Английский язык: учебник для 9 класса общеобразовательных организаций
Учебник «Английский язык» для учащихся 9 класса общеобразовательных организаций соответствует 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.
- Профессиональная подготовка по профессиям рабочих и по должностям служащих
- 00.01.02: Иностранный язык
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