REPUBLIQUE ALGERIENNE DEMOCRATIQUE ET POPULAIRE

Ministère de 1’Education Nationale

My Book of English 6

9 af
k.E.S BEREKSI

Head of Project
Acknowledgements
The publisher wishes to thank the authors, representatives, executors
and publishers concerned for permission to reproduce copyright
extracts. Every effort has been made to contact the owners of
copyright material. It has not been possible to identify the sources of
all the material used and in such cases the publisher would welcome
information from copyright owners. The publisher apologises for any
omissions, and will be glad to rectify these when the title is reprinted
if details are sent.

“Three Hundred Easop’s Fables” (translated by G.F. Townsend); C B

Smith & R. Wardhaugh, Eds , Observations; Donn Byrne, Teaching
Writing Skills, Longman, 1991; James O’Driscoll, Britain, Oxford
University Press, 1996; John & Liz Soars, Headway, OUP, 1989;
L’Anglais au Brevet, Barat, France, 1987; L’Anglais au Brevet,
Delagrave, France, 1986; Lawrence Swinburne, Birds and Beasts,
Collier Macmillan, London, 1970; Lin Lougheed, The Great
Preposition Mystery, Collins, 1985; Louise Huston Massoud,
Preludes to Reading, English Language Programs Division, U.S.I.A
Washington. D.C.,1985

Quotation
“I learn and I forget,
I see and I remember,
I do and I understand.”
Confucius

TABLE OF CONTENTS
Acknowledgements 3
Syllabus 9af 6
To the Teacher 10
To the Student 18
How much do you remember? 21
UNIT ONE: Occupations 27
I Want to Be an Engine Driver 27
Questionnaire: Job Preferences 30
Hiring a New Employee 31
Survey: Who shares your tastes? 32
Listening Practice
33
Penfriend Service 34
The Living-Room Juggler 35
Proverbs 36
Telephone Conversation 37
Florinda and Yoringal 38
UNIT TWO: Sports 40
Hockey 40
Who Won the Game? 43
Debate: Which city will host the next Olympic Games? 43
Letter Writing 44
Can you help me? 45
Proverbs 45
Beauty and The Beast (1) 46
UNIT THREE: Moving Around 49
Travelling in Former Days 49
Look at the table and answer the questions 54
Where would you hear this? 55
Directions 55
A Motorist’s Confession 57
Act it out with a Friend 59
The Different Parts of a Letter 60
Proverbs 61
Puzzle: Wordsearch 62
Beauty and The Beast (2) 63
Private Study Section 1 65
UNIT FOUR: Everyday Life 67
Choosing a Birthday Present for Daddy 67
Mrs Arthur’s List 70
Food Names 72
Meals 73
Debate: for or against a big breakfast? 73
Recipes 74
Where would you hear this? 75
Reorder the different parts of this letter 76
The rich lady 76
Proverbs 76
 Questionnaire: How host are you / is your friend? 77
Whose Garden Was This? 78
Beauty and The Beast (3) 79
UNIT FIVE: Narratives 82
A Boring Story of a Bored Man 82
Sir Walter Raleigh and Tobacco 85
General Knowledge Quiz 89
The Million Dollar Reward 90
The Father and his Two Daughters 92
Still not perfect 95
Proverbs 95
UNIT SIX: Biographies 96
Elvis Presley 96
Thomas Elva Edison’s Biography (1847 - 1931) 97
Biography: Lady Diana 1961 – 1997 98
The Post Card 100
Not on my tummy! 101
Proverbs 101
The Seven League Boots (1) 103
Private Study Section 2 104
UNIT SEVEN: Science and Inventions 106
Reading a Scientific Diagram 106
The Bike 108
Satellites 110
Microbes 112
Who invented what and when?. 115
When did they first air? 116
Push the Magic Buttons 117
Greetings 119
Problem Solving 1: How mill they cross the river? 119
Proverbs 119
The Seven League Boots (2) 120
UNIT EIGHT: The English Speaking World 122
Britain 122
British Traditions 124
Inside Buckingham Palace 126
Ireland 130
American Mobility 134
Conversational Conventions 137
Problem Solving 2- His last will and testament 137
Proverbs 137
The Seven League Boots (3) 138
Private Study Section 3 141
Grammar 144
Unstressed and Stressed Forms 180
Proverbs 181
Keys 182
Irregular Verbs 189
Syllabus 9af
Objectives
By the end of the course, the students should be able to:
- analyse a passage and distinguish between facts and opinions
- debate and persuade someone to do / not to do something
- distinguish between and use sentence stress in a meaningful
- way expand a passage from notes
- express a personal opinion
- express conditions
- express regrets
- express wishes
- find equivalents of proverbs in own language
- paraphrase and express an idea in different ways
- plan future activities
- quote speech or / and report it
- re-tell an event, a story, a joke
- read a diagram
- spot and use cohesion and coherence in discourse
- spot mistakes and correct them
- translate idiomatic expressions and proverbs
- understand and use marked intonation
- use a dictionary
- use connectors to join sentences
- use social English
- write a biography
- write an informal letter

Topics
- Biographies
- Everyday Life
- Fairy tales
- Games and Quizzes
- Science
- Sports
- The English speaking world
- Thinking and talking about one’s future
- Traveling and moving around

Grammar
Lexis
- Synonyms
- Opposites
- Definitions
- Expansions : families of words ( colours, animals, etc..) roots and affixes.

Structure
 - If I had, I would
- If I had had, I would have
- If / Unless: If you don’t, you won’t / Unless you do, you won’t
- Reported Speech with Statements, Yes / No and Wh. Questions
and Imperatives
- Double Comparatives: the more, …the more…, more and more
- I’ve been a student for 9 years or since my sixth birthday
- Pronunciation of ‘s’ or ‘ed’
- Frequency adverbs: (always 100%> usually 70% > sometimes
50%> not often 30%> rarely 10%> never 0% of the time)
- Other possessive cases: the baker’s, it’s my uncle’s, St Paul’s
- Other modals: ought to, should, might, could
- Exclamation forms: How beautiful! It is so beautiful! What a
lovely child! I felt such joy!
- Too with adjectives and adverbs and Enough with adjectives,
adverbs and nouns
- Passive Voice
- I have it done
- I’ll have done
- I’d like you to come
- Tag Questions
- Used to.
- I wish you did. / I wish you didn’t
- I wish you had done. I wish you hadn’t done

Text Grammar
- Marked intonation: John bought a new car. (Jim? Sold? Old?
Bike?)
- Distinguishing between facts and opinion
- Maya true, false, probable and improbable

Activities
- BEF type activities with their standardized typical instructions
- Role play
- Intermediate Activities: Manipulation and Reproduction
- How would you express it in your native language?
- Questionnaires
- Surveys

BEF type activities and their standardised instructions

Comprehension
Format
How do you know it is a letter a poem, a recipe, a Newspaper article, a small
ad, etc.’?
How many paragraphs are there?
How many sentences are these?
How many questions / exclamations are them in the passage?
Are there any direct quotations in the Passage?
Is there a title?

Content
- What or who does this pronoun, etc refer to?
- Find a synonym / opposite to these words
- Match words and definitions
- Find words of the same family
- Comprehension questions with MCQ’s
- True! False! Not mentioned
- From this statement, make an inference that is
true, false, probable,
improbable
- In which paragraph is it mentioned that … ?
- Reorder the following sentences auto the passage.
- Is the passage about (a) (b) or (c)?
- Here are the answers. Write the questions.

Written
Mechanics
•Supply capitals and punctuation
•Provide the layout of this letter

Lexis
•Write the -ing, -er, -est, -ed, -s , etc form of the word
•Lexical expansion: Add more words to a list
•What nouns can be derived from these verbs?
•Pick out the irregular verbs

Syntax
 Make the questions that the underlined items answer
 Ask questions on the passage beginning with question words
 Complete sentence (b) so that it means the same as sentence (a)
 Tenses: Use the appropriate tense
 Express it is a different way: Paraphrase
 Match question / answer / situation
 Match question / rejoinder / situation
Discourse.
- Gap filling with more words provided than gaps
- Using appropriate connectors
- Spot, correct and rewrite
- Re-ordering sentences
- Spot the places of the words missed out and supply them
- Delete the extra words in a passage

Oral in writing
- Classify the words according to the stressed syllable
- Classify the words according to the number of their syllables
Circle the stressed syllable of the words
- Classify the ‘ed’ verbs in the appropriate column (t / d / id)
Classify the ‘s’ in the appropriate column (s / z / iz)

Written Expression
- Dialogue Completion
- Letter writing
- From prose to dialogue or vice versa
- From table to prose or vice versa
- Write a different ending to the passage
- Note expansion
- Write the passage from a different character’s point of view.
To the Teacher
Presentation of My Book of English 6
Leveling up: “How Much do you Remember:”
This section has become a standard in the series, and as its name implies. it is there to
help you do just that, namely, see how much your students actually remember from the
previous year or years. This is your chance to level up their knowledge. You can spend
up a couple of weeks doing the section, or better still, you may use it as a bank to draw
activities from for remedial work when the need is felt. You can do the activities orally, or
in writing, or orally first and then in writing. or orally now and in writing some time later
to consolidate and recycle further and give your pupils a sense of achievement.
Except for the “How much do you remember?” section, no units are devoted to revision.
The reason is that the material presented in the course book is recycled time and time
again. The same teaching point is presented in a different language skill, or in another
task, or at a higher level of difficulty, or in a wider context later in the course book. You
should however, if your pupils’ progress requires it, devote as many sessions as
necessary to review material through activities different from the original ones.

Units
There are eight units altogether in this book. A typical unit contains the following
parts:
A) A number of texts. Diagrams, tables, questionnaires to introduce the topic.
B) The explanation of a few difficult words in the passages.
C) Comprehension questions, mastery of language and written expression
activities related to the passages.
D) BEF type activities in the fields of mechanics, lexis, syntax and discourse.
E) A letter writing section or social English, i.e. what is said where and under
what circumstances.
F) The light side: jokes, humorous passages or problem solving activities.
G) Proverbs.
H) A reader: a fairy tale.
The different parts are not necessarily in the order listed above.

Activities
Activities are of all types. There is no slavish adherence to any school. Some of
them are truly communicative. others are more functional, others still good old
traditional grammar and translation.
Some activities are schoolish, for example answering Comprehension Questions
that involve reading the passage and the questions and writing the answers.
Such activities cannot be avoided because of our all-written formal examination
system. Learners however should also be given the chance to ask their mates or
their teacher comprehension questions, which they can do after reading the
passage and writing their questions in note form.
Apart from that, there are other activities that are more realistic and that
integrate the traditional skills in a more life-like way.
• In a Questionnaire. the same pupil reads, asks questions, listens to the
answers and writes them down. All four traditional skills are integrated in a
life-like realistic way.
 A Fairy Tale could be limited to reading the passage silently for one’s own
pleasure.
The number of activities varies from one unit to another. Sometimes two or more
activities can have the same final objective. They are here for you to choose the
most apt to meet your pupil’s needs and learning strategies, or to use for
consolidation purposes, or for remedial work, or for homework or to just leave
aside. There is no need for you to go slavishly through each and every activity of
the textbook. Your pupils will find it boring and de-motivating.
Encourage activities that require the collaboration of all participants,
(Questionnaires, Role-plays, Debates, Games). Allow the pupils to decide
amongst themselves who is going do what. Remember that your objective is to
help your pupils get along without you.

The light side: rhymes, songs, jokes and problem solving activities
It is possible and desirable to teach in a relaxed atmosphere conducive to free
expression. Pupils learn better when they are not formally learning things. The
activities in the textbook are as un-schoolish as we could make them in the
given circumstances.
Songs, games and rhymes are to be used extensively. Adapt your pupils’
favourite games and songs to the lesson’s aims and purposes. You should feel
free to change the lyrics of the songs to make them fit a specific situation.
When to teach them will remain your students’ decision and yours.

Tales and stories

Readers are very difficult to get your hands on. Tales and stories are in the
book to make up for the shortage of extra material in the market. They are here
for your pupils to read when they want to, if they want to, in their own free
time. You may encourage them to do so simply by being available if they need
your help, or by asking them to find out if the tales differ in any way from the
versions they are familiar with. But by no means should you force your pupils
to read them. Your pupils might wish to toll the story in clear or dramatise it,
or write a summary of it and pin it on the wall, etc.

Keys
Your job goes far beyond providing your students with a model answer for a
given activity, but rather that they master the actual process, and be capable of
re-using similar techniques and procedures to do any such activities on their
own later.
Remember that the process (which is your pupils’ invisible intake) is important,
sometimes as important as the actual end-product (which is your pupils’
visible, measurable output).
That is why some activities have keys. Your pupils feel reassured when they
can compare their own answers with those in the book and thus confirm their
guesses and attempts.

Grammar section
Refer individual pupils to the grammar section when necessary. It is not to be
used for the initial presentation of a grammar point when metalanguage should
be avoided. It is rather to be used for consolidation or remedial work. For
grammar activities, avoid the metalanguage of the type, “Turn into the passive
voice” or “Use the comparative of superiority”. Instead, or in addition, you
should always give your students a model to study and a pattern to follow.
The B.E.F. examination
Your pupils have a formal 100% written examination to take at the end of the
academic year. It is unfortunate that our testing system is not congruent with
our teaching system:
What is set but cannot be tested:
 oral skills
 group and pair work
 study skills
 psycho-motor and affective skills
What is not tested but should be:
 study skills: use of a dictionary
 neatness
 other types of activities to test the same skills (lexis, grammar,
discourse)
What should not be:
 vocabulary that has never been taught
 topics that are only remotely related to the syllabus
 Even if it is neither communicative nor task based, it is essential and
legitimate that you make your pupils familiar with the types of activities
they will be tested in . so that they are not lost on examination day.

Major principles on which My Book of English 6 is based

Learning through doing: a task based book
We aimed at making the book task based to give the learners a quick sense of
achievement, because we believe that children can learn better through thinking and
doing, and solving problems through specific tasks. Such un-schoolish tasks are easy to
monitor, easy to assess, motivating and more life-like.
Learners should do things with language and not simply internalise lexical items and
structures or functions without the chance of using them there and then. We do not
teach the language for its own sake.

Autonomy and flexibility of the teacher

We believe in learner-centred teaching and therefore you will find in My -Book of
English 6 semi-raw material to select from rather than perfectly graded ready to use
lessons. You alone can best decide what needs to be done, when, to whom and for how
long, if you are attentive to your pupils’ learning, and not exclusively to your own
teaching, if you are a teacher worth his salt capable of reading a syllabus and
adapting a textbook intelligently, catering for the learners’ interests, needs, varied
levels of ability and expectations.
You need to plan a yearly distribution of your work as well as unit plans and lesson
plans, because without planning you cannot know where you and your pupils stand.
But by no means should you feel obliged to follow your distribution slavishly. Your
pupils’ achievements and progress will impose the pace and the rhythm of your
teaching, not the other way round. Your pupils’ interests, needs and expectations will
impose the content of your lessons, not the textbook writers.

Revision and make up lessons

Neither will you find any revision (apart from the ‘How Much do you Remember?
section) or make up activities. It is because we believe that the textbook writers cannot
decide for you when your pupils need what kind of work, be it remedial or otherwise.
They are not provided for in the course book because
 the material is recycled throughout the textbook,
 make up lessons are imposed by the learning rhythm of your pupils,
 the duration of a unit depends on the learners speed of acquisition,
 the frequency and duration of revision and make up lessons depend on the
 learning rhythm of your pupils.

Communicative efficiency
Communication is verbal graphic or oral linguistic interchange that is
 meaningful: it has a communicative purpose,
 spontaneous: there is a desire to communicate, with little teacher intervention,
 appropriate: connected discourse, and not a string of disconnected utterances,
 grammatically acceptable: aim for content as well as form,
 reasonably fluent: not necessarily native like fluency,
 structurally /lexically unpredictable: the limit being the learners’ language stock and
not the day’s teaching points.
Communication is the ultimate objective of any language teaching-learning situation. It
remains however true that intermediate steps are necessary and useful, provided you
use them as intermediate steps and not as ends in themselves.
The different intermediate stages that pave the way to true authentic communication as
defined above are as follows in our traditional system of education:
a) The parrot stage: when the learners’ participation is limited to repeating their
teacher’s utterances. It is understood that it is absolutely vital that pupils repeat
utterances or respond to stimuli that they have understood.
b) The robot stage: when the learners respond to stimuli provided by their teachers.
Example: Teacher, “John is a good boy - bad”
Class, “John is a bad boy.”
Teacher, “nice”
Class, “John is a nice boy.”
Teacher, “Henry”
Class: “Henry is a nice boy.” etc.

c) The free practice stage: when pupils, either individually or in pairs, give their own
examples based on the pattern set by the teacher, or more probably
by the textbook writers. .
Example: Teacher. “I was reading a book when the lights went out.”
Pupil one, “My mother was cooking dinner when my father came.”
Teacher, “Good. Next?”
Pupil two, “My sister was doing her homework when my brother was
run out by a car.”
Teacher, “run over!”
Pupil two “My sister was doing her homework when my brother was
run over by a car.”
Teacher “Good. Next ?”
And so on and so forth. And all the teacher is interested in is the conformity of what
the pupils say with the pattern he had originally set.
Unlike true communication, in free practice, or pseudo communication, the utterances
are unrelated and constitute their one and only context. Pseudo-communication is
limited to one or two patterns, one or two functions.
 Can you imagine a physician saying to himself in the morning. “Today, I will
deal only with headaches. Tummy aches are for tomorrow; and common cold
for the day after.” Your aim has to be true communication, and you should
therefore encourage your students to use what little English they have leant to
communicate with you and amongst themselves.

Focus on the learners’ needs and expectations

Outside the too few weekly contact hours during the academic year, your pupils
will not be exposed to any English whatsoever, at least for the overwhelming
majority of them. Make sure therefore that those few hours are well spent.
The textbook writers expect you to be a teacher and not just a textbook user.
We expect you to be attentive to your pupils’ needs and expectations and to
centre your teaching on those needs and expectations. The textbook is not the
Holy Koran. Adapt it. supply individual learners with the words or expressions
they need for a specific occasion. e. g. a father’s occupation not mentioned in
the book, a different amenity, another pet, etc. Devise more of the activities and
tasks they enjoy. Expose them to as much English as possible, but do not
expect all of them to learn all of it. What is in the syllabus is the threshold level
that all your pupils must reach, it is what you teach formally and what all of
them have to learn. On the other hand, what you are free and even urged to
add, in response to local needs and individual demands, is up to you; it
constitutes a higher desirable level. It is what you expose your pupils to and
what some of them, although not all, may acquire. In formal tests however, you
must limit yourself to the threshold level.
Pedagogical hints
Adapting the textbook
In my own experience, over three decades now, no book, however rich, varied,
motivating, expertly written, artistically illustrated, scientifically graded, finely
printed, abundantly documented, no book written by man can appropriately
meet all our demands all the time. The only valid book is the books that the
teacher writes for each and every class, each and every level and every year. Any
other book, this one included, is like money, a good servant but a bad master,
and therefore the teacher worth his/her salt is bound to adapt the textbook
somehow.
You will feel the need to edit the texts. reorder the activities, devise more tasks,
provide inspiring W.A.R.M.U.P’s (1) and smooth transitions; in a nutshell, adapt
the book to the needs, interests and levels of proficiency of your students.

Individualising teaching
Your class is not a monolithic group: be versatile in your presentation, in your
consolidation, in your evaluation and adapt your teaching to their learning
styles.
Refer individual students to specific sections of the book where they could look
for the solution to their specific problems before they come to you.
Your objective is to make your students independent readers and users of
English. So, please do not spoonfeed them. Help them get along without you.
Let them learn bow to learn and be available when they need your guidance.
Help each student reach his or her full potential.
(1). Whet the Appetite, Raise Motivation, Unleash Processing.
When dealing with revision and make-up lessons in tutorials, keep in mind that
prevention is better than cure, and therefore make sure that what you teach at a given
time is actually learnt before moving on to something else. .
In spite of all your efforts however, individual differences are bound to appear.
You are urged to follow these recommendations:
 The earlier a problem is detected, the easier it is to cure: Remedy weaknesses as
soon as they are diagnosed to avoid discouragement and accumulation of
unlearning.
 Individualise remedial work during the tutorials in particular.
 Select activities from the book but use techniques, procedures and examples
different from those used in the original presentation.
 Have a make up session as frequently as necessary to avoid accumulation of
un-learning.
 Let the duration of the make-up phase be as long as required locally.

Realism: Encouraging true answers

My experience is that teachers are more interested in the conformity of what the
learners say with the day’s pattern or function than in what is actually said. Teachers
teach English, that is as a school subject, but when it comes to “true” communication,
e. g. small talk before the class or after the bell rings, or telling off a pupil, they revert to
the native tongue. You are to be interested in your pupils as human beings. Listen to
them and react to what they say, not only to how they say it.
You can and ought to make English a living language, a true means of communication,
and not just another, school subject. A question such as “What colour is this pen?” is
unrealistic and schoolish when everybody can see the object and its colour. If you want
to ask that question, hold the pen behind your back or have your pupils close their
eyes. If you want to teach them the word “yellow” for instance, instead of holding a pen
and asking “What colour is it?”; it would be more natural to say “What do you call this
colour in English?”
Accept short answers, even something as short as “Yes” or “No” in the early stages.
(although with “No”, it is more polite to say a bit more than a dry “No”). Above all, do
not insist on long answers and “full sentences” in which all your pupils actually do is
repeat part of the question. For example, in answer to “Where do your brothers and
sisters live?” - “In Annaba” is perfectly acceptable and certainly more realistic than “My
brothers and my sisters live in Annaba.”

Realism also concerns

 the integration of skills in a life-like way, in an authentic communicative act
(information and opinion gaps),
 and say, whether a passage is to be read silently (e.g. the timetable at a railway
station) or to be read aloud (e.g. the news oc the radio or television) or spoken (e.g.
a dialogue or a play) or told (e.g. a story or a riddle).

Fuller class participation

Pupils traditionally fall in three categories, which may be called the three V’s,
- V1 or the volunteers, the extrovert ones, always ready to raise their hands and shout;
• V2 or the victims, those you designate by name or place or clothes,
• V3 or the voiceless, those who are ignored, involuntarily perhaps, but ignored just
the same.
Always bear in mind that you are in charge of all three V’s, of all your pupils, of all
forty plus pupils in certain cases.
Here are a few hints to help you make all of your students
participate:
- shackle off routine, otherwise pupils get bored and will not follow,
- set realistic reachable objectives, do not teach above their heads,
- make sure instructions (yours as well as those in the book) are clear to one and all,
- allow adequate time: pupils should be allowed to work at their own pace,
- add an element of competition,
- teach by stealth: games, songs, riddles, savings. puzzles and the like,
- set a threshold level to be reached by all the pupils, quick and slow, then expand to
help all learners reach their full potentials,
- Rive the learners a sense of achievement, they should feel or consciously be made
aware of the fact that they can do something now they could not do some time
earlier.
- do not evaluate / correct too promptly, give other pupils a chance to air their views
and share their answers,
- be enthusiastic, sympathetic and positive; praise them for what they can do,
- communicate, encourage true genuine answers. unless it is some kind of Role Play
where they just “pretend”,
- use rough paper or slates for first attempts, especially when more than one correct
answer is possible
- use pair and group work because
o pupils can learn a lot from each other,
o shy pupils can perform better in a small group,
o more pupils are active at any given time.

Use of mother tongue

The exposure of your pupils to English is limited to what takes place during the English
classes, and it is therefore obvious that those few contact hours should be devoted to
nothing else but English.
There are times however when reference to your pupils’ native language is necessary and
even desirable. In the early), stages it will be almost impossible to explain the
instructions of an activity or the rules of a game economically and efficiently in English.
Rules should be established whereby only the teacher has the right to use a language
other than English during certain phases of the lesson, such as for example
• to explain the wording of a task,
• to express the objectives of a lesson,
• to introduce a new game ...
or whereby the pupils have the right to use a language other than English during
certain phases of the lesson, such as for example
• to observe and draw conclusions,
• to justify an answer,
• to find equivalents of idiomatic expressions or proverbs in their own language

More practical advice

- Pay attention to horizontal gradation: from observation and identification to
production via reproduction and manipulation: do not confuse the end and the
means and provide intermediate steps,
• Break up any task your pupils find difficult and provide easier intermediate
activities that pave the way to the original activity,
- Avoid meta-language; in any case always give an example of the pattern to follow.
- For BEF activities, stick to the standardised typical instructions for each activity,
- Do not limit your teaching-testing to BEF activities,
- Do not neglect questions related to the layout of the input and to connectors,
- Do not neglect oral activities simply because your pupils have a written
formal exam: skills do consolidate one another.

Dealing with unfamiliar words

Your objective is to make your students Independent readers and users of
English. So, please do not spoonfeed them.
Help them get along without you: be available when they need your guidance.
Urge your students to
 ignore unfamiliar words,
 be satisfied with approximation,
 guess the meaning of the key word from context,
 guess from roots and affixes,
 ask their friends,
 use a dictionary,
If everything fails, use
 pictures or realia,
 synonyms, opposites and definitions,
 gestures and facial ,
 expressions,
 illustrative sentences.
Above all remember to
• insist on ‘value’ (the meaning of the word in context) rather than on
‘signification’ (the dictionary meaning of the word).
• aim for discourse; do not miss the wood for the trees: the meaning of a
sentence is not the sum total of the words that make it up.
Final words
Break down the tasks
 When your pupils cannot do a specific task, break it up, i.e. devise
 intermediary tasks
 at the mental level: simplify the cognitive level: do not teach above their
heads.
 at the performance level: make a productive task receptive: change an
open-ended question into an MCQ,
 at the content level: simplify the content: make the long complex sentences
short and simple and change the lexis.
Be a good model
• Read the text expressively if it is primarily meant for the ears.
• Let not your own handwriting or pronunciation or use of the language be a
source of errors.
• Insist on the mechanics of writing: handwriting, punctuation, indentation, use
of capitals, layout.
STOP TEACHING - LET THEM LEARN
• Help learners anticipate from the linguistic and the non-linguistic features of
the input: lay out, colours, connotations, registers, intonation, etc.
• Encourage learners to swap their written production for peer-correction.
• Reserve enough time for your learners to re-read their written production
before they submit it to you.
• Encourage them to re-do their papers and accept for a second scoring.
GOOD LUCK
To the Student
Getting ready for the exam
This is your sixth year of English. By the end of the school-year, you will have to
take you first formal examination. It is an important event and you must start
getting ready for from the beginning of the year. Here area few words of advice
to
help you succeed.
Dealing with unfamiliar words
It is not necessary to understand every word to understand a text. Ignore the
unfamiliar word: it is probably not necessary to the understanding of the text as
whole. If it is a key word, it will certainly be repeated somewhere else; and if you
still have problems after reading the selection, read the text once more.
If you still have problems, try and follow these steps.
1. Guess from context.
2. Compare your guess with your friends’.
3. Use a dictionary.
4. Ask your teacher.
Your teacher will help you become an independent reader.
When doing your paper
1. Read all the paper: the text and all the questions. ?
2. Make sure you understand the instructions of all the activities.
3. Jot down your ideas as they come on rough paper: they might be useful
later.
4. Attempt all the questions.
5. Underline the parts of the passage that contain the answer.
6. Start with the easiest activities first.
7. Use clear, neat, legible handwriting.
8. Use short simple sentences.
9. If a question seems too easy, it is because it is easy: Don’t think there is a
trap.

Before handing in your paper

- Bear in mind that someone is going to read your paper: so present
something neat, legible, pleasant to look at.
- Always re-read it: pay special attention to grammar, spelling, punctuation.
capitalisation indentation of paragraphs, and layout.

When your paper is handed back to you

- Make a list of your mistakes and ask your teacher how you could avoid
them.
- Ask Your teacher if you could attempt the questions a second time.

Seize every occasion to better your English

- Ask questions in class
- Use the library
- Speak English with your intimate friends in the school’s English Club.
- Use the media: newspapers, television and radio.
- Have pen-friend, in your town, in Algeria and abroad.
 Private Study Section
There are three Private Study Sections in your book. They have keys at the end
of the book. Do the exercises without looking at the keys.
After you finish, you can look at the keys to give yourself a mark on the score
sheet.
The Score Sheet
For each activity, you indicate the page and tire number.
After you do the exercise, you indicate the date, the time taken in minutes, and
the score (out of 20) you give yourself.
After a few weeks, you do the same activity again, and in the column, “Second
Attempt”, you indicate the date, the time taken, and your score.
A few weeks later, you do the same activity once more, and in the column,
“Third Attempt”, you indicate the date the time taken, and your score.
This gives you an idea of your progress you are making.

Copy this form on your notebook and use it to indicate your progress
Activity First Attempt Second Attempt Third Attempt

Page Number Date Time Mark Date Time Mark Date Time Mark
taken taken taken

Final Words
Study regularly: Regular work is the key to success.
How much do you remember?
1. Add more words to each of these lists
1. red green
2. mouth foot
3. banana apple
4. kitchen toilets
5. rubber pencil
6. clever shy
7. Algeria England
8. trousers shirt
9. doctor engineer
10. tall fat

2. Make as many meaningful sentences as you can.

Example: take / book / from the desk
You say: John takes his book from the desk

Provide a subject for each activity.

A B C
to take soup with a knife.
to drink dinner in his hand.
to cut book with a napkin.
to hold coffee in the kitchen.
to o pour sugar with a spoon.
to cook his mouth into the glass.
to fill a cake in the coffee.
to lay the milk jug with milk.
to wipe milk from the desk.
to eat the meat on the table.

3. Observe and do: Form the substantive.

root: verb or adjective substantive
Example: to ray You say: prayer
Now you do the same.
1. to believe 5. hot
2. to sing 6. true
3. to draw 7. lazy
4. to drink 8. beautiful

4. Infer from the sentences: match A and B

A B
1. Ann’s been sunbathing. a) She’s furious.
2. She’s been shopping. b) She’s got paint in her hair.
3. She’s been working in the c) She’s crying.
garden.
4. She’s been reading for hours. d) Her back hurts.
5. She’s been watching a sad e) She hasn’t got any money left.
film.
6. She’s been waiting for hours. f) She’s a bit burnt.
7. She’s been doing the g) She’s soaking wet.
housework.
8. She’s been decorating the h) The house smells of onion and
kitchen. garlic
9. She’s been cooking. i) Her eves hurt.
10. She’s been bathing the j) Everything’s spotless.
children.

1 2 3 4 5 6 7 8 9 10

5. Match items from column A with items from column B.

A B
1) Can I have a book of stamps, a) Yes, of course. It’s on the
please? third floor.
2) We’d like 2 cheeseburgers and b) Do you want first class or
one big Mac, all with fries, second?
please?
3) Could you tell me where the c) I’ll check, but I think we only
shoe department is, please? have it for dry.
4) Have you got any Sunsilk d) Yes, that’s fine. I’ll give you a
shampoo for greasy hair? label for it.
5) Excuse me. Can you tell me e) Would you like anything to
where platform six is? drink with that?
6) I’d like a large brown sliced f) Here you are. We don’t charge
loaf, please for them
7) Can I take this bag as hand g) It’s over there. Come with me.
luggage? I’ll show you.
8) Could I have another plastic h) I’m afraid we only have white
baggy? left.
I’ve got so much to carry.

In C below, indicate where the conversation is taking place.

A 1 2 3 4 5 6 7 8
B
C

6. Say it differently: What I like is ...

 Example: I like being outdoors.
You say: What I like is being outdoors.

1. I like working with other people.

2. I like meeting people.
3. I like being in a group.
4. I like to travel abroad.
5. I like having responsibility.
6. I like having my own office.

7. Observe and do: Place of adverbs

Example 1: He does his homework (never)
You say : He never does his homework.

Example 2: I will do it (tomorrow)

You say : Tomorrow I will do it or I will do it tomorrow.

1. I have finished my homework (almost)

2. He knows his lessons (well)
3. I like English (very much)
4. He was walking in the corridor (silently)
5. Betty is not attentive (enough).
6. The holidays will be over (soon)
7. He repeated what you said (carefully)
8. He understood the lesson (hardly)
9. He came alone (yesterday)
10. It rains in the Sahara (rarely)
11. He loses (often)
12. You’ll do this exercise (easily)
13. He can speak English but he speaks Arabic (better)
14. The holidays will start (next week)

8. Adjective formation
Noun Adjective Noun Adjective
1. shame 6. faith
2. beauty 7. happiness
3. heaven 8. courage
4. literature 9. ride
5. life 10. ease

9. Complete sentence (b) so that it means the same as sentence(a).

1. (a) He said, “Will you please help me with my homework?”
(b) He asked me ...
2. (a) He said, “Go with your friends.”
(b) He told me ...
3. (a) He said, “How old are you?”
(b) He asked me ...
4. (a) He is repairing my car.
(b) My car ...
5. (a) John doesn’t speak; Russian, and Ann doesn’t speak Russian either.
(b) Neither ...
6. (a) If the weather isn’t nice, I won’t go to town.
(b) Unless ...
7. (a) He said to John, “Don’t shout!”
(b) He told ...
S. (a) Someone’s stolen my car.
(b) My car ...
9. (a) They did not reach any conclusion.
(b) No conclusion ...
10.(a) The donkey is an animal with long ears.
(b) The donkey ... animal.

10. Prepositions:
Answer the questions using the prepositions given.
1. When is your birthday? (on)
2. When is the summer in your country? (from . . . to)
3. What year were you born? (in)
4. What time does your English class begin? (at)
5. How long have you been learning English? (for)
6. When is the dry season in your country? (from until)
7. What time is your first meal of the day? (at)
8. How long do you sleep at night? (for)
9. How long have you been studying English? (since)
10. When do you have lunch? (at)
11. What is the work week in your country? (from . . . to)
12. What year did you begin school? (in)
13. When do you go to sleep? (at)
14. What month were you born? (in)
15. When did you start learning English? (ago)

11. Ask the questions that the underlined words answer.

1. A man who cannot speak is called a dumb man What do you call...?
 2. We cry when we are sad. ... cry?
3. They hit the ball with a stick. ... hit with?
4. I am listening to the teacher. Who(m) to?
5. John is looking for his satchel. . . . looking for . . .?
6. Father told me that story. . . . you that . . . ?
7. The girl’s name is Jane. . . . the girl’s . . . ?
8. They are sinning because they feel happy. . . . are they . . . ?
9. The children were laughing. Who was …?
10. The second syllable is stressed in this word. Which syllable …?

12. Express it differently: reported questions.

Example 1: What colour is his car?
You say: a. Do you know what colour his car is?
b. Can you tell me what colour his car is?
Example 2: a. Does he speak English?
b. Do you think he speaks English?
c. Do you know if he speaks English?
d. Can you tell me if he speaks English?

1. Does Mary come to class everyday?

2. Does she really need a new coat?
3. Has John asked too many questions?
4. How much money are you going to need?
5. How well does he speak English?
6. What time is it?
7. When was the school built?
8. How many brothers does she have?
9. Where will you spend your holidays?
10. Will he be accepted at the secondary school?
11. Why do you want to leave now?
12. Don’t listen to him.
13. Are there any more biscuits?
14. When can I see them?
15. When are the next holidays?
16. When is our exam?
17. Is our exam in May or June?
18. What shall we revise?
19. What is the pass mark?
20. Where did you spend your holidays?

13. What did he tell You / ask you?

Example 1:“Where did Bob go?

You say: He asked me where Bob went.
Example 2:“Are you tired?”
You say: He asked me if I was tired.

Example 3:“Go away.”

You say: He told me to go away.

Example 4:“Don’t shout.”

You say: He told me not to shout.

Example 5:“She is a good pianist.

You say: He told me that she was a good pianist.

1. “Is Jane coming?”

2. “Where does Mr Larson live?”

3. “I went to the movies.”

4. “When did you call?”

5. “How well can Betty speak French?”

6. “I’ve lived here all my life.”

7. “Who did you invite to the party?”

8. “Where are you going to spend your holidays?”

9. “Has Tom heard from his brother?”

10. “Was the museum open all day?”

11. “What are you doing?”

12. “When will Mrs Pool be back?”

13. “Was Rita at the party?”

14. “Have you recovered from your cold?”

15. “Why is Bob angry?”

16. “How much sugar do you use in your coffee?”

17. “How long did you stay at the beach?”

18. “Betty will be back in half an hour.”

19. “I am probably be late.”

20. “How did John like the play?”

21. “Stay with me.”

 I like speed and
I’m fond of
traveling.
22. “Bring your book.”

23. “Keep silent.”

24. “Don’t eat that cake.”

25. “Don’t open the window. It’s too cold.”

UNIT ONE: OCCUPATIONS

I Want to Be an Engine Driver

I want to- be an engine driver because I love trains. I like speed and I
am fond of traveling. Daddy, who is the station-master of the little town
where we live, thinks it is a very good idea. Mummy does not. She says I
shall make myself very dirty. And who is going to wash my clothes?
Herself, of course, and she will never be able to do it with all her other
work.
My sister Jane says that if I want to travel, I should become an
air-pilot, not an engine-driver. To which I answer that I prefer trains to
aeroplanes, and I do not have enough education to be an air-pilot. I am
not a good pupil in class and I could never pass the examination, but I
know I shall easily pass the test set by the railways.
One of the conditions to be an engine-driver is to have a good eye-sight, which I have, and a perfect
colour vision, which I also have. I never spoilt my eyes reading, not even my lessons, so there is
justification in being a bad pupil. Jane, my sister, who is always first of her class, wears glasses.
 A few words explained
eye-sight uncount. a child with good eye-sight can see very
noun well
speed count noun rapidity, quickness
spoilt irreg.. verb (to spoil): harm. hurt, damage, injure,
ruin
station-master count noun the man in charge of a railway station
to be fond of expression to like

Answer: the questions.

 What does the boy want to be in the future? Why?
 What is his father’s job?
 What is the most enjoyable part of that job?
 What is the least enjoyable part?
 What qualifications are necessary?
 What or who do the underlined words refer to?
 In the boy’s opinion, is it good or bad to be a bad pupil? Why?
Inter from the text.
The answers to the following questions are not given explicitly in the text.
You have to read between the lines to make inferences. Some inferences
are necessarily true, others less so (perhaps), others are necessarily
false.
Which questions can you answer with absolute certainty?
Which questions can you answer with some degree of certainty?
Which questions are impossible to answer? Why?

1. Are the boy’s parents alive?

2. Does his mother want him to be a pilot?
3. Does Jane read a lot?
4. Does the boy have any other sisters?
5. Does the boy wear glasses?
6. Does the wife like her husband’s job?
7. Which is older, the boy or the girl?
8. Is it harder to be a pilot or an engine driver?

MORE INFERENCES RELATED TO THE TO TEXT.

“Mummy does not.” (What is implied here? What is it that she
 does not do?)
 “with all her other work” (What other work is implied?)
“a perfect colour vision” (What for? What colours does he need to
 distinguish between?)
Give the past tenses of the following verbs.
want go like prefer
wear become say wash
pass make travel love
EXPAND YOUR VOCABULARY-: EXPRESSING LIKES.
I am fond of traveling. I am keen on traveling. I like traveling.
I enjoy traveling. I always feel like I love traveling.
traveling.

EXPAND YOUR VOCABULARY: THE SENSES.

If a eyesight is related to the eyes, what sense is related to the
nose? mouth and tongue? ear? hand and finger?

Classify these words according to the pronunciation or their final “s”.

trains thinks does says is clothes
airplanes railways works glasses eyes wears

/s/ /z/ /iz/

REWRITE THE -FOLLOWING PASSAGE USING “HE”

INSTEAD OF “I”,
I want to be an engine driver because I love trains. I like speed and I am fond
of traveling. Daddy, who is the stationmaster of the little town where we live,
thinks it is a very good idea. Mummy does not. She says I shall make myself
very dirty. And who is going to wash my clothes? Herself, of course, and she
will never be able to do it with all her other work.
My sister Jane says that if I want to travel I should become an airpilot, not an
engine driver.

Questionnaire: Job Preferences

DO ALL YOUR REQUIRE THE SAME QUALITIES OR

QUALIFICATIONS
Survey: Ask yon friends what they want in a job.
How important is it?
What? Extremely Very Quite Not very Not at all
Salary
Working conditions
Promotion
Traveling abroad
Meeting people
Helping people
Responsibility
A uniform
Authority
Hiring a New Employee
Quality Most Quite Less Least
important important important important
- honesty
- clarity
- energy
- frankness
- intelligence
- openness
- physical
attractiveness
Order the above qualities as you think best.
- Discuss your list with your friends.
CAN YOU AND YOUR FRIENDS AGREE ON THE TO THREE QUALITIES FOR:
1st quality 2nd quality 3rd quality
- a pilot?
- a teacher?
- an air stewardess?
- a secretary?
- a doctor?
- a policeman?
- a fireman?
- a pupil?
- a newscaster?

WHICH ADJECTIVES CAN BE DERIVED FROM THESE NOUNS?

noun adjective noun adjective
energy ability
openness help
honesty intelligence
beauty attractiveness
clarity sensitive
frankness courage
cleanliness madness
 OBSERVE AND DO: IF ... UNLESS ...
Read the sentences. Then construct two conditional sentences using “if “ and
“unless” as in the example. Use contractions whenever possible.
Example1: She is courageous. She can be a stewardess.
You say: a. If she is courageous, she can be a stewardess.
b. Unless she is courageous. she can’t be a stewardess.
Example2: It doesn’t rain. I’ll go out.
You say: a. If it doesn’t rain, I’ll go out.
b. Unless it rains. I’ll go out.

1. You study hard. You will get a scholarship.

2. We finish work early. We can play tennis.
3. They use high quality materials. They can build a good house.
4. He advertises in the newspaper. He will sell a lot of goods.
5. I’m not mistaken. That is certainly Mr Jones.
6. You think about it. You’ll make the right decision.
7. You tell me what you want. I can get it for you.
8. Mrs Jones comes to visit us. We’ll have a party.
9. You don’t keep your promises. You’ll lose your friends.
10. It’s very cold. We’ll probably have snow.

SURVEY: WHO SHARES DOUR TASTES?

Can you find in the list two or three things you are interested in?
Can you find two or three things that you are not interested in?
art - baby-sitting - cars - chess - collecting stamps - books -
cooking – TV - dancing - animals - drawing - driving - playing the
guitar - music - gardening - cinema - swimming - reading - sports -
swimming - theatre travel - dominoes - scrabble - horse riding -
learning foreign languages

USE EXPRESSIONS SUCH AS:

I quite like ... I’m not at all interested in ...
I’m bored by . . . I find ... very interesting.
I find ... quite boring. I don’t mind doing ....
I’ d rather do . . . than…. I like neither ... nor ...
I like ... but I prefer…. I like both ... and ...
Exchange lists with a friend Compare and report to the class.
USE EXPRESSIONS SUCH AS:
neither do also neither… nor either…or
but not so do both of us neither of us

Listening Practice
Did your teacher say “bin” or “bean”?
Listen to your teacher and tick the right box.

Note: Tick with a pencil, so that you can erase it easily when you have to do this activity again some
time later.
1. bin bean 26. is ease
2. hope hop 27. it eat
3. dip deep 28. live leave
4. sick thick 29. at ate
5. fills feels 30. eat heat
6. fit feet 31. sad said
7. woman women 32. ship sheep
8. must most 33. late later
9. hill heel 34. sin scene
10. cut cat 35. sit seat
11. low law 36. look luck
12. does dose 37. wit wheat
13. lip leap 38. this these
14. list least 39. did deed
15. whip weep 49. rich reach
16. ask asked 41. will wheel
17. no now 42. thin thing
18. three free 43. still steal
19. chip cheap 44. knit neat
20. with white 45. three tree
21. lift left 46. cup cap
22. slip sleep 47. park bark
23. lid lead 48. walk work
24. teach cheat 49. catch cash
25. rise raise 50. run ran
Pen friend Service
A pen- friend agency has sent you this form.
Cope it on your notebook and complete it with details about yourself.
PENFRIEND SERVICE
Office: 29, Bolsover Street, London W.1.
Please write legibly.
Items I - 6 should be completed in capital letters.
1. Name
2. Age
3. Sex
4. Nationality
5. Religion
6. Occupation
7. Education
8. How long have you been learning English?
9. Where did you learn it?
10. Have you ever visited England?
11. What are your interests and hobbies?
12. Why do you want a pen friend?
13. Do you want a male or a female
pen-friend?
14. Can you invite him or her to your house?
15. Give more details about the penfriend you
want.

Read your friend’s form and write a paragraph about him or her.
Then present your friend to the rest of the class.
The Living-Room Juggler .
It is shown in this dialogue how the living-room juggler may be
permanently cured of his card trick. The living-room juggler, having got
hold of the pack of cards at the end of the game of “belote “, wants to
show you one of his magic tricks .

• Have you ever seen any card tricks? Here’s a good one; pick a
card.
• Thank you. I don’t want a card.
• No, but just pick one, any one you like, and I’ll tell you which one you
pick.
• You’ll tell who? Me? But I already know.
• No, no; I mean, I’ll know which one it is, don’t you see? Go on now, pick
a card.
• Any card I like? An ace, a king, a nine? Anyone I like?
• Yes.
• Any colour at all? Red or black?
• Yes, yes.
• Any suit? Diamonds , hearts , spades or clubs ?
• Oh, yes; choose a card.
• Well, let me see, I’ll choose the ace of spades.
• No! I mean you are to pull a card out of the pack.
• Oh, to pull it out of the pack! Now I understand. Hand me the pack. All
right, I’ve got it.
• Dave you picked one?
• Yes, it’s the three of hearts. Did you know it?
• For God’s sake! Don’t tell me like that. You spoil the thing. Here, try
again. Pick a card.
• All right, I’ve got it.
• Put it back in the pack. Thanks. (Shuffle, shuffle, shuffle -flip!). There, is
that it? (triumphantly).
• I don’t know, I’ve lost sight of it.
• Lost sight of it! Good Lord! You have to look at it and see what it is.
• Oh, you want me to look at the front of it?
• Why, of course! Now then, pick a card.
• All right, I’ve picked it. Go ahead.
- (Shuffle, shuffle, shuffle -flip!) Say, damn you, did you put that card
back in the pack?
• Why, no. I kept it.
 - My God! Listen. Pick-a-card-just-one-look-at-it-see-what-it-is-then-put-
it-back. Do you understand?- Oh, perfectly. Only I don’t see how you’re
going to do it You must be awfully clever.- (Shuffle, shuffle, shuffle - flip)
There you are; that’s your card, now, isn’t it?
- (This is the supreme moment) No. That is not my card. (That’s a lie, but
Heaven will forgive you for it.)- Not that card!!! Say ? just hold on a
second. I can do this thing every time. I’ve done it on father, on mother,
and on everyone that’s ever come round our place. You’ll see this time.
Come on, pick a card. (Shuffle, shuffle, shuffle ?flip!) There, that’s your
card.-No. I am sorry. That is not my card. But won’t you try it again?
Please do. Perhaps you’re a little excited. Why don’t you go and sit
quietly by yourself on the back veranda for half an hour and then try?
You have to go home? Oh, I’m so sorry. It must be such an awfully
clever little trick. Good night.

A few words explained

spades count noun one of the four suits
awfully verb very, very much, a lot
excited past participle nervous, angry
Heaven proper noun Paradise, used to speak about God
juggler count noun a person who plays tricks with cards
pick verb choose
trick count noun a clever action that looks like magic

Can you perform the dialogue in class? Try it. It’s fun.
Proverbs
Join the two halves of the proverbs.
Discuss their meanings with your friends and with your teacher.
Find equivalents in your own language.
All ways is not gold.
All work and no lay lead to Rome.
Better late makes Jack a dull boy.
All is well than never.
All that glitters that ends well.
 Telephone Conversation

A: Hello, who’s speaking?

B: This is Watt
A: I’m sorry. What’s your name?
B: Yes, Watt’s my name.
A: Is this a joke? What’s your name?
B: John Watt,
A: John What?
B: Yes, Look, Who’s this? Are you
Jones?
A: No, I’m Knott
B: Why not ...
A: My name is Knott.
B: Not what?

Note: “Watt” sounds like “what” and “Knott” sounds like “not”.
Discuss with your friends.
1. Who is A in the dialogue?
2. What is B’s name?

With a friend, read the telephone conversation aloud.

Can you add a couple more lines?

Florinda and Yorinqal

Once upon a time, there was on old castle in the middle of a huge, dark
forest where an old woman lived all alone. She was a witch: during the
day she changed herself into a cat or an owl, and at night she turned back
 to a human being. She used magic to make rabbits and birds come to her.
Then she would boil or roast them for her dinner.
A powerful magic charm surrounded the castle. If a man approached
within a hundred steps, be would find himself incapable of moving. There,
he would be forced to stay, like a statue, until the witch decided to free
him. But if a young girl approached, the witch would change her into a
bird and lock her up in a cage. She had seven thousand cages in her
castle, each containing rare birds.
Near the forest lived a girl called Florinda. She was the most beautiful
girl in the world and she was engaged to a handsome young man named
Yoringal. They loved each other very much and were to marry soon.
One day they went for a walk in the forest.
“We must be careful not to go too close to the castle,” warned Yo as they
set off.
Late that afternoon a change seemed to fall on the forest. The sun still
shone between the thick, green trees, but the doves who lived there began
to sing a sad son; which made Ho cry.
Then both Flo and Yo began to cry. They felt miserable, as if they were
about to die, and it wasn’t long before they realised that they had lost
their way.
It was almost sunset. Flo looked through the bushes and saw that they
were very close to the castle walls. He trembled at the sight. Then, he
heard Ho singing before his very eyes.
Flo changed into a nightingale! Then an owl appeared and flew three
times around her crying, “Who-oo! Who-oo! Who-oo!”
Yo found that he could not move an inch. He stood like a statue, unable
to cry, speak or move his hands and feet.
Then the sun set. The owl flew into a bush and from its dark leaves
appeared an old hunch-backed woman, with big red eyes and a long,
crooked nose. She mumbled something, took the nightingale in her hand
and carried it away. Yo was helpless.

At first the young man was afraid that he would be a statue for ever, but
after a while the witch returned and began to chant in a sinister voice,
“When the moon shines on the cage, break the spell of this page.”
When Yo was free, he fell on his knees before the old witch and begged
her to give him back his Flo. She told him he would never see Flo again,
and disappeared.
“What is to become of me?” sighed Yo. He wandered all night until he
came to a village he had never visited before. There he worked as a
shepherd for many years. He often walked near the castle, careful not to
get too close.
Then one night he dreamed he found a red flower. In the middle of the
flower, there was a beautiful, big pearl. In his dream he picked the flower
 and took it to the castle. Everything he touched with that flower was freed
from the witch’s magic spell, including Flo.
When he awoke next morning, Yo began to search everywhere for that
flower. He searched for nine days, .and early on the ninth day he found it.
In the middle was a big dew drop, as shiny as the finest pearl.
Carefully he returned to the castle. This time the magic spell did not
affect him, he did not become a statue and he was able to walk right up to
the door. Yo was delighted. He touched the door with the flower and it
opened. He entered, crossed the courtyard, then stopped and listened.
There was such a twittering and cheeping coming from the tower that it
was not difficult for him to guess where the seven thousand birds were
imprisoned.
When the witch saw Yo, she fell into a great rage. She cursed and spat
poison at him, but she could not get nearer to him than two steps. He
ignored her and hurried towards the birds’ cages.
But, alas, how could he find his beloved Flo among the hundreds of
nightingales?
In the corner of his eye, Yo noticed that the witch had stolen a cage and
was trying to escape through the door. He leapt towards her and touched
the cage with his flower. The witch immediately lost all her powers and Flo
stood there, as beautiful as ever.
With a cry of joy, she flung her arms around his neck. Then together
they changed all the other birds back to young girls again and returned
home, where they married and lived happily ever after.

THE END

UNIT TWO: Sports

Hockey
_ _
 The players wear heavy clothes.

Hockey is a winter game. The playing “field” is ice. Two groups of six
players each hit a small flat object across the ice with their sticks. The
players wear heavy clothes.
Hockey is not a gentle game. It is fast and wild. Sometimes there are
fights between the players. There are three periods of twenty minutes
each. Every minute is full of action. It is not easy to make points in
hockey. Ten points is a very high score.
Many of the hockey players in the United States come from Canada.
French Canadian names are not unusual among US hockey players
 Are these statements true or false?
True False
1. Each period in the game lasts 20 minutes.
2. Each side has six players.
3. Man hockey players come from Canada.
4. The players hit a ball with their sticks.
5. Players sometimes fight.
6. Hockey players usually make a lot of points
7. There are ten players on the ice.
8. The wear light clothes.

Pair work: Practise asking and answering questions about the text.
Yes / No Questions: Do they play on a field? - No, they play on ice.
Wh-Questions : What do the players wear? -Heavy clothes.

Do your friends understand the text?

- Write one or two “Yes / No” questions for your friend to answer.
- Write one or two “Wh” questions for your friend to answer.
Infer from the text.
The answers to the following questions are not given explicitly in the text.
You have to read between the lines to make inferences. Some inferences
are necessarily true, others less so (perhaps), others are necessarily false.
Which questions can you answer with absolute certainty?
Which questions can you answer with some degree of certainty, and say if
they are probably true or probably false?
Which questions are impossible to answer, because you don’t have
enough information?

1. How old are the players?

2. Do all hockey players speak French?
3. Is hockey played in Canada?
3. Is hockey played when it is very cold?
4. Are there any women hockey players?
5. Do hockey players get hurt sometimes?
6. How long is a hockey game?
8. Do the players wear heavy clothes because of the cold?

Give the past tenses of the following verbs

is hit wear
are make come
 Classify these words according to the pronunciation of their final
‘s’.
groups players sticks
periods points names
fights minutes objects
/s/ /z/

Classify the following words according to the number of their

syllable
hockey winter two players object across
every sometimes come Canadian unusual gentle

1 syllable 2 syllables 3 syllables

Build a paragraph
Using the passage on hockey as a model, describe a game you know. You
can write about football for instance, or volley-ball, or tennis, or any other
game of your choice.
Here are some of the questions you need to answer:
Where is it played?
How, many players are there in each team?
How long is the game?
What do the players wear?
What is the, game like?
Where do the players come from?
What is a high score?
What qualities are required?

When you finish, present your paper to the class and be ready to answer
any extra questions they may wish to ask you.

Who won the game?

NATIONAL HOCKEY LEAGUE
Saturday results
Toronto 2 Buffalo 1
 Chicago 3 Montreal 3
Philadelphia 3 New York 1
St Louis 10 Atlanta 3
Sunday Results
Pittsburgh 2 Washington 1
Boston 4 Detroit 2
Vancouver 4 Los Angeles 3

Pair work: Answer your friend’s questions in less than 90 seconds.

1. Who played on Saturday?
2. Who played on Sunday?
3. Who won the game between Chicago and Montreal?
4. Did Boston lose?
5. Did Atlanta and St Louis draw?
6. Who lost to St Louis?
7. Who won the game between Pittsburgh and Washington?
8. Did Toronto beat Buffalo?
9. Did Vancouver play on Saturday?
10. When did Washington play?
Debate: Which city will host the next Olympic Games?
You are members of the committee that must decide which
city is to host the next Olympic Games. Competing for the
honour (and the money) are Algiers, London, Chicago, New
Delhi and Sydney.
Five groups representing the five cities will prepare their
arguments, i.e. why they think that their city should be selected
(sports facilities available, geographic, location, transportation,
facilities, hospitality of population, cost of living, etc.).
Each group will present the arguments to the rest of the class
who will take the final decision.

Letter Writing
The different parts
THE SIX PARTS OF A LETTER
 HEADING

INSIDE ADDRESS

SALUTATION

BOBY
OF
THE
LETTER

COMPLIMENTARY CLOSE

SIGNATURE

Can you help me?

“Please, Mister, will you ring that doorbell for me?”
The gentleman obliged with a big smile.
“Now, sonny, what else should I do?”
“Run like hell!”
----000000000000---
Note: The word Mister is normally followed by the name of the person you
are addressing. Only small children and uneducated adults call a
man “Mister!” like this. Normally, when you don’t use the name of
the person you are speaking to, you should say “Sir!”

A few words explained

like hell expression as fast as you can
obliged verb accepted to help
sonny count noun a nice way of saying “my son”
to ring irreg. verb press the bell button

Proverbs
Join the two halves of the proverbs.
Discuss their meanings with your friends and with your teacher.
Find equivalents in your own language.
No sweet is good news.
Practice like son.
Never put off till tomorrow makes perfect.
No news what you can do today.
Like father, without sweat.

Beauty. and The Beast (1)

Part One
Once upon a time, there was a rich merchant. He had six children -
three boys and three girls. His daughters were very beautiful. but the
youngest was admired the most. She was called Beauty, and that made
 her sisters very jealous. And she was also more intelligent than her
sisters.
One day. the merchant lost everything he owned, except for a little
cottage far away from the city. In tears, he told his children that they
would have to move to the cottage and that, from now on, they would
have to make a living by farming.
And so they moved into the cottage, and the merchant and his three
sons became farmers.
Each morning, Beauty woke up at four o’clock and hurried to clean the
house and made breakfast for the family. When she had finished the
housework, she spent her time reading or singing.
In contrast, her two sisters were always bored. They didn’t wake up
until ten o’clock in the morning; then they went for long walks and passed
their time talking about all the friends and beautiful clothes they had
before. They looked with disdain and jealousy on Beauty’s simple
pleasures. “Look at our youngest sister,” they said to each other, “she is
so stupid that she is happy in her misery.”
When they had been in the cottage for about a year, the merchant
received a letter telling him of a ship which would make him rich.
Quickly, he got ready to travel on the long journey to the sea.
The good news made the two elder sisters excited. When their father
was ready to leave, they danced around him and begged him to bring
them new dresses and all kinds of presents. Beauty, however, said
nothing.
“Don’t you want me to buy you anything?” asked her father.
“There is nothing I really need,” she said, “but, since you are so kind as
to ask me that question, would you please bring me a rose if you see one
on your travel? There are no roses in these parts and I truly miss them.”
And so their father left, but when he arrived at the port, he found that
the ship’s cargo was not important and he had to return home just as
poor as he had been before.
Sadly he started the long journey back, disappointed that he could not
even afford one present for his children.
He was only about thirty miles from home when disaster struck once
again. While riding through a vast forest, he missed his way and got lost.
It began to snow heavily and the wind became so strong that he was
twice thrown from the back of his horse.
When darkness came, he was sure he would die of hunger or cold, or that
he would be eaten by the wolves.
Suddenly he saw a light at the end of a long tree-lined path. It seemed
quite far away but he thought of a warm place and food, and that gave
him a little strength.
He walked towards the light and saw that it came from a brightly lit
place. Astonished, he passed through the gateway. The courtyard was
empty. His horse, which followed him, saw an empty stable and went
inside. The poor animal found some food and started to eat it while the
merchant walked to the house. But he found no one.
 He entered a large hall and found a fire blazing in the fireplace and a
table full of food, prepared just for one person. The merchant was soaking
wet because of the heavy rain, so he went to the fireplace to dry himself.
“The master of the house will forgive me for making myself at home,” he
thought, “he will probably arrive soon and I can explain.”
He waited for quite a long time, but when no one had arrived by eleven
o’clock, he could no longer resist his hunger and helped himself to a
chicken which he ate in two bites. Then he drank a couple of glasses of
wine, which made him very sleepy. He left the hall and passed through
several huge corridors, all magnificently decorated. At the end of one, he
found a bedroom in which there was a comfortable bed. Without thinking
further, he threw himself into it and fell fast asleep.
He did not wake up until ten o’clock the next morning. When he got up
and looked for his clothes, he was very surprised to find that they had
been replaced by brand-new ones.
After a magnificent breakfast, he went outside to find his horse. On the
way, he walked under an archway covered with roses. He remembered
Beauty’s request and picked a branch with several roses. Smiling, he said
to himself, “At least one of my dear children will have a gift.”
Suddenly, he heard a terrible noise and saw a beast coming towards
him. The monster was so terrible that the poor man almost fainted in
terror.
“You ungrateful wretch,” roared The Beast, “I saved your life by letting
you into my palace, and you reward me by stealing my roses which I love
more than anything in the world. Now you will die!”
The merchant fell to his knees and begged the monster not to harm him.
“Forgive me, Sir, I did not think you would be offended if I picked a rose for
one of my daughters who wanted one so badly.”
“Don’t call me Sir. I am known as The Beast!” answered the creature. I will
forgive you on condition that one of your daughters comes here willingly to die
in your place. If your daughters refuse to die for you, you must return to me in
three months and receive your punishment.”
The man had no intention to sacrifice one of his daughters to the evil monster.
but he said to himself, “At least, I will have the chance to embrace them one more
time before I die.” So he promised that he would return and, fetching his horse,
he left the palace:
A few hours later, the man arrived home tired and sad.
His children ran towards him with open arms, but the merchant looked at them
with tears in his eyes. In his hand, he had the branch of roses he brought for
Beauty.
He gave it to her and said, “Take these roses; your unhappy father is going to
pay a great price for them.” Then he told his family all about the worthless ship,
the magical palace and the misfortune that he fell in.
After hearing his story, his two older daughters started to cry but Beauty said,
“There is no need for our father to die. I will willingly offer myself to The Beast in
his place.”
“No. my sister,” said her three brothers, “we will track down the monster and
kill him first. Surely all three of us can defeat him.”
 “My children,” said the merchant, “The Beast is too powerful even for you.
Besides, The Beast saved my life, although he now intends to take it. I gave my
word; I am old and will not regret losing the last few years of my life. Thank you,
my dear children.”
“I assure you, my father, that you will not go to the palace without me,” said
Beauty. “You can’t stop me from following you. I would rather be eaten by that
monster than die of a broken heart from losing you.”
Her father and brothers begged her but there was nothing they could say to
make her change her mind.
The two elder daughters rubbed their eyes with an onion and pretended to cry
when Beauty left with her father. Her brothers and her father wept but Beauty
didn’t cry because she didn’t want to make her family more miserable.
They rode the horse-to the palace and, as darkness fell, they found it as brightly
lit as before.
The horse found shelter in the stable and the man entered the large hall with
his daughter, where they found a table magnificently laid out and set for two.
Beauty thought, “The Beast wants to fatten me up before he eats
me.”
END OF PART ONE (TO BE FOLLOWED)

UNIT THREE: Moving Around

Travelling in Former Days
 Journeys were different from what‘ they are today.
Long ago, when our ancestors wished to travel, they had to go on
foot, on horseback or by carriage. Journeys were very different from
what they are today. They were slower, for even the most rapid
horse-vehicles were less swift than the engines and motor-cars of our
times. But how, much more beautiful they were!
The traveller was then able to enjoy the view, instead of rushing
from one town to another, without being able to see anything, and
being blinded by dust and smoke. What a delightful sight that was:
the light coaches and slow and heavy wagons following each other on
the high-road, the horses’ bells jingling and the drivers cracking their
whips! And what memorable evenings you passed at the inn, with a
good dinner and a good fire before you!

A few words explained

ancestors count noun grandparents and great-grandparents
blinded past participle unable to see
coaches count nouns vehicles pulled by horses
delightful adjective beautiful
dust uncount. noun small powder-like particles of earth or
sand
glorious adjective magnificent
inn count noun a hotel and restaurant of the past
jingling participle present (to jingle) making a metallic sound
memorable adjective pleasant to remember
rushing present participle, hurrying, running
swift adjective quick, rapid, speedy
whip count noun a piece of leather fixed to a stick to hit
animals
Tick the appropriate box.
Are the statement true, false or not mentioned?
T F N
1. Five years ago, people had to travel on foot.
2. Journeys were more beautiful.
3. The travellers were rushing from one town to
another.
4. Horses had Jingling bells.
5. The carriage drivers cracked their whips.
6. Journeys were not quick.
7. People used to travel on foot or on horse back
8. Journeys were very interesting.
9. There were raid cars.
10. There was less pollution.
11. There was a good dinner and a good fire in every
house.
12. People used to be generous.

Who is this ‘you’ in the text?

“And what memorable evenings you passed at the inn.”

Write the questions to the following answers.

1. On foot or on horseback or by carriage.
2. Dust and smoke.
3. The bells of the horses.
4. Their whips.
5. At the inn.

Express it differently.
Example: Travelling by train does not cost much
You say: Travelling by train is cheap
Travelling by train is not expensive.

1. Travelling by train does not cost much.

2. This train travels at great speed.
3. This trip presents no danger.
4. There were many people at the inn.
5. The coach was a few minutes after time.
6. A good driver must pay much attention.
7. We must find a place where we can have lunch.
8. I like to go on horseback.
9. As he was late he could not catch the train.

Synonyms
Find in the text words, expressions or phrases that are closest in
meaning to the following:
 a) hoped b) trips c) view d) running
Opposites
Find in the text words, expressions or phrases that are opposite in
meaning to the following:
a) quicker b) awful c) everything
Classify the following words according to the pronunciation of
‘ed’
wished blinded succeeded passed traveled
/d/ /t/ /id/

Use the comparative or the superlative accordingly

Example 1: Journeys were / slow / what they are today.
You say: Journeys were slower than what they are today.
Example 2: The Thames is / long / river in England.
You say: The Thames is the longest river in England.
A table is heavy a chair.
Days are long in summer in winter.
I have little time you.
Jack lives far from school I do.
Journeys were picturesque the are today.
My English book is thin a dictionary.
The Thames is long river in England.
This book costs much £10.
This is expensive dress in the shop .
You must work well next year.
You will become bad pupil in this class.

Turn these sentences into exclamatory ones as in the examples.

Example I: It is a fast car.
You say: What a fast car it is!
Example 2: This car is fast.
You say: How fast this car is!

1. It was a delightful sight.

2. Journeys were very tiring.
3. They passed glorious evenings at the inn.
4. Journeys were very picturesque.
5. Travellers were tired at the end of the day.

Classify these words according to the pronunciation of their final

‘s’.
bells horses ancestors journeys
vehicles whips sights engines

/s/ /z/ /iz/

Compare a trains and coaches.

Write two or three sentences comparing trains and coaches
Coaches Trains
speed
cost
Pollution
beau
safety

Look at the example and do the same.

Example: Do people travel on horseback now?
You say: The don’t now, but the used to in olden days.
1. Do people travel on horseback now?
2. 2. Do they travel on foot?
3. Do they enjoy the scenery?
4. Do they talk with each other a lot?
5. Do they use candles at home?
6. Do they read a lot?

What do these streets make you think of? Match A and B.

A B
(1) Bond Street (a) Best doctors in London
(2) Broadway (b) Best tailors in London
(3) Fifth Avenue © Most expensive shops in London
(4) Harley Street (d) Best theatres in New York City
(5) Savile Row (e) Longest, most expensive street in NYC
(6) Fleet Street (f) Stock Exchange in New York City
(7) Wall Street (g) Newspapers and agencies in London
 1 2 3 4 5 6 7

Look at the table and answer the questions.

The Air Algérie 114 flight from Marseilles has just landed
Date Departur Arrival Flight Hotel
e
Monday New York Rio
Pan Am Hotel Rio
9/10 6:14 am 5:32 pm
201 12 blvd of the
Americas
Monday Rio Paris Vargis Hotel Mary
9/17 5:54 am 10:18 m 102 678 St Anne
Tuesday Paris Marseilles AIR FRANCE
Hotel Niva
9/18 2:30 pm 10:35 am 159 Quai des Anglais
Thursday Marseilles Algiers Air Algérie Hotel du Port
9/20 2:30 pm 5:56 pm 114 Sidi Fredj
Sunday Algiers Rome
Alitalia Transit Hotel
9/23 6:34 am 8:48 am 445
Sunday Rome Moscow Aeroflot lntourist Hotel
9/23 11:17 am 7:25 pm 570
 Friday Moscow Beijing Aeroflot Friendship Hotel
9/28 11:05 m 10:14 am 571

1. What day does the traveller leave for Rome?

2. What time does she arrive in Moscow?
3. Where is the Intourist Hotel?
4,. What time does she get to Rome?
5. Where will she stay in Marseilles?
6. What airline does she fly from Algiers to Rome?

Change the underlined words and ask your friends similar questions.
Example: What day does the traveller leave for Paris?

Where would you hear this?

Match the expressions with the places.
1. What would you like to start with? a. airoport
56 b. bank
3. Do you mind if I look round? c. car consumption
4. A hundred in fives and the rest in tens, lease. d. dinner table
5. Is it direct or do I have to change? e. hotel
6. Day return to London, lease. f. petrol station
7. Could you check the oil and the tyres? g. post office
8. Boarding at 3:15. Gate 6. h. railway station
9. What size are you? i. restaurant
10. Could you pass the salt? j. shop
11. How many kilometres does it do to the litre? k. shop (fitting room)
12. Double, with bath, lease. 1. train

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

Can you locate some other places in the same way as below?
• The library is on High St.
• The library is next to the police station.
• The library is behind the city hall.
• The library is opposite the bus station
• The library is between the police station and the travel agency.

Guide the tourists in Your town.

A group of tourists have just arrived in town. They want to go to different
places. Can you help them go from the bus station to:
• the city hall? - the police station?
• the post office? - the supermarket?

Example: From the bus station to the car park.

Go down 2nd Street past the police station and the city hall.
Turn right at Princess Rd- The car park is on your right, on the
corner of 1st St and Princess Rd.

Role play: Ask and give directions.

Read the short dialogue below with a friend of yours.
A: Excuse me. Could you tell me how I can go from the Bus Station
to the City Hall?
B: Yes. You go down 2nd Street, walk across High St, then you turn
left; it is opposite the fire-station. You can’t miss it.
 A few words explained

Following the pattern above, ask your friend how you can, go from one
place to another.
This is a note from Ann to her friend Liz.

D ear Liz,
My house is not far from the bus station. It is situated
on the corner of High Street and 2nd Street, just near
Betty’s house. I Live in front of the police station,
behind the fire station.
Ann.

Send a note to a friend in which you locate your house or your or

your father’s shop. Include a map of your area.

A Motorist’s Confession.
More than twenty years ago, after I had been driving a car for some
time, I decided to do no more driving, to the immense relief of my
family and friends. The fact is that I was a terribly bad driver. My
trouble is that the regular motion of a car, which sets all the
panorama flowing like a river, puts me into a state of false security.
I become inattentive, dreamy, lost in some reverie, until I am
suddenly wakened by shouts of drivers telling me that I am on the
wrong side of the road, or that I was turning right when I ought to be
turning left. I then decided that my nature did not permit me to be in
charge of a powerful, fast-moving vehicle.
No more driving for me. This hurts my masculine pride, of course,
but it is better that my pride should be hurt than other people’s legs,
arms, ribs and heads.
Now if I were the only bad driver in the country, all this would not be
worth mentioning. But it seems to me there are thousands of bad
drivers using our roads everyday. I think that all these people should
do like me and stop driving.

pride uncount. noun sense of dignity

relief uncount. noun feel glad that something bad did not
happen
reverie count noun dream
ribs count noun curved bones of the chest below the
neck
shouts count noun loud cries
to hurt verb damage, rain, wound
wakened past participle not be pemitted to sleep
worth expression Interesting
mentioning
Are these statements true (T), false (F) or not mentioned (N)
T F N
1. The man had driven for twenty years.
?. His family and friends were happy for him.
3. He was a good driver.
4. He suffered an injury.
5. He thinks a lot of people should not drive.
6. He was a menace to other people.

Comprehension questions on the passage

1. What did the man decide to do?
2. Was the man a danger on the road because he drove fast? If not,
what made him a bad driver?
3. Is he happy about his decision? Why?
3. How could the man’s masculine pride be hurt after he decided
to stop driving?

Test your culture and imagination.

1. What is the wrong side of the road in England?
2. What’s the right side of the road in England?
3. Suppose you were once in the man’s car. Relate some of the
incidents due to his absent-mindedness and reverie.

Opposites
Find in the text words, expressions or phrases that are opposite in
meaningto the following:
a) good b) rough, unsteady
c) right d) slow-moving
e) masculine f) threatened

Classify these words according to the pronunciation of their final

‘s’.
armsbridges buses cages drives facts
friends heads houses hurts legs puts
ribs seems sets shouts thousands years
/s/ /z/ /iz/

Complete with ‘for’, ‘since’ or ‘ago’.

1. I decided to stop driving twenty years ....
2. I had been driving .... over ten years.
3. I have not driven a car... 1985.
4. I have been doing a lot of sports ever ....
5. I feel tired. I have been working ... several hours.

Put the procedures in the correct order to get your car on the
road.
a) Accelerate gently. b) Flash the indicator.
c) Engage the first gear. d) Release the clutch-pedal.
e) Move off. f) Release the hand-brake.
g) Switch on the engine. h) Look in the mirror.
i) See that the gear lever is in j) Depress the clutch-pedal.
neutral position.
1 2 3 4 5 6 7 8 9 10

Put the right article (a, an, the) where necessary.

1) …. examiner was in …. bad mood from ….start.
2) ….examiners always try to demoralise ….candidates.
3) People say that ….women are worse drivers than ….men.
4) ….women drivers I know are ….better drivers than ….most
men.
5) ….woman who gave me ….lift….other day was ….excellent
driver.
6) ….people often say….rude things about ….women drivers.

Classify the following words according to the pronunciation of

led’.
Absent-minded decided fitted worked
menaced mentioned suffered wakened

/d/ /t/ /id/

Classify the words according to the number of their syllables.

twenty driving immense family terribly like
motion flowing security river landscape dreamy
sharply decided left nature powerful vehicle
 wrong masculine better suffer injury people
menaced country everyday smooth state false
1 syllable 2 syllables 3 syllables

Rewrite the following passage using “they” instead of “I”.

More than twenty years ago, after I had been driving a car
for some time, I made up my mind to the immense relief of my
family and friends, to do no more driving. The fact is, I was a
terribly bad driver. Therefore I decided that I was not fitted by
temperament to be in charge of a powerful, fast-moving vehicle. No
more driving for me. Now if I were the only bad driver in the
country, all this would not be worth mentioning. But it seems to
me there are thousands of bad drivers using our roads everyday.

Act, it out with a Friend.

You are sitting next to a stranger on a plane or a train or a
coach. The two of you start talking. Answer the other person’s
questions, give some information about yourself, and find out
about him or her.

Try to find two or three things that you have in common.

Make a few notes and report to the class.
12 OXFORD Street
LONDON, WCI,1LA
January 20th, 1999
Mr John Richardson
Manager
120 Coxford Street
London ECT TLU

The Different Parts of a Letter

Dear Mr Richardson

The body is the most important part of the letter.

It must be correct, complete and concise. HEADIN
The body of a letter may contain one paragraph or several. G
INSIDSE The paragraphs are separated by one extra line between
ADRESS then.

Your faithfully,

SALUTATION
Warren J. Worth
 BODY

COMPLEMENTARY
CLOSE

SIGNATURE

Proverbs
Join the two halves o, f the proverbs.
Discuss their meanings with your friends and with your
teacher.
Are there equivalents in your own language?
Birds of a feather before they hatch.
Hunger begins at home.
Don’t count your chickens flock together.
Charity in the same basket.
Don’t put all your eggs is the best sauce.

Puzzle: Word search

Can you find the simple past forms of the verbs listed below?
A S A N G O P E N E D E R
L P R O O N B U I L T K A
K E P T E O R O T V A N N
Q N W A S T O S U F U E I
M T J O I E U A Z G G W G
M E L F N D G I J Y H U A
E D C O A E H D S A T T V
T H O U G H T I T A X A E
E C S N E E Y D O T W S R
H I T D B L A Y O E E K E
A H E A R D O G D E N E W
D R E W R O T E F X T D L
 are begin build eat draw find

go write hold do open note

put have bring sit sand think

ask buy sell cost keep get

say hit is know meet lie

run see sing spend teach win

hear pay give

Beauty and The Beast (2)

PART TWO
After dinner they heard a great roaring. Beauty could hardly stop
herself from fainting in terror when she saw the horrible monster, but she
tried to control her fear and, when The Beast asked her if she had come of
her own choice, she told him with a trembling voice that she had.
“You are very kind,” said The Beast, “and I am very grateful that you
decided to come.”
He then turned to the man and said to him, “Say good-bye to your
daughter. You will leave here tomorrow morning and never come back.
Now, good night, Beauty!”
“Goodnight, The Beast,” she answered, and the monster disappeared.
That night, while she slept, Beauty dreamed of a fairy who told her, “I
like and admire your kind heart, Beauty. The good deed you have done
will be rewarded.”
 When Beauty woke up, she told her father of her dream. Although this
comforted him- a little, it did not stop him from weeping bitterly when he
had to leave his daughter.
When he had gone, Beauty decided to explore the palace. She was very
surprised when she came to a door with a sign that read,
“Beauty’s room “.
She opened it and was impressed by what she saw: a large library, a
piano, and several books about music.
On a shelf was a book inscribed in gold letters,
“Wish, command: here you are : the Queen and the Mistress.”
“Alas!” she sighed, “I only wish I could see my old father to know what
he is doing at this very moment.”
To her surprise, in the mirror, she saw a vision of her father arriving
home, looking very sad. Very quickly, the vision disappeared, but Beauty
was no longer afraid because she believed The Beast didn’t intend to eat
her after all.
At noon, she found the table set with food for her. During the meal,
she could hear beautiful music, although she never saw anyone playing.
In the afternoon, Beauty walked in the palace gardens. She felt quite
safe, but that evening, as she sat at the table, she heard the noise of The
Beast arriving and could not help trembling.
“Beauty, would you mind if I watch you have your dinner?” he asked.
 ”You are the master,” answered Beauty.
“Yes, but you are the only mistress here,” assured The Beast “You only
have to tell me if I bore you and I will leave at once. Tell me, don’t you
think I am very ugly?”
“I admit that is true because I can’t lie,” said Beauty “ but I think that you
are very kind.”
“But that doesn’t change my terrible ugliness,” said the monster. I
know very well that I am just a beast.”
“One is only a beast if one thinks it,” Beauty assured him kindly, “only
idiots are not aware of that.”
“Enjoy your meal, Beauty,” said the monster, “everything in this house
is yours, and I would be sad if you were unhappy.”
“You are very kind,” said Beauty, “and I appreciate your generosity.”
“Oh yes, Beauty!” answered The Beast, “I have a good heart but I am
still a monster.”
Beauty enjoyed her meal. She was no longer afraid of the monster, but
she was very shocked when he suddenly said, “Beauty, will you marry
me?”
She waited a moment before answering. She feared that if she refused
the monster would be angry. At last she told him with a trembling voice,
“No, Beast.”
The poor monster wanted to sigh but instead, he made a dreadful
hissing noise that echoed through. the whole palace. Then he sadly said,
“Goodnight, Beauty.” And he left.
Beauty felt sorry for the poor Beast. “Alas!” she said. “He is so kind,
but I could never love a beast.”
Beauty spent three very happy months in the palace. Every evening
The Beast visited her and talked to her while she had dinner. Every day,
Beauty discovered new virtues in the monster and she became quite
fond of him.
Just one thing troubled her; at night, before the monster went to bed,
he always asked her if she would become his wife, and every time he
seemed to be very sad when she refused.
One day she said to him. “You make me sad, Beast, I will always be
your friend but I could never marry you.”
“If that is how it has to be,” said The Beast, “I deserve what I get I
know very well I am horrible -to look at. Nevertheless, promise me that
you will never leave me.”
These words embarrassed Beauty. She missed her father a great deal
and although she could see a vision of him in the mirror any time she
liked, she dearly wished to be able to speak to him again and assure him
that she was alive and well. She could also see how much he was
missing her.
END OF PART TWO (TO BE FOLLOWED)
Private Study Section 1
1. Classify according to the pronunciation of the final ‘s’.
answers asks checks columns differences does
finishes flies goes helps listens measures
pairs playsrides rises takes uses
was washes watches works waits welcomes
/s/ /z/ /iz/

2. Give the past tenses of these verbs.

Example: play
You say: played
work ride go rise stop go
cry listen save hope lie help
add fly play take clean arrive

3. Give the present participles of these verbs.

Example: play
You say: played

die eat spot lie make pick

run sit sleep stop work write

4. Fill in the gaps with six verbs from the following list.
Arrive cry hear invite laugh
Listen say shout speak tell

1. An attentive pupil always……..to the teacher.

2. The noise was so low that he could not ……..it.
3. The story was so funny that we could not help ……..
4. Don’t …….., wipe your tears!
5 . ……..me what I should do next.
6. Stop …….., you’re making me deaf.

5. Insert the word in italics at the appropriate place.

Make any other necessary changes.
Example 1: His advice was wise. (very)
You say: His advice was very wise.
Example 2: The King of Brunei is a rich man. (extremely)
Yon say: The King of Brunei is an extremely rich man.
 1. The water is hot. (too)
2. I think that book is interesting. (very)
3. This cake is delicious. (quite)
4. The lesson is difficult. (awfully)
5. We saw an interesting film. (very)
6. This suitcase is heavy. (rather)
7. The living room is large. (quite)
8. He had a dirty face. (extremely)
9. The suit was expensive. (somewhat)
10. I’m sorry. I’m late. (terribly)
11. The window is small. (rather)
12. He is a good speaker of French. (pretty)
13. They were carrying a large sofa. (very)
14. Do you see those tall trees? (rather)
15. He has a beautiful wife. (very)
16. It’s nice of you to help me. (awfully)
17. That car is fast (quite)
18. The third lesson is easy. (fairly)
19. His work is careless. (very)
20. The town I come from is small. (rather)

6. Observe and do: Tag questions.

Example: There isn’t a swimming pool here, ... there?
You say: There isn’t a swimming pool here, is there?

1. You don’t want to see that film, ……….. you?

2. These pupils are really noisy, ……….. they?
3. You have finished the exercise, ……….. you?
4. You will play football? ……….. you ?
5. She decided to come, ……….. she?

UNIT FOUR: Everyday Life

Choosing a Birthday Present for Daddy .
 Humphrey ran into a shop. “I want something for a grown-up
man,” he said as he advanced to the counter. The shop-woman did
her best to show everything she thought he would like, but
Humphrey was not satisfied with the choice. His eyes wandered all
over the shop. “Haven’t you got anything for a man to put in his
pocket?” he asked. She suggested a watch or a cigar-case.
Humphrey was delighted with the cigar-case. He was particularly
attracted by the smallest and the smartest.
“This cigar-case will hold so very few cigars”, suggested the
woman, “don’t you prefer a larger one?”
“Oh, that doesn’t matter in the least”, said Humphrey, “because
father does not smoke. As long as it is smart and pretty to put into
his pocket, it will do very well. Wrap it up, please, so as to hide it. I
don’t want him to guess b the shape.”

A few words explained

delighted adjective very happy
grown-up count noun adult
hide irreg. verb put in a place where others can’t find it
not in the Expression not at all
least
shape count noun form
to wrap verb to cover (for example a present) in paper
or cloth

Comprehension questions
1. Why did the little boy run into the shop?’
2. What did Humphrey want?
3. Who did he find in the shop?
4. What caught his attention?
5. Does Humphrey’s father smoke?
Imagine.
• What other objects did Humphrey refuse to buy?
• In your view, why did he do so?
Observe and do: Defining words
Example one:
A farmer is a man who cultivates the land and / or raises animals.

What is
1. a teacher? 4. a bus-driver?
2. a banker? 5. a hair-dresser?
3. a baker? 6. a tailor?

Example two: A post-office is a lace where you can buy

stamps / send parcels.

What is
1. a market? 4. a theatre?
2. a prison? 5. a school?
3. a zoo? 6. a surgery?

Complete the questions.

Question Answer
1 …… customers came yesterday? More than 200
2…… is your banker? Mr Clark.
3 …… is Mr Smith? A bank-manager.
4……of these men is your brother? The one in the grey suit.
5 …… satchel is this? My brother’s.
6…… were you talking with? A new customer.
7…… of these machines is the cheapest? The one from Japan.
8…… car is your sister driving? My mother’s.
9…… are these workers paid? £ 98 a week.
10…… is your new secretary? 22 years old.
11…… is it from here to the city centre? 2 miles.
12…… is it? 3 o’clock.
13 …… do you study English? 5 hours a week.
14…… were you born? In Batna.
15 …… was he absent? Because he was sick.
16…… is your satchel? Brown.

What did Humphrey say?

This is what Humphrey told the shop-assistant.
• “It’s Father’s birthday.”
• “We are having a party-“
• “Many friends will come.”.
• “My mother is going to give him another present.”
• “I want him to be happy.”
• “My little sister cannot buy him anything because she doesn’t
have any money.”

The little boy told me it was his father’s birthday.

The shop-assistant is telling her colleague what Humphrey said to her.
• Humphrey told me it was his father’s birthday.
Now you do the same with the other sentences.
Act it out with a friend.
Go into a clothes shop and ask for the price of a blue
sweater in the shop window. Ask to try it on. It doesn’t fit.
Try another one. It’s the right size. Ask if they have an other
colours. Choose a colour and buy the sweater.

Synonyms
Find in the text words, phrases or expressions that are closest in
meaning to the following:
adult cover happy
What nouns can be derived from these verbs?
suggest attract satisfy
Classify the following words according to the pronunciation of
’ed’.
advanced asked attracted delighted guessed
mattered satisfied suggested wandered wanted
/d/ /t/ /id/

Classify these words according to the pronunciation of their final

‘s’.
cases choices cigars counters eyes hides
pockets puts shapes shops smokes suggests
/s/ /z/ /iz/

Write the comparative and superlative forms of these words.

few large pretty small smart
From the list, pick out the irregular verbs and give their past
tenses.
advance do get guess hide
hold
matter put run say show smoke
suggest suit think wander want wrap

Mrs Arthur’s List

It is a very busy day for Mrs Arthur.
This is the list of all the things she has to do herself.
• Get milk, bread, ice cream, sugar
• Buy stamps at post office
• Call Dr. White
• Fix window
• Wash clothes
• Shine black shoes
• Pay electric bill
• Take Debbie to dance lesson after school
• Pick a suit at cleaners’ on way home

What does Mrs Arthur have to do herself today?

 Hamburger
Food Namesis a
Example:
German word
(Fix window)
You say: She has to fix the window.

You do the same with the rest of the things on Mrs Arthur’s list.

Observe and do: have something done.

Last year, Jim and Harry spent their summer holidays with Mrs Arthur. In exchange, Mrs
Arthur gave them a list of things to do. And they did an excellent job!
Example: Did Mrs Arthur clean the swimming pool herself?
You say: No, she had it cleaned. The boys cleaned it for her.

1) build a new wall

2) change a window frame
3) clean the swimming pool
4) cut the grass
5) decorate the living room
6) do the washing up
7) dye her hair
8) feed the animals
9) fix the TV set
10) make the cakes
11) milk the cows
12) paint the door
13) polish the floor
14) repair the leaking taps
15) repair the old car
16) replace a tile on the roof
17) replace the sink in the kitchen
18) type the letters.
19) wash the large carpet
20) water the flowers

71

Many of the names of the food we eat come from other languages. Hamburger, for example is a German
word. Pizza - may be one of your favorite foods. It comes from Italian. Do you know the origin of the
names of some of the foods you eat?
 The English eat a big breakfast; they have ham and eggs, or fish, or fried bacon, and bread or toast
and butter with jam or marmalade.
Match
A Theyname andorange
drink origin juice,
to and tea or coffee with milk.
find out

Name Description Origin

1.mayonnaise thick sauce made from egg yolks and oil a. Aztec
2. cash pumpkin b. Chinese
3. tea the bush whose leaves are used to make c. Chinese
tea.
4. chocolate sweet, hard brown food made from d. Dutch
cocoa beans
5. mango fruit e. Dutch
6. macaroni a kind of pasta made in the shape of f. French
hollow tubes
7. chop sugar meat and rice g. German
8. tapioca a starch used for food h. Hindi
9. pretzel bracelet-like salted biscuits. i. Italian
10. kirsch eau de vie from cherries j. Latin
11. chutney sweet fruit with acid flavouring and hot k. Portuguese
seasoning
12. coleslaw sliced cabbage l. Red Indian
13. soufflé light food made from egg whites and m. Spanish
other ingredients
14. cookie cake n. Tamul

Meals
Reorder the following paragraphs in a logical way.

B In the afternoon, tea is sometimes served at the office.

C Many people live out of town in the suburbs. When they come
home, they have dinner, which is often a cold meal.
D On Sunday, they generally eat roast beef with boiled vegetables.
Many people drink water with their meals. Sometimes the father
and mother drink beer and the rest of the family water.
E People work from half past eight or nine till one. They do not go
 home for lunch.
F They lunch in a restaurant or tea-shop, or at the office.

1st 2nd 3rd 4th 5th 6 th

Give the past tenses of the following verbs.

eat have drink work
come go lunch live

Write the comparative and superlative forms of these words.

big cold hot

Underline the stressed syllable in the following words.

afternoon breakfast coffee England family
generally marmalade office often people
restaurant Sunday suppose vegetables water

debate: for against a big breakfast?

Are you for or against a big breakfast? Write your arguments in note form.

For Against

Recipes
Apple Cake
1. Peel and chop the apples.
2. Mix together the apples, raisins, sultanas, milk, and sugar.
3. Mix together the flour and butter (softened)- in another bowl.
4. Add the fruit mixture and the egg and mix very well.
5. Put into a buttered 20-centimetre square cake tin. Put a little
white sugar on the top.
6. Cook in the oven at 170°C (Gas Mark 3) for 1 hour 45 minutes.
Serve hot or cold with fresh cream.

Can you write the list of ingredients?

Shepherd’s Pie
 1. Slice the onions, carrots and mushrooms.
2. Fry them in a pan with the minced beef for about 8 – 10 minutes
stirring all the time.
3. Add the flour and stir for one minute.
4. Add the beef stock and some salt and pepper and stir again until
the mixture becomes thicker.
5. Transfer to a casserole dish and put into the oven at 190°C (Gas
Mark 5) for 25 minutes.
6. Meanwhile cook the peeled potatoes in boiling salted water for 20
minutes.
7. Then drain and mash together with the butter and milk.
8. Put the potatoes on top of the mince mixture, grate the cheese
and put it on top.
9. Return the dish to the oven at 200°C (Gas Mark 6) for 15
minutes.
Serve hot with a green vegetable.

You want to cook this very popular English dish. Make a list of
the ingredients for your brother and sister to get from the market.

74

Fill in the gaps so that the next makes sense.

English Meals.
In England, people eat a big _____1_____ ; they have ham and eggs, or
fish, or fried bacon, and bread and butter with jam or marmalade. They
drink tea or _____2_____with milk.
People work from_____3_____or nine till one. They do not go home
for lunch.
They lunch in a_____4_____or tea-shop, or at the office.
In the_____5_____, tea is sometimes served at the_____6_____
Many people_____7_____out of town in the suburbs. When they
come_____8_____, they have dinner, which is often a cold meal.
On_____9_____, one generally eats roast beef with boiled _____10_____
Many people drink water with their meals. Sometimes the father
and_____11_____drink beer and the rest of the_____12_____water.

Where would you hear this?

Match the questions with the answers

1) Are you shy? a) Knitting and reading.
2) Can you play the piano? b) British.
3) Do you do any sport? c) Mostly detective novels.
4) Do you like watching football d) She’s very calm and cheerful.
matches?
S) Have you got any brothers and e) In a small town, near London.
sisters?
6) How do you feel about snakes? f) No, I’m quite self-confident.
7) What do you do in your spare g) They don’t interest me.
time?
8) What does your brother look like? h) I prefer playing games to
watching them.
9) What kind of books do you read? i) Classical music.
10) What kind of music do you like? j) He’s tall and fair.
11) What nationality are you? k) Yes, jogging.
12) What’s your mother like? 1) I think it’s a very useful
language.
13) Where do you live? m) Yes, two sisters.
14) Why are you learning English? n) Yes, but not very well.

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

75

Reorder the different arts of this letter.

-Yours sincerely,
- 12, Burns Street, Glasgow.
- Could you please meet me?
- Dear Mrs Wilson,
- 37 Duke Street,
-Thank you very much for the invitation.
- London SW3 8BD
- Henry Benson
- I am arriving at Victoria Station at 10.55 a.m. next Sunday.
-15 February 1999.

The rich lady

 The old lady offered the bus conductor a five pound note.
“Look, missus, is that all you’ve got?”
“Oh, no,” she answered brightly, “I’ve got two hundred pounds in my post office
account.”

Note: The word missus (Mrs) is normally followed by the name of the person you are addressing. Only uneducated
people call a lady “Missus!” like this. Normally,
when you don’t use the name of the person
you are speaking to, you should say “Madam “.
PROVERBS
Join the two halves of the proverbs. Discuss their meanings in class. Ask your parents for equivalents
in your own language.

Idleness home’s best.

In the kingdom of the blind, is the mother of evil.
It’s the last straw than no bread.
East, west, that breaks the camel’s back.
Half a loaf is better the one-eyed man is king.

Questionnaire: How honest are you / is your friend?

“Y” stands for “Yeas” “P” stands for “Perhaps ‘ “N” stands for “No”
QUESTION Y P N
1. A shop assistant is very unhelpful and
disagreeable to you. Then, when you are paying
for the goods you have chosen, she makes a
mistake and charges you £10 less than the real
price. Do you tell her?
2. Someone has just pinched £50 from you. That
same day, you find a wallet containing £200, with
a name in it but no address. Do you take it to the
police?
3. You drop and break your camera. As you often
travel for your work, you know that the insurance
will pay for the camera if you say it was stolen
while you were traveling.
4. Do you say it was stolen?
5. One of your friends collects unusual ashtrays.
You are dining at a very expensive restaurant
which has very beautiful ashtrays. Do you slip one
into our briefcase?
6. Someone you like very much has been to China
for the past six weeks. Your boss has an outside
line on her telephone, and the calls are not
 recorded. She leaves you alone in the office for one
hour. Do you phone your friend?
7. You are going through customs in a foreign
country. The customs officer says it is against the
law for you to bring so much cash into the
country; but hints that if you give him £10 he will
pretend not to notice. Do you give him the bribe?
8. You are moving to another town and selling your
house. You have agreed verbally to sell it to one
person, but no papers have been signed. Another
person offers you £2000 more. Do you sell to the
second person?

Score: ‘Yes’ (2 points) ‘Perhaps’ (1 point) ‘No’ (no point)

Calculate your score and see what it means on the next page.

Explanation:
- If your total score is between I l and 16, you are very honest.
- If it is between 5 and 10, you are not quite honest.
- Between 1 and 4, honesty is not very important to you.
- If you score zero, people should count their fingers after they
shake hands with you.

----000000000000----
Whose Garden Was This?
Whose garden was this?
It must have been lovely.
Did it have flowers?
I’ve seen pictures of flowers, And
I’d love to have smelled one.

Whose river was this?

You say it ran freely.
Blue was its colour.
I’ve seen blue in some pictures,
And I’d love to have been there.

Tell me again, I need to know.

The forests had trees,
The meadows were green,
The oceans were blue,
And birds really flew.
 Can you swear that was true?
Whose grey sky was this?
Or was it a blue one?
Nights there were breezes.
I’ve heard records of breezes,
And you tell me you felt one.
Tell me again, I need to know.
The forests had trees,
The meadows were green,
The oceans were blue,
And birds really flew.
Can you swear that was true?
by Tom Paxton

Beauty and The Beast (3)

PART THREE
“I could promise never to leave you, but I would so much like to see my
father once more. I would die of a broken heart if you were to refuse me this
wish,” said Beauty.
“I would rather die myself than make you unhappy,” replied the
monster, “but if I send you to your father you will stay there and I would
die of heartbreak.”
“No,” answered Beauty, “I promise that I will return within a week. Your
mirror has shown me that my sisters have married and that my brothers
are now soldiers. My father is all alone -allow me to visit him for a week.”
“You will be there tomorrow morning,” said The Beast, giving her a ring.
“Remember your promise. When you want to return, you only have to put
this magic ring on a table and go to sleep. Farewell Beauty.”
Having said this, The Beast sighed as usual and Beauty went to sleep.
When she woke up the next morning, she was in her father’s house. He
was so happy to see his sweet daughter again, and they embraced each
other for a very long time.
When Beauty’s sisters heard the news, they rushed to the house with
their husbands. They were furious when they saw her dressed like a
princess and more beautiful than ever. She was very sweet to them but
nothing could stop them from being green with envy.
The two girls went to the garden to talk together.
“Listen, sister,” said the eldest, “I have an idea. Let’s try to make her
stay herd longer than a week. Her stupid Beast will be angry and may be
he would kill her.”
“You are right, my sister,” answered the other, “let’s be very sweet to
her.”
When a week passed, the two sisters begged Beauty to stay. They
seemed so sad that Beauty promised to remain one more week.
 79

Yet, Beauty blamed herself for the grief she must be causing. The
Beast and, indeed, she even found that she missed his company.
The tenth night she spent at her father’s house, she had a terrible
dream. She saw The Beast lying on the grass in the palace. He was
dying of a heartbreak because she had not returned to him.
Beauty woke up trembling and began to weep.
“How could I break The Beast’s heart who is so sweet with me? Is it
his fault if he is so ugly? He is kind and that is more important than
anything else. I could never forgive myself if he died because of my
ingratitude.”
So Beauty got up, put her magic ring on the table, and went back
to sleep. When she woke up the next morning, she was delighted to
find herself in the palace. She dressed quickly, then spent all that day
waiting for The Beast to arrive. She waited and waited until the clock
struck nine, but The Beast did not appear. Beauty feared the worst.
She ran through the palace, searching desperately for The Beast. After
she had looked everywhere, she suddenly remembered her dream and
ran out to the garden where she had seen him lying.
There she found The Beast unconscious on the ground and she
thought he was dead. She threw herself on him without a thought
for his ugliness and felt his heart still beating. She took some
water and threw it on his face. At last The Beast opened his eyes
and said, “You did not keep your promise, Beauty! But now I
will die happily because I have had the chance to see you one
more time.”
Once more he closed his eyes and Beauty stroked his forehead.
“No, my dear, you will not die,” she said “you will live to
become my husband; from now on, I promise I will never leave
you again. The pain I felt when I could not find you made me
realise that I loved you and that I could not live without you.”

80
 Beauty looked at her dear companion, but, what a surprise! The Beast
had disappeared and at her feet she found the most handsome prince she
had ever seen. He got to his feet and stretched, then thanked her for
breaking the magic spell.
Although she had no eyes for anyone except the prince, Beauty could
not stop from asking him where The Beast had gone.
“You see him here before you,’ the prince told her. “An evil witch
changed me into The Beast until the day that a beautiful girl agreed to
marry me of her own free will. While I was under the magic spell, I was
forbidden to tell any girl my true story. You were the only one in the world
to give me the chance to show my kind and gentle character. To show you
my gratitude and sincerity, I now, offer you my crown. You already know
that I love you.”
Beauty, who was amazed, took the handsome prince by the hand. They
went into the palace together and Beauty was happier when she saw her
father and the rest of her family in the hall. The fairy who had appeared in
her dream, had brought them to the palace and, she too was there,
smiling.
“Beauty, at last you have received your reward for making the right
decision,” said the good fairy. “You have put virtue above beauty, and you
deserve this prince who has such qualities himself. You will become a
great queen and I have no fear that you will rule wisely and well.”
The fairy turned to Beauty’s two sisters.
“I know your evil hearts,” she said, “you will become two stone statues
that will stand at your sister’s palace gate. All you will do each day is to
witness her happiness, and there you will stay until the moment you
admit your mistakes. However, I am afraid that you may well remain
statues for a very long time.”
That very day, the prince, who had been The Beast, married Beauty.
She lived with him in the palace in perfect happiness forever after.

THE END

81
UNIT FIVE: Narratives
A Borin Stow of a Bored Man
 He’s seen it all, done it all...
One Sunday evening, two men met in a London pub. One of them
looked .very sad and bored.
“Life is terrible, everything in the world is really boring,” he said.
“Don’t say that,” said the other man. “Life is marvellous ! The world
is so exciting. Think about Algeria. It’s such a wonderful country.
And the Hoggar. Have you ever been there?”

“Oh, yes, I was there last year and I didn’t like it.”
“Well, have you been to Norway? Have you ever seen the midnight
sun?”
“Oh, yes, I was there three years ago and I saw the midnight sun. I
did not enjoy it.”
“Well, I’ve just returned from a safari in Kenya. Have you ever been
on a safari? It’s so exciting.”

“Oh, yes, I was-on a safari in Africa last year and I climbed l Mount
Kilimandjaro. It was so boring.”
“Well,” said the other man, “I think that you’re very ill. Only I the best
psychiatrist can help you. Go to see Dr Headshrinker in Harley
Street.”

“I am Dr Headshrinker,” answered the man sadly.

A few words explained

A headshrinker count noun a psychiatrist
bored adjective nothing interesting to do, fed up
boring adjective unexciting, uninteresting, depressing
exciting adjective interesting, attractive
pub count noun English bar

Opposites
Find in the text words, expressions or phrases that are opposite in meaning
to the following:
 next happy exciting worst
Ask the questions which the underlined words answer.
1. Two men met in a London pub.
2. One of them looked very sad.
3. I was there last year.
4. My wife liked it, but I didn’t.
5. I think that you are very ill.
6. Only the best psychiatrist can help you.

Classify the following words according to the pronunciation of ‘ed’.

looked bored returned climbed answered
/d/ /t/

Classify the following words according to the number of their syllables.

bored enjoy evening everything exciting
London looked marvellous midnight other
really returned terrible very wonderful
1 syllable 2 syllables 3 syllables

Classify the following words according to which syllable is stressed.

answered country enjoy evening
everything exciting London marvellous
psychiatrist returned sadly wonderful
1 st syllable 2 nd syllable 3 rd syllable

From the list below. pick out the irregular verbs and give their past
tense.
answer climbenjoy go
have help is look
meet say see think

Fill in :the gaps with five verbs from the following list.
be find look meet
say see speak visit

Two men …….in a London pub. One of them …bored.

“Everything in the world …….really boring,” he ...
He…..man places but …..no place exciting enough.

Turn into reported speech: report in your own words.

1. She asked me, “Are you ill?”
2. The farmer called out, “Is there anybody to help me?”
3. The teacher asked the pupils, “Do you know what that
word means?”
4. “Hurry up!” he shouted at us.
5. He told me, “Don’t shout!”

Turn into direct speech: use the speakers’ own words.

1. John asked me if I heard the dog barking.
2. We asked the shop-assistant how much he sold his eggs.
3. The pupil said that he would finish his task soon.
4. He said that the little bird had had nothing to eat for 2 days.
5. He promised that he would come to visit us soon.
6. He said that the exercise had to be done.

84

Sir Waiter Raleigh and Tobacco .

 Fire! Fire! Smoke is bursting out of his mouth.

In the course of his travels in America, Sir Walter Raleigh often

met Red Indians who sat around a fire smoking their pipes. Little by
little he himself got into the habit of smoking, and when he left
America to return to England, he was a confirmed smoker. He
brought away with him a provision of tobacco.

At first he took great care not to smoke in public, for he was sure
his friends would find it very strange. One evening, as he was sitting
in his study, absorbed in meditation with his pipe in his mouth, he
rang for a mug of beer. On entering the room, the servant saw his
master involved in a cloud of smoke. He was so terribly frightened
that without hesitating a minute, he threw the content of the mug
into Sir Walter’s face, and running away, he cried out, “Fire! Fire!
Help! Sir Walter has studied till his head is on fire and the smoke is
bursting out of his mouth and nose.”

85

A few words explained

absorbed in meditation expression thinking
burst irreg. verb to come out with force
confirmed adjective big, heavy, regular (smoker)
content count noun what is inside (the beer)
involved past participle surrounded
mug count noun a big cup
provision count noun a big quantity

Are these statements true or false?

1. Sir Walter Raleigh never saw Red Indians.
2. He began smoking when he returned to England.
3. He used to smoke when he was alone.
4. The servant was frightened when he saw the smoke.
5. He threw water on Sir Walter’s face.

Comprehension questions
1. What did Red Indians often do around a fire?
2. Was the smoking of tobacco widespread over the world?
3. Did people in England smoke ?
4. Why did Sir Raleigh avoid smoking in public?
5. Why was Sir Raleigh’s servant frightened?

Synonyms
Find in the text words, expressions or phrases that are closest in meaning to
the following:
a) got used to / accustomed to
b) certain
c) thinking
d) during

What or who do the underlined words refer to ?

1. smoking their pipes
2. would find it very strange
3. in his study
4. he threw the content of the mug

86

Express it differently.
Example: Little by little he got into the habit of smoking.
You say: Gradually he got into the habit of smoking.
He gradually got into the habit of smoking.
1. Little by little, she improved her English.
2. Little by little, he understood more about life.
3. Little by little, she acquired more experience.
4. Little by little, he understood what was wrong.
6. Little by little, they got better results at school.

Observe and do.

Example: He was asked to bring a mug of beer.
You say: He was asked not to bring a mug, of beer.
1. He was asked to listen to music.
2. They told him to spend more money.
3. She was told to carry heavy things.
4. They were asked to keep silent.

Observe and do.

Example: frightened ran away
You say: The servant was so frightened that he ran
away.
1. shocked shouted
 2. surprisedcouldn’t speak
3. absorbed forgot his pipe.

Combine into one sentence using “while” or “as”.

Example: sitting in his office (ring) for a mug of beer.
You say: As/While he was sitting in his office, he rang for a mug
of beer.
1. reading a book (find) a page missing.
2. traveling in America (meet) a lot of Indians.
3. writing a letter the light (go) out
4. smoking his cigar his servant (throw) beer on him.
5. running away (shout) “Fire! Fire!”

87

Classify the following words according to which syllable is stressed.

absorbed accustomed America confirmed entering
evening frightened habit hesitating involved
meditation progressively provision terribly tobacco
1 st syllable 2 nd syllable 3 rd syllable

Complete with the right form of the verb.

1. The teacher is busy (to explain) the lesson.
2. Do you hear birds (to sing)?
3. We shall go on (to work) all night long.
4. I saw the girl (to enter) the classroom.
5. Can you see her (to dance)?

Complete with many, much, little, or few preceded by so. as. Or

too.
Example: Who says, “I have…………..money?”
You say: Who says, “I have too much money?”
1. He’s eaten ……..many cakes that he is sick.
2. There isn’t ……work today as there was yesterday.
3. There were….. people that the meeting didn’t take place.
4. There are .........accidents: drivers are not careful enough.
5. The pupils were making ……….. noise that the teacher left.
6. I received……… presents that it took me hours to open them.
7. There is ……… traffic that you hardly see a car.
8. I have rarely seen …………bad drivers as in this town.
9. You work .... .... that you need a rest.
10. He knows......... as you about it.

3.8. Complete sentence (b) so that it means the same as sentence (a).
1. (a) As he was sitting in his study, he rang for a mug of beer.
(b) While ...
2. (a) On entering the room, the servant saw his master in a cloud of
smoke.
(b) When ...
3. (a) He was so terribly frightened, he threw the content of the mug
into Sir Walter’s face.
(b) Because ...

88

Give your opinion.

In your opinion, why didn’t Sir Walter smoke in public?
Add more words to each list.
tailor teacher
table chair
quickly loudly
dog cat
wood metal
aunt cousin

General knowledge Quiz

1. How fast does the Concorde fly?
a) 2,000 kph b) 2,500 kph c) 3,000 kph
2. How far is it from London to New York?
a) 6,000 kms b) 9,000 kms c) 12,000 kms
3. How much does an African elephant weigh?
a) 3 to 5 tonnes b) 5 to 7 tonnes c) 7 to 9 tonnes
4. Which language has the most words?
a) French b) Chinese c) English
5. In which race is Morcelli a world champion?
a) mile b) marathon c) 100 metres
6. What sort of music did Elvis Presley play?
a) Jazz b) Blues c) Rock’n’roll
7. Which newspaper does Queen Elizabeth read?
a) The Guardian b) The Times c) The
Sun
8. How many states make up the United States of America?
a) 50 b) 48 c) 52
9. Where is the Nobel Prize awarded?
a) Oslo b) Stockholm c) Geneva
10. Which city is called The Big Apple?
a) New York b) Dublin c) Sydney

1 2 3 4 5 6 7 8 9 10

89

The Million Dollar Reward

 Mr William Murphy from Montreal in Canada now knows that
honesty pays. Last Sunday he returned a lost lottery ticket to its owner
and he was given $1.2 million as a reward!

Last Thursday, Mr Murphy, aged 28 and unemployed, found a

wallet on a Montreal street. It contained $85, some credit cards, and
some lottery tickets. Mr Murphy checked the address in the wallet and
immediately posted it back to its owner, Mr Jean-Paul Drummond, but
he didn’t send the lottery tickets back. “I kept the tickets. I wanted to
check them. I thought maybe I’d win $10 or something.”

On Sunday, Mr Murphy bought a newspaper and started checking

the numbers on the tickets. He couldn’t believe his eyes - he had the
winning ticket! It was worth $7 million!

He thought about keeping the tickets and getting the money for
himself. He sat and thought about it for two hours, but he knew what
he had to do. He took the bus to Mr Drummond’s address and
knocked at the door. The door was opened.

“Good evening,” said Mr Murphy. “Are you Mr Drummond?”

“Yes,” said the man.
“Well, congratulations! You are a millionaire!”

Mr Drummond couldn’t believe his ears until he was shown the ticket
and the newspaper. “What an honest man!” he said. “You deserve a
reward - at least $1 million. I think.”

Cohesion

What or who do the six words in bold letters refer to?

Comprehension questions
1. Mr Murphy found
a) a passport. b) a wallet. c) a credit card.
2. Mr Murphy checked the numbers of the tickets
a) on Thursday- b) on Sunday. c) on Saturday.
3. Mr Murphy hoped he might win
a) $ 85. b) $ 1.2 million. c) $ 19.
4. Mr Murphy went to Mr Drummond’s
a) by taxi. b) on foot. c) by bus.
5. I think Mr Murphy is
a) honest. b) generous. c) selfish.

90

Classify the following words according to the number of their syllables

believed checked contained honesty
 immediately lottery millionaire owner
posted reward tickets knocked
1 syllable 2 syllables 3 syllables 4 syllables

Classify the following words according to which syllable is stressed.

address congratulations deserve honest
lottery opened ticket wanted
1st syllable 2nd syllable 3rd syllable 4th syllable

Classify the following words according to the pronunciation of led’.

aged checked contained knocked
opened posted started unemployed

/d/ /t/ /id/

Classify these words according to the pronunciation of their final ‘s’.

addresses buses cards believes ears its
knows members news pays starts tickets

/s/ /z/ /iz/

From the list below, pick out the irregular verbs and give their past
tense
believe buy check contain deserve find get
give keep knock know pay post return
sendshow sit start take think want

91

Opposites
Find in the text words, expressions or phrases that are opposite in meaning to the following:
 finished dishonest lose punishment

Synonyms
Find in the text words, expressions or phrases that are closest in meaning to the following:
a very rich man sent by mail very surprised without a job

The father and his Two Daughters

A man had two daughters, one married to a gardener and the other
to a tile-maker. After some time, he went to the daughter who had
married the gardener and inquired how she was, and how all things
went with her. She said, “All things are fine with me, and I have only
one wish, that there may be a heavy fall of rain, in order that the
plants may be well watered.”

Not long after that, he went to the daughter who had married the
tile-maker, and he also asked how she was. She replied, “I want
nothing and I have only one wish, that the dry weather may continue,
and the sun may shine hot and bright, so that the bricks might dry.”
He said to her, “If your sister wished for rain, and you for dry
weather, with which of the two am I to join my wishes?”

A few words explained

bricks count noun red bricks are used to build houses
dry verb you dry your hair with a hair-drier
inquired verb asked
tile-maker count noun a person who makes tiles and bricks
tiles count noun red or green tiles are used to cover roofs

92
What or who do the underlined words refer to?.
1. and inquired how she was
2. Not long after that, he went to the daughter
3. and you for dry weather
Pick the right box : True, False or Not mentioned.
T F N
1. The man was a farmer.
2. One daughter was married to a rich Gardener.
3. The tile-maker’s wife wished for rain.
4. The gardener’s wife was not happy with her husband.
5. The farmer could not join his wishes with his two
daughters.
6. The daughters’ wishes were contradictory.

Synonyms
Find in the text words, expressions or phrases that are closest in
meaning to the following.
a) some time later b)
asked
c) successful d) also

Opposites
Find in the text words, expressions or phrases that are opposite in meaning
to the following
a) all b) wet c) stop

Comprehension questions
1. Were the man’s daughters happy? Justify your answer.
2. What were the jobs of the daughters’ husbands?
3. What is a tile-maker?
4. Can a gardener work in bad weather?
5. Is rain good for a tile-maker? Justify your answer.

93
Here are the answers to some questions about the text.
Write the questions.
1.Two.
2. Dry weather and sunshine.
3. A tile-maker.
4. Just one.
Infer from the text.
The answers to the following questions are not given explicitly in the text.
You have to read between the lines to make inferences. Some inferences
are necessarily true, others less so, others are necessarily wrong.
Which questions can you answer with absolute certainty?
Which questions can you answer with some degree of certainty?
Which questions are impossible to answer? Can you guess why?

1. How are the two girls related to each other?

2. Does the man love his daughters?
3. How old is the man?
4. What’s the man’s name?
5. Is the man older than the girls?
6. Does the man have any other children?
7. Does the father love one girl more than the other?

Rewrite sentence (a) so that it means the same as sentence (b).

1a. She said, “All things are prosperous with me.”
1b. She said that . . .
2a. She said, “I have only one wish, that there may be a heavy fall of rain
for the plants to be well watered.”
2b. She said that . . .
3a. She replied, “I want nothing and I have only one wish, that the dry
weather may continue so that the bricks may be dried.”
3b. She replied that ...
4a. He said to her, “If your sister wished for rain, and you for dry
weather, with which of the two am I to join my wishes?”
4b. He told her that ...

94

Write the comparative and superlative forms of these adjectives.

hot dry bright

Fill in the gaps so that the text makes sense.

 Thank you for your letter which I ----1---- yesterday. It was nice to hear
----2---- you. I am going to ----3 ---- the books as soon as I ----4----
them. For the moment I am ----5---- to find a part-time job to earn
some ----6---- Here jobs are not ---7-- to find.

Above is the body of a personal letter. Make it a complete letter by adding

the other five parts and send it to a person of your choice.
Still not perfect

A small boy often wrote, ‘I have went’ instead of ‘I have gone’. In the end,
his teacher said, “Stay after school this afternoon and write ‘I have gone’ a
hundred times. Then you will remember it.” When the teacher came back,
he found a letter on his desk. It said, “Dear Sir, I have written ‘I have
gone’ a hundred times, and then I have went home.”
----000000000000----

Proverbs
join the two halves of the proverbs.
Discuss their meanings with your friends and with your teacher.
Ask your grandparents for equivalents in your own language.
Too many cooks broadens the mind.
Travel divided we fall
United we stand, the mice will lay.
When the cat is away, there is a way.
Where there is a will, spoil the broth.

95

UNIT SIX: Biographies

ELVIS PRESLY
Pair work:
- With a sheet of paper, cover column A while your friend covers column B.
- Ask your friend questions to get the information you need: for example,
“What’s his name?”, “Where was he born? “, etc.
- Later, you can change roles.
Column A Column B
Name Elvis Aaron PRESLEY
Born on January 8th, 1935
in Tupelo, Mississippi
Died on August 16th, 1977 (a heart attack in his bathroom)
in Memphis, Tennessee
House Graceland, now a museum, where people assemble and
pray eve 16th August
Height 1. 80 meter
Weight 77 kilos but 118 kilos later in life
Married Priscilla Ann Beaulieu, Ma 1967
Children one daughter Lisa Marie born February 1st, 1968
Records over 1,000,000,000 (one billion) sold
Films made over 30 films (they were all great financial
successes)
Family a twin brother (Jesse Garon) who died a few hours
after birth

Build a paragraph.
Using the notes about Presley, write complete sentences. Combine some of
the sentences using joining words and sequencers such as ‘and’, ‘but’,
‘later’.
Re-order the sentences to make a coherent paragraph.
Read your paragraph to the rest of the class.

96

Read the answers. What were the questions?

1. A few hours after birth.
2. In Ma 1967.
3. Over thirty.
4. One metre eighty,
5. Just one. A daughter.
 6. Forty two.
Express resemblance: match the pairs.
1 When you can eat or drink it a. It feels like ……..
2 When you can hear it b. It looks like……
3 When you can see it c. It smells like .
4 When you can smell it d. It sounds like . . .
5 When you can touch it e. It tastes like …….

Match sentence and sense organ.

1. She looks like her mother. a. nose
2. It feels like cotton. b. eyes
3. It smells like onion. c. fingers
4. It sounds like thunder. d. mouth
5. It tastes like honey. e. ears

Thomas Elva Edison’s Biography (1847 - 1931)

Using the following notes, write full sentences and build a paragraph.
- great American inventor
- adventurous boyhood
- became a telegraph operator
- focused on electrical problems
- established himself in New York in 1869
- invented printing telegraph
- set up a factory in New Jersey in 1876
- more than 1300 inventions: phonograph, electric lamp, microphone,
etc.

1. Using the notes above, write complete sentences.

2. Combine some of the sentences using joining words and sequencers
such as ‘and’, ‘but’, ‘later’.
3. Re-order the sentences to make a coherent paragraph.
4. Read your paragraph to the rest of the class.

97

Biography: Lady Diana (1961 - 1997)

Pair work based on Lady Diana’s biography
• With a sheet of paper, covet- column A while your friend covers column
B.
• Ask your friend questions to get the information you need: for example,
“When was she born?”, “When did she get married? “, etc.
 Later, you can change roles.

Column A Column B
1 1 July 1961 Birth of Lad Diana Frances Spencer
 2 1980 Prince Charles starts dating her
3 24 February1981 Charles and Diana are officially engaged
4 29 July 1981 Wedding at St Paul’s Cathedral
5 21 June 1982 birth of Prince Williams
6 15 September1984 birth of Prince Harry.
7 9 December 1992 Charles and Diana are separated
8 28 February 1996 Charles and Diana officially divorced
9 1997 Lady Diana falls in love with Egyptian
film producer Emad El Fayed, known as
Dodi

10 Dodi is the son of Mohammed El Fayed,

the owner of Harrod’s in London and The
Ritz hotel in Paris
11 31 August 1997 Lady Diana and her companion Emad
“Dodi” El Fayed die in a speed car crash in
Paris, while being chased by freelance
photographers

12 Charitable activities Worked for charities to help the sick, the

needy, the deprived, the handicapped, the
aged, the disabled.

98

A few words explained

charities count noun charitable organisations
chased past participle pursued, ran after
crash count noun accident
dating past participle going out with him, she became
his girl-friend
deprived adjective very poor
disabled adjective handicapped
engaged adjective A fiancé and a fiancée engaged to
be married
freelance adjective independent, not working
 with a specific newspaper
Harrod’s proper noun the best supermarket in
London
wedding count noun marriage

Answer the following questions.

1. When was Lady Diana born?
2. When did she get married?
3: How old was she when she had her first child?
4. When did she divorce?
5. Who did she die with? Who was he?
Combine sentences
5 and 6 7 and 8 9 and 10
Infer from the text.
The following answers are not given explicitly in the text. You have to read
between the lines to make inferences. Some inferences are necessarily true,
others less so (perhaps), others are necessarily false, and sometimes you
do not have sufficient data to decide.
Read the following statements and tick the appropriate column, T for true, P for perhaps, F for necessarily false, and I for insufficient data.
T P F I
1. Dodi was a very rich young man.
2. Lad Diana was kind-hearted.
3. Dodi was married when he met Diana.
4. Diana was older than Dodi.
5. Dodi was a Moslem.
6. The photographers a hers caused the
accident.
7. Diana divorced Charles to marry Dodi.

99
Match words and definitions.
1) People who are ill a) the aged
2) People who are in need b) the derived
3) People who are old c) the handicapped
4) People who are poor d) the need
5) People who cannot e) the sick
walk

Synonyms
Find in the text words, phrases or expressions that are closest in meaning to the following
marriage friend
accident

The Post Card

 Miami _Nov.20 Post Card
POST CARD
Dear Carol,
1 really like Florida! The weather is warm and
sunny, and the beaches are beautiful. I like the
food, too. The seafood and a fresh fruit are great Mrs Carol
here. Is it cold in Pittsburgh? 1 hope not. I’m going Sutton
to be home on Monday. 416 Highview
Kiss little Walter for me. Street
Love, Pittsburgh,
Pa.15206
Walter

Answer the following questions.

1. Where is the post card from?
2. Who is writing to Carol?
3. Where does she live?
4. Why does Walter like Florida?
5. When is he going to be home?
6. What is the date on the card?

Look at the example and complete the sentence.

Example: I really like Florida! The weather is warm and sunny.
1. I really like ----------. (name of a place) The ------- are -------
2. I don’t like -----------. (name of food) It’ S ----------.
3 . Everyone likes ---------. (name of a person) He / She is ------------.
Pair work
With your friend, write a short telephone conversation between Walter and
Carol about Walter’s visit. You can begin like this.
Carol Hello. 553 62 25 52
Walter Hello. Can I speak to Carol, please?
Carol Speaking. Who’s calling?
Walter It’s Walter. How are you Carol?
Carol Hi, Walter. Where are you calling from?
Walter ……………………………………….
Carol ................................................

Read the conversation aloud in class.

Not on my tummy!

Father: Don’t go into the water right after lunch. It’s dangerous
to swim on a full stomach.
Son: That’s all right. I’ll swim on m back.

Proverbs
Join the two halves of the proverbs.
Discuss their meanings with your friends and with your teacher.
Find equivalents in your own language.
A friend in need an angry man.
A hungry man, come to an end.
A liar is not believed is a friend indeed.
Actions speak louder than words.
All good things must when he tells the truth.

101

The Seven League Boots (1)

PART ONE
Once upon a time, there was a woodcutter and his wife who had seven
children, all boys. The eldest was only ten and the youngest only seven.
Everyone was very surprised that they had had so many children in such
a short time, but it was because the wife had always had twins, except for
the first born.
The couple was very poor and their seven children were a great burden
to them because none of them could yet work and earn his living. The
youngest was extremely delicate and rarely said a word and that made his
parents very unhappy. They thought he was stupid, but in fact he was
really very clever. He was very small and, when he came into the world.
he was no bigger than a thumb, which was the reason why he was called
Thumbkin.
 It seemed to the family that everything this poor child did or said was
wrong. However, he was the finest and the most sensible of the children,
and even though he talked very little, he listened a great deal.
Then came a very difficult year, when the country was hit by famine
and these poor people could not feed their children and had to make the
decision to get rid of their children.
One evening, when the children were in bed, the woodcutter and his
wife sat in front of the fire talking.
He said to her, his heart broken with grief, “I cannot stand seeing our
children starve in front of my eyes, so I have decided to leave them in the
forest tomorrow. We will set them to gathering wood, and we will slip
away before they see us.”
“Ah!” cried his wife, “could you really be so cruel as to lose your
children?”
Her husband explained again how poor they were, but she could not
consent to the plan.
However, after considering what a great grief it would be to see them
starve in front of her eyes, she finally agreed and went to bed in tears.
Thumbkin had got up quietly and was able to hear them without
being seen. He went back to bed but could not sleep for the rest of the
night, because he was thinking about what he had to do.
The next morning, he got up very early and went to the bank of a small
river where he filled his pockets with little white stones. Then he returned
home.
When the family all left the house later, Thumbkin kept his secret to
himself. Soon they were in a thick forest where it was impossible to see
each other at a distance of ten steps.

The woodcutter started to fell trees, while the children collected small
branches and made bundles out of them. When their parents saw them
working hard, they gradually moved away and then suddenly took off
along a little footpath, which returned home by a different route.
When the children realised they were alone, they started to call for
their parents and some began to cry. Thumbkin told them not to cry for
he knew very well how to get back to the house. As they had walked
along, he had marked the path by dropping the little white stones from
his pockets.
“Do not be afraid, my brothers,” he said. “Our father and mother have
left us behind, but I will take you back home. Just follow me.”
They followed him, and he led them back to their home along the same
path by which they went to the forest that morning.
At first they were afraid to enter the house, and they put their ears to
the door to hear what their father and mother were saying.
Now, when the woodcutter and his wife returned home, they found
that their neighbour had sent them ten gold pieces. He had owed them
the money for a long time, but they thought they would never get it back.
 This had given them new hope, for the poor couple were really
starving.
The woodcutter immediately sent his wife to the butcher’s. Since she
had not eaten for a long time, she bought three times as much meat as
was needed to make supper for two.
When they had eaten their fill, she said, “Oh dear, where are our poor
children now? They would have eaten a good meal tonight. I told you we
would regret losing them! What are they doing now in that forest? Oh my
goodness, perhaps the wolves have eaten them already! You are so cruel
to have abandoned your children like that.” .
The woodcutter lost his patience as she went on for he was really just
as upset as his wife. However, he never liked a person to say, “I told you
so,” quite as often as she did.
His wife was in tears now, and crying, “Alas, where are the children
now, my poor children?”
She cried out so loudly that the children at the door heard her and
started to shout all together, “We are here, we are here!”
She rushed to open the door and welcomed them with open arms.
“I am so happy to see you, my dear children!” she cried. “You must be
very tired and hungry. And look how dirty you are. Peter, come here so I
can wash your face.”
Peter was their eldest son whom she loved the most because he was
red-haired and looked like his mother.
END OF PART ONE (TO BE FOLLOWED)
103
Private Study Section 2
1. Put “a” , “an” or “the” where necessary.
1. His father is ……..shoemaker.
2. They hired ……..new maid.
3. His father teaches at ……..university.
4. My shoes were repaired in…….. half hour.
5. What ……..patience the watch maker must have!
6. This suit was made by Smalto……..famous tailor.
7. No man can succeed without…….. hard work.
8. I’ m in hurry to go to ……..school.
9. I have never seen such…….. stupid person.
10. He cannot do it without ……..hammer.

2. Observe and do: Tag questions.

Example 1: They had seen him before, ……..?
You say: They had seen him before, hadn’t they?
Example 2: Tom hasn’t called yet, ……..?
You say: Tom hasn’t called yet, has he?
1. School has closed,
2. The pupils have gone,
3. Miss Higgins hasn’t one,
4. John hasn’t come,
5. The professor hasn’t retired,
6. Mr and Mrs Jessup have gone home,
7. The sun has set,
8. The rain has stopped,
9. The taxi hasn’t come yet,
10. You have received a resent,
3. Complete the sentences with ‘to’ or ‘for
Example 1: The teacher read us a story.
You say: The teacher read a story to us.
Example 2: The salesman found me a coat.
You say: The salesman found a coat for me.
1. I sent John a package.
2. He showed me the book.
3. I took the children some presents.
4. Did they show you their pictures?
5 . Betty made her mother a blouse.
6. Are you going to send them a letter?

104
4. Fill in the gaps with ‘the’ it necessary.
1. ... England is an island.
2. ... French is spoken in many countries outside ... France.
3. ... French are said to be bad at . . . Geography.
4. ... Italian cooking is known all over ... world.
5. ... elephants are very useful in ... roadless countries.
6. ... elephant is a big animal.
7. Next year we shall study ... geography of ... Algeria.
5. Spot the mistake and correct it.
1. How long you have been learning English?
2. She’s living in London since 1996.
3. I broke the leg while I was skiing.
4. She thinks it’s a good idea, but I am not agree.
5. We had lovely weekend by the sea.
6. My town is quite at the weekend.
7. Are you enjoing the party?
8. He has black hairs.
9. I watched TV than I went to bed.
10. She’s housewife.
11. I’m in London for to study English.
12. She speaks the Spanish very well.
13. What did you last night?
14. My parents got married twenty year ago.
15. We took care with their cat for a week.
16. Japanese eat a lot of fish.
17. We’ve had this car since five years.
18. How long do you know this boy?
19. Do you think should I take the exam again?
20. We arrived to London at six o’clock.

6. Use the correct tense.

1. I (not to see) him for over two years.
2. I (to travel) to the US this Summer.
3. If you (to tell) me, I would not have done it.
4. I never (to see) such a pitiful thing in my life.
5. I (not to dare) repeat what she said to me.
6. May I suggest that you (to write) to her at once!
7. How long ago you (to start) learning English?
8. When he (to come), will you lease show him in?
9. (To tell) she her mother yet?
10. When I was young, I (to go) to a girls’ school.

105

UNIT SEVEN: Science and Inventions

Reading a Scientific Diagram
 A scientific diagram is a special kind of illustration. It shows the
different parts of a machine or other scientific item. The diagram may
be accompanied by a text that explains how the parts work together.
A scientific diagram has special features. The title tells the name of
the entire machine. Labels indicate the names of the individual parts of
the machine. Sometimes the labels are only letters or numbers. A key
near the diagram explains what each letter or number stands for.
If the diagram explains how the parts work together, there will be a third feature: the explanation, that is the text which tells how the
parts work.
A few words explained
feature count noun distinctive characteristics
kind count noun type, sort
labels count noun names
stands for irreg. verb means, represents

Study the scientific diagram below and answer the questions.

1. What is the title of the diagram?

2. How many individual parts are labelled in the diagram?
3. What is the bottom part of the lamp called?
4. What are the two wavy coils?
5. How many connecting and supporting wires appear in the
diagram?
6. What kind of support is located above the base?

106

Classify the following words according to me number of their

syllables.
accompanied diagram different entire feature
indicated machine represented scientific together

1 syllable 2 syllables 3 syllables 4 syllables

Classify the following words according to which syllable is
stressed.
diagram different explanation indicate individual
labels machine numbers scientific title
1st syllable 2 nd
syllables 3rd syllables

Classify these words according to the pronunciation of their final

‘s’.
explains features indicates labels letters
parts shows stands teaches works
/s/ /z/ /iz/

Opposites
Find in the text words, expressions or phrases that are opposite in
meaning to the following:
far from same
Synonyms
Find in the text words, expressions or phrases that are closest in meaning
to the following:
drawing every indicates
From the list below, pick out the irregular verbs and give their past
tense
show accompany explain work
tell indicate are stand

107

The Bike
The rider pushes the pedals of the bicycle. They turn the chair
wheel. A chain is connected to the chain wheel. As the chair wheel
turns, the chain also turns. The chain causes the rear wheel to move.
The rider uses the handlebars to guide and balance the bicycle, The
handlebars turn the front wheel from side to side. Two brake levers on
the handlebars are used to stop the bicycle. The lever operate rubber
 brake pads that press against the wheel rims. The pressure from the
brake ads slows down or stops the bicycle.
Study the diagram and answer the questions that follow.

A bicycle.
1. How many individual parts are labelled?
2. What part of the bicycle causes the chain wheel to turn?
3. What part of the bicycle causes the chain to turn?
4. What part of the bicycle causes the rear wheel to turn?
5. What is the function of the handlebars?
6. What is the function of the brake levers?
7. What is another name for the seat on the bicycle?
8. What is the name of the bar that runs between the steering
head and the seat tube?
9. Where is the air valve located?

108

Opposites
Find in the text words, expressions or phrases that are opposite in
meaning to the following:
disconnected pulls front wheel
Classify the following words according to the number of their
syllables
balances bicycle brakes causes connected moves
operates pedals pushes riders turns wheels
1 syllable 2 syllables 3 syllables
Classify the following words according to which syllable is
stressed.
Against balance bicycle connected pedals pressure
1st syllable 2nd syllable

Classify the following words according to the pronunciation of

led’.
balanced caused connected located
moved pushed turned used
/d/ /t/ /id/

Classify these words according to the pronunciation of their

final’s’.
causes levers pads pedals
pushes rims turns uses
/z/ /iz/

Satellites
 With another thrust, the rocket is pushed still higher.
When scientists want to put a satellite into orbit, they use a rocket
having three or more stages. As the rocket is launched, the gas created
by the burning fuel in its first stage escapes, pushing the rocket at a
mile a second. Then, that stage drops off and the second stage begins to
operate. With another thrust, the rocket is pushed still higher at a rate
of three miles per second, bringing the satellite nearer its goal. When the
fuel in this stage is gone, the third stage takes over, and with a final
explosive thrust, puts the satellite, now going about 5 miles per second,
into orbit.
To bring a satellite down, small retro-rockets on the front of the
spacecraft are fired straight ahead. These retro-rockets act as a brake;
they make the satellite go slower. Then, because it does not go fast
enough to stay in orbit, the satellite falls back into the atmosphere. As it
approaches earth, a parachute opens to slow it down more and save it
from a crash landing.

How quickly can your friends find out?

1. In which paragraph is the number of stages mentioned?
2. In which paragraph are retro-rockets mentioned?
3. In which paragraph is it mentioned that the satellite goes at a
speed of about five miles per, second?
4. In which paragraph is it mentioned that a parachute opens?

Synonyms
Find in the text words, expressions or phrases that are closest in
meaning to the following:
falls starts quickly to speed up
Opposites
Find in the text words, expressions or phrases that are opposite in
meaning to the following:
faster pulled farther
Classify these words according to the pronunciation of their final
‘s’.
approaches begins drops escapes falls gas
gases miles opens scientists stages takes
/s/ /z/ /iz/
Classify the following words according to which syllable is stressed.
approaches atmosphere begins explosive
rocket satellites second stages
1st syllable 2nd syllable

Classify the following words according to the number of their

syllables.
brakes explosive fired launched satellite
scientist spacecraft stages thrust orbit
1 syllable 2 syllables 3 syllables

111

few words explained

ailessly adverb in all directions
amoeba count noun a one-celled animal
bring about irreg. verb make happen
decay uncount. noun decomposition, become corrupt
mankind uncount. noun human beings, humanity
Tiny adjective very small

Are these statements true or false?

1. Microbes are big creatures.
2. They come in all sizes.
3. They help turn cheese into milk.
5. All microbes are dangerous for man.

Questions:
1. How many cells does an amoeba have?
2. In which paragraph is it mentioned that some microbes are not
harmless?
3. Are there any creatures which are smaller than the amoeba? How do
you know?
Observe and do.
Example: It is a one-celled animal.
You say: It is an animal with only one cell.
 1. It was a long-sleeved pullover.
2. It was a long-haired dog.
3. My sister is a blue-eyed girl.
4. It was a wall-papered room.
5. My sister likes wearing high-heeled shoes.

Match word and definition.

Example: penniless: without a Penn , without money.
(1) fearless (a) nonsense
(2) harmless (b) not afraid
(3) homeless ©not dangerous
(4) jobless (d) not useful
(5) meaningless (e) unemployed
(6) useless (f) without a lace to live in

113
 Who invented what and when?

Galileo also invented the telescope.

Adding Machine 1642 Blaise PASCAL France
Ball-point pen 1938 Laszlo BIRO Hungary
Bicycle 1860 Ernest MICHAUX France
Cellophane 1908 Jacques BRANDENBERGERSwitzerland
Fountain pen 1884 Louis E. WATERMAN USA
Helicopter 1907 Louis & Jean BREGUET France
Hypodermic Needle 1853 Charles PRAVAS France
Paper 105 Ts’ ai Lun China
Portland Cement 1824 Joseph ASPDIN G. Britain
Safety Match 1844 Gustave E. DASH Sweden
Safety Razor 1895 King C. GILLETTE USA
Telegraph 1840 Samuel F. B. MORSE USA
Telephone 1879 Alexander Graham BELL USA
Television 1926 John Logie BAIRD Scotland
Thermometer 1593 Galileo Italy
X Ray 1895 Wilhem K. ROENTGEN Germany
Zipper 1892 Whitcomb L. JUDSON USA

Read the table and ask your friend questions like the following:
- Who was Galileo?
- Where was he from?
- What did he invent?
- Who invented the thermometer?
- How long ago was the telephone invented?
- Which was-invented earlier, the telephone or the television?
- What nationality was the inventor of paper?
115

When did they first appear?

 The first record player appeared in 1878.
Item Date
First cars 1893
First bikes 1865
First television 1926
First camera 1826
First train 1829
First plane 1907
First phone 1876
First typewriter 1867
First record player 1878
First jeans 1850
First ball-point n 1938

Turn from passive to active as in the example.

Example: The ball-point pen was invented by Mr BIRO.
You say: Mr BIRO invented the ball-point pen.

a. The electric lamp was invented by Thomas A. Edison.

b. Alaska was purchased from Russia in 1867.
c. Low-cost cars were sold by Henry Ford.
d. Anti-polio vaccine was developed by Dr Jonas A. Salk.
e. The first non-stop flight from N.Y. to Paris was made by Charles
Lindbergh.
f. The United Nations Charter was signed by 51 nations in June
1945.

116
Push the Magic Buttons

Yes push the magic buttons and the computer plays ...
Push the Magic Buttons
by Renn ZAPHIROPOULOS Some
time ago there was a man
who had a job to do
to count the money and the goods
the loss and profit too.

He loved to write the numbers

in big and lovely books
his statements were all correct
he kept away the crooks.
His company did prosper
it flourish and it grew
and now his books were
very big
he had too much to do.
He hired an assistant
and he another two
and then a full department
containing quite a few.

117
 The books became too many
the load too much to bear
his days were full of management
his mind was full of care.

To solve his mammoth problem

an engineer he hired
and she designed a grandiose
computer he admired.

Cause he could . . .
push the magic buttons
and programme the machine
and using matrix he obtained
hard copy nice and clean.
Yes push the magic buttons
and the computer plays
in microseconds it can do
what he could do in days.
The room is air-conditioned
humidity controlled
he doesn’t know if outside
is stormy hot or cold.
He works the magic buttons
and thinks of days gone by
of ledger books and pens with quills
and ink that would not dry.

Yes push the magic buttons

and the computer plays
in microseconds it can do
what he could do in days.
Supply punctuation and capitals.
digital computers are really counting machines they are used for
mathematical calculations the smaller ones can operate manually
like typewriters you can multiply divide add or subtract numbers
with them

118

Greetings
 Classify these sentences according to the table below.
Hello! Hi!
How do you do? I’d like you to meet Jim.
I’m (terribly / awfully) sorry. I’m very grateful to you for
coming.
Let me introduce you to Jim. See you ( later).
See you tomorrow. So sorry
Sorry for being late. Sorry.
Thank you. Thank you for coming.
Thank you so much. Thank you very much.
Thanks. Thanks a lot.
This is Jim. You haven’t met Jim, have you?
You know Jim, don’t you? My name’s Bond, James Bond.

Introducing Introducing Thanking Apologising Saying

oneself someone someone good-bye

Problem Solving 1: How will they cross the river?

A man, a woman and their two sons want to cross
a river from A to B. They have a boat. But their boat will not bold more
than a hundred kilos. The man and the woman each weigh 65 kilos, and
each of the boys weighs 45. How will the et across?
Proverbs. -
Join the two halves of the proverbs. Discuss their meanings with your friends and with your teacher. Find equivalents in your own
language.
The more, is better than cure.
Time is money.
To kill two birds silence is old.
Prevention the merrier.
Speech is silver, with one stone.

119
The Seven League Boots (2)
PART TWO
Then they sat at the table and ate with a healthy appetite, which
pleased their father and mother. While they. were eating, they told their
 parents how frightened they had been in the forest, all talking at once
most of the time.
The woodcutter and his wife were delighted to have their children home
again but, alas, their happiness lasted only as long as the ten golden
pieces did. When all the money was spent, they found themselves in the
same desperate situation as before.
The parents decided that they had no choice but to abandon their children
again. This time they planned to take them even further into the forest
than the first time.
Although the parents talked very quietly, Thumbkin again heard their
plan.
He thought that he would have no problem doing the same thing that
he had done before, but when he got up early next morning to collect the
stones, he found the door of the house locked.
At first, Thumbkin didn’t know what to do. However, their mother had
given them each a piece of bread for breakfast, so he thought that he
would be able to use this bread instead of stones. He would crumble the
bread and drop the crumbs along the path, so he hid it in his pocket.
Once again the family set off. Their parents took the seven boys to the
thickest and darkest part of the forest, and soon after they arrived, made
an excuse to leave them behind.
Thumbkin was not too worried because he thought he would find the
way back easily, thanks to the bread he had scattered behind. But, when
he looked, he could not find a single crumb: the birds had eaten every
one.
This time the children were desperate. The more they walked, the more
they got lost and the deeper they went into the forest. Darkness came
and a strong wind started to blow, which frightened them terribly. They
thought they heard wolves howling and feared they would be attacked
and eaten.
Then it began to rain heavily and they were all soaked to the skin.
They slipped at every step and fell into puddles, from which they
scrambled up completely covered in mud.
Thumbkin climbed a tree to see if he could discover something that
could help them. Turning his head to look in all directions, he suddenly
saw a tiny glimmer of light, like that of a candle, but it seemed to be far
away beyond the forest.
He slid down the tree but, when he reached the ground, he could no
longer see anything at all. Nevertheless, after walking for quite a while
with, his brothers in the right direction, he suddenly saw the light again
and they came to the edge of the forest.
Finally they arrived at the house with the candle light. They knocked at
the door and a woman opened it. Thumbkin told her that they were poor
who had got lost in the forest, and he asked her if they could spend the
night there for nothing, as they had no money.
 Seeing how sad and handsome they all were, this woman started to cry,
saying, “Alas, my poor children, where have you come to? Do you not
know that this is the house of an ogre who eats little children?”
“Oh, Madam, what shall we do?” gasped Thumbkin, who was trembling
with fear as well as his brothers. “The wolves in the forest will eat us
tonight if you do not give us shelter. And if we are to be eaten, we would
rather it was by the master of this house than the wolves. Maybe he would
feel sorry for us, if you were willing to plead on our behalf.”
The ogre’s wife thought she might be able to hide them from her
husband until next morning, so she let them inside and took them to the
fire-place to warm themselves. It was very hot, and there was a whole
sheep roasting for the ogre’s supper.
Just when they began to feel warm, they heard three or four loud
knocks at the door: The ogre had returned.
The woman quickly hid the children under the bed and went to open
the door. The first thing the ogre asked was if the supper was ready and if
a bottle of wine had been opened, and immediately he sat down at the
table.
Suddenly he started sniffing to the left and the right and said that he
smelled living flesh.
“It must be the veal which I was just preparing for you that you can
smell,” said his wife.
“I tell you I smell living flesh,” exclaimed the ogre and gave his wife a
suspicious look. “There is something going on here, I am sure.”
Having said this, he stood up from the table and went straight to bed.
Then he discovered the seven boys.
“Ah, this is how you try to deceive me, you wretched woman!” he
shouted. “I don’t see why I shouldn’t eat you as well, you old stupid
woman. These rabbits will come in handy to entertain my ogre friends
who are coming to visit me.”
One by one he dragged the boys out from under the bed. The poor
children fell on their knees and begged him for mercy, but they were in the
hands of the cruellest ogre there ever was, who was already eating them in
his imagination.
END OF PART TWO (TO BE FOLLOWED)

UNIT EIGHT: The English Speaking World

Britain
 The Members of Parliament are elected by the people.

Britain is a constitutional monarchy. It means that the country is

governed by a king or a queen who accepts the advice of the parliament.
It is also a parliamentary democracy. That is, it is a country whose
government is controlled by a parliament whose members have been
elected by the people. Its basic system is not so different from anywhere
else in Europe. The highest positions in the government are filled by
members of the directly elected parliament. In Britain, as in many
European countries, the official Head of State, whether a monarch (as in
Belgium, Netherlands, or Denmark) or a president (as in Germany,
Greece, or Italy) has little real power.

122

Read the text and answer the following questions.

1. What is a monarchy?
2. Who elects the members of parliament?
3. Has the Head of. State in Britain any real power?
4. List the names of some countries governed by Presidents and of
some countries governed by Kings or Queens.

Classify these words according to the pronunciation of their final

‘s’.
accepts controls countries democracies Greeks
means members monarchs officials presidents
 /s/ /z/

Classify the following words according to the number of their

syllables.
countries different directly elected filled
governed government Italy kin monarchy
parliament positions power queen whose
1 syllable 2 syllables 3 syllables

Classify the following words according to which syllable is stressed.

constitution controlled democracy democratic
governed monarchy parliament president
1st syllable 2nd syllable 3rd syllable

Rewrite sentence (b) so that it means the same as sentence (a).

Example: The P.M. governs the country.
You say: The country is governed by the P.M.
1a. The Prime Minister governs the country b. The country
2a. The welcomed the Queen at the airport. b. The Queen
3a. The Queen doesn’t choose the Prime Minister b. The Prime
4a. Churchill ruled the country during the war. b. The country
5a. The don’t speak Welsh outside Wales. b. Welsh
6a. The speak English in Australia. b. Australians

123

British Traditions
 Westminster Abbey
where members of the Royal family get married.

Wedding day
People get married in a church for the religious ceremony or in a registry
office for a civil ceremony. Rice and confetti are thrown at the bride and
the groom to wish them luck and prosperity, and the bride often carries a
horseshoe, again to symbolise good luck. There is a reception afterwards
usually at a big hotel and later the bride and groom go on a holiday called
a honeymoon.
Birthday
There is often a birthday cake, with candles to be blown out. Everyone
sings “Happy Birthday”. People send birthday cards. There is often a
birthday party.
Some people are not very lucky. They celebrate their birthdays only once
eve four years.
124
Christmas Day
It is on the 25th of December. It celebrates the birth of our Lord Jesus, the son of Mary. Children love it
because they receive many presents.

Easter Day
It is a Christian tradition: children receive Easter eggs, (made of chocolate). They usually eat too many
eggs and get sick.

Mother’s Day
It is usually on the last Sunday of March. Children send their mothers flowers, or chocolate or other
presents.

New Year’s Eve

People go to parties and wait for midnight to come. At midnight, they sing Auld Lang Syne, and wish
each other Happy New Year.
In London, thousands of people celebrate the New Year in Trafalgar Square where they can hear Big
Ben (the famous clock on the Houses of Parliament) strike midnight.

Valentine’s Day
It is on the 14th of February. People send cards to the person they love, without signing them. They
simply say “Guess who.” or “You know who.”

A few words explained

Auld Lang Syne proper noun a song sung when friends leave
Big Ben proper noun Big Ben, the famous clock in London
bride and groom count nouns the husband and wife on their wedding day
confetti uncount. very small pieces of paper
noun
Easter proper noun Christian festival in April
honeymoon count noun the bride and groom go on honeymoon
New Year’s Eve proper noun the thirty first of December
Trafalgar Square proper noun a famous place in the centre London

Now it’s your turn!

Can you think of similar traditions in your country? They may be religious, national, social, etc. When
are they? What do people do? Describe one.

125

Inside Buckingham Palace

There are two addresses in London that the whole world knows. One is 10 Downing Street, where the
Prime Minister lives. The other is Buckingham Palace. This famous palace, first built in 1703, is in the
centre of London.

Buckingham Palace is two places, not one. It is a family house, where children play and grow up. It is
also the place where the Queen meets presidents, kings and politicians.

Buckingham Palace is like a small town with a police station, two post offices, a hospital, a bar, two
sports clubs, a disco, a cinema, and a swimming pool. There are 600 rooms and 3 miles of red carpet.
Two men work full-time to look after the 300 clocks. About 700 people work in the Palace.

When the Queen gets up in the morning, seven people look after her. One starts her bath, one prepares
her clothes, and one feeds the Royal dogs. She has eight or nine dogs, and they sleep in their own
bedroom near the Queen’s bedroom. Two people bring her breakfast. She has coffee from Harrods, toast
and eggs. Every day for fifteen minutes, a piper plays Scottish music outside her room and the Queen
reads The Times.
 Are these statements
true or false?
Every Tuesday evening, she meets the Prime Minister. They talk about world news and have a drink.

When the Queen invites a lot of people for dinner, it takes three days to prepare the table and three days
to do the washing-up. Everybody has five glasses: one for red wine, one for white wine, one for water,
one for port, and one for liqueur. During the first and second courses, the Queen speaks to the person on
her left and then, for the rest of the meal, she speaks to the person on her right . When the Queen finishes
her food, everybody finishes, and it is time for the next course!

STATEMENTS T/F
1. The Palace is more than 200 years old.
2. It is famous because it is in the centre of London.
3. The same person starts the Queen’s bath and prepares
her clothes.
4. The dogs sleep not far from the Queen’s bedroom.
5. The Queen and the P.M. go out for a drink on Tuesday
night.
6. The Queen does not speak to her guests during the meal.
7. There is a clock in every room.
8. The Prime Minister does not live in the Palace.
9. The Queen’s guests eat during three days.
10. The Queen takes her coffee at Harrod’s.
Answer the questions according to the passage-
1. “Buckingham Palace is two places, not one” How?

2. Why is it like a small town?

3. Are there a lot of clocks?

4. How many dogs does the Queen have?

5. What newspaper does she read?

6. What sort of music does the piper play?

7. Who does the Queen speak to during a meal?

8. What happens when the Queen finishes her food?

Ask the questions.

Here are the answers to some questions about the text.
Can you write the questions?
a) At 10 Downing Street.
 b) 600.

c) 300.

d) Coffee, toast and eggs.

e) In their own bedroom.

f) On Tuesday evenings.

g) Eight or nine.

127

Opposites
Find in the text words, expressions or phrases that are opposite in meaning to the following:
inside big a few

Synonyms
Find in the text words, expressions or phrases that are closest in meaning to the following:
approximately well-known a quarter of an hour

Write inferences from the text.

Read the text again and think of statements or questions whose answers are not given explicitly. With your friend, write
two inferences which are necessarily true, and two inferences which are necessarily false. When you finish, swap papers
with your classmates and write T or necessarily true or F for necessarily false before each of their sentences.

Find the right word from the passage and put it in the right column.
Places People Food and Drink
palace Prime Minister breakfast

Classify the following words , according to the number of their syllables

courses eggs everybody glasses minister offices
police politicians prepared prepares royal toast
1 syllable 2 syllables 3 syllables 4 syllables
 128

Classify the following words according to the pronunciation of ‘ed’.

finished invited looked played
prepared started talked washed
/d/ /t/ /it/

Classify the following words according to which syllable is stressed.

addresses breakfast carpet centre cinema
finishes hospital houses offices palace
1st syllable 2nd syllable

Classify these words according to the pronunciation of their final ‘s’.

addresses clocks clothes courses feeds glasses
houses kings lives offices palaces places
politicians prepares presidents speaks sports starts
/s/ /z/ /iz/

from the list below, pick out the irregular verbs and give their past tenses.
ring build drink eat feed finish
get grow has invite know meet
read sleep speak start take talk
 129

Ireland
The climate of Ireland is more temperate than the climate of other countries in the same latitude, Ireland
is cooler in summer and warmer in winter than either England or Scotland.

Every part of the island gets a good amount of rain which makes the country look so green in spring that
Ireland has been called the ‘Emerald Isle’ .

Most of the people live by farming. In general the soil is very fertile, but is not well cultivated
everywhere. Ireland produces fine crops of oats, potatoes and hay. On the fine pastures, kept fresh and
green by frequent showers, cattle and sheep are reared. Pigs and poultry are also largely reared.

The Irish peasant lives chiefly on potatoes, and when the potato crop fails, hunger is felt in the poor
cabins of. many labourers.

A few words explained

amount count noun quantity
cattle collective noun cows, horses are cattle
chiefly adverb mainly, principally
crops count noun plants
hay uncount. noun dried grass
labourers count noun workers
oats plural noun grains used to feed animals
pastures count noun fields and grasslands
peasant count noun farmer
poultry collective noun chickens, ducks and other birds kept
in a farm

Use the following table to make comparisons based to the text.

Ireland Ireland Ireland
England is warmer than England
Scotland greener Scotland
hotter

130

Infer from the text.

 The following answers are not given explicitly in the text. You
have to read between the lines to make inferences. Some inferences are
necessarily true, others less so (perhaps), others are necessarily false, and
sometimes you do not have sufficient data to decide.
Read the statements and tick the appropriate column, T for true,
P for perhaps, F for necessarily false, and I for insufficient data.

T P F I
1. Emerald is red.
2. Those who are not farmers are fishermen.
3. It snows a lot in Ireland.
4. The Irish are very rich.
5. England is warmer than Scotland.
6. The Irish do not want to cultivate the land.
7. Ireland is over-populated.
8. There are often droughts in Ireland.
9. Milk is abundant in Ireland.

Complete sentence (b) so that it means the same as sentence (a).

1. (a) Ireland is called the ‘Emerald Isle’ .

(b) The Irish call

2. (a) The soil is not well cultivated everywhere.

(b) Farmers . ..
3. (a) Ireland produces fine crops of oats, potatoes and hay.

(b) Fine crops ...

4. (a) Cattle and sheep are reared everywhere in the country.

(b) Farmers ...

5. (a) Hunger is felt everywhere.

(b) Many poor peasants . . .

Synonyms
Find in the text words, expressions or phrases that are closest in meaning to the following:
named maim appear

131
Opposites
Find in the text words, expressions or phrases that are opposite in meaner to the following:
bad warmer rare different less arid
Steady the following example and complete in the same way.
Example: Ireland looks so green that...
You say: Ireland looks so green that it is called the ‘Emerald Isle’.

1. The soil is so fertile that ...

2. The peasants are so poor that . . .

3. The pupil is so clever that . . .

4. It rains so much that ...

5. The exercise is so difficult that ...

6. This cake is so good that ...

7. The city is so beautiful that ...

8. The lady is so old that ...

9. The house is so large that ...

10. My friend is so kind that ...

Use some of the examples above and do as indicated below.

1. What a fertile soil!

2. What poor peasants!

3. What a clever pupil!

Do the same with the other seven sentences.

Use some of the examples above and do as indicated below.
1. How fertile the soil is!

2. How poor the peasants are!

3. How clever the pupil is!

Do the same with the other seven sentences.

 132

Look at the example and do the same.

Example: John / lazy boy
You say: John is such a lazy boy!
What a lazy boy John is!

Don’t forget to match the pairs first! And be careful with the tenses!

Algeria resourceful resident

Elvis a large country
Emir Abdelkader fantastic athlete
Morcelli great statesman
Yasser Arafat famous singer

Classify the following words according to the number of their syllables.

called cultivated emerald fresh general latitude
pastures potatoes same showers summer temperate
1 syllable 2 syllables 3 syllables 4 syllables

Classify the following words according to which syllable is stressed.

climate cooler cultivated bean everywhere
hunger labourers largely potatoes warmer
1st syllable 2nd syllable

Classify these words according to the pronunciation of their final ‘s’.

crops fails farmers gets makes oats peasants produces

/s/ /z/ /iz/

From the list below, pick out the irregular verbs and give their past tenses.
 get make call produce
look live keep fail
feel rear help put

133

American Mobility

They’re always on the move.

Americans believe in the perfectibility of man. They think that the
diffusion of knowledge must necessarily be good and the consequences of
ignorance must necessarily be bad. They consider society as a body in a
state of improvement, humanity as a changing scene, in which nothing
is, or ought to be permanent. They believe that what appears to them
today to be good, may be replaced by something better tomorrow. They
live in a country marked by diversity and constant change. They are
always on the move - from one part of the country to another from one
city to another, from farm to city, from the city to the suburbs. Seventeen
percent of all Americans move to new home every year, searching for
jobs, a better climate, or for other reasons.

Comprehension questions
1. What do Americans think of knowledge?

2. How do they consider society?

3. Why are they always moving?

4. What percentage don’t move to new homes every year?

 134

Write inferences from the text.

Read the text again and think of statements or questions whose answers are not given explicitly. Write one inference
which is necessarily true, one inference which is necessarily false and one which is probably true. When you finish,
swap papers with your classmates. Before their sentences, write T for necessarily true, F for necessarily false, P for
probably true.

Synonyms
Find in the text words, expressions or phrases that are closest in meaning to the following:
(a) looking for (b) progress (c) constant

Opposites
Find in the text words, expressions or phrases that are opposite in meaning to the following:
(a) worse (b) knowledge (c) disappear

Turn into direct speech: Use the speakers’ own words.

1. They say that knowledge must be advantageous.

2. They say that ignorance is catastrophic.

3. They say that society is in a state of improvement.

4. They say that humanity is changing.

5. They say that what appears to them today to be good may change tomorrow.

Say it differently: need to /have to.

Study the following sentences and try to do the same using the table below. You can add more examples
of your own.
An American needs to work for five minutes only to buy a loaf of bread.
To buy a loaf of bread, an American has to work for 5 minutes only.
Five minutes'’work are enough for an American to buy a loaf of bread.
5 minutes a loaf of bread
4 minutes a kilogram of potatoes
12 minutes half a kilo of beef
8 minutes 500 g of butter
 6 minutes a litre of milk
120 minutes a wool suit
60 minutes a air of leather shoes

135

Ask questions using ‘How long’.

Cover the left hand column of the table in the previous page and ask your fiends questions like the following:
How long does an American need to work to buy a loaf of bread?
How long does an American have to work to buy a loaf of bread?

Answer anal discuss with your friends.

In your opinion, how long does your father have to work to buy:

a loaf of bread? a bottle of lemonade? a car? a house?

Supply the missing word and write the full sentence.

1. Hundreds tourists visit the Palace eve week.
2. The can see a great number paintings.
3. Some paintings very famous.
4. One of them was bought ear.
5. It cost a lot of.

Classify the following words according to the number of their syllables.

admit Americans another appears believe city diffusion ignorance

man move permanent today

1 syllable 2 syllables 3 syllables 4 syllables

Classify the following words according to which syllable is stressed.

admit advantageous appears catastrophic
consequences consider society suburbs
1st syllable 2nd syllable 3rd syllable
 136

Conversational Conventions
Utterance Response
1. Hello. a) Good-bye. See you soon. Bye.
2. Good-bye. b) Hello
3. Congratulations. c) No problem.
4. Thank you. d) Yes, it is.
5. And this is your room, I suppose? e) See you then.
6. Would you like a coffee? f) Thanks
7. How about coming for a meal? g) That’ d be nice.
8. I’ll be back in the middle of May. h) The best of luck.
9. Could you check this for me? i) You’re welcome/Don’t mention
it.
10. I’ve of m exam tomorrow. j) Yes, lease. / No, thank you.

1 2 3 4 5 6 7 8 9 10

Problem Solving 2: His East will and testament

A dying man leaves 17 cows. In his will, he wants his eldest son to
inherit half the cows, his middle son to take one third, and his
youngest son one ninth of them.

How can that be done without killing the cows?

Proverbs
Join the two halves of the proverbs.
Discuss their meanings with your friends and with your teacher.
Find equivalents in your own language.
A bad workman are soon parted.
A barking dog is half redressed.
A bird in the hand is worth two in the bush.
A fault confessed never bites.
A fool and his money quarrels with his tools.

137

The Seven League Boots (3)

PART THREE

He told his wife that the boys would make a tasty meal when cooked in a nice sauce.

He picked up a huge knife and sharpened it on a long stone, then he approached the frightened children.

He had just grabbed one of them, when his wife said, “Why do you want to do it at this hour? You’ve
had a good supper. Why don’t you do it tomorrow morning?”

“Be quiet!” exclaimed the ogre, “they will be more succulent now.”

“But you still have so much meat here,” said his wife. “Look - a calf, two sheep and half a pig!”

“You are right,” agreed the ogre. “Give them a good meal so they do not get thin, and put them to bed.”

The kind woman was delighted and cooked the children a nice supper, but they were so terrified, they
could not eat a mouthful.

As for the ogre, he was so delighted to have such a nice meal to offer his friends that he drank a dozen
bottles of wine, which made him dizzy and he had to go to bed.

Now, the ogre had seven young daughters. The little ogresses were all very robust because they ate fresh
meat like their father. But they had little round, grey eyes, hooked noses, and huge mouths with long
teeth, very sharp and very widely spaced.

They were not yet as cruel as their father, but were beginning to behave like their father, for they already
liked to bite little children.

They were sent to bed early and all seven of them slept in a large bed, each wearing a golden crown on
her head.

In the same room, there was another bed of the same size. The ogre’s wife put the seven little boys in this
bed, after which she went to bed herself beside her husband.
Thumbkin was afraid that the ogre might regret not having eaten them that evening and would wake up
to do so before morning. When he heard the ogre snoring, he got up and took off his brother’s caps. Then
he crept over to the ogre’s seven daughters, took off their crowns and put the caps on their heads. He then
returned to bed and put the seven golden crowns on his brothers’ heads and on his head.

138

It was just as Thumbkin feared; the ogre woke up at midnight and regretted not killing the boys the
evening before. So he jumped out of bed and took up his huge knife.

“Let us see how our little fools are doing,” he said to himself.

Without lighting a candle, he groped his way upstairs in the dark to his daughters’ room and approached
the bed in which the little boys were sleeping. They were all fast asleep except for Thumbkin, who was
very frightened when he felt the ogre’s hand over his head.

The ogre felt all the golden crowns. “Dear me,” he said, “This will never do. This is my daughters’ bed. I
can feel the crowns on my darlings’ heads.”

He then went to the other bed and felt the boys’ little caps.

“Ah, there, they are,” he said. “Our lovely lads! Let’s do the job properly now.”

Having said this, he killed his seven daughters thinking they were the boys. Then, happy at a job well
done, he went back to bed.

As soon as Thumbkin heard the ogre snoring again, he woke up his brothers. He told them to get dressed
immediately and follow him.

The boys crept quietly out of the house and climbed over the garden wall. They ran through the night,
stumbling from fear and not knowing which way to go.

When the ogre woke up next morning, he said to his wife, “Go upstairs and dress those little fools who
came here yesterday.”

His wife was very surprised at her husband’s kindness, not suspecting for a minute that the way he meant
her to dress them was as meat!

But when she went upstairs, a terrible sight was awaiting her. She was horrified when she saw her seven
daughters with their throats cut, an( fainted at once - even though she was an ogress!

The ogre wondered why his wife was taking such a long time doing the job he had ordered her to do. He
went upstairs and was no less shocked than, his wife when he saw the dreadful sight, although he did not
faint.

“Ah, what have I done?” he cried. “Those seven rascals will pay for this and right now!”

First he revived his wife, then he shouted “Quickly! Give me my sever league boots so that I can catch
up with those scoundrels.”

Wearing his magic boots, that would travel seven leagues in one stride he searched throughout the land
for the boys. After he had run a great
distance in all directions, he finally came to the path where they were walking, no more than a hundred
steps from their father’s house.

To their horror, the boys saw the ogre stepping from mountain-top to mountain-top, crossing rivers as
easily as if they were small streams.

Thumbkin hid his brothers in a hollow rock nearby and then hid himself, peeping out to watch the ogre.

The ogre had become very tired from all his travels, despite the seven league boots. He wanted to rest
and by chance he sat down on the rock in which the boys were hiding.

After sitting there for a while, he started to snore so frightfully that the poor children were just as scared
as ever. Thumbkin told his brothers to run home as fast as they could while the ogre was sound asleep.
They did as he said and arrived home almost immediately.

Then Thumbkin crept up to the ogre, carefully removed the

seven-league boots and put them on himself. The boots were very long and wide, but, as they were
magic, they were able to grow larder or smaller to fit the person who is wearing them. So, when
Thumbkin had them on, they fitted his legs and feet perfectly, as if they had been made for him.

Thumbkin went straight back to the ogre’s house where he found his wife weeping over her seven dead
daughters.

“Your husband is in treat danger.” said Thumbkin. ‘He has been captured by a gang of robbers who are
threatening to kill him it he doesn’t give them all his gold and money. When they were holding the knife
against his throat, he saw me and begged me to warn you of his problems. He said to tell you to give me
all his fortune otherwise they will kill him. Look I have his seven-league boots, which proves that I am
telling you the truth.”

Without hesitating for a second, the woman gave Thumbkin everything. Apart from his habit of eating
little children, she loved the ogre who was a very good husband to her.

Carrying all the ogre’s treasure. Thumbkin returned to his father’s house where he was welcomed with
great joy, and the family never went hungry again.

And what happened to the ogre and his wife?

Well, Thumbkin never saw either of them again. which is probably just as well.

THE END

Private Study Section 3

1. Do without ‘to’ or ‘for’.
Example: Robert sent a letter to his mother.
You say: Robert sent his mother a letter.
The visitors told stories to the children.

1. I’m writing a letter to the director.

 2. I’m going to give the information to you.

3. Did you take flowers to your friend?

4. Mrs Stone baked a cake for her son.

5. We found an apartment for our friends.

2. Use the correct form of the verb.

Example 1: go / they/ meeting / last night
You say: Did they go to the meeting last night?
Example 2: go / they/ meeting / yet
You say: Have they gone to the meeting yet?

build they / house / last year?

tell her mother / yet?
accept I she / when you told her?
finish he / homework / before he had dinner?
blow down wind / some trees / last winter?
read you / assignment / yet?
beat your team / ever / that team / last year?
lead he / the band / last year?
shave you / yet?
fasten I won’t start until you / seat belts.
feed The farmer / not yet / the chickens.
play The children / often / together / when / small.
lecture the professor / here / last term?
bet John / much / on the races / yesterday?
dig they / the well / yet?
ring the school bell / already?
draw the artist / any / pictures / last year?
freeze the water / yet?
mow anyone / the lawn / since last week?
spay you / the gas bill / yet?

3. Complete the sentences with the right preposition from the list.

(of, with, at, from, to, on, in, for, into, by)
 Example: They got separated …. each other.
You say: They got separated from each other.
1. I’m depending ………….. you to help me.

2. Please don’t get mad………….. me. I only wanted to help.

3. I’d appreciate it if you wouldn’t interfere ………….. my affairs.

4. If you don’t agree………….. me, I wish you would tell me.

5. Are you satisfied…………..your new car?

6. She isn’t afraid………….. aeroplanes, is she?

7. My opinion is based …………..facts.

8. The dinner consists …………..four courses.

9. This word is derived …………..a Greek noun.

10. I insist on a complete description …………..your trip.

11. He recovered …. a serious illness.
12. She reminds me ………….. my mother.

13. I have confidence ………….. that man’s ability.

14. This novel was translated ………….. French.

15. He always laughs …………..my jokes.

16. I am convinced …………..his ability to succeed

17. I was disappointed …………../…………../………….. the results of

the experiment.
18. I am interested …………..learning a new language.
19. The question period was limited ………….. ten minutes.
20. I apologised …………..the teacher ………….. being late.
21. I complimented Joan ………….. her new dress.
22. My wife was waiting …………..me in the hotel lobby.
23. My father provided ………….. my education.
24. I succeeded ………….. passing the entrance examination for
college.
25. Mrs Hollyfield often substitutes …………..me when I’m absent.
4. Is it “a” or “an”?
European UFO
heir UN official
honest man uncle
hotel unfair result
hour university
P.M. used car
M.P. useful tool
5. Observe and do: Tag questions.
Example: There isn’t a swimming pool here, is ... ?
You say: There isn’t a swimming pool here, is there?

1. You want to see that film, ………….. you?

2. The pupils were really noisy, …………..they?
3. I wasn’t trying to persuade you, ………….. I?
4. You haven’t finished the exercise, ………….. you?
5. John ‘d love to see that film, ………….. he?
6. Mary saw the film last week, …………..she?
7. Jack will be in London next week, …………..he?
8. I’m trying to get a job, ………….. I?
9. You can help me, ………….. you?
10. Don’t forget your keys, ………….. you?

Grammar

Parts of speech

Open class words It is called “open class” because new words are invented and added all the time. For
example, a few years ago, words such as ‘computers’ or ‘to yellow-card a player’ did not exist.
These words are also called lexical words or full words.
Members of this class are:
Nouns: words such as John, house, text, rabbit, etc.
Adjectives: words such as - happy, new, rich, small, etc.
Adverbs: words such as - really, very, then, now, silently, etc.
Verbs: words such as - read, write, do, be, etc.

Closed-system words
It is “closed” because it is finite. No new items will be added. These words are also called grammatical
words or empty words.
Members of this class are:
Articles: - the, a, an.
Demonstratives: words such as - this, that, these, those.
Pronouns: words such as - he, she, one, which, him, etc. Prepositions: words such as - of, at, in, in spite
of, etc.

Conjunctions: words such as - and, yet, when, although, etc.

Types of nouns

Proper nouns:
- Personal names: words such as - Rachid, Betty, Dr Wilson, President Lincoln, etc.
- Festivals: words such as - Christmas, Independence Day, etc.

- Days-Months-Seasons: words such as - Monday, August, Summer,etc.

- Geographical names: words such as - Africa. Algeria, Algiers. the

 Hoggar, the Cheliff, Madison Avenue. etc.

- institutions: words such as - The University of London. the B.B.C., the Intifadha. etc.

Common nouns:
Count nouns:
You can count them: one boy. two girls. three tables, four dogs, etc.
They have a singular and a plural form.
Examples: a girl, boys, the boy, etc.
Non-count nouns:
You cannot count them.
They have a singular form without the indefinite article (a) or (an).
They do not have a plural form.
Examples: happiness, money, courage, etc.

144

Collective nouns:
Examples: the public, the family, the police, etc.

Plural nouns: no singular form

Examples: trousers, scissors, goods, etc.
Singular nouns: no plural form
Examples: a sheep sheep. . .

Mixed nouns: change in meaning

Examples: paper an evening paper.

Singular with “s”

 school subjects:
Example: physics, mathematics, politics, etc.
• diseases:
Example: diabetes, rabies, measles, etc.
• games:
Example: cards, draughts, darts, etc.

Compound nouns
Examples: driving licence, mail-box, classroom, etc..
“Adjectives”

These words are always used with ‘the’, they do not take ‘s’ and they have a plural form.
Examples: the elderly, the rich, etc.

Gerunds
Examples: swimming, walking, etc.
Articles
Definite article
We use the indefinite article, “the”:

 to talk about something again:

Example: - In my house, there is a piano, and on the piano, there is a cat.
  with certain places and place names:

EXAMPLE: - THE USA, THE GREAT LAKES, THE HOGGAR

 when there is only one:
Example: - the sun, the president, the government.
Note:
 We can use the definite article in the singular with both count and noncount nouns and in the
plural only with count nouns.
Example: - the boy, the sugar, the children.
 We pronounce the indefinite article /thee/ before a vowel or a consonant that sounds like a
vowel.
Example: - the apple, the hour, the M.P.

145

Indefinite article
We use the indefinite article, “a”, “an”:
 to talk about something for the first time:

EXAMPLE: IN MY HOUSE, THERE IS A KITCHEN, A DINING

ROOM AND A BEDROOM
 with jobs:
Example: I am a student. John is an ‘engineer.
 with certain expressions of quantity:

EXAMPLE: A LITTLE FOOD, THREE TIMES A DAY, ONCE

UPON A TIME
We do not use the indefinite article with plural nouns.
Example: - a book, but books.
 We do not use a definite article with non-count nouns.
Example: - a boy but courage.
We use “a” before a consonant, a semi-vowel (“w”, “y”) or a vowel that sounds like a semi-vowel.
Example: - a boy, a cat, a donkey, a farm, a girl, a house, a jacket, a knee,
a lamp, a man, a number, a party, a quarter, a road, a street,
a table, a vowel, a zoo.
• a watch, a yard.
• a university, a ewe.

We use “an” before a vowel, or a consonant that sounds like a vowel.

Example: - an apple, an egg, an idiot, an orange, an umbrella. - an hour, an heir.

Summary
Indefinite Definite
 Exclamation
Singula
C O U N T a  Courage
Non-count the the
Count Non-count
rN O U N S
boy,
nouns  sugar boy,
nouns nouns Courage
an the the
appl apple sugar
e
Plural  boys, ••••••••••• the boys, ••••••••••••
 apple the apples
s

It is used to express surprise, excitement, disbelief, shock, etc.

At the beginning of the sentence, you use
What a with singular countable nouns:

Example: What a beautiful dress!

What an honest man!
What a surprise!
What with plural nouns or uncountable singular nouns:

Example: What clever pupils!

What courage!
How with adjectives or adverbs:

Example: How beautifully they danced!

How clever these girls are!
How worried we have been!
In the middle or at the end of a sentence, you use
Such a with singular countable nouns:
Example: I saw such a beautiful dress!
He was such an honest man!
Such with plural nouns or uncountable singular nouns:
Example: I saw such beautiful dresses.
I’d never seen such courage.
Note that the noun may or may not be preceded by one or more adjectives.

So with adjectives or adverbs:

EXAMPLE: OUR TEACHER IS SO INCREDIBLY PATIENT!
It was so attractive.

Summary
Nouns Adjectives or Adverbs
Beginning of a What a How
sentence What
End of a sentence such a So
such

Formal types of sentences

Declarative Sentences
Examples: Democracy is less hateful than other forms of government.
 Algeria published its first constitution in 1963.
Students should study in pleasant surroundings.

Negative Sentences
Examples: I don’t know.
I could not remember his name.
They did not travel as comfortably as we do today.

Interro-negative sentences
Examples: Why don’t you do it now?
Couldn’t you do it now?
Didn’t Mary tell you what to do?
Interrogative Sentences
Examples: Do you all understand?
Why do you want to be a pilot?
Do you want strawberry jam or marmalade?
Imperative Sentences
Examples: : Give us more money!
Imagine a forest full of wolves.
Let us all sing together.

147

Exclamatory Sentences
Examples: What a sight!

It was such a lovely sight!

How nice of them to invite us

He runs so fast.

Emphatic Sentences
Examples: Yes, it does snow in Chrea.
I did remember to ask him.
Do be quiet.
Elliptic Sentences
Examples: When asked what quality was needed, they replied work.
He wanted to go, and so did I.
You won’t go and neither will they.
Passive Sentences:
Examples: The house was sold for a very good price.

Britain is governed by a Prime Minister.

Reported speech
Direct and reported speech
 The teacher said, “John is a good pupil.” Here it is the teacher speaking. It is direct speech. We put
between quotation marks the exact words of the speaker.

 The teacher said that John was a good pupil. Here you are reporting what the teacher said. It is
reported speech.
The main clause is “The teacher said” and the reported clause is “John is a good pupil.”
If the tense of the main clause is Present or Future, the tense of the
reported clause will not change.
He says, “John will come He says that John will come
tomorrow.” tomorrow.
He says, “Mary can do it.” He says that Mary can do it.
He will probably say, “I’ve left He will probably say that he has left
it at home.” it at home.

If the tense of the main clause is past tense, there will be changes in the
tense of the reported clause.
The tense of the reported clause will change:
1. from Present to Past.
He said. “John likes tennis” He said that John liked tennis.
He said. “John must go.” He said John had to go.

2. from Past /Present Perfect/Past Perfect to Past Perfect.

He said. “John liked the play” He said John had liked the -play.
He said. “John has finished.” He said John had finished.

3. from Future to Conditional.

- He said. “John will do it.” He said that John would do it.

4. from Future Perfect to Past Conditional

He said, “John will have finished then.”

He said John would have finished then.

Note the other potential changes:

There will be changes in the pronouns:

John said, “I love Helen.” John said he loved Helen.
Mary said, “I can help you.” Mary said that she could help me
/ us / you / them.

There will be changes in time adverbials:

John said, “I’ll John said he would John said he would do it the
do it tomorrow.” do it the next day tomorrow.
(if speech is reported on the same day as John’s
utterance)
 John said, “I am John said he was John said he was leaving
leaving today.” leaving that day. today.
(if speech is reported on the
same day as John’s
utterance)
Mary said, “I Mary said she had Mary said she saw him
saw him seen him previous yesterday.
yesterday. day / the day (if speech is reported on the
before same day as Mary’s
utterance)
There will be changes in place adverbials:
- The students said, “We will stay here.”

- The students said they were would stay there.

There will be changes in the demonstratives:

They said: ”We They said they were They said they were not
are not playing not playing that playing this weekend.
this weekend weekend (if speech is reported before
that weekend.)

The reported clause is not always a statement:

If the reported clause is a ‘wh-question’ the question becomes a statement.

John asks, “Where are they going?”

John asks where they are going.

Mary asked me. “ Why did you do it?”

Mary asked me why I had done it.

149

If the reported clause is a ‘yes / no’ question

the reported clause is introduced by ’if’.
Mary asks, “Will the boys be Mary asks if the boys will be
there?’ there.
Mary asked, “Will the boys be Mary asked if the boys would
there?” be there.

If the reported clause is an imperative verb

the reported clause is introduced by ‘to’ or ‘not to’

Mary says to the children, “Play Mary asks / orders / tells the
outside.” children to play outside.
Jerry said to the children, “Don’t Jerry asked the children not to go
go away !” away.
Modal
Auxiliaires Usage

Concept MODAL Examples

VERB
could Could you help me?
Request can Can you with me?
would Would you like one?
will Will you do it for me?
Offer will Will you have some cakes?
Intention will I will do it later.
have to I have to go now.
Obligation (strong) must You must do it alone.
 need You need to work harder.
should You should do more exercise.
Obligation (mild) ought to You ought to eat less.
Prohibition mustn’t You mustn’t smoke.
can’t You can’t take it with you.
Advice had better You’d better work harder if you want
to pass your exam.
don’t have to You don’t have to do it.
No obligation needn’t / don’t You needn’t come if you don’t want
need to tot.
Ability can I can do it alone.
could I could play chess when I was ten.
Permission can Can I come with you?
may You may stay out until 8.00.
could Could I leave now?
Deduction: must He is absent. He must be sick.
Certainty
Deduction: might He is absent. He might be sick.
Possibility may He is absent. He may be sick.
could He is absent. He could be sick.
Deduction: can’t I saw her. She can’t have left.
Certainty
Preference would rather I’d rather be out playing football.
Habit used to I used to live in Tlemcen when I was
a small girl.

CAN - COULD
They are used to express:

- ability or opportunity,

- permission,

- polite requests,

- general possibility,

- logical conclusion (in the negative form only),

- requests and suggestions.

Examples:

 We can only love what we know personally.

 Can I go out now?

 He could do it if he really wanted.

  He can’t be there.

 English grammar can be confusing.

 They can’t have finished, they’ve just started.

 Could we eat out tonight?

MUST- HAVE TO - BE TO
They are used to express:

 obligation or necessity,

 deduction or probability.

Examples:

 You must call a doctor.

 He did not come to school this morning. He must be ill.

 You must hurry or you will miss your train.

 You are not to go out. You are to stay in bed.

 I have to leave now.

MAY - MIGHT
They are used to express:

- permission,

- possibility,

- polite requests.

Examples:

 It might be serious.

 May I ask you another question?

OUGHT TO
It is used to express:

- recommendation,

- moral obligation,

- probability.
Examples:

 Teachers ought to spend more time with slower pupils.

 He ought to be there.

SHALL -SHOULD
They are used to express:

- strong recommendation,

- advice,

- expectations,

- suggestions.

Examples:

 Education should prepare young people for their future role.

 Language teachers should not lose temper over little things.

 Every child shall have access to free education.

 He should be coming soon.

 Shall we work together?

WILL- WOULD
They are used to express:

- prediction,

- habit in the past (would),

- inherent capacity.

Examples:

 We will be on holiday next week.

 We would sit for hours listening to grandmother.

 When the cat is away, the mice will play.

NEED – HAVE TO
They are used to express:

 necessity,

 absence of obligation (in the negative or question forms on)

Examples:

 You need not come if you do not want to.

 You do not need to come if you do not want to.

 You did not have to tell them.

 Need I tell You?

USED TO
It is used to express:

 a past habit.

Example:

 We used to go to the same school.

HAD BETTER
It is used to express:

 advice,

 moral obligation.

Examples:

 You’d better work harder.

 We’d better let our parents know.

HAD RATHER - WOULD RATHER

They are used to express:
  preference.

Examples:

 I’d rather stay here and watch TV than go out.

 I’d rather you stayed with me.

CONDITIONALS
Type 0.

Cause and Effect (‘if means ‘whenever’)

TENSE OF THE ‘IF’ CLAUSE TENSE OF THE MAIN CLAUSE

Present Present
If you boil the water, it evaporates.

Type 1.

TENSE OF THE ‘IF’ CLAUSE TENSE OF THE MAIN CLAUSE

Present or Conditional Imperative
If you don’t like people, put up with them.
If you still have problems. try and follow these steps.
If anybody insults you. don’t notice them.
If anything should happen, let me know .

Present or Conditional Future or Modal

If he knows his business, he can do what he likes with them.
If there is not any butter, you may use margarine.
If you work hard. you will certainly succeed.

Type 2.

TENSE OF THE ‘IF’ CLAUSE TENSE OF THE MAIN CLAUSE

Past Conditional or modal
If people repaired their taps, a lot of water would be saved.
If we were studying Russian, we might read Dostoevsky’s
original works.
If we were to miss the lane, it would be your fault.

Type 3.

TENSE OF THE ‘IF’ CLAUSE TENSE OF THE MAIN CLAUSE

Past Perfect Past Conditional or modal
If John had not wasted all his he could have bought this new
money, car.
If you had asked me to help you, I would have done it with
pleasure.

155

POSSESSORS CAN BE
 Persons or animals:

Example: The students’ papers, the dog’s tail.

 Institutions:

Example: The newspaper’s editor.

 To specify a feature:

Example: The car’s design.

 After places:

Example: Britain’s most famous company.

 Time:

Example: An hour’s race.

 Distance:

Example: A mile’s walk

 Expressions:

Example: For God’s sake, at his fingers’ ends, at arms’ length.

MARK OF POSSESSIVES

 Add ‘s to singular words.

Example: John’s book.

 Add ‘ to regular plural words.

Example: The boys’ toys.

 Add ‘s to irregular plurals without s.

Example: The children’s toys.

  Add ‘ or ‘s to singulars with s.

Example: St James’ or St James’s palace.

 Add ‘s or ‘s to the last possessor if item is shared.

Example: John and Betty’s parents. ( John and Betty have the same parents).

 Add ‘ or ‘s to all possessors if item is not shared.

Example: John’s and Betty’s parents. (John and Betty are not brother and sister).

 Add ‘ or ‘s to acronyms.

Example: The MP’s speech, the MPs’ speech.

 Add ‘ or ‘s to the last item of compound nouns.

Example: Mother-in-law’s gift.

THE ITEM POSSESSED CAN BE ELIDED

 to avoid repetition.

Example: My parents are richer than David’s. (David’s parents)

 after home or place of work or prayer

Example: We got it from the baker’s. (shop)

She went to her aunt’s. (house)
It’s opposite Saint Paul’s. (cathedral)
Note: No articles (the, a, an) not pre determiners (all, some, both, my, etc.) can be used between the
possessor and the item possessed.

COMPARAISON
COMPARATIVES OF EQUALITY
Add ‘as’ before and after the adjective or the adverb: as + adjective or
adverb + as
as interesting as, as young as, as often as, as many as.
Example: John is as old as Peter. They have the same age.
Add ‘not so’ or ‘not as’ + adjective or adverb + ‘as’
not as / not so interesting as, not as / not so young as, not so /not as
many as.
Example: English is not as difficult as French.
COMPARATIVES OF INFERIORITY
Add ‘less’ to the adjective or adverb:
less big, less lazy, less interesting, less clearly.
Example: The film is less interesting than the book
COMPARATIVES OF SUPERIORITY
Words of one syllable
Add ‘er’ to the adjective or the adverb:
bigger, smaller, brighter, longer, later.
Example: March is longer than February.
Words of more than two syllables
Add ‘more’ to the adjective or the adverb:
more interesting, more beautiful, more importantly.
Example: A house is more expensive than a flat.
Words of two syllables
Add ‘er’ to the adjective which ends in ‘y’ or ‘ow’:
lazier, dirtier, prettier, heavier, narrower.
Example: My little sister is getting prettier everyday.
Add ‘er’ or ‘more’ to the adjective which ends in ‘le’:
gentler or more gentle. simpler or more simple.
Example: Girls are usually more gentle than boys.
Add ‘more’- to the other adjectives and adverbs:
• more stupid, more cruel. more handsome, more gently.
Example: Some people can explain things more simply than others.

157
SUPERLATIVES OF INFERIORITY
Add “the least” to the adjective or adverb:
the least big, the least lazy, the least interesting, the least dangerously.
Example: The least expensive car is too expensive for me.
SUPERLATIVES OF SUPERIORITY
Words of one syllable:
Add ‘the ...est’ to the adjective or the adverb:
the biggest, the smallest, the brightest -
Example: February is the shortest month of the year.
Words of more than two syllables
Add ‘the most’ to the adjective or the adverb:
the most interesting, the most beautiful, the most dangerously.
Example: The most interesting book I ever read is the Holy Koran.
Words of two syllables:
Add the ...est’ to the adjective or adverb which ends in ‘y’ or ‘ow’:
the laziest, the dirtiest, the prettiest. the heaviest, the narrowest.
Example: I spent the happiest years in my life in my hometown.
Add ‘the ...est’ or ‘the most’ to the adjective which ends in ‘le’:
• the gentlest or the most gentle, the simplest or the most simple.
Example: The simplest things are sometimes the most useful
Add ‘the most’ to the other adjectives or adverbs:
the most stupid, the most cruelly, the most handsome.
Example: I paid £50 to see the most stupid circus act in my life.
Summary
Short Long
Comparatives Equality as…… as As …… as
Inequality not as…… as not as ……as
Superiority …… er than more ……than
Inferiority less ……than or less ……than or
 not as ……as not as …… as
Superlatives Superiority the …… est the most
Inferiority the least the least

158
DOUBLE COMPARATIVES 1
Add ‘the’ to the comparative forms.
The newer the car, the more expensive it is.
The more we read, the larger our vocabulary.
The more she talked, the less I understood.
The more, the merrier.

DOUBLE COMPARATIVES 2
Superiority: more and more + long adjective or adverb.
more and more exciting
Inferiority: less and less + adjective or adverb.
less and less confusing,
The comparative form of the short adjective or adverb is repeated twice.
nicer and nicer
Example: Books are getting more and more expensive.
His jokes are less and less funny.
My little sister is getting prettier and prettier.

IRREGULAR COMPARATIVES AND SUPERLATIVES

Here is the list of the most frequent adjectives that form their comparative and superlatives in an irregular way:
Positive Comparative Superlative
good or well better the best
bad or badly worse the worst
many or much more the most
little less the least
few fewer / less the fewest / the least
far farther / further the farthest / the furthest
159

Linking words Adding

and He spoke English and French.
also I have a good eyesight, and also a good colour vision.
too He loves his sisters, and his brother too.
as well He speaks English and French as well.
besides Besides French, he speaks English.
not only ... He speaks not only French, but also English.
but also
Contrasting
but He is small, but be is very strong.
however Beauty , however, said nothing to The Beast.
although Although this comforted him, it did not stop him from
weeping
despite The ogre got tired, despite his magic boots.
in spire of In spite of his magic boots, the ogre got tired.
nevertheless I am horrible to look at. Nevertheless, promise me that
you will never leave me.
on the She did not beat him; on the contrary, she thanked him.
contrary

Expressing cause and result

because It doesn’t matter, because father doesn’t smoke.
because of Do the layers wear such clothes because of the cold?
so He was hungry, so he sat and started to eat.
So... that It was so cold that be could not feel his forgers.
as As it is the first time, I’ll forgive you.
therefore You have an exam, therefore ou must work hard.
this / that is I was sleeping, this is why I didn’t hear the bell.
why
consequently I was sleeping, consequently I didn’t hear the bell.
for this reason I was sleeping, for this reason I didn’t hear the bell.
Too... to It’s too early for me to get up.
not enough ... I don’t have enough money to buy all these clothes.
to

Expressing purpose

to To learn a language, the best way is to live in the

country where it is spoken.
in order to In order to learn a language, the best way is to live in
the country where it is spoken.
so that Complete sentence (a) so that it means the same as (b).
for What are you learning English for?
160

Giving examples
for example Write about a game, tennis for example.
for instance You can write about a game, football for instance.
such as You can write about a game, such as darts if you wish.

Sequencing

and He put on his clothes and left.

first First of all, I want you to listen carefully.
then Read the examples, then do the same.
next Where will the next Olympic games be held?
before Read the questions carefully before you answer them.
after After you answer the questions, read your a er again.
later A few hours later, the man arrived home tired and sad.
while I broke my leg while I was skiing.
soon The holidays will soon be here.
immediately Come here immediately!
once Once you understand, it is very easy.
suddenly The man suddenly saw a tiny light.
as soon as As soon as Thumbkin heard the ogre snoring. he woke up
his brothers.
at / in the In the end, his teacher asked him to stay in class.
end
at last At last, The Beast opened his eyes.

Some/Any
I’d like some bananas, lease. I do not want any apples.
I’d like some flour, lease. I don’t want an sugar.
Are there any girls in that room? Yes, there are some.
Are there any boys in that room? No, there aren’t any.
Is there any sugar in that box? Yes, there is some.
Is there any flour in that box? No, there isn’t any.
There are not any eyes left. Go and get some.
There isn’t any sugar left. Go and buy some.
• You use “some” in affirmative sentences.

 You use “any” in negative and interrogative sentences.

161

Short forms
Regular forms Short forms
I am Algerian. I’ m Algerian.
We are alone in this room. We’re alone in this room.
John is thirteen. John’s thirteen.
She is not alone. She isn’t / She’s not alone.
They are going to do it They’re going to do it.
They are not here. They’re not / aren’t here.
You have done it again You’ve done it again.
He has got two sisters. He’s got two sisters. -
I have just finished it. I’ve just finished it.
John has left. John’s left.
He had done it. He’d done it.
John had finished earlier. John’ d finished earlier.
You cannot say that. You can’t say that.
I could not lift it. I couldn’t lift it.
She could not have done it. She couldn’t have done it.
He would have helped you. He would’ve helped you.
They will be here soon. They’ll be here soon.
I will not do it. I won’t do it.
I shall not be here tomorrow. I shan’t be here tomorrow.
I would like to go with you. I’d like to go with you.
I would not buy one. I wouldn’t buy one.
They did not come with us. They didn’t come with us.
They were going to see him. They’re going to see him.
You must not say that. You mustn’t say that.
You should not waste water. You shouldn’t waste water.

162
Adjectives of nationality
There are three types of adjectives of nationality.
Type 1
• Some have only a plural form to, refer to the people:
 • adjectives ending in “sh”, example: The English, the Irish
• adjectives ending in “ch”, example: The French, the Dutch.
Note: To refer to one or several persons, you say “An Englishman,
Frenchman, a Dutch boy, an Irish lady, three Englishmen, some
French women
One person Several Persons The People
An Englishman Some Englishmen The English
A French lady Five French ladies The French
A Dutch boy A few Dutch boys The Dutch
Type 2
- Some keep the same form for one or several persons or the people:
- adjectives ending in “ss”, example “The Swiss, a Swiss” .
- adjectives ending in “se”, example “The Lebanese. some Lebanese”
One person Several Persons The People
A Sudanese Some Sudanese The Sudanese
A Swiss Three Swiss The Swiss
A Lebanese A few Lebanese The Lebanese
Type 3
• The other adjectives add an “s” to the singular form to obtain the plural:
One person Several Persons The People
An American Some Americans The Americans
An Arab A few Arabs The Arabs
A Dane Six Danes The Danes
A Finn Some Finns The Finns
A Greek Some Greeks The Greeks
A Pole Some Poles The Poles
A Scot Some Scots The Scots
A Soviet Some Soviets The Soviets
A Spaniard Some Spaniards The Spaniards
A Swede Some Swedes The Swedes
Note: To refer to the people for all three types, you must use the definite
article: the English, the Japanese, the Algerians.
163
Spelling hints
Spelling changes when adding an ‘s’
‘es’ after s, x, ch, sh
a bus busses
a box boxes
a match matches
a crash crashes

‘ies’ after y if preceded by a consonant

a lady ladies
a country countries
 but a boy boys

‘yes’ after f, or fe
a leaf leaves
a wife wives
a wolf wolves
but a belief beliefs

Doubling the last consonant with suffixes: (ed-ing-er-est, etc.)

• When the last syllable is stressed and it contains only one vowel, the last consonant is doubled:
begin beginner but open opener
prefer preferred but happen happened
forget forgetting but visit visiting
hot hottest but clean cleanest

• Words ending in “ 1 “ double the ‘ 1 “ in British English but not in American English:
Examples British English American English
travel travelled traveled
quarrel quarrelling quarreling

164
U S SPELLING
AMERICAN BRITISH
or our
labor labour
neighbor neighbour
ize ise
memorize memorise
civilize civilise
erase ence
defense defence
license licence
LL L
fulfill fulfil
skillful skilful
went ement
judgment judgement
acknowledgment acknowledgement
er re
center centre
 fiber fibre
liter litre
L + ed-ing-er LL + ed-ing-er
traveled travelled
signaling signalling
jewelry jewellery
e ae
encyclopedia encyclopaedia
esthetic aesthetic
ection eon
connexion connection
inflexion inflection
f gh
drafty draughty
ed t
learned learnt
burned burnt
earned earnt

165

Question words
Possession: Whose?
Whose car is it’? It’s John’s.
Whose pencils are they ? They are mine.
Whose pens are those ? They are my friends’ pens.
People: Who... ?
Who is that man? It’s my father
Animals and things: What?
What is this? It’s a present for my mother.
Time: When... ? What times... ?
When does it rain ? In Winter and in Spring.
What time do you get up ? At seven o’clock
Place: Where ... ?
Where are you going to spend In America, I hope
your holidays ?
Reason: Why ... ?
Why is the boy running ? Because he is late.
Price: How much ... ?
How much is the bar of chocolate, It is £l.
please?
Frequency: How often ... ?
How often do you take a I take a shower every day.
shower?
Number: How many... ?
How many days are there in February? Either 28 or 29.
How many letters are there in the English Twenty six.
alphabet?
Size: How (tall, High, wide)
How tall are you ? I metre 65.
How long is your classroom? It is six metres long.
Duration: How Jon
How long does it take to go from here to the About one
beach? hour.
Distance: How far
How far is Algiers from Oran? About 450 kilometres.
Age: How old
How old are you? I am twenty six.

166

Pronunciation hints
Pronunciation of “ed”
“t”
It is pronounced “t” and does not constitute an extra syllable
after voiceless consonants such as k, p, s, f, etc.
Example: worked helped liked asked, etc.

“d”
It is pronounced “d” and does not constitute an extra syllable
after vowels, semi-vowels and voiced consonants such as - y, r,
1, z, m, n, etc
Example: played, ref used disturbed borrowed, etc.

“id”
It is pronounced “id” and constitutes an extra syllable after “t”
and “d”: Example: decided wanted, created, added; etc.
Summary of the pronunciation of ‘ed’
Present # of syllables Past Pronunciation # of syllables

dislike 2 disliked /d 2
help 1 helped /t/ I
play 1 played /d/ 1
refuse 2 refused /d/ 2
want 1 wanted /id/ 1+1=2
reward 2 rewarded /id 2+1=3
Pronunciation of “s”
“s” after k, p, t, f, th:
Example: works - helps - boots - roofs - baths.
“iz” after sh, s, z, dj, tch:
Example: rushes - axes - bridges - peaches - houses.
“z” in other ruses:
Example: bears - lives - Betty’s - trains.
Silent letters
The following letters are not pronounced:
• Final ‘b’ as in climb, comb, lamb, plumber.
• Initial ‘h’ as in hour, honest, honour, heir.
• Final ‘n’ as in column, hymn, autumn.
• ‘l’ before ‘k’ as in walk, talk, chalk.
• ‘l’ before ‘f’ as in half, calf.
• ‘l’ before ‘d’ as in could, would, should

Word strew
The stressed syllable is pronounced longer and louder and with
more force than the other syllables.

Words of two syllables,

• Most words of 2 syllables are stressed on the first syllable if it is not
a prefix. Examples: open, winter, .finish, precious, order, market, money,
happen
but: begin, resume, occur, alarm, result; again, perhaps, event

Words of three syllables or more

• Most words of 3 syllables or more are stressed on the first syllable of
the root: Examples: difficult, organise, tyranny, sensitive, memory but:
remember, together, professor, assistant, recruitment

Words ending in “ion”

• All polysyllabic words ending in ‘ion’ are stressed on the last syllable
but one. Examples: division, examination, tradition, revolution, illusion,
etc.

Sentence stress
A sentence has at least one sentence stress. It is indicated by a change
in the tune of the sentence. It normally falls on the stressed syllable of
the last word of the sentence.
Examples: John came very late.
The more she talked the less I was reassured.

Sentence stress could fall on any stressed syllable to indicate

emphasis.

Example: John bought a new car. ( not Betty, not Andrew )

John bought a new car. (he did not sell, or hire one...)
John bought a new car. (not old or second-hand . .. )
John bought a .new car. (not a bicycle or a motorbike .. )
168

How to .........., How to use how

Age How old are you?
Distance How far is Constantine from Algiers?
Duration How long have you been studying English?
Echo My father is a mechanic. How about yours?
Frequency How often do you visit your grandparents?
Manner How does a snake move?
Number How many brothers and sisters do you have?
Price How much does this book cost?
Quantity How much sugar do you want?
Salutation How are you?
Size How tall are you? How long is the Nile?
Suggestion How about coming with us to the restaurant?
How to mane a suggestion
- What about going to the cinema tonight?
- How about going to the cinema tonight?
- Couldn’t we going to the cinema tonight?
- Why don’t we go to the cinema tonight?
- Let us go to the cinema tonight, shall we?
- Wouldn’t it be a good idea if we went to the cinema tonight?
- • What if we went to the cinema tonight?
- I suggest we go to the cinema tonight.
- If I were you, I would go to the cinema tonight.
- Tell you what! Let’s go to the cinema tonight.
- • You know what?
- I think we should go to the cinema tonight.
How to accept a suggestion
- That’s a good idea.
- Yes, let’s.
- That’s certainly worth considering.
- That sounds great.
- Yes, that would be nice.
How to express resemblance
Eyes Looks He looks like his father
Mouth Taste It tastes like cardboard.
Ears Sound It sounds like music to my ears.
Fingers Touch It feels like silk.
Nose Smell It smells like fish.
How to reject a suggestion
- That’s easier said than done. I have an exam tomorrow.
- That’s all very well, but I have an exam tomorrow.
- You don’t seem to realise that I have an exam tomorrow.
- Count me out. I have an exam tomorrow.
 - I’d love to, but I have an exam tomorrow. ,
- Not for me, thank you. I have an exam tomorrow.

How to express a personal opinion

- I personally think (that) life is better in big cities.
- I for one think (that) life is better in big cities.
- • In my opinion, life is better in big cities.
- • To tell you the truth, I prefer life in big cities.
- To my mind, life is better in big cities.
- As far as I am concerned, I think (that) Life is better in big cities.
- As to me, I think (that) life is better in big cities.

How to say farewell

- Bye
- Cheerio!
- Come and see us some time.
- Don’t do anything I wouldn’t do!
- Don’t forget to write.
- Don’t work too hard.
- Enjoy yourself!
- Give my love to your parents.
- Give my regards to Fred.
- God bless
- Good bye. It was nice meeting you.
- Have a good time! Be good
- Have a nice weekend,
- I must rush, I’m afraid.
- I really must go - Look after yourself.
- Look at the time! Look, I must go now
- Remember me to your parents.
- See you soon, I hope.
- • See you!
- • So long!
- Take care!

170

How to apologise
o I’m sorry!
o I apologise!
o My apologies.
o It’s my fault.
o I didn’t mean to hurt you.
How to express disbelief
- You’re joking!
- You’re kidding!
- You must be joking / kidding!
 - You’re not serious!
- Don’t make me laugh!
- I don’t believe a word.
- What’s a bit hard to believe.
How to express
- mockery
- Don’t be silly!
- You silly twit!

How to express surprise

o Really?
o Gosh! Gee!
o God, - Good Heavens!
o Well, I never.
o Isn’t it amazing?
o That’s incredible!
o How strange
o You don’t say!
o My word!

How to express decrees of certitude

It must be true / It can’t be true. I am 100 % sure.
We ought to be home by six. I am 80 % sure.
We should be home by six. I am 60 % sure.
It could be a joke. I am 50 % sure.
It may be a joke. I am 30 % sure.
It might be a joke. I am 10 % sure.
How to invite
- Would you join us?
- Would you care for a drink?
171

How to express belief

I’m sure it’s true. I believe you 100 %.
It’s probably true. I believe you 80 %.
It may be true. I believe you 50 %.
It might be true. I believe you 25 %.
It’s probably not true. I believe you 5 . %.
It can’t be true. I don’t believe you at all.

How to express wishes

I wish it was / were cooler/ warmer.
I wish my father was / were at home.
I wish I could play the guitar.
I wish I had more money / time.
I wish I spoke better English.
 I wish people were more honest.
How to express regrets
I wish
my family had had more money when was small.
I wish
I had listened to my father’s advice.
I wish
I had worked harder at school when I was younger.
I wish
I had gone to a different school.
I wish
my brother hadn’t left school.
I wish
I had saved more money.
I wish
I had travelled more.
I wish
my father had taken a different job.
I wish
I had looked after my teeth better.
I wish
I had never started smoking.
I wish
I had gone to bed earlier last night.
How to respond to thank you
You’re welcome. My pleasure.
Be my guest. Don’t mention it.
Thank you!
That’s all right.
(Just a smile)