Английский язык: учебник для 9 класса общеобразовательных организаций

ФГОС
ИННОВАЦИОННАЯ ШКОЛА

Ю.А. Комарова
И.В. Ларионова

АНГЛИЙСКИЙ ЯЗЫК

Учебник для 9 класса
общеобразовательных организаций

5-е издание

Рекомендовано Министерством просвещения
Российской Федерации

Экспертное заключение № 004508
от 19.12.2016 г. (научная экспертиза) 
Экспертное заключение № 004520
от 19.12.2016 г. (педагогическая экспертиза)
Экспертное заключение № ОЭ/16-0196
от 26.12.2016 г. (общественная экспертиза)

Соответствует
Федеральному государственному
образовательному стандарту

Москва
«Русское слово»
2019

УДК 373.167.1:811.111*09(075.3)
ББК 81.2Англ-9
          К63

 
 
 © Ю.А. Комарова, 2014, 2019
 
 
 © И.В. Ларионова, 2014, 2019
 
 
 © К. Макбет, 2014, 2019
ISBN 978-5-533-00759-7 
 
 © ООО «Русское слово — учебник», 2014, 2019

Комарова Ю.А.
К63 
Английский язык: учебник для 9 класса общеобразовательных организаций / Ю.А. Комарова, 
И.В. Ларионова. — 5-е изд. — М.: ООО «Русское слово — учебник», 2019. — 164 с.: ил. — (ФГОС. Инно-
вационная школа).
 
 
ISBN 978-5-533-00759-7
Учебник «Английский язык» для учащихся 9 класса общеобразовательных организаций соответству-
ет Федеральному государственному образовательному стандарту общего образования, Примерной 
основной образовательной программе основного общего образования, входит в систему учебников 
«Инновационная школа». 
Аудиоприложение к учебнику размещено на сайте издательства «Русское слово» русское-слово.рф.

УДК 373.167.1:811.111*09(075.3)
ББК 81.2Англ-9

Авторы: 
Комарова Юлия Александровна, доктор педагогических наук, профессор, член-корреспондент 
РАО, проректор по международному сотрудничеству Российского государственного педагогического 
университета им. А.И. Герцена;
Ларионова Ирина Владимировна, заведующая кабинетом иностранных языков Санкт-Петербургской 
академии постдипломного образования;
Кэтрин Макбет, преподаватель английского языка как иностранного, редактор учебно-методической 
литературы по английскому языку, автор учебных пособий по английскому языку для детей среднего 
школьного возраста.

Starter unit 
 
 
 
 
 
 
 
 
 
page 6

1  Unit 1 Fashion Victims? 
 
 
 
 
 
 
 
page 9

2  Unit 2 Great Escapes  
 
 
 
 
 
 
 
page 21

3  Unit 3 Crossing Cultures 
 
 
 
 
 
 
 
page 33

 
 
REVISION 1 
 
 
 
 
 
 
 
 
 
page 45

4  Unit 4 What Next? 
 
 
 
 
 
 
 
 
page 49

5  Unit 5 Our Changing World  
 
 
 
 
 
 
page 61

6  Unit 6 Express Yourself 
 
 
 
 
 
 
 
page 73

 
 
REVISION 2 
 
 
 
 
 
 
 
 
 
page 85

7  Unit 7 Against the Odds 
 
 
 
 
 
 
 
page 89

8  Unit 8 Let's Get Together 
 
 
 
 
 
 
 
page 101

9  Unit 9 Wonderful World 
 
 
 
 
 
 
 
page 113

 
 
REVISION 3 
 
 
 
 
 
 
 
 
 
page 125

 Across the curriculum 
 
 
 
 
 
 
 
page 129

 
 
Dictionary 
 
 
 
 
 
 
 
 
 
page 148

 
 
Irregular verbs 
 
 
 
 
 
 
 
 
page 163

Student’s Book contents

Extra contents

Unit
Vocabulary
Grammar 
Reading & Listening

Starter Unit

Page 6

◆ Verbs, nouns, adjectives, 
adverbs and prepositions

◆ Questions

◆ Present simple and 
expressions of frequency

◆ Comparative and superlative 
adjectives and adverbs

Fashion 
Victims?

Page 9

◆ Materials and patterns

◆ Compound nouns: fashion 
accessories

◆ Order of adjectives

◆ Present simple and present 
continuous

◆ Relative pronouns

◆ R:  The Search for 
Fair Trade School 
Uniforms

◆ L: A radio report

Great Escapes

Page 21

◆ Verb collocations

◆ Fact and fiction

◆ Word formation: -ence, 
-ion, -ible, -ful, re-

◆ Past simple and past 
continuous

◆ Present perfect

◆ R: Splash Landing

◆ L:  A narrative about 
a fire

Crossing 
Cultures

Page 33

◆ Body language

◆ British and American 
English

◆ Word formation: -ish, -ian/
an, -ee, -ship, -ion

◆ Present perfect with for and 
since; just, yet and already

◆ Present perfect and past 
simple

◆ Past perfect

◆ R:  Welcome to Summer 
School!

◆ L: A phone call

  REVISION 1 Page 45  Review your progress

What Next?

Page 49

◆ Job sectors

◆ Personal qualities

◆ Word formation: -ship, 
-ment, -tion

◆ Compound adjectives

◆ will, be going to and present 
continuous for future

◆ Gerunds and infinitives

◆ R:  16+ Your Future … 
Your Choice!

◆ L: A job interview

Our Changing 
World

Page 61

◆ 21st century issues

◆ The environment: verbs 
and nouns

◆ Word formation: -ence, 
-ism, -tion, -ment, -ing, -al

◆ First and second conditionals

◆ Third conditional

◆ I wish ...

◆ R:  Flood! Fiction or 
Prediction?

◆ L:  A presentation about 
oil

Express 
Yourself

Page 73

◆ Visual arts

◆ Nouns as adjectives: 
materials

◆ Word formation: -ity, 
-ment, -ure, -ise

◆ The passive: affirmative and 
negative

◆ The passive: questions

◆ R:  Scotland’s Graffiti 
Castle

◆ L:  A radio 
announcement

   REVISION 2 
Page 85  Review your progress

Against the Odds

Page 89

◆ Fears and phobias

◆ The five senses

◆ adjective + preposition

◆ Modals of obligation, 
prohibition and ability

◆ Modals of deduction and 
possibility

◆ R:  The Human Spider 
Returns to London

◆ L:  A dialogue with an 
athlete

Let’s Get 
Together

Page 101

◆ Relationship verbs

◆ Reporting verbs

◆ Сharacter and 
appearance

◆ Reported speech

◆ Reported questions with if

◆ R: The EX Factor

◆ L: A radio programme

Wonderful World

Page 113

◆ Describing places

◆ Word formation: -ous, -ful, 
-ing, -ible/-able

◆ Collocations: holiday 
activities

◆ used to 

◆ Subject and object questions

◆ Tense review

◆ R:  The Seven Wonders 
of the World 

◆ L:  Childhood holiday 
memories

   REVISION 3 Page 125  Review your progress

1

2

3

4

5

6

7

8

9

4

Culture
Speaking & 
Pronunciation
Writing
Dialogue builder
Across the 
curriculum

◆ Talking about likes/dislikes 
and preferences

◆ Urban Tribes

Culture 
today

◆ Asking questions in the  
present tense

◆ Word stress

◆ Your opinion

◆ Giving your opinion

◆ Making a complaint
There’s a problem with 
this …
I’d like a refund, please.

History

Page 130
CLIL

◆ Escape from Reality 
… into the Past 

Culture 
today

◆ Talking about experiences

◆ [d] [t] [ɪd]

◆ A book review

◆ Relative clauses

◆ Agreeing and 
disagreeing
I (don’t) really like …
So / Neither do I.

Health & 
Safety

Page 132

CLIL

◆ Could You Become a 
British Citizen?

Culture 
today

◆ Asking questions in the 
present perfect and past 
simple

◆ [h]

◆ A language 
learning experience

◆ Tenses and time 
expressions

◆ An English 
speaking test
Could you introduce 
yourself?
Tell me a bit about …

History

Page 134
CLIL

◆ Which Way Next?

Culture 
today

◆ Talking about job sectors

◆ Understanding fast speech

◆ A formal letter

◆ Organization of  
formal letters

◆ Arranging an interview
Could I speak to …? 
We’d like to invite you 
for an interview.

Geography

Page 136
CLIL

◆ You Are What You Eat!

Culture 
today

◆ Talking about the 
environment

◆ Intonation

◆ A for and against 
essay

◆ Linkers of contrast 
and addition

◆ Apologising
I feel bad now!
Don’t worry about it!

Science

Page 138
CLIL

◆ Is It Art?

Culture 
today

◆ Talking about artwork

◆ Weak forms: was and 
were

◆ A description of
a work of art

◆ Participle clauses

◆ Asking for and giving 
opinions
What do you think of …?
I’m not very keen on it.

Art

Page 140
CLIL

◆ The Gift of Dyslexia?

Culture 
today

◆ Talking about disabilities

◆ s ending in plural nouns

◆ A biography

◆ Expressions of time 
and sequence

◆ Asking for permission
Can’t I stay out later?
You’d better ask …

Social
science

Page 142

CLIL

◆ Party Boy Says Sorry

Culture 
today

◆ Talking about relationships

◆ Linking

◆ An email

◆ Contractions 

◆ Asking someone out
Do you want to go out 
tonight?
That’s a shame.

Literature

Page 144
CLIL

◆ Around the World …

Culture 
today

◆ Talking about holiday 
activities

◆ Word stress

◆ Your holidays

◆ Editing your work

◆ Making requests: at the 
bank
Could you …?
Would you mind + -ing?

Geography

Page 146
CLIL

5

Starter unit

  Recycle Verbs, nouns, adjectives, 
adverbs and prepositions

3  Find these words in the text. How do you 
say them in your language?

between   long   people   speak   around   often   
perfectly   say   little   alphabet   usually   well

4  Copy and complete the table with the words 
from exercise 3.

verbs
nouns
adjectives

adverbs of 
frequency
adverbs of 
manner
prepositions

people

  Recycle Questions with be, have got, 
there is / there are, can and do

1 Complete the questions with these words.

does   are   can   has

What do you know about English?
How many people (1) … speak English?
Where (2) … English come from?
How many letters (3) … the English 
alphabet got?
How many words (4) … there in English?
What (5) … the most common words in 
English?

2 Read the information and answer the 
questions in exercise 1.

Hi! I’m learning 
English at a language 
school in Liverpool.

Hello! My name’s Ruth 
and this is my Russian friend, 
Vera. She’s staying at our house 
this summer.

The three English words that people use most often are the, of 
and to. The word sorry isn’t in the top ten, which is surprising 
because British people say sorry nearly two million times during 
their life!

The English alphabet has got 
26 letters. It isn’t as long as 
some other European alphabets. 
Hungarian, for example, has got 
40 letters.

The English Language

English is the first language in about 
70 countries, so there are more than 
400 
million 
people 
who 
speak 
it 
perfectly. 
Around 
the 
world, 
there 
are between 350 and 380 million 
people who can speak English well as
a second language.

Modern English comes from Old English 
which developed from the old Anglo-
Saxon 
language. 
Other 
languages, 
including French, Norse, Greek and Latin, 
also shaped English at some stages.

There are about 300 000 words 
in a complete English dictionary, 
but most people usually use about 
30 000 words.

  Recycle Present simple and 
expressions of frequency

5  Look at the table. Change they to she. 
How do the verbs change?

+
They often listen to music.

–
They don’t usually listen to music.

?  Do they listen to music every day?

Adverbs of frequency usually go before the 
verb. Expressions of frequency usually go at 
the end of the sentence.

6  Complete the text with the present simple 
form of the verbs in brackets.

7  Write sentences. Use the adverbs and 
expressions of frequency in the correct place.
1 Vera / forget / her homework. (never)
2 She / catch / the bus. (every morning)
3 The students / go out together. (often)
4 They / have excursions. (twice a week)
5 Vera / speak / Russian. (hardly ever)
6 She / go / to England. (once a year)

  Recycle Adjectives: comparatives and 
superlatives

8 Copy and complete the table.

adjective
comparative
superlative

1  …
smaller
smallest

2  …
bigger
biggest

3  …
funnier
funniest

4  …
more boring
most boring

5  …
better
best

6  …
worse
worst

9 Complete the questions with the 
comparative or superlative form of the 
adjectives in brackets.
1 Do you think English is … (easy) than Maths?
2 What’s … (bad) subject at school?
3 Are you … (tall) than your teacher?
4 Who is … (young) person in your class?
5 Which football club is … (good), Spartak or 
Dynamo?
6 What’s … (popular) football team in your 
class?
7 Who is … (intelligent) person in your family?
8 Is your city … (big) than London?

 
10 
10 Your voice  Work in pairs. Ask and answer the 
questions in exercise 9.

  Recycle Adverbs: comparatives and 
superlatives

 
11 
11 Copy and complete the table.

adverb
comparative
superlative

1  …
more easily
most easily

2  …
better
best

3  …
worse
worst

4  …
earlier
earliest

5  …
faster
fastest

6  …
later
latest

7  …
more often
most often

8  …
sooner
soonest

9  …
farther/further
farthest/furthest

 
12 
12  Complete the sentences with the comparative 
or superlative form of the adverbs in brackets.

1 If you work … (quick), you'll finish ... (soon) 
and then you can go home ... (early).
2 Out of all the students in my music school,
I practise … (often).
3 I was ill before the exam and I did … (badly) 
than Alex.
4 The … (far) I’ve run in one day is about 10 km.
5 Out of all the members of the choir, Li sang 
… (well).

 
13 
13 Your voice   Now describe your actions using 
comparative and superlative adverbs. Use 
exercise 12 as a model.

study sing play football wake up run

The English School

Name: Vera Moskvina

Here at The English School, we are all very happy 
with Vera’s progress. She always (1) … (ask) if she 
(2) … (not understand) and she usually (3) … 
(do) her homework. Vera (4) … (enjoy) meeting 
the other students from Russia, and they 
(5) … (not speak) Russian together. We all hope 
that she (6) … (continue) with her English studies.

7

Recycle  Talking about likes/dislikes and preferences

 13 13 
02  Read and listen to the dialogue. Answer the questions.

1  Who is Liam?
2 Who does Vera usually share a room with?
3 Which bed does Vera prefer?
4 Does Vera like getting up early?

 
17 
17 Study the examples. Which expression 
doesn’t take the -ing form? 
I like / love / enjoy listening to music.
I hate / don’t like getting up early.
I don’t mind sharing a room.
I prefer being near the window.
I’d rather be next to the door.

   Recycle  Speaking

 
18 
18 Work in pairs. Ask and answer the 
questions.

Get to know your classmates!
1 What kind of music do you like listening to?
2 How often do you go to concerts?
3 What time do you usually get up?
4 Do you mind getting up early?
5 Where do you like going on holiday?
6  Would you rather go on holiday with 
your family or your friends?
7 Which subject don’t you like studying?
8 What are your favourite subjects?

 14 14 Read the examples. How do you say them 
in your language?

Imperatives
Don’t worry.
Wake me up at ten o’clock!

Look!
Look!

 15 15 Write the words in order to make imperative 
sentences.
if / Ask / you / something / understand / don’t.
Ask if you don’t understand something.
1 forget / bring / to / Don’t / books / your.
2 page / Open / books / your / at / ten.
3 late / be / Don’t / class / for.
4 your / do / Remember / homework / to.
5 be / shy / Don’t.
6 English / Speak / classroom / the / in.

 16 16 The sentences in exercise 15 are things 
your teacher would say. Can you complete 
these sentences for you to use in class?
1 Sorry, … understand.
2 Could …, please?
3 How … in English?
4 What … mean?

Welcome to our house! That’s my 
brother Liam’s bedroom, and this 
is our room. Do you mind sharing 
with me?

a

No, not at all. I usually share with 
my sister anyway. 

b

Would you rather sleep in 
this bed or that one next to 
the window?

c

About seven o’clock when I’ve 
got school, and much later 
at the weekend.

e 

Great – I like having a lie-in. Wake 
me up at ten o’clock!

f

I think I’d rather have that 
one if you don’t mind. I like 
being near the door. What time 
do you usually get up in the 
morning?

d

Fashion  Victims?

Unit contents:
Vocabulary  Materials and patterns; compound nouns: fashion 
accessories; order of adjectives
Grammar Present simple and present continuous; relative pronouns
Skills  Read about a fair trade adventure
Listen to a report from a fashion show
Write your opinion of an advert
Practise making a complaint
Across the curriculum History
Culture today Urban Tribes

1 The most expensive item of clothing in the world was sold at an 
auction for more than $1 million. What was it?
a) David Beckham’s shirt
 
b) Marilyn Monroe’s dress
c) Beyonce’s hat

2 Why do we call denim trousers ‘jeans’?
a) Because Italian sailors in Genoa wore similar trousers.
b) Because Mr Jean invented them.
c) Because they come from the Scottish town of Jeantown.

3 What is a catwalk?
a) The raised area at a fashion show that the models walk along.
 
b) A special area where cats walk.

4 Who do you think is the most fashionable ...
а) actor/actress?
 
b) singer?
 
c) sportsman/sportswoman?

9

an

9

Vocabulary 1

Reading

5  
04  Read and listen. How many words for 
describing clothes can you find in the text?

6  Read the text again. Choose the correct 
answers.
1 Wood Green School students wear / don’t 
wear a school uniform.
2 They want cheap / ethical shirts.
3 The girls in the cotton fields earn more / less 
than Sam’s pocket money.
4 In the organic village, they use / don’t use 
pesticides.
5 Sam, Rita and Trish succeed / don’t 
succeed in making fair trade shirts.

7  Find these numbers in the text. Write
a sentence for each one.
three    The three teenagers visit the cotton fields.

three   12   five   four

8  Match the parts of the phrases. How do 
you say them in your language?
1 a pair of 
a) money
2 a lot of  
b) girls
3 a group of 
c) trousers
4 rolls of 
d) shirts
5 a box of 
e) cotton

T-shirt   shirt   skirt   trousers   shorts   
jeans   trainers   jacket   shoes   socks
Materials and patterns

1  Copy and complete the table with these 
words. Use a dictionary to help you.

cotton     flowery     leather     tie-dyed   
tartan     denim     wool     plain     silk   
striped     velvet     checked

materials
patterns
cotton

2 
03  Look at the pictures and complete the 
sentences with the words from exercise 1. 
Then listen and check.

 
Vocabulary plus ➜ Workbook p116

1 He’s wearing a … denim jacket.
2 Look at this ... cotton T-shirt!
3 I like your ... silk dress.
4 That’s a nice … wool scarf.
5 He’s wearing a … cotton shirt.
6 She’s wearing a … velvet jacket.
7 These … leather boots are really trendy!

  Recycle   Look at the pictures in this unit. 
How many of these clothes can you find?

3  Study the examples. Is the word order the 
same in your language?

4  Your voice  Describe what these people are 
wearing. Use the correct order of adjectives.
1 your teacher
2 the person sitting next to you
3 the people in the pictures on page 11

Order of adjectives 
pattern + material
some plain leather shoes
a flowery cotton dress

Look!
Look!

1

2

3

4

6

7

5

10 Your voice  Answer the questions.
1 What do you usually wear to school?
2 Where are your clothes from? Look at the 
labels!
3 Are any of the clothes you’re wearing today 
fair trade?
4 Think about how much your clothes cost. 
Where do you think the money goes?
5 Imagine the working life of the people that 
made your clothes. Describe a typical day.

THE SEARCH FOR FAIR TRADE 
THE SEARCH FOR FAIR TRADE 
SCHOOL UNIFORMS
SCHOOL UNIFORMS

Across the curriculum
History ➜ p130

9  Read the text again and answer the questions.
1 Describe the students’ school uniform.
2 Why do they want to wear fair trade shirts?
3 What is the work situation like for children in the 
cotton fields?
4 Why is the organic village different to the cotton 
fields?
5 Where do Sam, Rita and Trish find a factory to 
make the shirts?
6 Why do they buy shirts from this factory?

The three teenagers visit the cotton fields in India and see the darker side of the 
clothing industry. Here, they’re meeting a young girl who works 12 hours a day 
for less than five pounds a week. That’s less than Sam’s pocket money!

But Trish, Sam and Rita discover that it is possible to find organic, fair trade 
cotton. They visit a remote organic village where farmers don’t employ 
young children and they never use pesticides. ‘Fair trade is much more than 
a logo – it really affects people’s lives,’ says Sam.

Sam, Rita and Trish are looking for a factory to transform the 
rolls of cotton into shirts. They travel to Tirupur, the clothing 
capital of India. There they find an ethical factory where the 
workers are well treated, so they order a box of shirts.

Here we can see Sam, Rita and Trish’s classmates. They are wearing the 
new white school shirts. If people can make fair trade shirts for just four 
pounds each, why can’t the high-street shops do the same?

Sam, Rita and Trish are students at Wood Green School in Oxford. 
They usually wear a school uniform of a plain white cotton shirt,
a comfortable sweater, and a pair of black trousers or a skirt. Tomorrow 
they’re leaving for India to make a television programme. It’s about their 
mission to find a way of making ethical school shirts because they don’t 
want their uniforms to be made in a sweatshop. They’re angry that the 
high-street shops make a lot of money, but the workers hardly ever benefit.

1

11