Английский язык. 11 класс. Базовый уровень
Учебник для учащихся общеобразовательных организаций
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Тематика:
Гуманитарные дисциплины. Школа
Издательство:
Просвещение
Год издания: 2023
Кол-во страниц: 176
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Вид издания:
Учебник
Уровень образования:
Среднее общее образование
ISBN: 978-5-09-110498-1
Артикул: 815785.02.99
Учебник является десятым в серии «Forward», обеспечивающей преемственность изучения английского языка со 2 по 11 класс общеобразовательных организаций. Учебник рассчитан на обязательное изучение предмета «Иностранный язык» в 11 классе организаций, работающих по базисному учебному плану. В комплекте с учебником предлагаются книга для учителя, рабочая тетрадь с аудиоприложением, практикум по подготовке к устной части ЕГЭ по английскому языку. Соответствует Федеральному государственному образовательному стандарту среднего (полного) общего образования (2012 г.).
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FORWARD
Базовый уровень
Учебник
Под редакцией доктора филологических наук, профессора М. В. Вербицкой
10-е издание, стереотипное
Допущено Министерством просвещения Российской Федерации
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: If I could ... Dialogues
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 Article: 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 Discussion: stress and
stress social life
36-37 Think Back Revision 1 | Units 1-3
4 Secret 38-40 Article: The secret world Discussion of a cartoon
worlds of animals
41 Radio discussion of Speak Out: Giving
secret societies; Student presentations:
presentation Generalising
42-45 Extract from a novel: The Topic presentation
shadow of the wind
46-47 Book review (The
Constant Gardener) and
biography
5 Express 48-49 Website: A novel in a year Extracts from stories Discussion: quotes
yourself 50-53 Jigsaw reading: Move to Conversations: the arts Discussions: culture and
the music the arts; dance
54-55 Extract: Who’s sorry now? Pairwork activity
56-57 Radio phone-in: censorship Speak Out: Justifying
Tips for writing haiku opinions; Discussion
58-59 Think Back Revision 2 | Units 4-5
6 Good 60-62 News items: inventions
progress? 63 Maria talks about a bar Speak Out: Visual material:
chart and a graph graphs and charts
64-67 Article: Culture clash? Radio interview: Bhutan Discussion: culture clash
(Bhutan)
68-69 Mobile phones: for and Discussion: Internet
against chatrooms
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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
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
Words from the text
Train Your Brain: Compounds
Linkers: although, despite, Linkers Writing skills: Opinion
in spite of essays: arguing
persuasively
3
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Unit Page Reading Listening Speaking
7 Why risk it? 70-71 Ali talks about her bad Pairwork activity
luck
72-73 Phone conversations Speak Out: Criticising/
News story: survey showing annoyance
Pairwork activity
74-75 Questionnaire: risky
situations
76-79 Article about Frank Discussions: crime
Abagnale
8 Where the 80-82 Article: places and the Talking about places
heart is people
82-83 Animal monologues
Conversation between
rabbits
84-85 Article: No place like Song: She’s leaving home Discussion: house rules
home? and life skills
86-87 Conversations: places Roleplay and discussion
in the home; Gemma’s new Speak Out: Being
flat tentative; Roleplay
88-89 Student’s description of
a place
90-91 Think Back Revision 3 | Units 6-8
9 Give me 92-93 Article: The mysteries Short news items Discussion: the uses
a clue of life of DNA
94-97 Extract from a novel: Discussion: coincidences
Friends, lovers, chocolate
98-99 Conversations: solving Solving riddles
riddles
100-101 Four short news articles Problem solving Speak Out: Problem
solving
10 Newsworthy? 102-104 Interview with a journalist Discussion: quotes
104-105 Two presentations: photos Speak Out: Presentation
skills: emphasis
106-109 Article: movie mistakes Discussion: movie
mistakes
110-111 Report: Media habits Lecture about celebrity Discussion: celebrity;
media habits
112-113 Think Back Revision 4 Units 9-10
114-115 Think Back Revision 5 Units 1-10
116-117 Dialogue of Cultures 1
118-119 Dialogue of Cultures 2
120-121 Dialogue of Cultures 3
122-123 Dialogue of Cultures 4
124-125 EXAM FOCUS ЕГЭ. Раздел 1. Аудирование
126-129 ЕГЭ. Раздел 2. Чтение
130-131 ЕГЭ. Раздел 3. Грамматика и лексика
132 ЕГЭ. Раздел 4. Письмо
133-134 ЕГЭ. Раздел 5. Устная часть
Student activities p. 135-139
Check it out p. 140-146
English-Russian vocabulary p. 147-170
Irregular verbs p. 171
Pronunciation table p. 172
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Grammar
Vocabulary
Writing
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
Texts recorded on Class CD:
0 r T001 Tracks from ‘Think Back Revision’
© dc T001 Tracks from ‘Dialogue of Cultures’ e ef T001 Track from ‘Exam Focus’
* Level B1+ exercises
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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 picnic July IfrHi
FopFe., Emily, Maric and Ben
C
A-------------
I 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
I confused! 9
4 She s great fun and I adore her, but I think she’s a bit out of touch. She’s 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 in 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."
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
I 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
D L. „________ ,,------ ..
It s not a problem at all now that we’re older but when I was seventeen 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
, 7 jW Weⁿt out’ whlch really cramped my ShIⁿever understood the concept of privacy - she was always going into my room and taking things without asking - I’d find books and CDs under her bed that she’d ‘borrowed’ from me."
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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 140
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.
® T⁰01 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
• Do you have any of these habits?
• Which do you find annoying/rude/unpleasant/ endearing?
• What other habits like this can you think of?
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 136. Student B, look at page 137.
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?
A man’s job? Not any more
SPEAKING AND LISTENING
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?
® 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.
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 5 * * *___
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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® 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 © 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.
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__.
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.
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.
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READING AND VOCABULARY
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
2 stand up
3 take something
4 be on different
5 have something
6 rant
7 be in a
8 walk all
a at face value
b over someone
c own way
d and rave
e to someone
f world of your own
g wavelengths
h down to a fine art
*5 Replace the underlined phrases with phrases from Exercise 4. Make necessary changes.
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.
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Dealing with r>-rr- ■■ ₙ ■
Difficult People
I try to get along with John, but we seem to be on different wavelengths. (3 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.
the know-it-all
The first on the list is ‘the know-it-all’.
K K и Know-it-alls see themselves as experts on Mair⁷ everything. They appear knowledgeable ■S * and will speak confidently about almost 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.
the loose cannon
The next type we’ll look at is ‘the loose cannon’. Like a cannon which is not tied down and rolls around on the deck of a ship, this personality type is unpredictable and can cause problems. A loose cannon tends 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 cry baby
la Next is ‘the cry baby’. As the name Ж suggests, the cry baby behaves like a child when they don’t get their own way.
L They use moodiness to manipulate other 0 people. They’ll go away and sulk, giving 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.
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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