÉÐxâ 7 OÒ@K?ÉÒÐÁ?hïpâ Ì OÒ@K?ÉÒÐÁ?hïpâ OÉÐÔ Ì happily happy happily happy similar -(i)ty similarity PREFIXES hïpâ Ì O possible > impossible opposite imsimilar similar similar -(i)ty -(i)ty -(i)ty similarity similarity similarity 7 ÃÁÐËÐ}ÏcÐÁ?ÉÐxâ 7 ÃÁÐËÐ}ÏcÐÁ?ÉÐxâ 7 ÃÁÐËÐ}ÏcÐÁ?ÉÐxâ Ì OÒ@K?ÉÒÐÁ?hïpâ Ì OÒ@K?ÉÒÐÁ?hïpâ Ì OÒ@K?ÉÒÐÁ?hïpâ Ì OÉÐÔ Ì OÉÐÔ * 1 Ì OÉÐÔ * 1 * 1 complete > incomplete opposite insimilar -(i)ty similarity complete > incomplete opposite 77ÃÁÐËÐ}ÏcÐÁ?ÉÐxâ ÌOÒ@K?ÉÒÐÁ?hïpâ ÌÌOÉÐÔ hïpâ ÌOÌdisÒе@Á@½ ÐÁÊ 2.Collecting vocabulary terribly terrible similar -(i)ty similarity like >ÌÌOÒ@K?ÉÒÐÁ?hïpâ dislike opposite •1**Ì12OÉÐÔ hïpâ ÌÌOO 7ÃÁÐËÐ}ÏcÐÁ?ÉÐxâ ÃÁÐËÐ}ÏcÐÁ?ÉÐxâ OÒ@K?ÉÒÐÁ?hïpâ ÌOÉÐÔ OÉÐÔ OÉÐÔ *Ì1OÉÐÔ 1Ì*OÉÐÔ 7ÃÁÐËÐ}Ïc¸ÐË@K?ÉdÁÐwÒÐÁ?hïpâ ÌOÉÐÔ *terrible 22.Collecting 2.Collecting 2.Collecting vocabulary vocabulary vocabulary electric -ian electrician similar similar -(i)ty -(i)ty similarity similarity hïpâ OÌinÒе@Á@½ ÐÁÊ 7 7 ÃÁÐËÐ}ÏcÐÁ?ÉÐxâ Ì OÒ@K?ÉÒÐÁ?hïpâ Ì Ì OÉÐÔ * ÃÁÐËÐ}Ïc¸ÐË@K?ÉdÁÐwÒÐÁ?hïpâ 7 ÃÁÐËÐ}Ïc¸ÐË@K?ÉdÁÐwÒÐÁ?hïpâ 7 ÃÁÐËÐ}Ïc¸ÐË@K?ÉdÁÐwÒÐÁ?hïpâ * 2 * 2 similar -(i)ty similarity unopposite happy > unhappy happily happy 7 ÃÁÐËÐ}ÏcÐÁ?ÉÐxâ Ì OÒ@K?ÉÒÐÁ?hïpâ * 1 terribly hïpâ hïpâ Ì O O Òе@Á@½ Òе@Á@½ Òе@Á@½ ÐÁÊ ÐÁÊ ÐÁÊ hïpâ Òе@Á@½ ÐÁÊ terribly terrible complete incomplete opposite in¹ÏÉ@Ô ++hïo@O >>g@¶ðg@¶ð ¹ÏÉ@Ô -ly quickly quick happy >>>unhappy opposite unhappy unhappy opposite unhïpâ OÌOÌO Òе@Á@½ Òе@Á@½ Òе@Á@½ ÐÁÊ ÐÁÊ É@Âð ¹É@Âð ÏÉ@Ô Ohïpâ Òе@Á@½ possible impossibleÌOÉÐÔ*1 É@Âð opposite hïpâÌhïpâ Ohïpâ hïpâ ÌÌO ÌÌimO Òе@Á@½ Òе@Á@½ ÐÁÊÐÁÊ ÐÁÊ similar -(i)ty É@Âð É@Âð ¹¹2.Collecting ¹É@Âð ÏÉ@Ô ÏÉ@Ô ¹2.Collecting ÏÉ@Ô + +hïo@O hïo@O hïo@O ++ hïo@O > >similarity g@¶ð g@¶ð >>¹ÏÉ@Ô ¹¹g@¶ð ¹ÏÉ@Ô ÏÉ@Ô ÏÉ@Ô 7ÐÁÊ ÃÁÐËÐ}ÏcÐÁ?ÉÐxâ Ì>OÒ@K?ÉÒÐÁ?hïpâ ¹ÏÉ@Ô hïo@O g@¶ð ¹ÏÉ@Ô like > dislike opposite disÒе@Á@½ ÐÁÊ terribly terrible like > dislike opposite dishïpâ Òе@Á@½ ÐÁÊ hïpâ ÌOÒе@Á@½ Òе@Á@½ ÐÁÊ 2.Collecting 2.Collecting vocabulary vocabulary vocabulary É@Âð É@Âð ÏÉ@Ô ¹ ÏÉ@Ô + hïo@O + hïo@O > g@¶ð > ÏÉ@Ô ¹¹ÏÉ@Ô hïpâ hïpâ Ì Ìhïpâ OOdisÌhïpâ Ohïpâ Òе@Á@½ ÐÁÊ ÐÁÊ vocabulary happy > unhappy opposite unhïpâ Ì O hïpâ Ì O Ì O Òе@Á@½ Òе@Á@½ Òе@Á@½ ÐÁÊ ÐÁÊ ÐÁÊ 7 ÃÁÐËÐ}Ïc¸ÐË@K?ÉdÁÐwÒÐÁ?hïpâ 7 ÃÁÐËÐ}Ïc¸ÐË@K?ÉdÁÐwÒÐÁ?hïpâ Ì OÉÐÔ Ì OÉÐÔ * 2 * 2 É@Âð ¹ ÏÉ@Ô + hïo@O > g@¶ð ¹ ÏÉ@Ô happily Ì O Òе@Á@½ ÐÁÊ happy 7 ÃÁÐËÐ}Ïc¸ÐË@K?ÉdÁÐwÒÐÁ?hïpâ 7 ÃÁÐËÐ}Ïc¸ÐË@K?ÉdÁÐwÒÐÁ?hïpâ Ì OÉÐÔ * Ì OÉÐÔ 2 * 2 like like like > > dislike dislike > dislike opposite opposite opposite disdislike > dislike opposite disÉ@Âð ¹ ÏÉ@Ô É@Âð É@Âð ¹ ÏÉ@Ô ¹ ÏÉ@Ô + hïo@O + hïo@O + hïo@O > g@¶ð > ¹ ÏÉ@Ô g@¶ð > g@¶ð ¹ ÏÉ@Ô ¹g@¶ð ÏÉ@Ô É@Âð ¹ ÏÉ@Ô + hïo@O > g@¶ð ¹ ÏÉ@Ô complete > incomplete opposite in-ly quickly quick MËжGÐÁ@oÉÉÐÔÐË?Éo@G) Ä ÉÊGhâ Ì ­ÙGÏÊÌkÉÊÁNÐoÉ·â ÌLl̹@Llâ like like > dislike dislike opposite opposite disdis-ly quickly quick É@Âð ¹ ÏÉ@Ô + hïo@O > g@¶ð ¹ ÏÉ@Ô possible > impossible opposite imMËжGÐÁ@oÉÉÐÔÐË?Éo@G) MËжGÐÁ@oÉÉÐÔÐË?Éo@G) MËжGÐÁ@oÉÉÐÔÐË?Éo@G) Ä ÉÊGhâ Ä ÉÊGhâ Ì ­ÙGÏÊÌkÉÊÁNÐoÉ·â Ä ÉÊGhâ Ì ­ÙGÏÊÌkÉÊÁNÐoÉ·â Ì ­ÙGÏÊÌkÉÊÁNÐoÉ·â ÌLl̹@Llâ ÌLl̹@Llâ ÌÔ ÌÔ ÌÔÌÔ like > dislike opposite disÉ@Âð É@Âð ¹ ÏÉ@Ô ¹ ÏÉ@Ô + + hïo@O hïo@O > > g@¶ð g@¶ð ¹ ÏÉ@Ô ¹ ÏÉ@Ô like like > like dislike > dislike > dislike opposite opposite dis-disdisÉ@Âð ¹ ÏÉ@Ô + hïo@O > g@¶ð ¹ÏÉ@Ô ÌLl̹@Llâ possible > impossible opposite im-ly -ly -ly quickly quickly quickly quick quick quick 2.Collecting 2.Collecting 2.Collecting vocabulary vocabulary vocabulary -ly quickly quick like > dislike opposite dishïpâ Ì O Òе@Á@½ ÐÁÊ 7ÃÁÐËÐ}Ïc¸ÐË@K?ÉdÁÐwÒÐÁ?hïpâ 7> ÃÁÐËÐ}Ïc¸ÐË@K?ÉdÁÐwÒÐÁ?hïpâ 7> ÃÁÐËÐ}Ïc¸ÐË@K?ÉdÁÐwÒÐÁ?hïpâ ÌOÉÐÔ ÌOÉÐÔ *ÌOÉÐÔ 2 happy *quick 2quick *2quick like >possible dislike terribly opposite terrible -ly -ly national >international international inter- between, possible possible possible > >dislike impossible impossible > impossible opposite opposite opposite imimim>impossible impossible opposite imdis-ly -ly quickly quickly quick like like dislike dislike opposite opposite disdisnational national national > international > international > inter- inter- inter- between, between, between, happily -ly quickly like > opposite dishappy > unhappy unhïpâ hïpâ Ì O Ì O Òе@Á@½ Òе@Á@½ ÐÁÊ ÐÁÊ -ly quickly quickly quickly quick quick possible possible > impossible > opposite opposite imimhïpâ Ì O hïpâ Ì O Òе@Á@½ Òе@Á@½ ÐÁÊ ÐÁÊ happily happy complete > incomplete opposite indisopposite like > dislike -ly quickly quick É@Âð ¹ ÏÉ@Ô + hïo@O > g@¶ð ¹ ÏÉ@Ô possible opposite im2 Collecting possible possible possible >complete impossible >> impossible >impossible impossible opposite opposite im- imim@ÅÏÉgÐÅ )ÐL­ÐÅ ÑÁ@µÏeØg 7ĸÏÉ gÙSÉ?gÙS ÒÏc@k ÑOÉh} +ÔRÉh} -ly quickly quick complete >>>>impossible incomplete opposite inhappily happily happily happy happy happy happily happy possible impossible opposite im-ly -lyÑÁ@µÏeØg quickly quickly quick @ÅÏÉgÐÅ @ÅÏÉgÐÅ @ÅÏÉgÐÅ )ÐL­ÐÅ )ÐL­ÐÅ )ÑÁ@µÏeØg ÐL­ÐÅ ÑÁ@µÏeØg 7¸ÏÉ 7¸ÏÉ ÐËÐÅ 7¸ÏÉ ÐËÐÅ gÙSÉ?gÙS ÐËÐÅ gÙSÉ?gÙS gÙSÉ?gÙS ÒÏc@k ÒÏc@k ÒÏc@k ÑOÉh} ÑOÉh} +ÑOÉh} RÉh} +ÐG ÐG MËжGÐÁ@oÉÉÐÔÐË?Éo@G) MËжGÐÁ@oÉÉÐÔÐË?Éo@G) ÉÊGhâ ÉÊGhâ ÌÐËÐÅ ­ÙGÏÊÌkÉÊÁNÐoÉ·â ÌÌ­ÙGÏÊÌkÉÊÁNÐoÉ·â ÌRÉh} Ll̹@Llâ Ì+ÌLl̹@Llâ ÌÔ ÌÌÐG ÔÔÐG -ly quickly quick possible >ÐÁÊ impossible opposite imMËжGÐÁ@oÉÉÐÔÐË?Éo@G) MËжGÐÁ@oÉÉÐÔÐË?Éo@G) Ävocabulary ÉÊGhâ ÌÄhappily Ä­ÙGÏÊÌkÉÊÁNÐoÉ·â ÉÊGhâ ­ÙGÏÊÌkÉÊÁNÐoÉ·â ÌLl̹@Llâ Ll̹@Llâ ÌRÉh} complete complete complete incomplete > incomplete opposite opposite opposite together, ininin>impossible incomplete ÌOÉÐÔ opposite inhappily happily happy happy like >>unhappy dislike opposite dispossible possible > impossible opposite imimvocabulary terribly terrible together, together, together, 2.Collecting inter- hïpâ ÌOopposite happily happy hïpâ ÌOinter- hïpâ ÌO opposite Òе@Á@½ Òе@Á@½ Òе@Á@½ ÐÁÊ possible >incomplete opposite im7ÃÁÐËÐ}Ïc¸ÐË@K?ÉdÁÐwÒÐÁ?hïpâ *quick 2terrible happily happily happy happy happy complete complete > incomplete incomplete opposite opposite interribly happy >ÐÁÊ opposite inhappily happy complete >unhappy incomplete opposite innational national > > international international inter- between, between, 2.Collecting vocabulary complete complete complete > incomplete > incomplete > incomplete opposite in- unininnational national > international > international inter- between, between, 2.Collecting vocabulary happily happy happy > opposite unterribly terribly terribly terrible terrible terrible imopposite possible > impossible terribly terrible 7 ÃÁÐËÐ}Ïc¸ÐË@K?ÉdÁÐwÒÐÁ?hïpâ Ì OÉÐÔ * 2 -ly quickly quick complete > incomplete opposite inhappily happily happy happy 7 ÃÁÐËÐ}Ïc¸ÐË@K?ÉdÁÐwÒÐÁ?hïpâ Ì OÉÐÔ * 2 MËжGÐÁ@oÉÉÐÔÐË?Éo@G) MËжGÐÁ@oÉÉÐÔÐË?Éo@G) MËжGÐÁ@oÉÉÐÔÐË?Éo@G) Ä ÉÊGhâ Ä ÉÊGhâ Ì Ä ­ÙGÏÊÌkÉÊÁNÐoÉ·â ÉÊGhâ Ì ­ÙGÏÊÌkÉÊÁNÐoÉ·â Ì ­ÙGÏÊÌkÉÊÁNÐoÉ·â Ì Ll̹@Llâ Ì Ll̹@Llâ Ì Ll̹@Llâ Ì Ô Ì Ô Ì +ÑÁ@µÏeØg жËcѵÐË@ïâ ËgdÁÐwÐGÃâ Ëh·â ËgÏÉеÐËÐG Ä@µÐOÉh}Mâ ËhÁ?ÊKÏc happy complete >unhappy incomplete opposite in-inbuild rebuild terrible from one happy happy happy > >> unhappy >> unhappy opposite opposite opposite unununhappy > unhappy opposite unterribly terribly terrible terrible possible > impossible opposite imcomplete complete incomplete incomplete opposite opposite in+)жËcѵÐË@ïâ +)жËcѵÐË@ïâ жËcѵÐË@ïâ ËÑÁ@µÏeØg gdÁÐwÐGÃâ Ë7gdÁÐwÐGÃâ Ë7gdÁÐwÐGÃâ Ëh·â ËgÙSÉ?gÙS h·â ËgÙSÉ?gÙS h·â gÏÉеÐËÐG ËgÏÉеÐËÐG Ëhappily gÏÉеÐËÐG Ä@µÐOÉh}Mâ Ä@µÐOÉh}Mâ Ä@µÐOÉh}Mâ ËhÁ?ÊKÏc ËhÁ?ÊKÏc build build build >unhappy rebuild rebuild >>>rebuild from from one from oneone @ÅÏÉgÐÅ @ÅÏÉgÐÅ @ÅÏÉgÐÅ ÐL­ÐÅ ÐL­ÐÅ )+)ÐL­ÐÅ ÑÁ@µÏeØg ¸ÏÉ ¸ÏÉ ÐËÐÅ 77¸ÏÉ ÐËÐÅ ÐËÐÅ gÙSÉ?gÙS ÒÏc@k ÒÏc@k ÒÏc@k ÑOÉh} ÑOÉh} ÑOÉh} +RÉh} +RÉh} ++RÉh} ÐGËhÁ?ÊKÏc ÐG ÐGÐGÔ terribly terrible complete >>>incomplete opposite in@ÅÏÉgÐÅ ÐL­ÐÅ ÑÁ@µÏeØg ¸ÏÉ ÐËÐÅ gÙSÉ?gÙS ÒÏc@k ÑOÉh} RÉh} reterribly terribly terribly terrible terrible terrible happy happy >unhappy unhappy > opposite opposite unun2.Collecting vocabulary rerereterribly terrible national national national international international > international inter- inter- inter- between, between, between, happy > opposite untogether, together, together, 7 ÃÁÐËÐ}Ïc¸ÐË@K?ÉdÁÐwÒÐÁ?hïpâ Ì OÉÐÔ * 2 happy happy happy > unhappy > unhappy > unhappy opposite opposite opposite un- unun hïpâ Ì O Òе@Á@½ ÐÁÊ together, terribly terrible happily happy happy > unhappy opposite unterribly terribly terrible un terribly terrible complete >>>incomplete happy unhappy opposite unanother complete incomplete @ÅÏÉgÐÅ opposite happy happy >> > unhappy unhappy opposite opposite unhïpâ ÌOÌO opposite Òе@Á@½ ÐÁÊ to another to another totoanother @ÅÏÉgÐÅ @ÅÏÉgÐÅ )ÐL­ÐÅ +жËcѵÐË@ïâ )ÐL­ÐÅ ÑÁ@µÏeØg ÑÁ@µÏeØg ÑÁ@µÏeØg ¸ÏÉ 7¸ÏÉ ÐËÐÅ 7ĸÏÉ ÐËÐÅ gÙSÉ?gÙS gÙSÉ?gÙS gÙSÉ?gÙS ÒÏc@k ÒÏc@k ÒÏc@k ÑOÉh} ÑOÉh} +Ll̹@Llâ RÉh} +RÉh} +RÉh} hÁ?ÊKÏc hïpâ Òе@Á@½ ÐÁÊ in in unhappy opposite MËжGÐÁ@oÉÉÐÔÐË?Éo@G) ÉÊGhâ Ì­ÙGÏÊÌkÉÊÁNÐoÉ·â ÌÑOÉh} ÌÔÐG ÐG together, together, together, +)жËcѵÐË@ïâ ÐL­ÐÅ Ë7gdÁÐwÐGÃâ ËËgdÁÐwÐGÃâ ËÐËÐÅ h·â ËËh·â ËgÏÉеÐËÐG ËËgÏÉеÐËÐG Ä@µÐOÉh}Mâ Ä@µÐOÉh}Mâ ËhÁ?ÊKÏc ËÐG build build build >unhappy rebuild >> rebuild from from from one one one rere-rere+жËcѵÐË@ïâ +жËcѵÐË@ïâ ËgdÁÐwÐGÃâ gdÁÐwÐGÃâ h·â Ëh·â gÏÉеÐËÐG gÏÉеÐËÐG Ä@µÐOÉh}Mâ Ä@µÐOÉh}Mâ ËhÁ?ÊKÏc build rebuild ÌOÉÐÔ* 2 MËжGÐÁ@oÉÉÐÔÐË?Éo@G) from one7ÃÁÐËÐ}Ïc¸ÐË@K?ÉdÁÐwÒÐÁ?hïpâ terrible ÄÉÊGhâ Ì­ÙGÏÊÌkÉÊÁNÐoÉ·â ÌLl̹@Llâ ÌËhÁ?ÊKÏc Ô ÌÔ terribly hïpâ MËжGÐÁ@oÉÉÐÔÐË?Éo@G) ÄËÉÊGhâ Ì­ÙGÏÊÌkÉÊÁNÐoÉ·â ÌLl̹@Llâ 2.Collecting vocabulary national >> rebuild international inter- between, Ì O Òе@Á@½ ÐÁÊ unhappy > unhappy opposite opposite happy > unhappy unÄ@µÐËg@¶ð º Ì â ÅÉÐÂâ national international between, inter- Ä@µÐËg@¶ð Ä@µÐËg@¶ð Ä@µÐËg@¶ð ºâÌÅÉÐÂâ ºËâÌ+hÁ?ÊKÏc ÅÉÐÂâ ºËÌËâÌÉhÁ?ÊKÏc ÅÉÐÂâ +жËcѵÐË@ïâ жËcѵÐË@ïâ +жËcѵÐË@ïâ ËgdÁÐwÐGÃâ ËgdÁÐwÐGÃâ gdÁÐwÐGÃâ h·â Ëh·â ËËh·â gÏÉеÐËÐG ËgÏÉеÐËÐG ËgÏÉеÐËÐG Ä@µÐOÉh}Mâ Ä@µÐOÉh}Mâ Ä@µÐOÉh}Mâ ËÉhÁ?ÊKÏc national international between, build build build > rebuild >> > rebuild > rebuild from from from one one one toto another another @ÅÏÉgÐÅ )+ÐL­ÐÅ ÑÁ@µÏeØg ¸ÏÉ gÙSÉ?gÙS ÒÏc@k ÑOÉh} RÉh} *ÐG1ËÉË*É*1 1 MËжGÐÁ@oÉÉÐÔÐË?Éo@G) Ä7ËÉÊGhâ ÌËÐËÐÅ 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7vocabulary ¸ÏÉ ÐËÐÅ gÙSÉ?gÙS ÒÏc@k ÑOÉh} +˺RÉh} ÐG build > rebuild from one Ä@µÐËg@¶ð Ä@µÐËg@¶ð âÌÉMÌÁ?ÊKÏc ÉÅÉÐÂâ 1ËÉÌ*ËÔË1ÉÉ**11 2.Collecting 2.Collecting vocabulary vocabulary MËжGÐÁ@oÉÉÐÔÐË?Éo@G) ÄÉÊGhâ Ì­ÙGÏÊÌkÉÊÁNÐoÉ·â ÌÅÉÐÂâ Ll̹@Llâ re- ÃÁÐËÐ}Ïc¸ÐË@K?ÉdÁÐwÒÐÁ?hïpâ 77ÃÁÐËÐ}Ïc¸ÐË@K?ÉdÁÐwÒÐÁ?hïpâ OÉÐÔ Ì*ÌOÉÐÔ *•22**22.Collecting 2@ÅÏÉgÐÅ 2.Collecting 2.Collecting vocabulary together, ÌO 7 ÃÁÐËÐ}Ïc¸ÐË@K?ÉdÁÐwÒÐÁ?hïpâ 7 ÃÁÐËÐ}Ïc¸ÐË@K?ÉdÁÐwÒÐÁ?hïpâ 7 ÃÁÐËÐ}Ïc¸ÐË@K?ÉdÁÐwÒÐÁ?hïpâ Ì OÉÐÔ Ì OÉÐÔ * 2 Ì OÉÐÔ 2 * + жËcѵÐË@ïâ Ë gdÁÐwÐGÃâ Ë h·â Ë gÏÉеÐËÐG Ä@µÐOÉh}Mâ Ë hÁ?ÊKÏc 2.Collecting vocabulary build > rebuild from one + жËcѵÐË@ïâ Ë gdÁÐwÐGÃâ Ë h·â Ë gÏÉеÐËÐG Ä@µÐOÉh}Mâ Ë hÁ?ÊKÏc build > rebuild from one 7 ÃÁÐËÐ}Ïc¸ÐË@K?ÉdÁÐwÒÐÁ?hïpâ Ì OÉÐÔ hïpâ Òе@Á@½ ÐÁÊ 2.Collecting vocabulary national > international inter- between, 2.Collecting 2.Collecting vocabulary vocabulary 7 ÃÁÐËÐ}Ïc¸ÐË@K?ÉdÁÐwÒÐÁ?hïpâ Ì OÉÐÔ * 2 rerehïpâ Ì O Òе@Á@½ ÐÁÊ Ä@µÐËg@¶ð Ä@µÐËg@¶ð Ä@µÐËg@¶ð º Ì â ÅÉÐÂâ º Ì â ÅÉÐÂâ º Ë Ì â É ÅÉÐÂâ * 1ËÉ*¼Ë¼1Ð}й É*Ð}й 1 7 ÃÁÐËÐ}Ïc¸ÐË@K?ÉdÁÐwÒÐÁ?hïpâ 7 ÃÁÐËÐ}Ïc¸ÐË@K?ÉdÁÐwÒÐÁ?hïpâ Ì OÉÐÔ Ì OÉÐÔ * 2 * 2 2.Collecting vocabulary to another + ?d p ÌÁнÏc?gÊ_É gÐGÉ»Sâ 7 ÃÁÐËÐ}Ïc¸ÐË@K?ÉdÁÐwÒÐÁ?hïpâ Ì OÉÐÔ * 2 hïpâ +?d Ëp +¹¹?d ÌÁнÏc?gÊ_É p p gÐGÉ»Sâ gÐGÉ»Sâ Ð}й hïpâhïpâ hïpâ Ìhïpâ ÌO OSUFFIXES Òе@Á@½ Òе@Á@½ Òе@Á@½ ÐÁÊ ÐÁÊ ÐÁÊ ÌO O Òе@Á@½ ÐÁÊ MËжGÐÁ@oÉÉÐÔÐË?Éo@G) Ä+ÉÊGhâ ­ÙGÏÊÌkÉÊÁNÐoÉ·â ÌgÐGÉ»Sâ Ll̹@Llâ ̼ËËÔÉMÌÁ?ÊKÏc MËжGнÐÔMÌÁ?ÊKÏc +MÌk?ÊGÄ@Ìð ¹ÐÅÉMËö ÐÅÉMËö ÌÁнÏc?gÊ_É GÄ@µÏg Ä@µÐOÉh}Mâ GÄ@µÏg @¡Ù}ÒÐÂâ ËÉMÌÁ?ÊKÏc MËжGнÐÔMÌÁ?ÊKÏc +жËcѵÐË@ïâ ËgdÁÐwÐGÃâ ËÌh·â gÏÉеÐËÐG ËhÁ?ÊKÏc > rebuild from one MËжGнÐÔMÌÁ?ÊKÏc MËжGнÐÔMÌÁ?ÊKÏc +MÌk?ÊGÄ@Ìð MÌk?ÊGÄ@Ìð ¹­ÙGÏÊÌkÉÊÁNÐoÉ·â ÐÅÉMËö ÐÅÉMËö +?dÌÁнÏc?gÊ_É GÄ@µÏg GÄ@µÏg @¡Ù}ÒÐÂâ @¡Ù}ÒÐÂâ ËÉMÌÁ?ÊKÏc ÉMÌÁ?ÊKÏc @ÅÏÉgÐÅ )ÐL­ÐÅ ÑÁ@µÏeØg ¸ÏÉ gÙSÉ?gÙS ÒÏc@k ÑOÉh} +RÉh} hïo@O build to ÐG MËжGÐÁ@oÉÉÐÔÐË?Éo@G) Ä+7MÌk?ÊGÄ@Ìð ÉÊGhâ ÌÐËÐÅ Ì@¡Ù}ÒÐÂâ Ll̹@Llâ ÌÌÔ̼ÔÔÐ}й toanother another hïpâ OOÌOÌÌSUFFIXES Òе@Á@½ Òе@Á@½ ÐÁÊ ÐÁÊ Ô SUFFIXES SUFFIXES hïo@O 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Ðð ¹ ÉÊSÒdÁÏÊËÐOÑÁ@µÏi? Ðð ¹ ÉÊSÒdÁÏÊËÐOÑÁ@µÏi? h ö ½@Ô h ö ½@Ô h ö ½@Ô reSUFFIXES hïo@O build [AW 12. Very simple drawing of labeled Ðð ¹simple ÉÊSÒdÁÏÊËÐOÑÁ@µÏi? öhgÐGÉ»Sâ ½@Ô re- reregdÁÐwÐGÃâ h·â gÏÉеÐËÐG Ä@µÐOÉh}Mâ hÁ?ÊKÏc Ë+Ëh·â ?d ÌÁнÏc?gÊ_É ¼ËhÁ?ÊKÏc Ð}й build from to to to another another another gÏÉеÐËÐG +Ëp ?d p gÐGÉ»Sâ ¼from Ð}й ÐG to another жËcѵÐË@ïâ +жËcѵÐË@ïâ ËËgdÁÐwÐGÃâ ËVery gdÁÐwÐGÃâ ËËsimple h·â Ëh·â gÏÉеÐËÐG Ä@µÐOÉh}Mâ ËËhÁ?ÊKÏc Ëroute hÁ?ÊKÏc 7ÐoÉÐÁ?jâ 7ÐoÉÐÁ?jâ 7%>ÐoÉÐÁ?jâ Ì> _rebuild hKÒÏÊâ ÌhKÒÏÊâ _>É@Á oÌÑÁch¶LkÉgcÙG _&ËgÒÏÊâ ÌÑÁch¶LkÉgcÙG hïo@O hïo@O hïo@O *1*1*1++жËcѵÐË@ïâ [AW [AW 12. [AW 12. Very 12. simple Very drawing drawing drawing ofËÌÁнÏc?gÊ_É aoflabeled aÄ@µÐOÉh}Mâ of labeled aalabeled route route from route from from together, build > rebuild rebuild from from one one re%one nе &one É@Á build %oÑÁch¶LkÉgcÙG Ìo&ËgÒÏÊâ &É@Á g@µ + жËcѵÐË@ïâ Ë gdÁÐwÐGÃâ gÏÉеÐËÐG Ä@µÐOÉh}Mâ build rebuild from g@µ7ÐÁÊÙG g@µ %another nе % nе & É@Á % nе & É@Á & É@Á % hKÒÏÊâ hKÒÏÊâ % Ì & Ì É@Á o É@Á reSUFFIXES hïo@O 7g@µ ÐÁÊÙG ) ÏÉÐÁ@ÌÁ@µÏhïo@OÒÙÅÐGÐËÐÅÄ@Ëi?É@ÌSÑÁ@½jâ ) ÏÉÐÁ@ÌÁ@µÏhïo@OÒÙÅÐGÐËÐÅÄ@Ëi?É@ÌSÑÁ@½jâ Ë gÒÏÊâ Ì oÄÐÅÐoÉgØi Ì oÄÐÅÐoÉgØi to to another another rereSUFFIXES hïo@O 7reÐÁÊÙG 7to ÐÁÊÙG )ÏÉÐÁ@ÌÁ@µÏhïo@OÒÙÅÐGÐËÐÅÄ@Ëi?É@ÌSÑÁ@½jâ ) ÏÉÐÁ@ÌÁ@µÏhïo@OÒÙÅÐGÐËÐÅÄ@Ëi?É@ÌSÑÁ@½jâ Ì Ë oÄÐÅÐoÉgØi gÒÏÊâ Ì oÄÐÅÐoÉgØi reagain > rebuild to another crossroads, to to another another Ä@µÐËg@¶ð º Ì â ÅÉÐÂâ Ë É * 1 Ðð ¹ ÉÊSÒdÁÏÊËÐOÑÁ@µÏi? Ðð ¹ ÉÊSÒdÁÏÊËÐOÑÁ@µÏi? Ðð ¹ ÉÊSÒdÁÏÊËÐOÑÁ@µÏi? h ö ½@Ô h ö ½@Ô h ö ½@Ô to another + ?d p ÌÁнÏc?gÊ_É gÐGÉ»Sâ ¼ Ð}й foreground out of a school exit across a road at a MËжGнÐÔMÌÁ?ÊKÏc MÌk?ÊGÄ@Ìð ¹ÐÅÉMËö across GÄ@µÏg Ëâ̺ÅÉÐÂâ SUFFIXES foreground foreground outout ofËout a+of school aofschool a school exit exit across exit across a road aÄ@µÐËg@¶ð road a@¡Ù}ÒÐÂâ atroad aat atºcrossroads, aÅÉÐÂâ crossroads, to another Ä@µÐËg@¶ð ºâÌcrossroads, ÉËÉ**1Ë1ÉËÉ**11 +foreground жËcѵÐË@ïâ gdÁÐwÐGÃâ Ëh·â Ëof gÏÉеÐËÐG Ä@µÐOÉh}Mâ ËËfrom hÁ?ÊKÏc build > from one to to another another hïo@O to another Ä@µÐËg@¶ð ººÅÉÐÂâ âÌâÌaÅÉÐÂâ Ä@µÐËg@¶ð âÌÉMÌÁ?ÊKÏc 7g@µ ÐÁÊÙG 7ÐÁÊÙG )ÏÉÐÁ@ÌÁ@µÏhïo@OÒÙÅÐGÐËÐÅÄ@Ëi?É@ÌSÑÁ@½jâ )ÏÉÐÁ@ÌÁ@µÏhïo@OÒÙÅÐGÐËÐÅÄ@Ëi?É@ÌSÑÁ@½jâ )nе ÏÉÐÁ@ÌÁ@µÏhïo@OÒÙÅÐGÐËÐÅÄ@Ëi?É@ÌSÑÁ@½jâ Ë&ÌgÒÏÊâ ËÉ@Á gÒÏÊâ ÌËgÒÏÊâ oÄÐÅÐoÉgØi ÌoÄÐÅÐoÉgØi ÌoÄÐÅÐoÉgØi build builder 7ÐoÉÐÁ?jâ Ìbuilding _&rebuild ÑÁch¶LkÉgcÙG hïo@O*1 up[AW [AW [AW 12. 12. Very 12. Very Very simple simple simple drawing drawing drawing aoflabeled of a alabeled aaroad labeled route route route from from re 7ÐÁÊÙG build build build builder builder builder building building building [AW 12. Very simple drawing of labeled route from Ä@µÐËg@¶ð Ä@µÐËg@¶ð ÅÉÐÂâ º Ì â ÅÉÐÂâ Ë1Éon *11 onon g@µ % % nе & É@Á & É@Á % hKÒÏÊâ % hKÒÏÊâ Ì o É@Á o & up the steps of a footbridge, over down the steps g@µ g@µ % nе & % É@Á nе & É@Á % hKÒÏÊâ % Ì hKÒÏÊâ o É@Á Ì o & É@Á up the up the steps the steps of steps a of footbridge, a of footbridge, a footbridge, over over a over road a road a down road down down the the steps the steps Ä@µÐËg@¶ð Ä@µÐËg@¶ð Ä@µÐËg@¶ð º Ì â ÅÉÐÂâ º Ì â ÅÉÐÂâ Ë º É Ì â * ÅÉÐÂâ 1 Ë É * ËË1ÉÉ1on **steps 7ÐoÉÐÁ?jâ Ì_Ì_ÑÁch¶LkÉgcÙG hïo@O *MËжGнÐÔMÌÁ?ÊKÏc 7ÐoÉÐÁ?jâ ÑÁch¶LkÉgcÙG hïo@O 1*MËжGнÐÔMÌÁ?ÊKÏc 1 foreground Ä@µÐËg@¶ð ºroute âÌfrom ÅÉÐÂâ Ëfrom to another Ðð ¹ ÉÊSÒdÁÏÊËÐOÑÁ@µÏi? h ö ½@Ô + ?d p ÌÁнÏc?gÊ_É gÐGÉ»Sâ ¼É11*ËÐ}й + MÌk?ÊGÄ@Ìð ¹ ÐÅÉMËö GÄ@µÏg @¡Ù}ÒÐÂâ Ë ÉMÌÁ?ÊKÏc Ä@µÐËg@¶ð º Ì â ÅÉÐÂâ Ë É * + MÌk?ÊGÄ@Ìð ¹ ÐÅÉMËö GÄ@µÏg @¡Ù}ÒÐÂâ Ë ÉMÌÁ?ÊKÏc foreground foreground out out of of a school a school exit exit across across a road a road at at a crossroads, a crossroads, Ä@µÐËg@¶ð Ä@µÐËg@¶ð º Ì â ÅÉÐÂâ º Ì â ÅÉÐÂâ Ë É * Ë 1 É * [AW [AW [AW 12. 12. Very 12. Very Very simple simple simple drawing drawing drawing of a of labeled of a labeled a labeled route route from foreground out of out a school of a school exit across exit across a road a at road a crossroads, at a crossroads, Ä@µÐËg@¶ð º Ì â ÅÉÐÂâ É *and 1 gogo g@µ SUFFIXES hïo@O MËжGнÐÔMÌÁ?ÊKÏc MËжGнÐÔMÌÁ?ÊKÏc MËжGнÐÔMÌÁ?ÊKÏc + + MÌk?ÊGÄ@Ìð MÌk?ÊGÄ@Ìð + MÌk?ÊGÄ@Ìð ¹ ¹ ÐÅÉMËö ÐÅÉMËö ¹ ÐÅÉMËö GÄ@µÏg GÄ@µÏg GÄ@µÏg @¡Ù}ÒÐÂâ @¡Ù}ÒÐÂâ @¡Ù}ÒÐÂâ Ë Ë ÉMÌÁ?ÊKÏc ÉMÌÁ?ÊKÏc Ë ÉMÌÁ?ÊKÏc g@µ g@µ % nе % nе & % É@Á nе & É@Á & É@Á % hKÒÏÊâ % hKÒÏÊâ % Ì hKÒÏÊâ o & É@Á Ì o & Ì É@Á o & É@Á MËжGнÐÔMÌÁ?ÊKÏc + MÌk?ÊGÄ@Ìð ¹ ÐÅÉMËö GÄ@µÏg @¡Ù}ÒÐÂâ Ë ÉMÌÁ?ÊKÏc the other side, double back under the footbridge, turn Ðð ¹ ÉÊSÒdÁÏÊËÐOÑÁ@µÏi? h ö ½@Ô 7 ÐÁÊÙG ) ÏÉÐÁ@ÌÁ@µÏhïo@OÒÙÅÐGÐËÐÅÄ@Ëi?É@ÌSÑÁ@½jâ Ë gÒÏÊâ Ì oÄÐÅÐoÉgØi Ðð ¹ ÉÊSÒdÁÏÊËÐOÑÁ@µÏi? h ö ½@Ô build the the other the other side, other side, double side, double double back back under back under under the the footbridge, the footbridge, footbridge, turn turn and turn and go and go 7 ÐoÉÐÁ?jâ Ì _ ÑÁch¶LkÉgcÙG hïo@O * 1 build build builder builder building building MËжGнÐÔMÌÁ?ÊKÏc MËжGнÐÔMÌÁ?ÊKÏc MÌk?ÊGÄ@Ìð +footbridge, MÌk?ÊGÄ@Ìð ÐÅÉMËö ¹GÄ@µÏg ÐÅÉMËö aover GÄ@µÏg GÄ@µÏg GÄ@µÏg @¡Ù}ÒÐÂâ @¡Ù}ÒÐÂâ ÉMÌÁ?ÊKÏc ËÅÉÐÂâ ÉMÌÁ?ÊKÏc build builder builder building building MËжGнÐÔMÌÁ?ÊKÏc MÌk?ÊGÄ@Ìð ¹ÐÅÉMËö ÐÅÉMËö GÄ@µÏg ÉMÌÁ?ÊKÏc 7ÐÁÊÙG )ÏÉÐÁ@ÌÁ@µÏhïo@OÒÙÅÐGÐËÐÅÄ@Ëi?É@ÌSÑÁ@½jâ ËgÒÏÊâ ÌoÄÐÅÐoÉgØi MËжGнÐÔMÌÁ?ÊKÏc MËжGнÐÔMÌÁ?ÊKÏc MËжGнÐÔMÌÁ?ÊKÏc +through MÌk?ÊGÄ@Ìð +++steps MÌk?ÊGÄ@Ìð ++of MÌk?ÊGÄ@Ìð ÐÅÉMËö ¹gate, ¹¹?d ÐÅÉMËö GÄ@µÏg @¡Ù}ÒÐÂâ GÄ@µÏg @¡Ù}ÒÐÂâ @¡Ù}ÒÐÂâ Ë@¡Ù}ÒÐÂâ ÉMÌÁ?ÊKÏc ËËËthe ÉMÌÁ?ÊKÏc ËËcrossroads, ÉMÌÁ?ÊKÏc 7ÐÁÊÙG )ÏÉÐÁ@ÌÁ@µÏhïo@OÒÙÅÐGÐËÐÅÄ@Ëi?É@ÌSÑÁ@½jâ ËgÒÏÊâ ÌoÄÐÅÐoÉgØi up up the the steps of of a¹school footbridge, aa footbridge, over aacross road a@¡Ù}ÒÐÂâ road down down the the steps steps on on a foreground foreground foreground out out out a of school a school exit exit across exit across a road a road a at road a at a at crossroads, a crossroads, Ä@µÐËg@¶ð º Ì â Ë É * 1 up the up steps the of steps a of footbridge, over over road a down road down steps the on steps MËжGнÐÔMÌÁ?ÊKÏc + MÌk?ÊGÄ@Ìð ¹ ÐÅÉMËö Ë ÉMÌÁ?ÊKÏc Ðð ¹ ÉÊSÒdÁÏÊËÐOÑÁ@µÏi? h ö ½@Ô + p ÌÁнÏc?gÊ_É gÐGÉ»Sâ ¼ Ð}й a park along a path, round a pond and into MËжGнÐÔMÌÁ?ÊKÏc MÌk?ÊGÄ@Ìð ¹ ÐÅÉMËö GÄ@µÏg @¡Ù}ÒÐÂâ ÉMÌÁ?ÊKÏc + ?d p ÌÁнÏc?gÊ_É gÐGÉ»Sâ ¼ Ð}й through through through a 12. park park agate, park gate, along gate, along along a path, aÌÁнÏc?gÊ_É round path, round round a pond a@¡Ù}ÒÐÂâ pond and and into into a on a MËжGнÐÔMÌÁ?ÊKÏc MËжGнÐÔMÌÁ?ÊKÏc +aMÌk?ÊGÄ@Ìð +Very MÌk?ÊGÄ@Ìð ¹ÐÅÉMËö ¹ÐÅÉMËö GÄ@µÏg p GÄ@µÏg @¡Ù}ÒÐÂâ ËaÉMÌÁ?ÊKÏc Ëpond ÉMÌÁ?ÊKÏc [AW simple of a@¡Ù}ÒÐÂâ labeled route from +of ¹path, ÐÅÉMËö footbridge, GÄ@µÏg Ëinto ÉMÌÁ?ÊKÏc ¹ÏÉ@Ô ð¹ÏÉ@Ô build build build builder builder builder building building drawing ++a+?d ?d +under p ÌÁнÏc?gÊ_É ÌÁнÏc?gÊ_É p gÐGÉ»Sâ gÐGÉ»Sâ gÐGÉ»Sâ ¼¼turn ¼and Ð}й Ð}й ¼ago Ð}й SUFFIXES hïo@O p +?d?d ÌÁнÏc?gÊ_É gÐGÉ»Sâ ¼Ð}й Ð}й Suffixes g@µ g@µ g@µ É@Âð É@Âð ÏÉ@Ô ¹É@Âð ÏÉ@Ô ¹ÏÉ@Ô g@¶ ÏÉ@Ôbuilding ð¹g@¶ ÏÉ@Ô ÏÉ@Ô g@µ %¹nе &É@Âð É@Á %ð¹g@¶ hKÒÏÊâ ogÒÏÊâ &É@Á ÌoÄÐÅÐoÉgØi SUFFIXES hïo@O 7SUFFIXES ÐÁÊÙG )g@µ ÏÉÐÁ@ÌÁ@µÏhïo@OÒÙÅÐGÐËÐÅÄ@Ëi?É@ÌSÑÁ@½jâ the other other side, side, double back back under the the footbridge, footbridge, turn turn and and goon go 7ÐoÉÐÁ?jâ ÌÌ_g@¶ Ì&Ìð¹ËÑÁch¶LkÉgcÙG hïo@O*1 MËжGнÐÔMÌÁ?ÊKÏc upthe up the up the steps the steps steps ofdouble aofdouble footbridge, aMÌk?ÊGÄ@Ìð footbridge, a+?d footbridge, over over aof over road road agÐGÉ»Sâ down road down down the the steps the steps steps on on ?d p + ?d ÌÁнÏc?gÊ_É p ÌÁнÏc?gÊ_É gÐGÉ»Sâ gÐGÉ»Sâ Ð}й ¼ the other the other side, side, double back under back under the the footbridge, turn and and go [AW 12. Very simple drawing a labeled route from SUFFIXES hïo@O hïo@O SUFFIXES hïo@O [AW 12. Very simple drawing of a labeled route from + ?d p ÌÁнÏc?gÊ_É gÐGÉ»Sâ ¼ Ð}й café.] g@µ % nе & É@Á % hKÒÏÊâ o É@Á p + ÌÁнÏc?gÊ_É ?d + p ?d ÌÁнÏc?gÊ_É p ÌÁнÏc?gÊ_É gÐGÉ»Sâ gÐGÉ»Sâ ¼ Ð}й ¼ Ð}й ¼ Ð}й g@µ % nе & É@Á % hKÒÏÊâ o & É@Á café.] café.] café.] SUFFIXES SUFFIXES hïo@O MËжGнÐÔMÌÁ?ÊKÏc + MÌk?ÊGÄ@Ìð ¹ ÐÅÉMËö GÄ@µÏg @¡Ù}ÒÐÂâ Ë ÉMÌÁ?ÊKÏc + ?d p ÌÁнÏc?gÊ_É gÐGÉ»Sâ ¼ Ð}й foreground out of a school exit across a road at a crossroads, + ?d p ÌÁнÏc?gÊ_É gÐGÉ»Sâ ¼ Ð}й Ðð ¹ ÉÊSÒdÁÏÊËÐOÑÁ@µÏi? h ö ½@Ô SUFFIXES SUFFIXES SUFFIXES hïo@O hïo@O hïo@O along +?d exit +back p ÌÁнÏc?gÊ_É ÌÁнÏc?gÊ_É gÐGÉ»Sâ gÐGÉ»Sâ ¼turn Ð}й ¼and Ð}й through through a double park aaof park along a+of aap round round aat pond aaapond and and into agoaago SUFFIXES the the other the other other side, side, side, double double back back under under the the footbridge, footbridge, footbridge, turn and turn and and [AW 12. simple drawing apath, labeled route from punder ?dpath, ÌÁнÏc?gÊ_É gÐGÉ»Sâ ¼into Ð}й through through aVery park gate, park along gate, along a?dexit path, round path, aroad pond and pond into ago into foreground out a gate, school across athe road crossroads, foreground a gate, school across around a crossroads, build builder building SUFFIXES hïo@O save safe safely g@µ %nе &¹hïo@O É@Á %hKÒÏÊâ Ìog@¶ É@Á Ì_building ÑÁch¶LkÉgcÙG hïo@O *1*1• g@µ g@µ É@Âð É@Âð ¹É@Âð ÏÉ@Ô ¹¹ÏÉ@Ô g@¶ ð¹&safely ÏÉ@Ô ð¹ÏÉ@Ô SUFFIXES SUFFIXES hïo@O hïo@O 7ÐÁÊÙG )builder ÏÉÐÁ@ÌÁ@µÏhïo@OÒÙÅÐGÐËÐÅÄ@Ëi?É@ÌSÑÁ@½jâ ËgÒÏÊâ Ìhïo@O oÄÐÅÐoÉgØi save save save safe safe safe safely g@µ g@µ É@Âð ÏÉ@Ô ÏÉ@Ô 7ÐoÉÐÁ?jâ g@¶ ÏÉ@Ô g@¶ ÏÉ@Ô SUFFIXES hïo@O 7ÐoÉÐÁ?jâ Ìð¹_safely up the stepsout of of a footbridge, over a road downat the steps on build building build builder 77ÐoÉÐÁ?jâ 7ÐoÉÐÁ?jâ ÐoÉÐÁ?jâ ÌÌg@¶ __ÑÁch¶LkÉgcÙG g@¶ ÌÑÁch¶LkÉgcÙG _ÏÉ@Ô ð¹ð¹ÑÁch¶LkÉgcÙG ÑÁch¶LkÉgcÙG hïo@O hïo@O **11***111 foreground 7 ÐoÉÐÁ?jâ Ì _ ÑÁch¶LkÉgcÙG hïo@O + ?d p ÌÁнÏc?gÊ_É gÐGÉ»Sâ ¼ Ð}й café.] café.] café.] through through through a park a park a gate, park gate, along gate, along along a path, a path, a round path, round round a pond a pond a pond and and into and into a into a a out of a school exit across at a crossroads, café.] up the steps of a footbridge, over a road down the steps on up the steps of a footbridge, over a road down the steps on Ðð ¹ ÉÊSÒdÁÏÊËÐOÑÁ@µÏi? h ö ½@Ô out of across up down along round into ÐoÉÐÁ?jâ 7 Ì ÑÁch¶LkÉgcÙG _ hïo@O hïo@O Ðð ¹ ÉÊSÒdÁÏÊËÐOÑÁ@µÏi? h ö ½@Ô g@µ g@µ g@µ É@Âð ¹ É@Âð ÏÉ@Ô É@Âð ¹ ÏÉ@Ô ¹ ÏÉ@Ô g@¶ ¹ ð ÏÉ@Ô ¹ ð ÏÉ@Ô hïo@O 7ÐoÉÐÁ?jâ out out of out of across of across across up upover upover over down down down along along along round round round into intointo 7ÐoÉÐÁ?jâ Ì7_building ÑÁch¶LkÉgcÙG Ì_Ìsafely ÑÁch¶LkÉgcÙG _Ì_safely ÑÁch¶LkÉgcÙG hïo@O *hïo@O 1hïo@O **11*1*1 up the the other side, double back under the footbridge, turn and go [AW 12. Very simple drawing of aö labeled route from 7SUFFIXES ÐÁÊÙG )save ÏÉÐÁ@ÌÁ@µÏhïo@OÒÙÅÐGÐËÐÅÄ@Ëi?É@ÌSÑÁ@½jâ gÒÏÊâ Ìhïo@O oÄÐÅÐoÉgØi build builder Ðð ÉÊSÒdÁÏÊËÐOÑÁ@µÏi? Ðð ¹double höhfootbridge, ½@Ô öhöh½@Ô ½@Ô Ðð ¹ÉÊSÒdÁÏÊËÐOÑÁ@µÏi? ÉÊSÒdÁÏÊËÐOÑÁ@µÏi? ½@Ô ÐoÉÐÁ?jâ _ËÑÁch¶LkÉgcÙG g@µ %nе &É@Á 7ÐoÉÐÁ?jâ ÌËoÑÁch¶LkÉgcÙG &gÒÏÊâ É@Á save safe safe 7save ÐÁÊÙG )))ÏÉÐÁ@ÌÁ@µÏhïo@OÒÙÅÐGÐËÐÅÄ@Ëi?É@ÌSÑÁ@½jâ gÒÏÊâ ÌÌoÄÐÅÐoÉgØi ÐoÉÐÁ?jâ hïo@O save safe safe safely safely café.] café.] steps of a¹¹¹ÉÊSÒdÁÏÊËÐOÑÁ@µÏi? footbridge, over acafé.] road down the steps onandgogo Ðð ÉÊSÒdÁÏÊËÐOÑÁ@µÏi? Ðð ¹ ÉÊSÒdÁÏÊËÐOÑÁ@µÏi? ½@Ô h ö 77ÐoÉÐÁ?jâ 7ÐoÉÐÁ?jâ ÌÌ__%hKÒÏÊâ ÌÑÁch¶LkÉgcÙG _ÑÁch¶LkÉgcÙG ÑÁch¶LkÉgcÙG hïo@O hïo@O *hïo@O 1*1 *1 the other side, double back under the footbridge, turn and other side, back under the turn 777ÐÁÊÙG ÐÁÊÙG 7 ÐÁÊÙG ÏÉÐÁ@ÌÁ@µÏhïo@OÒÙÅÐGÐËÐÅÄ@Ëi?É@ÌSÑÁ@½jâ ÏÉÐÁ@ÌÁ@µÏhïo@OÒÙÅÐGÐËÐÅÄ@Ëi?É@ÌSÑÁ@½jâ ) ÏÉÐÁ@ÌÁ@µÏhïo@OÒÙÅÐGÐËÐÅÄ@Ëi?É@ÌSÑÁ@½jâ Ë Ë gÒÏÊâ Ë gÒÏÊâ Ì oÄÐÅÐoÉgØi oÄÐÅÐoÉgØi Ì oÄÐÅÐoÉgØi 7 ÐoÉÐÁ?jâ Ì 7 ÐÁÊÙG ) ÏÉÐÁ@ÌÁ@µÏhïo@OÒÙÅÐGÐËÐÅÄ@Ëi?É@ÌSÑÁ@½jâ Ë gÒÏÊâ Ì oÄÐÅÐoÉgØi Ðð ¹ ÉÊSÒdÁÏÊËÐOÑÁ@µÏi? Ðð ¹ ÉÊSÒdÁÏÊËÐOÑÁ@µÏi? Ðð h ö ½@Ô h ö ½@Ô h ö ½@Ô Ðð ¹Ðð ÉÊSÒdÁÏÊËÐOÑÁ@µÏi? öharoad ½@Ô through aÐð park gate, along a path, round a pond and into a foreground a drawing school exit across a½@Ô atfrom around crossroads, ÐÁÊÙG 7save ÐÁÊÙG )ÏÉÐÁ@ÌÁ@µÏhïo@OÒÙÅÐGÐËÐÅÄ@Ëi?É@ÌSÑÁ@½jâ ÏÉÐÁ@ÌÁ@µÏhïo@OÒÙÅÐGÐËÐÅÄ@Ëi?É@ÌSÑÁ@½jâ )safe ÏÉÐÁ@ÌÁ@µÏhïo@OÒÙÅÐGÐËÐÅÄ@Ëi?É@ÌSÑÁ@½jâ gÒÏÊâ ËÌgÒÏÊâ oÄÐÅÐoÉgØi ÌoÄÐÅÐoÉgØi the[AW Ðð ¹park ÉÊSÒdÁÏÊËÐOÑÁ@µÏi? öhalong ½@Ô ÐÁÊÙG ÏÉÐÁ@ÌÁ@µÏhïo@OÒÙÅÐGÐËÐÅÄ@Ëi?É@ÌSÑÁ@½jâ gÒÏÊâ ÌoÄÐÅÐoÉgØi oÄÐÅÐoÉgØi 12. Very simple adown labeled route Ðð ¹across ¹out ÉÊSÒdÁÏÊËÐOÑÁ@µÏi? öhlabeled ½@Ô öhlabeled g@µ ¹ÏÉ@Ô g@¶ ÏÉ@Ô 7ÐÁÊÙG 77ÐÁÊÙG 7ÐÁÊÙG )build ÏÉÐÁ@ÌÁ@µÏhïo@OÒÙÅÐGÐËÐÅÄ@Ëi?É@ÌSÑÁ@½jâ ))save ÏÉÐÁ@ÌÁ@µÏhïo@OÒÙÅÐGÐËÐÅÄ@Ëi?É@ÌSÑÁ@½jâ ËgÒÏÊâ ËËËgÒÏÊâ ÌoÄÐÅÐoÉgØi ËËgÒÏÊâ ÌÌoÄÐÅÐoÉgØi save safe safe safely safely safely out of of across across up up over down along round into other side, double back under the turn and go ¹ofaÉÊSÒdÁÏÊËÐOÑÁ@µÏi? öhalong ½@Ô out ofout out of across up over up over down down along round round into into through aVery gate, along aover path, round pond and into ainto 7g@µ ÐÁÊÙG ÏÉÐÁ@ÌÁ@µÏhïo@OÒÙÅÐGÐËÐÅÄ@Ëi?É@ÌSÑÁ@½jâ ËgÒÏÊâ ÌoÄÐÅÐoÉgØi [AW 12. simple drawing of labeled from through aÉÊSÒdÁÏÊËÐOÑÁ@µÏi? park gate, along aof path, round aroute pond and into a 7%ÐoÉÐÁ?jâ _ÏÉ@Ô hïo@O*1 builder building g@µg@µ %))nе &%ÏÉÐÁ@ÌÁ@µÏhïo@OÒÙÅÐGÐËÐÅÄ@Ëi?É@ÌSÑÁ@½jâ É@Á %hKÒÏÊâ ÌhKÒÏÊâ ÐÁÊÙG ÏÉÐÁ@ÌÁ@µÏhïo@OÒÙÅÐGÐËÐÅÄ@Ëi?É@ÌSÑÁ@½jâ gÒÏÊâ oÄÐÅÐoÉgØi %)%nе &É@Âð hKÒÏÊâ Ì&ð¹Ìð¹ÌoÌÉ@Á &&É@Á ¹&É@Á ÏÉ@Ô g@¶ ð¹oÏÉ@Ô 77g@µ ÐÁÊÙG 7g@µ ÐÁÊÙG ))ÏÉÐÁ@ÌÁ@µÏhïo@OÒÙÅÐGÐËÐÅÄ@Ëi?É@ÌSÑÁ@½jâ ÏÉÐÁ@ÌÁ@µÏhïo@OÒÙÅÐGÐËÐÅÄ@Ëi?É@ÌSÑÁ@½jâ ËÑÁch¶LkÉgcÙG gÒÏÊâ Ë&&gÒÏÊâ ÌËÌoÄÐÅÐoÉgØi ÌoÄÐÅÐoÉgØi [AW [AW [AW 12. 12. 12. Very Very Very simple simple simple drawing drawing drawing of ofaaof of aafootbridge, aaof labeled aalabeled route route route from from from [AW 12. Very simple drawing labeled route from É@Âð ¹ÏÉ@Ô g@¶ café.] up the steps of footbridge, over road down the steps on 7ÐÁÊÙG )É@Âð gÒÏÊâ ÌoÄÐÅÐoÉgØi g@µ g@µ % nе nе nе & É@Á É@Á & É@Á % % hKÒÏÊâ hKÒÏÊâ % hKÒÏÊâ o o & Ì É@Á É@Á o É@Á g@µ % nе & É@Á % Ì o É@Á foreground out of a school exit across road at a crossroads, [AW [AW 12. 12. Very Very simple simple drawing drawing of labeled a route route from from Ðð ¹ ÉÊSÒdÁÏÊËÐOÑÁ@µÏi? h ö ½@Ô out out of out of across of across across up up over up over over down down down along along along round round round into into into [AW 12.12. Very simple drawing of aof labeled route from through a Very park gate, along aofpath, round aa pond into a g@µg@µ g@µ nе nе É@Á &É@Á hKÒÏÊâ %É@Á hKÒÏÊâ É@Á o&É@Á &É@Á café.] foreground out of aof school exit across atat aaroute crossroads, [AW 12. [AW Very 12. simple Very simple drawing drawing drawing acafé.] of labeled of aacross labeled aaalabeled route route from route from from g@µg@µ nе &É@Á É@Á hKÒÏÊâ É@Á [AW 12. Very simple drawing labeled from g@µ g@µ g@µ %nе%%%&nе É@Á %%nе &%ÏÉ@Ô &&É@Á %hKÒÏÊâ %%%hKÒÏÊâ %Ì%ohKÒÏÊâ ÌÌÌooo&&&ÌÌÉ@Á ooÌ&&oÌÉ@Á É@Âð g@¶ ð¹&hKÒÏÊâ ÏÉ@Ô foreground foreground foreground out out out of of aasimple aof school school school exit exit exit across across aaaroad road road road at at aand crossroads, crossroads, aafrom crossroads, foreground out school exit aroad road at crossroads, safe safely [AW 12. Very simple drawing of aacross route from 7save ÐÁÊÙG ÏÉÐÁ@ÌÁ@µÏhïo@OÒÙÅÐGÐËÐÅÄ@Ëi?É@ÌSÑÁ@½jâ ËgÒÏÊâÌoÄÐÅÐoÉgØi [AW %¹safe &É@Á %safely the other side, double back under the footbridge, turn and go build [AW [AW 12. 12. Very Very simple simple drawing drawing of of aacross labeled alabeled labeled route from builder building g@µbuild nе &É@Á É@Á hKÒÏÊâ [AW 12. Very drawing aroad route from up the steps ofout aout footbridge, over aacross road down the steps on foreground foreground out of of school aaasimple school exit exit across road aalabeled at aat crossroads, asteps crossroads, g@µ g@µ nе %)builder nе &nе &É@Á %building hKÒÏÊâ %building hKÒÏÊâ ÌhKÒÏÊâ o&ÌÉ@Á oÉ@Á &É@Á café.] foreground out of afootbridge, school exit across aof road at aroute crossroads, save g@µ %builder nе &É@Á %building Ìo&É@Á build build build builder builder building building save%builder safe safely build up the steps of a over a road down the on foreground foreground foreground out of out a of school of a school a school exit exit across exit across a road a road a at at crossroads, at a crossroads, a crossroads, foreground out of a school exit across a road at a crossroads, build builder building up up up the the the steps steps steps of a of a footbridge, footbridge, a footbridge, over over over a a road road down down down the the the steps steps steps on onon on up the steps of a footbridge, over a road down the steps on build build builder builder building building foreground out of school exit across a road at a crossroads, out of across up over down along round into through a park gate, along a path, round a pond and into a build builder building foreground foreground out out of of a school a school exit exit across across a road a road at at a crossroads, a crossroads, [AW 12. Very simple drawing of labeled route from build build build builder builder builder building building building foreground out of a school exit across a road at a crossroads, 102 the other side, double back under the footbridge, turn and go up up the the steps steps of of a footbridge, a footbridge, over over a road a road down down the the steps steps on g@µ É@Âð¹&ÏÉ@Ô g@¶ð¹ÏÉ@Ô build save safe safely g@µ %builder nе É@Á %building hKÒÏÊâ Ìo&É@Á 102 102 102 up the steps of adouble footbridge, over road down the steps on out of across up over along round into the other side, back under the footbridge, turn and go up the up up steps the the steps of steps aside, of footbridge, of adouble footbridge, a double footbridge, over over aover over road aaadown road adown down road down down the steps the the steps on steps on on out across upback along round into build builder building build build builder builder building building up the steps of a footbridge, over a road down the steps on build builder building the the the other other other side, side, double back back under under under the the the footbridge, footbridge, footbridge, turn turn turn and and and go go go the other side, double back under the footbridge, turn and go up the steps of a footbridge, over road down the steps on café.] up up the the steps steps of of a footbridge, a footbridge, over over a road a road down down the the steps steps on on foreground out of a school exit across a road at a crossroads, up the steps of a footbridge, over a road down the steps on the the other other side, side, double double back back under under the the footbridge, footbridge, turn turn and and go go out of across up over down along round into through a park gate, along a path, round a pond and into a the other side, double back under the footbridge, turn and go through aside, park gate, along athe path, round aaapond and into aago the other the the other side, other side, double double double back back under back under under footbridge, the the footbridge, footbridge, turn turn and turn and go and go g@µg@µbuild É@Âð ¹ÏÉ@Ô g@¶g@¶ ð¹ÏÉ@Ô the other side, double back under the footbridge, turn and go builder building through through through a a park park a park gate, gate, gate, along along along a a path, path, a path, round round round pond pond a pond and and and into into into a a É@Âð ¹ ÏÉ@Ô ¹ ð ÏÉ@Ô through a park gate, along a path, round a pond and into a save safe safely the other side, double back under the footbridge, turn go 102 102 102 102 the the other other side, side, double double back back under under the the footbridge, footbridge, turn turn and and go go up the steps of a footbridge, over a road down the steps on g@µ g@µg@µ g@µ É@Âð É@Âð¹¹É@Âð É@Âð ¹ÏÉ@Ô ÏÉ@Ô ÏÉ@Ô g@¶ g@¶g@¶ ð¹g@¶ ð¹ÏÉ@Ô ÏÉ@Ô ÏÉ@Ô g@µ É@Âð ¹ÏÉ@Ô g@¶ ð¹ÏÉ@Ô the other double the turn and café.] through park aside, park gate, gate, along along path, aunder path, round pond a pond and into through park gate, along acafé.] path, round pond and into through through through athrough park aa park aagate, gate, along gate, along aalong path, aback path, aaround round round around pond aaa footbridge, pond aaand and into and into aand into aaainto aa ago g@µ É@Âð ÏÉ@Ô ¹¹ÏÉ@Ô g@¶ ÏÉ@Ô ð¹ð¹ÏÉ@Ô through apark park gate, along apath, path, round apond pond and into g@µg@µ É@Âð ÏÉ@Ô g@¶g@¶ ÏÉ@Ô café.] café.] café.] café.] g@µ save g@µ É@Âð102 ¹ÏÉ@Ô É@Âð É@Âð ¹¹¹ÏÉ@Ô ¹ÏÉ@Ô g@¶ð¹ÏÉ@Ô g@¶ ð¹ð¹ð¹ÏÉ@Ô ð¹ð¹ÏÉ@Ô through park gate, along round pond and into out across up over down along round into 102 through through aa park aof park gate, along along aa path, apath, path, round afootbridge, pond a pond and into into aand a agoa g@µ102 É@Âð ¹ÏÉ@Ô g@¶ ð¹ÏÉ@Ô the other side, double back under the turn safe safely through agate, park gate, along a round path, round a and pond and into café.] café.] g@µsave É@Âð ÏÉ@Ô g@¶safely ÏÉ@Ô g@µ g@µ É@Âð É@Âð ¹ ÏÉ@Ô ¹ ÏÉ@Ô g@¶ g@¶ ¹ ð ÏÉ@Ô ¹ ð ÏÉ@Ô café.] safe café.] café.] café.] g@µ É@Âð ¹ ÏÉ@Ô g@¶ ¹ ð ÏÉ@Ô café.] save save save safe safe safely safely safely save safe safe safely café.] café.] café.] through a parkup gate, along adown path,along round a round pond and into a save save safe safe safely safely café.] out of over down round into save safe safely save safe safely out ofof across across up over down along round into savesave save safe safe safe safely safely safely g@µ É@Âð ¹ÏÉ@Ô g@¶ ð¹ÏÉ@Ô out across up over along into 102 save safe safely out outout of of of across across across up upup over over over down down down along along along round round round into into into out of across up over down along round into save safe safely save safe safely save safe safely 102 102 café.] save safe safely out out ofacross ofacross across across upover updown over over down down along along round round into into out of across up over down along round into out of out out across of of up up over up over down down along along along round round round into into into out of across up over down along round into out of across up over down along round into 102 outout of out ofacross across upupover overover down down along along round round into intointo save safe safely of across up down along round 102 102 102 102 102 102 102 102 102102 102 102 102 102 102 102 102 9780230727564.Text.indd 111 out of across up over down along round into 111 4/5/10 10:39:08 Reference 2-Prepositon++word/Phrase 7-Networks Ä@µÏögÙK 7 Networks • Preposition word/phrase 2-Prepositon +word/Phrase 7-Networks Ä@µÏö 2-Prepositon +word/Phrase 7-Networks Ä@µÏöggÙKÙK 7ÐËÏÊâÌoÀÐGMÌHGhâÌ­Ä@µÐOÉh}MÌÁ?ÊKÏc ÑÁ@µÏgÉÐ}ÐOÉh}ÒÏÉÐÁchµÙµÙGMÌÂâÌÆGg@µÐGÄ@µÏögÙKÒi?ÊâÌoMÌÁ?ÊKÏc 77ÐËÏÊâ ÐËÏÊâÌÌÌoÀÐGMÌ oÀÐGMÌHHHGhâ GhâÌÌÌ­Ä@µÐOÉh}MÌÁ?ÊKÏc ­Ä@µÐOÉh}MÌÁ?ÊKÏc ­Ä@µÐOÉh}MÌÁ?ÊKÏc ÑÁ@µÏgÉÐ}ÐOÉh}ÒÏÉÐÁchµÙµÙGMÌÂâ ÌÌÌÆGg@µÐGÄ@µÏö gggÙKÒi?Êâ ÑÁ@µÏgÉÐ}ÐOÉh}ÒÏÉÐÁchµÙµÙGMÌÂâ ÆGg@µÐGÄ@µÏö ÙKÒi?Êâ oMÌÁ?ÊKÏc 2-Prepositon +word/Phrase We went by bike/by car7ÐËÏÊâ / byoÀÐGMÌ bus/ byGhâ plane. ÑÁ@µÏgÉÐ}ÐOÉh}ÒÏÉÐÁchµÙµÙGMÌÂâ ÆGg@µÐGÄ@µÏö ÙKÒi?ÊâÌÌÌoMÌÁ?ÊKÏc oMÌÁ?ÊKÏc 7-Networks Ä@µÏögÙK We went by bike ///by car /// by bus /// by plane. +g?ÊGÄ@½ÐÅ We went by bike by car by bus by plane. We went by bike by car by bus by plane. Or this: + 7ÐËÏÊâ ÌoÀÐGMÌ H/Ghâby Ì­Ä@µÐOÉh}MÌÁ?ÊKÏc We went by bike / by car / by bus plane. ++g?ÊGÄ@½ÐÅ g?ÊGÄ@½ÐÅ 2-Prepositon +word/Phrase ÌoMÌÁ?ÊKÏc g?ÊGÄ@½ÐÅ Or this: ÑÁ@µÏgÉÐ}ÐOÉh}ÒÏÉÐÁchµÙµÙGMÌÂâ Ì ÆGg@µÐGÄ@µÏö g ÙKÒi?Êâ 7-Networks Ä@µÏö g ÙK Or this: Or this: Weby arrived 2.00 inbythe afternoon on 2-Prepositon +word/Phrase library Ä@µÏö library student We went bike /at by car /afternoon bus / by plane. 77ÐËÏÊâ ÌÌoÀÐGMÌ HHGhâ ÌÌMonday. ­Ä@µÐOÉh}MÌÁ?ÊKÏc We arrived at 2.00 in the on Monday. 2-Prepositon +word/Phrase We arrived at 2.00 in the afternoon Monday. 7-Networks ÐËÏÊâ oÀÐGMÌ Ghâon ­Ä@µÐOÉh}MÌÁ?ÊKÏc 2-Prepositon +word/Phrase 7-Networks Ä@µÏögggÙKÙKÙK 7-Networks Ä@µÏö We arrived at 2.00 in the afternoon on Monday. library student ÌÌ+oMÌÁ?ÊKÏc g?ÊGÄ@½ÐÅ ÑÁ@µÏgÉÐ}ÐOÉh}ÒÏÉÐÁchµÙµÙGMÌÂâ ÆGg@µÐGÄ@µÏö ÙKÒi?Êâ oMÌÁ?ÊKÏc We arrived at 2.00 in the afternoon on Monday. library student ÑÁ@µÏgÉÐ}ÐOÉh}ÒÏÉÐÁchµÙµÙGMÌÂâ ÌÌÆGg@µÐGÄ@µÏö ggÙKÒi?Êâ 7 ÐËÏÊâ Ì oÀÐGMÌ H Ghâ Ì ­Ä@µÐOÉh}MÌÁ?ÊKÏc library student student Or this: ÑÁ@µÏgÉÐ}ÐOÉh}ÒÏÉÐÁchµÙµÙGMÌÂâ ÌÆGg@µÐGÄ@µÏögÙKÒi?Êâteacher ÌoMÌÁ?ÊKÏc ÐËÏÊâ HHGhâ ÌÌ­Ä@µÐOÉh}MÌÁ?ÊKÏc Ì//ÌoÀÐGMÌ by We 7ÐËÏÊâ oÀÐGMÌ Ghâ ­Ä@µÐOÉh}MÌÁ?ÊKÏc laboratory We went went by by bike bike//by by car car// by by 7bus bus by plane. plane. ÑÁ@µÏgÉÐ}ÐOÉh}ÒÏÉÐÁchµÙµÙGMÌÂâ Ì ÆGg@µÐGÄ@µÏö g ÙKÒi?Êâ Ì oMÌÁ?ÊKÏc ÑÁ@µÏgÉÐ}ÐOÉh}ÒÏÉÐÁchµÙµÙGMÌÂâ Ì ÆGg@µÐGÄ@µÏö g ÙKÒi?Êâ Ì oMÌÁ?ÊKÏc ++g?ÊGÄ@½ÐÅ g?ÊGÄ@½ÐÅ We 2.00 incar the/afternoon Monday. teacher laboratory went by at bike /by by bus/ byonplane. teacher laboratory library student Or arrived this: teacher+g?ÊGÄ@½ÐÅ laboratory We went bybike bike(noun bycar car bybus bus//by by+plane. plane. Or this: We went by //by //by 3-Word / adjective) preposition Or this: + g?ÊGÄ@½ÐÅ Classroom head teacher 3-Word (noun / adjective) + preposition + g?ÊGÄ@½ÐÅ •Or Word (noun/adjective) + preposition teacher laboratory 3-Word (noun / adjective) preposition Wethis: arrived at 2.00 in the the afternoon afternoon on Monday. Monday. this: We arrived at 2.00 in on Or Classroom head teacher student RÉÉh}Ð GMËжÁ@ÌGMÌÁ?ÊKÏc ++ É@Âð ¹ÏÉ@ÔcÊ_@ËÉ@Á ÐG GÐÁ@oÉÀÐÔMâËhÁ?ÊKÏc Classroom teacher library head teacher laboratorylibrary student Classroom head teacher We arrived at 2.00 in the afternoon on Monday. RÉÉh}Ð GMËжÁ@ÌGMÌÁ?ÊKÏc + É@Âð ¹ ÏÉ@ÔcÊ_@ËÉ@Á ÐG GÐÁ@oÉÀÐÔ Mâ Ë hÁ?ÊKÏc library student arrived RÉÉh}Ð GMËжÁ@ÌGMÌÁ?ÊKÏc + ¹¹ÏÉ@ÔcÊ_@ËÉ@Á ÐG GÐÁ@oÉÀÐÔ We atat2.00 in afternoon on RÉÉh}Ð GMËжÁ@ÌGMÌÁ?ÊKÏc +É@Âð É@Âð ÏÉ@ÔcÊ_@ËÉ@Á ÐGMonday. GÐÁ@oÉÀÐÔMâ MâËËhÁ?ÊKÏc hÁ?ÊKÏc We arrived 2.00 inthe the afternoon onMonday. library student 3-Word library student (noun / adjective) + preposition 7ÐËÏÊâÌoÀÐG teacher laboratory teacher laboratory rooms Classroom head teacher classroom head teacher people 777ÐËÏÊâ ÌÌÌoÀÐG ÐËÏÊâ oÀÐG teacher laboratory ÐËÏÊâ oÀÐG rooms people RÉÉh}Ð GMËжÁ@ÌGMÌÁ?ÊKÏc + É@Âð ¹ ÏÉ@ÔcÊ_@ËÉ@Á ÐG GÐÁ@oÉÀÐÔ Mâ Ë hÁ?ÊKÏc rooms people I love(noun the sound of music.+ preposition 3-Word / adjective) teacher laboratory rooms people teacher laboratory III3-Word love the sound of music. Classroom head Classroom head teacher teacher love the sound of music. (noun / adjective) + SCHOOLpeople love the sound of music. rooms We must find an answer to+preposition the problem. 7ÐËÏÊâ oÀÐG Classroom 3-Word RÉÉh}Ð GMËжÁ@ÌGMÌÁ?ÊKÏc + É@Âð ¹¹ÏÉ@ÔcÊ_@ËÉ@Á ÐG GÐÁ@oÉÀÐÔ Mâ ËËÌhÁ?ÊKÏc head teacher 3-Word (noun /adjective) adjective) preposition (noun / + preposition SCHOOL I love the sound of music. RÉÉh}Ð GMËжÁ@ÌGMÌÁ?ÊKÏc + É@Âð ÏÉ@ÔcÊ_@ËÉ@Á ÐG GÐÁ@oÉÀÐÔ Mâ hÁ?ÊKÏc SCHOOL We must find an answer to the problem. rooms people SCHOOL Classroom head We must find an answer to the problem. Classroom headteacher teacher RÉÉh}Ð GMËжÁ@ÌGMÌÁ?ÊKÏc +to É@Âð ¹ÏÉ@ÔcÊ_@ËÉ@Á GÐÁ@oÉÀÐÔMâËhÁ?ÊKÏc We must find an of answer the problem. ÐG love the sound music. RÉÉh}Ð GMËжÁ@ÌGMÌÁ?ÊKÏc ++É@Âð ¹ÏÉ@ÔcÊ_@ËÉ@Á ÐGÐGGÐÁ@oÉÀÐÔ ËhÁ?ÊKÏc subject equipment IRÉÉh}Ð GMËжÁ@ÌGMÌÁ?ÊKÏc É@Âð ¹ÏÉ@ÔcÊ_@ËÉ@Á GÐÁ@oÉÀÐÔMâ ËhÁ?ÊKÏc ÐËÏÊâ oÀÐG 77Mâ ÐËÏÊâ ÌÌoÀÐG We must find an answer to the problem. subject equipment rooms people She's angry with you. subject equipment rooms people SCHOOL 7ÐËÏÊâÌoÀÐG subject equipment We must find an answer to the problem. She's angry with you. rooms people 7 ÐËÏÊâ Ì oÀÐG 7 ÐËÏÊâ Ì oÀÐG loveangry the sound sound of music. music. She's with II love the of She's angry with you. you. He’s frightened of her. rooms people rooms people SCHOOL IHe’s lovemust the sound ofanswer music. SCHOOL He’s frightened of her. SCHOOL subject equipment CD player history We find an frightened of her. She’s angry with you.to We must find an answer to the the problem. problem. IHe’s love the sound music. frightened of her. I love the sound of music. SCHOOL history findwith CD She's angry you. We must an answer to the problem. history CD player history CD player player SCHOOL We SCHOOL find answer totothe Wemust must findan anof answer theproblem. problem. subject equipment subject equipment maths computer He’s frightened of her. He’s frightened her. She's angry with you. subject equipment maths computer She's4angry with you. historymaths computer CD player maths computer subject equipment Two-part 'phrasal' verbs subject equipment angry with you. She's subjects equipment He’s frightened of her. 4Two-part 'phrasal' science She's angrywith with you. desk He’s frightened of her. verbs She's angry you. 4Two-part 'phrasal' verbs science historymaths 7MËзâËgRÉÉh}ÐGrÐÁ@½ÐÔMÌÁ?ÊKÏc@ÅÏÉgÐÅhistory desk He’s frightened of her. CD science desk CD player player deskcomputer 77MËзâ ËËËgRÉÉh}ÐGrÐÁ@½ÐÔMÌÁ?ÊKÏc@ÅÏÉgÐÅ Two-part frightenedof ofher. her. He’s frightened history science MËзâ gRÉÉh}ÐGrÐÁ@½ÐÔMÌÁ?ÊKÏc@ÅÏÉgÐÅ CD player gRÉÉh}ÐGrÐÁ@½ÐÔMÌÁ?ÊKÏc@ÅÏÉgÐÅ •He’s ‘phrasal’ verbs history history 4CD player Two-part 'phrasal' CD player Prices are going7MËзâ up.verbs history CD maths computer maths Prices are science deskcomputer player Prices are going up. Prices are going going up. up. 7MËзâ maths The temperature is going down. computer ËgRÉÉh}ÐGrÐÁ@½ÐÔMÌÁ?ÊKÏc@ÅÏÉgÐÅ 4Two-part 'phrasal' verbs maths The temperature isis going down. computer maths computer The temperature going down. science The temperature is going down. desk maths 4Two-part 'phrasal' verbs science deskcomputer Prices are going up. up. 3-PHONETICS 77MËзâ ËËgRÉÉh}ÐGrÐÁ@½ÐÔMÌÁ?ÊKÏc@ÅÏÉgÐÅ 4'phrasal' verbs science MËзâ gRÉÉh}ÐGrÐÁ@½ÐÔMÌÁ?ÊKÏc@ÅÏÉgÐÅ desk 4-Two-part Two-part 'phrasal' verbs Prices are going 3-PHONETICS Take out the old7MËзâ CD. 3-PHONETICS science desk ËgRÉÉh}ÐGrÐÁ@½ÐÔMÌÁ?ÊKÏc@ÅÏÉgÐÅ desk science The temperature is going down. Take out the old CD. 7MËзâ ËgRÉÉh}ÐGrÐÁ@½ÐÔMÌÁ?ÊKÏc@ÅÏÉgÐÅ Prices are going up. 7MËзâ ËgRÉÉh}ÐGrÐÁ@½ÐÔMÌÁ?ÊKÏc@ÅÏÉgÐÅ Take out the old CD. Prices are going up. Take out the old CD. science desk Put in the new one. The temperature is going down. Prices arenew going up. Put the one. 3-PHONETICS Thein temperature is going going down. down. Put in the one. ÑLl̹ й )?dµÐËеÐË gÐÅ Î %Language Focus& ÑÁ@µÐoÐG й Prices arenew going up. The temperature is Prices are going up. Put in the new one. ÑLl̹ Taketemperature out the old is CD. The going down. ÑLl̹ Ðй¹ ))?dµÐËеÐË ?dµÐËеÐË gÐÅ gÐÅ ÎÎ %%Language Language Focus Focus&& ÑÁ@µÐoÐG ÑÁ@µÐoÐG йй The temperature isisgoing down. Thein temperature going down. 3-PHONETICS Take out the old CD. ÑïÁÏcÑÁ?dÁ@pÌÁÙGÐË?dâ Ì KÑÁ@µÐoÉÒÏÉÐÁdÂâ Ë Ê_ÑKÐÌÁÙw ?dÁ@µÐoÉ 5-Word pairs Ä@µÐoÉÐKÉÊS Put the new one. 3-PHONETICS Take out outpairs the old old CD. ÑïÁÏcÑÁ?dÁ@pÌÁÙGÐË?dâ ÌÌKÑÁ@µÐoÉÒÏÉÐÁdÂâ ËËÊ_ÑKÐÌÁÙw ?d?dÁ@µÐoÉ 5-Word Ä@µÐoÉÐKÉÊS Take the CD. ÑïÁÏcÑÁ?dÁ@pÌÁÙGÐË?dâ KÑÁ@µÐoÉÒÏÉÐÁdÂâ Ê_ÑKÐÌÁÙw Á@µÐoÉ 5-Word pairs Ä@µÐoÉÐKÉÊS ÑLl̹ Ð ¹ ) ?dµÐËеÐË gÐÅ Î % Language Focus & ÑÁ@µÐoÐG й 3-PHONETICS 3-PHONETICS Take out thenew old CD. MÌÁ?ÊKÏc +new Ãâ ËhÂâ ÌCD. ÅÏcg@µÐG ÏÉеÐËÐG е ÏÉÐLËжGÙµ ÐÁ@oÉ ÐKÉÊS ÉÐÔ MÌÁ?ÊKÏc +ÄÐÁ@Ë@¾âÌÅÉÐÔÑïÁÏcÏÉÏg?Ê_ÒÐÁ@½ÐÔ+Ä@µÐoÉÑLkÉgcÉMk?g Put the one. Put in the one. Put in in the new one. Take out the old CD. Take out the old MÌÁ?ÊKÏc + Ãâ Ë hÂâ Ì ÅÏcg@µÐG ÏÉеÐËÐG е ÏÉÐLËжGÙµ ÐÁ@oÉ ÐKÉÊS ÉÐÔ MÌÁ?ÊKÏc + ÄÐÁ@Ë@¾â Ì ÅÉÐÔÑïÁÏcÏÉÏg?Ê_ÒÐÁ@½ÐÔ + Ä@µÐoÉÑLkÉgcÉMk?g 3 Phonetics MÌÁ?ÊKÏc + Ãâ Ë hÂâ Ì ÅÏcg@µÐG ÏÉеÐËÐG е ÏÉÐLËжGÙµ ÐÁ@oÉ ÐKÉÊS ÉÐÔ MÌÁ?ÊKÏc + ÄÐÁ@Ë@¾â Ì ÅÉÐÔÑïÁÏcÏÉÏg?Ê_ÒÐÁ@½ÐÔ + Ä@µÐoÉÑLkÉgcÉMk?g Put in the new one. ÑïÁÏcÑÁ?dÁ@pÌÁÙGÐË?dâ ÌKÑÁ@µÐoÉÒÏÉÐÁdÂâ ?dÁ@µÐoÉй MÌÁ?ÊKÏc +the ÃâËhÂâ ÌÅÏcg@µÐG ÏÉеÐËÐG е ÏÉÐLËжGÙµ ÐÁ@oÉÐKÉÊS ÉÐÔÄ@ËÙµÐËÏÊâ MÌÁ?ÊKÏc ÌoÀÐG 5-Word pairs Ä@µÐoÉÐKÉÊS ÑLl̹ й )?dµÐËеÐË gÐÅ Î %LanguageËÊ_ÑKÐÌÁÙw Focus& ÑÁ@µÐoÐG Put new one. :ÏÉÐLËжG Putin inthe new one. ÑLl̹ й )?dµÐËеÐË gÐÅ Î %Language Focus& ÑÁ@µÐoÐG й : ÏÉÐLËжG Ä@ËÙµÐËÏÊâ Ì oÀÐG ÑLl̹ Ð ¹ ) ?dµÐËеÐË gÐÅ Î % Language Focus & ÑÁ@µÐoÐG : ÏÉÐLËжG Ä@ËÙµÐËÏÊâ Ì oÀÐG й (Language Focus) ÑLl̹ Ð ¹ ) ?dµÐËеÐË gÐÅ Î % Language Focus & ÑÁ@µÐoÐG ÏÉÐLËжG Ä@ËÙµÐËÏÊâ ÌoÀÐG ÑïÁÏcÑÁ?dÁ@pÌÁÙGÐË?dâ й MÌÁ?ÊKÏc +ÃâËhÂâ ÌÅÏcg@µÐG ÏÉеÐËÐG еÏÉÐLËжGÙµ:ÐÁ@oÉ ÐKÉÊS ÉÐÔ MÌÁ?ÊKÏc +ÄÐÁ@Ë@¾âÌÅÉÐÔÑïÁÏcÏÉÏg?Ê_ÒÐÁ@½ÐÔ +Ä@µÐoÉÑLkÉgcÉMk?g ÌKÑÁ@µÐoÉÒÏÉÐÁdÂâ ËÊ_ÑKÐÌÁÙw ?dÁ@µÐoÉ 5-Word pairs Ä@µÐoÉÐKÉÊS 5-Word pairs Ä@µÐoÉÐKÉÊS •5-Word Word pairs apple Ä@µÐoÉÐKÉÊS 5-Word Ä@µÐoÉÐKÉÊS ÏÉÐLËжGÙµ apple :ÏÉÐLËжG Ä@ËÙµÐËÏÊâ ÌoÀÐG MÌÁ?ÊKÏc Ãâpairs hÂâÌÌÅÏcg@µÐG ÅÏcg@µÐG ÏÉеÐËÐG е е ÏÉÐLËжGÙµ ÐÁ@oÉ ÐKÉÊS ÐKÉÊS ÉÐÔ MÌÁ?ÊKÏc MÌÁ?ÊKÏc apple++Ãâ MÌÁ?ÊKÏc ËËpairs hÂâ ÏÉеÐËÐG ÐÁ@oÉ ÉÐÔ ÑïÁÏcÑÁ?dÁ@pÌÁÙGÐË?dâ ÌKÑÁ@µÐoÉÒÏÉÐÁdÂâ Ê_ÑKÐÌÁÙw Á@µÐoÉ Ä@µÐÂâËËËÉjGÐÁ ?d Consonants ÑïÁÏcÑÁ?dÁ@pÌÁÙGÐË?dâ ÌÌKÑÁ@µÐoÉÒÏÉÐÁdÂâ ?d?dÁ@µÐoÉ ÑïÁÏcÑÁ?dÁ@pÌÁÙGÐË?dâ KÑÁ@µÐoÉÒÏÉÐÁdÂâ ËÊ_ÑKÐÌÁÙw Ê_ÑKÐÌÁÙw Á@µÐoÉ Consonants Ä@µÐÂâ Ä@µÐÂâËËÉjGÐÁ ÉjGÐÁ + Consonants + ÄÐÁ@Ë@¾â Ì ÅÉÐÔÑïÁÏcÏÉÏg?Ê_ÒÐÁ@½ÐÔ Ä@µÐoÉÑLkÉgcÉMk?g orange MÌÁ?ÊKÏc+Ãâ ËhÂâÌÅÏcg@µÐG ÏÉеÐËÐG е ÏÉÐLËжGÙµ ÐÁ@oÉ ÐKÉÊS ÉÐÔ MÌÁ?ÊKÏc + ÄÐÁ@Ë@¾â Ì ÅÉÐÔÑïÁÏcÏÉÏg?Ê_ÒÐÁ@½ÐÔ + Ä@µÐoÉÑLkÉgcÉMk?g b bag p press ȡ measure orange MÌÁ?ÊKÏc + Ãâ Ë hÂâ Ì ÅÏcg@µÐG ÏÉеÐËÐG е ÏÉÐLËжGÙµ ÐÁ@oÉ ÐKÉÊS ÉÐÔ MÌÁ?ÊKÏc + ÄÐÁ@Ë@¾â Ì ÅÉÐÔÑïÁÏcÏÉÏg?Ê_ÒÐÁ@½ÐÔ + Ä@µÐoÉÑLkÉgcÉMk?g MÌÁ?ÊKÏc + Ãâ Ë hÂâ Ì ÅÏcg@µÐG ÏÉеÐËÐG е ÏÉÐLËжGÙµ ÐÁ@oÉ ÐKÉÊS ÉÐÔ MÌÁ?ÊKÏc + ÄÐÁ@Ë@¾â Ì ÅÉÐÔÑïÁÏcÏÉÏg?Ê_ÒÐÁ@½ÐÔ + Ä@µÐoÉÑLkÉgcÉMk?g b bag p press ::ÏÉÐLËжG ÏÉÐLËжG Ä@ËÙµÐËÏÊâ Ä@ËÙµÐËÏÊâÌÌoÀÐG oÀÐG p press orange ȡȡ ËÉjGÐÁ b bag measure applegrape juice x loch h hot ȡ measure :ÏÉÐLËжG Ä@ËÙµÐËÏÊâÌoÀÐG Consonants t Ä@µÐÂâ time grape juice x loch hh hot : ÏÉÐLËжG Ä@ËÙµÐËÏÊâ Ì oÀÐG grape juice x loch hot t time : ÏÉÐLËжG Ä@ËÙµÐËÏÊâ Ì oÀÐG t timeÄ@µÐÂâËÉjGÐÁ orange k can d card bag pConsonants press ȡ measure applelemon tȒÄ@µÐÂâ chair kbk can dConsonants card lemon apple can d card Consonants Ë ÉjGÐÁ lemon apple tȒ chair tȒ chair m more grape juice xb bag loch hpp hot dȡ jam Consonants ËËÉjGÐÁ apple orange Consonants Ä@µÐÂâ ÉjGÐÁ t ȡȡ measure time apple bag press gÄ@µÐÂâ dog more press ʒgtȒ bm measure dȡ jam m more dȡ jam dog orange dȡ b bag p press orange juice match v vote can dph card f staff g measure dog ȡ lemon orange n snow vbk orange bag press chair bag press grape juice loch hot time ffp staff measure match ȡȡt time measure vbx vote vote staff ntȒ snow match h hot t x loch grape juice x loch h hot w water m more n snow t time dȡ jam football team ń sing grape grape juice xwxk water loch hot T thin gtttȒ dog lemon w grape juice loch hd sing hot can card time water tȒ thin time football ńh chair T football team team k can d card ń sing s sit lemon T thin v vote ń ∫ chair k can d card t fdddȡ staff matchplayer tȒ chair can card r ring ntȒ snow ð that jam sskkm sit lemon can card more lemon dȡ that g ring dog chair lemon chair player sit rrtȒ ððdȡ m more player j ring that jam w water gn dog dog v more vote you football team more more z zebra m ń sing shirt jjmm you thin l small gzT dʒ jam dȡ jam dȡ jam f small staff you match snow g dog g dog zebra shirt v vote l z zebra f staff svvw sit match shirt match small n snow water vote vote player ring ðflffń that staff match football team staff match sing Ȓ shine nrnnT snow snow snow staff vjw vote ń shine thin football water you Ȓ team ń sing s sit T ȒȒl shine ww water football team water zTr thin zebra shirt small football team team football ńń sing thin sing player thin ring that s water sit ŋð that sing θT thin w player r ring ð s sit s sit j you 6- Superordinates or 'umbrella' words player shirt small player rrz ring player ðȒðl shine that ring zebra that j you 6Superordinates or 'umbrella' words 6Superordinates or 'umbrella' words z zebra shirt j you l small j you ð that r ring s sit ÉʽÐÅ Ñ®kÏÉ Ðµ ÏÉÐLËжGÙµ ?cÐoÉ ¸ÐË hâËe й ÐoÉ ·âÌð ¹Ð½Ùµ MÌÁ?ÊKÏc llȒ small zebra zz zebra shirt shirt small ÉʽÐÅ Ñ®kÏÉ ?cÐoÉ ¸ÐË ¹ð shirt Ȓ shine ÉʽÐÅ Ñ®kÏÉ Ðµ ÏÉÐLËжGÙµ ?cÐoÉ ¸ÐË e й ÐoÉ ¹ð нٵ MÌÁ?ÊKÏc 6- Superordinates ÉʽÐÅ Ñ®kÏÉ Ðµ е ÏÉÐLËжGÙµ ÏÉÐLËжGÙµ ?cÐoÉ ¸ÐË hâhâ hâËËËewords e й й ÐoÉ ÐoÉ ·· ·âÌâÌâÌð ¹Ð½Ùµ нٵ MÌÁ?ÊKÏc MÌÁ?ÊKÏc Vowels and diphthongs jÄ@µÐÂâ ËÉjGÐKÉÊSÉÃâËÉjG Ȓ shine or 'umbrella' .N@µÏcеÐOÉh} l shine small z zebra you Vowels and ȒVowels ...N@µÏcеÐOÉh} and diphthongs diphthongs Ä@µÐÂâ Ä@µÐÂâËËÉjGÐKÉÊSÉÃâ ÉjGÐKÉÊSÉÃâËËÉjG ÉjG Ȓ shine N@µÏcеÐOÉh} N@µÏcеÐOÉh} ÉʽÐÅ Ñ®kÏÉ Ðµ ÏÉÐLËжGÙµ ?cÐoÉ ¸ÐË hâ Ë e й ÐoÉ · Ì â ¹ ð нٵ MÌÁ?ÊKÏc e bed 6- Superordinates or 'umbrella' words ǹ bit ǣɕ caught e bed ∫ shine e bed ǹVowels ǣɕ 6or or 'umbrella' words diphthongs Ä@µÐÂâËÉjGÐKÉÊSÉÃâ ËÉjG ǹǹ bit ǣɕ •6-Superordinates Superordinates ‘umbrella’ words .âÌâÌN@µÏcеÐOÉh} bitu: and ǣɕ caught caught buildings ÉʽÐÅ Ñ®kÏÉ ?cÐoÉ ¸ÐË hâ ËËwords e й ÐoÉ · ¹ð ð нٵ MÌÁ?ÊKÏc 6Superordinates or 'umbrella' words boot ǫɕ bird ÉʽÐÅ Ñ®kÏÉ Ðµ е ÏÉÐLËжGÙµ ÏÉÐLËжGÙµ ?cÐoÉ ¸ÐË hâ e й ÐoÉ · ¹ нٵ MÌÁ?ÊKÏc Superordinates or 'umbrella' æ bad buildings boot ǫɕ bird buildings ÉʽÐÅ Ñ®kÏÉ Ðµ ÏÉÐLËжGÙµ ?cÐoÉ ¸ÐË hâËe й ÐoÉ ·âÌð ¹Ð½Ùµ MÌÁ?ÊKÏc u: Vowels boot and bird ËÉjG æ bad ǫɕ æ bad bed anddiphthongs diphthongs Ä@µÐÂâËeǫɕ ÉjGÐKÉÊSÉÃâ ÉʽÐÅ Ëe ¹Ð½Ùµ MÌÁ?ÊKÏc æ ÉʽÐÅÑ®kÏÉ Ñ®kÏÉе еÏÉÐLËжGÙµ ÏÉÐLËжGÙµ?cÐoÉ ?cÐoɸÐË ¸ÐËhâhâ Ëeй йÐoÉ ÐoÉ··âÌâÌð ¹..нٵ ð MÌÁ?ÊKÏc ǹu: N@µÏcеÐOÉh} Vowels bitǡ and ǣɕ caught ț cut N@µÏcеÐOÉh} ei bay hot Vowels diphthongs Ä@µÐÂâ Ë ÉjGÐKÉÊSÉÃâ ËÉjG ț cut . N@µÏcеÐOÉh} ei bay ǡ hot ț cut ei bay ǡ hot and buildings Vowels diphthongs Ä@µÐÂâ Ë ÉjGÐKÉÊSÉÃâ ËËÉjG ț Vowels and diphthongs Ä@µÐÂâ Ë ÉjGÐKÉÊSÉÃâ ÉjG ǡ u: boot ǫɕ bird . N@µÏcеÐOÉh} e bed . N@µÏcеÐOÉh} æǣɕ bad bit caught ǣǹ boy hospitals houses schools ɪ ǹǹ bit ɔː caught e bed aǹ buy ș book ǣɕ book eǣǹ boy bed ǣǹ hospitals houses schools aǹ buy ș ǹ bit ǣɕ caught boy hospitals houses schools aǹ buy ș book eǣǹ bed țeǫɕ cut aǹ ș bed eiǣɕ bay ǡ boot bird buildings ǹu: hot bit caught ǹuː bit ǣɕ caught i pretty ǫɕ bird æbad Ǩș go buildings Ǩ about æǨș æ bad boot ɜː buildings iǫɕ pretty u: about boot bird go i pretty Ǩ æ bad Ǩș go buildings Ǩ about buildings Ǩș vegetables u:u: boot ǫɕ bird Ǩ hospitals houses schools boot ț boy ǫɕ bird aǹ șæ ei book bay ǡ buy hot șǨ cure u annual ǣǹ bad bad ț cut aș now vegetables cure annual vegetables bay ʌșǨ cut ɒǡ now hot euɪæ ț cut bay ǡ hot șǨ cure uei annual aș șǨ aș now i pretty ț cut ț cut aș ei bay ǡ hot ei bay ǡ hot Ǩș go ǣǹ boy eǨ hair Ǩaǹ aǹabout ș hair Ǡɕ father i: bee ǣǹ hospitalshouses houses schools buy ș book father i:aǹ bee ǣǹ boy eǨ hair hospitals houses schools hospitals schools ș book ɪ buy buy ʊeǨ book ɔǠɕ ɪi boy Ǡɕ father i:aaǹ bee vegetables eǨ Ǡɕ șǨ cure u annual pretty ǣǹ boy hospitals houses schools buy ș book ǣǹ boy aǹ buy ș book aș now hospitals onions houses schools Ǩș go ǹǨ hear pepperspotatoes Ǩ hear Ǩș Ǩ about pretty ǹǨ onions pepperspotatoes go ǹǨ hear onions pepperspotatoes Ǩ about vegetables ǹǨ about əʊǨș iiǠɕ eǨ hair pretty iișǨ pretty father i:əǨaș bee șǨpretty Ǩș go cure Ǩș go u go annual Ǩ about now about aș vegetables șǨ cure u annual aș now vegetables vegetables șǨ cure u annual ǹǨ hear onions pepperspotatoes eǨ hair șǨ cure u annual aʊ now u annual ʊə cure Ǡɕ father i: bee eǨ aș Ǡɕ aș now now eǨ hair vegetables Ǡɕ father i: bee eǨ hair eǨ hair Ǡɕ father bee hear Ǡɕ father bee onions pepperspotatoes i:iːi:ǹǨ eə hair ɑː father ǹǨ bee ǹǨ hear onions pepperspotatoes ǹǨ hear onions pepperspotatoes ǹǨ hear onions pepperspotatoes ɪə hear 112 9780230727564.Text.indd 112 onions peppers potatoes 103 103 103 103 103 103 103 103 4/5/10 10:39:40 Reference 44 PUNCTUATION PUNCTUATION 4 +ÄеÏcg@µÏÉеÐËÐGеMâ +ÄеÏcg@µÏÉеÐËÐGеMâ ÌGÏcÐoÉ·â ÌGÏcÐoÉ·â Ìð ¹ÌнٵÐGÄ@¾LlËÊâ ð ¹Ð½ÙµÐGÄ@¾LlËÊâ ÌOʶð ÌOʶð ¹ÐG¹ÐG)ÁnÐGÄ@µÐoÉ@ÆÁÐKÏÉÐÂÌÂâ )ÁnÐGÄ@µÐoÉ@ÆÁÐKÏÉÐÂÌÂâ ËÊ_Ïc·â ËÊ_Ïc·â ÌK@µ ÌK@µ 4 PUNCTUATION PUNCTUATION 4 PUNCTUATION 44PUNCTUATION PUNCTUATION + ÄеÏcg@µÏÉеÐËÐGеMâ Ì GÏcÐoÉ·â Ì ð ¹ Ð½ÙµÐGÄ@¾LlËÊâ Ì OÊ¶ð ¹ ÐG ) ÁnÐGÄ@µÐoÉ@ÆÁÐKÏÉÐÂÌÂâ Ë Ê_Ïc·â Ì̹K@µ 44 PUNCTUATION PUNCTUATION PUNCTUATION+ÄеÏcg@µÏÉеÐËÐGеMâ +ÄеÏcg@µÏÉеÐËÐGеMâ GÏcÐoÉ·â ð ¹Ð½ÙµÐGÄ@¾LlËÊâ нٵÐGÄ@¾LlËÊâ ÌÌOʶð ¹ÐG¹gÐG)ÐGй ËÊ_Ïc·â K@µ 4 PUNCTUATION 4PUNCTUATION PUNCTUATION GÒdÁÐHð ¹@_ÐGÑLlËÊâ ¹@_ÐGÑLlËÊâ ÌOr@GÑ ÌOr@GÑÂÌkÉÊÁÏÉÐÔ ÌkÉÊÁÏÉÐÔ gÁnÐGÄ@µÐoÉ@ÆÁÐKÏÉÐÂÌÂâ )N@µÏcMkÉgcÐÁ@OÉh}ÉÐÔÒdÁÐHð )N@µÏcMkÉgcÐÁ@OÉh}ÉÐÔÒdÁÐHð ¹@_ @_ÌK@µ +ÐËÐÅr@ +ÐËÐÅr@GÒdÁÐHð PUNCTUATION 44 4 PUNCTUATION ÌÌÌÌGÏcÐoÉ·â ÌÌÌð ¹ð Oʶð ))ÐGй ÁnÐGÄ@µÐoÉ@ÆÁÐKÏÉÐÂÌÂâ ËËÊ_Ïc·â + ÄеÏcg@µÏÉеÐËÐGеMâ GÏcÐoÉ·â нٵÐGÄ@¾LlËÊâ Ì OÊ¶ð ¹ ÐG ) ÁnÐGÄ@µÐoÉ@ÆÁÐKÏÉÐÂÌÂâ Ë Ê_Ïc·â ÌK@µ + ÄеÏcg@µÏÉеÐËÐGеMâ GÏcÐoÉ·â ¹ нٵÐGÄ@¾LlËÊâ Ì OÊ¶ð ¹ ÐG ÁnÐGÄ@µÐoÉ@ÆÁÐKÏÉÐÂÌÂâ Ê_Ïc·â ÌK@µ 4 PUNCTUATION Ì GÏcÐoÉ·â Ì ¹ ð нٵÐGÄ@¾LlËÊâ Ì OÊ¶ð ¹ ÐG ) ÁnÐGÄ@µÐoÉ@ÆÁÐKÏÉÐÂÌÂâ Ë Ê_Ïc·â ÌK@µ ++ÄеÏcg@µÏÉеÐËÐGеMâ Ì GÏcÐoÉ·â Ì ¹ ð нٵÐGÄ@¾LlËÊâ Ì OÊ¶ð ¹ ÐG ) ÁnÐGÄ@µÐoÉ@ÆÁÐKÏÉÐÂÌÂâ Ë Ê_Ïc·â ÌÌK@µ ÐËÐÅr@ GÒdÁÐHð ¹ @_ÐGÑLlËÊâ Ì Or@GÑÂ Ì kÉÊÁÏÉÐÔ g ÐGй ) N@µÏcMkÉgcÐÁ@OÉh}ÉÐÔÒdÁÐHð ¹ @_ + 4 PUNCTUATION +ÄеÏcg@µÏÉеÐËÐGеMâ + ÄеÏcg@µÏÉеÐËÐGеMâ Ì GÏcÐoÉ·â Ì ¹ ð нٵÐGÄ@¾LlËÊâ Ì Oʶð ¹ÐG)ÁnÐGÄ@µÐoÉ@ÆÁÐKÏÉÐÂÌ ÄеÏcg@µÏÉеÐËÐGеMâ Ì GÏcÐoÉ·â Ì ¹ ð нٵÐGÄ@¾LlËÊâ Ì OÊ¶ð ¹ ÐG ) ÁnÐGÄ@µÐoÉ@ÆÁÐKÏÉÐÂÌÂâ Ë Ê_Ïc·â K@µ + ÄеÏcg@µÏÉеÐËÐGеMâ Ì GÏcÐoÉ·â Ì ð ¹ Ð½ÙµÐGÄ@¾LlËÊâ Ì OÊ¶ð ¹ ÐG ) ÁnÐGÄ@µÐoÉ@ÆÁÐKÏÉÐÂÌÂâ Ë Ê_Ïc·â Ì K@µ GÒdÁÐHð ¹@_ÐGÑLlËÊâ ÌÌOr@GÑÂÌkÉÊÁÏÉÐÔ gÁnÐGÄ@µÐoÉ@ÆÁÐKÏÉÐÂÌÂâ ÐGй)N@µÏcMkÉgcÐÁ@OÉh}ÉÐÔÒdÁÐHð ¹K@µ @_ +ÐËÐÅr@ +++ÄеÏcg@µÏÉеÐËÐGеMâ ÄеÏcg@µÏÉеÐËÐGеMâ ÌÌÌGÏcÐoÉ·â GÏcÐoÉ·â ÌÌÌð ¹Ð½ÙµÐGÄ@¾LlËÊâ 𠹹нٵÐGÄ@¾LlËÊâ ÌÌÌOʶð Oʶð ¹ÐG ¹¹ÐG )))ÁnÐGÄ@µÐoÉ@ÆÁÐKÏÉÐÂÌÂâ ËËËÊ_Ïc·â Ê_Ïc·â ÌÌÌK@µ Thepunctuation punctuationmarks marksÒdÁÐHð ÒdÁÐHð ¹ @_ÑÁ@µ@¾â Ì Å The ¹ @_ÑÁ@µ@¾â Ì Å ÄеÏcg@µÏÉеÐËÐGеMâ GÏcÐoÉ·â ð нٵÐGÄ@¾LlËÊâ Oʶð ÐG ÁnÐGÄ@µÐoÉ@ÆÁÐKÏÉÐÂÌÂâ Ê_Ïc·â K@µ ÐËÐÅr@GÒdÁÐHð ¹ @_ÐGÑLlËÊâ Or@GÑÂ Ì kÉÊÁÏÉÐ Ô g ÐGй ) N@µÏcMkÉgcÐÁ@OÉh}ÉÐÔÒdÁÐHð ¹¹@_ + ÐËÐÅr@ GÒdÁÐHð ¹ @_ÐGÑLlËÊâ Ì Or@GÑÂ Ì kÉÊÁÏÉÐÔ g ÐGй ) N@µÏcMkÉgcÐÁ@OÉh}ÉÐÔÒdÁÐHð ¹ @_ + The punctuation marks ÒdÁÐHð ¹ @_ÑÁ@µ@¾â Ì Å ++ÄеÏcg@µÏÉеÐËÐGеMâ ÄеÏcg@µÏÉеÐËÐGеMâ Ì GÏcÐoÉ·â Ì ð ¹ Ð½ÙµÐGÄ@¾LlËÊâ Ì OÊ¶ð ¹ ÐG ) ÁnÐGÄ@µÐoÉ@ÆÁÐKÏÉÐÂÌÂâ Ë Ê_Ïc·â Ì K@µ + ÐËÐÅr@GÒdÁÐHð ¹ @_ÐGÑLlËÊâ Ì Or@GÑÂ Ì kÉÊÁÏÉÐ Ô g ÐGй ) N@µÏcMkÉgcÐÁ@OÉh}ÉÐÔÒdÁÐHð @_ + Ì GÏcÐoÉ·â Ì ð ¹ Ð½ÙµÐGÄ@¾LlËÊâ Ì OÊ¶ð ¹ ÐG ) ÁnÐGÄ@µÐoÉ@ÆÁÐKÏÉÐÂÌÂâ Ë Ê_Ïc·â Ì K@µ GÒdÁÐHð ¹@_ÐGÑLlËÊâ ÌÌOr@GÑ ÌkÉÊÁÏÉÐÔ gÐGй )N@µÏcMkÉgcÐÁ@OÉh}ÉÐÔÒdÁÐHð N@µÏcMkÉgcÐÁ@OÉh}ÉÐÔÒdÁÐHð ¹@_ ÔgÐGй ¹@_ÑÁ@µ@¾â +ÐËÐÅr@ ÐËÐÅr@ GÒdÁÐHð ¹¹@_ÐGÑLlËÊâ ÌÌOr@GÑ ÌÌkÉÊÁÏÉÐÔ ggÐGй ))N@µÏcMkÉgcÐÁ@OÉh}ÉÐÔÒdÁÐHð ¹¹@_ GÒdÁÐHð ¹¹@_ÐGÑLlËÊâ ÌÌOr@GÑ Or@GÑ kÉÊÁÏÉÐÔ ÐGй ¹¹@_ ++ÐËÐÅr@ ¹@_ÐGÑLlËÊâ ÌOr@GÑÂÌkÉÊÁÏÉÐ +ÐËÐÅr@GÒdÁÐHð ÐËÐÅr@ GÒdÁÐHð @_ÐGÑLlËÊâ Or@GÑ kÉÊÁÏÉÐÔ ÐGй N@µÏcMkÉgcÐÁ@OÉh}ÉÐÔÒdÁÐHð @_)N@µÏcMkÉgcÐÁ@OÉh} Ì++Åg@µÐG The marks ÌÌÅ ÐËÐÅr@ GÒdÁÐHð ¹@_ÐGÑLlËÊâ Or@GÑ ÌÌÌkÉÊÁÏÉÐÔ kÉÊÁÏÉÐÔ gggÐGй ÐGй))))N@µÏcMkÉgcÐÁ@OÉh}ÉÐÔÒdÁÐHð N@µÏcMkÉgcÐÁ@OÉh}ÉÐÔÒdÁÐHð ¹@_ +ÐËÐÅr@ The punctuation marksÒdÁÐHð ÒdÁÐHð ¹@_ÑÁ@µ@¾â ÅGÒdÁÐHð ÒdÁÐHð¹punctuation @_ÑÁ@µ@¾â Á@µ@¾âÌÅÌÌÅÅ Ä@µÐÁ@Ââ Ä@µÐÁÊ GÒdÁÐHð ¹¹@_ÐGÑLlËÊâ @_ÐGÑLlËÊâ ¹¹@_ @_ ÒdÁÐHð @_Ñ Ä@µÐÁ@Ââ ÌÅg@µÐG Ä@µÐÁÊ ÒdÁÐHð ¹¹@_Ñ Á@µ@¾â Ä@µÐÁ@Ââ ÌÌÅg@µÐG Ä@µÐÁÊ ÐËÐÅr@ GÒdÁÐHð @_ÐGÑLlËÊâÌÌOr@GÑ Or@GÑÂÌÌkÉÊÁÏÉÐÔ kÉÊÁÏÉÐÔggÐGй ÐGй)N@µÏcMkÉgcÐÁ@OÉh}ÉÐÔÒdÁÐHð N@µÏcMkÉgcÐÁ@OÉh}ÉÐÔÒdÁÐHð @_ ++ÐËÐÅr@ The punctuation marks ÒdÁÐHð ¹ @_ÑÁ@µ@¾â Ì Å The punctuation marks ÒdÁÐHð ¹ @_ÑÁ@µ@¾â Å The punctuation marks ÒdÁÐHð @_ÑÁ@µ@¾â punctuation marks punctuation ÒdÁÐHð ¹¹@_Ñ Á@µ@¾â Ä@µÐÁ@Ââ ÌÌÌÅg@µÐG The ÒdÁÐHð ¹¹@_ÑÁ@µ@¾â ÅÅÌÌÅÅ ÌÌÅ The punctuation marks ÒdÁÐHð ¹¹@_ÑÁ@µ@¾â Å marks The punctuation marks ÒdÁÐHð @_ÑÁ@µ@¾â The punctuation marks ÒdÁÐHð @_ÑÁ@µ@¾â ÒdÁÐHð @_Ñ Á@µ@¾âÌÌÅÅ marks Ä@µÐÁ@Ââ Åg@µÐG Ä@µÐÁÊ Ä@µÐÁÊ The punctuation @_ÑÁ@µ@¾â ÌÅ Capital letter Thisisis is¹your yourbook. book. The punctuation marks ÒdÁÐHð ¹¹¹¹@_ÑÁ@µ@¾â Capital letter This The punctuation marks ÒdÁÐHð @_ÑÁ@µ@¾â ÌÌÌÅ ?cÐLkgйMÌOÀеÐË ?cÐLkgйMÌOÀеÐË **ÒdÁÐHð Capital letter This your book. ÒdÁÐHð @_ÑÁ@µ@¾â Å The punctuation marks ÒdÁÐHð ¹ @_Ñ Á@µ@¾â Ì Å Ä@µÐÁ@Ââ Ì Åg@µÐG Ä@µÐÁÊ The punctuation marks ÒdÁÐHð ¹ @_ÑÁ@µ@¾â Å ÒdÁÐHð ¹ @_Ñ Á@µ@¾â Ì Å Ä@µÐÁ@Ââ Ì Åg@µÐG Ä@µÐÁÊ ÒdÁÐHð ¹ @_Ñ Á@µ@¾â Ì Å Ä@µÐÁ@Ââ Ì Åg@µÐG Ä@µÐÁÊ The punctuation marks ÒdÁÐHð ¹ @_ÑÁ@µ@¾â Ì Å ÒdÁÐHð @_Ñ Á@µ@¾â ÌÌÌÅÅÅ ÌÌÅÅ Ä@µÐÁ@Ââ ÌÌÅg@µÐG Ä@µÐÁÊ (A,B,C, etc) This is your book. ?cÐLkgйMÌOÀеÐË ** Erbil, ÒdÁÐHð ¹@_Ñ ÌÁ@µ@¾â ÅÌÅÁ@µ@¾â Ä@µÐÁ@Ââ ÌÅg@µÐG Ä@µÐÁÊ (A,B,C, etc) ÒdÁÐHð ¹¹Á@µ@¾â @_Ñ Ä@µÐÁ@Ââ ÌÌÅg@µÐG Åg@µÐG Ä@µÐÁÊ ¹ÒdÁÐHð ¹¹letter @_Ñ Ä@µÐÁ@Ââ ÌÌÌÅg@µÐG Ä@µÐÁÊ (A,B,C, etc) Capital letter This is your book. Erbil, Kurdistan, the United Nations ?cÐLkgйMÌOÀеÐË ÒdÁÐHð @_Ñ Á@µ@¾â Ä@µÐÁ@Ââ Åg@µÐG Ä@µÐÁÊ Capital ÒdÁÐHð ÒdÁÐHð ¹ @_Ñ @_Ñ Á@µ@¾â Á@µ@¾â Ä@µÐÁ@Ââ Ä@µÐÁ@Ââ Åg@µÐG Ä@µÐÁÊ Ä@µÐÁÊ ÒdÁÐHð ¹ @_Ñ Á@µ@¾â Å Ä@µÐÁ@Ââ Ì Åg@µÐG Ä@µÐÁÊ Kurdistan, the United Nations dLÅ dLÅ ) ) Ä@µÏÉ?h`¶â Ä@µÏÉ?h`¶â Ë g Ë ) g Ä@µÉÐKÐÁ ) Ä@µÉÐKÐÁ ) Ä@µÐÂâ ) Ä@µÐÂâ Ë ÊoÒÉ@ÁйMÌOÀеÐË Ë ÊoÒÉ@ÁйMÌOÀеÐË * Erbil, Kurdistan, the United Nations ÒdÁÐHð ÒdÁÐHð @_Ñ Á@µ@¾â ÌÌÅÅÅ Ä@µÐÁ@Ââ ÌÌÅg@µÐG Åg@µÐG Ä@µÐÁÊ Capital letter is your book. ?cÐLkgйMÌOÀеÐË *** This (A,B,C, ¹¹¹@_Ñ Á@µ@¾â Ì Ä@µÐÁ@Ââ Ì Ä@µÐÁÊ (A,B,C, etc) Capital letter This is your book. ÒdÁÐHð @_Ñ Á@µ@¾â Ä@µÐÁ@Ââ Åg@µÐG Ä@µÐÁÊ ?cÐLkgйMÌOÀеÐË etc) Erbil, Kurdistan, the United Nations Capital letter This is your book. dLÅ ) Ä@µÏÉ?h`¶â Ë g ) Ä@µÉÐKÐÁ ) Ä@µÐÂâ Ë ÊoÒÉ@ÁйMÌOÀеÐË ?cÐLkgйMÌOÀеÐË * Capital letter This is your book. Capital letter This is your book. ?cÐLkgйMÌOÀеÐË Capital letter This is your book. ?cÐLkgйMÌOÀеÐË * ?cÐLkgйMÌOÀеÐË * Wars Erbil, Kurdistan, the United Nations This Capital letter dLÅ)dLÅ This is your book. Ä@µÏÉ?h`¶â Ëg)Ä@µÉÐKÐÁ )Ä@µÐÂâ ÊoÒÉ@ÁйMÌOÀеÐË Capital Capital letter letter This is is your your book. Capital letter This isbook. your book. ?cÐLkgйMÌOÀеÐË ?cÐLkgйMÌOÀеÐË (A,B,C, etc) Star Wars Capital letter ?cÐLkgйMÌOÀеÐË * dLÅ))ÑÁÙËj­Ð¹ÐKѽ?h}ØhO ÑÁÙËj­Ð¹ÐKѽ?h}ØhO ,¿ºÌ­ ,ËË¿ºÌ­ ,Iâ ,Iâ ÌLµÌLµÑÁ@pÌÁÉ@Á ÑÁ@pÌÁÉ@Á***** Star This ?cÐLkgйMÌOÀеÐË * This is your book. (A,B,C, etc) Capital letter is your book. Erbil, United Nations ?cÐLkgйMÌOÀеÐË dLÅ )Ä@µÏÉ?h`¶â g)Ä@µÉÐKÐÁ )Ä@µÐÂâ ÊoÒÉ@ÁйMÌOÀеÐË (A,B,C, etc) Capital letter is your ?cÐLkgйMÌOÀеÐË * This (A,B,C, etc) Capital letter This isKurdistan, your book. book.the Erbil, Kurdistan, the United Nations (A,B,C, etc) dLÅ ))Ä@µÏÉ?h`¶â ËËgg))ËËÄ@µÉÐKÐÁ ))Ä@µÐÂâ ËË,ÊoÒÉ@ÁйMÌOÀеÐË * (A,B,C, etc) (A,B,C, etc) (A, B, C, etc) Star Wars (A,B,C, (A,B,C, etc) etc) dLÅ ) ÑÁÙËj­Ð¹ÐKѽ?h}ØhO ¿ºÌ­ , Iâ Ì Lµ ÑÁ@pÌÁÉ@Á Erbil, Kurdistan, the United Nations Erbil, Kurdistan, the United Nations (A,B,C, etc) dLÅ Ä@µÏÉ?h`¶â Ä@µÉÐKÐÁ Ä@µÐÂâ ÊoÒÉ@ÁйMÌOÀеÐË * (A,B,C, etc) dLÅ ) Ä@µÏÉ?h`¶â g ) Ä@µÉÐKÐÁ ) Ä@µÐÂâ Ë ÊoÒÉ@ÁйMÌOÀеÐË Erbil, Kurdistan, United Nations Star Wars Erbil, Kurdistan, the United United Nations (A,B,C, dLÅ )ËÑÁÙËj­Ð¹ÐKѽ?h}ØhO ))Ë,Ä@µÐÂâ Ä@µÏÉ?h¶KgʵÙG Iâ ÌLµÑÁ@pÌÁÉ@Á ) ËËgg))Ä@µÉÐKÐÁ Ë,ÊoÒÉ@ÁйMÌOÀеÐË Erbil, Erbil, Kurdistan, Kurdistan, the United Nations Nations Erbil, Kurdistan, theUnited United Nations the dLÅ ))dLÅ Ä@µÏÉ?h`¶â Ä@µÏÉ?h`¶â ËgËËgg)))Ä@µÉÐKÐÁ Ä@µÉÐKÐÁ )))Ä@µÐÂâ Ä@µÐÂâ ÊoÒÉ@ÁйMÌOÀеÐË ËË¿ºÌ­ ÊoÒÉ@ÁйMÌOÀеÐË the UN, UNESCO UNESCO Ä@µÏÉ?h`¶â g)Ä@µÉÐKÐÁ )Ä@µÐÂâ ËÊoÒÉ@ÁйMÌOÀеÐË ***** the Erbil, Kurdistan, the Ä@µÏÉ?h¶KgʵÙG the (A,B,C, etc) Erbil, Kurdistan, the United Nations )Ä@µÏÉ?h`¶â Ä@µÏÉ?h`¶â Ä@µÉÐKÐÁ *)UN, dLÅ)Ä@µÏÉ?h`¶â Ëg* Ä@µÉÐKÐÁ )Ä@µÐÂâ ËÊoÒÉ@ÁйMÌOÀеÐË * Nations Erbil, Kurdistan, United Nations (A,B,C, etc) etc) dLÅ)dLÅ Star Wars dLÅ Ä@µÏÉ?h`¶â ÊoÒÉ@ÁйMÌOÀеÐË dLÅ )ÑÁÙËj­Ð¹ÐKѽ?h}ØhO ¿ºÌ­ ,Ä@µÐÂâ ËIâ ,ÊoÒÉ@ÁйMÌOÀеÐË Iâ ÌLµLµÑÁ@pÌÁÉ@Á ÑÁ@pÌÁÉ@Á Kurdistan, the dLÅ) )dLÅ Ä@µÏÉ?h`¶â Ëg)Ä@µÉÐKÐÁ Ä@µÉÐKÐÁ )Ä@µÐÂâ Ä@µÐÂâ Ë¿ºÌ­ ÊoÒÉ@ÁйMÌOÀеÐË * Erbil, Erbil, Kurdistan, the United United Nations Nations dLÅ ) ÑÁÙËj­Ð¹ÐKѽ?h}ØhO , , Ì * Star Wars the UN, UNESCO dLÅ ) ÑÁÙËj­Ð¹ÐKѽ?h}ØhO , ¿ºÌ­ , Iâ Ì Lµ ÑÁ@pÌÁÉ@Á * Ä@µÏÉ?h¶KgʵÙG Star Wars Star Wars dLÅ ) ÑÁÙËj­Ð¹ÐKѽ?h}ØhO , ¿ºÌ­ , Iâ Ì Lµ ÑÁ@pÌÁÉ@Á * dLÅ )ÑÁÙËj­Ð¹ÐKѽ?h}ØhO ,,Iâ LµÑÁ@pÌÁÉ@Á ÑÁ@pÌÁÉ@Á the UNESCO Ä@µÏÉ?h¶KgʵÙG Star Star Star Wars dLÅ )dLÅ ÑÁÙËj­Ð¹ÐKѽ?h}ØhO ,¿ºÌ­ ,Iâ ÌLµÌÌÌÌLµ *****)ÑÁÙËj­Ð¹ÐKѽ?h}ØhO Star Wars dLÅ ))dLÅ ÑÁÙËj­Ð¹ÐKѽ?h}ØhO ÑÁÙËj­Ð¹ÐKѽ?h}ØhO ,,¿ºÌ­ ,¿ºÌ­ ¿ºÌ­ ,,Iâ Iâ Lµ ÑÁ@pÌÁÉ@Á ) ¿ºÌ­ ,,ÑÁ@pÌÁÉ@Á Iâ ÌÌLµ * Full Fullstop stop(.)(.) This This isWars is your your book. book. Star Wars ?cÐLkgÑË@Kٵй ?cÐLkgÑË@Kٵй Star Wars )ÑÁÙËj­Ð¹ÐKѽ?h}ØhO ÑÁÙËj­Ð¹ÐKѽ?h}ØhO Iâ LµÑÁ@pÌÁÉ@Á ÑÁ@pÌÁÉ@Á * UN, Star Wars dLÅ ,¿ºÌ­,IâÌLµÑÁ@pÌÁÉ@Á * Star Wars the UN, UNESCO dLÅ ÑÁÙËj­Ð¹ÐKѽ?h}ØhO Iâ ÑÁ@pÌÁÉ@Á Ä@µÏÉ?h¶KgʵÙG Wars dLÅ) )dLÅ ÑÁÙËj­Ð¹ÐKѽ?h}ØhO ,,¿ºÌ­ ¿ºÌ­,¿ºÌ­ ,?cÐLkgÑË@Kٵй Iâ ÌLµ Lµ ÑÁ@pÌÁÉ@Á * Star Star Wars the UN, UNESCO Full stop (.) This is your book. Ä@µÏÉ?h¶KgʵÙG * UN, UNESCO the UN, UNESCO Ä@µÏÉ?h¶KgʵÙG * UN, UNESCO Full stop (.) This is your book. Ä@µÏÉ?h¶KgʵÙG ?cÐLkgÑË@Kٵй the the UN, UNESCO UNESCO the UN, UNESCO Ä@µÏÉ?h¶KgʵÙG Ä@µÏÉ?h¶KgʵÙG * * the UN, UNESCO The The U.N., U.N., Mr. Mr. Roberts, Roberts, 1st. 1st.Nov. Nov.* the UN, UNESCO Ä@µÏÉ?h¶KgʵÙG * the UN, UNESCO Ä@µÏÉ?h¶Kgʵr@Oй Ä@µÏÉ?h¶Kgʵr@Oй % % g@S·â g@S·â Ë dÁÐÅ Ë dÁÐÅ & & Ä@µÏÉ?h¶KgʵÙG * theyour UN,book. UNESCO Ä@µÏÉ?h¶KgʵÙG * UN, Ä@µÏÉ?h¶KgʵÙG ** the UNESCO Ä@µÏÉ?h¶KgʵÙG Full stop (.) This is ?cÐLkgÑË@Kٵй the UN, UNESCO Ä@µÏÉ?h¶KgʵÙG The U.N., Mr. Roberts, 1st. Nov. Full stop (.) This is your book. Ä@µÏÉ?h¶Kgʵr@Oй % g@S·â Ë dÁÐÅ & ?cÐLkgÑË@Kٵй * Full stop (.) This is your book. ?cÐLkgÑË@Kٵй The U.N., Mr. Roberts, 1st. Nov. Full stop (.) Full stop (.) is your book. Ä@µÏÉ?h¶Kgʵr@Oй %g@S·â ËdÁÐÅ**&***** €This Full stop (.) This your book. ?cÐLkgÑË@Kٵй €€This (read: two Euros fifty) ?cÐLkgÑË@Kٵй Full stop (.)stop is your book. This is your book. ?cÏg@OÒö h?cÐLkgÑË@Kٵй GÑÁch¶Ëg@Ëcй hGÑÁch¶Ëg@Ëcй Full stop (.) Full This is your book. Full stop (.) your book. 2.50 (read: two Euros fifty) ?cÐLkgÑË@Kٵй * 2.50 (read: two Euros fifty) is your book. ?cÐLkgÑË@Kٵй Full stop (.) This is your book. Full stop (.) This Full stop?cÏg@OÒö (.) ?cÐLkgÑË@Kٵй The U.N., Mr. Roberts, 1st. Nov.* This is your book. ?cÐLkgÑË@Kٵй *2.50 ?cÐLkgÑË@Kٵй Ä@µÏÉ?h¶Kgʵr@Oй %g@S·â ËdÁÐÅ&* This Full stop (.)(.) This is your book. ?cÐLkgÑË@Kٵй ?cÏg@OÒö h GÑÁch¶Ëg@Ëcй € 2.50 (read: two Euros fifty) The U.N., Mr. Roberts, 1st. Nov. The U.N., Mr. Roberts, 1st. Nov. Ä@µÏÉ? h¶Kgʵr@Oй % g@S·â Ë dÁÐÅ & * Ä@µÏÉ?h¶Kgʵr@Oй % g@S·â Ë dÁÐÅ ?cÏg@OÒö h GÑÁch¶Ëg@Ëcй € 2.50 (read: two Euros fifty) The The U.N., U.N., Mr. Mr. Roberts, Roberts, 1st. 1st. Nov. Nov. ?dÁ@µÐÌËÏcÐKgе й The U.N., Mr. Roberts, 1st. Nov. 10.12(read : ten point one two) Ä@µÏÉ?h¶Kgʵr@Oй Ä@µÏÉ?h¶Kgʵr@Oй % g@S·â g@S·â Ë dÁÐÅ Ë dÁÐÅ & * Ä@µÏÉ? h¶Kgʵr@Oй % g@S·â Ë dÁÐÅ & * ?dÁ@µÐÌËÏcÐKgе й 10.12(read :Mr. point one two) The U.N., Mr. Roberts, 1st. Nov. The Mr. Roberts, 1st. Nov. The U.N., Mr. Roberts, 1st. Ä@µÏÉ?h¶Kgʵr@Oй %GÑÁch¶Ëg@Ëcй g@S·â Ë% &*&&***ËËdÁÐÅ ?dÁ@µÐÌËÏcÐKgе й 10.12(read :ten ten point two) Ä@µÏÉ?h¶Kgʵr@Oй &&* U.N., 1st. Ä@µÏÉ?h¶Kgʵr@Oй % g@S·â ËËg@S·â dÁÐÅ Roberts, The The U.N., Mr. Roberts, 1st. Nov. The U.N., Mr. Roberts, 1st. Nov. Ä@µÏÉ?h¶Kgʵr@Oй %dÁÐÅ g@S·â dÁÐÅ *2.50 Ä@µÏÉ? h¶Kgʵr@Oй %one g@S·â ËNov. dÁÐÅ &* Nov. U.N., Mr. Roberts, 1st. Nov. Ä@µÏÉ?h¶Kgʵr@Oй % g@S·â dÁÐÅ ?cÏg@OÒö h The € (read: two Euros fifty) ?dÁ@µÐÌËÏcÐKgе й 10.12(read : ten point one two) ?cÏg@OÒö h GÑÁch¶Ëg@Ëcй * € 2.50 (read: two Euros fifty) ?cÏg@OÒö h GÑÁch¶Ëg@Ëcй 2.50 (read: two Euros fifty) ?cÏg@OÒö h GÑÁch¶Ëg@Ëcй * ?dÁ@µÐÌËÏcÐKgе й 2.50 (read: two Euros fifty) 10.12(read : ten point one two) ?cÏg@OÒö h GÑÁch¶Ëg@Ëcй ?dÁ@µÏö g ÐPð ¹ @½Éâ » ËоÌÔÑÁ@pÌÁÉ@Áй € 2.50 (read: two Euros fifty) esmith.aol.org(read: esmith-dot-aol-dot-org) ?cÏg@OÒö GÑÁch¶Ëg@Ëcй * € 2.50 (read: two Euros fifty) * ?dÁ@µÏö ÐPð ¹@½Éâ »»hËоÌÔÑÁ@pÌÁÉ@Áй ?cÏg@OÒö hhhGÑÁch¶Ëg@Ëcй 2.50 (read:(read: twoEuros Euros fifty)fifty) ?dÁ@µÏög?cÏg@OÒö gÐPð ¹@½Éâ ËоÌÔÑÁ@pÌÁÉ@Áй two fifty) esmith.aol.org(read: esmith-dot-aol-dot-org) GÑÁch¶Ëg@Ëcй **** esmith.aol.org(read: €€2.50 Euros fifty) ?cÏg@OÒö GÑÁch¶Ëg@Ëcй hhGÑÁch¶Ëg@Ëcй * €€€2.50 (read: two Euros fifty) 2.50 two Euros two ?cÏg@OÒö GÑÁch¶Ëg@Ëcй *2.50 €(read: 2.50 two Euros ?cÏg@OÒö hesmith-dot-aol-dot-org) GÑÁch¶Ëg@Ëcй * € 2.50 (read: two Euros fifty) ?cÏg@OÒö GÑÁch¶Ëg@Ëcй ?cÏg@OÒö ?dÁ@µÐÌËÏcÐKgе й 2.50€ (read: twopoint Euros fifty) 10.12(read : (read: ten one two)fifty) ?dÁ@µÏö ¹¹Ù_ÉÐLk?gÒg@ÌkhOr@O @½Éâ »»ËоÌÔÑÁ@pÌÁÉ@Áй ** 10.12(read esmith.aol.org(read: esmith-dot-aol-dot-org) ?dÁ@µÐÌËÏcÐKgе й 10.12(read : ten point one two) ?dÁ@µÐÌËÏcÐKgе й * 10.12(read : ten point one two) ?dÁ@µÏöggÐPð ÐPðÙ_ÉÐLk?gÒg@ÌkhOr@O @½Éâ ËоÌÔÑÁ@pÌÁÉ@Áй esmith.aol.org(read: esmith-dot-aol-dot-org) ?dÁ@µÐÌËÏcÐKgе й 10.12(read : ten point one two) Did you see it? ?dÁ@µÐÌËÏcÐKgе й * Question Question : ten point one two) *** й Did you see it? point ?dÁ@µÐÌËÏcÐKgе й Ù_ÉÐLk?gÒg@ÌkhOr@O 10.12(read : ten point one two) Did you see it? 10.12 (read: ten two) ?dÁ@µÐÌËÏcÐKgе й 10.12(read : ten one two) ?dÁ@µÐÌËÏcÐKgе й * 10.12(read : ten point one ?dÁ@µÐÌËÏcÐKgе * 10.12(read tenesmith-dot-aol-dot-org) point one two) two) ?dÁ@µÐÌËÏcÐKgе й* йesmith.aol.org(read: ?dÁ@µÏögÐPð¹Ù_ÉÐLk?gÒg@ÌkhOr@O @½Éâ »ËоÌÔÑÁ@pÌÁÉ@Áй 10.12(read : tenpoint one two) ?dÁ@µÐÌËÏcÐKgе * 10.12(read :: ten point one ?dÁ@µÐÌËÏcÐKgе й* two) 10.12(read : ten point one two) Question Did Mark Mark (?) (?) ?dÁ@µÏö ÐPð¹@½Éâ @½Éâ»»»ËоÌÔÑÁ@pÌÁÉ@Áй ËоÌÔÑÁ@pÌÁÉ@Áй*** esmith.aol.org(read: esmith.aol.org(read: esmith-dot-aol-dot-org) Question Did you you see see it? it?(read:esmith-dot-aol-dot-org) ?dÁ@µÏö gggÐPðÐPð ¹¹¹Ù_ÉÐLk?gÒg@ÌkhOr@O @½Éâ ËоÌÔÑÁ@pÌÁÉ@Áй ?dÁ@µÏö gggÐPð esmith.aol.org(read: esmith-dot-aol-dot-org) esmith.aol.org(read: esmith-dot-aol-dot-org) ?dÁ@µÏö ¹@½Éâ ËоÌÔÑÁ@pÌÁÉ@Áй ?dÁ@µÏö ÐPð ¹ @½Éâ » ËоÌÔÑÁ@pÌÁÉ@Áй * esmith.aol.org(read: esmith-dot-aol-dot-org) ?dÁ@µÏö ÐPð @½Éâ » ËоÌÔÑÁ@pÌÁÉ@Áй esmith.aol.org(read: esmith-dot-aol-dot-org) esmith.aol.org esmith-dot-aol-dot-org) Question ?dÁ@µÏö ÐPðËоÌÔÑÁ@pÌÁÉ@Áй @½Éâ ËоÌÔÑÁ@pÌÁÉ@Áй * you esmith.aol.org(read: esmith-dot-aol-dot-org) ?dÁ@µÏö gÐPð **** That’s Mark ÐPð¹Ù_ÉÐLk?gÒg@ÌkhOr@O @½Éâ »¹¹@½Éâ esmith.aol.org(read: esmith-dot-aol-dot-org) esmith.aol.org(read: esmith-dot-aol-dot-org) Did see Exclamation gg»ÐPð »»ËоÌÔÑÁ@pÌÁÉ@Áй * esmith.aol.org(read: esmith-dot-aol-dot-org) ?dÁ@µÏö gÐPðit? ¹@½Éâ»ËоÌÔÑÁ@pÌÁÉ@Áй * esmith.aol.org(read: esmith-dot-aol-do dLÅ)?dÁ@µÏö Ä@½ö ÊkgÐkÑK @WÑÁö GgÏcÙG That’s fantastic! Exclamation dLÅ Ä@½ö g?dÁ@µÏö ÊkgÐkÑK ÐËоÌÔÑÁ@pÌÁÉ@Áй ð¹ÐÐ@WÑÁö hGgÏcÙG Mark (?) (?) fantastic! Exclamation dLÅ ))Ä@½ö gg¹@½Éâ ÊkgÐkÑK ð¹ð¹@WÑÁö hhGgÏcÙG That’s fantastic! Question Ù_ÉÐLk?gÒg@ÌkhOr@O * Did Did you see it? Question Question Ù_ÉÐLk?gÒg@ÌkhOr@O Question Did you see it? Did you see it? Ù_ÉÐLk?gÒg@ÌkhOr@O * Mark (?) Ù_ÉÐLk?gÒg@ÌkhOr@O * you see it? Did you see it? Question Question Ù_ÉÐLk?gÒg@ÌkhOr@O Mark (!) Exclamation Did you see it? Ù_ÉÐLk?gÒg@ÌkhOr@O * dLÅ ) Ä@½ö g ÊkgÐkÑK Ð ¹ ð @WÑÁö h GgÏcÙG Did you see it? Question Did see it? That’s fantastic! Mark (!) Question Question Ù_ÉÐLk?gÒg@ÌkhOr@O * Mark (!) Question Did you see Ù_ÉÐLk?gÒg@ÌkhOr@O Did you see it? Exclamation ** Did see it? dLÅ)Ä@½ögÙ_ÉÐLk?gÒg@ÌkhOr@O ÊkgÐkÑK Ðð¹@WÑÁöhGgÏcÙG Question That’s fantastic! (?) Question Ù_ÉÐLk?gÒg@ÌkhOr@O * you Did you see it? it? Ù_ÉÐLk?gÒg@ÌkhOr@O * Did you see it? Mark (?) Mark (?) Mark (?) Mark (?) Exclamation Mark (!) Mark (?) dLÅ ) Ä@½ö g ÊkgÐkÑK Ð ¹ ð @WÑÁö h GgÏcÙG * That’s fantastic! mark (?) Comma (,) Mark (?) (?) Mark (?) Comma (,) Mark (!) ?d¶â ?d¶â Ì Ll̹É@ÁÑÁ@µÐLoÄ?Êâ Ì Ll̹É@ÁÑÁ@µÐLoÄ?Êâ Ì Áй Ì Áй * * Get Get a a pen, pen, a a pencil, pencil, a a book book and and some somepaper. paper. Comma (,) Mark (?) Mark (?) Exclamation Exclamation dLÅ ) Ä@½ö g ÊkgÐkÑK Ð ¹ ð @WÑÁö h GgÏcÙG * That’s fantastic! Exclamation Exclamation dLÅ )))Ä@½ö hhhhGgÏcÙG ** That’s fantastic! dLÅ ))Ä@½ö Ä@½ö gggÊkgÐkÑK ÊkgÐkÑK ÐÐÐÐð¹ð¹ð¹@WÑÁö @WÑÁö GgÏcÙG * dLÅ Ä@½ö gggÊkgÐkÑK ÊkgÐkÑK ð¹ð¹ð¹@WÑÁö GgÏcÙG That’s fantastic! Mark (!)(,) Exclamation That’s fantastic! dLÅ ) g Ð GgÏcÙG Exclamation Comma dLÅ Ä@½ö ÊkgÐkÑK @WÑÁö GgÏcÙG Exclamation That’s fantastic! ?d¶â Ì Ll̹É@ÁÑÁ@µÐLoÄ?Êâ Ì Áй Get a pen, a pencil, a book and some paper. dLÅ Ä@½ö ÊkgÐkÑK @WÑÁö h GgÏcÙG * That’s fantastic! Exclamation Exclamation dLÅ ) Ä@½ö ÊkgÐkÑK Ð @WÑÁö h GgÏcÙG He got up, turned round, looked and the laughed. That’s fantastic! Exclamation dLÅ ) Ä@½ö g ÊkgÐkÑK Ð ¹ ð @WÑÁö h GgÏcÙG * That’s fantastic! Exclamation That’s fantastic! * He Comma dLÅ ggÊkgÐkÑK hhGgÏcÙG * That’s fantastic! Mark (!)(,) up, round, looked and the ?d¶â))ÌÄ@½ö Ll̹É@ÁÑÁ@µÐLoÄ?Êâ ÌÁй Get adLÅ pen, pencil, book and * some paper. Exclamation He got round, looked and thelaughed. laughed. Exclamation dLÅ Ä@½ö ÊkgÐkÑKÐÐð¹ð¹@WÑÁö @WÑÁö GgÏcÙG *got Mark (!) That’s fantastic! )up, Ä@½öturned gaaturned ÊkgÐkÑK Ðaað¹@WÑÁö hGgÏcÙG That’s fantastic! Mark (!) Mark (!) Comma (,) ?d¶â Ì Ll̹É@ÁÑÁ@µÐLoÄ?Êâ Ì Áй * Mark (!) Get a pen, pencil, book and some paper. Mark (!) Mark (!) Mark (!) He got up, turned round, looked and the laughed. Mark (!) mark (!) Comma (,) Mark (!) ÑÁ@½h­Mâ Ì GÏcÄ@̶â Ì µÐËgÐÅ & fâ Ë gcѵÐËÐLk gÑÁch¶KйÙG * He got up, turned round, looked and the laughed. We looked all over the house, but we couldn’t find Mark (!) ?d¶â Ì Ll̹É@ÁÑÁ@µÐLoÄ?Êâ Ì Áй Get a pen, a pencil, a book and some paper. ÑÁ@½h­Mâ &?d¶â fâ&ÌfâËÌLl̹É@ÁÑÁ@µÐLoÄ?Êâ gcѵÐËÐLk **** We looked over the house, but we couldn’t find Comma (,) Comma (,) ÌÌLl̹É@ÁÑÁ@µÐLoÄ?Êâ Áй ÑÁ@½h­MâÌGÏcÄ@̶â ÌGÏcÄ@̶â̵ÐËgЊ̵ÐËgÐÅ ËLl̹É@ÁÑÁ@µÐLoÄ?Êâ gcѵÐËÐLkgÑÁch¶KйÙG gÑÁch¶KйÙG Get pen, aaaaall pencil, aabook and some paper. We overround, house, but wepaper. couldn’t finditit it ?d¶â ÌÌÌÌÌÁй Get aalooked pen, aall pencil, athe and some Comma (,) Comma (,) ?d¶â Áй Get pen, pencil, aabook book and some paper. Comma (,) ?d¶â Ll̹É@ÁÑÁ@µÐLoÄ?Êâ Áй Get aaaaapen, pen, pencil, book and some paper. ?d¶â ÌÌfâLl̹É@ÁÑÁ@µÐLoÄ?Êâ Áй * Get pen, pencil, a book and some paper. He got up, turned looked and the laughed. Comma (,) ?d¶â Ì Ll̹É@ÁÑÁ@µÐLoÄ?Êâ Ì Áй Comma (,) ?d¶â Ll̹É@ÁÑÁ@µÐLoÄ?Êâ Ì Áй * Get pen, a pencil, book and some paper. Comma (,) Comma (,) Get pen, a pencil, a book and some paper. Comma (,) ?d¶â Ì Ll̹É@ÁÑÁ@µÐLoÄ?Êâ Ì Áй ?d¶â Ì Ll̹É@ÁÑÁ@µÐLoÄ?Êâ Ì Áй * ÑÁ@½h­Mâ Ì GÏcÄ@̶â Ì µÐËgÐÅ & Ë gcѵÐËÐLk gÑÁch¶KйÙG * Get a a pencil, book and some paper. We looked all over the house, but we couldn’t find it ?d¶â Ì Ll̹É@ÁÑÁ@µÐLoÄ?Êâ Ì Áй * Get a pen, a pencil, a book and some paper. Comma(,)(,) Get a pen, a pencil, a book and some paper. anywhere. a Comma He got up, turned round, looked and the laughed. (,) ?d¶âÌLl̹É@ÁÑÁ@µÐLoÄ?Êâ Ì Áй * anywhere. Get a pen, a pencil, a book and some paper. ÑÁ@½h­MâÌGÏcÄ@̶âComma ̵ÐËgÐÅ&fâËgcѵÐËÐLk gÑÁch¶KйÙG * % Mâ Ì GÐÅѵÏgÐk ?d¶â Ì Ll̹É@ÁÑÁ@µÐLoÄ?Êâ Ì Áй * We looked all over the house, but we couldn’t find it a book and some pa Get a pen, a pencil, He got up, turned round, looked and the laughed. anywhere. %MâMâÌGÐÅѵÏgÐk He got up, turned round, looked and the laughed. ÌGÐÅѵÏgÐk He got up, turned round, looked and the laughed. got up, turned round, looked and the laughed. He got up, turned round, looked and the laughed. got up, turned round, looked and the laughed. ÑÁ@½h­MâÌGÏcÄ@̶â̵ÐËgÐÅ&fâËgcѵÐËÐLk%%gÑÁch¶KйÙG * We looked all over the house, but we couldn’t find it He got up, turned round, looked and the laughed. got up, turned round, looked and the laughed. He got up, turned round, looked and then laughed. anywhere. He got up, turned round, looked and the laughed. Mâ Ì GÐÅѵÏgÐk He got up, turned round, looked and the laughed. anywhere. ÑÁ@½h­Mâ GÏcÄ@̶⠵ÐËgÐÅ&&&fâfâ fâËgcѵÐËÐLk gcѵÐËÐLkgÑÁch¶KйÙG gÑÁch¶KйÙG He gotall up, turned round, looked and the laughed. We looked all over the house, but we couldn’t find it round, looked and th Hecouldn’t got up, turned %gÑÁch¶KйÙG MâÌGÐÅѵÏgÐk ÐLkgѵ ÏÏgÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG ÑÁ@½h­Mâ µÐËgÐÅ ËËËgcѵÐËÐLk Erbil, very ancient city, is the capital of Kurdistan. We looked all over the house, but we couldn’t find ÑÁ@½h­Mâ ÌÌÌÌGÏcÄ@̶â ÌÌÌ̵ÐËgÐÅ We looked over the house, but we find itit ÐLkgѵ ÏGÏcÄ@̶â gÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG ***** Erbil, aaavery ancient city, is the capital of Kurdistan. ÐLkgѵ gÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG Erbil, very ancient city, is the capital of Kurdistan. anywhere. ÑÁ@½h­Mâ Ì GÏcÄ@̶â Ì µÐËgÐÅ & fâ Ë gcѵÐËÐLkgÑÁch¶KйÙG ÑÁ@½h­Mâ GÏcÄ@̶⠵ÐËgÐÅ & fâ gcѵÐËÐLk gÑÁch¶KйÙG We looked all over the house, but we couldn’t find it We looked all over the house, but we couldn’t find it ÑÁ@½h­Mâ ÌÌGÏcÄ@̶â Ì̵ÐËgÐÅ &&fâ *** We We looked all over the house, but we couldn’t find it %gÑÁch¶KйÙG MâÌGÐÅѵÏgÐk ÑÁ@½h­Mâ ÌGÏcÄ@̶â ̵ÐËgÐÅ &fâËËgcѵÐËÐLkgÑÁch¶KйÙG ËgcѵÐËÐLk We looked all over the house, but we couldn’t find itititfind ÑÁ@½h­Mâ GÏcÄ@̶⠵ÐËgÐÅ fâ gcѵÐËÐLkgÑÁch¶KйÙG We looked all over the house, but we couldn’t find itthe it We looked all the house, but we couldn’t find looked all over house, but we couldn’t find ÑÁ@½h­Mâ Ì GÏcÄ@̶â Ì µÐËgÐÅ & fâ Ë gcѵÐËÐLk gÑÁch¶KйÙG * ÐLkgѵ Ï gÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG anywhere. We looked all over the house, but we couldn’t Erbil, a very ancient city, is the capital of Kurdistan. ÑÁ@½h­Mâ Ì GÏcÄ@̶â Ì µÐËgÐÅ & fâ Ë gcѵÐËÐLk gÑÁch¶KйÙG * the % Mâ Ì GÐÅѵÏgÐk anywhere. ÑÁ@½h­Mâ ÌGÏcÄ@̶â̵ÐËgÐÅÉ@&É@ fâ Ë gcѵÐËÐLk gÑÁch¶KйÙG * We looked all over the house, but we couldn’t find ithouse, but we c ÑÁ@½h­Mâ Ì GÏcÄ@̶â Ì µÐËgÐÅ & fâ Ë gcѵÐËÐLkgÑÁch¶KйÙG * anywhere. We looked all over ÐLkgѵÏgÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG * Erbil, a very ancient city, is the capital of Kurdistan. % Mâ Ì GÐÅѵÏgÐk Áqâ Ì Oй Ä @Ë r@Oй Azad, let's go. Let’s go Azad. % Mâ Ì GÐÅѵÏgÐk anywhere. Áqâ ÌOй Ä @Ë r@Oй * Azad, let's go. Let’s go Azad. É@ Áqâ Ì Oй Ä @Ë r@Oй * Azad, let's go. Let’s go Azad. % Mâ Ì GÐÅѵÏgÐk anywhere. anywhere. %%%Mâ Ì GÐÅѵÏgÐk anywhere. Mâ Ì GÐÅѵÏgÐk ÐLkgѵÏgÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG * Erbil, a very ancient city, is the capital of Kurdistan. anywhere. Mâ Ì GÐÅѵÏgÐk anywhere. % Mâ Ì GÐÅѵÏgÐk anywhere. É@ Áqâ Ì Oй Ä @Ë r@Oй * % Mâ Ì GÐÅѵÏgÐk Azad, let's go. Let’s go Azad. anywhere. anywhere. ÐLkgѵÏÏÏgÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG gÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG Erbil, very ancient city, isthe thecapital capital ofKurdistan. Kurdistan. %Mâ %he? MâAzad. ÌGÐÅѵÏgÐk É@?cÁqâ ÌOйÄ@Ë qâ r@Oй ÐLkgѵ Azad, go. Let’s go Erbil, very ancient city, the capital of Kurdistan. ?c g@ÌkhOжºµ qâ OOй He’s finished, hasn’t ÐLkgѵ Erbil, aaaalet's very ancient city, isis of й finished, hasn’t he? ?cg@ÌkhOжºµ g@ÌkhOжºµ qâÌÌOÌÌGÐÅѵÏgÐk й***** He’s He’s finished, hasn’t he? ÐLkgѵ ÏÏgÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG gÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG Erbil, very ancient city, the capital of Kurdistan. Erbil, very of Kurdistan. Erbil, aalet's ancient city, isis the capital of Kurdistan. ÐLkgѵ ÏÏgÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG ÐLkgѵ gÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG Erbil, aavery very ancient city, the capital of Kurdistan. ancient city, isis the capital É@Áqâ ÌOйÄ@Ë r@Oй Azad, go. Let’s go Azad. Erbil, very of Kurdistan. ÐLkgѵ gÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG * Erbil, very ancient city, is the capital of Kurdistan. ?c g@ÌkhOжºµ qâ Ì O й He’s finished, hasn’t he? ÐLkgѵ Ï gÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG * Erbil, a very ancient city, is the capital of ÐLkgѵ * aawon’t very ancient city, capital of Kurdistan. É@Áqâ Áqâ OйÄÄÄ@Ë@Ë@Ër@Oй r@Oй Azad, let's go. Let’s go Azad. ?cg@ÌkhOжºµ qâ ÌOй ÐLkgѵÏÏgÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG gÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG * Erbil, He’s finished, hasn’t he? É@ Áqâ Oй r@Oй Erbil, very ancient city,*is is the the capital of ancient Kurdistan. ÐLkgѵ gÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG Azad, let's go. Let’s go Azad. Erbil, a Kurdistan. very city, is the capital You’ll do you? É@ÉÊHÁÉÑLÌOÑÁ?dÁ@pÌÁÙG ÌÌÌÌOй Apostrophe Apostrophe(‘) (‘) Azad, let's go. Let’s go Azad. ÉÊHÁÉÑLÌOÑÁ?dÁ@pÌÁÙG ***** ÏYou’ll do it,it, won’t you? ÉÊHÁÉÑLÌOÑÁ?dÁ@pÌÁÙG You’ll do it, won’t you? É@ Áqâ Oй Ä @Ë r@Oй Azad, let's go. Let’s go Azad. Azad, É@ Áqâ Ì Oй Ä @Ë r@Oй Azad, let’s go. Let’s go, Azad. ?c g@ÌkhOжºµ qâ Ì O й Azad, let's go. Let’s go Azad. He’s finished, hasn’t he? É@Áqâ Ì Oй Ä @Ë r@Oй * let's go. Let’s go Azad. Apostrophe (‘) É@Áqâ Ì Oй Ä @Ë r@Oй * Azad, let's go. Let’s go Azad. ÉÊHÁÉÑLÌOÑÁ?dÁ@pÌÁÙG You’ll do it, won’t you? É@ Áqâ Ìg@ÌkhOжºµ Oй Ä@ËÌÌOй r@Oй ***** Azad, let's go. Let’s go g@ÌkhOжºµ qâ й He’s finished, hasn’t he? É@ ÄÄÌ@Ë@ËÌÌOOOйй r@Oй * let's go. Let’s go Apostrophe (‘) You’ll do it, won’t you? ?c?c?cg@ÌkhOжºµ qâ ËË?cg?dÁÏÉ@_ÑÁ?dÁ@pÌÁÙG He’s finished, hasn’t he? This is Haval’s bike. qâ É@Áqâ Áqâ Oй r@Oй * finished, hasn’t he? Azad, let's go. Let’s go Azad. Azad. É@Áqâ ÌOй ÄAzad. @Ë r@Oй * Azad, let's go. Let’s go Azad. ÑLâÑLâ g?dÁÏÉ@_ÑÁ?dÁ@pÌÁÙG This isAzad, bike. ÑLâËÉÊHÁÉÑLÌOÑÁ?dÁ@pÌÁÙG g?dÁÏÉ@_ÑÁ?dÁ@pÌÁÙG This isHaval’s Haval’s bike. g@ÌkhOжºµ qâ й * He’s He’s finished, hasn’t he? Apostrophe (‘) ?cg@ÌkhOжºµ g@ÌkhOжºµqâ qâÌÌÌÌOOOOй ÉÊHÁÉÑLÌOÑÁ?dÁ@pÌÁÙG He’s finished, hasn’t he? ?c * You’ll do it, won’t you? He’s finished, hasn’t he? He’s finished, hasn’t he? ?c g@ÌkhOжºµ qâ й * He’s finished, hasn’t he? ÑLâ Ë g?dÁÏÉ@_ÑÁ?dÁ@pÌÁÙG * This is Haval’s bike. ?c g@ÌkhOжºµ qâ Ì O й He’s finished, hasn’t he? Apostrophe (‘) ÉÊHÁÉÑLÌOÑÁ?dÁ@pÌÁÙG You’ll do it, won’t you? ?c g@ÌkhOжºµ qâ Ì O й * He’s finished, hasn’t he? ?c g@ÌkhOжºµ qâ Ì O й * Apostrophe (‘) He’s finished, hasn’t he? ÑLâ Ë g?dÁÏÉ@_ÑÁ?dÁ@pÌÁÙG ÑË@KÙµ ÑÁ@µÏ s â ¼ Ð}й 7 Ì K ÑÂÌHâ This is Haval’s bike. Apostrophe (‘) ÉÊHÁÉÑLÌOÑÁ?dÁ@pÌÁÙG * You’ll do it, won’t you? James’ bike, the boys’ bikes ÉÊHÁÉÑLÌOÑÁ?dÁ@pÌÁÙG Ìqâ *K*ÌK ÌOJames’ You’ll do it, won’t you? ÑË@KÙµ ÑÁ@µÏ ?csg@ÌkhOжºµ й * He’s Apostrophe (‘) finished, hasn’t bike, the boys’ bikes g@ÌkhOжºµ qâhe? ÌOй* He’s finished, hasn’t he? ÑË@KÙµ ÑÁ@µÏ âs¼âÐ}й ¼Ð}й77ÑÂÌHâ ÑÂÌHâ James’ bike, the?c boys’ bikes Apostrophe (‘) You’ll do it, won’t you? Apostrophe (‘) ÉÊHÁÉÑLÌOÑÁ?dÁ@pÌÁÙG *ÌK You’ll ÑLâÉÊHÁÉÑLÌOÑÁ?dÁ@pÌÁÙG Ëg?dÁÏÉ@_ÑÁ?dÁ@pÌÁÙG You’ll do it, won’t you? This isdo Haval’s bike. Apostrophe (’) Apostrophe it, won’t you? ÉÊHÁÉÑLÌOÑÁ?dÁ@pÌÁÙG * You’ll do it, won’t you? Apostrophe (’) ÑË@KÙµ ÑÁ@µÏ s â ¼ Ð}й 7 ÑÂÌHâ James’ bike, the boys’ bikes Apostrophe (’) ÉÊHÁÉÑLÌOÑÁ?dÁ@pÌÁÙG * ÑLâ Ë g?dÁÏÉ@_ÑÁ?dÁ@pÌÁÙG You’ll do it, won’t you? This is Haval’s bike. Apostrophe (‘) Apostrophe (‘) ÑË@KÙµ ÑÁ@µÏ s â ¼ Ð}й 7 Ì K ÉÊHÁÉÑLÌOÑÁ?dÁ@pÌÁÙG * It’s a beautiful baby. Have you its name? ÐÌÁÑL Ë â g?dÁÏÉ@_ÙG it has / it is /it’s 7 ÑÂÌHâ You’ll do it, won’t you? ÑLâ Ë g?dÁÏÉ@_ÑÁ?dÁ@pÌÁÙG * James’ bike, the boys’ bikes ÉÊHÁÉÑLÌOÑÁ?dÁ@pÌÁÙG * This is Haval’s bike. You’ll do it, won’t you? Ëhas g?dÁÏÉ@_ÑÁ?dÁ@pÌÁÙG baby. Have you its This is Haval’s bike. ÐÌÁÑL itÑLâ has /ÉÊHÁÉÑLÌOÑÁ?dÁ@pÌÁÙG /it’s7ÑÂÌHâ Ì*K It’s Apostrophe (‘) Apostrophe (’) It’s beautiful baby. Have youdecided decided itsname? name? ÐÌÁÑLâËg?dÁÏÉ@_ÙG âËg?dÁÏÉ@_ÙG itÑLâ /ititis This * aabeautiful You’ll do it, won’t you? ÉÊHÁÉÑLÌOÑÁ?dÁ@pÌÁÙG decided * You’ll do it, won’t you? ËËg?dÁÏÉ@_ÑÁ?dÁ@pÌÁÙG is Haval’s bike. (’) ÑË@KÙµ ÑÁ@µÏ sis â¼/it’s Ð}й777ÑÂÌHâ ÑÂÌHâ***ÌÌÌKKK This ÑLâËg?dÁÏÉ@_ÑÁ?dÁ@pÌÁÙG g?dÁÏÉ@_ÑÁ?dÁ@pÌÁÙG This isisbike, Haval’s bike. James’ the boys’ bikes is Haval’s bike. ÑLâ This Haval’s bike. It’s a beautiful baby. Have you decided its name? ÐÌÁÑL Ë â g?dÁÏÉ@_ÙG it has / it is /it’s ÑÂÌHâ ÑË@KÙµ ÑÁ@µÏ s â ¼ Ð}й 7 Ì K James’ bike, the boys’ bikes ÑLâ Ë g?dÁÏÉ@_ÑÁ?dÁ@pÌÁÙG * It’s a beautiful baby. Have you decided its name? This is Haval’s bike. ÐÌÁÑLâËg?dÁÏÉ@_ÙG it has / it is /it’s 7 ÑÂÌHâ ·â Ì Ll̹cÊ_@Ë·â Ì oÐGÑÁdÁ@k@ÁÙG Section 3: Things to bring: pan, oil, burgers, bread, etc ÑLâ Ë g?dÁÏÉ@_ÑÁ?dÁ@pÌÁÙG * Colon Colon(:) (:) James’ bike, the boys’ bikes ÑË@KÙµ ÑË@KÙµ ÑÁ@µÏ ÑÁ@µÏ s s â ¼ â ¼ Ð}й Ð}й 7 7 Ì K Ì K ÑÂÌHâ This Haval’s bike. ÑLâ Ëg?dÁÏÉ@_ÑÁ?dÁ@pÌÁÙG * ·â·âÌLl̹cÊ_@Ë·â ÌoÐGÑÁdÁ@k@ÁÙG James’ bike, boys’ bikes This is Haval’s bike. 3: totobring: pan, bread, ÑÂÌHâ*ÌK Section ÌLl̹cÊ_@Ë·â oÐGÑÁdÁ@k@ÁÙG Section 3:Things Things bring: pan,oil, burgers, bread,etc etc James’ bike, the boys’ bikes ÑLâ * a isbeautiful This isthe Haval’s bike. ÑLâ Ëbaby. g?dÁÏÉ@_ÑÁ?dÁ@pÌÁÙG *oil,burgers, ÑË@KÙµ ÑÁ@µÏ ssisââ¼¼/it’s Ð}й ÑÂÌHâ This Haval’s bike. bike, the boys’ bikes James’ bike, the boys’ bikes It’s Have you decided itsisname? ÐÌÁÑLâËg?dÁÏÉ@_ÙG it has /ËÌÌg?dÁÏÉ@_ÑÁ?dÁ@pÌÁÙG it ÑÂÌHâ ÑË@KÙµ ÑË@KÙµ ÑÁ@µÏ Ð}й7777ÑÂÌHâ ÌKK James’ James’ bike, the boys’ bikes Colon (:) ÑÁ@µÏ s â ¼ Ð}й Ì ·â Ì Ll̹cÊ_@Ë·â oÐGÑÁdÁ@k@ÁÙG * Section 3: Things to bring: pan, oil, burgers, bread, etc James’ bike, the boys’ bikes It’s a beautiful baby. Have you decided its name? ÐÌÁÑLâËg?dÁÏÉ@_ÙG âËg?dÁÏÉ@_ÙG g?dÁÏÉ@_ÙG it has / it is /it’s 7 Ì K ÑÂÌHâ Colon (:) ·â Ì Ll̹cÊ_@Ë·â Ì oÐGÑÁdÁ@k@ÁÙG * ÑÂÌHâ ÑË@KÙµ ÑÁ@µÏ s â ¼ Ð}й 7 Ì K Section 3: Things to bring: pan, oil, burgers, bread, etc It’s It’s a a beautiful beautiful baby. baby. Have Have you you decided decided its its name? name? James’ bike, the boys’ bikes ÐÌÁÑL ÐÌÁÑL Ë â it it has has / / it it is is /it’s /it’s 7 7 Ì K ÑÂÌHâ ÑÂÌHâ ÑË@KÙµ ÑÁ@µÏ sisâÑÁ@µÏ ¼isÐ}й ÌK ÌÌ7 It’s beautiful baby. Have its name? name?the boys’ bikes itit has/it =/it’s it’s has ÑË@KÙµ 7ssââÑÂÌHâ ¼¼7ÑÂÌHâ Ð}й ÌÌKK aaa James’ James’ bike, the boys’ bikes bike, the It’s beautiful baby. decided its ÐÌÁÑL /Ìit ÑÂÌHâ ÑË@KÙµ ÑÁ@µÏ Ð}й 7KK ÑÂÌHâ ÑÂÌHâdecided ÑË@KÙµ ÑÁ@µÏ Have sboys’ â¼Ð}йyou 7bikes Ìoil, K James’ you James’ bike, thebring: boys’ bikes bike, Colon (:) It’s beautiful baby. Have you decided its name? ÐÌÁÑLâËâËg?dÁÏÉ@_ÙG g?dÁÏÉ@_ÙG ithas it is /it’s ÑÂÌHâ ·âÌLl̹cÊ_@Ë·â oÐGÑÁdÁ@k@ÁÙG Section 3:Things to pan, burgers, bread, etc It’s a beautiful baby. Have you decided its name? Semi-colon (;) ÐÌÁÑLâ ËËg?dÁÏÉ@_ÙG it has // Ì/it is /it’s 777Ñ ÌHâÌHâ*****ÌÌÌKKK We @½ÙµÑË@oÙGйhK@Ëi ––¸ÐËÐLk ¸ÐËÐLk gÑoÐGÉÉcÒÏÉÐÁchµ@ÌSÙG Colon(:) (:) (;) We arrived at 9.00; it was raining again as usual! ·â Ì Ll̹cÊ_@Ë·â Ì oÐGÑÁdÁ@k@ÁÙG Semi-colon * @½ÙµÑË@oÙGйhK@Ëi – gÑoÐGÉÉcÒÏÉÐÁchµ@ÌSÙG Section 3: Things to bring: pan, oil, burgers, bread, etc arrived at 9.00; it was raining again as usual! Semi-colon (;) @½ÙµÑË@oÙGйhK@Ëi ¸ÐËÐLk gÑoÐGÉÉcÒÏÉÐÁchµ@ÌSÙG Colon Colon (:) It’s a beautiful baby. Have you decided its name? Section 3: Things to bring: pan, oil, burgers, bread, etc We arrived at 9.00; it was raining again as usual! ÐÌÁÑLâ g?dÁÏÉ@_ÙG it has it is /it’s Ñ ·â ·â Ì Ì Ll̹cÊ_@Ë·â Ll̹cÊ_@Ë·â Ì oÐGÑÁdÁ@k@ÁÙG oÐGÑÁdÁ@k@ÁÙG Section 3: Things to bring: pan, oil, burgers, bread, etc It’s a beautiful baby. Have you decided its name? ÐÌÁÑL Ë â g?dÁÏÉ@_ÙG it has / it is /it’s 7 Ì K ÑÂÌHâ Colon (:) Section 3: Things to bring: pan, oil, burgers, bread, etc It’s a beautiful baby. Have you decided its name? ÐÌÁÑL Ë â g?dÁÏÉ@_ÙG it has / it is /it’s 7 Ì K ÑÂÌHâ Colon (:) ·â Ì Ll̹cÊ_@Ë·â Ì oÐGÑÁdÁ@k@ÁÙG * Section 3: Things to bring: pan, oil, burgers, bread, etc It’s3:a Things beautiful baby. Have decided its name? ÐÌÁÑLâË–g?dÁÏÉ@_ÙG it has / it is /it’s 7ÑÂÌHâ ÌKËg?dÁÏÉ@_ÙG It’s aas beautiful baby. it has / ititbring: is /it’s 7ÑÂÌHâÌoil, K you Colon (:) (;) ·âLl̹cÊ_@Ë·â ÌLl̹cÊ_@Ë·â ÌoÐGÑÁdÁ@k@ÁÙG Section to pan, burgers, bread, etc Have you decided Semi-colon **ÐÌÁÑLâ @½ÙµÑË@oÙGйhK@Ëi ¸ÐËÐLk gÑoÐGÉÉcÒÏÉÐÁchµ@ÌSÙG We arrived at 9.00; was raining again usual! Colon (:) Semi-colon (;) @½ÙµÑË@oÙGйhK@Ëi – ¸ÐËÐLk gÑoÐGÉÉcÒÏÉÐÁchµ@ÌSÙG ·â Ì Ì oÐGÑÁdÁ@k@ÁÙG We arrived at 9.00; it was raining again as usual! Section 3: Things to bring: pan, oil, burgers, bread, etc Colon (:) ·â Ì Ll̹cÊ_@Ë·â Ì oÐGÑÁdÁ@k@ÁÙG * Colon (:) ÌLl̹cÊ_@Ë·â ÌoÐGÑÁdÁ@k@ÁÙG Section Things bring: pan, oil, burgers, bread, etcbring: @½ÙµÑË@oÙGйhK@Ëi ¸ÐËÐLk gÑoÐGÉÉcÒÏÉÐÁchµ@ÌSÙG Colon (:) Colon (:) ·â·â––ÌLl̹cÊ_@Ë·â ÌoÐGÑÁdÁ@k@ÁÙG ***** Section We arrived at3: itbring: was again as Things toÌto pan, burgers, etc Semi-colon We at 9.00; it was raining again asusual! usual! ·â·âÌÌgÑoÐGÉÉcÒÏÉÐÁchµ@ÌSÙG Ll̹cÊ_@Ë·â ÌÌoÐGÑÁdÁ@k@ÁÙG * Section Things to bring: pan, oil, burgers, bread, etc Semi-colon @½ÙµÑË@oÙGйhK@Ëi ¸ÐËÐLk Colon (:) (;) Colon (:) Ll̹cÊ_@Ë·â oÐGÑÁdÁ@k@ÁÙG * arrived Section 3:9.00; Things to raining bring: pan, oil, burgers, bread, etc pan, oil, bur ·â3:Ì3: Ll̹cÊ_@Ë·â oÐGÑÁdÁ@k@ÁÙG * oil, Section 3: bread, Things to Hyphen(-) Hyphen(-) ÐoÉÉÉcÑÂLkÐGÏÉеÐËÐGÙG ÐoÉÉÉcÑÂLkÐGÏÉеÐËÐGÙG Semi-colon (;) * @½ÙµÑË@oÙGйhK@Ëi – ¸ÐËÐLk gÑoÐGÉÉcÒÏÉÐÁchµ@ÌSÙG We arrived at 9.00; it was raining again as usual! Semi-colon (;) * @½ÙµÑË@oÙGйhK@Ëi – ¸ÐËÐLk gÑoÐGÉÉcÒÏÉÐÁchµ@ÌSÙG Semi-colon (;) * @½ÙµÑË@oÙGйhK@Ëi – ¸ÐËÐLk gÑoÐGÉÉcÒÏÉÐÁchµ@ÌSÙG We We arrived arrived at at 9.00; 9.00; it it was was raining raining again again as as usual! usual! @½ÙµÑË@oÙGйhK@Ëi – ¸ÐËÐLk gÑoÐGÉÉcÒÏÉÐÁchµ@ÌSÙG Semi-colon (;) Semi-colon (;) @½ÙµÑË@oÙGйhK@Ëi – ¸ÐËÐLkgÑoÐGÉÉcÒÏÉÐÁchµ@ÌSÙG * (;) It’s It’s well-made well-made machine. machine. They’re They’re in in the the living living – – room. room. We arrived at 9.00; it was raining again as usual! * @½ÙµÑË@oÙGйhK@Ëi ––¸ÐËÐLk gÑoÐGÉÉcÒÏÉÐÁchµ@ÌSÙG We arrived at 9.00; it was raining again as usual! Semi-colon (;) Hyphen(-) ÐoÉÉÉcÑÂLkÐGÏÉеÐËÐGÙG Semi-colon (;) @½ÙµÑË@oÙGйhK@Ëi – ¸ÐËÐLkgÑoÐGÉÉcÒÏÉÐÁchµ@ÌSÙG * Semi-colon (;) @½ÙµÑË@oÙGйhK@Ëi ¸ÐËÐLk gÑoÐGÉÉcÒÏÉÐÁchµ@ÌSÙG We arrived at 9.00; it was raining again as usual! We arrived at 9.00; it was raining again as usual! * We arrived Hyphen(-) ÐoÉÉÉcÑÂLkÐGÏÉеÐËÐGÙG at 9.00; it wasThey’re raining as usual! Semi-colon (;) @½ÙµÑË@oÙGйhK@Ëi –¸ÐËÐLkgÑoÐGÉÉcÒÏÉÐÁchµ@ÌSÙG * inagain We arrived at 9.00; it was raining again It’s well-made machine. the living –– room. Hyphen(-) ÐoÉÉÉcÑÂLkÐGÏÉеÐËÐGÙG * It’s It’s well-made machine. They’re inin the living room. Hyphen (-) a well-made machine. They’re the living-room. Hyphen(-) ÐoÉÉÉcÑÂLkÐGÏÉеÐËÐGÙG * It’s well-made machine. in the living – room. @½ÙµÑË@oÙGйhK@Ëi – ¸ÐËÐLk gÑoÐGÉÉcÒÏÉÐÁchµ@ÌSÙG Semi-colon (;) * @½ÙµÑË@oÙGйhK@Ëi – ¸ÐËÐLk gÑoÐGÉÉcÒÏÉÐÁchµ@ÌSÙG Hyphen(-) Semi-colon (;) We arrived at 9.00; it was raining again as * ÐoÉÉÉcÑÂLkÐGÏÉеÐËÐGÙG * It’s well-made machine. They’re in the living – room. We arrived at 9.00; it was raining again as usual! Hyphen(-) ?d¶â Ë h ö Ë â cÑË@Kٵй¸ÐËÐoÉÑÁch¶KйÙG It’s well-made machine. They’re in the living –nroom. Semi-colon (;) I’ve heard about the beautiful mountains in the n * @½ÙµÑË@oÙGйhK@Ëi – ¸ÐËÐLk gÑoÐGÉÉcÒÏÉÐÁchµ@ÌSÙG ÐoÉÉÉcÑÂLkÐGÏÉеÐËÐGÙG Hyphen(-) We arrived at 9.00; it was raining again as usual! ?d¶â Ë h ö Ë â cÑË@Kٵй¸ÐËÐoÉÑÁch¶KйÙG * ÐoÉÉÉcÑÂLkÐGÏÉеÐËÐGÙG * I’ve heard about the beautiful mountains in the It’s well-made machine. They’re in the living –usual! room. Hyphen(-) Hyphen(-) ?d¶â Ë h ö Ë â cÑË@Kٵй¸ÐËÐoÉÑÁch¶KйÙG I’ve heard about the beautiful mountains in the nÐoÉÉÉcÑÂLkÐGÏÉеÐËÐGÙG ÐoÉÉÉcÑÂLkÐGÏÉеÐËÐGÙG * * Hyphen(-) Hyphen(-) ÐoÉÉÉcÑÂLkÐGÏÉеÐËÐGÙG *in ÐoÉÉÉcÑÂLkÐGÏÉеÐËÐGÙG It’s well-made machine. They’re in the It’s well-made machine. They’re in the living – room. Hyphen(-) ÐoÉÉÉcÑÂLkÐGÏÉеÐËÐGÙG*** It’s It’s well-made well-made machine. machine. They’re They’re in the the living living – – room. room. ?d¶â Ë h ö Ë â cÑË@Kٵй¸ÐËÐoÉÑÁch¶KйÙG I’ve heard about the beautiful mountains in the nI’ve heard about thebeautiful beautiful mountains in the north. It’s well-made machine. They’re in the living – room. heard about the mountains in the north. orth. orth. ?d¶â h ö Ë â cÑË@Kٵй¸ÐËÐoÉÑÁch¶KйÙG ?d¶â Ë h ö Ë â cÑË@Kٵй¸ÐËÐoÉÑÁch¶KйÙG * I’ve heard about the beautiful mountains in the nI’ve heard about the beautiful mountains in the north. It’s well-made machine. They’re in the living – room. ?d¶â Ë h ö Ë â cÑË@Kٵй¸ÐËÐoÉÑÁch¶KйÙG * ?d¶âËöhâËcÑË@Kٵй¸ÐËÐoÉÑÁch¶KйÙG I’ve heard about not the yours beautiful mountains in the n- the beautiful mountains in I’ve heard about Hyphen(-) ËöhâËcÑË@Kٵй¸ÐËÐoÉÑÁch¶KйÙG *on Hyphen(-) ÐoÉÉÉcÑÂLkÐGÏÉеÐËÐGÙG **** The ÐoÉÉÉcÑÂLkÐGÏÉеÐËÐGÙG * orth. Dash( Hyphen(-) ÐLkgÑÁ@µÐoÐGÒÏÉÐÁchµ@ÌSÙG ÐoÉÉÉcÑÂLkÐGÏÉеÐËÐGÙG * ?d¶â The pen --– mine, on the sofa. Dash( orth. pen -well-made mine, not yours - --was the sofa. ?d¶âËöhËËöhöhÐLkgÑÁ@µÐoÐGÒÏÉÐÁchµ@ÌSÙG cÑË@Kٵй¸ÐËÐoÉÑÁch¶KйÙG Dash The pen not yours –was on the sofa. Dash( I’ve heard about the beautiful mountains in the nÐLkgÑÁ@µÐoÐGÒÏÉÐÁchµ@ÌSÙG mine, not yours was on the sofa. Dash( )) )()) – ) The pen mine, yours was sofa. ?d¶â âËâËâËcÑË@Kٵй¸ÐËÐoÉÑÁch¶KйÙG I’ve heard about the beautiful mountains in the n?d¶â âÐLkgÑÁ@µÐoÐGÒÏÉÐÁchµ@ÌSÙG ËÐLkgÑÁ@µÐoÐGÒÏÉÐÁchµ@ÌSÙG cÑË@Kٵй¸ÐËÐoÉÑÁch¶KйÙG ** I’ve heard about the beautiful mountains in the nnot on the It’s well-made machine. They’re in the living – It’s machine. They’re in the living – ÐLkgÑÁ@µÐoÐGÒÏÉÐÁchµ@ÌSÙG * The pen mine, yours was sofa. I’ve heard about the beautiful mountains in the north. Dash( ?d¶â Ë h ö cÑË@Kٵй¸ÐËÐoÉÑÁch¶KйÙG * It’s well-made machine. They’re in the living – room. room. The heard pen mine,not notyours yours- was - was on the sofa. I’ve heard about the beautiful mountains in the n-room. Dash( ?d¶â ËöhâËcÑË@Kٵй¸ÐËÐoÉÑÁch¶KйÙG ** I’ve about the beautiful mountains in the nÐLkgÑÁ@µÐoÐGÒÏÉÐÁchµ@ÌSÙG The pen ---mine, on the sofa. Dash( ) %ÙG ÐLkgÑÁ@µÐoÐGÒÏÉÐÁchµ@ÌSÙG * The pen mine, not yours - was on the Dash( )) ÐLkgÑÁ@µÐoÐGÒÏÉÐÁchµ@ÌSÙG The pen mine, not yours was on the sofa. orth. %%ÙG – to & Ò@Á@½ÐG Erbil-London flight – to & Ò@Á@½ÐG * The Erbil-London flight orth. ÙG – to & Ò@Á@½ÐG * –to The Erbil–London flight The Erbil-London flight orth. %%ÙG – The Erbil-London flight orth. Dash( ) ÐLkgÑÁ@µÐoÐGÒÏÉÐÁchµ@ÌSÙG The pen -heard mine,about not yours -beautiful wasmountains on the sofa. orth. ÙG –to to &&&Ò@Á@½ÐG Ò@Á@½ÐG** ** I’ve The Erbil-London flight ?d¶âËöhâËcÑË@Kٵй¸ÐËÐoÉÑÁch¶KйÙG %%ÙG about the in thein The Erbil-London flight ?d¶â cÑË@Kٵй¸ÐËÐoÉÑÁch¶KйÙG * heard I’vewin!’ the mountains inn-the theflight nDash( ÐLkgÑÁ@µÐoÐGÒÏÉÐÁchµ@ÌSÙG pen mine, not yours was on the sofa. %ÙG –beautiful to &Ò@Á@½ÐG *on ?d¶â ËËöhöhâËâËcÑË@Kٵй¸ÐËÐoÉÑÁch¶KйÙG * The Erbil-London I’ve about the mountains nQuotation ÙG––to to &Ò@Á@½ÐG Ò@Á@½ÐG***** ‘We The Erbil-London flight Dash( Dash( )))) ÐLkgÑÁ@µÐoÐGÒÏÉÐÁchµ@ÌSÙG ?d±ÏcÉ@Áй¸ÐËÐKÉÑÁch¶Ëg@ËcÙG pen ---heard mine, not yours ---beautiful was on the sofa. ‘We can win!’ he shouted. ÐLkgÑÁ@µÐoÐGÒÏÉÐÁchµ@ÌSÙG Quotation The pen mine, not yours was the sofa. ?d±ÏcÉ@Áй¸ÐËÐKÉÑÁch¶Ëg@ËcÙG can he shouted. Quotation The pen mine, not yours was on the sofa. ?d±ÏcÉ@Áй¸ÐËÐKÉÑÁch¶Ëg@ËcÙG ‘We can win!’ he shouted. Dash( ÐLkgÑÁ@µÐoÐGÒÏÉÐÁchµ@ÌSÙG Quotation ‘We can win!’ he shouted. The pen mine, not yours was on the sofa. Quotation Dash( ) ?d±ÏcÉ@Áй¸ÐËÐKÉÑÁch¶Ëg@ËcÙG * ‘We can win!’ he shouted. ÐLkgÑÁ@µÐoÐGÒÏÉÐÁchµ@ÌSÙG % ÙG – to & Ò@Á@½ÐG pen mine, not yours was on the sofa. The Erbil-London flight * Quotation orth. ?d±ÏcÉ@Áй¸ÐËÐKÉÑÁch¶Ëg@ËcÙG * ‘We can win!’ he shouted. marks( ‘ ’ ) orth. Quotation ‘We can win!’ he shouted. ?d±ÏcÉ@Áй¸ÐËÐKÉÑÁch¶Ëg@ËcÙG marks( ‘ ‘’ ’) ) orth. ÙG)Äch –Äch to¶Ëg@ËcÙG Ò@Á@½ÐG**** to marks( The Erbil-London flight Quotation Quotation ?d±ÏcÉ@Áй¸ÐËÐKÉÑÁch¶Ëg@ËcÙG ?d±ÏcÉ@Áй¸ÐËÐKÉÑÁch¶Ëg@ËcÙG * not ‘We can win!’ he shouted. to &&&Ò@Á@½ÐG Ò@Á@½ÐG ‘We can win!’ he shouted. marks ÐKÉÑÂKh}gÏÉ cÊ_@Ë ¶Ëg@ËcÙG The Erbil-London flight to mean ‘to’ %%%%ÙG to &¶Ëg@ËcÙG Erbil-London flight marks( ÐKÉÑÂKh}gÏÉ )cÊ_@Ë )ÙG mean ‘to’ The Erbil-London flight ÐKÉÑÂKh}gÏÉ ))cÊ_@Ë )––––Äch ** The to mean ‘to’ marks( ‘‘‘) ’’’ )))‘ ’())‘ ’ ) +ÃKÐHË@KÑÂËöhGgÏcÄ@Ë)ÐÁÊÒÐÁ@oÉÉÐÔ ÙG to Ò@Á@½ÐG The first ‘moving pictures’ were seen til 1891. The Erbil-London flight marks( Quotation marks( % ÙG to & Ò@Á@½ÐG ?d±ÏcÉ@Áй¸ÐËÐKÉÑÁch¶Ëg@ËcÙG The Erbil-London flight ÑÁch¶Ëg@Ëc ÙG * ‘We can win!’ he shouted. The first ‘moving pictures’ were not seen til 1891. Dash( Dash( ÐLkgÑÁ@µÐoÐGÒÏÉÐÁchµ@ÌSÙG * The pen mine, not yours was on the sofa. ÐLkgÑÁ@µÐoÐGÒÏÉÐÁchµ@ÌSÙG * The pen mine, not yours was on the sofa. marks( ‘ ’ ) + ÃKÐHË@KÑÂËö h GgÏcÄ@Ë)ÐÁÊÒÐÁ@oÉÉÐÔ ÑÁch¶Ëg@Ëc ÙG * Dash( ) marks( ‘ ’ ) The first ‘moving pictures’ were not seen til 1891. to mean ‘to’ ÐKÉÑÂKh}gÏÉ ) cÊ_@Ë ) Äch ¶Ëg@ËcÙG ÐLkgÑÁ@µÐoÐGÒÏÉÐÁchµ@ÌSÙG * mean The pen -hemine, not yours was on sofa. pictures’ were not see Quotation ?d±ÏcÉ@Áй¸ÐËÐKÉÑÁch¶Ëg@ËcÙG Brackets ‘We can win!’ shouted. ÐKÉÑÂKh}gÏÉ )cÊ_@Ë)Äch to ‘to’ Quotation Quotation ?d±ÏcÉ@Áй¸ÐËÐKÉÑÁch¶Ëg@ËcÙG ѵÏgÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG Peter Davies (1926-2003)was born inNorth North London ?d±ÏcÉ@Áй¸ÐËÐKÉÑÁch¶Ëg@ËcÙG +¶Ëg@ËcÙG ÃKÐHË@KÑÂËö GgÏcÄ@Ë)ÐÁÊÒÐÁ@oÉÉÐÔ ÑÁch¶Ëg@Ëc ÙG * - in Brackets ‘We can win!’ he The firstthe ‘moving ѵÏgÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG ****** hPeter Davies (1926-2003)was born London Brackets marks( ‘(’(( ) ) )) ‘We can win!’ he shouted. ѵÏgÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG Peter Davies (1926-2003)was born in North London Quotation ?d±ÏcÉ@Áй¸ÐËÐKÉÑÁch¶Ëg@ËcÙG ‘We can win!’ heshouted. shouted. Quotation ?d±ÏcÉ@Áй¸ÐËÐKÉÑÁch¶Ëg@ËcÙG ѵÏgÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG * ÐKÉÑÂKh}gÏÉ ) cÊ_@Ë ) Äch ¶Ëg@ËcÙG ‘We can win!’ he shouted. Brackets Peter Davies (1926-2003)was born in North London to mean ‘to’ marks(‘‘‘’’’())) ) ѵÏgÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG * % ÙG – to & Ò@Á@½ÐG * Peter Davies (1926-2003)was born in North London The Erbil-London flight % ÙG – to & Ò@Á@½ÐG * The Erbil-London flight Brackets Brackets marks( marks( ѵÏgÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG * Peter Davies (1926-2003)was born in North London ѵÏgÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG Peter Davies (1926-2003)was born in North London %ÙG –?dµÐËÐLkg to &ѵÏgÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG Ò@Á@½ÐG *mean The Erbil-London ÐKÉÑÂKh}gÏÉ cÊ_@Ë ) Äch ¶Ëg@ËcÙG marks( ‘‘ ’’( )) ) and went went to toschool school at… at… flight to mean ‘to’ ѵÏgÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG ** and ?dµÐËÐLkg Peter Davies (1926-2003)was born inin North London ÐKÉÑÂKh}gÏÉ )))cÊ_@Ë cÊ_@Ë ) Äch ¶Ëg@ËcÙG ÐKÉÑÂKh}gÏÉ ) ) Äch ¶Ëg@ËcÙG * Brackets to ‘to’ ?dµÐËÐLkg Brackets Peter Davies (1926–2003) was born North London * Peter Davies (1926-2003)was born in N ÐKÉÑÂKh}gÏÉ cÊ_@Ë ) Äch ¶Ëg@ËcÙG marks( to mean ‘to’ ((( )))Brackets ÐKÉÑÂKh}gÏÉ ) cÊ_@Ë ) Äch ¶Ëg@ËcÙG * to mean ‘to’ Brackets ( ) and went to school at… ÐKÉÑÂKh}gÏÉ ) cÊ_@Ë ) Äch ¶Ëg@ËcÙG ѵÏgÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG * to mean ‘to’ Peter Davies (1926-2003)was born in North London ?dµÐËÐLkg and went to school at… Quotation ?dµÐËÐLkg Quotation ?d±ÏcÉ@Áй¸ÐËÐKÉÑÁch¶Ëg@ËcÙG * and went to school at… ‘We can win!’ he shouted. ?dµÐËÐLkg ?d±ÏcÉ@Áй¸ÐËÐKÉÑÁch¶Ëg@ËcÙG * ‘We can win!’ he shouted. ?dµÐËÐLkg Brackets ( ) ((( ))) and went to school at ... ( ) Quotation and went to school at… ѵÏgÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG ?d±ÏcÉ@Áй¸ÐËÐKÉÑÁch¶Ëg@ËcÙG * ‘We can win!’ he shouted. ?dµÐËÐLkg Peter Davies (1926-2003)was born in North London ?cg?d Ë dÁÏÊËÐOÑKÐG@GйÄ@µÏÉ@wgÐkÑÁ?dÁ@pÌÁÙG * Brackets Brackets ѵÏgÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG Work outgood good diet.at… (Formore more details see Unit 3.) and went to school at… ѵÏgÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG Peter Davies (1926-2003)was born in North London ?cg?d ËdÁÏÊËÐOÑKÐG@GйÄ@µÏÉ@wgÐkÑÁ?dÁ@pÌÁÙG **** Work out diet. (For details see Unit 3.) ?dµÐËÐLkg Peter Davies (1926-2003)was born in North London ѵÏgÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG ?cg?d ËdÁÏÊËÐOÑKÐG@GйÄ@µÏÉ@wgÐkÑÁ?dÁ@pÌÁÙG Work out good diet. (For more details see Unit 3.) Brackets and went to school Peter Davies (1926-2003)was born in London ѵÏgÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG Brackets marks( ‘ ’ ) ((‘‘ ’’ )) )) ?dµÐËÐLkg ѵÏgÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG marks( Peter (1926-2003)was born in North North London ++?cg?d ËËdÁÏÊËÐOÑKÐG@GйÄ@µÏÉ@wgÐkÑÁ?dÁ@pÌÁÙG * marks( Work out good diet. (For more details Unit Work out good diet. (For more details seesee Unit 3.) 3.) ?cg?d dÁÏÊËÐOÑKÐG@GйÄ@µÏÉ@wgÐkÑÁ?dÁ@pÌÁÙG ** to and went to school at… ÐKÉÑÂKh}gÏÉ cÊ_@˶Ëg@ËcÙG )?dµÐËÐLkg Äch¶Ëg@ËcÙG ¶Ëg@ËcÙG *mean toDavies mean ‘to’ ?dµÐËÐLkg ÐKÉÑÂKh}gÏÉ )cÊ_@Ë)))Äch * Work out a good diet. (For more details see Unit 3.) ?cg?d?cg?d dÁÏÊËÐOÑKÐG@GйÄ@µÏÉ@wgÐkÑÁ?dÁ@pÌÁÙG * ‘to’ Work out good diet. (For more details see Unit 3.) and and went went to to school school at… at… ÐKÉÑÂKh}gÏÉ cÊ_@Ë ) Äch * ËËdÁÏÊËÐOÑKÐG@GйÄ@µÏÉ@wgÐkÑÁ?dÁ@pÌÁÙG to mean ‘to’ good diet. (For more details see Unit 3.) ?dµÐËÐLkg +?cg?d and went to school at… Work ?dµÐËÐLkg and went to school at… ?dµÐËÐLkg ?cg?d+ÏÉ?hGÚÐoÉ·â ËdÁÏÊËÐOÑKÐG@GйÄ@µÏÉ@wgÐkÑÁ?dÁ@pÌÁÙG * ËdÁÏÊËÐOÑKÐG@GйÄ@µÏÉ@wgÐkÑÁ?dÁ@pÌÁÙG Work out good diet. (For more *details see out Unitgood 3.) diet. (For more details s Dots (...) Ë dÁÐÅÐµÒ Ï ÉÐÔÑÁ?dÁ@pÌÁÙG * He said that he felt… Brackets ?cg?d dÁÏÊËÐOÑKÐG@GйÄ@µÏÉ@wgÐkÑÁ?dÁ@pÌÁÙG ѵÏgÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG * Brackets ( (...) ) (( Peter Davies (1926-2003)was born in North London DotsBrackets (...) ѵÏgÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG He that he felt ...(For Davies (1926-2003)was born in North London +ÏÉ?hGÚÐoÉ·â dÁÐÅеÒÏÉÐÔÑÁ?dÁ@pÌÁÙG***** Peter Dots Work out good diet. (For more see Unit 3.) )) said that hediet. felt… ?cg?d ËËËdÁÏÊËÐOÑKÐG@GйÄ@µÏÉ@wgÐkÑÁ?dÁ@pÌÁÙG ѵÏgÐkÑoÐGйÏc@ËiÒg@ÌÁ?iÒÏÉÐÁchµ@ÌSÙG * said ?cg?d Peter Davies (1926-2003)was born inthat North London out more details see Unit 3.) Work out good diet. (For more details see Unit 3.) ?cg?d Dots Ë(...) Work out good diet. (For more details see Unit 3.) +Work ÏÉ?hGÚÐoÉ·â Ëgood dÁÐÅÐµÒ ÏÉÐÔÑÁ?dÁ@pÌÁÙG *details He said he felt… ?cg?dËdÁÏÊËÐOÑKÐG@GйÄ@µÏÉ@wgÐkÑÁ?dÁ@pÌÁÙG dÁÏÊËÐOÑKÐG@GйÄ@µÏÉ@wgÐkÑÁ?dÁ@pÌÁÙG ?cg?d ËËdÁÏÊËÐOÑKÐG@GйÄ@µÏÉ@wgÐkÑÁ?dÁ@pÌÁÙG dÁÏÊËÐOÑKÐG@GйÄ@µÏÉ@wgÐkÑÁ?dÁ@pÌÁÙG * and Work out good diet. (For more details see Unit 3.) She said that she was… She said that she was ... went to school at… and went to school at… She said that she was… ?dµÐËÐLkg and went to school at… ?dµÐËÐLkg 104 104 ?dµÐËÐLkg She said that she was… +++ÄchµÐl± ÑK@µ ÑË@oÙG ÑÁ?dÁ@pÌÁÙG * Oh, I'm… all right ÄchµÐl± ÑK@µ ÑË@oÙG ÑÁ?dÁ@pÌÁÙG * 104 Oh, I’m ...good all right. ÄchµÐl± ÑK@µ ÑË@oÙG ÑÁ?dÁ@pÌÁÙG * I'm… right 104 ?cg?d Ë dÁÏÊËÐOÑKÐG@GйÄ@µÏÉ@wgÐkÑÁ?dÁ@pÌÁÙG * Work out diet. (For more details see Unit ?cg?d Ë dÁÏÊËÐOÑKÐG@GйÄ@µÏÉ@wgÐkÑÁ?dÁ@pÌÁÙG * Work out good diet. (For more see Unit ?cg?dËdÁÏÊËÐOÑKÐG@GйÄ@µÏÉ@wgÐkÑÁ?dÁ@pÌÁÙG* +ÄchµÐl± ÑK@µÑË@oÙG Work out goodÑÁ?dÁ@pÌÁÙG diet. (For*more details see Unit 3.) Oh,details I'm… all3.) right 3.) 104 Slash ( / ) + i?É@ÌSѶâ Ì LodÁÐwÑÁ?dÁ@pÌÁÙG * I need a CD /DVD / book. 104 Slash ( / ) I need a CD / DVD / book. Slash ( / ) + i?É@ÌSѶâ Ì LodÁÐwÑÁ?dÁ@pÌÁÙG * a CD /DVD / book. 104 104 104 Slash ( / ) +i?É@ÌSѶâÌLodÁÐwÑÁ?dÁ@pÌÁÙG* I need a CD /DVD / book. 104 114 114 104 104 104 9780230727564.Text.indd 113 114 113 4/5/10 10:40:56 Dears, Dears,Dears, Kurdish introduction of theofPARTS of SPEECH (page 115) has Kurdish Kurdish Kurdish introduction introduction of the of the PARTS PARTS SPEECH of SPEECH (page (page 115)115) hashas Kurdish Kurdish spelling mistake. So I re-wrote it correctly ( seeand below) and use this spelling spelling mistake. mistake. So ISore-wrote I re-wrote it correctly it correctly ( see( see below) below) and kindly kindly usekindly use thisthis 5 GRAMMAR 55GRAMMAR GRAMMAR 5 GRAMMAR translation. This alsofor correct for10.If Sunrise 10.Ifuse possible it for10Sunrise translation. correct for Sunrise 10.If possible use it use for Sunrise 10 as 10 as translation. ThisThis alsoalso correct Sunrise possible it for Sunrise as Reference Parts Parts of Speech of Speech ÃKÉ@_@ÔÑÁ@µÐoÐG ÃKÉ@_@ÔÑÁ@µÐoÐGx x 55 GRAMMAR GRAMMAR well. well. well. GRAMMAR Parts Parts of Speech of Speech ÃKÉ@_@ÔÑÁ@µÐoÐG ÃKÉ@_@ÔÑÁ@µÐoÐG *1 *1 5 GRAMMAR 55 GRAMMAR 5 GRAMMAR ÑÁch¶Á@k@ÔÙG ÑÁch¶Á@k@ÔÙG ÄÉ?hµÒg@ËchKÒÏÉ?g?i ·âËdÁÐÅÉÃKÉ@_@ÔÑÁ@µÐoÐG?dÁ@µÐoÉÑLl ·âËdÁÐÅÉÃKÉ@_@ÔÑÁ@µÐoÐG?dÁ@µÐoÉÑLl ̹â¼Ð}й̹â ?dµÐËеÐËgÐÅÎ ¼Ð}й?dµÐËеÐËgÐÅÎ %Language %Language FocusFocus &ÑÁ@µÐoÐGй &ÑÁ@µÐoÐGй 55GRAMMAR 5ÄÉ?hµÒg@ËchKÒÏÉ?g?i GRAMMAR GRAMMAR ÙG ÄÙG É?hµÄÉ?hµ Òg@ËcÒg@Ëc hK ÒÏÉ?g?i hK ÒÏÉ?g?i ·âËdÁÐÅ ·âËdÁÐÅ É ÃKÉ@_@Ô É ÃKÉ@_@Ô ÑÁ@µÐoÐG ÑÁ@µÐoÐG ?dÁ@µÐoÉ ?dÁ@µÐoÉ ÑLÌl¹ ÑLÌl¹ â ¼ Ð}й â ¼ Ð}й ?dµÐËеÐË ?dµÐËеÐË gÐÅ Î gÐÅ % Language Î % Language Focus Focus & ÑÁ@µÐoÐG й й 5 GRAMMAR Parts Parts of ofSpeech Speech ÃKÉ@_@ÔÑÁ@µÐoÐG ÃKÉ@_@ÔÑÁ@µÐoÐG *1*1 & ÑÁ@µÐoÐG +ÄÉ?hÂâ Ì+Åg@µÐGÐÁ?É?h¶KgʵÀÐÔ ÄÉ?hÂâ ÌÅg@µÐGÐÁ?É?h¶KgʵÀÐÔ +Ä@µÐÌâËÊÁÐoÉÒÏÉÐÁch¶Ìo +Ä@µÐÌâ ËÊÁÐoÉÒÏÉÐÁch¶Ìo Parts of Speech ÃKÉ@_@ÔÑÁ@µÐoÐG *1*1 5 GRAMMAR 5 GRAMMAR GRAMMAR 555GRAMMAR Grammar Parts of Parts Speech of Speech ÃKÉ@_@ÔÑÁ@µÐoÐG ÃKÉ@_@ÔÑÁ@µÐoÐG * 1 * 1 Parts of Speech ÃKÉ@_@ÔÑÁ@µÐoÐG Parts of of Speech *1*1 *1йй ofSpeech Speech ÃKÉ@_@ÔÑÁ@µÐoÐG â¼+â¼ÄÉ?hÂâ Parts +Parts ÄÉ?hÂâ ÌÅg@µÐGÐÁ?É?h¶KgʵÀÐÔ ÌÅg@µÐGÐÁ?É?h¶KgʵÀÐÔ +ÃKÉ@_@ÔÑÁ@µÐoÐG Ä@µÐÌâ +ÃKÉ@_@ÔÑÁ@µÐoÐG Ä@µÐÌâ ËÊÁÐoÉÒÏÉÐÁch¶ÌoÑÁch¶Á@k@Ô ËÊÁÐoÉÒÏÉÐÁch¶ÌoÑÁch¶Á@k@Ô ÙG ÙGÄÄÉ?hµ É?hµÒg@Ëc Òg@Ëc hK hK ÒÏÉ?g?i ÒÏÉ?g?i ·â ·â ËËdÁÐÅ dÁÐÅ ÉÉÃKÉ@_@Ô ÃKÉ@_@Ô ÑÁ@µÐoÐG ÑÁ@µÐoÐG ?dÁ@µÐoÉ ?dÁ@µÐoÉ ÑLÌl¹ ÑLÌl¹ Ð}й Ð}й ?dµÐËеÐË ?dµÐËеÐË gÐÅ gÐÅ Î Î%%Language Language Focus &&ÑÁ@µÐoÐG ÑÁ@µÐoÐG x й йй x ÙG ÄÉ?hµ Òg@Ëc hK ÒÏÉ?g?i ·â·â ËdÁÐÅ É ÑÁ@µÐoÐG ?dÁ@µÐoÉ ÑLÌl¹ â¼Parts Ð}й ?dµÐËеÐË gÐÅ Î Focus %Language Focus &й of Speech Parts of Speech ÃKÉ@_@ÔÑÁ@µÐoÐG *ÃKÉ@_@ÔÑÁ@µÐoÐG 1&ÑÁ@µÐoÐG ÄÄÒg@Ëc É?hµ ÙGÒg@Ëc ÄÙG É?hµ hK Òg@Ëc ÒÏÉ?g?i hK ÒÏÉ?g?i ·â ËËÉ dÁÐÅ É ·âËÃKÉ@_@Ô dÁÐÅ É ÃKÉ@_@Ô ÑÁ@µÐoÐG ÑÁ@µÐoÐG ?dÁ@µÐoÉ ?dÁ@µÐoÉ ÑLÌl¹ â¼â¼ÑLÌl¹ Ð}й â¼Speech Ð}й ?dµÐËеÐË gÐÅ Î %%gÐÅ Language ÎÃKÉ@_@ÔÑÁ@µÐoÐG Focus %Language Focus &&Focus ÑÁ@µÐoÐG Parts Parts of?dµÐËеÐË of Speech ÃKÉ@_@ÔÑÁ@µÐoÐG ÄÒÏÉ?g?i É?hµ Òg@Ëc hK ÒÏÉ?g?i ËdÁÐÅ ÉÃKÉ@_@Ô ÃKÉ@_@Ô ÑÁ@µÐoÐG ?dÁ@µÐoÉ ÑLÌl¹ â¼Ð}й ?dµÐËеÐË gÐÅ Î %Language Focus &ÑÁ@µÐoÐG xÑÁ@µÐoÐG Parts of speech ÙG ÙGÄÉ?hµ ÄÙG ÙG É?hµ É?hµ Òg@Ëc Òg@Ëc hK hK ÒÏÉ?g?i hK ÒÏÉ?g?i ·âË·â dÁÐÅ ËdÁÐÅ ·â dÁÐÅ É ÃKÉ@_@Ô ÃKÉ@_@Ô É ÃKÉ@_@Ô ÑÁ@µÐoÐG ÑÁ@µÐoÐG ÑÁ@µÐoÐG ?dÁ@µÐoÉ ?dÁ@µÐoÉ ?dÁ@µÐoÉ ÑLÌl¹ ÑLÌl¹ ÑLÌl¹ â ¼ Ð}й â ¼ Ð}й Ð}й ?dµÐËеÐË ?dµÐËеÐË ?dµÐËеÐË gÐÅ gÐÅ Î gÐÅ Î % Language % Language Î Language Focus Focus & ÑÁ@µÐoÐG ÑÁ@µÐoÐG й*&1й ÑÁ@µÐoÐG й Parts Parts Parts of of Speech Speech of Speech ÃKÉ@_@ÔÑÁ@µÐoÐG ÃKÉ@_@ÔÑÁ@µÐoÐG ÃKÉ@_@ÔÑÁ@µÐoÐG * 1 * 1 • Parts of Speech ÃKÉ@_@ÔÑÁ@µÐoÐG * 1 + + ÄÉ?hÂâ ÄÉ?hÂâ Ì Ì Åg@µÐGÐÁ?É?h¶KgʵÀÐÔ Åg@µÐGÐÁ?É?h¶KgʵÀÐÔ + + Ä@µÐÌâ Ä@µÐÌâ Ë Ë ÊÁÐoÉÒÏÉÐÁch¶ÌoÑÁch¶Á@k@Ô ÊÁÐoÉÒÏÉÐÁch¶ÌoÑÁch¶Á@k@Ô ÐÁÊ +gÐÅ ÄÉ?hÂâ ÌÅg@µÐGÐÁ?É?h¶KgʵÀÐÔ +Ä@µÐÌâ Ë%ÊÁÐoÉÒÏÉÐÁch¶ÌoÑÁch¶Á@k@Ô ÃKÉ@_@ÔÑÁ@µÐoÐG ÃKÉ@_@ÔÑÁ@µÐoÐG É?ÉÐKÒÏÊâ É?ÉÐKÒÏÊâ Ìo ËÑÁ@µÐoÐG Ìo ËdÁÐÅÉÃKÉ@_@ÔÑÁ@µÐoÐG?dÁ@µÐoÉÑLl̹â Òcgʵ ÐÁÊ ÙG ÄÉ?hµ Òg@Ëc hK ÒÏÉ?g?i hKÒÏÉ?g?i·â ·âËdÁÐÅ É ÃKÉ@_@Ô ?dÁ@µÐoÉ ÑLÌl¹â¼Òcgʵ Ð}й ?dµÐËеÐË Î % Language Focus & ÑÁ@µÐoÐG й + ÄÉ?hÂâ Ì Åg@µÐGÐÁ?É?h¶KgʵÀÐÔ + ÄÉ?hÂâ Ì Åg@µÐGÐÁ?É?h¶KgʵÀÐÔ + Ä@µÐÌâ Ë ÊÁÐoÉÒÏÉÐÁch¶ÌoÑÁch¶Á@k@Ô + Ä@µÐÌâ Ë ÊÁÐoÉÒÏÉÐÁch¶ÌoÑÁch¶Á@k@Ô + ÄÉ?hÂâ Ì Åg@µÐGÐÁ?É?h¶KgʵÀÐÔ + Ä@µÐÌâ Ë ÊÁÐoÉÒÏÉÐÁch¶ÌoÑÁch¶Á@k@Ô hKÒÏÉ?g?i·â ¼ Ð}й?dµÐËеÐËgÐÅÎ Language Focus & ÑÁ@µÐoÐGй hKÒÏÉ?g?i·â Ë dÁÐÅÉÃKÉ@_@ÔÑÁ@µÐoÐG?dÁ@µÐoÉÑLl̹â dÁÐÅÉÃKÉ@_@ÔÑÁ@µÐoÐG?dÁ@µÐoÉÑLl̹⠼ Ð}й?dµÐËеÐËgÐÅÎ ¼ Ð}й?dµÐËеÐËgÐÅÎ % Language % Language Focus Focus & ÑÁ@µÐoÐGй & ÑÁ@µÐoÐGй +ÄÉ?hÂâ â¼+Ìâ¼ÄÉ?hÂâ Åg@µÐGÐÁ?É?h¶KgʵÀÐÔ +ÎÄ@µÐÌâ ËÎÄ@µÐÌâ ÊÁÐoÉÒÏÉÐÁch¶ÌoÑÁch¶Á@k@Ô ËÊÁÐoÉÒÏÉÐÁch¶ÌoÑÁch¶Á@k@Ô (Language Focus) +ÄÉ?hÂâ ÌÐ}й Åg@µÐGÐÁ?É?h¶KgʵÀÐÔ ËÊÁÐoÉÒÏÉÐÁch¶ÌoÑÁch¶Á@k@Ô ÙG ÙG ÙG ÄÒg@Ëc É?hµ Òg@Ëc Òg@Ëc hK hK ÒÏÉ?g?i hK ÒÏÉ?g?i ·â ·â Ë·â ËdÁÐÅ dÁÐÅ ·âËÉdÁÐÅ ÉÉÉ?ÉÐKÒÏÊâ ÃKÉ@_@Ô ÃKÉ@_@Ô ÉÉ?ÉÐKÒÏÊâ ÃKÉ@_@Ô ÑÁ@µÐoÐG ?dÁ@µÐoÉ ?dÁ@µÐoÉ ÑLÌl¹ ÑLÌl¹ ÑLÌl¹ Ð}й â¼ÌÅg@µÐGÐÁ?É?h¶KgʵÀÐÔ Ð}й ?dµÐËеÐË ?dµÐËеÐË ?dµÐËеÐË gÐÅ gÐÅ Î+gÐÅ Ä@µÐÌâ ÐÁÊ %Language %Language %Language Focus Focus Focus &&&ÑÁ@µÐoÐG & ÑÁ@µÐoÐG ййй й ÙGÄÄÉ?hµ ÄÉ?hµ É?hµ Òg@Ëc hKÒÏÉ?g?i ÒÏÉ?g?i ËdÁÐÅ ÃKÉ@_@Ô ?dÁ@µÐoÉ ÑLÌl¹ â¼Ð}й ?dµÐËеÐË gÐÅ Î %+Language Focus ÑÁ@µÐoÐG ÑÁ@µÐoÐG ÃKÉ@_@ÔÑÁ@µÐoÐG ÃKÉ@_@ÔÑÁ@µÐoÐG ÌÑÁ@µÐoÐG oÑÁ@µÐoÐG ÌÑÁ@µÐoÐG o ?dÁ@µÐoÉ Òcgʵ Òcgʵ ÐÁÊ adj adj adjective adjective easy, easy, warm warm É@Âð ¹ Ï É@Ô É@Âð ¹ Ï É@Ô + ÄÉ?hÂâ Ì Åg@µÐGÐÁ?É?h¶KgʵÀÐÔ + Ä@µÐÌâ Ë ÊÁÐoÉÒÏÉÐÁch¶ÌoÑÁch¶Á@k@Ô ÙG.ÄÉ?hµÒg@Ëc + ÄÉ?hÂâ Ì Åg@µÐGÐÁ?É?h¶KgʵÀÐÔ Ä@µÐÌâ Ë ÊÁÐoÉÒÏÉÐÁch¶ÌoÑÁch¶Á@k@Ô + ÄÉ?hÂâ Ì Åg@µÐGÐÁ?É?h¶KgʵÀÐÔ Ä@µÐÌâ Ë ÊÁÐoÉÒÏÉÐÁch¶ÌoÑÁch¶Á@k@Ô ÙG +ÄÉ?hÂâÌÅg@µÐGÐÁ?É?h¶KgʵÀÐÔ Ä@µÐÌâ Ë ÊÁÐoÉÒÏÉÐÁch¶ÌoÑÁch¶Á@k@Ô ÙG . ÄÉ?hµÒg@Ëc .ÄÉ?hµÒg@Ëc + ÄÉ?hÂâ + ÄÉ?hÂâ Ì + Ì ÄÉ?hÂâ Åg@µÐGÐÁ?É?h¶KgʵÀÐÔ Åg@µÐGÐÁ?É?h¶KgʵÀÐÔ Ì Åg@µÐGÐÁ?É?h¶KgʵÀÐÔ + Ä@µÐÌâ + Ä@µÐÌâ + Ë Ä@µÐÌâ Ë ÊÁÐoÉÒÏÉÐÁch¶ÌoÑÁch¶Á@k@Ô ÊÁÐoÉÒÏÉÐÁch¶ÌoÑÁch¶Á@k@Ô Ë ÊÁÐoÉÒÏÉÐÁch¶ÌoÑÁch¶Á@k@Ô + ÄÉ?hÂâ Ì Åg@µÐGÐÁ?É?h¶KgʵÀÐÔ + Ä@µÐÌâ Ë ÊÁÐoÉÒÏÉÐÁch¶ÌoÑÁch¶Á@k@Ô ÃKÉ@_@ÔÑÁ@µÐoÐG ÃKÉ@_@ÔÑÁ@µÐoÐG É?ÉÐKÒÏÊâ É?ÉÐKÒÏÊâ Ì Ì o o Òcgʵ Òcgʵ ÐÁÊ ÐÁÊ adj ÃKÉ@_@ÔÑÁ@µÐoÐG adj ÃKÉ@_@ÔÑÁ@µÐoÐG easy, easy, warm warm adjective adjective É@Âðð¹ÏÉ@Ô ¹ÏÉ@Ô É@ÂðÒcgʵ ¹easily, ÏÉ@Ô ÃKÉ@_@ÔÑÁ@µÐoÐG Òcgʵ ÐÁÊ É?ÉÐKÒÏÊâ ÌÌoo É?ÉÐKÒÏÊâ Ìo ÌoÌo Òcgʵ ÐÁÊ ÐÁÊ ÃKÉ@_@ÔÑÁ@µÐoÐG É?ÉÐKÒÏÊâ Òcgʵ ÐÁÊ adv adv easily, often often g@¶ð¹Òcgʵ ÏÉ@Ô g@¶ adverb adverb ÃKÉ@_@ÔÑÁ@µÐoÐG ÃKÉ@_@ÔÑÁ@µÐoÐG É?ÉÐKÒÏÊâ É?ÉÐKÒÏÊâ ÌoÌo É?ÉÐKÒÏÊâ Òcgʵ ÐÁÊ ÐÁÊ ÃKÉ@_@ÔÑÁ@µÐoÐG É?ÉÐKÒÏÊâ Òcgʵ ÐÁÊ easy, easy, warm warm adj adj adjective adjective É@Âð É@Âð ¹ ÏÉ@Ô ¹ ÏÉ@Ô easy, warm adj adjective É@Âð ¹ ÏÉ@Ô adv adv easily, easily, often often g@¶ ¹ ð ÏÉ@Ô g@¶ ¹ ð ÏÉ@Ô adverb adverb ÃKÉ@_@ÔÑÁ@µÐoÐG É?ÉÐKÒÏÊâ Ì o Òcgʵ ÐÁÊ easy, warm easy, warm adj adj adjective adjective easy, warm adj adjective É@Âð ¹ ÏÉ@Ô É@Âð ¹ ÏÉ@Ô É@Âð ¹ ÏÉ@Ô easy, easy, warm warm adj adj adjective adjective conj conj because and, because gÏd¶âÌÉ@Âð ¹Òcgʵ Òi?ö gÏd¶â hÉ@Âð ½@Ô ÌÒcgʵ ¹¹ÏÉ@Ô Òi?öh½@Ôand, ¹Òcgʵ ÏÉ@Ô easy, warm adj adjective adj adjective easy, warm É@Âð ¹ð¹ÏÉ@Ô conjunction conjunction ÃKÉ@_@ÔÑÁ@µÐoÐG ÃKÉ@_@ÔÑÁ@µÐoÐG É?ÉÐKÒÏÊâ É?ÉÐKÒÏÊâ É?ÉÐKÒÏÊâ ÌÌooÌo Ìo Òcgʵ ÐÁÊ ÐÁÊ ÐÁÊ ÃKÉ@_@ÔÑÁ@µÐoÐG É?ÉÐKÒÏÊâ ÐÁÊ adv advÃKÉ@_@ÔÑÁ@µÐoÐG easily, easily, often often g@¶ g@¶ ÏÉ@Ô ð¹ÏÉ@Ô adverb adverb adv easily, often g@¶ ð¹öhÏÉ@Ô adverb adjective easy, warm adj conj É@Âð ¹ ÏÉ@Ô conj and, and, because because gÏd¶â Ì gÏd¶â ¹ Òi? Ì h ö ¹ ½@Ô Òi? ½@Ô adv adv easily, easily, often often g@¶ ¹ ð ÏÉ@Ô g@¶ ¹ ð ÏÉ@Ô adv easily, often adverb adverb g@¶ ¹ ð ÏÉ@Ô adverb conjunction conjunction adv adv easily, easily, often often g@¶ ÏÉ@Ô g@¶ adverb adverb adv easily, often easy, easy, easy, warm warm warm adjective adjective adjective adj adj adj g@¶ ð¹¹ÏÉ@Ô adv adverb easily, often gÏdÁ@pÌÁÒi?ö gÏdÁ@pÌÁÒi?ö h½@Ôöhð¹ÏÉ@Ô h½@Ô det det the, some the, some adverb adjective easy, warm adj É@Âð É@Âð ¹ð ÏÉ@Ô ¹ÌÏÉ@Ô É@Âð É@Âð ¹ determiner determiner conj conj and, and, because because gÏd¶â gÏd¶â Ì ¹ Òi? Òi? h ö ½@Ô ½@Ô conjunction conjunction conj and, because gÏd¶â Ì ¹ Òi? h ö ½@Ô adv det conj easily, often ÏÉ@Ô Ì¹gÏd¶â conjunction and, because and, because ¹gÏdÁ@pÌÁÒi?ö gÏd¶â öhöh½@Ô Ìh¹easily, Òi? and, because ̹öhh½@Ô Òi? öhthe, ½@Ô gÏdÁ@pÌÁÒi?ö ½@Ô ½@Ô det conjconj adverb the, some some conjunction conjunction conjunction determiner determiner g@¶ð¹gÏd¶â conj conj and, and, because because gÏd¶â Òi? öhÌ̽@Ô ¹öhð¹Òi? Òi? ½@ÔgÏd¶â conj and, because gÏd¶â Òi? ½@Ô adv easily, easily, often often often conj conjunction and, because g@¶ g@¶ ð¹ÌÏÉ@Ô ð¹¹ÏÉ@Ô g@¶ ÏÉ@Ô conjunction conjunction conjunction adv easily, often adverb adverb adverb g@¶ ð¹ÏÉ@Ô É@Á É@Á adverb n conjnadv noun noun room, room, information information gÏdÁ@pÌÁÒi?ö gÏdÁ@pÌÁÒi?ö h h ½@Ô ½@Ô det detadv the, the, some some determiner determiner gÏdÁ@pÌÁÒi?ö h ½@Ô det the, some and, because gÏd¶â öhgÏdÁ@pÌÁÒi?ö ½@Ô determiner ¹ Òi? gÏdÁ@pÌÁÒi?ö ½@Ô hsome ½@Ô det the, some the, some conjunction gÏdÁ@pÌÁÒi?ö h½@Ô the, some determiner determiner ÌgÏdÁ@pÌÁÒi?ö É@Á É@Áand, gÏd¶â ½@Ô det det the, the, some nconj nconj det det noun noun room, room, information information gÏdÁ@pÌÁÒi?ö h½@Ô ½@Ôöhhh½@Ô det the, some conj and, and, because because because gÏd¶â ÌgÏdÁ@pÌÁÒi?ö ̹gÏd¶â Òi? öhÌöh½@Ô ¹öh½@Ô Òi? det determiner the, some determiner determiner determiner conj and, because gÏd¶â ̹Òi? ¹É@Á Òi? determiner conjunction conjunction conjunction conjunction ÒdÁÏÊËÐOÒi? ÒdÁÏÊËÐOÒi? h ö ½@Ô h ö ½@Ô prep prep in, into in, into É@Á preposition preposition n n noun noun room, room, information information É@Á n noun room, information h½@Ô É@Áthe, some det É@Á½@Ô É@Áöhroom, determiner noun nnprep noun room, information information noungÏdÁ@pÌÁÒi?ö room, information É@Á ÒdÁÏÊËÐOÒi? ÒdÁÏÊËÐOÒi? ½@Ô É@Á É@Ââ in, into in, into nnprep noun noun room, room, information information gÏdÁ@pÌÁÒi?ö gÏdÁ@pÌÁÒi?ö gÏdÁ@pÌÁÒi?ö hÉ@Á h½@Ô h½@Ôöhthe, det det det n n the, some the, some some noun room, information preposition preposition gÏdÁ@pÌÁÒi?ö h̽@Ô ½@Ô nprep noun room, information det the, some determiner determiner determiner determiner ÒdÁÏÊËÐOÒi? ÒdÁÏÊËÐOÒi? h ö h ö ½@Ô ½@Ô É@Ââ Ì S S prep in, in, into into pron pron him, himself him, himself preposition preposition pronoun pronoun ÒdÁÏÊËÐOÒi? h ö ½@Ô prep in, into É@Á preposition ÒdÁÏÊËÐOÒi? ÒdÁÏÊËÐOÒi? h ö ½@Ô h ö ½@Ô n prep noun room, information ÒdÁÏÊËÐOÒi? h ö ½@Ô prep prep in, into in, into prep in, into preposition preposition preposition ÒdÁÏÊËÐOÒi? ÒdÁÏÊËÐOÒi? ½@Ô öh½@Ôin, prep in,into in, into into ÒdÁÏÊËÐOÒi? öh½@Ô É@Á É@Á preposition preposition É@Ââ ÌSÉ@Ââ Ìroom, Sroom, preposition in, into É@ÁÌÌSSöhÉ@Á preposition pron pron him, him, himself nnprep n noun noun room, room, information information information noun information pronoun pronoun É@Ââ É@Ââ pron pron him, him, himself himself v prepvnprep verbnoun verb get, get get, upget uphimself pronoun pronoun Ä@½h­ * Ä@½h­ g@µ * g@µ É@Ââ Ì S pron him, himself ÒdÁÏÊËÐOÒi? h ö ½@Ô pronoun in, into É@Ââ Ì S É@Ââ Ì S preposition É@Ââ Ì S pron pron him, himself him, himself pron him, himself pronoun pronoun pronoun É@Ââ É@Ââ Ì S Ì S É@Ââ Ì S pron pron him, him, himself himself ÒdÁÏÊËÐOÒi? ÒdÁÏÊËÐOÒi? ÒdÁÏÊËÐOÒi? öhg@µ öh½@Ô öh½@Ôin, pronoun pronoun pron him, himself pron pronoun him, himself ÒdÁÏÊËÐOÒi? öh½@Ô½@Ô prep in, into into in, into vprep vprep v verb verb verb get, get, get up get up pronoun prep in, into Ä@½h­ Ä@½h­ * g@µ * g@µ preposition preposition preposition preposition verb verb v v get, get, get get up up Ä@½h­ Ä@½h­ * * g@µ get, get up жËc ÒÏÉ?g?i·â жËcÒËÏÉ?g?i·â dÁÐÅ ËdÁÐÅ É?ÉÐKÒÏÊâ É?ÉÐKÒÏÊâ Ì o Ì o Òcgʵ Òcgʵ ÐÁÊ ÐÁÊ Ä@½h­ * g@µ É@Ââ Ì S verb verb v v get, get get, up get up pron him, himself Ä@½h­ * g@µ Ä@½h­ * g@µ verb v get, get up Ä@½h­ * g@µ pronoun verb verb verb vpron v v get, get, get get, get up get up up Ä@½h­ Ä@½h­ Ä@½h­ * g@µ * g@µ * g@µ É@Ââ É@Ââ Ì Ì S S É@Ââ Ì S É@Ââ Ì S vжËc verb get, get up pron pron him, him, him, himself himself himself pron him, himself pronoun pronoun pronoun Ò Ð¶Ëc ÏÉ?g?i·â Ò ÏÉ?g?i·â Ë dÁÐÅ Ë dÁÐÅ É?ÉÐKÒÏÊâ É?ÉÐKÒÏÊâ Ì o Ì o Òcgʵ Òcgʵ ÐÁÊ ÐÁÊ pronoun жËc жËc Ò Ò ÏÉ?g?i·â ÏÉ?g?i·â Ë dÁÐÅ dÁÐÅ É?ÉÐKÒÏÊâ É?ÉÐKÒÏÊâ Ì Ì o o Òcgʵ Òcgʵ ÐÁÊ ÐÁÊ Ð¶Ëc ÒÏÉ?g?i·â ËdÁÐÅ Òcgʵ ÐÁÊ abb p.m. ,p.m. PS ÐÁÊ , PS abbreviation abbreviation v abb get,Òcgʵ get upÐÁÊ verb ÏÉ?h¶Kgʵ Òcgʵ ÏÉ?h¶Kgʵ *g@µÒcgʵ ÒÒÏÉ?g?i·â жËc ÒËËdÁÐÅ ÏÉ?g?i·â ËdÁÐÅ É?ÉÐKÒÏÊâ ÌÌoo É?ÉÐKÒÏÊâ Ìo ÌoÌoÄ@½h­ Òcgʵ ÒÏÉ?g?i·â ËdÁÐÅ É?ÉÐKÒÏÊâ Òcgʵ ÐÁÊ Ð¶Ëc ÒжËc ÏÉ?g?i·â жËc ÏÉ?g?i·â ËdÁÐÅ ËdÁÐÅжËc dÁÐÅ É?ÉÐKÒÏÊâ É?ÉÐKÒÏÊâ É?ÉÐKÒÏÊâ ÌoÌo É?ÉÐKÒÏÊâ Òcgʵ ÐÁÊ ÐÁÊ verb verb verb vabb vvжËc vÒÏÉ?g?i·â get, get, get get, get up up get up Ä@½h­ Ä@½h­ *Ä@½h­ *g@µ g@µ g@µ ÐÁÊ get, get upp.m. verb Ä@½h­ *ÏÉ?h¶Kgʵ g@µ*ÏÉ?h¶Kgʵ abbreviation abb p.m. , PS abb abbreviation abbreviation p.m. , PS , PS ÏÉ?h¶Kgʵ ÏÉ?h¶Kgʵ p.m. , PS abbreviation abb abbreviation abb p.m. , ,PS Good ÏÉ?h¶Kgʵ жËcÒexp ÏÉ?g?i·â ËdÁÐÅ abbabb É?ÉÐKÒÏÊâ Ìo abbreviation Òcgʵ ÐÁÊ p.m. ,, PS p.m. , PS abbreviation abb abbreviation PS ÏÉ?h¶Kgʵ ÏÉ?h¶Kgʵ toPS meet top.m. meet you! you! ÃËöÏÉ?h¶Kgʵ GgÏc ÃËöÒcgʵ hGgÏc ÏÉ?h¶Kgʵ exp expression expression p.m. p.m. ,Good PS PS abbreviation abbreviation abb abb hÏÉ?h¶Kgʵ ÏÉ?h¶Kgʵ abbreviation abb p.m. , жËc жËc Ò Ò ÏÉ?g?i·â жËc ÏÉ?g?i·â Ò ÏÉ?g?i·â Ë dÁÐÅ Ë dÁÐÅ Ë dÁÐÅ É?ÉÐKÒÏÊâ É?ÉÐKÒÏÊâ É?ÉÐKÒÏÊâ Ì Ì o o Ì o Òcgʵ Òcgʵ ÐÁÊ ÐÁÊ ÐÁÊ Ð¶Ëc Ò ÏÉ?g?i·â Ë dÁÐÅ É?ÉÐKÒÏÊâ Ì o Òcgʵ ÐÁÊ Good Good to to meet meet you! you! ÃËö h GgÏc exp expression ÃËö h GgÏc exp expression Good Good to meet to meet you! you! ÃËö h GgÏc ÃËö h GgÏc expexp exp exp expression expression Good to you! exp expression p.m. ,ÃËö PS ÏÉ?h¶Kgʵ Good to Good meet tolose you! meet you! GgÏc ÃËö hhGgÏc ÃËölocal hp.m. GgÏc Good tomeet meet you! expression expression ÃËöhGgÏc hGgÏc exp abbreviation expression Ïe?ÉÐLkÏc Ïe?ÉÐLkÏc phrabbphr Good Good Good to to meet meet to meet you! you! you! ÃËö ÃËö h GgÏc h ÃËö GgÏc phrase phrase local time, time, lose control control exp exp expression expression abbreviation abbreviation abbreviation abb abb abb p.m. p.m. , , PS PS , PS exp expression abbreviation abb p.m. , PS ÏÉ?h¶Kgʵ ÏÉ?h¶Kgʵ ÏÉ?h¶Kgʵ ÏÉ?h¶Kgʵ abb abbreviation p.m., PS Ïe?ÉÐLkÏc phr phr Ïe?ÉÐLkÏc phrase phrase local local time, time, lose lose control control Ïe?ÉÐLkÏc Ïe?ÉÐLkÏc Ïe?ÉÐLkÏc Good to meet you! phr phrphr ÃËö h GgÏc phrase local time, lose control exp phr phr expression phrase phrase local local time, time, lose lose control control Ïe?ÉÐLkÏc Ïe?ÉÐLkÏc Ïe?ÉÐLkÏc phr phrase phrase local time, local lose time, control loselose control phrase local time, control phr Good Good to to meet to meet you! you! you! Ïe?ÉÐLkÏc ÃËö ÃËöÃËö hhGgÏc Ïe?ÉÐLkÏc ÃËöhGgÏc Good phrase phrase local local time, time, lose lose control control phrphr Good tomeet meet you! exp exp exp expression expression expression Ïe?ÉÐLkÏc hGgÏc GgÏc phrase local time, lose control exp expression exp expression Good to meet you! phr Ïe?ÉÐLkÏc phrase local time, lose control Ïe?ÉÐLkÏc Ïe?ÉÐLkÏc Ïe?ÉÐLkÏc phr Ïe?ÉÐLkÏc phr phrase phrase phrase local local local time, time, time, lose lose control lose control control phrase local time, loselose control phr phrase local time, control phr phr x ÃâËhÂâÌÅÏcg@µÐG?dÁ@½iÑÁch¶®kÏÉйежËcÒÏÉ?g?i·â ÃâËhÂâÌÅÏcg@µÐG?dÁ@½iÑÁch¶®kÏÉйежËcÒÏÉ?g?i·â ËdÁÐÅ ËdÁÐÅx Ãâ ËËhÂâ ÌÌÅÏcg@µÐG?dÁ@½iÑÁch¶®kÏÉйежËcÒÏÉ?g?i·â ËËdÁÐ ÅÅ *2*2 ËdÁÐÅ *2 Ãâ hÂâ ÅÏcg@µÐG?dÁ@½iÑÁch¶®kÏÉйежËcÒÏÉ?g?i·â dÁÐ Ãâ Ë hÂâ Ì ÅÏcg@µÐG?dÁ@½iÑÁch¶®kÏÉйежËcÒÏÉ?g?i·â +ÄÉ?hÂâÌ+Åg@µÐGhKÒÏÉ?g?i ÄÉ?hÂâÌÅg@µÐGhKÒÏÉ?g?i ·âËdÁÐÅ·â ?dµÐËеÐËgÐÅÎ dÁÐÅ %ÌÃâÅÏcg@µÐG?dÁ@½iÑÁch¶®kÏÉйежËcÒÏÉ?g?i·â Language %Language FocusFocus &ÑÁ@µÐoÐG &ÑÁ@µÐoÐG й?c Sunrise й?c Sunrise йË**dÁРй*Å Ãâ ËËhÂâ ÌÌÅÏcg@µÐG?dÁ@½iÑÁch¶®kÏÉйежËcÒÏÉ?g?i·â ËhÂâ 22 ÅËÅ ËhÂâÌÅÏcg@µÐG?dÁ@½iÑÁch¶®kÏÉйежËcÒÏÉ?g?i·â ËdÁÐ dÁÐ Ë?dµÐËеÐËgÐÅÎ hÂâ ÌÃâ ÅÏcg@µÐG?dÁ@½iÑÁch¶®kÏÉйежËcÒÏÉ?g?i·â ËÃâhÂâ ÌÅÏcg@µÐG?dÁ@½iÑÁch¶®kÏÉйежËcÒÏÉ?g?i·â 2*Å2 **22• Ãâ ËËÃâ hÂâ ÌÅÏcg@µÐG?dÁ@½iÑÁch¶®kÏÉйежËcÒÏÉ?g?i·â Ãâ hÂâ ÅÏcg@µÐG?dÁ@½iÑÁch¶®kÏÉйежËcÒÏÉ?g?i·â ËdÁÐ ÅËËÅdÁÐ dÁÐ *2Å Å ËhÂâ ÌÃâ ÅÏcg@µÐG?dÁ@½iÑÁch¶®kÏÉйежËcÒÏÉ?g?i·â ËSunrise dÁÐ *й 2ËdÁÐ ++ÄÄÉ?hÂâ ÌÌÅg@µÐGhKÒÏÉ?g?i·â Ë dÁÐÅ ?dµÐËеÐËgÐÅÎ % Language Focus & ÑÁ@µÐoÐG й?c Sunrise й É?hÂâ Åg@µÐGhKÒÏÉ?g?i·â Ë dÁÐÅ ?dµÐËеÐËgÐÅÎ % Language Focus & ÑÁ@µÐoÐG й?c Ä+É?hÂâ ËdÁÐÅ ?dµÐËеÐËgÐÅÎ %%Language &ÑÁ@µÐoÐG й?c Sunrise ÃâÌËÅg@µÐGhKÒÏÉ?g?i·â hÂâ ÅÏcg@µÐG?dÁ@½iÑÁch¶®kÏÉйежËcÒÏÉ?g?i·â ËFocus dÁÐ Å *&2ÑÁ@µÐoÐG ÄÄÅg@µÐGhKÒÏÉ?g?i·â É?hÂâ +ÄÌÉ?hÂâ Åg@µÐGhKÒÏÉ?g?i·â ËË?dµÐËеÐËgÐÅÎ ËdÁÐÅ ?dµÐËеÐËgÐÅÎ %%Language %%Language Focus &&ÑÁ@µÐoÐG Focus &ÑÁ@µÐoÐG й?c Sunrise й?c Sunrise й й йй +Åg@µÐGhKÒÏÉ?g?i·â ÄÌÉ?hÂâ ÌÅg@µÐGhKÒÏÉ?g?i·â Ë?dµÐËеÐËgÐÅÎ dÁÐÅ Language й?c Sunrise й (Language Focus) Sunrise +Ä+É?hÂâ É?hÂâ ÌÅg@µÐGhKÒÏÉ?g?i·â Åg@µÐGhKÒÏÉ?g?i·â ËÌdÁÐÅ dÁÐÅ ?dµÐËеÐËgÐÅÎ %Language Language Focus Focus &ÑÁ@µÐoÐG ÑÁ@µÐoÐG й?c Sunrise й й ÄÉ?hÂâ +Ä++ÌÉ?hÂâ +ÄÌÌÅg@µÐGhKÒÏÉ?g?i·â É?hÂâ ËdÁÐÅ Ë?dµÐËеÐËgÐÅÎ ?dµÐËеÐËgÐÅÎ %Language Language Focus Focus &Focus ÑÁ@µÐoÐG ÑÁ@µÐoÐG й?c й Ì Åg@µÐGhKÒÏÉ?g?i·â ËÃâ dÁÐÅ ?dµÐËеÐËgÐÅÎ %?dµÐËеÐËgÐÅÎ Language Focus &ÑÁ@µÐoÐG й?c Sunrise Ãâ ËÃâ ËhÂâ ÌdÁÐÅ ÌÅÏcg@µÐG?dÁ@½iÑÁch¶®kÏÉйежËcÒÏÉ?g?i·â Ãâ ÅÏcg@µÐG?dÁ@½iÑÁch¶®kÏÉйежËcÒÏÉ?g?i·â ËhÂâ ÌdÁÐÅ ÅÏcg@µÐG?dÁ@½iÑÁch¶®kÏÉйежËcÒÏÉ?g?i·â Ë&й?c ËdÁÐ ÅÅSunrise Ëй?c dÁÐ *2*й 2Å *2 Sunrise ËhÂâ hÂâ ÌÅÏcg@µÐG?dÁ@½iÑÁch¶®kÏÉйежËcÒÏÉ?g?i·â ËdÁÐ dÁÐ Å *2Sunrise TenseTense g?chµÑK@µ g?chµÑK@µ Òcgʵ Òcgʵ g?chµÑK@µ g?chµÑK@µ Òcgʵ Òcgʵ +ÄÉ?hÂâÌÅg@µÐGhKÒÏÉ?g?i·â ËdÁÐÅ ?dµÐËеÐËgÐÅÎg?chµÑK@µ %g?chµÑK@µ Language Focus &ÑÁ@µÐoÐGй?c Sunriseй Òcgʵ Tense Tenseg?chµÑK@µ g?chµÑK@µ Òcgʵ Òcgʵ Òcgʵ Òcgʵ Tense Tense g?chµÑK@µ Òcgʵ g?chµÑK@µ À?ÉÏcgÐGÒÉÉchGÐÁ?g +Ä+Ä+É?hÂâ Ì+À?ÉÏcgÐGÒÉÉchGÐÁ?g ÌÄÅg@µÐGhKÒÏÉ?g?i·â É?hÂâ ÌÅg@µÐGhKÒÏÉ?g?i·â ËËdÁÐÅ dÁÐÅ Ë?dµÐËеÐËgÐÅÎ dÁÐÅ ?dµÐËеÐËgÐÅÎ ?dµÐËеÐËgÐÅÎ %%Language %Language Focus Focus Focus &ÑÁ@µÐoÐG &ÑÁ@µÐoÐG &ÑÁ@µÐoÐG й?c й?c Sunrise Sunrise й?c й й Tense g?chµÑK@µ Tense g?chµÑK@µ Òcgʵ Òcgʵ g?chµÑK@µ g?chµÑK@µ Òcgʵ ÒcgʵSunrise ÄÉ?hÂâ É?hÂâ ÌÅg@µÐGhKÒÏÉ?g?i·â Åg@µÐGhKÒÏÉ?g?i·â ËdÁÐÅ ?dµÐËеÐËgÐÅÎ %Language Language Focus &ÑÁ@µÐoÐG й?c Sunrise й й Tense g?chµÑK@µ Òcgʵ g?chµÑK@µ Òcgʵ Tense Tense g?chµÑK@µ g?chµÑK@µ Òcgʵ Òcgʵ g?chµÑK@µ g?chµÑK@µ Òcgʵ Òcgʵ Ïc@kÒÉÉchG?g Ïc@kÒÉÉchG?g Tense g?chµÑK@µ Òcgʵ g?chµÑK@µ Òcgʵ past simple past simple Tense Tense g?chµÑK@µ g?chµÑK@µ ÒcgʵÒcgʵ g?chµÑK@µ g?chµÑK@µ ÒcgʵÒcgʵ present present continuous continuous past past simple simple present present continuous continuous continuous À?ÉÏcgÐGÒÉÉchGÐÁ?g À?ÉÏcgÐGÒÉÉchGÐÁ?g Ïc@kÒÉÉchG?g Ïc@kÒÉÉchG?g present continuous past simple past simple present À?ÉÏcgÐGÒÉÉchGÐÁ?g Ïc@kÒÉÉchG?g Tensepresent g?chµÑK@µ g?chµÑK@µ Òcgʵ Ïc@kÒÉÉchG?g past simple pastpast simple present present continuous continuous Òcgʵ À?ÉÏcgÐGÒÉÉchGÐÁ?g present À?ÉÏcgÐGÒÉÉchGÐÁ?g simple À?ÉÏcgÐGÒÉÉchGÐÁ?g Ïc@kÒÉÉchG?g Ïc@kÒÉÉchG?g À?ÉÏcgÐGÒÉÉchGÐÁ?g Ïc@kÒÉÉchG?g past past simple simple present continuous continuous continuous À?ÉÏcgÐGÒÉÉchGÐÁ?g Ïc@kÒÉÉchG?g past simple present continuous À?ÉÏcgÐGÒÉÉchGÐÁ?g Ïc@kÒÉÉchG?g past continuous continuous Tense Tense Tense g?chµÑK@µ g?chµÑK@µ g?chµÑK@µ Òcgʵ Òcgʵ ÒcgʵÀ?ÉÏcgÐGÒÉÉchGÐÁ?g past g?chµÑK@µ g?chµÑK@µ g?chµÑK@µ Òcgʵ Òcgʵ Òcgʵ À?ÉÏcgÐGÒÉÉchG?g À?ÉÏcgÐGÒÉÉchG?g Ïc@kÒÉÉchGÐÁ?g Tense g?chµÑK@µ Òcgʵ g?chµÑK@µ Òcgʵ present present continuous continuous Ïc@kÒÉÉchGÐÁ?g past past simple simple present present simple simple À?ÉÏcgÐGÒÉÉchGÐÁ?g Ïc@kÒÉÉchG?g Ïc@kÒÉÉchG?g continuous past continuous past continuous present present simple simple Ïc@kÒÉÉchGÐÁ?g Ïc@kÒÉÉchGÐÁ?g À?ÉÏcgÐGÒÉÉchG?g À?ÉÏcgÐGÒÉÉchG?g present simple past continuous simple present continuouspresent À?ÉÏcgÐGÒÉÉchGÐÁ?g past continuous pastpast continuous continuous Ïc@kÒÉÉchGÐÁ?g past simple Ïc@kÒÉÉchG?g À?ÉÏcgÐGÒÉÉchG?g past continuous present present simple simple Ïc@kÒÉÉchGÐÁ?g Ïc@kÒÉÉchGÐÁ?g À?ÉÏcgÐGÒÉÉchG?g À?ÉÏcgÐGÒÉÉchG?g present past continuous Ïc@kÒÉÉchGÐÁ?g past À?ÉÏcgÐGÒÉÉchG?g present simple simple Ïc@kÒÉÉchGÐÁ?g Ïc@kÒÉÉchGÐÁ?g À?ÉÏcgÐGÒÉÉchG?g pastcontinuous past continuous continuousÀ?ÉÏcgÐGÒÉÉchG?g present simple present present continuous continuous continuous simple É?ÉÐKÒÉÉchGÐÁ?g past past simple past simple simple Ïc@kÒÉÉchGÐÁ?g À?ÉÏcgÐGÒÉÉchG?g continuous past simple À?ÉÏcgÐGÒÉÉchGÐÁ?g À?ÉÏcgÐGÒÉÉchGÐÁ?g À?ÉÏcgÐGÒÉÉchGÐÁ?g Ïc@kÒÉÉchG?g Ïc@kÒÉÉchG?g Ïc@kÒÉÉchG?g À?ÉÏcgÐGÒÉÉchGÐÁ?g Ïc@kÒÉÉchG?g É?ÉÐKÒÉÉchG?g É?ÉÐKÒÉÉchG?g É?ÉÐKÒÉÉchGÐÁ?g present present simple simple present present perfect perfect Ïc@kÒÉÉchGÐÁ?g Ïc@kÒÉÉchGÐÁ?g À?ÉÏcgÐGÒÉÉchG?g À?ÉÏcgÐGÒÉÉchG?g É?ÉÐKÒÉÉchGÐÁ?g É?ÉÐKÒÉÉchGÐÁ?g past continuous past perfect past perfect present perfect past perfect present present perfect perfect É?ÉÐKÒÉÉchGÐÁ?g present simple Ïc@kÒÉÉchGÐÁ?g present perfect É?ÉÐKÒÉÉchGÐÁ?g É?ÉÐKÒÉÉchGÐÁ?g É?ÉÐKÒÉÉchGÐÁ?g past past past continuous continuous À?ÉÏcgÐGÒÉÉchG?g pastcontinuous continuous present present perfect perfect present perfect É?ÉÐKÒÉÉchGÐÁ?g É?ÉÐKÒÉÉchGÐÁ?g É?ÉÐKÒÉÉchGÐÁ?g present present simple simple simple Ïc@kÒÉÉchGÐÁ?g Ïc@kÒÉÉchGÐÁ?g Ïc@kÒÉÉchGÐÁ?g À?ÉÏcgÐGÒÉÉchG?g À?ÉÏcgÐGÒÉÉchG?g À?ÉÏcgÐGÒÉÉchG?g present simple Ïc@kÒÉÉchGÐÁ?g À?ÉÏcgÐGÒÉÉchG?g present perfect perfect perfect À?ÉÏcgÐGÒÉ?ÉÐKÒÉÉchGÐÁ?g À?ÉÏcgÐGÒÉ?ÉÐKÒÉÉchGÐÁ?g É?ÉÐKÒÉÉchGÐÁ?g É?ÉÐKÒÉÉchGÐÁ?g present present perfect perfect continuous continuous present perfect continuous present present perfect perfect É?ÉÐKÒÉÉchGÐÁ?g present perfect жËc жËc ÑÁ@½jâ ÑÁ@½jâ ËËgÒÏÉ?g?i·â gÒÏÉ?g?i·â ËËdÁÐÅ dÁÐÅËgÒÏÉ?g?i·â É?ÉÐKÒÉÉchGÐÁ?g É?ÉÐKÒÉÉchGÐÁ?g É?ÉÐKÒÉÉchGÐÁ?g É?ÉÐKÒÉÉchGÐÁ?g жËc ÑÁ@½jâ ËdÁÐÅ present present present perfect perfect perfect present perfect жËc ËËgÒÏÉ?g?i·â жËc ÑÁ@½jâ ËgÒÏÉ?g?i·â ËËdÁÐÅ ËdÁÐÅ ÑÁ@½jâ ËgÒÏÉ?g?i·â ËdÁЊжËc жËc ÑÁ@½jâ жËc жËc ÑÁ@½jâ ËÑÁ@½jâ ÑÁ@½jâ gÒÏÉ?g?i·â ËgÒÏÉ?g?i·â gÒÏÉ?g?i·â ËdÁÐÅ ËdÁÐÅ dÁÐÅ g@ËcgжG g@ËcgжG g@Ëc@ÁgжG g@Ëc@ÁgжG passive passive passive active жËc active ÑÁ@½jâ жËc ËgÒÏÉ?g?i·â ËÑÁ@½jâ ËgÒÏÉ?g?i·â ËËdÁÐÅ ËdÁÐÅ g@ËcgжG g@Ëc@ÁgжG active жËc ÑÁ@½jâ жËc ÑÁ@½jâ Ëactive gÒÏÉ?g?i·â ËgÒÏÉ?g?i·â ËdÁÐÅËdÁЊжËc ÑÁ@½jâ gÒÏÉ?g?i·â dÁÐÅ g@ËcgжG g@ËcgжG g@Ëc@ÁgжG g@Ëc@ÁgжG passive passive active active g@ËcgжG g@Ëc@ÁgжG passive g@ËcgжG g@ËcgжG g@Ëc@ÁgжG g@Ëc@ÁgжG passive passive active active g@ËcgжG g@Ëc@ÁgжG passive active жËc жËc ÑÁ@½jâ ÑÁ@½jâ жËc Ë gÒÏÉ?g?i·â Ë ÑÁ@½jâ gÒÏÉ?g?i·â Ë gÒÏÉ?g?i·â Ë dÁÐÅ Ë dÁÐÅ Ë dÁЊжËc ÑÁ@½jâ Ë gÒÏÉ?g?i·â Ë dÁÐÅ suffix suffix hïpâ hïpâ Ì Ì O O hïo@O hïo@O prefix prefix g@ËcgжG g@ËcgжG g@Ëc@ÁgжG g@Ëc@ÁgжG active active passive passive suffix hïpâ Ì O hïo@O prefix suffix suffix g@ËcgжGhïpâÌg@ËcgжG passive active ÌOO hïpâÌhïpâ O ÌO hïo@O hïo@O active passive suffix g@Ëc@ÁgжG g@Ëc@ÁgжG g@Ëc@ÁgжG active activeprefix passive passive hïo@O prefix prefix suffix suffix OÌhïpâ hïpâ hïo@O prefix prefix suffix hïpâ OËË Ìg@ËcgжG hïo@O prefix g@ËcgжG g@ËcgжG g@ËcgжG g@Ëc@ÁgжG g@Ëc@ÁgжG g@Ëc@ÁgжG passive passive passive irregular hïo@O active active active regular g@ËcgжG g@Ëc@ÁgжG irregular irregular passive active ÑË@k@ ÑË@k@ ÑË@k@ ÑË@k@ Ë@Á Ë@Áhïo@O ÑË@k@Ë@Á regular regular ÑË@k@ Ë suffix suffix hïpâ Ì O hïpâ Ì O hïo@O prefix prefix irregular irregular suffix hïpâÌO ÑË@k@hïpâ hïo@O ÑË@k@Ë@Á ÑË@k@ Ë ÑË@k@ Ë Ë ÑË@k@ Ë@Á Ë@Á Ë@Á irregular regular regular prefix ÑË@k@ regular suffix suffix ÌOhïpâ ÌO ÑË@k@ hïo@O prefix suffix prefix prefix irregular irregular irregular ÑË@k@ @Á ÑË@k@ regular regular ÑË@k@ ÑË@k@ Ë@Á Ëhïo@O regular suffix suffix suffix hïpâ hïpâ ÌOÌËOÌÑË@k@ hïpâ hïo@O hïo@O hïo@O suffix hïpâ OË ÌOË hïo@O prefix prefix prefix sentence paragraph paragraph ÐLkg ÐLkg °?h}ÏgÐO °?h}ÏgÐO prefix sentence sentence paragraph ÐLkg °?h}ÏgÐO irregular irregular irregular ÑË@k@ Ë ÑË@k@ Ë ÑË@k@ Ë @Á ÑË@k@ Ë @Á regular regular ÑË@k@ Ë ÑË@k@ Ë @Á paragraph paragraph ÐLkg ÐLkg °?h}ÏgÐO °?h}ÏgÐO regular paragraph °?h}ÏgÐO sentence sentence sentence irregular irregular ÑË@k@ Ë Ë Ë ÐLkg Ë@Á°?h}ÏgÐO Ë@Á regular regular paragraph paragraph paragraph ÐLkg ÐLkg °?h}ÏgÐO °?h}ÏgÐO regular irregular sentence sentence sentence irregular irregular irregular ÑË@k@ ÑË@k@ ËÑË@k@ ÑË@k@ ÑË@k@ ËÑË@k@ @Á Ë@Á ÑË@k@ irregular regular regular regular ÑË@k@ Ë ÑË@k@ ÑË@k@ Ë@Á ÑË@k@ regular ٵٵ Ë@Á plural plural ¸@K ¸@KË ÐLkg singular singular Ùµ plural ¸@K singular paragraph ÐLkg °?h}ÏgÐO Ùµ Ùµ plural plural paragraph paragraph Ùµ ÐLkg ÐLkg °?h}ÏgÐO °?h}ÏgÐO sentence ¸@K ¸@K plural singular singular sentence sentence singular Ùµ Ùµ plural plural paragraph paragraph ÐLkg °?h}ÏgÐO °?h}ÏgÐO ¸@K ¸@K ¸@K ÐLkg ¸@K Ùµ plural singular singular sentence sentence sentence paragraph singular paragraph paragraph paragraph ÐLkg ÐLkg °?h}ÏgÐO °?h}ÏgÐO °?h}ÏgÐO paragraph ÐLkg °?h}ÏgÐO sentence sentence sentence g@µgÐG g@µgÐG sentence object object gжG gжGÐLkg subject subject g@µgÐG object gжG subject Ùµ g@µgÐG g@µgÐG plural g@µgÐG ¸@K object object gжG gжG singular object gжG subject subject Ùµ Ùµ plural plural subject ¸@K gжG ¸@K¸@K g@µgÐG g@µgÐG singular singular object object g@µgÐG gжG object Ùµ Ùµ subject subject subject plural plural gжG Ùµ Ùµ Ùµ ¸@K plural plural plural Ùµ ¸@K ¸@K ¸@K singular singular plural ÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ ÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ ¸@K singular singular singular singular plural relative relative clause clause singular ÑSgнÒÐLkg ÑSgнÒÐLkg conditional conditionalconditional sentence sentence sentence ÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ relative clause ÑSgнÒÐLkg g@µgÐG ÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ ÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ relative relative clause clause ÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ object relative clause gжG ÑSgнÒÐLkg ÑSgнÒÐLkg ÑSgнÒÐLkg subject conditional conditional sentence sentence conditional sentence g@µgÐG ÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ relative relative clause clause object ÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ gжG ÑSgнÒÐLkg gжG ÑSgнÒÐLkg relative clause subject subject ÑSgнÒÐLkg conditional conditional conditional sentence sentence sentence g@µgÐG g@µgÐG g@µgÐG g@µgÐGg@µgÐG g@µgÐG object object object gжG gжG gжG É?gchâ É?gchâÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ Ì̽e½eÐÐg@µgÐG ÁÒÉ@Á ÁÒÉ@Á uncountable uncountable noun noun object object object gжG gжG É?gchâ̽eÒÉ@Á object gжG subject subject subjectnoun countable countable noun subject subject subject É?gchâ É?gchâ Ì̽eÒÉ@Á ½eÒÉ@Á subject object É?gchâ ½e̽eÐÁÒÉ@Á uncountable noun countable noun ÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ É?gchâ Ì ½e Ð ÁÒÉ@Á É?gchâ Ì ½eÐÌÁÒÉ@Á uncountable uncountable noun noun relative clause ÐÁÒÉ@Á uncountable noun ÑSgнÒÐLkg countable countable noun noun countable noun É?gchâ Ì̽eÒÉ@Á É?gchâÉ?gchâ ̽eÒÉ@Á conditional sentence ̽eÒÉ@Á relative É?gchâ ̽eÉ?gchâ ÌÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ ½e ÐÁÒÉ@Á ÐÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ ÁÒÉ@Á ̽eÐÁÒÉ@ÁÉ?gchâ uncountable uncountable uncountable noun noun noun É?gchâ ÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ countable countable noun noun relative clause clause É?gchâ ̽eÒÉ@Á É?gchâ ½eÒÉ@Á countable noun ÑSgнÒÐLkg ÑSgнÒÐLkg ÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ ÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ É?gchâ ̽eÒÉ@Á relative relative relative clause clause clause ÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ relative clause ÑSgнÒÐLkg ÑSgнÒÐLkg ÑSgнÒÐLkg conditional conditional sentence sentence ÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ ÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ ÑSgнÒÐLkg Ò Ò g@µÒÏe?ÉÐLkÏc g@µÒÏe?ÉÐLkÏc relative relative clause clause conditional conditional conditional sentence sentence sentence phrasal phrasal verb verb ÑSgнÒÐLkg ÑSgнÒÐLkg conditional sentence modal modal verb verb ¼ â ¼ â ?cÙ½ ?cÙ½ Ò Ò g@µ g@µ conditional conditional sentence sentence Ò g@µÒÏe?ÉÐLkÏc conditional sentence relative clause phrasal verb É?gchâ Ì ½e Ð ÁÒÉ@Á uncountable noun modal verb ¼ â ?cÙ½ Ò g@µ Ò g@µÒÏe?ÉÐLkÏc Ò g@µÒÏe?ÉÐLkÏc countable noun Òg@µÒÏe?ÉÐLkÏc phrasal phrasal verb verb phrasal verbÉ?gchâ modal modal verb verb â¼â¼Ò?cÙ½ ÒÒg@µ â¼?cÙ½â¼?cÙ½ Òg@µÒg@µ uncountable modal verb É?gchâ̽eÒÉ@Á ÒÉ?gchâ g@µÒÏe?ÉÐLkÏc Òg@µÒÏe?ÉÐLkÏc Ò g@µÒÏe?ÉÐLkÏc phrasal phrasal verb verb phrasal verb É?gchâ ̽e ÐÉ?gchâ ̽eÌÉ?gchâ ÐÌÁÒÉ@Á uncountable noun noun Ìg?dÁÏÉ@_ÒÉ@Ââ ½e нe ÐÁÒÉ@Á ÌÁÒÉ@Á ½eÐÁÒÉ@Á uncountable uncountable uncountable noun noun noun modal modal verb verb â¼½eÒÉ@Á ?cÙ½ ?cÙ½ g@µ É?gchâ ÌÉ?gchâ ÐÁÒÉ@Á ÁÒÉ@Á uncountable noun modal verb countable countable noun noun countable countable countable noun noun noun â¼É?gchâ ?cÙ½ Ò½eÒÉ@Á g@µ countable noun É?gchâ Ìg?dÁÏÉ@_ÒÉ@Âð É?gchâ ̽eÒÉ@Á É?gchâÌÉ?gchâ É?gchâ Ìg@µ possessive possessive pronoun pronoun ̽eÒÉ@Á ½eÒÉ@Á É?gchâ ½e ÐÌS ÁÒÉ@Á ̽eÐÁÒÉ@Á ÌS uncountable uncountable noun noun ÑLâ ÑLâÌ˽e Ëg?dÁÏÉ@_ÒÉ@Ââ countable countable noun noun possessive possessive adjective adjective ÑLâ ÑLâ ËÉ?gchâ Ë̽eÒÉ@Á g?dÁÏÉ@_ÒÉ@Âð ¹ÑLâ ÏÉ@Ô ¹ÏÉ@Ô Ì É?gchâ ½eÒÉ@Á Ì ½eÒÉ@Á possessive pronoun ÑLâ ËS g?dÁÏÉ@_ÒÉ@Ââ countable noun uncountable noun possessive adjective Ò g@µÒÏe?ÉÐLkÏc Ë g?dÁÏÉ@_ÒÉ@Âð ¹ ÏÉ@Ô possessive possessive pronoun pronoun phrasal verb possessive pronoun ÑLâ Ë g?dÁÏÉ@_ÒÉ@Ââ ÑLâ Ë g?dÁÏÉ@_ÒÉ@Ââ ÌÌS ÌS ÌS ÑLâ Ëg?dÁÏÉ@_ÒÉ@Ââ modal verb â¼?cÙ½ÒÑLâg@µ possessive possessive adjective adjective ÑLâ ËËg?dÁÏÉ@_ÒÉ@Âð ÑLâ Ëg?dÁÏÉ@_ÒÉ@Âð ¹ÏÉ@Ô¹ÏÉ@Ô possessive adjective ÑLâ¹¹ËÏÉ@Ô g?dÁÏÉ@_ÒÉ@Âð possessive possessive pronoun pronoun ÑLâ ÑLâ Ë g?dÁÏÉ@_ÒÉ@Ââ Ë g?dÁÏÉ@_ÒÉ@Ââ ÑLâ Ë g?dÁÏÉ@_ÒÉ@Ââ Ì S Ì S S possessive pronoun possessive possessive adjective adjective Ò Ò g@µÒÏe?ÉÐLkÏc g@µÒÏe?ÉÐLkÏc Ò g@µÒÏe?ÉÐLkÏc Ë g?dÁÏÉ@_ÒÉ@Âð ÑLâ g?dÁÏÉ@_ÒÉ@Âð ¹ ÏÉ@Ô ÏÉ@Ô Ò g@µÒÏe?ÉÐLkÏc phrasal phrasal phrasal verb verb verb possessive adjective ÑLâ Ë g?dÁÏÉ@_ÒÉ@Âð ¹ ÏÉ@Ô Òg@µÒÏe?ÉÐLkÏc Òg@µÒÏe?ÉÐLkÏc phrasal verb modal modal modal verb verb verb phrasal phrasal verb verb ¼ â ¼ â ?cÙ½ ?cÙ½ Ò ¼ â Ò ?cÙ½ g@µ g@µ Ò g@µ modal verb ¼ â ?cÙ½ Ò g@µ reflexive pronoun modalmodal verb verb ÑKÐËÙ_Ò ÑKÐËÙ_Ò É@Ââ É@Ââ Ì Ì S S Subject/object Subject/object pronoun pronoun ¼ â ?cÙ½ Ò ¼ â g@µ ?cÙ½ Ò g@µ reflexive pronoun g@µgÐG g@µgÐG , , gжGÒ gжGÒ É@Ââ É@Ââ Ì Ì S S Ò g@µÒÏe?ÉÐLkÏc Ò g@µÒÏe?ÉÐLkÏc phrasal phrasal verb verb reflexive ÑKÐËÙ_Ò modal modal verb verb Subject/object â¼g@µgÐG ?cÙ½ â¼,Ò?cÙ½ g@µ Òg@µgÐG g@µ pronoun ÑLâpronoun Ëg?dÁÏÉ@_ÒÉ@Ââ ÌSÌSÑKÐËÙ_Ò modal verb phrasal verb reflexive reflexive pronoun pronoun ÑKÐËÙ_Ò ÌÌÑKÐËÙ_Ò SS É@ÂâÌÉ@Ââ SÉ@ÂâÌSÌS possessive adjective Subject/object Subject/object pronoun pronoun reflexive pronoun ÑLâpronoun Ëg?dÁÏÉ@_ÒÉ@Âð ¹ÏÉ@Ô É@Ââ ,gжGÒ ÌÌSS,,gжGÒ É@Ââpossessive ÌÉ@Ââ SÉ@ÂâÌSÌSreflexive Subject/object pronoun g@µgÐG gжGÒ reflexive reflexive pronoun pronoun pronoun ÑKÐËÙ_Ò ÑKÐËÙ_Ò É@Ââ É@Ââ Subject/object Subject/object pronoun pronoun g@µgÐG ,g@µgÐG gжGÒ ,gжGÒ gжGÒ É@Ââg@µgÐG possessive possessive possessive pronoun pronoun pronoun ÑKÐËÙ_Ò É@Ââ ÌSÉ@Ââ Subject/object pronoun possessive pronoun ,gжGÒ É@Ââ ÌÏÉ@Ô SÉ@Ââ ÑLâ ÑLâ Ëg?dÁÏÉ@_ÒÉ@Ââ Ëg?dÁÏÉ@_ÒÉ@Ââ ÑLâËg?dÁÏÉ@_ÒÉ@Ââ ÌÌSÌS ÑLâ ËËg?dÁÏÉ@_ÒÉ@Ââ SÌSÌS ÌS possessive possessive possessive adjective adjective adjective ÑLâ ÑLâg@µgÐG ËÑLâ g?dÁÏÉ@_ÒÉ@Âð Ëg?dÁÏÉ@_ÒÉ@Âð ÑLâ Ëg?dÁÏÉ@_ÒÉ@Âð ¹ÌÏÉ@Ô ¹SÏÉ@Ô ¹ÏÉ@Ô possessive possessive pronoun pronoun possessive adjective ÑLâ Ë g?dÁÏÉ@_ÒÉ@Âð ¹ ÑLâ g?dÁÏÉ@_ÒÉ@Ââ ÑLâ Ë g?dÁÏÉ@_ÒÉ@Ââ possessive possessive adjective adjective ÑLâ Ë g?dÁÏÉ@_ÒÉ@Âð Ë g?dÁÏÉ@_ÒÉ@Âð ¹ ÏÉ@Ô ¹ ÏÉ@Ô possessive possessive pronoun pronoun ÑLâËg?dÁÏÉ@_ÒÉ@Ââ ÌS ÌS adjectiveg@µgÐG,gжGÒ possessive possessive adjective reflexive pronoun pronoun ÑLâÉ@Ââ Ëg?dÁÏÉ@_ÒÉ@Âð ¹ÏÉ@Ô ¹ÏÉ@Ô ÑKÐËÙ_ÒÉ@ÂâÌS ÑLâËg?dÁÏÉ@_ÒÉ@Ââ Subject/object pronoun ÌSÑLâËg?dÁÏÉ@_ÒÉ@Âð adjective possessive possessive Subject/object reflexive reflexive reflexive pronoun pronoun pronoun ÑKÐËÙ_Ò ÑKÐËÙ_Ò ÑKÐËÙ_Ò É@Ââ É@Ââ ÌÉ@Ââ ÌSÌSSÌÉ@Ââ ÌSÉ@ÂâÌS Subject/object Subject/object pronoun pronoun pronoung@µgÐGg@µgÐG reflexive pronoun g@µgÐG ,,g@µgÐG gжGÒ ,ÌSÉ@Ââ gжGÒ É@Ââ ÌSÌSÌSÉ@Ââ ÌS ÑKÐËÙ_Ò É@Ââ Subject/object pronoun g@µgÐG ,gжGÒ gжGÒ É@Ââ reflexive reflexive pronoun pronoun ÑKÐËÙ_Ò ÑKÐËÙ_Ò S Subject/object Subject/object pronoun pronoun , gжGÒÉ@Ââ g@µgÐG , gжGÒÉ@Ââ Ì S reflexive reflexive pronoun pronoun ÑKÐËÙ_Ò ÑKÐËÙ_Ò É@ÂâÌSÉ@ÂâÌS Subject/object pronoun g@µgÐGg@µgÐG ,gжGÒ ,gжGÒ É@ÂâÌS É@ÂâÌS Subject/object pronoun pronoun reflexive pronoun subject / object 105 105 105 105 105 105 105 105 115 105115 105 105 105 105105 105105 114 9780230727564.Text.indd 114 4/5/10 10:41:51 Reference 6 LANGUAGE FOR COMMUNICATION 6 LANGUAGE FOR COMMUNICATION 6 6Language Language for communication 6LANGUAGE LANGUAGE FORCOMMUNICATION COMMUNICATION For Speaking ÄchµÐl±ÑÁ@½i FOR 6 LANGUAGE FOR COMMUNICATION 6 LANGUAGE FOR COMMUNICATION Language For Speaking ÄchµÐl±ÑÁ@½i Language for speaking 6 LANGUAGE FOR COMMUNICATION Language For Speaking ÄchµÐl±ÑÁ@½i 1-Language for learning ÄchµÐl±ÑÁ@½i ÄÉÊGhâÌ­ÑÁ@½i For Speaking 6 LANGUAGE FOR COMMUNICATION 1 Language Language for learning For Speaking ÄchµÐl±ÑÁ@½i 6 LANGUAGE FOR COMMUNICATION 1-Language for learning ÄÉÊGhâ Ì­ÑÁ@½i 6 Language LANGUAGE FOR COMMUNICATION 6sorry. LANGUAGE FOR COMMUNICATION I’m I Ididn’t hear that. 66 LANGUAGE FOR COMMUNICATION Language For Speaking ÄchµÐl±ÑÁ@½i I’m sorry. didn’t hear that. LANGUAGE FOR COMMUNICATION forlearning learning ÄÉÊGhâ Ì­ÑÁ@½ ÄÉÊGhâ ÌÌ­ÑÁ@½ ii i I’m sorry. Ifor didn’t hearCOMMUNICATION that. Language For Speaking ÄchµÐl±ÑÁ@½i 61-Language LANGUAGE FOR 11-Language Language for learning ÄÉÊGhâ ­ÑÁ@½ I’m sorry. I Ididn’t understand that. 1-Language for learning ÄÉÊGhâ Ì­ÑÁ@½ i Language For Speaking ÄchµÐl±ÑÁ@½i I’m sorry. didn’t understand that. Language For Speaking ÄchµÐl±ÑÁ@½i 6 LANGUAGE FOR COMMUNICATION 6 LANGUAGE FOR COMMUNICATION 6 LANGUAGE FOR COMMUNICATION I’m sorry. I didn’t understand that. I’m sorry. I didn’t hear that. Language For Speaking ÄchµÐl±ÑÁ@½i Language For Speaking ÄchµÐl±ÑÁ@½i I’m sorry. Ispell didn’t hear that. Could you that, please? I’m sorry. I didn’t hear that. 1-Language for learning ÄÉÊGhâ Ì ­ÑÁ@½ i 6 LANGUAGE FOR COMMUNICATION Language For Speaking ÄchµÐl±ÑÁ@½i I’m sorry. Ididn’t didn’t hear that. ÄchµÐl±ÑÁ@½i Could you that, please? Language For Speaking 1-Language for learning that. ÄÉÊGhâ Ì­ÑÁ@½i Could you spell that, please? I’m sorry. Ispell understand I’m sorry. Isay didn’t understand that. Could you that again, please? I’m sorry. I didn’t understand that. 1-Language for learning ÄÉÊGhâ Ì ­ÑÁ@½ i Language For Speaking ÄchµÐl±ÑÁ@½i 1-Language for learning ÄÉÊGhâ Ì ­ÑÁ@½ i I’m sorry. I didn’t hear that. Language For Speaking understand Language For Speaking ÄchµÐl±ÑÁ@½i Could you say that again, please? 1-Language for learning that. ÄÉÊGhâ Ì­ÑÁ@½ Could you say that again, please? Could you spell that, please? 1-Language for learning ÄchµÐl±ÑÁ@½i ÄÉÊGhâ Ì­ÑÁ@½ i ii Could you spell that, please? I’m sorry. I didn’t hear that. Could you play the tape again, please? Could you spell that, please? Language For Speaking ÄchµÐl±ÑÁ@½i 1-Language for learning ÄÉÊGhâ Ì ­ÑÁ@½ I’m sorry. IIspell didn’t understand that. Could you that, please? hear that. I’m sorry. didn’t I’m sorry. I say didn’t hear that. 1-Language for learning ÄÉÊGhâ Ì­ÑÁ@½i Could you play the tape again, please? Could you that again, please? Could you play the CD again, please? Could you say that again, please? I’m sorry. Isay didn’t understand that. I’m sorry. Ifor didn’t hear that. How do you say…, please? I’m sorry. I didn’t hear that. Could you that again, please? 1-Language for learning ÄÉÊGhâ ÄÉÊGhâ Ì­ÑÁ@½ ­ÑÁ@½ 1-Language learning Ì iii spell that, please? 1-Language for learning ÄÉÊGhâ Ì­ÑÁ@½ Could you say that again, please? I’m sorry. I didn’t hear that. understand that. I’m sorry. I didn’t understand that. How do say…, please? Could you play the tape again, please? I’m sorry. IIyou didn’t hear that. Could you play the tape again, please? How do you pronounce ... , please? spell that, please? I’m sorry. I didn’t understand that. 1-Language for learning ÄÉÊGhâ Ì ­ÑÁ@½ How do you say…in English, please? I’m sorry. didn’t understand that. Could you play the CD again, please? say that again, please? Could you play the tape again, please? i I’m sorry. Ididn’t didn’t understand that. I’m sorry. didn’t hear that. spell that, please? I’m sorry. IIIyou hear that. Could you spell that, please? I’m sorry. Ididn’t hear that. How do say…in English, please? How do you say…, please? I’m sorry. didn’t understand that. How do you say…, please? Could you say that again, please? Could you spell that, please? Excuse me, but what does….mean, please? How do you pronounce this word, please? Could you spell that, please? How do you pronounce…, please? I’m sorry. IIsay didn’t hear that. play the tape again, please? How doyou you say…, please? Could spell that, please? I’m sorry. didn’t understand that. say that again, please? I’m sorry. Ime, understand that. Could you that again, please? I’m sorry. Ididn’t didn’t understand that. Excuse but what does….mean, please? How do you say…in English, please? Could you spell that, please? How do you say…in English, please? Could you play the tape again, please? Could you say that again, please? Excuse me, but does …mean…? Could you say that again, please? How do you pronounce this word, please? Excuse me, but what does ...that. mean, please? I’m sorry. Iplay didn’t understand say…, please? How do you say…in English, please? Could you say that again, please? play the tape again, please? spell that, please? Could you the tape again, please? Could you spell that, please? Could you spell that, please? Excuse me, but does …mean…? Excuse me, but what does….mean, please? Could you say that again, please? Excuse me, but what does….mean, please? How do you say…, please? Could you play the tape again, please? Could you play the tape again, please? Excuse me, but what does….mean, please? Could you spell that, please? How do you say…in English, please? Excuse me, but does ... mean ...? Excuse me, but what does….mean, please? Could play the tape again, please? say…, please? Could you say that again, please? How do you How do you say…, please? Could you say that again, please? Could you say that again, please? Excuse me, but does …mean…? Could play the tape again, please? Excuse me, but does …mean…? How do you say…in English, please? How do you say…, please? How doyou you say…, please? Excuse me, but does …mean…? ÄchµÙ}ÊL®}ÑÁ@½i 2Language for discussion Could you say that again, please? what does….mean, please? Excuse me, but does …mean…? How do you say…, please? Could you play the tape again, please? say…in English, please? Could you play the tape again, please? How do you say…in English, please? Could you play the tape again, please? ÄchµÙ}ÊL®}ÑÁ@½i 2Language for discussion How do you say…, please? Excuse me, but what does….mean, please? How do you say…in English, please? How do you say…in English, please? Could you play the tape again, please? Excuse me, but does …mean…? ÙÅâ ¼ Ð} h GgÏc 1. й?gÑÂËö How do you say…in English, please? How do you say…, please? what does….mean, please? Excuse me, but How do you say…, please? Excuse me, but what does….mean, please? How doyou you say…, please? ÄchµÙ}ÊL®}ÑÁ@½i 2Language for discussion How do say…in English, please? Excuse me, but does …mean…? Excuse me, but what does….mean, please? ÄchµÙ}ÊL®}ÑÁ@½i 2 22-Language for discussion Excuse me, but what does….mean, please? ÙÅâ ¼ Ð} h GgÏc 1. й?gÑÂËö ÄchµÙ}ÊL®}ÑÁ@½i Language for discussion How do you say…, please? Excuse me, but what does….mean, please? How do you say…in English, please? does …mean…? ÄchµÙ}ÊL®}ÑÁ@½i 2Language for discussion How dodome, you say…in English, please? Excuse but does …mean…? How you say…in English, please? I(don’t) think… because… Excuse me, but what does….mean, please? Excuse me, but does …mean…? Excuse me, but does …mean…? ÙÅâ ¼ Ð} h GgÏc 1. й?gÑÂËö How do you English, please? ÙÅâ ¼I(don’t) Ð} hsay…in GgÏc does….mean, 1. does 1Excuse think… because… ÄchµÙ}ÊL®}ÑÁ@½i 2Language for discussion Excuse me, but …mean…? 1My ÙÅ⠼й?gÑÂËö hwhat GgÏc me, but what does….mean, please? Excuse me, but please? Excuse me, but what please? favourite .does….mean, That’s because ... ÙÅâ ¼Ð}й?gÑÂËö Ð} his…. GgÏc 1. й?gÑÂËö …mean…? Excuse me, but does ÄchµÙ}ÊL®}ÑÁ@½i 2Language for discussion Excuse me, but what does….mean, please? My favourite is…. . That’s because ... I(don’t) think… because… Excuse me, but does …mean…? Excuse IÙÅâ (don’t) think ... because ...ÄchµÙ}ÊL®}ÑÁ@½i ÄchµÙ}ÊL®}ÑÁ@½i 2Language for discussion I(don’t) think… because… me, but does …mean…? Excuse me, but does …mean…? 2Language for discussion I(don’t) think… because… ¼ Ð} h GgÏc 1. й?gÑÂËö I(don’t) think… because… ÄchµÙ}ÊL®}ÑÁ@½i 2Language for discussion ÄchµÙ}ÊL®}ÑÁ@½i 2-My Language for discussion Excuse me, but does …mean…? ÙÅâ ¼ Ð} h GgÏc 1. й?gÑÂËö My favourite is…. That’s because ÄchµÙ}ÊL®}ÑÁ@½i 2Language for is…. . That’s because ......... 2.1. My is .. That’s because My favourite That’s because ... ÄÉÊGÒi?g think… ÙÅâ Ð} hGgÏc 1. й?gÑÂËö ...discussion ÄchµÙ}ÊL®}ÑÁ@½i 2-ÙÅâ Language for ¼favourite Ð}¼favourite hGgÏc discussion й?gÑÂËö is…. I(don’t) because… My favourite is…. .. That’s because ... ÙÅâ ¼ Ð} h GgÏc 1. й?gÑÂËö ÙÅâ ¼ Ð} h GgÏc 1. й?gÑÂËö ÄÉÊGÒi?g 2. ÄchµÙ}ÊL®}ÑÁ@½i 2Language for discussion I(don’t) think… because… ÄchµÙ}ÊL®}ÑÁ@½i Language for discussion ÄchµÙ}ÊL®}ÑÁ@½i 2Language for discussion In my opinion, … 2In my opinion, … ÙÅâ ¼ Ð} h GgÏc 1. й?gÑÂËö My favourite . That’sÄchµÙ}ÊL®}ÑÁ@½i because ... IÙÅâ (completely) agree I(don’t) because… I(don’t) think… because… ¼I(don’t) Ð}й?gÑÂËö hGgÏc discussion 1. is…. 2for Language ÄÉÊGÒi?g think… 2. My favourite . That’s because ... because… I(don’t) because… ÄÉÊGÒi?g think… 2. Ð} GgÏc agree й?gÑÂËö ÙÅâ ¼I¼ÄÉÊGÒi?g Ð} hhthink… GgÏc 1. й?gÑÂËö is…. ÙÅâ ¼(completely) Ð} hGgÏc do й?gÑÂËö 2IÙÅâ ÏÉÐÁch¶ÁÉÉgÑÂKh}gÏÉÉÄ?dâ Ì O I(don’t) think… because… think so, too. /So I. My favourite is…. . That’s because 21.1. 2. My favourite is…. . That’s because ... ...... I(don’t) think… because… favourite . That’s because ¼My Ð} hGgÏc 1.IÙÅâ й?gÑÂËö is…. My favourite is…. . do That’s because ...do I think so, too. /So I. I (completely) agree (completely) agree My favourite is…. . That’s because I don’t think so either. / Neither (Nor) I. ÄÉÊGÒi?g 2. I(don’t) think… because… because… I(don’t) think… because… So are think… you saying that…? I (completely) agree My favourite is…. . That’s because ......do II(don’t) Getting and giving clarification ÄÉÊGÒi?g 2. I don’t think so either. / Neither (Nor) I. I think so, too. /So do I. I(don’t) think… because… think so, too. /So do I. My favourite is…. . That’s because ... My favourite is…. . do That’s My favourite is…. . That’s because...... In ÄÉÊGÒi?g too. other words, I mean that… 2.2. ÄÉÊGÒi?g so, Idon’t (completely) agree /So I.Neither 2. So are you saying that ...?because think ÄÉÊGÒi?g I think so either. / (Nor) do I. ÄÉÊGÒi?g 2. My favourite is…. . That’s because ... I don’t think so either. / Neither (Nor) do I. I (completely) agree ÄÉÊGÒi?g too. 3. 32. ÄÉÊG ÐÁÒi?ögthink think so, /So do I./ Neither I ÄÉÊGÒi?g don’t soagree either. (completely) IÄÉÊGÒi?g (completely) agree 2. In other words, I mean that ... (Nor) do I. ÄÉÊG ÐÁ Òi?ö g too. I think so, /So do I./ Neither I (completely) agree (completely) agree II3. ÄÉÊGÒi?g 2.2. I’m ÄÉÊGÒi?g 2. think ÄÉÊGÒi?g too. don’t think soagree either. (Nor) do I. I (completely) not sure. think so, too. /So do I. so, /So do I. III’m (completely) agree ÄÉÊG ÐÁ Òi?ö gsure. don’t think soagree. either. /I.Neither (Nor) do I. II ÄÉÊGÒi?g 2.3.ÄÉÊG I(completely) think so, too. /So do think so, too. /So dodo I.but…. 3.3 ÐÁ Òi?ö gso, not I think too. /So I. I3. agree with that, don’t think so either. / Neither (Nor) IIIpartly (completely) agree ÐÁ Òi?ö g too. don’t think soagree either. (Nor) dodo I. I.I. (completely) (completely) agree IÄÉÊG think so, / So do I./but…. think so, too. /So dothat, I.// Neither Inot don’t think so either. Neither (Nor) do IIII’m don’t think so either. Neither (Nor) dodo I. I. I partly agree with not sure. I’m I (completely) agree. (completely) agree sure. I don’t think so either. / Neither (Nor) I’m sorry, but I disagree / don’t agree. 3. ÄÉÊG ÐÁ Òi?ö g think so, too. /So do I. IIIthink so, too. /So dodoI./I.Neither think so, too. /So I don’t think so either. / Neither (Nor) do I’m not sure. don’t think so either. (Nor) do I. I. 3. ÄÉÊG ÐÁ Òi?ö g I’m sorry, but Ieither. disagree agree. IIdon’t partly agree with that, but…. IIpartly so, too. /So do I. 3.II3. Ithink think so, too. /that, So I./ don’t agree with don’t think so either. /but…. (Nor) do think so either. /do Neither (Nor) do don’t think so /Neither Neither (Nor) doI.I.I. ÄÉÊG ÐÁ Òi?ö g ÄÉÊG ÐÁ Òi?ö g I’m not sure. I partly agree with that, but…. 3. ÄÉÊG ÐÁÒi?ö Òi?ö gso I’m sorry, Iso //don’t agree. ÐÁ Òi?ö gbut IÄÉÊG think either. / /Neither (Nor) do I. do I. sorry, I disagree don’t agree. I’m not sure. 4.3.4I’m Idon’t don’t think (Nor) ÐÁ gbut Idisagree i?É@ÌSÒ?gÑÂËö hbut GgÏc either. that, IÄÉÊG partly agree with but…. I’m sorry, disagree / Neither don’t agree. not sure. 3.3. ÄÉÊG ÐÁ Òi?ö g I’m not sure. 4. i?É@ÌSÒ?gÑÂËö h G gÏc not I’m not sure. I’m not sure. III’m partly agree with that, but…. ÄÉÊG ÐÁÐÁ Òi?ö 3. ÐÁ Òi?ö ggsure. ÄÉÊG Òi?ö gsure. sorry, but I disagree / don’t agree. 43.3.IÄÉÊG I’m not think… partly agree with that, but…. II’m partly agree with that, but…. not sure. i?É@ÌSÒ?gÑÂËö h G gÏc I’m sorry, but I disagree / don’t agree. ÄÉÊG ÐÁ Òi?ö g I partly agree with that, but…. II’m partly agree with that, but…. 4.3.4.Ii?É@ÌSÒ?gÑÂËö h G gÏc I partly agree with that, but…. I think… I partly agree with that, but…. don’t think… I’m sorry, but I disagree / don’t agree. not sure. I’m not sure. 4. disagree i?É@ÌSÒ?gÑÂËö hIGgÏc but…. sorry, butbut disagree / don’t agree. not sure. I’m not sure. II’m partly agree with that, I’m sorry, I /don’t don’t agree. I’m sorry, but I disagree / don’t agree. I’m sorry, but I disagree / agree. I don’t think… I think… not sure. I think… I’m sorry, but I disagree / don’t agree. that, i?É@ÌSÒ?gÑÂËö hwith Gdisagree gÏc that, II’m agree with but…. agree with that, but…. Ipartly partly agree that, but…. I4. Ipartly partly agree with but agree. ... I think… sorry, but I / don’t II’m don’t think… II’m partly agree 4. i?É@ÌSÒ?gÑÂËö GGdisagree gÏc don’t think… sorry, but IhhIdisagree agree. 5II’m i?É@ÌSÒ?gÑÂËö gÏc disagree ÄchµÐl±ÙGhKÑÁ@kеÑÁ?dÁ@Å sorry, but // don’t agree. sorry, but /don’t don’t agree. 4. i?É@ÌSÒ?gÑÂËö gÏc gÏc i?É@ÌSÒ?gÑÂËö hhGGIwith gÏc that, but…. think… 5.4. I’m sorry, but Idisagree / don’t agree. IÄchµÐl±ÙGhKÑÁ@kеÑÁ?dÁ@Å don’t think… 4. i?É@ÌSÒ?gÑÂËö h G 4.4. i?É@ÌSÒ?gÑÂËö h G gÏc / don’t 5. I’m sorry, but I disagree agree. I think… i?É@ÌSÒ?gÑÂËö h G gÏc don’t think… Tell me about… I think… I think… hGgÏc I i?É@ÌSÒ?gÑÂËö think… 54.5.ÄchµÐl±ÙGhKÑÁ@kеÑÁ?dÁ@Å ÄchµÐl±ÙGhKÑÁ@kеÑÁ?dÁ@Å Idon’t 5. Tell methink… about… Ii?É@ÌSÒ?gÑÂËö think… IÄchµÐl±ÙGhKÑÁ@kеÑÁ?dÁ@Å don’t think… 4.4.Can i?É@ÌSÒ?gÑÂËö gÏc 4. hhGhGgÏc i?É@ÌSÒ?gÑÂËö GgÏc Ithink… ask about….? I think… 5. don’t think… I don’t think… 4.Tell Ithink… think ... i?É@ÌSÒ?gÑÂËö hGgÏcthen? Ime don’t think… Can I ask about….? IIITell don’t think… me about… about… What happened 5. ÄchµÐl±ÙGhKÑÁ@kеÑÁ?dÁ@Å I don’t think… think… IIÄchµÐl±ÙGhKÑÁ@kеÑÁ?dÁ@Å Ithink… think… Tell me about… don’t think… 6Can I don’t think ... 5. ÄchµÐl±ÙGhKÑÁ@kеÑÁ?dÁ@Å What happened then? Can I ask about….? I ask about….? IIÄchµÐl±ÙGhKÑÁ@kеÑÁ?dÁ@Å think… what did you do? don’t think… ÄchµÐl±ÙGhKÑÁ@kеÑÁ?dÁ@Å I5. think… Idon’t don’t think… 5.So Tell me about… Can I ask about….? Tell me about… /do? more / all about it. 5. ÄchµÐl±ÙGhKÑÁ@kеÑÁ?dÁ@Å So what did you What happened then? happened then? IÄchµÐl±ÙGhKÑÁ@kеÑÁ?dÁ@Å don’t think… Tell me about… 65.What 5. ÄchµÐl±ÙGhKÑÁ@kеÑÁ?dÁ@Å Can I ask about….? What happened then? Tell me about… Tell me about… 5.So ÄchµÐl±ÙGhKÑÁ@kеÑÁ?dÁ@Å Can I ask about….? So what did youdo? did you Can Ime ask about….? Tell about… Tell me about… 6. Tell me about ...do? / more / all about it. hwhat GgÏcÉÉiÏg@Ô 5.5.ÃËö ÄchµÐl±ÙGhKÑÁ@kеÑÁ?dÁ@Å 5. ÄchµÐl±ÙGhKÑÁ@kеÑÁ?dÁ@Å What happened then? ÄchµÐl±ÙGhKÑÁ@kеÑÁ?dÁ@Å So what did you do? Tell me about… Can I happened ask about….? Can I ask about….? What then? Tell me about… 6. ÃËö h GgÏcÉÉiÏg@Ô What happened then? Can I ask about….? 5. ÄchµÐl±ÙGhKÑÁ@kеÑÁ?dÁ@Å Can I ask about….? That’s Can Igreat. ask about ...? So what did you do? Can about….? Tell about… What happened then? Tell about… What happened then? Tell me about… So what did do? Can Ime ask about….? ÃËö hme GgÏcÉÉiÏg@Ô So what did you you do? What happened then? 6.6.ÃËö hWhat GgÏcÉÉiÏg@Ô What happened then? That’s great. Tell me about… What happened happened then? That’s really interesting. So what did you do? Can I ask about….? 6. ÃËö So what did youyou do?then? Can IhIGgÏcÉÉiÏg@Ô ask about….? Can ask about….? What happened then? So what did do? 7That’s ÃËö h GgÏcÉÉiÏg@Ô So what did you do? That’s really interesting. That’s great. Can I ask about….? great. So what did you do? me more. 6. ÃËö hhappened GgÏcÉÉiÏg@Ô What happened then? Tell So what did you do? What then? What happened then? That’s great. So what did you do? 6. ÃËö hGgÏcÉÉiÏg@Ô Tell me more. That’s really interesting. What happened then? Really! That’s really interesting. So what did you do? So what did you do? So what did you do? 6. ÃËö hGgÏcÉÉiÏg@Ô ÃËö hÃËö GgÏcÉÉiÏg@Ô great. That’s really interesting. 76. 6. h GgÏcÉÉiÏg@Ô Tell me more. 6. ÃËö h GgÏcÉÉiÏg@Ô So what did you do? That’s great /amazing / terrible! Tell me more. great. 3.Language for life ÐÁ?eØgÑÁ@ËeÑÁ@½i That’s 6. ÃËö h GgÏcÉÉiÏg@Ô That’s really interesting. Tell me more. great. That’s ÃËö h GgÏcÉÉiÏg@Ô great. 6. That’s Really! 3.Language for life ÐÁ?eØgÑÁ@ËeÑÁ@½i That’s really interesting. great. That’s great. That’s really interesting. 6.6. ÃËö ÃËö hhThat’s GgÏcÉÉiÏg@Ô ÃËö hGgÏcÉÉiÏg@Ô GgÏcÉÉiÏg@Ô Tell me more. That’s great. really interesting. Ä٭йÐKÑÁ@Ââ Ì Åg@µÐG 16. That’s really interesting. That’s great / amazing / terrible! for life ÐÁ?eØgÑÁ@ËeÑÁ@½i That’s great. Tell me more. 6.3.Language hThat’s GgÏcÉÉiÏg@Ô really interesting. 3.Language for life ÐÁ?eØgÑÁ@ËeÑÁ@½i That’s really interesting. me more. Ä٭йÐKÑÁ@Ââ ÌÅg@µÐG 1ÃËö -Tell That’s really interesting. Tell me more. 3.Language for lifeÐÁ?eØgÑÁ@ËeÑÁ@½i That’s great. Tell me more. That’s great. That’s great. (7-double-8-3-treble-6.) That’s really interesting. 1Hello. That’s really interesting. Tell me more. Tell me more. Ä٭йÐKÑÁ@Ââ Ìfor Åg@µÐG -That’s That’s great. Ä٭йÐKÑÁ@Ââ ÌÅg@µÐG 1 -Could 3.Language lifeÐÁ?eØgÑÁ@ËeÑÁ@½i me more. That’s really interesting. Hello. (7-double-8-3-treble-6.) That’s interesting. really Ireally speak to…? Tell me more. Ä٭йÐKÑÁ@Ââ Ìinteresting. Åg@µÐG 13.Language -Tell 3 Language for life ÐÁ?eØgÑÁ@ËeÑÁ@½i Tell me more. for life ÐÁ?eØgÑÁ@ËeÑÁ@½i That’s really interesting. Tell me more. Could Imore. speak to…? Hello. (7-double-8-3-treble-6.) 3.Language for life ÐÁ?eØgÑÁ@ËeÑÁ@½i Tell me more. Tell me 3.Language for life ÐÁ?eØgÑÁ@ËeÑÁ@½i Hello. (7-double-8-3-treble-6.) Wait a moment, please. Ä٭йÐKÑÁ@Ââ Ì Åg@µÐG 1 3.Language for life ÐÁ?eØgÑÁ@ËeÑÁ@½i for life ÐÁ?eØgÑÁ@ËeÑÁ@½i Hello. (7-double-8-3-treble-6.) Tell me more. 13.Language Ä٭йÐKÑÁ@Ââ Ì Åg@µÐG Ä٭йÐKÑÁ@Ââ Ì Åg@µÐG 1 Wait a moment, please. 3.Language for life ÐÁ?eØgÑÁ@ËeÑÁ@½i Could I speak to…? Could I speak to…? (Name), it’s you. for ÐÁ?eØgÑÁ@ËeÑÁ@½i Ä٭йÐKÑÁ@Ââ Ìlife Åg@µÐG -Could Ìfor Åg@µÐG 13.Language -11Ä٭йÐKÑÁ@Ââ Hello. (7-double-8-3-treble-6.) I(7-double-8-3-treble-6.) speak to…? Ìfor Åg@µÐG - Ä٭йÐKÑÁ@Ââ (Name), it’s you. a moment, please. Ä٭йÐKÑÁ@Ââ ÌÅg@µÐG 13.Language -1Wait for life ÐÁ?eØgÑÁ@ËeÑÁ@½i Hello. for life ÐÁ?eØgÑÁ@ËeÑÁ@½i Wait a moment, please. 3.Language for life ÐÁ?eØgÑÁ@ËeÑÁ@½i 3 3.Language Language for life Hello. (7-double-8-3-treble-6.) Ä٭йÐKÑÁ@Ââ Ì Åg@µÐG Could I(7-double-8-3-treble-6.) speak to…? Wait a moment, please. Hello. Ä٭йÐKÑÁ@Ââ Ì Åg@µÐG 13.Language Hello. (7-double-8-3-treble-6.) for life ÐÁ?eØgÑÁ@ËeÑÁ@½i (Name), it’s for you. Could II(7-double-8-3-treble-6.) speak to …? you. to…? Hello. (7-double-8-3-treble-6.) Could speak Ä٭йÐKÑÁ@Ââ ÌÅg@µÐG Åg@µÐG 11(Name), Ìfor 11 --Hello. Ä٭йÐKÑÁ@Ââ ÌÅg@µÐG -Ä٭йÐKÑÁ@Ââ Wait ait’s moment, please. (Name), it’s forto…? you. Hello. (7-double-8-3-treble-6.) Could I speak Could I speak to…? Wait aspeak moment, please. Ä٭йÐKÑÁ@Ââ ÌÅg@µÐG 1 -Hello. Could I it’s speak to…? Could I(7-double-8-3-treble-6.) to…? (Name), for you. Could Imoment, speak to…? Hello. Hello. (7-double-8-3-treble-6.) Wait a(7-double-8-3-treble-6.) please. Hello. (7-double-8-3-treble-6.) Wait a(7-double-8-3-treble-6.) moment, please. Hello. Could I speak to…? (Name), it’s for you. Wait a moment, please. Wait a I(7-double-8-3-treble-6.) moment, please. Hello. Wait a moment, please. (Name), it’s for you. Could speak to…? (Name), it’s for you. Could I speak to…? 106 Could I speak to ...? Could I speak to…? Wait a moment, please. (Name), it’s for you. (Name), it’s forto…? you. 106 Could I speak (Name), it’s for you. Wait a moment, please. Wait a moment, please. Wait a moment, please. (Name), it’s for you. 106 Wait a moment, please. 106 (Name), it’s for you. 116 (Name), it’s (Name), it’sfor foryou. you. 106 (Name), it’s for you. 106 106 106 106 106 106 106 106 106 106 106 115 9780230727564.Text.indd 106 2. À@±Ðo ÑÁ@µaÐLk? ög@ÔÑÁ?dÁ@pÌÁ Wait moment, please. 2. À@±ÐoÑÁ@µÐLk?ög@ÔÑÁ?dÁ@pÌÁ (Name), it’sög@ÔÑÁ?dÁ@pÌÁ for Go (straight) across thisyou. road. 2.Go À@±Ðo ÑÁ@µ ÐLk? 2. À@±Ðo ÑÁ@µ ÐLk? ögacross @ÔÑÁ?dÁ@pÌÁ (straight) this road. Wait a moment, please. Go (straight) along …Street. 2. À@±Ðo ÑÁ@µ ÐLk? g ö @ÔÑÁ?dÁ@pÌÁ 2Go(straight) (straight) along …Street. Go across this road. Go (straight) across road. (Name), it’s for you. Turn right at…. 2. left/ (straight) À@±Ðo ÑÁ@µ ÐLk? ögthis @ÔÑÁ?dÁ@pÌÁ Go across this road. Go (straight) across this road. 2. À@±Ðo ÑÁ@µ ÐLk? g ö @ÔÑÁ?dÁ@pÌÁ Turn left/ right at…. Go (straight) along …Street. (straight) along …Street. Take the second (turning onroad. the) left / right. 2Go Go À@± Ðo ÑÁ@µ ÐLk? ögÐLk? @ÔÑÁ?dÁ@pÌÁ 2. À@±Ðo ÑÁ@µ g ö @ÔÑÁ?dÁ@pÌÁ 2. À@±Ðo ÑÁ@µ ÐLk? g ö @ÔÑÁ?dÁ@pÌÁ across this (straight) along …Street. Go (straight) along ...onStreet. À@±Ðo ÑÁ@µ ÐLk? g ö @ÔÑÁ?dÁ@pÌÁ Take the second (turning the) left / right. left/ right at…. 2.Turn 2.2. À@±Ðo ÑÁ@µ ÐLk? g ö @ÔÑÁ?dÁ@pÌÁ Turn left/ right at…. Go (straight) across this road. Go past… (straight) À@±Ðo ÑÁ@µ ÐLk? ög@ÔÑÁ?dÁ@pÌÁ Go (straight) along …Street. Go across this road. Turn left/ right at…. across this road. Go (straight) Go across this road. 2.Take Go (straight) À@±Ðo ÑÁ@µ ÐLk? ögright @ÔÑÁ?dÁ@pÌÁ Turn left / at the T-junction / Go past… the second (turning on the) left/ right. / right. Take the second (turning on the) left Go (straight) along …Street. (straight) across this road. Keep going along…Street Go (straight) across this road. 2.2. À@±Ðo À@±Ðo ÑÁ@µ ÐLk? @ÔÑÁ?dÁ@pÌÁ 2. Turn ÑÁ@µ ÐLk? ögög@ÔÑÁ?dÁ@pÌÁ past… À@±Ðo ÑÁ@µ ÐLk? ögat…. @ÔÑÁ?dÁ@pÌÁ left/ right Go (straight) along …Street. Take the second (turning on the) left / right. Go (straight) across this road. along …Street. Go (straight) along …Street. Keep going along…Street Go Go (straight) across this road. shoe shop. Go past… Turn left/ right at…. 2.Turn Go (straight) À@±Ðo ÑÁ@µ ÐLk? ögat @ÔÑÁ?dÁ@pÌÁ (straight) along …Street. Go over the roundabout. Go along …Street. Take the second (turning on /shoe the) left / right. left/ right T-junction shop. past… Go (straight) along …Street. Go (straight) across this road. Turn left/ right at…. Go (straight) across this road. Turn left/ right at…. Go (straight) across this road. Go over the roundabout. Keep going along…Street Go (straight) along …Street. Keep going along…Street Take the second (turning on the)on left /right. right. Turn left/ right at…. Take the second (turning the) left / right. You'll find/ see it on the left/ right Turn left/ right at…. Go (straight) across this road. Go past… Take the second (turning on the) left / Keep going along…Street Turn left/ right at…. Go (straight) along …Street. Take the second (turning on the) left / right. Go (straight) along Take the second (turning the)the) leftleft / right. (straight) along …Street. You'll find/ see it…Street. on theon left/ right Go over the roundabout. Turn left/ right at…. Go over the roundabout. Go past… Take the second (turning on / right. You'll see/ find it opposite you. Take the second (turning on the) left / right. Go past ... Go (straight) along …Street.on the) left / right. Keep going along…Street Go past… Go over the roundabout. Take the second (turning Turn left/ right at…. past… Turn left/ right at…. Go past… Turn left/ right at…. You'll see/ find opposite you. You'll find/ see it(turning on theleft/ left/right right Take the second on the) left / right. You'll find/ see it onit the Keep going along…Street Go past… Go past… Turn left/ right at…. Keep going / straight on along ... Street over the roundabout. Keep going / straight on a long …Street You'll find/ see it on the left/ Go past… Keep going along…Street Take the second (turning on the) left Keep going along…Street Take the second (turning on the) left Take the second (turning on the) left// right. /right. right. You'll see/ find itopposite opposite you.right Go past… You'll see/ find it you. Go over the roundabout. Keep going along…Street LANGUAGE FOR WRITING: CONNECTORS Keep going along…Street Take the second (turning on the) left / right. You'll find/ see it on the left/ right Go over the roundabout / crossroads. see/ find opposite you./ crossroads. Keep going along…Street Go over theFOR roundabout Go over the roundabout. past… Go over the roundabout. Go past… Go past… LANGUAGE WRITING: CONNECTORS Keep going along…Street You'll find/ see it on on the the left/ Go over the roundabout. Go over the roundabout. Ä@µÏgÏd¶â ̹find 7see/ kÉÊÁÑÁ@½i Go past… You'll find opposite you. You'll / see it left /right right Go over the roundabout. Keep going along…Street find/ left/ right You'll Keep going along…Street You'll find/ see it on the left/ right You’ll find / see it on the left Keep going along…Street LANGUAGE FOR WRITING: CONNECTORS Ä@µÏgÏd¶â Ì ¹ 7 kÉÊÁÑÁ@½i Go over the roundabout. LANGUAGE FOR WRITING: CONNECTORS You'll see/ find it opposite you. You'll find/ see itopposite on the left/ right / right. You'll find/ see itFOR on thethe left/ right Keep going along…Street You'll see / find you. LANGUAGE WRITING: CONNECTORS You'll find/ see it on left/ right Go over the roundabout. see/ find opposite you. Go over the roundabout. You'll see/ find it opposite you. Go over the roundabout. You’ll see opposite Ä@µÏgÏd¶â ÌkÉÊÁÑÁ@½i ¹see/ 7kÉÊÁÑÁ@½i left/ You'll find/ it/ find on the right You'll it opposite you. you. Ä@µÏgÏd¶â ̹dÁÐGjËg 7the it 1. You'll Ächµ Òsee/ find it You'll find opposite you. Go over roundabout. LANGUAGE FOR WRITING: see/ find it opposite you. You'll find/ see it on the left/ right Ä@µÏgÏd¶â Ì ¹ 7 kÉÊÁÑÁ@½i You'll find/ see on left/ right You'll find/ seeitititFOR onthe the left/ right CONNECTORS 1.Ächµ ÒdÁÐGjËg opposite You'll see/ find you. LANGUAGE WRITING: CONNECTORS You'll find/ see it on the left/ right First, … Ä@µÏgÏd¶â Ì ¹ 7 kÉÊÁÑÁ@½i LANGUAGE FOR WRITING: You'll see/ find it opposite you. LANGUAGE FOR WRITING: CONNECTORS You'll see/ find it you. LANGUAGE WRITING: CONNECTORS You'll see/ find opposite you. CONNECTORS 1. LANGUAGE Ächµ dÁÐGjËg ÒdÁÐGjËg FOR itopposite 1. Ächµ Ò FOR WRITING: CONNECTORS Ä@µÏgÏd¶â Ì ¹ 7 kÉÊÁÑÁ@½i First, … LANGUAGE FOR WRITING: CONNECTORS You'll see/ find it opposite you. First of all, … 1. Ächµ Ò dÁÐGjËg LANGUAGE FOR WRITING: CONNECTORS Language for writing: connectors Ä@µÏgÏd¶â ̹Ì7¹kÉÊÁÑÁ@½i WRITING: Ä@µÏgÏd¶â ¹7kÉÊÁÑÁ@½i Ä@µÏgÏd¶â 7ÌkÉÊÁÑÁ@½i LANGUAGE FOR CONNECTORS First of all, … First, … Ä@µÏgÏd¶â Ì ¹ 7 kÉÊÁÑÁ@½i Ä@µÏgÏd¶â Ì¹Ò 7ÌkÉÊÁÑÁ@½i First, … 1. Ächµ WRITING: Secondly, …FOR LANGUAGE FOR WRITING: CONNECTORS Ä@µÏgÏd¶â ¹dÁÐGjËg 7kÉÊÁÑÁ@½i LANGUAGE LANGUAGE FOR CONNECTORS First, … Ä@µÏgÏd¶â ̹of WRITING:CONNECTORS kÉÊÁÑÁ@½i 1. Ächµ Ò7all, dÁÐGjËg WRITING: Secondly, … First all, … First of … LANGUAGE FOR CONNECTORS Thirdly, … 1Ä@µÏgÏd¶â Ächµ Ò dÁÐGjËg 1. Ächµ Ò dÁÐGjËg Ä@µÏgÏd¶â Ì ¹ 7 kÉÊÁÑÁ@½i 1. Ächµ Ò dÁÐGjËg First, … Ì ¹ 7 kÉÊÁÑÁ@½i Ä@µÏgÏd¶â ̹of 7kÉÊÁÑÁ@½i First all, 1.Secondly, First, Ächµ dÁÐGjËg Thirdly, … 1. 1Finally, Ächµ ÒÌdÁÐGjËg … … Secondly, … … Ä@µÏgÏd¶â ¹Ò7Ò kÉÊÁÑÁ@½i 1. Ächµ dÁÐGjËg First of all, … Secondly, … … First, … 1.First, Thirdly, Ächµ Ò dÁÐGjËg First, … Finally, … Thirdly, … First of all, First, … First, ...… … 1.1. Ächµ Ächµ Òof dÁÐGjËg … 1. First Òof … First, Ächµ ÒdÁÐGjËg dÁÐGjËg … Secondly, Thirdly, First, … all, … First of all, … First all, Finally, … First, … … Secondly, 1.Finally, Ä@µÏÉ?cÉÉgÑÁch¶®kÏÉ Ächµ Òof dÁÐGjËg … …… First of … all, First all, First of all, ... 2. Thirdly, … Finally, First of all, … Secondly, … First, … Secondly, … First, …… Secondly, … First, First of all, … Ä@µÏÉ?cÉÉgÑÁch¶®kÏÉ 2. Thirdly, … Secondly, … Secondly, … First, … Thirdly, Secondly, ... Finally, … Secondly, … … First, … First of all, … Thirdly, … First of … Thirdly, … First ofall, all, Secondly, Ä@µÏÉ?cÉÉgÑÁch¶®kÏÉ Finally, … Thirdly, … 2.2.Ä@µÏÉ?cÉÉgÑÁch¶®kÏÉ Thirdly, … First, … First of all, … Thirdly, ... Thirdly, … Finally, … At first,… Finally, Secondly, Ä@µÏÉ?cÉÉgÑÁch¶®kÏÉ 2. Finally, … Secondly, Secondly, … Thirdly, …… Finally, … Finally, … At first,… First, …… Secondly, … First, … Finally, … Then, … Ä@µÏÉ?cÉÉgÑÁch¶®kÏÉ 2. Thirdly, … Finally, ... Thirdly, Thirdly, … First, … Finally, … 2 Ä@µÏÉ?cÉÉgÑÁch¶®kÏÉ Ä@µÏÉ?cÉÉgÑÁch¶®kÏÉ 2. Then, … At first,… Thirdly, first,… Next, …… Finally, … Finally, Finally, … Ä@µÏÉ?cÉÉgÑÁch¶®kÏÉ 2. Ä@µÏÉ?cÉÉgÑÁch¶®kÏÉ 2.At First, … At first,… 2 Ä@µÏÉ?cÉÉgÑÁch¶®kÏÉ 2. … Next, Then, … Ä@µÏÉ?cÉÉgÑÁch¶®kÏÉ 2.First, Finally, … Then, … First, … After that, … Ä@µÏÉ?cÉÉgÑÁch¶®kÏÉ 2. At first,… Then, … First, … Ä@µÏÉ?cÉÉgÑÁch¶®kÏÉ 2.At First, … First, ... … first, … After that, Next, … Next, … First, … Finally, … First, … At first,… Ä@µÏÉ?cÉÉgÑÁch¶®kÏÉ 2.2.Ä@µÏÉ?cÉÉgÑÁch¶®kÏÉ 2. Ä@µÏÉ?cÉÉgÑÁch¶®kÏÉ Then, …… Next, … First, … At first,… At first,… … At first, ... Finally, After that, … First, … After that, Then, …… Ä@µÏÉ?cÉÉgÑÁch¶®kÏÉ 2.Then, At first,… In the end, … At first,… Next, … After that, … At first,… Then, … First, … Then, … First, … First, … Next, … In the end, … Finally, … At first,… Then ... Finally, … Next, … Then, … …that, Then, First, … After … Finally, … Then, Next, … At first,… Next, … At first,… At first,… After that, … In the end, … Then, … In the end, … After that, … Next, … Next, ...… Next, … At first,… Finally, In the end, Next, … Then, … 3. Then, Ähµc@Ëi After that, … After that, …… Then, … Next, … Finally, … After that, … Finally, After that, …… After that, ... 3. Ähµc@Ëi Then, … In the end, … After that, Next, … In Finally, … Next, … Finally, Next, …… the end, … …and… After that, … In the end, … Finally, … Finally, … After Ähµc@Ëi Next, … Finally, ... 3.3.Ähµc@Ëi … After that, … In the end, …and… After In the end, … that, …… too. …either Finally, … 3. Finally, Ähµc@Ëi In that, the end, … .., In the end, … 3 Ähµc@Ëi After that, … In the end, …... In the end, Finally, … .., too. …either …and… 3. Finally, … Finally, … …and… Ähµc@Ëi …also… In the end, … …and… Finally, … …and… Ähµc@Ëi In the end, … 33. …also… .., too. …either In the … In theend, end, … too. …either .., 3. .., Ähµc@Ëi 3. In Ähµc@Ëi …and… too. …either the end, … 3. …and… Ähµc@Ëi …also… 3. Ähµc@Ëi .., too. …either …also… 3. …also… Ähµc@Ëi ... too. and h... 4. Òi?É@ÌSÑÂËö GgÏc .., …either …and… 3. …and… Ähµc@Ëi …also… 4. Òi?É@ÌSÑÂËö h...GgÏeither. c .., too. …either …and… …and… 3. Ähµc@Ëi 3.3.…but… Ähµc@Ëi Ähµc@Ëi ... , too. …also… …and… .., too. …either too. …either Again, … …and… Òi?É@ÌSÑÂËö h GgÏ c …also… 3.4.Òi?É@ÌSÑÂËö .., Ähµc@Ëi .., too. …either 4. h GgÏ c .., too. …either …but… .., too. …either 4. ... also ... hGgÏc However,… …and… …also… Òi?É@ÌSÑÂËö …and… …also… …and… .., too. …either …also… …also… However,… …but… …and… 4 Òi?É@ÌSÑÂËö h GgÏc …but… …also… GgÏc … On the .., too. …either .., too. …either 4. Again, …hhand, ..,Òi?É@ÌSÑÂËö too.other …either …but… …also… 4. Òi?É@ÌSÑÂËö hGgÏhand, c On other … However,… .., too.the …either However,… Although, … …also… …also… …but… …also… 4. Òi?É@ÌSÑÂËö h 4.4Òi?É@ÌSÑÂËö hGgÏhGgÏ cGgÏcc …but… However,… 4. Òi?É@ÌSÑÂËö Although, … On the other hand, … 4.However, Òi?É@ÌSÑÂËö h GgÏ c …also… On the other …but… 4.Òi?É@ÌSÑÂËö Òi?É@ÌSÑÂËö hhand, GgÏ c …… … However,… On the other …but… 4.Although, hGgÏ c hand, …but… ...…but… but ... Although, … … …but… However,… On the other hand, …… 5. hthe GgÏcother 4.4.ÙÅÑÂËö Òi?É@ÌSÑÂËö 4. Òi?É@ÌSÑÂËö hhGgÏ ccchand, Òi?É@ÌSÑÂËö hGgÏ GgÏ On Although, … …but… However,… However,… However, ... …but… 5. ÙÅÑÂËö h GgÏc On the other hand, … 4.Although, Òi?É@ÌSÑÂËö h GgÏ c However,… However,… …… Although, However,… Because … …but… On other hand, …but… On thethe other hand, …… …but… However,… On the other hand, 5. ÙÅÑÂËö h GgÏc Although, … On the other hand, …... 5. ÙÅÑÂËö hthe GgÏc On the other hand, Because …… …but… On other hand, … That because … … Although, However,… 5. ÙÅÑÂËö hGgÏc 5 ÙÅÑÂËö hisGgÏc Although, … However,… However,… On the other hand, … Although, … Because Although, ... … Although, …… That is because Because … However,… … Although, 5. ÙÅÑÂËö hother GgÏc Since… On the other hand, On the …… On theother hand,… Because Because … Although, …hand, 5. ÙÅÑÂËö h GgÏc Since… That is because … On the other hand, … That is because … 5 As…. Although, … Although, … Although, …because 5. ÙÅÑÂËö hGgÏc 5.This ÙÅÑÂËö hGgÏc Because … That is because … / That is … 5. ÙÅÑÂËö h GgÏc As…. Since… 5. ÙÅÑÂËö h GgÏc Although, … Since… Because … Since… Because ... 5. ÙÅÑÂËö h GgÏc That is because … Since… Because … 5.As…. ÙÅÑÂËö hGgÏc Because … As…. That is because … Because … is because Because 6. À@ÐÔÑÂËö GgÏc 5.5.As…. ÙÅÑÂËö This /h… That ... 5. ÙÅÑÂËö hhGgÏc ÙÅÑÂËö hGgÏc GgÏc Since… As…. Because … That is because That is because …… Because … 6. À@ÐÔÑÂËö h GgÏc Since… 5. ÙÅÑÂËö h GgÏc That is because … That is because … As…. Sinceis ... That because … ...so… Because … Since… Because … Since… Because … 66.6. À@ÐÔÑÂËö That is hbecause À@ÐÔÑÂËö hGgÏc … As…. Since… À@ÐÔÑÂËö hGgÏc GgÏc Since… ...so… Because … Since… As a result, … As…. That is because … As ... 6. À@ÐÔÑÂËö h GgÏc As…. That is because … That is because … Since… As…. As…. ...so… As ...so… That isa result, because ...so… As…. Because of that, … 6. À@ÐÔÑÂËö hGgÏc…… Since… Since… Since… 6 ...so… As…. 6. À@ÐÔÑÂËö h GgÏc As a result, … Because of that, As a result, … Since… As a result, … As…. As…. As…. 6. À@ÐÔÑÂËö hGgÏc… … 6.Because À@ÐÔÑÂËö GgÏc ...so… As a result, ... so ...hhof of 6.Because À@ÐÔÑÂËö hthat, GgÏc/…that, … … 6.Because À@ÐÔÑÂËö GgÏc As…. of that, ...so… 6.À@ÐÔÑÂËö À@ÐÔÑÂËö hthis GgÏc As aaresult, … Because of that, … ...so… 6.Therefore, h GgÏc ...so… As result, ... … ...so… ...so… As aa result, … 6.6.À@ÐÔÑÂËö À@ÐÔÑÂËö 6. hhGgÏc À@ÐÔÑÂËö hGgÏc GgÏc Because of… that, … ...so… As result, … As a result, Because this / that, ... ...so… Because ofof that, 6. À@ÐÔÑÂËö hGgÏc As a result, …… As a result, … As a result, … Because of that, … ...so… Because of that, … ...so… ...so… As a result, …that, Because Therefore, ……… Because of … ofof that, ...so… Because that, As result, … As … Asaaaresult, result, …… Because of that, As a result, … … Because ofofthat, that, … Because of Because that, … Because of that, … 115 4/5/10 10:42:50 Reference 7 Common irregular verbs be beat become begin bend bite blow break bring broadcast build buy catch choose come cost cut dig do draw dream drink drive eat fall feed feel fight find fly forecast forget forgive freeze get give go grow hang have hear hide hit hold hurt was/were beat became began bent bit blew broke brought broadcast built bought caught chose came cost cut dug did drew dreamed/dreamt drank drove ate fell fed felt fought found flew forecast forgot forgave froze got gave went grew hung had heard hid hit held hurt been beaten become begun bent bitten blown broken brought broadcast built bought caught chosen come cost cut dug done drawn dreamed/dreamt drunk driven eaten fallen fed felt fought found flown forecast forgotten forgiven frozen got given gone grown hung had heard hidden hit held hurt keep know lead learn leave lend let lie light lose make mean meet put read ride rise run say see sell send show sing sink sit sleep smell speak spell spend stand steal stick sweep swim take teach tell think throw understand wake wear win write kept knew led learned/learnt left lent let lay lit lost made meant met put read rode rose ran said saw sold sent showed sang sank sat slept smelled/smelt spoke spelled/spelt spent stood stole stuck swept swam took taught told thought threw understood woke wore won wrote kept known led learned/learnt left lent let lain lit lost made meant met put read ridden risen run said seen sold sent shown sung sunk sat slept smelled/smelt spoken spelled/spelt spent stood stolen stuck swept swum taken taught told thought thrown understood woken worn won written 116 9780230727564.Text.indd 116 4/5/10 10:42:53 Reference 8 Alphabetical wordlist a (= each year / month, etc) about to actor advise adviser afford against (not in favour of ) age (for ~s) allow all the way although amaze amazing annoy annoyed annoying apart from appear apply for aquarium artificial artistic as dry as a bone at first at high speed at last at least atmosphere attack attraction audience average back home badly built balloon base beauty benefit billion bore bucket budget building business (studies) cameraman camp camper van canal 9780230727564.Text.indd 117 1 5 7 8 6 2 5 3 8 8 1 7 7 7 7 7 6 3 2 1 7 6 3 8 7 8 5 2 7 1 7 3 1 5 1 7 8 5 2 8 5 6 4 6 7 4 5 5 2 carbon dioxide (CO2) career 6 careers adviser 6 cartoon show 7 centre 1 CGI (computer-generated imagery) 7 chart 3 climate change 3 cloud 3 coal 3 collapse 4 column 9A code 7 comfort 2 community 5 community centre 7 community leader 5 complicated 6 comprehensive (school) 1 computer-generated imagery 7 consider 1 construct 5 construction 1 control room 7 conventional 6 cookery 7 cookery programme / show 7 coordination 6 council 7 crop 1 crossroads 1 cultural 1 custom 1 curious 7 cut off 7 dam 5 deal with 6 decision (~ making) 6 degrees Celsius 3 demand 7 depth 5 destruction 8 detail 6 develop 1 development 1 difficulty 8 disabled disappear disappoint disappointed disappointing disaster discovery discussion discussion programme drama dream (big hope) driving test due to dust dusty eastern economic economy edge edit effect electric embarrass embarrassed embarrassing emergency (stop) emission emperor empty encyclopedia engineering enterprising environmental episode essay ever more examiner excite exhaust experience fact factory farm farmer farming fertile field (area) finished 6 3 8 8 8 3 8 7 7 7 5 2 6 5 5 1 1 1 5 7 7 2 8 8 8 2 2 8 5 8 6 6 5 7 8 7 2 8 2 1 1 2 1 3 1 1 6 9B fisherman 5 fishing (~ boat, ~ industry, ~ port) 5 flat 1 floor manager 7 forest 3 four by four (4×4) 2 fossil fuel 3 flood 5 for (in favour of ) 5 forest 3 four-by-four (4×4) 2 free 9A fuel (~ cell) 2 frighten 8 frightening 7 game show 7 general 6 get off 2 get started 8 get through (phone) 4 ghost 2 give out 9B global warming 3 go out 7 gorge 5 go well 2 go wrong 2 Grandad 6 greenhouse 3 greenhouse gas 3 grow 1 growth 1 Guess what! 2 guidebook 5 had better 2 have / take a seat 6 helicopter 2 helpful 1 hilly 1 hovercraft 2 hurricane 3 husband 4 hybrid 2 hydroelectric (~ power station) 5 hydrogen (H) 2 icy 3 imagine 3 impossible 7 117 4/5/10 10:42:53 Reference increase industry in my opinion interest investigative irrigate irrigation IT (information technology) keen kid leave (abandon) let little by little lock look up lord manage melt merchant mixture model (type of car) monster movie music programme / show nervous northern object oil (~ terminal, ~ tanker) one by one online on set opportunity organization organizer ought to out of control over (= across) oxygen (O) parent part per million (ppm) pass (succeed in a test) passenger path (route of personal development) perfect perform personal (details) persuade petrol 3 1 5 8 6 5 5 6 8 4 2 3 7 5 6 7 2 3 8 6 2 7 7 7 8 1 6 5 8 6 7 6 6 4 2 3 1 2 1 3 2 2 6 7 6 6 6 2 pickup pilot pipeline plain planner plant play pleasant please pleasing pollute polluted pollution port power precious production (line) proposal public service put away put down puzzle puzzled puzzling quite a rainy rapid(ly) react realise realistic reality Really! recognize refuse regional regular related relate to relative reliable remain remains remind repair request reservoir resort retail rotor rough roundabout run (operate) 2 6 5 1 5 6 7 1 8 8 3 5 2 1 2 1 2 7 6 6 6 8 8 8 2 3 3 8 2 6 5 1 7 3 1 9A 6 6 8 2 3 1 8 5 8 5 1 6 2 8 1 2 sailor 8 salt 5 salty 5 scary 5 scene 7 scientific 8 scientist 3 scooter 2 seabed 5 send away 9B series 7 servant 8 set (v) 7 set (n) (TV ~) 7 set up 6 shot 7 shoot 7 shrink 5 silk 8 silver 2 skill 6 slight(ly) 3 slow down 2 snow 1 snowy 3 soap / soap opera 7 social 6 software 6 solution 2 southern 1 special effect (SFX) 7 speed 3 sports programme / show 7 spread 3 square 9A station 2 steady\(ily) 3 steal 8 steep 1 storm 3 straight on 1 stream 1 strength 6 surprised 8 take away 7 take over 9A teach / teaching 6 technology 2 temperature 3 thanks to 7 the day before yesterday 3 the latest 7 the night / week / month before last therefore these last few years thief / thieves till (until) title T-junction tool top (leading) tor tourism tractor trade traffic lights trailer training manager traveller travel programme / show truck tunnel turbine turn off turn on unless upset (v) upset upsetting up to (= as much as / as many as) use (n) useful valley vehicle Viking warn western wheel width wildfire wind worker work experience worried worry worrying write down write out yesterday morning / afternoon / evening 3 6 3 8 1 8 1 6 3 4 1 2 8 1 2 7 8 2 5 5 6 6 5 9 2 8 1 7 6 1 2 1 3 1 2 5 3 3 2 7 8 8 8 6 6 3 118 9780230727564.Text.indd 118 4/5/10 10:42:53 Reference 9 Word groups AND abbreviations Days of the week Monday Mon Tuesday Tue Wednesday Wed Thursday Thur Friday Fri Saturday Sat Sunday Sun Months of the year January Jan February Feb March Mar April Apr May May June Jun July Jul August Aug September Sept October Oct November Nov December Dec Ordinal numbers first second third fourth fifth sixth seventh eighth ninth tenth eleventh twelfth thirteenth fourteenth fifteenth sixteenth seventeenth eighteenth 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th 13th 14th 15th 16th 17th 18th nineteenth twentieth twenty-first twenty-second twenty-third hundredth hundred and first 19th 20th 21st 22nd 23rd ... 100th 101st ... Distance centimetres (cm) metres (m) kilometres (km) Speed kilometres per hour (kph) miles per hour (mph) Maths + plus – minus = equals % per cent Money $ dollars (American) £ pounds (British) € euros (European) Latin abbreviations a.m. (ante meridiem = up to midday) p.m. (post meridiem = after midday) e.g. (exempli gratia = for example) etc. (et cetera = and other similar things) Directions north east south west north-east north-west south-east south-west N E S W NE NW SE SW 119 9780230727564.Text.indd 119 4/5/10 10:42:53 Reference 10 Places in Sunrise 11 Country or region America /əˈmerɪkə/ Antarctic /ænˈtɑːtɪkə/ Arctic /ˈɑːtɪk/ Australia /ɒsˈtreɪljə/ Britain /ˈbrɪt(ə)n/ Cathay /kæðеɪ/ Central America /ˌsentrl əˈmerɪkə/ China /tʃaɪnə/ England /ˈɪŋg;(ə)nd/ Europe /ˈjuːrəp/ Germany /ˈdʒɜːməni/ Iraq /ɪˈræk/ Italy /ɪtəli/ Japan /dʒəˈpæn/ Kurdistan /ˌkɜːdɪˈstæn/ Persia /ˈpɜːʒə/ Turkey /ˈtɜːki/ the Middle East /ðə ˌmɪdl iːst/ the Soviet Union /ðə ˌsəʊvɪət juːnjən/ the USA /ðə ˌjuː es ˈeɪ/ the West Indies /ðə ˌwest ˈɪndiːz/ Unit 2 3 3 3 1 8 5 3 1 3 2 1 8 3 1 8 5 1 5 4 8 Other places Arsenal (in London) /ˈɑːsn(ə)l (ɪn lʌndən/) Birmingham /ˈbɜːmɪŋəm/ Damascus /dəˈmæskəs/ Dartmoor /ˈdɑːtmɔː/ Genoa /ˈdʒenəʊə/ Lake Mead /ˌleik ˈmɪːd/ London /ˈlʌndən/ Manchester /ˈmæntʃestə/ Melbourne /ˈmelbɜːn/ New York /ˌnjuː ˈjɔːk/ Oxford /ˈɒksfəd/ Plymouth /ˈplɪməθ/ the Ama River /ðiː ˌɑːmə ˈrɪvə/ the Aral Sea /ðiː ærəl ˌsiː/ the Colorado River /ðə ˌkɒləraːdəʊ ˈrɪvə/ the Hoover Dam /ðə ˌhuːvə ˈdæm/ the Panama Canal /ðə ˌpænamɑː kəˈnæl/ the Soviet Union /ðə səʊvɪət juːnjən/ the Syr River /ðə sɪə rɪvə/ the Three Gorges Dam /ðə ˌθri gɔːgɪz ˈdæm/ Trafalgar Square /trəːfælgə ˈskweə/ Venice /ˈvenɪs/ York /jɔːk/ Unit 9A 2 8 4 8 5 1 9A 3 7 2 1 5 5 5 5 5 5 5 5 9A 8 1 Adjective American /əˈmerɪk(ə)n/ Antarctic /ænˈtɑːtɪkə/ Arctic /ˈɑːtɪk/ Australian /ɒsˈtreɪljən/ British /ˈbrɪtʃ/ – Central American /ˌsentrl əˈmerik(ə)n/ Chinese /ˌtʃaɪniːz/ English /ˈɪŋglɪʃ/ European /juːrəpjən/ German /ˈdʒɜːm(ə)n/ Iraqi /ɪˈræki/ Italian /ɪˈtæljən/ Japanese /ˌdʒæpəˈniːz/ Kurdish /ˈkɜːdɪʃ/ Persian /ˈpɜːʒen/ Turkish /ˈtɜːkɪʃ/ Middle Eastern /ˌmɪdl ˈiːstən/ Soviet /ˈsəʊvjət/ American /əˈmerɪk(ə)n/ West Indian /ˌwest ˈɪndjən/ 120 9780230727564.Text.indd 120 4/5/10 10:42:53
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