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Za internu upotrebu.
I
ENGLESKI JEZIK ZA VISU-A RAZINU ISPITA
I v
NA DRZAVNO] MATURI U RH
I :8.. OSNOVNE INFORMACIJE O ISPITU IZ ENGLESKOGA JEZII(A

SADRŽAJ
; " 2
I
1.1. PODRUČJA ISPITIVANJA 2
1.2. STRUKTURA ISPITA 2
1.3. TRAJANJE ISPITA ~ 3
, 1.4. OPIS BODOVANJA 3
I 2. PRIPREMA ZA ISPIT
2.1. PRIMJER ISPITA (DRŽAVNA MATURA 2013., JESENSKI ROK)
4
4
.1 •
2.2. KAKO SE PRIPREMITI ZA ISPIT ČITANJE?
3 2IS·3p·IKTApKIOS,~EN.1PERIPREMITI
M
ZA ISPIT SLUŠANJE?
••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
11 •••• ' ••••••••••••••••••••••••••••••••••••••••••••••
8
··········1·09
3.1. KAKO SE PRIPREMITI ZA ISPIT PISANJE? : 10

3.2. PISANJE ODLOMKA ' 10
I 3.3.
3.4.
PISANJE ESEJA
PRIMJER STRUKTURE ESEJA NA DRŽAVNOJ MATURI
10
11
3.5. SAVJETI ZA PISANJE USPJEŠNOGA ESEJA 13
I 4. PRIEGLIEDI VJEŽBE JEZIČNIH STRUKTURA
4.1. NOUNS
, 17
17
4.2. PRONOUNS 20
I 4.3. QUANTIFIERS
4.4. ADJECTIVES
4.5. ADVERBS
21
23
25
4.6. ARTICLES 26
I 4.7. PREPOSITIONS
4.8. TENSES
4.9. MODAL VERBS
29
32
39
4.10. VERB PATTERNS 41
I 4.11. PASSIVE
4.12. REPORTED SPEECH
4.13. SYNTAX
43
45
47
4.14. ADVERBIAL CLAUSES 48
I 4.15. CONDITIONAL CLAUSES
4.16. RELATIVE CLAUSES ;
52
54
4.17. PARTICIPLES ; 55
I 4.18. EMPHATIC STRUCTURES'(CLEFT SENTENCES)

4.19. INVERSION
4.20. NUMBERS
,
56
57
58
4.21. PHRASAL VERBS 59
I 4.22. WORD FORMATION

5, ISPltTNI MATERIJAL! ,
~
J "
60
61
5.1. DRŽAVNA MATURA (2015., LJETNI ROK) 61
I 5.2.
5.3.
5.4.
DRŽAVNA MATURA (2014., LJETNI ROK)
DRŽAVNA MATURA (2014., JESENSKI ROf<)
ISPIT ČITANJE (ZADACI 5)
66
70
74
1 6. DODACI
6.1.
6.2.
, ", .. ,."
VJEŽBE PISANJA ESEJA
INTERPUNKCIJSKI ZNAKOVI
; , , :.. 76
76
78
6.3. VEZNA SREDSTVA 79
I 6.4.
6.5.
6.6.
PRIMJERI ESEJA
LJESTVICA ZA OCJENJIVANJE ZADATKA ESEJA NA ENGLESI<OMEJEZIKU (VIŠA RAZINA)
GRAMATIČKE STRUKTURE ZA VIŠU RAZINU ISPITA
80
82
83
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1. OSNOVNE INFORMACIJE
2
O ISPITU
. TRINOM d.o.o. ~ pripreme za državnu maturu i prijemne ispite
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,l
'Il,
;
1.1. Područja ispitivanja '1

Ispitom iz Engleskoga jezika na višoj razini provjerava se komunikacijska jezična kompetencija u čitanju, pisanju i
slušanju prema nastavnom planu i programu iz Engleskoga jezika za gimnazije. Ispit iz Engleskoga jezika sastoji
se od triju ispitnih cjelina: Citanje, Pisanje i Slušanje.
'l
Čitanje - Ovom se ispitnom cjelinom ispituje Čitanje, odnosno vještina razumijevanja čitanoga teksta.
U ovoj se ispitnoj cjelini ispituje može li pristupnik:
• općenito razumjeti o čemu je riječ (uočiti osnovni smisao)
• pronaći specifične informacije
1'1
• detaljno razumjeti tekst kako bi shvatio Implicitno značenje i sl.
• razumjeti određene leksičke i/ili strukturalne obrasce .
• prikladno i točno upotrijebiti određene leksičke i/ili strukturalne obrasce. ,ll
Pisanje - Ovom se ispitnom cjelinom ispituje vještina pisanja, odnosno pisana produkcija.
U ovoj se ispitnoj cjelini spituje može li pristupnik:
• napisati sastavak u kojem sustavno razvija neku temu navodeći razloge za i protiv nekoga gledišta ili
objašnjavajući prednosti i nedostatke različitih rješenja naglašavajući bitne argumente i navodeći pojedinosti
.1
,rl
koje podržavaju iznesena shvaćanja uz uporabu relativno Širokoga raspona vokabulara i uz manje,
nesustavne gramatičke pogreške.
Slušanje - Ovom se ispitnom cjelinom ispituje vještina slušanja. Ispituje se može li pristupnik razumjeti opće
poruke, glavne misli i specifične informacije na ovim vrstama tekstova:
• razgovori i rasprave
• predavanja, izlaganja i izvještaji
• obavijesti i poruke konkretnoga ili apstraktnoga sadržaja.
,fl
Tekstovi govore o poznatim i nepoznatim temama koje se obično susreću u osobnome, društvenome ili
obrazovnome području i izneseni su na standardnome jeziku.
1.2. Struktura ispita

.1
1.2.1. Čitanje
Ova ispitna cjelina sastojl se od 5 skupina zadataka (tasks) vezanih uz različite polazne tekstove. Za svaku
II
ispitivan u podvještinu navedeno je kojom će se vrstom zadataka ispitivati i na kojo] vrsti tekstova te koliko je
zadataka vezano uz te tekstove.
Tablica 1. Struktura ispitne cjeline Citanja

I'
i
ISPITIVANE PODVJEŠTINE VRSTE ZADATAKA

..
VRSTE
TEKSTOVA
članak od 550 do
BROJ
ZADATAKA
-
-J
1. razumijevanje specifičnih informacija zadaci povezivanja 12
600 rlieči
razumijevanje osnovnoga smisla, zadaci višestrukoga izbora
2. specifičnih informacija i implicitnoga članak od 550 do
(između četiriju ponuđenih 6
značefJj_a odgovora) 600 riječi
detaljno razumijevanje teksta članak od 550 do
3. zadaci povezivanja 6
(kohezlie i koherencije) 600 riječi
detaljno razumijevanje teksta zadaci Višestrukoga Izbora
4. (između četiriju ponuđenih članak od 220 do
(leksički i/ili strukturalni obrasci) 250 riječi 8
odgovora)
5.
uporaba prikladnih i točnih leksičkih
zadaci dopunjavanja članak od 200 do
8
W
i/ili strukturalnih obrazaca 230 riječi
- ..
Napomena: Tekstovi u Ispitno] Cjelini Citenje sadrze od 2100 do 2250 njeci. v.
~ ..
1.2.2. Pisanje
Ova ispitna cjelina sastoji se od zadatka eseja. Pristupnik mora napisati esej od 200 do 250 riječi na zadanu temu.
T abl'Ica 2 . Stru ktura Ispitne . Iine Pisanja

cje ~
ISPITIVANE PODVJEŠTINE VRSTA ZADATKA BROJ BROJ
ZADATAKA BODOVA
1. izvršenje zadatka, koherencija i kohezija uz odgovarajući esej od 200 do 250
ojJ_segi točnost leksičko-strukturalnih obrazaca r!ieči 1 20 ~
-I
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1.2.3. Slušanje
I Ova ispitna cjelina sastoji se od 4 skupine zadataka (tasks) vezanih uz različite slušane tekstove. Za svaku
ispitivanu podvještinu navedeno je kojom će se vrstom zadataka ispitivati i na kojoj vrsti tekstova te koliko je
zadataka vezano uz te tekstove .
.1 ISPITIVANI!
. Iine SI usetne
Tablica 3. Stru <tura ispitne ete
PODVJIEŠTXNIE
v
VRSTE ZADATAKA VRSTE TIEI{STOVA

BROJ
ZADATAKA
razumijevanje glavne misli! zadaci povezivanja kratke priče 5
1.
specifičnih lnforrnaclja
razumijevanje glavne mislil zadaci višestrukoga kratke priče/kratki
2. 8
specifičnih lnformaclia izbora razoovorl
I 3. razumijevanje specifičnih informacija

zadaci višestrukoga
izbora
zadaci višestrukoga
razgovor/rasprava
predavanje/ izlaganje/
6
6
4. razumijevanje specifičnih informacija izviešće/razaovor
izbora
I
1.3. Trajanje ispita
I Ispit iz Engleskoga jezika traje ukupno 180 minuta. Ispitne cjeline Čitanje i Pisanje provode se odvojeno od
ispitne cjeline Slušanje. Ispitna cjelina Čitanje traje ukupno 70 minuta, a ispitna cjelina Pisanje 75 minuta.
Ispitna cjelina Slušanje traje približno 35 minuta uključujući i 5 minuta za označavanje odgovora na listu za
,I odgovore.
Hodogram ispita: 145 minuta (ispiti Čitanje i Pisanje) + 15 minuta (stanka) + 35 minuta (ispit Slušanje)
' PRIBOR
l Tijekom pisanja svih dijelova ispita iz Engleskoga jezika dopušteno je upotrebljavati
se piše plavom ili crnom bojom, a nije dopušteno upotrebljavati rječnik.
samo kemijsku olovku kojom
I 1.4. Opis bodovanja

Ostvareni bodovi u svakoj od triju ispitnih cjelina u ukupnom rezultatu sudjeluju u ukupnome rezultatu s jednom
I trećinom. Time se određuje uspješnost pristupnika.
Čitanje 1/3
I Pisanje
Slušanje
1/3
1/3
I Ukupan broj bodova u ispitu iz Engleskoga jezika na višoj razini je 85.
I 1.4.1. Vrednovanje ispitne cjeline Čitanje

Svako pitanje donosi jedan bod. Ova ispitna cjelina donosi ukupno 40 bodova.
1.4.2. Vrednovanje ispitne cjeline Pisanje KRITERIJI

Ova ispitna cjelina donosi ukupno 20 bodova.
1 Esej se ocjenjuje prema ljestvici

se sastoji od četiriju kriterija:
za ocjenjivanje
izvršenje
koja
zadatka,
'I koherencija i kohezija, vokabular i .gramatika.

svakome kriteriju moguće je dobiti maksimalno 5 bodova.
PO
I
Točnost
I
'I 1.4.3. Vrednovanje ispitne cjeline Slušanje
Svako pitanje donosi jedan bod. Ova ispitna cjelina donosi ukupno 25 bodova.
. Važno je pozorno pročitati tekst općih uputa i tekst uputa za rješavanje zadataka i označavanje točnih odgovora.
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2. PRIPREMA
4
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2.1. Primjer ispita (Državna matura 2013., jesenski rok)
II
READING PAPER
Task 1 Questions 1-12
You are going to read an article in which people talk about their trips to London. For questions 1-12, choose from
the people A-F. There is an example at the beginning (O).
.l I
····· ·..·..·..·· ······..·· ·-·_ ..·..·- ·.._· · · · _-

Trips to London
-·_ T- • •.. ·_ _ _ ,
II
f-~;i~.;~M;,~;~;-;;;i;~;----- Hj-~:t~~d;i;;;~f~;-;;;~-;~i;:;~i-;;;;;-;;-L~~
university. I was so nervous. I spent the flight ~orrying
about what I was going to say. My hotel was okay, but
I kept waking up during the night. The interview went
I where nobody knew me, or would even notice me. I
I needed to get a sense of direction again in my life. I
I wandered round the streets, aimlessly, until I found
j
!
I
II
l myself in Green Park. I sat on a bench next to an old I
horribly, I thought. I left the interview feeling good for
nothing, sure that I hadn't been good enough. I
thought it would have been better if I had stayed at
I woman, and we started to talk,
I and I told her everything. It was like we were friends,
We talked and talked, i II
.1
l,
home. But the following week, I heard that I had been

accepted, and suddenly the world was a beautiful
place. ..
jI despite the age difference. When I left, I felt better
about myself and ready to resume my life. I.
· ·· ·..·..·· ··-· ·..·--- ..· · · ·· __ ...._ _ _ _ _ - -- ~
r...
~ ~.~~!.: -._.- - -.-- _.-._.-_- r..~·~~~~~·- _ _ "11 : 1
I I had an awful weekend. On the way from the station
to the hotel, someone knocked into my taxi and I
I was in an area where I hadn't been for years, but I
was confident I would find my way around. Things had I
,
I
ended up wheeling my suitcase through the crowded
streets, At the hotel, the traffic noise was far too loud,
so I had to find a different one. Then I spent the day
walking round shops, but didn't find anything I wanted
I and could afford. The bed in the new hotel was so·
I
changed, though, and soon I had no idea where I was. I
Then a passer-by seemed to recognise me. It was
someone I hadn't seen since secondary school. We'd
been mates back then but had lost contact over the
years. I could hardly recognise her, she had changed
i
I
'I
I
.1
I uncomfortable I thought l'd never sleep, Fort~nately, I
I was too exhausted to care. And the next day lt poured
,
I with rain, So it was not a successful visit.
!~E Evelyn
I I wasn't
- -
looking forward to it at all. First, I had to fly
· · · ·_ ·..r·.F.·..·_..Frederick
_ ..
·..· ·
;........ ..
so much. If I h.adn't, quite by accident, gone down that I
street at that time, we would probably never have got I
into contact again,
·
I. It had always bee.nmy dream to watch a match at
i
,!
,
i
-I
!.
I there, which is quite a challenge for someone who's Wembley, and now I had a ticket. I booked a room not !
!
-
dead seared of flying, like me, and the turbulence on I too far from the stadium, and I found myself .
i the way there didn't help. And I didn't know thepeople I surrounded by fans staying in the same hotel. They
! I'd be staying with. In fact, I didn't really want to go stayed up drinking and singing until well into the night.
I there, but my parents insisted, these people were old L kept in my room, feeling sad I had no one to share !
l
i friends of theirs. But they turned out to be really nice,
not what I had expected. They were all I could have -
iL~ wished for, and I• ended up having a fantastic
------------------ • _;_ time. •
this experience with, Next morning, refreshed, I had a !
I big breakfast and made my way to the stadium. The
l rest of the ._.day gave me the
• happiest of memories,
• • i
I
.l
-
During their trip to London, which person ...
O watched a football match? l)-
l was rutQQilysurprised? t V. *1
5 met an old friend? ID /;. 1/. -
-
9 sleptbadly? fu.h.A
2 experienced flight anxi~?t ..; 6 ~y had.~ A 1 O f.l=Jt.!.Q.o.e.ly? tf., F
3 realised a wish? f \j . 7ls.ta:t.eQJin~ noisy IJotel? \ F 11 wished they nad not gone? ~ A
4 was involv.ed in an accident?!(>c.1 8_9..Q.t
lost? ~ \ \) .J 12 gained in confidence.?$
-,-
"t

Read the article The Face of the Games. For questions 13-18, choose the correct answer (A, B, e or D),
The Face of the Games
At just 1.5m, Sandra Williams seemed too small to me to be an Olympic champion, but it was her single
minded pursuit of victory that brought her gold, Bullied at primary school for being 'such a scraggy little thing',
she started training not to be pushed around, And in her teens, when other kids were looking for part-time jobs to
get much-needed pocket money, she was on the track, six days a week, her dad urging her on in the pursuit of
excellence, But all the determination and hard work paid off at the Games, iM
Sandra wasn't just carrying her own hopes and dreams to the Games but ours, too, because the media decided
that she was the face of the Games. A giant portrait of her greeted people arriving at Heathrow. She would pass
massive posters of herself on her way to training. "I would look the other way, only to see myself on the other
side of the road, You're obviously doing something right if you have got pressure on you, but it was hard," The
II.
II
I
. 1RfN:r~
I www.trinom.hr
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amazing thing about Sandra is that it dldn't appear to affect her. She was an inspiration to us all.
The highlight of the Games for most British people was when Sandra won gold. "It's an amazing feeling when
1 you win, like a massive adrenalin rush beyond your imagination. And then I sank to the ground, my legs unable to
support me. It still hasn't quite sunk in what I achieved. Every time my dad comes around, he's, like: "You're an
Olympic champion!". I don/t yet know what to make of it all. But I do know that it has justified the many years of
1 hard training lid put in for that moment.

\II was so proud to run round the track with the Union Jack around my shoulders. I had proved to myself that I
was the best in the world. It made all the years of self-sacrifice worthwhIle. It was fantastic to see my parents al
'I' the side of the track, so happy. It hadn't been easy for them either, and I should dedicate my success to them.
And my trainer hugged me as if he had won gold himself. I couldn't have given him a better reward for his
commitment to me."
But it has not been an easy road to victory. "It was hard for my parents to. find the money for track suits and
running shoes. I suppose I was very selfish, because my training took priority over everything. I was a real
I problem for them. And I had constant arguments with my trainer and we ended up having couples counselling - it
was the closest I got to walking out on everything. But rve been seriously lucky. My greatest fear was always that
'I of getting injured, but, thankfully, this hasn't happened.

Sandra had much to overcome. "You had to be tough to survive in the community I grew up in: high
unemployment and kids basically living on the streets. And my father being Nigerian, I stoo d out a mile from the
all-white kids around me. And my trainer always pushed me to my limits, so lid crash through the pain barrier on
almost a daily basis. Fortunately, live a sort of grim determination that live inherited from my father, a
l determination to be on top of that podium."

And on top of the podium she was, with a gold medal around her neck.
'l'r13~W What motivated Sandra to take

sport?
f winning
15 How does she feel about
Olympic gold?
':"'17~ main problem earlier in her
~reer concerned
~Her size. ".I~
A Elated .. ",b.A.o (6)inances.
·1
•
B Her father's ambition.
C Her will to win. /
D Her financial situation ..
B Exha usted.- ;;('):);1.\•..•
f?.
D Justified.·
'L'-
\':::;I Confused .. ' .
B her parents.
~njury.
~Jer trainer.
14 How did she feel about being 16 She says she won gold for \18 She attributes her mental
I the face of the Games?

A It inspired her. /
@She felt it a stra in
~)1er country.
JB.Uherparents.
C her trainer.
,strength to
(Nher father.
B her trainer.
C She ignored it. / @Jerself. Cher socio-economic background.
I~::§t:ft didn't bother her. D her skin clolour.
Task 3 Questions 19-24 '

I ~ead the article about a modern school. For questions 19-24, choose from the sentences A-H the one which best
fits the gap. There are two letters which you do not need. There is an example at the beginning (O).
. The Online School
I Computers h~ve brought new ways of working into schools, and not only in the form of the subject Information
Technology, which teaches students how to use and programme computers. Peter Walters visited Trenton
Community School. (O) _X_.
6·.
I
.
In a classroom, Philip and his mates are making paper aeroplanes like schoolboys down the ages. (19)
And thev're not fooling around. Thev're studying physics and aeronautics [n a pleasant way. During the school
break, however, they head towards the learning resource centre. (20) J:._~ They find Jane hunting through back
issues of The Times on the internet in preparation for her paper about the Social Charter. Benjamin is at work
I
.
composing his personal statement that will be included in his university entrance form. Next to him, Victoria is
adding the finishing
touches to her latest computer-generated painting for art class. Ian is using Wikipedia to find out about the
environmental impact of oil-tanker disasters. But he was also able to 9Q!step further. He used email .to get the
I latest from campaigners at Greenpeace and Friends of the Earth. (21) jl_. Computers are permanently online and
are an invaluable addition to the school's resources.
Back in class, the teachers often tell students to look up a word during lessons, watch a cllp from YouTube for
discussion, or make an impressive graph. Peter says: \lWe/re doing a project on Japan's economic performance.
I When we come to study its climate, we/ll send emails to exchange weather data with friends from Tokyo."
The students, howe~~y, do not find any of this in the least remarkable. For them, there is nothing new about
new technology. (22) '~L""They have used them in primary school and at home. And although parents seem to
I think so, they are not used only for playing games or wasting time on Facebook.
Charles, for instance, says: "Basically I learned to read using a computer. If I wanted to play a game, I had to
read what was on the screen. But the game improved my multitasking and ~tO[ skills hugely." Jonathan relies on
his computer for designing artwork like his family/s birthday cards. (23) '~\\Sometimes, there are things in
I algebra or biology that teachers go over only once, and I don't understand them. But I can use a programme live
got at home which can explain it again and again until I do," says Sarah.
The computer pronounces words so students can say them in French without everybody laughing, teaches
I
,
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TRINOM d.o.o. ~ pripreme za državnu maturu i prijemne ispite
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,
them to spell through games, puts clips in g~ies if they're hopeless at drawing and of course takes some of the
chore out of homework assignments. (24) _·lSa_. "You can't really ask a computer questions," Pia says, "it just asks
you them." Her view seem s to be universally shared. "It would get totally boring," says Chris. "You'd switch the
machine off, or yourself."
>e:::::::::>r
z:::-.;;ay
that their computer is an invaluable home tutor that can offer that extra little bit of help.
, ~1
owever most students do not think that compu~ill
There h e been computers around for as long a~
ever replace teachers.
can remember.
evertheless students appreciate things the computer can help them do.
II
Here they can borrow~ks, do last-min~mework or sit at the computers.
There's no other way the could have go~p-to-date
The only difference is t at~ese O@~re
information.
being given design tips by a computer. I
h of the various de
There, the e ucational potential
ments undertakes to teach students particular skills.
of computers is exploited to the full. 1-- 1

Read the text Slimmers need to eat less. For questions 25-32, choose the answer (A, B, C or D) that best fits each
space. There is an example at the beginning (O). .'1
Slimmers need to eat less
As every slimmer knows, when the diet ends, the hard (O) _A_ really begins. (25) ~
t
the best of intentions,
only a few manage to avoid piling the pounds straight back on - and it has nothing to (26) '!> t with a lack of II
.1
I
willpower. ..,t
When a diet comes to (27) l2__, a long-term cut in calories is needed to keep the weight off. To _ptay at their
new weight, slimmers need to eat less than someone of the same weight who has not dieted. (28) l!L, they need
,1
to eat at least 300 fewer calories a day. And over the (29) _~_ of a week, it amounts to 17 slices of buttered
toast.
So why do slimmers need to eat less? In slimmers, a muscle uses fewer calories to do its work than in
someone (30) ~'-..T of a similar weight who has not dieted. Changes in hormones, metabolism and appetite also
play (31) -A.... role. "-
In addition, studies show that after dieting, the areas of the brain that perceive food as rewarding are more
ti
active, (32)
o
those that generate feelings of restraint are less so. As a result, former dieters have to eat more
to feel satisfied, but think they have eaten less.
25 26 27 28
I
I
A work
Bjob
C occupation
A Although
B Unlike
C As much as
A have
B do
C be
A a termination
B an end
C a stop
A On the other hand
B To be precise
C Similarly
I'
t.
g ',?S
-
D attempt D eSp.ite ~"'()A;Ci>, D make D a conclusion D Furthermore
\\.S(ulh./
29 \ 30 31 32
A length A'else Aa A when
B term B opposite B the B like
C time .' Canother. C one C while
D course D different DO D as ~.

Read and complete the text below. Fill each space (33-40) with one word.There is an example at the beginning
(O).
Teen employment -
,
It's a tough job market for teens. Take the (O of Jason Borovits, 19. Last year, he was working for
~l
retailer Best Buy but (33) _ his hours cut. Then he lost his job altogether. For months now, he has been trying
to find a day time job or one with evening hours (34) _ he can go back to school, but he hasn't been (35) _ to
find either.
The retail, manufacturing and construction sectors, which are usually key (36) _ of young workers, have
been hit hard by the economic downturn. In addition, older workers are settling for jobs that used to go to teens.
For example, as recently as 10 years ago, nearly 60% of all newspaper carriers in the US were teens; these days,
that figure is less than 20%. The result of this trend: the teen unemployment (37) _ was near 28% in October.
Teens now make (38) _ just 3.2% of the nation's working population, down from a high of nearly 9% in the
mid-1970s. Overall employment in the US rose (39) ..lj.. about 7% between 2000 and early 2008; teen
~
employment, in (40) _, headed in the other direction. Today, 4.5 million teens have some form of employment,
about half the 8.2 million who were employed three decades ago. This trend is sure to have a negative effect on
the economy long-term. :\
~
O _---"-'ca=s'-"e=--
__ 33 ef~-I
~ I
fl( r.
'Iti ~()r 34
~~
?u 35 ~~:"11
" fr,
6'J'.r 36 '~i
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il
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37 ~l, I (I"&>'" 38
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--'--\)-.0'----- 39 ,i!f 6 \j
(
40 2;:~b ć;.f,,'hc/t.
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I
TRINOM d.o.o. ~ pripreme za dr'iavnu maturu i prijemne ispite
7 UREDI i NASTAVA: Strojarska cesta 24. Zagreb
TEL.: 01/6672 404. GSM: 095/1333 333
www.trinom.hr
LISTENING PAPER
,
I Task :n. Questions 1-5 '
You will hear 5 people talking about !.§_9rninga foreign language. For each recording (l-S), decide what each
.person found ~ostJ.mpnctant__yy_b.enJ.eaming..a_fur.§.ignlanguag!JChoose from A to H. Write one letter next to the
number of the recording. Do not use any letter more than once. There are three letters that you dq ~~t n~etJ~u
I
o
will hear the recording twice. '''.~'CI''f',',

A Learning grammar. E Watching television. G Visitilig tl:e countrv\yvlJ_j're the 'O/S
B Reading. VF Socialising with people who speak the ~. language IS spoken." tl
I C Repetition ..:( -)~:'-

D Their teacher.) ,
....., ":.J .\,'
language. 1 :, ,u\,~~~
"':>\- '\:'<\-1.. H Working i.n the country where the
language IS spoken. ~
I Task 2 Questions 6-13

You will hear people talking in eight situations. For each situation (6-13), choose the correct answer, A, B or C. You
will hear each recording twice.
16
, o'.
You hear Reece talking about a A He's over-qualified. ' 11 You hear Jack talking about a T
film he saw. @He lacks motivation. -r shirt he didn't buy. What does he
What does he say about the film? C He lacks experience. say was wrong with the T-shirt?
q It was disappointing,
~It was entertalnlnq.w
_lIt was unoriginal.
9 You hear two people talking.
What is the main topic of their
conversation?
A Its design.
j Its size.
@Its price.
+
1 7 You hear Emilia talking about her

shopping experience.
Why did she go shopping?
A Global warming.
@Clothes.
@Shopping. -
12 You hear Ollvia talking about a
website. What does she say about
,tile website?
K!9As therapy. -t ~It is out of date. t
Ie B For food. '

To help a friend,
10 YOW hear Jessica talking about
her exam results.
How does she feel about-them?
B It contains too much information.
C It is difficult to find.
8 You hear two interviewers talking A Worried. ' 13 You hear Alfie talking about
1 about a job applicant.
Why doesn't the applicant get the
BIndifferent,
(S/Relieved.: -\'
visiting relatives abroad,
What does he have a problem with?
A The food.
job?
I B The language.
©'he time difference. -I'
I You will hear two friends talking about which book to give to Bridget. Listen to the conversation and decide which
book (A-C) each question (14-19) refers to, Write A for Alden Park, B for Bereft or e for Cool Inventions. You
will hear the recording twice.
,I Which book... ,
14 is a historical noveI7,1( ,lf<0 AI 16 has a film based on it? A.,j I 18 is a translation? X, 1) /'
0t
15 has illustrations?!t J) 17 has a difficult style? !Jr.. C. 19 is compulsory reading for Bridget? el
I Tasl< 4 Questions 20-25

You will hear an interview with Ray Cranson, a photographer. For questions 20-25, choose the correct answer, A,
B or C. You will hear the recording twice.
I 20 Ray learned the basics of
photography
22 For Ray, photography
find out about
helps him ~ Ray says that photography
(A,,'Changesthe way you see things.-j..
A at home. A the world. B focuses you on the beauty of the
,Ie
®in a library. ~ other people. everyday.
in a store. \.phimself, - e helps you forget your worries.
23 Ray says what distinguishes top 2S Ray would like to
1 21 What is the main reason why
Ray takes photographs?
A In order to remind himself of
photographers from ordinary
photographers is their
A become a professional
, .photoqrapher.
specific moments, @vision.-r ~start taking wildlife photos.>
,Ie 'S-'po he :an make statements

-, about life.
B patience.
C quick reflexes.
(gtravel.
I To one day get the perfect

picture,
I
TRINOM d.o.o. ~ pripreme za državnu maturu i prijemne ispite ~!
8
www.trinom.hr
VREDI j NASTAVA: Strojarska
TEL.: 01/6672404,
cesta 24, Zagreb
GSM: 095/1333 333
.Cl
2.2. KAKO SE PRIPREMITI ZA ISPIT ČITANJE?
Vještina čitanja temelji se na nekoliko načela važnih za njezino uspješno usvajanje, Potrebno je što više i češće
čitati razne vrste tekstova i pokušati odgovoriti na sadržaj teksta, a ne se isključivo koncentrirati na strukturu
teksta, Značenje i poruka teksta jednako su važni kao i jezične strukture koje se nalaze u tekstu, Važan čimbenik
vještine čitanja je razvijanje sposobnosti predviđanja, Pogled na tekst (naslov, podnaslov, izgled teksta)
,.ej
omogućuje ti da shvatiš o čemu je riječ i prije nego što počneš čitati tekst, Razumijevanje svih riječi i gramatičkih
struktura nije potrebno za uspješnost u ovoj ispitnoj cjelini, Potrebno je razumjeti ključne riječi i odvojiti bitne od
nebitnih informacija.
'1
Kako biti uspješan u vještini čitanja?
• pozorno pročitaj upute za svaki zadatak
II
(
• pozorno pročitaj tekst/tekstove i pitanja u određenome zadatku

--1
• primijeni odgovarajuće strategije za pojedinu vrstu zadatka
I nakon što riješiš sve zadatke, riješi zadatke koje nisi riješila/o u prvom čitanju i pokušaj ih riješiti
MI ,
I pozorno označi odgovore na listu za odgovore i upiši odgovore u ispitnu knjižicu u zadacima u kojima je to
potrebno
• pravilno rasporedi vrijeme kako bi imala/o dovoljno vremena za rješavanje svih zadataka
l,'1
TASK1 - Strategija za rješavanje zadatka višestrukoga povezivanja (matching)
Za uspješno rješavanje zadatka višestrukoga povezivanja potrebno je pažljivo pročitati natuknice (prompts)
potražiti u tekstu/tekstovima ključne riječi ili fraze koje povezuju natuknice I tekst/tekstove.
• pročitaj tekst zadatka u cjelosti
,1
i
I pročitaj prvo pitanje i podcrtaj ključne riječi

• pročitaj tekstove i pronađi tekst koji nudi odgovarajući/točan odgovor
• pročitaj tekst još jednom vrlo pažljivo i pronađi ključne riječi/fraze koje' ukazuju da je to točan odgovor; poveži
II
,
ključne riječi pitanja s odgovorom
•I
• ponovi postupak za svako pitanje
TASK2 - Strategija za rješavanje zadatka višestrukoga iZ!Jora(multiple choice)

Za uspješno rješavanje zadatka višestrukoga izbora potrebno je. nakon. izbora određenoga odgovora u tekstu
pronaći odgovarajuće argumente.
o pročitaj tekst zadatka u cjelosti
o pročitaj pitanja i podcrtaj ključne riječi prijenepo počneš detaljno čitati tekst
•
o pronađi gdje se u tekstu spominju podcrtane rije~i odnosno njihovi sinonimi i detaljno pročitaj taj dio teksta
• pronađi ključne riječi/fraze za koje misliš da daju.tcčah odgovor na pitanje; provjeri zašto ostale tri navedene
opcije nisu mogući odgovori .
o ponovi postupak za svako pitanje
TASK3 - Strategija za rješavanje zadatk~>ppveZiVanja(gapped.text)

Za uspješno rješavanje zadatka povezivanja potrebno je pažljivo pročitati tekst i obratiti pozornost na strukturu
teksta.
-
,
-
• pročltaj tekst zadatka u cjelosti
• pažljivo pročitaj dijelove teksta ispred i iza praznina ...•
~..•.'.'
I izaberi rečenicu za koju misliš da bi najbolje popunlla prazninu (primjerice po sadržaju); obrati posebnu ,
pozormost na kohezivna sredstva (vezna sredsta, interpunkcijski znakovi i sl.)
• provjeri zašto ostale navedene opcije nisu mogući odgovori
• ponovi postupak za svako pitanje ~.
I po završetku zadatka ponovno pročitaj tekst u cjelosti i provjeri njegovu smislenost
TASK4 - Strategija za rješavanje zadatka višestrukoga izbora (modified gapped taxt)

U ovom tipu zadatka potrebno je izabrati točno rješenje između 4 ponuđena odgovora.
Mj
o pročitaj tekst zadatka u cjelosti ~.
• razmisli o mogućem odgovoru prije nego što pogledaš ponuđene odgovore; imaj na umu da je točno rješenje
vjerojatno leksički i/ili strukturalni obrazac
o popuni praznine ~,
• provjeri zašto ostale navedene opcije nisu mogući odgovori

• po završetku zadatka ponovno pročitaj tekst u cjelosti i provjeri njegovu smislenost
~.
TASK5 - Strategija za rješavanje zadatka dopunjavanja (gapped text)
U ovom tipu zadatka potrebno je dopuniti tekst koristeći prikladne i točne leksičke i/ili strukturalne
• pročitaj tekst zadatka u cjelosti
I popuni praznine; imaj na umu da je točno rješenje vjerojatno leksički i/ili strukturalni obrazac
o po završetku zadatka ponovno pročitaj tekst u cjelosti i provjeri njegovu smislenost
obrasce.
--,
I
,
li
:1 ~ pripreme za državnu maturu i prijemne ispite
,I 1RiiJ~rH
TRINOM d.o.o.

TEL.: 01/ 6672 404. GSM: 095/1 333 333
www.trinom.hr
2.3. KAKOSE PRIPREMIT! ZA ISPIT SLUŠANJE?

I Za uspješno razvijanje vještine slušanja potrebno je što više i češće uvježbavati zadatke slušanja. Prije rješavanja
zadataka potrebno je pozorno pročitati upute prije rješavanja zadataka. Vrijeme predviđeno za čitanje uputa
izuzetno je važno za uspješno rješavanje zadataka. Upute sadrže bitne informacije o temi koju ćeš slušati i o tome
I što se očekuje u pojedinome zadatku. Razumijevanje svake riječi tijekom slušanja nije potrebno. Pozornost moraš
obratiti samo na one informacije koje su ključne za razumijevanje. Svakako treba naolasiti korisnost ponayljanja
slušanja zvučnih zapisa.
I Kakobiti uspješanu vještini slušanja?

o pozorno pročitaj uputu i tekst svakoga zadatka
e primijeni odgovarajuće strategije za pojedinu vrstu zadatka
I • ako ne odgovoriš na neko pitanje, nastavi rješavati iduća pitanja

~ tijekom drugoga slušanja pokušaj odgovoriti na pitanja koja nisi riješila/o
II pozorno označi odgovore na list za odgovore
tijekom prvoga slušanja
TASI( 1
Strategija za rješavanje zadatka višestrul<ogapovezivanja (matching)
U ovom je zadatku potrebno razumjeti glavne misli/specifične informacije u kratkim pričama i povezati ih s
I određenim govornikom .
.. prije prvoga slušanja pozorno pročitaj uputu i pitanja (prompts) i podcrtaj ključne riječi koje ti mogu biti korisne
,~ tijekom slušanja
budi pozorna/an tijekom slušanja jer ćeš većinu opcija čuti nekoliko puta, ali samo je jedna točna
l • također budi pozorna/an tijekom drugoga slušanja kako bi izabrala/o točan odgovor ili potvrdila/o odgovor
Dobiven tijekom prvoga slušanja
.
I TASK 2
Strategija za rješavanje zadatka višestrukoga izbora - kratke priče/razgovori (multiple choice)
U ovom je zadatku potrebno razumjeti glavne mislijspec:ifjčne Informacije u kratkim pričama ili kratkim
I razgovorima i odabrati točan od triju ponuđenih odgovora. - '..... '.

• prije prvoga slušanja pozorno pročitaj uputu i pitanja i podcrtajključne
slušanja . ". . .
riječi koje ti mogu biti korisne tijekom
I ..
• budi pozorna/an tijekom slušanja jer ćeš čuti sva tri ponuđena.odgovora, ali samo je jedan točan
također budi pozorna/an tijekom drugoga slušanja kako bi izabrala/e točan odgovor ili potvrdila/o odgovor
Dobiven tijekom prvoga slušanja
I TASI( 3
Strategija za rješavanje zadatka višestrukoga izbora - razgovor/rasprava (multiple choice)
U ovom je zadatku potrebno razumjeti specifične informacije u razgovoru ili raspravi dvoje govornika i odabrati
I
točan od triju ponuđenih odgovora.
o prije prvoga slušanja pozorno pročitaj uputu i pitanja i podcrtaj ključne riječi koje ti mogu biti korisne tijekom
slušanja
o budi pozorna/an tijekom slušanja jer će govornici spominjati sva tri ponuđena odgovora, ali samo je jedan točan
I o također budi pozorna/an tijekom drugoga slušanja kako bi izabrala/o

dobiven tijekom prvoga slušanja
točan odgovor ili potvrdila/o odgovor
I ~:r~~e!ija za rješavanje zadatka višestrukoga izbora - predavanje/izlaganje/izvješće/razgovor

(multiple choice)
U ovom je zadatku potrebno razumjeti specifične informacije u predavanju, izlaganju, izvješću ili razgovoru
I i odabrati točan od triju ponuđenih odgovora.
• prije prvoga slušanja pozorno pročitaj uputu i pitanja i podcrtaj ključne riječi koje ti mogu biti korisne tijekom
I·
slušanja
budi pozorna/an tijekom slušanja jer ćeš čuti sva tri ponuđena odgovora, ali samo je jedan točan
• također budi pozorna/an tijekom drugoga slušanja kako bi izabrala/o točan odgovor ili potvrdila/o odgovor
I dobiven tijekom prvoga slušanja

I
1-
10
UREDI j NASTAVA: Strojarska cesta 24, Zagreb
I' I.
www.trinom.hr
3. ISPIT PISANJE
TEL.: 01 / 6672 404, GSM: 095/1 333 333
II
!
3.1. KAKO SE PRIPREMITI ZA ISPIT PISANJE?

Najvažniji čimbenik u pripremanju za ovu ispitnu cjelinu je što više i češće uvježbavati pisanje eseja, odnosno
razvijanje navike pisanja. Posebnu pozornost treba obratiti pažljivom čitanju i raščlambi zadatka, Neispunjavanje
dijela zadatka može značajno umanjiti uspješnost u ispitnoj cjelini Pisanje.
Prije samoga ispita korisno je rješavati zadatak u vremenu koje je predviđeno na ispitu, Pravilno raspoređivanje
vremena jedan je od ključnih čimbenika za uspjeh u ovoj ispitnoj cjelini.
Kako biti uspješanu vještini pisanja?

• pozorno pročitaj uputu za zadatak
• razmisli o zadanoj temi i zabilježi neke ideje
• organiziraj ideje i napiši koncept zadatka u natuknicama
• napiši cjeloviti tekst zadatka
• pročitaj tekst i provjeri je li zadatak u potpunosti obavljen (Izvršenje zadatka - razradba i argumentacija)
• ponovno pročitaj tekst i provjeri jesu li zadovoljeni ostali kriteriji prema ljestvici za ocjenjivanje (Koherencija i
kohezija, Vokabular i Gramatika)
3.2. PISANJE ODLOMKA

Odlomak je kraći pisani tekst koji se sastoji od nekoliko sadržajno povezanih receruca koje daju informacije o
određenoj temi. Broj rečenica nije važan, ako je tema jasno i u Cijelosti obrađena,
Odlomak se sastoji od tri osnovna sastavna elementa:
1. TEMATSKAREČENICA (the TOPIC SENTENCE),
2. GLAVNI DIO (the BODY - SUPPORTING SENTENCES/IDEAS),
3. ZAKUUČNA REČENICA(the CONCLUDING SENTENCE).
Tematska rečenica uvodi temu odlomka. Ona također sadržava i autorovo mišljenje ili ideju o temi odlomka. Moglo
bi se stoga reći da se tematska rečenica sastoji od dva dijela: teme (the topic) i kontrolne ideje (the controlling r ,
idea). Kontrolna ideja pomaže Čitatelju da bolje razumije što će biti tema odlomka.
Some people say that Turbo Folk hasa bad influ~'nĆ:e-onteenagers.

~i
tema kontrolna ideja
glavnom dijelu detaljnije objašnjavaju temu odlomka.

..... ili
_-
_..
Other peoplesay Turbo Folk is harmless fun.
'.....•......tema kontrolna ideja
Glavni dio (argumenti) razrađuje, odnosno objašnjava fematsku rečenicu davanjem primjera, razloga, navođenjem
detalja, činjenica, statističkih podataka ili autoroVih osobnih iskustava vezanih uz zadanu temu. Rečenice u
-I
l
Zaključna rečenica označava kraj odlomka. Ona može preformulirati, odnosno drugim riječima ponovno izreći
tematsku rečenicu (the restatement - the paraphrase) ili sažeti glavne točke (bit) odlomka (the summary) .
. TEMATSKA RECENICA M
I
GLAVNI DIO
argum~nti +potpora
ZAKLJUCNA RECENICA
Uz navedena tri osnovna elementa, dobro strukturirani odlomak mora govoriti samo o temi (ideji) navedenoj u
tematskoj rečenici (UNITY)r jasno i u Cijelosti objasniti tematsku rečenicu (COMPLETENESS) i rečenice moraju biti
povezane kako bl argumentirale (uz odgovarajuću potporu) temu odlomka, Rečenice moraju biti poredane u
-
,
~
logičnomslijedu, što se može postići uporabom veznih (kohezivnih) sredstava ili interpunkcijskih znakova.
3.3. PISANJE ESEJA

Esej je pisani tekst koji se sastoji od nekoliko odlomaka o jednoj temi, glavnoj ideji ili nekoliko glavnih ideja.
Shodno tomu, tema (ideja/ideje) se mora podijeliti na različite aspekte (gledišta) i o njima se raspravlja u
odvojenim odlomcima. Nakon toga se odlomci povezuju uz pomoć raznih veznih (kohezivnih) sredstava i zatim se
dodaju uvodni i zaključni odlomak.
";
Esej se sastoji od tri glavna dijela:
1. UVOD (an INTRODUCTION),
2. GLAVNI DIO (a BODY),
"
"
3. ZAKUUČAK ( a CONCLUSION).
Uvodni odlomak je prvi odlomak u eseju. On uvodi i objašnjava temu (tezu) eseja i njegova je svrha potaknuti
interes Čitatelja.
Uvodni odlomak sastoji se od dva dijala:
1. općeg dijela (general statements), ~
2. teme (teze) eseja (a thesis statement).
Na početku uvodnog odlomka potrebno je napisati tri ili četiri rečenice (general statements) koje će Čitatelju dati
nekoliko općih informacija o temi (tezi) eseja.
~
I • _. _! , •.., ~. t, ~.':"1.
I
'I I..J.~..'
....1......... -.'
TRINOM d.o.o. <::> pripreme za državnu maturu i prijemne ispite
rRIN~~ 11 UREDI i NASTAVA: Strojarska cesto 24. Zagreb
I www.trinom.hr
TEL.: 01/6672 404, GSM:095/1 333 333
'I' Tema/teza eseja (a thesis statement) najvažniji je element u uvodnom odlomku jer jasno iznosi temu, glavnu/e
ideju/e ili aspekte teme (teze) eseja. Kao i tematska rečenica u odlomku, tema (teza) eseja sastoji se od dva
dijela: teme (the topic) i kontrolne ideje (the controlling idea).
Some people say that eating meat is wrong.
I ili
Other people sav cuting meat is natural.

-I Glavni dio eseja sastoji se od jednog ili više odlomaka. Njegova/Njihova je svrha argumentirati s odgovarajućom
potporom temu (tezu) navedenu u uvodnom odlomku eseja. Svaki se odlomak u glavnom dijelu eseja sastoji od
'I tematske rečenice (glavne ideje), argumenata s potporom i zaključne rečenice koja nije uvijek nužna. Broj
odlomaka ovisi o broju ideja (gledišta/aspekata) teme o kojima se raspravlja.
Argumentiranje
Argumentiranje je sistematska razrada tematske rečenice (glavne ideje) logičnim slijedom.
I TEMATSKA REČENICA
(GLAVNA IDEJA)
Tematska rečenica (glavna ideja) uvodi temu odlomka.
'1 ~=======:
I 1. argument
-----+~~I ====p=ot=p=o=r=a==~
Argument razrađuje temu.
__.,I
"'I
2. argument potpora Potpora (detalji, primjeri i sl.)
I ======:;
- ___.I~, ===~
objašnjava i opravdava argument.
:==:
. 3. argument potpora
I Načini davanja potpore argumentima mogu biti u formi:

1. detalja (razloga),
2, primjera (brojke, činjenice),
3. autorovog osobnog iskustva,
I 4. citata.
Zaključni odlomak je zadnji odlomak u eseju,
Slično kao i uvodni odlomak, zaključni odlomak sastoji se od dva dijela:
I 1. zaključna rečenica/e ea
concluding sentence(s))
2. osobno mišljenje (a final opinion).
I Zaključna rečenica može biti u formi parafraze - opisa drugim riječima (a restatement)
sažetka ( a summary) glavnih argumenata u eseju.
teme (teze) eseja ili
3.4. PRIMJER STRUI(TURE ESIEJA NA DRŽAVNOJ MATURI
I Write an essay of 200-250 words.

Your essay must have an introduction, body and conclusion.
Some people say that international sport events bring countries together, while others say that they cause
I problems between countries.
Discuss both of these views and olve your own opinion,
.1 U navedenom primjeru zadatak se sastoji od četiri dijela:

1. uvod
2. jedno gledište (glavna ideja 1) za raspravu
I 3. drugo gledište (glavna ideja 2) za raspravu

4. zaključak koji uključuje i osobno mišljenje.
l. Adekvatni uvod sastoji se od:
l 1. općeg dijela (opće informacije o temi)

2. teme (teze - a thesis statement) koja uvodi (navodi) zadanu temu eseja i njegove glavne ideje.
I Primjer adel<vatnoga uvoda:
Sports events like the Olympics and the FIFA World Cup arouse global interest,
I But sport is all about competition. So do these events unite countries because of a
shared interest in sport or divide them because of opposing interests in the result?
1----------------------
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2. - 3. Glavni dio (argumentacija) I

e.q. Some people say that international sport events bring countries together, (glavna ideja 1)
while others say that they cause problems between countries (glavna ideja 2), I
Glavna ideja 1
(gledište)
Glavna ideja 2
(gledište)
II
1. argument
2. argument
potpora 1. argument
'--_----JI Ii
potpora
potpora 2, argument
3. argument
potpora 3. argument
potpora
:==:::======~I II
'------Ipotpora
"l
(zaključak) (zaključak)
II
Glavna ideja (gledište) ne smatra se razrađenom (raspravljenom) ako se samo usput spomene. Razrada glavne
ideje (gledišta) podrazumijeva navođenje barem jednog argumenta s potporom.
4. Adekvatni zaključak sastoji se od:

.1
1. sažetka glavnih argumenata u eseju ili parafraze teme (teze) eseja
2. osobnog mišljenja. I}
Primjer adekvatnoga zaključka:
In conclusion, international sports events can help people learn more about other
I)
countries, However, nationalist supporters may see opposing teams and their
countries as enemies. Personally, I think that there will always be an element of
war in international sports events.
3.4.1 Vježba
1. Zašto se navedeni uvodni odlomci smatraju nedostatnima (not adequate) ili nerazrađenima (undeve/oped)?
1
-I
2
The international sports events are ver,y popular at the time. Nowadays, people
are in a big hurry so they need something to relax, and they often choose sports
events, A sport event, like world football-cornpetltion in Africa will connect this
poor continent with the rest of the world and allow them to do a big step forward.
-I
3
It is important to do sport. It makes people physically fit and healthier. The
advantages include stronger rnuscles and loss of extra weight. It also improves
mental health and helps prevent depression. But do international sports events
bring countries closer or cause problems between them? --,
Some people say that international sports events bring countries closer, while
others say that they cause problems between countries. International sports
events have their advantages and disadvantages.
I,
I
2. Zašto se navedeni zaključci smatraju nedostatnima (not adequate) ili nerazrađenima (undeve/oped)?
1 . -,
In conclusion, international sports events have their advantages and
disadvantages. Every competitive sport must have winners and losers, In my
_.
opinion, it's very important to do a competitive sport, because we learn how to
win and also how to lose. And this is important in life,
I
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I In conclusion, international sports events, like everything in life, have their good
and bad sides. In my opinion, there will always be international sports events.
3
·1 All ln all, both sides of the argument have advantaqes and disadvantages. More or
less there will be discussions about this topic. I think that is very good for all the
I world but they should choose where want they go play some sports. I don't know
where they want play some sports.
I 3.4.2 Vježba
1. Napiši uvodni odlomak (e. 80 riječi) na sljedeću temu:
Some people say that owning a business offers more advantages than working as
an employee in a company. Others disagree.
I 2. Zabilježi dva ili tri argumenta s potporom na glavnu ideju 1 (Main idea 1) i glavnu ideju 2
(Main idea 2) i naplšl dva odlomka (body paragraphs).
Some people say that the World Wide Web can be very useful for various researches. (Main idea 1)
I Others disagree and claim it contains a lot of incorrect information, (Main idea 2)
3. Napiši zaključak (e, 80 riječi) na sljedeću temu:
High school graduates should take a year off before entering college. Others disagree.
I 3.5. SAVJETI ZA PISANJE USPJEŠNOGA ESEJA
PRIPREMA ZA ISPIT
ll. Proučite ljestvicu za ocjenjivanje eseja.

Ljestvica za ocjenjivanje pokazuje što ocjenjivač vrednuje u eseju.
I Ljestvica za ocjenjivanje ima 4 kriterija: Izvršenje zadatka, Koherencija i kohezija,

Proučite objašnjenja ljestvice za ocjenjivanje kako biste znali što trebate učiniti.
Vokabular Gramatika.
Tablica 5. Ljestvica la ocJenJlva"J~ eseja

Trebate:
-B~ggtA:' IZiiRŠ·EN.JEiA~.A1~A"..:;.":-",1""':.-...:,..··~§':".~...,B~·R,..~~,..,N:"\':~~-}.,..·c~-···.··-,' __io""~~~-
·:~~~r"'lc':~i:·--;c~""-:;;:.;~"":.ts~'' ' y;-'' t·A~-;~~::~:.~fi=L~r~~'?;=~1'' ' ' f~::~~::;0;"""/,:'.'_"fK""~,.~"";j_~:;-,;:-~%,
..""".~,-
I -odgovoriti na svaki dio pitanja

(vidi kriterij Izvršenje zadatka) - Svi su dijelovi zadane
teme relativnojednako
. ;jjek misli JE ja s OI'.
• Odlomci su ućinkovito
• Sirol\i raspon vokabulara
za zadatak.
; Širokl r.;SPOI-,sruktura za
zadatak.
'1 -napisati uvod, glavni dio i

zaključak
(vidi kriterij Izvršenje zadatka)
5
11IZI)c!eni.
· Glavl1'1?-misii izložene
SlI cb sljedno s ja S 11 CI 1"11
strukturirani. Lp-or-3bo
kohezlvnih sredstava je
učinkovita I
• ":lanje I-'Ogrjt'ske. • Manje pogrješke .
________ I_~pc~'t~po_r~OI~TI-.
-c--~-----I"c:~----~~~~-I~~~~----~--~--~~----'--~~
-poduprijeti svoje glavne ideje · Svi su dijelo"!i zadane •Tijek misli ugl;;;:110n1 JE • Vrlo dobar raspon za • Dobar raspon za zadatak.
argumentima, a argumente teme razradant, ali iasan. zadatak. .. I'.)javljuju se pogrješke
rejednako. • Odlomci su dobro • FlJja<.'ljuju se jX'(Jfješke u uporabi/obliku,
I potporom
(vidi kriterij Izvršenje zadatka)
-poredati svoje misli logičnim
4
· Gla...-ne misli lztožene
Hl 1.9Ia'lI101"l1s dobrom
corpororo.
· Jedan dio zadane tf ITIE
srrokturlranl. Lporaba
kohezivnil-, sredstava j-E
dobra.
• Tijek misli ponekad je
u lporabi/oblikui
l-T~;.r(lpi5U.ali ne utječu
na lako r:n:ur1'lijevar",je.
. Dobar laspon za zadatak.
ali no utječu na lako
fazlIl'nije'.'.anje teksta.
• Općenito se .c&lanja na
slijedom koji je lako pratiti r.ije razraden. "":j;:.~an. . p..)9rjf"škf u uporabi/ jednostavne strukture.
I
·
(vidi kriterij Koherencije i
kohezija)
-povezati svoje misli tako da
3
- Gla'me misli iztožcne Sl!
5 dovoljnom potporom.
....Sve913\'/"If misli nisu
rele....anme.
. Postoji reznaka
strukturiranja ccllcmake.
Uporaba koheztvnth
d:likufpra"_'opi5l1
ronekad utječu na lako
sredstava je d 0'.'0 IjiH.
razumijevanje.
- Fbgrjfške u uiorabl/
obliku ponekad utječu na
lako razumijevanje teksra .
pomažu čitatelju pratiti ih · Cva dijela zadane teme •Tijek misli će sto je • Dovoljan ,"sponla • Oslanja se na uporabu
I
·
(vidi kriterij /(oherencija i
kohezija)
-podijeliti glavni dio u
nislll2lzraclena./ ES'ejje·
UJlavl1on1 irele'_llntan.
· Ch·mim mislima
l'I:do5taje potpora.
nejolan.
- Strukturiranje rolama ka
ilporaba kohfzi>mih
sr·edstava jr ogl2lničena,
Zldat~I(.
• FlJgrješke u uporabi!
cbliku/pra'.'opisu
jX'nek-"d Ll!rokuju
jednostavnih stluktura.
• Pogrješke u 4)Orabii
obliku ponebd uzrokuju
teŠkOCE u lilzumij,,·ianju.
- Tekn je !b~'g pogrješaka -Tekst jezbog pogrjelaka tešk1)ce u lazumije··.·anju.
I
·
prikladne odlomke
(vidi kriterij /(oherencija i
l(Qhezija)
fI\3 r-"iestima tešk~
rawmIji'.,; i Neprikladan
(orn~at_ (rGyour:. tekst.a,_
· Tekst SE" lif odnosi na
na mjestima rešl~o
lozumiji'.'.
-Tijel; milli ug la·:J)on1 je - Rasp on j"E nedc6tat3 n za • Rasp-Dn je ':1'10 ~rral-,ič€n.

-upotrebljavati prikladan ~daf'lu temu . ./ E!ie:jje ,-,ejasan. -zadanu temu. • f'I.)grje!ke u
I vokabular za izražavanje svojih

misli
(vidi kriterij Vokabular)
ire-Ie-I.iat·,tar,.
• Nema ja S ll".) IzlOŽenih
qa'.'nih mi!li.
- Telm je zbog p.ogrješaka
- StnJkturiranje cdiol1lab
ilporaba koi1c2ivnJJ-,
srf'd st.a'.'21 je l...ed05li:Jtna.
-,ekst j.l!2bog pogrjebka
- Pogrje!ke u uporabU
~blikuipra'_'opisu
često memogucuju
razumije'-,anje.
uporabilobliku
ce.sto Dnemogu-ćuju
r.l.zumije',anjE.
-upotrebljavati prikladne cesto teško razumljiv. čeHO teško I"zumljiv.
l gramatičke strukture
(vidi kriterij Gramatika).
~ •••
o
••~_.
· Tekst JE u~.lla\'nom
__
od 50 rijt:=::i.
~",_ ••_"'_" __
. ,ekst je ll(Jla'inom
renzu/"(djjl: ili irna!'nanj-e "u~f~zLlrnlji'/.
R'__ "" __ ""'_~""" __ ""_~ "'__

. f',:'fJrjfske u uporabi/
cblil~ulpr3vcpi5U
Dpcenrto ·cnernogucuJu
~~~_l:Jmije~:~~i!:._.___
• FlJgrješke u lporabi!
obliku općerdto
onemogućuju
~_zumjlE-l.'a~l~.:__~ __ .
I
I
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-I
www.trinom.hr 'TEL.: 01/6672404, GSM: 095/1333 333
Objašnjenje
Ako su opisivači unutar nekog kriterija (IZ, KK, V i G) različite razine, primjenjuje se niža razina, npr. ako raspon
vokabulara u eseju zaslužuje 5 bodova, a točnost vokabulara 4 boda, tekst će za kriterij Vokabular dobiti 4 boda.
Tekst koji je dobio 2 boda na kriteriju Izvršenje zadatka ne može dobiti više od 4 boda na ostalim kriterijima.
Tekst koji je dobio 1 bod iz Izvršenja zadatka zbog nedovoljne duljine ne može dobiti više od 3 boda na ostalim l
kriterijima.
Tekst koji je dobio 1 bod iz Izvršenja zadatka zbog irelevantnosti ne može dobiti više od 1 boda na ostalim
kriterijima.
Tekst koji je dobio nula (O) bodova iz Izvršenja zadatka zbog nedovoljne duljine ne može dobiti više od 1 boda na
ostalim kriterijima.
Minimalan broj bodova na kriteriju Izvršenje zadatka je nula (O).
Brojanje riječi
Ako je tekst nedovoljne duljine, oduzet će se bodovi za kriterij Izvršenje zadatka na sljedeći način: 160-190 riječi:
1 bod; 130-159: 2 boda; 100-129: 3 boda; 50-99: 4 boda.
Riječi se broje prema načelu kako ih broji računalo. Riječ podrazumijeva sve zasebne elemente teksta odvojene
praznlnorn. Skraćenice (npr. I'm, isn't) broje se kao jedna riječ. Ponavljanja, nabrajanja i ulomci prepisani iz
ispitne cjeline čitanje neće se brojati kao riječI.
2. Vježbajte,
Napišite nekoliko eseja na zadane teme. Izbrojite riječi da dobijete predodžbu o tome što možete reći u 200-250
riječi. Pišite esej 75 minuta (toliko vremena imate za pisanje eseja) kako biste vidjeli koliko će Vam vremena
trebati za pisanje 200-250 riječi i koliko vremena možete odvojiti za planiranje eseja prije nego što ga počnete
pisati, a i za provjeravanje eseja nakon što ste ga napisali.
-
3. Proučite komentare.
Pažljivo pročitajte i proučite 'komentare i broj bodova koji ste dobili za svaki kriterij na ljestvici za ocjenjivanje za
eseje koje ste napisali. Učite iz pogrešaka.
4. Pozorno pročitajte temu.

O čemu točno morate pisati?
KADA ISPIT POČNE
Morate li raspraviti o dvama suprotnim gledištima? Koja su tO'giedišta?

Morate li raspraviti o prednostima i nedostacima?
Morate li navesti argumente za i protiv?
A. U uputama piše: Write an essay
-I
-
Napišite uvod, glavni dio i zaključak. ...••...
Nemajte samo početi i nastaviti pisati u jednome dugom odlomku, bez uvoda ili zaključka. U tome slučaju nećete
napisati dobar esej i ne možete dobiti više od 2 boda. za' kriterij Izvršenje zadatka i ne možete dobiti više od 4
boda za ostale kriterije (Koherencija i kohezija, Vokabular i Gramatika ). Ako ne napišete uvod ili zaključak, ne
možete dobiti više od 3 boda za kriterij Izvršenje zadatka.
~ U uputama piše: Write an essay of 20.0.-250.words. .. '._
Nemojte napisati manje riječi jer ćete izgubiti bodove za kriterij Izvršenju zadatka. Nemojte pisati puno više riječi
jer riskirate da napišete nešto što nije povezano s temom ili ponavljate već rečeno, zbog čega ćete izgubiti bodove
za kriterij Izvršenje zadatka i možda nećete imati dovoljno vremena završiti esej.
b U uputama se daje tema eseja.
Držite se teme.
Ne dolazjte na ispit s unaprijed pripremljenim tekstom. Ako ste promašili temu, nećete moći dobiti više od 1 boda
za kriterij Izvršenje zadatka i niti ćete moći dobiti više od 1 boda za ostale kriterije. Ne ponavljajte dijelove teksta
koje ste već napisali.
Ako esej većinom ne obrađuje zadanu temu ili sadrži puno toga što nije bitno za tu temu, nećete moći dobiti više
od 2 boda za kriterij Izvršenje zadatka niti ćete moći dobiti više od 4 boda za ostale kriterije .
.Q_,_ U uputama piše: Discuss both these views and give your own opinion.
ili Discuss arguments for and against this view.
U uputama se od Vas traži:
• da raspravite dva suprotna gledišta
da raspravite prednosti i nedostatke jednoga gledišta
da navedete argumente za i protiv jednoga gledišta.
Odgovorite na sve dijelove pitanja.
Ne raspravljajte samo o jednome gledištu.
Ne raspravljajte samo o prednostima gledišta, već i o njegovim nedostacima.
Navedite argument i za i protiv gledišta. Ako se ne držite navedenoga, nećete moći dobiti više od 3 boda za kriterij
Izvršenje zadatka.
Isplanirajte esej prije negO što ga počnete pisati.
Esej je oblik organiziranoga pisanja. Nitko ne može napisati dobar esej, a da ga prethodno nije isplanirao. Osnova
pisanja uspješnoga eseja je planiranje.
NEMOJTE ODMAH POČETI PISATI ESEJ.
Prvo ga isplanirajte. Osnova uspješnoga planiranja je pisanje bilješki.
;1
I1RfiJ~t1
TEL.: 01/6672 404, GSM: 095/1333 333
www.trinom.hl.
Razmislite o čem\1 ćete oisati.

Proučite oba dijela teme. Što možete reći o svakome dijelu? Zabilježite svoje argumente. Ne pišite rečenice, već
I samo zabilježite natuknice. .
Proučite svoje argumente .. Koje razloge ili primjere možete dati da biste ih poduprli? Zabilježite ih. To će vam
pomoći da dobijete dobru ocjenu za kriterij Izvršenje zadatka. Ako imate puno više za reći o jednome dijelu teme
I nego o drugome, usredotočite se na ono što možete reći o drugome dijelu teme. Ako posvetite puno više
pozornosti jednomu dijelu teme nego drugomu, nećete moći dobiti više od 4 boda za kriterij Izvršenje zadatka.
Jako je važno posvetiti neko vrijeme pronalaženju argumenata I potpore. Kada budete zadovcljni svojim
'I' argumentima i potporom, usredotočite se na planiranje eseja. Kada budete znali što želite reći, usredotočite se na
to lealeo ćete to reći.
5. Grupirajte svoje ideje.

Grupirajte svoje ideje na sljedeći način:
I • jedno gledište - drugo gledište
• prednosti - nedostaci
• argumenti za - argumenti protiv.
I 6. Poredajte svoje misli logičnim slijedom.

Na taj će način ocjenjivač lakše slijediti Vaše argument. Logičan slijed misli je važan ako želite dobiti veći broj
bodova za kriterij Koherencija i kohezija.
17. Oblikujte svoj esej u odlomcima.
, Oblikujte onoliko odlomaka koliko imate glavnih ideja.

Ne pišite glavni dio eseja u samo jednome odlomku. Odlomak se bavi jednom glavnom idejom i ne bi trebao
I sadržavati rečenice o nekoj drugoj temi. Oblikovanje odlomaka je važno ako želite dobiti veći broj bodova za
kriterij Koherencija i kohezija. , '
1 8. Provjerite svoj plan.

Imaju li vaše ideje logički slijed?
"
.
Jesu li vaše ideje poduprte argumentima? Imaju li ti argumenti logički slijed?
> ."
Jesu li vaši argumenti poduprti razlozima ili prtmjerima? ,, ...., .. -.
I Jesu li vaše glavne ideje, argumenti i potpora grupiral1i u odlomke koje cete napisati?
Kada ste poredali svoje ideje logičkim slijedom ipbdijelili ih' U odlomke, možete se usredotočiti na pisanje eseja.
I Opći savieti
DOK PIŠETE ESEJ
9. NapiŠite uvod.
Recite čitatelju što će pisati u glavnome dijelu eseja.
I Ako ćete pisati o prednostima i nedostacima, recite Čitatelju. Ako ćete prvo pisati o jednome gledištu, a onda o
drugome, recite čitatelju. Ako ne napišete uvod, nećete moći dobiti više od 3 boda za kriterij Izvršenje za da tke .
, 1 10. Napišite odlomke.

Recite čitatelju o čemu će biti riječ u svakome odlomku. Toje tematska rečenica (main idea).
Naglasite svoje argumente. Jedan je način da upotrebljavate tematske rečenice (main ideas), a drugi da
upotrebljavate ove fraze: .The main advantage is ... ili Another important reason why .... is ..... , A major argument
I against ..... is .....

To će vam pomoći da dobijete veći broj bodova za kriterij Izvršenje zadatka.
Povezujte svoje misli na primjeren način:
-unutar rečenica (npr. because, while, whereas, so, a/though ...),
,
l -između rečenica (npr. For this reason, As a resu/t, In addition, However ...)
-između odlomaka (npr. A second major disadvantage is ..., On the other hand ...).
To će vam pomoći da dobijete veći broj bodova za kriterij Koherencija i kohezija.
I Završite sa zaključkom u kojemu ćete sažeti ono što ste rekli.

To će vam pomoći da dobijete veći broj bodova za kriterij Izvršenje zadatka.
Ako dobro sastavite odlomak, dobit ćete veći broj bodova za kriterij Koherenctje i kohezija.
1 11. NapiŠite zaključak.

U zaključku eseja ponovite svoje glavne misli i napišite svoje osobno mišljenje.
Ako ne napišete zaključak, nećete moći dobiti više od 3 boda za kriterij Izvršenje zadatka.
19stali savjeti
I 12. Pazite na rukopiS.

Čitak rukopis pomaže ocjenjivaču i ostavlja dobar dojam. Razmislite što ćete napisati, a zatim to čitko napiŠite.
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13. Uvucite prvi red odlomka.

Uvlačenje prvoga dijela odlomka je vrlo važno jer po tome ocjenjivač može jasno vidjeti da ste započeli novi
odlomak.
~XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX.
-'XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX.
14. Ostavite prostor između redaka.

Ostavite prostor između redaka kako biste mogli precrtati pogreške i napisati ispravak iznad precrtane riječi.
NAKONŠTO STE NAPISALI ESEJ

15 Provjerite vokabular i gramatiku.
Provjerite vokabular.
Imate li pravopisnih pogrešaka (npr. bed umjesto bad, then umjesto than, god umjesto good)?
Provjerite jeste li zaboravili prepisati neku riječ s lista za koncept na list za čistopis.
Provjerite gramatiku.
Imate li pogreške u sročnosti između subjekta i predikata (npr. they ... has been; it .... were found)? Jeste li dodali
nastavak -s/-es na glagole u 3. licu za glagoisko vrijeme Present Simple? Jeste li točno upotrijebili glagolska
vremena? Jeste li koristili upitnu konstrukciju kada niste trebali (npr. I don't know why do they do this.)?
VJEŽBE PISANJA ESEJA - vidi DODATAK 6.1., str.76

INTERPUNKCIJSKI ZNAKOVI (Punetuation) - vidi DODATAK 6.2., strilS
VEZNA SREDSTVA (Transitional words/phrases) - vidi DqDATAK 6.3:, str.79
PRIMJERI ESEJA - vidi DODATAK 6.4., str.SO ~ oo: ,
UESTVICA ZA OCJENJIVANJE ZADATKA ESEJA NAENGtESKOMEJEZIKU (VIŠA RAZINA) - vidi

DODATAK 6.5., str.S2 " . Oo o
GRAMATIČKE STRUKTURE ZA VIŠU RAZINli ISPITA - vidi DODATAK 6.6., str.S3
1_ •• _1/·"1: ....... :. -11:'1,_.

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I 4.1. NOUNS
I A noun is a word or group of words that represents a person/ a thing/ a place/ an activity or an idea.
Tvpes: Functions: !Properties:

'. "
'lj) t·
1 Ci!l,mn;lOnNouns: desk, window, horse
I 'tob..!\..,·ft"
2 Proper Nouns: France, Mrs Jones
3 Co~~ctive Nouns: tea~ar'fl.l;1' cr9~d,
); ·,'f,\\e police, fle"c {!er'!i, d t'l(:J
1
2
3
Subject
Complement (be/ seem, appear, etc.)
Object
Tom arrived.
Tom is an actor.
I saw Tom.
"-"erier
1 Gen
2 Number
3 Case
4 Object (of a preposition) I spoke to Tom.
I 4 Material Nouns: wine, c8'PJJer,milk, ice
S Abstract Nouns: fear, courage, health
Gender 1 Mascullne/Nuški rod: father, boy, uncle
I 2
3
4
Feminine/Ženski rod: sister, mother, aunt
Neuter/Srednji rod: picture, shoe, plum
Common/Zajednički rod: pupil, friend, writer, cousin
I 1) adding -ess: 2) a prefix:

Marking gender:
3) irregular: 4) a different word:
lion - lioness boyfriend - girlfriend master - mistress man - woman bachelor - spinster
prince - princess tom-cat - she-cat duke - duchess father - mother nephew - niece
heir - heiress hero - heroine brother - sister horse - mare
but uncle - aunt bull - cow
tiger - tigress king - queen bride - .groom
I
actor - actress
Number Regular plural

\
- • adding -s or -es (-ss/ -ch, -sh, -x + -es):
I ~ chair - chairs/ window - windows/ wish - wishes/ church - churches
JI • nouns ending in -o + -es: .
potato - potatoes, tomato - tomatoes/ volcano - volcanoes, hero - heroes,
l
~.Jl) tv
! ,;1
i~··'.1.I'e, I
t 'o
. .
but l.....-... \ ...-- \ ~_____,. I
I piano - pianos, photo - photos, kilo - l<ilos
Soelttna chanaes:
i·i~·,\:~t.
,
I
1. factory - factories
lorry - lorries
fly - flies
consonant + y = i+ es
2. calf - calves
half - halves
loaf - loaves
I
j
I fife = v + es
i
.. ..,..--_ .......__ ......__....._ ....-- ...-.....
......~ shelf sheives
__ ...._....- ........_ .._ .._._.._ ....- .......jj.L_.._......_ ....___ ..._ ...___.._ ....._...............
_......._... -..-_ .._ ..•....•..
I boy - boys
toy - toys
··bUt
roof - roofs
chief - chiefs
iut .
vowel +y -> no change -oof, -ief, -rf or -ff + -s

way - ways dwarf - dwarfs
I cliff - cliffs
~
2 Irregular plural
changing the vowel(s)
I man - men/ woman - women, foot - feet/ tooth - teeth/ goose - geese, mouse - rnlce,
louse - lice ~. .
I • adding -en or -ren:

ox - oxen, child - children
._)~,
~\' ~ \AJ.s .~
. Some nouns have the š~Qfneform in the singular and the plural, A- Dl1. \ G I:~L\ t ~~..h
I Cr_~'J" \1(1.. >'('IJtf
sheep - sheep/ deer - deer/ fish - fish/ series - series/ species - species/ etc. , = AlO (H U'
1/)1(JP11A i!()AJ '?-~""_':
..'!.._-, -
..../ ,
I
but There are all kinds offis~es in the se~. (different kinds)
Some nouns have the plural form/ but smgular meanmg.
news/ bllllards, mathematics, physics, mum ps/ etc.
1- ,sO~.'/.
i-I {'
_.....
c,' 'c' ·'''''f0.t_
n'. -, e
Physics was my favourite subject, (singular verb form) \ l. \..:\ u_,
. I
Some nouns are always in the plural form and take the plural verb form.
goods/ trousers, scissors, arms/ spirits/ etc.
Where are the sclssors?
'0';"'''·
I (j L. lC C
.-
_4.·;·e..'
We always use the plural verb form with the nouns: people, (the) police and cattle.
I
Expressions: a sum of money/ a period of time / distance - always use sing ular verb
Three years Is a long time to be without a job.
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FOREIGNPLURALS:Some nouns of Greek and Latin origin have Greek and Latin endings.
crisis - crises stimulus - stimuli
analysis - analyses curriculum - curricula
criterion - criteria medium - media
phenomenon - phenomena bacterium - bacteria, etc.
syllabus - syllabi (a/so syl!abuses)
Case is a change in the form of a noun showing its relationship to another word in the sentence.
Object case (DATIVE)
Give the students a longer holidays. (word order)
The tailor has made a new suit for my brother. (preposition FOR)
Give this tQ__ Tom. (preposition TO)
Possessive case (GENITIVE) is used to express possession.
Forms: 1) possessive 's / s'
2) 'of' construction
1) possessive 's I s'
I
,I
1 after a sing ular noun (apostrophe + -s)/ Sally's C
2 after a plural noun ending in -s, we add only' (apostrophe)/ my parents' car \
3 after a plural noun not ending in -s, we add 's (apostrophe + -s)/ the men's car
4 after proper names ending in -s /Sherlock Holmes's best friend or Sherlock Holmes' best friend
but with classical names we usually add only apostrophe (') /Archimedes' Law
5 after a whole phrase/ Sue and Frank's house (they share the same house)
but Sue's and Frank's house (each one has got a house)
6 after the names of animals/ the cat's milk
7 in some expressions of time/ next year's plans,
with periods of time/ a week's holiday
8 with some expressions/ for heaven's sake
, \
I
2) 'of' construction
1 with inanimate possessors/the walls of the town
2 with longer phrases/ I took the advice of the couple I met on the train;' ,
Double possessive
Sarah is a friend of mine. (one of my friends)
Peter is a friend of Simon's. (one of Simon's friends);
,I
Countable nouns!;Uncountable nouns
Countable nouns are nouns which we can count. They have singular and plural form. They always go with
alan/the/my, etc. in the singular and some/any/many, etc. in the plural.
,
Uncountable nouns are nouns which we cannot count. Uncountable nouns include: proper nouns, abstract nouns
and material nouns. They do not have different plural forms and always take singular verbs. They do not go with
alan/one/two, etc. but can be used alone or with some/any/mu_ch/the/my, etc. in the plural.
,
We can use a/an or one/two with uncountable nouns such as coffee, tea, beer, etc. when we order something in a
restaurant. We'l! have three coffees, please. (three cups of coffee)
Some nouns are uncountable in English (advice, evidence, homework, information, news, etc.), but countable in
Croatian. Here are some of the most common of these uncountable nouns, together with some related countable
expressions:
,
accommodation - a place to live
luggage - a suitcase/bag
traffic - a car, bus, etc.
travel - a journey/trip
work - a job
scenery - a view, etc.
We can use certain phrases of quantity (partitives) to make uncountable nouns countable:
a piece of cake/paper/news/advice/furniture/information, etc.
,
a glass/bottle of water
I
a jar of jam
a loaf/slice of bread
a packet of rice/tea
a tube of tooth paste ,
l
,
a bar of chocolate
a carton of milk, etc.
Some nouns can be used as countable or uncountable with a difference in meaning.

a glass (a container used for drinking) /glass (material) - glasses (spectacles)
(>..4 a paper (newspaper) - papers (documents)
,
"I~)l hair (one of the long fine things like thread that grows on people's head) - hair (all the hair on somebody's head)
6~"',[:::-an
iron (for ironing clothes) - iron (the material)
\) a rcorn (a part of the inside of a building) - room (space)
I
t '
, fi \ '"">
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a stone (a small piece of rock) - stone (the material)

wood (the material) - woods (forest)
experience (length of time doing something) - experiences (events)
time (the thing that is measured in minutes, hours, etc.) - times (occasions)
custom (a traditional activity) - customs (where goods are checked)
I arm (a part of a body) - arms (weapons), etc.
Compound nouns
Compound nouns are nouns that are made of two or more parts and are formed as follows:
1) noun + nou n II ticket inspector - ticket inspectors II (adding -s or -ess to the second noun)
2) -ing form/adjective + nou n II swimming pool - swimming pools II (adding -s to the nou n)
3) noun + adverb/preposltlon II runner-up - runners-up II (adding -s to the noun)
but liman servant - men servants IIOf a word man/woman is the first part of the compound both parts are put
I into plural)
Group nou ns
Group nouns such as: family, jury, group, team, government, council, etc. can have either the singular or the
I plural form of the verb. When we mean the group as a unit, we use singular verbs. If we mean the individuals who
make up the group, we use plural verbs.
The jury Is ready to give the verdict.
1 The jury are staying at the Park Hotel.
VJEŽBE (NOUNS)
1 4.1.1 Write the plural of the follo",{ing nouns. Il ~ ID
~~::~;r;m . ~~;~':;;~: l g ~~~;t;,

]~; i~ 1:~L·
~~:,
I 3 kilo ....!~p.~.. I
4 tomato l··:···
~-O\il.ool.
..···(.:>
'Ob'
f,...
8 church
9 th' lef ....
~·.0.~~~
t ,,\Ie.\/!
T..... ·
13 shelf ·§·1.!1·~·'~~·~·
t;t:..:·..
14 p hot o (.) If-n<:
18 life ...I,L~!....
19 passer- by~.·
I
<\,,;...
?O<·t!'·b"
.. t.
I 4.1.2
.
5 knife ..:!~.'.~J.f.$. 10 city .~.~.~~...
Rewnte and use the correct possessive form.

.. oo,." \
15 baby ..:....'lL
~tH:. l,~t:t, .~~\V-5e,u"~I.\.

1 l .
20 country ..~\..~I.!~:.~(I
• \ t .,. f)
,_s, PCP",\.\,Q .\~. t.\\\X>S··!!.+~ '1·l'l,\Jt!.I~i,,,<, ,-."t,
1 the child - the toys the c~ild's tOYf'" (I J I 7 the man - the trousers ..~~::..Jt>:'...~~ ~ ~.":1·~~U..'.~ '. . l T
I 2 the
3 the
women - th.e clothe~\+~.u1r·:~.t/\'rC;~.17I.J~?
cats - the klttens ..·}..~J~~·
..·~~
:..:..
..· il ,..
...,:..~·:~·~·
8 the dogs -.the kennels .Jk~..'?&~ ·~{~)f~L
· ~~
9 my father-ln-law - the g~den I~V..
: ) .
.. ·~·~·\~'·:·~.. 0'·(l~.,
:I·(!:1·'·E;o~~
~ the cUPbOtar~-tl the dooL.·ltt;~~f.7~.d~;I':
~l
.-.:?-.. '~~qt• I t1101
.r......................
.
tthle Smit~St-h thehcar
c· ·(~S~·;f
:·:t·..;..·~~.'~·-·t.\~
.. .. {0
·,T.;;·;;·;<.·~ t "'' '.
:~::o:~~
my paren s le car r., ! ; le men ec anglng rfoms .
~i~~';~:'·~:~~·;~~r.c~:t:~: ::~t.::;~:~
:~:~:::u:~nrd:~:I~;:1
.J'
~:.:h.:::~-p:::eh::::~::::~:~
where necessary.. I
I You've got a lot of experience of lecturing. 7 We went for a walk in the l.}t'(,c:i5 (wood) after
I (experience)
2 Hurry up! We don't have much .L\·\\._ e.
3 He put all the important . "...,' ,";
\
(time).
(paper) in his
breakfast.
8 lim going to have my
9 We have got plenty of 'r ,'.,. ,,,
1,(, :'t (hair) cut tomorrow.
(room) for a
I briefcase.
4 This ornament is made of coloured "(.,,.::s
(glass). J
wedding here.
10 Peter only wears his r.;tl5~(~
reads..J
.
(glass) when he
·15 Sarah bought i'~O ~ (iron) in the sale.

6 She had a lot of exciting e\{r·I.;e~\('.<'( (experience)
during her holidays.
11 Jane is in her ~_};~:....'O_IJ..._,__
12 There was c\ i \'" tic.
(room) studying.
(hair) in my soup.
I4.1.4 Make the following uncountable nouns plural as in the example.

1 information two pieces of information 8 oil three
2 jam three 9 milk two
3 bacon two 10 rice four
11 tennis three
I4 bread
5 yoghurt
6 tooth paste
four
three
two
12 butter
13 scissors
two
four
7 soap three 14 soccer two
14.1.5 Put the verbs in brackets into the correct form.

1 The water in this lake .../00/(5 (look) very clean. 6 Rain rarely (fall) in this part of the country.
2 Making mistakes (be) only natural. 7The noise (be) very loud.
I3 PhYSics
4 All of our furniture
S Sugar
(notiinterest) me very much.
(be) brand now.
(damage) your teeth.
8
9
The news she brought us
Your trousers
10 The team
(be) good.
(notimatch) your shirt.
(discLIss) strategy.
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,
Personal pronouns
Subject
pronouns
I
Object
pronouns
me
4.2. PRONOUNS
A pronoun is a word used in place of a noun or a noun phrase.
We use the subject pronouns before the verb in a clause or a sentence. We use the
object pronouns after a verb or a preposition.
,
you
he
you
him
Reflexive pronouns I. l.
she her myself We use reflexive pronouns when the same person is the
-,
it it yourself subject and the object of the verb.
we us himself
YOU
I burnt myself cooking the dinner.
YOU herself
they them itself
ourselves
Idioms:
yourselves enjoy yourself
themselves help yourself
behave yourself
The following verbs don't normally take reflexive pronouns in English: wash, shave, dress, feel, relax, concentrate,
etc. I
.1
!
Emphatic pronouns
We can use areflexive pronoun to emphasise the noun or a pronoun before it. If the reflexive pronoun refers to
the subject, it can come at the end of the sentence.
Jane herself designed the house. Jane designed the house herself.
by myself/himself, etc. means 'alone' I can't move this box by myself.
1 Possessives
2 Demonstratives (this, these, that, those)
PRONOUNS & ADJECTIVES
The following groups of words can be used as adjectives (before the noun) or pronouns (they can stand alone).
3 Relatives (who, whose, whom, which, that, what; relative adverbs: where, when, why)
-
~
4 Interrogatives (who, whose, whom, which, what; interrogative adverbs: why, when, where, why)
5 Quantifiers/lndefinites
Possessives
PossessiveAdjectlves
my
your
PossessivePronouns
mine
yours
possess'b/e adjectives are followed by nouns, whereas possessive
pronouns are not.
This is her bag. It's hers.
-!I
his his
her
its
our
your
hers
its
ours
The cat is carrying its bowl. (Possessive adjective)
Itis raining hard today. (It is raining hard today.)
It's stopped raining. (It has stopped raining.)
II.
yours
their theirs
Demonstratives (I
This/These are used: That/Those are used:
• for people or things near us
• for present and future situations
• for people or things not near us
• for past situations
ilI
to introduce people or when we introduce ourselves • to refer back to something mentioned before
on the phone • when speaking on the phone to ask who the other
e.g.
I must post this parcel. (near)
_l)_ersonis
II
I'm taking a driving test this week. (present or future situation)
That man over there is my teacher. (a person not near us)
That's great! (something just mentioned)
II.
i
These boots hurt my feet. (near)
Are those children over there your cousins? (not near)
II
VJEŽBE (PRONOUNS)
4.2.1 Fill in the correct pronouns or possessives.
il
I
1) .. We .. are having a marvelaus time here in Corsica. The island is absolutely beautiful. 2) is a bit bigger
than 3)......... expected. 4) ......... hired a car for the first week so 5) .......... visited all the interesting places on the
island, which was fabulous - if a little tiring. 6)
rest of 8) holiday. The children have been behaving 9)
was well worth getting a car. 7) intend to reiax for the
, and there's a children's representative based
il
I
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at the resort so 10) takes care of all the children for a few hours each morning. 11) is a lovely girl
and the children are mad about 12) At least that gives James and 13) the morning to 14) The
I hotel is great and the staff are really friendly. 15)

language. The weather is great and 17)
will see you when 20)
appreciate 16) attempts to speak the Corsican
are getting a lovely tan. That's all 18)
get back. Take care and thanks again for looking after 21)
news. 19)
pets.
..
'I 4.2.2 Put in areflexive pronoun if necessary.

Rosie and Val dre dt Mic.heal and Hana's party. Complete the conversntion.
M: Have you two 1) (meet) before?
R: Yes, we have. Val and I are school friends.
M: 01<. Well, I hope you 2) (enjoy) tonight.
R: I'rn sure we will. 13) (feel) just in the mood for a party.
M: Well, please 4) (help) to food and drinks. Is everything all right Val?
I V: Oh, I've got this terrible feeling I have something important to do, and I can't 5)
what it is.
_ (remember)
~I R: Val, you really 6)
4.2.3 Put in its or it's.

(worry) too much. Come on, just 7)
1 My new car is great. EJ:S got a lot of extra equipment. 3 Let'~ go home.
(relax).
1+~ getting late.

2 Th.j house across the street has got a fence around 4 I+...s the most interesting film I've ever seen.
I _, _.5_ garden. 5 That dog has got a white patch over i-f.5 eye.
4:...2\4 ~iII in the gaps with this, that, these, those.

'I" 1 -) _1_0 - house over there b€Fl~ngsto a friend of mine. l-
2 Ware moving house -I- !A,S month. t
3 l se. people over 'there are waiting for the tram. i
4 - ::; diamond bracelets are priceless. -I-
5 \D.aQ, + ;S t
is my friend, Sally.'
I 6 ) lek-e are my graduation photos. Let's look at them! II
7 We had a wonderful child hood. We did things differently in TI-I05e..
8 'Hello, this is Peter. Who is tt s ,please?' T
days: +
I
4.3. QUANTIFIERS
I Quantifiers are words that express or measure quantity.
We can use these words (except NONE) before the noun or (except NO, EVERY) alone.
ALL refers to more than two people, things or groups. It has a positive meaning and is followed by a plural verb.
I All the actors were brilliant.
EVERY is used when we talk about three or more people or things. We use it when we are thinking of people or
things together, in a group to mean 'all'.
I Every employee is entitled to twenty days off.
EACH is normally used when we talk about two people or things. We use it when we are thinking of people or
things separately, one at a time.
I Each employee has to sign a contract.

BOTH refers to two people or things. It has a positive meaning and is followed by a plural verb.
Both John and Bill are journalists.
1 EITHER (anyone of two) and NEITHER (not one or the other) are used before singular countable nouns. They refer
to two people or things.
Neither man is rich.
I
"
We can use not ....... either instead of neither.
Neither
Either
nor
or
Neither Sandy nor her cousins are coming to the party.
Either Mum or Dad is coming to the party.
These expressions can take either singular or plural verb, depending on the subject which follows nor/or.
I NONE refers to more than two people or things. It has a negative meaning and it isn't followed by a noun.
Are there any vacancies? No, none.
I NO is followed by a noun.
There's no place like home.
ONE/ONES are used to avoid repetition of a countable noun /countable nouns.
I
"
Which shirt do you want?
Which shoes did you buy?
This one.
The black anes.
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OTHER
another - one more apart from those already mentioned
I
-b,
others - several more apart from those already mentioned
the other(s) - the rest
each other - one another
every other - alternate
LARGEQUANTITYis expressed by: much, many, a lot of, lats of, a great deal tf, a number of and p/enty of.
MUCH(questions, negatives) - uncountable nouns
MANY(questions, negatives) - countable nouns
A LOT OF (positive sentence) - neutral expression
LOTS OF (positive sentence) - informal expression
A NUMBEROF (positive sentence) - formal expression (used in writing)
PLENTYOF (positive sentence) - informal expression
SMALLQUANTITYis expressed by (aj few and (aj little.
A FEW (not many, but enough) - countabies M
A LITTLE (not much, but enough) - uncountables
FEW (hardly any, almost none) - countabies ~~-
LITTLE (hardly any, almost none) - uncountables
A few/a little have a positive meaning; few/little have a negative meaning. We often use very few/very little in
informal English.
He needed a little peace so he went to a small island for a few days.
She can't repair a car because she has little knowledge of mechanics. Mil
NEUTRALQUANTITYis expressed by some and any.
SOME is used before countable and uncountable nouns in positive sentences.
(can be used in questions when we make an offer or .expect a positive answer)
ANY is used before countable and uncountable nouns in questions.
(can be used in positive sentences meaning 'it doesn'tmatter which/what/how ... ')
NO/NOT ANY are used before countable and uncountable nouns,
Compounds
SOME
ANY + ONE/BODY/THING/WHERE
NO
VJEŽBE (QUANTIFIERS)
4.3.1 Fill in some, any, no, every or their 8 Could1 have milk in my coffee, please?
compounds. 9 There was __ traffic, so the journey was
1 Maurice knows ...everything .. there is to know about pleasant.
computers. 10She is lucky. She has problems.
2
really likes him.
3 They could hardly see
knows Chad but :
in the dark.
.
4":3.3 Underline the correct item.
1 There are much/many/ a lot skyscrapers in Chicago.
2 If you add a little/a few/ many salt, it will taste
I
4 I'm so tired! I just want to go to
relax for a few days.
5 Are you doing
to ask you .
at the moment? I need
better.
3 We've had many/little/too many rain this winter.
4 Few/Much/A little people are pretty as she is.
b
I
6 Miranda never does without asking S There's been few/very little/a few news about the
.....................first. earthquake .
6 You must pay many /lots of/few attention to
4.3.2 Put in a few, few, a little, little. understand this.
1 I don't think he can lift this box on his own. He
needs __ help. 4.3.4 Underline the correct item.
2 The postman doesn't often come here. We receive 1 Both/All Mary and Stephanie are models.
____ letters. 2 Neither/Either John nor Lucy enjoyed the film.
3 Lena is exhausted. She is having days' 3 Both/Neither Ronald and Chip are teachers.
holidays next week. 4 You will have to talk to each/both person alone to
4 I can speak words of Japanese. find out what happened.
S David likes skiing a lot, but unfortunately he has S All/Each eight women are working really hard.
___ ability. 6 None/Every of the applicants he interviewed were
6 Do you mind if we ask you questions. suitable for the job.
7 I don't think you'II be a good teacher. You've got
___ patience.
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4.4. ADJECTIVIES
I Position:
Adjectives describe nouns.
1 attributive use: before a noun the red rose

2 predicative use: after a verb The rose is red.
', Adjectives:
Adjectives:
afraid/ atike, alive/ alone/ asleep/ asharned, ill, etc, are never followed by a noun.
chief/ former indoor/ inner/ main/ outer, principal, etc. can only be used before nouns.
I Kinds: Comparison:
, 1 Adjectives of quality (dever, beautiful/ etc.)

2 Quantitative (some/ any/ etc.)
Comparison of Superiority (a higher degree)
Degrees: posltlve, comparative and superlative
l 3 Possessive (my/ your/ etc.)

4 Demonstrative (this/ that/ these, those)
5 Interrogative (whose, what/ etc.)
I Comparative & Superlative forms

, 1) short adjectives (one-syllable adjectives): clean/ chea p/ etc.
two-syllable adjectives ending in -y or -ow: easy/ shallow, etc.
-er ......... than
the -est (of/in)
clean - cleaner - (the) cleanest
I 2) long adjectives (three-syllable or longer adjectives)

two-syl!able adjectives not ending in -y or -ow: honest/ careful, etc.
difficult - more difficult - (the) most difficult
more .. ................ than
the most .................... (of/in)
l, Some adjectives such as: dever/ common/ narrow/ stupid, qentle, friendly/
more/most .
simple/ etc. can take either -er/-est or
. , Spelling:
I I silent -e is dropped (nice - nicer - the nlcest)

2 consonant + y = i + er/est (easy - easier - easlest)
3 doubling of final consonant after a short vowel (hot - better ,the hot~est)
I IRREGULAR FORMS
better best
good
bad / il! worse worst
., least
I little (amount)
little (size)
much / many
less
smaller
more
smal!est
most
far (place + time) further furthest
I far (place)
late (time)
late (order)
farther
later
latter '
farthest
latest
last
near (place) nearer nearest
I near (order)
old (people and things)
-
older
next
oldest
old (people) elder eldest
I Adjective order
Opinion adjectives (bad/ pretty, etc.) come before fact adjectives (red/ ancient/ etc.).
OPINION FACT
Ildeterminer size age shape colour particlple origin material type purpose NOUN
1 number
I 2 article nice long new thin blue broken British sandy human alarm clock
13
possessive
II
, Adjectives used as nouns
the + adjective = groups of people in general (the blind/ the dead/ etc.)
l -ED and -ING adjectives

We felt excited. (past participles describe how somebody feels.)
The match was exciting. (present participles describe what something is like.)
I
,
Types of comparisons
1 Comparison of Inferiority (less, the least)
Mary is less strong than Ann.
This is the least interesting of all the books I have read.
I 2 Comparison of Equality (as ........ as; not so/as ........

Judy isn't as tall as Martin.
as)
_ Judy isn't as/so tall as Claire.

24
w
f
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3 much, a lot, far, a bit, a little, slightly, any, no + comparative

Let's go by car. It's much cheaper.
4 the + comparative .......... the + comparative
The earlier we set off, the earlier we'lI arrive.
5 comparative + and + comparative
The weather is getting warmer and warmer.
U
LIKE I AS
LIKE is used: AS is used:
b
• for similarities (She swims like a fish.) • to say what sb or sth really is (jobs or roles) ,'-1
• after feel, look, sound, smeli, taste + noun
(It feels like slik.)
(She works as a tour guide.)
• after accept, be known, class, describe, refer to,
MI
• with nou ns, pronouns or the-ing forms to express regard, use.
similarity or contrast (No one can sing like him.) (He is known as the father of modern medicine.)
• expressions: as usual as much the same as etc. (I
VJEŽBE (ADJECTIVES)
4.4.1 Put the adjectives in brackets into the comparative or superlative form.
bl/l
I went to the auction last Saturday. It was held in (1) (large) house in the village and the items were
far (2)
I saw (3)
(beautiful) than I could imagine.
(pretty) vase I've ever seen, but it was also (4)
couldn't afford it. I bid for a nice rocking chair. It was far (5)
(expensive) thing there, so I
(nice) than mine, but unfortunately
Ul
someone made a (6)
bid to get it.
(good) offer than me and again I couldn't afford to make a (7) (high)
_,
In the end, I bought (8) (small) item of all, although it was not (9) (chea p) of all! It was a
music box, which I'm going to give to my (10) (old) nephew forhis birthday. I think it's (11) _
(lovely) music box I've ever seen and it was (12)
4.4.2 Fill in the blanks using various types of comparison;

(easy) to carry. home than a rocking chair.
b'
1 She is (tall) as her brother. .
2 (hard) she works,
3 The noise got
4 It is not
(successful) she becomes.
(Ioud) and I fi(Jall.Ydosed the window.
(hot) as yesterday:'
b
-b
5 The weather is becoming (unpredictable).
6 (young) you are, .. (quick) you learn new things.
. ..~~,
'. - -
4.4.3 Rewrite the sentences putting the adjectives i~to the correct place.
1 I love ice-cream. (strawberry, Italian, tasty). .. I iove tasty Itaiian strawberry ice-cream ...
2 They have a sofa. (leather, navy-blue, rncdern), ; : ..
3 She loves her bike. (new, red, expensive, rnountetn) .
4 He has a voice. (lovely, singing, pure) ; .. , , : , , , ..
5 He's just sold that suit to a woman, (beautiful, slim, tall, French, young) ..
6 She bought curtains. (brown and orange, dlnlnq-rbom) : ..
~
7 She bakes cakes. (chocolate, delicious, birthday, round) ..
8 Jill has a puppy. (tiny, brown, fluffy) , ..
9 She was given a dress. (red, spectacular, Italian, evening) ..
10 He bought a racquet. (tennis, graphite, new) .. ~
4.4.4 Fill in "as" or "like".
1 Although it lives in the sea, the whale is classed
really gentle a lamb.
2 My friend George describes himself a
.. as.. a mamma!. It may look .......... a dangerous beast, but it is
great singer. He thinks he has a voice an angel, but

-
-
when he sings it sounds a cat wailingl He works a taxi driver and everybody keeps telling him not
to give up his job!
3 McTaverty's Tavern has been described the best restaurant in Perthshire, with dishes that smeli
delicious and taste they have been made with only the finest ingredients. Surprisingly, the prices are not
............. high you might expect.
U-J
~
~,
I
I
..I fRfiJ~H
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4.5. ADVERBS
I Kinds:
Adverbs normally describe verbs, adjectives, other adverbs or whole sentences.
1 Manner (how?)
2 Place (where?)
I
. 3 Time (when?, how often?)
4 Degree (how much?, to what extent?)
5 Sentence
I Form: serious + Iy = seriously ladjective + Iy
Spelling:
1 consonant + y = ily (happy - happily)
I 2 ending in -ic add -ally (drastic - drastically) but public - publicly
3 ending in -le drop -Ie and add -Iy (horrible - horribly)
4 ending in -e add -Iy (extreme - extremely) but truly, duly, etc.
I 5 ending in -Iy (friendly, lonely, silly, ugly, elderly, etc.) --in a(n)
6 ending in -II add -y (full - fully)
way/manner silly - in a silly way
Some adjectives and adverbs have the same form (back, yearly, best, kindly, etc.).
I There are some adverbs with two forms and differences in meaning.
adiective adverb (meaning) adverb C-meaning)

deep deep (a leno way down) deeplv (creatlv)
I direct
easy
free
direct (by the shortest route)
easy (uentlv and slowly)
free (without cost)
directly (immediatelv)
easily (without difficulty)
freelv (wllllnclv)
full full (exactly very) fullY (completely)
I hard
hloh
hard (Intentlv: with effort)
high (at / to a high level)
., .
..
hardly (scarcely)
highly (very much)
last last (after all others) lastly (flnallv)
, .,
I
....
late late (not early) lately (recentlv)
most most (superlative ofmuch) mostly (mainly)
near near (close) nearly (almost)
prettv orettv (fairly) prettily (in a orettv waY)
I short
sure
short -(suddenly' off target)
sure (certainly)
shortlv (soon)
surely (without doubt)
widely (to a laroe extent)
wide wide (full' off target)
I wronq
Comparison
wrono -(incorrectly) wrongly (incorrectly' uniustlv)
IRREGULAR FORMS
I I one-syllable adverbs
add -erv-est (long-longer-longest) well
badlv
better
worse
best
worst
2 two-syllable or compound adverbs: ill worse worst
1 with more/most(patiently-more patiently-most patiently) little

much
far (place + time)
less
more
further
least
most
furthest
far(place) farther farthest
I Order of adverbs
Adverbs can be used in front (at the beginning of the sentence), mid (normally
late (time) later latest
before the main verb or after the
I auxiliary) or end (at the end of the sentence) position in a sentence.

The usual adverb OI-der is: manner - p/ace - time
.1 He watched lV quietly in his room until 5.00 .

When there is a verb of movement in the sentence the order is:
Ann was rushed to hospital suddenly an hour ago.
place - manner - time
I Adverbs of manner go before the main verb, after the auxiliary verb or at the end of the sentence.
She easily passed the exam. We are eagerly waiting for his letter. He acted foolishly.
Adverbs of place usually go at the end of the sentence.

There is a supermarket nearby.
I
Time adverbs go in end position. They also go in front position to emphasise the time.
She goes to the gym on foot every day. Every day she goes to gym on foot.
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When there is more than one time adverb, we usually put the more specific before the more general one
(time - day - date - year), He died at 22,15 on Friday March 17th, 1960,
U
Adverbs of frequency (often, seldom, never, ever, usually, always, etc.) come after the auxiliary verb but before
the main verb, Usually, sometimes, often, occasionally and normally can also go in front or end positlon,
She never comes on time. She is often late,
b I
Adverbs of degree (almost, quite, hardly, etc.) go before the words they modify,
I've almost finished, ti !
Sentence adverbs modify the whole sentence or clause, In affirmative sentences, these adverbs usually come after
b
the verb BE or after the auxiliary, In negative sentences, they come before the auxiliary, .
I
1'11 probably be late, I certainly won't be early,
Some adverbs often come at the beginning of the sentence and may be followed by a cornrna.
i
Clearly, the situation is serious.

These adverbs can also come before the verb, after the verb BE or after the auxiliary,
Figures clearly showa drop in sales, The situation is obviously serious,
VJEŽBE (ADVERBS)
4.5.1 Change the words in brackets into adverbs and put them into the correct form. )
Finally, a new washing powder that gets rid of stains 1) .cettectivety.: (effective) and leaves your clothes 2)
""" ..."."""." ..".,,, (brilliant) white, New "All-shine" cleans 3) ....." ..""" ..",,.,,"",," (powerful) than any other product on b' I
the market, It gets the dirt out 4)
supermarket,
" "." .. (quick) and 5)
Indeed, in no time at all new "All-shine" will be selling 6)
""",,
"."
With a prize-winning formula that has been researched 7)
(thorough) than any ordinary powder.
,,(good) than any other brand at your
(far) than it's ever gone before. So pick up your box of new "All-shine" today!
(extensive) by our
scientists than any other product, success is guaranteed. With new "All-shine" your money will go 8) " "
,.
4.5.2 Underline the correct item.
1 I managed to get to New York easy/~by flying there directly/direct,
2 She has been deeply/deep upset by his behavior late/lately.
bli )
l
3 Lately/Late the cost of living has been lncreaslnq: things generally are not nearly/near as cheap as they used to
be,
4 It is wide/widely believed that he was wrong/wrongly accused ..
5 Lionel is a very shy person who rare/rarely goes out and she does not mix free/freely with the other students.
6 She is highly/high regarded in the school as people can get on with her easily/easy,
7 I was not full/fully satisfied with the doctor as he had wrong/wrongly diagnosed my previous illness,
8 "Do you intend to leave shortly/short?" "I think so, rve nearly/near finished."
9 She'll surety/sure get a good grade; she's been studying very hardly/hard for the past two years.
10 I was prettllv/prettv embarrassed when I realized that I had ha,..dly/hard enough money to pay the bill.
,
~
4.5.3 Rewrite the sentences putting the adverbs in the correct place and making any other necessary ~
changes. .
1 Ferries sail to the island. (weekly, twice, only, during the winter) ...Ferries sail to the island only twice weekly
during the winter ....
2 The little girl ran. (excitedly, from the room, suddenly) " " .. ~
3 He turned up looking annoyed. (at the party, unexpectedly, terribly) .
4 She studied. (hard, all morning, in his study) " " .
5 He looked at his reflection. (for ten minutes, carefully, in the mirror) "" " "." ..
6 The children sit and play. (in their room, for hours, happily) " .."""" .." .."." ,, .. ~
7 She waved goodbye. (to her friend, at the airport, sadly)
10 Patty sat reading a book. (all day, lazily, by the fire) "
"."
8 The old boat sailed into the harbour. (slowly, through the water, in the afternoon)
9 He ran to answer the phone. (down the stairs, to the hall, quickly)
" " , " "
" ..
..
..
..
-,
~
4.6. ARTICLES
~
l
-I
1 with a slnpular. countable nou n mentioned for the first time They live in a flat.
2 with a noun complement / including names of professions It was an earthquake. He is a doctor.
3 in certain numerical expressions: sixty miles an hour; SOp a kilo
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4 in certain expressions of quantity: a lot of, a great deal of, a dozen

5 with certain numbers: a hundred, a thousand, a million
I THE DEFINITE ARTICLE
1 before a nou n which has become definite because it has already been mentioned, or when the reference is
obvious: His car struck g tree; you can still see the mark on the tree. He turned on the lights,
I 2 before nouns which are defined by a phrase or a clause: The men with guns were police officers.
Where's the milk I bought?
3 when the object or a group of objects is unique: the earth, the moon, the sky, etc
4 with the possessive case: the butcher's shop
5 with superlatives (adjectives) : the tallest building
6 with ordinal numbers: the second day
7 with certain adjectives to refer to general classes of people: the rich, the unemployed, etc.
I 8 with certain public places: the cinema / opera / pub / theatre, etc.
9 with the names of nations in the plural: the English, the French, etc.
10 with the names of the points of compass: the east / west / north / south
II with the parts of the day: in the morning, in the evening
I 12 with family names in the plural to denote the whole family: the Robinsons
13 with musical instruments: the piano, the violin, etc.
14 with certain place names
1) countries: the UK, the USA, the Netherlands, etc. 7) bridges: the Golden Gate Bridge, etc.
2) regions: the Middle East, the Baltic, etc. 8) stations, airports, buildings, palaces: the White
3) hills / mountains (ranges): the Alps, the Rockies, House, the Houses of Parliament, etc.
the Andes, etc. 9) theatres, cinemas, galleries, centres: the Globe
I 4) seas, rivers, canals: the Atlantic, the Thames, the (theatre), the Plaza (cinema), the Tate (gallery), etc.
Suez, etc. 10) shops, restaurants (no person's name): the Steak
5) cities, towns (exceptions): the Hague, the Bronx House, etc.
6) roads, streets, parks: the High Street, the Mall 11) newspapers, magazines: the Times, the
I ZERO ARTICLE
(exceptions) Washington.post, etc.
I before' plural / uncountable nouns (abstract / mass nouns) used in general sense:
I Men fear death. (*The death of.the Prime Minister ........ )

Milk contains lots of vitamins. (*Where is the milk I bought?)
Do you collect stamps?
2 with languages, school subjects: German, English, art, music, etc.
1 3 with colours: Ms Brown was dressed in black.
4 with games: He plays golf.
5 with the names of diseases: He suffers from malaria. (*g headache, (a) toothache, (the) flu)
1 6 with the names of relationships: father, mother

7 with titles, ranks and names expressing relationships: Professor Jones, Lord Olivier (*the Duke of York)
8 with superlatives (adverbs): Who pronounces English best?
9 in exclamations with uncountable nouns / plural nouns: What lovely weather we're having!
1 10 with years, seasons, months: I was born in 1958.

What beautiful eyes you've got!
We go on holidays in August.
(*in the year of 1958, in the winter of 1989)
11 with special times of the year: We go away at Christmas. (*We had fl. wonderful Christmas.)
1 12 with the days of the week: Yes, Frldav will be convenient. (*The storm was on the Friday of that week.)
13 with part of the day and night: at sunset, at night, by day (*it was g beautiful sunset.)
(*in / during the day / night)
1 14 with meals: Lunch is at 1 oclock. (*The lunch was very nice.)

15 with means of transport: by car / bus / train, etc. (*in the car, on the bus)
16 with: school, university, college, ja il, hospital, church (we talk about the purpose for which they exist)
School is over at four o'clock. (school activities)
I (*The school is near the park.; the building)

17 with certain place names
1) continents, countries, counties: Africa, Portugal, 6) roads, streets, parks: Central Park, Fifth Avenue, etc
Bermuda, etc. 7) bridges: Tower Bridge, Brooklyn Bridge, etc.
I 2) regions (ending with a name of a continent

/countrv): South Wales, Central Asia, etc.
3) hills / mountains: Mount Everest, etc.
8) stations, buildings: Waterloo (station), Buckingham
Palace, etc.
9) theatres, cinemas, galleries, hotels: St Martin's
4) lakes: Lake Michigan (*the Michigan Lake), etc. Theatre, Durrant's (hotel), etc.
I 5) cities, towns: London, Boston, etc. 10) shops, restaurants: Selfridges, Harrods, etc.
There is fl. Laura who works in our office. (a person called Laura)
Ifi Mr Clinton came to see you. (someone called Mr Clinton)

But it wasn't the (stressed) Mr Clinton. (the famous Mr Clinton)
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A/AN - ONE
a/an - an unspecified thing (anyone)
one - to put emphasis on number (when we count)
a/an - one - there is no difference in meaning when counting or measuring time, distance, weight, etc.
(She will be away for a/one year.)
VJ EŽSE (ARTICLES)
4.6.1 Fill in a, an, one or ones.
1 I'm making __ sandwich. Would you like __ l S She paid million pounds for the estate.
2 There was only cake left and he ate it. 6 of my cousins is firefighter.
3 We saw __ rhino and __ crocodile in the Zoo. 7 I heard amusing story yesterday.
4 These apples are sweeter than the you n
bought last week.
8 We had __ exciting trip to the country. It was
much better than the we had last month, bl
4.6.2 Fill in a, an, the, any or some where necessary. ,~
1 "Have you got .. any .. smoked ham?"" I ordered last week, but supplier had run out so it'lI be a 'ill I
while before I have ." "Oh, okay. How much is boiled ham?" III
2 When I opened
with learning
door this morning
I asked him if I could be of
3 She's been in country for
language, please.
4.6.3 Fill in 'the' where necessary.

1 The Great Wall of China is said to be
man was standing there with
help he blushed, said, "l've got
six months but she can't speak
parcel in his hand. When
wrong house." and ran away.
English yet. Give her
only man-made structure seen from space.

help
.: i
2 Princess of York visited a shelter for homeless yesterday. ~,
3 Browns are holding a ball in Hillsbrooke Castle Hotel on seventh of July.

4 When we arrived at Liverpool Airport, Rachel was waiting for us at arrivals gate,
S It's interesting to look at
6 If you go to
old maps of
New York, you must visit
world and see how
Central Park, and
borders have changed.
Guggenheim Museum, but don't both er
M!
to visit ...... Time Square.
7 As soon as Jimmy got home from university he went straight to bed because he felt as if he had
.......... flu. .
8 Margaret Thatcher, who was ........ Prime Minister of ........ Great Britain for 12 years, is now known as ........
Baroness Thatcher of Kesteven.
9 I was born in south of England, but when I was in infant school we moved to Lewes, which is
in East Sussex. .
10 In office where I work most people have a degree in French, but my boss, who is nicest
person I've ever worked for, has a PhD in astronomy.
11 If you have good weather, summer in Norway is beautiful most people, however,
prefer guaranteed sunshine of Mediterranean.
12 Many people enjoy .......... snowboarding and ......... hiking in .......... Alps and .......... Pyrenees.
4.6.4 Fill in 'the' where necessary.

1 I usually go to bed around midnight. S We saw the wedding as we past church.
2 The President visited prison yesterday 6 My dog always sits on bed.
and talked to the prisoners. 7 I want to go to university when I leave
3 The ambulance took him to hospital after ____ school.
the accident. 8 The man who robbed the bank is now in _
4 We must visit our friend in hospital. He prison.
had an operation.
4.6.5 Articles (zero, the, a/an)

4.6.5.1 New York City has grown into (1) second largest city in (2) North America. It is now
(3) major business, cultural and shopping centre attracting millions of (4) visitors each
year. Most tourists stay in (5) heart of the city, in Manhattan. You will certainly want to visit (6)
---- Central Park, (7) huge open space ideal for relaxing on a hot summer day. The city is rich
in (8) restaurants but remember that smoking is banned. One of (9) many boat trips goes
to (10) Ellis Island where you may stop for a while to read about the history of immigration.
4.6.5.2 The Great Wall of China is one of the wonders of the modern world, and became (1) UNESCO
Heritage site in 1987. It is one of (2) longest structures in the world, and has (3) _
history of more than two thousand years. (4) building of the wall began in the 7th and 8th century
as (5) means of defending most of China from (6) invading people. During the Ming
dynasty (1368-1644 AD) the wall was repaired and extended and took on the appearance it has today, with (7)
----- complex system of (8) forts and towers. It has (9) average height of ten
metres and (10) width of five metres.
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4.7, PREPOSITIONS
I A preposition is a word ora group of words used before a noun or a pronoun to show time, place, position, method
or other semantic relationships.
Structure: 1 Simple preposition (one word)
2 Complex preposition (more than one word)
PREPOSITION TIME PLACE MOVEMENT
the age of oo .... the bus stop arrive at
2 o'clock the top of the hill go (in)to/ toj over/past/across
I breakfast
noon/(mid)night
last/least
the corner
home/school/ehu rch
Brenda's
from ... to
the latest the funeral/wedding

at
I weekends
Christmas (holiday)
the beginning
20 Ilica Street
lSOaC
the door
the end the front
I present
the time/times
the morning / afternoon
work
the office arrive in

January, etc. a chair get in
I summer, etc.
2003
the 20th ct.
school/hospital/ch urch
prlson/court
the news
walk in(to)
the beginning the rain
I in the end
2 days/weeks/ ...
time (early enough)
the way (obstacle)
the suburbs
the North/East
the night the mountains
I an hour the picture/the sky

the mirror
ink/pencil
one's birthday .:
the island of get on / off
,I the way ,
board rely on
Saturday a cruise on foot
Christmas (Day) . an. excursion
I on
a nice day
time (exactly)
weekdays
a trip/a tour
Earth
the outskirts
August 20 the right/left
I the floor
the street
the radio/TV
9 o'clock (not later) Joyce / Mozart / Scorsese pass by
I bV noon
the end of May
3 years
car/taxi/train ...
a reason go for
for
ever/qood except for
I since
2001/ childhood
ever since
I We do not use at, on or in before: 1 today, tomorrow, tonight, yesterday

2 this, last, next, every, all, some, each, one, any
ON TIME - at exactly the right time
IN TIME - early enough
I AT THE END - at the point where something stops

IN THE END - finally, after some time
I Prepositions of Time
in / during - refer to a period of time We were in Rome in/during the summer.
We were in Rome during the whole summer. (all through a period)
During lunch I explained my plans. (refers to an activity)
during / while (when something happens)
I during + noun
. while + clause
until/tili
during the flight
.. ,...... while they were having a picnic ........
- 'up to the time when'
from ....... to/until
I before - after
ago (before now) - before (before a past time)
John left school three yars ago; Jane had already left two years before,
I
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Prepositions of Place and Movement

inside - outside
30
opposite
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,
up - down
over - under (direct vertical relationship) t
above - below (when one thing is not
among - between
near, next to, by, beside,
along, across, through
I
directly over or under another thing) past, (a)round
in front of - behind
Means of transport
from ........ to
U 1
BY + noun (how we travel)
IN my I a I the car
I go to school by train.
ON my bicycle I motorbike I public transport

WITH - having
IN - wearing
He is a tall man with brown hair.
U
get ineto) lo ut of a car He often goes to work in his jeans.
get on(to) I off a bus, a train, etc.
NOUN+PREPOSITION
I
with of to from about between in for on
relationship delay damage departure quarrel choice decrease excuse advice
trouble
connection
contract
description
hope
idea
reaction
reply
solution
protection
information
fall
debate
hesitation
discussion
comparison
connection
contact
delay
expert
failure
reason
reputation
respect
attack
book
expert
b'1
agreement
harmony
lack
map
objection
thanks
extract
phone call
information
argument
relationship increase
interest
responsibility
admiration
talk/discussion
authority lj!
i l
alternative
attitude
exemption
craving
disregard
sym_flathy
comment
restriction/ban
influence/effect
".
ADJ ECTIVE + PREPOSITION
-
-b
of about with at on to by for in from
afraid annoyed angry a.ngry keen addicted bored early/late deficient absent
ashamed anxious annoyed annoyed. based attentive detained eligible experienced derived
aware certain bored bad/good grateful distressed liable implicated different
capable excited (in)compatible surpriseo - immune plagued responsible interested safe
conscious pleased obsessed indifferent shocked sorry involved missing
fond upset preoccupied o."
1:-·-
liable surprised famous successful free \
indicative confident disappointed married skillful

irrespective careful fed up
jealous/proud right/wrong blue/red ... cold/anger
I. .....:;
similar
opposed
comp~red
related
b
,
VERB+ PREPOSITION
about with to for of at in from on

agree
dream
hear
argue
agree
apologIse
agree
excuse sb.
apologise
taste
dream
arrive
laugh
arrive
succeed
differ
reslgn
insist
rely
I
\
deal apply apply accuse look believe suffer congratulate
-
laugh compare belong wait remind shout include stop sb. be
know discuss compare admire die joke involve recover decide
forget cope go forgive smeli stare persist come count
quarrel provide refer punish consist marvel meddie hear lecture
-
worry sympathise speak work taste throw result prevent concentrate
decide collide shout like run out yell deter focus/plan
protest provide contribute pay convict hint benefit depend
concern cope listen blame suspect base
joke associate appeal
deal attribute
like sb./sth.
_Qrovide
take care
approve _J
U
,~
I
I a,.~, i-"'('.J~.
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I?RIEPOSHIONAl PHRASES
I at
all times
first sight
by
accident
heart
for
a change
ages
in
conclusion
the west
on
behalf of
condition that
out of
order
practice
to
some extent
the point to you
up
to date A to B
from
bad to worse
the moment chance breakfast control no account favour my surprise and down place to place
I the age of
the beginning
breakfast
mistake
the way
bus/train
fear of
fun/pleasure
good
danger
favour of
general
my own
purpose
second
the woods
the way
touch
his advan-
tage
our
the hill
tili/until
the spout
time to time
morning to night
now on
the bottom of sea/land/air granted other words thought work amazement to no good my point of view
I the bus stop

sea
the corner
example
sight
means of
ever
luck
life
time
cash
a uniform
the whole
business
a diet
breath
control
danger
your health
some
degree
as far as flour/wood/plastic
dawn no means nothing a dress arrival date you
I last
the door
the end
cheque
dav.i.dav
Beethoven
ever
sale
short
haste
German
pencil
average
foot
the other hand
doors
fashion
luck
first air mail a visit a group line print
I once
home
arrn's length
e-mail
fax/phone
far
a walk
a while
now
your birthday
addition
(to)
answer (to)
future
duty
fire
horseback
the left/right
sight
tune
reach
earshot
least the rules
the floor money
I
the same time the arm the better or general
day break hand worse the news the phone pocket
work telepathy the moment a loud voice holiday time
my sake pairs the screen
example
I
VJEŽBE (PR.EPOSITIONS)
14.7.1 Underline the correct answers, There may be more than one-correct answer.
1 A lamp above/among/on top of the table. .'
2 The ball rolled along/among/between his feet and at/to/intoJhe garden shed, where it got lost
I against/among/between the tools on the tloor.: .....•. . ..

3 There's an envelope above/on top of/over the'fri'dge with some money in/inside/into it.
4 He could hear voices in/at/inside the garden below/beneath/pastmy window,
5 We could see something shining below/from/in th.e.surface of the water.
1 6 If vou're going by/next to/past my house, would you give me a lift?"

4.7'.2 Underline the correct answer.
1 It was by/~midnight when the party ended and everyone went home.
1 2 Our father often works at/in night. We see him at/in the morning.
3 My grandfather fought during/for the war. Hewas in the army during/for
4 They've only had the Volvo for/since two months. By/Until last year they
four years.
didn't own a car.
5 She caught malaria during/through her holiday in Africa. Before/By then, she'd never been abroad.
1 6 The film should be over until/by nine o'clock. We'lI be home before/in an
7 We're leaving for Berlin on/at 3rd August and we'lI be there through/until
hour.
the end of the month.
4.7.3 Underline the correct answer. .
1 1 Bread is made by/from/about

2 Only people by/from/with
flour, water and yeast.
plenty of money can afford to shop here.
3 She said something about/from/on leaving town. Is it true?
4 He went to hospital because he was suffering by/from/with stomach pains.
1 5 They attacked the old man by/from/with a knife.
6 Last night we watched a documentary on/with/about Egypt.
187 The house is made by/from/on bricks and timber.

I'd like to finci some information about/from/with the subject.
4.7.4 fill in the correct: preposltlon,
1 Money isn't the solution every problem. 7 There has been a sharp rise petrol prices in
1 2 There has been an increase

pollution.
the amount of air
3 When I opened the letter, I was very pleased to find

the past months.
8 What was your mother's response
g What is the answer question 5?
the news?
a cheque _- (3,000. 10 The company has rejected the workers' demand
I 4 The advantage living in the city centre is that

YOLl clon't have to use the public transport.
5 Everything can be explained. There is a reason
a pay rise.
11 It was very nice you to help him.
12 You always prepare the same food. I'm fed up __ it.
everything in this world. 13 I can't understand people who are cruel __ animals.
I 6 When Edith left home, her attitude

parents seem ed to change.
her 14 We were surprised
during tile concert.
15 Are you angry
the way he behaved
what happened?
32
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,I
-
4.7.5 Complete the conversation. Use prepositions.

A: l'm really worried (O) ...about ... Donald.
-a
B: Why's that?
A: He's been absent (1) quite a few classes lately and he's often late (2) , the ones he
does attend,
B: Yes, l've noticed. l also know he was confident (3) getting an A for his last exam and was really
disappointed (4) not getting one.
A: Someone told me he's got involved (5) some strange people. l saw him the other dayand he
wasn't at all friendly (6) , me - in fact, he was rude (7) me.
B: l'm surprlsed (8) that. That's not Ilke him. And have you noticed that Cecil's been acting
strangely too?
A: l think he's keen (9) Miranda but he's afraid (10)
B: Well, they should both be more careful (11)
fed up (12) .., them.
, asking her out in case she says "no".
how they behave. Some of their friends are getting
-U~l
4.7.6 Complete the following e-mail. If no preposition is necessary, write (-) in the gap.
Hi Brenda,
Have you heard (O)
.., ,.., ,
.from Maurice recently? I telephoned (1) , him last week and also sent (2)
,.. him an e-mail but he hasn't got back to me. l want to apologise (3) , , him (4)
........................... forgetting to water his plants while he was away at half term. He left me the keys to his room but I
,
completely forgot. I don't suppose he'lI ever rely (5) ..,
Are you going to take part (6)
,
,
people I wouldn't meet otherwise.

, me for anything.
the music concert at the end of term? I am. Rehearsals start this
week and I'm going to sing a traditional song from my country. l think it's a great way to make friends (7)
,
.! -l
By the way, I must congratulate you (8) your test results! I wish someone would explain (9)
......................... me how to get an A on a grammar test! Seriously, though, you worked hard and you deserve it.
Take care,
lj
I
f
Mario
There are three classes of verbs (division by fun~ti()n):

4.8. TENSES
Verbs are words or phrases expressin~{astate,
1 lexical ! full! ordinary verbs (play, sing, leMn;etc;)

. ."
anaction or an event.
.
-bl
2 auxiliary verbs (auxiliaries) -,c .
1 principal! primary auxiliaries (be, do, have) "
2 moda I auxiliary verbs (can, could, may, might/rnust,
o-
haveto, shall, will, should, would, ought to, need)

b
l....
Auxiliary verbs are used:

1 to make different verb forms -.: '~'.o
do - Present Simple, Past Simple (questions, neqatives)' ~
be - continuos verb forms, passive ...• o •• '-~"
have - perfect verb forms

2 to form negatives
3 to form questions ~
4 in short answers ! question tags ! reply questions
5 for emphasis (I do like tennis.)
6 to avoid repetition (I like horror films and so does my brother.)
~
Do, be, and have can also be used as full verbs with their own meanings.
l do my washing on Fridays. We are in the class now. I have a lot of problems.
THERE - IT ~
There + be is used for something mentioned for the first time or to say that something exists.
There are several parcels to be delivered.
Personal pronoun + be is used to give more details about someone or something already mentioned. ~
There is someone in the hall. He wants to tell you something.
It + be - identification (There is someone in the next room. It's your aunt.)
It + be .,. to-infinitive / that-clause - to begin a sentence .:d
It's such a pleasure to see you again, ~
It's a pity (that) you can't come with us.
distance
temperature
time expressions
weather expressions
How far is it to the next town?
It's 22°C.
Its May 2.
It's usually very warm here in the summer.
It seems that there is a problem with the figures.
(but we can also say: There seems to be a problem with the figures.)
-
\
M··
I
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o •
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TENSiE REVIEW
I PRIESENT
SIMPLE
infinitive -I- -s, -es

CONTINUOS
to be +
Present Participie
to have +
PERFECT
Past Participie
PERIFECTCONTINUOS
have / has been +
Present Parti ci pie
(present - am are, is) (oresent - have has)
I PAST infinitive + -d, -ed

to be +
Present Participie
to have +
Past Prlrtiri[)le
had been +
Present Partrciple
(past - was, were) (past - had)
I FUTURE shall / will + infinitive

to be +
Present Participie
(future - shall / will be)
to have -I-
Past Participie
(future - shall / will have)
shall / will have been
Present Participie
+
I
I TENSE
Present Simol e
ACTIVE
.I ask= oltarn
PASSIVE (to be
I am asked= pitana sam
+ P.P. ::edjXII)
Present Continuous I am askinq= pitam I am being asked= pitana sam
I Past Simple
Past Continuous
I asked= pitala sam
I was asklnq= pitala sam
I was asked> bila sam pitana
I was being asked= bila sam pitana
I have been asked=
Present Perfect I have asked=
I Simple
Pres. Pert. Continuous

a) pitam
b) pitala sam
I have been askinq epltarn
a) pitana sam
b) bila sam oitana
------------------------
Past Pert. Simple I had asked= bijah pitala I had .been asked= biiah bila oitana
I Past Perf.Continuous
Future Simple
Future Continuous
I had been askino= bijah pitala
I will ask= pitat ću
I will be askinq= pitat ću
--.-------------------
I will be asked= bit ću oitana
------------------------
---
I am qoinq to ask= namieravam pitati I am ooinq to be asked= bit ću pitana

I Goinq to Future
Future Perf, Simple
Future Perf.Continuous
I will have asked= pitat ću
I will have been asklnq= pitat ću
I will have been asked= bit ću pitana
------------------------
I 1) Present Simple
PRESENT FORMS
1 permanent situations or states He lives in a caravan,
I 2 permanent truths or laws of nature Water boils at 100°C.

3 repeated habitual actions (especially with frequency adverbs: often, usually, etc.)
He always does his hornework.
4 reviews/sports/ commentaries/ dramatic narratives Ford acts brilliantly in this musical.
1 5 tirnetables/proqrarnrnes
2) Present Continuous
(future meaning) The race starts at 4.00,
I temporary situations He is working in London this week.
I 2 changing or developing situations Nelly is putting on weight.

3 frequently repeated actions with a/ways, constant/Yi continually, etc. expressing annoyance or criticism
He is always asking stupid questions.
4 actions happening at or around the moment of speaking The children are sleeping at the moment.
1 5 fixed arrangements in the near future

3) Present Perfect Simple
I'm see ing the doctor in the afternoon.
I recently completed actions He has cut the grass.
I
.
2 completed past actions connected to the present with stated or unstated time reference
He has sold his car.
14 3 personal experiences/ changes which have happened

to put emphasis on number
I have learned a lot this past month.
He has read three novels this week.
4) Present Perfect Continuous

I actions started in the past and continuing up to the present He has been washing his car for an hour.
I 2 actions of certain duration having visible results or effects ill the present
He Ilas been fighting. (He's got a black eve.)
14 3 to express anger, irritation, annoyance or criticism

to put emphasis on duration
Someone has been lying to me,
He has been waiting since 50'clock,
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Time expressions
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II
Present Simple - every day/week/month/year, usually, sometimes, always, rarely, never, often, at night, on
Mondays, etc.
Present Continuous - now, at the moment, at present, nowadays, today, etc.
Present Perfect (Simple & Continuous) - just, ever, never, already, yet, recently, since, for, today, this
week/month, etc.
I
1) Past Simple
PAST FORMS
I
1 past actions which happened one immediately after the other
2 past habit or state

He got in the car, started the engine and drove off.
He visited (used to visit) us every weekend.
3 completed past actions not connected to the present with a stated or implied time reference
II
Elvis Presley made a lot of records.
2) Past Continuous
1 action ln the middle of happening at a stated past time I was living in London this time last year.
2 past action in progress interrupted by another past action I was reading a book when the phone rang.
3 two or more simultaneous past actions of certain duration
4 background description to events in a story/description
3) Past Perfect Simple
He was sleeping while she was reading.
They were travelling to .oooo .... I
1 past action which occurred before another action or before a stated past time
He had finished his project by the end of the month.
2 completed past action which had visible results in the past
II
He was delighted because he had found a new job.
4) Past Perfect Continuous
1 action contlnulnq over a period up to a specific time in the past -. .
II1
She had been trying to get a visa for months before she gave up.
2 past action of certain duration which which had visible results in the past-:
Time expressions
Her fingers hurt because she had been playing the guitar all day. I
I
Past Simple - yesterday, last week/month/year, ago, then, in 1987, etc.
Past Continuous - while, when, as, the momentthat, etc; o •
Past Perfect Simple - just, never, already, yet, before, by, etc.
Past Perfect Continuous - for, since
1) Future Simple (WILL)

FUTU~:E1=QRMS
I
1 decisions taken at the moment of speaking (on-th e-spot decisions) Ifs dark. I'll turn on the lights.
2 hopes, fears, threats, offers, promises, warnings, predictions, requests, comments, etc.
(with expect, hope, believe, l'm sure, l'm afraid, probably, maybe, perhaps, etc.)
o I hope he'lI like his Christmas present.
I
3 actions or predictions which may (not) happen inthe fLiture
4 actions we cannot control and will inevitably happen
Shall l/we help her? (ist person sing./pl.)
She'lI probably win.
Tomorrow will be Tuesday.
I
2) Be going to
1 actlons intended to be performed in the near future I'm going to buy some new clothes next week.
2 evidence that something will definitely happ en in the near future I think l'm going to be sick.
lj
3) Future Continuous
1 actions in progress at a stated future time
2 actions which are the result of a routine
1'11be flying to the US this time tomorrow.
I'II be seeing Jack in the office tomorrow and I can give him your letter. -
-
3 when we ask politely about people's arrangements
Will you be driving into town this afternoon? Can you give me a lift?
4) Future Perfect Simple
-I
1 action finished before a stated future time They will have finished building this shop by April.
5) Future Perfect Continuous
1 duration of an action up to a certain time in the future
By this time next year I will have been studying the piano for two years.
6) Present Simple (timetables/programmes)
7) Present Continuous (fixed arrangements in the near future)
-I
II 1ififl':'
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Time expressions
Future Simple & Be going to - tomorrow, tonight, next week/month, in two/three days, the day after tomorrow, in
I a week, etc
Future Perfect - before, by, by then, by the time, until (only in negative sentences)
Future Perfect Continuous - by ".,,'" for
I Spelling
1 "S/ES 1 'ss, -ch, -sh, -x and +o -I- [S (wash - washes)
2 consonant + y = ies (try - tries)
I 2 -ING
vowel + y -> play - plays
1 ending in -e drop -e + -ing

starve - starving but see ->seeing
I 2 ending in one stressed vowel between two consonants, double the last consonant
rub - rubbing
two-syllable verbs if the second syllable is stress ed
begin - beginning but listen ......
Iistening (the first syllable is stressed)
I 3 verbs ending in -I double I + ing

quarrel - qurrelling
4 verbs ending in -ie drop -Ie and take -y + ing
lie - lying
I 3 -ED 1 verbs ending in -e or -ee take only -d (improve - improved)
2 consonant + y = ied (try - tried)
vowel + y ......play - played
I 3 ending in one stressed vowel between two consonants, double the last consonant
rub - rubbed
two-syllable verbs if the second syllable is stress ed
I prefer - preferred but listen .......

4 verbs ending in -I double I + ed
quarrel - qurralled
Iistened (thefirst syllable is stressed)
I State verbs
There are certain groups of verbs that are usually only used in the simple forms,
1 Verbs of thinking and opinion (believe, think, know, suppose, expect, promise, deserve, imagine, etc.)
2 Verbs of emotions and feelings (like, love, wish, care, adore, prefer, etc.)
I 3 Verbs of having and being (have, belong, own, possess, need, etc.)
4 Verbs of senses (look, hear, taste, smeli, feel, sound)
Some of these verbs can be used in the continuous forms, but with a change of meaning,
I THINK
SIMPLE
opinion
CONTINUOUS
mental activity
COME was born live in travel from
I SEE
HAVE
understand
possess
consult
various activities
BE identity / character behaviour
I SMELL
TASTE
WEIGH
perception - measurement act of perception - measurement
CONSIDER opinion mental activity
I LOOK
FEEL
appear
believe
study
experience
touch
have a soft texture
I MIND
DEPEND ON
FIT
object to
require
be the right size
take care of
rely upon
put on
APPEAR seem take part
ISEE - LOOI<AT
EXPECT suppose be pregnant
HEi'lR - LISTEN TO
IENJOY - general/specific preference I enjoy going to the parties.

I'm enjoying this party a lot.
IHURT/ACHE/ LOOK (appearance)/FEEL (experience)

You look / are looking great. (no difference in mening)
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IRREGULAR VERBS I
Infinitive Past Past Participie Infinitive Past Past Participie
be
bear
was
bore
been
born(e)
let
lie
let
lay
let
Iain
I
beat
become
begin
beat
became
began
beaten
become
begun
light
lose
lit
lost
lit
lost ljrl
bite bit bitten make made made
blow blew blown mean meant meant
break
bring
brake
brought
broken
brought
meet met met
I
build
burn
burst
bullt
burnt(burned)
burst
built
burnt(burned)
burst
pay
put
paid
put
paid
put I~
buy bought bought read read read
ride rode ridden
can could (been able to) ring rang rung
catch caught caught rise rose risen
choose chose chosen run ran run
come came come
cost cost cost say said said
cut cut cut see saw seen
seek sought sought 1
deal
dig
do
dealt
dug
did
dealt
dug
done
sell
send
set
sold
sent
set
sold
sent
set
II
draw drew drawn
lj
sew sewed sewn
dream dreamt(dreamed) dreamt(dreamed) shake shook shaken
drink drank drunk shine shone shane
drive drave driven shoot shot shot
show showed shown
eat
fall
ate
fell
eaten
fallen
shut
sing
sit
shut
sang
sat
shut
sung
sat
I
feed fed fed sleep slept slept
I
oo
feel felt felt : smeli smelt(smelled) smelt(smelled)

fight fought fought speak spoke spoken
find found found spell spelt(spelled) spelt(spelled)
I
fly flew flown spend spent spent
forbid forbade forbidders- spili spilt spilt
forget forgot forgotten split split split
forgive forgave forgiven spoil spoilt(spoiled) spoilt(spoiled)
freeze
get
fraze
got
frozen
got
spread
spring
stand
spread
spranq
stood
spread
sprung
stood
I
give gave given steal stole stolen
go
grow
went
grew
gone
grown
stick
sting
strike
stuck
stung
stru ck
stuck
stung
struck
I"
hang hung(hanged) hung(hanged)
I
swear swore sworn
have had had sweep swept swept
hear heard heard swim swam swum
hide hid hidden
hit
hold
hurt
hit
held
hurt
hit
held
hurt
take
teach
tear
took
taught
tore
taken
taught
torn
I
tell told told
I·j
,
keep kept kept think thought thought
know knew known throw threw thrown
lay laid laid understand understood understood

lead led led
learn learnt(learned) learnt(learned) wake woke woken
leave left left wear ware worn
lend
I
lent lent win won won
write wrate written
I
I ","1M- pA......,
1__ • TRn ..JOM d.o.o. ~ pripreme za državnu maturu i prijemne ispite
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VJEŽBE crENSES)
I 4.8.1 fill in there or it.

1 ...It...'s such a pity you can't come with us
,.... 2
is said that Paris is beautiful at this time of year.
's such a lovely day today - let's go for a picnic '5 a good picnic site only two miles from here.
3 Let's go by car will only take us 2 hours to drive there.
1 4
S MUIii,
'5 nothing on the television tonight. 's a shame we didn't go to the cinema.
/5 a man at the door. He wants to talk to you.
.. 6 's so nice to see you seems that we haven't had a proper chat in ages.
1 7
8
9
's a pity you can't come to the cinema tonight.
'5 someone waiting to see you.
are some new magazines on your desk.
's a new film on.
10 appears that she has quit herjob.
1 11 This fax machine doesn't work properly seems to be faulty.
4.8.2 Put the verbs in brackets into the correct present forms.
'1' Dear Mr and Mrs Willis,
I 1) ...am writing (write) to thank you for coming to our wedding last month. I hope you enjoyed yourselves.
.
Sheila and I 2) (just/return) from our honeymoon in Japan and 3) .

. . (now/look forward to) starting our new life together. We 4) (just/move) into our new house and
I since our honeymoon we 5)

............................................... (actually/begin)
(gradually/settle) into a routine. We 8)
(spend) all our free time decorating.
to feel like home now and we 7)
The house 6)
(have) breakfast together in the morning, but then we 9)

..
(not/see) each other until late in the evening when we 10) (get) home
1 from work. I hope both of you 11)

Love,
Dennis and Sharon
(be) well since we last saw you.
14.8.3 Fill in with the Present Simple or Continuous.

1 A: I am seeing (see) an old school friend tonight.
B: I (see) - so you won't be able to meet me after work, will you?
2 A: Why ::; (~ou/.smell) the milk?
1 B:
3 A:
It (smeli) a bit strange. I think lt might have gone off.
(you/enjoy) reading David Lodge's novels?
B: Not usually, but I ; (enjoy) this particular one.
1 4 A:
B:
5 A:
Why
I don't know. He
Carry and I
(Jamie/be) so bad tempered today?
(be) usually so easy to get on with.
(think) of getting married.
B: (you/think) that's a good idea? You haven't known each other for very long.
I 6 A:
B:
7 A:
Why?
(you/have) the phone number of a good business consultant?
;
,(you/have) problems at work?
(the singer/appear) tonight?
B: Unfortunately not. She (appear) to have lost her voice.
l 8 A:
B:
9 A:
Why
It
I hear the Sheridans ,
(you/taste) the baby's drink?
(taste) a little bitter. I think 1'11 add some more sugar.
(Iook) for a bigger house.
l B:
10 A
B:
Yes, it
How much
I'm not sure. The assistant
(Iook) as if they are going to move.
(the box/weiqh) ?
(weigh) it at the moment.
14.8.4 Put the verbs in brackets into the correct past forms.
When she 1) was (be) only fifteen Hana 2) (leave) school without any qualifications.
Nevertheless, she 3) (be) very ambitious and 4) (want) to work in the fashion industry.
Luckily she 5) (find) a job immediately as an assistant in a small fashion company. While she 6)
I ........................ (work) there she 7)

business studies. Once she 8)
promoted to the position of assistant manager. After she 10)
(decided) to go to evening classes to get a qualification. in
(successfully/complete) the course she 9) (be)
(do) that job for some years she ll)
1 (want) a chance. Sh.e 12)

......................... (apply) for a Job which she 14)
(think) of rnovinq to .Paris for. some tim~, so she 13)
(see) advertised ln a fashion magazine. Hana 15)
........................ (get) a job as the manager of a small but prestigious fashion company in central Paris. She 16)
(achieve) her ambition of becoming a successful businesswoman at last.
1
r 4.8.5 Fill in with the Present lPerfect or Past Simple.
1Gordon 1)
month. The supervisor 3)
(arrive) late to work again this morning. He 2)
................................ (not/pay) any attention.

(speak) to him about
(be) late at least five times
it yesterday but he obviously 4)
38
u '.
l John Keats, who 1) """"""""""""'" (die) when he 2) "." ..,.." ..,.." ..". (be) only 26 years old, 3) '"''''''''''''''''''''''''
(write) a lot of beautiful poems. I 4) """"""""'"'''' (read) most of his poetry, but I 5) """"""""""""'"
(never/manage) to get to the end of Endymion. It's too long For me!
l.Cynthia 1) "" .." ..",,"" (be) in Los Angeles for almost a year now. I 2) """." ....."", (go) to visit her last month and I
have to say I 3) " .."""""',,",, (be) very impressed. I 4) '"'''''''''''''''''''' (visit) most of the major cities in Europe but I
5) " ..""."""".,, ..,,""" (never/see) any place as exciting as LA
.1 I 1) """"""'''''''''' , (see) five films this month, but I 2) "."" .." ..,,",,""""""" (not/like) any of them very much,
Actually, I think the films they 3) """.""""".",, ... (make) ten years ago 4) """"""",,,," (be) much better than
anything I 5) """ ...."."" .. (see) for ages.
4.8.6 Put the verbs in brackets into the appropriate future form.
1 Why do you need so much sugar? I (to make) a cake.
2 I'm hungry. I (to cook) something to eat.
-
3 This time next year she (to run) her own business.
4 I hope you (to keep) in touch with me.
5 She (to meet) her uncle this weekend.
6 By her sixtieth birthday she (to work) for 35 years.
7 The play (to start) at 7.30 this evening.
8 Those dark clouds mean it
9 She
10 By the year 2020 some big changes
11
12
(we/to go) home now?
(to rain).
(probably/to pass) her driving test.
(to take) place.
(you/to go) shopping in the afternoon? Can you buy me some milk?
-_I
I
4.8.7 Put the verbs in brackets into the appropriate present or future forms.
1William
"""'"''''''''''''''
Hayworth, author of the immensely popular novel "Black Roses", 1) .."".".".,,"" (write) a new novel. "I 2)
(start) next Friday - or at least that's the plan," says Bill. "It's amazing to think that by next year it
_l
3) ." ,," (be) ten years since I last picked up a pen." Despite his long break, Bill is confident. "I think this
book 4) '"'''''''''''''''''' (be) even better than "Roses". I 5) " ....."" v , .v., .. (include) the usual elements of action and
adventure but this time there 6) """'''''''''''''''' (be) some romance too. I-hope it 7) '"'''''''''''''''' (be) successful." Of ~l
.i~
course, we 8) .."" """.".,,,, .. (not/know) until it 9) ." """" ;;;:~- "." (be) published next year.
l The staff of Corner High School 1) " ..."""."""" (hold) an open day on August 2Pt. In the morning you 2)
..."""" .."""." .."",, .. (be able to) meet your chlld's.teachers. At12.30 the Headmaster, Mr Pooley, 3) ""'"''''''''''''''''
(show) the plans for the new adventure plavqround. We hope that this 4) """'''''''''''''''''' (finish) by Christmas. If ~'.
your child 5) "'''''''''''''''''''''''' (start) school this September, bring him or her along! The programme 6)
.""" ........" ..,,.. (begin) at 9 am. See you there!
4.8.8 Put the verbs in brackets into the correct ten se. ~\
1I (see) three films this week.
2 Why __ you (taste) the stew? ..:1
3 Where is Tom? He (go) to the park with Bill.
4 I would like a new bike. My parents . . (buy) me one for Christmas, ~
5 I haven't seen John a long time. He . (study) a Lotsince October.
6 Ron paid for the cinema tickets last night. Oh, he (be) very generous
these days,
~
7 Children are very tired because they (play) for hours.
8 The guests (be) here in ten minutes.
9 l'm very excited about my trip. This time next week, I
10 I had a very bad day at the office yesterday. First, the computer
down and then I (spili) coffee on some papers.
(sail) across the Pacific,
(break) h
i.
11 Ann (work) for the same company for forty years when she decided to retire:
12 Where are the children? Oh, Jill (take) them to the Zoo.
13 Have the Smiths moved yet? Actually, they (move) next month. ~
4.8.9 Put the verbs in brackets into the correct tense.

1A: I 1) "" "" .....".: .. (think) of going to that new Japanese restaurant in the city centre to celebrate my birthday.
2) "" " (you/be) there yet? ~
B: No, I 3) """ ..,, (not/be), but people 4) """ ..""""."",,. (say) that the food is fantastic.
A: Would you like to go there next weekend? .':1 '
B: Yes, that's a great idea, I 5) " ..."." ..,""."" ...." (write) it in my diary now. ~.
l He 1) " ,," (leave) the house in a rus h this morning. As he 2) "" (drive) to work he
suddenly 3) """" " .." ,, (remember) that he 4) ,"" ,," (be/asked) to speak at a meeting. He 5)
....................." (look) at his watch and 6) ""' ......" " (see) that it was nearly time for the meeting to begin.
~
]_ Last March Stephen 1) ........" ..."" ....... (decide) that he 2) " .." .......,," ... (have) enough of working in a bank and i
that he 3) " .." " (ride) around the world on a bicycle. He 4) "" (leave) Scotland two weeks later
with his bike, a rucksack and a tent. He 5) " " .." .. (be) away for six months now, and no one 6) " ..".".
(know) whether he 7) " " .. (return) or not.
~
.:1
tl
TIUNOM d.o.o. ~ pripreme za državnu maturu i prijemne ispite
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www.trlncm.ltr
4.8.10 Put the verbs in brackets into the correct tense.

Ask hundreds of people what they (1) __ (do) on a certain day in August next year, or the year after, and
I there (2) __ (be) only one reply. Provided of course that the people you (3) __
to the Elvis Presley Fan Club. Although the King of Rock and Roll (5)
fans (6)
(ask) (4) (belong)
(die) nearly two decades ago, his
(meet) every year since then outside his home in Memphis, Tennessee, to show respect for the
singer they (7) (love) so much. Fans like Jean Thomas, from Catford in South London. Jean (8)
I (visit) Graceland, the house where Elvis (9)
"The first time I (10)
years ago I (12)
(suffer) his fatal heart attack, twice in the past five years.
(borrow) the money from my Mum, as I (11)
(get) married and since then I (13)
(not work) then. But two
(work) in my husband Chris's garage. Chris
I and I (14)
USA next year. I (16)
(go) together last year, and we (15) (think) of spending two or three months in the
(want) always to visit some places where Elvis (17) (perform). Like
I Las Vegas for example." Jean says that Elvis (18)

(be) ten years old, and she (20)
(be) her obsession ever since she (19)
(own) every single one of his records, good and bad.
_
4.9. MODAl VERBS

I CAN, COULD, MAY, MIGHT, MUST, HAVE TO, SHALL, WILL, SHOULD, WOULD, OUGHT TO
ation certaint ermission advice rohibition etc.

Structures:
MODAL VERB + be + Present ParticIpie
He must be going.
MODAL VERB + have + Past Participie
He could have done it.
MODAL VERB + have been + Present Participie
He mi ht have been waitin
CAN (COULD) (be able to) 3 offers - Can I help you?

1 ability - I can run fast. (could, shall) .
2 asking pemission - Can I leave early? 4 requests - Can you help me?
(could, may, might) (could,will, WOUld)
giving/refusing permission - You can take it. 5 suggestions - We can go to the cinema.
(may) (could, Shall we, Let's, etc.)
COULD (WAS ABLE TO) MUST (HAVE TO. HAVE GOT TO)
1 ability - general - He could read when he was five. 1 strong obligation (necessity)
particular - Were you able to get the tickets? I must find a hotel to stay at tonight.
(managed, succeeded) (speaker's decision)
*SEE, HEAR, SMELL, TASTE, FEEL, UNDERSTAND, You must do this exercise.
REMEMBER - normally go with COULD (speaker's decision)
2 giving permission You have to sign your name.
3 offers (general rule, law - someone else has decided)
4 requests I have got to go now. (used in everyday speech)
5 suggestions 2 prohibition - You must not open this door.
You don't have to help me.
no le al re uirements lack of necessit
MIGHT MAY
1 asking permission - Might I leave early? 1 asking permission - May I leave early?
2 requests giving/refusing permission
(may, can, could) (can)
2 requests
mi ht can could
SHALL WILL I WOULD
1 offers - Shall I help you? 1 requests - Will you give me a lift?
(can, could) (would, can, could)
I 2 suggestions
(can, could)
- Shall we go to the cinema? 2 refusal (neg.) - My car won't start.
3 offers
I 3 asking for suggestions/instructions
Where shall we o toni ht?
I
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SHOULDI OUGHTTO NEED

1 advice, suggestion It can be used as a regular and an irregular verb.
You should/ought to stop smoking. (milder obligation) regular verb - REQUIRE
2 criticism modal verb - HAVETO
You shouldn't/ ought not to smoke so much. He needs to practice more. He need have no fear.
3 expectation You needn't wash up. (lack of necessity)
She should / ought to get the job with all her qualifications. (don't / doesn't need to, don't / doesn't have to)
HAD BEDER (NOT) - a strong recommendation I didn't need to pay by check because I had plenty
BE SUPPOSEDTO - expected to do (duty, rule) of cash. (lack of necessity, no action was done) , '1
You needn't have bought me a gift.
(lack of necessity, action was done)
Logical Assumptions (Must - Can't / Couldn't)
II
He must be ill. (positive - present)
He can't
He must
He can't
be (couldn't) ill. (negative - present)
have been ill. (positive - past)
(couldn't) have been ill. (negative - past)
II
Possibility (Can - Could/May/Might)
The road can get very busy. (general possibility - it is theoretically possible)
He could be ill. (it is Possible/likely/perhaps - present)
II
may
might
He may have been ill. (possibility in the past)
might
II
could
Sally should be at work by now.

Probability/Expectations ( should - ought to) II
You ought to pass your driving test.
They should have arrived by now.
He ought to have come by now. (we expected something to happen and we do not know if it happened) I
VJEŽBE (MODAl VERBS)
4.9.1 Fill in the correct modal verb (posltlve or negative form).
I
1 When I was young, I (stand) on my head.
2I
3
4
(go) to the bank, I haven't got any money.
I (borrow) your pen?
you (help) me with the shopping, please?
I
5 Although he felt ill, he
6 You
7 You
(finish) all.the paperwork,
(be) late for your job interview:'_.. .
(go) to the post office. 1'11 golater:
I
8 Liz (speli) her name before she was five. :
9 What time I (pick) you up?
10 Although it was dark, he
11 Don't worry! You
(find) his way through the woods.
(park) your car here.
I
12 If you want my advice, you (talk) to your parents before you apply for this job.
4.9.2 Fill in the gaps with needn't have or dldn't need to and the correct form of the
verb in brackets.
I
1 I went to college yesterday, but I (go) as all the lectures were cancelled,
2 We
3I
4I
(hurry), so we stopped to have lunch on the way.
(buy) any food, so I didn't go to the supermarket.
(pack) my shorts, as it rained all week.
I
,
4.9.3 Complete the sentences using the words in bold. Use two to five words.
1 Tom went on a three-day trip. He took more clothes than necessary.
I
have Tim ....needn't have taken .... so many clothes on a three day-trip,
2 He decided not to take his passport because it wasn't necessary.
need He
3 We bought more food than was necessary for the party.
, his passport. I
have We so much food for the party.
4 It wasn't necessary for Gina to wash the clothes because Sarah had already done it.
have Gina ,.." the clothes because Sarah had already done it.
S It isn't necessary to have a visa to visit Turkey,
need You "" " a visa to visit Turkey.
6 It wasn't necessary for James to accept the offer.
have James ,' the offer.
Ifi.f;r~
I TRI NOM d.e,c. ~ pripreme za državnu maturu i prijemne ispite
TEL.: 01/6672 404, GSM: 095/1333 333
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4.9.4 Complete the sentences using the words in bold. Use two to five words.
1 It's forbidden to feed the lions.
I not you ....must not feed .... the lions.

2 It isn't necessary to cut the grass; it's still quite short.
have You the grass; it's still quite short.
I ~~~'s prohibitedy~OUt~.~~..:..~.~~.~~.~~
..~~~..~.~.~.~~.~.~~~.~:
4 It isn't necessary to dust the furniture: T'II dn it Inter.
into the restaurant.
need You the furniture; 1'11 do it later.
I ~:ttudents aren~\~~~~t~d ..~.~

..~.~~..i.~..~.~~..~~.~~i.~~~:
6 Seniors needn't wear school uniforms.
in the corridor.
have Seniors school uniforms.
I4.9.5 Complete the sentences using the words in bold. Use two to five words.
I1 I'm sure he lost the race.

have He ....must have lost .... the race.
~:~haps he Wi~:..~.~~~..~~.~~.~~~.i.~~..~~~.~.:.: sometime today.
I:~%'
3 I don't think the Smiths have been living here long.
sure she has s~~~~h:lI..hlsrnonev. · · · ·..· here long,
have She all his money.
I5 I'm sure Jimmy won't be see ing the boss tomorrow.

:~erhaps she i~i~~i~·~ ..i·I·I··..· · ··..· · · the boss tomorrow.
be She ill.
I 4.10. VERB PATTERNS
IINFINITIVE
ACTIVE PASSIVE
-ING FORMS
Present (to) give (to) be given ACTIVE PASSIVE
IPresent Continuous
Perfect
Perfect Continuous
(to) be giving
(to) have given
(to) have been giving
-
(to) have been given
-
Present
Perfect
losing
having lost
being lost
having been lost
I verb + -inq (I go shopplnq every day)
I2 verb + to + infinitive (We have decided to leave early.)

3 verb + sb + to + infinitive (She asked him to help her.)
4 verb + sb + infinitive (bare infinitive - without TO) (I helped him do the dishes)
5 verb + -inq/to (no or little change in meaning or a change in meaning)
1INFINITIVE
The TO - INFINITIVE
I as the subject (To smoke can damage your health.)
I2 after certain verbs - advise, agree, decide, promise, pretend, refuse, etc. (He advised me to apply for the job.)
3 after adjectives describing feelings, expressing (un)willingness, referring to person's character (happy, glad,
willing, eager, dever, etc.) and also with adjectives lucky and fortunate (He is glad to be back.)
14 after verbs and expressions (ask, learn, want to know, explain, etc.) when they are followed by
question words (who, what, how, etc.) CI can't decide where !.Q_gQ.)
5 to express purpose (He went to the shop to buy some food.)
6 after too, enough (She's too shy to talk to the manager.)
17 with it + be + adjective / noun (It was nice of him to help.)

8 to talk about an unexpected event which can be unpleasant (usually with only) (She came home to find her ...)
9 after be + the first / the second, etc. (He was the first to arrive.)
ITHE BARE INFINITIVE (without TO)

1 after modal verbs (can, should, must, etc.) (He should apologise to his parents.)
2 after the verbs: let, make (He made me do it.)
3 after had better, would rather (You had better see a doctor.)
14 'help' is followed by either the to-infinitive or the bare infinitive
GERUND
(She helped me (to) fill my application form.)
I as a noun (eycling is a popular form of exercise.)
I2 after prepositions
3 after expressions:
4 after verbs: admit,
(He is interested in acting.)
it's no use, it's (not) worth, be busy, can't help, can't stand, etc. (She is busy writing
advise, avoid, deny, postpone, suggest, risk, confess, etc. (They considered moving
)
)
." Il
www.trinom.hr TEL.: OI /6672 404, GSM: 095/1 333 333
5 after: spend, waste, lose (time, money, etc) (He lost a lot of money investing in .oo)
6 after the preposition TO with verbs and expressions: look forward to, be used to, object to, in
I
addition to, etc. (He objects to working on Saturdays.)
GERUND & INFINITIVE
1) begin, continue, start, intend. - no difference in meaning
I·
li'-1
2) love, like, hate, enjoy, dislike
I like reading, (general)
I like to read a book before going to sleep at night. (specific)
3) remember + to -infinitive = not forget
+ -ing form = recall
forget + to -infinitive = not remember
+ -ing form =
not reca!!
li]
regret + to -infinitive = be sorry about giving sb bad news
+ -ing form =
feel sorry about what (has) happened
go on + to -infinitive = stop one action and start another; then
+ -ing form = continue
II
try + to -infinitive =
make an effort to achieve sth, try one's best
stop + to -infinitive
=
+ -ing form do sth as an experiment to solve a problem
=
stop briefly to do sth else
=
+ -ing form finish, give up
II
mean + to -infinitive = intend
+ -ing form involve =
like + to -infinitive = think that sth is good or right to do (I like to pay my bills as soon as I get them.)
1'1
=
+ -ing form enjoy (general preference)
be sorry + to -infinitive = apologise for a present action L I
be sorry for + -ing form = apologise for an earlier action
be afraid + to -infinitive =
the subject is unwilling to do sth
be afraid of + -ing form = the subject is afraid that what is described by the -ing form may happen
I"
SEE, HEAR, FEEL, WATCH, LISTEN TO, NOTICE
I listened to James singing a song. (incomplete action)
I
Ilistened to James sing a song, (complete action).
need / require / want + -ing form (necessity) -
The flat needs decorating . or The flat needs tc'be decorated .
VJEŽBE (VERB PATTERNS)

4.10.1 Rewrite the sentences using the verb in brackets. Mind the tense of the infinitives.
1 She has lost her job. (seem)
2 Arnold was accepted to work there, (seem)"
3 He is working hard, (appear) .•
4 They have been watching TV all morning. (seem):
.
She seems to have lost her job
...........................;.. ,
,.,
, , ..,
oooooooo
,
, ..,
,
..
,.,
, ,
,
.
-
oo.oo.oooo ••••••••• oo ••••....
I
o' ••••• .- ~ ~'. ; 1 ••_ '~ .' , O" _ '.' 1 •••••••••••••••••• 1 •••••••••••••••••••••••••••••••••••••••••• 1 ••••••••••••••••••••••
I
5 Timmy missed the train. (appear) ..
I •• ~._......
, ';"
.--;•••••• I •••••••• , • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •••••••••
6 They are moving house. (seem) ........................................, , , .. , .

7 He found the solution. ( claim) ...........................................................................................................
8 It has been raining hard. (appear) ...... , , , " , , .
9 Sheila is reading a magazine. (pretend)
10 Sharon tells lies. (tend)
......-
, , "
, ,
, .. ,
,
,.,.. ,
,
", ,
"
,
.
. I
4.10.2 Put the verbs in brackets into the correct form of the infinitive or the -ing form.
1 I suggest ...calling". (call) the cinema to find out what time the film ends,
2 !t's no use ."" .." ...." .." .."." .."" ..". (try) to make excuses. He won't believe you,
3 I look forward "" ..""." ...oo.".""."." .. (see) the artwork in the museum's latest exhibition.
I.
4 She spent a long time "·""·· ·..oo.,,
5 Freddy enjoys " """"." ..,,
6 To tell you the truth, I don't know how " ..
,, ... (talk) on the telephone so she didn't finish her chores,
(listen) to musicals as it helps him relex.
(dance).
oo ••••••••••••••••••• oo ...... " ..... ,
I;
7 We were happy ··· oo (hear) that NeUie is coming to visit us.
"oo •••••••
8 The couple plan ··.."

9 Will you let me
10 We saw him oo···
"
" "
".oo
" (announce) their wedding later today,
" ..,. (read) you some parts to tell me if you like them?
(paint) the fence as we walked past his house,
••••••••••••• " ••
I
11 I would have preferred ·········· oo (change) my clothes before we went out to dinner,
12 It was so nice of him
13 Anne was the last ··..···
14 For Brendan ··········
oo
oo
(send) me flowers,
(perform) at the dance recital.
oo ,
(retire) at such a young age was unexpected.

oo •••••••• oo
I
I
I
I fRfiJ'!IH 43
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4.10.3 Put the verbs in brackets into the infinitive OI" -ing form.
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lA: I'II never forget ...travelling (travel) across South America.
I B: Yes, but you forgot

2 A: I hate
B: Sure, but remember I hate
(send) me apostcard, dldn't you?
(ask) you, but can you help me with the housework?
(do) the vacuuming.
3 A: The door wants (fix).
I B: I know. I wanted
4 A: I'm sorry
(ask) the carpenter to come and have a look but Iforgot.
(put) you in such a difficult position.
B: lt's OK. lim sorry for (shout) at you.
I SA: lid prefer

B: Really? I prefer
6 A: Did she go on
(spend) this weekend at home.
(go out) whenever live got free time.
(talk) about the same boring topics all night?
B: No, she went on (show) us her holiday photos.
I 7 A: Don't be afraid
B: I can't. lim afraid of
8 A: I meant
(talk) to her in German.
(make) mistakes.
(tell) you there's a job vacancy at the baker/s.
B: Well, I won't apply if it means (work) at the weekend.
I 9 A: Why don l you try

B: I think I'II just try
10 A: Let's stop
(take) a different medicine if you're still ill?
(get) some more sleep.
(have) something to drink.
I B: Again? I'd wish you'd stop

11 A: The- notice says that the gallery regrets
B: Oh, no! Now Iregret
(drink) so much!
(inform) us that the Van Gogh exhibition has finished.
(not/go) last week.
I 12 A: Did you remember

B: I remember
(post) the letters?
(take) them but I think I've left them on my desk.
I 4.11. PASSIVE
Only transitive verbs (followed by an object) can be changed into the passive.
Some transitive verbs (have, fit, etc.) cannot be changed into the passive.
I Form: to be + past participie (of the main verb)

Tom invited me to dinner. (ACTIVE) I was invited to the dinner. (PASSIVE)
I The object of the active sentence becomes the subject of the passive sentence, The active verb remains
same tense, but changes into passive form. The subject of the active sentence becomes the agent, and is
introduced by preposition by or omitted. The agent is omitted in the passive sentence when the subject
in the
either
of the
active sentence is one of the following words: somebody, people, he, one, etc. But the agent is not omitted when
I it is a specific or important person or when it is essential to the meaning of the sentence.

by + agent ( ...... by Jane.)
with + instrument/material/ingredient ( ....... with flour and rnilk.)
Object pronouns (me, him, them, etc.) become subject pronouns in the passive,
ISomebody has rearranged the furniture,

The government will pass a new law.
The furniture has been rearranged,
A new law will be passed Qy the government,
IWith verbs which take two objects such as: bring, send, show, buy, write, award, owe, give, etc, we can make two
different passive sentences.
Jim gave Sarah some flowers,
Sarah was given some flowers, (more usual)
I some flowers were given to Sarah.

GET is used in colloquial English instead of BE to express something happening by accident.
ITense review
He got hurt last evening.
The parcels are delivered, The parcels had been delivered. The parcels must be delivered.
The parcels are being delivered. The parcels will be delivered, The parcels must have been delivered,
The parcels were delivered, The parcels are going to be delivered, I object the parcels being delivered.
I The parcels
The parcels
were being delivered,
have been delivered.
The parcels will have been delivered, The parcels having been delivered .. ",
Use:
II when the person who carries out the action is unknown, unimportant or obvious from the context
2 when the action itself is more important than the person who carries it out (news headlines, newspaper articles,
formal notices, etc.)
3 when we refer to an unpleasant event and we do not want to say who or what is to blame
1Im.personal/Personal Constructions
(with verbs such as: think, believe, know, report, consider, expect, etc.)
I
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,
REPORTEDQUESTIONS
(usually introduced with: ask, inquire, wonder, want to know); verb tenses, pronouns and time expression change
as in statements; question marks are omitted
The policeman asked the men, 'What are you dOing?'
The policeman asked the men WHATTHEYWEREDOING. (the same question word is used)
, 1
She asked me, 'Are you cold?'
She asked me IF / WHETHERI WAS COLD. (IF/WHETHERare used instead of an auxiliary or a modal verb) II
In reported questions the word order is the same as in statements (SUBJECT+ VERB).
l,
'-l
II
Do you know ..... ?
Where is Sam? Do you know where Sam is?
~Sam coming to the party? Do you know if/whether Sam is coming to the party?
The word order is the same as in statements (SUBJECT+ VERB). There are no changes in verb tenses.
I
,I
(cf. reported questions).
REPORTEDCOMMANOS,REQUESTS,SUGGESTIONS,INSTRUCTIONS
He said, 'Lie down, Tom!' He told Tom to lie down.
He said to me, 'Don't shout.' He told me not to shout.
We use an appropriate introductory verb (ask, order, suggest, beg, deny, etc.) + to-infinitive, -ing form or that
clause.
He said to her, 'Shall we go out for dinner?'
He said to her, 'Close the door, please.'
He said to them, 'Please, please, don't hurt me.'
He suggested going to the restaurant.
He asked her to close the door.
He begged them not to hurt him.
I
The teacher said to me, 'You should learn more.'
She said to me, 'I'm sorry I forgot to call you. '
The teacher advised me to learn more.
She apologised for not calling me. I
VJEŽBE (REPORTED SPEECH)
4.12.1 Fill in say, tell or ask in the correct form. 4.12.3 Turn the following questions into Reported
I
1 Tony ...said he enjoyed the performance. Speech.
2 I can't for sure, but I think she's dlvorced. 1 "Will you take the dog out for a walk?" he asked me.
3 Never me a lie again. He asked me if/whether I would take the dog out for a
4 The teacher she was happy with our results. walk.
5 He rte for a loan of E50. .. 2 "How much money have you got?" he asked me.
4.12.2 Turn the following sentences into Reported 3 "Did you really write this novel?" she asked Tim.
Speech.
1 "They will have arrived in New York by now," he said. 4 "How did the operation go?" they asked the doctor.
He said they would have arrived in New York by then.
2 "She's always hated the music they play at this 5 "Will you be going on holiday next Christmas?" he
disco," he said. --:--::---:-_ __:_~---- asked her.
3 "He'lI repair the car next week," she said.
6 "Is that your daughter walking along the pier,
4 'Til be travelling to Spain this time next month," she Miranda?" Joan asked.
said. ~~ ~~~ ___
5 "He left last week, " she says. 7 "Why is he acting this way?" she asked me. I
6 "I haven't decided what type of car 1'11 buy," he said. 8 "Can you let Jenny know 1'11 be late?" she asked me.
7 "He ought to see a doctor," she said. 9 "Which of these skirts suits me best?" she asked
Lynn.
I
l
-
8 "The earth is round," he said.
10 "Does this bicycle belong to anyone?" he asked.
9 "When they were fishing they caught a trout," he
said.. --:-__ ~~-~--:~-----__:_~
-
11 "Who used my comb?" he asked.
10 "Your reports are all typed up," the secretary said.
12 "Do you want to join us at 7.00?" he asked me. ,
11 "Mammoths are extinct," the teacher said.
12 "We went to Australia two years ago," she said. _,
I
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4.12.4 Turn the following into indirect questions. 4.12.5 Turn the following sentence into Reported
l. Who left this suitcase here? Speech using appropriate introductory verbs.
lDo you know

2. Is he your boss?
I'd like to know _
? 1 "Don't go near the horses," ....
She warned me not to go near the horses ....
2 "What a brilliant plan!"
I3, What time does the next bus leave?

Can you tell me
4, Where have vou been?
? 3 ''1'11 definitely take you to the park tomorrow,"
..................................................................................................
Could you tell me ? 4 "Lets have the wedding in the spring."
I5. Did the police ask you any questions?

I'd like to know _
................ ,
5 "Please, please dont tell my parents what happened."

, .
I6, Has John been invited?

Do you know ? 6 "You are always late."
..................................................................................................
7 'Tm sorry I wasn't there when you needed me."
..................................................................................................
8 "You switch ed the essays, didn't you?"
·1 9 "No, I won't lend you the money."
...................................................................................................
I 10 "Don't forget to send Kelly a birthday card."
4.12.6 Turn the following sentence into Reported Speech.
1l"It isn't so windy today as it was yesterday," Iremarked.
2 "You haven't given me quite enough. The bill is for $20 and you've paid me only $15," he said.
13 "She'lJ come as soon as she is ready," her brother said.
, 4 "We like to work on Sundays because we get double pay/,saidthe workmen.
ls "I got out out of my car, leaving the engine running, but ~hi'le I was standing on the sidewalk the gears
suddenly engaged themselves and the car started to move down the street," he said.
6 "I have a French lesson this afternoon and I haven't done my homework yet," said the small girl,
I
4.13. SYNTAX
I (rules for building up a sentence / sentence building)
,
ICLAUSE is a syntactic unit that alone can be analysed into elements / sentence elements.
SENTENCE is the largest grammatical unit consisting of clauses or/and phrases.
WORD ORDER
S-V-O-A-C
subject - verb - object - adverbial - complement
ISENTENCE / CLAUSE distinction:
1 SIMPLE SENTENCE - contains just ONE clause (independent clause)
2 COMPOUND SENTENCE - contains TWO or more independent clauses
.
13 COMPLEX SENTENCE - contains ONE independent clause (MAIN CLAUSE) and ONE or MORE dependent clauses
. (SUBORDINATE CLAUSE)
SIMPLE SENTENCE may be classified into four major syntactic c1asses which correspond to their different
Icommunicative functions:
1 STATEMENTS / declarative sentences
2 QUESTIONS / interrogative sentences
We study English.
Have you been waiting long?
3 COMMANDS / imperative sentences Stop that noise!
14 EXCLAMATIONS / exclamatory sentences What weather we are having lately!

COMPOUND SENTENCE consists of two or more independent clauses which are joined by coordination (a
grammatical device which involves linking of clauses in such a way that they remain constituents of the same
Ilevel; they are units of equal rank).

The weather was very bad; all classes were cancelled. (PUNCTUATION)
Everyone was in the hall and the doors have been closed. (CONJUNCTION)
I
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CONJUNCTIONS
AND / AND THEN OR / EITHER ...., OR FOR
BUT NOR / NEITHER .... , NOR YET
SO
Tom phoned and left the message.

Tom phoned and Frank answered. (different subject)
Jimmy fell off his bike, but (he) was unhurt.
He couldn't find his pen, ~he wrote in pencil.
I'
,
COMPLEX SENTENCE consists of one independent clause and one or more dependent clauses which are joined
by subordination - one clause (subordinate clause) is included in the other (main clause), ,
I hope (that) you will like this place, THAT
1'11be surprised lLhe can do it. CONJUNCTION
We asked where he had been all night.
Had I known, I wouldn't have come.
I hope to see you tonight.
CLASSIFICATION (according to the type):
1 ADVERBIAL CLAUSES
a WH-WORD
INVERSION
NON-FINITE VERB
, , 1
2 RELATIVE CLAUSES
3 NOUN CLAUSES II
\
VJEŽBE (SYNTAX)
4.13.1 Rewrite these sentences, putting the
words into the correct order.
4.13.2 Make compound sentences.
1 I took the groceries back to the shop. I complained
li
1 her money has the all he paid, about them. (and) .
-
....... , , , , . ............................... ,_: .... :,-.:
, , .
2 lovely brought flowers her of he a bunch. 2 We got ready to get on the bus. It didn't stop, (but)
............. , .., , " . ••••
• ';' ~':"', ; .. n'
' •• ·.0 ••••.•••••••••••••••••••••••••••••••••••••••••••••••••••••••••• ,.0 •••••• , •••••••••••••• 0 •••• ,
3 give hoping job will new they am a me 1.
-I
3 Your boss called this morning, He didn't leave the
, ••••••••••••• o ••••• 1 o ••••• o ••••••••••••••••••• o ••••••••••••••••••••••••••••••••••••••••• ; ,,' ,,' : ,~:.: '"
message. (but)
4 timetable please find Timmy train can for the;y?u? ,
••
'.
.. • ···;·,;· •• .. • .. • 0 .
............................................................................ , . 4 He didn'twant to get home late after the play,

5 a everybody make for will drink she . He went straight back, (so)
........ , .
6 the show why garden him you don't? can leave now. I can stay a bit more. ( either "" or)
, ,., , , . ......................, , "., .
-I
,
7 me music made the sad. 6 For a moment the top of the mountain was visible. A
••••••••••••••• I • , ••••••••••••••••••••••••• , ••••••••••••••••••••••••••••••••••••• ' ••• ; •• , ~•
cloud covered it. (and then)
8 with I my some phone pictures took. , ••••••••. , ••.••.••••. ,'••••••••••••••••••••••••••• , ••••• 0·· ••• ' •••• , ••••• '.0 •• ' •••••••.••.••••••••••••••
•• ·,· ••••••••• 0 •••••••••••••••••••••••••••• " ••••• , •••••••••••••••••••••• , ••••••••• " •••••.•
7Janewas a successful career woman, Her mother
9 he sat all the in through his morning quietly chair, " , wanted her to be a housewlfe. (yet)
...... , , . ........................ , , .. .
, ,
I.
10 on they Sunday the in worked hard studio. 8 Sandy built her own house. She designed it herself.
....... , , . (not only" ... but also)
. , .
I
I.
J:.'i.Q.§:
14,1 TIME
4.14. ADVERBIAL CLAUSES
expresses the time or duration of the action (WHEN?)

I
,
14.2 PLACE indicates the place of the action (WHERE?)
14.3 CONDITION states the dependence of one circumstance or another
14.4 CAUSE / REASON indicates why an action was done (WHY?) ~.
14,5 RESULT/CONSEQUENCE denotes the result of the action (WITH WHAT RESULT?)
-I
14,6 CONCESSION / CONTRAST denotes some obstacle which does not prevent the realisation of
the action ( IN SPITE OF WHAT?)
14.7 PURPOSE indicates the purpose of the action (WHAT FOR?, FOR WHAT PURPOSE?)
14.8 MANNER expresses the manner in which an action is done (HOW?)
14.9 COMPARISON compares two people/things
14.1 CLAUSES OF TIME
i
Conjunctions used to form time clauses are: when, after, as, while, as soon as, before, by the time, once, since,
until/tili, etc.
It always rains after l've washed my car. Have some coffee before you go.
Once you've learnt to swim, you'II never forget. A lot of things have happened since l last saw you.
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I WHEN, WHILE and AS l-efer to two things happening at the same time:
I had a sudden idea when/while/as I was waiting in front of the cinema.
WHILE and AS suggest something continuing fOI-a period of time:
While Ann was in hospital, she had a visit from her teacher.
As we were cycling along, we saw a fox. (We can also use WHEN here.)
I For a complete action we use WHEN. When I arrived, the party was in full swing.
WHEN can also mean every time. when yuu dia I the number, no one answers,
WHENEVER and EVERY TIME are more emphatic:
I Whenever/Every time Max visits me, he brings me flowers.
We can use AS (but not WHILE) to express the idea that a change in one thing goes with a change in another:
' As we drave further north, the weather got worse.

JUST AS means at that exact moment. . Just as we came out of the theatre, the rain started.
l To emphasize the idea of one thing coming immediately after another, we can use these conjunctions:
As soon as/Immediately the gates were open, the crowds rushed in.
o The minute/The moment you hear any news, let me know.
I Martin had no sooner sat down than the phone rang.

(OR: No sooner had Martin sat down than the phone rang.-+ inversion)
I had hardly started work when I felt a pain in my back.
(Hardly had I started work when I felt a pain in my back. -+ inversion)
I 14.2 CLAUSES OF PLACE

Conjunctions used to form place clauses are: where, wherever, anywhere, everywhere.
I found the bag where I had left it. Where he lives is not known.
I 14.3 CONDITIONAL CLAUSES (see 4.15. CONDITIONAL CLAUSES)

14.4 CLAUSES OF CAUSE /REASON
Clauses of reason are introduced by: as, since (=because), because, for (=because), as long as (=because), the
I reason for, the reason (why), on the grounds that.

FOR never precedes the main clause, it always comes after a comma:
She didn't come on time, for she was held up in a traffic jam.
Reason can also be expressed with because o" due to, owing to +nouhj-ihg form and because of/due to/owinq to
I the fact+that clause:

Because of /Due to/Owing to the fog all train departures were cancelled.
Due to /Because of/Owing to the fact that there was fog, all train departures were cancelled.
I :11.4.5 CLAUSES OF RIESUlT / CONSEQUENCE

Result clauses are introduced by conjunctions such as: so, so ... that or such ... that.
The lecture was boring and irrelevant, so some of the students began to fall asleep.
Peter was having problerns with mathematics, so he went to see his tutor to ask for advice.
I There were so many books on the subject that Cindy didn't know where to begin.
There was such a lot of material to cover that Ivor found it difficult to keep up with his studies.
There are many other ways of talking about the result of an action or a situation. In some situations you may
I prefer to use and as a result or with the result that.

The lecture was boring and irrelevant, and as a result some of the students began to fall asleep.
The lecture was bot-ing and irrelevant, with the result that some of the students began to fall asleep.
As a result/AS a consequence can also be used at the beginning of a new sentence:
I The lecture was boring and irrelevant. As a result/As a consequence, some of the students began to fall
asleep.
The following words and phrases are used in the same way: Therefore, Thus, In consequence, Consequently, For
this/that reason.
I Causal relations can be expressed by ing-clauses of result.

The government increased the duty on wine. As a result, there was a fall in demand.
The government increased the duty on wine, resulting in a fall in demand.
I 14.6 CLAUSlES OIFCONCIESSION / CONTRAST

Concession is expressed with:
1 although/even though/though (informal)+clause
»Jthouqb /Even though she spent all afternoon on the project, she didn't finish it.
I THOUGH cannot be used in front position.
ALTHOUGH, EVEN THOUGH and THOUGH can also be used in mid-position.
He passed the exam, although/even though/though he didn't study enough.
I THOUGH can also be used at the end of the sentence:

She spent all afternoon on the project. She didn't finish it, though.
2 despite/in spite of+noun/-ing form/the fact that-i-clause
Despite/In spite of their wealth, they weren't happy.
I Despite/In spite of being rich, they aren't happy.

Despite/In spite of the fact that they are rich, they aren't happy.
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3 while/whereas/but/on the other hand/yet+clause

He is tall while/whereas/on the other hand/but she is short.
II.
BUT/YETalways come between the two clauses:

Tom studied hard, but/yet he failed the exam.
4 nevertheless/however+clause
John's flat was on fire, Nevertheless/However, he didn't partie. '--1
5 however/no matter how+acjectlve/adverb +subject+(may)+verb
II
However/No matter how slowly he may speak/speaks, he can't make himself understood.
6 whatever/no matter what+clause
No matter what he said, she wasn't convinced.
7 adjective/adverb+though+subject+verb/may+bare infinitive
Well qualified though he is/may be, he can't find a job,
Early though he left/may have left, he didn't arrive on time,
, ~-1
S adjective/adverb +as+subject+verb
Careful as she is, she had an accident. II
14.7 CLAUSES OF PURPOSE
Purpose is expressed with: Negative purpose is expressed with: Ji

1 to-infinitive/in order to/so as to:
She wrote to tell him the news.
She wrote in order to tell him the news.
He studied hard so as to be the first.
2 so that+can/may (present or future reference)
1'11 help him so that he can finish early.
1 so as not/in order not+to-infinitive
He left early $0 as/in order not to miss the train,
2 so that+won't/can't (present or future reference)
1'11 pick you up from the station so that you
won't need to take a taxi.
3 so that+wouldn't/couldn't (past reference)
.1
_-I
3 so that+could/mlght (past reference) He got a taxi so that he wouldn't be late.
I helped him so that he could finish early. 4 for fear+might .
4 for+noun/-ing form He locked.ail the windows for fear (that) he
Let's go out for a meal. mightbe:burgled.
A kettle is used for boiling water. 5 for fear of sth/doing sth
5 with a view to+lnj; form . We don'tgo out at night for fear of being
We are gathered here with a view to reaching a -. attacked.
-
decision. 6 prevent+noun/pronoun+(from)+ -ing form
6 with the aim of+ing He chained the dog up to prevent it (from)
He opened an account with the aim ofsaving OO .biting the children.
money to buy a car, 7 avoid+ -irlg form
7 in case+present (present or future reference) .: '..
1'11 take some sandwiches in case I get hungry. :~~I'
8 in case+past (past reference) .
Ann got up early to avoid being late for work.
.
-
-
I took some water in case I_g_otthirs!y. -. .
.
14.8 CLAUSES OF MANNER

Clauses of manner are introduced by: as if/as though, as, how, (in) the way, (in) the way that, the way in which,
-I
(in) the same way, (in) the same way as. .".....". .....:..': ..,
They come after verbs: act, appear, be, behave, feel, lopk, seem, smeli, sound and taste.
She looks as if she is sick.
It seems as though there will be war soon.
Do it as I've told you to.
In clauses introduced by AS IF/AS THOUGHwere can be used instead of was in formal English.
!.
The verb usage following AS IF/AS THOUGHis normally similar to that in conditionais and depends on whether the
ideas are true or untrue.
She behaves as if she is rich. (She may be rich, she may not-she seems to be.)
J
She felt as if she had a high temperature. (We don't know but she seemed to have a high temperature.)
14.9 CLAUSES OF COMPARISON
Clauses of comparison are introduced by: as ..... as, not as/so .... as, than,
He plays the piano as well as I do.
,
VJEŽBE CADVERBlAL CLAUSES)
4.14.1. Underline the appropriate time phrase and put the verbs into the correct tense.
•
-
Dear Helena,
The Endangered Species Fund is currently launching its most important campaign ever to help protect our
vanishing species of wildlife from extinction. 1) (Before/As soon as) the turn of the century there 2)
...............................(be) more than 40,000 tigers in India, while now there are around 3,750. 3) (Before/until)
I•~
twenty years ago the numbers of Black Rhinos 4) " (exceed) 60,000. Now, less than 2,500 remain. 5)
(As long as/As soon as) animal habitats continue to be burned, polluted and destroyed, species 6) ,
(continue) to disappear. 7) (While/When) there 8) (be) still a demand for illegal rhino horns and
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tiger bones, the hunting of wildlife will continue. 9) (Sy the time/Every time) people 10) ..
(become) aware of the situation, it may be too late. We must act now 11) (before/until) these animals 12)
I ....................... (disappear) forever. That's why ESF is urging all governments to get tough on illegal traders. 13)
(Every time/While) a crime against wildlife 14) (be/exposed), we are one step closer to our goal.
If, like me, you believe that we must do all we can to stop this destruction, join the fight today and support the
WWF campaign. Your gift will go directly to our vanishing species programme. Please support this crucial work.
I WWF can't fight alone.
4.14.2 Fili in where, wherever, evervwhere or anywhere.
I I Wherever/Everywhere
2
I looked, people were dancing.
Rene goes, she always misses England.
3 Now that Hilary has a car she can go
5 I don't mind
as it's cheap.
6 Have you seen my watch
we go to eat, as long
in the house?
she wants. 7 You can see these advertisements you go ..
I 4 Dave tends to be happy he is living. 8 I couldn't find a parking space

to the office.
close
4.14.3. Join the sentences using the words in brackets.

I 1 It was raining. The match was called off. (due to) ...Due to the rain, the match was called off .
2 He left her. He couldn't put up with her complaints. (for)
3 We can't go on holiday. There's too much work to do. (since)
, ..
.
I 4 I can't come with you. I have to visit my relatives. (as)

5 She made mistakes. She wasn't experienced. (because)
.
..
II 4.14.4 Join the sentences using the words in brackets.

The test was difficult. Many students failed. (such ...... that)
2 They fell behind with the project. They had to work overtime. (as a result)
I 3 Their flat is too small. They are going to look for a larger one. (consequently)
4 The sea is cold. They can't swim. (so)
I
4.14.5 Underline the correct item.
1 Yet/No matter what he does to please her, she always finds something to complain about.
I
2 Although/However I set my alarm clock for 6.00 am, it didn't go off.
3 Despite/Even though the bad weather forecast, Sandra and Jim went climbing.
4 She tries hard, althoughjyet she makes little progress.
S Timmy's wife drives better than he does, whereas/although he won't admit it.
I
6 Lots of people drive fast although/in spite of police warnings.
4.14.6 Join the sentences using the words in brackets .

1 He's taking driving lessons. He wants to be able to drive to work. (so that) .... He's taking driving lessons so that
.1
he'lI be able to drive to work.
2 She left her jewellery in a safe deposit box. It may be stolen. (fear)
3 The beekeeper put on a veil and helmet. He didn't want to be stung by the bees. (avoid)
..
..
14 She is on a strict diet. She wants to fit into her black dress for the party. (as)
S He left home early. He wanted to be at the restaurant on time. (in order to)
6 1'11 bring something for dessert. We may want to eat something sweet later. (in case)
..
..
..
1
4.14.7 Underline the conjunction and then define the type of clause.
1 You will get a seat, as long as you reserve a ticket.
2 There were such a lot of peole on the bus that there
9 Everywhere she goes, she brings back loads of
souvenirs.
were no seats left. 10 She is as wise as her brother is foolish.
.
I
3 She studied so as not to fail her test.
4 He makes friends wherever he goes.
11 He knows he is damaging his health, yet he
continues to smoke.
S However clever you are, you won't solve this 12 She locked the door so that burglars couldn't get
I
puzzle.
6 The manager explained how the organisation could
increase productivity.
in.
13 You can do it as you think it is right.
14 He speaks so quickly that hardly anyone can
7 He is as stupid as he is lazy. under-stand him.
18 As a freelance writer she can choose to work

whenever she wants.
15 You will get a good seat providing that you book
the tickets in advance.
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4.16. RELATIVE CLAUSES I

Relative clauses are introduced with relative pronouns (who, whom, whose, which and that) and relative adverbs
(when, where and why).
That's the man who/that: owns the place.
~ ~
I
main clause subordinate clause (relative clause)
The man who lives at No 10 plays golf.
The letter which you saw is for me,
The letter that you saw is for me.
people
things, animals
people, things, animals
I
I met a girl who / that is from Japan. subject
That's the hat (which / that) I bought last week,
That's the boy whose brother won the prize.
The woman smiled. I was looking .9l.her.
object (can be omitted)
to show possession
(preposition)
I
'l
The woman at whom I was looking smiled.
The woman (who(m)/that) I was looking .9l.smiled.
WHOSE, WHOM and WHICH can be used in expressions of quantity with 'of' (some of, many of, most of, none of,
II
half of, etc.). She has a lot of money, most of which was inherited from her aunt.
WHAT - 'the thing(s) which / that', 'anything that' I'rn sorry about what happened.
I
Relative adverbs
WHERE- place WHEN- time WHY (THAT) - reason
There are two types of relative clauses: defining (identifying) and non-defining (non-identifying),
A defining relative clause gives necessary information and is essential to the meaning of the main sentence, It is
not put in commas.
The family who lived next door moved here from Ireland.
.1
(The relative clause is necessary to identify which family is meant.)
Are you the person who telephoned here an hour ago?
I
That's the woman (who/that) I met at Tony's house.
This is the beach (that/which) l was telling you about.
They are the workers whose jobs are being cut out.
August is the month when a lot of tourists go on holidays.
I
That's the hotel where the President is staying.
Lack of money is (the reason) why we ar.e·not gOing on holiday.
subject .~ ol2iect possession
I
..
PEOPLE who/that no pronoun/
whose
THINGS that/which
.who/that
. no pronoun /
tha~which
whose/of which
I
(The underlined pronoun IS more commonly .used.)
A non-defining relative clause gives extra lnformation and is not essential to the meaning of the main clause. It
is put in commas. ,.
I
Darren, who lives next door, is having a party.
(The relative clause isn't necessary becausewe know which Darren is meant.)
This is my friend Jane, who has just returned from Italy.
The woman next door, who/whom l met for the first time last week, is moving next month,
I
Mary Stuart, who/whom we have all depended on so much, has announced her retirement.
, on whom we have all depended so much,
Amanda Smith, whose husband won the lottery last year, has now lost her job.
I
The village of Baydon, where I lived as a child, has now become part of the town.
The best time to visit the island is in May, when it isn't too crowded.
l PEOPLE
subiect
who
object possession
I
who/whom whose
l THINGS which
, .
which
WHO and WHICH are not omitted ln non-defining relative clauses,
THAT cannot replace WHO or WHICH.
whose
I
CO-ORDINATING RELATIVECLAUSES
She is going to have to sell the business, which is a great shame.
WHICH - refers back to a whole sentence (always in a non-defining clause)
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VJEŽBE (RELATIVE CLAUSES)
I 4.16.1. Fili in where, whose, who, which, when and why.

Buying a present for someone is often a tricky business. The first thing 1) ...(which) ... you have to decide is what
to buy and the shop 2) ......."""." ....",,. you should go to buy it. Then you might want to buy a joint present with a
friend, so you have to find a time 3) " ..."."" ....."" ..... you are both free, It is probably most difficult to buy a present
I
, for someone 4) ...." ..." ......" ..." ...... you don't know very well and 5) " ...."." ....." ...."" .. tastes you know little about. You
have to try to find something 6) .."""""."",,.,, YOLl think they would like, However, it is also no easy job buying a
present for a close member of your family, such as your mother. I never know what excuse to tell my mother
when I go out. I can't tell her the reason 7) """"." ...."""".". I'm going out because I want to surprise her on the big
I day. Still, it is worth all the trouble just to see the look of pleasure on someone's face the moment 8) " ........" .....,,"
they receive your gift.
I 4.16.2. Fill in the relative pronoun, adding commas where necessary. Write D for defining, NI!)for non
defining and whether the relative pronoun can be omitted or not.
1 The woman ".who/that". bought the house next door is very friendly. ".D .... ".not omitted ...
2 Petra ".""."." " is a generous person took us all on holiday.
I 3 The hospital """

4 People """""".""""".",
5 The house
" ..." ....",,. he was treated is a very good one.
" .." .." ...'

don't eat meat are called vegeta ria ns.
we live is very small.
6 The book """" .." ..,, I am reading at the moment is very interesting.
I 7 The hotel ..""" .." ...,,
8 People "
is opposite the museum is very expensive.
speak two languages equally well are called bilingual.
9 Dublin has a population of one million is a very beautiful city.
1 10 People ,,"""" mug other people should be punished.

11 My best friend ,..""." ....,," name is Sonia is living in Russia now.
12 Greece " .." .. has many beautiful islands is a great place for holidays
13 People , " " drink and drive should be heavily fined.
1 14 Women
15 The flat
"" are pregnant should not smoke.
" .." .."" ... she lives in is very cold.
4.16.3 Join the sentences. use the underlined sentencesto forrnelther defining or non-defining
1 relative clauses. ..
1 The family moved here from the US. They live next door. "."".""""
2 My parents are coming to visit me in France. They live in Italy. ..."."
"" .."""".""
"."
"".""" "" ,,.,,.,,,, ""
" .." .." .."." " " .." "" .
3 The woman is coming back to work next week. He is doing her job. " .."""" """"""."""."""".""""""".""."",,,,,,,,,, ..
1 4 It was during my second year of university. I first metStan. " "
5 Their e-mail says they'lI be staying for a month. I received it yesterday
"""".""""
"
" "
" ..""" ..""""""
""" .."" ,, ,,,,.
" "",,.,, ,,.,,
6 He is going to have to sell the business. This is making him very un happy. "." """ """" ",,.,,""",, ,,"
1 7 Naturally, my parents want to meet my roommate. His parents want to meet mine
8 My uncle is also planning to visit Germany. He was born there. .. " ..""" "."
"", .."
,.." ,,
""" " ,,
,,, ,, ,,.,,
.
,, .
I:~l:~:y
9 That's the house. They lived there when they were young children .. """"" "."." ",, .
M:a:~ :on:os:n::~::mf::~ T::c:e::::~i:;::::eh:;et:.en " ,.., , " , .
1 Some people have just moved in next door. They have the same surname as some other people. Those other
people have just moved out. The people who have just moved in .
. 1 2 At the end of the street was a building. The street was crowded with shoppers. Tom had not noticed the building
before. At the end of the street,
3 We eventually caught a train. It was one that stops at every station. The train _
.
4 Cindy asked me a question. I had no reply to it. Cindy asked me ' .
1 5 Some people wanted travel scholarships. The end of the week was the deadline, By then everybody had applied.
By the end of week,
6 I have several aunts. One works in New York. She's getting rnarried: _
.
1 7 I have one colleague. He works extremely hard. He has few friends.

8 My wallet contained over $200. It was found in the street by a school boy. He returned it.
My wallet,
_
9 The hotel was full of guests. The hotel was miles from anywhere. The guests had gone there to admire the
I scenery, The hotel, which

10 A goal was scored by a teenager. He had come on as substitute. This goal won the match.
The goal which
~ ~
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4.17. PARTICIPLES
The Participies are:
1) PRESENT PARTICIPLE (infinitive + -ING)
2) PAST PARTICIPLE
regular verbs infinitive + -ed, -d
irregular verbs special form
3) PERFECT PARTICIPLE (having + past participie)
Participie clauses must have the same subject as the verb in the main clause.
Walking along the street, a fire-engine raced past. "HANGING PARTICIPLE" -. WRONG!!!!!
Walking along the street, we saw a fire-engine race past. (CORRECT)
Use:
1 as adjectives
She poured boiling water into the dish. (active meaning)
After the storm the tent was ruined. (passive meaning)
Present participie describes what somebody/something is (a tiring job), whereas past participie describes how
..
El
somebody feels (He is very tired.) ..
2 to replace clauses of time, contrast, reason, result and relative clauses

I stood in the garden watching the children. (time)
(I stood in the garden and watched the children.)
While understanding your problem, I can't allow you to break the rules. (contrast)
(Although I understood your problem, I can't allow you to break the rules.)
The woman waving at me is my aunt. (relative clause)
(The woman who is waving at me is my aunt.)
3 instead of the Past Simple in narratives when we describe actions happening immediately one
after the other .
Hearing the news, he fainted.
(He heard the news and he fainted.)
to avoid repeating the Past Continuous in the same sentence
He was walking down the street whistling a tune, ,.
(He was walking down the street ,arid he was 'whistling a tune.)
We use a past participie clause in place of subject + passive verb.
Bored with his job, he decldedto.feeve.
(He was bored with his job so he decided to leave.)
After being cleaned, the bike looked as good as new.
(After it was cleaned, the bike looked as 9?Od as new.)
VJEŽBE (PARTICIPLES)
4.17.1 Use the correct participie.
1 I didn't know you were (Interest) in drawing.
2 All her novels are so (entertain). ' .. ,' "
3 I think the fireworks last night was a pretty (amaze) display.
4 You should have come to the amusement park with us. Some of the attractions were quite (frighten).
5 My boss was very (impress) with my presentation at the meeting yesterday.
6 I find paragliding (excite). My parents are always (encourage) in their attitude towards my hobbies.
4.17.2 use parttclpte clauses.

1 Because she was thirsty, Janet went to take a drink. 4 Because he had forgotten some papers, he had to
.. ,", , ,."
2 The man who is standing at the bus stop is our

, , ,., . return home . ••I
principal . 5 Because we were late, we missed the train.
.................................................................................................
3 While he hated the job, he did it all his life. 6 We have lived here for twenty years, we know a lot
.................................................... , . about the town .
4.17.3 Use past participie clauses.

1 He was bored with the film so he decided to leave. 3 After it was tidied up, the flat looked very nice .
.................................. , .
2 If they were given the opportunity, they would go 4 When I got the message, I called my superior.
to America .
.................. , , .
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4.18. IEMPHATIC STRUCTURES (eien sentences)

I
We use emphatic structures when we wish to emphasise a particular part of a sentence in spoken or written
English,
1) We can use IT IS/WAS+SUBJECT/OBJECT + THAT or WHO(M) in statements/negatio ns or
IS/WAS IT +SUBJECT/OBJECT + THAT OR WHO(M) in questions.
l
If the object is a person, we use THAT} WHO or WHOM, otherwise THAT is the correct form.
Il was lile tieedmester that/who orqenised the school bazaar. It is mc that/who you'rc talking to} so don't lie,
Was it here that you met him? It wasn't Sophie that/who prepared this meal.
1
2) We can use THAT IS/WAS+QUESTION WORD in statements or IS/WAS THAT +QUESTION WORD in questions.
That is what I told the police. That was how he became a successful businessman.
Is that where he's living now? Was that why he resigned?
3) We can also use QUESTION WORD+IS/WAS IT + THAT in questions.
I Where is it that you are planning to go? Who was it that sent you those flowers?
When was it that you realised you were being followed?
4) We can use QUESTION WORD+SUBJECT +VERB+IS/WAS
What I need is some good advice. What I don 't need is criticism.
I
5) In the Present Simple, Past Simple or Imperative we can use the construction:
DO/DOES/DID+BARE INFINITIVE to give emphasis.
I do care for you. He did tell me he was leaving. Do sit down} please!
I v
VJEZSE CIEMPHATIC STRUCTURES)
1
4.18.1 Rewrite the sentences
1 Mary baked the cake.
2 Did you lock the garage door?
giving emphasis to the words il') bold.
_
_
3 You need a long holiday. _
1
4 Peter needs a new palr of boots.
5 Where did you go on a school trip?
6 Why are you always complaining?
. _
_
_
7 It doesn't matter what he does} he always ends up last.
1
8 He bouqht a new ring for her. . _
I 4.19; INVERSION
We invert subject and auxiliary verb in a sentence to give emphasis.
I
I MAIN VERB + subject
1) Reported speech
2) After verbs of movement
'I've never seen him/ said Bill.
or adverbial expressions of place when they come at the beginning of a sentence
Here comes the bride.
I
2 BE / HAVE / MODAL / AUXILIARY VERB + subject + MAIN VERB
1) questions
2) conditionals (with should, were, had at the beginning of a sentence when 'if' is omitted)
I 3) connected statements (statements with parallel structures and different subjects) - so, neither, nor, as
I hate chemistry anci so does Tom. I hate chemistry and Tom does, too.
I am not going to school and neither is Mary. I am not going to school and Mary isn't either.
She was atalented rnusician, as was her sister / and so was her sister.
I4) after certain adverbs and phrases with a restrictive or negative meaning
HARDLY EVER ......
HARDLY ..... when/than ...... Hardlv had we come than the rain began.
I LITILE
NEVER
NO SOONER THAN
Never have I seen such a .....
NOT ONLy BUT ALSO
I NOT TILL / UNTIL

NOWHERE
IN / UNDER NO CIRCUMSTANCES
ON NO ACCOUNT/OCCASION
I ONLY BY / IF / THEN / WHEN
RARELY
Only if ..
oo ......will vou succeed.
oo ..
SCARCELY (EVER) ....... WHEN
I SELDOM
SO
BARELY
Se/dom do we_QQout since .
NEITHER / NOR
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VJEŽBE (INVERSION) I
4.19.1 Rewrite the sentences using the words/phrases given,
1 I have seldom stayed in such an expensivehotel.
Seldom
2 He had no sooner fallen asleepthan the telephone rang.
.
__ I
Nosooner~----~----~------~---------------------------------------------------------
3 They not only got lost, but their car broke down.
Notonly __
4 We realised only then that the diamonds had been stolen.
Onlythen ___
5 Businesshas rarely been so good.
Rarely ~--------------~-------------------------------------------------------
6 You should under no circumstancesleave the room.
Under no ci rcumstances ----:-
__--:-
7 If I had seen him, I would have told him about the meeting.
__
I
Had ~~----~--~---------------------------------------------------------
8 The police didn't know that the man was a convicted criminal.
Little ---:- ----
9 I haven't been to the cinema since last month.
___
I
Notsince ~------~----------------------------------------------------------------
10 I haven't seen such beautiful flowers anywhere else.
Nowhere . ___
II
4.20.NUMBERS I
Cardinal numbers (ad'ectives and pronouns)
lane
2 two
3 three
11 eleven
12 twelve
13 thirteen
21 twenty-one
22 twenty-two
23 twenty-three
31 thirty-one etc.
40 forty
50 Fifty
400 four hundred
140 a/one hundred and forty
I
1,006 a/one thousand and six
4 Four 14 fourteen 24 twenty-four 60 sixty
5 five
6 six
15 fifteen
16 sixteen
7 seven 17 seventeen
25 twenty-five
26 twenty-six
27 twenty-seven
70 seventy
80 eighty
90 ninety
5,000 five thousand
260,127 two hundred and sixty thousand, one
hundred and twenty-seven
I
8 eight 18 eighteen 28 twenty-eight 100 a hundred
9 nine 19 nineteen 29 twenty-nine 1,000'a thousand
10 ten 20 twenty 30 thirtv . 1 000 000 a million
Ordinal numbers (adjectives and pronouns)
I
,
first eleventh twenty-first thirty-first etc.
second twelfth twenty-second fortieth ..
third thirteenth twenty-third fiftieth
fourth fourteenth twenty-fourth sixtieth
fifth fifteenth twenty-fifth seventieth
sixth
ninth
sixteenth
eighteenth
nineteenth
twenty-sixth
twenty-elghth
twenty-ninth
eightieth
seventh seventeenth twenty-seventh ninetieth
eighth hundredth
thousandth ,
tenth twentieth
Numbers in texts
thirtieth millionth
,
.,
1 vye use words at the beginning of a sentence. (Two hundred and fifty eople were injured.)
2 For numbers 1 - 10, we use words. (She visited seven cities in a week.)
3 For larger numbers (11 and over) we usually use figures. (The fire injured 150 workers.)
4 We usually write ordinal numbers (15t, 2nd, 3rd, etc.) as words (except for dates).
John was first in the boxing competition. The meeting was on the 4th November 2011.
5 For decimais and percentages,we use numbers. (The room was 5.5 m wide.
,
,
,
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blow UP
Separable Phrasal Verbs
exolođe
Three-Word I?hrasal Verbs
break in on interruot (a conversation)
brlnc UP mention a topic catch UP with keep abreast
I
brine UP
call off
do over
raise children
cancel
repeat a iob
check UP on
come up with
examine lnvestlqate
to contribute (suggestion,
money)
cut down on curtail (expenses)
I
fill out complete a form
fill up ·fill to capacity drop out of leave school
find out discover get along with have a good relationship
give away give something to someone with
I
give back
hand in
else for free
return an obiect
submit something
qet away with
cet rid of
get through
escape blame
eliminate
finish
(assiqnment) with
I
hang up put something on hook or
receiver
keep UP with
look forward to
maintain pace with
anticlpate with pleasure
hold up delav rob look down on desplse
I
leave out
look over
look UP
omit
examine check
search in a list
look in on
look out for
look up to
visit (somebodv)
be careful antlcipate
respect
make UP invent a storvor lie make sure of verify
I
make out
pick out
hear understand
choose
lift something off something
put UP with
run out of
take care of
tolerate
exhaust suoolv
be responsible for
pick up
Ipoint out
put away
else
call attention to
save or store
talk back to
think back on
walk out on
answer lrnnolltelv
recall
abandon
put off oostcone Int"ansitive Phrasal Verbs
I
put on
put out
read over
put clothino on the body
extinqulsh
peruse
break down
catch on
come back
stop functlonino
become pooular
return to a place
set up to arranqe benin
I
come in enter
take down make a written note come to reqain consciousness
take off remove clothinq come over to visit
talk over discuss drop bv visit without appointment
I
throwawav
try on
discard
put clothing on to see if it
fits .
eat out
cet bv
cet up
dine in a restaurant
survive
arise
try out test co back return to a place
Iturn down
turn up
lower volume reject
raise the volume
go on
grow up
Continue happen
cet older
turn off switch off electrlcltv. repulse keep away remain at a distance
I
turn on
use up
switch on the electricitv
exhaust use cornoletelv
tnseparabte Phrasal verbs
keep on
(with cerund)
pass out
continue with the same
lose consciousness faint

call on ask to recite in class visit show off demonstrate hauohtllv
I
get over recover from sickness or
disappointment
show up
wake up
arrive
arouse from sleep
qo over review
I
go throuqh
look after
look into
use UP' consume
take care of
investiqate
They .Qut off the meeting. / They .QJJ_j; the meeting off.
They put lt off. (not They put off it.)
run across find bv chance I ran across my old friend yesterday. (inseparable)
I
run into
ta ke after
meet
resemble
(not I Faf1 mv friend across.)
He :t/oke_jJQat six. (intransitive - NO object)

wait on serve
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end to change its meaning.
4.22. WORD FORMATION
The basic part of any word is the stem (root); to it, you can add a prefix at the beginning and/or a suffix at the
A prefix is one or more syllables placed at the beginning of a base word (stem) to change or extend its rneanlnq:
generally no change of word-class; often used to give negative meaning.
,
A suffix is one or more syllables placed at the end of a base word (stem) to form a new word; change of the word
class and the meaning of a word. I
Common prefixes Negative prefixes
anti- (= against)
bi- (= two)
antinuclear
bilingual
dis-
il- ,(+ I)
dishonest
illegal
I
co- (= with) cooperation im- (+morp) immoral, impossible
II
,l
de- (= acting against) decomposition in- invisible
dis- (= not/stop) disagree ir- (+ r) irregular
en- (= to bring into the condition of) enlarge mal- malfunction
ex- (= before, former) ex-husband non- non-stop
inter- (= between)
.1
intermediate un- uncertain
mini- (= small) minibar
mis- (= wrongly) mishear
mono- (= one) monolingual
multi- (= many) multicoloured
over- (= too much) overcrowded
out- (= more/better/further)
post- (= after)
outgrow
postgraduate
_I \
.1
pre- ,( = before) prejudge
re- (= again) rebuild
semi- (= half) semicircle
sub- (= under) subconsclous
super- (= big) supernatural
trans- (= across) transatlantic
un- (opposite/reverse action)
under- (= too little)
unpack.
underestlmate I
-
Suffixes
O'
Noun sufflxes Adjective suffixes Verb suffixes

-ment employment -al professional -tze/-tse orqanlze/orqanlse
-Ion/ -tion/ -sion
-ation/-ition
-ence/ -ance
-ty/-ity/-iety
-ness
-ing
production
invitation
distance
security
illness
building
-ic
-ive
-ful
-Iess
-ous
-y
scientific
exclusive
hopeful'
hopeless
o,
.danqerous
rocky
-en
-ify
-ate
widen
specify
activate
-J
-et] -or driver -Iy lively
-
-ist scientist -able/-ible valuable
-ant/-ent student
-an/-ian electrician
-ee employee
-
-th warmth
-hood motherhood
-ism terrorism
-
-ship friendship
-dom freedom
A compound is a word composed of more than one word, Two or more words are.joined together to form a new
-
word. Compounds are sometimes written as one word (sung/asses), sometimes as two hyphenated words (sugar
free) and sometimes as two separate words (footba// stadium).
-I
I"
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I !S.L Državna matura (2015., ljetni rok)

READING PAPER
I Task 1 (Questions 1-12)

You are going to read an article in which people talk about banning proms. For questions 1-12, eho ns p. from the
people A-F. There is an example at the beginning (O).
I r
I
•• ._ •••• _•• ._ ••••
u
__ • • ••
.,
Banning Proms?
-------------------------r-------------._-----------_. . ..... . . ... u • ,
i A Ashton ! B Ben l
lli ~ -.-.-----------.-----.- ..-..--.----- - -..----- - - -- -
There are definitely two different ways of looking at it.
On the positive side, a prom is something to be
- -
i The principal at my son's school decided that they
I would no longer have proms! And here's why: alcohol!
!
-.- - - -.~----.--..-.-------.---------..-----.-------.-.-------._--.-.---------------.--- ..------------._-------------------.-i
iremembered - you may feel like you've missed out on a l and drugs swamp the event. In addition, there are !
.
lI part of life if you don't go. On the negative side, there
i are a lot of things that go on at proms you should not
j be involved in, alcohol being just one of them.
I exaggerated expenses. It all starts with fancy
i clothes,
i continues with limousines and goes on to all kinds of !
!
i
IIiPersonally, I don't know. Isn't it better to advise

l teenagers to be safe and make smart decisions? Give
them a chance to choose. And hide your check books!
questionable forms of entertainment. "Financial
decadence and vanity," he said. At first, we were
furlous, of course. But then we organized a
I
I
I
I
!
i
! i teacherparent- stud.ent meeting and discussed all the l
,
li,
i
f ·· -.-
pros and cons. In the end we all saw he was right.
j No more proms! And the kids all survived!
!
·1 +
l
- -.- - -·- l
I C Carlie
f - - -
! D Deanne -
.
-
I ~ -.- - - --~~-- - .._ _ __
Il There is a lot of negative media hype about proms. i Simply outlawinq something never works with
1
I
,l However, is there any truth there? Alcohol, for example. I teenaqers. Telling them to "just say no to the prorn" !
The idea that students drink more during the prorn than li would inevitably lead to secret "illegal dances" and !
li on any other weekend is just wishful thinking..·
i Teenagers drink every weekend, don't they?
Then, there's the excessive expenditure connected to it. ! keep on organizing the proms. Why? Because a lot of
,renting tuxedos from unlicensed suppliers. Is that
I
what we want for our teenagers? It's important to
j
!
!
It's okay if girls want to dress up because proms are a I teenagers seem increasingly alienated, distant and !
I reflection of a generation's current "fashions and dance"
l - in the same way that it is a reflection of our larger
!
even depressed. They also seem to be paralyzed with
I
self-esteem and self-importance. A prom is a great l
I
i culture. No, don't take away students' proms. They j way to help them learn to deal with these issues. !
l need them, as much as they need any aspect of their

, future adult life.
r·-----·--·---------·---··--·---·-····---······---·---.-.-------.-.-
!
I
--..- -.--.--------- ----.---------.-..--.--.----------[-.--------_..-.----..-----------.-..-.--------..----.----- ---..--.---.- -----.-.-.---.-- ---.------------.--.---.----.--1
!
I
1
i E Ethan
, Society and the media have contributed to the idea that

i F Faith
~
i In my opinion, the prom could use a makeover. It is
!
1
!
:
! proms have to be outrageous. It's not just about
celebrating accomplishments anymore. Apparently,
! the Goliath of school dances, a ritual that exposes
! those awful (or wonderful) and intense themes of
!
l
I it's about glamour, not merits. What is unfortunate is
, that there are students who just want to celebrate the
! end of their high school lives and enjoy a night out with
I high
l school: popularity, glamorous beauty, wealth or lack l
! of it. It has always been part of our culture, a big
I
i
l deal, whether or not you want it to be. The prom is a l
I
their classmates, but cannot afford it. So what to do
then? I think schools should set limits and say what is I ritual in need of transformation. I would advocate a i
i acceptable and make it affordable for all, right? Because j big non-prorn party instead, unburdened by j
I the prom is an unforgettable event as they all begin a i excessive expectation. I'd lose the gowns, the up- I
i dos and the limos and celebrate 110W awesome it is to !
I
!.
new chapter in their young adult lives.
•__• . . •• • ._. • •• • • •__. .__• •••__•__•
l
••_••• .L.
be almost finished with high school.
.. ..__
. .. . ----.------ ..----------.-----.-------.------j
..--------_
l
I Which person ...

O talks about personal experience? lB
1 finds the prom a regular feature of social life?
7 raises the question of social inequality?
8 thinks the choice should be left to teenaqers?
2 agrees the prom equals unacceptable behaviour? 9 thinks banning prorns could lead to unlawful
1 3 believes alcohol is not a problem only at proms?

4 thinks proms have little to do with achievement?
activities?
10 sees no problem in the costs of a prom?
16 5 mentions teenagers' mental health?

proposes a new kind of celebration?
11 puts the responsibility on educational institutions?
12 thinks a prom mirrors social trends?
I
62
I \
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Task 2 Questions (13-18)

Read the article about the Armenian primary school curriculum. For questions 13-18, choose the correct answer
(A, B, C or D).
Armenia makes chess compulsory in schools

Tiny Armenia, tucked away in a corner between Turkey and Iran, is an obsessive chessplaying country and
a big player in world chess. Their first laureate was Tigran Petrosian, who won the world championship in 1963
and successfully defended his title three years later. In 2011 a six-person national squad came first at the World
I
Team Chess Championship in Russia. That group included up-and-coming player Levon Aronian, 28, currently third
in the World Chess Federation's rankings. These contemporary exploits have fostered a recent craze for this mind
,!
,I
training board game. Indeed, a new move could make it even bigger: mandatory chess in school. The educational
authorities of this former Soviet republic have made the game part of the primary school curriculum, along with
such standards as maths and history, for children between the ages of seven and nine.
Armenian authorities say teaching chess in school is about building character, not breeding chess
champions. The education minister says taking the pastime into the ciassroom will help nurture a sense of
organisation among schoolchildren and will teach them the importance of taking care of their duties. "We hope
that the Armenian teaching model might become among the best in the world," said Rehan Ashotyan. Half a 'l
l
I
million dollars were allocated to the national chess academy to draw up a course, create textbooks, train
,
\
J
instructors and buy equipment. A further $1 million was paid for furniture for chess classroorns.
Continuing the line of successful chess players, Armenia now has an eight-year-old champion, David
Ayrapetyan. His parents are hoping that the programme will give him an opponent worthy of his skills. The chess
whiz finds the local retirees and fellow children to be pushovers. Only his ciassmate Aren can give him a run for his
money. David's parents say chess is good for him, no matter what the future holds. Their assumption is that, even
if he doesn't become a grandmaster or doesn't join the national chess team, chess will certainly teach him to think
logically and improvise, as those are indispensable qualities in life.
I
,
Wendi Fischer, executive director of the US Foundation for Chess, has campaigned for the game to be
taken up in American ciassrooms and labels Armenia's programme as undoubtedly positive. "By playing chess in ,
class, the children think they're playing, while they are actually doing some serious thinking all the time," she said.
"So it is a great way to cross over between having a true hard-core curriculum that's mandatory and giving young
,
children the chance to play and explore and have fun."
Unlike so many addictive computer games with hardly any upsldes, chess is said to teach problem-solving skills,
self-discipline and the sheer pleasure of competition. Some classroom observations in primary schools proved that
the children do love playing it, though there are some objections to outbursts of bad temper when they lose, and
sometimes tears. Aduits have acquired the ability to cope with such strong emotions or at least to conceal them,
which children have yet to master. They ought to be taught that being gracious in defeat is an important part of
the game.
The newly introduced chess curriculum might even help the children beat the odds against artificial
intelligence. A no chess program can now beat the world champion. But for the ordinary mortal, trying to fathom
the best move in each situation, to arrive at what grandmasters call the "truth" of a position, is endlessly -
-
demanding. There lies the real joy of winning a game of chess. The Armenians believe that they are giving their
children a useful tool with which to approach life.
-
13 The Armenians are very much into chess in modern 16 What does the US chess expert think about
times because .. Armenia's primary school curriculum?
A chess has always been a nationalobsession. A It is well balanced.
6 they wish to beat other former Soviet states. B It is very difficult.
C it is an obligatory part of the primary school C It has a good campaign.
curriculum. D It puts focus on children's fun. ~
D their chess players have been successful.
17 A drawback of children playing chess at an
14 Why did the Armenians decide to introduce chess in early age is that it can
primary school? A teach children to hide their emotions. ~
A To maintain Armenia's status as one of the strong est B lead to children developing an obsessive
-
chess-playing countries. addiction.
B To honour their long chess-playing tradition. C lead to children behaving poorly when defeated.
C To develop schoolchildren's awareness of D result in children playing like aduits.
responsibility.
D To make the Armenian school system the best in the
world.
15 What does David's family expect from their son's

chess playing?
A To bring him and his family more money in the future.
18 According to the last paragraph, computers
nowadays
A bring joy into chess.
B are the best chess players.
C help the grandmasters.
D are pretty demanding
-I
B To make him part of the national chess team.
C To enable him to beat the local chess whiz kid.
D To help him make rational choices and be resourceful. I
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TasI< 3 Questions (19-24)

Read the article about the death of email. For questions 19-24, c.hoose from the sentence~ A~H the one which best
_
I fits the gap, There are two letters which you do not need, There IS an example at the beqinninq (O),
Why email no longer rules

When the CD-ROM arrived, people prćdicted the death of the printed book, (O) _1_, If not communication,
I then at least the end of grammar, spelling and punctuatlon, And so on, until we reach the current prediction that
an explosion of tweets, status updates dnu messaging 011 social networking sites heralds the death of email - and
, this time it might be for real,
I Email has had a good run as king of communications. But its reign is obviously over. In its place, a new
generation of services is starting to take hold. (19) __ ' Just as email did more than a decade ago, this shift
promises to profoundly rewrite the way we communicate - in ways we can only begin to imagine.
We still use email, of course. But email was better suited to the way we used to use the internet - logging
I off and on, checking our messages in bursts. (20) _'

communicate that are faster than email, and more fun.
Being online all the time has created a host of new ways to
,I Why wait for a response to an email when you get a quicker answer with instant messaging? Thanks to
social networks, some questions can be answered without even asking them. (21) __ Email, stuck in the era of
o
attachments, seems boring compared to services which allow users to share photos plus other information and to
enter comments in near real-time.
So how will these new tools change the way we communicate? Let's start with the most obvious: they
Imake our interactions that much faster. Years ago, we were frustrated if it took a few days for a letter to arrive. A
couple of years ago, we'd complain about a half-hour delay in getting an email. (22) __ In a few months, we
o
may be complaining that our cell phones aren't automatically able to send messages to friends within a certain
distance, letting them know we're nearby.
I These new services also make communicating more frequent and informal - more like a blag comment or
a throwaway aside, rather than a crafted email sent to one person. There is no need to spend time writing a long
email to your half-dozen closest friends about how your vacation went. (23)__ . Instead of sending a few emails
a week to a handful of friends, you can send doze ns of messages a day tohundreds of people who know you, or
I
just barely do.
Meanwhile, one big question remains: will the new services save time, or eat up even more of it? You can
argue that, because we have more ways to send more messages, we spend more time doing it. (24) __ We get o
l
lured into wasting time, telling our bosses we are looking lntosornethlnq, instead of just doing it, for example. And
we will no doubt waste time communicating stuff that isn't meaningful, maybe at the expense of more meaningful
communication - such as, say, talking to somebody in person.
I
A If you want to know the latest news about your friends, just check their latest status update.
B This hardly makes us more productive.
C Now it enables you to communicate with anybody at any given moment.
D Today, we fuss about it taking an extra few seconds for a text message to go through.
I
E Having this in mind, your boss does not have to be concerned about you wasting time at work.
F Whether we are sitting at a desk or talking on a mobile phone, whether working or travelling to work, now we
are always connected.
G If they're interested, they can watch it unfold in real time online,
I
H Countless social networks and messaging services are fighting for a piece of the new world.
I
I l~.few years later, the explosive growth in text messaging was thought to herald the End of
Communication As We !{D'lOW n.
Task 4 Questions (25-32)

Read the text about food in Hong Kong. For questions 25-32, choose the answer (A, B, C or D) that best fits each
I
space. There is an example at the beginning (O).
Get stuffed in Hong Kong

Among its numerous attractions, China has always boasted a long culinary tradition. There are (O) -
I
many cuisines in China as there are regions, which gives a huge variety of colours and tastes, (25) __ of which
are considered extremely exotic by visiting tourists.
Due to its rich history, Hong Kong has always been particularly food conscious, It is hard to have a
I
conversation in Hong Kong (26) _ mentioning food, especially when many still greet each other by asking,
"Have you eaten yet?" Cantonese is by far the most popular Chinese cuisine in Hong Kong, but Chiu Chow,
Shanghainese, Sichuanese and Northern Chinese are also widely available.
Cantonese cuisine is famously fresh: there is an emphasis on (27) __ fresh meat. Simple techniques such
I
as steaming and stir-frying (28) _
is famous (29) _
the ingredients to retain their delicate and well-balanced flavours. The cuisine
goose and seafood dishes. Shanghainese cooking, (30) __ I uses a lot of salted and preserved
foods. It relies on stewing, braising and frying. Sichuanese is the most fiery, (31) _ great use of chillies and
pu,ngent peppercorns. Northern Chinese food uses a lot of oils (e.q, sesame and chilli) coupled with ingredients
I
such as vinegar, garliC, spring onions, bean paste and dark soy sauce. Steamed bread, dumplings and noodles are
(32) _ to rice, and lamb and mutton, seldom seen on other Chinese menus, are also popular.
1------------------------
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o
A as
25
A few
27
Aa
29
A after
31
A taking
I
B so B lot BI B with B putting
C very
D much
C some
D more
C the
D any
C for
D by
C making
D giving I
26
A on
B by
Cduring
28
A allow
B make
30
A moreover
B on the other hand
32
A preference
B to prefer
I
C take C furthermore C preferring
I
,
D without D let D in contrast to D preferred
Task 5 (Questions 33-40)

Read and complete the text below. Fill each space (33-40) with one word. Write your answer only here in the
exam booklet. There ls an example at the beginning (O).
Midnight ban on gamers
In its effort to control game addiction among adolescents, South Korea pulled the plug this weekend on
young gamers after midnight, putting a hotly debated law (O) _
Law", also referred (33) _
practice. The new system, called the "Shutdown
as the "Cinderella Law", blocks those under the age of 16·from accessing gaming
I
websites after midnight. This has fuelled heated anger (34) _
As South Korea, (35) _
younger gamers.
has one of the world's richest online gaming cultures, tries to battle gaming
addiction that has led to serious consequences, it struggies to find effective means to selectively help those in
I'
need. (36) __ government is heavily involved in treating people for gaming addiction (37) _ holding workshops
on prevention and offering counselling.
However, internet users have flooded the government's website with postings, calling the new measure "a
waste of money", "idiotic" and "useless", and questioning (38) _ it will prevent young gamers from playing into
I
the late hours. .'
I
,
The controversial shutdown system already faces a petition in court. "The bottom line is that, (39) _ the
parents' point of view, it vlolates their right to educate their children", said Lee Byung-chan, the lawyer who filed
the petition (40) _ behalf of a group of parents. The fate ofthe petition rs to be decided upon next Monday.
,
O _~in~to~ __ 33 _ 34 '------- 35 _ 36 _
37 _ 38.;_. _ 39 _ 40 _
LISTENING PAPER
You will hear 5 people talking about their first day at school. For each recording (1-5), decide what the speaker
,
,
was most impressed by. Choose from A to H. Write one letter nextto.the number of the recording. Do not use any
letter more than once. There are three lettersthat you do not need. You will hear the recording twice.
What made the greatest impression on each speaker on their first day at school?
I g~: r·~ i~~v~~:~~nt;. school.

,
G The school facilities.
~ ~~:of~lo~~iforms. ~~:~:~~tes. " .'
H The welcome.

You will hear people talking in eight situations. For each situation (6-13), choose the correct answer, A, B or C.
You will hear each recording twice.
6 You hear Mario talking about his lack of free time.
What would he do if he had more free time?
A Learn a new language.
8 You hear a doctor talking to a patient.
What advice is he giving to his patient?
A To change his habits.
,
s Improve his social life.
C Spend more time outdoors.
B To join a support group.
C To continue taking his medicine.
-
-I
7 You hear a teacher and Mrs Peterson talking about 9 You will hear a woman talking about believing in
her son's absence from school. horoscopes.
What is Mrs Peterson trying to do? Which statement best describes her view?
A Defend her son. A Our destiny is written in the stars.
S Clarify the situation. S Daily horoscopes help us make it through the day,
,
C Cover for her son. C Detailed readings can tell you who you are.
I
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10 You hear a piece of news on an English car 12 You hear Oliver talking about leaving home and
company. going to college.
I According to the text, the company

A forbids its workers to send emails when they are
off-shift.
What concerns him most about going to university?
A Separating from his friends.
B Leaving his family.
B switches off after-hours emails for its workers. e Facing a lot of work.
I e turns off personal emails for its workers.
13 You hear a piece of new!'; on (l replir:a of Noah's ark
built in Hong Kong.
II You hear a tour guide talking to a group of high
What is the connection between the global crisis and
I school students about the Royal Hostel.
When can the students contact the receptionist?
A After 10 pm.
the ark?
A The ark was built as an answer to the crisis.
I B From 7 am.
e Round the clock.
B The global crisis is used as a means of advertising
the ark.
e The ark is an economic success despite the crisls.
I Tasl( 3 (Questions 14-19)

You will hear a brother and a sister talking about three different teen summer camps. Listen to the conversation
I and decide which teen camp (A-e) each question (14-19) refers to. Write A for ActionQuest Camp, B for Brook
Camp or C for Chestnut Camp. You will hear the recording twice.
Which camp ...
115
14 has a parents' day?
does NOT offer sports activities?
16 is a girls-only camp?
17 organises day trips for campers?
18 has academic courses?
19 does NOT allow personal
electronic equipment?
I Task 4 (Questions 20-25)

You will hear an interview with Tomasina Miers, a Masterchef winner. For questions 20-25, choose the correct
answer, A, B or C. You will hear the recording twice.
23 When did Tomasina discover her love for food?
1 20 Why dici Tomasina travel to Mexico for the first
time?
A To find a job.
A As a young person.
B When visiting the markets.
e While travelling.
I B To try the food.
e To visit relatives.
24 Why did Tomasina decide to become a chef?
21 What happened after Tomasina's first trip to A To share her passion.
Mexico? B To earn money.
IA She studied Spanish.

B She moved to Chile.
e She found the love of her life.
e To write a cookbook.
25 Why does Tomasina avoid staying in hotels when
122 If Tomasina went back to Argentina,

she do?
what would
travelling?
A They are expensive.
B She wants to cook.
A Spend time outdoors. e She likes the locals.
IB Socialise with the locals.
e Learn traditional dances.
I
I
I
I
I
I
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5.2. Državna matura (2014., ljetni rok) I

READING
PAPER I
You are going to read an article in which people talk about holidays they had. For questions 1-12, choose from the
people A-F. There is an example at the beginning (O). I
r·······································_···
..•·•·..·· _ t!Q!1_g.~y..~.~f?~.r::l~D.~~.? ~
A Alf
...................................................................
I wouldn't have gone there if I'd known, and I only did
_ : · ·
I B Bela
·r' _
. It was the first time I was in a foreign city all by I
~
i
I
because a friend said I should. Basically, it was a hotel I mvselr, where I didn't speak the language. I printed I
I complex on the coast and a long way from anywhere.
. The hotel arranged some excursions to 'ancient

monuments', but these were only ruins and not worth
out maps oF the city and set out exploring the maze
of streets. It wasn't as hot as I'd expected, so I was l
able to walk around without having to stop to buy !
I
I
going to. That left sitting outside or going for walks. I water. !t's a fascinating city and should be on !
I
wish I'd taken a book to occupy my mind. And it was
I generally cloudy so I didn't get back with the tan l'd
I been hoping for. I don't know what my friend was on
everyone's list oF places to visit. And the experience
! of being alone in a strange city and coping makes me I'
I think 1'11be able to deal with challenges better.
II.. ]
I..~.~.~.~.:.~ _ __ _ _+_ _ ~ I' l
..~ ~.~.r:::.:.~.~.~
_ L.? ~~.~.~ _ _ i . I
I don't like sitting by the sea for hours. I find it boring.

So I focused on seeing the local sights. Armed with a
city map, I felt confident I could find my way around. I
r I went on a group tour but I didn't know the other
people and I had nothing in common with them so I l'
felt quite left out, which was no fun I can tell you.
I
I
l'
loved the market, and trying the local produce. I even
cllmbed a minaret, but when I got out at the top, I was
so high that I couldn't open my eyes and missed the
And there were far too many places to see and I got
quite sick of getting in and out of buses for just a
glimpse of an important sight. So ~sought solace in
I I
view. The prices in the shops were more than I had
bargained for and I had to be careful to keep within
I shopping - I went quite over budget but never
mind. And in eating - I have to get rid of a couple of !
i
I
budget, but I made sure I came back with some
souvenirs. l
kilos to get ready for the beach in the summer.
Never again. I
I
I
[~:::::~:~:~:I:~:::::·:::::::~::::::::::~::::::::::::~~~:::::::~:::::::~:::~:::==:::::=~:~~.:~.,~::~::~:~::~::::~~~~:~:::::::::::::::.::::.:::::::::::::::::::::::::::::::::::::::::::::
I
l,
I'm afraid of flying so I went by car. l'd forgotten how
dirty the place was, After the first night, I avoided the'
1 It wasn't what I expected, l'm afraid. I was familiar
'with the sights, having seen them on Google images,
hostels and the bed bugs and cockroaches that inhabit .. I but the tour itself was well below standard. The
I
.
them and slept in my car. To be safe, I didn't touch the I accommodation was not the quality advertised, and I
local dishes but only cooked rice on my camping stove. I had to force the meals down me so as not to go
Even so, I came down with something that took me a I hungry - I'm so glad to be back to home cooking. I
couple of days to recover from, But it gave me a ......•...
. I know it wasn't meant to be a luxury holiday but l'd
I slimline look I was quite proud of while it lasted.'the' have expected more for the price I paid. Still, it was I
I first thing I did when I got back was to have a long. .'an experience to remember. ,
I bath. I
l _ __ _ J
Which person...
O visited historical remains? A 7 gained confidence?
1 had visited the place before? 8 felt they didn't get their money's worth?
2 lost some weight? 9 felt lonely?
3 would recommend the place? 10 Fell ill?
4 didn't like the local food? 11 got bored?
5 was dlsappointed by the weather? 12 spent more than they intended?
6 was scared?

Read the article about Bradley Wiele. For questions 13-18, choose the correct answer (A, B, e or D).
Bradley Wiele - champion cyclist
Bradley Wiele says he was born to be a cyclist. Even before he could walk, he was sitting on a bike with his dad,
who was a cycling enthusiast. He hung out with friends who had bikes and got rides on their handiebars. Then he
secretly borrowed his brother's bike when he was away at school and, after a few crashes, he was on his way and
could ride alongside his brother. Soon after, he was given a bike of his own. From then on, there was no stopping
him.
On two wheels, Bradley felt he could go anywhere he wanted. He was no longer restricted to the street where he
lived. He soon knew every street in his Manchester neighbourhood and even dared to cross the busy main road to
neighbouring parts of the city. He was cycling the streets practically aJI his free time, pedaliing as fast as the city
I
,
I
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traffic would allow. His parents became so worried about him that they enrolled him in the Dynamo Cycling Club at
Manchester Velodrome.
I The head coach at Dynamo remembers when he first saw Bradley on the track. "I knew he'd be good as soon as
I saw him cycling round the track. He had the perfect build for a long-distance cyclist and you could tell
straightaway that this enthusiastic young lad was special. He proved to have a great work ethic and the strong
commitment to get to the top."
I At age 12, Bradley won his age group at the London Youth Games. He won the National Junior Pursuit title aged
17. When he was 20, he met cycling coach Will Broad, who convinced him to give up his job in a telecom
warehouse and join his professional road cycling team. "I was being paid for what I love doing," he said. The
I change to being in a professional team meant being on the road or in the gym full-time. It was tough and
demanding to prepare for the Fleche du Sud event. But he had opted to learn from Broad, one of the best coaches
in the country, and improve his technique. "It was a great decision," said Bradley. "Who could have imagined I'd
end up on the podium of the Tour de France and on the front pages?"
I But the 2011 Tour was a disaster for Bradley. While among the leaders, he crashed out of the Tour on stage 7
with a broken collarbone. "It happened in a flash," he said. "A spectator just appeared out of nowhere by the
roadside and I overreacted and veered away from him and the rider behind me crashed into me. I've only got
myself to blame. It was my fourth attempt at the Tour and I felt I was destined never to win it."
I Coach Broad said that the injury was "obviously devastating" for the team. "I had failed at the attempt to win
the Tour," said Bradley, "and I had been going well up to that point. When I found myself lying on the road unable
to move my arm, I got really angry and I was determined to come back next year and win the Tour. It's important
I not to let it get you down." .

Bradley went on to come third in the 2011 Vuelta a Espana, win the 2012 Tour de Romandie and stand on the
winner's podium wearing the yellow jersey of the 2012 Tour de France.
13 Bradley learned how to cycle 16 Bradley joined the professional cycling team
I A with his dad.
B with his brother.
A to earn money.
B to have more time for cycling.
I C with friends.
D on his own.
C to have top quality coaching.
D to become famous.
14 As a kid, Bradley loved cycling because 17 Bradley says his accident in the 2011 Tour de
A it gave him a sense of freedom. France was
I B he could explore his neighbourhood.

C it was the most practical way to get around.
D he was thrilled at the speed he could go.
A caused by a spectator,
B caused by another cyclist.
C his fault.
115 The Cycling Club head coach noticed Bradley

because of his
D destiny.
18 How did he react to being forced out of the 2011

A body. Tour?
B enthusiasm.
I C capacity for work.
D dedication.
A He felt depressed.
B He saw it as a challenge.
C He felt a failure.
D He ignored it.
I Tasl< :3 (Questions 19-24)

Read the article about a family of philanthropists. For questions 19-24, choose from the sentences A-H the one
I which best fits the gap. There are two letters which YOLl do not need. There is an example at the beginning (O).
Department of Philanthropy
Fourteen-year-olds frequently accuse their parents of moral dereliction; parents do not frequently respond by
Iselling their house and donating half the proceeds to villagers in Ghana. (O) _1_ Kevin and Hannah went on to
write a book, "The Power of Half," in which they encourage other families to do something similar. (19) __
The Salwens stood in the school chapel, They wore jeans; the school girls ware kilts. They told their story.
One day in 2006, Kevin and Hannah had pulled up at a stoplight. To their left was a homeless man, to their right a
Iguy in a Mercedes coupe. Hannah said, "Dad, if that man didn't have such a nice car, then that homeless man
could have a mea!." Kevin said, "Yes, but if we didn't have such a nice car that man could have a meal." (20) _
By dinnertime, Hannah was all worked up. She didn't want to be a family that just talked about doing good, she
Isaid. She wanted to be a family that actually did something. Kevin and Joan explained that they did a lot: they
volunteered at the food bank; they wrote big checks to charities; after Hurricane Katrina, they let a family of
refugees stay in their basement. (21) __ That was annoying, so Joan said, "What do you want to do, sell the
house?" And Hannah said, "Yeah! That is exactly what I want to do."
I "We don't expect anyone else to sell their house," Hannah assured the Marymount girls, whose parents might
not have appreciated a demand by their offspring to donate eight hundred thousand dollars (half the value of the
Salwens' house) to charity. "Your contribution can be different. (22) __ If you watch six hours of TV a week,
maybe you could cut that down to three hours and spend three with your family volunteering at a homeless
Ishelter."
A girl with a ponytail raised her hand. "Have you ever regretted selling your house?" she asked. "There are
some things that I miss." Hannah said. "But it really doesn't matter." A woman in a red sweater asked how their
I
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friends had reacted. (23) _ Friends had been baffled, or worse. For a while, tired of feeling like freaks, the
Salwens kept the whole thing secret. Then they appeared on television, and the whole thing went public.
I
"Most people are supportive," Kevin told the audience, "and a few are very uncomfortable." "When I tell
people, I try so hard not to come off as boasty," Hannah said. "I want people to feel, like, 'That's actually cool. I
want to do something like that in my family'."
Soon afterward, Hannah and Kevin received an email from a student that, to them, made it all worthwhile. "I
have dreamed of living in a huge mansion and marrying a millionaire," she wrote. "But now, I see that the world is
a largely connected community. (24) _ Today, I took out clothes from my closets that were too small or that I
didn't wear ... You're making a difference!"
A And everyone has something they can spare.

B Iowe that to you.
C A nd some families have taken up the challenge.
D They had even organized a fund-raiser for the local shelter.
E This had been a problem.
F And recently they carried this message to the teenagers of Marymount, a Catholic girls' school on Fifth Avenue.
G Hannah rolled her eyes.
H This sank in rather more deeply than he'd intended.
I But such was the response of Kevin and Joan Salwen, of Atlanta, to their daughter, Hannah.

Read the text about the weather in Britain. For questions 25-32, choose the answer (A, B, C or D) that best fits
each space. There is an example at the beginning (O).
Rainy Days
Contrary to popular belief, it does not rain every day in England or in the rest of the UK! However, it is always
advisable to bring some type of waterproof clothing and (O) _.Q._ yourself psychologically prepared!
I,
Britain is an island country and the surrounding sea gives England a (25) _ climate. You never know what
the weather will be like from one day to the other. It can be sunny one day and rainy the next. But (26) _
ever-changing weather, the climate in Britain is mostly mild and temperate. (27) _
its
influence on the climate is
the warming of the waters around the land by the Gulf Stream (a warm current of the northern Atlantic Ocean). It
I
helps (28) _ winters less cold compared with other landlocked nations with a similar latitude.
In general, British summers are cool er than (29) _ .. on the continent, and the winters are milder. Actually,
the temperature is subject to (30) _ extremes - it is rarely above 32°C or below -100C. As far as rain is
concerned, it is fairly well distributed throuqhout the year, but, (31) _ average, March to June are the driest
I
months and September to January the wettest.
If you (32) _ the mountainous areas of the west and north, you can expect more rainfall than in central
parts of Britain. The Lake District is England's wettest region, receiving an average of 330 centimetres of
li
precipitation each year.
o
A do
B have
25
A variety
B various
27
A Main
B A main
29
A these
31
A in
B by
I
B those
C make
D keep
C varied
D variant
C One main
D The main
C this
D that
C at
D on I
26 28 30 32
A despite
B in spite
C regardless
A in keeping
B keeping
C keep
A few
B little
C some
A will visit
B visit
C have visited
I
-
D with regard to D to have kept D less D will have visited
-
Read and complete the text below. Fill each space (33-40) with one word. There is an example at the beginning
(O).
Language Death
The rapid endangerment and death (O) __Qf_ many minority languages across the world is a matter of
widespread concern, not only among linguists and anthropologists (33) _ among all interested in the issue of
cultural identity in an increasingly globalized culture. A leading commentator and popular writer dealing (34) _
language issues, David Crystal, asks the fundamental question, "Why is language death so important?", reviews
-
-I
the reason for the current crisis, and investigates what is (35) _ done to reduce its impact. By some counts,
only 600 of the 6,000 or (36) _ languages in the world are "safe" from the threat of extinction. By some
reckonings, the world will, by the end of the twenty-first century, (37) _ dominated by a small number of major
languages.
Language Death provides a stimulating and accessible account of this alarming trend, (38) _, like the
large-scale destruction of the environment, is both peculiarly modern and increasingly global. Language Death
includes intelli gent argument and moving descriptions of the decline and death of particular languages, as well as
l'
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_ practical advice for anyone interested in pursuing the subject (39) _. David Crystal is a leading authority (40)
language, and author of many books, including most recently Language and the Internet (Cambridge, 2001).
I He is author or editor of several other books with Cambridge.

O of 33
37
34
38
35
39
36
40 _
_
I LISTENING PAPER
I You will hear 5 people talking about learning. For each recording (1-5), decide what each person considers most
important for learning. Choose from A to H. Write one letter next to the number of the recording. Do not use any
letter more than once. There are three letters that you do not need. You will hear the recording twice.
A A good teacher. C Access to information. E A good memory. G Motivation.
I B Hands-on experience. I D Imitation. I F Trial and error. I H Repetition.
I Tasl< 2 (Questions 6-13)

You will hear people talking in eight situations.
For each situation (6-13), choose the correct answer, A, B or C.
I 6 You hear Lydia talking about her

ornamental plates.
What was the last country she
A She was too busy.
B She dldn't fancy him.
C She went out with another man.
11 You hear Louise talking about a
book she's reading.
Where did she get the book?
visited? A From a library.
I A Spain.
B France.
C Morocco.
9 You hear two students talking,
What is their main topic of
conversation?
B From a friend.
C In a bookshop.
l,
A Their exam results. ,12 You hear a man talking about a
7 You hear Jamie talking about first B Studying at university. cake.
meeting his girlfriend. C Failing exams. Who made the cake?
Where did they first meet? A His mother.
A In a bookshop.
I
10 You hear a young mantalking B His wife.
B In the street. about leaving home. ' C His girlfriend.
C In a cafe. Why did he leave home?
A Because of hisparents. 13 You hear Gayle talking about a.
I 8 You hear Scarlett talking to a

friend about the previous evening.
B So as to travel.
C To study.
test.
How did she feel when doing the
I Why didn't Scarlett go out with

Dexter?
test?
ANervous.
B Surprised .
C Confident.
I
, You will hear a conversation between two friends who live in a student hall of residence. They talk about 3
neighbours with whom they share a corridor, kitchen and bathroom. Listen to the conversation and decide which
I person (A-C) each question (14-19) refers to. Write A for Adam, B for Bob or e for Carly. You will hear the
recording twice.
Which person ..,
115 14 is the noislest?

is the most thoughtful of others?
116 is rarely there?
17 is quick to take offence?
18 is easy to get on with?
1 19 is the newest neighbour?
I You will hear a radio interview with Nobby Philes, a footballer.

B or C. You will hear the recording twice.
For questions 20-25, choose the correct answer, AI
20 Nobby started playing for a club 22 Nobby left his old club because 24 Nobby now plans to
I A fOI-the money.
B because he was spotted by a
footba II scout.
A he quarrelled with his coach.
B in order to play in European
competitions.
A fight for his place in the team.
B retire on his wealth.
C change jobs in football.
C in search of fame and fortune. e his salary was too low.
121 Nobby's most embarrassing
moment was when
23 Nobby's greatest worry is
A losing form.
25 Nobby's advice is
A "Everyone should go for their
goals."
A his shorts fell down. B getting injured. B "Think hard before taking up
Ie B he lost against a low team.
he missed a penalty.
C letting down his fans. football."
e "Don't become a sportsperson."
I
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5.3. Državna matura (2014., jesenski rok) I

READING PAPER
You are going to read an article in which people talk about choosing a university. For questions 1-12, choose from
I
the people A-F. There is an example at the beginning (O),
I
rA::::::6r.D:~[~::::=:==::::::::::~~:::::::::::=:=:::=::::::=:==:::~~=::::::=~:::::::::=::==::~:=:::{:~~=~~~~6:'~:i:::::~~~:::::::::::=::::::::=:=:::=:=:=::::::::=::::::::::::::~~::=::::::::==::::::::::::==~I
I I had always liked Literature, and my head of sixth i I was lucky enough to go to a secondary school that
form was keen for me to study it at Oxford. He said I
brought in professionals to give advice on university I I
everyone would like to hire an Oxford graduate, but I !
applications. I was told that choosing the university III
didn't want to end up feeling I knew a lot about books I that was right for you was not just about the course.
but not much about the world. I wanted to do The course could look good but if you're not enjoying I
I I
,I
something new and creative, and I considered lots of i yourself, you might give up. When reading about
I courses before finally deciding on marketing. My
parents were supportive of my decision. It turned out
i Loughborough, a well-known university, its brochure
showed students relaxing on the campus grass or I
i
!
that the university I chose had a strong relationship I' laughing while studying together. So I decided to go I
with industry and helped me get a placement doing
marketing for a multinational company during my
there. The course I eventually chose was good, but the II
I place was far from what it showed in the brochure.
I·
=~:::=-~~j~f[~:~:::~~::~:~::::=:::~~::=:::::::::::::::::::::::::::::::::::::::::::::=::=:::::::::::::::::::::::Tt
Despite my dream of attending university, I was rather I When the application process began, I was suddenly
l
I I
::Q::=:Q~:O:Q:y':::::=::::::::::::::::::::=::::::=:::=::::::::::=:::::::::=:::::::::::::::::::::=:::::::::::::::::::::1
lazy with the application process. I had my personal asked what career path I wanted to follow. I knew I
I
statement checked over just twice (and sent it off with didn't want to sit in a lecture theatre; I didn't want to
typos) and believed l didn't need any advice. l chased I take exams. I always IIked developing ideas which
I
after boys instead of preparing my statement letter for could actually be executed and brought to reality. I
I
Oxford. I even sent it a day late. Although I talked it over with my parents, who recommended a
understand what a fantastic institution Oxford is, I was Product Design course, I thought this would suit me,
in it for the glory and unwilling to put the work in.
Fortunately, and despite all this, I was given a
I
which it did, and it also taught me to produce work
' that I could eventually show to my potential
I
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~~.~.g.?'..\.}..IJ.Ly.~E~!_~_y_· ..!?.l9.t...?.U!-!Đ: _
I
o
·-·- _
E Earl ·- ·- I F - Fahima
+: - - - - _ -..-1i
I was undecided about what and where I wanted to I Due to my parents' persuasive "knowledge is power", I
r study. I was torn between English and Sociology, and J u,niversitYbecame an ultimate ambition of mine ~rom a I
finally went for Sociology. Course selected and ' young age. Early on I began to develop an appetite for !
personal statement written, I began contemplating . .;words and literature and went on to win a scholarship I
I which institution would best suit the goals I wanted to to study the latter at university. Since I'rn naturally i
I accomplish. I wanted to make sure I attended a good at it, I was very confident I'd do well. I ended up !
I university that would put me in the best position in my professional life writing articles for journals, so i
I to get a good job once I graduated. It helped that the my studies .and their focus on the use of language was i
I University of Warwick has the highest employment· I of great practical help in my career, .!
I rate for graduates, a factor that is vital to consider I i
l..
~_b_~_Q ...f.?.r:.. b.lg_b_~!._~_9.~~_i?.!)_Q_Q:
...§J?_!?_ly.Lt:'_g L .. .. .. .1
Which person."
O went through the application process half-heartedly? e
1 chose what they wanted to study after choosing
where they wanted to study?
8 was influenced by their parents when choosing
their course?
I
2 always knew what they wanted to study? 9 was given advice by a teacher on what to choose
3 applied to a university because of its fame?
4 wanted a course that focused on practical work?
5 says they enjoyed themselves while studying?
and why?
10 chose their course on the basis of future career
prospects?
I
6 was overly confident? 11 thought they had a stro ke of luck in the end?
7 went against somebody's advice? 12 had work experience while studying?
I
Read the interview about Ted Finch. For questions 13-18, choose the correct answer (A, B, C or D).
Interview - Ted Finch
I
Ted Finch was a science fiction lover even before his teens. As a teen, he was writing science fiction stories for
his family and friends and attending conventions, However, he had difficulties at school. "I was hyperactive/, he
says, "and could hardly keep in my seat. I would have loved Science if it had been presented in a more interesting
way. I was top of the class in English, and I was interested enough in Art to sit fairly still during the lesson;
I
otherwise, I couldn't wait for when we went to the gym and could run around,"
After secondary school, Finch went to the local university to study English. "My father had gone there," says
Finch, "and his father, too. It was like a family tradition. For my family, it was obvious that I should go there, too
I
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_ no question, I could have walked away from it all, it's true, but I had no sense of direction and couldn't think of
an alternative. So I enrolled to study English, because that was the subject I was best at,"
I But Finch dropped out of university at the end of his second year, "It was a difficult time for me. You see, I
didn't feel that I was going anywhere, or doing anything with my life, I needed a new direction in my life's
journey," He was still writing short stories for his amusernent, and he soon got a job as a journalist on the local
newspaper,
I "Local journalism is fascinating," says Finch. "You meet so many different types of people and see into their
lives, which gave me lots of mFltPrii'11for my future books. You are in direct contact with all sorts of joys and
tragedies every day, and you have to report it in a particular style that's not too sensational and is factually
correct. You can't be too careful, because they know where you live, Soon pretty much everyone knows who you
1are," Journalism gave Finch a feeling of accomplishment, and an income to go with itl but he did not see his future
in it.
When he was going round town as a journalist, he imagined a fantasy world, which, like Jonathan Swift did with
IGulliver's Travels, he could' use to satirise our world. This was the start of his Whereworld series of fantasy books.
"Fantasy books usually carry us away from the day-to-day world we live in and take us into the world of the
imagination," he says. "I wanted to use fantasy so we see the realities of our society from a different perspective."
Although he is now one of Britain's best-selling authors, he will never win an award because the critics dont take
Ifantasy literature seriously. "This doesn't bother me," says Finch. "All that matters is that people enjoy reading my
books and think about the world around us, And, for me, writing the books is great fun."
· Finch has been writing one book a year for the last twenty years. "I needed the money to start with, of course.
As l said, lim hyperactive and so I easily get bored and have to find ways to occupy my mind, and writing is one
Iway of doing this for me. But l also have a garden, and I could spend all my time looking after it if I wanted to.
It's just that I can't imagine myself not writing my annual book. It's something I just have to do. Don't ask me
why."
113 Finch's favourite subject at

school was
A Physical Exercise.
15 Finch dropped out of university
because
A the course was hard for him,
17 Fineh thinks that his fantasy
books
A are an escape from the realities
B Science. B he thought he was wasting his of life.
IC English.
D Art.
time.
C he wanted to travel.
B are not real literature.
C reflect the world we live in.
D he found. himself a job. D are just for entertainment.
114 Finch went to university

because
A he wanted to study English.
16 Finchthinks his job as a
journalist
18 Fineh writes one book a year
A for financial reasons.
B he wanted to be like his father. A gave him useful experience. B so as not to get bored.
IC it was expected of him.

D he didn't know what else to do.
B gave him a sense of direction.
C made him popular locally.
D improved his writing style.
C because it gives him something
to do.
D because he can't help himself.
ITasI< 3 (Questions 19-24)
I
Read the article about energy efficiency. For questions 19-24, choose from the sentences A-H the one which best
fits the gap. There are two letters which you do not need. There is an example at the beginning (O).
Energy Efficiency
.1 Energy efficiency means using less energy to provide the same service. For example, a fluorescent bulb is more
efficient than a traditional bulb as it uses much less electrical energy to produce the same amount of light. (O)
The phrase 'energy efficiency' is often used to describe any kind of enerqv-savinq measure. However, it should
be distinguished from energy conservation. (19) _ Examples include turning down a therm ostat in the winter or
I walking to the shops rather than driving there.

Increasing energy efficiency often means spending money up-front. (20) _
This makes efficiency improvements an attractive starting point for reducing carbon emissions.
The extent of the savings and the techniques that are required depend on the situation and location. For homes
I in cool countries, the most effective measures include increasing insulation and switching to more efficient
appliances and light bulbs. (21) _
to increase efficiency.
Many of them have achieved savings of around 25% after undergoing a refit
Energy-intensive industries, such as iron, steel and cement manufacture need huge amounts of energy. But
Ieven they have become more efficient over time due to new equipment and better re-use of waste heat. (22) _
,1\150, the installation of efficient, correctly sized motors can result in energy savings of 20-25%.
Vehicles have also become more energy efficient over the decades thanks to factors such as improved engines
Iand lighter, more aerodynamic designs. Of course, much more can be done.
When comparing electric and non-electric appliances, it is also important to consider the efficiency of the power
source. (23) _ But only if the electricity comes from fossi! fuel power plants, which are highly inefficient because
they lose much of the energy as waste heat.
I Improving energy efficiency does not necessarily mean reduced (02 emissions. If the energy is supplied from
fossil fuels, such as petrol in a car or electricity from a coal-fired plant, then improved efficiency will cut ernissions.
But if the energy is supplied by a low-carbon source, like nuclear, wind or solar power, then improving efficiency
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may have little impact on emissions of CO2 because such energy sources produce power with considerably lower
amounts of CO2 ernissions.
Energy efficiency is always a good idea, (24) _ For example, by insulating your home either your present
standard of comfort can become more economical because of lower energy bills or you can increase your standard
of comfort (byenjoying a higher room temperature) at the same cost, but without saving energy.
Nonetheless, improving energy efficiency is a key tool For reducing CO2 emissions, alongside energy
conservation and low-carbon energy sources,
A Non-domestic buildings, on the other hand, need a focus 011 ventilation and air-conditioning, in addition to
lighting, heating and appliances. .
B In many cases this initial investment will be paid back in the form of reduced energy costs within a short time
period,
e The savings may vary considerably.
D Switching from a 90% efficient gas boiler to a 100% efficient electric heater may increase energy use and
emissions.
E The potential exists for further improvements,
F Whether it results in energy savings depends on what you do with the money you saved.
G For instance, a hot pipe containing a chemical that needs to be cool ed can be used to warm up other chemicals.
H That's a broader term which not only includes changing the efficiency to reduce the amount
of energy you use, but also dropping a service in order not to use energy at all,
I Similarly, an efficient boiler takes less fuel to heat a home than a less efficient model.

Read the article about lying. For questions 25-32, choose the answer (A, B, e or D) that best fits each space.
There is an example at the beginning (O).
Is lying bad for us?
It (O) ___h_ estimated that the average American tells 11 lies per week. Is this bad for us? Suppose we knew that
a lie would never be detected, (25) _ would we be punished. Suppose we had some means of ensuring that the
lie would never cause us any physical or psychological harm through loss of sleep or the (26) _' Suppose even
that telling the lie would actually be to our benefit. Under these circumstances, would it (27) _ sense to tell the
truth? Or would lying become the prudent (28) _ of action? .
We live in a culture where it is increasingly common to encourage lying, and even to suppose that there is
nothing problematie about doIng Sb. .
One recent study (29) _ the groundwork.bf a case for honesty by suggesting that liars are less healthy.
Researchers at the University of Notre Dame" fbJI6wed 110 people over a period of ten weeks. Half of the
participants were asked to stop lying over this period of time, and (30) _ half were not. Both groups took (31)
_ polygraph tests to determine how many times they'had lied in the previous week, Those who were able to
reduce by three the number of lies they told had altoqether seven (32)_ mental and physical health complaints
(such as feeling tense or having headaches) than those who did not,
o 25 27. 29 31
A is being A therefore Ada A has laid A week's
B had been B so B bring B has Iain B weekly
e has been C nor Cmake Clay e weeks'
D was D or D have D lied D a week
26 28 30 32
ASimitar A trail A the other A minus
B same 6 way B the second 8 fewer
C comparable e road e another e lesser
D like D course D other D less

Read and complete the text below, Fill each space (33-40) with one word, There is an example at the beginning
(O) ,
Maps
Can you imagine our life (O) _ maps? We rely (33) _ them for getting around unfamiliar places or even for
getting to those places in the first place. However, we tend to (34) _ their availability for granted. But it was not
(35) _ relatively recently that maps became available to the general public. Go back a few hundred years and
they were difficult to obtain, (36) _ their usefulness. Many maps were treated like secret documents, (37) _
because they showed how to get to profitable foreign markets or because they contained confidential government
information. When Francis Drake circumnavigated the world in 1580, the map of his route to the treasures of the
Americas was declared a state secret by Elizabeth 1.
Today, (38) _ in large part to the rapid expansion of travel and tourism, we can buy them at any petrol station
or even get them for free at tourist offices, Moreover, technological advancements have resulted '(39) _ a level
of detail and accuracy in maps that was unimaginable a century ago. And the GPS (Global Positionlnq System)
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places you at the very centre of the map: it can work (40) __ your position on earth to within 5m. And your
. . . .
iPhone map will not only tell you where to go but what to see and where to eat when you get there.
I O without 33
37
34
38
35
39
36 ------
40 _
I LISTENING PAPER
Task:1 (Questions 1-5)
You will hear 5 people talking about their jobs. For each recording (l-S), decid~ why each person chose the job
I they do. Choose from A to H. Write one letter next to the number of the recording. Do not use any letter more
than once. There are three letters that you do not need. You will hear the recording twice.
"I' Why did each person choose the job they do?
A For financial benefits. C To be independent. E To do research. G To gain confidence.
B To make friends. D To travel. F To achieve status. H To develop their
creativity.
1 Task 2 (Questions 6-13)

You will hear people talking in eight situations. For each situation (6-13), choose the correct answer, A, B or C.
16 You hear Oliver talking to a friend

about a tie he bought.
9 You hear two people talking.
What is the main topic of their
12 You hear Reece talking about
his exam result.
Why did he buy this tie? conversation? How does he feel about it?
I A It's fashionable.
B It's practical.
C His girlfriend likes it.
A Unemployment.
B Homelessness.
C Anarchy.
A Happy.
B Disappointed.
C Proud.
17 You hear Molly talking to a

friend.
10 You hear Aisha talking to a
friend about leaving herboyfrlend.
13 You hear Amber talking to a
friend about her first kiss.
What is she usually like when she What reason does shegive for How did she experience her first
I meets a man for the first time?

A Confident.
B Shy.
leaving him?
A He was inconsiderate.
B He cheated on her.
. kiss?
A It was passionate.
B It was disappointing.
C Relaxed. C She got bored with him. C It was thrilling.
18 You hear an art student talking

about a painting.
11 Alice learns that Dave wants to
ask her out.
What does he say about it? How does she feel about it?
Ie A It's fascinating.
B It's scary.
It's famous.
A Excited.
B Flattered.
C Unsure.
,I Task 3 (Questions 14-19)

YOLl will hear Owen telling Jenny, who is moving in to his flat, about their three flatmates. Listen to the
I conversation and decide which person (A-C) each question (14-19) refers to.
Write fi" for Alex, lB for Bailey or ICfor charlctte. You will hear the recording twice.
Which person ...
14 has a short temper? 16 is a student? 18 is a good cook?
1 15 is good with their hands? 17 is a musician? 19 is a late riser?
I YOU will hear a radio interview with Quentin Corley about cheese making. For questions 20-25, choose the correct
answer, A, B or C. You will hear the recording twice.
20 Quentin moved to a farm 22 Quentin's business break 24 Cheese making gives Quentin
l A so as not to live in London.

B to manage the farm.
C in order to make cheese.
came through
A a cheese buyer.
8 a farmers' market.
A a lot of money in the bank.
B much to worry about.
C a sense of achievement.
C an internet website.
121 Quentin received advice on 25 Quentin thinks that making
cheese making from 23 Quentin sells his cheese to great cheeses
A his daughter. A one buyer. A depends on technique.
l B a neighbour. B several buyers. B is an art.

e a banker. e the general public. e is an act of love.
I II. ,. A . j_ • , .., _ j • ',-1 II .. I· ... e,

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5.4. ISPIT ČITANJE (ZADACI 5)

(Nacionalni ispit, 2008.) Task 5 Questions 67-78
Read and complete the text below. Fill each space (67-78) with one word. Write the correct word on your answer
sheet. There is an example at the beginning (O).
History of the Dictionary

Modern society often takes the modern dictionary (O) for granted, perhaps because it has been used for over
a century. People don't think (1) _ about how it was acquired, but exploring the origin of the Modern English
Dictionary will give you new insight (2) _ this extraordinary document.
In 1857, the Philological Society of London decided that the existing dictionary was incomplete and called (3) _
a complete re-examination of the language. The new dictionary was planned (4) _ a four-volume work. (5) _, lif
lj
it was clear that much more work was required than (6) _ been imagined by the members of the Philological
Society. The first part was finished only in 1884, and the entire work was not finished (7) _ 1928. Thus the
whole project (8) _ over seventy years to complete. The last volume was published (9) _ the name A New
English Dictionary on Historical Principles. A single-volume Supplement, (10) _ updated the original volumes,
came out in 1933, (11) _ the dictionary was given its current title, the Oxford English Dictionary.
Today, the dictionary is again being changed. People might take it for granted, but (12) _ is certain is that the
Oxford English Dictionary has become an irreplaceable part of British culture.
(O) fQr_ (2)_ (4)_ (6)_ (8)_ (10)_ (12)_
(1)__ (3)_ (5)_ (7)_ (9)_ (11)_
(Ogledni ispit) Task 5 Questions 33-40
sheet. There IS an example at the beginning (O). ~o '1\ +

Read and complete the text below. Fill. ea.ch space (33-fO) Wi~h one word. Write the correct word on your answer
"-
\''t~ l . ;\(>..J
t.U)'t=t<A.
Bay of Islands
The Bay of Islands is (O) one of the world's most popular areas for .big-game fishing. The bay is a maritime
park that (33) off the north-east coast of New Zealand's North Island. In 1926, the best-selling
American writer Zane Grey (34) up a camp on the largest of the islands and made his name by
catching a SOkg tuna, (35) took the world record. (36) , for those who prefer to look
for wildlife but not hunt it, there are wonderful opportunities to (37) dolphin- and whalewatching.
One of the best-known companies offering trips is (38) confident that it provides an extra trip free
of charge, if you have the bad luck not to see a dolphin or whale the first time round. If you like scubadiving, (39)
are several good dive sites. Visit uninhablteo islands and swim from lonely beaches. Or (40)
advantage of the Cream Cruise that' delivers post and supplies to farmers i n remote locations,
taking you up and down hidden bays for peaceful relaxation. \
O one 33 S fv{ +c h .~eb 35 IJV ~ IV ~ 37 SJ( e..- (9 o \ ~6 39 +h.z."E' . +
34 ~ ~ L 36 OI)'''''~'''Y 38 ~ SO 40 Cl\~,
51:" l--
-\-.0. ~e..
(Probna državna matura, 2009.) Task 5 Questions 33-40
Read and complete the text below. Fill each space (33-40) with one word. Write the correct answer only here in
this exam booklet. There is an example at the beginning (O).
u
Sleeping Problems
Dr Stanley a sleep expert, believes that the reasons we can't sleep are quite obvious. People (O)
Gordon,
take less exerćlse arid work longer hours. They rush home and expect to (33) asleep
instantly. 'Your body needs at (34) thirty minutes to calm down', says Dr Gordon.
Studies reveal that over six million people suffer (35) sleeping problems which cause serious health
lJ
problems. It has been proved that there is a higher mortality (36) among people who live on less
ll·
than six hours of sleep a night. Sleep is crucial to the restorative cycle. Losing sleep affects not only your ability to
learn (37) also your memory and mood. One study showed that cutting down (38) _
the standard eight hours of sleep to four, for just one week, produces changes that resemble the early stages of
diabetes and advanced ageing. Also, it drives up your blood pressure and increases (39) risk of
heart attack. It is certain that there are no easy and quick solutions to these problems. Try keeping a sleep diary
for two weeks to find out (40) lifestyle problems may lie.
O __ --'t""a:..:.k=e,___ 33 _ 35 _ 37 _ 39 _
34 _ 36 _ 38 _ 40 _
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RJEŠENJA ZADATAKA
I 2013, JESENSKI: ROK (str. 4-7)

Readinq
TASI( 1 TASI( 2 TASK 3 TASK 4 TASI( 5
Listening
TASK 1 TASK 2 TASK 3 TASI( 4
1E 7 F 13 A 19 G 25 D 33 had/got 1e 6 B 10 e 14 A 20 B
I 2 E
3 F
4C
8 D
9A
10 F
14
15
16
B
e
D
20 E
21 F
ne
26
27
28
B
B
B
34
35
36
so
able
employers
2 D
3 H
4F
7A
8 B
9 B
11B
12 A
13 e
15
16
17
B
A
e
21
22
23
B
e
A
5 D 11 A 17 D 23 A 29 D 37 rate 5G 18 B 24 A
I 6A 12 B 18 A 24 B 30
31
.32
A
A
e
38
39
40
up
by
contast
19 e 25 e
I 2015, LJETNI ROK (str.61-65)

Reading
TASK 1 TASK 2 TASK 3 TASK 4 TASKS
Listening
TASI( 1 TASK 2 TASI( 3 TASK 4
1F 7 E 13 D 19 H 25 e 33 to 1E 6e 10 B 14 e 20 B
I 2 B
3e
4E
8A
9 D
10 e
14
15
16
e
D
A
20
21
22
F
A
D
26
27
28
D
B
A
34
35
36
in/among
which
Korea's/The/Its
2 B
3 D
4H
7 B
8B
ge
11
12
13
B
A
B
15
16
17
B
B
A
21
22
23
A
A
e
5D 11 E 17 e 23 G 29 e 37 by 5 G 18 A 24 A
I 6 F 12 e 18 B 24 B 30
31
32
B
e
D
38
39
40
if/whether
from
on
19 B 25 B
I 2014, LJETNI ROK (str. 66-69)

Reading LIstenina
TASK 1 TASI( 2 TASI( 3 TASK 4 TASKS TASK 1 TASK 2 TASK 3 TASK 4
I 1E
2 E
3 B
7 B
8 F
9 D
13
14
15
D
A
A
19
20
21
F
H
G
25
26
27
e
A
D
33
34
35
but
with
being
1G
2.0
3 B
6A
7B
8 B
10 e
l1B
12 e
14
15
16
A
B
e
20
21
22
B
A
A
4F 10 E 16 e 22 A 28 e 36 so 4F gA 13 e 17 e 23 e
I SA
6e
11 A
12 D
17
18
e
B
23
24
E
B
29
30
31
B
A
D
37
38
39
be
which
further
sc 18
19
e
B
24
25
e
B
32 B 40 on
I 2014
Reading
JESENSKI ROI{ (si:r.70-73)
Llstenlnq
• TASI< 1 TASI( 2 TASK 3 TASK 4 TASI( 5 TASI( 1 TASI( 2 TASK 3 TASI{ 4
I 1B
2 F
7A
8 D
13
14
A
D
19
20
H
B
25
26
e
D
33
34
on
take
1A
2 E
6e
7 B
10
11
A
B
14
15
B
B
20
21
A
B
3e 9A 15 B 21 A 27 e 35 untiJjtilJj'tiJjtil 3 G 8A 12 e 16 A 22 A
4D 10 E 16 A 22 G 28 D 36 despite 4D gA 13 e 17 e 23 B
I 5D
6e
l1e
12 A
17
18
e
D
23
24
D
F
29
30
31
A
A
B
37
38
39
either
due/owing/thanks
in
5e 18
19
e
A
24
25
e
A
32 B 40 out
I v
ISPIT CITANJA ZADACI 5 (str.74
Nacionalni ispit 2008. Oaledni isoit Probila matura 2009.
I 1 much 7 until/tili 33 lies 39 there

40 take
33
34
fall
least
39 the
40 where
Ir
2 into 8 took 34 set / put
3 for 9 under 35 which 35 from
10 which 36 However 36 rate
5 as
However / But 11 when 37 do / go / enjoy 37 but
6 had 12 what 38 so 38 from
I
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6. DODACI li
6.1. VJEŽBE PISANJA ESEJA (WRITING PAPERS)
1. (2010., jesenski rok)Task 6 Question 41
Write an essay of 200-250 words.
I
Some say it would be better if there was only one language in the world.
I
Others disagree.
Discuss both of these views and give your own opinion.
2. (2010., zimski rok) Task 6 Question 41

Write an essay of 200-250 words,
Some people say that globalization increases communication between cultures.

Others say that it threatens local cultures,
Discuss both of these views and give your own opinion,
3. (2011., ljetni rok)Task 6 Question 41

Some people say that there should be limits to what students can wear at school.
Others say there should not. ' .
4. (2011., jesenski rok)Task 6 Question 41

b
Write an essay of 200-250 words,
Some people say that tourism is beneficiaito a country. Others say that it does more harm than good.
5. (2011., zimski rok) Task 6 Question 41

Your essay must have an introduction, body and conclusion,
Some people say that it is important to explore space, Others say it is a waste of time and money,
6. (2012., ljetni rok) Task 6 Question 41

Write an essay of 200-250 words. .
Your essay must have ah introduction, body and conclusion.
I
Some people say that 18-year-olds are too young to vote. Others disagree.
7. (2012., jesenski rok) Task 6 Question 41

Some people say that violent video games stimulate aggression in young people, Others claim that
they are harmless fun.
Discuss both of these views and give your own opinion,
I'
I
IfiiNtfI1
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S. (2012., zimski rok) Task 6 Question 41
I Write an essay of 200-250 words.

Some people prefer to work in a group. Others prefer to work alone.
I Discuss both of these views and give your own opinion.

I Your essay must have an introduction, body and conclusion.
Some people say that a parent's responsibility for his/her child ends when the child reaches the age of
I eighteen. Others say that this responsibility never ends.
1 10. (2013., jesenski role) Task 6 Question 41

I Young drivers are a threat to road safety.
111. (2014., ljetni rok) Tasl< 6 Question 41

I Some people say that social media like Facebook are replacing proper social life.
Others say theyenrich social communication. .
12. (2014., jesenski rok) Task 6 Question 41

I Your essay must have an introduction, body and conclusion.
For some people success means money and status. For others it means personal happiness.
1Write an essay of 200-250 words.

I Some people say that watching a movie based on a book is

far more exciting than reading the book. Others disagree.
114. (2015., jesensl<i rok) Task 6 Question 41
IWrite an essay of 200-250 words.

Some people say that university students should take a job while studying. Others disagree.
IDiscuss arguments for and against this view anci give your own opinion.
1
I
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6.2. INTERPUNKCIJSKI ZNAKOVI
PUNCTUATION
Knowing where and when to use the punetuation mark can greatly improve your writing skills. The most frequent
punetuation marks in English are: a period, a question mark, an exclamation point/mark,
semicolon, colon, an apostrophe and quotation marks.
a comma, a
Iel
I
Sentence Endings
There are three punctuation marks appropriate for use as sentence endings. They are: a period, a question mark,
II
and an exclamation point/mark.
A period (.) is placed at the end of declarative sentences and other statements thought to be complete, after
initials and after many abbreviations. For example:
o As a sentence ender: Jane and Jack went to the market.
o After an initial: F. T. Col/ins is a famous novelist.
l'
o After an abbreviation: They went to the U.5.A••
Use a question mark (?) at the end of a direct question (an indirect question if the first part ls itself a question)
and after a question tag. *1
For example:
When did Jane leave for the market?
An exclamation point/mark (l) is used when a person wants to express a sudden outcry or add emphasis'.
Within dialogue (a sudden outcry) : "Holy cow!" screamed Jane.
fl
r·l
To emphasize a point: My mother-tn-Iew's rants make me furio us!
Comma, Semicolon and Colon
A comma, a semicolon and a colon are often misused because they can all indicate a pause in a series.
A comma (,) is a punctuation mark used to indicate a separation of ideas or elements within the structure of a
sentence. Additionally, it is used in letter writing after the salutation and clcslnq.
-li
.: I
• Separating elements within sentences: Suzi wanted the black, greene,) and blue shoes.
o Separation of two complete sentences: We went to the movies, and we went to the beach.
(coordinating conjunctions: and, or, but, nor, yet, so, for)
• Letter salutations : Dear Uncle John,
Asemicolon (;) is used to connect independent clauses and indicating a closer relationship between the clauses
II
than a period does.
For example: John was hurt; he knew she only said it to upset him.
A colon (:) has two main uses. . ~
The first is after a word introducing a quotation, an explanation, an example, or a series and often after the
salutation of a business letter. ..
For example: You will need the following items for class: paper, pencils, notebook and ruler.
The second is within time expressions.
Within time, it is used to separate out the hour and minute: 12: 15 p.m.
Apostrophe and Quotation Marks
An apostrophe (') is used to indicate the omission of a letter or letters from a word, the possessive case, or the
plurals of numbers, letters, and abbreviations.
Examples of the apostrophe in use include:
• Omission of letters from a word: It isn't true!
• Possessive case: Sara's dog bites.
I
• Plural of numbers: Sixteen people were born on dates with 7's in them.
Double quotation marks ( " " ) are used primarily to mark the beginning and end of a passage attributed to
other people and repeated word for word.
Single quotation marks (' J) are used most frequently for quotes within quotes.
Capital letters
A capital letter is used:
• to begin a sentence for days of week, months, holidays, festivals and
• for names of people, places and organisations special days
• for people's titles for the titles of books, plays, films, etc. (the first
• for nationalities, religions, historical times and and the most important words)
languages for abbreviations and acronyms
• the persona I pronoun I
I
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I ~~;',t:~~:A SREDSTVA
I TRANSITIONAL WORDS/PHRASES
Coherence and cohesion is one of the four criteria for assessing your essay. Here are some common transitional
words/phrases you should use while constructing both your paragraph(s) and essay.
I lOGICAl ORDER ORDER OF IMPORTANCE
first, second! third! etc. the first and the most important reason is
I next
last
the last and the most important reason is
more importantly / significantly
finally most importantly / significantly
I in addition
moreover
also
above all
primarily
first and foremost
an additional a more important
I another the most important

the prlrnarv
ADDITION CONTRAST
in addition (to) and however unlike

furthermore more importantly in contrast different from
moreover another on the other hand nevertheless
besides what is more but nonetheless
not only ... but also apart from yet still
too both ...... and although though
even though despite
while in spite of
whereas
I CAUSE / REASON EFFECT I RESULT
'I for
because
the effect of
because of
therefore
thus
to result in
the cause of
since due to hence the reason for
as as a consequence of as a result / consequence to affect
I to result from
the first cause / reason
as a result of conseq uently
so the cause of
I EXAMPLE
•
for example in particular
for instance particularly
, l
t such as
an example of
like
especially
CONCLUSION GIVING OlPl!:NION
in conclusion in the end In my opinion / view I (strongly / firmly) believe

, in summary indeed My opinion is that I think / feel
lI in brief
in short
therefore
for these reasons
all in all
as a result
It is my belief / opinion view
It seems / appears to me
As far as I am concerned
I am (not) convinced
I agree / disagree that/with
I am inclined to believe that
thus in any event The way I see it I couldn't agree / disagree
more that with
REFERRING TO SOURCES REFERENCIE SUMMARY
Itaccording to regarding in short / brief

with reference to concerning briefly
with respect / regard / reference to to put it briefly
II ____________________________ ~~i~n~r~e==qa~rc~I~/~r~e~fe=r~e~n~c=e~t=o~ ~
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I
6.4.
Task 6
PRIMJERI ESEJA
I
Question 41
I
Your essay must have an introduction, body and conclusion,
Some people say that a parent's responsibility for his/her child ends when the child reaches the age of
II
1
eighteen. Others say that this responsibility never ends.
Discuss both of these views and give your own opinion, I

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Task Completion (Izvršenje zadatka): 4

Although the main ideas are consistently well supported, the introduction is inadequate. It is not more than a
paraphrase.
(Premda su glavne misli izložene dosljedno i s jasnom potporom, uvod je nedostatan jer je samo parafraza,
odnosno drugim riječima ponovlja tekst zadatka.)
Coherence and Cohesion (Koherencija j kohezija): 5
I
The flow of ideas can be followed with ease. There is also an appropriate range of cohesive devices that link the
ideas well,
(Tijek misli je jasan. Uporaba kohezivnih sredstava je UČinkovita i ideje su dobro povezane.)
I
Vocabulary (Vokabular): 5
The range is wide for the task. While there are some inaceuracies, they are negligible (for fully experienced life,
are not longer, without loving care of).
(Raspon vokabulara za zadatak je širok. Pojavljuju se stanovite pogreške, ali su neznatne - for fully experienced
I
life, are not longer, without loving care of).
Grammar (Gramatika): 5
There is a wide range of simple and complex structures that are used accurately.
(Postaji širok raspon jednostavnih i složenih struktura koje su ispravno upotrijebljene.)
I
I
I
za državnu
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TEL.: 01/6672 404, GSM: 095/1333 333
www.i·ril1om.hr
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Task Completion: :2
I The essay is largely irrelevant (the entire introduction and a significant section of the body).
( Esej je uglavnom/uvelike
dijela eseja.)
irelevantan, odnosno nepovezan s temom - uvod LI cijelosti i značajni dio glavnog
Coherenee and Cohesioln: 2
I Paragraphing is limited (introduction and body paragraphs contain irrelevant sentences) and the flow of ideas is
freqLlently unclear because of a lack of cohesive devices. Also, the body of the essay is a single paragraph.
(Strukturiranje odlomaka je ograničeno - uvod i odlomci u glavnom dijelu eseja sadrže irelevantne rečenice; tijek
misli je često nejasan jer nedostaju kohezivna sredstva. Glavni dio eseja je također napisan u jednom odlomku.)
I Vocabulary: :3
The range is good for the task. Inaccuracies (think on the same way, two same parents, they children) cause
rereading, but the message can be understood with little effort.
I (Raspon vokabulara za zadatak je dobar. Pogreške - think on the same way, two same parents, they children
uzrokuju ponovno Čitanje teksta eseja, ali se poruka uz manji napor može razumijeti.)
Grammar: 3
While complex structures are used, the type of inaccLlracies cause you to pause while reading, but the message
I can be understood with little effort (there is many ways, make him depends, aner he reach).
(Iako se koriste složene strukture, vrsta pogrešaka - there is many ways, make him depends, after he reach
uzrokuju prekid LI čitanju teksta eseja, ali se poruka uz manji napor može razumijeti.)
I
I
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82
TEL.: 01/6672 404.
cesta 24. Zagreb
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I
6.5. LJESTVICA ZA OCJENJIVANJE ZADATKA ESEJA NA ENGLESKOME JEZIKU
I
I
S
• AU parts ofthe prompt
fairly equally developed.
..MaIn ideas consistently
• dear flow af ideas.
• Effe{.t1veuse of
par.agraphing and
• WIde rnng,€'for the task,
• Minor errors.
'0WIde range for the task.
• Minor e.rrors. I
weUsupported, co hes ive devices.
• AH parts of the prompt
dev.eloped but unequally.
• Generarly dear flow of
Ideas.
• Very good range forth.;
task.
. • G.ood r~nge for the lask.
o Errors do not impede
Il
! .
4· • Maln ideas g.em~rallywell
supported,
• Good use-of
paragraphing and
cohesivG devices.
• Errors do not impede
easy unde!:standlng,
easy understanding.
II
3
• One part of the prompt not • Flow ofldeas somenmes
developed.
• MaJn ideas sU'ffidentiy
undaar,
• Sufficient use of
• GOQd range for the task.
• .Errors sornettrnes
lmpedeeasy
• Generally uses simple
structures.
• Errorssometimes
II l
.supported, l Not aHmain

Ide.;}$.relevant.
• Two parts of the prompt
paragJaphlng or
coheslve device-s.
understa oolng. lm.p~eea$y
t.lnders'tandil'lg, II
• Flow of Ideas often • Sufficient range far the • Relies on simple
2
not developed. I The es:s.ay unclear,
ls f-argely i.r.rei.e-vant.
. • MaJo ideas lnsutlklently
.•limited use of
paragfaphing or
task
• Errorssornsnmss
cause dil'lkulty ln
structures,
• Errors sometJ:mes
cause difficulty tn
II
supported.
• E:rfors cause dm\<;:·u:!ty tn
unders.tanding in places.
• mapproprtate layout.
coheslve devices,
• EUQrs cause difficulty Jn
understandlng in places.
unclers·tandlng. understandlnq,
I
I
• j.ns.~ffklentprompt
development./Th.e essay ls
• Flow of Ideas generatly
dU'ficullto fonow.
· Inadequate rang.e'forthe
task,
o Range ls s.evere~
r~tl'lcted,
I
trrelevant, • inadequate use of
I
• Errors frequently i. Errors.frequently
• No clear maIn Idea. pa.ragraphing or cause difficulty in cause difficulty {n
1
• Errqrs frequently cause cohesive devi(es. ~lnderstandin9· understanding.
dlflku!ty tn unde-rstandtog, • Errors frequentl)!
• Gener,ally u:nint€UtgibTe.1
Quse difficulty ln
und.ef5t.:lnding. I
• Errors generally prevent • Erwr:s g-el1.eraHyprevent ' Errors generally preve.nt
O L<m than so words. understanding. understanding. wldet'Standlf'lg.
I
I
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Ii.f;J1f1
TRINOM d.o.o. ~ pripreme 20 državnu maturu i prijemne ispite
TEL.: 011 6672 404, GSM: 095/1 333 333
www.trinom.hr
! I 6.6. GRAMATIČKIE STRUKTURE ZA VIŠU RAZINU ISPITA:!.
I 1. IMENICE
Types: cornmon/proper nouns, concrete/abstract, collective
Modal verbs
can, could, may, rriight, shall, wIll, should,would, OlJght
nouns tOI)1'}H?~,IJa.'{.~.(~ot) .tCl,: ~J~~~~f;fD·~~.g;Yr1~t;Ar:.t
._:., ...
(al:l!J!tY.-i:,p~nn!?sloon.,{poi1te}~requ.e?t,-;p.ff~r,:obllga~1on,
Numb~r: singular/plural (regular - irregular)
cbur;tcibfe/unćountable no~nS 'p~r:m}~Si68";'§rp;hi~itiol1j:inec:~s~~ltY~il:~~I</i~f!rr~Cessity;
Genitive: 's, s', phrase of, dOl..lble.genitive a"dVrq::~:suggestion, possibility/probqoility ir1'the
2. Zamjenice present!futl..lre arid past
Personal pronouns
Reflexive and Emphatic prOn()UnS
Tense svstl;!m
•. ; :C-Time:..present;:past~'~futi;Jre
Possessive pronouns
••..<:i:.spe1:t:':simple·>čontinu0'6s,::p~rfect
• _.[)emonstrativ~.prol!ouns
Voice: active, passive
Impersonal pronouns
I Interrogative pronouns
Indefinite pronouns
Relative pronouns
Causative have/get
Tenses
Present Simple
3. Pridjevi
• Past Simple
I
'. Types:opinion and factuaI'adjećtives
Possessive adjectives Present Continuous
Demonstrative adjectives Past Continuous
Quantitative adjectives • Present Perfect Simple
Par!:iclpJe..adjectlyes: -ing. aJ1d.:e.d... • Present Perfect Continuous
I
. .
• ..' AdjeCtives'used .as nouns, (the.'+' adjectives) ~·..···~:·.-:.f~~_5('Pertec:t:~S·im·p.l~
Comparison of adjectives (regular, irregular) .~.:::_<<~P~ast:Pe"tfe'c6'Coritinbb'ds
·0 _:c:ol:1pcčlri§or1of,~qLJaliW(Cl~l:'.o.-,:}lS)__._ ..,., co F ", •.•,'
• ,"0 C_ornparatlveiand superlative'stwctures; lessr.least:
Future Forms: will/shall, be going to, Present
Simple and Present Continuousfor future
I 'n1'4~.rXa:qit/farlaf.l\Lo-J--com'p~ratrv~,j
compa~atl\ie+ and. +.·compara1:ive;
the:+ ćornparatlve ,., Questions'
rl
f.(4t"ufe'\Cdriti n ubJ~~;FutufErperfect S i Iii Ie
• Yes/No questions
Order of adjectives
4. Prilozi ." '.Wh-questions
••:,':)Subj~ctI.ObJectgciesticiris
Types: manner, place, time (definite, indefinite), frequency,
.. degree .. " '. '. .... ." ....."..... ·:?,:';·,'~·j~:flt~·~UJ:tions
•, -. C:0rliparisol1 ofadverbs (regular, irreqular)
v. :.
5. Clanovi
Posltlon of adverbs
.:, Inairectql..lestions
Phrasal verbs
Indefinite
Definite Verb .patterns
Zero Infinitives (with and without TO)
6. Brojevi Gerund
Cardinal
Reported Speech
Ordinal
Reported statements/questionsjcommands, requests,
7. Prijedlozi
suggestions, etc.
Time
Place
10. Sintal(sa
Movement
-Simple sentences
Instrument
-Cornplex sentences:
o Cause
1 Relative clauses:
8. Veznici
defining, non-defining
o Co-ordinating:
2 Adverbial clauses:
- expressing addition (and)
time, cause, effect, purpose, concesion,
- expressing alternative (or)
contrast, manner
Subordinatfng:
3 Conditional clauses: types O, l, 2, 3
- expressing time (when, beforei etc.)
Mixed conditionals
- expressing place (where, etc.) .
.Expressingwishes/hypothesis
- e!<'presSing'ca~se (becaUse; as, etC::)... "cc .Emphatic structures: Cleft sentenceS",Jn\/ersion
e expressing purpose (in order. that/so that~ etc.)
- expressing effect (as' a result?sO;- etc;) 11. Tvorba riječi
- e~pressing condition (if; lmlesš>'etćj.... .. prefixes, suffixes
~ .V'" tfioQ,h;eto.
: ~~~;::~"~g,6~~:',':t'~~~t~'~t~."~') j
12~Interpunl<cija
·~CapitalleHersi·.full stop, comma,c()lon,semiccolon,
9. Glagoli question mark, exclamation mark, apostrophe and
Classes of verbs: full (Iexical) verbs, auxiliary verbs, modal verbs qCiotation mark
Auxiliary verbs
~ be, do, have (have got)
'Navedene gramatičke str'ukture odnose se na sve dijelove ispita iz Engleskoga jezika na ViŠOjrazini.
Pristupnici koji su slušali Engleski jezik prema programu četverogodišnjih strukovnih škola moraju proširiti stečeno znanje sadržajima gimnazijskog
programa (istaknute gramatičke strukture).
I Navedene se gramatičke strukture obrađuju, ponavljaju i uvježbavaju II ovoj skripti.
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TRI NOM d.o.o.

~ pripreme za državnu maturu i prijemne ispite

© Trinom d.o.o., grupa autora, studeni 2015.

I Nijedan dio ove skripte Ile smije se preslikavati niti umnožavati

I :8.. OSNOVNE INFORMACIJE O ISPITU IZ ENGLESKOGA JEZII(A

3.1. KAKO SE PRIPREMITI ZA ISPIT PISANJE? : 10

I 4.18. EMPHATIC STRUCTURES'(CLEFT SENTENCES)

I 4.22. WORD FORMATION

1.1. Područja ispitivanja '1

1.2. Struktura ispita

Tablica 1. Struktura ispitne cjeline Citanja

ISPITIVANE PODVJEŠTINE VRSTE ZADATAKA

T abl'Ica 2 . Stru ktura Ispitne . Iine Pisanja

VRSTE ZADATAKA VRSTE TIEI{STOVA

I 3. razumijevanje specifičnih informacija

I 1.4. Opis bodovanja

I Ukupan broj bodova u ispitu iz Engleskoga jezika na višoj razini je 85.

I 1.4.1. Vrednovanje ispitne cjeline Čitanje

1.4.2. Vrednovanje ispitne cjeline Pisanje KRITERIJI

1 Esej se ocjenjuje prema ljestvici

'I koherencija i kohezija, vokabular i .gramatika.

····· ·..·..·..·· ······..·· ·-·_ ..·..·- ·.._· · · · _-

home. But the following week, I heard that I had been

Task 2 Questions 13-18

1 hard training lid put in for that moment.

'I of getting injured, but, thankfully, this hasn't happened.

l determination to be on top of that podium."

'l'r13~W What motivated Sandra to take

I the face of the Games?

I~::§t:ft didn't bother her. D her skin clolour.

Task 3 Questions 19-24 '

Task 4 Questions 25-32

Task 5 Questions 33-41

will hear the recording twice. '''.~'CI''f',',

I C Repetition ..:( -)~:'-

I Task 2 Questions 6-13

1 7 You hear Emilia talking about her

Ie B For food. '

Task 3 Questions 14-19

I Tasl< 4 Questions 20-25

,Ie 'S-'po he :an make statements

I To one day get the perfect

• pozorno pročitaj tekst/tekstove i pitanja u određenome zadatku

I pročitaj prvo pitanje i podcrtaj ključne riječi

TASK2 - Strategija za rješavanje zadatka višestrukoga iZ!Jora(multiple choice)

TASK3 - Strategija za rješavanje zadatk~>ppveZiVanja(gapped.text)

TASK4 - Strategija za rješavanje zadatka višestrukoga izbora (modified gapped taxt)

• provjeri zašto ostale navedene opcije nisu mogući odgovori

9 UREDI i NASTAVA: Strojarska cesta 24. Zagreb

2.3. KAKOSE PRIPREMIT! ZA ISPIT SLUŠANJE?

I Kakobiti uspješanu vještini slušanja?

I • ako ne odgovoriš na neko pitanje, nastavi rješavati iduća pitanja

I razgovorima i odabrati točan od triju ponuđenih odgovora. - '..... '.

I o također budi pozorna/an tijekom drugoga slušanja kako bi izabrala/o

I ~:r~~e!ija za rješavanje zadatka višestrukoga izbora - predavanje/izlaganje/izvješće/razgovor

I dobiven tijekom prvoga slušanja

3.1. KAKO SE PRIPREMITI ZA ISPIT PISANJE?

Kako biti uspješanu vještini pisanja?

3.2. PISANJE ODLOMKA

Some people say that Turbo Folk hasa bad influ~'nĆ:e-onteenagers.

glavnom dijelu detaljnije objašnjavaju temu odlomka.

3.3. PISANJE ESEJA

rRIN~~ 11 UREDI i NASTAVA: Strojarska cesto 24. Zagreb

R' "" ""'_~""" __ ""_~ "'__