12 English
12 English
12 English
Зîëзàяà,
Б.Лõàñүðэí, К.Цэцэãõүү
ENGLISH
XII
Åðºíõèé áîëîâñðîëûí 12 æèëèéí ñóðãóóëèéí
12 äóãààð àíãèéí ñóðàõ áè÷èã
Уëààíáààтàð õîт
2019 îí
MODULE 1. STUDY AND WORK
ÍÍÀ 74.2
ÄÀÀ 373
À-618
Эíэõүү ñóðàõ áè÷èã íь "Мîíãîë Уëñûí Зîõèîã÷èéí эðõ áîëîí түүíä õàмààðàõ
эðõèéí тóõàé" õóóëèàð õàмãààëàãäñàí áºãººä Бîëîâñðîë, Сîёë, Шèíæëэõ
Уõààí, Спîðтûí Яàмíààñ áè÷ãээð àâñàí зºâшººð뺺ñ áóñàä тîõèîëäîëä
цàõèм áîëîí õэâëэмэë õэëáэðээð áүтíээð эñõүë õэñэã÷ëэí õóâèëàõ, õэâëэõ,
àëèâàà õэëáэðээð мэäээëëèéí ñàíä îðóóëàõûã õîðèãëîíî.
ISBN 978-99978-61-93-1
2
UNIT 1. TEENS TODAY
ACKNOWLEDGEMENTS
This 12th grade English Language textbook aims to improve students’ English
language skills through various speaking, listening, writing, reading, vocabulary, and
grammar activities. The authors also designed this textbook to prepare students to
become citizens with highly competent skills, including critical thinking, problem
solving, and working in a team.
This textbook not only gives students knowledge of English, but also includes real-
life examples and features facts that are suitable for their age and learning level. All
the creative tasks and activities in this textbook encourage students to participate fully
in Mongolian society, by providing them with the knowledge, abilities, and experience
needed for their future.
This textbook significantly develops a learner’s analytical and critical thinking skills
throughout all of the topics, which are organised around the theme of sustainable
development (study and jobs, human rights, gender, cultures and traditions,
environment, achievements of disabled people and others). This is accomplished by
means of pictures, photos, graphics, pie charts, and CD recordings. The textbook also
provides project work for students to develop their creativity.
The authors would like to extend special thanks to Fiona Addleton, who gave us
her valuable ideas to make the textbook better in terms of content, methodology
and design during her visit to Mongolia in June 2018, Connie Hoon Barclay, Cheryl
Hillery, and Elizabeth Hayes from the United States of America for their commitment,
enthusiasm and advice while assisting with the editing process.
Also we would like to thank Mr. Nasanjargal D., the executive director of the NGO
“The Mongolian National Association of Sea Buckthorn Growers and Producers”, and
Ms. Tserensambuu G., a mountain sports master, for the valuable information in Unit
7. Our team very much appreciates the work of the staff of the Mongolian Institute
for Educational Research. We especially want to thank the content editor B.Bayarmaa
and the technical editor N.Byambasuren for their cooperation and continued support.
The authors also would like to extend a special thanks to В.Erdenebulgan,
a designer at the “Soyombo” Printing Company, who provided creative design input
for the interior layout of the textbook.
Finally, the authors are very grateful to Tim Martinez, an English teacher, Bilegt-Ochir
Sukhbaatar, Bilguun-Od Norov, Nyamtselmeg Myagmarnaran, and Nyamtsengel
Myagmarnaran, the students from the New Beginning International School in Mongolia,
who collaborated with us by recording the listening exercises for the textbook.
3
CONTENTS
UNITS LISTENING SPEAKING
Making a presentation
FUTURE
UNIT 2
Mongolia
UNIT 4
Reading about leisure activities Writing about leisure activities Using present simple
Reading an emotional Writing about school clubs active & passive forms
intelligence test Writing about today’s teens Using present continuous active
& passive forms
Using prepositional phrases
Reading a survey report on Completing a survey report on Using present perfect simple
college life college life active & passive forms
Reading a presentation skills Filling in a calendar Using modals for advice
checklist Preparing for PowerPoint slides Using linking words
Reading a website article on Writing a composition on a Using future simple active &
future careers career choice passive forms
Reading a story on Malala Writing a news report on Using future perfect active &
Reading a graph of community community service passive forms
service activities Using subject & object questions
Use questions with prepositions
Reading about Queen Alungoo Writing a paragraph about Using relative clause: Which
Reading about Mongolian Mongolian parents Using relative clause: That/
nomads Writing a paragraph about Which
symbolism of numbers Using relative clause: When
Writing a short article about Using relative clause: When/
nomads Where
Write a short article about
important events
Reading about different lifestyles Writing a paragraph about Using Gerund as a subject
Reading about natural attractions different lifestyles Using Gerund after verbs
Writing a description about Using Gerund after prepositions
natural sites
Writing an email about a trip
Writing tips for tourists
CONTENTS
Listening to a dialogue about a school in Discussing about official scripts
LANGUAGE IN MIND
London Talking about historical heritage
Listening to a story by Charles Dickens Telling stories
UNIT 6
Listening to a talk about benefits of being in Talking about types of pollution and
CONSERVATION
TODAY
Reading about climate change Writing about nature Using a clause of reason and
in Mongolia, eco-boy and eco- conservation cause “because”
schools Writing about ways to protect Using infinitives
the environment in your Using passive modals
neighbourhood or community
Reading a magazine article Writing a speech on the given Using a range of countable and
about the importance of eating topics uncountable nouns after phrases
breakfast Writing an argumentative essay of quantity
Reading an article about brain on the title ‘Can we use the Using comparative degree
function smartphone smartly?’ adverb structure
Reading a speech on sport and Writing an argumentative essay Using transition words: ordering,
physical exercise at school on the topic ‘Why is breakfast adding, contrasting, explaining,
important?’ reinforcing & summing up points
Using phrases of quantity and
qualifiers
Using Zero and First Conditional
clauses
8
MODULE 1 UNIT 1. TEENS TODAY
STUDY AND WORK
LEARNING OBJECTIVES
LISTENING
L1 Understand the main points in an interview on today’s teens
L2 Understand specific information in a dialogue on school clubs and an interview
on today’s teens
L6 Deduce meaning from context in an interview on today’s teens
SPEAKING
S1 Use formal language in the talk on leisure activities, school clubs, today’s teens
and emotional intelligence
S6 Link comments to what other students say with sentences about today’s teens
S8 Use subject-specific words and sentences about emotional intelligence when
speaking
READING
R1 Understand the main points in an article on leisure activities
R2 Understand specific information in an article on leisure activities
R6 Deduce meaning from context in an emotional intelligence test
WRITING
W3 Write about personal feelings and opinions on today’s teens and emotional
intelligence
USE OF ENGLISH
UE5 Use present simple active and passive forms to write and talk about leisure
activities and school clubs
UE6 Use present continuous active and passive forms to write and talk about today’s
teens
UE11 Use prepositional phrases to talk about emotional intelligence
9
MODULE 1. STUDY AND WORK
LEISURE ACTIVITIES
Leisure activities can help maintain physical
and mental health.
1a. Look at the pictures. Which four leisure activities can you see in the pictures?
1 2 3 4
1b. Put the leisure activities in 1a into the correct column. Which leisure activities are
ordinary and unusual?
2a. Read the “Teen” newspaper article about leisure activities. Choose the correct answer.
Leisure can be viewed as activities that people engage in during their free time. Leisure
activities are not work-oriented or do not involve activities such as housework. People take
up leisure activities for a variety of reasons such as relaxation, sports and crafts etc. Examples
of leisure activities are bicycling, going to the gym, skateboarding, unicycling, snowboarding,
skiing and golfing etc. However, not all leisure activities are sportive. Some people would rather
spend their free time painting, drawing, reading, listening to music, meditating, and doing
embroidery and puppetry etc.
The benefits of leisure activities are as diverse as the types of leisure. First, leisure activities
can help people to be healthier, maintaining their physical and mental health. Physical leisure
activities can improve fitness, lose weight, and help people to stay active. Mentally, leisure
can help people to reduce their stress. It is generally agreed that most kinds of leisure can
improve mood and boost wellbeing; in addition, positive emotions and outlook are supported.
Second, leisure activities help people to meet others who share the same interests and
sometimes make friends, decreasing loneliness.
10
UNIT 1. TEENS TODAY
As with adults, many teenagers also engage in leisure activities. Some teenagers participate
in ordinary leisure activities such as collecting, cooking and gardening while others engage in
unusual leisure activities. One of the unusual leisure activities is Maddy’s activity, cosplaying.
She likes to watch popular Japanese anime programmes and video games. Based on the anime,
she spends her free time sewing and wearing costumes. She said “I think cosplaying is cool.
I make costumes myself and get stopped at public gatherings for photo.” Cosplaying helps her to
make many friends and have a positive outlook. Beekeeping is Claire’s unusual leisure activity.
There are about 40,000 bees in her four beehives. The bees are fed with sugar and water, and
photos of bees are regularly taken. Claire loves reading about bees on the internet or in books.
She says that her bees produce about 40 kilos of honey she sells. With the money, she plans to
buy more beehives. She says that her beekeeping hobby improves her physical health as well
as her mood and motivation.
1. What is the topic of the article? How to know what the topic is?
a. Unusual leisure activities • The topic is the subject of the text
b. Leisure activities presented.
c. Benefits of leisure activities How to know what the main idea is?
• The main idea is the point
2. What is the main idea of the article? being made by the writer about
a. There are various types of leisure activities. the topic.
b. There are unusual leisure activities. • The main idea is usually the first
c. Leisure activities have benefits. sentence of a text or a paragraph.
2b. What are the main ideas of each paragraph? Select the correct headings.
1. What are the reasons for doing leisure 4. What unusual leisure activities do
activities? Maddy and Claire take up?
2. What are the physical benefits of 5. What does Maddy do for her leisure
leisure activities? activity?
3. Could you name the mental health 6. What does Claire do for her leisure
benefits of leisure activities? activity?
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MODULE 1. STUDY AND WORK
3b. Complete the sentences below using the present simple passive tense.
1. A variety of collections ... (create).
2. Duct tape designing ... (not do) in the club.
3. Four beehives ... (keep) in Claire’s garden.
4. Fitness ... (improve) and weight ... (lose).
5. Beekeeping ... (not do) by small children.
E-PROJECT. Use the website https://hobbylark.com/ to find or add to your leisure activities. Talk
about your new leisure activity, and if possible, show what you did to your teacher, classmates
and friends.
12
UNIT 1. TEENS TODAY
SCHOOL CLUBS
"Learning is most effective when it’s fun".
Peter Kline
Verbs Nouns
1. do 5. act out a. the Internet f. a presentation
2. make 6. have b. a curriculum g. absent
3. surf 7. design c. dialogues h. a test
4. do 8. be e. field trips i. homework
6a. Listen to the dialogue about school clubs. Find the school clubs to which they refer.
1 2 3
6b. Listen again. Write ONLY ONE WORD in the blanks below.
13
MODULE 1. STUDY AND WORK
7b. Sentence analysis: Observe the questions and answers in 7a. Answer the
questions.
1. the fine art club / sketching / Are / and / painting / offered / in?
2. safe / Is / the gymnastics club / provided / in / equipment?
3. in / included / the fine art club / Is / handicraft?
4. developed / English speaking skills / in the debate club / Are?
5. Are / improved / interests and hobbies / in the clubs?
14
UNIT 1. TEENS TODAY
Sentences Questions
1. The Internet chess club is downloaded. Is the Internet …?
2. Teachers are found to learn to play better. Who are …?
3. The labour and ingredients are shared in a cooking club. Are …?
4. A cooking club is created and run every year. What …?
5. Poems, essays and stories are written in the literary club. Where are …?
6. The creative writings are shared by the literary club members. By whom …?
8. Create a dialogue about an origami club. Use the given words to write the questions
and answers.
9. Read the instruction below on joining an internet chess club. Turn the words in
italic into sentences in the present simple passive tense.
E-PROJECT.
Search origami-fun.com to see how to make objects from paper such as planes, flower and
Valentine Day hearts. Show your finished origami art to your teachers, classmates and friends.
15
MODULE 1. STUDY AND WORK
TODAY’S TEENS
Today’s teens, Generation Z, are generally comfortable
with technology and with interacting on social media.
Source: https://en.wikipedia.org
10. Look at the words and write them in the correct column. Use a dictionary.
11a. Listen to the interview with a researcher of child development, then answer the
question.
Is the interview about today’s teens or previous generations of teens?
11b. Listen to the interview again and complete the summary below. Write ONLY
ONE WORD.
TODAY’S TEENS
Today’s teens are different from previous 1) ... of teens. Social 2) ... and mobile technology
have made deep impacts on today’s teens. With their cell phones they write texts, chat,
play games, surf the 3) ... and share videos.
They are improving by having better social 4) ... , and by being concerned about social
justice issues. They are becoming more respectful of 5) ... and more tolerant. However,
today’s teens are 6) ... less time with friends in person. Because of new social media,
today’s teens are becoming lonely and anxious.
11c. Find suggestions that can improve the behaviour of today’s teens.
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UNIT 1. TEENS TODAY
11e. In the blanks below, write some creative and some physical activities that would
support good behaviour in teenagers?
Questions Answers
What is rising every year? The cost of living is rising every year.
Who are learning more about technology? Scientists are learning more about technology.
Is your English getting better? Yes, it is. / No, it isn’t.
Are cell phones becoming faster every year? Yes, they are. / No, they aren’t.
Is rubbish being recycled nowadays? Yes, it is. / No, it isn’t.
Are cheap cars being bought nowadays? Yes, they are. / No, they aren’t.
12b. Sentence analysis: Look back at the summary in 11b and the tapescript on page 222.
Find the sentences in the present continuous tense and write them.
Example: They are becoming more respectful.
17
MODULE 1. STUDY AND WORK
13. Talk about today’s teens. Make up sentences using the words and expressions
below. Add your opinions.
Example: Today’s teens are spending more time online these days.
18
UNIT 1. TEENS TODAY
EMOTIONAL INTELLIGENCE
Laughing can stop negative feelings and help
people feel closer to each other.
14. Look at the pictures. How do you think the people feel in each of the pictures?
There may be more than one answer.
Example: She is surprised.
1 2 3
15a. Match these words with their definitions in the second column.
1. emotional a. love
2. to be aware of b. to solve
3. affection c. to know
4. to be skilled at d. developing or improving
5. to deal with e. to agree to do
6. to make progress f. right for a particular situation
7. to affect g. to influence
8. critical h. relating to feelings
9. to accept i. the ability to do something well
10. appropriately j. expressing an opinion when you think something
is wrong or bad
15b. Take the Emotional Intelligence Test to determine how good you are at “feelings
and emotions.”
The Emotional Intelligence Test measures your ability to identify and manage your emotions
and the emotions of others.
19
MODULE 1. STUDY AND WORK
Total the numbers you circled to find out how high your emotional intelligence score is.
15c. Look back at the test and your score. Answer the questions.
1. How are you good at knowing your feelings and emotions?
2. How are you good at managing your feelings and emotions?
3. How are you good at knowing others’ feelings?
20
UNIT 1. TEENS TODAY
16b. Sentence analysis: Look back at the EI Test. Find and write the sentences with
prepositional phrases.
Example: I’m aware of what’s happening to me.
16c. Look at “noun + prepositions” at page 190 and complete the sentences with the
correct prepositions.
1. There has been an increase … the amount of air pollution.
2. We have received an invitation … the start-up of the club.
3. Today’s teens are having a better relationship … their parents.
4. They have reached a correct solution … the traffic jam.
16d. Look at the “adjective + prepositions” at page 190. Complete the sentences with
the appropriate preposition.
1. They are excited … the presentation.
2. People have to be polite … strangers in the street.
3. She had been nervous … the exam.
4. The foreigners are shocked … the way the people live.
16e. Look at the “verb + prepositions” at page 190 and choose correct prepositions.
1. Who was that girl you were talking … ? a. for b. to
2. The movie club aims … improve English listening skills. a. with b. to
3. I hope to go for a walk tomorrow, but it depends … weather. a. on b. in
4. We have talked … the major issues. a. between b. about
5. Stop talking and concentrate … your work. a. on b. with
E-PROJECT. Do an online Emotional Intelligence Test for teenagers by accessing the link
www.arealme.com/eq/en/ and find out how high your emotional intelligence score is.
21
MODULE 1. STUDY AND WORK
1a. Listen to the dialogue. Choose the correct answers about the topic and main
idea.
1b. Listen again and complete the summary. Write TWO WORDS ONLY.
1c. Listen again. From the list below, choose two activities that were not undertaken
during the club meeting.
VOCABULARY
2. Look at the following words which describe feelings. Which are positive and which
are negative?
READING
4.Read the following blog about today’s teenagers, then answer the questions.
WHO IS
23
MODULE 1. STUDY AND WORK
1. What is the main idea of the text? Choose the correct answer.
a. Today’s teenagers are changing positively and negatively.
b. Today’s teenagers are growing up with digital technology.
2. What are the main ideas of each paragraph? Select the correct headings.
1. The first paragraph is about … a. positive changes of today’s teens
2. The second paragraph is about … b. UK teenagers
3. The third paragraph is about … c. negative changes of today’s teens
3. Answer the following questions about specific information in the text?
a. What are the most popular apps for UK teenagers?
b. What positive changes are today’s teens experiencing?
c. What negative changes are today’s teens experiencing?
USE OF ENGLISH
5. Turn the active sentences into passive sentences using the present continuous tense.
6. Put the verbs into present simple or present continuous and active or passive forms.
1. Today’s teens ... (become) interested in unusual leisure activities these days.
2. Beekeeping ... (do) by Claire who have four beehives.
3. The teens ... (spend) less time with friends in person. They should ... (share) their
activities and interests.
4. The emotional intelligence test ... (measure) your ability to know and manage your own
emotions. As well as, others' emotions ... (identify) and ... (manage).
5. A: ... English movie clubs ... (run) at many schools?
B: Yes, they are. Nowadays, schools ... (pay) attention to organizing different clubs.
6. A: What ... (need) in the photography club?
B: At least, students should ... (bring) a digital camera.
SPEAKING
9. Answer the questions below about how you normally feel in the following situations.
25
MODULE 1. STUDY AND WORK
WRITING
10. Write about doing yoga. Use the present simple passive tense to complete
the sentences below.
DOING YOGA
• Any equipment / gather to practice
• Breathable clothing / wear
• A comfortable place / find to practice.
• A few yoga asanas / learn.
• Focus on your breathing.
• Devote time to yoga as often as you can.
Verbs Nouns
organise use lose deal with trips weight problems
arrange share do subtitles interests field trips exhibition
26
MODULE 1 UNIT 2. LEARNING FOR THE FUTURE
STUDY AND WORK
LEARNING OBJECTIVES
LISTENING
L2 Understand specific information in a lecture on study skills
L2 Understand specific information in a dialogue on lifelong learning
SPEAKING
S1 Use formal language in presentations on school experiences and school activities
S3 Give an opinion at discourse level in a dialogue on study skills
S3 Give an opinion at discourse level in presentations on school experiences and
activities
READING
R2 Understand specific information in a survey report on college life
R2 Understand specific information in a checklist on presentation skills
R6 Deduce meaning from context in a survey report on college life
R6 Deduce meaning from context in a checklist on presentation skills
WRITING
W5 Use style and register appropriate to a survey report on college life
W5 Use style and register appropriate to a PowerPoint slide on school experiences
W6 Use appropriate layout for a survey report on college life
USE OF ENGLISH
UE10 Use modal forms to give advice on study skills
UE5 Use present perfect simple active and passive forms to write a survey report and
talk about lifelong learning
UE13 Use linking words: ordering, adding and summing up points to make
a presentation
27
MODULE 1. STUDY AND WORK
STUDY SKILLS
To succeed in the 21st century, you need to become
self-learning and self-motivated self-managers.
1a. Talk about your study skills by answering the questions. Look up the boldfaced
words in a dictionary.
1. What are you going to do after finishing high school? Have you set any goals?
2. Do you think that you can achieve your goal? What might keep you from achieving
them?
3. Do you have good time management skills?
4. Do you use a calendar, maybe an online calendar? If so, how do you use a calendar?
5. Are you organised? Describe your study area.
6. Who has the best note taking skills in your class? Have you ever seen his/her notebook?
1b. Listen to the lecture and complete the summary below. Write ONLY ONE WORD
in each blank.
1c. Listen again and say whether a statement is Yes, No and Not Given (NG).
Yes No NG
1. Students should answer some questions to set their goals.
2. Students do not need to know about daily assignments and due dates.
3. An online calendar is better than a paper calendar.
4. A study area should have good lighting.
5. Coloured pens and sticky notes are note taking tools.
28
UNIT 2. LEARNING FOR THE FUTURE
2a. Read and observe the grammar usage below. Answer the questions.
1. Which modal verbs are used for strong advice?
2. Which modal verbs are used for general and mild advice?
3. Which modal verbs are used for conversation?
2b. Sentence analysis: Look back at the summary in 1b and the tapescript on page 221.
Find and write down the sentences with modal verbs that involve advice.
Example: You had better acquire time management skills.
They might want to create weekly and daily plans.
1 A: I would like to improve my study skills. I don’t know what to do. Conversational
B: Why don’t you / you could attend the Study Skills Programme and meet advice
the counselor?
2 A: For me, setting goals for studying is not easy. St ...
B: First, you why not / had better define goals, then determine the concrete
steps needed to meet those goals, and finally make decisions.
3 A: My classmate sitting next to me is always forgetting what to do at home. Co ...
B: Ought to / Why doesn’t she note all assignments and appointments on
her calendar with coloured markers?
4 A: It seems that my children put their school materials everywhere and they Possible
are not good at learning. actions
B: You why don’t / might want to help your children giving them own study
area that is free of distractions.
5 A: Sometimes I don’t understand what my friend wrote on her notebook. ….
B: I think your friend why not / ought to learn how to take notes clearly
with different coloured markers.
29
MODULE 1. STUDY AND WORK
3a. Create a dialogue on giving advice about study skills. Use the modal in 2a and
expressions given below.
Example:
A: Sorry, I can’t take notes in my notebook. Sometimes I can’t read my own writing. I don’t
know where I will write what. My notebook looks illegible.
B: It’s the same for me. I think you ought to use different note-taking tools. I have had success
using highlighters and coloured pens. Why not use sticky notes? They are helpful too.
A: Sorry. I’m late again. I’ve been late to class for a whole week. Sometimes I forget when
and where I have to be. This week I’ve forgotten to submit my assignment.
B: - use a calendar
- create a weekly plan
- note all your assignment and due dates on the calendar
- use coloured markers
- write all of your activities and appointments on the calendar.
- use an online calendar on your smartphone.
- print out a weekly plan from your online calendar.
3b. Look at Tulgaa’s calendar to get an idea of how he makes on the calendar, then
answer the questions.
3c. Find a calendar and write in all your activities, due dates of assignments and
appointments, using different coloured markers.
E-PROJECT. Use your mobile phone calendar. Download a mobile phone calendar app and enter
your activities for next week. Show your calendar to your teachers, classmates and friends.
In addition to creating events, also set tasks, reminders, deadlines and prioritize the tasks.
30
UNIT 2. LEARNING FOR THE FUTURE
COLLEGE LIFE
4b. Read sentences 1-8 below, then match each number with the letter of the correct
definition of the words in BOLD.
5a. Read the survey report. What does each part of the report inform about?
1st part – Introduction a. In this part, the writer informs about problems which
students have encountered about their living.
2nd part – Body paragraph 1 b. In this part, the writer concludes all ideas of the parts,
naming academic and living challenges.
3rd part – Body paragraph 2 c. In this part, the writer informs about academic challenges
the students have faced and coped with.
4th part – Conclusion d. In this part, the writer introduces the report topic,
the survey and the report.
31
MODULE 1. STUDY AND WORK
COLLEGE LIFE
Nowadays, college life is exciting and difficult all at the same time. Students must learn to make
lots of decisions and cope with changes regarding their social life, parents, academic standing, or
future plans. This report presents a survey that has been done about college students and their
college life. About 500 college students have been involved in the survey. The report has found
academic challenges the college students have faced at the beginning of the academic year. Therefore,
the problems of student life have been revealed in this report. According to the report, most students
have encountered academic challenges while they are studying at college. All of them have observed
the vast differences between how they studied in high school and what is required in college.
They have responded that they have learned how to write an essay, how to do a project and how
to make a portfolio. Although most students apply for a tuition grant or a scholarship, only small
amount of tuition grant and scholarship funds have been awarded this year. The most important thing
they have learned is that cheating on homework or other graded assignments is a big problem. As the
student advising centre worker said, much feedback on this topic has been given to students.
Moreover, the report has found some problems on the students’ living. There have been chances
of facing food and housing issues. Most students have been housing-insecure, having trouble paying
for rent or utilities needed. Some students have been food insecure, meaning they lack access to
nutritional food and don’t get enough food to eat. Few students in the survey said that “Over the past
few years, there have been threats to the college campus safety”.
In conclusion, many college students have been involved in this survey. They have met different
academic and living challenges while studying at college, especially at the beginning of the college
time. Particularly, they have learnt how to cope with academic challenges such as submitting their
assignments before a deadline etc. However, some negative results on food, housing and campus
safety have been revealed in the report.
1. How many students have been involved in the survey? How to know specific
2. What amount of scholarship has been received? information of a text?
3. Did the students submit their assignments before • Specific information is detailed
a deadline? information of a text.
4. What do “house-insecure” and “food-insecure” mean? • “who, what, when, where,
5. Which challenges have they learnt to cope with: why and how” are used to
academic or living? ask specific information.
32
UNIT 2. LEARNING FOR THE FUTURE
2. We use the tense for action which continues from the past until now. Time expressions
used: recently, in the last few days, this year etc.
The college freshmen haven’t done any projects in the last few months.
Any projects haven’t been done in the last few months.
6b. Sentence analysis: Look back at the report in 5a and find sentences in the present
perfect simple, active and passive. Identify their meaning and voices.
Example: 1. All of them have observed the vast differences … (active, action which has finished)
2. The scholarship has been received this year. (passive, action which continues
until now)
6c. Make the active sentences into passive. Tell their meaning.
1. The college students have faced academic challenges this semester. Academic challenges …
2. The survey has not revealed the students’ problems. The students’ …
3. All of the students have already observed the differences between high school and college.
4. Most freshmen have applied for a scholarship since last September.
5. The undergraduate students haven’t faced food and housing issues for a whole year.
A SURVEY REPORT
Introduction
College students ... (submit)
different academic works for one year.
This survey aims to reveal types and
amount of academic works that college
freshmen ... (finish) since they entered
college. This kind of survey could be
helpful to improve their academic
learning.
Body paragraph
This year two projects ... (do) while ... assignments ... (write) for different subjects. As well, ...
portfolios ... (make). They said that they ... (do) different types of academic works. In addition,
the amount of coursework which they ... (submit) is appropriate for them. 10 students ... (get)
feedback from their tutors for the coursework. ... students ... (receive) a grant for their living
expenses.
Conclusion
This survey has been considered to be helpful. The college students ... (submit) different
types and appropriate amount of academic works for … year. The survey shows that tutors are
helping students and giving feedback well.
33
MODULE 1. STUDY AND WORK
LIFELONG LEARNING
People should keep on learning to be a lifelong
learner.
8b. Match the verbs to the nouns to make sentences. Use the present perfect active
and passive tenses.
9a. Listen to an interview with three people, Dawaa, John and Daria. Find them from
the pictures, then answer the questions.
1 2 3
34
UNIT 2. LEARNING FOR THE FUTURE
10a. Read and observe the grammar usage below. Answer the questions.
1. Which two meanings does the present perfect simple tense express? Choose two.
a. New information, and the action in the past has result now.
b. Only the past
c. A period of time continuing from the past until now.
10b. Make the passive sentences into questions, then match with the correct answers.
10c. Complete the following dialogues about international standardized exams, using
the present perfect active and passive forms.
I) A: What is IELTS?
B: IELTS is The International English Language Testing System.
A: How many tests 1) ... (take) last year?
B: Over three million tests
A: What does IELTS assess?
B: IELTS assesses English language skills: reading, writing, listening and speaking.
Source: https://takeielts.britishcouncil.org/
35
MODULE 1. STUDY AND WORK
11a. Read the tips in the box below and prepare an 8-minute talk on lifelong learning.
11b. Find out who among your classmates are effective lifelong learners by asking
them these questions.
1. How many books have you read this year?
2. Have you visited your school library or local library? How
many times?
3. Are you better browser?
4. How often do you repeat and practice English words?
5. Do you have a notebook or diary to keep a journal?
6. How many hours have you spent doing your homework this week?
7. Have you taken online courses? If so, what subjects?
36
UNIT 2. LEARNING FOR THE FUTURE
PRESENTATION SKILLS
“Proper Planning and Preparation Prevents Poor Performance”
Stephen Keague
12a. Look at the pictures. What are the students doing in the pictures? What are in
the pictures?
1 2 3
1. Have you ever given a presentation in the Mongolian language? If so, what was
the topic? Did your presentation go well?
2. Have you ever given a presentation in the English language? If so, what was the topic?
Did your presentation go well?
3. Have you ever talked in front of a large group of students or people? How did you feel?
Were you happy or scared?
13a. Read the presentation skills checklist in 13c. Match the words (1-7) from the
checklist with their correct definitions (A-G).
13b. Fill in the blanks below with the correct words from the checklist.
13c. Read the checklist again and say whether a statement is Yes, No and Not Given (NG).
37
MODULE 1. STUDY AND WORK
Yes No
1. The presentation skills checklist assesses how the powerpoint slides are prepared.
2. You may write long, complex sentences on your slides.
3. Content and Delivery should be considered when evaluating your presentation.
4. You do not need to design your presentation logically.
5. Presentation Delivery means the way in which someone speaks in public.
6. You have to pay attention to your body language while presenting.
7. You may wear the clothes you like when you make presentation.
8. Presenters should stand up straight, smile and be calm when making a presentation.
38
UNIT 2. LEARNING FOR THE FUTURE
14a. After reviewing the chart on Useful Language for Presentations below, answer
the following questions.
14b. Now it’s your turn to make a presentation in English. Choose your topic: your
hobby, school club, favourite subject, your goals, or volunteer work. Listen to
classmates’ presentations and evaluate them using the Presentation Skills Checklist.
39
MODULE 1. STUDY AND WORK
1b. Listen again. Complete the short summary below, by filling in the correct numbers
and dates.
• Coursera is an online learning provider that offers more than 1) ... courses and degrees
in a variety of subjects.
• As of 2) ..., Coursera has had more than 3) ... million registered users.
• The total number of its partners has reached 4) ... across 5) ... countries.
• Coursera courses last approximately 6) ... to 7) ... weeks, with 8) ... to 9) ... hours of video
lecturers a week.
VOCABULARY
2. Read about Academic studies in the box below, then insert the correct word from
the list into the blanks.
ACADEMIC STUDIES
A number of students from around the world go to a university or a college to obtain an
undergraduate degree. Students are required to engage in academic studies, which can be very
demanding and intensive. Students in a BA (Bachelor of Arts) degree or a BSc (Bachelor of Science)
degree programme have to write essays and 1) ..., do projects, make 2) ..., make a presentation
and do 3) ... . Some students receive a grant and a 4) ... to study at a college or university. Most
undergraduates pay 5) ... fees. When you write a long essay, your essay should be your own work
40
UNIT 2. LEARNING FOR THE FUTURE
because cheating is a very serious offence in all colleges and universities. To prevent cheating or
plagiarism, you should learn how to paraphrase and how to use quotations. After you submit your
essay or assignments before 6) ..., your lecturer will assess them and give you 7) ... .
READING
3a. Read the essay about college experiences then answer the questions below.
1. What is the topic of the essay? 2. What is the main idea of the essay?
a. School experiences a. The writer has improved only study skills.
b. College experiences b. The writer has improved all skills.
MY
EXPERIENCES
Life at college is a time when the teenage years end and we all experience new
beginnings and new possibilities in life. My entry into college after I had completed my
high school education was an important event in my life. My experience in college has
given me a chance to create a strong foundation of knowledge in my field of choice and to
sharpen my skills such as academic, social, personal and life skills. In addition, this golden
period has better equipped me for all the challenges I will face in life.
I have found that the learning experience is not limited to the classroom. Being in
college has allowed me to improve my social skills as well. Social interactions allowed me
to learn new things about other people. I met different people, I interacted with them,
I learned about their ideas and cultures, and I grow as a person. I have learned how to
talk to different people and how to put their behaviour into context.
In summary, my time in college has enriched my life in many ways. It has given me
valuable knowledge about my field of choice, the diversity in the world and different types
of people. Moreover, it has given me a lot of opportunities to enhance my skills. I have
understood who I am as an individual, a friend, a roommate and a student. The college
experience ultimately has enabled me to become more successful and effective in life upon
graduation. Being in college has definitely been a life-changing experience for me.
41
MODULE 1. STUDY AND WORK
3b. Read the essay again. What does each part of the essay inform about?
a. In this part, the writer writes about how s/he has improved skills as independence, problem
solving and decision making.
b. In this part, the writer talks about valuable academic experiences.
c. In this part, the writer talks about how she/he has improved social skills.
d. In this part, the writer synthesizes all of the thoughts into a summary analysis that
addresses the topic of the essay.
3c. Complete the essay summary below, using the words from this list.
42
UNIT 2. LEARNING FOR THE FUTURE
USE OF ENGLISH
4a. Error recognition. Identify and circle one underlined word or phrase in each
sentence that should be corrected. Then correct errors.
1. High school students might want download an online calendar to note all their school
A B
activities using different coloured markers.
C
2. You had better not to look for a pencil or a calculator in the middle of studying because
A B
it’s very distracting.
C
3. Students not ought to spend time doing unnecessary things during the lecture, instead
A
they need to learn note taking skills.
B C
4b. Complete each cell in the table by writing active and passive sentences. Then
write their questions and answers. Finally indicate which meaning the sentence
expresses (A or B below).
a. The action which has recently finished and has a result now
b. The action which continues from the past until now
1 Pupils have
avoided distracting
movements
while making a
presentation.
2 The problems on
students’ living have
been revealed in the
report.
43
MODULE 1. STUDY AND WORK
WRITING
5. Write an essay evaluating your experience of high school. Use the idea below.
Answer the questions, as applicable.
SPEAKING
6. Make a presentation about your school experiences individually, in pairs or in groups.
• Prepare PowerPoint slides.
• Use the Presentation Skills Checklist to assess your presentation skills.
• Give advice to your classmates about their slides and presentations.
• Use the modals “had better, ought to, might want to, why don’t you, why not” to give
advice
Check yourself and tick Can do This is
Unit 2: Learning for the future this easily my goal
Listening
I can listen to specific information in a lecture and dialogue
Speaking
I can give advice to others in a presentation
I can make a presentation in English
I can answer questions in a text
Reading
I can find specific information in a survey report and a checklist
I can find meaning from context in a survey report and a checklist
Writing
I can write a survey report
I can prepare PowerPoint slides
Use of English
I can use modal forms for advice
I can use active and passive forms of the present perfect simple tense
I can use linking words to order, add and sum up points
44
MODULE 1 UNIT 3. JOBS AND SOCIETY
STUDY AND WORK
LEARNING OBJECTIVES
LISTENING
L2 Understand specific information in a dialogue on a career choice
L2 Understand specific information in a news report on community service ideas
L6 Deduce meaning from context in an interview with Malala
SPEAKING
S1 Use formal language in a debate on future careers
S2 Ask questions to clarify meaning about a career choice
S3 Give an opinion in a debate
S6 Link comments to what other students say, with a sentence(s) about a career
choice
READING
R2 Understand specific information in a website article on future careers
R2 Understand specific information in a story on Malala
R6 Deduce meaning from context in a website article on future careers
R6 Deduce meaning from context in a story on Malala
R8 Use online dictionaries to check meaning
WRITING
W3 Write about personal opinions on a career choice
W5 Use style and register appropriate to a graph on community service
W6 Use appropriate layout for a composition on a career choice
W6 Use appropriate layout for a graph on community service
USE OF ENGLISH
UE5 Use future simple active and passive forms to have a debate on future careers
UE7 Use future perfect simple active and passive forms to talk about a career choice
UE4 Use subject and object questions to ask about a story on Malala
UE4 Use questions with prepositions to ask about community service
45
MODULE 1. STUDY AND WORK
1a. Look at the photos. What are in the photos? What are they doing?
1 2 3
Source: Robots at Tesla’s car factory
1b. How good are your soft skills? Indicate your ability by putting a check in the
correct box next to each soft skill listed. To understand the words, use the textbook
dictionary and online dictionaries.
Source: https://www.macmillandictionary.com/, https://en.oxforddictionaries.com
2a. Read the website article below, then answer the questions that follow.
46
UNIT 3. JOBS AND SOCIETY
global workforce (that’s up to 375 million workers), may need to switch jobs or acquire new skills by 2030.
Economist, Andrew Charlton has analysed the entire Australian workforce and says that automation will
soon impact all workers, “it will hit everyone, and everyone’s jobs will change!” According to a recent Future
of Work Forum, the five industries that will be impacted most by artificial intelligence in the next 10 years are
healthcare, manufacturing, transportation, customer service and finance.
If you feel your job is under threat of automation, it’s important to ramp up your soft skills! Soft
skills such as communication, leadership, creativity and interpersonal skills are areas that a robot cannot
compete with. In other words, AI will take over the more mundane tasks, leaving more space for creative,
social and complex tasks for us. Don’t fear, this doesn’t mean you’ll be out of a job; however, it does mean
you’ll likely have to train for a new one. History shows that when jobs are lost in certain fields because of
technology, new ones are created in other sectors.
Source: www.careerfaqs.com.au
2b. Read the website article again, then choose the best answers.
1. What can be inferred from the post?
a. Only five industries will be impacted by technology.
b. Some of the global workforce may not need to acquire new skills.
c. Robots and AI will do the jobs humans do now.
2. The word “Boom & Doom” in the title is closest in meaning to …
a. Jobs & career b. Increase & failure c. Changes
3. Check whether a statement is Yes, No and Not Given (NG).
3b. Sentence analysis: Look back at the text in 2a and find active and passive sentences
in future simple tense. What voices and meaning do they express?
Example: Everyone’s jobs will change! (active voice & warnings)
Five industries will be impacted most by artificial intelligence in the next 10 years.
(passive voice & prediction)
3c. Rewrite the active sentences into passive sentences. Make up ‘Wh’ or ‘Yes/No’
passive questions then answer the questions. State their meanings as prediction,
promises, hopes, or warnings.
Example: Artificial intelligence will impact future careers. (prediction)
Future careers will be impacted by artificial intelligence. (passive)
What will future careers be impacted by? (Wh passive question)
Will future careers be impacted by artificial intelligence? (Yes/No passive question)
1. People will do complex tasks in the future.
2. Automation will improve job satisfaction.
3. Automation will eliminate dangerous physical tasks.
4. Robots will do some jobs within the next 20 years.
4.Groupwork: Debate. Two teams will hold a debate, with one team in favor and other
team against the use of AI. Take turns presenting your views. Use the expressions below.
Example:
Issue: Useful expressions Express Agreement
47% of jobs will be lost to robots within the I think … I agree with you.
next 20 years. I believe … That’s exactly what I think.
Arguments in favor: I hope … I completely agree.
I agree with it. I think jobs will be lost to I predict …
robots. Jobs which involve mundane tasks I’m afraid …
will probably lost to AI. Do you agree…? Express disagreement
Arguments against: What do you think..? I don’t agree with you.
That’s wrong. I’m not sure I agree. 47% On the one hand … I’m not sure I agree.
represents a lot of jobs in my opinion. On the other hand … I’m afraid I don’t agree.
About 10% is more realistic. Besides, the
world population is growing.
48
UNIT 3. JOBS AND SOCIETY
5b. Read the information in the table, then complete the sentences below.
49
MODULE 1. STUDY AND WORK
6a. Listen to the dialogue, then fill in the blanks in the table below.
Intelligence Area Good at Possible careers
Soyoloo 1. Visual/spatial 1. ... 1. A graphic designer
2. ...
3. ...
Claire 1. ... 1. Understanding people 1. A teacher
2. Giving advice 2. ...
3. ...
7b. Put the verbs into future perfect simple. Are they active or passive voice?
1. About 100 people ... (interview) at the job agency by the end of this year.
2. You spend a lot of money for shopping. If you continue like this, you ... (spend) all your
money very quickly before the end of your holiday.
3. Please phone me at 9 pm. We ... (finish) watching the movie by then.
50
UNIT 3. JOBS AND SOCIETY
4. Do you think you ... (do) the same job in ten years’ time?
5. Some manual jobs ... (lose) to robots by the year 2030.
6. By the time I’m sixty, I ... (retire).
9. Take part in your Class Composition Competition. Read the sample composition
below and use the text in 5b to help you write.
CLASS COMPETITION
Write a composition of 100 words. Write the ideas:
What are you really good at school or in your free time?
Why do you think you are good at these things?
What job do you want to do in the future? Why?
Example:
I think I’ve got good intelligence about nature because
I’m quite good at learning about plants, animals and
natural events. Also, I love being outside and going on field
trips. And at school, my best subjects are Chemistry and Art. I
enjoy doing chemistry problems and I love drawing, so perhaps
I’ve got logical and visual intelligence, too.
When I finish school, I’m going to study to be an environmentalist. An environmentalist
has to work with maps and solve problems. I’ll be good at this job because I’m good at
Chemistry and because I like drawing.
Tungaa
51
MODULE 1. STUDY AND WORK
10b. Read the story of Malala then answer the questions below.
52
UNIT 3. JOBS AND SOCIETY
10c. Match the words from the story with the definitions below.
The Pakistani army weakens the Taliban. She received the Nobel Peace Prize.
What weakens the Taliban? What did she receive in 2014?
The red book is mine. I read the bigger book.
Which book is yours? Which book do you read?
11b. Sentence analysis: Look back at the questions in 10b and find subject and object
questions.
Example: Who established Malala Fund? Subject question
53
MODULE 1. STUDY AND WORK
11c. Write subject questions to which 11d. Write object questions to which the
the words in bold are the answers. words in bold are the answers.
1. All girls have to receive 12 years of free, 1. Malala opens a secondary school for Syrian
safe and quality of education. refugee girls.
2. The charity aims to give access to 2. Malala studies Philosophy, Politics and
education. Economics at the University of Oxford.
3. Oxford university is Malala’s university. 3. Malala invites girls from Syria to attend the
4. Girls fight poverty, wars and child marriage. Noble Prize ceremony in Oslo.
5. The New York Times features Malala in 4. Malala brings the girls’ messages and
Oscar short-listed documentary. concern to world leaders.
5. Malala co-authored “I am Malala”,
an international best seller.
11e. Read the book review then choose the correct answer to the questions.
12.Talk about Malala by making up a dialogue. Ask and answer subject and object
questions using the phrases below.
Example:
A: What is her name? name his daughter, ban many things, read Malala’s
B: Malala. blog for BBC, protect girls’ education, weaken the
A: Who established the ‘Malala Fund’? Taliban, have surgeries, establish the ‘Malala fund’,
B: Malala and her father receive Nobel Peace Prize, open a secondary school,
A: Which book did you read? launch a campaign
B: “I am Malala”
E-PROJECT. Watch the Oscar short-listed documentary “He named me Malala” by accessing
the link www.dailymotion.com/video. Talk about the movie with your classmates using subject
and object questions and answers.
54
UNIT 3. JOBS AND SOCIETY
14a. Listen to the news report. Write ONLY ONE WORD in the table.
55
MODULE 1. STUDY AND WORK
15a. Read and observe the grammar usage below, then answer the questions.
1. What question words are used?
2. What prepositions are used in the questions?
15b. Write questions to which the words in bold are the answers.
1. Shannon McNamara helped thousands of girls in Africa when she was 15.
2. The students collected used sports equipment to donate to the after-school programme.
3. My friends organise a car wash every Wednesday and donate the profits to charity.
4. The college students volunteer at a summer camp of orphaned children in July.
5. My classmates donated stuffed animals to children in hospitals.
15c. Choose the correct preposition in the box to complete the question.
about to x 3 for
56
UNIT 3. JOBS AND SOCIETY
16. With your partner, talk about community service activities and ideas. Ask
the following questions, then think up some of your own questions to ask.
57
MODULE 1. STUDY AND WORK
1a. UN News interviewed Malala, an activist for girls’ rights to education. Listen to
the interview, then complete the summary with ONLY ONE WORD.
The Malala Fund started the Gulmakai 1) ... . The goal of the mission
is to 2) ... local leaders and some local activists. We want to
increase that 3) ... and also support local advocates. Local
activists are the real 4) ... in their community. When we
empower them, through 5) ..., we can bring change.
1b. Listen to the interview again, then answer the subject and object questions.
1. Who always wanted to get quality education?
2. Who is going to Oxford University?
3. What is a great place for learning?
4. When does Malala want to complete her education?
5. Who does she want to empower?
6. With what purpose does she want to live?
7. Which countries are local activists already working in?
1c. Read sentences 1-6 below, then match each number with the letter of the correct
definition of the words in BOLD.
a. a group of people in a larger society who are the same in some way
b. to publicly support a particular policy or way of doing things
c. to give someone more control over their life or more power to do something
d. an important piece of work that a person or group of people has to do for
a government or large organization
e. someone who leaves their country, especially during a war or other threatening event
f. to state your opinion firmly and publicly about something, in order to protest against
or defend something
g. someone who takes part in activities that are intended to achieve political or social change
h. a series of actions intended to produce political or social change
58
UNIT 3. JOBS AND SOCIETY
VOCABULARY
READING
3a. Look at the chart. What will be your future job?
Interpersonal Intelligence:
Musical Intelligence:
ability to understand other people,
strong sense of rhythm,able to hear
works well on teams and in groups
and manipulate patterns in sound
Potential Occupations:
Potential Occupations:
teacher, nurse, clinician, sales
musician, songwriter, composer,
person, therapist, politician
music teacher, sound technician
Intrapersonal Intelligence:
Bodily-kinesthetic Intelligence:
has a deep understanding
enjoys the movement of body to
of oneself
solve a problem; often called “active”
Potential Occupations:
Potential Occupations:
entrepreneur / business person,
athlete, dancer, actor, physical therapist
writer, therapist, social worker
MULTIPLE
Spatial Intelligence:
INTELLIGENCE
59
MODULE 1. STUDY AND WORK
3b. Read the newspaper article, then write ONE WORD ONLY in the table.
MULTIPLE INTELLIGENCES:
CHOOSING A CAREER
Learning about the multiple intelligences can provide
teens with tools for self-discovery and give them direction
for making a smart career choice in their future life. Using
the multiple intelligences an approach, educators and
parents can show their teens that they are smart in many
different ways. There are eight different intelligences:
linguistic, mathematical-logical, bodily-kinesthetic, musical,
naturalistic, interpersonal, intrapersonal, and spatial. All people possess each of the eight
intelligences, but one or several intelligences are usually stronger than the others.
People who have strong spatial intelligence are good at drawing, imagining and creating
3D models. These types of people can be a pilot, an architect, an interior designer, and
an engineer. For people with linguistic intelligence, their natural abilities are listening,
speaking, and verbal persuasion. These people are likely to become a writer, a speaker,
a translator, a politician, or a librarian. A mathematician, a computer analyst, and a scientist
are easily able to do mathematical calculations and solve mathematical problems. It means
that they have strong logical-mathematical intelligence.
If you have high bodily-kinesthetic intelligence, you are skilled at hand-eye coordination,
building things, and dancing. Your smart career choice could be as a professional athlete,
a doctor, an actor, or a firefighter.
Teens with high musical intelligence are able to sing or play an instrument, and compose
music. They are interested in becoming a professional musician, a disc-jockey, or a music
therapist. Interpersonal intelligence refers to people who are skilled at building relationships
and leadership. These people prefer to be a sales person, a leader, a teacher, and an
entrepreneur. A psychologist, a coach, and a philosopher possess the natural abilities such
as being aware of inner workings of people, reflecting, and having intuition. These people
have high intrapersonal intelligence. Natural abilities as identifying bird calls, gardening,
and preserving the environment refer to people with strong naturalistic intelligence. These
people are usually a gardener, a park naturalist, a botanist, or a geologist.
60
UNIT 3. JOBS AND SOCIETY
USE OF ENGLISH
4a. Complete the sentences with “be, have, by, been, will. ”
4b. Write subject and object questions to which the words in bold are the answers.
Some questions have prepositions at the beginning and ending.
SPEAKING
5. Groupwork: Two teams will hold a debate, with one team in favor and other team
against the proposition. Take turns presenting your views. Remember the Debate
Rule. Use the expressions on page 47.
E-PROJECT. Please visit the website to find the multiple intelligence test in pdf format and print out
and take it to determine your intelligences. www.collegesuccess1.com/InstructorManual4thEd/
Learning Style/MI..
61
MODULE 1. STUDY AND WORK
WRITING
6.Write a composition of 100 words about your future plan. Include the following
ideas:
STUDY PLANS
What will you do after high school? Will you study or work?
Will you take international exams such as IELTS, TOEFL iBT?
Do you want to take English or any online courses?
Will you have gotten any certificate or diploma after 5 and 6 years?
WORK PLANS
Are you interested in a full time or part time job?
Are you planning to work with people or work alone?
62
MODULE 2 CULTURES
UNIT 4. ROOTS OF MONGOLIAN AND
IDENTITY
TRADITIONS
LEARNING OBJECTIVES
LISTENING
L1 Understand the main points about the symbolism of colours in Mongolia from
a monologue
L2 Understand most of the specific information about Mongolian music and art
from a TV programme
L7 Recognise the spoken genre from the dialogue about Mongolian music and art
SPEAKING
S3 Give an opinion on symbolisms of colours and numbers in Mongolia
S5 Summarise the main idea of the TV programme on Mongolian art and music for
the class
S6 Work in pairs, groups, and with the entire class to talk about celebrations
READING
R1 Understand the main points in texts about Queen Alungoo and Mongolian
nomads
R2 Understand specific information in texts about Queen Alungoo and Mongolian
nomads
R4 Understand implied meanings from the text about Queen Alungoo
R5 Recognise the device a writer uses to express intentions in the text about
Mongolian nomads
R6 Deduce meanings of new words from the text about Queen Alungoo
R7 Recognise the attitude or opinion of the writer from the text about Mongolian
nomads
WRITING
W1 Plan and draft a paragraph and a short article on bringing up children, symbolism
of numbers, and the nomadic way of life
W2 Write about the experiences and celebrations at traditional festivals
W5 Use the appropriate style and register in written genres to write about the
nomadic way of life and traditional festivals
USE OF ENGLISH
UE 11 Use phrasal verbs in sentences
UE 14 Use relative clauses with who, which, that, where, and when to write a
paragraph and an article
63
MODULE 2. CULTURES AND TRADITIONS
2. Read the text and mark the statements 1-8 True or False.
64
UNIT 4. ROOTS OF MONGOLIAN IDENTITY
(6) By using local folklore, the story emphasizes to children the importance of Mongolian
unity, and encourages the sharing of life skills and experiences. In so doing, it serves as
a philosophical foundation for educating the next generation in the importance of good
citizenship and cooperation.
3b. Sentence analysis: Look back at the text and find the relative clauses. Circle the relative
pronoun “who” and draw an arrow from the relative pronoun to the noun it describes.
Example: The bundle of five arrows represent people [who work together].
Main Clause Subordinate Clause
65
MODULE 2. CULTURES AND TRADITIONS
3c. One of the coloured words has a mistake. Find the mistake and correct the word.
1. Queen Alungoo was first beautiful, wise queen with good vision who raised her children
through her teachings by educating them at home.
2. Mongolians are proud of Queen Alungoo which also reminded future generations of the
importance of solidarity through her valuable teaching.
3. In 1992, on the occasion of the 230th anniversary of Chinggis Khan’s birthday, a statue of Queen
Alungoo is erected on the bank of the Arig river of Chandmani-Undur soum, Khuvsgul Province.
4. Since 2002, residents of Chandmani-Erdene soum, Khuvsgul province who respect
the history and culture of Mongolia, organised cultural events in honour of Queen Alungoo.
4. Make a short dialogue about the Queen Alungoo using the relative clause.
Example:
Student A: Who was Alungoo?
Student B: She was a wonderful woman who raised her five sons through her
teaching. Who was Chinggis Khan?
Student A: He was a great man who united the scattered tribes of Mongolia in the
13th century.
Student B: Thanks a lot for your information!
Example:
Mongolians who live in Central Asia have their own method of raising their children, which they
have practiced since ancient times. Mongolian parents who serve as role models for their children take
care of their children. They teach their children how to treat others and behave properly. As a result
of these methods, Mongolian children are proud of their grandparents and parents who pass along
these life skills.
Sentence 1: Topic sentence, Sentences 2-3: Supporting sentences, Sentence 4: Concluding sentence
6. Complete the sentences with the correct phrasal verb with “Get”.
1. My mother will ... to her work on August 25th. get along: be compatible
2. We should ... at the next stop to see the National History get back: return
museum. get off: depart from a vehicle
3. My friend couldn’t ... her shyness when she made a
presentation on Mongolian culture. (bus, train, plane, elevator)
get over: overcome
4. My sister ... with her classmates to work as a team.
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UNIT 4. ROOTS OF MONGOLIAN IDENTITY
SYMBOLISM OF COLOURS
The nine white horsetail banners are used for state ceremonies;
they symbolize peace, good deeds and happiness.
9a. Listen to the monologue and complete the summary below. Write ONLY ONE
WORD in each blank.
SYMBOLISM OF COLOURS IN MONGOLIA
Colours can be viewed from different perspectives such as: 1) ... , cosmology, culture, and
psychology. The symbolism of colours is an integral part of Mongolian culture and each colour
is associated with a specific element in 2) ... . For example: blue (cosmos), white (air), red (fire),
black (water) and yellow (earth). The significance of these colours is associated with points of
view, nature worship, and 3) ... life of the Mongols.
THE COLOUR BLUE Blue symbolizes peace and growth. The Mongols, who have worshipped the
blue sky for many centuries, view themselves as originating from heaven. According to folklore,
the spiritual ancestors of the Mongols had heavenly 4) ... with the sky that they honour with
the saying “Let the Mongol nation exist forever as the eternal blue sky.”
THE COLOUR WHITE White exemplifies purity, 5) ... , and a good start. Gers, which are the traditional
nomadic dwellings of the Mongols, are as white as the dairy products they consume. The people
are said to be pure of heart and mind. They compare good deeds to white milk. It is customary
to set a table with dairy 6) ... during the Lunar New Year.
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MODULE 2. CULTURES AND TRADITIONS
THE COLOUR RED Red is the color of fire that is the symbol of progress, prosperity, and
7)… . The national flag of Mongolia is red with a vertical blue stripe down the middle. The top of
the traditional hat of the Mongols is decorated with a red knot which signifies power and growth.
THE COLOUR GREEN Green is the colour of the earth, which includes grassland, pastureland,
and forests. It is a sign of growth, freshness, and 8) ... Green is also the colour of hope and is
associated with springtime as it stands for the rebirth of animals and the renewal of plants and
9) ... after the long Mongolian winter. The combination of blue and green symbolizes harmony
and balance.
THE COLOUR YELLOW Yellow is the colour of the sun that gives us warmth and energy. It is
the colour of autumn when the leaves of the trees turn yellow. As the colour of light, yellow
is associated with knowledge and wisdom. Mongols show 10) ... to religious people as well as
teachers by offering a yellow “khadag”.
9b. Listen to the monologue again and choose the correct answers.
1. The word “associated with” in line 4 of paragraph 1 could be replaced by
a. Depends on b. Consists of c. Related to d. Includes in
2. The word “stand for” in line 2 of paragraph 5 means
a. Signify b. Maintain c. Originate d. Represent
3. All of the following are true in the text EXCEPT
a. Blue as a symbol of the eternal sky c. White as a symbol of bad deeds
b. Green as a symbol of rebirth and growth d. Red as symbol of power and strength
4. What can be inferred from the use of “blue” in paragraph 2?
a. The word explains the eternal blue sky.
b. The word is associated with the origin of the Mongols.
c. The Mongols have worshipped the colour blue for centuries.
d. The colour blue doesn’t have a specific meaning.
10b. Sentence analysis: Look back at the text and find the sentences with relative clauses.
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UNIT 4. ROOTS OF MONGOLIAN IDENTITY
symbolizes the eternal blue sky. are the sun, sky, air, water and earth.
are the descendents of Bortu Choni symbolize multiplication and a good start.
are associated with nature.
Example:
During the Lunar New Year, the Mongols greet each other by holding a blue khadag, a silk
scarf that symbolizes the eternal blue sky.
1. The Mongols give people two items as gifts ... .
2. The number five symbolizes the five elements ... .
3. Mongolians ... use a blue khadag for various ceremonies such as a wedding ceremony, a hair
cutting ceremony, and funeral rituals.
4. Red and green khadags are used for the ceremonies ... .
11. Make a short dialogue about the symbolizations of colours using the relative clause.
Suggested sentences:
White is the colour of dairy products which symbolizes pure heart.
Blue is the colour of eternal sky which symbolizes eternal blue sky.
Examples:
Number 2: The meaning of the number “two” means “double.” Living organisms such as humans,
animals and even birds live in pairs. So, the number two symbolizes dualities which are the main
source life.
Number 5: Mongolians revere the number five which is a symbol of unity.
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MODULE 2. CULTURES AND TRADITIONS
1 2 3 4
15a. Listen to a TV programme on “Wonders of Mongolian Music and Art” and fill in
the blanks.
1. Folklore performance
• The performance of traditional music and 1) ... of Mongolia was held on July 11thduring
the “Naadam” festival.
• The performance lasted for 2) an ... and half.
• The performance was held in the Drama Theatre where Mongolians and 3) ... quite often
visit.
2. Horse head fiddle
• The horse head fiddle is unique because it can imitate the galloping, trotting and neighing
4) ... of a horse.
• It has only two 5) ..., made from horse hair.
• Many types of music can be 6) ... with the horse head fiddle.
3. Throat singing
• Throat singing, or “Khoomii,” originated in 7) ... Mongolia where many ethnic groups live.
• Throat singing, or “Khoomii,” imitates the sounds of 8) ... such as a bird singing or a river flowing.
• A throat singer can produce several 9) ... at the same time.
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UNIT 4. ROOTS OF MONGOLIAN IDENTITY
4. Contortion
• The contortionist 10) ... on the centre stage where she did a headstand on a pole clenched
with her teeth.
• During the performance, she also did push-ups without her feet touching the 11) ...
• She also demonstrated her flexibility and 12) ... .
16b. Join the two sentences with who, which, that, where and when. Make
the second sentence a relative clause.
Example:
She performed on the centre stage.
She did a headstand on a pole clenched between her teeth on the centre stage.
She performed on the centre stage where she did a headstand on a pole clenched between
her teeth.
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MODULE 2. CULTURES AND TRADITIONS
1. 2010 was the year. Throat singing, or “Khoomii,” was registered with UNESCO as the Cultural
Heritage of Mongolia.
2. “Tsuur” vividly depicts the beauties and glories of nature, mountains, rivers and animal
behaviour. “Tsuur” is a vertical pipe-shaped wooden wind instrument with three finger holes.
3. The wind instrument “Tsuur” originated in Bayan-Ulgii and Khovd provinces. The Uriankhai
ethnic group lives in Bayan-Ulgii and Khovd provinces.
4. B.Naranbat was a member of the Working Group to register the instrument with UNESCO in
2009. B.Naranbat is a 9th generation “Tsuur” player in his family.
5. The Uriankhai ethnic group in Mongolia remembers the time. They hid the instrument
“Tsuur” in the mountains during the cultural attack of the 1950s.
17. Choose one of the topics below and use the plan to write a newspaper article of
120-150 words. Then, present it to the class.
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UNIT 4. ROOTS OF MONGOLIAN IDENTITY
MONGOLIAN NOMADS
GLOSSARY
essence (n) - basic quality phenomena (n) - fact or an event in nature
characteristic (n) - typical, defining attribute observe (v) - watch, notice
maintain (v) - preserve, keep value (v) - consider important
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MODULE 2. CULTURES AND TRADITIONS
19b. Sentence analysis: Look back at the text and find the relative clauses in it. Circle
the relative pronouns who, which and that.
Example: Young people are pleased with all [that ancient nomads did for future generations].
Main clause Relative clause
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UNIT 4. ROOTS OF MONGOLIAN IDENTITY
19c. Complete the sentences with who, which, and that. In some sentences, either
which or that can be used.
1. Young generations appreciate the nomads for everything ... they did for the country.
2. Most herders in Mongolia own five types of domestic animals (sheep, goats, cows,
horses and camels) ... are the main sources of their livelihood.
3. Nomad families don’t give their children everything ... they want because spoiling
children too much is not good.
4. Herding families make a variety of dairy products such as curd, cheese, yogurt and airag,
“fermented mare’s milk,” ... are all rich in calcium and good for metabolism.
5. Nomads are pleased with all ... the Governor’s office of the province did for them.
6. They spend the winter in a winter camp ... is located at the slope of a hill.
Suggested article
COUNTRY LIFE IS INTERESTING
My name is Solongo. I live in Ulaanbaatar with my family. I go to school number 52 in
Khan-Uul District, Ulaanbaatar. I like country life because I like everything that I see in the
countryside. There are many things that we can learn from country life. My grandparents who
live in the countryside own sheep, goats, cows and horses. I learned how to herd animals,
milk animals and make dairy products which are everyday activities for herders’ families. It is
important for us to learn more about country life because it is a part of our cultural heritage.
20b. Talk about herders or country life to your classmates. Use the new vocabulary
and grammar in your discussions.
21. Complete the sentences with phrasal verbs “Care.”
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MODULE 2. CULTURES AND TRADITIONS
1a. Listen and complete the sentences using the words from the box. Then, memorize it.
1b. Listen to the legend about the horse head fiddle and answer the
questions.
VOCABULARY
2a. Describe parts of speech of the words below and write their synonyms.
New words Part of speech Synonym
a achievement noun (n) success
b integral
c individual
d represent
e quarrel
f originate
g maintain
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UNIT 4. ROOTS OF MONGOLIAN IDENTITY
1. Queen Alungoo had five sons who didn’t ... with each other.
a. get back b. get along c. get off d. get over
2. Fire flames on top of the “Soyombo” symbol ... past, present and future generations.
a. stand in b. stand by c. stand for d. stand out as
3. A horse head fiddler will ... to his work on October 1st.
a. get along b. get off c. get over d. get back
4. Nomads ... five types of domestic animals all year round.
a. care for b. care about c. take care d. look for
5. Nomad families ... their children by teaching them life skills.
a. care b. care about c. careful d. take care
READING
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MODULE 2. CULTURES AND TRADITIONS
(3) The oblong shape of “Ul boov” was designed by Zanabazar, who was a great sculptor, artist
and religious leader of Mongolia. The shape has a deep meaning in Mongolian culture.
The soles of human feet are connected to the earth by gravity; our feet exchange information
with the earth and, in turn, get energy from it. With the help of our feet, we move from
one space to another. So, Mongolians named the traditional pastry “Ul boov” to symbolize
“going or progressing forward.”
(4) On the eve of the Lunar New Year, Mongolians place silk scarves called “khadags” of different
colours at the altar, which is located on the north side of the ger. During the Lunar New
Year, Mongolians greet the elderly and others by holding a blue “khadag.” When greeting in
the traditional manner, you fold the “khadag” three times and hold it in a way so that the open
side of the scarf is facing the person whom you are greeting.
5. What can be inferred from the text about khadags of five colours?
a. Mongolians know a lot about “khadags”
b. Mongolians respect and keep all five colours of“khadags” at home.
c. Mongolians respect and keep only blue “khadags” at home.
d. Mongolians greet each other holding a “khadag” during the
Lunar New Year.
USE OF ENGLISH
4a. Complete the sentences with who, which, that, where or when. In some sentences,
either which or that can be used.
1. Contemporary Mongolia is one of the few places ... you can see the nomadic way of life.
2. The nomads are people ... don’t settle down in one place for a long time, but move in
search of pasturage and water for their animals.
3. The greatest things ... we can learn from nomads is our cultural heritage and traditional
practices.
4. Many nomads in Mongolia remember the years ... they became the “State Best Herders.”
5. In late September to early October, nomads move back to their winter camp ... they
spend cold winter months with their animals.
6. There is something ... is very special about the nomads of Mongolia.
7. Children of herders grow up in families ... value hospitality and tradition.
8. The nomad’s life, and connection with their animals and the environment are vividly
reflected in their songs ... they like to sing.
9. Nomads will never forget the years ... their animals survived the disastrous “dzud.”
10. The gers of many nomads have solar panels ... provide electricity for mobile phones and
televisions.
4b. Find the mistakes in each sentence and correct them using who, which, that,
where and when.
Example:
Mongolians keep the horse head fiddle on the north side of the ger when is the place of honour.
Mongolians keep the horse head fiddle on the north side of the ger which is the place of honour.
1. Throat singing, who is a Mongolian traditional art, was registered as a Cultural Heritage
practice with UNESCO in 2010.
2. The performance of folk song and dance is performed in a theatre who many people gather.
3. Contortionists practice on the stage which they can do a headstand, with a pole clenched
between her teeth.
4. One of the most interesting things when Kazakh people do is hunt with eagles.
5. One of wonderful things where tourists see in Mongolia is the nomadic way of life.
6. Nomads brand their animals with branding irons who could be in the shapes of
a crescent, swastika or a flame.
7. Tourists will never forget the day that they saw the performance of folk songs and dances
in Mongolia.
8. Queen Alungoo taught an important lesson to her five sons when didn’t get along, by
giving them each a bundle of five arrows to break.
9. Mongolian nomads are the true founders of our script, books, writings, history, religion
and folk literature while the following generations are those where have contributed to
the culture of Mongolia.
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MODULE 2. CULTURES AND TRADITIONS
5. Write news article on wedding ceremony. Then, make a presentation to the class
on your chosen topic.
Useful expressions
get married, groom's relatives, visit, ask
for the bride, auspicious day, bride's
parents, agree, wedding party, bride's side,
groom's side, take place, erect new ger for
the young couple, bless by monks
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MODULE 2
UNIT 5. CULTURES FROMCULTURES
CULTURE
AROUND AND
AND
THE WORLD
TRADITIONS
TRADITIONS
LEARNING OBJECTIVES
LISTENING
L1 Understand the main point about the Walt Disney Resort from the monologue
L2 Understand the specific information about different customs around the world from
the dialogue
L7 Recognise the spoken genre about the rules to follow before traveling abroad from the
dialogue
SPEAKING
S3 Give an opinion on different ways of life and cultural differences
S5 Summarise the main ideas of texts related to Inuts, the Maasai tribe and Serengeti
National Park
S6 Talk about Safari trips, Mongolian Reindeer herders, and Disney World Rules
READING
R1 Understand the main points in texts about Inuits, the Maasai tribe, and Serengeti
National Park
R2 Understand specific information in texts about different lifestyles and natural attractions
R3 Read non-fiction texts on different lifestyles and natural attractions with confidence
and enjoyment
R4 Understand implied meanings from texts about different lifestyles and natural
attractions
R5 Recognise the device a writer uses to express intentions in the text about Serengeti
National Park
R7 Recognise the attitude or opinion of the writer from the text on Serengeti National Park
WRITING
W1 Plan and draft a paragraph, a dialogue, and a tip on Mongolian Reindeer herders,
Disney World Rules in America, and visiting a nomadic family in Mongolia
W3 Write about personal feelings and opinions on cultural differences around the world
USE OF ENGLISH
UE 4 Use the questions involving the prepositions about what, for what, what about, and
how about to talk about different cultures
UE 11 Use phrasal verbs in sentences
UE 12 Use gerunds as subjects; gerund forms after certain verbs and prepositions; infinitive
forms as usage of purpose; after certain verbs and adjectives in writing and speaking
activities
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MODULE 2. CULTURES AND TRADITIONS
UNIQUE CULTURE
Reindeer herders live in Mongolia, Norway, Finland,
Sweden, Russia, Greenland, Alaska, China, and Canada.
1a.Look at the pictures and describe them. Who do you see in each picture?
1 2 3
Example: I see a reindeer herder in picture 3.
1b. Answer the following questions. 2. Match the synonyms (1-7) with the words (a-g) below.
1. Which countries do they live in? 1. e inhabit a. keep
2. Who lives in igloos or huts? 2. maintain b. activity
3. What animals do they herd? 3. trap c. duty
4. unique d. catch
Example: 5. worship e. live
Reindeer herders are located in ... . 6. practice f. special
They live in tepees and herd ... .
7. responsibility g. respect
(A) “Eskimos” are officially called Inuit or Inuk by the peoples of the Arctic. They are aboriginal
and inhabit the northern regions of Canada. The Inuit maintain their culture through
language, family and traditional laws, attitudes, and behaviour. Hunting and trapping animals
are the main skills used by the Inuit for survival. They hunt sea and land animals such as:
seals, whales, ducks, and caribou as well as fish and collect berries for consumption. Hunting
and trapping also provide raw materials for clothing, housing, boat and sled building,
and art objects. The Inuit live in turf huts during the summer and
build igloos for temporary shelters during the long winters.
Building an igloo is an ancient skill which has been passed
down from generation to generation. Working with snow is
a special skill for young boys to learn. They use sleds pulled
by dogs to travel across the frozen ice of the Arctic. Since
the middle of the 1950s, there has been a big change from
the nomadic to the sedentary way of living. Many Inuit
people left their camps and moved into settlements
with permanent buildings.
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UNIT 5. CULTURES FROM AROUND THE WORLD
3b. Read the text again and choose the correct answers.
1. Which of the following can be inferred from 2. Which of the following can be inferred
the last line of paragraph 1 about the Inuit? from the last line of paragraph 2 about
the Maasai tribe?
a. Their way of life is not changing at all. a. They have become semi-nomadic people.
b. Their way of life has been changing since the b. They can’t live as nomads because of
1950s. droughts and loss of land.
c. They don’t like the nomadic way of life. c. They want to maintain their nomadic
way of life.
Gerund
The gerund is the -ing form in English. A gerund is used as a subject, after certain verbs or prepositions.
A gerund can be the subject of a sentence:
The gerund always has the same function as a noun.
Attach -ing to a verb to make it a gerund.
If a gerund is a subject, it occurs at the beginning of the sentence.
Gerund can be a subject
Hunting and trapping animals are the main skills for the Inuit to survive.
Subject Verb
In this sentence, hunting and trapping animals is a gerund and acts as the subject of the sentence.
4b. Sentence analyses: Look back at the text and find the gerunds in each paragraph.
Example: Working with snow is a special skill to learn for young boys.
Gerund as a subject Verb
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MODULE 2. CULTURES AND TRADITIONS
4c. One of the coloured words has a mistake. Find mistakes and correct them.
1. Wearing the tradition clothing “Parka” allows the Inuit to survive in
the extreme winter climate.
2. An igloo can be built within 20-30 minute depending on the quality of
the snow and the skill of the Inuit.
3. A Maasai man’s wealth depends on the number of cattle he owns and
the number of children he have.
4. Women expresses their position in society by wearing beaded jewelry and
body ornaments as well as by body painting.
The country where Types of dwellings The language they Their lifestyles and
Nations
they live in which they live speak culture
Inuit
Maasai
5b. Make a short dialogue about the Inuit and Maasai using the information in 5a.
Example:
A: Which country do the Inuit live A: Building an igloo out of snow must be
in? difficult in the winter.
B: They live in the northern part of B: No. It isn’t that difficult because they learn it
Canada. at an early age.
A: What type of dwelling do they A: Wow! I would like to watch You Tube to learn
live in? how to build an igloo.
B: They live in huts in summer and B: That’s a wonderful idea! Here is the name of
igloos in winter. a documentary: My first Igloo. A Boy Among
Polar Bears.
Source: https://www.youtube.com/watch?v=ky57HCQPSNk
7. Write a paragraph about Mongolian Reindeer herders using the picture and present
it to the class. Use as many gerunds as possible.
Living as a nomad in the taiga is a very interesting way of life. Herding reindeer in taiga is ... .
Living in tepees must be ... . Going to taiga by horse is … .
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UNIT 5. CULTURES FROM AROUND THE WORLD
NATURAL ATTRACTION
The giraffe and African elephant, which are the world’s
tallest and largest land animals, respectively, can both be
found in Serengeti National Park.
8a. Listen to a dialogue between travel agent and customer and complete the missing
words.
Customer: I want to take a trip to Africa because I love seeing wild animals.
Travel agent: We would like to recommend a safari trip to 1) ... because you can see wild
life in Serengeti National Park all year round.
Customer: It sounds great! Could you tell me what a safari trip is?
Travel agent: A safari trip is for visitors who want to see African 2) ... in their natural
habitat. It also provides for seeing animals close up. Safari trips are offered in
African countries including Tanzania, Kenya, Namibia, Uganda, South Africa,
Botswana, Zambia, and Zimbabwe.
Customer: Wow! Thank you very much for giving me the 3) ... . I will contact you soon.
Travel agent: You are welcome! You can call or send an e-mail to us. Thank you!
GLOSSARY
establish (v) -start something new; set up
designate (v)-choose to name something for particular purpose
habitat (n)-natural environment of an animal
migration (n)-travel from one place to another
significance (n)-importance
9a. Read the article about a safari trip then match the numbered paragraphs (1-4) to
the following headings:
Recommendation Introduction
Natural facts Things to see
(1) Serengeti National Park was established in 1952. It is located in northwestern Tanzania
and extends to southern Kenya. It is Tanzania’s oldest national park and is famous for its
wildlife, extensive plains, and the great migration of wildebeests and zebras. According
to the Maasai people of Kenya, Serengeti means “the land of endless plains.” It was
designated as a UNESCO World Heritage Site in 1981 because of its biodiversity and
ecological significance. It became one of the Seven Wonders of the World because of
the migration. The park has over a 1,000,000 wildebeests, 250,000 zebras, and 2,500 lions.
The great migration of wildebeests and zebras occurs annually, from July to October.
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MODULE 2. CULTURES AND TRADITIONS
(2) By traveling 800 kilometers away, wildebeests and zebras reach the Maasai Mara Reserve
which is a major attraction in Kenya. The wildebeests roam through a variety of parks,
reserves, and protected areas with many types of habitat. June and July are the best months
for seeing the migration of wildebeests and zebras as they cross the Grumeti River. February
is the best month for seeing wildebeest calves. The dry months from June through October
offer the best wildlife viewing.
(3) Observing animals in their natural habitat is a great experience for tourists because
the animals reveal their full characters. It is impressive to view lions, cheetahs, elephants,
rhinos, giraffes, gazelles, zebras, cape buffalos, and many species of birds in the wild. Besides
seeing animals and birds, there are also interesting and impressive insects, plants, dense
bushes, and forests.
(4) Many tourists think of returning to Tanzania for an opportunity to visit other locations
within the country. Serengeti National Park is a wonderful place for people who are keen on
taking photos of wildlife. You won’t have any difficulties in finding a good tour company to
arrange your trip. Before taking your trip to Tanzania, you should always pack properly. You
can stay in a camp or lodge during your trip. While it’s always preferable to begin traveling
when you are young, starting late is just as enjoyable.
9b. Read the passage again and choose the correct answers.
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UNIT 5. CULTURES FROM AROUND THE WORLD
10b. Sentence analysis: Look back at the text and find the sentences with gerunds.
Example: June and July are best months for seeing the migration of zebras
10c. Match the information in (1-8) with the information in (a-h) to make eight
sentences. Then, circle the gerund in each sentence.
1. d Before going to Serengeti National Park, a. we saw a herd of wildebeests and zebras run past.
2. By holding the handrails and climbing b. we were shocked to have the male lion come
the steps slowly, out of the tall grass right behind us.
3. Upon entering the park, c. I have been amazed by their speed.
4. Upon coming close to wild animals, d. I had no idea how truly beautiful it is.
5. After observing female lions and their cubs, e. I can fully appreciate their intelligence.
6. After gathering around a water hole, f. you must keep your voice down!
7. Since seeing a cheetah take down a gazelle, g. you can safely get into your safari vehicle.
8. After seeing elephants in the wild h. the herd of gazelles was attacked by a cheetah.
11. Working in pairs, make a short dialogue between school boys/girls and a travel
agent using these pictures.
12. Write an e-mail to your friend. Tell him/her about your trip.
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MODULE 2. CULTURES AND TRADITIONS
MANMADE ATTRACTION
There are 13 Walt Disney Parks and Resorts throughout the world.
13. Listen to the music and guess what you expect to know today.
1. What is your dream?
2. Have you ever seen Disneyland in other countries?
3. If you go to the USA, which Disney adventure do you want
to experience?
15. Look at the pictures and describe them. Which pictures show:
1 2 3
16a. Listen to the monologue and complete the summary below. Write ONLY ONE
WORD in the blanks.
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UNIT 5. CULTURES FROM AROUND THE WORLD
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MODULE 2. CULTURES AND TRADITIONS
17b. Sentence analysis: Find the sentences with gerunds in Exercise 16a.
Example: Visitors enjoy sampling foods from all over the world.
Verb Gerund
17c. Put the words in the correct form. Which one is right for each sentence “-ing or to”?
1. My family loves ... ( go) to Disney World.
2. Visitors like ... (walk) around Magic Kingdom Park.
3. My daughters want ... (see) Cinderella’s Royal Table.
4. We enjoy ... (eat) all of the different types of food that are served throughout the park.
5. We decided ... (swim) at Disney’s Blizzard Beach Water Park.
6. Guests appreciated ... (view) the Royal Canadian Mounted Police as they marched
through the Canada Pavilion at EPCOT, Experimental Prototype Community of tomorrow.
7. We hate ... (leave) Disney World because it is such a wonderful place to visit.
8. Disney’s Animal Kingdom Park avoids ... (use) plastic straws, lids and balloons. Instead,
they use biodegradable paper straws.
18a. Make sentinces using the rule about Disney World. Use the verb “avoid” with gerunds.
Example: Visitors avoid blowing up balloon at Animal Kingdom for the safety of the animals.
18b. Make a short dialogue between a park manager and a school boy/girl. Use
the sentences in Exercise 18a. Use as many gerunds as possible.
SB: I read that visitors of Disneyland avoid using selfie sticks to take pictures. Is that true?
PM: Yes. It is. Guests are not allowed to use selfie sticks because these sticks disrupt
the other guests.
SB: Thanks for the information!
PM: You are welcome.
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UNIT 5. CULTURES FROM AROUND THE WORLD
CULTURAL DIFFERENCES
1 2 3
19b. Make a short dialogue between a tour guide and a tourist using one of
the pictures above as a prompt.
Friend: I am going to India with my family this summer. GLOSSARY
Tour guide: It sounds wonderful! Don’t mention eating beef allow (v)-to permit
to Indians because they respect the cow. item (n)-thing
Friend: That’s worth remembering! Thank you for your mention (v)-briefly speak
advice! disrespectful (adj)-rude
Tour guide: You are welcome! impolite (adj)-not polite
20a. Listen to the dialogue about certain rules to follow when you travel abroad. Put
a checkmark (√) in the correct box.
Muslim Nepal &
Customs India Singapore America
countries Mongolia
1. Visitors are not allowed to chew
gum in ...
2. Do not mention anything about
items made out of cow leather
because the cow is sacred in ...
3. Visitors are not allowed to wear
shorts or jeans in places of worship
because it is disrespectful in ...
4. It is impolite to point with your
finger in ...
5. It is not good for travelers to stand
close to people because personal
space is important in ...
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Use the “-ing” form if there is no object after the verbs allow, advise, recommend.
They allow taking pictures outside Buddhist temples.
Gerund
She advised standing in line at bus stops, in cinemas and in shops.
Gerund
The tour guide recommended bringing a gift from Mongolia for their families.
Gerund
21b. Read the sentences and put the verbs in brackets into the correct form.
1. The guests planned ... (visit) a Japanese family during the trip.
2. My family considered ... (take) a Safari trip to Kenya to find out about their culture.
3. My sister advised me ... (use) the words “Sorry or Pardon?” when I need ... (ask) someone
to repeat what they have just said.
4. They advise ... (say) polite words to local people such as “Thank you!” or “Thank you for
your help!.”
5. Some tourists refused ... (eat) heavy meals during the trip because they had indigestion.
6. Many people resist ... (read) other people’s e-mail because it is rude.
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UNIT 5. CULTURES FROM AROUND THE WORLD
22. Read the tip for travelers who are going to America and make sentences using
“allow or advise.”
DO’S AND DON’TS IN AMERICA
Do’s Don’ts
• Smile a lot because it is considered • Get very close to other people in
a friendly gesture public places
• Extend your right hand to greet others • Litter throw on the ground
• Stand in line before you get onto public • Speak loudly on cell phones
transportation (metro, bus, train) in public places
Example:
1. I advise you to smile a lot because it is considered a friendly gesture.
2. You are not allowed to throw litter on the ground.
3. It is considered impolite to spit when in public places.
23. Read and complete the sentences with phrasal verbs involving “Take”
1. The aircraft ... in about one hour.
take off: remove something
2. Everyone must ... their shoes in Muslim mosques.
take off: depart
3. The helicopter ... from the platform.
24a. Write a tip for tourists who are arriving in Mongolia and make sentences using
“allow or advise.”
24b. Create a dialogue between a tour guide (TG) and a tourist (T), using Exercise 22
as an example.
Example:
T: We are going to visit a nomad family tomorrow. What are the do’s and don’ts when
visiting a nomadic family?
TG: I advise you to receive tea with your right hand. But you are not allowed to stand
in front of the altar in the back of the ger to take pictures.
T: That’s worth knowing! Thank you very much!
TG: You are welcome.
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TOKYO DISNEYLAND
Could you imagine seeing the kingdom of animals, riding Dumbo the Flying Elephant and
watching the characters of popular cartoons and movies? Tokyo Disneyland is the place where
your dreams will come true.
Tokyo Disneyland was opened in 1) ... as
the first Disneyland theme park outside of
the United States. Tokyo Disneyland is the third -
most visited theme park in the world. Covering
a large area, the park receives over 2) ...
million visitors annually. Tokyo Disneyland
consists of 3) ... parks called the World Bazaar,
Adventureland, Westernland, Fantasyland
and Tomorrowland.
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UNIT 5. CULTURES FROM AROUND THE WORLD
VOCABULARY
2a. Describe parts of speech of the words below and write their synonyms.
a. maintain verb (v) keep
b. worship
c. unique
d. significance
e. establish
f. disrespectful
READING
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UNIT 5. CULTURES FROM AROUND THE WORLD
USE OF ENGLISH
4a. Read the sentences and match (1-8) with (a-h) and make
eight sentences. Then, circle the gerund in each sentence.
1. e Tour guide advised tourists to speak in a. upon seeing a pride of lions coming
a whisper toward us.
2. Our guide told us not to walk around b. after discovering her cabin was
camp without a guard surrounded by elephants!
3. We hurried back to our vehicle c. upon seeing us approach.
4. My friend had to radio for help d. after playing in the hot sun.
5. The lion cubs took a nap in the shade of e. besides keeping your head and arms
a tree inside the vehicle.
6. A spotted hyena hid in the bushes f. by obeying our guide’s instructions.
7. The mother elephant protects her baby g. by keeping it in the middle of the herd.
8. We stayed safe h. after seeing an elephant near our tents.
4b. Put the words in the correct form. Which one is right for each sentence “-ing” or “to”?
1. After visiting various amusement parks with his daughters in the 1930s and 1940s,
Walt Disney decided ... (build) Disneyland Park in California.
2. Visitors to Disney World Resort like ... (see) the kingdom of animals, riding on the Ferris
Wheel, Slinky Dog Dash and ... (watch) live shows with all of their favourite characters in
tales and cartoons.
3. Little girls enjoy ... (have) breakfast with the Disney characters and talking with Minnie
and Mickey Mouse.
4. Visitors dislike ... (smoke), ... (wait) in lines and ... (run) in Disney World Resort in Florida.
5. Visitors have to ... (avoid) using drones in Disneyland so they do not disrupt the other
guests.
6. Young travelers promised ... (follow) all the travel rules during their trip to Africa.
7. They decided ... (take) an open air vehicle to see wild animals in Serengeti National Park.
8. Visitors wanted ... (see) the Big 5 including lions, elephants, rhinos, buffalos and leopards,
which are still found in South and East Africa.
9. Tour guides in Kenya try ... (show) the culture of the Maasai tribe to visitors.
10. Tourists appreciated ... (watch) all the wildlife during their safari trip to Tanzania.
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5. Make a list of some of the things that you should do/should not do in other
countries while travelling. Then write travel rules using “allow” or “advise.”
Countries Should Do Should Not Do
In temples of Buddhist countries: take off your hat talk loudly
In Muslim countries such as Turkey, wear long trousers and shirts with
...
Iran, Egypt long sleeves
In India: ... ...
In Singapore: ... ...
In the USA: smile ...
Examples:
Visitors are not allowed to talk loudly in Buddhist temples.
Visitors are advised to take off their hats to enter the Buddhist temples.
We allow visitors to wear swimsuits on public beaches.
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MODULE 2 UNIT CULTURES
6. LANGUAGE INAND
MIND
TRADITIONS
LEARNING OBJECTIVES
LISTENING
L1 Understand the main points from a dialogue about a school in London
L3 Understand some of the detail from students’ opinions about official languages
L8 Understand an extended narrative story from monologue
SPEAKING
S3 Give an opinion at discourse level on Mongolia’s official script
S4 Respond to unexpected comments by discussing Mongolia’s official script
S5 Summarise the story plot by J.K.Rowling
S7 Interact with peers to make hypotheses about the events in the story
READING
R2 Understand specific information in a wide range of fiction and non-fiction texts
R3 Read fiction and non-fiction texts with confidence and enjoyment
R4 Understand implied meaning from the story written by J.K. Rowling
R5 Recognise the devices a writer uses to express intention in fiction and non-fiction texts
R7 Recognise the attitude of the writer from the diary extract
WRITING
W2 Write a story about an imaginary past event
W3 Write a diary with personal feelings and opinions on given ideas
W6 Use appropriate layout for a summary of some written genres
USE OF ENGLISH
UE13 Use conjunctions of time (when, while, before, after) and reason (due to, due to
the fact that, because, because of)
UE7 Use past simple, past continuous, present perfect and past perfect forms in narrative
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MODULE 2. CULTURES AND TRADITIONS
WORLD LANGUAGES
International Mother Language Day is celebrated
every year on 21 February.
2a. Copy the words in bold from the text in exercise 3a and identify parts of speech.
Example: extensive – adjective (adj)
2b. Complete the sentences. Use the words from exercise 2a.
1. A language is related to its ... culture, tradition and people.
2. A ... of aboriginal people speak in their indigenous language in Australia.
3. The ... majority of people tend to use abbreviations on social network.
4. The new publication titled “Regulatory Dictionary of Spelling Rules in the Mongolian
Language” has made a great contribution on some ... about lingual use.
5. ... discussion on native language extinction should be made.
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UNIT 6. LANGUAGE IN MIND
3b. Read the text again carefully. Answer the following questions.
1. What is the main purpose of the text?
2. According to the text, what is ethnology?
3. What are the reasons for the decline in the number of known languages?
4. What does the phrase an example of this in paragraph 5 refer to?
5. What will happen to the number of languages within the next century?
Clauses of reason
Clauses of reason are used to express the reason for something. They are introduced with:
1. due to the fact that + clause
Mother Language Day is celebrated due to the fact that we aim to preserve native languages.
Object Verb Clause (subject + verb + object)
Note: The meaning is the same as ‘because + clause’.
2. due to + noun
Mother language Day has been celebrated due to the aim of preserving native language.
Object Verb Noun
Note: The meaning is similar to ‘because of + noun’.
4b. Sentence analysis: Look back at the text and work on the followings.
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MODULE 2. CULTURES AND TRADITIONS
5. Listen to two students talking about the news on a TV programme. Then read each
question and choose the correct answer.
7. Listen and repeat the words in the first column. Then match the words (1-6) with
their synonyms (a-f).
1. a scribe a. a grandee
2. an inscription b. a measure of distance
3. a dignitary c. an engraving
4. a seal d. an explanation
5. an interpretation e. a recordkeeper
6. a fathom f. a stamp
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MODULE 2. CULTURES AND TRADITIONS
8. Re-read the non-fiction text above, then choose the correct answers.
1. What is the text mainly about? Facts are pieces of information that
a. The Uigarjin Mongolian script are true and often given as statements.
b. One way to write Mongolian For example: The Uigarjin script was
c. Mongolia’s historical heritage adopted as Mongolia’s official script
around the time of 1204.
d. The “Chinggis stone inscription”
2. The writer gives some historical facts ... .
a. to show that Mongolians have their own script
b. to show that Mongolian men were good at archery
c. to introduce a special Mongolian custom
d. to inform readers that scientists have still been working on the findings
9. You are going to give a talk to the class about the script Mongolians used. Prepare
some notes to use for your talk.
To summarise you need to:
- Skim the text
Make short notes under each heading.
- Identify the main points of the text.
• how the Mongols first started using the script
- Identify the main points of each
• a special feature of the script paragraph.
• a list of evidences that the script had been used - Write your summary in your own words.
10. Your teacher has asked you to write a summary about the script for the school
bulletin. Look at your notes in exercise 9 above, and use them to write a summary.
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UNIT 6. LANGUAGE IN MIND
11b. Sentence analysis: Look back at the text and complete the following tasks.
a. Find one suitable sentence for the grammar explanation above.
b. Highlight the time conjunction with the colour blue.
c. Identify the main and the subordinate clause in this sentence.
d. Underline the verb of each clause and identify the tenses.
e. Read it again for comprehension. If necessary, consult with other students.
Example:
It was adopted as Mongolia’s official script around 1204, when Chinggis Khan defeated the Naimans.
main clause subordinate clause
11c. Identify the main and the subordinate clause in each sentence.
Example: After Chinggis Khan had defeated the Sartuul, he held an assembly of dignities.
Subordinate Clause Main Clause
1. We went to the Mongolian National History Museum after we had learned about the
stone inscription.
2. Before you go to the Museum, you should ask about time tables.
3. They all admired his knowledge of history when they heard about the interpretation.
4. While you are writing a research paper, you will find out many historical facts.
5. After I have finished my work, I will go out.
6. As we were walking in the park, we enjoyed a folk performance.
11d. Look back at the sentences in exercise 11c. Underline the verb of each clause
and identify the tenses.
Example: After Chinggis Khan had defeated the Sartaul, he held an assembly of dignities.
Past Perfect Past Simple
12. Work in groups of four. Discuss the following question about using Mongolia’s
official script today:
• It has been proposed that the Uigarjin Mongolian script and the Cyrillic script should
both be used as Mongolia’s official scripts today.
• Do you agree or not? Give specific reasons for your choice.
In my opinion, we It seems to me that it is not easy to change to the
should use our traditional script since all documents are now in the
traditional script. Cyrillic script.
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MODULE 2. CULTURES AND TRADITIONS
14b. Read the story and match the characters (1-4) with the actions (a-h).
1. the King 2. the Queen 3. Jerry Cruncher 4. Mr. Jarvis Lorry
a. put his head out of the window
b. made and spent paper money
c. whispered desperately and angrily
d. wanted a passenger from Tellson’s Bank
e. asked about what’s happened
f. stopped at the top of a long hill
g. thought that everything would be as usual
h. answered ‘Came back to life’
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MODULE 2. CULTURES AND TRADITIONS
15b. Sentence analysis: Look back at the story and complete the following tasks:
1. Find some complete sentences in the past simple tense.
2. Identify the use of each sentence.
15c. Complete the passage with the correct form of verbs in brackets.
16. Write a story, by first making some notes about your story:
• when and where it took place A STORY LAYOUT
• who else was in it • set the scene
• what was happening at the start • say what happened to start with
• what happened next • develop the story by narrating
• what happened in the end the main action and including
• how you felt in the end some dialogue
• write the ending
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UNIT 6. LANGUAGE IN MIND
LITERATURE CORNER
Jeff Kinney is an American author of children’s book. He
is most well-known for his Diary of a Wimpy Kid series.
17. Work in pairs. Look at the pictures in exercise 18 and discuss these questions.
1. What is happening in each picture?
2. Who do you think the people are?
3. How do you think the people feel?
4. What do you think the people say?
18. Read the diary extract below and place the pictures in the right paragraphs.
1 2 3 4
5 6 7 8
I think Mom is just trying to make me feel better about my situation with Rowley anyway.
Rowley’s been my best friend ever since he moved into my neighbourhood, but things have
really changed between us recently. And it’s all because of a GIRL. A) □
Believe me, the last person in the world I ever thought would get a girlfriend was ROWLEY.
I always thought I’d be the one in a relationship and Rowley would be the guy everyone kind
of felt sorry for. B) □
I guess I’ve got to give Rowley some credit for actually finding a girl who likes him. But I
don’t have to be HAPPY about it.
Back in the good old days, it was just me and Rowley, and we hung out and did whatever we
wanted. If we felt like blowing bubbles in our chocolate milk at lunch, then that’s exactly what
we did. C)□
But now that there’s a girl in the picture, things are TOTALLY different. D) □
Wherever Rowley is, his girlfriend Abigail is, too. And even if she ISN’T there, it SEEMS
like she is.
I invited Rowley to my house for a sleepover last weekend so the two of us could spend some
time together, but after about two hours I gave up trying to have any fun. E) □
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MODULE 2. CULTURES AND TRADITIONS
And when the two of them are in the same place, it’s even WORSE. Ever since Rowley and
Abigail got together, it’s like Rowley doesn’t even have his own OPINIONS anymore. F □
I was hoping this would’ve all blown over by now and things would be back to normal, but
there’s no sign of this ending anytime soon. G □
If you ask me, it’s ALREADY gone too far. I’ve started noticing little changes in Rowley,
like the way he combs his hair and the clothes he wears. And I GUARANTEE you, Abigail is
behind all of it. H □
But I’m the one who’s been best friends with Rowley all these years, so if anyone has the
right to change him, it’s ME.
I just don’t get how you can go from being someone’s best friend to getting kicked to the
curb. But that’s exactly what happened.
Source: ‘Diary of a Wimpy Kid - Hard Luck’ by Jeff Kinney
19. Read the diary extract above again and then choose the correct answers.
1. Why was this extract written?
a. to tell you about an event b. to tell the reader a funny story
c. to make the reader laugh d. to make the reader cry
2. What is the main idea of this diary extract?
a. Three of them have made friends recently. b. He has almost lost his best friend.
c. He doesn’t like Rowley’s girlfriend. d. He has noticed his friend hasn’t paid attention on him.
3. Which word best describes the narrator’s attitude to his friend?
a. Happy b. Jealous c. Gifted d. Blessed
20. Match the coloured idioms and phrases in the diary extract with their meanings
below.
• in manner similar to
• to feel sympathy for (someone) because he or she is in a bad condition
• causing happy and positive feelings about something
• to appear to be like some kind of person or something
• to want to have something or to do something
Past Simple
▪ We use the past simple for an action which happened at a definite time in the past.
I invited Rowley for a sleepover last weekend.
Past simple Time expression
▪ The past simple is used for past habits or states which are now finished.
Back in the good old days, it was just me and Rowley.
Time expression Past simple
Note: In such cases we can also use the expression used to and would.
The past simple is used with the following time expressions: yesterday, two days/weeks/
months ago last night/week/, when, then, in 1992, 2005 etc.
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UNIT 6. LANGUAGE IN MIND
Present Perfect
▪ We use the present perfect for an action which happened in the past. But the exact time is
not important, so it is not mentioned.
But things have really changed between us recently.
Present perfect Time expression
▪ We use present perfect to describe an action which started in the past and continues up
to the present.
Rowley has been my best friend ever since he moved into my neighbourhood.
Present perfect Time expression
The present perfect is used with the following time expressions: already, yet, just, ever, never,
so far, lately, recently, since, for etc.
21b. Sentence analysis: Look back at the diary extract and work on the followings.
1. Find five complete sentences in the past simple tense. Write them in your notebook.
2. Pick out four complete sentences in the present perfect tense. Copy out the sentence.
3. Identify the use of each sentence.
21c. Put the verbs in brackets into the past simple or the present perfect.
1. A: Do you know that man?
B: Oh yes. He’s a very good friend of mine. I ... (know) him for about ten years.
A: I think I ... (meet) him at Book Club meetup last month.
2. A: Sam ... (show) me a new fictional book.
B: Where ... (he/buy) it?
A: He ... (buy) it while he was going in the bookstore ‘An Unlikely Story’.
B: Really? I ... (never/hear) about the bookstore. Who ... (open) it?
A: It’s Jeff Kinney. You know him.
B: Yes, of course. He is an author who ... (write) a 10 series of Diary of a Wimpy Kid.
21d. Read the sentences below and choose the best answer to complete the sentences.
1. Have you ... read The Diary of a Young Girl by Anne Frank?
a. never b. ever c. yet d. lately
2. Anne Frank, a Jew, started writing her diary ... she was 13 years old.
a. then b. before c. last d. when
3. She wrote about her feelings, beliefs and ambitions ... she was hiding in the Secret Annex.
a. ago b. when c. while d. then
4. Her father, Otto Frank, found his daughter’s dairy ... he returned to Amsterdam.
a. while b. then c. when d. before
22. Write your own dairy entry based on what you have experienced so far.
Here are some ideas to write about: A Diary is a written record of
• a dairy record of the people you meet personal experiences, thoughts
and feelings. It can be considered
• the exciting things that you do at home or at school
as a friend with whom you can be
• the memories of a holiday or an interesting place yourself, and share your intimate
• everyday events thoughts and emotions.
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MODULE 2. CULTURES AND TRADITIONS
VOCABULARY
2. Fill in the missing words, using those from the bracket below.
1. Before he went overseas, he went to the trouble of learning the ... customs and languages
of the countries he planned to visit.
2. Mother Language Day is celebrated by an ... majority.
3. Only ... of people speak in their indigenous language.
4. He has carried out ... research into historical studies.
5. The ... is a comprehensive catalogue of the known languages spoken in the world.
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UNIT 6. LANGUAGE IN MIND
READING
5. Read the following statements, write whether they are facts (F) or opinions (O).
1. J.K.Rowling is a British novelist, best known for
writing The Harry Potter series.
2. They need to make a movie of J.K.Rowling’s life.
3. More than four hundred million Harry Potter series
were sold, captivating readers in 69 languages.
4. Harry’s final chapter "The Deathly Hallows" is the
fastest selling book of all time.
5. What amazes me is her creativity.
6. The greatest gift of The Harry Potter series is the
freedom to use our imaginations.
7. The author completed the final chapters of Harry
Potter at the historic Balmoral Hotel
in Edinburgh. Opinions are people’s
ideas or thoughts about
8. She made us love Harry Potter
something. For example:
and his magical story. This book is very inspiring.
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UNIT 6. LANGUAGE IN MIND
USE OF ENGLISH
SPEAKING
11. Choose from this list of words below to complete these sentences.
1. I have had a big argument with my friend recently. I am trying to make myself ... .
2. It is getting so hot. I ... to get ice cream - want to come?
3. I don’t want to be someone ... for.
4. ... he is going to sell most of his books that went out of print years ago. But in some ways,
... classics.
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MODULE 2. CULTURES AND TRADITIONS
12. Tell your partner the plot of the story by following the stages.
Write notes on these:
● what kind of story it is
● where it takes place
● who was mentioned
● what was happening at the start
● what happened next
● how you felt at the end
WRITING
13. Write a diary about your unusual day or about an occasion. Use the following
words from the word bank.
When did it happen? How did it happen? How did you feel? Informal phrases
this morning silently I felt like By the way
as soon as I woke up without warning I feel like (doing) Guess what happened!
before long as fast as I could It seems like Anyway
after a while awkwardly It’s like I wonder if
at the moment cautiously nervously Can you believe it?
eventually in a flash luckily Perhaps
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MODULE 3 UNIT 7.MOTHER NATURE
NATURE CONSERVATION
AND WELLNESS
LEARNING OBJECTIVES
LISTENING
L1. Understand the main point about an eco-boy from a monologue
L2. Understand the specific information on an eco-boy from a monologue
SPEAKING
S1. Use formal and informal register in their speech on nature conservation
S3. Give an opinion at discourse level on traditional Mongolian environmental laws
S4. Respond at both sentence and text levels on measures to conserve the environment
S6. Work in pairs or groups to talk about nature conservation
READING
R2. Understand the specific information on environmental issues, recycling and eco-schools
R8. Use familiar and unfamiliar paper and digital reference resources to check meaning and
extend understanding on combatting climate change and waste reduction
R9. Understand the detail of an argument on nature conservation
WRITING
W3. Write about personal feelings and opinions on the ways to conserve the environment
W4. Develop coherent arguments, supported by reasons, examples and evidence on ways to
help our environment
W5. Use the style and register appropriate to maintaining a trash-free lifestyle
W6. Use appropriate layout for a range of written genres on the development of good green
habits in school and at home
W7. Accurately spell frequently occurring vocabulary on nature conservation
USE OF ENGLISH
UE10. Use passive modals: can be done, must be done, have to be done
UE12. Use infinitive forms after a broad range of verbs, nouns and adjectives to talk about
environment
UE13. Use because to express a reason
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MODULE 3. MOTHER NATURE AND WELLNESS
TREES
Happy World Environment Day!
On this day, many people around the world are
• participating in neighbourhood clean-ups
• planting trees and gardens, or
• considering ways to reduce waste in their communities.
3. Are any of these fun facts about trees new for you? Discuss them in groups.
GLOSSARY
precipitation (n)- rain, snow, etc. that falls
desertification (n)-the process of becoming
or making something a desert
degradation (n)- the process of something
being damaged or made worse
hazardous (adj) - involving risk or danger,
especially to somebody’s health or safety
intact (adj) - complete and not damaged
accelerate (v)- to happen or to make something
happen faster
reverse (v)-to change something completely so
that it is the opposite of what it was before
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UNIT 7. NATURE CONSERVATION
Mongolia has an extreme continental climate; its average annual precipitation is relatively
low (150-200 millimetres). Only 8% of the total territory is covered in forest and about 40% of
the Mongolian land area is located in Gobi desert and steppe region.
In recent years, over 3000 rivers, streams, lakes and ponds dried up because climate change
and desertification are accelerating. This intensive degradation is clearly a challenge not only
to Mongolians but also to Central, East and South East Asians. In particular, the desertification
and aridity increases the likelihood of sand storms, which have hazardous effects on the region.
Climate change and mining have been affecting the environment in Mongolia and showing
noticeable negative consequences. According to the researchers, in 2010, 78% of the total
territory would be desertified, leaving only 22% of Mongolia’s territory intact. Within a four-
year period, from 2006 to 2010, the desertification process grew by almost 6% in Mongolia.
Therefore it is an urgent necessity to prevent from degradation and take action to combat
its effects. Neighbouring China fights desertification by controlling sand movement and
the effects of sand storms. They do this by protecting the soil of crop fields from wind erosion,
building windbreaks along the auto highway, railway and crop fields. They have an existing
practice, which uses the bushy plant sea buckthorn or sea berry in combination with other
trees and plants to fight desertification. In other words, sea buckthorn is more widespread in
semi-desert where other plants cannot survive the dry conditions. It is used for soil, water and
wildlife conservation, antidesertification and consumer products.
Due to this situation, there is a growing trend of environmental protection initiatives and
movements for preserving forest resources to maintain and improve water sources along
the Tuul river basin. A green space is also important to reduce air pollution in the city. It
seems Mongolia’s desertification can be reversed-but only if action is taken now. The sooner
the better!
Source: The Mongolian National Association of Sea Buckthorn
Growers and Producers, 2016
5. Read the text again and say whether a statement is true (T) or false (F).
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MODULE 3. MOTHER NATURE AND WELLNESS
Purpose - Infinitives
An infinitive can express purpose. It is a short form of in order to.
They plant trees to fight desertification.
Infinitive
We should consider ways to reduce waste.
Infinitive
Avoid expressing purpose without the word “to” in the infinitive.
Avoid using for instead of “to”.
Correct: Take action to protect forests. Incorrect: Take action for protect forests.
Infinitive
6b. Sentence analysis: Read the text again and underline the infinitives.
Example:
It is an urgent necessity to prevent from degradation and take action to combat
desertification. Infinitive Infinitive
7. In groups, plan a special “Plant a tree” day in Mongolia and write activities you
would do (55-70 words). Consider:
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UNIT 7. NATURE CONSERVATION
9. Let’s consider ways to help our environment. How do you reduce, reuse, and
recycle? How do you encourage others to do so? Discuss in groups.
GLOSSARY
disposable (adj, n)- made to be thrown away after use
landfill (n)- an area of where large amounts of waste material are maintained on top of or
buried under the earth
incinerator (n)- a container which is closed on all sides for burning waste at high temperatures
detergent (n)- a liquid or powder that helps remove dirt, for example from clothes or dishes
buy in bulk (n)- buying in large amounts, often at a reduced price
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The most effective way to reduce waste is to not create it in the first place. Making a new
product requires a lot of materials and energy - raw materials must be extracted from the earth, and
the product must be fabricated then transported to wherever it will be sold. As a result, reduction
and reuse are the most effective ways you can save natural resources, protect the environment and
save money.
We use the passive when we want to show that the action of the verb is more important
than the person who carries out the action.
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UNIT 7. NATURE CONSERVATION
12. Read the text again and underline passive modals. How many passive modals are
there?
15. Project work. In groups, discuss “How to stop humans from filling the world with
trash”. Propose three solutions and present them to the class.
16. Write what you can do to protect the environment in your neighbourhood or
community (50-75 words).
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ECO-FRIENDLY LIVING
1. 4. a. Individual changes in
behaviour can have a big
impact on our planet!
b. to take action in your own
home, school, communities
and cities for the health of
2. 5. the entire planet
c. outdoor ethics to keep
nature beautiful
d. wise water use
e. use water sparingly
3.
GLOSSARY
holistic (adj) – considering something as whole
sustainability (n) – that can continue or be continued for a long time
awareness (n) – knowing that something exists and is important
integrated (adj) – in which many parts are highly connected
biodiversity (n) – the co-existence of different kinds of animals plants
code (n) – rules of behaviour accepted by society or a social group
marine (adj, n) – connected with the sea
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19. Read the text and say whether a statement is Yes or No.
ECO-SCHOOLS
Eco-Schools is an international programme
of the Foundation for Environmental
Education (FEE) that aims to support
environmental learning in the classroom by
engaging students in fun, action-orientated and
socially responsible learning. It started in 1992
in response to the need to involve young people
in environmental projects at the local level as
identified at the United Nations Conference on
Environment and Development of 1992.
The Eco-Schools programme extends from
kindergartens to universities and is implemented
in 67 countries, involving 51,000 schools and
institutions, and over 19,000,000 students. It
is the largest international network of teachers
and students in the world. The International Eco-
Schools Programme takes a holistic, participatory
approach to learning for sustainability. It aims to engage students through
classroom study, school and community action to raise awareness of sustainable development
issues. It encourages students and teachers to conduct research on the amount of waste, energy
or water use at their school and work towards making it a more sustainable environment.
Eco-Schools provide an integrated system for the environmental management of schools and
involve all stakeholders in this process. The whole schools approach emphasizes the importance
of an ongoing focus on the issues linked to environmental, climate and sustainability issues.
The programme consists of Seven Steps that the school needs to adopt.
Schools are encouraged to work on eleven Themes, which are as follows: Biodiversity &
Nature, Climate Change, Energy, Global Citizenship, Health & Wellbeing, Litter, Marine and
Coast, School Grounds, Transport, Waste, Water.
Each school follows a seven step change process and empowers their young people to lead
processes and actions wherever they can. Over time and through commitment to the Eco-Schools
Seven Step process, improvements will be seen in both the learning outcomes, attitude and
behaviour of students and the local community, and ultimately the local environment. Evidence
of success in these areas will eventually lead to a school being awarded with the International
Green Flag.
In Mongolia, 55 schools in provinces and Ulaanbaatar were enrolled in ‘Eco-Schools’
international programme network and primary trainings were held. The programme is to
provide environmental education, knowledge and understanding on sustainable development
by encouraging and promoting children’s initiatives, and to change their behaviour and attitudes
based on student participation Source: MONTSAME, 2017.
Statements Yes No
1. The purpose of the International Eco-Schools Programme is to engage
learners in environmental projects at the local level.
2. In 1992, Foundation for Environmental Education started the Eco-Schools pragramme.
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MODULE 3. MOTHER NATURE AND WELLNESS
20b. Look back at the text “Eco-schools”. How many infinitive forms after nouns are
there? Circle them.
22. Project work. What theme would your school/ community want to choose in the
international eco-schools programme? Why? How will you implement it?
23. Write about ways to develop environmentally friendly habits in school and at
home (50-75 words). For instance: How to save water/ energy
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UNIT 7. NATURE CONSERVATION
ECO-FRIENDLY BOY
24a. Look at the pictures and describe them. What kind of pollution do you see in
the pictures?
1 2 3
4 5
25a. Listen to the recording about Eco-boy and complete the table below.
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MODULE 3. MOTHER NATURE AND WELLNESS
He is a good role model for because he 7) ... into protecting and restoring the Selbe river.
Mongolian children
His dream: was to establish a 8) ... near the Selbe River.
The children’s playground has trees and facilities such as chairs 9) ...
His achievement: He was chosen as the 10) “... of 2014” for demonstrating a
promising future in leadership and organizing a goodwill project.
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UNIT 7. NATURE CONSERVATION
26b. Join the two sentences with because and make the second sentence
a subordinate clause.
Example:
My friend Anar is an eco-friendly boy. He plants trees every spring.
My friend Anar is an eco-friendly boy because he plants trees every spring.
1. Drivers should stop honking their horns. It is too noisy to hear and makes people nervous.
2. We should save forests. The leaves of a tree absorb harmful gases from the atmosphere.
3. When the paper waste decomposes it causes illness. It decays and breeds bacteria.
4. Mining companies must restore the land they dig up. Mining and mining exploration
destroys pastures and water resources.
5. Mongolians are not allowed to hunt marmots. They are included in the “Red Book of
Mongolia.”
27. Look at the pictures and make sentences using the conjunction “because.”
1 2 3 4 5
Example: We should use less water because water is a treasure.
28. Write an article of 120-150 words on the topic “How to make people
environmentally friendly?” Use the plan below.
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MODULE 3. MOTHER NATURE AND WELLNESS
LISTENING
1b. Listen again and discuss how you can make a difference in the environment.
• in stores
• at home
• at school today
1c. Listen to the short dialogue between two students and fill in the blanks.
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UNIT 7. NATURE CONSERVATION
1. Who is Buyankhishig?
2. Why did he decide to clean the Selbe river?
3. What does Bolor want to do?
4. Who wants to join new environmental group? Why?
VOCABULARY
2a. Put the right word(s) in the gaps by placing the correct letter next to the number.
1. He ... plastic shopping bags as trash bags for the small trash cans in a. reduce
his house.
2. Plastic bottles ... into carpets. b. reuses
3. Japan aims to ... waste in preparation for the 2020 Olympics. c. trash
4. We have to stop needless plastic ... for a cleaner and greener world. d. initiative
5. Picking up ... in your community means more than just cleaning a e. waste
space. It also brings people together and creates awareness about
the effects of pollution.
6. Buyankhishig’s ... to clean up the Selbe river is inspiring. f. are recycled
1. We will ... from the main gate of zoo park at 10 a.m. tomorrow morning.
a. pick b. pick you up c. pick up d. picked you up
2. Japanese students ... the trash on Saturdays to keep their neighbourhood clean.
a. pick up b. pick c. up d. take care of
3. The environmental groups ... the cities where they live.
b. take care of b. took care c. take d. care
4. Park rangers of Khustai National Park ... wild horses “Takhi”, all year round.
a. care b. took c. take care of d. look for
READING
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UNIT 7. NATURE CONSERVATION
USE OF ENGLISH
4a. Underline the infinitive forms in the text.
4b. Write sentences to say why people go to some of the following places. Begin with
You go…
1. a bookshop – You go to a bookshop to buy books.
2. a library –
3. a cinema –
4. a supermarket –
5. a bank –
6. a river –
7. the countryside –
4c. Underline the correct words. Remember the difference between because and
because of.
1. People in big cities catch a cold in the winter because/ because of air pollution.
2. People should stop throwing the garbage away because/because of it causes soil pollution.
3. We can grow some vegetables at home instead of buying them at the supermarket
because/because of locally grown vegetables are good for our health.
4. We can plant some trees and bushes in our yards because/because of they produce
more oxygen for us to breathe.
5. Animals such as gibbon, snow leapord, Sumatran tiger, and panda became extinct
because/because of illegal hunting.
WRITING
5. Think and write about how to live trash-free and adopt a zero-waste lifestyle
(55-70 words). Sample ideas:
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MODULE 3. MOTHER NATURE AND WELLNESS
• Avoid plastic bags. Start using shopping bags made from cloth, canvas, mesh or
recycled/recyclable plastic
• Minimize food waste. Don’t waste food or repurpose food scraps into jams and sauces.
• Water bottles. Use metal or glass water bottles throughout the day for water or coffee.
SPEAKING
6. FUN ACTIVITY
It’s Earth Day, so let’s celebrate with idioms related to trees. Look at the examples
and match the idioms (1-3) to their correct meanings (a-c). Which is your favourite?
Example:
I am hoping to get a promotion this month. Knock on wood!
John wanted me to get him a job, but he is barking up the wrong tree. I don’t have that kind
of power.
Ann is detail-oriented, but she can’t see the forest for the trees.
1. to bark up the wrong tree a. when you can’t see the whole situation or
understand it through a broader perspective
2. knock on wood b. to pursue the wrong person or object
3. can’t see the forest for the trees c. said when want to avoid something bad happening
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MODULE 3 MOTHER
UNIT NATURE
8. HEALTHY
AND WELLNESS
LIFESTYLE
LEARNING OBJECTIVES
LISTENING
L1. Understand the main points in extended speech about health-related issues
L2. Understand most of the specific information and detail in extended speech
L3. Understand most of the detail of an argument in extended speech
L5. Recognise the attitude or opinion of the speaker in extended speech
SPEAKING
S1. Use formal and informal register in their speech on physical exercise
S3. Give an opinion at discourse level on health-related issues
S4. Respond at both sentence and text levels on healthy breakfast
S7. Interact with peers discussing arguments and facts on healthy habits
READING
R2. Understand specific information on the module topics
R7. Recognise the attitude or opinion of the writer in texts
R8. Use familiar and unfamiliar paper and digital reference resources to check
meaning and extend understanding on health-related issues
R9. Understand the detail of an argument on healthy diet and habits
WRITING
W4. Develop coherent arguments, supported by reasons, examples and evidence on
healthy habits
W6. Use appropriate layout for a range of written genres on healthy diet and healthy
habit
W7. Accurately spell frequently occurring vocabulary on health-related issues
USE OF ENGLISH
UE1. Use uncountable and plural countable nouns with phrases of quantity
UE2. Use quantifiers for countable and uncountable nouns and a range of noun
structures qualifying uncountable nouns: a carton of, a slice of, a cup of etc.
UE13. Use linking words: ordering, adding, contrasting, explaining, reinforcing etc.
UE14. Use of zero and first conditional clauses
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MODULE 3. MOTHER NATURE AND WELLNESS
HEALTHY BREAKFAST
Eating breakfast as a child is important for establishing
healthy habits for later in life.
GOOD MORNING
pancake
BREAKFAST bran muffin
banana
water yoghurt jam
oatmeal
oatmeal cookies
wheat bread green tea
blueberry juice tomato milk
bun
sea buckthorn watermelon scrambled egg
cheese
juice
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UNIT 8. HEALTHY LIFESTYLE
4b. Sentence analysis: Look back at the article and complete the following tasks.
1. Find sentences with quantifiers.
2. Identify the use of each in the sentence.
6. Fill in the blanks with the correct word: some,any, much, many, a few or a little.
A: Have we got what we need for breakfast?
B: Let me see. Well, there are ... eggs, but there aren’t ... green vegetables at all.
A: How ... vegetables do you need?
B: Just ... . I need ... and tomatoes too.
A: How ... bread is there in the fridge?
B: Not ..., but I only need ... slices of wheat bread.
A: Is there ... milk left?
B: Only ..., but we don’t need ..., we can have ... raisin juice instead of milk.
A: I’ll buy ..., then.
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UNIT 8. HEALTHY LIFESTYLE
EXERCISING
8. Read and listen to the speech. Put the following arguments in the correct order.
Firstly, Good
research has ryone
morning, eve aria
shown that sports and is M
My name
exercise are very important in I a m here today
keeping children healthy. If children Anjou, and y argument on
m
do too little exercise, they are much to present should be more
n sports
e r th e re
ol spent o
more likely to sit around watching wheth
sc h o
television, playing on their compute tim e in Presently,
r and l exercise.
eating junk food. This can cause them and physica one hour a week.
to ve
lack energy and put on weight. If we we only ha elieve we should
had one hour of exercise every day I strongly b me, and here
ti
have more sons why.
are m a re
instead of once a week, think y
what a difference this
could make!
To
conclude,
o
hour of sp ne
exercise a o rt and
w
not enoug eek is simply
needed be h. More time is
Thirdly, cause this
the childre will make
exer ci se an d healthier n of our school
and
as learners more effective
learn.
sports help you en 30
Secondly, y th at ev . Whic
a regular exer Scientists sa a day is would not h school
cise of ex erci se want
minutes
positive effect.
slot every da
y
would help ch at school gh to have a that?
enou your
the habit of
ildren get in more blood to
continuing so
to Exercise pumps e al er t. M ore
form of exer m it mor
cise at home. e brain, making
healthier br ai n
happened, th If this oxygen means at
ey would be do ub t th
likely to play
on compute
less cells. There is no makes
and watch te rs regular exercise
levi
all day eating sion you smarter.
junk Source: Cambridge text book Stage 6
food.
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MODULE 3. MOTHER NATURE AND WELLNESS
10b. Sentence analysis: Look back at the speech and work on the following:
1. Pick out the linking words used in the speech.
2. Explain whether they connect sentences or paragraphs.
11. For each of the sentences below, write whether it is argument (A) or fact (F).
Example: We should have gym class every day. (A)
Everyone can benefit from regular exercise. (F)
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UNIT 8. HEALTHY LIFESTYLE
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MODULE 3. MOTHER NATURE AND WELLNESS
BRAIN SIDE
Long-time use of mobile phones is linked to
higher risk of brain tumours.
14a. Read and listen to the part of a lecture from a Biology class. What is the teacher
talking about?
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UNIT 8. HEALTHY LIFESTYLE
15b. Sentence analysis: Look back at the lecture and work on the following:
1. Find one sentence written in the zero conditional.
2. Pick out one sentence written in the first conditional.
3. Identify the tense of each verb and usage of each conditional.
16b. Change the sentences in exercise 16a into the first conditional. Compare those
two sentences. What is the difference in meaning between them?
Example: If I don’t sleep well, I drink a glass of hot milk. (zero conditional)
If I don’t sleep well, I’ll drink a glass of hot milk. (first conditional)
17. Identify whether the sentences are in the zero conditional or in the first
conditional.
1. If you eat too much food, some of the extra will probably be stored as fat.
2. If you eat too little, you will not be able to obtain as much energy as you need.
3. If the left side of your brain is more dominant, you are said to be more logical.
4. If the right side of your brain is more dominant, you tend to be more creative.
5. If your diet doesn’t contain all of these nutrients, your body will not be able to work
properly.
6. If you do not have enough vitamins, you will get a deficiency disease.
7. If children are put on a high-protein diet, they usually begin to grow normally.
8. If oil, dirt and sweat are left on the skin for long, they provide a breeding ground for
bacteria.
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MODULE 3. MOTHER NATURE AND WELLNESS
19a. Which side of your brain is more dominant? Circle either A or B that most
accurately describes you.
1. a. At home, my room has organised drawers and closets. I even try to organise other things.
b. At home, I like the ‘lived in’ look. I clean as I see a need and when I have the time.
2. a. My desk is usually clean and has everything in place.
b. I leave my work out on my desk so I can work as I am inspired by ideas.
3. a. I like using ‘the tried and true’ method.
b. I like creating new methods.
4. a. I follow directions carefully when I build a model, make a craft etc.
b. I like to build a model my way, making my own creation.
5. When I am asked to write a report on a subject, I…
a. research information, then outline and organise my writing.
b. I work in my own self-inspired direction.
6. a. I complete one project at a time.
b. I like to start many different projects, but do not like to finish them.
7. Which of these activities would you like to do the most?
a. plan the details for a trip
b. create an original art form
8. I hate it when other people …
a. are indecisive about what activities to do when I am with them.
b. plan activities in step-by-step detail when I am with them.
b. If you have more ‘B’ responses than ‘A’ responses, you are right-brained dominant.
This means you …
• are very creative
• handle situations easily
• like to think abstractly
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UNIT 8. HEALTHY LIFESTYLE
SMARTPHONE ADDICTION
21a. Listen to the radio programme and match the words to their definitions.
1. compulsively a. a person who ignores other people due to looking at their phone
2. keep in touch b. unable to stop doing something as a habit
3. addicted to c. doing something again and again, without thinking
4. in person d. stay in contact with someone
5. a phubber e. seeing someone face to face
6. FOMO f. to store
7. put something away g. the state of feeling alone and without friends or help
8. isolation h. abbreviation of the word Fear of Missing Out
21b. Listen to the radio programme again and complete the summary below. Write
ONLY ONE WORD.
SMARTPHONE ADDICTION
Jean Twenge is a 1) ... who has written about how smartphones have probably
led to an increase in mental health problems – social 2) ... for teenagers. She
thinks that everybody has had that experience of reading their news feed 3) ...
while they are on social media using their phones. If you check your phone
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MODULE 3. MOTHER NATURE AND WELLNESS
22b. Sentence analysis: Look back at the summary in exercise 21b. Find two sentences
in the first conditional, then identify the structures of each clause.
22c. Look at the pictures and the prompts and make sentences in the First Conditional,
as in the example.
Example: If you use cell phone while lying in bed, it can make it difficult for you to fall asleep.
22d. Read the following facts about phone addiction. Make up a sentence for a
solution to each fact.
Example: Most people can’t even survive one day without their phone. (fact)
If people avoid using their phone one day, except for keeping in touch with others, they can
prevent themselves from having mental health problems. (solution)
1. Phone addiction makes people live their life through their phones.
2. 80% of teenagers sleep with their phones right next to them.
3. Most phone addicts forget what living in the real world is like.
4. Many car accidents are due to cell phones.
5. Smartphone addiction can result in mental health issues such as isolation and depression.
23a. Read and understand the different possible meanings of the phrasal verb with ‘keep’.
24. Write an argumentative essay on the title, ‘Can we use the smartphone smartly?’.
Use the table below to structure your essay.
State that you have arguments for and against the topic in the first, introductory paragraph.
Example: Can we use the smartphone smartly? My opinion is that there are arguments both
for and against, and here are my reasons why.
Balance both the for and against arguments in the next paragraph.
Example: Firstly, there is no doubt … (arguments for); support your ideas using facts and
examples, assertive opinions.
However, … (arguments against); support your ideas using facts and examples, as well as
assertive opinions.
You need to tell the reader which side you come down on. (that is, decide which particular
side of an argument you support).
Advantages and disadvantages:
• Cellphones are easier for communication.
• Cellphones are not only telephones; they can also include internet, calendars, cameras
and alarm.
• If you use it compulsively, cellphones can affect many health problems.
• Separate you from the real world
• Ruin your relationships
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MODULE 3. MOTHER NATURE AND WELLNESS
1a. Before listening to the radio programme, discuss the following questions.
1. What does each picture tell us about?
2. Have you ever been in situations like these?
3. How do you deal with them?
1b. Listen to the radio programme, then choose the correct letter A, B, or C.
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UNIT 8. HEALTHY LIFESTYLE
VOCABULARY
2a. Write three suitable adjectives for each noun, as in the example.
Example: hot water, cold water, fizzy water
1. ... bread 2. ... eggs 3. ... juice
... ... ...
... ... ...
2e. Read and understand the different possible meanings of the phrasal verb with ‘Put’.
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MODULE 3. MOTHER NATURE AND WELLNESS
READING
3a. Read the following magazine article, then answer the questions.
We are all individuals with unique experiences that affect our health and well-being. The
World Health Organization (WHO) defines health as a state of complete physical, mental and
social well-being, not simply the absence of disease or infirmity.
Aspects of well-being includes how healthy a diet we have, how regularly we exercise, how
much time we spend doing things we enjoy; how good we feel about ourselves, how well we
are getting on with our family, how much time we spend with our friends, and whether we have
a girlfriend or boyfriend.
If we look deeper into each aspect of well-being, it is obvious that physical health and
well-being refers to being well in the body and free from injury and illness. Mental well-being
includes feeling good about yourself - having high self-esteem, being able to cope with stress,
feeling motivated and being able to control emotion. Therefore, aspects of social well-being
contain our essential need for social contact and interaction, especially: our friendships with
others: gaining support from and giving support to other people; our confidence to mix with
people; and feeling valued within society.
There might be a question about what we should do if we are not healthy in these aspects.
We should have goals to keep well and healthy. At least, we can take up new sport, value
personal strengths and weaknesses, and focus on the good things in our life.
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UNIT 8. HEALTHY LIFESTYLE
3b. What are the main ideas of each paragraph? Complete the table.
3c. Answer the following questions about specific information in the text.
1. What are some aspects of well-being?
2. What does physical, mental, social well-being mean?
3. What are some ways of keeping well and healthy?
USE OF ENGLISH
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MODULE 3. MOTHER NATURE AND WELLNESS
WRITING
8.Write an argumentative essay on the topic ‘Why is breakfast important?’
You can get ideas from the following statistics.
1. Eating breakfast can help improve math, reading and standardised test scores.
2. Children who eat breakfast are more likely to behave better in school and get along with
their peers better than those who do not.
3. Breakfast helps children pay attention, perform problem solving tasks, and improve their
memory.
4. Children who eat school breakfast are likely to have fewer absences that those who do not.
5. Schools that provide breakfast in the classroom to all students have shown improved
student behaviour and attentiveness.
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MODULE 4 GATEWAY TO
TO SUCCESS
GATEWAY
UNIT 9. TECHNOLOGY TODAY
LEARNING OBJECTIVES
LISTENING
L2 Understand specific information on online learning
L2 Understand specific information on drones
SPEAKING
S3 Give an opinion at discourse level on internet users and online learning
S8 Use subject-specific vocabulary and syntax to talk about internet users and online
learning
S8 Use subject-specific vocabulary and syntax to talk about technological advances
READING
R9 Understand the detail of an argument of an essay on internet users
R2 Understand specific information in a text on cyber bullying
R2 Understand specific information in a text on survey results
WRITING
W1 Brainstorm, plan and draft a for-and-against essay on internet users
W1 Brainstorm, plan and draft a paragraph on technological advances
W5 Use style and register appropriate to a for and against essay on internet users
W6 Use appropriate layout for a for and against essay on internet users
USE OF ENGLISH
UE 8 Use a wide range of direct and indirect speech forms for statements
UE 8 Use a wide range of direct and indirect speech forms for questions
UE14 Use the second and third conditionals
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MODULE 4. GATEWAY TO SUCCESS
TECHNOLOGICAL ADVANCES
The average person has 5 social media accounts and spends around 1 hour
and 40 minutes browsing these networks every day, accounting for 28%
of the total time spent on the internet.
Source: BBC 6 minute English, 2016
TECHNOLOGY IN EDUCATION
1 2 3 4 5
6 7 8 9 10 11
2b. Can you think of other technology devices that would be nice to have at school? Why?
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UNIT 9. TECHNOLOGY TODAY
Anand: Hi, Tanan. How are you? Good to see you here in the library.
Tanan: Hi, Anand. I am OK, thanks. Happy to see you here too. Are you going to study?
Anand: Yes, I am. My computer crashed and I am going to use the 1) ... here. I need to finish
my e-project on ICT before the deadline.
Tanan: Which e-project are you working on?
Anand: I chose the topic “drones” and I have to find more information on them.
Tanan: Wow. I have seen a drone in the sky, but I am not sure what it is for or how it is used.
Anand: Me too. That is why I decided to learn more about drones and their use when our ICT
teacher gave us e-projects on technological advances.
Tanan: Please tell me more about drones.
Anand: Sure. Drones are pilotless aircrafts. They are also called 2) ... Aerial Vehicle (UAVs).
They’ve been used for many things from smuggling drugs, detecting water leaks
and 3) ... . They are bringing us benefits ranging from delivering parcels to saving lives.
They have the ability to be a game changer in both domestic use and in 4) ... use. For
example, drones were used to inspect the inside of the damaged Fukushima nuclear
power station in Japan. Also UNICEF and the Malawian government are testing drones
for carrying medical supplies. This could help save lives in remote places.
Tanan: Sounds amazing. But are they safe and are they necessary? I’ve heard about them
being a 5) ... to aircraft because they’ve been flown close to airports.
Anand: You are right. They have other drawbacks too. They invade people’s privacy when
they are flown over people’s property to take photos and shoot aerial videos.
Tanan: Oh, that is worrying.
Anand: But they’re not all bad. Drones can do many useful things.
Tanan: That is true. Now I see we could use drones in many dangerous situations if we had
them.
Anand: Absolutely right. If I had a drone, I would film great videos of the Mongolian
countryside with them.
Source: BBC 6 minute English “Drones”
5a. Read and observe the grammar usage below.
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MODULE 4. GATEWAY TO SUCCESS
5b. Sentence analysis: Find the Second Conditionals in the conversation above. How
many second conditionals are there?
7. Discussion. Do you think that the internet and technological advances have brought
more benefits or more problems? Support your opinions with examples.
In my opinion, the internet and technological advances have more benefits than problems. If
we didn’t have the Internet, we could not keep up with the latest news anytime and anywhere.
8. Write a paragraph about technological advances you know using the second
conditional (50-75 words). Include:
• What is it called?
• What will you use it for? - fun? -study? -work?
• Why do you like it?
Example:
If I had a tablet, I would use it
for study because I can find lots
of information on the internet for
school projects. I like it because
it is easy to carry. In other words,
tablets are thinner, lighter and
more portable than laptops. They
also work nicely as e-readers.
I would translate languages, if
I had Google glass. I would use it for fun and study, since the Google Glass technology will
translate the text into the language I have chosen. When I look directly at the text that I want to
translate, the results will appear on my mobile device.
E-PROJECT.
Visit the website http://learnenglishteens.britishcouncil.org/content to find out your English
level. Then read about which skills you need for the 21st century workplace in the age of
technology on the website: http://learnenglishteens.britishcouncil.org
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UNIT 9. TECHNOLOGY TODAY
10. Read the text and answer true (T) or false (F).
GLOSSARY
cyber-(combining form) (in nouns and adjectives) connected with electronic communication
networks, especially the Internet. Example: cybercafé, cyberbullying
bully (n, v)- (n) a person who uses their strength or power to frighten or hurt weaker people
(v) (~somebody into something/ into doing something) to frighten or hurt a
weaker person; to use your strength or power to make somebody do something
nasty (adj)- unkind, unpleasant, very bad; offensive
confide in somebody (phrasal v)- to tell somebody secrets and personal information because
you feel you can trust them
anonymous (adj.) – something written, told, made, etc. by somebody who does not want
their name to be known or made public
offensive (adj)- rude in a way that causes you to feel upset, insulted or annoyed
self-esteem (n)- a feeling of being happy with your own character, abilities, and worth
inappropriate (adj)- not suitable or appropriate in a particular situation
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• Never give out your real name, your address or telephone number
• Never tell anyone where you go to school
• Never agree to meet someone from a chat room on your own. Only meet someone
from a chat room in a public place with one of your parents or another adult. If they are
genuinely who they say they are they will be happy to do this
• Tell an adult if someone makes inappropriate suggestions to you or makes you feel
uncomfortable online
Danger Signs:
• If the person tries to insist on having your address
or phone number
• If the person emails you pictures which make
you feel uncomfortable and which you would
not want to show to anyone else
• If the person wants to keep their chats with you
secret
• If the person tells you that you will get into trouble
If you tell an adult what has been going on
• If the person wants you to email them pictures
of yourself or use a webcam in a way which makes you feel uncomfortable
• If the person shares information with you and tells you not to tell anyone else about it
• If the person wants to meet you and tells you not to let anyone know
If you encounter any of these Danger Signs, it is important that you tell your parents or
another adult. Moreover, researchers at the University of Warwick questioned 2,700 pupils
between the ages of 11 and 16 from secondary schools in Britain, to determine the incidence
of new cyberbullying victims. Their findings show that very few new victims are created. They
said “The same bullies that confront their victims in school and know them face to face also
now use cyber tools to bully their victims and extend their reach to outside of school”. -In this
case, look for help with this issue. Remember! There is always someone to help you solve your
problems. In Mongolia, call the child helpline by dialing 108.
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UNIT 9. TECHNOLOGY TODAY
13. Write about your use of the internet and social media (50-75 words). Include:
• Favourite social networking sites
• What you use them for/ what for
• Average time spent a day on social media
• When you usually use them
• Pros and cons of social networking
E-PROJECT.
Visit the website https://www.teachingenglish.org.uk/sites/
teacheng/files/worksheet_A_bullying.pdf to know more about
bullies.
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MODULE 4. GATEWAY TO SUCCESS
INTERNET USERS
14. Look at the pie chart about Internet users in the world. Answer the questions.
1. What region uses the internet with most percent?
2. What region uses the internet with least percent?
3. What region uses the internet with 8.2%?
4. What region is Mongolia located?
Source: www.internetworldstats.com/stats.html
15a. Read the for-and-against essay about the Internet and do the matching about
the essay organization.
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UNIT 9. TECHNOLOGY TODAY
face-to-face because of excessive use of the internet. They hardly talk to their families and friends
because they are always on the computer and mobiles phones. Therefore, this can make young people
lonely and distressed.
To sum up, the internet has both advantages and disadvantages. Advantages of the internet for
young people are to find necessary information to their schoolwork and to improve the knowledge
and skills of foreign languages they are studying. Besides these advantages, the internet has some
disadvantages, namely spending much time on the internet, becoming addicted to online gaming and
lacking face-to-face communication, becoming more distressed. Personally, I think the internet is an
useful tool and the benefits of internet access outweigh the dangers. However, we should be careful not
to use the internet excessively.
For-and-Against Essay
1. Introduction A. This part informs about disadvantages or reasons against.
2. 1st paragraph B. This part starts by saying what the current situation is or introducing
the debate.
3. 2nd paragraph C. This part sums up the advantages and disadvantages giving personal
opinions.
4. Conclusion D. This part talks about advantages or reasons in favour.
15b. Read the for-and-against essay again and write the appropriate ideas into the
appropriate column.
Advantages Disadvantages
find necessary information excessive use of the Internet
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MODULE 4. GATEWAY TO SUCCESS
1. Researchers said, ‘Around 10-15 million people are suffering from Internet addiction
disorder in America.’
2. The author of the text said, ‘Advances in technology such as email, cell phones and
the Internet destroy any idea of privacy.’
3. My friend told me, ‘Most boys weren’t patient for blogging, uploading photographs, and
creating their own websites.’
4. She said to me, ‘She has used the Internet for paying bills, banking and shopping.’
5. ‘Video conferencing will allow people to chat in real time’ said teachers.
Example:
SHOULD PUPILS USE A CELL PHONE IN THE CLASSROOM? - This part starts by
Introduction: saying what the
- How many pupils are using a cell phone in the classroom? current situation is
- Do teachers and pupils like to use cell phones in the classroom? or introducing the
debate.
1st Body paragraph
- What are the advantages of using cell phones in the classroom? - This part talks about
- Use the expressions as On the one hand, One advantage is, advantages or reasons
Another advantage is, Firstly, Also, Then, Secondly, Next, Finally in favour.
18. Read the essay of your partner and report some sentences that states advantages
and disadvantages to the class.
Student 1: ‘Cell phones encourage collaborative learning. Pupils can share notes and reminders
faster and easier with cell phones’.
Student 2: Tulgaa (Student 1) said that cell phones encouraged collaborative learning. Pupils
could share notes and reminders faster and easier with cell phones’
Student 1: ‘Cell phones can cause distraction. Pupils can easily be distracted when their phones
ring or vibrate’.
Student 2: He said to me that cell phones could cause distraction. Pupils could easily be
distracted when their phones ring or vibrate’.
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UNIT 9. TECHNOLOGY TODAY
ONLINE LEARNING
Khan Academy is an organization which produces short lessons in the
form of YouTube videos. Its website and content are provided mainly
in English.
19. Read the survey results about the impact of Khan Academy. Talk about Khan
Academy answering the questions.
20a. Listen to the conversation about Khan Academy. Choose the subjects mentioned
in the conversation.
20b. Listen again and complete the short summary about Khan Academy Kids. Write
ONLY ONE WORD.
KHAN ACADEMY KIDS
• An ... programme for children
• Available in AppStore and ... AppStore
• 100% ... course
• Activities, books, ... and lessons are offered
• Math and reading are combined with drawing and ...
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MODULE 4. GATEWAY TO SUCCESS
21c. Turn the following sentences into reported questions. Pay attention to changes
of verb tenses and pronouns. Look at page 199 to see the changes of time expressions.
1. My teacher asked us ‘Have computers changed our lives?’
2. She asked her friend ‘Could you tell me why my keyboard freezes when I try to install XP Pro?’
3. The assistant asked me ‘What do you think is the best way to get technical support: by
instant message, by-email, by phone, or in person?’
4. He asked the flight attendant ‘Is there a place to plug his laptop in? ’
5. John asked his teacher ‘How will I recover lost files?’
6. She asked her brother ‘Did you get rid of a virus and run anti-virus software?’
7. I asked them ‘Is it true that Raghav, one of smart teenagers, has developed 10 apps that
have had 100, 000 downloads? ’
8. Parents asked the team ‘Do children’s book authors work with Khan Academy Kids to
create learning apps?’
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UNIT 9. TECHNOLOGY TODAY
22. Work with your partner. Read the conversation about a computer problem.
Report the questions.
23. Read the short text about smartphone apps. Make up questions and then report
the questions.
Example:
Student 1: What does the table shows?
Student 2: He (Student 1) asked what the table showed. (in turn)
Student 2: Is Google search one of the most used smartphone apps?
Student 1: She (Student 2) asked me if Google search was one of the most used smartphone apps
E-PROJECT. Watch videos of how to join Khan academy and have a tutor
on YouTube. Join or sign up in Khan Academy and choose courses as
Math by 12 grade and Chemistry, Biology and Physics. As well, you
can study History, Computer and Economics on Khan Academy
website. Help your younger brother or sister to learn from Khan
Academy Kids. Once you have experience about learning on
the Academy, please share your thoughts and experiences with your
teacher, classmates and friends. Remember it’s 100% free course!
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MODULE 4. GATEWAY TO SUCCESS
VOCABULARY
2. Match the words to their definitions.
1. surf the Internet a. to be sensitive to human touch
2. join (an online group) b. to think that something will happen
3. post (a message) c. have its main office in that place
4. cyber bullying d. shut down and restart
5. reboot e. platforms such as Facebook and Twitter
that allow people to interact on the Web
6. headquartered f. become a member of an Internet group to meet friends
and share information about your hobbies and interests
7. touch-sensitive g. additional
8. supplementary h. online bullying
9. expect i. add your comments to an online discussion on a message
board, a blog, or a social networking site
10. social media j. visit a lot of different websites on the Internet for
information that interests you
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UNIT 9. TECHNOLOGY TODAY
READING
3. Work individually to complete the questionnaire, then do the exercise 5a on page 168.
Information and Communication Technology (ICT) Questionnaire
Answers
Never Rarely Sometimes Often All the time
Questions
1. How often do you use the computer?
2. How often do you use your smartphone?
None Up to Between 1 More than More than
one hour and 2 hours 2 hours 4 hours
3. How much time do you spend per
day on the computer?
4. How much time do you spend per
day on your smartphone?
5. How much time do you spend per
day on the web/ internet?
How often do you do the following at home or any place other than school?
Never Rarely Sometimes Often All the time
6. Do homework on the computer
7. Search the Internet for information
for schoolwork
8. Collect information online and
organise in files
9. Email other students about schoolwork
10. Use other online tools (Instant
Messenger, Facebook, etc.) to
contact teachers about schoolwork
11. Use an online dictionary or
encyclopedia
12. Learn with educational software,
games and quizzes
13. Participate in online learning
programmes
14. Send and reading emails
15. Chat online
16. Make new friends
17. Search online for practical
information (e.g. seats at a concert,
shopping times, health)
18. Browse the Internet for fun
19. Watch video clips, downloading music,
games, software from the Internet
20. Follow someone
21. Play one player games online
22. Play multi-player online games
Source: Erasmus + Programme: “21st Century European Classroom”
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MODULE 4. GATEWAY TO SUCCESS
USE OF ENGLISH
4a. Choose the correct verb forms.
1. If people used drones in mining, they ... (improve) the safety of the underground mine.
2. What ... you (do) if you had those gadgets?
3. You ... (pass) the exam if you had studied harder.
4. If we ... (not have) smart board, we could not wake up students with smart technology.
5. She could have read e-books if she ... (not break) her tablet.
4b. Turn the following sentences into reported speech or reported questions.
1. Claire asked us ‘What region uses the internet with most percent?’
2. The researcher said that ‘There is no doubt that many young people are spending more
time online.’
3. Students told me ‘They communicate in English through social networking such as
Facebook, Twitter, Instagram etc.’
4. 45% of students said ‘They were able to learn new things about math on their own.’
5. The researcher asked the teachers ‘Had Khan Academy made a positive impact on
students’ learning.’
6. My classmate asked me ‘Is YouTube, LLC is an American video-sharing website?’
7. The parents asked the teachers ‘What subjects do Khan Academy kids combine with
creative activities?’
8. The engineers told us ‘They hope that people will use drones for many other purposes in
the future.’
9. The social worker said to us ‘If you are bullied, you can call a child helpline on 108’.
10. Children asked their teacher ‘In what situation will not they become victims of cyber
bullies.’
SPEAKING
5a. Work in pairs. Based on your answers, summarise the similarities and differences
between you and your partner about the ICT questionnaire in 3.
5c. Work with your partner. Make up a conversation asking and answering the questions.
Then work with another partner to report statements and questions of each other.
• What is cyber bullying?
• Who does cyber bullying affect?
• Do cyber bullying lower self-esteem and increase depression?
• What are Internet safety tools?
• Have you ever agreed to meet anyone from a chat room on your own?
• What will you do if someone makes you feel uncomfortable online?
• Will you tell your parents or other adults if you find any danger sign?
Example: Oyun: Cyber bullying affects people from any age.
Tulgaa: Ouyn said that cyber bullying affected people from any age.
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UNIT 9. TECHNOLOGY TODAY
6a. What can you do with these gadgets? Discuss and check (√) your responses.
Kindle e-reader
voice recorder
smartphone
Devices
MP3 Player
MP4 Player
MP5 Player
camcorder
camera
Functions
6b. Which gadget has the most functions? Do you really need all of them? Why?
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MODULE 4. GATEWAY TO SUCCESS
WRITING
7. Write a for-and-against essay under the topic (120-150 words).
Example:
IS IT GOOD OR BAD TO USE FACEBOOK?
Introduction -This part starts by saying
- What is Facebook? what the current situation is
- What do people do with Facebook? or introducing the debate.
1st Body paragraph
- This part talks about
- What are the advantages of using Facebook?
advantages or reasons in
- Use the expressions as On the one hand, One advantage is,
favour.
Another advantage is, Firstly, Also, Then, Secondly, Next, Finally
2nd Body paragraph - This part informs about
- What are the disadvantages of using Facebook? disadvantages or reasons
- Use the expressions as On the other hand, First disadvantage is, against.
Next disadvantage is, However, Then, Secondly, Next, Lastly
- This part sums up
Conclusion
the advantages and
- What advantages are there?
disadvantages giving
- What disadvantages are there?
personal opinions.
- What advice would you like to give when using Facebook?
- Use the expressions as To sum up, In conclusion, Finally
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MODULE 4 GATEWAY
UNIT 10. SPORT AND ENTERTAINMENT
TO SUCCESS
LEARNING OBJECTIVES
LISTENING
L1 Understand the main points about celebrities from a dialogue and a monologue
L2 Understand specific information from dialogues and a monologue on celebrities
L5 Recognise the opinion of the speaker in the dialogue about Paralympic athletes
L6 Deduce the meaning from context in the dialogue about Paralympic athletes
SPEAKING
S1 Use formal and informal language while speaking to discuss celebrities and sports
events
S2 Ask questions to clarify meanings about celebrities and sports events
S3 Give an opinion on sports events and films
S4 Respond at both sentence and text levels to unexpected comments on celebrities
and sports events
S5 Summarise what others have said about films and celebrities
S8 Use appropriate vocabulary and syntax to talk about celebrities and sports events
READING
R2 Understand specific information in texts about sports events and documentary
films
R4 Understand implied meanings on the sports events
R10 Recognise inconsistencies in argument in texts on documentary films
WRITING
W1 Brainstorm, discuss, and draft a plan to write about sports events
W3 Write about personal feelings and opinions on Olympic champions
W5 Use style and genre to write about Olympic champions and the Paralympics Games
W6 Use an appropriate layout for written genres on movies, Olympic champions, and
the Paralympics
USE OF ENGLISH
UE 1 Use complex noun phrases to talk about sports events and films
UE 9 Use comparative degree of the adverbs more quickly and as quickly as to write
about celebrities and sports events
UE 11 Use phrasal verbs in sentences
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MODULE 4. GATEWAY TO SUCCESS
SPORTS EVENTS
French and English are the two official languages of the Olympic Games.
The founder of the International Olympic Committee was Pierre de
Coubertin, a Frenchman. The third official language of the Olympics is
the language of the country in which the Olympic Games are taking place.
1. Circle the correct answer below, after listening to. Listen again to check your answers.
1. Why do the Olympic rings have the colours red, blue, yellow, green and black?
a. Because every nation has symbolisms of five colours.
b. Because every nation has at least one of the colours on its national flag.
2. Several months before the Olympic Games, the Olympic Flame is lit at Olympia, Greece
because ...
a. It shows the connection between the ancient games and the modern ones.
b. It adds colour to this event.
3. Which one is the Olympic motto which has been official since 1924?
a. Faster, Compete, Win
b. Faster, Higher, Stronger
4. An Olympic mascot is
a. an animal or human figure which represents the cultural heritage of the host country.
b. any figure which represents the culture of the host country.
5. An Olympic diploma is given to
a. the athletes who took 5th to 8thplaces in the sporting events.
b. the athletes who took the first 8 places.
2a. Read the text and match the sentences (A-B) to the gaps (1-2).
2c. Read the text again and choose the correct answers.
1. Figure skaters get scores depending on all EXCEPT?
a. High level of performance
b. Selection of music
c. A degree of difficulty
d. The importance of the element
2. What can be inferred from paragraph 4 about “big air” snowboarding?
a. All the top athletes ski more quickly than others.
b. It is the newest event in the Winter Olympic Games.
c. Snowboarders perform their tricks in the air to get good scores.
d. It is a more challenging sport than the others.
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MODULE 4. GATEWAY TO SUCCESS
3b. Sentence analysis: Look back at the text and find the comparative adverbs.
PLAN
1. Choose a topic
Think about the sports event that you will choose.
2. Think about these questions.
• When and where did the event take place?
• What was special about the event?
• Why did you like the event at that time?
3. Presentation
• Make a list of important words and phrases that you want to use in your talk.
• Collect information and pictures that will help you write about the event.
• Practice your talk quietly to yourself. Give the talk.
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UNIT 10. SPORT AND ENTERTAINMENT
CELEBRITIES
“There are no secrets to success. It is the result of preparation, hard
work, and learning from failure.” Colin Powell
1 2 3
7a. Listen to the biography about LeBron James and complete the table below. Write
ONE to THREE WORDS in the blanks, including the new vocabulary in the Glossary.
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MODULE 4. GATEWAY TO SUCCESS
7b. Listen to the biography again and choose the correct answers.
1. What can be inferred about LeBron James from paragraph 2?
a. He grew up with his parents.
b. He grew up in Frankie Walker’s family.
c. He grew up in a single-parent family.
d. He grew up in a school.
2. All of the following are true in the text EXCEPT
a. He stayed with the family of Frankie Walker from 4th to 6th grades.
b. He is dedicated to single-parent families.
c. He received few awards for his success.
d. He provides support for the education of children from low-income families.
8b. Sentence analysis: Look at the text and find the sentences with as ….. as.
Example: The forward runs to the gate of the opposing team as quickly as possible.
The forward ran to the gate of the opposing team as quickly as he could.
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UNIT 10. SPORT AND ENTERTAINMENT
8c. Read and complete the sentences using the expressions in the table. Two answers
are possible on some sentences.
as quickly as possible as loudly as possible
as fast as possible as soon as possible
as much as possible as patiently as possible
as easily as possible as softly as possible
1. Young football fans cheered for the Olympic Champion ... possible.
2. The audience stood up ... when the popular Judo wrestlers came into sports hall.
3. Large companies support athletes to participate in the Olympics ... .
4. The goalkeeper tried to stop the ball from going into his own team’s goal ... .
5. Young figure skaters train on the ice rink ... .
6. The basketball player threw the ball in the hoop ... .
7. During the match, the coach solved the problem ... .
8. Members of the audience tried to speak to each other during the match ... .
9. Look at the pictures and write a short dialogue using as ... as he/she can/could.
Example:
Student A: The footballer is running fast during the match.
Student B: Yes. He is running as fast as he can because it is the final round of this match.
Student A: Is he trying to get more points for his team in the last few seconds?
Student B: Yes. He is trying to get as many points as possible in the last few seconds.
Student A: He is a strong forward who can lead his team to victory.
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MODULE 4. GATEWAY TO SUCCESS
DOCUMENTARY
The first official documentary was Robert Flaherty’s ‘Nanook of the North’
(1922) about the harsh life of Canadian Inuit Eskimos living in the Arctic.
1 2 3
4 5 6
11b. Search for the images on google.com to find the names of the animals in the
box, then match each name to its picture.
grizzly bears in their den while a terrifying avalanche hits everything in its path in Alberta,
Canada; peculiar dances of beautiful flamingos during their breeding season – everything in
the episode is amazing.
Jungles: I’m sure that you will feel enchanted when you watch this episode. This tropical
paradise is crowded with colourful birds, insects, animals and plants such as the red-bird-of-
paradise, Wilson’s bird-of-paradise, railroad worm, and the jaguar - the jungle's supreme
predator. You can also see the most mysterious fungi, thriving in the darkness; and lighting up
to attract insects from far and wide.
Deserts: Reminding us of the real conditions in one-third of the lands of our planet,
the narrator begins the episode with a lion’s hunting. The most thrilling part of the episode is
that the desperate lions chase a giraffe, but the hunts end in failure. How a locust swarm of
several billion insects exploits the greening of a desert will leave you with astounded with its
devastating speed.
Grasslands: Grasslands in different places of the world are home to some of the most
impressive creatures – saigas, buffalos, African bull lions, harvest mice, ostriches and bison.
Cities: In the final episode, you will see troops of langur monkeys, living off of all the food
they can eat; extremely dangerous leopard hunting in Mumbai; unbelievable numbers of
starlings, performing marvelous aerobatics over the city of Rome; daylight robbery – the rhesus
macaque in Jaipur, India; and the most spectacular example of greening a city built to create
space for animals.
Planet Earth II is spellbinding wonder and the stunning visual accomplishment that I would
like you to recommend that you must watch all episodes of this fascinating documentary film.
13b. Browse the internet and search for the pictures of the animals, written in bold
in the text.
13c. Reread the text and summarise each paragraph of the text in a sentence.
▪ We often use -ed ending adjectives to describe emotions – they tell us how people feel
about something.
I was very bored when I watched the film yesterday. I almost fell asleep.
▪ We can use -ing ending adjectives to describe things and events that cause emotion.
The boring film makes me feel bored.
14b. Sentence analysis: Look at the text about the documentary film and complete
the following:
1. Find the sentences with -ing and -ed ending adjectives.
2. Identify the use of each adjectives.
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MODULE 4. GATEWAY TO SUCCESS
16. Read the poem and fill the gaps below with the right form of each word.
The effects are … (amaze). The jokes are … (amuse).
The hero is … (impress). The heroine is so … (charm).
We were … (surprise) by the plot but … (satisfy) by the ending.
It is the best action movie in the world.
18. Look at the photos advertising for films, then answer the questions.
19. Choose one of the films to watch online from the list in exercise 18a. While you
are watching, take notes in English on the following:
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UNIT 10. SPORT AND ENTERTAINMENT
20. Listen to the interview with Christopher Nolan. Complete the sentences with
the correct option (a, b or c).
▪ We use the least + adjective + of/in for more than two people or things. It is the opposite
of the most … of/in.
The film we watched yesterday was the least interesting of all we’ve watched so far.
▪ We use the + comparative .., the + comparative to show that two things change together
or that one thing depends on another thing.
The more he wants to write something unexpected, the more he creates great films.
21b. Sentence analysis: Look back 21a and find example sentences with comparative
adjectives.
22. Read the facts about Christopher Nolan and his films, then find and rewrite
sentences which contain the adjectives below, by using these adjectives:
Fact 1: The Dark Knight trilogy was Nolan’s most financially successful film with a worldwide
gross income of 1.08 billion dollars.
Example: The Dark Knight trilogy was the most expensive of all films he has written.
1. His production company in London has only four employees, including Nolan and his wife.
2. He has neither a personal cellphone nor an email address.
3. In his World War II dramatic-thriller ‘Dunkirk’, 400,000 people were involved.
4. His brother Jonathan Nolan has worked on a number of high-profile shows and films,
including several he co-wrote with Christopher. He helped his brother write ‘The Prestige’,
‘The Dark Knight’, The Dark Knight’, and ‘Interstellar’.
5. Christopher Nolan is the sixth highest-grossing director worldwide.
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UNIT 10. SPORT AND ENTERTAINMENT
24. Complete the sentences, using one of the adjectives from the box and
comparative + and + comparative.
25. Work in pairs to tell about a story about a movie you’ve recently seen.
a. At the beginning:
• It’s set in… (New York / in the 1950’s).
• The main characters are … and they’re played by…
• It’s a mystery / thriller / love-story/romantic/horror/epic/drama/ comedy
• It is based on a book by …
• The film was directed by …
b. In the middle: You can tell the story of the film in the present simple tense.
• The main character decides to… (rob a bank)
• But when he drives there…
c. At the end:
• I felt/thought it was …
• I was impressed by …
• What I liked most/didn’t like was …
• What I didn’t understand was how …
• I would have no hesitation in recommending …
d. Positive, negative, neutral and general adjectives that can be used to tell a story.
• charming, enjoyable, surprising, imaginative, insightful, dazzling, thought provoking
• second rate, boring, disgusting, violent, dreadful, incredibly tiresome, brutal, predictable
• suspenseful, high-charged, sentimental, dramatic, thrilling, fascinating, frightening
• true-to-life, the real story of, remarkable, masterpiece, Oscar-winning
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MODULE 4. GATEWAY TO SUCCESS
1a. Listen to a TV programme “Sports Fans” and complete the table below.
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UNIT 10. SPORT AND ENTERTAINMENT
VOCABULARY
2a. Describe parts of speech of the words below and write their synonyms.
Example: award noun (n) prize
READING
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MODULE 4. GATEWAY TO SUCCESS
In other words, film creates laughter and happiness whereas some sad and distressing
movies can also help our emotions surface from deep inside us. Movies have immense influence
over both mental and physical health.
Movies also help with relaxation and drive our motivation. When you watch a movie, you
can find characters who help you find energy in your life. You can also find new perspectives
that will help you reflect on and change your attitude.
Movies encourage your creativity. There is no doubt that the different perspectives you see
in movies can change your mental framework and push you to be more creative, flexible, and
innovative.
In addition, movies can help improve personal relationships. Watching and commenting on
a movie with friends and family has huge social and emotional value.
Moreover, it is reflective art; movies make us reflect on existential, spiritual and other lofty
questions.
Film elevates, moves up, inspires and amazes us. The qualities of different characters can
inspire you to improve your strength.
Finally, movies can be used as an educational tool because it involves active engagement.
We can get intellectual, spiritual and cultural understanding of people and places from movies
by viewing, exploring, making and understanding them. But what we have to do is make
the correct decision on what kind of movies can help us in our self-development.
4b. Without looking at the passage again, answer the following general questions.
Compare your answers with your partner’s.
1. What is film therapy?
2. How many benefits of film therapy are there?
3. What are they?
4c. Now scan the passage and find the single idea in each paragraph about
the benefits of film therapy.
USE OF ENGLISH
5. Read and complete the sentences below, using the expressions in the table.
1. After performing his complex tricks in the air, the snowboarder landed ... than the other
athletes.
2. Before the figure skating competition, the young female athlete worked ...
3. The experienced coach gave his young athletes their instructions ... than the other
coaches.
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UNIT 10. SPORT AND ENTERTAINMENT
What benefits do movies bring to people’s lives? With a partner, make a list and discuss. Use
participial adjectives.
Benefits: Movies can be soothing.
Examples: Watching movies on weekends can relax people so they’re more productive.
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MODULE 4. GATEWAY TO SUCCESS
PLAN
Introduction
Paragraph 1: when/where/which organization/who/
the goal/
Main Body
Paragraphs 2-3: detailed description of the event
Conclusion
Paragraph 4: your feelings and recommendation
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GRAMMAR REFERENCE
GRAMMAR REFERENCE
MODULE 1. STUDY AND WORK
UNIT 1. TEENS TODAY
THE PASSIVE
1. We use the passive when the person who does the action is:
a. not important or unknown.
The cashmere coat is made in Mongolia. (it’s not important who make it)
b. unknown.
A number of bicycles are stolen every year. (we do not know who steals them)
2. If we want to say who or what is the ‘doer’ of the action, we use ‘by’.
The cashmere coat is designed by Khulan.
3. In formal writing, especially in reports and newspapers.
The new shopping centre will be opened tomorrow.
4. When we want to emphasize the importance of the person doing the action, e.g. If
someone has done a special or well-know job. In this case we use by + person.
Romeo and Juliet was written by Shakespeare.
5. Some verbs only have a passive form: Bart Simpson was born in Springfield.
6. Regular past participles end in –ed. Many verbs have an irregular past participle. See the
pages 200-203 for a list of irregular past participles.
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GRAMMAR REFERENCE
PREPOSITIONAL PHRASES
“noun + prepositions”
an increase a decrease a rise a fall a difficulty in
a need a demand a reason for
a cause an advantage a disadvantage a photo of
an invitation a solution a key an answer a reaction an attitude to
a relationship a connection contact with
a difference a relationship between
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GRAMMAR REFERENCE
3. We use the Present perfect for action which continues from the past until now.
Example: The students have done many assignments for this semester.
1. We form the Future perfect simple active with the subject + will + have + past participle.
2. We use the Future perfect simple for an action which will be finished before a stated
future time. Example: They will have come before we reach the place.
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GRAMMAR REFERENCE
RELATIVE CLAUSE
Relative clause with who/which/that/where/when
a. We use relative pronoun who to talk about people.
I met a woman who was a teacher.
A doctor is a person who treats a sick person.
b. We use relative pronoun which/that to talk about things.
This is the pen which I found yesterday.
This is the magazine that I bought yesterday.
The country which I like most is Austria.
c. We use the relative adverb where to talk about places.
I went to London where my friends live.
His office is in the street where Mary lives.
d. We use when to talk about a time.
I remember the day when we first met.
That was the year when we graduated from the university.
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GRAMMAR REFERENCE
The gerund after allow and permit cannot have an object, so if we want an allow/permit + verb
+ object construction, we must use the infinitive and mention the person concerned:
They allowed their tenants to use the garage.
Object Infinitive
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GRAMMAR REFERENCE
B. When regret, remember, forget themselves express the earlier action they are followed by
an infinitive:
I regret to say that you have failed your exam.
(regret is the first action, to say is the second.)
regret here is normally followed by a verb such as say, inform, tell. It is normally used only in
the present tense.
remember can be used in any tense:
I’ll remember to ring Bill. (remember is the earlier action.)
4. mean, propose
A. mean meaning ‘intend’ takes the infinitive:
mean meaning ‘involve’ (used only with an impersonal subject) takes the gerund:
He is determined to get a seat even if it means standing in a queue all night.
try can also mean ‘make the experiment’ and is then followed by the gerund:
They tried putting wire netting all round the garden.
This means that they put wire netting round the garden to see if it would solve their problem
(presumably they were trying to keep out rabbits and foxes). We know that they succeeded in
performing the main action.
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GRAMMAR REFERENCE
when – as – no sooner …than – while – before – the moment that – since – after – till/
until – by the time – whenever – as long as – as soon as, etc.
2. We never use future tenses after time conjunctions; we use the present simple or present
perfect instead when we are talking about the future.
We will stay in the house until it stops snowing. (NOT: …will stop)
3. Sequence of Tenses
Time clauses follow the rule of the sequence of tenses.
Main clause Time clause
present/future/imperative present simple or present perfect
Lock the door when you leave.
past simple/past perfect past simple or past perfect
She had a nap after she had tidied up.
INFINITIVE FORMS
Present infinitive to work, to do
Present continuous infinitive to be working, to be doing
Perfect infinitive to have worked, to have done
Perfect continuous infinitive to have been working, to have been doing
Present infinitive passive to be done
Perfect infinitive passive to have been done
The full infinitive consists of two words, to + verb, as shown above. But after certain verbs
and expressions we use the bare infinitive, the form without to.
Example: You had better say nothing.
We use because to express the reason for something.
He took a taxi because it was raining.
Traffic is getting worse because more people are buying cars.
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GRAMMAR REFERENCE
Linkers
Linking words show the logical relationship between sentences or parts of sentences.
Cause/ Reason
because, because of, since, for this reason, due to, so, as a result (of), etc. Because is a
conjunction (used before a clause, with a subject and verb); Because of is a preposition (used
before a noun or pronoun).
I was worried because Ann was late.
She was late because of the traffic.
QUANTITY
Quantity: few/a few/little/a little
1. Few and a few are used with plural countable nouns.
Few is negative, suggesting ‘hardly any at all’.
Mona has had very few opportunities to practise her English.
A few is positive, suggesting, ‘some, a (small) number’.
The police would like to ask him a few questions.
COMPARATIVE ADJECTIVES
1. Some irregular comparative and superlative forms adjective
adjective comparative superlative
good better best
bad worse worst
far farther/further farthest/furthest
old older/elder oldest/eldest
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2. Conditionals Type 2 are used to express an imaginary situation in the present/ future or
an unreal situation in the past. We often use the structure If I were you, … to give advice.
3. Conditionals Type 3 are used to express imaginary situations which are contrary to facts
in the past. They also express regrets or criticism.
REPORTED STATEMENT
1. If we report what another person has said, we usually use reported (indirect) speech.
2. The structure is a little different depending on whether you want to transform
a statement, question or request.
3. In reported speech we change the verb tense and time expressions.
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GRAMMAR REFERENCE
REPORTED QUESTIONS
1. We change tenses and expressions of time and place in reported questions in the same way
as reported statements. When we report direct questions, we change the word order and
use if / whether.
‘Can I have a drink?’ she asked
She asked if / whether she could have a drink.
‘Has he gone out? asked Peter.
Brown asked if / whether he had gone out.
2. When we report wh-questions, we use the same question word and change the word order.
‘Where does Scott live?’ asked Michael.
Tim asked where Sally lived.
‘When did he live?’ asked Jack.
Simon asked when he left.
COMPARATIVE ADVERBS
a. Two- syllable adverbs take more. For example: quickly - more quickly
b. With comparative form of adverb, we use "than":
He ran more quickly than before.
She skated more beautifully than others.
c. Use as …… as possible to express the possibility.
The forward runs to the gate of the opposing team as quickly as possible.
The basketball player threw the ball in the hoop as fast as possible.
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IRREGULAR VERBS
IRREGULAR VERBS
BASE FORM PAST SIMPLE PAST PARTICIPLE
be was been
beat beat beaten
become became become
begin began begun
bend bent bent
bet bet bet
bite bit bitten
bleed bled bled
blow blew blown
break broke broken
bring brought brought
broadcast broadcast broadcast
build built built
burn burned/burnt burned/burnt
burst burst burst
buy bought bought
catch caught caught
choose chose chosen
come came come
cost cost cost
cut cut cut
deal dealt dealt
dig dug dug
do did done
draw drew drawn
dream dreamed/dreamt dreamed/dreamt
drink drank drunk
drive drove driven
eat ate eaten
fall fell fallen
feel felt felt
200
IRREGULAR VERBS
201
IRREGULAR VERBS
202
DICTIONARY
DICTIONARY
A allow (v) – боломж олгох; зөвшөөрөх,
abbreviation (n) – товчилсон үг аливаа зүйлийг хийж болох
ability (n) – чадвар allowance (n) – зөвшөөрөл
aboriginal (adj) -уугуул altar (n) – бурхан шүтээн
absent (adj) – эзгүй байх although (conj) - вч, хэдий ч
absolutely (adv) – туйлын, яг, үнэхээр Alzheimer (n) – мартах өвчин
abstract (adj) - хийсвэр amazed (adj) – гайхах, гайхашруулах
abuse (n) - хүчирхийлэл ambition (n) – хүсэл зорилго
academic (adj) – академик, гүнзгий ambulance (n) – түргэн тусламж
түвшний analyse (v) – дүн шинжилгээ хийх, задлан
academics (n) - академич шинжлэх
accelerate (v)- хурдасгах analysis (n) – дүн шинжилгээ, задлан
accept (v) – хүлээн зөвшөөрөх шинжилгээ
access (n) – орох, нэвтрэх animal husbandry (n) – мал аж ахуй
accomplishment (n) – гүйцэтгэл animation (n) – зурмал кино; animate (v) -
according to (prep) –аар4 дүрсийг хөдөлгөөнд оруулах
accountant (n) – нягтлан бодогч anime (n) - анимэ
accurate (adj)- үнэн зөв, нямбай, алдаагүй anniversary (n) – жилийн ой
achieve (v) – хүрэх annoyed (adj) – уцаарлах, сэтгэл дундуур
achievement (n) – амжилт; гүйцэтгэл anonymous (adj) - нэр нь үл мэдэгдэх
acquire (v) - эзэмших anxious (adj) – санаа зовсон, сэтгэл түгшсэн
act out (v) - үйлдэх appear (v) – үзэгдэх, харагдах
action (n) – адал явдалтай кино appliance (n) - багаж хэрэгсэл, тоног
actively (adj)-идэвхтэйгээр төхөөрөмж
activist (n) – идэвхтэн, зүтгэлтэн application (n) - хэрэглээ
addiction (n)- донтолт apply for (v) - хандах
additional (adj) - нэмэлт appointment (n) - уулзалт
administer (v) – удирдан явуулах appreciate (v) – талархах; үнэлэх
admire (v) – гайхах, бишрэх, бахдах approach (v) – ойртож ирэх
admit (v) – хүлээн зөвшөөрөх appropriate (adj) – зохистой, appropriately;
adopt (v) – баримталж эхлэх (adv) - тохиромжтой
advanced (adj) – гүнзгий түвшний, дээд approximately (adv) – ойролцоогоор
түвшний arcade (n) - арк
advertiser (n) – зар сурталчилгааны argument (n) – дэвшүүлж буй санаа
ажилтан arrange (v) - зохицуулах
advising (adj) - зөвлөх arrive (v) – хүрэлцэн ирэх
advocate (v) - дэмжих artificial (adj) - хиймэл, хуурамч
aerial (adj)- агаарын aspect (n) – байдал, тал
affect (v) - нөлөөлөх assemble (v) - цугларах
affection (n) – хайр, дасал болсон assembly (n) – хурал, чуулган
aggressive (adj) – хурц, догшин assess (v) - үнэлэх
agree (v) - зөвшөөрөх assignment (n) - даалгавар
aim (v) – зорилготой байх associated (adj) – холбоотой
203
DICTIONARY
204
DICTIONARY
205
DICTIONARY
206
DICTIONARY
207
DICTIONARY
208
DICTIONARY
209
DICTIONARY
210
DICTIONARY
211
DICTIONARY
212
DICTIONARY
213
DICTIONARY
215
DICTIONARY
216
DICTIONARY
217
DICTIONARY
218
TAPESCRIPTS
TAPESCRIPTS
MODULE 1. STUDY AND WORK
UNIT 1. TEENS TODAY
6a. Listen to the dialogue about school clubs. Find the school clubs to which they refer.
Podcast interviewer: Hello. Today we are inviting a social worker of our school. He will talk
about school clubs. Could you tell us what clubs there are at our school?
A social worker: Good afternoon! We offer many clubs to our students. Running school
clubs is one of extracurricular activities. Now we run a photography
club, an Anime club and an English movie club.
Podcast interviewer: Tell us more about the photography club. What are done in the club?
A social worker: Well, there are many interesting things to do in this photography club. It
is good to take photos in the city. But trips are arranged to take photos
of nature setting. Also, photography exhibits are organised in our club.
Photos are uploaded to some public album or another public display.
Podcast interviewer: Do you have an Anime club?
A social worker: Yes, we have. In this club, Anime videos are voted each week and shown
each week. Anime club members learn about the characters and stories
in Anime videos. As well as, the Anime club activities include art lessons
and drawing contests.
Podcast interviewer: Well, what clubs can improve English language skills?
A social worker: We have an English movie club. The club offers an opportunity to
improve English listening and speaking skills.
Podcast interviewer: I hope that there are many schools that are interested in running an
English movie club. Could you give them advice?
A social worker: First, determine how often the club members meet. It is best to set a
specific, regular time so students can plan ahead. Next, English movies
are chosen. The movies should be suitable for the students’ language
levels. If necessary, use subtitles. Talk about drinks and snacks to be
served during the film.
Podcast interviewer: Thanks for the advice. Who runs the school clubs?
A social worker: Teachers organise some of the clubs at the school. Some clubs get help
from parents of children at the school. All of them are free. Students can
develop their own interests and hobbies in the clubs.
Podcast interviewer: Thanks for your information.
11a. Listen to the interview with a researcher of child development, then answer the question.
Podcast interviewer: Hello. Today we are pleased to invite a researcher of child development.
Welcome to the “Teens Podcast”.
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TAPESCRIPTS
Researcher: Thank you. I’m happy too to talk about today’s teenagers.
Podcast interviewer: Could you talk about the period in which today’s teenagers are living?
Researcher: Today’s teens are the first generation whose lives are influenced by
digital and mobile technology and social media. They are growing up
with cell phones, and have an Instagram page. Actually, they spend
hours a day, texting, chatting, gaming, web surfing and sharing videos.
Podcast interviewer: Compared with earlier generations how would you describe the
behaviours of today’s teens?
Researcher: We have done a large survey among teenagers, which shows that today’s
teens are among the best-behaved generation of teens we know. They
are more knowledgeable about issues such as child abuse, bullying and
peer pressure. Most teens already know about cyber addiction. Also,
they have better social skills.
Podcast interviewer: Well, that’s good news. Could you talk about the social skills of today’s
teens?
Researcher: Making a lot of friends online is improving the social skills of today’s
teens. They are becoming more concerned about social justice and
human rights. Importantly, the world is becoming more diverse,
expecting people to be more tolerant. In this case, today’s teens are
becoming more respectful of diversity and more cooperative.
Podcast interviewer: As you said, today’s teens are becoming better-behaved. However, we
can see that they still face some problems. Could you talk about these
problems?
Researcher: Teens are spending less time with friends in person. The new media
is making teens lonely, anxious and depressed. This is getting them to
have less self-confidence.
Podcast interviewer: If so, what can we do to deal with these teen problems?
Researcher: Adults should learn to give positive feedback to teenagers, and be careful
about criticizing their teens. Adults can be a model for how teens should
behave, by sharing activities, hobbies and interests that can help teens
improve their confidence. In addition, teens should engage in physical
activities such as camping and sport as well as creative activities like
writing, drawing, painting and even photography can improve their
behaviour.
Podcast interviewer: Well, thank you for coming and giving our listeners useful information
and tips for helping today’s teens.
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TAPESCRIPTS
1a. Listen to the dialogue. Choose the correct answers about the topic and main idea.
Bolor: Ben, has your school got an English Club? If so, please give us advice on how to
start an English Club?
Ben: Yes, we’ve got one. An English Club is an appropriate place for language learners
to use English. First, ask your English teachers to help. Then, sign-up-forms are put
up in your school lobby. Your email address is written at the top.
Bolor: Is an introductory meeting held after you have enough members to sign up?
Ben: Of course. At the first meeting, a Club leader is appointed to organise the Club.
The Club activities are organised around either themes like music, food or skills
like reading, listening, writing.
Bolor: Are there any rules or routines followed in the Club?
Ben: Yes, there are. The “English only” rule is followed in the Club. Club members are
allowed to drink and eat during the meeting. A pot of coffee or a bowl of popcorn
can also make the meeting feel more like a Club than a class.
Bolor: What activities are done in the Club?
Ben: Fun warm-up activities are run to make people laugh and bring positive energy
into the room. Debates and discussions are hold to improve speaking skills.
Members talk and discuss their favourite English books and characters.
Bolor: Oh, do you keep a suggestion box in the Club room?
Ben: Yes, we do. The Club members are encouraged to write a comment or suggestion
for the group.
Bolor: Thank you Ben for your useful suggestions.
1b. Listen to the lecture and complete the summary below. Write ONLY ONE WORD in each
blank.
Tumee:
Thanks for coming everyone. My name is Tumee, and I’m a tutor for the Study Skills
Programme. This meeting is for new students who haven’t been involved with our Study Skills
Programme. Good study skills don’t always come easily. Most teens need to be taught how to
develop them. By attending this programme, you will learn about what study skills are and tips
for improving your study skills.
The first skill is to set a goal. Setting a goal is a life skill that can take you far. Talk with your
parents and teachers openly about goal setting. Begin by answering the questions such as What
gives me joy? What do I value? and What am I good at? It is preferable to set small goals first, in
order to meet larger goals later on. First, define your goals, identify the steps needed to achieve
these goals, then set deadlines.
Next, you need to acquire time management skills. In order to do this, you should use a
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TAPESCRIPTS
calendar and create weekly plans. To do so, you should make lists of daily assignments and due
dates. Ask for help from your parents to know how to use a large wall calendar. You could use
coloured markers to note each assignment, to keep track of completed tasks. You can assign
each class a different coloured marker and write down all of your assignments, activities and
appointments on the calendar. Or you can use an online calendar in your smartphone. Next,
learn to transfer your duties from the calendar to a weekly plan. Include time to work on each
assignment. You might want to print out a weekly plan from your online calendar.
Third, organizational skills are important for you to maintain. To be organised, you ought
to create a favorable environment for self-study. This means that you should have your own
study area. A study area is crucial for effective self-study. This might mean a home office, or
a desk in your bedroom. No matter where it is, it should include a tidy work space – free of
clutter and distractions-with good lighting. You should have all materials on hand. It can be
very distracting to have to look for a pencil or a calculator in the middle of studying. You need
to easily find a place where you can store all your school materials so you’re ready to go before
you start studying.
Fourth, you should learn note taking skills. Keeping notes while learning will enable you to
retain the information longer. Highlighters, coloured pens and sticky notes are all note-taking
tools. Why not use them?
9a. Listen to an interview with three people, Dawaa, John and Daria. Find them from
the pictures, then answer the questions.
First conversation
Interviewer: Dawaa, you’re twenty …
Dawaa: Right.
Interviewer: and you’re a student?
Dawaa: Yeah. I’m doing a master degree. I’ve just finished my bachelor degree.
Also, I’m working as an engineer.
Interviewer: All right. How many years have you studied for?
Dawaa: I’ve studied for 4 years for my bachelor course. I’ve got just one more year to
go to finish a master degree.
Interviewer: And will you finish your studies by then?
Dawaa: Formally, yes. However, I think people should be lifelong learners whether
they continue doing advanced degree or not.
Second conversation
Interviewer: John, you were interested in art when you were at school?
John: Yes, I’ve always enjoyed art.
Interviewer: When you left high school, what did you do?
John: I got a job. Then about 5 years later, I decided I wanted to do a degree in art.
So I applied to some colleges and I got into the College of Art.
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TAPESCRIPTS
Third conversation
Interviewer: Could you introduce yourself?
Daria: My name’s Daria. I was a pharmacist.
Interviewer: What do you do now?
Daria: Now I have a lot of free time, nothing to do. So I decided to take short-term
courses.
Interviewer: What kind of courses have you taken?
Daria: I’ve taken a short course on English language and an IT skills courses.
Interviewer: And what’s next?
Daria: There are some interesting courses I plan to take such as courses in music
theory, local history, astronomy, and spoken Chinese.
Interviewer: Well, keep on learning. Good luck!
Bayaraa: I read a lot about the online course provider, Coursera from the Internet. Coursera
is an online learning provider that offers more than 2,400 courses and degrees in
a variety of subjects.
Alimaa: And, as of June 2018, Coursera has had more than 33 million registered users.
Top universities and colleges have designed its courses. The total number of its
partners has reached 190 across 29 countries.
Bayaraa: Coursera courses last approximately four to ten weeks, with one to two hours of
video lecturers each week. These courses provide quizzes, weekly exercises, peer-
graded assignments, and sometimes a final project or exam.
Shinee: I’ve just taken several Coursera courses. It has been a wonderful experience.
Bayaraa: What courses have you taken?
Shinee: Coursera offers many English language courses as “Improve Your English
Communication Skills,” “Grammar and Punctuation”, “Learn English: Intermediate
Grammar”, “Perfect Tenses and Modals” and “Verb Tenses and Passives”. I’ve
already finished two of them and I’ve improved my speaking skills a lot. I’ve also
learned a lot about how to use grammar and punctuation.
Alimaa: That sounds cool. Could you talk about your experience using the sites?
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TAPESCRIPTS
Shinee: I began signing up for multiple courses at the same time. But, I soon realized that
I had difficulty in keeping up with all the lectures, assignments, coursework and
quizzes. You have to be fully committed to the lectures, review all of materials
provided, and take the quizzes. I also had to spend time reviewing the transcripts
to understand the video lectures.
Bayaraa: Good experience though. Did you receive a certificate after completing the online
course?
Shinee: Yes, I did. I’ve earned two certificates by gaining “good” marks for the courses I’ve
taken. I had to pay for the certificates though. But most Coursera courses are free.
You can sign up using the website www.coursera.org/courses.
Alimaa: Thanks for a first-hand account of your experience using Coursera. I will enroll
tomorrow.
Shinee: Good luck!
6a. Listen to the dialogue, then fill in the blanks in the table below.
Claire: Soyol, you are going to finish high school soon. What do you want to do in the
future? Have you thought about a job or a career yet?
Soyoloo: Well, I haven’t decided yet. I’m talking about it with my parents.
Claire: You are good at drawing: I think you have good visual intelligence.
You can be a graphic designer or an interior designer.
Soyoloo: Good advice. My teacher also suggested this. That’s right, I like to work with pictures
and colours, while visualizing and imagining. I am thinking I can be a cartographer.
Claire: Wow, a cartographer. I haven’t known a cartographer before. Smart choice!
Soyoloo: What about you? I know you are good at understanding people and giving advice.
You are really good at organizing activities. You have organised the high school
English club very well this year.
Claire: Thank you. That’s what my mom and dad told me. They say I can be a good teacher
or maybe a child care worker.
Soyoloo: You mean you have high interpersonal intelligence. If so, then you can work in the
field of public relations. Or, you could be the favourite teacher of children.
Claire: Thanks. Maybe in 4 years time I will have got a diploma and worked in a kindergarten.
Soyoloo: That sounds cool. Me too. I will have finished college and started working as
a cartographer by then.
14a. Listen to the news report. Write ONLY ONE WORD in the table.
Reporter:
Good afternoon! This week, TeenLine reported on how teens had the idea of starting up
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TAPESCRIPTS
community service activities, carrying them out successfully. In recent years, teens have been
helpful to their community. They have had unique ideas for community service projects. Some
of them have even started their own organizations, which have gone on to be successful.
For example, there is Jonathan Woods, who established the ‘Under the Tree Foundation’ at
age 12. He realized that holiday toy drives are often aimed at younger children and excluded
teens who are also in need. Second, there is Neha Gupta from India, who was inspired by family
visits to her grandparents. Then she started up the organization “Empower Orphans” at the age
of 9. The organization tends to the needs of orphaned children worldwide, with a particular
focus on access to healthcare and education. Third, there is community service helper Craig
Kielburger. He was reading a story about child slavery in the Toronto Star when he thought up
the idea of beginning “Free the Children.” The organization aims to fight child labour on a global
scale and has now reached well over 2 million children. Fourth, there is Certner, who started
SNAP when he was just 10 years old. This is an athletic programme for children with special
needs. Now he’s 22, and the programme is still going strong. Next, there is Shannon McNamara
who started SHARE when she was 15. This is a nonprofit organization providing thousands
of girls in Africa with books and school supplies. Kalin Konrad is a community service helper
who started an annual backyard carnival. This carnival aims to raise money for Alzheimer’s
research. She got this idea when she was in fifth grade, after her grandmother was diagnosed
with the disease. Eating disorders are one of the biggest problems faced by teens today. To
bring awareness to this, community service organiser Liana Rosenman started Project HEAL to
raise money for teens who need treatment for eating disorders. Finally, Katie’s Krops is an
organization of Katie Stagliano. She started planting fruits and vegetables in her garden to feed
the hungry. Through her organization, she has helped feed thousands of people. And she has
trained other teen gardeners to do the same.
1a. UN News interviewed Malala, an activist for girls’ rights to education. Listen to the
interview, then complete the summary with ONLY ONE WORD.
UN News: Tell us more about the new initiative the Malala Fund is carrying out to help
girls’ education in a number of countries.
Malala Yousafzai: The Malala Fund started the Gulmakai Network, and the goal of this mission
is to empower local leaders and some local activists. So we support them
and we are already working in Pakistan, Afghanistan, Nigeria, and also the
Syrian refugee areas. So we want to increase that investment and also
support local advocates, as well as local girl advocates. So for that we have
$3 million and we want to expand that group, redouble our efforts, and
make sure we can give to as many local activists as we can because they are
the real change-makers in their community, and when we empower them,
through them, we can bring change.
UN News: You’re getting ready to go to Oxford University. Tell us about that.
Malala Yousafzai: So I always wanted to get a quality education, to go to a good university.
It was my dream, and now that dream has come true and I am going to
Oxford. I really worked hard for it … And I was so happy when I received the
offer. I’m excited to meet new people, to make friends, to learn. It is a great
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place of learning. I also want to enjoy myself a bit as well, to have some
time with friends, and just to live like a normal student.
UN News: What are you hoping to be 5, 10 years from now, after Oxford?
Malala Yousafzai: It’s hard to say what I want to be in the coming 5, 10 years because my
mission and my goal is very clear, and that is to continue fighting for girls’
education, their empowerment, their rights. In that I will continue my
journey. But in the coming years, I want to complete my education. I want
to continue working in the field of education. I want to empower more
young girls like me so that it’s not just about one girl speaking out but we
have hundreds and thousands of girls speaking out. We give them a voice.
We give them a platform. Once you encourage them, once you tell them
that your voice can change the world, then they can do it, they can come
forward and speak out for themselves.
UN News: You have shown tremendous courage and resilience. What within you gives
you that power?
Malala Yousafzai: I have seen a lot in my life from terrorism, extremism, to then being
attacked. And I was at the point where I had to make a decision [about]
whether I wanted to continue my campaign for girls’ education or not. And
I’ve been away from my home in Pakistan for a long time. So going through
all these situations in my life, I’ve learnt that, now surviving that attack, this
life is for a purpose and that is for the education of children. It’s only 70, 80
years that we live, and why not live it for a good purpose? Why not live it for
service that can help humanity, that can help the world? So I want to help
as many girls as I can, to make sure they get a quality education and achieve
their dreams.
Source: https://news.un.org/en/story/
9a. Listen to the monologue and complete the summary below. Write ONLY ONE WORD in
each blank.
Symbolism of Colours in Mongolia
Colours can be viewed from different perspectives such as: cognition, cosmology, culture,
and psychology. The symbolism of colours is an integral part of Mongolian culture and each
colour is associated with a specific element in nature. For example: blue (cosmos), white (air),
red (fire), black (water) and yellow (earth). The significance of these colours is associated with
points of view, nature worship, and nomadic life of the Mongols.
Blue symbolizes peace and growth. The Mongols, who have worshipped the blue sky for
many centuries, view themselves as originating from heaven. According to folklore, the spiritual
ancestors of the Mongols had heavenly connections with the sky that they honour with the
saying “Let the Mongol nation exist forever as the eternal blue sky.”
White exemplifies purity, happiness, and a good start. Gers, which are the traditional
nomadic dwellings of the Mongols, are as white as the dairy products they consume. The people
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are said to be pure of heart and mind. They compare good deeds to white milk. It is customary
to set a table with dairy products during the Lunar New Year.
Red is the colour of fire that is the symbol of progress, prosperity, and achievement. The
national flag of Mongolia is red with a vertical blue stripe down the middle. The top of the
traditional hat of the Mongols is decorated with a red knot which signifies power and growth.
Green is the colour of the earth, which includes grassland, pastureland, and forests. It is
a sign of growth, freshness, and progress. Green is also the colour of hope and is associated
with springtime as it stands for the rebirth of animals and the renewal of plants and flowers
after the long Mongolian winter. The combination of blue and green symbolizes harmony and
balance.
Yellow is the colour of the sun that gives us warmth and energy. It is the colour of autumn
when the leaves of the trees turn yellow. As the colour of light, yellow is associated with
knowledge and wisdom. Mongols show respect to religious people as well as teachers by
offering a yellow “khadag”.
15a. Listen to a TV programme on “Wonders of Mongolian Music and Art” and fill in the
blanks.
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TV commentator: In summary, what would you like to say about your experience with
Mongolia and its culture?
Elizabeth: Mongolia is a beautiful country with its own unique songs and music. I hope
the Mongolian youth appreciate what a wonderful heritage they have and
that they strive to keep this musical treasure alive for future generations.
TV commentator: Thanks a lot for participating in today’s programme. We wish you safe
travels and hope that you will return to Mongolia soon.
Elizabeth: Thank you very much!
1a. Listen and complete the sentences using the words from the box. Then memorize it.
1b. Listen to the legend about the horse head fiddle and answer the questions.
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Khukhuu Namjil woke up at dawn and found his beloved horse dead. He had deep sorrow
and his loss couldn’t be expressed in words. He decided to make a musical instrument to
remember his beloved horse. He carved its head in wood, made the handle from a soft tree, and
covered the lower part of that instrument with horse skin. The two strings were also made from
the tail of his horse. He covered the strings with tar to produce a more melodic sound. Then he
started playing it to describe different gaits of his horse, including galloping, trotting and also
imitating it’s neighing. Thus, the Horse Head Fiddle “Morin Khuur” originated from Mongolia
and the Mongols have played it for many centuries.
8a. Listen to a dialogue between travel agent and customer and complete the missing words.
Customer: I want to take a trip to Africa because I love seeing wild animals.
Travel agent: We would like to recommend a safari trip to Tanzania because you can see
wild life in Serengeti National Park all year round.
Customer: It sounds great! Could you tell me what a Safari trip is?
Travel agent: A Safari trip is for visitors who want to see African animals in their natural
habitat. It also provides for seeing animals close up. Safari trips are offered
in African countries including Tanzania, Kenya, Namibia, Uganda, South
Africa, Botswana, Zambia, and Zimbabwe.
Customer: Wow! Thank you very much for giving me the information. I will contact you soon.
Travel agent: You are welcome! You can call or send an e-mail to us. Thank you!
16a. Listen to the monologue and complete the summary below. Write ONLY ONE WORD in
the blanks.
Dreams come true
Walt Disney World Resort in Florida is one of the most popular vacation destinations in
the world. Founded by Walt and Roy Disney in 1971, the resort consists of 4 theme parks, 2
water parks, 27 themed resort hotels, 4 golf courses, and a large shopping-dining complex.
The theme parks are: Magic Kingdom, EPCOT Centre, Disney’s Hollywood Studios, and Disney’s
Animal Kingdom. Visitors enjoy riding roller coasters, watching live shows, seeing their favourite
fictional characters, and sampling foods from all over the world.
It is the most visited theme park in the world, receiving over 17.5 million visitors annually.
The magic Kingdom is a place where storybook magic comes to life: elephants fly, teacups
dance, and fantasy characters become real. Children and adults of all ages love walking through
classic Disney scenes and meeting their favourite storybook characters. One of the children’s
favourite activities is visiting the Cinderella house, the central fairy tale castle in the park.
EPCOT Centre consists of two parts: Future World and World Showcase. Future World
includes eight pavilions which contain exhibits dedicated to innovative aspects and applications
of technology and science. The World Showcase is a type of permanent world’s fair dedicated
to 11 countries. Each country has its own pavilion that provides entertainment, cuisine, cultural
heritage information, and souvenirs native to the featured country.
Guests of all ages can visit Disney’s Hollywood Studios, dedicated to current and classic
movies, theatre, music, and television. Visitors like riding the Slinky Dog Dash as it twists through
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curves, hills, and drops or going on an interstellar romp in an alien swirling saucer. Children can
give Frozen’s Olaf a warm hug, play interactive games with the Green Army Patrol, or come face
to face with their Toy Story pals like Woody or Buzz.
Disney's Animal Kingdom is the largest theme park in the world and was the fourth park to
be built at the resort. Dedicated to the natural environment and animal conservation, the park
features hundreds of species of wild animals. Visitors can ride in an open-air vehicle for a day
or evening tour of the lush African savanna. They enjoy spotting elephants, giraffes, zebras,
tarantulas, gorillas, and monkeys in the park.
20a. Listen to the dialogue about certain rules to follow when you travel abroad. Put
a checkmark (√) in the correct box.
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TOKYO DISNEYLAND
Could you imagine seeing the kingdom of animals, riding Dumbo the Flying Elephant and
watching the characters of popular cartoons and movies? Tokyo Disneyland is the place where
your dreams will come true.
Tokyo Disneyland was opened in 1983 as the first Disneyland theme park outside of the
United States. Tokyo Disneyland is the third-most visited theme park in the world. Covering
a large area, the park receives over 16.6 million visitors annually. Tokyo Disneyland consists
of theme parks called the World Bazaar, Adventureland, Westernland, Fantasyland and
Tomorrowland.
The World Bazaar is a covered shopping arcade lined by shops and restaurants. The area is
designed like an early 20th century American town and serves as the park’s main shopping area.
Adventureland was designed to reflect the remote jungles in Africa, Asia, South America,
and the South Pacific. Visitors enjoy joining a jungle cruise, riding the Western River Railroad
and sailing with the Pirates of the Caribbean.
Westernland is unique, containing the Rivers of America and an artificial lake surrounded
by Tom Sawyer Island, which can be reached by rafts. The island contains caves related to
characters from the novel “The Adventures of Tom Sawyer.” Visitors like riding the rollercoaster
Big Thunder Mountain at Disneyland.
Tomorrowland explores outer space and future technologies. Young adults and roller coaster
fans love riding Space Mountain and Star Tours.
5. Listen to two students talking about the news on a TV programme. Then read each question
and choose the correct answers.
Gerlee: You’re late!
Tulga: I am sorry, Gerlee. I have just finished watching an interesting programme on TV.
Gerlee: Well, what was it?
Tulga: Can you believe that 42 languages are spoken in the playground?
Gerlee: 42 languages? In the playground? I can’t believe you got the right information.
Tulga: No, honestly. It’s Byron Court School in North-West London and it has 600 pupils.
They are from different countries such as Iraq, Somalia, India, Romania and
Slovakia. Many are children of immigrants and refugees.
Gerlee: Oh, it might be difficult for these children to learn English.
Tulga: Actually no, the head teacher of the school says they begin to learn English at
nursery school and she tries to celebrate all the different cultures throughout the
year.
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Gerlee: Sounds interesting! I wish I were in the school. If I were there, then I could have
more chances to learn many foreign languages while studying English.
Tulga: That might be. But, what if you didn’t have any time to speak in Mongolian?
Gerlee: Yeah, you’re right. It’s a question to think about, isn’t it?
Tulga: Of course, it is. Ok, shall we go now?
Gerlee: Sure, let’s get a move on!
7. Listen and repeat the words in the first column. Then match the words (1-6) with their
synonyms (a-f).
1. a scribe 2. an inscription 3. a dignitary
4. a seal 5. an interpretation 6. a fathom
14a. Read and listen to the story, following the punctuation rules in the box.
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1. You will hear two students talking about official languages in various countries, during
their social science class. For each question, put a checkmark () in the correct box.
S2: By the way, do you know which country has the most number of official languages?
S1: I have no idea. May be a country with the highest number of people would have the most
number of official languages.
S2: Well, I’ll give you a choice. Are you ready?
S1: Go ahead.
S2: a. Nigeria
b. India
c. South Africa
S1: I’d say India.
S2: You can change your mind because you’d be wrong.
S1: Oh, no. Really?
S2: It’s the Republic of South Africa with 11 official languages.
S1: Eleven? I wouldn’t have guessed that at all.
S2: Interestingly, India has 18 languages that are recognised by its constitution and can be
considered as official; however, the difference is that each language is recognised as the
official language of a certain area such as Kashmir, for example.
S1: Ok, right. So, I was kind of right in a different way.
S2: The overall official language is Hindi.
S1: Well, fascinating! You’re a genius.
S2: It’s just my hobby, you know.
that the Potters had a small son, too, but they had never even seen him. This boy was another
good reason for keeping the Potters away; they didn’t want Dudley mixing with a child like that.
When Mr and Mrs Dursley woke up on the dull, grey Tuesday our story starts, there was
nothing about the cloudy sky outside to suggest that strange and mysterious things would soon
be happening all over the country. Mr Dursley hummed as he picked out his most boring tie for
work and Mrs Dursley gossiped away happily as she wrestled a screaming Dudley into his high
chair. None of them noticed a large tawny owl flutter past the window…
2. Listen to the recording about the benefits of being in nature and planting trees, then
complete the sentences.
1. Exposure to plants and parks boosts immunity.
2. Being in nature restores mental energy.
3. Being in nature inspires creativity.
4. Nature helps reduce stress levels.
5. Trees create oxygen.
6. Trees absorb carbon dioxide.
7. Trees provide a habitat for wildlife.
8. Trees shield people from ultra-violet rays.
25a. Listen to the recording about Eco-boy and complete the table below.
Buyankhishig is a ninth grade student at school No. 117 in Ulaanbaatar, Mongolia. His family
lives near the Selbe River which flows through the capital city. The river is very important to
providing a healthy living environment for the citizens of Ulaanbaatar. His family is concerned
about the conservation of the Selbe river because it has become very polluted. Population
density, lack of strict laws, soil pollution, and construction in the area are the main causes that
pollute the Selbe river. He decided to make his own contribution to protect and restore the
Selbe River as a young active member of society.
Buyankhishig has been cleaning the banks of the Selbe river for many years. His parents
have taught him to protect the Selbe by picking up the trash that has been left by other people.
In the summer, he spends the entire day walking up and down the banks of the river, dragging
his sack of heavy trash, and picking up the trash in the river while wearing rubber boots. It's a
lot for his little body, but he never gives up! He is a good role model for Mongolian children
because he puts a lot of effort into protecting and restoring the river. He thinks that if the
banks of the Selbe are clean and its water is clear, other people might care for it too. He wants
parents to teach their children how to conserve nature and make the river water clean.
Buyankhishig has a dream of establishing a children's playground along the Selbe River in
the Chingeltei district. In 2014, the Ministry of Environment, Green Development, and Tourism
supported his idea to establish a children’s playground along the Selbe river. As a result,
a small playground has been built on a 336 square mile area of the river. In 2014, he planted
trees such as elm, willow, maple, and lilac with his father and cousin around the playground.
Additionally, facilities such as chairs, a shed, a swing, trash bins, and boards had been installed.
It is important for him to keep the Selbe river and the playground clean because it has become
one of the places for children to spend their free time.
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He was chosen as the "Outstanding Mongolian Child of 2014' by Prime Minister Ch.
Saikhanbileg, for demonstrating a promising future in leadership and organizing a goodwill
project. A total of 33 children applied for the awards and 9 were selected by the National
Council for Children, headed by the former Prime Minister Ch.Saikhanbileg. For his tireless
efforts to clean the Selbe River, Buyankhishig was named "Eco Child."
1c. Listen to the short dialogue between two students and fill in the blanks.
8. Read and listen to the speech. Put the following arguments in the correct order.
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Firstly, research has shown that sport and exercise are very important in keeping children
healthy. If children do too little exercise, they are much more likely to sit around watching
television, playing on their computer and eating junk food. This can cause them to lack energy
and put on weight. If we had one hour of exercise every day instead of once a week, think what
a difference this would make!
Secondly, a regular exercise slot every day at school would help children get into the habit
of continuing some form of exercise at home. If this happened, they would be less likely to play
on computers and watch television all day eating junk food.
Thirdly, exercise and sport help you learn. Scientists say that even 30 minutes of exercise
a day is enough to have a positive effect. Exercise pumps more blood to your brain, making it
more alert. More oxygen means healthier brain cells. There is no doubt that regular exercise
makes you smarter.
To conclude, one hour of sport and exercise a week is simply not enough. More time is
needed because this will make the children of our school healthier and more effective as
learners. Which school could not want that?
14a. Read and listen to part of a lecture from a Biology class. What is the teacher talking about?
We are a combination of what we eat, do and think. Our brain has two sides: left-hand and
right-hand. Both sides of the brain are linked by the corpus callosum. This is a highly complex
switching system with 300 million active neurons.
In general, the left-hand side of your brain plays a major part in processing logic, words,
mathematics, and sequence – the so-called academic parts of learning. The right-hand side of the
brain deals with rhythm, rhyme, music, pictures and day-dreaming – the so-called creative activities.
Like any other complex machinery, your brain needs energy. Well, you might ask where
does it get energy? Basically, it gets that from the food you eat. If you’re an adult, your brain
makes up only about 2% of your total weight. But it uses about 20% of the energy you develop.
In other words, if you feed it with a low-energy diet, it won’t perform well. But, if you feed it
with a high-energy diet, your personal computer will work smoothly and efficiently. So that’s
what I want to talk about today – the energy of the brain. For energy, the brain needs plenty of
glucose. That’s why fresh fruit and vegetables are so essential. They’re rich in glucose. Knowing
the correct “brain food” to fuel your brain is one of the first steps to better learning.
Another source of that brain-electricity is good food combined with oxygen. Obviously, you
get oxygen through breathing. That’s why deep breathing is highly recommended before and
during study to oxygenate your blood. And that’s why exercise is not only good for your body,
it’s good for your brain. It enriches your blood with oxygen.
You are also greatly influenced by your emotions and what you think. Positive and negative
thoughts can also cause major changes in the way your brain processes, stores and retrieves
information: changes, in fact, to your learning ability.
21a. Listen to the radio programme and match the words to their definitions.
21b. Listen to the radio programme again and complete the summary below. Write ONLY
ONE WORD.
Tim: Hello, Welcome to our programme ‘Teen’s Talk.’ I’m Tim.
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Susan: I’m Susan. ‘Social Media’, as the name implies, it connects us to each other, helps
us become more social. But according to a recent story in ‘The Atlantic’ magazine,
greater use of smartphones means a far greater sense of isolation for many
teenagers. Do you agree, Tim? Are you a phubber?
Tim: Phubber? Could you say it again?
Susan: P-H-U-B-B-E-R. It means a person who ignores the real people around them because
they are concentrating on their phones.
Tim: Mmm, I’m not sure. I don’t think so. I have just heard about people being addicted
to drugs or alcohol, but you can be addicted to other things too, like mobile phones.
Susan: Well, Jean Twenge is a psychologist who has written that smartphones have probably
led to an increase in mental health problems for teenagers - especially, isolation.
Susan: She thinks everybody’s had that experience of reading their news feed too much,
compulsively checking their phone. If you do something compulsively you can’t
really control it - it’s a feature of being addicted to something, you feel you have to
do it again and again. If you’re waiting for a text or getting really into social media,
you can’t realise how much time you have spent.
It also has caused problems of social isolation for teenagers. According to the survey,
teenagers now spend less time in the company of their friends, they date less, and
get less sleep than earlier generations.
And with this growing isolation comes a rise in cyber-bullying, feelings of being left
out and higher rates of depression.
But, some tech companies, though, are now looking at building in timers to apps
which will warn us when we have spent too long online. It might mean that people
look at social media less frequently and that they do what it really should be used
for, which is to keep in touch with people but then put it away and go see some of
those people in person or give them a phone call.
Tim: Yes, she said we should be using it for keeping in touch with people - which means
contacting people, communicating with them and also encouraging us to do that
communication in person. If you do something in person then you physically do it
- you go somewhere yourself or see someone yourself, you don’t do it online or
through your smartphone.
Susan: So, does she think it’s a good idea?
Tim: Well, she doesn’t say so directly, but we can guess from her answer that she does.
Susan: Other research shows that a growing number of young people are suffering from
FOMO.
Tim: FOMO? Is it a new word again?
Susan: It means Fear of Missing Out. Let’s talk about it after the break. (music)
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1b. Listen to the radio programme, then choose the correct letter, A, B, or C.
Susan: Welcome to ‘Teen’s Talk’ programme. Are you ready Tim?
Tim: Of course. So, let’s start by explaining FOMO, which we mentioned during our
previous programme, Susan?
Susan: Well, before I explain FOMO, I need to raise another problem that is facing teenagers
today. Everybody knows how important it is for teenagers to get a good night’s
sleep every night. You aren’t able to do your best and keep up with all of your
responsibilities unless you sleep well. I’m sure you already know that you should go
to bed at a reasonable hour.
Tim: Certainly, most experts agree that the optimum number of hours is eight, and this
has been accepted as common sense for as long as I can remember.
Susan: Exactly, I read an interesting article in a teachers’ magazine recently. They did a study
of 848 students in Wales. Worryingly, the results showed that teenagers are facing
a new problem. They may go to bed and get up at appropriate times but a growing
number are waking up in the middle of the night, not to use the bathroom or have
a snack but because of a new phenomenon: FOMO – fear of missing out!
Tim: Sounds interesting! Could you go on?
Susan: According to the article, schoolchildren are suffering because of a growing trend to
wake up during the night to check social media. Afraid of missing a comment or an
opportunity to take part in a chat, teenagers are waking at all times of the night,
going online and getting involved.
Tim: Do they have any facts? Are there any statistics?
Susan: Of course, there are. Experts are worried about this growing trend and the report
reveals some worrying statistics that I’d like to share with you:
• 23% of 12 to 15-year-olds wake up nearly every night to use social media. Another
15% wake up at night once a week for the same reason.
• One in three students are constantly tired at school, and unable to function to
their full capacity.
• Students who use social media during the night are more likely to suffer from
depression and anxiety.
Tim: Oh no. That’s too much risk. I’d like to ask teenagers to be responsible when it comes
to social media. Be brave! Switch off your devices at night.
Susan: The world won’t end and your social media will be waiting to greet you in the
morning! I give you my word that you won’t have missed anything important. That
brings us to the end of today’s programme. Bye for now.
Tim: Bye!
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Anand: Hi, Tanan. How are you? Good to see you here in the library.
Tanan: Hi, Anand. I am OK, thanks. Happy to see you here too. Are you going to study?
Anand: Yes, I am. My computer crashed and I am going to use the (1) internet here. I need to
finish my e-project on ICT before the deadline.
Anand: I chose the topic “drones” and I have to find more information on them.
Tanan: Wow. I have seen a drone in the sky, but I am not sure what it is for or how it is used.
Anand: Me too. That is why I decided to learn more about drones and their use when our ICT
teacher gave us e-projects on technological advances.
Anand: Sure. Drones are pilotless aircrafts. They are also called (2) Unmanned Aerial Vehicle
(UAVs). They’ve been used for many things from smuggling drugs, detecting water
leaks and (3) surveillance. They are bringing us benefits ranging from delivering
parcels to saving lives. They have the ability to be a game changer in both domestic
use and in (4) military use. For example, drones were used to inspect the inside
of the damaged Fukushima nuclear power station in Japan. Also UNICEF and the
Malawian government are testing drones for carrying medical supplies. This could
help save lives in remote places.
Tanan: Sounds amazing. But are they safe and are they necessary? I’ve heard about them
being a (5) hazard to aircraft because they’ve been flown close to airports.
Anand: You are right. They have other drawbacks too. They invade people’s privacy when
they are flown over people’s property to take photos and shoot aerial videos.
Anand: But they’re not all bad. Drones can do many useful things.
Tanan: That is true. Now I see we could use drones in many dangerous situations if we had
them.
Anand: Absolutely right. If I had a drone, I would film great videos of the Mongolian
countryside with them.
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20a. Listen to the conversation about Khan Academy. Choose the subjects mentioned in the
conversation.
Bayanaa: Hey, I have news. Today one teacher from Khan Academy visited our class and
made a presentation about the organization.
Nandia: Khan Academy? I’ve heard about it before. I want to know more about it.
Bayanaa: Yes, me too. Our classmates asked many questions.
Nandia: What questions did your classmates ask?
Bayanaa: I’ll remember. They asked what Khan Academy was and how many students had
been signed up in its website. And they asked “What subjects does the Khan
Academy offer?” etc … so many questions.
Nandia: If I were there, I would ask dozens of questions. Could you answer my questions
now? What subjects does the Khan Academy offer?
Bayanaa: It offers many subjects, namely, Math that includes early Math, Algebra 1
and 2, Calculus, Geometry etc. Also students can study Math by grades from
kindergarten to high school grades. We are studying at 12 grade. Our classmates
can improve math skills through the Khan Academy.
Nandia: Sounds cool. I’m not so good at Math. I‘ll try it.
Bayanaa: Students can study the science subjects such as Physics, Chemistry, Biology etc.
Even you may choose high school biology if you want to pass the biology exam
as the national entrance examination.
Nandia: Wow, everything is in the Khan Academy. I have a younger brother. What can he
do in the Academy?
Bayanaa: He can study many things. The teacher said that Khan Academy Kids was an
education programme for children ages two to five, that was available in
AppStore and Amazon AppStore.
Nandia: Is it free?
Bayanaa: Yes. Khan Academy Kids is 100% free. It offers thousands of original activities,
books, videos and lessons. As well as, the teacher told us that Khan Academy
Kids combined subjects like math and reading with creative activities like
drawing and storytelling.
Nandia: Wow. It sounds so creative. I’ll help my younger brother to try it.
Bayanaa: Sure. Please help him. Good luck!
1a. Listen to a presentation made by Tulgaa who studies at 12th grade. Choose the correct
answers.
Tulgaa:
Good afternoon everyone. The main focus of this presentation is about TEDxTeen and its
one participant.
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First of all, I’m going to talk about what TEDxTeen is. TEDxTeen is an event in which
teenagers gather to make a presentation about any issues and ideas. We can listen to many
teenagers’ talks and presentations. It’s website is www.tedxteen.com. Visiting the website, you
can learn more about the programme.
Next I’d like to talk about Natalie Hampton who was one of the speakers in 2017 TEDxTeen.
She is 17 years old and a Los Angeles high school junior. Also, she is an anti-bullying activist,
app developer and the CEO of a non-profit called Sit With Us. The main thing is that she creates
the “Sit With Us” mobile app, which serves as a free lunch planning tool for middle and high
school kids so that no one has to eat lunch alone. Kids can use the app’s features to coordinate
lunches with their friends. Moreover, they can also volunteer to be Sit With Us Ambassadors
for their schools and post open lunch events on campus so that anyone looking for a table to
join can find one.
Added to this, Natalie has spoken at conferences such as “Girls Can Do” in Washington
D.C. and spreads her message to schools by visiting in person or via Skype. Recently, she was
an invited speaker at the Harvard Graduate School of Education, as well as Say No Bullying’s
annual festival.
In conclusion, Natalie Hampton is the best model of today’s teenagers who has innovative
ideas and who is able to help kids and improve the situation around her. She can show to the
world people that our generation is the light. Thank you for your attention.
7a. Listen to the biography about LeBron James and complete the table below. Write ONE to
THREE WORDS in the blanks, including the new vocabulary in the Glossary.
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TAPESCRIPTS
20. Listen to the interview with Christopher Nolan. Complete the sentences with the correct
option (a, b or c).
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TAPESCRIPTS
1a. Listen to the TV programme “Sports Fans” and complete the table below.
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TAPESCRIPTS
TV commentator: Are the Special Olympics Games different from the Paralympic Games?
Mandakhnaran: Special Olympics are for children and adults who have intellectual
disabilities. Special Olympics World Games takes place every two years.
More than 3000 athletes from 107 countries participated in the 2017
Special Olympics Winter Games in 10 sports categories. The Mongolian
Special Olympics Committee also provides support and guidance for its
athletes as much as they can.
TV commentator: How many Mongolian athletes participated in the 2017 Austria Special
Olympics Winter Games?
Mandakhnaran: 14 Mongolian athletes competed in three categories: floor ball; cross
country skiing; and snowshoeing. The Mongolian team received 2 gold,
4 silver, and 2 bronze medals from the 2017 Special Olympics Winter
Games held in Austria.
TV commentator: Wow! What is the main source of their achievements?
Mandakhnaran: As a result of hard work, continuous training, and endurance, they
achieved success.
TV commentator: On behalf of our audience, we would like to congratulate them on their
great accomplishments. Mr. Mandakhnaran, thank you very much for
participating in today’s programme!
Mandakhnaran: Thank you very much!
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