Unit 8

8 unit

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Conjunction and

Coordinating conjunctions connect words, phrases, and clauses. Look at the examples that follow:

The bowl of squid eyeball stew is hot and delicious.

A coordinating conjunction can join two main clauses that a writer wants to emphasize equally. The pattern for coordination looks like this:

main Clause + , + coordinating conjunction + main Clause.

Subordination, however, emphasizes the idea in the main clause more than the one in the subordinate clause. Generally, the patterns look like these:

main clause + Ø + subordinate clause.

subordinate Clause + , + main Clause.

Read the pairs of sentences that follow. The first version coordinates the two ideas. The second version subordinates one idea to emphasize the other.

To survive the fetal pig dissection, Rinalda agreed to make all of the incisions, and Frances promised to remove and label the organs.

Pattern 1 — Connecting two main clauses

When you connect two main clauses with a coordinating conjunction, use a comma. The pattern looks like this:

main clause + , + coordinating conjunction + main clause.

Here is an example:

While I am at work, my dog Floyd sleeps on the bed , and my cat Buster naps in the bathtub.

Pattern 2 — Connecting two items

You can also use a coordinating conjunction to connect any two items. These items can be any grammatical unit except main clauses. The pattern looks like this:

item + Ø + coordinating conjunction + item

Here are some examples:

My dog Floyd has too many fleas and too much hair.

Pattern 3 — Connecting three or more items in a series

When you have three or more items in a series, you generally use a comma before the coordinating conjunction. Some handbooks and style guides will tell you that this comma is optional, but my advice is to put it in. The pattern looks like this:

item + , + item + , + coordinating conjunction + item

Here is an example:

Swatting olives off the kitchen counter, dragging toilet paper streamers through the house, and terrorizing Jacques Cousteau, the parakeet, has consumed another of Buster's days.

Yes, you can begin a sentence with a coordinating conjunction!

Some teachers warn that beginning a sentence with a coordinating conjunction is wrong. Teachers will typically tell you this because they are trying to help you avoid writing fragments. Other times teachers give this advice because their preference is that a sentence not begin with a coordinating conjunction.

What you should remember is that you break no grammar rule if you begin a sentence with a coordinating conjunction. Because you might be breaking your instructors' rules, however, you should ask what their preferences are.

If you decide to begin a sentence with a coordinating conjunction, keep these three things in mind:

• Be sure that a main clause follows the coordinating conjunction.
• Do not use a coordinating conjunction to begin every sentence. Use this option only when it makes the flow of your ideas more effective.
• Do not use a comma after the coordinating conjunction. Coordinating conjunctions are not transitional expressions like for example or first of all. You will rarely use punctuation after them.

Chamd uneheer heregtei. If want learn english

COMMON PHRASAL VERBS II

B. Inseparable Verbs

You cannot insert a noun or pronoun after the first word:

For example: “look for”

John looked for Mary. = OK

John looked Mary for. = Not OK

John looked for her. = OK

John looked her for. = Not OK

*break down (to stop working)

call on (to visit)

*catch up (to overtake)

catch up to (to overtake)

catch up with (to overtake)

check back with (to report to)

*check in (at a motel)

check in with (to notify)

check into (a motel)

check out of (a motel)

come across (to discover)

*come back (to return)

*come over (to visit)

*come through (to succeed)

*come to (to regain consciousness)

cut down on (to reduce use of)

cut in (to insert yourself into a line of people)

do without (to have none of)

*drop back (to move back)

drop by (to visit)

*drop in (to visit)

drop in on (to visit)

*drop out (to quit)

drop out of (school; sight)

*drop over (to visit)

fool around with (to

get along with (your coworkers)

*get back (move away from)

get in (the car)

get into (trouble; the car)

get off (the bus)

get off of (the bus)

get on (the bus)

get out of (the bus)

get over (the problem; the fence)

*get through (to finish)

get through with (to finish)

*get up (to wake up; to get out of bed)

*go back (to return)

*go on (to continue)

go over (to review)

*grow up (to mature)

*hang on (or you might fall off)

*hush up (to be quiet)

*keep on (to continue)

keep up with (to maintain progress with)

*let up (to ease off)

*lie down (to recline)

*listen up (to listen)

look after (to take care of)

look for (to search)

look into (to analyze)

*look out (the window)

*move away (to distance oneself)

move away from (to distance oneself)

*move back (to retreat)

move back to (to return)

move into (your new home)

*move out (to relocate)

move out of (your former apartment and move into your new apartment)

*pass away (to die)

*pass on (to die)

put up (or shut up)

put up with (to tolerate)

run across (to meet)

run into (to meet)

run out (the clock)

run out of (time; money)

*sit down (to sit)

*show up (to appear)

*stand up (to stand)

*stand out (to excel)

*stand up (to stand)

stay out of (trouble; jail)

take after (to mimic)

*take off (to depart)

talk about (to discuss)

*tear out of (to leave quickly)

think about (to consider; to ruminate; to cogitate)

*throw up (to vomit)

*turn in (to go to bed)

*turn out (to appear)

*turn up (to appear)

wait on (to serve)

*warm down (after exercising)

*warm up (before exercising)

watch out for (snakes)

*work out (to exercise)

work with (to help)

Chamd uneheer heregtei. If want learn english

COMMON PHRASAL VERBS I

A. Separable Verbs

You can insert a noun or pronoun after the first word:

For example: “call back”

Noun: Call back John. = OK

Noun: Call John back. = OK

Pronoun: Call him back. = OK

ask in (to invite inside)

ask out (to invite on a date)

back away (to move away)

back down (to move back)

back off (to move back)

break down (to separate into basic parts)

break off (to snap; to cancel)

break in (a baseball glove)

break up (to separate)

bring about (a change)

bring back (the good old days)

bring down (the house)

bring up (the kids)

call back (to return a phone call)

call off (to cancel)

call up (to phone)

check off (to notate)

check out (to investigate)

cheer up (to make happy)

clean off (the countertop)

clean out (the closet)

clean up (the mess)

cross off (to delete)

cross out (to delete)

cross up (to deceive; to trick)

cut back (to diminish)

cut down (to diminish)

cut off (to remove)

cut out (to quit; to excise)

do in (to ruin; to exhaust)

do over (to repeat)

figure out (to solve)

fill in (the blank spaces)

fill out (the application form)

fill up (the tank with gasoline)

finish off (to complete)

get out (the tools)

give back (to return)

give up (to turn over; to surrender)

hand in (your homework)

hand out (the tests to the students)

hand over (all your money)

hang up (your jacket)

keep out (to prevent entry)

keep out of (trouble)

keep up (the good work)

kick out (to remove)

kick out of (to remove)

kill off (all the cockroaches)

leave out (to omit)

let in (to allow entry)

look over (to examine)

look up (a word in the dictionary)

make out (to discern)

make up (to fabricate)

name after (to give the same name to)

name for (to give the same name to)

pass by (to go past without stopping)

pass out (to distribute)

pass over (to hand over)

pay back (the money you borrowed)

pick out (to select)

pick up (the litter; the check)

point out (to show)

point out to (to show)

polish off (to finish)

put away (to remove)

put back (to replace)

put off (to delay)

put on (your shoes)

put out (the dog)

put up (the money)

quiet down (to be quiet)

rip off (to steal; to cheat)

run out (the base hit)

shut down (the assembly line)

shut off (the machine)

shut out (the other team)

shut up (to be quiet)

slow down (to reduce speed)

slow up (to reduce speed)

speed up (to increase speed)

stand up (to intentionally miss an appointment or date with someone)

start up (to start)

take down (to dismantle)

take off (your shoes)

take on (to confront)

take out (the trash)

take over (the organization)

take up (golf)

talk over (to discuss)

tear down (to dismantle)

tear off (a corner of the newspaper)

tear out (a page from your notebook)

tear up (the contract)

throw away (your old socks)

throw out (yesterday’s newspaper)

throw up (the ball)

try on (these shoes - maybe you’ll like them)

try out (this golf club - maybe you’ll like it)

turn down (the offer)

turn in (your homework)

turn off (the lights)

turn on (the lights)

turn out (the lights)

turn up (the volume)

use up (to use completely)

wake up (to awake)

warm up (the car engine)

wear out (to exhaust)

wipe off (the countertop)

wipe out (to annihilate)

write down (this information)

write off (to cancel)

write up (to report someone)

Chamd hereg bolj magadgui.

PARTS OF SPEECH

1. NOUN

A noun is the name of a person, place, thing, idea, or quality.

Examples: John, Mary, boy, girl, children; Pasadena, CEC; classrooms, notebooks; freedom, intelligence; hope, anger, joy

2. PRONOUN

A pronoun is usually a substitute for a noun. The noun is called the "antecedent" (but an indefinite pronoun has no antecedent).

Examples:

a. Personal pronouns: I, mine, me; you, yours; he, his, him; she, hers, her; it, its; we, ours, us; they, theirs, them.

b. Interrogative pronouns: who, whose, whom, which, what

c. Relative pronouns (include): who, who, whose, which, that; whoever, whomever, whichever

d. Demonstrative pronouns: this, that, these, those

e. Indefinite pronouns (include): all, another, any, anybody, anyone, anything, both, each, either, everybody, everyone, everything, many, neither, nobody, no one, none, one, others, some, somebody, someone, such

f. Intensive or reflexive pronouns: myself, yourself, himself, herself, itself, ourselves, themselves

3. VERB

A verb expresses an action or a condition (a state of being).

Examples: Robert will eat the hamburger. (action) Sara is happy. (condition or state of being)

Robert won’t eat the hamburger. Sara isn’t happy.

Will Robert eat the hamburger? Is Sara happy?

4. ADVERB

An adverb describes a verb, adjective, or other adverb. Adverbs usually tell how (for example: slowly), when (e.g., lately), where (e.g., there), how much (e.g., very), or why (e.g., therefore).

Example: He always chews his gum loudly.

5. ADJECTIVE

An adjective describes or limits a noun.

Examples: tall, young, pretty, light, blue, new, white (The tall, young, pretty girl is wearing a light blue dress with her new white shoes.) (NOT: ...a light dress blue with her new shoes white.)

Adjectives and adverbs have three degrees of comparison: positive, comparative, superlative. Examples:

Mary has a smart child. Sara has a smarter child. Nancy has the smartest child.

Robert is an intelligent student. William is more intelligent than Robert. Kim is the most intelligent student.

The red car is expensive. The white car is less expensive. The blue car is the least expensive.

I’m a good painter. She’s a better painter. He’s the best painter.

I’m a bad singer. She’s a worse singer. He’s the worst singer.

6. PREPOSITION

A preposition usually shows the relationship between a noun or pronoun and another part of a sentence.

There are many prepositions, including: about, above, across, after, against, along, among, around, as, at, before, behind, below, beneath, between, beyond, beside, besides, by, down, during, except, from, for, in, inside, into, like, near, next, of, off, on, out, out of, outside, over, past, round, since, than, through, till, to, toward, towards, under, underneath, unless, until, upon, up, with, within, without.

Examples: My pencil is under my desk by my foot. Martha drove from LA to NY.

7. CONJUNCTION

A conjunction connects words, phrases, and clauses.

Coordinate conjunctions connect words, phrases, and clauses of equal value: and, or, nor, but (and sometimes for). e.g., The dog and the cat are hungry.

Correlative conjunctions occur in pairs: both-and, either-or, neither-nor, not only-but also. e.g., Both the fish and the snake are thirsty.

Subordinate conjunctions connect unequal clauses (dependent clauses with independent clauses). They include: after, although, as, because, before, if, since, than, though, unless, until, when, where, while. e.g., After they ate, they had dessert.

8. INTERJECTION

An interjection is a word that expresses feeling or emotion; usually it is followed by an exclamation mark.

Examples: Oh! Ah! Wow! Darn! Gosh! Golly! Gee! Ow! Ouch! Yikes! Holy moly! Yippee! Hooray! Boo! Whew!

For own classmates

TRANSITIONAL PHRASES

Transitional words and phrases keep the reader “on track.” They kep the reader understand the relationship between one idea or statement and subsequent ones.

1. Adding ideas: besides for example (e.g.) for instance furthermore in addition in fact indeed likewise moreover once more similarly that is (i.e.) then, too 2. As expected: as a matter of fact for that matter it follows that naturally obviously of course surely to be sure 3. Cause and effect: accordingly and so and that’s why as a consequence as a result as might be expected consequently for this reason hence since then therefore thus 4. Contrast: at the same time conversely despite however in spite of nevertheless nonetheless notwithstanding not at all on the contrary on the other hand still unlike yet 5. Concession: although but of course certainly doubtless granted that of course though to be sure to doubt that whereas

6. Degrees of certainty: anyhow anyway certainly doubtless in all likelihood in all probability in any case indeed perhaps possibly probably surely 7. Qualification: especially frequently if in case in general in particular inasmuch lest occasionally particularly provided that specifically unless 8. Repetition: as noted as noted earlier as we have seen besides in any case in fact in other words indeed to put it another way to repeat 9. Summary: all in all finally in a word in brief in conclusion in short in summary in summation on the whole therefore to conclude to make a long story short to sum it up to summarize

For you

ADVERBS

1. Adverbs tell how (“eagerly”), when (“lately,” “often”), where (“there,” “outside”), how much (“very,” “too”), and why (“therefore”).

2. Adverbs usually modify verbs, other adverbs, or adjectives.

Bob drives carefully . (“Carefully” modifies the verb “drives.”)

Bob drives very carefully. (“Very” modifies the adverb “carefully.”)

Bob is quite tall. (“Quite” modifies the adjective “tall.”)

3. Adverbs are often “adjective + -ly”:

patient--patiently

careless--carelessly

expensive--expensively

probable--probably

certain--certainly

happy--happily

honest--honestly

personal--personally

real--really

direct--directly

fair-fairly

serious--seriously

4. But not all adverbs end in –ly:

again, ago, all, almost, also, always, any, anyhow, anymore, anyplace, anytime, anyway, anywhere, better, best, enough, far, farther, fast, further, furthest, here, how, inside, just, later, maybe, more, most, much, never, next, now, often, once, outside, quite, rather, slow (also slowly), so, some, somehow, sometime, sometimes, somewhat, still, straight, there, therefore, too, very, well, what, whatever, when, whence, whenever, where, whereby, wherein, wherever, yet.

5. Not all words that end in -ly are automatically adverbs;

“friendly,” “likely,” “lonely,” and “lovely” are adjectives.

“Early” can be an adjective OR an adverb.

6. “Fast,” “slow,” “quick,” “early,” and “straight” are examples of other words that can be adjectives AND adverbs, BUT have the same meaning:

Sara walks fast. (adverb) = Sara is a fast walker. (adjective).

The early bus (adjective) = the bus that arrives early (adverb).

7. Most adverbs, like adjectives, can be compared using “more” and “most”: sharply--more sharply--most sharply. One- syllable adverbs are compared using “-er” and “-est”: straight--straighter--straightest.

Some adverbs are irregular:

well--better--best,

badly (ill)--worse--worst,

much--more--most,

little--less--least,

far--farther (further)--farthest (furthest).

Chamd hereg bold magadgui.

I. SIMPLE TENSES

A. Simple present = base form: I work. OR base form + -s: He works. She works. It works. OR base form + -es : I watch / she watches; I study / he studies

1. A general truth.

The sky is blue.

2. A typical activity.

I always brush after I eat.

Bob watches TV every night.

Sara works 5 days a week.

3. A statement of something existing at the time of speaking.

I hear the train coming.

I smell smoke.

4. A scheduled event or activity.

My plane leaves at 8:30 tomorrow.

B. Simple past = base form + -ed for regular verbs : I worked yesterday. The simple past for irregular verbs varies : He ate lunch at noon. (irregular verb)

1. An activity begun and completed at a particular time in the past.

I went to work yesterday morning.

2. Commonly used with “after” and “before” clauses.

After Bob ate dinner, he drove to CEC.

The students arrived in class before the teacher.

3. “Used to” = past habits (used to + base form)

I used to ride horses when I was a kid.

C. Simple future = will + base form: I will work tomorrow. He will eat dinner later. OR am / is / are + (going to + base form): I am going to work tomorrow. She is going to eat dinner at Al’s Restaurant. We are going to study Unit 1 tonight.

1. A future event or activity.

Our break will begin at 8:10.

I will study later.

I’m going to study later.

2. Use will (not: going to) to volunteer.

A. Wait a second. I will help you with that sofa. If you try to move it by yourself, your back will be out for a week.

3. Use going to (not: will) with a preconceived plan.

I’m going to mow my lawn tomorrow.

D. Present perfect = have + past participle : I have worked. I have eaten. OR has + past participle: She has worked. She has eaten.

1. An activity that began in the past and continues into the present , often using “since, ” “since...ago,” or “for”:

“since” = a particular time: I have / She has studied English since 1997.

“since...ago” = a particular time: I’ve / She’s studied English since 5 years ago.

“for” = a duration of time: I’ve / She’s studied English for 5 years.

2. A repeated activity.

I have / He has gone to ESL class every day this week.

3. An activity that occurred at an unspecified time in the past.

A. Have you ever visited New York? B. No, but I have visited New Orleans.

4. An activity in a time clause (e.g., when..., while..., after...) that ends before the main clause activity begins.

I will go to the movie after I have studied Unit 1.

E. Past perfect = had + past participle : I had worked. She had eaten.

An activity in the past that ended before another activity in the past.

e.g. They had already gone to Lab by the time I arrived.

F. Future perfect = will have + past participle : I will have worked. She will have eaten.

An activity in the future that will end before another activity in the future.

e.g. They will have left Lab by the time I arrive.

Preposotion

A preposition links nouns, pronouns and phrases to other words in a sentence. The word or phrase that the preposition introduces is called the object of the preposition.

A preposition usually indicates the temporal, spatial or logical relationship of its object to the rest of the sentence as in the following examples:

The book is on the table.

The book is beneath the table.

The book is leaning against the table.

The book is beside the table.

She held the book over the table.

She read the book during class.

In each of the preceding sentences, a preposition locates the noun "book" in space or in time.

A prepositional phrase is made up of the preposition, its object and any associated adjectives or adverbs. A prepositional phrase can function as a noun, an adjective, or an adverb. The most common prepositions are "about," "above," "across," "after," "against," "along," "among," "around," "at," "before," "behind," "below," "beneath," "beside," "between," "beyond," "but," "by," "despite," "down," "during," "except," "for," "from," "in," "inside," "into," "like," "near," "of," "off," "on," "onto," "out," "outside," "over," "past," "since," "through," "throughout," "till," "to," "toward," "under," "underneath," "until," "up," "upon," "with," "within," and "without."

Each of the highlighted words in the following sentences is a preposition:

The children climbed the mountain without fear.

In this sentence, the preposition "without" introduces the noun "fear." The prepositional phrase "without fear" functions as an adverb describing how the children climbed.

There was rejoicing throughout the land when the government was defeated.

Here, the preposition "throughout" introduces the noun phrase "the land." The prepositional phrase acts as an adverb describing the location of the rejoicing.

The spider crawled slowly along the banister.

The preposition "along" introduces the noun phrase "the banister" and the prepositional phrase "along the banister" acts as an adverb, describing where the spider crawled.

The dog is hiding under the porch because it knows it will be punished for chewing up a new pair of shoes.

Here the preposition "under" introduces the prepositional phrase "under the porch," which acts as an adverb modifying the compound verb "is hiding."

The screenwriter searched for the manuscript he was certain was somewhere in his office.

Similarly in this sentence, the preposition "in" introduces a prepositional phrase "in his office," which acts as an adverb describing the location of the missing papers.

Miniii test #6
I find the mistakes and correct item
1.on 2.have being 3.of 4.borrow 5.finishing 6.to(no)9. speak 10. tall 11. waiting 12.watching 13. to learn 14.damage 15.luggage 16.talking 17. on carring
II choose the correct one
1b 2a 3a 4c 5c 6c 7b 8c 9b 10a 11a 12c 13b 14a 15b 16b 17b 18b 19a 20c21a 22c 23a 24a 25c 26a 27c 28c 29c 30a 31a 32c 33a 34a 35b 36a 37c 38b 39b 40a41a 42c 43b 44b 45b 46a 47c 48c 49c 50b51b 52c 53a 54c 55a 56b 57b 58a 59b 60a61b 62b 63c

Miniii test #5
I choose the correct one
1b 2a 3b 4c 5c 6c 7a 8a 9b 10b11a 12b 13b 14b 15a 16b 17c 18c
19b 20c21b 22c 23c 24a 25c 26a 27b 28c 29c 30b
II choose the correct item
31b 32a 33a 34c 35a 36b 37a 38b
III match the sentences
39c 40a 41d 42b
IV fill in the correct word derived from the word in brackets
architectural, talented,famous,creature,disastrous,destroyed,impressionable,beautiful
V choose the correct one
1c 2a 3c 4b 5c 6a 7a 8b 9a 10a 11a 12b 13c 14a 15c 16a 17a 18c 19b 20b

Miniii test #4
1.1b2a3c4c5a6c7b8a9a10a
11b12b13b14a15a16c17a18b
19c20a21b22c23c24a25c26a
27b28c29c30b31c32b33b34c
35a36c37a38c39b40c41a42c
43c44b45b46c47
2. 47b48d49l50e51c52i53a54g
55j56h57f58p59m60n61o62k
3. 63 decided to 64 we 65 been 66 got
4. 67 sunny 68 harmless 69 nearby 70 annoyed
71-72 a 73-74a 75-76b 77-78a 79a 80b

Miniii test #2
I хэсэг 1.c 2.b 3.f 4.h 5.a 6.g 7.e 8.d
II хэсэг 1 goes 2.by 3.collect 4.which 5.valuable 6.large 7.more 8.ago
III хэсэг 1.b 2.b 3.a 4.c 5.a 6.b 7.c 8.b 9.a 10.b 11.b 12.a 13.c 14.c 15.b 16.c 17.b 18.a19.b 20.a 21.c 22.b 23.b 24.a 25.b 26.a 27.c 28.c 29.c 30.b 31.b 32.c 33.c 34.a 35.b 36.b 37.b 38.c 39.b 40.a 41.b 42.a 43.c 44.a 45.b 46.a 47.c 48.a 49.b 50.a 51.a 52.b 53.b 54.a 55.c 56.c 57.b 58.a 59.b 60.c 61.a 62.b 63.b 64.c

Miniii test #1
I хэсэг.2.a 3.b 4.a 5.a 6.b 7.a 8.a 9.a 10.c
11.c 12.b 13.a 14.b 15.b 16.c 17.b 18.c 19.b 20.b 21.c 22.b 23.c 24.a 25.a 26.b 27.c 28.b 29.a 30.a 31.a 32.b 33.a 34.c 35.a 36.a 37.c 38.b 39.c 40.b 41.a42.b 43.a
II хэсэг 1.e 2.f 3.c 4.a 5.b 6.d 7.
III хэсэг 1.a 2.a 3.c 4.b 5.b 6.b 7.a 8.a 9.a10.c
IV хэсэг 1.uncomplicated 2.illogical 3.disqualified 4.uninterested 5.irrealistic 6.informal 7.irresistable
V.1.a 2.a 3.c 4.b 5.a 6.a
VI.1.d 2.b 3.g 4.h 5.a 6.e 7.f 8.c

Book

A good book has no ending. A good book should leave you... slightly exhausted at the end. You live several lives while reading it. we are all know that book is a window to see the world. there are large number of book's effects and benefits. example; people who read books ever can reach full of knowledge and their mental power increase day by day. also their life views change and they can see different sides of any problems. i think one important way reach richy-vocabulery is to read book for our lecture skill. we can divide books that literature, science, history medical as their contain. also there are many kind of book types such as novel, creature, article, story, fable, legend, fiction, myth, spectacle, saga narrative, plot, tale and scoff et cetera

Traveling
The nice tour took us to Ovorhangai, on the west coast of the Ulanbatar. Whit beautiful countriside, nice nature and kindly people. The first place we stopped at was "Elsen tasarhai", in northern Ovorhangai. This site is very famous in Mongolia. but we spent three hours in site. The weither was hot in tour day. the next site on the tour was "Erdene zuu". This site is very famous attractions. There are "108 suvarga". it has Mongolian history. I know this history. So I tell about this site to visitor. it was funny. We enjoyed watching many animals, traditional dance, milky foods and shown wonderful nature. I have never seen such a beautiful site. Finally we came back to Ulanbatar. This holiday was fantastic. So when you have time, get on the first travel to the west coast of the Ulanbatar and have the time of your life!

Recommendation

I have known him for two years. He is one of the best students in our school. He is smart and hardworking. He attends his lessons and activities seriously and he always does his work.

He is also energetic and very talented. For example: Bulgantamir participated in the Math and physics Olympiads successful last year, and he received gold, silver and bronze medals from them.

In addition he has a sense of humor, and he is friendly. He is also good at math and chess. I strongly recommend his as a student because he has many abilities and will study to attain a promising future.

I hope you will give Bulgantamir every consideration because he will be an excellent student.

Mongolian future

Mongolia is unique because of its integrity in nature, culture, history and hospitality. It is also called “the Land of Blue sky”. I am proud of Mongolian’s pristine nature, fresh air and grassland. Every day Mongolian life changed. The population is about 2.6 million people, but it is one of the least densely populated countries in the world. As the statistics suggest, the population of Mongolia will reach 4,4 million by 2050. I agree that if the population of the country increases, the economic would develop very rapidly.

First of all, we need to develop the Mongolian education system, which should reach international standards. As well as, Mongolians also need to discover many new scientific discoveries in the world.

Secondly, the urban concentration in Mongolia is found in Ulaanbaatar. So, we need to initiate a strategic city plan in order to regulate self development of Harhorin. I dream that the Harhorin city will be a modern city in the world.

Thirdly, Mongolia was very vast territory. So transportation needs to be developed. In my opinion tarmac road should rebuild along each aimag, sum, or bag in ten years time.

Fourthly, there are many cars and ger district’s smoke in Mongolia. So we need to build many big apartments for the public. I believe that the Mongolian people will be very rich, the rural community will be moved elsewhere by rich herders, business man, politicians and order urban citizens who still keep their ties with the original traditional institutions.

Next, the economic will increase to the developed countries level. Especially, it needs to increase export product such as copper, gold, cashmere wool, fur, leather and diary product.

Finally, I am proud of Mongolia it could be the best developed country in the world.

If I had million dollar

If I had million dollars, first I would keep it in the Golomt bank.

Of course the interest rate would increase the capital, so I would spent only the interest.

First, I would graduate from university and complete a master’s course. Then I would have a big library of foreign language books. I would buy a lot of books for my library. Then I would acquire a lot of knowledge. To have a good education, I would learn many foreign language such as English, Chinese, German, and Japanese and of course Russian.

I would study English especially. To speak each foreign language well, I would employ native speakers.

After that, in order to learn the history ad customs of many countries, I would travel to foreign countries. My first country of course would be America, I would especially visit the Hollywood district in Los-Angeles, because my hobby is studying about popular people’s lives. Next I would travel to other countries.

In short, I dream that I will one day, have a million dollars.

How to protect the enviroment

Our earth is our home. Do people pollute the enviroment? Of course one of the most serious problem is a ger district. The smoke is the main cause of bad air quility, which can make people feel ill and have difficulty breathing. So the goverment concentrate on this problem and it should build many apartments for the public.

Another of the biggest polluters today is cars. Ownerships is increasing every year.

In my opinion, the goverment should decrease the number of cars, people should go to work by bycicle and electric cars. Public transport is more environmentally friendlt because buses and trains can carry large numbers of people at the same time. On the other hand, wind, wave, and solar power don not pollute the environment. We have to control atmospheric and water polution, to study man’s influence on the climate. If we don’t use chemicals responsidy we will pollute our invironment. Litter is garbage like food, paper, nad cans on the ground or in the street in Mongolia. So, people should put their garbage in the garbage can. Moreover, they should work together in groups to clean up the city and Tuul river. Also, it is important that people should build a recycling centre in Mongolia. People all over the world should do everything to protect their environment and try to persuade the government to take more care of the environment , especially by organizing protests.

Unit 8

Hard time

A.

I moved to London with my family a month ago. I haven’t made any new friends yet and I miss my old friends. I’m going to start at my new school next week but I don’t want to. I’m afraid my new schoolmates will tease me because of my accent. I think I’ll be miserable there. I want to go back to my village. What can I do?

B.

I’m a working mother with a two-month-old son. My house is very far from my workplace. If I carry on working there, I’ll miss out on the pleasure of spending time with my song. I’m thinking of applying for a part-time job in a place which is much nearer, but if I get the job, I’ll earn a lot less money and I’ll have no chance of promotion. Could you please help me?

C.

I am 65 and I have always been kept busy with my shop, but I’ll be retiring in February, so I’m not going to have anything to do. I’m an active and it will be impossible for me to sit around the house. If I spend my time just going on pensioners trips or walk in the park, I’ll feel useless. Any ideas?

Auntie Claire writes:

1.

The best thing you can do is to stop worrying. There are so many things you can do to feel useful. How about taking up a hobby which you never had time for before? You could also do some work for charities and help others with your experience and abilities.

2.

You ought to think about what is best for your family. If you can afford to live on less money, then you should apply for a part-time job. This will be much better for you because you’ll have more time for your son. Alternatively, if your present work-place has got a child-minding centre for its employees’ children, I strongly advise you to stay. In this way you’ll be close to your son and you can also seek promotion. Hope this advice is of some help to you.

3.

I don’t think you should worry so much. Why don’t you join a gym? You’ll make lots of friends there. If I were you, I wouldn’t be afraid of starting at the new school. If you go there with a positive attitude, I’m sure that everything will be OK.

Unit 8- Grammar

WILL - BE GOING TO – PRESENT CONTINUOUS

We use Future simple (will + bare infinitive) for:

Decisions tken at the moment of speaking(on-the-spot decisions).e.g. I’m starving . I think I’ll make a sandwich.

Hopes, fears, threats, offers, promises, warnings, predictions, request, comments, etc. Especialyy with the following verb: expect, hope, believe, I’m sure, I’m afraid, etc.e.g. I’m sure he will win the first prize.

Actions or predictions which may or may not happen in the future.e.g. We will probably buy a new car.

We use be going to for:

Planned actions or intentions.e.g. I;m going to repaint the kitchen next month.

We use present continuous for:

Fixid arrangements in the near future.e.g. I’m seeing my dentist tomorrow evening.