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Za internu upotrebu.

ENGLESKI JEZIK ZA VISU-A RAZINU ISPITA v

NA DRZAVNO] MATURI U RH SADRŽAJ :8.. OSNOVNE INFORMACIJE O ISPITU IZ ENGLESKOGA JEZII(A

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1.1. 1.2. 1.3. 1.4.

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PODRUČJA ISPITIVANJA STRUKTURA ISPITA TRAJANJE ISPITA OPIS BODOVANJA

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2. PRIPREMA ZA ISPIT

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2.1. PRIMJER ISPITA (DRŽAVNA MATURA 2013., JESENSKI ROK) 2.2. KAKO SE PRIPREMITI ZA ISPIT ČITANJE?

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3 2IS·3p·IKTApKIOS,~EN.1PERIPREMITI ZA ISPIT SLUŠANJE? •

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3.1. 3.2. 3.3. 3.4. 3.5.

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KAKO SE PRIPREMITI ZA ISPIT PISANJE? PISANJE ODLOMKA PISANJE ESEJA PRIMJER STRUKTURE ESEJA NA DRŽAVNOJ MATURI SAVJETI ZA PISANJE USPJEŠNOGA ESEJA

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5, ISPltTNI MATERIJAL! 5.1. 5.2. 5.3. 5.4.

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DRŽAVNA MATURA (2015., LJETNI ROK) DRŽAVNA MATURA (2014., LJETNI ROK) DRŽAVNA MATURA (2014., JESENSKI ROf<) ISPIT ČITANJE (ZADACI 5)

6. DODACI 6.1. 6.2. 6.3. 6.4. 6.5. 6.6.

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4. PRIEGLIEDI VJEŽBE JEZIČNIH STRUKTURA 4.1. NOUNS 4.2. PRONOUNS 4.3. QUANTIFIERS 4.4. ADJECTIVES 4.5. ADVERBS 4.6. ARTICLES 4.7. PREPOSITIONS 4.8. TENSES 4.9. MODAL VERBS 4.10. VERB PATTERNS 4.11. PASSIVE 4.12. REPORTED SPEECH 4.13. SYNTAX 4.14. ADVERBIAL CLAUSES 4.15. CONDITIONAL CLAUSES 4.16. RELATIVE CLAUSES 4.17. PARTICIPLES ; 4.18. EMPHATIC STRUCTURES'(CLEFT SENTENCES) 4.19. INVERSION , 4.20. NUMBERS 4.21. PHRASAL VERBS 4.22. WORD FORMATION

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VJEŽBE PISANJA ESEJA INTERPUNKCIJSKI ZNAKOVI VEZNA SREDSTVA PRIMJERI ESEJA LJESTVICA ZA OCJENJIVANJE ZADATKA ESEJA NA ENGLESI
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1.1. Područja ispitivanja Ispitom iz Engleskoga jezika na višoj razini provjerava se komunikacijska jezična kompetencija u čitanju, pisanju i slušanju prema nastavnom planu i programu iz Engleskoga jezika za gimnazije. Ispit iz Engleskoga jezika sastoji se od triju ispitnih cjelina: Citanje, Pisanje i Slušanje. Čitanje - Ovom se ispitnom cjelinom ispituje Čitanje, odnosno vještina razumijevanja čitanoga teksta. U ovoj se ispitnoj cjelini ispituje može li pristupnik: • općenito razumjeti o čemu je riječ (uočiti osnovni smisao) • pronaći specifične informacije • detaljno razumjeti tekst kako bi shvatio Implicitno značenje i sl. • razumjeti određene leksičke i/ili strukturalne obrasce . • prikladno i točno upotrijebiti određene leksičke i/ili strukturalne obrasce. Pisanje - Ovom se ispitnom cjelinom ispituje vještina pisanja, odnosno pisana produkcija. U ovoj se ispitnoj cjelini spituje može li pristupnik: • napisati sastavak u kojem sustavno razvija neku temu navodeći razloge za i protiv nekoga gledišta ili objašnjavajući prednosti i nedostatke različitih rješenja naglašavajući bitne argumente i navodeći pojedinosti koje podržavaju iznesena shvaćanja uz uporabu relativno Širokoga raspona vokabulara i uz manje, nesustavne gramatičke pogreške. Slušanje - Ovom se ispitnom cjelinom ispituje vještina slušanja. Ispituje se može li pristupnik razumjeti opće poruke, glavne misli i specifične informacije na ovim vrstama tekstova: • razgovori i rasprave • predavanja, izlaganja i izvještaji • obavijesti i poruke konkretnoga ili apstraktnoga sadržaja. Tekstovi govore o poznatim i nepoznatim temama koje se obično susreću u osobnome, društvenome ili obrazovnome području i izneseni su na standardnome jeziku.

1.2. Struktura ispita 1.2.1. Čitanje Ova ispitna cjelina sastojl se od 5 skupina zadataka (tasks) vezanih uz različite polazne tekstove. Za svaku ispitivan u podvještinu navedeno je kojom će se vrstom zadataka ispitivati i na kojo] vrsti tekstova te koliko je zadataka vezano uz te tekstove.

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Tablica 1. Struktura ispitne cjeline Citanja ISPITIVANE 1.

2.

3. 4.

PODVJEŠTINE

VRSTE TEKSTOVA članak od 550 do 600 rlieči

VRSTE ZADATAKA ..

BROJ ZADATAKA

razumijevanje specifičnih informacija

zadaci povezivanja

razumijevanje osnovnoga smisla, specifičnih informacija i implicitnoga značefJj_a detaljno razumijevanje teksta (kohezlie i koherencije)

zadaci višestrukoga izbora (između četiriju ponuđenih odgovora)

članak od 550 do 600 riječi

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zadaci povezivanja


6

detaljno razumijevanje teksta (leksički i/ili strukturalni obrasci)

zadaci Višestrukoga Izbora (između četiriju ponuđenih odgovora)


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uporaba prikladnih i točnih leksičkih zadaci dopunjavanja i/ili strukturalnih obrazaca .. Napomena: Tekstovi u Ispitno] Cjelini Citenje sadrze od 2100 do 2250 njeci. 5.

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1.2.2. Pisanje Ova ispitna cjelina sastoji se od zadatka eseja. Pristupnik mora napisati esej od 200 do 250 riječi na zadanu temu. T abl'Ica 2 . Stru ktura Ispitne

. Iine Pisanja cje

ISPITIVANE 1.

PODVJEŠTINE

izvršenje zadatka, koherencija i kohezija uz odgovarajući ojJ_segi točnost leksičko-strukturalnih obrazaca

~ VRSTA ZADATKA

BROJ ZADATAKA

BROJ BODOVA

esej od 200 do 250 r!ieči

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1.2.3. Slušanje

Ova ispitna cjelina sastoji se od 4 skupine zadataka (tasks) vezanih uz različite slušane tekstove. Za svaku ispitivanu podvještinu navedeno je kojom će se vrstom zadataka ispitivati i na kojoj vrsti tekstova te koliko je zadataka vezano uz te tekstove .

. Iine SI usetne v Tablica 3. Stru
1. 2.

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razumijevanje glavne misli! specifičnih lnforrnaclja razumijevanje glavne mislil specifičnih lnformaclia

3.

razumijevanje

specifičnih informacija

4.

razumijevanje

specifičnih informacija

BROJ ZADATAKA

VRSTE TIEI{STOVA

VRSTE ZADATAKA

PODVJIEŠTXNIE

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kratke priče

zadaci povezivanja

kratke priče/kratki

zadaci višestrukoga izbora zadaci višestrukoga izbora zadaci višestrukoga izbora

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razoovorl razgovor/rasprava

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predavanje/ izlaganje/ izviešće/razaovor

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1.3. Trajanje ispita

Ispit iz Engleskoga jezika traje ukupno 180 minuta. Ispitne cjeline Čitanje i Pisanje provode se odvojeno od ispitne cjeline Slušanje. Ispitna cjelina Čitanje traje ukupno 70 minuta, a ispitna cjelina Pisanje 75 minuta. Ispitna cjelina Slušanje traje približno 35 minuta uključujući i 5 minuta za označavanje odgovora na listu za odgovore. Hodogram ispita: 145 minuta (ispiti Čitanje i Pisanje) + 15 minuta (stanka) + 35 minuta (ispit Slušanje)

PRIBOR

Tijekom pisanja svih dijelova ispita iz Engleskoga jezika dopušteno je upotrebljavati se piše plavom ili crnom bojom, a nije dopušteno upotrebljavati rječnik.

samo kemijsku olovku kojom

1.4. Opis bodovanja

Ostvareni bodovi u svakoj od triju ispitnih cjelina u ukupnom rezultatu trećinom. Time se određuje uspješnost pristupnika.

Čitanje Pisanje Slušanje

sudjeluju

u ukupnome

rezultatu

s jednom

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Ukupan broj bodova u ispitu iz Engleskoga jezika na višoj razini je 85.

1.4.1. Vrednovanje ispitne cjeline Čitanje

Svako pitanje donosi jedan bod. Ova ispitna cjelina donosi ukupno 40 bodova.

1.4.2. Vrednovanje ispitne cjeline Pisanje

KRITERIJI

Ova ispitna cjelina donosi ukupno 20 bodova. Esej se ocjenjuje prema ljestvici za ocjenjivanje koja se sastoji od četiriju kriterija: izvršenje zadatka, koherencija i kohezija, vokabular i .gramatika. PO svakome kriteriju moguće je dobiti maksimalno 5 bodova.

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Točnost

1.4.3. Vrednovanje ispitne cjeline Slušanje

Svako pitanje donosi jedan bod. Ova ispitna cjelina donosi ukupno 25 bodova.

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Važno je pozorno pročitati tekst općih uputa i tekst uputa za rješavanje

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zadataka i označavanje točnih odgovora.

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2. PRIPREMA

ZA ISPIT

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Task 1 Questions 1-12 You are going to read an article in which people talk about their trips to London. For questions 1-12, choose from the people A-F. There is an example at the beginning (O).

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Wembley, and now I had a ticket. I booked a room not ! I too far from the stadium, and I found myself . I surrounded by fans staying in the same hotel. They stayed up drinking and singing until well into the night. L kept in my room, feeling sad I had no one to share ! this experience with, Next morning, refreshed, I had a ! I big breakfast and made my way to the stadium. The rest of the ._.day gave me the happiest of memories, i • • •

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I was in an area where I hadn't been for years, but I was confident I would find my way around. Things had changed, though, and soon I had no idea where I was. I Then a passer-by seemed to recognise me. It was someone I hadn't seen since secondary school. We'd i been mates back then but had lost contact over the I years. I could hardly recognise her, she had changed 'I so much. If I h.adn't, quite by accident, gone down that I street at that time, we would probably never have got I into contact again, i

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2 experienced flight anxi~?t ..; 3 realised a wish? f \j . 4 was involv.ed in an accident?!(>c.1

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despite the age difference. When I left, I felt better about myself and ready to resume my life.

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looking forward to it at all. First, I had to fly there, which is quite a challenge for someone who's dead seared of flying, like me, and the turbulence on i the way there didn't help. And I didn't know thepeople ! I'd be staying with. In fact, I didn't really want to go I there, but my parents insisted, these people were old i friends of theirs. But they turned out to be really nice, not what I had expected. They were all I could have iL~ wished for, and I• ended up having a fantastic time. -----------------• _;_

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I I had an awful weekend. On the way from the station to the hotel, someone knocked into my taxi and I ended up wheeling my suitcase through the crowded streets, At the hotel, the traffic noise was far too loud, so I had to find a different one. Then I spent the day walking round shops, but didn't find anything I wanted I and could afford. The bed in the new hotel was so· I uncomfortable I thought l'd never sleep, Fort~nately, I I was too exhausted to care. And the next day lt poured I with rain, So it was not a successful visit.

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university. I was so nervous. I spent the flight ~orrying about what I was going to say. My hotel was okay, but I kept waking up during the night. The interview went horribly, I thought. I left the interview feeling good for nothing, sure that I hadn't been good enough. I thought it would have been better if I had stayed at home. But the following week, I heard that I had been accepted, and suddenly the world was a beautiful place. ..

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2.1. Primjer ispita (Državna matura 2013., jesenski rok) READING

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Task 2 Questions 13-18 Read the article The Face of the Games. For questions 13-18, choose the correct answer (A, B, e or D), The Face of the Games At just 1.5m, Sandra Williams seemed too small to me to be an Olympic champion, but it was her single minded pursuit of victory that brought her gold, Bullied at primary school for being 'such a scraggy little thing', she started training not to be pushed around, And in her teens, when other kids were looking for part-time jobs to get much-needed pocket money, she was on the track, six days a week, her dad urging her on in the pursuit of excellence, But all the determination and hard work paid off at the Games, Sandra wasn't just carrying her own hopes and dreams to the Games but ours, too, because the media decided that she was the face of the Games. A giant portrait of her greeted people arriving at Heathrow. She would pass massive posters of herself on her way to training. "I would look the other way, only to see myself on the other side of the road, You're obviously doing something right if you have got pressure on you, but it was hard," The

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amazing thing about Sandra is that it dldn't appear to affect her. She was an inspiration to us all. The highlight of the Games for most British people was when Sandra won gold. "It's an amazing feeling when you win, like a massive adrenalin rush beyond your imagination. And then I sank to the ground, my legs unable to support me. It still hasn't quite sunk in what I achieved. Every time my dad comes around, he's, like: "You're an Olympic champion!". I don/t yet know what to make of it all. But I do know that it has justified the many years of hard training lid put in for that moment. \II was so proud to run round the track with the Union Jack around my shoulders. I had proved to myself that I was the best in the world. It made all the years of self-sacrifice worthwhIle. It was fantastic to see my parents al the side of the track, so happy. It hadn't been easy for them either, and I should dedicate my success to them. And my trainer hugged me as if he had won gold himself. I couldn't have given him a better reward for his commitment to me." But it has not been an easy road to victory. "It was hard for my parents to. find the money for track suits and running shoes. I suppose I was very selfish, because my training took priority over everything. I was a real problem for them. And I had constant arguments with my trainer and we ended up having couples counselling - it was the closest I got to walking out on everything. But rve been seriously lucky. My greatest fear was always that of getting injured, but, thankfully, this hasn't happened. Sandra had much to overcome. "You had to be tough to survive in the community I grew up in: high unemployment and kids basically living on the streets. And my father being Nigerian, I stoo d out a mile from the all-white kids around me. And my trainer always pushed me to my limits, so lid crash through the pain barrier on almost a daily basis. Fortunately, live a sort of grim determination that live inherited from my father, a determination to be on top of that podium." And on top of the podium she was, with a gold medal around her neck.

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What motivated Sandra to take sport? ~Her size. B Her father's ambition. C Her will to win. / D Her financial situation ..

14 How did she feel about being the face of the Games? A It inspired her. / @She felt it a stra in C She ignored it. / didn't bother her.

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f winning 15 How does she feel about Olympic gold? ".I~

A Elated .. ",b.A.o B Exha usted.- ;;('):);1.\•..• f?. 'L'\':::;I Confused .. ' . D Justified.· 16 She says she won gold for ~)1er country. JB.Uherparents. C her trainer. @Jerself.

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\18 She attributes her mental ,strength to (Nher father. B her trainer. Cher socio-economic background. D her skin clolour.

Task 3 Questions 19-24 ' ~ead the article about a modern school. For questions 19-24, choose from the sentences A-H the one which best fits the gap. There are two letters which you do not need. There is an example at the beginning (O).

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The Online School Computers h~ve brought new ways of working into schools, and not only in the form of the subject Information Technology, which teaches students how to use and programme computers. Peter Walters visited Trenton Community School. (O) _X_. In a classroom, Philip and his mates are making paper aeroplanes like schoolboys down the ages. (19) And thev're not fooling around. Thev're studying physics and aeronautics [n a pleasant way. During the school break, however, they head towards the learning resource centre. (20) J:._~ They find Jane hunting through back issues of The Times on the internet in preparation for her paper about the Social Charter. Benjamin is at work composing his personal statement that will be included in his university entrance form. Next to him, Victoria is adding the finishing touches to her latest computer-generated painting for art class. Ian is using Wikipedia to find out about the environmental impact of oil-tanker disasters. But he was also able to 9Q!step further. He used email .to get the latest from campaigners at Greenpeace and Friends of the Earth. (21) jl_. Computers are permanently online and are an invaluable addition to the school's resources. Back in class, the teachers often tell students to look up a word during lessons, watch a cllp from YouTube for discussion, or make an impressive graph. Peter says: \lWe/re doing a project on Japan's economic performance. When we come to study its climate, we/ll send emails to exchange weather data with friends from Tokyo." The students, howe~~y, do not find any of this in the least remarkable. For them, there is nothing new about new technology. (22) '~L""They have used them in primary school and at home. And although parents seem to think so, they are not used only for playing games or wasting time on Facebook. Charles, for instance, says: "Basically I learned to read using a computer. If I wanted to play a game, I had to read what was on the screen. But the game improved my multitasking and ~tO[ skills hugely." Jonathan relies on his computer for designing artwork like his family/s birthday cards. (23) '~\\Sometimes, there are things in algebra or biology that teachers go over only once, and I don't understand them. But I can use a programme live got at home which can explain it again and again until I do," says Sarah. The computer pronounces words so students can say them in French without everybody laughing, teaches

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them to spell through games, puts clips in g~ies if they're hopeless at drawing and of course takes some of the chore out of homework assignments. (24) _·lSa_. "You can't really ask a computer questions," Pia says, "it just asks you them." Her view seem s to be universally shared. "It would get totally boring," says Chris. "You'd switch the machine off, or yourself."

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>e:::::::::>r z:::-.;;ay that their computer is an invaluable home tutor that can offer that extra little bit of help. owever most students do not think that compu~ill ever replace teachers. There h e been computers around for as long a~ can remember. evertheless students appreciate things the computer can help them do. Here they can borrow~ks, do last-min~mework or sit at the computers. There's no other way the could have go~p-to-date information. The only difference is t at~ese O@~re being given design tips by a computer. h of the various de ments undertakes to teach students particular skills.

There, the e ucational potential

of computers

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is exploited to the full.

Task 4 Questions 25-32 Read the text Slimmers need to eat less. For questions 25-32, choose the answer (A, B, C or D) that best fits each space. There is an example at the beginning (O). Slimmers need to eat less t As every slimmer knows, when the diet ends, the hard (O) _A_ really begins. (25) ~ the best of intentions, only a few manage to avoid piling the pounds straight back on - and it has nothing to (26) '!> t with a lack of willpower. ..,t When a diet comes to (27) l2__, a long-term cut in calories is needed to keep the weight off. To _ptay at their new weight, slimmers need to eat less than someone of the same weight who has not dieted. (28) l!L, they need to eat at least 300 fewer calories a day. And over the (29) _~_ of a week, it amounts to 17 slices of buttered toast. So why do slimmers need to eat less? In slimmers, a muscle uses fewer calories to do its work than in someone (30) ~'-..T of a similar weight who has not dieted. Changes in hormones, metabolism and appetite also play (31) -A.... role. "In addition, studies show that after dieting, the areas of the brain that perceive food as rewarding are more active, (32) those that generate feelings of restraint are less so. As a result, former dieters have to eat more to feel satisfied, but think they have eaten less.

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27 A a termination B an end C a stop D a conclusion

28 A On the other hand B To be precise C Similarly D Furthermore

31 Aa B the C one

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Read and complete the text below. Fill each space (33-40) with one word.There is an example at the beginning (O). Teen employment It's a tough job market for teens. Take the (O of Jason Borovits, 19. Last year, he was working for retailer Best Buy but (33) _ his hours cut. Then he lost his job altogether. For months now, he has been trying to find a day time job or one with evening hours (34) _ he can go back to school, but he hasn't been (35) _ to find either. The retail, manufacturing and construction sectors, which are usually key (36) _ of young workers, have been hit hard by the economic downturn. In addition, older workers are settling for jobs that used to go to teens. For example, as recently as 10 years ago, nearly 60% of all newspaper carriers in the US were teens; these days, that figure is less than 20%. The result of this trend: the teen unemployment (37) _ was near 28% in October. Teens now make (38) _ just 3.2% of the nation's working population, down from a high of nearly 9% in the mid-1970s. Overall employment in the US rose (39) ..lj.. about 7% between 2000 and early 2008; teen employment, in (40) _, headed in the other direction. Today, 4.5 million teens have some form of employment, about half the 8.2 million who were employed three decades ago. This trend is sure to have a negative effect on the economy long-term. :\ 33 37

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Task :n. Questions 1-5 ' You will hear 5 people talking about !.§_9rninga foreign language. For each recording (l-S), decide what each .person found ~ostJ.mpnctant__yy_b.enJ.eaming..a_fur.§.ignlanguag!JChoose from A to H. Write one letter next to the number of the recording. Do not use any letter more than once. There are three letters that you dq ~~t n~etJ~u will hear the recording twice. '''.~'CI''f',', o

A Learning grammar. B Reading. C Repetition ..:( -)~:'D Their teacher.) ,

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G Visitilig tl:e countrv\yvlJ_j're the 'O/S ~. language IS spoken." tl H Working i.n the country where the language IS spoken. ~

E Watching television. VF Socialising with people who speak the language. ,u\,~~~ "':>\- '\:'<\-1..

7 You hear Emilia talking about her shopping experience. Why did she go shopping? K!9As therapy. -t B For food. ' To help a friend, 8 You hear two interviewers talking about a job applicant. Why doesn't the applicant get the job?

For each situation (6-13), choose the correct answer, A, B or C. You

A He's over-qualified. @He lacks motivation. C He lacks experience.

11 You hear Jack talking about a T shirt he didn't buy. What does he say was wrong with the T-shirt? A Its design. j Its size. @Its price.

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9 You hear two people talking. What is the main topic of their conversation? A Global warming. @Clothes. @Shopping. 10 YOW hear Jessica talking about her exam results. How does she feel about-them? A Worried. ' BIndifferent, (S/Relieved.: -\'

12 You hear Ollvia talking about a website. What does she say about ,tile website? ~It is out of date. t B It contains too much information. C It is difficult to find.

13 You hear Alfie talking about visiting relatives abroad, What does he have a problem with? A The food. B The language. ©'he time difference. -I'

Task 3 Questions 14-19 You will hear two friends talking about which book to give to Bridget. Listen to the conversation and decide which book (A-C) each question (14-19) refers to, Write A for Alden Park, B for Bereft or e for Cool Inventions. You will hear the recording twice.

Which book... , 14 is a historical noveI7,1( ,lf<0 15 has illustrations?!t J)

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Tasl< 4 Questions 20-25 You will hear an interview with Ray Cranson, a photographer. B or C. You will hear the recording twice.

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For questions 20-25, choose the correct answer, A,

20 Ray learned the basics of photography A at home. ®in a library. in a store.

22 For Ray, photography find out about A the world. ~ other people. \.phimself, -

21 What is the main reason why Ray takes photographs? A In order to remind himself of specific moments, 'S-'po he :an make statements -, about life. To one day get the perfect picture,

23 Ray says what distinguishes photographers from ordinary photographers is their @vision.-r B patience. C quick reflexes.

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~ Ray says that photography (A,,'Changesthe way you see things.-j.. B focuses you on the beauty of the everyday. e helps you forget your worries. 2S Ray would like to A become a professional , .photoqrapher. ~start taking wildlife photos.> (gtravel.

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2.2. KAKO SE PRIPREMITI

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ZA ISPIT ČITANJE?

Vještina čitanja temelji se na nekoliko načela važnih za njezino uspješno usvajanje,

Potrebno je što više i češće čitati razne vrste tekstova i pokušati odgovoriti na sadržaj teksta, a ne se isključivo koncentrirati na strukturu teksta, Značenje i poruka teksta jednako su važni kao i jezične strukture koje se nalaze u tekstu, Važan čimbenik vještine čitanja je razvijanje sposobnosti predviđanja, Pogled na tekst (naslov, podnaslov, izgled teksta) omogućuje ti da shvatiš o čemu je riječ i prije nego što počneš čitati tekst, Razumijevanje svih riječi i gramatičkih struktura nije potrebno za uspješnost u ovoj ispitnoj cjelini, Potrebno je razumjeti ključne riječi i odvojiti bitne od nebitnih informacija.

Kako biti uspješan u vještini čitanja? • pozorno pročitaj upute za svaki zadatak • pozorno pročitaj tekst/tekstove i pitanja u određenome zadatku • primijeni odgovarajuće strategije za pojedinu vrstu zadatka I nakon što riješiš sve zadatke, riješi zadatke koje nisi riješila/o u prvom čitanju i pokušaj ih riješiti I pozorno označi odgovore na listu za odgovore i upiši odgovore u ispitnu knjižicu u zadacima u kojima je to potrebno • pravilno rasporedi vrijeme

kako bi imala/o dovoljno vremena za rješavanje svih zadataka

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TASK1 - Strategija za rješavanje zadatka višestrukoga povezivanja (matching) Za uspješno rješavanje zadatka višestrukoga povezivanja potrebno je pažljivo pročitati natuknice (prompts) potražiti u tekstu/tekstovima ključne riječi ili fraze koje povezuju natuknice I tekst/tekstove. • pročitaj tekst zadatka u cjelosti I pročitaj prvo pitanje i podcrtaj ključne riječi • pročitaj tekstove i pronađi tekst koji nudi odgovarajući/točan odgovor • pročitaj tekst još jednom vrlo pažljivo i pronađi ključne riječi/fraze koje' ukazuju da je to točan odgovor; poveži ključne riječi pitanja s odgovorom • ponovi postupak za svako pitanje

TASK2 - Strategija za rješavanje zadatka višestrukoga iZ!Jora(multiple choice) Za uspješno rješavanje zadatka višestrukoga izbora potrebno je. nakon. izbora određenoga odgovora u tekstu pronaći odgovarajuće argumente. o pročitaj tekst zadatka u cjelosti o pročitaj pitanja i podcrtaj ključne riječi prijenepo počneš detaljno čitati tekst o pronađi gdje se u tekstu spominju podcrtane rije~i odnosno njihovi sinonimi i detaljno pročitaj taj dio teksta • pronađi ključne riječi/fraze za koje misliš da daju.tcčah odgovor na pitanje; provjeri zašto ostale tri navedene opcije nisu mogući odgovori . o ponovi postupak za svako pitanje

TASK3 - Strategija za rješavanje zadatk~>ppveZiVanja(gapped.text) Za uspješno rješavanje zadatka povezivanja potrebno je pažljivo pročitati tekst i obratiti pozornost na strukturu teksta. • pročltaj tekst zadatka u cjelosti • pažljivo pročitaj dijelove teksta ispred i iza praznina ...• ~..•.'.' I izaberi rečenicu za koju misliš da bi najbolje popunlla prazninu (primjerice po sadržaju); obrati posebnu pozormost na kohezivna sredstva (vezna sredsta, interpunkcijski znakovi i sl.) • provjeri zašto ostale navedene opcije nisu mogući odgovori • ponovi postupak za svako pitanje I po završetku zadatka ponovno pročitaj tekst u cjelosti i provjeri njegovu smislenost

TASK4 - Strategija za rješavanje zadatka višestrukoga izbora (modified gapped taxt) U ovom tipu zadatka potrebno je izabrati točno rješenje između 4 ponuđena odgovora. o pročitaj tekst zadatka u cjelosti • razmisli o mogućem odgovoru prije nego što pogledaš ponuđene odgovore; imaj na umu da je točno rješenje vjerojatno leksički i/ili strukturalni obrazac o popuni praznine • provjeri zašto ostale navedene opcije nisu mogući odgovori • ponovi postupak za svako pitanje • po završetku zadatka ponovno pročitaj tekst u cjelosti i provjeri njegovu smislenost

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TASK5 - Strategija za rješavanje zadatka dopunjavanja (gapped text) U ovom tipu zadatka potrebno je dopuniti tekst koristeći prikladne i točne leksičke i/ili strukturalne • pročitaj tekst zadatka u cjelosti I popuni praznine; imaj na umu da je točno rješenje vjerojatno leksički i/ili strukturalni obrazac o po završetku zadatka ponovno pročitaj tekst u cjelosti i provjeri njegovu smislenost

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Za uspješno razvijanje vještine slušanja potrebno je što više i češće uvježbavati zadatke slušanja. Prije rješavanja zadataka potrebno je pozorno pročitati upute prije rješavanja zadataka. Vrijeme predviđeno za čitanje uputa izuzetno je važno za uspješno rješavanje zadataka. Upute sadrže bitne informacije o temi koju ćeš slušati i o tome što se očekuje u pojedinome zadatku. Razumijevanje svake riječi tijekom slušanja nije potrebno. Pozornost moraš obratiti samo na one informacije koje su ključne za razumijevanje. Svakako treba naolasiti korisnost ponayljanja slušanja zvučnih zapisa.

Kakobiti uspješanu vještini slušanja? pozorno pročitaj uputu i tekst svakoga zadatka primijeni odgovarajuće strategije za pojedinu vrstu zadatka • ako ne odgovoriš na neko pitanje, nastavi rješavati iduća pitanja ~ tijekom drugoga slušanja pokušaj odgovoriti na pitanja koja nisi riješila/o II pozorno označi odgovore na list za odgovore o

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Strategija za rješavanje zadatka višestrul
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Strategija za rješavanje zadatka višestrukoga izbora - kratke priče/razgovori (multiple choice)

U ovom je zadatku potrebno razumjeti glavne mislijspec:ifjčne Informacije u kratkim pričama ili kratkim razgovorima i odabrati točan od triju ponuđenih odgovora. - '..... '. • prije prvoga slušanja pozorno pročitaj uputu i pitanja i podcrtajključne riječi koje ti mogu biti korisne tijekom slušanja . ". . . • budi pozorna/an tijekom slušanja jer ćeš čuti sva tri ponuđena.odgovora, ali samo je jedan točan također budi pozorna/an tijekom drugoga slušanja kako bi izabrala/e točan odgovor ili potvrdila/o odgovor Dobiven tijekom prvoga slušanja o ponovi postupak za svako pitanje

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Strategija za rješavanje zadatka višestrukoga izbora - razgovor/rasprava (multiple choice)

U ovom je zadatku potrebno razumjeti specifične informacije u razgovoru ili raspravi dvoje govornika i odabrati točan od triju ponuđenih odgovora. o prije prvoga slušanja pozorno pročitaj uputu i pitanja i podcrtaj ključne riječi koje ti mogu biti korisne tijekom slušanja o budi pozorna/an tijekom slušanja jer će govornici spominjati sva tri ponuđena odgovora, ali samo je jedan točan o također budi pozorna/an tijekom drugoga slušanja kako bi izabrala/o točan odgovor ili potvrdila/o odgovor dobiven tijekom prvoga slušanja • ponovi postupak za svako pitanje

~:r~~e!ija za rješavanje zadatka višestrukoga izbora - predavanje/izlaganje/izvješće/razgovor (multiple choice)

U ovom je zadatku potrebno razumjeti specifične informacije u predavanju, izlaganju, izvješću ili razgovoru i odabrati točan od triju ponuđenih odgovora. • prije prvoga slušanja pozorno pročitaj uputu i pitanja i podcrtaj ključne riječi koje ti mogu biti korisne tijekom slušanja budi pozorna/an tijekom slušanja jer ćeš čuti sva tri ponuđena odgovora, ali samo je jedan točan • također budi pozorna/an tijekom drugoga slušanja kako bi izabrala/o točan odgovor ili potvrdila/o odgovor dobiven tijekom prvoga slušanja o ponovi postupak za svako pitanje

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3. ISPIT PISANJE 3.1. KAKO SE PRIPREMITI

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ZA ISPIT PISANJE?

Najvažniji čimbenik u pripremanju za ovu ispitnu cjelinu je što više i češće uvježbavati pisanje eseja, odnosno razvijanje navike pisanja. Posebnu pozornost treba obratiti pažljivom čitanju i raščlambi zadatka, Neispunjavanje dijela zadatka može značajno umanjiti uspješnost u ispitnoj cjelini Pisanje. Prije samoga ispita korisno je rješavati zadatak u vremenu koje je predviđeno na ispitu, Pravilno raspoređivanje vremena jedan je od ključnih čimbenika za uspjeh u ovoj ispitnoj cjelini. Kako biti uspješanu vještini pisanja? • pozorno pročitaj uputu za zadatak • razmisli o zadanoj temi i zabilježi neke ideje • organiziraj ideje i napiši koncept zadatka u natuknicama • napiši cjeloviti tekst zadatka • pročitaj tekst i provjeri je li zadatak u potpunosti obavljen (Izvršenje zadatka - razradba i argumentacija) • ponovno pročitaj tekst i provjeri jesu li zadovoljeni ostali kriteriji prema ljestvici za ocjenjivanje (Koherencija i kohezija, Vokabular i Gramatika)

3.2. PISANJE ODLOMKA Odlomak je kraći pisani tekst koji se sastoji od nekoliko sadržajno povezanih receruca koje daju informacije o određenoj temi. Broj rečenica nije važan, ako je tema jasno i u Cijelosti obrađena, Odlomak se sastoji od tri osnovna sastavna elementa: 1. TEMATSKAREČENICA (the TOPIC SENTENCE), 2. GLAVNI DIO (the BODY - SUPPORTING SENTENCES/IDEAS), 3. ZAKUUČNA REČENICA(the CONCLUDING SENTENCE). Tematska rečenica uvodi temu odlomka. Ona također sadržava i autorovo mišljenje ili ideju o temi odlomka. Moglo bi se stoga reći da se tematska rečenica sastoji od dva dijela: teme (the topic) i kontrolne ideje (the controlling idea). Kontrolna ideja pomaže Čitatelju da bolje razumije što će biti tema odlomka. Some people say that Turbo Folk hasa bad influ~'nĆ:e-onteenagers. tema kontrolna ideja ..... ili _.. Other peoplesay Turbo Folk is harmless fun. '.....•......tema kontrolna ideja Glavni dio (argumenti) razrađuje, odnosno objašnjava fematsku rečenicu davanjem primjera, razloga, navođenjem detalja, činjenica, statističkih podataka ili autoroVih osobnih iskustava vezanih uz zadanu temu. Rečenice u glavnom dijelu detaljnije objašnjavaju temu odlomka. _Zaključna rečenica označava kraj odlomka. Ona može preformulirati, odnosno drugim riječima ponovno izreći tematsku rečenicu (the restatement - the paraphrase) ili sažeti glavne točke (bit) odlomka (the summary) . . TEMATSKA RECENICA GLAVNI DIO argum~nti +potpora ZAKLJUCNA RECENICA

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Uz navedena tri osnovna elementa, dobro strukturirani odlomak mora govoriti samo o temi (ideji) navedenoj u tematskoj rečenici (UNITY)r jasno i u Cijelosti objasniti tematsku rečenicu (COMPLETENESS) i rečenice moraju biti povezane kako bl argumentirale (uz odgovarajuću potporu) temu odlomka, Rečenice moraju biti poredane u logičnomslijedu, što se može postići uporabom veznih (kohezivnih) sredstava ili interpunkcijskih znakova.

3.3. PISANJE ESEJA Esej je pisani tekst koji se sastoji od nekoliko odlomaka o jednoj temi, glavnoj ideji ili nekoliko glavnih ideja. Shodno tomu, tema (ideja/ideje) se mora podijeliti na različite aspekte (gledišta) i o njima se raspravlja u odvojenim odlomcima. Nakon toga se odlomci povezuju uz pomoć raznih veznih (kohezivnih) sredstava i zatim se dodaju uvodni i zaključni odlomak. Esej se sastoji od tri glavna dijela: 1. UVOD (an INTRODUCTION), 2. GLAVNI DIO (a BODY), 3. ZAKUUČAK ( a CONCLUSION). Uvodni odlomak je prvi odlomak u eseju. On uvodi i objašnjava temu (tezu) eseja i njegova je svrha potaknuti interes Čitatelja. Uvodni odlomak sastoji se od dva dijala: 1. općeg dijela (general statements), 2. teme (teze) eseja (a thesis statement). Na početku uvodnog odlomka potrebno je napisati tri ili četiri rečenice (general statements) koje će Čitatelju dati nekoliko općih informacija o temi (tezi) eseja.

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Tema/teza eseja (a thesis statement) najvažniji je element u uvodnom odlomku jer jasno iznosi temu, glavnu/e ideju/e ili aspekte teme (teze) eseja. Kao i tematska rečenica u odlomku, tema (teza) eseja sastoji se od dva dijela: teme (the topic) i kontrolne ideje (the controlling idea). Some people say that eating meat is wrong. tema kontrolna ideja

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ili Other people sav cuting meat is natural. tema kontrolna ideja Glavni dio eseja sastoji se od jednog ili više odlomaka. Njegova/Njihova je svrha argumentirati s odgovarajućom potporom temu (tezu) navedenu u uvodnom odlomku eseja. Svaki se odlomak u glavnom dijelu eseja sastoji od tematske rečenice (glavne ideje), argumenata s potporom i zaključne rečenice koja nije uvijek nužna. Broj odlomaka ovisi o broju ideja (gledišta/aspekata) teme o kojima se raspravlja. Argumentiranje Argumentiranje

je sistematska

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razrada tematske rečenice (glavne ideje) logičnim slijedom. Tematska rečenica (glavna ideja) uvodi temu odlomka.

TEMATSKA REČENICA (GLAVNA IDEJA) 1. argument

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Potpora (detalji, primjeri i sl.) objašnjava i opravdava argument.

Načini davanja potpore argumentima mogu biti u formi: 1. detalja (razloga), 2, primjera (brojke, činjenice), 3. autorovog osobnog iskustva, 4. citata.

Zaključni odlomak je zadnji odlomak u eseju, Slično kao i uvodni odlomak, zaključni odlomak sastoji se od dva dijela: 1. zaključna rečenica/e concluding sentence(s)) 2. osobno mišljenje (a final opinion). Zaključna rečenica može biti u formi parafraze - opisa drugim riječima (a restatement) sažetka ( a summary) glavnih argumenata u eseju.

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3.4. PRIMJER STRUI(TURE ESIEJA NA DRŽAVNOJ MATURI

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Write an essay of 200-250 words. Your essay must have an introduction,

body and conclusion.

Some people say that international problems between countries.

sport events bring countries together,

while others say that they cause

Discuss both of these views and olve your own opinion,

U navedenom primjeru zadatak se sastoji od četiri dijela: 1. uvod 2. jedno gledište (glavna ideja 1) za raspravu 3. drugo gledište (glavna ideja 2) za raspravu 4. zaključak koji uključuje i osobno mišljenje.

l. Adekvatni uvod sastoji se od: 1. općeg dijela (opće informacije o temi) 2. teme (teze - a thesis statement) koja uvodi (navodi)

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Sports events like the Olympics and the FIFA World Cup arouse global interest, But sport is all about competition. So do these events unite countries because of a shared interest in sport or divide them because of opposing interests in the result?

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2. - 3. Glavni dio (argumentacija)

e.q. Some people say that international sport events bring countries together, (glavna ideja 1)

Glavna ideja 2 (gledište)

1. argument

potpora

1. argument

2. argument

potpora

2, argument

potpora

3. argument

3. argument (zaključak)

(zaključak)

II '--_----JI Ii potpora

potpora

:==:::======~I '------I potpora

Glavna ideja (gledište) ne smatra se razrađenom (raspravljenom) ako se samo usput spomene. Razrada glavne ideje (gledišta) podrazumijeva navođenje barem jednog argumenta s potporom. 4. Adekvatni zaključak sastoji se od: 1. sažetka glavnih argumenata u eseju ili parafraze teme (teze) eseja 2. osobnog mišljenja. Primjer adekvatnoga

zaključka:

In conclusion, international sports events can help people learn more about other countries, However, nationalist supporters may see opposing teams and their countries as enemies. Personally, I think that there will always be an element of war in international sports events. 3.4.1 Vježba 1. Zašto se navedeni uvodni odlomci smatraju nedostatnima (not adequate) ili nerazrađenima (undeve/oped)? 1

The international sports events are ver,y popular at the time. Nowadays, people are in a big hurry so they need something to relax, and they often choose sports events, A sport event, like world football-cornpetltion in Africa will connect this poor continent with the rest of the world and allow them to do a big step forward. 2

It is important to do sport. It makes people physically fit and healthier. The

advantages include stronger rnuscles and loss of extra weight. It also improves mental health and helps prevent depression. But do international sports events bring countries closer or cause problems between them? 3

Some people say that international sports events bring countries closer, while others say that they cause problems between countries. International sports events have their advantages and disadvantages. 2. Zašto se navedeni zaključci smatraju nedostatnima (not adequate) ili nerazrađenima (undeve/oped)? 1

.

In conclusion, international sports events have their advantages and disadvantages. Every competitive sport must have winners and losers, In my opinion, it's very important to do a competitive sport, because we learn how to win and also how to lose. And this is important in life,

I

I

while others say that they cause problems between countries (glavna ideja 2),

Glavna ideja 1 (gledište)

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In conclusion, international sports events, like everything in life, have their good and bad sides. In my opinion, there will always be international sports events. 3 All ln all, both sides of the argument have advantaqes and disadvantages. More or less there will be discussions about this topic. I think that is very good for all the world but they should choose where want they go play some sports. I don't know where they want play some sports.

3.4.2 Vježba 1. Napiši uvodni odlomak (e. 80 riječi) na sljedeću temu: Some people say that owning a business offers more advantages an employee in a company. Others disagree.

than working as

2. Zabilježi dva ili tri argumenta s potporom na glavnu ideju 1 (Main idea 1) i glavnu ideju 2 (Main idea 2) i naplšl dva odlomka (body paragraphs). Some people say that the World Wide Web can be very useful for various researches. (Main idea 1) Others disagree and claim it contains a lot of incorrect information, (Main idea 2)

3. Napiši zaključak (e, 80 riječi) na sljedeću temu: High school graduates should take a year off before entering college. Others disagree.

3.5. SAVJETI ZA PISANJE USPJEŠNOGA ESEJA PRIPREMA ZA ISPIT

Proučite ljestvicu za ocjenjivanje eseja. Ljestvica za ocjenjivanje pokazuje što ocjenjivač vrednuje u eseju. Ljestvica za ocjenjivanje ima 4 kriterija: Izvršenje zadatka, Koherencija i kohezija, Proučite objašnjenja ljestvice za ocjenjivanje kako biste znali što trebate učiniti.

Trebate:

I '1

-odgovoriti na svaki dio pitanja (vidi kriterij Izvršenje zadatka) -napisati uvod, glavni dio i zaključak (vidi kriterij Izvršenje zadatka) -poduprijeti svoje glavne ideje argumentima, a argumente potporom (vidi kriterij Izvršenje zadatka) -poredati svoje misli logičnim slijedom koji je lako pratiti (vidi kriterij Koherencije i kohezija) -povezati svoje misli tako da pomažu čitatelju pratiti ih (vidi kriterij /(oherencija i kohezija) -podijeliti glavni dio u prikladne odlomke (vidi kriterij /(oherencija i l(Qhezija) -upotrebljavati prikladan vokabular za izražavanje svojih misli (vidi kriterij Vokabular) -upotrebljavati prikladne gramatičke strukture (vidi kriterij Gramatika).

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Tablica 5. Ljestvica la

ocJenJlva"J~

Vokabular

Gramatika.

eseja

-B~ggtA:' IZiiRŠ·EN.JEiA~.A1~A"..:;.":-",1""':.-...:,..··~§':".~...,B~·R,..~~,..,N:"\':~~-}.,..·c~-···.··-,' ·:~~~r"'lc':~i:·--;c~""-:;;:.;~"" __io""~~~:.ts~'' ' y;-'' t·A~-;~~::~:.~fi=L~r~~'?;=~1'' ' ' f~::~~::;0;"""/,:'.'_"fK""~,.~"";j_~:;-,;:-~%, ..""".~,- Svi su dijelovi zadane teme relativnojednako 11IZI)c!eni.

5 ________

4

3

· Glavl1'1?-misii izložene SlI cb sljedno s ja S 11 CI 1"11

. ;jjek misli JE ja s OI'. • Odlomci su ućinkovito strukturirani. Lp-or-3bo kohezlvnih sredstava je učinkovita

rele....anme. · Cva dijela zadane teme nislll2lzraclena./ ES'ejje· UJlavl1on1 irele'_llntan. · Ch·mim mislima l'I:do5taje potpora. - Tekn je !b~'g pogrješaka fI\3 r-"iestima tešk~ rawmIji'.,; i Neprikladan (orn~at_ (rGyour:. tekst.a,_ · Tekst SE" lif odnosi na ~daf'lu temu . ./ E!ie:jje ire-Ie-I.iat·,tar,.

Uporaba koheztvnth

razumijevanje.

sredstava je d 0'.'0 IjiH. •Tijek misli će sto je nejolan. - Strukturiranje rolama ka ilporaba kohfzi>mih sr·edstava jr ogl2lničena, -Tekst jezbog pogrjelaka na mjestima rešl~o lozumiji'.'. -Tijel; milli ug la·:J)on1 je

,-,ejasan.

- StnJkturiranje cdiol1lab ilporaba koi1c2ivnJJ-, srf'd st.a'.'21 je l...ed05li:Jtna. qa'.'nih mi!li. -,ekst j.l!2bog pogrjebka - Telm je zbog p.ogrješaka cesto teško razumljiv. čeHO teško I"zumljiv. · Tekst JE u~.lla\'nom . ,ekst je ll(Jla'inom renzu/"(djjl: ili irna!'nanj-e "u~f~zLlrnlji'/. od 50 rijt:=::i. • Nema ja S ll".) IzlOŽenih

~ •••

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; Širokl r.;SPOI-,sruktura za

zadatak. • Manje pogrješke .

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I_~pc~'t~po_r~OI~TI-. -c--~-----I"c:~----~~~~-I~~~~----~--~--~~----'--~~ · Svi su dijelo"!i zadane •Tijek misli ugl;;;:110n1 JE • Vrlo dobar raspon za teme razradant, ali iasan. zadatak. rejednako. • Odlomci su dobro • FlJja<.'ljuju se jX'(Jfješke · Gla...-ne misli lztožene srrokturlranl. Lporaba u lporabi/oblikui Hl 1.9Ia'lI101"l1s dobrom kohezivnil-, sredstava j-E l-T~;.r(lpi5U.ali ne utječu corpororo. dobra. na lako r:n:ur1'lijevar",je. · Jedan dio zadane tf ITIE • Tijek misli ponekad je . Dobar laspon za zadatak. r.ije razraden. "":j;:.~an. . p..)9rjf"škf u uporabi/ - Gla'me misli iztožcne Sl! . Postoji reznaka d:likufpra"_'opi5l1 5 dovoljnom potporom. strukturiranja ccllcmake. ronekad utječu na lako ....Sve913\'/"If misli nisu

o

• Sirol\i raspon vokabulara za zadatak. • ":lanje I-'Ogrjt'ske.

""'_~"""

__

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• Dobar raspon za zadatak. .. I'.)javljuju se pogrješke u uporabi/obliku, ali no utječu na lako fazlIl'nije'.'.anje teksta.

• Općenito se .c&lanja na jednostavne strukture. - Fbgrjfške u uiorabl/ obliku ponekad utječu na lako razumijevanje teksra .

• Dovoljan ,"sponla Zldat~I(. • FlJgrješke u uporabi! cbliku/pra'.'opisu jX'nek-"d Ll!rokuju tešk1)ce u lazumije··.·anju.

• Oslanja se na uporabu jednostavnih stluktura. • Pogrješke u 4)Orabii obliku ponebd uzrokuju teŠkOCE u lilzumij,,·ianju.

- Rasp on j"E nedc6tat3 n za -zadanu temu. - Pogrje!ke u uporabU ~blikuipra'_'opisu često memogucuju razumije'-,anje.

• Rasp-Dn je ':1'10 ~rral-,ič€n. • f'I.)grje!ke u uporabilobliku ce.sto Dnemogu-ćuju r.l.zumije',anjE.

. f',:'fJrjfske u uporabi/ cblil~ulpr3vcpi5U Dpcenrto ·cnernogucuJu

• FlJgrješke u lporabi! obliku općerdto onemogućuju

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Objašnjenje Ako su opisivači unutar nekog kriterija (IZ, KK, V i G) različite razine, primjenjuje vokabulara u eseju zaslužuje 5 bodova, a točnost vokabulara 4 boda, tekst će za Tekst koji je dobio 2 boda na kriteriju Izvršenje zadatka ne može dobiti više od 4 Tekst koji je dobio 1 bod iz Izvršenja zadatka zbog nedovoljne duljine ne može kriterijima. Tekst koji je dobio 1 bod iz kriterijima.

Izvršenja zadatka zbog irelevantnosti

se niža razina, npr. ako raspon kriterij Vokabular dobiti 4 boda. boda na ostalim kriterijima. dobiti više od 3 boda na ostalim

-I l

ne može dobiti više od 1 boda na ostalim

Tekst koji je dobio nula (O) bodova iz Izvršenja zadatka zbog nedovoljne ostalim kriterijima. Minimalan broj bodova na kriteriju Izvršenje zadatka je nula (O). Brojanje riječi

duljine ne može dobiti više od 1 boda na

Ako je tekst nedovoljne duljine, oduzet će se bodovi za kriterij Izvršenje zadatka na sljedeći način: 160-190 riječi: 1 bod; 130-159: 2 boda; 100-129: 3 boda; 50-99: 4 boda. Riječi se broje prema načelu kako ih broji računalo. Riječ podrazumijeva sve zasebne elemente teksta odvojene praznlnorn. Skraćenice (npr. I'm, isn't) broje se kao jedna riječ. Ponavljanja, nabrajanja i ulomci prepisani iz ispitne cjeline čitanje neće se brojati kao riječI.

2. Vježbajte, Napišite nekoliko eseja na zadane teme. Izbrojite riječi da dobijete predodžbu o tome što možete reći u 200-250 riječi. Pišite esej 75 minuta (toliko vremena imate za pisanje eseja) kako biste vidjeli koliko će Vam vremena trebati za pisanje 200-250 riječi i koliko vremena možete odvojiti za planiranje eseja prije nego što ga počnete pisati, a i za provjeravanje eseja nakon što ste ga napisali. 3. Proučite komentare. Pažljivo pročitajte i proučite 'komentare i broj bodova koji ste dobili za svaki kriterij eseje koje ste napisali. Učite iz pogrešaka.

na ljestvici za ocjenjivanje

za

KADA ISPIT POČNE

4. Pozorno pročitajte temu. O čemu točno morate pisati? Morate li raspraviti o dvama suprotnim gledištima? Koja su tO'giedišta? Morate li raspraviti o prednostima i nedostacima? Morate li navesti argumente za i protiv? A. U uputama piše: Write an essay Napišite uvod, glavni dio i zaključak. ...••... Nemajte samo početi i nastaviti pisati u jednome dugom odlomku, bez uvoda ili zaključka. U tome slučaju nećete napisati dobar esej i ne možete dobiti više od 2 boda. za' kriterij Izvršenje zadatka i ne možete dobiti više od 4 boda za ostale kriterije (Koherencija i kohezija, Vokabular i Gramatika ). Ako ne napišete uvod ili zaključak, ne možete dobiti više od 3 boda za kriterij Izvršenje zadatka. ~ U uputama piše: Write an essay of 20.0.-250.words. .. '._ Nemojte napisati manje riječi jer ćete izgubiti bodove za kriterij Izvršenju zadatka. Nemojte pisati puno više riječi jer riskirate da napišete nešto što nije povezano s temom ili ponavljate već rečeno, zbog čega ćete izgubiti bodove za kriterij Izvršenje zadatka i možda nećete imati dovoljno vremena završiti esej. b U uputama se daje tema eseja. Držite se teme. Ne dolazjte na ispit s unaprijed pripremljenim tekstom. Ako ste promašili temu, nećete moći dobiti više od 1 boda za kriterij Izvršenje zadatka i niti ćete moći dobiti više od 1 boda za ostale kriterije. Ne ponavljajte dijelove teksta koje ste već napisali. Ako esej većinom ne obrađuje zadanu temu ili sadrži puno toga što nije bitno za tu temu, nećete moći dobiti više od 2 boda za kriterij Izvršenje zadatka niti ćete moći dobiti više od 4 boda za ostale kriterije . .Q_,_ U uputama piše: Discuss both these views and give your own opinion. ili Discuss arguments for and against this view. U uputama se od Vas traži: • da raspravite dva suprotna gledišta da raspravite prednosti i nedostatke jednoga gledišta da navedete argumente za i protiv jednoga gledišta. Odgovorite na sve dijelove pitanja. Ne raspravljajte samo o jednome gledištu. Ne raspravljajte samo o prednostima gledišta, već i o njegovim nedostacima. Navedite argument i za i protiv gledišta. Ako se ne držite navedenoga, nećete moći dobiti više od 3 boda za kriterij

Izvršenje zadatka.

Isplanirajte esej prije negO što ga počnete pisati. Esej je oblik organiziranoga pisanja. Nitko ne može napisati dobar esej, a da ga prethodno pisanja uspješnoga eseja je planiranje. NEMOJTE ODMAH POČETI PISATI ESEJ. Prvo ga isplanirajte. Osnova uspješnoga planiranja je pisanje bilješki.

nije isplanirao.

Osnova

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Razmislite o čem\1 ćete oisati. Proučite oba dijela teme. Što možete reći o svakome dijelu? Zabilježite svoje argumente. Ne pišite rečenice, već samo zabilježite natuknice. . Proučite svoje argumente .. Koje razloge ili primjere možete dati da biste ih poduprli? Zabilježite ih. To će vam pomoći da dobijete dobru ocjenu za kriterij Izvršenje zadatka. Ako imate puno više za reći o jednome dijelu teme nego o drugome, usredotočite se na ono što možete reći o drugome dijelu teme. Ako posvetite puno više pozornosti jednomu dijelu teme nego drugomu, nećete moći dobiti više od 4 boda za kriterij Izvršenje zadatka. Jako je važno posvetiti neko vrijeme pronalaženju argumenata I potpore. Kada budete zadovcljni svojim argumentima i potporom, usredotočite se na planiranje eseja. Kada budete znali što želite reći, usredotočite se na to lealeo ćete to reći. 5. Grupirajte svoje ideje. Grupirajte svoje ideje na sljedeći način: • jedno gledište - drugo gledište • prednosti - nedostaci • argumenti za - argumenti protiv.

I I

6. Poredajte svoje misli logičnim slijedom. Na taj će način ocjenjivač lakše slijediti Vaše argument. bodova za kriterij Koherencija i kohezija.

Logičan slijed misli je važan ako želite dobiti veći broj

17.

Oblikujte svoj esej u odlomcima. Oblikujte onoliko odlomaka koliko imate glavnih ideja. Ne pišite glavni dio eseja u samo jednome odlomku. Odlomak se bavi jednom glavnom idejom i ne bi trebao sadržavati rečenice o nekoj drugoj temi. Oblikovanje odlomaka je važno ako želite dobiti veći broj bodova za kriterij Koherencija i kohezija. , '

, I

1

8. Provjerite svoj plan. " Imaju li vaše ideje logički slijed? . > ." Jesu li vaše ideje poduprte argumentima? Imaju li ti argumenti logički slijed? Jesu li vaši argumenti poduprti razlozima ili prtmjerima? ,, ...., .. -. Jesu li vaše glavne ideje, argumenti i potpora grupiral1i u odlomke koje cete napisati? Kada ste poredali svoje ideje logičkim slijedom ipbdijelili ih' U odlomke, možete se usredotočiti

I I

na pisanje eseja.

DOK PIŠETE ESEJ

Opći savieti

9. NapiŠite uvod. Recite čitatelju što će pisati u glavnome dijelu eseja. Ako ćete pisati o prednostima i nedostacima, recite Čitatelju. Ako ćete prvo pisati o jednome gledištu, a onda o drugome, recite čitatelju. Ako ne napišete uvod, nećete moći dobiti više od 3 boda za kriterij Izvršenje za da tke .

I 1 I l I 1

,

,

10. Napišite odlomke. Recite čitatelju o čemu će biti riječ u svakome odlomku. Toje tematska rečenica (main idea). Naglasite svoje argumente. Jedan je način da upotrebljavate tematske rečenice (main ideas), a drugi da upotrebljavate ove fraze: .The main advantage is ... ili Another important reason why .... is ..... , A major argument against ..... is ..... To će vam pomoći da dobijete veći broj bodova za kriterij Izvršenje zadatka. Povezujte svoje misli na primjeren način: -unutar rečenica (npr. because, while, whereas, so, a/though ...), -između rečenica (npr. For this reason, As a resu/t, In addition, However ...) -između odlomaka (npr. A second major disadvantage is ..., On the other hand ...). To će vam pomoći da dobijete veći broj bodova za kriterij Koherencija i kohezija. Završite sa zaključkom u kojemu ćete sažeti ono što ste rekli. To će vam pomoći da dobijete veći broj bodova za kriterij Izvršenje zadatka. Ako dobro sastavite odlomak, dobit ćete veći broj bodova za kriterij Koherenctje i kohezija.

11. NapiŠite zaključak. U zaključku eseja ponovite svoje glavne misli i napišite svoje osobno mišljenje. Ako ne napišete zaključak, nećete moći dobiti više od 3 boda za kriterij Izvršenje zadatka.

19stali savjeti

I

12. Pazite na rukopiS. Čitak rukopis pomaže ocjenjivaču

1--

i ostavlja dobar dojam. Razmislite što ćete napisati, a zatim to čitko napiŠite.


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13. Uvucite prvi red odlomka. Uvlačenje prvoga dijela odlomka je vrlo važno jer po tome ocjenjivač može jasno vidjeti da ste započeli novi odlomak. ~XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX. -'XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX.

14. Ostavite prostor između redaka. Ostavite prostor između redaka kako biste mogli precrtati pogreške i napisati ispravak iznad precrtane riječi. NAKONŠTO STE NAPISALI ESEJ 15 Provjerite vokabular i gramatiku. Provjerite vokabular. Imate li pravopisnih pogrešaka (npr. bed umjesto bad, then umjesto than, god umjesto good)? Provjerite jeste li zaboravili prepisati neku riječ s lista za koncept na list za čistopis. Provjerite gramatiku. Imate li pogreške u sročnosti između subjekta i predikata (npr. they ... has been; it .... were found)? Jeste li dodali nastavak -s/-es na glagole u 3. licu za glagoisko vrijeme Present Simple? Jeste li točno upotrijebili glagolska vremena? Jeste li koristili upitnu konstrukciju kada niste trebali (npr. I don't know why do they do this.)?

VJEŽBE PISANJA ESEJA - vidi DODATAK 6.1., str.76 INTERPUNKCIJSKI ZNAKOVI (Punetuation) - vidi DODATAK 6.2., strilS VEZNA SREDSTVA (Transitional words/phrases) - vidi DqDATAK 6.3:, str.79 PRIMJERI ESEJA - vidi DODATAK 6.4., str.SO ~ UESTVICA ZA OCJENJIVANJE ZADATKA ESEJA NAENGtESKOMEJEZIKU (VIŠA RAZINA) - vidi DODATAK 6.5., str.S2 " . GRAMATIČKE STRUKTURE ZA VIŠU RAZINli ISPITA - vidi DODATAK 6.6., str.S3 oo:

,

Oo

1_ ••

o

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4. PREGLED I VJEŽBE JEZIČNIH STRUKTURA 4.1. NOUNS

A noun is a word or group of words that represents a person/ a thing/ a place/ an activity or an idea.

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'lj) t·

1 Ci!l,mn;lOnNouns: desk, window, horse 'tob..!\..,·ft" 2 Proper Nouns: France, Mrs Jones 3 Co~~ctive Nouns: tea~ar'fl.l;1' cr9~d, ); ·,'f,\\e police, fle"c {!er'!i, d t'l(:J 4 Material Nouns: wine, c8'PJJer,milk, ice S Abstract Nouns: fear, courage, health 1 2 3 4

Gender

.

.

Subject Complement (be/ seem, appear, etc.) Object Object (of a preposition)

3) irregular: master - mistress duke - duchess hero - heroine

2) a prefix: boyfriend - girlfriend tom-cat - she-cat

4) a different word: bachelor - spinster man - woman nephew - niece father - mother horse - mare brother - sister bull - cow uncle - aunt bride - .groom king - queen

\ Regular plural - • adding -s or -es (-ss/ -ch, -sh, -x + -es): ~ chair - chairs/ window - windows/ wish - wishes/ church - churches JI • nouns ending in -o + -es: . potato - potatoes, tomato - tomatoes/ volcano - volcanoes, hero - heroes, but piano - pianos, photo - photos, kilo - l
factory - factories lorry - lorries fly - flies

consonant + y ··bUt

boy - boys toy - toys way - ways

vowel

+y

->

=

Soelttna chanaes: 2. calf - calves half - halves i+ es loaf - loaves shelf sheives __ ...._....- ........_ .._ .._._.._ ..........~ .. ..,..--_ .......__ ......__....._ ....-- ...-.....

no change

l

~.Jl) tv

l.....-...

!

,;1

.

.

i~··'.1.I'e, I \ ...-- \ ~_____,. I t 'o

i·i~·,\:~t.

,

I j

I fife = v + es

i

.......jj.L_.._......_ ....___ ..._ ...___.._ ....._............... _......._... -..-_ .._ ..•....•..

roof - roofs chief - chiefs dwarf - dwarfs cliff - cliffs

iut

.

-oof, -ief,

-rf or -ff

+ -s

~

2 Irregular plural changing the vowel(s) man - men/ woman - women, foot - feet/ tooth - teeth/ goose - geese, mouse - rnlce, louse - lice . ~. • adding -en or -ren: ._)~, ox - oxen, child - children ~\' ~ \AJ.s .~

t

Some nouns have the š~Qfneform in the singular and the plural, A- Dl1. \ G I:~L\ sheep - sheep/ deer - deer/ fish - fish/ series - series/ species - species/ etc. , = but There are all kinds offis~es in the se~. (different kinds) 1/)1(JP11A i!()AJ Some nouns have the plural form/ but smgular meanmg. news/ bllllards, mathematics, physics, mum ps/ etc. Physics was my favourite subject, (singular verb form) Some nouns are always in the plural form and take the plural verb form. '0';"'''· goods/ trousers, scissors, arms/ spirits/ etc. I (j L. lC Where are the sclssors? We always use the plural verb form with the nouns: people, (the) police and cattle.

I I I

"-"erier 1 Gen 2 Number 3 Case

Tom arrived. Tom is an actor. I saw Tom. I spoke to Tom.

Marking gender:

Number

1.

1 2 3 4

Mascullne/Nuški rod: father, boy, uncle Feminine/Ženski rod: sister, mother, aunt Neuter/Srednji rod: picture, shoe, plum Common/Zajednički rod: pupil, friend, writer, cousin

1) adding -ess: lion - lioness prince - princess heir - heiress but tiger - tigress actor - actress

I I I I I I I I

!Properties:

Functions:

Tvpes:

'. "

I Cr_~'J" ~~..h

AlO (H U' ..../ ..'!.._-, -

\1(1..

>'('IJtf

'?-~""_': 1- ,sO~.'/. i-I {'

,

c,' 'c' ·'''''f0.t_

_..... \

C

n'. -, e l. \..:\ u_,

._4.·;·e..'

Expressions: a sum of money/ a period of time / distance - always use sing ular verb Three years Is a long time to be without a job.

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FOREIGNPLURALS:Some nouns of Greek and Latin origin have Greek and Latin endings. crisis - crises stimulus - stimuli analysis - analyses curriculum - curricula criterion - criteria medium - media phenomenon - phenomena bacterium - bacteria, etc. syllabus - syllabi (a/so syl!abuses) Case is a change in the form of a noun showing its relationship to another word in the sentence. Object case (DATIVE) Give the students a longer holidays. (word order) The tailor has made a new suit for my brother. (preposition FOR) Give this tQ__ Tom. (preposition TO) Possessive case (GENITIVE) is used to express possession. Forms: 1) possessive 's / s' 2) 'of' construction 1) possessive 's I s' 1 after a sing ular noun (apostrophe + -s)/ Sally's 2 after a plural noun ending in -s, we add only' (apostrophe)/ my parents' car 3 after a plural noun not ending in -s, we add 's (apostrophe + -s)/ the men's car 4 after proper names ending in -s /Sherlock Holmes's best friend or Sherlock Holmes' best friend but with classical names we usually add only apostrophe (') /Archimedes' Law 5 after a whole phrase/ Sue and Frank's house (they share the same house) but Sue's and Frank's house (each one has got a house) 6 after the names of animals/ the cat's milk 7 in some expressions of time/ next year's plans, with periods of time/ a week's holiday 8 with some expressions/ for heaven's sake 2) 'of' construction 1 with inanimate possessors/the walls of the town 2 with longer phrases/ I took the advice of the couple I met on the train;' Double possessive Sarah is a friend of mine. (one of my friends) Peter is a friend of Simon's. (one of Simon's friends);

Countable nouns!;Uncountable

nouns

Countable nouns are nouns which we can count. They have singular and plural form. They always go with alan/the/my, etc. in the singular and some/any/many, etc. in the plural. Uncountable nouns are nouns which we cannot count. Uncountable nouns include: proper nouns, abstract nouns and material nouns. They do not have different plural forms and always take singular verbs. They do not go with alan/one/two, etc. but can be used alone or with some/any/mu_ch/the/my, etc. in the plural. We can use a/an or one/two with uncountable nouns such as coffee, tea, beer, etc. when we order something in a restaurant. We'l! have three coffees, please. (three cups of coffee) Some nouns are uncountable in English (advice, evidence, homework, information, news, etc.), but countable in Croatian. Here are some of the most common of these uncountable nouns, together with some related countable expressions: accommodation - a place to live traffic - a car, bus, etc. work - a job luggage - a suitcase/bag travel - a journey/trip scenery - a view, etc. We can use certain phrases of quantity (partitives) to make uncountable nouns countable: a piece of cake/paper/news/advice/furniture/information, etc. a glass/bottle of water a jar of jam a loaf/slice of bread a packet of rice/tea a tube of tooth paste a bar of chocolate a carton of milk, etc. Some nouns can be used as countable or uncountable with a difference in meaning. a glass (a container used for drinking) /glass (material) - glasses (spectacles) (>..4 a paper (newspaper) - papers (documents) "I~)l hair (one of the long fine things like thread that grows on people's head) - hair (all the hair on somebody's head) 6~"',[:::-an iron (for ironing clothes) - iron (the material) \) a rcorn (a part of the inside of a building) - room (space) ,

, fi \ '"">

I

,I , I , ,I , , ,

C

\

\

,

I

, , l

I I t '

I ...1RiN~H I

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a stone (a small piece of rock) - stone (the material) wood (the material) - woods (forest) experience (length of time doing something) - experiences (events) time (the thing that is measured in minutes, hours, etc.) - times (occasions) custom (a traditional activity) - customs (where goods are checked) arm (a part of a body) - arms (weapons), etc.

I

Compound nouns are nouns that are made 1) noun + nou n II ticket inspector - ticket 2) -ing form/adjective + nou n II swimming 3) noun + adverb/preposltlon II runner-up but liman servant - men servants IIOf into plural)

I

Compound nouns of two or more parts and are formed as follows: inspectors II (adding -s or -ess to the second noun) pool - swimming pools II (adding -s to the nou n) - runners-up II (adding -s to the noun) a word man/woman is the first part of the compound both parts are put

Group nou ns Group nouns such as: family, jury, group, team, government, council, etc. can have either the singular or the plural form of the verb. When we mean the group as a unit, we use singular verbs. If we mean the individuals who make up the group, we use plural verbs. The jury Is ready to give the verdict. The jury are staying at the Park Hotel.

I

1 1 ~~::~;r;m . I . I I

VJEŽBE (NOUNS)

Il g ~~~;t;, ]~;

4.1.1 Write the plural of the follo",{ing nouns.

3 kilo ....!~p.~.. I 4 tomato l··:··· ~-O\il.ool. 'Ob' ..···(.:> 5 knife ..:!~.'.~J.f.$.

4.1.2 1 the 2 the 3 the

~~;~':;;~: l f,...

13 shelf ·§·1.!1·~·'~~·~· 14 p hot o (.) If-n<: 15 baby ..:....'lL

8 church ~·.0.~~~ 9 th' lef .... t ,,\Ie.\/! T..... · 10 city .~.~.~~...

..

\

t;t:..:·..

~ ID

i~ ~~:, 1:~L·

18 life ...I,L~!.... I 19 passer- by~.· ?O<·t!'·b" .. t. 20 country ..~\..~I.!~:.~(I

<\,,;...

oo,." 1 l . • \ t .,. f) Rewnte and use the correct possessive form. ~tH:. l,~t:t, .~~\V-5e,u"~I.\. ,_s, PCP",\.\,Q .\~. t.\\\X>S··!!.+~ '1·l'l,\Jt!.I~i,,,<, ,-."t, child - the toys the c~ild's tOYf'" (I J I 7 the man - the trousers ..~~::..Jt>:'...~~ ~ ~.":1·~~U..'.~ '. . l T women - th.e clothe~\+~.u1r·:~.t/\'rC;~.17I.J~? :..:.. 8 the dogs -.the kennels .Jk~..'?&~ ·~{~)f~L : ) . cats - the klttens ..·}..~J~~· ..·~~ ...,:..~·:~·~· ..· il ,.. · ~~ 9 my father-ln-law - the g~den :I·(!:1·'·E;o~~ .. ·~·~·\~'·:·~.. 0'·(l~.,

I~V..

~ the cUPbOtar~-tl the dooL.·ltt;~~f.7~.d~;I': my paren s le car r., ! ;

.-.:?-.. '~~qt• I t1101 tthle Smit~St-h thehcar

~l .r...................... .

.. {0 c· ·(~S~·;f

:·:t·..;..·~~.'~·-·t.\~ .. ·,T.;;·;;·;<.·~ t "'' '.

~:.:h.:::~-p:::eh::::~::::~:~ ~i~~';~:'·~:~~·;~~r.c~:t:~: :~:~:::u:~nrd:~:I~;:1 :~::o:~~ ::~t.::;~:~ where necessary.. I You've got a lot of experience of lecturing. (experience) \ 2 Hurry up! We don't have much .L\·\\._ e. (time). 3 He put all the important . "...,' ,"; (paper) in his briefcase. 4 This ornament is made of coloured "(.,,.::s (glass). J 5 Sarah bought i'~O ~ (iron) in the sale. 6 She had a lot of exciting e\{r·I.;e~\('.<'( (experience) during her holidays.

I I ·1 I

le men

ec anglng rfoms .

I

7 We went for a walk in the l.}t'(,c:i5 (wood) after breakfast. 8 lim going to have my 1,(, :'t (hair) cut tomorrow. 9 We have got plenty of 'r ,'.,. ,,, (room) for a wedding here. . (glass) when he 10 Peter only wears his r.;tl5~(~ reads..J 11 Jane is in her ~_};~:....'O_IJ..._,__ (room) studying. 12 There was c\ i \'" (hair) in my soup.

tic.

4.1.4 Make the following uncountable nouns plural as in the example. three 8 oil pieces of information 1 information two two 9 milk three 2 jam four 10 rice two 3 bacon three 11 tennis four 4 bread two 12 butter three 5 yoghurt four 13 scissors 6 tooth paste two two 14 soccer three 7 soap

I

1

4.1.5 Put the verbs in brackets into the correct form.

1 The water in this lake .../00/(5 (look) very clean. 2 Making mistakes (be) only natural. 3 PhYSics (notiinterest) me very much. 4 All of our furniture (be) brand now. S Sugar (damage) your teeth.

I

6 7 8 9

Rain rarely (fall) in this part of the country. The noise (be) very loud. The news she brought us (be) good. Your trousers (notimatch) your shirt. 10 The team (discLIss) strategy.

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4.2. PRONOUNS A pronoun is a word used in place of a noun or a noun phrase.

Personal pronouns Subject pronouns

Object pronouns

I you he she it we

me you him her it us

YOU

YOU

they

them

We use the subject pronouns before the verb in a clause or a sentence. We use the object pronouns after a verb or a preposition.

I.

Reflexive pronouns myself yourself himself herself itself ourselves yourselves themselves

l.

We use reflexive pronouns when the same person is the subject and the object of the verb. I burnt myself cooking the dinner. Idioms: enjoy yourself help yourself behave yourself

The following verbs don't normally take reflexive pronouns in English: wash, shave, dress, feel, relax, concentrate, etc. Emphatic pronouns We can use areflexive pronoun to emphasise the noun or a pronoun before it. If the reflexive pronoun refers to the subject, it can come at the end of the sentence. Jane herself designed the house. Jane designed the house herself. by myself/himself, etc. means 'alone' I can't move this box by myself. PRONOUNS & ADJECTIVES

The following groups of words can be used as adjectives (before the noun) or pronouns (they can stand alone). 1 Possessives 2 Demonstratives (this, these, that, those) 3 Relatives (who, whose, whom, which, that, what; relative adverbs: where, when, why) 4 Interrogatives (who, whose, whom, which, what; interrogative adverbs: why, when, where, why) 5 Quantifiers/lndefinites Possessives PossessiveAdjectlves my your his her its our your their

PossessivePronouns mine yours his hers its ours yours theirs

possess'b/e adjectives are followed by nouns, whereas possessive pronouns are not. This is her bag. It's hers. The cat is carrying its bowl. (Possessive adjective) Itis raining hard today. (It is raining hard today.) It's stopped raining. (It has stopped raining.)

That/Those are used: • for people or things not near us • for past situations • to refer back to something mentioned before • when speaking on the phone to ask who the other _l)_ersonis

e.g. I must post this parcel. (near) I'm taking a driving test this week. (present or future situation) That man over there is my teacher. (a person not near us) That's great! (something just mentioned) These boots hurt my feet. (near) Are those children over there your cousins? (not near)

VJEŽBE (PRONOUNS) 4.2.1 Fill in the correct

pronouns

-, I

.1 !

~

-!I II. (I

Demonstratives This/These are used: • for people or things near us • for present and future situations to introduce people or when we introduce ourselves on the phone

, ,

or possessives.

1) .. We .. are having a marvelaus time here in Corsica. The island is absolutely beautiful. 2) is a bit bigger than 3)......... expected. 4) ......... hired a car for the first week so 5) .......... visited all the interesting places on the island, which was fabulous - if a little tiring. 6) was well worth getting a car. 7) intend to reiax for the rest of 8) holiday. The children have been behaving 9) , and there's a children's representative based

ilI II II. II il il II i

I

I

I

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at the resort so 10) takes care of all the children for a few hours each morning. 11) is a lovely girl and the children are mad about 12) At least that gives James and 13) the morning to 14) The hotel is great and the staff are really friendly. 15) appreciate 16) attempts to speak the Corsican language. The weather is great and 17) are getting a lovely tan. That's all 18) news. 19) .. will see you when 20) get back. Take care and thanks again for looking after 21) pets. 4.2.2 Put in areflexive pronoun if necessary. Rosie and Val dre dt Mic.heal and Hana's party. Complete the conversntion. M: Have you two 1) (meet) before? R: Yes, we have. Val and I are school friends. M: 01<. Well, I hope you 2) (enjoy) tonight. R: I'rn sure we will. 13) (feel) just in the mood for a party. M: Well, please 4) (help) to food and drinks. Is everything all right Val? V: Oh, I've got this terrible feeling I have something important to do, and I can't 5) what it is. R: Val, you really 6) (worry) too much. Come on, just 7) (relax).

I

~I

4.2.3 Put in its or it's. 1 My new car is great. EJ:S got a lot of extra equipment. 2 Th.j house across the street has got a fence around _, _.5_ garden.

I

'I"

_

(remember)

1+~

3 Let'~ go home. getting late. 4 I+...s the most interesting film I've ever seen. 5 That dog has got a white patch over i-f.5 eye.

4:...2\4 ~iII in the gaps with this, that, these, those.

1 -) _1_0 - house over there b€Fl~ngsto a friend of mine. l2 Ware moving house -I- !A,S month. t 3 l people over 'there are waiting for the tram. i 4 ::; diamond bracelets are priceless. -I5 \D.aQ, ;S is my friend, Sally.' 6 ) lek-e are my graduation photos. Let's look at them! II 7 We had a wonderful child hood. We did things differently in TI-I05e.. 8 'Hello, this is Peter. Who is s ,please?' T

se.

I I I I I I 1 I I I I

+

t

tt

days:

+

4.3. QUANTIFIERS

Quantifiers are words that express or measure quantity. We can use these words (except NONE) before the noun or (except NO, EVERY) alone.

ALL refers to more than two people, things or groups. It has a positive meaning and is followed by a plural verb. All the actors were brilliant.

EVERY is used when we talk about three or more people or things. We use it when we are thinking things together, in a group to mean 'all'. Every employee is entitled to twenty days off.

of people or

EACH is normally used when we talk about two people or things. We use it when we are thinking things separately, one at a time. Each employee has to sign a contract.

of people or

BOTH refers to two people or things. It has a positive meaning and is followed by a plural verb. Both John and Bill are journalists.

EITHER (anyone of two) and NEITHER (not one or the other) are used before singular countable nouns. They refer to two people or things. Neither man is rich. We can use not ....... either instead of neither. Neither nor Neither Sandy nor her cousins are coming to the party. Either or Either Mum or Dad is coming to the party. These expressions can take either singular or plural verb, depending on the subject which follows nor/or.

"

NONE refers to more than two people or things. It has a negative meaning and it isn't followed by a noun. Are there any vacancies? No, none. NO is followed by a noun. There's no place like home.

"

ONE/ONES are used to avoid repetition of a countable noun /countable Which shirt do you want? This one. Which shoes did you buy? The black anes.

nouns.

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OTHER another - one more apart from those already mentioned others - several more apart from those already mentioned the other(s) - the rest each other - one another every other - alternate LARGEQUANTITYis expressed by: much, many, a lot of, lats of, a great deal tf, a number of and p/enty of. MUCH(questions, negatives) - uncountable nouns MANY(questions, negatives) - countable nouns A LOT OF (positive sentence) - neutral expression LOTS OF (positive sentence) - informal expression A NUMBEROF (positive sentence) - formal expression (used in writing) PLENTYOF (positive sentence) - informal expression SMALLQUANTITYis expressed by (aj few and (aj little. A FEW (not many, but enough) - countabies A LITTLE (not much, but enough) - uncountables FEW (hardly any, almost none) - countabies LITTLE (hardly any, almost none) - uncountables A few/a little have a positive meaning; few/little have a negative meaning. We often use very few/very little in informal English. He needed a little peace so he went to a small island for a few days. She can't repair a car because she has little knowledge of mechanics.

I

-b, M

~~Mil

NEUTRALQUANTITYis expressed by some and any. SOME is used before countable and uncountable nouns in positive sentences. (can be used in questions when we make an offer or .expect a positive answer) ANY is used before countable and uncountable nouns in questions. (can be used in positive sentences meaning 'it doesn'tmatter which/what/how ... ') NO/NOT ANY are used before countable and uncountable nouns, Compounds SOME ANY NO

+ ONE/BODY/THING/WHERE

VJEŽBE (QUANTIFIERS) 4.3.1 Fill in some, any, no, every or their compounds. 1 Maurice knows ...everything .. there is to know about

computers. 2 knows Chad but : . really likes him. 3 They could hardly see in the dark. 4 I'm so tired! I just want to go to relax for a few days. 5 Are you doing at the moment? I need to ask you . 6 Miranda never does without asking .....................first. 4.3.2 Put in a few, few, a little, little. 1 I don't think he can lift this box on his own. He

needs __ help. 2 The postman doesn't often come here. We receive ____ letters. 3 Lena is exhausted. She is having days' holidays next week. 4 I can speak words of Japanese. S David likes skiing a lot, but unfortunately he has ___ ability. 6 Do you mind if we ask you questions. 7 I don't think you'II be a good teacher. You've got ___ patience.

8 Could1 have milk in my coffee, please? 9 There was __ traffic, so the journey was pleasant. 10She is lucky. She has problems.

4":3.3

Underline the correct item. 1 There are much/many/ a lot skyscrapers in Chicago. 2 If you add a little/a few/ many salt, it will taste

better. 3 We've had many/little/too many rain this winter. 4 Few/Much/A little people are pretty as she is. S There's been few/very little/a few news about the earthquake . 6 You must pay many /lots of/few attention to understand this. 4.3.4 Underline the correct item.

1 Both/All Mary and Stephanie are models. 2 Neither/Either John nor Lucy enjoyed the film. 3 Both/Neither Ronald and Chip are teachers. 4 You will have to talk to each/both person alone to find out what happened. S All/Each eight women are working really hard. 6 None/Every of the applicants he interviewed were suitable for the job.

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4.4. ADJECTIVIES

I

Adjectives describe nouns.

Position: 1 attributive use: before a noun 2 predicative use: after a verb

', I , l I

Adjectives: Adjectives:

the red rose The rose is red.

afraid/ atike, alive/ alone/ asleep/ asharned, ill, etc, are never followed by a noun. chief/ former indoor/ inner/ main/ outer, principal, etc. can only be used before nouns.

Kinds: 1 Adjectives of quality (dever, beautiful/ etc.) 2 Quantitative (some/ any/ etc.) 3 Possessive (my/ your/ etc.) 4 Demonstrative (this/ that/ these, those) 5 Interrogative (whose, what/ etc.)

Comparison: Comparison of Superiority (a higher degree) Degrees: posltlve, comparative and superlative

Comparative & Superlative forms , 1) short adjectives (one-syllable adjectives): clean/ chea p/ etc. two-syllable adjectives ending in -y or -ow: easy/ shallow, etc. clean - cleaner - (the) cleanest 2) long adjectives (three-syllable or longer adjectives) two-syl!able adjectives not ending in -y or -ow: honest/ careful, etc. difficult - more difficult - (the) most difficult

-er ......... than the -est (of/in)

I

l, I I

than more .. ................ (of/in) the most ....................

Some adjectives such as: dever/ common/ narrow/ stupid, qentle, friendly/ more/most .

. , Spelling: I silent -e is dropped (nice - nicer - the nlcest) 2 consonant + y = i + er/est (easy - easier - easlest) 3 doubling of final consonant after a short vowel (hot - better ,the

simple/ etc. can take either -er/-est

or

hot~est)

IRREGULAR FORMS

I I I I

good bad / il! little (amount) little (size) much / many far (place + time) far (place) late (time) late (order) near (place) near (order) old (people and things) old (people)

better worse less smaller more further farther later latter ' nearer

.,

-

older elder

best worst least smal!est most furthest farthest latest last nearest next oldest eldest

Adjective order Opinion adjectives (bad/ pretty, etc.) come before fact adjectives (red/ ancient/ etc.). OPINION size

age

shape

colour

particlple

FACT origin material

Ildeterminer 1 number broken British blue long new thin nice 2 article possessive II Adjectives used as nouns the + adjective = groups of people in general (the blind/ the dead/ etc.)

I

13

, l I I

,

-ED and -ING adjectives We felt excited. (past participles describe how somebody feels.) The match was exciting. (present participles describe what something is like.) Types of comparisons 1 Comparison of Inferiority (less, the least) Mary is less strong than Ann. This is the least interesting of all the books I have read.

2 Comparison of Equality (as ........ as; not so/as ........ Judy isn't as tall as Martin. _ Judy isn't as/so tall as Claire.

as)

sandy

type human

purpose

NOUN

alarm

clock


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www.trinom.hr 3 much, a lot, far, a bit, a little, slightly, any, no Let's go by car. It's much cheaper. 4 the + comparative .......... the + comparative The earlier we set off, the earlier we'lI arrive. 5 comparative + and + comparative The weather is getting warmer and warmer.

+ comparative

f U

LIKE I AS LIKE is used:

AS is used: • to say what sb or sth really is (jobs or roles) (She works as a tour guide.) • after accept, be known, class, describe, refer to,

• for similarities (She swims like a fish.) • after feel, look, sound, smeli, taste + noun (It feels like slik.) • with nou ns, pronouns or the-ing forms to express similarity or contrast (No one can sing like him.)

regard, use.

4.4.1 Put the adjectives in brackets into the comparative or superlative form. I went to the auction last Saturday. It was held in (1) (large) house in the village and the items were far (2) (beautiful) than I could imagine. I saw (3) (pretty) vase I've ever seen, but it was also (4) (expensive) thing there, so I couldn't afford it. I bid for a nice rocking chair. It was far (5) (nice) than mine, but unfortunately someone made a (6) (good) offer than me and again I couldn't afford to make a (7) (high) bid to get it. In the end, I bought (8) (small) item of all, although it was not (9) (chea p) of all! It was a music box, which I'm going to give to my (10) (old) nephew forhis birthday. I think it's (11) _ (lovely) music box I've ever seen and it was (12) (easy) to carry. home than a rocking chair.

4.4.2 Fill in the blanks using various types of comparison; 1 She is (tall) as her brother. . 2 (hard) she works, (successful) she becomes. 3 The noise got (Ioud) and I fi(Jall.Ydosed the window. 4 It is not (hot) as yesterday:' 5 The weather is becoming (unpredictable). 6 (young) you are, .. (quick) you learn new things. . ..~~, '. -

4.4.3 Rewrite the sentences putting the adjectives i~to the correct place. ..

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.. .. .. .. .. .. ..

4.4.4 Fill in "as" or "like". .. as.. a mamma!. It may look .......... a dangerous beast, but it is great singer. He thinks he has a voice works a taxi driver and everybody

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1 I love ice-cream. (strawberry, Italian, tasty). .. I iove tasty Itaiian strawberry ice-cream ... 2 They have a sofa. (leather, navy-blue, rncdern), ; : 3 She loves her bike. (new, red, expensive, rnountetn) 4 He has a voice. (lovely, singing, pure) ; .. , , : , , , 5 He's just sold that suit to a woman, (beautiful, slim, tall, French, young) 6 She bought curtains. (brown and orange, dlnlnq-rbom) : 7 She bakes cakes. (chocolate, delicious, birthday, round) 8 Jill has a puppy. (tiny, brown, fluffy) 9 She was given a dress. (red, spectacular, Italian, evening) 10 He bought a racquet. (tennis, graphite, new)

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(He is known as the father of modern medicine.) • expressions: as usual as much the same as etc.

VJEŽBE (ADJECTIVES)

1 Although it lives in the sea, the whale is classed really gentle a lamb. 2 My friend George describes himself a when he sings it sounds a cat wailingl He to give up his job! 3 McTaverty's Tavern has been described delicious and taste they have been made ............. high you might expect.

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+ Iy = seriously

ladjective

other adverbs or whole sentences.

+ Iy

Spelling: 1 consonant + y = ily (happy - happily) 2 ending in -ic add -ally (drastic - drastically) but public - publicly 3 ending in -le drop -Ie and add -Iy (horrible - horribly) 4 ending in -e add -Iy (extreme - extremely) but truly, duly, etc. 5 ending in -Iy (friendly, lonely, silly, ugly, elderly, etc.) --in a(n) 6 ending in -II add -y (full - fully)

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4.5. ADVERBS

Adverbs normally describe verbs, adjectives, Kinds: 1 Manner (how?) 2 Place (where?) 3 Time (when?, how often?) 4 Degree (how much?, to what extent?) 5 Sentence Form:

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silly - in a silly way

way/manner

Some adjectives and adverbs have the same form (back, yearly, best, kindly, etc.). There are some adverbs with two forms and differences in meaning. deep direct easy free full hard hloh last late most near

prettv

short sure wide wronq

adverb C-meaning)

adverb (meaning)

adiective

deep (a leno way down) direct (by the shortest route) easy (uentlv and slowly) free (without cost) full (exactly very) hard (Intentlv: with effort) high (at / to a high level) last (after all others) .... late (not early) most (superlative ofmuch) near (close) orettv (fairly) short -(suddenly' off target) sure (certainly) wide (full' off target) wrono -(incorrectly)

.. .,

,

.

.,

deeplv (creatlv) directly (immediatelv) easily (without difficulty) freelv (wllllnclv) fullY (completely) hardly (scarcely) highly (very much) lastly (flnallv) lately (recentlv) mostly (mainly) nearly (almost) prettily (in a orettv waY) shortlv (soon) surely (without doubt) widely (to a laroe extent) wrongly (incorrectly' uniustlv)

Comparison IRREGULAR FORMS

I one-syllable adverbs add -erv-est (long-longer-longest)

2 two-syllable or compound adverbs: with more/most(patiently-more patiently-most

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patiently)

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Order of adverbs

well badlv ill little much far (place + time) far(place) late (time)

Adverbs can be used in front (at the beginning of the sentence), mid (normally auxiliary) or end (at the end of the sentence) position in a sentence.

The usual adverb OI-der is: manner - p/ace - time He watched lV quietly in his room until 5.00 . When there is a verb of movement in the sentence the order is: Ann was rushed to hospital suddenly an hour ago.

better worse worse less more further farther later

before the main verb or after the

place - manner - time

Adverbs of manner go before the main verb, after the auxiliary verb or at the end of the sentence. She easily passed the exam. We are eagerly waiting for his letter. He acted foolishly.

Adverbs of place usually go at the end of the sentence. There is a supermarket nearby.

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best worst worst least most furthest farthest latest

Time adverbs go in end position. They also go in front position to emphasise the time. She goes to the gym on foot every day. Every day she goes to gym on foot.

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When there is more than one time adverb, we usually put the more specific before the more general one (time - day - date - year), He died at 22,15 on Friday March 17th, 1960, Adverbs of frequency (often, seldom, never, ever, usually, always, etc.) come after the auxiliary verb but before the main verb, Usually, sometimes, often, occasionally and normally can also go in front or end positlon, She never comes on time. She is often late, Adverbs of degree (almost, quite, hardly, etc.) go before the words they modify, I've almost finished,

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Sentence adverbs modify the whole sentence or clause, In affirmative sentences, these adverbs usually come after the verb BE or after the auxiliary, In negative sentences, they come before the auxiliary, 1'11 probably be late, I certainly won't be early, Some adverbs often come at the beginning of the sentence and may be followed by a cornrna. Clearly, the situation is serious. These adverbs can also come before the verb, after the verb BE or after the auxiliary, Figures clearly showa drop in sales, The situation is obviously serious,

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VJEŽBE (ADVERBS) 4.5.1 Change the words in brackets into adverbs and put them into the correct form. Finally, a new washing powder that gets rid of stains 1) .cettectivety.: (effective) and leaves your clothes 2) """ ..."."""." ..".,,, (brilliant) white, New "All-shine" cleans 3) ....." ..""" ..",,.,,"",," (powerful) than any other product on the market, It gets the dirt out 4) " "." .. (quick) and 5) """,, (thorough) than any ordinary powder. Indeed, in no time at all new "All-shine" will be selling 6) "." ,,(good) than any other brand at your supermarket, With a prize-winning formula that has been researched 7) (extensive) by our scientists than any other product, success is guaranteed. With new "All-shine" your money will go 8) " " (far) than it's ever gone before. So pick up your box of new "All-shine" today!

4.5.2 Underline the correct item. 1 I managed to get to New York easy/~by

flying there directly/direct, 2 She has been deeply/deep upset by his behavior late/lately. 3 Lately/Late the cost of living has been lncreaslnq: things generally are not nearly/near as cheap as they used to be, 4 It is wide/widely believed that he was wrong/wrongly accused .. 5 Lionel is a very shy person who rare/rarely goes out and she does not mix free/freely with the other students. 6 She is highly/high regarded in the school as people can get on with her easily/easy, 7 I was not full/fully satisfied with the doctor as he had wrong/wrongly diagnosed my previous illness, 8 "Do you intend to leave shortly/short?" "I think so, rve nearly/near finished." 9 She'll surety/sure get a good grade; she's been studying very hardly/hard for the past two years. 10 I was prettllv/prettv embarrassed when I realized that I had ha,..dly/hard enough money to pay the bill.

4.5.3 Rewrite the sentences putting the adverbs in the correct place and making any other necessary changes. . 1 Ferries sail to the island. (weekly, twice, only, during the winter) ...Ferries sail to the island only twice weekly during the winter .... 2 The little girl ran. (excitedly, from the room, suddenly) " " .. 3 He turned up looking annoyed. (at the party, unexpectedly, terribly) . 4 She studied. (hard, all morning, in his study) " " . 5 He looked at his reflection. (for ten minutes, carefully, in the mirror) "" " "." .. 6 The children sit and play. (in their room, for hours, happily) " .."""" .." .."." ,, .. 7 She waved goodbye. (to her friend, at the airport, sadly) "." .. 8 The old boat sailed into the harbour. (slowly, through the water, in the afternoon) .. 9 He ran to answer the phone. (down the stairs, to the hall, quickly) " .. 10 Patty sat reading a book. (all day, lazily, by the fire) " " " , " " ..

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4.6. ARTICLES ~

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1 with a slnpular. countable nou n mentioned for the first time They live in a flat. 2 with a noun complement / including names of professions It was an earthquake. 3 in certain numerical expressions: sixty miles an hour; SOp a kilo

He is a doctor.

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4 in certain expressions of quantity: a lot of, a great deal of, a dozen 5 with certain numbers: a hundred, a thousand, a million

THE DEFINITE ARTICLE 1 before a nou n which has become definite because it has already been mentioned, or when the reference is obvious: His car struck g tree; you can still see the mark on the tree. He turned on the lights, 2 before nouns which are defined by a phrase or a clause: The men with guns were police officers. Where's the milk I bought? 3 when the object or a group of objects is unique: the earth, the moon, the sky, etc 4 with the possessive case: the butcher's shop 5 with superlatives (adjectives) : the tallest building 6 with ordinal numbers: the second day 7 with certain adjectives to refer to general classes of people: the rich, the unemployed, etc. 8 with certain public places: the cinema / opera / pub / theatre, etc. 9 with the names of nations in the plural: the English, the French, etc. 10 with the names of the points of compass: the east / west / north / south II with the parts of the day: in the morning, in the evening 12 with family names in the plural to denote the whole family: the Robinsons 13 with musical instruments: the piano, the violin, etc. 14 with certain place names 7) bridges: the Golden Gate Bridge, etc. 1) countries: the UK, the USA, the Netherlands, etc. 8) stations, airports, buildings, palaces: the White 2) regions: the Middle East, the Baltic, etc. House, the Houses of Parliament, etc. 3) hills / mountains (ranges): the Alps, the Rockies, 9) theatres, cinemas, galleries, centres: the Globe the Andes, etc. (theatre), the Plaza (cinema), the Tate (gallery), etc. 4) seas, rivers, canals: the Atlantic, the Thames, the 10) shops, restaurants (no person's name): the Steak Suez, etc. House, etc. 5) cities, towns (exceptions): the Hague, the Bronx 11) newspapers, magazines: the Times, the 6) roads, streets, parks: the High Street, the Mall Washington.post, etc. (exceptions)

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ZERO ARTICLE I before' plural / uncountable nouns (abstract / mass nouns) used in general sense: Men fear death. (*The death of.the Prime Minister ........ ) Milk contains lots of vitamins. (*Where is the milk I bought?) Do you collect stamps? 2 with languages, school subjects: German, English, art, music, etc. 3 with colours: Ms Brown was dressed in black. 4 with games: He plays golf. 5 with the names of diseases: He suffers from malaria. (*g headache, (a) toothache, (the) flu) 6 with the names of relationships: father, mother 7 with titles, ranks and names expressing relationships: Professor Jones, Lord Olivier (*the Duke of York) 8 with superlatives (adverbs): Who pronounces English best? 9 in exclamations with uncountable nouns / plural nouns: What lovely weather we're having! What beautiful eyes you've got! 10 with years, seasons, months: I was born in 1958. We go on holidays in August. (*in the year of 1958, in the winter of 1989) 11 with special times of the year: We go away at Christmas. (*We had fl. wonderful Christmas.) 12 with the days of the week: Yes, Frldav will be convenient. (*The storm was on the Friday of that week.) 13 with part of the day and night: at sunset, at night, by day (*it was g beautiful sunset.) (*in / during the day / night) 14 with meals: Lunch is at 1 oclock. (*The lunch was very nice.) 15 with means of transport: by car / bus / train, etc. (*in the car, on the bus) 16 with: school, university, college, ja il, hospital, church (we talk about the purpose for which they exist) School is over at four o'clock. (school activities) (*The school is near the park.; the building) 17 with certain place names 1) continents, countries, counties: Africa, Portugal, 6) roads, streets, parks: Central Park, Fifth Avenue, etc Bermuda, etc. 7) bridges: Tower Bridge, Brooklyn Bridge, etc. 2) regions (ending with a name of a continent 8) stations, buildings: Waterloo (station), Buckingham /countrv): South Wales, Central Asia, etc. Palace, etc. 3) hills / mountains: Mount Everest, etc. 9) theatres, cinemas, galleries, hotels: St Martin's 4) lakes: Lake Michigan (*the Michigan Lake), etc. Theatre, Durrant's (hotel), etc. 5) cities, towns: London, Boston, etc. 10) shops, restaurants: Selfridges, Harrods, etc.

1 1

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There is fl. Laura who works in our office. (a person called Laura) fi Mr Clinton came to see you. (someone called Mr Clinton) But it wasn't the (stressed) Mr Clinton. (the famous Mr Clinton)

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A/AN - ONE a/an - an unspecified thing (anyone) one - to put emphasis on number (when we count) a/an - one - there is no difference in meaning when counting or measuring time, distance, weight, etc. (She will be away for a/one year.)

VJ EŽSE (ARTICLES) 4.6.1 Fill in a, an, one or ones. 1 I'm making __ sandwich. Would you like __ l 2 There was only cake left and he ate it. 3 We saw __ rhino and __ crocodile in the Zoo. 4 These apples are sweeter than the you bought last week.

S She paid million pounds for the estate. 6 of my cousins is firefighter. 7 I heard amusing story yesterday. 8 We had __ exciting trip to the country. It was much better than the we had last month,

4.6.2 Fill in a, an, the, any or some where necessary. 1 "Have you got .. any .. smoked ham?"" I ordered last week, but

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while before I have ." "Oh, okay. How much is boiled ham?" 2 When I opened door this morning man was standing there with parcel in his hand. When I asked him if I could be of help he blushed, said, "l've got wrong house." and ran away. 3 She's been in country for six months but she can't speak English yet. Give her help with learning language, please.

4.6.3 Fill in 'the' where necessary. 1 The Great Wall of China is said to be only man-made structure seen from space. 2 Princess of York visited a shelter for homeless yesterday. 3 Browns are holding a ball in Hillsbrooke Castle Hotel on seventh of July. 4 When we arrived at Liverpool Airport, Rachel was waiting for us at arrivals gate, S It's interesting to look at old maps of world and see how borders have changed. 6 If you go to New York, you must visit Central Park, and Guggenheim Museum, but don't both er to visit ...... Time Square. 7 As soon as Jimmy got home from university he went straight to bed because he felt as if he had .......... flu. . 8 Margaret Thatcher, who was ........ Prime Minister of ........ Great Britain for 12 years, is now known as ........ Baroness Thatcher of Kesteven. 9 I was born in south of England, but when I was in infant school we moved to Lewes, which is in East Sussex. . 10 In office where I work most people have a degree in French, but my boss, who is nicest person I've ever worked for, has a PhD in astronomy. 11 If you have good weather, summer in Norway is beautiful most people, however, prefer guaranteed sunshine of Mediterranean. 12 Many people enjoy .......... snowboarding and ......... hiking in .......... Alps and .......... Pyrenees.

4.6.4 Fill in 'the' where necessary. 1 I usually go to bed around midnight. 2 The President visited prison yesterday and talked to the prisoners. 3 The ambulance took him to hospital after the accident. 4 We must visit our friend in hospital. He had an operation.

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S We saw the wedding as we past church. 6 My dog always sits on bed. 7 I want to go to university when I leave ____ school. 8 The man who robbed the bank is now in _ prison.

4.6.5 Articles (zero, the, a/an) 4.6.5.1 New York City has grown

into (1) second largest city in (2) North America. It is now (3) major business, cultural and shopping centre attracting millions of (4) visitors each year. Most tourists stay in (5) heart of the city, in Manhattan. You will certainly want to visit (6) ---Central Park, (7) huge open space ideal for relaxing on a hot summer day. The city is rich in (8) restaurants but remember that smoking is banned. One of (9) many boat trips goes to (10) Ellis Island where you may stop for a while to read about the history of immigration.

4.6.5.2 The Great Wall of China is one of the wonders of the modern world, and became (1)

UNESCO Heritage site in 1987. It is one of (2) longest structures in the world, and has (3) _ history of more than two thousand years. (4) building of the wall began in the 7th and 8th century as (5) means of defending most of China from (6) invading people. During the Ming dynasty (1368-1644 AD) the wall was repaired and extended and took on the appearance it has today, with (7) ----complex system of (8) forts and towers. It has (9) average height of ten metres and (10) width of five metres.

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4.7, PREPOSITIONS

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A preposition is a word ora group of words used before a noun or a pronoun to show time, place, position, method or other semantic relationships. Structure: 1 Simple preposition (one word) 2 Complex preposition (more than one word) PREPOSITION

TIME the age of 2 o'clock breakfast noon/(mid)night last/least the latest weekends Christmas (holiday) the beginning the end present the time/times the morning / afternoon January, etc. summer, etc. 2003 the 20th ct. the beginning the end 2 days/weeks/ ... time (early enough) the night an hour oo ....

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at

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on

bV for since

We do not use

one's birthday the way Saturday Christmas (Day) a nice day time (exactly) weekdays August 20

PLACE the bus stop the top of the hill the corner home/school/ehu rch Brenda's the funeral/wedding 20 Ilica Street lSOaC the door the front work

MOVEMENT arrive at go (in)to/ toj over/past/across from ... to

the office a chair school/hospital/ch urch

arrive in get in walk in(to)

prlson/court the news the rain the way (obstacle) the suburbs the North/East the mountains the picture/the sky the mirror ink/pencil .:

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.

9 o'clock (not later) noon the end of May 3 years

the island of board a cruise an. excursion a trip/a tour Earth the outskirts the right/left the floor the street the radio/TV Joyce / Mozart / Scorsese car/taxi/train ... a reason except for

ever/qood

get on / off rely on on foot

pass by

go for

2001/ childhood ever since

at, on or in before:

1 today, tomorrow, tonight, yesterday 2 this, last, next, every, all, some, each, one, any

ON TIME - at exactly the right time IN TIME - early enough AT THE END - at the point where something stops IN THE END - finally, after some time

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Prepositions of Time in / during - refer to a period of time

We were in Rome in/during the summer. We were in Rome during the whole summer. (all through a period) During lunch I explained my plans. (refers to an activity)

during / while (when something happens) during + noun during the flight . while + clause .. ,...... while they were having a picnic ........ until/tili - 'up to the time when' from ....... to/until before - after ago (before now) - before (before a past time) John left school three yars ago; Jane had already left two years before,

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Prepositions of Place and Movement inside - outside up - down over - under (direct vertical relationship) t above - below (when one thing is not directly over or under another thing) in front of - behind

opposite among - between near, next to, by, beside, along, across, through past, (a)round from ........ to

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Means of transport

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BY + noun (how we travel) I go to school by train. IN my I a I the car ON my bicycle I motorbike I public transport get ineto) lo ut of a car get on(to) I off a bus, a train, etc.

WITH - having IN - wearing He is a tall man with brown hair. He often goes to work in his jeans.

NOUN+PREPOSITION

with relationship trouble connection contract agreement harmony

of delay description hope idea lack map

to

from

damage reaction reply solution objection thanks alternative attitude exemption

departure protection information fall extract phone call

about

between

quarrel debate hesitation discussion information argument

choice comparison connection contact relationship

in

for

decrease delay expert failure increase interest

on

excuse reason reputation respect responsibility admiration craving disregard sym_flathy

advice attack book expert talk/discussion authority comment restriction/ban influence/effect

ADJ ECTIVE + PREPOSITION

of afraid ashamed aware capable conscious fond indicative irrespective jealous/proud

about annoyed anxious certain excited pleased upset confident careful right/wrong

with

at

on

to

angry a.ngry keen addicted annoyed annoyed. based attentive bored bad/good grateful (in)compatible surpriseo immune obsessed indifferent preoccupied liable disappointed married fed up similar blue/red ... cold/anger opposed comp~red I. .....:; related o."

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by

for

in

from

bored detained distressed plagued shocked surprised

early/late eligible liable responsible sorry famous

deficient experienced implicated interested involved successful

absent derived different safe missing free skillful

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VERB+ PREPOSITION

about agree dream hear laugh know forget quarrel worry decide protest concern joke

with argue agree deal compare discuss cope provide sympathise collide provide cope associate deal

to apologIse agree apply belong compare go refer speak shout contribute listen appeal attribute

for excuse sb. apologise apply wait admire forgive punish work like pay blame like sb./sth. _Qrovide

of taste dream accuse remind die smeli consist taste run out convict suspect take care approve

at arrive laugh look shout joke stare marvel throw yell hint

in arrive succeed believe include involve persist meddie result

from differ reslgn suffer stop sb. recover come hear prevent deter benefit

on insist rely congratulate be decide count lecture concentrate focus/plan depend base

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I?RIEPOSHIONAl PHRASES

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by

at

all times first sight the moment the age of the beginning breakfast the bottom of the bus stop sea the corner dawn last the door the end first once home arrn's length least the same time day break work

accident heart chance mistake the way bus/train sea/land/air example sight means of no means cheque

dav.i.dav Beethoven air mail e-mail fax/phone far the rules the arm hand telepathy

for a change ages breakfast fear of fun/pleasure good granted ever luck life nothing ever sale short a visit a walk a while now your birthday the better or worse the moment my sake example

on

out of

to

up

behalf of condition that no account my own purpose second thought the whole business a diet arrival average foot the other hand line duty fire horseback the left/right the floor the phone holiday the screen

order practice favour the woods the way touch work breath control danger date doors fashion luck print sight tune reach earshot money pocket time

some extent the point my surprise his advantage our amazement your health some degree you

to date to you and down the hill tili/until the spout to no good as far as

in conclusion the west control danger favour of general other words time cash a uniform a dress haste German pencil a group addition (to) answer (to) future general the news a loud voice pairs

from A to B bad to worse place to place time to time morning to night now on my point of view flour/wood/plastic

VJEŽBE (PR.EPOSITIONS)

14.7.1 Underline

the correct answers, There may be more than one-correct answer. 1 A lamp above/among/on top of the table. .' 2 The ball rolled along/among/between his feet and at/to/intoJhe garden shed, where it got lost against/among/between the tools on the tloor.: .....•. . .. 3 There's an envelope above/on top of/over the'fri'dge with some money in/inside/into it. 4 He could hear voices in/at/inside the garden below/beneath/pastmy window, 5 We could see something shining below/from/in th.e.surface of the water. 6 If vou're going by/next to/past my house, would you give me a lift?"

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4.7'.2 Underline the correct answer. 1 It was by/~midnight when the party ended and everyone went home. 2 Our father often works at/in night. We see him at/in the morning. 3 My grandfather fought during/for the war. Hewas in the army during/for 4 They've only had the Volvo for/since two months. By/Until last year they 5 She caught malaria during/through her holiday in Africa. Before/By then, 6 The film should be over until/by nine o'clock. We'lI be home before/in an 7 We're leaving for Berlin on/at 3rd August and we'lI be there through/until

1

1

four years. didn't own a car. she'd never been abroad. hour. the end of the month.

4.7.3 Underline the correct answer. . 1 Bread is made by/from/about flour, water and yeast. 2 Only people by/from/with plenty of money can afford to shop here. 3 She said something about/from/on leaving town. Is it true? 4 He went to hospital because he was suffering by/from/with stomach pains. 5 They attacked the old man by/from/with a knife. 6 Last night we watched a documentary on/with/about Egypt. 7 The house is made by/from/on bricks and timber. I'd like to finci some information about/from/with the subject.

1 1

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4.7.4 fill in the correct: preposltlon, 1 Money isn't the solution every problem. 2 There has been an increase the amount of air pollution. 3 When I opened the letter, I was very pleased to find a cheque _(3,000. 4 The advantage living in the city centre is that YOLl clon't have to use the public transport. 5 Everything can be explained. There is a reason everything in this world. 6 When Edith left home, her attitude her parents seem ed to change.

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7 There has been a sharp rise petrol prices in the past months. 8 What was your mother's response the news? g What is the answer question 5? 10 The company has rejected the workers' demand a pay rise. 11 It was very nice you to help him. 12 You always prepare the same food. I'm fed up __ it. 13 I can't understand people who are cruel __ animals. 14 We were surprised the way he behaved during tile concert. 15 Are you angry what happened?

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www.trinom.hr 4.7.5 Complete the conversation. Use prepositions.

A: l'm really worried (O) ...about ... Donald. B: Why's that? A: He's been absent (1) quite a few classes lately and he's often late (2) , the ones he does attend, B: Yes, l've noticed. l also know he was confident (3) getting an A for his last exam and was really disappointed (4) not getting one. A: Someone told me he's got involved (5) some strange people. l saw him the other dayand he wasn't at all friendly (6) , me - in fact, he was rude (7) me. B: l'm surprlsed (8) that. That's not Ilke him. And have you noticed that Cecil's been acting strangely too? A: l think he's keen (9) Miranda but he's afraid (10) , asking her out in case she says "no". B: Well, they should both be more careful (11) how they behave. Some of their friends are getting fed up (12) .., them.

4.7.6 Complete the following e-mail. If no preposition is necessary, write (-) in the gap. Hi Brenda, Have you heard (O) .from Maurice recently? I telephoned (1) , him last week and also sent (2) .., ,.., , ,.. him an e-mail but he hasn't got back to me. l want to apologise (3) , , him (4) ........................... forgetting to water his plants while he was away at half term. He left me the keys to his room but I completely forgot. I don't suppose he'lI ever rely (5) .., , me for anything. Are you going to take part (6) , the music concert at the end of term? I am. Rehearsals start this week and I'm going to sing a traditional song from my country. l think it's a great way to make friends (7) , , people I wouldn't meet otherwise. By the way, I must congratulate you (8) your test results! I wish someone would explain (9) ......................... me how to get an A on a grammar test! Seriously, though, you worked hard and you deserve it. Take care, Mario

4.8. TENSES Verbs are words or phrases expressin~{astate, There are three classes of verbs (division by fun~ti()n): . 1 lexical ! full! ordinary verbs (play, sing, leMn;etc;) 2 auxiliary verbs (auxiliaries) -,c . 1 principal! primary auxiliaries (be, do, have) " 2 moda I auxiliary verbs (can, could, may, might/rnust,

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anaction or an event. .

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haveto, shall, will, should, would, ought to, need)

Auxiliary verbs are used: 1 to make different verb forms -.: '~'.o do - Present Simple, Past Simple (questions, neqatives)' be - continuos verb forms, passive ...• have - perfect verb forms 2 to form negatives 3 to form questions 4 in short answers ! question tags ! reply questions 5 for emphasis (I do like tennis.) 6 to avoid repetition (I like horror films and so does my brother.) o

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Do, be, and have can also be used as full verbs with their own meanings. l do my washing on Fridays. We are in the class now. I have a lot of problems.

THERE - IT There

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+ be is

used for something mentioned for the first time or to say that something exists. There are several parcels to be delivered. Personal pronoun + be is used to give more details about someone or something already mentioned. There is someone in the hall. He wants to tell you something. It + be - identification (There is someone in the next room. It's your aunt.) It + be .,. to-infinitive / that-clause - to begin a sentence It's such a pleasure to see you again, It's a pity (that) you can't come with us. distance How far is it to the next town? temperature It's 22°C. time expressions Its May 2. weather expressions It's usually very warm here in the summer. It seems that there is a problem with the figures. (but we can also say: There seems to be a problem with the figures.)

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TENSiE REVIEW

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PRIESENT

PAST

FUTURE

infinitive -I- -s, -es

infinitive

+ -d, -ed

shall / will

+ infinitive

to be + Present Participie (present - am are, is) to be + Present Participie (past - was, were) to be + Present Participie (future - shall / will be)

PERIFECTCONTINUOS

PERFECT

CONTINUOS

SIMPLE

to have + Past Participie (oresent - have has) to have + Past Prlrtiri[)le (past - had) to have -IPast Participie (future - shall / will have)

have / has been + Present Parti ci pie had been + Present Partrciple shall / will have been Present Participie

+ P.P. ::edjXII)

TENSE

ACTIVE

PASSIVE (to be

Present Simol e Present Continuous Past Simple Past Continuous Present Perfect Simple

.I ask= oltarn

I am asked= pitana sam I am being asked= pitana sam I was asked> bila sam pitana I was being asked= bila sam pitana I have been asked= a) pitana sam b) bila sam oitana

Pres. Pert. Continuous Past Pert. Simple Past Perf.Continuous Future Simple Future Continuous Goinq to Future Future Perf, Simple Future Perf.Continuous

I am askinq= pitam I asked= pitala sam I was asklnq= pitala sam I have asked= a) pitam b) pitala sam I have been askinq epltarn I had asked= bijah pitala I had been askino= bijah pitala I will ask= pitat ću I will be askinq= pitat ću I am qoinq to ask= namieravam pitati I will have asked= pitat ću I will have been asklnq= pitat ću

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-----------------------I had .been asked= biiah bila oitana --.-------------------

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I will be asked= bit ću oitana

-----------------------I am ooinq to be asked= bit ću pitana I will have been asked= bit ću pitana

------------------------

PRESENT FORMS

1) Present Simple 1 permanent situations or states He lives in a caravan, 2 permanent truths or laws of nature Water boils at 100°C. 3 repeated habitual actions (especially with frequency adverbs: often, usually, etc.) He always does his hornework. Ford acts brilliantly in this musical. 4 reviews/sports/ commentaries/ dramatic narratives The race starts at 4.00, 5 tirnetables/proqrarnrnes (future meaning)

2) Present Continuous I temporary situations He is working in London this week. 2 changing or developing situations Nelly is putting on weight. 3 frequently repeated actions with a/ways, constant/Yi continually, etc. expressing annoyance or criticism He is always asking stupid questions. The children are sleeping at the moment. 4 actions happening at or around the moment of speaking I'm see ing the doctor in the afternoon. 5 fixed arrangements in the near future

1

3) Present Perfect Simple I recently completed actions He has cut the grass. 2 completed past actions connected to the present with stated or unstated time reference He has sold his car. 3 personal experiences/ changes which have happened I have learned a lot this past month. to put emphasis on number He has read three novels this week.

I 14

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4) Present Perfect Continuous I actions started in the past and continuing up to the present He has been washing his car for an hour. 2 actions of certain duration having visible results or effects ill the present He Ilas been fighting. (He's got a black eve.) 3 to express anger, irritation, annoyance or criticism Someone has been lying to me, to put emphasis on duration He has been waiting since 50'clock,

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Time expressions Present Simple - every day/week/month/year, usually, sometimes, always, rarely, never, often, at night, on Mondays, etc. Present Continuous - now, at the moment, at present, nowadays, today, etc. Present Perfect (Simple & Continuous) - just, ever, never, already, yet, recently, since, for, today, this week/month, etc. PAST FORMS 1) Past Simple 1 past actions which happened one immediately

after the other He got in the car, started the engine and drove off. 2 past habit or state He visited (used to visit) us every weekend. 3 completed past actions not connected to the present with a stated or implied time reference Elvis Presley made a lot of records. 2) Past Continuous 1 action ln the middle of happening at a stated past time I was living in London this time last year. 2 past action in progress interrupted by another past action I was reading a book when the phone rang. 3 two or more simultaneous past actions of certain duration He was sleeping while she was reading. 4 background description to events in a story/description They were travelling to .oooo .... 3) Past Perfect Simple 1 past action which occurred before another action or before a stated past time He had finished his project by the end of the month. 2 completed past action which had visible results in the past He was delighted because he had found a new job. 4) Past Perfect Continuous 1 action contlnulnq over a period up to a specific time in the past -. . She had been trying to get a visa for months before she gave up. 2 past action of certain duration which which had visible results in the past-: Her fingers hurt because she had been playing the guitar all day.

Time expressions Past Past Past Past

Simple - yesterday, last week/month/year, ago, then, in 1987, etc. Continuous - while, when, as, the momentthat, etc; Perfect Simple - just, never, already, yet, before, by, etc. Perfect Continuous - for, since o

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FUTU~:E1=QRMS 1) Future Simple (WILL) 1 decisions taken at the moment of speaking (on-th e-spot decisions) Ifs dark. I'll turn on the lights. 2 hopes, fears, threats, offers, promises, warnings, predictions, requests, comments, etc. (with expect, hope, believe, l'm sure, l'm afraid, probably, maybe, perhaps, etc.) I hope he'lI like his Christmas present. Shall l/we help her? (ist person sing./pl.) 3 actions or predictions which may (not) happen inthe fLiture She'lI probably win. 4 actions we cannot control and will inevitably happen Tomorrow will be Tuesday. 2) Be going to o

1 actlons intended to be performed in the near future I'm going to buy some new clothes next week. 2 evidence that something will definitely happ en in the near future I think l'm going to be sick. 3) Future Continuous 1 actions in progress at a stated future time 2 actions which are the result of a routine

1'11be flying to the US this time tomorrow.

I'II be seeing Jack in the office tomorrow and I can give him your letter. 3 when we ask politely about people's arrangements Will you be driving into town this afternoon? Can you give me a lift? 4) Future Perfect Simple 1 action finished before a stated future time They will have finished building this shop by April. 5) Future Perfect Continuous 1 duration of an action up to a certain time in the future By this time next year I will have been studying the piano for two years. 6) Present Simple (timetables/programmes) 7) Present Continuous (fixed arrangements in the near future)

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Time expressions Future Simple & Be going to - tomorrow, tonight, next week/month, in two/three days, the day after tomorrow, a week, etc Future Perfect - before, by, by then, by the time, until (only in negative sentences) Future Perfect Continuous - by ".,,'" for Spelling

1 "S/ES

1 'ss, -ch, -sh, -x and +o -I- [S (wash - washes) 2 consonant + y = ies (try - tries) vowel + y -> play - plays

2 -ING

1 ending in -e drop -e + -ing starve - starving but see ->seeing 2 ending in one stressed vowel between two consonants, double the last consonant rub - rubbing two-syllable verbs if the second syllable is stress ed begin - beginning but listen ...... Iistening (the first syllable is stressed) 3 verbs ending in -I double I + ing quarrel - qurrelling 4 verbs ending in -ie drop -Ie and take -y + ing lie - lying

3 -ED

1 verbs ending in -e or -ee take only -d (improve - improved) 2 consonant + y = ied (try - tried) vowel + y ......play - played 3 ending in one stressed vowel between two consonants, double the last consonant rub - rubbed two-syllable verbs if the second syllable is stress ed prefer - preferred but listen ....... Iistened (thefirst syllable is stressed) 4 verbs ending in -I double I + ed quarrel - qurralled

State verbs There are certain groups of verbs that are usually only used in the simple forms, 1 Verbs of thinking and opinion (believe, think, know, suppose, expect, promise, deserve, imagine, etc.) 2 Verbs of emotions and feelings (like, love, wish, care, adore, prefer, etc.) 3 Verbs of having and being (have, belong, own, possess, need, etc.) 4 Verbs of senses (look, hear, taste, smeli, feel, sound) Some of these verbs can be used in the continuous forms, but with a change of meaning,

THINK COME SEE HAVE BE SMELL TASTE WEIGH CONSIDER LOOK FEEL MIND DEPEND ON FIT APPEAR EXPECT

SIMPLE opinion was born live in understand possess identity / character

CONTINUOUS mental activity travel from consult various activities behaviour

perception - measurement

act of perception

opinion appear believe have a soft texture object to require be the right size seem suppose

mental activity study experience touch take care of rely upon put on take part be pregnant

- measurement

SEE - LOOI
preference

HURT/ACHE/ LOOK (appearance)/FEEL

I enjoy going to the parties. I'm enjoying this party a lot. (experience) You look / are looking great. (no difference in mening)

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www.trinom.hr IRREGULAR VERBS

Infinitive

Past

Past Participie

Infinitive

Past

Past Participie

be bear beat become begin bite blow break bring build burn burst buy

was bore beat became began bit blew brake brought

let lie light lose

let lay lit lost

let Iain lit lost

make mean meet

made meant met

made meant met

burnt(burned) burst bought

been born(e) beaten become begun bitten blown broken brought built burnt(burned) burst bought

pay put

paid put

paid put

can catch choose come cost cut

could caught chose came cost cut

(been able to) caught chosen come cost cut

read ride ring rise run

read rode rang rose ran

read ridden rung risen run

deal dig do draw dream drink drive

dealt dug did drew dreamt(dreamed) drank drave

dealt dug done drawn dreamt(dreamed) drunk driven

eat

ate

eaten

fall feed feel fight find fly forbid forget forgive freeze

fell fed felt fought found flew forbade forgot forgave fraze

fallen fed felt fought found flown forbiddersforgotten forgiven frozen

get give go grow

got gave went grew

got given gone grown

hang have hear hide hit hold hurt

hung(hanged) had heard hid hit held hurt

hung(hanged) had heard hidden hit held hurt

said saw sought sold sent set sewed shook shone shot showed shut sang sat slept smelt(smelled) spoke spelt(spelled) spent spilt split spoilt(spoiled) spread spranq stood stole stuck stung stru ck swore swept swam

said seen sought sold sent set sewn shaken shane shot shown shut sung sat slept smelt(smelled) spoken spelt(spelled) spent spilt split spoilt(spoiled) spread sprung stood stolen stuck stung struck sworn swept swum

keep know

kept knew

kept known

take teach tear tell think throw

took taught tore told thought threw

taken taught torn told thought thrown

lay lead learn leave lend

laid led learnt(learned) left lent

laid led learnt(learned) left lent

understand

understood

understood

wake wear win write

woke ware won wrate

woken worn won written

bullt

say see seek sell send set sew shake shine shoot show shut sing sit sleep : smeli speak spell spend spili split spoil spread spring stand steal stick sting strike swear sweep swim

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VJEŽBE crENSES)

4.8.1 fill in there or it. 1 ...It...'s such a pity you can't come with us is said that Paris is beautiful at this time of year. ,.... 2 's such a lovely day today - let's go for a picnic '5 a good picnic site only two miles from here. 3 Let's go by car will only take us 2 hours to drive there. 4 '5 nothing on the television tonight. 's a shame we didn't go to the cinema. S MUIii, /5 a man at the door. He wants to talk to you. .. 6 's so nice to see you seems that we haven't had a proper chat in ages. 7 's a pity you can't come to the cinema tonight. 's a new film on. 8 '5 someone waiting to see you. 9 are some new magazines on your desk. 10 appears that she has quit herjob. 11 This fax machine doesn't work properly seems to be faulty.

1

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4.8.2 Put the verbs in brackets into the correct present forms. Dear Mr and Mrs Willis, . I 1) ...am writing (write) to thank you for coming to our wedding last month. I hope you enjoyed yourselves. Sheila and I 2) (just/return) from our honeymoon in Japan and 3) . . . (now/look forward to) starting our new life together. We 4) (just/move) into our new house and since our honeymoon we 5) (spend) all our free time decorating. The house 6) ............................................... (actually/begin) to feel like home now and we 7) .. (gradually/settle) into a routine. We 8) (have) breakfast together in the morning, but then we 9) (not/see) each other until late in the evening when we 10) (get) home from work. I hope both of you 11) (be) well since we last saw you. Love, Dennis and Sharon

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14.8.3 Fill in with 1 A: B: 2 A: B: 3 A: B: 4 A: B: 5 A: B: 6 A: B: 7 A: B: 8 A: B: 9 A: B: 10 A B:

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the Present Simple or Continuous. I am seeing (see) an old school friend tonight. I (see) - so you won't be able to meet me after work, will you? Why ::; (~ou/.smell) the milk? It (smeli) a bit strange. I think lt might have gone off. (you/enjoy) reading David Lodge's novels? Not usually, but I ; (enjoy) this particular one. Why (Jamie/be) so bad tempered today? I don't know. He (be) usually so easy to get on with. Carry and I (think) of getting married. (you/think) that's a good idea? You haven't known each other for very long. (you/have) the phone number of a good business consultant? Why? ,(you/have) problems at work? ; (the singer/appear) tonight? Unfortunately not. She (appear) to have lost her voice. Why (you/taste) the baby's drink? It (taste) a little bitter. I think 1'11 add some more sugar. I hear the Sheridans , (Iook) for a bigger house. Yes, it (Iook) as if they are going to move. How much (the box/weiqh) ? I'm not sure. The assistant (weigh) it at the moment.

14.8.4 Put the verbs

in brackets into the correct past forms. When she 1) was (be) only fifteen Hana 2) (leave) school without any qualifications. Nevertheless, she 3) (be) very ambitious and 4) (want) to work in the fashion industry. Luckily she 5) (find) a job immediately as an assistant in a small fashion company. While she 6) ........................ (work) there she 7) (decided) to go to evening classes to get a qualification. in business studies. Once she 8) (successfully/complete) the course she 9) (be) promoted to the position of assistant manager. After she 10) (do) that job for some years she ll) (want) a chance. Sh.e 12) (think) of rnovinq to .Paris for. some tim~, so she 13) ......................... (apply) for a Job which she 14) (see) advertised ln a fashion magazine. Hana 15) ........................ (get) a job as the manager of a small but prestigious fashion company in central Paris. She 16) (achieve) her ambition of becoming a successful businesswoman at last.

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4.8.5 Fill in with the Present lPerfect or Past Simple. (arrive) late to work again this morning. He 2) month. The supervisor 3) (speak) to him about ................................ (not/pay) any attention.

1Gordon 1)

(be) late at least five times it yesterday but he obviously 4)


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l John Keats, who 1) """"""""""""'"

(die) when he 2) "." ..,.." ..,.." ..". (be) only 26 years old, 3) '"'''''''''''''''''''''''' (write) a lot of beautiful poems. I 4) """"""""'"'''' (read) most of his poetry, but I 5) """"""""""""'" (never/manage) to get to the end of Endymion. It's too long For me! l.Cynthia 1) "" .." ..",,"" (be) in Los Angeles for almost a year now. I 2) """." ....."", (go) to visit her last month and I have to say I 3) " .."""""',,",, (be) very impressed. I 4) '"'''''''''''''''''''' (visit) most of the major cities in Europe but I 5) " ..""."""".,, ..,,""" (never/see) any place as exciting as LA .1 I 1) """"""'''''''''' , (see) five films this month, but I 2) "."" .." ..,,",,""""""" (not/like) any of them very much, Actually, I think the films they 3) """.""""".",, ... (make) ten years ago 4) """"""",,,," (be) much better than anything I 5) """ ...."."" .. (see) for ages. 4.8.6 Put the verbs in brackets into the appropriate future form. 1 Why do you need so much sugar? I (to make) a cake. 2 I'm hungry. I (to cook) something to eat. 3 This time next year she (to run) her own business. 4 I hope you (to keep) in touch with me. 5 She (to meet) her uncle this weekend. 6 By her sixtieth birthday she (to work) for 35 years. 7 The play (to start) at 7.30 this evening. 8 Those dark clouds mean it (to rain). 9 She (probably/to pass) her driving test. 10 By the year 2020 some big changes (to take) place. 11 (we/to go) home now? 12 (you/to go) shopping in the afternoon? Can you buy me some milk? 4.8.7 Put the verbs in brackets into the appropriate present or future forms. Hayworth, author of the immensely popular novel "Black Roses", 1) .."".".".,,"" (write) a new novel. "I 2) """'"'''''''''''''' (start) next Friday - or at least that's the plan," says Bill. "It's amazing to think that by next year it 3) ." ,," (be) ten years since I last picked up a pen." Despite his long break, Bill is confident. "I think this book 4) '"'''''''''''''''''' (be) even better than "Roses". I 5) " ....."" v , .v., .. (include) the usual elements of action and adventure but this time there 6) """'''''''''''''''' (be) some romance too. I-hope it 7) '"'''''''''''''''' (be) successful." Of course, we 8) .."" """.".,,,, .. (not/know) until it 9) ." """" ;;;:~"." (be) published next year. l The staff of Corner High School 1) " ..."""."""" (hold) an open day on August 2Pt. In the morning you 2) ..."""" .."""." .."",, .. (be able to) meet your chlld's.teachers. At12.30 the Headmaster, Mr Pooley, 3) ""'"'''''''''''''''' (show) the plans for the new adventure plavqround. We hope that this 4) """'''''''''''''''''' (finish) by Christmas. If your child 5) "'''''''''''''''''''''''' (start) school this September, bring him or her along! The programme 6) .""" ........" ..,,.. (begin) at 9 am. See you there!

1William

4.8.8 Put the verbs in brackets into the correct ten se. 1I (see) three films this week. 2 Why __ you (taste) the stew? 3 Where is Tom? He (go) to the park with Bill. 4 I would like a new bike. My parents . . (buy) me one for Christmas, 5 I haven't seen John a long time. He . (study) a Lotsince October. 6 Ron paid for the cinema tickets last night. Oh, he (be) very generous these days, 7 Children are very tired because they (play) for hours. 8 The guests (be) here in ten minutes. 9 l'm very excited about my trip. This time next week, I (sail) across the Pacific, 10 I had a very bad day at the office yesterday. First, the computer (break) down and then I (spili) coffee on some papers. 11 Ann (work) for the same company for forty years when she decided to retire: 12 Where are the children? Oh, Jill (take) them to the Zoo. 13 Have the Smiths moved yet? Actually, they (move) next month. 4.8.9 Put the verbs in brackets into the correct tense. "" .....".: .. (think) of going to that new Japanese restaurant in the city centre to celebrate my birthday. 2) "" " (you/be) there yet? B: No, I 3) """ ..,, (not/be), but people 4) """ ..""""."",,. (say) that the food is fantastic. A: Would you like to go there next weekend? B: Yes, that's a great idea, I 5) " ..."." ..,""."" ...." (write) it in my diary now. l He 1) " ,," (leave) the house in a rus h this morning. As he 2) "" (drive) to work he suddenly 3) """" " .." ,, (remember) that he 4) ,"" ,," (be/asked) to speak at a meeting. He 5) ....................." (look) at his watch and 6) ""' ......" " (see) that it was nearly time for the meeting to begin. ]_ Last March Stephen 1) ........" ..."" ....... (decide) that he 2) " .." .......,," ... (have) enough of working in a bank and that he 3) " .." " (ride) around the world on a bicycle. He 4) "" (leave) Scotland two weeks later with his bike, a rucksack and a tent. He 5) " " .." .. (be) away for six months now, and no one 6) " ..".". (know) whether he 7) " " .. (return) or not.

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4.8.10 Put the verbs in brackets into the correct tense. Ask hundreds of people what they (1) __ (do) on a certain day in August next year, or the year after, and there (2) __ (be) only one reply. Provided of course that the people you (3) __ (ask) (4) (belong) to the Elvis Presley Fan Club. Although the King of Rock and Roll (5) (die) nearly two decades ago, his fans (6) (meet) every year since then outside his home in Memphis, Tennessee, to show respect for the singer they (7) (love) so much. Fans like Jean Thomas, from Catford in South London. Jean (8) (visit) Graceland, the house where Elvis (9) (suffer) his fatal heart attack, twice in the past five years. "The first time I (10) (borrow) the money from my Mum, as I (11) (not work) then. But two years ago I (12) (get) married and since then I (13) (work) in my husband Chris's garage. Chris and I (14) (go) together last year, and we (15) (think) of spending two or three months in the USA next year. I (16) (want) always to visit some places where Elvis (17) (perform). Like Las Vegas for example." Jean says that Elvis (18) (be) her obsession ever since she (19) _ (be) ten years old, and she (20) (own) every single one of his records, good and bad.

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4.9. MODAl VERBS CAN, COULD, MAY, MIGHT, MUST, HAVE TO, SHALL, WILL, SHOULD, WOULD, OUGHT TO ation

CAN (COULD) (be able to) 1 ability - I can run fast. 2 asking pemission - Can I leave early? (could, may, might) giving/refusing permission - You can take it. (may)

certaint ermission advice rohibition etc. Structures: MODAL VERB + be + Present ParticIpie He must be going. MODAL VERB + have + Past Participie He could have done it. MODAL VERB + have been + Present Participie He mi ht have been waitin 3 offers - Can I help you? (could, shall) . 4 requests - Can you help me? (could,will, WOUld) 5 suggestions - We can go to the cinema. (could, Shall we, Let's, etc.)

COULD (WAS ABLE TO) 1 ability - general - He could read when he was five. particular - Were you able to get the tickets? (managed, succeeded) *SEE, HEAR, SMELL, TASTE, FEEL, UNDERSTAND, REMEMBER - normally go with COULD 2 giving permission 3 offers 4 requests 5 suggestions

MIGHT 1 asking permission 2 requests (may, can, could)

SHALL 1 offers - Shall I help you? (can, could) 2 suggestions - Shall we go to the cinema? (can, could) 3 asking for suggestions/instructions Where shall we o toni ht?

I I

Might I leave early?

I

MUST (HAVE TO. HAVE GOT TO) 1 strong obligation (necessity) I must find a hotel to stay at tonight. (speaker's decision) You must do this exercise. (speaker's decision) You have to sign your name. (general rule, law - someone else has decided) I have got to go now. (used in everyday speech) 2 prohibition - You must not open this door. You don't have to help me. no le al re uirements lack of necessit MAY 1 asking permission - May I leave early? giving/refusing permission (can) 2 requests mi ht can could WILL I WOULD 1 requests - Will you give me a lift? (would, can, could) 2 refusal (neg.) - My car won't start. 3 offers


40

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www.trinom.hr SHOULDI OUGHTTO 1 advice, suggestion You should/ought to stop smoking. (milder obligation) 2 criticism You shouldn't/ ought not to smoke so much. 3 expectation She should / ought to get the job with all her qualifications. HAD BEDER (NOT) - a strong recommendation BE SUPPOSEDTO - expected to do (duty, rule)

NEED It can be used as a regular and an irregular verb.

regular verb - REQUIRE modal verb - HAVETO He needs to practice more. He need have no fear. You needn't wash up. (lack of necessity) (don't / doesn't need to, don't / doesn't have to) I didn't need to pay by check because I had plenty of cash. (lack of necessity, no action was done) You needn't have bought me a gift. (lack of necessity, action was done)

Logical Assumptions (Must - Can't / Couldn't) He must He can't He must He can't

be ill. (positive - present) be (couldn't) ill. (negative - present) have been ill. (positive - past) (couldn't) have been ill. (negative - past)

Possibility (Can - Could/May/Might) The road can get very busy. (general possibility - it is theoretically possible) He could be ill. (it is Possible/likely/perhaps - present) may might He may have been ill. (possibility in the past) might could Probability/Expectations ( should - ought to) Sally should be at work by now. You ought to pass your driving test. They should have arrived by now. He ought to have come by now. (we expected something to happen and we do not know if it happened)

VJEŽBE (MODAl

VERBS)

4.9.1 Fill in the correct modal verb (posltlve or negative form). 1 When I was young, I (stand) on my head. 2I (go) to the bank, I haven't got any money. 3 I (borrow) your pen? 4 you (help) me with the shopping, please? 5 Although he felt ill, he (finish) all.the paperwork, 6 You (be) late for your job interview:'_.. . 7 You (go) to the post office. 1'11 golater: 8 Liz (speli) her name before she was five. : 9 What time I (pick) you up? 10 Although it was dark, he (find) his way through the woods. 11 Don't worry! You (park) your car here. 12 If you want my advice, you (talk) to your parents before you apply for this job. 4.9.2 Fill in the gaps with needn't have or dldn't need to and the correct form of the verb in brackets. 1 I went to college yesterday, but I (go) as all the lectures were cancelled, 2 We (hurry), so we stopped to have lunch on the way. 3I (buy) any food, so I didn't go to the supermarket. 4I (pack) my shorts, as it rained all week. 4.9.3 Complete the sentences using the words in bold. Use two to five words. 1 Tom went on a three-day trip. He took more clothes than necessary. have Tim ....needn't have taken .... so many clothes on a three day-trip, 2 He decided not to take his passport because it wasn't necessary. need He , his passport. 3 We bought more food than was necessary for the party. have We so much food for the party. 4 It wasn't necessary for Gina to wash the clothes because Sarah had already done it. have Gina ,.." the clothes because Sarah had already done it. S It isn't necessary to have a visa to visit Turkey, need You "" " a visa to visit Turkey. 6 It wasn't necessary for James to accept the offer. have James ,' the offer.

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TRI NOM d.e,c.

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4.9.4 Complete the sentences using the words in bold. Use two to five words. 1 It's forbidden to feed the lions. not you ....must not feed .... the lions. 2 It isn't necessary to cut the grass; it's still quite short. have You the grass; it's still quite short. ~~~'s prohibitedy~OUt~.~~..:..~.~~.~~.~~ ..~~~..~.~.~.~~.~.~~~.~: 4 It isn't necessary to dust the furniture: T'II dn it Inter. need You

into the restaurant.

~:ttudents aren~\~~~~t~d ..~.~ ..~.~~..i.~..~.~~..~~.~~i.~~~: 6 Seniors needn't wear school uniforms. have Seniors

4.9.5 Complete the sentences 1 I'm sure he lost the race. have

~:~haps

I:~%' I

in the corridor. school uniforms.

using the words in bold. Use two to five words.

He ....must have lost .... the race. he Wi~:..~.~~~..~~.~~.~~~.i.~~..~~~.~.:.:

sometime today.

3 I don't think the Smiths have been living here long. sure she has s~~~~h:lI..hlsrnonev. ·

·

·

·..·

here long,

have She 5 I'm sure Jimmy won't be see ing the boss tomorrow.

:~erhaps be

1'11 do it later.

the furniture;

she i~i~~i~·~ ..i·I·I··..·

·

··..·

all his money. ·

·

the boss tomorrow.

She

I I

ill.

4.10. VERB PATTERNS -ING FORMS

INFINITIVE

PASSIVE ACTIVE (to) be given (to) give Present Present (to) be giving Present Continuous (to) have been given (to) have given Perfect Perfect (to) have been giving Perfect Continuous I verb + -inq (I go shopplnq every day) 2 verb + to + infinitive (We have decided to leave early.) 3 verb + sb + to + infinitive (She asked him to help her.) 4 verb + sb + infinitive (bare infinitive - without TO) (I helped him do the dishes) 5 verb + -inq/to (no or little change in meaning or a change in meaning)

I I 1 I

ACTIVE losing having lost

PASSIVE being lost having been lost

INFINITIVE The TO - INFINITIVE I as the subject (To smoke can damage your health.) 2 after certain verbs - advise, agree, decide, promise, pretend, refuse, etc. (He advised me to apply for the job.) 3 after adjectives describing feelings, expressing (un)willingness, referring to person's character (happy, glad, willing, eager, dever, etc.) and also with adjectives lucky and fortunate (He is glad to be back.) 4 after verbs and expressions (ask, learn, want to know, explain, etc.) when they are followed by question words (who, what, how, etc.) CI can't decide where !.Q_gQ.) 5 to express purpose (He went to the shop to buy some food.) 6 after too, enough (She's too shy to talk to the manager.) 7 with it + be + adjective / noun (It was nice of him to help.) 8 to talk about an unexpected event which can be unpleasant (usually with only) (She came home to find her ...) 9 after be + the first / the second, etc. (He was the first to arrive.)

1

1 I 1 I

THE BARE INFINITIVE (without TO) 1 after modal verbs (can, should, must, etc.) (He should apologise to his parents.) 2 after the verbs: let, make (He made me do it.) 3 after had better, would rather (You had better see a doctor.) 4 'help' is followed by either the to-infinitive or the bare infinitive (She helped me (to) fill my application

GERUND I as a noun (eycling 2 after prepositions 3 after expressions: 4 after verbs: admit,

is a popular form of exercise.) (He is interested in acting.) it's no use, it's (not) worth, be busy, can't help, can't stand, etc. (She is busy writing advise, avoid, deny, postpone, suggest, risk, confess, etc. (They considered moving ."

Il

form.)

) )


42


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5 after: spend, waste, lose (time, money, etc) (He lost a lot of money investing in .oo) 6 after the preposition TO with verbs and expressions: look forward to, be used to, object to, in addition to, etc. (He objects to working on Saturdays.)

I·

GERUND & INFINITIVE 1) begin, continue, start, intend. - no difference in meaning 2) love, like, hate, enjoy, dislike I like reading, (general) I like to read a book before going to sleep at night. (specific) 3) remember + to -infinitive = not forget + -ing form = recall forget + to -infinitive = not remember + -ing form not reca!! regret + to -infinitive = be sorry about giving sb bad news + -ing form feel sorry about what (has) happened go on + to -infinitive = stop one action and start another; then + -ing form = continue try + to -infinitive make an effort to achieve sth, try one's best + -ing form do sth as an experiment to solve a problem stop + to -infinitive stop briefly to do sth else + -ing form finish, give up mean + to -infinitive = intend + -ing form involve like + to -infinitive = think that sth is good or right to do (I like to pay my bills as soon as I get them.) + -ing form enjoy (general preference) be sorry + to -infinitive = apologise for a present action be sorry for + -ing form = apologise for an earlier action be afraid + to -infinitive the subject is unwilling to do sth be afraid of + -ing form = the subject is afraid that what is described by the -ing form may happen

li'-1 li] II II 1'1

=

=

=

=

=

=

I

=

=

L

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=

I

SEE, HEAR, FEEL, WATCH, LISTEN TO, NOTICE I listened to James singing a song. (incomplete action) Ilistened to James sing a song, (complete action). need / require / want + -ing form (necessity) The flat needs decorating . or The flat needs tc'be decorated .

VJEŽBE (VERB PATTERNS) 4.10.1 Rewrite the sentences using the verb in brackets. Mind the tense of the infinitives. 1 She has lost her job. (seem) She seems to have lost her job 2 Arnold was accepted to work there, (seem)" ...........................;.. , , , .., , , ,., , 3 He is working hard, (appear) .• . ,., , .., , , . 4 They have been watching TV all morning. (seem): o' ••••• .- ~ ~'. .. 5 Timmy missed the train. (appear) 6 They are moving house. (seem) ........................................, , , .. , . 7 He found the solution. ( claim) ........................................................................................................... 8 It has been raining hard. (appear) ...... , , , " , , . 9 Sheila is reading a magazine. (pretend) ......, , , , " . 10 Sharon tells lies. (tend) , , " , .. , ,.,.. , ", , , . oooooooo

..

oo.oo.oooo

•••••••••

oo ••••....

-

; 1 ••_ '~

.'

,

O"

_

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1 ••••••••••••••••••

1 ••••••••••••••••••••••••••••••••••••••••••

~._......

.--;••••••

I ••••••••

, • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •••••••••

4.10.2 Put the verbs in brackets into the correct form of the infinitive or the -ing form. 1 I suggest ...calling". (call) the cinema to find out what time the film ends, 2 !t's no use ."" .." ...." .." .."." .."" ..". (try) to make excuses. He won't believe you, 3 I look forward "" ..""." ...oo.".""."." .. (see) the artwork in the museum's latest exhibition. 4 She spent a long time "·""·· ·..oo.,, ,, ... (talk) on the telephone so she didn't finish her chores, 5 Freddy enjoys " """"." ..,, (listen) to musicals as it helps him relex. 6 To tell you the truth, I don't know how " .. (dance). 7 We were happy ··· (hear) that NeUie is coming to visit us. 8 The couple plan ··.." " " (announce) their wedding later today, 9 Will you let me " " " ..,. (read) you some parts to tell me if you like them? 10 We saw him (paint) the fence as we walked past his house, 11 I would have preferred ·········· oo (change) my clothes before we went out to dinner, 12 It was so nice of him (send) me flowers, 13 Anne was the last ··..··· (perform) at the dance recital. 14 For Brendan ·········· (retire) at such a young age was unexpected. oo •••••••••••••••••••

oo

oo···

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oo

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oo

oo

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.....

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oo ••••••••

oo ......

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4.10.3 Put the verbs in brackets into the infinitive OI" -ing form. lA: I'II never forget ...travelling (travel) across South America. B: Yes, but you forgot (send) me apostcard, dldn't you? 2 A: I hate (ask) you, but can you help me with the housework? B: Sure, but remember I hate (do) the vacuuming. 3 A: The door wants (fix). B: I know. I wanted (ask) the carpenter to come and have a look but Iforgot. 4 A: I'm sorry (put) you in such a difficult position. B: lt's OK. lim sorry for (shout) at you. SA: lid prefer (spend) this weekend at home. B: Really? I prefer (go out) whenever live got free time. 6 A: Did she go on (talk) about the same boring topics all night? B: No, she went on (show) us her holiday photos. 7 A: Don't be afraid (talk) to her in German. B: I can't. lim afraid of (make) mistakes. 8 A: I meant (tell) you there's a job vacancy at the baker/s. B: Well, I won't apply if it means (work) at the weekend. 9 A: Why don l you try (take) a different medicine if you're still ill? B: I think I'II just try (get) some more sleep. 10 A: Let's stop (have) something to drink. B: Again? I'd wish you'd stop (drink) so much! 11 A: The- notice says that the gallery regrets (inform) us that the Van Gogh exhibition has finished. B: Oh, no! Now Iregret (not/go) last week. 12 A: Did you remember (post) the letters? B: I remember (take) them but I think I've left them on my desk.

I I I I I I I I

4.11. PASSIVE Only transitive verbs (followed by an object) can be changed into the passive. Some transitive verbs (have, fit, etc.) cannot be changed into the passive.

Form:

to be + past participie (of the main verb) Tom invited me to dinner. (ACTIVE) I was invited to the dinner. (PASSIVE)

The object of the active sentence becomes the subject of the passive sentence, The active verb remains same tense, but changes into passive form. The subject of the active sentence becomes the agent, and is introduced by preposition by or omitted. The agent is omitted in the passive sentence when the subject active sentence is one of the following words: somebody, people, he, one, etc. But the agent is not omitted it is a specific or important person or when it is essential to the meaning of the sentence. by + agent ( ...... by Jane.) with + instrument/material/ingredient ( ....... with flour and rnilk.) Object pronouns (me, him, them, etc.) become subject pronouns in the passive,

in the either of the when

Somebody has rearranged the furniture, The furniture has been rearranged, The government will pass a new law. A new law will be passed Qy the government,

With verbs which take two objects such as: bring, send, show, buy, write, award, owe, give, etc, we can make two different passive sentences. Jim gave Sarah some flowers, Sarah was given some flowers, (more usual) some flowers were given to Sarah. GET is used in colloquial English instead of BE to express something happening by accident. He got hurt last evening. Tense review The parcels The parcels The parcels The parcels The parcels

I I 1 I

are delivered, are being delivered. were delivered, were being delivered, have been delivered.

The The The The

parcels had been delivered. parcels will be delivered,

parcels are going to be delivered, parcels will have been delivered,

The parcels The parcels I object the The parcels

must be delivered. must have been delivered, parcels being delivered. having been delivered .. ",

Use: I when the person who carries out the action is unknown, unimportant or obvious from the context 2 when the action itself is more important than the person who carries it out (news headlines, newspaper articles, formal notices, etc.) 3 when we refer to an unpleasant event and we do not want to say who or what is to blame

Im.personal/Personal Constructions (with verbs such as: think, believe, know, report, consider, expect, etc.)

I

The policeman asked the men, 'What are you dOing?' The policeman asked the men WHATTHEYWEREDOING. (the same question word is used)

, ,

She asked me, 'Are you cold?' She asked me IF / WHETHERI WAS COLD. (IF/WHETHERare used instead of an auxiliary or a modal verb)

II


46

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REPORTEDQUESTIONS (usually introduced with: ask, inquire, wonder, want to know); verb tenses, pronouns and time expression change as in statements; question marks are omitted

In reported questions the word order is the same as in statements

(SUBJECT+ VERB).

Do you know ..... ? Where is Sam? Do you know where Sam is? ~Sam coming to the party? Do you know if/whether Sam is coming to the party? The word order is the same as in statements (SUBJECT+ VERB). There are no changes in verb tenses. (cf. reported questions). REPORTEDCOMMANOS,REQUESTS,SUGGESTIONS,INSTRUCTIONS He said, 'Lie down, Tom!' He told Tom to lie down. He said to me, 'Don't shout.' He told me not to shout. We use an appropriate introductory verb (ask, order, suggest, beg, deny, etc.) clause. He said to her, 'Shall we go out for dinner?' He said to her, 'Close the door, please.' He said to them, 'Please, please, don't hurt me.' The teacher said to me, 'You should learn more.' She said to me, 'I'm sorry I forgot to call you. '

VJEŽBE (REPORTED

+ to-infinitive, -ing form or that

He suggested going to the restaurant. He asked her to close the door. He begged them not to hurt him. The teacher advised me to learn more. She apologised for not calling me.

SPEECH)

4.12.1 Fill in say, tell or ask in the correct form. 1 Tony ...said he enjoyed the performance. 2 I can't for sure, but I think she's dlvorced. 3 Never me a lie again. 4 The teacher she was happy with our results. 5 He rte for a loan of E50. ..

4.12.3 Turn the following questions into Reported Speech. 1 "Will you take the dog out for a walk?" he asked me. He asked me if/whether I would take the dog out for a walk. 2 "How much money have you got?" he asked me.

4.12.2 Turn the following sentences into Reported Speech. 1 "They will have arrived in New York by now," he said. He said they would have arrived in New York by then. 2 "She's always hated the music they play at this disco," he said. --:--::---:-_ __:_~---3 "He'lI repair the car next week," she said.

3 "Did you really write this novel?" she asked Tim.

6 "Is that your daughter walking along the pier, Miranda?" Joan asked.

6 "I haven't decided what type of car 1'11 buy," he said.

8 "Can you let Jenny know 1'11 be late?" she asked me.

7 "He ought to see a doctor," she said.

9 "Which of these skirts suits me best?" she asked Lynn.

11 "Mammoths are extinct," the teacher said. 12 "We went to Australia two years ago," she said.

'-l

,I I I I

5 "Will you be going on holiday next Christmas?" he asked her.

7 "Why is he acting this way?" she asked me.

9 "When they were fishing they caught a trout," he said.. --:-__ ~~-~--:~-----__:_~ 10 "Your reports are all typed up," the secretary said.

l, II I

4 "How did the operation go?" they asked the doctor.

4 'Til be travelling to Spain this time next month," she said. ~~ ~~~ ___ 5 "He left last week, " she says.

8 "The earth is round," he said.

1

10 "Does this bicycle belong to anyone?" he asked. 11 "Who used my comb?" he asked. 12 "Do you want to join us at 7.00?" he asked me.

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,

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47 www.trinom.hr 4.12.4 Turn the following into indirect l. Who left this suitcase here? Do you know 2. Is he your boss? I'd like to know 3, What time does the next bus leave? Can you tell me 4, Where have vou been? Could you tell me 5. Did the police ask you any questions? I'd like to know 6, Has John been invited? Do you know

l I I I

questions. ? _ ?

4.12.5 Turn the following

sentence into Reported

Speech using appropriate introductory verbs. 1 "Don't go near the horses," .... She warned me not to go near the horses .... 2 "What a brilliant plan!" 3 ''1'11 definitely take you to the park tomorrow," ..................................................................................................

?

4 "Lets have the wedding in the spring." ................

_ ?

,

,

.

5 "Please, please dont tell my parents what happened." 6 "You are always late." ..................................................................................................

7 'Tm sorry I wasn't there when you needed me." ..................................................................................................

8 "You switch ed the essays, didn't you?"

·1

9 "No, I won't lend you the money." ...................................................................................................

I 1

10 "Don't forget to send Kelly a birthday card."

4.12.6 Turn the following sentence into Reported Speech. l"It isn't so windy today as it was yesterday," Iremarked. 2 "You haven't given me quite enough. The bill is for $20 and you've paid me only $15," he said.

,

13 ls

"She'lJ come as soon as she is ready," her brother said.

4 "We like to work on Sundays because we get double pay/,saidthe

workmen.

"I got out out of my car, leaving the engine running, but ~hi'le I was standing on the sidewalk the gears suddenly engaged themselves and the car started to move down the street," he said.

6 "I have a French lesson this afternoon and I haven't done my homework yet," said the small girl,

,

I I I

(rules for building up a sentence / sentence building) CLAUSE is a syntactic unit that alone can be analysed into elements / sentence elements. SENTENCE is the largest grammatical unit consisting of clauses or/and phrases.

I .

4.13. SYNTAX

WORD ORDER S-V-O-A-C subject - verb - object - adverbial - complement

SENTENCE / CLAUSE distinction: 1 SIMPLE SENTENCE - contains just ONE clause (independent clause) 2 COMPOUND SENTENCE - contains TWO or more independent clauses 3 COMPLEX SENTENCE - contains ONE independent clause (MAIN CLAUSE) and ONE or MORE dependent clauses . (SUBORDINATE CLAUSE) SIMPLE SENTENCE may be classified into four major syntactic c1asses which correspond to their different communicative functions: 1 STATEMENTS / declarative sentences We study English. 2 QUESTIONS / interrogative sentences Have you been waiting long? 3 COMMANDS / imperative sentences Stop that noise! 4 EXCLAMATIONS / exclamatory sentences What weather we are having lately!

1

I 1 I I

COMPOUND SENTENCE consists of two or more independent clauses which are joined by coordination (a grammatical device which involves linking of clauses in such a way that they remain constituents of the same level; they are units of equal rank). The weather was very bad; all classes were cancelled. (PUNCTUATION) Everyone was in the hall and the doors have been closed. (CONJUNCTION)

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CONJUNCTIONS AND / AND THEN BUT SO

OR / EITHER ...., OR NOR / NEITHER .... , NOR

FOR YET

Tom phoned and left the message. Tom phoned and Frank answered. (different subject) Jimmy fell off his bike, but (he) was unhurt. He couldn't find his pen, ~he wrote in pencil. COMPLEX SENTENCE consists of one independent clause and one or more dependent clauses which are joined by subordination - one clause (subordinate clause) is included in the other (main clause), I hope (that) you will like this place, 1'11be surprised lLhe can do it. We asked where he had been all night. Had I known, I wouldn't have come. I hope to see you tonight. CLASSIFICATION

THAT CONJUNCTION a WH-WORD INVERSION NON-FINITE VERB

(according to the type): 1 ADVERBIAL CLAUSES 2 RELATIVE CLAUSES 3 NOUN CLAUSES

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VJEŽBE (SYNTAX) 4.13.1 Rewrite these sentences, putting the words into the correct order. 1 her money has the all he paid,

....... ,

,

,

,

.

............................... ,_:

,

• ';'

••••

3 give hoping job will new they am a me 1. , •••••••••••••

o •••••

1

o •••••

4 timetable

o •••••••••••••••••••

o •••••••••••••••••••••••••••••••••••••••••

; ,,' ,,' : ,~:.:

5 a everybody

........ ,

'"

please find Timmy train can for the;y?u?

............................................................................

.

,

make for will drink she .

. ,.,

,

,

I • , •••••••••••••••••••••••••

, •••••••••••••••••••••••••••••••••••••

' •••

; ••

·,·

•••••••••

0 ••••••••••••••••••••••••••••

"

•••••

9 he sat all the in through

...... ,

, ••••••••••••••••••••••

"

, ~•

•••••.•

his morning quietly chair, ,

.

10 on they Sunday the in worked hard studio.

....... ,

,

.. n'

,.0 ••••••

, ••••••••••••••

0 ••••

,

••

..

•

···;·,;·

••

..

• ..

•

0

.

4 He didn'twant to get home late after the play, He went straight back, (so)

, ••••••••. , •••••••••

.

,

".,

or)

.

,

6 For a moment the top of the mountain was visible. A cloud covered it. (and then)

8 with I my some phone pictures took. ••

;

......................,

7 me music made the sad. •••••••••••••••

~':"',

' •• ·.0 ••••.••••••••••••••••••••••••••••••••••••••••••••••••••••••••••

can leave now. I can stay a bit more. ( either ""

.

,

,

3 Your boss called this morning, He didn't leave the message. (but) '.

6 the show why garden him you don't? ,

,

2 We got ready to get on the bus. It didn't stop, (but)

.

"

:,-.:

....

2 lovely brought flowers her of he a bunch.

............. , ..,

li

4.13.2 Make compound sentences. 1 I took the groceries back to the shop. I complained about them. (and) .

.

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7Janewas a successful career woman, Her mother " , wanted her to be a housewlfe. (yet)

........................ ,

,

.. .

, ,

8 Sandy built her own house. She designed it herself. (not only" ... but also)

.

,

.

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4.14. ADVERBIAL CLAUSES J:.'i.Q.§: 14,1 TIME 14.2 PLACE 14.3 CONDITION 14.4 CAUSE / REASON 14,5 RESULT/CONSEQUENCE 14,6 CONCESSION / CONTRAST 14.7 PURPOSE 14.8 MANNER 14.9 COMPARISON

expresses the time or duration of the action (WHEN?) indicates the place of the action (WHERE?) states the dependence of one circumstance or another indicates why an action was done (WHY?) denotes the result of the action (WITH WHAT RESULT?) denotes some obstacle which does not prevent the realisation of the action ( IN SPITE OF WHAT?) indicates the purpose of the action (WHAT FOR?, FOR WHAT PURPOSE?) expresses the manner in which an action is done (HOW?) compares two people/things

14.1 CLAUSES OF TIME Conjunctions used to form time clauses are: when, after, as, while, as soon as, before, by the time, once, since, until/tili, etc. It always rains after l've washed my car. Have some coffee before you go. Once you've learnt to swim, you'II never forget. A lot of things have happened since l last saw you.

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WHEN, WHILE and AS l-efer to two things happening at the same time: I had a sudden idea when/while/as I was waiting in front of the cinema. WHILE and AS suggest something continuing fOI-a period of time: While Ann was in hospital, she had a visit from her teacher. As we were cycling along, we saw a fox. (We can also use WHEN here.) For a complete action we use WHEN. When I arrived, the party was in full swing. WHEN can also mean every time. when yuu dia I the number, no one answers,

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WHENEVER and EVERY TIME are more emphatic: Whenever/Every time Max visits me, he brings me flowers. We can use AS (but not WHILE) to express the idea that a change in one thing goes with a change in another: As we drave further north, the weather got worse. JUST AS means at that exact moment. . Just as we came out of the theatre, the rain started. To emphasize the idea of one thing coming immediately after another, we can use these conjunctions: As soon as/Immediately the gates were open, the crowds rushed in. The minute/The moment you hear any news, let me know. Martin had no sooner sat down than the phone rang. (OR: No sooner had Martin sat down than the phone rang.-+ inversion) I had hardly started work when I felt a pain in my back. (Hardly had I started work when I felt a pain in my back. -+ inversion) 14.2 CLAUSES OF PLACE Conjunctions used to form place clauses are: where, wherever, anywhere, I found the bag where I had left it. Where he lives is not known.

everywhere.

14.3 CONDITIONAL CLAUSES (see 4.15. CONDITIONAL CLAUSES) 14.4 CLAUSES OF CAUSE /REASON Clauses of reason are introduced by: as, since (=because), because, for (=because), as long as (=because), the reason for, the reason (why), on the grounds that. FOR never precedes the main clause, it always comes after a comma: She didn't come on time, for she was held up in a traffic jam. Reason can also be expressed with because o" due to, owing to +nouhj-ihg form and because of/due to/owinq to the fact+that clause: Because of /Due to/Owing to the fog all train departures were cancelled. Due to /Because of/Owing to the fact that there was fog, all train departures were cancelled.

:11.4.5 CLAUSES OF RIESUlT / CONSEQUENCE Result clauses are introduced by conjunctions such as: so, so ... that or such ... that. The lecture was boring and irrelevant, so some of the students began to fall asleep. Peter was having problerns with mathematics, so he went to see his tutor to ask for advice. There were so many books on the subject that Cindy didn't know where to begin. There was such a lot of material to cover that Ivor found it difficult to keep up with his studies. There are many other ways of talking about the result of an action or a situation. In some situations you may prefer to use and as a result or with the result that. The lecture was boring and irrelevant, and as a result some of the students began to fall asleep. The lecture was bot-ing and irrelevant, with the result that some of the students began to fall asleep. As a result/AS a consequence can also be used at the beginning of a new sentence: The lecture was boring and irrelevant. As a result/As a consequence, some of the students began to fall asleep. The following words and phrases are used in the same way: Therefore, Thus, In consequence, Consequently, For this/that reason. Causal relations can be expressed by ing-clauses of result. The government increased the duty on wine. As a result, there was a fall in demand. The government increased the duty on wine, resulting in a fall in demand.

14.6 CLAUSlES OIFCONCIESSION / CONTRAST Concession is expressed with: 1 although/even though/though (informal)+clause »Jthouqb /Even though she spent all afternoon on the project, she didn't finish it. THOUGH cannot be used in front position. ALTHOUGH, EVEN THOUGH and THOUGH can also be used in mid-position. He passed the exam, although/even though/though he didn't study enough. THOUGH can also be used at the end of the sentence: She spent all afternoon on the project. She didn't finish it, though. 2 despite/in spite of+noun/-ing form/the fact that-i-clause Despite/In spite of their wealth, they weren't happy. Despite/In spite of being rich, they aren't happy. Despite/In spite of the fact that they are rich, they aren't happy.


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3 while/whereas/but/on the other hand/yet+clause He is tall while/whereas/on the other hand/but she is short. BUT/YETalways come between the two clauses: Tom studied hard, but/yet he failed the exam. 4 nevertheless/however+clause John's flat was on fire, Nevertheless/However, he didn't partie. 5 however/no matter how+acjectlve/adverb +subject+(may)+verb However/No matter how slowly he may speak/speaks, he can't make himself understood. 6 whatever/no matter what+clause No matter what he said, she wasn't convinced. 7 adjective/adverb+though+subject+verb/may+bare infinitive Well qualified though he is/may be, he can't find a job, Early though he left/may have left, he didn't arrive on time, S adjective/adverb +as+subject+verb Careful as she is, she had an accident. 14.7 CLAUSES OF PURPOSE

Purpose is expressed with: Negative purpose is expressed with: 1 to-infinitive/in order to/so as to: 1 so as not/in order not+to-infinitive She wrote to tell him the news. He left early $0 as/in order not to miss the train, She wrote in order to tell him the news. 2 so that+won't/can't (present or future reference) He studied hard so as to be the first. 1'11 pick you up from the station so that you 2 so that+can/may (present or future reference) won't need to take a taxi. 1'11 help him so that he can finish early. 3 so that+wouldn't/couldn't (past reference) 3 so that+could/mlght (past reference) He got a taxi so that he wouldn't be late. I helped him so that he could finish early. 4 for fear+might . 4 for+noun/-ing form He locked.ail the windows for fear (that) he Let's go out for a meal. mightbe:burgled. A kettle is used for boiling water. 5 for fear of sth/doing sth 5 with a view to+lnj; form . We don'tgo out at night for fear of being We are gathered here with a view to reaching a -. attacked. decision. 6 prevent+noun/pronoun+(from)+ -ing form 6 with the aim of+ing He chained the dog up to prevent it (from) He opened an account with the aim ofsaving .biting the children. money to buy a car, 7 avoid+ -irlg form 7 in case+present (present or future reference) .: '.. Ann got up early to avoid being late for work. 1'11 take some sandwiches in case I get hungry. :~~I' . 8 in case+past (past reference) . I took some water in case I_g_otthirs!y. -. . OO

.

14.8 CLAUSES OF MANNER

Clauses of manner are introduced by: as if/as though, as, how, (in) the way, (in) the way that, the way in which, (in) the same way, (in) the same way as. .".....". .....:..': .., They come after verbs: act, appear, be, behave, feel, lopk, seem, smeli, sound and taste. She looks as if she is sick. It seems as though there will be war soon. Do it as I've told you to. In clauses introduced by AS IF/AS THOUGHwere can be used instead of was in formal English. The verb usage following AS IF/AS THOUGHis normally similar to that in conditionais and depends on whether the ideas are true or untrue. She behaves as if she is rich. (She may be rich, she may not-she seems to be.) She felt as if she had a high temperature. (We don't know but she seemed to have a high temperature.) 14.9 CLAUSES OF COMPARISON

Clauses of comparison are introduced by: as ..... as, not as/so .... as, than, He plays the piano as well as I do.

VJEŽBE CADVERBlAL CLAUSES) 4.14.1.

Underline

the appropriate

time phrase and put the verbs into the correct tense.

Dear Helena, The Endangered Species Fund is currently launching its most important campaign ever to help protect our vanishing species of wildlife from extinction. 1) (Before/As soon as) the turn of the century there 2) ...............................(be) more than 40,000 tigers in India, while now there are around 3,750. 3) (Before/until) twenty years ago the numbers of Black Rhinos 4) " (exceed) 60,000. Now, less than 2,500 remain. 5) (As long as/As soon as) animal habitats continue to be burned, polluted and destroyed, species 6) , (continue) to disappear. 7) (While/When) there 8) (be) still a demand for illegal rhino horns and

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tiger bones, the hunting of wildlife will continue. 9) (Sy the time/Every time) people 10) .. (become) aware of the situation, it may be too late. We must act now 11) (before/until) these animals 12) ....................... (disappear) forever. That's why ESF is urging all governments to get tough on illegal traders. 13) (Every time/While) a crime against wildlife 14) (be/exposed), we are one step closer to our goal. If, like me, you believe that we must do all we can to stop this destruction, join the fight today and support the WWF campaign. Your gift will go directly to our vanishing species programme. Please support this crucial work. WWF can't fight alone.

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4.14.2 Fili in where, wherever, evervwhere or anywhere. I Wherever/Everywhere I looked, people were dancing. 5 I don't mind we go to eat, as long 2 Rene goes, she always misses England. as it's cheap. 3 Now that Hilary has a car she can go 6 Have you seen my watch in the house? she wants. 7 You can see these advertisements you go .. 4 Dave tends to be happy he is living. 8 I couldn't find a parking space close to the office.

4.14.3. Join the sentences using the words in brackets. 1 It was raining. The match was called off. (due to) ...Due to the rain, the match was called off . 2 He left her. He couldn't put up with her complaints. (for) , 3 We can't go on holiday. There's too much work to do. (since) 4 I can't come with you. I have to visit my relatives. (as) 5 She made mistakes. She wasn't experienced. (because)

.. . . ..

4.14.4 Join the sentences using the words in brackets. The test was difficult. Many students failed. (such ...... that) 2 They fell behind with the project. They had to work overtime.

(as a result)

3 Their flat is too small. They are going to look for a larger one. (consequently)

4 The sea is cold. They can't swim. (so)

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4.14.5 Underline the correct item. 1 Yet/No matter what he does to please her, she always finds something to complain about. 2 Although/However I set my alarm clock for 6.00 am, it didn't go off. 3 Despite/Even though the bad weather forecast, Sandra and Jim went climbing. 4 She tries hard, althoughjyet she makes little progress. S Timmy's wife drives better than he does, whereas/although he won't admit it. 6 Lots of people drive fast although/in spite of police warnings.

4.14.6 Join the sentences using the words in brackets . 1 He's taking driving lessons. He wants to be able to drive to work. (so that) .... He's taking driving lessons so that he'lI be able to drive to work. 2 She left her jewellery in a safe deposit box. It may be stolen. (fear) .. 3 The beekeeper put on a veil and helmet. He didn't want to be stung by the bees. (avoid) .. 4 She is on a strict diet. She wants to fit into her black dress for the party. (as) .. S He left home early. He wanted to be at the restaurant on time. (in order to) .. 6 1'11 bring something for dessert. We may want to eat something sweet later. (in case) ..

.

4.14.7 Underline the conjunction and then define the type of clause. 1 You will get a seat, as long as you reserve a ticket. 9 Everywhere she goes, she brings back loads of 2 There were such a lot of peole on the bus that there souvenirs. were no seats left. 10 She is as wise as her brother is foolish. 3 She studied so as not to fail her test. 11 He knows he is damaging his health, yet he 4 He makes friends wherever he goes. continues to smoke. S However clever you are, you won't solve this 12 She locked the door so that burglars couldn't get puzzle. in. 6 The manager explained how the organisation could 13 You can do it as you think it is right. increase productivity. 14 He speaks so quickly that hardly anyone can 7 He is as stupid as he is lazy. under-stand him. 8 As a freelance writer she can choose to work 15 You will get a good seat providing that you book whenever she wants. the tickets in advance.

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4.16. RELATIVE CLAUSES Relative clauses are introduced with relative pronouns (who, whom, whose, which and that) and relative adverbs (when, where and why). That's the man who/that: owns the place. ~ ~ main clause subordinate clause (relative clause) The man who lives at No 10 plays golf. people The letter which you saw is for me, things, animals The letter that you saw is for me. people, things, animals I met a girl who / that is from Japan. subject That's the hat (which / that) I bought last week, object (can be omitted) That's the boy whose brother won the prize. to show possession The woman smiled. I was looking .9l.her. (preposition) The woman at whom I was looking smiled. The woman (who(m)/that) I was looking .9l.smiled. WHOSE, WHOM and WHICH can be used in expressions of quantity with 'of' (some of, many of, most of, none of, half of, etc.). She has a lot of money, most of which was inherited from her aunt. WHAT - 'the thing(s) which / that', 'anything that' I'rn sorry about what happened. Relative adverbs WHERE- place WHEN- time WHY (THAT) - reason There are two types of relative clauses: defining (identifying) and non-defining (non-identifying), A defining relative clause gives necessary information and is essential to the meaning of the main sentence, It is not put in commas. The family who lived next door moved here from Ireland. (The relative clause is necessary to identify which family is meant.) Are you the person who telephoned here an hour ago? That's the woman (who/that) I met at Tony's house. This is the beach (that/which) l was telling you about. They are the workers whose jobs are being cut out. August is the month when a lot of tourists go on holidays. That's the hotel where the President is staying. Lack of money is (the reason) why we ar.e·not gOing on holiday. subject

.~ ..

PEOPLE

who/that

THINGS

that/which

(The underlined pronoun

IS

ol2iect no pronoun/ .who/that . no pronoun / tha~which

possession whose whose/of which

more commonly .used.)

A non-defining relative clause gives extra lnformation and is not essential to the meaning of the main clause. It is put in commas. ,. Darren, who lives next door, is having a party. (The relative clause isn't necessary becausewe know which Darren is meant.) This is my friend Jane, who has just returned from Italy. The woman next door, who/whom l met for the first time last week, is moving next month, Mary Stuart, who/whom we have all depended on so much, has announced her retirement. , on whom we have all depended so much, Amanda Smith, whose husband won the lottery last year, has now lost her job. The village of Baydon, where I lived as a child, has now become part of the town. The best time to visit the island is in May, when it isn't too crowded. subiect object who who/whom l THINGS which which , . WHO and WHICH are not omitted ln non-defining relative clauses, THAT cannot replace WHO or WHICH.

l PEOPLE

CO-ORDINATING RELATIVECLAUSES She is going to have to sell the business, which is a great shame. WHICH - refers back to a whole sentence (always in a non-defining clause)

possession whose whose

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VJEŽBE (RELATIVE CLAUSES)

I I I I I I 1 ,

4.16.1. Fili in where, whose, who, which, when and why. Buying a present for someone is often a tricky business. The first thing 1) ...(which) ... you have to decide is what to buy and the shop 2) ......."""." ....",,. you should go to buy it. Then you might want to buy a joint present with a friend, so you have to find a time 3) " ..."."" ....."" ..... you are both free, It is probably most difficult to buy a present for someone 4) ...." ..." ......" ..." ...... you don't know very well and 5) " ...."." ....." ...."" .. tastes you know little about. You have to try to find something 6) .."""""."",,.,, YOLl think they would like, However, it is also no easy job buying a present for a close member of your family, such as your mother. I never know what excuse to tell my mother when I go out. I can't tell her the reason 7) """"." ...."""".". I'm going out because I want to surprise her on the big day. Still, it is worth all the trouble just to see the look of pleasure on someone's face the moment 8) " ........" .....,," they receive your gift.

4.16.2. Fill in the relative pronoun, adding commas where necessary. Write D for defining, NI!)for non defining and whether the relative pronoun can be omitted or not. ".not omitted ... ".D .... 1 The woman ".who/that". bought the house next door is very friendly. 2 Petra ".""."." " is a generous person took us all on holiday. 3 The hospital """ " ..." ....",,. he was treated is a very good one. 4 People """""".""""".", don't eat meat are called vegeta ria ns. 5 The house " .." .." ...' we live is very small. 6 The book """" .." ..,, I am reading at the moment is very interesting. 7 The hotel ..""" .." ...,, is opposite the museum is very expensive. 8 People " speak two languages equally well are called bilingual. 9 Dublin has a population of one million is a very beautiful city. 10 People ,,"""" mug other people should be punished. 11 My best friend ,..""." ....,," name is Sonia is living in Russia now. 12 Greece " .." .. has many beautiful islands is a great place for holidays 13 People , " " drink and drive should be heavily fined. 14 Women "" are pregnant should not smoke. 15 The flat " .." .."" ... she lives in is very cold.

1 1

4.16.3 Join the sentences. use the underlined sentencesto forrnelther defining or non-defining relative clauses. .. 1 The family moved here from the US. They live next door. ".""."""" "" ..""""."" "".""" "" ,,.,,.,,,, "" 2 My parents are coming to visit me in France. They live in Italy. ..."." "." " .." .." .."." " " .." "" . 3 The woman is coming back to work next week. He is doing her job. " .."""" """"""."""."""".""""""".""."",,,,,,,,,, .. 4 It was during my second year of university. I first metStan. " " """"."""" " " """ .."" ,, ,,,,. 5 Their e-mail says they'lI be staying for a month. I received it yesterday " " ..""" .."""""" " "",,.,, ,,.,, 6 He is going to have to sell the business. This is making him very un happy. "." """ """" ",,.,,""",, ,," 7 Naturally, my parents want to meet my roommate. His parents want to meet mine "", .." """ " ,, . 8 My uncle is also planning to visit Germany. He was born there. .. " ..""" "." ,.." ,, ,,, ,, ,,.,, ,, . 9 That's the house. They lived there when they were young children .. """"" "."." ",, .

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1 Some people have just moved in next door. They have the same surname as some other people. Those other people have just moved out. The people who have just moved in . 2 At the end of the street was a building. The street was crowded with shoppers. Tom had not noticed the building before. At the end of the street, . 3 We eventually caught a train. It was one that stops at every station. The train _ 4 Cindy asked me a question. I had no reply to it. Cindy asked me ' . 5 Some people wanted travel scholarships. The end of the week was the deadline, By then everybody had applied. By the end of week, . 6 I have several aunts. One works in New York. She's getting rnarried: _ 7 I have one colleague. He works extremely hard. He has few friends. _ 8 My wallet contained over $200. It was found in the street by a school boy. He returned it. My wallet, 9 The hotel was full of guests. The hotel was miles from anywhere. The guests had gone there to admire the scenery, The hotel, which ~ ~ 10 A goal was scored by a teenager. He had come on as substitute. This goal won the match. The goal which _

1

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4.17.

PARTICIPLES

The Participies are: 1) PRESENT PARTICIPLE (infinitive + -ING) 2) PAST PARTICIPLE regular verbs infinitive + -ed, -d irregular verbs special form 3) PERFECT PARTICIPLE (having + past participie) Participie clauses must have the same subject as the verb in the main clause. Walking along the street, a fire-engine raced past. "HANGING PARTICIPLE" -. WRONG!!!!! Walking along the street, we saw a fire-engine race past. (CORRECT) Use: 1 as adjectives She poured boiling water into the dish. (active meaning) After the storm the tent was ruined. (passive meaning) Present participie describes what somebody/something is (a tiring job), whereas past participie somebody feels (He is very tired.) ..

describes

how

.. El

2 to replace clauses of time, contrast, reason, result and relative clauses I stood in the garden watching the children. (time) (I stood in the garden and watched the children.) While understanding your problem, I can't allow you to break the rules. (contrast) (Although I understood your problem, I can't allow you to break the rules.) The woman waving at me is my aunt. (relative clause) (The woman who is waving at me is my aunt.) 3 instead of the Past Simple in narratives when we describe actions happening immediately after the other . Hearing the news, he fainted. (He heard the news and he fainted.) to avoid repeating the Past Continuous in the same sentence He was walking down the street whistling a tune, ,. (He was walking down the street ,arid he was 'whistling a tune.) We use a past participie clause in place of subject + passive verb. Bored with his job, he decldedto.feeve. (He was bored with his job so he decided to leave.) After being cleaned, the bike looked as good as new. (After it was cleaned, the bike looked as 9?Od as new.)

VJEŽBE

one

(PARTICIPLES)

4.17.1 Use the correct participie. 1 I didn't know you were (Interest) in drawing. 2 All her novels are so (entertain). ' .. ,' " 3 I think the fireworks last night was a pretty (amaze) display. 4 You should have come to the amusement park with us. Some of the attractions were quite (frighten). 5 My boss was very (impress) with my presentation at the meeting yesterday. 6 I find paragliding (excite). My parents are always (encourage) in their attitude towards my hobbies. 4.17.2 use parttclpte clauses. 1 Because she was thirsty, Janet went to take a drink.

..

,

,",

,

,."

,

.

,.,

2 The man who is standing at the bus stop is our principal .

4 Because he had forgotten return home .

some papers, he had to

5 Because we were late, we missed the train.

.................................................................................................

3 While he hated the job, he did it all his life. ....................................................

6 We have lived here for twenty years, we know a lot about the town .

.

,

4.17.3 Use past participie clauses. 1 He was bored with the film so he decided to leave. ..................................

2 If they were given the opportunity, to America . ..................

,

3 After it was tidied up, the flat looked very nice . .

,

they would go ,

.

4 When I got the message, I called my superior.

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4.18. IEMPHATIC STRUCTURES (eien sentences)

I

We use emphatic structures when we wish to emphasise a particular part of a sentence in spoken or written English, 1) We can use IT IS/WAS+SUBJECT/OBJECT + THAT or WHO(M) in statements/negatio ns or IS/WAS IT +SUBJECT/OBJECT + THAT OR WHO(M) in questions. If the object is a person, we use THAT} WHO or WHOM, otherwise THAT is the correct form. Il was lile tieedmester that/who orqenised the school bazaar. It is mc that/who you'rc talking to} so don't lie, Was it here that you met him? It wasn't Sophie that/who prepared this meal. 2) We can use THAT IS/WAS+QUESTION WORD in statements or IS/WAS THAT +QUESTION WORD in questions. That is what I told the police. That was how he became a successful businessman. Is that where he's living now? Was that why he resigned? 3) We can also use QUESTION WORD+IS/WAS IT + THAT in questions. Where is it that you are planning to go? Who was it that sent you those flowers? When was it that you realised you were being followed? 4) We can use QUESTION WORD+SUBJECT +VERB+IS/WAS What I need is some good advice. What I don 't need is criticism. 5) In the Present Simple, Past Simple or Imperative we can use the construction: DO/DOES/DID+BARE INFINITIVE to give emphasis. I do care for you. He did tell me he was leaving. Do sit down} please!

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v

VJEZSE CIEMPHATIC STRUCTURES)

4.18.1 Rewrite the sentences

giving emphasis to the words 1 Mary baked the cake. 2 Did you lock the garage door? 3 You need a long holiday. 4 Peter needs a new palr of boots. 5 Where did you go on a school trip? 6 Why are you always complaining? 7 It doesn't matter what he does} he always ends up last. 8 He bouqht a new ring for her.

il') bold. _ _ _ _ .

_ _

.

_

4.19; INVERSION We invert subject and auxiliary verb in a sentence to give emphasis.

I MAIN VERB + subject 1) Reported speech 2) After verbs of movement

'I've never seen him/ said Bill. or adverbial expressions of place when they come at the beginning of a sentence Here comes the bride.

2 BE / HAVE / MODAL / AUXILIARY VERB + subject + MAIN VERB 1) questions 2) conditionals (with should, were, had at the beginning of a sentence when 'if' is omitted) 3) connected statements (statements with parallel structures and different subjects) - so, neither, nor, as I hate chemistry anci so does Tom. I hate chemistry and Tom does, too. I am not going to school and neither is Mary. I am not going to school and Mary isn't either. She was atalented rnusician, as was her sister / and so was her sister. 4) after certain adverbs and phrases with a restrictive or negative meaning HARDLY EVER ...... Hardlv had we come than the rain began. HARDLY ..... when/than ...... LITILE Never have I seen such a ..... NEVER NO SOONER THAN NOT ONLy BUT ALSO NOT TILL / UNTIL NOWHERE IN / UNDER NO CIRCUMSTANCES ON NO ACCOUNT/OCCASION Only if .. will vou succeed. ONLY BY / IF / THEN / WHEN RARELY SCARCELY (EVER) ....... WHEN Se/dom do we_QQout since . SELDOM SO BARELY NEITHER / NOR oo

......

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..

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VJEŽBE (INVERSION) 4.19.1

Rewrite

the sentences

using the words/phrases

given,

1 I have seldom stayed in such an expensivehotel. . Seldom 2 He had no sooner fallen asleepthan the telephone rang. Nosooner~----~----~------~--------------------------------------------------------3 They not only got lost, but their car broke down. Notonly 4 We realised only then that the diamonds had been stolen. Onlythen 5 Businesshas rarely been so good.

__

__ ___

Rarely ~--------------~------------------------------------------------------6 You should under no circumstancesleave the room. Under no ci rcumstances ----:__--:7 If I had seen him, I would have told him about the meeting.

__

Had ~~----~--~--------------------------------------------------------8 The police didn't know that the man was a convicted criminal. Little ---:---9 I haven't been to the cinema since last month.

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Notsince ~------~---------------------------------------------------------------10 I haven't seen such beautiful flowers anywhere else. Nowhere

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4.20.NUMBERS Cardinal numbers (ad'ectives and pronouns) lane 11 eleven 21 twenty-one 31 thirty-one etc. 2 two 12 twelve 22 twenty-two 40 forty 3 three 13 thirteen 23 twenty-three 50 Fifty 4 Four 14 fourteen 24 twenty-four 60 sixty 5 five 15 fifteen 25 twenty-five 70 seventy 6 six 16 sixteen 26 twenty-six 80 eighty 7 seven 17 seventeen 27 twenty-seven 90 ninety 8 eight 18 eighteen 28 twenty-eight 100 a hundred 9 nine 19 nineteen 29 twenty-nine 1,000'a thousand 10 ten 20 twenty 30 thirtv . 1 000 000 a million

400 four hundred 140 a/one hundred and forty 1,006 a/one thousand and six 5,000 five thousand 260,127 two hundred and sixty thousand, one hundred and twenty-seven

Ordinal numbers (adjectives and pronouns) first eleventh twenty-first thirty-first etc. second twelfth twenty-second fortieth .. third thirteenth twenty-third fiftieth fourth fourteenth twenty-fourth sixtieth fifth fifteenth twenty-fifth seventieth sixth sixteenth twenty-sixth eightieth seventh seventeenth twenty-seventh ninetieth eighth eighteenth twenty-elghth hundredth ninth nineteenth twenty-ninth thousandth tenth twentieth thirtieth millionth

Numbers in texts 1 vye use words at the beginning of a sentence. (Two hundred and fifty eople were injured.) 2 For numbers 1 - 10, we use words. (She visited seven cities in a week.) 3 For larger numbers (11 and over) we usually use figures. (The fire injured 150 workers.) 4 We usually write ordinal numbers (15t, 2nd, 3rd, etc.) as words (except for dates). John was first in the boxing competition. The meeting was on the 4th November 2011. 5 For decimais and percentages,we use numbers. (The room was 5.5 m wide.

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blow UP brlnc UP brine UP call off do over fill out fill up find out give away give back hand in hang up

hold up leave out look over look UP make UP make out pick out pick up

point out put away put off put on put out read over set up take down take off talk over throwawav try on

Separable

Phrasal Verbs

exolođe mention a topic raise children cancel repeat a iob complete a form ·fill to capacity discover give something to someone else for free return an obiect submit something (assiqnment) put something on hook or receiver delav rob omit examine check search in a list invent a storvor lie hear understand choose lift something off something else call attention to save or store

oostcone

put clothino on the body extinqulsh peruse to arranqe benin make a written note remove clothinq discuss discard put clothing on to see if it fits . try out test lower volume reject turn down raise the volume turn up switch off electrlcltv. repulse turn off switch on the electricitv turn on exhaust use cornoletelv use up tnseparabte Phrasal verbs ask to recite in class visit call on recover from sickness or get over disappointment review qo over use UP' consume go throuqh take care of look after investiqate look into find bv chance run across meet run into resemble ta ke after serve wait on

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Three-Word I?hrasal Verbs interruot (a conversation) break in on keep abreast catch UP with examine lnvestlqate check UP on to contribute (suggestion, come up with money) curtail (expenses) cut down on leave school drop out of have a good relationship get along with with escape blame qet away with eliminate cet rid of finish get through with maintain pace with keep UP with anticlpate with pleasure look forward to desplse look down on visit (somebodv) look in on be careful antlcipate look out for respect look up to verify make sure of put UP with tolerate run out of exhaust suoolv be responsible for take care of answer lrnnolltelv talk back to think back on recall walk out on abandon Int"ansitive Phrasal Verbs stop functlonino break down become pooular catch on return to a place come back come in enter reqain consciousness come to come over to visit visit without appointment drop bv dine in a restaurant eat out survive cet bv cet up arise return to a place co back Continue happen go on grow up cet older keep away remain at a distance continue with the same keep on (with cerund) pass out lose consciousness faint show off demonstrate hauohtllv arrive show up arouse from sleep wake up They .Qut off the meeting. / They .QJJ_j; the meeting off. They put lt off. (not They put off it.) I ran across my old friend yesterday. (not I Faf1 mv friend across.) He :t/oke_jJQat six. (intransitive

(inseparable)

- NO object)


60


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4.22. WORD FORMATION The basic part of any word is the stem (root); to it, you can add a prefix at the beginning and/or a suffix at the end to change its meaning. A prefix is one or more syllables placed at the beginning of a base word (stem) to change or extend its rneanlnq: generally no change of word-class; often used to give negative meaning. A suffix is one or more syllables placed at the end of a base word (stem) to form a new word; change of the word class and the meaning of a word. Common prefixes

Negative prefixes

anti- (= against) bi(= two) co(= with) de(= acting against) dis(= not/stop) en(= to bring into the condition of) ex(= before, former) inter- (= between) mini- (= small) mis- (= wrongly) mono- (= one) multi- (= many) over- (= too much) out(= more/better/further) post- (= after) pre- ,( = before) re(= again) semi- (= half) sub- (= under) super- (= big) trans- (= across) un(opposite/reverse action) under- (= too little)

antinuclear bilingual cooperation decomposition disagree enlarge ex-husband intermediate minibar mishear monolingual multicoloured overcrowded outgrow postgraduate prejudge rebuild semicircle

disil- ,(+ I) im- (+morp) inir(+ r) malnonun-

dishonest illegal immoral, impossible invisible irregular malfunction non-stop uncertain

subconsclous

supernatural transatlantic underestlmate Suffixes

-Iess

-ous -y -Iy -able/-ible

Adjective suffixes professional scientific exclusive hopeful' hopeless

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unpack.

-al -ic -ive -ful

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Noun sufflxes -ment employment -Ion/ -tion/ -sion production -ation/-ition invitation -ence/ -ance distance -ty/-ity/-iety security -ness illness -ing building -et] -or driver -ist scientist -ant/-ent student -an/-ian electrician -ee employee -th warmth -hood motherhood -ism terrorism -ship friendship -dom freedom

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Verb suffixes -tze/-tse -en -ify -ate

orqanlze/orqanlse

widen specify activate

o,

.danqerous

rocky lively valuable

A compound is a word composed of more than one word, Two or more words are.joined together to form a new word. Compounds are sometimes written as one word (sung/asses), sometimes as two hyphenated words (sugar free) and sometimes as two separate words (footba// stadium).

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5. ISPITNI MATERIJAL!

!S.L Državna matura (2015., ljetni rok)

READING PAPER

Task 1 (Questions 1-12) You are going to read an article in which people talk about banning proms. For questions people A-F. There is an example at the beginning (O).

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There are definitely two different ways of looking at it. i The principal at my son's school decided that they ! On the positive side, a prom is something to be I would no longer have proms! And here's why: alcohol! remembered - you may feel like you've missed out on a l and drugs swamp the event. In addition, there are part of life if you don't go. On the negative side, there I exaggerated expenses. It all starts with fancy i are a lot of things that go on at proms you should not i clothes, ! j be involved in, alcohol being just one of them. i continues with limousines and goes on to all kinds of ! Personally, I don't know. Isn't it better to advise questionable forms of entertainment. "Financial l teenagers to be safe and make smart decisions? Give decadence and vanity," he said. At first, we were them a chance to choose. And hide your check books! furlous, of course. But then we organized a i teacherparent- stud.ent meeting and discussed all the l i pros and cons. In the end we all saw he was right. ! j No more proms! And the kids all survived! f ·· -.·1 I C Carlie ! D Deanne . I

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There is a lot of negative media hype about proms. i Simply outlawinq something never works with l However, is there any truth there? Alcohol, for example. I teenaqers. Telling them to "just say no to the prorn" ! The idea that students drink more during the prorn than li would inevitably lead to secret "illegal dances" and ! on any other weekend is just wishful thinking..· ,renting tuxedos from unlicensed suppliers. Is that j i Teenagers drink every weekend, don't they? what we want for our teenagers? It's important to Then, there's the excessive expenditure connected to it. ! keep on organizing the proms. Why? Because a lot of It's okay if girls want to dress up because proms are a I teenagers seem increasingly alienated, distant and ! reflection of a generation's current "fashions and dance" even depressed. They also seem to be paralyzed with l - in the same way that it is a reflection of our larger self-esteem and self-importance. A prom is a great l i culture. No, don't take away students' proms. They j way to help them learn to deal with these issues. ! need them, as much as they need any aspect of their ! ! , future adult life. I r·-----·--·---------·---··--·---·-····---······---·---.-.-------.-.--..- -.--.--------- ----.---------.-..--.--.----------[-.--------_..-.----..-----------.-..-.--------..----.----- ---..--.---.- -----.-.-.---.-- ---.------------.--.---.----.--1 i E Ethan i F Faith !

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Which person ... O talks about personal experience? lB 1 finds the prom a regular feature of social life? 2 agrees the prom equals unacceptable behaviour? 3 believes alcohol is not a problem only at proms? 4 thinks proms have little to do with achievement? 5 mentions teenagers' mental health? proposes a new kind of celebration?

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, Society and the media have contributed to the idea that ! proms have to be outrageous. It's not just about celebrating accomplishments anymore. Apparently, it's about glamour, not merits. What is unfortunate is , that there are students who just want to celebrate the ! end of their high school lives and enjoy a night out with their classmates, but cannot afford it. So what to do then? I think schools should set limits and say what is i acceptable and make it affordable for all, right? Because I the prom is an unforgettable event as they all begin a new chapter in their young adult lives.

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In my opinion, the prom could use a makeover. It is ! the Goliath of school dances, a ritual that exposes ! ! those awful (or wonderful) and intense themes of l high l school: popularity, glamorous beauty, wealth or lack l ! of it. It has always been part of our culture, a big l deal, whether or not you want it to be. The prom is a l I ritual in need of transformation. I would advocate a j big non-prorn party instead, unburdened by j excessive expectation. I'd lose the gowns, the upi dos and the limos and celebrate 110W awesome it is to ! l be almost finished with high school. l ••_••• .L. .. ..__ . .. . ----.-----..--------_ ..----------.-----.-------.------j

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7 raises the question of social inequality? 8 thinks the choice should be left to teenaqers? 9 thinks banning prorns could lead to unlawful activities? 10 sees no problem in the costs of a prom? 11 puts the responsibility on educational institutions? 12 thinks a prom mirrors social trends?

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Task 2 Questions (13-18)

Read the article about the Armenian primary school curriculum. For questions 13-18, choose the correct answer (A, B, C or D). Armenia makes chess compulsory in schools Tiny Armenia, tucked away in a corner between Turkey and Iran, is an obsessive chessplaying country and a big player in world chess. Their first laureate was Tigran Petrosian, who won the world championship in 1963 and successfully defended his title three years later. In 2011 a six-person national squad came first at the World Team Chess Championship in Russia. That group included up-and-coming player Levon Aronian, 28, currently third in the World Chess Federation's rankings. These contemporary exploits have fostered a recent craze for this mind training board game. Indeed, a new move could make it even bigger: mandatory chess in school. The educational authorities of this former Soviet republic have made the game part of the primary school curriculum, along with such standards as maths and history, for children between the ages of seven and nine. Armenian authorities say teaching chess in school is about building character, not breeding chess champions. The education minister says taking the pastime into the ciassroom will help nurture a sense of organisation among schoolchildren and will teach them the importance of taking care of their duties. "We hope that the Armenian teaching model might become among the best in the world," said Rehan Ashotyan. Half a million dollars were allocated to the national chess academy to draw up a course, create textbooks, train instructors and buy equipment. A further $1 million was paid for furniture for chess classroorns. Continuing the line of successful chess players, Armenia now has an eight-year-old champion, David Ayrapetyan. His parents are hoping that the programme will give him an opponent worthy of his skills. The chess whiz finds the local retirees and fellow children to be pushovers. Only his ciassmate Aren can give him a run for his money. David's parents say chess is good for him, no matter what the future holds. Their assumption is that, even if he doesn't become a grandmaster or doesn't join the national chess team, chess will certainly teach him to think logically and improvise, as those are indispensable qualities in life. Wendi Fischer, executive director of the US Foundation for Chess, has campaigned for the game to be taken up in American ciassrooms and labels Armenia's programme as undoubtedly positive. "By playing chess in class, the children think they're playing, while they are actually doing some serious thinking all the time," she said. "So it is a great way to cross over between having a true hard-core curriculum that's mandatory and giving young children the chance to play and explore and have fun." Unlike so many addictive computer games with hardly any upsldes, chess is said to teach problem-solving skills, self-discipline and the sheer pleasure of competition. Some classroom observations in primary schools proved that the children do love playing it, though there are some objections to outbursts of bad temper when they lose, and sometimes tears. Aduits have acquired the ability to cope with such strong emotions or at least to conceal them, which children have yet to master. They ought to be taught that being gracious in defeat is an important part of the game. The newly introduced chess curriculum might even help the children beat the odds against artificial intelligence. A no chess program can now beat the world champion. But for the ordinary mortal, trying to fathom the best move in each situation, to arrive at what grandmasters call the "truth" of a position, is endlessly demanding. There lies the real joy of winning a game of chess. The Armenians believe that they are giving their children a useful tool with which to approach life. 13 The Armenians are very much into chess in modern times because .. A chess has always been a nationalobsession. 6 they wish to beat other former Soviet states. C it is an obligatory part of the primary school curriculum. D their chess players have been successful. 14 Why did the Armenians decide to introduce chess in primary school? A To maintain Armenia's status as one of the strong est chess-playing countries. B To honour their long chess-playing tradition. C To develop schoolchildren's awareness of responsibility. D To make the Armenian school system the best in the world. 15 What does David's family expect from their son's chess playing? A To bring him and his family more money in the future. B To make him part of the national chess team. C To enable him to beat the local chess whiz kid. D To help him make rational choices and be resourceful.

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16 What does the US chess expert think about Armenia's primary school curriculum? A It is well balanced. B It is very difficult. C It has a good campaign. D It puts focus on children's fun. 17 A drawback of children playing chess at an early age is that it can A teach children to hide their emotions. B lead to children developing an obsessive addiction. C lead to children behaving poorly when defeated. D result in children playing like aduits. 18 According to the last paragraph, computers nowadays A bring joy into chess. B are the best chess players. C help the grandmasters. D are pretty demanding

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www.trinom.hr TasI< 3 Questions (19-24) Read the article about the death of email. For questions 19-24, c.hoose from the sentence~ A~H the one which best fits the gap, There are two letters which you do not need, There IS an example at the beqinninq (O),

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Why email no longer rules When the CD-ROM arrived, people prćdicted the death of the printed book, (O) _1_, If not communication, then at least the end of grammar, spelling and punctuatlon, And so on, until we reach the current prediction that an explosion of tweets, status updates dnu messaging 011 social networking sites heralds the death of email - and this time it might be for real, Email has had a good run as king of communications. But its reign is obviously over. In its place, a new generation of services is starting to take hold. (19) __ ' Just as email did more than a decade ago, this shift promises to profoundly rewrite the way we communicate - in ways we can only begin to imagine. We still use email, of course. But email was better suited to the way we used to use the internet - logging off and on, checking our messages in bursts. (20) _' Being online all the time has created a host of new ways to communicate that are faster than email, and more fun. Why wait for a response to an email when you get a quicker answer with instant messaging? Thanks to social networks, some questions can be answered without even asking them. (21) __ Email, stuck in the era of attachments, seems boring compared to services which allow users to share photos plus other information and to enter comments in near real-time. So how will these new tools change the way we communicate? Let's start with the most obvious: they make our interactions that much faster. Years ago, we were frustrated if it took a few days for a letter to arrive. A couple of years ago, we'd complain about a half-hour delay in getting an email. (22) __ In a few months, we may be complaining that our cell phones aren't automatically able to send messages to friends within a certain distance, letting them know we're nearby. These new services also make communicating more frequent and informal - more like a blag comment or a throwaway aside, rather than a crafted email sent to one person. There is no need to spend time writing a long email to your half-dozen closest friends about how your vacation went. (23)__ . Instead of sending a few emails a week to a handful of friends, you can send doze ns of messages a day tohundreds of people who know you, or just barely do. Meanwhile, one big question remains: will the new services save time, or eat up even more of it? You can argue that, because we have more ways to send more messages, we spend more time doing it. (24) __ We get lured into wasting time, telling our bosses we are looking lntosornethlnq, instead of just doing it, for example. And we will no doubt waste time communicating stuff that isn't meaningful, maybe at the expense of more meaningful communication - such as, say, talking to somebody in person.

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A If you want to know the latest news about your friends, just check their latest status update. B This hardly makes us more productive. C Now it enables you to communicate with anybody at any given moment. D Today, we fuss about it taking an extra few seconds for a text message to go through. E Having this in mind, your boss does not have to be concerned about you wasting time at work. F Whether we are sitting at a desk or talking on a mobile phone, whether working or travelling to work, now we are always connected. G If they're interested, they can watch it unfold in real time online, H Countless social networks and messaging services are fighting for a piece of the new world. I l~.few years later, the explosive growth in text messaging was thought to herald the End of Communication As We !{D'lOW n.

Task 4 Questions (25-32) Read the text about food in Hong Kong. For questions 25-32, choose the answer (A, B, C or D) that best fits each space. There is an example at the beginning (O).

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Get stuffed in Hong Kong Among its numerous attractions, China has always boasted a long culinary tradition. There are (O) many cuisines in China as there are regions, which gives a huge variety of colours and tastes, (25) __ of which are considered extremely exotic by visiting tourists. Due to its rich history, Hong Kong has always been particularly food conscious, It is hard to have a conversation in Hong Kong (26) _ mentioning food, especially when many still greet each other by asking, "Have you eaten yet?" Cantonese is by far the most popular Chinese cuisine in Hong Kong, but Chiu Chow, Shanghainese, Sichuanese and Northern Chinese are also widely available. Cantonese cuisine is famously fresh: there is an emphasis on (27) __ fresh meat. Simple techniques such as steaming and stir-frying (28) _ the ingredients to retain their delicate and well-balanced flavours. The cuisine is famous (29) _ goose and seafood dishes. Shanghainese cooking, (30) __ I uses a lot of salted and preserved foods. It relies on stewing, braising and frying. Sichuanese is the most fiery, (31) _ great use of chillies and pu,ngent peppercorns. Northern Chinese food uses a lot of oils (e.q, sesame and chilli) coupled with ingredients such as vinegar, garliC, spring onions, bean paste and dark soy sauce. Steamed bread, dumplings and noodles are (32) _ to rice, and lamb and mutton, seldom seen on other Chinese menus, are also popular.

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o A as B so C very D much

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25 A few B lot C some D more

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32 A preference B to prefer C preferring D preferred

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Task 5 (Questions 33-40) Read and complete the text below. Fill each space (33-40) with one word. Write your answer only here in the exam booklet. There ls an example at the beginning (O). Midnight ban on gamers In its effort to control game addiction among adolescents, South Korea pulled the plug this weekend on young gamers after midnight, putting a hotly debated law (O) _ practice. The new system, called the "Shutdown Law", also referred (33) _ as the "Cinderella Law", blocks those under the age of 16·from accessing gaming websites after midnight. This has fuelled heated anger (34) _ younger gamers. As South Korea, (35) _ has one of the world's richest online gaming cultures, tries to battle gaming addiction that has led to serious consequences, it struggies to find effective means to selectively help those in need. (36) __ government is heavily involved in treating people for gaming addiction (37) _ holding workshops on prevention and offering counselling. However, internet users have flooded the government's website with postings, calling the new measure "a waste of money", "idiotic" and "useless", and questioning (38) _ it will prevent young gamers from playing into the late hours. .' The controversial shutdown system already faces a petition in court. "The bottom line is that, (39) _ the parents' point of view, it vlolates their right to educate their children", said Lee Byung-chan, the lawyer who filed the petition (40) _ behalf of a group of parents. The fate ofthe petition rs to be decided upon next Monday. O _~in~to~ __

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LISTENING PAPER Task 1 (Questions 1-5) You will hear 5 people talking about their first day at school. For each recording (1-5), decide what the speaker was most impressed by. Choose from A to H. Write one letter nextto.the number of the recording. Do not use any letter more than once. There are three lettersthat you do not need. You will hear the recording twice. What made the greatest impression on each speaker on their first day at school? ~ ~~:of~lo~~iforms.

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G The school facilities. H The welcome.

Task 2 (Questions 6-13) You will hear people talking in eight situations. For each situation (6-13), choose the correct answer, A, B or C. You will hear each recording twice. 6 You hear Mario talking about his lack of free time. What would he do if he had more free time? A Learn a new language. s Improve his social life. C Spend more time outdoors.

8 You hear a doctor talking to a patient. What advice is he giving to his patient? A To change his habits. B To join a support group. C To continue taking his medicine.

7 You hear a teacher and Mrs Peterson talking about her son's absence from school. What is Mrs Peterson trying to do? A Defend her son. S Clarify the situation. C Cover for her son.

9 You will hear a woman talking about believing in horoscopes. Which statement best describes her view? A Our destiny is written in the stars. S Daily horoscopes help us make it through the day, C Detailed readings can tell you who you are.

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65 www.trinom.hr 10 You hear a piece of news on an English car company. According to the text, the company A forbids its workers to send emails when they are off-shift. B switches off after-hours emails for its workers. e turns off personal emails for its workers.

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II You hear a tour guide talking to a group of high school students about the Royal Hostel. When can the students contact the receptionist? A After 10 pm. B From 7 am. e Round the clock.

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12 You hear Oliver talking about leaving home and going to college. What concerns him most about going to university? A Separating from his friends. B Leaving his family. e Facing a lot of work. 13 You hear a piece of new!'; on (l replir:a of Noah's ark built in Hong Kong. What is the connection between the global crisis and the ark? A The ark was built as an answer to the crisis. B The global crisis is used as a means of advertising the ark. e The ark is an economic success despite the crisls.

Tasl( 3 (Questions 14-19) You will hear a brother and a sister talking about three different teen summer camps. Listen to the conversation and decide which teen camp (A-e) each question (14-19) refers to. Write A for ActionQuest Camp, B for Brook Camp or C for Chestnut Camp. You will hear the recording twice. Which camp ... 14 has a parents' day? does NOT offer sports activities?

16 is a girls-only camp? 17 organises day trips for campers?

18 has academic courses? 19 does NOT allow personal electronic equipment?

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Task 4 (Questions 20-25) You will hear an interview with Tomasina Miers, a Masterchef winner. For questions 20-25, choose the correct answer, A, B or C. You will hear the recording twice.

20 Why dici Tomasina travel to Mexico for the first time? A To find a job. B To try the food. e To visit relatives.

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21 What happened after Tomasina's first trip to Mexico? A She studied Spanish. B She moved to Chile. e She found the love of her life.

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If Tomasina went back to Argentina, she do? A Spend time outdoors. B Socialise with the locals. e Learn traditional dances.

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23 When did Tomasina discover her love for food? A As a young person. B When visiting the markets. e While travelling. 24 Why did Tomasina decide to become a chef? A To share her passion. B To earn money. e To write a cookbook. 25 Why does Tomasina avoid staying in hotels when travelling? A They are expensive. B She wants to cook. e She likes the locals.

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5.2. Državna matura (2014., ljetni rok) READING

PAPER

Task 1 (Questions 1-12)

You are going to read an article in which people talk about holidays they had. For questions 1-12, choose from the people A-F. There is an example at the beginning (O). r·······································_··· ..•·•·..··

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I wouldn't have gone there if I'd known, and I only did because a friend said I should. Basically, it was a hotel I complex on the coast and a long way from anywhere. . The hotel arranged some excursions to 'ancient monuments', but these were only ruins and not worth going to. That left sitting outside or going for walks. I wish I'd taken a book to occupy my mind. And it was I generally cloudy so I didn't get back with the tan l'd I been hoping for. I don't know what my friend was on

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I don't like sitting by the sea for hours. I find it boring. So I focused on seeing the local sights. Armed with a city map, I felt confident I could find my way around. I loved the market, and trying the local produce. I even cllmbed a minaret, but when I got out at the top, I was so high that I couldn't open my eyes and missed the view. The prices in the shops were more than I had bargained for and I had to be careful to keep within budget, but I made sure I came back with some souvenirs.

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know the other I people and I had nothing in common with them so I l' felt quite left out, which was no fun I can tell you. And there were far too many places to see and I got quite sick of getting in and out of buses for just a glimpse of an important sight. So ~sought solace in shopping - I went quite over budget but never mind. And in eating - I have to get rid of a couple of ! kilos to get ready for the beach in the summer. I Never again.

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I'm afraid of flying so I went by car. l'd forgotten how 1 It wasn't what I expected, l'm afraid. I was familiar dirty the place was, After the first night, I avoided the' 'with the sights, having seen them on Google images, hostels and the bed bugs and cockroaches that inhabit .. I but the tour itself was well below standard. The them and slept in my car. To be safe, I didn't touch the I accommodation was not the quality advertised, and I local dishes but only cooked rice on my camping stove. I had to force the meals down me so as not to go Even so, I came down with something that took me a I hungry - I'm so glad to be back to home cooking. I couple of days to recover from, But it gave me a ......•... . I know it wasn't meant to be a luxury holiday but l'd slimline look I was quite proud of while it lasted.'the' have expected more for the price I paid. Still, it was I first thing I did when I got back was to have a long. .'an experience to remember. , I bath. I l _ __ _ J Which person... O visited historical remains? A 7 gained confidence? 1 had visited the place before? 8 felt they didn't get their money's worth? 2 lost some weight? 9 felt lonely? 3 would recommend the place? 10 Fell ill? 4 didn't like the local food? 11 got bored? 5 was dlsappointed by the weather? 12 spent more than they intended? 6 was scared? l,

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Read the article about Bradley Wiele. For questions 13-18, choose the correct answer (A, B, e or D). Bradley Wiele - champion cyclist Bradley Wiele says he was born to be a cyclist. Even before he could walk, he was sitting on a bike with his dad, who was a cycling enthusiast. He hung out with friends who had bikes and got rides on their handiebars. Then he secretly borrowed his brother's bike when he was away at school and, after a few crashes, he was on his way and could ride alongside his brother. Soon after, he was given a bike of his own. From then on, there was no stopping him. On two wheels, Bradley felt he could go anywhere he wanted. He was no longer restricted to the street where he lived. He soon knew every street in his Manchester neighbourhood and even dared to cross the busy main road to neighbouring parts of the city. He was cycling the streets practically aJI his free time, pedaliing as fast as the city

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traffic would allow. His parents became so worried about him that they enrolled him in the Dynamo Cycling Club at Manchester Velodrome. The head coach at Dynamo remembers when he first saw Bradley on the track. "I knew he'd be good as soon as I saw him cycling round the track. He had the perfect build for a long-distance cyclist and you could tell straightaway that this enthusiastic young lad was special. He proved to have a great work ethic and the strong commitment to get to the top." At age 12, Bradley won his age group at the London Youth Games. He won the National Junior Pursuit title aged 17. When he was 20, he met cycling coach Will Broad, who convinced him to give up his job in a telecom warehouse and join his professional road cycling team. "I was being paid for what I love doing," he said. The change to being in a professional team meant being on the road or in the gym full-time. It was tough and demanding to prepare for the Fleche du Sud event. But he had opted to learn from Broad, one of the best coaches in the country, and improve his technique. "It was a great decision," said Bradley. "Who could have imagined I'd end up on the podium of the Tour de France and on the front pages?" But the 2011 Tour was a disaster for Bradley. While among the leaders, he crashed out of the Tour on stage 7 with a broken collarbone. "It happened in a flash," he said. "A spectator just appeared out of nowhere by the roadside and I overreacted and veered away from him and the rider behind me crashed into me. I've only got myself to blame. It was my fourth attempt at the Tour and I felt I was destined never to win it." Coach Broad said that the injury was "obviously devastating" for the team. "I had failed at the attempt to win the Tour," said Bradley, "and I had been going well up to that point. When I found myself lying on the road unable to move my arm, I got really angry and I was determined to come back next year and win the Tour. It's important not to let it get you down." . Bradley went on to come third in the 2011 Vuelta a Espana, win the 2012 Tour de Romandie and stand on the winner's podium wearing the yellow jersey of the 2012 Tour de France. 13 Bradley learned how to cycle A with his dad. B with his brother. C with friends. D on his own.

16 Bradley joined the professional cycling team A to earn money. B to have more time for cycling. C to have top quality coaching. D to become famous.

14 As a kid, Bradley loved cycling because A it gave him a sense of freedom. B he could explore his neighbourhood. C it was the most practical way to get around. D he was thrilled at the speed he could go.

17 Bradley says his accident in the 2011 Tour de France was A caused by a spectator, B caused by another cyclist. C his fault. D destiny.

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The Cycling Club head coach noticed Bradley because of his A body. B enthusiasm. C capacity for work. D dedication.

18 How did he react to being forced out of the 2011 Tour? A He felt depressed. B He saw it as a challenge. C He felt a failure. D He ignored it.

Tasl< :3 (Questions 19-24) Read the article about a family of philanthropists. For questions 19-24, choose from the sentences A-H the one which best fits the gap. There are two letters which YOLl do not need. There is an example at the beginning (O).

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Department of Philanthropy Fourteen-year-olds frequently accuse their parents of moral dereliction; parents do not frequently respond by selling their house and donating half the proceeds to villagers in Ghana. (O) _1_ Kevin and Hannah went on to write a book, "The Power of Half," in which they encourage other families to do something similar. (19) __ The Salwens stood in the school chapel, They wore jeans; the school girls ware kilts. They told their story. One day in 2006, Kevin and Hannah had pulled up at a stoplight. To their left was a homeless man, to their right a guy in a Mercedes coupe. Hannah said, "Dad, if that man didn't have such a nice car, then that homeless man could have a mea!." Kevin said, "Yes, but if we didn't have such a nice car that man could have a meal." (20) _ By dinnertime, Hannah was all worked up. She didn't want to be a family that just talked about doing good, she said. She wanted to be a family that actually did something. Kevin and Joan explained that they did a lot: they volunteered at the food bank; they wrote big checks to charities; after Hurricane Katrina, they let a family of refugees stay in their basement. (21) __ That was annoying, so Joan said, "What do you want to do, sell the house?" And Hannah said, "Yeah! That is exactly what I want to do." "We don't expect anyone else to sell their house," Hannah assured the Marymount girls, whose parents might not have appreciated a demand by their offspring to donate eight hundred thousand dollars (half the value of the Salwens' house) to charity. "Your contribution can be different. (22) __ If you watch six hours of TV a week, maybe you could cut that down to three hours and spend three with your family volunteering at a homeless shelter." A girl with a ponytail raised her hand. "Have you ever regretted selling your house?" she asked. "There are some things that I miss." Hannah said. "But it really doesn't matter." A woman in a red sweater asked how their

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friends had reacted. (23) _ Friends had been baffled, or worse. For a while, tired of feeling like freaks, the Salwens kept the whole thing secret. Then they appeared on television, and the whole thing went public. "Most people are supportive," Kevin told the audience, "and a few are very uncomfortable." "When I tell people, I try so hard not to come off as boasty," Hannah said. "I want people to feel, like, 'That's actually cool. I want to do something like that in my family'." Soon afterward, Hannah and Kevin received an email from a student that, to them, made it all worthwhile. "I have dreamed of living in a huge mansion and marrying a millionaire," she wrote. "But now, I see that the world is a largely connected community. (24) _ Today, I took out clothes from my closets that were too small or that I didn't wear ... You're making a difference!" A B C D E F G H

And everyone has something they can spare. Iowe that to you. A nd some families have taken up the challenge. They had even organized a fund-raiser for the local shelter. This had been a problem. And recently they carried this message to the teenagers of Marymount, Hannah rolled her eyes. This sank in rather more deeply than he'd intended.

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I But such was the response of Kevin and Joan Salwen, of Atlanta, to their daughter, Hannah. Task 4 (Questions 25-32) Read the text about the weather in Britain. For questions each space. There is an example at the beginning (O).

25-32, choose the answer (A, B, C or D) that best fits

Rainy Days Contrary to popular belief, it does not rain every day in England or in the rest of the UK! However, it is always advisable to bring some type of waterproof clothing and (O) _.Q._ yourself psychologically prepared! Britain is an island country and the surrounding sea gives England a (25) _ climate. You never know what the weather will be like from one day to the other. It can be sunny one day and rainy the next. But (26) _ its ever-changing weather, the climate in Britain is mostly mild and temperate. (27) _ influence on the climate is the warming of the waters around the land by the Gulf Stream (a warm current of the northern Atlantic Ocean). It helps (28) _ winters less cold compared with other landlocked nations with a similar latitude. In general, British summers are cool er than (29) _ .. on the continent, and the winters are milder. Actually, the temperature is subject to (30) _ extremes - it is rarely above 32°C or below -100C. As far as rain is concerned, it is fairly well distributed throuqhout the year, but, (31) _ average, March to June are the driest months and September to January the wettest. If you (32) _ the mountainous areas of the west and north, you can expect more rainfall than in central parts of Britain. The Lake District is England's wettest region, receiving an average of 330 centimetres of precipitation each year.

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27 A Main B A main C One main D The main

29 A these B those C this D that

31 A in B by C at D on

26 A despite B in spite C regardless D with regard to

28 A in keeping B keeping C keep D to have kept

30 A few B little C some D less

32 A will visit B visit C have visited D will have visited

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Task 5 (Questions 33-40) Read and complete the text below. Fill each space (33-40) with one word. There is an example at the beginning (O). Language Death The rapid endangerment and death (O) __Qf_ many minority languages across the world is a matter of widespread concern, not only among linguists and anthropologists (33) _ among all interested in the issue of cultural identity in an increasingly globalized culture. A leading commentator and popular writer dealing (34) _ language issues, David Crystal, asks the fundamental question, "Why is language death so important?", reviews the reason for the current crisis, and investigates what is (35) _ done to reduce its impact. By some counts, only 600 of the 6,000 or (36) _ languages in the world are "safe" from the threat of extinction. By some reckonings, the world will, by the end of the twenty-first century, (37) _ dominated by a small number of major languages. Language Death provides a stimulating and accessible account of this alarming trend, (38) _, like the large-scale destruction of the environment, is both peculiarly modern and increasingly global. Language Death includes intelli gent argument and moving descriptions of the decline and death of particular languages, as well as

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practical advice for anyone interested in pursuing the subject (39) _. David Crystal is a leading authority (40) language, and author of many books, including most recently Language and the Internet (Cambridge, 2001). He is author or editor of several other books with Cambridge.

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LISTENING

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PAPER

Task 1 (Questions 1-5) You will hear 5 people talking about learning. For each recording (1-5), decide what each person considers most important for learning. Choose from A to H. Write one letter next to the number of the recording. Do not use any letter more than once. There are three letters that you do not need. You will hear the recording twice.

A A good teacher. B Hands-on experience.

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C Access to information. D Imitation.

Tasl< 2 (Questions 6-13) You will hear people talking in eight situations. You will hear each recording twice.

6 You hear Lydia talking about her ornamental plates. What was the last country she visited? A Spain. B France. C Morocco.

7 You hear Jamie talking about first meeting his girlfriend. Where did they first meet? A In a bookshop. B In the street. C In a cafe.

8 You hear Scarlett talking to a friend about the previous evening. Why didn't Scarlett go out with Dexter?

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E A good memory. F Trial and error.

For each situation

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G Motivation. H Repetition.

(6-13), choose the correct answer, A, B or C.

A She was too busy. B She dldn't fancy him. C She went out with another man.

9 You hear two students talking, What is their main topic of conversation? A Their exam results. B Studying at university. C Failing exams. 10 You hear a young mantalking about leaving home. ' Why did he leave home? A Because of hisparents. B So as to travel. C To study.

11 You hear Louise talking about a book she's reading. Where did she get the book? A From a library. B From a friend. C In a bookshop.

,12 You hear a man talking about a cake. Who made the cake? A His mother. B His wife. C His girlfriend. 13 You hear Gayle talking about a. test. How did she feel when doing the test? ANervous. B Surprised . C Confident.

Task 3 (Questions 14-19) You will hear a conversation between two friends who live in a student hall of residence. They talk about 3 neighbours with whom they share a corridor, kitchen and bathroom. Listen to the conversation and decide which person (A-C) each question (14-19) refers to. Write A for Adam, B for Bob or e for Carly. You will hear the recording twice.

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Task 4 (Questions 20-25) You will hear a radio interview with Nobby Philes, a footballer. B or C. You will hear the recording twice.

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18 is easy to get on with?

17 is quick to take offence?

1 19 is the newest neighbour?

For questions 20-25, choose the correct answer, AI

20 Nobby started playing for a club A fOI-the money. B because he was spotted by a footba II scout. C in search of fame and fortune.

22 Nobby left his old club because A he quarrelled with his coach. B in order to play in European competitions. e his salary was too low.

Nobby's most embarrassing moment was when A his shorts fell down. B he lost against a low team. he missed a penalty.

23 Nobby's greatest worry is A losing form. B getting injured. C letting down his fans.

24 Nobby now plans to A fight for his place in the team. B retire on his wealth. C change jobs in football. 25 Nobby's advice is A "Everyone should go for their goals." B "Think hard before taking up football." "Don't become a sportsperson."

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You are going to read an article in which people talk about choosing a university. For questions 1-12, choose from the people A-F. There is an example at the beginning (O),

I had always liked Literature, and my head of sixth i I was lucky enough to go to a secondary school that form was keen for me to study it at Oxford. He said brought in professionals to give advice on university everyone would like to hire an Oxford graduate, but I applications. I was told that choosing the university didn't want to end up feeling I knew a lot about books I that was right for you was not just about the course. but not much about the world. I wanted to do The course could look good but if you're not enjoying something new and creative, and I considered lots of i yourself, you might give up. When reading about courses before finally deciding on marketing. My i Loughborough, a well-known university, its brochure i parents were supportive of my decision. It turned out showed students relaxing on the campus grass or ! that the university I chose had a strong relationship I' laughing while studying together. So I decided to go with industry and helped me get a placement doing there. The course I eventually chose was good, but the II marketing for a multinational company during my I place was far from what it showed in the brochure. III

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Despite my dream of attending university, I was rather I When the application process began, I was suddenly lazy with the application process. I had my personal asked what career path I wanted to follow. I knew I statement checked over just twice (and sent it off with didn't want to sit in a lecture theatre; I didn't want to typos) and believed l didn't need any advice. l chased I take exams. I always IIked developing ideas which after boys instead of preparing my statement letter for could actually be executed and brought to reality. I Oxford. I even sent it a day late. Although I talked it over with my parents, who recommended a understand what a fantastic institution Oxford is, I was Product Design course, I thought this would suit me, in it for the glory and unwilling to put the work in. which it did, and it also taught me to produce work Fortunately, and despite all this, I was given a ' that I could eventually show to my potential

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Read the interview about Ted Finch. For questions 13-18, choose the correct answer (A, B, C or D). Interview - Ted Finch Ted Finch was a science fiction lover even before his teens. As a teen, he was writing science fiction stories for his family and friends and attending conventions, However, he had difficulties at school. "I was hyperactive/, he says, "and could hardly keep in my seat. I would have loved Science if it had been presented in a more interesting way. I was top of the class in English, and I was interested enough in Art to sit fairly still during the lesson; otherwise, I couldn't wait for when we went to the gym and could run around," After secondary school, Finch went to the local university to study English. "My father had gone there," says Finch, "and his father, too. It was like a family tradition. For my family, it was obvious that I should go there, too

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_ no question, I could have walked away from it all, it's true, but I had no sense of direction and couldn't think of an alternative. So I enrolled to study English, because that was the subject I was best at," But Finch dropped out of university at the end of his second year, "It was a difficult time for me. You see, I didn't feel that I was going anywhere, or doing anything with my life, I needed a new direction in my life's journey," He was still writing short stories for his amusernent, and he soon got a job as a journalist on the local newspaper, "Local journalism is fascinating," says Finch. "You meet so many different types of people and see into their lives, which gave me lots of mFltPrii'11for my future books. You are in direct contact with all sorts of joys and tragedies every day, and you have to report it in a particular style that's not too sensational and is factually correct. You can't be too careful, because they know where you live, Soon pretty much everyone knows who you are," Journalism gave Finch a feeling of accomplishment, and an income to go with itl but he did not see his future in it. When he was going round town as a journalist, he imagined a fantasy world, which, like Jonathan Swift did with Gulliver's Travels, he could' use to satirise our world. This was the start of his Whereworld series of fantasy books. "Fantasy books usually carry us away from the day-to-day world we live in and take us into the world of the imagination," he says. "I wanted to use fantasy so we see the realities of our society from a different perspective." Although he is now one of Britain's best-selling authors, he will never win an award because the critics dont take fantasy literature seriously. "This doesn't bother me," says Finch. "All that matters is that people enjoy reading my books and think about the world around us, And, for me, writing the books is great fun." Finch has been writing one book a year for the last twenty years. "I needed the money to start with, of course. As l said, lim hyperactive and so I easily get bored and have to find ways to occupy my mind, and writing is one way of doing this for me. But l also have a garden, and I could spend all my time looking after it if I wanted to. It's just that I can't imagine myself not writing my annual book. It's something I just have to do. Don't ask me why."

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13 Finch's favourite subject at school was A Physical Exercise. B Science. C English. D Art.

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14 Finch went to university because A he wanted to study English. B he wanted to be like his father. C it was expected of him. D he didn't know what else to do.

15 Finch dropped out of university because A the course was hard for him, B he thought he was wasting his time. C he wanted to travel. D he found. himself a job.

17 Fineh thinks that his fantasy books A are an escape from the realities of life. B are not real literature. C reflect the world we live in. D are just for entertainment.

16 Finchthinks his job as a journalist A gave him useful experience. B gave him a sense of direction. C made him popular locally. D improved his writing style.

18 Fineh writes one book a year A for financial reasons. B so as not to get bored. C because it gives him something to do. D because he can't help himself.

TasI< 3 (Questions 19-24) Read the article about energy efficiency. For questions 19-24, choose from the sentences A-H the one which best fits the gap. There are two letters which you do not need. There is an example at the beginning (O).

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Energy Efficiency Energy efficiency means using less energy to provide the same service. For example, a fluorescent bulb is more efficient than a traditional bulb as it uses much less electrical energy to produce the same amount of light. (O)

The phrase 'energy efficiency' is often used to describe any kind of enerqv-savinq measure. However, it should be distinguished from energy conservation. (19) _ Examples include turning down a therm ostat in the winter or walking to the shops rather than driving there. Increasing energy efficiency often means spending money up-front. (20) _ This makes efficiency improvements an attractive starting point for reducing carbon emissions. The extent of the savings and the techniques that are required depend on the situation and location. For homes in cool countries, the most effective measures include increasing insulation and switching to more efficient appliances and light bulbs. (21) _ Many of them have achieved savings of around 25% after undergoing a refit to increase efficiency. Energy-intensive industries, such as iron, steel and cement manufacture need huge amounts of energy. But even they have become more efficient over time due to new equipment and better re-use of waste heat. (22) _ ,1\150, the installation of efficient, correctly sized motors can result in energy savings of 20-25%. Vehicles have also become more energy efficient over the decades thanks to factors such as improved engines and lighter, more aerodynamic designs. Of course, much more can be done. When comparing electric and non-electric appliances, it is also important to consider the efficiency of the power source. (23) _ But only if the electricity comes from fossi! fuel power plants, which are highly inefficient because they lose much of the energy as waste heat. Improving energy efficiency does not necessarily mean reduced (02 emissions. If the energy is supplied from fossil fuels, such as petrol in a car or electricity from a coal-fired plant, then improved efficiency will cut ernissions. But if the energy is supplied by a low-carbon source, like nuclear, wind or solar power, then improving efficiency

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may have little impact on emissions of CO2 because such amounts of CO2 ernissions. Energy efficiency is always a good idea, (24) _ For standard of comfort can become more economical because of comfort (byenjoying a higher room temperature) at the Nonetheless, improving energy efficiency is a key conservation and low-carbon energy sources,

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energy sources produce power with considerably

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example, by insulating your home either your present of lower energy bills or you can increase your standard same cost, but without saving energy. tool For reducing CO2 emissions, alongside energy

A Non-domestic buildings, on the other hand, need a focus 011 ventilation and air-conditioning, in addition to lighting, heating and appliances. . B In many cases this initial investment will be paid back in the form of reduced energy costs within a short time period, e The savings may vary considerably. D Switching from a 90% efficient gas boiler to a 100% efficient electric heater may increase energy use and emissions. E The potential exists for further improvements, F Whether it results in energy savings depends on what you do with the money you saved. G For instance, a hot pipe containing a chemical that needs to be cool ed can be used to warm up other chemicals. H That's a broader term which not only includes changing the efficiency to reduce the amount of energy you use, but also dropping a service in order not to use energy at all,

I Similarly, an efficient boiler takes less fuel to heat a home than a less efficient model. Task 4 (Questions 25-32) Read the article about lying. For questions 25-32, choose the answer (A, B, e or D) that best fits each space. There is an example at the beginning (O). Is lying bad for us? It (O) ___h_ estimated that the average American tells 11 lies per week. Is this bad for us? Suppose we knew that a lie would never be detected, (25) _ would we be punished. Suppose we had some means of ensuring that the lie would never cause us any physical or psychological harm through loss of sleep or the (26) _' Suppose even that telling the lie would actually be to our benefit. Under these circumstances, would it (27) _ sense to tell the truth? Or would lying become the prudent (28) _ of action? . We live in a culture where it is increasingly common to encourage lying, and even to suppose that there is nothing problematie about doIng Sb. . One recent study (29) _ the groundwork.bf a case for honesty by suggesting that liars are less healthy. Researchers at the University of Notre Dame" fbJI6wed 110 people over a period of ten weeks. Half of the participants were asked to stop lying over this period of time, and (30) _ half were not. Both groups took (31) _ polygraph tests to determine how many times they'had lied in the previous week, Those who were able to reduce by three the number of lies they told had altoqether seven (32)_ mental and physical health complaints (such as feeling tense or having headaches) than those who did not,

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25

27.

A is being B had been

A therefore B so C nor D or

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A week's B weekly e weeks' D a week

28 A trail 6 way e road D course

30 A the other B the second e another D other

32 A minus 8 fewer e lesser D less

31

Task 5 (Questions 33-40) Read and complete the text below, Fill each space (33-40) (O) ,

with one word, There is an example at the beginning

Maps Can you imagine our life (O) _ maps? We rely (33) _ them for getting around unfamiliar places or even for getting to those places in the first place. However, we tend to (34) _ their availability for granted. But it was not (35) _ relatively recently that maps became available to the general public. Go back a few hundred years and they were difficult to obtain, (36) _ their usefulness. Many maps were treated like secret documents, (37) _ because they showed how to get to profitable foreign markets or because they contained confidential government information. When Francis Drake circumnavigated the world in 1580, the map of his route to the treasures of the Americas was declared a state secret by Elizabeth 1. Today, (38) _ in large part to the rapid expansion of travel and tourism, we can buy them at any petrol station or even get them for free at tourist offices, Moreover, technological advancements have resulted '(39) _ a level of detail and accuracy in maps that was unimaginable a century ago. And the GPS (Global Positionlnq System)

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places you at the very centre of the map: it can work (40) __ your position on earth to within 5m. And your iPhone map will not only tell you where to go but what to see and where to eat when you get there. O

without

LISTENING

33 37

34 38

35 39

36 -----40

_

PAPER

Task:1 (Questions 1-5) You will hear 5 people talking about their jobs. For each recording (l-S), decid~ why each person chose the job they do. Choose from A to H. Write one letter next to the number of the recording. Do not use any letter more than once. There are three letters that you do not need. You will hear the recording twice.

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Why did each person choose the job they do? A For financial benefits. C To be independent. B To make friends. D To travel.

1

Task 2 (Questions 6-13) You will hear people talking in eight situations. You will hear each recording twice.

16 I 17 I 18 Ie ,I I

G To gain confidence. H To develop their creativity.

E To do research. F To achieve status.

For each situation

(6-13),

choose the correct answer, A, B or C.

You hear Oliver talking to a friend about a tie he bought. Why did he buy this tie? A It's fashionable. B It's practical. C His girlfriend likes it.

9 You hear two people talking. What is the main topic of their conversation? A Unemployment. B Homelessness. C Anarchy.

12 You hear Reece talking about his exam result. How does he feel about it? A Happy. B Disappointed. C Proud.

You hear Molly talking to a friend. What is she usually like when she meets a man for the first time? A Confident. B Shy. C Relaxed.

10 You hear Aisha talking to a friend about leaving herboyfrlend. What reason does shegive for leaving him? . A He was inconsiderate. B He cheated on her. C She got bored with him.

13 You hear Amber talking to a friend about her first kiss. How did she experience her first kiss? A It was passionate. B It was disappointing. C It was thrilling.

You hear an art student talking about a painting. What does he say about it? A It's fascinating. B It's scary. It's famous.

11 Alice learns that Dave wants to ask her out. How does she feel about it? A Excited. B Flattered. C Unsure.

Task 3 (Questions 14-19) YOLl will hear Owen telling Jenny, who is moving in to his flat, about their three flatmates. conversation and decide which person (A-C) each question (14-19) refers to. Write fi" for Alex, lB for Bailey or ICfor charlctte. You will hear the recording twice.

Which person ... 14 has a short temper? 1 15 is good with their hands?

16 is a student? 17 is a musician?

Listen to the

18 is a good cook? 19 is a late riser?

Task 4 (Questions 20-25) YOU will hear a radio interview with Quentin Corley about cheese making. For questions 20-25, choose the correct answer, A, B or C. You will hear the recording twice.

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20 Quentin moved to a farm A so as not to live in London. B to manage the farm. C in order to make cheese.

121 Quentin received advice on cheese making from A his daughter. B a neighbour. e a banker.

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24 Cheese making gives Quentin A a lot of money in the bank. B much to worry about. C a sense of achievement.

22 Quentin's business break came through A a cheese buyer. 8 a farmers' market. C an internet website.

25 Quentin thinks that making great cheeses A depends on technique. B is an art. e is an act of love.

23 Quentin sells his cheese to A one buyer. B several buyers. e the general public.

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(ZADACI 5)

(Nacionalni ispit, 2008.) Task 5 Questions 67-78 Read and complete the text below. Fill each space (67-78) with one word. Write the correct word on your answer sheet. There is an example at the beginning (O). History of the Dictionary Modern society often takes the modern dictionary (O) for granted, perhaps because it has been used for over a century. People don't think (1) _ about how it was acquired, but exploring the origin of the Modern English Dictionary will give you new insight (2) _ this extraordinary document. In 1857, the Philological Society of London decided that the existing dictionary was incomplete and called (3) _ a complete re-examination of the language. The new dictionary was planned (4) _ a four-volume work. (5) _, it was clear that much more work was required than (6) _ been imagined by the members of the Philological Society. The first part was finished only in 1884, and the entire work was not finished (7) _ 1928. Thus the whole project (8) _ over seventy years to complete. The last volume was published (9) _ the name A New English Dictionary on Historical Principles. A single-volume Supplement, (10) _ updated the original volumes, came out in 1933, (11) _ the dictionary was given its current title, the Oxford English Dictionary. Today, the dictionary is again being changed. People might take it for granted, but (12) _ is certain is that the Oxford English Dictionary has become an irreplaceable part of British culture.

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(2)_ (3)_

(4)_ (5)_

(8)_ (9)_

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(Ogledni ispit) Task 5 Questions 33-40 Read and complete the text below. Fill. ea.ch space (33-fO) Wi~h one word. Write the correct word on your answer sheet. There IS an example at the beginning (O). ~o '1\ \''t~ t.U)'t=t
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Bay of Islands The Bay of Islands is (O) one of the world's most popular areas for .big-game fishing. The bay is a maritime park that (33) off the north-east coast of New Zealand's North Island. In 1926, the best-selling American writer Zane Grey (34) up a camp on the largest of the islands and made his name by catching a SOkg tuna, (35) took the world record. (36) , for those who prefer to look for wildlife but not hunt it, there are wonderful opportunities to (37) dolphin- and whalewatching. One of the best-known companies offering trips is (38) confident that it provides an extra trip free of charge, if you have the bad luck not to see a dolphin or whale the first time round. If you like scubadiving, (39) are several good dive sites. Visit uninhablteo islands and swim from lonely beaches. Or (40) advantage of the Cream Cruise that' delivers post and supplies to farmers i n remote locations, taking you up and down hidden bays for peaceful relaxation. \ O

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(Probna državna matura, 2009.) Task 5 Questions 33-40 Read and complete the text below. Fill each space (33-40) with one word. Write the correct answer only here in this exam booklet. There is an example at the beginning (O). Sleeping Problems a sleep expert, believes that the reasons we can't sleep are quite obvious. People (O) take less exerćlse arid work longer hours. They rush home and expect to (33) asleep instantly. 'Your body needs at (34) thirty minutes to calm down', says Dr Gordon. Studies reveal that over six million people suffer (35) sleeping problems which cause serious health problems. It has been proved that there is a higher mortality (36) among people who live on less than six hours of sleep a night. Sleep is crucial to the restorative cycle. Losing sleep affects not only your ability to learn (37) also your memory and mood. One study showed that cutting down (38) _ the standard eight hours of sleep to four, for just one week, produces changes that resemble the early stages of diabetes and advanced ageing. Also, it drives up your blood pressure and increases (39) risk of heart attack. It is certain that there are no easy and quick solutions to these problems. Try keeping a sleep diary for two weeks to find out (40) lifestyle problems may lie. Dr Stanley

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RJEŠENJA ZADATAKA

I I I I I I I

2013, JESENSKI: ROK (str. 4-7) Readinq TASI( 1

TASI( 2

TASK 3

1E 2 E 3 F 4C 5 D 6A

13 14 15 16 17 18

19 G 20 E 21 F

7 F 8 D 9A 10 F 11 A 12 B

A B e D D A

ne

23 A 24 B

TASK 4 25 26 27 28 29 30 31 .32

33 34 35 36 37 38 39 40

D B B B D A A e

Listening TASK 1

TASI( 5

1e 2 D 3 H

had/got so able employers rate up by contast

4F

TASK 2

TASK 3

TASI( 4

6 B 7A 8 B 9 B

14 15 16 17 18 19

20 21 22 23 24 25

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2015, LJETNI ROK (str.61-65)

Reading TASK 1

TASK 2

TASK 3

TASK 4

TASKS

1F 2 B 3e 4E 5D 6 F

13 14 15 16 17 18

19 20 21 22 23 24

25 26 27 28 29 30 31 32

33 34 35 36 37 38 39 40

7 E 8A 9 D 10 e 11 E 12 e

D e D A e B

H F A D G B

e D B A e B e D

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to in/among which Korea's/The/Its by if/whether from on

TASK 2 6e 7 B 8B ge

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10 11 12 13

B B A B

TASI( 3

TASK 4

14 15 16 17 18 19

20 21 22 23 24 25

e B B A A B

B A A e A B

2014, LJETNI ROK (str. 66-69)

Reading TASK 1

TASI( 2

TASI( 3

TASK 4

TASKS

1E 2 E 3 B 4F SA 6e

13 14 15 16 17 18

19 20 21 22 23 24

25 26 27 28 29 30 31 32

33 34 35 36 37 38 39 40

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7 B 8 F 9 D 10 E 11 A 12 D

Reading TASI< 1

1B 2 F 3e 4D 5D 6e

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TASI( 2

TASK 3

13 14 15 16 17 18

19 20 21 22 23 24

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14 15 16 17 18 19

20 21 22 23 24 25

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20 21 22 23 24 25

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6. DODACI 6.1. VJEŽBE

PISANJA

ESEJA (WRITING

PAPERS)

1. (2010., jesenski rok)Task 6 Question 41 Write an essay of 200-250 words. Your essay must have an introduction, body and conclusion. Some say it would be better if there was only one language in the world. Others disagree.

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Discuss both of these views and give your own opinion. 2. (2010., zimski rok) Task 6 Question 41 Write an essay of 200-250 words, Your essay must have an introduction, body and conclusion. Some people say that globalization increases communication Others say that it threatens local cultures,

between cultures.

Discuss both of these views and give your own opinion, 3. (2011., ljetni rok)Task 6 Question 41 Write an essay of 200-250 words. Your essay must have an introduction, body and conclusion. Some people say that there should be limits to what students can wear at school. Others say there should not. ' .

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Discuss both of these views and give your own opinion. 4. (2011., jesenski rok)Task 6 Question 41 Write an essay of 200-250 words, Your essay must have an introduction, body and conclusion. Some people say that tourism is beneficiaito

a country. Others say that it does more harm than good.

Discuss both of these views and give your own opinion. 5. (2011., zimski rok) Task 6 Question 41 Write an essay of 200-250 words. Your essay must have an introduction, body and conclusion, Some people say that it is important

to explore space, Others say it is a waste of time and money,

Discuss both of these views and give your own opinion.

I

6. (2012., ljetni rok) Task 6 Question 41 Write an essay of 200-250 words. . Your essay must have ah introduction, body and conclusion. Some people say that 18-year-olds

are too young to vote. Others disagree.

Discuss both of these views and give your own opinion. 7. (2012., jesenski rok) Task 6 Question 41 Write an essay of 200-250 words. Your essay must have an introduction, body and conclusion. Some people say that violent video games stimulate they are harmless fun.

aggression in young people, Others claim that

Discuss both of these views and give your own opinion,

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77

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S. (2012., zimski rok) Task 6 Question 41 Write an essay of 200-250 words. Your essay must have an introduction, body and conclusion. Some people prefer to work in a group. Others prefer to work alone.


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9. (2013., ljetni rok) Task 6 Question 41 Write an essay of 200-250 words. Your essay must have an introduction, body and conclusion. Some people say that a parent's responsibility for his/her child ends when the child reaches the age of eighteen. Others say that this responsibility never ends. Discuss both of these views and give your own opinion.

10. (2013., jesenski role) Task 6 Question 41 Write an essay of 200-250 words. Your essay must have an introduction, body and conclusion.

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Young drivers are a threat to road safety.


(2014., ljetni rok) Tasl< 6 Question 41 Write an essay of 200-250 words. Your essay must have an introduction, body and conclusion. Some people say that social media like Facebook are replacing proper social life. Others say theyenrich social communication. .


12. (2014., jesenski rok) Task 6 Question 41 Write an essay of 200-250 words. Your essay must have an introduction, body and conclusion.

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For some people success means money and status. For others it means personal happiness.


13. (2015., ljetni rok) Task 6 Question 41 Write an essay of 200-250 words. Your essay must have an introduction, body and conclusion.

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Some people say that watching a movie based on a book is far more exciting than reading the book. Others disagree.


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Some people say that university

students should take a job while studying.

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ZNAKOVI PUNCTUATION

Knowing where and when to use the punetuation mark can greatly improve your writing skills. The most frequent punetuation marks in English are: a period, a question mark, an exclamation point/mark, a comma, a semicolon, colon, an apostrophe and quotation marks. Sentence Endings There are three punctuation marks appropriate for use as sentence endings. They are: a period, a question mark, and an exclamation point/mark. A period (.) is placed at the end of declarative sentences and other statements thought to be complete, after initials and after many abbreviations. For example: o As a sentence ender: Jane and Jack went to the market. o After an initial: F. T. Col/ins is a famous novelist. o After an abbreviation: They went to the U.5.A•• Use a question mark (?) at the end of a direct question (an indirect question if the first part ls itself a question) and after a question tag. For example: When did Jane leave for the market? An exclamation point/mark (l) is used when a person wants to express a sudden outcry or add emphasis'. Within dialogue (a sudden outcry) : "Holy cow!" screamed Jane. To emphasize a point: My mother-tn-Iew's rants make me furio us! Comma, Semicolon and Colon A comma, a semicolon and a colon are often misused because they can all indicate a pause in a series. A comma (,) is a punctuation mark used to indicate a separation of ideas or elements within the structure of a sentence. Additionally, it is used in letter writing after the salutation and clcslnq. • Separating elements within sentences: Suzi wanted the black, greene,) and blue shoes. o Separation of two complete sentences: We went to the movies, and we went to the beach. (coordinating conjunctions: and, or, but, nor, yet, so, for) • Letter salutations : Dear Uncle John, Asemicolon (;) is used to connect independent clauses and indicating a closer relationship between the clauses than a period does. For example: John was hurt; he knew she only said it to upset him. A colon (:) has two main uses. . The first is after a word introducing a quotation, an explanation, an example, or a series and often after the salutation of a business letter. .. For example: You will need the following items for class: paper, pencils, notebook and ruler. The second is within time expressions. Within time, it is used to separate out the hour and minute: 12: 15 p.m. Apostrophe and Quotation Marks An apostrophe (') is used to indicate the omission of a letter or letters from a word, the possessive case, or the plurals of numbers, letters, and abbreviations. Examples of the apostrophe in use include: • Omission of letters from a word: It isn't true! • Possessive case: Sara's dog bites. • Plural of numbers: Sixteen people were born on dates with 7's in them. Double quotation marks ( " " ) are used primarily to mark the beginning and end of a passage attributed to other people and repeated word for word. Single quotation marks (' J) are used most frequently for quotes within quotes. Capital letters A capital letter is used: • to begin a sentence • for names of people, places and organisations • for people's titles • for nationalities, religions, historical times languages

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79

~~;',t:~~:A SREDSTVA TRANSITIONAL WORDS/PHRASES

Coherence and cohesion is one of the four criteria for assessing your essay. Here are some common transitional words/phrases you should use while constructing both your paragraph(s) and essay.

I I I I

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ORDER OF IMPORTANCE

ORDER

first, second! third! etc. next last finally in addition moreover also an additional another

the first and the most important reason is the last and the most important reason is more importantly / significantly most importantly / significantly above all primarily first and foremost a more important the most important the prlrnarv

ADDITION

CONTRAST

in addition (to) furthermore moreover besides not only ... but also too

however in contrast on the other hand but yet although even though while whereas

and more importantly another what is more apart from both ...... and

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CAUSE / REASON

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for because since as to result from the first cause / reason

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EFFECT the effect of because of due to as a consequence of as a result of

unlike different from nevertheless nonetheless still though despite in spite of

I RESULT

therefore thus hence as a result / consequence conseq uently so

to result in the cause of the reason for to affect the cause of

I EXAMPLE •

for example for instance t such as , an example of

l

in particular particularly like especially

CONCLUSION

,

GIVING

in conclusion in summary in brief in short therefore thus

in the end indeed for these reasons all in all as a result in any event

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REFERRING

TO SOURCES

Itaccording to with reference to

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OlPl!:NION

In my opinion / view My opinion is that It is my belief / opinion view It seems / appears to me As far as I am concerned The way I see it

REFERENCIE

I (strongly / firmly) believe I think / feel I am (not) convinced I agree / disagree that/with I am inclined to believe that I couldn't agree / disagree more that with

SUMMARY

regarding in short / brief concerning briefly with respect / regard / reference to to put it briefly ~~i~n~r~e==qa~rc~I~/~r~e~fe=r~e~n~c=e~t=o ~

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6.4.

I I II I I~

PRIMJERI ESEJA

Task 6 Question

41

Write an essay of 200-250 words. Your essay must have an introduction,

I

1

body and conclusion,

Some people say that a parent's responsibility for his/her child ends when the child reaches the age of eighteen. Others say that this responsibility never ends. Discuss both of these views and give your own opinion,

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Task Completion (Izvršenje zadatka): 4 Although the main ideas are consistently well supported, the introduction is inadequate. It is not more than a paraphrase. (Premda su glavne misli izložene dosljedno i s jasnom potporom, uvod je nedostatan jer je samo parafraza, odnosno drugim riječima ponovlja tekst zadatka.) Coherence and Cohesion (Koherencija j kohezija): 5 The flow of ideas can be followed with ease. There is also an appropriate range of cohesive devices that link the ideas well, (Tijek misli je jasan. Uporaba kohezivnih sredstava je UČinkovita i ideje su dobro povezane.) Vocabulary (Vokabular): 5 The range is wide for the task. While there are some inaceuracies, they are negligible (for fully experienced life,

are not longer, without loving care of). (Raspon vokabulara

za zadatak je širok. Pojavljuju

se stanovite pogreške, ali su neznatne - for fully experienced

life, are not longer, without loving care of). Grammar (Gramatika): 5 There is a wide range of simple and complex structures that are used accurately. (Postaji širok raspon jednostavnih i složenih struktura koje su ispravno upotrijebljene.)

. 03

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Task Completion: :2 The essay is largely irrelevant (the entire introduction and a significant section of the body). ( Esej je uglavnom/uvelike irelevantan, odnosno nepovezan s temom - uvod LI cijelosti i značajni dio glavnog dijela eseja.) Coherenee and Cohesioln: 2 Paragraphing is limited (introduction and body paragraphs contain irrelevant sentences) and the flow of ideas is freqLlently unclear because of a lack of cohesive devices. Also, the body of the essay is a single paragraph. (Strukturiranje odlomaka je ograničeno - uvod i odlomci u glavnom dijelu eseja sadrže irelevantne rečenice; tijek misli je često nejasan jer nedostaju kohezivna sredstva. Glavni dio eseja je također napisan u jednom odlomku.) Vocabulary: :3 The range is good for the task. Inaccuracies (think on the same way, two same parents, they children) cause rereading, but the message can be understood with little effort. (Raspon vokabulara za zadatak je dobar. Pogreške - think on the same way, two same parents, they children uzrokuju ponovno Čitanje teksta eseja, ali se poruka uz manji napor može razumijeti.) Grammar: 3 While complex structures are used, the type of inaccLlracies cause you to pause while reading, but the message can be understood with little effort (there is many ways, make him depends, aner he reach). (Iako se koriste složene strukture, vrsta pogrešaka - there is many ways, make him depends, after he reach uzrokuju prekid LI čitanju teksta eseja, ali se poruka uz manji napor može razumijeti.)

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6.5. LJESTVICA ZA OCJENJIVANJE ZADATKA ESEJA NA ENGLESKOME JEZIKU

• AU parts ofthe prompt

S

4·

fairly equally developed.

..MaIn ideas consistently weUsupported, • AH parts of the prompt dev.eloped but unequally.

• Generarly dear flow of

• Very good range forth.;

• Maln ideas g.em~rallywell

• Good

Ideas. use-of paragraphing and cohesivG devices.

• One part of the prompt not • Flow ofldeas somenmes developed. undaar, • MaJn ideas sU'ffidentiy • Sufficient use of .supported, l Not aHmain paragJaphlng or

Ide.;}$.relevant.

of the prompt • Flow of Ideas often not developed. I The es:s.ay unclear, ls f-argely i.r.rei.e-vant. .•limited use of . • MaJo ideas lnsutlklently paragfaphing or supported. coheslve devices, • E:rfors cause dm\<;:·u:!ty tn • EUQrs cause difficulty Jn unders.tanding in places. understandlng in places. • mapproprtate layout. • j.ns.~ffklentprompt

• Flow of Ideas generatly dU'ficullto fonow. trrelevant, • inadequate use of • No clear maIn Idea. pa.ragraphing or • Errqrs frequently cause cohesive devi(es. dlflku!ty tn unde-rstandtog, • Errors frequentl)! development./Th.e essay ls

1

task. • Errors do not impede easy unde!:standlng, • GOQd range for the task. • .Errors sornettrnes lmpedeeasy

understa oolng.

WIde range for the task. • Minor e.rrors.

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. • G.ood r~nge for the lask. o Errors do not impede easy understanding.

structures.

• Errorssometimes lm.p~eea$y t.lnders'tandil'lg,

• Sufficient range far the task • Errorssornsnmss cause dil'lkulty ln

• Relies on simple

structures, • Errors sometJ:mes cause difficulty tn

unclers·tandlng.

understandlnq,

• Gener,ally u:nint€UtgibTe.1 L
• Errors generally prevent

understanding.

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cause difficulty {n

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coheslve device-s.

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2

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supported,

3

• dear flow af ideas.

• Effe{.t1veuse of par.agraphing and co hes ive devices.

I

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• Erwr:s g-el1.eraHyprevent

understanding.

' Errors generally preve.nt wldet'Standlf'lg.

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!

6.6. GRAMATIČKIE STRUKTURE

ZA VIŠU RAZINU ISPITA:!.

1. IMENICE Types: cornmon/proper nouns, concrete/abstract, nouns Numb~r: singular/plural (regular - irregular) cbur;tcibfe/unćountable no~nS Genitive: 's, s', phrase of, dOl..lble.genitive

Modal verbs

collective

2. Zamjenice

•

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Personal pronouns Reflexive and Emphatic prOn()UnS Possessive pronouns _.[)emonstrativ~.prol!ouns Impersonal pronouns Interrogative pronouns Indefinite pronouns Relative pronouns

can, could, may, rriight, shall, wIll, should,would, OlJght tOI)1'}H?~,IJa.'{.~.(~ot) .tCl,: (al:l!J!tY.-i:,p~nn!?sloon.,{poi1te}~requ.e?t,-;p.ff~r,:obllga~1on, 'p~r:m}~Si68";'§rp;hi~itiol1j:inec:~s~~ltY~il:~~I
~J~~~~f;fD·~~.g;Yr1~t;Ar:.t ._:., ...

Tense svstl;!m •. ; :C-Time:..present;:past~'~futi;Jre ••..<:i:.spe1:t:':simple·>čontinu0'6s,::p~rfect Voice: active, passive

Causative have/get Tenses

3. Pridjevi '.

Types:opinion and factuaI'adjećtives Possessive adjectives Demonstrative adjectives Quantitative adjectives Par!:iclpJe..adjectlyes: -ing. aJ1d.:e.d... . . • ..' AdjeCtives'used .as nouns, (the.'+' adjectives) Comparison of adjectives (regular, irregular) _:c:ol:1pcčlri§or1of,~qLJaliW(Cl~l:'.o.-,:}lS)__._ ..,., co F ", •.•,' • ,"0 C_ornparatlveiand superlative'stwctures; lessr.least: :qit/farlaf.l\Lo-J--com'p~ratrv~,j compa~atl\ie+ and. +.·compara1:ive; the:+ ćornparatlve ,., Order of adjectives

• •

Types: manner, place, time (definite, indefinite), .. degree .. " '. '. .... ." ....."..... •, -. C:0rliparisol1 ofadverbs (regular, irreqular) Posltlon of adverbs

frequency,

v. :. 5. Clanovi

~·..···~:·.-:.f~~_5('Pertec:t:~S·im·p.l~

Future Forms: will/shall, be going to, Present Simple and Present Continuousfor future f.(4t"ufe'\Cdriti n ubJ~~;FutufErperfect S i Iii Ie

rl

Questions' • Yes/No questions ." '.Wh-questions ••:,':)Subj~ctI.ObJectgciesticiris ·:?,:';·,'~·j~:flt~·~UJ:tions .:,

Inairectql..lestions

Phrasal verbs

Indefinite Definite Zero

Verb .patterns Infinitives Gerund

6. Brojevi Cardinal Ordinal

(with and without TO)

Reported Speech Reported statements/questionsjcommands, suggestions, etc.

7. Prijedlozi Time Place Movement Instrument Cause

8. Veznici o

Present Simple Past Simple Present Continuous Past Continuous Present Perfect Simple Present Perfect Continuous

.~.:::_<<~P~ast:Pe"tfe'c6'Coritinbb'ds

'n1'4~.rXa

4. Prilozi

Co-ordinating: - expressing addition (and) - expressing alternative (or) Subordinatfng: - expressing time (when, beforei etc.) - expressing place (where, etc.) . - e!<'presSing'ca~se (becaUse; as, etC::)... "cc e expressing purpose (in order. that/so that~ etc.) - expressing effect (as' a result?sO;- e~pressing condition (if; lmlesš>'etćj.... ..

etc;)

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9. Glagoli Classes of verbs: full (Iexical) verbs, auxiliary verbs, modal verbs

requests,

10. Sintal(sa -Simple sentences -Cornplex sentences: 1 Relative clauses: defining, non-defining 2 Adverbial clauses: time, cause, effect, purpose, concesion, contrast, manner 3 Conditional clauses: types O, l, 2, 3 Mixed conditionals .Expressingwishes/hypothesis .Emphatic structures: Cleft sentenceS",Jn\/ersion 11. Tvorba riječi prefixes, suffixes

12~Interpunl
Auxiliary verbs ~

be, do, have (have got)

'Navedene gramatičke str'ukture odnose se na sve dijelove ispita iz Engleskoga jezika na ViŠOjrazini. Pristupnici koji su slušali Engleski jezik prema programu četverogodišnjih strukovnih škola moraju proširiti stečeno znanje sadržajima gimnazijskog programa (istaknute gramatičke strukture). Navedene se gramatičke strukture obrađuju, ponavljaju i uvježbavaju II ovoj skripti.

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