Think Students Book Level 3 Unit 7

March 22, 2019 | Author: Jerry Turner | Category: Linguistic Morphology, Linguistic Typology, Semiotics, Linguistics, Grammar
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this is a book to read and download and stuff like that...

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7 SAME? ALL THE

OBJECIVES alking abou permission; alking abou habis; inviaions  and be GRAMMAR: make / le  and allowed o; o; be / ge used o VOCABULARY: phrasal verbs (1); personaliy; phrases wih all  FUNCTIONS:

READING 1 Loo� at t�e ��otos. ��at ca� yo� see? Use t�ese wo��s to �e�� yo�. s�y��v��g |  ��g�y |  ��o���g

2 A�swe� t�e q�est�o�s. Do a�y o �e ��oos �a�e yo� �a�g�? ��y? 2 Do yo� ���� a�y o �e ��oos a�e s�a�ge? ��y? 3 Do yo� ���� �e ��oos �ave a�y���g �� co��o�? 1

3 Rea� t�e ��� s���a�y t�at yo�� teac�e� te��s yo� to �ea� (A o� B). A�swe� t�e q�est�o�s. 1 2 3 4 5

4

�o��� �� �a��s. Us��g �o� Us��g yo�� a�swe�s a�swe�s to Exe�c�se 3, te�� yo�� �a�t�e� a�o�t yo�� ���.

5

Now �ea� a�� ��ste� to �ot� s���a��es. A�swe� t�e q�est�o�s.

I� ��o��e�-so�v��g, � ca� �e �sef�� o ���� �ea��y ��ag��a�ve�y, �y��g o avo�� o�v�o�s o� sa��a�� ��eas. �e ca�� ��s ‘������g o�s��e �e �ox’. So�e��es ������g of ve�y ��ffe�e� �oss���e a�swe�s o a ��o��e� �e��s �s ��� �e �es so���o�. I �s�’ a q�es�o� of ��e���ge�ce, ��s of ������g f�ee�y a�� c�ea�ve�y. Te �o�e yo� �y �, �e eas�e� � �s.

6 Co���ete t�e ta��e w�t� as �a�y ��eas as yo� ca� t���� of. Q�est�o�s a�o�t t�e ���s 1

��y �oes B���y’s �a� ��s���e B���y �o��g �a��et �a� �et??

2

How co��� B���y’s �a� get �o�ey fo� B���y to go to �a��et sc�oo�?

SPEAKING

2.03

1 2 3 4 5 6

66

��o �s �e �a�� c�a�ace� �� �e ���? ��a �oes �e �a�� c�a�ace� �ea��y ���e �o��g? ��o �a�es ���gs ��ffic�� o� �e �a�� c�a�ace�? ��o (� a�yo�e) �e��s �e �a�� c�a�ace�? ��a �a��e�s a �e e��?

T�����g o�ts��e t�e �ox

��y �oes�’ B���y’s �a� wa� ��� o �o �a��e? ��e� �oes B���y’s �a� c�a�ge ��s ����? ��e�e �oes �e �o�ey co�e �o� o� B���y o go o Lo��o�? ��y �o�’ Jess’s �a�e�s �e �e� ��ay oo�a��? ��e� �oes Jess’s �a� c�a�ge ��s ����? ��a �oes Jess �o o sco�e �e w�����g goa�?

My ‘o�ts��e t�e �ox’ ��eas

He hates the colour white. He was once attacked by  a ballet balle t dancer.

7 How �a�y ‘o�ts��e t�e �ox’ a�swe�s ca� yo� t���� of fo� t�ese q�est�o�s? ��a we�g�s �o�e �a� � ��� �a� a yea� ago? 2 ��a a�e ���gs �o�ey ca�’ ��y? 3 ��a ca� yo� �o a sc�oo� �� �o a �o�e? 1

7 ALL THE SAME?

 A

Billy Elliot 

Billy Elliot is an 11-year-old boy who lives in the north of England. Billy’s mother is dead, and he lives with his father and his brother, who are both coal miners. Billy’s father makes him take up boxing, but he hates it. One day, at the sports centre, Billy sees a group of girls doing ballet lessons and joins the class. But he doesn’t tell his father, who believes that dancing is something that girls do, not boys. When Billy’s father �nds out about the ballet, he gets angry and he doesn’t let his son take any more lessons. But Billy carries on in secret because he loves it. Billy’s ballet teacher, Georgia, encourages him to take a test to go to the Royal Ballet School in London. When she tells Billy’s father, he says that Billy isn’t allowed to dance any more. But then, one day, he sees Billy dancing. He realises that his son is talented, that it’s his dream to go to the school in London and that he isn’t going to give up dancing. After that, Billy’s father does everything he can to help his son. He hasn’t got any money, but other people in the town get the money together and then he takes Billy to London for the entrance test. Finally, Billy is accepted at the school and after years of study, he ends up as a top professional ballet dancer.

B

Bend It Like Beckham

Jess Bhamra is the 18-year-old daughter of an Indian family in London. Jules Paxton is the same age and the daughter of an English family. Jess is crazy about football, but because she’s a girl, she isn’t allowed to play. Sometimes she plays in the park with some boys and one day, Jules, who also plays football, sees Jess playing. They get on really well and Jules invites Jess to try out for the local women’s football team, coached by Joe. When he sees how good Jess is, Joe puts her in the team. When Jess’s parents �nd out that she’s been playing football without their knowing, they make her stop. The team gets to an important �nal. Unfortunately, the �nal is on the same day as Jess’s sister’s wedding. Joe asks Mr Bhamra to let Jess play, but he refuses. Halfway through the wedding, Mr Bhamra lets Jess go. She rushes to the game. When she shows up, there are only thirty minutes left and her team are losing 1–0. Soon, the score is 1–1, and when there’s a free kick, Jess has to bend the ball around the other team’s players to score. She makes it, and the team wins. A university in California offers soccer scholarships to Jess and Jules. Jess �nally convinces her parents to let her go. Jess and Jules set off for America and, later, they send a team photo to their families back home.

SPEAKING �o�� �� �a��s. D�sc�ss t�ese q�est�o�s. I yo� �ave�’ see� �ese ���s, w��c� wo��� yo� ���e o see? I yo� �ave see� �e�, w��c� wo��� yo� �eco��e��? 2 Do yo� ��ow a�y o�e� ���s, �oo�s o� ��e so��es a�o� so�eo�e w�o ��ea�s a se�eoy�e? e�� yo�� �a��e�. 1

67

GRAMMAR �a�e / �et a�� �e a��owe� to

VOCABULARY P��asa� ve��s (1)

1 Co���ete t�ese se�te�ces f�o� t�e ��� s���a��es o� �age 67. Te� co���ete t�e ���e w�t� �a�e, �et  a�� �e a��owe� to.

1 Loo� at t�e ���e����e� ���asa� ve��s �� t�e ��� s���a��es o� �age 67. Matc� t�e� w�t� t�e �e���t�o�s.

1 2 3 4 5 6

B���y’s a�e� ��� a�e �� �ox��g. He ��s so� a�e a�y �o�e �esso�s. B���y �a�ce a�y �o�e. Beca�se s�e’s a g���, s�e ��ay. Tey �e� so�.  Joe as�s M� B�a��a o Jess ��ay.

1 2 3 4 5 6

RULE: �e ca� �se 1

 (so�eo�e �o so�et���g) a�� to ta�� a�o�t �e���ss�o�. 3 �e ca� �se  (so�eo�e �o so�et���g) to ta�� a�o�t fo�c��g so�eo�e to �o so�et���g t�at t�ey �o�’t �ea��y wa�t to �o. 2

2 Rew��te t�e se�te�ces. Use eac� of t�e t��ee st��ct��es at �east o�ce. 0

I �ave o s��y eve�y ��g�. Da� says so.

7 8

�eg�� a �o���ey o� ��� ��a��y �e �� a s��a�o� o� ��ace (afe� so�e ��e o� effo�) co����e, �o so� sa� �o��g (a� ac�v�y) ge ��o��a�o� o� �ea�� a�o� (so�e���g �ew) a���ve o� a��ea� a a ��ace (�s�a��y �ae o� ��ex�ece��y) so� (�o��g so�e���g) �ave a goo� �e�a�o�s���, �e ��e���y (w�� so�eo�e)

Te ve��s �� Exe�c�se 1 a�e exa���es o ���asa� ve��s. Tese a�e �s�a��y o��e� w�� a� o����a�y ve�� (o� exa���e, a�e) a�� a �a��c�e (o� exa���e, ��): a�e ��. oge�e�, �ey �ave a �a��c��a� �ea���g w��c� �s ofe� q��e ��ffe�e� �o� �e �ea���g o �e ve�� a�o�e. LOOK!

2 U��e����e t�e ���asa� ve��s �� t�e se�te�ces. I ca�’ co�e o��g� – I �ave o �oo� afe� �y ��t�e ��o�e� a �o�e. 2 Do yo� ��ow w�a ��e �e ��a�e a�es off o�o��ow? 3 I �a� �� �as ��g� – �y ��e��s ca�e �o��� a�� we wac�e� a ���. 4 S�e ���es o �a�g o� w�� �e� ��e��s a �e s�o����g ce��e. 1

Dad makes me study every night. 1

�e ca�’ ea oo� �� �e c�ass�oo�.

2

I ca� s�ee� �ae o� S���ays. My �a�e�s say so.

3 Co���ete t�e se�te�ces w�t� ���asa� ve��s f�o� Exe�c�ses 1 a�� 2. Use t�e co��ect fo��s of t�e ve��s. 1

3

�e �ave o �ea� a �oo� eve�y wee�. Te eac�e� says so.

4

I ca� ��se� o ��s�c �� �y �e��oo�.

5

�e ca� wea� o�� ow� c�o�es. Te sc�oo� says so.

6

�e ca�’ ��ay oo�a�� �� �e ga��e�. M�� says so.

7

I �o�’ �ave o go o �e� ea��y o� Sa���ay. My �a�e�s say so.

2 3 4 5 6 7 8

�o���oo� �age 6 4

��e� we go o� �o���ay, �y ��e�� �y �e �a���. I ����’ ���e Jac� w�e� I �e ���, �� �ow we’�e ��e��s a�� we �ea��y we��. S�e sa�� s�e’� �ee �e a s�x o’c�oc�, �� s�e ����’ ���� seve�. �o��� yo� ���e o o �y �o�se o��g�? I sa�e� �ea����g R�ss�a�, �� � was ve� y ��ffic��, so I afe� s�x �o��s. I �o�’ ��ow w�a �e� �a�e �s, �� I’� go��g o ! S�e ��� �e� oo, �� s�e ��ay��g ���� �e e�� o �e ga�e. I �ee� o �o �o�e exe�c�se, so I’� go��g o ������g a�� cyc���g. �o���oo� �age 66

68

7 ALL THE SAME?

LISTENING 1 ���te t�e wo��s ���e� t�e ��otos. ���c� co��t�y �o yo� assoc�ate w�t� t�ese t���gs? �ow��g |  s�s�� |  ���e�g�o��� |  ���o�o |  c�o�s�c�s

A

2 3

SPEAKING

B

C

��at ot�e� t���gs �o yo� assoc�ate w�t� t��s co��t�y? Co��a�e yo�� ��eas.

L�ste� to a s�ea�e� �esc�����g �e� t��� to Ja�a� to so�e st��e�ts. ���c� of t�e t���gs �� t�e ��otos �oes s�e �e�t�o�? 2.04

4

2.04

L�ste� aga��. Ma�� t�e se�te�ces  (t��e) o� F (fa�se).

Acco����g o �e s�ea�e�, … 1 �a�y E��o�ea� �eo��e ���� �e Ja�a�ese a�e ����e���y. 2  Ja�a�ese �eo��e a�e oo �o��e. 3 ��ses �� E�g�a�� �s�a��y a���ve o� ��e.

s�e �s�a��y eas w�� a ���e a�� o�� a �o�e. 5 s�e s��� �oes�’ ��ow �ow o �se c�o�s�c�s. 6 yo� �ee� a� o�e� ���� w�e� yo� go a��oa�. 7 eve�yo�e �� a co���y �s �e sa�e. 4

5 T��� of two �o�e q�est�o�s a�o�t Ja�a�. ��at �o yo� t���� t�e s�ea�e� ��g�t say?

GRAMMAR �e / get �se� to

Be �se� to �ee�s o a state – so�e���g �a �s �o��a� o� a����a�. Get �se� to �ee�s o a ��ocess – so�e���g ���s�a� �eco�es �o��a� o� a����a�. LOOK!

1 Co���ete t�ese se�te�ces f�o� t�e ��ste���g. Use t�e ���ases �� t�e ��st. Te� co���ete t�e ���e w�t� �����t�ve o� ge���� . a�e�’ �se� o | ’� �se� o go �se� o | ge �se� o I � ve�y eas��y. 2 I was �a�� o �a. 3 �e ��ses a���v��g o� ��e �e�e. 4 I ea��g w�� a ���e a�� o�� a �o�e. 1

2  João �s B�az���a�, ��t �e’s ��v��g �� Lo��o�. Co���ete t�e se�te�ces w�t� t�e wo��s. �affi c | coas a�� ����e�s | B���s� �o�ey s��s���e |  go��g |  �oo���g |  wea�e� s�ea���g |  wea���g | ��ffe�e� acce�s 0 1

RULE: �e / get �se� to  �s fo��owe� �y a �o�� o� �o�� ���ase, o� �y a ve�� �� t�e fo��. �e �se �e / get �se� to (�o��g) so�et���g to ta�� a�o�t ex�e��e�ce a�� �a��ts. Fo� exa���e:

I’m hungry. I ’m not used to eating so late. It was strange at �rst, but I got used to it.

2 3 4

 af�c  , �� I’� �o I’� �o� R�o, so I’� �se� o  tr  �se� o ��g� �eo�e I c�oss �e �oa�! I �ave�’ go �se� o �e ye. I �a��s a �o �e�e. I� B�az��, I was �se� o . I’s �a�� o ge �se� o a�� �e ! I’� �o �se� o so �a�y c�o�es. I’� �se� o �ow. B� �os s�o�s c�ose a 5.30. I’� �o �se� o �o�e so ea��y. I was �se� o E�g��s� �eo�e I a���ve�. B� I’�� �eve� ge �se� o a�� �e �e�e. �o���oo� �age 65

69

READING 1 Loo� at t�e ��otos a�� t�e t�t�e. ��at �o yo� t���� t�e a�t�c�e �s a�o�t? A wo �e� w�o ���� a ���so�

a �a� w�ose a�e� we� o ���so� a�� �eca�e ��es��e� C a ��e��s��� �ewee� a ���so�e� a�� a ���so� wa��e� D a ��e��s��� �ewee� wo ���so�e�s B

2 Rea� t�e a�t�c�e q��c��y. C�ec� yo�� a�swe� to Exe�c�se 1.

  de   nt and m  y  f at  he r  M  y  pr isone r ,  m  y  f ri e nd  , m  y  pr e si 

I

n 1978, Christo Brand joined the prison service. He was an 18-year-old white South African boy 1  . Now he was being sent to work as a warden in the famous prison on Robben Island. There, he was told, he was going to work with the biggest criminals in South A frican history, including political prisoners. Brand didn’t know very much about politics – he just knew that he was going to work with some dangerous people. And then he met prisoner 46664, a quiet 60 -year-old black

man who started to talk to Brand and ask him questions – questions about his family, his education, his plans for the future. Prisoner 46664 was Nelson Mandela, who would one day become the �rst black president of South Africa. ‘There was no colour barrier between us,’ said Brand, who later worked as a guide 2  . ‘Like me, Mandela came from a farm.  We understood that we shared the same sky and the same air.’ The two men got on well and became quite close, 3  . They had to keep their friendship secret and their conversations had to be short. Brand found that Mandela was a warm and thoughtful person, 4  . Mandela was also a generous man, and he never forgot his friend.  When he became president, he got Brand a job. One day, at a meeting of important politicians, Brand

3 Rea� t�e a�t�c�e aga�� a�� �atc� ���ases a–g w�t� s�aces 1–6. Te�e’s o�e ext�a ���ase w��c� �oes�’t �e�o�g �� t�e a�t�c�e. a � c � e f g

70

eve� a ��t�e s�y so�e��es w�e� �e �ea�� �e �ews w�o �a� g�ow� �� o� a a�� s�ow��g o���ss a�o��� Ro��e� Is�a�� �o���g o �eco�e ��s ��e�� T�s �e�so� was �y wa��e� a��o�g� ��s was�’ a��owe� �y �e ���so� a��o���es

was in the room and was putting documents on the table. When Mandela came in, he saw Brand, went to him and hugged him. Mandela looked at all the people in the room and said, ‘5  . This person was my friend.’ Brand says that he felt very proud at that moment. Nelson Mandela died in December 2013, aged 95. Like so many people around the world, Brand was very sad 6  . He said at the time, ‘Mandela was my prisoner, my friend, my president and my father.’

4 A�swe� t�e q�est�o�s. 1 2 3 4 5

��e�e ��� B�a�� s�e�� ��s c�����oo�? ��a ���� o ���so�e�s was B�a�� o�� �e was go��g o wo�� w��? ��a ��� B�a�� a�� Ma��e�a �ave �� co��o�? ��y ��� Ma��e�a a�� B�a�� �ave o �ee� �e�� ��e��s��� sec�e? ��a ��� Ma��e�a �o o� B�a�� w�e� �e �eca�e ��es��e�?

7 ALL THE SAME?

VOCABULARY Pe�so�a��ty

Ste�eoty�es

1 Rea� t�e se�te�ces a�o�t t�e ��ste���g o� �age 69 a�� t�e a�t�c�e o� �age 70. C��c�e t�e co��ect wo��s.

1

�o�� �� s�a�� g�o��s. D�sc�ss t�ese q�est�o�s. SPEAKING

So�e �eo��e �� E��o�e ���� �a �e Ja�a�ese a�e co�� a�� ��f��e���y  / ��ve�y a�� �o��e. 2 Te wo�a� w�o we� o Ja�a� �o�g� �e Ja�a�ese we�e se��s� a�� ���e / wa�� a�� ���� . 3 Te w��e� �esc���es Ma��e�a as a ��ve�y a�� se��s� /  ge�e�o�s a�� �o�g�t��  �a�. 1

stereotype: a �xed idea about what groups of people are like

1

2 Use a ��ct�o�a�y to c�ec� t�e �ea���g of a�y of t�e wo��s �� Exe�c�se 1 t�at yo� a�e ��s��e of. 3 ���c� a��ect�ves a�e �os�t�ve, �egat�ve a�� �e�t�a�? Ma�� t�e� +, – o� 0.

 Some people think the British aren’t very  friendly but that they’re very polite.

4 ���c� a��ect�ves �esc���e eac� �e�so�? Yo� ca� c�oose �o�e t�a� o�e fo� eac� �e�so�. 1

��y �o yo� ���� �eo��e �ave �ese ��eas? 3 Do yo� ���� �e�e �s a�y ��� �� �e se�eoy�es o yo�� co���y o� �eg�o�? 2

No, �’s ���e. Yo� ca�’ �se �.

2

I �o�’ wa� o go o �e �a�y, �a��s. I’� �o co�o�a��e w�� s�a�ge�s.

3

 Jac�’s �a� so�e �a� �ews. Le’s go a�� a�� o ���. Pe��a�s �e �ee�s a ��e��.

T��� a�o� yo�� ow� co���y, o� a �eg�o� o yo�� co���y. Do �eo��e �o� o�e� ��aces �ave �xe� ��eas a�o� �e �eo��e w�o ��ve �e�e?

2 So�e ste�eoty�es a�e a�o�t �at�o�a��t�es. ��at ot�e� g�o��s of �eo��e a�e t�e�e ste�eoty�es a�o�t? ���te a ��st. Te� co��a�e yo�� ��eas.

 people who live in small towns 4

Do�’ wo��y. Te�e’s a ��o��e�, �� eve�y���g’s go��g o �e a�� ��g�, OK?

5

Go away! I’� wo����g. I �o�’ wa� o a�� o yo� �ow.

5 Co���ete eac� �es�o�se w�t� a� a��ect�ve. Te�e �ay �e �o�e t�a� o�e �oss���e a�swe�. 1

A Hey, yo�! Ge o� o �y way! B ��a a �oy!

2

A Te c�����e� a�e�’ ��e� a a��. B Yes, �ey’�e ve�y o��g�. A Le’s a�� go a�� �ave a �a����ge�. I’�� �ay. B �ow! Ta’s ve�y o yo�.

4

A He a�ways says ‘��ease’ a�� ‘�a�� yo�’. B Yes, �e’s ve�y .

5

A S�e �eve� �a�g�s o� c��es o� a�y���g. B I ��ow. S�e’s a �� so�e��es.

���te a� a�t�c�e (80–120 wo��s) fo� a sc�oo� �agaz��e a�o�t a �at�o�a� ste�eoty�e. T��� a�o�t: a c����e �a so�e �eo��e �� yo�� co���y see as a se�eoy�e.

In Britain, a lot of people think that  Americans talk very loudly, only eat fast  food and wear colourful clothes. ●

I know someone who I think is rude because  he/she never says hello at the bus stop. SPEAKING

w�y yo� ���� �e se�eoy�e ex�ss.

I think it’s because some American  tourists in Britain are a bit like that  sometimes, and in some �lms too.

A Ma��y a�ways ����s a�o� o�e� �eo��e. B Yes, s�e’s a �ea��y �e�so�.

6 ���te fo�� se�te�ces a�o�t �eo��e yo� ��ow. (Yo� �o�’t �ee� to �se t�e�� �a�es!) Use a��ect�ves f�o� Exe�c�se 1 a�� g�ve �easo�s.

7

�RITING A� a�t�c�e a�o�t ste�eoty�es



3

6

3 I� yo�� g�o��s, ��sc�ss ste�eoty�es t�at yo� t���� �eo��e �ave a�o�t tee�age�s.



w�y ��s se�eoy�e �s w�o�g.

My friend went to the USA last year.  She said she ate excellent food and the  Americans she met were quiet and  stylishly dressed! 

Co��a�e yo�� se�te�ces w�t� t�e c�ass. �o���oo� �age 66

71

PHOTOSTORY: e��so�e 3 1 Loo� at t�e ��otos a�� a�swe� t�e q�est�o�s.

�  Te �e�

��o a�e �ey a�� a����g a�o�? ��a �o yo� ���� F�o�a’s ��o��e� �s?

2

Now �ea� a�� ��ste� to t�e ��otosto�y. C�ec� yo�� a�swe�s. 2.05

Don’t look now, but Richie Ford’s sitt ing behi nd you. Let me guess: he’s doing something on his computer. JEFF Got it in one. LEO He spends all day on that thing. JEFF I know. Hasn’t he got a lif e? FLORA Pack it in, you two. You’re being mean. MIA  Yeah, and he can probably hear what you’re saying. JEFF No, it’s all right. He’s got his earphones in. He’s such a nerd. FLORA Oh, come on, Jeff. Tat isn’t nice. JEFF I didn’t say there’s anything wrong with being a nerd. MIA No, but that’s what you meant. JEFF No, it isn’t. FLORA Ten why use that word? MIA Just because he’s into computers and he wears glasses, it doesn’t mean he’s a nerd. LEO I’m with you on this one, Jeff. MIA  What does that mean exactly? LEO Don’t get me wrong. I’ve got nothing against nerds.  After all, my brother’s one! But Richie Ford is most de�nitely a nerd. JEFF  Yeah, all we’re saying is that he should get off the computer now and then and actually meet some people. FLORA  And how do you know he hasn’t got lots of friends? JEFF  Well, yes, OK – for all I know he’s got loads of friends somewhere. But he’s always on his own at school. LEO Tat isn’t true at all. He’s got his best friend: his computer. FLORA Sometimes I just don’t know why I’m friends with  you two. MIA Boys. Tey’re all the same. JEFF LEO

1

Sorry, Flora, I can’t help you with this one. Error code 324, you say? I’ve never even heard of that one before. FLORA Oh, no, Leo. You were my only hope. Ugh, this computer! LEO Now, if you were friends with Richie Ford, of course … FLORA Stop that. It isn’t funny. And anyway, if you knew as much as him, then maybe you would  be able to help. LEO  Yeah, good point. I’ll shut up. FLORA So what am I going to do about my computer? LEO ake it in and have it �xed, I suppose. Tere’s that new computer shop down Brook Street. I hear they’re really good. FLORA  Yeah, I’ll have to take it in tomorrow. I’m so tired of all the problems I keep having with this computer. I want to get it �xed once and for all. Tanks for tr ying, anyway. LEO Don’t mention it. Hope they can �x it. LEO

2

72

7 ALL THE SAME?

DEVELOPING SPEAKING 3 �o�� �� �a��s. D�sc�ss w�at �a��e�s �ext �� t�e sto�y. ���te �ow� yo�� ��eas. 4

 WordWise

We think Flora asks Richie to �x her computer.

P��ases w�t� a�� 

�atc� a�� ��� o�t �ow t�e sto�y co�t���es.

1 Co���ete t�ese se�te�ces f�o� t�e ��otosto�y w�t� t�e ex��ess�o�s.

EP3

afe� a�� | a�� �ay | o�ce a�� o� a�� o� a�� I ��ow | a�� we’�e say��g | a�� �e sa�e

5 A�swe� t�e q�est�o�s. ��o … 1 �xes F�o�a’s co���e�? 2 ��v�es F�o�a o go c������g? 3 �ec��es �o o go c������g? 4 �s �ae o� �e ��s �esso�? 5 �s c������g �e wa�� w�e� �ey a���ve a �e s�o�s ce��e?

1 2 3 4 5

PHRASES FOR FLUENCY

6

1 F��� t�ese ex��ess�o�s �� t�e ��otosto�y. ��o says t�e�? How �o yo� say t�e� �� yo�� �a�g�age? 1 2 3 4 5 6

He s�e��s o� �a ���g. I’ve go �o���g aga��s �e��s. , �y ��o�e�’s o�e! Yea�, �s �a �e s�o��� ge off �e co���e� �ow a�� �e�. �e��, yes, OK – �e’s go �oa�s o ��e��s so�ew�e�e. Boys. Tey’�e . I wa� o ge � �xe� .

2 Re��ace t�e ���e����e� ���ases w�t� ex��ess�o�s f�o� Exe�c�se 1. 1

Go � �� o�e. Pac� � ��. I’� w�� yo� o� ��s o�e. Do�’ ge �e w�o�g. Goo� �o��. Do�’ �e��o� �.

2 3 4 5 6

2 Use t�e ex��ess�o�s �� Exe�c�se 1 to co���ete t�e co�ve�sat�o�.

He’s �e�e �o� �e �o����g o �e eve���g. I s���ose �’s �oss���e �a �e’s �ea��y ��ce. O co��se I ���e Ia��a� oo� – as a� exa���e o ��ove �y �o��, I ea ��zza, �o�’ I? Te �o�� we’�e �a���g �s �a �e’s a �� �azy. G���s a�e a�ways ���e ��s. I’ve so�ve� �e ��o��e� so � �eve� �a��e�s aga��.

�o���oo� �age 6 6

OM D�� yo� �se �y �a�o� w��o� as���g �e? MIKE No, I ����’. OM �e��, I ���� yo� ���. Da�, ca� yo� ��ease DAD OM DAD OM MIKE

DAD MIKE DAD OM DAD

e�� M��e o as� ��s? 1  . I wa� eve�yo�e �� �e ca� �� �ve ����es. ��e�e a�e we go��g? S�o����g? 2 ! Aga��?! Do we �ave o? 3  , o�. Ca�’ we say a �o�e? �e’�� o��y �oa� a�� �a�e ��e ��ffic�� o� yo� a�� M�� � we co�e. Ac�a��y, �a’s a 4  . 5 I �ea�,  . I �s�’ �a we �o�’ ���e �e��g w�� yo� a�� M�� … No, yo� wo ca� say �e���� a�� ��y �� �e �o�se. O�, g�ea. Ta��s, Da�! 6  . A�� �o �g���g!

FUNCTIONS I�v�tat�o�s 1 Co���ete t�e se�te�ces w�t� t�e wo��s �� t�e ��st. a�o� |  wo��� |  co�� |  �o�’ |  a�cy |  �ove |  co��se 1 2 3 4 5 6

2

��y yo� co�e a�o�g? How ����g��g so�e ��e��s a�o�g w�� yo�? Do yo� co���g a�o�g? Ta �e a�as�c. I’� o. Yes, o . I’s a g�ea ��ea. Yo�’�� �ave o �e o�.

ROLE PLAY

�o�� �� �a��s. St��e�t A: t��� to �age 127. St��e�t B: t��� to �age 128. P�o���c�at�o�

I�to�at�o� – ��v�t��g, acce�t��g a�� �ef�s��g ��v�tat�o�s Go to �age 121. 73

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