Eve takes BZ to a dance to talk to him. At the dance, Eve reveals that she does not have a student number, and tells BZ her name is Eve. This confuses and worries BZ. Eve then insists they leave the dance early so she can talk to him. They go sit by some water, where Eve plans to reveal more information that confuses BZ's understanding of his world.
This article discusses a singing teacher named Ruth Black who believes that singing together helps bring people together and promotes friendliness in communities. Ruth says that traditionally, people used to sing together more in many places around the world. Now in England, most singing only occurs in churches and at football games. However, Ruth believes that anyone can sing if they practice, and singing provides benefits like better breathing and confidence. The article aims to describe the teacher's views on the importance of singing.
This document provides an English grammar test for 7th grade students. It contains 100 questions testing students' knowledge of language focus, vocabulary, and grammar. The language focus section contains fill-in-the-blank questions testing parts of speech, prepositions, and word order. The vocabulary section contains matching, pronunciation, and word form exercises. The grammar section contains questions requiring students to supply verb tenses and forms, as well as prepositions. The test comprehensively evaluates 7th grade English skills.
The document is a reading comprehension test with multiple choice questions. It contains 7 parts with a total of 45 questions. The questions test understanding of short passages about topics like signs found in different locations, newspaper articles, job descriptions, and more. The test-taker must choose the best answer for each question from the options A, B or C.
The document is a collection of diary entries from a young girl named Nell Gray describing various events and reflections in her life. In the first entry, she describes the details of her birthday including the year, prices of common items, popular music and movies from that time. In another entry, she recounts a memorable birthday party from when she was two years old where she shoved her face in the birthday cake. The final summary sentence is: This document contains several diary entries from a girl named Nell Gray recalling events from her birthday and reflections on her personality, interests, and goals for the future.
The document is a transcript of an English listening test containing 50 questions and answers about various conversations. It provides context and details for students to infer meanings, intentions, and next steps being discussed. Key information includes discussions around school assignments, housing arrangements, scientific experiments, and workplace trends involving technology.
Tailieu.vncty.com 1500 cau hoi trac nghiem anh cTrần Đức Anh
This document contains a test with multiple choice questions assessing pronunciation, grammar, vocabulary, and the ability to find mistakes in sentences. The test has three sections, with the first section focusing on pronunciation, the second on finding mistakes, and the third on grammar and vocabulary. There are a total of 50 multiple choice questions in the test.
This document contains a practice test for a 7th grade Vietnamese language exam. It tests students on phonetic skills, grammar, vocabulary, reading comprehension and writing. The phonetic section asks students to identify words pronounced differently. The grammar section contains multiple choice questions testing structures and vocabulary. The reading comprehension section contains a passage for students to answer questions about. The writing section asks students to form questions, sentences and complete a letter with the correct verbs and prepositions. It provides the answers and assesses students' performance.
This article discusses a singing teacher named Ruth Black who believes that singing together helps bring people together and promotes friendliness in communities. Ruth says that traditionally, people used to sing together more in many places around the world. Now in England, most singing only occurs in churches and at football games. However, Ruth believes that anyone can sing if they practice, and singing provides benefits like better breathing and confidence. The article aims to describe the teacher's views on the importance of singing.
This document provides an English grammar test for 7th grade students. It contains 100 questions testing students' knowledge of language focus, vocabulary, and grammar. The language focus section contains fill-in-the-blank questions testing parts of speech, prepositions, and word order. The vocabulary section contains matching, pronunciation, and word form exercises. The grammar section contains questions requiring students to supply verb tenses and forms, as well as prepositions. The test comprehensively evaluates 7th grade English skills.
The document is a reading comprehension test with multiple choice questions. It contains 7 parts with a total of 45 questions. The questions test understanding of short passages about topics like signs found in different locations, newspaper articles, job descriptions, and more. The test-taker must choose the best answer for each question from the options A, B or C.
The document is a collection of diary entries from a young girl named Nell Gray describing various events and reflections in her life. In the first entry, she describes the details of her birthday including the year, prices of common items, popular music and movies from that time. In another entry, she recounts a memorable birthday party from when she was two years old where she shoved her face in the birthday cake. The final summary sentence is: This document contains several diary entries from a girl named Nell Gray recalling events from her birthday and reflections on her personality, interests, and goals for the future.
The document is a transcript of an English listening test containing 50 questions and answers about various conversations. It provides context and details for students to infer meanings, intentions, and next steps being discussed. Key information includes discussions around school assignments, housing arrangements, scientific experiments, and workplace trends involving technology.
Tailieu.vncty.com 1500 cau hoi trac nghiem anh cTrần Đức Anh
This document contains a test with multiple choice questions assessing pronunciation, grammar, vocabulary, and the ability to find mistakes in sentences. The test has three sections, with the first section focusing on pronunciation, the second on finding mistakes, and the third on grammar and vocabulary. There are a total of 50 multiple choice questions in the test.
This document contains a practice test for a 7th grade Vietnamese language exam. It tests students on phonetic skills, grammar, vocabulary, reading comprehension and writing. The phonetic section asks students to identify words pronounced differently. The grammar section contains multiple choice questions testing structures and vocabulary. The reading comprehension section contains a passage for students to answer questions about. The writing section asks students to form questions, sentences and complete a letter with the correct verbs and prepositions. It provides the answers and assesses students' performance.
The document appears to be a summary of an English listening comprehension test, with questions about several short conversations and talks. It includes:
- A conversation between two students, with questions about what the woman did over the weekend and why she returned early.
- A conversation between a professor and student about a research opportunity to study diseases in buffalo populations in Yellowstone National Park.
- A tour guide talk giving an introduction to Everglades National Park, describing areas and wildlife that will be seen.
- An astronaut talk about the importance of spacesuits for survival in outer space.
Unit 8 focuses on teaching students how to produce oral and written invitations as well as memos. It begins by providing examples of oral invitations and having students practice common invitation phrases. Students then learn how to write invitations by reviewing examples and filling in invitation templates. The unit emphasizes using correct prepositions of time and place and modal verbs when extending and responding to invitations.
This document appears to be an English exam for 7th grade secondary school students in Vietnam. It consists of 6 sections testing different English skills:
1. Verb forms
2. Choosing the best answer
3. Matching sentence parts
4. Identifying true/false statements
5. Completing sentences
6. Pronunciation of underlined words
The exam tests a variety of foundational grammar and language skills in both written and spoken English over a range of topics such as sports, family, health, and daily activities. It is designed to assess student progress and proficiency at the mid-term point of the second semester.
The document summarizes a test paper for the 2012 UPSR English Language exam in Malaysia. It provides instructions for students on how to complete the paper, which contains 50 multiple choice questions across 5 sections. The questions cover topics like grammar, vocabulary, reading comprehension, and identifying the correct spelling of words. Students are advised to choose one answer for each question and blacken their response on the answer sheet. They are not allowed to open the test paper until instructed to begin.
This document contains a practice test with multiple choice and fill-in-the-blank questions about grammar topics. It is divided into 4 sections that test tense usage, future forms, grammatical corrections, and completing sentences with single words. The test covers material from Units 1-3 and tests understanding of verbs, parts of speech, and basic grammar rules.
Bài tập trắc nghiệm tiếng anh lớp 7 hki (with key)Học Tập Long An
The document provides a practice test in English for 7th grade students in Vietnam. It covers pronunciations, vocabulary, grammar, prepositions and tenses. There are multiple choice questions testing understanding of these areas. The test also includes a reading passage and questions about the passage. The document aims to help students practice and test their English language skills in various areas covered in 7th grade.
The document provides instructions for test takers on how to fill out their exam answer sheets for a national junior high school exam in Taiwan. It tells students to fill in the last two digits of their exam ticket number when instructed by the proctor, and to not look ahead or begin answering questions until told to do so. It also provides some basic rules for the reading comprehension exam, such as that there are 41 multiple choice questions to be completed in 60 minutes.
The document provides instructions for a standardized test for junior high students in English reading comprehension. It explains that the test will take 60 minutes, from 10:30 to 11:30, and consists of 41 multiple choice questions over 13 pages. Students are directed to fill in the last two digits of their student ID number and begin answering questions after being instructed by the exam proctor.
The document appears to be an English exam for 6th grade students. It consists of multiple choice questions testing vocabulary, grammar and reading comprehension (Section A), and short answer questions requiring students to rewrite sentences, complete a dialogue, and answer questions about two reading passages (Section B). The exam is out of a total of 26 points and assesses a variety of English skills including recognition, understanding and application.
The document provides a summary of an English language exam for 6th grade primary education students in Thailand. It includes 40 multiple choice questions testing various language skills like reading comprehension, grammar, vocabulary and cultural understanding. The questions cover topics like stories, personal information, plans, instructions, opinions and social interactions.
The document is a sample exam for admission to 10th grade in Vietnam. It contains 6 questions testing English language skills. Question 1 has parts on pronunciation and verb forms. Question 2 has parts on vocabulary and verb forms. Question 3 contains a reading passage and questions. Question 4 involves prepositions. Question 5 fills in blanks. Question 6 rewrites sentences with the same meaning. The answer key provides the correct responses and explains the scoring, which is out of 60 total points.
Mr. Brown is a lonely man who lives alone. One day while walking home from work, he sees an old doll in a shop window and decides to buy it, though he isn't sure why. When he gets on the bus holding the doll, someone shouts insults at him. At home, Mr. Brown begins to hear strange noises and things moving around his house, as if the doll has come to life.
Mr. Brown is a lonely man who lives alone and works in an office. One hot day, he walks home from work and stops in an antique shop. There he sees an old doll that is not pretty but has a sad face. Mr. Brown feels sorry for the doll, as he is lonely too. He buys the doll for three pounds, hoping it will give him some companionship. However, strange things start happening after he brings the doll home, with noises and things moving around on their own. The story hints that Mr. Brown's lonely life is about to change in an unexpected way due to his new doll.
The narrator once had an obnoxious sister who would bully her by taking her things without asking, eating food she had saved, and using the bath the narrator had prepared without permission. The narrator complained to her parents but they could not stop the sister. One day the sister came home crying from school, and the narrator felt sorry for her and brought her soup and tea, realizing her sister had also changed and was now kinder.
The document is a short story told over 3 paragraphs. It describes 3 different people traveling by train: a young married couple named Bill and Julie, a family with two children, and a tall dark man. Bill is chatty and talks loudly with another passenger, while Julie seems bored and restless. She notices the tall man observing her and they exchange long looks. The story sets up intrigue around the different passengers and hints that something could happen during the closed environment of the train ride.
This document appears to be an English textbook for 4th grade students in Ukraine. It contains lessons on topics like friendship, talking about summer holidays, and introducing international friends. The lessons include vocabulary words, phrases, listening exercises, role plays, and writing prompts. For example, Lesson 1 discusses talking about the first day of school and what children can discuss about their summer. Lesson 6 introduces international friends from places like England, Scotland, Ireland and Ukraine. Overall, the document provides material to help Ukrainian 4th graders improve their English language skills.
The document contains a table of contents and lecture sheets for English first and second papers for the HSC exam. It provides topics and questions for summary writing exercises on poems, including "The Traffic Police", "Love and Friendship", "The Schoolboy", "Out, Out-", "I Have Seen Bengal's Face", "Dreams", "The Lake Isle of Innisfree", and "The Charge of the Light Brigade". It also includes a summary question on the poem "September 1, 1939". The document serves as a guide for English exam preparation with examples of poem summaries.
Jessi initially became interested in Errol after seeing his creative film treatment in their shared class at UAT. Although others had not yet presented, Jessi immediately volunteered to join Errol's team. Their collaboration on the film project led Errol and Jessi to discover their strong connection and compatibility. They began dating and eventually married, combining their creative talents through the photography studio they founded together after graduation. Working together has brought them even closer and improved their skills.
Process Guided Response 1My Grandmother’s Dumpling” by Amy Ma, .docxbriancrawford30935
Process Guided Response 1
“My Grandmother’s Dumpling” by Amy Ma, p 296
1. Consider the different kinds of process writing. Which kind of process is this essay? In other words, what is the author’s purpose: Could a reader recreate the dumplings based on reading this? Or is the writer describing the process?
1. Ma mentions a few processes in addition to making dumplings – what are they and what kind of process (explanation or instruction) does the author use?
1. Transitions and organization – what kinds of transition words does the author use? What type of organization?
1. Does the author include enough detail to make the reader feel that she knows what she is talking about? What kind of details help the reader understand the author’s level of knowledge?
1. Ma recollects her grandmother’s directions in this story: “’Every step requires its own kung fu,’ Grandmother instructed.”(299).
In a New York Times article, a reporter describes a Shaolin monk’s explanation of kung fu, saying, “kung fu embodies much more than fighting. In fact any ability resulting from practice and cultivation could accurately be said to embody kung fu. There is a kung fu of dancing, painting, cooking, writing, acting, making good judgments, dealing with people, even governing.”*
There is a lot of vocabulary in this essay; which words do you react to?
There’s a lot of Mandarin in the essay; what should readers do about that vocabulary? Why is there so much Mandarin in there?
1. Is the author writing for a Chinese audience? How can you tell?
1. Challenge time: make a basic numbered list of the instructions to make the dumplings. This doesn’t have to be a detailed recipe, just an ordered list of the steps in the process.
1. Choose one sentence or quote from the entire essay. Copy it, with quotation marks around it, followed by parentheses with the page number that the quote is on. In a few sentences, explain why the quote caught your attention. Why is the quote important to the story or part of the story Ma is telling? Does it have any relevance to your own experience? Does it make you want to learn more about something?
Reference for quote:
* http://opinionator.blogs.nytimes.com/2010/12/08/kung-fu-for-philosophers/
WORD POWER
relegated assioned
[to a lower position]
lntegrating Beading and Writing
Nou', it is time to practice uhat volr haie learned and put r-or-rr reading
and ririting skills tos.etl'rer. The follori'iirg essali "M1- Grandmother's
Di.rr-r-rplin-e," bv Arnv Ntla, erplains er pr()cess. Read the essar', follorr,ing the
activc re'acling plr)cess outlir.red in Chaltter l, ancl then ansuer thc clues-
lions on pages 302-30-3. \\'hen vorr have l'inishecl, r,olr u'ill write :r llrocess
essav ir-r response to \Iai ideas.
MY GRANDMOTHER'S DUMPLING
Amy Ma
Amy Ma is a writer who trained as a pastry chef in New York City and
now lives in Hong Kong. This article, which first appeared in lhe Wall
Street Journal in 2009, provides both information about h.
The document appears to be a summary of an English listening comprehension test, with questions about several short conversations and talks. It includes:
- A conversation between two students, with questions about what the woman did over the weekend and why she returned early.
- A conversation between a professor and student about a research opportunity to study diseases in buffalo populations in Yellowstone National Park.
- A tour guide talk giving an introduction to Everglades National Park, describing areas and wildlife that will be seen.
- An astronaut talk about the importance of spacesuits for survival in outer space.
Unit 8 focuses on teaching students how to produce oral and written invitations as well as memos. It begins by providing examples of oral invitations and having students practice common invitation phrases. Students then learn how to write invitations by reviewing examples and filling in invitation templates. The unit emphasizes using correct prepositions of time and place and modal verbs when extending and responding to invitations.
This document appears to be an English exam for 7th grade secondary school students in Vietnam. It consists of 6 sections testing different English skills:
1. Verb forms
2. Choosing the best answer
3. Matching sentence parts
4. Identifying true/false statements
5. Completing sentences
6. Pronunciation of underlined words
The exam tests a variety of foundational grammar and language skills in both written and spoken English over a range of topics such as sports, family, health, and daily activities. It is designed to assess student progress and proficiency at the mid-term point of the second semester.
The document summarizes a test paper for the 2012 UPSR English Language exam in Malaysia. It provides instructions for students on how to complete the paper, which contains 50 multiple choice questions across 5 sections. The questions cover topics like grammar, vocabulary, reading comprehension, and identifying the correct spelling of words. Students are advised to choose one answer for each question and blacken their response on the answer sheet. They are not allowed to open the test paper until instructed to begin.
This document contains a practice test with multiple choice and fill-in-the-blank questions about grammar topics. It is divided into 4 sections that test tense usage, future forms, grammatical corrections, and completing sentences with single words. The test covers material from Units 1-3 and tests understanding of verbs, parts of speech, and basic grammar rules.
Bài tập trắc nghiệm tiếng anh lớp 7 hki (with key)Học Tập Long An
The document provides a practice test in English for 7th grade students in Vietnam. It covers pronunciations, vocabulary, grammar, prepositions and tenses. There are multiple choice questions testing understanding of these areas. The test also includes a reading passage and questions about the passage. The document aims to help students practice and test their English language skills in various areas covered in 7th grade.
The document provides instructions for test takers on how to fill out their exam answer sheets for a national junior high school exam in Taiwan. It tells students to fill in the last two digits of their exam ticket number when instructed by the proctor, and to not look ahead or begin answering questions until told to do so. It also provides some basic rules for the reading comprehension exam, such as that there are 41 multiple choice questions to be completed in 60 minutes.
The document provides instructions for a standardized test for junior high students in English reading comprehension. It explains that the test will take 60 minutes, from 10:30 to 11:30, and consists of 41 multiple choice questions over 13 pages. Students are directed to fill in the last two digits of their student ID number and begin answering questions after being instructed by the exam proctor.
The document appears to be an English exam for 6th grade students. It consists of multiple choice questions testing vocabulary, grammar and reading comprehension (Section A), and short answer questions requiring students to rewrite sentences, complete a dialogue, and answer questions about two reading passages (Section B). The exam is out of a total of 26 points and assesses a variety of English skills including recognition, understanding and application.
The document provides a summary of an English language exam for 6th grade primary education students in Thailand. It includes 40 multiple choice questions testing various language skills like reading comprehension, grammar, vocabulary and cultural understanding. The questions cover topics like stories, personal information, plans, instructions, opinions and social interactions.
The document is a sample exam for admission to 10th grade in Vietnam. It contains 6 questions testing English language skills. Question 1 has parts on pronunciation and verb forms. Question 2 has parts on vocabulary and verb forms. Question 3 contains a reading passage and questions. Question 4 involves prepositions. Question 5 fills in blanks. Question 6 rewrites sentences with the same meaning. The answer key provides the correct responses and explains the scoring, which is out of 60 total points.
Mr. Brown is a lonely man who lives alone. One day while walking home from work, he sees an old doll in a shop window and decides to buy it, though he isn't sure why. When he gets on the bus holding the doll, someone shouts insults at him. At home, Mr. Brown begins to hear strange noises and things moving around his house, as if the doll has come to life.
Mr. Brown is a lonely man who lives alone and works in an office. One hot day, he walks home from work and stops in an antique shop. There he sees an old doll that is not pretty but has a sad face. Mr. Brown feels sorry for the doll, as he is lonely too. He buys the doll for three pounds, hoping it will give him some companionship. However, strange things start happening after he brings the doll home, with noises and things moving around on their own. The story hints that Mr. Brown's lonely life is about to change in an unexpected way due to his new doll.
The narrator once had an obnoxious sister who would bully her by taking her things without asking, eating food she had saved, and using the bath the narrator had prepared without permission. The narrator complained to her parents but they could not stop the sister. One day the sister came home crying from school, and the narrator felt sorry for her and brought her soup and tea, realizing her sister had also changed and was now kinder.
The document is a short story told over 3 paragraphs. It describes 3 different people traveling by train: a young married couple named Bill and Julie, a family with two children, and a tall dark man. Bill is chatty and talks loudly with another passenger, while Julie seems bored and restless. She notices the tall man observing her and they exchange long looks. The story sets up intrigue around the different passengers and hints that something could happen during the closed environment of the train ride.
This document appears to be an English textbook for 4th grade students in Ukraine. It contains lessons on topics like friendship, talking about summer holidays, and introducing international friends. The lessons include vocabulary words, phrases, listening exercises, role plays, and writing prompts. For example, Lesson 1 discusses talking about the first day of school and what children can discuss about their summer. Lesson 6 introduces international friends from places like England, Scotland, Ireland and Ukraine. Overall, the document provides material to help Ukrainian 4th graders improve their English language skills.
The document contains a table of contents and lecture sheets for English first and second papers for the HSC exam. It provides topics and questions for summary writing exercises on poems, including "The Traffic Police", "Love and Friendship", "The Schoolboy", "Out, Out-", "I Have Seen Bengal's Face", "Dreams", "The Lake Isle of Innisfree", and "The Charge of the Light Brigade". It also includes a summary question on the poem "September 1, 1939". The document serves as a guide for English exam preparation with examples of poem summaries.
Jessi initially became interested in Errol after seeing his creative film treatment in their shared class at UAT. Although others had not yet presented, Jessi immediately volunteered to join Errol's team. Their collaboration on the film project led Errol and Jessi to discover their strong connection and compatibility. They began dating and eventually married, combining their creative talents through the photography studio they founded together after graduation. Working together has brought them even closer and improved their skills.
Process Guided Response 1My Grandmother’s Dumpling” by Amy Ma, .docxbriancrawford30935
Process Guided Response 1
“My Grandmother’s Dumpling” by Amy Ma, p 296
1. Consider the different kinds of process writing. Which kind of process is this essay? In other words, what is the author’s purpose: Could a reader recreate the dumplings based on reading this? Or is the writer describing the process?
1. Ma mentions a few processes in addition to making dumplings – what are they and what kind of process (explanation or instruction) does the author use?
1. Transitions and organization – what kinds of transition words does the author use? What type of organization?
1. Does the author include enough detail to make the reader feel that she knows what she is talking about? What kind of details help the reader understand the author’s level of knowledge?
1. Ma recollects her grandmother’s directions in this story: “’Every step requires its own kung fu,’ Grandmother instructed.”(299).
In a New York Times article, a reporter describes a Shaolin monk’s explanation of kung fu, saying, “kung fu embodies much more than fighting. In fact any ability resulting from practice and cultivation could accurately be said to embody kung fu. There is a kung fu of dancing, painting, cooking, writing, acting, making good judgments, dealing with people, even governing.”*
There is a lot of vocabulary in this essay; which words do you react to?
There’s a lot of Mandarin in the essay; what should readers do about that vocabulary? Why is there so much Mandarin in there?
1. Is the author writing for a Chinese audience? How can you tell?
1. Challenge time: make a basic numbered list of the instructions to make the dumplings. This doesn’t have to be a detailed recipe, just an ordered list of the steps in the process.
1. Choose one sentence or quote from the entire essay. Copy it, with quotation marks around it, followed by parentheses with the page number that the quote is on. In a few sentences, explain why the quote caught your attention. Why is the quote important to the story or part of the story Ma is telling? Does it have any relevance to your own experience? Does it make you want to learn more about something?
Reference for quote:
* http://opinionator.blogs.nytimes.com/2010/12/08/kung-fu-for-philosophers/
WORD POWER
relegated assioned
[to a lower position]
lntegrating Beading and Writing
Nou', it is time to practice uhat volr haie learned and put r-or-rr reading
and ririting skills tos.etl'rer. The follori'iirg essali "M1- Grandmother's
Di.rr-r-rplin-e," bv Arnv Ntla, erplains er pr()cess. Read the essar', follorr,ing the
activc re'acling plr)cess outlir.red in Chaltter l, ancl then ansuer thc clues-
lions on pages 302-30-3. \\'hen vorr have l'inishecl, r,olr u'ill write :r llrocess
essav ir-r response to \Iai ideas.
MY GRANDMOTHER'S DUMPLING
Amy Ma
Amy Ma is a writer who trained as a pastry chef in New York City and
now lives in Hong Kong. This article, which first appeared in lhe Wall
Street Journal in 2009, provides both information about h.
The document provides vocabulary and activities for an English language lesson about the countryside. It includes:
1) Vocabulary words related to nature like river, forest, and bridge along with activities to practice these words like matching, finding, and drawing.
2) A reading passage about children going into the forest with their teacher and encountering wildlife. Accompanying activities involve ordering events and matching descriptions.
3) Grammar lessons and exercises focused on prepositions of place and forming sentences about locations.
4) Additional readings and activities about natural science, giving directions, and reviewing the unit's content. The document supports learning English vocabulary and language structures through multi-modal activities.
Leila attends her first ball and experiences a range of emotions. She is excited but also nervous as the ball is a new experience. While she enjoys dancing at first, her conversation with an older man leaves her feeling sad and wanting to go home. However, dancing with a young man again makes her feel the magic of the ball and she is able to enjoy herself once more.
This document is the cover of an English language textbook for 2nd grade students in Ukraine. It provides information such as the author's name, publisher, year of publication, and ISBN number. It also notes that the textbook content aligns with Ukraine's state standards for primary education and includes an interactive multimedia app that can be downloaded for free. The cover encourages protecting the copyright and not reproducing the content without permission from the publisher.
This appears to be the 1975 yearbook from Baghdad College in Baghdad, Iraq. It provides photos and brief biographies of the graduating class. The biographies describe each student's personality, interests, strengths in various academic subjects, and planned or hoped-for future careers. Engineering, medicine, and other STEM fields seem to be popular planned careers among these graduates. The yearbook aims to capture memories and details about each member of the class of 1975 at this school.
This document is a textbook for third grade students studying English as a specialized subject in Ukrainian schools. The textbook contains 7 units of language and communication material following the new foreign language program for third grade. Each unit aims to develop students' communicative competence through interactive exercises that engage their individual interests.
This document is the cover of an English language textbook for 2nd grade students in Ukraine. It provides information such as the author's name, publisher, year of publication, and ISBN number. It also notes that the textbook content aligns with Ukraine's state standards for primary education and contains typical educational programs. The cover encourages students to download a free multimedia companion app for additional interactive materials and support.
This document is the cover of an English language textbook for 2nd grade students in Ukraine. It provides information such as the author's name, publisher, year of publication, and ISBN number. It also notes that the textbook content aligns with Ukraine's state standards for primary education and contains typical educational programs. The cover encourages students to download a free multimedia companion app for additional interactive materials.
This document is the introduction to a Ukrainian textbook for 7th grade students. It welcomes the students back to school and previews what they will be learning about during the school year, including family, traditions, health, sports, travel to the UK and Australia, and culture in Kyiv. It encourages the students to have an engaging and successful year of learning.
This document is an introduction to a Ukrainian textbook for 7th grade students. It begins by welcoming the students back to school and encouraging them to share their summer holiday experiences with their classmates. It discusses the importance of family and spending time with friends. The introduction also provides an overview of the various topics that will be covered in the textbook, including family, health, sports, travel to different countries and cities, and learning English as a language of international communication. It wishes the students a productive school year as they embark on an educational journey through the textbook.
This document is a textbook for third grade students studying English as a specialized subject in Ukrainian schools. The textbook contains 7 units of language and communication materials to help students develop communicative competence in English. Each unit includes exercises and tasks to engage students interactively based on their individual interests.
1) The soloist meets his cousin, a former soprano who had lost her voice to cancer, at her country home where she now lives in retirement.
2) The soloist's cousin had lived with his family while attending university years ago. She was known for her dignified manner and for singing in the church choir.
3) During his early concerts in Rome, the soloist befriends a religious man and an Indian man named Kuruvilla. They spend several happy days studying together in Rome.
Here are some examples of how to say how old relatives are using the numbers and words provided:
- My grandma is twenty-five.
- Polly's grandma is twenty-nine.
- My granddad is thirty.
4. Listen and role-play.
Polly: Hi, I'm going to see my grandma. She is fond of sewing.
Friend: Really? How old is your grandma?
Polly: She is just twenty-nine, and I am fast growing.
Friend: Good for your grandma! Sewing keeps her busy.
5. Talk with a friend about your grandparents. Use:
I'm going to see my
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
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Creative Restart 2024: Mike Martin - Finding a way around “no”Taste
Ideas that are good for business and good for the world that we live in, are what I’m passionate about.
Some ideas take a year to make, some take 8 years. I want to share two projects that best illustrate this and why it is never good to stop at “no”.
2. Pearson Education fjmited
Edinburgh Gate, Hulow,
Essex CM20 2JE, England
and Associated Companies throughout the world.
ISBN 0 582 42764 9
This edition first published 2000
357910864
NEW EDITION
Copytight @ Penguin Books Lrd 2000
lllustratioro by Andrew Stewart
Cover design by Bender RichardsonVhite
Typeset by Bender Richar&onWhite
Set in '11l14pt Bembo
Printed and bound in China
GCC/03
All rights reserued; no part of this publiation noy be reproduced, stored
in d rettipal systqil, or trafryilitted in any Jonn or by any means,
eledronic, nechanical, pholotopying, rctording or otheruise, without the
prior uitten pemrission oJ the Publishers.
Published by Pemon Education Limited in mociation with
Penguin Books Ltd, both companies being subsidiuia ofPearson Plc
For a complete list oI titles available in the Penguin Readers series, please write to your local
Pearson Education office or to: Penguin Readers Marketing Department,
Pearson Education, Edinburgh Gate, Harlou', Essex CM20 2JE.
3. Contents
Introduction
Chapter 2 'Be a Good Friend'
Chapter 3 'Dancing is Good forYou'
Chapter 4 AJourney to the RealWorld
Chapter 5 The RealWorld
Chapper 6 ATbxiJourney
Chapter 7 Eve's Family
Chapter B The Law of the Long Dream
Activities
page
v
1,
J
6
9
1,2
15
77
21
25
4. Introiluction
Euery student on the bus turned to the nearest person and repeated:
'Haye a louely day!'They always did this. It was School Procedure.
Eden Ciry is in another world. It is very different from our world.
The people in Eden City are hrppy.Always hrppy.They never
fight. They are never ill. They are never old. They are all young
and beautiful. Everybody works and studies in Eden Ciry. They
do the same things every day. Nothing changes. They love their
quiet, happy world . . .
But then student BZXYT4I meets Eve, and she tells him
about another world - the Real World. He doesnt understand.
She takes him on a journey to the RealWorld and he sees a lot of
strange things.
But who is Eve?'Why is she dift-erent?'What does she want
fromBZ? And is her world really better than Eden City?
Elaine O'Reilly was born in South Africa. She now has a
bookshop in Rome, and she writes for childrent television. She
has fi,vo dogs, three cats and a daughter.
t,
I
5. Chapter 1 'Happy is Good'
The School for Higher Studies in Happiness was about five
' kilometres outside Eden City. Every day, a bus took the students
from the centre of town to the school. On the way, the students
i sang. There were a lot of students on the bus and the noise was
wonderful.
'I'm H-A-P-P-
I'm H-A-P-P-
Euery day, in every way,
I'm H-A-P-P-Y.'
Student BZXY741, sat behind the driver. His singing was
louder than the other students'. He sang well and he loved to
sing.
'Hoppy k good
And sad is bad,
I'm H-A-P-P-Y.'
He really was very hrppy. He was the best student of the year,
the winner for the Best Srnile. Every studellt and every teacher at
the school loved him. He looked out of the rvindow at the white
J t,.eets of Eden Ciry at the red and blue buildings, at the flowers
| ""d
trees. The ciry n'as beautiful in the sunlight - not real
.l ronlight, of course. There were no people on the streets. It was
I workTime.
'I'm happl' when I work'
l'ru happy when I play.
6. l,,ilt,trrott' 1'lii,q,,ririq lo ltt lt,t1t1
I LtltltiLr rlt,rtt toLl,r1,.'
Itt I:.],rrt ( .it',', sontt' p1'o1,1.' 1o1 (s,l ,1t.1 s1tpre 1.t'6p]t strrtli.'tl.
ilul * rtrkr'r-s '('rcll t tliiie re nt i.onr stutlt'.ts. Ir'en,lr.tlv u,rrs
lr.rppr'.
Tlre bLrr drovc lhroLrgh tlrc 'n-..cts:rntl irrto thc grrrrlens of-thc
school. FLxvcrs of eve lr iL)lr)ti1- tu1'ncrl rircir herrds rrn.l s.ati.lrc.1.
Tht bil'tis irr tlr.'tr-cc' '.rris.
'lJ,rr', ,r /Lr'r,/)',/,r1,." E'cr.r.r.dc1lt oll
tlrc lrtrs tLtItrctl tit lltr'rtr,.1,-t't |(.1-()l) ilil(l t-('l)(.ilte(l:,ll,rt,t a lot,L,ly,
loltll' ,la1'.! ' Ilrcr ,rlu.irr,fiJ rlrr'. l1 11 .ir Sr']t661 l)r'pt'r'r'lLrr-,.
lJ/XY1+ I trrrrretl to tlre qirl orr lri, leii. lr.'srrrrle,l ,rt Irirrr. It
rr.ls.r uon,lerlir] :rrrile. 'rlln) ,llrtl llrentllr.
'Slre's vt'r'r' l)r-ett'.'lr.' tlroLrgltr.'llrrt rlrt"s ,liffer.e rrt. IIou ts :ltc
,
;tr
V''i t
7. different? Of coursel Her eyes ... iti the colour of l.rcr eyes!'
They rvere qrcv eyes, not blue. Burt evervbody in the school
had blue eves. Whv did she have grey c'ves? Grey rvastt't a good
colour. He renrenrbered Lesson 836: 'Bad Coloil'-r. Grcy r-s one oJ
thc r.uorst rol,rr'-,. Ir is a sad colour.The colour of'cold days.'1,, colotu ,tf
dark skics. lt is ,trt ttld cttlour.'But this girl's eyes were beautiful. He
looked at her aqain. She smiled again.
'Haue a louell, day,' saidBZXY74l.
She didnt answer him. There was a question in her strange
grey eyes.And BZXY741 didn't understand, because in his world
there were no questions. In thc world of Eden City, there were
only answers.
Chapter 2 'Be a Good Friend'
The bus stopped or.rtside the front of the school and the students
got ofl BZXYT4l looked for the girl. He r'vanted to say,'Enjoy
your lessons', but he cor-rldn't see her. He followed the other
stLrdents into the br-rilding and walked slowiy to his classroom. F{e
thought about the girl with grey eyes.
'What was that look in her eyes? Who is she? Perhaps shel ner,v
here.'
Some of his friends turned round irnd callcil to hinr, 'BZ!
You're going to be late.'
'I'm coming,' he answercd,'I'm conting.'
The first three hours of lessons th:ri nlorning were Life
Studies: 'Be a Cttod Frit'ti;i .'Then tl.rere ere two hours of Do
People LikeYttt.)' BZ rea111' enjoved these lessons, so he stopped
thinking about rhe sirl ,on the br-rs.
At rudd;rr'. the students had lr-rnch ur rhe Florver Garden. IJZ
sat dorvn at :r t:rble under a big tree u.itir bear.rtifirl flowers. It rvrrs ri
warr-n day and the smell of the flori'ers s.ls strong.The birds sane
8. different? Of cor.rrsel Her eyes ...it's the color-ir of hcr cyes!'
They rvere grev eyes, not blLre. But evervbody in the school
had blr.re eves.'Wh- clid she have grey eyes? Grer. rvasr.r't a good
colonr. He renreurbered Lessorl 836 'Bad Colottrs. Glr,1, 15 one of
the tuorst cttlottrs. lt is tt sad coktLrr.The colour of'cold da1t5.ll,, colour ttf
ddrk skics. It is ,trt old colort.'But this girl's eyes were beautiful. He
looked at her again. She smiled again.
'Haue a louell, day,' satdBZXYT4l .
She didn't answer him. There was a question in her strange
grey eyes.AndtsZXY74l didn't understand, because in his world
there were no questions. In the world of Eden City, there wc-re
only answers.
Chapter 2 'Be a Good Friend'
The bus stopped outside the front of the school and the students
got ofT. BZXY7111ooked for the gir1. He lvanted ro say,'Enjoy
your lessons', but he couldn't see her. He followed the other
students into the building and walked slow1y to his classroom. He
thought abourt the girl with grey eyes.
'What was that look in her eyes? Who is she? Perhaps she's nerv
here.'
Some of his friends turned rouncl and callccl to hinr. 'IlZ!
Youlre going tct be late.'
'I'm coming,' he answered,'I'nr corrring.'
The frrst three hours of lessons rhar morning were Life
Studies: 'Be a Cood Frtt..;. Ther.r rh:re -ere tvo hours of Do
Pcople LikeYotr?' BZ real1r' enjor-e.l rhese lessons, so he stopped
thinking about the sirl ,on the br-rs.
At nlddar'. the studer.rts hacl lr-rnci: in rhe Flclrvc-r Garden. llZ
sat do$'n at a table under a brq tree ii rrl.r Lrear.rtiful flc>r,vers. It u,:rs a
warm day irncl the smell of the flou-c'rs ':rs strons.The birds sane
9. l
the nrenu:'Hamburger or sandu,ich, chicken with salad, chocolate
ice cream. Enloy your lunchl'
BZ took a drink from his gl:rss of cold green juice.Wonderfi.rl.
He closed his eyes and thought for a minute about his future. It
was a good future.
'I'nr going to be on The Teanr,' he thought. 'I know that I'nr
going to be on The Team.'The Team worked for The People'.s
Happiness. People were happy because they made the laws. The
Teamt work was important. They were the rnost important
people in Eden City. That was BZXY741s future and he felt very
h"ppy about it . . .
'W'hen
he opened his eyes, he saw the girl with grey eyes at his
table.
'Hi,IlZl'she said.
'Hello.'He smiled, and then he remembered his first lesson of
the morning: 'Be a goodfriend. Ciue something nice to somebody.' So
he pushed his plate across the table to her.
'Please have some of my salad. It's very good.'
She laughed.'No, thanks. I don't like the school food.'
BZ didn't understand. He started to feel strange. Didn't she
know School Procedure'. 'Always say yes'?'No' wasn't friendly.
The girl laughed again.
'BZl Don't look so worried. I like the word. I often say it. No,
no, no, no!The sky doesn't fall on rny headl'
'I don't understand.'
'It's OK. Forget it.' She moved her chair near his chair.'Listen,
BZ,' she said quietly,'I know everything about you. I think you're
a wonder{ul person. I want to help you.And I think that you can
help me. And a 1ot of other people, too.'
BZ looked at her carefully for a nlinute.'l think I understand
now,' he said slowly.'This is a Friendll, Joke. Ot course - yesl It's
very stranse, bllt very funny!'And he laughed very loudly. She put
her hand on his arm.
10. t
*
'*
i' l1
-{
lt
'lt's ttot
in r1.L,:'' '
,,..,,' ]. :
I hc;r .
rrll A .'
t.r,,l-. . .. i it) t.']l r,'
',-,
t-r : 111 EJ.'lr (-irr-.'
. rir'.ls s,tllq- '(,1r i' i
r:1. Sonretlrrrg '.rv
.ih.i;.: rlrt' lir tr rrl
.. ,rrrrl gir/s. lJ,ri( i,'
11. The students in the Flower Garden stood up. BZ stood up, too.
'I'm sorry. I don't understand this conversation. It's very
interesting, but I don't understand rt.' He smiled his best smile.
The girl didn't smile back at hrm.
'Listen,' she said, 'theret a dance tonight at the House of
Music. I'11 see you there. Please come. Itt very very important.
For you and me. Please say that you'll come.'
'A11 right,'said BZ.'I'11 come.'He thought,'Do I want to meet
this strange girl again? I don't know. I don'r understand her.'But
he had to go. FIe couldn't say no. It rvasn't friendly. It wasn't
School Procedure.
Chapter 3 'Dancing is Good foryou,
When BZ arrled at the F{ouse of Music, the girl r,vas there at the
door.
'He11o,'he sard.'Isn't it a beautiful evening?You look very nice.,
Lesson 672'. 'Stdrting a Conuersation.'The girl said nothing. She
took his hand and they went into the building.
The dance started. People moved slowly',vith the music. It was
a new song,'Dancing is Good ForYou'. Blue and white lights
shone on the faces of the dancers. BZ and the girl began to
dance.
'Dancing is goodfor you,' sangBZ quietly. 'Do it euery day.,
'Do you know my number, BZ?'the grrl asked.
'I'm soiry, I don't.'
Each student had a number. The number was on the inside of
their left arms.The girl showed him her white arm . . . there was
no number there!
'But rvhere is it?'asked BZ.'Yor have to have a number!'
'I don't. I have a name.'She smiled.'M_v name is Eve.'
For a nrinute,BZ felt afraid. 'Be the Sante - Diferent is Lfgly:
12. But this gir1, u,ith her grey eyes and her rvarm smile, wasn't ugly.
She was beautiful.
''What's happening to me?'he thought.
Then two of hrs friends danced past them.
'F{e11o, BZI fue you having a good time?'What's rvrong wi.th
t you?You don't look h"ppy.'
'Oh, but I arn happyl' saidBZ quickly.'I'm having a wonder{ul
r time. Isn't the music wonderflul?' :
llt's greatl See you later,BZ.'
'BZ,' said Eve, 'I have to talk to you . . .'The music changed.
This time it r,vas fast and loud. The lights changed to red and I
yellow.
'Let's dancel'saidBZ.'I iove this song.' I
'No. I'm tired. I don't want to dance.'
'Then let's have a glass ofjuice.'
'No. I want to leave here and talk to vou.'
'Butthedance...?'
'There will be a thousand other dances. Lett go.'
He followed her out into the quiet street. They walked but
didn't speak. Then they sat down near some water. The water
smelled lovely and the sound of it was music.
''What do you want to tell me?'BZ asked.
'FIow much do you really understand about Eden Ciry?'What
do you really knorv about our lives?'
'Life is for Happiness. LoveYour Friends . . .'
'No, no, no,BZl Those are only rl,ords.They teach you them at
" school. But, they don't mean ail-thing.'
'Don't mean anythinq? Hou- can -ou sav that?'
, 'Do you knou- about the reai s-or1d, BZ? Do yo:u want to
know about rhe real world?'
''What real r.or1d? I don't understand . . .'
'This isn't the real world. Eden Crn- isn't real. Nothing in Eden
Ciry is rea1. The air, the sky . . . iook up. BZI lt's not reall'
14. 'Then where i,. the real world?'
'It's above us. Nearly 500 kilometres above us, there's another
world.The real *,orid.There, people live real lives. Nobody tells
them, 'Think this. Feel that.'They live in families, not only with
friends.They love, they hate, they fight.They get i11, they get old,
they die. They're free!'
BZ pot his hands over his eyes.
'Oh, no.Thatt a sad life.'
'No, it isn't. It's the best life.'We aren't really living.'We aren't
free.'We have no freedom.'We can't change anything. The Team
makes the laws for us.We have to listen to them.'We have to think
their ideas, feel their feelings.Thatt not freedom, BZ, believe me.'
'I don't believe yoo.' BZ stood up.'And I don't want to listen to
you. I want to forget all this. I don't like it.'
But he couldn't forget. He knew that. Eve's words were in his
head, and now he had questions about his life. He felt unhappy
for the first time. He walked away from her.
'I[/att,BZl I'm sorry. I know you're unhappy. But you have to
believe me. I can show you. I can take you up into the real world.
Now. Tonight!'
Chapter 4 A Journey to the Real'World
BZ felt very strange. He followed Eve through the streets of Eden
Ciry. He was afraid. His head hurt.
''Why am I doing this?'Where's Eve taking me?What's going to
happen?'
They were in Eden Ciry but there rvere no trees, no flowers
here. Evervthilg rvas very different. The streets were smal1 and
dark.
'Where are we, Eve? Do you knou' this place?'
'Sshhhl 'We're nearly there.'
15. l'.
They stopped. They tverc nclrh' ;rt the encl of the street. Eve
put a fineer to her nrc>uth.
'Look into the next street,'she s.tic-l very qrrietly
IJZ nroved closer to the brrildinc ancl looked rouud it. At thc
end of the street there rvas a u'all. In the rvall there rvas a large
door.There were two nren u,ith gnlls at the door.
'What is it, Eve? What behind that door?'
'That'.s the iift.They brins thinss dorvn fronr the real world in
it. It leaves three tinres each day. The next JoLrrrlcy is in five
nrinutes.'We have to get insicle the lift.'
'But how? How do we get past thosc l)re1t?'
'Look :iqain . . . Do yor.r see those
bic boxes? They bring thinss dorvn
fi'onr the real world in thenr. There's
nothinc inside thertr notv.'We calt go
in one of thenr. Quickl Follorv nre!'
She nroved as quietly as a cat. Ancl,
very quickly, she junrped inside one of
the boxc's. IIZ follor,ved her.
They waited. A nrinute larer, he
hearcl the lift doors - they openecl.
One of the uren shouted, 'Let'.s put
these boxej into the lift.' Their box
started to lriove, and BZ felt lfi-aid.
'This bor ti-els re,rlly he.rvryl' srid
one ofthe nren.
'You're tired. Push it again!'
Ar-rd suddenly they were in the lift.
The doors closed and thev startcd on
their jor-rrney.
'There!' saicl Eve. 'That wasn'r
clilllcult, BZ.'
He could teel her cold arnr next t()
10
l'- *---
16. 1
t
n
,l
t
his arm. He couidn't see anything. He rvas rvorried. For the first
time in his Life, he s-as cold and hungry. He drdn't want to think
about his warm rooil1, at the Friends'H"ppy Home. He rvanted
to be there. He didn't want to think about dinner tith the other
students. His frrends.'Will I see them again?'he thought.
He thought about his past life. His life before Eve. Every day
was a 1ong, sunnv da-. Evenings with frrends at the Sports Centre,
the Games Park or the House of Music. ''Why does Eve think that
life in Eden Ciry is bad? Freedom?'What did she mean?'Then he
thought about his future. ''Will this journey change nry future?'
He didn't understand.
'Eve?'
'Yes?'
''Why me? Why do you want to show me the real world?'
She found his hand in the dark.The lift moved very fast.
'Because I think you're a good person. You're an intelligent
person.And I know that you're going to be onThe Team.You'11
make laws for Eden City.You can change things.You can give
people their freedom. You can help them and they'il live really
happily.'
BZ thought about these things. The idea of change was very
strange to him.A new idea.
'And you, Eve? Why are you different from the people in our
world?You don't have a number.Your eyes are a different colour.
You want to change things.Who are you really?'
'I can't ansrer these questions nov. But wait.You'll learn the
answers in the end.' She put her cold fingers on his face.'Don't be
afraid,BZ. BeLieve me, it's going to be al1 rrght.'
The lift nror-ed more slowly now. Suddenly, it stopped.
Eve and BZ chmbed out of the box.
'-We're here.' Eve said.'This is the real s,orld.'
fr
t
t1
17. Chapter 5 The Real Vorld
The lift doors opened and Eve and BZ went out into the real
world. It was very early morning. The light, the air, the smells
were very different. Then BZ heard the noise. FIe put his hands
over his ears.
''What is it, Eve?'Whatl that srrange noise?'
'Itt the trat1ic the cars and buses and taxis. Nearly
everybody here has a car. They drive everl,where. Now they,re
driving to work. Don't rvorry.'
'But where are we?'
"We're in London. It's a ciry. It was a beautiful ciry but now
there are a lot of people here.Theret a 1ot of trafiic.
Eve took BZ's hand in her hand and they walked down the
street. Tall buildings on their left and on their right shut out the
light. People walked quickly past them. BZ looked at them.They
were small and thin.Their faces were tired and worried.
'Are these people h"ppy and free?'he asked Eve.
'They don't look happy, I know. But they,re free. They don,t
haye to be happy. The people in Eden Ctt:1 haue ro be happy,, Eve
said.
She stopped.'Look, here's a caf6. Lett have some breakfast.,
They went into the caf6 and sat dorvn at the table opposite the
window. A waitress in a black dress came to their table. She was a
short woman and she wasn't thin.
'Hello,'she said.'What will you have?' She smiled. She didn,t
have all her teeth. BZ looked away.
'What would you like, BZ?'Eve asked.
'... I ... I ... don't know.'
'Would you Like a hot breakfast?' the waitress said.,some eggs,
perhaps?'
BZ couldn't look at her.'Yes, that's fine.'
'I'11 have rhat, too,' said Eve.'And two cups of coffee.,
12
18. -: '-lr.'::r-''a}1*'-
, t-'.'"/ -,F_-
i &+r.,r{ - i:
s
'Thc u,rritrcss 'cr)t t() thc kitclrcrr. Ev'c rvrrtchccl llZ. Hc could
fcc1 hcr cvcs trr lrrrrr.
'What's u'r'onq. BZ?'
'Th:rt uorr.rn ... thc u.ritrcs-s.,'hr-is she fat?Wh,v is she uslr.?'
Evc lrrr.rgh.l.'1 tlon't thrrrk she's uqlr-. She's got a nice, kind
i:rce. She's g',i:':., 'lr.nls n'ith her ieeth.but pcrhtps slic hasn't got
tltclttorr,-"': . .
'N1i,r.'i 1",'. -r.rt's th:rt?'
'( )lt. It,/. . ,/l M,,tr, r is otrr
this u'or.ld . . . rr) tlrc rc:rl l'or.lrl
of tlrt' nrost inrport:rnt tlrinqs in
Hcrc 1.1'1vplr' gct lt)()t)c1 firr f]tcit'
li
19. {.F
work. They use money when thev buy a house. They use money
for clothes and food.' She shor.r.ed him:'Look, this is money.These
are five-pound notes.'
BZ looked ar the dirry paper in Eve's hand. It didn,t look
important.
''When you work,'he asked,'they give you this . . . money? And
then what?'
'It isn't easy . . . But herei our breakfast. I,ll tell you more about
money later.'
The waitress pur the food on rhe table. It srnelled strange.
'Eat it, BZ.It's good.'
It was good. BZ ate everything on his plate, because he was
very hungry. He began to feel better.
''What are you going to show me now?'he asked Eve.
Suddenly, there was a noise at the rvindow. BZ looked out.
Through the window, he could see a man's face. A strange, ugly
face.The eyes were closed and the mouth rvas open.The man put
his finger to his mouth.
'Eve, who is that? Who's that man?'
'It's all right. He's only a beggar.'
'A beggar?'
'Beggars have no money. So they can'r buy food.They have ro
ask other people for money.'
'But why doesn't he have a.lob?'
'Look at his eyes. He can't see.'
BZ felt ill.'Please, Eve, take me aray from this place. I don,t
like it.'
'A11 right. I'11 take you out of London. We,1l go inro the
country. I'li shor,v you places rvith trees and birds and pretry
gardens.The air is clean and the sky is blue . . . real sky.,
Eve paid for their breakfast and thev 'ent out into the street.
The air vas grev and dirty. BZ didn't feel s'e11.
'Don't 'orr)-, BZ. We'll go now.' She pur up her hand and
14
20. shouted,'Taxil'A big black car stopped andBZ and Eve got in.
'Hadiey'Wood, please,'she said to the driver.
Chapter 6 ATaxiJourney
The taxi dror.e s1ou.1v through the tratEc. BZ looked out of the
window at the people in their cars. F{e thought of his friends in
Eden Cinr They never looked bored or unhappy. But these
people . . .'Eve thinks that this world . . . the real world . . . is
rvondeful,' he thought. 'But why?' He looked at her and she
smiled at him.
'I know, I know. But wait. When we get out of the ciry you'll
see.'
Slowly they began to leave the city behind them. There
weren't many cars now; and the taxi went faster. From his
rvindow, BZ could see flowers and trees. The real world started to
look ditTerent. Difrerent from the grey streets, the grey air, the
grey faces. There were houses, big beautiful houses with lovely
gardens.
''Who lives in those houses?'he asked.
'Those are rich people's houses.'
'Rich people?'Who are they?'
The taxi driver heard their conversation. He started to laugh.
''W'ho ls this? Is he from another world? "'Who are rich people?"
Hah! Is this a joke? Is he stupid or something?'
'No,' said Er.e quietly, 'itt not a joke. And he's not stupid.'
'OK.Tell him about rich people.'
'I told .vou abor-rt money. BZ,' she said.'Do you remember?
Money's ven- lmportant here. Some people have a lot of money.
Those people are the rich people. And some people haven't got
much moner-.'
'Taxi drir-ers . . . ,'said the driver.
15
21. 'BZ, these boys are my brothers. This is Daniel, he,s nine. And
this is Peter. he s six.'
'Hello,' saidBZ.'This is nice.'Btrt he wasn,t h.ppy. He was very
enrbarrassed. In Eden Ciry. people didn't have brothers and sisters.
They were born in the Neu, Life Centre and then they movecl to
the Little Peoplet Park. Later, thev worked or they str_rdied.
The younger boy took BZ s hand. .Would
you like to see
Miranda? Her babies rvere born last rveek.They,re lovely.,
Eve laughed when she sarv BZt face.,Mirandat our dog,BZ.
Don't rvorry.'
'And then,'said the other boy,,l,ll show you nry new camera.
Eve gave it to me for nry birthday. It,s wonderful.,
'Later, boys, later,'said Eve.'perhaps BZ wor.rld like to wash his
hands.Where are Mum and Dad?'
'They went to the supermarket,'said Daniel.
'They'Il be back in ten or fifteen minutes,,said peter.
Eve smiled''Good. can you take BZ inside and show him the
bathroonr ?'
BZ followed the boys into the house. It was dark ir-rsicle. There
was a smell of fruit.
'Itt a funny house,' he thouqht. ,Everythingt
old. The pictures
on the walis are srraltge, too.' He looked at a photograph of a
prery girl in a long u,hite dress.'Is that Eve . . . ?'
'If ere's the bathroortr.'said Daniel.
'We'11 wait for you in the garden,'said peter.
BZ closed the bathroom door and tr-rrned on the rvater. He
looked at his face.
'Do I look differenr? Am I changing?,He washed his hands
and face.'This is a . a . . . family, and it,s not bad. Eve,s little
brothers :rren't ugly.They're very nice . . .,
Sudde,lv he felt afraid.'I'nr not thinki.g trre right thingsl'why
am I here?'Why aren't I in rrry classroonr in Ede, City? This is
wrong.'W'rongl'
I
I
rl
il
l
i
18
22. He opened the bathroom door and wenr out. He could hear
people in another room.A door opened.
'BZ,'Eve called.'Come into the living-room.'He walked into
a big. sunny roonr.
'Dad, I'd like vou to meet BZ. He's a student at my school. BZ,
this is my father.'
When BZ sau' her father's face, he suddenly felt ill. The man
was old. His harr rr.as r,vhite.and his face was ugly.BZ couldn't
move. He couldn't take the old manls hand.
'It's all right,'said Evet father.'I understand. I'm sixty years old,
and in your world you don't see old rnen.'
'Sixryl'thought BZ.'How is this possible? In Eden City there
are no people older than twenfy-five.'
ln tsZ's world of young and beautiful people, life ended at
twenty-five. On their twenry-flfth birthday, people went happily
to the Long Dream.That was the Procedure.
The Lving-room door opened.'Heilo!'said a woman. ''We have
a visitor, I see.'
'BZ,this is nry mother.'BZ looked quickly ar the wonlan, then
he looked away again. She was old, too. But it was worse in her,
She had Eve'.s beautiful face, br-rt it was old and tired. One day,
Eve,too....
BZ turned and ran out of the house, out of the garden. He had
to get away.Away fronr these bad things.
'Wart, tsZt Please wait for me!' It was Eve. He stopped and
waited for her.'Piease, please try the real world. I'll show you
more ...'
'I don't want to see more. Please take me back to Eden Ciry. I
hate this. I'nr sor-rr-.'
Eve looked ar hirn angrily. Then she said, 'A11 right. I was
wrorrg. You arctt't different. You can't understand. you can,t
understand because you really are a student of Eden Ciry.'Wait
here. I'11 call a raxi and it will take us back into town.'
19
24. I(
i
Chapter 8 The Law of the Long Dream
Eve didn't say a t.ord to him in the taxi on the way back to the
city.And he didn t say anything to her.When they arrived, the lift
took them dou'n to Eden City. Again, the long journey in the
dark.
BZ felt sad and tired. He wanted to be back in the school with
his friends. He s-anted to sit in the Flower Garden and drink cold
green juice. But, most important, he wanted to forget the noise
and dirry streets of the real world. He wanted to forget the tired,
unhappy faces ...
He sang quietly: 'Sad is bad and happy is good.'He began to feel
happier.'l'ru going honle,' he thought.
At the lift door, Eve said her first and last words to him:
'Goodbye, BZXY741.'And she turned and walked away.
After a long walk, BZ found the centre of Eden Ciry. He went
to his room in the Friends' H"ppy Home and had a bath. The
hot water washed away the pictures in his head.
'Tomorrow I'nt going ttt be happier,
Happier than today,'he sang.
An hour later, he was in his classroorn.That ntorning there was
an hour'.s lesson: 'The Law <1f the Long Dreant,' He listened
carefully.
''When it is time for the Long Dream, it is a happy day,'the
teacher said. 'Perhaps it is one of the happiest times of our lives. It
is tirne for sleep.Afier a rvonder{ul hfe of rvork and play, we can
sleep.'We can sleep and dream.'We can dream the Long Dream.
And in or,ir Long Dream, we are young and beautiful.Always.'
'Yes.' RZ thor-rght, 'always yoLtn€! and beaurtiful.' He
remenrbered. lor the last tiure, the old faces and white hair of
Eve's mother and father.
21
25. 1,,
ill
ll
lilr
Ir
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i
The lesson ended with a song, and he sang very loudly.
'I l.oue to be aliue,
but when I'm twenty-fue,
I'm going to the Long Dream,
The Long Hoppy Dreant.'
In another place in Eden Ciry in the Office of The peoplet
Happiness, a young woman rvith grey eyes waited outside a door.
Then she went in. A tall man sat behind a large desk.
,Good
evening, EV007l' he said.
'Good evening,' she answered. 'You want to know about
Student BZXY741.'
'Yes, tell me.What happened?'
'Everything went very well.'W'e used the same procedure. I
told him about the real world. He didn't believe me, and he didn,t
want to come with me. But he couldn't say no.'
'Holv did he Gel about city life? What were his reactions?,
'Very good.Very good reaction to the waitress and the beggar.,
'And the idea of the family?'
'He was enrbarrassed.Very ernbarrassed.'
'Good, good.And his reaction to old people?'
'He couldn't look ar theln. He hated them. BZXy741 is the
best man forTheTeam, I think.'
'Yes.You're right. He ls the best man.'Then the man stood up.
'You did a really good job, EV007. Real1y good.'
'Thank you.'
He smiled at her.'This was your last journey.you know that, of
course.'
The girlt face didn't change.'Yes, I know. It's my birthday next
week.'
'You knorv the song . . . "I loue to be aliue, but when I,m tutanty-
-firu . .. " Are you ready for the Long Dream?'
26. -ii
1
Wi
XV
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ll,rl{r'. rlili.'r. Irt .trrll,.
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slte t'otrltl sr'c tlre sk,",. Slrt'corrltl see
27.
28. ACTIVITIES
Chapters 1-4
Before you read
1 Look at the picture on page 2. What does it show you about this
ditferent world?
2 Answer the questions. Find the words in italicsin your dictionary.
They are all in the story.
a Which do you eat? air salad
b Which do you drink? iuice a smell
c Which do you feel? hapPiness a ioke
d Which goes up and down? a law a lift
e Which are people? procedures a team
3 Find these words in your dictionary. Use them in the sentences,
believe free(dom) real worry (wonied)
a This isn't my ....... hair. My hair's black.
b Don't ....... about the children. They're happy.
c Do you ....... that there's really a Father Christmas?
d ln some countries, people aren't ....... .
After you read
4 How are these things in Eden City different from things in our
world?
a birds and flowers
b the colour of people's eyes
c the names of people
d school lessons
5 How does BZ feel about the real world? Why?
Chapters 5-8
Before you read
6 'We're here,'Eve said.'This is the real world.'What do you think BZ
will see? How will it be different? Will he want to stay in the real
world?
25
29. t 7 Answer the questions. Find the words in itaticsin your dictionary.
I a Are you alive?
' c Do you dreamin the daytime?
d Do you feel embarrassedwhen you make stupid mistakes?
e What is your reaction to a very cold bath?
r f Do you ftnd traffic in people,s houses?
I
nfter you read
. 8 Who is Eve? Why did she take BZ to the real world?
, 9 Talk to other students. Would you like to live in Eden City?
: Why (not)?
Writing
ii t 0 You are from Eden City. you are going to meet Eve, and you can
I ask her about life in the real world. Write ten questions for her.li
!, 11 BZ is now on The Team. Tomorrow is Eve,s twenty{ifth birthday.
I
Write a letter from BZ to Eve.
12 You visited Eden City for the first time yesterday. Write about it for a
newspaper. What did you think of it?
13 You now work in the Office of The People's Happiness. What is
important in life? What do you want people to believe? Write a
' new song.
Anstrers ibr the Activities in this book are available from your local office or alternativcly write to:
Penguin Readers Markeling Department, Pearson Education. Edinburgh Cate, Harlow, Essex
cM20 2IE.
30. Penguin Readers are simplified texts designed in association with Longman,
the world famous educational publisher, to provide a step-by-step approach
to the ioys of reading for pleasure. Each book has an introduction and
extensive activity material.They are published at seven levels from
Easystarts (200 worcis) to Advanced (3000 words).
Series Editors:Andy Hopkins and Jocelyn Potter
NEW EDITION
6 Advanced (3000 words)
5 Upper Intermediate (2300 words)
4 lntermediate (1700 words)
3 Pre-intermediate ( 1200 words)
2 Elementary (600 words)
I Beginner (300 words)
Easystars (200 words)
l=l Scot /cassette pack also published
''lww.PengLllr -ea. :.
i!,..m
Cover photogmph G l-age Banl?D Redfearn
Published and distributed by
Pearson Education Limited
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