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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
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9780230727564.Text.indd 34
Sunrise 11 SB
Student’s Book, Activity Book, Teacher’s Book, CD
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
NòìaŠ‡Žïq@õ@H2010I@ôÜb@H287I@ô䆊br@õòŠbàˆ@çbØóïïn“ @óäbƒjŽïnØ@ôn“ @ômóîaŠóiòíŽîŠói@óÜ
www.macmillanenglish.com
Sunrise 11 AB
Shaswar,
Macmillan Kurdistan.
09/03/2010
I S B N 978-0-230-72756-4
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Property of Ministry
of Education
NOT FOR RESALE
Sunrise 11 TB
@@NòìaŠ‡Žïq@õ@H2010I@ôÜb@H289I@ô䆊br@õòŠbàˆ@çbØóïïn“ @óäbƒjŽïnØ@ôn“ @ômóîaŠóiòíŽîŠói@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
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The
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people
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a deep
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ere are
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,
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3:3:Relative
3:Relative
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, which
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which
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of
us,
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that
orLesson
Lesson
3: Relative
clauses
without
who
, which
Below
there's
a
river
in
a
deep
valley.
Ahead
of
us,
there
are
plains
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the
mountains.
mountains.
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it
watching?
in
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there's
anear,
river
in
ato,
deep
valley.
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front
of,
near,
of,
next
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next
on,
to,
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under
by,
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plains
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without
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without
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flying
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lake.
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front
of,
near,
next
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on,
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3: Relative
Relative
clauses without
withoutxwho
who
which
by,
in
frontover
of, near,
next to,towards
on, opposite,
over,
under
that
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or
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3:
clauses
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i?öh½@Ô
We're
flying
athe
mountain,
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that
or
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We've
from
Alps,
all
across
Europe
to
Britain.
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front
of,
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to,
on,
opposite,
over,
under
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We're
flying
flying
over
aover
mountain,
towards
towards
aEurope
lake.
alake.
lake.
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flying
over
aaAlps,
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a¹over,
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front
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to,all
on,
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across
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öh½@Ô
We're
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flying
over
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towards
aÉÊS
that
or
ËÉʽÐÅÀÞÐG
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We’re
fl
ying
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mountain,
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lake.
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ÑÁ@µÐË
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¶âÃÃ)ÌËÐ]]]HGÚ?cÐL]]]kg
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Also
: flying
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into,
of,
past,
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]]]¹Òd]]]ÁÏÊËÐOÒÐL]]]kgÐ
x
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d]]]ÁÐŒÁ?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]
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¹
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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
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Britain.
7>ÐðÐð¹¹ÉÊS
ÉÊS
ÑÁ@µÐË
dÁÏÊËÐO
½@Ô gÏd]
round
, through,
to,
under,
up
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flying
over
amountain,
mountain,
towards
alake.
lake.
gжGÐLâ]kgÐx]
âÌx
GÉÊG
Relative
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)
]]]¾ÌÁ·â
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Iam
not
I’m
not
7
ÑÁ@µÐË
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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,
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flying
over
over
a
mountain,
towards
towards
a
lake.
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am
>
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+
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ËÐ]]]HGÚ?cÐL]]]kg
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Also
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along,
down,
into,
outEurope
of,of,
past,
round
to,
under,
upfrom,
?c]еÐLkgÐx¾ÌÁ
gжGÐLââÌGÉÊG
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Also
:through,
across,
along,
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from,
into,
out
past,
&
We've
flown
the
Alps,
allnot
across
toBritain.
Britain.
is
>
isn’t
she’s
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over
a
mountain,
towards
a
lake.
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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
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Britain.
7
?c
еÐLkgÐx¾ÌÁ
7
?c
еÐLkgÐx¾ÌÁ
й
gжG
й
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gжG
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â
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â
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7
?c
еÐLkgÐx¾ÌÁ
й
gжG
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â
%Relative
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round
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subject
verb
object
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+
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@
7
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еÐLkgÐx¾ÌÁ
й
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â
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]¾ÌÁÉÐ]
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round
to,ËAlps,
under,
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rflown
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¹,across,
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öhall
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öhto
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Épast,
й·â
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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]
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We've
from
the
Alps,
Europe
Britain.
subject
verb
object
Also
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across,
along,
down,
from,
into,
of,
You
>
you’re
]p
p
p
7out
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rr
Ðð¹ÐðÉÊS
rÐð,@ÅÏÉgÐÅ
¹@ÅÏÉgÐÅ
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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
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ÉÃâ
Ëunder,
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öh¸ÏÉ
½@Ô
¸ÏÉ
ÐÁ@ËdÁÏÊËÐOÏi?
½@Ô
ËdÁÐÅ
Also:
across,
along,
down,
from,
into,
out
past,
gÏd]
]
¶â
Ì
¹
ÒÉ@]
]
Ââ
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S
Ð]
]
µÃËÐ]
]
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]
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kgÐx]
]
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]
Ô
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]
Á
¹
ÉÊS
ÉÃâ
Ë
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h
ö
½@Ô
ÐÁ@ËdÁÏÊËÐOÏi?
h
ö
½@Ô
É
й·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,
out7ÐÁʖÙG
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]
]ԒÁ?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.
7ÐÁʖÙG
7ÐÁʖÙG
)öhÃâ)½@Ô
ËÃâ
cg@µÐG
)ÃâËcg@µÐG
Ëcg@µÐG
7ÐÁʖÙG
JoinKurds
the many
Newroz.
who
p p celebrate
ptheir
p%Relative
round
,, through,
to,
under,
up
77Kurds
?c
еÐLkgÐx¾ÌÁ
й
gжG
pÐLâ
âÌâÌGÉÊG
Pronoun
7ÐÁʖÙG
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.
7ÐÁʖÙG
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
й·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
GgÏcÙG’Ââ
p
ÐÁʖÙG
)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. 77ÐÁʖÙG
))ËËÃâÃâdÁÐÅ
r
ÉÊS
@ÅÏÉgÐÅ
ÉÃâstands
ÊoÒi?
½@Ôbridge.
¸ÏÉ
ÐÁ@ËdÁÏÊËÐOÏi?
öh½@Ô
й·â
dÁÐÅ
subject
verb
object
p
p¾ÌÁÉÐ]]ԒÁ?Ê]]KÏc
gÏd]
]The
¶âThe
̹ÒÉ@]
]
Ââ
Ì
SÐ]
]
µÃËÐ]
]
HGÚÐ]
]
ËdÁÏÊËÐOÒÐL]
]
kgÐx]
]
ÐÁʖÙG
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]]ԒÁ?Ê]]KÏc
They
livelive
upThe
the
valley.
Let's
go
over
bridge.
Movement:
basketball.
77ÐÁʖÙG
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.
ÐÁʖÙG
))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]
ԒÁ?Ê]
]KÏc
We
have
tothe
get
up
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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
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x ] KÏc p ]ËdÁÏÊËÐOÒÐL]
pverb
gÏd]
]
¶â
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¹ÒÉ@]
]
Ââ
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SÐ]
]
µÃËÐ]
]
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]
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]
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
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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
ŸÁh}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
ŸÁh}ÒжËcÒdÁÏÊËÐO
Òi?ö
h
½@Ô
Ë
dÁÐÅ
+
Ñ
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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
ŸÁh}ÒжËcÒdÁÏÊËÐO
ŸÁh}ÒжËcÒdÁÏÊËÐO
7ŸÁh}ÒжËcÒdÁÏÊËÐO
Òi?ö
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7in
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7ŸÁh}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
7ŸÁh}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
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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.
7ŸÁh}ÒжËcÒdÁÏÊËÐO
h½@Ô
ËdÁÐÅ
after, before, by, for, with, without
4: Relative
clauses
with
extra
information
·â
77ŸÁh}ÒжËcÒdÁÏÊËÐO
Òi?ö
hh½@Ô
ËËdÁÐÅ
¾belong
like
love need
want
·â·â
ŸÁh}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 ÌÐ7ËÌÌÐÁʖÙG
+?d̵ÏgÐkÒÐLkgÐx
¾ÌÁйMâ
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ÌÌLogÐÅÒÏg@GgÏcÐËÐÁ?Éй
Ëg@ÌÁ?iÉÐÔ
µÏgÐ]]kÒÐL]]kgÐx]]¾ÌÁgÐkÐ]]ÂËÐ_Ïc
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+
?d̵ÏgÐkÒÐLkgÐx
¾
ÌÁйMâ
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+
Ñ
µÏgÐ]]kÒÐL]]kgÐx]]¾ÌÁgÐkÐ]]ÂËÐ_Ïc
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7
ŸÁh}ÒжËcÒdÁÏÊËÐO
Òi?ö
h
½@Ô
Ë
dÁÐÅ
+
Ñ
µÏgÐ]]kÒÐL]]kgÐx]]¾ÌÁgÐkÐ]]ÂËÐ_Ïc
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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
ŸÁh}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
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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
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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
7ÐÁʖÙG)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’
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ѵÏgÐkÒÐLkgÐx¾ÌÁÒ@Á@
½½++ѵÏgÐkÒÐLkgÐx¾ÌÁ
+
ÉÐÔâ
Ñ
GÐG
Mâ
Ì
G@Á
+
ÉÐÔâ
Ñ
GÐG
Mâ
Ì
G@Á
É?ÉÐK
ѵÏgÐkÒÐLkgÐx¾ÌÁÒ@Á@
ѵÏgÐkÒÐLkgÐx¾ÌÁ
move)
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GgÏc·â
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ÒÐLkög/Ðx¾ÌÁ
âÒÊÁÒg@ÌÁ?i
+ÉÐÔâ
ÑGÐGMâÌG@Áto America.
?ccrops.
3ˬ2
?c
ÒÐ]Á?ÉйеÐÌÁÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ¸ÏÉ
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‘‘Ïc@Ëi
Òg@ÌÁ?
ÏÉ?h¶k@G
iÒg@ÌÁ?
’i’ i’i’
crops.
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ÑÁ@Ââ
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We/They moved(did not
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3ˬ2
3ˬ2
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i’
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g
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+
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+
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Mâ
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to
America.
moved
(did
not
move)
+
ÉÐÔâ
Ñ
GÐG
Mâ
Ì
G@Á
people
speak
Arabic.
They
live
in the south. ÒÐLkgÐx¾ÌÁÑKÏö
He/
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ItgÐx¾ÌÁ
ÉÉ@w+ÏÉ?h¶k@G
(
used
to
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gÒÐLkö
gÐx¾ÌÁ
âÒÊÁÒg@ÌÁ?i
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g
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g
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+
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‘
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g
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+
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people
ÀеÐË
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gÐx¾ÌÁ
âÒÊÁÒg@ÌÁ?i
The
speak
Arabic.
Theyare
live
in the south.
?c
3ˬ2
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Òg@ÌÁ?
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gÐÂGÒ@Á@½ÙGÐÌÁ MlËÊâÌOÉÐÔ¸ÏÉжÁÊw
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There
are
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Iraq.
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deserts.
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x
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used
to
play
computer
games(a
lot)
when
The
people
The
people
speak
speak
Arabic.
Arabic.
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live
in
live
the
in
south.
the
south.
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people
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Th
eÀеÐË
people
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ey
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3ˬ2
ÒÐ]Á?ÉйеÐÌÁÒdÁÏÊËÐOÒÐLkgÐx¾ÌÁ¸ÏÉ
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The
people
speak
They
live
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the
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+ÏÉ?h¶k@G
ѵÏgÐk
+ÏÉ?h¶k@G
+++ѵÏgÐk
ÒÐLkö
gÐx¾ÌÁ
âÒlive
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The
people
speak
Arabic.
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in south.
the
south. ?c
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‘‘Ïc@Ëi
ii ’’
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They
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are
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ere
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ggÐx¾ÌÁ
âÒâÒThey
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The
people
speak
Arabic.
live
the
south.ÒÐLkgÐx¾ÌÁÑKÏö
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tosouth.
America?
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they
live
move
The
people
speak
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in
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used
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жGÑÂÌHâ
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he/
she/
it
move
are
parts
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Iraq.
They
are
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did
people
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Arabic.
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x +ÃËеÏcÄ@pÌÁMkÏc@½ÙµÐGÏc@ËiÒg@ÌÁ?i
I didn’t use to play computer
games
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+
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%
that
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gÏdÌKнg@Ë
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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
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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
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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
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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
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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
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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
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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
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Language
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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
й
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
Ì̒Ââ
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@Š
ÐÐ%]] ÔcÊ_@]ËÃËÏd]Gѽ@ŠÐ]ÔÐ]µM]k?g
Ѷ
âÌL]o
GgÏcÙG
’Ââ
%
need
to,
ought
to,
&
1896,
had
soldsold
130
cars.
Time
ÅÏcg@µÐG
+à ËÏcÐ]Áѽ@Š
Ðbetter,
] ÔcÊ_@]ËÃËÏd]Gѽ@ŠÐ]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@Š
ËÏcÐ]Áѽ@Š
Ð] ÔcÊ_@]ËÃËÏd]Gѽ@ŠÐ]ÔÐ]µM]k?g
ÔcÊ_@]ËÃËÏd]Gѽ@ŠÐ]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@Š
Ð] ÔcÊ_@]ËÃËÏd]Gѽ@ŠÐ]ÔÐ]µM]k?g
ѶÌâÌÑ]ÂËö
L]ohÑ]ÂËö
hGgÏcÙG By 1896, he had sold
130
cars.
Time
+
ÒcÑÁ?ÉÐÔÑÁchµÒg@}eÙ½@ÔÙG’Ââ
Ì
ÅÏcg@µÐGÐÁ?i?Êâ
oÉÐÔ
g@SgØi
+
Ã
ËÏcÐ]Áѽ@Š
Ð
]
ÔcÊ_@]ËÃËÏd]Gѽ@ŠÐ]ÔÐ]µM]k?g
Ѷ
Ì
â
L]o
GgÏcÙG
By
1896,
he
had
sold
130
cars.
Time
+
ÒcÑÁ?ÉÐÔÑÁchµÒg@}eÙ½@ÔÙG’Ââ
Ì
ÅÏcg@µÐGÐÁ?i?Êâ
Ì
oÉÐÔ
g@SgØi
she
is
not
>
she
isn’t
(or:
she’s
not)
+Ã She
ËÏcÐ]Áѽ@Š
Ð
]
ÔcÊ_@]ËÃËÏd]Gѽ@ŠÐ]ÔÐ]µM]k?g
Ѷ
Ì
â
L]o
Ñ]ÂËö
h
GgÏcÙG
ÒcÑÁ?ÉÐÔÑÁchµÒg@}eÙ½@ÔÙG’Ââ
ÅÏcg@µÐGÐÁ?i?ÊâÌÌoÉÐÔ
oÉÐÔg@SgØi
g@SgØi By 1896, he had sold 130 cars. Time
ÌÌÅÏcg@µÐGÐÁ?i?Êâ
is >++ÒcÑÁ?ÉÐÔÑÁchµÒg@}eÙ½@ÔÙG’Ââ
She’s
Past
action
Action
before
the the
By
1896,
he
had
sold
130
cars.
Time
+ÒcÑÁ?ÉÐÔÑÁchµÒg@}eÙ½@ÔÙG’Ââ
g@SgØi
action
Action
before
you’re
++>
ÒcÑÁ?ÉÐÔÑÁchµÒg@}eÙ½@ÔÙG’Ââ
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@ÔÙG’Ââ
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
GgÏcÙG’Ââ
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.
77’Ââ
can
@ÆÁÐK
ÒgØiÐG
))?c@Llâ
ÌÌÔÑK@µÐ¹’Á?ÊKÑÂËö
hhGgÏcÙG
’ÂâÌÅÏcg@µÐG
can
@ÆÁÐK
ÒgØiÐG
)?c@Llâ
ÌÔÑK@µÐ¹’Á?ÊKÑÂËö
hGgÏcÙG
ÌÌÌ7ÅÏcg@µÐG
After Benz had shown the way, others followed.
ÅÏcg@µÐG
can
@ÆÁÐK
ÒgØiÐG
?c@Llâ
ÔÑK@µÐ¹’Á?ÊKÑÂËö
GgÏcÙG
7’Ââ
’Ââ
ÅÏcg@µÐG
can
@ÆÁÐK
ÒgØiÐG
)
?c@Llâ
Ì
ÔÑK@µÐ¹’Á?ÊKÑÂËö
h
GgÏcÙG
play?
I
/you/we/they
(What)
do
7
’Ââ
Ì
ÅÏcg@µÐG
can
@ÆÁÐK
ÒgØiÐG
)
?c@Llâ
Ì
ÔÑK@µÐ¹’Á?ÊKÑÂËö
h
GgÏcÙG
can
see
that
cars
bring
problems.
7
’Ââ
Ì
ÅÏcg@µÐG
can
@ÆÁÐK
ÒgØiÐG
)
?c@Llâ
Ì
ÔÑK@µÐ¹’Á?ÊKÑÂËö
h
GgÏcÙG
We
We
can
see
that
cars
bring
’ÂâWe
Ìcan
ÅÏcg@µÐG
can
cars
@ÆÁÐK
ÒgØiÐG
problems.
)problems.
?c@Llâ
ÌÔÑK@µÐ¹’Á?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 ]¹’Á?Ê]K
Ñ
]ÂËöhÑ
GgÏcÙG
be able
tog@]S·
âËd] ÁÐÅ
?d] ¶ËjÁѵÐ]ËÉÊK@Å?c
Ð ]¹’Á?Ê]K
]ÂËöhGgÏcÙG
beÏÉ?h¶Kgʵ
able
tog@]S·
âËd] ÁÐÅ
?d] ¶ËjÁѵÐ]ËÉÊK@Å?c
Ð ]¹’Á?Ê]K
Ñ
]ÂËöh GgÏcÙG
be
able
to
g@]S·
Ë
â
d
]
ÁÐÅ
?d
]
¶ËjÁѵÐ]ËÉÊK@Å?c
Ð
]¹’Á?Ê]K
Ñ
]ÂËöhGgÏcÙG
7
’Ââ
Ì
ÅÏcg@µÐG
be
able
to
g@]S·
Ë
â
d
]
ÁÐÅ
?d
]
¶ËjÁѵÐ]ËÉÊK@Å?c
Ð
]¹’Á?Ê]K
Ñ
]ÂËö
h
GgÏcÙG
Ì7ÅÏcg@µÐG
’Ââ
ÌÅÏcg@µÐG
bedoable
?d] ¶ËjÁѵÐ]ËÉÊK@Å?c
Ñ
]ÂËö
hGgÏcÙG
7’Ââ
not > doesn’tÐ ]¹’Á?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
й’Á?ÊK
ÑÂËö
h
GgÏcÙG
7
’Ââ
Ì
ÅÏcg@µÐG
be
able
to
ÒgØiÐG
)
?c
ÉÊK@Å?c
й’Á?ÊK
ÑÂËö
h
GgÏcÙG
’ÂâÌÌÅÏcg@µÐG
ÅÏcg@µÐGbe
be able
able to
toÒgØiÐG
ÒgØiÐG)
)?c
?cÉÊK@Å?c
ÉÊK@Å?cй’Á?ÊK
й’Á?ÊKÑÂËö
ÑÂËöhhGgÏcÙG
GgÏcÙG
7’Ââ
belong like love need want 7ÐÁʖÙG
ÌÌ7ÅÏcg@µÐG
’Ââ
ÌÅÏcg@µÐG
beable
able
tooffer
ÒgØiÐG
)solution.
?cÉÊK@Å?c
й’Á?ÊK
hGgÏcÙG
Engineers
will
be
able
to
offer
a
solution.
77’Ââ
be
able
to
to
ÒgØiÐG
)
?c
ÉÊK@Å?c
й’Á?ÊK
ÑÂËö
hhÑÂËö
GgÏcÙG
’Ââ
ÅÏcg@µÐG
be
able
to
ÒgØiÐG
)
?c
ÉÊK@Å?c
й’Á?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
еÏi?Êâ
Ì
]oÉÉcgÐ]Å)?cÉ
ÌoÐG’Á?ÊKÑÂËö
hGgÏcÙG
еÏi?Êâ
Ì]oÉÉcgÐ]Å)?cÉ
É ch]G?gÑK@]µÐ¹ÑLp}ѵÏÊâ
ÌoÐG’Á?ÊKÑÂËö
hGgÏcÙG
еÏi?Êâ
Ì]oÉÉcgÐ]Å)?cÉ
É ch]G?gÑK@]µÐ¹ÑLp}ѵÏÊâ
ÌoÐG’Á?ÊKÑÂËö
hGgÏcÙG
always
usually
often
sometimes
never
еÏi?Êâ
Ì
]oÉÉcgÐ]Å)?cÉ
É
ch]G?gÑK@]µÐ¹ÑLp}ѵÏÊâ
Ì
oÐG’Á?ÊKÑÂËö
hGgÏcÙG
7
’Ââ
Ì
ÅÏcg@µÐG
еÏi?Êâ
Ì
]oÉÉcgÐ]Å)?cÉ
É
ch]G?gÑK@]µÐ¹ÑLp}ѵÏÊâ
Ì
oÐG’Á?ÊKÑÂËö
h
GgÏcÙG
Ì7ÅÏcg@µÐG
’Ââ
ÌÅÏcg@µÐG
еÏi?ÊâÌ]oÉÉcgÐ]Å)?cÉÉ ch]G?gÑK@]µÐ¹ÑLp}ѵÏÊâÌoÐG’Á?ÊKÑÂËö
hGgÏcÙG
7’ÂâË dÁÐÅÀÞÐG
7
ÐÁʖÙG
)
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.
77’Ââ
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@ŠÐÔÙG’Á?ÊKÑÂËö
7?cÉÉchG?gйMo¸ÐËÑÁ?d½@ŠÐÔÙG’Á?ÊKÑÂËö
hGgÏcÙG
?cÉÉchG?gйMo¸ÐËÑÁ?d½@ŠÐÔÙG’Á?ÊKÑÂËö
GgÏcÙG
7?cÉÉchG?gйMo¸ÐËÑÁ?d½@ŠÐÔÙG’Á?ÊKÑÂËö
hhGgÏcÙG
7
?cÉÉchG?gйMo¸ÐËÑÁ?d½@ŠÐÔÙG’Á?ÊKÑÂËö
hGgÏcÙG
Lesson
4:
Past
simple
7
?cÉÉchG?gйMo¸ÐËÑÁ?d½@ŠÐÔÙG’Á?ÊKÑÂËö
h
GgÏcÙG
Negative:
I
couldn't
/
wasn’t
able
to
stop.
7?cÉÉchG?gйMo¸ÐËÑÁ?d½@ŠÐÔÙG’Á?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@µ’Á?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
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emergency (stop)
emission
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2 VOCABULARY
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2 VOCABULARY ÅB¶ÑqÊ
2 VOCABULARY
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afford
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afford
2 VOCABULARY
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examiner
Language
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focus
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passenger
petrol
pickup
pollution
power
exhaust
»ÌH½ÙKÙÔÒiØj}ÐÔ production (line)
motorbike
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factory
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afford for
motorbike
apply for
noisy
apply
noisy
afford
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afford
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hµÒ@Á?ÊKÑÁÉÊGÐÅ
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VOCABULARY
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afford
motorbike
again and again /phonetics/expapply for
like /phonetics/prep
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»Ì¶kö
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g@SÒ?Écйg@Snoisy
¸ÏÉ
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four
by
four
(4x4)
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for
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to
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apply for
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ought
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apply
for
noisy
atmosphere
ought
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ŸÁÏcÐïÁÏcö
hÌO reliable/reliably
afford
motorbike
?ÉÐÅÐ}gÐG
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ahead (of ) / phonetics/prep
local
time /phonetics/phr
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»Ì¶kö
gÙK@½
qâÌOй
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fuel (cell)
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atmosphere
ought
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carbon dioxide
oxygen
carbon
dioxide
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to
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O
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oxygen
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atmosphere /ˈætməsˌfɪə/
ÐLlËÊâ
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atmosphere
ought
carbonfor
dioxide
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apply
noisy
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get off
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/
phonetics
/
abb
meet
/phonetics/v
ÃËiÐG?c
carbon
dioxide
oxygen
comfort
pass
(=
succeed
in
a
test)
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g
ÏÊÌ
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Ì
O
Mâ
Ë
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comfort
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oxygen
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kÐW
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NÐWÏg)gÐÂâÌkÐWÄÙGg@µÒdÌlµÙÔÀÏÉÉc
ÄÉÊwgÏc
’TlµÙÔ
pass (= succeed
insucceed
a test)
/pæs/
carbon dioxide /ˌkɑːbən daɪˈɒksaɪd/
carbon
comfortdioxide
pass (=to
in a test)
ÄÙGg@µÒdÌlµÙÔÀÏÉÉc
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atmosphere
ought
NÐWÏg)gÐÂâ
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go well
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comfort
pass
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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
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ÃËö
g
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gЭÐÁ)g?ÊHâ
Ë
g
NÐWÏg)gÐÂâ
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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
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gЭÐÁ)g?ÊHâ
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ÄÙGg@µÒdÌlµÙÔÀÏÉÉc
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go
wrong
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¹
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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
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g
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gЭÐÁ)g?ÊHâ
Ëg slow down
comfort
(= what!
succeed in a test)
ÑË@GÏg@µ
ÃËjÁÐG
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Guess
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¹
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electric
petrol
emergency
(stop)
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emergency
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pickup
electric
petrol
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ÃËjÁÐG
É@µ@ÁйÑÁ@LkÏÉ
%
¼
â
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&
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%
¼
â
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&
J@¶ÌO
ÑË@GÏg@µ
ÃËjÁÐG
pickup
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electric
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electric
emergency
pickup
born (be) / phonetics/adj
/phonetics/n
ÑË@GÏg@µ petrol
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driving test (stop)
passenger
ÄÉÊG·Ë?cй
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ghost
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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
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%â¼@KÐGMpOѺÌH½ÙKÙÔ
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pollution
emergency (stop)
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(stɒp)/
emergency
(stop)
pickup
emission
pollution
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%
¼
â
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&
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electric
petrol
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Bye (Goodbye)
/phonetics/abbemission
parent /phonetics/n
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had better
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emission
pollution ÑË@GÏg@µ
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power
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jâÌÅ)@Á?ÊK
powerÄ?cgÏc
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emission /ɪˈmɪʃn/
emission
pollution
examiner (stop)
power
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emergency
pickup
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jâ
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can't wait / phonetics/exp
penfriend
gÐLOÙ¶
examiner
power
exhaust ÏÉÐÁch¶Ì±@KÒgÏd½@ŠÐÔ
production
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gÏÉ@wMâÌÁ?ÊK@Á
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exhaust
production
(line) /phonetics/n
examiner
power
jâÌÅ)@Á?ÊK
»ÌH½ÙKÙÔÒiØj}ÐÔ
ƽÐÅgÐGÒ
&â̹»ÐÅ
âÌÅ tractor
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(line)
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examiner
power
exhaust
production
(line)
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emission
pollution
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&
â
»
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hovercraft (line)
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production
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cousin /phonetics/n
picnic
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factory
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quite a to
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factory
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quite
a ÒÉ?ÉÐKÐG
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&ËâgÙS
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quite
a
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that
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%
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factory
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a to
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ÏÉÐÁch¶Ì±@KÒgÏd½@ŠÐÔ
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hybrid
used or
show
that sth is unusual or interesting) i?ÊâÌjâoNÉÊS
used
show that sth is(phr
unusual
interesting)
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factory
Ð}g@µ
quite
a to
ÒÉ?ÉÐKÐG
is
unusual
or
interesting)
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ə/
factory
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quite
a
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plan
/
difference
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phonetics
/
v/n
factory
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)
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used
show that sth is unusual or interesting)
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factory
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quite
a to
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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
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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
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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
ĒÁ?jâ
ÑË@GÏg@µ
ÑÁнÐKÊk realise
ÐÁ@¾L½Ñâ
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reliable/reliably
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/
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
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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?Êâ’SØgdË@Å
ÌoNÉÊS truck
ÒgÙ¹
g?jâÌG
g?jâÌG
i?Êâ’SØgdË@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
ŸÁÏcÐïÁÏcöhO
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@ŠÐÔ 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
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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
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(night)
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I’m
not
It's
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> I’m
ever/never:
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I
don’t
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say
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people
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this.
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temperatures.
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to
say
that.
people
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to
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people
refused
to
accept
this.
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Ñ
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M
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need
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It's
Many
people
refused
to
accept
this.
So
we
need
to
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our
world!
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increase
temperatures.
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we
need
toto
stop
polluting
our
world!
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we
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people
refused
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this.
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ÑKÏÉ?ÉÐ]KÐ]GÐ]µM]o·âËd]ÁÐÅÑÂËöhGgÏcÙG’ÂâÌÅÏcg@µÐG
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We
must
try
to
stop
climate
change.
+
ÏÉ?d
Á@
So
we
need
to
stop
polluting
our
world!
Many
people
refused
to
accept
this.
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must
try
to
stop
climate
change.
We
must
try
to
stop
climate
change.
Ñ
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MÌ]o·â
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Ì ÅÏcg@µÐG
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must
try to
stop
climate our
change.
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+ÏÉ?d
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need
stop
polluting
world!
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must
try to
stop
climate
change.
Lesson
2:
simple
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we
need
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7to
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]µ·â
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]oÑÁch¶]]k@GÙ]
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oÄ@½ÐÅMâ
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+
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We
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7
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oÄ@½ÐÅMâ
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basketball.
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ing
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x
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north
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~
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we
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/you/we/they
(What)
do
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SoSo
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it
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reach
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Lesson
2:Present
Presentperfect
perfectand
andpresent
presentperfect
perfect
are
rising.
Lesson
2:
suggest
consider,
dislike,
enjoy,
finish,Verbs’
keep, mind,
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suggest
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dislike,
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2:
Present
perfect
and
present
perfect
suggest dislike, enjoy,
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continuous
Lesson
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belong
like
love
need
want
suggest
Lesson
2: Present
perfect
and present
perfect perfect
continuous
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2: Present
perfect
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suggest
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continuous
7
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3:
Adverbs of frequency
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continuous
Lesson
77 ÐËÐÅ@Llâ
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continuous
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have
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always
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22 22levels.
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levels.
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+NÐHË@KѵÐËÐÁÙG
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+ NÐHË@KѵÐËÐÁÙG
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erenot
has>didn’t
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+NÐHË@KѵÐËÐÁÙG
14
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2626
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9780230727564.Text.indd 26
4/5/10 10:23:27
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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
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remain
/rɪˈmeɪn/
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gÉÐÅ
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average
rapid
cloud
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ÑË?ö
ÌÌKKscientist
%%ÑË?hâ
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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
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&Ââ?hâ
climate
change
remain
?ÉÐÅ
É
rе
ÑÁ?ö
g
Ù}
ÏÉÐLâ
Ì
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½Ïc
cloud
scientist
average
rapid
(ly)
coal
slight(ly)
gÉÐÅ
@Á?i
scientist
/ˈsaɪəntɪst/
¹Ð_
ÑË?öh¶âÌK refuse
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%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
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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
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%ÒögÙ}ÐÁÐG
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decrease
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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
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%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)
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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
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ÄchµÐÁÐoÐK)ÏÉÐÁÉÊGÉð
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spread
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ÄchµÐÁÐoÐK)ÏÉÐÁÉÊGÉð
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farmer
storm
g@ÌKÉÊS
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forest
temperature
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spread
fossil
fuel
day
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yesterday
N@kÏg@µ
Ä@Lkg?cthe
ѽgÐ}ÒкO
temperature
/ˈtemprɪˌtʃə/
Ä@½ÐÁg@Ëc)ÄÉÊwÉ@Áй
ÄchµÐÁÐoÐK)ÏÉÐÁÉÊGÉð
ÛG
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âÒhâg@½ÙK
ÌO&ögÙ}ÐÁ
disaster
steady(ily)
go ahead
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score
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fossil
fuel /fɒsl
ˌfjuːl/
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Ächµg@½ÙK
)
N@µÏc
%
Òö
g
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forest
temperature
Ä@Lkg?c
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fuel
the
day
before
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steady(ily)
warming ˈwɔːmɪŋ/ ÄÉÊGcgÐGÐGÑÁнÐKÉÊk
ÌO
N@kÏg@µ
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the
day
before
yesterday
@ÆÌSÑÁÉÊGÀgÐ}
hKÉÊpâ
OÒö+++
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farmer
storm
global
/ˌgləʊb(ə)l
night
/ week
/ month
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g@ÌKÉÊS
&Ä@Ëgi
Goodwarming
to meet global
you
/phonetics/exp
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farmer
storm
MÂÌÂÌGÐG¿ð
¹@XoÙ_
ÐÂâÌÌ%¶l̺_ÐL_ÐK
g@ÌKÉÊStheskateboard
Ä@Ëgi
fossil
fuel
the day before yesterday
ÉÊGcgÐGÐGÑÁнÐKÉÊk
Ò
â
hâ
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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
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O
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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
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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/
ÑËÐoÊoÒÐïð
ººKÐoÒi@}
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}
c’ð
âÌÑŹÙÅÐk
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Ââ&ÃËo@G
greenhouse
gas
top
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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
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afternoon
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wildfire
increase /ɪnˈkriːs/ hurricane
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hurricane
wildfire /ˈwaɪld laɪf/
wildfire
¼ÉʹÏcgÐ}
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let /let/
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increase
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let
wind
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g)Ä?ö
g
Ðïâ
Ì
¹
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imagine
melt /melt/
Äch¶ð
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out
of
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Mâ
Ë
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Help You Study
(Note:
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English
as
it’s)
let
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gÐïâ̹
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meltYou Study (Note: Keep English
ÏÉÐÁ?ÊK
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abbreviations
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MâËhµ@Áâ
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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?
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below
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is causing
bigother translated vocab
Dears,
Mr Sherko Yes, I’ve just been watching it on the
problems.
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Dartmoor,
they
the
pages
which
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them
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vocabularies.
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tho
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translated
vocabul
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had toDears,
stop the 12 Tors Race at
in
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thewishes,
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getting heavy rain.
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th
8.00other
this
morning.
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translated
vocabularies.
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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
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wishes,
the
pages
which
indicated
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the
pages
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I indicated
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vocabularies.
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find
those
vo
-------------------------------------------------risen
dangerously
and
destroyed
a
had started, and it’s never stopped.
Shaswar.
Best
wishes,
Best
wishes,
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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.
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tor /phon
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Best Page
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I hope they’ve been able to find
-------------------------------------------------------------------------------Page
28all the teams.
----------------------------------------------------------------------------------------------------------------------------------------a London
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/phon / n Only
somewhere safe and dry for the night. Shaswar.
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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/
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Äch¶ËdÁÏÊËÐO
kid
/phon/
getcollapse
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kid
/phon/n n�d½
¼
â
?d½
/phon
n ÃËcgÐGÒch} kid
/tɔː// n
kid/phon/
/kɪd/camp
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I couldn’t get through. There was no tortor
/phon/ vv/n
Ä?dð¹ÐÅgc@w
collapse
/phon/
v Ä@_ÉÉg
get
/phon/
v vÄch¶
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collapse
/phon/
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getthrough
through
ËdÁÏÊËÐO
through
/get/phon/
ˈθruː/get
v Äch¶
signal.
through
/phon/ v Äch¶ËdÁÏÊËÐO
kidget
/phon/
n �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
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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/
�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
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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
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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
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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
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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
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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
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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
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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
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x ÊâÌo x
IfÐ]ÌÁÐÁ?Éй
I became
rich
in
future,
IÅÏcg@µÐ]GÀÏÉÉcÑSgÐ]½
would
buy my
am
>
I’m
the
planners'
dream.
ÐÁʖÙG
)N?
dGÉÉg
If
we
had
water,
we
grow
crops.
ÐÁʖÙG
7
¸
Ð]ËÉÊK@Å?c
Ù]G’Ââ
Ì
(kmI
)жËcÒÐÁ?Êâ
Ì
OÉö
h
G·â
dÁÐÅÙG’Ââ
Ì
ÅÏcg@µÐGÉ@Á
ÒÏÊâ
Ì
o
@ÅÏÉgÐÅ
x
the
planners'
dream.
7
ÐÁʖÙG
)N?
dGÉÉg
).
The
has
an
becameÐ]µ
rich
in
the future,
would
buy my
2lake
the
planners'
dream.
7ÐÁʖÙG
)N?dGÉÉg
ÐÁʖÙG
IIÐ]ÌÁÐÁ?Éй
¸home.
Ð]ËÉÊK@Å?c
Ù]G’Ââ
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.
7ÐÁʖÙG
)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.
7ÐÁʖÙG
parents
a new
ehas
lake
has
anof
area
of 2,345
square
7ÐÁʖÙG
IIIÐ]ÌÁÐÁ?Éй
Ð]µ
¸home.
Ð]ËÉÊK@Å?c
Ù]G’Ââ
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
ÐÁʖÙG
)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]Â
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.
7ÐÁʖÙG
o)N?
).
(kmcar
(kph).
@Ll]âparents
ÌÔ Ñ¶IfIfâÌKÐ]ð
¹@WÑ]Â
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]Â
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
ÐÁʖÙG
)
N?dGÉÉgÐð
¹
@
W
a
new
home.
(km
).
(kph).
@Ll]â
Ñ
KÐ]ð
@WÑ]Â
gÏcÙ]G
’
ÅÏcg@µÐ]G
ÏÉÉcÑSgн
ÒÏ
The
car
has
a
top
speed
of
195
kilometers
hour
(kph).
@Ll]âÌÌÔÔ Ñ
Ѷ¶If
KÐ]ð
@WÑ]Â
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]Â
hhGGrich
gÏcÙ]G
ÂâÂâÌÌÅÏcg@µÐ]G
ooе
xx
7future,
ÐÁʖÙGÀÀÏÉÉcÑSgн
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
ÐÁʖÙG
))N?dGÉÉgÐð
¹¹ÒÏ
@@WWÊн
е
(kph).
Ѷparents
âÌÌKÐ]ð
¹¶@WÑ]Â
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
ÐÁʖÙG
N?dGÉÉgÐð
н
е
(kph).
new
home.
Ô
Ñ
Ì
â
KÐ]ð
¹
@WÑ]Â
Ëö
h
G
gÏcÙ]G
’
Ââ
Ì
ÅÏcg@µÐ]G
À
ÏÉÉcÑSgн
hour
(kph).
ÃËö
h
GgÏc
¹@WÑ]Â
7ÑÂËöhËönever
7
ÐÁʖÙG
))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
hGgÏcÙG’Ââ
GgÏcÙ]G
gÏcÙ]G
’
ÂâÌÌÌÅÏcg@µÐGÏc@kÒÉÉchGÐÁ?g
ÅÏcg@µÐ]G
ÀÏÉÉcÑSgн
ÏÉÉcÑSgн
ÒÏÊÊÊâÌââÌÌoooxxx
7’
ÐÁʖÙG
N?dGÉÉgÐð
не
е
Lesson
2:car
willhas
anda conditional
(kph).
@Ll]â
Ì
Ñ
Ì
â
¹
@WÑ]Â
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’
ÐÁʖÙG
)N?dGÉÉgÐð
¹@Wне
(But
If
IIcould
II would
walk.
basketball.
I/You/We/They
play (do not
play)
77ÐÁʖÙG
¹¹x@ÒÏ
I can't
fly,
so
I have
to walk)
(kph).
@Ll]â
ÌÔ afly,
Ѷclub.
âÌKÐ]ð
¹@WÑ]Â
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.
ÐÁʖÙGÀ)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
ÐÁʖÙG
)
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.
7gÐÁʖÙG
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
hGgÏcÙG’Ââ
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
hGgÏcÙG’ÂâÌÅÏcg@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
hhGgÏcÙG’Ââ
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
GgÏcÙG’Ââ
ÅÏcg@µÐG
will
g@SÒÐGgØi
Will
(But
I
can't
fly,
so
I
have
to
walk)
Will
7
ÏÉÏg?Ê_ÒÐÁ@½ÐÔÑÂËö
h
GgÏcÙG’Ââ
Ì
ÅÏcg@µÐG
will
g@SÒÐGgØi
4:
conditionals
g@ÌkhO
flight leaves
at 11.30
a.m.
TheLesson
hGgÏcÙG’ÂâÌÅÏcg@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
GgÏcÙG’Ââ
Ì
ÅÏcg@µÐG
will
g@SÒÐGgØi
play?
ÄchµÑÂÌHpâ
7
Ì
7
ÏÉÏg?Ê_ÒÐÁ@½ÐÔÑÂËö
h
GgÏcÙG’Ââ
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
hhGgÏcÙG’Ââ
will
If + past
, would
have + past participle
Lesson
4: Third
conditionals
ÏÉÏg?Ê_ÒÐÁ@½ÐÔÑÂËö
GgÏcÙG’Ââ
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'llhGgÏcÙG’Ââ
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
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е
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‘Stative
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NÐð
¹
@W
Òg@µ
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ËAral
dÁÐÅ
=
The
World
Bank
helped,
and
the
little
Aral
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be
there
at
12:00.Don’t
worry!
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be
there
at
12.00.
Don’t
worry!
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not
have
survived.
=
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World
Bank
helped,
and
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little
Aral
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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
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and
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little
Aral
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I’ll
That
won't
happen,
I
promise.
You'll
be
very
sorry,
you
said
that!
be
there
at
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worry!
That
won't
happen,
I
promise.
If
the
World
Bank
had
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helped,
the
little
Aral
would
not
have
survived.
If
the
planners
had
left
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Aral
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fishing
I’ll
be
there
at
12:00.Don’t
worry!
7
g
ÐÅÉÄ?dÂÌð
¹
ÐG
ÄchµÐoÏö
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7
h
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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
==
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little
survived.
Bank
had
belong
like
love
need
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7ÐÁʖÙG
I’ll
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be
there
atsorry,
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worry!
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have
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7
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You'll
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the
fishing
be
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atyou
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worry!
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World
Bank
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and
the want
little
Aral
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would
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industry
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you
said
that!
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planners
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=
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h
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?dÁchµÐl±ÑK@µÐ¹Ä?cg@Ëö
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my
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industry
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7
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that!
industry
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Lesson
3:
Adverbs
of
frequency
You'll
be
very
sorry,
you
said
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World
Bank
helped,
and
the
little
Aral
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=
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7
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e
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alone,industry
the fishing
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have
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be
there
atsorry,
12:00.Don’t
worry!
not
survive.
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be
you said
that!
turn
on
thevery
light.
It's getting
dark.
=
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did
not
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it
alone,
the
fishing
I'll
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hG hG did
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¹
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?dÁchµÐl±ÑK@µÐ¹Ä?cg@Ëö
industry
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turn
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the
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I'll
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industry
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didplanners
not
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always
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7
Ì
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I'll turn
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I'll check
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I'll
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I was young
.
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hhsurvive.
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did
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it alone, and
the fishing
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must
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you
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I'llI’ll
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you.
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check
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for
You
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eat.
check
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7
ÌO ÉÉÉchG?gÑ]ÂËö
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+
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You
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industry
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must
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check
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Forms
conditional
statements
You
be
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you
to
eat.
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of
conditional
statements
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Lesson
4:
simple
you
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oÀÐGÑSgнÑÁ@µ@ËdË@ԒÁ?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]oÙG’Ââ
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@ԒÁ?ÊKÏc@ÅÏÉgÐÅ
?cÉÉchG?g ÒÏÊâÌo
@ÁѶâyoung
ÌL]oÙG’ÂâÌÅÏcg@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@ԒÁ?ÊKÏc@ÅÏÉgÐÅ
Look
and
you
will
see
the
River.
+
?cÉÉchG?g
to
America?
ÃËö
GgÏcÏÉÏg?Ê_ÒÐËÏÊâ
Ì
oÀÐGÑSgнÑÁ@µ@ËdË@ԒÁ?ÊKÏc@ÅÏÉgÐÅ
I/ÌÌwill
youRiver.
/ we/
theyMead.
move
?dÌâËgÐÁ
ÑKÐð¹@WйÏhKÑÁ@µÐÁ@½h­¸ÏÉ
used
Ð]¹ ÐÂ̱ÐL]k?ög@ÁѶâ
L]oÙG’Ââ
ÌÅÏcg@µÐGÀÐÌâÌkÑSgн
ÒÏÊâÌto
o
++?cÉÉchG?g
(When)
did
you
77ÃËö
GgÏcÏÉÏg?Ê_ÒÐËÏÊâ
oÀÐGÑSgнÑÁ@µ@ËdË@ԒÁ?ÊKÏc@ÅÏÉgÐÅ
Ifleft,
right,
see
Lake
Look
you
willyou
see
the
ÃËöand
look
GgÏcÏÉÏg?Ê_ÒÐËÏÊâ
oÀÐGÑSgнÑÁ@µ@ËdË@ԒÁ?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@ԒÁ?ÊKÏc@ÅÏÉgÐÅ
did
Look
left,
and
you
will
see
the
River.
and
7ÃËöyou
GgÏcÏÉÏg?Ê_ÒÐËÏÊâ
ÌoÀÐGÑSgнÑÁ@µ@ËdË@ԒÁ?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@ԒÁ?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@ԒÁ?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
ýÑÁÉÊwÙGÐG
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
ȉ
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}
ȉ
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
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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
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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?
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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
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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
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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
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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
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The
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day
Kerry
and
her
group
worked
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park
allday
day
Kerry
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Lesson
2:
Tag
questions:
positive
and
negative
forms
Kerry
and
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herher
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Lesson
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positive
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As
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Kerry
and
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I /you/we/they
Lesson
2:Tag
Tag
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(What)
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Lesson
Lesson
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Tag
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Tag
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questions:
positive
positive
and
and
negative
negative
forms
forms
yesterday.
As
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really
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yesterday.
As
aresult,
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looks
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Lesson
2:
Tag
questions:
positive
and
negative
forms
Kerry
and
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group
worked
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park
all
day
yesterday.
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play?
Lesson
2:
Tag
questions:
positive
and
negative
forms
yesterday.
As
a
result,
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1
You
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Grade
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aren't
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Lesson
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Tag
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Lesson
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Tag
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he/she/
it
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You
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You
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Th
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Kerry
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4:
Past
simple
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K@µÀÞÐG
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ð
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g
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*
More
Examples
&?dLk?ö
gÏÉ@Áй
&Ì&ð¹’â
еÏg@ÌkhOжºµ?ÉÐÔ
More
Examples
to·â·âAmerica.
ÑÁ@Ââ
ÌÅg@µÐGÐGN?cÏcÉÉgg@SgØiеÃËöGgÏc·â
Ëg@µ’Á?ÊKÏc
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Examples
MâIËÉÐÁ@½ÏcɒÁ@ÌÂð
c&·â
ÌÌK@µÀÞÐG
)( Ļ ) ’âÌð¹not
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moved(did
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Mâmove)
ÌÂâMâÌ̛ÐlG
еÐLo
Ì·â
kе
More
Examples
+Ĺ%&Ĺ¹’â
̒â
ð¹ÏcigÐG
еÏg@ÌkhOжºµ?ÉÐÔ
Ââ̛ÐlG
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
Ââ̛ÐlGеÐLoto·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
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46
9780230727564.Text.indd 46
4/5/10 10:25:45
Language
focus
2 VOCABULARY
2 VOCABULARY
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apart
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apart from
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apart
from /əˈpɑːt
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opportunity
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online
ahead (of ) adviser
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phonetics/prep
local
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apart from
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from
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organization
artistic artistic
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artistic /ɑːtɪstɪk/
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apart
from
opportunity
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from
opportunity
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meet
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n budget
budget /ˈbʌdʒɪt/
path
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artistic
organization
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business
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nearly
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career business
persuadepersuade
perform
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g@µ)ÐpÌO
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career
persuade
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g@µ)ÐpÌO
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career
/kəˈrɪə/
careers adviser
personal
(details)
careers adviser
personal
(details)
/pəˈsweɪd/
born (be)
/ phonetics/adj
oil
/phonetics/n
g@µ
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ËÉ?g
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g@µ)ÐpÌOÒg@µfâ
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career
persuade
career
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careers adviser
personal
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careers
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Ë
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careers
adviser
/kəˈrɪəz
ədvaɪzə/
code
pilot
code
pilot
phr
personal
(details)
/ˈpɜːsnəl
(diːteɪlz)/
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Ë
g
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g
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h
­
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parent(details)
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â¼Ð}йN
?Ê_ personal
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careers
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careers
personal
(details)
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code adviser
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code
pilot
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Ë
g
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g
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h­ Ä?ÉеØöh­
code
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plant
comparecompare
plant /ˈpaɪlət/
pilot
ÄchµcgÉ?gÐG
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can't wait / code
penfriend
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g
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compare
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compare /kəmˈpeə/
complicated
public service
complicated
service
plant
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cousin /phonetics/n
picnic
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Ä?hËÐk
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public
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public
service
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put away
public
service
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ÑË@k@Ô ÑË@k@Ô
public
service
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public
service
plan
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difference
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phonetics/n
phonetics
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v/n
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¹
@Ô
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conventional
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put
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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
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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
н@½
i?Ê_ÐÂ̱ÐLk?g
related
Ächµâ
¼
Ð}йÐð
¹
н@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
̹ )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
жâ
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
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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
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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
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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
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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
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Language Focus
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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
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ÃËhKÏi@K
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movie
lord
take
away
monster
thanks
totʊ/
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ÄchGÚ
@H¥Ïc)Êâ
Ëto
c /θænks
ÙGn@OÊk
thanks
movie
the
latest
the
latest
musicprogramme
programmemovie
music
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training
training
manager
¿ºÌ­ @²ÌkÙ½Òн@ÁgÐG
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manager
¿ºÌ­
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@²ÌkÙ½Òн@ÁgÐG
Äch¶²oнÒgÐGÊâ
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music
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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
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programme
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@
²ÌkÙ½Òн@ÁgÐG
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ö
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ËögÐG
praʊgræm / ʃəʊ/
ÏÉеÐËÐG
ÏÉеÐËÐG
Òg@ÌLoÐ}Òн@ÁgÐG
Òg@ÌLoÐ}Òн@ÁgÐG
movie
the
latest
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programme
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training
manager
¿ºÌ­
ÃËhKÏi@K
Äch¶²oнÒgÐGÊâ
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on
set/ɒn set/ on
travel
programme
/show
training
/treɪnŋmænɪdʒə/
set
travel
/show
perfect
perfect
use
nÏÉеÐËÐG
use
n programme
ÏÉеÐËÐG
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perfect
nÏÉеÐËÐG
perfect
use
travel
programme
/ show
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play n /ˈpɜːvekt/
play n
work
experience
workn experience
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travel
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/
ʃəʊ/
É?ÉÐK
Ä@Ââ
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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
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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 … .
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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
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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
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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
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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
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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
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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
GgÏcÙG’Ââ
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.
77’Á?ÊKÏc
))wh
ÒÙ_ÉÐLk?ö
gg@Á
ÑÁdÁ@ËÐ}
ÙG
77’Á?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
7’Á?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
ÐÁʖÙG
))%%Ä?Édâ
Ì̹Òg@µ
77ÐÁʖÙG
))%%Òg@µ
Ä?Édâ
Ì̹Òg@µ
ÐÁʖÙG
Ä?Édâ
¹Òg@µ
ÐÁʖÙG
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
77ÐÁʖÙG
ÐÁʖÙG
Ä?Édâ
¹Òg@µ
77’Á?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
ÌÌÐÁʖÙG
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
77’Á?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…
7ÐÁʖÙG
%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
ÐÁʖÙG
)
%
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
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great
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aaII think
great
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us
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write
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aadvised
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Why
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advised us
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ageography
great
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of
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asked
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a>Our
great
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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
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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 �d½
kid /phon/
45
It says, ‘The column has a height of
kid /phon/ n �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 �d½ kid /phon/ n �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
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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 �d½
torpiece
/phonfor
/ /phon/
n ÃËc
thegÐGÒch}
Sophie We’re going to miss you and Vana.
kid /phon/ n �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
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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
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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.
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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.
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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.
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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.
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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.
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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.
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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
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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?’
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‘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.
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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.
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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.
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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.
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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.
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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
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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.
*****
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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.
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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.
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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.
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‘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.’
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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.
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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.
*****
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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.
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‘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!
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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.
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‘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.
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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.
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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.
*****
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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.’
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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.’
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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!’
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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.
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‘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.
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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!
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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.’
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‘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.
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‘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.
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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!’
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‘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
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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.
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prisoners were
were often
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in old
old ships-hulks-that
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candle /phon/
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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/
âŠi
ankle
â vnÑOйʱ
ankle
/phon/
nnŠi
â vÑOйʱ
ÑOйʱ
ankle
/phon/
nnÑOйʱ
â ÑOйʱ
ankle
delicious
adj
fork/phon/
âÄdÁ@±ÙK
¼@KÐw
/phon/
nŠi
â /phon/
ÑOйʱ
ankle
/phon/
nankle
chain
/phon/
rÙ_
horror/phon/
buried
/phon/
ÌPk¸@_ÐG
are
/phon/
nŠi
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/
nŠi
chain
/phon/
nŠi
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
Ši
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
Ši
chain
/phon/
/phon/
n
Ši
n
Ši
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
Ši
chain
n
ÄdÁ@±ÙK
horror/phon/
/phon/
n
Ši
chain
/phon/
nŠi
chain
/phon/
n/phon/
chain
/phon/
nŠi
chain
/phon/
nŠi
Ši
chain
/phon/
nn/phon/
chain
/phon/
n Ši
chain
nnŠi
chain
chain
/tʃeɪn/
Ši
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
Ši
chain
lying
ÄchµØgc
ÄchµØgc
/phon/
lying
lying
vnÄchµØgc
ÄchµØgc
ÄchµØgc
ÄdÁ@±ÙK
/phon/
Christian
festival
on
25th
December
to
celebrate
horror/phon/
/phon/
Ši
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
Ši
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
Ši
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/
Ši
chain
lying
/phon/
lying
v
/phon/
/phon/
n
Ši
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/
Ši
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/
Ši
chain
liar/phon/
/phon/
nnÞ@¶k
Ši
nÑÂË?iÑâ
Ši
chain
chain
on
@}c?cй
trial
/phon/
/phon/
nvŠi
chain
/phon/
n/phon/
Ši
chain
nN@µÏc
Ši
chain
/phon/
nn/phon/
Ši
chain
/phon/
nnŠi
Ši
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
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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)ŸÁЮK
/phon/
nnnngè Ù}Ѻâ
gravestone/phon/
guns
n¸Ðw)ŸÁЮK
n¸Ðw)ŸÁЮK
/phon/
use
the
words
uncle
and
aunt
just
for
our
parents'
and
sisters:
we
also
guns
nn¸Ðw)ŸÁЮK
/phon/
the
words
uncle
aunt
just
for
our
parents’
gravestone/phon/
wine
/phon/
n/phon/
nnÒн
parents'
brothers
and
sisters:
we
also
guns
¸Ðw)ŸÁЮK
/phon/
guns
/phon/
wine
/phon/
nnthe
nthe
use
the
words
uncle
aunt
just
for
our
guns
nnn¸Ðw)ŸÁЮK
/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)ŸÁЮK
Ù}Ѻâ
µÙ}Ѻâ
gravestone/phon/
guns
n/phon/
nnn¸Ðw)ŸÁЮK
/phon/
wine
nÒн
and
use
the
words
uncle
and
aunt
just
for
our
guns
/phon/
Ù}Ѻâ
gravestone/phon/
guns
¸Ðw)ŸÁЮK
¸Ðw)ŸÁЮK
/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)ŸÁЮK
/phon/
guns
n¸Ðw)ŸÁЮK
¸Ðw)ŸÁЮK
¸Ðw)ŸÁЮK
/phon/
guns
nn¸Ðw)ŸÁЮK
/phon/
/phon/
guns
n¸Ðw)ŸÁЮK
¸Ðw)ŸÁЮK
/phon/
guns
nnn¸Ðw)ŸÁЮK
sometimes
them
with
old
family
guns
¸Ðw)ŸÁЮK
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@±
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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)ŸÁЮK
/phon/
century,
large
numbers
of
people
were
put
in ininashamed
friends
or
neighbours.
wine
/phon/
nnadj
Òн
guns
¸Ðw)ŸÁЮK
/phon/
century,
large
numbers
of
people
were
put
in
guns
nnn¸Ðw)ŸÁЮK
/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)ŸÁЮK
/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)ŸÁЮK
/phon/
century,
large
numbers
ofwere
people
were
put
wine
/waɪn/
guns
nfor
¸Ðw)ŸÁЮK
/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)ŸÁЮK
/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)ŸÁЮK
/phon/
guns
guns
nwere
¸Ðw)ŸÁЮK
ntoo
too
¸Ðw)ŸÁЮK
/phon/
guns
nnnÄÙµÑLoеѩÉ@±
¸Ðw)ŸÁЮK
guns
non
/phon/
/phon/
guns
nÄÙµÑLoеѩÉ@±
¸Ðw)ŸÁЮK
/phon/
guns
n¸Ðw)ŸÁЮK
land
/phon/
guns
nland
¸Ðw)ŸÁЮK
¸Ðw)ŸÁЮK
/phon/
/phon/
The
prisons
on
land
were
too
full,
and
so
guns
non
¸Ðw)ŸÁЮK
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
nnŸÁÏi
/phon/
wrong.
Th
e/phon/
prisons
on
land
were
too
full,
and
so
/phon/
In
the
early
19th
hulks
bell
nŸÁÏi
/phon/
bell
/phon/
The
prisons
on
were
too
full,
and
so
/phon/
non
ÄÙµÑLoеѩÉ@±
In
the
early
19th
hulks
bell
ŸÁÏi
ŸÁÏi
/phon/
bell
nnnŸÁÏi
nŸÁÏi
/phon/
bell
nnŸÁÏi
/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
nŸÁÏi
/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
3ŸÁÏi
ŸÁÏi
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
3nŸÁÏi
ŸÁÏi
/phon/
EPISODE
3n/phon/
The
prisons
on
land
were
too
full,
and
so
bell
nŸÁÏi
/phon/
bell
nnŸÁÏi
3ŸÁÏi
/phon/
bell
n3
ŸÁÏi
/phon/
bell
n/phon/
nŸÁÏi
nŸÁÏi
/phon/
EPISODE
3nŸÁÏi
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
ŸÁÏi
ŸÁÏi
NÐð
The
prisons
land
were
too
full,
and
so
cards
nŸÁÏi
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/
ŸÁÏi
/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
бÏgÏÉÒg@Ë
nбÏgÏÉÒg@Ë
бÏgÏÉÒg@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
ŸÁÏi
/phon/
prison-often
for
doing
little
or
nothing
wrong.
prison-often
for
doing
little
or
nothing
wrong.
bell
n nŸÁÏi
/phon/
cards
бÏgÏÉÒg@Ë
бÏgÏÉÒg@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
ŸÁÏi
/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
ŸÁÏi
ÀÙ½
/phon/
The
prisons
on
land
were
too
full,
and
so
bell
bell
nÀÙ½
ŸÁÏi
People
People
People
/phon/
adj
ÑË@k@Ô
in
/phon/
bell
nadj
nÑË@k@Ô
ŸÁÏi
ŸÁÏi
/phon/
bell
n/phon/
/phon/
bell
nnÑË@k@Ô
People
bell
nnnnnŸÁÏi
ŸÁÏi
ŸÁÏi
/phon/
bell
/phon/
ŸÁÏi
/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
ŸÁÏi
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
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a
lot
to
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9780230727564.Text.indd 108
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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
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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.
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idea
ofidea
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levels
is very
Pip.
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of social
levels
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very important
Pip.
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idea
ofsocial
social
levels
very
important
spiders
n Ä@µÐµÙð
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spiders
/phon/
n¹¹@S
Ä@µÐµÙð
spiders
/phon/
Ä@µÐµÙð
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Pip.
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idea
of
levels
is
very
important
Pip.
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idea
of
social
levels
isisis
very
important
spiders
/phon/
nnnnnÄ@µÐµÙð
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spiders
/phon/
Ä@µÐµÙð
¹@Tð
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Pip.
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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.
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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.
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idea
of
social
levels
is
spiders
/phon/
Ä@µÐµÙð
¹¹@Tð
@Tð
@S
Pip.
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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
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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.
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idea
ofidea
social
levels
is
very
important
Pip.
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idea
of
social
isis
very
important
Pip.
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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.
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idea
of
social
levels
is
very
important
ÏÉÐÁchµg?c@}@Ô
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warning
spiders
/phon/
Ä@µÐµÙð
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idea
of
social
levels
is
very
important
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ÏÉÐÁchµg?c@}@Ô
warning
Pip.
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idea
of
social
levels
is
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important
spiders
/phon/
nnnÄ@µÐµÙð
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Ä@µÐµÙð
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warning
spiders
/phon/
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spiders
Ä@µÐµÙð
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idea
of
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levels
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very
important
ÏÉÐÁchµg?c@}@Ô
warning
Pip.
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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.
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this
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in
this
story.
in
this
in
this
story.
/phon/
heart
â¼ccstory.
nâ¼c
in
heart
heart
/phon/
nin
cncâ¼/phon/
story.
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this
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in
this
/phon/
nnstory.
story.
â¼story.
this
in
this
story.
in
/phon/
nthis
this
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â¼story.
cstory.
heart
in
this
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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
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n
ÏÉÐÁchµg?c@}@Ô
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n
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n
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heart
n
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nÏÉÐÁchµg?c@}@Ô
warning
nÏÉÐÁchµg?c@}@Ô
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ÏÉÐÁchµg?c@}@Ô
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heart /hɑːt/ n
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/ˈwɔːnɪŋ/
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nÏÉÐÁchµg?c@}@Ô
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nÏÉÐÁchµg?c@}@Ô
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EPISODE
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heart
n
¼
â
c
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heart
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n
¼
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c
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5
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heart
n
¼
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c
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n
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c
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5
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5
/phon/
heart
n
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heart
n
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heart
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n
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â¼câ¼cccâ¼â¼cncncâ¼»â¼cp_
heart
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nâ¼â¼p_
nâ¼câ¼nnp_
heart
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heart
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heart
ccnâ¼nâ¼nâ»
jewels
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heart
EPISODE
jewels
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jewels
/phon/
heart
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heart
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heart
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jewels
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jewels
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heart
c
EPISODE
jewels
/phon/
jewels
â»nnnâ»p_
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jewels
nâ»
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jewels
nnnnnnn
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jewels
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/ˈdʒuːəlz/
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aafter
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¸ÐËÏÉ@½r@O
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phr¸ÐËÏÉ@½r@O
awhile/phon/
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phr
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after
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phr
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jewels
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jewels
nnâ»
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after
jewels
nâ»
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¸ÐËÏÉ@½r@O
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aaEPISODE
after
jewels
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¸ÐËÏÉ@½r@O
after
np_
»
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jewels
n
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n
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n
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p_
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while/phon/
phr
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jewels
n
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jewels
n
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jewels
n
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n
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n
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n
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the
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n
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n
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¸É@GÉ·Ë?c
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¸É@GÉ·Ë?c
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adj
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¸É@GÉ·Ë?c
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/phon/
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ŸÁÐoб)Ä?ÊS
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¸É@GÉ·Ë?c
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/phon/
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of
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people
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¸É@GÉ·Ë?c
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/phon/
adj
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/phon/
adj
adj
ŸÁÐoб)Ä?ÊS
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pretty
by
coach.
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/phon/
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adj
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coach.
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/phon/
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were
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v
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pretty
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v
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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
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oMÌÁ?ÊKÏc
2-Prepositon
+word/Phrase
We went by
bike/by car7ÐËÏÊâ
/ byoÀÐGMÌ
bus/ byGhâ
plane.
ÑÁ@µÏgÉÐ}ÐOÉh}ÒÏÉÐÁchµÙµÙGMÌÂâ
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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
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Ì­Ä@µÐOÉh}MÌÁ?ÊKÏc
We
went
by
bike
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by
car
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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
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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
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by
car
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bus
/ by
plane.
77ÐËÏÊâ
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We
arrived
at
2.00
in
the
on
Monday.
2-Prepositon
+word/Phrase
We
arrived
at
2.00
in
the
afternoon
Monday. 7-Networks
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We
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computer
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computer
subject
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Two-part
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subject
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He’s
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He’s
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:ÏÉÐLËжG Ä@ËÙµÐËÏÊâÌoÀÐG Consonants
t Ä@µÐÂâ
time
grape
juice
x
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:
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tȒÄ@µÐÂâ
chair
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card
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apple
can
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card
Consonants
Ë
ÉjGÐÁ
lemon
apple
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chair
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chair
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grape
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loch
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Consonants
ËËÉjGÐÁ
apple
orange
Consonants
Ä@µÐÂâ
ÉjGÐÁ
t ȡȡ measure
time
apple
bag
press
gÄ@µÐÂâ
dog
more
press
ʒgtȒ
bm
measure
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jam
m
more
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jam
dog
orange
dȡ
b
bag
p
press
orange
juice match
v vote
can
dph card
f staff
g measure
dog
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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
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chair
k
can
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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
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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
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?cÐoÉ ¸ÐË hâËe й ÐoÉ ·âÌð
¹Ð½Ùµ MÌÁ?ÊKÏc
llȒ small
zebra
zz zebra
shirt
shirt
small
ÉʽÐÅ
Ñ®kÏÉ
?cÐoÉ
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¹ð
shirt
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Ñ®kÏÉ
е
ÏÉÐLËжGÙµ
?cÐoÉ
¸ÐË
e
й
ÐoÉ
¹ð
нٵ
MÌÁ?ÊKÏc
6- Superordinates
ÉʽÐÅ
Ñ®kÏÉ Ðµ
е ÏÉÐLËжGÙµ
ÏÉÐLËжGÙµ
?cÐoÉ
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hâËËËewords
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й ÐoÉ
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нٵ MÌÁ?ÊKÏc
MÌÁ?ÊKÏc
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and
diphthongs
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or
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and
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and diphthongs
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e
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â
¹
ð
нٵ
MÌÁ?ÊKÏc
e
bed
6- Superordinates or 'umbrella' words
ǹ bit
ǣɕ caught e bed
∫ shine
e bed
ǹVowels
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6or or
'umbrella'
words
diphthongs
Ä@µÐÂâËÉjGÐKÉÊSÉÃâ
ËÉjG
ǹǹ bit
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•6-Superordinates
Superordinates
‘umbrella’
words
.âÌâÌN@µÏcеÐOÉh}
bitu: and
ǣɕ caught
caught
buildings
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?cÐoÉ
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e
й
ÐoÉ
·
¹ð
ð
нٵ
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6Superordinates
or
'umbrella'
words
boot
ǫɕ bird
ÉʽÐÅ
Ñ®kÏÉ Ðµ
е ÏÉÐLËжGÙµ
ÏÉÐLËжGÙµ
?cÐoÉ
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hâ
e
й
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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
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MÌÁ?ÊKÏc
æ
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¸ÐËhâhâ
Ëeй
йÐoÉ
ÐoÉ··âÌâÌð
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ð
MÌÁ?ÊKÏc ǹu:
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ț cut
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ei bay
hot
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buildings
Vowels
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ÉjGÐKÉÊSÉÃâ
ËËÉjG
ț
Vowels
and
diphthongs
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ÉjG
ǡ
u:
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bird
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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
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103
4/5/10 10:39:40
Reference
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Erbil,
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anywhere.
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fâ
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gcѵÐËÐLkgÑÁch¶KйÙG
ÑÁ@½h­Mâ
GÏcÄ@̶â
µÐËgÐÅ
&
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@̶â
µÐËgÐÅ
fâ
gcѵÐËÐLkgÑÁch¶KйÙG
We
looked
all
over
the
house,
but
we
couldn’t
find
itthe it
We
looked
all
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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.
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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
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preposition
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information
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get,
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up
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v abb
get,Òcgʵ
get
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get,
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p.m.
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ÏÉ?h¶Kgʵ
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abb
abbreviation
abb
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Good
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p.m.
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abb
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PS
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ÏÉ?h¶Kgʵ
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meet
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meet
you!
you!
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ÃËöÒcgʵ
hGgÏc
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expression
expression
p.m.
p.m.
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PS
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abbreviation
abb
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hÏÉ?h¶Kgʵ
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expression
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h
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expression
Good
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Good
to
Good
meet
tolose
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Good
tomeet
meet
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expression
ÃËöhGgÏc
hGgÏc
exp abbreviation
expression
Ïe?ÉÐLkÏc
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phrabbphr
Good
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you!
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lose
control
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abb
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phr
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local
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time,
time,
lose
lose
control
control
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Good
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phr phrphr
ÃËö
h
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local
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lose
control
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expression
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time,
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control
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lose
time,
control
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control
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time,
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ÃËö
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local
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time,
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control
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expression
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hGgÏc
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phrase
local
time,
lose
control
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expression
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expression
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local time, lose control
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local
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time,
time,
lose
lose
control
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control
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phrase
local
time,
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control
phr
phrase
local
time,
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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
ËdÁÐÅ
жËc
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
ËdÁÐÅËdÁÐÅ
жËc
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
dÁÐÅ
жËc
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
�cٽ�cٽ
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
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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
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Reference
6 LANGUAGE FOR COMMUNICATION
6 LANGUAGE FOR COMMUNICATION
6 6Language
Language
for
communication
6LANGUAGE
LANGUAGE
FORCOMMUNICATION
COMMUNICATION
For Speaking
ÄchµÐl±ÑÁ@½i
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LANGUAGE
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6
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Language
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Speaking
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Language for speaking
6 LANGUAGE
FOR COMMUNICATION
Language
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Speaking
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1-Language
for
learning
ÄchµÐl±ÑÁ@½i
ÄÉÊGhâÌ­ÑÁ@½i
For
Speaking
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Language
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learning
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LANGUAGE
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learning
ÄÉÊGhâ
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6 Language
LANGUAGE
FOR
COMMUNICATION
6sorry.
LANGUAGE
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I’m
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LANGUAGE
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Speaking
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6
LANGUAGE
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I’m
sorry.
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didn’t
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that.
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didn’t
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Language
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Speaking
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Language
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I’m
sorry.
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you
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Language
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Speaking
ÄchµÐl±ÑÁ@½i
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Could
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Speaking
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Could
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understand
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Could
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Could
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Could
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ÄchµÐl±ÑÁ@½i
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i ii
Could
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spell
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sorry.
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didn’t
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that.
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you
play
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Speaking
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I’m
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hear
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Could
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please?
I’m
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How
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Could
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How
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please?
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play
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Could
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I’m
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Could
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How
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English,
please?
How
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say…,
please?
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didn’t
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How
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say…,
please?
Could
you
say
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please?
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spell
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Excuse
me,
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does….mean,
please?
How
do
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pronounce
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word,
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Could
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spell
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pronounce…,
please?
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sorry.
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play
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doyou
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please?
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please?
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sorry.
didn’t
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say
that
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please?
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Ididn’t
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Excuse
but
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does….mean,
please?
How
do
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English,
please?
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you
spell
that,
please?
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do
you
say…in
English,
please?
Could
you
play
the
tape
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please?
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you
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please?
Excuse
me,
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How
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mean,
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play
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play
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me,
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spell
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please?
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me,
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mean
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…
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@ŠÐÔÑÂËö
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@ŠÐÔÑÂËö
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@ŠÐÔÑÂËö
That
is hbecause
À@ŠÐÔÑÂËö
hGgÏc …
As….
Since…
À@ŠÐÔÑÂËö
hGgÏc
GgÏc
Since…
...so…
Because
…
Since…
As
a
result,
…
As….
That
is
because
…
As
...
6.
À@ŠÐÔÑÂËö
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@ŠÐÔÑÂËö
hGgÏc……
Since…
Since…
Since…
6
...so…
As….
6.
À@ŠÐÔÑÂËö
h
GgÏc
As
a
result,
…
Because
of
that,
As
a
result,
…
Since…
As
a
result,
…
As….
As….
As….
6.
À@ŠÐÔÑÂËö
hGgÏc… …
6.Because
À@ŠÐÔÑÂËö
GgÏc
...so…
As
a result,
...
so
...hhof
of
6.Because
À@ŠÐÔÑÂËö
hthat,
GgÏc/…that,
… …
6.Because
À@ŠÐÔÑÂËö
GgÏc
As….
of
that,
...so…
6.À@ŠÐÔÑÂËö
À@ŠÐÔÑÂËö
hthis
GgÏc
As
aaresult,
…
Because
of
that,
…
...so…
6.Therefore,
h
GgÏc
...so…
As
result,
...
…
...so…
...so…
As
aa result,
…
6.6.À@ŠÐÔÑÂËö
À@ŠÐÔÑÂËö
6.
hhGgÏc
À@ŠÐÔÑÂËö
hGgÏc
GgÏc
Because
of…
that,
…
...so…
As
result,
…
As
a
result,
Because
this
/ that, ...
...so…
Because
ofof
that,
6. À@ŠÐÔÑÂËö
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
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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
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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
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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/
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