Английский язык. 11 класс (углублённый уровень)

З © АО «Издательство «Просвещение» для коллекции ООО «ЗНАНИУМ »

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УДК  373:811.111+811.111(075.3)
ББК 
81.432.1я721.6
 
А64
Серия «Звёздный английский» основана в 2009 году.
На учебник получены положительные заключения научной (заключение РАО № 913 от 21.11.2016 г.), педагогиче - 
ской (заключение РАО № 684 от 21.11.2016 г.) и общественной (заключение РКС № 392-ОЭ от 22.12.2016 г.) экс- 
пертиз.
Авторы: К. М. Баранова, Д. Дули, В. В. Копылова, Р. П. Мильруд, В. Эванс
Authors: Virginia Evans, Jenny Dooley, Ksenia Baranova, Victoria Kopylova, Radislav Millrood
Acknowledgements

Authors’ Acknowledgements
We would like to thank all the staff at Express Publishing who have contributed their skills to producing this book. Thanks for their support and patience are due in 
particular to: Megan Lawton (Editor in Chief); Mary Swan and Sean Todd (senior editors); Michael Sadler and Steve Miller (editorial assistants); Richard White (senior 
production controller); the Express design team; Sweetspot (recording producers); and Kevin Harris, Kimberly Baker, Steven Gibbs and Christine Little. We would also  
like to thank those institutions and teachers who piloted the manuscript, and whose comments and feedback were invaluable in the production of the book.

The publishers also wish to thank the following for their kind permission to use copyright material: Module 5 Spoilt for Choice: Interview: Wildlife photographer Frans Lanting 
by James Owen © Telegraph Group Limited (2001) on p. 136. 

Photograph Acknowledgements
Module 1 Communication: © everettcollection/www.iml.gr on p. 6; Module 3 Rights: CCTV camera © ImageSource/www.iml.gr on p. 70; Module 4 Survival: © afp/www.iml.gr on  
p. 100. Further Writing Practice: Wanted © everettcollection/www.iml.gr on p. 187; Coldplay © redferns/www.iml.gr on p. 189; © everettcollection/www.iml.gr on p. 190;

Every effort has been made to trace all the copyright holders. If any have been inadvertently overlooked, the publishers will be 
pleased to make the necessary arrangements at the first opportunity.

 
Английский язык. 11 класс : учеб. для общеобразоват. организаций : углубл. уровень / 
A64 
[К. М. Баранова, Д. Дули, В. В. Копылова и др.]. – 10-е изд., стер. — М. : Express Publishing : 
 
Просвещение, 2022. — 215 с. : ил. — (Звёздный английский). — ISBN 978-5-09-087631-5.

Учебник является центральным элементом учебно-методического комплекта серии «Звёздный английский» для 11 класса общеобразовательных организаций 
и школ с углублённым изучением английского языка. Отличительными особенностями учебника являются: модульное построение, наличие аутентичного 
материала о России, заданий, целенаправленно готовящих к Единому государственному экзамену по английскому языку. Материалы учебника 
способствуют достижению личностных, метапредметных и предметных результатов обучения. Учебник получил положительные заключения по итогам 
научной, педагогической и общественной экспертиз на соответствие Федеральному государственному образовательному стандарту среднего (полного) 
общего образования.
 
УДК 373:811.111+811.111(075.3)
 
ББК 81.432.1я721.6

Учебное издание

Серия «Звёздный английский»

Баранова Ксения Михайловна
Дули Дженни
Копылова Виктория Викторовна
Мильруд Радислав Петрович
Эванс Вирджиния

Английский язык

11 класс
Учебник для общеобразовательных организаций
Углублённый уровень

Редакция английского языка
Заведующий редакцией Т. О. Звонарёва
Ответственный за выпуск М. М. Чердакова
Редактор Е. В. Щербакова
Художественный редактор Н. В. Дождева
Корректоры Н. Д. Цухай, Н. М. Кочергина

Налоговая льгота — Общероссийский классификатор продукции ОК 005-93-953000. Изд. лиц. Серия ИД № 05824 от 12.09.01. 
Подписано в печать 03.08.2021. Формат 60x90/8. Бумага офсетная. Гарнитура Прагматика. Печать офсетная. Уч.-изд. л. 27,11. 
Тираж              экз. Заказ №                .
Акционерное общество «Издательство «Просвещение». Российская Федерация, 127473, Москва, ул. Краснопролетарская, д. 16, стр. 3, 
этаж 4, помещение I.
Express Publishing. Liberty House, New Greenham Park, Newbury, Berkshire RG19 6HW Tel.: (0044) 1635 817 363 Fax: (0044) 1635 817 463 
e-mail: inquiries@expresspublishing.co.uk http://www.expresspublishing.co.uk
Адрес электронной почты «Горячей линии» — vopros@prosv.ru.

ISBN 978-5-09-087631-5  
 
 
 
 
       © Express Publishing, 2014, 2017
 
 
 
 
 
 
 
 
       © Издательство «Просвещение», 2014, 2019
 
 
 
 
 
 
 
 
           Все права защищены  

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Contents

Module 1 Communication
.............................. p.5
Module 2 Challenges ...................................... p.37
Module 3 Survival ............................................ p.71
Module 4 Spoilt for Choice .............................. p.103
Module 5 Rights .............................................. p.133
Grammar Reference ........................................p.163
Focus on RNE Listening tasks ..........................p.179
Further Writing Practice ..................................p.181
Appendices .................................................... p.203
Irregular verbs ................................................ p.213

задание рекомендуется выполнять
в личной тетради учащегося

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Contents

Module
Vocabulary
Grammar
Reading
Listening
Speaking &
Functions
Writing

  1 Communication
(pp. 5-36)

gestures &
emotions
body language
music/places of
entertainment 
character traits
feelings &
moods
friendship
ways to look
ways to talk
phrasal verbs
languages,
dialects &
accents
the senses

comparisons
-ing/(to-)
infinitive
clauses of
reason/
purpose/
result

Body Talk 
(multiple choice)
(pp. 6-7)
The Universal
Language of
Music 
(text completion)
(pp. 10-11)
More than
Words: Mime,
Music and
Dance (multiple
matching)
(pp. 14-15)

for specific
information
for gist
for detail
for opinion

Task 1 (p. 18)
Task 2 (p. 19)
Task 3 (p. 19)

express preference
give reasons
ask for information
ask for advice/give
advice
ask about/express
feelings
invite & accept/
refuse invitations

Task 1 (p. 20)
Tasks 2, 3 (p. 21)

an email to a
friend
describing a
festival you
attended
a paragraph
about giving a
performance
informal/
semi- formal/
formal
letters/emails

Across Cultures – Language Roots (pp. 28-29);  Literature – Dr Dolittle (pp. 30-31);
Curricular Cut: Biology – Animal Talk (p. 32);  Progress Check 1 (p. 33); 
Focus on RNE (p. 34)

  2 Challenges 
(pp. 37-70)

animal groups
animal sounds
ways to speak
disasters
idioms 
feelings
phrasal verbs
extreme
sports

tense
revision
collective
nouns
conditionals
wishes
unreal past
time adverbs

The Serengeti
(multiple choice)
(pp. 38-39)
In the shadow of
Vesuvius 
(text completion)
(pp. 42-43)
Challenges 
(multiple
matching)
(pp. 46-47)

for gist
for detail
for specific
information

Task 1 (p. 50)
Task 2 (p. 50)
Task 3 (p. 51)

express
dissatisfaction
give & react to
news
express opinion 
encouragement
and response
compare &
contrast ideas

Tasks 1, 2 (p. 52)
Task 4 (p. 53)

a summary of
a text
a letter to a
pen friend
telling him
your news
a diary entry
about a
disaster you
experienced
semi-formal/
formal
letters/emails

Across Cultures – Natural Treasures (pp. 62-63);  Literature – The Burning World (pp. 64-65);
Curricular Cut: Science – Standing on Solid Ground? (p. 66);  Progress Check 2 (p. 67);
Focus on RNE (p. 68)

  3 Survival 
(pp. 71-102)

evolution
conservation
heredity 
space
GM foods
food/drink

inversion 
emphatic
structures
so – neither/
nor
linkers
prepositions
countable/
uncountable
nouns

Lonesome
George (multiple
choice)
(pp. 72-73)
Will we all have
to leave home? 
(text completion)
(pp. 76-77)
Science vs
Nature (multiple
matching)
(pp. 80-81)

for gist
for opinion
for detail
for specific
information

Task 1 (p. 84)
Task 2 (p. 84)
Task 3 (p. 85)

make & respond
to suggestions
express advantages/
disadvantages
decide on food/
drink
express agreement/
disagreement
use quotations

Tasks 1, 2 (p. 86)
Tasks 3, 4 (p. 87)

a letter of a
summary of a
text
a short
paragraph
stating your
opinion on
GM food
essays
an article on
global
warming

Across Cultures – Banking on the Future (pp. 94-95);  Literature – The Lost World (pp. 96-97);
Green Issues – Deserts (p. 98);  Progress Check 3 (p. 99); Focus on RNE (p. 100)

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Module
Vocabulary
Grammar
Reading
Listening
Speaking &
Functions
Writing

  4 Spoilt for
Choice 
(pp. 103-132)

crime
technology
education
social/world
issues
welfare
work
festivals
organisations
phrasal verbs

relatives –
relative
clauses
the definite
article
quantifiers

First days
(multiple
choice)
(pp. 104-105)
To The Ends Of
The Earth 
(text completion)
(pp. 108-109)
Let’s Talk Shop
(multiple
matching)
(pp. 112-113)

for specific
information
for gist
for detail

Task 1 (p. 116)
Task 2 (p. 116)
Task 3 (p. 117)

express annoyance/
sympathy
make deductions 
make suggestions/
accept/reject
compliment/thank

Tasks 1, 2 (p. 118)
Tasks 3, 4 (p. 119)

a diary entry
describing
your first day
at school
a short
paragraph on
advertising  
essays

Across Cultures – Shopping in Style (pp. 124-125);  Literature – 800 Leagues on the 
Amazon (pp. 126-127); Curricular Cut: Science – Clouds (p. 128);  Progress Check 4 (p. 129);
Focus on RNE (p. 130)

  5 Rights 
(pp. 133-162)

crime
technology
education
social/world
issues
welfare
work
festivals
organisations
phrasal verbs

clauses of
concession
modals
intensifying
adjectives
passive
causative
prepositions

Caught in the
act (multiple
choice)
(pp. 134-135)
Clockwork
communication 
(text completion)
(pp. 138-139)
Watching the
Detectives 
(multiple
matching)
(pp. 142-143)

for gist
for detail
for specific
information

Task 1 (p. 146)
Task 2 (p. 146)
Task 3 (p. 147)

give an eye-
witness account
serve customers/
buy things
narrate
experiences
express feelings

Tasks 1, 2 (p. 148)
Tasks 3, 4 (p. 149)

application
a formal letter
of complaint
a diary entry 
a presentation
on an
organisation
a review of a
TV series
expository
essays

Across Cultures – Festivals (pp. 154-155);  Literature – The Caves of Steel (pp. 156-157);
Curricular Cut: Citizenship – Unicef (p. 158);  Progress Check 5 (p. 159);
Focus on RNE (p. 160)

Grammar Reference (pp. 163-178)
Focus on RNE Listening Tasks (pp. 179-180)
Further Writing Practice (pp. 181-202)
Appendix I - Phrasal Verbs (pp. 203-207)
Appendix II - Verbs, Adjectives, Nouns with Prepositions/Prepositional Phrases (pp. 208-212)
Appendix III - Spelling Rules (p. 212)
Appendix IV - Pronunciation (p. 212)
Irregular Verbs (p. 213)

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Module 1

Communication

 ▶   Look at Module 1
       •    Describe the pictures.
      •    Which units are the pictures from? What is
each unit about?

 ▶   
Find the page numbers for

      •    a pop group

      •    a snake

      •    a joke

      •    a music festival

 ▶   Listen, read and talk about ...
       •    body language
       •    music, mime, dance
       •    character adjectives
       •    languages
       •    ways animals communicate

 ▶   Learn how to ...
       •    express preferences
       •    ask about/express feelings
       •    invite & accept/refuse invitations

       •    ask for/give advice
       •    structure discourse

 ▶   Practise ...
       •    comparisons
       •    -ing/(to-) infinitive in expressing preferences
       •    clauses of reason/purpose/cause & effect
       •    phrasal verbs

 ▶   Write/Give ...
       •    a presentation of gestures used in your country
to express feelings
       •    an informal email describing a festival you
attended
       •    a short paragraph about a performance
     •    informal letters/emails

1

2

3

4
5

MODULE 1 5

Units 1-14

Across Cultures: Language Roots

Literature: Doctor Dolittle

Curricular Cut (Biology): Animal Talk

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MODULE 1
6

Y

ou will probably laugh when I tell you that my interest

in body language was sparked by a favourite

professor of mine at university. He mentioned ‘Pinocchio

Syndrome’ to me one wintry morning after claiming that I always

rubbed my nose when giving excuses for being late to his

lectures. Apparently, when someone tells a lie, the person’s

blood rushes to the nose and the extra blood makes it itchy. So

if you think someone is not being entirely honest with you,

perhaps like my professor you should watch to see if they

scratch
their nose! This little example of non-verbal

communication inspired me to become a body language expert.

Now, I earn my living by training people in non-verbal

communication. Knowing when someone is lying and knowing

how to convince people you’re telling the truth are two of the

most important skills you’ll ever learn. For example, lawyers

build their reputation on their deductive skills when cross-

examining in court, while politicians need to rely on their powers

of persuasion to gain support. 

I have dedicated my life to studying the ways the human

body gives more reliable information than the words we speak.

The words say one thing but the body may say something

completely different. This is the theory of body language and

most of us are familiar with the basics. We know that crossed

arms can be seen as either defensive or aggressive, but what

about facial expressions, gestures, posture, and the intonation

and rhythm of our speech? All of these speak volumes and can

be understood if you only know how to make sense of the signs.

Take the eyes, for example. If I told you a lie, you would

probably expect me to look away rather than look you full in the

face. However, this is not, as commonly thought, the sure sign

of a lie, but the reflexive movements we make when we are

trying to remember something. Because of this, glancing away

is not as easy to interpret as you might believe. A good liar is

not searching his memory for the truth, so he can quite easily

look you straight in the eyes as he speaks to make the lie more

convincing. Here’s a tip, though. Watch the pupil of the eye;

does it change size? If it gets bigger, this is probably an

involuntary sign that something is being hidden. 

Body language is something that the majority of us cannot

control; it’s what escapes when we’re concentrating on

something else. I might think I’m creating a good impression

because my voice is strong and steady and my speech is clear,

but the sweat pouring off my forehead and my constantly

moving feet say otherwise.

Business clients are constantly in need of my services and I

try to improve their confidence in themselves by teaching them

about body language. I give advice about handshakes, which

should always be firm and steady, and I teach the importance of

personal space, explaining that people who live in warm

climates stand a lot closer to one another than people in cooler

climates. They may seem like minor matters, but these codes of

behaviour can be the key to making or breaking a business deal. 

My working life gives me a great deal of satisfaction. I feel

that I’m providing a public service, but it is a service that has had

its downside. Whenever I meet someone new and I tell them

what I do for a living, they immediately put their guard up and

they’re no longer relaxed. They quite literally freeze in the

attempt to hide all the signals that they assume I’m reading. It

makes life difficult at times, but I consider it a small price to pay

for a job I enjoy so much.

Reading

3    
Read the text and
complete tasks 1-7. In each task
choose number 1, 2, 3 or 4.

Lead-in

1     Who’s the man in the pictures?
Which character does he 
      portray? What is special about 
      the character?

by Mark Evans

2    Read the title of the text. How do you
think this character is related to the
text? Read through to find out.

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Project: What gestures do people in
your country use to show anger, joy,
worry, regret, annoyance and other
emotions? Collect as much information
as you can and prepare a presentation
for the class. Use photographs to
illustrate your work.

Speaking & Writing

6   
Listen as you read the
text again. How does the writer feel
about his job? Give reasons based on
the text. Would you ever choose to
do this kind of job? Why/Why not?

Think!
TThink!
hink!

MODULE 1 7

4   Match the words/phrases in bold from the text to
their definitions: likely to be correct, moves quickly,
simplest ideas, understand the meaning, make someone
believe something is true, rub fingernails against the skin,
unconscious physical response, suppose, believable,
focusing on, the deciding factor. Then, explain the
underlined words/phrases. 

 1        Why did the writer originally become
interested in body language?
           1   Someone made a comment to him.
           2   He wanted to know why people tell lies.
           3   He wanted to learn more about ‘Pinocchio
Syndrome’.
           4   His professor recommended the subject
to him.

 2        According to the writer, non-verbal
communication is important because
           1   it helps lawyers to be more skilful.
           2   politicians need to know when people are
lying.
           3   it can help make people believe what you
tell them.
           4   it provides a unique way of earning one’s
living. 

  3        What does the writer assume about his
readers?
            1   They are able to change their intonation.  
            2   They need to develop good posture.  
            3   They use only words to communicate.
            4   They know something about the subject. 

 1   ..... communication
 2   ..... expert
 3   ..... one’s reputation
 4   ..... of persuasion
 5   ..... one’s confidence

 6   ..... arms
 7   ..... expressions
 8   personal ..... 
 9   ..... matters
10   ..... deal

Multiple choice

Read the text quickly to get an idea of what it is about. Read the statement stem, then find the
part of the text which the statement refers to. Go through the choices and choose the one that
fits best. The information might be rephrased.

  4        The writer feels it is not easy to
recognise when someone is lying
because
           1   they have an honest look on their face.
           2   they move their eyes very rapidly.
           3   listeners can read body language incorrectly.
           4   listeners do not look into their eyes.

 5        The most important thing for
businessmen to learn is the
           1   laws of a particular country.
           2   correct way to behave.
           3   necessity of being polite.
           4   skill of appearing confident.

 6       People react in a negative way when
they meet the writer because they
           1   think he is too self-confident.
           2   assume that he is always lying.
           3   have heard about him previously.
           4   believe he is studying them.

 7       What do we learn about the writer
from the passage?
           1   He makes a lot of money from his job.
           2   He travels the world giving advice.
           3   He is dedicated to his work.
           4   He trains body language experts. 

5    
Complete with: build, improve, facial, business,
non-verbal, powers, crossed, body language, space,
minor. Make sentences based on the text, using the
phrases.

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Use the verbs in the list to complete
the sentences below.

• clenched  • bowed  • wrinkled  • squinted
• shrugged  • snapped  • shook  • drummed
• scratched  • licked

 1   He had forgotten his glasses, so he ..... to read the
small print.
 2   Robert ..... his head in shame when he
remembered how rude he had been to his teacher.
 3   She ..... her fingers impatiently on the counter as
she waited for the manager to come.
 4   She ..... her teeth angrily and made a brave effort
not to show how much she hated him.
 5   He ..... his fingers to attract the waiter’s attention.
 6   She ..... her nose in disgust when she smelt the bad
meat in the fridge.
 7   The children ..... their lips hungrily when they saw
the delicious cake.

e.g.  Ben has his hands on his hips. His face is red and …

MODULE 1
8

•   Ways to look

4   
Check these words in the dictionary.
Use the words in their correct form to
complete the phrases. Which of these verbs
best describe the people in the pictures? 

• glare  • stare  • wink  • peer  • glance

blushing

lowered
eyelids

giggling

downturned
mouth

eyes cast
down

mouth open

wrinkled forehead

red face

clenched
teeth

hands
on hips

tapping his foot

raised eyebrows

head down

Ben

Phoebe

Ryan

Beth

raised
hands

eyes wide
open

feet turned inwards

clasping
her hands

folded arms

Vocabulary & Grammar

1     Use the phrases to describe the cartoon
drawings. How do you think each person is
feeling?

 1   You shouldn’t ..... at people. It’s rude.
 2   She ..... at the children so that they knew she
was joking.
 3   He ..... through the keyhole to see what was
happening in the room.
 4   The teacher ..... angrily at the children.
 5   The doctor only had to ..... at his patient to see
he was ill.

 8   James just ..... his shoulders as if he didn’t care
when he heard the news.
 9   My grandfather ..... his head in disbelief when he
heard how much my new designer jeans cost.
10   He ..... his head thoughtfully as he read the difficult
questions in the exam.

3    Choose the correct word. Then translate
the sentences into Russian.

 1   I don’t trust/recall/consider/think him to be a
very reliable person.
 2   My father cannot lift anything heavy because he
hurts/suffers/aches/pains from a bad back.
 3   I’m afraid that I’m not familiar/aware/known/
recognised with any of his books so I can’t
answer your question.
 4   Many people move to big cities hoping to make a
better income/earning/wage/living for themselves.
 5   I can’t make any sense/logic/reason/explanation
of this letter – the handwriting is so bad!
 6   The little girl was so curious/fascinated/
interested/attracted by the story that she
asked her mother to read it again.
 7   Peter turned/bent/nodded/lowered his head in
understanding when I explained the problem.
 8   He clenched his nose/fingers/eyes/teeth when
the doctor gave him an injection.
 9   The audience punched/clapped/tapped/smacked
their hands enthusiastically at the end of the
performance. 
10   He couldn’t look/stare/glance/gaze his mother
in the eye because he was so ashamed of what he
had done.

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MODULE 1 9

•   Multiple Choice Cloze

5    
Read the text with the gaps marked
by numbers 1-7. These numbers correspond with
tasks 1-7, which contain answers that are possibly
correct. Choose number 1, 2, 3 or 4 for each task.

  1
1   irritable   2   nervous          3   impatient   4   doubtful

  2
1   replies     2   explanations   3   answers    4   responses

  3
1   similar     2   equal              3   like           4   same

  4
1   founded  2   realised          3   exposed    4   revealed

  5
1   forming   2   having             3   standing    4   taking

  6
1   hard        2   strong            3   tough        4   strict

  7
1   effect      2   development  3   result        4   conclusion

7    
Complete the sentences so that
they are true for you.

 1   (good) actor in the world ... 
      I think the best actor in the world is ...
 2   (funny) person I know ... 
 3   (tiring) job ...
 4   (expensive) restaurant in my town ...
 5   (cold) place in my country ...
 6   (difficult) language in the world ...
 7   (windy) place in my country ...

•   Key word transformations

8   
Complete the sentences using
the words in bold. Use two to five
words.

 1   Bill earns more money than Ann.
      as       Ann doesn’t ..... Bill.
 2   If you practise, you’ll get better.
      the      The more ..... will get.
 3   We finished in half the time she took.
      twice   It took her ..... it took us to finish.
  4   This is the fastest she can run.
      any      She can’t ..... this.
 5   He didn’t expect it to cost so much.
      paid     He ..... he expected.

•   Comparisons   GR p. 163

6   
Complete the sentences with a
positive or negative comparative
form to show your opinion. 

 1   Doctors should be paid ..... (much)
money than footballers.
 2   It is ..... (hard) to forget than to forgive.
 3   Happy people tend to be ..... (self-
centred) than unhappy ones.
 4   Painting is ..... (relaxing) than listening to
music.
 5   Rich people are ..... (happy) than poor
people.

Standing
Messages

You’re standing in a public area. Suddenly there’s a
disturbance. Though you can’t see what’s going on, you
immediately feel 1) ..... and quickly move away. 
Scientists have long known about animal 2) ..... to
danger. For instance, if one animal begins to run away,
then all the other animals in the group will follow. But
scientists have been baffled by what causes 3) .....
behaviour in humans. What is it that causes fear to spread
so quickly through a group of people?
Researchers at Harvard believe they may have solved
the mystery. In the past it was accepted that people
judged emotional situations simply by looking at faces.
This new study has 4) ..... that the position of the body is
also important.
To test their theory, the scientists showed pictures of
people 5) ..... in different poses but with their faces
rubbed out. The pictures showed people in happy, neutral
and fearful positions. While the test subjects looked at the
pictures, their brains were scanned to see how they
reacted. The researchers found that the fearful position
caused a very 6) ..... reaction despite the lack of any facial
expression in the pictures. The effects suggest that
humans react instinctively to a position of fear in other
people and that this 7) ..... in our behaviour has helped
humans to survive in dangerous situations throughout our
evolution.

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MODULE 1
10

Lead-in

1     Look at the two pictures. How are
they related? Why do people enjoy
events like this?

2    
What types of music do
you enjoy? How do they make you
feel? Listen to the music clips and
match them to the type of music.

 A   classical
 B   folk
 C   country
D   jazz

 E   pop
 F   rock
G   blues

3    
Read the quotation. In pairs,
discuss its meaning and then say
whether you agree or disagree with
it. 

Think!
TThink!
hink!

“Music is the shorthand of emotion.”
Leo Tolstoy

5    Explain the words in bold. Use them in sentences
of your own to illustrate their meanings.

6   
Complete with: hand-crafted, language, main,
swap, high, broaden, get, common. Use the phrases to
make sentences based on the text.

Text completion

Read the text through, then read the list
of missing phrases. Start fitting the
phrases into the gaps. Match the topic
of the missing phrase with the topic of
the phrase before and after each gap.
Look for clues such as reference words
(he, there, etc) or linking words before or
after each gap. Check that the phrase
you choose fits grammatically and
makes sense. Read the completed text
to see if it makes sense.

Reading

4   
Read the text and
complete the gaps A-F with the parts
of the sentences marked by numbers
1-7. One part is extra.

 1   ..... attraction
 2   ..... goods
 3   ..... our horizons
 4   ..... stories

 5   ..... sight
 6   ..... barriers
 7   ..... spirits
 8   ..... the chance

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