Virginija Rupainienė, Beata Baskakovienė, Sandra Shaw,
Romualda Liutkuvienė, Irma Šneiderienė
SUPER ENGLISH 4
Mokytojo knyga
ISBN 978-5-430-05273-7
2009 Kaunas
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DEAR TEACHERS,
We’re delighted to welcome you back to Super English and we’re sure that you and your students are going
to enjoy our latest in the series – SUPER ENGLISH 4!
Your students are becoming young adults and their knowledge of the world and their interests are
developing. In Super English 4, we have chosen topics which we hope will help them to develop and expand
their English while learning more about travelling, culture, sport, literature and the media. They will learn
how to avoid phishing and keep their personal information safe. They should become competent in taking
out travel insurance, booking hotel accommodation and understanding the hotel * rating system. They will
look in more depth at the problems associated with climate change and natural disasters. Many topics,
including the History of the Cinema, the media, reading habits and astrology, could provide a good
opportunity for project and research activities. We have also included information on some of the original
member states of the European Union.
We have again provided a range of activities for you to use in whichever way you choose – as a fun activity
at the end of a lesson, as homework or not at all.
In English there is a saying ‘Variety is the spice of life’ and this is what we try to provide in our Super
English series – lots of listening, reading, writing and speaking practice but, most importantly, we hope to
make learning English fun.
Good luck with your teaching.
Regards from,
The Super English Team
BACKGROUND TO THE COURSE. COURSEBOOK COMPONENTS
“Super English 4” is the fourth in a series of interactive English coursebooks which is specially designed for
pupils of the eighth form, who started learning English in the second form. This coursebook ensures the
fluent transition from the series of “Early School English“ coursebooks. It includes combination of the best
traditional communicative methods with more recent approaches of interactive language learning strategies.
“Super English 4” consists of a Student’s Book, an Activity Book with tests with graded tasks, a Teacher’s
Book and a CD. The Student’s Book also contains English–Lithuanian, Lithuanian–English vocabularies with
phonetic transcriptions and a table of irregular verbs. “Super English 4” consists of 32 units and offers
extensive and wellintegrated practice of speaking, listening, reading and writing skills. 32 is the number of
working weeks. It is recommended to have 4 English lessons a week. One unit contains 4 lessons providing
systematic preparation for all the skills required for successful communication in both spoken and written
form.
Units It’s Great to Know! following every eighth unit provide systematic review and consolidation of
language items and grammar structures provided earlier. The Activity Book follows the same structure as the
Student’s Book and consists of 32 units. It gives practice in vocabulary, grammar, communication, as well as
provides additional practice in writing. The Tests allow teachers to keep a thorough and regular check on
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their pupils’ progress. It consists of 16 tests that test pupils’ knowledge on grammar and vocabulary as well.
Teachers can be flexible and use the tasks from the Tests for extra practice, remedial work or as
supplementary tasks for brighter pupils. The Teacher’s Book contains unit-by-unit lesson notes, a key to the
Student’s Book and the Activity Book tasks and tapescripts. The CD contains all the recorded material from
the Student’s Book and the Tests that are marked by a special sign.
LANGUAGE ACTIVITIES
The pupils’ communicative language competence is activated in the performance of various language
activities, involving reception, production, interaction or mediation (here mediating activities in English
only). Each of these types of activity is possible in relation to texts in oral or written form, or both. As
processes, reception and production (oral and/or written) are obviously primary, since both are required for
interaction. Receptive activities include silent reading and/or listening following the record. Productive
activities have an important function in oral presentations, written works and reports and particular social
value is attached to them. In interaction at least two pupils participate in an oral and/or written exchange in
which production and reception alternate and may in fact overlap in oral communication. High importance is
generally attributed to interaction in language use and learning in view of its central role in communication.
“Super English 3” contributes to development of elementary mediation skills – when learners do
interpretation or paraphrase, summary or record, which provides for a third party a (re)formulation of a
context to which this third party does not have direct access.
PRINCIPLES BEHIND THE COURSE
“Super English 4” chooses up-to-date topics that appeal to young people. Heroes of one family representing
different generations from a friendly community join the themes of the coursebook into one whole. Learning
is based on communicative tasks. Many of them are designed so that pupils can work in pairs,
simultaneously, in order to increase pupils’ talking time. For other kinds of activities, e.g. roleplays,
discussions, questionnaires, and projects, pupils can work in groups which provide an opportunity for shy
pupils to talk more and encourage cooperation. You will also find graded tasks that give full support for
mixed level classes. Regular projects in the Student’s Book will enable both less successful and stronger
pupils to use knowledge gained and to express themselves creatively.
Cross-curricular themes that you will find in the coursebook teach more English and encourage pupils to
talk about a variety of topics in English. Pupils will find a lot of possibilities to apply and deepen their
knowledge gained during History, Maths, Nature Studies, Arts and Music while working on up-to-date
topics. They are also encouraged to learn autonomously by making use of the web addresses where they can
find useful information.
THE STRUCTURE OF THE UNITS
Each unit is divided into four lessons. All the units start with Warm-up activities. They serve as pre-reading
or pre-listening tasks by encouraging pupils to discuss or predict what they know about the topic. Pupils are
also asked to give opinions or express reasons for their arguments. Reading or listening and reading tasks
where pre- and post-reading/listening tasks are introduced in a form of questions, true and false statements,
discussions or other exercises which encourage pupils to reproduce information from the text and master the
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new vocabulary which is always introduced in the FindLearnUse. There are different types of activities for a
text analysis such as reading or listening for gist, understanding vocabulary from the context and
summarizing text in their own words. Grammar section It’s Great To Know! presents grammar structures in a
clear, comprehensible way. First of all, this section presents short dialogues containing grammar, stimulating
inductive recognition and only after that introducing a grammar rule itself in a form of informative tables
with highlighted grammar structures. Pupils can expand their knowledge of grammar through a variety of
useful tasks that are given after that. Listening and speaking tasks are focused on communication too. Pupils
are given the opportunity to develop competence in their listening and speaking skills through various
exercises and activities. Writing activities usually marked by M.E.P. are always based on examples. Pupils
can see grammar and lexical structures in a description. After that they have to plan how to write their own
compositions step by step. The Have Fun! at the end of each unit provide a range of entertaining activities
introducing English culture through songs, poems, chants, jokes, tongue-twisters, jumbled stories, riddles
that also serve for learning purposes. You will also find little reminders of important days each month. The
Activity Book can be done either in class or at home. It provides further practice of the language points
introduced in the Student’s Book.
HOW TO COLLECT WORKS IN MY ENGLISH PORTFOLIO – M.E.P.
The novelty in “Super English 4” is My English Portfolio. M.E.P. to some extent is designed according to
European Language Portfolio which is meant to make it possible for pupils to document their progress
towards pluralingual competence by recording learning experiences of all kinds. M.E.P. will encourage
pupils to include a regularly updated statement of their self-assessed proficiency in the English language
every eighth lesson when they will fill in self-assessment grids evaluating their communicative language
competence in various language activities, such as reception, production, interaction or mediation. In
“Super English 4” M.E.P. also includes a set of written and other works (usually short compositions) created
by a pupil and collected together. Pupils are encouraged to create works following the clearly set structures
and examples after covering a new theme. Presentation of pupils’ works, analysis, evaluation in groups and
individually, as well as mediation is encouraged after that. Each revision unit has got self-evaluation grids
which are made according to the requirements of the Common European Framework where pupils are able
to self-evaluate their knowledge and compare their evaluation with the one of their teacher’s.
You
ORGANISATION OF THE LESSON
The teacher’s choice of organisation of a lesson obviously depends on the preferred teaching style, the
individual classroom situation and the learning environment. These are only some general suggestions for
teachers:
• At the beginning of the lesson introduce a new topic and set the learning goals. Revise the material which
pupils learned during the previous lesson.
• Try to change teaching methods during your lessons. Motivate pupils. Encourage them to give and receive
information about the real world.
• Before setting homework remember that your classes include pupils with different abilities.
• At the end of the lesson encourage your pupils to draw conclusions, to sum up what they have learned and
evaluate their own performance.
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REVISION LESSONS
Units It’s Great to Know! are organised after every eighth unit and set a systematic review of language
structures, vocabulary, and grammar based on the material learned. Pupils are encouraged to take part in a
Project Work, consolidate the learned vocabulary in the Now I Can! section, apply their general knowledge
in the Quiz and revise their knowledge of grammar in the Auction Game. At the end of the unit Mini
Conferences should be organised. The topic selected for the Project Work can be developed into a poster, a
book, a newspaper, a booklet, a mind map or PowerPoint presentation. In Now I Can part pupils work in
pairs and try to comment on the given questions. In this way they revise all the vocabulary and grammar
structures they have learned. You may ask to make some notes on the items discussed and present some of
them to the class later or ask pupils to change pairs and exchange the information they have received while
working with the first partner. The Quiz helps to check pupils’ attentiveness while all the information is
taken from previous units. This part is a multiple choice activity where pupils choose the correct answer
either individually or in pairs. Discussion on the correct answer can be encouraged later. The Auction Game
can be led either by a teacher or by pupils, either as a whole class or as a group activity. This task consists of
correct and incorrect sentences which are read by the leader of the game. Pupils may use drawn or imaginary
money to buy the offered sentences, but each of the pupils has to have the same amount of money for a start.
After the leader of the game reads a sentence pupils can offer money for it, the owner is the pupil who offers
the biggest amount of money. If pupils buy wrong sentences they lose the offered amount of their money.
The pupil who has the greatest number of correct sentences and the greatest amount of money at the end of
the game is the winner. Your own variations on the rules of the game can be introduced. The Mini
Conference can be organised as an exhibition or cooperative work of different groups of pupils or even
classes. Pupils’ parents can also be invited to watch children’s presentations. Units Find out if you know it
well come in every eighth unit in the Activity Book. These units give children opportunities to revise
vocabulary, grammar and writing skills as well. Each task is evaluated by points. The evaluation tables at the
end of the Activity Book help pupils to carry out self-evaluation. Assessment grids based on Illustrative
descriptors peculiar for the A 2.2. level are prepared according to the requirements of Common European
Framework. They can be found at the end of Find out if you know it well units. Pupils can assess progress of
their general language performance in various language activities, involving reception, production,
interaction or mediation. Pupils get feedback about their success in the activities from their teacher as well.
DEVELOPMENT OF COMPREHENSIVE SKILLS
Listening
To improve pupils’ listening skills the coursebook contains different listening tasks. Some listening tasks
prepare pupils for reading and propose additional information for them. Some activities are meant for gap
filling, some are with the provided tapescripts and others are open listening activities without provided
tapescripts. Before listening, the tasks should be clearly explained and the necessary words if there are new
ones in the listening task should be presented. In some cases pupils have to answer the questions, in other
cases to copy the numbers from Student’s Book and write the missing information into their exercise books.
In order to avoid misunderstanding look at the task with pupils and make sure if everyone knows what to do.
It is recommended to play the CD twice as the first time pupils listen to get general understanding and then
look for specific information. Ask pupils to close their books while you play the CD.
How to teach listening:
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a) Encourage pupils to do pre-listening tasks such as guessing, sharing ideas and prediction. Write guesses
up on the board and then check them when pupils have finished listening;
b) Encourage pupils to check their answers in pairs before they present them to class and if there are some
differences encourage the discussion;
c) Discuss the tasks with pupils after they have performed them. Discuss how difficult and how interesting
the tasks were so that pupils are aware of different types of listening and encourage them to interpret,
summarise or re-formulate what their friends have discussed.
Speaking
“Super English 4” is based on the communicative teaching and learning so most of the activities are done in
pairs, groups or with a whole class. Activities are intended to create definite situations where specific
language structures must be used. Sometimes pupils have to discuss the information they have heard or read;
sometimes they have to interview friends to make presentations; or they have the so called jigsaw activities
when pupils having different information share it to make a final decision. Mediation is a new
communicative activity where pupils after a discussion or interviewing their friends have to present the
information to the rest of the class or other group from their point of view. Each speaking activity should be
demonstrated by the teacher and one of the pupils, then by two pupils for others to fulfil the task correctly
and use the necessary language structures and appropriate vocabulary. Time limit should be given for each
activity. As every speaking activity is significant and connected to the topic learned, the communication
should proceed naturally. Encourage pupils to interpret, summarise or re-formulate what their friends have
spoken. Thus, speaking activities in the SB can be divided into Interaction, production, mediation.
Reading
“Super English 4” provides pupils with a wide variety of texts to read, such as brochures, tales, extracts from
books, e-mail messages, a magazine page, a postcard, questionnaires, letters, descriptions, poems,
advertisements, interviews and posters that vary in length too. There is also a wide-ranging selection of
reading task types: prediction, table completion, true/false, matching texts with pictures, reading for specific
information, expressing personal reactions to the texts and discussions. Reading provides the context for new
language and sometimes acts as a model for writing. Most important is that it evokes ideas and discussion.
All the texts are recorded on the CD.
How to teach reading:
a) Encourage pupils to do pre-reading activities such as guessing and prediction. Write guesses on the board
and then check them when pupils have finished reading;
b) Encourage pupils to guess the meaning of the words;
c) Discuss the texts and tasks with pupils after they have performed them. Discuss how difficult and how
interesting the texts were so that pupils are aware of different types of texts and encourage them to interpret,
summarise or re-formulate what their friends have discussed.
Writing
There are units which have one major writing task M.E.P. in the Student’s Book. The Activity Book also
offers a variety of guided writing activities. The writing tasks have two-fold purpose: either to consolidate
the language or help pupils to write specific types of writing: e-mails, a description of a dream house, a
place, a recipe, a description of a pet, a class friend, a description of a favourite book, a festival, an
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invitation, an advertisement, a poster, a story and a description of a favorite film. M.E.P. writing is carefully
staged. There are steps which should be carefully followed by pupils: brainstorming ideas (using questions,
mind maps); paragraph planning; drafting (using useful vocabulary and linking words); checking (content,
organisation, grammar, and spelling); audience awareness; self-assessment grid.
How to teach writing:
a) Make sure that pupils are following the steps of writing for M.E.P.
b) Try out some written tasks in pairs/groups.
c) Make assessment criteria clear. Tell your pupils what criteria you will be using to assess their writing,
before they start the task.
d) Emphasize the importance of the planning stage. By this you will encourage your pupils to spend more
time planning, as well as help them to develop note-writing skills.
e) Make sure pupils check their writing. Remind them to improve the content or organisation of their writing.
They also need to find mistakes by themselves before they give their work to the teacher or their friend.
f) Make sure that the writing tasks are read and feedback about their writing is given. Pupils should be
encouraged to read their works aloud and react to each other’s work, i.e. to interpret, summarise or
reformulate what their friends have written. This helps pupils to see the communicative importance of
writing.
TEACHING NEW WORDS
All new words are presented in a rubric FindLearnUse. It means that pupils will go through three main
stages to memorize the new vocabulary.
Find – new words are presented in a context which is familiar to pupils. Visual support is also very
important to help the pupils understand the meaning of new words. That is why a lot of illustrations (photos,
pictures) are used in each unit to illustrate all the texts. When pupils are already familiar with the context of
the text, they simply can guess the meaning of new words; teachers can also elicit new words by asking
questions related to the content of the text; describe an object or an action; use actions, expressions, gestures
and mime. Teachers can explain the words in simple English, ask pupils to use dictionaries or show
flashcards or magazine pictures. These techniques are more motivating and memorable than giving pupils a
list of words to learn.
Learn – at this stage pupils practise and memorize new words of a particular unit by using them in short
dialogues, descriptions and other activities which are designed so that pupils can discover new connections
between words themselves.
Use – pupils practise new words regularly, consolidate and recycle them in different contexts. There are also
a lot of different communicative, grammatical activities in the Activity Book which help to reinforce and
memorize new words in an effective and motivating way. One of the suggestions to liven work with a new
vocabulary and foster the learner’s analytical inclinations is the usage of the so called vocabulary cards. On
one side of the card pupils write the new word in English (1) on the other they write the translation of this
word in Lithuanian and the example sentence in English taken from the coursebook or from the dictionary
(2). Pupils can draw simple pictures or glue a photo to illustrate the word. Each pupil makes his own set of
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cards. The next lesson pupils in pairs take turns asking “What’s the English for “važinėtis dviračiu”?” If a
partner A does not know/remember the word his partner B shows him the card with an example (side 2 on
the card) what probably will help to recollect the word. This activity can be carried out at the beginning of
each lesson for a few minutes, putting the cards with the words that are learned well into one envelope and
the words that still need to be learned into another.
TEACHING GRAMMAR
New grammar structures are presented in a rubric It’s Great To Know! This grammar section presents
grammar structures in a clear and easy way. First of all, new grammar patterns are presented in a short
dialogue which contains the grammar structures to be taught. This technique is called the inductive
recognition. And only after that new grammar rules are introduced in a form of informative table with
highlighted grammar structures. Then pupils can expand their knowledge of grammar while doing a variety
of grammar exercises based on communicative approach. Grammar is often more memorable if pupils can
discover new patterns themselves. When they elicit rules themselves, this gives them a sense of achievement.
WHAT IS HAVE FUN?
These activities will help to develop the following features and skills: pronunciation, listening, stress and
intonation. Before singing a song you can ask your pupils to read it aloud and find the meaning of the song
or you can simply ask to close the books and listen for gist. Also while listening to a poem ask pupils to
repeat the lines in order to feel the stress and intonation. These activities raise pupils’ positive emotions and
make learning English real fun.
CULTURE CORNER
A new feature to our series is called Culture Corner, and you’ll find one after every Revision Unit. These
units are designed to familiarise your students with the unique cultures and histories of England, Scotland,
Wales, and Ireland, by providing them with interesting facts, stories, and discussion activities. The Culture
Corner units are entirely optional – if you don’t have time for them during the semester, they can be used at
the end, or even saved for the end of the school year... or dropped altogether. They simply offer you one
more way to tailor Super English 4 to the needs and interests of your class.
DEBATES
This year our special focus is on debate which helps to improve communicative competence immensely.
From its very beginning, debate has been inextricably intertwined with the concept of an open society. In
ancient Athens, citizens gathered in forums to discuss and debate the most pressing issues of the day before
casting their votes. Such debates were an integral part of the new form of government Athens was to
bequeath to the world: democracy.
Unlike totalitarian and other undemocratic regimes where a limited set of ideas are imposed as absolute
truths, democratic societies depend upon the free and open exchange of ideas. Indeed, it may be said that true
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democracy cannot exist without debate. For democracy to function, the values that debate encourages reason, tolerance, the careful weighing of evidence - must be cherished and nurtured. But even within
societies that restrict open discussion, debate can teach young people that no person or government possesses
the ultimate truth.
And just as Socrates spurred his listeners to examine their assumptions 2,500 years ago, students should be
encouraged to question, to listen to each other, and to explore even the most volatile subjects openly and in
the spirit of tolerance and cooperation.
What are debates? Many people often answer: „an argument“. The dictionary defines debate as a formal
discussion of a particular problem, subject in which people express different opinions.
The idea behind debate is that there are two sides to every issue. In a debate the two sides are known as the
Affirmative (or Government) and the Negative (or Opposition). The two sides of the debate have different
jobs arising from their position with respect to the resolution, issue or topic. The Affirmative side supports
the resolution. The Negative opposes or clashes with the Affirmative. Since the Affirmative supports the
resolution they are in favour of the change. The Negative wants to convince the judges that the Affirmative
arguments should be rejected.
Formal debates, as a means of education, were introduced at the end of the 19th century, when the first
debate competitions were organised in the universities on the East Coast of the USA. In 1960, the series of
public televised debates between John F. Kennedy and Richard Nixon made this activity very popular and
numerous debate clubs and organisations appeared. There is diversity of debate styles, but they all have
something in common – the approach of a theme from two diametrically opposed perspectives. The theme of
the debate represents only a pretext of practising communication abilities in the public space, of critical
thinking and logical argument, structured and efficient – and not an attempt to assess the value of truth of
one of the two positions expressed during the debate. At international level, the debate activity is extremely
appreciated, being considered one of the most efficient methods of non-formal education.
Debate is a formal contest of argumentation between two teams or individuals. But more broadly, and more
importantly, debate is an essential tool for developing and maintaining democracy and open societies. More
than a mere verbal or performance skill, debate embodies the ideals of reasoned argument, tolerance for
divergent points of view, and rigorous self-examination.
Debate is, above all, a way for those who hold opposing views to discuss controversial issues without
descending to insult, emotional appeals, or personal bias. A key trademark of debate is that it rarely ends in
agreement, but rather, allows for a robust analysis of the question at hand. Perhaps this is what French
philosopher Joseph Joubert meant when he said: “It is better to debate a question without settling it, than to
settle a question without debating it.”
How to debate? At the secondary school level debaters follow the Karl Popper debate format, which
places students in two teams of three members. The first speakers of both teams present their position for 6
minutes, the second and the third speak for 5 minutes. Junior speakers may deliver shorter speeches (5 and 4
minutes). Teams are presented with a “resolution” such as “Charity is the greatest value”, “Economic
development should be valued above protection of the environment” or “Human genetic engineering is
immoral.” The team affirming the resolution speaks first. The opposing team then must refute the arguments
offered by the affirming team and offer arguments rejecting the resolution. Both sides are given the
opportunity to present their positions and to directly question the opposing team. Neutral judges - usually
parents or teachers – evaluate the persuasiveness of the arguments and offer constructive feedback on such
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elements as faulty logic, insufficient evidence, and arguments debaters may have overlooked. Debate teams
are judged strictly on the merits of their arguments.
While debating the students should avoid being rude or impolite. They should respect their opponents.
Debate should be a spirited clash of issues and wits. It should never be a clash of personalities.
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UNIT 1
TRAVELLER’S QUIZ
Student’s Book
Ex. 4
1. It’s Stonehenge on Salisbury Plain in England.
2. Stonehenge was built 5.000 years ago.
3. Many myths have spread about the origin of these stones and their use, that it was an ancient observatory;
a Neolithic burial ground; a landing pad for alien spacecraft; a place for sun worship or part of a huge
astronomic calendar.
4. The stones are arranged to line up with the rising of the sun in the summer solstice and the setting sun in
the winter solstice.
5. It has changed a little because many years have passed. Only about half of the original monument remains
today. Some of the stones have sunk into the ground, while others have been taken away for building or to
repair farm tracks.
6. No, it isn’t. There have been many ideas.
7. In the 11th century, it was suggested that it had been created by the wizard Merlin using stones transported
from Ireland. In the 18th century, people thought that it had been built by the Druids, but that was soon
proved wrong as their culture did not begin to grow until about 300 BC. It was probably designed and built
by Britain’s own native tribes.
Ex. 5
1. F – It is on Salisbury Plain in England.
2. F – The word “henge” means “to hang”, so Stonehenge means “Hanging Stones”.
3. T
4. F – It was designed and built by Britain’s own native tribes.
5. T
6. F – Coach tours leave from London to Stonehenge every day.
Ex. 6
1. have just read; 2. am writing; 3. dreams; 4. Do you use; 5. Have you been; have you visited;
6. are you looking; am watching; is flying; 7. has got, worships.
Ex. 9
Wonders of the Modern World
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A. Cars
B. Fridges
C. Television D. Computers E. Microwave ovens F. Space shuttles
1. Now that they are here, we wonder what we ever did without them. The first ones were huge but today
they take up much less space. They have changed the way we work, live and communicate, and they are
improving all the time.
2. Today’s children even have them in their bedrooms. Our grandparents think they have stopped us
reading. Because of them, we don’t need to travel to learn about the world around us. The sports
reporting is fantastic.
3. Once upon a time, people couldn’t believe that we could fly like birds and now we can travel to other
planets. Soon holidays in our world will be normal and everyone will want to travel to the moon and
beyond
4. In today’s world many families have two of them. They cause a lot of accidents and create pollution.
Teenagers can’t wait to be old enough to pass their test. I wish we could return to the days of horses and
carriages, I think they were much more romantic.
5. The first one was invented in 1805, but they didn’t become popular until the 1880s. Families began to
use them in the 1920s and 30s. They help us to be healthier and we can shop less often. My grandmother
used to keep meat and milk in a box outside the back door in winter.
6. They were invented accidentally in 1946. The first ones were big and heavy. By 1975 there were more
sold than gas cookers. Some people just use them for heating convenience foods while others cook with
them. I wouldn’t like to be without mine.
1. D; 2. C; 3. F; 4. A; 5. B; 6. E.
Have Fun
1. The Pyramids
2. The Great Wall
3. The Colossus of Rhodes
4. The Hanging Gardens of Babylon
5. Stonehenge
6. The Taj Mahal
c. Egypt
d. China
a. Greece
f. Iraq
b. England
e. India
_____________________________________________________________________________
Activity Book
Ex. 1
2. accidentally; 3. beyond; 4. worship; astronomical; 5. native; 6. designed; 7. heating; 8. origin; 9.
communicate; 10. pass; 11. sunk.
Ex. 2
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1. am solving; 2. Have you visited; are going to visit; 3. are you doing; am watching; have already seen;
want; 4. Have you heard; know; 5. rest; watch; 6. have you been; have you travelled; 7. does ... like to draw;
is drawing; 8. is; don’t know; 9. has passed; has; thinks; is.
Ex. 3
1. Everybody has a favourite place for celebrating different festivals.
2. The stones of Stonehenge are arranged in a big circle.
3. There are a lot of World Heritage sites in Great Britain.
4. Computers have changed the way people work and live.
5. If you want to drive a car, you must have a driving licence.
6. The travellers were very tired, so they decided to rest at the small inn.
Ex. 4
1. B; 2. B; 3. C; 4. A; 5. C; 6. B.
Ex. 5
1. your; 2. his; 3. mine; 4. theirs; 5. yours; 6. its; 7. her; their; 8. my; hers; 9. mine; 10. our; its.
Ex. 6
When at Rome do as the Romans do.
UNIT 2
WITH FRIENDS LIKE THOSE!
Student’s Book
Ex. 3
1. E; 2. D; 3. F; 4. B; 5. A; 6.
Ex. 7
1. How long have you been playing computer games?
2. How long have you been chatting with friends on the Internet?
3. How long have you been studying history?
4. How long have you been reading a book?
5. How long have you been doing your homework?
6. How long have you been watching TV?
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Ex. 9
1. I really like my friend Jennifer and we have a lot in common. We met when our family moved house and
we were both of a similar age. If I have a problem, she’ll drop everything to come and help but she’s got one
trait that drives me mad. She is completely unreliable! The number of times we have arranged to go
somewhere or to do something together and she doesn’t appear. Every time, I say, “That’s it! I’m having
nothing more to do with her.” But I usually change my mind I can’t stay angry with her for long. She’s got
more good points than the bad ones.
2. When we went to Spain on holiday last year, my friend and I met a couple of guys on the beach. They
were staying in the same apartment b as us. We had a great time swimming and playing tennis; we even
hired bikes one day and cycled miles. In the evening, we went to a nearby disco and met up with a group of
girls. It made the holiday much more fun. We exchanged email addresses and promised to be in touch and
perhaps meet up again next year. I wonder if we will.
3. I’m still in touch with my best friend from school, surprising after ten years. She’s one of those people
who keep in touch with everyone. She can still look at an old school photo and name everyone in the picture.
I can’t even remember half of them. She moved to England with her family but email makes it so easy to
keep in touch. I don’t see her very often, about once a year; perhaps that’s why we’re still friends.
Have Fun
Quiz
Your mates ask to borrow money from you. It’s the second time this month they’ve asked and they
haven’t paid you back for the last time yet. What do you do?
a) Refuse until they pay you back the money they already owe.
b) Say yes but get the friend to write an IOU.
c) Say yes; you know they'll pay you back when they can.
You’ve been chatting to someone online for three months and they want to meet you. What will you
do?
a) Say no, you don’t know enough about them.
b) Say yes, but tell your parents and take a friend with you.
c) Say yes and go alone without telling anyone.
You’ve just started seeing someone new, but they ask that you only text them, not call, and don't want
to tell others about the relationship. What are you thinking?
a) Time to stop: they're probably seeing someone else and cheating you.
b) You should ask why, so you could both talk about it and decide about what happens next.
c) OK. Maybe it’s a good idea to see just how things go before getting too involved.
You tell a mate a secret and find out he/she’s told someone else. What do you do?
14
a) Decide to keep your feelings to yourself in the future.
b) Avoid telling this person any more secrets.
c) Make this person understand that next time you tell your secret, he/she has to keep it to himself/herself.
You’ve been out and are on your way home. The older brother of someone you know only a little bit
stops his car and offers to take you home. What do you do?
a) Say “No”; you never know what might happen.
b) Call your parents and make sure it’s OK.
c) Jump quickly in.
How did you do?
All about the As
While nobody’s ever going to get one over on you, you might come across as too suspicious.
Bucketload of Bs
You put your faith in others, but not blindly and you're nobody’s fool.
A sea of Cs
Perhaps you’re a bit too trusting. Take a bit more care.
Activity Book
Ex. 1
1. private; 2. advantages; 3. account; 4. disagreements; 5. judge; 6. sociable; 7. cheer up; 8. fall out.
Ex. 2
1. similar; 2. unreliable; 3. exchanged; 4. changed her mind; 5. trait; 6. keep in touch; 7. drives me mad; 8.
nearby.
Ex. 3
1. has … been playing; 2. have been communicating; 3. hasn’t been reading; 4. have been chatting; 5. have
… been studying; 6. haven’t been writing; 7. have been dancing; 8. has been fishing.
Ex. 4
making; exchanging; running; chatting; speaking; driving; falling; cheering.
Ex. 5
Infinitive
Third form
Infinitive
chat
chatted
take
Third form
Infinitive
Third form
took
do
done
fall
fallen
judge
judged
change
changed
write
written
drive
driven
put
put
15
make
made
give
given
have
had
bring
brought
go
gone
arrange
arranged
be
been
come
come
feel
felt
Ex. 6
1. We have played chess, but we haven’t played computer games yet. 2. I have made three friends on the
Internet, but I haven’t made new friends at school. 3. Tom has been to England, but he hasn’t been to Poland.
4. I have read a book, but I haven’t done my homework. 5. He has brought some biscuits, but he hasn’t
brought any fruit to the party.
Ex. 7
1. b) hasn’t eaten; 2. b) have been planting; 3. b) Have ... done; 4. a) have been discussing; 5. b) have visited;
6. a) has given.
Ex. 8
2. The girl has been doing the washing-up for 20 minutes. 3. Children have been watching TV for 30
minutes. 4. The kitten has eaten two fish. 5. A man has built a house.
Ex. 9
1. offline; 2. disagreement; 3. instant; 4. exchange; 5. involve; 6. judge; 7. sociable; 8. cheer up; 9. disco; 10.
penny.
UNIT 3
EAT IT
Student’s Book
Ex. 3
Presenter – someone who introduces a television or radio show; welcome – to meet and speak to someone
in a friendly way when they come to the place where you are; recent – happening or starting from a short
time ago; survey – an examination of opinions, behaviour, etc., made by asking people questions; overtake –
to become greater in number, amount or importance than something else; smoking – the act of smoking a
cigarette; cause – to make something happen, especially something bad; cause – the person or thing that
makes something happen, the reason of something; illness – a disease of the body or mind; physical –
connected with the body; caused – made to happen, especially something bad; inactivity – a period of doing
nothing; affect – influence; diet – the food and drink usually taken by a person or group; minimal – very
small in amount; preparation – the things that you do or the time that you spend preparing for something;
minimise – make smaller; takeaways – a meal cooked and bought at a shop or restaurant, but taken
somewhere else, often home, to be eaten, or the shop or restaurant itself; snack – a small amount of food that
16
is eaten between meals, or a very small meal; a soft drink – a cold, usually sweet, drink which does not
contain alcohol; calories – units of energy which are used as a measurement for the amount of energy which
food provides; nutrients – any substance which plants or animals need in order to live and grow; balanced
– combination of the correct types and amounts.
Ex. 4
Presenter:
Today on ‘Healthy Living’ we will be talking about eating habits and I am happy to welcome
the Minister for Health Mrs Diette.
A recent survey says that the Couch Potato lifestyle has overtaken smoking as the most
important cause of illness in the EU countries. Why do you think that is?
Mrs Diette
Well, a Couch Potato is a person who doesn’t like physical activity and prefers spending his
or her time sitting down – usually to watch TV. I think the remote control was probably
invented for the Couch Potato.
Presenter:
Are you saying that the problem is only caused by inactivity then?
Mrs Diette
No, being a Couch Potato doesn’t just affect how fit you are, but your eating habits too.
Presenter:
So, what is their diet? What do they eat then?
Mrs Diette
In a word – convenience! Minimal preparation and clean-up – to minimise the time they
spend away from the sofa. For example – fast food, takeaways, microwave meals, snacks
and soft drinks.
Presenter:
Surely, you aren’t saying that all these foods are bad for you?
Mrs Diette
No ... it’s all in the preparation, but most of them have a lot of fat, calories, salt and sugar
and don’t have vegetables and energy giving nutrients. You fill up on ‘empty’ calories which
leave you feeling blown up and sleepy. We all need to eat a balanced diet.
Presenter:
Thank you for coming in. Tomorrow morning we will be discussing – what makes a
balanced diet?
Health problems are caused by smoking, little physical activity (inactivity), eating habits (for example – fast
food, takeaways, microwave meals, snacks and soft drinks).
Ex. 5
1. False. ‘Healthy Living’ is about eating habits.
2. False. Couch Potato is a person who doesn’t like physical activity and prefers spending his or her time
sitting down – usually to watch TV.
3. False. Fast food, takeaways, microwave meals, snacks and soft drinks have a lot of fat, calories, salt and
sugar and don’t have vegetables and energy giving nutrients.
4. False. Fast food needs minimum preparation and fills us with ‘empty’ calories.
Ex. 6
17
1. Children have won every game this season. 2. There is a book on each desk. 3. There is one lesson every
hour. 4. Each flat has got a balcony. 5. Every seat in the bus is taken. 6. Each side of a table is the same. 7.
Each player has got three cards.
Ex. 7
1. Mark and I have got one bicycle. Mark and I each have got a bicycle. 2. We all have balanced diet. Every
one of us has a balanced diet. 3. All the dishes we ate have got many vitamins. Every dish we ate has got
many vitamins. 4. She is very popular all people like her. She is very popular, everybody likes her. 5. All
children in our class know how to cook spaghetti. Each child in our class knows how to cook spaghetti.
Ex. 8
1. What do you do to keep fit? 2. What food is healthy? 3. What is the best way to spend one’s free time? 4.
What food has the most nutrients? 5. Why shouldn’t we eat junk food?
Ex. 9
Vietnamese - Vietnamo; vietnamiečių; vietnamietis; Vietnam - Vietnamas; Mexican - meksikietiškas,
meksikiečių; Meksikos; meksikietis; Mexico - Meksika; Arabic - arabiškas, arabų; arabų kalba; Saudi
Arabia - Saudo Arabija; African - afrikiečių, afrikietiškas; Afrikos; afrikietis; South Africa - Pietų Afrika;
Thai - tailandiečių; Tailando gyventojas, tailandietis; tajų kalba; Thailand - Tailandas.
Ex. 10
Curry, Spice and all Things Nice
What do we mean by ethnic food? It is food from countries other than our own which have a different food
culture to us.
The term restaurant was first used in the 16th century but it wasn’t till 1765 that it began to be used in its
present meaning?
According to the Guinness book of records the oldest existing restaurant today is in Madrid, but the earliest
recorded eating house is Ma Yung’s Bucket Chicken House in China where ‘dim sum’ were invented in 1153
AD. Dim sum are a wide choice of light dishes which may include meat, fish, vegetables, desserts and fruit
and are served with Chinese tea until noon.
Ethnic restaurants in Britain started in the 20th century but the recipes and dishes themselves appeared in
coffee houses and inns over one hundred years earlier. Indian food has a much longer history because of the
influence of Indian seamen who jumped the ship in London to look for a new and better life.
The first wave of Chinese immigrants arrived in Britain in the second half of the 19th century and soon
opened their laundries and eating places. The late 50s saw the opening of the first Chinese take-away and
soon most towns had a take-away together with the traditional British Fish & Chip shop.
Today, we have the opportunity to taste food from many other different cultures: Japanese, Thai,
Vietnamese, Mexican, Arabic and African.
Have Fun
1. mushrooms; 2. cereal; 3. fruit; 4. fish; 5. tea; 6. eggs; 7. meat; 8. sushi.
18
Sausages
____________________________________________________________________
Activity Book
Ex. 1
1. cause, illness; 2. takeaway; 3. immigrants, habits; 4. welcome; 5. nutrient; 6. calories, diet; 7. balanced
diet; 8. habits affect.
Ex. 2
1. curry; 2. dessert; 3. ethic; 4. inactivity; 5. affect; 6. Madrid; 7. minimal; 8. recent.
Ex. 4
1. every; 2. each; 3. every; 4. each; 5. every; 6. every; 7. Each; 8. every; 9. each; 10. every.
Ex. 5
1. b; 2. c; 3. c; 4. c; 5. b; 6. b; 7. a; 8. a; 9. a; 10. a.
Ex. 6
1. Every; 2. each; 3. Not all; 4. Every; 5. each; 6. all; 7. Each; 8. Every; 9. All; 10. every.
Have Fun
B↓
T→
A
K
Y
R
R
U
C←
R→
E
C
E
N
T
A→
F
F
E
C
D↓
A
F→
R
S
T
I
A
N
E
K
O
E
W
I
A
Y
A
T
K
T
A
E→
O
T→
A
S↓
K
F→
E
E
T
E
S↑
I
D↑
A
C←
UNIT 4
WOULD YOU LIKE ENGLISH OR LITHUANIAN BREAKFAST?
Student’s Book
19
Ex. 4
1. Two slices of bacon, two sausages, tomatoes, mushrooms, fried bread with either fried or scrambled eggs
make a full English breakfast.
2. The first guest would like to book a single room with ensuite facilities, Internet access and
satellite TV for two nights.
3. The second guest wanted a double room with a view and half boar
4. Yes, she was. She said, “I knew it was a great idea to come to New York.”
5. He needed a room for a night because his plane was late. (“Please, I’m here on business, my plane was late
and I need a room for one night.”)
6. He’ll take the single room at the back of the hotel facing a wall as it’s dark now and he’ll be up early in
the morning so he doesn’t need a view.
Ex. 5
A. 3; B. 1; C. 4; D. 5; E. 2; F. 7; G. 6.
Ex. 8
1. disappeared; 2. react; 3. redo; 4. debone; 5. disagreed.
Ex. 10
Interview with a Travel Agent
Reporter: One of the many questions asked by our readers is: ‘What do the different star ratings for hotels
mean?’
Travel Agent: A good question and not an easy one to answer because star ratings are different from country
to country.
Reporter: Well, let’s start with UK hotels.
Travel Agent: OK! 1* indicates a simple, practical, and basic hotel. It should be clean but
won’t have any extras in the room. A 2* hotel should be well-presented and well-run while in
a 3* you would also expect a good level of quality and comfort.
Reporter: Right! What about the top hotels then?
Travel Agent: Well, in a 4* you will expect an excellent standard in the whole hotel and in the
restaurant. Rooms would have ensuite bath or shower with toiletries, TV, hairdryer,
tea and coffee making facilities and perhaps a mini-bar.
Reporter: And 5*? What else could there be?
Travel Agent: Luxury! Everything a 4* offers but of a higher standard. Bathroom with bath,
separate shower and top quality toiletries. TV with satellite channels, mini-bar,
top-class restaurant and the best possible service.
20
Reporter: Thank you, that should help our readers to decide where to stay.
Ex. 11
1. A reporter and a travel agent are taking part in the conversation.
2. We can find 5 types of hotels in the UK.
3. What standards will we expect in each type of a hotel? 1* indicates a simple, practical, and basic hotel. A
2* hotel should be well-presented and well-run. In a 3* hotel people expect a good level of quality and
comfort. In a 4* hotel we will expect an excellent standard in the whole hotel and in the restaurant. (Rooms
have ensuite bath or shower with toiletries, TV, hairdryer, tea and coffee making facilities and perhaps a
mini-bar. In 5* hotel we can expect luxury everything a 4* hotel offers, but of a higher standard.
4. 5* hotel is the best. It offers luxury – a bathroom with bath, separate shower and top quality toiletries. TV
with satellite channels, mini-bar, top-class restaurant and the best possible service.
5. People usually try to choose the best hotel, but everything depends on money they have.
___________________________________________________________________________
Activity Book
Ex. 1
1. half board; 2. hash browns; 3. a receptionist; 4. a reservation; 5. go sightseeing; 6. steaks; 7. luxury; 8.
toiletries; 9. Internet access; 10. waffles on.
Ex. 2
Base Form
Past Simple
Past Participle
Base Form
Past Simple
Past Participle
marry
married
married
influence
influenced
influenced
indicate
indicated
indicated
bother
bothered
bothered
stay
stayed
stayed
cry
cried
cried
travel
travelled
travelled
grab
grabbed
grabbed
stop
stopped
stopped
delay
delayed
delayed
Ex. 3
1. disappeared; 2. broaden; 3. reread; 4. untie; 5. overwork; 6. organise; 7. brightened.
Ex. 4
1. have just come; 2. I’ll eat; 3. I am waiting for; 4. She is learning; 5. didn’t finish; 6. must book 7. has
never lived; 8. If the weather is cold.
Ex. 5
21
1. ratings; different; 2. indicates; basic; 3. level; comfort; 4. luxury; standard; 5. service.
Ex. 6
Across: 1. record; 2. communicate; 3. dessert; 4. screen; 5. snack; 6. coach; 7. penny.
Down: 8. croissant; 9. double; 10. cafe; 11. habit; 12.seaman ; 13. spice.
UNIT 5
WHAT A MISFORTUNE!
Student’s Book
Ex. 3
1. F; 2. T; 3. F; 4. F; 5. F; 6. T.
October 20th 1872
We arrived in Bombay two days early and boarded a train to Calcutta.
At eight o’clock the next morning, the train stopped in the middle of a large open area and the conductor of
the train shouted through the carriages “All passengers get out here!”
We looked at each other and then Phileas Fogg jumped off the train to find out what the problem was. He
returned moments later and told us that there wasn’t any more railway line.
We got off the train and asked the conductor why we had stopped.
“The railway isn’t finished and you have to travel by elephant for fifty miles to Allahabad where there will
be another train waiting.”
“But I paid £2,000 for these tickets and the papers stated that the line was complete,” I replied angrily
“The papers are mostly wrong,” was the reply, “and travellers know very well that is the situation.”
October 21st 1972
During the elephant ride, we came across a procession, in which a young woman was being led to a holy
place to be sacrificed the next day. We decided to rescue her and followed the procession. My assistant
secretly hid under the funeral pyre, on which she was to be burned the next morning. During the ceremony,
he rose from the pyre, scared off the priests and carried the young woman away.
This part of the journey is proving quite upsetting.
Ex. 7
1. takes off; 2. have run out of; 3. ran away; 4. take back; 5. ran into; 6. was taking down; 7. to take up; 8.
takes after.
22
_____________________________________________________________________________________
Activity Book
Ex. 1.
1. situation; 2. secretly; 3. impatient; 4. funeral; 5. treatment; 6. personal; 7. include; 8. passenger; 9.
consultant; 10. misfortune.
Ex. 2.
Adjectives: upsetting, accidental, diagnostic, holy.
Nouns: recovery, responsibility, holder, conductor.
Verbs: led, hid, rose, board.
Ex. 4.
1. back; 2. off; 3. down; 4. after; 5. up; 6. over; 7. apart; 8. back.
Ex. 5.
1. out; 2. away from; 3. down; 4. into; 5. down; 6. out.
Ex. 6.
1. had reached; went; 2. arrived; was examining; 3. was; had lost; 4. refused; had thought; 5. were travelling;
saw; 6. went; had visited; 7. needed; had; didn’t have; 8. were … doing; was repairing; 9. Did ... write; 10.
regretted; hadn’t told; 11. had written; called; met; 12. was checking; were waiting; 13. realised; had hidden;
14. led.
Ex. 7.
1. luck; 2. funeral; 3. loan; 4. pyramid; 5. consultant; 6. impatient; 7. cover.
UNIT 6
CAMPING IN EUROPE
Student’s Book
Ex. 3, 4
A:
We went camping this year and it was great. We pitched the tent in a field of Lithuania with no-one
else in sight. We built a campfire and cooked sausages and baked potatoes. At night we lay and
looked up at the stars. In the morning we swam in the stream instead of showering.
B:
That was a bit basic! We booked into a super camp site with showers and toilets. There were shops, a
cafe and a disco every night. There were lots of other people about and I made loads of friends.
23
A:
The best part of camping is being out of your comfort zone, then getting home tired and dirty and
really appreciating a hot shower. We took our bikes and explored the area. We saw a lot of storks in
their nests.
C:
My mother hates camping but my dad persuaded her to go to France this year. The tents were
already erected and we had proper beds. We had a fridge and camping stove with a grill and oven.
The swimming pool was fab and mum spent hours in the hot water tub.
B:
I read somewhere that‘s what they call ‘glamping’ = glamour + camping. My parents always fall out
when they are putting the tent up and my job is to blow up the airbeds.
C:
Yeah, it was a bit too posh for me. I had to keep clean and, can you believe it, I even had
to take my shoes off before going into the tent.
Ex. 8
1. a; 2. b; 3. b; 4. b; 5. b.
Ex. 10
1. had forgotten; 2. Have you seen; 3. has been writing; 4. Have you two met; 5. been waiting.
Ex. 12
A:
A
A
B
B
A
Storks
Western cultures
camping
stars
Lithuanian legend
Don’t you just love being out in the country and seeing storks nests on top of posts?
Did you know that in Western culture storks are a symbol of childbirth? In Victorian times,
parents were too embarrassed to talk about sex and babies. When children asked “Where did I
come from?” They answered, “The stork brought you.” Perhaps this idea came from the fact
that storks often build their nests on top of chimneys and the baby could enter the house that
way. The image of a stork holding a sling in its beak with a baby wrapped in it is common
folklore. The legend originated in Germany and the Netherlands where it is frequently found
in children’s nursery stories.
B
One of the best things about camping is lying outside on a clear dark night and gazing up at
the stars. There seem to be an enormous number of stars in the sky, but we can only see about
2,000 of them with the naked eye. Travellers over the ages have used them to navigate,
particularly the North Star. To find it you must first locate the Plough, then take a straight line
from the two stars at the end of the spoon until you see a very bright star – this is Polaris – the
north star. It is also the last star on the handle of the Little Bear.
Have you ever seen the Aurora Borealis? They are curtains of light which fold and move and
vary in brightness. The strongest colours are red and green. They are often bright enough to be
seen with the naked eye, but you must go north to see them.
Have Fun
24
1. What kind of washing facilities do you need?
A Individual hot showers
B A wash basin with hot water
C A mountain stream
2. What sleeping equipment would you choose?
A A bed with a mattress and a duvet
B An airbed and a down sleeping bag
C A lightweight sleeping bag that rolls up and the ground
3. What would you normally eat for breakfast when camping?
A Cooked breakfast
B Cereal, bread and cheese
D Fruit
4. How will you cook your main meal?
A I’ll eat in a cafe or restaurant
B On a camping stove
C On a wood fire
5. What clothes will you take with you?
A A change of clothes for each day and something to wear to a disco
B Two pairs of jeans, shorts and clean underwear
C What I’m wearing
6. What kind of tent will you use?
A A frame tent
B A small ridge tent
C Who needs a tent?
7. Which camp site would you prefer to stay in?
A A large site with tents already there, a cafe, shop, toilets, showers and entertainment
B A small site with toilets and showers
C A field beside a river
_____________________________________________________________________
25
Activity Book
Ex. 1
1. Passengers; 2. responsibility; belongings; 3. Calcutta; 4. hid secretly; 5. funeral ceremonies; 6. situation; 7.
Camping in Lithuania.
Ex. 2
1. treatment; 2. consultant; 3. ceremony; 4. diagnosis; 5. death.
Ex. 3
1. has been staying; 2. have stayed; 3. has moved; 4. have been moving; 5. have been stopping / has been
stopping; 6. has stopped; 7. haven’t read; 8. have been reading.
Ex. 4
1. haven’t you seen; 2. had already begun; 3. haven’t caught; 4. had completed; 5. had taken; 6. have been
listening; 7. have lost; 8. has done; 9. has been raining.
Ex. 5
1. They were exhausted because they’d been travelling all night. 2. They had been travelling, because they
didn’t want to be late for the ceremony. 3. When they came, they just wanted to go to bed. 4. When they
woke up, the ceremony had already started. 5. They were disappointed that they hadn‘t seen the beginning. 6.
Next time they will leave earlier.
Ex. 6
At the dentist’s
I was late for my dentist‘s annual examination, but the dentist was busy with another patient, so I sat and
waited for my turn. While I was reading I heard a scream in the doctor’s surgery, I have never heard anyone
screaming so painfully. So I decided to leave but then suddenly the doctor came out and asked: “Are you
waiting for an appointment?” I didn’t know what to say, but then suddenly my phone rang. I thought “saved
by the ring” and lied to the doctor:” Sorry I have to leave now I will come next time”, and ran quickly away.
The doctor was standing and looking at me surprised, when his nurse asked him: “Have you heard the new
advertisement of the film Scream? It’s really funny!”
UNIT 7
HALLOWEEN
Student’s Book
Ex. 4
1. None of Anna’s friends like going down to the school basement on their own, because it’s scary.
26
2. It’s scary because the light isn’t very good and, in addition, it’s cold and has an eerie atmosphere.
3. Anna had to go to the school basement, because she had left her English essay folded up in her coat pocket
and pupils kept all their outdoor clothes and sport’s stuff in lockers there.
4. No, they are not. Officially, they’re not allowed down in the basement, unless it’s break time and there’s a
supervisor.
5. Anna would be in big trouble if she didn’t hand in her homework.
6. She asked her best friend to cover for her and quickly nipped down the stairs.
7. She heard someone sobbing.
8. She saw a girl who was strangely dressed in a black pinafore and she wore her long fair hair in two plaits.
9. When Anna moved towards the girl, intending to ask if she was all-right, she disappeared.
10. Anna believes in ghosts because she has seen one in the school basement.
Ex. 7
1. I don’t want to lend her any more money; moreover, she already owes me £ 150.
2. I don’t like doing the washing-up. Besides my mother usually does domestic jobs.
3. Being a journalist is an exiting job. Besides this, you get to travel all over the world.
4. He left early in the morning; however, he missed his train.
5. Our new house is in a safer area. On the other hand, it is much smaller than our old one.
6. He is very clever. In addition, he is good at sport.
Ex. 8
The answers can be various. The words in green are new.
Ex. 9
Halloween traditions
Halloween is one of the oldest celebrations in the world dating back over 2000 years. It is the night before
All Saints Day. Children in many countries dress up and carry lanterns made from hollowed out pumpkins,
knock on doors and beg for treats.
In Scotland and parts of northern England it is called ‘guising’ because of the disguise worn by children.
Children only get a treat if they perform for the household – singing a song, telling a joke or reciting a poem.
In America and Canada, it is called ‘Trick or Treat’and if no treat is given, they will play a trick on the
householder. This can frighten older people.
Orange and black, the traditional Halloween colours, come from the orange of harvest and the black of a
witch and her cat.
27
Ex. 10
1. F – Halloween is one of the oldest celebrations in the world. It dates back over 2000 years.
2. T.
3. F – Halloween is the night before All Saints’ Day.
4. T. (They have to perform for the household.)
5. F – If no treat is given, children play a trick on the householder and this can frighten old people.
6. F – Orange and black are the traditional Halloween colours. Halloween colours come from the orange of
harvest and the black of a witch and her cat.
___________________________________________________________________________
Activity Book
Ex. 1
1. hallowed; 2. intending; 3. frightened; 4. breaking; 5. on her own; 6. sobbing; 7. recite; 8. hand in; 9.
glanced; 10. to cover for.
Ex. 2
1. Who was wearing a strange black pinafore? / What pinafore was the girl wearing?
2. What did the teacher tell the pupils to do?
3. How did Jane wear her dark hair?
4. Who always helps us to solve all problems? / Who does our supervisor help?
5. Why couldn’t I recognize John?
6. Who didn’t want to wake his friends? Where did Peter creep?
Ex. 3
1. also; 2. and; 3. but; 4. moreover; 5. although; 6. and; 7. because; 8. on the other hand; 9. both … and; 10.
besides.
Ex. 4
1. B; 2. C; 3. B; 4. B; 5. A; 6. C; 7. C; 8. A.
Ex. 5
1. saw; was doing; 2. was cooking; 3. decided; had won; 4. rested; sat.
Ex. 6
Across: Independence day, Halloween, All Saints’ day, Birthday, Guy Fawkes Night, Christmas,
anniversary.
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Down: Pancake day, New Year, Mayday, Easter.
UNIT 8
IT’S GREAT TO KNOW!
Student’s Book
Ex. 3
1. communicate; 2. heritage; 3. disagreement; 4. preparation; 5. receptionist; 6. misfortune; 7. chimney; 8.
intend.
Ex. 5
settle down, on business, hash browns, soft drink, balanced diet, fall out.
Ex. 6
1. There was white smoke into the sky from factory chimneys.
2. It’s bad to take advantage of other people's misfortune.
3. She works in a hotel and she is a receptionist.
4. Preparations for the opening ceremony are finished.
5. We had a disagreement over the answers in exercise three.
6. These buildings are a part of the cultural heritage of Lithuania.
7. We can now communicate easily with people on the other side of the world.
Ex. 7
1. I can see Julie, but where have all the others gone.
2. How long have you been learning English?
3. I have been learning English for 7 years / since the 2nd class.
4. Peter took up travelling last year.
5. She has been living here for five years already.
6. When I came home, my brother had tidied our room.
_________________________________________________________________________
Activity Book
Ex. 1
be (keep) in touch (with); change one’s mind; cheer (sb) up; fall out; take exercise; That’s it!; to be/have
nothing to do (with); overtake; takeaway; welcome; half-board; hash browns; on business; sightseeing; walk
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in; misfortune; backpacker; outpatient; lump sum; campfire; beg for sth; cover for sb; dating back;
furthermore; hand in; household; in addition; moreover; on one’s own; settle down.
Ex. 2
1. has been snowing; 2. have been waiting; 3. had been drawing; 4. had been working; 5. has seen; 6. had
been singing; 7. have known; 8. have seen; 9. had been raining; 10. has been learning.
Ex. 3
1. takes off; 2. taken over; 3. takes after; 4. ran away from; 5. is taking down.
CULTURE CORNER 1
THE EUROPEAN UNION
FACT FILE ABOUT THE EU COUNTRIES SINCE 1957
Student’s Book
Ex. 3
Many attempts have been made to unite Europe over the centuries - think of the Roman Empire
Charlemagne, Napoleon and others.
It was only after the Second World War that European leaders looked seriously at the question of how to
prevent future wars in Europe.
The creation of the Council of Europe in 1949 was followed in 1951 by the Treaty of Paris whose members
were France, Belgium, The Netherlands, Luxembourg and Italy.
In 1957, France, the Federal Republic of Germany, Italy, Belgium, The Netherlands and Luxembourg (the
Six) established the European Economic Community (the EEC or Common Market) and in 1973 they were
joined by The UK, Denmark and Ireland.
In 1987, the Single European Act came into force and the 1980s also saw Greece, Spain and Portugal
joining.
The EEC became the European Union (EU) in 1992 and three years later, Austria, Sweden and Finland
joined bringing the membership to 15.
On January 1st, 1999 the Euro was launched in world money markets and it became the unit of currency in
all member states except the UK, Sweden and Denmark.
In 2004, ten more countries joined the EU: Cyprus, the Czech Republic, Estonia, Hungary, Latvia, Lithuania,
Malta, Poland, Slovakia and Slovenia; these were followed by Bulgaria and Romania in 2007. The current
membership is now 27 with a total population of 499 million people and 23 official languages.
___________________________________________________________________________________
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Activity Book
Literature corner 1
Ex. 2
A. because it had horns. 5
B. exactly what I want. 6
C. me a lot of questions 7
D. a thousand miles from any inhabited region. 2
E. me a sheep, please. 3
F. made a drawing. 4
G. awakened at sunrise by a small voice. 1
UNIT 9
SYMPHONY IN YELLOW
Student’s Book
Ex. 4
The word “yellow” is mentioned three times.
Ex. 5
1. An omnibus is compared to a yellow butterfly.
2. The author says that a passer-by shows like a little restless midge.
3. Big barges carry ripened hay.
4. The barges are moored against the bustling wharf.
5. The yellow leaves begin to fade and flutter from the Temple elms.
6. What other poems about seasons do you know? At home look for such poems.
Ex. 8
1. amusement; 2. usefulness; 3. beginning; 4. convenience; 5. setting; 6. meaning; 7. depth;
8. accuracy.
Ex. 9
Seasons
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My favourite thing about autumn is the colour of the leaves on the trees. I love to see them slowly changing
from green to gold to brown. The bad thing of this is that the trees then look bare and I know that winter is
coming.
The good thing about winter is that Christmas is coming and mum makes a big pot of hot, tasty soup to keep
us warm. I don’t like winter because it’s cold and I have to wrap up warmly. The snow looks lovely when
it’s falling but it soon begins to melt and it’s easy to fall over on the ice.
I love to see the blooms on the trees and flowers pushing through the ground. Suddenly, everything becomes
green and spring is here. Birds are singing and lambs are frolicking in the fields. The bad thing of spring is
that soon it will be time for exams and I have to study.
The best thing about summer is that school is over for the year and we are on holiday! We can play outside
and wear light clothes. I can’t think of a bad thing to summer but by the end we are becoming bored and
ready to go back to school.
There’s no difference in seasons for me, I don’t go outside. Who needs to when they’ve got a computer? I
play games, listen to music, chat online and can see every season on screen whenever I want to.
Ex. 10
Pros:
1. The colour of the leaves on the trees. I love to see them slowly changing from green to gold to brown.
2. The good thing about winter is that Christmas is coming and mum makes a big pot of hot, tasty soup to
keep us warm.
3. I love to see the blooms on the trees and flowers pushing through the ground. Suddenly, everything
becomes green and spring is here. Birds are singing and lambs are frolicking in the fields.
4. The best thing about summer is that school is over for the year and we are on holiday! We can play outside
and wear light clothes.
Cons:
1. The bad thing of this is that the trees then look bare and I know that winter is coming.
2. I don’t like winter because it’s cold and I have to wrap up warmly. The snow looks lovely when it’s falling
but it soon begins to melt and it’s easy to fall over on the ice.
3. The bad thing of spring is that soon it will be time for exams and I have to study.
4. I can’t think of a bad thing to summer, but by the end we are becoming bored and ready to go back to
school.
Ex. 12
Opposites to choose: sitting; seldom; dirty; ill; unfinished; unhappy; buy; difficult; clever; new; bought;
expensive; useful; right; finished; outside; lock.
Synonyms: sobbing – crying; trembling – shaking; gave – presented; collected – gathered; difficult – hard;
cold – freezing.
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___________________________________________________________________________
Activity Book
Ex. 1
1. importance; 2. publication; 3. private; 4. literary; fame; 5. jail; scandal; 6. silken; 7. educated;
8. symphonies; 9. ballad.
A proverb – One lie makes many.
Ex. 2
1. celebration; 2. darkness; 3. importance; 4. development; 5. greeting; 6. patience, understanding; 7.
privacy; 8. punishment; 9. length.
Ex. 3
1. hard; 2. start; 3. come; 4. large town; 5. move up; 6. trip; 7. vacation.
Ex. 4
1. a difficult task; 2. a noisy night; 3. to stand up; 4. to lose a match; 5. a sad day; 6. a coward; 7. to come
late; 8. a bad student; 9. the same; 10. a short story; 11. a heavy box; 12. a full bottle; 13. an enemy; 14.
never; 15. to sell a house.
Ex. 5
1. How long have you been waiting for me? 2. How long have you been fishing? / How many fish have you
caught? 3. How many people have you invited? 4. How many books have you written? / How long have you
been writing books? 5. How long have you been teaching?
Ex. 6
1. O. Wilde’s literary career grew but his private life was full of scandal. 2. In autumn the leaves become
yellow and begin to fade. 3. Big barges can carry a lot of stuff from one place to another.
Ex. 7
A foreigner visiting London accidentally fell into the Thames from Tower Bridge.
“I shall drown! I shall drown!” shouted he as he struggled in the water.
But this caused no worry among the people who watched in silence what was going on. The situation was
saved by a grammar teacher who happened to be passing by at the moment.
“Your grammar! Watch your grammar!” he cried. And as if by magic the frightened man started to scream:
“Help! Help! I will drown! I am drowning!”
He was pulled out of the river right away.
UNIT 10
33
LETTER TO GREENPEACE
Student’s Book
Ex. 3
1. There are Solar power, Wind power, Hydro-electric power, Tidal and Wave power.
2. The advantage of wind turbines is that they produce electricity in an environmentally friendly way and
they do not produce chemical or radioactive emissions.
3. Many people are against wind farms, because they ruin the landscape and make a noise.
4. Because more and more people are buying cars and some families now have got one for each family
member.
Ex. 7
1. Ken is saying that he lives in Britain.
2. Ken is saying that he is going to London.
3. Ken is saying that he is really concerned about the climate change.
4. Ken is saying that his friends and he take part in different charity activities.
5. Ken is saying that he has found suitable sites for the project.
6. Ken is saying that he is interested in Tidal and Wave power.
7. Ken is saying that he wonders how we could make others be environmentally friendly.
8. Ken is saying that he is we will use solar power in our cars in the future.
Ex. 9
Speaker’s name
Mode of transport
1. Ann
D. A car
2. Tom
C. On foot
3. Romas
B. A bus
4. Rasa
A. bike
Ann: How do you, Tom, get to school each day? My mum brings me by car.
Tom: Ann, it’s not healthy! I walk. It gives me exercise and cuts down on pollution. What about you Romas?
Romas: I cycle that’s good for me too; it’s faster than walking and also doesn’t pollute the environment. And
you, Rasa?
34
Rasa: I go by bus. I walk to the bus stop. So get some exercise and the bus causes less damage than a car.
Ann: How do you work that out? A bus uses diesel and produces exhaus fumes the same as a car does.
Rasa: Ah but you see Ann ... if every person on the bus drove a car, there would be more cars on the road
and more air pollution.
Tom: There are two disadvantages with walking to school – I have to get up earlier than you and I breathe in
the exhaust fumes while I’m walking. That’s not healthy.
Romas: I have similar problems with cycling – breathing polluted air and the danger of being knocked off
my bike by drivers who are always in a hurry and don’t look out for cyclists.
Rasa: The bus is often late and sometimes it breaks down. Passengers cough and I breathe in their germs.
Ann: I seem to be the only person who gets to school without any breathing problems and I can stay in bed
longer in the morning. I’m going to stick with my type of transport. Bye, my mum’s waiting at the
gate.
Tom: Typical! Ann doesn’t care about anyone else but herself!
___________________________________________________________________________
Activity Book
Ex. 1
1. generation; 2. environmentally; 3. concerns; 4. exhaust fumes; 5. disadvantages; 6. similar; 7. gather; 8.
solar power.
Ex. 2
1. cut; 2. concerned; 3. available; 4. rally; 5. suitable; 6. research; 7. industry; 8. tidal.
Ex. 3
1. He has said to Ken that they are moving to a new flat next month.
2. The scientist is saying to his friend that he has never heard about this disaster.
3. Richard says that now electricity is costly to produce.
4. The teacher says that water pollution will disrupt the fishing industry.
5. Rasa says that her sister doesn’t like to eat scrambled eggs.
6. The doctor says that my granny needs good treatment.
Ex. 4
35
1. Do you know where Ken lives?
2. Could you tell me what you think about global warming?
3. Could you tell me if you received an email yesterday?
4. Could you tell me if you have written a letter to the President?
5. Do you know if more tickets are available to this concert?
6. Do you know if this material is suitable for the project?
7. Could you tell me when you gather in the park?
8. Do you know why that tree was cut down?
Ex. 5
1. How many bikers did you see in the street?
2. Who is a very good scientist?
3.Why was Ken was late?
4. How have you done your work?
5. Where will the research take place?
6. When are we going to the rally?
7. How often does the president visit this museum?
8. What does our generation have to do?
Ex. 6
1. Is there any disadvantage to stay in their house?
2. Did you buy environmentally friendly products?
3. Are you concerned about the fishing industry?
4. Is it typical in your country to eat so many potatoes?
Ex. 7
pollution
costly
tidal
gather
rally
typical
exhaust fumes
cheap
solar
get together
race
suitable
global warming
expensive
emission
meet
speed
proper
flatter
valuable
hydro
meat
research
appropriate
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UNIT 11
CLIMATE CHANGE! WHAT TO DO?
Student’s Book
Ex. 3
Janet: Have you decided what project to do on Climate Change yet? I’m going to look at the
effect of melting icecaps on polar bears.
Sandra: Well, my sister suggested I looked at acid rain but my dad advised me to do the one on
air pollution and the effect that the bad quality air had on athletes in Beijing. That seems
a very important topic at the moment.
Janet: What do you know about that, then?
Sandra: During the games it was suggested that cars with odd-numbered licence plates and those
with even numbers came into the city on alternative days. By reducing the number of
vehicles each day there was less pollution. Factories also had to cut down on production
for the duration of the games.
Janet: Did you know that the US and Britain gave their athletes high-tech masks to wear?
Sandra: Yes, the Chinese wear masks a lot of the time and they try to convince tourists that it is
fog not smog that’s the problem. It’s worrying to think of such a large country on our
planet where the air isn’t fit to breathe. What about your polar bears?
Janet: When polar bears are mating and bringing up their cubs, they need to live for months on
the fat under their fur. The ice is melting at least three weeks earlier than usual so they
have less hunting time. The bears eat seals and no ice means no seals!
Sandra: Why is the ice melting earlier?
Janet: Various reasons. It’s been reported that there’s been an increase in the earth’s surface
temperature since the late 19th century, the world’s oceans have been warming up over
the last 50 years and the sea level’s been rising fast.
Sandra: How can the bears be saved then?
Janet: Experts have recommended declaring them a vulnerable and endangered species. If we
don’t do anything, we are being advised that two thirds of polar bears will be lost in the
37
next 50 years and they’ll all have disappeared in 100 years.
Sandra: I think we both need to do some more research on the Internet, don’t you?
Ex. 11
1. list; 2. solutions; 3. greenhouse; 4. organisations; 5. adopt; 6. newsletter; 7. donation; 8. organic fertiliser.
Ex. 12
Student A: How did you get on with your project on Air Pollution?
Student B: OK, but now we have to prepare a list of solutions for next week. How are you going
to save the Polar bears?
Student A: Well, the important solution is to cut down on greenhouses gases but that’s not going
to be easy. Lots of organisations and scientists are asking for polar bears to be listed
as an endangered species so that will help.
Student B: I saw an advert in a World Wild Life magazine asking readers to adopt a polar bear.
Student A: How does that work then? I can’t see my mum letting me keep a bear in the house
even a baby one.
Student B: Don’t be stupid! You don't really adopt it. You pay £3 per month to the WWF and
they send you three newsletters a year telling you how your donations are helping.
Student A: That’s a good idea; you could give it as a Christmas present. Some people think that
the only way to stop polar bears from dying out is to breed them in zoos. Think what it
would be like to be shut up in a small space after being free in the whole Arctic?
They’d quickly get bored. I suppose another solution would be to move them to the
Antarctic, that’s melting more slowly.
Student B: Enough about bears, I need some solutions to air pollution. I wished I’d picked
another topic.
Student A: You’ve already talked about wearing masks and reducing cars in the city centre so
you’ll have to think of something else.
Student B: I have thought of some more. Planting more trees, cleaner factories, reducing air travel, using
organic fertilisers and ...
Student A: … And, of course if you’d stop smoking that would help!
_________________________________________________________________
38
Activity Book
Ex. 1
2. I advise you to buy that green dress. 3. The climate has changed a lot over a hundred years. 4. Farmers use
fertilisers to make plants grow better. 5. Children love visiting young animals in the zoo. 6. Air pollution
increases every year. 7. Small children are vulnerable. 8. Cars, buses and trucks pollute the air too much.
Ex. 2
1. Something produced – production; 2. A specialist – expert; 3. Being afraid of problems – worrying; 4.
Correct size – fit; 5. Different – odd; 6. Something that is different – alternative; 7. A dish – plate; 8. A
record of information – list; 9. A group of people who work together – organisation; 10. Not chemical –
organic.
Ex. 3
1. Some of them believe / answer that I am not guilty. 2. All of us blamed / thought them for breaking the
window. 3. They explained / told that we can’t enter without an invitation. 4. Some of them told / asked me
that it was a surprise to us that evening. 5. They informed / explained me that the place changed. 6. They said
/ reminded us to call her.
Ex. 4
1. She advised me not to go there. 2. He agreed to go with me. 3. The children apologised for being naughty.
4. He doubted it was right. 5. She complained that he was always talking nonsense. 6. He was surprised that
... he had won the competition. 7. He informed us that the time of the meeting was changed. 8. The teacher
reminded us to bring our projects on Monday. 9. She informed her mother that they would go to the museum
the next day. 10. He guaranteed that he would pay his debt the next week.
Ex. 5
1. Susan said that she was tired. 2. Tom told Judy that he was tired. 3. She told me that she loved Mantas. 4.
He said to me that he wanted to go home. 5. Michal said to Ram that he had done very well in the exam. 7.
She says that she doesn’t know how to help the environment. 8. He told everybody that he had to feed the
animals in the forest in winter. 9. He said that he brought many materials to recycle. 10. Ann said nothing to
me about it.
Have Fun
6
7
4
9
8
2
3
1
5
1
8
3
6
5
4
2
7
9
5
9
2
7
1
3
4
8
6
4
3
6
1
7
5
9
2
8
2
1
8
4
9
6
7
5
3
7
5
9
2
3
8
6
4
1
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8
4
5
3
6
7
1
9
2
9
6
7
8
2
1
5
3
4
3
2
1
5
4
9
8
6
7
UNIT 12
NATURAL DISASTERS AND THE WEATHER
Student’s Book
Ex. 3
Peter Jones:
We were on holiday and had been told that it was extinct. At first it looked as if steam was
coming out of the top but then the air became dusty and soon everything was covered with a
layer of ash. On the second day we saw flames shooting out of the top and then the black lava
began to pour down the hillside. We packed our bags, headed for the harbour and managed to
escape on a fishing boat.
C. volcano
Alice Cooper: I had been there for six months teaching English. It was my day off and I was planning to
spend it on the beach. I slept in and was awakened by people screaming. I looked out of my
window and saw this huge wave heading for the beach. I grabbed my bag and passport and
ran like mad in the opposite direction. I was one of the lucky ones who escaped.
D. tsunami
Ex. 4
Reporter:
It must have been a terrifying experience. Can you tell our readers about it?
John Brown: I’ve lived there all my life but never experienced anything like that before. The wind was so
strong that trees were pulled out of the ground, some of them blocked roads and one crashed
on top of a car and seriously injured the driver. I saw a dog flying through the air. Tiles came
off roofs and electricity cables were torn down.
E. hurricane
Emma Baker: The first thing I noticed was the cups rattling in their saucers and then a vase of flowers fell off
the windowsill. The ground began to vibrate. I looked out of the window and saw the chimney
of the house across the road crash into the front garden. We were lucky, our house has a
basement and we all hid down there till it was over.
40
A. earthquake
Tom Grant: I was hill walking with my dog when I saw what looked like a funnel of cloud coming down
the valley. I watched it in amazement as it picked up trees, cows and sheep in its path and threw
them up in the air. Then my amazement turned to horror as I saw it go straight through the
middle of the village destroying everything in its path. I began to run as fast as I could towards
my house praying that my family were safe.
B. tornado
Ex. 8
2. Mr and Mrs Williams told their children to eat supper at 8 o’clock.
3. Mr and Mrs Williams told their children not to eat too many sweets.
4. Mr and Mrs Williams told their children not to take the dog into their bedroom.
5. Mr and Mrs Williams told their children to put the toys away in the cupboard.
6. Mr and Mrs Williams told their children not to watch TV too long.
7. Mr and Mrs Williams told their children to wash their legs and to brush their teeth before they
go to bed.
8. Mr and Mrs Williams told their children to go to bed at 10 o’clock.
Ex. 9
1. during; 2. from; to; 3. by; 4. for; 5. on.
Have Fun
Who has seen the wind?
Neither I nor you:
but when the leaves hang trembling the wind is passing through.
Who has seen the wind?
Neither you nor I:
but when the trees blow down their heads the wind is passing by.
_________________________________________________________________________
Activity Book
Ex. 1
1. i; 2. e; 3. g; 4. a; 5. b; 6. j; 7. c; 8. f; 9. d; 10. h.
41
Ex. 2
1. The teacher told her pupils not to forget to fill in a weather chart and to describe the weather of that day.
2. Mary asked John to close the window as it was cold in the room.
3. Father ordered/told the children not to touch the axe, as it was very sharp.
4. The doctor told/warned Lisa not to eat too many sweets; it was bad to her teeth.
5. The old woman asked Jane to help her to cross the street.
Ex. 3
3. χ; 4. on; 5. χ; 6. in; 7. at; 8. on; 9. χ; 10. in; 11. in; 12. on; 13. at; 14. on.
Ex. 4
1. nothing; 2. some; 3. nobody; 4. somewhere; 5. something; 6. any; 7. any, some.
Ex. 5
1. this, yesterday; 2. today, yesterday; 3. last, this; 4.. this, last.
Ex. 6
When the cat is away, the mice play.
UNIT 13
ASTROLOGY AND HOROSCOPES
Student’s Book
Ex. 3
1. Sagittarius – meet someone new soon who will be an important part of their life.
2. Capricorn – plan to visit friends or relatives.
3. Aquarius – get into big trouble this month if they ignore their duties.
4. Pisces – not blow situations out of proportion.
5. Aries – not force their opinions on others.
6. Taurus – not spend more money than they have.
7. Gemini – want to do some travelling.
8. Cancer – not lend or borrow money.
9. Leo – be their luckiest day.
42
10. Virgo – be invited to a party and meet someone special there.
11. Libra – remain calm and they'll shine.
12. Scorpio – spend time with their best friends.
Ex. 8
1. D. zodiac; 2. G. constellations; 3. E. object; 4. B. anti-clockwise; 5. C. grouped; 6. F. water.
Do you believe in astrology? Do you read your horoscope?
When the word astrology is mentioned most people immediately think of the signs of the zodiac. Usually
they will think of their "star sign" which is the sign that the sun was placed in when they were born. The
signs of the zodiac come from the constellations of the same names. Each sign is a symbol of some kind of
living thing except Libra. Libra is the only non-living in the zodiac.
The signs go round the chart anti-clockwise; starting with Aries (at the spring equinox); Cancer (at the
summer solstice); Libra (the autumn equinox); Capricorn (the winter solstice); and ending with Pisces.
The signs are also grouped in another way. Aries, Leo and Sagittarius are Fire signs; Taurus, Virgo and
Capricorn are Earth signs; Gemini, Leo and Aquarius are Air signs; Cancer, Scorpio and Pisces are Water
signs.
_______________________________________________________________________________
Activity Book
Ex. 1
effort; lend; astrology; chart; relations; entertainment.
Ex. 2.
1. horoscopes; 2. lending; 3. effort; 4. relations; 5. immediately; 6. constellations; 7. Capricorn; 8. objects.
Ex. 3.
1. being; 2. to tell; 3. to buy; 4. eating; 5. betting; 6. to visit; 7. to smoke; 8. playing; 9. to read; 10. lending;
11. drinking; 12. to know; 13. telling; 14. to solve; 15. opening; 16. putting.
Ex. 4
1. about; 2. in; 3. of; 4. at; 5. about.
Ex. 9
astrology
thing
constellations
immediately
buy
chart
zodiac signs
object
stars
fast
lend
silken
horoscopes
subject
effort
quickly
borrow
denim
proportion
clockwise
sky
soon
loan
woolen
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UNIT 14
DIFFERENT TRADITIONS
Student’s Book
Ex. 3
1. D; 2. A; 3. E; 4. F; 5. C; 6. B.
Ex. 7
1. school / work; 2. prison; 3. church; 4. the church; 5. hospital, the hospital; 6. bed; 7. university; 8. the
school; 9. home.
Ex. 8
1. When do you go to school?
2. How do you go to school?
3. What time do you leave home?
4. What time do you come home?
5. How often do you go to church?
6. When did you last go to church?
7. when do your parents go to work?
8. what time does you father finish work?
9. how many days a week do your parents work?
Have Fun
 Ask each student to write the name of a well known Book Title, Film Title or TV Programme on a
piece of paper.
 Fold the paper so that the writing can’t be seen, place them all in a box and mix them up.
 Divide the students into two teams.
 In turn each member of the team (the ‘actor’) picks a piece of paper from the container and has to
mime the word(s) to their team, who have to guess what is written on the piece of paper.
 The ‘actor’ is only allowed to speak to say that it is a film, or a book or a TV programme; no other
speech is allowed.
44
 Long words can be broken up into syllables, each of which can be mimed – and the ‘actor’ can
explain whether it is the first, second or third syllable.
 There is a standard time limit for each person (suggest 2 minutes).

When the first team is finished, the second team takes over. Each member chooses a piece of paper
in turn and acts out the words, as above.
_____________________________________________________________________
Activity Book
Ex. 1
Meat with gravy, dumplings, mince pies, poppy seed cake, goose with dried fruit stuffing.
Ex. 2
1. charades; 2. chipolatas; 3. consists; 4. normally; 5. Orchard; 6. follow.
Ex. 5
1. church, church; 2. hospital, the hospital; 3. university, the university; 4. bed; 5. home, work
6. the bed.
Ex. 6
1. the; 2. the; 3. a; 4. a, -; 5. the; 6. the, an, a; 7. -, -; 8. the, the; 9. the; 10. a; 11. the, a.
UNIT 15
CELEBRATING THE NEW YEAR
Student’s Book
Ex. 4
1. The Welsh have got a long rich heritage associated with New Year’s Eve – Hogmanay.
2. One of superstitions is to pay off all the debts before the end of the year.
3. Small branches from a Rowan tree are sometimes placed above a door to decorate it.
4. When Church bells ring in the New Year, people open their back door to let the New Year in.
5. The most important person after midnight is the ‘First Foot’ and he must be a man.
6. The ‘First Foot’ should bring a piece of stone, something to eat and something to drink.
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7. He must be given a drink by the host and something to eat – often a piece of traditional Scottish
shortbread.
1. F. The Scots have got a long rich heritage associated with this event – and have their own name for it,
Hogmanay.
2. T.
3. F. Small branches from a rowan tree are sometimes placed above a door to bring luck and mistletoe hung
up, not for kissing under like at Christmas, but to prevent illness to the householders.
4. F. People open their front door to let the New Year in.
5. T.
6. F. He should bring you – a piece of coal, something to eat and something to drink.
7. T.
Ex. 8
1. down; 2. to; 3. out; 4. up; 5. up; 6. on; 7. off; 8. down; 9. into.
Ex. 9
1. a piece of cake; 2. a cup of coffee; 3. a tin of fruit; 4. a bar of chocolate; 5. a slice of cheese;
6. handful of sweets; 7. a glass of juice; 8. a carton of milk; 9. a lump of sugar; 10. a packet of
crisps.
Have Fun
1. Christmas day – 25 December.
2. Turkey.
3. Christmas Pudding; Christmas cake; Mincemeat pies; trifle.
4. Hang them up by the chimney.
5. Down the chimney.
6. Boxing day.
7. People gave boxes or presents to their servants.
8. New Year’s Eve in Scotland.
9. The first person in the house after midnight on Hogmanay.
10. A tall, dark, handsome male.
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11. Food, drink & coal.
12. Kiss.
__________________________________________________________________________
Activity Book
Ex. 1
1. heritage; 2. housewife; 3. debts; 4. superstition; 5. prevented; 6. shortbread; 7. afford; 8. rowan; 9. rejoin; 10.
associated.
Ex. 2
1. turned it down; 2. didn’t turn up; 3. turned into; 4. turn into; 5. turned off; 6. to turn on; 7. turned her
away.
Ex. 3
1. Lisa bought a pair of jeans.
2. I’ll have a glass of orange juice, please.
3. Every window was broken.
4. I’d like one more cup of coffee
5. Mother told me to buy two bottles of milk.
6. The reporter needed two pieces/ items of information.
Ex. 4
1. A – already; 2. D – yet; 3. A – been; 4. C – long; 5. C – gone; 6. B – since.
Ex. 5
1. sightseeing; 2. recovery; 3. unlucky; 4. nursery; 5. celebration; 6. frighten; 7. horoscope; 8. solution;
9. immediately; 10. membership; 11. hairdryer. HOUSEHOLDER
UNIT 16
IT’S GREAT TO KNOW
Student’s Book
Ex. 3
1. publication; 2. concern; 3. disadvantage; 4. donation; 5. expert; 6. occur; 7. entertainment; 8. horoscope; 9.
immediately.
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Ex. 5
non-living, have one’s own way; anti-clockwise; turn to in relation; due to; high-tech; cut down
passer-by.
Ex. 6
1. There’s not much entertainment in this town - just the cinema.
2. We really ought to leave immediately.
3. Our latest publication is a school magazine.
4. My horoscope said I was going to be lucky in love this month.
5. My mother is an expert at cooking.
6. If any of these symptoms occur while you are taking the medicine, consult your doctor immediately.
7. I'd like to make a small donation to children who live without their parents.
8. One disadvantage of living in a big town is the noise and pollution.
Ex. 7
1. B, 2. A, 3. A, 4. A, 5. A, 6. B, 7. C.
__________________________________________________________________
Activity Book
Ex. 1
clockwise; being run; cut down; disadvantage; environmentally; faithfully; slow down; work sth. out; bring
up; greenhouse; high-tech; newsletter; changeable; due to; in relation; landslide; overcome; turn to;
windowsill; anti-clockwise; passer-by; have one’s own; non-living; tone up; mince pie; underneath;
shortbread; threshold; name after; try for; householder.
Ex. 2
1. He says (that) the car industry is disrupted.
2. He said the Sun rises in the east.
3. Could you tell me where the teacher is?
4. Do you know when research takes place?
5. Do you know if this is the right page?
6. We informed everyone that some changes had been made.
7. No one told me you were away.
8. Mother asks Kate not to go outside.
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Ex. 3
1. Happiness is the most important thing in life.
2. The hotel we stayed in had all modern conveniences.
3. The companies signed the agreement.
4. He listed so many advantages that I couldn’t resist buying the equipment.
CULTURE CORNER 2
FRANCE AND BELGIUM: COUNTRIES OF THE EUROPEAN UNION
Student’s book
Ex. 3
Joan of Arc
Joan of Arc (1412-1431) who was also known as the ‘Maid of Orleans’, was a 15th-century Catholic saint
and a heroine of France.
She came from an obscure village in Eastern France and started being famous when she was little more than
a child, and she did so as an uneducated peasant.
She insisted that she had visions from God to recover her homeland from English domination and she led the
French army to several important victories during the Hundred Years War.
In the end she was capture by the English and, after being tried for heresy, she was burned at the stake.
The war continued for twenty-two years after her death.
Many major writers and composers have created works about her and three French naval vessels have been
named after her.
Belgium
The Kingdom of Belgium can be divided into two regions – the Dutch/ Flemish speaking area of Flanders
(59% of the population) and the French speaking region of Wallonia (31%).
The two main ethnic groups are the Flemings, who speak Flemish, and the French speakers (Walloons); there
is also a small group of German speakers.
Belgium was a founder member of the European Union and hosts its headquarters in Brussels. Many major
International organisations, including NATO, are also based in the capital.
Belgium, The Netherlands and Luxembourg are known as the Low Countries.
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__________________________________________________________________________________
Activity Book
Literature corner 2
Ex. 2
A. the sun shines and the shadow points – 4
B. meet prehistoric animals – 5
C. by going down one crater – 2
D. to find the centre of the earth. – 1
E. they run out of water – 6
F. the earth looked a long time ago – 7
G. by the shadow of a nearby peak – 3
Ex. 3
1. F; 2. F; 3. T; 4. T. 5. F; 6. F; 7. T; 8. T; 9. T; 10. F.
UNIT 17
OLYMPIC AND PARALYMPIC GAMES
Student’s Book
Ex. 4
1. The first Olympic Games were held in Greece. The first record was in 776 BC and they were held there
until AD 393.
2. The first modern games took place in Greece in 1870.
3. It was at the second Games in Paris in 1900 that women were allowed to compete.
4. The colours, white, red, blue, green, yellow and black were chosen because each nation has got at least one
of these colours in its national flag.
5. Prior to each Games, the flame is lit in Olympia, Greece and brought to the host city by
the runners carrying the torch in relay around the world.
6. The Olympics will be held next in London in 2012.
7. The next games after that is in ...
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Ex. 8
Although sailing wasn’t originally an Olympic sport, a regatta was planned for the 1896 Olympics but had to
be cancelled due to bad weather and rough seas. So it first appeared at the Paris Olympics in 1900.
In the 2008 Beijing Games, there were 4 classes for men, 4 for women and 3 mixed classes. Great Britain
headed the medal table with 4 gold, 1 silver and 1 bronze. Gintarė Volungevičiūtė won a silver medal for
Lithuania.
Today most people enjoy sailing as a recreational activity.
Sailing isn’t just for people who live near the sea. There are ocean going yachts and yachts designed for
sailing on lakes and rivers. If you want to sail on your own, you will need to go on a course where you will
be able to learn to sail properly and safely. You have to take lots of exams if you want to get certificates.
Ex. 9
1. F. Sailing wasn’t originally an Olympic sport.
2. F. It first appeared at the Paris Olympics in 1900.
3. T
4. F. Sailing isn’t just for people who live near the sea.
5. T
Have Fun
1. f; 2. g; 3. i; 4. a; 5. d; 6. e; 7. c; 8. b; 9. h.
_________________________________________________________________________
Activity Book
Ex. 1
1. e; 2. h; 3. g; 4. a; 5. i; 6. b; 7. f; 8. c; 9. j; 10. d.
Ex. 3
1. haven’t got; 2. did you have; 3. have you got; 4. had; 5. has got; didn’t have; 6. have you got; 7. did you
have; 8. didn’t have; had.
Ex. 4
1. am going; 2. leaves; 3. opens; finishes; 4. am not going; am staying; 5. is coming; is traveling; arrives; am
meeting; 6. is not using; 7. am doing.
Ex. 5
1. said; was; 2. me; I had; 3. John would; 4. to phone; needed; 5. me; not to go; 6. he would be able to; 7.
asked; not to be late.
Ex. 6
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1. sailing; 2. gymnastics; 3. silently; 4. yahoo; 5. offline; 6. exchange; 7. effort; 8. tile; 9. erupt; 10.
treatment; 11. takeaway; 12. yes; 13. so.
UNIT 18
THE HISTORY OF THE MARATHON
Student’s Book
Ex. 3
1. The brave soldier lived in the small town of Marathon in Greece.
2. He was chosen by his victorious, commanding officer to bring the unexpected news of a surprise.
3. The distance that the Greek soldier had run was 25 miles.
4. The soldier collapsed and died.
5. He didn’t follow any guidelines to warming up properly. In those days they probably hadn’t heard about
warming-up their muscles gradually before exercising
6. The first competitive marathon race was held in 1896.
There was once a brave, young soldier, who lived in the small town of Marathon in Greece.
Pheidippides, the unfortunate Greek soldier, was a fantastic, champion runner in the ancient Olympics. The
legend says that he was chosen by his victorious commanding officer to bring the unexpected news of a
surprise, Greek victory over invading Persians, to the company headquarters in Athens.
Exhausted from the fierce battle and the long, tiring 25-mile run from Marathon to Athens, when he arrived
he shouted out the short message, “Rejoice, we conquer!" Then promptly collapsed and died.
Obviously, he didn’t follow any guidelines to warming up properly. But it was 490 BC! And in those days
they probably hadn't heard about warming-up their muscles gradually before exercising. So they just started
running.
Skip forward a couple of thousand years to the first competitive marathon race, held at the 1896 Olympics in
Athens (incidentally, the Greeks won that one as well – and no one died.)
Ex. 7
1. .Children are surprised. The present is surprising
2 .The boy is bored. The book is boring.
3. The women is tired. The washing-up is tiring.
4. The boy is scared/frightened. The elephants are scaring/frightening.
Ex. 9
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The most powerful Greek God was Zeus. He was the king of the gods, dangerous, furious and two-faced,
all powerful and very strong. According to ancient myths he was one of the sons of the god Kronos. The
legends say that Zeus and his brothers Poseidon and Hades killed their father and split his kingdom. Zeus
took the land, Poseidon the sea and Hades the underworld. Nobody dared to upset Zeus, he was moody,
frightening and bad-tempered. Zeus lived on Mount Olympus, his wife was Hera.
__________________________________________________________________________
Activity Book
Ex. 1
1. chosen; 2. guidelines; 3. exhausted; 4. Obviously; 5. stretch; 6. unfortunate; 7. fierce; 8. victorious.
Ex. 2
1. gentle; 2. muscles; 3. unexpected; 4. conquered; 5. warm-up; 6. Incidentally; 7. rejoiced; 8. invaded; 9.
gradually; 10. commanding.
Ex. 3
1.interesting; 2. interested; 3. barking; 4. amusing; 5. bored; 6. confused; 7. frightening; 8. confusing; 9.
frightened; 10. satisfied.
Ex. 4
1. forgetful; 2. dangerous; 3. cloudless. 4. accidental; 5. hopeful; 6. boyish; 7. victorious; 8. useless; 9.
careful; 10. monkeyish.
Ex. 5
1. long-nosed; 2. two-faced; 3. curly-haired; 4. absent-minded.
Ex. 6
1. had; would travel; 2. follow; will know; 3. were; wouldn’t run; 4. won’t tell; meets; 5. Will ... go; don’t
invite; 6. lived ; would speak.
Ex. 8
Running shoes in these days are more and more technologically advanced. I went in this shop and a
salesperson told me that this new model of running shoes can even predict the weather! I asked how and she
told me: “Leave your shoes outside the window for a little while: if they are wet it’s raining, if they are dry
it's sunny, if you cannot see them it’s foggy.”
UNIT 19
A VALENTINE FAIRY TALE
Student’s Book
Ex. 3
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Once upon a time there was a young girl called Anna who lived in an old cottage in the country miles from
the nearest town. Her parents were farmers and she spent most of her time looking after the animals and
working in the fields.
One evening, when work was finished for the day, she heard people talking about Valentine’s Day on the
radio and she began to dream about a tall, handsome, young man falling in love with her and sending her a
card.
The next day when she was milking the cows, Anna said out loud, “ If only someone would send me a
Valentine Card”. She sounded very sad.
Later in the day when they were grazing on the lush pasture the cows discussed what they could do to make
Anna happy. A robin a bird with a red breast overheard them and said, “ I would like to help because Anna
is so kind and feeds all the wild birds in winter. Perhaps I could fly to the shop in the village and bring back
a card.” So off he flew. The cards were on display in a stand outside the shop so it was easy for him to pick
one up in his beak and he quickly returned to the farm.
That evening the animals had a meeting. Who could write the card? “Not us,” said the cows and the horse,
“our hooves are too big to hold a pen.” “I think I could hold one in my claws,” said the cockerel tossing his
head, “ if I knew what to write?”
“That’s easy,” grunted the sheepdog,, “write ANNA on the envelope and inside the card.” So the cockerel
did just that.
“If I take it into the house,” said the black cat, “I can leave it on the mat.”
The next morning, Anna opened the card and shouted with joy and excitement. But who could the card be
from?
When she went to milk the cows she was singing and the cows looked at each other and mooed.
She skipped around the farm yard as she spread the grain for the chickens and they clucked happily. The
robin redbreast twittered on the branch of the willow tree by the pond and then spread its wings and flew
away.
Anna knew that if she waited patiently, one day her admirer would come.
1. С; 2. E; 3. B; 4. D; 5. A.
Ex. 4
Grazing land – pasture
Small one-storey house – cottage
Nice man – handsome
Taking care – looking after
Spoke sadly – sounded very sad
Said the dog – grunted the dog
Ex. 8
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1. If our team had played at home, they would have won.
2. They would have played better if they had scored more points in the beginning.
3. They would had felt better if there have been more fans.
4. They would have scored more points if the weather had been better.
5. The game would be better if the team had trained harder.
6. The match would have been more interesting if they played better.
Ex. 10
Mention – an act of referring to somebody/something in speech or writing
Honour – to respect
Engagement – an agreement to marry
Lace – a decorative material with holes in it
Chocolates – chocolate sweets
Loved – somebody you love
Ex. 11
The first recorded mention of St Valentine’s Day with romantic love was by Geoffrey Chaucer, the English
poet, in 1382. He wrote a poem to honour the engagement of Richard II of England to Anne of Bohemia.
Richard was 13 years old and she was 14. Shakespeare also mentions it in Hamlet in 1600.
However, St Valentine’s Day only really became popular in the 1840s when the first cards were sold made
from paper lace. By the 20th century, flowers, mostly red roses, and chocolates were given to loved ones as
well as cards. Usually, the cards are anonymous (unsigned).
Not every country celebrates St Valentine’s Day and some have different names and traditions for the 14th of
February.
In Sweden, it is called ‘All Hearts day’; In Turkey, they call it ‘Sweethearts’ Day’; In Slovenia, people think
that St Valentine makes plants and flowers grow and it has only recently been celebrated as a day of love.
1. T ; 2. T; 3. F. in 1600; 4. F. 1840; 5. T; 6. T; 7. F. plants and flowers.
__________________________________________________________________
Activity Book
Ex. 1
1. A sender of Valentine’s card has to be anonymous.
2. She got some flowers and a box of chocolates
3. Ladies dream about a handsome admirer.
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4. Robins mostly appear in winter.
5. I was woken up in the early hours by a bird twittering.
Ex. 2
1. cottage cheese; 2. secret engagement; 3. white envelope; 4. Shakespeare’s Hamlet; 5. pig’s grunt; 6. horse
hoof; 7. shoe lace; 8. send flowers; 9. unsigned card; 10. looking after.
Ex. 3
1. A; 2. A; 3. B; 4. C; 5. C; 6. A.
Ex. 4
1. had won, would have gone; 2. had become, would have joined; 3. wouldn’t have let, had been; 4. would
have helped, needed; 5. had had, would have stayed; 6. would have taken; 7. would have been; 8. would have
arrived; 9. hadn’t called; 10. had wanted.
Ex. 5
1. had seen; 2. had stolen; 3. had not read; 4. had been waiting; 5. has been working; 6. had been playing; 7.
had gone; 8. had been working.
Ex. 6
admirer; anonymous; chocolates; loved; sweet; signed; card; Valentine; unsigned.
UNIT 20
SPOTLIGHT ON LITHUANIA
Student’s Book
Ex. 4
1. We celebrate the Day of Independence on the 16th February - people celebrate the signing of their
Independence Declaration in the year 1918.
2. Our second declaration of independence was signed on 11th March 1990. The fall of the Soviet Union led
to a second declaration of independence.
3. Since then Lithuania has become a democratic state and is now a member of the European Union.
4. People can see the latest sculptures in the Park of Europe.
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5. We can show many interesting historical places to our foreign guests – the beautifully restored 14thcentury Trakai Island Castle, the old Lithuanian capital Kernavė which have got ancient hill forts, the Gate of
Dawn, one of the original nine defensive gates of medieval Vilnius and now a Holy Shrine with the icon of
the Virgin Mary inside.
Ex. 7
A. If only it would stop raining. / If only I had an umbrella.
B. If only I could dance well. / If only she would dance with me.
C. If only I had worked harder. / If only I hadn’t gone out last night.
D. If only I caught the ball. / If only I saved the goal.
E. If only we hadn’t crashed the car. / If only we hadn’t been driving so fast. / If only we had been more
careful.
F. If only I had brought my swimming things. / If only it wasn’t so hot.
Ex. 8
A. 4; B. 3; C. 5; D. 1; E. 2.
Have Fun
1. When she heard the news she went as white as a sheet. 2. The envelope with the cheque inside came out of
the blue 3. The thief ran off as soon as the boys in blue arrived. 4. He wouldn’t dive into the pool, he really
has got a yellow streak. 5. When I told my mum that I had passed the exam, she was tickled pink. 6. I told
Anne that she was seeing Peter through rose tinted glasses.
____________________________________________________________________________
Activity Book
Ex. 1
1. defensive; 2. excuse; 3. sculptures; 4. latest; 5. archaeology; historic; restored; 6. afford; 7. fort;
8. signing. DECLARATION
Ex. 2
1. I wish I had a key. / I wish I hadn’t forgotten my key.
2. I wish Ann were here. / I wish Ann could help me.
3. I wish I could go to the theatre.
4. I wish I didn’t live so far from school.
5. I wish I knew (could speak) Japanese.
Ex. 3
57
1. I wish I hadn’t eaten so much.
2. I wish I had bought that nice dress.
3. I wish I had learnt to play a musical instrument.
4. I wish I had brought my camera.
5. I wish they had told me they were coming. / I wish I had known they were coming.
Ex. 4
1. hungry; 2. thoughtfully; 3. well; 4. scientifically; 5. silently; 6. lovely.
Ex. 5
1. Tom smiled stupidly.
2. The train arrived late.
3. I don’t like the films which end dramatically.
4. Rita shouted angrily.
5. He was breathing heavily.
6. My mother can drive her new car fast.
Ex. 6
1. am usually; 2. has probably gone; 3. often breaks; 4. is hardly ever; 5. to write nicely.
Ex. 7
Across: conquer; AD; century; battle; temple; monarch; archaeology; servant; historic; medieval; knight;
fort; pagan; defensive; church.
Down: BC (before Christ); castle; king; queen; democratic; palace.
UNIT 21
EMIGRANTS
Student’s Book
Ex. 3
1. F; 2. T. 3. F; 4. T; 5. F; 6. T.
Ex. 7
1. do up; 2. can’t do without; 3. can’t keep up; 4. keep out of; 5. has to do with; 6. keep to; 7. did out; 8. kept
back.
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Ex. 8
A
2. Free transport provided
B
5. Self-catering accommodation
C
1. Shared
D
3. Hourly rate of pay
E
4. Piecework
Have Fun
One-One was a racehorse.
Two-Two was one, too.
When One-One won one race,
Two-Two won one, too.
__________________________________________________________________________
Activity Book
Ex. 1
1. D; 2. E; 3. B; 4. F; 5.C; 6. A.
Ex. 2
1. accommodation; 2. engineering; 3. conditions; 4. wanted; 5. our own expense; 6. make friends; 7. look
after yourself; 8. hourly; 9. self-catering; 10. one bed roomed.
Ex. 3
1. out; 2. up; 3. to; 4. off; 5. at; 6. back; 7. down; 8. on.
Ex. 4
1. up; 2. out; 3. without; 4. away with; 5. without; 6. out.
Ex. 5
1. She isn’t happy as she must live in a one-bedroomed flat.
2. Emigrants are paid for piecework.
3. My brother persuaded Ken to believe that he had to finish his work.
4. Our sportsmen were victorious in this championship.
5. Free transport to and from the airport will be provided.
6. On holidays I like staying in a place which is self-catering.
7. My husband is homesick.
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8. People felt exhausted after such a long working day on the farm.
Ex. 6
1. ourselves, we, ourselves; 2. he, himself; 3. yourself, myself; they, themselves; 5. she, herself.
Ex. 7.
managing
emigrant
accommodation agree
besides
make friends
leading
stranger
hotel
conditions
moreover
friendship
engineering
visitor
house
agreement
because
weekly
commanding
tourist
homesick
advertisement
in addition
pen pal
UNIT 22
WHAT DO WE MEAN BY WRONGDOING?
Student’s book
Ex. 3
Creative – inventive; right – correct; unreal – forge; unkind – cruel.
Ex. 4
A. – B
B. – E
C. – A
D. – F
E. – D
A. Let’s look first at cheating in school. Is copying material from the internet and presenting it as one’s
own work OK? What about having notes hidden up your sleeve? Is it wrong to hide your mobile in
your pocket and look at the notes you’ve put on it? Is it being inventive or dishonest?
B. Sometimes it’s the students who cheat but do teachers cheat? Surely not! What if a teacher opens the
exam papers beforehand so that students can revise the questions – is that cheating or just being
helpful? Perhaps the teacher is marking the exam paper and returns it to the student to correct some
mistakes.
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C. You hate sports but your dad says it’s good for you. So you type a letter to say that you can’t run
about because you have asthma and you forge his signature – is that wrong? Most of us think of
forgery as forging money or false papers and you can go to prison for that.
D. Bullying is a problem in most schools but not everyone thinks it’s wrong, some people think it’s just
fun. What do you think? Why are some teens so cruel and hateful? Have you ever been bullied?
E. What about bribery? Paying the examiner to pass your driving test. Who is the most guilty – you or
the examiner for taking the money?
Ex. 6
Countable: newspaper, a piece of paper, books, a bar of chocolate, job, a bit of advice, a bottle of milk,
examiners, copper.
Uncountable: water, advice, fruit, paper, weather, freedom, chocolate, work, snow, football.
Ex. 7
1. There were five pieces of news.
2. I’ve got some money for the work I did.
3. This news is very important.
4. Friendship is the most important thing in a teenagers’ life.
5. Your luggage looks heavy.
6. Can you bring me a bottle of water.
Ex. 8
being ahead of time – having an advantage in a competitive situation; succeeding; speeding – moving faster
than it’s allowed; copper – officer.
Ex. 9
Student A
Our teacher showed us the exam papers beforehand, so that we could study and revise for those questions. I
don’t think that’s cheating! She’s just preparing us for the exam.
Student B
I regularly copy stuff from the Internet and pretend it’s my own work. That’s not cheating, it’s ‘being ahead
of the game’!
Student C
I wanted to go to a rock concert instead of school and my dad wouldn’t let me. So I typed a letter and forged
his signature. That’s being inventive, not dishonest.
Student D
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I was bullied in my last school. They thought it was fun, but I think it’s cruel and hateful.
Student E
My father got stopped for speeding, and he gave the policeman some money to let him go. It’s the copper
who’s dishonest, not my dad.
Student F
Our teacher marked our exam papers and then gave them back to us so that we could correct the mistakes.
We get better marks and she appears to be a great teacher. Cool!
Student A
Cheating before exams.
Student B
Borrowing somebody’s thoughts
Student C
That’s being dishonestly inventive.
Student D
Bullying.
Student E
Bribery.
Student F
Cheating in exams.
Have Fun
1. yellow; 2. bridge; 3. omnibus; 4. butterfly; 5. Thames; 6. scarf. WINTER
_____________________________________________________________________
Activity Book
Ex. 1
1. c; 2. a; 3. b; 4. c; 5. a; 6. c.
Ex. 2
1. beforehand; 2. bullying; 3. forgery; 4. forged, signatures; 5. guilty, bribery; 6. sleeves; 7. dishonestly; 8.
inventive; 9. cruel.
Ex. 3
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1. a) a; b) -; 2. a) a; b) -, -; 3. a) some; b) a; 4. a) a; b) -; 5. a) -, -; b) an, a; 6. a) a; b) some.
Ex. 4
1. What’s wrong with you? Have you got a headache?
2. I know a lot of people. Most of them are students.
3. When I was a child, I used to be very shy.
4. Would you like to be an actor?
5. Do you collect stamps?
Ex. 5
1. a few; 2. a, few; 3. a little; 4. many; 5. much.
Ex. 6
1. I can’t lend him any money, I have too little.
2. You should buy a new motorbike. Your old one has a few problems.
3. The room is almost empty. There are only a few people.
4. Would you like a little butter on your sandwich?
5. That cooker is expensive to have, it uses a lot of electricity.
6. Mantas isn’t very busy. He doesn’t have much homework.
7. Mark has got a lot of free time. He has got only a little homework.
8. Only a few pencils are broken the rest are ok.
9. I have just a little time to be here then I have to run.
10. I haven’t much freedom, because my parents control every moment of my life.
UNIT 23
PERSONAL DATA SECURITY
Student’s Book
Ex. 8
1. rather; 2. the right way; 3. wrong; 4. A thousand; 5. the next; 6. the wrong; 7. Next; 8. only; 9. thousands.
Ex. 10
One day a girl stopped at a cash machine because she wanted to get some money to buy a DVD. The cash
machine was outside a bank. The bank was on the corner of a busy street. Opposite the bank, there was a car
park. The girl put her card into the machine and entered the pin number. She took the money and removed
the card.
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In the car park opposite the bank was a car with a very clever, young man sitting inside. He had fixed a small
camera and a tiny machine in the cash machine above the keypad. The camera recorded everyone’s pin
number and the info was sent to a receiver (another machine) in the car.
The next day, when the young woman went to get some more money from the machine, she discovered that
there was no money left in her account. It had all been stolen.
The motto of the story is: always cover the keypad with your hand when entering the pin number.
No, the woman was not careful.
Ex. 11
1. F. One day a girl stopped at a cash machine because she wanted to get some money to buy a DVD.
2. F. The cash machine was outside a bank.
3. F. Opposite the bank, there was a car park.
4. T.
5. F. The camera recorded everyone’s pin number and the info was sent to a receiver (another machine) in
the car.
6. T.
Have Fun
1. b; 2. d; 3. c; 4. e; 5. a; 6. f.
____________________________________________________________________________
Activity Book
Ex. 1
1. cash machine; enter; 2. remove; 3. constantly; careful; data; 4. disc; holds; 5. fraud; actual; 6. account;
stolen; 7. motto; 8. fixed; security; 9. statements; bills; afterwards.
Ex. 2
1. a; 2. the; 3. a; 4. the; 5. the; 6. the; 7. the; 8. a; 9. the; 10. a; 11. the; 12. the; 13. the; 14. the; 15. the; 16. a;
17. the; 18. the; 19. an; 20. the; 21. the; 22. the; 23. the; 24. an; 25. the; 26. the.
Ex. 3
1. -; 2. the; 3. a; 4. the; 5. the; 6. the; 7. the; 8. -; 9. -; 10. the; 11. the; 12. the; 13. -; 14. the.
Ex. 4
1. How many million people live on the Earth?
2. How were the shelves fixed to the wall that they fell down on the floor?
3. Why are we constantly told to be careful and protect personal data about ourselves?
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4. Has the arrival of internet shopping made identity fraud easier?
5. What must you do if you discover that there is no money left in your account as it has all been stolen?
6. Do you always understand the motto of any story you have read?
7. Who was the last person to leave the party?
Ex. 5
1. away; 2. up; 3. home; 4. wet; 5. letter; 6. angry; 7. married; 8. school; 9. lost; 10. out; 11. over;
12. cold
Ex. 6
to arrive at – No. 8; to catch – No. 12; to become – No. 6; to receive – No. 5; to recover – No. 11.
UNIT 24
IT’S GREAT TO KNOW
Student’s Book
Ex. 3
certificate 4, disability 7, amount 2, conquer 3, honour 1, spa 5, accommodation 6, bullying 8, signature 9.
Ex. 5
Go on a course, take an exam, in order to do sth, warm-up, have an interest, take the waters, at one’s own
expense, Yours sincerely, look after oneself, make friends, managing director, one-bedroomed, self-catering,
being ahead of the game.
Ex. 6
1. The English were conquered by the Normans in 1066.
2. Bullying is a problem in many schools.
3. She is deaf, but refuses to let her disability stop her from doing what she wants to do.
4. Two weeks in a luxury spa can be yours just for answering a few simple questions in our competition.
5. There’s a shortage of cheap accommodation in our town.
6. He paid regular amounts of money to a charity.
Ex. 7
1. Did you have dinner at home or at school?
2. I would have sent her an invitation if I had found her address.
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3. I wish you would stop talking.
4. I try to eat well and exercise regularly to keep my weight down.
5. Let's do away with formality and use first names.
____________________________________________________________________
Activity Book
Ex. 1
go on a course; take an exam; weightlifting; in order to do sth; unfortunate; warm-up; looking after; say out;
sweetheart; have an interest; part-time; spotlight; take the waters; at one’s own expense; do sth up; Yours
sincerely; look after oneself; make friends; managing director; one bed roomed; piecework; self-catering;
beforehand; being ahead of the game; dishonest; hateful; wrongdoing; afterwards; cash machine.
Ex. 2
1. had dinner; 2. had gone; 3. would have come; 4. had known; 5. was; 6. had found; 7. could; 8. hasn’t; 9.
would stop; 10. hadn’t wasted.
Ex. 3
1. keep down; 2. keep at; 3. keep out of; keep up; 4. keep up; 5. kept on; 6. kept back.
CULTURE CORNER 3
ITALY AND GERMANY: COUNTRIES OF THE EUROPEAN UNION
Student’s Book
Ex. 3
When most of us think of Italy, we think of its capital – Rome. The history of Rome covers 2,800 years as
the city grew from a small Italian village to the centre of a huge civilisation that dominated much of Europe
for centuries.
The language Latin (now a ‘dead’ language) was derived from the surrounding region called Latium. The
early inhabitants of Rome were, in fact, called Latins. They were farmers and traders and became rich and
successful. Because it was a rich city, the inhabitants of surrounding areas were jealous and Rome invested
in an army to protect itself. It was so successful, that by 300BC, the Romans controlled most of the Italian
peninsular. Early Rome was ruled by kings but after the seventh monarch, the Romans decided to rule
themselves. They became a Republic and had a council known as the Senate. The Senate appointed a Consul
who ruled for one year.
There were four classes of people in Rome. The lowest were ‘slaves’ who were owned by other people. Then
there were the ‘plebeians’ who were free people but without any influence. Next highest were the
equestrians’ or ‘knights’; they were rich as they had to have a horse to ride and they were called to fight for
Rome. The highest class were the nobles, they were called ‘patricians’ and had all the real power.
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Rome’s most famous citizen was Julius Caesar. He was a politician and general who conquered the Gauls in
France. In 49 BC, he crossed the river Rubicon, and conquered Rome itself which he ruled as a dictator.
He was eventually murdered in the senate in Rome. However, he was so famous that the month of July was
named after him. Shakespeare wrote a play about his murder.
The Roman Republic lasted almost 500 years.
Ex. 4
Romulus and Remus were twin brothers who were abandoned by their parents as babies. They were put into
a basket which was placed in the river Tiber where it eventually ran aground. They were found by a female
wolf who nursed them until they were discovered by a shepherd who then brought them up.
When they grew up, they decided to found a city where the wolf had found them. Tragically, they quarrelled
over where the site should be and Remus was killed by his brother.
As Romulus was now the sole founder of the city, he named it after himself – Rome.
The date given for the founding of Rome is 753 BC. Rome is so old that it is known as the Eternal city.
Ex. 5
Nowadays, Germany, as the largest economic and most inhabited nation in Europe, is a key member of the
European Union. But that wasn’t always the case.
Although Germany didn’t become a nation until 1871, its history dates back to the era of the Germanic
tribes. After the Thirty Years War, Prussia became the largest and most powerful of the German states.
During the Napoleonic wars, when France broke up the Holy Roman Empire, the German territories were
reorganised and reduced in number to thirty-nine. 1871 saw the declaration of the German Empire.
The First World War saw Germany ending up reduced in size rather than becoming even more powerful.
After the Second World War, it was divided in two: West Germany (The Federal Republic of Germany) and
East Germany (The German Democratic Republic). The capital, Berlin, was divided by a ‘wall’.
In 1989, as the result of a peaceful revolution, the Berlin Wall fell down and in 1990 East Germany was
reunited with West Germany.
_____________________________________________________________________________________
Activity Book
Literature Corner 3
Ex. 2
A. the pockets of his jacket 5
B. was horrified 4
C. left them there with a piece of bread. 3
D. to the forest to collect wood 6
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E. the moon comes out 8
F. the fire had been lit 7
G. to provide food for his family 2
H. with their two children 1
Ex. 3
1. F; 2. F; 3. T; 4. T; 5. F; 6. T; 7. F; 8. F; 9. T; 10. F.
UNIT 25
MODERN WAYS OF ENTERTAINMENT
Student’s Book
Ex. 7
1. must be; 2. could / may / might be; 3. can’t be; 4. may not / might not be; 5. could / may / might be.
Ex. 8
Welcome to Alton Towers – The Resort where there’s so much to do
For family fun and a great holiday, you can escape for days at Britain’s best theme park. You can splash in
the water park while your dad plays golf. Alton Towers has fabulous, fun-packed activities for all ages and
you can be busy all day long. In fact, there's so much, that you won’t be able to pack it all into a day.
Laughs & Fun Rooms
You might want to laugh yourself silly, scary yourself stupid with Laughs and Fun Rooms. Dare you take the
short cut through the Haunted Wood? Listen out for the ghostly sounds as you walk carefully. The ghosts in
the Haunted house fight back, and you'll need to be brave to get safe out of it! Climb board the Runaway
Mine Train. It twists and turns getting faster and faster. You can’t escape the splashes on the River Rapids.
Staying dry is almost impossible.
Thrills – A great selection of BIG RIDES!
There are American Hills for everyone. You can twist and turn, go fast and fly. It can be scary. With steep
drops these original little cabins will take your breath away as you turn upside down.
The Water park
On Master Blaster, the water twists you up, down and around at breathtaking speed. You can ride the slides
down to 3 separate pools on Flash Floods. Be careful not to get wet from our huge Tipping Bucket. You
might want to go back for more!
Young Fun
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Younger kids can have lots of fun in our safe play areas.
Ex. 9
1. F. It is Britain’s best theme park for all ages.
2. T.
3. F. You might want to go back for more!
4. T.
5. F. The ghosts in the Haunted house fight back.
6. F. It twists and turns getting faster and faster. You can’t escape the splashes on the River Rapids. Staying
dry is almost impossible.
______________________________________________________________________________
Activity Book
Ex. 1
1. e; 2. g; 3. a; 4. b; 5. h; 6. c; 7. f; 8. d.
Ex. 2
1. can’t; 2. must; 3. might; 4. can’t; 5. might; 6. must; 7. might not; 8. must; 9. can’t; 10. must; 11. must.
Ex. 3
1. -; the; 2. -; the; -; 3. the; the; the; 4. the; 5. the; -; 6. the; 7. the.
Ex. 4
1. j; 2. c; 3. i; 4. g; 5. a; 6. d; 7. h; 8. f; 9. b; 10. e.
Ex. 6
Every bird likes its own nest.
UNIT 26
DON’T SAY GOODBYE TO BOOKS
Student’s Book
Ex. 3
A. 6. the time they left school
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B. 4. they were interested in
C. 1. The Lord of the Rings.
D. 5. while the boys were not
E. 3. that their teacher said
F. 2. Bridget Jones’s Diary
A recent survey of 100,000 teenagers’ reading habits in the UK, produced some interesting results. The
books they couldn’t put down included: The Harry Potter Series; the Alex Rider series; The Lord of the
Rings; A Series of Unfortunate Events; The saga of Darren Shan; a Child Called ‘it’.
While their parents might like them to read Wuthering Heights or Paradise Lost, they much preferred to
secretly read Bridget Jones’s Diary; glamour model Jordan’s autobiography – Being Jordan and Girls in
Love by Jacqueline Wilson.
One of the questions asked was ‘What makes young people want to read’.





43% said they would read something recommended by a friend.
Only 10% would read a book that their teacher said they must read, while 25% were keen to read a
book about a film they had enjoyed.
23% liked to read about a person or hobby that they were interested in.
70% of those asked, would prefer to watch TV or a DVD than read a book.
Girls demonstrated more enthusiasm in reading books, while the boys were not such enthusiastic
readers.
Some famous authors were asked to suggest books that they thought young people should have read by the
time they left school.
Andrew Motion, the poet laureate, chose Paradise Lost, Ulysses and Don Quixote. Among J. K. Rowling’s
suggestions were Wuthering Heights and To Kill a Mocking Bird. Novelist Ben Okri’s advice was: ‘Read the
books your parents hate!’
Ex. 4
1. a journal – a diary; 2. a review – survey; 3. a story – saga; 4. father and a mother – parents; 5. a life story –
autobiography; 6. a mate – a friend; 7. free time activities – hobbies; well-known – famous.
Ex. 8
1. research
D. serious study of a subject in order to find out new information
2. opening hours
G. when a shop, a bank or other offices work, they are not closed
3. it is available
H. you can have it, use it, or buy it
4. be tempted to read
A. to feel you would like to do something
5. non-fiction books
F. books about real facts or events
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6. to amaze
E. to make someone feel very surprised
7. compulsory
B. you must do that
8. classics
C. a book, a film that it is important, serious, and with qualities that
last for a long time
Ex. 9
1. T; 2. F; 3. F; 4. T; 5. F; 6. T; 7. F.
Interviewer: Do you think that teenagers read as much as they should?
A:
Well, yes and no. My mates and I don’t read nearly as many books as we should, but we spend
a lot of time on the Internet reading instant messagers, Myspace, Facebook and lots of other
stuff on the net. I think the internet has replaced books for teens in the 21st century.
Interviewer: If you had to research something, would you go to the library?
B:
No, I would use the internet. Reading on screen is easier than reading a book and it’s quicker to
go online than to walk to the library. One of the disadvantages of libraries is the opening hours
– the Internet is available 24/7.
Interviewer: What sort of books would you be tempted to read, if you decided to take up reading as a hobby?
C:
I like non-fiction books; things about science amaze me and I love books about animals and
the way the world works.
Interviewer: Don’t you have compulsory texts that you must read for your exams?
D:
Of course, but you can easily download reviews from the web. Who wants to read classics
nowadays!
Have Fun
Swan swam over the sea, swim, swan, swim!
Swan swam back again, well swum, swan!
_____________________________________________________________________________
Activity Book
Ex. 1
1. F; 2. E; 3. A; 4. B; 5. C; 6. D.
Ex. 2
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1. compulsory; 2. demonstrate 3. enthusiastic; 4 research; 5. paradise; 6. laureate; 7. suggestions; 8. diary; 9.
height; 10. non-fiction.
Ex. 3.
1. must; 2. might; 3. must; 4. might; 5. may; 6. can’t; 7. might; 8. might; 9. can’t; 10. might.
Ex. 4
1. can’t cost; might have put; 2. must be sleeping; 3. might have missed; 4. might be reading; 5. might not
have studied; 6. must be; 7. must have gone; 8. can’t have done; 9. must be playing; 10. might be.
Ex. 5
Students might write different answers.
1. It might have rained at night.
2. The robber must have climbed upstairs.
3. The robber might have travelled by train.
4. The robber must have opened all the drawers.
5. He must have stolen a large sum of money.
6. He might have made a phone call.
7. He might have left by the back door.
Ex. 6
1. Rasa might be writing a story.
2. My neighbours must have gone out – all the lights are off.
3. He can’t be at home now.
UNIT 27
FILMS NOW AND THEN
Student’s Book
Ex. 4
1. The rich man who lived in a shabby house. B
2. Documentary films about Silent Clowns. A
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3. The most successful cultural export ever. C
4. The lifestyle of a famous person. B
5. A selfish man. C
Ex. 7
spacecraft; friendship; hairdryer; householder; housewife; half board; sightseeing; icecap; lump sum;
backpacker; household; membership; campfire; newsletter; windowsill; homeland; part-time; sweetheart;
spotlight; keypad.
Ex. 10
Thomas Edison, the inventor of the light bulb, produced a Kinetoscope in 1893.
Only one person at a time could watch moving pictures which became known as ‘a peep show’.
The first people to present projected moving pictures were the Lumiere brothers in 1895.
The first films were very short and were shown where there was screen and the room darkened.
By 1906 we had full colour moving pictures.
In 1926, Jack Warner, then head of Warner Brother Studios, declared that Talking Films would never be a
success. How wrong can someone be?
The first ‘Talkie’ – in other words the first film with dialogue on its soundtrack – was ‘The Jazz Singer’ in
1927.
The Sunday Times
No one person invented cinema but Thomas Edison. The inventor of the light bulb, produced a Kinetoscope
in 1893. This allowed one person at a time to watch moving pictures and became known as ‘a peep show’.
The first people to present projected moving pictures were the Lumiere brothers in 1895. The first films were
very short and were shown at music halls or anywhere that a screen could be set up and the room darkened.
By 1906 we had full colour moving pictures.
In 1926, Jack Warner, then head of Warner Brother Studios, declared that Talking Films would never be a
success. How wrong can someone be?
The first ‘Talkie’ -in other words the first film with dialogue on its soundtrack – was ‘The Jazz Singer’ in
1927.
Nowadays, we can’t imagine life without the cinema, TV, videos or DVDs.
______________________________________________________________________
Activity Book
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Ex. 1
1. broadcast; 2. documentary; 3. onwards; 4. worldwide; 5. dialogue; 6. revival; 7. soundtrack; 8. contrast.
Ex. 2
1. a – comedy, b – documentary, c – serial;
2. They all were comedians.
3. a) They include high energy, big-budget physical stunts and chases, possibly with rescues, battles, fights,
escapes, and destructive crises; b) Horror films are designed to frighten and to invoke our hidden worst fears,
often in a terrifying, shocking finale; c) Science fiction, fantasy films.
Ex. 3
1. Open air; 2. tin opener; 3. address book; 4. post office; 5. earring; 6. pocket; 7. human being; 8. tea pot; 9.
fairy tale.
Ex. 4
COUNTABLE: alarm clock, burglar alarm, heart attack, tea bag, credit card, arms race, greenhouse effect,
sound barrier, death penalty.
UNCOUNTABLE: birth control, junk food, pocket money, food poisoning.
PLURAL: human rights, sunglasses, traffic lights, kitchen scissors.
Ex. 5
1. T; 2. T; 3. T; 4. F; 5. F; 6. F.
Ex. 6
1. Many more visitors can come to the Plaza cinema.
2. A far larger number of visitors can watch films at the Celebrities cinema.
3. There were many more films shown in the Plaza cinema as in the Celebrities.
4. There are not nearly as many halls in the Celebrities cinema as in the Plaza.
5. At the Plaza cinema there are almost twice as many seats as in the Celebrities.
6. There are as many facilities in the Plaza as in the Celebrities cinema.
UNIT 28
INTERNATIONAL MISSING CHILDREN’S DAY
Student’s Book
74
Ex. 4
1. John McCann. (Parents certainly need to be more aware of the dangers but there are many cases of
children being stolen from under their parent’s nose.)
2. John McCann is the uncle of Madeleine.
3. Anne doesn’t think.
4. The charity used to be called ‘Missing People’ and it has been chosen today to launch its new name and
logo.
5. People should wear yellow ribbons on International Missing Children Day to show their support.
6. There have been 1,200 reports of missing young people in the last year.
Today on BBC Radio 2 introduced by Jeremy Vine.
J.V.:
Good morning, today is International Missing Children’s Day and my first guest is John
McCann the uncle of Madeleine. Can you tell us a bit about the aim of today?
John McCann: We want to support parents whose children have gone missing and to help them to remain
hopeful. The charity used to be called ‘Missing People’ and we have chosen today to launch
its new name and logo. We are urging people to wear yellow ribbons to show their support.
I’m sure that most people can understand the horrible feeling in your stomach and the
turmoil and mental upset which makes it hard to think clearly.
J.V.:
I have a listener on the phone with a question. Hello, Anne.
Anne:
Hi! How can a charity based in the UK help to find children like Maddie who have
disappeared abroad?
John McCann: We are now in touch with other charities and websites all over Europe. It’s vital that
information about a missing child is spread as quickly as possible. Today - it's short for
International Missing Children's Day and it is being organised by the European Federation of
Missing and Sexually Exploited Children.
J.V.:
I have an email from a listener. ‘There have been 1,200 reports of missing young
people in the last year. Surely, parents need to take better care of their children.’
John McCann: Parents certainly need to be made more aware of the dangers but there are many
cases
of children being stolen from under their parent’s nose.
J.V.:
Time for a record now and then we’ll continue this debate.
Ex. 7
1. shall we; 2. can she; 3. will you; 4. won’t you; 5. aren’t there; 6. aren’t I; 7. is there; won’t yoyu 8. didn’t
they.
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_____________________________________________________________________________
Activity Book
Ex. 1
1. introduce; 2. support; 3. disappeared; 4. exchange; abroad; 5. aware; 6. cases; amount; 7. likely; helpless;
confidence; 8. donated; 9. neighbourhood; 10. annual raffle; involve.
Ex. 2
1. will you; 2. won’t you; 3. hasn’t he; 4. mustn’t they; 5. didn’t they; 6. isn’t there; 7. shall we;
8. don’t they.
Ex. 3
1. could you; 2. Ann, you don’t know where Rita is, do you? 3. Andrius, you don’t have a torch, do you? 4.
Rytis, you haven’t seen my keys, have you?
Ex. 4
1. little; 2. little; 3. a few; 4. few; 5. a little.
Ex. 5
1. nothing; 2. some; 3. No one; 4. somewhere; 5. something; something; 6. any; some; 7. somebody; 8.
nobody; 9. anything.
Ex. 6
1. anonymously; 2. beforehand; 3. certificate; 4. immigrant; 5. enthusiasm; 6. autobiography;
7. sponsored; 8. influence; 9. personally; 10. faithfully; 11. introduce; 12. ribbons; 13. friendship.
NEIGHBOURHOOD
UNIT 29
BEWARE OF IDENTITY THEFT
Student’s Book
Ex. 3
Monika: Is your blog secure?
Sandra: My blog is as secure as it can be!
Monika: How can you say that?
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Sandra: Listen, my parents have taught me how to use the internet and what the dangers are!
Monika: What about chat rooms like the one we are in now? No one has taught me – what did your parents
say?
Sandra: Well, I can number them for you: 1. Guard your identity. 2. Use an anonymous user name and
outline profile. 3. Know how to exit quickly. 4. Know that attachments to e-mails can contain viruses
and worms. 5. Don’t send pictures to an internet ‘friend’.
Monika: Wow, that’s a lot of information!
Sandra: Yes, but I haven’t finished yet. Sending picture on the internet makes them open to hackers who can
change them and embarrass you. Chat room ‘friends’ aren’t always who they say they are. Don’t
arrange to meet someone whom you have only ‘met’ on the internet. Know the rules on Intelectual
Property and don’t download illegally.
Monika: Are you finished now?
Sandra: No, there’s more! Always have a firewall installed on your computer. Always have anti-virus and
anti-spam software installed. Understand what ‘Phishing’ means and use anti-spam and other
software to counteract it. Always have a web filter.
Monika: OK is that the lot?
Sandra: Well not quite – my mum and dad insist that I have to use my computer where they can see it. They
also talk to me a lot about computers and the internet and the dangers, like for example the fact that
responsible adults don’t try to make friends with young people that they don’t know and aren’t
related to. They do let me have my privacy but they insist on looking at my computer files from time
to time.
Monika: Well, your parents certainly know something about the internet and its problems.
Sandra: Just as well because I don’t want to put myself or my family in danger.
Monika: OK, thanks and goodbye.
Ex. 4
1. Her parents have taught Sandra to use the Internet.
2. 1. Guard your identity. 2. Use an anonymous user name and outline profile. 3. Know how to exit quickly.
4. Know that attachments to e-mails can contain viruses and worms. 5. Don’t send pictures to an Internet
‘friend’.
3. Because sending picture on the Internet makes them open to hackers who can change them and embarrass
you.
4. Monika should always have anti-virus and anti-spam software installed.
5. Sandra’s parents talk a lot about computers and the Internet and the dangers, like for example the fact that
responsible adults don’t try to make friends with young people that they don’t know and aren’t related to.
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6. Sandra’s parents insist on looking at her computer files, because they don’t want to put her or their family
in danger.
Ex. 7
1. He thinks that I am playing chess.
2. The teacher sees that he has made a mistake.
3. He said he was ill.
4. Tom told us that he would go to Vilnius.
5. I see that you are chatting on the internet.
6. He said that he was going to visit his grandparents.
7. I knew he was a responsible person.
8. I hoped that I would be in time.
Ex. 8
pronounce
to make a sound of a word
scam
a clever but dishonest way to get money
source
the thing, place or a person that you get something from
well-known
a synonym for a word ‘famous’
a recipient
someone who receives something
a sender
someone who sends something
update
to add the most recent information to something
Ex. 9
What is Phishing?
Online phishing (pronounced like the word fishing) is a way to trick computer users into giving away
personal or financial information through an email message or website.
A common online phishing scam starts with an email message that looks as if it is from an official source
such as a bank, credit card company or well-known online store.
In the email message, recipients are usually asked to provide personal information such as their bank account
details or a password The email usually explains that the sender (your bank for example) is updating their
records and wants to check that your details haven’t changed.
Beware! This information will then be used for an identity card.
_______________________________________________________________________
Activity Book
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Ex. 1
1. E; 2. D; 3. A; 4. B; 5. F; 6. C.
Ex. 2
1. put ... in danger; 2. firewall; 3. intellectual; 4. certainly; 5. filter; 6. counteract; 7. property; 8. well-known;
9. update; 10. secure.
Ex. 3
1. c) had sent; 2. c) knows; 3. a) will manage; 4. c) had sold; 5. c) would win; 6. a) has been.
Ex. 4
1. I know that she used this program earlier.
2. I hope I’ve installed the right software on my computer.
3. Ken says that he has will certainly study engineering at university.
4. I want to exit from this building because I didn’t don’t feel secure.
5. She knows knew yesterday that the theft had stolen her golden ring.
6. He has been playing basketball since his mother brings brought him to sports school.
7. I would be so happy if you updated my personal data on the computer.
Ex. 7
1. learning; 2. put; 3. visiting; 4. solve; see; 5. not to build; 6. sending.
Ex. 8
1. pronounce; 2. recipient; 3. sender; 4. property; 5. source; 6. number; 7. users; 8. illegal; 9. embarrassed;
10. outline; 11 relates. RESPONSIBLE
UNIT 30
THE PROS AND CONS OF THE MEDIA
Student’s Book
Ex. 4
1. C; 2. D. 3. B. 4. A. 5. E.
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Ex. 6
1. Nowadays; 2 in a week; 3. the day after tomorrow; 4. once; 5. last; 6. Those days; 7. these days; 8 at last.
Ex. 7, 8
Schoolkids run riot over lunch
Children ran riot through a town yesterday after being locked out of their school by work-to-rule teachers.
About 300 pupils spread into the streets breaking windows and terrifying families. Police were called to stop
the lunchtime incident. This was 1. the second day that there had been 2. trouble at the 1780-pupil
Biddeford High School in Devon. Headmaster John Dare said that the teachers 3. were supporting the pay
claim by the 4. National Union of Teachers.
Teachers 5. have banned unpaid supervision and there were only three on duty to supervise pupils during
breaks.
Mr Dare – who said he was "upset" by the incident – will be making a full report to the Devon Education
Authority. A spokesman for the authority said: “We have yet 6. to establish how big the damage is caused
by teens.”
Pupils go on rampage
Police were called to a high school in Devon yesterday to put down a disturbance involving at least 60
pupils. Officers went to the 1700-pupil mixed school in Biddeford after people living near the school
reported a 7. “developing riot.”
The trouble, described by Devon County Council as "a disturbance rather than a riot," occurred at lunchtime
when only Mr John Dare, 8. the headmaster, and two members of staff were available to look after pupils
because of the teachers' pay disagreement. Several windows were broken by children throwing bottles and
stones. Police 9. restored order after about 35 minutes and normal lessons were held in the afternoon.
Mr Dare said last night that only 50 pupils were really involved. He thought that no more than ten children
were responsible for causing damage. Mr. Owen, Devon's Director of Education, has called for a full report
on the disturbance. Biddeford school is divided into two sections. Yesterday's disturbance seems to have
occurred because the children were angry and bored because they weren’t allowed in one part of the
building.
Have Fun
 Ask each student to write the name of a well known Book Title, Film Title or TV Programme on a
piece of paper.
 Fold the paper so that the writing can’t be seen, place them all in a box and mix them up.
 Divide the students into two teams.
 In turn each member of the team (the ‘actor’) picks a piece of paper from the container and has to
mime the word(s) to their team, who have to guess what is written on the piece of paper.
 The ‘actor’ is only allowed to speak to say that it is a film, or a book or a TV programme; no other
speech is allowed.
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 Long words can be broken up into syllables, each of which can be mimed – and the ‘actor’ can
explain whether it is the first, second or third syllable.
 There is a standard time limit for each person (suggest 2 minutes).

When the first team is finished, the second team takes over. Each member chooses a piece of paper
in turn and acts out the words, as above.
__________________________________________________________________________
Activity Book
Ex. 1
Newspaper
Broadsheet, caption, column, headline, section, subheading, tabloid.
Television
headline, comedy, documentary, news, channel, programme.
Ex. 2
1. The sport section is the most popular in our paper.
2. The subheadings are numbered within each chapter.
3. In Lithuania, the broadsheets are believed to be more serious than the tabloids.
4. a caption under a picture in a newspaper describes the picture or explains what the people in it are doing or
saying.
5. She switched to another channel to watch the news.
Ex. 3
1. claim; 2. damage; 3. disturbance; 4. education; 5. exclude; 6. incident; 7. independent; 8. media; 9.
rampage; 10. riot.
Ex. 4
1. b; 2. c; 3. c; 4. b; 5. c; 6. c; 7. a.
Ex. 5
1. in; 2. for; 3. last; 4. at; 5. last; 6. at; 7. on; 8. when; 9. in; 10. ago.
Ex. 6
1. is having; 2. had just arrived, started; 3. have you ever been; 4. have been singing; 5. are going, are
coming; 6. Do you listen; 7. was having; 8. is driving; 9. baked; 10. have written.
Ex. 7
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1. a; 2. b; 3. b; 4. b; 5. c; 6. a; 7. b; 8. c; 9. a; 10. b; 11. b; 12. b; 13. a; 14. a.
UNIT 31
A HELPING HAND
Student’s Book
Ex. 3
Mark:
Only a week till the end of term, thank goodness. Any of you got a summer job yet? I don’t
know what I’m going to do.
Peter:
Well, I’ve got my paper round and I like to deliver newspapers to all those people every day.
I do that all year so I’d like to earn some more money and do something different.
Sandra:
I’m all fixed. My aunt works full time so she’s going to pay me to look after my two cousins.
Mark:
I wouldn’t fancy that. Isn’t there a law about how old you must be before you can babysit?
What age are your cousins?
Sandra:
Josh is ten and Vicky’s eight. Because they’re relations, I’m old enough to be left in charge.
Anyway, they’ll be at an activity centre every morning so I won’t need to get up early.
Ken:
I saw an advert for fruit picking in the local paper. You need to be prepared to work in all
weather, but I love being outdoors and it’ll be really healthy. It’s piecework, which means
they
pay you for the amount of fruit you pick so, if I work hard, I’ll earn lots of money.
Mark:
That sounds great. Do they need any more people? How do you get there and what time do
you have to start work?
Ken:
Yes, they need more people and a free bus leaves the centre at 7am. It would be more fun if
we both did it but could you get up that early? We have to write a letter of application, I’ll get
the address.
Janet:
Hi, did I hear you talking about summer jobs? I’ve got a job as a waitress at the cafe on the
corner of my road. It doesn’t pay a lot but I’ll get tips.
Ex. 4
1. Janet is going to work as a waitress.
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2. Sandra is going to babysit.
3. Peter has a paper round and he likes this job. “A paper round' is the term for the number of houses that the
‘paper boy’ delivers the newspapers to.
4. Ken is going to pick fruit as he is prepared to work in all weather and loves being outdoors and it’ll be
really healthy.
5. Mark is interested in picking fruit too.
6. If people want to get a job they have to write an application or to send a letter of application.
Ex. 8
1. by; 2. out; 3. up to; 4. off; 5. out; 6. for; 7. in; 8. for.
Ex. 10
1. I get up very early in the morning before going to school and cycle to the local shop. I am given a bag full
of newspapers and I have to cycle round the streets putting the newspapers through letterboxes or leaving
them outside the front door. I have to make sure that each house gets the correct paper otherwise people
become very angry. Sometimes there are magazines to deliver as well and that makes the bag very heavy. It
is a good job in the summer but not much fun on a cold, dark, wet winter morning.
2. I only have my job in the summer holidays. It’s great fun and I always make lots of new friends. We get
free transport to and from work on a small bus. They supply water to drink and we take a pack lunch. It’s
very tempting to eat some of what we pick but as we get paid for the amount we pick, it is stupid to eat too
much. It can be hard work but it helps to keep you fit and I can work every day of the week if I want to.
3. My job doesn’t pay very well but the people who come in and order usually leave some money on the
table when they pay their bill. That’s called a tip and I can keep it. If you are really polite and friendly and
bring their order very quickly, you usually get a bigger tip. I get free meals and the food is really good. In
fact it’s too good because I’ve put on weight. In term time, I only work at the weekend but I can work as
many hours as I want in the holidays.
4. I would like to look after children when I leave school. Don’t think I want to be a teacher but I would
quite like to be a nanny. I’m going to get some practice this summer looking after my aunt’s children. It
should be quite an easy job. In the winter I sometimes look after a neighbour’s kids when they go out in the
evening. That’s easy money because they’re usually in bed when I arrive. I can do my homework or watch
TV and get paid at the same time.
A. waitress/waiter
B. baby sitter
C. newspaper delivery boy
D. fruit picker
1. C; 2. D; 3. A; 4. B.
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Have Fun
A pleasant place to place a plaice is a place where a plaice is pleased to be placed.
__________________________________________________________________________
Activity Book
Ex. 1
1. to babysit; 2. term; 3. fix; 4. in charge of; 5. letters of application; 6. a waitress; tips; 7. full time; breaks
up; 8. fancy going; 9. a law.
Ex. 2
1. for; 2. in for; 3. off; 4. for; 5. by; 6. up; 7. in; 8. out.
Ex. 3
1. neither has she; 2. so did Mrs White; 3. so was my mother; 4. neither did my friends; 5. so should his
brother; 6. neither will I.
Ex. 4
2. He should look for another job. 3. She shouldn’t go to bed so late. 4. You should take a picture of it. 5. She
shouldn’t use her car so much. 6. She should change the furniture. 7. You should read more for your lessons.
Ex. 5
Across: 1. housewarming; 2. nursery; 3. tips; 4. debt; 10. diary; 11. paths; 12. terms; 13. era; 14. guilty; 16.
typical; 19. obeys;
Down: 1. handsome; 5. section; 6. apply; 7. involve; 8. group; 9. exit; 10. damage; 15. result; 17. meal; 18.
height.
UNIT 32
IT’S GREAT TO KNOW
Student’s Book
Ex. 3
1. disappear; 2. ambassador; 3. suggest; 4. broadcast; 5. compulsory; 6. entertainment; 7. research; 8.
neighbourhood; 9. confidence.
Ex. 5
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be in touch with, turn one’s back on, in favour of, in contrast, hi-tech, be a success, non-fiction, mocking
bird, Tai Chi, Quick Step, qualify for.
Ex. 6
1. Can you suggest where I might find a chemist’s?
2. Lithuania’s ambassador in Britain has refused to comment.
3. They are doing some fascinating research on the language of dolphins.
4. The football championship is broadcast live to several different countries.
5. The sun disappeared behind a cloud.
6. They live in a friendly neighbourhood.
Ex. 7
1. c; 2. b; 3. a; 4. a; 5. c; 6. b.
________________________________________________________________________
Activity Book
Ex. 1
house warming; qualify for; mocking bird; non-fiction; be a success; in contrast; in favour of; onwards; sell
out; slapstick; soundtrack; turn one’s back on; neighbourhood; sth is likely; put sb in danger; well-known;
broadsheet; headline; headmaster; lock out; rule by; run riot; spokesman; subheading; work-to-rule; babysit;
break up; full time; in charge; is fixed.
Ex. 2
1. There is some milk for our cat, isn’t there?
2. She might not be interested in coming with us.
3. Everyone must come, mustn’t they?
4. They aren’t at home – they might be on their holidays.
5. Please open the door, won’t you?
Ex. 3
1. Would you mind standing in for me today?
2. He called in just to get some information.
3. The meeting was called off because of the bad weather.
4. Ann stood up and went to the blackboard.
5. Jane couldn’t stand up screaming.
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6. His parents stood by him during his illness.
7. Students call for their rights.
8. The policeman called out to her to be careful.
9. The fire brigade was called out to help the forest fires.
10. What does IT stand for?
CULTURE CORNER 4
LUXEMBOURG AND THE NETHERLANDS: COUNTRIES OF THE EUROPEAN UNION
Student’s Book
Ex. 3
Luxembourg
Although the recorded history of Luxembourg dates back to Roman times, its real history began in 963 when
Siegfried, Count of the Ardennes, had a castle built on the site of the present day capital. After the Eighty
Years War, Luxembourg became part of the Southern Netherlands.
Luxembourg remained neutral during both World Wars, but was still occupied by German troops.
There are three languages in use. Luxembourgish is the most commonly spoken language and is taught in
schools; street names are in French which is the official language of the parliament; and the newspapers are
mainly in German.
Despite being at the heart of the EU, the Grand Duchy of Luxembourg is a very private community and
about half of the population are foreigners.
The Netherlands or Holland
The use of the name Holland first appeared in 866 and covered the area around Haarlem, but by 1064 it was
being used for the name of the whole country. Although often referred to as the Netherlands, Holland is in
fact only a part of the Netherlands or ‘Low Lying Countries’.
Much of the country has always been marsh and bog and the inhabitants started to drain the land so that they
could farm it. This caused other problems, particularly flooding and dykes were built to take the water away.
In the 16th century they began a big project to reclaim land and this continued for the next 400 years.
When we think of Holland, we picture tulips, windmills, clogs, cheese and traditional costumes.
The most popular way of travelling in Holland is the bicycle.
Though the Hague is the actual seat of government, Amsterdam is the official capital of the Netherlands.
Ex. 6
86
Rembrandt
Rembrandt was one of the greatest artist of all time. He lived and painted in Holland. He was born in 1606
and died in 1669. Rembrandt painted over a 100 self-portraits, probably more than any other famous artist.
He also painted many scenes from the Bible. He used his family and relatives as models in many of his
works.
Vincent van Gogh
Vincent van Gogh was born in Holland on the 30th of March 1853. As a young boy he showed no particular
interest in drawing or painting. Often he was a lonely child and a difficult one too. It wasn’t until 1880, at the
age of twenty-seven, that he decided to become an artist. Once he had made the decision to become a painter,
he worked enormously hard, usually spending ten or twelve hours a day painting.
________________________________________________________________________________
Activity Book
Literature Corner 4
Ex. 2
1. b) a small church.
2. a) speak to each other and must not pay attention to
3. a) the king of the nearby kingdom.
4. b) a shepherd, an ascetic and an orphan.
Ex. 3
1. F; 2. F; 3. F; 4. T; 5. T; 6. T; 7. T; 8. F; 9. F; 10. F.
TESTS. ANSWER KEY
Test 1 Units 1– 2
1. 1. Why does your brother always come to school late? 2. She can bake tasty cakes now as she has bought a
new cooker. 3. Have you decided where to spend your summer holidays? 4. Look! Is that small boat sinking?
5. Tom is very stubborn. He has not changed his mind and won’t go to the disco with us. 6. His hands are
dirty as he has been repairing his bike all morning.
2. 1. He isn’t sociable and doesn’t like to speak about private matters. 2. When my mother has no time to
cook, she drinks instant coffee. 3. Ann was surprised and very sorry when she heard about our disagreement.
4. It wasn’t difficult to involve a lot of students in taking part in the new school project.
3. 1. I accidentally locked myself out of the house. 2. I’m sure they’ll cheer up when they hear this good
news. 3. The travellers were surprised to see native tribes on that distant island as they thought that nobody
87
lived there. 4. It is a mystery why the new ship has sunk in the sea. 5. Tom is an unreliable person, as he
often forgets what he has promised to do. 6. It isn’t difficult to prepare instant coffee.
4. 1. nearby; 2. distant; 3. similar; 4. an equal.
Test 2 Units 3–4
1. Things we eat: curry; dessert; snack; soft drink; spice; takeaway; croissant; curd; hash browns; hash;
steak. Hotel words: comfort; double; ensuite; facility; half-board; receptionist; reservation; single; suite.
Eating habits: Balanced; calorie; diet; nutrient; cafe;
2. 1. preparation; 2. recent; survey. 3. receptionist; sightseeing.
3. 1. each; 2. every; 3. each; 4.every; 5. each; 6. every, 7. each
4. 1. disappeared; 2.untie; 3. overcook; 4. debone; 5. realised, reread.
Test 3 Units 5–7
1. 1. When did you go sightseeing? – After breakfast. 2. What were you folding when I entered the room? –
The curtains. 3. When she arrived at the hotel the receptionist handed in the key of her room. 4. When she
opened her bag she realised that she had left her purse at home. 5. He had a strange feeling that somebody
was following him.
2. 1. What was the girl wearing? 2. How many times have we visited the observatory? 3. Why couldn’t Ann
come to the annual celebration? 4. When did the Williams settle down in this house? 5. What were the
children looking at?
3. 1. I couldn’t sleep well because the child was sobbing / had been sobbing all night. 2. Peter thought
that his friends forgot / had forgotten about his birthday. 3. Kate didn’t know if the teacher included / had
included her in the project. 4. When the bus driver came he saw that all the passengers had taken / took
their places. 5. When we bought the tickets we had taken / took our places in the train.
4. 1. We pitched the tent in a field in Lithuania with no-one else in sight. correct
2. Last summer I was at a camp and made load of friends
no (loads)
3. I don’t like to eat soup. In adition, this soup is too spicy.
no (addition)
4. We have already heard about Jane upsetting situation.
no (Jane’s)
5. Children play a trick on the householder to get some treats.
Correct
Test 4 Units 1–8
TAPESCRIPT
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1. 1. Would you like to pitch a tent in a field of Lithuania with no-one else in sight. Would you like to build a
campfire and cook sausages and bake potatoes? Imagine lying and watching at the stars at night. Just
imagine the morning swimming in the stream instead of showering. Camping is great. Just try it.
2. Are you tired of all boring food preparation? You don’t want to eat food with a lot of fat, calories, salt and
sugar and you want to have vegetables and energy giving nutrients. You don’t want to fill you up on ‘empty’
calories which leave you feeling blown up and sleepy. We all need to eat a balanced diet. Come to
Traveller’s diner and enjoy healthy lunch. We are waiting!
3. Hey! You have no time! Your travel agency didn’t remind you about the insurance? You are right you
have to worry because you never know what can happen on sightseeing trips. If you want to relax and forget
all the troubles call us and your insurance will be made in a few minutes.
4. Too many travel agencies!? Too many trips! You don’t know what to choose. Choose us, we will advise
you where to go, when to go, what to see and all other details you need while travelling. Our agency is the
best! Call us!
5. A pleasant tour to Trakai, the ancient capital of Lithuanian, famous for its red-brick Gothic castle of the
early 15th century, built as a mighty fortress against the Crusaders and later serving as the residence of
Lithuanian Dukes. Standing on an island in lake Galvė, the Castle now houses an interesting museum
relating a history of Lithuania, very famous in the times of the Grand
Duke Vytautas when the country borders were stretching from the Baltics till the Black Sea. Enjoy a small
town of Trakai situated mostly on a long peninsula with attractive old wooden houses.
1. B; 2. A; 3. D; 4. F; 5. E.
2. 1. b – heritage; 2. d – bother; 3. a – landing; 4. c – snack; 5. e – instant.
3. 1. have got; 2. have been working; 3. had been writing; 4. had been sleeping; 5. has been; 6. had started;
7. have known; 8. have been; 9. had been snowing; 10. has been learning.
4. 1. undercooked; 2. deepen; 3. re-read; 4. realize; 5. overwork.
5. 1. is running down; 2. ran out of; 3. took back; 4. ran into; 5. takes apart.
Extra Test A Units 1–8
1. A. 2; B. 4; C. 5; D. 6; E. 1; F. 7; G. 3.
2. Open answers.
3. 1. Hannah didn’t know a single soul. 2. The girls had been giggling and talking about her for some time.
3. A clever girl like you will soon make lots of new friends. 4. Their family will be able to afford a bigger
house and a better car. 5. Hannah told her that she had been in the team at her last school. 6. She played in
an interschool tournament. 7. All the girls were happy that they had won the game. 8. Hannah grinned at
the group crowding round her.
Test 5 Units 9–10
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1. 1. I asked the passer-by where the bus stop was. 2. The teacher explained the typical mistakes to her
pupils. 3. The house is not really suitable for a large family. 4. The writer doesn’t know the exact publication
date. 5. What is the synonym of the word “a mosquito”? – “It is a “midge”. 6. Big barges can carry heavy
things in the canals.
2. 1. The students didn’t think that it would be difficult to come to an agreement on the project. 2. Our school
will have a new building next year. 3. “Thank you very much for your help. I’ll never forget your kindness,”
said John. 4. The teacher told us not to forget about accuracy when we do our homework. 5. We could read
about the burial of the famous opera singer in all the newspapers.
3. 1. Rita says (that) their gardener has looked after their garden faithfully for 10 years. 2. The girl asks how
much that silken scarf cost. 3. The teacher asks if we have understood the text. 4. The scientist says (that)
radioactive emissions are dangerous to people and the environment. 5. The teacher says (that) old legends
were told from generation to generation.
4. 1. There was a wide road between the hills. – narrow; 2. This is a very modern building. – ancient / oldfashioned; 3. My sister likes hot milk with honey. – hates / dislikes; 4. The sea became calm towards sunset.
– stormy / rough.
Test 6 Units 11–12
1. 1. donations; 2. greenhouse; 3. newsletters; 4. organisation; 5. violence; 6. changeable.
2. 1. agreed; 2. apologised; 3. argued; 4. blamed; 5. considered. 6. informed; 7. told; 8. begged.
3. 1. She asked someone to help her. 2. He asked them not to talk so loudly. 3. The doctor advised her to stay
in bed. 4. He ordered them not to pollute the environment. 5. The sign warned people not to walk there. 6.
The news reporter announced that people should save natural recourses.
Test 7 Units 13–15
1. 1. to study; 2. helping; 3. to buy; 4. drinking; 5. to express; 6. revising; 7. reading; 8. drinking; 9. to lend; 10.
travelling.
2. 1. the; 2. -; 3. the; 4. -; 5. the; 6. -; 7. -; 8. -; 9. -; 10. the.
3. 1. turn away; 2. turned down; 3. turn into; 4. turned up; 5. turn down.
4. 1. effort; 2. lend; 3. orchard; 4. debts; 5. prevented.
Test 8 Units 9–16
TAPESRCIPT
1. We should be really worried about climate change and what we are doing to slow it down. To save the
environment, people could use Solar and Wind Power more. Because such power is environmentally friendly
and using it people do not produce chemical or radioactive emissions. Water power can’t be forgotten either
90
as it was used before engines were invented. Hydro-electric power is pollution free and safe. We should also
be very concerned about the future of transport. More and more people are buying cars and some families
now have one for each family member. As they are being run with gas they cause noise and air pollution,
which will soon make people wear masks. So we have to think about smog as it is a big problem. It’s
worrying to think that our planet can become a place where the air isn’t fit to breathe. It’s been reported that
there’s been an increase in the earth’s surface temperature since the late 19th century, the world’s oceans
have been warming up over the last 50 years and the sea level’s been rising fast.
Problems:
1. Climate change; 2. chemical or radioactive emissions; 3. Future of transport; 4. Air pollution; 5.
Smog; 6. Increase in the earth’s surface temperature; 7.Oceans have been warming up; 8. Sea level’s
been rising fast.
Things to be done:
1. use Solar, Wind, and Water Power; 2. Because such power is environmentally friendly. 3. use Hydroelectric power as it is pollution free and safe.
2. 1. anthem, c; 2. creation, a; 3. midge, e; 4. orchard, b; 5. fertiliser, d.
3. 1. conveniences ; 2. length; 3. improvement; 4. annoyance ; 5. breadth.
4. 1. Scientists say that the ice caps are melting. 2. They asked why solar power is environmentally
friendly. 3. He wondered when the plane would land. 4. She asked if it was the right answer. 5. She
suggested making a project for the science lesson.
5. 1. -; 2. -; 3. -; -; 4. the.
Extra Test B Units 9–16
1. The wind was like a whistle blowing through the 1. trees,
The clouds like ships floating through deep blue 2. seas,
The road a sheet of ice winding around the 3. town,
The roofs wore thick white blankets of goose 4. down.
Indoors, the heating was turned up 5. high,
But snow kept falling from the dark winter 6. sky.
Beyond the warm rooms is a world cloaked in 7.white,
Icicles hanging from the eaves glisten in the morning 8. light.
In the garden once the grass was 9. green,
Now covered by snowflakes not a blade is 10. seen.
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Then just as suddenly it stops, we rush 11. outside
Our feet leave imprints and we 12. slide.
We make a snowman tall and 13. fat,
A scarf round his neck and a woolly 14. hat,
Stones for eyes and a carrot marks his 15. nose,
How long he’ll last – nobody 16. knows.
3. 1. When it is cold the heating is turned up. 2. Snow keeps falling from the dark winter clouds. 3. The road
is winding around the village. 4. Icicles hanging from the roofs glisten in the light. 5. We make a snowman
tall and huge. 6. Thick white blankets were on the fields. 7. Then just as suddenly it stops, we rush in the
yard. 8. A girl had a scarf round her neck. 9. The dark clouds were in the sky. 10. Stones mark a snowman’s
eyes.
Test 9 Units 17–18
1. 1. I was very sorry that I had to cancel my journey to London because of my illness. 2. For many centuries
enemies tried to conquer our country. 3. As the weather was very good we decided to stay by the sea a
couple of days more. 4. Saulius was the best contestant in the School Olympic Games. 5. If you want to take
part in the competitions, you have to bring your health certificate.
2. 1. If the sea is rough, it will be dangerous to swim in it. 2. If we wanted to drive well, we would go on a
driving course. 3. If Ann wins the fencing competition, she will represent our country at the international
competition. 4. If Mr Williams had a big amount of money he would buy a car. 5. If you follow your
mother’s advice, you won’t have any trouble.
3. 1. Alice never has got / has coffee late in the evening in order to sleep well. 2. We were surprising /
surprised when we saw a squirrel in our yard. 3. The teacher told us about the harmful / harmless effects of
smoking. 4. We wanted nothing else only to rest after such a tired / tiring journey. 5. The interviewer didn’t
have / hadn’t got a recorder, so he had to write everything down by hand.
4. 1. Let’s go to Mary’s party, will we? – shall we; 2. He’s the most reliable person I’ve always met. –
ever; 3. This fairy tale has got many and nice pictures. 4. Pete goes to work by foot. – on; 5. John broke
his leg during that fortunate accident and he had to spend two months in hospital. – unfortunate.
Test 10 Units 19–20
1. 1. chocolates; 2. handsome; 3. anonymous; 4. milk; 5. willow; 6. democratic; 7. medieval; 8. part-time; 9.
persuade; 10. archaeology.
2. 1. I wish I hadn’t eaten so many sweets. 2. I wish my sister was here. 3. I wish I had a camera with me. / I
wish I had taken my camera. 4. I wish I had learned more. / I wish I had revised more/better. / I wish I had
studied harder. 5. I wish I had learned to played the guitar. 6. I wish the rain would stop.
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3. 1. thoughtfully; 2. well; 3. silently; 4. scientific; 5. hungry
4. 1. left; had stolen; 2. had lost; phoned; 3. had told; met; 4. went; had watched.
Test 11 Units 21–23
1. 1. All day long my little brother kept on asking me questions about Santa Clause and his presents. 2.
People who live a long way from their country are homesick. 3. Please keep off the fire, you can burn your
hands. 4. Jane wanted to know if the price for the holiday included flights and accommodation. 5. It’s
difficult to communicate with Laura as her mood is constantly changing.
2. 1. C; 2. A; 3. B; 4. C; 5. A; 6. C; 7. C; 8. C.
3. 1. I don’t like wearing dresses with long sleeves in summer. 2. Nobody likes and trusts dishonest people.
3. Do you know what the motto of the boy scouts is? 4. Though emigrants have to work hard, they live in
poor conditions.
4. 1. We always eat dinner / the dinner at 6 p.m. 2. He is always first / the first person to help. 3. My
sister finished school last / the last year.
Test 12 Units 17–24
TAPESCRIPT
1. 1. I think that everyone knows that the first Olympic Games were held in Greece and since then the games
have been a symbol of peace. The first record was in 776 BC and they were held there until AD 393.
Although interest in reviving them was shown in 1833, the first modern games took place in Greece in 1870.
This interest increased when the ruins of ancient Olympia were uncovered in the mid-nineteenth century.
The I.O.C. was founded in 1894 and the first Games organised by us was held in Athens in 1896. There were
only 250 athletes and only nine disciplines – Athletics; Cycling, Fencing, Gymnastics, Shooting,
Swimming,Tennis, Weightlifting and Wrestling.
2. The legend says that a Greek soldier, who was a fantastic runner, was chosen by his victorious
commanding officer to bring the unexpected news of a surprise, Greek victory over invading Persians, to the
company headquarters in Athens. Exhausted from the fierce battle and the long, tiring 25-mile run from
Marathon to Athens, when he arrived he shouted out the short message, “Rejoice, we conquer!” Then
promptly collapsed and died.
3. Independence Day has great meaning for Lithuanian citizens. On the 16th February they celebrate the
sighning of their Independence Declaration in the year 1918. The fall of the Soviet Union led to a second
declaration of independence on 11th March 1990. Since then Lithuania has become a democratic state and is
now a Member of the European Union.
4. You hate sports but your dad says it’s good for you. So you type a letter to say that you can’t run about
because you have asthma and you forge his signature – is that wrong? Most of us think of forgery as forging
money or false papers and you can go to prison for that.
Speaker 1 D; Speaker 2 E; Speaker 3 A; Speaker 4 B.
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2. 1. c – engagement; 2. d – defensive; 3. b – hoof; 4. a – inhabit.
3. 1. dangerous; 2. useful; 3. cloudless; 4. economic; 5. helpless.
4. 1. had been, would have played, 2. had gone, would have had, 3. would have sent, had asked, 4. had
spoken, would have understood, 5. would have been able, had explained.
5. 1. was; 2. could; 3. hadn’t gone; 4. was; 5. hadn’t spent; 6. had known; 7. had; 8. would stop.
6. 1. All day long he kept on asking me questions about emigration. 2. Learning phrasal verbs is hard so you
have to keep at it every day. 3. Let’s do away with formality and use first names. 4. They bought an old
house in England and spent a few years doing it up. 5. I try to eat well and exercise regularly to keep my
weight down.
Extra Test C Units 17–24
1. 1. c) some pork; 2. b) an overcoat; 3. a) a small kitchen garden; 4. a) conditions of working; 5. b) he had
more freedom
2. 1. Joseph Douglas was also entitled to an annual supply of clothes. 2. He was given two course linen
shirts, one pair of stockings and a pair of shoes. 3. Tom lived better than the slaves who worked in the fields.
4. He still worked hard but during the cold winter months he was inside and kept warm. 5. In summer, Tom
worked in the cool house while his cousin Joseph sweated underneath the clear blue sky and burning sun.
3. 1. Where did Joseph Douglas work? 2. When did he receive a jacket and a heavier pair of trousers? 3.
When was he was on duty? 4. What was he was given every two year?
4. 1. He was given an allowance of corn meal and a quantity of salt herrings. 2. Some plantation owners gave
their slaves a small piece of land and a kitchen garden. 3. His food was tastier as he ate the family’s
leftovers. 4. After work Joseph retired to the bunkhouse.
Test 13 Units 25–26
1. 1. It must / can’t have taken you a long time to paint this picture. It’s really good. 2. John must / could be
mad to walk in such awful weather. He will really fall ill. 3. Tom must / can’t have written this letter, he
doesn’t know Spanish. 4. He may not / mustn’t want to take part in the project; he is very busy at the moment.
5. I am sure he can’t / mustn’t be working in the garden. I hear him playing the piano in the room.
2. 1. The meeting will begin in 5 minutes but Rita isn’t here yet. She might not have remembered it. 2. I
must buy a new notebook for my diary as the old one is full. I keep forgetting. 3. I am sure she can’t have
made the cake by herself. Mother helped her. 4. It’s very quiet in the children’s room. They might be solving
the crosswords. 5. Tom can’t play football; he has broken his leg.
3. 1. I think the Mediterranean Sea is the warmest Sea. 2. My pen friend works at the Royal Theatre. 3.
Lithuania is by the Baltic Sea. 4. Have you ever seen the Eiffel Tower? 5. All our furniture is made of wood. 6. It was such a funny story that everyone laughed.
4. 1. There’s the man standing at the door. – a 2. She didn’t forget to call you, didn’t she? – did she? 3.
Pete told me don’t to use his computer. – not to; 4. I didn’t hear from her for a long time. – haven’t heard.
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Test 14 Units 27–28
1. 1. baggy; 2. shabby; 3. worldwide; 4. aware; 5. charity.
2. 1. will you/won’t you?; 2. won’t he?; 3. haven’t you?; 4. aren’t I?; 5. didn’t they?; 6. will you?; 7. shall
we?; 8. doesn’t he?
3. Countable: alarm clock, credit card, tin opener, address book. Uncountable: food poisoning, birth control,
pocket money, greenhouse effect .
Plural: traffic lights, human rights, sunglasses, kitchen scissors.
4. 1. Cities are bigger/larger than towns. 2. Your car is cheaper than mine. 3. Summer is warmer than spring.
4. A play is more boring than a film. 5. I speak English worse than she does/her.
Test 15 Units 29–31
1. 1. Mark doesn’t know how to pronounce this new word. 2. A lot of people lost all their property during
the flood. 3. Mr Johns doesn’t like to speak about the damage caused by the fire. 4. He will always
remember the unpleasant incident which happened last year. 5. If you want to get a job, you have to write an
application.
2. 1. Peter was proud that he had read all the books about Harry Potter. 2. The teacher explained to the
pupils that the sun rises in the East. 3. Ann didn’t even expect that she would win the lottery. 4. Mary is
worrying that she has put her friends in danger. 5. I didn’t know that the Browns were going to travel to
Africa.
3. 1. I don’t mind spending a lot of time in the kitchen. 2. Nobody could make John work full time; he was
too lazy to work such long hours. 3. You had better apply for a less dangerous job. 4. Father suggested
installing the new computer program. 5. Would you like to listen to the speech of the spokesman from
England?
4. 1. He promised that to organise the raffle. 2. Mother told us do not to play computer games for too
long. 3. My friend told to me she would write the review of the new film tomorrow. 4. Tom’s brother
had worked abroad last summer. 5. The dog that it bit me is my neighbour’s.
Test 16 Units 25–31
TAPESCRIPT
1. 1. Wonderland is the home to the most exhilarating collection of rides and roller coasters! With the
Longest Wooden Coaster, the First Inverted Coaster and the Flying Coaster, so the largest variety of coasters
can be found here! If roller coasters aren't your game, test your level of thrill being spun 360 degrees on
Riptide, free falling 230 feet from the Drop Tower, or be courageous enough to catch some 120 foot hang
time on Psyclone.
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2. This list was compiled just a week ago. I forgot Moby Dick by Herman Melville, which is one of my alltime favourites. I also hadn't yet read John Irving's A Prayer for Owen Meany. I'm sure that in 20 years,
this list will have completely changed except maybe the top ten. But that's what makes life fun! Yes,
inspired by the Libraries, this is their favourite 100 English-language novels since 1900. It has been
observed by many that this list is filled with a good number of “children’s” books... but I must admit that
most of my life has been spent in childhood and the following works have had the greatest impact on me.
3. This is a comedy adventure about a 78 year old balloon salesman, who finally fulfils his lifelong dream of
a great adventure when he ties thousands of balloons to his house and flies away to the wilds of South
America. But he discovers all too late that his biggest nightmare has stowed away on the trip. The film
invites you on a hilarious journey into a lost world, with the least likely duo on Earth. It will be presented in
Digital 3-D in select theatres.
4. PC games are created by one or more game developers, often with other specialists, and either published
independently or through a third party publisher. They may then be distributed on physical media such as
DVDs and CDs, as Internet-downloadable shareware, or through online delivery services such as
Direct2Drive and Steam. PC games often require specialised hardware in the user's computer in order to
play, such as a specific generation of graphics processing unit or an Internet connection for online play,
although these system requirements vary.
5. There are various levels of editorial positions in publishing. Typically, one finds junior editorial assistants
reporting to the senior-level editorial staff and directors who report to senior executive editors. Editors are
responsible for developing a product to its final release. The smaller the publication, the more these roles run
together. I’m generally responsible for the content of the publication.
1. B; 2. B; 3. C; 4. A; 5. A.
2. 1. e pastel; 2. d confidence; 3. a BBC; 4. b bumbling; 5. c rampage.
3. 1. You must be exhausted after such a long day. 2. He can’t be sunbathing. The sky is cloudy. 3. She may
/ may not / might / might not be interested in having a holiday with us. 4. He can’t be at school. It‘s the
holidays now. 5. They aren’t at school – they could / may / might be on a trip. 6. Call her to remind her about
the meeting – she could / may / might forget it. 7. He is a successful businessman; he must have a lot of
money. 8. He may / may not / might / might not want to go on a trip with us.
4. 1. He arranged a yachting trip, didn’t he? 2. He isn’t very angry with me, is he? 3. Let’s start planning a
summer holiday, shall we? 4. Please book the hotel, will you / won’t you? 5. Everyone must learn, mustn’t
they? 6. Don’t forget to book the plane tickets, will you? 7. I am younger than her, aren’t I? 8. They had a
conference last Friday, didn’t they? 9. There is some soup and salad left for me, isn’t there? 10. He has gone
to Vilnius, hasn’t he?
5. 1. His friends stood by him while he had problems. 2. The trip to the forest was called off because of the
bad weather. 3. Jane couldn‘t stand up to the bullies. 4. Would you mind standing in for me today? 5. He
called in just to learn how I was feeling after my illness. 6. Ann stood up and went away. 7. What does EU
stand for?
Extra Test C Units 17–24
1. 1. c) some pork; 2. b) an overcoat; 3. a) a small kitchen garden; 4. a) conditions of working; 5. b) he had
more freedom .
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2. 1. Joseph Douglas was also entitled to an annual supply of clothes. 2. He was given two coarse linen
shirts, one pair of stockings and a pair of shoes. 3. Tom lived better than the slaves who worked in the fields.
4. He still worked hard but during the cold winter months he was inside and kept warm. 5. In summer, Tom
worked in the cool house while his cousin Joseph sweated underneath the clear blue sky and burning sun.
3. 1. Where did Joseph Douglas work? 2. When did he receive a jacket and a heavier pair of trousers? 3.
When was he on duty? 4. What was he was given every two year?
4. 1. He was given an allowance of corn meal and a quantity of salt herrings. 2. Some plantation owners gave
their slaves a small piece of land and a kitchen garden. 3. His food was tastier as he ate the family’s
leftovers. 4. After work Joseph retired to the bunkhouse.
Extra Test D Units 25–32
1. A. should sing in their country’s national language 4; B. each country gets to vote points 2; C. held in
Serbia and won by Russia 6; D. contest took place 3; E. the most watched television programme 1; F. at a
maximum three minutes in length 5; G. Lithuania won the first prize -.
2. 1. The Eurovision Song Contest is regularly watched by 600 million viewers. 2. The competition grew in
popularity and by the 21st century more than forty countries were participating. 3. The earliest period in its
history is marked by the style of songs which were sung. 4. Each year the winning country holds the
following year’s competition.
3. 1. Participants should sing in their country's national language, shouldn’t they? 2. The first contest took
place in Switzerland on 24 May 1956, didn’t it? 3. However, in 1973, the rule on language was relaxed,
wasn’t it? 4. The United Kingdom has won five times, hasn’t it? 5. Lithuania is waiting for its first winner,
isn’t it?
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