suitable for HUNGARIAN MATURA Use of English, listening, speaking, reading and writing Matura Leader Plus by H. Q. Mitchell - Marileni Malkogianni Consultancy & Transtation: Nagy Katalin Kornélia, Szab6 Kinga pees ee enseas EETTIETY Unit 1: People) ( Personal dtals, Appearance, Character traits and personaly, Cothes, Feelings, Ematlons,artitude Imporatie, Present Simple vs Prosent Progressive, Frequency adverbs, State verbs, PrasentPertect ‘SImple Present Perfect Simple vs Past simple, Present Perfect Continuous, since /for/ now long Unit2:Houses | Kind: of house, Deccripton of houses and ‘Atces, Plural nouns, MisTstThese/TnOSe, pai neignbournoods Parts ofthe house, Equipment and __| Prepositions of time, Prepositions of poce, Propositions acoration, Actwtesin the house, Property ‘of movement Prepostions of manner, hore i / Tere 276, Word order Unit 3:School | Schoolaubjects, Educational system Students and___| Personal pronouns | Possossive adjectives /Pessessve p36 tachors Studying at school FurtherHigher education, | pronouns, Possessive casa, Retlviv pronouns, Violence at schoot Reciprocal pronouns, Other/Anotnar, AN/BotrUNtther! ‘one/Earer, Double coniuneions Unit 4: Work p 50 | Jobs Kinds of]obs and work Departmentsin a company. | mast hove to/eed /should/ ought to/ hed betier/ ‘Looking for a job, Employment andthe workplace ‘would ratner/ can / cout / may /might bo abe to / woul Unit 5: Family and Periods of time in people's ves Family members, Past Simple, Past Continuous, Time clauses, Used to, social life p 6 Relationships, Family events and festivals Everyday _| Past Perfect Simpl, Past Perfect Continuous ‘octivities, Ways of spending free time Liestvies Unit 6: Food » 75 | Food and drink, Quantity and packadine. Preparina food, | Countable and uncountable nous Nouns Kitchen equipment, At the restaurant, Nutronel value. Health problems related to toca without singular or plural, Someienyino and their ‘compounds, How much.2/ Hew many..2/ much / ‘many /2 ot of / ots of / 2 uo / te 3 few / ew, ‘Comparisons Unit 7: Economy 92 “Toes of shops and services, Products Advertising, CComlaints Sling and buying, Banking Future wilshall Future Continuous Future be going to, Future Perfect Simple, Future Perfect Progressive Unit: Travelling and tourism p 106 Rad. rail ar and sea transport, Accidents and ‘emergencies, Types of holidays, Accommodation, ‘Tours Relative clauses Infinitive, ing form Unit 9: Artand ‘Art and culture, Films ae theatre, Literature, Dance and ‘Question Words (Whe..2 What.2, Where.?. How.) culture) |) ‘music, TV programmes and the oress ‘Question tags, Indirect questions, Verbs with two ‘objects, Questions and question words Unit 10:Sport | Sports andsportsmen'sporiswomen.Sportseventsand | Zero Concitionel, Concitional Sentences Type 13: ‘Venues, Spots equipment, Sportsacciens and partsof the | Concitional Sentences Type 2. Conkitional Sentences, bod, Unie ply ‘Type 3, Mixed Conditionals, Unreal Past Unit TisHealth | Heath protiems and diseases, Symptoms and treatment, | Passive voice, Causative form i Disability. Addictions, At the doctor’ nhospital Health care specialists Unit 12:Selence | Research and scence, Technological cevices, Computers | Clauses of concession Clauses of purpose, Clauses of and technology _| 21 Teleshones, Technical aures, rescon, Clauses of rest, Exclamatory sentences Isc Unit 13: Nature | Cimate and weather, Animais and plants, Landscape ana | Reported Spooch (Stataments / Commands and ‘geographical fectures, Environmental protection, Natural lsasters, The universe Requests / Questions), Special reporting verbs, Subjunctive| Unit 14:Society “The state and pois, The law, Crimes ane criminals, Social problems and unrest Emphatic forms - Inversion Practice Test p.200 Grammar Section p.212, Irrogular Verbs & Appendices p. 235 Speaking Bank p. 241 Speaking Tips p.244 ‘Transcripts p.246Rete Cys (Eee coun nd CECT (itis ‘Negative profes idioms, Pnracat | Word bulcing ‘Multiple choice ‘Completing sentences | informal etter verbs, Synonyms S.Antonyms, | Open cloze (Questions witn two TruelFalce!Not tated | (responding toan Verbs + prepostions options Imitation) Colocations, Compound nouns, | Error correction TruelFaiseMNotstated | TrucFalseINot stated | Formal emailfetter Prepostional phrases, Adjective | Multplechovce cloze ap ting Natcring halves ot | (giving information) suffoes sentences ‘Adjectives + prepostone ‘Open cleze Gap iting Matching hahes of | Formal emailfetter Collocations, Phrasal verbs, Words | Word building TuelFalsemotstated | sentences (requestina easly confused, Compound ‘Muttinle choice inormation) adjectives, Nouns trom phrasal verbs, Noun sues Collections, Phrasal verbs, Error correction ‘Questions with wo Completing sentences | Formal emailfetter Idioms, Words easly confused | Multiple choice cloze ‘options TruefFelsemot stated | of apotication Multiple choice Phrasal verbs dom, ‘Open cloze ‘Questions with wo Matchinghakes of | Article Collections, Common prefes, | Word building ‘options sentences Verbs + prepositions, Intenstying TruciFaiseftct stated | Multisle choice and cottening adverbs Phrasal verbs Idioms, Words with | Error correction ‘Questions with iwo True/FalseNot stated | Post on forum muttisle meanings, Binomials | Open cloze options Matching halves of Muiticle choice sentences Wiords easily confused, Pnsal_| Multiple matching cloze | True/false/tot stated | True/False/Not stated | Formal emalleter verbs, eloms Word building Muto choice Matise choice | ‘oF complaint Phrasal verbs, Idioms. Collective | Mutipe choice cloze Multis choice Gapped text Informal era ‘nouns, Noun suffixes, Open cloze Gep filing Completing sentences | jeter (giving advice! Verbs related to movernent information) Collocatons, dioms, Uncountable | Word building Gap filing Multiple choice Post ona forum ‘nouns. Prepositonal phrases. | Multiple matching cloze | True/False/Not stated | Matching halves of Phrasal vers sentences Collocations, Phrasal verbs, Error correction ‘TrueFalsemotstated | Gapped tart Post ona forum Idioms, Veros + Prepositions, | Open claze Multiple enoice| Multiple choice ‘Nouns *Prezosiions Words easly confused, loms, | Werd butalng ‘Questions with two ‘TruelFateemor statee | Latter tothe actor Phrasal verbs, Verbs related to | Multiple choice claze ‘options summery sight ‘TruesFalse/Not stated Words easiy confused, Error correction ‘Questions with two ‘Gapped toxt Formal emaietter Adjctivas + prepesitions Muttple chotce lone ‘options Multiple choice (ving information) Expressions with come and go, Gap ing singular and plural nouns raloms Were butaing | ‘Trucratcomotetatea | Gap fing Post on a forum Multiple noice love Gap ing Gappec text \dioms, Words easly contusec, | Word butaing ‘Gap iting ‘Gapped text Post on a forum Phrasal verbs Error corraction ‘Muitipteenoice Matening halves of sontancosINTRODUCTION Orientation and approach Matura Leader Plus has been meticulously designed to prepare students for the B2 level of the Hungarian Matura Examination. itis intended to be used in schools under the guidance and Instruction of a teacher. Its systematic and integrated approach helps build students speaking, listening, reading and writing skills. The book consists of a variety of tasks and exercises that have been specifically formulated in accordance With the specifications set by the Ministry of Education, ‘The diverse, challenging and motivating nature of the material engages students’ attention, enhances their learning and heips them prepare thoroughly for the exam. This preparation is further reinforced by the inclusion of practical tips and guidelines, which help students develop the exam skills and strategies which they require to excel in the exam. Although the primary objective of the book is to effectively prepare stucients for the Matura Exam, its general educational orientation lies in providing them with the opportunity to acquire the language naturally so that itis of practical value and may be used in reabtife situations, To achieve this, a ‘communicative learning approach has been employed, ‘which aims to provide students with the opportunity to ‘apply what they are learning in meaningful contexts, The organisation of the units ‘Matura Leader Plus features 14 independent units of engaging content, All topics specified in the Matura Syllabus are covered. Each unit is based on a different topic and is divided into seven sections: + Vocabulary Reference At the beainning of each unit, there is a Vocabulary Reference, which lists all the necessary topic-related vocabulary. It has been divided into comprehensive categories and sub-categories, which makes it easy for students to locate topic-related vocabulary. Each lexical item is accompanied by a Hungarian translation, which enables students to use this list as a quick and effective learning ald. Students are also provided with ‘a Vocabulary CD, which Includes all the words ang phrases in the Vocabulary Reference, thus enabling students to listen to the pronunciation ofall the lexical Items on the list, + Vocabulary Practice The book places great emphasis on vocabulary building. Vocabulary acquisition is achieved through providing a variety of exercises which facilitate consolidation through the recycling and revision of key vocabulary items. These exercises deal with different word groups such as collocations, phrasal verbs and prepositional phrases, and include various tasks such as matching, ‘gap-flling, word-building, grouping and multiple-choice activities. + Use of English This section includes two exam-oriented tasks and gives students the opportunity to practise both the grammar and the lexical tems that are covered in the unit. ‘Students are also provided with tips which are essential for the effective handling of exam-oriented tasks. + Listening Comprehension Practice ‘This section includes topics for discussion and/or ‘warrt-up activities which prepare the ground for the ‘examination tasks that follow. In this section, students are provided with tips which facilitate the acquisition of the strategies and skills essential for the effective handling of exam-oriented listening tasks. In addition, the vocabulary booster section found here alms at helping students expand on their vocabulary in lexical areas such as phrasal verbs, prepositional phrases, Idioms, derivatives, ete, + Reading Comprehension Practice This section also includes topics for discussion and ‘warm-up activities, which prepare students for and put them in the right frame of mind to deal with the topics covered in the exam-oriented reading texts that follow ‘The exam tips that are provided in this section facilitate the acquisition of strategies and skills that are essential for the effective handling of reading tasks. At the end of the section, students are given the opportunity to givea personal response andior elaborate on theIntroduction—vage 5 topics covered in the reading texts, In addition, the vocabulary booster sections found here aim at helping students expand on their vocabulary in lexical areas such as phrasal verbs. prepositional phrases, idioms, derivatives, ete + Writing Practice This section includes topics for discussion which prepare the ground for the various writing activities that follow. Students are provided with a sample email, letter, article or post on a forum, which serves as a ‘model and familiarises them with various aspects of writing such as purpose, audience, content, text organisation, register and style. Each unit has a specific learning objective in mind and the range of activities that follow provide students with the opportunity to practise aspects of the writing process such as brainstorming, the use of linking words/phrases and achieving cohesion/coherence. Students are then given an exam-oriented writing task that follows the examination format (either Task A or Task 8). This task provides students with the opportunity to practise their writing skills, revise the language introduced in the unit and expand on the topic. Students are also provided with a suggested plan, which includes useful phrases/ expressions and tips. + Speaking Practice The oral activities presented in this section are structured in accordance with the tasks found in the Matura oral examination, All three assessed parts of the oral examination are included. Students and teachers are given examples of the three tasks, each connected to the unit topic. Other sections in the book sTest There is a complete test which is identical to the Matura examination to fully familiarise students with the format of the test, + Grammar section ‘This includes explanations of particular grammatical structures, together with examples and tables. = Appendices ‘The three comprehensive appendices include a bank of knowledge about English-speaking countries, prepositional phrases as well as verbs, adjectives and ‘nouns with prepositions. They are to be used as 2 reference to ald and facilitate the learning process. + Speaking Bank and Tips ‘This section contains useful phrases and expressions to ‘enhance oral expression as well as guidance and tips on how to prepare for and handle the oral examination, + Listening transcripts Students are also provided with the transcripts for the listening activities, These are intended to be used after the listening activities have been done in class. In their ‘own time, students can use these transcripts to focus on or analyse vocabulary and/or structures that may have caused them difficulty when they were doing these listening activities in class. Components + Student's book + Student's CD ‘he numbers next tote symbol ©) throughout the book indicate the corresponding tracks on the Student's CD, + Teacher's book + Class CDsUnit 1: People Key Vocabulary Personal details Személyes adatok citizenship allampolgarsag ethnic origin ctnikai hovatartozés first name keresztney gender neme surname vezetoimey male/female fértiné ‘marital status: single / married / separates / divorced / widowed csalddl llapot ‘egyeddlallo /nézas/ iklon 616 elvalt/ ozvesy nationality nemzetiseg next of kin legkézelebbi rokoit nickname beceney permanent / temporary address sllancié Ideiglenestakcim place of residence alohely seudonym alnév spouse hazastars Appearance Kiilsé tulajdonsagok ‘beautiful / pretty / gooe-looking / attractive / ordinaryiooking woman gyonyort/esinos /saemrevalé/ vvonz6 / atlagosnd ‘a chubby ! plump / overweight / obese person duct/ telt/tulstlyos /einizott seemély afar dark / pale (tanned complexion vilagos /sOtet /sapadt) barnasareszin a handsome / well-built man jolt / sovanasu ferti a skinny / thin person vézna /sovany személy slim) slender woman vélony /karestine ‘a woman of average / mecium height atiagos /kozeptermetiind have good looks jélnez ki How much does he she weigh? Mennyia sulya? / Hany kilo? What does he / she look ke? Hogy néz KP ‘younger / older than he looks fialalabbnak /idésebbnek latszika koranal age életkor newborn baby /infant/todaer/ Adolescent / teenager / adult / midale- aged /elderiy uiszilot /secsomé/ totyog6 kisgyerek /kamasz_/tizenéves / fein6tt /kézépkori/sdés Inhismer 208/308 ammuszas /harmincas evetben jar bulla testatkat athletic / broad-shouldered / muscular lanky /stocky sportos /szdles val {amos /hécthorgas | 2omok birthmark anyaieay scar sebliely.forradas eyes szemeke brown / blue / green hazel bright barna kek / 2010 /moeyordszinth/ragvos6 face arciorma round | oval /long / thin kecok /ovalis/ hhosszikas / keskeny beard / moustache szakll/bajusz dimples / forehead / cheeks / chin / eyebrows godrocskék/ homlok / orca / all/ szemoldox freckled / wrinkled szeplts/rancos pimples /spots / acne mitesseer /foltok/ pattanas broad / tight-lipped smile s2éies mosoly / Osszeszorttottszaju mosoly hair aj blonde / dark /fair/ red! orey / dyed szdke / sotet/ vikigos szdke / vards sz /festett short/long / straight curly / wavy / spiky / cropped / shoulder-lenath / mediumienath révia/hossau/eavenes/ ondior/nullamos / tasks /rovidre nyirt/ valligr6/ fehossat fringe {ponytail contre: parting / side parting /baid/ wig trufru/lotarok / ‘ozepen elvalasztott/oldalt elvdlasztott/ opasz / paroka big / small /tong /snub / pointed nagy / icsi/hosszi/ftos/heayes Character traits and personality Belsé tulajdonsagok és személyiségiegyek (ishonest dszinte,becsates / Ieestelen Aimymature érett/éetien Grpatient torelmes/ tirelmetien Grmpoite uevarias/ uavariatlan Gindactive akiiv /tetlen Gm)sincere dszinte, nylt nem észinte Govesponsible felel6s /feletotien Gombpredictable kiszamithats / iszémithatailan Cumreliable meghizhats /megbizhatatlan absentminded <2orakezott adventurous kalandivagyé, vallalkezs szellemi aggressive agrossziv ambitious J driven becsvagyd /1orekws boring / dull unalmas/féraszté bossy lranyitgato,fonokoskode brave bitor calm relaxed nyugodt caring gondoskods charitable jotekony cheerful viedim chitgish ayerekes clever okos committed ellitelezett compassionate konyoruletes, confident magabiztos. bizakocld Consistent koveticezates coward gyiva creative kreati, otletaus determined ltkeit easy-going kenyelmes.nyugodt laze fearless {élelem néiktl, ettenthetetien flexible rugalmas forgettul feledekeny generous nagylelk hard-working colgos.szorgalmas havea sense of humour jo humort, van morerzeke helpful sesit6kise hottempered indulatos, ngorlekeny humble alazatos indecisive tetova. tetovazo dependent flggetlen Intetignt intelligens ertelmes inventive talalékony,lelemenyes irritable ingertekeny jealous féltékeny kind kedves lazy lusta ‘mean zsugori hitvanymessy rendetlen miserable boldogtalan, csalodott moody rossrkedvil moral orkoiesos narrow-mincied J open-minded SaMKIStOkDr /szSles atokora ‘outgoing tarsasigkedvelo perfectionist maximalista proud biascke punctual pontos reasonable észszert rebellious lazado reserved tartizkodl6 rude goromba, udvariatian self-confident magabiztos soltisn onz0 sensitive érzekeny serius komoly shy szégyenlis sociable tarsastgkedveld spoilt elkényeztetett sporty sportos strict selgort stubborn makaes talented tehetseges talkative beszédes, ‘uustworthy megoizhate understanding megért6 Clothes Gitézék anorak anorak braces nacragtaté colar gator contact lenses kontaldlencse fip-tops stranapapucs loves kesztyi hooded sweatshirt kapucnis puléver overcoat nagykebt Polo neck garbonyatea pyiameas piesama sandals szandal scarf sil slippers papucs suit oiteny ‘swimming trunks \iszénadrig swimsuit fGrdrutha tie/ bow te nyakkend/ csokornyakkends tights harisnyanadrag tracksuit tréningruha trainers eazseip0 Underwear alsénemi wellington gumcsizma 2ip cipzar Describing clothes Oitézék leirésa appropriate forthe occasion alkalomiioz ig vise baggy buseyes designer / expensive / second-hand marks, fellapott /araga /nasanalt faded kifakult: koptatott formal /smart elegant alkalmi/esinos/ elegans kitted ove long sleeved short sleeved / sleeveless hhossail ui /r6vid ui ufjatlan ripped szakactt tight-fitting /Joose-ttting testhezail, feszes /bd szabastlaza Materials Anyagok cotton pamut denim farmeranyag fur szorme lace csipke leather bor linen vaszon ‘nylon neilon. rubber gumi silk selyem \Woo!, woollen ayapju. gvapiuszovet Patterns Mintaly/ Mintizat checked kockas dotted pottyos floral virdgos plain minta nélkul eayseina striped sikos Feelings, emotions and attitude érzelmek és hozzallas approving / disapproving jovahagys/ rosszallé,helytelenité admire csodal adore imad, esodal angry /furious merges/ auhos annoyed bossziis anxious aggoao appalled elszisrnyedt elborzadt be a fan of /be fond of /be into/ be keen fon rajong vmiert /nagyon szeret vmit / ‘odavan viiért /Ielkesedik vmiért bbe ashamed of szégyell vmit be attracted to sb vonzédlik ukihez be hopeless at reménytolon vmiben. nem jovmiben be in the mood for (0 vmilyer hhangulatban van bored unatkozik, unathoz cantstand kinemalthat confused zavarocott,dsszezavart delighted j pleased boldog /elegedett depressed levert devastated zalatott foil, disappointed csalédott embarrassed zavarban van, feseelvezett excited |zgatott CT a tee exhausted kimoruit fallintove szerelmes ese fancy totszik, kedvére van fed up with elege van, torklg van vinivel vklvel find common ground ki5zésnevez6t tala {tightened scared / terrified rémilt/ Heat /megtélemitett frustrated trusztlt {get on well with jol jon viivel ‘rateful has hnate gyaiot Indiferent kozimbos Irritated irtalt,bosszankode lonely maganyos Jong for sb/sth vagyik, vagyoaike wmire look up to sb tisztelettelfelnéz vitre lose one’s temper Isilon sodraib6l celvesait a tarelmet miserable boldogtalan, csalédott ‘moved meghatott nervous ldeges, ngerdt overwhelmed ttlterhelt passionate szenvedelyes respect tisztel.tespektal shocked megdsbbent, sokkolt surprised /amazed meglepett/ meghdlekent ‘sympathy rokonszer, egyutterzes take an interest in didekibdik vi int take pride in buszke vmire thrilled izgatott lenviigozatt worried aggoto Idioms Kilejezések eon top of the world felspannolva be out of sorts Kismertt. farsa dive sb up the wall aziddeseitemeay vkcinek, megériit vit feel biue szomorkoaile Give sb ahard time nehézhelyzetirehoz have mixed feelings. vegyes erzeimei vannak jumping for joy ugral r6mébenPL es Vocabulary Practice § Ay attnepictures itn ne porasesin tn box checked shirt cotton T-shirt denim jacket dotted top floral blouse fur coat lace dress leather jacket linen shirt nylon anorak plain T-shirt rubber wellingtons silk blouse striped Tshirt woollen jumper af fl Materials at ‘joni AN" my. 5 St aes. birthmark fair centre-parting muscular tanned handsome average smile talkative spots Appearances can be deceiving {got taiking to an increcibly(1)__manat last week's school reunion, He had short (2) hair and his green eyes contrasted perfectly with his @) complexion. He was of (4) height and hada (5) body. He was very friendly and (6) but when he told me his name was Norman, I couldn't remember him at all. That was until he turned around and I saw the (7) on the back of his neck. Itwas Norman the nerd from the first row of Mathematics! He used to have long hair with atm) (8) __ and his skin used to be covered in (9) ‘When he turned around again, | gave him my broadest (10) realised that I wished | had befriended him back at schoo. eee eet eed The person I'm describing is (rather/quite).../ He/She has got ./ He/She is wearing... is dressed in.../is in his/her teens.. would like to talk to... because he/she seems to be..Vocabulary Practice the adjectives, naggressve =] tambttous J 1 active —Palte 2. bossy oO 12. boring = ___ decisive 9,__ predictable 2.brave Gl Bcontident C] dependent 10.__reasonable ajeaious = EF] creative | EJ Salm Gs determines E] _—_ eae 1__reiabie G.absentminded [J] 16. easy-going [] 5. __honest 12, __ responsible omen rrtearess 8. cheerful 16. punctual] 6 __mature 12__sincere 9 childish 19. generous Oo Q 1. paton’ sociable ro.stubbom = FE] 20. moowy EE] —————————— 1.Alanissucha___person. You can always depend 8, You never know what Fiona is going to do. She is ontim. totally a.lazy «selfish caring sociable b. reliable 4.reserved b reliable unpredictable 2.Hewastoo __totalk toanyone atthe party sohe 9. Harry is as___ asa mule: although he knows he's left early and went home \wrong, he refuses to change his mind, a. creative shy a lazy punctuat b caring «flexible shy 4. stubborn 3. It's difficult tobe __wihen you are stuck in trafic. 10, Debbie, ike most teenagers her ages very a.honest « patient She doesnt listen to anybody and itis very hard to b.unpredictable 4, stubborn make her obey rules. 4, Danny really loves making new friends. He's such a.rebellous «caring a__ chit b patient 4. punctual a. sociable reserved 11. Itwas very__ of the babysitter to sit inside b.shy 4. punctual watching TV while the children were outside playing 5, Young people today must be if they want to in the swimming pool. get a good job. They need to be able to adapt to new: a. sensi honest silat irresponsible d.caring alazy ¢.rebellious 12 Roseisvery__ She doesn't b-tlexible 4. irresponsibie shovr her emotions or talk about 6. When David turned twenty-five, he got a good job her problems. and became financially a. flexible ‘c.reserved wrebetious: cccartng creative easy-going bureserved independent 7. Tony isn't particularly __, which is his biggest law. He finds it really hard to get anywhere on time, a.punctual ——_c. easy-going { ®. creative 4. honest / ilPT es Vocabulary Practice G oeecotonmstonnice mon 1. fm going to book an appointment to see the doctor because I've been feeling out of sorts all week. 2. After scoring the winning goal in the cup final, | was on top ef the world. 3. My sister has had her friends around the house all day and they have been driving me up the wall with their screaming. 4. When I'm feeling blue, | try to think of all the good things | have in my life, and that cheers me up. 5. I know the exams are coming up, but |Just wish my parents would chill out alittle and stop giving mea hard ‘time, 6, had mixed feelings about being made class president. | was immensely proud, but also nervous about whether | would do a good job. 7. My mum jumped for joy when she heard that | had been offered a place at Manchester University. EE Pree crenenee a 1. Lam so excited about 2. What makes me depressed is 3. tm really frightened of 4, Iwas extremely surprised to hear that 5. Iwas 50 embarrassed when 6, lmrealy irritated by Mi Use of English A MAKING NEW FRIENDS? Search With the extensive use of social media on a © daily (aay) basis, searching profiles of people we share common (D (character) with has become a popular way of making. new acquaintances. The frst thing we notice Is the user's profile picture, one which will show them at their best. Just as in a face-to-face encounter, looks are what lead ustothe(2) Gecide) of whether we will proceed with a virtual (3) ___ (friend), which in the process may develop into areal one, Once ‘8 person accepts our (4) (request) for online friendship. we are allowed to enter a world of Exam tip + Skim-read the text to get an idea of what itis about. + Read the text again, one sentence at a time, + Decide what part of speech is needed to fill in the gap. The words to be formed will usually be nouns, verbs, adjectives or adverbs, + Decide if the word to be formed has the same (or the opposite meaning of the given word according to the meaning of the sentence, + Remember that you usually need to acid a prefix and/or a suffix to the given word to form a derivative. Sometimes you might also dd an ending to the derivative (e., 5 after sharing (5) (feet) and emotions, likes : Noun .-s,ed, ing after a verb, -er,-est after ws @ Sie) ahd cpinions end an adiective). Note, however, that you never a. (believe). Emoticons are reguiarly ed to mmenpes becieen Used to represent happiness and enjoyment or anger ieee langes to the and@)____ (annoy), but without being able Mokeaiveii = + Make sure the new word and gi to see someone's body language. we can never be sure common pote Marvel seers ne those are (9) (actual) the feelings they lave spelt the new word correctly. + Read the text again including the words you Used to fll in the gaps to see if it makes sense. are experiencing at that moment. So, one has to wonder: how real can a friendship be when itis based on looks and(10)__(emetion) that may or, more likely, may not be real? ecExam tip 1 skineread the text to get an idea of what Its about. «ead the text again, one sentence ta time Read the whole sentence, hot ust the words before and after the gop.as there may be cues that could help you. Note that sometimes you may fing clues in other sentences too «ry to guess what part of speech ve ssing and what the mearing oi the missing words, Remember most ofthe missing words willbe Srammaticel words, prepositions, pronouns, auxiliary verbs. articles, Tnking words, tc, and not vocabulary items. «Remember that there sonly one mnissing word. you think that two tr more words are suitable, you Will pave to choose and write only ne. « Check for accuracy of grammar and spain _ Read te text again ineudlng the words you have used toi the Gane to see if it makes sense * ca’ Did the need for seeing our own image in a public space start with reality TV and then move on (0)__!© _selfies on ‘social media sites? Children are turned into selfie stars from an early age by parents posting (1)__ photos on social media sites and the trend continues into old age. After all, what's the harm in posting (2)___—— picture of yourself drinking coffee, with the caption, “It's 5 a.m. and I (3) drinking coffee while watching the sun come up?’ Isn’t it just a way to let your friends @)___what’s going on in your life and to entertain them? And how (5) _ photobombing? Doesn't jumping into other people's photos show that you're media aware and (6) a sense of humour? Then there are the five-year-old selfie stars, living jet-set lives with their families just because they look cute. Adults who are fans (7) such young stars comment that their day is not complete without seeing their picture, and some say that they love them more than their own children. (8) these young children growing up taking pride in their fame and appearance and ignoring what talents and skills they may have? Are the parents (9) harm to them or (10) it give them a way out of poverty and anonymity?Listening Comprehension Practice POINTS FOR DISCUSSION + Do you think that body language can communicate more than speech does? + What body gestures or facial expressions do you know of that might mean different things in different cultures? VOCABULARY BOOSTER Read the senterices and guess what the phrasal verbs in bold mean. Pasa ens ar 1. Dortt lle to me; | know you made up that story so dad would give you the car. 2.We fight, as every brother and sister does, but at the end of the day we always make up. 3. 1's amazing how they managed to bring up such kind and thoughtful children. 4.She probably won't like you mentioning her mistake, so don’t bring it up when you talk to her on the phone. 5 Isit the kind of event where you have to dress up in a suit and tie? 6. We wanted to dress up as a famous showbiz couple for the costume party, but Dan thought it was ridiculous. 7.No, don't open the window. The wind will mess up my hair and it took me hours to get it right. 8. Ihe waits too long, he'll mess up his chances of securing the job 9. I've been working in the garden all day, so | want to elean up before dinner, 10. I'm sick and tired of cleaning up after you, Jonathan. It's time you took responsibility for the mess you make, A Sirccameo. Exam tip * Before you listen, read the instructions carefully to learn what the text is going to be about. + Then read the questions and options and lunderline the key Words. This will help you focus on the more relevant parts of the recording, + During the first listening, listen for the key words, This will help you choose the correct option * Check your answers during the second listening, Remember that you must pay attention to the 3. The stress caused by being interviewed by the police might make someone A. tellalie B. avoid cooperation. General meaning of what is said, not just to Individual words EE 0, What does the speaker say about the ‘members of the audience? ira} A. They all lie at some point in their life. 8. They don't want to admit they are liars. C. Not everyone knows how to lie. 1. What's the main reason that people teil awhite lie? AA. To fool people. L B. So.as not to upset someone. C. They don't havea serious opinion. 2. Te speaker says that oO {liars tend tomove thelr gaze away B. people wn are making up ale at that froment look upwards, ¢. looking up means that a person is trying to remember something C. embarrassed. 4, When people are questioned about a crime they didn't commit, they may appear guilty because A. they have actually committed a different crime. B, they have something else to hide. C. they feel they have tole 5. Aperson is lying when they A. change the details of a story or offer too ‘many details. 8B, narratea story with as few details as, possible. . Insist what they say is the real story. 6, How does body language indicate someone istying? A, Liars don't know how to contro! their facial expressions. B. Liars words and body movements don’t agree. . Liars’ body movements are not naturalTT ——S— j Listening Comprehension Practice Bee Exam tip aga fist. rea the istuctons carefully to lear whet the ext going to Be abou “Then ea the incomplete sentences and the options and undertine the key words, This will help you focus on the relevant parts ofthe recording i help you choose th « During the first listening, listen for the key words. This will elp you choose the correct option. = Check your answers during the: attention to the general meaning of what is said, second listening. Remember that you must pay not just to individual words Pee 1) 0. Sherif carried out the Robbers Cave 6. Attthe first meeting of the two groups, Experiment A. in 1954, A. insulting songs were sung B. tosee how people in a group B. there was name-calling. relate to each other. 7. The Rattlers A. didn't want to eat with the Eagles. B. took things from the Eagle's cabin. A. by sharing pleasurable experiences, B. when faced with a shared difficulty that needed cooperation, 1. The two groups A had to be balanced in the number of emotionally healthy boys B. contained eleven boys each. 2 At first, ‘A. each boy was alone in 2 cabin, B. the boys thought that there was only one group. 3. Inthe first week, the boys of each ‘group were encouraged to A. work together. B. swim and hike, 4, The two groups ‘A. found out about each other by chance, B. were displeased that they weren't the only ones on camp. 5. In the competitions A. the winning team was given a cup. B. each member of the winning team was given a prizeReading Comprehension Practice ® POINTS FOR DISCUSSION + Do you enjoy comedy sketches and stand-up comedians? What is it about their humour that you like? + Do you think that bad experiences can make for good comedy? How? Exam ti ip Sentences yAlinethegspsciwithene tread the wholetxt quickly for general understanding TT + Then read the sentences carefully to get a better idea of SCRE! what kind of information is missing in each gap. the text, wt weno secret that laughing is good for ust gives our immune systema boost, reducing stress hormones and increasing disease fighting antibodies. t retaxes our muscles and strengthens our heart. Then, of course, laughter releases fee-good hormones that make us feel happier. Humour helps us ride the waves of life's ups and downs; it turns us into more B38¥ ‘36d people and breaks the ice with others. However, what if humour doesrrt come naturally to you or you just don't get other people's jokes? What if you are an intensely serious person who finds life more tragic than comic or who is more likely to be ‘otemipered and joday when things go wrong than to slap your forehead and laugh? Can you learn to take lifeless seriously and lighten up? According to some comedians, people can actually learn to be funny, Perhaps not fall-of-your-chair funny, but at least able to admit that things are riciculous rather than absolutely terrible. For those with a natural talent for being funny there are even stand-up comedy clinics where you can learn to bea comedian. Stand- up teachers turn the art of comedy intoa science and Laughter affects the level of different Humour makes us feel more Itis possible to You can practice how to, Having 0. 1 2 3 4, 5 6 7. The idea behind laughing yoga is that hormones «Try to find the parts in the text that will help you complete the sentences. You may underline these parts. «Make sure that you complete the sentences by filing the pe woe wor nv i ‘text. Some of the missing words will be exactly asin the \g relevant information from le others will be rephrased. . Have a laugh! design games to get students to be more creative such as ones in which they have to improvise. Students are given the tools to write great jokes even when they have a complete blank. However, if you don't have your sights set on entertaining an audience but would shmply ike to laugh more, there are some easy ways to make every day more amusing. If you are feeling all or irritated, getting together with friends to watch a comedy could be just the thing to liven you up. Additionally, make sure that If you have a tendency to see the depr@ssifg side of if, you include funny people in your circle of friends. Funny people can influence you to find hhumour inthe simplest of things. Rhod Gilbert, a Welsh comedian, manages to turn trying to buy a single baked potato in a supermarket into a hilaFlOUS sketch. Watching comedies and teling jokes is not the cy way to cheer us up and make us laugh, There are countless ways to lighten up a day, like playing «games with friends or doing fun activities like going swimming, playing board games or music with friends cor playing with pets, For those that are serious about wanting to laugh, there are even laughing yoga classes, which are based on the idea that laughter is catching. in our bodies. ________with peopie when there's an awkward meeting, ‘The writer wonders what someone can do if they don't understand someone's. how not to take things so seriously. Ifyou are a stand-up comedy student. People can learn how to be funny even If they don’t want to become friends can make simple things humorous. someone laugh can make you laugh too.Reading Comprehension Practice childish, immature comic amusing, hi ull mean, il: mannered infantile boring, characterless irritable hot-tempered, moody tude calm, easy-going kind, polite creative, interesting serious, adult tragic, depressing A= TRUE When she was nineteen months ol, Helen Keller HSH 2 sever lness at evenuaty et her without he sense Of sight or hearing lo le her mite, Ti, however, did rot BR ne aby to ove or be love. When she was six years old, Helen Keller's parents sought, Alexander Graham Bell's advice regarding their daughter's ‘education. As a result, Anne Mansfield Sulivan, a twenty- year-old teacher, arrived at the Kellers’ home in Alabama, Sullivan herself had been both treated and educated at the Perkins institute in Boston, where she had partially recovered her sight. Helen Keller herself said that the most important day of her entire life was the one on which her teacher arrived. On. their first momning together, her teacher gave her a doll and slowly finger-spelt the word “dol into the palm of her hand using the manual alphabet. Helen found this finger play very interesting and immediately tried to imitate it. It did not take her [ong to form the letters correctly. However, she had no idea that she was spelling words or that these words existed as representations of the objects that surrounded her. Ittook her several weeks, often filled with frustration, to jerstand that everything has a name. One day, her teacher ‘tying to teach her the difference between ‘mug ‘and ‘water’. Helen, unable to tell them apart, threw her doll in {3 rage and broke it into many pieces. Her teacher then took her to the well-house in the garden and placed her hand into cool stream. At the same time she finger-spelt the word ‘water’ in Helen's other hand. At this moment, the mystery of language was revealed to her and it was the beginning of her familiarisation with the objects around her. Another difficulty Helen had to overcome was the meaning, of abstract words such as lave’. Her teacher finger-spelt the HE TEXT DOES NOT SAY [some boise ec rererossroran] AGAINST ALI. ODDS ‘word into her hand and Helen reacted by asking. ‘What is love?’ Anne replied by placing her hand over Helen's heart ‘and said, ‘tis here’. Helen became confused and started asking lots of questions in order to discover what ‘love’ actually was. Unfortunately, despite her teacher's responses, she could not understand and became very impatient. ‘day or so later, when Helen was trying to string some beads of various sizes together, her teacher touched her forehead, and finger-spett the word think’. Helen instantly realised that this was the name of the abstract process that was going on in her head. In the same way, she tried to find the meaning of the word ‘love’. When the sun came out from behind a Cloud, Helen insisted, ts this not love?" Anne turned to her and replied that love is something lke the clouds that were in the ‘sky before the sun came out. “You cannot touch the clouds, but you can feel the rain,’ she told her. ‘in the same way, you ‘cannot touch love, but you can feel the sweetness that il pours, into everything.’ Helen immediately understood this beautiful truth and felt that her spint was somehow connected to the spirit of her teacher and everyone around her.Reading Comprehension Practice 0. Asa result ofher ines, Helen Keller 4. The word tove was aficult for Helen to could heat, see or talk TOI] anderstand because snecoularttoucn t. EC] 1. Helen did notimmediately understand 5. Helen's teacher tinal made Helen hat iss Sulvan was trying todo understand the meaning ofthe werd ‘ove withthe tingerspeting, HI ~~ siren snecomparediove tothe coucs. EI] 2. Miss Sullivan always managed to make 6. Fingerspeling words taught Helen now lessons satisfying for Helen. 3, Miss Sullivan felt bad when Helen got anary and broke her doll. to write po 7. Hale's teacher can best be described asbeing insensitive Exam tip + First read the whole text quickly for generat understanding. « Then read the statements and ty to find the parts the text that give the information included in the statements, You may underline these parts + Now try to decide which statements express the same meaning asthe information you have found inthe text and which do not. A statement is “TRUE when it expresses the same meaning as the information in the text. A statement is FALSE when fan : it expresses a aifterent meaning from the meaning yi aa", 2 of the information in the text. A statement is NOT POINTS, FOR DISCUSSION MENTIONED when you can't be sue fits meaning Is true or false based on what you read. + What traits do you think made Mss Sullivan + Read the arts ee a ttactal iol bilan hake? 1e underlined parts very carefully to make sure your choice Is correct. Remember that the + What types of personalities are you attracted information and the statements are often phrased to the most? Why? differently. ME TT VOCABULARY BOOSTER BI Saemseeeac natant Ca ie about on at for from in of 1. After three weeks | finally recovered terrible cold. 2. How could you mistake George his brother? They don't look anything like each other. 3. Our family consists. members. 4, The media have repeatedly praised her being active in the fight against child malnutrition. 5, Before your first job interview, why don't you invest nice suit to wear? 6.1 warned you Michze''s laziness, but you wouldn't listen. 7.Don't you think it's silly to waste money ‘something you will only be able to wear maybe once a year? B.lapologise __ shouting at you earlier: don't react so well under pressure. 9 She's naturally shy, so you'll never catch her boasting what she's achieved 10. Why are you staring that gir? Is it the first time you've seen someone who's dyed their hair purple?Writing Practice a INFORMAL EMAIL/LETTER RESPONDING TO AN INVITATION POINTS FOR DISCUSSION + Have you ever sent an email or letter to a friend to refuse an invitation? If yes, what was the reason? Ino, what reasons can you think of for turning down an invitation? + What kind of information would you include in an email or letter accepting an invitation? Alison and Chomas: | are delighted to invite you © ¥ 10 THEIR WEDDING ON ee 3 August 2016 | = = al three o’elock in the afternoon O. at Merry Lane Hotel 34 Merry Road, Bath as DINNER AND DANCING TO FOLLOW “x RSVP to alisonpinter@fhnet.com by 02.05.16 | ison, e oe “That's fantastic news. I'm really happy for you both and thanks for inviting me seer It for anything! And as your wedding falls during my summer holidays, it wil be |) rno problem for me to take time off work. Gust a few questions for you! Can you recommend a B+B or small hotel case to the wedding location where I can stay? I Imagine the venue itself will be booked out! ‘Alco, how formal or casual is the wedding going to be? I was Just wondering how I should dress for the wedding. Ihave a long yellow summery dress 1 am considering wearing: / Finally, do you have a wedding list for gifts or are you happy to take your chances with guests choices? Really looking forward to your big day! Which of the following does Sally do in her email? a. congratulate her friend £. make enquiries about the dress code express her delight 4g. use contracted and short forms h, use the last paragraph to elaborate on the points mentioned in the previous paragraphs ‘mention what the purpose of her email is b ¢. accept an invitation 4. use informal languageie Ta ‘An email/letter to a friend We write an informal emailfleter to people we know, usually @ family member or friend. Apart from giving personal information about our lives, an informal email/ Teter can 2iso express our emotions (happiness, joy. sadness, etc.) and can include an invitation, apology, request for advice. ete. GREETING Greet the person you are writing to, *Dear Bill, Hi Darin, Hello Mary, Dear Mum, ‘OPENING PARAGRAPH Begin your emaif/letter and say why you' re writing. Use set phrases like: + How have you been? + Thanks for your last email/letter. sUhaven’t heard from you for ages. *Sorry | didn't reply sooner, but.. +m writing to tell you about. + Guess what! ( have some exciting news. MAINPART Phrases for the main part of the email/etter: Accepting an invitatior *Thanks for inviting me... +d love to come te +1 wouldn't miss. for the world! + Thanks for the invitation. Pd be delighted to.. +Y6s, thanks. That would be great/ wonderful Refusing an invitation: srs afraid | can't come because. sit was nice of you to invite me but. +n awfully/terribly sorry but | have other plans. +d really like t0, but I'm already tied up. + Thanks for asking, but Urn afraid tm busy. Giving the reason: You see. The truth/reason/problem i +The fact that | have. to... means that... + This will involve.. which means that.. ‘Making a suggestior + What about. + Instead of.. why don't wea. if you like, we could. shat do you think about + How do you Feel about. CLOSING PARAGRAPH * waiting for your enail/letter/reply. =1'm looking forward to hearing From you. + Well, that’s all for now. | have to go. * write soon. Writing Practice Exam tip When writing an email/letter to a friend: + Use the appropriate layout. * Organise it into paragraphs as shown in the plan, + Use appropriate expressions/phrases to express Your emotions, give news, extend/accept/retuse an invitation, etc. * Use informal language and expressions (eg. well, of ‘course, anyway, you know, by the way). + Use standard grammar and spelling conventions. Don't use forms such as wanna, CU LR, etc. + Use short forms (e.g, I'm, don't). + Use exclamations (e.g. Guess what!) and direct ‘questions (e.g, What have you been up to?)ig Writing Practice BB ete eat cow acctwst ne correctiomersinena ones, a, Are you going to be around bring itwithmeiftcometo vist Re b, Hopefully it will clear up for us to go camping f. Have you ever stayed there , ¢. Are you til studying English literature Ive always wanted to visit the Lake District. er / | We haven't chatted in ages 1, Give my regards to your parents New email Dear Pau How are you? [JI]. rve been really busy with exams. taste frished and have some time fee | was thinking of coming down to England next month [FBI]? it would be lovely to catch up. could bring my tent if you have time to go camping for afew days What do you think? EIT] think theres oo’ Anyway lat me know as soon as possible if you ae free so we can organise something By the way, how are your studies oing?[EBCT? tread a fantastic book recently that think you might Ike. W's about a man returing to the Lake District after ten years absence tt was surprsinay orippina, [EI] Ive been reading alo lately, especialy asthe weather hasit been So good. a very good organised campsite ther Waiting to hear back trom you! EI] Take care, Marcus (C ‘eur trend Jason has sent you the following invitation toa schoo! reunion but you are not alee attend vited (0 Harrogate School's reunion celebration af Rateliffe’s, Highgate ’ 1 on Saturday 12 November 8 pam.-late Class of 1998 Hope (o see you the RSVP by 15 October to \ger@klmall Write an email of 120-150 words to Jason in which you: Begin your email like this: in Tason, + thank him and reject the invitation, pea + explain why you have to reject it + give him a message to pass on to your other friends.Speaking Practice Task 1 Interview 1. What kind of friends do you like to have? 2, How easy ist for you to make friends? 3. What opportunities are there in the place where you live for people to make friends or spend time with them? 4. What do you think of friendships people have through social media? 5, Are there any reasons you would decide not to continue a friendship? Task 2 Debating ‘Being attractive isan advantage inte? ion, Then debate in pairs, Take turns ror aaa UseFULEORESSIONS ~ edie 06d git: ote IRS SONA +e reckon ata had ‘oceania “neglect development of personality AS see ‘eeslrtoontcerainiohs ado -Peraps, but don you tink that + easier to make friends + suffer from envy I'm sorry to disagree with you, but... saad poten «Sorry to internt but My pte byt Task 3 Talk Yi pease sy nature bonding” sharing cooperation _ solving problems freshair exploring exercise joint goal__ enjoyment 1. Why 2. What are the benefits of each activity? 3, Are there any drawbacks to any of the activities? 4, How do you spend time with your friends? 5, Is there an activity or outing you would like to organise with your friends? it good to spend time with friends?Unit 2: Houses Key Vocabulary Kinds of houses / buildings Lakéhaz/ épiilettipusolr lock ofits naztomb bungalow eayszintes haz cottage videktnaz, vendeghaz detached house csaladi ha formnouse parasztnae tanya ‘at/ apartment Jaks /apartman ‘one room flat /bedsit/ bedsitter sarzonlakds ‘tee-oom fat haroms20bis alas smalzonette sticlistats, bésaks ruitistorey house emolotes naz semidetached house Skethiz skyscraper tetnokarcolo summer house riyarsl ert ak ten storey block tizemeleteshaz terraced house sorhz tower block toronyinaz Description in general Altalanos jellemz6k (unfurnished butorozott/bitorozatian affordable mepfizethets airy leves6s antique furniture stibotor,antik itor Cluttered zstfott Convenient / comfortable megfelels / kenyelmes cosy lakalyos damp nyiricos functional rendeltetésszert Impersonal szamélytclon in good / bad condition j6/ rossz llapoti littered (with things) tele van zsutolva (aotgotacab luxurious tenyiiz6 messy rendetlen modern korszert Nicely-decorated szépen berendezett open-plan egytert Pavement jarda Peaceful bekes,nyugodt Picturesque fest6iscepségt prime location elokelo heiy residential area lakénegyec run-down lepusztult soundproof hangszigetelt spacious /large tagas /nasy sparsely furnished ayéron butorozott suburban neighbourhood kerivatosi womyex sunny napos tiny pici,apro tworstorey house kétemeletes haz Welcoming acvéel6, aratsagos well-equipped jolfelszerett well-kept / well-maintained gondozott/jél karbantartott witha View of the lake toranézo vith windows overlooking a busy streat azablakok torgalmas utcaraneznek within walking / driving distance of ayalog /autéval erhet6 tavols4gon belit Parts of the house A haz részei attic padlas, padiasszoba balcony erkély basement alagsor bathcoom ffirdészoba bedroom haldszoba celling mennyezet child's / children's room syerekszoba corridor folyoss dining room ebéas downstairs also szint (etszintes hazban) drive befar6, kocsifeljand ‘ensuite (bathroom) findészobas ‘exterior Interior Kclsd /tbelso fence kerités ‘lor emelt,padio ‘garage garcizs garden ert ‘ground floor foldszint ‘quest / spare room vendégszoba hall eldszoba kitchen konyha fawn pazsit Wt feivons, ut loft galéria. loft porch tornac roof tet sitting fing room nappali stairs lépes6 study doigozoszoba upstairs fels6:szint (ketszintes hazban) utility room mosokonyha : Equipment and decoration Felszerelés és lakberendezés blind suter rot, retuxa freon, spaletta burglar alarm sfaszto carpet szsnyeg central neating iGzpont rates curtain toggény doorbell segs doormat taboo drinks /cocktall cabinet barszekaény fitted carpet padliésednyeg intercom az telefon letter box levetszekreny ‘ornament disetangy plug konneltor plumbing szaniter sveretvenyek pot plant cserepes ndvény radator racstor tetest tug rongyszonyes, tuto'seonyeg shelf pole tie csempe ‘vacuum cleaner hoover porszivo wallpaper tapeta bothroom firdészoba bathed) fordoka cabinet szekrényhe. veges szelaény taunary boskot s2onnyestesar mitror ker shower zuhanyzo tap csap toliet véce ‘washbasin mosdokagyio washing machine moséigép bedroom halészoba bbedtinen agyniema, bedside table dijeliszekrény Clothes shelt runas pole mattress matrac pillow parna single / double bed egyszemelyes/ ketszemetyes agy (builtin) wardrobe (beepitett)szekrény kitchen keonyiia cooker tazhely (wall cupboard konyhaszekrénydishwasher mosogatosep freezer melynato,agyasato fridge hitészekrény microwave oven mikrobuullarm sit sink mosogato. stainless steel appliances rozsdaientes acél kesziilékek living room nappali armchair fotel bookcase kéinyvszekrény bookshelf konyvespole chest of drawers komod, sublot coffee table dolanyzéasctal cushion parma. diseparna display cabinet vitrin DVD player DVD Iejatszo fireplace Kandallo flatscreen TV sikképernyos teve furniture Dbator butorzat focking chair hintasz6k. sofa / (corner couch kanapé / sarokhever6 | study dolgozészoba desk ircasztal swivel chair forgoszek wastepaner basket papickosir Activities in the house Haz kériili tevékenységek assemble / dismantle (a piece of furniture) bitort sszeszerel/ sestezed change light bulb kicsereay vallanykértet clean /tay up iatakart convert sthinto sth else atalakt vit vive decorate aroom kilestegyszobat DIY Oort Yourset areas csinala ‘magad do (he) housework hazimunkal vegez do maintenance work karbantartast végez, dust ieporot, toreiget, portalanit ‘empty /load @he dishwasher) kids betbtlamosogatégepet fixaleak megszintetia szivargist house renovation hazel (an appliance) felszee! egy berendezest mend afence /a100f) mesiavitkeritést/ tetet) move in/out bekoltozik ikea mow thelawn lenyssaasavet rearrange he funiture) atiendez (biter Femovea stan eltavolti.afotot fenovate /do up hele /renabenez repair megiavi swoop / vacuum / map the floor telsopet/ ‘iporsavozzafelmossa a padlot Property Ingatlan (flat) to et kiado Cakes) accommodation szails amenities komfort felszereltseg bbe ona limited / tight budget szikos Koltséguetésbol gazdalkocik cost of utilities. kéztizemi keltségek Croydon aistrict Croydon Kerulet, korzet do the cleaning / cooking / ironing / washing-up kitakarit / megtoz / kivasal / elmosogat electricity / telephone bill villany-/ telefonszamia estate agent / agency ingatlanilgyntk/ ingatlandigyndkség evict /eviction kilakoltat /kilakoltatas fall behind with the rent / mortgage instalments berleti dijal/jelzalog reszlettel elmarad ‘latmate / housemate lakotars /szobatars forsale cladé give (@ month's) notice egy honapos felmondasiiddtad homeowner haztulajdonos housing estate laktelep {ive at1 King Street, flat 1. A King tea L ‘scm alatt az Fes szémi lakésban lakom. intnecentre akezpontzan inthe suburbs akertvarosban ‘inhabitant / resident / householder lakos/ Jaké / haztulajdonos landlord Ianalady foberio live on the first / second floor az els6/ ‘masodik emeleten lakik located in a residential area egy lakénegyedien talathaté lower / increase the rent csokventi/emelt abérleti dijat neighbour szomszéa fon the ground floor a fldszinten ‘on the outskirts a peremvarosban pay Ghigh / low) rent (magas/ alacsony) Detlet ait tizet pay inadvance elére fizet ay the bills kiegveniitia szamiat Pay up tront eldrekitizet a teljes dsszeyet ber month (pm) / per week (pw) havi/ hetirészletben izet place a deposit letetbeneiver Property tulajdon,ingatian put a house on the market piacradobesy hdzat realestate ingatlan reduce [reduction csbkikent /esokkentés removal van keltéctet6 furgon renta flat from sb lakcst bevel vkitol renta flat tosb lakast hérel vkinek rural vides share a room megosztjaa szobat vkivel signa lease alairegy verletiszorz0dest take out a mortgage jelzdlogot vesz igenybe take the rubbish out kivisai aszometet tenant (ober lak ‘There isa school in the neighbourhood, ‘Van egy iskola a kimnyéken. under construction epitesalatt urban varos! We had our house renovated / dane up last year. Tavaly njitattuk fel ahazunkat.