Afanasie Manic Tatiana Musteața Larisa Glavan Timothy Schneider
Manualul a ost aprobat pentru reeditare prin ordinul Ministrului Educaţiei al Republicii Moldova nr. 787 din 29 iulie 2015. Manualul este elaborat conorm curriculumului disciplinar şi nanţat din sursele Fondului Special pentru Manuale. Acest manual este proprietatea Ministerului Educaţiei al Republicii Moldova. Şcoala . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Manualul nr . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Anul de olosire
Numele şi prenumele elevului
Anul şcolar
Aspectul manualului laprimire
· Dirigintele clasei trebuie să controleze dacă numele elevului este scris corect. · Elevul nu va ace nici un el de însemnări în manual. · Aspectul manualului (la primire şi la returnare) se va aprecia: nou, bun, satisfăcător, nesatisfăcător.
Comisia de evaluare: Cornelia Albu, Gîrlea,profesoară, lector, Liceul Ecaterina gradTeoretic didactic„Mircea superior,Eliade”, Liceul deChișinău Creativitate și Inventică „Prometeu-Prim”, Chișinău Elena Bogoeva, profesoară, grad didactic superior, Liceul Teoretic „Petru Movilă”, Chișinău Svetlana Lungu, profesoară, grad didactic superior, Liceul Teoretic „Mihai Eminescu”, Chișinău
Reerent: Alexander Hollinger, doctor conerenţiar, România Redactor: Timothy Schneider, MA in English, University of Kanzas, USA Ilustraţii: Iulia Grădinar-Şcobari Coperta: Sergiu Stanciu Paginare computerizată:Adrian Grosu, Denis Grădinar © Prut Internaţional, 2015 © Aanasie Manic, atiana Musteaţă, Larisa Glavan, imothy Schneider, 2015 Editura se obligă să achite deţinătorilor de copyright, care încă nu au ost contactaţi, costurile de reproducere a imaginilor olosite în prezenta ediţie. Editura Prut Internaţional, str. Alba Iulia nr. 23, bl. 1A, Chişinău, MD 2051 el./ax: (+373 22) 74 93 18; tel.: (+373 22) 75 18 74; www.edituraprut.md; e-mail:
[email protected] CZU 811.111(075.3) E 57 Imprimat la Combinatul Poligra c. Comanda nr. 50764 ISBN 978-9975-54-214-2
lareturnare
OVERVIEW OF CONTENTS
opic
Communicativearea
Vocabulary
Grammar
Page
Parts o the body (ace, hair, eyes, nose).
Words reerring to people’s appearance.
Te Possessive Case
6
Parts o the body (legs and eet).
Words reerring to people’s appearance. Action verbs.
Nouns having only the singular or only the plural
9
Parts o the body (arms and hands).
alking about people’s appearance.
Simple enses Passive (Revision). Te Present Progressive Passive
11
Garments and ashion.
Vocabulary on the topic.
Footwear diversity.
Speci c vocabulary or the topic Footwear.
Reported speech – Simple enses
Family relations.
Words denoting amily relations.
Clauses o time and condition afer conjunctions: i, when, afer, beore, as soon as, till, until, in case
24
Observing amily traditions.
Word eld: traditions and customs.
Reported Speech – Progressive enses
27
Bakedgoods
Recipes,ingredients.
Laying a holiday table
Word eld: holiday table
Friends and riendship.
Vocabulary on the topic.
Pronunciation Key Lesson 1. Head and Face
e c Lesson 2. n a Feet and Legs r a e p Lesson 3. p Hand and Arm .A I T I Lesson 4. NClothing U Lesson 5. Footwear
Noun Compounds Noun Substitutes
ReportedSpeech–Imperative sentences Reported Speech – Perect enses
Round Up 3
30 33 35 38
Round Up 2 Lesson 1. se Te United c Kingdom a l p d Lesson 2. n Historical a e l Personalities p o Lesson 3. e PSeaport Cities II I Lesson 4. THousing I N ULesson 5. Children’s Room
18 22
Round Up 1 Lesson 1. s Family d n ie r f d Lesson 2. n a Family raditions y il mLesson 3. a F From the Oven . I Lesson 4. T I Holiday able N ULesson 5. Friends
15
Te geographical position and Word eld:geographical political system o the United names. Kingdom.
Geographical names with or without “the”
40
Historical gures o Great Britain and Moldova.
Vocabulary on the topic.
Polysemy
43
Seaport cities.
Vocabulary reerring to geographical names.
Reported speech – General ruth
46
ypes o houses.
Wordsdenoting types o houses.
Present Perect Progressive
49
Rooms and urniture.
Names o urniture and ttings.
Past Perect Progressive
52 54 3
OVERVIEW OF CONTENTS
opic Lesson 1. Schooling l Lesson 2. o English Classroom o h c S Lesson 3. . English IV Speaking-Club ITLesson 4. NEducation through U Film
Lesson 5. Mother’s Day
Communicativearea
Vocabulary
Grammar
Education in Moldova
Words denoting school education.
Words with gurative meanings
Describing an English Classroom.
ips or improving English.
Subjunctive Mood afer “ wish” 59
Out-o-class activities. Te goals o the club.
Words describing an out-o-class activity.
Subjunctive Mood afer “i ”
62
alking about Cinema at School.
Word eld: cinema.
What and Which
66
Speaking about love to mother. Feelings.
Vocabulary reerring to the topic.
“Do” as a substitute o the main verb
69
Artisanship.
Namesotoolsandartisanship articles.
Te verbs “do” and “make”
Lesson 2. l Jobs o o h Lesson 3. c s Sports and Games f o e d si Lesson 4. t Compassion and u OEmpathy . VLesson 5. T I Flora and Fauna N ULesson 6. ravelling
Round Up 5
56
Occupations and proessions.
Names o jobs.
Sports and games. Te importance o sports.
Names o sports.
Caring about people with physical de ciencies.
Vocabulary reerring to people Homonyms, with physical and mental Homophones, de ciencies. Homographs
84
Nature.
Floraandaunavocabulary.
87
ravelling. Arranging a trip.
rip describing vocabulary.
72
Round Up 4 Lesson 1. Arts and Crafs
Page
either; either... or ...; neither; neither... nor ... . Subjunctive Mood afer verbs expressing suggestions, orders, demands
Exclamations: What ... ! How... ! Te meaning o “naturally” depending on its place in the sentence. ... and, what was worse ... ..., which annoyed ...
74 77 80
91
94
Check your knowledge ........................................................................................................................................................................... 96 Supplement a) Scripts ........................................................................................................................................................................... 100 b) Back to Grammar ....................................................................................................................................................... 107 c) Improve your knowledge........................................................................................................................................... 121 d) English Speaking Countries...................................................................................................................................... 125 e) Additional reading ...................................................................................................................................................... 130 Irregular verbs........................................................................................................................................................................................ 132 Vocabulary ........................................................................................................................................................................................... 134
4
PRONUNCIATION KEY
CONSONANTS symbol key word
other common spellings
VOWELS symbol key word
other common spellings
p b d t k
pat big duty ten kettle
happen bubble played, addition hotter, asked cut, black, quite, scienti c
D L: O A:
nut farm not north
come, ood palm, rather, draught, hearth wash, cough haughty, abroad, force, paw, tall, court, door
g dG tE f v J C s
gloomy just chess fun verb thick though spoon
digger, ghost soldier rage, graduate, future, catch, question biography, rough, half, coffee of
i:P M u:
big deep push tooth cat red doctor
z E G h l m
zoo wash measure hen lead map
psychologist, mass, scenery, fasten, centre boys, exact, dizzy version, surely, champagne revision, regime whom small, nettle tomb, palm, summer
I e B F:
girl
build, women, eat, ceiling, me,message, niece myth look, could, woman movement, soup, brutal, glue, drew, cruise plaid, plait weather, many, friend, said writer, children, dollar work, herb, turn, earl, journey
Q aM N
nice down take
n H r j w
run sing room yes warm
beginner, knee, sign link carry, wrong, rheumatic opinion, knew, unite what, quite
R AP
nose toy
y, right, rye, quite, pie ploughman, spouse plain, tray, rein, prey, steak, reign know, foe, boast, poultry noise
eB PB MB
their near tourist
fair, there, hare deer, mere, fierce surely, moor
QB aMB APB NB BMB
liar power destroyer layer mower
5
LESSON 1
Unit I I
HEAD AND FACE
Pronunciation Read as quickly as you can:
I spy with my little eye a y on a pie by a dry piece o bread. I spy with my little eye a guy in the sky who might all on his head. II
Conversational Which of the phrasesFormulas below will you use in certain situations when greeting someone?
“Appearances are ofen deceiving.” Aesop
– Hello, how are you? – How’s lie? – What’s new? – How are things going? – How’ve you been? – What have you been up to? – How was your summer?
– I’m great. Tank you or asking. – Not bad. And you? – Not much. – Tings are going pretty well. – I’ve been great! – I’ve been busy with... – It was terri c. How about you?
III
Discussion Points
1
How do we recognize people when we see them on the street?
2
What would happen if everyone looked the same?
3 4
What words would you use to describe the face of the girl in the picture. (see the top of the page) Say how you understand the lesson quote.
IV
Vocabulary
1
Read and pronounce the words and phrases. Use a dictionary to nd theirmeaning.
eye – eyebrow eyelid
eyelash iris pupil
to get a hair cut 2
3 6
nose – broad long
at snub
hair – wavy curly
to have one’s hair styled
straight bald plaited (Br. E.)/braided (Am. E.)
to style one’s hair
Fill in the blanks, using the new vocabulary.
a) Sarah has large eyes with long ... b) Grandather has thick ... and has to trim them ofen.
e) I heard that Ionela has to use an iron to make her hair ... ) Uncle udor has lost his hair. He is completely ...
c) Mother and I have small noses. People say they are ... d) You look great! Did you ... your ... ...?
g) Most o my amily has ..., thin noses that measure 6cm or more. h) om is at the barber. He’s ... ... ... ...
Describe a classmate, using 6 words from the new vocabulary.
LESSON 1
HEAD AND FACE
V
Reading
1
Read the text and say if the girl’s appearance in the picture corresponds to the one described in the text.
A VISI O HE COUNRY Last summer Sandu decided to spend his vacation at his cousin’s who lives in the North o Moldova. It was at the beginning o July when he lef or the village o So a. Te weather was antastic and the surroundings were ull o greenery. Te beauty o the countryside impressed him very much. When meeting his cousin Lucia at the railway station, he was surprised by her change. It was two years ago when he saw her last. Instead o a short, clumsy child, now there was a different person in ront o him: a tall, graceul young girl. He couldn’t help 2
d) Who met him at the station? e) How long did he stay there? ) Why was he surprised when he saw his cousin?
Find antonyms for the following words:
winter ugly VI
smiled. His aunt’s house wasn’t ar rom the station, so it didn’t take them long to get there. When they approached the house, his aunt greeted him. Sandu was happy to see her. He stayed at his aunt Maria’s or two weeks. He had a good opportunity to learn a lot o things about lie on the arm and make new riends.
Answer the questions about the text.
a) Where did Sandu decide to spend his holiday? b) What was the weather like? c) When did Sandu see his cousin last? 3
noticing her big blue eyes with long, thick eyelashes and dark eyebrows. Most o all, he liked her long, wavy hair that shone in the sun. She was the sort o person who seemed to attract everybody, especially when she
rst thin
die short
end thin
dull light
empty behind
Grammar Remember:
Te Possessive Case Analytical Possessive Case o 1. Te ace o my granny is wrinkled. 5. Te orehead o my dad is high. 6. Te eyes o the girl dance and twinkle. 1
Synthetical Possessive Case ’s My granny’s ace is wrinkled. My dad’s orehead is high. Te girl’s eyes dance and twinkle.
Look at the text and nd sentences that use the Possessive Case. 7
Unit I 2
LESSON 1
Change the APC sentences to SPC sentences.
a) Te hair o my mother is wavy and beautiul. b) Te nose o my ather is long. c) Te eyes o the boy change colour with his moods. d) Te eyelashes o my sister are thick. VII
HEAD AND FACE
e) Te eyebrows o my uncle are bushy. ) Te nose o my riend is straight. g) Te hair o my brother looks wild and curly. h) Te ace o the woman was intelligent and kind.
Writing
1
Write a short paragraph describing the eyes, nose and hair of two people in your family, or of two friends.
2
Using the words from the lesson, write a description of two of the people shown in the pictures below. (The network below will help you).
8
LESSON 2 I
FEET AND LEGS
Pronunciation Read as quickly as you can without making mistakes.
Upon two eet the eeting ghter ed.
But, where did he ee this two-ooted ghter as down the road he sped?
II
Discussion Points
1
In pairs, match the following idioms with their de nitions, then make up some sentences that you can share with the
“You have brains in your head. You have eet in your shoes. You can steer yoursel in any direction you choose.”
rest of the class. Use the computer if necessary.
1. to bring someone to heel 2. to drag one’s eet 3. to cool one’s heels 4. to nd someone’s Achille’s heel 5. to be on one’s toes 6. to start off on the right oot
a) to know someone’s weakness b) to be alert c) to make someone obey d) to calm down or pause beore acting e) to begin in the right way ) to delay
2
As a class, share your thoughts about the lesson quote. What does it mean to you?
III
Vocabulary
1
Read and pronounce the words and phrases. Use a dictionary to nd their meaning.
Nouns
Verbs
1 shin 2 knee
4 thigh 5 heel
7 arch 8 ankle
3 sole to kick to step to bruise
6 cal to jog to skip to sprain
9 toe to tiptoe to scratch
Adjectivescrooked 2
long-legged
Dr. Seuss
at-ooted
Fill in the blanks, using the new vocabulary.
a) Mark has trouble walking or a long distance. He is ... b) Mom, did you notice that your big toe is bent and ... ? c) Te little girl was happily ... down the street. d) Te rock in her shoe hurt the ... o her oot. e) ommy has to wear special shoes because he has a high ...
) Teir little baby has 10 little ... and 10 little ngers. g) Eleanor ... her ankle while she was skating. h) Ow! I just bruised my ... on the corner o the desk.
IV
Reading
1
Read the text and say if you would like a vacation like this.
MY ADVENURES IN HE MOUNAINS
As a special prize or getting high marks in school to stay in a hotel with lots o people, so we decided to this year, my mum and dad decided to take me on a go camping. We also didn’t want to drive too ar, so holiday or a week in the mountains. Tey didn’t want we went to the Carpathians. I really had a great time, 9
Unit I
LESSON 2
FEET AND LEGS
though hiking in the mountains was more difficult than I thought. On the rst day o the trip, I slipped on some loose1 rocks and sprained my ankle. While limping 2 back to camp, I ell and bruised my shin. I hadn’t been hiking or a while, so I also got blisters3 on my heels and somehow I cut the sole o my oot on a sharp rock while I was checking on my tired eet. Wow, did I sleep well that night!
Tis time, Dad went with me, and while I was ne, he stepped on some wet plants, slipped, tore his pants and scratched his thigh. My dad is long-legged and tall, so it was difficult to get him down the mountain with his bad leg. He had to use me or support. On our last night, it was so beautiul that I quietly lef the tent and tiptoed away rom the camp to look at the stars. I heard something in the dark. When it touched my right shin, I kicked it and it ran away. I
On the day, I told my parents thatnearby. I had to climb thesecond beautiul mountain peak that was
never oundall outowhat was.and bruises, we all agreed Besides our itcuts that we had a great time. I can’t wait to go again next year.
1
loose [lu:s] adj. – ne xat to limp [lPmp] v. – a șchiopăta 3 blister ['blPstB] n. – bășică 2
2
3
Answer the questions about the text.
a) Why did the boy’s parents take him on a camping c) How sae was the trip or the amily? Why do you trip? think so? b) Why didn’t they want to stay in a hotel? d) Why did the boy leave his camp on the last night? e) What do you think touched his leg? Find synonyms for the following words:
award lovely V
outing unordinary
terri c to go up
close hard
help top
to escape walking in the mountains
Grammar Remember:
Nouns having only the Singular
Nouns having only the Plural
news, money, mathematics inormation, advice, physics dominoes, darts, ootball linguistics, billiards 1
jeans, trousers, glasses, scissors, people, spectacles, police, scales
Choose the right pronoun or verb form.
a) Gymnastics are/is a sport or people with strong legs. b) Tis/Tese jeans are/is very comortable. c) Is/Are that/those glasses yours?
d) Billiards is/are played all over the world. e) Is/Are that/those the trousers you tore a hole in? ) Te scissors are/is on the table.
2
Make up sentences using the words in the grammar box.
VI
Writing
2
Abraham Lincoln said, “Put your feet in the right place, and stand rm. ” Write a paragraph with 50 words to explain his quote.
1
10
Write a short paragraph describing your feet and legs. E.g. My legs are long and straight.
LESSON 3 I
HAND AND ARM
Pronunciation
“Te nal orming o a person’s character lies in his own hands.”
Read as quickly as you can without making mistakes.
Anne Frank
Felicia ries nger ood. She ries it up by hand. Felicia ries nger ood And sells it in her stand. II
Discussion Points
1
In pairs, match the following idioms with their de nitions, then make up some sentences that you can discuss with the rest of the class.
1. to give a hand to someone 2. to bite the hand that eeds you 3. to go hand in hand 4. to experience rst hand 5. to be handy 6. to live hand to mouth 7. to be heavy handed
a) to be very useul or nearby b) hardly able to buy necessities like ood c) to applaud or help someone d) to be very strict or severe with someone e) do harm to someone who has been kind to you ) to work well together or t together g) to witness or experience something by yoursel
2
Discuss what the lesson quote means to you.
3
How are human hands different from animals'? How do they help us do more things?
4
How can human hands help/hurt other people or animals?
5
Find equivalents in your mother tongue to the following idioms:
a) to elbow one’s way; b) not to lif a nger. III
Vocabulary
1
Read and pronounce the words and phrases. Use a dictionary to nd their meaning.
Nouns wrist1 2 palm 3 thumb 4 index/ore- nge r 5 middle- nger
6 ring- nger 7 little/pinkie nger 8 knuckles 9 st
Verbs to wave to old to pat to embrace / to hug rough Adjectives
to touch to hit / strike to caress / to pet
smooth
to hit – hit – hit to strike – struck – struck (stricken) 11
Unit I 2
LESSON 3
HAND AND ARM
Fill in the blanks, using the new vocabulary.
a) I you want a nice dog, be sure to ... it everyday. b) Sylvia must be married. She has a big ring on her ... ... c) We use our ... nger to point to things. d) Ralph got angry and ... the wall with his ... e) Please don’t ... the paint; it’sstill wet.
) I your lef ... itches, you may get some money. g) Uncle Bob used to ... me on the head. h) Te cowboy’s hands were ... rom hard work. i) Shall we ... at the President as he drives by?
IV
Reading
1
Read the text to learn how to spell ‘I love you’ in American Sign Language.
Imagine you couldn’t hear what people were saying
ngers are olded down. ‘O’ is made by touching your
around you. Tis is what it means to be dea. Dea peo- our ngers to your thumb to make an ‘O’ – like shape. ple have learned to talk by using their hands to make Te letter ‘V’ is easy. You hold up your ore- nger and individual letters or symbols or whole words and ide- your middle nger in the shape o a ‘V’ while your as. Sometimes, a new word is made that doesn’t have a ring and pinkie ngers are olded under your thumb. symbol or sign. Similarly, people’s names usually don’t It looks like a ‘peace’ sign. Finally, to make the ‘E’ we have a sign. In these cases, dea people spell (letter by letter) the word they want to say, and they make these letters with their hands and ngers. Let’s try to explain how to spell ‘I love you’ using American Sign Language or ASL. Most o the letters in ASL are made by turning your palm toward the person you are speaking to. Generally, i you are right-handed, you would use your right hand to nger spell a word. Te rst letter ‘I’ ismade by olding your rst three ngers under your thumb, and letting your little nger stick straight up. Te letter ‘L’ is ormed by making an ‘L’ shape with your index nger andyour thumb. Your other three 12
LESSON 3
HAND AND ARM
bend all o our ngers at the knuckles and old our thumb underneath them. Te letter ‘Y’ is also easy. Just old your index, middle and ring ngers while leaving the thumb and little nger up. You already know how to make an ‘O’ by 2
now, and the last letter is ‘U’. o make a ‘U’ hold your ore- ngerand middle nger up straight. Do notseparate them. Fold your ring nger and little nger under your thumb. Now you can spell ‘I love you’ in sign language.
Say whether the following sentences are true (T) or false (F).
a) People spell words with their hands when they can’t see. b) Some words in sign language don’t have a sign. c) We make the letter ‘V’ by olding all our ngers under our thumb. d) People’s names usually don’t have a sign in sign language. e) Most spelling is done in sign language with the palm acing the person you’re speaking to. ) Dea people have no way to communicate. 3
Unscramble the sentences from the text.
your / nger / ring / Fold / and / nger / underlittle / / thumb / your. ‘E’ / bend / the / all / make / ngers / knuckles / at / he t / We / to / letter / the. easy / letter / Te / ‘V’ / is. people / learned / have / Dea / talk / their / using / to / hands. V
Grammar Revision:
PASSIVE VOICE
We use Passive Voice when wedon’t know who does the action, or it is not important who does it. ACIVE
PASSIVE Present Simple (am / are / is + V3 / Ved)
I do myhaireveryday.
Myhair
is done every day.
Past Simple (was / were + V 3 / Ved) He bruised hiskneesbadlyyesterday.
Hisknees were badly bruised yesterday.
Future Simple (will / shall be + V 3 / Ved) She will dye herhairtomorrow.
Herhair
will be dyed tomorrow.
1
Look at the text and ndsentences that use the Passive Voice.
2
Change the sentences below to the Passive Voice.
a) Last Sunday, the cat scratched Nick’s hands very badly. b) Mother usually hugs us when we come home rom school.
c) We shall need all hands to help us nishthe job. d) When did Peter cut his nger? e) Christina didn’t pet the dog. ) Te girl touched the computer screen. 13
Unit I
LESSON 3
HAND AND ARM
Remember:
HE PRESEN PROGRESSIVE PASSIVE
3
Active voice: to be + V. ing
Passive Voice:to be + being + V3
Te workers are building a new house now. Are the workers building a new house now? Mom is cooking dinner now. Mom is not cooking pies now.
A new houseis being built now. Is a new house being built now? Dinner is being cooked now. Pies are not being cooked now.
Using the phrases below, say what is being done now.
a) So much class work (to do) b) Different games (to play) c) So many goods (to buy/sell) d) Fruits and vegetables (to gather) 4
Change into passive.
a) Te hairdresser is styling Ann’s hair. b) Mum is bathing the baby. c) Paul is washing his hands. VI
Writing
1
Do exercise 4 from Grammar in writing.
2
Give the ”-ing” form of the verbs in writing.
a) to wave – b) to old – c) to embrace – d) to hug – e) to hit – ) to strike – 3
VII
– at the lesson – in the school yard – in the shop – in the garden
d) Meg is polishing her nails. e) Is the child embracing his mother? ) Frank is not pushing his bike.
) to pat – ) to touch – ) to caress – ) to pet – ) to hand – ) to shake –
What does your mother do with her hands? Write a paragraph of 50 words. Use the vocabulary to help.
Additional Information Believe It or Not – Te Paraya Indians o the Amazon Valley can speak without moving their lips. Sounds are ormed with the help o the tongue through o the mouth.dialects and understand each other with a great difficulty. – Te menand andgowomen o the thisnose tribeinstead speak two different
14
LESSON 4 I
CLOTHING
Pronunciation Read as quickly as you can without making mistakes.
en tiny tailors tailored ten tiny trim coats. Tey tailored all night through. Ten they trimmed the trim o the trim coats. What more could tiny tailors do? II
Discussion Points
1
As a class, discuss the proverb at the start of the lesson.
2
Debate if a dress code should be required in schools.
3
In pairs, ask your classmate to describe in English what s/he is wearing. Be sure to include colour, name of the clothing and the st yle.
III
Vocabulary
1
Read and pronounce the words and phrases. Use a dictionary to nd their meaning.
Nouns
tunic sweater
Verbs
to dress to accessorize
Adjectives
slim
blazer sweat shirt
tank top out t
to change one’s clothes to wear to put on loose
tight buttoned to wear – wore – worn 2
“Te tailor makes the man.” Proverb
hooded baggy
sewing machine
Fill in the blanks, using the new vocabulary.
Sally and om were getting ready or their rst day back at school. Sally ... a dark blue skirt with a white blouse and a great looking ... over it. om wanted to be different. He wore ... jeans and a ... because it was hot outside. Teir mother wasn’t happy about what om had ... and she made him ... his clothes. He came back downstairs with a nice ... shirt and some trousers that made him look dressed up. Mother told Sally that she could ... with a nice necklace and some earrings. Sally ... the earrings ... and looked at hersel in the mirror. IV
Reading
1
Read and entitle the text.
Pupils generally want to dress nicely and change out ts as much as possible during the week. Tey also
plenty o shops with splendid clothes or pupils o all sizes and shapes.
preer to have clothes that are new and up-to-date. As Choosing the right clothing can sometimes be a rule, most pupils preer to wear ready-made clothes, difficult, especially or teens. Te main thing is to or clothes that they buy rom a store. Nowadays, it is look or something comortable and stylish. Every not a problem to nd the rightgarment when there are week, stores come out with many new clothes and 15
Unit I
LESSON 4
CLOTHING
accessories. Also, every season, clothing designers present the latest ashion or teens all over the world. What is it that makes ashion so important to teenagers? Well, the young enjoy wearing nice clothes and looking good as much as their parents do. For this, or example, tunics, sweaters, shorts, jeans, pants, skirts, well- tted buttoned shirts with stylish blazers that come in lots o different styles are ofen offered. oday’s teens have a greater choice o clothes than ever. Hooded sweat-shirts, tight or loose jeans and skateboard shorts are also some o the styles or teens.tailored garments or all seasons are Elegant andmodern beautiully in great demand these days. Young people in particular, love to experiment and play with ashion to express their personalities and their viewpoints. 2
Match the picture with the correct word.
1)
a) tunic; 3
2)
b) baggy jeans;
c) blazers;
4)
5)
d) hooded sweatshirt;
6)
e) skateboard shorts;
) sweater
Find synonyms for the following words from the tex t.
a) out t g) adolescents 4
3)
b) correct-sized h) ashionable
c) correct i) be ond o
d) to search j) superb
e) try k) to show
) perspectives
Answer the questions about the text.
1. What is most important about clothes or teenagers? 4. What do the young enjoy? 2. Why is it easy to nd the right garment? 5. What are some examples o the ashion worn by 3. What do teenagers want to express rom their teens nowadays? ashion? V
Listening
1
Listen to the text Mr. Rochester’s Visitors and answer the questions:
1. Where and when did the events happen? 2. When were the guests expected to arrive? 3. What were Mrs. Fairax’s duties? 4. How many people were there in the hall? 16
5. What are Amy and Louisa compared with? 6. Which person was a large, stout woman? 7. Who were the tallest people in the group?
LESSON 4
2
Work in pairs to put the sentences from the text in the proper order.
1. Blanche and Mary were o equal stature. 2. Mrs. Colonel Dent was less showy. 3. Lady Ingram was between 40 and 50. VI
CLOTHING
4. Tere were only eight people. 5. It was a mild, quiet spring day. 6. Tursday afernoon arrived.
Grammar Remember:
Noun Compounds A noun compound is ormed o two or more words. It unctions as a single part o speech. Examples: fur coat, raincoat, nightdress, kid-gloves, handkerchief, handbag, sweat-pants, sunglasses, summertime, looking-glass, hairbrush, dress code, hair-dryer, hair-pin, hair-style, bathrobe. 1
Insert the right word:
dressing-table, bedroom, nightdress, silk dress, looking-glass, handbag, fur coat, hair brush 1. In the North, people wear ... in winter. 2. Te ... in my parents ... has our drawers and a big mirror. 3. She put on her ... beore going to bed. 4. My mum always has a ... and a ... in her ... 5. My cousin looked great in her new ... 2
Find other compound nouns in the tex t.
Remember:
Noun Substitutes • One and ones are used in place o countable nouns. Examples: I don’t like this blue handbag. I like the pinkone. I have bought new sunglasses, the most fashionable ones. • We don’t use one in place o an uncountable noun. In this case we repeat the noun or use no noun at all. Examples: Don’t use that butter. Use this fresh butter. Don’t add that milk. Add this fresh. 3
VII
1 2
Pair work. Imagine you are in a ready-made clothes department. Hold a conversation using noun substitutes.
Writing
Write a paragraph of 50 words to describe what one of your colleagues is wearing. Answer question 2 from Discussion Points in writing. Give three reasons why students should or should not wear a uniform to school. 17
LESSON 5
Unit I I
FOOTWEAR
Pronunciation Read as quickly as you can without making mistakes.
Te shoe maker’s shop is shut today, Oh, what shall I do with my shoes? Te shoe maker’s shop is shut I say, And there are holes in my shoes. Te holes in my shoes may stop my play, Oh, what shall I do with my shoes?
“Don’t throw away your old shoes till you have new ones.”
II
Discussion Points
1
Why do we wear shoes?
3
Do our shoes tell others about us? Explain.
2
Why are some shoes formal and some informal?
4
How important are clean, shiny shoes to you? Why?
III
Vocabulary
1
Read and pronounce the words and phrases. Use a dictionary to nd their meaning.
Nouns walking shoes gymshoes rubbers
leather shoes
ur lined boots
Verbs to t and Phrases
to be in ashion
to be too tight
stylish Adjectives 2
casual
model season start
to present to participate to visit to consider to arrange
low heeled shoes
trainers (Br. E.)/sneakers (Am. E.)
Match the words with their de nitions:
1. ur lined boots 2. patent leather 3. leather 4. trainers 5. tight 6. to t 7. rubbers 8. heel 18
patent leather high heeled shoes
Explain what the following words mean:
sandals style to preer success event 3
Proverb
a) things that one usually wears at home or on vacation b) waterproo boots made o rubber c) the raised part o the shoe underneath the back o the oot d) to be o the right size or shape; to be suitable e) xed so closely to one’s eet that one can’t easily move. ) special shoes or running g) shoes, boots, sandals h) things that are made to be sold
Wellington boots (Br. E.) / rubber boots (Am. E.)
high boots
LESSON 5
9. casual 10. ootwear 11. goods
FOOTWEAR
i) treated animal skin used or making shoes, bags’, and clothes j) leather with a special shiny surace k) boots with inner part covered with ur
IV
Listening
1
Listen to the dialogue and llni the blanks.
Mrs. Ciobanu: Good ... ! Shop Assistant: Hello. How ... I help you? Mrs. Ciobanu: I ... to get a new pair o shoes. Shop Assistant: Certainly. What kind o shoes ... you preer, madam? Mrs. Ciobanu: I’m looking or a pair o low-heeled ... shoes or work. I have rather small eet. Shop Assistant: I see. Here is a pair that ... be your size. ry them on. Mrs. Ciobanu: Tese are a little tight. ... you show me another pair, a size bigger? Shop Assistant: Here you are. ... these do? Mrs. Ciobanu: Tis pair is much better. I’ll take them. How much are they? Shop Assistant: Come this way, and I’ll get that inormation or you. 2
Make your own dialogues about buying shoes. In pairs, perform your dialogues for the class. Listen for the words your colleagues use in their dialogues. What do you notice?
V
Reading
1
Read the text At the Footwear Exhibition and list in your copybooks the different kinds of shoes that are discussed.
Te rst international ootwear exhibition started on the right oot the other day. Tis exciting event in Chisinau was un, stylish and very interesting. Besides our country’s participation, several European countries were also present, bringing their own ashion ootwear. Te exhibition presented a very large assortment o boots, slippers, socks, and beautiul shoes; everything or well-dressed eet. A big number o both casual and ormal ootwear was on display. For example, Italy offered its latest ashion models such as high-heeled shoes, low and high-heeled boots or women, and ur lined boots or men. Romania had a big showing with a un display o summer ootwear rom expensive leather sandals to light beach shoes. Moldova also had a successul presentation o children’s ootwear made by local manuacturers Zorile and ighina. Te warm slippers in the shape
o airy-tale animals attracted the visitors’ attention in particular. Te event was well attended, and many who came said that they enjoyed seeing the latest styles, and appreciated the products rom different parts o Europe. You’ll want to make sure to be there next year to see what the new styles will be.
19
Unit I 2
LESSON 5
Find synonyms in the text for the following words:
a) sensational ) the most recent 3
FOOTWEAR
b) ancy g) tall
c) house shoes h) attractive
4. What did Moldova display? 5. Who visited the exhibition? 6. What kinds o products did Italy offer?
Work in pairs. Find in the text antonyms for the following words:
last – cheap – nothing – national – boring – VI
e) selection j) display
Answer the questions.
1. What happened in Chisinau recently? 2. What countries took part in the exhibition? 3. What ootwear did they exhibit? 4
d) guests i) inormal
cold – rst – small – winter – heavy –
lef – ailure – to dislike – high – similar –
Grammar Remember:
REPORED SPEECH SIMPLE ENSES COMPARE
1. Radu says, “Mum seldom visits exhibitions.”
1. Radu said, “Mum seldom visits exhibitions.”
1. Radu says his mum seldom visits exhibitions.
1. Radu said his mum seldom visited exhibitions.
2. Peter says, “An exciting eventtook place in Chişinău last week.” 2. Peter says (that) an exciting eventtook place in Chişinău last week.
2. Peter said, “An exciting eventtook place in Chişinău last week.” 2. Peter said (that) an exciting eventhad taken place in Chişinău the previous week.
3. Nick says, “My atherwill buy me a new pair o ur-lined boots in a week.” 3. Nick says (that) his ather will buy him a new pair o ur-lined boots in a week.
3. Nick said, “My ather will buy me a new pair o ur-lined boots in a week.” 3. Nick said (that) his ather would buy him a new pair o ur-lined boots a week later.
Mind the word order changes in reported questions:
20
4. Dan says, “Where did youbuy your shoes?”
4. Dan said, “Where did youbuy your shoes?”
4. Dan asks me where I bought my shoes.
4. Dan asked me where I had bought my shoes.
wanted to know
wondered was interested
LESSON 5
FOOTWEAR
Remember the following changes when transforming direct speech into indirect with author’s words in the Past.
this these here now ago/back yesterday today tomorrow next day in 3 days last Present Simple Past Simple shall FutureSimple will 1
that those there then beore the day beore that day the next day the next day; the ollowing day 3 days later the previous Past Simple Past Perect should Future-in-the-Past would
Transform the direct speech into indirect:
a) Nick said, “Unortunately, I didn’t try the shoes on beore buying them.” b) didsandals.” you do at the shoemaker’s two days ago?” c) Pete Ann said said,to“INick, don’t “What like these d) Dan said, “I will not put on my old gymshoes.” e) Nadia said, “I worehigh-heeled shoes at the party.” ) Mum said, “Will you go shopping tomorrow?” g) Jim said, “I’ll repair my boots tomorrow.” h) om said, “My ather will visit the ootwear exhibition in two days.” i) Maria said to her riend, “I usually wear low-heeled shoes.” j) Radu said to the shop assistant, “Tese shoes are not comortable, they are too tight.” k) Lucy said, “Tese leather shoes are in ashion now.” l) Nelly said, “Myather doesn’tbuy boots every year.” n) She said, “What ootwear does this shop sell?” VII
Writing
1
Choose a sentence from the text, write it down in your copybook and then write as many questions as you can to that sentence.
2
Write a paragraph of 50 words to say whether high-heeled shoes are necessary in our lives. Explain why you feel that way. 21
ROUND UP 1
Unit I I
Let's Talk
1
Say what new things you have learned from the previous lessons while discussing the topic Appearances.
2
Give synonyms for:
– turned up nose; – Grecian nose;
– air hair; – stout man.
3
Say if you like shopping. Why yes/no?
4
Describe one of your visits to a clothes depar tment.
5
Explain in your own words the quotation:
“No man could tell what he would do i he were in the shoes o another man” (J. Galsworthy) II
Let's Read and Talk
1
Read the extract for comprehension.
“Mama said that Moris Gough was a typical young Englishman, so nice and with such good manners; but how we laughed – at least Bob and I did – when he came out the next day to go riding in the bush dressed in narrow pants1, long polished boots, a silk shirt and a
big hat. We gave him a bad time, I’m araid. He lost his hat and got his shirt all dirty the rst day he went out with us: had a bad all when his horse suddenly stopped beore a pit2 ull o water. Moris ell right into it.” (After Katharine Susannah Prichard)
1
pants [pInts] n. – pantaloni 2 pit [pPt] n. – groapă
2
Describe what Moris looked like and how he was dressed.
3
Speak about Moris’ adventures in the bush.
4
Say who laughed at Moris and why they did so.
5
Retell the extract.
III
Grammar
1
Find the possessive case and determine the plurals and singulars of the nouns below.
a) Where are my brother’s glasses? b) Have you heard the news? It’s very interesting. c) Tat inormation was very useul. d) Everybody spoke about my riend’s progress in English. e) Sandu wants to know who the author o this book is. 22
) Parents always give good advice to their children. g) omorrow Radu will buy himsel a new pair o spectacles. h) Angela’s clothes are always tidy. i) – Where’s your money? – It’s in my pocket/purse. j) What’s the colour o your mother’s hair?
ROUND UP 1
2
a) Point to the noun compound and one/ones as a noun substitute.
1. – Which o the raincoats in the picture do you like best? – Te blue one. 2. Te jeans I like most are the ones my mother bought in Italy. Say which nouns from the sentences were substituted by one/ones. b) Make up similar examples.
3
Fill in the blanks with the prepositions with, rom, to, o, or, at, on.
a) His ace is amiliar ... me. b) Marcel bought a tube o tooth-paste ... 10 lei. c) I’m not amiliar ... the hygiene rules. d) Tere’s no remedy ... some diseases. e) Never laugh ... ugly people. ) Tey soon recovered ... sickness. g) John got angry ... his ather who reused to buy him new sneakers. h) It depends much ... the correct doctor’s decisions when treating an inectious disease. i) I compared Monica’s appearance ... her mother’s. 4
Open the brackets using the verb in the proper tense and voice:
a) You (to visit) this ootwear shop beore? Weusually (to buy) slippers, shoes, boots and high boots here. b) My riend Stela told me (that) she (to clean) her teeth in the morning. c) Te personal hygiene things like combs, tooth-paste and soap (to sell) at a low price. d) When Bill rang me up I (to wash) my hair in the bathroom. e) Different stylish sandals (to exhibit) atour shop now. 5
Think of suitable adjectives to inser t in the sentences below:
a) I admire people who are ... and ... . b) I don’t like people who are ... and ... . c) I think people who are ... and ... are ofen ... . d) I would like to be ... and ... . e) I am certainly not ... or ... . 6
Rewrite the sentences using reported speech.
a) He said, “I hurt my arm yesterday.” b) Mum asked, “How did you twist your ankle?” c) She said, “Does Amy dye her hair?” d) Pete said, “My arms are so long that I can’t nd shirts to t me.” e) He said, “Ann broke her wrist in an accident.” ) Te boy says to his ather, “When shall we go to the ootwear exhibition?” g) Lily said, “I am sorry, I will not join you at the party.” h) She said, “Te dress I bought yesterday is too loose.” i) Linda said, “What did you like at the ashion show last week?” j) Greg said, “Why didn’t you come to the meeting on Sunday?” 23
LESSON 1
Unit II I
FAMILY
Pronunciation Read as quickly as you can:
A mother and ather called Leather Had children as light as a eather. When the weather was rough [rDf] Tey weren’t heavy enough, So they had to be tethered1 together. 1
II
to tether ['teCB] v. – a priponi, a lega
Conversational Formulas
“Te amily is one o natures masterpieces.” George Santayana ’
Which of the phrases below will you use in certain situations when asking permission:
– Could I ...? – I’d like to ... i that’s all right. – Do you mind i ...? – May I (please) ...? – Is it all right i I ...?
– Would it be possible ...? – Is there any objection ...? – Any chance o ...? – With your permission, can I ...?
III
Discussion Points
1
Explain the proverb "Like mother like daughter (Like father like son)."
2
Debate on the questions below:
a) Do mothers or athers have more in uence upon children? b) Are mothers or athers more worried about daughters? 3
Imagine your parents are far away. Say how you will face difficulties.
4
Comment on the quotation of the lesson. Say how you understand it.
IV
Vocabulary
1
Read and pronounce the words and phrases. Use a dictionary to nd theirmeaning.
Nouns
mother/daughter/sister-in-law step-mother/brother close relations/relatives distant relatives/relations
Verbs and to grieve Verb Phrasesto treat 2
to watch over/to care or to be neighbourly/to be riendly
In pairs, match the words with their de nitions:
1. spouse 2. widow 3. widower 4. twins 5. mother-in-law 24
blood relatives widow / widower twins spouse
a) two children born at one birth b) a mother o one's husband or wie c) to eel very sad about something d) a man whose wie has died e) to eel affection or somebody
LESSON 1
6. to grieve 7. close relative 8. to care or 3
FAMILY
) a husband or a wie g) a woman whose husband has died h) a person connected by blood
Fill in the blanks:
Te son o my brother is my ... . My brother’s mother is my ... . Your grandather’s son is your ... . Your ather’s new wie is your ... .
Te daughter o my sister is my ... . My mother’s sister-in-law is my ather’s ... . My cousin’s mother is my ... . His mother’s second husband is his ... .
Her aunt’s children are her ... .
Your sister’s husband is your ... .
V
Reading
1
Read and say what you think of the family in the text.
MARGARE’S LEER My dearest mother! We can't tell you how happy your last letter made us eel. We were so happy to hear that Aunt Sally is eeling so much better, and that she will be back to helping Granddad as she used to do. All my sisters are as good as gold. Jo helps me with the sewing, and insists on doing all sorts o hard jobs around the house. Beth is as regular about hertold tasksherasabout a clock, never what you beingand good. Sheorgets is sad that you and ather are both away, and is very serious when she plays the piano. Amy minds nicely, and I take good care o her. She does her He and Jo keep us laughing, or we get sad sometimes with own hair, and I am teaching her to accessorize you so ar away. her clothes. She tries very hard and I think you We are all well and busy. But we miss you and want you to will be pleased with her improvement when you come home as soon as possible. Please, give my love to ather. come home. Our cousin Laurie watches over us Ever your own, Meg. like a motherly old hen, and is very kind to us. (“Little Women” by L. M. Alcott) 2
Find in the text antonyms for the following words:
rst – bad – 3
rude – to remember –
glad – cry –
young – ree –
4
Answer the questions:
a) Why are the sisters alone? b) What does Jo do to help Margaret?
Say what is meant by the following:
– ... as good as gold; – ... is as regular about her tasks as a clock; – ... watches over us like a motherly old hen;
c) What can you say about Beth and Amy? d) Who keeps the girls merry? e) Why do the girls eel like orphans? 5
Read the text again and summarize it. 25
Unit II VI
LESSON 1
FAMILY
Grammar REMEMBER
Use Present Simple afer conjunctions:i, as soon as, when, till, until, afer, beore, in case, in clauses o time and condition reerring to the uture. E. g.: I I come on time, mum won’t scold me. As soon as ather buys a new car,we’ll all go on a trip. 1
Open the brackets:
1. 2. 3. 4. 5. 6. 2
When I (to nish) school, I’ll go to my grand parents in the countryside. Uncle udor will not visit his relatives in Romania until he (to gather) the crops. Your elder brother Costel will certainly help you i you (to ask) him. Afer you (to study) your amily tree, you (to nd out) wher e you descend rom. In case a child (to become) an orphan, a amily (to adopt) him or her. I hope my cousin (to reach) the station beore the train (to arrive).
Make up sentences with as soon as, if, when, till, until, after, before, in case using:
godmother godparents VII
step-parents ore parents
Writing
1
Do exercise 2 (VI) in writing.
2
Draw and label your own family tree.
3
Write a summary of the text in 50 words.
VIII
1
Listening Listen to the story and answer the questions below:
1. What is the mystery? 2. Who thinks he solved the mystery? 3. What is a “ginger”? 2
parents-in-law brother (sister) – in-law
4. What does “black Irish” mean? 5. Who had hair like im and om?
Say whether the following sentences are true (T) or false (F).
1. im and om’s amily are all redheads. 4. im and om have their mother’s dimples. 2. im and om have their ather’s eyes. 5. Aunt Lizzie ound an old photo. 3. Te amily jokes that im andom were kissed by a 6. Te amily knows or sure that Aunt Lizzie was a leprechaun. ginger. 3
Listen to the text again and answer the questions.
1. 2. 3. 4. 5. 26
How many colours do you hearnamed? What arethey? What adjectives to describe hair do you hear? What words to describe amily do you hear? List them. Does im have any brothers? Explain your answer. What is a sign o beauty inIreland?
FAMILY TRADITIONS
LESSON 2 I
“Many countries, many customs.”
Pronunciation Read as quickly as you can:
Smile a while, and while you smile, others’ll smile, and then there’ll be miles o smiles. II
(Proverb)
Conversational Formulas Use the phrases below in microdialogues when congratulating:
– My warmest congratulations. me congratulate youyou. on ... –– Let I’d like to congratulate – Congratulations!
– Happy birthday! – Happy anniversary! – Have a happy anniversary! – Merry Christmas and a Happy New Year!
III
Discussion Points
1
Brainstorm words related to the lesson topic.
2
As a class, discuss the following:
a) the typical traditions observed in Moldova. b) how traditions in Moldova are similar or different to those in Great Britain. 3
Say how you understand the lesson proverb.
IV
Vocabulary
1
Read and pronounce the words and phrases. Use a dictionary to ndtheir meaning.
Nouns and
engagement
Noun Phrases wedding ancé/ ancée
2
Adjectives estive
merry
Verbs and Phrases
to bless to pray to God
bride
bridesmaid
honey moon
bride-groom god parent(s)/son
the best man wedding reception
marriage
enjoyable to keep (up the) tradition to celebrate/to mark to baptize / to christen
Work as a class. Fill in the gaps with a suitable word from the new vocabulary.
a) Anne and Mihai’s ... was announced to everybody. b) Diana’s ... to Radu was welcomed by her amily. c) Tere were some amous people at their ... . d) Te ... was dressed in white while the ... in black and white. e) Afer the wedding reception, the newly married couple spent their ... at the seaside. 3
Work in pairs. Match the words with their de nitions:
1. ceremony 2. enjoyable 3. bridesmaid 4. distraction/entertainment 5. ancée 6. to baptize
a) ull o colour and happiness (about holidays) b) something that gives one pleasure c) a ormal event such as a wedding d) the man one is engaged to e) a girl who helps and accompanies a bride on her wedding day ) a woman engaged to be married 27
Unit II
LESSON 2
7. estive 8. ancé
FAMILY TRADITIONS
g) activity that is intended to entertain people h) to immerse (a cuunda) somebody in water as a sign that he or she has become a member o a Christian church
V
Reading
1
Read the text and say what you liked most in it.
GOLDEN JUBILEE Recently, the Croitorus have marked their 50th wedding50anniversary. Tatnow, means they ounded their amily years ago. And looking at their joyul aces, one can observe, with con dence, that they’ve led a lie o harmony, happiness and pleasure. Regarding the jubilee itsel, it is quite necessary to make clear how it came into being. o begin with, the Croitorus’ sons – Andrew, Peter and Greg, together with their wives, children and grandchildren had a special meeting some days beore the anniversary. At that meeting they planned how to celebrate their parents’ Golden Jubilee. It was also agreed to keep the idea a big secret so that the celebration could be a surprise or the old couple. o implement the plan, the three brothers’ amilies did all the necessary things. First, they bought the wedding clothes, then prepared
ood or the reception table, and, nally, invited their closest relatives and riends. Now imagine what the ceremony looked like. Te Croitorus where dressed in solemn wedding clothes, the hall was decorated with owers, the noisy guests were seated at the table which was laid with tasty things. O course, wishes were made to the Heroes o the Day on whose aces one could easily see grateulness, happiness, enjoyment and satisaction. Yes, that is how it really was; a wonderul surprise.
2
Group the underlined words from the text into three columns: nouns, verbs and adjectives; give their synonyms.
3
Find in the text the words denoting:
– parents and children; – a marriage ceremony;
– the 50th anniversary; – members o one’s amily;
4
Ask and answer questions about the text.
5
Work as a class. Say:
– two people who are married; – a pleasure one eels; – something unexpected.
a) how long your parents, grandparents have been living together; b) i it is customary to celebrate parents’ and grandparents’ wedding anniversaries in your amily. I yes, say which one you celebrated last; VI
Listening
1
Listen to the text and:
a) write down the characters' names; b) say where the action takes place; c) speak about the reason the people were there; d) give the names o the Heroes o the Day; 28
e) name the three amazing moments in the story; ) say who Clark was and why he shouted “Tey’re coming boys!”
LESSON 2
2
VII
FAMILY TRADITIONS
Brainstorm a list of titles for the text and choose the best one.
Grammar Remember:
REPORED SPEECH PROGRESSIVE ENSES COMPARE
DirecSt peech
IndirecSt peech
1. She said, “I am writing an invitationnow.”
1. She said (that) she was writing an invitationthen.
2. Marry said, “What are you celebrating, Ann?”
2. Marry asked Ann what she was celebrating.
3. Bianca said, “Look, Ann! Te bride is not wearing 3. Bianca remarked (that) the bride was not wearing a white dress, she is wearing a pink one.” a white dress, she was wearing a pink one. 1. Olga said, “I was receiving guests when you called me yesterday.”
1. Olga said (that) she was receiving guests when I called her the day beore.
1. Betty said, “We will be decorating the house tomorrowrom 2 p.m. till 4 p.m.”
1. Betty said they would be decorating the house rom 2 p.m. till 4 p.m.
Remember the following changes:
1
VIII
PastProgressive
PastProgressive Future Progressive
PastPerectProgressive(usuallyPastProgressive) Future Progressive-in-the-Past
Report the following:
1. 2. 3. 4. 5. 2
PresentProgressive
Pete said, “I amwriting congratulation cards now.” Jane said, “Oh, are you buying Christmas presents, Ann?” He said, “Dan, what were you celebrating when I called you yesterday evening?” Mum said, “Te priest will be christening my daughter at10 a.m. tomorrow.” Te bridesmaid said, “I will not be wearing a dark dress at my riend’swedding.”
Think of 5-6 sentences your friend told you and report them. Use Present, Past and Future Progressive. Work in pairs.
Writing
1 2
Do exercise 2 (VI) in writing. Your cousin is going to marry. As you can’t be present, write him or her a congratulation card.
3
Write a description of a party you have been to.
29
LESSON 3
Unit II I
FROM THE OVEN
Pronunciation Read as quickly as you can:
Betty Botter bought some butter, But she said, “Tis butter’s bitter. I I put it in my batter, It will make my batter bitter. But a bit o better butter, Tat would make my batter better.”
II
“Recipes don’t work unless you use your heart!” Dylan Jones
Conversational Formulas
In pairs, practice microdialogues when offering and accepting food or drink.
– Would you like...? – Would you care or some...? – Can I offer you any...? – I hope you’re hungry. – Please, enjoy some... – Will you join me in having some...? III
– Tank you, that would be nice. – No, thank you. – Tat sounds great. – I could eat something. – I would love some. – I will have a piece, thank you.
Discussion Points Answer the questions with your classmates.
1. What oods do you like to eat? 2. havetoyou prepared yoursel?oods? 3. What What oods is needed make your avourite 4. What does the lesson quote mean to you? IV
Vocabulary
1
Read and pronounce the words and phrases. Use a dictionary to nd their meaning.
Nouns
oven baking soda dough walnut chocolate chips extract all-purpose wheat our
Verbs and
to mix
Verb Phrases to bake to place to beat
to preheat to rerigerate to stir to cool
to beat – beat – beaten 30
2
Work in pairs to match the words with their de nitions.
1. dough 2. to bake 3. our 4. baking soda 5. to beat 6. to preheat 7. walnut 8. oven 9. to stir 10. to place 11. extract
a) an enclosed space or baking b) to set or lay something c) active ingredient taken rom something d) a kind o nut with an outer shell e) to cook something in an oven ) powder rom ground grain g) to mix ingredients h) mixture o our and water or milk i) powder to make baked goods rise j) to stir with energy to make smooth k) to warm the oven to bake something
LESSON 3
FROM THE OVEN
V
Reading
1
Read the recipe and nd the words you don’t know, then use a dictionary and inll the lines with the correct verbs: bake, cool, stir, combine (2), add, preheat, refrigerate, place, beat
CHOCOLAE CHIP COOKIES – AN AMERICAN FAVOURIE Ingredients: 1 cup (226g) unsalted butter at room temperature 3/4 cup (150g) white sugar 3/4 cup (160g) packed brown sugar 2 large eggs 1 1/2 teaspoons pure vanilla extract 2 3/4 cups (315g) all-purpose wheat our1 1 teaspoon baking soda 1/2 teaspoon salt 1 1/2 cups (semi-sweet) chocolate chips 1 cup (100g) o coarse2-cut walnuts 1 2
all-purpose wheat our (n.) – ăină integrală coarse [kA:s] adj. – mășcat
• ___ the oven to 190 C. Line two baking sheets with wax paper and set aside. • In a bowl, cream the butter. ___ the white and brown sugar and ___ until uffy (about 2 min.). ___ eggs noe at a time and stir in well. Add vanilla and ___ mixture very well. • adding In a separate bowl ___chips the halway. our , baking soda, and issalt. dryand ingredients the(about egg mixture. the chocolate I the dough tooAdd sof,the cover ___ untilto rm 30 min.).Mix well • With a table spoon, make a small ball o dough (4cm diameter) and ___ it on the prepared cookie sheets. ___ or 12-14 min. or until golden brown. ___ completely beore eating. 2
Answer the questions about the recipe.
1. 2. 3. 4. 5.
At what temperature do the cookies need to be baked? For how long? I we doubled the sugar, how many cups would we need? What do we do i the cookie dough is too sof? What do ‘ uffy’ and ‘semi-sweet’ mean? In what shape should we make the dough?
VI
Listening
1
Listen to the dialogue ‘At the Bucuria Confectionery’ and answer the questions.
1. 2. 3. 4. 5.
Why is the customer buying at Bucuria? What kind o products are sold at Bucuria? How many boxes o Moldova chocolates does the customer buy? Why does the customer need to buy so much? How much does the chocolate cake cost? 31
Unit II VII
LESSON 3
FROM THE OVEN
Grammar Reported Speech – Imperative Sentences When reporting commands, requests and suggestions we use introductory verbs: ask, tell, order, advise, invite, etc. DirecSt peech
1
COMPARE
IndirecSt peech
1. Mom said, “Wash your hands.”
1. Mom told us to wash our hands.
2. Doru said, “Sally, don’t letthe cake burn.”
2. Doru told Sally not to let the cake burn.
3. Ion said, “Let’s have a good time.”
3. Ion suggested having a good time.
Report the following:
1. Bill said, “Be sure to stir the batterwell.” 2. Jane said, “Giveme the recipe.” 3. Dad said, “Don’t make a mess in the kitchen.” 4. im told his brother, “Don’t eat all the cake.” 5. Ionela said, “Preheat the ovento 190 degrees.” 3. ania said, “Let’s have a party!” VIII
Writing
1
Write a paragraph of at least 50 words to describe your favourite dessert.
2
Choose one of the baked goods from the pictures below and write its recipe.
32
LESSON 4 I
HOLIDAY TABLE
Pronunciation Read as quickly as you can:
a) A proper cup o coffee rom a proper copper coffee pot. b) How many cookies could a good cook cook, i a good cook could cook cookies? II
Discussion Points
1
Speak on food and drinks you have at holiday parties in your families.
2
Brainstorm the table manners you know.
3
Explain the proverb “astes differ.”
4
Say how you understand the lesson quote.
“At a dinner party one should eat wisely but not too well, and talk well but not too wisely.” W. Somerset Maugham
III
Vocabulary
1
Read and pronounce the words and phrases. Use a dictionary to ndtheir meaning.
Nouns
Adjectives home–made 2
get-together tableware/dishes (plates, glasses, cutlery) sour
dish/particular ood poultry pork roast
bee lamb/mutton steak
cabbage rolls pudding beverage
tinned/canned
Fill in the blanks using the words: pudding, beverage, poultry, get-togethers, home-made, cabbage rolls, roast lamb, steak.
a) Will you, please, go to the shop and buy some ... ? b) Father likes neither pork nor bee. He preers ... . c) Bee ... is a widely popular meat dish. d) Te Christmas ... was set on the table. e) ... bread has a special taste.
) It takes a housewie much more time to make ... ... than a salad. g) ... ... is a traditional Easter ood in Moldova. h) I enjoy our amily ... .
3
Work in groups. Name the ingredients cabbage rolls and cakes are made of.
IV
Reading
1
Read the text and nd the words you don’t know in the dictionary.
Dinner was almost ready when Pa and Mr. Boast came back with the bobsled. Te enormous rabbit was browning in the oven. Potatoes were boiling, and the coffee pot bubbled ([bDbl] a clocoti ) on the back o the stove. Te house was ull o the good smells o roasting meat, hot bread, and coffee.
Laura spread the clean white tablecloth, and in the centre o the table she set the glass sugar bowl, the glass jug ull o cream, and the glass spoon-holder ull o silver spoons. Around the table Carrie laid the knives and orks, and lled the water glasses, while Laura set all the plates in a pile at Pa’s place. Ten at each place, 33
Unit II
LESSON 4
HOLIDAY TABLE
all around the table, she cheerully put a glass sauce dish holding hal a canned peach in golden syrup. Te table was beautiul. Beore Pa, on the big platter, lay (lie-lay-lain) the huge roasted rabbit with piles o bread-and-onion stuffing([stDfiH] umplutură)steaming([sti:m] – a aburi) around it. From a dish on one side stood a mound
(morman) o mashed potatoes, and on the other side stood a bowl o rich, brown gravy. Tere were plates o hot corn bread and o small hot biscuits. Tere was a dish o cucumber pickles. Ma poured the strong brown coffee and tea, while Pa heaped ([hi:p] – a umple) each plate with roast rabbit, stuffing, potatoes, and gravy. (After L. I. Wilder)
2
Choose from the text the words referring to meals and tableware.
3
Find in the text the information about:
V
Grammar
4 5
– the number o people present at the dinner table; – what each member o the amily did; – the tableware; – the ood served.
Ask questions on the text. In small groups, brainstorm a list of appropriate titles to the text. Choose the best one. Justify your choice.
REPORED SPEECH PERFEC ENSES
Remember:
DirecSt peech
COMPARE
IndirecSt peech
1. Andrew said, “Mum has cooked tasty ood or the holiday table”.
1. Andrew said (that) his mum had cooked tasty ood or the holiday table.
1. im said, “I had arrived in Moldova by the end o June”.
1. im said (that) he had arrived in Moldova by the end o June.
Remember the following changes:
PresentPerect PastPerect 1
PastPerect PastPerect
Report the following sentences:
1. Ion said, “im, have you ever tried Moldovan pies?” 2. My riend said, “I have never eatenmutton.” 3. Dad said, “I have bought pork, poultry and bee or the holiday table.” 4. Andrea said, “When I returned home, mum had already baked the pies. ” 5. Laura said to Emily, “I am so sorry I had not managed to lay the table beore the guests arrived.” 6. Te boy said, “My parents have never used canned products.” 2
Make up 6 sentences, using the grammar above.
VI
Writing
1 2 3
34
Do ex. 1 (V) in writing. Write at least 10 table manners you should observe.
Describe in writing your last family holiday table.
LESSON 5 I
Pronunciation
“Your riend is the person who knows all about you, and still likes you!”
Read as quickly as you can:
It takes two to tango o tango takes two. But when do they tango And who tangos who? II
FRIENDS
Elbert Hubbard
Conversational Formulas In which situation will you use the phrases below when thanking and responding?
– Tanks ... – Tat is really nice o you ... – I really can’t thank you enough ... – What a wonderul surprise ... – Tis means a lot to me ...
– Don’t mention it. – It’s a pleasure. – Tat’s all right. – Any time. – It was nothing. – I am glad I could help.
III
Discussion Points
1
Discuss with your partner: a) What are the advantages and disadvantages of making friends on line? b) What other places are good for making friends?
2
Think and answer:
a) Do What a lasting riendship depend on?to be b) youdoes usually initiate riendship or wait approached? 3
4
a) He speaks well o us behind our backs b) He lends a hand with my homework.
5
IV
Vocabulary
1
Read and pronounce the words and phrases. Use a dictionary to nd their meaning.
Nouns and liar traitor Noun Phrases
betrayal true riend
Verbs and to beriend Verb Phrases to betray Adjectives mean reliable
Comment on the quotation of the lesson.
lasting riendship
to share to argue
sincere sel sh
Explain the proverbs:
a) Better an open enemy than a alse riend. b) A riend to all is a riend to none.
Say what it means:
to lend a hand to rely on / to trust candid
to lend – lent – lent 35
Unit II 2
LESSON 5
Match the words with their de nitions:
1. to trust/to rely on 2. to argue 3. liar 4. mean 5. sel sh 6. candid 7. to beriend 3
FRIENDS
a) unkind, evil, cruel b) somebody who thinks only o himsel; greedy c) open, honest and sincere in manner d) to believe somebody is honest and will not do harm e) to express disagreement in words, to quarrel ) a person who tells lies g) to make riends with someone
Work as a class. Fill in the gaps with a suitable word from the box.
a) Teir ... has lasted since they were classmates. b) A good and ... ... is one who likes and never ... you. c) Costel is a real riend to all o us and you can always ... ... him. d) Respect and honour are so important or a ... ... . e) Are you always ready to ... everything with your riend? ) A ... ... is ready to lend everything, give everything that will help you through.
share close riend true riend rely on betrays lasting riendship relationship
V
Reading
1
Read the text. As a class, discuss the meaning of the new words and phrases which appear in the text.
HOW O BEFRIEND? One can’t imagine living without riends. When do people decide i they want to become riends? As Dr. Leonard Zunin thinks, the rst our minutes o contact are decisive. He offers this advice to anyone who is about to start a new riendship: i you are meeting someone in a social situation, give him your ull attention or our minutes. I somebody is introducing us to new people, he or she suggests that we should try to be riendly, open and sel-con dent1. In general, he says, “People like people who like themselves”. On the other hand, we should not make other people think we are too sure o ourselves. It is important to be interested and sympathetic, realizing the other person has his own needs, hopes, and ears.
Dr. Zunin, “total honesty” is not always good or social relationships, especially during the rst minutes o contact. Tere is a time or everything. Some playacting may be very good or the rst minutes o contact with a stranger. Certainly, it is not the time
Nevertheless, is itdence honestwhen to give appearance o riendly sel-con wethe don’t actually eel that way? Perhaps, not, because according to
to complain or whole to ndtruth aults with other people. about It is theone’s time health to tell the about one’s opinions and impressions.
1
36
sel-con dent [self 'kOnfPdBnt] – sigur de sine
LESSON 5
2
Find in the tex t synonyms for the following words:
to make up one’s mind – touch/connection – understand – 3
FRIENDS
to propose/to recommend – sure o himsel – great, signi cant –
to get acquainted with/to present to – point o view – wish/aspiration –
Answer the questions:
a) What should you give to a person when meeting him in a social situation? b) What does the author suggest doing when introducing people? c) What should one realize when making riends? d) Is it the time to complain about one’s health when making riends? I not, say why. e) It is the time to tell the whole truth about one’s opinions and impressions, isn’t it? Why?
4
Summarize the text.
VI
Grammar
1
Work in pairs. Report the following:
Revision:
a) Pete said, “I am writing a letter to my riend now. ” b) Paul said, “I have never betrayed my riend.” c) om said, “Mum, I am not telling lies.” d) Marius said, “Oliver, will you lend me a hand, please?” e) He said, “Were you arguing with Bill when I came in?” ) She said, “I had always shared my joys and sorrows with my mum beore she lef or Italy.” g) My sister said, “Why was your riend laughing at you?” h) Te boys said, “We are not quarrelling, we are discussing a new project.” VII
1
Writing Write the corresponding characteristics in 3 columns using vocabulary on the topic Friends. Use a dictionary.
People like riends who are: E. g. honest 2 VIII
People don’t want their riends to be: liars
People aren’t sure about a riend who is: sel sh
Describe an ideal friend in 40-50 words. Use the new vocabulary.
Additional Information It’s Interesting to Know ... One o the most modest and yet one o the best known monuments in Edinburgh is the monument to a dog called Bobby. Te dog belonged to John Gray.
When he died, Bobby lived near his grave or ourteen years. Later Bobby was buried near his master and his statue in the Old own has become a symbol o devotion.
37
ROUND UP 2
Unit II I
Let's Talk
1
Say how the members of the Royal Family are related to each other.
Te Royal Family ree Married 20 Nov. 1947
Queen Elizabeth II b. 24 Apr. 1926
Prince Charles b. 14 Nov. 1948 Married Princess Diana 29 Jul. 1981 b. 1 Jul. 1961 Divorced d. 31 Aug. 1997 28 Aug 1996
Prince Phillip b. 10 Jan. 1921
Princess Anne b. 15 Aug. 1950 Mark Phillips b. 22 Sep. 1948 Married 14 Nov. 1973 Divorced 28 Apr. 1992
Prince Andrew Prince Edward b. 19 Feb. 1960 b. 10 Mar. 1964 Sarah Married 23 Jul. 1986 b. 15 Oct. 1959 Married Divorced 19 Jul. 1999 30 May 1996
9 Married Apr. 2005 Camila b. 17 Jul. 1947
Prince William b. 21 Jun. 1982
Prince Henry (Harry) b. 15 Sep. 1984
Timothy Laurence b. 1 Mar. 1955
Zara Phillips b. 15 May 1981
Sophie b. 20 Jan. 1965
Princess Beatrice Princess Eugenie b. 8 Aug. 1988 b. 23 Mar. 1990
Ledy Louise b. 8 Nov. 2003
Married 17 May 2008
Kate Middleton b. 9 Jan. 1982 38
Prince George b. 22 Jul. 2013 Princess Charlotte Peter Phillips b. 2 May 2015 b. 15 Nov. 1977
Autumn Kelly b. 3 May 1978
Viscount Severn b. 17 Dec. 2007
ROUND UP 2
2
What do you think the roles of fathers and mothers are? Do you think they should be different? Why?
3
Write your own congratulation cards on different occasions. Here are some examples:
A wedding day that’s perect. Let all your dreams come true. A marriage that is very rich in happiness or you.
Dear . . . oday, because it’s your birthday, I want to tell you
Joy to ll thehome you’ll share. Love to ll your hearts. Tese are what you two are wished As your lie together starts.
how much that means to me and how much I love you, too. Happy Birthday!
4
Use the proverb “Appetite comes with eating” in your own situations.
5
Say what table manners you should observe.
6
Think and explain the English expression:
We can’t choose our relatives, but we can choose our riends. II
Grammar
1
Report the sentences below:
a) John said, “Te wedding has taken place this weekend.” b) im said, “I haven’t received a letter rom my riend yet.” c) My sister said, “Mum iscooking cherry pies now.” d) Ann said, “When I entered the room, Granny was laying the table.” e) My riend said, “omorrow rom 4 p.m. till 6 p.m. I will be doing my homework.” ) Mum said, “Ann, don’t orget to wash your hands beore dinner.” g) Denis said to his riend, “Unortunately, my grandparents’ jubilee had taken place beore I arrived.” 2
Open the brackets:
a) I will be very sorry, i my riend (to betray) me one day. b) Afer I (to do) my homework, I will call my cousin. c) As soon as Dad (to come) home, Mum will ask him to drive her to her riend. d) I I (not to trust) a person, I will never make riends with him/her. 3
Match the sentence halves.
1. I the marriage is sound and healthy 2. In case you are ill 3. When your parents are old, 4. As soon as they get back, 5. When you become older, 6. Until you are parents, 7. Beore I make a decision on the problem,
1 2 3 4 5 6 7
a) they will need your support. b) you’ll not be able to understand yours. c) the amily will be happy. d) your mother will always be in. e) they will call you. ) I will discuss it with my parents. g) you’ll understand your parents better. 39
Unit III I
LESSON 1
THE UNITED KINGDOM
Pronunciation Read as quickly as you can:
Te art o Biography Is different rom Geography. Geography is about Maps, Biography is about Chaps1. 1
II
chap [\EIp] n. – băiat, ăcău
Conversational Formulas Use the phrases below in microdialogues: – Have you been ...? – Have you visited ...? – I strongly recommend that you ...?
“England is the paradise o individuality, eccentricity, hobbies, and humour.”
– I have been there. – Tat sounds wonderul. – Tank you or the tip1. 1
III
George Santayana
tip [tip] n. – sat, inormație
Discussion Points As a class, answer the questions:
1. 2. 3. 4.
What do you know about the UK? Have you ever visited the UK? I yes, say what impressed you most. I no, say i you would like to visit it. Wh y? What do you know about London? How do you understand the lesson quote?
IV
Vocabulary
1
Read and pronounce the words and phrases. Use a dictionary to nd their meaning.
lowland highland Verbs to surround Adjectives picturesque Nouns
2
monarch to crown royal
Work in pairs. Match the words with their de nitions:
1. 2. 3. 4. 6. 7. 3
Te House o Commons Te House o Lords to appoint navigable
to appoint to surround to crown picturesque royal monarch
a) a King or a Queen who reigns over a country b) to circle, to encircle, to ring c) to give royal power to d) attractive, interesting and unspoiled place e) belonging to a king, a queen or a member o their amily ) to choose someone or a job
Learn to read the geographical names that will be used in the text.
Te United Kingdom ....................[ju:'nQtPd 'kPHdBm] British Isles .....................................['brPtPE 'Qlz] Europe .............................................['jMBrBp] Te English Channel .....................['PHglPE 'tEInl] 40
LESSON 1
THE UNITED KINGDOM
Northern Ireland ...........................['nA:CBn 'QBlBnd] Te Extreme North .......................[Pk'stri:m 'nA:J] Te Severn ......................................['sevBn] Te Tames ....................................[temz] Lake District ...................................['lNk 'dPstrPkt] Manchester .....................................['mIntEPstB] Birmingham ...................................['bF:mPHgBm] Bristol ..............................................[brPstl] Liverpool.........................................['lPvBpu:l]
Southampton ..................................[saMJ'ImptBn] Portsmouth .....................................['pA:tsmBJ] Glasgow...........................................['gla:sgBM] Edinburgh .......................................['edPnbBrB] Cardiff .............................................['ka:dPf] Belast ..............................................[,bel'fa:st] Loch Ness........................................['lOk 'nes] Te weed.......................................[twi:d] Te Forth ........................................[fA:J]
Plymouth ........................................['plPmBJ]
Sheffield...........................................[ 'Eefi:ld]
V
Reading
1
Read the text and explain the difference between Great Britain and the UK.
HE UNIED KINGDOM Te United Kingdom (the UK) includes Great Britain and Northern Ireland, so the official name o the group o countries is the United Kingdom o Great Britain and Northern Ireland. Te UK is surrounded by a lot o water: to the northeast is the North Sea; the Atlantic Ocean is to the northwest; and the Strait o Dover and the English Channel are to the south o this group o islands. Te Strait o Dover is the narrowest part o the English Channel, and it is 32 km wide. Great Britain consists o England, Scotland and Wales, and it orms the greater part o the British Isles. Te British Isles are separated rom the rest o Europe by water, and are situated to the northwest o Europe. Te population o the UK is 64.1 million people. Te largest country in the UK is England. Its population is just over 53 million people. Tere are several rivers in England. Te longest is the Severn, but the most important is the Tames because boats can travel on it. Tere are three parts in England: Northern England, the Midlands, and Southern England. Each part has its own beauty, and is very different rom the other parts. Northern England, or instance, is amous or its many lakes. London is the capital o England, Great Britain and the UK. It is one o the most important seaports
in the world. It has many wonderul places to visit and see, and many tourists visit them each year. Other important cities in England are Birmingham, Liverpool, Manchester, Leeds, Sheffield and Bristol. Oxord and Cambridge are small cities, but they are amous or their universities. Stratord-upon-Avon is also small, but it is amous as the birthplace o William Skakespeare, a amous English poet and dramatist. 41
Unit III
LESSON 1
THE UNITED KINGDOM
VI
Listening
1
Listen to the information about Scotland, Wales and Northern Ireland. Match the places with the country. Places: Belast, Loch Ness, Cardiff, the Clyde, Glasgow, Ben Nevis, Edinburgh, highlands, lowlands. Country: Scotland, Wales, Northern
2 VII
Ireland.
Speak about the Government of the UK.
Grammar Remember:
Geographical names with and without “the”
Te names o rivers, oceans, seas, ranges o mountains, groups o islands, deserts are used with the de nite article “the”: the Tames the Paci c Ocean the Black Sea the Alps the Shetland Islands the Sahara Desert But single mountains, single islands and lakes do not take the article “the”: Olympus, Cyprus, Lake Superior Te names o cities, countries and continents do not take the article “the” either: Europe Italy London Spain But: the Hague [he g] – a city in Holland, the USA, the Ukraine, the UK, the Netherlands, the Argentine. 1
Fill in the article the where necessary:
a) ... Nistru is the longest river in ... Moldova. b) Plenty o our students like to travel on their summer holidays either to ... Mediterranean Sea or to ... Carpathians. c) ... Constanţa is the most important seaport on the coast o ... Black Sea. d) Lots o people in ... Arica suffer rom different diseases. e) Te Titanic with more than two thousand passengers on board was sailing to ... New York when it sank in ... Atlantic Ocean in 1912. ) ... Orkney Islands, ... Shetland Islands and ... Hebrides belong to ... Scotland. g) ... Great Britain consists o ... England, ... Scotland and ... Wales. 2 VIII
1
Say what countries you would like to travel to and why, using articles where necessary.
Writing Write sentences including the following groups of words:
a) London, Tames, situated. b) Oxord, Cambridge, university, cities, amous. c) Great Britain, not long, many o them, rivers, deep. d) Most o, mountains, Scotland, not very high. 2
42
e) Te English, holidays, spend, Lake District. ) Glasgow, most important, Liverpool, London, Plymouth, Southampton, Portsmouth, seaports.
Group the words below in pairs of synonyms or antonyms: attractive, authority, monarch, lowlands, rock, queen, narrow, highlands, king, stone, dense, to elect, thick, to choose, picturesque, power, wide
LESSON 2 I
HISTORICAL PERSONALITIES
Pronunciation
“Some are born great, some achieve greatness.”
Read as quickly as you can:
Madrid is the Capital City o Spain – I know what I’ll do i it only won’t rain! I’ll set my new boat in ull sail on the lake, Commanded by Hawkins and Raleigh and Drake, o conquer the Spanish Armada again. Madrid is the Capital City o Spain ... (Eleanor Farjeon) II
William Shakespeare
Conversational Formulas In pairs, practise microdialogue when:
a) asking about something Did you know about ...? Have you heard about ...? Have you got an idea about ...? III
b) answering In act, I did know about ... I do know about ... Yes, I have heard about ... Yes, I’ve been told ...
Discussion Points Answer the questions:
1. What are the traits that de ne a personality? 2. When and how does a common man become a personality? 3. How can a national personality get worldwide
4. 5. 6. 7.
What personalities can you name? Where is the monument in the picture placed? What do you know about Ștean cel Mare? How do you understand the lesson quote?
recognition? IV
Vocabulary
1
Read and pronounce the words and phrases. Use a dictionary to nd their meaning.
Nounsdevotion Verbs
to sentence to gain
Adjectives outstanding 2
treasure
ame
to deeat to pierce
to wound to re
earless
skillul
commander-in-chie to recruit
Work in pairs. Match the words with their de nitions:
1. to sentence 2. to deeat 3. to pierce 4. to gain 5. to wound 6. to recruit 7. to re
a) to win victory over b) to pronounce punishment (upon) c) to acquire, to obtain d) to pass into; to penetrate e) to injure ) to enlist into an army or navy g) to shoot (gun, bullet) 43
Unit III 3
LESSON 2
HISTORICAL PERSONALITIES
In groups, form different parts of speech from the words:
devotion, ame, to sentence, to deeat, to wound, to recruit, earless, skilul
e.g. devotion – to devote, devoted, devoting Use a dictionary, if necessary.
V
Reading
1
Read the text.
OLIVER CROMWELL Te dearest treasure o a country is its people. Tere is no country in the world which wouldn’t be proud o its citizens. One o the most outstanding historical personalities o England is Oliver Cromwell (1599-1658). He was the leader o the English Revolution that in 1642 turned into the Civil War between the king’s and the Parliament’s armies. At rst, the Royalist orces gained the ght, then Cromwell made a radical change in the military strategy. 2
Work independently. Find in the text synonyms for: state to win individuality globe well-known powerul
3
Answer the questions on the text:
Cromwell was a strong man o middle stature, clever, and severe. As to continue the battle against the King, Cromwell went to some eastern countries to recruit the best soldiers to complete his army. So, in 1645, the King’s army was completely deeated by Cromwell’s brave and skilled soldiers. Te king was ound guilty and he was sentenced to death. Cromwell, in 1649, became the ruler o England, not as king, but as “Protector o the Commonwealth” or 10 years. His ruling brought England military glory and national power. It was Cromwell who united England, Scotland and Northern Ireland. smart courageous
totally ame
a) When did the Civil War break out? b) Between whom was the Civil War? c) What made Oliver Cromwell the best representative o the revolution? d) When did Cromwell become the ruler o England as Protector o the Commonwealth? 4
Summarize the text.
VI
Listening
1
Listen to the text “Horatio Nelson.”
2
Answer the questions:
44
a) Where did Nelson’s rst battle take place ? b) What did the soldiers respect Nelson or? c) Where is Cape raalgar?
d) What Nelson’s well known words were written on the agship? e) Where can people see his monument?
LESSON 2 VII
HISTORICAL PERSONALITIES
Grammar Remember:
POLYSEMY has to do with words having diverse meanings
e.g. to re – 1) to rea gun (to shoot) 2) to re questions (to ask many questions quickly) 3) to re an employee (to dismiss)
power – 1) physical power (strength) 2) power o speech (capacity) 3) legal power (right) 4) western powers (dominant states)
5) hydroelectric/nuclear power (energy) ball – 1) round object used in games (ootball) 2) anything having a round shape 3) the rounded part o the oot where toes join it 4) a large ormal event at which people dance 1
Insert the appropriate words from the box above:
a) Te Vienna Opera ... is an annual Austrian society event which takes place in the building o the Vienna State Opera. b) In ancient times people didn’t know the Earth has the shape o a ... . c) Te President o the country has the ... to name the ambassadors. d) Afer her illness she lost the ... to walk. e) Because o the world economic decline, lots o employees are ... in many countries. ) Little childrenalways ... questions at their parents.
VIII
Writing
1
Using a dictionary, nd the meaning of the polysemantic words: to capture, severe.
2
Write down all types of questions to the sentence.
Admiral Nelson ought or England or the last time in 1805. 3
Write a descriptive composition about a national personality our country is proud of, including his/ her personal characteristics and achievements.
IX
Additional Information It’s Interesting to Know – Te monument to Ştean cel Mare in Chişinău was erected by the prominent sculptor A. M. Plămădeală and the amous architect A. I. Bernardazzi in 1927. Te Memorial House o A. M. Plămădeală (1888–1940) is on Bucharest Street. – A. V. Shciusev, a amous architect, was born in Chişinău. He was the author o the Museum o Ethnography building. Te Memorial House o A. V. Shciusev is on Shciusev Street.
45
LESSON 3
Unit III
I
SEAPORT CITIES
Conversational Formulas
“America is the only place where miracles not only happen, but where they happen all the time.”
Use the phrases below in microdialogues:
Tomas Wole
– Can you tell me where ... ? – How can I get to ... ? – How do I get to ... ? – When is the next ight to ... ? II
Discussion Points
1
As a class, speak about the seaports you know.
2
Brainstorm the info about the only seaport in Moldova.
III
Vocabulary
1
Read and pronounce the words and phrases. Use a dictionary to nd their meaning.
tip Nouns settlement trade Verbs
to purchase
gateway shipping
– At the next corner. – It’s two blocks down. – Go straight ahead. – In two hours.
3
Imagine you are in a seaport city. Call your friend and share impressions about it. Use as many adjectives as you can.
4
Think over the lesson quote and comment on it.
cargo
port transit
to ship
to light – lighted / lit – lighted / lit 2
Use the words from the box as to match the de nitions:
a) the extreme end o a place b) place where people live in c) the activity o buying and selling d) entrance to 46
e) goods transported by ships, planes ... ) harbour g) to transport by ship h) to buy
LESSON 3
3
SEAPORT CITIES
Learn to pronounce the following words you will meet in the text.
Singapore ........................................['siHgBpA:] Bangkok ..........................................['bIHkAk] Hong Kong .....................................[hAH 'kAH] okyo ...............................................['tBukiBu] Ellis ..................................................['elis] IV
Reading
1
Read the texts.
SEAPOR CIIES People got accustomed to using all existing means o transportation that connect regions and countries to each other. ransportation by sea is one o them. Many cities in different countries developed good maritime networks by building seaports. Tere are many important seaports cities in the world. In this lesson you’ll nd out some inormation about seaports cities like New York, Los Angeles and Singapore.
Manhattan ......................................[mIn'hItBn] Dutch...............................................[ dDtE] Los Angeles ....................................['lAs 'IndGili:z] Spanish ............................................['spIniE]
o Liberty, a gif o France to the United States, was inaugurated on Ellis Island in the New York Harbour on October 28, 1886.
LOS ANGELES
Los Angeles, the second largest seaport city in the United States, with a population o 3.8 million people is the largest city in the Western United States. Los NEW YORK Angeles was oundNew York City is geographically the largest and ed on September 4, most populated seaport city in the USA. It is known 1781 by the Spanish or its history as a gateway or immigration to the governor Felipe de United States and Neve. It became a also or its status port o Mexico in as a nancial, cul- 1821, ollowing its tural, transporta- independence rom tion and manu- Spain. In 1848, Los Angeles and the rest o Caliornia acturing centre. were purchased rom Mexico, and since then they beNew York was in- came part o the USA. Los Angeles is a world centre o habited by Native business, international trade, entertainment, culture, American groups media, ashion, science, technology and education. As at the time the the home base o Hollywood, it is known as the “EnDutch colonized tertainment Capital o the World.” the Manhattan Te port o Los Angeles is located in San Pedro area in 1624. Te British took over Manhattan and Bay, approximately 32 km South o downtown. Te the colony by annexation two years later. Te Statue port complex occupies 30 km2 o land and water. 2
Correct the statements:
a) Chicago is the largest city in the USA. b) Manhattan areas were colonized by the British in 1624. d) Los Angeles is the smallest seaport in the USA. c) Te Statue o Liberty was given as a gif to the US by e) Hollywood is known as a world business centre. Spain. 47
Unit III 3
LESSON 3
SEAPORT CITIES
Answer the questions on the texts:
a) What is New York City known or? b) Who was New York inhabited by in 1624? c) When and where was the Statue o Liberty inaugurated? d) When and how did the British take over Manhattan?
e) What is the largest seaport in the Western US? ) When and by whom was Los Angeles ounded? g) When did it become a port o Mexico? h) When did Los Angeles and the rest o Caliornia become part o the USA? i) What is Los Angeles amous or? j) Where is the port o Los Angeles located?
V
Listening
1 2
Listen to the text “Singapore.” Listen to the text again and answer the questions:
a) Where is Singapore situated? b) Whose colony was it? c) What is its economy ocused on? d) What is Singapore amous or? VI
Grammar Remember:
Te verb expressingGENERAL RUH and FACS in the REPORED clause doesn’t move “one tense back.” DirecSt peech
1
e) What can you say about its climate? ) How many airlines does the network o Singapore airport have?
COMPARE
IndirecSt peech
Te teacher said, “Los Angeles was ounded on September 4, 1781.”
Te teacher said (that) Los Angeles was ounded on September 4, 1781.
Te teacher 63 islands. ” said, “Te Singapore state consists o
Te teacher said (that) the Singapore state consists o 63 islands.
Report the following statements and questions:
a) Te teacher asked, “Who can become the President d) Te teacher said: “How many stripes and stars are o the USA?” there on the American ag?” b) One o the students said, “Te Constitution o the e) Te student said, “Singapore became a British USA was written more than 200 years ago.” colony on August 2, 1824.” c) Radu said, “A person who wants to become the ) Victor said, “Te ag o the USA is called stripes President in the USA must be at least 35 years old.” and stars.” VII
Writing
1
Make up 4 sentences, using the grammar above.
2
Put the words in the right order to form questions:
a) British colony, When, become, Singapore, did, a?
e) many, are, Tere, important, big, and, sea ports,
b) is, What, the, Los Angeles, population, o? the, in, world, aren’t, there? c) tourists, attracts, to, visit, New York, What? ) there, Are, ports, any, Moldova, in? d) ounded, was, When, Los Angeles, and, by, whom? 3 48
Write a description of a seaport.
LESSON 4 I
HOUSING
Pronunciation Read as quickly as you can:
William the Conqueror, en-Sixty-six – I know what I’ll build afer tea with my bricks! I’ll build a great castle with drawbridge and keep, And arches through which I shall see, when I peep, Saxon and Norman both up to their tricks ... William the Conqueror, en-Sixty-six. (Eleanor Farjeon) “A man’s house is his castle.” II
Edward Coke
Conversational Formulas
Pair work. Use the phrases below in microdialogues when asking for detailed information about your partner’s house.
– – – –
Do you live in a block o tsa or in a house? How do you like it? How long have you lived in it? How do you like the surroundings?
– – – – –
I live in a ... It’s great! I like it very much. About ten years. Rather attractive.
III
Discussion Points
1
Imagine you are in the city. Look at the buildings around. Name the types of buildings and say what they are designed for.
2
Talk about your likes and dislikes referring to the place you live in.
3
Say what people are expected to be seen in: castles, hospitals, monasteries, universities,
actories, shops, theatres, concert halls. 4
Say in what buildings you would expect to nd the following rooms: reading room, waiting room,
laboratory, gym hall, changing room, canteen, library, playroom. 5
What does the lesson quote mean to you?
IV
Vocabulary
1
Read and pronounce the words and phrases. Use a dictionary to nd their meaning.
Nouns clay house stone house brick house Verbs and Phrases
concrete house wood house cement
to whitewash to lay the oundations
staircase railing stairs
landing
to put in doors and windows to drive/to hammer nails 49
Unit III 2
HOUSING
Work in pairs. Match the words with their de nitions:
1. concrete 2. stairs 3. clay 4. brick 5. landing 6. railing 7. staircase 8. to whitewash 3
LESSON 4
a) type o earth that is sof when it is wet and hard when it is dry b) to paint walls white with a mixture o chalk and water c) blocks o baked clay that are used or building walls d) a substance used or building and made rom cement, sand, small stones and water e) balustrade ) a set o steps inside a building g) a set o stairs inside a building h) an area at the top o a staircase, with rooms leading off it
Fill in the gaps with the words below:
whitewash, clay house, brick houses, oundations, drive, put in.
a) My grandparents used to live in a ... ... . b) Te ... o a house are usually laid o hard stone or concrete. c) Afer they had built the walls, the roo was put on and windows and doors were ... ... . d) My three-year-old brother tried to ... a nail into the kitchen door. e) A clay house is considered to be old-ashioned in comparison with up-to-date ... ... . ) Many people in the countryside still like to ... the walls o their houses. V
Reading
1
Read the text. Find the key word that may be taken as a title of the text.
I like to walk in the streets alone at night. I go down one street, cross over and go along another. Te houses are all lighted. Tere are resburning. People are sitting in the houses: men, women and children. Houses are like people. Te houses have aces. Te windows are eyes. Some houses smile at you, others rown1. Tere are some houses that are always dark. People in them go early to bed. You hear no laughter rom such houses, no one sings. I know houses that always seem to whisper2 to me. Tere are secrets hidden in such houses. Tey ask you
not to disturb2 them. Many people are one thing inside their house and another in the street. Sometimes the secrets, hidden away behind the walls o houses, are simply sad, but sometimes they are exciting too. Tere are evenings when I walk and see houses that all seem to be whispering to me. Tey are trying to tell me what I cannot understand. I go past4 a dozen houses, two dozen. Tey are glad houses where all the doors seem ready to open quickly. Some houses shout to me: “Come in!” (After Sherwood Anderson)
1
rown [fraun] v. – a se încrunta whisper [‘wPspB] v. – a șopti 3 disturb [dPs’tB:b] v. – a deranja 4 past [pa:st] adv. – pe lîngă 2
2
3
Find in the text the following words: cross, like, walk, ace, well, open. a) Say what parts of speech they are and what they mean in the text. b) Use the same words in your own sentences as different parts of speech. Explain what the author means when saying that houses are like people: they have aces,
they smile, rown, whisper, and shout, “Come in!” 4 50
Summarize the text.
LESSON 4
HOUSING
VI
Listening
1
Listen to the text. What is it about?
2
Listen again. Write down the keywords to describe:
a) the ground oor; b) the replace; VII
c) the laundry room (spălătorie); d) the basement.
Grammar Remember:
HE PRESEN PERFEC PROGRESSIVE Te Present Perect Progressive expresses an activity which began in the past and is still going on. COMPARE
Te Present Perect (resultative) Te builders have already installed the central heating system. 1
Te Present Perect Progressive: Te builders have been installing the water, gas and electricity systems since last week.
Choose the right verb and put it into the Present Perfect Progressive: To work, to paint, to live (3), to rebuild, to build, to lay.
a) Tey ... in this at since 1990. b) Te builders ... the cottage oundations or 2 days. c) How long ... your cousin ... ... his cottage?
– Oh, he ... on a new design or our new office block. g) Most o the students ... in this modern hostel since
d) Te painters ... the doors and windows since early they started their studies. morning. h) How long ... the Queen ... ... in the Buckingham e) Our neighbours ... their house or months. Palace? ) I haven’t seen Mr. Popescu or a long time. Where’s he, I wonder? VIII
1
Writing Find the errors in the following sentences. Correct them.
a) Tey have been worked or hal an hour. b) My cousin has built his cottage since last month. c) She is painting the house since morning. 2
d) My sister has already been whitewashing the walls. e) Is John laying the oundations or 3 days? ) Hasn’t the architect designing the house yet?
Insert the words consulting a dictionary: skyscrapers, palace, hostels, block o ats, castles,house.
a) Te Americans got used to their ... . d) Concerts are held in the amous National ... . b) A lot o students in Chişinău live in ... . e) Te ... o my great grandparents is well preserved c) My uncle’s amily doesn’t live in a detached house, and looks rather attractive. they live in a modern ... ... ... . ) Many ... in Europe are transromed into museums. 3
Write a short stor y in 50 words to illustrate the proverb “Every bird likes its nest“. 51
LESSON 5
Unit III I
CHILDREN'S ROOM Tere is no place like home.
Pronunciation Read as quickly as you can:
Proverb
Te Sleeping Bag On the outside grows the urside, on the inside grows the skinside, So the urside is the outside, and the skinside is the inside. II
Conversational Formulas Use the phrases below in microdialogues expressing preferences:
– Do you like ...? – Don’t you like ...? – It is nice, isn’t it ...? – Isn’t it antastic ...?
– I think I’d preer ... – What I’d like is ... – I really would like ... – I like ... more than ...
III
Discussion Points
1
Brainstorm a list of words to describe a children’s room.
2
Describe a typical children’s room.
3
In pairs, hold a discussion about the things you would like to be improved in your room.
4
Say how you understand the saying “Sweep before your own door“.
5
Comment on the lesson quote.
IV
1
Vocabulary Read and pronounce the words and phrases. Use a dictionary to nd their meaning.
Nouns and Noun Phrases Verbs 2
bedding bed sheet blanket to urnish
door knob/handle built-in wardrobe bunk bed/double-deck bed to replace
Name the words that mean:
a) sheets, blankets, and other covers used on beds b) a tall electric light which stands on the oor c) something that obstructs1 vision or keeps out light as a window shade 1
3
standard lamp
quilt and pillows, quilt cover and pillowcases
d) two beds, one above the other e) thick covering or a bed ) to put urniture in a room
to obstruct [Bb'strDkt] v. – a bloca
Insert the missing words: door knob, switch, bunk beds, pillow, roller blinds.
a) A ... ... is a projecting part, usually rounded, orming the handle o a door, drawer. b) In large amilies children sleep in ... ... . 52
socket light switch roller blind
c) Some rooms have ... ... instead o curtains. d) We use a ... to turn the light on and off. e) My ather alls asleep as soon as his head touches the ... .
LESSON 5
CHILDREN'S ROOM
V
Reading
1
Read Andrea’s daily records in her diary and say why she is so happy with her room.
DEAR DIARY, At last we have nished urnishing our new at with a lamp on it and a chair are opposite the urniture and now I am so happy to share my joy with you. set. Next to the desk there is a modern comortable It’s just luck that I have my own room, afer sharing soa, a large armchair and a high standard lamp, a one with my sister. It is a special room, my avourite, I present rom my cousin, between them. Above the soa should say. I compared with the previous one, it’s quite there is an old reproduction o Rembrandt in a gold large. It has a large window, with bright silk curtains painted rame inherited rom my great-grandparents. and Venetian blinds on it. Te window looks out onto A nice chandelier hangs down rom the ceiling. On the two apple trees in the garden. Te room has a balcony, polished parquet['pa:keP] oor there is a large sof thick too. Te window-sill and the balcony are ull o plants woolen carpet made at the well-known Floare Carpet that make the room and the balcony nice and resh. Te actory. Te walls are painted light blue. ocal point o the room is the up-to-date urniture set Te room, I must say, is cosy and comortable with where the stereo, computer,V set and shelves with lots much light; a place where I can eel at ease. o books are concentrated. A large polished writing desk I am so happy with it! 2
Work as a class. Find in the text synonyms for the following words:
gif – to tell – contemporary –
suite o urniture – bright – near –
3
Ask questions on the text.
VI
Grammar
Remember:
big – cosy – table –
pleased – roller blinds – vis-a-vis –
HE PAS PERFEC PROGRESSIVE COMPARE
Present Perect Progressive Ann has been washing the oor in her room or ve minutes. How long has uncle John been urnishing his son’s room? 1
Past Perect Progressive When Mum came home, Annhad been washing the oor inher room or ve minutes. How long had uncle John been urnishing his son’s room when you visited him?
Open the brackets using Present Perfect Progressive or Past Perfect Progressive:
a) When mother entered the house, Andrieş (to dust) the urniture or ten minutes. b) Victor wanted to know how long the electrician (to install) the electrical items in the new at. c) Sorin wants to know or how long his elder sister Angela (to paint) the walls in his room. d) Mother asked her son how long he (to play) computer games. e) Mum says ather (to urnish) Nick’s room since morning. VII
1 2
Writing Do ex. 9 p. 109 from the Suppliment. Write a paragraph in 50 words on the topic of the lesson, using a ll the new words. 53
ROUND UP 3
Unit III I
Let's Talk
1
Some English tourists are visiting your school. When meeting them you have an opportunity to get information about their country through direct contact. Hold a discussion.
2
Insert the words given below the text.
GRIGORE VIERU – Symbol o National Dignity Grigore Vieru is the greatest … po et o our days.
were turned into a-
here is no other…poet in Moldova so many poems to Mother, his …who landever andwrote its … and especially to children. His poems … motherland made him …, …, … and loved by everybody. Grigore Vieru is also … or his … poems dedicated to our Roman … opting or our language … name, which is … and its … writing. Most o his poems
mous … songs that are widely sung in Moldova and other European … . Unortunately we lost our … and talented … who in 2009 died ater a car … .
devoted, accident, patriotic, national, Latin, countries, people, Romanian, amous, poet, honoured, srcin, gloriying, great, well known, respected, historical, courageous, native
3
Find additional info about the following national celebrities. Discuss it in class.
Alexandru Donici, (1806–1865), amous writer, Soroca. Now the Chişinău Medical University is born in the village o Stînca, at present called Donici. Te writer’s house is well preserved and turned into a museum. Alexie Mateevici, (1888– 1917), military priest, poet, author o the amous poem “Limba Noastră” that is now the State Anthem, born in the village o Zaim, south-west o ighina. His amily house is also well preserved and turned into a museum. Nicolae estemiţianu, (1927–1986), amous surgeon, born in the village o Ochiul Alb, west o
named afer him. Maria Bieșu (1935–2012) was an extraordinary opera singer with an enormous chamber repertoire['repBtwa:]. Her artistic excellence brought her international recognition. Dumitru Matcovschi (1939–2013) was a greatly loved writer, poet and dramatist. He was a wellknown personality o the cultural and artistic lie o Moldova, being awarded high state distinctions or his outstanding merits.
4
Brainstorm a list of seaport cities you know.
5
Say when we use the proverb “East or West – home is best“.
6
Work as a class. How important is it for you to have your own room?
54
ROUND UP 3 II
Grammar
1
Put the verbs from the brackets in the correct tense form.
a) Tey (to urnish) the at all day . b) My elder brother (to decorate) his room since morning. c) She (to live) in this city since childhood. d) Te reporter asked the workers how long they (to do) the nishing work in the newly built house. e) You already (to move) into a new at? ) My uncle (to replace) the urniture in his tasince early morning. g) She said she (to live) in the city or ten years. h) When I came in, Nick (to look) or inormation about Ștean cel Mare or hal an hour. 2
Report the sentences:
a) Te teacher said, “Te UK consists o Great Britain and Northern Ireland.” b) Te teacher said, “What does the UK consist o?” c) Te people said, “Te continent o America was discovered in 1492 by Columbus.” d) Te teacher said, “Where is Singapore situated?”
e) Nick said, “Dad, our grandparents’ house was built in 1950, wasn’t it?” ) Te teacher said, “Mihai Eminescu was born on January 15, 1850.” g) Te student said, “Te House o Parliament o Moldova was devastated on April 7, 2009.”
3
Give the geographical names with and without “the“.
4
Write the names of nationalities and languages of the following countries, using a dictionary:
III
Country
Nationality
Language
England Ireland Wales Scotland urkey Germany France
___________ ___________ ___________ ___________ ___________ ___________ ___________
___________ ___________ ___________ ___________ ___________ ___________ ___________
Additional Information It’s Interesting to Know – Te Loch Ness monster is a real attraction or people rom all parts o Britain and rom many other countries. A museum o the Loch Ness monster was opened in Scotland that has more than our thousand written reports and drawings o Nessie made by those people who have “seen” it. – Te most ancient city in England is Chester.
– Tere is one British island which has but one house on it: this is Jethou [GB'tu:], one o the Channel Islands. *** – Te largest ocean is the Paci c; it contains 47.31 per cent o the world’s ocean water and covers 66.030.124 square miles.
55
LESSON 1
Unit IV I
SCHOOLING
Pronunciation Read as quickly as you can without making mistakes.
Miss racher the teacher who married a preacher. Te news tried to eature this preacher-wed teacher, but just couldn’t reach her, Miss racher the teacher. II
“Te roots o education are bitter, but the ruit is sweet.” Aristotle
Conversational Formulas Read the phrases below that discuss school. Use them in dialogues.
Where do you go to school? What classes do you take? What is your avourite class? I really like school. How about you? III
I attend a gymnasium in... I like to study... My avourite class is... I really enjoy...
Discussion Points Answer the questions:
1. Why do we go to school?
3. Can you be too old to learn?
2. Can you describe different types o schools?
4. What would happen i we didn’t have schools?
IV
Vocabulary
1
Read and pronounce the words and phrases. Use a dictionary to ndtheir meaning.
ten-point scale attendance Nouns and Noun Phraseshead-master (Br)/principal (Am) school-leaver/graduate head-mistress (Br) boarding school pro ciency orm (Br.)/grade (Am.)
2
to pass Verbs to provide education and Phrases to be at the top (head) o the class to hand in to be at the bottom (oot) to catch up with
to lag/all behind to cut lessons
Adjectivescompulsory
vocational
well-disciplined/behaved (ill-behaved)
Work as a class. Explain what the following words mean:
a) general education ) basic 56
mark (Br)/grade (Am) syllabus
b) gymnasium g) private
c) schooling h) public
d) a course o study i) education
e) lyceum j) preschool
LESSON 1
3
SCHOOLING
Work in pairs to match the words with their de nitions.
1. head-master 2. graduate 3. attendance 4. general education 5. compulsory 6. vocational 7. pro ciency 8. syllabus
a) person who nishes school b) skill, ability or expertise c) the director o a school d) education directed toward a particular trade or proession e) presence ) list o classes offered at a school g) obligatory, mandatory h) result o instruction, training or study
V
Reading
1
Based on the title of the text below, what do you think the text is about?
2
Scan the text to see if you guessed correctly.
EDUCAION IN MOLDOVA By law, children in Moldova must receive compulsory education at state schools rom the ages o 7 to 16. Since the late 1990s, private education has also become available in Moldova. Most children, beore attending school, go to kindergartens that provide preschool education based on playing, singing, practical activities such as drawing, and social interaction as part o the transition rom home to school. During the rst our years o schooling, children get a primary-school education that serves as basis or urther studies. Primary education ensures a smooth transition to secondary education. Secondary school is the next step up rom primary school. Te course o secondary education includes two stages: gymnasium and lyceum. Te gymnasium stage is compulsory or students. During this course o studies, pupils get effective education. On nishing the 9th Form, certi cates are given to pupils who may then go to colleges, vocational or technical schools, or may continue their secondary education at lyceum. Te three-year lyceum stage offers pupils the opportunity to choose a direction o study according to their individual interests and abilities. On completing the lyceum course o studies, diplomas are handed to the graduates who may then go to universities. 57
Unit IV 3
LESSON 1
SCHOOLING
Based on the text, state whether the following sentences are true (T ), false (F), or there isn’t enough information to say.
1. Children receive ull-time education rom the ages o 4 to 14. 5. Te gymnasium stage is compulsory. 2. Primary schools are not separated rom secondary schools. 6. Diplomas are given to graduates o lyceum. 3. Te rst stage o secondary education is gymnasium. 7. Afer the 9th Form, students may go to 4. Te second stage o secondary education is university. university. 4
Find synonyms in the text for the following words.
a) get g) end VI
b) study h) obligatory
c) teaching i) schooling
d) contain j) select
e) orm k) big
) majority
Grammar WORDS WIH FIGURAIVE MEANINGS Figurative sense – a more abstract, imaginative, metaphorical, not literal, symbolic, ironic, hyperbolical meaning than its direct one. 1. We were scared to death, guratively speaking. 2. She was imprisoned by him, guratively speaking. 3. Te news totally killed him. 4. She is such a sweet! 5. I think your school is really cool.
1
In your own words, share what the gurative meaning of the underlined words is. Use a dictionary if you don’t know the words.
1. Sally was reallyhomework, sick, she looked like atoghost. 2. With so much I’m a slave the 7th Form. 3. I got a 10 in English. I’m ying high. 4. In April, my classroom is always so cool. 2 VII
1
5. I think really cool(trăsnet). that you are in the school play. 6. Tat testit’swas a snap 7. Bridgette always has her nose in a book.
Look at the lesson quote and discuss the gurative language used in it.
Listening Listen to the dialogue and answer the questions.
1. What are the words with gurative meaning in the 4. What suggestion does Billy make to simpliy their dialogue? homework? 2. What do the gurative words mean in the dialogue? 5. Does Caroline like her English class? 3. Why does Billy want to study with Caroline? 6. Do you think Caroline wants to spend time with Billy? VIII
1 2
58
Writing Write a paragraph of 50 words to say if you like school or not, and explain why. If you were the director of your school, what would you do that is different from what is done now? Write a list of 10 things you would change.
LESSON 2 I
ENGLISH CLASSROOM
Pronunciation Read as quickly as you can without making mistakes.
I the singular’s this and the plural is these, Should the plural o kiss ever be keese? Ten one may be that and three would be those, Yet hat in the plural would never be hose, And the plural o cat is cats, not cose. II
Conversational Formulas Read the phrases below and say where in school you would use these phrases.
“Tose who know nothing o a oreign language, know nothing o their own.” Goethe
Excuse me, I’m looking or... It’s really important that I nd... How do I nd...? Can I nd...in that direction? III
Pardon me, but do you know where ... is? I’m trying to nd... I’m trying to get to... How do I get to...?
Discussion Points Answer the questions:
1. Why is English an important language to study? 2. What are some ways that you can learn English on your own? 3. What Shouldother everyone in Moldova to How learn did English? 4. languages do youhave know? you learn them? IV
Vocabulary
1
Read and pronounce the words and phrases. Use a dictionary to nd their meaning.
device Nouns
skill visual aids command (o)
Verbs and Phrasesto succeed 2
requirement technique to progress
opportunity equipment to brush up
to ignore
Use the words below instead of the underlined words in the following sentences: command o, to pronounce, to succeed, to progress, to brush up
1. Victoria’s riend needs to improve her English beore her visit to Great Britain. 2. Te teacher is proud o our strong knowledge o English. 3. He managed to do a lot o work on his English presentation. 4. Te study o English advanced a lot with the Internet. 5. Our English teacher makes us practise saying words in class. 59
Unit IV
LESSON 2
ENGLISH CLASSROOM
V
Reading
1
Read about some tips for improving your understanding of English, and then answer the questions.
Learning a new language can be very interesting and difficult at the same time. In Moldova, many pupils only have two oreign language classes per week until they go to lyceum. It is very hard to try to learn a oreign language in such a short period o time per week, but there are some things that you can do on your own i you want to improve your English or any other language. • Practise speaking in ront o a mirror at home. Tis lets you see how you move your mouth to pronounce new or difficult words. • Do your homework. Tis will give you extra practice using English even i nobody in your house speaks it.
• Read an easy book in English, and look up the words you don’t know in a dictionary.
• Watch cartoons in English with subtitles in English so that you can practise your listening and reading. Tis is just a short list o tips that you can use to • I you meet someone who speaks English, don’t improve your English. I you really want to learn, there be shy.to Ask that person to be patient and to are many ways to build your pro ciency. speak you in English. • Make a pen pal riend through video games or through school who speaks English.
• Tere is a wide variety o language sofware on the Internet like Duolingo.com or Livemocha. com that can help you learn vocabulary. 2
Working individually, answer the questions. Choose the answer that is best for you.
a) How do you like to learn English in class? - working alone - working in pairs - working in groups - working as a class b) When do you memorize words better? - when I see them - when I hear them - when I look at charts - when I look at pictures with words c) When do you think about grammar? - when I am reading - when I am writing 3
60
- when I do grammar exercises - when I am speaking
Working in pairs, discuss the tips in the text. A re there any that you de nitely would like to try? Are there any that you don’t feel able to try? Explain why you feel that way.
LESSON 2
ENGLISH CLASSROOM
VI
Listening
1
Listen to the dialogue and explain why Steve is impressed with the Moldovan English classroom.
2
After listening to the dialogue, work with a partner and give your opinions on the following questions.
a) How important are teachers to your learning o English? b) How does your English classroom compare to the one in the dialogue? c) Do you think modern technology is important when learning English? d) How does your school use computers and the Internet or learning English? VII
Grammar Remember:
Te Subjunctive Mood afer WISH Remember how to express a wish reerring to the present or uture. COMPARE
Te Indicative Mood a) It’s a pitywe don’t have enough visual aids in our school. b) It’s a pityI don’t succeed in oreign languages. c) What a pity I can’t do this job. d) It’s a pitymy mother is not a teacher o English. e) What a pity we’ll not go on a trip tomorrow. 1
Te Subjunctive Mood aferwish a) I wish we had enough visual aids in our school. b) I wish I succeeded in oreign languages. c) I wish I could do this job. Afer the verb wish “were” is used or all persons: d) I wish my mother were a teacher o English. e) I wish we went (would go) on a trip tomorrow.
Express a wish transforming the sentences below.
a) It’s a pity I can’t pronounce all English sounds well. – Iwish ... b) It’s a pity I’m not a student o your school. – wish I ... c) My riend won’t practise English every day. – Hewishes ... d) We don’t have portraits o American writers in our English Classroom. – We wish ... e) Not all the students have a good command o English. – Te teacher wishes ... ) Sorin always makes mistakes when pronouncing geographical names. – Te teacher wishes Sorin ... g) I’m sorry I can’t understand the task. – I wish I ... h) It’s a pity he is not attentive at the lesson. – Te teacherwishes he ... VIII
1
Writing Answer the following questions in writing:
a) What helps you to improve your English skills? b) Who in your class speaks English the best? Why? c) Would you like to become an English teacher? Why or why not? 2
In 50 words, write a short letter to persuade a younger student of the importance of learning English. 61
LESSON 3
Unit IV I
ENGLISH SPEAKING CLUB
Pronunciation Read as quickly as you can without making mistakes.
Dearest creature in creation, Study English pronunciation. I will teach you with my verse, Sounds like corpse1, corps2, horse and worse. 1 2
II
corpse [kA:ps] n. – cadavru corps [kA:] n. – corp (diplomatic)
“Te limits o my language are the limits o my world.” Ludwig Wittgenstein
Conversational Formulas Read and practise saying the phrases that you would use to discuss and debate:
I see your point, but... Normally I would agree, however... You have some good arguments. I think it’s important to consider...
I completely disagree. I strongly disagree. Rather... Perhaps you should consider... Have you thought about...?
III
Discussion Points
1
What clubs or after school activities do you belong to?
2
Does your school have an English club? Do you attend it?
3
Brainstorm about different kinds of things you can do at an English club meeting.
4
Discuss the lesson quotation. What does it mean to you?
5
What do you know about English-speaking clubs?
IV
Vocabulary
1
Read and pronounce the words and phrases. Use a dictionary to nd their meaning.
Nouns aim/goal/purpose Verbs
to promote to achieve
debating to acilitate to expect
badge to review
membership to comprehend
mastery to enable
2
Work as a class. Discuss the meaning of the following words: communication, effective, responsibility, potential, to list, to select, to coordinate, except, uency.
3
Match the words with their de nitions:
1. badge 2. membership 3. aim/goal/purpose 4. debating 5. to promote 6. to achieve 62
a) the thing that an action or plan is intended to achieve b) a discussion in which people express different opinions on a subject c) emblem d) the act or state o being a member o an organization e) to succeed in obtaining something ) to help the progress o
LESSON 3
4
ENGLISH SPEAKING CLUB
Use the words comprehend, rom time to time, to review, mastery, expected, to acilitate instead of those underlined in the sentences below:
a) Guests rom abroad visit our English Speaking Club occasionally. b) Nick tried to understand the idea o the story. c) Te class/orm master supported the club president's initiative. d) In his letter, my riend Billy highly appreciated my good skills in grammar. e) Shall we revise the list o the equipment we need or our English Classroom? ) Te members o the club awaited the speaker's arrival. V
1
Reading
Read the text and be prepared to say if an English Speaking Club sounds interesting to you.
English clubs that are being opened in many schools are part o a specially designed programme to promote learning the English language, acilitate the debate o ideas, and provide opportunities or interaction between the learner and a teacher or outside guests. Such clubs help make learning more enjoyable. Te primary goal o these clubs is to enable pupils to develop con dence in practising English and encouraging them to enjoy the studying process. Te members o the club wear their badges proudly. Each club should have a president, a secretary to take notes, and an executive committee to make decisions
acilitate the club’s activities. Guests, i available, are sometimes invited to interact with club members. Club activities help members develop skills to comprehend, predict and express ideas, and also to interview, write letters, prepare advertisements, etc. Another purpose o English club activities is to improve pupils’ vocabulary in the language, amiliarize them with idioms and expressions, increase their creativity, and generate logical and critical thinking. Such activities are meant or the pupils o primary and secondary levels. In an English club, pupils get a chance to practise
about the direction o the club. Te teacher’s role is to
many different skills in different circumstances.
63
Unit IV 2
LESSON 3
ENGLISH SPEAKING CLUB
Find the words in the text that mean the following:
1. chance, possible situation 2. something pleasant 3. the person with the highest position 3
4. to tell about in advance 5. to enlarge 6. to ask questions
Work in pairs. Ask each other questions to t the answers.
1. Te club members wear badges. 2. Te teacher’s role is to acilitate the club’s activities. 3. English club members practise different skills. 4. Club activities are meant to improve pupils’ language, increase creativity and generate critical thinking. 4
Find in the tex t synonyms for the following words:
curricula to discuss chance VI
a visitor learning do
Grammar Remember:
Te Subjunctive Mood afer i Observe the orm o the verb afer i expressing an imaginary, impossible or improbable situation when reerring to the present and uture. Expressing Regrets and Wishes
COMPARE AND REMEMBER
a) What a pity I am not a member o the English speaking club. – I wish I were a member o the English speaking club. b) It’s a pity I can’t visit an English speaking country. – I wish I could visit an English sp eaking country.
c) My sister is very sorry she doesn’t have a possibility to interact with the club members. – My sister wishes she had a possibility to interact with the club members. d) What a pity Denis will not be present at the club meeting. – I wish Denis were present at the club meeting.
64
council understand actions
Expressing Imaginary situations
– I I were a member o the English speaking club, I would improve my vocabulary. – I I could visit an English speaking country, I would have a chance to master my English.
– I my sister had a possibility to interact with the club members, she would learn to prepare advertisements. – I Denis were present at the club meeting, he would sharehis experience.
LESSON 3
1
ENGLISH SPEAKING CLUB
Open the brackets expressing wishes and regrets.
a) It would be nice i we (to speak) oreign languages. e) What you (to do) in your school i you (to be) its b) I Eliza (to improve) her pronunciation, she (not to head-master? speak) so terribly. ) I all o you (to watch or to read) the playPygmalion c) I I (not to develop) language skills, I (not to sucyou (to understand) how important it is to speak a ceed). language perectly. d) I the club (to have) more activities, its prestige g) What you (to do), i you (to be) the club president? would greatly increase. 2
Pay attention to suffixes and pre xes in word building. Give other examples. Work in pairs.
to select to expect to coordinate to communicate
purpose aim
VII
–ive selective expective coordinative communicative
–ul purposeul aimul
–tion selection expectation coordination communication
–less purposeless aimless
to delegate to expect to achieve
communicative effective
–able delegable expectable achievable
un–, in–, ir– uncommunicative ineffective
–tion delegation expectation –
de nite reparable
inde nite irreparable
Listening
1
Listen to the poem ‘Grammar In Rhyme’ and be ready to talk about the different parts of speech in
2
English. After listening to the poem, work with a partner to answer the following questions.
a) What is the difference between an adjective and an adverb? b) What does an interjection show? c) What do conjunctions do? VIII
1
Writing Rewrite the sentences according to the example.
Example:
I wish I stayed in London or one year. I I stayed in London or one year, I would practise English.
1. I wish I were present or the English club. 2. Our teacher wishes we improved our knowledge. 3. She wishes she spoke to her teacher about the matter. 2
d) What are the three different articles? e) What is a noun? ) What parts o speech are “quickly”, “well” and “good”?
4. Tey wish they spoke English better. 5. He wishes he were a teacher o English. 6. We wish we were in England now.
Imagine that you are a member of an English-speaking club. Write a short letter to your pen-friend about an activity that you would like.
65
LESSON 4
Unit IV I
EDUCATION THROUGH FILM
Pronunciation Read as quickly as you can without making mistakes.
A twister o lms once twisted his twist so the gist o the lm was a twist in a twist. II
Conversational Formulas Read and practise saying the phrases that you would use to express excitement or enthusiasm:
“A movie star is not an artiste, he is an art object.” Richard Schickel
Wow! Tat’s exciting. Tat’s sensational! It was antastic!
I’m excited by... It was amazing! It’s really terri c!
III
Discussion Points
1
Why do we go to see a lm a t the cinema?
2
What was the last lm you saw? Did you like it? Why or why not?
3
Discuss the lesson quotation. What does it mean to you?
4
What can we learn from watching lms?
5
What do you already know about how lms are made?
IV
Vocabulary
1
Read and pronounce the words and phrases. Use a dictionary to nd their meaning.
Nouns
news reel eature lm popular science lm soap opera ( lm) viewers/audience script writer script lm director
Verbal Phrases to shoot/make a lm Adjectives thrilling and Adverbs
lm producer dubbing lm/cinema-goer pictures (Br.)/movies (Am.)
to screen a lm
astonishing
to be on marvellous
to shoot – shot – shot 2
Work in groups. Explain what the following words mean:
documentary ( lm) – educational lm – detective lm – adventure lm – 66
comedy – colour lm – black-and-white lm – lm star –
talented actor – valuable – superb – exciting –
ascinating – disgusting – impressive – to preer –
LESSON 4
3
EDUCATION THROUGH FILM
Work in pairs. Match the words with their de nitions:
1. soap opera 2. scenario/script 3. script-writer 4. news reel 5. dubbing 6. eature lm 7. science ction lm 8. screen
a) a short cinema lm o news b) stories about imaginary uture development in science c) a ull-length cinema lm with an invented story and proessional actors d) a daily or weekly continuing television story which is about daily lie e) a surace on which a cinema lm is shown ) a writer o scripts or lms, broadcasts, etc. g) a written description o the action to take place in a lm h) more advanced or complex than others
9. sophisticated
i) changing the srcinal spoken language o a lm, show, etc.
V
Reading
1
Read the text and be prepared to say if you like or dislike the idea of using lms in class.
Watching ilms is one o various modern teaching resources. Children are great ilm-goers, and when a teacher announces they will watch a ilm dedicated to a certain topic, they are always enthusiastic. he popularity o a ilm itsel depends on the viewing children’s ages and the topic. Pupils can watch popular educational, documentary, musical and other ilms as sp eciied in each subject’s curriculum. 2
Find in the text synonyms for the words:
3
Find in the text antonyms for the words:
at present – different – to contain – schooling – kids – never – similar – learning – old-ashioned –
4
big – lm ans – devote – theme – de nite – unknown – weak – close – worse –
Watching lms isa powerul educational tool that can become a gateway to exploring complex ideas. It opens children’s eyes to other ways o looking at the world and helps them understand it better. Te power o watching lms at school is great. It may develop critical thinking skills, and stimulate effective roundtable discussions. When watching lms, children usually learn about the lms’ producers, stars, directors, cameramen, etc. passionate – movie – to be able – instrument – entrance –
debates – efficient – abilities – to nd out – universe –
indifferent – unpopular – small – ineffective –
seldom – teach – adults –
Work in pairs. Answer the questions about the text.
1. Why are children enthusiastic about watching lms? 2. Why does the age o a child effect what he/she likes to watch? 3. What lms can children watch in heir t out-o-school time? 4. How does watching lms stimulate pupils’ thinking? 5. What do children learn rom watching lms on various subjects? 67
Unit IV VI
LESSON 4
Grammar
EDUCATION THROUGH FILM
Remember:
WHA is used when there is rather a large choice and it is not clear how many possibilities there are.
WHICH is, as a rule, used when there is a limited choice (rom two to ve possibilities).
WHICH can be ollowed byo, but WHA cannot. WHA is ollowed by a noun and a pronoun. e. g.
1
1
Which colour do you like best the green or the blue one? Which of you has watched the new lm?
Fill in with which or what:
1. 2. 3. 4. VII
What colour are her eyes? What perfumes does she use?
… dress shall I wear, the red or the blue one? … lowers do you like? Ask him … one he will choose. Say … o you wants to become a cinema star.
5. 6. 7. 8.
… o these hats is yours? … ilms does he like? … o the ilm stars is your avourite? … thriller have you recently watched?
Writing Rewrite the sentences leaving out the words that are not needed.
Example:
1. 2. 3. 4. 5.
Tey said they didn’t like eat lmso about politics. Tey said they didn’t like lms about politics.
Watching o children lms isnot enjoy a goodand way o playing things. Why do have cartoons andlearning horror interesting lms? My cousin is Dorin has a lot o much cassettes. When my dad doesn’t watches detective stories lms, he is doesn’t hear or see anybody. Sophia Loren was has recognized as one o the most beautiul lm stars o the 20th century.
2
Write a lm review ofa lm you’ve seen recently. Be sure toinclude information about the director and the stars.
3
Look at the pictures and say:
a) what lms the scenes are taken rom; b) who the main characters are; c) who played the main roles.
68
LESSON 5 I
MOTHER S DAY ’
Pronunciation Read as quickly as you can without making mistakes.
When Mother’s Day came on Sunday We wanted to make it a un day. We all love our mother, Me, my sister and brother, So we made her an ice cream sundae1. 1
II
sundae [ 'sãndeï] n. – înghețată cu rișcă, nuci, ructe
“What the mother sings to the cradle goes all the way down to the coffin.”
Idiomatic Expressions
Henry Ward Beecher
Read the following expressions and match them to their meanings.
1. 2. 3. 4. 5.
necessity is the mother o invention at her mother’s knee experience is the mother o wisdom mother o all... a ace only a mother could love
a) the biggest or the rst o something b) to understand something, you have to try it. c) very ugly d) learned at an early age e) I you need something badly, you’ll create it.
III
Discussion Points
1
Why do we celebrate Mother’s Day?
2
Discuss the lesson quotation. What does it mean to you?
3 4
List some things that your mother does for you every day.
IV
Vocabulary
1
Read and pronounce the words and phrases. Use a dictionary to nd their meaning.
How do mothers make us feel special?
Nouns patience
(or) affection sake ault
Verbs to tease and Phrases to nurse to argue with tri ing Adjectives
anxiety
bosom/breasts cradle disappointment
to mind (smth./doing smth.) to orgive (smb. or smth.) to keep the house
tender
sensitive
to share joys/sorrows (with smb.)
sensible
to orgive – orgave – orgiven 2
Identify the meaning of the following words:
directly – to ignore –
to proclaim – official –
to endure – to dedicate –
to honour – to suffer –
sacri ce –
69
Unit IV 3
LESSON 5
’
Work in pairs. Form different parts of speech adding the following suffixes: -ness, -ion; -ment; -able; -tion; -ly.
to argue – (n) ... to direct – (n), (adv) ... love – (adj, adv) ... 4
MOTHER S DAY
to affect – (n) ... to honour – (adj) ... to orgive – (adj) ...
to disappoint – (n) ... to dedicate – (n) ... kind – (n) ...
Match the words with their de nitions:
1. anxiety 2. to argue with
a) a eeling o ondness or another person b) gentle and caring eelings
3. ault to mind 4. 5. sake 6. cradle 7. tender 8. to strive 9. affection
c) aansmall d) errorbox-shaped or mistake bed or a baby e) bene t, interest ) to obey, to ollow g) to try hard h) to disagree with somebody (angrily) i) a eeling o nervousness
V
Reading
1
Read the poem and say what it means to respect one’s mother.
I MUS NO EASE МУ MOHER I must not tease my mother; For she is very kind; And everything she says to me I must directly mind; For when I was a baby And could not speak or walk, She let me in her bosom sleep, And taught me how to walk.
I must not tease my mother: I’ve heard dear ather say, When I was in my cradle sick, She nursed me night and day; She lays me in my little bed, She gives me clothes and ood And I have nothing else to pay But trying to be good.
I must not tease my mother; And when she likes to read, Or has a headache, I will step Most silently indeed: I will not choose a noisy play, Nor tri ing troubles tell, But sit down quiet by her side, And try to make her well.
I must not tease my mother, She loves me all the day, And she has patience with my aults, And teaches me to play. How much I’ll try to please her, She every hour shall see; For should she go away or die, What would become o me? By Mrs. Siqouney
2 70
Learn the poem by heart.
LESSON 5 3
5
talk – go – permit – train –
unimportant – mistake – quiet –
problem – to look afer – o course –
Work as a class. Find inthe poem antonyms for thefollowing words:
rude – nothing –
stay – wake up –
live – hate –
everything – come –
grown up –
noisy –
healthy –
bad –
Independent work. Find in the poem the lines where the child:
– shows his care or his mother; – speaks how mother nursed him; VI
’
Work in groups. Find in the poemynonyms s for the following words:
annoy/bother – generous – ollow – select – 4
MOTHER S DAY
– speaks about mother’s patience; – explains why he has to directly mind mother’s words.
Grammar Remember:
DO as a substitute of the main verb.
E. g.
1. Some children happen to tease their mothers, but I never do. 2. My little sister doesn’t share toys with other kids, but my brother does. 3. Steve sometimes argues with his parents, but his brother doesn’t. doesn t
4. ofen his duties, his sister ’. 5. Gabriel Sanda likes toignores buy presents, but Ibut don’t. 6. Kate and Ann don’t like to do their rooms, but Ido. 7. What comes afer winter? – Spring does. 8. Who goes to school every day? – All the pupils do. – Nick does. 1
Identify the verbs in the sentences from the box above that are substituted by do/does.
2
Make up your own sentences using do/does as the main verb substitute.
VII
Writing
1
Write 5 sentences using do as a main verb substitute.
2
Choose one of the stanzas of the poem that you like best, and translate it.
3
Write a poem that you can dedicate to your mother for Mother’s Day.
4
Write a paragraph to explain all the things your mother does for you and your family. 71
Unit IV
ROUND UP 4
I
Let's Talk
1
Unscramble the lines of the poem bellow.
2
Read the poem and express its main idea.
3
Think of a title for the poem.
4
Comment on the poem making reference to pictures 1 and 2.
I you in the morning You can’t pick them up In the course the day. Trow minutesoaway, You may hurry and scurry1, You’ve lost them orever, And urry2 and worry, Forever and aye3. Anna Sewell 1
scurry [ 'skDrP] v. – a alerga urry ['flDrP] v. – a se grabi 3 aye [Q] adv. – da 2
5
Debate on the following:
– – – –
We shouldn’t have schools at all. It’s not necessary to study English. Our school is perect. Students agree to all the school rules and teachers’ requirements. – Handicapped people don’t need any education. – Films cannot help pupils learn English. – Mothers have little importance in our lives. 6
Work as a class to match the words to their de nitions.
1. 2. 3. 4. 5. 6. 7. 8. 9. 72
head-master/mistress compulsory skill to achieve aim/goal/purpose eature lm newsreel to mind tender
a) a short lm o actual events in the world b) a ull-length cinema lm with an invented story c) gentle and caring d) to obey e) person in charge/principal o a school ) ability g) obligatory or mandatory h) to accomplish i) something that an action or plan is intended to achieve
ROUND UP 4 II
1
Grammar Paraphrase the sentences using the verb wish.
a) It’s a pity Pete can’t write poems. e) I’m sorry, I will not travel this summer. Mother wishes Pete … I wish I … b) What a pity I don’t practise English. ) Mother is sorry her daughter doesn’t like arts. I wish I … Mother wishes … c) It’s a pity not all parents understand their children. g) eachers regret students don’t read much nowadays. Children wish … eacherswish … d)Our It’s teacher a pity he wishes makes … mistakes in spelling. 2
Think of words with gurative meanings which have alternatives in your native language.
3
Give homophones for the following words: lessen (v), sew (v), waist (n), straight (adj), brake (n), hear (v), buy (v), wear (v), our (num), I (pron), two (num), won (v), their (pron).
4
Identify the verbs in the sentences that are substituted by do/does.
a) Mother ofen cooks breakast or us, but my brother Mike rarely does. b) Some o my riends complain about school, but I don’t. c) My ather loves lms, and so do I. d) Sally didn’t eat her lunch, and wedidn’t either. e) Tey enjoy going to English Club, but Robert doesn’t. 5
a) Observe the meanings of the phrasal verb given below:
to look at to look or to look afer to look orward to to look up to
to direct eyes at to try to nd something to take care o somebody who is ill, little, etc. to anticipate (with pleasure) to respect and admire smb.
b) Insert the above phrasal verbs.
a) Te members o our English Club look ... ... the guests’ arrival. b) When preparing or the club’s meeting, the members have to look ... different necessary materials on the given topic. c) He looked ... the papers to nd the club’s working programme. d) Students are to look ... the equipment in their English Room. e) “Look ... the map o the USA!”, said the teacher o Geography. 73
LESSON 1
Unit V I
ARTS AND CRAFTS
Pronunciation Read as quickly as you can:
A pretty schoolmistress rom Daise Had a list o the pupils to praise, But it was very unny ’cause she lost all her money And she couldn’t give them any praise. II
Conversational Formulas Exchange opinions. In what circumstances will you use the following phrases?
“In creating, the only hard thing is to begin.” James Russell Lowell
– You are doing very well. – Tat is really beautiul. – I wish I could do as well. III
1
– First class! – Great! – Don’t worry, I’m sure you’ll do better.
Discussion Points Answer the questions:
a) Why are artisanship articles highly appreciated all over the world? b) What qualities are necessary or artisans? (e.g. attention to details...) c) Which o these qualities are developed at schools? 2
Explain the proverb “Art is long, life is short“.
3
Say how you understand the l esson quotation.
IV
Vocabulary
1
Read and pronounce the words and phrases. Use a dictionary to nd their meaning.
Nouns Verbs
artisanship knitting needles to carve
craf hook
crafsman tapestry
to knit
appliqué
crochet
canvas
to embroider
to sculpt
to weave – wove – woven 2
Match the words with their de nitions:
1. crochet 2. tapestry 3. knitting needles
a) to decorate cloth with ornamental needlework b) needlework done with a needle having a small hook at one end c) any abric used as a oundation or embroidering and painting
4. appliqué 5. canvas 6. to embroider
d) a abric consisting o a warp upon which coloured threads are woven by hand e) thin plastic or metal rods which one uses when knitting ) something ornamented by a different material or a piece o the same type
1
1
74
a warp [wA:p] n. – urzeala
LESSON 1
3
ARTS AND CRAFTS
Fill in the words: knit, sculpting, carving, woodcarving, crochet hook, artisans, embroider, tapestry, macramé, crafs, embroidery, knitting.
a) It seems there is no difference between ... and ... , but still they differ. b) Te ... ... is in the box near the V set. c) People who have to do with ... , ... , ... , ... , ... and other ... are called ... . d) In the evenings my granny preers to sit near the replace and ... or ... . 4
Look at the artisanship articles in the pictures and say:
a) which o them you like best; b) i you have similar things at home; c) what articles you can make; d) which o the articles you make at your school; e) which articles you would like to have in your house or at; ) i you know what other artisanship articles your great-great-grandmothers made in the past. I no, ask your Mums to help you. V
Reading
1
Look at the headline below and say what you think the text is going to be about.
2
Read through the text quickly to see if you are right.
LEARNING HROUGH AR Children’s creative work has always been appreciated. School is the undamental place where pupils develop skills in different artisanship domains. Manual work is widely practised by people rom an early age. Pupils learn to create art at Handicraf lessons. Te teachers train them how to use various instruments such as crochet hooks, knitting needles, carving knives, needles, etc. Tese magic tools bring children lots o ideas when working with them. Making ower compositions and different appliqués is taught at Design lessons. At Drawing lessons pupils learn to work with brushes, water colours and oil paints. At Photography 3
Find in the text the words that mean:
custom – to praise – 4
Club children learn totake pictures. raditionally,every school holds creative work exhibitions at which pupils display their pieces o art, such as tapestries, drawings, paintings, different ower compositions, seed and other appliqués, sculptures, carvings and photos etc. Tese exhibitions help schools underline learning through art. When guests see the variety o articles made by children they are surprised at their great skills. Tese articles attract the eye because they represent real wonders. Te best pieces o work are sent to the city/town exhibitions o children’s creative works where lots o visitors come and admire them.
to exhibit – to study –
miracle – to emphasize –
tool – diversity –
exposition – kids –
Work in pairs. Ask each other questions to t the answers:
a) Pupils learn to create things o art. b) eachers train pupils to use various tools. c) At School Photography Club.
d) Pupils display their pieces o art. e) Children’s creative works attract the eye.
75
Unit V
LESSON 1
ARTS AND CRAFTS
5
Find at least 5–6 words you could leave out of the rstand fourth paragraphs not changing the general sense. Do it in pairs.
6
Imagine you are a professional radio reporter and you are in the radio studio. After an introduction you present your report.
News commentator: Tis is radio Chişinău. Tis is children’s programme. Our reporter will share the inormation and impressions o a school artisanship exhibition. VI
Grammar REMEMBER when do and make are used.
1
a) We usemake when we mean: to prepare, to build, to construct. E. g. – Children make different articles at Handicraf lessons. – My elder brother made a seed appliqué or me as a present. b) We usedo when speaking about activities/work. E. g. – What shall we do at Drawing lesson tomorrow? – What is she doing? There are certain expressions with do and make that you have to remember:
Make – to make noise – to make coffee, tea – to make somebody happy, sad – to make riends
Do – to do shopping – to do homework – to do one’s best to do something – to do well
to make make asomebody do something –– to translation – to make a mistake
to do do acleaning, washing –– to job – to do a avour
Fill in do or make.
a) Students were ... noise while arranging the exhibition. b) Granny asked me to ... some coffee or her. c) Most o the children ... the job correctly. d) She preers to ... cakes hersel. e) I you ... at least a mistake when knitting, everything will go wrong and you’ll have to ... the work all over again. ) Boys like to ... different carved things. g) ... the ironing o all crocheted articles you have .... h) Mum asked me to ... my best to help my younger brother.
Revision: 1
Open the brackets paying attention to the form of the verb after if:
a) I my mother had a crochet hook, c) I we (to have) a Photography Club at our school, we would join it. she (to make) a table cloth. d) I this painting (to be) brighter, my mother would buy it. b) I I (to have) enough money, I (to e) I I (can) buy nice wool, I would knit a sweater or jumper or buy) some artisanship articles. my son. 2 VII
1
Supposing you found a big piece of gold, say what you would do with it. Work in chain.
Writing Correct the mistakes.
a) Will you make me a avour? b) You did three mistakes in the word “artisanship”. c) You need a hook to embroider something. d) I I would have needles, I would knit a sweater. e) I I am an artisan, I would decorate myhouse mysel. 76
2
3
Describe in writing, in 50 words, the last artisanship exhibition you had at your school. Imagine you are a reporter interviewing the participants of a school artisanship exhibition that won rewards. Write down the questions you’d like to ask them.
LESSON 2 I
JOBS
Pronunciation Read as quickly as you can:
Does a doctor doctor a doctor according to the doctored doctor’s doctrine o doctoring? Or does a doctor doctor a doctor according to his own doctoring doctrine? II
Conversational Formulas Which of the phrases below will you use when asking about someone's work?
“When work is a pleasure, lie is a joy! When work is a duty, lie is slavery.”
– What do you do? – What’s your proession? – Where do you work? – Do you like your job?
– I am a ... . – I work as a ... . – I work at a ... . – I really enjoy my job. – I am a proessional.
Maxim Gorky
III
Discussion Points
1
Say if a person can be successful with big things if he/she isn’t successful with small ones. Why?
2
Brainstorm a list of jobs you know.
3
Say what the following jobs deal with: translator, interpreter, secretary, musician, artist/artiste, sculptor, architect, mechanic.
4
Say which of these qualities are important when choosing a person for a professional job:
experienced liar determined
patient skilled rude
boaster responsible arrogant
sel sh active hardworking
5
Explain the saying “Never do things in halves“ and the proverb “As you make your bed, so you must lie on it“
6
Comment on the lesson quotation.
IV
Vocabulary
1
Read and pronounce the words and phrases. Use a dictionary to nd their meaning.
Nounsplumber salesman Verbs to cure
clerk/office worker lawyer to engage
ull-time part-time Adjectives skilled/experienced (un) employed to sow – sowed – sown (sowed)
accountant road sweeper
lazy honest
application (or) position/vacancy
to dismiss
to deal with
hard-working/industrious to sew – sewed – sewn (sewed) 77
Unit V 2
JOBS
In pairs, match the words with their de nitions:
1. to sow 2. to dismiss (rom) 3. to employ 4. application 5. advertisment 6. to cure 3
LESSON 2
a) to plant the seeds in the garden b) a ormal written request or a job c) to get rid o somebody, to re rom a job d) to hire or engage a person or a job e) to make somebody well again ) a public announcement that tells about an event or a product
In groups, ll in the gaps: part-time accountant, mechanics, translator, managing director, interpreters, office clerks, unemployed, deal with, accountant, plumber.
a) My uncle Steve got a new job as a ... a ew weeks ago. b) Te advertisements in the city newspapers announced some vacant positions: a ... ... o a newly built hotel; an ... in the department store; two experienced ... in the oyota car service Agency. V
Reading
1
Read the text and say if Andrew found a new job.
c) ... ... usually ... ... documents. d) Te private sector in Moldova gives opportunity to lots o ... people to get new jobs. e) A newly opened ravel Agency is in need o a ... ..., a ... and two ... .
A NEW JOB
78
So Andrew had to leave Blaenely in a month. He began immediately to look or another position. He read all the advertisements in the newspapers and sent
On the sixth o September Andrew came to Aberalaw. Te Aberalaw Medical Society was to
many applications to doctors who wanted an assistant, but by the end o the second week, he had received no answer to his applications. Andrew really began to worry. Tree weeks passed and he almost lost hope to nd a job. In the evening o the 30th o August he met Denny in the street. “I’m rather sorry you are going, Manson,” he said. “I want to tell you something. I heard this afernoon that the Aberalaw Medical Society is looking or a new assistant. It is thirty miles rom here. Why don’t you try?” “Well, yes,” Andrew agreed slowly. “I may try.” A ew minutes later he walked home to write one more application.
select a new doctor out o seven candidates that had sent in their applications or this position. Te selected doctor would have to work at a coal mine. All seven candidates had been asked to come. Andrew was the third to enter the room o the Committee. About thirty miners lled the room. At a small table in the middle o the room he saw Owen, the secretary, and Llewelyn, the head doctor. Owen, in a quiet voice, explained the conditions o work there. Ten the miners asked Andrew many questions about his work and himsel, and then he lef the room and the next candidate went in and then the next. It was over at last. All the candidates were waiting. Te door opened and Owen invited Manson again. (After A. Cronin)
LESSON 2
2
Find in the text antonyms for the following words:
to come – to go out – to empty – to nish – 3
JOBS
morning – to send – answer – loud –
old– quickly – to lose – there –
Answer the questions:
a) When and why didAndrew have to leave Blaenely? e) How many candidates took part in the competition b) What did Andrew do as to nd a new job? or the vacant position in the Aberalaw Medical c) What did Denny tell Andrew when they met in the Society? street? ) Who explained the conditions o work? d) When did Andrew come to Aberalaw? g) What did the miners ask Andrew? h) Why was he invited again? VI
Grammar Remember how to use: either [‘aPCB/‘i:CB]; either ... or ...; neither [‘naPCB/‘ni:CB]; neither ... nor ... .
when meaning “one or the other” o the two people or things a) Either o my twobrothers-in-law can do this job. b) My brother wants to become either a lawyer or an engineer. c) Either o the jobs is attractive. 1
2
VII
d) Neither o my cousins can get the vacancy, because they are not experienced enough. e) Neither the position o an accountant nor o an office worker will suit my uncle.
Insert: either, either ... or ... , neither, neither ... nor ... .
a) ... o you two will be engaged in our company.
e) ... experienced ... hardworking clerks will be
b) My sister likes ... embroidering ... knitting. c) When Nick was a child he wanted to be ... a policeman ... a reman. d) ... o my grannies can sh.
dismissed. ) My aunt is looking ... or a part-time ... a ull-time job. g) I you run afer two hares, you will catch ... .
Use the grammar above in your own sentences.
Writing
1
Write how you think work will change in 50 years. What new jobs will appear and what jobs will disappear?
2
Write in 50 words the summary of the last t wo passages of the text.
VIII
Additional Information Do You Know that ...
– when choosing candidates or any particular job, the Americans say, “What can this person do?”; – the French say, “What quali cations has she/he got?”; – the British say, “What kind o background has the person got”? 79
LESSON 3
Unit V I
SPORTS
Pronunciation Read as quickly as you can:
Sporty sorts in sporty shorts play all sorts o sporty sports
II
Conversational Formulas “Sports do not build character. Tey reveal it.” In what circumstances would you say?
Haywood Hale Broun
– Do you go in/out or sports? – What’s your avourite sport? – What sport do you go in/out or? III
– My avourite sport is ... – I enjoy ... – I am really good at ... – I am going in/out or ...
Discussion Points Answer the questions:
a) What is your avourite sport as a spectator or a participant? b) What skills and training does it need? c) What do you think the main bene ts o sports are? d) What distinguished national athletes do you know? e) What do you know about the last Olympic Games? ) How do you understand the lesson quote? IV
Vocabulary
1
Read and pronounce the words and phrases. Use a dictionary to nd their meaning.
Nouns
weight-lifing reeree
Verbs to score the victory and Phrases to end in a draw Adjectives lasting 2
sprint contest
puck sur ng
hang-gliding/water skiing mountaineering/climbing
to even to set records to serve the ball
required
decisive
Match the words with their de nitions. Do it in pairs.
1. to serve the ball 2. to even 3. contest 4. wrestling 5. event 6. mountaineering 7. reeree 80
hockey stick wrestling
a) a sport in which two people wrestle and try to throw each other to the ground b) person who controls sports competitions c) a competition or a game in which people try to win d) activity o climbing mountains as a sport or hobby e) any o the races, competitions, etc., arranged as part o a day’s sports ) to make equal g) to throw the ball up and hit it to start play
LESSON 3
3
Fill in the words: scored, sprint, hang-gliding, scored the victory, ended in a draw, set records, weight lifing, hockey stick, puck, sur ng.
a) ... ... has less supporters than ootball. b) You won’t be able to play hockey without a ... ... and a ... . c) Teir team ... ... ... in the competition. d) Champions in different sport events ... new ... every year. e) Soon afer the game had started Mike ... the rst goal. 4
SPORTS
) When we were at the sea side last year we used to go in or ... and ... . g) A 100 metres ... competition was held at our school last month. h) It was a keen competition and still the game ... ... ... ... .
Look at the pictures and say which of the sports you nd:
– boring – expensive
– dangerous – enjoyable – exciting – interesting – difficult – wide-spread – attractive – elegant – romantic 81
Unit V
LESSON 3
SPORTS
V
Reading
1
Read the text and be ready to list which sports t into different seasons.
Sports has always played an important part in human history. Even in the distant past, people competed in different athletic events to train or the military, to represent their clans or their country, or simply to show their abilities. Why have sports been so important to human beings? Certainly, we can say that athletics is recreational and pleasurable. At the same time, it makes us healthy and strong. But, sports can also help us build relationships with different people. One goal o international sports events is to create peace between all people on Earth. o achieve good results or set records at an athletic event, one should start going out or sports rom early childhood. Tis makes muscles strong and perects our skills. Most champions begin to run, jump and 2
play different games rom a young age. Tere are so many sports to t the interests o all kinds o people. Football, gymnastics, wrestling, boxing, chess, tennis, volleyball, basketball and swimming are only a ew that we can list. Different sports can also be played at different times o the year. Summer offers excellent opportunities or cycling, boating, canoeing, hiking, hang gliding and sur ng. In winter, where there is a lot o snow, sports such as skiing, skating, tobogganing, hockey and bobsledding are very popular. Whether you like team sports or individual athletics, there’s something out there or you. Get involved, have un and be a part o history; play sports.
Answer the questions about the text:
a) When did people start to compete in different sport events and what or? b) Why should one start to go in or sports rom early childhood? c) What main sports can you list? d) For what sports do the summer and the winter offer opportunities? e) Why should the youngget involved indoing sports? 3
Make up a plan to summarize the text.
VI
Listening
1
Listen to the text. Write information about:
a) international sports b) when athletes are considered national heroes VII
c) training requirements d) sports in Moldova
Grammar Remember:
Te Subjunctive Mood in that clauses afer the verbs expressing suggestions, orders, demands, requests etc... See the Difference TheIndicativeMood
TheSubjunctiveMood
Our teacher o Physical Education suggested Our teacher o Physical Educationsuggested that going in or different kinds o sports. we should go in or different kinds o sports. Te coach insisted on observing certain Te coach insisted that players should observe requirements. certain requirements. 82
LESSON 3
SPORTS
Te Sports Committee President ordered the coaches to prepare everything or the sports competitions.
Te Sports Committee President ordered that the coaches should prepare everything or the sports competitions.
Remember:
In that clauses afer the verbsorder, demand, insist, ask, require, request, suggest, propose, recommend. should (or all persons) + In nitive without "to" must be used. Sometimes in newspapers and official documents the old orm o the Subjunctive Mood (without SHOULD) is used afer these verbs. E.g. Te National Sports Committee suggested that the results o the latest competitions be discussed. 1
Work in pairs. Paraphrase the sentences below using should + In nitive without "to":
a) Te team’s captain ordered the players to leave the play-ground. b) One o the sportsmen suggested resting at a resort on the Black Sea shore. c) “Let’s arrange a crawling championship”, proposed one o my classmates. d) Mike suggests running every day. e) “Iulian must be expelled rom the team” , demanded the coach. ) Te coach ordered the players to be at the stadium at 6 a.m. g) “Schoolchildren must wear trainers at PE lessons”, demanded the teacher. 2
Work as a class. O pen the brackets using the Subjunctive Mood.
a) Te principal demanded that the pupils (not to be late) or PE lessons. b) One o the chess-players suggested that the contest (to hold) in Soroca. c) Te reeree recommended that the players (to play) correctly during the ootball match. d) Some official sports authorities suggested that Hagi (to coach) the national ootball team. e) Te coaches always insist that the athletes (to meet) the strict requirements. VIII
Writing
1
Do Exercise 2 (V) in writing.
2
Form derivatives from the words given bellow using the suffixes -ive, -tion, -ion, -ment, -able, -al, -ty:
compete nation decide 3
achieve educate antique
represent physic honour
require avour
Arrange the words to make up sentences.
a) players, o, scored, Te, opponent, the, team, goals, our, won, so, they, the game. b) number, o, When, in, match, a, say, the, teams, same, the, draw, c) score, basketball, won,goals, Te, team, competition, they, been,we, trained, had, the, because, such,it’s, by,a.good, a, coach. d) countries, bring, Gifed, ame, sportsmen, and, honour, their, to. 4
Write a paragraph in 50 words about the rst Olympic Games. 83
Unit V I
LESSON 4
COMPASSION AND EMPATHY
Pronunciation Read as quickly as you can:
II
I all good people were clever, And all clever people were good, Te world would be nicer than ever ...
“Charity begins at home”
W. Wordsworth
(proverb)
Conversational Formulas Which of the phrases below will you use in certain situations when consoling someone?
– Don’t get upset. – Please, take it easy. – Please, relax. – It is not as bad as you think.
– Let me reassure you about... – Don’t worry, please! – Tere’s really no reason to ...
III
Discussion Points
1
As a class, discuss what charity means.
2
Speak about the charitable acts you know or you have taken par t in.
3
Try to explain the difference between physical and mental handicap.
4
Say how you understand the lesson quote.
IV
Vocabulary
1
Read and pronounce the words and phrases. Use a dictionary to nd their meaning.
Nouns handicap lack/shortage de ciency
ability disability compassion
Adjectives dea
blind deprived
2
empathy sympathy charity dumb severe
Work in pairs. Replace the underlined words in the sentences with one of the words below: disability, handicap, crutch, ability, compassion, severe.
a) In spite o her mental de ciencies, she manages to do a good job. b) You eel pity when looking at people with physical disabilities. c) Afer an accident he temporarily lost his walking capacity. d) My cousin broke his leg; so he used a support when walking. e) He has been suffering rom a serious illness since his childhood. 84
Braille (system) crutch dot
LESSON 4
3
Match the words with their de nitions:
1. 2. 3. 4. 5. 6. 7. 8.
deprived shortage lack charity empathy dot Braille blind
a) someone who is completely unable to speak; mute b) someone who is unable to hear anything c) someone who cannot see because his eyes are damaged d) a system o printing or blind people e) a very small round mark; point ) the ability to share another person’s eelings as i they were your own g) kind and generous attitude h) not enough or not at all
9. dea 10. dumb 4
COMPASSION AND EMPATHY
i) not enough j) kept rom having things
In groups, share your knowledge on the Braille System and sign language.
ABCD P
Q
R
S
E
FG
U
V
H
I
J
KLM
W
X
Y
Z
and
or
N
O
o
the
BRAILLE CHARACERS V
1
Reading Read the text and try to answer the questions in the rst paragraph.
I I can stop one heart rom breaking, I shall not live in vain; I I can ease one lie rom aching, Or cool one pain ... I shall not live in vain. Emily Dickenson (1830–1886)
By nature, we are all born to live a happy lie on earth and enjoy it. Unortunately, there are children who can not enjoy lie as you can. Have you ever thought that the possibility to walk, to see, to hear, to talk and to think is a real gif? Do you know that among your peers there are children who are not able to share Each state provides equal rights or its citizens, and all the above abilities? Perhaps you happened to see a mother holding a blind child by his hand or children the right to education is one o them. Do you know walking on crutches. Did it touch your eelings? Did that blind and dea children and those with speech and you meditate over it or pass by indifferently? We all mental de ciencies also go to school as you do? All must not be indifferent, and should have a special schools or children with physical de ciencies arrange schooling according to the existing curriculum. attitude towards handicapped children. 1
peers [‘pPBz] (n). – semeni 85
Unit V 2
LESSON 4
COMPASSION AND EMPATHY
Answer the questions:
a) Why shouldn’t people be indifferent towards children with physical de ciencies? b) What rights does each state provide or its citizens? c) How is the existing curriculum ul lled in schools or children with physical de ciencies? 3
Comment on the epigraph of the text.
4
Think and give an appropriate title to the tex t. Brainstorm ideas. Choose the best one.
VI
Listening
1 Listen to the text and answer the questions below:
a) What system are blind children taught? b) What is it like? How is it used? c) What language are dea children taught? d) What is it made up o? VII
e) Who attends auxiliary schools? ) What should our society do or children with physical de ciencies?
Grammar Remember:
e. g.
HOMONYMS are words having the same spelling and sound but different meanings and srcin.
well (adj/adv) (good, successully) All is well with her family.
well (n) hole, (oil) well; (v) to ow, to jet While digging the well (n) water suddenly welled (v) out.
HOMOPHONES are words having the same sound but different spelling and meaning understood rom the context e. g. by – buy tale – tail
nose – knows meet – meat
HOMOGRAPHS are words having the same spelling but different sound and meaning e. g. (v) tear [tKB] – (n) tear [tïB] e. g.: a) Mother saw tears on his ace. b) Be careul not to tear your dress on that nail.
1
Find in the text the homophones for the following words: sea, no, bee, here, our, won, write, buy/bye.
2
Give the meanings of the following. Consult a dictionary.
• homonyms: chest [täest] ring [ rPH] rePs] race [ VIII
1 2
86
• homographs: read
[ri:d] [red]
close
[klBuz] [klBus]
desert
Writing Make up 6 sentences using homonyms, homophones and homographs. Imagine you are rich and want to help physically and intellectually handicapped people. Write how you would do it.
['dezBt] (n.) [dP'zB:t] (v.)
LESSON 5 I
FLORA AND FAUNA
Pronunciation Read as quickly as you can:
Tree grey geese In a green eld grazing, Grey were the geese And green was the grazing.
II
Conversational Formulas Say in which situations you will use the
“Flowers are the sweetest Godaever andthings orgotthat to put soulmade, into.” Henry Ward Beecher
following phrases:
– Can someone tell me ...? – I wish I knew ... – I only I knew ... – I wish I knew more about ...
– I’d be very interested to know ... – I wish someone would tell me about ... – I’d like to know ...
III
Discussion Points
1
As a class discuss about the major environmental problems in the world.
2
Answer the questions:
a) What environmental campaign groups exist in our country? What are their names. What kind o activities are they involved in? b) Are you a member o such a group? Why? Why not? 3
c) What do you think the best way to protect endangered species is? (Reer to both ora and auna). As a class, share ideas about the meaning of the lesson quotation.
IV
Vocabulary
1
Read and pronounce the words and phrases. Use a dictionary to nd their meaning.
Nouns
poplar maple willow linden (Br.E.)/lime (Am.E.)
Verbs to revive 2
acacia crocus swallow blue tit to rustle
lark woodpecker nightingale eagle to wander
sparrow swan quail to rim
Find in the box above the words that mean:
a) a small plant with yellow, white or purple owers in spring. b) a tree that has long, narrow leaves. c) a small bird with blue head, wings and tail and a yellow breast. d) a small bird that sings especially at night. e) a large water bird with a long graceul neck. ) a tree with heart-shaped and sweet-smelling owers. 87
Unit V 3
a) a plant with blue bell-shaped owers b) wild animals and birds c) land covered with woods d) a small, white, yellow or purple ower grown in the gardens in the early spring e) a line o ground that people walk along ) a scenery, panorama g) to raise (animals)
Work in pairs to identify the names of the birds in the pictures below and give as much information as possible about them.
88
FLORA AND FAUNA
Work in groups. Match the words with their de nitions:
1. woodland 2. bluebell 3. crocus 4. view 5. to breed 6. wildlie 7. path 4
LESSON 5
LESSON 5
5
FLORA AND FAUNA
Insert the missing words: willows, eagles, maple, wander, to revive, linden, larks, rustling, poplar, ash, nightingales, acacia, swallows, quail, woodpecker.
a) He used to ... in the hills last summer. b) Te government has to do the best ... the polluted environment. c) A pleasant ... blossom smell could be distinguished at a distance. d) When walking through the park they could hear the ... o the tree leaves.
g) Te alleys in the park were lined with ... . h) ... and ... are the rst birds to come rom the South in spring. i) A great number o birds like owls, ..., ... are disappearing nowadays because o the polluted environment. j) Te ... is a wild little bird like a hen that is ofen seen
e) Lots o people dislike the ... in blossom as it is very allergenic. ) Tey say that the ree areas inMoldova’s Codri will be planted with ..., ... and ... trees.
in the steppes o Moldova. k) Te ..., with its long sharp beak, destroys lots o harmul insects, doesn’t it?
V
Reading
1
Scan the text and say why Crystal loved the ranch and its surroundings so much.
Te birds were already calling to each other in the early morning stillness1 o the Alexander Valley, as the sun rose slowly over the hills. Te leaves on the trees rustled gently in the breeze as Crystal, a girl o feen, stood still in the damp grass, watching the brilliant sky. For brie moments, the birds stopped singing.
or the land, or the rich brown earth, and the thick green grass that carpeted the hills in the spring-time. Now she seemed to commune silently with spirits only she knew were there. She watched the tall grass rustle sofly in the breeze and elt the warmth o the sun shine down on her wheat-coloured hair. And she
Almost as though they, too, were in awe2 o the valley’s beauty. Tere were grassy elds, surrounded by hills where their cattle wandered, grazing. Crystal loved the ranch not or what it brought them, but or what it was. Every inch3 o her soul loved the ranch, and this valley. She had inherited her ather’s passion
began to sing sofly. Ten she suddenly began to run, pressing the damp grass beneath4 her eet. She headed toward the river. She sat on a smooth gray rock, eeling the icy water dance over her eet as she watched the sunlight reach the rocks. She loved watching the sun rise, loved running in the elds; she loved just being there. She knew there was no one to watch her standing graceully in the stream.
1
stillness [‘stPlnPs] n. – tihnă awe [A:] n. – admiraţie 3 inch [PntE] n. – ţol, inci(e) 2,54 cm 4 beneath [bP'ni:J] adv. – mai jos 2
2
Work independently. Find in the text antonyms for the following words:
late – quickly – 3
(After Danielle Steel)
long – noise –
ugliness – cold –
to hate – poor –
stopped – under –
Find in the text lines that describe:
– the morning stillness; – Crystal’s love or her ather’s ranch; – Crystal’s love or the picturesque landscape surrounding her. 4
In pairs, ask questions on the text. 89
Unit V
LESSON 5
FLORA AND FAUNA
5
Read the text again and suggest possible title variants. As a class choose the best one.
6
Summarize the text; be detailed when describing nature.
7
Say if you happened to admire the beauty of nature in a similar way. When? Where? How was it?
VI
Grammar
EXCLAMAIONS
Remember:
COMPARE
What a nice bird! countable) ( or How nice the bird is! What nice birds! (countable) or How nice the birds are! but: What dull weather! (uncountable) or How dull What news! (uncountable) or How interesting the news is! the weather is! 1
Fill in with a, an, or –.
a) What ... deep valley! b) What ... picturesque hills! c) What ... brilliant sky! d) What ... grassy eld! e) What ... smooth rock! 2 VII
) What ... nice parrots! g) What ... resh air! h) What ... tall trees! i) What ... graceul swan! j) What ... polluted environment!
Change the sentences above using "How"
Writing
1
Do ex. 1 (VI) in writing.
2
Fill in the missing prepositions.
... early spring days, when nature is awakening ... its winter sleep, I preer going ... different parks ... my city. First I walk ... a while, then I usually sit ... a bench and admire the trees which start getting green. I happen to see different species ... birds sitting high up 3
... the trees singing their songs. Te squirrels, climbing up and down the trees or jumping ... branch ... branch, arouse my admiration. It’s a pleasure to admire nature, it’s a relaxation aferwards. It is here, ... the park, that I meet my old riends and make new ones.
Continue the story below.
It happened in the second hal o July when my ather, my elder brother and I decided to go tothe woods and gather mushrooms there. It was a hot summer day. On reaching the woods, we sat in the shade under a big oak tree. It was a marvellous place rom which we could VIII
k) What ... rich ora and auna! l) What ... attractive surroundings! m)What ... poor vegetation! n) What ... beautiul nature! o) What ... ugly animal!
admire the picturesque landscape surrounding us. What pleasure it was to enjoy the blue tits’ and blackbirds’ singing! What a symphony o birds’ calling to each other you could hear in the quiet woods! But soon...
Additional Believe It Information or Not – Te woodcock is the only bird that can sing without using its throat. It sings by vibrating its eathers. – Te wol, a symbol o erocity, is the most affectionate parent in the animal world.
90
LESSON 6 I
TRAVELLING
Pronunciation Read as quickly as you can:
a) Te three thirty train to ooting tootled through the tunnel. b) Summer’s season slowly stretches, Susan Slocum she. So she signed some simple sketches – Soul sought soul successully. II
Conversational Formulas
“Te world is a book. Do those who do not travel read only a page?”
Use the phrases below in microdialogues when verifying the information:
– Do you like travelling? – Where are you going this summer? – How long are you going to ... ? – Have a good trip!
St. Augustine
– Yes, very much. – I like travelling by ... – We'll go to ... – We are going by ... – Tanks a lot.
III
Discussion Points
1
Working in a chain, answer the question: Why do people travel?
2
In pairs, speak about advantages and disadvantages of travelling by different means of transport.
3
As a class, speak about the countries you have visited.
4
Say if any incidents happened to you while travelling. If yes, tell about them. (Say who, where, how, when, what...).
5
In groups, plan a trip.
6
Comment on the lesson quote.
IV
Vocabulary
1
Read and pronounce the words and phrases. Use a dictionary to nd their meaning.
carriage compartment car air hostess inquiry office porthole lef-luggage office porter berth Verbs to board to deliver to check in/out and Phrases to depart to miss to see off Nouns
2
single/one way ticket return ticket to asten saety-belts
Match the words with their de nition. Do it in pairs.
1. to board (a train) 2. compartment car 3. carriage 4. to depart 5. to check in 6. to check out
a) to get on b) to pay the bill and leave the hotel one has been living in c) to leave d) one o the separate sections o a train that carries passengers e) one o the separate sections o a carriage ) a bed in a boat, train, or a caravan 91
Unit V
LESSON 6
7. porter 8. berth 3
TRAVELLING
g) a person whose job is to carry things, luggage h) to ll in the necessary orms beore staying at a hotel or to show one’s ticket beore going on a ight
Fill in the missing words: lef-luggage office, porthole, to catch, air hostess, missed, see off, saety belts, single, to asten.
a) During his ight Ionuţ could admire but silver d) Te tourists lef their suit-cases in the ... ... ... and clouds through the ... . went to make a tour round the city. b) “I you want ... ... the 6 o’clock train you’ll have to e) Te ... ... asked the passengers ... ... their ... . get up early in the morning,” said mother. ) Te passengers asked the inquiry officer i they c) Although he got up rather early he ... the train. could book ... tickets. g) My ather went to ... ... our riends rom London. 4
Work in pairs. Add suffixes or pre xes to the words on the topic, suggested by your deskmate to form new parts of speech.
V
Reading and Speaking
1
Read the text.
AN UNFORGEABLE RIP
Te Drăgans decided to travel to the Carpathian mountains. Radu, the Drăgans’ younger son, was excited to hear the news. No words could express his enthusiasm. Tis time, travelling by train was chosen so as to have the opportunity to admire the picturesque landscapes o the country. Some days prior to the journey, ather booked return tickets or a tourist train. Te amily arrived at the railway station just beore departure. People were in a hurry. Some uss 1 could 1
92
uss [fDs] n. – orotă, agitație
be observed there. Radu’s riend also came to see the travellers off. A porter helped the Drăgans carry the luggage into the compartment. Soon they all got on the train and occupied their comortable seats. Radu chose the upper berth. Te train started on time. Te tourists were in their highest spirits. Te train lef Chişinău and headed towards Ungheni. Te trip itsel was exciting rom the very beginning. Soon the tourists took pleasure in watching the orchards and vineyards stretching over the countryside hills. Te amily couldn’t help admiring the Cornești region hills covered with green grass and woods, easily distinguishing high oak, linden, elm and ash trees. Farther on, the sun ower and corn elds extending northward; the green plains and meadows, with cattle grazing, remained to the south-west. Te journey wasn’t tiring at all. It took the travellers almost a whole day to reach Piatra Neamţ, a small town situated at the oot o the Carpathians. Te beauty o this town and its surroundings can be compared to that o a pearl. Naturally, this beauty couldn’t but ascinate the travelling amily.
LESSON 6
2
Work in pairs. Find in the text words that mean:
chance – to enjoy – to notice – 3
TRAVELLING
to lead – cuisine – area –
beore – leaving (n) – to buy in advance –
Work independently. Find in the text lines about:
a) the amily choice or travelling; b) the departure; c) the weather; d) the route they headed;
e) the pleasure the amily had; ) the Corneşti region; g) the elds and animals;
4
Work in groups. Ask questions on the text.
5
Summarize each of the paragraphs.
VI
Listening
1
Listen to the second part of the text and correct the statements:
a) the train started to Bacău b) nothing but sea was in the travellers’ view
c) the next day the train lef Brașov d) every day Radu got to the top o the very steep mount.
2
Listen to the text again and say how you understand the phrases:
3
Prove that the family’s stay in Brașov was enjoyable.
a) ... and, what was worse;
VII
to get to – journey –
b) ... ,
which annoyed ... .
Grammar Remember:
Te difference in the meaning o the adverb “naturally” which depends on its place in the sentences:
Te boy imitated the bird’s trilling sonaturally that I couldn’t notice any difference in sound.
Naturally, all those who travel usually have exciting adventures.
1
Make up dialogues using the word naturally in both meanings.
2
Insert the phrase ... and, what was worse, or ... which annoyed ... .
a) Victor lost his way in the woods ... , ... ... ... it was getting dark. b) Te thought ... ... mother was the long over sea trip she had to take. c) Annie was in a hurry to the railway station ... , ... ... ... there was no taxi to catch. d) Sandu’s mountaineering, ... ... ather, was not only useless but dangerous as well. VIII
1
Writing Describe in writing your last journey mentioning:
a) when it happened; b) where you travelled to; c) means o transport you used; 2
d) the people you went with; e) the places you visited; ) your impressions about the journey.
Write, in dialogue form, a conversation in which three friends argue about how they should travel to a distant place, each of them suggesting different means of transport. 93
ROUND UP 5
Unit V I
Let's Talk
1
Work with the text given below: a) In pairs, arrange the fragments in logical order. b) Paraphrase one of the passages at the teacher’s choice
“SCULPURE IS МУ DESINY” Te sculptor nds his inspiration in different historical events and in personal eelings and then expresses it in stone sculptures. We can rmly state he has brought history to art. Tis is a talent given to Iurie Canaşin by God, a talent to do something or other people. Iurie Canaşin is a well-known sculptor in Moldova. He has created a lot o remarkable monuments in Chişinău. Among them is “Requiem Dragostei” that is dedicated to amous, and dear to us all, Doina and Ion Aldea-eodorovici who died tragically in 1992. It is not easy to be a plastic artist and really create wonderul monuments. It means you have to live or your people, or their destiny, and sculpt it in history. When at the University, he thought o becoming an artist, but then made a sel-discovery which showed him a real way to art, his art or lie. He became a sculptor who lives and creates or people. In all his works one can read the message, “Living among people created by the same Divine Hand, the main subject I’m passionate or is Jesus Christ – the son o God; who came to save and Requiem Dragostei make us more generous.” Iu. Canaşin and E. Doga 2
Give the names of the chess pieces given below in your native language.
knight castle or rook queen bishop king pawn
94
ROUND UP 5
3
Brainstorm ways of solving disabled people’s problems.
4
Tell your Artisanship Club visitors what you do, how you make different things and what you use when working.
5
Say and comment if it is a pleasure to hear:
a) the leaves rustling in the trees; b) the birds singing;
c) the rain beating on the roo o your house afer long dry weather; d) the waves rolling on to the shore o a sea; e) the buzz o the bees ying rom ower to .ower
6
Explain the proverb “He, that travels far, knows much“.
II
Grammar Put the verbs in the brackets in their correct tense form.
1
a) I the weather (to be) nice tomorrow, we’ll go or a walk. b) When we came into the woods, the birds o different species (to sing). c) Beore Nick (to go) to the stadium, he (to do) his homework. d) My riend said he (to visit) the most beautiul places in Valea Oltului. e) Alice asked Nick i the school Artisanship Exhibition (to hold) every year. ) My cousin wondered i I (to go) to the Eminescu Teatre the next day. g) Te PE teacher said our sportsmen (to set) new records at the previous competitions. h) Te announcer said the sports reportings (to broadcast) two days later. i) Some Environment Ministry workers mentioned that auna and ora o M oldova (to be) in a deplorable state. j) I you (to visit) our English Classroom you would observe lots o interesting and useul things in it. k) While Victor (to run), his riend Nellu (to play) tennis. l) When I (to enter) the English Classroom I saw a lot o sophisticated equipment in it. 2
Open the brackets using the Subjunctive Mood after the verbs: suggest, demand, propose, recommend, insist.
a) Te teacher o Nature Studies suggested that we (to help) people keep our parks, lakes, rivers and d) Mother recommended that the amily (to go) or a picnic in the woods on the bank o the Nistru river woods clean. in Vadul-lui-Vodă. b) My riend Sorin proposed that we (to eed) the e) Te city authorities demanded that drivers (to look starving birds in cold winter season. afer) their cars and not pollute the air. c) he government demands that the landowners ) Te orester insisted that the campers (to leave) the (to introduce) less herbicides and pesticides into picnic place clean. the soil. 3
Change the sentences to express unreal condition.
Example: I I am healthier, I’ll go in or different sports. – I I were healthier, Iwould go in or different sports. a) I Andrew has talent, he will create pieces o art. b) What will people do, i ora and auna are endangered? c) Will your ather get upset i he is dismissed? d) What will happen to our environment i people don’t protect it? e) Will you be able to talk to the dea i you learn the sign language? ) I you are not very busy, will you travel to the USA? 95
End-of-Book ROUND UP CHECK YOUR KNOWLEDGE
I
Let's Talk
1
Look at the picture and name all parts of the body you know.
2
Name all kinds of footwear/clothes and their colours.
3
Name various professions you know.
4
Imagine you have to lay an Easter holiday table. Name the things you need.
5
Make up a network on the topic Family.
– dishes
– ood
– drinks
distant relatives blood relatives
amily
chores entertainment
96
End-of-Book ROUND UP CHECK YOUR KNOWLEDGE
6
Name:
– the highest mountain; – the most important river and seaport; – the largest cities; – the population; – holidays and traditions; – the most amous lakes; – the most amous universities; – the places o interest in London; – what waters wash the country. 7
Comment on the pictures below:
8
Brainstorm a list of seaport cities in the world.
9
Think of either a famous person, or someone you know personally who has overcome difficulties and made a success of their lives. Say how he/she has done it and what he/she has achieved.
10
Speak about two traditions in our country that visitors f rom abroad could enjoy.
11
Comment on the quotation “A friend to all is a friend to none”. Do you agree or disagree with it? Why/why not?
8
Name different types of houses people live in.
9
Say what made American lms most popular with the audience.
10 11
Name all famous cinema stars you know. Rhyme four lines dedicated to:
a) your mother; b) your school.
12
Name:
a) historical gureso our country; b) amous sportsmen o our country and rom abroad; c) birds and trees; d) places o interest in Chişinău.
97
End-of-Book ROUND UP CHECK YOUR KNOWLEDGE
II
Grammar
1
Choose the right verb form:
a) My trousers are/is too tight. b) My jeans are/is old and holed. c) Tose glasses is/are his. 2
d) Scales is/are used or weighing things. e) Te police is/are coming. ) Where (are/is) the money?
Use active or passive voice in the sentences below:
a) Children usually (to visit) museums, churches, and d) Which English book (to translate) now? theatres at weekends. b) Corina’s new riend (to invite) also to the party. c) Who (to drive) the car? 3
Report the sentences:
a) Granny said, “Don’t orget about grandpa’s birthday.” b) Lorry said, “Mum cooked tasty pies yesterday.” c) Vlad said, “Why didn’t you come to my birthday party last Sunday, Lena?” d) Marius said, “What were you celebrating when I came in?” e) Marcus said, “Where will you celebrate your Golden Jubilee?” ) Anna said “I am sure we will have a nice time at the party tomorrow.” g) Sanda said, “I will be receiving guests at this time tomorrow.” 4
h) Denis said, “My ather was born in 1980.” i) Andy said, “I have bought a nice present or my parents.” j) Grandpa said, “Let’s begin the party.” i) Alex said, “Don’t eat spicy ood, Olimpia.” m) Sandu said, “John had studied our traditions beore coming to Moldova.” n) Sorin said, “We are decorating the house at the moment.” o) Inga said, “My parents preer to celebrate their birthdays at home.”
The sentences below contain present simple tense verbs. De ne the kind of action they express: general truth or repeated action.
a) Afer the ceremony the bride throws back her veil. b) Te ollowing Sunday afer Good Friday is Easter. 5
e) John, why are you walking? – You see, my car (to repair). ) His shoes (to repair) tomorrow.
c) Lamb is an Easter avourite ood in many countries. d) “What is there in my stocking, I wonder?” every child thinks on Christmas night.
Ask questions to the underlined words.
a) New Year’s Day usually marks the start o a new year. e) On Easter Sunday people go to church to bless b) Mother’s Day is an important holiday in our amily. Easter cakes and eggs. c) It was very nice to be present at our grandparents’ ) On Halloween children dress asghosts and witches. golden wedding anniversary. g) My riend’s sister got married last Sunday. 6
98
Report the following:
a) Greg said, “Let’s have some chocolates.” c) Cristina said, “Havesome more juice, Sandu.” b) Alina said, “Andrew, don’t orget to buy a cake or d) Dad said, “Don’t drink cold water, Gabi.” Nadya’s birthday.” e) Mum said, “Nastea, put the pie into the oven, please. ”
End-of-Book ROUND UP CHECK YOUR KNOWLEDGE
7
Change into Indirect Speech:
a) Meg said, “Mr. Lourence watches us like a motherly old hen.” b) Mum said, “Does Hanna treat Meg with respect?” c) She said, “Did you give my dearest love to your mum?” d) He said, “My nephew graduated rom Bălţi University.”
) Dad said, “Why didn’t you help your little sister yesterday?” g) Granny said, “I will not tell our secret to anyone.” h) Ann said, “My little brother looks sober when mum is out.” i) Paul said, “My parents don’t scold me when I make mistakes.”
e) She said, “I think my mum will be proud o her daughter.” 8
Report the following sentences:
a) She said, “Has your mumbought you a new hat?” ) Pete said, “Te secretary had not typed the b) Tey said, “We haven’t learned to sew buttons yet.” announcement on time.” c) He said, “I have met him beore the meeting.” g) John said, “Our rm has not engaged a new lawyer d) Silvia said, “I had tried the new blouse on beore yet.” I bought it.” h) Te students said, “Had you equipped the classroom e) She said, “Why has your sister changed her job?” beore the school year started?” 9
10
Work in pairs. Report the following:
a) Pete said, “I am doing my homework now.” b) Te teacher said, “Is he coming to school today?” c) She said, “Will you be travelling at this moment on
g) He said, “What music were you listening to when I came in?” h) Father said, “I won’t be having a rest when you
Sunday?” d) om said, “Mum, I am not telling lies.” e) He said, “What were you doing at 900 last night?” ) She said, “When I come home my sister will be playing a new game.”
home, Bob.” i) come My sister said, “Why was your new riend acting that way?” j) Te boys said, “We are not quarrelling, we are discussing a new project.”
Open the brackets using Present Perfect Progressive or Past Perfect Progressive.
a) Te mechanic (to install) the new equipment in our d) Adrian says they (to urnish) the house or ve laboratory or the last ten days. days. b) When the supervisor came to the construction site, e) Diana wants to know or how long her riend (to the builders (to work) or hal an hour. read) the book. c) When I came home my sister (to sleep)or two hours. 11
Paraphrase the sentences using the verb “ wish” and “if ”.
Example: It’s a pity I can’t go to the cinema tonight. I wish I could go to the cinema tonight. I I could go to the cinema tonight, I would enjoy the new lm. a) It’s a pity I can’t go to the cinema tonight. d) I am sorry I can’t practise English every day. b) It’s a pity I am not a cinema star. e) She is sorry she won’t have a party c) What a pity I don’t know Spanish. tomorrow. 99
LISTENING SUPPLEMENT
SCRIPTS
SCRIPTS
LESSON 4
Unit I MR. ROCHESER’S VISIORS It was a mild, quiet spring day – one o those at the end o March and beginning o April. Te guests were expected to arrive on Tursday afernoon. All work had been completed the previous evening. Tursday afernoon arrived; Mrs. Fairax put on her best black satin dress, her gloves, and her gold watch, or it was her duty to receive the company, to conduct the ladies to their rooms and halls. A joyous noise was heard in the hall. Tere were only eight people; yet somehow, as they entered, they gave the impression o a much larger number. Some o them were very tall; many were dressed in white. First, there was Mrs. Eshton and two o her daughters. She had evidently been a handsome
Lady Lynn was a large, stout woman o about 40. She was very straight and richly dressed in a satin dress. Her dark hair shone brightly. Mrs. Colonel Dent was less showy, but, I thought, more lady-like. She had a slight gure, a pale, gentle ace, and air hair. But, the three most distinguished – partly, perhaps because they were the tallest gures o the company – were the Dowager Lady Ingram and her daughters Blanche and Mary. Lady Ingram was between 40 and 50. Her gure was still ne; her hair (by candlelight at least) still black; her teeth, too, were still perect. Most people would have said she was a splendid woman o her age. She had a erce and
woman, and still her and daughters, thein eldest, Amy, was looked rather good. little, O naive, childlike ace and manner, wearing a white thin cotton dress. Te second, Louisa, was taller and more elegant in gure, with a very pretty ace. Both sisters were air as lilies.
aand hard Shewas swallowed hereye. voice deep. her words while speaking, Blanche and Mary were o equal stature: straight and tall as poplars. Mary was too slim or her height, but Blanche was moulded like a Diana.
LESSON 5 Mrs. Ciobanu: Good morning! Shop Assistant: Hello. How can I help you? Mrs. Ciobanu: I need to get a new pair o shoes. Shop Assistant: Certainly. What kind o shoes would you preer,madam? Mrs. Ciobanu: I’m looking or a pair o low-heeled walking shoes or work. I have rather small eet. Shop Assistant: I see. Here is a pair that should be your size. ry them on. Mrs. Ciobanu: Tese are a little tight. Could you show me another pair, a size bigger? Shop Assistant: Here you are. Will these do? Mrs. Ciobanu: Tis pair is much better. I’ll take them. How much are they? Shop Assistant: Come this way, and I’ll get thatinormation or you. 100
LISTENING SUPPLEMENT
SCRIPTS
LESSON 1
Unit II HE MYSERIOUS CASE OF HE GINGER WINS When the twins im and om were born, their mother and ather and grandparents were really very happy, but they were also a little puzzled. You see, im and om were born into a dark-haired Irish amily. Teir parents both had coal black hair. Teir grandparents also used to have heads o thick black
think o a amily member with red hair. It was clear that the twins had their ather’s distinctive chin and nose. Also, rom their rst viewing, all the relatives commented on how the boys had their mother’s eyes and dimples. But, they also joked that the twins had been kissed by a leprechaun1, and that was the reason
hair. Now, their grandparents’ hair was turning silver. In act, all the uncles, aunts and cousins in the amily had very dark thick black hair. In Ireland, people with black hair and dark eyes are called “black Irish,” and this is ofen a sign o beauty. Teir relatives, who visited them in the hospital, immediately thought that im and om were just cute as a button. But, everyone was at a loss as to why they had ull heads o bright red hair. Tough there is no lack o redheads, or “gingers,” in Ireland, no one could
or their bright red hair. Afer seeing the boys, their great uncle Bill went home to look through old photos. Tere, he discovered a picture o a distant relative: the sister o the twins’ great grandmother, Aunt Lizzie. Her picture was in black and white, but it was clear that her hair was lighter than her sister’s. No one can tell or sure i great, great Aunt Lizzie was a ginger, but the amily was happy to say that the mystery was solved.
1
leprechaun ['leprB'kA:n] n. – spiriduș, în olclorul irlandez
LESSON 2 So, there we were in the church; everyone gathered up. Ten he would doze off again. Samantha, who is or the big event – the wedding o my older brother Chuck and his soon-to-be wie Karen. I had a perect view o the entire event because I was standing up in ront in a ancy suit as one o the groomsmen. Te church was really hot, and I could see several o the other guys sweating. Te women were anning themselves and trying to stay cool. I couldn’t believe how many amily members showed up or this event. Both o our grandmothers were there; Dad’s two sisters, Mom’s two brothers, all o their kids, a bunch o cousins rom Mom’s side o the amily, and even my great aunt Phyllis (who had never married, but always seemed to be at amily weddings) were all present. O course my two sisters, Barbara and Samantha, were there. Barbara’s husband, my brother-in-law Clark, who is in the military and just returned rom overseas, was really sleepy and his eyes kept closing while his head ell, and that would sort o wake him
younger than me, kept pointing at him and giggling. Except or the heat, everything was going very well. Te priest was talking too long about love and amily, and that’s when it happened! I saw Uncle Phillip, who was the Best Man, begin to collapse as his knees bent. But, instead o alling orward, he ell to the side, and all the other groomsmen, except me, ell over like bowling pins. My new sister-in-law, Karen screamed, threw her hands up, and let go o the bridal bouquet which ew through the air and hit Aunt Phyllis right in the ace. Aunt Phyllis ell backwards with her hands in the air and slapped Clark right in his ace, waking him up suddenly. He must have been dreaming about the military, because he jumped up and shouted, “Tey’re coming boys! Tis is it!” Te entire church, lled with relatives and riends, started laughing. Everyone wants their wedding day to be memorable, and that was a day that we would never orget: the wedding that ended with a war. 101
LISTENING SUPPLEMENT
SCRIPTS
LESSON 3 A HE BUCURIA CONFECIONERY Shop Assistant: Can I help you? Customer: Yes, please. I’m having a party tonight. What can you offer or dessert? Shop Assistant: Tat’s my pleasure. Tere’s a great variety: cookies, various cakes, chocolates, sweets, toffees1, waers2 and muffins3. Customer: Tat’s great. Ten I’d like a chocolate cake. By the way, how much is it? Shop Assistant: It’s 134 lei. Anything else? Customer: Yes, sure. How much are those chocolates? Shop Assistant: Sorry. Do you mean Moldova? Tey are 90 lei. Customer: Fine, two boxes, please. Shop Assistant: Is that all? Customer: O course, not. We are a lot tonight. 1 kg o waers and some kinds o toffees, be so kind. How much is that? Shop Assistant: Just a minute, please. 134and 90 plus 50 lei, toffeesand waers ... 274 lei please. Customer: Here you are! Tank you, good bye. 1
toffee ['tOfP] n. – caramelă
2
waer ['wNfB] n. – goră, vaă
Unit III Part 1 - Scotland Scotland has both highlands and lowlands. Te highlands are among the oldest mountains in the world. Te highest mountain in Scotland is Ben Nevis (1,347 meters high). Tere are a lot o valleys and lakes in this region, and the best known lake is Loch Ness. Te main rivers in Scotland are the Clyde and the ay in the west, and the Forth and the weed in the east. Te capital o Scotland is Edinburgh, and it is the cultural centre o the country. But, the biggest city in Scotland is Glasgow. It’s an industrial city and an important port in the UK. Part 2 – Wales Wales is a highland country o old, hard rocks. North Wales has mountains and deep valleys. South Wales is a land o high hills. Welsh and English are both official languages in Wales. Te population o Wales is over 3 million people. About 66% o the people o Wales live in urban districts. Te capital o Wales is Cardiff. 102
3
muffin ['mDfPn] n. – brioș
LESSON 1 Part 3 – Northern Ireland Northern Ireland occupies one sixth o the territory o the UK. Te population o Northern Ireland is 1.81 million people, and its capital is Belast. Although English is the most common language in Northern Ireland, the government recognizes two minor languages as well: Irish and Ulster Scots. Part 4 – Government o the UK Te UK is a constitutional monarchy. Te official head o the State is the King or Queen, but the power o the monarch is limited by Parliament which is made up o the House o Lords and the House o Commons. Te members o the House o Commons are elected. Te British people elect 650 members o the House o Commons every ve years. Te members othe House o Lords are not elected; they are appointed. Tese members are permanent, and are ofen aristocrats, people o the church, lawyers and ormer politicians. Te head o the Government is the Prime Minister, who is the leader o the party in power.
LISTENING SUPPLEMENT
SCRIPTS
LESSON 2 HORAIO NELSON Nelson was a skilul and earless commander en- the agship. Nelson, standing on the deck 1 o the joying great love and devotion rom the men who ship, at a moment, a musket ball (glonte de intă/ served under him. Tey respected Nelson so much мушкетная пуля), red rom a French ship, struck that they were ready to die or him. He used to take him and pierced one o his lungs. He was mortally calculated risks and never ailed. wounded and died a ew hours later. Beore he died H. Nelson ought or England or the last time he realized his naval orces had won a great victory. in 1805, as Commander-in-Chie o the British na- And that brought him ame. val orces conronting France and Spain at Cape In his memory, a tall column with Nelson’s statue raalgar (capul raalgar/мыс Трафальгар),onthe its top stands in raalgar Square in London. most south-westerly point o Spain. Under Nelson’s Nelson was buried in the Crypt o St. Paul’s indication, the well known sign: “England expects Cathedral. that every man ought to do his duty” was put up on 1
deck [dek] n. – punte
LESSON 3 SINGAPORE Singapore is an island city-state off the southern tip o the MALAY PENINSULA, 137 km north o equator. It consists o 63 islands with total land area
Climate. Singapore has a tropical climate with no distinctive seasons, uniorm temperature and pressure, high humidity, and abundant rainall. About 23%
o 704 km 2. Te rst records o settlement in Singapore are rom the 2nd century AD. Singapore is a name o both the city and country that constitutes a single municipality. Singapore became a British colony on August 2, 1824. By 1869, 100.000 people lived on the island. At present, Singapore has a diverse population o 5 million people made up o the Chinese, Malays, Indians, Asians and Caucasians o different ethnic srcins. Even beore independence in 1965, Singapore was already one o the richest states in East Asia due to its strategic location as a port. Afer independence, Singapore with the help o oreign direct investment created a modern economy ocused on industry, education and urban planning. Te country is also a highly cosmopolitan world city with a high percentage o oreigners that amount to 42%. Singapore maintains diplomatic relations with 175 countries.
o Singapore’s land area consists o orest and nature reserves. Urbanization has eliminated many areas o ormer primary rainorest. ourism in Singapore.Singapore is a amous travel destination, making tourism one o its largest industries. o compete with regional rivals like Bangkok, Hong Kong, okyo and Shanghai, the government has announced that the city area would be transormed into a more exciting place by lighting up the civic and commercial buildings. Singapore’s cuisine also attracts tourists. Medical tourism is promoted as well. Ports and aviation.Singapore is a major international transportation hub in Asia, positioned on many seas and air trade routes. oday the port o Singapore continues to be among the top 5 busiest ports in the world. Singapore is also an aviation hub or the Southeast Asian region and a transit between Australia and Europe. Singapore airport has a network o 81 airlines connecting Singapore to 185 cities in 58 countries. 103
LISTENING SUPPLEMENT
SCRIPTS
LESSON 4 A lot o amilies in Great Britain and the US live in ats, but still a great number o people live in detached houses. Tey are usually built out o brick and stone. As a matter o act, British houses are not large, but comortable. Americans like to live in large houses. Most British as well as American houses are twostoreyed. Te houses are well-planned and cosy. As
two doors: a ront door or guests and a back door. raditionally the British have a replace, a symbol o warmth in the house where they like to sit by re in winter evenings. In American houses there is a laundry room next to the kitchen – a place in the house where they wash and dry clothes. In addition to all these rooms, they usually have a recreation room
a rule, on the ground oor there is a sitting room, a dining room, a kitchen and a hall. Te bedrooms and a bathroom are upstairs. English houses ofen have
and a work-out room in the basement. One cannot imagine a house in Britain and America without lawns at the back and a owerbed in the ront.
Unit IV
LESSON 1
Billy: Hey Caroline, I noticed that you are in my English class. How do you like it? Caroline: It’s okay. I like reading, but I don’t like all the homework. Billy: I know what you mean. Mrs. Kennedy can be a little sour. Well, maybe I could help you out. Do you want to study together? Caroline: How would we study literature together? Billy: I was thinking that we could each read a part o the book, each share our parts, and then write a report together. Caroline: But we have to write separate reports. Besides, weren’t you at the bottom o the class last semester? Billy: yes,really but this be a way or us tomore, spendorsome timebetter together. Caroline: Well, So, you aren’twould interested in learning getting marks; you just want to spend time with me? Billy: Uh. Well. Yes. I mean, no. I just kind o thought... Caroline: Tat’s sweet, but I think I’ll do my own homework.
LESSON 2 Steve, a pupil rom England, is visiting a school in Chisinau. He meets Marin, a 7th orm student, and they have a conversation. Marin: Steve, it’s great to meet you. I’ve always wanted to talk to a native English speaker who is my age. t’Is great to chat with you. Steve: You know, even though Moldova isn’t an English-speaking country, your English isreally good. Marin: Tanks. It’s great to hear that. Steve: I’m curious howEnglish. you learned to speak English sowell. Can you show me around? I’d like to know what helps you learn Marin: Well, we can’t ignore the act that many o our schools have special classrooms just or learning English. You might have noticed that we are in an English classroom now. 104
LISTENING SUPPLEMENT
SCRIPTS
Steve: Sure. I see all the grammar charts, the maps, and the vocabulary words on the walls. I also noticed the portraits o the great English and American writers such as William Shakespeare, Charles Dickens, Mark wain, to name a ew that I see. Over there, isn’t that Earnest Hemingway? Marin: You’re right. Steve: I see that you have a number o computers and other technological devices as well. Marin: Yes, the teachers like to use modern equipment to make the classes more interesting. Tere are so many dialogues, short lms, vocabulary and grammar lessons online. Tese make the teachers’ lives easier, and the students really like learning rom the Internet as well. I know I learn vocabulary much more quickly with the use o visual aids. Steve: Iacilities have to tosayhelp howyouimpressed learn. I am by your interest and enthusiasm. It’s amazing to see these modern Marin: Well, I also want to say that all o this would be nothing without the devotion o our teachers. Our teacher is really the one who inspires our love o the English language.
LESSON 3 GRAMMAR IN RHYME Tree little words you ofen see, Are Articles A, An and Te. A noun is the name o anything, As School, or Garden, Hoop, or Swing. Adjectives tell the kind o Noun, As Great, Small, Pretty, White, or Brown.
How things are done the Adverbs tell, As Slowly, Quickly, Ill, or Well. Conjunctions join the words together – As men And women, wind And weather. Te Preposition stands beore A noun, as In or Trough a door.
Instead o Nouns the Pronouns stand, Her head, His ace, Your arm, My hand. Verbs tell o something being done – o Read, Count, Laugh, Sing, Jump, or Run.
Te Interjection shows surprise, As Oh! how pretty! Ah! how wise! Te whole are called nine parts o speech Which reading, writing, speaking teach. Unknown
Unit V In Great Britain, people are ond o rugby, cricket, gol, horse-racing, etc. Football in England, like in many countries is a preerred sport, and it has the largest number o ans. In the United States, team sports such as American ootball, baseball and basketball are very popular or both men and women. Every country has its avourite sports, and every year, participants in those sports get together to compete. Gifed athletes bring honour and ame to their countries when they win gold, silver or bronze
LESSON 3 medals at major international competitions such as the Olympics. Tese athletes are considered national heroes. Tis is a well-deserved title because o the difficulty and intensity o their training. Depending on the kind o sport, hours and hours each week must be spent on speci c exercises. Athletes must think about the balance between challenging themselves and pushing too hard. Tey have to choose how many exercises they will do each day. Based on their bodies, they must decide i they will work out at
105
LISTENING SUPPLEMENT
SCRIPTS
the beginning or the end o the day. And, they must eat right and get plenty o sleep. In Moldova, a kind o wrestling (trânta) and a type o baseball (oina) are national sports. Football is still the most popular. Our state government pays a lot o attention to young people, creating good acilities or them to play. Internal competitions and
championships are held in kickboxing, wrestling, volleyball, weightlifing, horsemanship, etc. Te best athlete rom these local competitions is then invited to compete at international events. Our country never misses the chance to send its sports representatives to the Olympic Games.
Blind children are taught the Braille system, where the letters are printed as groups o rising dots that blind people eel with their ngers. Te dea are taught sign language which has a special grammar. Sign language is made up o a limited number o elements: the shape o the hand, movement, location and orientation. For people born dea, or who lost their hearing beore they developed language, communication in sign language is a comortable and necessary alternative to speech. Tere are also boarding schools providing adequate education or handicapped children; they live and study there. Part o the teaching staff in these schools are educators, and
they help these kids with everything afer hours. Tere are also auxiliary schools or children with mental de ciencies. Here schooling is done according to a local speci c curriculum. Along with schooling, training or appropriate occupation is perormed. Many state and voluntary organizations, and even ordinary people, help these schools to adapt socially and integrate disabled children, not depriving them o anything. It’s important to understand what charity and compassion mean in our lives. Even you can do something or such children; or example, visiting such schools and making new riends there.
LESSON 4
LESSON 6 AN UNFORGEABLE RAVEL Afer a very short stop in Piatra Neamț, the train started again on the route to Braşov. Nothing but mountains were in the travellers’ view. Unortunately it was already evening; it began getting dark and the tourists’ interest in admiring nature in the twilight lessened (s-a redus), though the mountains were incomparable. And, what was worse, Radu, by that time, elt tired and soon ell asleep. Early in the morning next day, the train arrived in Braşov and here the Drăgans’ train trip nished. Tey stopped in a cabin at the oot o a high mountain and stayed there
106
or a week. What un they had! Every day they used to go or long walks admiring ast running streams in narrow canyons and climbing some mountains rom the tops o which beautiul panorama could be seen. Radu enjoyed staying in the mountains very much. Te only thing which annoyed him was his ailure to climb up a very steep mount. He never got to its top. It was natural or Radu not to succeed as he was not a mountaineer and had no practice in climbing. Te time passed so quickly, and the Drăgans had to return home.
SUPPLEMENT
BACK TO GRAMMAR BACK TO GRAMMAR
T 1
ENSES
Open the brackets using the Past Simple, the Past Continuous and the Past Perfect:
a) My sister Anne (to buy) me a pair o brown shoes as d) Beore Mike (to go) to the mountains, he (to have) a birthday present last Sunday. a serious b) When mother (to come) home, Julian (to look) or e) Julian saiddisease. he (to visit) all the ootwear stores in the his new trainers. town. c) Afer my cousin (to break) his lef leg on the ) Last Friday my class (to have) a meeting at which skating-rink, he was taken to the hospital. we (to talk) about hygiene at school and at home. 2
Use the appropriate form of the verb to be:
a) Te ock o sheep I had seen rom the ubs (was, were) moving towards the village. b) Te poultry (is, are) kept in a chicken-pen1. 1
3
pen [pen] n. – a small enced area or keeping animals
Open the brackets using the Past Simple or the Present Perfect.
1. We (not to see) … each other or a very long time. 2. We last (to go) … to the theatre two years ago. 3. My riend (to start) … learning English when he was eight. 4. My riend (to look) … so miserable yesterday, so I had to raise his spirits. 5. Steve (to look) … so unhappy when I saw him. 4
c) Sheep (is, are) valued orwool and mutton. d) Tere (was, were) cattle grazing on the pasture.
6. When … you (to make) riends with her? 7. I got to know him ten years ago and I never (to be sorry) … or this. 8. My new riend (to stop) … doing competitive sport. 9. I never (to see) … my riend look this happy. 10. You … ever (to quarrel) with your riend?
Put the verbs from the brackets in the Present Perfect or the Present Perfect Continuous.
1. How long Mike (to live) … in this house? 2. I (to paint) … the room since morning but I (to do) … only hal o it. 3. We already (to urnish) … all the rooms. 4. Why are your hands dirty? – Oh, I (to wash) … the windows since 9 o’clock. 5. You know, the Smiths (to move) … to a new house. 6. Our amily always (to live) … in this very house.
7. Te plumber (to install) … the central heating all these days. 8. Tey already (to hang) … all the pictures in the sitting-room. 9. My mum (to buy) … plants or each room this week. 10. Tey (to build) … a garage next to their house recently.
107
SUPPLEMENT
5
Choose the correct variant from the brackets:
My uncle ... (was, has been, had been) the owner o a green-house or the past 5 years. He ... (was, is growing, grows) cucumbers and tomatoes in it. Last year he ... (gathered, was gathered, has gathered) a good crop. Afer he ... (sold, has sold, had sold) the vegetables at the market, his pro t ... (went, is gone, has gone) up 6
I (to study)… English when Igo to University. I (to study)… English when my riend came. I (to study)… already six English tenses. I (to study)… some new grammar rules by January. 5. I (to study)… English twice a week. 6. I (to study)… English or three months.
8
7. I (to study)… English when I was at the kindergarten. 8. I (to study)… English at the moment. 9. I (to study)… English or about a year when I got the invitation to the USA. 10. I (to study)… English at this moment tomorrow
Open the brackets.
1. When (to be) … it the last time when your parents planned a amily adventure? 2. She never (to disappoint) … her parents. 3. When I came home my mother already (to read) … my rst article inthe magazine.
6. While we (to discuss) … the plans or our vacation my younger brother (to come) … with a new idea. 7. Communication (to help) … us overcome amily problems. 8. My grandparents(to marry) … oralmost 40 years.
4. Respect and love should always (to persist) … in a real amily. 5. Why you (not to tell) … the truth to your mum?
9. Te children (to prepare) … the surprise beore their parents came home. 10. Our amily (to move) … into a new at recently.
Use the right form of the verbs in the brackets.
1. She (to decide) to enter a college afer the gymnasium. 2. Tey (to learn) a lot about the vocational school beore they entered it. 3. Te dressmaker (to take) measurements or my new dress. 4. She (to have) this up-to-date sewing machine or some years. 5. (to work) as a tailor a long time.things at 6. He Students (to study) a lotor o interesting vocational schools.
108
sharply. He decided to enlarge the area, and said he ... (will increase, would increase, will be increased) the harvest and would get richer. When he started this business nobody (believes, had believed, believed) in his success. Now there is no doubt his business (had become, has become, became) very pro table.
Open the brackets putting the same verb into 10 different Tenses.
1. 2. 3. 4.
7
BACK TO GRAMMAR
7. Tey (to have) a party at this time next week. 8. People (to pay) much attention to ashion nowadays? 9. When I (meet) him in the shop yesterday he (to buy) new equipment or his work shop. 10. When the student (to come) in, the teacher had already begun his lecture.
SUPPLEMENT
9
BACK TO GRAMMAR
Open the brackets. Use the Present Perfect Progressive or the Past Perfect Progressive.
1. My brother and I (to clean) … the living room since 2 o’clock. 2. We already (to clean) … our room or an hour when mum came home. 3. When I visited them she said, they (to build) ... their house or a year. 4. Tey (to build) … their house all this summer. 5. How long your brother (to work) … as an engineer? 6. He (to work) … about the house or an hour when somebody knocked at the door. 7. Why are your hands in paint? – I (to paint) … the oor. 10
Open the brackets using the Past Simple, the Past Perfect or the Past Perfect Progressive.
I (just/ nish) … writing a letter when the door bell (ring) … . I (go) … immediately to answer it because a neighbour o mine (tell) … me he was going to call round. When I (open) … the door, I (see) …that there was no one there although I was sure I (hear) … the bell. Afer I (look) … up and down the street or a ew minutes, I (shut) … the door again and (begin) … to
A P 1
CTIVE AND
V
ASSIVE
OICE
Use the right tense and voice of the verbs in brackets.
1. In 1834 the Houses o Parliament with the exception o Westminster Hall (to destroy) … by re. 2. Te Monument to Washington (to visit) … by hundreds o people every day. 3. You ever (to swim)… in the Mediterranean Sea? 4. When I came home my sister already (to return) … rom a saari in Arica. 2
wonder i I (dream) … . I (decide) … nally that I (mistake) … a car horn or the sound o the door bell. Just as I was turning round, I (notice) … something white on the door mat. I (examine) … it more closely and (realize) … that someone (push) … a note under my door. As I (never/see) … the handwriting beore, I (begin) … to eel a little alarmed.
5. She (to climb up) … Mount Kilimanjaro three times already. 6. Our teacher (to tell) … us about her excursion in Australia when the door opened and a new student (to come) … in. 7. What places o interest you (to see) … in Ireland? 8. When you (to go) … to the mountains?
Change into Passive. Mind the prepositions.
1. 2. 3. 4. 5. 6.
Why did you turn off the video? We have put away all our unnecessary things. I’m sure they will turn our advice down. Look! She is putting on her new uniorm. She hasn’t turned backthe books to the library yet. Tey turned up the music and everybody could dance.
7. Te president o our club put off our party because he had to go abroad. 8. She took her words back, she admitted she was wrong. 9. Tey will turn the sound down when their parents come. 10. She never puts her things awayaccurately. 109
SUPPLEMENT
3
BACK TO GRAMMAR
Open the brackets using the Present Simple, the Present Progressive, the Past Simple and the Present Perfect both in Active and Passive Voice:
1. 2. 3. 4.
Who (to build) this house now? Tis house (to build) byskilul workers now. Some people (to build) their houses themselves. My house (to build) in a place not ar rom the bus station.
5. 6. 7. 8.
4
Change the following sentences into Passive Voice.
5
Use Passive Voice.
6
1. Te students greeted the amous lecturer warmly. 2. Tey are writing a composition about their uture career. 3. Ann will invite all her riends to the party. 4. Are they employing him at the moment? 5. He will write a new book next year.
asty ood (to cook) now. Silvia and John (to marry) last year. Pete and Radu never (to know) each other beore. Te ceremony usually (to take) place every day at the same time.
6. Mum presented me with a book about proessions. 7. Our uncle is designing a new hotel at the moment. 8. Te staff is discussing his project. 9. Why did you choose this job? 10. Is he looking or a new position?
1. Usually the brides (to dress) … in white. 2. My sister (to give) … a lot o owers on her birthday last Sunday. 3. In Indonesia alcohol (not to drink) … at weddings
6. A arewell party (to organize) … beore leaving or London next week. 7. Te dessert already (to prepare) … . 8. Te ceremony (to held) … at the Grand Hall tonight.
as a rule. 4. A big turkey (to cook) … at the moment. 5. When the guests arrived the table already (to lay) ….
9. … you (not to invite) … to the party yet? 10. Look! What a wonderul engagement ring (to offer) … to her.
Open the brackets using the Present Simple, the Past Simple, the Present Perfect, the Present Perfect Progressive, the Past Continuous, and the Past Perfect Progressive using the right tense and voice.
1. Tey just (to nish) discussing the advantages o 7. When Cornel came home, his ather and a helper this project. (to urnish) the at or 5hours. 2. Father (to weed) the corn eld since early morning. 8. Our government (to prepare) a very serious 3. Victor said his amily (to live) in the country or 15 project regarding the solving o the environmental years. problems. 4. When the oreign guests arrived in Chişinău the 9. Radu said that the President (to elect) every our new airport (to open) already. years. 5. When they arrived in Chişinău it (to rain). 6. My riend wants to know i I (to visit) the USA.
110
SUPPLEMENT
7
BACK TO GRAMMAR
Use the right tense and voice, choosing the right word from the box.
1. Bad … (not to make) people happy. 2. All the … (to spend) yesterday. 3. Te … (to pack) tomorrow. 4. … (to be) a nice sport 5. Te … (to nd) under the bed. 6. … (to use) to cut paper and other things. 7. His new … (to t) him perectly. 8. Te … he brought (to be) o great help to us.
gymnastics advice money information scissors glasses jeans luggage
9. Her … (to be) o no use to us. 10. Te … (to call) as soon as the accident happened. 8
Use the verbs in the correct tense form (Active or Passive).
welve ravens (to keep)… in the ower o London or centuries. Tey used to come in rom Essex or ood when the ower (to use)… as a palace. Over the years people (to think)… that i the ravens ever lef the ower, the monarchy (to all)… . So Charles II (to decree)… that the ravens should always (to keep)… in 9
the ower and a salary should (to pay)… or taking care o them. Sometimes they (to live)… as long as 25 years. Teir wings (to cut)… so that they couldn’t y away, and when a raven (to die)… another raven (to bring)… rom Essex.
Use the right tense and voice of the verbs in brackets.
1. In 1666 80% o London (to destroy) … by Great
6. While mother (to cook), ather (to vacuum) the at.
Fire A lotooLondon. houses (to build) in Chisinau every year. I never (to eat) such delicious ruit. Beore I (to leave) the house, I (to call) Bob. You ever (to be) to Greece?
7. countries. Tis summer ourstudents (to visit) many European 8. She (to paint) the room or two hours.
2. 3. 4. 5. 10
police news
Use the right tense and voice of the verbs given in brackets.
1. My dad (be) … very much a country man; he (to bring up) … in a village. 2. People who (to live) … in small villages (to have) … close ties with their neighbours. 3. My grandparents never (to keep) … a horse. 4. When we (to arrive) … at my grandparents, my uncle (to prune) … the trees in the garden. 5. Butter, cheese, sour-cream and yoghurt (to make) … rom cow milk. 6. Hens, ducks, geese and other birds (to breed) … both or their eggs and meat. 7. A armer (to own) … an area o land consisting o elds and buildings, where crops (to grow) … and animals (to keep) … . 8. Listen! Te birds (to sing) … in the trees. 9. My uncle said he (to plant) … apple-trees in his garden. 10. I the weather (to be) … good the crops (to be) … nice. 111
SUPPLEMENT
BACK TO GRAMMAR
R 1
EPORTED SPEECH
Report the following sentences.
1. She said, “When was it the rst time you met your 6. She said, “My mum has always been the most riend?” important riend in my lie.” 2. She said, “How long has it been since you got a new 7. Mum said, “A riend is like a plant o slow growth.” riend?” 8. Father said, “What has happened toyour riend?” 3. He said, “I can trust my riend totally.” 9. She said, “Who do you go to when you have 4. She said, “Mary always supports me when I am in problems?” need.” 10. He said, “Tey are having a debating on riendship 5. He said, “I shall go out on a picnic with my riends. ” now.”
2
3
Here are a few things your mother reportedly said yesterday. Find out what her real words were and make all the necessary changes while writing.
1. Mum said she didn’t like those pickles, because they were too sour. 2. She promised to cook triangular dumplings or supper. 3. She added she would be happy i I helped her to prepare the cow cheese and sour cherry lling.
6. She asked my brother to go to the shop to buy sour cream, butter and eggs. 7. She told him to bring the purchases as soon as possible. 8. She suggested calling dad and ask him to buy some ice-cream.
4. She was sure there was some sour cream in the ridge. 5. She wanted to know where the sour cream rom the ridge was.
9. She asked me to lay the table and light a candle. 10. She assured us that she was pleased to cook or us, the dearest.
Report the following.
1. She said, “Why didn’t you come to support our team?” 2. He said, “Last week we had an interesting talk with our coach”. 3. Te coach said, “I’m sure our team is the best and we will win”. 4. She said, “What winter sports can you name?” 5. Shesaid, said,“I“ Football wasgone invented Great Britain”. 6. He have never in or in horse riding”.
112
7. She said, “Mountaineering is an exciting but a dangerous sport”. 8. He said, “You should go in or sports i you want to keep t”. 9. He said, “It’s a pity the competition had begun beore I arrived”. 10. She said, “Don’t disturb him, he is training at the moment”.
SUPPLEMENT
4
Report the following sentences.
1. Te teacher said, “Don’t waste time, start your work immediately”. 2. She said, “I have been reading this book or 3 days” . 3. He says, “It’s very useul to have grammar drills more ofen”. 4. My sister said, “We watched an interesting science ction lmat school yesterday”. 5. He said, “When I came home my elder brother was reading an article about people’s caring attitude toward disabled people”. 6. She said, “Why didn’t you join us while visiting the 5
6. He said, “I havewatched this lm twice alre ady”. 7. He said, “Emil Loteanu had made a lot o lms in Moldova beore he moved to Moscow”. 8. She said, “Te children are enjoying their time watching a cartoon at the moment”. 9. She said, “Tis cinema was opened last year” . 10. “Te audience applauded the actors with great enthusiasm,” my brother said.
Report the following.
1. Te teacher said, “America was discovered by Columbus”. 2. She said, “Abraham Lincoln became the 16th President o the USA in 1861”. 3. He said, “Have you been to America?” 4. He said, “Te USA borders on Canada”. 5. “Te official language in the USA is English”, she said. 7
children in the orphanage?” 7. Te headmaster said, “Te Educational Department has provided our school with all necessary equipment”. 8. He said, “What will you do afer nishing the gymnasium stage?” 9. He said, “Te teacher is speaking about the children’s rights now”. 10. She said, “Are the children deprived o any rights in your country?”
Report the following.
1. “Don’t be late, otherwise you’ll miss the lm ” – the teacher said. 2. She said, “Tis actor has played different roles in different lms”. 3. He said, “I never watch black- and-white lms” . 4. She said, “Are black-and-white lms produced nowadays?” 5. Mum said, “Don’t worry. We will go to the cinema next week”. 6
BACK TO GRAMMAR
6. My riend said, “Te Library o Congress is the largest national library in the world”. 7. She said, “I enjoyed travelling through the USA”. 8. She said, “Tere are 50 stars on the USA ag” . 9. She said, “George Washington was born in Virginia, just south o Washington, D.C.” 10. He said, “Being in the USA I made a lot o riends”.
Report the sentences.
1. Te teacher said, “John, why are you always late? 2. Te boy said, “Dad, I promise to be a good boy and get only good marks. 3. Mum said, “Ann, what were you doing when I called you?” 4. Dan said, “When I was going to school, I met my cousin Andrew”.
5. om said, “Tese are the most interesting places I have ever seen” 6. Te teacher said, “Iyou haven’t visited London yet, you should do it”. 7. Inna said, “Could you pass me the sugar, please?” 8. Sandu said, “While I wasdoing my home task, my sister was playing computer games. 113
SUPPLEMENT
BACK TO GRAMMAR
M 1
OOD
D
ISTINGUISHING
Conditional I. Write the correct forms of the verbs from the brackets.
1. Her sister (not to go) … to England i she (not to pass) the exams. 2. I parents (to want) … their children to read, they (to take) … them to the library and help select books. 3. Your brother (not to help) … you i you (to get) … into trouble? 4. A child (to be) … patient, i he (not to live) … in a tolerant amily? 2
Open the brackets.
1. I wish I (can) … knit like my mother or teacher. 2. I my mother (to teach)… me knitting, I (to be) … very proud. 3. He wishes his sister(to buy) … a knitting machine. 4. I he (to have) … skills in moulding, he (to take) … part in the competition. 5. I she (to embroider) … the blouse in light colours, it (to look) … nicer. 6. I (to learn) … many nice things i I (to join)… our artisanship club. 3
7. Our teacher wishes she (to take) … us to that amous Exhibition o Fine Arts. 8. I I (to be)… more skilled, I (to crochet) … a pullover or my younger brother. 9. What you (to do)… i your pieces o art (to accept) … or the exhibition? 10. My grandmother wishes our young generation (to know) … more about weaving process.
Paraphrase the sentences using the Subjunctive Mood after wish:
1. It’s a pity the wounded bird can not y. 2. What a pity I cannot help save the world. 3. It’s a pity we can’t take care o all the starving animals and birds. 4. It’s a pity he doesn’t know much about this bird. 5. What a pity she can’t hear the birds singing. 6. It’s a pity our River Bîc is polluted. 4
5. I a child (to live) … with riendship and acceptance, he (to nd) … love inthe world. 6. I parents (not to teach) … their children values and ideals, how their children (to nd) … meaning and purpose in their lives? 7. Children (not to learn to give) … and absorb the joys and sorrows o a amily lie i their parents (not teach) … them what sacri ce is. 8. A child (not to do well) … in lie i he (to do) … poorly in school.
7. It’s a pity I don’t live in the countryside, I would take care o birds and animals. 8. What a pity the birds can’t speak. 9. It’s a pity we don’t have enough knowledge about wildlie. 10. What a pity the people throw litter in the streets.
Put the verbs from brackets in their correct form in the given clauses of time and condition:
1. arriving, I my sister-in-law write)ormeherwhen she is 3. As soon I (to become) a mechanic, I (to repair) I’ll prepare a(to bedroom on time. all my carasaccessories. 2. When students (to graduate) rom the University, 4. I (to go) to her rst-night perormance in case she they (to start) to train or their proessions. (to invite) me. 114
SUPPLEMENT
5
Translate into your native language.
1. As soon as ather comes home, I will make him a surprise. 2. She will not talk to you until you apologize to her. 3. He won’t help his riend unless he asks him. 4. Afer she does her room, she will join us. 5. My grandather says he will work as long as he lives. 6. When school is over children will go hiking. 7. She will use this inormation in case she needs it. 8. I the weather permits, we will go swimming. 9. I the Browns had enough money they would buy a 6
BACK TO GRAMMAR
new house. 10. It’s a pity my riend doesn’t speak oreign languages. I wish he did. 11. Our teacher suggests that students pay more attention to their pronunciation. 12. Te director insists that employees be punctual. 13. I wish I were in Australia now. 14. Nick wishes he were travelling round the worldnow. 15. I wish I could write poems.
Open the brackets using the Subjunctive Mood after i.
1. I ather (to teach) me some handicrafs skills, I (to 4. What you (to do) i you (to be) a orester? help) him in making different artisanship articles. 5. I our sportsmen (to have) better training 2. Nick would begin sports trainings i he (to buy) conditions, they (to show) better results at the new trainers. orthcoming competitions. 3. I Victor (to y) to imişoara, he would save almost 6. She (to envy) me i I (to go) to London this summer. a day. 7
Paraphrase the sentences below using the Subjunctive Mood af ter the verbs suggest, demand, insist, propose, recommend and order.
1. My riend suggested us playing tricks on the rst o 4. Mother proposed us to go on a picnic to the river at April. one o the orthcoming weekends. 2. Father recommended me to join the City 5. Te coach ordered the players to train in whatever Artisanship Club. the weather. 3. Nick insisted onher travelling byair. 8
Paraphrase the sentences below using the Subjunctive Mood af ter the verb wish.
1. I am sorry I can’t learn such a long poem. 2. What a pity not all my classmates will visit Great Britain this summer. 3. It’s a pity I am not a poet. 4. What a pity my riend has some physical de ciencies.
6. She is sorry her daughter doesn’t want to play the piano. 7. It’s a pity he doesn’t speak German. 8. What a pity she can’t keep secrets. 9. He is sorry he can’t tell her the truth. 10. Her parents are sorry she doesn’t know English.
5. It’s a pity It’s a pity teenagers don’t go to the theatre more uncle is. my ather isn’t as good at driving as my 11.ofen.
115
SUPPLEMENT
BACK TO GRAMMAR
A 1
DJECTIVES
Fill in the gaps with the right f orm of the adjectives.
1. Lie in the city is much … than in the country. (ast) 7. he … sights o our city are in its eastern part. 2. Prague is one o … cities in the world. (beautiul) (attractive) 3. Te … ood can be bought in this supermarket. 8. It’s … to walk through this park in the evening. (good) (pleasant) 4. Oxord University is one o … universities in the 9. Madrid is … than Rome. (expensive) world. (old) 10. Ştean-cel-Mare avenue is … in Chişinău. (long) 5. It’s … to travel by trolleybus than by bus. (cheap) 6. Tis part o the city is … one. (rich) 2
Use the right degree of the adjectives in brackets.
1. Tat was … party I had ever seen. (antastic) 2. My mother is … than her sister. (young) 3. Te … present or mymum is my good behaviour. (good) 4. Te … you love your mum, the … you’ll make her. (much, happy) 5. When she came home sheound … owers on her table. (beautiul) 3
Use the correct degree forms of the adjectives and adverbs given in brackets:
1. My riend is the … (bright) pupil in our class. 2. Victor knows English … (well) than Pete. 3. Te USA is one o the … (big) countries in the world. 4. She is considered to be … (beautiul) girl in their class. 5. Pupils need a much … (large) school building. 4
6. Her … story is devoted to mothers. (good) 7. His poem was … than mine. (proound) 8. Mothers and daughters should be on … terms with each other. (riendly) 9. My mum cooks … cookies in the world. (delicious) 10. Te … thing in the world is to be insensitive to mothers. (bad)
6. San Francisco is … (beautiul) than Chicago. 7. He always thought his ather was … (good) in the world. 8. Nick’s English is … (poor) than Andrew’s. 9. Dan’s ather is very upset: his son has … (bad) marks in maths.
Write the correct comparison degree of the adjectives given in brackets:
1. oday our team played (bad) than it did yesterday. 4. Kate solved the problem (well) o all her classmates. 2. O the two books my sister likes “Uncle om’s 5. Tis is the (striking) building I have ever seen. Cabin” (little). 6. O the three authors shewrites (much)clearly. 3. Te new shop is (ar) rom my house than the old one.
116
SUPPLEMENT
BACK TO GRAMMAR
P 1
REPOSITIONS
Fill in with the prepositions: on, between, among, near, next to, in, under.
a) Don’t keep tomatoes ... plastic bags or a long time. d) Tere was a basket ull o ruit ... ... the kitchen b) Te campers sat or the picnic ... a big oak tree ... the table. lake. e) A big crystal vase with bright owers stood ... the c) Our amous singer Ion Suruceanu with his wie cake and the tea pot ... the holiday table. Nadia were ... the guests. 2
Choose the right preposition: with, or, over, between, out o, in, to, over, o, off
1. 2. 3. 4. 5.
3
She usually chooses shoes… shape and t. 6. He may not clean hisboots … several days. He never buysshoes … low quality. 7. Leather shoes needpolishing … goodquality cream. Slippers aresof shoes worn… the house. 8. She had to choose … high heeled and low heeled Sandals have straps… the top o your eet. boots. Te Americans don’t take their shoes … when they 9. I preer moccasins… sandals. enter a house. 10. Her toes were sticking … her old shoes.
Use prepositions or adverbs.
My uncle is a young man. He is married and has two children. He plays cricket and ootball … his local club and works … an office. He usually walks … his office. He has lunch … a small restaurant … his office. My uncle’s office is not very large, there is a desk 4
… it and some chairs. … the desk there is a shel … books and … the centre … the room there is a table. Tere is a vase … owers on it. … the walls … his room there are some pictures and a map.
Choose the right preposition and ll in the sentences below.
1. My mum does her best to eliminate use o salt … the table. 2. Vegetables should be cooked … a small amount o water. 3. Eat salad … the rest o the meal. 4. Tere is a restaurant or vegetarians not … our house. 5. My dad likes to sprinkle chopped parsley … the salad. 6. I couldn’t nd the whisk … my granny’s kitchen utensils. 7. Tere is a big table … their dining room. 8. his coffee the table … him. 9. Te Te waitress meat willplaced be ready … an … hour. 10. Will you pass me the mustard, please? It’s … the bread.
in behind in front of at in the middle of in over before among far from on
117
SUPPLEMENT
5
Choose the correct preposition from the brackets.
1. Grown-ups don’t believe (on/ in) Father Christmas, but children do. 2. We always go (to / in) bed late on New Year’s Eve. 3. Te bride arrived (to / at) the church accompanied by close relatives. 4. In Britain the bride and the groom have to go (at / to) the ceremony separately. 5. Te time o the wedding ceremony and the reception were both indicated (on / in) the invitation. 6. You have to put money (in / into) the box (at / on) the entrance (at / to) the reception. 6
7. When looking (to / at) her wedding photos my mum always smiles. 8. When I got home (rom / o) the party my parents were waiting (to / or) me. 9. My dad brought (rom / off) England a huge chocolate Easter egg (to / or) my little sister. 10. Beore Christmas he used to sit (in ront o / opposite) the re and write a letter (to/ or) Father Christmas telling him (o / about) all the presents he wanted.
Insert in with the prepositions: by, o, at, in, on, with, or.
1. Our teacher tells us not to be araid … experimenting new ideas. 2. Young children are ull … enthusiasmnd a good will. 3. We were impressed … the actors’ perormance. 4. She got interested … producing lms rom an early age. 5. Te teachers and students o our school get … well … each other. 7
BACK TO GRAMMAR
6. Who is good … acting on the stage in your class? 7. We have been waiting …this equipment since last week. 8. It depends … the lm idrector whether the lmis good or bad. 9. As a rule a good, a curious pupil is always interested … getting good knowledge. 10. Te cinema hall was ull … teachers and pupils.
Fill in the gaps with the prepositions: in, or, rom, o, to, ar rom, with.
1. As a young woman Marie ussaud learned how 3. She travelled … Britain … her wax gures … 1802. to make wax gures. She was soon amous … the 4. … 1835 she opened a museum … her gures not … masks that she made … dead people’s heads … the the one you can still visit today. French Revolution. 5. Most … the gures that you can see today are new, 2. King Louis XVI … France and his wie Marie- but there are still some old ones, too. Antoinette are just two … the people who she modelled. 8
Fill in with the prepositions: o, in, on, to, rom.
1. Sport is very popular … Britain. 2. … other words, a lot … British people like sport, especially watching it … V. 3. However, the number o people who actively take part … sport is quite small. 4. … the whole British people preer to be at rather than t. 118
5. Te most popular and spectacular sport is ootball and it is played … a Saturday afernoon … most British towns and the ans, or supporters … a particular team will travel … one end … the country … the other to see their team play.
SUPPLEMENT
BACK TO GRAMMAR
S 1
Find synonyms for the following words:
holiday – start – wonderul – village – 2
beore – high – to observe – ortnight –
5. to cheat – 6. to betray – 7. to need – 8. to break up –
5. to preer – 6. to be ond o – 7. to take pictures – 8. to learn –
A
9. to last – 10. to help – 11. to offer – 12. to support –
13. to present – 14. to accept – 15. to encourage – 16. to pity –
9. to arrange – 10. to iron – 11. to advance – 12. to develop –
13. to practise – 14. to surprise – 15. to exhibit – 16. to appreciate –
NTONYMS
Give antonyms for:
1. hygienic – 2. greasy (hair, skin) – 3. dry – 4. rough – 2
amazed – to nd out – to enjoy – chance –
Give synonyms for:
1. to admire – 2. to sculpt – 3. to carve – 4. to ornament –
1
glad – to come to – blond(e) – kind –
Find a synonym for each verb.
1. to beriend – 2. to quarrel – 3. to trust – 4. to argue – 3
YNONYMS
5. smelling – 6. resh (smell) – 7. healthy – 8. effective –
9. imported – 10. natural – 11. liquid – 12. regular –
13. inected – 14. useul – 15. pleasant – 16. necessary –
5. tight – 6. stylish – 7. light – 8. new –
9. sof – 10. heeled – 11. dark – 12. cheap –
13. warm – 14. high quality – 15. packed – 16. hand-made –
Give antonyms for:
1. comortable – 2. large-sized – 3. high-heeled – 4. men shoes –
119
SUPPLEMENT
3
Give the female opposites. Write the opposite gender.
1. biological ather – 2. boy riend – 3. school boy – 4. step-ather – 4
attractive – characteristic – identical – distinguishable –
5. generous – 6. devoted / aithul – 7. reliable – 8. courageous –
9. sympathetic – 10. stable – 11. rational – 12. tolerant –
13. caring – 14. helpul – 15. affectionate – 16. true –
light meal – brown bread – unripe ruit – resh vegetables –
home made bread – pickled cucumbers – meat ood – low-at ood –
traditional ood – adequate lunch – delicious ood – exceptional dish –
5. mountain – 6. land – 7. east – 8. hill –
9. single mountain – 10. single island – 11. ocean – 12. river –
13. orest – 14. aristocrats – 15. rock – 16. country –
5. pavement – 6. polluted – 7. excitement – 8. variety –
9. city – 10. work – 11. pluses – 12. citizen –
13. conveniences – 14. rush-hours – 15. weekday – 16. church –
5. the stalls – 6. gallery – 7. interesting – 8. actor –
9. drama – 10. monologue – 11. minor role – 12. spectators –
13. dramatist – 14. success – 15. joy – 16. happy –
Give antonyms for:
1. comedy – 2. composer – 3. bit part – 4. to enjoy – 120
synthetic – avourable – changeable – adequate –
Give antonyms for:
1. advantage – 2. avenue – 3. pedestrian – 4. walk (ing) – 9
black and white (V) – pale – pleasant – quiet –
Give antonyms for:
1. highland – 2. queen – 3. north – 4. continent – 8
13. cousin – 14. nephew – 15. god-ather – 16. king –
Give antonyms for:
weak tea – dry wine – white wine – alcoholic drinks – 7
9. grandson – 10. uncle – 11. husband – 12. widower –
Give antonyms for:
1. riendly – 2. sincere – 3. honest – 4. candid – 6
5. orphan – 6. spouse – 7. brother-in-law – 8. prince –
Give antonyms for:
colourul – white – light – gloomy – 5
BACK TO GRAMMAR
SUPPLEMENT
IMPROVE YOUR KNOWLEDGE
P
REPOSITIONS
to be absent rom to accuse o to be angry with / at to be aquainted with to be addicted to
to be interested in to be involved in to be known or to look orward to to be made o / rom
to get to / back rom to be tempted to to be ond o to be jealous o to be envious o
to apologize agree withor to to apply to / or to argue with / about to arrive in / at to be capable o to care about / or to compare to / with to be composed o to consist o to contribute to to be convinced o to count up / on / out to decide up / on to be dedicated to
to participate object to in to to be patient with to be polite to to play or / to to prevent rom to prohibit rom to protect rom to provide with to be proud o to recover rom to be related to to rely on to rescue rom to be responsible or
to bring extendupto to to graduate rom to be inclined to to result in to share with to seem to to clear up to eel sorry or to be in love with to ght or to burst out crying to burst into tears to move to tears to extend to
to be devoted to to depend on / upon to be disappointed in / with to be divorced rom to be done with to be dressed in to be engaged to to be equipped with to escape rom to excel in to be excited about to excuse or to be aithul to to be amiliar with to be grateul to / or to be guilty o to hide rom to be innocent o to insist on
to be satis ed with to be scared o to stare at to subscribe to to substitute or to succeed in to take care o to be tired o / rom to vote or to be worried about to be araid o to get rid o to name afer to srcinate rom to be angry with / at to be suitable or to keep the eye on to give up to share with
to breathe in / out to enter somewhere to increase in to decline in to lead to to orce upon to respond to to be allergic to to suffer rom to complain o / about to nd aults with smb. to believe in smb. to be suspicious o to be indifferent to smb. to burst out laughing to keep in time to disagree about to progress in
121
SUPPLEMENT
IMPROVE YOUR KNOWLEDGE
H all ready – prepared already – by or beore this or that time
past – time beore the present passed – past tense o "to pass"
bare – uncovered bear – to carry (v), to give birth; an animal (n)
pale – not strong in colour pail – a bucket made o metal or wood
board – a wooden plank (n), to get on a plane (v) bored – uninterested
plain – simple, at(area) plane – a) an aircraf; b) a carpenter's tool
born – brought into lie borne – carried (Part II o "bear")
rain – precipitation reign – to rule rein – leather straps or a horse's bridle
brake – device or stopping (n) break – to destroy, smash (v) coarse – not smooth course – a class
to raise – to lif up to raze – to destroy rays (n) – beams o heat or light
desert – to abandon dessert – sweet course
read – past orm o to read red – the colour o blood
elicit – to get ino illicit – illegal
right (adj) – correct a rite – a ritual to write – to put words on paper
r – evergreen tree ur – sof, thick hair, covering animals hair – thread like growth on the skin hare – animal like a rabbit hear – to perceive (a sound) here – in / at / to this place heel (n) – back part o the oot heal (v) – make or become well hole – a hollow in smth. solid whole – intact/complete
122
OMOPHONES
road – street, highway rode – past tense o ride to sail – to travel in a boat or ship sale (n) – selling o goods sea – a large area o salty water see – perceive with the eyes sight – ability to see; smth worth seeing site – location or scene
lead – a sof, grey, heavy metal led – Part II o "lead"
so – in such a manner; very; also sow – to plant seeds (in the ground) sew – to join (asten) with needle and thread
maybe – perhaps may be – might be
son – a male offspring / descendant sun – a star that the Earth goes round
meat meet –– toesh encounter
storey oor orlevel o a building story ––narration
our – belonging to us hour – sixty minutes
through – rom end to end o; during threw – (the) past tense o throw
SUPPLEMENT
IMPROVE YOUR KNOWLEDGE
H
OMOGRAPHS
abuse
[B'bju:z] (v) to treat smb. violently [B'bju:s] (n) the use o smth (bad purpose)
accent
['IksBnt] (n) stress or emphases [Ik'sent] (v) to emphasize
axes
['IksPz] pl. o axe ['Iksi:z] pl. o axis
bass [bIs] kind o sh [bePs] low voice
intimate
['PntPmePt] (v) to hint or imply ['PntPmBt] (adj) close relation
invalid
[Pn'vIlPd] (adj) not correct ['PnvBlPd] (n) disabled person
lead
[li:d] (v) to guide / go rst [led] (n) grey, heavy metal (sof)
minute ['mPnPt] (n) part o an hour [mai'nju:t] (adj) very small, very careul ['mAdBrePt] (v) to preside over a meeting ['mAdBrBt] (adj) not extreme
bow
[bau] (v) to bend your body [bBu] weapon
close
[klBuz] (v) to shut [klBus] (adj) (to be) near
object
['AbdGPkt] (n) thing, purpose [Ab'dGekt] (v) to be against
[kBm'paund] (v) to mix or combine ['kAmpaund] (n) consisting o more things
permit
[pB:'mPt] (v) to allow ['pBmPt] (n) official document
content
['kAntent] (n) what is contained [kBn'tent] (adj) happy
polish
[pAlPE] (v) to make smth shine [pBulPE] (adj) relating to Poland
contract
['kAntrIkt] (n) ormal agreement [kBn'trIkt] (v) to become smaller
compound
do [dBu] (n) musical note [du] (v) auxiliary verb
moderate
progress
project ['prAdGekt] (n) plan ['prBdGekt] (v) to stick out
dove
[dDv] (n) bird o peace [dBuv] (v) past o dive (US)
read
down
[daun] (adv) a lower place [daun] (n) sof uff on a bird
reuse
evening nance requent
['i:vnPH] (n) late afernoon ['PvBnPH] making more even (smooth)
increase
separate
[fP'nIns] (v) provide money or ['faPnIns] (n) amount o money
sewer
['fri:kwBnt] (adj) ofen occuring [frPk'went] (v) to visit regularly
sow
import [Pm'pAt] (v) to bring rom abroad ['PmpAt] (n) things brought rom abroad [Pn'kri:s] (v) to become larger in amount ['Pnkri:s] (n) a rise in amount, number
['prBugres] (n) process o improving [prB'gres] (v) to improve
[ri:d] (v) Pr. Simple o the verb [red] (v) Past Simple ['refju:s] (n) rubbish [rP'fju:z] (v) not to agree ['sepBrBt] (adj) not connected ['sepBrePt] (v) to keep apart [sBuB] (n) person who sews [su:B] (n) drain [sBu] (v) to plant seeds [sau] (n) emale pig
subject ['sDbdGPkt] (n) topic [sBb'dGekt] (v) to orce a person to accept tear
[tPB] (n) liquid rom the eyes [teB] (v) to pull to pieces 123
SUPPLEMENT
C
IMPROVE YOUR KNOWLEDGE
OMMONL
Y CONFUSED WOR
accept – to agree to ... except – other than ant [Int] – small crawling insect aunt [a:nt] – your mother's or ather's sister advice [B'dvQs] – recommendation advise [B'dvQz] – to recommend affect – to have an in uence on effect – result (n); to cause bear [beB] – strong wild animal beer [bPB] – bitter alcoholic drin boat [bBut] – a small, open watercraf bought [bA:t] – past tense and PII o buy bat [bIt] – a mouselike, ying animal bet [bet] – agreement dare [deB] – to have enough courage or dear [dPB] – much loved dark light duck [[da:k dDk]] –– without water, bird dea [def] – unable to hear death [deJ] – the end o someone's lie 'desert ['dezBt] – a dry, sandy region dessert [dP'zFit] – the nal course o ameal hare [heB] – animal like a rabbit here [hPB] – in this place hat [hIt] – covering or the head hurt [hF:t] – to cause pain Ireland ['aPBlBnd] – a country in north-west Europe 'aPlBnd island [ ['aPslBnd ] –] a– piece o land surrounded by water Iceland a country in the North Atlantic
loose [lu:s] – (adj) not tight lose [lu:z] – (v) not to have any more; to misplace 124
DS
leave [li:v] – (v) to go away; to allow to remain live [lPv] – (v) to be alive low [lBu] – (adj) not high or tall law [lA:] – rules expected to be observed maybe [mePbi:] – perhaps may be [meP 'bi:] – might be nice [naPs] – pleasant; kind niece [ni:s] – daughter o one's sister or brother paper [pePpB] – you write on pepper ['pepB] – hot-tasting powder; vegetable patience [pePEns] – (n) endurance, calmness patients [peP'Ents] – persons receiving medical care personal ['pF:snBl] – private; one's own personnel [pF:sB'nel] – employees precede [pri'si:d] – to come beore proceed [prB'si:d] – to continue 'kwaPBt] ]––very quiet [['kwaPt silent quite
raw [rA:] – uncooked roe [rBu] – small species o deer so [sBu] – in such a manner; very; also sow [sau] – (n) an adult emale pig steel [sti:l] – strong metal (made rom iron) still [stPl] – (adj) silent; (adv) even, yet soap [sBup] – substance used or washing soup [su:p] – liquid ood tea [ti:] – hot drink tear [tPB] – drop o liquid alling rom the eye ton [tDn] – unit o weight = to 1016 kg tonne [tDn] – unit o weight equal to 1000 kg tone [tBun] – vocal or musical sound
SUPPLEMENT
ENGLISH SPEAKING COUNTRIES HE USA
Te United States o America is one o the largest countries in the world. Its area o more than 9 mln. sq. km. is only a little smaller than the area o Europe. As to population, it is the ourth largest country in the world. More than 320 million people live there. Te USA is made up o 50 different states. wo states – Alaska and Hawaii – are separated rom the country.
group o lakes in the country, as well as the greatest collection o resh-water lakes in the world. Te capital o the USA is Washington, DC. Te largest city in the USA is New York, it is also the biggest seaport. Other large cities in the USA are Chicago, Los Angeles, San Francisco, Seattle, Atlanta, Houston, Boston, Philadelphia, etc.
Alaskatheis to the North o the continent andinisthe separated government consists Te o three main branches. rom country by Canada. Hawaii lies central TeTe rstUS branch is the Congress. Congress is divided Paci c. Te country is washed into two parts: the Senate and by the Atlantic Ocean in the the House o Representatives. east and by the Paci c Ocean in Every state, no matter how large the west. It borders on Canada or small, sends two people to in the north and on Mexico in the Senate. Tese people are the south. Te geographical called senators. Tere are one position o the US makes it hundred senators in the Senate. a country o great variety in A senator’s term is six years. landscape. Each state also sends people to Te north-eastern Atlantic the House o Representatives. coast is rocky, but its middle and Tey are called congressmen or southern part rises gently rom congresswomen. Te number the sea, passing rom swamps o congressmen rom each into a rolling lowland. Te USA is crossed by the Appalachian Mountains in the east and the Rocky Mountains in the west. Te Appalachians are not high, but steep. Te Rocky Mountains are high, sharp and rugged, and are rich in such minerals as gold, copper and silver. Tey are the main mountains o the Cordilleran Highlands. Tere are many rivers and lakes in the US. Te Mississippi that ows through the central plains to the Gul o Mexico and gathers its waters rom two-thirds o the US is one o the world’s greatest rivers. It is about 6.210 km. long together with its main tributary, the Missouri River. Te rivers in the west are unsuitable or navigation. Te largest among them, the Columbia and the Colorado, owthrough deep canyons. In the north between the US and Canada the ve Great Lakes lie: Lake Superior, Huron, Michigan, Erie and Ontario. Te Great Lakes make up the largest
state depends on the number o people who live in the state. Te larger states have more congressmen. All in all there are 435 congressmen in the House o Representatives. A representative’s term is two years. Te Congress has the power to make laws. Te second branch o government is the President and his helpers. Te Vice President and members o the Cabinet help the President to carry out the laws that the Congress makes. Te US President is the Commander-in-Chie o the country’s armed orces. Te President’s term is 4 years. Americans vote or the President in November o every leap year. Te third branch o government is the Supreme Court. It is made up o nine judges. Tey have to make sure that the President and the Congress ollow the Constitution. Te judges work in the Supreme Court as long as they live. 125
SUPPLEMENT
ENGLISH SPEAKING COUNTRIES
AUSRALIA
126
In land area, Australia is the sixth largest nation afer Russia, Canada, China, the United States o America and Brazil. It has, however, a relatively small population. Australia is the only nation to govern an entire continent and its outlying islands. Te mainland is the largest island and the smallest, attest continent on Earth. It lies between 10° and 39° South latitude.
Queensland, Western Australia, South Australia, asmania, Northern erritory and Australian Capital erritory. Canberra, the capital o Australia, is situated in the Australian Capital erritory. Te main cities o Australia are Sydney, a seaport; Melbourne, the cultural centre; Brisbane, a seaport; Perth, a seaport on the western coast; and Adelaide, an agricultural centre. Australia currently is the major
he highest point on the mainland, Mount Kosciuszko, is only 2228 metres. Apart rom Antarctica, Australia is the driest continent on earth. Its interior has one o the lowest rainalls in the world and about three-quarters o the land is arid or semi-arid. Its ertile areas are well-watered, however, and these are used very eectively to help eed the world. Sheep and cattle graze in dry country, but care must be taken with the soil. Some grazing land became desert when the long cycles that inluence rainall in Australia turned to drought. Te Australian ederation consists o six States and two erritories: New South Wales, Victoria,
world producer and exporter o wool and ruits such as grapes, oranges, apples, bananas, pears, pineapples, peaches and nectarines. With its abundant physical resources, Australia has enjoyed a high standard o living since the nineteenth century. It has made a large investment in social inrastructure, including education, training, health and transport. Education in Australia is the responsibility o each state apart. It is compulsory between the ages o 6 and 15. About 75% o students attend state schools. Among the leading universities are the Australian National University, the University o Sydney, Queensland, Adelaide, asmania, Melbourne etc.
SUPPLEMENT
ENGLISH SPEAKING COUNTRIES
Culture, although based on the British tradition, is unique to Australia. It has always been promoted by the government. A lot o art galleries and perorming art centres end, lm studios have been built in Australia. Te Sydney Opera House is one o the best known architecturally stunning (uluitor) buildings in the world. Artists, playwrights, writers, opera, ballet, dance companies, symphony orchestras are supported by the Australian Government.
most primitive mammals, being the only mammals that lay eggs. Among other animals and birds ound in Australia are the kangaroo, the koala, the dingo, the emu, the kookaburra, (so called the “laughing jackass”), beautiully coloured parrots and, o course, the graceul lyrebird. Australia is a ar away country and continent, but no matter how ar it is, people have always been
Australia a land oorms striking differences with its unique andis primitive o animal lie. About 70% o birds, 88% o reptiles and 94% o the rogs are characteristic only to Australia. Australia is the home o the duckbill and the anteater – two o the world’s
attracted this amazing land. who are ond o travellingtowould gladly like to Tose visit this piece o land because Australia is such an extraordinary place to explore!
127
SUPPLEMENT
ENGLISH SPEAKING COUNTRIES
CANADA Canada is situated in North America. It consists o ten provinces and three territories. Being located in the northern part o the continent, Canada extends rom the Arctic Ocean to the United States, and rom the Atlantic Ocean to the Paci c Ocean. Canada is the largest country in North America and the second largest in the world afer Russia. Occupying an
Parliament has two Houses – the Senate o 118 members, appointed by the Governer General, and the House o Commons, whose 295 members are elected or ve years. Te Prime Minister isappointed by the Governer General, who is the representative o the British Queen as sovereign o Canada. Te Cabinet o Ministers is nominated by the Prime Minister.
extremely vast territory, Canada has six time zones.
Each province, in turn,legislature. has its ownCanada government has and two official languages: English and French. With the population o over 35 million people, Canada has earned international respect or its strong diplomatic skills, peacekeeping efforts, and or respect o human rights. Te people here enjoy a very high standard o lie owing, in part, to rich mineral resources o gold, silver, iron ore, nickel, copper, cobalt, uranium, lead
[led] (plumb), zinc as well as petroleum and natural gas. Tere are many cities in Canada such as: oronto, Montreal, Ottawa, Vancouver, A considerable part o Canada’s territory is covered Quebec, Calgary, Winnipeg, Edmonton, etc... Canada, with orests, and this made possible or the country being one o the world’s wealthiest countries and an to become a major exporter o timber, wood pulp important tourist destination, attracts millions o and newsprint. Te shing industry is characteristic people rom all over the world. Some o most visited o Canada as well as effective arming. Regarding places in Canada are the Niagara Falls (51 m. high) nances, Canada has a well developed banking and and the observation CN ower (553.33 m. high) in insurance system. oronto. Te country’s capital city is Ottawa, which is in Ontario on the border with Quebec. Known as New France, Quebec became a royal province o the French Crown (1663). In 1763, Canada was ceded (cedată) to Britain and de ned as an independent constitutional monarchy equal in status to Britain in the Commonwealth. Te Canadian Federal 128
SUPPLEMENT
ENGLISH SPEAKING COUNTRIES
NEW ZEALAND New Zealand is situated in the Paci c Ocean, lying in the south-east o Australia. Its total area covers 270.534 square kilometres, and its population is only 3.5 million people. Being ormed o two main islands, North Island and South Island, and other smaller islands, New Zealand’s territory is as big as that o Japan, Chile and Italy, and a little larger than that o
the longest – its length is 435 km, and Lake aupo is the largest. On the islands there is a big number o thermal springs and volcanoes. People ofen call New Zealand “Te Shaky Isles” or their requent seismic activity. Tere’s a speci c thing to be mentioned about plant and animal lie in New Zealand, where most o its auna and ora is indigenous (90 percent). Yet, there are many
the United Kingdom. New Zealand is a very beautiul species that were imported. Here, on the islands, one can
country, called “God’s own country” and the “Paradise see peculiar species o trees, like kauri trees, and birds o the Paci c.”Wellington, with a population o 200.100 such as the largest ightless parrot, the ightless kiwi, the people, is the country’s capital. Although it ormerly oldest reptile (tuatara) dating back to the dinosaurs time, was a part o the British Empire, New Zealand is now etc... Te kiwi bird has become the symbol o people there a sel-governing state. – little children are called kiwis. New Zealand is rich in Te Parliament o New Zealand consists o one minerals that help people develop heavy industry – like House only – the House o Representatives. Te Prime iron and steel industry. It has gas and petroleum as well. Minister is the head o the government. Te official New Zealand is an exporter o butter, meat and wool. language is English. Tere are some big towns in New Zealand: Te climate in New Zealand is humid. Winters hereAuckland, Christchurch, Denedin, Nelson. Auckland are rather cold in the south and mild in the north. Tereand Wellington are the main seaports. Being amous are lots o mountains in New Zealand – the highest oneor many regions that are worth seeing, New Zealand is Mount Cook (3.374 m.). Tere are lots o rivers andis, nally, a country o great interest owing mostly to its large lakes on both islands, too. Te Waikato River isuniqueness and commonness at the same time. 129
SUPPLEMENT
ADDITIONAL READING
HOME, SWEE HOME
HE SHIPS 1
‘Mid pleasures and palaces though I may roam Be it ever so humble2 there’s no place like home. A charm3 rom the sky seems to hallow 4 us there Which seek thro’ the world is ne’er met with elsewhere. Home, home, sweet, sweet home, Tere’s no place like home, Tere’s no place like home.
For many a year I’ve watched the ships a-sailing to and ro1, Te mighty ships, the little ships, the speedy and the slow; And many a time I’ve told mysel that some day I would go Around the world that is so ull o wonders. Te things I’ve heard, the things I’ve read, 5 6 o thee I’ll dearest return overburdened care, the things I’ve dreamed might be. Te heart’s ace will smile with on me there, Te boyish tales, the old men’s yarns2 – No more rom that cottage again will I roam, they will not pass rom me: Be it ever so humble there’s no place like home. I’ve heard, I’ve read, I’ve dreamed – but By J. Howard 1 all the time I’ve longed3 to see – to roam [rRm] v. – a hoinări 2 humble [hDmbl] adj. – modest Around the world that is so ull o wonders. 3 charm [tEL:m] n. – rumuseţe So year by year I watch the ships 4 to hallow ['hIlR] v. – a s nţi, a cinsti a-sailing to and ro, 5 thee [Ci:] pron. = you Te ships that come as strangers and the ships 6 to burden [bF:dn] v. – a împrovăra I’ve learned to know. Folks4 smile to hear me say that some day REES I will go Around the world that is so ull o wonders. rees are the kindest things I know, J. J. Bell Tey do no harm, they simply grow 1 And gather spread birds a shade or sleepy cows, 1. And among their boughs Tey give us ruit in leaves above, And wood to make our houses o, And leaves to burn on Hallowe’en, And in the Spring new buds o green. Tey are the rst when day’s begun o touch the beams2 o morning sun, Tey are the last to hold the light When evening changes into night, When a moon oats 3 on the sky Tey hum a drowsy lullaby 4 O sleepy children long ago rees are the kindest things I know.
to and ro [frBu] – încolo, încoace yarn [jL:n] n. – povestire 3 to long [lAn] v. – a dori mult 4 olks [fBuks] n. – oameni 2
I’S NEVER FAIR WEAHER I do not like the winter wind Tat whistles rom the North. My upper teeth and those beneath, Tey jitter1 back and orth. Oh, some are hanged, and some are skinned. And others ace the winter wind. I do not like the summer sun 2
Harry Behn bough [bau] n. – creangă 2 beam [bi:m] n. – rază 3 to oat [flBut] v. – a pluti (pe cer) 4 to hum a drowsy ['drauzP] lullaby ['lDlBbQ] – a redona un cântec de leagăn 1
130
Tat scorches the horizon. Tough some delight in Farenheit, o me it’s deadly poison. I think lie would be more un Without the simmering 3 summer sun.
SUPPLEMENT
ADDITIONAL READING
МУ HEAR’S IN HE HIGHLANDS
I do not like the signs o spring. Te ever and the chills, Te icy mud, the puny4 bud, Te rozen daffodils. Let other poets gaily sing: I do not like the signs o spring. I do not like the oggy all Tat strips the maples bare; Te radiator’s mating call,
My heart’s in the Highlands, my heart is not here, My heart’s in the Highlands a-chasing1 the deer, A-chasing the wild deer and ollowing the roe2 – My heart’s in the Highlands, wherever I go! Farewell3 to the Highlands, arewell to the North, Te birthplace o valour 4, the country o worth! Wherever I wander, wherever I rove 5,
Te rheumatic I eardamp that taken all inair. all I do not like the oggy all. Te winter sun, o course, is kind, And summer wind’s a savior5, And I’ll merrily sing o all and spring When they’re on their good behaviour. But otherwise I see no reason o speak in praise o any season.
Te hill o the Highlands or ever I love Farewell to the mountains high cover’d with snow, Farewell to the straths 6 and green valleys below, Farewell to the orests and wild-hanging woods, Farewell to the torrents and long-pouring oods! My heart’s in the Highlands, my heart is not here, My heart’s in the Highlands a-chasingthe deer, A-chasing the wild deer and ollowing the roe – My heart’s in the Highlands, whereverI go!
1
to jitter ['dFPtB] v. – a se agita to scorch [skA:tE] v. – a schimba culoarea 3 to simmer ['sPmB] v. – a în erbânţa 4 puny [pju:nP] adj. – mic, slab 5 savior ['sNvjB] n. – salvator
Ogden Nash
2
R. Burns
1
to chase [tENs] v. – a urmări, a goni roe [rBu] n. – căprioară 3 arewell ['feB'wel] int. – adio 4 valour ['vIlB] n. – curaj, bărbăţie 5 to rove [rBuv] v. – a hoinări, a rătăci 6 strath [strIJ] n. – melodie de dans popular 2
SOPPING BYEVENING WOODS ON A SNOWY Whose woods these are I think I know. His house is in the village though; He will not see me stopping here o watch his woods ll up with snow. My little hosre must think it queer o stop without a armhouse near Between the woods and rozen lake Te darkest evening o the year. He gives his harness bells a shake o ask i there is some mistake. Te only other sound’s the sweep O easy wind and downy ake. Te are lovely,todark But Iwoods have promises keep,and deep. And miles to go beore I sleep, And miles to go beore I sleep. By Robert Frost
LEISURE What is this lie i, ull o care, We have no time to stand and stare? No time to stand beneath the boughs And stare as long as sheep or cows. No time to see when woods we pass, Where squirrels hide their nuts in grass. No time to see, in broad daylight, Streams ull o stars, like skies at night. No time to turn at Beauty’s glance, And watch her eet, how they can dance. No time to wait till her mouth can Enrich that smile her eyes began. A poor lie this is i, ull o care, We have no time to stand and stare. By W. H. Davies 131
IRREGULAR VERBS
132
be [bi:] beat [bi:t] become [bP'kDm] begin [bP'gPn] bend [bend] blow [blR] break [brNk] breed [bri:d] bring [brPH] build [bPld] burn [bF:n]
was/were [wîz/wF:] beat [bi:t] became [bP'kNm] began [bP'gIn] bent [bent] blew [blu:] broke [brRk] bred [bred] brought [brA:t] built [bPlt] burnt [bF:nt]
been [bi:n] beaten [bi:tn] become [bP'kDm] begun [bP'gDn] bent [bent] blown [blRn] broken ['brRkBn] bred [bred] brought [brA:t] built [bPlt] burnt [bF:nt]
a , a exista a bate, a lovi a deveni a începe a îndoi, a se apleca a su a a rînge, a strica a creşte (animale) a aduce, a produce a clădi a arde, a rige
быть бить стать, становиться начинать наклонять(ся) дуть бить, ломать(ся) выводить, разводить приносить строить гореть, жечь
buy [baP] catch [kItE] choose [tEu:z] come [kDm] cost [kîst] cut [kDt] dig [dPg] do [du:] draw [drA:] dream [dri:m] drink [drPHk] drive [draPv] eat [i:t] all [fA:l] eed [fi:d] eel [fi:l] ght [faPt]
bought [bA:t] caught [kA:t] chose [tERz] came [kNm] cost [kîst] cut [kDt] dug [dDg] did [dPd] drew [dru:] dreamt [dremt] drank [drIHk] drove [drRv] ate [et], [ePt] ell [fel] ed [fed] elt [felt] ought [fA:t]
bought [bA:t] caught [kA:t] chosen ['tERz n] come [kDm] cost [kîst] cut [kDt] dug [dDg] done [dDn] drawn [drA:n] dreamt [dremt] drunk [drDHk] driven ['drPv n] eaten [i:tn] allen ['fA:l n] ed [fed] elt [felt] ought [fA:t]
a cumpăra a prinde, a apuca a alege a veni a costa a tăia, împărţi a săpa a ace, a săvîrşi a desena a visa, a-şi închipui a bea a conduce, a mîna a mînca a cădea a alimenta, a întreţine a simţi, a pipăi a se lupta cu
покупать ловить, хватать выбирать приходить стоить резать копать делать рисовать мечтать пить, выпить водить машину есть, кушать падать кормить чувствовать бороться, сражаться
nd [fQnd] y [flQ] orget [fB'get] orgive [fB'gPv] reeze [fri:z] get [get] give [gPv] go [gR] grow [grR] hang [hIH] have [hIv] hear [hPB] hide [haPd] hit [hPt] hold [hRld] hurt [hF:t] keep [ki:p]
ound [faMnd] ew [flu:] orgot [fB'gît] orgave [fB'gNv] roze [frRz] got [gît] gave [gNv] went [went] grew [gru:] hung [hDH] had [hId] heard [hF:d] hid [hPd] hit [hPt] held [held] hurt [hF:t] kept [kept]
ound [faMnd] own [flRn] orgotten [fB'gîtn] orgiven [fB'gPv n] rozen ['frRz n] got [gît] given ['gPv n] gone [gîn] grown [grRn] hung [hDH] had [hId] heard [hF:d] hidden [hPdn] hit [hPt] held [held] hurt [hF:t] kept [kept]
a (se) găsi a zbura a uita a ierta a îngheţa a căpăta, a procura a da a merge a creşte a atîrna a avea a auzi, a asculta a (se) ascunde a lovi a (sus) ţine, a menţine a răni, a jigni a ţine, a păstra
находить летать забывать прощать замерзать получать давать идти расти висеть иметь слышать прятать(ся) ударить(ся) держать причинять боль держать, хранить
know [nR] lay [leP] lead [li:d] learn [lF:n] leave [li:v] lend [lend]
knew [nju:] laid [lePd] led [led] learnt [lF:nt] lef [left] lent [lent]
known [nRn] laid [lePd] led [led] learnt [lF:nt] lef [left] lent [lent]
aa şti, a cunoaşte pune, a aşterne (masa) a (con) duce, a guverna a învăţa, a a a a părăsi, a lăsa în urmă a da cu împrumut
знать класть, накрыть (на стол) вести, руководить учить покидать, оставлять давать взаймы, одалживать
IRREGULAR VERBS let [let] lie [laP] lose [lu:z] make [mNk] mean [mi:n] meet [mi:t] overcome [,RvB'kDm] pay [pN] put [pMt] read [ri:d]
let [let] lay [leP] lost [lîst] made [mNd] meant [ment] met [met] overcame [,RvB'kNm] paid [pNd] put [pMt] read [red]
let [let] lain [lePn] lost [lîst] made [mNd] meant [ment] met [met] overcome [,RvB'kDm] paid [pNd] put [pMt] read [red]
a lăsa, a permite a sta întins a pierde a ace, a sili a se reeri la, a însemna a (se) întîlni a învinge
позволять лежать терять делать, заставлять означать, иметь в виду встречать(ся) преодолевать
a plăti, a achita a pune a citi
платить, оплачивать класть, положить читать
ride [rQd] ring [rPH] rise [rQz] run [rDn] say [sN] see [si:] send [send] set [set] sew [sR] shake [ENk] shine [EQn] shoot [Eu:t] show [ER] sing [sPH] sit [sPt] sleep [sli:p] smell [smel]
rode [rRd] rang [rIH] rose [rRz] ran [rIn] said [sed] saw [sA:] sent [sent] set [set] sewed [sRd] shook [EMk] shone [Eîn] shot [Eît] showed [ERd] sang [sIH] sat [sIt] slept [slept] smelt [smelt]
ridden [rPdn] rung [rDH] risen ['rPz n] run [rDn] said [sed] seen [si:n] sent [sent] set [set] sewn [sRn] shaken ['ENk n] shone [Eîn] shot [Eît] shown [ERn] sung [sDH] sat [sIt] slept [slept] smelt [smelt]
a călări, a mîna a suna (la sonerie, teleon) a se ridica, a răsări a alerga, a curge, a dura a zice, a a rma a vedea a trimite a instala, a apune a coase a (se) scutura a străluci a lma; a împuşca a arăta a cînta a şedea, a sta a dormi a mirosi
ехать верхом звонить подниматься, в(о)сходить бежать, течь, длиться (о пьесе) сказать видеть посылать устанавливать, садиться (о солнце) шить трясти(сь), стряхивать сверкать, сиять снимать (фильм); стрелять показывать петь сидеть спать пахнуть, нюхать
speak [spi:k] spell [spel] spend [spend] stand [stInd] steal [sti:l] stick [stPk] strike [strQk] strive [strQv] sweep [swi:p] swim [swPm] take [tNk] teach [ti:tE] tear [teB] tell [tel] think [JPHk] throw [JrR] understand
spoke [spRk] spelt [spelt] spent [spent] stood [stMd] stole [stRl] stuck [stDk] struck [strDk] strove [strRv] swept [swept] swam [swIm] took [tMk] taught [tA:t] tore [tA:] told [tRld] thought [JA:t] threw [Jru:] understood
spoken ['spRk n] spelt [spelt] spent [spent] stood [stMd] stolen ['stRl n] stuck [stDk] struck [strDk] striven ['strPv n] swept [swept] swum [swDm] taken ['tNk n] taught [tA:t] torn [tA:n] told [tRld] thought [JA:t] thrown [JrRn] understood
a vorbi a citi literă cu literă a consuma, a petrece (timpul) a sta, a se a a a ura a lipi a lovi a se strădui, a tinde a mătura a înota, a pluti a lua a preda, a învăţa a rupe, a sîşia a relata, a spune a gîndi a arunca a înţelege
разговаривать называть слово по буквам тратить, проводить (время) стоять красть приклеивать ударять стараться, стремиться подметать плавать брать учить, обучать рвать сказать, рассказывать думать бросать понимать
[,DndB'stInd] upset [Dp'set] wake [wNk] wear [weB] weave [wi:v] write [rQt]
[,DndB'stMd] upset [Dp'set] woke [wRk] wore [wA:] wove [wRv] wrote [rRt]
[,DndB'stMd] upset [Dp'set] woken ['wRk n] worn [wA:n] woven ['wRv n] written [rPtn]
a răsturna, a necăji a (se) trezi a purta a ţese a scrie
перевернуть, огорчать(ся) проснуться носить (одежду) ткать писать 133
VOCABULARY
A ability [B'bPlPti] (n) acacia [B'kePEB] (n) to accessorize [ák'sás(á)raiz] (v) accommodation [B,kîmB'dePE n] (n) accountant [B'kaMntBnt] (n) achieve [B'tEi:v] (v) actually ['IktEuBli] (adv) add [Id] (v) adequate ['IdPkw t] (adj) admire [Bd'mQB] (v) advertisement [Bd'vF:tPsmBnt] (n) advise [Bd'vQz] (v) affect [B'fekt] (v) aim [Nm] (n) air hostess ['eB'hBMstPs] (n) alert [B'lF:t] (v) alter ['A:ltB] amount [B'maMnt] (v) amuse [B'mju:z] (v) ancestor ['InsBstB] (n) ankle ['IHk l] (n) announce [B'naMns] (v) announcer [B'naMnsB] (n) anthem ['Inéám] (n) antiquity [In'tPkw ti] (n) anxiety [IH'zQBti] (n) application [,IplP'kNE n] (n) appliqué [B'plikN] (n)
capacitate, pricepere salcîm a olosi accesorii spaţiu locativ contabil a realiza, a dobîndi de apt a adăuga; a aduna corespunzător, adecvat a admira anunţ, reclamă a sătui, a povăţui a aecta ţel, scop stewardesă a alerta, a pune în stare de alarmă, a modi ca a totaliza a distra, a amuza strămoş, străbun gleznă a anunţa crainic imn antichitate nelinişte, îngrijorare cerere (scrisă) aplicaţie, dantelă
способность, умение акация использовать аксессуары жилье бухгалтер достигать фактически добавлять; прибавлять соответствующий восхищаться, любоваться объявление, реклама советовать влиять, действовать цель, намерение стюардесса привести в состояние готовности, переделывать составлять забавлять, развлекать предок лодыжка объявлять диктор гимн древность, античность беспокойство, тревога заявление аппликация
appoint [B'pAPnt] (v) t] (adj) appropiate [B'prRpri aquiline ['IkwPlQn] (adj) area ['eBriB] (n) argue ['L:gju:] (n) arm ['L:m] (n) arm-pit ['L:m,pPt] (n) arrival [B'rQvBl] (n) arti cial [,L:tP'fPE l] (adj) artisan [,L:tP'zIn] (n) artisanship [,L:t 'zInEPp] (n) ash [IE] (n) astonishing [B'stOnPEPH] (adj) attempt [B'tempt] (v) attendance [B'tendBns] (n) audience ['A:diBns] (n) auxiliary [A:g'zPlPBrP] (adj)
apotrivit numi (în uncţie), a desemna (nas) acvilin, coroiat arie, supraaţă a argumenta, a se certa braţ, mînă subsuoară sosire arti cial artizan, meşteşugar artizanat rasin uluitor, uimitor a încerca recvenţă spectatori, public, auditoriu auxiliar, ajutător
назначать подходящий орлинный (нос) площадь доказывать, спорить рука (от кисти до плеча) подмышка прибытие искусственный ремесленник художественное ремесло ясень удивидельный пытаться посещаемость аудитория, зрители вспомогательный
emblemă, insignă lăbărțat a coace
значок мешковатый печь
B
badge ['bIdæ] (n) baggy ['bIgï] (adj) bake [bePk] (v) 134
VOCABULARY baking powder ['bePkPH 'paMdB] (n) pra de copt baking sheet ['bePkPH 'Ei:t] (n) tavă (de copt) bald [bA:ld] (adj) chel, pleşuv baptize [bIp'taPz] (v) a boteza basement ['beïsmBnt] (n) subsol, pivniță basil ['bIz l] (n) busuioc beak [bi:k] (n) cioc, plisc beat [bi:t] (v) a bate, a lovi bed sheet ['bed 'Ei:t] (n) cearşa bedding ['bedPH] (n) lenjerie de pat, aşternut bee [bi:f] (n) carne de vită beriend [bP'frend] (v) a se împrieteni behave [bP'hNv] (v) a se purta, a se comporta ill-behaved (adj) cu purtare rea bend [bend] (v) a (se) îndoi, a (se) încovoia be on ['bi: 'An] (phr v) a prezenta un spectacol, a rula berth [bF:J] (n) poliţă-pat (în tren) betray [bP'trN] (v) a trăda betrayal [bP'trNBl] (n) trădare, înşelare beverage ['bevBrPdG] (n) băutură (preparată) bitter ['bPtB] (adj) amar blanket ['blIHkPt] (n) cuvertură, pătură blazer ['blNzB] (n) sacou bless [bles] (v) a binecuvînta blind [blQnd] (adj) orb, nevăzător blink [blPHk] (v) a clipi (din ochi) bluebell ['blu:bel] (n) clopoţel (bot.) blue tit ['blu:'tPt] (n) piţigoi board [bA:d] (v) a îmbarca, a se urca la bord boarding school ['bA:dPH 'sku:l] (n) şcoală cu internat ' Absled bobsled [ b(v) ] (n) boil [bAPl] asanie erbe book [bMk] (v) a rezerva bilete boring ['bA:rPH] (adj) plicticos, plictisitor bosom ['bMzBm] (n) sîn, piept bowl [bBMl] (n) strachină, castron Braille [brNl] (n) scrierea Braille bravery ['brNv rP] (n) сuraj break out ['brNk ,aMt] (phr v) a izbucni, a începe break up ['brNk,Dp] (phr v) a se despărţi, a se dispersa breasts [brests] (n) sîni breathe [bri:C] (v) a respira brick house ['brPk ,haMs] (n) casă din cărămidă bride [brQd] (n) mireasă bride-groom ['brQdgru:m] (n) mire bridesmaid ['brQdzmNd] (n) domnişoară de onoare broadcast ['brA:dkL:st] (n) emisiune (radio) brother-in-law ['brDCBrinlA:] (n) cumnat bruise [bru:z] (v) a zgîria, a juli, a ace o vînătaie brush up [,brDE 'Dp] (phr v) built-in-wardrobe [,bPltPn'wA:drBMb] (n) bunch [bãntä] (n) bunk bed ['bDHk ,bed] (n) burial ['beriBl] (n)
a perecţiona dulap în perete mănunchi, legătură, ciorchine pat cu două nivele înmormîntare
пекарный порошок противень лысый, плешивый крестить подвальный этаж, подвал базилик клюв взбивать, ударять простынь постельные принадлежности говядина подружиться вести себя с плохим поедением сгибать(ся), гнуть(ся) идти (о спектакле, фильме) спальное место (в поезде) предать, изменять предательство, измена напиток горький одеяло пиджак благославлять слепой мигать, щуриться колокольчик синица, лазоревка сесть (на корабль) школа-интернат санки, бобслей кипятить, варить заказывать скучный грудь миска шрифт Брайля (для слепых) храбрость разразиться разрывать отношения грудь дышать кирпичный дом невеста жених подруга невесты радиопередача шурин царапать, подставлять синяки усовершенствовать встроенный шкаф пучок, гроздь койка (двухярусная) похороны
135
VOCABULARY a îngropa, a înmormînta tu ş, arbust măcelar nasture
хоронить куст мясник пуговица
cabbage rolls ['kIbPdG 'rRlz] (n) cabinet ['kIbPnPt] (n) cal [kL:f] (n) calm [kL:m] (adj) calmness ['kL:mnPs] (n) cameraman ['kImBrBmIn] (n) commander-in-chie ,kB'mL:nd [ rPn'tEi:f] (n) compete [kBm'pi:t] (v) canary [kB'neBrP] (n) candid ['kIndPd] (adj) canned [kInd] (adj) canoeing [kB'nu:PH] (n) canvas ['kInvBs] (n) canyon ['kInján] (n) capture ['kIptEB] (v) care or ['keBfA:] (phr v) caress [kB'res] (v) cargo ['kL:gBu] (n) carol ['kIrBl] (n) carriage ['kIrPdG] (n) cartoon lm [kL:'tu:n 'fPlm] (n) carve [kL:v] (v) carry out [kIri 'aMt] (phr v) catch up (with) [kItE 'Dp] (phr v) cement [sP'ment] (n) celebrate ['selPbrNt] (v) celebration [,sel 'brNEBn] (n) ceremony ['ser mBni] (n) challenge ['täIl ndæ] (n) channel [tEInl] (n) charity ['tEIr ti] (n) chart ['täL: t] (n) cheat [tEi:t] (v) check [tEek] (v) check in [tEek 'Pn] (phr v) check out [tEek 'aMt] (phr v) checked ['tEekt] (adj) cheerul ['tEPBful] (adj) chop [tEOp] (v) christen ['krPsBn] (v)
sarmale dulap pulpă, gambă (anat.) calm, senin linişte, calmitate operator cinematogra c comandant suprem a concura, a rivaliza canar sincer, onest, cinstit conservat canotaj pînză, canava; ţesătură canion a captura a avea grijă de a mîngîia, a dezmierda încărcătură colind (ă) vagon, trăsură desen animat a ciopli, a sculpta; a tăia a îndeplini a ajunge pe cineva din urmă ciment a sărbători sărbătoare, celebrare ceremonie, solemnitate provocare, chemare canal caritate tabelă, schemă, hartă marină a înşela, a păcăli, a amăgi a veri ca, a controla a se înregistra a achita cazarea la hotel în carouri vesel, bine dispus, voios a tăia bucăţi, a hăcui a boteza
голубцы шкаф икра (ноги) спокойный тишина, спокойствие кинооператор главнокомандующий соревновать(ся), конкурировать канарейка искренний, чистосердечный консервированный каноэ холст; канва каньон, глубокое ущелие захватить заботиться ласкать, гладить груз коляда, колядка вагон, карета мультфильм резать, вырезать выполнять, доводить до конца догнать цемент праздновать празднование обряд, церемония вызов канал, пролив милосердие, благотворительность схема, таблица, морская карта обманывать, мошенничать проверять регистрироваться выписаться (из гостиницы) клетчатый веселый, бодрый рубить, нарезать крестить
christening nPH] (n) churchyard ['krPs ['tEF:tEjL:d] (n) cinema goer ['sPn mB 'gBMB] (n) clay house ['klN ,haMs] (n) clear [klPB] (adj)
botezare; cimitir, locbotez de veci amator de cinema casă de lut clar, luminos, senin
крещение кладбище, церковный двор кинолюбитель дом из глины ясный, светлый, чистый
bury ['berP] (v) bush [bME] (n) butcher ['bMtEB] (n) button ['bDtn] (n)
C
136
VOCABULARY uncţionar prieten apropiat cămară stîngaci, neîndemînatic antrenor rîşniţă de caea coşciug, sicriu cognitiv a cădea, a se prăbuși comunicare compartiment, cupeu milă, compasiune compoziţie (de ori) a înțelege obligatoriu calculator, computer casă de beton a conţine, a include întrecere, concurs plită de gătit a coordona cosmopolit bumbac, ţesătură de bumbac pereche, cuplu curaj curajos ciclu de (lecţii) leagăn meserie meseriaş crichet (sport) a critica a croşeta brînduşă, şoran (bot.) încovoiat, cocoşat, strîmb cioară a încorona cîrjă bucătărie (alimentaţie) cupă, ceaşcă creţ, ondulat curriculum, program de studiu a lipsi de la ore a croi
клерк, чиновник близкий друг кладовая неуклюжий, неловкий тренер кофемолка гроб познавательный свалиться от болезни связь, (со)общение купе жалость, сострадание композиция (цветная) понимать обязательный компьютер дом из железобетонных блоков содержать соревнование плита согласовать космополит хлопок пара храбрость, смелость смелый, отважный курс (лекций) колыбель ремесло мастер, ремесленник крикет критиковать вязать крючком шафран, крокус (бот.) изогнутый, сгорбленный, кривой ворона короновать костыль кухня (питание) кубок, чашка кудрявый, волнистый куррикулум, программа пропускать уроки вырезать, кроить
damage ['dImPdG] (v)
a vătăma
повреждать, ушибить
dea [def] (adj) deal with ['di:l wPC] (phr v) p. & p.p. dealt [delt] debate [dP'bNt] (v) decisive [dP'sQsPv] (adj)
surd a avea de a ace cu ceva/cineva
глухой, предназначать иметь дело с чем-л./кем-л.
a polemiza decisiv
обсуждать решающий
clerk [klL:k] (n) close riend [,klBMs 'frend] (n) closet ['klOzPt] (n) clumsy ['klDmzi] (adj) coach [kBMtE] (n) coffee grinder ['kAfi 'grQndB] (n) coffin ['kOfPn] (n) cognitive ['kAgnïtïv] (adj) to collapse [ká'lIps] (v) communication [kB,mju:nP'kNE n] (n) compartment [kBm'pL:tmBnt] (n) compassion [kBm'pIE n] (n) composition [,kOmpB'zPE n] (n) to comprehend [kàmprï'hBnd] (v) compulsory [kBm'pDls ri] (adj) computer [kBm'pju:tB] (n) concrete house ['kOHkri:t ,haMs] (n) contain [kBn'tNn] (v) contest ['kOntest] (n) cooker ['kMkB] (n) coordinate [kBM'A:dPnNt] (v) cosmopolitan [kOzmB'pOlPt n] (n) cotton ['kOtn] (n) couple ['kDpBl] (n) courage ['kDrPdG] (n) courageous [kB'rNdGBs] (adj) course [kA:s] (n) a course of cradle [krNdl] (n) craf [krL:ft] (n) crafsman ['krL:ftsmBn] (n) cricket ['krPkPt] (n) criticize ['krPtPsQz] (v) crochet ['krBMEN] (v) crocus ['krBMkBs] (n) crooked ['krMkPd] (adj) crow [krBM] (n) crown [kraMn] (v) crutch [krDtE] (n) cuisine [kwP’zi:n] (n) cup [kDp] (n) curly ['kF:li] (adj) curriculum [kB'rPkjulBm] (n) cut lessons [,kDt 'les nz] (v) cut out [kDt 'aMt] (phr v)
D
137
VOCABULARY deck [dek] (n) dedicate ['dedPkNt] (v) deep [dP:p] (adj) deeat [dP'fi:t] (v) de ciency [dP'fPE nsi] (n) delay [dP'lN] (v) delegate ['delPgNt] (v) deliberately [dP'lPb r tli] (adv) deliver [dP'lPvB] (v) depart [dP'pL:t] (v) departure [dP'pL:tEB] (n) deprived [dP'prQvd] (adj) design [dP'zQn] (v) destination [,destP'nNE n] (n) destroy [dP'strAP] (v) devotion [dï'vBuäBn] (n) dimple ['dïmpl] (n) disability [,disB'bPl ti] (n) disappear [,dPsB'pPB] (v) disappoint [,dPsB'pAPnt] (v) disgusting [,dPs'gDstPH] (adj) dish [dPE] (n) dismiss [dPs'mPs] (v) to display [dï'spleï] (v) device [dï'vais] (n) divide [dP'vQd] (v) doorknob ['dA:nOb] (n) dot [dOt] (n) double bed [,dDb l 'bed] (n) double-deck bed [,dDb l 'dek bed] (n) daMt doubt [[dBM]] (n) (n) dough dove [dDv] (n) to doze [dBuz] (v) dozen ['dãzn] (n) draughts [drL:fts] (n) drawer [drA:] (n) dubbing ['dDbPH] (n) dumb [dDm] (adj) durable ['djMBrBb l] (adj) dye [daP] (v) (n)
punte a dedica pround a învinge, a înrînge de cienţă a amîna, a întîrzia a delega, a încredinţa intenţionat, dinadins a urniza a pleca plecare lipsit de a proiecta; a destina destinaţie a distruge devotament gropiță (în obraz) incapacitate, neputinţă a dispărea a dezamăgi, a decepţiona desgustător, răspingător, scîrbos veselă, el de mîncare a concedia, a elibera a expune, a prezenta, a maniesta dispozitiv a împărţi mîner (la uşă) punct pat dublu pat în două nivele
палуба посвящать глубокий наносить поражение недостаток откладывать, опаздывать уполномачивать умышленно доставлять уезжать, уходить отправление лишенный проектировать место назначения разрушать преданность ямочка (на щеке) неспособность, нетрудоспособность исчезать разочаровать отвратительный посуда, блюдо увольнять, отпускать, освобождать показывать, выставлять прибор разделять дверная ручка точка двуспальная кровать двухярусная кровать
îndoială aluat porumbel a moțăi, a dormi ușor duzină, doisprezece joc de dame sertar dublare, dublaj mut durabil a vopsi, vopsea
сомнение тесто голубь дремать дюжина шашки выдвижной ящик дублирование (фильма) немой прочный красить, краска
vultur educator albuş de ou gălbenuş de ou cot a îmbrăţişa a broda empatie a angaja (personal, în serviciu)
орел воспитатель яичный белок яичный желток локоть обнимать вышивать сочувствие нанимать, предоставлять работу
E eagle ['i:gl] (n) educator ['edjMkNtB] (n) egg white ['eg wQt] (n) egg yolk ['eg jBMk] (n) elbow ['elbBM] (n) embrace [Pm'brNs] (v) embroider [Pm'brAPdB] (v) empathy ['empBéï] (n) employ [Pm'plAP] (v) 138
VOCABULARY angajat ocupaţie a da posibilitate de a a termina o partidă la egalitate a îndura, a răbda a angaja, a năimi, a logodi logodnă plăcut, rumos inormaţie, birou/ghişeu de inormaţie distracţie mediu ambiant ecuator a înzestra, a echipa, a utila utilaj a egaliza (un scor) execuţie a aştepta, a se aştepta a elimina, a exclude scump, costisitor cu experienţă; cali cat (tren) expres, rapid esență
служащий занятие давать возможность заканчивать вничью выносить, терпеть нанимать, обручиться помолвка приятный, доставляющий удовольствие справочная, справочное бюро развлечение окружающая среда экватор снаряжать, оборудовать оборудование равнять (счет) казнь ожидать, надеяться исключать дорогостоящий опытный, знающий скорый (поезд) экстракт, эссенция
to acilitate [fB'sïlïteït] (v) abric ['IbrPk] (n) ancy ['fInsï] (n) ame [Nm] (n)
a acilita, a înlesni ţesătură rumos glorie
облегчать ткань красивый известность, слава
asten ['fL:s at [fIt] (adj)n] (v) ather-in-law ['fL:CBrPnlA:] (n) ault [fA:lt] (n) avour, in avour o [Pn 'fNvBrBv] (phr) earless ['fïBlïs] (adj) eelings ['fi:lPHz] (n) encing ['fensiH] (n) erry ['feri] (n) ancé [,fPL:n'sN] (n) ancée [,fPL:n'sN] (n) bre [fQbB] (n) erce ['fïBs] (adj) re [QB] (v) st [fPst] (n) at [flIt] (adj) at ooted [,flIt 'fMtPd] (adj) eet [ P:t] (n) our ['flaMB] (n)
a încheia, gras, plin a xa socru greşală în avoarea neînricat sentimente scrimă eribot logodnic logodnică bră aspru a trage cu arma, a împuşca pumn plat, întins cu picior plat otă ăină
привязывать, прикреплять полный, упитанный свекор, тесть ошибка в пользу бесстрашный чувства, ощущения фехтование паром жених невеста волокно, ткань суровый стрелять, вести огонь кулак плоский, ровный плоскостопный флот мука
owerbed ['flauábed] (n) ocus ['fRkBs] (v) orearm ['fA:rL:m] (n) ore parent [fA: 'peBr nt] (n) oreigner ['fOrinB] (n)
strat/răzor de ori a concentra antebraţ strămoş, străbun străin
клумба сосредоточивать(ся) предплечье предок иностранец
employed [Pm'plAPd] (adj) employment [Pm'plAPmBnt] (n) to enable [ï'neïbl] (v) end in a draw (phr) endure [Pn'djMB] (v) engage [Pn'gNdG] (v) engagement [Pn'gNdGmBnt] (n) enjoyable [Pn'dGAPBb l] (adj) enquiry office [Pn'kwQBri 'Ofis] (n) entertainment [,entB'tNnmBnt] (n) environment [Pn'vQBr nmBnt] (n) equator [i'kwNtB] (n) equip [P'kwip] (v) equipment [ï'kwïpmBnt] (n) even ['i:v n] (v) execution [,eksP'kju:En] (n) expect [Pk'spekt] (v) expel [Pk'spel] (v) expensive [Pk'spensPv] (adj) experienced [Pk'spPBriBnst] (adj) express [Pk'spres] (n) extract (ood) ['ekstrIkt] (n)
F
139
VOCABULARY orgive [fB'gPv] (n) ormer ['fà:mB] (adj) resh [freE] (adj) riendless ['frendlPs] (adj) ry [frQ] (v) rying pan ['frQPH,pIn] (v) ull-time [,fMl'tQm] (adj) (adv)
a ierta ost, anterior, proaspăt ără prieteni a prăji tigaie zi de lucru deplină
прощать бывший, прежний свежий одинокий жарить сковорода полный рабочий день
a cîştiga
достигать, добиваться
mujdei îmbrăcăminte a garnisi, a împodobi intrare a strînge, a aduna studii medii
чесночный соус одежда украшать, отделывать ворота собирать, скоплять среднее образование
a (se) aduna, a (se) întruni a chicoti, a se hlizi culoare roșcată/brun roșcat n, nă naş naşi Vinerea Mare guvern graţios, elegant lipsit de graţie, stîngaci clasă absolvent, licenţiat
встречаться, собираться хихикать рыжеватый цвет (волос) крестник, крестница крестный отец крестные родители Святая Пятница перед Пасхой правительство грациозный, изящный некрасивый, непривлекательный класс выпускник
mormînt de carne, sos de riptură zeamă/suc a unge (cu grăsime) a se întrista grătar rochie (lungă, de seară) vinovat gimnaziu
могила (из сока жаркого), соус подливка смазывать огорчаться, горевать рашпер платье (вечернее) виновен гимназия
obişnuit, comun; curent ciocan a bate cuie handicap a înmîna rumos, chipeş port vîrtos, tare, dur harnic, muncitor, silitor dăunător, periculos sever mîndru, arogant şoim
привычный, обычный молоток забивать гвозди физический недостаток вручать красивый гавань, порт твердый, жесткий трудолюбивый вредный, опасный строгий гордый ястреб
G gain [gNn] (v) 'gL:lPk ,dGu:s garlic juice [ garment ['gL:mBnt] (n) ] (n) garnish ['gL:nPE] (v) gateway ['gNtwN] (n) gather ['gICB] (v) general education ['dGenBrBl ,edjM'kNE n] (n) get together ['get tB,geCB] (v) to giggle ['gïg(á)l] (v) ginger ['dæïndæB] (adj) godchild ['gOd,tEQld] (n) godather ['gOd ,fL:CB] (n) godparents ['gOd ,peBr nts] (n) Good Friday [,gMd 'frQdP] (n) government ['gDv nmBnt] (n) graceul ['grNsful] (adj) graceless ['grNslPs] (adj) grade [grNd] (n) (Am.) graduate ['grIdju t] (n) grave [grNv] gravy ['greïvï](n) (n) grease [gri:s] (v) grieve [gri:v] (about, at, for)(phr v) grill [grPl] (n) gown [gaMn] (n) guilty ['gPltP] (adj) gymnasium [dGPm'nNzPBm] (n)
H habitual [hB'bPtEuBl] (adj) hammer ['hImB] (n) hammer nails (v) handicap ['hIndPkIp] (n) hand in [,hInd'Pn] (phr v) handsome ['hInsBm] (adj) harbour ['hL:bB ] (n) hard [hL:d] (adj) hard-working ['hL:dwF:kPH] (adj) harmul ['hL:mfMl] (adj.) harsh [hL:E] (adj.) haughty ['hA:ti] (adj) hawk [hA:k] (n) r
140
VOCABULARY head-master [,hed'mL:stB] (n) head-mistress [,hed'mPstr s] (n) heater ['hi:tB] (n) heel [hi:l] (n) highland ['hQlBnd] (n) hockey stick ['hOkP ,stPk] (n) hoist [hàPst] (v) hold [hBMld] (v) home-made [,hBMm'mNd] (adj) honey-moon ['hDnimu:n] (n) honour ['OnB] (n) hooded ['hudPd] (adj) hook [hMk] (n) house, stone house ['stBMn ,haMs] (n) hub [hDb] (n) humour ['hju:mB] (n)
director de şcoală directoare de şcoală încălzitor, cămin călcîi, toc (la încălţăminte) regiune muntoasă crosă a ridica a ţine, a organiza de casă, lucrat/ăcut în casă lună de miere cinste, onoare cu glugă cîrlig casă de piatră g. centru umor
директор школы директрисса нагревательный прибор пятка, каблук горная местность клюшка поднимать проводить домашнего изготовления медовый месяц честь, почести с капюшоном крючок каменный дом центр деятельности юмор
expresie idiomatică, idiomă a ignora boală îmbunătăţire, perecţionare a include, a cuprinde arătător (deget), index harnic, silitor, vrednic ără rezultat, neeectiv a in uienţa ingredient, parte componentă a locui, a popula a moşteni a instala a integra, a alcătui, a constitui interpret, translator er de călcat călcat, călcare (cu erul) iresponsabil
идиома игнорировать болезнь улучшение, усовершенствование включать, заключать указательный палец трудолюбивый, усердный безрезультатный влиять ингредиент, составная часть населять (у)наследовать устанавливать составлять целое переводчик (устный) утюг, железо глаженье, утюжка безответственный
a alerga încet bine dispus, vesel vesel, voiois jubilare jubileu suculent a justi ca, a motiva
бегать трусцой веселый, радостный веселый, радостный празднование юбилей сочный оправдывать
a lovi cu piciorul genunchi
ударять ногой колено
I idiom ['PdPBm] (n) to ignore [ï'gnà:] (v) illness ['Pln s] (n) improvement [Pm'pru:vmBnt] (n) include [Pn'klu:d] (v) index ['Pndeks] (n) industrious [Pn'dDstrPBs] (adj) ineffective [,PnP'fektPv] (adj) in uence ['PnfluBns] (v) ingredient [Pn'grP:dPBnt] (n) inhabit [Pn'hIbPt] (v) inherit [Pn'herPt] (v) install [Pn'stA:l] (v) integrate ['PntPgrNt] (v) interpreter [Pn'tF:prPtB] (n) iron ['QBn] (n) ironing ['QBnPH] (n) irresponsible [,PrP'spOns b l] (adj)
J jog [dGOg] (v) jolly ['dGOli] (adj) joyous ['dGAPBs] (adj) jubilation ['dGu:bP'lNE n] (n) jubilee ['dGu:bPli:] (n) juicy ['dGu:si] (adj) justiy ['dGDstPfQ] (v)
K kick [kPk] (v) knee [ni:] (n)
141
VOCABULARY andrele, ace de tricotat tricotaj articulaţie a degetelor
спицы для вязания трикотажные изделия сустав пальца
lace [lNs] (n) lack (o) [ 'lIk(BD)] (n) ladle [lNdl] (n) lamb [lIm] (n) lark [lL:k] (n)
dantelă; şiret lipsă (de) polonic, lingură mare miel, carne de miel ciocîrlie
кружево; шнурок недостаток (чего-либо) половник барашек/ягнёнок жаворонок
lasting ['lL:stPH] (adj) lasting riendship ['lL:stPH 'frendEPp] (n) lawn ['lA:n] (n) lawyer ['lA:jB] (n) lay the table ['lN CB 'tNbl] (phr) lend a hand ['lendB 'hInd] (phr) leprechaun ['leprB'kà:n] (n) liar ['lQB] (n) lie [lQ] (v) liking ['lQkPH] (n) lime [lQm] (n) linden ['lPndBn] (n) linen ['lPnPn] (n) liner ['lQnB] (n) little nger ['lPtl 'fPHgB] (n) live [lQv] (adj) (programme) loa [lBMf] (n) long-legged ['lAHlegd] (adj) look afer [lMk'L:ftB] (phr v) loose [lM:s] (adj.) lowland ['lBMlBnd] (n)
de durată lungă prietenie trainică (de durată)
длительный крепкая дружба
peluză avocat a pune masa, a aşterne masa a da o mînă de ajutor spiriduș (în olclorul irlandez) minciunos a minţi preerinţă 1. var; 2. tei (bot.); lămîie verde tei (bot.) pînză (de in); albituri, lenjerie navă, transatlantic degetul mic pe viu, în direct (emisiune) ranzelă, pîine (de anumită ormă) înalt, cu picioare lungi a avea grijă larg (haină) şes
газон, лужайка адвокат накрывать на стол помогать, протянуть руку помощи эльф обманщик обманывать симпатия 1. известь; 2. липа; разновидность лимона липа полотно, холст; белье пассажирский пароход или самолет мизинец (здесь) прямая трансляция буханка длинноногий присматривать, заботиться широкий (об одежде) низкая местность
knitting needles ['nPtPH 'ni:dlz] (n) knitwear ['nPtweB] (n) knuckle ['nDk l] (n)
L
M magpie ['mIgpQ] (n) coţoană maintain [men'tNn] (v) a menţine, a susţine, a întreţine make a lm ['mNkB'fPlm] (phr) a produce un lm manage ['mInPdG] (v) a conduce, a mînui, a dirija manuacture [,mInju'fIktEB] (v) a abrica, a conecţiona maple ['mNp l] (n) arţar marvelous ['mL:vBlBs] (adj) minunat, uimitor, extraordinar mastery ['mL:stBri] (n) perecţiune measure ['meGB] (n) măsură measurement ['meGBmBnt] (n) măsurare, măsură meet [mi:t] (v) a satisace membership ['membBEPp] (n) comunitate, societate, calitate de membru mental [mentl] (adj) mintal, intelectual middle- nger ['mPdlfPHgB] (n) deget mijlociu mind [mQnd] (v) a atent la, a nu uita miss the train ['mPs CB 'trNn] (phr) a întîrzia la tren 142
сорока поддерживать снимать фильм руководить, управлять производить, фабриковать клён удивительный, изумительный мастерство, совершенство мерка, мера измерение удовлетворять членство умственный средний палец помнить, заботиться опоздать на поезд
VOCABULARY soacră a modela alpinism muşchi carne de oaie
свекровь, теща моделировать альпинизм мышца баранина
nail [nNl] (n) narrow ['nIrBM] (adj) naval [nePv l] (adj)
unghie, cui îngust, limitat naval, de marină, marin
ноготь; гвоздь узкий, тесный морской, флотский
navigable ['nIvPgBb(n) l] (adj) network ['netwB:k] newsreel ['nju:zri:l] (n) nightingale ['nQtPHgNl] (n) noodles [nu:dlz] (n) nurse [nF:s] (n)
navigabil reţea jurnal de actualităţi privighetoare tăiţei soră medicală; dădacă
судоходный сеть хроника, киножурнал соловей лапша (домашняя) няня; мед. сестра
a bloca bilet pentru o călătorie a opta, a se decide pentru set de haine magazin de haine (urnizor) remarcabil cuptor
заграждать билет в одно направление решить(ся) на комплект одежды магазин готовой одежды известный печь
a păşi, a se plimba palmă zi incompletă de muncă a trece (clasa) perie de uns tava a bate uşor cu palma pe umăr cărare răbdare, îngăduinţă model tipar (pentru croit) a curăţa, a decoji persoană de o vîrstă permanent, stabil a răsăţa, a mîngîia, a dezmerda murătură, murături cinema pitoresc plăcintă, tartă a străpunge a îngrămădi, a aduna aţă de pernă compătimire, compasiune a împleti în cosiţe; a împleti
шагать ладонь неполный (рабочий день) переходить (класс) кисть для смазывания противней похлопывать кого-либо по плечу тропинка терпение образец, пример выкройки чистить, снимать кожицу ровестник постоянный ласкать соленье, соленья кино живописный пирог, пирожок пронзать складывать наволочка сострадание, сожаление заплетать; плести
mother-in-law ['mDCBrPnlA:] (n) mould [mBMld] (v) mountaineering [,maMnt 'nPBrPH] (n) muscle ['mDs l] (n) mutton [mãtn] (n)
N
O obstruct [Bb'strDkt] (v) one way ticket (n) opt or ['Opt fà:] (phr v) out t ['aMtfPt] (n) out tter ['aMtfPtB] (n) outstanding [aMt’stIndPH] (adj.) oven ['Dv n] (n)
P
pace [pNs] (v) palm [pL:m] (n) part-time [,pL:t 'tQm] (adj) pass on [pL:s 'On] (phr v) pastry brush ['pNstri 'brDE] (n) pat [pIt] (v) path [pL:J] (n) patience ['pNE ns] (n) pattern ['pItBn] (n) pattern pieces ['pItBn 'pi:sPz] (n) peel [pi:l] (v) peer [pPB] (n) permanent ['pF:mBnBnt] (adj) pet [pet] (v) pickle(s) ['pPk l(z)] (n) pictures ['pPktEBz] (n) picturesque [,pPktEB'resk] (adj) pie [pQ] (n) pierce [pPBs] (v) pile [pQl] (v) pillowcase ['pPlBMkNs] (n) pity ['pPti] (n) plait [plIt] (v)
143
VOCABULARY plumber ['plDmB] (n) pork [pA:k] (n) porthole ['pA:thBMl] (n) poster ['pBMstB] (n) poultry ['pBMltri] (n) pour [pA:] (v) to preheat [pri:'hi:t] (v) previous ['pri:viBs] (adj) print [prPnt] (v) printing ['prPntPH] (n) processing [prB'sesPH] (n) produce a lm (phr. v) [prB'dju:s B 'film] pro ciency [prB'fPE nsi] (n) promote [prB'mRt] (v) protect [prB'tekt] (v) provide [prB'vQd] (v) pull [pMl] (v) purchase ['pF:tE s] (v) purpose ['pF:pBs] (n) purposeul ['pF:pBsful] (adj) purposeless ['pF:pBslPs] push [pME] (v)
instalator (de apă şi canal) carne de porc erestruică (în avion, corabie) poster, a ş carne de pasăre, păsări domestice a turna, a vărsa a preîncălzi anterior, precedent a tipări tipar proces de prelucrare a ecraniza, a turna un lm
водопроводчик свинина иллюминатор плакат, объявление курица (мясо), домашняя птица лить, вливать подогревать предыдущий печатать печатание, тираж обработка (материала) поставить кинокартину
competenţă, experienţă a promova, a susţine a proteja, a apăra a asigura a trage a cumpăra, a căpăta scop avînd un scop, hotărît, intenţionat inutil a împinge
опытность, умение повышать, содействовать защищать обеспечивать тянуть покупать, приобрести намерение, цель целеустремленный, умышленный бесцельный, бесполезный толкать
prepeliţă a se certa
перепел ссориться
rachetă (de tenis) balustradă cantitate de precipitaţii pădure tropicală corb primire, recepţie reţetă a-şi aminti a recruta a reduce, a coborî arbitru a recăpăta, a recîştiga demn de încredere a se bizui a se bizui pe a aminti a înlocui, a schimba cu locul prezentare a cere, a solicita cerinţă, condiţie de bază a cerceta, a investiga a demisiona
ракетка (теннисная) перила, ограда кол-во осадков тропический лес ворон прием рецепт вспоминать, припоминать вербовать, набирать (в армию) понижать, уменьшать спортивный судья вновь приобрести, получить обратно надежный, прочный полагаться, доверять полагаться на, доверять кому-либо напоминать заменять отчет, доклад требовать, нуждаться требование, необходимое условие исследовать подать в отставку
Q quail [kwNl] (n) quarrel ['kwOrBl] (v)
R
racket ['rIkPt] (n) railing ['rNlPH] (n) rainall ['rNnfà:l] (n) rainorest ['rNnfàrPst] (n) raven ['rNvBn] (n) reception [rP'sepE n] (n) recipe ['res pP] (n) recollect [,rekB'lekt] (v) recruit [rP'kru:t] (v) reduce [rP'dju:s] (v) reeree [,refB'ri:] (n) regain ['rP'gNn] (v) reliable [rP'lQBb l] (adj) to rely [rP'lQ] (v) to rely on [rP'lQ On] (phr. v) remind [rP'mQnd] (v) replace [rP'plNs] (v) reporting [rP'pA:tPH] (n) require [rP'kwQB] (v) requirement [rP'kwQBmBnt] (n) research [rP'sF:tE] (v) resign [rP'zQn] (v) 144
VOCABULARY restrict [rP'strPkt] (v) return ticket [rï'tå:n] (n) reveal [rP'vi:l] (v) revive [rP'vaiv] (v) rim [rPm] (v) ring nger ['rPH,fPHgB] (n) ripe [rQp] (adj) roast [rBMst] (n) robin ['rObPn] (n) rock [rOk] (n) rough [rDf] (adj) rustle ['rDs l] (v)
a limita, a interzice bilet dus-întors a dezvălui, a descoperi a reînvia, a renaşte a înconjura deget inelar copt, matur riptură prihor, măcăleandru rocă, stîncă aspru, brutal a tremăta, a murmura
S sacri ce ['sIkrPfQs] (n) sacri ciu saety-belt ['sNfti belt] (n) centură de siguranţă sake [sNk], or the sake o (phr) de dragul salesman ['sNlzmBn] (n) vînzător schedule ['Eedju:l] (n) orar scientist ['sQBntPst] (n) savant scold [skBMld] (v) a mustra, a certa, a dojeni score [skA:] (v) scor, golaveraj; a marca score the victory ['skA: CB 'vPktBrP] (phr) a cîştiga scratch [skrItE] (v) a zgîria, a juli sculpt [skDlpt] (v) a sculpta sculpture ['skDlptEB] (n) sculptură second course [,sekBnd 'kA:s] (n) elul doi sel sh ['selfPE] (adj) egoist sensitive ['sens tPv] (adj) sensibil, rav sentence ['sentBns] (v) a condamna serve the ball ['sF:v CB 'bA:l] (phr) a servi mingea settlement ['setlmBnt] (n) stabilire (cu traiul) set up (records) [set 'Dp ('rekA:dz)] (phr v) a stabili (recorduri) sew [sBM] (v) a coase share [EeB] (v) a împărtăşi, a împărţi shif [EPft] (n) schimb shin [EPn] (n) uierul piciorului shoulder ['EBMldB] (n) umăr to ship [äip] (v) a transporta shipping ['äïpïç] (n) expediere, otă comercială showy ['EBMi] (adj) arătos, important sieve [sPv] (n) sită sif [sPft] (v) a cerne silk [sPlk] (n) mătase single ['sPHg l] (adj) singur; bilet pentru o (singură) călătorie sister-in law ['sPstBrPn,lA:] (n) cumnată skilul [s'kïlful] (adj) dibaci skilled [skPld] (adj) cali cat, priceput slender ['slendB] (adj) zvelt, suplu slice [slQs] (n) elie, bucată slight [slQt] (adj) zvelt, subţire slim [slPm] (adj) zvelt to slip ['slïp] (v) a aluneca slotted-spoon ['slOtPd ,spu:n] (n) spumieră
ограничивать, запрещать обратный билет открывать возрождать, оживлять окружать безымянный палец спелый, зрелый жаркое малиновка (птица) скала грубый, невежливый шелестеть, шуршать
жертва, жертвоприношение ремень безопасности ради продавец рассписание ученый бранить (ся) счет; открыть счет, забивать забить победный гол царапаться, чесаться ваять скульптура второе блюдо эгоист чувствительный приговаривать, осуждать подавать мяч поселение устанавливать (рекорды) шить, сшивать делиться, разделять рабочая смена голень плечо перевозить торговый флот эффективный, яркий сито просеивать шёлк одинокий; билет в один конец невестка искусный квалифицированный, искусный тонкий, стройный ломтик тонкий, хрупкий тонкий, стройный скользить шумовка 145
VOCABULARY smell [smel] (n) snack [snIk] (n) sneeze [sni:z] (v) snub [snDb] (adj) sof [sOft] (adj) sole [sBMl] (n) sorrow ['sOrBM] (n) sour [saMB] (adj) to sow [sBu] (v) sparrow ['spIrBM] (n) species ['spi:Ei:z] (n) spectrum ['spektrBm] (n)
miros gustare a strănuta (nas) cîrn moale talpă durere, regret, necaz acru a semăna vrabie specie, soi, rasă spectru
запах, обоняние закуска чихать курносый мягкий, нежный подошва печаль, горе, скорбь кислый сеять воробей вид, порода, разновидность спектр
speechless ['spi:tEl s] (adj) spice [spQs] (n) spouse [spaMz] (n) sprain [sprNn] (v) spinkle ['sprPHkBl] (v) sprint [sprPnt] (n) squeezer ['skwi:zB] (n) lemon squeezer (n) status ['stNtBs] (n) steak [stNk] (n) step [step] (v) step-mother ['stepmDCB] (n) stopover ['stOp,RvB] (n) stir [stF:] (v) stitch [stPtE] (n) (v) a storm o applause [B 'stA:m Bv B'plA:z] (n) stove; gas stove ['gIs ,stBMv] (n) straight [strNt] (adj)
mut, amuţit, uluit condiment soţ, soţie a scrinti, a luxa a stropi, a presăra sprint storcător storcător de lămîi statut (situaţie) bifec, cotlet, antricot a păşi mamă vitregă escală a amesteca tiv / a tivi urtună de aplauze
немой, безмолвный, онемевший специя, пряность супруг, супруга растянуть связки брызгать, посыпать спринт, бег на короткие дистанции выжималка выжималка для лимона статус (положение) бифштекс, кусок (мяса для поджаривания) шагать мачеха остоновка (в пути) размешивать шов / строчить взрыв аплодисментов
plită; aragaz drept, neted
плита; газовая плита прямой, неизогнутый
style [stQl] (v) sur ng ['sF:fPH] (n) surrender [sB'rendB] (v) surround [,sB'rLMnd] (v) swallow ['swOlBM] (n) swan [swOn] (n) to sweat [swet] (v) sweat shirt ['swet Eå:t] (n) ' sweeper ['swi:pB] (n) switch on [,swPtE 'On] (phr. v) switch off [,swPtE 'Of] (phr. v)
a aranja (părul) sur(ing) a capitula, a se da bătut a înconjura rîndunică lebădă a transpira sveter de bumbac măturător a aprinde, a da drumul a stinge, a opri
укладывать волосы серфинг сдавать(ся), капитулировать окружать, обступать ласточка лебедь потеть хлопковый свитер подметальщик включать выключать
aţă de masă veselă şi tacîmuri croitor a avea grijă de a decola, a-şi lua zborul vestă ără mîneci tapiserie, goblen corp didactic a necăji, a sîcîi metodă
скатерть посуда, вилки, ложки портной ухаживать за взлететь безрукавка затканная от руки материя, гобелен учительский коллектив дразнить, приставать метод/способ
T tablecloth ['tNbBlklOJ] (n) tableware ['tNb lweB] (n) tailor ['tNlB] (n) take care o [,tNk 'keBrBv] (phr v) take off [tNk 'Of] (phr v) tank top ['tIçk 'tàp] (n) tapestry ['tIpPstri] (n) teaching staff ['ti:tEPH stL:f] (n) tease [ti:z] (v) technique [tek'ni:k] (n) 146
VOCABULARY tender ['tendB] (adj) tendon ['tendBn] (n) thigh [JQ] (n) to thread a needle (phr. v) [tB 'Jred B 'ni:dl] thrilling ['JrPlPH] (adj) thumb [JDm] (n) thus [CDs] (adv) tight [taPt] (adj.) tinned [tPnd] (adj) tip [tPp] (n) tiptoe ['tPptBM] (v) toboggan [tB'bOgBn] (n) (v) toe [tBM] (n) touch [tDtE] (v) tournament ['tMBnBmBnt] (n) toy chest ['tAP ,tEest] trade [trNd] (n) traitor ['trNtB] (n) translator [trIns'lNtB, trInz-] (n) treasure ['treGB] (n) treat [tri:t] (v) triangular dumpling [trQ'IHgju:lB 'dDmplPH] (n) tri ing ['trQflPH] (adj) to trim ['trPm] (v) triplet ['trPpl t] (n) trouble ['trDb l] (n) to be in trouble (phr. v) true riend ['tru: ,frend] (n) trust [trDst] (n) trust in [trDst 'Pn] (phr v) tuner ['tju:nB] (n) tunic ['tju:nPk] (n) turn on [tB:n 'On] (phr v) turn off [tB:n 'Of] (phr v) twins [twPnz] (n) twist [twPst] (v) type [tQp] (v) typist ['tQpPst] (n)
gingaş, plăpînd, tandru tendon (anat.) coapsă, pulpă a băga aţă în ac
нежный, хрупкий сухожилие бедро продеть нитку в иголку
emoţionant degetul mare astel, aşa îngust (haină) conservat capăt a merge în vîrul picioarelor sanie; a se da cu sania deget de la picior a atinge competiţie sportivă, turnir ladă pentru jucării comerţ trădător traducător, translator comoară, avere a trata colţunaş
волнующий большой палец так, таким образом узкий (об одежде) консервированный конец ходить на цыпочках санки; кататься на санках палец ноги дотрагиваться турнир, спортивные состязания ящик для игрушек торговля предатель переводчик сокровище лечить вареник
neînsemnat, mărunt a tunde trigemeni necaz a avea un necaz prieten adevărat încredere a avea încredere reglare, acord, acordor tunică a porni, a aprinde (lumina) a opri, a stinge (lumina) gemeni a suci, a contorsiona a tipări dactilogra
пустячный, нестоящий стричь тройня горе, беда быть в беде настоящий друг доверие доверять настройщик, музыкант туника включать (свет), открывать (кран) выключать (свет), закрывать (кран) близнецы скручивать печатать на машинке машинистка
urît, neatrăgător şomer neprietenos, dezagreabil modern, la modă urbanizare
безобразный, неприятный безработный недружелюбный современный, новейший урбанизация
valoros, preţios privelişte, vedere; opinie spectator, privitor
ценный, дорогой вид; мнение зритель
U ugly ['Dgli] (adj) unemployed [,DnPm'plAPd] (adj) unriendly [Dn'frendli] (adj) up-to-date [,Dp tB 'dNt] (adj) urbanization ['B:bB ,nQzNEn] (n)
V
valuable ['vIljuBb l] (adj) view [vju:] (n) viewer ['vju:B] (n)
147
VOCABULARY oţet material didactic (auxiliar) proesional, de meserie
уксус наглядное пособие профессиональный
watch over [,wOtE 'BMvB] (phr v) water skiing ['wA:tB ,ski:PH] (n) wavy ['wNvi] (adj) weave [wi:v] (v) wedding ['wedPH] (n)
a proteja, a eri schi de apă ondulat a ţese, a croşeta, a împleti cununie, nuntă
охранять воднолыжный спорт волнистый ткать, плести венчание, свадьба
weight ['wNt,lPftPH] (n) whisk [lifing wPsk] (n) wide [wQd] (adj) widow ['wPdBM] (n) widower ['wPdBMB] (n) window box ['wPndBM bOks] (n) window sill ['wPndBM sPl] (n) wink [wPHk] (v) winner ['wPnB] (n) wood (house) [wud] (adj) wood carving ['kL:vPH] (n) woodland ['wMdlBnd] (n) wool [wMl] (n) work-out ['wå: k ,aut] (n) worry ['wDri] (v) wound [wu:nd] (v) wrestling ['reslPH] (n) wrist [rPst] (n)
haltere, ridicare de greutăţi tel larg, mare văduvă văduv jardinieră, ghiveci pervaz a clipi, a ace cuiva din ochi învingător, cîştigător de/din lemn sculptură în lemn ţinut împădurit; păduri lînă antrenament a se nelinişti, a-şi ace griji a răni lupte greco-romane/corp la corp încheietura mîinii
тяжелая сбивалкаатлетика, поднятие тяжести широкий вдова вдовец горшок для цветов подоконник моргать, подмигивать победитель деревянный резьба по дереву лесистая местность; лес шерсть, руно тренировка беспокоиться ранить спортивная борьба запястье
iahting, navigare, călătorie drojdie
парусный спорт дрожжи
vinegar ['vPnPgB] (n) visual aid [,vPGuBl 'Nd] (n) vocational [vBM'kNEBn l] (adj)
W
Y yachting ['jOtPH] (n) yeast [ji:st] (n)
148
