Alaviana Achim • Ecaterina Comhjel • Felicia Dinu

Loretta Mastacan • Ruxandra Popovici • Elena Teodorescu

PATHWAY TO ENGLISH

English Factfile

STUDENT'S BOOK GRADE 6

OXF1

0RD UNIVERSITY PRESS

English Factfile for Grade 6 continues the approach to learning and teaching begun in English Agenda for Grade 5. Features include:

• a topic-based syllabus • clear presentation of grammar • systematic vocabulary development • an emphasis on pronunciation • coverage of all four language skills: speaking, listening, reading,

and writing • exposure to extensive reading practice of a children's classic • project work .,!'

• regular revis ion including round ups and tests • English and Romanian glossaries

The course consists of a Student's Book, a Teacher's Book, an Activity Book, and Class Cassettes

OXFORD UNIVERSITY PRESS ISBN 0- 19-312038-0

Oxford University Press, Great Clarendon Street, Oxford OX2 6DP, United Kingdom

Oxford University Press, Educational Centre SRL, 43 N. Iorga Street, Bucharest, Romania

Oxford New York Auckland Bangkok Buenos Aires Cape Town Chennai Dar es Salaam Delhi Hong Kong Istanbul Karachi Kolkata Kuala Lumpur Madrid Melbourne Mexico City Mumbai Nairobi Sao Paulo Shanghai Singapore Taipei Tokyo Toronto

with an associated company in Berlin

OXFORD and OXFORD ENGLISH are trade marks of Oxford University Press

ISBN 0 19 312038 0

© Oxford University Press 1997 First published 1997 Fifth impression 2002

No unauthorized photocopying

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any

- means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above.

You must not circulate this book in any other binding or cover and you must impose this same condition on any acquirer.

Any websites referred to in this publication are in the public domain and their addresses are provided by Oxford University Press for information only. Oxford University Press disclaims any responsibility for the content.

CONSULTANTS

Sue Mohamed Freelance teacher trainer and writer. UK Rod Bolitho INTEC, University College of St Mark and St John, Plymouth, UK

PROJECT CO-ORDINATORS

Ruxandra Popovici Ecaterina Comi~el

The writing of this book has been supported by the British Council and the Soros Foundation.

The authors would like to thank:

• their families for continued support • colleagues and students who have influenced

their idwis • teachers and students who have piloted and

commented on their materials • USIS for providing access to information on

the USA

Printed in Greece

Manualul a fost aprobat de Consiliul National pentru Aprobarea Manualelor, in urma licitati1 organizata de Unitatea de Coordonare a Proiectului Reformei Invatamantului Preuniversitar din Romania. Manualul este realizat in conformitate cu programa analitic8 aprobatii de Ministerul Inviitiimantului prin ordinul nr. 4493 din 19.07.1995 ~i distribuit gratuit elevilor.

r 0 the student

English Factfile is your English textbook for Grade 6. It is the second part of the Pathway to English series that you started in Grade 5, and it will take you up to Grade 12.

It continues to teach you modern English for everyday communication, using topics which are popular with children of your age. In class your teacher will ask you to learn, to be active, often working in pairs and in groups. You may sometimes be asked to correct your own or each other's mistakes. Don't be frightened or shy to express your own ideas in English. Like in your textbook for last year, grammar and vocabulary are built into each lesson. This does not mean that you should learn too many rules and words by heart. Remember that practice makes perfect.

Try these questions which will help you to know your book better and find your way about.

a) How many lessons are there in each unit?

b) What is the title of Lesson 4 in each unit?

c} What do you expect to be doing in each Lesson 4?

d) What is the title of Lesson 5 in each unit?

e) What can you find in the Language Focus boxes?

f) Where is the list with symbols that help you to pronounce correctly?

g) Where is the list with irregular verb forms?

h) Where is the English-Romanian Glossary?

i) Where is the Romanian-English dictionary?

Now that you have answered the questions above, you are ready to begin.

Work hard! Have fun! Good luck!

Overview of contents TOPIC COMMUNICATIVE AREAS GRAMMAR

1 DIARIES

L1 Holiday Snaps Describing past activities Simple past [recycling) page 8 Giving preferences and reasons Question-tags (simple past)

Asking for information and confirmation

L2 Dear Diary Expressing feelings Simple past [recycling] page 10 Giving reasons

Describing past events

L3 This Book Asking and talking about past events because vs so Belongs to ... Contradicting Simple past negative [recycling] page 12 Expressing reasons and results

L4 Lucky colours Factual information: zodiac signs page 14 Creative activity: making an oracle

LS Charlie and the Chocolate Factory Chapter 1: The Mystery of Mr. Wonka's Factory page 15

2 ONCE UPON A TIME

U Welcome to Story Describing appearance Simple present: to be and to have Land Expressing likes and dislikes [recycling] page 16

L2 Aquarius - One Last Narrating past events Past continuous Chance Expressing interrupted past actions Simple past vs past continuous page 18 (interrupted past)

L3 Riddles and Jokes Narrating Simple past vs past continuous page20 Asking and answering about past Connectors: first, a~er that, next,

events finally

L4 Writing a Story Factual information: children's classics page22 Creative activity: writing and designing a story book

LS Charlie and the Chocolate Factory Chapter 2: The Announcement page23

3 HEALTH

U What's the Matter? Asking about health Have got + illnesses page24 Giving advice (1) Should (advice)

L2 A Day's Wait Giving advice (2) Had better (advice) page 26

L3 An Apple a Day Giving advice (1 + 2) Will (prediction)

J TOPIC I COMMUNICATIVE AREAS I - .-GRAMMAR

L4 Healthy Mind in a Healthy Body Factual information: healthy habits page 30 Creative activity: life in a healthy future

LS Charlie and the Chocolate Factor y Chapter 3: One More Golden Ticket To Be Found page 31

4 THE GREEN PLANET

L1 Galacti c Travellers Talking about the present result of a Present perfect simple (present page 32 past action result)

L2 Peace and Harmony Expressing achievement/lack of Present perfect simple in Our Galaxy achievement + yet/already pag<; 34

L3 Save the Dolphins Giving and accept ing warnings Positive and negative page 36 imperatives+/- always & never

L4 Animals in Danger Factual information: making afactfile on animals in danger page38 Creative activity: writing a poem

LS Charlie and the Chocol ate Factory Chapter 4: Miracles page39

ROUND UP (I) page 40

s BOOKS AND LIBRARIES

U The Books Expressing likes and dislikes about _Around Us books page 42 Expressing opinions about books

L2 The Library - Asking for and expressing opinions Present perfect simple (general A Magic Place Talking about general experience experience) page 44 +/- ever/ never

L3 Bookworms Asking and answering about general Present perfect simple vs simple page 46 and specific past t ime past

L4 Books We Enjoy Factual information: making a book report page 48 Creative activity: writing an interview with a character from a book

LS Charlie and the Chocolate Factory Chapter 5: The Chocolate Room page 49

6 CUSTOMS AND TRADITIONS

U Halloween Talking about celebrations Simple present and simple past page 50 [recycling]

VOCABULARY AREAS PRONUNCIATION

Adjectives describing holidays

Family relationships [recycling) Word stress (on family Days of the week [recycling) vocabulary)

Holiday activities

Physical description [recycl ing] Clothes [recycling]

Everyday actions [recycling) Stress and rhythm in past continuous sentences

Illnesses Word stress on compound words (body + ache)

Food [recycling]

I ...

VOCABULARY AREAS \ PRONUNCIATION

Words referring to Ecology Sentence stress in present perfect sentences

Animals [recycling]

Parts of a book

Types of books Word stress (on types Adject ives describing books of books)

Vocabulary about books [recycling]

Dates [recycling] Sounds in dates Ordinal numbers [recycling] / 0/ vs / 9/

• • • • *"' • • • •

MAIN SKI LL

Listening

Reading

Writing

Integrated skills

Extensive reading and listening

Listening

Reading

Reading Writing

Integrated skills

Extensive reading and listening

Listening

Reading

Speaking 1 ' '"'''""··~ I

MAIN SKILL

Integrated skills

Extensive reading and listening

Listening Reading

Reading

Writing Listening

Integrated skills

Extensive reading and listening

Listening

Reading

Writing

Integrated skills

Extensive reading and listening

Listening

Ul

' ' ' ' ' ' ' ' ' •

• • • • • • • • • • •

1

·: . .

TOPIC CO MMUNI CATIVE AREAS GRAMMAR

L2 Halloween Party Giving instructions a few vs a little + countable/

page 52 Making and accepting/refusing uncountable nouns

offers Would you like? (offering; [recycling]

L3 New Year Talking about unfinished actions Present perfect simple + for and

Resolutions Making promises since

page 54 Will/won 't (resolutions, promises)

L4 Our Calendar Factual information: special days page 56 Creative activity: making a personal calendar

LS Charlie and t he Chooolate Factory Chapter 6: The Oompa-Loompas

page 57

7 HOUSEHOLD ITEMS

L1 Useful Things Describing shape, size and colour It's for+ -Ing form

page 58 Saying what things are for

L2 It's Handy Explaining how things work Let me ... + offers

page 60 Offering and accepting/refusing I'll ... + offers help Shall I ... + offers

Connectors [recycling)

L3 It Doesn't Work Complaining Present perfect continuous + since

page 62 Explaining how long an action has and for been going on

L4 Inventions in Our Home Factual information: data about inventions page 64 Creative activity: designing household items

LS Charlie and the Chocolate Factory Chapter 7: The Inventing Room page 65

ROUND UP (II) page 66

8 PEOPLE AND PLACES

L1 People in the World Describing countries and their people Simple present [recycling]

page 68 Asking for and giving personal information

L2 Spotlight On the UK Describing people Simple present [recycling]

page 70 Describing places

L3 Talking About People Describing jobs Relative pronouns: who, which, that

I ,-.no•• 7 ."?. .,

TOPIC COMMUNICATIVE AREAS GRAMMAR

L4 Around the World Factual information: monuments round the world page 74 Creative activity: planning a trip round the world

LS Charlie and the Chocolate Fact ory Chapter 8: More Amazing Inventions page 75

9 COMMUNICATIONS

L1 Talking and Guessing meaning So/neither+ am/ can/ have I Telephoning Expressing agreement (1) page 76

L2 TV and Radio Expressing preferences I'd rather and I'd prefer to page 78 Expressing agreement (2) So/neither+ do I

L3 Postcards and Letters Describing weather, food, places Verbs+ two objects (give+/ - to) page 80 and people

L4 Codes Factual information: making afactfile on codes page 82 Creative activity: personal codes and messages

LS Charlie and the Chocol ate Factory Chapter 9: Sent By Television page 83

1 0 CITI ES OF TH E WORLD Describing places Prepositions + geographical location

L1 It's a Small World Describing location Points of the compass page 84

L2 Cambridge and Describing places The definite articles + places

_Los Angeles page 86

L3 A Visit to London Expressing possible/probable Conditionals (Type I) page 88 conditions

L4 The City of My Dreams Factual information: a fact.file on a city, vocabulary to describe places page 90 Creative activity: designing an ideal city

LS Charlie and the Chocolate Factory Chapter 10: Charlie's Chocolate Factory page 91

ROUND UP {Ill) page 92

Pronunciation key page 94

Irregular verbs page 95

English-Romanian Glossary page 97

Romanian-English Glossary page 105

VOCABULARY AR EAS P RONUNCIATION

Food and drink [recycling] Verbs for cooking

Time expressions [recycling)

Household equipment Stress on compound

Housework [recycling) words (household Food & drink [recycling] equipment)

Actions to make machinery work

Signs of faulty equipment

Countries and nationalities Shifting word stress on country/ nationality words

Adjectives: English, Scottish, Welsh, Irish

Jobs Word stress on jobs

VOCABULARY AREAS PRONUNClATlON

Numbers Sentence stress Letters of the alphabet [recycling] Means of communication

TV and radio programmes

Adjectives describing weather/ food/ places/people

Words describing places Word stress on words Geographical location describing places

Geographical terms

O'I

MAIN SKILL

Reading

Reading Writing

Integrated skills

Extensive reading and listening

Listening

Reading

Writing

Integrated skills

Extensive reading and listening

Listening

Reading

Writing ReadinFt

MAlN SKlLL 1

Integrated skills

Extensive reading and listening

Listening

Reading

Writing

. Integrated skills

• • • • • • • • • • • • • • • • • •

Extensive reading and listening

Writing

Reading

Listening

Integrated skills

Extensive reading and listening

1

_, ·' ~ A >

•••••••••••••••

LESSON 1

UNIT

1 Diaries ••••••••••••••••••••••••••••••••••••••••••••••

Holiday snaps

Hi! Nice to see you again! Do you remember us?

I'm Liz and these are my friends: Kate, Steve and Mike.

Welcome back to school! We hope you had a nice holiday.

Let's follow our Pathway to Eng/is

Come with us! We'll have fun.

1 a Here are a few adjectives for describing holidays. Can you add some more to the list below?

relaxing, boring, exciting, OK, amusing, interesting, ordinary, awful

1 b How was your holiday? Choose a few adjectives from the list above to describe your holiday activities, weather, food and people you met. Report to the class.

'~, 1 c Write one or two sentences for each adjective to explain why you chose it.

EXAMPLE I had an ordinary holiday. I spent some time at home, then in the country with my cousins, and then at home again.

1 d Give your notebook to another student to read. How were your holidays different?

Q 2 a When you go on trips do you like to take photos or do you prefer to buy postcards? Report to the class.

2 b Work in pairs. If you like to take photos, what do you like best: pictures of places, friends or yourself? If you like to buy postcards, describe your favourite type (big/small, one picture/several pictures, with/without people, etc.)

3 Listen to the tape. What is Steve showing Liz: postcards or photos?

F • •••••••••••••••

4 a Listen again. Which of the following activities are not mentioned in the dialogue? Check with your partner .

going on an adventure trail, cycling, fishing, walking, canoeing, swimming.

4 b What did Steve have to do during the 'adventure trail'? Choose the activities he mentions from the ones below.

Follow a rope through water Crawl through a tunnel

Climb trees

5 a Listen again. While listening take some notes about Steve's holiday. Begin like this:

Steve's holiday:

• on a campsite • went on an 'adventure trail' • had to wear special glasses, etc.

5 b Look at the Language Focus box. What rules can you see? Work in pairs. Use question tags to check your notes about Steve's holiday with your partner's notes.

EXAMPLE

A Steve was on a campsite, wasn't he?

B Yes, he was.

A He had to wear special glasses, didn't he?

B Yes, he did.

LANGUAGE FOCUS

Simple past: Question tags Use question tags to check what you think you already know.

The children were all very happy, weren't they? Steve wasn't at the seaside, was he? Mike went camping, didn't he? Steve didn't catch any fish , did he?

Write 6 sentences to a friend about your holiday. Say:

• where you went • what you did • who you went with • what the food was like • where you stayed • what the weather was like

9

••••••••••••••••• 10

LESSON 2 Dear Diary

fJJ 1 What kind of book does the following definition refer to?

a} a dictionary b} a notebook c} a diary

Q

It is a book that someone writes for himself/herself to keep a record of daily events. When a person is in a hurry he/she may only write a few words not full sentences. Some people do not mind if someone else reads this book, but other people mind a lot if this happens.

2 Work in pairs and answer these questions.

a} What kind of events would you like your diary to contain? Use the following words. Report to the class.

beautiful, special, inter esting, ordinary, important, all kinds, amusing, exciting

b} Work in pairs. Would you mind someone else reading your diary? Give reasons. Report to the class.

3 a The following two extracts are about the same event but are from different types of books. Where are they taken from?

a} a poem b} a fairy tale c} a diary d} a letter e} a story

Once, something incredible happened to my family.

One morning, I realized it was Grandma's birthday. I hurried to the store round the corner and bought some chewing-gum. That was cheap. She thanked me but did not put it into her mouth I don't think she w hungry. ·

Friday, 2 October

When I got up this morning, I realized it was Gran's birthday. Hurried to the store. Bought some chewing-gum (cheap!)

Gran thanked me but did not put it in her mouth. Not hungry, I think.

3 b Read the two extracts again. Which one was written on the day it happened? Which one was written later?

4 a Before you read from the diary of an English boy, Adrian Mole, match these words with their explanations.

1 fatigue a} bitterly ironic

2 exhausted/worn out ~ b} to open your mouth when you are very tired or bored

3 to yawn c} a fixed meeting, e.g. with a doctor

4 bone idle d} tiredness

5 appointment e} extremely tired

6 sarcastic 0 very lazy

7 sympathy g} to be too late for something

8 to miss h} understanding

-~" . . . • ••••••••••••••••

11

/[JJ\ 4 b Read the following pages from Adrian Mole's Diary. Adrian has one problem that he writes about in all the texts. What is it?

'·,

4

SEPTEMBER

rHURSDAY25

Dear Diary, I'm t ired and worn out. The

reaeon for my extreme fatique ie not known.

/ told my mother that I wae too exhaueted

to waeh up, toniqht, but typically ehe ehowed

me no eymP-athy. She eaid I wae bone idle.

FRIDAY 26

Yawned all the way throuqh Enqlieh. Me

Foeeington Gore wae moet unkind and

5 arca5tic. She £>aid, 'Adrian Mole, I have no

wieh to eee the ineide of your mouth. Kindly

keeP- it ehut.'

SATURDAY 27

Fell a5/eep, In my cornfla kee. My mother ~~J-4

it wa5 the la5t time ehe would bring me

breakfaet in bed. It took me half an hour to

pick t he cornflake5 out of my hair.

SUNDAY28

Didn't qet out of bed until 6 p.m. eo I

mi5eed Sunday breakfaet, dinner and tea.

Juet my luck! ;-. --

------------1 r l (''~--MONDAY 29 ~-i._,.._j \ ~-

Went to eee Or. Gr~y, but fell a5leep in t he _ _.r'°"\. \ }--

waitinq room eo m155ed my 6 p.m. I \ ~r ---~.f?pointment. rr"··,, s ~\ --

'l'\ ER ~-- .. ./ OCTvB <~r ~./ __ _ FRIOAY3 J~

Couldn't qet out of bed, eo didn't qo to C._ l echool t oday. Why, oh why doe5n'~ 5omebody ~ p..rJ do 50mething to help, me? The evidence V

c Read the texts again and answer these questions.

a} Which days of the week didn't Adrian write on, between 25th September and 3rd October?

b} There are 4 people mentioned in the texts. Who are they'?

5 a Listen and write a list of the people in the family.

5 b Listen again and repeat. Answer the questions.

a) How many syllables has each word got: 2 or 3?

b} Which is the stressed syllable in all these words: the first or the last?

5 c Now put the family words you wrote in the correct column. Do D DO

mother grandmother

5 d Which members of your family do you live with?

(Date)

6 Copy and complete your diary page Dear Diary, today.

for today. Begin with the date and The reaeon for thi5 ie by saying how you feel.

1 •••••••••••••••••

12

LESSON 3

Q 1

This book belongs to ...

Look at the line below which is from Adrian Mole's Diary. It is a bit unclear. Imagine you are talking to him. Ask him questions to find out more.

WEDNESDAY 28 I went to bea without eating my usual biscuits.

2 Steve and Liz are talking about Kate's holiday. Steve contradicts Liz on everything she says. Complete Steve's part of the dialogue.

Liz

Steve

Liz

. Steve Liz She stayed with her friend's family.

Steve Oh, no, she didn't. She .......... . .

Liz

Steve

Liz

Steve

She visited interesting places.

She spent most of her time with her friend and her brother.

Liz She didn't make many new friends.

Steve Oh, yes, she did. She ... .......... .

Liz They enjoyed swimming most of all.

Steve Oh, no, they didn't. They .... .. ..... ... .. ... .

Liz

Steve

Liz

Her parents went to see them three times.

If you don't believe me go and ask her.

Write Steve's questions to Kate when he goes to find out:

• if it' was her idea to .. go to the seaside. • why she stayed so long. • where she stayed. • if she visited interesting places. • who she spent most of her time with. • if she made many new friends. • what they enjoyed doing most. • if her parents came to visit often.

QJ 4

0 5

-.r .. • • • • • • • • • • • • • • • •

Read Kate's answers and say which of the underlined words: 'so' or 'because' introduces a reason and which introduces a result.

We stayed one month at the seaside because we really enjoyed it.

I spent most of the time with Julie and her brother so I didn't make many new friends.

Make up sentences about each of these pairs of pictures and link them with 'so' or 'because'.

13

'•, 6 a Think about a particular day during your holiday. Make some notes about: '

• what happened on that day • 2 things you didn 't like about that day

• 2 people you met that day • anything special about that day • 2 things you liked about that day

'•, 6 b Write a short paragraph about the day you chose and include all your notes. Use 'so' and 'because' to link your ideas. Give the paragraph to your partner.

6

6

c Read what you receive. Add questions about things that are unclear to you or that you want to find out more about.

d Try to put the answers to the questions in your paragraph. Give it back to your partner. Does he/she think your paragraph is clearer now?

: Remember to bring paper, • scissors, and coloured • • pencils to class next time. • • • •

•••••••••••••••••• 14

I LESSON 4 Your factfile

Lucky colours ••••••••••••••••••••••••••••

What is a Factfile? It is a collection of data and facts about a particular subject. This year you will create Your Group Factfile by:

a) writing down facts and general knowledge b) creating something, using your ideas and your imagination

1

First name Surname School Grade Age Date of birth

Work in groups. Look at the signs of the zodiac and the lucky colours for each sign and complete this personal data factfile for each person in your group.

Group ..... Faclfile

Sign of the zodiac Lucky colour

SIGNS OF THE ZODI AC

"' Pisces (violet)

41111.. Aries (red)

ffff Taurus (light blue)

tA' Gemini (orange)

~ Cancer (orange)

Leo (yellow)

6t. Virgo (green)

W Libra (purple)

C4E Scorpio (red)

le Sagittarius (dark blue)

.fiA Capricorn (green)

~h Aquarius (violet)

19 Feb - 20 March

21 March - 19 April

20 April - 20 May

21 May - 21 June

22 June - 22 July

23 July - 22 August

23 August - 22 Sept

23 Sept - 23 Oct

24 Oct - 21 Nov

22 Nov - 21 Dec

22 Dec - 19 Jan

20 Jan - 18 Feb

2 a Make a paper oracle. Cut several paper cards. Use zodiac colours on one side of each card~ In your group imagine nice things that are going to happen to you and the other students in your class. Write these on the back of each coloured piece of paper.

I~ Cut a piece of paper. Decorate one side

with a zodiac sign and its lucky colour.

Write your sentences on the other side of each piece of paper.

Turn the paper coloured side up.

2 b Play the gam~. with students in the other groups.

A What colour is your sign? B Blue. I'm a Sagittarius. A Let's see. You are going to make friends with a film star.

B Great!

pcm ... _,. . ' . ············•••4 15

LESSON 5 Charlie and the Chocolate Factory

CD\ 1

m2 Read the text below silently and say what is special about Mr. Wonka's factory.

Read while listening. Pay attention to the words you are not sure how to pronounce, and to how each sentence is said. Then read part of the story aloud.

CHAPTER 1

Charlie Bucket lived with his parents, his maternal grandparents, Grandpa George and Grandma Georgina, and his paternal grandparents, Grandpa Joe and Grandma Josephine. They all lived together in a small house which wasn't nearly large enough for so many people. There were only two rooms and one bed. All the grandparents slept in one bed and Charlie and his parents slept on the floor in the other room.

They were very poor. They were always cold and always hungry. The only food they had was bread and margarine for breakfast, boiled potatoes and cabbage for lunch and cabbage soup for supper.

All Charlie really wanted was CHOCOLATE. But he only ever got a bar once a year on his birthday. And what was worse for Charlie, was he always passed the gates of an enormous chocolate factory on his way home from school.

One evening Charlie asked his grandparents

about the factory proprietor, Mr. Willy Wonka. 'My dear boy,' said Grandpa Joe. 'Mr. Willy Wonka is the most amazing, the most fantastic and the most extraordinary chocolate maker

. in the world. He has invented more than two hundred new kinds of chocolate bars, ice creams, chewing-gum and the tastiest sweets you can imagine. It makes my mouth water to think about it.'

'Mine, too,' said Charlie. 'Please go on.' 'I'll tell you something else that is true.

Nobody ever comes out and nobody ever goes in the factory.'

'But there must be people working there.' 'Not people Charlie, not ordinary people

anyway.' 'Then who?' cried Charlie. 'Charlie dear!' Mrs. Bucket called from the

door. 'It's time for bed. 'But mother, I must hear .. .' 'Tomorrow, my darling. Grandpa Joe can

tell you the rest of the story tomorrow.'

I , ............. ••• I

...... ,. ' ' ,

••••••••••••••••• 17

2 ...... '!.1!.~~ .. ~P..~ !! .. ~ .. ~!'!!.~ :::. . . . . . . . . . . ~::111~~4 ·welcome to Story Land!

Q 1 a Look at these titles. Do you know these stories?

Q 1 b Make up one sentence about the main hero/heroine in each story.

IS:!!:ll 2 Listen and answer these questions.

3 Listen and say which three stories you hear. One is not illustrated.

A grandmother, Puss, a cat, horses, a stepmother, a wolf, Blue Fairy, dwarfs, a queen, mice, ugly sisters, a fairy godmother, a mother, Pinocchio, the Marquis of Carab (the miller's son), Prince Charming, a king, Jiminy Cricket, a princess, an ogre, a fox and a cat, a lion, Geppetto (the old carpenter), a witch, three good fairies, a whale, a hunter, farmers, donkeys, a miller.

Puss in Boots

Pinocchio

Cinderella

Little Red Riding Hood

Sleeping Beauty

Snow White and the Seven Dwarfs

the mother

Jiminy Cricket

Q 4 b Work in pairs. Imagine you are one of the above characters. Don't tell your partner who you are. Describe yourself and let your partner guess.

EXAMPLE

I have green eyes, a round face, small furry ears, whiskers and I always carry a bag with me. I'm wearing human clothes: a nice jacket, a large hat and a pair of red boots.

Qs Work in pairs. Look at the books Merlin has. Which of them do you like most? Which of them do you like least? Why? Report to the class.

Write one of the stories in at least six sentences. Begin and end like this:

Once upon a time there was -------

and they lived happily ever after.

•••••••••••••••••• r

CD\ 1

lCD\ 2

Aquarius - one last chance

to float to move slowly through air or water

to shake to move in rapid movements

heart

fuel oil, petrol, etc. used for engines, motors

Moon -- * •

hole~ crew

the people who work on and operate a ship/plane or spaceship

to land

Study the words and use them in the correct form to fill in the sentences below.

a) Your car will start if you put some _ ___ _ in it.

b) The plane from Bucharest at Heathrow at 6:30 p.m. every day.

c) He wore a hat with a in it because he had no money to buy a new on1

d) She turned her bag upside down and a £5 note down onto the table .'

e) The Captain ordered his ____ to prepare for landing.

Read the story quickly and choose the best title from this list:

a) Dinner in a Spaceship b) Danger in Space c) Walking on the Moon

Astronaut Fred W. Haise was floating between two cabins in Apollo 13 when it started to shake up and down. Haise's heart was beating fast.

The other two astronauts joined him quickly. Now all three were sitting in a small compartment, no bigger than a tent. They were all trying to understand the situation. Suddenly, one of them identified the cause of the problem. One of the instruments showing the fuel was broken. Captain James A. Lovell noticed that the ship was losing electric power. He went to the window to see what was wrong. 'It was an explosion and we've lost fuel. We have a hole in one sid~ .Qf the service module,' he said. Fuel was disappearing into space when the final radio instruction came from Earth: use Aquarius to survive! Aquarius was built to land on the Moon and not on Earth. It had its own air and engine, but it didn't have enough space. But now the crew had to abandon landing on the Moon and try anything to get back. And so, Aquarius had a new and more important mission: to keep three men alive and bring them 'home'.

Gradually, the situation on the ship got worse. The fuel was low and there was not enough energy to keep Aquarius warm. The temperature was dropping and there were no winter clothes on Apollo 13. The men began ' talking desperately about what to do next. Inside the ' ship, the temperature dropped very quickly to minus 35 degrees. No one on board could sleep. The ·men stayed awake, thirsty, tired and cold, moving around like animals in a small cage.

__ ,. . .. • • • • • • • • • • • • • • • • • •

19

3 Read the story again and match the notes and the information.

a) First thing that happens: ---......._ 1 they die.

b) Cause of problem: "'----- 2 Apollo starts to shake.

c) Immediate result of problem: 3 to use Aquarius.

d) Solution to problem: 4 no room to sit down, not much space inside.

e) Characteristics of Aquarius: 5 the loss of fuel and a broken instrument.

O Disadvantages of using Aquarius: 6 an explosion.

g) Consequence for people who 7 built to land on the Moon and not on Earth; are lost in space: has its own air and engine.

4 Look at the verbs in the sentence below .

a) What came first, the travelling or the explosion?

b) What interrupted the first action?

They were travelling in space when the explosion happened.

Past continuous Simple past

LANGUAGE FOCUS

Past continuous (interrupted past action) We use the past continuous to describe a past action in progress which is interrupted by another shorter activity. I was reading when the phone rang.

Affirmative Interrogative Negative

S + be (Simple past) + V-ing

I/He/She/It was reading.

be (Simple past) + S + V-ing? S + be (Simple past) + not + V-ing

We/ You/They were talking.

5 Join the following sentences.

Was she reading? Were you talking?

She was not reading. You were not talking.

EXAMPLE The spaceship shook. Fred Baise was floating between two cabins. Fred Haise was floating between two cabins when the spaceship shook.

a) The spaceship was shaking up and down. The crew went into the small compartment.

b) He called the command module. Haise 's heart was beating fast.

c) One of them identified the cause of the problem. They were trying to understand the situation.

d) The ship was losing electric power. Captain Lovell went to the window to see what was wrong.

e) The fuel was disappearing into space. The final radio instruction came from Earth.

f) The temperature dropped to - 35°C. They were talking about their terrible situation.

6 Here are three unusual things that happened in your town.

• an explosion took place • an accident happened • a strange spaceship landed

Write what you, your sister, your friends and your neighbours were doing.

EXAMPLE I was watching TV when the explosion took place.

••••••••••••••••••• 20

0 1

2

2

Riddles and jokes

At 9.00 last night the lights went out. Work in pairs. Look at the pictures and ask and answer questions about these people.

EXAMPLE

r~~~tf.t I-~ ~~ ~

A What was Liz doing last night when the lights went out?

B She was having a bath. A And what were Mr. and Mrs. Welsh doing?

B They were reading.

~-~·'l'A----' Mr. and Mrs. Welsh

,~ ~~

\ . !

Ted Mr. and Mrs. Jones

your aunt Sally's friends your grandparents

TI L/ Irene Tim's cousin your father

a Read the next part of the Apollo story and answer the question: 'what can happen to the crew if something goes wrong?'

b Look at the underlined words in the text and answer- these questions:

• which one comes at the beginning of a paragraph ?

• which one comes at the end? • which two are in the middle, in any

order?

'That's Earth!' said Lovell to his crew. 'We must prepare to land'. .Eiifil the astronauts had to separate the service module from Aquarius and the command module. After that they watched the service module disappear in the distance. Next they had to face another problem: that of re-entering the Earth's atmosphere, which was not easy at all. They could burn if something went wrong, but naturally, no one was talking about that. .EiD..a!Jy they decided to use the remaining oxygen in the command module and to abandon Aquarius because they did not want to die in it.

/(JJ

• •••••••••••••••••

c Use the underlined words in the text to complete the rest of the story.

They were falling in their module at about 15 000 miles per hour.--._ they lost all radio contact. the speed increased to 20 000 miles

an hour. __ some flames appeared. On Earth everybody was worried about Apollo 13, but they could not

help. While they were all waiting nervously, the command module with its giant white and orange parachutes splashed into the sea. the astronauts were picked up from the ship. They were all al ive and well thanks

to Aquarius.

21

2 d Read the completed paragraph. Did the crew die in the end?

3

3

4

5

a Read and answer this riddle:

••••••••••••••••••••••••••••••••••••••••••• .J

As I was going to St. Ives I met a man with seven wives. Each w ife had seven bags. Each bag had seven cats . Each cat had seven kits. Kits, cats, bags and wives, How many were there going to St. Ives?

b Listen to the complete riddle and then repeat each line.

Read the joke opposite. Can you translate it for someone in your family?

A young man was driving at 250 kilometres per hour on the motorway when a policeman stopped him.

Write a riddle or joke in English. ! Remember to bring cardboard, : scissors, glue, sheets of paper,

' • crayons, felt-tip pens, rulers and • • maybe a stapler to class next time . • • •

22

LESSON 4 Your factfile

Writing a story ••••••••••••••••••••••••••••

1 Look at the names of these books. What nationality do you think the authors are? Choose the correct six words from the box. Write sentences about the books and their authors in your factfile.

EXAMPLE

Robinson Crusoe is a book by Daniel Defoe. He was an English writer.

The Little Match Girl

• The first member of the group says the first sentence of

American French

Japanese Italian

Danish

German

Greek

English Romanian

the story. Then in turn each pupil adds a new sentence to the story. (The last one must give the ending of the story.)

• Make a cardboard cover for your story and draw the main character on the

front cover. .. , • Give a title to your story. Write it on the front cover.

• Don't forget to write the names of the authors on the front cover!

• Write a few words or an advert for your story on the back cover.

• Read it to the others.

r ••••••••••••••••• 23

LESSON 5 Charlie and the Chocolate Factory

(Q 1 Read the text below silently and say why Grandpa Joe thinks that Willy Wonka is a magician .

• 2 Read while listening. Pay attention to the words you are not sure how to pronounce and to how each sentence is said. Then read part of the story aloud .

CHAPTER 2

The next evening Grandpa went on with his story:

'You see, Charlie,' he said, 'not so very long ago there used to be thousands of people working in Mr. Willy Wonka's factory. Then, one day he had to ask every single one of them to leave.'

'But why?' asked Charlie.

'Because of spies. The other chocolate makers started to send in spies to steal Mr. Wonka's secret recipes: ice creams that would never melt, chewing-gum that never loses its flavour however much you chew it and so on. So, he bad to close the factory and everybody felt sorry for Mr. Wonka.'

Grandpa Joe went on. 'Then, one day, early in the morning, smoke was coming out of the chimneys again. People stopped and stared. They could smell the smell of melting chocolate. But the most mysterious of all were the small, dark shadows behind the windows. Even now, Charlie, nobody bas seen people come in or go out of the factory. Only chocolate and candies come out all packed and addressed.'

Just then, Charlie's father Mr. Bucket came in holding the newspaper.

'Have you heard the news? Listen:

I, Willy Wonka, have decided to allow five children to visit my factory this year and to see its secrets and its magic. At the end of the tour, as a special present, these chil­dren will receive enough chocolate and candies to last them for the rest of their lives. So, watch out for the 5 Golden Tickets that have been hidden under the ordi­nary wrapping paper of 5 candy bars. Good luck!'

'The man is a magician!' cried Grandpa Joe. 'Now everyone will start buying Wonka candy bars.'

'There is no hope for me, ' Charlie said sadly. 'I only get one bar a year.'

The very next day the first Golden Ticket was found by a boy called Augustus Gloop. The picture in the newspaper showed an enormously fat boy. 'Eating candy bars is his hobby,' his mother said to the journalists.

Suddenly, on the day before Charlie's birthday, the second lucky person found a Golden Ticket. Her name was Veruca Salt.

'As soon as my daughter told me she had to have one of those Tickets, I started buying all the candy bars I could find.'

'What a spoiled child!' Grandpa Joe murmured.

;come to bed, Charlie darling,' said Mrs. Bucket. 'Tomorrow's your birthday.'

••••••••••••••

LESSON 1

Q 1

Q

UNIT f

3 Health ••••••••••••••••••••••••••••••••••••••••••• •• ••

What's the matter?

Look at the pictures. Answer these questions. Where are the people? Why are they there? ~(l!R

Ill~ ,.-~ ...

Health Centre

2 b Now listen and check your answers. Where is the word stress? Is it on the part of the body or on 'ache'?

Q 2 c Work in pairs. Ask and answer questions about each other's health. Choose language from each column.

~J· • .

" ••••••••••••••••• 25

3 Match each word about health to its definition.

a) Disease \ 1 a serious cold with a high temperature

b) The flu ~ 2 a person receiving medical treatment c) Patient 3 an illness caused by infection or a problem in the body or mind

d) Prescription 4 a list of medicine recommended by the doctor

e) Treatment 5 special food and drink recommended by the doctor

0 Diet 6 the methods used to make a sick person feel better

4 a Listen to the radio programme, and tick the right answer:

1 What sport does Margaret do? a) swimming b) running c) skating

2 What is Margaret's problem? a) She's got a pain in her back b) She's got a headache c) She's got sore feet

3 How far does she run each day? a) about 3 km h) about 4 km c) about 10 km

4 Where does she run? a) in the streets near home h) in the forest c) in the park

4 b Listen again. The doctor gave Margaret three pieces of advice. Put them in the order he gave them.

a) Stop running and go to your doctor.

b) Run on the grass.

c) Don't run more than 3 or 4 km a day.

4 c Look at the Language Focus box and use 'should' and 'shouldn't' to write the doctor's advice for Margaret in complete sentences.

LANGUAGE FOCUS

Advice: should

The girl has got flu. She should see her doctor. She should stay in bed. She shouldn't go out.

EXAMPLE

A I'm not feeling very well.

B What's wrong?

Qs Work in pairs. What advice do you give to someone in the following situations?

A I've got a cold.

I'm not feeling very well. Oh dear! What 's the matter?

or

I don't feel well. What's wrong?

or

I feel awful. What's the problem?

I've got

'

3 :

toothache. earache. backache. stomachache. a headache. a pain in my leg. a pain in my chest. a pain in my shoulder. a sore throat. a cold. the flu.

6

a) someone feels hot and has got a headache

b) someone has a high temperature and a sore throat

c) someone has a pain in the chest

Read the instructions for Paracetamol and answer these questions

a) Is it recommended for headaches and rheumatic pains?

b) What is the maximum number of tablets an adult should take in 24 hours?

c) What's the maximum number of tablets you should take in 24 hours?

d) someone has got toothache

e) someone feels weak

0 someone has a broken leg

Paracelamol is for headache, migraine, backache, rheumalic and muscle pain, colds, influenza, and sore throals.

Aduhs: 2 capsules every 4 hours as required. Do nol take more lhan 8 in 24 hours. Children: 6-1 2 years - half lo l capsule every 4 hours. Nol more lhan 4 doses in 24 hours.

If symploms persisl, consull your doclor.

• • • • • • • • • • • • • • • • • • 26

LESSON 2 A day's wait

Q 1 Work in pairs. You had a serious cold last week. Tell your partner how you felt.

[CD\ 2 Look at the information on Britain below. What information would you give for Romania? Would it be different?

In Britain, many people measure temperature in Fahrenheit and not in Centigrade. 0°C = 32°F 36.7°C= 98.6°F =normal body temperature They also drive on the le:ft and measure distances in miles not in kilometres. 1 mile = 1.6 km.

CJJ\ 3 Read silently page 1 of 'A Day's Wait' by Hemingway. Copy three words related to the boy's health.

1

4 Work in pairs. Before you read the second part of the story, imagine the answers to these questions.

a) How high is the boy's temperature?

b} ls his condition serious?

c) Is he going to die?

5 Read the text opposite. Check your predictions and answer the following questions

a} Why did the boy think he was going to die?

b) What's a normal temperature: i} in Centigrade? ii) in Fahrenheit?

'What's the matter, Schatz?' 'I've got a headache.' 'You'd better go back to bed.' 'No, I'm all right.' 'You go to bed. I'll see you when I'm

dressed.' But when I came downstairs he was

dressed, sitting by the fire , looking a very sick and miserable boy of nine years. When I put my hand on his forehead I knew he had a fever.*

* American for 'temperature'

'You go up to bed,' I said, 'you're sick.' 'I'm all right,' he said. When the doctor came he took the boy's

temperature. 'What is it?' I asked him. 'One hundred and two.' Downstairs, the doctor left three different

medicines in different coloured capsules with instructions for giving them.

........... -; ~ -~ .· . 6 a Look at the Language Focus box and

then read this dialogue in pairs.

A What's the matter?

LANGUAGE FOCUS

Advice: had better and should

You should (not)

27

B I've got a headache. You'd better (not) take an aspirin.

A You'd better take an aspirin. You had better (not)

6 b Use 'had better (not}' to give advice for people in the following situations.

a) You are tired. You'd better go to bed.

b) 1'om is ill. He ......................................................... .. ........... ....... .

c} Alice and Jo are late. They .... .. .. ... .. .............. ....... ......... ........ .

d) We've got flu . We ................. .................................. .... .............. .

e} Mary has got toothache. She ..... ........................................... .

I went up to him and found him white-faced, but with red cheeks. I took his temperature.

'What is it?' 'Something like a hundred,' I said. 'It was

one hundred and two and four tenths.' 'It was a hundred and two,' he said. 'Who said so?' 'The doctor.' 'Your temperature is all right,' I said. 'It's

nothing to worry about. Take this with water.' 'Do you think it will do any good?' 'Of course it will. ' I sat down and opened the Pirate book and

began to read, but I could see he was not following, so I stopped.

'About what time do you think I'm going to die?' he asked.

'What? ' 'About how long will it be before I die? ' 'You aren't going to die. What's the matter

with you?'

'Oh, yes, I am. I heard him say a hundred and two.'

'People don't die with a fever of one hundred and two. That's a silly way to talk.'

'I know they do. At school in France the boys told me you can't live with forty-four degrees. I've got a hundred and two. '

'You poor Schatz,' I said. 'Poor old Schatz. It's like miles and kilometres. You aren't going to die. That's a different thermometer. On that thermometer thirty-seven is normal. On this kind it's ninety-eight.'

'Are you sure'?' 'Absolutely,' I said. 'It's like miles and

kilometres. You know, like how many kilometres we make when we do seventy miles in the car?'

'Oh,' he said. He relaxed slowly and the next day he cried very easily at little things of no importance.

2

LESSON 3 An apple a day ... . . . keeps the doctor away

Q m

1 a You need food to stay alive. What should you eat if you want to be healthy?

1 b Study the chart and answer the following questions.

a} Which food does vitamin B come from?

2

b} What is vitamin A good for?

c} Which food do we get vitamin C from?

d} What vitamin do we need for our bones?

e} What vitamins do we get from fish?

B

c D

I

FROM

milk, butter, fish, green vegetables, carrots

brown bread, eggs, meat

lemons, grapefruit, oranges

butter, eggs, fish

good skin, ability to see better

good skin, healthy blood

healthy blood, good skin

healthy bones

a Look at the pictures. Copy the grid below and complete the columns with the right food.

MILK PRODUCTS VEGETABLES

0

Q

.... _,. . . . • • • • • • • • • • • • • • • •

29

2 b Work in pairs. Tell your partner what you had for breakfast, lunch, and your evening meal, yesterday.

3

3

a Read the text quickly and answer these questions

a} Where does Julie have: (i} her first meal this evening? (ii} her second meal?

b} Do you think Julie cares about her health? Give reasons.

Julie has some ham and potatoes with vegetables. She has ice cream and pudding for dessert. Her meal is very small this . evening because she's competing in an eating contest later tonight. At the contest she'll eat some roast beef, spaghetti and some. slices of pizza. She'll drink Pepsi and a glass of milk. For dessert she'll have a big piece of cake and some fruit. She'll win the·Annual

Eating contest. After the contest she will go out

with some friends. She will celebrate her victory with a big

ice cream.

ANNUAL EATING coNIC:SI

b Work in pairs. Tell your partner what you think Julie will/won't eat for her evening meal tomorrow.

Work in groups. Write a menu for:

a} Julie to get thinner b} an ideal birthday party

Work in pairs. Write a list of advice for Julie using 'should' or 'you'd better' with the ideas below.

EXAMPLE

You'd better not eat so much or you'll put on weight. • don't take part in eating contests • start doing some exercise • don't eat too many sweets • have just one thing for a meal in the evening • go on a diet

An onion a day ... . . . keeps everybody away

: Remember to bring a large sheet • of paper, crayons, pictures, etc. to • • class next time . • • •

I ••••••••••••••••• 30

11.Hfi.·Hlif Your factfile

I

1

1

2

A healthy mind in a healthy body ••••••••••••••••••••••••••••••••••••

1 Check how fit you are

A Did you walk to school?

B Did you ride a bicycle?

C Did you swim?

D Did you lie in bed all the afternoon?

E Did you take any exercise?

2 Check your everyday activities

A Did you watch TV for more than two hours?

B Did you go to bed after 10 o'clock?

C Did you sleep with the window open?

3 Check what you eat and drink

A Did you eat more than 6 slices of bread?

B Did you drink a cup of milk?

C Did you eat any vegetables?

D Did you eat any toffees/chocolates?

E Did you eat any biscuits/cakes?

F Did you eat any fruit?

Your marks? 12 - 14 = Congratulations! You are healthy.

10 - 12 = OK! Keep trying!

1 0

1 0

0 1

1 0

0 1

0 1

1 0

0 1

1 0

1 0

0 1

0 1

1 0

8 - 10 = Start doing something for your health.

b Find three thipgs in the questionnaire which it says are: (i) good for your health (ii) bad for your health.

Work in your project groups. Imagine a happy, healthy future. What will schools, city life, food, and sports be like? Design a poster. Write short sentences to describe what you have drawn.

-~ .. ' ;

• •••••••••••••••• 31

LESSON 5 Charlie and the Chocolate Factory

ffi 1 Read the text below silently and say in what ways Charlie's family tried to help him find a Golden Ticket.

1112 Read while listening. Pay attention to the words you are not sure how to pronounce and to how each sentence is said. Then read part of the story aloud.

CHAPTER 3

'Happy Birthday!' cried the four grandparents as Charlie came into their room early in the morning. He started opening nervously his only present, a Wonka's Delight.

No sign of a Golden Ticket! Charlie smiled sadly: 'Let's share it! ' 'We wouldn't dream of it!', everybody cried.

'Enjoy your candy!' That evening the newspaper announced the

finding of another two Golden Tickets. 'The third Ticket,' read Mr. Bucket, was

found by Miss Violet Beauregarde. She adores chewing gum, but when she heard about Mr. Wonka's Tickets, she switched to candy bars in the hope of striking lucky. Now, she is back to the gum. 'My mother says it's not ladylike to chew all the time but I don't agree. Now I'm working on the world record: the piece of gum that lasts longest! Before this, I used to change my piece of gum every day. I used to leave it on one of our elevator buttons. The next person who came along and pressed the button got my old gum on the end of their finger. Ha!'

'Awful! ' said Grandma Josephine. 'The fourth Golden Ticket,' Mr. Bucket went

on, 'was found by a boy called Mike Teavee. When the reporter arrived at the Teavees' house, young Mike said angrily: 'Quiet! Can't you see I'm watching a film? It is about gangsters and I like gangsters best.'

'Do all children behave like this nowadays?' asked Grandma Georgina.

'Some do, of course. But not all,' said Mr. Bucket.

The next day, when Charlie got home, he found Grandpa Joe waiting for him.

'Look, Charlie. It is a secret. You and I are going to have one more try at finding that last

Ticket,' he said and turned his purse upside down. Out fell a single ten-cent piece.

'Are you sure you want to spend your money on that?' asked Charlie.

'Of course I'm sure! Take the money, run to the nearest store, buy a Wonka candy bar, bring it back here and we'll open it together.'

In five minutes, Charlie was back. The old man's fingers were trembling as he

started to tear off the wrapper slowly. 'Very well, then. Here goes!' They both

stared at what was in front of them. A bar of candy. Nothing more. All at once they burst into laughter.

~

' .. I ~~ .. ...

•••••••••••••• UNIT r 4 The Green Planet

•••••••••••••••••••••••••••••••••••••••••••••••

LESSON 1

1

2

Galactic Travellers

Do this quiz on our planet.

a) Why is the Earth called the Green Planet?

b} What does the Earth rotate around?

c} What does it revolve around?

d) Do you know any other planets that revolve around "the same thing"?

e) What do the Sun and its nine planets form?

f) What is the name of our galaxy?

Read and listen to a science fiction story. What will the Extraterrestrials do?

Capt. Bright We are approaching the Planet Earth. Mr. Data, give me some information about this planet.

Mr. Data PLANET EARTH: +is one of the nine planets of this SOLAR SYSTEM. + it rotates around its axis in 23 hours, 56 minutes and 15 seconds + it revolves around the Sun once a year (in 365 days).

Capt. Bright What about its people?

Mr. Data

Capt. Bright

Mr. Data

They are intelligent and creative, but not very wise.

What do you mean?

They don't seem to realise how lucky they are to live on such a beautiful planet.

THE PEOPLE •. .. + have polluted the air, sea and land + they have used most of the Earth's oil , gas and coal + they have destroyed more than 500 kinds of animals, birds and plants + they have made and used atomic bombs

Capt. Bright I see. They have serious ecological problems. Are they oriented towards self-destruction?

Mr. Data

Capt. Bright

All the informat ion we have indicates a future disaster.

Let's contact some Very Important People (VIPs) and make them understand the tragedy of their situation. Who knows? Maybe they will change things before it is too late.

3 Read the story again and answer the questions.

4

5

a) Why are the Extraterrestrials coming to our Planet?

b} What are Earth people like in their opinion?

c} Is the Earth a healthy place to live on?

Work in pairs. Read the conversation between Capt. Bright and Mr. Data.

Read the text again and copy down three things that people have done wrong. Q

-.r • ' · ••••••••••••••••••

33

2 Now

People have polluted the sea.

6 a Look at the pictures above and the sentence that explains them. Answer these questions. Is (i} or (ii} correct?

7

9

a} When did they pollute the sea? (i} in the past (ii) in the future

b} Can we see the result of their action now? (i) Yes, we can. (ii} No, we can't.

Listen and repeat the sentence. Which word is stressed: have or polluted?

LANGUAGE FOCUS

The present perfect simple (for a past action with a present result)

We use the present perfect simple when Form: have/ has + past participle ( 3rd we talk about the present result of a past form below ) action. People have polluted the sea. (See the list of irregular verbs on page 95. ) They have not taken care of animals.

pollute plant destroy

Regular verbs

polluted planted destroyed

polluted planted destroyed

be cut take

Irregular verbs

was/ were cut took

been cut taken

Look at the Language Focus box and use the clues below to write sentences to explain these two pictures. Use the present perfect simple.

'1}/J •

In the past

a) People/cut down/a lot of forests. b} They/not plant/new trees.

c} They/destroy/the rain forests.

Now

d} They/kill/a lot of elephants.

e) They/not protect/nature.

f) They/not be/wise.

Work in pairs. Tell your partner five things that you consider people have done wrong on ortr planet.

•••••••••••••••••••• 34

LESSON 2 Peace and harmony in our galaxy

1

2

• 2

0 4

5

ma

Read what happened next and answer the questions at the end.

The shuttle Peace has landed. The Galactic Travellers have got out of their shuttle. They are going to contact Mr. Wood, the Mayor of Plymouth.

A policeman and two children see them. What has happened? Why are there so many policemen in the stree

a Work in pairs. What do you think? Which of the people in A have done which action in B? Use the present perfect simple.

EXAMPLE The policeman has called the police station.

A t The Policeman B a) ... taken somebody into space

2 The two children b) ... run away.

3 Mr. Wood c) ... talked to the Extraterrestria

4 The Galactic Travellers d) ... called the police station .

b Listen to what really happened and match the people to the actions above.

Write the sentences which state what has really happened.

a) The Galactic Travellers ... c) The two children ...

b) The policeman ... d) Mr. Wood ...

In pairs, imagine and have the conversation between Capt. Bright and Mr. Wo

Before you read the Planet Report, look these words up in your glossary, at th end of this book.

about blanket extinct farming greenhouse effect hunting pollution

to pollute reason wildlife

Read Mr. Data's Planet Report on the next page and find out:

a) Why many animals, birds and fish may become extinct in the future.

b) In what way pollution destroys our lives.

7

0 8

9

m 10

-... . .. . . . . . . . . . . . . . . . . . ' WILDLIFE By the year 2030, about 25% of all the animals and birds may be extinct.

• The first reason is POLLUTION of the animals' natural home or "habitat". Millions of animals die every year because man has polluted their natural home or "habitat".

• The second reason is HUNTING.

• The third reason is too U TILE SPACE for animals to live in. Every year man cuts down more trees and builds more roads.

POLLUTION Two serious pollution problems are:

• ACID RAIN Gases and chemicals mix with water in the air. The mixture travels for hundreds of miles and finally falls back to earth. Because "acid rain" contains a lot of chemicals, it kills fish and trees.

• THE GREENHOUSE EFFECT Some gases and chemicals stay in the air like a blanket around the world. Because of this blanket, the Earth's climate is getting hotter.

Work Agenda

.. I I I I I I I I

35

Capt. Bright advises Mr. Wood and the people of his town to start a campaign for wildlife and against pollution. Make sentences using all the notes 1-7 and tell your partner what they're going to do.

1 Plant trees.

2 Use natural energy. [lJ D

3 Save as much water as possible. [lJ 4 Stop smoking.

EXAMPLE They are going to plant trees. 5 Stop hunting animals.

Five years later Capt. Bright comes 7 Stop cutting down trees. back to the Earth again. Capt. Bright is

6 Try to throw away less rubbish.

D D [lJ [Z]

very pleased to see a lot of good changes. Look at the list above. Do the ticks .I show the things the people have or haven't done?

Read the Language Focus box. Then look at the list of seven things above and write:

• what the people have already done EXAMPLE They've alr eady planted new tr ees.

• what they haven't done yet EXAMPLE They haven't used natural energy yet.

LANGUAGE FOCUS

Present perfect+ already/ yet (to talk about time up to the present)

? yet (to ask if an action has A Have you met her, yet? been done)

- yet (to show that an action B No, I haven't met her, yet. hasn 't been done up to now)

+ already (to show that an action C Yes, I have already met her. happened sooner than expected)

Read below the last part of the story. Has it got a happy or sad ending?

The Galactic Travellers are very happy. There is: "Peace and Harmony in our Galaxy." The Earth people are very happy, too. They have saved their planet from total destruction. There is: "Peace and Happiness on the planet Earth ."

.-................. . 36

LESSON 3

1

m 2

3

Save the dolphins

The Ancient Greeks used to believe that dolphins were human beings in the shape of large fish.

• What do you know about dolphins? • Do you like dolphins? Why? Why not?

Read this article about dolphins.

• Find at least three reasons why people like them.

• Why are they in danger?

Save the dolphins! • • • • • • • • • • • • • • •••••••••••••••••••••••

Dolphins are special in many ways.

• They are very intelligent. They can even talk to other dolphins and to people. Some scientists say that they are more intelligent than humans.

• They have a playful perso~ality. They can learn and do a lot of tncks. Children enjoy watching the~ play.

• They seem to smile all the time. • They are very friendly and helpful.

People train them to put different things under water. They have an impressive sense of duty.

• They have special .telepathic power.s. They understand when people are in danger and come to help them_. There are a lot of stories about dolph1~s who have saved people from drowning.

Do you know that many of these friendly

creatures are in danger?

• Sea dolphins swim into fishing nets

and drown. • Yangtze dolphins are threatened by

pollution, motorboat traffic and

hunting.

Look at the Language Focus box and complete these warnings about the dolphins.

Don't ........ .... ........ ........... ... ................ ... .. Yangtze dolphins, because they ar e special.

Never ...................................... ........ ........ their water with rubbish.

Always .... ...................... .......... ... ........ .... them.

LANGUAGE FOCUS

Warnings (with Imperatives)

Giving warnings

A Don 't drop litter.

Accepting warnings

B Don't worry. I won't.

I

Never throw .bits of paper away in the street. A Always keep your world nice and clean. B Yes. O.K. I will. It's all right. I' ll b·

careful.

0 5

! 6

II

II 7

• -.r . " • •••••••••••••••••

Look at these animals at the Zoo and complete the warnings.

MONKEY ... ... put your

fingers through the bars.

PENGUIN - ..... . throw

things in the water. ,..

What do you think?

a) Is it good to keep animals in captivity? Why or why not?

b) Why isn't it healthy to keep them in small places?

LION

BEAR ...... feed the .......

Look at the pictures and read the words in the box. Which picture do they go with? Picture 1 or 2?

zoo

national park

cages

free

to hunt

natural beauty

captive

natural home

to feed

Read the following verses and say what the main warning is.

Don't kill the world Don't kill the world Don't let her down

Do not destroy basic ground

Don't kill the world

Our means of life

Lend ear to Nature's cry

She's all we have

And surely is worth to save

Don't let her die

Fight for her trees

Pollution robs air to breathe.

: Remember to bring • crayons, pictures, etc. • • to class next time . • • •

37

••••••••••••••••••• 38

LESSON 4 Your factfile

1

2

Animals in danger ••••••••••••••••••••••••••••

Work in your project groups. Use the information below to make a factfile on one of the animals in danger, like the one in the article.

Man has lived on this planet for a short period of time but he has done more to destroy the Earth than any other living creature. Extinction is part of the natural prqcess of evolution. Until the last decade, we used to lose one species about every 100 years. Now we are losing one species every day. By the end of this century one species may become extinct every hour.

ANIMALS IN DANGER FACTFILE

Name of animal: Yangtze river dolphins

Number in existence: 300

Where they live: China

Problem: They are threatened by

pollution, hunting and motorboat traffic.

Other information 1 know:

Yangtze river dolphins are also

known as Baiji river dolphins

In recent years there has been a Green Revolution. Today scientists, world leaders and many people realise that the Earth is in danger.

RARE ANIMALS UNDER THE THREAT OF EXTINCTION: The Mountain Gorilla: There are probably about 600 mountain gorillas left in central Africa. They don't have enough forests to live in.

The Black Rhinoceros: All rhinos are extremely rare today. But the black rhino, which lives mainly in Zimbabwe, is the most threatened by the illegal trade in rhino horn. There may be less than 3,500 alive today. The African Elephant: Once there were millions of elephants in Africa. Today only about 600 ,000 are left. They are killed for their ivory.

Work in groups. Wlite a poem entitled: The Earth is sad because ...

a) Individually, in your notebook write the best sentence you can think of to say why the Earth is sad. EXAMPLE The Earth is sad because Man has killed many of "her"

children: trees, plants and animals.

b} In groups organise your sentences in the best order to make a poem. It does not need to rhyme. Read, discuss and revise the poem with the other members of the group.

c} Write the complete poem in your factfile. d} When you have finished, decorate the page with the poem.

,

•••••••••••••••••• 39

LESSON 5 Charlie and the Chocolate Factory

Read the text below silently and find as many 'miracles' as you can.

tit 2 Read while listening. Pay attention to the words you are not sure how to pronounce and to how each sentence is said. Then read part of the story aloud .

CHAPTER 4

~;;.:o@!Jiracl es During the next weeks snow came and then a freezing wind . Nobody in the Bucket family thought now of anything except of trying to keep warm and trying to get enough to eat. Slowly but surely everybody in the house began to starve.

Charlie refused to take any of his parents' or grandparents' food . Every day, he grew thinner and thinner and his face became very pale.

'He's a fine little fellow,' s aid Grandpa George. 'He deserves better than this .'

Then, one afternoon, walking back home, his eye was caught suddenly by a piece of greenish paper that looked vaguely familiar to him. He bent down. It was a dollar bill!

Quickly he looked around him. No! - nobody was searching for any money. Then was it his, this dollar? A WHOLE dollar! It meant FOOD.

Automatically, Charlie began moving towards the nearest shop. He would buy one bar of candy, h e whispered quickly to himself . .. and the rest of. the money he would give to his mother.

'One Wonka's Delight,' said Charlie. When the shopkeeper h anded it to him, he grabbed it, tore off the wrapper and took an enormous bite. Then another ... and another. He felt extremely happy.

'I think I'll have another one, please. The same kind as before,' said Charlie.

Charlie picked up the second one, tore off the wrapper ... and suddenly ... . His h eart stood still.

'It's a Golden Ticket!' screamed the

shopkeeper. 'You've found the last Golden Ticket! Come and look at this, everybody! Good luck to you, sonny!'

Charlie pushed his way through the crowd and didn't stop till he got home.

'Mother, mother, I'VE FOUND IT! THE FIFTH GOLDEN TICKET!'

Nobody in the house dared speak or move. It was a magic moment.

Then, Grandpa Joe threw up his arms and yelled 'Yippee! ' and for the first time in twenty years jumped on to the floor and started dancing.

'Let me see it, Charlie! ' Mr. Bucket said. 'Listen to this.' ------~-.:. ---~----~.-.--..__,

Greetings to you the lud.y finder of this Golden

Ticket! I, Willy Wonka invite you and one or two

members of your family to be my guest for one day.

Many wondeiful surprises await you! I will conduct

you around the factory myself and, afterwards you

will be escorted home hy large trucks loaded with

delicious food to last you for many years. When this

is finished, you have only to come hack and get

more. The day I have chosen for the visit is the first

of February.

'But that's tomorrow!' ci:ied Mrs. Bucket. 'Who is going to go with Charlie to the factory?'

I will! I'll look after him!' shouted Grandpa Joe. 'Charlie, wash your face, comb your h air, brush your teeth, cut your nails, polish your shoes! Get ready for the biggest day of your life, my boy!'

II ••••••••••••••• e e e

1i I I If

a

Round up 1 •••••••••••••••••••••••••••••••••••••••••••••

Listening A BBC reporter is interviewing Mr. Jennings today. Listen to the dialogue between them and choose the right answer.

1 Who saved Mr. Jennings's life? A group of: a) people b) dolphins c) sharks

2 Who attacked him? a) a group of sharks b) a young shark c) a long shark

3 What was he doing when the shark came? Was he: a) swimming? b) surfing? c) rowing?

4 Was he: a) frightened and helpless? b) courageous? c) calm?

Speaking Tell your partner a similar story about an animal. Make one up, if necessary.

Vocabulary Find a word or expression to name each group below.

EXAMPLE

a) antibiotics, Paracetamol, aspirin, tablet, ... -7 medicine

b) a headache, a sore throat, a high temperature, .... -7

c) cheese, butter, sardines, fruit, honey, .... -7

d) pollution of animal habitat, acid rain, greenhouse effect, .... -7

e) Cinderella, Puss in Boots, Sleeping Beauty, .... -7

0 lion, tiger, monkey, bear, dolphin, .... -7

g) father, mother, brother, sister, grandmother, grandfather, uncle, aunt, .. .. ~

Grammar This boy suffers from frequent headaches. Look at the notes about his lifestyle. Give him advice using: should/shouldn't and had better ('d better).

• usually reads in bed late at night • never goes to bed earlier than 12 o'clock • doesn't have any breakfast, just a snack

at school • often plays computer games in the afternoon

.{".-....),....,

(ft~~ /4t:sx~

I ~ { \

( ~~~-\ \ "--___...--~~ _) • doesn't do any sport • is afraid of getting bad mar • doesn't want to inake his

parents unhappy

Use the correct forms of the verbs in brackets to complete these dialogues.

-.... . . . . • • • • • • • • • • • • • • • •

a A Are you going to wash the car, Mike? B I (already/wash) it, Dad.

A What do you mean?

B Well, two hours ago, I (wash) the car when it (start) to rain. Aren't I lucky? The rain (do) it for me, Dad.

b A What (happen) to you? You're wet to the skin ..

B My coat (fall) into the river.

A But you are wet, too.

B Well, I was in the coat, Dad.

Put the verbs in brackets in the correct form in the text below. Use the simple past, the present perfect simple or the past continuous.

Friday February 14th - St. Valentine's Day I shall never forget today. Never! It 's been one of the nicest days in my life. I am so excited because I (1. get) five Valentine cards now. They make me feel I mean something to my friends.

It was a special day from the moment I got to school. First, when I (2. open ) the classroom door I (3. see) a big Valentine box on the teacher's desk. Next, I (4. take) my Valentine card out of my schoolbag and I (5. drop) it in the box.

After that I (6. see) Mike. He (7. write) his card. Why did he blush and put away his card when he saw me? I think he stopped writing his

Reading

card because he (8. not want) me to see who he (9. write) to. But why did he blush? These boys! I don't think I'll ever understand them.

Before the teacher (10. come) into the classroom some children (11. talk) and (12. laugh). Steve and Kate (13. decorate) the classroom walls with Valentine symbols: hearts, flowers and cupids. I (14. eat) a heart-shaped chocolate from Mike.

Finally the teacher came into the classroom, so we all stopped what we were doing. The lesson began immediately and the teacher told us a lot of interesting things about Valentine ·s Day.

Read the text and then tick the right answers.

1 The text is from: a) a letter D b) a questionnaire D c) a diary D 2 It is: a) personal D b) public D c) both personal and public D 3 It is written in: a) the first person D b) the third person D 4 It is about: a) health D b) wildlife D c) a memorable occasion D 5 It was written by: a) Liz D b) Kate D c) Mike D d) Steve D

Writing

a Look at the words in bold. Which of them is used to introduce:

a) a reason b) a result

b Put these words in logical order: 1-4. There are two possibilities.

finally next first after that

• c Write a diary entry about a memorable day in your life. Use all 6 words in bold from the text.

41

I••••••••••••• UNIT

5 Books and Libraries • ••••••••••••••••••••••••••••••••••••••••••••••••

LESSON 1 The books around us __ .......... _

1 a Look at the 2

pictures and read the words in the box. Which picture do they go with?

library bookshop shop-assistant librarian customer to borrow to buy to lend

The librarian lends books to you. You borrow books from the library . . Don't keep them too long!

1 b Look at the pictures opposite. Read the words with your teacher to find out about different parts of the book

In Britain, teenage fiction is very successful. 12-16 year-olds read romantic novels like 'Cheerleaders', science fiction novels about space, travel or monsters. School life has always been a popular topic both on TV and in fiction series like ·Grange Hill'. Humour is also very popular. One of the funniest books is ' The Secret Diary of Adrian Mole-Aged 13 3/4 by Sue Townsend. Not all the novels for teenagers are new. Among the most popular teenage classics is 'Huckleberry Finn' b.y the American writer Mark Twain.

Publishing house

Table of contents

Illustration

CONTENTS

1 Hucx. FINl" AND T OM SAWYIHt

2 H U CK AND PAP

3 Huc 1c:s E,c,., e 4 H UCK AND )1M

5 ON TUE RAPT

6 l'Hf. KING AND 'J'H E DtJKE

7 A TOWN DOWN S Ol.'Tll

8 t\ D l!A'fJI JN 1'118 F A.\111.Y

9 HUCK A ND i\tAllY JANE

l 0 'TOJ.I ANt> Srn '

11 Pkt50N.l! R. JIM

12 FM:JlEDO~l

QUESTIONS AND A CT1V ITIU

8

15

22

29

37

H

50

S8

65

71

7R

85

a

1

-.r ' . , •••••••••••••••••

c Fill in the blanks with words in the box:

library author

bookshop front cover

back cover title publishing house introduction illustration table of contents chapters

a) You can borrow books from a .. . or buy them from a ....

b) A writer can also be called an ... .

c) I can't remember the ... of the book but I know its front ... is blue.

d) The first part of the book in which the writer tells you what the book is about is called the ... .

e) Novels like "David Copperfield" are divided into several ....

0 You can find the titles of the chapters in this book by looking at the ....

g) A good ... on the front cover shows what the book is about.

h) You can find interesting opinions about the book by reading the .......

i) Oxford University Press is the name of a ... ....

43

2 a Work in pairs. Copy the questionnaire and discuss how you would answer the questions. Report to the class.

2

2

3

1 Do you like books? Yes 0 No 0 2 Which of these books do you read?

a romantic novels 0 b books based on TV series 0 c science fiction 0 d adventure stories 0

3 When do you read?

a at weekends 0 b in the evening 0 c any time I can find 0 4 Why do you read?

a pleasure and enjoyment 0 b information and interest 0 c help with schoolwork 0 5 Are these statements about books true for you? (Marks on the scale: 3 = Yes; 2 = May be/ Not

sure; 1;::;, No)

a They cheer me up.

b They take me to other places.

c They teach me interesting things.

d They help me with my work.

e They are boring.

f They waste my time.

3 2 1

DO D DOD DOD DOD DOD DOD

b You will hear a reporter asking Kate questions about books she likes. Listen to the first part of the conversation and take notes of her answers to the questionnaire above.

c Now listen to the second interview and take notes of Steve's answers.

Write a short paragraph (6 sentences) about your own reading preferences and give some reasons.

'• ................ . I

II I I 11 I

44

LESSON 2

Q 1

1

1

1

Q 2

a

b

The Library - a magic place

Answer the following questions:

a) Have you ever been to a public library?

b) What did you see there?

c) What did you do there?

Work in pairs. Match the front

KNOWACJtOW VEGETABLE' !.!:':;~ •..:.··..--....... _

1 a manual 2 a novel 3 a ghost stori

covers with what you normally find in each type of book. 4 a fairy t ale 5 a travel book 6 a dictionary

a} meanings of words

b} instructions on how to use a car, a camera, etc

c} a story in which magical things happen because of imaginary creatures

d} a frightening story about the spirits of dead people

7 a science 8 an adventure fiction book book

e) a description of someone's journeys to far away places

t) a long story about people and events

g) a description of unusual, exciting or dangerous experiences

h) a series of events taking place in the future or in other parts of the universe

c Listen and repeat the types of books above. Where is the stress on each one?

d Copy the words and mark the main stress.

Work in groups of three. Read the Language Focus box. Then look at the cover of the books in Exercise lb and make dialogues like this.

Steve What do you think of this book? Liz I think it's interesting. Look, I'm

reading The Prisoner of Zenda. It's an exciting adventure.

Steve How do you like it? Liz I like it very much. It's well-written.

Mike Ugh! I don't like it. It's boring. I'm r eading The Phantom of the Opera.

Liz Do you like it? Mike I don't know. It's exciting but

also a bit frightening.

LANGUAGE FOCUS

Asking for an opinion What do you think of .. . ? How do you like . .. ? Do you like .. . ?

Expressing an opinion I think it's/ they're ... It's all right but ... I like it. It's ... I don't like it. I think ... I don't know. It 's ...

Words to use interesting attractive frightening depressing good boring well-written

/[JJ 3 a Read the poem and give it a title:

3 b Find words in the first verse that describe the building material.

a) a hard rock which you find in the sand, s ... .

b) a type of rock which feels cold when you touch it, m ....

c) building material made by mixing together cement, sand, small stones and water, c ....

3 c Look at the second verse and say what type of books each idea refers to.

EXAMPLE 'you can ride a camel' = a travel book or an adventure book.

a 4 a Work in pairs. Read the poem again and talk about the poet's experiences in the library.

EXAMPLE She imagines she has ridden a camel.

4 b Read the Language Focus box. Continue the imaginary dialogue between Liz and the poet.

Liz Have you ever ridden a camel?

Poet No, I haven't. I have never ridden a camel.

Liz Have you ... ?

Poet No, ....

Actually, I have never done any of those things, but I have imagined them by reading books.

LANGUAGE FOCUS

Present perfect - general experience

-~... . .. . ............... '

It looks like any building When you pass it on the street

45

Made of stone and glass and marble. Made of iron and concrete.

But once inside you can ride A camel or a train. Visit Rome, Siam or Nome* 1

Feel a hurricane, Meet a k ing, learn to sing, How to bake a pie, Go to sea, plant a tree, Find how ai rplanes fly. Train a horse and of course Have all the dogs you·d like, See the moon. a sandy dune. *2

Or catch a whopping pike. *3

Everything that books can bring You' ll find inside those walls. A world is there for you to share When adventure calls.

You cannot tell its magic By the way the building looks, But there 's wondenuent4 within it, The wonderment of books.

Barbara A. Huff (American poet)

*1 Rome/r;m m/, Siam/sa1rem/ or Nome/n;;iom/ = famous and exciting places

*2 dune/dju:n/ =a sandy hi ll *3 whopping pike/wop11]'park/ =

a large fi sh *4 wonderment/'wAnd;;im;mt/ =

something wonderful

We use the present perfect when talking about our experience up to now in life .

Have you ever spoken to Michael Jackson? Yes I have. No, I haven't . I've spoken to him once. I have never spoken to him.

Has Mike ever climbed that mountain? Yes , he has. No, he hasn't. He has cl imbed it several times. He has never climbed it.

(never = at no t ime up to now) (ever = at any t ime up to now)

Q 5 a Work in groups. Begin your questions with: 'Have you ever ... ' and find someone in your group who:

• has spoken to a famous writer • has written a poem • has visited a famous library. • has met an important person

5 b Write 4-5 sentences to report to the alass. Begin like this: I have never met an important person but Alice has met ...

;r. ·4·6· • • • • • • • • • • • • •

I I I II I I

LESSON 3 Bookworms

Q

1 Look at the titles of some books and read what interests the following people. Which book should each person read?

a) Brenda's hobby is collecting money from different countries.

b) Bob has a dog. His brother loves fish and wants to keep them in the bath.

c) Ann wants to find out what people wear in Mexico.

d) Paul is interested in pop music and the man who shook the world with his talent .

e) Jane likes playing with a computer.

2 a Work in pairs. Ask if your partner has read certain books.

2

EXAMPLE

A Have you read a book about pets?

B No, I haven't. Have you? A Yes, I have. Have you read 'Tom Sawyer'?

B Yes, I have ...

b Work in groups. Look at the Language Focus box. Ask if people in your group have read certain books. Ask for details. Take notes like this while you're talking.

LANGUAGE FOCUS

We use the Present perfect for a past action when we refer to an indefinite past, meaning 'at any time up to the present'.

Present perfect (indefinite time') ..

I have bought a new dress. Tom has never been to Greece but I've been there once. Have they read about aeroplanes? Yes, they have.

Notes Planes: no-one Famous singers: no-one Pets: no: Chris & Jane

yes: Tom Title: Keeping Pets Author: Isam Alatee When: Why:

last month wanted to know how to look after his rabbit.

We use the Simple past to speak about specific time or detail in the past.

Simple past (definite time)

I bought a dress yesterday. Where did you buy it? I bought it in the Kids' Shop. When did you go to Greece? I went there last year. Why did they read it? They wanted to know more about planes.

•••••••••••••••• 47

3 a Steve has just learned how to take notes. Now he uses them to write a short report with the title: 'Bookworms'. What did he do before writing?

QUESTIONS ~-

1 What is a bookworm?

2 Are there many bookworms in my class?

3 What have they done to deserve the name 'bookworm?'

4 1s this a quality

NOTE CARDS

--- b) Notes: what my classmates said when I interviewed them. (see ex.2b)

a) 'A bookworm is a person who is very fond of reading' Dictionary - p.152

For example

-------------- --------- c) Miss Trent - the librarian -

PLAN

• Introduction: Bookworm-definition give general examples general description

• Middle: Write about my classmates:

• what they do in their spare time

• what they read; one should be --- d) I think so.

'a bookworm spends hours and hours in the library reading books, taking notes and, writing book reports or summaries'.

• why they read. proud of?

• conclusion: My opinion

,, 3 b Write Steve's introductory paragraph by answering Questions 1-3 above.

3 c Here is Steve's second· paragraph which explains why his friend Tom is a bookworm. Help him fill in the correct verb forms, Present perfect or Simple past.

I think Tom is a bookworm. You can see him in bookshops and libraries looking at all sorts of books. Since he learned to read, he ___ never (do) anything else in his spare time. He _ _ _ (read) lots of books about animals. Tom (start) reading about dinosaurs when he saw the film 'Jurassic Park'. He _ __ (read) a book about pets when he wanted to have a pet. The title of the book was 'Keeping Pets.' Isam Alatee _ _ _ (write) it for people interested in animals. The books were very interesting and Tom __ _ already (learn) lots of useful things from them.

3 d Write Steve's closing paragraph which answers Question 4. Say what he thinks about bookworms and reading books in general.

: Remember to bring • different books to • • class next time. • • •

~ ················· 48

LESSON 4 Your factfile

Books we enjoy ••••••••••••••••••••••••••••

1 Read the description of three books. Then make your factfile like the one below, on the other two books.

My Factfile on Books

Title:

Author:

Type of book:

Publisher:

Character(s):

Taste and Other Tales

Roald Dahl

Short story

Longman

Mike Schofield Richard Pratt

Short description: A 'respectable' man tries to win a bet by any means possible. But he loses the bet.

a) A 'respectable man', Richard Pratt tries to win a bet by any means possible while dining at Mr. Schofield's. Roald Dahl's short stories Taste and Other Tales , show how ordinary people can behave unexpectedly and change situations.

b) Hobert Louis Stevenson's horror story Dr. Jekyll and Mr. Hyde, is the story of a man, a respectable doctor by day, who becomes a demon by night.

c) Mark Twain 's book The Prince and The Pauper describes the adventures of the two boys; Edward, the Prince, and Tom Canty, the poor boy, who look identical.

~~(j/.~.t.H.. l 2 Work in groups.

A

B

A

B

A

B

A

B

A

B

A

Write an interview with the main character in a book you have read to give this sort of information:

An Interview with Timmy

So, Timmy, what book are you in? B One weekend, my grandpa took me t here.

Jurassic Park. A What did you see there?

Who wrote it? B I saw dinosaurs and other strange

Michael Crichton, an American writer. animals.

What type of book is it? A What happened to you there?

It's a science fiction book. B I had lots of frightening adventures.

What 's the book about? A What do you think of your story?

It's about my adventures.jn the world of B It's interesting. It asks lots of questions about extinct animals. The book teaches dinosaurs, brought back to life again us an important lesson: 'People shouldn't

Gosh! Have you been to Cloudy Island? destroy the peace and harmony which Yes, I have. exist in our universe.· When was that?

-.r ' ·

•••••••••••••••••• 49

LESSON 5 Charlie and the Chocolate Factory

Read the text below silently and say why the Chocolate Room is so important. (Q\ 1

fll2 Read while listening. Pay attention to the words you are not sure how to pronounce, and to how each sentence is said. Then read part of the story aloud .

C HAPTER 5

The big day arrived. Outside the gates of Wonka's factory enormous crowds of people had gathered. All the lucky winners, except Charlie, had both their mothers and fathers with them.

'There he is!' somebody shouted and the crowd became suddenly silent. 'That's him!'

Mr. Wonka was an extraordinary little man. He wore a black top hat, a tail coat, green trousers and grey gloves. And in one hand he carried a fine walking stick. How clever he looked! How full of life!

'Welcome to the factory my little friends! Augustus! How good to see you and your parents! My dear Veruca! How do you do? How are you Mr. Salt? And Mrs. Salt!'

Violet Beauregarde and Mike Teavee came forward to have their tickets examined.

And last of all, 'Charlie! ' cried Mr. Wonka. 'Well, well. You're the one who found your ticket only yesterday. Your grandfather? Delighted to meet you, sir! Will you please follow me! But do stay together! Let's hurry!'

It was lovely and warm inside the factory and there was a wonderful smell of roasting coffee and burnt sugar and melting chocolate and .mint and apple blossom and caramel and lemon peel.

'This is the main corridor. Follow me.' Then, Willy Wonka turned left. Then left again. Then right. Then left. Then right. Then,

. . . <:.

he suddenly stopped in front of a metal door. On the door, in large letters it said:

The Chocolate Room

'This is a very important room, this is the heart of the whole business.'

What an amazing sight this room was! They could all see a lovely valley, green meadows and a brown river flowing at the bottom of it. There was

also a waterfall and below it enormous glass pipes were going into the river from somewher e high up in the ceiling. Trees and bushes were growing along the river banks. In the meadows there were thousands of bright yellow flowers.

'There!' cried Mr. Wonka. 'It's all chocolate. That river is hot melted chocolate. And the pipes carry it to all the rooms in the factory where it is needed. The waterfall is most important. It mixes the chocolate. And the trees and the bushes are all edible. The grass you are standing on is made of a new kind of minty sugar. Try a blade!'

The children and their parents were too amazed to speak. They simply stood and stared.

Suddenly, Veruca Salt started to scream 'Look over ther e! It's a little person!'

'She's right, Grandpa!' cried Charlie. 'It is a little man! Oh, look, ther e's mor e than one!'

f 11 ••••••••••••••• UNIT I

~JI I I II!

6 Customs and traditions ••• • ••••••••••••••••••••••••••••••••••••••• •••

LESSON 1 Halloween

[CQ 1 a Read about the dates of some celebrations in Britain and find out on which day children often dress up as witches or ghosts.

NEW YEAR'S DAY People make resolutions for the new year

~ 2JA

3NU

4A: Y

6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30 31

APRI L FOOL'S DAY People try to t rick you

\. . APR IL

'--0 234567

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30

JULY

1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30 31

O C TOBER

2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30 Gi't HALLOWEEN .::J' Some children dress up as witches, ghosts or vampires

*These dates change each year.

EASTER * PANCAKE DAY * Children eat a lot of pancakes

Children eat chocolate ~

l 2 3 4 5 6 7

8 9 10 11 12 13 ~4 15 16 17 18 19 20 21

22 23 24 25 26 27 28 ST. VALENTINE'S DAY We send Valent ine cards

MAY DAY HOLIDAY

MARCH

2 3 4 5 6 7

9 10 11 12 13 14

16 17 18 19 20 21

23 24 25 26 27 28

29 30 31

1st Monday in May. Nobody goes to work

MAY

3 4 5 6 7

9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30 31

AUGUST

1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30 31

GUY FAWKES' NIGHT

1 2 3 4 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27

29 30

JUNE

1234567

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30

SEPTEMBER

123456 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30

CHRISTMAS DAY People give each other prese

DECEMBER

3 4 5 6 7

11 12 13 14

19 20 21

27 28

People have parties. At midnight they welcome in the ne~'.

••••••••••••••••••

1 b Read these dates aloud.

1st January December 31st 2nd August March 22nd

3rd April November 23rd 4th October June 30th

LANGUAGE FOCUS

Dates We write 1st May / May 1st. We say the first of May / May the first.

Ill 1 c Work in pairs. Listen and write the dates you hear.

1

2

2

EXAMPLE 9th October

d Listen and repeat each date. Make sure you say IOI in the and /8/ in th e.g.: 4th clearly.

a Look at the calendar. Make a list of the dates you celebrate in your country. Write a sentence or two about each one.

b Work in pairs. Exchange your list of dates with your partner's. Compare what you have written.

l!IJ 3 a Copy the grid below. Listen to John explaining how his children make a Halloween pumpkin. Put the sentences in the correct order to fill in the grid.

1 C a) Put a candle in the pumpkin .

2 b) Cut holes in the pumpkin.

3 c) Buy a pumpkin.

4 d) Make eyes, a nose and a funny mouth.

5 e) Put the lid on it.

6

7

- 3

4

f) Put the pumpkin in the window.

g) Take out the inside -b Listen to John describing how his children play 'Trick or Treat'.

Answer the following questions.

a) What do the children do before they leave the house? b) What happens when they go outside?

Liz wrote in her diary how she celebrated Halloween. Copy and complete it for her.

TUESDAY :31ST OCTOBER

Mike, Tony and Jane bought a pumpkin and came to my house at 6.:30 p.m.

Mike took out .......... of t he .................................... and cut ................................... .

He put .................................... and ........ t he pumpkin .................................. ..

Then we began to .................................... for .......... I dressed up

..................................... Mike and Tony .................................... and Jane

........................... / ........ She looked .......... We went up and down

.................................... Quite late at night .................................... It was ......... .

51

) .................. . 52

I LESSON 2 Halloween Party

a 1 Look at the picture on the page. What are the children dressed up as?

(IJ\ 2 a Read the articles below and match a headline to each article.

2 b Read Ar0

ticle 3 again. Find words for the definitions below.

a) what a winner gets e) people who are watching something

b) to catch f) to shout loudly to encourage someone

c) a container g) to clap hands in appreciation

d) the opposite of 'to empty'

2 c Read Article 3 again. In pairs, take turns to ask and answer these questions.

a) What three things do you need to play the game of 'bobbing apples'?

b) How do you play this game?

c) What's the prize?

SURPRISED BY GHOSTS · - _ __. ------1Children put on clothes to look '

like witches flying on broom~ ', . k black cats or ghosts, an I

st1c s, . d la visit their neighbours an p y \

'trick or treat.' They have parties where

they play games and tell ghost ,

stories.

2

············•·························· PREPARATION FOR HALLOWEEN

- ------· ------ - _... _.J

' I WAS FRIGHTENED,' says Mrs. Brown, of Lime Road. At eight o'clock last night she heard the door-bell ring. When she went to the door she saw two white ghosts with bags in their hands. Then one began to talk ... 'Trick or Treat?' I gave them apples and sweets and we had lots of fun together trying to guess who was under the masks.

3

[his can be played simply for u~, with apples or sweets as a

pnze given to children able ro

grasp an apple with their reerh.

~l you need is a large bowl which you fill with Th water.

en you put a number of apples into the water. The players must put th . h d

. elt an s behmd their backs Th

k · eytryto ta. e an apple our of the water with their teeth The 1 k h · on oo ers

s ould cheer and 1 d app au to encourage the players.

Q

-.r • . ' ·

•••••••••••••••••• 53

3 a Look at Liz's menu and read what special food some people eat for Halloween. Halloween Menn

3 b Look at the pictures from a recipe for toffee apples. Hot soup

* Baked potatoes What is toffee made of?

* 3 c Copy the grid below. Look at the pictures again. Toffee apples

4

Put them in the correct order.

1 2

e

a) Add a little water.

3 4

b) Cook slowly until the toffee is ready.

Read the Language Focus box and then, in pairs, take it in turns to offer your partner things to eat or drink.

water?

a little cakes? Would you like sweets?

a few butter?

Coke?

B Yes , please/No, thank you.

5

* Pumpkin pie

• O'Q• .Q>Q• []

c) Put some sugar and butter in a pan.

d) Cover each apple with toffee.

e) Wash a few apples.

LANGUAGE FOCUS

a few/ a little We use a few with things we can count. We use a little with things we cannot count.

Could you bring me a little water, please? I'm going to France for a few days next week.

'~ 5 ' a Fill in Jane's diary. Use each expression in the box once only. players

October 31st

Halloween ghost

frightened

take

WEDNESDAY 1sr NOVEMBER

Ye6terday wa6 ...... 1. ..... We had a ...... 2 ...... party. I dre66ed up ae a ...... :3 ...... My baby 6ieter got very ..... .4 ...... when ehe 6aw me. John taught U6 a new game': there wa6 a large bowl with ...... 6 ...... water teeth in it on the table. He ...... 6 ...... the bowl and then he put ...... 7 ..... . a few applee into the water. The ...... 8 ...... had to put their hand6 behind their backe and try to ...... 9 ...... an apple out 9f water with their

good

filled ...... 10 ...... Sue won an apple. It wa6 ...... 11... ... fun . a little

b

•1 • ••••••••••••••••••

I 54

I ; LESSON 3 New Year's resolutions

I· I

I'

.,-

Q

1 What do people usually say on: Easter Day, New Year's Day, Christmas Day, and at Halloween?

2 a Read about New Year resolutions in the States and Britain. Use will/won't to make a list of your own four resolutions for the future.

EXAMPLE I promise I'll ...

2 b Work in pairs. Tell your partner what you promise to do. Report your partner's resolutions to the class.

EXAMPLE Dan promises he'll ...

3 a Read these two sentences. Copy the grid and complete it.

a) People have celebrated Halloween for many years.

b) The British people have celebrated Guy Fawkes' Day since 1605.

1 People still celebrate Halloween.

2 The British people stopped celebrating Guy Fawkes ' Day in 1605.

NEW YEAR RESOLUTIONS

In Britain and in the United States, on New Year's Day both grown ups and children want to put the mistakes of the past and their bad habits behind them and promise to better themselves in the fol lowing

year.

Some people even write down their resolutions:

'I promise I'll be good to my sister.'

' I promise I won't spend all my pocket money on snacks.'

' I promise I'l l do better at school.'

'I promise I won't be late for school.'

Chi ldren sign their names and give the paper to their parents for safe keeping.

Whatever the resolution, most of them are broken or forgotten by February.

True False

D D

D D

GQl 5

3 b Which of these words refers to an exact point in time? {a) for (b) since

4 Read the Language Focus box and then put either since or for in these expressions.

a) ... ten days

b) ... Monday

c) ... 1st January

d) ... a long time

e) ... I came

0 .. . 6 o'clock

LANGUAGE FOCUS

Present Perfect Simple + since / for \ {unfinished past) t' 8 We can use Present Perfect Simple for an act1< which started in the past and is still going on.

How long have you known John? I have known him for a year. for is used for a period of time for a week/three days

I have known him since 1993. since is used with a point of time since the 19th century/1981

••••••••••••••••••

Read the story and rm in the correct form of the verb in brackets.

Alice and Kate are two friends who (know ) ...... . each other for many years. They (be) ....... neighbours since they were born. Alice (live) ....... next door to Kate for twelve years now. Their families (spend) Christmas together for the last ten years. They grew up together, they (be ) ....... to the same school since they were five and they have visited each other almost every day. They (study) ....... Drama together and they (be) ....... members of the same Drama club since they started secondary school. Alice and Kate (be) ....... an important part of each other's lives for a long time, so it's difficult to say goodbye. Now Alice is going to live in Manchester. They will miss each other very much. But Alice will spend the New Year with Kate's family.

Work in pairs. Take turns to use the ideas below and make questions with How long ... Write down your partner's answers.

EXAMPLE How long have you lived in this town?

live in the town/be in this class/have this sweater/know your best friend

Read the answers to the following interview and write questions to complete the interview in your notebooks.

R Kate, you and Alice are good friends, how long have you known each other? K For many years. Actually, we grew up together. R ... ? K Since we were born. I've lived next door to Alice for 12 years now. R ... ? K Well ... Yes, we've been to the same school since we were five. R ... ? K Yes. We've studied Drama together and we've been members of the same

drama club since we started secondary school. R ... ? K She's going to live in Manchester. R ... ? K I'll miss her very much. But she 'll spend the New Year with my family.

Write true sentences about yourself. Use since or for.

EXAMPLE be I not be at home I have been at home since 5 o'clock. or I haven't been at home for 4 hours.

a) study/not study for the test

b) visit/not visit my grandma

c) collect/not collect stamps : Remember to bring in sheets of • paper, crayons, stickers, glue,

55

d) be/not be to the cinema • • magazine pictures for your project e) see/not see my best friend : next time.

• • • •

I I \~ ···················

56

LESSON 4 Your factfile

Our calendar of special days ••••••••••••••••••••••••••••••••

1 a In your project groups read about 'holidays' and say what the origin of the word 'holiday' is.

1 b Use the notes about Guy Fawkes' Night to write complete sentences about this special day and say what the origin of Guy Fawkes' Night is. Write the sentences in your factfile.

Holidays The word 'holiday' comes from holy day and that's just what it was in the beginning. Almost all important holidays are connected with religious events and they are still holy days.

Guy Fawkes' Night People/celebrate/Guy Fawkes' Night/ 5th November.

Guy Fawkes/conspirator/against/king. ~ i!tf2!.1!fil<M 1605/try/putja bomb/the Houses of Parliament. ~

The king's men/catch/and execute/him. j ~~ ~ Every 5th November/people/make bonfires ~~'~A > . in/gardens and let off/fireworks. 6~ ~l ..

1.:.l ~

Some chi ldren/burn/'guy'/on/bonfires. . · ·· Nobody remembers/historical fact now. , .; ~ , People just/enjoy/fireworks. · \ " ·

' ~ - ' '

2 a In your groups make two lists.

Special days for us Special days for everybody 25th December - Christmas Day 3rd January - George's birthday

2 b Make a calendar of special dates for your group.

• Put the occasions into your calendar. • Write one or two sentences for each occasion. Mention activities

or special food . • Decorate it. • Stick your calendar into your project book.

January February March

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

15 16 17 18 19 20 21 12 13 14 15 16@ 18 12 13 14 15 16 17 18 22 23 24 25 26 27 28 19 20 21 22 23 24 25 19 20 21 22 23 24 25 29 30 31 26 27 28 26 27 28 29 30 31 George'5 birthd~y Mat:Y.'5 mother't; birthday

He ha5 a birthday party She buy5 a pre5ent for her April

at home with a lot of Mum and he/pt; her make 1 2 friend5. a birthday cake.

•••••••••

LES SON 5 Charlie and the Chocolate Factory

!JJ\ 1

[f!l2

Read the text below silently and say what is special about the Oompa-Lo

Read while listening. Pay attention to the words you are not sure how to pronounce and how each sentence is said. Then read part of the story al'

CHAPTER 6

'Who are these tiny creatures? Look at their funny long hair! They can't be real people.'

'Of course they're real people,' Mr. Wonka answered. 'They're Oompa-Loompas. Imported direct from Loompaland, a terrible country with thick jungles and the most dangerous beasts in the entire world: hornswogglers and snozzwangers and the wicked whangdoodles.'

'Mr. Wonka,' cried Mr. Salt. ' I am a teacher of geography and .. .'

'Then you' ll know all about it,' said Mr. Wonka. 'When I went out there l found the little Oompa-Loompas practically starving. The one food they wanted more than anything was the cocoa bean which happens to be the thing from which all chocolate is made.

'Look,' I said not in English, but in Oompa­Loompish to their leader, 'if you and your people come to my country and live in my factory, you can have all the cocoa beans you want. '

'It's a deal!' the leader cried with joy. 'Let's go!'

'So, I shipped all the Oompa-Loompa tribe over. They all speak English now. They love dancing, music and laughing.'

'Daddy!' shouted Veruca Salt. 'J want an Oompa-Loompa right away.'

'Augustus! Don't do that,' shouted M11s. Gloop at her son who was on his knees on the

riverbank pushing hot melted chocolate into I mouth .

'Oh, no! Please, Augustus! You are dirtying my chocolate! Be careful ! It's dangerous!'

Suddenly there was shriek, then a splash and in one second Augustus Gloop disappeared under the surface of the brown river. Mr. Wonka was laughing.

'Save him. He can't swim. He'll drown. How dare you laugh! You monster! ' cried Mrs. Gloop.

Augustus was going up a pipe made of glass. It was the pipe leading to the room where they made the most delicious strawberry-flavored chocolate coated fudge.

'He'll be all right,' said Mr. Wonka turning towards an Oompa-Loompa. 'Help Mr. and Mrs. Gloop find their son. You'll have to hurr I'm sorry. See you later Mrs. Gloop . And you sir.'

'Off we go!' cried Mr. Wonka. 'We'll have t• continue the journey by boat.'

Steam was rising from the river and out ol the steam there appeared a most fantastic I pink boat (like a Viking boat). It was made o of an enormous sweet. They all jumped into the boat.

'I want you to buy me a pink boat exactly like this one,' said Veruca Salt to her dad.

The Oompa-Loompas were singing and rowing very fast.

ri I 11' ••••••••••••••••••• ••••••••••••••••

56 57

1i I I

i LESSON 4 Your factfile '------------ ~liii•!IJ'f Charlie and the Chocolate Factory

lj ~ Our calendar of special days

• ••••••••••••••••••••••••••••••• 1 a In your project groups read about 'holidays' and say what the

origin of the word 'holiday' is.

1 b Use the notes about Guy Fawkes' Night to write complete sentences about this special day and say what the origin of Guy Fawkes' Night is. Write the sentences in your factfile.

Holidays The word 'holiday' comes from holy day and that's j ust what it was in the beginning. Almost all important holidays are connected with religious events and they are still holy days.

Guy Fawkes' Night People/ celebrate/ Guy Fawkes' Night/ 5th November.

2 a In your groups make two lists.

Special days for us Special days for everybody 25th December - Christmas Day 3rd January - George's birthday

2 b Make a calendar of special dates for your group.

• Put the occasions into your calendar. • Write one or two sentences for each occasion. Mention activities

or special food. • Decorate it. • Stick your calendar into your project book.

January February March 1 2 @ 4 5 6 7 1 2 3 4 1 2 3 4 8 9 10 11 12 13 14 5 6 7 8 9 10 11 5 6 7 8 9 10 11

15 16 17 18 19 20 21 12 13 14 15 16@ 18 12 13 14 15 16 17 18 22 23 24 25 26 27 28 19 20 21 22 23 24 25 19 20 21 22 23 24 25 29 30 31 26 27 28 26 27 28 29 30 31 (ZeQr13.e's birthday Mary_'s mQ.fiher's t!_irthda){

He has a birthday party She buys a present for her April at home with a lot of Mum and helps her make 1 2 friends. a birthday cake.

!IJ 1 Read the text below silently and say what is special about the Oompa-Loompas.

1!1J2 Read while listening. Pay attention to the words you are not sure how to pronounce and how each sentence is said. Then read part of the story aloud.

CHAPTER 6

'y\lho are these tiny creatures? Look at their funny long hair! They can't be real people.'

'Of course they're real people,' Mr. Wonka answered. 'They're Oompa-Loompas. Imported direct from Loompaland, a terrible country with thick jungles and the most dangerous beasts in the entire world : hornswogglers and snozzwangers and the wicked whangdoodles.'

'Mr. Wonka,' cried Mr. Salt. 'I am a teacher of geography and .. .'

'Then you'll know all about it,' said Mr. Wonka. 'When I went out there I found the little Oompa-Loompas practically starving. The one food they wanted more than anything was the cocoa bean which happens to be the thing from which all chocolate is made.

'Look,' I said not in English, but in Oompa­Loompish to their leader, 'if you and your people come to my country and live in my factory, you can have all the cocoa beans you want. '

'It's a deal! ' the leader cried with joy. 'Let's go!'

'So, I shipped all the Oompa-Loompa tribe over. They all speak English now. They love dancing, music and laughing.'

'Daddy!' shouted Veruca Salt. 'I want an Oompa-Loompa right away.'

'Augustus! Don't do that,' shouted Mrs. Gloop at her son who was on his knees on the

riverbank pushing hot melted chocolate into his mouth.

'Oh, no! Please, Augustus! You are dirtying my chocolate! Be careful ! It's dangerous!'

Suddenly there was a shriek, then a splash and in one second Augustus Gloop disappeared under the surface of the brown river. Mr. Wonka was laughing.

'Save him. He can't swim. He'll drown. How dare you laugh! You monster!' cried Mrs. Gloop.

Augustus was going up a pipe made of glass. It was the pipe leading to the room where they made the most delicious strawberry-flavored chocolate coated fudge .

'He'll be all right,' said Mr. Wonka turning towards an Oompa-Loompa. 'Help Mr. and Mrs. Gloop find their son. You'll have to hurry. I'm sorry. See you later Mrs. Gloop. And you sir.'

'Off we go!' cried Mr. Wonka. 'We'll have to continue the journey by boat.'

Steam was rising from the river and out of the steam there appeared a most fantastic pink boat (like a Viking boat) . It was made out of an enormous sweet. They all jumped into the boat.

'I want you to buy me a pink boat exactly like this one,' said Veruca Salt to her dad. ' The Oompa-Loompas were singing and rowing very fast.

•••••••••••••

7 Household items ••••••••••••••••••••••••••••••••••••••••••••••••

LESSON 1 Useful things

~ 'CID !

I

'---·

J

I ~ -

1 a Look at the things above and name the ones you know. The table below will help you.

camera kettle washing machine vacuum cleaner

mobile phone dish washer coffee machine iron

refrigerator (fridge) Walkman cassette recorder

freezer

hair dryer video

TV set

1 b Work in groups. Are all of the things extremely important? Which ones could you live without? Which ones couldn't you live without?

11%11 1 c Listen and repeat the two-part words. Where is the stress: on the first or on the second part?

a 1

washing machine, vacuum cleaner, dish washer, coffee machine, video player, cassette r ecorder, hair dryer, Walkman.

d Work in pairs. Look at the things in the picture above and ask and answer questions about their ~shape, size and colour. Can your partner guess what you are describing?

l'4 1 f'= i shape

What size is it?

colour

round e, square • · rectangular • ·

It's large, small.

white, black, brown, red, etc.

__ ,. . ' · . ............... '

2 a Look at the Language Focus box. Which of the verbs "do" or "make" do we use with : a) housework, b) food and drink?

Q 2 b Work in pairs. Use the information in the box to describe the pictures below.

EXAMPLE

A What's a dishwasher for? B A dishwasher is for doing the

washing up.

LANGUAGE FOCUS

the washing up. the vacuum cleaning.

It 's for doing the ironing. the cooking. the washing.

They' re for making

a cake. a drink. juice. coffee . tea. toast.

~ooce~ a coffee machine a kettle a toaster a dish washer a vacuum cleaner

a mixer a juice extractor a cooker a wash ing machine

li:!:IJ 2 c Listen to the tape. Kate and Liz are doing a crossword puzzle. Which three things are they talking about? (They all end in -"er".)

2 d Work in pairs. Look at the pictures in Exercises 1 and 2b and find other words ending in "-er " and "-or". Make a list.

3 a Work in two large groups.

Group A, look at the cr ossword puzzle on this page. Group B, look at the crossword puzzle on Page 112.

~., 3 b In pairs, with someone in the same group write clues to explain the words in your crossword.

3

EXAMPLE Across

1 It's a special round pot used for boiling water.

c Make an empty copy of your crossword and give it and your clues to someone in the other group.

3 d Do the new crossword you are given.

1 K E T

4c

2T

E

A

p

0

T

L E

M E

:~ H

R A

R

D

R

y

E

R

59

I l1- •••••••••••••••••

60

LESSON 2 It's handy!

a Read the labels on the pictures and answer the questions. ·

a) What is that small r ectangular thing with holes in the wall?

1

I plug C. \

socket

0 1

b) What is there at the end of the lead?

c) What is the red button? What is it for?

d) What are the small round things to go over your ears?

e) What other buttons can you see? What are they for?

b Work in pairs. Look at the words in the box that are used with electrical things. Which one would you use when you want ...

a) to start the TV/to stop the TV?

vol um

fast forward

b) to connect the machine to electricity?

c) to disconnect it?

d) to get the music to play louder? /softer? plug in/ unplug

turn on/ off rewind/ fast forward

e) to listen to the song on the tape again?

f) to listen to a song in the middle of the tape? put in/ take out the cassette

turn up/ down g) to view a film on a certain video cassette?

2 a Your grandparents are in town. Read these instructions and answer the questions for the electrical equipment they want to use.

a) What are these two things?

b) What are they for?

c) What do your grandpar ents want to do?

------~

1] HOW TO OPERATE

0 . Fi rst, plug it in.

0 Then open the door at the front and put the clothes in. When the clothes are in, close the door.

0 Next, put the powder in the drawer. Use half a cupful for a normal wash.

0 After that tu rn the switch to the programme you want. Use number one for white clothes.

0 When the red light goes on, the machine wi ll start to fi 11 up with water.

0 The rest is automatic. It is really easy to use.

~ HOW TO OPERATE

O Turn the TV on. 0 Then switch on the video player. 0 Next, put the cassette into the video player.

0 After that select the video channel.

0 Fnally press the play button. . ' , d b the light will go 0 When you press the re utton,

on/off. h nd gets 0 When you turn the black button up, t e sou

louder.

l

-

2

3

3

4

••• • •• •• •••••••• •

b Can you help your grandparents get the things to work? Read the instructions again and fill in the blanks to explain to them how these things work.

a) To p ___ in means that you connect the machine to electricity so tha t it can work.

b) Look, when you want to listen to the r adio or watch TV, you turn it __ .

61

,-.,;;-~ ,, / "' • " 1ff/ )

~ ·~~ l~1 c) When you don't want to watch TV, or listen to

the radio, you turn it ___ .

d) When you can't hear very well, you turn it __ .

a Read the dialogue and Language Focus box to answer these questions.

a) What two things does Mike offer to do?

b) What words show he offers to do them?

c) What does Grandpa say to accept/refuse Mike's help?

Grandpa I don't know how to see

Mike

Grandpa Mike

Grandpa

this scene again. Let me help you rewind the video tape. Thank you. Shall I press the PLAY button for you? No, it's all right. I can manage.

LANGUAGE FOCUS

Offering to do something for somebody

Let me help you do the cleaning.

I'll carry that bag. It's too heavy.

Shall I do it for you?

Accepting an offer of help

Thank you. Thanks very much

Just what I needed, thanks.

That's very kind of you , thanks.

Refusing an offer of help.

No, thank you .

No, it's all right. I can manage.

That's very kind of you, but I can do it.

b Work in pairs. Mike offers to help Steve make his Walkman work. Use the expressions from the Language Focus box to complete their parts.

Steve Oh, this looks complicated! Mike Don't worry. ___ show you how to make it work. Steve Mike First. make sure the batteries are in their place at the back. __ _

check this for you? Steve No, __ _ . Mike Then press the EJECT/STOP button and place the cassette inside.

__ _ do that for you. Steve ___ . Next I press the PLAY button, right? Mike ___ Right. When you press the PLAY button, the cassette will star t

playing. Finally. you put your headphones on. If the music is too loud, turn the volume button down.

Steve Thank you .... Hey, it works!

Your friend has bought a cassette re~order. Write a note to tell him/her how to use it. Use: first, then, next, after that, finally. Offer to help.

, ......•......•... 62

LESSON 3

...... ,,.~ 1 camera

(3 month guarantee) 2 TV

(1 year guarantee)

3 calculator

(2 month guarantee)

4 vacuum cleaner (6 month guarantee)

5 washing machine

(1 year guarantee)

1 a Match the sentences expressing the complaints below with the things in the picture. What is wrong with each one?

a) It doesn't work. b) It makes a buzzing sound. c) It's broken.

d) It's leaking. e) It has a smell of burning.

l(IJ 1 b The things in the pictures are usually under guarantee.

a) Which of them is under the longest guarantee?

b) Which of them is under the shortest guarantee?

2 a Listen to a complaint made by a customer. Then answer the questions.

2

2

a) What is the complaint about?

b) Why is he particularly unhappy about this?

b Look at the Language Focus box and answer these questions about the complaint:

'ft has been making a strange buzzing sound for two days. '

a) When did the TV start making the buzzing sound?

b) Is it still happening?

c Now write one sentence to say for how long something has been happening.

a) it's 4:00 p.m. The dishwasher is leaking. It started leaking early this morning. The dishwasher ___ since early this morning.

for several hours.

b) It's 10:00. The engineer is repairing the TV. He started repairing it at 9:00. The engineer ...

c) It's 12:00. The boys are waiting for their clock to be repaired. They came into the shop at 11 :30. The boys ...

d) It's 3:20 p.m. The TV is flashing on and off. It started doing that ten minutes ago. The TV ...

e) It's 5:00 p.m. The video is recording a film. It started recording at 4:30. The video .. .

LANGUAGE FOCUS

Present perfect contlnuo115

We use present perfect continuous to show that the action began in the past and it is still happenir, or it has just stopped.

buzz ... buzz .. . buzz .. . buzz .. . buzz ...... buzz .. . zzz ... zzz .. .

It has been making a buzi sound since Monday. It has been making a buzi sound for two days.

..-:.-f. '))~)Th ~ ~-~ ,,,. {) .. i ~~

"-..!. \l(~i),_,

''Why are you bright red in the face?" "We have been playing football."

~.-

' · ••••••••••••••••

3

a

a Work in groups. Kate has written to her friend Pam. Put the parts of the letter below in a logical order.

c

1

d

63

2 3 4 5 6

Love from, Kate

b

Dear Pam

23 Green Street Hackney

London, N16 OKL

Oh no! There's a terrible noise coming from

the kitchen. I must go. I have no idea what

they're doing now! I'll write again soon. e

Mum and Dad have gone to the cinema so I've decided to write to you. I've been looking after Jo and Alan all evening

now ~nd they are driving me mad! You'll never guess what they ve been doing.

f 12th May

0 3 b Work in groups. Look at the pictures of Kate's brother and sister. Say what they've been doing since Kate began looking after them this evening. Use the prompts to make sentences.

' ~ ~'~ ·t i .

~ ~ ~ a) Turn the TV /video on/ off al l

d) Pull the vacuum cleaner up/ down the stairs

e) Run backwards and forwards to the fridge non-stop

'•, 3 c Write the complete letter. Put each part above in its correct position on the page. Include some sentences from Exercis~ 3b.

c) Play Kate's cassette recorder really loudly

f) Make pancakes for the last two hours.

: Remember to bring : pictures, drawings • and crayons to class • • next time! • • •

• • • • • • • • • • • • • • • • • 64

LESSON 4 Your factfile

Inventions in our home •••••••••••••••••••••••••••••

1 Use the ideas on the history of some machines to make your factfile:

My Factfile of Inventions

Name of invention: -------

Inventor:

Country: ----------

Date of invention: -------­

Picture/drawing of the first model:

Description: - --------

Picture/drawing of what it looks like today:

What is it for? - ------

2 Designing household items.

S• N• A• P• S• H• O• T• S Little things lead to great inventions!

" ... Mr. Watson, come here please. I want you."

•••• This was the first sentence spoken over the telephone.

The speaker was Alexander Graham Bell and the event took place on the afternoon of March 10, 1876 in Boston. He discovered the principles of telegraphy while working on a machine to enable deaf people to hear.

Another tireless worker, Thomas Alva Edison, invented the filament of the light bulb. A button hanging loose on his

jacket gave him the idea that thread carefully carbonized can be the fil ament of the light bulb. Nights and days of hard work passed and then the bulb gave its soft but beautiful light to his residence at Menlo Park, twenty-four miles from New York. The year was 1877!

In your project groups think of some machines such as: "a room tidier", "a dinner maker", "a homework doer" , "a bed maker'', etc.

a) Draw a picture of your idea. b} Write a few words about what you would like it to do.

c) Say how it works.

d) Name your machine.

-~" . . . • • • • • • • • • • • • • • • • • •

65

Charlie and the Chocolate Factory

1 Read the text below silently and name two of Mr. Wonka's fabulous inventions.

tll 2 Read while listening. Pay attention to the words you are not sure how to pronounce and how each sentence is said. Then read part of the story aloud.

CHAPTER 7

Everybody enjoyed the speed.

'There's no knowing where they're rowing, or which way the river's flowing! ' Mr. Wonka laughed.

Five seconds later, he shouted 'Stop the boat!' There was a red door which said:

: j

INVENTING ROOM PRIVATE - KEEP OUT

1

'All my most secret inventions are cooking in there. No Oompa-Loompa has ever been inside. All the other chocolate makers would do anything to be allowed in here! Now, listen! No touching and no tasting!'

The gigantic room looked like a witch's kitchen: black metal pots were boiling, and there were pipes all over the walls. The smell was delicious. They stopped in front of a machine.

'Everlasting Gobstoppers!' cried Mr. Wonka proudly. 'I am inventing them for poor children . .You can suck one of these large green marbles and it will never get any smaller. It tastes terrific and it changes colour once a week.'

'Over here I am inventing a completely new line in toffees: The Hair Toffee. You eat one tiny bit of that and in half an hour your hair will start growing! And a moustache! And a beard! The mixture is not quite right yet. I tried it on an Oompa-Loompa yesterday and a huge beard started growing faster than we could cut it.'

'Now I will show you something that I am terribly proud of,' said Mr. Wonk a.

He led the party over to a gigantic machine with hundreds of thin glass tubes. Mr. Wonka pressed three different buttons and a second later there was steam all over. And in every single tube stuff of a different colour came into a tub and got mixed with a terrible noise. They could finally see something small, thin and grey.

'It's the most amazing and fabulous and sensational gum in the world! It's a chewing-gum meal! This gum will be the end of all kitchens and all cooking! No knives and forks! No plates! When you start chewing you will actually taste tomato soup, roast beef and blueberry pie.'

'I want the gum at once,' said Violet and before anybody could stop her, she started chewing it.

'Stop! It isn't exactly ready for eating! It's the dessert that always goes wrong,' said Mr. Wonka.

'Good heavens, girl!' shrieked Mrs. Beauregarde. 'You're turning blue and you're blowing up like a balloon. Save her! She looks like a gigantic blueberry.'

'Take Miss Beauregarde to the Juicing Room and squeeze the juice out of her immediately,' said Mr. Wonka to an Oompa­Loompa. 'We'll get her repaired, my dear Mrs! Beauregarde, don't worry!'

~··············· ... Round up 2 ............................................. ,

Vocabulary

a Do this quiz on books.

1 Write at least 4 more parts of a book: authors. title, ...

2 Write at least 4 more words that express opinions about books: interesting, exciting, ...

3 Write at least 4 more kinds of books: adventure book, story book, ...

4 Name a popular book for teenagers in Britain today.

5 Name a popular classic for teenagers.

b Do this quiz on customs and traditions.

1 When do people celebrate: a) Christmas b) New Year's Eve c) Halloween?

2 What do children say to people when they knock on doors at Halloween?

3 What's the name of the promises that British and American children write on New Year's Day?

4 What do children put in the window on Halloween night?

Grammar Put the verbs in brackets into the correct form in this letter: present continuous, present perfect, or simple past.

Argos Mail Order JO, High Street Colchester Essex

54, Sycamore Road Dedham D04 3NT

22nd February

Dear Sir/Madam, . . ou about a reading lamp (45796) which

1 (1. wnte) ..... to Y ·z der catalogue on February I (2. order) ..... through your maz or

5th. k) . el 10 days ago and ( 4. wor ·····

The lamp (3. arrive) ..... safi y b omething (5. go) ····· h ft t three days ut now s d I

perfectly for t e rs . 1

(6 ad) ..... the instructions an W ... ong I cannot tum it on. . re l

' ' · ) · rrect y I always (7. use ..... zt co . am sure .....

) the lamp with this letter. Could you send

J (8 return ····· z . w one or rel'"nd the money, p ease. me a ne .., ...

Yours faithfully,

Mar"Y ~rown

1

2

3

4

5

6

e

""'~r '. . .. ••••••••••••••••••

Reading

Read the letter again and then tick the right answer .

1 What kind of letter is this? 3 For how long did it work well? a) a "thank you" letter D a) for a long time D b) a letter of complaint D b) for a few weeks D c) an invitation letter D c) for a few days D

2 What did Mary order through 4 What is wrong with the object the mail? which Mary ordered? a) a clock D a) it is broken in two b) a watch- D b) it doesn't work c) a lamp D c) it is lost

Listening

Listen to the instructions for making an English cup of tea. Number the sentences in the correct order.

a) Next pour a little milk into each cup. b) Finally add sugar, if required.

c) Then put one teabag per person into the teapot.

d) Pour the tea into cups.

e) First warm the teapot.

:0 After that, pour boiling water into the teapot.

D D D

67

1 g) Leave the pot of tea to stand for about five minutes before pouring it.

a 4 b

c

d

e

f

Writing

Write down the names of the ingredients for your favourite meal (an omelette, for example). Use "a lot" and "a few" with this vocabulary. Begin like this: You need ...

Language in use

Match a sentence in A to an acceptance or refusal in B. Use each sentence once only.

A B

a) Shall I call a taxi for you? 1 Not so well, I'm afraid. b) Thank you very much 2 They were delicious. c) How are you? 3 No, thanks. d) Let me do it. I'd like to help you. 4 No, that's all right. I can manage. e) What do you think of the toffee 5 That's all right.

apples Liz made for Halloween? 6 Thanks. I'm not good at repairing :0 Would you like more cake? things.

•••••••••••••••

LESSON 1

Q 1

{JJ\ 2

UNIT

People and places 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , People in the world

Work in pairs. Name a country you would like to visit. Give reasons. Think about tourist attractions, food, clothes, the people, the weather, sports, etc.

Read about different nationalities. Write in your notebooks the sentence for the empty bubble.

American people come from the United

States of America .

3

South African people come from

South Africa .

a Copy the grid in your notebooks and complete the second column.

Germany

France

The Netherlands

Sweden

Denmark

Spain

Japan

Portugal

Romania

The United States

ADJECTIVE SENTENCE .1· German The Mercedes is a famous German car.

Dutch

Danish

Portuguese

3 b Listen, check the adjectives you wrote, and repeat.

~~, 3 c Write your own sentence in the third column.

a 4

Steffi Graf (Germany)

5

6

Ill 7

... ~,. . . ' ,

••••••••••••••••••

Look at the people in the pictures below. Work in pairs. Ask and answer questions about the people, their nationalities, their jobs, and the places they come from .

He's Bryan Adams.

Is he German?

What does he do?

He's a famous singer.

Where does he come from?

Nadia Comaneci (Romania)

Liza Minnelli (U.S.A.)

69

Listen to Mr. Clive Rowbury, an English teacher, and say if he is speaking about:

a) his pets; c) foreign countries;

b) his neighbours; d) TV programmes.

Copy the grid. Listen again and complete it.

COUNTRY CHARACTERISTICS OF ITS FOOD

Listen to the last part of Mr. Rowbury's talk and say which country he would like to visit. Give his reason, too.

Write down some ideas about your own country, describing it and its people. (Say where it is in the world, and the way the people live, eat, and dress.)

••••••••••••••••••• 70

LESSON 2

Q 1

Q 2 a

2 b

3

Spotlight on the UK

Copy the grid and then find someone who:

... has been to a foreign country

... has visited more than one museum

... has climbed a high mountain

... has swum in a mountain lake

... has travelled by plane

... has met a famous person

Liz went on a tour of the UK. Look at how she describes the different nationalities. Do you think what she says is true of everybody in these countries?

The English (English people) always carry an umbrella.

The Scots (Scottish people) wear kilts and play the bagpipes.

The Welsh (Welsh people) like singing very much.

The Irish (Irish people) are very friendly to visitors.

Use the map opposite and write a nationality for each blank in your notebook.

NORTHERN IRE'.LAND (The ...... )

SCOTLAND (The ...... )

WALES (The ...... )

ENGLAND (The ...... )

'/ '

Find the missing information and write it in your notebooks. Which country has the most/least p~ople in it?

England

Wales

Scotland

Northern Ireland

CAPITAL POPULATION FLAG

46 million .

2,8 million

5 million ~ 1,5 mill ion

r--

• ,r .. ••••••••••••••••••

71

4 a Before you read the text below look these words up in the glossary at the back of your book.

abroad county floodlight peak border crowned giant waterfall

4 b Read the information about the four countries. Which text is mainly about: (a) royalty, (b) geography, (c) one particular place and (d) many tourist attractions?

h nobody needs a

tp~~ to cross the border

England to Wales, body soon realises

evety t y 'tis a different coun r

that I . . beCause of its own distinct

seography, culture, traditions and, of cour~e, language. Caernarfon is the

ancient capital of Wa les.

11 has an impressive castle

where Prince Charles was crowned as Prince of

Wales. ffij f:~ "'f' . ff ' · . .. '"" • It ~··1~ -· , n '.\ li~n ' I I I

,__, 1' ·- - - · ... · -'<r~:~Ji I·· . .,, I

EL _ FF.a 1 i ~r ..: 11'1 .,_.._ .. ,__ :::::::::=:~-­The town lies next to

Snowdonia, which is a national park with rocky

mountains, lakes, waterfalls, and grassy hi l lsides. It covers 840 square miles

~~· 176 sq. km.). The ighest peak in th· s is area nowdon, is 3 560 f '

11 085 ' eet ' mJ. Butanybod

can g . Y 0 up it by train!

Wlien you say Scotland yo hink of: kilts wh· 'k •

1• ' IS y

I it ry tattoo and f , '""""!!~-! ,0 ~ourse, Loch Ness. The kilt is the national costume for men. It is a woollen skirt.

The Scots' national drink is whisky (or scotch). It is very strong! The military

tattoo, wh ich takes place in Edinburgh every August and September, is a military show

where 600 soldiers perform

under floodlight

for 90 minutes,

five or six

nights a week. Loch

Ness is the

lake of mysteries. It

is a famous place where

everybody hopes to see

Nessie, the

Loch Ness Monster.

Ireland is the land of stories. It is said that story­tell ing has always been a part of Irish custom. The legend of the Giant's Causeway - considered as the eighth wonder of the world - proves it. Th is Causeway is a mass of stone columns standing very near together. Anybody can walk on them. The ancient Irish believed it was the work of a giant called Finn

McCool. People say that one day he fel l in love with a lady giant who lived on a Scottish island lio b . · ring her across to Ulster (The Northern counties in Ireland) h b

. ' e egan to build this causeway.

4 c Read the text again and answer these questions.

a) What was the ancient capital of Wales?

b) What can people see in Snowdonia?

c) What is the kilt and who wears it?

d) When does the military tattoo take place?

e) How many soldiers perform under floodlight?

O Why is Loch Ness known throughout the world?

g) What is the legend of the Giant's Causeway? I

~on(:l · on is the capital of ngland and of the UK. It is

frf_i!he city Queen fizabeth II lives in. She

has a lot of work reading State papers, signing all kinds of documents

' receiving different

ambassadors and important visitors from abroad. She sees the Prime Minister each week to discuss affairs of State. She tours Britain opening new buildings, visiting hospitals, shaking hands with officials and the public. In her free time she rides in Windsor Park as she enjoys horse­

riding.

h) What work does the Queen do? (name at least five things)

••••••••••••••••••• 72

LESSON 3 Talking about people

Q 1 Name the following people LANGUAGE FOCUS

you have met in your life. We use who for people:

a) The people that you She knows the man who is crossing the street.

live with. We use which for things and animals:

b) The people who live next This is the tent which is best for the beach.

We use that for people, things and animals: door to you. There's the cat that ate the fish. c) The boy/girl who is your

best friend. d) A teacher that you like very much. e) A singer/group who has sung in your town.

Q 2 Work in pairs and make up questions and answers about the following things.

a) A present which you would like to receive.

b) A film which you have seen.

c) A dream that you have had.

d) A place which you have visited.

e) A holiday that you cannot forget.

After studying the 3 Language focus box.

use this table to make correct sentences. These are the

photos people castles relatives places

wrote me letters. that we took last year. who visited us last month which we admired most.

we saw in Ireland.

ll:!:il 4 a People can have different jobs. Look at these. Listen and repeat.

Do D oDo carpenter producer

astronaut technician

architect detective

manager headmaster

dressmaker designer

gre~n,grocer musician

hairdresser inventor

pharmacist reporter

physicist mechanic

0 4 b

(Q 5

-." . . , , • •••••••••••••••

Connect the words in lists A and B to make sentences describing certain jobs.

EXAMPLE A carpenter is someone who makes things of wood.

A

A musician

A hairdresser

A physicist An astronaut

A designer

An architect

A fashion model

B

knows how to fly a spaceship.

designs things by making drawings of them.

shows off the latest styles of clothes. designs buildings.

cuts people's hair.

studies physics and does research connected with physics.

works with other musicians and plays music.

Read about these people's occupations. They were the first to do these things in the world. Which job would you like to have? Which one wouldn't you like to have? Give reasons.

73

THE FIRST FASHION MODEL was Marie Worth. ~ {'.';\ The dresses which ·.: .. she wore in 1852 were designed by her husband, Charles Frederick Worth.

THE FIRST FILM STUNT MAN was H. H. Arnold who flew a

plane in the film: 'The Military

Air Scout', in 1911.

THE FIRST TRAPEZE MAN I \ was Jules Leotard. i· He performed the first flying-trapeze act in Paris, ·J

in 1859. The leotard costumes ' that are still worn by acrobats and gymnasts have his name.

~., 6 Write a summary of the texts above. Which two words 'who'. 'which' or 'that' can go in each blank?

THE FIHST DHIVER was Edward Thompson. In June 1895 he became the first man to drive a car in England.

THE FIRST DISC JOCKEY was Christopher Stone, who

presented records for the BBC in London on the

7th of July, 1927.

a) Charles Frederick Worth was the man .................. ... .. designed Marie Worth's dresses.

b) Mr. Arnold flew a plane in a film ............... ..... ... was called 'The Military Air Scout' . ·

c) 'Manchester Jack' toured England in a show .. .............. ....... made him famous all over the country.

d) The man ............... ........ performed the first flying-trapeze act was called Jules Leotard.

e) The first man ........ ............... drove a car in England was Edward Thompson.

0 Christopher Stone presented reco11ds ................. ...... he played on the BBC in London.

Remember to bring a large sheet of paper. pictures of different places, postcards, crayons. scissors and glue to class next time .

••••••••••••••••• 74

LESSON 4 Your factfile

••••••••••••••••••••••••••••

1 Read the following information. Write the name of each place and one thing you have learned about it in your factfile. Say which one you would most like to visit.

The Parthenon, one of the most famous temples of Antiquity, was· built in Athens on a high rocky hill called the Acropolis.

Built in the 16th and 17th century, the Great Wall of China (2500 km. long) protected the North-Western part of the country. Nowadays it is the only thing on Earth that can be seen from outer space.

,... , The Co)osseum is one-of the oldest amphitheatres in Italy. Almost 50,000 people used to sit in it.

. ..,-

The Statue of Liberty in New York is really impressive! It's

The Pyramids are architectural monuments of the Egyptian world which were built by Keops, Kephren and Mykerinos, and are considered to be one of the seven wonders of the world.

71 m. high and it weighs 300 tonnes.

Right in the middle of Paris, the Eiffel Tower amazes everybody with its height. You can go to the top and see the whole city from above.

2 Work in groups. Imagine you are going on an 8-day trip round the world. Make your timetable. Decide on the places and the monuments, the people you will meet and the languages you will speak. Draw a map of your route. Stick this and postcards and pictures of your favourite places in your factfile.

-.... . . ' •

•••••••••••••••• 4

I LESSON 5 Charlie and the Chocolate Factory

Read the text below silently and name the rooms outside which the group stopped.

75

Read while listening. Pay attention to the words you are not sure how to pronounce and to how each sentence is said. Then read part of the story aloud .

CHAPTER 8

'Well, well, two naughty children gone. We'd better get out of this room before we lose anyone else,' said Mr. Wonk.a. 'Hurry up! I'll explain while we walk. No time to go . I' lil.

And on he rushed and they were passing door after door without stopping. Grandpa Joe and Charlie were half running and half walking, but they were able to read what was written on some of the doors.

EATABLE PILLOWS, it said on one. LICKABLE WALLPAPER, it said on the next

door. 'The wallpaper has pictures of all kinds of

fruits. When you lick the picture of a banana.it tastes of banana. When you lick a strawberry, it tastes of strawberry.'

HOT ICE CREAMS FOR COLD DAYS, they could read on the next door.

COWS THAT GIVE CHOCOLATE MILK was written on another door.

FIZZY LIFTING DRINKS, it said on the next door.

'They fill you with gas bubbles that lift you just like a balloon and you come down only if you breathe the air out noisily. I tested it on an Oompa-Loompa. He didn't breathe the air out noisily, and he went up and up and disappeared out of sight. It was very sad. I never saw him again.'

On the next door, it said, SQUARE CANDIES THAT LOOK ROUND. Everybody stopped and crowded to the door. Half of it was made of glass. On the table they could see rows of' small white square-shaped candies.

'They look completely square to me, not round!' said Veruca Salt.

'Now watch this!' said Mr. Wonka.

He took a key and unlocked the door. At the sound of the door opening, the little square candies looked quickly round to see who was coming in.

'There you are!' Mr. Wonk a said triumphantly. 'They are looking round. They are square candies that look round. There's no doubt about it! Now, hurry! We'll never get there in time!'

They stopped in front of' a glass door on which it said : THE NUT ROOM.

'Don't go inside! You'll disturb the squirrels,' said Mr.Wonk.a. 'These squirrels are trained to get the whole nuts out of walnut shells. The bad nuts are thrown down into the garbage hole.'

'I've decided I want a squirrel!' shouted Veruca rushing into the room to grab one. The other squirrels caught hold of her and started testing if she was a bad nut. They decided she was one. Veruca struggled furiously but the squirrels held her tight and she couldn't move.

'Help! She's going down the garbage hole. Save her!' shouted Mr. and Mrs. Salt angrily.

They both ran over to the hole and bent to look inside. The position was dangerous.

The squirrels pushed them just a little bit and they both went tumbling down the garbage hole.

'I expect someone will catch them at the bottom of the hole. Don't worry!' said Mr. Wonka.

•••••••••••••• UNIT

9 ..... E~.'!!.'!!.'!.'!.~~.~.~~?.1!. .. .. .. .. ... . ..... 0

LESSON 1 Talking and telephoning

1 Look at the pictures and match the gestures to their meanings.

CD_ f/~ . #}."' <~ .... ~;~ 1' ')fe Cl Y, )J y. · _ _f y

a) I don't like it. b) I don't understand. c) I don't know.

• 2 Listen to the tape to find ways humans and animals communicate. Copy and complete the chart in your notebook.

WAYS OF COMMUNICATING

ANIMALS

Q

HUMANS

can write letters, postcards, and messages can make ...

can make sounds

can use ... can .. . can .. .

3 Work in pairs. Your teacher will give you a message on a piece of paper. Try to use sounds and sign language to make your partner understand the message. Report the message to the teacher.

4 a Find the code for each letter in the box. Every letter has got a double figure number.

EXAMPLE A is 11; N is 42; w is 63.

4 b Decode the following numbers to find names of things we use for communication.

EXAMPLE 53 11 54 21 34 34 31 54 21 is S A T E L L I T E

a) 12 43 43 33

1

2

3

4

5

6

7

1

A

E

M

Q

u y

2

B

F

J

N

R

v

z

3

c G

K

0

s

w

4

D

H

L

p

T

x

b) 52 11 14 31 43

c) 54 21 34 21 44 24 43 42 21

e} 54 21 34 21 62 31 53 31 43 42

0 13 43 41 44 61 54 21 52

d) 42 21 63 53 44 11 44 21 52 g) 13 43 14 21

4 c Work in pairs. Take turns to explain how the things mentioned in Exercise 4(b} are used for communication.

EXAMPLE We can get information or TV programmes by satellite.

;.<\

5 a Answer the following questions. d -Do you like talking on the phone? f

5

Why/why not? '-

b Listen to the tape and say if each sentence is true or false.

a) Liz is talking to Mike .

b) They are talking about a play.

c) Both children have seen Beverly Hills Cop III.

d) Both children have heard that Eddie Murphy is great in it.

e) The plot is very exciting.

0 They decide to go and see it on Wednesday morning.

5 c Copy the following gapped sentences into your notebooks. Listen to this part of the conversation again and fill in the blanks .

Mike I haven't seen it. Liz Neither ... I. I've heard Eddie Murphy's great in it. Mike So ... I.

5 d Look at the completed sentences above and answer these questions.

a} Which word shows Liz also hasn't seen the film, So or Neither?

6

b) Which word shows Mike has also heard that Eddie Murphy is great in it, So or Neither?

a Look at the Language Focus box and listen to the dialogues in it. Which word in B's sentence is stressed, the verb or I?

LANGUAGE FOCUS

So ... / Neither ... We use So ... I or Neither ... I to show it's the same with you.

A I'm feeling tired. A I can't swim. A I've been to America.

B So am I. B Neither can I. B So have I.

6 b Work in pairs. Take turns to be A and B and practise the dialogues.

7 Give the right answers using So or Neither to show you agree with your friend. Write the answers in your notebooks.

I've got a new adventure book.

"":"'' .. ' • ••• 4

77

I~ e e e e e e e e. e e e e e e e e

78

LESSON 2

Q

1

1

1

1

2

2

TV and radio

I like cartoons, old films, . comedy Jane things hke that.

series, soap operas, 7

bb. h I know - but who cares. It's ru ts I enjoy it.

J h I think there are some brilliant

o n da s Some of the programmes these Y · . "ldl"f pop shows, for example. I hke w1 I e

programmes, too.

Sue I don't often watch TV. I'd rather read a good book.

lony I'm a telly addict. I watch 4 or 5 hours

d It doesn't really matter what the a ay. t I es are I 1· ust use them o re ax. programm ·

Liz The best thing on TV is the adverts. Some of them are wonderful - rea\11

f lio be honest I like them mor~ unny. ' than the programmes.

a Read the above extracts from magazine interviews about TV programmes and match these words to their definitions.

1 advert

2 rubbish

3 telly addict

4 soap opera

a) something not necessary and of bad quality

b) a person who cannot stop watching TV

c) a popular drama serial about the daily life of a group of people (e.g. Dallas)

d} short for advertisement

b Read the interview extracts and answer these questions.

a} What question did the interviewer ask?

b} Which people mention the types of programme they like?

c) Which people don't mention the types of programme they like?

c Read the interview again and say what types of programme they mention.

d Work in pairs. Take it in turns to interview your partner about his/her favourite programmes. Report what he/she said to the class.

a Read what Sue says in her interview again. Look at the Language Focus box and change her last sentence using 'I'd prefer to'.

LANGUAGE FOCUS

I would rather/ I'd rather, I would prefer/ I'd prefer

We use would rather with the sense of would prefer to

'Shall we go by train?' 'Well, I'd prefer to go by car./ Well, I'd rather go by car'.

b Answer these questions using 'I'd prefer to ... ' or 'I'd rather ... '

a} Shall we play tennis? (prefer/go for a swim)

b) Shall we go? (rather/wait for a few minutes)

c} Shall we walk? (prefer/go by car)

d} Shall we eat now? (rather/eat later)

e) Shall we decide now? (rather/think about it for a while)

Q Q

3

3

3

3

I :,"' ~/' .

1. When do you listen to the radio?

2 How many hours a day/week do you listen?

3 What do you listen to?

the news

the weather forecast

pop music

classical music

stories

chat shows

comedies

quizzes

sports programmes

in the morning

2 hours a day

in the morning

6 hours a week

_,. .. ' ·

•••• 79

a Read and answer the questionnaire above about radio listening habits. Copy the columns in your notebooks. Complete the me column.

b Work in pairs. Interview your partner and complete his/her column.

c Work in pairs. First look at the Language Focus box. Then look at the columns above and check how many things are the same.

EXAMPLE

LANGUAGE FOCUS

So do I/Neither do I We use do/does in the expressions instead of main verbs, e.g. like, play, want.

A I like TV. B So do I. A I don't watch the news. B Neither do I. A I think he's right. B So do I.

A I listen to the radio in the morning. A I don't listen to the news.

B So do I. B Neither do I. B So do I. A I like pop music shows.

d Write a report of the similarities in your questionnaire.

EXAMPLE

Maria listens to the radio in the morning and so do I. Maria doesn't listen to the news and neither do I. She likes pop music shows ... She doesn't like ...

• • • • • • • • • • • • • • • • • 80

LESSON 3 Postcards and letters

1 a When people go on holiday, they often write about the weather, the food, the place and the people there. List the words in the following

. groups. Some can go in more than one group.

WEATHER FOOD

fine delicious

PLA CE

beautiful

fine interesting exciting lovely windy fantastic

helpful delicious awful

beautiful boring

friendly

PEOPLE

friendly

nice horrible

1 b Here are two postcards. Find the correct message for each one and choose a beginning, a middle and an end.

TOWER BRJDGE SHERWOOD CAMP - -------AND --------

THE TOWER OF LONDON

•••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• BEGINN I NG a) M ndDad b) Hi, John, Dear um a '

1 arrived eafely in London. Here I am in Sherwood.

•••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• M I DDLE c) It' s a lovely place but th .

is horrible. It rains everyed:;a~~er made friends here B . . ve insects H , . . nan collects

· es a mce n u1 h lots f .I! ':Juy. YYe ave 0 1 un together.

d) Kate'e parente are very nice and Mre. Parker makee delicious Yorkshire pudding. Yeeterday they took me on a tour. We vi@ited the Tower of London. It wa5 very exciting. One tower i5 called 'the Bloody Tower' becau5e many people died there.

It wa5 a hot day and I ate 5 ice cream9. (Don't worry Mum. I'm OK.)

•••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• END

e) . .. ·nn you eoon,

Looking forward to eee1 :::i

Love, Liz XX Walkman, P.S. Pleaee give Steve my

he neede it next week.

0 I' ll be back next Friday. Bye for now, Mike

1 c Imagine you are on holiday. Use some of the adjectives in Exercise l(a) to write a postcard to a friend of yours or to your parents.

-~.. . . < ,

••••••••••••••••••

0

2 a Look at the Language Focus box and rephrase the sentence below. Write both sentences in your notebook.

Please give Steve my Walkman.

LANGUAGE FOCUS

Verbs + 2 objects

Some verbs can take 2 objects: give, show, pass, send, promise, etc.

Give + a person + a thing Give me the Jetter.

Give a thing + to + a person

Give the letter to me/Give it to me.

2 b Work in pairs. You are working on your project and you need several things. Your partner is sitting next to you but he/she is not really listening. Ask him/her to give you what you need.

EXAMPLE A Can you give me that crayon? B Sorry? A Can you give that crayon to me, please? B Yes, here you are.

~ Q 4#1#/ ~o / crayons paper felt-tip pens pictures glue ruler

~,, 2 c Rewrite these sentences without to.

a) She showed her letters to her parents.

b) I gave the message to Mrs. Jones.

c) We sent a birthday present to him.

d) Could you give this box to Liz, please?

e) We gave some bread to the birds. 0 Read the letter to me.

CJ) 3 a Read these magazine advertisements and choose a penfriend . ,

Parker, 12 PLYMOUTH Hi! I

JUld like a boy/girl penpal 12+ w ho

Tim Cruise, 12 LONDON •Jane Bacon, aged 12, York I love

Beverly Hills 90210, reading, ~nd most pop music . I play the piano. Girl/Boy 13-1 5 years old . . es animals, and Roxette. Write soon!

I love doing sports. I'm intelligent. I'll give more details if you write to me. Bye

3

3

b Christine in Germany saw the same penpal letter page. Who did she write to?

c Write a letter to your penpal. Tell him/her about yourself. Use the layout opposite to help .

Remember to bring in sheets of paper, crayons, felt-tip pens, glue, and magazine pictures for your project next time.

Dear ... ,

Manforter Strasse 142 5090 Mi.inchen 2

12th March

I saw your advert for penpals. I live in Germany and I would like to meet English people.

My hobbies are the same as yours - reading,

playing the piano, and pop music.

I began studying English five years ago, but I've never

been to England.

We aren't a big family. I'm an only child. It's boring sometimes. Well, that's me!

Looking forward t o hearing from you. Best wishes,

Christine

81

••••••••••••••••••• 82

LESSON 4

1

2

2

2

Your factfile

Codes ••••••••••••••••••••

Read the following paragraph. Find out which code it is. Who invented it? When was it invented? Copy and begin the paragraph with the new information, give it a title and stick it into your factfile.

It is a system of representing letters of the alphabet, numerals, and punctuation marks by an arrangement of dots (•• ••), dashes (----), and spaces (e.g. Mis -- , Sis .. •). The codes are transmitted as electrical pulses or visual signals such as flashing lights. It is still used for ship-to-ship communication and amateur radio.

a Here is a message in code. Can you decode it using the code below?

____ tf____ ----------

b Draw pictures to make your group code. The name of each picture must begin with the letter of the alphabet in that box

A

G G

M

s

y

B c

H I

offil N 0

e T u

' if

D E F

e ~ J K L

p Q R

v w x

# ~

c Write a message for the other groups in your group code. Can you read their messages? Stick your group code and the message you wrote in your factfile.

-~,. .. '•

••••••••••••••••••

LESSON 5 Charlie and the Chocolate Factory

1 Read the text below silently and say how the idea of a television chocolate first came to Mr. Wonka's mind.

2 Read while listening. Pay attention to the words you are not sure how to pronounce, and how each sentence is said. Then read part of the story aloud.

CHAPTER 9

@OU~~yT~ 'I've never seen anything like it!' cried Mr. Wonka. 'Children are disappearing like rabbits.' Tm getting tired,' said

Mike Teavee. 'Isn't there a Television Room in all this factory?' 'Certainly there's a

television room. We'd better take the elevator. Come! It is made of clear glass so that you can see out. And it isn't an ordinary up and down elevator. It can go all possible directions and can visit any single room in the whole factory. Choose a button!' 'Look! TELEVISION CHOCOLATE! That's for

me!' shouted Mike Teavee, pressing the button. Instantly, the doors shut and the elevator

r ushed on at the speed of a rocket, changing direction. The next moment, with a screeching of the brakes, the elevator slowed down and then stopped. They all stepped into a dazzlingly bright

room. When Mr. Wonka gave each of them a pair of glasses, they could see an enormous camera on wheels at one end and a very large television set at the other end of the room. The Oompa-Loompas in the room were dressed in bright-red space suits and they were working in complete silence. 'What is Television Chocolate?' asked Mike

Teavee. 'I shall tell you how it works. The first time I

saw ordinary television working, I was struck by a great idea. If people can break up a photograph into millions of pieces, send them

through the air and put them together again at the end, why can't I do the same thing with a bar of chocolate?' 'It has to be big, because it

comes out much smaller than it was when it went in. Switch on!' There was a flash and the

enormous bar of chocolate disappeared into thin air. 'It's on its way! Watch the

screen! Here it comes! Charlie Bucket! You take it!' Charlie touched the screen and miraculously

the bar of chocolate came in his fingers. 'It's a miracle! It will change the world of

commercials!' exclaimed Grandpa Joe. 'Could you send a real person from one place

to another in the same way?' asked Mike Teavee who was already running towards the camera. He jumped into it pressing down the switch. 'Mike! Where are you? Good heavens! He's

gone!' screamed Mrs. Teavee. 'Oh dear! Let's hope he comes through in one

piece!' said Mr. Wonka. 'Here he comes! Are you all right, Mike? How

small you are! How can we make him grow?' 'We'll put him in a machine for stretching

chewing-gum and then we'll fatten him up again with an overdose of my wonderful Supervitamin Candy. (It contains all vitamins from A to Z.)' 'The boy is in his father's pocket,' said Mr.

Wonka to an Oompa-Loompa giving him full­written instructions. 'Goodbye Mr. Teavee! Goodbye Mrs. Teavee! Don't look so worried!'

83

I••••••••••••••• UNIT

1 Q Cities of the world Cl • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ••

: LESSON 1 It's a small world

1 a Match the pictures A-F to the place names 1-6. Say what each picture represen

EXAMPLE A = The White House

1 Buckingham Palace

2 The White House

4 .Shakespeare's Birthplace

5 The Golden Gate Bridge

3 Oxford University 6 The Empire State Building

1 b Which city are the places 1-6 in? Say th~ name of the city.

Stratford-upon-Avon London New York Oxford San Francisco Washington DC

m 2 Match the texts to the places 1-6:

~ This is the place where the

president of the U.S.A. lives and works. It is painted every

year and has got a beautiful lawn in front of it.

D This city has a 13th century Universi ty where many famous

people have studied over the

years. It has 35 colleges.

D This is the house where Shakespeare ~as born in 1564 and spent his early

years. Now it is a memorial house and is visited by people from all over

the world.

0 This is one of the world's most famous buildings. It has 102

floors and it houses the world's most famous observatory platforms.

0 This is the place where the Quet or King of England lives. Many tourists come here to see the

G d t 11"30 Changing of the uar a ·

every morning.

D This is one of the longest suspension bridges in the

world. It looks golden in

the sun. It marks the Golden Gate entrance to San Francisco city from thr

Pacific Ocean.

Q 3 In pairs find out which of these places your partner would like to visit. Give reasons.

Q

4

5

5

6

6

7

•••••••••••••••••• 85

What do you think the following cities are famous for? Use these phrases to help you .

impressive monuments beautiful cathedrals exciting entertainment

interesting museums pleasant beaches unusual opera house

typical food and drink attractive shops old buildings

EXAMPLE Sydney is famous for its unusual opera house.

LANGUAGE FOCUS

Prepositions of place

in the centre of (England)

POINTS OF THE COMPASS

NORTH in the north/south/east;west of (Scotland) in the northern/ southern/ eastern/western part of (Wales) on the east;west coast on the (Pacific) coast on the River (Thames)

WEST EAST

SOUTH

a Look at the Language F_ocus box and say where Bucharest, Timisoara, Jasi and Sibiu are in Romania.

b In pairs, ask and say where Sydney, Paris, Vienna, Madrid, Rome and Athens are. Use the map on page 7 4.

EXAMPLE A Where's Sydney? B It'~ in the east of Australia.

a Copy the words below in your notebook. Listen, repeat and mark the main stress on the underlined words.

EXAMPLE an in1dustrial city

a seaside resort a mountain resort a university town an important town in the west a picturesque village

b In pairs, name places of each type in your country.

Write a paragraph about a city or town you know well.

a tourist city

Say: what kind of town it is, where it is situated, what it is famous for.

• • • • • • • • • • • • • • • • • • • 86

LESSON 2 Cambridge and Los Angeles

[IJ 1 A city, like a human being, has its own life, age and characteristic features that define it and distinguish it from other cities. Read the texts and use the headings to make notes about these two cities.

Cambridge is a beautiful old city in the east of England on the river Cam. It is a university town, with very little industry, and with a population of 95,400.

Rich in tradition, Cambridge h as many historical buildings and museums, art galleries, research institutes and libraries. It is famous for its 31 colleges that form the University of Cambridge.

Many famous people have studied in one or other of the many colleges of Cambridge. More than 60 university members have won Nobel prizes.

Some of the main attractions of Cam bridge are: King's College Chapel , a 15th century church, the magnificent entrance to Christ's College and the impressive buildings and chapel of Trinity College.

Cambridge takes visitors deep into the hear~ of England's history and civilization.

Name of the city Cami7ridge Los Angeles

Name of the country/state

Location

Population

Tourist attractions

Los Angeles is a city in the south of California, on ~ west coast of the U.S.A., on the Pacific Ocean.

It is crossed by the Los Angeles river and it is in tff middle of four mountain ranges.

It is a gigantic city (the third biggest city in the U.S.A.) with a population of 11 ,676,000. It has no centre, but numerous districts and suburbs, 33 airports, 2 sea ports and 8 transcontinental highwa):

Los Angeles is famous for its cinema studios (particu larly Hollywood), its fabulous Disneyland leisure park, its astronomic observatory (Mount Palomar) and its universities and colleges. Tourists 01

attracted by its modern mountain resorts (includ ing Beverly Hills) and well-known seaside resorts.

2 Read about Cambridge again and find the words below. Is the used before theDl or not?

east of England River Cam Cambridge England

3

-.... . . .. • • • • • • • • • • • • • • • • • •

LANGUAGE FOCUS

The definite article: the

The definite article the is generally used before oceans, seas, rivers, mountain ranges and points of the compass.

EXAMPLE the Pacific Ocean, the Black Sea, the River Cam, the Alps, the west

The definite article the is not used before: names of continents, countries , towns or villages or individual mountains.

EXAMPLE Europe, Romania, Bucharest, Bogda, Mount Everest

Look at the Language Focus box and complete the gaps in the text with the _where necessary.

DISNEYLAND and DISNEY liJDRlD are nice places to visit. Disney

87

liJnrfd is in (f) ........ Drfando, (2) ........ ffnrida, while (3) ........ Disneyland is in (!/) ........ Los Angeles, (S) ........ California. /hey are considered the happiest pf aces on Earth. Do ynu know why? Because people fee{ they are in another world when they visit these wonderful leisure parks and they meet It/le.key fflouse and other characters frnm Disney films.

In ( 6) ....... Adventurefand, fur example, you are in the jungle of (7) ........ Asia and (8) ........ Africa. You can travel down mysterious rivers fif<e (9 ) ........ Amazon and ( f 0 ) ........ ('{ffe and see the hippos in (ff) ....... .

\ Congo river.

In ( 12 ) ..... .f rnntierfand you can ride a mule or paddle a canoe on ( 13 ) ........ Rivers of Americ.a or explore the frnntier wilderness nf Nature's liJonderf and.

fn New Drfeans Square you can listen to Jazz and then have an adventure in a haunted Cari66ean seapnrt. the Pirates of (llf.) ........ Cari66ean Sea are ready to attack the ship you are on.

II 4

Qs

Listen to two people talking about a city and take notes under the following headings:

Name of the city Location Name of country or state Main attractions

Role play

Student A You meet Student B on a train in your country. Use these questions to have a conversation. Where do you come from? Where is that exactly? What's it like? Do you like living there?

Student B You come from Sydney and &re going on a trip in Student A's country. Answer Student A's questions. Then return the questions.

••••••••••••••••••• 88

LESSON 3

1

m 2

A visit to London

Before you read:

a) What do you know about London?

b) Have you ever been there? Would you like to go there?

Read the text and name the four sights in the pictures.

London is a beautiful old city in England. It is situated on the banks of the river Thames.

It is a very big city: 56 kilometres from east to west. More than seven million people live in Greater London. In summer there are always a great number of tourists, too. They visit the many historical sights. .,.,.

-411 Tourists often go to the Houses of Parliament.

Trafalgar Square with its pigeons and Nelson's column is a tourist attraction in the centre of London where visitors can feed the pigeons and relax.

The bell in the clock tower is called Big Ben.

The chimes of Big Ben go out over the radio to all

parts of the world.

-411 The oldest part of the Tower of London is called the White Tower. William the Conqueror built it about 900 years ago. Many people go to see the Crown Jewels. The crown of Queen Elizabeth has the great Koh+noor diamond on the front, the biggest diamond in the world.

This is the Prime Minister'• home at 10 Downing Stre€: The Prime Minister meets his ministers here to discuss the most importan: questions of the day. 'Y

3 If you go to London, you will see interesting places.

Look at the sentence above and answer these questions. Is a) orb) correct?

1 Does it mean: 3 What comes after If a) you will go to London for sure? a) the simple present? b) you will possibly go to London? b) the simple future?

2 Are you talking about: a) present time? b) the future?

1

4 Read the Language Focus box and then look at the text again. Make sentences similar to the one in the box about:

a) The Houses of Parliament b) 10 Downing Street

c) The Tower of London

d) Trafalgar Square

EXAMPLE If you go to the Houses of Parliament, you will see Big Ben.

•••••••••••••••• I

LANGUAGE FOCUS

Conditionals (Type 1)

Use the first conditional to show a possible or probable future action. If you go to Rome, you will see the Colosseum. If you stay with me, you won't see anything.

89

If + SIMPLE PRESENT, Subject + SIMPLE FUTURE IF clause, Main clause

5 a Music is the universal language of mankind. Let's learn a song. Before you listen to the song, read the Information Box. What city do you think the song will be about?

In Britain and the USA the 1960s was a time of great optimism. "Love-ins", festivals for peace and love, were held in many places in both countries.

In San Francisco hippies wore flowers in their hair, to show that they were gentle, kind and peace-loving.

5

5

5

a

b

c

d

e

f

g

h

b Listen to the song, copy the grid and number the sentences in the right order.

For those who come to San Francisco, summer time will be a love-in there. ''I If you 're going to San Francisco, be sure to wear some flowers in your hair. ,,._

If you 're going to San Francisco, be sure to wear some flowers in your hair. '' • •• In the streets of San Francisco, gentle people with flowers in their hair. I\

There's a whole generation, with a new explanation, people in motion there.', All across the nation, such a strong vibration. people in motion. # ~ • •

If you come to San Francisco, summer time will be a love-in there. • , ' If you're going to San Francisco, you're gonna meet some gentle people there.

c Listen again and tick the three things the singer says you can do in San

Francisco. 'I a) meet famous people or b) meet gentle people .,.,.

c) go to a love-in or d) go to lovely parties

e) wear flowers in your hair or O wear flowers in your hat

d Use the ideas above to write three complete sentences about what you will do if you go to San Francisco. Begin like this: If I go to San Francisco, I ...

Write five sentences to say where you will take some English friends if they visit the place you live in.

EXAMPLE If they want to go sightseeim.g, I'll take them on a city tour by bus.

: Remember to bring a • large sheet of paper, • • crayons and pictures • • to class next time . • • •

• • • • • • • • • • • • • • • • • 90

LESSON 4 Your factfjle

1

The city of my dreams •••••••••••••••••••••••••••••

Read the five groups of words below and then collect more words and phrases for each group. The words on the right can help you. Write the complete lists in your factfile.

a) What sights, public buildings and places can you find in a city?

zoo cafe

expensive castle bank town hall park theatre football stadium

b) Places where you can buy things to eat and drink: the supermarket the butcher's the baker's a restaurant

c) The position of places in town: In (Regent) Street in the centre in a suburb opposite the post office a long way from the centre

d) What can a place in town be like? Big old famous busy crowded

e) Information about opening times: Open on weekends from 9 a.m. to 5 p.m. closed on Sundays open daily

next to the park

bookshop

museum well-preserved

library in Trafalgar Square

a ten minute ride by bus dirty

large closed at lunch time

police station

open 24 hours

ll11 r 2

.~~~ llH Hll gg~~ Hll 111111

Imagine you are architects. The City Council has gggu H' 1111 asked you to design and describe an ideal city. ~~~~ r ,,~H

a) Talk to the others in the group about-this ~~~v ~ and draw a map to show your mty's: • sights and public buildings • attractions • facilities (e.g. sports centre) • green spaces

Think abouf your ideal city and wrM answers to these questions: • What will its name be? • Where will you place it? • What will it be famous for?

__ ,. . . .. ··············••4

LESSON 5

iCJJ 1

Charlie and the Chocolate Factory

Read the text below silently and say what Willy Wonka decided to give to Charlie and why.

91

[SR2 Read while listening. Pay attention to the words you are not sure how to pronounce and to how each sentence is said. Then read part of the story aloud .

CHAPTER 10

Charlie's Chocolate Factory 'There's ... there's only Charlie

left now, Mr. Wonka! ' said Grandpa Joe.

There was a silence. Then, suddenly, Mr. Wonka exploded with excitement.

'That means you've won! Congratulations! I'm delighted! Step into the elevator both of you!' Something crazy is going to happen now, Charlie thought, but he wasn't frightened.

Mr. Wonka pressed the button on which it said: UP AND OUT.

'Help! It's the end! We're done for!' shouted Grandpa Joe.

'No, we're not! We're through! We're out! Have no fear! ' said Mr. Wonka calmly.

The elevator had gone right up through the roof and into the sky like a rocket. Mr. Wonka pressed another button and the elevator stopped over the very town itself.

Looking down, Charlie could see the other four children and their parents standing at the gates of the factory waiting to get into the trucks loaded with enough chocolates and sweets for a lifetime.

'Look! ' said Mr. Wonka. 'There goes Augustus Gloop! He's much thinner now! And that's Violet Beauregarde. They managed to de-juice her after all! She looks much healthier .. . although still purple in the face! There's nothing we can do about that!'

'Look at poor Veruca Salt and her parents! They're simply covered with garbage!'

'And here comes Mike Teavee!' said Grandpa Joe. 'Good heavens! He's about ten feet tall!

'They stretched him too much on the gum­stretching machine. He's lucky. Every basketball team in the country will be trying

to get him. Now, Charlie. Do you love my factory?' asked Mr. Wonka.

'Oh, yes,' cried Charlie. 'I think it's the most wonderful place in the whole world.'

'You see, my dear boy, I have decided to make you a present of the whole place.'

Charlie stared at Mr. Wonka. Grandpa Joe opened his mouth but no words came out.

'I'm much older than you think. I can't go on for ever,' Mr. Wonka went on. 'Someone must take it over. Not a grown-up! A grown-up won't listen and won 't learn. So I want a good sensible loving child to whom I can tell all my factory secrets and who will look after the Oompa-Loompas.'

'Do you really mean that you are giving this enormous factory to Charlie? ' said Grandpa Joe.

'You will all live in this factory from now on. We must go at once and take the rest of your family. Through the roof!' said Mr. Wonka firmly and pressed a button.

CRASH went the elevator right through the roof into the bedroom of the Buckets' old house.

'Mother!' cried Charlie. 'This is Mr. Wonka. We're going to live in his factory. He's given it all to me. Father, Grandma Josephine, Grandpa George, Grandma Georgina, we're going to the most wonderful place in the whole world. Please don't be frightened! '

So Mr. Wonka, Charlie and Grandpa Joe pushed them all into the elevator.

'Will there be anything to eat where we go? We're all starving!' said Grandma Josephine.

'Anything to eat?' cried Charlie laughing. 'Oh, you just wait and see!'

••••••••••••• •••

Round up 3 ••••••••••••••••••••••••••••••••••••••••••••••• j • 'l

Listening

• a Listen to the dialogue. Which of the places below does Mary advise Daniel to go

•

to?

1 The Empire State Building

Following the tragic events of 11 September 2001, a photograph of the World Trade Center has been removed and the exercise should not now be done.

b Listen again and answer these questions.

a) Has Daniel visited New York before?

b} How long is he going to stay?

c) Will he spend all the time visiting places?

d) Which place will he go to first?

3 The Metropolitan Museum of Art

4 The Kennedy Center

e} What does Mary say may be a problem, time or money?

Speaking Tell your partner about a trip that you cannot forget. Speak about the characteristic features of the place, how you got there, what you did, and what you liked most.

Vocabulary

Christopher Columbus was Italian. He was born in Italy. He was a famous sailor. Make similar sentences about the following people.

a) W. Shakespeare · ··b) Thomas Edison c} George Enescu d) Jules Verne

Write the following words under two headings: GEOGRAPHY and TV PROGRAMMES. One of the words can go in both columns. Make sure you remember their meanings and correct pronunciation.

river, interview, east, weather forecast, quiz, coast, mountain·, sport, the news, chat show

•

• ••••••••••••••••

Grammar

Agree with these sentences using "neither" or "so".

a) I have never been to the Empire State Building

b) I am busy on Monday morning.

c) I can skate very well.

d) I was surprised to hear that.

e) I can't understand Dutch .

The following countries will send their teams to the football World Cup. What flags do the organizers need? Make sentences like this:

China: If China sends a team, the organizers will need the Chinese flag.

Denmark, France, Germany, Greece, Holland, Ireland, Portugal, U.S.A.

Use these words to write correct sentences with or without "to".

a) He sent/postcards/some of his friends.

b) She explained/her attitude/the headmaster.

c) They have offered/a job/the young man.

d) The guide showed/the visitors/the Crown Jewels.

Fill in the blanks in these texts about Flight with "who", "which" or "that".

93

a} In the ancient Greek legend, Daedalus was the great inventor made. the ~abyrinth and was the father of Icarus. Icarus tried ~~ fly usmg wmgs held together with wax. The wax melted when he got too near the sun and he fell and died.

b) In 1785, Pierre de Razer and Pierre Romain tried to cross the English Channel. They used a balloon ... was filled with a mixture of hot air and hydrogen. The balloon caught fire and fell to the ground.

c} If an air balloon is filled with hot air it will go up. This is because hot air is less dense and is lighter than cold air. The balloon's pilot can make it move up and down by heating or cooling the air, or by controlling the weight ... the balloon is carrying.

Reading

d) Balloons ... are sent up to the sky to find out about weather conditions are called meteorological balloons. Balloons are also used tor filming and advertising.

Read the texts above. Match each text to one of these headings:

1 Channel crossing. 3 Fact or imagination.

2 Uses for balloons. 4 Hot air balloons.

Identify the sentence which says what will happen if an air balloon is filled with hot air. Read it aloud .

Writing

Write a diary entry about a museum/the house of a (famous) person/a famous building you have visited. Remember io include its location, most important attractions and why you liked it.

" . . . . . . . . . . . . . . . . . Pronunciation key

•••••••••••••••••••••••••••••••••••••••••••••• .. , SYMBOLS USED

Vowels Consonants

Symbol Example Symbol Example

a: start /sta:t/ b b~d /bed/

ce f!!,t /f cet/ d .dance /da:ns/

ar cry /kra1/ f film /film/

a1'd fire /fa1'd/ g go /g'Ju/

au out /aot/ h hat /hret/

ao'd flower / 'flau;:i/ J n~w /nju:/

e t.e_n /ten/ k ~at /kret/

e1 sgy /sell lake /le1k/

e'd hair /he'd/ m man /mren/

milk /milk/ n now /nau/

1: tea /ti:/ p nen /pen/

Id near /m'J/ r red /red/

0 dQg /dog/ s .s.oon /su:n/

'JU phQne /faun/ t ten /ten/

~: door /d~:/ v yictory /'v1kt'Jrrl

~I bQY lb'JII w well /well

u p11t /pot/ z zoo /zu:/

u: school /sku:l/ J ship /J1p/

U'd sure /Jo'd/ 3 television /' tehv13n/

3: girl /g3:J/ IJ sing /SIIJ/

/\. n11t /nAtl 1f chair /tf e;:i/

d butter /'bAt'd/ e thin /9m/

0 father /' fa :o;:i/

<13 ioy /Q)'JII

•••••••••••••• ••

List of irregular verbs e e e e e e e e e e e e e e e e e e e e e e e e e • . • e e e e e e e e e e e e e e e e e e e e e I

infinitive Past Past Participle

to be /bi:/ was /woz, w:Jz/ , been /bi:n/ - a fl were /w3:, W:J I

to become /br'kAm/ became /b1 'ke1m/ become /b1'kAm/ - a deveni

to begin /b1'gm/ began /b1'gren/ begun /b1 'gAn/ - a incepe

to blow /bldu/ blew /blu:/ blown /bl:Jun/ - a sufla

to break /bre1k/ broke /br:Ju kl broken / 'br:Jukn/ - a (se) sparge, a rupe

to bring /brn]/ brought /br'J: t/ brought /br'J: t/ - a aduce

to buy /ba1/ bought /b'J:t/ bought /b'J: t/ - a cumpara

to build /bJld/ built /bilt/ built /brlt/ - a construi

to catch /kretf / caught /k'J:t/ caught /k'J: t/ - a prinde

to choose /tf u:z/ chose /tfdoz/ chosen / 'tf :Juzn/ - a alege

to come /kAm/ came /ke1m/ come /kAm/ - a veni

to cost /kost/ cost /kost/ cost /kost/ - a costa

to cut /kf.,t/ cut /kAt/ cut /kAt/ - a taia

to do /du:/ did /did/ done /dAn/ - a face

to draw /dD:/ drew /dru:/ drawn /dr'J:n/ - a desena

to drink /dnl)k/ drank /drre1Jk/ drunk /drAl)k/ - a bea

to drive /dra1v/ drove /dr;mv/ driven / ' dnvn/ - a conduce un vehicul

to eat /i:t/ ate /et, e1t/ eaten / 'i:tn/ - a manca

to fall /fo:l/ fell /fell fallen /'fo :l;~m/ - a cadea

to feed /fl:d/ fed /fed/ fed /fed/ - a hrani

to feel /fi:l / felt /felt/ felt /felt/ - a (se) simti

to fight /fart/ fought /fo:t/ fought /fo: t/ - a (se) lupta

to find /famd/ found /faond/ found /faond/ - a gasi

to fly /flail flew /flu:/ flown !fl:Jon/ - a zbura, a pilota

to forget /fa' get/ forgot /fo'g ot/ forgotten /fa 'gotn/ - a uita

to get /get/ got /got/ got /got/ - a obtine, a primi

lo give /g1v/ gave /ge1v/ given / ' g1vn/ - a da

to go /g:Ju/ went /went/ gone /gon/ - a merge

to hold !h:Jold/ held /held/ held /held/ - a tine

to have /hrev/ had /bred/ had /bred/ - a avea

lo hear /h1:J/ heard Jh3:d/ heard /h3:d/ - a auzi

lo keep /ki:p/ kept /kept/ kept '/kept/ - a tine, a pastra

•••••••••••••••••• 96

Infinitive Past Past Participle

to know /n'do/ knew /nju:/ known /n'don/

to learn /l3:n/ learnt I learned /13:nt/ learnt I learned /l3:nt/

to leave /li:v/ left /left/ left /left/

to lend /lend/ lent /lent/ lent /lent/

to let /let/ let /let/ let /let/

to lose /lu:z/ lost /lost/ lost /lost/

to make /merk/ made /merd/ made /merd/

to mean /mi:n/ meant /ment/ meant /ment/

to meet /mi:t/ met /met/ met /met/

to put /pot/ put /pot/ put /pot/

to read /ri:d/ read /red/ read /red/

to ride /rard/ rode /r'dod/ ridden / ' ndn/

to run /r11.n/ ran lrren/ run /r11.n/

to say Iser/ said /sed/ said /sed/

to see /si:I saw ls'J:/ seen /si:n/

to sell /sell sold /s'dold/ sold /s'dold/

to send /send/ sent /sent/ sent /sent/

to shake /Jerk/ shook /Joki shaken / 'Jerkn/

to show /J'do/ showed /Jgud/ shown /J'don/

to sit /srt/ sat /scet/ sat /scet/

to sleep /sli:pl slept /slept/ slept /slept/

to speak /spi:k/ spoke /sp'dok/ spoken / 'spgukn/

to spend /spend/ spent /spent/ spent /spent/

to swim /swim/ swam /swrem/ swum /sw11.m/

to take /terk/ took /tok/ taken /' terkn/

to tell /tel/ told /t'dold/ told /tgold/

to think /8r1Jk/ thought /8::i:t/ thought /0'J:t/

to throw /8rgo/ threw /0ru:/ thrown /0r'don/

to understand understood understood /And'd'stcend/ /11.nd'd'stod/ I 11.ndJ' stud/

to wear /weg/ wore /w::i:/ worn /w::i:n/

tow.in /wm/ won /w11.n/ won /w11.n/

to write /rmt/ wrote /rgot/ written /' ntn/

- a §ti, a cunoa§te

- a 1nvata

- a Iasa, a pleca

- a da cu 1mprumut

- a Iasa

- a pierde

- a face

- a 1nsemna

- a (se) 1ntfilni

- a pune

- a citi

- a calari, a merge cu bicicleta

- a alerga

- a spune

- a vedea

- a vinde

- a trimite

- a scutura, a tremura

- a arata

- a sta jos

- a dormi

- a vorbi

- a petrece (timpul), a cheltui

- a 1nota

- a lua

- a spune, a povesti

- a crede, a se gandi

- a arunca

- a lntelege

- a purta (o haina)

- a c~tiga

- a scrie

••••••••••••• •'

English-Romanian glossary •••••••••••••••••••••••••••••••••••••••••••••••••••

A about /;)'baot/ (U4, L2) - aproximativ abroad /;)'brJ:d/ cus, L2) - strainatate ache /e1k/ (U3L1) - durere acid /' resrd/ (U4L2) - acid adventure /;)d'ventf ;)/ (U1L1) - aventura adventure book /;)d'ventfd ,bok/ CU5L2) - carte de aventuri advert /'redv3:t/ (U9L2) - reclama American /;)'menbn/ (U8L1) - american ancient /'emJdnt/ (U4L3) - antic appointment /d'pJmtm;mt/ (U1L2) - intalnire fixata to approach /d'prdulf/ (U4L1) - a se apropia, a aborda architect / 'a:kitekt/ (U8L3) - arhitect aspirin / 'resprm/ {U3L2) - aspirina astronaut /'restrdm:t/ (U2L3) - astronaut atmosphere /' retmdsfoi/ (U2L3) - atmosfera author / ';):8d/ (U5L1) - autor axis /'reks1s/ (U4L1) - axa

B backache /'breke1k/ (U3L1) - durere de spate bank /brel)k/ (U10L3) - mal blanket /'blre1Jkitl (U4L2) - patura blood /blAd/ (U3L3) - sange bloody /' blAdI/ (U9L3) - sangeros bone /bdun/ (U3L3) - os bone idle /,bdon 'aid!/ (U1L2) - foarte lene~ bookshop /'bukJop/ (U5L1) - librarie bookworm /'bukw3:m/ CU5L2) - soarece de biblioteca (figurat) border / 'b::i:dd/ CU8L2) - granita to borrow /'bor;)o/ (U5L1) - a lua cu imprumut bowl /bdul/ CU6L2) - vas adanc brain /brem/ (U4L3) - minte, creier bridge /brrtj;/ {UlOLt) - pod broken /'brdokdn/ (U2L2} - spart, rupt broken /'brdubn/ (U7L3) - stricat (despre un aparat)

C calculator /'krelkjole1td/ (U7Lt) - calculator camera / 'kremdrd/ (U7Lt) - aparat de fotografiat capsule /'krepsju:I/ (U3L2) - pilula carpenter /'ka:pmtd/ (U2L1) - tamplar cassette recorder /b'set rr,b:dd/ (U7Lt) .L casetofon Centigrade / 'sentrgreid/ (U3L2) - Celsius

•••••••••••••••••• 98

D

chapel /'tf rep;:)l/ (U10L2) - capela chapter /' tf rept;:)/ (U5L1) - capitol character /' krenkt;:)/ (U5L3) - personaj chat I talk show /' tfret, 't;:,:k .J;:)o/ (U9L2) - dialog TV to cheer somebody up / ,tf1;:) 1Ap/ (U5L1) - a inveseli, a incuraja Cinderella /,smd;:)'reld/ (U2L1) - Cenu§areasa classical music /,klresrbl 'mju:zrk/ (U9L2) - muzica clasica climate /' klarm;:)t/ (U4L2) - clima coal /boll (U4L2) - carbune code /bud/ (U9Ll) - cod college / 'koh<l3/ (U10L2) - colegiu command module /b 'ma:nd ,modju:l/ (U2L3) - modul de comanda communication /b ,mju:m'kerJ;:)n/ (U9Ll) - comunicare computer /bm'pju:t;:)/ (U9L1) - calculator, computer

concrete /'koIJkri:t/ (U5L2) - ciment to connect /b'nekt/ (U7L2) - a conecta conqueror /'koIJbr;:)/ (10L3) - cuceritor contest / 'kontest/ (U3L3) - concurs cooker /'kob/ (U7Lt) - masina de gatit, aragaz to cooperate /bo'opdrert/ (U4L3) - a coopera cord /b:d/ (U7L2) - cablu electric country / 'kAntrr/ (U8L2) - tara county /'kaontII (U8L2) - comitat, district cover / 'kAv;:)/ (U5L1) - coperta to crawl /kr;:,:l/ (UlLl) - a se tar! crew /kru:/ (U2L2) - echipaj crown /kraon/ (UtOL3) - coroana crowned /kraond/ (U812) - incoronat

Danish /'dermJ/ (U8L1) - danez Denmark /'denma:k/ (U8L1) - Danemarca depressing /d1'presrIJ/ (UL2) - deprimat designer /dr'zam;:)/ (U8L3) - proiectant detective /d1'tekt1v/ (U8L3) - detectiv diary /' dardn/ (U1L2) - jurnal de insemnari personale dictionary /'drkJdndrr/ (U5L2) - dictionar to die /dar/ (U3L3) - a muri diet /'da1;:)t/ (U3L1) - r.egim disc jockey (DJ) /' drsk ,ci3okII (/'di: ,ci3er/) (U8L3) - disc jockey, prezentator

de muzica pop to disconnect /d1sb'nekt/ (U7L2) - a deconecta un aparat disease /d1 'zi:z/ (U3Ll) - boala dish washer /' drJwoJ;:)/ (U7Ll) - masina de spalat vase district / 'drstrrkt/ (U10L2) - district dolphin / 'dolfrn/ (U4L3) - delfin

E

F

G

dressmaker /'dresme1b/ (U8L3) - croitoreasa to drown /draon/ (U4L3) - a se scufunda, a se ineca Dutch /dAtf/ (U8L1) - olandez duty /'dju:ti/ (U4L3) - datorie dwarf /dw;:,:f/ (U2L1) - pitic

earache /'1;:)re1k/ (U3L1) - durere de ureche east (the) /i:st/ (U10L1) - est

ecological /,i:b'lo<l3rbl/ (U4l2) - ecologic exhausted /1g 'z;):st1d/ (U1L2) - obosit, epuizat extinct /rk'stnJkt/ (U4L2) - disparut, stins extract /' ekstrrekt/ (U1L2) - extras, pasaj dintr- un text

fabulous /'frebjol;:)s/ (U10L3) - fabulos, extraordinar Fairy God Mother /,fe;:)rr 'godmAo;:)/ (U2L1) - Zana cea buna fairy tale /' fe;:)rr ,terl/ (U5L2) - basm CU zane to fall asleep /,fal d'sli:p/ (U1L2) - a adormi Fahrenheit /'frerdnhait/ (U3L2) - Fahrenheit fashion model / 'freJdn ,modl/ (U8L3) - manechin fatigue /fa'ti:g/ (U1L2) - oboseala fever /'fi:v;:)/ (U3L2) - febra

to fill /frl/ (U6L2} - a umple fireworks /' far;:)W3 :ks/ (U6L1) - artificii flame /flerm/ (U2L3) - flacara to float /fl;:)ot/ (U2L2} - a pluti, a plana floodlight / 'flAdlart/ (U8L2) - reflector, lumina de la reflector to follow /'fol;:)o/ (UlLl) - a urma France /fra:ns/ (U8L1) - Franta freezer / 'fri:z;:)/ (U7Ll) - congelator French /frentf/ (U8Ll) - francez fridge /fn<l3/ (U7Ll) - frigider frightened /' fra1tnd/ (U6L2) - speriat fuel /f}o;:)l/ (U2L2) - combustibil

galactic /g;:)'lrekt1k/ (U4Ll) - galactic galaxy /'greldksr/ (U4Ll) - galaxie gate /ge1t/ (U10Ll} - poarta German / 'ci33:m;:)n/ (U8Ll) - german Germany l'ci33:mdni/ (U8Lt) - Germania gesture /'<l3estf;:)/ (U9Ll} - gest to get bored /b;):d/ (U6L2) - a se plictisi ghost story / 'gdost ,stJ:ri/ (U5L2) - povestire cu fantome giant / '<l3a1;:)nt/ (U8L2) - gigant

gigantic lci3ar'grentrk/ (U10L2) - gigantic

. ................. ' 99

••••••••••••••••••• 100

to grasp /gro:sp/ (U6L2) - a apuca, a prinde greengrocer /'gri:n,gr;msd/ (U8L3) - patron sau vanzator Intr-un

magazin de legume §i fructe greenhouse /'gri:nhaus/ (U4L2) - sera (to be under) guarantee /,grerdn'ti:/ (U7L3) - a fl In garantie guard /ga:d/ (UtoL1) - gardian, paznic

habit / 'hreb1t/ (U6L2) - obicei hairdresser /'hed,dresd/ (U8L3) - croitoreasa hair dryer /'hed,dra1;:i/ (U7L1) - foeon, uscator de par to have something repaired /n 'pe;:id/ (U7L3) - a ti se repara ceva headache /'hede1k/ (U3L1) - durere de cap headmaster /,hed'ma:st;:i/ (U8L3) - director de scoala headphones /'hedfaunz/ (U7L2) - ca§ti health /he19/ (U3L1) - sanatate healthy /'hel8i/ (U3L1) - sanatos heart /ha:t/ (U2L2) - inima highway /'haiweII (UtoL2) - autostrada hole /h;:iul/ (U2L2) - gaura, orificiu Holland /' hofand/ (U8L1) - Olanda hoover / 'hu:v;:i/ (U7L1) - aspirator humans /'hju:m;:inz/ CU9L1) - oameni, fiinte umane hunter /'hAnt;:i/ (U2L1) - vanator hurricane /' hAnbn/ (U5L2) - uragan

ill /rl/ (U3Lt) - bolnav illustration /,d;:i 'stre1Jn/ (U5L1) - ilustratie impressive /rm'presIV/ (UtoL) - impresionant in danger /,m 'dem<t;:i/ (U4L3) - In pericol to increase lrIJ 'kri:s/ (U2L3) - a cre§te, a se mari industry /'md;:istri/ (UtoL2) - industrie inside (the) /m'sa1d/ (U6L1) - continutul interested in /'mtr;:istrd/ (U5L3) - interesat de, pasionat de interview /'mt;:ivju:/ (U9L12) - interviu inventor /m'vent;:i/ (U8L3) - inventator iron /'a1;:in/ (U7L1) - fier de calcat it's leaking /' li:krI]/ (U7L3) - curge (masina de spalat) it doesn't work /w3,:~/ (U7L3) - nu functioneaza (despre un aparat)

Japan /c:B;:i'pren/ (U8L1) - Japonia Japanese /,c:Brep;:i'ni:z/ (U8L1) - japonez jewel l'<tu:;:il/ (U10L3) - bijuterie

kettle /' ketl/ (U7L1) - ceainic

-.... . . ' · • •••••••••••••••••

to land /lrend/ (U2L2) - a ateriza lawn /b:n/ (U10L1) - gazon to lend /lend/ CU5L1) - a da cu Imprumut library /' la1br;:iri/ (U5L1) - biblioteca lid /hd/ (U6L1) - capac to light /!art/ (U6L1) - a aprinde lion /'lar;:in/ (U4L3) - leu to lock /Ink/ (U6L2) - a Incuia to look after /,luk 'a:ft;:i/ (U5L3) - a avea grija (de ceva; de cineva) to look forward to l,luk 'fawdd/ (U9L3) - a a§tepta cu nerabdare sa

magic wand /,mre<t1k 'wond/ (U2L1) - bagheta magica mainline /'memla1n/ (UtoL2) - linie, traseu principal to make resolutions /,rez;:i 'lu:Jdnz/ (U6Lt) - a lua hotarari ; a se angaja sa manager /'mremct;:i/ (U8L3) - director general manual /'mrenju;:il/ (U5L2) - manual, ghid de operare marble /'ma:b;:il/ (U5L2) - marmura marquis /'ma:kwrs/ (U2L1) - marchiz mayor /me;:i/ (U4L2) - primar mechanic /m;:i 'kremk/ (U8L3) - mecanic medicine /'meds;:in/ (U3L1) - medicament memorial house /m1 'm~nr;:il ,haus/ (UtoL1) - casa memoriala men of science /,men ;:iv 'sa1;:ins/ (U4L2) - oarneni de §tiinta Merlin /'m3:lm/ (U2L1) - Merlin miller /'md;:i/ (U2L1) - morar minister /'numst;:i/ (UtoLl) - ministru to miss /mis/ CU1L2) - a rata scopul, ocazia; a nu 1ntfilni pe cineva to mix /m1ks/ (U4L2) - a amesteca mixture /'m1kstf ;:i/ (U4L2) - amestec, cornbinatie monkey /'mAIJki/ (U4L3) - maimuta Moon /mu:n/ (U2L2) - Luna motion / 'm;:iuJ;:in/ (UtoL3) - mi§care mountain range /'mauntm ,rern<t/ (U10L2) - lant muntos musician /mju: 'zrJn/ (U8L3) - muzician

news /nju:z/ (U9L2) - §tiri north (the) /m :8/ (U10L1) - nord novel /'nov;:il/ (U5L2) - roman

observatory /db'z3:vdtri/ (U10L1) - observator ogre /' ;:iog;:i/ (U2L1) - capcaun onlookers /'onlub z/ (U6L2) - public ordinary /'::i:d;:inri/ (U1L1) - obi§nuit, comun, normal oxigen /'oks1ct;:in/ (U2L3) - oxigen

101

I •••••••••••••••••••

102

p

Q

R

page /perdy' (U5L1) - pagina pain /pem/ (U3L1) - durere paracetamol /prer;:i'si:tdmol/ (U3L1) - paracetamol parachute /'prer;:ifu:t/ (U2L3) - para§uta peak /pi:k/ (U8L2) - varf penguin /'pengwm/ (U3L3) - pinguin pharmacist /'fa:m;:is1st/ (U8L3) - farmacist physicist /' fIZisrst/ (U8L3) - fizician pigeon /'prd;);:in/ (UlOL3) - porumbel Planet Earth /,plremt '3:8/ (U4L1) - planeta Pamant to play fast forward /,fo:st 'fo:w;:id/ (U7L2) - a da banda inainte to be pleased /pli:zd/ (U9Ll) - a fi incantat plot /plot/ (U9L1) - intriga to plug /plAg/ (U7L2) - a pune in priza points of the compass /,pJmts ;:iv o;:i 'kAmp;:is/ (UlOLl) - puncte Cardinale to pollute /p;:i 'lu:t/ (U4LO) - a polua pollution /p;:i 'lu:f ;:in/ (U4Ll) - poluare pop music /'pop ,mju:zrk/ (U9L2) - muzica pop Portugal /'pJ:tf ug;:il/ (U8Ll) - Portugalia Portuguese /, pJ:tfu 'gi:z/ (U8Ll) - portughez to post /p;:iust/ CU9L1) - a pune la po§ta; a trimite prin po§ta prescription /pn 'sknpf;:in/ (U3Ll) - reteta medicala presenter /pn'zent;:i/ (U8L3) - prezentator Prince Charming /,prms 'tfa:mnJ/ (U2L1) - Fat- Frumos prize /prarz/ (U6L2) - premiu producer /pr;:i'dju:s;:i/ (U8L3) - producator de filme publishing house /'pAblrf 1IJ ,haos/ (U5L1) - editura Puss in Boots /,pus m 'bu:ts/ (U2L1) - Motanul incaltat

quiz /kwrz/ (U9L2) - emisiune concurs

to receive /n' si:v/ (U9Ll) - a primi rectangular/rek'treIJgjol;:i/ (U7L1) dreptunghiular Red Riding Hood /,red 'rardilJ ,hod/ (U2Ll) - Scufita Ro§ie refrigerator /n'frrd;);:ire1t;:i/ (U7Ll) - frigider reporter /n'pJ:t;:i/ (U8L3) - reporter research institute /rr's3:tf ,mstrtju:t/ (UlOL2) - institut de cercetare resort /rr'zJ:t/ (UlOH) - statiune restless/'restl;:is/ (U9Ll) - nelini§tit to revolve /rr'volv/ (U4Ll) - a se roti to rewind /,ri:'wamd/ (U7Ll) - a da banda inapoi; a derula banda rheumatic /ru: 'mret1k/ (U3Ll) - reumatic Romania /ru: 'memr;:i/ (U8L1) - Romania Romanian /ru:'mernr;:in/ (U8L1) - roman; romane§te

• • • • • • • • ••

s

T

-." . . ............. ~ .. . rope /r;:iup/ (UlLl) - franghie; funie to rotate /r;:iu'tert/ CU4Ll ) - a se roti round /raund/ (U7L1) - rotund rubbish l'rAbrf/ (U9L2) - fleacuri, prostii rude /ru:d/ (U9L3) - nepoliticos to rush into /rAJ/ (U6L2) - a navali; a intra

(for) safe keeping/,serf 'ki:prIJ/ {U6L3) - pentru a fi pastrat in siguranta satellite /'sret;:ilart/ (U9L1) - satelit science-fiction book /,sa1;:ins 'frkJ;:in ,buk/ (U5L2) - carte §tiintifico-fantastica self-destruction /,self dr'strAkJ;:in/ (U4L1) - autodistrugere to shake /Jerk/ {U2L2) - a scutura; a zgaltai shuttle / 'JAtll {U4L2) - calatorie scurta to be sick /srk/ (U3L1) - a fi bolnav; a-i fi rau sight /sart/ {UlOL3) - obiectiv turistic skin /skm/ (U3L3) - piele Sleeping Beauty /,sli:prIJ 'bju:tll' (U2Ll) - Frumoasa Adormita so /s;:iu/ (U7L3) - astfel, in acest caz soap opera / 's;:iup ,opr;:i/ (U9L2) - serial de televiziune care prezinta viata

de fiecare zi a unei familii sau a unei comunitati socket /'sokrt/ (U7L2) - priza solar system /'s;:iufa ,srst;:im/ (U4L1) - sistem solar sore /sJ:/ (U3Ll) - dureros south (the) /sau8/ (U10Ll) - sud Spain /spern/ (U8Ll) - Spania Spanish /'spremJ/ (U8Ll) - spaniol species /'spi:Ji:z/ (U4L2) - specie to splash /splref/ {U2L3) - a cadea cu zgomot In apa square /skwe;:i/ (U7Ll) - patrat (I can't) stand /strend/ (U5L3) - nu suport; nu sufar ceva sau pe cineva stepmother / 'stepmAo;:i/ (U2Ll) ...,.. mama vitrega stomachache /'stAm;:ikerk/ (U3L1) - durere de stomac stuntman /'stAntmren/ (U8L3) - acrobat, cascador surgery / 's3:d;);:iri/ (U3L1) - cabinet medical suspension /s;:i'spenJ;:in/ (U10L1) - suspendare Sweden /'swi:dn/ (U8L1) - Suedia Swedish /'swi:d1J/ (U8L1) - suedez

table of contents /,terbl ;:iv 'kontents/ (U5Ll) - tabla de materii; cuprins tamer /' term;:i/ (U8L3) - dresor technician /tek 'mf;:in/ (U8L3) - tehnician telly addict /' teli ,redrkt/ (U9L1) - admirator al emisiunilor de televiziune the Milky Way /,mrlki 'well' (U4L 1) - Calea Lactee thermometer /8;:i'mom1t;:i/ (U3L3) - term()metru

103

••••••••••••••••••• 104

v

threat /8ret/ (U4L3) - amenintare to threaten /'8retn/ (U4L3) - a ameninta thrilling /'8nlrIJ/ (U5L2) - palpitant throat /8r;)ut/ (U3L1) - gat through /8ru:/ (U1L1) - prin; printre title /'ta1tl/ (U5L1) - titlu toothache /' tu:8e1k/ (U3L1) - durere de dinti towards /t;) 1WJ:dz/ (U4L1) - spre tower /' tau;)/ (U10L3) - turn trail /tred/ (U1L1) - urma (de om, de animal); carare trapeze man /tr;) 'pi:z ,mren/ (U8L3) - acrobat la trapez travel book /' trrev;)l ,bok/ (U5L2) - carte de calatorii to turn down /t3:n daun/ (U7L2) - a da mai lncet (un radio sau un televizor) to turn up /t3:n Ap/ (U7L2) - a da mai tare (un radio sau un televizor)

the United States I ju:,na1t1d 'sterts/ (U8L1) - Statele Unite university /,ju:rn'v3;s;)ti/ (U10,L2) - universitate to unplug /An'plAg/ (U7L2) - a scoate din priza

vacuum cleaner /'vrekjo;)m ,kli:n;)/ (U7L1) - aspirator

walkie-talkie /,wJ:ki 'tJ:ki/ (U7L1) - aparat portativ de emisie-receptie Walkman /'wJ:km;)n/ (U7L1) - casetofon portabil cu ca~ti washing machine /'woJ1IJ m;).Ji:n/ (U7L1) - ma§ina de spalat ruf e waterfall /'wJ:t;)fal/ (U8L2) - cascada weather forecast /'weo;) ,faka:st/ (U9L2) - buletin meteorologic to weigh /well W3L3) - a cantari well-written I wel 'ntn/ (U5L2) - bine scris; bun

I

west (the) /west/ (U10L1) - vest whale /wed/ (U2L1) - balena whole /h;'.lul/ (U10L3) - intreg wildlife /'wa1!dla1f/ (U4L2) - animate care traiesc in stare de libertate

in mediul lor natural wise /warzJ (U4L1) - intelept worn out /,wJ:n 'aot/ (U1L2) - epuizat, istovit to worry /'wAri/ (U3L2) - a lngrijora

yawn /jJ:n/ (U1L2) - a casca

••• ••••••••••• ••

A

Romanian-English glossary ••••••••••••••••••••••••••••••••••••••••••••••••

acid - acid acrobat - stuntman acrobat la trapez - trapeze man admirator al emisiunilor televizate - telly addict a adormi - to fall asleep a ameninta - to threaten amenintare - threat american - American amestec; combinatie - mixture a amesteca - to mix

animale care traiesc in stare de libertate in mediul lor natural - wildlife antic - ancient aparat de fotografiat - camera aparat portativ de emisie-receptie - walkie-talkie a aprinde (artificii) - to light a aprinde lumina sau un aparat electric - to turn on a aprinde ( artificii) - to light a se apropia; a aborda - to approach aproximativ - about a apuca cu mana - to grasp arhitect - architect artificii - fireworks

a§tept cu nerabdare sa ... - looking forward to vb + ing

aspirator - vacuum cleaner, hoover aspirator - hoover aspirina - aspirin astf el, in ace st caz - so astronaut - astronaut a ateriza - to land atmosf era - atmosphere autodistrugere - self-destruction autor - author autostrada - highway a avea grija (de ceva; de cineva) - to look after aventura - adventure axa - axis

B bagheta magica - magic wand balena - whale basm cu zane - fairy tale biblioteca - library

•••••••••••••••••• 106

c

bine scris - well-written boala - disease (a fi) bolnav; a-i fi rau - to be ill /sick buletin meteorologic - weather forecast

cabinet medical - surgery a cantari - to weigh a ca§tiga un premiu - to win a prize capcaun - ogre carbune - coal ca§ti - headphones a casca - to yawn cascador - stuntman cablu electric - cord calatorie scurta - shuttle calculator - calculator calculator, computer - computer Calea Lactee - the Milky Way capac - lid capela - chapel capitol - chapter carburant - fuel carte de aventuri - adventure book carte de calatorii - travel book carte §tiintifico-fantastica - science-fiction book casa memoriala - memorial house cascada - waterfall casetofon - cassette recorder casetofon portabil cu ca§ti - walkman ca§ti - headphones castron, vas adanc - bowl ceainic - kettle Celsius - centigrade Cenu§areasa - Cinderella ciment - concrete clima - climate coaf eza - hairdresser cod - code colegiu - college comitat, district - county comunicare - communication concurs - contest a conecta - to connect confuz; neclar - confusing congelator - freezer

D

E

continutul - (the) inside a coopera - to cooperate coperta - cover cordon, §nur electric - cord coroana - crown

a cre§te; a se mari - to increase croitoreasa - dressmaker cuceritor - conqueror

a curge (ma§ina de spalat) - it's leaking

a da banda inainte - to play fast forward a da banda inapoi; a derula banda - to rewind a da mai incet ( un radio sau un televizor ) - to turn down a da mai tare (un radio sau un televizor) - to turn up Danemarca - Denmark danez - Danish datorie - duty

a deconecta un aparat - to disconnect delfin - dolphin deprimant - depressing despre - about detectiv - detective dialog TV - chat show, talk show dictionar - dictionary director de §coala - headmaster director general - manager

disc jokey, prezentator muzica pop - disc jockey (DJ) disparut; stins - extinct district - district dreptunghiular - rectangular dresor (-oare) - tamer durere - pain

durere de cap - headache durere de dinti - toothache durere de spate - backache durere de stomac - stomachache durere de ureche - earache dureros - sore

este stricat (despre un aparat) - it's broken echipaj - crew ecologic - ecological editura - publishing house emisiune concurs - quiz epuizat, istovit - worn out

• • • • • • • • • • • • • • • • 107

••••••••••••••••• 108

F

G

est - ( the ) east extras, pasaj dintr- un text - extract

fabulos; extraordinar - fabulous Fahrenheit - Fahrenheit farmacist - pharmacist Fat-Frumos - Prince Charming febra - fever feon; uscator de par - hair dryer a fi in garantie - (to be under) guarantee fier de calcat - iron fiinte umane; oameni - humans fizician - physicist flacara; flama - flame fleacuri, prostil - rubbish foarte lene§ - bone idle forma; aratare - shape franghie; funie - rope francez - French Franta - France frigider - refrigerator, fridge Frumoasa Adormita - Sleeping Beauty a functiona - to work

gat - throat galactic - galactic galaxie - galaxy galerie - gallery gardian, paznic - guard gazon - lawn german - German Germania - Germany gest - gesture gigant; uria§ - giant gigantic - gigantic granita - border

ilustratie - illustration impresionant - impressive industrie - industry inima - heart institut de cercetare - research institute interesat de; pasionat de - interested in interviu - interview intriga - plot

M

inventator - inventor

a da cu imprumut - to lend in garantie - (to be) under guarantee in pericol - in danger incantat; fericit - to be pleased a inchide lumina sau un aparat electric - to turn off incoronat - crowned a incuia - to lock a ingrijora - to worry a se ineca; a se scufunda - to drown intelept - wise intalnire fixata - appointment intreg - whole a inveseli; a incuraja - to cheer somebody up

japonez - Japanese Japonia - Japan jurnal de insemnari personale - diary

Iant muntos - mountain range librarie - bookshop linie, traseu principal - mainline a Ina cu imprumut - to borrow a lua hotarari; a se angaja - to make resolutions Luna - the Moon

maimuta - monkey mal- bank mama vitrega - stepmother manechin - fashion model manual; ghid de operare - manual marchiz - marquis marmura - marble ma§ina de gatit; aragaz - cooker ma§ina de spalat rufe - washing machine ma~ina de spalat vase - dish washP-r mecanic - mechanic medicament - medicine Merlin - Merlin rninistru - minister minte; creier - brau1 mi§care - motion modul de comanda - command modul0 morar - miller

•••••••••••••••• 109

• • • • • • • • • • • • • • • • 110

N

0

p

Motanul incaltat - Puss in Boots a muri - to die muzica pop - pop music muzica clasica - classical music muzician - musician

a navali; a intra - to rush into nelini§tit - restless nepoliticos - rude nord - the north

nu functioneaza (despre un aparat) - it doesn't work nu suport; nu sufar ceva sau pe cineva - I can't stand

oameni de §tiinta - men of science obicei - habit obiectiv turistic - sight obi§nuit; comun; normal - ordinary oboseala - fatigue obosit, epuizat - exhausted observator - observatory Olanda - Holland olandez - Dutch orificiu; gaura - hole os - bone oxigen - oxygen

patrat - square patm·a - blanket pagina - page palpitant - thrilling paracetamol - paracetamol para§uta - parachute

patron sau vanzator intr-un magazin de legume §i fructe - greengrocer pentru a fl pastrat in siguranta - for safe keeping personaj - character piata - square piele - skin pilula - capsule pinguin - penguin pitic - dwarf

planeta Pamant - Planet Earth a pluti; a plana - to float poarta - gate pod - bridge podoaba, bijuterie - jewel

s

a polua - to pollute poluare - pollution Portugalia - Portugal portughez - Portuguese porumbel - pigeon povestire cu fantome - ghost story premiu - prize prezentator - presenter primar - mayor a primi - to receive prin; printre - through priza - socket producator de filme - producer proiectant - designer public - onlookers puncte cardinale - points of the compass a pune in priza - to plug a pune Ia po§ta; a trimite prin po§ta - to post

a rata scopul; ocazia; a nu intalni pe cineva - to miss reclama; anunt publicitar - advert reflector; lumina de la reflector - floodlight regim- diet a ti se repara ceva - to have something repaired reporter - reporter reteta medicala - prescription reumatic - rheumatic roman; romane§te - Romanian Romania - Romania roman - novel a se roti - to revolve, to rotate rotund - round

sange - blood sangeros - bloody sanatate - health sanatos - healthy satelit - satellite a scoate din priza - unplug Scufita Ro§ie - Red Riding Hood a scutura - to shake sera - greenhouse sistem solar - solar system Spania - Spain spaniol - Spanish

••••••••••••••••• 111

••••••••••••••••• 112

T

u

v

z

spart; rupt - broken specie - species speriat; inspaimantat - frightened spre - towards statiune - resort

Statele Unite ale Americii - the United States of America strainatate (In) - abroad stricat (despre un aparat) - broken sud - (the) south suedez - Swedish Suedia - Sweden suspendare - suspension §Oarece de biblioteca (figurat) - bookworm §tiri - news

tamplar - carpenter a se tari - to crawl tabla de materii; cuprins - table of contents tehnician - technician titlu - title turn - tower tara - country

a umple - to fill universitate - university uragan - hurricane a urma - to follow urma (de om, de animal); carare - trail

vanator - hunter varf- peak vest - (the) west

Zana cea buna - Fairy God Mother

GROUP B (page b9) ,c 0 0 K

L R

3T

A s T

N E

4F R E E z E R

R

The authors and publisher are grateful to the following for · permission to reproduce text:

page 11 Sue Townsend and Met~men fo r the extract from T/

11•

Adnan Mole Diary 1986; page 1• (and 23, 31, 39, 49, 57, 65, 75. ii~: and 91) ~he ~state of Roald Dahl · and David Higham Associates Ltd for extracts from Charlie and tJiµ

Chocolate Factory published by Penguin Books and reprinted by permission of David Higham Associates; pages 26-27 the Hemingway Foreign Rights Trust for the extract from the story 'A Day's Wait' by Ernest Hemingwai · page 37 International Music · · Publications Ltd for the song 'Earth Song' by Michael Jackson © 1996 Mijac Music, USA and Warner/Chappell Music Ltd, London W1Y 3FA, reproduced bi· permission of International Musir Publications Ltd; page 45 the POPI Barbara A. Huff for her poem 'The Library'; page 89 John Phillips and MCA Music Ltd for th· song 'San Francisco (13e sure to wear some flowers in your hair)' by John Philips © 1967 MCA Music/Honest John Music, reproduced by kind permission, MCA Music I.td.

The authors and publisher are grateful to the following for permission to reproduce photographs:

Greg Evans International and Greg Balfour Evans as photographer for The Parthenon (p.74). The Colosseum (p.74 photographer Colin Patterson), The Statue of Liberty (p.74), The Eiffel Tower (p.74). Buckingham Palace (p.84). the Empire State Building (p.84 photographer Greg Balfour Evans), the Golden Gate Bridgr (p.84). Shakespeare's Birthplace (p.84). Montmartre (p.85). Vienna (p.85), Madrid (p.85), Athens (p .85), Cambridge (p.86), Los Angeles (p.86), Disney World (p.S7 photographers Greg Balfour Ei•an• and Colin Patterson ), Trafalgar Square (p.88), The Tower of London (p.88), 10 Downing Strerl (p.88), The Empire State Buildin!! {p.92). The Metropolitan Museum of Art (p. 92)

Martyn Hobbs fo r Rome (p.85)

Martin Sookias for Sherwood Camp !p.80)

J. Allan Cash for Trafalgar Squart• (cover top right)

The Telegraph Colour Library for The Statue of Liberty (cover left: photographer Robert Clarke) and for Big Ben (cover r ight: photographer.Derek Richards).

!

Manualul a fost aprobat de Consiliul pentru Aprobarea Manualelor, in urma lidta,iel organlzate de catre Unitatea de Coordonare a Proiectulul Reformei invatamAntului Preunlversltar. Manualul este reallzat in conformitate cu programa analitica aprobati de Mlnlst~I inva~anului prin Ordinul nr. 4493119.07.1995 ~i distribuit gratult elevitor.

Acest manual este proprietatea Ministerului invatimantulul '

lnspectoratul ~al jude'1JluV municiplulul. ........................................................................................ .

I ~a1Uceu1 ......................................................................................................................................... . I

I Manualul nr . ............................................................................................................................................ . ' L --

Anul Starea manualulul Numele elevului care in care

Anul a primit manualul a primlt

manualul la primlre la retumare

1

2

3

4

5

- Profesorll trebuie sa controleze daca numele elevului este corect serfs.

- Elevii cifora le este destlnat manualul nu trebule sa faca nid un tel de nota'ii pe paglni.

- Starea manualului (la primire ~i la retumare) se va inscrle foloslnd temenil: noua, buna, Wigrijiti, satisfacatoare, proasti.

Pre,ul 24.872, 10 lei