What I Want to Be Yesterday I was playing videogames in
UNIT 2. MY FAMILY AND FRIENDS
UNIT 2. MY FAMILY AND FRIENDS
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11. a brother who is the son of only one of your parents 12. a sister who is the daughter of only one of your parents
13. a child who has been legally made part of a family that he or she was not born into
14. the people who take someone else’s child into their family for a period of time but without becoming his or her legal parents
3. Use the words from exercise 2 and talk about families you know that have family members
described by such words. There is a model to help you.
Model:
I would like to talk about my neighbours’ family. They are Mary and Brian Smith. Brian is Mary’s second husband. Mary has got a daughter from her first marriage. Together with Brian they have got a son; his name is Mark. So Brian is Jane’s stepfather and she is Brian’s stepdaughter. Mark is Jane’s half-brother.
4. Answer the questions.
When and where did your parents get married?
Who do you spend more time with, your mother or your father?
What do your aunts and uncles do?
Where do your aunts and uncles live?
What games does your mother (father) play?
What does your mother or father do for a living?
Does your father go on business trips?
When and where were your parents born?
How did your parents first meet?
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5. Read the text. Pay attention to the words in bold.
Match the title of the paragraphs with their numbers.
ANNA MARIE JARVIS: THE MOTHER OF MOTHER’S DAY 1. Mothers are important to everyone. After
all, where would we be without them? While their contributions were known, there was little support to celebrate their efforts until Anna Marie Jarvis.
2. Anna, born on May 1, 1864, was the daughter of Ann Jarvis, a West Virginia homemaker. It was Ann’s life and work that made such an impression on Anna.
3. Even before the Civil War, Ann Jarvis looked for ways to help other mothers. She understood that disease could be stopped with proper sanitation. She started organizing Mothers’ Work Day Clubs in several towns in 1858. They worked to help provide money,
medicine, and housekeeping assistance for women who were ill. They were so successful that after two years doctors were encouraging the formation of more groups.
4. Ann strongly advised the Mothers’ Work Day Clubs to remain neutral during the Civil War. The Clubs cared for and fed soldiers from both the Union and the Confederacy. She wanted the soldiers on both sides of the conflict to be helped. Her idea was that it would help build places of peace during a terrible war.
5. Ann herself did not have an easy life and lost eight of her twelve children before they reached adulthood. Perhaps it was because of these tragedies that she could identify with others going through hardship.
6. After the war, Ann Jarvis organized Mothers’ Friendship Day to help bring together a community shattered by war. It was held annually for several years.
7. Anna Jarvis had a good model of what a woman can do to help those around her. Anna never married, and when her mother died, she dedicated herself to getting a day established to honour all mothers.
8. While everyone had a mother, few were interested in having a day set aside to honour them. The first memorial for mothers was celebrated in Jarvis’s home town of Grafton, West Virginia, a year after Ann’s death. It’s now the location of the International Mother’s Day shrine.
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A. The Mothers’ Work Day Clubs and the attitude to the Civil War B. The result of the activity of two
strong women
C. Ann’s desire to help people to overcome the hardships of the post-war period
D. Ann’s example for her daughter Anna
E. Ann’s life, full of difficulties F. The significance of mothers G. The start for Mothers’ Work Day
Clubs
H. Birth of a child in 1864 Exam Skill Builder
6. After-task reflection. Answer the following questions.
1. What words in the text helped you to complete the task? 2. Which word in paragraph 1 is synonymous to the word “significance”? 3. What key words in paragraph 3 helped you to find the right matching? 4. Name the word (in a phrase) in paragraph 5 which helped you to understand that Ann Jarvis’s life was difficult. 5. Say what strategies helped you to complete the task.
7. Read the definitions of some words in bold from exercise 5 and name them.
1. The time when you are an adult. – adulthood. 2. To give someone the confidence or courage to do something. – _______. 3. To give all your attention and effort to one particular thing. – ________. 4. Something that you give or do in order to help something be successful. – _________. 5. To feel sympathy with someone or to share their feelings. – ________. 6. Very shocked and upset, very exhausted. – _________.
8. Pair work. Talk about your family. Tell your partner how many people there are in your family, how old they are, what they look like. Then ask your partner about his/her family. Tell the class about your partner’s family.
9. Read the tongue-twister as quickly as you can.
Elizabeth’s birthday is on the third Thursday of this month.
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LESSON 17
1. Find words and expressions in bold in exercise 5 (lesson 16). Make up one sentence with each word.
2. Listen to the dialogue and answer the questions given below.
Daniel: So what were you like as a child?
Luisa: When I was a child, I was kind of rebellious.
Daniel: You? Really? What was the turning point?
Luisa: When I graduated from senior school.
Daniel: What do you mean?
Luisa: Until you graduate, you don’t understand that life is just to begin.
After I finished the ninth form, I realized that I still had a lot to learn.
Daniel: I know what you mean. I was really immature when I was a child.
Luisa: What changed?
Daniel: I think I became more mature after I got my first job. Once you have a job, you learn to be more independent.
Luisa: That’s true. Where did you work?
Daniel: In my father’s bank.
Luisa: Another turning point for me was when I got my dog, Pepper. I know that sounds silly, but it was really important to me.
Daniel: Why was that so important?
Luisa: Well, I was eleven. I remember that having a dog made me feel really responsible. Pepper would follow me everywhere and was always waiting for me when I came home from school.
Daniel: Actually, that sounds nice. I never had a dog, but I remember when I got my first bicycle. That was a very important day for me. For the first time, I could go out on my own and go as far as I wanted to. I used to polish the bicycle every day and take really good care of it. Of course, that only lasted a few months, and then I lost interest in it!
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UNIT 2. MY FAMILY AND FRIENDS
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1. What was Luisa like as a child?
2. What was her turning point?
3. What did she realize after she finished senior school?
4. What was Daniel like as a child?
5. What happened after he got his first job?
FOCUS ON GRAMMAR Would / Used to
Used to and would are both used to describe something that happened regularly in the past but doesn’t happen any longer. However, if something happened only once we can’t use used to or would – we must use the Past Simple.
There are also important differences between used to and would. Would is not used with stative verbs such as love, be, understand, and feel.
Example:
When I was a student, I used to love sleeping late on the weekends. (But:
When I was a student, I would love sleeping late on weekends.)
Would is slightly more formal, more ‘bookish’ and can convey the idea that the speaker is reminiscing about the past. It is often used in writing to talk about the past in a misty-eyed, sentimental way.
Example:
People would get very angry when the tax-collector came to town.
In those days people would draw water from the village well.
When I was a child I would wake up to the sound of birds singing.
3. Fill in the blanks with used to or would.
1. I didn’t ____ live in this city.
2. We _____ often go on holiday.
3. When I was a child, we ____ have a dog.
4. She ______ work as a teacher for many years.
5. As a student, he never ____ have any money.
6. Did you ____ like playing football at school?
7. There never ____ be a coffee shop here.
8. My father _____ always read to me before bed.
4. Read the dialogue in exercise 2. Make up a similar one and then act it out with your partner.
5. Work in pairs. Ask and answer the questions. Pay attention to the phrasal verbs in bold.
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1. Where did you grow up? Was it a good place to grow up? 2. Who do you take after more: your mother or your father? In what ways? 3. Who looked after you as a child when your parents were busy at work? 4. How well do you get on with your parents? Who usually is the first to make up a quarrel if something like that happens between you and your parents? 5. When was the last time that your parents told you off? Why? 6. Who do you count on more: your parents, your siblings, or your friends? Why?
6. Choose the correct answer to fill in the blanks.
1. A babysitter _____ the children when parents go out in the evenings.
a. looks at b. looks after c. looks for d. looks into 2. Searching the Internet is the quickest way to ______ a restaurant in a
new city.
a. look at b. look after c. look for d. look into 3. When Jack _____ he wants to be a fireman.
a. grows on b. grows after c. grows up d. grows out 4. I ____ you to make dinner while I am out.
a. count on b. count about c. count in d. count up 5. I was surprised at how well my new friend ______ my sister.
a. got up with b. got on about c. got away with d. got on with 6. We were angry last night, but we ____ at breakfast.
a. made with b. made in c. made out d. made up 7. I have to _____ my sick grandmother.
a. look on b. look for c. look around d. look after 8. I ___ my mother. We are both impatient.
a. take on b. take after c. take in d. take with 9. Oh! What a mess! Clean up your room. Your parents will ____ you ___
when they come home from work.
a. tell off b. tell after c. tell of d. tell for 10. Would you ___ my dog for me this weekend?
a. take after b. look after c. count on d. look for 11. I don’t ____ my new science teacher.
a. look after b. take after c. get on with d. count on
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7. Provide the correct phrasal verb for the given definitions.
1. Rely on somebody or something – _______
2. Like each other, have friendly relationships with each other – _____
3. Try to find something – _____
4. To scold someone, to attack someone verbally for something bad that he/she did – ____
5. Take care of somebody – _____
6. Resemble a family member – _____
7. Forgive each other, regain a friendly relationship – _____
8. Put questions to the words or word combinations in italics.
1. She saw the Smiths last week. $ When did she see the Smiths? 2. The new student worked hard last week. 3. They wanted to play football in the street. 4.
Shakespeare wrote “Romeo and Juliet”.
5. We decided to stay home because we wanted to watch œTitanicB on œ1+1B.
6. The sun shone brightly yesterday. 7.
Ann invited us to her birthday party. 8.
He was late for the train as he lost his way in the strange surroundings.
9. He came home after work at eight.
10. She bought that beautiful dress for
$60. 11. I thought it was your mother on the phone. 12. They didn’t take part in the concert because the girl caught cold and had a fever. 13. Her father drove the car perfectly but very fast. 14. The baby was afraid of the old lady, that’s why he ran to his mother and jumped into her arms.
15. I lost my purse last Friday. 16. Her daughter caught cold in the wet weather.
17. At last they found the book the teacher suggested to read.
9. Make up two sentences of your own with the phrasal verbs from exercise 5.
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UNIT 2. MY FAMILY AND FRIENDS