Английский язык. 11- класс. Углублённый уровень
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Тематика:
Гуманитарные дисциплины. Школа
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Просвещение
Авторы:
Вербицкая Мария Валерьевна, Каминс Карр Дж, Парсонс Дженнифер, Миндрул Ольга Сергеевна, Нечаева Екатерина Николаевна, Беляева Татьяна Николаевна
Год издания: 2023
Кол-во страниц: 256
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Вид издания:
Учебник
Уровень образования:
Среднее общее образование
ISBN: 978-5-09-110497-4
Артикул: 815808.02.99
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Углублённый уровень
Учебник
Под редакцией доктора филологических наук, профессора М. В. Вербицкой
Допущено
Министерством просвещения Российской Федерации
6-е издание, стереотипное
Москва « Просвещение » Pearson Education Limited 2023
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Unit Page Reading Listening Speaking
1 Bridging 6-8 People talk about families Rachel talks about Mark Discussion: habits and
the gap and friends relationships
8-9 Conversations: generation Speak Out: Agreeing
gap; Radio discussion and disagreeing
10-11 Article: dealing with Conversation: a difficult Difficult people: advice
difficult people flatmate
12-13 Dialogues; Song: Dialogues
If I could ...
14-15 Letters to a problem page Discussion: politics
2 Aren’t we 16-18 Article: amazing people Presenting an amazing
amazing? person
18-19 Radio programme: geniuses Discussion of genius
20-21 Multiple intelligences quiz Intelligence
22-23 Profiles: Eminem and Student presentation of a Speak Out: Presentation
Annie Lennox famous person skills: keeping your
audience involved
24-25 Stories
3 Is it good for 26-29 Myths and facts Marco answers questions Speak Out: Visual material:
us? about the visual material avoiding silences
30-32 Jigsaw reading: addictions Four people talk about Discussion: addictions
addictions
33 Rosie and Beth talk about Pairwork activity
diets
34-35 Leaflet: Coping with stress Discussion: stress and social li
36-37 Think Back Revision 1 | Units 1-3
38-45 Translation and Interpreting 1
46-53 Business Communication 1
4 Secret 54-56 Article: The Secret World Discussion of a cartoon
worlds of animals
57 Radio discussion of Speak Out: Giving
secret societies; Student presentations:
presentation Generalising
58-61 Extract from a novel: The Topic presentation
shadow of the wind
62-63 Book review (The
Constant Gardener) and
biography
5 Express 64-65 Website: A novel in a year Extracts from stories Discussion: quotes
yourself 66-69 Jigsaw reading: Move to Conversations: the arts Discussions: culture and
the music the arts; dance
70-71 Extract: Who’s sorry now? Pairwork activity
72-73 Radio phone-in: censorship Speak Out: Justifying
Tips for writing haiku opinions; Discussion
74-75 Think Back Revision 2 | Units 4-5
76-81 Translation and Interpreting 2
82-91 Business Communication 2
6 Good 92-94 News items: inventions
progress? 95 Maria talks about a bar Speak Out: Visual material:
chart and a graph graphs and charts
2
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Grammar Vocabulary Writing
Present and past habits: Present/Past Collocations: habits
Continuous, will, would, used to
Personality types and traits; Collocations
’d prefer and ’d rather Antonyms
Linkers Writing skills:
Organising your ideas in
a text
Narrative tenses with Past Perfect
Continuous
Words and expressions: brain
Train Your Brain: Suffixes
Profile of a famous
person
Adjectives, adverbs and dramatic verbs Writing skills: Making
your stories more
memorable
Gerunds and infinitives
Addictions: words and phrases
Verbs with gerunds or infinitives:
forget, remember, try, stop, like
fe Phrasal verbs Advice leaflet
Modal and related verbs: bound to,
allowed to, supposed to, likely to etc
Secret societies
Words from the text; Phrasal verbs and
idioms: look and see
Types of books; Adjectives and adverb Book review
collocations
Reported speech Adjectives
The arts; Words from the text;
Adjectives to describe music
Reporting verb patterns
Haiku
The Passive with passive infinitive and Pairwork activity
gerund
Interpreting graphs and charts _________________ 3
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Unit Page Reading Listening Speaking
96-99 Articles: Culture clash? Radio interview: Bhutan Discussion: culture clash
(Bhutan)
100-101 Mobile phones: for and Discussion: Internet
against chatrooms
7 Why risk it? 102-103 Ali talks about her bad Pairwork activity
luck
104-105 Phone conversations Speak Out: Criticising/
News story: survey showing annoyance
Pairwork activity
106-107 Questionnaire: risky
situations
108-111 Article about Frank Discussions: crime
Abagnale
8 Where the 112-114 Article: places and the Talking about places
heart is people
114-115 Animal monologues
Conversation between
rabbits
116-117 Article: No place like home? Song: She’s leaving home Discussion: house rules
and life skills
118-119 Conversations: places in the Roleplay and discussion
home; Gemma’s new flat Speak Out: Being tentative;
120-121 Student’s description of
a place
122-123 Think Back Revision 3 | Units 6-8
124-133 Translation and Interpreting 3
134-147 Business Communication 3
9 Give me 148-149 Article: The Mysteries Short news items Discussion: the uses
a clue of life of DNA
150-153 Extract from a novel: Discussion: coincidences
Friends, lovers, chocolate
154-155 Conversations: solving Solving riddles
riddles
156-157 Four short news articles Problem solving Speak Out: Problem
solving
10 Newsworthy? 158-159 Interview with a journalist Discussion: quotes
160-161 Two presentations: photos Speak Out: Presentation
skills: emphasis
162-165 Article: movie mistakes Discussion: movie
mistakes
166-167 Report: Media habits Lecture about celebrity Discussion: celebrity;
media habits
168-169 Think Back Revision 4 Units 9-10
170-171 Think Back Revision 5 Units 1-10
172-181 Translation and Interpreting 4
182-195 Business Communication 4
196-197 Dialogue of Cultures 1
198-199 Dialogue of Cultures 2
200-201 Dialogue of Cultures 3
202-203 Dialogue of Cultures 4
204-205 EXAM FOCUS ЕГЭ. Раздел 1. Аудирование
206-209 ЕГЭ. Раздел 2. Чтение
210-211 ЕГЭ. Раздел 3. Грамматика и лексика
212 ЕГЭ. Раздел 4. Письмо
213-214 ЕГЭ. Раздел 5. Устная часть
Student activities p. 215-219 Check it out p. 220-226 English-Russian vocabulary p. 227-251
Irregular verbs p. 252 Pronunciation table p. 253
4
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Grammar
Vocabulary
Writing
Words from the text
Train Your Brain: Compounds
Linkers: although, despite, Linkers Writing skills: Arguing
in spite of persuasively
I wish/if only, I should’ve/could’ve/
should/’d better
Phrasal verbs and expressions: money,
business, banking
Conditionals: 0, 1, 2, 3 and mixed
conditionals
Crime; Words from the text Writing skills:
Summaries
Relative clauses: defining and non-
defining
Animal homes and adjectives to describe
them; Attitude adjectives
Words and phrases from the text
Homes and houses
Activities and times in the past Description of a
Collocations: places memorable place
Impersonal report structures: it is/was
thought to be/have been etc
Words/Collocations from the text
Phrasal verbs and idioms: live and die
Modals + perfect infinitives referring to
the past with passive and continuous
Adjectives of personality Short newspaper articles
and headlines
Quantifiers
Inversion Train Your Brain: Nouns; Film vocabulary;
Words from the text
Reports: typical words and phrases Report: Media habits
Fi
Texts recorded on Class CD: ® tooi Main tracks R R T001 Tracks from ‘Think Back Revision’
® dc tooi Tracks from ‘Dialogue of Cultures’ ® T T001 Tracks from ‘Transtation and Interpreting’
® ef tooi Track from ‘Exam Focus’ ® B T001 Track from ‘Business Communication’
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Bridging the gap
З
Read, listen and talk about issues that divide and bring people together. Practise forms to talk about present and past habits; modal constructions ’d prefer and ’d rather; antonyms.
Focus on agreeing and disagreeing with opinions.
Write a letter using linkers to organise ideas.
Family piorfe July
Joe and Molly
FopFe, Emily, Mark and Ben
C
D
A
■ didn’t really like her last boyfriend - he was very unreliable, and they were forever breaking up
I and getting back together again. Anyway, the new one seems much nicer, but sometimes it’s difficult
I to tell because he doesn’t speak much English. He tries his best, but then he’ll get frustrated and break into Italian, and Molly and I get very
В confused! 9
B —
I 4 Of course, now that she’s a teenager, she’s much more difficult to deal with. She used to spend
I time at home with the family - we’d watch TV and eat takeaway pizza together on a Saturday
■ night. But now she wants to be independent, and she and Mark are always arguing about the
I clothes she wears and what time she gets home. For example, he tells her to be home by nine, but she’ll turn up at ten and act as if nothing’s wrong. 9
ilt s not a problem at all now that we’re older Tb"L^eⁿJ seve.ⁿteeⁿ she was only six, and 1 used to feel more like a father than an older brother. I often had to look after her when Mum and Dad went out, which really cramped my style! Also, she never understood the concept ?LP?YaCy ,7.she was alwaVs going into my room and taking things without asking - I’d find books and CDs under her bed that she’d ‘borrowed’ from me."
fuⁿ. ¹ adore her> but I think she’s a bit out of touch. Shes constantly telling Ben that he spends too much time on the computer and that at his age she was fit and healthy because she played outside all day. Then when she comes into my room for a chat, she’ll start telling me how all teenagers today are irresponsible and that m her day she used to go on peace marches and campaign to ban the bomb. I mean, 1 do care about world peace, but I thmk she forgets that I’m only thirteen."
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Bridging the gap
GRAMMAR AND VOCABULARY
1 The Williams were interviewed for a TV programme British Families Today. Read extracts A-D and look at the family photos. Who’s talking in each case, and who are they talking about?
2 Read the extracts again and answer the questions.
Who’s talking about
1 a generation gap?
2 a language barrier?
3 an age difference?
4 a relationship that has changed?
Work it out
3 The table contains various forms that can be used to express present and past habits. Complete it with examples from the texts.
Habits in the present Habits in the past
Present Continuous Past Continuous
i 2
will would
3 4
used to
5
4 Match the sentences from Exercise 3 to rules 1-3. Then find one more example for each rule in the texts.
1 Past states and repeated past actions.
2 Behaviour which is typical or characteristic of the person
a in the present. b in the past.
3 Habits that are repeated more than usual and that the speaker finds annoying or unexpected
a in the present. b in the past.
5 Look at sentences a and b and complete rules 1-3 with used to or would.
a I used to feel more like a father than an older brother.
b She used to spend time with the family -we’d watch TV and eat takeaway pizza together on a Saturday night.
1 We can introduce a new topic with______and
we do not need to specify the time.
2 We do NOT use_______to describe a past state.
3 We use______when the topic has been
established and we usually specify the time.
Mind the trap!
We can always use the Present and the Past Simple to talk about habits. We use the forms in the table to emphasise the repetitive or ‘typical’ nature of the activity.
He’ll often get frustrated (He often gets ...) We’d watch TV and eat ... (We watched TV ...) They are always arguing (They always argue)
X Check it out page 220
6 Choose the verb forms which are NOT possible. In some cases both are possible.
When my sister was a teenager, there ¹’d be/ used to be a lock on our house phone to stop her making calls on it. Now she has her own phone, and her bills must be enormous: she ²’s talking/’ll talk on it for hours. She ³’d work/ used to work as a hotel receptionist, and she ⁴’d tell/used to tell us funny stories about the hotel guests. Then one afternoon she ⁵used to come/came home early because she had lost her job. Apparently, she ⁶was always chatting/she’d chat on the phone instead of doing her work.
0 toot Does Rachel agree with her brother Mark’s description of their relationship? Complete the gaps with suitable verbs. Then listen and check. ‘I’ve just read Mark’s interview, and I can’t believe what he said about his social life: I mean, all the girls used to ¹_sorry for him
because he had to look after me, and they ²___
constantly___round to the house to help him!
And as for taking his books and CDs without asking - well, he wouldn’t ³__them to me
because he said I was too young to look after them, so I’d ⁴__them and hide them under the
bed. I used to ⁵__the way he treated me like a
child, especially in front of his friends. It’s true that we get on better nowadays, but he’s still as bossy as he used to ⁶__, especially when
it comes to boyfriends: he ⁷__forever____me
what to do! It’s ironic, because one thing he doesn’t mention is that he often ⁸_me for
advice about how to deal with Sophie. He’ll ⁹_
me when Emily’s out and tell me all about the latest argument.’
SPEAKING AND VOCABULARY
1 Work in pairs. In turn, choose a person on the photos on page 6 and describe him/her to your partner in 4-5 sentences. Can your partner guess who it is?
7
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Complete points 1-7 with verbs and phrases from the box to make habits. Then answer the questions.
take drum leave talk fiddle with
lose spend ages
1 dirty dishes in the sink, the top off the
toothpaste
2 ____in the bathroom, on the phone
3 ____to yourself, behind someone’s back
4 ____things without asking, people for
granted
5 ____things, your temper
6 ____your hair, your jewellery
7 ____your fingers on the table
A man’s job? Not any more
SPEAKING AND LISTENING
• Do you have any of these habits?
• Which do you find annoying/rude/unpleasant/ endearing?
• What other habits like this can you think of?
1 In pairs, look at the photos and captions. Discuss these questions.
• What aspects of modern life do the photos show?
• Do you agree with the captions? Why?/Why not?
2 ® T⁰0² Listen to two conversations and answer the questions.
1 Which topics from the photos do the speakers talk about?
2 What opinions do they have?
3 Do they agree with each other?
4 Who do you agree with and why?
3
Match 1-6 with a-f. Then put the sentences in the correct places in Speak Out.
1 You’re absolutely
2 I have to admit
3 Neither
4 You’re not serious,
5 I’d never thought
6 I don’t entirely
a of that.
b are you?
c right!
d am I.
e agree with that.
f you’ve got a point there.
3 Look back at the habits in Exercise 8. Tell your partner about people you know who have or used to have any of them.
A My brother’s really disgusting - he’ll clean his teeth and leave the top off the toothpaste.
B Yes, I know, my sister used to do that too - I’m glad she’s left home!
A My mum’s always forgetting where she’s put her glasses - I think it’s quite endearing.
B Do you? That kind of thing annoys me.
8
4 Work in pairs. Student A, look at page 216. Student B, look at page 218.
5 In groups, discuss these questions.
• How have you changed in the last five years?
• How have your relationships with other members of your family changed?
• Think of a generation gap, an age difference or a language barrier in your family or a family you know. What effect (positive or negative) does it have on the family?
SPEAK OUT | Agreeing and disagreeing
Strong agreement That’s exactly what I
You’re telling me! think.
i So do I./Me too./
Spot on!/Exactly!/ 2
Absolutely!
Mild agreement
3 That’s a valid point.
You may/could be right. True, 4___
Yes, I suppose so.
Strong disagreement Come on/Frankly,
Great? I think it’s that’s rubbish!
ridiculous! So? What’s wrong
5 with that?
That’s not the point!
Mild disagreement I hear what you’re
6 saying, but ...
I wouldn’t say that. To be honest, I don’t
I’m not totally think that’s true.
convinced.
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Fashion conscious or fashion victim?
4 ® T⁰03 Use Speak Out to complete the conversations. Listen and check. Then practise them in pairs.
1 A I can’t stand that new boy in our class. He’s such a wimp!
B Yes, that’s___I_____! What a loser!
2 A I think TV soaps are a waste of time.
B I___that. Millions of people are addicted
to them!
3 A Tom and Jane are planning to get married. They’re only eighteen!
B So?_____?
4 A They should serve vegetarian food in the
school canteen.
B That’s a good point. I__that.
5 A My dad’s not very confident about this new government.
B____I! They’re hopeless.
6 A Don’t you think they should abolish school uniforms?
B____me! I hate them.
5 0 Too4 Before you listen to a radio discussion, read the sentences and think what could complete the gaps. Then listen and complete them with one word in each gap.
According to Janet, women could make better ¹__and scientists than men.
1
Over 50s - act your age!
6 © Too4 Listen again and match sayings 1-6 with speakers Janet, Marian and Alan. Whose opinion do you agree with most? Why?
1 Women should not be excluded from traditionally male jobs.
2 Unlike most male plumbers, females charge reasonable prices.
3 Not all women would enjoy doing traditionally male jobs.
4 People need to get used to the idea of women doing traditionally male jobs.
5 Women would have more freedom if they
earned more money.
6 Looking after the home and family is a big enough job.
Marian was ²__when a female plumber arrived
to fix her ³__.
Alan agrees that men aren’t very good at ⁴_up
when they’ve finished a job.
Janet believes that women are ⁵__good at
doing traditionally male jobs as men.
She says women get paid ⁶___for jobs like
plumbing than when they work in a factory or a ⁷__.
7 Work in pairs and prepare your arguments for or against the statements below. Then discuss the statements with another pair using language from Speak Out.
• Schools should encourage girls to study science and engineering more.
• Parents should not bring their children up to be stereotyped boys and girls.
• Historically, men were the hunters and women the homemakers. It should stay like that.
9
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READING AND VOCABULARY
5
Replace the underlined phrases with phrases from Exercise 4. Make necessary changes.
1 In pairs, discuss these questions.
1 What kind of people do you find ‘difficult’ to deal with? Why?
2 Why might the types of people below be difficult to deal with? What personality traits might they have? Use the pictures in the article to help you.
Types: wet blanket, know-it-all, space cadet, loose cannon, bossy-boots, cry baby
Traits: negative, knowledgeable, pushy, conceited, moody, critical, out of touch, infantile, unpredictable
® T005 Listen and read the article and check your answers to Exercise 1.
3 Read again and choose the correct answer.
1 The know-it-all and the bossy-boots both a tell people what to do.
b want to be in control.
c use knowledge to manipulate others.
d enjoy an argument.
2 There are two different ways of dealing with a the loose cannon and the wet blanket. b the bossy-boots and the space cadet. c the cry baby and the wet blanket.
d the know-it-all and the loose cannon.
3 The bossy-boots and the cry baby a are very confident.
b manipulate people in different ways.
c always get their own way.
d are easy to ignore.
4 The loose cannon and the space cadet are difficult to deal with because
a you are not sure what they are going to do next.
b they both cause problems for other people. c people react very negatively to them.
d they are both forgetful.
5 The space cadet is different from the other types because
a they are aware of other people’s feelings. b they are unreliable.
c they are unpredictable.
d there is a positive side to their personality.
4 Match 1-8 to a-h to make phrases from the article.
1 get your a at face value
2 stand up b over someone
3 take something c own way
4 be on different d and rave
5 have something e to someone
6 rant f world of your own
7 be in a g wavelengths
8 walk all h down to a fine art
1 We can’t work on this project together: we have completely different ideas and opinions.
2 My sister’s very spoilt: she always does what she wants.
3 What was Sam complaining angrily about earlier? We could hear him in the next room!
4 If you don’t refuse to accept unfair treatment from Jon, he’ll just get worse.
5 Vicky makes Tom do what she wants, but he doesn’t seem to mind.
6 Don’t accept that all the gossip is exactly as it appears to be.
7 Haley’s very skilled at small talk.
8 It’s no use trying to talk to Lily: she doesn’t notice what’s happening around her at the moment.
9 Ann is that kind of person. If you oppose her without fear, she’ll probably back down.
10 If Johnny doesn’t get what he wants, he’ll start having a tantrum that could last all night.
11 I know Paul very well. I believe everything he says.
6 ® Too6 Listen to a conversation. Are the statements true or false?
1 A slob is someone who wants to look ‘cool’.
2 Jill’s flatmate is very good at doing nothing.
3 A bore is someone who talks too much about other people.
4 Lisa doesn’t think her new flatmate is a bore.
5 Busybodies do not intend to hurt other people’s feelings.
6 Gina’s neighbour is probably bored.
7 Work in pairs. Write some advice for dealing with the three personality types from Exercise 6 (a slob, a bore and a busybody). Then exchange ideas with other pairs.
10
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Dealing with,,.,,. .
Difficult People
I try to get along with John, but we seem to be on different wavelengths.
Th The atmosphere always seems to be tense when Michelle’s in the room.
Sound familiar? Unfortunately, some people are more difficult to get on with than others. Let’s have a look at six ‘difficult’ personality types, and offer some advice on how to deal with them.
Don’t try to beat a bossy-boots at their own game: there’s no point in telling them what to do.
Your first task is to learn to say ‘No’. This will be difficult initially, but after you’ve said it once, it’ll get much easier. The trick is to remain calm and polite: this way you’ll be able to stand up to them without being drawn into a fight or an argument.
x I THE KNOW-IT-ALL
The first on the list is ‘the know-it-all’.
"Тг’ТлЛц Know-it-alls see themselves as experts on Jf everything. They appear knowledgeable
—■ии » and will speak confidently about almost an any subject, often making other people feel stupid or inferior. This personality type is conceited and competitive and is likely to react to others’ ideas or arguments angrily or dismissively.
First of all, don’t take their behaviour personally: it affects most people that they come into contact with. Know-it-alls are driven by a need to control and they use their knowledge as a ‘shield’ to protect themselves from uncertainty. So in order to cope with this type, you need to get them to consider your ideas without directly questioning their expertise. This means that you need to be well-prepared and diplomatic.
SL THE CRY BABY
p \ Next is ‘the cry baby’. As the name
L suggests, the cry baby behaves like a
chred/ child when they don’t get their own way.
(k They use moodiness to manipulate other U people. They’ll go away and sulk, giving
JL you the ‘silent’ treatment, or they’ll complain and even start to rant and rave about how nobody listens to them or takes them seriously, etc. This infantile and inappropriate behaviour can be very annoying.
You need to find out why the cry baby acts like they do. If they are selfishly looking for attention, your best policy is simply to ignore them. However, if their behaviour stems from a real lack of confidence, they need support and encouragement.
-Гр»- THE LOOSE CANNON
The next type we’ll look at is ‘the loose
1 cannon’. Like a cannon which is not tied
1 down and rolls around on the deck of a ship, U this personality type is unpredictable and
1 can cause problems. A loose cannon tends “n—4 to act impulsively without thinking about the consequences. Understandably, people feel anxious around them because they appear to be out of control and unapproachable.
A loose cannon needs to be made aware that their behaviour is irresponsible and of the effect their actions have on other people. You can do this, not by reacting negatively at the time of an incident, but by waiting until you are both calm later and quietly describing what happened.
THE WET BLANKET
Most people have come across the next type, ‘the wet blanket’, at some time in their lives. Wet blankets are negative and critical. They don’t seem able to see the positive in any situation and always think that the worst will happen. Their attitude makes them appear insensitive and spoils things for other people.
You have two options with the wet blanket. You can try to show them the positive where they see the negative. Or you can take what they say at face value, so for example, when you invite them to a picnic at the weekend and they say it’ll probably rain, you simply reply: ‘OK, so you don’t want to come, then?’
THE BOSSY-BOOTS
Next on the unwanted list is ‘the bossyboots’. This type of person is always telling other people what to do. They have a very strong personality and will walk all over you if you let them. They are so used to doing things their way, that they have pushiness down to a fine art. A lot
of the time you’ll find yourself doing what they want, just for a quiet life.
THE SPACE CADET
The last type is ‘the space cadet’. This kind of person is intriguing because they seem to be in a world of their own and are out of touch with reality. They have difficulty paying attention or remembering things, and sometimes behave strangely, which can make other people feel uncertain.
This type can be frustrating, but they are not likely to provoke very negative reactions. Try instead to make the best of their uniqueness and don’t put them in a position where you need to rely on them for anything.
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VOCABULARY
1 Think Back! Use a prefix to make these adjectives into the opposite. Then check in the text on page 11.
1 ___certain
2 ____appropriate
3 ____predictable
4 ____sensitive
5 ____approachable
6 ____responsible
® T007 Find the opposites of the underlined adjectives in the box. Then listen and repeat, paying special attention to the stress.
knowledgeable superior tense reassuring mature dull conceited critical incompatible adventurous
1 Have a bath and you’ll feel more relaxed.
2 Steve’s a great musician, but he’s very modest about his abilities.
3 I’m really ignorant about politics. You’ll have to ask someone else.
4 Tom’s comment really made me feel inferior.
5 The teacher said some really complimentary things about our project.
6 The week before exams is a worrying time for everybody.
7 Harvey told us some intriguing stories about his visit to China.
8 Although their personalities are different, Phil and Amy are very well-matched.
9 I really can’t forgive Sylvia for her infantile behaviour: she’s nearly nineteen.
10 I’m quite cautious about trying new food in a restaurant.
3 Work in pairs. Student A, look below. Student B, look at page 218.
Student A
On a piece of paper, write down the name of:
• a famous couple who are incompatible
• a politician who pretends to be knowledgeable
• an actor who always takes predictable roles. Close your book. Show the names to Student B and explain why you wrote them.
4 © Too8 Listen to the first line of each conversation and choose the correct adjectives in responses 1-5 to make them logical.
1 Did you? I thought some of the things he said were really appropriate/inappropriate.
2 Do you think so? I think he’s quite knowledgeable/ignorant.
3 Have you? I find him really approachable/ unapproachable.
4 Actually, I think he’s quite infantile/mature for his age.
5 Huh! I think it’s quite predictable/ unpredictable: rain, rain and more rain!
5 Complete the gaps with a suitable opposite to show that the speakers agree. Then act out the conversations to the class.
A Jackie looked very tense today, didn’t she?
В Well, she certainly didn’t look ¹----
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A That Programme about the future of
В Waf QUlte worrying, I thought
В Mm, it wasn t exactly ²__
A Mr Palmer’s critical of everything we do. В I know, he’s certainly not very •
A Geri’s always so cautious in her choice of clothes.
В That’s true, she’s not very ⁴_at all.
A That new boy in our class is so conceited'
В I agree, he isn’t what you’d call ⁶_
is he? ’
6 Act out similar conversations to those in Exercise 5, using pairs of opposites from Exercises 1 and 2.
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