Anglictina v Kostce - Konverzace a Realie

Kateřina Klášterská Dagmar Škorpíková

Angličtina v kostce – Konverzace a reálie

Kateřina Klášterská a Dagmar Škorpíková Angličtina v kostce – Konverzace a reálie

Text Kateřina Klášterská a Dagmar Škorpíková Kresby Pavel Kantorek Fotografie ISIFA ISIFA Image Service, S ervice, s. r. o. Obálka a grafická úprava Fragment DTP s. r. o., Kamila Flonerová Odpovědná redaktorka Romana Homonická Technická Technická redaktorka Daruše Singerová Vydalo nakladatelství Fragment, Humpolecká 1503, Havlíčkův Brod, jako svou 1099. publikaci. 1. vydání, 2007 Sazbu zhotovil TypoText, s. r. o. Vytiskly Tiskárny Havlíčkův Brod, a. s. Copyright © Fragment, 2007 Text © Kateřina Klášterská, Dagmar Škorpíková 2007 Illustrations © Pavel Kantorek, 2007 Cover © Fragment DTP s. r. o., Kamila Flonerová, 2007 Photo © ISIF ISI FA Image Service s. r. o., 2007 Učebnice, odborná literatura / středoškolská výuka / opakování, souhrny / Edice MATURITA MATURITA V KOSTCE Všechna práva vyhrazena. Žádná část této publikace nesmí být rozšiřována bez písemného souhlasu majitelů práv. Kontaktní adresa: Radiová 1, 102 27 Praha 10-Hostivař e-mail: ragment@ragment.cz; ragment@ragment.cz; http://www.ragment.cz http://www.ragment.cz ISBN 978-80-253-0193-7 (1. vydání, 2007)

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Obsah Unit

Topic

Vocabulary

Functions

B a c kg r o u n d studies I

Background studies II

p. 9–18 1

Me and my life

Personal inormation Hobbies, likes, dislikes Personal adjectives Daily routine

Having something in common Giving examples Introducing mysel Agreeing/disagreeing

English Speaking Countries Nationalities and adjectives

Customs, traditions and holidays in the ESC

Family Friends Describing relationships Appearance

Adding points/showing similarity Adding contrast/showing difference Listing/adding points Introducing Introducing your opinion Expressing disagreement Describing trends

Great Britain

Family in the ESC

Gadgets and devices Inventions Computers and the Internet Modern technologies

Linking words Giving instructions Asking somebody to repeat Checking that you’ve understood

The United States o America

Important scientists and achievements

Sports Rules o sports Being amous

Checking that someone has understood Asking what somebody thinks

Canada

National spor ts in the ESC

Types o houses Furniture and acilities Describing a house/a room

Flat classifieds Showing I’m ollowing Reacting to good news Showing sympathy/ concern Showing surprise

Australia

Housing and living in the ESC

p. 18–29 2

Family and friends

p. 30–40 3

Science and technology technology

p. 40–48 4

Sport and fame

p. 49–58 5

Housing and living

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Unit

Topic

Vocabulary

Functions

Background studies I


p. 58–68 6

Shopping and services

Shopping Shops Money Services

Complaining Offering Accepting/reusing offers

New Zealand

Shopping and services in the ESC

Food and diet Cooking Table manners

Instructions (recipes) Interrupting politely Asking about preerences Expressing preerences

The United Kingdom I (England and Wales)

Food and drinks in the ESC

Health problems Liestyle Body

Comparing and contrasting Giving opinion Expressing preerence Asking or advice Giving advice Persuading

The United Kingdom II (Northern Ireland and Scotland)

Healthcare in the ESC

Travelling Hiking trips Package holiday

Giving directions Asking or directions Thanking and responding Saying you don’t know

Sightseeing in the ESC Travelling inormation

Cities in the ESC

School Studying and exams

Asking or permission Reusing/giving permission

School and education in the USA/the UK

School and education in the CR

Jobs Work activities Politically correct expressions

Speculating Suggesting Prioritising/expressing preerence Phoning phrases

Job matters

Where to get inormation about the ESC?

Animals Weather Plants and countryside Natural disasters Environment

Presenting one’s opinion Justiying one’s opinion Requesting Agreeing to/reusing suggestions Expressing preerence

Environmental issues

Stereotypes

p. 68–79 7

Food and eating

p. 80–90 8

Body and mind

p. 90–102 9

Transport and travelling

p. 102–110 10

School and education

p. 111–121 11

Jobs and employment

p. 121–131 12

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Nature and environment

Unit

Topic

Vocabulary

Functions

Background studies I


p. 132–143 13

History and politics

Politics and political systems Describing history o a country Legislation

Sequencing and ordering Making suggestions Rejecting/accepting suggestions Giving advice

History o the USA/the UK

Politics in the ESC

Music Film and theatre Books Fine arts Adjectives or evaluation

Making invitations Literature and Accepting invitations drama Reusing invitations Making recommendations

Music, film and arts

Newspapers and magazines Television Typical media topics Language o headlines Crime and criminals

Linking words (revision) Expressing opinion Giving yoursel time to think Expressing uncertainty

The media in the ESC

p. 143–156 14

Culture and arts

p. 157–167 15

The media and the world around us

Ireland

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Introduction Generally, this book is aimed at secondary-school teachers and their students who are preparing or the ‘State Schoolleaving Examination’ in English. It ocuses principally on the gradual development o vital speaking skills and strategies which are required by the new ormat o the exam, namely, its Speaking Paper. Thus, the book may serve as a basic State School-leaving Examination reerence material, or as an invaluable aid to complement the traditional core course books currently used in the classroom, in order to meet the amended requirements o the exam in question. In addition, we believe that the book may be used in English conversation courses which aim to improve general speaking skills. The book was designed to mirror the essential parts and requirements o the Speaking Paper or the ‘State Schoolleaving Examination’, both at the lower and higher exam levels. The levels are designed to correspond with the levels defined by the Council o Europe document, the Common European Framework o Reerence or Languages (CEFR). The lower level, marked AJ1 (Anglický jazyk 1), should correspond to the B1 CEFR level and the higher level, marked AJ2 (Anglický jazyk 2), should correspond to the B2 CEFR level. Firstly, the topics introduced in the book match the general topic areas defined by the Catalogues1, the Framework Educational Programme document or secondary schools o general education ( ‘RVP pro gymnaziální vzdělávání’ ) and by the Council o Europe documents Threshold 19902 and Vantage. Secondly, the division o each unit copies the structure o the Speaking Paper o the ‘State School-leaving Examination’ (see below). Each unit begins with a Warm-up section which aims to prepare students or Part 1 (Introduction) o the Speaking Paper. It includes a variety o question-based exercises designed to develop the students´ confidence in asking and answering personal questions and improve their skills in expression o opinion on general topics. In the Vocabulary section, our aim is to recycle and enlarge the vocabulary crucial or discussing general topics. Within this section, we also ocus on the development o general study skills, such as the skills o working with monolingual dictionaries, and organizing and recording o vocabulary. Each vocabulary section also includes a reading element which develops important exam-related reading strategies. Many o the texts are structured in a way as to promote the students´ interest and knowledge o English speaking countries. The Speaking section contains two essential parts – a Sustained Long Turn and an Interaction , which correspond to Parts 2, 3, and 4 o the Speaking Paper. Special attention is given to the controlled practice and active use o unctional language. Also, the Sustained Long Turn part provides additional practice in reading skills and B1-level text-based work, including additional tasks on pronunciation. Finally, a Background Studies section aims to make students aware o the basic acts about the English speaking countries. It is important to emphasize that this knowledge is required to successully pass the higher level, B2, o the ‘State School-leaving Examination’. Because the skills o working with resource materials and comparing/contrasting L2 and L1 countries and cultures are highly valued within the revised examination ormat we do not ocus on providing acts and details or students to learn by heart. Instead, the emphasis is on employing the skills o working with materials and abundant Internet resources, combined with individual and group project work and discovery techniques. In addition, this section is designed to be utilized and adapted by secondary school teachers, since it is the school itsel that specifies the content o this part o the ‘State School-leaving Examination’. The methodology o the book is communicative and interactive, enhancing group and pair work, project work and problem-solving. Students are also constantly invited to assess themselves and their peers in order to promote the higher aims introduced by the CEFR and language portolios. 1

2

Katalog požadavků k maturitní zkoušce – Anglický jazyk 1, aktualizace katalogu schváleného Ministerstvem školství, mládeže a tělovýchovy dne 4. 10. 2005 pod č. j. 26 674/05-2/2; Katalog požadavků k maturitní zkoušce – Anglický jazyk 2, aktualizace katalogu schváleného Ministerstvem školství, mládeže a tělovýchovy dne 4. 10. 2005 pod č. j. 26 674/05-2/14 J. A. van Ek; J. L. M. Trim

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We honestly hope that you will find this book useul when preparing yoursel or the Speaking Paper o the ‘State School-leaving Examination’. Speaking Paper – State School-leaving Examination General overview

The new ormat o the ‘State School-leaving Examination’, as you probably know, is the result o a long-span o work aimed at reorming the Czech school-leaving examinations. The project has been conducted under the auspice o the Czech Ministry o Education, through its organization CZV V3 (CERMAT), whose main task it is to produce test specifications and guidelines or the examiners. The Speaking Paper remains unchanged concerning the time setting, i.e. a student has 15 minutes to prepare or the oral part and the maximum o 15 minutes or the actual perormance. The examination is organized around 20 general assignments which build the ramework or testing both active and passive language skills. In comparison to the old ormat, the language exam is not based on one topic only. Each student will deal with a variety o topics throughout. Knowledge o acts may not be assessed in any part o the oral part o the School-leaving Examination at level 1, likewise vocabulary, which is not related to general topics and everyday situations. The same applies or level 2 in all parts o the oral examination, except or the Part 3** o the oral exam, where knowledge o acts and the ability to use specific vocabulary in specific context is part o the assessment criteria (see below). The interlocutor (‘zkoušející’) leads the exam in accordance with a set structure, methodology and criteria specified beorehand by the CZVV institution. The assessor (‘přísedící’) takes a record o the student’s perormance on the basis o set assessment criteria into a special report sheet (‘Záznam o hodnocení přísedícím’). This sheet is a undamental document or the School-leaving Examination board and enables them to assess the student’s perormance. The Speaking Paper worksheets (‘Podklady pro jednotlivé části ústní zkoušky’) zkoušky’) are prepared by each school in concordance with the requirements set by CZVV and the Catalogues (‘Katalog požadavků k maturitní zkoušce – anglický jazyk jazy k 1, 2’). The school may decide to create all the th e worksheets workshe ets on its own, ow n, use those that are prepared pr epared by CZVV, C ZVV, or use a combination o both. Suggested structure of the Speaking Paper Language level 1 (B1)

Language level 2 (B2)

General topics

General and specific topics

Contents

Time

Contents

1.

Introduction (initiation; interlocutor’s questions – student’s answers)

2–3 (min.)

1.

Introduction (initiation; interlocutor’s questions – student’s answers)

2–3 (min.)

2.

Sustained long turn (a general topic, 1–2 pictures and an outline/verbal prompts)

4–5 (min.)

2.

Sustained long turn (a general topic, 2 or more pictures and prompts)

4–5 (min.)

3.

Interaction (dialogue/s between the student and the interlocutor; e.g. short dialogues and role plays)

4–5 (min.)

3.** 3.** Sust Sustai aine ned d long long tur turn n 4 5 (ESP /ESC topic; the contents is specified by each particular school)

4–5 (min.)

*

Text-based Work (reading a text aloud, ocus on pronunciation and text interpretation)

2–3 (min.)

4.

3–4 (min.)

Interaction (dialogue, discussion, role-play between the student and the interlocutor; e.g. presenting and supporting opinion etc.)

max. 15 3

Time

Centrum pro zjišťování výsledků vzdělávání

4

ESP: English or specific purposes

max. 15 5

ESC: English speaking countries

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* The order o this part may may be changed depending on the topic(s), topic(s), e.g. ater Part 2. ** It is expected expec ted that individual schools, schools , classes or language groups will define their own specific topics which relate closely to their branch o study or proessional orientation. Specific topics should include specific vocabulary and terminology, proessional experience and/or specific knowledge. It is expected that the background studies, i.e. acts about English speaking countries and literature (‘reálie a literatura’), will predominate at the secondary schools o general education (‘gymnázia’) whereas the content (ESP, knowledge) at upper-secondary technical schools will be related more to the specifics o their branches o study, e.g. health care, economy, transport, IT, service, catering, agriculture. agriculture. The same applies to vocational schools. ACKNOWLEDGEMENTS

We would like to thank Jana Pernicová, the CZVV co-ordinator or English Language, and Romana Homonická, the Fragment Publishing House representative, or their tireless support, help and encouragement while drating and finishing this book. We would also like to express our deep thanks to Robert King or prooreading the material and or his comments and suggestions.

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1. Me and my life Warm-up n Work alone and prepare 5–6 open questions that you can ask your partner (use beginnings of the sentences

below). Ask about his/her life, hobbies, pets and family traditions. Work Work in pairs and ask your questions. Each of you should speak for 2–3 minutes. Questions for my partner to talk about:

1. 2. 3. 4. 5.

How oten…? How long…? When does your amily…? What kind o music/sport/books…? Would you like…?

Tips When you want to express that you have something in common, you may use some o ollowing phrases: We both… Neither of us… Neither (s)he, nor I… Either of us… Only one of us…

n Listen to your colleague and note down interesting

ideas, words and phrases. Then provide feedback on the per formance (use the Assessment Grid I at the end of this book). t hings you have in common with your partner. part ner. n Tell the class which things Vocabulary 1. a) Work in pairs. Find 5 mistakes in each group group and justify your choice. choice. Personal adjectives

happy, heartul, lucky, gloomy, depressed, reliable, responsible, clever, sociable, thoughtless, untidy, shy, tolerant, unsure, heartless, ruthless, reasonable, sympathic, thick , disobedient, unair, generous, intelligence, calm, unreliable, talented, thoughtul, decisive, caring, a mbitious, reluctant, honest, air, modest, adventurous, good-natured, kind, nice, proud, sensitive, bigheaded, cheeky, bold, dignified, stupid, irresponsible, credible, energetic, quarrelsome, sensibil, humble, obedient, lazy, conservative, diligent, dedicated, coarse, rude, conceited, vain, cruel, mean, moody, uncertain, tidy, intolerant, impolite, unaithul, indecisive, assured, sel-confident, insociable

Hobbies

horse-riding, fliing, sports (_______________, (_______________, ______________, ______________, ______________, ______________ ______________ , _______________, _______________, _______________, _______________), computer games, reading, watching films, chating, playing guitar, mountaineering, gardening, pets, hiking, singing in a choir, dancing, colecting stamps, painting, embroidery, pottery, jogging, meeting with riends

Grammar Negative prefixes – adjectives

Adjectives that start with m- and p- oten o ten have im- as the negative prefix: impossible, immature, improbable etc. Adjectives that start with r- sometimes have ir- as the negative prefix: irresponsible, irregular etc. Adjectives that start with l- sometimes have il- as the negative prefix: illogical, illegible etc. Other negative prefixes or adjectives are: un-, dis-, in-

9


b) Work alone. Find at least 6 pairs of antonyms (opposites) among the words in the group of

Extra practice

personal adjectives above. Use a monolingual dictionary if necessary. c) Work alone. Write at least 8 names of sports in

Use the adjectives to describe one amily member/your ideal partner/your best riend, etc. Write one description down.

the group of hobbies. d) Work in pairs and talk about ‘Free time and hobbies in your country’. Speak for about 2–3 minutes. Take turns. During your talk, try to use at least two phrases for giving examples. 2. TEXT: Mornings – My Personal Nightmare Choose one of the words and write it in the gap in its correct form (. . . . . .) and use right forms of the words

Functions Giving examples n n n n

For example, … n Let’ say, … For instance, … n One example o this To give you an idea, … is… Take, or example, … n Another example is…

in brackets (____). spend on, hate, dream, not mind, enjoy, get up, put on, think, love, good, clean, turn off, fond

It is definitely the 1______________ (active) that I a). . . . . . . . . . . . . . . . . . the most. Every morning when I hear the sound o the alarm-clock, I wish to disappear rom 2______________ (real) and stay in the world o dreams. Sometimes I 3______________ (image) that it is weekend and I can stay in bed late, which I b). . . . . . . . . . . . . . . . . . It is so difficult or me to wake up! I just c). . . . . . . . . . . . . . . . . . 4______________ (sleep). Ater three long periods o ringing and my mum shouting, I 5______________ (final) d). . . . . . . . . . . . . . . . . . the alarm clock and e). . . . . . . . . . . . . . . . . . The room is cold (we live in an old amily house that has outdated central heating) and 6 ______________ (please), you would not call it cosy even i you were blind. So, I hurry to ). . . . . . . . . . . . . . . . . . my clothes and literally run to the bathroom to warm mysel up a bit by g). . . . . . . . . . . . . . . . . . my teeth and brushing my hair. Another horror is breakast, 7______________ (special) when my older sister prepares it. You can be sure that she will spoil it however long she h). . . . . . . . . . . . . . . . . . preparing it. I have to sit there, eating my breakast, pretending that it´s great and all the time i). . . . . . . . . . . . . . . . . . o a proper English breakast. I asked her several times to stop 8______________ (cook), but she keeps trying anyway. My mum is j). . . . . . . . . . . . . . . . . . at cooking, but she 9______________ (rare) has time to do it. I am really k). . . . . . . . . . . . . . . . . . o her apple pie. For about a year I was l). . . . . . . . . . . . . . . . . . o preparing the breakasts mysel, but since I love to sleep, it would be rather difficult. My ather is not a bad cook either, I m). . . . . . . . . . . . . . . . . . him being in charge o the kitchen, but he preers 10______________ (sip) his morning coffee and reading the newspapers to preparing ood or us, his poor 11______________ (neglect) children. Well, at least they drive me to school and I do not have to take the local school bus.

Tips Use of gerund in verb patterns

Do not orget that you have to use the gerund (e.g. I´m keen on preparing… ), i you want to use the verb ater a preposition.

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Extra practice In the text, find those verbs which are ollowed by a gerund verb orm.

3. a) Work alone and fill in your personal information in the chart below. Use a dictionary if necessary. My common day

I usually wake up . . . . . . . . . . . . . . . . . ., I rarely get up . . . . . . . . . . . . . . . . . ., I brush . . . . . . . . . . . . . . . . . ., I set off to . . . . . . . . . . . . . . . . . ., I always return . . . . . . . . . . . . . . . . . .

My fears and phobias

I am araid o . . . . . . . . . . . . . . . . . ., I ear . . . . . . . . . . . . . . . . . ., I dread . . . . . . . . . . . . . . . . . ., I am rightened o . . . . . . . . . . . . . . . . . .

My likes

I enjoy . . . . . . . . . . . . . . . . . ., I love . . . . . . . . . . . . . . . . . ., I dream o . . . . . . . . . . . . . . . . . ., I like . . . . . . . . . . . . . . . . . ., I am good at . . . . . . . . . . . . . . . . . ., I am ond o . . . . . . . . . . . . . . . . . ., I am keen on . . . . . . . . . . . . . . . . . .

My dislikes

I hate . . . . . . . . . . . . . . . . . ., I can´t stand . . . . . . . . . . . . . . . . . ., I don´t like . . . . . . . . . . . . . . . . . ., I am bad at . . . . . . . . . . . . . . . . . .

b) Work in pairs. Tell your partner some information about you using the notes above. When your partner is speaking use at least 5 questions to ask for more details. Fill in information in his/her ID during the talk. My partner´s ID

First name: Surname: Typical daily activities: His/her ears and phobias: His/her likes: His/her dislikes: Other interesting details: c) Work alone. Prepare a personal profile that you could place on you own Web Page.

Include a photo (photos), your hobbies, and inormation about your amily and riends. d) Work in pairs or groups of three. Prepare minidialogues on the topic of ‘fears and phobias’.

Give advice to your partner/s about what to do with the particular ear/phobia.

Tips Giving advice

When giving advice to your riend/s, do not orget to use the verb SHOULD, e.g. If you don´t like modern music, you should avoid places where it is played.

e) Work in pairs – test your partner from the vocabulary. Speaking SUSTAINED LONG TURN Model 1. See, how George Black, Mr. Black´s son, introduces himself.

1. _________________ My name is George Black and I am American. I am 17 years old and I live in the capital town o Kansas, Topeka. It is a nice town in the north-west o the state on the Lawrence River. I live alone in a small flat on the outskirts o the town, so I have to travel a bit longer to get to the town centre. 2. _________________ Ater I finished my basic school I went to a local high school where I have been studying or three years now. At the same time, I regularly attend courses o communication and have already taken part in several negotiation competitions with my team. We even won the silver medal in the district round! My avourite subjects at school are mathematics and oreign languages because I think that both o them will be really useul or my uture career.

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3. _________________ Apart rom attending school, I have many hobbies and I am keen on sports and really love soccer. I regularly attend the matches o the local club together with my riends. My biggest hobby though is paragliding. I took it up when I was 12 and have been doing it regularly since then. Some people say that it is a bit dangerous, but I disagree. I you are careul enough and know what to avoid and what to do, it is a relatively sae activity. The eeling o having the countryside gliding under your body and the silence o being alone hanging in the ree space are awesome. My whole amily love animals and so do I. I have one dog, an Alsatian, and a small kitten that I bought about two weeks ago. The dog´s name is Prim and the kitten is Jelly. So, I had to get used to having a short walk with Prim twice a day and think that it helps me to keep fit. 4. _________________ So, that is all about me. As you can see, I am not an extraordinary person, but a rather boring one. I hope that a lot will change in my uture since I would like to Grammar get married soon and have my own large amily. I think Tenses that amily lie, with a wie and kids, changes one a lot. Use a variety o tenses when speaking In the uture I would like to attend Washburn University about your lie; differentiate among in Topeka and graduate there, with economy as the present, past, and uture. major. I am planning to work as an assistant tax advisor or a big multi-national company. Let´s practise 2. a) See the text and match the headings with its parts.

a) b) c) d)

My uture Introduction (my name, address, etc.) My hobbies and ree time My education

b) Is the introduction formal or informal? How do you know? Discuss with your par tner. c) What are the differences between an informal and formal introduction? Work in groups of 3–4 and decide on the main differences. Note your ideas down.

Inormal introduction: Formal introduction:

Extra practice Informal introduction

Work in pairs and role-play an inormal presentation o yourselves (someone else) at a party, at the cinema, in a pub.

Over to you 3. a) Now, use the structure from the text and prepare a text to introduce yourself.

Work alone, use dictionary i necessary. You should be able to talk or 4–5 minutes. Try to include at least three phrases or giving examples. b) Having your outline, work in pairs and take turns in introducing yourselves.

Use the Assessment Grid II at the end o this book to take notes. c) Provide feedback on the performance of your partner. 4. Get ready to talk about the pictures below and give feedback to your partner/s using the Assessment Grid II. a) Describe two of the pictures in the set A or B. You have one minute to prepare your description. The following prompts may help you:

12

n

similarities/differences

n

typical age group

n

costs

n

active/passive hobby

n

other/s

Take turns, each of you speaking for 1–2 minutes. Set of pictures A

Set of pictures B

b) Now, you have 2 minutes to look at the pictures again. Student A: Compare and contrast the pictures saying which hobby you consider the best one and why.

Support your opinion with examples, personal experience. Student B: Compare and contrast the pictures saying which hobby you consider the most suitable or a teenager and why. Support your opinion with examples, personal experience. Take turns, each of you talking for 3–4 minutes. c) Give each other feedback. INTERACTION Model 1. a) Read the dialogue between Mr. Black and Mr. White about sport. Decide, whether they are positive or negative about sports – write it next to their names. Mr. Black (is ______________ about sports) Mr. White (is ______________ about sports)

Mr. Black: ‘You know, I´ve never understood why people make so much uss about sports. For example you… you watch every single ootball match on TV. Why do you do that?’ Mr. White: ‘Well, all my amily are big sport ans, so I´ve become one, too. I also think that sport is a great way o spending your ree time. You do something active, which is perect in today´s lazy world, don´t you think so?’ Mr. Black: ‘I´m araid I can´t agree with you there. I tried to play squash once and immediately sprained my ankle and had to stay in bed or a week! I think that doing sports is quite dangerous and also rather dull. Mr. White: ‘You´ve got a point there, but you can´t become a proessional ater one match.’

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Mr. Black: ‘I think that´s probably right. I am not a person you could call ill or anything and I still hurt mysel when trying to be active. So, what´s the point o doing an activity like that?’ Mr. White: ‘I see what you mean, but i you had started with a proper trainer and had not wanted to be perect immediately, you´d have not hurt yoursel and would have enjoyed the game. I´m sure o that.’ Mr. Black: ‘Hm…I suppose so, but I still can´t agree that sport is a good hobby to do. At least not or me’. Mr. White: ‘Yes, but you could give it a try. What about going with me to play squash next week?’ Mr. Black: ‘OK. Let´s try it then.’ b) Have a look at the underlined phrases. What do they express? How are they used in the text? Discuss it in groups and write them in correct columns below.

Functions Disagreeing n n n n n

Agreeing

True, but… I’m araid I disagree… Yes, but on the other hand… I’m not sure i that’s strictly true. Actually, I’m not sure i I agree with that.

n n n n n n

Yes, I completely agree with that. I’d probably agree on that. That’s absolutely right. Sure! That’s exactly what I think. I couldn’t agree with you more. That’s what I think.

c) Study carefully the phrases used for dis/agreement. If you are not sure about their meaning, use a dictionary. Let´s practise 2. Now, prepare for performing similar dialogues in pairs. When speaking, use phrases to dis/agree and express preference, express your opinion and support it. a) First, work alone. You have 3 minutes to go through the instructions on your card. Card: student A

Card: student B

‘Studying in your free time is the best thing one can do.’

‘Studying in your free time is the worst thing one can do.’

a) b) c) d)

a) b) c) d)

Support your opinion with examples. Use examples rom your own lie. Try to convince your partner about your point o view. Do not agree with his ideas (use phrases or disagreement).

Support your opinion with examples. Use examples rom your own lie. Try to convince your partner about your point o view. In the end agree with your partner´s ideas.

b) In pairs, carry out the task. You must speak for about 4 minutes. c) Assess partner´s performance using the Assessment Grid III. 3. Work in small groups or pairs and perform similar dialogues. Talk for 3–4 minutes. Always choose the opinion you will support before you start speaking. Use phrases to agree/disagree. n n n n n

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Doing sports – Watching sports Going to university – Starting your job ater the high school Common hobbies (e.g. reading books) – Dangerous hobbies (e.g. parachuting) Being the only child – Having siblings Living with parents – Having own flat/place to live

Mini-dialogues 4. Choose one situation and read the instructions to your partner. a) Without preparation, carry out the dialogue. Talk for 2–3 minutes. Situation 1:

I am your ather. You want to go to a skiing trip with your classmates or one week during the school year. Explain the situation and try to convince me to let you go with them. I star t. Situation 2:

I am your room-mate. I love listening to loud music in the aternoons. Explain to me politely that you preer silence and give reasons why I should turn the music down. I start. Situation 3:

I am your riend. You have decided to take a year off school and travel abroad to study. Explain to me the situation and list reasons to support your decision. You start. Situation 4:

I am your new riend. Talk to me about your amily situation and invite me to a par ty that you plan to throw the coming end o week. You start. b) Assess your own performance using the Assessment Grid III. Background studies GETTING STARTED 1. Work alone. Think about the topic of ‘English speaking countries’ (ESC). In two minutes, write down as many associations as

possible. Then compare your list with your partner and decide on the ten most important/interesting ideas.

ESC

2. Now look at the chart below and try to fill in the missing information about the most important English speaking countries. Country

USA

Adjective

A person

People

American

Canada

the Canadians

Australia UK/Great Britain

British

England Wales

a Welshman/a Welshwoman

Scotland

the Scots

Ireland

the Irish

New Zealand

New Zealand

Grammar Nationalities and adjectives

Do not orget to use capital letters in all these cases, even or adjectives, e.g. English literature. The most typical plural ending when describing people is -s. Words ending in -man or -woman change into -men or -women. We use the expressions rom the last column to talk in general about the population o a particular country.

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FACTFILE – ENGLISH SPEAKING COUNTRIES 3. Project I: ‘Let’s Speak English’ /Presentation, 45 minutes/ a) Work individually. Make sure that you understand the expressions. Then use them in the sentences below. Each term may be used more than once. first language/native language/mother tongue – second language – foreign language – official language

English is the 1______________ or a language with a special status in almost seventy-five countries all over the world and with almost two billion speakers. In many countries, it is the only 2______________ (e.g. in some Commonwealth countries or Liberia), in other countries English is one o the 3______________s (e.g. in Canada, Hong Kong, South Arica, India, Philippines). Many o these countries were ormer British or American colonies and many even currently belong to the Commonwealth o Nations. The number o speakers o English as a 4______________, i.e. the language one learns at home first, is approximately 300–400 million. Nevertheless, recent trends show that this number will soon be outnumbered by speakers o English as a 5______________, i.e. by those speakers who learn English at a later age, especially in an environment where English is a dominant language. Due to the act that English is a dominant international language in diplomacy, tourism, entertainment, business, communications and science, the number o people studying English as a 6______________ has been increasing rapidly with an estimated 750 million speakers. In act, according to recent surveys, about 1.9 billion o people have at least basic proficiency in English. As well, English is one o the 7______________s o the United Nations and the European Union. b) Look at the names of some English speaking countries and try to fill in the missing first letter.

_ outh Arica, the _ ahamas, the _ ambia, _ apua New Guinea, _ amaica, _ ayman Islands, _ iji, _ ntigua and Barbuda, _ ominica, _ hana, _ akistan, _ angladesh, _ ndia, _ hilippines, _ enya, _ ambia, _ iberia, _ ameroon, _ elize, _ ibraltar, _ ermuda, _ ierra Leone, _ alawi, _ esotho, _ arbados, _ ganda, _ eychelles, _ ri Lanka, _ runei, _ alta, _ anzania, _ imbabwe, _ otswana, _ rinidad and Tobago, _ waziland, _ igeria, _ auritius

Links http://en.wikipedia.org/wiki/List_of_ countries_where_English_is_an_ official_language

c) Now choose one of the countries where English is spoken as an official language and find out more about it and the status of English language including the information on whether and which other languages are spoken there. 4. Project II: ‘A to Z of English Speaking Countries’ /Presentation and Quiz, 60 minutes/ a) Work in pairs and prepare a presentation on English speaking countries in one of the continents (North America, South America, Africa, Asia, Europe). Include:

A short introduction to the topic including some visuals n Key geographical, historical and language inormation n Some interesting acts easy to remember n

b) Give your presentation. Help your colleagues to take notes and answer their questions. c) Now, prepare a 15-question quiz to test your partners on what they remember. Give them the test, correct it and explain problems and mistakes.

Links http://www.anglik.net/discover.htm http://cla.univ-fcomte.fr/english/guide/index.htm http://www.bugbog.com/english_speaking_countries/english_speaking_countries.html

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Links 5. Project III: ‘Learn English with Us‘ /Posters, 45 minutes/ a) Work individually and prepare a poster summari-

http://en.wikipedia.org/wiki/English_language http://www.antimoon.com/other/whylearn.htm

sing the main reasons why it is important to learn English at the beginning of the 21st century. b) Present your reasons to the class using your posters. c) In class, decide on the ‘top ten’ reasons to study English and to learn more about countries where the language is spoken. Display the posters on the wall of your classroom. FACTFILE – CUSTOMS AND TRADITIONS 6. Project IV: ‘Searching On-line Competition’ /Competition, 45 minutes/ a) Work alone. Within a time limit of 30 minutes, find as much as you can on the following topics on the Internet. Do not forget to take notes. n n n n n n

New Year´s Eve customs in English speaking countries Christmas traditions in English speaking countries Music estivals in English speaking countries Sports events in English speaking countries Guy Fawkes Day Hogmanay

Links http://www.ricksteves.com/plan/ destinations/britain/britfest.htm http://en.wikipedia.org/wiki/ http://www.google.com/ http://uk.ask.com/

b) Share your information on each topic with the class /10 minutes/. c) Work in pairs. Fill the names of festivals/holidays/events in the UK into the following chart. /5 minutes/. Solstice, Christmas, New Year´s Day, Wimbledon Tennis Tournament, May Day (bank holiday), Guy Fawkes Day, Easter holiday, Boxing Day, Hogmanay, All Saints´ Day

January 1

Britain

March/April (movable holiday)

Britain

May 1

Britain

June 21

England, Stonehenge

June 26–July 9

London, England

November 1

Britain

November 5

Britain

December 25

Britain

December 26

Britain

December 31 – January 2

Scotland

7. Project V: ‘Holiday and Festival Brochure – the USA’ /Brochure, 90 minutes/ a) Work alone or in pairs. Prepare an A4 brochure page (both sides) on one of the festivals/holiday/events in the USA. Look or inormation and photos that you may use. You must find the inormation, read it and then write

the text in your own words. b) Prepare your A4 page, i.e. cut and paste the pictures, draw, use colours etc. c) Bind all the pages with other students together to make a brochure and as a class decide on the book cover.

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PEEPSHOW Read the facts about the Commonwealth of Nations. Find and correct a mistake in each sentence. If necessary, consult a resource book or visit the lin ks.

1. The Commonwealth o Nations is a voluntary association o 153 independent and sovereign states all over the world, ranging rom the Americas to Europe, rom Arica to Asia and the Pacific. 2. The number o citizens o the Commonwealth is about 1 billion (about 30 per cent o the world’s population). 3. Most o the countries associated within the Commonwealth are the ormer territories o the British Kingdom. 4. Though Her Majesty Queen Elizabeth I is the titular head o the Commonwealth, she is the actual head o only 16 member countries. 5. When the Queen dies or abdicates, her heir will automatically become the head. 6. The majority o countries are monarchies, the rest are republics. 7. The association does have a written constitution. 8. Commonwealth Day is celebrated on the second Monday in December to promote the common ideas o co-operation, understanding and peace. The Queen’s speech is broadcast in every member state. 9. The Commonwealth Games were introduced in 1930 and are held every year. 10. The year 1989 marks the beginning o the Commonwealth o Nations in the modern sense. Links 11. The Commonwealth symbol comprises the image http://www.thecommonwealth.org o a royal crown and the spears symbolizing the http://en.wikipedia.org/wiki/ letter ‘C’. Commonwealth_of_Nations 12. The Commonwealth flag consists o the golden Commonwealth symbol on a red background.

2. Family and friends Warm-up n Choose one of the cards below and note down key words to answer the questions.

A

1. 2. 3. 4. 5.

Could you describe your immediate amily to me? Is there anyone in your amily you are really close to and have a lot in common with? Tell me more about him/her. In your opinion, what are the advantages and disadvantages o having brothers and sisters? What do you think the three most important qualities o an ideal partner are? Why? ‘You should wait till you are in your thirties beore getting married.’ Do you agree? Why (not)?

1. 2. 3. 4. 5.

Could you describe your closest/best riend to me? Is there anyone in your amily you didn’t use to/don’t get on well with? Tell me more about him/her. In your opinion, what are the advantages and disadvantages o being an only child? What do you think the three most important qualities o an ideal riend are? Why? ‘Traditional amily is under threat.’ Do you agree? Why (not)?

B

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Note down n Work in pairs. Use the set of questions to ask your

partner about his/her family and friends. Take turns, each talking for about 2–3 minutes. Then give feedback on your partner’s performance using the Assessment Grid I at the end of the book.

n n n n

Family members: Friends and riendship: Love and relationships: Adjectives to describe people:

Vocabulary 1. a) Work alone and in three minutes, write as many family members as possible into each spider graph. If you find more than fifteen, you are an expert on family!

NUCLEAR FAMILY

EXTENDED FAMILY

IN-LAWS

b) Now work in pairs and test each other. First, ask your partner to tell you a family member of the opposite sex (e.g. father × mother). Secondly, prepare ten questions to ask according to the model (e.g. Who’s my mother’s or

Extra practice Learn more about the British Royal Family (http://www.royal.gov.uk/output/Page135.asp). Prepare a our-generation amily tree. Then choose one amily member secretly and describe him or her by mentioning their relationships within the amily. Your partner will try to guess who the person is.

my father’s brother? – It’s your uncle). c) Draw your three-generation family tree and describe it to your partner, explaining who is who in your family and what their relationship to you is. Add inormation on their age, job, where they live, how oten you see them

and what they like/don’t like doing. I possible, bring some pictures o your amily to make it more interesting! 2. a) Look at the words which describe different relationships we have to people around us and make sure you understand their meaning. Use a monolingual dictionary if necessary. Then test your partner on the words by giving definitions in English.

blood relatives; distant relatives; ancestors; great-grandather; in-laws; twin brother/sister; sibling; real/close/best/ bosom riend; girlriend/boyriend; current girlriend; ex-boyriend; fiancée/fiancé; partner; couple; spouse; Mr Right; schoolmate/classmate; workmate/colleague; boss/employer; neighbour; flatmate/roommate; acquaintance

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b) Use the following clues as a guide to describe your friend, schoolmate or partner of yours.

1. 2. 3. 4. 5. 6. 7.

The person I would like to talk about is ______________. He/she is ______________, ______________, ______________, and ______________. The qualities I admire him/her or are the ollowing: _____________, _____________, and _____________. His/her hobbies are ______________, ______________, and ______________. We get on well with each other because ______________. We have lots o things in common, such as ______________, and we both ______________. From time to time, we argue about ______________ but it is nothing serious.

3. TEXT A – Relationship Advice Office a) Work alone and choose the correct word for each gap in the text. What is a relationship? It is a 1______________type o connection existing between people related to or having

dealings with each other. We are experts on relationships, so why not 2______________ us? Having a good relationship does not 3______________ only getting along well with a person, but you should also eel good in the 4______________ o that person. Sometimes, you eel alone and lost in the world and are looking 5______________ new relationships. It may also happen now and then that you all 6______________ with your partner or riend, but it is important how you approach this situation and deal with 7______________. You may 8______________ break up with your partner or you get divorced. You should not be alone when finding solution to these problems. I you 9______________ problems with establishing new ties, meeting new people or simply with your amily member(s) or partner(s), contact us immediately. We have a team o trained and educated staff 10______________ have long experience in relationship guidance. 1 A particular B personnel C rare 2 A credit B confide C trust 3 A mean B mark C represent 4 A existence B presence C occurrence 5 A ater B or C at 6 A out B up C off 7 A him B it C its 8 A too B be C even 9 A had B had had C have 10 A which B who C whom b) Make sure that you are familiar with all expressions in bold.

Extra practice In pairs, prepare a text on ‘Friendship Advice Office’. Try to answer the ollowing questions: What is riendship? What does it mean to have a best riend? Which personal traits are important in a riend? What kind o problems can you encounter? What should people do to avoid these problems?

c) Prepare your own definitions of friendship and real friends using the clues below. Then compare your answers in pairs/small groups and choose the top five statements.

Friends are people who are ______________ and ______________. Friends are people you always have a lot o ______________ with. Friends are people who have the same or similar ______________.

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Friends are people who have no ______________ rom each other. Friends are people who tolerate each others’ ______________ and ______________. Friends are people who never ______________. Friends are people who stick up or one another in case o ______________. Friends are people who you can ______________. Friends are people who like you even though they know ______________. Friends are people who pay attention to ______________. Friends are people who ______________ when you eel down. Friends are people who are always ready to ______________ you. 4. TEXT B – Love Is All Around a) Fill in the missing verb into each group of phrases. Make sure you understand all the phrases.

______________

1

______________ 3 ______________ 4 ______________ 2

______________

5

engaged/married (to)/divorced (rom); to know someone; on well/badly with; together with riends out with someone; on a date with someone; out or a drink/meal; steady with an argument; an awul row; an affair with; a crush on; a sot spot or; a fling with single/engaged/married (to)/divorced/separated/widowed; involved with each other; just good riends; on the same wavelength; seeing someone; (un)aithul (to someone) someone down; up with someone

b) Read the love story and fill in the missing prepositions (or zero preposition) and particles.

I met my ‘Mr Right’ ten years ago. Even though I ell 1______________ love 2______________ him immediately, simply the first time I saw him in the school library, he was seeing/dating 3______________ someone else at that time. Anyway, we became good riends. Only a couple o months later, when he and his (ex-)girlriend split 4______________, John asked me i I would like to go 5______________ 6______________ a drink ater school. We went 7______________ a date and ound out that we were 8______________ the same wavelength, had a lot 9 ______________ common and even shared the same tastes 10______________ music and cinema. Our relationship started to be quite serious and we decided to share a flat 11______________ each other. However, once we started living 12______________ together, something changed and we argued 13______________ each other all the time, having one awul row ater another. Later I ound out that my Mr Right was unaithul 14______________ me and started flirting 15______________ and later dating 16______________ my best riend. And then we broke 17______________. I elt really lonely and remained single or a long time. John moved to New York and married 18______________ an ex-model. Five years ago we bumped 19______________ each other by chance at the airport and it happened again! It was love 20______________ first (or rather second) sight! Three months later John proposed 21______________ me and we decided to get married. O course, he had to get divorced 22______________ his wie first. We went 23______________ honeymoon to Prague and I hope we will stay together till the rest o our lives. c) Use the phrases on relationships to talk about famous love couples from a romantic book or film you know, e.g. Romeo and Juliet, Bridget Jones and Mark Darcey.

Pronunciation In two minutes, get ready to read the text aloud. Pay attention to the pronunciation o new words, fluency and linking.

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Speaking SUSTAINED LONG TURN Model 1. a) Read the text ‘My twin sister is my best friend’ in which Jennifer White, Mr. White’s sister, describes her relationship to her sister. Use the words below in the gaps. same, identical, alike, different, neither, both, resemble, take, looks, as, of, and, than

I was born and brought up in England, in a small town an hour rom London. I have loving parents, an older brother and one sister who is only twenty minutes older 1______________ me. Her name is Anne, and we are twins. People oten ask me what it is like to have a twin sister. Well, it has both advantages 2______________ disadvantages but I am really lucky that my best riend is my beloved twin. Even though we are not identical twins, we used to look very much 3______________, especially when we were younger. We 4______________ had dark curly hair and wore glasses. What is more, we used to wear the 5______________ clothes. One could say that it is a great advantage when no one can tell you apart, or example at school. However, people around us were oten conused and even our parents sometimes used to mix us up, which made both 6______________ us really angry. Now that we are adults, we do not look alike anymore and we no longer wear 7______________ clothes. We have the same smile and deep dark eyes. On the other hand, I have short air hair and have put on some weight recently whereas Anne has long dark hair and remained really slim. Actually, she 8______________ like our mum while I 9______________ our grandmother because 10______________ o us are tall and skinny. Similarly, we do not have the same tastes in clothes. I am a sporty person and preer wearing casual clothes, such as jeans and T-shirts. In contrast , Anne, who works as a Senior Manager or one international company, wears mostly smart and elegant clothes. Likewise, each o us seemed to show our own character since we were born. I think I 11______________ ater my ather since we are both quite stubborn and lively and neither o us likes planning things in advance. I also ollowed in my ather’s ootsteps and became a doctor like him. On the contrary, Anne takes ater our mum in character because she is very shy and introvert and dislikes meeting new people. Nevertheless, we are very similar in many things. We have the same hobbies, similar tastes in music and books and generally like doing the same things. Moreover, we have almost identical ideas on lie and neither o us wants to get married till we are in our late thirties because career is simply more important or us. My sister is a bit 12______________ though because she is not as career-driven 13______________ me. Generally speaking, we are very close. We have developed a very close relationship. Not only do we know what is on each other’s mind without speaking, but we also have the same reactions. When we used to live together, we seemed to do everything at the same time and in the same way. Furthermore, when one o us eels down or something bad happens to her, we both eel uncomortable. We never quarrel with each other and stick up or one another. Being a twin makes me eel proud. There is in act a special kind o riendship between the two o us. We don’t have any secrets at all and we hardly ever quarrel. To tell the truth, it is and has always been difficult or us to accept a third person a close riend. b) Read the text and put the words in bold into a proper group of functions. Then add at least two more phrases into each group.

Functions Adding points/showing similarity

Adding contrast/showing difference

n n n

n n n

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Let’s practise 2. a) Work alone and note down ideas for the topic ‘The person I am most/least like in my family’. Use the clues below to help you get your thoughts organized: n

Appearance n Personality n Hobbies, interests, likes, dislikes n Tastes in music, films, etc. b) You have about four minutes to get ready for your talk. Do not orget to use some expressions and unctions

rom the previous text to help you structure your speech. c) Work in pairs. Take turns to give your presentations, each talking for about 4 minutes. Give feedback to your partner using the Assessment Grid II. Over to you 3. a) Now, get ready for the topic ‘Family life and ties in a big city and in the countryside’.

Focus on some differences as well as similarities. Use a dictionary, i necessary. Prepare an outline or a our-minute presentation. b) Having your outline, work in pairs. Take turns to present your speech.

Use the Assessment Grid II at the end o this book to take notes during the presentation and then provide eedback on your partner’s perormance. 4. Get ready to talk about the pictures below and give feedback to your partner using the Assessment Grid II. a) Describe both pictures in the set A or B. You have one minute to prepare your description. The following prompts may help you: Set A n n n n n n

Number/age o people living together (siblings, more generations, etc.) Where they live (a city, the countryside, a house, a flat) Feelings o the people in the pictures What they are doing now Type o a amily (nuclear, extended, etc.) Other

Set B n n n n n

Set of pictures A

Set of pictures B

People in the pictures (who the people are, what their relationships are like) Place Feelings o the people in the pictures Activities they are doing at the moment Other

Take turns, each of you speaking for 1–2 minutes. b) Now, you have 2 minutes to look at the pictures again. Student A: Compare and contrast the two pictures saying what the advantages/disadvantages o either o these

amily units are. Mention the problems which the members o these amilies might ace. Support your opinion with examples rom your country (which amily unit is more common) and with personal experience rom your own/extended amily. Say which o these you (would) personally preer and why.

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Student B: Compare and contrast the pictures saying what the advantages/disadvantages o either o the ways

o making riends are and why. Support your opinion with personal experience and say which o these you personally preer and why. Take turns, each of you talking for 3–4 minutes. c) Give feedback to each other. INTERACTION Model 1. a) Mr. Black is an only child, Mr. White has one older brother and two younger sisters. Who do you agree with?

Mr. Black: ‘In my opinion, it’s much better to grow up as an only child. Firstly, you have all your parents’ and grandparents’ attention. Secondly, you don’t have to share your toys and room with anyone.’ Mr. White: ‘Well, that makes sense, but I’m not sure i I’d like it better. Having brothers or sisters is a great un. Even though we used to argue and fight a lot, we could always rely on each other and share our secrets. What is more, I’ve never elt alone in my lie. There was always someone there to help me, to go to the cinema with or to play basketball with.’ Mr. Black: ‘That’s an interesting point o view. To tell the truth, I sometimes elt a bit lonely and, moreover, it was difficult or me to find riends. On the other hand, I always had the reedom to decide what to listen to and when to go to bed. Haven’t you ever missed privacy or the eeling o having something which belongs only to you and no one else?’ Mr. White: ‘I’m araid I don’t quite understand what you mean by having something or mysel. O course I had my own toys, books and clothes. Although it’s true that I sometimes had to wear some o my brother’s old clothes, I certainly wouldn’t lack privacy… Maybe sometimes, especially when we were teenagers… but not oten. We were a riendly bunch. Actually, it’s said that when you are an only child, you usually become a mean, spoilt and …’ Mr. Black: ‘I don’t see why. Besides, I’m the most generous person in the world! And, to be honest, I don’t like these unair stereotypes about the poor only children.’ Mr. White: ‘… and a bit o a touchy person.’ b) Have a look at the underlined phrases and add them into the proper group of functions.

Functions Listing and adding points

Introducing your opinion

Expressing disagreement

n n n

n n n

n n n

Let’s practise 2. Get ready to perform similar dialogues in pairs. When speaking, use phrases from the exercise above. a) First, work alone. You have 3 minutes to go through the instructions on your card. Your task is to support the opinion written on your card.

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Card: student A

Card: student B

‘Being the youngest in the family is a nightmare.’

‘The youngest children are always spoilt.’

a) Start the discussion and express your opinion, supporting it with some examples and reasons. b) Listen to your partner’s opposing opinion. Disagree with him/her politely and add more reasons to support your initial opinion. c) Finally, express agreement with your partner’s opinion.

a) Listen to your riend’s opinion. b) Disagree with him/her and explain why. Then introduce your opinion on the youngest children in the amily and add some examples or reasons to support your point o view. c) Listen to the additional reasons o your partner and disagree once again. List more arguments against his/her opinion.

b) In pairs, carry out the task. You must speak for about 4 minutes. c) Assess partner’s performance using the Assessment Grid III. 3. Perform similar dialogues. Talk for 3–4 minutes about each topic.

Being the youngest child in the amily – Being the oldest child in the amily n Bringing children up in the countryside – Bringing children up in a big city n Getting married soon – Getting married at a later age n Having a mother who works ull-time – Having a mother who does not work n

Mini-dialogues 4. Choose one situation from the list below and read the instructions to your partner. a) Without preparation, carry out the dialogue in pairs. Talk for 2–3 minutes. Situation 1:

I’m your best riend. I’ve recently revealed your secret to a third person. Express your disagreement and ask or an explanation. You start. Situation 2:

I’m your brother/sister. You eel unhappy because I keep ‘borrowing’ your things (clothes, books, CDs) secretly rom your room/wardrobe. Express your disagreement and list some possible solutions. You start. Situation 3:

I am your mother/ather. You came much later rom a party than you had promised. Explain the situation and list some reasons why you should be allowed to stay out longer on Friday nights. I start. Situation 4:

My amily have to move to a small flat where I cannot have my own room. You are my best riend. Listen to my complaints and express your personal opinion. Add some positive things about the situation. I star t. Situation 5:

I’m your mother/ather. You have to look ater your younger brother in the aternoons. Express your disagreement in a polite way and list the ‘negative’ effects this duty might have on you and your school results. You start. b) Assess your own performance using the Assessment Grid III. Background studies GETTING STARTED 1. What do you know? Work alone and then compare your answers with your partner/s.

What is the difference between The Commonwealth, The United Kingdom of Great Britain and Northern Ireland and Great Britain? n What are the capital cities o England, Scotland, Northern Ireland and Wales? n What is/are the official language(s) used in Great Britain? n What kind o a political system does Great Britain have? n

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2. a) Can you match the pictures with their names? Work alone and then compare your answers with your partner/s. You can choose from:

(a) Edinburgh (Royal Botanic Garden) (b) Scottish Highlands (bag pipes) (c) Stonehenge, England (d) Giant´s Causeway, Northern Ireland

(e) () (g) (h)

b) Do you know anything about the places? c) Work in 5 groups. Each group is responsible for two places from the list. Find inormation about them

on the Internet or in other resource books. Then report the findings to the class.

Traalgar Square, England Cliffs o Dover, England Maen-y-Bardd (burial chamber), Wales Conwy Castle, Wales

Links http://www.ricksteves.com/plan/ destinations/britain/brit_menu.htm

Each presentation should take 2–4 minutes. FACTFILE – GREAT BRITAIN 3. Project I: ‘International Conference’ /Poster and quiz, 90 minutes/ a) Work in groups. Each group chooses one topic to deal with and prepares a poster for an international conference. Each team also prepares a quiz related to the information presented on the poster. n n n n n

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Geography o Great Britain (basic data and interesting inormation) People in Great Britain and their liestyle Economy and industry o Great Britain Music and literature in Great Britain History o Great Britain (most important events)

Links http://en.wikipedia.org/wiki/Great_Britain http://www.know-britain.com/general/great_ britain.html http://uk.ask.com/

b) Display your posters in the classroom. One member o each group stands at the poster to present

the inormation and answer questions. Others walk in the class and study the posters. Ater about 5 minutes, the members o the team exchange. c) Exchange your quizzes with other groups and try to answer as many questions as possible. 4. Project II: ‘Who Is Who in Great Britain’ /PowerPoint Presentation, 120 minutes/ a) Work in pairs. Your task is to introduce one important/famous/extraordinary person from Great Britain.

Decide on the person. A, find important acts and data about the person’s lie and work. B, find other interesting inormation and photos or your presentation. You have about 45 minutes. b) Now, prepare your MS PowerPoint presentation. c) Present your work to the class. Your presentation should not be longer than 10 minutes.

Links http://www.uksuperweb.co.uk/uk-stars.html http://www.arenaentertainments.co.uk/celebrity-soap-star.htm http://www.etoile.co.uk/Royal.html http://www.uk250.co.uk/Royal/ http://news.bbc.co.uk/sport2/hi/tv_and_radio/sports_personality_2004/past_winners/default.stm http://www.sports.co.uk/graphics/wallpapers/Celebrity_Cartoons

FACTFILE – FAMILY IN ENGLISH SPEAKING COUNTRIES 5. a) Read the text ‘Traditional British Family under Threat’ and fill in the gaps using the words below. increasing, declined, risen, undergone, gone, compared, caused, consequence, average, quarter, result, according, due, in, by, at, between, once, more, steeply, though, rather

Note down … useful words to talk about: n n

traditional amily: modern amily at the beginning o the 21st century:

Tips Beore you start reading the text, make sure you understand all the expressions rom the list. Think about their possible meaning(s) and context they need (e.g. Does any preposition need to follow? Is there a collocation I know?). Only then start reading the whole text.

Even 1______________ many people believe that traditional family and its values constitute the backbone o national lie, 2______________ to many studies the conventional picture o the British amily has been significantly changing. The 3______________ typical picture o the nuclear or immediate family consisting o a married couple with two children has 4______________ substantial changes. Well, let us have a look at some trends in Great Britain. Nowadays, or the first time, more people are living alone 5______________ than in a traditional family unit. In particular, there has been a rise in the number o single-person families, which increased rom 18 to 29 per cent 6______________ 1971 and 2002. It is estimated that 7______________ the year 2020 there will be more single

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people than married people. This high proportion o lone-parent families is 8______________ mainly by two sociological trends. Firstly, the yearly divorce rate has recently 9______________ to 12.9 per thousand. In act, more than one in three first marriages ends in divorce, one 10______________ o first marriages ailing in the first five years. As a 11______________, one in three children under the age o five has divorced parents and lives in a single-parent household with their mother. Secondly, as general views on marriage are changing, more and 12______________ women are choosing to have children as lone parents without being married. Generally, there is an 13______________ proportion o couples, mainly in their thirties, living together, or cohabiting, without getting married. In 2000, about a quarter o unmarried people between the ages o 16 and 59 were cohabiting in Great Britain. One inevitable 14______________ o this trend is an increase in the number o babies born outside marriage. The number o ‘illegitimate’ children, the out-of-wedlock birth rate, rose 15______________ during the 1980s and now about 40 per cent o children are non-marital. People are also getting married 16______________ a later age. Only one 17______________ seven women aged between 25 and 29 was still single in the 1970s, 18______________ with one in three at the end o the 1980s. As well, the 19______________ age o giving birth to the first child has 20______________ up rom 23 years in 1971 to 26.7 years in 2002. Women preer to put off having a baby until later mainly 21______________ to the act that they want to pursue a career. Consequently, the rate o women who work ull time is rising steadily. The family size has been changing as well. On average 2.4 people live as a amily in one household in Britain and the proportion o children living in larger amilies (with three or more dependent children) has 22______________ significantly since 1970s. Nevertheless, the size o amilies differs in terms o ethnic groups. For example, Asian amilies tend to have more children and comprise three generations in one household. b) Read the text again and underline useful words and phrases to describe trends and changes in a society. Then summarise and take notes on the main trends in family life in Great Britain. Use some of the sentences below to help you struct ure your speech.

______________ has been significantly/dramatically/steadily/slightly changing. There has been a dramatic/sharp/constant/slight) increase in ___________. By the year 2020 there will be ______________. More than one in three marriages ______________. One out o three children ______________. More and more women ______________. More than/About/Approximately 40 per cent o children ______________. In the 1970s, ______________. From 1971 to 2002, there has been an increase/rise/decrease/drop in ______________. The (vast) majority o women ______________. The number o ______________ has risen/increased/dropped/decreased/doubled. ______________ is/are getting more and more popular. British people generally tend to ______________. In the near uture/In the next ew years/In ten years’ time ______________. 6. Project III: ‘Family Trends in the Czech Republic’ /Report, 30 minutes/ a) Work in pairs. Using the links below, prepare a report on the main changes in your country. Include information on:

Typical Czech amily 20/50 years ago n Typical Czech amily nowadays n Similarities and differences between the two periods n Summary o the most important changes n

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Links http://www.iarelative.com/czech/ http://www.czechforum.net/forumdisplay.php?f=17

Similarities and differences between the Czech Republic and Great Britain n Your opinion on the changes n

b) Work with another pair of students. Compare your reports and give feedback to each other.

Extra practice Describe significant changes and trends which happened in your country/in the world during the past twenty years in: marriage, love relationships and partner relationships, technology, education, work, transport and travelling, leisure and entertainment, tastes in music, films, etc.

7. Project IV: ‘Family Life’ /Posters, 45 minutes/ a) Prepare a poster presentation on family life and habits in one of the English speaking countries discussed above. Try to find pictures or even bring in objects which can be connected with the family life in the country of your choice. b) Present your posters to the class and ask your classmates to add more ideas on the topic based on their personal experience (e.g. visits abroad). PEEPSHOW Work with your partner and guess which of these statements are true and which are false.

1. Each year, Edinburgh in Scotland hosts the biggest New Year street party in the world. 2. Sean Connery and Tony Blair lived in Ireland when they were schoolboys. 3. Edinburgh, along with Bath, Rome and Venice, has been designated a World Heritage Site. 4. Birmingham has more miles o canals than Venice and more trees than inhabitants. 5. The Queen is the only person in the UK who doesn’t need a passport to travel abroad, since passports are issued in her name. 6. The nickname or Birmingham is ‘Brum’ so people born and brought up here are called ‘Brummies’! 7. Stonehenge appears to be a giant pagan market point. 8. Queen Boadicea is believed to be buried on a site now covered by the number 10 platorm o King’s Cross Station. 9. St. Patrick, the patron o Ireland, was the first prominent historical figure to speak out against the institution o racism. 10. The legend o the Loch Ness Monster started around the year 565 when St. Columba claimed to see a dragon threaten a traveller by Loch Ness. 11. The term ‘Cop’ comes rom Criminals on Pay. It is rom England. 12. Windmills always turn counter-clockwise, except or the windmills in Ireland. 13. The Queen’s official limousines are the only cars in Britain to have two number plates.

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3. Science and technology Warm-up n Work alone for two minutes and prepare your answers to the following questions.

1. 2. 3. 4. 5. n

Are you a high-tech person? Why yes/not? Which technology/gadget do you personally use the most and why? In your opinion, what are the advantages and disadvantages o using modern technologies? What do you think the three world most important inventions are? Why? Scientists are the ‘modern heroes’. Do you agree? Why yes/not? Work in pairs. Use the questions above to ask your partner about his/her opinion on science and technology. Take turns, each talking for about 2–3 minutes. Then comment on your answers using the Assessment Grid I at the end of the book.

Note down

Tips

…at least five: n n n n

When answering questions…

Household gadgets/devices: Controversial inventions: Parts o a computer: Arguments or and against the Internet:

never answer with one word only (develop your answer) n i necessary, make the answer up (your answer does not have to be true) n

Vocabulary 1. a) Work alone and label all parts of the PC in the picture. b) Work in pairs/small groups. Describe your PC/‘PC your dreams’ using these words. key board, mouse, floppy disk, CD tray, screen, speakers, pen drive/memory stick, printer, headphones, case, modem, hardware,

Extra practice Can you add more words to the list o PC components?

software c) Work in pairs and think of definitions for following words. See the key, if necessary, and then explain t he words in English. computer nerd, cyberspace, technophobe, cyberbuddy

Grammar Relative clauses

When giving a definition, do not orget to use the defining relative clauses, i.e. sentences that are connected with ‘that, which, who, whose etc.’ You may or example say: A pen drive is a kind of small portable memory disc that you can connect to a computer and save data on it. A pen drive is a kind of small portable memory disc you can save your data on.

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d) Are you a real computer nerd? Try to decipher the following text in pairs. ‘Our cmUnik8shn 2day iz getin quicker & quicker. We R Usd 2 getin Ansz 2 our emails ASAP & hav nErly stopped UzN d _@/ mail. d cmUnik8shn iz BcumN impersonal & d ppl R hiding mo & mo Bhind thR lap tops. It iz diFicult 2 hav a real frNd dEz dAz.’ Do you agree with the statement? Where can you come across such a text? Can you write a similar text? 2. a) Work alone and decide where you typically use

Links http://www.transl8it.com/cgi-win/index.pl

these things. Some words can be used more than once. answer phone, CD player, dishwasher, vacuum cleaner, photocopier, video recorder, washing machine, fax machine, personal computer, lap top, cable TV, colour printer, microwave, penknife, mobile phone, electric cooker, car radio, over-head projector, DVD player, play station, micro pen Home: Office: School: b) In pairs, compare your answers. c) Now, for each of them decide where the stress is and underline the stressed syllable. Form the two basic rules.

Noun + noun: there is _________________ stress on the _______________________________________ n Adjective + noun: there are _______________________________________________________________ n

Extra practice Choose one o the words in exercises 1 and 2. Describe the item (colour, shape, use etc.) without mentioning its name. Your partner should guess what you are describing.

Note down …at least five expressions for… n n n

shapes: colours: materials:

d) Now, work in pairs/groups of three and test your partner/s on the vocabulary.

Grammar Passive voice

In English passive is oten used when giving descriptions o items, devices and gadgets. It is a neutral way o description and is oten used in technical manuals. Unlike Czech, passive is a lso used with reporting verbs (believe, say, consider, think, report, agree), e.g. ‘it is believed to have been invented in…, it is agreed that this is a very difficult problem to solve…, too many cigarettes are thought to be bad for us…, the research results were reported in the scientific magazine…’ You may find these phrases useul when

talking about technological devices.

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3. TEXT – Crazy inventions a) Work alone and for each verb in the gap write its correct form. Decide carefully, whether the verb is in active or passive voice. Then check your answers in pairs.

Santa Claus Detector The Santa Claus Detector 1______________ (believe) to have been invented at the end o the 20th century. It is a specially developed Christmas stocking that can detect Santa´s arrival at your place. Santa Claus will never be missed again! Hang the stocking over the fireplace and it 2______________ (detect) Santa the moment he emerges rom the chimney. When the chubby chap 3______________ (detect), lights on the stocking will flash. Adapted from http://www.weird-websites.com/justweird/inventions.htm

The ‘Please Don’t Smoke’ Ashtray It 4______________ (generally, agree) that smoking is a very difficult problem to solve, but this invention may prove 5______________ (be) a good solution. This ingenious ashtray senses when you are about to light-up and gently 6______________ (remind) you with a pleasant message that ‘smoking can damage your health.’ The inventor claims that ‘No-Smoking warning signs bring little result because these static warnings have been regarded as empty words by those people who 7______________ (addict) to tobaccos.’ He does, however, expect his talking ashtray to 8______________ (take) seriously by even the hardened chain smokers. Adapted from http://www.weird-websites.com/justweird/inventions.htm

Snormuffler The first Snormuffler 9______________ (design) by Frieda Magrib in an attempt to quiet her husband’s unusually loud snoring. Though the principle o using a muffler to reduce sound wave intensity worked in theory, the actual device never really 10______________ (perorm) the way it 11______________ ( intend). Even though the Snormuffler ailed as an anti-snoring device, it did, however, make an excellent “laugh muffler” useul or those who oten find themselves needing 12______________ (laugh) at inappropriate times. Frieda got earplugs. Adapted from http://members.toast.net/saddletrout/attic.html

Pronunciation Prepare or reading o one o the short texts aloud. Take 1 minute to get ready and then read it aloud. Pay attention to the words in bold. Also, be careul about the position o stress when reading compound nouns.

b) Work in pairs and make sure that you understand all the words in bold. Use a dictionary if necessary. c) Work in pairs and prepare a similar description of an unusual/crazy/weird invention. Create a catchy name for it, draw it and provide a description of its use. Do not orget to describe its shape, material and colour (see

ex. 2 i necessary). Also, use passive voice and relative clauses or your description. I you cannot come up with an invention on your own, use one o these: hypno-glasses, anti-smoking hat, light bulb changer, beerbrella, kissing shield, anti-eating mouth cage, laser pet toy, paddle wheel plane Speaking SUSTAINED LONG TURN Model 1. a) See, what Mr. Black says about becoming an inventor. Before you start reading the text, discuss in pairs how the words could be connected. singing – glue dog – Velcro marshmallow – doctor

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b) Read the text and check whether you were right. c) As you can see, there are many linking expressions and conjunctions missing in the text. Work in pairs and write at least one correct expression into each gap. You may choose from the following expressions (some of them are used more than once), or fill in others that you know.

Tips First o all, fill in those linking expressions that you are absolutely sure o and cross them out in order (as done in the example). Then proceed to the others.

Another one, Of course, After, To start with, Now, To conclude, Also, So, Anyway, because, and, but, who, which, that, neither – nor, both – and, and/or, than, and so, finally, e.g., too To start with, I am quite pessimistic about the nature o a true inventor 2______________ many o these people, usually

1

men, came across their inventions by sheer accident. In such cases I cannot call them scientists. 3______________, there are also many 4______________ spent their whole lives experimenting 5______________ researching to come up with an invention. Let me first give two examples o the first group, the ‘accidental’ inventors. Who wouldn´t know Post-it stickers? In the early 1970s, Art Fry needed a bookmark or his church hymn book that would 6______________ all out 7______________ damage the hymnal, 8______________ he was using as a singer in the church choir. So, he spoke to his riend, Dr. Spencer Silver, 9______________ had developed an adhesive 10______________ was strong enough to stick to suraces, 11______________ let no residue ater removal 12______________ could be repositioned. That was the start o the amous Post-It. Another one was the well-known Velcro. One lovely summer day in 1948, a Swiss amateur-mountaineer and inventor, George de Mestral, decided to take his dog or a nature hike. 13______________ their return home, 14_____________ he 15______________ his dog were covered with burrs. 16______________ he ran to his microscope 17______________ inspected one o the many burrs stuck to his pants. He clearly saw all the small hooks 18______________ enabled the burr to cling so viciously to the tiny loops in the abric o his pants. He called his invention ‘velcro’, a combination o the word velour and crochet 19______________ patented it in 1955. 20______________ X-rays, Hacky Sack, 21______________ marshmallow candies (used by doctors to diminish the sore-throat o kids) were originally meant or different purposes 22______________ how we are using them today. 23 ______________, moving to the real scientists, I should perhaps mention the inventor o the telephone, Graham Bell. In the 1870s, he and Elisha Gray both independently designed devices 24______________ could transmit speech electrically (the telephone), 25______________ he was the quicker one to patent it. 26 ______________ is Gordon Gould 27______________ his first laser light. There were others 28______________ claimed this invention 29______________ it took until 1977 or him to 30______________ win his patent war and receive his first patent or the laser. Other examples o real inventions are 31______________ the paperclip, air-conditioning, and the elevator. 32 ______________, there are some intentional inventions, 33______________ quite many unintentional ones, 34 ______________. So, being an inventor may mean just to be present at the right place at the r ight time. 35 ______________, I am happy 36______________ we do have inventors 37______________ their inventions to make our lie more comortable. Source of information – http://inventors.about.com/library/bl/bl12.htm Let´s practise 2. a) Work alone and prepare your ideas for the topic ‘Useful inventions’. Take about 2 minutes for the preparation. b) Compare your list of ideas with your partner and add any of his/her ideas that you find interesting.

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c) Choose some useful expressions from the text above and fit them in your presentation. Also, do not forget to think of relative clauses and passive voice. d) Now, give the presentations in about 3–4 minutes. Take turns. Compare the presentations. Over to you 3. a) Now, use similar procedures to get ready for the topic ‘Technology and our future’ or ‘Technology is very dangerous’, but work alone. Use a dictionary, i necessary. Prepare an outline or a our-minute presentation. Do not orget to

use the passive voice and relative clauses. b) Having your outline, work in pairs and take turns in presenting the topic. Use the Assessment Grid II at the end

o this book to take notes during the presentation. c) Provide eedback on the perormance o your partner. 4. Get ready to talk about the pictures below and give feedback to your partner/s using the Assessment Grid II. a) Describe two of the pictures in the set below. You have one minute to prepare. The following prompts may help you: n

material n shape

n

use n useulness

n

price n advantages/disadvantage

n

other/s

Take turns, each of you speaking for 1–2 minutes. Set of pictures

b) Now, you have 2 minutes to look at the pictures again. Student A: Compare and contrast them saying which o the inventions you find the least useul or people and

why. Support your opinion with examples rom personal experience. Student B: Compare and contrast them saying which o the inventions you cannot imagine your lie without and why. Support your opinion with examples rom personal experience. Take turns, each of you talking for 3–4 minutes. c) Give each other feedback. INTERACTION Model 1. a) Read the dialogue between Mr. Black and Mr. White about the use of the Internet.

Mr. White: ‘Wow, come and have a look! I´ve managed to activate my new on-line banking system. That´s something!’ Mr. Black: ‘Hm…I´m pessimistic about these new technologies and I do not understand them.’ Mr. White: ‘You should learn this. It´s so useul! Come on, I´ll show you how to do it.’ Mr. Black: ‘OK. But I can´t guarantee that I´ll understand all o this. I´m rather a technophobe.’ Mr. White: ‘So, watch me and try to remember everything. Make sure that you obtain the certificate or your account rom your bank beore you start this. Then, place it in the CD slot and be careul not to mistype your user name and the password.’

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Mr. Black: ‘Could you repeat that part about the password? Also, I ´m sorry, but I also didn´t quite catch what you said about the CD slot. What is it?’ Mr. White: ‘The CD slot is the place where you put the CD disc and you also need your own password to saely run your personal account. Is that clear?’ Mr. Black: ‘So, the general idea is to deal with your money on-line without the need to visit your bank? So, am I right in saying that by having an on-line account we save the time o the bank staff?’ Mr. White: ‘Yes, that´s true. But at the same time, you can comortably sit at home, make your bank transers and even do shopping on-line.’ Mr. Black: ‘Do you mean that I can buy my clothes on-line? And what i I receive aulty goods?’ Mr. White: ‘There´s always helpline or clients and customers on-line. You can also look there or a new job or the best school in your area or you can read book s and newspapers.’ Mr. Black: ‘Hold on! Does that mean that I can find an entire book on-line and read it?’ Mr. White: ‘Sure. You can download it and print it i you want to.’ Mr. Black: ‘Download? What does that mean?’ Mr. White: ‘You find the inormation you need and then transer it onto your computer and save it on your data disc.’ Mr. Black: ‘I´m sorry, what was that again?’ Mr. White: ‘Hm, it seems that you were right about your ‘non-existent’ computer knowledge. Can we meet on Saturday? I´ll explain everything to you in detail. I have to go now. Is it OK with you?’ Mr. Black: ‘All right, see you then.’ b) Have a look at the underlined phrases and add them to the following groups.

Functions Giving instructions n

Asking sb. to repeat

Don´t orget… (to do)… n Could you say that again, please? n Would you mind repeating that, please? n I’m sorry? n I beg your pardon?

Checking that you’ve understood n n n n n

So, I/We have to… Do you want me/us to…? Am I/Are we supposed to…? Should I…? So, what you’re saying is…

c) Study carefully all of the function phrases

Extra practice Choose one o the ollowing items and instruct your par tner/s o its use: microwave, washing machine, fax machine, copier, telephone, computer, MP3 player, walkman, stapler, pen-drive, digital camera . Take turns and use unction phrases rom the exercise above.

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Let´s practise 2. a) Now, perform similar dialogues in pairs. You are going to present your point of view on a topic. You have 3 minutes to prepare and then 2–3 minutes to speak. Card: student A

Card: student B

‘Electronic books are better’

‘Paper books are better’

a) Start the discussion and support the statement above with some examples and reasons. Include your personal experience.

a) Listen to your riend’s opinion. Disagree with him/her and explain why. Then introduce your opinion on the issue o books and add some examples or reasons to support your point o view (see the statement above). b) Listen to the additional reasons and disagree once again. List more arguments against his/her opinion.

b) Listen to your partner’s opposing opinion and use at least two phrases or checking that you have understood your partner´s arguments. Ask or repetition i necessary. c) Finally, express agreement with your partner’s opinion and end the dialogue.

c) You riend ends the dialogue.

b) In pairs, carry out the task. You must speak for about 4 minutes. c) Assess partner´s performance using the Assessment Grid III. 3. Perform similar dialogues in pairs. Talk for 3–4 minutes.

PCs – Laptops n CD players – MP3 players n

Traditional camera – Digital camera n Floppy disc – CD/DVD/pen-drive n

n

Snail mail – E-mail


I am a shop assistant. You have bought a new hi-fi stereo and it does not work properly. Complain in the shop and suggest/ask or a solution. I start. Situation 2:

I am the costumer helpline worker. You have ordered a sotware programme on-line, but you have received a different one. Phone the customer helpline and complain to me. Also, suggest/ask or a solution. I start. Situation 3:

I am your riend. You want to learn how to operate a copier. Ask me to give you the operating instructions. Use at least two phrases to check that you have understood and ask once or repetition. You start. Situation 4:

I am your riend. You want to learn how to operate a public telephone and ask me to give you the operating instructions. Use at least two phrases to check that you have understood and ask once or repetition. You start. b) Assess your own performance using the Assessment Grid III. Background studies GETTING STARTED 1. Work alone and then compare your answers with your partner´s.

What do you know about the political system o the USA? n Can you name at least 10 American states and their capitals? n

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Can you name at least 5 tourist attractions in the USA? Why are they interesting? n What do you know about the original inhabitants o the USA, the Indians? n Describe briefly the geography o the USA. n

2. a) Work in pairs and place the names of the states into the gaps below the USA map. Some of them have already been done for you. Maine, New Hampshire, Michigan, Pennsylvania, Arizona, Georgia, Virginia, New York, Oregon, Kentucky, North Dakota, Tennessee, Alaska, Alabama, New Jersey, Florida, Texas, California, Nevada, Indiana, Montana, Washington, Utah, South Carolina, Oklahoma

1. Delaware, 2. ______________, 3. ______________, 4. ______________, 5. Connecticut, 6. Massachusetts, 7. Maryland, 8. ______________, 9. ______________, 10. ______________, 11. ______________, 12. North Carolina, 13. Rhode Island, 14. Vermont, 15. ______________, 16. ______________,17. Ohio, 18. Louisiana, 19. ______________, 20. Mississippi, 21. Illinois, 22. ______________, 23. ______________, 24. Missouri, 25. Arkansas, 26. ______________, 27. ______________, 28. ______________, 29. Iowa, 30. Wisconsin, 31. ______________, 32. Minnesota, 33. ______________, 34. Kansas, 35. West Virginia, 36. ______________, 37. Nebraska, 38. Colorado, 39. ______________, 40. South Dakota, 41. ______________, 42. ______________, 43. Idaho, 44. Wyoming, 45. ______________, 46. ______________, 47. New Mexico, 48. ______________, 49. ______________, 50. Hawaii

Links http://www.cbpa.drake.edu/images/content/map_usa.gif http://www.enchantedlearning.com/usa/outlinemaps/statesnumbered/map.GIF

b) Below are several names of famous places in the USA, but they are mixed. Work with your partner and form the correct names.

1. 2. 3. 4. 5. 6.

Yellowstone Empire State Big Arlington Grand Rocky

a) Canyon (Arizona) b) Sur (Caliornia) c) Building (New York City) d) National Park (Wyoming) e) Mountains (Colorado) ) National Cemetery (Virginia)

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Links c) Now, use the names to label the pictures.

Test yourself on-line: http://www.lizardpoint.com/fun/geoquiz/usaquiz.html

FACTFILE – THE USA 3. Project I: ‘Life in the USA’ /Posters and presentations,

90 minutes/ a) Work in groups and choose one topic you will work on. You have 45 minutes to gather all the necessary information for the poster and quiz (use the Internet or geography textbooks). In the quiz you will ask your classmates

about inormation presented on your poster. n American culture I (literature and amous writers) n American culture II (music, film) n Food and restaurants in the USA (typical ood, cuisine, avourite restaurants) n Holidays and estivals in the USA (celebrations, ways o spending holiday) n Tourist attractions in the USA (sights, transport, interesting places) n History o the USA (only the most important events)

Links http://en.wikipedia.org/wiki/Main_Page

b) You have only 25 minutes to arrange the information on your poster (2 × A3 sheets). Now, together with

the other teams, arrange an exhibition o your work and decide together on the best poster. You have about 10 minutes or this. c) Distribute the quizzes and solve them in your groups, award points and choose the best team. 4. Project II: ‘Message in a Bottle’ /Messages, 90 minutes/ a) You have only 45 minutes for this part. Work alone and choose one of the American states. Imagine that you

come rom that state, get inormation about that state and choose the town you come rom. Now, use an A5 sheet o paper and write a message introducing your town and state. You are going to send the message in a bottle and look in this way or a pen-riend. Make the message to look authentic. Place your message in a bottle (preerably a plastic one) and do not orget to label the bottle by the name o the state. Links http://en.wikipedia.org/wiki/Geography_of_the_United_States http://www.mapsofworld.com/usa/usa-state-and-capital-map.html http://www.50states.com/

b) You have 35 minutes for this part. Choose one of the bottles, get the message out of it and read the message it contains. When reading the message, try to remember the inormation it contains. Write a reply to the message asking or more inormation about the town, the writer and the state he/she comes rom. c) During the rest of the class (about 10 minutes) talk about all the states by using a large map. Take notes

during the talk and try to remember as much as you can. FACTFILE – IMPORTANT SCIENTISTS AND ACHIEVEMENTS 5. Project III: ‘Famous scientists’ /Interviews, 90 minutes/ a) You have 30 minutes. Work in pairs, use the Internet and find information about the following British and American scientists and write notes similar to the example in the table below.

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Charles Babbage, Sir William Harvey, Charles Robert Darwin, Michael Faraday, George Stephenson, James Watt, Ernest Rutherford, Alexander Graham Bell, Rosalind Franklin, Thomas Alva Edison, Frederick Lindemann, Edwin Powell Hubble, Frank Whittle, Sir Alexander Fleming, William Morris Davis, John James Audubon, Crawford W. Long, Edmund Halley, Luther Burbank, Walter Reed, James Dewey Watson, John Maynard Keynes, Herman Hollerith Name

When, where – live?

Achievements Inventions

Interesting details

Isaac Newton

Englishman 1643–1727

three laws o motion universal gravitation studied optics

born prematurely, never married, also a armer, lectured on optics, wrote interpretations o Bible, was an MP, buried in Westminster Abbey, probably died o mercury poisoning

Links http://www.spartacus.schoolnet.co.uk/engineers.htm http://en.wikipedia.org/wiki/Science

b) You have 15 minutes. Prepare 10 questions that you would like to ask one of the scientists above and then carry out the interview – one of you being the scientist, the other the journalist. Record the interview on a video or a cassette. c) Watch the video/listen to the tapes and choose the most professional interview. Also, revise inormation that

you have learnt about the scientists. 6. Project IV: ‘Web Page’ /Web page design, at least 120 minutes/ a) Work in teams of 3–5 students. You are to design web pages about scientists form the English speaking countries/one EU country. Divide work in the team – you will need a programmer (to programme the web page/s),

a designer and a writer/writers. Decide on ollowing things: n the page design (layout, colours, pictures, graphics etc.) n the contents (scientists, their CVs, their inventions, etc.) b) Publish your page/s on-line. PEEPSHOW Read the interesting scientific facts and find five sentences that are not true. Then compare and discuss your choice in pairs.

1. The liquid inside young coconuts can be used as substitute or blood plasma. 2. No piece o paper can be olded into hal more than 3 times. 3. You burn more calories sleeping than you do watching television. 4. Oak trees do not produce acorns until they are fity years o age or more. 5. American Airlines saved $40,000 in 1987 by eliminating 1 olive rom each salad served in first class. 6. Venus is the only planet that rotates anti-clockwise. 7. Most dust particles in your house are made up o dead skin. 8. Pearls melt in vinegar. 9. A duck’s quack doesn’t echo and no one knows why. 10. Every time you lick a stamp, you consume 3 calories. 11. Your stomach has to produce a new layer every two weeks otherwise it will digest itsel. 12. The electric chair was invented by a dentist. 13. Because o the rotation o the earth, an object can be thrown arther i it is thrown west.

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Links http://www.wernersplace.com/uselessfacts.htm

14. One quarter o the bones in your body are in your belly. http://www.indiaeducation.info/kids/scientificfacts.htm 15. Celery has negative calories! It takes more calories to eat a piece o celery than the celery has in it. 16. The pop you hear when you crack your knuckles is actually a bubble o gas burning. 17. You were born with 300 bones, but by the time you are an adult you will on ly have 206. 18. Intelligent people have more zinc and copper in their mouths. 19. Thomas Edison, acclaimed inventor o the light bulb, was araid o the dark. 20. Leonardo Da Vinci invented the scissors.

4. Sport and fame Warm-up n Work alone and choose 5 of the questions below th at you will ask your friend/s.

Then take turns in asking and answering the questions. Each turn should take 2–3 minutes.

1. What, in your opinion, is the number one Czech national sport? 2. Do you think that some sports are easier/more Tips dangerous than others? Why? Answering questions 3. Do you preer team or individual sports? Why? Develop each o your answers. It is not 4. Do you play any sports? Which one(s)? Provide details enough to say just one short sentence. (equipment, how oten etc.). Your answers do not have to be true. 5. Which sport do you enjoy/hate watching? Why? 6. What´s your avourite sport? Why? 7. Is there a sport that you would like to try one day? Why? 8. Which sports have you either taken up or given up recently? 9. Are you (or anyone in your amily) a an o a sports team? Do you (or they) watch their matches? Where and how oten? 10. Would you like to be a amous sportsperson? Why yes/no? 11. Who do you think the greatest ootball player/skier/athlete/swimmer etc. o all time is? Why? 12. Which sportsperson do you ancy watching on TV? Why? 13. Do you think that it is difficult to live the lie o a sports celebrity? Why yes/no? 14. Would you sacrifice your private lie, riends, amily Note down and other hobbies to sport? Why yes/no? n Listen to your colleague and note down interesting

ideas, words and phrases. Then provide feedback on the performance using the Assessment Grid I. n Share the most interesting answer of your par tner/s in the class.

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… five words for … n n n n

Dangerous/adrenaline sports: Team sports: Individual sports: National sports (write the country in brackets ater each sport):

Vocabulary 1. Work in pairs and put the words in the correct column. Can you add more? snowboarding, aerobics, volleyball, fishing, golf, jogging, figure skating, basketball, yoga, mountain biking, chess, cricket, hiking, soccer, working-out Play…

Do…

Go…

2. a) Work alone and think of words that would fit the spider graphs below. Then, compare your ideas in groups. racket net goalkeeper coach

EQUIPMENT

PEOPLE

court

rink

PLACES

b) In groups, complete the table below. SPORT

EQUIPMENT

PLACE/S

PERSON/PEOPLE

I. II. III. IV. V.

Extra practice Use the vocabulary rom exercises 1 and 2 to write a short paragraph about your avourite sport. Do not mention the name. Your colleague reads it and writes down the name o the sport.

c) Now, work in pairs/groups of three and test your partner/s from the vocabulary.

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3. TEXT – Sport Rules a) Work alone. Read excerpts from rules of three sports and for each gap (1–20) decide on the best option (A, B, or C) to fit the gap.

1 ______________ It is a team sport or two teams o eleven players 1______________. One game can last anything rom an aternoon to several days. 2______________ the game play and rules are very different, the basic concept is similar 3 ______________ that o baseball. Teams 4______________ in successive innings and attempt to 5___________ ___ runs, while the opposing team fields and 6______________ to bring an end to the batting team’s innings. Ater each team has batted an equal number o innings (either one or two, 7______________ on conditions chosen beore the game), the team with the most runs wins. 2 ______________ It is a sport played by two teams on a playing court divided 8______________ a net. The object o the game is to send the ball 9______________ the net in order to ground it on the opponent’s court, and to prevent the same 10 ______________ by the opponent. The team has three hits or returning the ball ( in addition 11______________ the block contact). The ball is put in play with a service: hit 12______________ the server over the net to the opponents. The rally continues until the ball 13______________ grounded on the playing court, goes ‘out’ or a team doesn´t return it properly. The team 14______________ a rally scores a point. When the receiving team wins a rally, it gains a point and the right to serve, and its players rotate one position clockwise . 3 ______________ It is a recreational game and a 15______________ sport that involves hitting wooden or plastic balls 16 ______________ a mallet through hoops embedded into the grass playing arena. There are 17______________ variations currently played, differing 18______________ the scoring systems, order o shots, and layout (particularly in social games 19______________ play must be 20______________ to smaller-than-standard playing courts). 1 a) each 2 a) However 3 a) with 4 a) play 5 a) drive 6 a) 7 a) 8 a) 9 a)

attempts apart rom above 10 a) effort

b) b) b) b) b) b) b) b) b) b)

every Although to run finish keeps depending off across process

c) c) c) c) c) c) c) c) c) c)

all But at bat score scores granted by over activation

11 a) o 12 a) by 13 a) is 14 a) won 15 a) compete 16 a) by 17 a) several 18 a) at 19 a) which

b) b) b) b) b) b) b) b) b) b)

to rom has winner competitive with some rom where adapted

c) c) c) c) c) c) c) c) c) c)

with with will be winning competing rom numberous in that turned

20 a) sorted b) Match each set of rules (1–3) with the names of the sports (A–D). You will not need one of the names.

A: volleyball, B: croquet, C: baseball, D: cricket c) Work in pairs and make sure that you understand all the words in bold. Use a monolingual/bilingual dictionary if necessary.

Extra practice

Pronunciation

Work in pairs and use expressions rom the texts and phrases expressing movement (hit into,

Get ready to read one o the short texts aloud. Take 1 minute to get ready and then read it. Pay attention to fluency and linking.

hit over the net, go out, to round, go past, pass the ball to, kick into, throw to, take the ball over, kick through) to write rules

or one sport that you know well. Read your rules to the class and your 42classmates guess which sport it is.

Speaking SUSTAINED LONG TURN Model 1. a) See what Mr. White says about celebrities. When reading the text for the first time do not pay attention to the gaps.

First, I must ask mysel, what or who a celebrity really is. I think that it is a person that is known by many people, the public and is oten seen in mass media. 1______________ Some people consider this nonsense and insist that a celebrity should be only such a person that has done something globally important, e.g. discovered a new cancer treatment. However, I disagree with this. It is surprising how celebrities influence our lives these days. Everyone wants to know at least something about the national celebrities and many, especially young people, are ond o global celebrities as Brad Pitt or Madonna. 2______________ In the last several years, there has been a new shit o ocus, though, and that is towards the sport celebrities and their lives. Sport celebrities are particularly looked up to by youngsters. The truth is that it is mainly men who are world-amous. Today you may hear many teenage girls talking about e.g. Milan Baroš, or David Beckham. 3 ______________ Just remember Gabriela Sabattini who launched a set o very popular perumes or women. They earn a lot o money and are amous, which is what many envy them and why so many people want to read and hear news about their lives. 4______________ Being a proessional sportsperson means a lot o sacrifice in many areas and mainly in their private lives. It is always good to make ortune, not to go broke easily and not to have to put money by or holiday as an ordinary person does, but the price may be sometimes too high. Can you imagine lie, when every minute o the day somebody is ater you with a camera at hand to take the best, most scandalous picture? Such a lie would be a nightmare or many o us. I I had the opportunity and talent to become a proessional sportsman, I am not sure that I would accept it. It would make a great change not only to mysel, but also to my amily, riends, ree time, school etc. 5 ______________ So, I am happy as I am and will leave the lie o a celebrity to someone else.

Grammar Modal verbs and conditionals

When speculating and expressing your opinion on something, you very oten need to use modal verbs (can, may, must) and conditional sentences (i…). Find examples in the text and underline them.

b) There are several sentences missing in the text. Read the text again and match them with the gaps respecting the context. One sentence is not needed. A: Not all celebrities are talented, but it is similar to every area o lie – it is always not only those who are talented B: C: D: E:

that become amous. Sport celebrities are also very oten those that orm our ashion trends and lie style by producing their own series o products. Only a ew people know that the money sportsmen receive is made mostly in their ree time and through hard work and a lack o privacy. So, it may be an actor as well as a businessman. I would have to give up many o my hobbies to train longer every day and I am sure that I would quickly get sick o it.

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Note down F: Also, there are many short-lived celebrities such

as the contestants o Pop Idol or Big Brother shows, whose ame does not usually last very long.

Vocabulary rom the text dealing with money and add at least 5 other words to this list.

Let´s practise 2. a) Work alone and prepare your ideas for the topic ‘Celebrities have easy life’. Take about 2 minutes for the preparation. b) Compare your list o ideas with your partner and add any o his/her ideas that you find interesting. c) Choose some useul expressions rom the text above to fit them in your presentation. d) Now, give your presentation in about 4 minutes. Take turns.

Compare the presentations and provide eedback using the Assessment Grid II. Over to you 3. a) Now, work only alone and get ready for the topic ‘Sport makes everyone famous’ οr ‘Sport makes everyone rich’, but work alone. Prepare an outline or a our-minute presentation. b) Work in pairs, take turns and present the topic. Speak for about 4 minutes. c) Use the Assessment Grid II to take notes during the presentation and provide eedback on the perormance o your

partner. 4. Get ready to talk about the pictures below and give feedback to your partner/s using the Assessment Grid II. a) Describe both pictures in the set A or B. You have one minute to prepare. The following prompts may help you: n

similarities/differences n sport equipment

n

costs n mood, eeling about the picture

active/passive sport n other/s n


Set of pictures B

b) Now, you have 2 minutes to look at the pictures again. Student A/B: Compare and contrast the pictures saying which type o sport you would do in your ree time and

why. Support your opinion with examples, personal experience. Take turns, each of you talking for 3–4 minutes. c) Give each other feedback.

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INTERACTION Model 1. a) Read the dialogue between Mr. Black and Mr. White about their preparation for a trip. Pay attention to the underlined phrases.

Mr. White: ‘So, what shouldn’t I orget? Have you got a list o things to take with you?’ Mr. Black: ‘Well, I didn’t think o a list, but we must have good shoes or the hiking trips and also an international insurance card in case o an accident. I’d say that’s the most important thing or such a trip. Does that seem to make sense?’ Mr. White: ‘Yeh, let’s also take the tent with us. They said in the ad that it’s not necessary, but I’d eel better having it with me. What do you think?’ Mr. Black: ‘You know, I’m not much o a sportsperson, so I don’t know. I you think so. What’s your opinion on the trip anyway? Don’t you think it might be too dangerous or us, staying or our days in a jungle with just the guide and another six people? I’m still not sure i we aren’t making a mistake.’ Mr. White: ‘OK, let´s go over it once again, then. We wanted to do something extraordinary this year and not go to places where other riends go. We’ve got enough money thanks to the research grant and anyway, we’ve already received the grant and signed all the papers too. Did you ollow that? There´s not much we can do about it any more or do you have any thoughts on how to get out o it?’ Mr. Black: ‘No, I´ve no idea. So, let´s pack and hope that nothing bad happens.’ b) Have a look at the underlined phrases and decide with your partner, in which group they fit.

Functions Checking that someone has understood n n n

Are you with me? Have you got that? Is everything clear so ar?

Asking what someone thinks n n n n

What do you reckon? What’s your position on…? What’s your reaction to…? What’s your take on… ?

c) Study carefully all of the function phrases. If you are not sure about their meaning, use a dictionary. Let´s practise 2. Now, prepare for performing similar dialogues in pairs. When speaking, use phrases to dis/agree, express your opinion and support it. a) First, work alone. You have 3 minutes to go through the instructions on your card. Card: student A

Card: student B

‘Sport hooligans’

‘Sport hooligans’

a) Start the dialogue by criticising the hooligans and ask what your partner thinks. b) Listen to him/her and argument against his/her point o view. c) Provide at least three supporting arguments and try to convince your riend. d) Your riend ends the dialogue.

a) Listen to your riend who criticises the hooligans and disagree with his/her opinion. b) Give arguments to support your view and check that your riend has understood. c) Give at least three supporting arguments and try to convince your partner that you are right. d) Finally, agree with your riend and end the dialogue.

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b) In pairs, carry out the task. You must speak for about 4 minutes. c) Assess partner´s performance using the Assessment Grid III. 3. Perform similar dialogues. One of you supports the statement, the other takes the opposite point of view. Talk for 3–4 minutes.

Influence o sport celebrities on our lives is negative n Sports are dangerous to our health n Watching sports is much better than doing the sport itsel n

Adrenaline sports are the best thing I know n Sport is an expensive hobby n Money and ame is the best thing in one´s lie n


I am your teacher. You have hurt yoursel during the gym lesson and need help. Describe the injury and ask or help. You start. Situation 2:

I am your mother/ather. You have decided to become a rich and amous person. Tell me about it. You start. Situation 3:

I am your riend. You want to take up a sport. Tell me about your choice and reasons. You start. b) Assess your own performance using the Assessment Grid III. Background studies GETTING STARTED 1. What do you know? Work alone at first and then compare with your partner.

Who is the head o state in Canada and what kind o political system does it have? n What is the capital city o Canada? What other big cities in Canada do you know? Write as much as you know about them. n What are the official languages in Canada? n Describe briefly the geography o Canada. n

2. a) Write down names of places neighbouring Canada and names of its territories. You have 3 minutes to do this. b) Work in groups of four students and find more details about each territory in the map. You have 10–15 minutes to do this. If necessary, use additional materials and/or the Internet.

Links http://www.enchantedlearning.com/ northamerica/canada/outlinemap/

c) Now share the information you have with the class.

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FACTFILE – CANADA 3. Project I: ‘Life in Canada’ /PowerPoint presentations, 135 minutes/ a) Work in pairs. You have 45 minutes to prepare a 5-minute PowerPoint presentation on one of the following topics. n n n n n n n n n n

Rivers and lakes in Canada Important cities and towns in Canada Canada´s cuisine Studying in Canada History o Canada Interesting places to see in Canada (a tourist in Canada) Politics and government in Canada (introduction o the system) Culture in Canada (i.e. music, film, arts, writers…) Famous Canadian personalities (e.g. writers, politicians, scientists) Holidays and estivals in Canada

Links http://en.wikipedia.org/wiki/Canada http://www.canada.gc.ca http://www.cic.gc.ca/english/study http://www.canadainfolink.ca/teach.htm http://canada.worldweb.com/SightsAttractions http://www.rockies.net/~spirit/canada/toc-cuisine.html http://en.wikipedia.org/wiki/Canadian_culture http://www.dvshop.ca/dvcafe/canada/canfamous.htm

b) You have another 45 minutes. Work in the pairs and prepare a handout on the t opic for your colleagues. Do not include all the inormation you have, include

only the basic outline and leave there enough space or them to take notes. Also, decide on the structure o your presentation, i.e. who is going to present which part o the inormation. c) Present your project (MS PowerPoint presentation) in class. Make sure that you provide your classmates with your handout before you start your presentation. Carry out the presentation (about 5 to 7 minutes). d) The class provides feedback on all the presentations they have seen. Use the presentation Assessment Grid at

the end o the book 4. Project II: ‘Traveller´s Log’ /Writings, 90 minutes/ a) Work alone and choose one particular place in Canada that you would like to see. Now, think of an adventurous way to get there. Use a map o Canada to plan the trip (you may wish to take notes o your plan).

This stage should take about 10 minutes. b) On your way you are writing a record of your journey into a traveller´s log book. Take an A4 sheet of paper and start writing the log book. Do not orget that you should write about each day. The inormation does not

have to be long; just 2 or 3 sentences or each day. You have about 30 minutes to do the writing. c) ‘Author´s reading’: Read the best part of your log book in the class. Use the map o Canada to support the reading and to show the trip on the map. Decide in class whose log book was the best one. FACTFILE – NATIONAL SPORTS IN ENGLISH SPEAKING COUNTRIES 5. Project III: ‘National Sports’ /Posters, 90 minutes/ a) Work in groups and choose one country to deal with. Your task is to find information about national sport/s in the particular country and prepare a poster about it/them. You have 45 minutes to find the information and 20 minutes to put the information on the poster.

The USA n Canada

The UK n Australia n New Zealand In your poster you should include: pictures o the sports, rules o at least one sport, inormation about one sporting celebrity.

n

Extra practice Test your knowledge o Canada on-line at http://www.lizardpoint.com/fun/geoquiz/canquiz.html

n

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b) Now, having the information on the poster, present your work to your classmates. In class, decide on the best poster and on the best presentation. 6. Project IV: ‘Sport in Action‘ /Sport activity, 45 minutes/ a) Work alone and choose one of the typical national games and at home learn its rules. b) Come to the class and teach your classmates the rules in English, so that they can play the game. Make sure that the school has necessary equipment (i.e. ask your PE teacher).

Links http://www.usatoday.com/sports/front.htm http://www.uksport.gov.uk/ http://news.bbc.co.uk/sport1/hi/default.stm http://www.australianexplorer.com/australian_ sport.htm http://en.wikipedia.org/wiki/Sport_in_Australia http://en.wikipedia.org/wiki/Sports_in_Canada http://en.wikipedia.org/wiki/Sport_in_New_Zealand

c) In class, choose the game you like most and play it.

PEEPSHOW Work in pairs and match the beginnings and endings of sentences.

a) b) c) d) e) ) g) h) i) j) k) l)

There are some … Great Slave is the deepest … Mount Logan is the highest point in Canada, … There are eight aboriginal … Canada is an Indian word meaning … Canada’s version o ‘Wall Street’ is called ‘Bay Street’ and is located in the centre … According to a research o Niagara Falls, it appears that … The first person to go over the Niagara Falls in a barrel and survive was … Canada is the second biggest country in the world, but … The most common amily … Manitoba has the largest … The Arctic and Canada’s newest …

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1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

… lot o its land does not have people living on it. … population o Icelanders outside Iceland. … name in Canada is Tremblay. … lake in Canada at 614 metres. … ‘Big Village’. … o the Toronto financial and powerul business district. … with an elevation o 5,959 meters above sea level. … two million lakes in Canada. … almost 1/3 o the Canadian Falls lies within US Territory. … territory is Nunavut. … a 63 year old emale schoolteacher. … languages used in the Yukon Territory.

5. Housing and living Warm-up n Work alone and finish the sentences below to make them true about you and the country where you live.

1. I and my amily live in ____________________________. 2. Our flat/house is situated in ____________________________. 3. Our flat/house is ______________, ______________, ______________ and ______________. 4. There are ___________ rooms in our flat/house: ___________, ___________, ___________ and ___________. 5. My room is ________________, ________________, ________________. 6. I like our flat/house because ____________________________. 7. I wish I had ____________________________. 8. One day I would like to live in ____________________________. 9. The majority o people in our country live ____________________________. 10. In our country, young people usually ____________________________. 11. In my opinion, living in ____________________________ is better than ____________________________. n Work in pairs and ask each other questions based on the activity above to find out more about your housing

situation. Do not forget to expand your answers. Each turn should take about 2–3 minutes. n Listen to your colleague and note down interesting vocabulary. Then provide feedback on the per formance using the Assessment Grid I. n Look at the answers below and think of a possible question for each. Then compare your questions in pairs. Finally, practise asking and answering similar questions. n n n n n

No, I don’t. I live in a small flat in a block o flats. In the outskirts o the city. It is about 35 minutes by metro. Oh no. I have my own room. Five.

n n n n n

No, we haven’t. It is nice, light and cosy. On the 10th. There is a great view o a park. For about ten years. Yes, I do.

Vocabulary 1. a) Work in pairs. Match the types of houses and their definitions. Use a dictionary if necessary.

1. 2. 3. 4. 5. 6. 7.

a detached house a semi-detached house a terraced house a block o flats a bungalow a cottage a flat

a) b) c) d) e) ) g)

a living unit within a bigger building a large building where all the flats share a ront door a house which is not joined to any other a house which has only one floor a house which is joined to another house on one side a small house, especially in the country a house which is joined to other houses in long rows

b) Now look at the expressions used in American English and match them with the words in exercise 1 a).

an apartment, an apartment building/block, a duplex, a row house Tips Think about other words which differ in British and American Engl ish and prepare a list. Any time you come across new words, add them to your list.

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c) Prepare a definition for each expression below. Use a dictionary if necessary.

a skyscraper, a mobile home, a mansion, a bed-sit/a bed-sitting room, a high-rise building/a multi-storey building (BrEn)/a multi-story building (AmEn) Extra practice Think about typical places where the ollowing people live: a university student, a soldier, retired people with no relatives, a millionaire, a nun and a monk, an Eskimo, the British Prime Minister, the President o the USA, the British Queen, a homeless person, a king, a cowboy.

2. a) Look at the list of rooms and places and tick those which you and your family have in your flat or house. Use the web link to check the meaning of less common expressions.

A living room/a sitting room/a lounge, a kitchen, a bedroom, a bathroom, a hal bath, a hall/an entry hall, a dining room, a study/a home-office, a library, a amily room, a wine-cellar, a sauna, an indoor/ outdoor swimming pool, a gym, a storage room, an attic, a garage, a pantry, a larder, a ront garden/ ront yard, a back garden/a back yard, a shower, a toilet, a porch, a deck

Links http://en.wikipedia.org/wiki/Room

b) Underline those places from exercise 2 a) which you would like to have one day in your ‘dream’ house. Compare your answers in pairs and explain your choice. c) Work in pairs. Choose a word from the list and try to explain what it is used for and where you can find it. Take turns. Use a monolingual dictionar y if necessary. Then add fifteen more furniture-related words to the list.

mirror, cooker, chest o drawers, wardrobe, comb, wash basin, sink, spotlight, alarm clock, towel rail, switch, coffee table, washing line, ceiling, curtains, fireplace, lamp shade, mantelpiece, radiator, rug, tablecloth, cushion, vase, table mat, wallpaper, blanket, mattress, pillow, sheet, grill, ironing board, tap, ence, flowerbed, flowerpot, brick, drainpipe, TV aerial, chimney, tile, gutter, doorbell Extra practice Work in pairs and try to find at least one word connected with housing and urniture or each letter o alphabet. You have ten minutes to do so. Then compare your answers with other groups.

3. TEXT A – My House a) Mr. Black describes where he used to live and what his favourite room was like. Read the text and fill in an appropriate word into each gap.

When I was a small child I 1______________ to live in one o the ‘typical’ American houses you can see in every second movie or TV series. It was a pretty big two-storey building 2______________ the suburbs o the city. 3 ______________ was a lovely garden and a porch where we would have our barbecue parties and meet our amily and riends, especially on days 4______________ as Easter or Thanksgiving. A basketball hoop used to hang next to the garage and me, my brother and my ather would train almost 5______________ day. We also had

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a deck with a hammock and an American flag used to fly in ront o the door. Downstairs, we used to have a cosy kitchen, a dining room and a living room with a big fire place where Santa 6______________ would leave the presents or us in the stockings. Our amily would meet there, read newspapers, watch 7______________ or just chat. Upstairs, my 8______________ had their master bedroom and there were two more bedrooms: mine and my brother’s. My avourite room was my bedroom. A sign reading ‘Do not enter’ used to hang on the door to keep my nosy parents and even nosier sibling away. It was spacious and light and, o course, rather messy and crowded 9 ______________ stuff. There was a dark blue carpet 10______________ the floor and old-ashioned wallpaper with silver stars on the 11______________. My comortable bed was right next to the desk. There was also a big wardrobe in the corner and a bookcase ull o comic books and magazines. O course, there was a TV and a CD player 13______________ a small table at the window. As ar as I remember, I had some posters on the wall ranging rom popular musicians 14______________ American ootball players. I would do my homework there, read and listen 15______________ music and dream about moving out one day.

Grammar There is/There are

When describing places, we use There is/There are to say that something exists and where it is situated, e.g. There is a bed in the corner of the room. There are some books on the shelves.

b) Prepare a list of prepositions of place to help you describe your own room. c) Now describe your own favourite room in detail. Your partner listens and tries to draw a picture of it.

I would like to describe my ____________________. It is situated next to/opposite __________________. The room is _________________________________. There is/are _________________________________. On the walls, there is are ______________________. On the floor, there is are ______________________. Next to the window, there is/are _______________. There is/are also ___________________ in my room.

Extra practice Draw a floor plan o your house/flat and label the rooms. Then ‘dictate’ the picture to your partner. He or she listens and tries to draw the same picture. Do not orget to use prepositions o place and the phrase ‘there is/there are’ to describe the place in detail.

4. TEXT B – How to Choose the Right Place a) Work alone. Read the text and decide on the appropriate form of the words in brackets. Consider both verb forms and word formation. Then compare your answers in pairs.

Have you ever 1______________ (wish) you could move house? Perhaps you have already decided what ‘the house o your dreams’ should be like, but i not, there are some tips or you. I’d say that the key to 2______________ (find) the right place is to consider your liestyle, think about your daily routines, habits and work duties, and, 3 ______________ (ortune), take your financial budget into account. My main tip here would be to make a list o 4 ______________ (possible) which are achievable and note down the pros and cons o each choice. First, ask yoursel 5______________ (honest) whether you want to live in the middle o a bustling city or whether you preer the countryside and one o the picturesque and quiet villages. Or, would you rather 6 ______________ (go) or a flat or a house in the suburbs o a city where the environment is more 7 ______________ (please) and relaxing, rom where you can easily commute to the nearby town to work? In Great

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Britain, or example, young professionals preer 8______________ (live) in the downtown area first and when they settle down and get married, they move out and buy a small house in one o the residential areas on the outskirts. Secondly, it is important 9______________ (decide) whether to rent or buy. I you are willing to take out a mortgage with a bank, which is very common both in Great Britain and the USA, your choices are almost 10 ______________ (limit). A real estate agent will show you around a couple o houses or apartments or sale and you will definitely find the right one. The selection o properties or sale is really wide, 11______________ (range) rom detached, semi-detached and terraced houses to bungalows and traditional cottages with thatched roos. I you are not into 12______________ (take) the risk and would preer to rent a flat, which is common or young people like you, you can either move to one o the 13______________ (urniture) bed-sits where you have your own room and share the rest o acilities with other flatmates, or simply sign a long-term lease with the landlord and become a tenant o your own flat. It is 14______________ (high) probable that the flat will be in a high-rise block o flats or in one o the Victorian terraced houses. I you want to spend even more money, Pronunciation a loft rented in one o the ormer actories would be an attractive choice. In two minutes, get ready to read the text Finally, do not orget 15______________ (take) aloud. Pay attention to fluency and linking your time beore making such a big decision. Check and the pronunciation o words in bold. newspaper classifieds , ask your riends or help and tips, look or rental signs in the neighbourhood o your choice and sur the Internet. Anyway, you can always move house once your personal and financial Tips situation changes. Summarising is an important skill. b) Now, summarise the tips in your own words. When reading, underline key ideas and c) Work in pairs and make sure that you understand then re-tell the text in your own words all the words in bold. Use a dictionar y if using the clues. necessary. Speaking SUSTAINED LONG TURN Model 1. a) Mr. Black has decided to find a new flat. Look at the three advertisements he has just found on the Internet. Fill in the missing words from the list below. cable, utilities, renovated, unfurnished, furnished, rent, kitchenette, asap, flatmate, available, loft, district, immediate, phone A – Seeking 1______________ to live in a two person flat. The available room is very large (20m2) and ully 2 ______________. 5 minutes rom the city centre. 2 bathrooms, big lounge, balcony with a beautiul view

o Prague. Only 9,000 Kc a month, all 3______________ included. Please write to fl[email protected]. B – FOR 4______________ RENT! Beautiul 2 room modern apartment in a 5______________ building, 10 min rom downtown. Balcony, excellent view, good shopping 6______________, many parks. Females preerred, pets upon agreement. 9,000 Kc. Please contact 7______________ 7529843102. C – 60 m2 newly reconstructed 8______________ apartment in an ideal location. Furnished in modern style. Living room ully equipped with wooden 9______________, two bedrooms, a bathroom, ridge, 10______________ TV, washing machine. Elevator. Contact Paul at 90549378 or [email protected]. D – Amazing flat to 11______________!!! 2 bedrooms, living room, kitchen, garden, bathroom. The apartment is

52

______________, the equipment includes dishwasher, ridge, 13______________ line, satellite. Tiled floors. Rent 14,000 per month plus utilities. Excellent accessibility to centre. 14______________ immediately. Email [email protected]. 12

b) Check that you understand all the phrases and expressions in bold. Use a dictionary if necessary. c) Mr. Black is planning to call and find out more about the flats. He has prepared a couple of questions to ask. Add three more questions of your own. n n n n n n n

Is there a lease? How many rooms does the flat have? Is it urnished or unurnished? Does it have a telephone? Does it have a ridge? How ar is it rom the city centre? Which metro, bus and/or tram lines are nearby? Are there night trams or buses?

n n n n n n n

How ar is the closest grocery store? What floor is it on? Is it on a loud main street? Is it possible to access the Internet? May I smoke there? Is the kitchen a separate room or a corner kitchen? What are the rules concerning pets?

d) Role play the phone conversation. Together, agree on one of the advertisements in exercise 1 a). A, you are the owner of the flat/a real estate agent. Get ready to answer the questions above. B, you would like to rent the flat. Phone the contact person and find out all the important information. When listening, note down key information. e) Now, choose a different advertisement and carry out another phone conversation. Switch roles.

Extra practice Imagine that you want to rent your own flat. Prepare an advertisement. Then work in pairs and role play similar phone calls.

Tips Taking notes is another important skill you need both when reading texts and when listening to someone else, e.g. during a lecture. Do not try to catch or copy ull sentences, write down only key words and then try to expand your notes into ull sentences.

Let´s practise 2. a) Individually, take some notes on ‘How to find a cheap flat’. You have about five minutes to get ready for your presentation. Use the following clues to help you struc ture your speech. n n n n n

Where to find the offer – classifieds, real estate agencies in Yellow pages, the Internet, bulletin boards in caés or at universities, riends, etc. Type o living you are interested in – sharing a flat, renting a flat, buying a flat Type o apartment – size, number o rooms, urnished/unurnished, equipment, utilities to pay Location – area, public transport access, shopping acilities, other Possible dangers and tricks

b) Work in pairs. Take turns to give your presentations, each talking for about 4 minutes. Listen to your colleague and note down key information. Then summarise his or her tips by expanding your notes into full sentences. c) Give feedback to your partner using the Assessment Grid II. Over to you 3. a) Prepare to talk about ‘How to be a perfect flat mate’. First, prepare an outline for your four-minute presentation.

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b) Having your outline, work in pairs and take turns to give your presentation.

When listening to your par tner, take notes. c) Now, expand the notes you have taken and summarise your partner’s point of view. d) Use the Assessment Grid II to sel-assess your presentation. 4. Get ready to talk about the pictures below and to give feedback to your partner/s using the Assessment Grid II. a) Describe both pictures in the set A or B. You have one minute to prepare your description. The following prompts may help you. n

Place and location

n

People living there

Set of pictures A

n

Typical daily routine

n

Their liestyle

n

Other

Set of pictures B

Take turns, each of you speaking for 1–2 minutes. b) Now, you have 2 minutes to look at the pictures again. Student A: Compare and contrast the two pictures saying what the advantages and disadvantages o living

there are and where you would personally preer to live in ten years´ time. Support your opinion with examples and reasons. Student B: Compare and contrast the two pictures saying who the people living in these places probably are and what the main differences between their liestyles might be. Add which o these places you would personally preer once you have your own flat/house. Support your opinion with examples and reasons. Take turns, each of you talking for 3 –4 minutes. c) Give feedback to each other. INTERACTION Model 1. a) Read the dialogue between Mr. White, who has just found a new flat, and Mr. Black.

Mr. White: ‘Have you heard the great news? I’ve just ound a new flat …’ Mr. Black: ‘Mm-hmm.’ Mr. White: ‘… in the city centre. It’s lovely. There are three bedrooms, two bathrooms, a brand-new kitchen, a hi-tech TV …’ Mr. Black: ‘A hi-tech TV? Interesting!’ Mr. White: ‘… a huge balcony with a great view …’ Mr. Black: ‘Really? I can’t believe it. It must be terribly expensive and you’re almost broke.’ Mr. White: ‘It’s not that expensive. Anyway, it’s not my problem. You remember Anne, don’t you? It’s her flat, to be honest. She’s just asked me to move in with her.’ Mr. Black: ‘She didn’t, did she?! Impossible! You’ve only been dating her or a month or two. You must be kidding!’ Mr. White: ‘I’m definitely not. And she’s going to pay the rent. She earns more money than I do so what’s the problem! I wish you could see the bathroom – a huge bathtub, golden taps, …’

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Mr. Black: ‘What? Golden taps? You can’t be serious! Have you had a couple o beers?’ Mr. White: ‘And that’s not all! There’s a security guard downstairs, a swimming pool in the yard, a gym in the basement and a garage just or me.’ Mr. Black: ‘Oh that’s antastic!’ Mr. White: ‘There’s only one problem. The apartment’s on the seventh floor and the lit hasn’t been finished yet. Seven floors … every day!’ Mr. Black: ‘Oh no! Poor you! I I could live in such a flat, I’d run up and downstairs ten times a day.’ Mr. White: ‘By the way, Anne proposed to me yesterday.’ Mr. Black: ‘Who?! What?! She propose to you? My goodness!…Congratulation!. That’s why you don’t have to pay the rent. Typical.’ Mr. White: ‘You’re just envious…but she said I can’t move my avourite armchair into her new flat!’ Mr. Black: ‘Oh, what a pity! I know exactly how you eel! Your avourite armchair! And what about your hi-fi? I might be interested in …’ b) Have a look at the underlined phrases and decide with your partner, in which group they fit best.

Functions Showing I’m following n n n n n n n

Yes. Uh-huh. Exactly. Sure. So do I! And then? Did it?

Reacting to good news n n n n

Oh good! Good or you! That’s great! That is (really) good news!

Showing sympathy/concern n n n

Oh dear! Oh no! That’s awul/terrible/horrible! How awul/terrible/horrible!

Showing surprise n n n n n n

No! Wow! I don’t believe you! They haven’t! What a surprise! You are kidding!

c) Work individually and try to add at least three more phrases into each group. d) In pairs, role play the same dialogue between Mr. Black and Mr. White using different expressions from the box.

Tips When you listen to your partner telling a story, do not be silent. Participate! Show that you listen and understand, show interest, surprise or shock and encourage the person to tell you more details by asking questions. We oten make short comments in a orm o short (incomplete) questions, e.g. Did you? Where? And then? . You can also echo some key words, e.g. Tomorrow? A car? Alone?

Let´s practise 2. Get ready to practise the skills of showing interest and encouraging the speaker to add more information. a) First, work alone. You have 3 minutes to go through the instructions on your card. Your task is to plan the story you are going to tell and note down some key words.

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Card: student A

Card: student B

Prepare a story on one of the following topics. Do not forget to include surprising or shocking details.

Prepare a story on one of the following topics. Do not forget to include surprising or shocking details.

An incident at school I’m getting married at the age o 18 Getting lost on my way Me, a politician A lucky escape Burglars in my flat A shopaholic´s story

n n n n n n n

n n n n n n n

A car accident Problems on holidays I’ve seen a star! Winning the lottery A surprising offer You’re fired! A bit o luck

b) In pairs, tell your stories. When listening to your partner, do not forget to be ‘a good listener’. Try to use as many phrases from the exercises above as possible. Each turn should last at l east 4 minutes. c) When you have finished, assess your own performance using the Assessment Grid III. 3. Work in bigger groups and practise telling other stories from the cards above. Each story should last at least four minutes. When listening to your friends´ stories, try to use as many new phrases and expressions as possible. Mini-dialogues 4. Choose one situation from the list below and read the instructions to your partner. a) Without preparation, carry out the dialogue in pairs. Talk for 2–3 minutes. Situation 1:

We share a flat together. I’m very untidy and messy. You’re the one who does all the house chores. Complain about the situation and suggest some changes. You start. Situation 2:

We are flatmates. You keep listening to heavy metal CDs all day long. I’m really angry because I can’t study. I start. Situation 3:

I’m your landlord. I’ve told you that i you ever have some riends over, you must call me first and tell me who they are and when/why they are coming. Object to the rule and explain your reasons. Be polite! You start. Situation 4:

I’m a client looking or a flat to rent. You’re a real estate agent. Try to persuade me, describing all the advantages o the flat you offer. I start. Situation 5:

You are an American journalist living in Prague. You would like to find out something about the housing situation in our country. You start. b) Assess your own performance using the Assessment Grid III. Background studies GETTING STARTED 1. a) What do you know? Individually, look at the notes someone has taken during a lecture on Australia and expand them to give a presentation on the country.

Aborigines – 7,686,850 sq km – English – Australian dollar – 19,700,000 inhabitants – Canberra – the Indian Ocean/the South Pacific Ocean – 1770, Capt. James Cook – smallest continent (but sixth largest country) – Commonwealth o Australia – 75 % living in the cities – 36,735 km coastline – 2 people/km 2 – Sydney – Perth – Melbourne – Brisbane – temperate in south and east; tropical in north – democratic, ederal-state system

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recognizing the British monarch as the titular head – Prime Minister – Federal Parliament consisting o the Senate (76 seats) and the House o Representatives (150 seats) – mining, ood processing, chemicals, steel b) Now share the information in pairs. FACTFILE – AUSTRALIA 2. Project I: ‘Life in Australia’ /PowerPoint Presentation and handout, 90 minutes/ a) Work in pairs. You have 45 minutes to prepare a 5-minute PowerPoint presentation. Use the Internet and other available sources, e.g. geography textbooks, to find information on at least four topics below.

Geography n History n Politics and Government n Capital city and other important cities n

Interesting places and sights n Culture and amous personalities n Language n Holidays and estivals n

Links http://www.thebtr.com/pages/countryfactfiles/australiafactfile.htm http://www.thisistravel.co.uk/travel/guides/passports/guide_article.html?in_article_id=21638&in_current=Y

b) Now, prepare a handout to accompany your presentation. Include only the basic outline and make sure to leave enough space for your colleagues to take notes. c) Distribute your handouts and give the presentation. Encourage your colleagues to take notes. 3. Project II: ‘Aborigines’ /Quiz, 45 minutes/ a) Work in groups. In 20 minutes, try to learn as much as possible about Aborigines – the native Australians. Focus on the following topics:

Origins n Language n

Links http://en.wikipedia.org/wiki/Indigenous_ Australians

Legends, dances, songs n Relationship to Australians n

b) Prepare a 10-question quiz for your classmates. You can either prepare open-ended quiz questions or a multiple-choice quiz. You have 15 minutes to prepare it. Make sure you know the correct answers. c) Give the quiz to your classmates. Set a time limit. Then check the answers. Who was the expert on Aborigines in your class? FACTFILE – HOUSING AND LIVING 4. Project III: ‘My House, My Castle’ /Posters, 45 minutes/ a) Work in 2 groups. Your task is to find information about housing and living in one of the countries below. You have 20 minutes to find the information and 20 minutes to prepare your posters. n

The USA

n

The UK

You may decide to include: n

Pictures o typical houses

n

Inormation on housing styles

Links http://www.woodlands-junior.kent.sch.uk/cust oms/questions/housenames.htm http://www.wildmeld.com/Travel/Topics/Special_Welcome_to_America.html http://en.wikipedia.org/wiki/House http://architecture.about.com/od/periodsstyles/ig/House-Styles/index.htm

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b) Display your posters in the classroom. Choose the most interesting poster and try to remember the most important/interesting facts. 5. Project IV: ‘Living and Housing in my Area’ /Homework project/ a) Work in small groups. Walk around your neighbourhood and take digital pictures of typical houses to be found there. Summarise your findings in a repor t. b) Search the local newspapers and real estate offers and find out how easy it is to find a new flat or a house in your area. Summarise your findings in a report. Add some tips for people who have recently moved into your neighbourhood. c) Present your findings to the class and compare the results with other groups. PEEPSHOW a) Work with your partner and match the Australian words with their English equivalents.

a) b) c) d) e) ) g) h) i) j)

dunny mate outback g´day chook brass ootpath sheila lolly Aussie

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

a remote country area pavement toilet money sweet Australian chicken girl riend a common greeting

Links http://www.anu.edu.au/ANDC http://reese.linguist.de/English/australia.htm http://www.koalanet.com.au/australian-slang.html http://www.travel-library.com/pacific/ australia/stybr-language.html

b) Prepare a similar 10-word quiz for your partner. Use the links to search for interesting words.

6. Shopping and services Warm-up n Use the prompts to talk about your attitude to shopping.

s tree t mark e t

T V shopping chan nels

do the shopping

c ost a f or t un e

buy two f or the price of one

shop for clo thes

buy something in the sales

pu ter games spend mone y on CDs and com

buy presents at Christmas

discoun ts

find bargains

me thin was te mone y on so

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g

shop on-line

pock e t mone y

hypermarkets and supermark ets

to bargain / haggle

s second-hand shop r easonable p

shopping malls

r i ce

d red i t ca r c y b y a p

e.g. jeans s, e h t lo c r e bu y des ign be bro k e

go window shopping

Tips Use verbs and phrases to talk about your preerences, e.g. like, love, be keen on, enjoy. Also use requency adverbs, e.g. never, hardly ever, sometimes to say how oten you do things.

n Now use the same clues to prepare as many

questions about your partner’s attitudes to shopping as you can in three minutes. Use both Wh-questions (e.g. Where do you like shopping and

Note down … new words and phrases on shopping: n

why?) and Yes/No questions (e.g. Are you interested in looking for bargains?). n In pairs, take turns to ask and answer your questions. Expand your answers and ask for additional details if

necessary. Then give feedback to each other using the Assessment Grid I. Vocabulary 1. a) Match the following shops with the things you can buy there. Check your answers in pairs.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

grocery store market jeweller’s chemist’s/pharmacy bank baker’s butcher’s petrol station/gas station newsagent’s hairdresser’s urniture shop travel agent’s bookshop/book store library stationer’s greengrocer’s

a) b) c) d) e) ) g) h) i) j) k) l) m) n) o) p)

buy petrol have your hair cut/dyed buy a novel/a biography/a dictionar y buy a magazine/a newspaper/a tram ticket get sausages/ham/pork steaks cash a cheque/withdraw money/arrange a mortgage buy envelopes/pens/pencils/a ruler buy a kitchen table/a soa/a wardrobe buy a holiday in France/book a cruise on the Nile buy some bread/bread rolls/pastry buy vegetables and ruit borrow a book/a magazine/a CD get medicine/headache pills/a cough syrup buy a diamond ring/a silver necklace/a bracelet buy all different kinds o ood buy vegetables and ruit on a stall

b) Individually, expand the lists of goods which can be bought in different shops according to the model. Use a dictionary to learn more words. Example: Stationer’s is the place where you can buy pencil sharpeners, notebooks, ballpoint pens, highlighters,

crayons, elt tip pens, scotch tapes, a pair o scissors or compasses. c) Look at other places where we can buy things and define them in your own words.

a pet shop, a video rental, a florist’s, a department store, an antique dealer, a sweet shop, an off-licence, a toy store, a git shop, a deli, a record shop Extra practice Use a dictionary and find the names o shops which differ in British and American English, e.g. an off-licence (BrE) × a liquor store (AmE); a confectioner’s (BrE) × a candy store (AmE) . Compare your lists in pairs or groups.

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2. a) Add more words to the spider graphs below. Follow the model. to spend to earn

basket

MONEY

bag

SHOPPING

to set up

to visit

SHOP

b) In small groups, choose one of the topics below and take turns telling a story. Use as many words from the exercises above as possible.

Living with a shopaholic n What a bargain!

A shopliter n A amily business

n

n

A mini-market round the corner n The customer is king n

3. a) Look at the places below which are connected with providing services.

Hairdresser’s, cleaner’s, garage, gas station, doctor’s, photo shop Use the phrase ‘have something done’ to talk about the services. An example was done for you. At the hairdresser’s, people can have their hair cut.

Grammar Have something done We use have + object + past participle to express that someone does something or us, i.e. we do not do it ourselves. Notice the difference between ‘I cut my hair every month.’ (= I do it mysel) and ‘I have my hair cut every month at the hairdresser’s.’ (= the hairdresser does it or me and I pay or the service).

b) Now look at typical phrases we use when talking to a shop assistant in a clothes shop. Match the two columns.

1. 2. 3. 4. 5.

Do you take Have you got I’ll take Can I No, thank you. I’m

a) b) c) d) e)

this in pink? Visa? just looking. try this on? this, then.

c) Now prepare a role play. Try to use all the shopping phrases above in three minutes. Add at least two more phrases that you know.

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4. TEXT – The Famous Harrods a) Read the text quickly. Then think of a good headline (A–E) for each paragraph.

A ______________ Harrods, 1______________, is probably the world’s most amous and luxurious department store with a reputation or the finest-quality goods and perect customer service. The splendid seven-storey building, 2______________, occupies an entire block in Knightsbridge, 3______________. By daylight, tourists can admire its terrific size and magnificent architecture. At night, they watch it in awe as the building is illuminated by more than 11,500 light bulbs. B ______________ The remarkable history o the department store dates back to 1849, when Charles Henry Harrod, 4 ______________, opened his amily grocery store with only two assistants and a messenger boy. Since then, the store has expanded enormously, being rebuilt and improved upon repeatedly. In 1985, the Egyptian Mohamed Al Fayed, 5______________, became the store owner. C ______________ Harrods with its motto ‘Omnia omnibus ubique’, 6______________, has become a symbol o consumption and one o the most glamorous shopping venues. Customers can simply get everything here, 7_______________. Harrods also offers numerous services, 8______________. D ______________ Many renowned personalities have been connected with the store over time. For example, A.A. Milne, 9 ______________, bought a teddy bear here or his son which inspired him to write his lovely story. Alred Hitchcock had herrings delivered rom the store to Hollywood. Sigmund Freud was even embalmed here. Nevertheless, Harrods is also connected with scandals. It is the site o numerous anti-ur demonstrations since it is the only British department store selling ur. In 1983, an IRA bomb killed six people on the site. In 1997, a tribute to Princess Diana and Dodi Al Fayed, 10______________, was erected. E ______________ One o the most attractive places or tourists is the mouth-watering Harrods Food Court with more than 20 restaurants and eateries, 11______________. Do not orget to visit the Egyptian Escalator, the Cosmetics Hall or the Pet department. b) Read the text again and try to fit the sentences (a–l) into the gaps (1–11). There is one extra sentence.

a) b) c) d) e) ) g) h) i) j) k) l)

from fashionable clothing, gourmet food to furniture, sportswear and kitchen appliances the author of Winnie-the-Pooh books which offers more than 1 million sq metres of shopping space a grocer and tea merchant with a display of all different kinds of foods which means ‘All things, for all people, everywhere’ where you can gawp at the display of all kinds of cuisine from pizza to sushi, cheeses and chocolates undoubtedly one of the most eye-catching symbols of London including wedding and funeral planning, piano tuning, banking and a beauty parlour who is also known as the author of conspiracy theories against the Royal Family

London’s most fashionable and expensive neighbourhood who were killed in a car crash in Paris c) Find synonyms in the text for the words below. merchandise, whole, extraordinary, founded/set up, tremendously, slogan, numberless, famous, memorial

Extra practice … find extreme adjectives in the text, e.g. splendid.

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Speaking SUSTAINED LONG TURN Model 1. a) Read the text on shopping in the USA and make notes on the types of shopping places available.

I you are planning to visit the USA, our advice is to ignore all the boring must-see sights, overcrowded historical monuments and stunning natural wonders. Instead, spend your unorgettable holidays in a real shopping paradise and take advantage o the country’s unlimited shopping opportunities. Here are some tips or all the zealous shopaholics and tireless bargain hunters in a country where discount stores and enormous shopping malls are waiting only or you, the cherished customer. Wherever you decide to stay in the USA and however limited your shopping budget is, we advise you to visit one o the department stores which offer a wide choice o good quality merchandise at affordable prices. You can find them both in downtown areas and in the suburbs and most o them are typical chain stores, such as Macy´s, Sak´s, Bloomingdale´s, Nordstrom´s or Hecht´s. Other examples o big chains selling goods at reasonable prices are Sears and JCPenny´s. I you are lucky enough and arrive during one o their seasonal or clearance sales, which are held throughout the whole year, you will surely pick up real bargains and buy fine-quality things with attractive discounts. I you don’t mind huge crowds o people and a bit o stress and adrenaline, shopping on Thanksgiving Day in November will definitely pay off. The ater-Christmas sales which begin on December 26 and continue till the middle o January are another attractive option or you. Discount stores, such as K-Mart, Wal-Mart or Target, are probably the best options or those who like to get things at lower prices. Their selection o merchandise is similar to that o department stores, just be careul that some lower quality products might be on offer. I you are into buying clothes and ashion goods at discounted prices, outlet stores or actory outlets are your number one shopping destinations. Here you can get simply everything which is ashionable, ranging rom a pair o cool jeans o various well-known brands, chic leather jackets, stylish handbags to trendy shoes. Just take into account that some o the clothes sold there might have small manuacturing aults and flaws. As well, always make sure you are not buying last season remainders. You cannot leave America without experiencing the unique atmosphere o the huge shopping malls. In act, these buildings jammed with stores o various kinds, brands, marks and chains are more than a mere shopping destination. Have you ever heard o the largest shopping complex in the USA, the Mall o America, Minnesota? Apart rom more than five hundred stores, thousands and thousands o visitors can visit the biggest amily theme park, enjoy a dinosaur walk, admire the biggest LEGO showplace or the walk-through aquarium. I you are a bit hard up but have not had enough o shopping yet, you can always go to a dollar store where you can get presents or your amily at one dollar or less. I you are completely broke, you should consider window shopping as an alternative or going back home quickly! As you can see, shopping around is an adventurous and thrilling experience. Nevertheless, i you don’t want to risk disappointment, ollow these simple tips. Firstly, looking at the price tag is not enough because the price is requently given without a sales tax which will be added at the counter. Secondly, sizes o the clothes you are buying are mainly in inches, so take your time trying them on. Thirdly, electronics, DVDs and videos are incompatible with European standards. In addition, Pronunciation we believe it is a good idea to hire a car since most o Get ready to read the text aloud. the shopping complexes are located on the outskirts Pay attention to the pronunciation o a town. And finally, do not carry a lot o cash on you o new words, fluency and linking. and watch out or pickpockets.

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b) Note down words from the text under the following headings. Then add at least three more expr essions to each list.

Types o shops/stores: n Phrases to talk about prices:

Types o customers: n Phrases to talk about your financial situation:

n

n

c) In pairs, test each other on the words from exercise 2 b). d) Look at the text again and find some expressions and phrases to give advice. Let’s practise 2. a) Now think about the topic ‘Shopping for clothes in my country’. Use the clues below to help you structure your speech. Use language to give advice and tips and practise some useful words and expressions from the text above. n

Places/Types o shops

n

Prices

n

Target customer groups

n

Saving money

b) You have about 5 minutes to prepare a list of ideas. Then compare your list with a partner and add some ideas. c) Work in pairs. Take turns to give your presentations, each talking for about 4 minutes. Over to you 3. a) Prepare an outline of your four-minute talk on one of the following topics. n

‘Shopaholic´s advice office’

n

‘Tired o global market chains? Here are our tips.’

b) Having your outline, work in pairs. Take turns to present your speech. Use the Assessment Grid II to take notes and then provide feedback on your partner’s performance. 4. Get ready to talk about the pictures below and give feedback to your partner using the Assessment Grid II. a) Describe both pictures in the set A or B. You have one minute to prepare your description. The following prompts may help you:

Place n Activities n Selection o goods n

Prices n Additional services n People around and their eelings n

Convenience and availability n Other n


Set of pictures B

b) Now you have 2 minutes to look at the two pictures in your set again. Student A: Compare and contrast the pictures saying what the advantages and disadvantages o shopping

in these places are or the customers. Support your opinion with examples and say which o these places you preer and why. Student B: Compare and contrast the pictures saying what the advantages and disadvantages o either o the ways o buying goods are. Support your opinion with examples and personal experience and say which o the two ways you preer and why. Take turns, each of you talking for 3 –4 minutes.

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c) Give feedback to each other, using the Assessment Grid II. 5. Practise talking about the advantages and disadvantages using the prompts below. Use phrases to give advice and tips.

Shopping on-line – Tele-shopping n Male shoppers – Female shoppers n

Shopping downtown – Shopping on the edge o a city n Buying designer clothes – Buying clothes in second-hand shops n

INTERACTION Model – Complaining 1. a) Mr. Black has just bought a surprise present for Mr. White. But something went wrong. Read the dialogue between Mr. Black and the shop assistant.

Mr. Black: ‘Excuse me, sir.’ Shop Assistant: ‘Yes? What can I do or you?’ Mr. Black: ‘Well, I’ve bought this terribly expensive James Bond DVD collection or my riend. It was a birthday present, you know…and I’m araid he’s already got one. I’ve spotted it on his desk this morning.’ Shop Assistant: ‘Oh, I’m sorry.’ Mr. Black: ‘Could I change it, please? I think The Lord o the Rings trilogy would be a better idea.’ Shop Assistant: ‘I don’t see any problem with that. Have you got your receipt?’ Mr. Black: ‘Yes, sure. Hold on. It must be somewhere in my bag… I’m araid I can’t find it now. But the packet’s OK, I haven’t opened it yet …(though I wanted to copy the films first ).’ Shop Assistant: ‘I’m sorry, but it’s not possible to return it without a receipt. Our store policy is …’ Mr. Black: ‘I understand that your policy is strict and customer-unriendly … but I would really like to return this.’ Shop Assistant: ‘I’m sorry. I can’t do that. By the way, the price o The Lord o the Rings collection is much lower than that o your original choice.’ Mr. Black: ‘I’d like a reund, then. I need the money back urgently. I’m short o money …’ Shop Assistant: ‘Sir, I need the receipt anyway.’ Mr. Black: ‘… in act, I’m broke.’ Shop Assistant: ‘I’ll have to go and see the manager.’ Functions Mr. Black: ‘Thanks a lot.’ b) Look at the underlined phrases and decide what they are used for. c) Now add more useful expressions to the ‘Functions’

Language of complaining n n

box. Let’s practise 2. Get ready to perform similar dialogues in pairs. You are going to practise the language of complaining. a) First, work alone. You have 3 minutes to go through the instructions on your card. Card: student A You are a customer and the new shirt you’ve bought is too big. You want a refund.

a) attract the attention o the shop assistant b) explain what the problem is politely c) express thanks

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Card: student B You are a shop assistant. The customer will star t.

a) greet the customer and ask what the problem is b) listen to the problem and offer a remedy

Card: student A

Card: student B

You are a shop assistant at a computer store. You start.

You’ve bought a new computer and it’s not working properly. You want a new one.

a) greet the customer and ask what the problem is b) listen to the problem, offer a new computer but ask or a receipt c) claim it is impossible to return goods without a receipt d) finally agree on calling the store manager

a) explain what the problem is politely and mention the remedy you are interested in b) explain that you do not have the receipt but try to persuade the assistant c) appreciate help

b) In pairs, carry out the task. You must speak for about 4 minutes. c) Assess partner’s performance using the Assessment Grid III. Mini-dialogues 3. Choose one situation from the list and read the instructions to your partner. a) Without preparation, carry out the dialogue. Talk for 2–3 minutes. n n n n n n

You are a plumber. My ridge has been leaking. I start. You have paid a great deal o money or your room in a our-star hotel. The air-conditioning is out o order and the room service is really bad. Call the hotel receptionist. Your TV is broken again. Call the repairman and complain, as he was supposed to repair it last week. I’m a customer at a restaurant. My ood is cold and too salty. I’m going to complain to you, the waiter. You start, acknowledging you are listening. You ordered something on-line but a different thing arrived. Call a help line to solve the problem. You start. The central heating at your flat is not working. I’m your landlord. Complain.

b) Assess your own performance using the Assessment Grid III. Model – Making offers 4. a) Mr. Black has decided to prepare a birthday party for Mr. White. Unfortunately, no one else arrived. Read the dialogue between Mr. Black and Mr. White.

Mr. Black: Mr. White: Mr. Black: Mr. White: Mr. Black: Mr. White: Mr. Black: Mr. White: Mr. Black: Mr. White: Mr. Black: Mr. White: Mr. Black: Mr. White: Mr. Black: Mr. White:

‘Happy birthday to you, happy birthday to you …’ (singing) ‘Ok, Ok. I really appreciate all you’ve done or me but could you stop singing! Now!’ ‘Yes, o course. Let’s party, shall we? Please have some sushi first. What can I get you or drink?’ ‘I’d like a glass o red wine, please.’ ‘I’m sorry I orgot to buy wine. Can I offer you beer or soda?’ ‘Beer would be nice, thank you.’ ‘Help yoursel to the cake. My grandmother made it or you.’ ‘That sounds great.’ ‘Can I get you anything?’ ‘I’m fine, thank you.’ ‘Have some tortilla crisps.’ ‘No, thanks.’ ‘Do you ancy some music?’ ‘No, thanks. I’m not into your R & B music … as you know.’ ‘Would you like some more cake?’ ‘I’m araid I’m ull.’

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b) Look at the underlined phrases and expressions and decide which group of functions they fit into.

Functions Offering

Accepting /refusing an offer

n n

n n

c) Work in groups. You are having a party with your schoolmates. Take turns to play the role of the host and offer food and drinks to your guests. The others listen and decide whether to accept or refuse the offer. Background studies GETTING STARTED 1. a) What do you know? Look at the ‘New Zealand Factfile’ and decide on the correct options. Then compare your answers in pairs. Area: 1 268,000 sq km / 468,000 sq km (similar to the size o Colorado, or example) Population: over 2 10 million / 4 million Ethnic groups: European, 3 Maori / Aborigines (13 %), Asian, Pacific Islanders Capital city: 4 Wellington / Auckland Biggest city: 5 Wellington / Auckland / Christchurch Official languages: English, Maori and New Zealand 6 Sign language / State language Currency: 7 New Zealand Dollar / New Zealand Pound National symbol: 8 kiwiruit / kiwi (bird) National flag: the Union Jack (o Great Britain) and our red 9 stars / diamonds (the Southern cross) on blue background Anthem: 10 ’God Help New Zealand’ / ‘God Deend New Zealand’ and ‘God Save the Queen’ Agriculture: wheat, barley, potatoes, kiwiruit, grapes, dairy products, wool, fish Industries: ood processing, wood, paper products, machinery, clothing, tourism, mining Climate: sharp regional contrasts, temperate to sub-tropical Political structure: a constitutional monarchy with a parliamentary democracy; Queen Elizabeth II – the head

o state, represented by Governor-General; the 11 Prime Minister / President is the head o the government; House o Representatives has 120 seats; General elections are held every 12 five / three years Geography: located in Oceania, in the South Pacific Ocean about 13 200 / 2,000 kilometres south-east o Australia; consists o 2 main islands – 14 North Island and South Island / East Island and West Island and several smaller islands; the highest mountain is Aoraki, also known as 15 Mount Ruapehu / Mount Cook (3,754 m); active volcanoes, fords, the Southern Alps History: 600 A.D. – 1300 A.D. the Maoris, first inhabitants, arrive rom 16 Polynesia / China on canoes 1769 English explorer Captain James 17Cook / Smith makes his voyage to New Zealand 1840 the Treaty o Waitangi between Britain and Maori chietains; official European settlement begins 1843–1872 land wars between settlers and native people, who 18 won / were deeated 1861 19 petrol discovered / gold rush 1893 New Zealand as the first country in the world gives women the right to 20 vote / study at universities 1907 New Zealand becomes an independent dominion 1947 New Zealand becomes a sovereign country Sights: 21 __________________________ (add yoursel)

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b) Work in pairs and talk about New Zealand. Expand the notes into full sentences and add more information if possible. FACTFILE – NEW ZEALAND 2. Project I: ‘The Wonderland of New Zealand’

/Web site drat, 45 minutes/ a) Your task is to prepare a web site on New Zealand. Work in pairs and make a list of areas and topics you think a good web site should cover. b) Now agree on five most important areas and find interesting and tourist-friendly information worth mentioning on the web site.

Links http://en.wikipedia.org/wiki/New_Zealand http://wikitravel.org/en/New_Zealand http://www.timeforkids.com/TFK/hh/goplaces http://www.nz.com/new-zealand

You have 20 minutes. c) Work in bigger groups and share the information you have found. 3. Project II: ‘Maori culture’ /Radio talk, 45 minutes/ a) Become an expert on the Maori Culture! Work individually. You have 25 minutes to learn more about the native inhabitants of New Zealand. You can focus on the following areas:

Maori language n Customs and traditions n Legends n The Maoris versus European settlers n

Links http://www.nz.com/new-zealand/guide-book/ language/dictionary.aspx http://www.haka.co.nz/haka.php#kamatewords http://en.wikipedia.org/wiki/M%C4%81ori_culture http://en.wikipedia.org/wiki/M%C4%81ori_language http://maori.org.nz

b) Work in groups. As an expert on Maori culture, you have been invited to give a short talk on the radio programme ‘Cultures around the globe’. The others will listen and prepare three questions a listener might call in to ask. Then, of course, answer their questions. FACTFILE – SHOPPING AND SERVICES 4. Project III: ‘Shopping in Great Britain’ /Essay, 45 minutes/ a) In pairs, prepare an outline of your essay on the given topic in 10 minutes. b) Individually, write your essay following the outline. You have 25 minutes. c) Exchange your essays in pairs and give feedback to your partner and suggestions for further improvement. d) Rewrite your essay at home. Write 180–230 words. 5. Project IV: ‘Shopping dictionary’ /Guidebook and phrase book, 30 minutes/ a) Work in pairs. You have 25 minutes to prepare a guidebook for English-speaking foreigners living in your home town. Student A, prepare an English-Czech phrase book including the most useful shopping phrases and words. Student B, think of some useful tip s for shoppers in your home town and include information on traditional souvenirs and typical Czech products. b) Exchange your handbooks with other groups. First, use the phrase book to prepare a role play in a shop of your choice. How many phrases are you able to use in four minutes? c) Now look at the guidebook with tips and prepare a list of five additional questions tourists might ask while travelling in your country.

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PEEPSHOW Work individually and match the two columns. Then compare your answers in pairs.

a) b) c) d) e)

‘Aotearoa’ is … The New Zealanders are … There is … New Zealander A. J. Hackett is … Probably the most amous mountain climber in the world is … ) The Tongariro National Park is … g) Wetapunga is … h) Rugby is … i) Holden is … j) ‘Ka Mate’ is … k) ‘Kiwis’ is … l) ‘Taumatawhakatangihangakoauauotamateapokaiwhenuakitanatahu’ is, … m) ‘Tuatara’ is …

1. … the film setting o the evil land Mordor in Peter Jackson’s trilogy The Lord o the Rings. 2. … no written constitution in New Zealand. 3. … the name used or New Zealanders. 4. … the name the Maoris gave to the New Zealand islands. It means the Land o the Long White Cloud. 5. … New Zealander Sir Edmund Hillary, who was the first man to conquer Mount Everest. 6. … a New Zealand car manuacturer. 7. … the most well-known haka, a Maori dance accompanied by chanting. New Zealand rugby national team players perorm a haka beore each match. 8. … out-numbered by the nation’s more than 50 million sheep. 9. … the world’s heaviest insect. 10. … a reptile which resembles a lizard. 11. … the person who contributed to the world success o bungee jumping. 12. … national sport number one in New Zealand. 13. … according to the The Guinness Book o World Records, the longest geographical word. It is the Maori name o one o the hills in North Island.

7. Food and eating Warm-up n Look at the list of frequency adverbs and phrases below and check that you understand their meaning.

a) always, usually, generally, requently, oten, sometimes, occasionally, rarely, seldom, hardly ever, never b) as a rule, nine times out o ten, every so oten, every now and again, rom time to time, once in a while, once in a blue moon Grammar Frequency adverbs

We use requency adverbs and phrases to answer the question How often? Adverbs rom group a) and modified adverbs, e.g. quite often, are used between the subject and the verb or ater an auxiliary verb. Longer phrases rom b) and expressions like every day , once a week are used at the end or at the beginning o a sentence. Examples: I always eat my breakfast at home. I’m always hungry. I go to McDonalds every so often.

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n Now use the expressions in the sentences below to make them true for you.

1. I eat my lunch in ast ood restaurants. 2. I have got a sweet tooth. 3. I am starving during lessons. 4. I buy magazines about cooking and try out new recipes. 5. I watch cookery programmes with amous ches on TV. 6. I give/throw a party with ood and drinks at home. 7. I drink alcoholic drinks/milk/coffee/tea.

8. I skip my lunch. 9. I eat crisps and drink soda while watching TV. 10. I go on a diet to lose weight. 11. I enjoy having my lunch at a school canteen. 12. I eat spinach/seaood/mushrooms/chocolate. 13. I leave a tip or the waiter in a restaurant/pub. 14. My amily eat dinner together.

n Compare your answers with your partner and

ask additional questions to find out more about his or her eating habits. Provide feedback on the performance using the Assessment Grid I.

Note down … more words to describe typical eating habits in your country: n

Vocabulary 1. a) Work individually. You have five minutes to note down as many words as possible related to the topic of food, eating and cooking for each letter of the alphabet. Then compare your answers with your par tner and note down new words. b) Now look at the sentences below and find the missing word for each letter of the alphabet.

‘An a______________ a day, keeps the doctor away’, is a popular saying. B______________ is a liquid mixture o flour, eggs, butter and ingredients, which is used to make pancakes; dough is used to make cakes and cookies. A c______________ is a vegetable with green leaves around a white flower-shaped head. D______________ are sweets we eat ater the main course, e.g. ice-cream or strawberries. Many animals hatch rom e______________; we eat them scrambled, boiled, ried or poached. F______________ is ground up wheat used to make bread. G______________ are juicy and sweet ruit that grow on vines. H______________ is a sweet thing made by bees. I______________ is a sweet rozen thing we all love to eat when it is hot outside. J______________ is a spread made rom ruit. You can cut meat with a k______________. L______________ is a leay vegetable used mainly in salads. M______________ is a type o ood that comes rom animals, e.g. ham, bee, pork. You should use a n______________ ater a meal to clean your ace. We use an o______________ to bake ood. P______________ is a type o ood made rom flour, e.g. spaghetti, macaroni and noodles. Q______________ is a French kind o tart with a filling o eggs, vegetables, etc. A r______________ is a set o instructions to prepare a meal. A s______________ is used to eat liquid oods, e.g. a soup. A t______________ is a large bird, which is eaten especially at Thanksgiving. U______________ are tools used in the kitchen, such as knives, orks, spoons or spatulas. V______________ is a sour liquid that is used to flavour or preserve oods. A w______________ is a type o a nut. X______________ pudding is a typical Christmas dish. ( J) Y______________ is a kind o a popular dairy product. A z______________ (or courgette in British English) is a type o a squash.

Extra practice Prepare a similar quiz or your partner using the ollowing words: almonds, bun, chopsticks, cotton candy, gingerbread, grater, ladle, lollipop, hamburger, mushroom, pickle, pizza, pepper, salt.

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2. a) Write the words below into the proper box. Use a monolingual dictionary to check your answers. venison, veal, cabbage, tangerine, pineapple, ginger, garlic, cottage cheese, pumpkin, nutmeg, lamb, horse radish, raspberry, cinnamon, sour cream, muffin, peach, custard, mustard, pork chop, bean, margarine, meat loaf, plum, pepper, brownie, strawberr y, skim milk, bacon, curry, pudding, cucumber, apple pie, pancake Fruit: Vegetables: Meat and poultry: Dairy products: Sweets and desserts: Spices and flavouring: b) Now add at least three more words into each group. 3. a) Work alone and think of words that fit into the spider graphs below. Then compare your ideas in groups of 3–4 students. oven

spatula

juice

EQUIPMENT

Coke

DRINKS

café

canteen

PLACES

b) Work individually and try to find an appropriate noun or nouns for each group of adjectives. Then compare your answers with your colleague.

well-done/medium/rare/overdone 1______________; still/sparkling 2______________; green/mixed 3 ______________; sweet/dry 4______________; hot/spicy/mild 5______________; rich/plain/sickly 6 ______________; strong/weak 7______________; alcoholic/sot 8______________; sweet/sour 9______________; ast/junk/rozen/healthy/organic 10______________; main/light/heavy 11______________; healthy/balanced/atree 12______________; draught/bottled 13______________; scrambled/ried/poached/boiled 14______________; mashed/creamed/boiled/cooked/roasted/jacket 15______________; stale/resh 16______________; juicy/overripe/ resh/preserved 17______________; reshly ground/instant/deca 18______________. c) Now test your partner by calling out the nouns. He or she has to add the appropriate adjectives.

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4. TEXT – Meals a) Work alone. Read the two texts below and for each gap find the best option from the given list.

A. DISH(ES) – MEAL(S) – FOOD – FOODS – CUISINE – COOKING – COURSE(S) Many people believe that Americans eat only ast 1______________ and that American 2______________ is very unhealthy and attening. What is more, it is widely thought that most o the typical American 3______________ were borrowed (or even stolen) rom other countries and cultures. Take the Italian pizza, Chinese ried rice, Mexican burritos and Indian curry as an example. Nevertheless, American dishes include many traditional 4 ______________ such as corn or turkey. In act, turkey is the most important 5______________ at Thanksgiving. The dinner usually consists o more 6______________, including a dessert, typically a pumpkin pie. Generally, Americans usually eat three 7______________ a day, even though many o them eat snacks between the meals. These days, more and more people are interested in 8______________ and regularly watch various cookery programmes on TV. B. LUNCH – BRUNCH – DESSERT – BREAKFAST – SUPPER – DINNER – SNACK (2×) – TEA – BREAK Would you like to taste real British cuisine? Here are some tips or you. Start your day with a hearty ull English 9 ______________ (called a cooked breakast or a ry–up) which usually consists o bacon, eggs, sausages, tomatoes and hash browns or toast with marmalade and jam. I you are in a hurry, you can simply have a bowl o cereal or muesli o your choice or porridge with tea, coffee or ruit juice. Otherwise, experience a 10______________ (breakast and lunch together) in the late morning. Then have a 11______________ during the coffee 12______________. Since it is typical to have a tea break at about eleven, we call it ‘elevenses’. At lunchtime, go to a local pub with your riends or workmates or a pub 13______________ and drink or get a good meal or a reasonable price at a pizzeria, burger bar or fish and chip shop. You can always grab a sandwich to eat at work. O course, students may have their lunch at a school canteen or eat their packed lunch at school. In the aternoon between 3:30 and 5:00, it is time to have another tea break. Stop at a cosy tea shop, choose your avourite kind o tea and try some o the tasty home-made tea-cakes, biscuits and scones. In act, i you have a scone with jam and cream, you have just experienced a cream 14______________. For 15______________ (or 16______________ ), which is the main meal o the day or most people, try some traditional specialties, such as a ‘Sunday roast’ which includes delicious English roast bee, roast potatoes and Yorkshire pudding, or Welsh lamb with mint sauce. Another common meal is ‘meat and two veg’ (meat dish with potatoes and yet another vegetable). Typically ater the dinner a 17______________ (a sweet course which is also called a pudding or áters´) is served, e.g. rice pudding, trifle or ruit crumble and custard. Another option is to pay a visit to one o the ethnic restaurants. In act, even small towns have Chinese and Indian restaurants which offer quite cheap ood and you can also get a takeaway or have your dinner delivered to your house. In the evening, it is a must to visit a traditional English pub to meet your riends, have a chat, a couple o drinks or a game o darts or billiards. I you stay in instead, you will probably 18______________ while watching films on TV. Biscuits, crisps or sweets are a popular but unhealthy choice. Still hungry? Why don’t you have a milk drink and a biscuit beore you go to bed?

Extra practice Ask and answer the ollowing questions in pairs: How many meals a day do you eat? How many courses does a typical dinner in a restaurant have? What do you usually order for the main course in a restaurant? What is your favourite food/dish? What is your national/local cuisine like? Do you like eating fast food? What kind of food do you enjoy eating when you cram for your exams? Are you interested in cooking?

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b) Work individually and make sure that you understand all the words in bold from exercise a). Use a dictionary if necessary.

Pronunciation

Extra practice

Practise reading the ollowing words:

Explain the differences between these words: recipe × receipt × prescription; dinner × supper; teetotaller × alcoholic; vegetarian × vegan; menu × wine list; breakast × brunch; cuisine × cousin; peas × peace; atty × attening; cook × cooker; bill × tip

pear, salmon, trout, tough meat, cuisine, recipe, receipt, chef, restaurant, dough .

Then read one o the texts rom exercise a) aloud.

Speaking SUSTAINED LONG TURN Model 1. See a collection of Mr. White’s favourite Czech recipes. Use the words below each text to complete the gaps. Then think about the name of the dish (both in Czech and in English).

A ______________ First 1______________ oil in skillet. Next roll pork tenderised cutlets in flour, then 2______________ them into beaten egg and finally 3______________ in breadcrumbs. 4______________ on each side till brown. 5 ______________ with salt and pepper as desired. 6_____________ with a slice o lemon. sprinkle, dip, fry, serve, heat, coat

B ______________ 1 ______________ 2 tablespoons butter, beat in eggs and salt and gradually 2______________ flour and grated potatoes. Dough should be stiff to 3______________ thoroughly. On floured board 4______________ out dough, then 5______________ 3-inch squares with a knie. Lay 1 plum on each square, 6______________ with cinnamon sugar and 7______________ edges over plum. 8______________ with hands into a ball. 9______________ dumplings into boiling salted water, 10______________ the pot with a lid and 11______________ or about 15 minutes. 12 ______________ breadcrumbs in 1/3 cup hot butter. Roll dumplings in buttered breadcrumbs, sprinkle with cinnamon sugar. 13______________ 3–5 servings. cover, roll, makes, sprinkle, add, knead, brown, cream, simmer, shape, fold, cut, drop

C ______________ 1 ______________ potatoes, then 2______________ and 3______________. Add arina, flour, salt and egg. 4 ______________ dough well. 5______________ into 5 dumplings. 6______________ into boiling water, cook or 20 minutes. work, place, peel, boil, divide, mash

D______________ 1 ______________ the grated cheese with the eggs and salt. 2______________ the mixture evenly on bread slices. 3 ______________ oil in skillet, 4______________ the bread slices, mixture side down. Do not 5______________ the cheese. When ready to serve, 6______________ paprika over the toasted mixture. 7______________ immediately. burn, heat, mix, sprinkle, spread, fry, serve

Grammar Imperatives

We use the imperatives to give instructions, directions and orders. We orm the imperative with the bare infinitive (without to) and we use don´t to make negative. No personal pronoun is used. To give instructions, you can also add expressions such as first , then, next , etc. to show the sequence o steps.

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Note down … important words and phrases dealing with cooking and preparing dishes. Then read some English recipes on the Internet and add at least 10 other verbs and typical instructions to the list.

Let’s practise 2. a) Think about your favourite food/dishes and finish the sentences below.

I like ______________ but I don’t like ______________. I’m a big an o ______________ but what I really detest is/are ______________. I’m very keen on ______________ and I’m really obsessed with ______________. When I was a child I didn’t use to eat ______________ but I do now. I don’t mind ______________ but I can’t stand ______________. I don’t really ancy the idea o ______________. I’m (not) in avour o ______________. I preer ______________ to ______________. I like ______________ better than ______________. I would rather eat ______________ than ______________ tonight. I like ______________ and ______________ equally. I don’t like either ______________ or ______________. b) Choose one of your favourite dishes and prepare a recipe using the grid below. Use some expressions from exercises above and imperatives.

Ingredients: n Serves (how many people): 1. n Instructions: 2. 3. n

c) Now take turns and dictate the instructions to each other. Were the instructions clear? Would you be able to follow them and prepare the dish? Give feedback to your partner. Over to you 3. a) Your task is to prepare an outline for a four-minute talk on the topic ‘Table manners in my country’.

Work alone and list necessary areas to discuss and note down key words. Use a dictionary i necessary. Do not orget to include imperatives and adverbs o sequence. b) Having your outline, work in pairs. Take turns to present your speech. Use the Assessment Grid II to take notes and then provide eedback on your partner’s perormance. 4. Get ready to talk about the pictures below and give feedback to your partner using the Assessment Grid II. a) Describe the pictures in the set A or B. You have one minute to prepare your description. Use some of the prompts below:

People n Type o ood n

Feelings/mood/atmosphere n Eating habits n

Place n Other n

Take turns, each of you speaking for 1–2 minutes.

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Set of pictures A

Set of pictures B

b) Now you have 2 minutes to look at the pictures in your set again. Student A: Compare and contrast the pictures saying what your opinion on eating similar ood is and what the

general trends in your country are. Support your opinion with examples and mention your personal preerences. Student B: Compare and contrast the pictures saying what your opinion on each is. Mention also some advantages and disadvantages. Support your opinion with examples and say which o the places you preer and why. Take Take turns, each of you talking for 3 –4 minutes. c) Give feedback to each other. INTERACTION 1. a) Read the two two dialogues between Mr. Mr. Black and and Mr. Mr. White White about their dinner plans. Pay attention to the underlined phrases. Model A

Mr. White: ‘Well, what shall we prepare or the dinner party tomorrow? My idea was to to cook something typically Czech; healthy, tasty, light and …’ Mr. Black: ‘Sorr y to interrupt, but even though Czech cuisine is a good one, it isn’t light and healthy at all. Just think about all the dumplings, creamy sauces, atty meat, rich cakes and sickly sweets. I’d rather go or something French or Italian. By the way, Anne is coming and she’s on a diet again.’ Mr. White: ‘Again? It won’t help her anyway. And personally, I like Czech ood better than French French and Italian pasta. We have it all the time. I’d really love to use my collection o Czech recipes. I can’t wait to eat ‘svíčková’ or dill sauce. Which do you like better?’ Mr. Black: ‘Could I just say something? Czech dishes aren’t quick and easy to prepare and considering your cooking skills … Maybe we’d better stick to what we know.’ Mr. White: ‘Oh, beore I orget … My auntie Georgie is coming to visit tonight. As you already know, she originally originall y comes rom the Czech Republic. She might give us a lesson or two and …’ Mr. Black: ‘May I interrupt again? Your Your aunt is coming to stay with us? us? For how long? There’s nowhere or her to stay?!? Anyway, did you orget we don’t get on well together?’

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Model B

Mr. White: ‘So, shall we go out tonight tonight or prepare a meal at home?’ Mr. Black: ‘Well, given the choice, I’d sooner stay in and prepare something tasty than go out. I rather ancy a quiet evening tonight.’ Mr. White: ‘Well, what shall we prepare or dinner then? Which do you like better, ‘svíčková’ or dill sauce?’ Mr. Black: ‘Hmm. I like them both equally but the idea o ‘svíčková’ ‘svíčková’ is quite appealing, appealing , I must say. And dumplings sound great, too. What would you rather have?’ Mr. White: ‘I’m easy. I’ll have whatever you like. But the dill sauce is easier to prepare. ‘Svíčková’ sounds a bit too heavy or my liking in this warm weather. I think I’d rather have the dill sauce. Would you rather have dumplings or potatoes with it?’ Mr. Black: ‘I don’t mind. It’s up to you. We could always prepare both and then choose.’ Mr. White: ‘Yes, you’re you’re right. What would you rather drink, beer or wine?’ wine?’ Mr. Black: ‘Beer or wine? I don’t like either o them. In act, I think we’d better eat out instead.’ b) Have a look at the underlined phrases and add them to the appropriate appropriate group of language functions.

Functions Interrupting politely n n n

Actually, I’d I’d just like to say … Excuse me … Oh, while I remember …

c) Look at the dialogues again and write down all useful phrases to express your personal preferences.

Asking about preferences n

Do you preer X or Y?

Functions Expressing preferences n n n

Let´s practise 2. Get ready to perform similar dialogues in pairs. You are going to practise the functions above. above. a) First, work alone. alone. You You have 3 minutes to go through the instructions on your card. C a r d : st u d e n t A

C a r d : st u d e n t B

‘American cuisine is the best in t he world.’

‘American cuisine is unhealthy and fattening.’

a) start by stating your your general preerences preerences b) give more details about your preerences and support your opinion with examples and reasons c) ask B to tell you more about his/her preerences d) interrupt politely and express disagreement with your partner’s opinion

a) your partner starts, listen and then encourage him/her to add more details b) interrupt A politely and express your own opinion c) support suppor t your opinion with examples and reasons d) finally, agree with your partner

b) In pairs, carry out the task. You must speak for about 4 minutes. c) Assess your partner’s performance using the Assessment Grid III.

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3. a) In pairs, perform similar dialogues. Practise Practise interrupting the discussion politely, adding contrasting contrasting ideas and expressing general preferences. Talk for 3–4 minutes about each topic. n n n n n

School canteens should be banned – School canteens are the best option or hungry students and their busy parents Going on a diet is stupid – Dieting is a part o our liestyle and a key to our personal happiness American ast ood threatens to replace our national cuisine – Fast Fast oods and ethnic restaurants bring resh air into our conservative lives It is a waste o time to prepare warm dishes at home – Convenience and ready-made ood oo d is unhealthy and may cause many serious diseases Being a vegetarian is only a temporary craze – People eating meat are simply murderers

b) Assess your own performance using the Assessment Grid III. Background studies GETTING STARTED 1. a) What do you know? Work in pairs/groups and find and and correct mistakes mistakes in each sentence. sentence.

1. The United Kingdom consists consists o three constituent countries: countries: England, Scotland and Wales. Wales. 2. The capital o Scotland S cotland is Glasgow. 3. The country with biggest population within the UK is Scotland with 50.1 million people. 4. The highest mountain in the British Isles, Ben Nevis (1,344 metres), is located in Northern I reland. 5. Scotland has nearly 800 islands, notably the Hebrides, Orkney Islands and the Isle o Man. 6. The currency used is euro. 7. Wales is located in the south-east o the UK. 8. The national flag o Scotland is the Red Dragon and its Patron Saint is St David. 9. The smallest constituency (area-wise) is Wales with 13,843 sq km. 10. Stonehenge is a megalithic monument located in Scotland. b) Use the web links to complete the missing information about the UK. UK

England

Official language

English

Capital city

London

Scotland

English, Scottish Gaelic

Wales

English, ______________ ______________

Northern Ireland

English, ______________

Glasgow

Largest city

20,779 sq km

Area

1,685,267

Population

leek, daffodil

National flower

St Andrew

Patron Saint

St George’s cross (a red cross on a white field)

Flag

Interesting facts

Links http://en.wikipedia.org/wiki/Wales http://en.wikipedia.org/wiki/Scotland 76http://en.wikipedia.org/wiki/Northern_Ireland

http://en.wikipedia.org/wiki/England http://en.wikipedia.org/wiki/United_Kingdom

c) Work individually and try to find out more about one of the following topics.

St Patrick, the Red Dragon, Cardiff, shamrock, national anthems in the UK constituencies, Scotland and its Parliament, history o pound sterling, the Tudors d) Now present your findings to your classmates. FACTFILE – THE UNITED KINGDOM I (ENGLAND, WALES) 2. Project I: ‘England and Wales in a Nutshell’ /Presentation, 45 minutes/ a) In pairs, prepare a four-minute presentation on one of the countries. Try to cover at least three topics from the li st below.

Geography (main cities, interesting places to visit) n Brie history n Language n Religion

Politics and government n Culture and amous personalities n Special estivals and holidays

n

n

b) Give your presentation. Invite your colleagues to ask additional questions and encourage them to interrupt politely if they do not catch/understand what you say. c) Now, your classmates are going to participate in a special issue of the quiz show ‘Who wants to be a millionaire’. On separate cards, prepare a set of questions based on your presentation under the following headings:

£ £ £ £ £ £

100 500 1,000 2,000 4,000 8,000

£ 16,000 £ 64,000 £ 125,000 £ 250,000 £ 500,000

d) Play the game with other group(s) and choose the expert on the UK. 3. Project II: ‘English All Around’ /Lecture, 45 minutes/ a) Work in pairs. Your task is to prepare a 10-minute lecture on English language. Focus on some of the topics below.

English and its origin (including language amily) n History and development n Geography (where it is used) n

b) Work in bigger groups and give your lectures. Help your colleagues note down all the important details. c) At home, write an essay on ‘The importance of the English language as a global language.’ Write 180–230 words.

n n

Dialects and regional varieties English as a global language

Links http://en.wikipedia.org/wiki/English_language

4. Project III: ‘English-Welsh Dictionary’ /Project, 45 minutes/ a) Work in groups and find interesting details about the Welsh language. b) Now prepare a short lesson for your colleagues and teach them at least 10 Welsh expressions.

Links http://en.wikipedia.org/wiki/Welsh_language

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FACTFILE – FOOD AND DRINKS IN ENGLISH SPEAKING COUNTRIES 5. Project IV: ‘National Cuisine’ /Posters, 90 minutes/ a) Work in 5 groups, each group dealing with one country from the list below. Your task is to find information about national dishes in the particular country and present the information on a poster.

England n Northern Ireland n The UK In your poster you might include: pictures o the dishes, inormation about their origin and when/how they are eaten and prepared n

Scotland

n

Wales

n

b) Now present your work to your classmates. In class, decide on the best poster and prepare the food at home.

Links http://www.geo.ed.ac.uk/home/scotland/fooddrink.htm http://www.cuisinedumonde.com/welsh.html http://en.wikipedia.org/wiki/Irish_cuisine http://en.wikipedia.org/wiki/English_cuisine http://www.fellwalk.co.uk/londonfood2.htm

6. Project V: ‘Festivals and Treats’ /Recipe, 45 minutes/ a) Work alone. Choose one of the typical national holidays or festivals and list the dishes which are traditionally prepared. b) Write a recipe which is easy to follow. If there are any new words, prepare an English explanation below. Then cut up the instructions and ask your colleagues to put them into correct order. 7. Project VI: ‘Table Manners’ /Guide, 30 minutes/ a) Look at the links and try to learn something about table manners in other countries. Focus both on the differences and similarities. b) Prepare a summary of table manners in the Czech Republic for people coming to visit your country.

Links http://www.leaderu.com/isr/lifeinamerica/tablemanners.html (USA) http://news.bbc.co.uk/2/hi/uk_news/magazine/4551727.stm (GB) http://www.drdaveanddee.com/diningbasics.html

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PEEPSHOW a) Even though the British have a bad reputation for food and despite the fact English language even lacks an expression to say before one starts eating ( the French ‘bon appetit’ can be used instead), there are many food idioms in English. Look at the idioms below and match them with the explanation.

a) I’ve passed the exam in English without any problems. It was a piece of cake . b) He’s quite a tough nut to crack . c) Mr. Black is a big cheese in the company. Be careul what you say to him. d) Please, do not spill the beans about my plans to run away rom home with Bob. e) My 85-year-old grandma is so full of beans. She even swims every day. ) My brother is a real egg-head/one smart cookie. g) She gets paid peanuts. h) Don’t cry over spilt milk . You can’t do anything to change your decision. i) My husband is such a couch potato. j) She spends a lot o time chewing the fat with her riends. k) Getting married at your age? Are you nuts? l) Camping is not my cup of tea . I preer staying at a hotel. m) And then I went as red as a beetroot and started stammering. n) He came as cool as a cucumber this morning as i nothing has happened. o) He’s been working hard to bring home the bacon since the twins were born. p) Your suggestion has given us food for thought . q) I’ve got a lot on my plate these days. r) The latest book by J. K. Rowling is selling like hot cakes. s) Start using your noodles!

1. be/eel embarrassed, go red 2. tell a secret 3. be very lazy, not an active person 4. chat 5. be active, ull o lie 6. be very easy 7. give someone a lot to think about 8. think 9. be a bit crazy, act in a strange way 10. a little amount o money 11. a boss, an important person 12. earn the amily’s living 13. be very busy 14. someone/something difficult to understand or solve 15. sell quickly, be successul 16. think about something that has happened 17. something one enjoys, likes 18. be relaxed or calm despite the circumstances 19. be intelligent, know all the answers

b) Work in groups. Prepare a role play using three of the idioms above. c) Work in pairs. Choose three idioms from the list and three other idioms from the web sites and prepare posters/drawings which illustrate the meaning in a funny/creative/easy-to-remember way. Then use the posters to teach the idioms to your partners.

Links http://www.learnenglish.de/vocabulary/foodidioms.htm http://www.learn4good.com/languages/evrd_idioms/id-f.php3 http://www.usingenglish.com/reference/idioms/category.php?cat=1

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8. Body and mind Warm-up n Work alone and choose 3–5 questions to ask your friend/s. Take turns in asking and answering the questions.

Each turn should take 2–3 minutes. Do not forget to develop your answers. Questions to choose from:

1. What does ‘to be healthy’ mean or you? 2. What is ‘healthy liestyle’? Express and explain your point o view. 3. What is, in your opinion, the greatest medical achievement? Why? 4. What would you recommend to a person to keep fit and healthy? 5. Which o these doctors do you (not) like and why: dentist, surgeon, psychiatrist? 6. Is there, in your opinion, a connection between liestyle and our health? Explain. 7. Could you describe your personal/somebody´s experience with doctors and hospitals? 8. What would you do i you broke your leg/arm? 9. What is in your opinion the connection between the age o a person and his/her illnesses? 10. Is there an illnesses/disease that is, in your opinion, globally dangerous? Why? 11. Would you like to be a amous surgeon? Why yes/no? 12. In your opinion, is vaccination useul? Why yes/no? n Listen to your colleague/s and note down

interesting ideas, words and phrases. Then provide feedback on the per formance (use the Assessment Grid I at the end of this book). n Report the most interesting answer of your partner/s to the class.

Note down n n n

Illnesses/diseases: Cures/medicine: Liestyle/health:

Vocabulary 1. a) Read the short extract on keeping fit and healthy and underline all parts of the body in the text. Slow lifestyle change

It is difficult to start a new lie immediately. So, think and plan what you want to do and do not set unrealistic goals. I you have not been using your legs or several years, you cannot expect to run 10 km every morning. Such a decision would have terrible health results, e.g. strained muscles, aching knees and ankles that are not used to such an extensive exercising. Also, do not orget to stretch all your muscles ater every physical activity to avoid injuries. Variety of activities

It is always recommended to vary activities rom those that improve your endurance (jogging) to those that make you stronger (working-out). Also, train all parts o your body and do not deal only with your belly, even i it is the most problematic part at the moment. A good training to keep you fit should include every body part, going rom the head, to the shoulders, back, belly, buttocks and down to your legs and eet. Further tips

Also, be also careul about your diet and the amount o liquids you drink daily. Do not underestimate the quality o equipment, e.g. shoes, that you use or your training. Finally, listen to your body! I you do not eel OK, do not continue your training and do not orget that your body cannot work properly without rest.

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b) Work in pairs /small groups and discuss the tips in the text. Would you change them? Do you agree with all o

them? What is your opinion on keeping fit? c) Work alone, draw a picture of a human body and label the parts of the body with expressions below.

I you are not sure about any o the expressions, use a monolingual dictionary to check it. Extra practice leg (thigh, calf, knee, ankle, foot, heel, toe, shin), arm (hand, elbow, wrist, palm, finger, knuckle), head (forehead, cheek, chin, temple, eye – eyelid,

Choose two people rom your class and describe them.

eyelash, eyebrow, ear, nose, mouth (lip, tongue, gums, jaw, head), belly, buttocks/bottom/backside, chest (breasts), shoulder, waist, hips 2. a) Decide which of these activities correspond to healthy lifestyle and which don´t. n n n n n n n n

do exercise every day lose weight lose 20 kilos in two months stop smoking be stressed at school get fit (train your body) go to the gym three times a week eat ast ood

drink alcohol eat low-in-at ood spend holiday actively, e.g. doing sports spend aternoons in ront o TV/computer listen to music in headphones go running 15 km a day do yoga

n n n n n n n

b) In pairs, compare your answers and discuss your choice.

Extra practice Choosing examples among your riends/ /relatives, tell your partner your opinion on healthy and unhealthy liestyles. When speaking, use adverbs o requency, e.g. once a month /twice a year (see Unit 7 or more examples).

Note down …at least five other things that are: n n

healthy: unhealthy:

3. a) Work in pairs and sort the expressions out into the two groups below. a headache, a broken leg, flu, appendicitis, a cough, a cut in your finger, asthma, a bruised face, cancer, AIDS, a burnt arm, bird flu, foot-and-mouth disease, a heart disease, diarrhoea, a sprained ankle, a wounded knee, a swollen cheek Health problems (illnesses and diseases)

Injuries

b) Work in pairs and decide on the differences in meaning between/among the words in the sets belo

A. B. C. D.

illness/disease/injury to cut/to wound/to injure ache/pain/sorrow injection/vaccination

E. F. G. H.

to heal/to cure/to treat/to medicate to look ater/to manage injury/scar/wound/bruise/swelling bandage/plaster/gypsum

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c) Work alone and complete the sentences with one of the expressions from groups A–H in the previous exercise. Be careful about the form of the words you are filling in.

A. B. C. D. E. F.

My sister suffers rom a rare brain ______________ and doctors do not know how to help her. Terrorists killed 83 people and ______________ another 25 in the bomb attack today. Harry expressed his ______________ ater my aunt´s death. ______________ against measles is compulsory with all children. It took nearly hal a year or my knee to ______________ properly. Mary ______________ her husband all through his long illness. Extra practice G. He was fine two months ater the accident, but had several ______________ on his orehead. Choose other words/expressions and H. Tim had to have a ______________ cast around prepare a similar gap-fill or your partner. his let thigh to keep the bone in place while it healed. 4. a) Work alone and think of words that would fit the spider graphs below. Once finished, compare your ideas in groups of 3–4 students. a headache

a cough

sick

I’ve got…

cold

I feel…

back

arm

My … hurts.

b) Work alone and prepare symptoms of an illness. Then work in pairs (or in class) and describe your symptoms for others to guess the illness. You are not allowed to demonstrate, only to speak. c) Work in pairs. Use a dictionary to add at least 6 infectious illnesses to the list: rubella/German measles, hepatitis, ___________________ , ___________________ , ___________________ ,

___________________ , ___________________ ,___________________ . 5. TEXT – Future of Medicine a) Work alone, read the text and match the correct headings with each paragraph. One has been done for you as an example. There is one extra heading.

1 ________________________ We are all witnesses to the rapidly changing approach to medicine and technology. About 20 years ago, AIDS

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was still an untreatable disease and the U.S. death rate rom heart disease was a third higher than it is these days. The prospects or improving human health are brighter and brighter every day. Everyone has probably heard about stem-cell therapies, fat-fighting nucleic acids, or cancer-killing nanoparticles. What is more, medicine should become saer, more affordable and accessible to more people. 2 ________________________ So, what can we expect in the uture? The radical change in the healthcare lies at the cellular level. In about a decade, doctors will use molecular tools to manipulate genes and switch off those that cause e.g. diabetes or obesity. The precise cancer-killers dealing only with specific cells will waste tumours and we will be able to say good-bye to chemotherapy. This kind o ‘targeted treatment’ will also appear in other fields o medicine, such as psychiatry, and due to better knowledge o mental-unction chemistry, even Alzheimer´s disease could completely disappear. 3________________________ Through the development o genetic engineering, doctors can determine rom gene tests, which patients are likely to benefit rom which treatments. In addition, the research into proteins should bring a better targeting o drugs, which goes hand in hand with therapeutic cloning enhancement and the use o stem-cells. Hence, it will be easier to produce whichever proteins our ill body needs. Much research has already been carried out in this area and has proven to be more than promising. 4 ________________________ However, we should be aware o the act that technological progress cannot become a complete recipe or our better health. Sometimes it is bad a healthcare system that hinders better medical results. America has built a high-tech medical system, but still has problems to achieve the life expectancy o e.g. Japan, Canada, Europe or Scandinavia. Even careul handling o such materials cannot completely rule out any risks. Moreover , the costs o high-tech medicines are tremendous and keep growing as the population ages. The application o high-tech medical systems must be massive and non-discriminatory, which will require many changes in state legislation. Then it will bear ruits. 5 ______________ A ________ With new technologies, we should also think about saety precautions and possible risks. Materials originating in people or animals can spread everything rom inection to malignancy. That is why we should also think about ways o helping ourselves without medicine. It is always easier to preserve our health than to repair it. Let´s exercise more, eat well and manage our weight. Science can help us on our way to better health, but we still have to walk it ourselves.

Reference: http://www.msnbc.msn.com/id/8270961/site/newsweek http://www.popsci.com/popsci/medicine

A. Health in our hands B. Cellular and molecular medical techniques C. Cloning and mental unction chemistry

D. Genes and proteins E. Present and past state F. Problematic healthcare system

Pronunciation Prepare or reading o one o the paragraphs aloud. Take one minute to get ready and then read it aloud. Pay attention to the words in bold.

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b) Work in pairs and make sure that you understand all the words in bold and then test your partner from the vocabulary. Speaking SUSTAINED LONG TURN Model 1. a) Read what Mr. White says comparing the two pictures below and underline useful expressions for comparing/contrasting, giving opinion and expressing preferences.

In the first picture I can see a less usual treatment o a patient and that is acupuncture. In the second picture, on the other hand, I can see the conventional treatment o an illness and that is taking pills. In my opinion, trying out an alternative treatment, like acupuncture, is a good idea and it can help to people in the same way as pills or drops can. I I had an allergy to cat ur, I would rather try out acupuncture than take pills. To my mind, it is a very convenient treatment o illnesses, whereas pills and medicine are much better or the treatment o diseases and injuries. In case o an injury, unusual treatments as, or example, hypnosis won´t help you much. First o all you would need some traditional methods o help such as surgery or medication, and the other ways o treatment may come to word later on. So, it all depends on the health problem we want to solve. The best would be o course an efficient combination o traditional and less common, i you wish, exotic, ways o treatment. It is true that in comparison with acupuncture and other similar treatments, medicaments are rather expensive and are also usually more harmul to our health. I preer to use less pills and chemical substances because one never knows what their effect on our body really is. As I have already said, medicaments are more expensive, too. Especially nowadays, ater the changes in payment, it can become really expensive to use pills every day. Another thing is our personal eeling about the treatment. For some people even the act o swallowing a pill already means an improvement. As ar as I am concerned, I like trying out new things and I can imagine that acupuncture must be a very pleasant and comortable treatment – not only or your health, but also or your soul. Personally, I cannot say that I preer either o the ways that are presented in the pictures. Still, i I were to choose one, I´d go or acupuncture because I like trying out new things. b) Now, divide the expressions you underlined into following groups.

Functions Comparing and contrasting n n

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I think that X is better than Y. This one is much nicer…

Giving opinion n

I think…

Expressing preference n n n

I think I´d… I´d hate to… I´m not bothered about…

c) Work in pairs and specify Mr. White´s speaking task (complete the short text below).

‘Here are two pictures dealing with the topic o ______________. First, ______________ both pictures, then compare and contrast them saying ______________ ______________________________________________________________________________________________. Here are some things you may talk about: ______________, eeling o patients, your opinion, ______________, (dis)advantages, ______________, suitability, other.’ Let´s practise 2. Get ready to talk about the pictures below and give feedback to your partner/s using the Assessment Grid II. a) Describe both pictures in the set A or B. You have one minute to prepare. The following prompts may help you:

similarities n differences

mood, eeling n own opinion on each activity

n

n

n

other/s


Set of pictures B

b) Now, you have 2 minutes to look at the pictures again. Student A/B: Compare and contrast them saying which o the activities you find healthier and why.

Support your opinion with examples rom personal experience. Take turns, each of you talking for 3–4 minutes. c) Give each other feedback. Over to you 3. a) Now, get ready for one of the topics below. You have 2 minutes for preparation. Always think about: positives and negatives/interesting data, your personal experience (support by examples),

and your opinion n Visiting a doctor n Staying in hospital

Global diseases n Important medical inventions n

Keeping fit (body and mind) n Un/healthy liestyle n

b) Take turns and carry out the 4–5 minute presentations. c) Again, assess your partner´s performance using the Assessment Grid II. INTERACTION Model 1. a) Read the dialogue between Mr. Black and his local doctor.

Doctor: ‘Good morning. So, what is the problem, Mr. Black?’ Mr. Black: ‘I’ve had a terrible headache the last two days and can´t stand it any more. Also, I keep coughing, have a runny nose and sometimes have problems with breathing.’ Doctor: ‘How did it start?’

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Mr. Black: ‘Well, we went skiing last weekend and the weather was not the best. It was reezing and snowing a lot.’ Doctor: ‘Let me listen to your lungs…breathe in, breathe out… Well, it might be a start o pneumonia.’ Mr. Black: ‘Really? I had no idea that it is so bad. What would you advise me to do? I cannot go to hospital, I have too much work to do.’ Doctor: ‘Well. Hospital is not necessary in this case. You came in time. But you will have to stay at home or at least two weeks anyway.’ Mr. Black: ‘OK. Have you got any idea what to do to get healthy again soon?’ Doctor: ‘You should stay in bed, sweat, drink hot tea and, o course, use the medicine regularly. You should come to see me in ten days i you eel better. Here is the prescription. OK?’ Mr. Black: ‘Right. Thank you very much. Good bye.’ b) Work alone, have a look at the underlined phrases and add decide on their function. According to the function decide on verbs that would best complete the headings bellow.

Functions __________________ for advice n What would you advise me to do? n Have you got any idea what to do?

__________________ advice n You should…

c) To each group add at least two other phrases and compare the lists in pairs. Note down useful phrases that your partner has on his/her list. Mini-dialogues 2. Choose one mini-dialogue situation and read the instructions to your partner. a) Without preparation, carry out the dialogue. Talk for 2–3 minutes. Situation 1:

I´m a doctor. You think you have contracted an inectious disease (see ex. 4 c in the Vocabulary section above) and come to visit me in a hospital. Describe your symptoms, ask or advice. I start. Situation 2:

I am your riend. You have not been eeling OK lately. You seem bored, lazy, at, etc. Ask me or my opinion and advice. You start. Situation 3:

I am your brother/sister. You have seen one o your riends taking drugs at a party and do not know what to do about it. Ask me or my opinion and advice. You start. b) Assess your own performance using the Assessment Grid III.

Extra practice In pairs, perorm similar dialogues on ollowing topics (ask or and give advice): divorce in amily, break-up with a boy-/girl-riend, lack o money, difficult school exams, terrible maths teacher, bad school report

Let´s Practise 3. Work in pairs and perform dialogues following the prompts on the cards below. a) First, work alone. You have 3 minutes to go through the instructions on your card.

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Card: student A

Card: student B

‘Health is not important at all’

‘Life without good health is unimaginable’

a) start the discussion and state your opinion b) support your opinion with arguments examples and try to persuade your partner c) ask your partner about his/her opinion d) interrupt politely and disagree with his/her opinion and try to convince him/her o your point o view

a) your riend starts, interrupt him/her politely, disagree with him/her and support your point o view b) use at least two phrases or checking that you have understood partner´s arguments c) ask or repetition i necessary d) try to persuade your partner o your point o view

Functions Persuading b) In pairs, carry out the task. You must speak for about 4 minutes.

n n n

But don’t you agree that… Yes, but I’m sure you’d agree that… Don’t you think that…

c) Assess your partner´s performance using the Assessment Grid III. 4. Perform similar dialogues. Talk for 3–4 minutes and then comment on the performance.

American liestyle is healthier than that o the Europeans n Sportsmen are always healthy n

Alternative medical treatments are the best n One can buy health or money n

Background studies GETTING STARTED 1. What do you remember from previous units about the UK countries, i.e. England, Scotland, Wales and Northern Ireland? Work alone and then compare your answers with your par tner. n n n n n

What are the largest towns? What is the national flower o each country? What do the flags look like? Do you remember any words in Welsh, Scottish, or Irish dialogues? Do you remember any traditional dishes?

Do you know any important personalities (including sportsmen)? n What estivals and holidays do you know? n Can you name any amous scientists and their inventions? n Do you remember any names o national sports in the UK? n

2. a) Work alone and fill in the missing information in the text below. Choose from the words in the list above each text. n minority, counties, UK, covers, government, states, religious, majority, ceasefire, population

Northern Ireland is one o the our 1______________ o the 2_______________. It is situated in the north-eastern

area o the island o Ireland and consists o six 3______________. Northern Ireland was established in 1920 and has had its own orm o 4______________ as Scotland and Wales did. Northern Ireland 5______________ about a sixth o the total area o the island, and has about a third o its total 6______________. Northern Ireland was or many years the place o a severe violent 7______________ campaign between the large Nationalist 8______________, who wanted to become part o the Republic o Ireland, and the Unionist 9 ______________, who wanted to remain a part o the United Kingdom. Since 1998, the major campaigners have either been on 10______________ or have declared their war to be over.

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n island, Kingdom of Great Britain, east, Europe, southwest, independent, England, north, sovereign, mainland

Scotland is situated in northwest 1______________, is one o the countries o the UK and occupies the northern

third o the 2______________o Great Britain. It borders to the south with 3______________ and is bounded by the North Sea to the 4______________, the Atlantic Ocean to the 5______________ and west, and North Channel and Irish Sea to the 6______________. Apart rom the 7______________, Scotland consists o over 790 islands. The Kingdom o Scotland was an 8 ______________ state until 1707, when it was united with the Kingdom o England to create the 9______________. So, despite having many autonomous state organs and legislative systems, Scotland is not a 10______________ state.

Reference: http://en.wikipedia.org/wiki/Scotland http://en.wikipedia.org/wiki/Northern_Ireland

FACTFILE – THE UNITED KINGDOM (NORTHERN IRELAND AND SCOTLAND) 3. Project I: ‘Dialects’ /Quiz, 45 minutes/ a) Work in pairs and match the English words below with their Scottish and Irish counterparts. You have 10 minutes to do this. Then check with the key. Scottish Gaelic:

leg head mother house boy Scot beautiul tired tobacco shoe

Irish:

sgith màthair tombaca chas taigh bòidheach balach cheann bròg Albannach

no you how mother teacher man beautiul girl book computer

muinteoir álainn cailín mháthair ríomhaire leabhar tú níl conas láidir

b) Get into larger groups (4–6 people) and for five of the words in each group prepare two interesting definitions in English; one correct and one wrong. Write it down to prepare a short quiz for the other group/s. You have 20 minutes for this part. c) Exchange the quizzes with other groups and comment on their answers to your quiz. 4. Project II: ‘Cartoons’/Cartoon, 90 minutes/ a) You have 30 minutes for this part. Work in groups and choose either Scotland or Northern Ireland and find details about the topics on-line.

Scottish/Irish history n Scottish/Irish literature n Politics in Scotland/Northern Ireland n

Food and restaurants in Scotland/Ireland n Stereotypes about Scots/the Irish n

b) Then, in another 15 minutes, decide on only one aspect among all the information you found and present it in a form of a cartoon. c) For about 40 minutes work on your cartoon. Work as a team, one drawing, the other

preparing sentences in bubbles/descriptions o the drawings. d) When finished, display it on a wall in the classroom and award points to each cartoon.

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Links http://en.wikipedia.org/wiki/Scotland http://www.scotlandby.com/recipes/recipes.htm http://en.wikipedia.org/wiki/Northern_Ireland

FACTFILE – HEALTHCARE IN ENGLISH SPEAKING COUNTRIES 5. Project III: ‘Healthcare Systems’ /Presentations, 90 minutes/ a) Work in groups and choose one of the states below to find information about its healthcare system. You have 45 minutes to look for the information on-line. Note it down for presentation in class.

The UK, The USA, New Zealand, Canada, Australia

Links http://www.patient.co.uk http://globalgateway.monster.com/nationaltour/healthcare/6979 http://www.health.state.ny.us/nysdoh/healthinfo/index.htm http://www.moh.govt.nz/moh.nsf http://www.canadian-healthcare.org http://www.medhunters.com/articles/healthcareInAustralia.html

b) In the groups, present the information to classmates, discuss the differences among the systems and compare them with that of the Czech Republic. You have about 45 minutes or this.

Comment each perormance using Project Assessment Grid at the end o the book. 6. Project IV: ‘Medicine Packet Directions’ /Translation, 45 minutes/ a) Bring from home two medicine packets (without contents). Get into groups and choose 1–3 packets from those you brought. Work in groups and translate the directions on the packets into English. Write each translation on a separate piece/sheet of paper and do not mention the name of the product. You have a 45-minute time limit for your work. b) When finished, place the sheets on walls in the classroom and guess what kind of medicine the directions may go with. (To make it easier, write the names of all of the products on the blackboard.) 7. Project V: ‘Magical Medicine’ /Writing, 45 minutes/ a) Work alone and choose one of the headlines below. Write the opening paragraph of a newspaper article going with the headline. Make it dramatic and try to use specific medical expressions. Use a separate sheet o

paper or your work and do not write the headline on it. n 60-Year Old Mother n Doctor Helps Patients To Die n Man Gets New Heart – From A Pig n Controversial Psychosurgery Resulted in a Nobel Prize

Physical Fitness Can Fight Off Dementia n 11-Year-Old Pregnant Girl n Wheel-chair World Champion n Indonesia Confirms 42nd Bird Flu Death n

b) When finished, exchange the article with one of your classmates and guess the correct headline for the paragraph. c) In class, decide on the best opening paragraph. 8. Project VI: ‘Doctor´s Advice’ /Writing and speaking, 45 minutes/ a) Work alone and write a short e-mail asking a doctor about a health problem. You have 20 minutes for the writing. If you have no idea what to write about, choose one of the following problems: Being too skinny, being too fat, being a chocoholic, having high blood pressure, have problems with nerves (being nervous all the time), having terrible headaches, sweating too much, having freckles, having strong acne, drug addiction

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b) When finished, mix all the questions together, get into groups and each group gets an equal part of the problem e-mails. In groups, discuss possible solutions to each problem and decide on the best one. c) Report on your decisions in class. PEEPSHOW Get into groups, read the statements about health below and discuss them. Which of them do you agree with? Which of them do you consider nonsense? Always support your point of view with enough arguments.

‘The only way to be healthy is to eat what you don´t want to, drink what you don´t like and Mark Twain (1835–1910) do what you don´t want to.’ Spanish proverb ‘A man too busy to take care o his health is like a mechanic too busy to take care o his tools.’ Jackie Mason (born 1931) ‘It’s no longer a question o staying healthy. It’s a question o finding a sickness you like.’ Robert Orben (born 1927) ‘Quit worrying about your health. It’ll go away.’ Ramtha (over 35,000 years ago) ‘Health is not about what you eat; it is about what you think.’ Plato (427-347 B.C.) ‘Attention to health is lie’s greatest hindrance.’ http://www.brainyquote.com

Extra practice Do you know any other Czech proverbs or sayings dealing with health? Do they also exist in English? I you are not sure, check on the Internet.

9. Transport and travelling Warm-up n Work in pairs and/or groups of three. Use the cards b elow to ask your partner about his/her travelling

experiences. Take turns, each talking for about 2–3 minutes. A

1. 2. 3. 4.

Can you describe your journey to school to me? Do you enjoy going on package holidays? Why/not? Have you ever flown? What are the advantages/disadvantages o this means o transport? What would you do i you were alone on an isolated tropical island?

1. 2. 3. 4.

How do you usually travel on your holidays? Why? Have you ever been to a oreign country? What are the advantages and drawbacks o travelling abroad? Where are you travelling to on your next holiday? Tell me more about the trip. Tourism affects each country negatively. Do you agree or disagree? Explain.

B

C

1. 2. 90 3. 4.

Where did you use to go on holiday when you were a small child? Have you ever been on a camping holiday? What are the advantages/disadvantages o this type o holiday? Travelling is a waste o time and money. Do you agree or disagree? Explain. What would make ‘the holiday o your lietime’? Why?

Note down … five more questions for the topic ‘Transport and travelling’:

Do you like/enjoy…? Have you ever …? Where/How/When did you…? What would you do i…? What is the best/most interesting/worst …?

n n n n n

n Listen to your colleague and note down interesting ideas, words and p hrases.

Then provide feedback on the per formance using the Assessment Grid I. Vocabulary 1. a) Work in pairs and explain differences among following words.

boat trip journey

excursion

(guided) tour

business trip

TRANSPORT

hotel

sightseeing

PLACES

… five words for these groups: n n n n

Your luggage The city Holiday problems People on holiday

cruise

coach

HOLIDAYS

Note down

voyage

TYPES OF TRIPS

b) Work alone and write words for each category. package holidays

airport

expedition

ACTIVITIES

c) Compare your list with your partner and then test your partner from the vocabulary by defining the words.

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2. TEXT A – Hiking in Montana a) Choose the correct expression in italics.

Tips Multiple choice

Many o the words are parts o Last week I was invited to a two days´ 1 hike/stroll , collocations or are specific or the context in uphill, into the heart o Grizzly country west o which they occur. Make sure that the word exactly Yellowstone. The evening beore my trip, I was fits the context provided. getting more and more nervous. I was trying hard to concentrate on packing, but I could not help thinking about what was ahead o me. Being a man o nearly orty-five, I had never experienced any real walking trip. So, I had to buy a new sleeping 2 sack/bag and a Coleman lantern. It cost a ortune! But having these things, I elt like a proessional backpacker. We 3 set off/started out early morning and because we wanted to 4 pick up/set up camp beore the evening came, we were walking at a quick pace. What lay ahead was expectation and excitement at the beauty that we would surely come across up this 5 trail/highway . The dirt road led us to the orest. There we let our car and continued 6 by/on foot. Ater a while, we met a man and his daughter, cruising the back-roads looking or bears. They told us to be careul because they had seen bear ootprints a little bit urther in the orest. We were walking until midday, my eet were ull o blisters by then, so I was happy to sit down and eat the 7 home-made/home-done lunch. We continued our walk ater about hal an hour. The landscape was lovely, the weather was great and the view o the mountain was truly picturesque. I wasn´t concerned or earul at 8 heading/turning into prime Grizzly habitat because we had an experienced 9 tourist/guide with us. At dusk we finally 10 arrived/reached the place or our camp. We 11 put up/settled down tents and prepared a warm dinner. The atmosphere was great. Sitting around the fire, I was listening to stories that had happened to others on their 12 excursions/adventures . Then we went to bed – I was so tired that I ell asleep immediately. What a surprise we had in the morning when we saw that our camp had been visited by at least two Grizzlies! We quickly packed our belongings and headed for the car let at the foot o the mountain. I am glad that they only ate some letovers and not us! Pronunciation

b) Make sure that you are familiar with all the expressions in bold. c) Work in pairs and tell your partner own holiday story. Try to use a least 5 new expressions from

Take about one minute to get ready or reading one paragraph aloud. Pay attention to stress placement and intonation.

the text above. 3. TEXT B – A Package Holiday a) Fill in the gaps with the correct forms of words in brackets.

Tips Word formation

I you have enough money, do not hesitate to buy Look at each empty gap and decide a package holiday. It is the best thing you can do to what part o speech is appropriate to complete it. 1 2 eel ______________ (comort) and _____________ Then proceed to filling in the correct word orms. (relax). I have had my own experiences with many Some words may be negative. kinds o holidays and must admit that the package one, all services included, is by ar the best! This is what I did my on last holiday and I cannot help 3______________ (smile) when I recall it. Last summer, my riends and I decided to travel to London. We had been saving up money or the trip the whole year and wanted to have a 4______________ ( luxury) seven-day stay there – no backpacking and hitch-hiking, but a regular air-plane trip and 5______________ (accommodate) in a hotel. So, we searched or last minute offers on the Internet because the final call prices are usually very good. We were lucky to find a corre-

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sponding offer quite 6______________ (quick), booked the trip on-line and packed up to leave Prague the next day. The only 7______________ (convenient) was the amount o time spent at the airport. 8______________ (ortune), we could enjoy shopping in the duty-free shop, we just had to show the airline 9______________ (represent) our boarding tickets. Still, we had to spend quite a long time in the 10______________ ( depart) lounge to get our luggage cleared and to finally check in. The stay in London was marvellous. I loved everything there – the people, the atmosphere, the transport and the multiculturalism o the city. What I did not enjoy so much, though, was the cuisine. But, it was the only thing that could have been better. Otherwise, the 11______________ (serve) were high quality and we did not have to worry about anything because all the trips and 12______________ (visit) to museums were part o our package. Next time, I will go or a package holiday again! b) Make sure that you are familiar with all the expressions in bold.

Grammar Narrative tenses

Note that stories are mostly told in past tenses. Have a look at the texts and underline examples o different past tenses. When preparing a story in the past, pay attention to the use o tenses.

4. Work in pairs and use the phrasal verbs in sentences. One is extra. set off, put up, check in, get on, get off, set up

a) b) c) d) e)

It is always difficult to ______________ a tent in strong wind. Don´t be late! We will ______________ at 9 am precisely. Let´s ______________ a camp beore it gets too dark to do it. Give me a call beore you ______________ the train, so that I know that you did not miss it. I hate standing in the queue to ______________ at the airport. It is always the same – angry noisy people!

5. a) Work alone and connect words from the two groups, so that they form a set phrase/collocation/compound noun. sleeping, departure, duty, boarding, hitch, final, airline, package, back call prices, holiday, representative, lounge, free shop, hiking, packer, ticket, bag b) Write down more two-word phrases. c) Think about the things you need to pack for holiday. Having the list of things, read it to your partner and make him/her guess your country of destination.

Extra practice Choose at least eight vocabulary items rom Texts A and B and prepare their definitions.

Speaking SUSTAINED LONG TURN Model A 1. a) Mr Black is going to talk about his nightmare journey. Before reading the text, prepare a list of typical holiday problems one can experience when travelling abroad, to the seaside, in the mountains, in a campsite. b) Read the text about Mr Black and fill in the gaps using the verbs in brackets in a correct form.

Last summer, I decided 1______________ (go) to Prague because my best riend 2______________ (recommend) the city to me. Unortunately, the trip gradually 3______________ (changed) into a nightmare.

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Firstly, I almost 4______________ (miss) my flight because I 5______________ (oversleep) ater a tiring night out with my riends. When I 6______________ (arrive) at the airport, I 7______________ (find out) that the flight 8 ______________ (delay) due to engine ailure. The plane finally 9______________ (take off) ater six hours and we 10 ______________ (get off) the plane late in the aternoon. What is more, one o my suitcases 11______________ (get lost). Then, I couldn’t 12______________ (can/not/find) the bus stop because nobody seemed 13 ______________ (understand) English there so I 14______________ (decide/take) a taxi to the hotel. The taxi 15 ______________ (be) really expensive and it 16______________ (cost) me a ortune and nerves as the traffic in the city was really busy. O course I 17______________ (book) a hotel room in a luxury hotel close to the Old Town Square on the Internet in advance, but to my surprise my reservation 18______________ (cancel). It 19______________ (turn out/be) really difficult to find another hotel as the city was packed with tourists. In the end I 20______________ (have to/stay) in a two-star hotel in the outskirts o the city. Next day, early in the morning I 21______________ (go sightseeing) 22______________ (see) all the magnificent monuments and amous historical buildings. While I 23______________ (admire) the beauty o one o the narrow ancient streets, someone 24______________ (steal) my passport and all the money in cash I 25______________ (have) on me. I 26______________ (try/catch) the pickpocket but I 27______________ (all over) and 28 ______________ (break) my leg. When I 29______________ (sit) in the waiting room, I 30______________ (realize) in despair I 31______________ (orget/take out) travel and health insurance and the GP 32______________ (charge) me a lot. Anyway, I wanted to relax a bit and so I 33______________ (set off/visit) one o the traditional Czech pubs to taste some local dishes and specialities. Unortunately, the service was appalling, waiters unriendly and I even 34 ______________ (get sick) to my stomach and went back to the hotel. When I 35______________ (get back) to the hotel, the air-conditioning 36______________ (not/work) and you can probably imagine the tormenting night during one o those boiling summer days with a plaster on your leg. Finally, I decided to return home two days earlier and 37______________ (spend) the rest o my holiday in the saety and comort o my own home. P. S. The city was really amazing! I only I 38______________ (take) my camera and camcorder.

Extra practice Help Mr Black to enjoy his holiday more next time. Many o the problems could have been avoided easily. Do you have some tips or him how to plan or his holiday and what to do when travelling? Note them down.

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Tips Giving advice

For more phrases to give advice see unctions in Unit 8.

2. a) Match the phrases from the ‘Traveller’s Guide’. Each of you works with one card. Card A – Planning your holiday

Card B – Travelling saely

Take

… the weather at your destination on-line

Keep

…or strange people in the street

Book

…your credit cards and passport numbers

Watch out

…the local culture

Buy

…most o your valuables at home

Have

…your eyes on your luggage at all times

Learn

…an alarm clock and lots o camera film

Experience

…local specialities and dishes

Write down

…light

Be sensitive

…a copy o your passport with you

Take out

…a good guide book and a map

Do not

…comortable shoes

Travel

…travel insurance

Wear

…lots o new things

Check out

…tickets and a hotel room in advance

Try

…leave any valuables in hotel room

Leave

…a ew phrases in the local language

Taste

…to local norms

b) Then, in pairs discuss each phrase and express your opinion on it. Choose those phrases that you find true for you. Model B 3. a) See, what Mr. White thinks about transport and travelling. Make sure that you understand his narration.

‘I love travelling! It is the best way o spending your ree time. I I had more money, I´d spend all my ree time travelling. It does not matter to me i I travel by bus, train, air plane, or by my own car. Each o these has some positives and some negatives. Buses are great or short distances and are not so expensive, but you usually have to book tickets in advance. You do not need booking, though, or a train and it is also more comortable than the bus. However, it is sometimes a bit too expensive. For holiday travels, I would definitely choose a plane, which is comortable, quick, quite sae and more luxurious than the other two. Still, it has two disadvantages or me – it is expensive and you have to book the airline ticket a long time beore you´re leaving. A car, on the other hand, is perect or a weekend holiday or sports holiday when you do not want to plan your itinerary. Concerning the accommodation, I preer hotels with ull board to hostels, camping, and lodging houses. When staying in such a hotel, you do not have to take care o ood, cleaning, ironing and all the boring house chores. You do not have to have any sleeping bags and ood. The staff are there to take care o you. I love that! Unortunately, I am not a rich person and so can only afford this kind o accommodation only once or twice a year. To conclude, travelling is a perect hobby or everyone. You not only meet new people and get amiliar with other places, but also can relax and enjoy the holiday. I can recommend it to everyone.’ b) Work in small groups and discuss your opinion on travelling. Do you have any similar experiences to Mr. White or Black? What kind of holiday/accommodation/transport do you prefer? Why? Give reasons and use your personal experiences to give examples.

Extra practice Use the questions and your notes rom the Warm-up section to talk about them in a similar presentation. Pay attention to the structure o the talk.

Let´s practise 4. a) Use the grid to express your opinion on travelling.

‘Travelling is, in my opinion, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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because ......................................................................................................... The best way to travel during your holiday is . . . . . . . . . . . . . . . . . . . . since/because . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................ ................... ................... .................. ................... .................. ..... I I should compare . . . . . , . . . . ., . . . . , and . . . . , I would choose . . . . . or . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . because . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The advantage/s o . . . . . . . . . . . . . . . . is/are . . . . . . . . . . . . . . . . . . . . . . . . . . On the other hand, the disadvantage/s is/are . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . For a amily trip, I would choose . . . . . . . . . . . . . . . . . . . . . . The reason is that . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . When travelling alone, I like . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I preer staying in . . . . . . . . . . . . . . . . . . . . . . . . to . . . . . . . . . . . . . . . . . . . . . . T his kind o accommodation is . . . . . . . . . . . . . . ................ ................... ................... .................. ................... .................. ..... I love . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . What I do not like, though, is/are . . . . . . . . . . . . . .................................................................................................................. To conclude, travelling is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The accommodation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . and finally, the transport .......................................................................................................’ b) Now, take turns in presenting the topic in about 4 minutes and comment on your partner´s speech. 5. a) Now, get ready for one of the topics below. You have 2 minutes for preparation. n n n n n n n n

Travelling by coach – Flying Getting around the city by car – Using public transport Going abroad – Travelling in your own country Travelling with your amily – Going on holiday with your riends/schoolmates Spending your holidays in big cities – Going to the countryside Travelling by train – Hitch-hiking Weekend flight to one o the European capital cities – Weekend at your cottage One city/town in your country – One city/town in an English-speaking region

b) Take turns and carry out the 4–5 minute presentations. c) Again, assess your partner´s performance using the Assessment Grid II. Over to you 6. Get ready to talk about the pictures below and give feedback to your partner/s using the Assessment Grid II. a) Describe both pictures in the set A or B. You have one minute to prepare. The following prompts may help you: n n n n

place – surroundings/countryside mood/eeling about the picture type o people or this kind o holiday/way o travelling other/s


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Grammar Comparison

For comparing things use similar expressions to: … (not) as … as, …(bigger) than…, … the (biggest) of all… etc.

Set of pictures A

Set of pictures B

b) Now, you have 2 minutes to look at the pictures again. Student A: Compare and contrast the pictures saying which o the two kinds o holiday you would preer and

why. Support your opinion with examples rom personal experience. Student B: Compare and contrast the pictures saying which o the two kinds o transport you would choose or a amily holiday and why. Support your opinion with examples rom personal experience. Take turns, each of you talking for 3–4 minutes. c) Give each other feedback. INTERACTION Models 1. a) Mr. Black got lost in a town and is asking for help. Observe the dialogue and make sure that you understand all the underlined expressions.

Mr. Black: ‚Excuse me, could you tell me the way to the nearest train station?‘ Pedestrian: ‚Sure, no problem. Continue rom here to the main crossroads and take the first right. Pass the museum on your let and go along the street to the post office. Turn let there and you will see the train station at the end o the street.‘ Mr. Black: ‚Thank you very much or your help.‘ b) Now, Mr. White needs help. Read the dialogue and observe underlined phrases.

Mr. White: ‚Excuse me, could you tell me where the nearest metro station is?‘ Pedestrian: ‚Yes, go along this street. Go across the bridge, then turn right and go straight on to the end. It’s on the let. You can’t miss it.‘ Mr. White: ‚Thank you very much.‘ Pedestrian: ‚Not at all.‘ c) Having read the texts above, decide in which group each underlined function phrase fits the best. Work alone and add at least 3 other phrases to each group.

Functions Asking for directions n n n n n

Which way is the … (place), please? Do you know where … is? Do you know…? You wouldn’t know…, would you? Do you happen to know…?

Giving directions n n n n n

Take the first/second on the let/right. Go along… as ar as… Take the number 7 bus/tram. Carry on until you see… Look out or…

Thanking and responding

Many thanks. Thanks a lot. That´s very kind o you. n Any time. n n n

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Extra practice Do you know how to say that you do not know the way? Work in pairs and come up with at least three phrases.

Let´s practise 2. Work in pairs and perform dialogues following the prompts on the cards below. a) First, work alone. You have 3 minutes to go through the instructions on your card. Card: student A

Card: student B

Start the dialogue. You are a stranger in the town. Ask

Answer your partner.

how to get to…

a) the bus/train station b) the cinema c) the nearest shopping centre

a) give the directions b) say that you do not know and excuse yoursel c) give the directions and suggest two ways o getting there

Answer your partner.

Start the dialogue. You are a stranger in the town.

a) give the directions and suggest two ways o getting there b) say that you do not know and excuse yoursel c) give the directions

Ask how to get to…

a) the Town Hall b) the hospital/medical centre c) the nearest park

b) In pairs, carry out the task. You must speak for about 4 minutes. c) Assess your partner´s performance using the Assessment Grid III. 3. Perform similar dialogues. Talk for 3–4 minutes, ask for directions to at least three places from the list and then comment on the performance. How can I get to…?

The best pizzeria/restaurant in the city n A museum/an art gallery n A cinema to see a film in English n A swimming pool/an ice-skating rink n

A good place to shop or souvenirs n A really romantic place n A post office/a public phone box n


I´m a customs officer. Your luggage got lost during the flight with our airline company. Ask or help. You start. Situation 2:

I´m a hotel receptionist. You want to complain about the broken window in your hotel room. You start. b) Assess your own performance using the Assessment Grid III. Background studies GETTING STARTED 1. What do you remember from previous units? Work alone at first just then compare with a partner.

a) Name the capital cities o all English speaking countries. What do you know about each o them? b) Name at least 10 American states, 3 Australian territories and 3 states in Canada. c) Name an important river, the highest mountain and an important town in each English speaking country. Explain your choice.

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2. a) Work in groups and write down at least three tourist attractions that you know about in n

the USA

n

the UK

n

Australia

New Zealand

n

n

Canada

b) Share in class. FACTFILE – SIGHTSEEING AND TRAVELLING INFORMATION 3. a) Work alone and have a look at the pictures. Which English speaking country do they come from? a. Notre-Dame Basilica (Montreal, Canada); b. Big Ben (London, GB); c. Sydney Opera House, (Australia), d. The Grand Canyon (USA); e. Niagara Falls (USA); f. CN Tower, Toronto, (Canada)

b) Compare your answer with your partner and together comment on the places as a possible holiday resorts for you/your family. 4. Project I: ‘Tourist Information’ /Reading and writing, 90 minutes/ a) Read the text about travelling to Australia.

‘To enter Australia you will need a current passport valid or the duration o your stay and a visa issued in your own country and entered into the passport beore the travel date. Make sure you apply or the correct visa type. For example, i you plan to work, you will need to apply or a work permit. Tourist visas are generally valid or a stay o 3 or 6 months. At the time o making your visa application you will have to sign an undertaking that you have an outward bound ticket and sufficient unds or the duration o your stay. Adults may carry up to 250 cigarettes and 1 litre o alcoholic liquor in their personal effects provided it is carried with them. When entering Australia you will have to surrender all resh ood, animal and plant products and any unprocessed oodstuffs. Strict regulations apply to the import and export o protected wildlie and items made rom protected species. Any such items will be seized by customs officials upon arrival.’ Links b) Work alone and prepare a list of items that an http://www.czechtourism.com

Australian tourist must have with him/her when coming to the Czech Republic.

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c) Work in pairs, search the Internet to see what you would need to travel to New Zealand and then compare your results in class. d) Look at the website and find more tips and information for tourists coming to visit the USA. Make

Links http://www.newzealandvacations. co.nz/newzealand-traveltips.asp http://www.usatourist.com/english/ tips/index.html

some notes on general travel tips/food tips/shopping tips/safety/USA visa policies. 5. Project II: ‘Sightseeing English Speaking Countries’ /Posters, 45 minutes/ a) Work in groups. Each group is going to develop a poster to present tourist attractions in one of the English speaking countries (the USA, the UK, Canada, New Zealand, or Australia).

It is important to include as many details as possible to attract other students. Go over previous units in the book or use other material your have available, e.g. geography textbooks. b) Once you have the poster, get ready to exhibit your work in class and together with your classmates decide on the best presentation. 6. Project III: ‘Sightseeing CR’ /Brochure and presentations, 135 minutes/ a) Work in groups. You are owners of a travel agency and want to prepare a brochure for tourists from the English speaking countries coming to your home country.

You want to make it as attractive as possible. Produce a brochure o about 6–10 pages to promote the Czech Republic and your town. b) When finished, present your work in class. c) Listen to other groups and assess their performance. Decide whether it was J excellent, K so-so, or L unsuccessful. Then give your colleagues some advice on improving their presentation skills. FACTFILE – CITIES 7. Project IV: ‘Capital Cities’ /Quiz and presentations, 135 minutes/ a) Work in pairs and in 10 minutes complete the cards below with missing information from the offer below. 320,000 people; 5.4 million citizens for the entire metro area; a centre for science and technology; cosmopolitan and historical town; the world’s most southern capital; Washington Monument and White House; Hyde Park and Trafalgar Square; The CSIRO Discovery Centre and local vineyards; Te Papa (national museum); B&B ; luxurious to family-friendly hotels; ferries; tube; metrorai London (the capital o the UK)

Washington (the capital o the USA)

Number of citizens: 2,251,800 (‘95 estimate)

Number of citizens: ______________

Characteristics: ______________________

Characteristics: interesting, symbol of democracy and

Interesting places: Houses of Parliament, St. Paul´s

freedom, neoclassical government buildings

Cathedral, Tower of London, Buckingham Palace, London Eye,

Interesting places: Lincoln Memorial, Eastern Market,

Covent Garden, Piccadilly Circus, ______________________

US Capitol, Congress, Smithsonian Institution Museums,

Transport: cabs, ______________ , buses, trams, rail

______________________

Accommodation: hotels, hostels, ___________________

Transport: ______________ , cars, metrobus,taxi Accommodation: charming inns, ___________________

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Canberra (the capital o Australia)

Wellington (the capital o New Zealand)

Number of citizens: ______________________ Characteristics: ______________________ Interesting places: The National Science and Technology Centre, Belconnen Fresh Food Markets,

Number of citizens: a population of 163,824 Characteristics: beautiful for outdoor activities, lovely scenery, no smoking in public places, ______________ Interesting places: Great outdoor areas (beautiful harbour, mountains), near wine areas, _________________ Transport: ______________ , buses, trains Accommodation: city hotels, budget backpackers, quirky b&bs

______________________ Transport: buses, taxis Accommodation: hotels, motels, hostels

b) You have 15 minutes to write a similar card about the capital city of Canada, Ottawa. If you are not sure, use the link on the right. c) Work in pairs/small groups, choose at least ten sights from the places above and find details

Links http://www.ottawa.com/

about them on- line. You have about 30 minutes. d) Now, in about another 30 minutes present the sights to your classmates. 8. Project V: ‘Weekend Trip’ /Presentations, 90 minutes/ a) Work alone. You are planning to spend five days in a capital city of one of the English speaking countries. Choose the city and prepare the stay in about 40 minutes. Consider:

Getting there (transport etc.) n Visa n

Accommodation n Sights to see n

Extra activities to try out n Things to pack n

b) Now prepare a detailed programme for two days finding out details about the places to visit. c) Get into a group with other students planning trip to the same capital city. In about 20 minutes, compare your ideas and compromise on the final programme. d) Present your programme in class. Each member o the group must participate in the presentation. 9. Project VI: ‘Quiz’ /Quiz, 45 minutes/ a) Work in pairs and prepare a quiz on the English speaking countries for your classmates. Think of 15–20 questions. You can include questions on

geography n capital cities n

sports n estivals/ holidays n

science/ inventions n healthcare/ liestyle n

PEEPSHOW Read the statements below and match them with the places from the list. New Zealand, Florida (the USA), Australia, the USA, Canada, Great Britain, Yukon (Canada), the Northwest Territory (Canada)

1. The first person to discover it was the great Polynesian navigator Kupe about 1000 AD. 2. A newly arrived tourist receives papers warning them not to get into arguments or make threatening gestures toward the natives or they might be shot. 3. ‘Bush tucker’ is the collective name or the ruits, seeds, nuts, ungi, fish and meat that were the staple diet o the aboriginal people here. 4. Beaches, bays, harbours and cliff edges here add up to the total length o around 18,000 kilometres.

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5. When here, you cannot drink alcohol in the street. That is why you meet many people with plastic/paper bags hiding a bottle o spirits. 6. The first colonists came here rom Asia. 7. The official languages here are English, Scottish Gaelic and Welsh. 8. This territory can be divided into two broad geographical regions: taiga and tundra. 9. The Great Bear Lake, which is the eighth largest in the world, lies here. 10. In 1999, its map changed with the birth o the new territory o Nunavut. 11. You can watch a waterall plunge more than 600 metres into one o the world´s deepest fiords here. 12. Its interior orests were occupied by the Athapaskans, whose cultural and linguistic traditions go back more than 1000 years. 13. Seasons here are the opposite o the northern hemisphere – summer officially starts in December and winter in June.

10. School and education Warm-up n Work alone and prepare questions using the clues below. Then, in pairs, take turns asking and answering the

questions. Each turn should take 2–3 minutes, so avoid short, one-sentence answers. Use additional questions if necessary.

1. avourite teacher/primary school 2. avourite and least avourite subject(s)/secondary school 3. an ideal teacher/personal characteristics 4. you as a student 5. your school/good and bad things

6. studying at university/yes or no 7. school leaving exam in your country 8. how to pass an exam 9. changes in your school 10. studying abroad/yes or no

n Listen to your partner and note down interesting

ideas, words and phrases. Then give each other feedback using the Assessment Grid I. n Work in pairs. Prepare five questions you would like to ask a student of your age from the UK or the USA. Then work in bigger groups and try to answer at least some of the questions on your list.

Note down n n n

School subjects: School acilities: Names o schools attended at various ages in the UK and the USA:

Finally, interview a native speaker if possible. Vocabulary 1. a) Work individually. Fill in the initial letter of each school subject. Then prepare a definition of the subjects. E.g. History is the study of the past. / In history students learn about important events and personalities from the past.

_istory; _usic; _athematics/_aths; _conomics/_usiness studies/_ommerce; _hysics; _hemistry; _iology; _eography; _rt(s); _E/_hysical _ducation; _T/_normation technology/ ICT/_normation and _ommunication technology/ _omputer _tudies; _oreign _anguages; _sychology; _iterature; _itizenship/_ivics; R_/_eligious _ducation; _irst _anguage

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b) Work in pairs. Choose one of the subjects above and prepare a 10-question revision test for your classmates. Then give them the quiz, check the answers and decide on the final grade/note.

Extra practice Think about definitions or the ollowing subjects: design and technology, drama, engineering, media studies, health and social care, dance, photography, needlework and cookery, drawing, pottery, crats. Which o these subjects do you/would you like to do at school?

c) Finish the sentences to be true about you and your country.

1. School in my country is compulsory or everybody between ______________ and ______________ years o age. 2. Children start their compulsory school attendance/compulsory education at the age o __________. Younger kids can go to ______________, which is voluntary. 3. Ater finishing their primary school at the age o ______________, some pupils study ______________ and some o them choose ______________ instead. 4. I you want to study at university, you mostly have to pass ______________. 5. Nowadays, my weekly timetable consists o ______________ subjects and ______________ lessons. 6. Some subjects are compulsory, such as ______________ and ______________, the others are optional, e.g. ______________. 7. We study both science courses, e.g. ______________, and arts courses, such as ______________. 8. My avourite school subject is ______________ because ______________. 9. We have English or ______________ hours a week. 10. I wish we had more hours a week to study ______________. 11. A course I would be interested in taking is ______________ because ______________. 12. Many students are araid o ______________ because ______________. 13. Students at our school can also take part in various ater-school activities, such as ______________. Grammar We use the singular verb ater subjects ending with -s, e.g. Economic s is the study of financial systems. Make a list o other nouns ending with -s which are ollowed by singular.

2. a) In pairs, decide where the words below fit. Then add as many other words as possible into each group. OHP, mark absent students, gym, janitor, lab, highlighter, headmaster, set assignment PLACES

THINGS IN THE CLASSROOM

PEOPLE

CLASSROOM ACTIVITIES

b) Describe the words from the first three groups using defining relative clauses. E.g. A gym is the place where students do exercise and sports. A janitor is someone who looks after the school building. An OHP is something you use when you want to project an image. c) Finally, think about your typical English lesson and put the classroom activities in a regular sequence. d) Now, work in pairs and test your partner from the vocabulary.

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Extra practice Do you know any jokes about school, students and teachers? Tell them to your colleagues. Then read the ollowing joke and try to fill in the missing words. Early one morning, a mother went in to ____________ up her son. ‘Wake up, son. It’s ____________ to go to school!’ ‘But ______________, Mom? I don’t ______________ to go.’ ‘Give me two reasons ______________ you don’t want to go.’ ‘Well, the kids ______________ me or one, and the ______________ hate me, too!’ ‘Oh, that’s no reason ______________ to go to school. Come on now and ______________ ready.’ ‘Give me two reasons why I ______________ go to school.’ ‘Well, or one, you’re 52 years ______________. And or another, you’re ______________ Principal!’

3. Text A – An Ideal Student a) Work alone. Read the text below and choose the correct option (A, B, or C) for each gap. Hello, I’m Bob, Mr. White’s nephew, and all the teachers say I’m a brilliant student. Sadly though, my classmates

call me a teacher’s 1______________ and a swot because I’m 2______________ well at school and I’m really good 3 ______________ all the subjects we have except PE. I pick things up easily and can learn many things by 4 ______________. Unlike other people in the class I’ve never failed 5______________ a test or had to re-sit an exam as I study and work hard, 6______________ down all the important inormation, regularly read my lecture notes, always 7______________ my homework and revise the subject matter daily. The only grades I keep 8 ______________ in all subjects are A grades. I simply do well both 9______________ written tests and oral exams. At the end o this term, I’m taking my school leaving exam in our subjects. Nevertheless, I do a lot o extra subjects and courses to get ready or my 10______________ exams because I want to 11______________ to the local university. My dream is to study mathematics and physics. To be honest, I cannot understand the classmates who never 12______________ attention to the teacher, play around in class or even 13______________ some lessons. But what I hate most are those 14______________ and cheeky students who cheat and copy homework rom 15______________ other and repeatedly 16______________ all the other school rules. I wish teachers 17 ______________ stricter with them and the school rules were 18______________ relaxed than nowadays. In my opinion, school 19______________ should be introduced and teachers ought to be 20______________ to punish the naughty students, even with a cane. What do you think? 1 a) avour 11 a) applicate b) applicant b) pet c) dog c) apply 2 a) having 12 a) put b) making c) doing b) pay c) ollow 3 a) in 13 a) corner b) at c) or b) jump c) skip 4 a) mind 14 a) naughty b) heart c) memory b) bad-behaving c) rudish 5 a) – 15 a) each b) over c) to b) every c) all 6 a) notice 16 a) harm b) note c) quote b) hurt c) break 7 a) hand 17 a) will be b) make c) do b) were c) are 8 a) receive 18 a) lesser b) receiving c) to receive b) less c) least 9 a) in 19 a) uniorms b) or c) at b) clothes c) overalls 10 a) entrance 20 a) abled b) entering c) entry b) allowed c) let

Pronunciation You have two minutes to get ready to read the text aloud. Pay attention to pronunciation o new words, fluency and linking.

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b) Check your answers in pairs and make sure you understand all the expressions in bold. Then create a spider graph with all the verbs which can be used with the following nouns: exam, subject.

Extra practice Work in pairs and answer the ollowing questions: Which subject(s) are you good at/bad at? Have you ever failed an English test? Are you nervous when you do an exam/take an exam in English? Do you prefer oral exams to written tests? Are you good at meeting deadlines to h and in the classroom assignments? Have you ever skipped lessons? Have you ever given a short presentation? Do you generally do well in tests? Are you scared of your school leaving exam? What was the last test you received grade A in? Do you tend to pick things up quickly? What is the best/typical time for you to study for a test? Do you revise for a test alone or with your classmate(s)?

4. Text B – To Pass Or Not To Pass? a) Now read the text on GCSEs and fill in the correct preposition (sometimes, no preposition is necessary!).

______________ about the age o 16, the vast majority 2______________ students in England, Wales and Northern Ireland take GCSE (General Certificate o Secondary Education) 3______________ a variety o subjects. In act, students can choose rom 4______________ 45 subjects ranging 5______________English and geography 6 ______________ child development and drama. Even though students decide themselves 7______________ Year 9 which subjects they would like to do, some, such as English, mathematics and science (physics, chemistry and biology) are mandatory 8______________ all. Some schools as well require their students to sit 9______________ the exams 10______________ English literature, one modern language (e.g. French, Spanish or German), religious education or ICT. Universities are highly interested 11______________ the exam results so choosing the GCSE subjects is a big decision or each student. Many keep their options open and study more courses 12 ______________ case they ail 13______________ one o them. At the end o the two-year GCSE course, students receive one o the grades ranging rom A to G. Getting five C grades or better is oten a pre-requirement 14 ______________ taking A-levels and most universities actually require C or better in the compulsory subjects. Thus, many students re-take their GCSEs 15______________ a later date to improve their results. The GCSEs were introduced 16______________ late 1980s and some proessionals claim that the new system avours mere participation 17______________ actual knowledge. 18______________ the other hand, it is widely agreed that the qualifications take 19______________ account the ability and perormance o each student throughout the whole course (in most subjects, coursework can contribute to a high extent to the final GCSE grade), which is better than evaluating them solely based 20______________ the results o one, rather stressul test. Recently, GCSEs in vocational subjects have been introduced to promote vocational training. 1

b) Prepare five factual questions based on the GCSE text and test your colleague on what he or she remembers about the exams. c) Now, prepare a similar paragraph on A-levels using the information below. non-compulsory, enter university, 17–18, AS or A2, one year course, 80 subjects

Links http://www.qca.org.uk/downloads/7005_student_alevel_guide_2005–6(1).pdf

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Speaking SUSTAINED LONG TURN Model 1. a) Work alone and note down key words and ideas on school rules under each heading: DRESS CODE AND APPEARANCE – GOOD MANNERS – LANGUAGE – ATTENDANCE AND ABSENCE – PERSONAL ITEMS AND POSSESSIONS – DISCIPLINE b) See the list of school rules at Mr. White’s former secondary school. Use the words in brackets in an appropriate form. Then underline the structures used to talk about rules and obligation. You have to know these rules and follow them; otherwise you will be expelled from our school: The school has a strong view on (bully) and harassing, both physically and verbally. The school will not tolerate either bringing, (sell) or sharing drugs and (legal) substances on the school premises. (Drink) alcohol is not permitted within the school grounds. No smoking will be (tolerate). Good manners must be sho wn at all (time) and all students must show respect for the teachers. Students must communicate with each other without ridicule and avoid any (sexism) and racist remarks. All problems and conflicts are to be solved (peace). Students may not use vulgar or abusive language. Items, such as (beep), cellular phones and pagers as well as walkmans, CDs, and cameras are forbidden. It is not permitted to take

Grammar

items to school which could be used as weapons. It is not allowed to wear make-up, piercing, and jewellery. All students should be dressed (appropriate)

Modal verbs

We use modal verbs (e.g. must, must not, may not, cannot ) to talk about rules and obligations. We also use other phrases, e.g. be allowed, be forbidden, be permitted , to describe the rules.

and formally and have polished shoes. Students are expected to arrive at school on time, be prepared for classes and have the required books and materials. Students must follow safety (guide) and use (equip) and

school facilities appropriately and (safe). Damaging school property is strictly (forbid). c) Now look at what an angry teacher can manage to say in 15 minutes. Then transform the imperatives using modal verbs and other phrases. E.g. Don’t be cheeky. You must not be cheeky. Concentrate. You should concentrate on what the teacher says.

8:00 8:01 8:02 8:03 8:04 8:05 8:06 8:07

Stand up when I enter the class. Sit straight and quietly. Put up your hand i you want to talk. Don’t play the ool. Don’t fidget on your chair. Don’t copy rom each other. Don’t be cheeky. Don’t be lazy.

8:08 8:09 8:10 8:11 8:12 8:13 8:14 8:15

Don’t prompt. Keep silent. Don’t cheat. Don’t cooperate. Don’t play with your pen. Don’t scribble. Work neatly. Take your eet off the desk. Jut sit down and be quiet… I’ve got a terrible headache!

Let’s practise 2. a) Work alone and note down ideas for the topic ‘Rules at our school’.

Use some ideas and expressions rom the exercises above to talk about obligations and rules. b) Now, work in pairs and give your talk. Speak for about 4 minutes. c) Give each other feedback using the Assessment Grid II.

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Over to you 3. a) Now, get ready for the topic ‘Rules for a successful marriage/relationship’.

Prepare an outline or a our-minute presentation. Use a dictionary i necessary. b) Work in pairs. Use the Assessment Grid II to take notes during your partner´s presentation. c) Give each other feedback. 4. Get ready to talk about the pictures below and give feedback to your partner using the Assessment Grid II. a) Describe both pictures in the set A or B. You have one minute to prepare your description. The following prompts may help you:

People n Places and atmosphere n

Actions/Activities n Equipment n


Clothes n Relationships n

n

Other

Set of pictures B

b) Now, you have 2 minutes to look at the pictures again. Student A: Compare and contrast the two pictures saying what the advantages/disadvantages o these ways o

studying are. Say which you personally preer and why. Support your opinion with examples and talk about your personal experience. Student B: Compare and contrast the pictures saying what the advantages/disadvantages o wearing uniorms and introducing a dress code at school are. Say whether or not you would like to have uniorms at your school and why. Support your opinion with examples and personal experience. Take turns, each of you talking for 3–4 minutes. c) Give each other feedback. INTERACTION Model 1. a) Read the dialogue between Mr. Black and Mr. White. Pay attention to the underlined phrases.

Mr. White: ‘Will you be using your car tomorrow?’ Mr. Black: ‘No, definitely not. Why are you asking?’ Mr. White: ‘Any chance I could borrow your car? I’m having a date tomorrow and I thought it would be a great idea to go or a ride.’ Mr. Black: ‘That’s fine with me. Feel ree to take the car. Just be careul not to hit or scratch it. By the way, I’m planning my date or Sunday, too, and I was wondering i I could borrow your new shirt, the one with pink stripes. I’m sure Anne would love that. She’s so much into smart clothes…and we might go to that posh restaurant downtown.’ Mr. White: ‘Sure. Just check it’s OK. And please, don’t spill any red wine on the shirt, it’s brand new and it cost me

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a ortune. Beore I orget, would it bother you i we went to the same restaurant? I think that would impress Jane. I’m still not sure she ancies me as much as I ancy her.’ Mr. Black: ‘Certainly not. Maybe it’s high time we introduced the girls to each other. We could have a double date. Do you have any objections i I book a table or our or Sunday evening? Let’s say six o’clock.’ Mr. White: ‘I’m araid that’s out o question. We have tickets or the 6 p.m. perormance. And anyway, on second thoughts, I don’t think Jane would enjoy that. She’s so shy and doesn’t like meeting new people… Oh no, my mobile’s off again. Can I use your phone? I promised Jane that I would call her.’ Mr. Black: ‘I’m araid you can’t. …Enjoy your evening with the shy Jane.’ b) Have a look at the underlined phrases and decide in which group they fit.

Functions Asking for permission n n n

May/might/can/could I …? Do you mind i I …? Any chance I could …?

Refusing permission n n

I’m araid not. I’m sorry it is not possible.

Giving permission n n n n n

O course. Sure. OK. By all means. You’re welcome to … Please don’t hesitate to … Go ahead.

Tips Beore you reply to the initial question, think about its orm and meaning: E.g. Do you have any objections if I book a table for four? Certainly not (giving permission) Yes, I do (reusing permission).

Mini-dialogues 2. Choose one situation from the list below and read the instructions to your partner. a) Without preparation, carry out the dialogue in pairs and practise giving and refusing permission. Speak for 2–3 minutes. n n n n n n n n

You’re sitting on a train and it’s hot. Ask me, the other passenger, or permission to open the window. You’re at school and you have to go to the bathroom. I’m your teacher. Ask me or permission. I’m your classmate. You need to copy homework. Ask or permission. You would like to arrive home late rom a concert. I’m your parent. Ask me or permission. You are at school and you have an appointment at the dentist’s. I’m your teacher. Ask me or permission to leave. I’m your sibling. I’m watching a ootball match. Ask or permission to switch the programme. You’d like to watch a soap opera. You love my new CD. Ask or permission to borrow it. You do not want to go on holiday with your amily but would rather go rating with your riends. I’m your parent. Ask me or permission.

b) Assess your own performance using the Assessment Grid III.

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Background studies GETTING STARTED 1. Work in pairs and check the meaning of the following expressions. n n n n n n

Primary education, secondary education, tertiary education, compulsory education, urther education, higher education State school, private school, public school, independent school Single-sex/uni-sex school, co-educational/co-ed/mixed school Boarding school, religious/church school, vocational school, special school Crèche, kindergarten, nursery school, playgroup Elementary school, primary school, secondary school, middle school, junior high school, senior high school, comprehensive school, grammar school, sixth orm college, college, university, polytechnic, preparatory school

FACTFILE – SCHOOL AND EDUCATION IN THE UK AND THE USA 2. Project I: ‘Climbing the Ladder’ /Poster, 45 minutes/ a) Work in two groups. Prepare a chart describing how education is generally organized in the USA or in the UK. Use the expressions from exercise 1 to label the tiers. In your chart, include the following: age o students, grades/classes, names o schools,

years o compulsory education, important national exams/qualification taken at various ages. b) Work with people from another group who focused on a different country and introduce the systems to each other using your posters. c) Summarise the similarities and differences between the two countries. Finally, list the similarities and differences between education in English speaking countries and your country. Next lesson, test each other on the knowledge.

Links http://www.axcis.co.uk/html/types_of_schools.html http://www.woodlands-junior.kent.sch.uk/customs/ questions/education/schools.htm http://www.bbc.co.uk/dna/actionnetwork/A1181792 http://en.wikipedia.org/wiki/Education_in_the_USA

3. Project II: ‘Tossing a Hat’ a) A graduation ceremony is a special event for students who have successfully completed either their secondary school (mainly in the USA and Canada) or university studies. Thus, it is the highlight of their final year at school. Match the beginnings and endings of the sentences to find out more information. 1. The graduation ceremony reers to the a) which consists o a black gown (a robe) with a hood.

b) wishing the graduates well in the real world. In the USA, the students march on to the stage c) which is a square academic cap with a tassel. while … d) throwing mortarboards in the air at the end o the ceremony. One-by-one students come orward as their names e) major/minor (at university level) are announced. and … The most common theme o a graduation speech ) Edward Elgar´s Pomp and Circumstances March No. 1 given by various people to a graduation class is … is playing. g) mailed to them later. The recent trend is to invite a … Students typically wear a mortarboard … h) degrees or awards to students who are hereby Throughout the ceremony, the tassel is worn … officially declared graduates. i) real celebrity to give the speech. ‘Hat toss’ is the well-known tradition o … University graduates usually wear an academic dress … j) on the right side o the cap until the ‘tassel moving In act, students do not receive actual diploma – event’ conducted simultaneously by all students at the end o the ceremony. this is … conferment o …

2. 3. 4. 5. 6. 7. 8. 9. 10.

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b) A Prom is yet another special occasion for high school students to celebrate the end of the academic year. Use the words below to describe the event in more detail: formal dance, a junior/a senior prom, tuxedo, gowns and dresses, corsage, boutonnieres, ballroom or school gym, rock music or hip hop, a Prom Queen and King,

Links

drinking, dancing, socialising, limousine, an anti-prom c) Do you have any special traditions and ceremonies held at the end of your studies? Work in pairs and prepare a set of up to 15 clues

http://en.wikipedia.org/wiki/Prom

to help you structure your speech. FACTFILE – SCHOOL AND EDUCATION IN THE CR 4. Project III: ‘Maturita Exam’ /Guide, 45 minutes/ Work in groups and prepare a guide for students who are taking the exam this year. This guide will be available in a pdf file on the web site of your school. Each of you should focus on one of the areas suggested:

The ABC o ‘Maturita Exam’ n FAQs (requently asked questions/answers) n ‘Maturita Exam’ in English language n

Getting ready or your big day n On your exam day n You’ve passed – what then? n

5. Project IV: ‘School Web Page’ /Web site design, 45 minutes + HW/ a) Work in groups. Each group chooses one topic below. Design your school’s web site in English. Do not only include general facts but focus on what makes your school interesting and unique and why new students should choose your school to study at.

School acilities n The choice o ater-school activities and optional courses n People at our school n

Interesting news rom the lie o the school n Regular events which are held n

b) If possible, create a real website and think about information to add to it in future. PEEPSHOW Did you know that? Use the numbers from the list in the sentences below:

1, 2, 5, 6 (2×), 9, 10, 11, 16, 30, 39, 97, 2,300 a) In most areas o the UK, children start primary school at the age o ____, moving onto secondary school at the age o ____. b) Secondary education is compulsory until the age o ____. c) The typical school year is ____ weeks long and is divided into ____ terms. Students have, among other holidays, a ____ – week break at Christmas and Easter and also a ____ – week break during the summer. d) There are about ____ independent schools in England. e) Around ____ % o the 18 to 19 year – olds enter ull-time higher education ater completing their A-levels. ) In the UK about ____ % o children do not go to school but are educated at home, usually by one o their parents. g) Literacy rate in the USA is ____ %. h) ____ out o ____ children in England go to state schools.

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11. Jobs and employment Warm-up n Work in pairs and/or groups of three. Use one of the cards below to ask your partner about his/her opinion on

jobs and employment. Take turns, each of you talking for about 2–3 minutes. A

1. 2. 3. 4. 5.

Which job would you like to do in the uture? Why? Do you think that one needs to be qualified or doing a job? Why yes/not? Would you choose a job just because o the salary? Why yes/not? Are there any rules that you could not obey in a job? Which ones and why? What should your uture work place ideally look like?

1. 2. 3. 4. 5.

Which job would you never do in the uture? Why? Do you think that women have the same job opportunities as men? Why yes/not? Would you sacrifice your ree time to a career? Why yes/not? Is there anything you would hate to do in your uture work? What and why? What should your uture boss and colleagues be like?

1. 2. 3. 4. 5.

Which job in your opinion is the most prestigious nowadays? Why? Do you think that having a career is more important than having a amily? Why yes/not? Would you accept a badly-paid job? Why yes/not? Are there any negatives you may come across when working in a team? Which ones, why? What should your ideal work day look like?

B

B

n Listen to your colleague and note down interesting

ideas, words and phrases. Then provide feedback on the per formance using the Assessment Grid I. n Write down at least two other questions to ask your classmates. You have 2 minutes to mingle and ask in class, ask the questions and tell the cl ass the most interesting answers.

Note down n n n

Names o at least 10 jobs/proessions: teacher, … 8 adjectives about jobs: tedious, … At least 6 activities one does at work: signing contracts, …

Vocabulary 1 a) Work in pairs and decide which job is being described.

A ______________ writes news reports or newspapers, and magazines. A ______________ is trained to look ater people who are ill/injured, usually in a hospital. An ______________ is a musician who perorms alone in an opera. A ______________ is someone whose job is to receive or pay out money in a supermarket. An ______________ keeps and checks financial record o a company/a person. A ______________ a police officer whose job is to discover inormation that will result in criminals being caught. A ______________ changes the colours o houses, rooms, etc.

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A ______________ is paid or doing a sport on a proessional basis. A ______________ works under the ground taking out coal. A ______________ the different parts o a television show. b) Now have a look at the job aspects below and match them to the jobs from exercise 1 a. Use a monolingual dictionary if necessary. well-paid, badly-paid, hard work, work long hours, dangerous work, flexible time, work unsocial hours, work shifts, be talented, training, qualifications, people (social) skills, job satisfaction, variety, responsibility, opportunities, challenge, boredom, good prospects, bad prospects, bad working conditions, good working conditions, manual skills, exploitation, freelance, manual labour, discrimination, teamwork, individual work c) Discuss in pairs, which of the jobs you would like to try out for one day and why. d) Fill in correct forms of the vocabulary from exercise 1 b.

Being a proessional ootballer is not only about ________________, although natural ability is very important, but also about hard ________________ and everyday ______________. n Some people preer working ________________ to ________________. They eel better i they can work when they eel like it. n Why have you chosen such a ________________ job? It will be difficult or your to earn living or your amily. Also, you will be really tired because o the huge amount o ________________ in the mine. n I am an artist and so I work ________________. I do not need any work contract to do my work. I am happy as I am.

n

2. a) Work in pairs and explain the difference between/among these words. Use the key, or a dictionary, if necessary. n n n n n n n

salary – pay – earnings – wage(s) – remuneration employment – employer – employee job – work – occupation – proession – vocation education – training – qualification – certificate graduation – school leaving exam – entry test applicant – student – pupil – visitor engineer – diploma engineer – plumber

b) Now, work alone and choose the correct option for each sentence.

1. 2. 3. 4. 5. 6. 7.

Being a actory worker, his wage/remuneration was not high. Unortunately, the employee/employer decided to make 200 people redundant. To write this essay is a tough job/work . She has not graduated yet, she is still in teacher-education/training . I am so proud to be present at my son´s graduation/exam ceremony. Each and every visitor/applicant to our university must have graduated rom a high school. Jimmy is studying to become a plumber/diploma engineer .

3. Work alone and think of personal adjectives derived from the nouns below. Then compare your answers in pairs.

concern confidence independence commitment loyalty talent capability patience

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________________ Z ________________ Z ________________ Z ________________ Z ________________ Z ________________ Z ________________ Z ________________ Z

honesty motivation determination energy skill flexibility insecurity responsibility

________________ Z ________________ Z ________________ Z ________________ Z ________________ Z ________________ Z ________________ Z ________________ Z

Extra practice

Tips All these adjectives may prove useul when talking about a job, a proession, or when writing a cover letter to apply or a job.

Write down at least 10 other positive personal adjectives to use in a cover letter. I you are not sure, reer to vocabulary in Units 1 and 2.

4. a) Work alone and prepare definitions of two of the words below. Try to use at least 3 expressions from exercises 1–3 above.

chairman stewardess

fireman sportsman

policewoman businessman

headmistress

b) Listen to your partner´s definitions and guess which job he/she is describing. c) When talking about jobs, one has to be politically correct, polite and avoid words that contain -man/-woman. Think of a gender-neutral term for each of the words in exercise 4 a. An example: spokesman – spokesperson 5. a) Now make an interesting definition of at least two of these professions and use the function phrases below. outdoor pursuit instructor, street fundraiser, hawker, HR manager, CEO, vet, TV extra, ball picker, forest fire Functions lookout, chimney sweep, celluloid trimmer, odour Speculating judger, egg breaker, wrinkle chaser

Links http://funreports.com/fun/17-04-2006/ 1360-crazy-job-0

n n n n n n

It’s difficult to say exactly but I suppose it could be… I’m not sure but it might be… It can’t be… because… It must be… because… I would guess…

b) When finished, use a monolingual dictionary or the link below to check the meaning of the words. 6. TEXT A – A Dream Career a) Work alone. Read the life story of Amanda Grey, find redundant words. An example was done for you. Nine lines are correct.

Tips Go over the text to get its meaning. Then in each line think o a word that might be let out and cross it out in pencil. Make sure that you have marked only one mistake in a line. Read the text without the marked errors to make sure that it makes sense. Write the words out on the lines and tick the correct lines. Check that the number o correct lines corresponds with the task in a).

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Amanda Grey used to be a common girl is living in a small village in the county o Worcester. She got on well with her parents, who had a perect relationship with her younger siblings and was a good student. In her amily, where it was a tradition to hand the job down rom ather to son. Her ather, had being a renowned local general practitioner, wanted her to become a doctor, too. But Amanda had a different dream. She wanted to be like an actress, become amous and star on the Broadway. So she took up classes o acting at her local school. Her parents, o course, never supported her hobby seeing that it was a bad way to spend her aternoons twice times a week. Ater her high-school graduation, she came up with the idea o acting in a vaudeville theatre group and was convinced that it only was her best career choice. She had come across an ad offering this great opportunity to still budding actors and wanted to take the chance. Her ather got terribly angry and even her mum could not stop him rom throwing her out o the house. So, she joined with the group and was cut off rom her amily or more than ten years. Her dream came true and she became a very successul and amous an actress. In the meantime, her ather had to give up working as a doctor due to his bad being state o health. He had never been a picture o health, but since Amanda´s departure he got even worse. Finally, he could not carry on working and urther retired. About a year ater he had retired, he died o a hear t attack. Amanda, then living in the London, became aware o this while reading the newspaper obituaries. She immediately set off or home. Arriving there, she ound out only her mum living alone in the house, since her younger sisters had married and had let the house long ago. Amanda was terribly sad that she had not solved the disagreement with her ather beore his turning death. Sometimes, we all have to pay or our dreams.

0 ___is__ 1 _______ 2 _______ 3 _______ 4 _______ 5 _______ 6 _______ 7 _______ 8 _______ 9 _______ 10 _______ 11 _______ 12 _______ 13 _______ 14 _______ 15 _______ 16 _______ 17 _______ 18 _______ 19 _______ 20 _______ 21 _______ 22 _______ 23 _______ 24 _______

b) Make sure that you know all the underlined phrasal verbs.

Grammar Past Perfect

Notice the use o past tenses in the text and underline all examples o Past Perect. Past Perect, e.g. I had visited is used to talk about an action which happened beore another action in the past.

c) Now, work alone and use the correct forms of several of the phrasal verbs from the text above in the following sentences.

1. 2. 3. 4. 5.

In the past, the olk stories ________________________ rom generation to generation. Imagine that she decided ________________________ volleyball at the age o 70. Amazing! When cleaning the attic, I ________________________ old amily photos. Travelling in China, Greg ________________________ (completely) rom the civilised world. Marta ________________________ yoga because she was totally bored with it.

d) Now, work in pairs/small groups and test your partner/s from the vocabulary.

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Speaking SUSTAINED LONG TURN Model a) Before reading the text, discuss following job issues in groups. n

child labour

n

unemployment

n

equal opportunities or men and women

b) See what Mr. Black thinks about these issues. When reading the text, choose correct answers for questions after the text.

I would personally say that work is a mixed blessing. There are many pros and cons I could speak about. The positive part is mostly the money you receive and, i you are lucky, also the good eeling you have ater your work has been done. The negative side, though, is the time you must spend at work every day and, in case o many proessions, lack o time and space flexibility. In act, your job oten restricts you quite a lot. I think that in case o most people, it is only the salary that matters. For me, the positive eeling rom work would be much more important than the money I would receive, but I can understand those money-oriented people, too. The high unemployment and job insecurity oten make people accept jobs that they would rather not do, i they really had a choice. I you are the only bread-winner in the amily, it is clear that you are not only responsible or yoursel, but also or others and that obviously influences your job choice. Your situation is even more difficult i you lack proper education and training. In which a case you don´t have much choice. In some geographical areas, it is not even about education, but about hunger and bad living conditions which draw you into a particular job. Now I am speaking about child labour, or example, which is widely spread in developing countries. I don´t think that any o our job problems would be nearly as urgent and important as those o hungry children working in large actories. We all know that such exploitation is unthinkable in the civilised world, but we also do not do much about stopping it in places that are not o our immediate interest. This is, in my opinion, shameul! People oten speak about sex discrimination in the work place. Well, or me, this is again something that is definitely the least important issue o the three. I think it is something artificially created by women in modern times. They might have had the eeling that their careers were not developing as well as those o their male counterparts, but their role o mothers was at least as important as the career o their husbands. At places, such inequity surely still exists, but I do not see it as a major problem today. This was probably true about thirty years ago, but not any more. 1. What does Mr. Black say about money and job satisfact ion?

a) It is definitely money that matters to most people. b) Most people seek job satisaction. c) The amount o those that appreciate good salary and job satisaction is the same. 2. What affects the choice of job?

a) one´s education and training b) one´s parents c) the job benefits 3. What does Mr. Black´s think about child labour?

a) It is acceptable or developing countries. b) It is something to be ashamed o. c) It is as significant as European job problems. 4. How does he feel about equality of sexes at work?

a) It is a problem men create or women. b) It used to be problematic, but is not much o a problem any more. c) This problem does not exist any more today.

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c) As you can see in the text, some phrases are underlined. All of them belong to one of the groups below. Decide which one it is. n

Speculating n Suggesting n Prioritising/expressing preerence

Functions Can you think of more expressions similar to those in the text above?

Let´s practise 2. a) Now work alone and prepare to speak about one of the topics below. You have 2 minutes for preparation. ‘Men versus women at work’, ‘Solution of unemployment in my country’ n

Compare your ideas in pairs and add some that you find interesting.

b) Choose several expressions for prioritising and speculating to use in your presentation. Spend another 2 minutes to prepare supporting points for all your arguments. c) Now, take turns in presenting the topic in about 4 minutes and comment on your partner´s speech. 3. Get ready to talk about the pictures below and give feedback to your partner/s using the Assessment Grid II. a) Describe two of the pictures below. You have one minute to prepare. The following prompts may help you: n

people n place

equipment/acilities/working environment n activity each person does n

mood/eeling about the picture n other n


b) Now, you have 2 minutes to look at the pictures again. Student A: Compare and contrast the pictures saying which o the places you would like to work at and why.

Support your opinion with examples rom personal experience and express preerences. Student B: Compare and contrast the pictures saying which o the jobs, in your opinion, has a higher social status and why. Support your opinion with examples rom personal experience. Take turns, each of you talking for 3–4 minutes. c) Give feedback to each other. Over to you 4. a) Now, get ready for one of the topics below. You have 2 minutes for preparation.

Badly-paid – Well-paid jobs n Being an employee – Working reelance n Work in a big company – Work in a small company n

Working shits – Working flexible time n Blue collar jobs – White collar jobs n

b) Take turns and carry out the 4–5 minute presentations. c) Again, assess your partner´s performance using the Assessment Grid II.

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5. a) Choose one of the jobs in exercises 1 a, 4 a. Each of you chooses a different job. The questions below may serve as guidelines to the structure of your presentation.

How/When did you get the job? What do you like most/least about it? What´s your common day like? Have you made any sacrifices to get/do your job? What advice would you give to a person who would like to do your job? b) When ready, take turns to present the jobs each speaking for about 4 minutes. c) Again, use the Assessment Grid II to assess your partner´s performance. INTERACTION Model 1. a) Mr. Black is looking for a new job and has decided to phone the personal manager of a multi-national business company. Observe the dialogue and make sure that you understand all the underlined expressions.

Desk clerk: Mr. Black: Desk clerk: …… Desk clerk: Mr. Black:

‘Good morning. International Traders. How can I help you? ‘I would like to speak to the personal manager, Mr. Rogers. ‘Just a moment. I will put you through.’

‘Sorry, but he is not unswering the phone, he is probably out. Do you want to leave a message?’ ‘Well… I would rather speak to him in person. I will phone back later in the aternoon. Thank you or your help.’ Desk clerk: ‘You are welcome.’ b) Work in pairs/groups and write down more phrases to make a formal/informal phone call, e.g. arranging a meeting, chatting, asking for information. c) Now, match other phone conversation phrases below with their equivalents. Check your answers

Functions Phoning phrases n n n

in pairs.

1. 2. 3. 4. 5.

We were cut off. Sorry, the line´s busy. This is John./John speaking. OK, I´ll hold. We´ll get back to you soon.

6. The extension is 065.

a) b) c) d) e)

Somebody is using the line and you have to wait. They will call you back/answer your call in short time. Someone interrupted your talk. The person answering the phone introduces himsel/hersel. You have to dial another set o numbers to get through to the person you are calling. ) You do not mind waiting on the line.

Mini-dialogues 2. Choose one situation and read the instructions to your partner. a) Without preparation, carry out the dialogue. Talk for 2–3 minutes. Situations (formal phone calls): n

Call your boss. You have finished a project and want to discuss your work with him/her; make an appointment (suggest the time and day). n Call a delivery company. Complain that you have not received the ordered goods and ask or immediate action; act in an angry way and ask or the manager. n Call a hotel reception. You want to book a room or a amily weekend; ask or details about the accommodation.

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n

Call the airport information service. You have decided to fly to Paris; book a return ticket and ask or details n Call your dentist. You have had a toothache or some time now and have decided to see your doctor; make an appointment. n Call the N.Y. University. You want to apply or a programme they offer; ask or details about application, payment, etc.

Extra practice Carry out inormal phone conversations in two o the ollowing situations. Add a sufficient amount o detail, to be able to speak or about 2 minutes. n n n n

Ask your friend to buy tickets for the cinema tomorrow and arrange the meeting. Plan a weekend with your friend. Arrange a meeting, over a coffee, to chat about your stay in the US. You have decided to change your school and want to discuss it with your friend.

d) Assess your own performance using the Assessment Grid III. Let´s practise 3. Work in pairs and perform dialogues following the prompts on the cards below. Before starting, decide together on the job. a) First, work alone. You have 3 minutes to go through the instructions on your card. Clues: student A (the interviewer)

Clues: student B (the interviewee)

‘Job interview’

‘Job interview’

a) start the conversation and b) ask about his/her motivation to get the job, education and experience c) your riend asks you questions about the job (responsibilities, work place, working hours etc.) d) politely end the dialogue

a) your riend starts b) answer his/her questions c) ask about working hours, benefits, responsibilities, work place etc. (in a polite way!) d) your riend ends the dialogue

b) In pairs, carry out the task. You must speak for about 4 minutes. c) Assess your partner´s performance using the Assessment Grid III. Background studies GETTING STARTED 1. What do you remember from previous units? Work alone and then compare in small groups. n n n n n

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Do you remember at least two important historical events rom Scottish and Irish history? Do you remember some basic acts about the healthcare systems in English speaking countries? What do you remember about housing and living in English speaking countries? Can you name five important car manuacturers in the English speaking countries? What is/are the most important industry branch/es in each English speaking country?

2. Revision – functions to structure your presentation a) Divide the linking expressions according to their use. Don’t you think that…, firstly, in summary, furthermore, and so, to sum up, so as not to, due to, because, however, to begin with; Yes, but I’m sure you’d agree that…, nevertheless, in short, whereas, moreover, as soon as, as a result, as long as, in addition, providing/provided, on the whole, finally, in the end, eventually, so that, all in all, in brief, while, because of; But don’t you agree that…

To start listing points: To add inormation: To show result: To show purpose: To show cause: To show contrast: To clariy: To show time sequence: To express condition: To summarise: To finish listing points: To persuade: b) Work in pairs and add at least one other linking expression to each group. FACTFILE – JOB MATTERS 3. Project I: ‘Work in my country’ /Presentation, 90 minutes/ a) Work in small groups. You have 45 minutes to prepare a 10-minute presentation on the job situation in your country. Include at least two of the following aspects and function phrases from exercise 2 above.

(Un)employment figures n Typical male/emale jobs n Foreigners working in your country n Work visa requirements or oreigners coming to your country n

b) Having the facts and structure of the presentation, divide parts of the presentation in your team and carry out the presentation.

Links http://www.anyworkanywhere.com/visas_cz.htm http://www.czso.cz/csu/edicniplan.nsf/p/3101-05 http://www.escapeartist.com/czech/jobs.html

Tips Use unction phrases and adverbs to structure your presentation (see exercise 3 above).

c) Assess the presentation of other teams using the Assessment Grid at the and of the book. 4. Project II: ‘Working abroad’ /Posters, 90 minutes/ a) You have about 40 minutes. Work in groups, choose one of the English speaking countries or their regions and find information/graphs about the employment possibilities for people coming from your country. Deal with these issues:

Work visa and other documents one would need n Kinds o work available n

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Ways o application n Salary and working conditions n Possible problems n

b) You have about 25 minutes to prepare a poster. c) Present the information

Links http://prague.usembassy.gov/(USA) http://www.fco.gov.uk/(UK) http://www.dfat.gov.au/missions/countries/cz.html (Australia) http://www.learn4good.com/travel/nz_visa.htm (New Zealand) http://www.canada.cz/am3/asp/text.asp?lang=3 (Canada) http://www.cic.gc.ca/english/offices/missions/prague.html (Canada)

in class, listen to other groups and take notes. d) In your group, prepare a short quiz/test on the information you presented. Distribute the tests, correct them and comment on the mistakes. 5. Project III: ‘EU jobs’ /Adverts, application letter HW, 45 minutes/ a) Work alone. You have about 20 minutes to write a job advertisement. Make it interesting and eye-catching. Choose one of the EU institution jobs below. civil servant, interpreter, accountant, financial adviser, EU commissioner, an MP of the European Parliament, a member of the European commission, a member of the Court of Justice, EU administrator, President of the EU Commission b) Display your advertisement on a wall in your classroom, read the other advertisements and choose one that appeals to you. Choose each advertisement only once on the ‘first come, first served’ basis. Tell the class why you

chose this particular job. c) At home, write an application for the job you have chosen and bring it with you to your next lesson. d) Read the response to your advert and correct any mistakes you find in the text. Also, write a short note on the

letter saying whether you liked it or not. Then return the letter to the author to work on improvements. FACTFILE – WHERE TO GET INFORMATION ABOUT THE ESC? 6. Project IV: ‘Institutions’ /Finding and presenting ino, 90 minutes (and a part as HW)/ a) Work in groups and choose one of the institutions that you will visit/phone/write to. b) Have a look at the links below to see what each institution does. In 25 minutes prepare ten questions you would like to ask there. Kulturní oddělení (Americké kulturní středisko) v Praze, Hybernská 7A, 117 16, Praha 1, Czech Republic, tel: (+420) 224 231 085, ax: (+420) 224 220 983, http://www.usembassy.cz/ Britská Rada, Bredovsk ý dvůr, Politick ých vězňů 13, 110 00, Praha 1, http://www.britishcouncil.org/czechrepublic-about-us-contact-us.htm SPUSA (Sdružení přátel USA), vzdělávací středisko, Rytířská 10, Praha 1, tel.: (+420) 296 233 022, (+420) 224 210 813, www.spusa.cz c) In groups, discuss and decide on the way…

you want to address the institution (personal visit, a phone call, or writing a letter/an e-mail) n to record/store the answers n o presenting the findings in class n

d) Carry out presentation in class. Take notes during the presentations of other teams, ask questions and discuss the usefulness of each institution.

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PEEPSHOW Read the list of wrong job interview tips below and replace them with more suitable ideas.

1. I you decide on a job and are planning to participate in the interview, never try to find out any inormation about the institution. It would bring you bad luck! 2. Ask around or gossip about the company and careully listen to all rumours, especially about your prospective boss. 3. Write down questions you may be asked during the interview and record your answers to them. During the interview, just replay your answers. In this way, your answers will be clear, well-structured and will not sound nervous. 4. Another great tip is to rehearse or the job interview by role-playing with your mum. Mums make you eel relaxed, confident and in control during the actual interview. Give it a tr y! 5. Dress in a casual way so that you eel really comortable. The best thing is i the prospective employer sees you as you look at home. 6. Take notes during the interview. It will give the impression that you are listening and are responsible. 7. During a job interview, always look into your partners eyes and smile all the time. 8. I you eel like chewing, go ahead and take a chewing gum. It will help you relax. 9. Write down your interviewer’s name and use it at least six times during the interview. 10. At the end o the interview, do not orget to ask about the salary and other benefits.

12. Nature and environment Warm-up n Work alone for 2 minutes and prepare detailed answers to the questions.

1. 2. 3. 4. 5.

How do you/does your amily help to protect the environment? What is your opinion on animals living in zoos, nature reservations, and animal protection areas? How can we help animals that are becoming extinct? Do you think a connection exists between changing weather conditions and natural disasters? Which? What is your opinion on recycling?

n Now, take turns in asking the questions, each of you

talking for about 2–3 minutes. Give feedback using the Assessment Grid I. n Still in pairs, describe your favourite place in the countryside. Use as many details as possible. Bring a photo of the place if possible.

Note down … at least eight … n n n n n

domestic animals: wild animals: expressions to talk about the weather: plants: expressions used to describe countryside:

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Vocabulary 1. a) Work alone and match the words with the pictures. drought, wet, snow, thunder and lightning, windy, freezing, foggy, sunny, rainy, tornado, hot, cold, (tidal) wave

b) Check the meaning of the words below. Use a dictionary if necessary. Verbs: blow, hit, get hurt, tremble, all, rise, burn, cut down, pour, erupt, strike, crash, destroy, light, dig, shine Adjectives: massive, vast, powerul, sweltering, dangerous, mild, dry, light, global, serious, violent, injured,

strong, heavy, torrential Nouns and other expressions: dam, smoke, lava, eruption, tremor, snowdrits, cracks, rapids, ash, gases, sniffer

dogs, rubble, be stranded c) Work in pairs and describe the following natural disasters using the words above. Provide detailed descriptions and use some weather vocabulary, too.

Volcano eruption n Forest fire n

Tidal wave; Tsunami wave n Flood n

Earthquake n Avalanche n

d) Now, complete the short texts with some of the expressions from exercise 1 b) above and decide which disaster they report on.

1 ______________ The mountain life-guard team rom the High Tatras in Slovakia have again reported several 1______________

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people due to a recent massive 2______________ that ell on the eastern ski slope. This year´s 3______________ piled up by strong wind on the slopes lack stability and are treacherous. Unfortunately, not all people involved in the accident were saved and the death toll has thus risen to sixteen. The guard urges all visitors to be careul when entering the mountains, not to ski in dangerous areas and to pay sufficient attention to the guard´s warnings. 2 ______________ The area is in total confusion ater the yesterday´s disaster. Many people have lost their houses ater the massive 4______________. The air is barely Pronunciation 5 breathable, ull o ______________ and in many You have one minute to prepare to read one places you can see hot 6______________ on the o the texts aloud. Pay attention to stress placeground. Whole villages have been wiped off o the ment and pronunciation o words in bold. map. It is one o the worst catastrophes o recent years and according to local officers, it will take at least five years to rebuild the area. e) Prepare a similar short report on another natural disaster. Use at least five expressions from exercises 1 a, b above. 2. a) Work alone and match the ecology vocabulary with definitions. habitat, bottle bank, GM food, to pollute, exhaust fumes, litter, biodegradable material, recycle, greenhouse effect, rubbish

____________________ = ____________________ = ____________________ = ____________________ = ____________________ = ____________________ = ____________________ = ____________________ = ____________________ = ____________________ =

once again use objects that have already been used bits o paper that people throw away on the ground in a public place objects that are no longer needed and have been thrown away a container in the street that you put empty bottles into to make air, water, soil dangerously dirty the gases or steam produced when an engine is working materials that are changed naturally by the action o bacteria into substances that are not harmul to the environment ood produced by a method that involves changing the structure o genes the natural home o a plant or animal gradual warming o the air surrounding the Earth as a result o heat trapped by pollution

b) Work in pairs and compare your answers. c) Now, each of you prepares definitions of words in group A or B and makes the other person guess the words on basis of their definitions.

A: pollutant, waste, to harm, shortage, power station, deorestation B: extinction, chemical waste, natural resources, to run out o st., environmentally riendly (environment-riendly), oil slick Tips Use relative clauses to create the definitions (see Unit 3).

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3 a) Work alone and form collocations that describe actions useful for improving the environment. Example: avoid aerosols

avoid/do not use, pick up, recycle, save, protect, use n packaged goods, litter, used objects, energy, endangered animals, aerosols, styrooam (AmE)/polystyrene (BrE), carpools n

b) In pairs, compare your answers. d) Now, work in pairs/groups of three and test your partner/s from the vocabulary. Speaking SUSTAINED LONG TURN Model 1. a) Read the task and underline important task information.

Choose one picture and describe it. Then compare and contrast all o the pictures saying which example o environmental devastation is the worst. Support your opinion by examples. You may use these clues: n express your attitude, mention personal experience, talk about ways to improve the situation, speak about other environmental problems, cause o the problems

b) Read what Mr. White says about the pictures and for each pair of words in bold, decide on the best one to fit the context. Try to work without a dic tionary.

In my opinion, all the pictures show examples o 1environmental/ecologist problems. In the first picture, I can see an example o deorestation or cutting down trees, in the second picture we see a garbage dump, and in the third, air pollution. The first picture shows us a sawmill worker. Once trees are cut 2off/down, machines transport the trunks here. The picture as such and its influence upon me is very negative and 3gloomy/mournful because the picture shows conscious destruction o the environment. The other two are different 4so/because they only show the state o things, not the process o destruction itsel. From my point o view, the common 5cause/case o cutting down trees is money. This kind o destruction o the environment is worse also due to the act that to 6grow/rise a tree takes quite a long time 7although/and so reorestation is not an easy thing. 8 Moreover/On the contrar y, the costs o reorestation may sometimes equal to that o deorestation. It seems to me that the waste we produce and also the scrap heaps are getting smaller thanks to 9 recyclation/ /recycling programmes run throughout the EU. These days, probably every amily recycles at least some o the waste it produces. It is usually just paper, plastic and 10glass/glasses, but even this helps the environment. O course, it would be better to use only biodegradable materials or the 11packs/packaging as it may decrease the harm we cause to nature. Unortunately, this is still a vision o the uture because these materials are oten 12 unsuitable/insuitable or particular goods, or are too expensive to be produced on a large scale.

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I I was to say, which one is the most dangerous, I would definitely point to the actory emissions. They are the biggest problem because air is 13vital/inevitable or every living creature to be able to survive 14at/on the Earth. Air pollution, the greenhouse effect and holes in the ozone layer keep 15gradually/successively damaging the air we breathe. Although, everyone is aware 16about/of this, some governments act as i they are blind to the problem and do not do anything to improve the situation. Every year, we hear about the rise in the number o tornadoes, tidal waves, and o more people 17 contracting/infecting skin cancer. I would say that we should have 18taken/made measures Tips against air pollution years and years ago all over the To make sure that the task is world, unanimously, and not to leave it until now carried out well, tick those parts when the damage is already 19seeable/visible and o the task that occurred in the speech. everyone can eel it. So, personally, I think that air pollution is the 20 gravest/most grave problem in the modern world. c) Now, discuss in groups whether Mr. White fulfilled the task given. d) Work in pairs and decide, in which group the underlined function phrases from the text belong. Can you add more phrases to each group?

Functions Presenting one´s opinion n

I think (that)…

Justifying one´s opinion n n n

Let’s (not)… because… In my opinion, I (don’t) eel… because… I (don’t) eel that it’s important to… as…

Grammar Speculations and wish clauses; Past of modal verbs

When talking about situations that are unreal, we oten use wish clauses (I wish I had…) and conditional sentences (If I could …). Find an example in the text above. Modal verbs have a special orm in past (He might have seen it. It could have happened. They can´t have done it.) . Find examples in the text above and in pairs decide on their unction/s.

Let´s practise 2. a) Work alone and prepare your ideas for the topic ‘Environmental Problems’. Include other issues than those

mentioned in the text above. Take about 2 minutes to prepare. b) Compare your list of ideas with your partner´s and add any of his/her ideas that you find interesting. c) Choose some useful expressions from the text above to use in your presentation.

Use our unction phrases to present and justiy your opinion. Also, do not orget to think o conditional clauses and past modal verb orms. d) Now, give your presentation in about 4 minutes.

Take turns. Compare the presentations and provide eedback using the Assessment Grid II.

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Over to you 3. a) Now, working only on your own, get ready for the topic ‘Being nature-friendly is the trend of modern age’ or ‘Recycling is nonsense’. Prepare an outline or a your presentation. b) Work in pairs, take turns and present the topic. Speak or about 4 minutes. c) Use the Assessment Grid II to take notes during the presentation and provide eedback on the perormance o your

partner. 4. Get ready to talk about the pictures below and give feedback to your partner/s using the Assessment Grid II. a) Describe both pictures in the set A or B. You have one minute to prepare. The following prompts may help you: n

similarities

n

differences

n

mood, eeling


n

animals in the pictures/countryside

n

other/s

Set of pictures B

b) Now, you have 2 minutes to look at the pictures again. Student A: Compare and contrast them saying which situation is better or the animal and why. Support your

opinion with examples rom personal experience and suggest ways o improvement. Student B: Compare and contrast them saying which o the situations is more environment-riendly and why. Support your opinion with examples rom personal experience and suggest a better solution. Take turns, each of you talking for 3–4 minutes. c) Give each other feedback. INTERACTION Model 1. a) Read the dialogue between Mr. Black and Mr. White about environmental issues in their companies.

Mr. Black: ‘I think that our company should start participating in an environmental programme. I’ve read in The Times that many companies have already introduced some kind o a recycling programme.’ Mr. White: ‘Yes, I think that´s a good idea. We’ve got something similar at work and it works perectly. We recycle just the three basic materials: glass, plastic and paper, but I think that even something like this can help a bit. Why couldn’t it work in your company, then?’ Mr. Black: ‘Good idea! I´ll suggest it to my boss. Do you think, she´ll agree?’ Mr. White: ‘By all means. It´s good promo or any company to be a member o an environmental programme. You know, the public likes it. Your boss will be all or it, I´m sure.’ Mr. Black: ‘OK, so I´ll give it a try and we´ll see.’ b) Which function do the underlined phrases have? n Requesting n Agreeing (to a suggestion)

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n Reusing n Expressing preerence

Functions Form other, similar function phrases by ordering words in the phrases below. n n n

best/probably/that’s/option/the/yes/. not/sure/why/? definitely/yes/.

Extra practice Revision of functions: Decide what unctions the ollowing phrases have. On one hand…on the other hand…; That´s absolutely right.; I suppose so, but…; Carry on until you see…; Overall, it would seem that…; Could I just say something?; What do you think I should do?; If I were you, I’d… (do).; Do you have any objection if I…?; You’re welcome to…

Let´s practise 2. Now, prepare to perform similar dialogues in pairs.

When speaking, use phrases to dis/agree and express preerence, express your opinion and support it. a) First, work alone. You have 2 minutes to go through the instructions on your card. Card: student A

Card: student B

‘Buying a pet animal’

‘Buying a pet animal’

a) your riend wants to buy an untraditional animal b) listen to him/her and disagree with the first animal he/she suggests (provide arguments) and suggest a different animal/s (less exotic); support your choice to convince your partner c) eventually decide together on one animal

a) start the dialogue and mention to your riend your idea o buying an untraditional pet animal (prepare several options) b) your partner suggests other animal/s; disagree with most o his/her suggestions c) finally decide together on the best pet animal to have at home

b) In pairs, carry out the task. You should speak for about 4 minutes. c) Assess partner´s performance using the Assessment Grid III. 3. Perform similar dialogues taking opposing points of view on the issue. Talk for 3–4 minutes.

Using carpools n Building new actories in town centres n Noise pollution in towns n

Killing animals or ashion/money n GM ood becoming more common n


I am your riend. You want me to start recycling in my amily. Provide arguments to convince me. You start. Situation 2:

I am your schoolmate. Convince me about the necessity o saving energy and water. You do not like high energy consumption and nuclear power plants. You start. Situation 3:

I am your riend. You are an animal protection activist and want me to join you. List arguments to convince me. You start. b) Assess your own performance using the Assessment Grid III.

Tips Revise phrases to persuade people (see Unit 8).

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Background studies GETTING STARTED 1. What do you remember? remember? Work Work alone and then compare your answers with your your partner. n n n n n

What does a traditional English amily look like? Do you remember what what the typical stereotypes stereotypes about Scottish Scottish and Irish people are? Can you describe the tertiar y level education in the UK and the USA? Which institutions dealing with English speaking countries do you know? What do they do? Which acts about New Zealand do you remember?

2. Chemical terminology: Work Work alone and match the words words on the left with those on the right. Then compare your answers in pairs. If you have 8 correct answers, you can call yourself an expert on chemical terminology in English. Chemical terms in Czech

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

síra CO2 kyselina ropa kyselý déšť zemní plyn paprsek reakce reon hnojivo

Chemical terms in English

a) b) c) d) e) ) g) h) i) j)

oil reaction acid rain CFC/chlorofluorocarbon sulphur natural natural gas carbon dioxide acid ertilizer ray

3. Stereotypes a) Work alone and and fill in the nationalities which, in your your opinion, fit best. best. Then compare compare your answers answers in small small groups and discuss your choice.

‘Heaven is where the police are _________________, the cooks are _________________, the mechanics are ______________, the lovers are _________________ and it is all organised by _________________. Hell is where the police are _________________, the cooks are _________________, the mechanics are _________________, the lovers are _________________, and it is all organised by _________________.’ b) Discuss Discuss in groups.

What is a stereotype? What is a national stereotype? How would you describe a typical t ypical Czech/AmeriCzech/American/British citizen? Do you think that stereotypes are true?

Links http://elt.britcoun.org.pl/elt/b_doyou.htm

FACTFILE – – ENVIRONMENTAL ISSUES 4. Project I: ‘Greenhouse Effect’ /Poster and presentation, 45 minutes/ a) Form groups and take 30 30 minutes to prepare prepare a poster on on the topic of of ‘The Greenhouse Effect’. Your poster should include:

Drawings/explanations Drawings/explana tions o the reaction reactio n (use colours, make it attractive) n Basic terminology (may be a part o the drawing) n Threats it has on the environment Suggestion /s o improvement n Suggestion/s n

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Tips Use some o the expressions in Ex. 2 above

Links

b) Place your work on the classroom wall and briefly present it.

http://www.yomag.net http://en.wikipedia.org/wiki/Greenhouse_effect http://www.epa.gov/globalwarming/kids/ greenhouse.html

c) Choose the best poster in class. 5. Project II: ‘Environmentalists at Our School’ /Radio interviews, 45 minutes/ a) Work alone and and take 10 minutes to write write down down 8 questions you you would would ask your school school director about (the possibility of introducing) environmental programme/s at your school. b) In class, class, decide on the 10 best questions and then work in pairs. Student A is the reporter, Student B is the principal. Take Take 10 minutes to prepare for your roles.

Reporter: Repor ter: prepare to ask the questions (intonation, pronunciation) pronunciatio n) and create at least 3 additional questions Principal: prepare answer to the ten questions c) In about 15 minutes, carry out (and record) the interview. d) Listen to the recorded interviews or or role-play several of the interviews in class and decide on the best impersonator of the reporter and the principal. 6. Project III: ‘Environmental Movement’ Movement’ /Brochure and presentation, 90 minutes/ a) Work in groups. groups. You are members of an environmental movement. In about 70 minutes, minutes, think of its name and prepare a brochure to promote it. Include:

A bit about your history n Examples o the results o your work n Reasons or the ounding o the movement n Something to attract new members Think o an attractive attrac tive design and user-riendly ormat. n

b) Present your movement in class and show the brochure to your colleagues. c) Choose the best brochure and the best presentation. 7. Project IV: ‘Yomag’ ‘Yomag’ /Reading and writing, 90 minutes/ a) Work alone and use the link below to find answers to the questions. You You have about 15 minutes.

Tips I you are not sure what such a movement does, have a look at the links below.

Links http://en.wikipedia.org/wiki/Environmental_movement http://www.children-of-the-earth.org/ http://www.childrenoftheearth.org/ http://www.greenpeace.org/international/

1. What does the page deal with? 2. Who are the editors? 3. In which languages can you write your articles on this web page? 4. Who is Kim? 5. What are the 11 11 topics that you can discuss there? 6. Which countries are participating in the project? 7. Which o the countries has most project partner schools? school s? 8. Find at least two articles by Czech authors dealing with the environmental issues.

b) Get into pairs and compare compare your answers. Then go back on-line and in about 20 minutes, read one environmental article. c) Summarise the article you’v you’ve e read for your colleague. Discuss the issues from the texts. d) Now, work alone for 45 minutes and write a similar article. Ask your teacher to help your to publish it on the Yomag Yomag web page.

Links http://www.yomag.net

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FACTFILE – – STEREOTYPES 8. Project V: ‘Un4gettable Stereotypes’ Stereotypes’ /Discussion and presentation, 45 minutes/ a) Work in groups groups and choose choose one English speaking speaking country. country. In 30 minutes, finish the sentences sentences below to create stereotypes about the country. Physical appearance and fashion Family and home life n n n n n

Most men look like … All people wear … An average average woman woman is … The typical “national dress” dress” is … Generally speaking, speaking, they are …

They are very … are … when when they travel abroad. abroad. n All people are tend to be very … n They tend n The typical person is a … n

Work and leisure n n n n

Food

Women/men Women/men mostly mostly eat … dish/es is/are is/are … n Typical national dish/es n Typical breakast is … n

Personality traits

n

Most amilies live … divorce/get married … n Women usually divorce/get n All people like to talk about … n Their cities are … n

They tend tend to work work … The first thing an average person wants to discuss is … Their most avourite leisure-time leisure-time activity is … The men play play sports only … The people are … at at work. (description (description o typical work behaviour)

Communication and social interaction

The typical teenager teenager is … n Their English is … consider studying studying oreign languages … n They consider n They always speak … n

b) Now, your group has 3–5 minutes to present a ‘typical representative’ representative’ of the nation. Make it interesting and funny. c) Discuss in class, which of the characteristics presented you dis/agree with and why. d) In pairs, prepare three tips to get rid of stereotype/s. See the examples examples below and form similar sentences. sentences.

Become a keen keen learner about the the countries and other cultures! cultures! inormation as you can! n Be curious and try to find as much relevant inormation differences! n Be open-minded and tolerant o the differences! n

n n n

9. Project VI: ‘Being Typically Typically Czech’ /Guidebook, 45 minutes/ a) Work in pairs and choose choose one of the areas below. Then, in 10 points, points, prepare a guide for foreigners foreigners coming coming to live and work in your country which would give them all the useful information to avoid stereotyping. You have 25 minutes.

Physical appearance n Fashion n Personality traits n Work n

Free time n Family lie n Food n Communication and social interaction n

b) You have about 5 minutes to present your guide in class. c) Put all the sheets together to create a guidebook.

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10. Project VII: ‘Playing Stereotypes’ /Role play – video recording, 45 minutes/ a) Work alone/in pairs. Decide on a nationality that you would like to impersonate (it does not have to be an English speaking one). b) You have 25 minutes to prepare a short text in which you demonstrate stereotype/s about the chosen nation and to rehearse your role. c) When ready, record your speech/dialogue on the video tape/on a cassette. d) Watch the video sequences/listen to the tape and guess the nations presented. PEEPSHOW Work in groups and complete the gaps below. The stereotypes are about the citizens of the UK, as well as about their opinion on other nationalities.

1. English think that ______________ are tough, easily irritable, and honest (except when drunk). 2. English say ______________ are so barbarous that they cannot be said to have any culture. 3. English say about ______________ that their postcards have obscene drawings on them and the speech sounds as swearing. 4. ______________ think that the British are arrogant, have bad manners, superiority complex, are too conscious o class, are cold, oten drunk and cruel to children. 5. ______________ are mocked or being mean and gloomy, but they are respected as good lawyers, doctors, engineers, and businessmen. 6. Many British stereotypes aim at the ______________, because they are their ‘direct’ neighbour. 7. In the 18th century, the Grand Tour was organized to make the ______________ elite more tolerant towards oreign neighbours. 8. British stereotypes o ______________ say they are illiterate, have no culture, are immodest, have a throw away culture (e.g. cars) and everything has a price. 9. ______________ stereotypes o the British: bad lovers, terrible cooks, pompous, cold, traditional, do things in their own ashion, make the best ‘bad guys’ in movies, and speak English correctly. 10. The ______________ keep the Sabbath, and anything else they can get their hands on. The ______________ pray on their knees, and on their neighbours. The ______________ don’t know what they want, but will fight to the death or it. Whereas the ______________ consider themselves a race o sel-made men, thereby absolving the almighty o that awesome responsibility. (a joke about the UK inhabitants)

Links http://www.woodlands-junior.kent.sch.uk/customs/questions/stereotypes.htm http://www.peak.org/~jeremy/dictionary/chapters/differences.php

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13. History and politics Warm-up n Individually, look at the questions on history (A) and politics (B) below and choose three from each l ist you

personally find the most difficult to talk about for 2–3 minutes. A

1. Is history one o your avourite school subjects? Why (not)? 2. In your opinion, is it important to know and learn about the history o the world and that o your own country? Why (not)? 3. Who is the greatest historical personality in your country/in the world? Why? 4. Which period o history do you find the most interesting/intriguing? Why? 5. ‘Wars and fighting are inevitable part o the history o each country due to human nature.’ Do you agree? Why (not)? 6. I you could experience one day in the shoes o a amous president or a monarch, who would it be? Why?

B

1. 2. 3. 4. 5. 6.

Are you interested in politics? Why (not)? I you could be the president o your country or just one day, what would you like to change? Why? In your opinion, do women or men make better politicians? Why? What do you think is the ‘political system o the uture’? ‘Everybody should take an active part in political decisions.’ Do you agree? Why (not)? Which amous politicians rom your own country or abroad do you admire? Why?

n Take turns in pairs to ask and answer the questions you have chosen.

Then give each other feedback using the Assessment Grid I. n Now prepare more ‘challenging’ questions on the topics of history and politics.

Use the prompts below if necessary or add your own ideas.

1. 2. 3. 4. 5.

Do you find … interesting? Why (not)? Which do you preer, … or …? Have you ever …? In the uture, would you like to …? In your opinion, what … like?

6. 7. 8. 9. 10.

In your country, …? Who is the most popular …? Is … important? Why? Do you agree that …? Why (not)? Could you name …?

n Ask and answer the questions in pairs.

Vocabulary 1. a) In pairs, write down as many expressions as you can to talk about politics and political systems in various countries. Use a bilingual dictionary if necessary. party politician

POLITICS

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Tips To learn more vocabulary on politics, lea through some English or American newspapers and underline useul collocations, phrases and words. Nowadays you can find all the major newspapers on-line. Another good tip is to read about Czech politics in English, e.g. at www.radio.cz.

b) Which country are we talking about in the sentences below, the USA or the UK? 1. It is a constitutional monarchy.

2. The head o state is the President who is elected every our years. He or she is assisted by the Vice-President and the Cabinet members. 3. The House o Representatives has 435 members who are elected or two years. 4. The Speaker presides over the debates in Parliament. 5. The Prime Minister is the head o the government and appoints other members o the Cabinet. Altogether, they exercise the executive powers. 6. The House o Lords consists o the Lords Spiritual (archbishops and bishops) and the Lords Temporal (lie and hereditary peers). It is an advisory council or the House o Commons. 7. One o the chambers o Parliament unctions as the highest Court of Appeal. 8. Congress represents the legislative branch o the government and consists o the Senate and the House o Representatives. 9. The Cabinet is composed o the most senior ministers. 10. The political system and power is divided into three separate branches: legislative, executive, and judicial, and is based on the Constitution written in 1787. 11. There are two main political parties, the Democratic Party and the Republican Party. 12. There are 650 MPs (Members o Parliament) elected in General Elections which are held at least every five years. 13. The present sovereign is Queen Elizabeth II. 14. The Cabinet is made up o Department Secretaries. 15. All the bills have to go or royal assent. c) Use a monolingual dictionary and make sure that you understand all the words in bold. d) Now, match the words with their definitions.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

Shadow Cabinet the Sovereign constituency general election legislation bill Commander-in-Chie constitution Congress National Budget peer The Supreme Court

a) b) c) d) e) ) g) h) i) j) k) l)

a written suggestion or a new law a person in charge o the country’s armed orces a district that elects its representative to Parliament the highest institution o law in a country a king or queen senior ministers o the main opposing party official statement o a country’s income/expenditures people elected to make laws in the USA when all people choose their representatives in the Parliament the process o making laws a member o the nobility the system o laws and basic principles o a state

2. a) Find the nouns to describe people. An example was done for you.

Politics – a politician archaeology, invention, empire, dictatorship, war, philosophy, discover, rule, monarchy, lead, conquer, inherit, succeed b) Match the two columns below to find common collocations to do with history.

1. 2. 3. 4.

invade/attack /raid/conquer ound/establish/set up declare sign

a) b) c) d)

war on another country the English throne a new law to the country

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5. 6. 7. 8. 9. 10. 11. 12. 13. 14.

drive enemies increase/lessen convert take over succeed pass execute/behead invent cause migrate

e) ) g) h) i) j) k) l) m) n)

a light bulb a country people to Christianity to the throne the monarch a treaty rom England a city, a settlement, a colony power o the king/the parliament changes

c) Try to use at least five collocations to talk about British or American history. 3. TEXT – History of Australia a) Read the text and underline the correct option in italics. The first was done for you.

Though little is known o the earliest history o Australia, 1 historicians / historians claim that its first 2 inhabitants / occupants , the Aborigines, came rom south-east Asia about 50,000 years ago. They were traditional hunters and 3 pickers / gatherers who used 4 primary / primitive weapons such as a boomerang and a woomera. An 5 estimated / estated number o approximately 300,000 6 ingenious / indigenous people belonging to different clans and speaking more than 250 various languages lived here at the time o the first contact with European 7 settlers / residents. The first Europeans to explore the vast 8 coasts / banks o the island were the Dutch in the early 17 th century. Abel Tasman, one o the amous Dutch 9 explorers / inventors, landed in the area in 1644, ollowed by the British adventurers only a couple o decades later. In 1770, Captain James Cook landed in Botany Bay and claimed 10 custody / possession o the island, named New South Wales, or the British Crown. During the ollowing centuries, the Aborigines were driven out o their homes and many o them were killed in local land wars or died rom rapidly 11 spreading / stretching European diseases. In 1788, the first British 12 penalty / penal colony was 13 set up / set off and Sydney was thus 14 founded / found . Every year on 26 January, the Australians commemorate the birth o their country. Between 1788 and 1839 more than 160,000 British 15 jailers / convicts were sent to Australia, joined by ree settlers who were attracted by the 16 prospects / prospectors o new opportunities and uture happiness. Squatters , the first settlers, introduced sheep arming and grain growing. Mining and gold rushes were other impetuses or an on-going immigration o Europeans to Australia. By 1859, six colonies had been 17 established / esteemed : New South Wales, Tasmania, Western Australia, South Australia and Queensland. In 1901, the Commonwealth o Australia was ormed as the 18 bunch / federation o six states, uniting the ormer colonies under a single 19 constitution / constituency . During World War I, Australia fought alongside Britain and its 20 allies / aliens. Out o 400,000 volunteers more than 60,000 died and thousands were wounded. On 25 April each year, people commemorate the Australian and New Zealand soldiers who ought in the bloody battle at Gallipoli, Turkey, in 1915. Anzacs, the Australian and New Zealand Army Corps, also 21 participated / took place in the World War II. The post-war 22 era / season brought an economic boom and welfare together with new immigration waves. In the 1960s, discriminatory immigration laws avouring mainly Northern Europeans were relaxed, which brought more diversity in population. In 1967, an Aboriginal 23 Movement / Motion grew and ater a national referendum, the Aboriginal peoples were granted ull citizenship and their rights to their own native land were affirmed. Another important reerendum was 24 held / taken in 1999. Voters rejected the proposal that would have ended Australia’s ormal connections to the British Crown. As a result, Queen Elizabeth II remains the ormal head o Australia and is represented by the 25 Governor-General / General Governor .

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Pronunciation

b) Choose five words in bold from the text and prepare their definitions in English. Then test each other on the words.

You have two minutes to get ready to read two paragraphs o the text aloud. Check the pronunciation o new words in your dictionary. When reading, ocus on fluency and linking.

Speaking SUSTAINED LONG TURN Model – How Laws are Made 1. a) Read the paragraphs below and put them into the appropriate order. A – Then, the bill is reerred to an appropriate committee o a given house, i.e. a group o legislators working or

one o the Chambers o the Parliament, who study it, testiy it and revise it. They can suggest amendments to the bill, support it or table it (put it aside). B – Thus, all three separate branches o the democratic government, the executive represented by the President, the legislative upon the responsibility o the Congress and the judicial (the Supreme Court) have their say in the process o making laws to ensure the balance o power. C – I the bill is approved by both Houses, it goes to the President o the United States. Nevertheless, even the president can reject the bill and send it back to Congress. The bill can only become law i the veto o the President is overridden by two-thirds o the members o the House o Representatives and the Senate or i the members o the Parliament agree to make amendments to the law so it is more to the President’s liking. D – The whole process o legislation (law making) is the main responsibility o the Congress consisting o two houses, the House o Representatives and the Senate and the ‘journey’ o a new law may begin in either. First, a member o one o the Houses, a Senator or a Representative, decides to support and promote a particular idea. The idea may o course come rom the voters in his constituency or various lobby groups. He or she becomes a sponsor o the law and together with the staff prepares a bill, which is a written drat o the proposed new law. E – Ater that, the bill is passed over to the second House where it undergoes the same steps. Throughout the process, changes can be made and a final version is created by the conerence committee and then again voted on in both Houses. F – All American citizens must obey a relatively large set o rules governing their everyday lie. In other words, each and every person living in the country has to ollow its laws. In our article, we will help you understand who makes the national or ederal laws which are obligatory or all Americans and what steps must be taken beore a law comes into effect. G – Finally, i the president signs the bill, or ails to sign it within ten days, the bill becomes law and all Americans who break the law can be punished. Only the Supreme Court, the highest judicial authority, may declare laws unconstitutional and going against the principles o the American constitution. H – Next, a bill which has been approved by a committee goes to the House’s calendar to Note down be voted upon. It is only passed when over hal o the members o the House vote yes. In other … different collocations with the nouns words, 51 out o the 100 Senators or 218 o a law/a bill, e.g. pass a law, introduce a bill 453 Representatives must vote in avour o it or the bill to be passed. I the bill does not receive strong support, it dies. b) Find expressions used for sequencing and

Functions

ordering events. Sequencing and ordering n n n

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c) Find out how laws are made in Great Britain. Use the link to help you.

Links http://www.historylearningsite.co.uk/how_laws_are_made_in_great_brita.htm

Let’s practise 2. a) Get ready to talk about the topic ‘To vote or not to vote’. Try to list reasons for or against and support your opinion. b) You have about four minutes to get ready for your talk. Use some phrases for sequencing and persuading. c) Work in pairs. Take turns to give your presentations, each talking for about 4 minutes. Give each other feedback using the the Assessment Grid II. Over to you 3. a) Choose one of the topics below. Take four minutes to get ready. n n n n n n n n

General Elections – Local/regional elections Lie in communism – Lie in democracy Parliamentary democracy – Constitutional monarchy – Dictatorship Election campaigns in the media – Campaigns on the street Election billboards – TV political debates The Middle Ages – Lie in the 21st century Inventions – Discoveries Famous leaders – Famous celebrities

b) Take turns and carry out your 4–5 minute presentations. c) Assess your partner’s performance using the Assessment Grid II. 4. Get ready to talk about the pictures below and give feedback to your partner using the Assessment Grid II. a) Describe both pictures in the set A or B. You have one minute to prepare your description. The following prompts may help you: n

People

n

Actions

n

Places


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n

Other

Set of pictures B

b) Now, you have 2 minutes to look at the pictures in your set again. Student A: Compare and contrast the pictures saying what the advantages/disadvantages o the ways o

learning about the history o the world are. Support your opinion with examples and say which you personally preer and why. Student B: Compare and contrast the pictures saying what it is/would be like to live in the depicted historical periods and why. Support your opinion with acts and examples. Take turns, each of you speaking for 3–4 minutes. c) Give each other feedback. INTERACTION Model 1. a) Read the dialogue below. Then add the underlined phrases to the proper group of functions.

Mr. Black: ‘It’s such a lazy day today. Let’s stay in and watch a DVD.’ Mr. White: ‘Good idea! How about watching the new historical film about one o the most important world events …What’s its name?’ Mr. Black: ‘Look. I’m sorry but I don’t really like those tedious educational films about history. Why don’t we rent the latest comedy with Jim Carrie?’ Mr. White: ‘That would be great but I’ve just ailed my third test in history this term and I’ve really got to do something. I was wondering i you’d like to go to the History Museum with me.’ Mr. Black: ‘I don’t think that’s a good idea. It’s raining cats and dogs. And anyway, I don’t really see mysel walking down long corridors ull o old documents and stuff like that. What about browsing their interactive web site instead?’ Mr. White: ‘That sounds great! Listen, why don’t you do the washing up and I’ll check the web site?’ Mr. Black: ‘Mm. I’m araid I can’t. I’ve got to go now.’ Functions Making suggestions n n n n

We could … Do you ancy …? Have you thought about …? I think we could …

Rejecting suggestions n n n n

I’d love to but (unortunately)… It’s a nice idea but … I don’t really eel like it. I don’t think we should.

Accepting suggestions n n n n n

It would be great … That’s a nice idea. Yeah. Let’s do that. I’d love to. Thank you. That sounds reasonable.

b) Read the text again and find more phrases to add to each group of functions. Compare your answers in pairs.

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Tips We use the same unctions to make invitations (e.g. Do you fancy coming over tonight? Yes, I’d love to. Thanks.) or give advice and help (e.g. I’m having problems falling asleep. Why don’t you have a cup of hot milk before you go to bed. Mm, I’m not sure about that. )

Let’s practise 2. a) You and your friend would like to do something ‘unusual’ this Friday night. Work in pairs and take turns to make as many suggestions as you can in five minutes, using t he structures below. Be careful with grammar! n infinitive without to (bare infinitive)

n ing form

Let’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , shall we? I think we should . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . We could always . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Otherwise we could . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Shall we . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ? Couldn’t we/you . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ? We’d better . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Why don’t we/you . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ? Why not . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ? Perhaps we could . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . We might as well . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

What about . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ? How about . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .? Do you ancy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .? Have you thought about . . . . . . . . . . . . . . . . . . . . . . . . . ? I suggest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . n infinitive with to

Would you like . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .? Look, I was wondering i you’d like . . . . . . . . . . . . . . . . You might want . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . It might be an idea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

b) Get ready to perform similar dialogues in pairs. When speaking, use phrases from the exercises above. First, work alone. You have 3 minutes to go through the instructions on your card. Student A

Student B

‘You’re feeling ver y sad and depressed these days. Think about what has happened recently.’

‘Your partner feels very sad and depressed. Prepare suggestions for him.’

a) Start the dialogue and explain your situation. b) Reject the suggestion politely and explain the reason/ make an excuse. c) Reject again politely and make another excuse. d) Accept the suggestion and express thanks.

a) Listen to your partner telling you about their problem and then make your suggestion. b) Come up with another suggestion. c) Make your final suggestion.

c) In pairs, carry out the task. You should speak for about 4 minutes. d) Assess your partner’s performance using the Assessment Grid III.

Extra practice Go back to your suggestions in exercise 2 a). Take turns to make suggestions and practise the language or rejecting and accepting.

Mini-dialogues 3. Choose one situation from the list below and read the instructions to your partner. a) Without preparation, carry out the dialogue in pairs. Speak for 2–3 minutes. Situation 1:

I’m having problems with my partner who is a work aholic. You are a marriage counsellor and I need your help and suggestions. I start.

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Situation 2:

I’m your riend. You have ailed your fith test in English in one month. Listen to my suggestions and reject all o them politely. Situation 3:

I’m your riend. My pet hamster has just died and I eel lonely and depressed. Suggest something to make me happy and satisfied again. I start explaining my situation. Situation 4:

You are my teacher. I have a problem with people bullying me at school. You should give me some suggestions. I start. Situation 5:

We are planning an end-o-school party o our class. We have to decide where to celebrate, what to do and which music to play. You start. Situation 6:

You are a shop assistant in a luxurious shopping mall. I have to buy a present or my partner but cannot decide. You start. b) Assess your own performance using the Assessment Grid III. Background studies GETTING STARTED 1. a) What do you know? Work in pairs. A, focus on the UK. B, focus on the USA. Follow the instructions below.

Name at least three important historical events in the UK/in the USA. Can you add more details and extra inormation on each? n Name at least three English kings or queens/American presidents/British Prime Ministers. Why do you remember them? Which events are they connected with? n Name two important political parties in the UK/in the USA. What do you know about them? Which are the governing parties nowadays? n Introduce briefly the political system in the UK/in the USA. Write down the names o important political institutions connected with the executive, legislative and judicial branches? Can you add more details and extra inormation? n

b) Work in groups of four. Share the information and compare your answers. Discuss and explain your answers if necessary. c) In your group, decide who the ‘expert on history and politics’ was. Then interview the person to find out more about their attitudes and knowledge and complete the grid below.

The expert on English/American history in our group was ______________ because ______________. We were surprised by his knowledge o ______________ and especially ______________. He/she knows so much because ______________. His/her avourite period o history is ______________. He/she also enjoys ______________. The most important historical event, in his/her opinion, was ______________. The historical personality he/she admires most is ______________. His/her avourite historical novel/film is ______________. It is about ______________. I he/she was the President o the USA, he/she would ______________. An ideal politician, in his/her opinion, should ______________. We would all like to know as much as he/she does about history and politics! d) Present your summary in the class.

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Functions FACTFILE – HISTORY OF THE USA 2. Project I: ‘History in 20 Points’ /Quiz, 40 minutes/

Talking about holidays

a) What do these typical American holidays have to do with history? Discuss it in pairs using some of the phrases in the ‘Functions box’. n n n n n

Martin Luther King Day Columbus Day Independence Day Thanksgiving Day Memorial Day

n n n n n n n n

It was first celebrated by … to … It is celebrated to commemorate … It is the date o … Its origins go back to … The day commemorates … The celebration is dedicated to … It marks … On this date, …

b) Work alone. Match the beginnings and endings in order to find out the most important events of American history. Then compare your answers in pairs.

1. English tea cargo is thrown into Boston harbour … 2. British General Cornwallis surrenders his army … 3. Gold is discovered in Caliornia, which leads to a gold rush … 4. The Pilgrims, a group o English Puritans, arrive at … 5. Christopher Columbus … 6. President Lincoln is … 7. First people (nowadays called Native Americans) cross rom Siberia … 8. The U.S. makes the Luisiana … 9. The first English colony in North America is … 10. The English seize New Amsterdam rom the Dutch … 11. The Declaration o Independence is … 12. Anasazi peoples in the south-west … 13. French and Indian war between England … 14. The Civil war between the South (Conederacy) … 15. Lei Ericson, a Viking seaman, explores … 16. Battle o Wounded Knee is ought in South Dakota. The last major battle … 17. The new Constitution is approved by the states and George Washington is … 18. President Lincoln issues … 19. War with Great Britain during … 20. The first Arican slaves are …

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a) … and the North. Victory o the North. (1861–1865) b) … reaches the Bahamas Islands in the Caribbean Sea and ‘discovers’ America. (1492) c) … ounded by Captain John Smith in Jamestown, Virginia. (1607) d) … to the Americans, thus ending the War o Independence. The Treaty o Paris acknowledging the independence o the 13 ormer colonies is signed two years later. (1781) e) … between Indians and US troops. (1890) ) … build their homes on cliffs (cliff dwellings, anasazi pottery and dishes). (ater 500 A.D.) g) … the Emancipation Proclamation, reeing most slaves. (1863) h) … the east coast o North American and establishes a short-lived settlement in Newoundland. (1000 A.D.) i) … which the White House and the Capitol are burnt. (1812–1814) j) … Plymouth, Massachusetts on the Mayflower and establish a colony there. (1620) k) … and France. The French are deeated. (1754–1763) l) … and more than 80,000 are people moving to the West. (1848) m) … to Alaska and then move into North America. (40,000–11,000 B.C.) n) … by men disguised as Mohawk Indians to protest against the monopoly o the East India Company on all tea exported to the colonies (Boston Tea Party). (1773) o) … Purchase rom France, doubling the area o the U.S. (1803) p) … and the city is renamed New York. (1664) q) … chosen as the first president. (1788/9) r) … approved July 4 by the representatives rom American colonies (Continental congress). (1776) s) … assassinated at Ford´s Theatre. (1865) t) … brought to Jamestown. (1619)

c) Prepare a timeline and label the most important dates with the information above.

40,000–11,000 B.C., ater 500 A.D., 1000 A.D., 1492, 1607, 1619, 1620, 1664, 1754–1763, 1773, 1776, 1781, 1788 (1789), 1803, 1812–1814, 1848, 1861–1865, 1863, 1865 3. Project II: ‘The American 20th Century’ /Presentation, 45 minutes/ a) Work in pairs. Choose three important dates from American history in the 20th century and the beginning of the 21st century and find out why they are important. Use resource books or links.

1917–1918, 1929, 1933, 1941, 1950–1953, 1954, 1963, 1964, 1965–1973, 1968, 1969, 1974, 1991, 1992, 2000, 2001, 2003 b) Your task is to prepare a short presentation on the historical events. Here are some tips to make your

Links http://en.wikipedia.org/wiki/American_history

presentation interesting and successful. n n n n n n n n n

Be well-prepared and think about the structure o your presentation. Find an interesting introduction and ending or your presentation. Focus on the key inormation but include some interesting details to make your presentation lively. To hold your audience’s attention, use linking devices to structure your ideas. Delivery is important (body language including maintaining eye-contact, the pace o your speech, style o presentation). Use visual aids, pictures, posters, time lines, media and/or other equipment. Get ready to invite and respond to your audience’s questions. Think o your language (clear, simple, pausing and hesitation, range o vocabulary). Feel sel-confident.

c) Listen to other groups and assess their performance. Focus on each area above and decide whether it was J excellent, K so-so, or L unsuccessful. Then give your colleagues some advice on improving their presentation using the functions from this unit. 4. Project III: ‘American VIPs’ /Discussion, 60 min/ a) You are going to take part in the ‘Greatest American’TV show. Your task is to choose one of the personalities below and, in the public debate, persuade other people to vote for h im or her. To do so, you must learn as much as possible about the person. You have 30 minutes do so. Focus on their life, achievements and contributions to the country and their role in history.

Ê Ronald Reagan Î Benjamin Franklin Ò Oprah Winrey

Ë Abraham Lincoln Ì Martin Luther King Ï George W. Bush Ð Bill Clinton Ó Franklin D. Roosevelt

Í George Washington Ñ Elvis Presley

b) In class, you have 30 minutes to choose the ‘Greatest American‘. Do not forget to ask questions to find out more about these people and use persuasive language to challenge the opponents. FACTFILE – HISTORY OF THE UK 5. Project IV: ‘British History in a Nutshell’ /PowerPoint presentation, 90 minutes/ a) Work in pairs or small groups of 3–4. Each group chooses one of the important periods from the list below. n Ancient Britain (beore 43 A.D.): Stone Age, Bronze Age, Iron Age, Stonehenge, Druids, the Celts n Roman Britain (55 BC – 410 A.D.): Julius Caesar, barbarian invasions, Hadrian´s Wall, Roman influence on language

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n Anglo-Saxon England (597–1066): Christianity, Saxon control, Mercia, Venerable Bede, Vikings, Egbert, Alred

the Great, the Danelaw, monasteries, Edward the Conessor n Norman Conquest (1066) and Medieval Britain (1066–1487): William the Conqueror, Battle o Hastings,

Normans, impact on language, eudalism, Magna Charta, Black Plague, Hundred Years War, War o the Roses n The Reformation and Restoration Period (1486–1689): the Tudor Period, religious struggles, Elizabeth I, Renaissance, overthrow and restoration o the monarchy n The Age of Empire (1689–1901): Bill o Rights, colonies, expansion, Industrial Revolution and scientific development, Queen Victoria, Edwardian Era b) Your task is to prepare a PowerPoint presentation. First, find the important events and data. Then, discuss how to make the presentation interesting and lively. c) After you deliver your presentation to the class, ask your colleagues for feedback. d) Prepare a quiz based on your presentation to see

Links http://en.wikipedia.org/wiki/British_history

how much your colleagues have remembered. 6. Project V: ‘Titbits‘ /Poster, 45 minutes/ a) In pairs, choose one of the topics below and prepare a poster including interesting facts and details. Then display your posters in class and choose the best together. n n n n n

Famous battles British Empire King Arthur and legends Roman Britain English and British monarchs and Royal Houses

Links

http://www.britainexpress.com/History/battles/index.htm http://en.wikipedia.org/wiki/British_Empire http://britannia.com/history/h12.html http://www.bbc.co.uk/history/ancient/romans/#roman_britain http://en.wikipedia.org/wiki/List_of_British_monarchs

FACTFILE – POLITICS IN ENGLISH SPEAKING COUNTRIES 7. Project VI: ‘Political Systems’ /Worksheets, 60 minutes/ a) Work in two groups. Prepare worksheets on political system of the United Kingdom or the United States. In your worksheets, try to :

present the most important political institutions which are in charge o legislative, executive, judicial branches n include specific eatures o the political system in the country o your choice n

b) Then, compare the two systems. Summarise the main differences and note down the similarities. Use the language for comparing and contrasting. PEEPSHOW a) Individually, finish the sentences below. Then compare your answers in groups and agree on t he most interesting quotes. n

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Politicians are the people who … n Politics is the science o … n Becoming a politician means …

b) Match the beginnings and endings of famous quotes on politics.

1. ‘You can’t ignore politics, … 2. ‘Man is by nature … 3. ‘Politics, it seems to me, or years, or all too long, has been concerned with right or let … 4. ‘A politician should have three hats. One or throwing into the ring, one or talking through, … 5. ‘Democracy means that anyone can grow up to be president, … 6. ‘Politics is not the art o the possible. It consists in choosing … 7. ‘Those who are too smart to engage in politics are punished … 8. ‘Politicians are like diapers. They both need … 9. ‘Politicians are people who, when they see light … 10. ‘We’d all like to vote or the best man, … 11. ‘Under democracy one party always devotes its chie energies to trying to prove … 12. ‘The qualification o a politician is the ability to … 13. ‘Take our politicians: they’re a bunch o yo-yos. The presidency is now a cross between …

a) … at the end o the tunnel, go out and buy some more tunnel’. (J. Quinton) b) … between the disastrous and the unpalatable’. (J. K.Galbraith) c) … a political animal’. (Aristotle) d) … and anyone who doesn’t grow up can be vice president’. (J. Carson) e) … that the other party is unfit to rule – and both commonly succeed, and are right’. (H. L. Mencken) ) … instead o right or wrong’. (R. Armour) g) … by being governed by those who are dumber.’ (Plato) h) … and one or pulling rabbits out o i elected.’ (C. Sandburg) i) … but he’s never a candidate.’ (F. M. Hubbar) j) … a popularity contest and a high school debate, with an encyclopaedia o cliches the first prize.’ (S. Bellow) k) … no matter how much you’d like to.’ (M. Ivins) l) … oretell what will happen tomorrow, next month, and next year – and to explain aterward why it didn’t happen.’ (W. Churchill) m) … changing regularly and or the same reason.’ (unknown author)

c) In pairs, decide on the three most interesting quotes and explain your choice. d) Individually, prepare your own statements on history and wars.

14. Culture and arts Warm-up a) Work alone and create questions, then check in pairs.

1. 2. 3. 4. 5. 6. 7. 8.

your – kind o music/group/singer – avourite? kind o entertainment – appeal most – you? last year – cultural event – enjoy most – you? film – the keenest on – you? you – amuse yoursel – at weekends/in your ree time/on school days? where – enjoy yoursel more – you – a concert/the theatre? cartoon character – find – you – the most amusing? in your opinion – the best way – spend a Saturday night?

b) Now, add two of your own questions to ask your partner about their tastes in music, film, drama, or reading. c) Take turns to ask the questions, each talking for 2–3 minutes.

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n Listen to your colleague and note down interesting ideas, words and p hrases.

When you are finished, provide feedback on his/her per formance using the Assessment Grid I.

Note down … at least five … n n n n n

music genres: musical instruments: film genres: book genres: adjectives evaluating films/books/music:

Vocabulary 1. a) Work alone and complete the sentences with words. Each word starts with the letter written in the gap.

a) Today the most popular TV programmes are s______________operas, reality s______________, and g______________ shows, in which people can win interesting prizes, and o course detective s_____________. b) The film Lord of the Rings, a ______________ film (the principal film in the programme at a cinema) s______________ by Peter Jackson, was ull o spectacular s______________ effects and modern computer technologies. Some people claim that it is at least as good as the book o______________. As expected, it became quickly a b______________ with immense earnings. c) Today those popular films based on p______________ novels, such as Sin City , Fantastic Four , or Cat Woman, are usually much worse than their c______________ originals. d) Action and adventurous films usually depend mainly on good c______________ (the way the scenes are put together), good p______________ (the camera work) and exciting a______________ scenes. It does not even matter that you have to read the s______________ all the time because the a______________ do not speak much anyway. e) In the new a______________ o Shakespeare´s Othello p______________ at Prague Castle, the main r______________ are c______________ by L. Vondrackova and M. Dlouhy. The perormance is a tremendous success. ) In a rock group, one can hear the ollowing i______________: a bass guitar, k______________, d______________, and a solo g______________. In a symphony o______________, on the other hand, it is common to hear violins, h______________, oboes, cymbals, and t______________. I the concert takes place in a church, you can usually expect the sound o an o______________. g) Beore I start reading a book, I love going through all the inormation about the book c______________, as the blurb, the flylea, or the author´s ______________. I also love reading part o the last c______________ to know the end beorehand. I preer p______________ binding because it is cheaper and not too heavy. b) Work in pairs and discuss some of the statements above. Do you agree with them? Why yes/not? If you do not agree, express your own point of view. c) Choose at least three new words from the text above and prepare their definitions. Then test your partner. 2. a) Work alone and for each verb write nouns to create collocations Write: a poem, … Draw: a cartoon, … Sing: an aria, … Paint: a portrait, … Read: a novel, … Compose: an opera, …

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b) Use a monolingual dictionary to check the meaning of these words.

Places: concert, recital, gig, estival, rehearsal, show n Activities: play, take part in, improvise, participate, win, join in, sing a solo, rehearse, record, compose, sing n

c) Now, work in pairs and prepare definitions of the following expressions. musician, soloist, band, orchestra, pianist, conductor, choir, singer, composer

d) Still working in pairs, use the expressions from exercises 2 b), c) above to create sentences about each of the musicians. Example: Musician plays at a concert.

3. a) Work alone and match literary genres with their definitions. play, biography, science fiction (sci-fi), thriller, non-fiction, po etry book, fairy-tale, historical novel, autobiography, picture novel/comic book, short story

__________________________ = a kind o writing in which imaginary uture developments in science and their effect on lie are described __________________________ = an account o a person’s lie written by someone else __________________________ = the story o your lie written by yoursel __________________________ = a short piece o writing usually containing only a ew characters __________________________ = a book that tells an exciting story, e.g. about murder or crime __________________________ = books about real acts or events __________________________ = a long written story about a historical character or period __________________________ = a long picture story __________________________ = a piece o writing perormed in a theatre or on television or radio, consisting o speeches and conversations between several characters __________________________ = a children’s story in which magical things happen __________________________ = a book that contains poems b) In pairs, compare your answers and prepare similar definitions of music genres. c) Get into bigger groups, take turns in reading your definitions. Guess the genres.

Extra practice Use some o these words to write a short essay on your avourite book or a book you have finished reading recently (choose the ormat o your essay): hero/heroine, climax, intrigue, surprising turn, black-and-white character, minor character . Bring the complete essay to class and swap it with a riend. Then, read it and comment on it. Discuss your writing in pairs.

4. a) Work in pairs and put the adjectives into the correct column. appalling, awful, fabulous, boring, excellent, passable, extraordinary, nothing special, fantastic, first-rate, secondrate, forgettable, astonishing, frightful, great, dreadful, gorgeous, horrible, impressive, lousy, magnificent, mediocre, unforgettable, horrible, splendid, memorable, exceptional, not bad, nothing to write home about, out of this world, outstanding, reasonable, remarkable, rotten, run-of-the-mill, marvellous, satisfactory, sensational, special, splendid, superb, tremendous, wonderful, terrific, terrible

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Positive evaluation

Not much good

Negative evaluation

Grammar Intensifiers

When we want to emphasise, we use words as very, really, awfully, absolutely, extremely etc. (the intensifiers). We use them with gradable adjectives, i.e. those which can be used in the comparative, to express a higher degree o a quality. Non-gradable/extreme/absolute adjectives, e.g. marvellous, gorgeous, antastic, cannot orm the comparative. We use really or absolutely to intensiy them (So, you may hear sentences like this one: It was an absolutely appalling film. , but you cannot hear a sentence like this one: It was terribly superb. )

b) Work alone for 5 minutes and prepare a description of a film plot. Also, express your opinion on the film. c) Now, work in small groups and carry out the descriptions.

Extra practice Do you know the difference between these words?: invaluable – priceless, priceless – valuable, priceless – worthless, heroine – heroin

5. a) Read the biography of Oscar Wilde and use the correct form of the expressions to complete the text.

Oscar Wilde was born into an Irish amily o an ear and eye surgeon, Sir William Wilde, and a successul writer, Jane Francesca Elgee. Being an outstanding student at a Trinity College in Dublin, he was granted a scholarship at an Oxord college. He graduated with a double first, the highest grade attainable at Oxord. Because o his 1 ______________ (sorrow) alling in love in Ireland, he let his home country to only come or brief visits in uture. Later, when living in London, he married and had two sons. While at Oxord, he played a big role in aesthetic and decadent 2 ______________ (move). Aestheticism became a pose, a cult, among 3 ______________ (certainty) segments o society. The movement is marked by 4 ______________ (snob) costumes and rooms decorated by objects o art. Its principal is ‘art or art´s sake’ and

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this view is obvious in The Picture of Dorian Grey published in 1891. It is oten pointed out that a certain parallel exists between the main protagonist o this book and Wilde´s lie. Wilde is also 5 ______________ (ame) or his airy tales which were published 1888 in The Happy Prince and Other Tales. Many o them, especially Happy Prince, were made into cartoons and both children and adults still love and 6 ______________ (admiration) them. He also became a renowned 7 ______________ (drama) at the end o the 19th century. His first play, Lady Windermere´s Fan, was an immediate 8 ______________ (succeed) and so Wilde continued writing or theatre, e.g. Salome, A Woman of No Importance. The first and the latter mentioned plays 9 ______________ (consolidation) his reputation o being the best writer o ‘comedy o manners’. Then ollowed An Ideal Husband and his masterpiece, The Importance of Being Earnest . Free o melodrama, ull o irony, satire and verbal wit , it caused a real 10 ______________ (sense). His personal lie lie was marred by several scandals 11 ______________ (concern) his sexual orientation. People considered him to be bisexual, homosexual or a pederast, but he claimed to belong to the culture o male love inspired by Greek tradition. He had many male lovers, e.g. W. Whitman, or F. Miles. He ell in love and lived with Lord Alred Douglas 12 ______________ (who) ather publicly called Wilde a sodomite and so Wilde accused him o libel. Although the case was dismissed ater the 13 ______________ (cross-examine) o Wilde, the authorities did not want to let it rest and Wilde was later sentenced to two years o hard labour. During his 14 ______________ (prison), he wrote a long letter to his lover, Lord Douglas, which was 15 ______________ (part) published ater Wilde´s death named De Profundis in his 16 ______________ (collection) works. Ater his prison release, poor and in bad health, he spent his last three years alone and out o society. In these years, he wrote the amous 17 ______________ (poetry) The Ballad of the Reading Gaol . He died o cerebral meningitis and was buried in a cemetery outside Paris. Later on his body was moved to a Paris graveyard, where spots o lipstick let there by his 18 ______________ (admiration) decorate his tomb. Reference: www.wikipedia.org/wiki b) Work in pairs/groups and use your dictionary to check the meaning of the words in bold. c) Now, work in groups and test each other from the vocabulary.

Pronunciation Take about one minute and prepare to read two paragraphs aloud. Pay attention to stress placement, linking and intonation. Make sure that you know how to pronounce all o the words in bold.

Speaking SUSTAINED LONG TURN Model 1. a) Read Mr. Black´s description of a work of art he admires.

‘The first time I saw it, I was 1 ______________ absorbed by its beauty. It was standing in the middle o a 2 ______________ exhibition hall and people were 3 ______________ standing around it, studying every inch o the white marble. They say ‘Michelangelo´s work rom the early 16th century still speaks to people today’. Standing in ront o it, I could understand what they mean by this sentence. Yes, I am talking about ‘the 4 ______________ David’, the youth sculptured in the Greek style o representing heroes, the masterpiece o Renaissance sculpture. Just imagine the carving o this statue took Michelangelo

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more than three years. It portrays the Biblical King David at the moment he decides to do battle with Goliath. The muscles are 5 ______________ enough or a fighter, but do not look overdone. He seems to be thinking and I would 6 ______________ not call him a 7 ______________ hero, but a rather tense man. The statue is naked, but it is definitely not 8 ______________ or degrading. Everyone knows that it was the first nude statue to be exhibited in a public place, something 9 ______________ surprising or its time o origin. To protect it rom damage, it was later moved into the Accademia Gallery in Florence, where I saw it about two years ago, ater a 10 ______________ cleaning. I must say that it really is as white as snow when you look at it. The work is so 11 ______________ that you can find many copies o it, one o them or example, is standing in Florence, in ront o the Palazzo Vecchio, its original place. There are also others, some made o plaster, as in London, some in stone. Anyway, it was the most 12 ______________ work o sculpture that I have seen so ar.’ b) Now, for each gap, think of an adjective or adverb to make the description more interesting. Try to avoid the words that are too general, e.g. very , really . More correct answers are possible for each gap. c) Work alone and prepare a description of a work of art of your choice. Prepare the description in 2 minutes and present it in pairs/small groups. Let´s practise 2 a) Now, work alone and get ready to speak about the topic ‘My Favourite Book’ or ‘The Best Work of Art’.

Prepare an outline or a our-minute presentation. b) In pairs compare your outlines and note down interesting ideas o your colleague. c) Choose useul expressions rom this unit and use them in your presentation. Use unction phrases to present and justiy your opinion (see Unit 12) and adjectives to evaluate the book . d) Now, take turns to give your presentation speaking for about 3–4 minutes.

Take notes during your partner´s presentation using the Assessment Grid II. e) Give feedback on the performance. Over to you 3. Get ready to talk about the pictures below and give your partner/s feedback using the Assessment Grid II. a) Describe two pictures in the set A or B. You have one minute to prepare. The following prompts may help you:

kind o activity (active/passive) n personal experience n time requirements n genre n

dis/advantages n mood/eeling/emotions n other n


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Set of pictures B

b) Now, you have 2 minutes to look at the pictures again. Student A: Compare and contrast the pictures saying which o the cultural events you would personally visit in

your ree time. Support your opinion with examples rom personal experience. Student B: Compare and contrast the pictures saying which o the activities you would recommend to an elderly person and why. Support your opinion with examples and/or use personal experience. Take turns, each of you talking for 3–4 minutes. c) Give each other feedback.

Functions Making recommendations n n n n n n

You mustn’t miss the… You must go to the… You’ve got to… (do) You’ll love the… I wouldn’t recommend the… You definitely wouldn’t enjoy going to the…

4. a) Now, get ready for one of the topics below. You have 2 minutes for preparation.

1. Reading a book – Seeing its film version 2. Watching a film at home – Going to the cinema 3. Modern arts – Primitive arts

4. European cinematography – American movies 5. Live concert – Listening to a CD

b) Take turns and carry out the 4–5 minute presentations. c) Again, assess your partner´s performance using the Assessment Grid II. INTERACTION Model a) Read the dialogue in which Mr. White invites Mr. Black to a concert. Pay attention to the underlined phrases.

Mr. White: ‘Mike, I´ve heard on radio that the Rolling Stones are coming to town next month. Would you like to go with me and several other guys?’ Mr. Black: ‘Hm… That sounds interesting. When did you say it was?’ Mr. White: ‘July 20, I think. Let me see the calendar…That´s Tuesday.’ Mr. Black: ‘I´m araid I can´t make it. I´m at the cottage with my amily and you know Jackie… I´m really sorry, I´d love to go.’

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Mr. White: ‘Well, maybe some other time.’ Mr. Black: ‘Hold on. What about going to the cinema at least, to see Pirates of the Caribbean? Remember, you wanted me to go with you and Jack.’ Mr. White: ‘I´d nearly orgotten. You´re right. Is it still on?’ Mr. Black: ‘Yeah, what are you doing this Friday evening?’ Mr. White: ‘Nothing much, really. I think that would be great.’ Mr. Black: ‘Perect. I´ll call you about the details tomorrow.’ b) Now, sort the underlined phrases out into one of following groups.

Functions Making invitation

Accepting invitation

Have you got any plans or… (day/time)? n Do you ancy… (-ing)?

n

n

(Yes), I´d love to.

Refusing invitation n n n n

I’m araid I’m busy on… (day). How about next… (day)? I’m sorry I can’t. I’m (doing…). That’s very kind o you, but…

c) Work in pairs and take turns to invite your colleague to a party/the theatre/the cinema/a museum/a show. Perform a short dialogue of 1–2 minutes. Let´s practise 2. Work in pairs and perform dialogues following the prompts on the cards below. a) First, work alone. You have 3 minutes to go through the instructions on your card. Card: student A

Card: student B

‘Invitation for a trip’

‘Invitation for a trip’

a) Your riend starts the dialogue and invites you or a trip to an English speaking country. b) Listen to him/her and ask about accommodation, transport, programme o the trip and costs. c) Listen to your riend and then ask him/her about the date o the trip. Say that you are busy that date and suggest an alternative one. d) Accept the invitation and discuss the details o the trip together.

a) Start the dialogue and invite your riend or a trip to an English speaking country o your choice. b) Get ready to answer your partner´s questions about accommodation, transport, programme o the trip and costs. c) Your partner will ask you about the date and will suggest a more suitable one. d) Agree with his/her date and discuss the details o the trip together.

b) In pairs, carry out the task. You must speak for about 4 minutes. c) Assess your partner´s performance using the Assessment Grid III. 3. Perform similar dialogues. Talk for 3–4 minutes making invitations, accepting/refusing them and then comment on the performance. Invite him/her to: n n n n n n

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a pub/club/restaurant a concert hall/church choir concert/open-air concert/hip-hop party a theatre perormance/documentary film your place (flat/house/cottage/weekend house) go on a summer hiking holiday/go on a rating holiday/go jogging with you every morning the local museum/exhibition hall/natural history museum


I am your riend. You think that American movies are the best thing we import rom the USA. I strongly disagree. Support your view with examples. You start. Situation 2:

I am your schoolmate. You think that a book is always better than its film version. I disagree. Support your view with examples. You start. Situation 3:

I am your riend. You think that theatre perormances are much better than films. I think that theatre is really boring. Support your view with examples. You start. b) Assess your own performance using the Assessment Grid III. Background studies GETTING STARTED 1. Work alone and then compare your answers in pairs.

Can you explain the Greenhouse Effect? n What do you know about ‘The Boston Tea Party’, ‘The American Civil War’, ‘Hadrian’s Wall’, ‘Stonehenge’? n Can you name three important events rom American history? n Can you name three important events rom the history o the UK? n

2. a) Work in pairs and answer the following questions about each author. If you are not sure, use the links below to help you.

Where is he/she rom? (e.g. Ireland) n When did he/she live? (e.g. 18th century) n What literary period/movement did he/she work in? (e.g. Romanticism) n What texts did he/she write? (e.g. plays, poems, novels, stories) n

Toni Morrison, D. H. Lawrence, O. Wilde, W. Whitman, S. T. Coleridge, Seamus Heaney, P. B. Shelley, Stephen King, Charles Dickens, W. Saryoan, W. B. Yeats, Mark Twain, James Joyce, Eugene OŃeill, Rudyard Kipling, T. S. Eliot, Ernest Hemingway, Jack London, William Golding, F. S. Fitzgerald, Washington Irving, J. F. Cooper, Daniel Defoe, D. H. Thoreau, William Shakespeare, Harriet Beecher Stowe, Nathaniel Hawthorne, Jonathan Swift, Charlotte Brontë, Samuel Beckett, John Updike, Herman Melville, Emily Dickinson, Agatha Christie, Henry James, Sir Walter Scott, Stephen Crane, Ezra Pound, Thomas Hardy, William Faulkner, Jane Austen, J. Steinbeck, Robert Burns, Tennessee Williams, J. B. Shaw, Joseph Heller, E. A. Poe, Jack Kerouac, Virginia Woolf, Truman Capote, P. D. James b) Work in pairs and put together more details about at least three of the authors above. c) Now, work in groups and match each piece of writing with its author from the list above.

Othello: Sons and Lovers: Robinson Crusoe: Auld Lang Syne: Death on the Nile:

Great Expectations: Tracy´s Tiger: The Lake Isle o Innisere (poem): Gulliver´s Travels: Adventures o Huckleberry Finn:

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The Rime o the Ancient Mariner: The Jungle Book: The Waste Land: Prometheus Unbound: Misery: Mrs. Dalloway: The Old Man and the Sea: Opened Ground – Selected Poems: Lord o the Flies: The Legend o the Sleepy Hollow: The Last o the Mohicans: The Raven: Walden: Uncle Tom´s Cabin: The Scarlet Letter: Jane Eyre: Moby Dick: Leaves o Grass: Poems: The Portrait o a Lady: Rob Roy: The Red Badge o Courage: d) Check your answers in groups/class. FACTFILE – LITERATURE AND DRAMA

Ulysses: The Fourth Canto: Far orm the Madding Crowd: An Ideal Husband: The Great Gatsby: As I Lay Dying: Pride and Prejudice: O Mice and Men: Long Day´s Journey Into Night: A Streetcar Named Desire: Pygmalion: Catch-22: On the Road: Breakast at Tiffany´s: The Bluest Eyes: Rabbit is Rich: The Call o the Wild: The Black Tower: Waiting or Godot:

Links http://en.wikipedia.org/wiki http://en.wikipedia.org/wiki/British_literature http://en.wikipedia.org/wiki/American_literature

3. Project I: ‘Literature Worm’

/Reading, Research, Writing, 90 minutes/ a) Work alone and take 20 minutes to complete the following text with these words. Then check answers in groups. Mediaeval literature, Early Modern literature, English Renaissance, Angry Young Men, Elizabethan theatre, first novel, Lake Poets, Old English literature, Romantic Poets, Nobel Prize in Literature, Irish Literary Revival, Old Celtic literature, British Poetry Revival, First World War poets, absurdist plays, stream of consciousnesses, Kitchen Sink Realism, metaphysical poets

British literature includes literature rom the UK, the Isle o Man and the Channel Islands. It is written in English, Welsh, Scottish Gaelic, Irish and several other minority languages and dialects. We count the development o British literature rom 1 ________________________, written in Celtic languages, up to modern times. The first English literature did not appear until the Anglo-Saxon Literature, or the 2 ________________________. The most amous work in Old English is the epic poem Beowul dated about AD 1000. Then, ollowing the Norman Conquest, comes the era o 3 ________________________ dealing with knights and honour. Also, the Celtic motis are still alive and spread through legends and several written works. The 4 ________________________ dates rom the end o the medieval times up to the year 1660 and includes the 5 ________________________ period. The most influential poetry orm was the sonnet coming to England rom Italy. The most important literary achievements were connected with the 6 ________________________, e.g. W. Shakespeare and Ch. Marlowe, and 7 ________________________, e.g. J. Donne and J. Milton.

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In the period between 1660 and late 18th century, the 8 ________________________ in English was written. Amongst the most renowned novel writers o the time were, Deoe, Fielding and Swit. It is also the era o Restoration comedies and Cavalier poetry. Ater the French Revolution, the 19th century brings Romanticism and Victorian poetry. We can enjoy works o the 9 ________________________, W. Wordsworth and S. T. Coleridge, and the “Second generation” o 10 ________________________ (Byron, Shelley and Keats). When talking about the Victorian Poets, one must mention Edward Lear and his nonsense verse also used by L. Carroll. O course, this century was also the prime or novels and authors such as Jane Austen, Charles Dickens, or the Brontë sisters. Ireland experienced the Celtic Revival, also known as the 11 ________________________, with Yeats, OĆasey or Joyce. This movement brought back traditional Irish literature once more. The English Literature since 1900 is marked by the Georgian Poets and generally by the 12 ________________________. It is the time, when ree verse appeared in poetry influenced by the Modernist Movement. O course, the novel is not orgotten and authors like Kipling amused the public by their fiction narratives. The two World Wars influenced many authors, both in poetry and prose. The 13 ________________________ reflected their experience with war and generally excluded the patriotic and imperialist themes so typical or the preceding period. Amongst the war novelists were e.g. J. Joyce, D. H. Lawrence, or V. Wool. Whereas Lawrence deals mainly with the social lie o the middle and lower classes and o human emotions, Wool is an influential eminist and a major style innovator associated with the 14 ________________________ technique. In the late 1950s and early 1960s, English drama experienced the period o 15 ________________________. It influenced theatre, art, novels, film and even TV plays. This kind o art was created to represent the majority o people’s lives more realistically and so the stories moved out o the tennis courts into the kitchens and behind the ironing boards. The leading poets in the middle and late 20th century included e.g. P. Larkin, T. Hughes, or S. Heaney. The leading role in the post war period drama belonged to Drawing Room Plays. They were later challenged by the Angry Young Men movement and also 16 ________________________ like S. Beckett´s Waiting for Godot which hugely affected the ‘Theatre o the Absurd’ era in Britain. The movement o 17 ________________________ gathered people o radical, even anarchic, political views who oten expressed critical views on society as whole. The group included amongst others K. Amis, P. Larking, J. Osborne, and H. Pinter. There are several literary prizes in the UK. The most amous being the Booker Prize and, o course, the 18 ________________________. The latter mentioned was received by e.g. R. Kipling (1907), G. B. Shaw (1925), T. S. Eliot (1948), W. Golding (1983), S. Heaney (1995), and H. Pinter (2005). b) Now, work in pairs, choose one group of expressions below and prepare one part of the outline of American literature. 1. Colonial American literature, religious, early US literature, First World War literature, romantic poetry 2. New England Brahmins, Transcendentalism, romances/romantic novels, nature-inspired works, American lyrics 3. American realism, Naturalism, writing dealing with social issues, the Lost Generation, symbolism in poetry 4. Novels critical about American life, Nobel Prize in Literature, stream of consciousnesses, Depression era literature, theatre/drama 5. Post-War II literature, Beat Generation, Post-Modernism, African American literature, Jewish American literature c) You have 45 minutes to look for the information and prepare the text. d) Get into groups with people working on different sets of expression (1. to 5.) above and together create an outline of American literature.

Links http://usinfo.state.gov/products/pubs/oal/oaltoc.htm http://usinfo.org/oal/default.htm http://www.let.rug.nl/usa/LIT/index.htm http://en.wikipedia.org/wiki/American_literature

In the group, make sure that you have information about all the expressions in part b) above.

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e) Share the information in class and discuss some of the American authors. 4. Project I: ‘Great and Famous’ /Power Point presentations, 90 minutes/ a) Work in pairs and choose one of the personalities from exercise 2 a. You have 45 minutes to find information about the person and prepare your presentation in Power Point. In your presentation include:

basic details about his/her lie n outline o his/her work n importance (why is s/he amous etc.) n

characteristics o his/her style n pictures/photos n other n

Tips See exercise 5 in the Vocabulary part above or an example. Use linking expressions and unction words to structure your talk

b) For 45 minutes take turns presenting the personalities in class. Each presentation should take about 3–5 minutes. c) Take notes during your colleagues´ presentations and in the end comment them.

Links http://en.wikipedia.org/wiki http://www.poets.org/poet.php/prmPID/120

5. Project II: ‘Collection of Poems’

/Reading and writing poems, 45 minutes/ a) Work alone and chose one of the poets mentioned in exercise 2 above or another one of your choice. Look on-line for at least one poem he/she wrote and read it. b) Write a similar poem, i.e. similar rhyming patterns, topic, style, on your own. c) Work in groups and carry out ‚author´s reading‘.

Links http://en.wikipedia.org/wiki http://www.poetry-online.org/ http://www.poets.org/page.php/prmID/59 http://www.britishcouncil.org/scotlandarts-and-culture-poets.htm

Choose the most appealing poem. 6. Project III: ‘Opening Night’ /Drama, 90 minutes/ a) Work in groups for about 20 minutes. Choose and download a part of a drama in English. The part should take about 5 minutes.

Links http://drama.eserver.org/plays/

b) Divide the roles and choose the director. Rehearse the part for about 40 minutes. c) You have 30 minutes to perform it in class. If possible, record the performances on a video tape. 7. Project IV: ‘Reviews’ /Reading and writing, a long-term project/ a) Work alone and choose one of the authors from Ex. 3 above. Read a book by him/her and write a review of it. (See Ex. 5, Sustained Long Turn)

Task details: about 250–350 words, proper style and ormat, point out interesting parts/acts/heroes etc. b) Let your classmate read your work first. Discuss his/her suggestions, comments, assessment and rewrite the review.

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c) Hand the review in to your English teacher. d) Read the teacher´s corrections and assessment. Discuss them with the teacher. FACTFILE – MUSIC, FILM AND ARTS 8. Project V: ‘Native Inhabitants´ Culture’ /Posters, 90 minutes/

a) Work in groups and choose one o the English speaking countries. Spend about 60 minutes finding inormation about its native inhabitants and mainly about their culture. Create a poster and place it on the classroom wall. b) In class, decide on the best poster and discuss the similarities and differences among the native cultures. 9. Project VI: ‘My Favourite Band/Singer’ /HW and presentation in class, 45 minutes/ a) Work alone and choose an English speaking band/group/singer that you like and prepare a presentation about them at home. Also, prepare a handout for your classmates. Include all of the following points.

History o the band n Genre definition n Instruments and musicians n

CDs, DVDs and singles n Awards n Other/s n

b) You have about 5 minutes to present the band in class. Use a sample of their music to accompany your presentation. c) In class, decide on the best presentation. 10. Project VII: ‘Who is Who in Art’ /Research and interviews, about 45 minutes/ a) Work alone. Choose one of the English speaking artists below and in 20 minutes find essential information about him/her on-line. n n n n n

Inigo Jones (1573–1652) Sir Christopher Wren (1632–1723) William Hogarth (1697–1764) Joshua Reynolds (1723–1792) Thomas Gainsborough (1727–1788)

n n n n n

John Nash (1752–1835) William Turner (1775–1851) John Constable (1776–1837) Henry Moore (1898–1986) Andy Warhol (1928–1987)

b) Prepare at least 5 general questions you might ask any of the artists above and write them down. The questions may be both personal and work-related. c) In 15 minutes, take part in a press conference where you impersonate the artist you have done the research about. Your classmates are the journalists asking questions. d) In class, discuss famous Czech and European artists. Bring in the photos of your favourite pieces of art, if possible. 11. Project VIII: ‘Film or Book?’ /Watching a film, reading a book, writing an essay, a long-term project/ a) In class, decide on one of the following films that you want to watch together. Make sure that the film is available in your local video rental shop. n n n n n n

Sense and Sensibility/Pride and Prejudice – Jane Austen Alice in Wonderland – L. Carroll Oliver Twist – Ch. Dickens (The Adventures o Oliver Twist) O Mice and Men – John Steinbeck Ethan Frome – Edith Wharton A Good Woman – O. Wilde (Lady Windermere´s Fan)

n n n n n n n n

Great Expectations – Ch. Dickens Lord o the Flies – W. Golding The Scarlet Letter – N. Hawthorn Mrs. Dalloway – W. Wool Sleepy Hollow – W. Irving Portrait o a Lady – H. James The Jungle Book – R. Kipling Rob Roy – Sir W. Scott

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10 Things I Hate About You – W. Shakespeare (The Taming o the Shrew) n Harry Potter (any part) – J. K. Rowling

My Fair Lady – G. B. Shaw n The Lord o the Rings (any part) – J. R. R. Tolkien

n

n

b) Watch the film in class and take notes on the points below.

1. Characters

2. Protagonist/s

3. Plot

4. Interesting parts

5. I liked …

6. I did not like…

c) Read the book on which the film was based and take notes on the same points. You have a month to do so. d) Write an essay of 250–350 words comparing the film with its book version. In your essay include: n

your opinion, eelings, comparisons, recommendations, evaluation

Links http://www.mcpl.lib.mo.us/readers/movies/

PEEPSHOW Work alone and match the beginnings and endings of these famous book quotations. Then, in pairs, check your answers and discuss which one you agree with most and why. Beginnings:

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

In the beginning, the universe was created. … There are two types o people in this world, good and bad. … Why not seize the pleasure at once? … Lie is a moderately good play … The basic essential o a great actor is … When you have eliminated the impossible, whatever remains, … Peace is not something you wish or; it’s something you make, … There is nothing to be learned rom history any more. … A riend is one that knows you as you are, … Education is an admirable thing. But …

Endings:

a) … it is well to remember rom time to time that nothing that is worth knowing can be taught. (Oscar Wilde) b) … This has made a lot o people very angry, and is generally considered to have been a bad move. (Douglas Adams) c) … understands where you have been, accepts what you have become, and still, gently allows you to grow. (William Shakespeare) d) … with a badly written third act. (Truman Capote) e) … that he loves himsel in acting. (Charlie Chaplin) ) … however improbable, must be the truth. (Sir A. C. Doyle) g) … The good sleep better, but the bad seem to enjoy the waking hours much more. (Woody Allen) h) … We’re in science fiction now. (Allen Ginsberg) i) … something you do, something you are, something you give away. (R. Fulghum) j) … How oten is happiness destroyed by preparation, oolish preparation? (Jane Austen)

Links http://www.phnet.fi/public/mamaa1/frames.htm

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Extra practice Work in pairs and think o amous film/book quotations and translate them into English. Say them in class and make the other guess the film/book they come rom.

15. The media and the world around us Warm-up n Make sure that you understand all the words below.

Then use the prompts to prepare 10–15 questions on the media to ask your partner. f av our it e pr ogr am m

es

sho wbiz & gossip

investigative journalism

r eader ship

credibili t y

tabloids and broadsheets

be addic ted to

buy something in the sales

commercial T V station(s)

papara z zi

public ser vice

sc andals

TV presenter

on-line papers

the World Wide Web co verage

n p i n i o o c i p u b l

v iew er s

en ts T V commercials & ad ver tisem

c ab l e / s a

audienc e

t e ll i te

ca tch y headlines f or ei gn new s

T V remo te con trol

s o ap o p e ra

realit y show modern media

p i n io n p u b l ic o

z in s and maga r e p a sp w e n in fluence

es

be biased / unbiased

documentary films

a g e f r o n t p

n Ask and answer questions in pairs. Do you h ave

similar opinion on the world of the media? n Give each other feedback using the Assessment Grid I. n In pairs, ask and answer the following questions. Then give feedback to each other.

Note down n n n n

Media types: Types o newspapers/magazines: Types o TV programmes: Adjectives to talk about the media:

1. Who is usually in charge o the TV remote control in your amily? 2. Who are the target audience o soap operas and Latin-American TV series? 3. Which is/was your avourite TV series? 4. Are you interested in gossip about amous people such as sportsmen and actors? 5. Do you think that the paparazzi are dangerous? Why(not)? 6. What kinds o documentary films do you like watching? 7. Do you/Would you like to have a cable/satellite TV at home? What are its advantages? 8. Do you find TV commercials in the middle o the film bothering? What do you typically do when the ads are on? 9. What should a good TV presenter be like? 10. Do you know anyone who spends more than seven hours a day watching the TV? 11. Do you think that on-line newspapers will soon replace the printed media? 12. In your opinion, are headlines always true? Why(not)? 13. Do you think that the media have the power to change public opinion? Do you know any examples? 14. Have commercial channels contributed to the quality o news coverage? Why(not)? 15. What kinds o magazines do you/your siblings/other amily members like reading? Which do they subscribe to?

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Vocabulary 1. a) Add more words to each spider graph. Then compare your lists in pairs. sports news classified game show

NEWSPAPER SECTION

news

TV PROGRAMME

TV presenter

journalist

PEOPLE AROUND

b) In pairs, try to find an appropriate ‘media’ word for these definitions.

1. It is somebody who writes news or a newspaper or television. 2. It is somebody who owns the newspaper. 3. It is a newspaper section where you can find the readers´ opinions on various topics and current issues. 4. It a newspaper section where you can read about the lie o a amous person who has just died. 5. It is a ‘never-ending’ TV story about the lives o a group o people which is broadcast several times a week (or even daily). Its main audience are housewives. 6. It is somebody who takes part in a quiz show, e.g. ‘Who wants to be a millionaire’, or a similar programme. 7. It is a programme or a part o a newspaper which takes the orm o an amusing drawing. 8. It is a part o a newspaper where you can learn about the weather at your planned holiday destination. 9. It is a person who inorms you what the weather will be like tomorrow. 10. It is a small advertisement in a newspaper placed by individuals who would like, or example, to buy or sell a wardrobe. Extra practice Explain the ollowing media words in English: screen, subscription, telly, episode, digital television, TV aerial, interview, TV channel, commercial station, supplement (o a newspaper), broadcast.

c) Finally, prepare the definitions of other words you have found in exercise 1 a) and test your partner. d) Explain the difference between these words. Use a monolingual dictionary to check your answers.

Tabloid × broadsheet; editorial × obituary; film review × entertainment guide; classified ad × billboard × commercial; supplement × subscription; national paper × local paper; TV series × TV serial; TV aerial × TV channel; general-interest magazine × special-interest magazine; glossy magazine × teen mag(azine); vending machine × bookstall × newsagent × paper boy/girl

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2. a) Label the following sentences either T (tabloids) or B (broadsheets). 1. There is a larger proportion o text and less pictures. The articles and stories tend to be longer and more in-depth and deal mainly with ‘hard news’, i.e. serious reports on both national and international affairs,

business, arts, science, etc. 2. The stories ocus mainly on national news, sport, showbiz gossip, sensational crime stories, scandals o celebrities and human interest stories about ordinary people. They contain paparazzi photos and pictures o nude girls. 3. The size o the newspaper is smaller. A typical page is 40 cm long and 28 cm wide. 4. The language used is rather subjective and highly-emotional. Personal opinion dominates at the expense o unbiased, objective coverage . 5. Longer and more complex sentences are used. 6. They are also called ‘quality papers’. 7. The most typical British examples are The Sun, The Daily Star, The Daily Mirror, The Daily Mail, The Daily Express and Today. 8. The main examples are The Guardian, The Times, The Independent, The Daily Telegraph and The Financial Times. It is interesting that some o the titles have recently switched to a smaller ormat which is more user-friendly. 9. Their main aim is to inorm the readership, rather than entertain the people. 10. Eye-catching headlines and dramatic captions play an important role. Also, puns, alliteration, quotes and jokes are used. b) Make sure you understand all the words in bold. Use a monolingual dictionary if necessary. c) In pairs, try to fill in the appropriate words into the sentences below.

1. 2. 3. 4. 5. 6. 7. 8. 9.

Links http://www.buzzin.net/english/news-000.htm

_________________ TV channels and radio stations are unded by the income rom advertising. A big 2 _________________ (i.e. a high number o readers) is the aim o each and every successul proprietor. More and more magazines, especially 3 _________________ magazines published or a specific target group, are only available on the Internet. Sunday papers are thicker due to the number o 4 _________________ including special sections on arts, comic strips, literature and sport. Many people in the UK and the USA 5 _________________ to a newspaper and have it delivered to their house. There is only one 6 _________________ paper in the USA, USA Today, but some 7 _________________ newspapers can be bought all over the country. More than hal o the British radio 8 _________________ listens regularly to one o the five national BBC radio stations. The reedom o 9 _________________ is one o the most valued democratic rights. Very popular types o radio programmes are 10 _________________ because common people can take part in the discussions and debates. 1

d) Now, use the words below to complete the sentences in exercise 2 c) and check your answers. special-interest, subscribe, phone-ins, commercial, the press, national, supplements, audience, circulation, local 3. a) Match the following words to find expressions that the media frequently use. Check your answers in pairs.

1. escalating 2. election 3. sexual

a) attack b) new medicine c) an aeroplane

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4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

the pollution genetic earthquake discovery o unemployment company hijacking o terrorist bomb bribery gay global

d) campaign e) rate ) scandal o one MP g) conflict in the Middle East h) rights i) warming j) hitting San Francisco k) o the environment l) discrimination and harassment at a workplace m) going bankrupt and releasing employees n) engineering o) explosion

b) In pairs, choose one of the topics above and write a catchy front page newspaper headline. 4. a) Take five minutes and write as many words connected with crime as possible. Compare your answers in pairs. b) Go through a local or national newspaper issue and find out which crimes are mentioned. Then try to translate/re-tell one of the stories in English.

Extra practice In pairs, try to guess what the ollowing words mean: arson, joyriding, ram-raiding, shoplifting, carjacking, pick pocketing, mugging, stalking.

c) Choose one of the headlines below. Your task is to write a newspaper article. First, note down some key vocabulary.

A – Town hall destroyed in arson B – Witness ound dead in park C – Gang members arrested in Nepal D – Youth killed in hypermarket tragedy E – Plane crash death: Twenty-two killed F – Famous musician to ace prison G – Former PM charged with bribery attempt

Note down … other typical issues and topics which the media deal with:

d) In small groups, read your stories and decide which would make the front page of a tabloid.

Grammar Headlinese

Newspaper headlines are written in a special language, which might be difficult or you to understand. Full sentences are avoided and instead, rather complicated noun phrases are used (e.g. Plane crash death). Articles and the verb be are let out (e.g. PM charged with bribery) and auxiliaries are not used in passive structures (e.g. Youth killed). Simple tenses are used instead o more complicated structures (e.g. present simple instead o present continuous or present perect). Infinitive is used or uture actions (e.g. President to visit the USA). Special vocabulary is also used to make the headlines short and dramatic (e.g. alert, back, ban, boost, brink, charge, cutback, drop, demo, face, halt, hit, jail, key, mob, pledge, poll, press, quake, row, sack, seek, spark, th reat, toll, troops, wed). Abbreviations such as VAT, US, UN, UK, PM, MP, PC oten appear in the headlines.

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Speaking SUSTAINED LONG TURN Model 1. a) Match the linkers with their function in the text. However; To conclude; Taking everything into account/consideration; Despite (the fact that); because; since; To start with; Besides; To sum up; My opinion on the matter is; Even though; For example; Last but not least; In my view; I (strongly) agree with; For instance; For this reason; Moreover; Firstly; as; such as; Nonetheless; Finally; In my opinion; To begin with; Nevertheless; Last(ly); like; Furthermore; All things considered; Secondly; I am in favour of; I think that; I am against; It seems to me that; In the first place; I am of the opinion that

To list and add points: n To give reasons/results: n To give examples: n To show contrast/introduce the opposing viewpoint: n

To conclude: n Expressing opinion: n Agreeing and disagreeing: n

b) Read Mr. White’s opinion on the e-media.

Many people today believe that the traditional media o communication, in particular television, newspapers and radio, will soon be replaced by the Internet. I disagree with this view or a number o reasons. First o all, the media serve as the major source o inormation and entertainment or millions o people all around the world. Thereore, their ‘unlimited’ accessibility is the key to the success and a pre-requisite or the media to ulfill their role. It can be argued that more and more people have access to the Internet, but this is moreso the case o a limited number o developed Western countries. What is more, older people are generally less inclined to use and trust modern technology and, in addition, many o them are computer illiterate. As a result, they avour traditional means o communication and dispute the objectivity and credibility o the ‘anonymous’ Internet sources. O course, there are people who, on the other hand, argue that the Internet is less susceptible to the influence o various lobby groups and political groups. It is true that rom time to time, traditional media are blamed and critisized or manipulating reality, but the same applies to the on-line publishers. All in all, I strongly believe that traditional media will not disappear rom the media scene in spite o the pressure o the Internet. Although the development o new technologies and means o communication is vital or the progress o our modern society, Pronunciation variety and personal choice remain the key Get ready to read the text aloud. democratic ideas. Pay attention to the pronunciation c) Add the underlined linkers into the proper group o new words, fluency and linking. of expressions in exercise 1 a). d) Note down three more reasons in favour of Mr. White’s opinion and three reasons against his opinion on the role of the Internet. Compare your answers in groups. Let’s practise 2. a) Get ready to talk about the topic ‘More and more young people are addicted to television’. b) You have about four minutes to get ready for your talk. Find supporting reasons or examples to justify your opinion. Use as many linking words from the p revious exercise as possible. c) Work in pairs. Take turns to give your presentations, each speaking for about 4 minutes. Give feedback to your partner using the Assessment Grid II.

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Over to you 3. a) Now, choose one of the topics below and prepare an outline of your four-minute talk.

‘Commercial TV channels play an important role in our everyday lie.’ n ‘Mass media manipulates the public opinion.’ n

b) Having your outline, work in pairs. Take turns to present your speech. Use the Assessment Grid II to take notes

during the presentation and then provide eedback on your partner’s perormance. 4. Get ready to talk about the pictures connected with crime and give your partner feedback using the Assessment Grid II. a) Your task is to describe the two pictures either in set A or set B. You have one minute to prepare. The following prompts may help you:

Crimes and criminals n Typical setting/place n Things and ‘weapons’ n Victims o the crime n


Feelings o people involved n Possible punishment n Other n

Set of pictures B

b) Now, you have 2 minutes to look at the pictures again. Student A/B: Compare and contrast the pictures saying who the people committing the crimes typically are and

what their motives might be. Also, speculate who the typical victims might be and how the crime might influence their urther lie. Express your opinion and justiy it properly. Take turns, each of you talking f or 3–4 minutes. c) Give each other feedback using the Assessment Grid II. 5. Express your opinion on the following topics.

Listening to the radio in the 21st century is a waste o time n Magazines or men/women are better n Tabloids in my country n I-pod is a must! n

Advertising on TV should be banned n TV programmes o the uture n Soap operas are only or housewives n Reality shows – a nightmare or un? n

INTERACTION Model 1. a) Mr. Black has decided to participate in one of the quiz shows on a local TV. Follow the dialogue to find out how well he did.

Presenter: ‘Good evening, ladies and gentlemen. Welcome to our quiz show! Our contestant today is Mr. Black. Good evening, sir.’ Mr. Black: ‘ Hello everybody. I’m so glad to be here!’

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Presenter: Mr. Black: Presenter: Mr. Black: Presenter: Mr. Black: Presenter: Mr. Black:

Presenter: Mr. Black: Presenter: Mr. Black:

Presenter: Mr. Black: Presenter:

Mr. Black:

Presenter:

‘Well, as you know you have twenty seconds to answer each question. Ready, Mr. Black?’ ‘Yeah, ready.’ ‘The topic or today is Ireland.’ ‘Oh no!’ ‘ Mr. Black, what is the capital city o the Republic o Ireland? ‘Let’s see now. Belast is the capital city o Northern Ireland, isn’t it. It means that …err… it has to be Dublin. Dublin is the capital city o the Republic o Ireland.’ ‘That’s right! One point or Mr. Black. Question number two … How many official languages are there, in Ireland? ‘Um…I’ll have to think about it or a moment. English, or sure … though they don’t like the English very much, do they? … Anyway, it’s English and I think there’s another language … I’m getting lost here… Let’s say two – English and Gaelic. Is that so?’ (beep) ‘The time is over. What’s your final answer, Mr. Black.’ ‘Well, two … there are two official languages in Ireland. English and Gaelic.’ ‘Well done! Congratulations! It’s time or the third question. When was the Republic o Ireland officially declared? ? Your answer can be within a plus or minus tolerance o 2 years.’ ‘Mm … Well, that’s a difficult question. Let me think. It must have been in the 20th century … I’m quite positive about that. But when … when exactly? Actually, I’m really bad at dates. I think it was shortly ater the WWII…’ ‘Mr. Black, the time’s running …’ ‘To be honest, I’m just guessing… 1948.’ ‘Yes! That’s it! Another correct answer – the Republic o Ireland was declared in 1949. You’re within the 2-year tolerance. Question number our. Which Irish personality am I talking about? A world-amous author who was born in Dublin. A man o satire. He wrote a masterpiece on producing babies or the meat market and selling them as ood to solve the problems o Ireland. He died in 1745.’ ‘Now let me think. So, it´s a man, a writer, amous …, a satirist, proposing an ugly thing to do … It’s on the tip o my tongue! I’ve read the book. It’s slipped my mind. I’m not sure but was it Swit? Jonathan Swit?’ ‘Excellent! Four correct answers or Mr. Black. Another question … (beep) Well, ladies and gentlemen, unortunately our show is over or today. A big round o applause or Mr. Black! We will see how well he does tomorrow.’

b) Look at the underlined phrases and add them to the proper group of expressions.

Functions Giving yourself time to think n n n n n n n n

Honestly/Frankly/To be honest, … You know … You see. I´ll have to think it over. Hang on. I think it´s difficult to answer that question. Now, how can I best say this? How shall I put it?

Expressing uncertainty n n n

It´s difficult to say but … I don´t know or sure but … I have to say I don´t know a great deal about … but …

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Let’s practise 2. Get ready to perform the dialogue below in pairs. a) First, work alone. You have 3 minutes to go through the instructions on your card. Card: student A

Card: student B

You are a journalist getting ready to interview a famous star.

You are a famous star getting ready for a newspaper interview.

a) You are not interested in gossip or scandals. You would like to know the star’s opinion on important political, social, environmental, and religious issues. b) First, prepare five questions you would like to ask. c) Then, start the interview by introducing yoursel and the magazine you are working or. d) Keep asking your five questions.

a) First, think about possible questions the journalist might ask you. b) Then, listen to him/her and try to answer all o the questions honestly. c) Do not orget to give yoursel time to think and express uncertainty.

b) Now switch your roles and perform another dialogue. Mini-dialogues 3. Choose one situation from the list and read the instructions to your partner. a) Without preparation, carry out the dialogue. Talk for 2–3 minutes. Situation 1:

I’m your history teacher and I’m going to ask you a couple o test questions. Express hesitation but try to answer all o the questions. I start. Situation 2:

I’ve just stopped you in the street and you’ve agreed to take part in an opinion poll whose aim it is to find out how satisfied people are with the current political situation. I’m going to ask you a couple o questions and I’d like you to answer honestly. You can express uncertainty and give yoursel time to think. I start. Situation 3:

You are my parent and you would like to find out what the best Christmas present would be or me. React with uncertainty and hesitation but then choose one option. I start. Situation 4:

You are a politician participating in an election show. I’m a member o the audience and I’m going to ask what your plans are or changes in our country. Express your hesitation and uncertainty but always try to say something. b) Assess your own performance using the Assessment Grid III. Background studies GETTING STARTED 1. a) What do you know about the Republic of Ireland? Work in pairs and take turns to ask and answer the questions 1–20. Do not hesitate to use t he phrases for expressing uncertainty and/or give yourself time to think if necessary. It is important to try to answer every question. The phrase ‘I don’t know’ is forbidden!

1. What is the capital city o the Republic o Ireland? 2. How many people live there (approximately)? 3. Where can you find St Patrick’s Cathedral and Trinity College? 4. Who is the author o ‘Ulysses’? 5. Could you mention at least three amous Irish ‘products’? 6. Can you name at least our major cities in Ireland?

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7. What is the name o the longest Irish river? 8. What is the national currency? 9. Can you name the two official languages? 10. Can you describe the Irish flag? 11. Can you describe the political system o the country briefly? 12. Do you know any amous Irish writers? 13. Which other cities or places are worth seeing? 14. What are hurling and beagling? 15. What do you know about the Great Potato Famine in the 1840s? 16. What does ‘Éire’ mean? 17. Can you describe the geography o the island in a ew words? Links 18. Do you know any amous Irish musicians or music groups? http://www.irlgov.ie/ 19. Is the Republic o Ireland a member o the http://en.wikipedia.org/wiki/Ireland European Union? 20. What is the symbol o Ireland? b) Focus on questions you were not sure about. Use the links or other resource materials to check your answers. FACTFILE – IRELAND 2. Project I: ‘Draw Me Ireland’ /Map posters and presentations, 45 minutes/ a) In pairs, draw a big map of the Irish island. You have 25 minutes to label the map:

Major cities n Interesting sights and monuments n

Historical places n Geographical eatures (mountains, rivers, sea) n

Do not underestimate the visual aspect of your map. Use drawings, pictures, or photographs to make your posters lively and eye- catching. b) Now prepare a 4-minute talk on Ireland using your map as a visual aid. Add interesting details and information you have learnt. c) For homework, prepare a fact file on the Republic of Ireland including key facts. 3. Project II: ‘Who Is Who in Irish Literature’ /Encyclopaedia entry, 45 minutes/ a) Work in pairs. Choose one of the famous Irish personalities from the list below. You have 20 minutes to prepare a ‘Who is Who’ encyclopaedia entry about the person you have chosen.

Ê Jonathan Swit Í W. B. Yeats Ð Samuel Beckett

Ë Laurence Sterne Î George Bernard Shaw Ñ Seamus Heaney

Ì James Joyce Ï Oscar Wilde Ò Roddy Doyle

b) Display your entries in the class. Walk around, read the entries on famous writers and try to remember important facts about their lives and work. c) Sit down and try to write down as much as you remember without looking at the posters. Compare your answers in pairs. d) For homework, choose the personality you find the most interesting and write his/her biography (180–230 words). Of course, use additional resource materials if necessary.

Links http://en.wikipedia.org/wiki/Irish_literature

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FACTFILE – THE MEDIA AROUND US 4. Project III: ‘Newspaper Quiz’ /Quiz, 45 minutes/ a) In small groups, bring newspapers in English or your local/national newspapers to the class. You have 15 minutes to answer the questions below: n n n n n n n n n n n n n n n

Tips Reading newspapers can help you learn more vocabulary and improve your reading skills. Nowadays, it is simple to read an on-line version o major English or American newspapers. See, or example, http://www.guardian.co.uk/ or http://www.bbc.co.uk/worldservice/ , http://www.nytimes.com/ , http://www.usatoday.com/ .

Is there any news about something that happened in the USA? What is, in your opinion, the most attractive headline on the ront page? Why? Can you find the stock market listings in the paper? Which sections o the paper can you identiy? Are any supplements offered? Which? Which is the best picture caption? Are photographs used oten? Are they only black-and-white? What is the hottest local/regional story? Are any cartoon strips included? Where can you find out who does what in the newspaper? Are any horoscopes/classified ads/weather charts used? Which sections o the newspaper do you/do your parents always read/never read? Can you find out any showbiz gossip? What/who is it about? Which sports are mentioned in the sports section? Could you reer to the newspaper i you were desperately looking or a job?

b) Compare your answers with other groups. 5. Project IV: ‘We, the Journalists’ /Newspapers, 90 minutes/ a) Work in two groups. Your task is to prepare a special issue of a local newspaper (group A) or a school magazine (group B). Focus first on the following:

The title o your newspaper/magazine n Important sections o the newspaper/magazine n Important/current inormation to deal with n Catchy ront page design to attract wide readership n

b) Now you have 30 minutes to prepare the issue. Each of you should work on one story. c) If possible, make copies of your newspaper/magazine and try to sell it to the members of the other group. d) Give each other feedback. 6. Project V: ‘TV Channel’ /TV Guide, 90 minutes/ a) Work in groups, each focusing on one of the target groups below.

Kids n Teenagers

n

Young adults n Families with young kids n

Middle-aged proessionals n Retired people n

Your task is to agree on the most interesting features of a programme for the given age group. b) Now prepare a TV schedule for one day. Include timing, names of the programmes and their short description to be published in a TV guide.

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c) Finally, get ready to perform a short outtake of footage from two to three programmes in your TV guide (e.g. a weather forecast, a film trailer, a commercial). If possible, record your presentation using a camcorder. PEEPSHOW a) Look at some results of a survey on media in the USA.

1. The most important source o news both in the USA and the UK is television, ollowed by newspapers, radio and the Internet. 2. The Internet is used more by male respondents than by women. 3. Most Americans have expressed trust o local newspaper and o riends and amily as resources o valuable inormation, whereas the lowest credibility has been accredited to the rapidly spreading Internet blogs and web sites. 4. More than 65 % o Americans claim that the media cover too many negative, violent and upsetting news stories. 5. A surprisingly huge number o respondents have expressed the view that media do not cover the events appropriately and honestly. 6. Today, nearly 30 per cent o respondents regularly get their news online. 7. Nearly hal o all Americans spend at least 30 minutes per day getting news rom television. 8. Only about 30 per cent o British people agree that the media covers all sides o the story and, as a result, almost 80 % preer to get inormation rom various sources. b) What was the most surprising fact for you? Do you share a similar opinion on the world of the media? What would be the results of a similar survey in your country? What are the main ‘media’ trends? Discuss your opinion in small groups. c) Prepare a ten-item questionnaire on the attitudes of people living in your country towards the media. When carrying out the research, try to find respondents of various ages and social groups. d) Report the results of your survey to the class. Practise using the language for describing trends and changes (see Unit 2).

Links http://people-press.org/reports/display.php3?ReportID=282 http://www.globescan.com/news_archives/bbcreut_country.html

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Klíč 1. Me and my life Vocabulary Ex. 1 a (odd one out) Personal adjectives: heartul (corr. hearty/cordial), sympathic (corr. sypmathetic), intelligence (corr. intelligent), sensibil (corr.

sensible), insociable (corr. unsociable) Hobbies: fliing (corr. flying), chating (corr. chatting), playing (corr. the) guitar, colecting (corr. collecting) stamps, meeting with riends (corr. meeting riends) Ex. 1 b (sample answers: opposites) Opposites: happy-gloomy/depressed, reliable-unreliable, responsible-irresponsible, clever-stupid/thick, sociable-shy, thoughtless-thoughtul, untidy-tidy, tolerant-intolerant, unsure-sel-confident/assured, heartless/ruthless/impolite/rude-kind/nice, disobedient-obedient, generous-mean, lazy-diligent, decisive-indecisive, ambitious-modest/humble, honest/air-unaithul/unair Ex. 2 text (word ormation and multiple matching) Word formation: 1. activity, 2. reality, 3. imagine, 4. sleeping, 5. finally, 6. unpleasant, 7. especially, 8. cooking, 9. rarely, 10. sipping, 11. neglected Multiple matching: a) hate, b) love/enjoy, c) enjoy/love, d) turn off, e) get up, ) put on, g) cleaning, h) spends, i) dreaming, j) good, k) ond, l) thinking, m) don´t mind Speaking SUSTAINED LONG TURN Model Ex. 2 a (structure o an introduction)

1. Introduction (my name, address, etc.), 2. My work and education, 3.My hobbies and ree time, 4. My uture Ex. 2 b (stylistics)

The introduction is a ormal one – you can judge on basis o the vocabulary and the structures used in the text. Ex. 2 c (stylistics) Informal presentation: used only among/between riends and people you know well (e.g. introduction to a schoolmate at a party), is not as well structured as the ormal one, uses a lot o colloquial expressions and even slang, does not have complicated grammar, uses usually only past, present and uture simple tenses Formal presentation: used with people you do not know – they are mostly o higher rank than you (e.g. job interview), is well structured and thought-out, uses ormal language, has more complicated grammar INTERACTION Ex. 1 a Matching headings (degree o agreement)

Mr. Black (is negative about sports)

Mr. White (is positive about sports)

Ex. 1 b (degree o agreement)

The phrases are used to disagree with the other person – they express disagreement. Background studies GETTING STARTED Ex. 2 USA (adjective: American, a person: an American, people: the Americans) Canada (Canadian, a Canadian, the Canadians) Australia (Australian, an Australian, the Australians) UK/Great Britain (British, a British person/a Briton1, the British) England (English, an Englishman/an Englishwoman, the English) Wales (Welsh, a Welshman/a Welshwoman, the Welsh) Scotland (Scottish2/Scotch, a Scot/a Scotsman/a Scotswoman, the Scots) Ireland (Irish, an Irishman/an Irishwoman, the Irish) New Zealand (New Zealand, a New Zealander, the New Zealanders)

Notes: 1

2

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Most people call themselves Scottish, Welsh, Irish or English. The British is used to reer to people rom the United Kingdom. A Briton/Britons is used especially in newspaper headlines. People rom Scotland usually use the word Scottish, nevertheless Scotch is used as well, especially in collocations such as Scotch whisky.

Ex. 3 a

Official language is the language with a legal status used by a particular nation or an ethnic group within a state. First language is the language one learns as the first at home. Second language is the language learned later especially because one lives in a country with a dominant language other than the first language acquired. Foreign language is the language one learns at school and uses when going abroad. 1. official language, 2. official language, 3. official language(s), 4. first language/native language/mother tongue, 5. second language, 6. oreign language, 7. official language Ex. 3 b (first letters) South Arica, the Bahamas, the Gambia, Papua New Guinea, Jamaica, Cayman Islands, Fiji, Antigua and Barbuda, Dominica, Ghana, Pakistan, Bangladesh, India, Philippines, Kenya, Zambia, Liberia, C ameroon, Belize, Gibraltar, Bermuda, Sierra Leone, Malawi, Lesotho, Barbados, Uganda, Seychelles, Sri Lanka, Brunei, Malta, Tanzania, Zimbabwe, Botswana, Trinidad and Tobago, Swaziland, Nigeria, Mauritius FACTFILE – CUSTOMS AND TRADITIONS Ex. 6 c

January 1

New Year´s Day

Britain

March/April (movable holiday)

Easter holiday

Britain

May 1

May Day (bank holiday)

Britain

June 21

Solstice

England, Stonehenge

June 26–July 9

Wimbledon Tennis Tournament

London, England

November 1

All Saints´ Day

Britain

November 5

Guy Fawkes Day

Britain

December 25

Christmas (Day)

Britain

December 26

Boxing Day

Britain

December 31–January 2

Hogmanay

Scotland

PEEPSHOW

1. The Commonwealth o Nations is a voluntary association o 53 independent and sovereign states all over the world, ranging rom the Americas to Europe, rom Arica to Asia and the Pacific. 2. The number o citizens o the Commonwealth is about 1.8 billion (about 30 per cent o the world’s population). 3. Most o the countries associated within the Commonwealth are the ormer territories o the British Empire. 4. Though Her Majesty Queen Elizabeth II is the titular head o the Commonwealth, she is the actual head o only 16 member countries. 5. When the Queen dies or abdicates, her heir will not automatically become the head. 6. The majority o countries are republics , the rest are monarchies. 7. The association does not have a written constitution. 8. Commonwealth Day is celebrated on the second Monday in March to promote the common ideas o co-operation, understanding and peace. The Queen’s speech is broadcast in every member state. 9. The Commonwealth Games were introduced in 1930 and are held every four years. 10. The year 1949 marks the beginning o the Commonwealth o Nations in the modern sense. 11. The Commonwealth symbol comprises the image o a globe and the spears symbolizing the letter ‘C’. 12. The Commonwealth flag consists o the golden Commonwealth symbol on a blue background.

2. Family and friends Vocabulary Ex. 1 a (sample answers) Nuclear/immediate family (ather/mother, son/daughter, brother/sister), Extended family (grandather/grandmother, great-grandather/great-grandmother, grandson/granddaughter, uncle/aunt, cousin, nephew/niece), In-laws

(ather-in-law/mother-in-law, son-in-law/daughter-in-law, brother-in-law/sister-in-law) Ex. 3 a

1 a, 2 c, 3 a, 4 b, 5 b, 6 a, 7 b, 8 c, 9 c, 10 b

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Ex. 3 b

relationship (N) = vztah connection (N) = spojení each other = jeden druhého get along (well) with (V) = (dobře) s někým vycházet happen (V) = stát se, udát se approach (V) = přistoupit k deal with (V) = vypořádat se, zvládnout

break up (V) = rozejít se get divorced (V) = rozvést se solution to (N) = řešení (čeho) establish (V) = vybudovat, navázat tie (N) = vztah, pouto experience in (N) = zkušenost s guidance (N) = rada, vedení

Ex. 4 a

1. GET, 2. GO, 3. HAVE, 4. BE, 5. PUT Ex. 4 b

1. in, 2. with, 3. -, 4. up, 5. out, 6. or, 7. on, 8. on, 9. in, 10. in, 11. with, 12. -, 13. with, 14. to, 15. with, 16. -, 17. up, 18. -, 19. into, 20. at, 21. to, 22. rom, 23. on Speaking SUSTAINED LONG TURN Ex. 1 a

1. than, 2. and, 3. alike, 4. both, 5. same/identical, 6. o, 7. identical, 8. looks, 9. resemble, 10. neither, 11. take, 12. different, 13. as Ex. 1 b Adding points/showing similarity: what is more, similarly, moreover, likewise, urthermore; equally, also, too, both … and, not only

… but also, alike, similar to, the same as, just as Adding contrast/showing difference: however, in contrast, whereas, while, on the other hand, nevertheless, even though, on the contrary; but, unlike, in comparison, nonetheless, otherwise INTERACTION Ex. 1 b Listing and adding points: Firstly, Secondly, What is more, Moreover, Besides Introducing your opinion: In my opinion, To tell the truth, Actually, To be honest, Well Expressing disagreement: That makes sense, but…, I don’t quite understand what you mean by …, I don’t see why … Background studies GETTING STARTED Ex. 2 a (rom top let to right)

c) Stonehenge, England; g) Maen-y-Bardd (burial chamber), Wales; e) Traalgar Square, England; b) Scottish Highlands (bag pipes); h) Conwy Castle, Wales; ) cliffs o Dover, England; a) Edinburgh (Royal Botanic Garden), Scotland; d) Giant´s Causeway, Northern Ireland Ex. 5 a

1. though, 2. according, 3. once/previously, 4. undergone, 5. rather, 6. between, 7. by/in, 8. caused, 9. risen, 10. quarter, 11. result, 12. more, 13. increasing, 14. consequence/result, 15. steeply, 16. at, 17. in, 18. compared, 19. average, 20. gone, 21. due, 22. declined PEEPSHOW

1. T, 2. F (Sean Connery and Tony Blair lived in Scotland when they were schoolboys), 3. T, 4. T, 5. T, 6. T, 7. F (Stonehenge appears to be a giant Neolithic calendar ), 8. T, 9. F (St. Patrick, the patron o Ireland, was the first prominent historical figure to speak out against the institution o slavery. In his youth he had been enslaved in Ireland.), 10. T, 11. F (The term Cop comes rom Constable on Patrol . It´s rom England.), 12. T, 13. F (The Queen’s official limousines are the only cars in Britain to have no number plate.)

3. Science and technology Vocabulary Ex. 1 a (description o PC)

key board = klávesnice, mouse = myš, floppy disk = disketa, CD tray = místo, kam se vkládá CD, screen = monitor, speakers = bedýnky, memory stick/pen-drive = flash disk, printer = tiskárna, headphones = sluchátka, case = “bedna s počítačem/kejs”, modem = modem Ex. 1 c (computer slang) computer nerd = počítačový maniak; cyberspace = virtuální/počítačový svět/prostor/síť; technophobe = ten, kdo se bojí technologií, cyberbuddy = přítel přes počítač/přítel po síti Ex. 1 d (writing on-line) Our communication today is getting quicker and quicker. We are used to getting answers to our emails as soon as possible and have nearly stopped using the snail mail. The communication is becoming impersonal and the people are hiding more and more behind their lap tops. It is difficult to have a real riend these days.

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Ex. 2 a (sample answers: sorting words) Home: answer phone, CD player, dishwasher, vacuum cleaner, video recorder, washing machine, personal computer, cable TV, colour printer, microwave, penknife, mobile phone, electric cooker, car radio, DVD player, play station Office: answer phone, photocopier, fax machine, personal computer, lap top, colour printer, mobile phone, electric cooker, over-head projector, micro pen School: CD player, photocopier, video recorder, fax machine, personal computer, colour printer, over-head projector, DVD player, micro pen Ex. 2 c (pronunciation rules) Noun + noun: there is one stress on the first part of the compound noun (e.g. dishwasher) Adjective + noun: there are two stresses (one stronger and one less strong) at each part of the compound noun (e.g. personal computer) Note down (description vocabulary – sample answers) 1. shapes: square (čtverec), diamond/rhombus (kosočtverec), rectangle/oblong (obdélník), trapeziod (lichoběžník), triangle

(trjojúhelník), circle (kruh), oval/ellipse (elipsa, ovál), round (kulatý), square/angular (hranatý) 2. colours: white, blue, red, purple, blue, turquoise, dark/light yellow, grey 3. materials: wooden, silver, metallic, iron, plastic, paper, leather Ex. 3 a (verb orms – active/passive) 1. is believed, 2. detects/will detect, 3. is detected, 4. is generally agreed, 5. to be, 6. reminds, 7. are addicted, 8. be taken, 9. was designed, 10. perormed, 11. was intended/had been intended, 12. to laugh Ex. 3 b (dictionary work) invent (V) = vynalézt sign (N) = štítek, znak specially (Adv) = speciálně be regarded = být považován (za) detect (V) = odhalit, detekovat hardened (Adj) = ostřílný, otrlý arrival (N) = příchod, příjezd chain smoker = náruživý kuřák emerge (V) = objevit se attempt (N) = pokus chubby (Adj) = buclatý, boubelatý loud snoring = hlasité chrápání chap (N) = chlápek principle (N) = podstata, princip solve (V) = vyřešit muffler (N) = tlumič prove (V) = dokázat intend (V) = zamýšlet, hodlat, mít v úmyslu solution (N) = řešení device (N) = zařízení, vynález ingenious (Adj) = důmyslný however (Adv) = nicméně, avšak ashtray (N) = popelník laugh (N, V) = hlasitý smích, smát se/chechtat se claim (V) = tvrdit, prohlašovat inappropriate (Adj) = nevhodný Speaking SUSTAINED LONG TURN Model Ex. 1 c (sample answers: linking expressions and conjunctions) 1. To start with , 2. because, 3. O course, 4. who, 5. and, 6. neither, 7. nor, 8. which, 9. who, 10. that, 11. but, 12. and, 13. Ater,

14. both, 15. and, 16. So, 17. and, 18. that, 19. and, 20. Also, 21. and/or, 22. than, 23. Now, 24. which, 25. but, 26. Another one, 27. and, 28. that/who, 29. and so, 30. finally, 31. e.g., 32. To conclude, 33. but, 34. too, 35. Anyway, 36. that, 37. and INTERACTION Ex. 1 b (unctions) Giving instructions: Make sure that…, (Try to) remember… (to do), Be careul not to … Asking sb. to repeat: Could you repeat that, please?, I’m sorry I didn’t (quite) catch that., I’m sorry, what was that (again)? Checking that you’ve understood: So, the (general/basic) idea is to…, Do you mean that…?, Does this/that mean that…?,

So am I right in saying… Background studies GETTING STARTED Ex. 2 a 1. Delaware, 2. Pennsylvania, 3. New Jersey, 4. Georgia , 5. Connecticut, 6. Massachusetts, 7. Maryland, 8. South Carolina , 9. New Hampshire , 10. Virginia, 11. New York , 12. North Carolina, 13. Rhode Island, 14. Vermont, 15. Kentucky, 16. Tennessee, 17. Ohio, 18. Louisiana, 19. Indiana, 20. Mississippi, 21. Illinois, 22. Alabama, 23. Maine, 24. Missouri, 25. Arkansas, 26. Michigan , 27. Florida, 28. Texas, 29. Iowa, 30. Wisconsin, 31. California, 32. Minnesota, 33. Oregon, 34. Kansas, 35. West Virginia, 36. Nevada, 37. Nebraska, 38. Colorado, 39. North Dakota , 40. South Dakota, 41. Montana, 42. Washington, 43. Idaho, 44. Wyoming, 45. Utah, 46. Oklahoma, 47. New Mexico, 48. Arizona, 49. Alaska, 50. Hawaii Ex. 2 b

1 d, 2 c, 3 b, 4 , 5 a, 6 e Ex. 2 c (rom the top let to right) Yellowstone National Park (Wyoming); Rocky Mountains (Colorado); Arlington National Cemetery (Virginia); Big Sur (Caliornia); Empire State Building (New York City); Grand Canyon (Arizona)

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PEEPSHOW

Sentences 2., 6., 10., 14. and 18. are wrong. Correct facts are:

2. No piece o paper can be olded into hal more than 7 times. 6. Venus is the only planet that rotates clockwise. 10. Every time you lick a stamp, you consume 1/10 o a calorie. 14. One quarter o the bones in your body are in your eet. 18. Intelligent people have more zinc and copper in their hair.

4. Sport and fame Vocabulary Ex. 1 a (sorting into groups) Play: volleyball, gol, chess, cricket, soccer, basketball Do: aerobics, figure skating, yoga, working-out, mountain biking, snowboarding Go: jogging, hiking, fishing, snowboarding, mountain biking Ex. 2 a (sample answers: spider graphs) Equipment: (racket, net) baseball cap/bat/glove/mitt; tennis racket; dress; helmet; shuttlecock People: (goalkeeper, coach), batter; runner; reeree; linesman; caddie; umpire; catcher Places: (court, rink), pitch (baseball), track, athletic field, goalpost; mound; base; stadium Ex. 2 b (sample answers: sports)

volleyball – net/dress/(protector) pad – court – (volleyball) player, opponent, reeree soccer – ootball boots/kit – ootball pitch – ootballer/ootball player, reeree, linesman, goalkeeper baseball – baseball cap/bat/glove – baseball pitch – umpire, runner, pitcher, batter, catcher gol – gol club/cart – gol course – goler/s, caddie badminton – racket/shuttlecock – court – players, umpire Ex. 3 a Text (multiple choice) 1. a, 2. b, 3. b, 4. c, 5. c , 6. a, 7. b, 8. c, 9. c, 10. a, 11. b, 12. a, 13. a, 14. c, 15. b, 16. b, 17. a, 18. c, 19. b, 20. b Ex. 3 b (multiple matching) 1 cricket, 2 volleyball, 3 croquet Ex. 3 c (dictionary work) last (V) = trvat rally (N) = výměna míčů (např. ve squashi) successive (Adj) = postupný, následující score (V) = dát gól attempt (N) = pokusit se clockwise (Adj) = ve směru hodinových ručiček opposing team/opponent (N) = protihráč involve (V) = zahrnovat field (V) = chytit/z astavit a vrátit míč (kriket etc.) mallet (N) = palička inning (N) = čas po odpalu míčku (např. v kriketu) currently (Adv) = v současné době/nyní ground (V) = dát míč (dopad na zem, např. volejbal) layout (N) = rozložení (v prostoru) in addition (C) = a navíc particularly (Adv) = zvláště/zejména service (N) = podání Speaking SUSTAINED LONG TURN Model Ex. 1 b (sentence completion – multiple matching)

1D, 2F, 3B, 4C, 5E, sentence A is not used INTERACTION Ex. 1 b (unctions) Checking that someone has understood: Does that seem to make sense?, Did you ollow that? Asking what someone thinks: What do you think?, What´s your opinion about/on…?, Do you have any thought on…? Background studies GETTING STARTED Ex. 2 a Neighbours of Canada: bordering the North Atlantic Ocean on the east, North Pacific Ocean on the west, and the Arctic Ocean on

the north, north o the conterminous US Territories in Canada: Yukon, British Columbia, Alberta, Northwest Territory, Nunavut, Saskatchewan, Manitoba, Ontario, Quebec, New Brunswick, Nova Scotia, Prince Edward Island, Newoundland/Labrador

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Ex. 2 b

1. Yukon territory, 2. Northwest territory, 3. Nunavut, 4. British Columbia, 5. Alberta, 6. Saskatchewan, 7. Manitoba, 8. Ontario, 9. Quebec, 10. Newoundland and Labrador, 11. Prince Edward Island, 12. New Brunswick, 13. Nova Scotia PEEPSHOW

a) 8, b) 4, c) 7, d) 12, e) 5, ) 6, g) 9, h) 11, i) 1, j) 3, k) 2, l) 10

5. Housing and living Warm-up

(Sample questions) Do you live in a house? Where is your flat? How ar is it to the centre o the city?/ How do you get to the city centre? Do you share a room with your brother or sister? How many rooms are there in your flat? Do you have (a dining room/a balcony)? What is your flat/room like? Which floor do you live on? How long have you been living there? Do you like your flat? Vocabulary Ex. 1 a

1. c, 2. e, 3. g, 4. b, 5. d, 6. , 7. a Ex. 1 b

An apartment = a flat; an apartment building/block = a block o flats; a duplex = a semi-detached house; a row house = a terraced house Ex. 1 c

A skyscraper = a very tall building in the city, a mobile home = a building on wheels which can be moved but is usually parked in one place or living in (these houses are typically parked in a trailer park), a mansion = a large house where rich people live, a bed-sit = a rented room used or living and sleeping in, a high-rise building/a multi-stor(e)y building = a very tall building having many floors Extra practice (suggested answers) a hall o residence; barracks; a nursing home; a palace; a nunnery and a monastery; an igloo; 10 Downing Street, London; the White House, Washington D.C.; Buckingham Palace, London; a shed/a cardboard box/under the bridge; a castle; a ranch Ex. 3 a

1. used, 2. in, 3. there, 4. such, 5. every, 6. Claus, 7. television/TV, 8. parents, 9. with, 10. on, 11. walls, 13. on, 14. to, 15. to Ex. 3 b (suggested answers)

On, at, in, next to, in ront o, behind, above, over, under, below, on the let, on the right Ex. 4 a

1. wished, 2. finding, 3. unortunately, 4. possibilities, 5. honestly, 6. go, 7. pleasant, 8. to live/living, 9. to decide, 10. unlimited/limitless, 11. ranging, 12. taking, 13. urnished, 14. highly, 15. to take Speaking SUSTAINED LONG TURN Ex. 1 a A – 1. flatmate, 2. urnished/renovated, 3. utilities; B – 4. immediate, 5. renovated, 6. district, 7. asap; C – 8. lo t, 9. kitchenette, 10. cable, D – 11. rent, 12. unurnished, 13. phone, 14. Available INTERACTION Ex. 1 b Showing I’m listening: Mm-hmm, Interesting! Really? What? Who?; Right, Me too! And (so)? And what happened (then/next)?

So what did you say? (Many phrases used or showing surprise can be used in the first group as well) Showing surprise: A high-tech TV? (plus other echo questions), Interesting! Really? I can’t believe it! She didn’t, did she? Impossible! You must be kidding! You can’t be serious! My goodness!; You must be joking! Are you serious? Are you pulling my leg? That’s incredible! Gosh! You’re not! What?! Oh! Reacting to good news: Oh that’s antastic/great/wonderul/brilliant! Congratulation!; I’m so glad! Well done! Well, isn’t that wonderul! Oh wow, lucky you! You must be thrilled! Showing sympathy and concern: Oh no! Poor you! Oh, what a pity! I know exactly how you eel!; I’m so/really/extremely sorry! You poor thing! I’m sorry to hear that! That’s too bad! You must be very annoyed! Oh my God! PEEPSHOW

a) 3, b) 9, c) 1, d) 10, e) 7, ) 4, g) 2, h) 8, i) 5, n) 6

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6. Shopping and services Vocabulary Ex. 1 a

1. o, 2. p, 3. n, 4. m, 5. , 6. j, 7. e, 8. a, 9. d, 10. b, 11. h, 12. i, 13. c, 14. l, 15. g, 16 .k Ex. 2 a (sample answers) Money (verb + money): to spend money (on), to earn, to lend, to borrow, to l oan, to owe, to invest (in), to make (a lot o ), to waste, to blow, to squander, to return, to give back, to withdraw, to run out o, to be out o, to manage with, to launder, to be short o, to count, to inherit, to come into, to deraud, to exchange, to give, to get, to save, to set/put aside (or a rainy day), to donate, to raise Shop (verb + a shop): to set up a shop, to visit, to open, to sell out, to move, to renovate, to redecorate, to expand, to manage, to run, to operate, to supply (with goods), to close, to go to, to buy at/in, to shop at/in, to work at/in, to enter Shopping (shopping + noun): a shopping basket, a bag, a trolley(BrE)/a cart(AmE), a shopping assistant, a centre, a mall, a list, a shopping arcade, a village Ex. 3 a (sample answers) hairdresser’s (have your hair cut/dyed/permed/done), cleaner’s (have your clothes cleaned/dry-cleaned, have stains removed, have your shirts ironed), garage (have your car serviced/repaired, have brakes checked, have oil changed, have something tested, have a broken part replaced), gas station (have your car filled with petrol/washed), doctor’s (have your blood pressure taken, have your eyes tested, have something checked, have your leg X-rayed), photo shop (have your photos developed/enlarged) Ex. 3 b

1. b, 2. a, 3. e, 4. d, 5. c Ex. 4 b

1. h, 2. c, 3. k, 4. d, 5. j, 6. , 7. a, 8. i, 9. b, 10. l, 11. g (e is extr a) Ex. 4 c

goods, entire, remarkable, opened, enormously, motto, numerous, renowned, tribute Speaking SUSTAINED LONG TURN Model Ex. 1 b (sample answers) Types of shops/stores: department store, discount store, shopping mall, chain store, outlet store, actory outlet, a dollar store,

a shopping complex; a supermarket, a general store, a mini-market, a convenience store, a shopping arcade, an anchor store, a shopping village, a market, an outlet mall; Phrases to talk about prices: (at) affordable/reasonable/low(er)/discounted price(s), seasonal and clearance sales, pick up a (real) bargain; end-o-season sales, special offer, buy something in a sale, cost someone a packet, cost a ortune, be pricey; Types of customers: shopaholic, bargain hunter; window-shopper, a pickpocket; Phrases to talk about your financial situation: have a (limited) budget, be (a bit) hard up, be broke; be well-off, be loaded, have money to burn, be short o money, need to tighten one’s belt, live rom hand to mouth. Ex. 1 d (sample answers) Giving advice

My advice is to …; We advise you to …; Here are some tips or …; An/another example o … is …; The best option (or) …; Be careul that …; Take into account …; Follow these tips …; i-clauses; use o the modal verb can. INTERACTION Ex. 1 b

Excuse me (attract one’s attention); I’m araid … (explain the problem); Could I change it, please? (ask or remedy); I’m sorry but … (reuse help politely) Ex. 1 c Explaining the problem : I’m araid (this thing) is not working. Asking for remedy : I’d like (another one), please. I’d like a reund, please. Can I have another one, please? Could I change it, please? Agreeing: I don’t see any problem with that. I’m sorry about that. Yes, o course. Sure, sir. Refusing: I’m sorry, it’s not possible. I’m sorry I can ´t do that. I’m araid not. Ex. 4 b Offering: Have some (sushi), please. What can I get you (or drink)? Can I offer you …? Help yoursel to …,

Can I get you anything? Do you ancy …? Would you like some …? Accepting/Refusing an offer: I would like …, (Beer) would be nice, thank you.; I’m fine, thank you. No, thanks. I’m araid I’m ull. Background studies GETTING STARTED Ex. 1 a

1) area o 268,000 sq km, 2) over 4 million, 3) Maori, 4) Wellington, 5) Auckland, 6) Sign Language, 7) New Zealand Dollar, 8) kiwi (bird), 9) stars, 10) God Deend New Zealand, 11) Prime Minister, 12) 3 years, 13) 2,000, 14) North Island and South Island,

174

15) Mount Cook, 16) Polynesia, 17) Cook, 18) were deeated, 19) gold rush, 20) vote, 21) (sample answers: Auckland/e.g. the Sky Tower, Waitemata Harbour/, Wellington/e.g. Te Papa, the national museum/, Christchurch, Dunedin, the Bay o Islands, Fjordland National Park, Lake Taupo, Mount Ruapehu, Mount Cook) PEEPSHOW

a 4, b 8, c 2, d 11, e 5,  1, g 9, h 12, i 6, j 7, k 3, l 13, m 10

7. Food and eating Vocabulary Ex. 1 b

Apple, batter, cauliflower, desserts, eggs, flour, grapes, honey, ice-cream, jam, knie, lettuce, meat, napkin, oven, pasta, quiche, recipe, spoon, turkey, utensils, vinegar, walnut, Xmas, yoghurt, zucchini Ex. 2 a Fruit (pineapple, tangerine, peach, raspberry, strawberry, plum, pumpkin (!)); Vegetables (cabbage, cucumber, horse radish, garlic, bean, pepper); Meat (bacon, lamb, meat loa, pork chop, veal, venison, (meat) pudding); Dairy products (cottage cheese, margarine, sour cream, skim milk); Sweets (brownie, muffin, custard, apple pie, pancake, pudding); Spices and Flavouring (cinnamon, curry,

ginger, mustard, pepper, nutmeg) Ex. 3 a (sample answers) Equipment: microwave oven, cooker, pan, saucepan, rying pan, grater, ladle, eggbeater, blender, bowl, skillet, whip, mixer, kettle, cover, colander, baking pan, carving knie, plate, saucer, soup bowl Drinks: beer, ale, brandy, vodka, coffee, lemonade, liquor, soda, whiskey, wine Places: hotel, tea-shop, ethnic restaurant, fish and chip shop, eating house chain, ast-ood outlet, curry house, burger bar, pizzeria, pub, inn, takeaway restaurant, grill room, canteen, sandwich bar Ex. 3 b (sample answers) 1. steak, 2. water, 3. salad, 4. wine, 5. curry, 6. cake, 7. tea/coffee, 8. drink, 9. (apple), 10. ood, 11. meal, 12. diet, 13. beer, 14. eggs, 15. potatoes, 16. bread, 17. ruit, 18. coffee Ex. 4 a (suggested answers) 1. ood, 2. cuisine/cooking, 3. dishes, 4. oods, 5. dish, 6. courses, 7. meals, 8. cooking; 9. breakast, 10. brunch, 11. snack, 12. break, 13. lunch, 14. tea, 15. dinner, 16. supper, 17. desser t, 18. snack Speaking SUSTAINED LONG TURN Model Ex. 1 A 1 heat, 2 dip, 3 coat, 4 ry, 5 sprinkle, 6 serve (Schnitzel) B 1 cream, 2 add, 3 knead, 4 roll, 5 cut, 6 sprinkle, 7 old, 8 shape, 9 drop, 10 cover, 11 simmer, 12 brown, 13 makes (Plum dumplings) C 1 boil, 2 peel, 3 mash, 4 work, 5 divide, 6 place (Potato dumplings) D 1 mix, 2 spread, 3 heat, 4 ry, 5 burn, 6 sprinkle, 7 serve (Eggs on toast) INTERACTION Ex. 1 b Interrupting politely: Sorry to interrupt, but …, Could I just say something?, Oh, beore I orget …, May I interrupt again? Asking about preferences: Shall we … or …? Which do you like better, X or Y?, What would you rather (have), … or …?,

Would you rather … or …? Ex. 1 c Expressing preferences: Comparing two possibilities and making a choice: Given the choice, I´d sooner … than …; I think I´d rather … than …; I´d preer

to … rather than …; I rather ancy …; We´d better …; I like … better than … Expressing enthusiasm: (X) sounds good/great. The idea o (X) is quite appealing, I must say. I like the sound o (X). Expressing lack of enthusiasm: (X) sounds a bit too (heavy) or my liking. I don´t like either o them. I don´t really ancy the idea o … Being indecisive: I don´t mind. It´s up to you; I´m easy. I´ll have (whatever) you like; I like them both/both o them equally. Background studies GETTING STARTED Ex. 1 a

1. The United Kingdom consists o four constituent countries: England, Scotland, Wales and Northern Ireland . 2. The capital o Scotland is Edinburgh (Glasgow is the largest city) 3. The constituent country with biggest population within the UK is England with 50.1 million people. 4. The highest mountain in the British Isles, Ben Nevis (1,344 metres) is located in Scotland.

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5. Scotland has nearly 800 islands, notably the Hebrides, and Orkney Islands. The Isle of Man is not part of t he UK, though it is a part of the British Islands.

6. The currency used is pound sterling . 7. Wales is located in the south-west o the UK. 8. The national flag o Wales is the Red Dragon and its Patron Saint is St David. Scotland´s flag is a white X-shaped cross on a blue filed and its Patron Saint is St Andrew. 9. The smallest constituenc y (area-wise) is Northern Ireland with 13,843 sq km. 10. Stonehenge is a megalithic monument located in England. Ex. 1 b UK

England

Scotland

Wales

Northern Ireland

Official language

English

English, Scottish Gaelic

English, Welsh

English, Irish

Capital city

London

Edinburgh

Cardiff

Belast

Largest city

London

Glasgow

Cardiff

Belast

Area

130,395 km�

78,782 km�

20,779 km�

13,843 km�

Population

50.1 mil.

5,062,011

2,950,000

1,685,267

National flower

The Tudor rose (red and white)

Thistle

Leek, daffodil

Shamrock

Patron Saint

St George

St Andrew

St David

St Patrick

Flag

St George´s cross (a red cross on a white field)

A white X-shaped cross on a blue field

The Red Dragon

The Ulster Banner

Interesting facts PEEPSHOW

1. m, 2. d, 3. i, 4. j, 5. e, 6. a, 7. p, 8. s, 9. k, 10. g, 11. c, 12. o, 13. q, 14. b, 15. r, 16. h, 17. l, 18. n, 19. 

8. Body and mind Vocabulary Ex. 1 a (underlining body parts) Slow lifestyle change: legs, muscles, knees, ankles Variety of activities: belly (2×), head, shoulders, back, buttocks, legs, eet Ex. 3 a (sorting expression) Health problems: a headache, flu, appendicitis, cough, asthma, cancer, AIDS, bird flu, oot-and-mouth disease, a heart disease, diarrhoea Injuries: a broken leg, a cut in your finger, a bruised ace, a burnt arm, a sprained ankle, a wounded knee, a swollen cheek Ex. 3 b (difference in meaning) A. illness – a disease that is not too serious; disease – a serious illness usually caused by an inection; injury – damage to part o

B. C. D. E.

F. G.

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one´s body caused by an accident/attack to cut – cause damage by a sharp tool, e.g. knie; to wound – to injure someone by a weapon; to injure – to cause physical harm to someone or to yoursel, or example in an accident or an attack ache – a continuous pain that is not sharp; pain – the eeling you have when part o your body hurts; sorrow – a eeling o great sadness, usually because someone has died or because something terrible has happened to you injection – an act o giving a drug by using a special needle; vaccination – protection rom a disease by putting a small amount o a substance containing that disease into their body to heal – to cure someone who is ill or make a wound heal/an injured part o your body grows back together and becomes healthy again; to cure – to make someone who is ill well again/to make an illness disappear completely, usually by medical treatment; to treat – to behave towards someone in a particular way/to try to cure an illness or injury by using drugs, hospital care, operations etc.; to medicate – to prescribe a particular medicament/medicine or treatment o an illness to look after – to take care o someone by helping them, giving them what they need, or keeping them sae; to manage – to control the behaviour o a person or animal, so that they do what you want injury – a wound or damage to part o your body caused by an accident or attack; scar – a permanent mark that is let ater you have had a cut or wound; wound – an injury, especially a cut or hole made in your skin by a weapon such as a knie or a bullet;

bruise – a purple or brown mark on your skin that you get because you have allen, been hit etc. ; swelling – an area o your body that has become larger than normal, because o illness or injury H. bandage – a narrow piece o cloth that you tie around a wound or around a part o the body that has been injured; plaster – a piece o thin material that is stuck on to the skin to cover cuts and other small wounds (BrE); gypsum – a sot white substance that is used to make plaster Ex. 3 c (multiple choice) A disease, B wounded/injured, C sorrow, D vaccination, E heal, F looks ater/ looked ater/ has been looking ater, G scars, H plaster Ex. 4 a ( sample answers: spider graphs) I´ve got: (a headache, a cough), asthma, lung cancer, AIDS, heart disease, etc. I feel: (sick, cold), nervous, ill, exhausted, hot, etc. My…hurts: (back, arm), leg, stomach, finger, knee, etc. Ex. 4 c (sample answers: inectious diseases) (rubella/German measles, hepatitis), smallpox, measles, plague/pestilence, bird flu, oot-and-mouth disease, AIDS, etc. Ex. 5 a Text (headlines matching) 1. E, 2. B, 3. D, 4. F, (5. A), C is not used Ex. 5 b Text (dictionary work) witness (N) = svědek treatment (N) = léčba, ošetření approach (N) = přístup (např. k problému) enhancement (N) = zvýšení, zvětšení untreatable (Adj) = neléčitelný hinder (V) = zabránit prospects (N) = vyhlídky lie expectancy = průměrná délka života stem-cell therapies = terapie za pomoci kmenových buněk handling (N) = zacházení at-fighting nucleic acids = nukleové kyseliny bojující s tuky rule out (V) = vyloučit cancer-killing nanoparticles = nanočástice zabíjející rakovinu moreover (Adv) = kromě toho/mimo to affordable (Adj) = dostupný (o penězích) tremendous (Adj) = obrovský accessible (Adj) = dostupný non-discriminatory (Adj) = nediskriminující cellular (Adj) = buněčný precaution (N) = prevence/ předběžná opatření gene (N) = gen spread (V) = rozšířit se tumour (N) = nádor malignancy (N) = zhoubný nádor disappear (V) = zmizet preserve (V) = zachovat/uchovat determine (V) = určit, předurčit Speaking SUSTAINED LONG TURN Model Ex. 1 b (unctions – revision) Comparing and contrasting: whereas, rather expensive, more harmul, less usual, on the other hand Giving opinions: In my opinion, To my mind, The best would be, It is true that, As ar as I am concerned, Personally Expressing preference: I I had… I´d rather…, I preer to…, I I were to choose…I´d…, I preer either o… Ex. 1 c (sample answers: task instructions) Here are two pictures dealing with the topic o medical treatment . First, describe both pictures, then compare and contrast them saying which is better and why . Here are some things you may talk about: approach to treatment , eeling o patients, your opinion, usefulness , (dis)advantages, price, suitability, other. INTERACTION Ex. 1 b (unctions – sample answers) Asking or advice: What do you think I should do?, What would you do (i you were in my situation)? Giving advice: I think you should… (do)., You could… (do)., Why don’t you… (do)?, I I were you, I’d… (do)., Have you tried… (doing)? Background studies GETTING STARTED Ex. 2 Northern Ireland: 1 states, 2 UK, 3 counties, 4 government, 5 covers, 6 population, 7 religious, 8 minority, 9 majority, 10 ceasefire Scotland: 1 Europe, 2 island, 3 England, 4 east, 5 north, 6 southwest, 7 mainland, 8 independent, 9 Kingdom o Great Britain,

10 sovereign FACTFILE – UK: FOCUS ON NORTHERN IRELAND AND SCOTLAND Ex. 3 Scottish Gaelic: leg (chas), head (cheann), mother (màthair), house (taigh), boy (balach), Scot (Albannach), beautiul (bòidheach),

tired (sgith), tobacco (tombaca), shoe (bròg) Irish: no (níl), you (tú), how (conas), mother (mháthair), teacher (muinteoir), man (láidir), beautiul (cailín), girl (álainn), book (leabhar), computer (ríomhaire)

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9. Transport and travelling Vocabulary Ex. 1 b (sample Holidays: Transport: Places:

answers: spidergraphs) amily holiday, excursion, adventure holiday, school trip, language stay COACH, FERRY, CAR, BUS, TRAIN, PLANE, BIKE, TUBE/METRO/UNDERGROUND, TRAM airport (gate, departure lounge, check-in, duty-ree shop), train station (ticket office, platorm, le t-luggage office), bus station, harbour, taxi-rank Activities: swimming, rock climbing, visiting museums, hiking, doing sports Ex. 2 a TEXT A (multiple choice) 1 hike, 2 bag, 3 set off, 4 set up, 5 trail, 6 on, 7 home-made, 8 heading, 9 guide, 10 reached, 11 put up, 12 adventures Ex. 2 b (dictionary work) pack (V) = sbalit (věci, kury) on oot = pěšky sleeping bag (N) = spací pytel cruise (V) = křižovat lantern (N) = lucerna; svítilna back road (N)= polní cesta backpacker (N) = pěší turista blister (N) = puchýř pace (N) = tempo, rytmus, rychlost dusk (N) = soumrak expectation (N) = očekávání tent (N) = stan excitement (N) = vzrušení head or (V) = mířit někam dirt road (N) = polní cesta the oot o the mountain (N) = úpatí (hory Ex. 3 a TEXT B (word ormation) 1 comortable, 2 relaxed, 3 smiling, 4 luxurious, 5 accommodation, 6 quickly, 7 inconvenience, 8 Fortunately, 9 representative, 10 departure, 11 services, 12 visits Ex.3 b (dictionarywork) package holiday = zájezd s cestovní kanceláří; zájezd duty-ree shop = bezcelní obchod services (N) = služby boarding ticket = palubní lístek save up (money) = šetřit (peníze) departure lounge = letištní hala luxury (N) = luxus luggage (N) = zavazadla hitch-hiking (N) = jízda stopem marvellous (Adj) = úžasný final call prices = ceny za “last minute” multiculturalism (N) = mnohonárodnost book (V) = zarezervovat cuisine (N) = kuchyně (národní způsob úpravy jídel Ex. 4 (phrasal verbs: gap-fill) a) put up, b) set off, c) set up, d) get on, e) check in Ex. 5 a (sample answers: words that go together) sleeping bag, departure lounge, duty-ree shop, boarding ticket, hitch-hiking, final-call prices, airline representative, packet holiday, backpacker Speaking SUSTAINED LONG TURN Model A Ex. 1 b (narrative tenses)

1 to go, 2 had recommended, 3 changed, 4 missed, 5 had overslept, 6 arrived, 7 ound out, 8 had been delayed, 9 took off, 10 got off, 11 got lost/had got lost, 12 couldn’t find, 13 to understand, 14 decided to take, 15 was, 16 cost, 17 had booked, 18 had been cancelled, 19 turned out to be, 20 had to stay, 21 went sightseeing, 22 to see, 23 was admiring, 24 stole, 25 had, 26 was trying to catch, 27 ell over, 28 broke, 29 was sitting, 30 realized, 31 had orgotten to take out, 32 charged, 33 set off to visit, 34 got sick, 35 got back, 36 was not working, 37 spent/spend, 38 had taken Ex. 2 a Card A

Take an alarm clock and lots o camera film, book tickets and a hotel room in advance, buy a good guide book and a map, learn a ew basic phrases in the local language, write down your credit cards and passport numbers, take out travel insurance, travel light, check out the weather at your destination on-line, leave most o your valuables at home Card B

Keep your eyes on your luggage at all times, watch out or strange people in the street, have a copy o your passport with you, experience the local culture, be sensitive to local norms, do not leave any valuables in your hotel room unattended, wear comortable shoes, try lots o new things, taste local specialities and dishes INTERACTION Ex. 1 c (sample answers: unction phrases) Asking for directions: Excuse me, could you tell me how to get to … (place), please?, Which way is the … (place), please?, Could you

tell me where … is, please?, Do you know where … is?, Excuse me. Could you tell me where … is?, Excuse me. Can you tell me…?, Do

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you know…?, You wouldn’t know…, would you?, Do you happen to know…? Giving directions: Go straight on., Take the first/second on the let/right., Turn let/right., Go along… as ar as…, Take the number 7 bus/tram., Get off (the bus/tram) at… (place)., Carry on until you see…, Look out or… Thanking and responding: Thank you very much (or your help)., Not at all., It’s a pleasure. /My pleasure., You’re welcome., Don’t mention it., That’s OK/ all right., I’m glad to have been o some help. Extra practice Saying you don´t know: I’m araid I can’t help you., I’m sorry, I don’t know. Background studies FACTFILE – SIGHTSEEING AND TRAVELLING INFORMATION Ex. 3 a (rom top let to right)

1. d, 2. c, 3. a, 4. , 5. e, 6. b FACTFILE – CITIES Ex. 7 a (filling in missing inormation) London: cosmopolitan and historical town; Hyde Park and Traalgar Square; tube; B & B Washington: 5.4 million citizens or the entire metro area; Washington Monument, White House; metrorail; luxurious to

amily-riendly hotels Canberra: 320,000 people; a centre or science and technology; The CSIRO Discovery Centre, local vineyards Wellington: the world’s most southern capital; Te Papa (national museum); erries PEEPSHOW

1. New Zealand, 2. Florida (the USA), 3. Australia, 4. New Zealand, 5. the USA, 6. Canada, 7. Great Britain, 8. Yukon (Canada), 9. the Northwest Territory (Canada), 10. Canada, 11. New Zealand, 12. Yukon (Canada), 13. Australia,

10. School and education Vocabulary Ex. 1 a

history, music, mathematics/maths, economics/business studies/commerce, physics, chemistry, biology, geography, art(s), PE/physical education, IT/inormation technology/ICT/inormation and communication technology/computer studies, oreign languages, psychology, literature, citizenship/civics, RE /religious education, first language Grammar – singular nouns ending in-s: a) ending -ics: athletics, aerobics, politics, statistics; b) games: billiards, draughts, darts, dominoes, bowls; c) illnesses: measles, mumps; d) other: news Ex. 2 a (suggested answers) Places (gym, language/computer/chemistry/physics lab(oratory); classroom, hall, playground/sports ground, staff room, library, school building, cloakroom with lockers, school canteen, head’s office); Things in the classroom (OHP, highlighter; chalk, black/ white/notice board, row o desks, teacher’s desk, bookcase, pictures, posters, por trait o the president, shelves, sponge, wastepaper bin); People (janitor (AmE)/caretaker (BrE), head teacher/headmaster/principal; deputy head, head o department, librarian, lab technician, pupil, student, learning support/classroom assistant, undergraduate, graduate, tutor, director o studies); Classroom activities (set assignment or the next lesson/set homework, mark absent students; make an entry in the class register, revise, take a written test, stand up (when the teacher enters), bell rings, explain a new subject matter, practise, do exercises, sum up the lesson, examine students) Joke

wake, time, why, want, why, hate, teachers, not, get, should, old, the Ex. 3 a

1 b, 2 c, 3 b, 4 b, 5 a, 6 b, 7 c, 8 b, 9 a, 10 a, 11 c, 12 b, 13 c, 14 a, 15 a, 16 c, 17 b, 18 b, 19 a, 20 b Ex. 3 b (dictionary work) brilliant (Adj) = nadaný, skvělý grade (N) = známka swot (N, V) = šprt, šprtat oral (Adj) = ústní except (Prep) = kromě, až na term (N) = pololetí, semestr pick sthg up (V) = pochytit, naučit se play around (V) = vyrušovat, šaškovat ail (V) = propadnout (u zkoušky), nezvládnout cheeky (Adj) = drzý re-sit an exam (V) = opakovat zkoušku punish (V) = potrestat lecture (N) = přednáška cane (N) = rákoska subject matter (N) = látka Ex. 3 b (suggested answers) An exam: do/take/sit/re-sit/repeat/pass/ail/prepare or/revise or/study or/cram or/swot or AN EXAM in (a subject) A subject: do/have/take/pass/ail/re-sit/get A grades in/get good marks in/get high marks in A SUBJECT

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Ex. 4 a

1 at, 2 o, 3 in, 4 -/over, 5 rom, 6 to, 7 in, 8 or, 9 -, 10 in, 11 in, 12 in, 13 -, 14 or, 15 at, 16 in, 17 over, 18 On, 19 into, 20 on/upon Ex. 4 c

A-levels (A stands or Advanced) are a non- compulsory qualification taken by British students, except those rom Scotland, who want to apply to university. Students sit the exams ater their GCSEs (i.e. at the age o about 17–18). In 2000 two components called AS (Advanced Subsidiary) and A2 were introduced. First, students usually choose up to five subjects in their first year o urther education (Year 12) to study and ater one year sit their AS exams. AS is a recognised qualification in its own right or students who want to leave school and go to work. Those who decide to continue studying then choose three A2 subjects to broaden their knowledge in and take the exams in Year 13. Currently, A-levels are available in about 80 subjects, including some vocational courses. Speaking SUSTAINED LONG TURN Model Ex. 1 b

Bullying, selling, illegal, Dr inking, tolerated, times, sexist, peaceully, beepers, appropriately, guidelines, e quipment, saely, orbidden INTERACTION Ex. 1 b Asking for permission: I was wondering i I could …?, Any chance I could …?, Do you have any objections i I …?, Would it bother

you i I …? Giving permission: Certainly (not), That’s fine, Please eel ree to …, Sure. Refusing permission: I’m araid you can’t, I’m araid that’s out o question. Background studies Ex. 3 a

1 h, 2 , 3 e, 4 b, 5 i, 6 c, 7 j, 8 d, 9 a, 10 g Ex. 3 b

A prom (short or promenade) is a ormal dance held at the end o the high school academic year. There are two special types, a junior prom (ater finishing Year 11) and a senior prom (ater finishing high school). Boys are usually dressed in black tuxedos and girls wear gowns or dresses with a corsage (a bouquet o flowers attached to the dress). They also give boys matching boutonnieres to be worn on their tuxedos. The event is held either at a rented ballroom or at a local school gym. Dining, dancing, chatting and socialising are typical activities. Many students take limousines to the prom. A Prom Queen and King are elected by their ellow students who cast votes. Then they have a dance together. An anti-prom is an event prepared and attended by students who protest against the official prom PEEPSHOW

a) 5, 11, b) 16, c) 39, 6, 2, 6, d) 2,300, e) 30,  ) 1, g) 97, h) 9, 10

11. Jobs and employment Vocabulary Ex. 1 a (jobs)

journalist, nurse, o pera soloist, supermarket cashier/check- out assistant, accountant, detective, painter, proessional sportsman, coal miner, TV presenter Ex. 1 d (filling gaps) being talented, work, training; flexible time, working shits; badly-paid, manual labour; reelance Ex. 2 a (difference in meaning) n salary = money paid every month; pay = money or a job that one does; earnings = profit o a company, money you receive or work you do; wage(s) = money paid according to the number o hours/days/week o work; remuneration = specific amount o money or work (odměna) n employment = the job one does on basis o a contract; employer = the person that gives work; employee = a person that works or a company n job/work = the regular paid work that you do or an employer (work is oten used in a more broader way; they are used differently in collocations); occupation = job/proession (povolání); profession = a job that need education/training; vocation = job that you do because you have a very strong eeling that doing this job is the purpose o your lie and you want to help other people n education = the knowledge and skills that you gain rom being taught (also the process); training = the process o gaining experience or your job (praxe na SOŠ či VŠ); qualification = an examination that you have passed, especially at school or university; a skill, personal quality, or type o experience that makes you suitable or a par ticular job or position; certificate = an official paper stating that you have completed a course o study

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graduation = the time when you complete a university degree course or your education at an American high school; school leaving exam = a spoken or written test o knowledge taken when having finished the secondary school in CR; entry test = a test one takes when enrolling the university/a secondary school n applicant = someone who has ormally asked, usually in writing, or a job, university place etc.; student = someone who is studying at a high school, university; pupil = s child that is taught something; visitor = someone who comes to visit a place n engineer = someone who repairs electrical or mechanical equipment (BrE); diploma engineer = someone who designs the way roads, bridges, machines etc. are built (BrE); plumber = someone whose job is to repair water pipes, baths, sinks etc. Ex. 2 b (multiple choice) n

1 wage, 2 employer, 3 job, 4 training, 5 graduation, 6 applicant, 7 diploma 8 engineer Ex. 3 a (word ormation–personal adjectives) concerned, confident, independent, committed, loyal, talented, capable, patient, honest, motivated, determined, energetic, skilled/ skillul, flexible, insecure, responsible Ex. 4 c (politically correct language) chairman – chairperson, stewardess – flight attendant, fireman – fire fighter, sportsman – sportsperson, policeman – police officer, businessman – businessperson, headmistress – principal Ex. 6 a (error correction) 0 is, 1 who, wh o, 2 O, 3 where, wher e, 4 had, 5 like, 6 the, 7 O, 8 times, 9 O, 10 only, 11 11 still, 12 O, 13 with, 14 O, 15 an, 16 being, 17 O, 18 urther, 19 O, 20 the, 21 out, 22 O, 23 O, 24 turning Ex. 6 c (gap-fill; phrasal verbs) 1 were handed down, 2 to take up, 3 came across, 4 was completely cut off rom, 5 had given up/gave up Speaking SUSTAINED SUST AINED LONG TURN Model Ex. 1 b (multiple choice questions)

1 a, 2 a, 3 b, 4 b Ex. 1 c

Prioritising/expressing Prioritising/expressing preerence; or more examples see Unit 7 INTERACTION Ex. 1 c (matching)

1 c, 2 a, 3 d, 4 , 5 b, 6 e Background studies GETTING STARTED Ex. 2 (revision o unction phrases – presentation) To start listing points : firstly, to begin with; to add information: urthermore, in addition, moreover; to show result : and so, as a result; to show purpose: so as not to, so that; to show cause : due to, because, because o; to show contrast : however, nevertheless, whereas, while; to clarify : in short, in brie; to show time sequence : as soon as, as long as, while; to express condition: as lo ng as, providing/provided; to summarise: in summary, on the whole, to sum up, all in all; to finish listing points : finally, in the end, eventually; to persuade : Don’t you think that…, But don´t you agree that…; Yes, but I am sure you´d agree that… PEEPSHOW (sample answers)

1. Find inormation about the institution. 2. Ask around, but not or gossips. 3. Do not record your answers, but rehears answering them aloud. 4. Role-play would be better with your your colleague. 5. Dress smartly to show respect or the the prospective employer. 6. Don´t take notes, it might seem that you are not listening careully enough, enou gh, or have a bad memory; try to remember everything. everythin g. 7. Maintain eye-contac t and smile, but naturally and not at all times. 8. Never chew. 9. Remember the name o the interviewer intervie wer and use it during the interview, but do not overuse it. 10. Do not ask, but wait or the employer to ask you about your expectations. expectations .

12. Nature and environment Vocabulary Ex. 1 a (matching word with pictures) – rom let to right

sunny/hot/drought, rainy/cold/wet, tidal wave/wet, icy/reezing/snow, windy/sunny, thunder and lightning, tornado/windy, drought/hot, oggy/cold oggy/cold

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Ex. 1 c (sample answers: descriptions o natural disasters) volcano eruption : erupt, destroy, powerul, dangerous, serious, violent, injured, be stranded, lava, eruption, cracks, ash, tremble, gases, sniffer dogs, rubble; forest fire: cut down, dig, destroy, burn, shine, massive, sweltering, dry, light, serious, smoke, ash; tidal wave/Tsunami wave : hit, get hurt, crash, serious, violent, injured, tremble, torrential, sniffer dogs, rubble; flood: hit, rise, pour, destroy, massive, serious, violent, rapids, dam, tremble; earthquake: destroy, powerul, dangerous, violent, be stranded, tremor, sniffer dogs, rubble; avalanche : hit, all, crash, destroy, dig, massive, dangerous, injured, be stranded, snowdrits, tremble, sniffer dogs Ex. 1 d (text completion) 1. Avalanche: 1 injured, 2 avalanche, 3 snowdrits 2. Volcano eruption: 1 eruption, 2 gases/ash, 3 lava Ex. 2 a (matching)

recycle, litter, rubbish, bottle bank, to pollute, exhaust umes, biodegradable material, GM ood, habitat, greenhouse effect Ex. 1 c (sample answers: word definitions) pollutant = a substance that makes air/water dirty; waste = unwanted materials or substances that are let ater you have used something; to harm = to damage something; chemical waste = chemical substances let ater they have been used, power station = a building where electricity is produced; deforestation = the cutting or burning down o all the trees in an area; extinction = a situation in which a particular kind o animal, plant etc. no longer exists; shortage = a situation in which there is not enough o something that people need; natural resources = all o the land, minerals, natural energy that exist in a country; to run out of st . = to use all o something and not have any o it let; environmentally friendly = not harmul to the environment; oil slick = = a layer o oil floating on water Ex. 3 a (collocations) avoid/do not use packaged goods/styrooam/polystyrene/aerosols, pick up litter, recycle used objects, save energy, protectend angered animals, usecarpool Speaking SUSTAINED SUSTA INED LONG TURN Model Ex. 1 b (multiple choice)

1 environmental, 2 down, 3 gloomy, 4 because, 5 cause, 6 grow, 7 and so, 8 Moreover, 9 recycling, 10 glass, 11 packaging, 12 unsuitable, 13 vital, 14 on, 15 gradually, 16 o, 17 contracting, 18 taken, 19 visible, 20 gravest Ex. 1 c (completion o the task) partly – he did not provide enough inormation to compare and contrast the pictures Ex. 1 d (unctions) Presenting opinion: In my opinion…, From my point o view…, It seems to me that…, I would say…, Personally, I think (that)… Justifying Justi fying opinion: op inion: It would be (not) better…as…, I would definitely point out…because… INTERACTION Ex. 1 b (unctions)

Agreeing (to a suggestion) Ex. 1 c (jumbled ( jumbled sentences) sentences) Yes, that´s probably the best option.; Sure, why not?; Yes, definitely. Extra practice (revision o unctions) On one hand…on the other hand… (expressing two points o view); That´s absolutely right. (agreeing); I suppose so, but… (disagreeing); Carry on until you see… (giving directions); Overall, it would seem that… (summarising); Could I just say something? (interrupting politely); What do you think I should do? (asking or advice); I I were you, I’d… (do). (giving advice); Do you have any objection i I…? (asking or permission); You’re welcome to… (giving permission) Background studies GETTING STARTED Ex. 2 (chemical vocabulary – matching)

1 e, 2 g, 3 h, 4 a, 5 c, 6 , 7 j, 8 b, 9 d, 10 i Ex. 3 (sample answers: stereotypes)

‘Heaven is where the police are British, the cooks are French, the mechanics are German, the lovers are Italian and it is all organised by the Swiss. Hell is where the police are German, the cooks are English, the mechanics are French, the lovers are Swiss, and it is all organised by the Italians.’ FACTFILE – ENVIRONMENTAL – ENVIRONMENTAL ISSUES Ex. 7 a (sample answers: Yomag quiz)

1. 2. 3. 4. 5.

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young consumers/articles consumers/artic les rom young people on different contemporary issues young people rom many countries (see number 3) German, English, Spanish, Spanish, French, Italian,Dutch, Italian,Dutch, Norwegian, Portuguese Kim is the electronic electr onic riend you can talk to on the web site music, ashion, travel/mobility, pets/animals, ood, body/beauty, media/internet, sports, money/economy, advertising, environment

6. Portugal, Portuga l, Spain, Belgium, Germany, Norway, Czech Republic, Poland, Slovakia, Austria, Italy, Mazedonia, Mazedo nia, Greece, Romania 7. Romania 8. e.g. Hurricanes (by Martina Ulmanová), The Rainorests Rainorest s (by Veronika Galová), Tropical Tropical Rainorests Rainores ts (by Renata Šulcová), The Environment and Recycling (by Petra Rašková) PEEPSHOW

1 Scots, 2 Irish, 3 French, 4 Germans, 5 Scots, 6 French, 7 British, 8 Americans, 9 American, 10 Scots, Welsh, Irish, English

13. History and politics Vocabulary Ex. 1 b

1 UK, 2 USA, 3 USA, 4 UK, 5 UK, 6 UK, 7 UK, 8 USA, 9 UK, 10 USA, 11 USA, 12 UK, 13 UK, 14 USA, 15 UK Ex. 1 d

1 , 2 e, 3 c, c , 4 i, 5 j, j , 6 a, 7 b, 8 l, 9 h, 10 g, 11 11 k, 12 d Ex. 2 a

archaeologist, inventor, emperor, dictator, warrior, philosopher, discoverer, ruler, monarch (x monarchist), leader, conqueror, heir, successor Ex. 2 b

1 /l, 2 l, 3 a, 4 j/c, 5 k, 6 m, 7 g, 8 b/l/, b/ l/, 9 h, 10 c, 11 i, 12 e, 13 n, 14 d Ex. 3 a

1 historians, 2 inhabitants, 3 gatherers, 4 primitive, 5 estimated, 6 indigenous, 7 settlers, 8 coasts, 9 explorers, 10 possession, 11 spreading, 12 penal, 13 set up, 14 ounded, 15 convicts, 16 prospects, 17 established, 18 ederation, 19 constitution, 20 allies, 21 participated, 22 era, 23 Movement, 24 held, 25 Governor-General Speaking SUSTAINED SUST AINED LONG TURN Ex. 1 a

F, D, A, H, E, C, G, B Ex. 1 b Sequencing and ordering: First, then, next, ater that, finally; first(ly), secondly, thirdly INTERACTION Ex. 1 a, b Making suggestions: Let’s …, (shall we)?, Why don’t we …?, I was wondering i you’d like to …, ; How about (ing) …? What about

(ing) …? (Listen,)Why don’t you …? Rejecting suggestions: (Look,) I’m sorry but (I don’t really like) …, (Anyway,) I don’t really see mysel (ing) …; That would be great but …, I don’t think that’s a good idea, I’m araid I can’t, I’ve got to …/ I have to … Accepting suggestions: (That’s a) good idea; That sounds great. Background studies FACTFILE – – HISTORY OF THE USA Ex. 2 b, c 40,000–11,000 B.C. (7 m), after 500 AD (12 ), 1000 A.D. (15 h), 1492 (5 b), 1607 (9 c), 1619 (20 t), 1620 (4 j), 1664 (10 p), 1754–1763 (13 k), 1773 (1 n), 1776 (11 r), 1781 (2 d), 1788 (1789) (17 q), 1803 (8 o), 1812–1814 (19 i), 1848 (3 l), 1861–1865 (14 a), 1863 (18 g), 1865 (6 s), 1890 (16 e) Ex. 3 a

1917–1918: World War I, 1929: a stock market crash marks the beginning o the Great Depression. 1933: President Franklin D. Roosevelt’s New Deal increases government help. 1941: Japan attacks Pearl Harbour, Hawaii. The United States enters World War II. 1950–1953: Korean War, 1954: The U.S. Supreme Court orbids racial segregation in public schools. 1963: President J. F. Kennedy assassinated. 1964: The Civil Rights Act which outlaws discrimination in voting and jobs. 1965–1973: the Vietnam War. 1968: Civil Rights leader Martin Luther King Jr. and also Senator Robert Kennedy are assassinated. 1969: Neil Armstrong becomes the first person to walk on the moon. 1974: the Watergate scandal, President Nixon resigns. 1991: the Persian Gul War (Iraq deeated). 1992: Bill Clinton is elected president, deeating George Bush. 2000: George W. Bush narrowly deeats Al Gore. 2001 11/9: hijacked jets crash cra sh into the World Trade Centre and the th e Pentagon. 2003: the War in Iraq Ir aq begins, dictator d ictator Saddam S addam Hussein Huss ein removed. PEEPSHOW

1 k, 2 c, 3 , 4 h, 5 d, 6 b, 7 g, 8 m, 9 a, a , 10 i, 11 e, 12 12 l, 13 j

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14. Culture and arts Warm-up

(Making questions) 1. What is your avourite kind o music/group/singer? 2. What kind o entertainment appeals to you the most? 3. Which cultural event did you enjoy the most last year? 4. Which film are you the keenest on? 5. How do you amuse yoursel at weekends/in your ree time/on school days? 6. Where would you enjoy yoursel more, at a concert or at the theatre? 7. Which cartoon character do you find the most amusing? 8. What is in your opinion the best way to spend a Saturday night? Vocabulary Ex. 1 a (arts vocabulary – gap fill)

a) soap, shows, game, stories b) eature, shot, special, original, blockbuster c) picture, cartoon d) cut, picture/photography, action/adventurous, subtitles, actors e) adaptation, perormed, roles, cast ) instruments, keyboards, drums, guitar, orchestra, harps, trumpets, organ g) cover, chapter, oreword, paperback Ex. 2 a (sample answers: collocations) Write: a poem, a book, an article, a programme (on a PC), a letter, a concerto Paint: a portrait, a pic ture, the countryside, a house, a still lie Draw: a cartoon, a map, a character (in a book; fig.), a picture Read: a novel, a book, an ar ticle, the newspapers, a magazine, a story Sing: an (operatic) aria, a song, a solo, a tune, a carol Compose: an opera, a letter, a poem, a speech, a piece o music Ex. 2 c (definitions) musician: a person who plays a musical instrument, especially very well or as a job, soloist: a musician who perorms a solo, band: a group o musicians, orchestra: a large group o musicians playing many different kinds o instruments and led by a conductor, pianist: someone who plays the piano, conductor : someone who stands in ront o a group o musicians or singers and directs their playing or singing, choir: a group o people who sing together, especially in a church or school, singer: someone who sings, especially as a proession, composer: someone who writes music Ex. 2 d (sample answers: creating sentences) Musician plays at a concert. The soloist sings a very difficult solo in the new opera. The jazz gig today was amazing. The orchestra had the final rehearsal today. The pianist has improvised during the recital. The young conductor at today´s concert was hilarious. The choir rom out town again participated in the international estival in Copenhagen. The singer sang his latest song during the TV show. The composer composed a new piece o music or the autumn organ concert. Ex. 3 a (matching definitions) science fiction (sci-fi), biography, autobiography, short stories, thriller, non-fiction, historical novel, picture novel/comic book, play, airy-tale, poetry book Ex. 4 a (evaluating – grouping words) Positive evaluation: excellent, extraordinary, antastic, first-rate, astonishing, great, gorgeous, impressive, magnificent, unorgettable, splendid, memorable, exceptional, out o this world, outstanding, abulous, remarkable, marvellous, sensational, special, splendid, superb, tremendous, wonderul, terrific Not much good: passable, nothing special, orgettable, mediocre, not bad, nothing to write home about, reasonable, run-o-the-mill, satisactory Negative evaluation: appalling, awul, horrible, boring, second-rate, rightul, dreadul, horrible, lousy, rotten, terrible Ex. 5 a Oscar Wilde (gap fill/word ormation) 1 sorrowul, 2 movement/s, 3 certain, 4 snobbish, 5 amous, 6 admire, 7 dramatist, 8 success, 9 consolidated, 10 sensation, 11 concerning, 12 whose, 13 cross-examination, 14 imprisonment, 15 partly, 16 collected, 17 poem, 18 admirers Ex. 5 b Oscar Wilde (dictionary work) surgeon (N) = chirurg manners (N) = chování, způsoby outstanding (Adj) = vynikající masterpiece (N) = mistrovské dílo be granted (V) = dostat verbal wit = slovní humor scholarship (N) = stipendium consider sb. (V) = považovat někoho (za) graduate (V) = ukončit střední, vysokou školu pederast (N) = osoba mající homosexuální vztah k chlapcům brie (Adj) = krátký libel (N) = pomluva, urážka na cti

184

aesthetic (Adj) = estetický movement (N) = hnutí obvious (Adj) = zjevný main protagonist (N) = hlavní hrdina renowned (Adj) = věhlasný the latter (named) = posledně (jmenovaný)

the case was dismissed = případ byl zamítnut authority (N) = úřad, orgán, představitel úřadu sentence (V) = odsoudit prison release = propuštění z vězení cemetery, graveyard (N) = hřbitov tomb (N) = hrobka

Speaking SUSTAINED LONG TURN Model Ex. 1 b (sample answers: gap-fill; adjectives and adverbs)

1 entirely/completely, 2 huge/large, 3 silently, 4 amous/well-known, 5 big, 6 surely/definitely/certainly, 7 sel-assured/sel-confident, 8 appalling, 9 really/quite, 10 complete, 11 amous/well-known, 12 brilliant/impressive/astonishing INTERACTION Ex. 1 c (unctions) Making invitations: Would you like to (do)…?, What about (-ing)…?, What are you doi ng (day/time)…? Accepting invitations: That would be great. Refusing invitations: I´m araid, I can´t make it., I´m really sorry, (but)…, I´d love to, (but)… Background studies GETTING STARTED Ex. 2 b (sample answers) Playwrights/dramatists: W. Shakespeare, W. B. Yeats, S. Heaney, O. Wilde, E. OŃeill, T. Williams, J. B. Shaw, T. Capote, S. Beckett Poets: P. B. Shelley, W. Shakespeare, R. Burns, S. T. Coleridge, W. B. Yeats, J. Joyce, R. Kipling, T. S. Eliot, S. Heaney, E. A. Poe,

D. H. Thoreau, H. Melville, W. Whitman, E. Dickinson,S. Crane, E. Pound Novel/story writers: D. H. Lawrence, D. Deoe, A. Christie, S. King, Ch. Dickens, W. Saroyan, J. Swit, M. Twain, R. Kipling, V. Wool, E. Hemingway, S. Heaney, W. Golding, W. Irving, J. F. Cooper, E. A. Poe, H. B. Stowe, N. Hawthorne, Ch. Brontë, H. Melville, H. James, Sir W. Scott, S. Crane, T. Hardy, O. Wilde, F. S. Fitzgerald,W. Faulkner, J. Austen, J. Steinbeck, J. Heller, J. Kerouac, T. Capote, T. Morrison, J. Updike, J. London, P. D. James Ex. 2 c (matching authors with work) Othello: W. Shakespeare, Sons and Lovers: D. H. Lawrence, Robinson Crusoe: D. Deoe, Auld Lang Syne: R. Burns, Death on the Nile: A. Christie The Rime o the Ancient Mariner: S. T. Coleridge, Prometheus Unbound: P. B. Shelley, Misery: S. King, Great Expectations: Ch. Dickens, Tracy´s Tiger: W. Saryoan, The Lake Isle o Innisere (poem): W. B. Yeats, Gulliver´s Travels: J. Swit, Adventures o Huckleberry Finn: M. Twain, Ulysses: J. Joyce The Jungle Book: R. Kipling, The Waste Land: T. S. Eliot, Mrs. Dalloway: V. Wool, The Old Man and the Sea: E. Hemingway, Opened Ground – Seleceted Poems: S. Heaney, Lord o the Flies: W. Golding, The Legend o the Sleepy Hollow: W. Irving, The Last o the Mohicans: J. F. Cooper, The Raven: E. A. Poe, Walden: D. H. Thoreau, Uncle Tom´s Cabin: H. B. Stowe, The Scarlet Letter: N. Hawthorne, Jane Eyre: Ch. Brontë, Moby Dick: H. Melville, Leaves o Grass: W. Whitman, Poems: E. Dickinson, The Portrait o a Lady: H. James, Rob Roy: Sir W. Scott, The Red Badge o Courage: S. Crane, The Fourth Canto: E. Pound, Far orm the Madding Crowd: T. Hardy, An Ideal Husband: O. Wilde, The Great Gatsby: F. S. Fitzgerald, As I Lay Dying: W. Faulkner, Pride and Prejudice: J. Austen, O Mice and Men: J. Steinbeck, Long Day´s Journey Into Night: E. OŃeill, A Streetcar Named Desire: T. Williams, Pygmalion: J. B. Shaw, Catch-22: J. Heller, On the Road: J. Kerouac, Breakast at Tiffany´s: T. Capote, The Bluest Eyes: T. Morrison, Rabbit is Rich: J. Updike, The Call o the Wild: J. London, The Black Tower: P. D. James, Waiting or Godot: S. Beckett FACTFILE – LITERATURE AND DRAMA Ex. 3 a (gap-fill; English literature)

1 Old Celtic literature, 2 Old English literature, 3 Mediaeval literature, 4 Early Modern literature, 5 English Renaissance, 6 Elizabethan theatre, 7 metaphysical poets, 8 first novel, 9 Lake Poets, 10 Romantic Poets, 11 Irish Literary Revival, 12 British Poetry Revival, 13 First World War poets, 14 stream o consciousnesses, 15 Kitchen Sink Realism, 16 absurdist plays, 17 Angry Young Men, 18 Nobel Prize in Literature PEEPSHOW

1 b, 2 g, 3 j, 4 d, 5 e, 6 , 7 i, 8 h, 9 c, 10 a

15. The media and the world around us Vocabulary Ex. 1 a (sample answers) Newspaper sections: sports news, classifieds (classified advertisements), news stories (home news/oreign news), eature story,

business and money news (the stock market report, exchange rates or oreign currency), columns, editorials, letters to the editor/readers´ letters, reviews, cultural events, cartoon (strip), weather report/orecast, TV and entertainment guide TV programmes: game show, the news, wildlie documentary, reality show, chat show, costume drama, current affairs, comedy, cartoon, TV series, drama series

185


People around: TV presenter, journalist, viewer, guest o the show, reporter, editor, columnist, proprietor, correspondent Ex. 1 b (suggested answers)

1 journalist, 2 the proprietor/owner, 3 readers’ letters, 4 obituary, 5 soap opera, 6 contestant, 7 cartoon (strip), 8 weather orecast, 9 weatherman/weathergirl, 10 classified ad Ex. 2 a

1 B, 2 T, 3 T, 4 T, 5 B, 6 B, 7 T, 8 B, 9 B, 10 T Ex. 2 d

1 Commercial, 2 circulation, 3 special-interest, 4 supplements, 5 subscribe, 6 national, 7 local, 8 audience, 9 the press, 10 phone-ins Ex. 3 a

1 g, 2 d, 3 l/, 4 k , 5 n, 6 j, 7 b, 8 e, 9 m, 10 c, 11 a, 12 o/a, 13 , 14 h, 15 i Ex. 4 a (sample answers) Kidnapping, (armed) robbery, drug-trafficking/drug-dealing, bribery, blackmail, thet, hijacking, vandalism, murder, manslaughter, arson, shopliting, burglary, smuggling, orger y, assault, assassination, terrorism, rape Extra practice

arson (set fire to a building), joyriding (steal a car and drive it ast through an urban area), ram-raiding (steal a car and damage a shop window with it to get inside and steal things), shopliting (steal things rom a shop), carjacking (steal a car with guns, e.g. at traffic lights), pick pocketing (steal a purse or possessions e.g. on a tram), mugging (attack someone on a street and steal their private possessions), stalking (ollowing Bomeone over a long period o time) Speaking SUSTAINED LONG TURN Ex. 1 a, c To list and add points: To start with; To begin with; In the first place; Firstly; Secondly; Finally; Last(ly); Last but not least; Moreover;

Furthermore; Besides/First o all; What is more; In addition To give reasons/results: For this reason; because; as; since/Thereore; As a result To give examples: For example; For instance; such as; like/In particular To show contrast/introduce the opposing viewpoint : However; Nonetheless; Nevertheless; Despite (the act that); Even though/ On the other hand; Although; In spite o, It can be argued that … but To conclude: All things considered; To conclude; To sum up, Taking everything into account/consideration/ All in all Expressing opinion: In my opinion; In my view; I am o the opinion that; I think that; It seems to me that; My opinion on the matter is; I (strongly) believe that Agreeing and disagreeing: I (strongly) agree with; I am in avour o; I am against/ I (strongly) disagree with INTERACTION Ex. 1 b Giving yourself time to t hink (Fillers and hesitation devices ): Well; Um; Err; Actually; In act; Let’s say; Now let me think/see;

I’ll have to think about it (or a moment); Let’s see (now); Well, that’s a difficult/interesting question; Let me think about that or a moment. Expressing uncertainty : I’m not (really) sure but (I think…;). It’s slipped my mind.

186

Assessment Grid I: Introduction (2–3 minutes)

(B1/B2 levels)

Tips In this part, your task is to respond to the examiner’s questions naturally and fluently. You can be asked to speak about yoursel, give personal inormation or express your opinion on different topics. The aim o this part o the Speaking Paper is to show that you can talk about general and personal topics in a natural way. n Listen to the questions careully. n Give detailed answers and avoid short, one-word responses. n Show all you know in English and avoid using elementary/repetitive vocabulary (use synonyms, more advanced words, adjectives, etc.). n Consider choice o tenses and naturally sounding language structures. n Try to answer all the questions. n Remember that you are not being tested on having the ‘right’ or ‘wrong’ opinion. n Avoid asking or words you do not know in English, instead adjust your message, use synonyms or explain the words in English. n Be confident; try to be relaxed and cheerul.

Peer assessment Comments on the performance

Score

Task ulfilment (all questions answered appropriately, enough details provided) Effective communication (fluency, timing) Vocabulary (range, accuracy) Pronunciation and Intonation (clear, natural, accurate) Grammar (range, accuracy) Perormance: excellent J sufficient K poor L Self-assessment Notes

Difficult question/s Typical mistake/s Other problems What I am good at

187


Assessment Grid II: Sustained Long Turn (4–5 minutes)

(B1/B2 levels)

Tips In this part, your task is to speak individually on one or more general topics (B1 level) or on one general and one specific topic (B2 level). Pictures and verbal clues will be provided to help you structure your speech. The aim is to demonstrate your ability to compare and contrast topics, to express your preerence, and to structure your talk effectively. At B2 level, you will also be assessed on actual knowledge. n Follow the prompts on the card. n Your turn should take about 4–5 minutes (do not run out o ideas quickly). n Activate your vocabulary on the topic/s and write the key expressions down when preparing or your speech. n Consider organizing your sustained long turn using linking words and appropriate unctional language; again, write some o these down beore you start speaking. n Practise the language o describing, comparing and contrasting. n Try to include a sufficient amount o detail. n Express your own reaction to and opinion on the topic. n Support your opinion with a sufficient amount o examples (use your own experience i possible). n Hypothesize and speculate i appropriate.


Score

Task ulfilment (all parts o the task answered appropriately) Effective organization (fluency, structure, time management) Vocabulary (range, accuracy, pronunciation) Pronunciation and Intonation (clear, natural, accurate) Grammar (range, accuracy) Perormance: excellent J sufficient K poor L Self-assessment Notes

Difficult question/s Typical mistake/s Other problems What I am good at

188

Assessment Grid III: Interaction B1: the total time is 4–5 minutes; B2: the total time is 3–4 minutes

(B1/B2 levels)

Tips In this part, your task is to interact with the examiner. The input may range rom written/spoken instructions to pictures. You can be asked to carry out a role play, a dialogue, react to a situation or exchange and justiy your opinion. You may receive more than one task . The aim o this part o the Speaking Paper is to show your ability to effectively communicate with a partner in a two-way interaction and to show your knowledge o the unctional language. n Make sure you understand the task and the situation. n Be an active listener and react to what has been said. n Try to keep the conversation flowing and use your turn-taking skills to ensure the interaction goes towards completion o the task. n Interact in a lively way, ocusing on intonation, etc. n Try to carry out the interaction with your partner in a natural way without unnecessary hesitation. n Use appropriate language unctions. n Interact politely, esp. when interrupting and handing the word over.


Score

Task ulfilment (all parts o the task answered appropriately) Effective turn-taking and organisation Effective use o unctional language Vocabulary (range, accuracy, pronunciation) Grammar (range, accuracy) Perormance: excellent J sufficient K poor L

Note down … useful/favourite function phrases: n n n

… tips how to improve your interaction skills: n n n

189


Pronunciation Assessment Grid (2–3 minutes)

(only B1 level)

Tips In this part, your task is to read a part o a text aloud. The aim o this part o the Speaking Paper is to demonstrate your ability to effectively employ pronunciation patterns and rules when reading a text, e.g. pronunciation o sounds and words, intonation, stress placement and natural link ing. n Make a list o words you oten mispronounce and practise saying them aloud in a proper way. n Learn how to use a dictionary to check the pronunciation o new/difficult words. n When you learn a new word, always check the pronunciation and stress placement. n Practise reading short texts aloud. n Pay attention to intonation and the linking o words. n Record yoursel reading a text and analyse the recording and your typical mistakes.


Score

Pronunciation o individual/less known words Pronunciation o particular sounds (e.g./th/) Linking Stress Intonation Perormance: excellent J sufficient K poor L

Note down … words you keep mispronouncing: n n n n

… words with difficult stress placement: n n n n

… tips how to improve your pronunciation: n n n

190

Anglictina v Kostce - Konverzace a Realie

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