П`ятниця, 20.07.2018, 02:59
Вітаю Вас Гість | RSS

Кунцівська школа    


Онлайн всього: 1
Гостей: 1
Користувачів: 0

Unit 1



Work in small groups. Discuss the questions.
  1. Do you think it's better to be the older or the younger sister or brother in a family with two children? Why?
  2. Does a child's position in the family have an influence on his/her personality?

Read the article quickly. Which paragraph (1-5) mentions:

  1. about the youngest children? ……………  4 
  2. about the children who have to look after their younger brothers and sisters? ……………     
  3. about Tom Hughes? ……………     
  4. about the only children? ……………     
  5. about the most competitive children? ……………     

Read the article again. Which children are usually:

  1. ndependent and sociable?
  2. charming and affectionate?
  3. quite self-confident and ambitious?
  4. very organised and responsible?

Find the words in the article that have the opposite meaning.

  1. well-bred
  2. unselfish
  3. simple
  4. hard-working
  5. rude
  6. calm


(1) In his book about the family's influence on a personality the British psychologist Tom Hughes tells that our position in the family is the strongest factor that influences our personality.

(2) On his opinion, the oldest children get maximum attention from their parents, and the result is that they're usually quite self-confident people. They make good leaders. For example, the famous Prime Minister Winston Churchill was a firstborn child. The oldest children are often ambitious. They're more likely to go to university than their brothers or sisters. They often get the top jobs, too. They are also responsible people, because they often have to look after their younger brothers or sisters. The downside of this is that sometimes this means that when they're older they worry a lot about things. They can also be quite bossy and even aggressive, especially when they don't get what they want.

(3) The middle children are usually independent and competitive. It's because they have to fight with their brothers and sisters for their parents' attention. And they're usually sociable, they like being with people, probably because they have always had other children to play with. However, on the negative side, the middle children are often jealous of their brothers and sisters and they can be moody.

(4) If a child is the youngest in the family, he or she will probably be very charming, affectionate and quite relaxed. On the other hand, the youngest children are often quite lazy. This is because they always have their older brothers and sisters to help them. And they can be quite manipulative — they use their charm to get what they want.

(5) The only children in the family don't have to share with anyone — so they're often spoilt by their parents and their grandparents. As a result, they can be quite selfish. They think of themselves more than of other people. On the positive side, the only children are usually very organised and responsible, and they can be very imaginative, too.

a) Complete the sentences with the adjectives from the Word File. Consult a dictionary if necessary.
to affect [ǝ'fekt]
affectionate [ǝ'fǝkʃǝnǝt]
aggressive [ǝ'gresıv]
ambitious [æm'bıʃǝs]
bossy ['bosi]
charming ['tʃa:mıŋ]
competitive [kǝm'petǝtıv]
energetic [,enǝ'dʒetik]
envious ['enviǝs]
imaginative [ı'mædʒınǝtıv]
jealous ['dʒelǝs]
manipulative [mǝ'nipʃǝlǝtiv]
moody ['mu:di]
responsible [rı'spoonsǝbl]
selfish ['selfıʃ]
sociable ['sǝʊʃǝbl]
spoilt ['spɔılt]
sensitive ['sensǝtiv]
  1. ... people always want to win.
  2. ... people want to be successful in life.
  3. ... children behave badly because they are given everything they want.
  4. ... people think about themselves and not about other people.
  5. ... people think that someone loves another person more than them, or wants what other people have.
  6. ... people are friendly and enjoy being with other people.
  7. ... people get angry quickly and like fighting.
  8. ... people have an attractive personality that makes people like them.
  9. ... people are people you can trust.
  10. ... people show that they like people very much.
  11. ... people like giving orders.
  12. ... people are good at influencing others to do what they want.
  13. ... people are happy one minute and sad the next one and are often bad-tempered.
  14. ... people like doing things on their own without help.

b) Work in pairs. Group up the adjectives above into positive, negative and neutral characteristics.

a) Complete the chart below with five personality adjectives in each column.

oldest children middle children youngest children only children

b) Read the article and check your chart.

c) Work in pairs. Look at the completed chart. Discuss the questions.

  • Do you think the statements in the article are true for you? If not, why not?
  • Do you think they are true for your brothers and sisters or your friends?

Match the personality adjectives with their definitions. Use a dictionary.
1 generous
a never lying
2 reliable b wanting something that someone else has
3 talkative c willing to give money, spend time etc., in order to give others pleasure
4 sensitive
5 patient d unkind or unwilling to share
6 mean e able to wait calmly for a long time or to accept difficulties without becoming angry
7 honest
8 envious f capable of being trusted or depended on
  g easily hurt or offended by things that people say or able to feel physical sensations more than usual
  h liking to talk a lot

Make opposites using the prefixes with the adjectives in the box. Put them in the correct column of the table below.

ambitious, friendly, honest, imaginative, kind, organised, patient, reliable, tidy, responsible, selfish, sensitive, sociable
The common ways of making the opposites of adjectives are to add prefixes: 'un-', 'in-', 'dis-', 'im-' or 'ir-'.
un- dis- in-/im-/ir-

Organise the words into pairs of opposites and put them in the columns below.

mean, clever, lazy, relaxed, hard-working, cheerful, honest, stupid, unpleasant, generous, reliable, mean, untidy, self-confident, moody, organised, bossy, ambitious, imaginative, spoilt, energetic, envious

positive negative

Choose five or six words which best describe your or your friend's character. Explain your choice.

Example: Sociable — I'm sociable because I love being with other people.

List as many words which can describe people's character beginning with 'self', as you can. Group up them into positive, negative or neutral characteristics.


  • We use the phrase used to + infinitive when we talk about things which were true in the past but aren't true now.
    Example: I used to learn French but now I learn English. Italy used to have a king.
  • We can also make comparisons with the phrase used to. Apart from used to, all the verbs are in the Present Tense.
    Example: Now I live in Kyiv: I used to live in Lviv.
    She used to do aerobics, but now she does not exercise at all.
  • When we are not comparing, but saying how things were in the past, we use the Past Tense.
    Example: When I lived on a farm, I used to ride my horse every day.
    He used to have quite a temper when he was a child.

Complete the sentences. Use the affirmative or negative form of 'used to' and the verbs in brackets.

Example: Bob ... (work) in a factory, but he doesn't now.

Bob used to work in a factory, but he doesn't now.

  1. Mary ... (go) to my school, but now she doesn't.
  2. Andrew ... (be) very tall, but now he is.
  3. Chris ... (drink) coffee, but now he does.
  4. We ... (play) football at the weekend, but now we don't.
  5. There ... (be) a market every Friday, but now there isn't.
  6. They ... (wear) a uniform to school, but now they do.

Some of the phrases in bold are incorrect. Find them and rewrite the sentences correctly.

  1. We used to had a dog when I was a child.
  2. I used to like eating pork but now I hate it.
  3. Bob used to play football, before he became a dancer.
  4. Wales use to be an independent country before it was part of Britain.
  5. We used to have several horses.
  6. Jane uses to be a singer.
  7. We used to lived in Russia but now we live in Ukraine.
  8. It used to work, now it doesn't.
  • To make questions or negative sentences we use did/didn't + use to. It is very common in English to make questions starting with didn't.
    Example: Didn't you use to play 'hide-and-seek' in your childhood?

Complete the sentences using the correct forms of the 'used to' structure.

  1. Did you ... go to the same school as me?
  2. I didn't... have so many things when I was a student.
  3. What did you ... study?
  4. Didn't you ... have long hair?
  5. What did you ... do when you were a child?
  6. He never... be like that.
Complete the text by using the 'used to' structure with the verbs in the box.

carry, be, dance, dress, have, wear

Looking through the pages of old magazines one can notice things that refer to the fashion of those days. Women's skirts used to be long and formal. All men ... long hair. Children ... like adults. Men and women ... at formal balls. Women ... many petticoats[1] under their skirts. Men ... walking sticks.

Write questions. Use the prompts, the phrases in the box and 'used to'.

Example: your mother / read to you
Did your mother use to read to you before you started school?

  1. you / eat vegetables
  2. Who / your family / visit
  3. What / your grandparents / give you
  4. there / be / a park / near your house
  5. Where / your parents / live
  6. you / watch TV / on Saturday mornings
  7. you / get up early
— before you started school?
— at the weekend?
— when it was your birthday?
— before you went to bed?
— before they got married?
— when you were a child?
— where you could play?
— when you got up?

Work in pairs. Take turns asking and answering the questions.
  • Did you use to wear glasses?
  • Did you use to wear long hair?
  • When did you use to come home from school in Year 1?
  • What books did you use to read when you were eight?
  • Where did you use to live before you came to the place you live now?
  • Did you use to play dolls/cars when you were a little child?

1 ʿa petticoat [ʿpetıkæʊt]


Talk with your partner on the following.
  • Have your ever tried to get in touch with an old friend of your childhood? Why? Did you succeed?

Read the dialogue and guess the meanings of the words in bold.

A: How long have you known each other?
B: For about 10 years.

A: Why do you think you get on so well?
B: Because we have very similar personalities.

A: What do you have in common?
B: A lot of things, for example, we both love playing tennis.

A: Do you ever argue?
B: Not much. We usually agree about most things.

A: How do you keep in touch?
B: Usually by email and we phone each other occasionally.

A: Do you think you will always stay friends?
B: Yes, I'm sure we will. I certainly hope so.

Listen and tick the topics which are mentioned.
  1. an actor she used to like     
  2. a friend she used to have     
  3. a sport she used to play     
  4. a teacher she used to hate     
  5. a film she used to watch several times     
Listen again and answer the questions.
  1. When did she and Rose stop seeing each other?
  2. When did they lose touch?
  3. Why didn't she like the French teacher?
  4. What happened as a result?
  5. Why did she stop playing squash?
  6. Why does she prefer tennis?
a goal [gaʊl]
to argue [a:gju:]
to succeed [sak'si:d]
• to get on well
• to have (a lot) in common
• to get/keep in touch
• to loose touch

Work in pairs. Think of a close friend of yours. Ask and answer the questions.
  • How long have you known him/her?
  • Where did you meet?
  • Why do you get on well?
  • What do you have in common?
  • Do you ever argue? What about?
  • How often do you see each other?
  • How do you keep in touch the rest of time?
  • Have you ever lost touch? Why? When?
  • Do you think you'll stay friends?

a) Read and compare the opinions about Peter.

My parents think that I am lazy, because I don't want to help with the household chores. In their opinion, I am talkative and too noisy because whenever we're talking, it seems that I'm talking to a person who is far away from me and once I start talking — I talk and talk until I've run out of stories.
My friends say that I am a talented person because I can sing, dance and act. They think that I'm a snob, but I don't know why. I'm not a snob. Others think I am nice and fun to be with.

My teachers believe that I am a hardworking student. They tell me that I seem to be really trying my best to finish my school work and maintain my good grades. Sometimes they think I am lazy because I do not pass my work on time.
I think of myself as an ambitious person because I set up high goals in athletics for myself. I have high goals for my career, and I try to be a success in school.


Talking about people
He / She seems to be...
He / She looks...
He / She looks like...
He acts as if...

Giving a balanced view
You could say...,
but also...
It's true that..., but...
At the same time, ...

b) Work in groups. Think and explain why Peter makes such different impressions on people.

Work in pairs. Discuss the questions below.
  • Do you speak differently when you are with different people? Who with? When?
  • Do you argue with some people but not others? Who do you argue with? When?
  • Do you feel that you are more talkative with peers[2] than with adults? Why?
Get ready to comment on the quotations[3] in class

2 a peer [рıǝ] — ровесник
3 a quotation [kwǝʊ'teıʃn] — висловлювання, цитата


a) Correct the mistakes in the phrases in bold.

Example: She wasn't use to be so shy.
She didn't use to be so shy.

  1. I use to get up at 6:30, but I don't any more.
  2. Did she always used to have long hair?
  3. Do you use to have breakfast before you go to work?
  4. They didn't used to have a car, they used to cycle everywhere.
  5. He doesn't like coffee, so he use to drink tea in the morning.
  6. He used be a teacher, but now he works for Greenpeace.

b) Complete the sentences by changing the verbs in the box into positive (+), negative (-) or interrogative (?) form of the 'used to' structure.

argue, be, go, wear, live, play

Example:  –  I didn't use to go to the theatre often but now I go twice a month.

  1.  +  I ... with my boss but now we get on quite well.
  2.  +  Lilly ... in Kyiv but she moved to Donetsk last year.
  3.  ?  ... you ... a long hair? You look different.
  4.  +  We ... really close but now we hardly ever meet.
  5.  ?  ... you ... with your parents when you were a child?

Match each characteristic with its description as in the example.

A well-educated person has had a good education

brave, caring, cheerful, creative, energetic, enthusiastic, fair, fit, patient, hard-working, organised, well-educated, sociable, strong
  1. ... is always lively and doesn't tire easily.
  2. ... is original, artistic and imaginative.
  3. ... has well-developed muscles and can do hard physical work.
  4. ... is calm and does not get annoyed or frustrated.
  5. ... is helpful and sympathetic to other people.
  6. ... is not afraid of frightening or dangerous situations.
  7. ... is friendly and enjoys being with other people.
  8. ... treats everyone equally and is not influenced by personal feelings.
  9. ... is efficient and good at making and carrying out plans.
  10. ... is healthy and in good physical condition.
  11. ... is interested in and excited about something.
  12. ... is not at all lazy.
  13. ... is always happy and optimistic.

Match the adjectives with their definitions. Use them to describe people you know well, as in the example.

Example: Tom is very honest. He never tells lies.

never stop talking
not say a lot
feel angry about not having what others have
talk to everybody
never betray friends
able to think of new ideas
never tell lies
hate spending money

Work in pairs.
a) Ask your friend to do the personality questionnaire about you. Do the questionnaire yourself Put 'Y' for Yes, W for No, and 'S' for Sometimes.

b) Compare your and your friend's answers about you.

c) Match the characteristics with the questions from the questionnaire in (a).

Give a complete profile of yourself.

  • Introduce yourself (name, surname, age).
  • Say something about your family, pets, hobbies, interests, likes and dislikes.
  • Describe yourself (your appearance: hair, eyes, build, what you usually wear)
  • Describe you character, giving examples to prove it. (Are you reliable, honest, lazy, boring, bossy, gossipy, hard-working, sporty, ambitions, a coach potato, a chatterbox, etc.?)
  • Say something about your friends.
  • Say something about your school, favourite susbjects and teachers.
  • Say what you would like to be when you grow up.
  • Say something else that you think is important to know about you.
a untidy ……
b optimistic ...
c sociable
d talkative ...
e reserved ...
f shy ......
g impatient ...
h ambitious ...
i lazy ......
j generous ...
k moody....
I hard-working ...
m easy-going ...
n reliable ....
o cheerful ...
p sensitive ....

a) Discuss the questions in groups.
  1. What is the most beautiful thing about people?
  2. What qualities are very important for those who want:
  • to become successful in their lives?
  • to become skilful at some job?
  • to get along with others easily?
  • to be respected by people?

b) Make a list of the most interesting ideas and some of the best arguments in support of these ideas which were expressed in your discussion.

Work in pairs. Take turns asking and answering the questions.

  • Do you have a close friend?
  • Who is your best friend and why?
  • What makes for a good friendship?
  • Do you make friends easily?
  • Why do some children have so many friends?
  • What should friends always do?
  • What should friends never do?
  • Do real friends share secrets?
  • Do you keep your friend's secrets?
  • Do you help your friends with their school homework?
  • Do your friends help you?
  • Do your parents have close friends?
  • Do gossipy children have a lot of friends?
  • Is there a boy/girl in your class who hasn't got a friend?
  • Is there a boy/girl in your class who's got a lot of friends?
  • How can you help children who don't make friends easily?
  • If you have a brother or a sister, do you get on well with his/her friends?
  • Does your sister/brother get on well with your friends?

Work in pairs. Answer the questions:
  • Is writing a process or a skill?
  • What reasons do we write for?
  • What kinds of writing do you know?
  • Why do we study writing?
a) Get some information.

Why Learning How to Write?

To become good in writing we have to keep in mind the following ideas:

Writing is a PROCESS

It is actually a process, which includes getting, planning and organising ideas, writing a first draft[1], revising, redrafting, improving and, finally, getting the material ready for the readers.

Writing is a SKILL

We can all learn how to write well. Of course, it takes time and practice.

Before putting pen to paper you will also have to think of the important elements:

AUDIENCE — who am I writing for?
PURPOSE — what is the function of this piece of writing?
FORM, which very much depends on the first two elements.

Some of you might ask: what is the purpose of my writing? One of the answers is self-evident — to pass the exam. The school leaving exam, which represents your ticket to university, is a written test.

But there are many good reasons why learning how to write well is more than just passing the school leaving or any other exam.

The world of business, media, art, science, etc. is all about writing articles, reports, letters, reviews, etc.

Becoming a good writer is important for your personal as well as professional development.

b) Answer the questions of exercise 1 again. What has changed in your answers? Discuss it with a partner.

a) In the Self-Assessment Grid (Appendix, p. 153) read the part concerning writing. Try to find the descriptors that fits your level best.

b) In a group of four, compare and discuss your answers. Report your findings to the other groups.

1 a draft [dra:ft] — начерк, чернетка
2 2ап objective [ǝb'dʒektıv] — мета

Read the situation and fill in the application form.

You want to find an English speaking pen friend. A club in Scotland, which introduces pen friends, has sent you this application form.

a) Write about your best friend. Use the questions below
  • How long have you known each other?
  • What does your friend look like (physically)?
  • What is your friend like? (use as many adjectives as you can think of to describe his/her character)
  • Why is he/she your best friend (what do you like about him/her)?
  • What do you have in common?
  • How do you know that you can rely on him/her? (give some examples)
  • Has your friend ever let you down? When? Why?
  • What about you? Are you a good friend? Can you prove it?
  • What do you and your best friend do together?
  • Have you ever quarrelled?
  • If yes, how did you make up with your best friend?

b) Display your compositions in class. Read your mates' compositions.

c) Work in groups. Discuss your works.


Complete the text with the words and phrases from the box.

I have a ... called Natalia. I've ... her for about 12 years now. We ... at work. She was a ... of mine at the company where I used to work, and we used to have our coffee breaks at the same time.

We .... Although we don't ... (we have quite different interests). We don't work together any more, and when I changed jobs we ... for a couple of years. But now we ... regularly. We phone each other once a week, and we see each other about twice a month. We don't often ..., only sometimes about films as we have completely different tastes!

keep in touch,
got on well,
have a lot in common,
close friend,
lost touch,


Complete the sentences with the correct form of 'used to' and the verb in brackets.

  1. She ... (go) to the cinema every week, but she doesn't have time now.
  2. We never... (eat out) but now we go to a restaurant twice a week.
  3. ... (you/wear) a uniform when you went to school?
  4. I ... (go) to the gym three times a week, but not any more. I'm too busy.
  5. He ... (not like) children, but now he's the perfect father.
  6. He ... (be) very patient, but now he's really impatient.
  7. ... (they/go) to the bench a lot when they were kids?
  8. We ... (not have) a long holiday, but this year we're going to the Crimea for six weeks?


Read the article again. Which children are usually:

  1. ndependent and sociable?
  2. charming and affectionate?
  3. quite self-confident and ambitious?
  4. very organised and responsible?

a) Listen and tick (V) the positions (1-4) that are mentioned.
1 the oldest child
2 the middle child
3 the youngest child
4 the only child

b) Listen again and write the adjectives he uses to describe each person.

himself: not s ……, not s ……, not I ……, r……, o …… .
his wife: a ……, not I ……, h ……, c ……, not m …… .
his father: r ……, b …… .


a) Listen and tick (V) the positions (1-4) that are mentioned.

I sometimes think that poor Cathy has spent all her life competing with me. She was a very quiet and shy child, while I was very talkative — I was awful! I wasn't interested in studying, all I wanted to do was going to parties, and Cathy used to tell my parents. So, I was horrible to her — I used to bite her.

I was very jealous of Cathy also because she was more attractive than me. But she always defended me when other people criticised me, and sometimes it seemed as if she was the older sister and I was the younger one. Although we were complete opposites, we were also very close and had a lot of fun together. We still do.

I think I suffered because my father had left us when we were small, but Cathy helped me to understand that Dad loved us, but in a different way. She also taught me that I couldn't blame other people for my problems, I had to look at myself.

Переглядів: Счетчик посещений Counter.CO.KZ

«  Липень 2018  »

Copyright Кунцівська ЗОШ I-III ступенів © 2018