Прво има еден дел во црвено кој не e потребен само

тука е за секој случај ако нешто плус и текне да прашува,

иначе само тоа во црно е потребно.
ARTICLES
Articles are words that define a noun as specific or unspecific. Consider the following examples:

After the long day, the cup of tea tasted particularly good.

By using the article the, we’ve shown that it was one specific day that was long and one specific cup
of tea that tasted good.

After a long day, a cup of tea tastes particularly good.

By using the article a, we’ve created a general statement, implying that any cup of tea would taste
good after any long day.

English has two types of articles: definite and indefinite.

The Definite Article

The definite article is the word the. It limits the meaning of a noun to one particular thing. For
example, your friend might ask, “Are you going to the party this weekend?” The definite article tells
you that your friend is referring to a specific party that both of you know about. The definite article
can be used with singular, plural, or uncountable nouns. Below are some examples of the definite
article the used in context:

Please give me the hammer. Please give me the red hammer; the blue one is too small. Please give
me the nail. Please give me the large nail; it’s the only one strong enough to hold this painting.
Please give me the hammer and the nail.

The Indefinite Article

The indefinite article takes two forms. It’s the word a when it precedes a word that begins with a
consonant. It’s the word an when it precedes a word that begins with a vowel. The indefinite article
indicates that a noun refers to a general idea rather than a particular thing. For example, you might
ask your friend, “Should I bring a gift to the party?” Your friend will understand that you are not
asking about a specific type of gift or a specific item. “I am going to bring an apple pie,” your friend
tells you. Again, the indefinite article indicates that she is not talking about a specific apple pie. Your
friend probably doesn’t even have any pie yet. The indefinite article only appears with singular
nouns. Consider the following examples of indefinite articles used in context:

Please hand me a book; any book will do. Please hand me an autobiography; any autobiography will
do.

Exceptions: Choosing A or An
There are a few exceptions to the general rule of using a before words that start with consonants
and an before words that begin with vowels. The first letter of the word honor, for example, is a
consonant, but it’s unpronounced. In spite of its spelling, the word honor begins with a vowel sound.
Therefore, we use an. Consider the example sentence below for an illustration of this concept.

My mother is a honest woman. My mother is an honest woman.

Similarly, when the first letter of a word is a vowel but is pronounced with a consonant sound, use a,
as in the sample sentence below:

She is an United States senator. She is a United States senator.

Article Before an Adjective

Sometimes an article modifies a noun that is also modified by an adjective. The usual word order is
article + adjective + noun. If the article is indefinite, choose a or an based on the word that
immediately follows it. Consider the following examples for reference:

Eliza will bring a small gift to Sophie’s party.

I heard an interesting story yesterday.

Indefinite Articles with Uncountable Nouns

Uncountable nouns are nouns that are either difficult or impossible to count. Uncountable nouns
include intangible things (e.g., information, air), liquids (e.g., milk, wine), and things that are too
large or numerous to count (e.g., equipment, sand, wood). Because these things can’t be counted,
you should never use a or an with them—remember, the indefinite article is only for singular nouns.
Uncountable nouns can be modified by words like some, however. Consider the examples below for
reference:

Please give me a water.

Water is an uncountable noun and should not be used with the indefinite article.

Please give me some water.

However, if you describe the water in terms of countable units (like bottles), you can use the
indefinite article.

Please give me a bottle of water.

Please give me an ice.

Please give me an ice cube.

Please give me some ice.

Note that depending on the context, some nouns can be countable or uncountable (e.g., hair, noise,
time):

We need a light in this room.

We need some light in this room.

Using Articles with Pronouns

Possessive pronouns can help identify whether you’re talking about specific or nonspecific items. As
we’ve seen, articles also indicate specificity. But if you use both a possessive pronoun and an article
at the same time, readers will become confused. Possessive pronouns are words like his, my, our, its,
her, and their. Articles should not be used with pronouns. Consider the examples below.

Why are you reading the/my book?

The and my should not be used together since they are both meant to modify the same noun.
Instead, you should use one or the other, depending on the intended meaning:

Why are you reading the book? Why are you reading my book?

Omission of Articles

Occasionally, articles are omitted altogether before certain nouns. In these cases, the article is
implied but not actually present. This implied article is sometimes called a “zero article.” Often, the
article is omitted before nouns that refer to abstract ideas. Look at the following examples:

Let’s go out for a dinner tonight. Let’s go out for dinner tonight.

The creativity is a valuable quality in children. Creativity is a valuable quality in children.

Many languages and nationalities are not preceded by an article. Consider the example below:

I studied the French in high school for four years. I studied French in high school for four years.

Sports and academic subjects do not require articles. See the sentences below for reference:

I like to play the baseball. I like to play baseball.

My sister was always good at the math. My sister was always good at math.

ARTICLES
Indefinite articles are a/an which are used with singular countable nouns to talk about indefinite
things (there is a boy), we use a/an before Mr., Mrs., Ms., Miss, when we refer to an unknown
person example (a Mister Brown called you this morning), a/an can also be used instead of per, so
example (she goes to the cinema twice per week/twice a week), we do not use a/an with
uncountable or plural nouns, instead of a/an we use some, some butter, some sugar), we do not use
a/an before an adjective unless it is followed by a noun (the room is big, this is a big room).

Definite articles “the” is used with the singular and plural, with countable and uncountable nouns,
we use the when we talk about something specific or when something is mentioned for the second
time. Example (the boy in jeans is my brother, specific boy), (there is a bicycle outside, the bicycle is
something, it’s been mentioned for the second time here).

We use a/an or the before singular countable nouns to refer to a group of people, animals or things
(a cat/the cat is a domestic animal – we mean all cats), a/an/the is never used before a noun in
plural it represents (cats are domestic animals).

We use a/an (indefinite articles) to refer to an unspecific thing, with the meaning any, also we can
use one instead of a/an when we are counting. (She bought a dress/she bought one dress).
We use a/an or one with no difference in meaning with:
a/ money (a/one dollar)
b/ fractions (a/one quarter)
c/ measures, weight (an/one inch)
d/ whole numbers (a/one million)
e/ price and weight, (three pounds a/one liter)
f/ frequency and time (twice a/one month)
g/ distance and fuel (eighty miles a/one gallon)
h/ distance and speed (eighty kilometers an/one hour)
j/ illness (a cold, a fever, a toothache)

We use a/an when there is an adjective before one (I want to buy a sofa, I want to buy a red one)

1 mile= 1,6 km, 1 barrel= 119 l, 1 gallon= 3,8 l, 1 inch= 2,4 cm

“The” is used before:

-nouns which are unique (the moon, the tower of London),
-before names of cinemas (the Audien),
-hotels (the Ritz),
-theatres (the theatre Royal),
-museums (the museum of Modern art),
-newspapers and magazines (the New York Times),
-ships (the Titanic, the Queen Elizabeth the second),
-institutions (the royal academy of art),
-galleries (the national gallery),
-before names of rivers (the Nile, the Danube),
-seas (the North sea),
-groups of islands (the Caribbean islands),
-countries (the Netherlands),
-mountains ranges (the Alps, the Andes),
-deserts (the Gobi desert),
-oceans (the Atlantic ocean),
-before canals (the Suez canal),
-names or nouns with of (the king of Spain, the queen of England),
-before musical instruments and dances (the piano, the tango),
-names of families (the Smiths),
-nationalities ending in -sh, -ch, -ese (the Welsh, the Dutch, the Chinese),
-other plural nationalities are used with or without the (the South Africans, the Australians etc.),
-before titles (the president, the prince of Whales, the is omitted before titles with proper names,
President Johnson, Prince Harry),
-before adjectives as plural nouns (the blind, the rich, the poor),
-before superlatives (the best, the most beautiful, but most used as determiner followed by a noun,
does not take the, most students pass the exams),
-the is used before the following words: beach, cinema, city, coast, country, Earth, jungle, pub, sea,
sky, station, shop, theatre, village, weather, world, the can but doesn’t have to be used with
seasons, Autumn, the Autumn),
-before morning, afternoon, evening, night, (but you still say at night, at noon, at midnight),
-before historical events (the second world war, the French revolution),
-only last and first (the first, the last),

Measles- сипаници, mumps- заушка (ќе ви треба кога прашува за тоа the is omitted ако праша
што е mumps или measles)

ADJECTIVES
• Short adjectives

Short – shorter - the shortest

- If the adjective contains/has 1 syllable the last letter doubles

Big – bigger – the biggest

Fit – fitter – the fittest

• Long adjectives

Beautiful – more beautiful – the most beautiful

Gorgeous – less gorgeous – the least gorgeous

• Irregular comparison

Bad – worse – the worst

Good – better – the best

Many – more – the most for countable nouns

Much – more – the most for uncountable nouns

Little – less – the least

Far – further – the furthest (is used for mental distance, example (make up your own sense we can’t
use the same example if she asks) the further I went with my thought process the worse I felt)

Far – farther – the farthest (is used for physical distance, example (make up your own sense we can’t
all use the same example if she asks) the farther I went into the woods the more scared I felt)

ADVERBS
There are 3 types of adverbs – manners, time and place

- Adverbs of time answer the question when

- Adverbs of manner answer the question how

- Adverbs of place answer the question where

Adverbs are different grammatical category from adjectives, adjectives describe nouns, adverbs
describe verbs.
Ex. He is a fast (adjective) runner (noun). He runs (verb) fast (adverb).

Ex. He is a slow (adjective) thinker (noun). He thinks (verb) slowly (adverb).

Adverbs of manner are formed with the ly added to the adjective

Ex. Slow + ly = slowly

If the adjective ends in L the L doubles

Ex. Beautiful + ly = beautifully

Exceptions:

He is a fast runner. He runs fast.

He is a good person. He feels well.

He is a hard worker. He works hard.

Note: he hardly works means he barely works.

Adverbs compare in the same way as adjectives when needed, but use more and most when ending
in ly

- As….as – not as….as

Ex. I am as tall as my sister.

There are certain adverbs that have the same meaning as their adjectives. There are: best, better,
big, cheap (cheaply), clean (cleanly), clear (clearly), close (closely), cold, daily, dead, dear (dearly),
deep, direct, dirty, early, extra, far, fast, fine (finely), free, further, hard, high, hourly, inside, kindly,
last, late, long, loud (loudly), low, monthly, past, quick (quickly), quiet (quietly), right, slow, straight,
sure, thin (thinly), thick, tight, weekly, well, wide, wrong, yearly, etc.
Texts (прераскажани):

An education like no other 21стр

Gever Tulley is a computer scientist from California who started a summer programme for
children in 2005, called Tinkering School. Gever and his team help the children create plans
for building innovative things and thinking big, as the idea is that children can learn
important life skills by building things together. They’ve made really cool things like a
rollercoaster, a rope bridge from plastic shopping bags, tree houses, wooden motorbikes
and boats.
The kids get all kinds of materials like wood, metals, plastic, nails and rope, as well as lots of
real tools like knives, hammers, screwdrivers and power drills (машина за дупчење, или
бушилица, можно е да ве праша што е power drill). Children have cut themselves and
received other minor injuries but overall nobody has suffered a serious injury in all those
year as there are strict health and safety regulations. They learn how to use tools safely and
must wear the right clothing and protection.
Lots of children have gone to this school over the years and in 2011 Gever and a colleague
decided to create a real school called Brightworks in San Francisco, the school is very small
having only 20 students aged 6 to 13 and is based on the same principle as Tinkering School.
Since it started Brightworks has had many articles written about it, most of them positive,
praising the quality of the school. They say that the children are more motivated at this
school than at other schools but there are also critics who say that they feel the students
and teachers are just playing around and aren’t learning enough.
The students seem to love their school as we spoke to 12 year old Tina Cooper who has
been a student at the school since October, she said that in the school she has never sat in a
normal class with a teacher and that she’s worked very hard for eight months now, it’s been
very exciting as there hasn’t been a single moment that’s been boring for her.

Learning is brain change 24стр

Everyone has a brain but not a lot of people know how it works. Some believe it’s like the
hard disk of a computer, used to store files, images, language, words, texts, sounds and
other data while others compare it to a huge container or cupboard which contains lots of
drawers, shelves, and boxes in which we put information to find it again later.
However the brain is not a computer disk nor is it a container. The picture in our textbook,
which looks kind of like weeds in a garden, depicts the child’s neocortex which is a part of
the brain. More “weeds” grow as the child gets older and scientists call these neuronal
networks which grow around our neurons or nerve cells. Learning makes them grow, as
professor James Zull from Case Western University says that learning is brain change. He
continues to tell us that without learning nothing changes in the brain, in other words for
every new word learned, every puzzle solved, or every new song memorized, a neuronal
networks grows in your brain and the brain changes.
The more neuronal networks we grow, the better we think and remember. Professor Zull
says there are things you can do to make the networks in your brain grow better. Brain
change is strongest when you are interested in and like what you are learning, when you are
in control of what you learn and you get challenging tasks that make you think hard and
have to concentrate, understanding the challenging task helps you feel better and develops
your brain.

Big movies on a small budget

Do you need millions of dollars to make a movie? No, but do you need millions of dollars to
make a successful movie? Most people answer yes but are they right?
We’re used to hearing about expensive Hollywood films like the 1997 movie the Titanic
which cost 200 million dollars to make, or the 2007 movie Spider Man 3 which cost more
than 250 million dollars.
However, a film doesn’t need to be expensive to be successful, for example the 2010 movie
Monsters cost less than half a million dollars to make, it’s set in Mexico and is the story of
two people trying to escape from aliens and get back to the USA. The film won several
awards and got good reviews from critics like Moviefone which put the film at the number 3
spot for best sci-fi films of 2010.
How was the film made so cheaply? Well, it took three weeks to film and the film crew was
just seven people in a van, the man who made the film, Gareth Edwards decided to film it
with digital video which was cheaper than the 35mm film usually used so the equipment
cost only 15000 dollars. They also used real locations and not a studio, and the cast was
Gareth and two of his friends, while the extras in the film were people who were just there
and weren’t paid.
Edwards did most of the production himself at home on his computer, using non-
professional software. He spent eight months editing Monsters and five months creating the
special effects. Despite all this, the film still looks as professionally done as the big fancy
Hollywood movies.
Not everyone liked the movie of course, one comment about the movie was “that’s 90
minutes of my life I’ll never get back” but the overall reception was very positive and at least
it wasn’t expensive to make.

Britain’s smartest kids (не знам дали овој треба ама некој ми кажа дека
треба така да тука ќе го напишам)
3 year old Mark Swallow was reading Shakespeare and Dickens by the time other kids were
learning the alphabet and by 7 he was speaking German and French fluently and studying
Latin and Greek. Now at age 12, Mark has just started a university level English literature
degree.
A new documentary series will be looking into the lives of these child geniuses and their
families. Children such as eight year old Daniel manning who wrote his first book when he
was five and signed a 60000 pound deal with a publishing company to write three novels,
20000 pounds per novel.
Then 12 year old Samantha Price, who started piano lessons when she was 3 and now plays
the cell, clarinet and classical guitar along with the piano and has played with three top
European orchestras. Then there’s 10 year old Jordan Welsh who picked up a paint brush
before she could walk and she’s already had an exhibition of her art in a top gallery and just
won a major prize.
The next six weeks we’ll see what makes these kids special. We’ll also find out when and
how their parents realized they were different and the change it brought into their lives,
we’ll hear from the children about their goals and future plans. There will also be interviews
with former child geniuses, some of which continued to do great things and others just
chose to live a normal life.
Plus if you need it:
Charles Dickens was an English writer and social critic who is known as one of the greatest
novelist in the Victorian era. He was first a law clerk but he had always wanted to be an
actor, however he gave up on that dream and became a journalist in the Morning Chronicle,
where he was still interested in law and reported on court cases which is when he met
Cathrine Hogarth which he married after knowing her for only 3 months and they had ten
children through the course of their marriage. While his writing was critical and gritty, and
his social criticism was quite strong, he still loved England and had written many warm
moments into his otherwise darker stories. He wrote A Christmas Carol, Oliver Twist, and
Great Expectations and so on, which are widely read in schools all around the world.
William Shakespeare was a brilliant playwright and wrote some of the most well-known
plays in the world such as Romeo and Juliet, Macbeth, Hamlet, The Tempest, Taming of the
Shrew. Romeo and Juliet is synonymous with the idea of young love and is known as a great
tragic love story, one of the most well-known lines “to be or not to be, that is the question”
was said in Hamlet, I think when Hamlet was contemplating whether or not to kill someone,
while Macbeth was one of the most well-known stories about ambition and drive leading to
the destruction of a person.
Tenses just in case:

Present simple: reviews/sport commentaries/dramatic narratives, permanent truths or laws of

nature, timetables/programs, permanent situations or states, repeated/habitual actions,
exclamatory sentences.

Present continuous: fixed arrangements in the near future, actions that take place at the moment of
speaking, changing or developing situations, frequently repeated actions with always expressing the
speaker’s annoyance.

Present perfect simple: personal experiences/changes that have happened, recently completed
actions, emphasis on number or frequency, actions which happened at an unstated time in the past
and are connected to the present.
Present perfect continuous: emphasis on duration of an action that began in the past and continues
up to the present, actions started at an unstated time in the past and continuing up to the present,
past actions of certain duration having visible results in the present, expressing anger, irritation,
annoyance or criticism.

Past simple: complete action or event which happened at a stated past time, past habit or state,
past actions which happened one immediately after another, action not connected to the present
and which happened at a definite past time not mentioned.

Past continuous: two or more simultaneous past actions, action in progress at a stated past time,
past action in progress interrupted by another past action.

Past perfect simple: past action which occurred before another action or before a stated time,
complete past actions which had visible results in the past.

Past perfect continuous: actions continuing over a period up to a specific time in the past, past
actions of certain duration which had visible results in the past.