Підручник Англійська мова 9 клас (9-й рік навчання) - Л.І. Морська - Астон 2017 рік

UNIT 4. NATURE. THE WEATHER. THE ENVIRONMENT

LESSON 37

1. Listen to the dialogues and write down ail the modals you hear. Then identify their meaning. Make up similar dialogues and act them out with your partner.

Exam Skill Builder

2. Read the text and choose the correct item. Write * down all the words that relate to the topic “Natural I disas ters ”.

The Solomon Islands were rattled by a 6.9 magnitude earthquake on Saturday, a day after hundreds of people along the coast fled into the hills following a 7.8 magnitude tremor.

The latest quake initially triggered a fresh tsunami warning for the Solomons but that was lifted by authorities a short time later. No deaths were reported.

There were reports of damage to homes in remote areas, potentially affecting hundreds of people, but Suzy Sainovski, World Vision’s Pacific Timor- Leste spokeswoman, said it had been hard to get a full assessment from some more remote communities that did not have mobile phone coverage.

“There are some initial reports that 3,000 people have been affected,” Sainovski said. “Some of these are traditional houses that are on stilts, and made with vegetation.”

The quake struck near the island of Makira. Sainovski said in the town of Kirakira on the island, the quake damaged a hospital, a church and other buildings including the World Vision office. She said 20 people were evacuated from a hospital. She said the quake had caused some power failures throughout the country.

The United States Geological Survey (USGS) said the quake happened 10 km deep (six miles).

Micha Maghe, World Vision’s water sanitation and health project coordinator in Kirakira, said the quake had been terrifying.

“When I got outside I could hear children crying, people shouting,” she said in a statement. “We assembled at a school and I saw people moving towards high ground ... People just panicked and were frightened.”

Sainovski said there continued to be a number of aftershocks and power cuts.

The Solomon Islands have been hit by a series of aftershocks since Friday’s initial major quake that struck 130 km (80 miles) from the capital, Honiara.

That first powerful quake in the early hours of Friday triggered a series of tsunami alerts across the region, sending hundreds of people in the Solomons scrambling to higher ground.

Hundreds of people in southern Makira province, closest to the epicentre, spent Friday night in the hills.

1. The tremor with 6.9 magnitude on the Richter scale was in a serious of earthquakes on Solomon Islands.

a. the first

b. the second

c. the last

2. The damage that the earthquake made to people was felt by people.

a. 100

b. 3000

c. 20

d. no precise number of

3. The capital of the Solomon Islands is ___ .

a. Makira

b. Honiara

c. Micha Maghe

d. Kirakira

4. The earthquake caused tsunami on Solomon Islands.

a. true

b. false

5. The people had to rescue themselves from earthquake tremors and tsunami by hiding .

a. under the ground

b. on hilly areas

c. in hospitals

d. in remote areas

Focus on Grammar

Modal Verbs MAY

“May” is most commonly used to express possibility. It can also be used to give or request permission.

Examples:

• Cheryl may be at home, or perhaps at work. - possibility

• Johnny, you may leave the table when you have finished your dinner. - give permission

• May I use your bathroom? - request permission

Meaning

Affirmative Forms 1. = Present 2. = Past 3. = Future

Negative Forms 1. = Present 2. = Past 3. = Future

Also

use:

possibility

1. Jack may be upset. I can’t really tell if he is annoyed or tired.

2. Jack may have been upset.

I couldn’t really tell if he was annoyed or tired.

3. Jack may get upset if you don’t tell him the truth.

1. Jack may not be upset. Perhaps he is tired.

2. Jack may not have been upset. Perhaps he was tired.

3. Jack may not get upset, even if you tell him the truth.

might

give permission

1. You may leave the table now that you’re finished with your dinner.

2. SHIFT TO “BE ALLOWED TO” You were allowed to leave the table after you finished your dinner.

3. You may leave the table when you finish your dinner.

1. You may not leave the table. You’re not finished with your dinner yet.

2. SHIFT TO “BE ALLOWED TO” You were not allowed to leave the table because you hadn’t finished your dinner.

3. You may not leave the table until you are finished with your dinner.

can

request

permission

May I borrow your eraser? May I make a phone call? Requests usually refer to the near future.

NO NEGATIVE FORMS

can, might

3. Fill in the blanks with may or might. Then explain the meaning of each modal use.

1. I was just wondering whether you ___ be able to help me. 2. ___ God bless you in everything you do. 3. I told them I ___ go if I felt like it, but wasn’t sure. 4. Students ___ only borrow four books at a time. 5. The examiner says we ___ leave when we’ve finished. 6. It be ___very expensive, but it’s much better than the others. 7. You ___ try asking her for help - she knows her stuff. 8. You ___ have told me earlier! I came all this way for nothing. 9. I thought he ___ be able to help me, but he was useless. 10. Customers ___ use the staff washroom. 11. I ___ join the drama club.

4. Match the sentences with their meaning.

1. You may not use my mobile phone!

2. Might I have a word in private?

3. I may see you at the weekend.

4. She wondered if she might borrow some money.

5. They may have forgotten all about it.

6. May I have your attention, please?

a. Not sure about something

b. Something possible happened

c. Emphatic refusal

d. Polite request

e. Very polite request

f. Past request

5. Work with your partner. Practise asking and answering the questions.

1. What is a disaster?

2. Have you ever been in a disaster?

3. What are some different kinds of disasters?

4. What kind of disasters are common in your country?

5. What is the difference between a strong wind and a hurricane?

6. What is the difference between a tornado and a hurricane?

7. Are there ways we can prepare ourselves in advance to cope with disasters?

8. How are families affected by disasters?

9. How are the problems solved after a disaster?

6. Rewrite the sentences as if the actions happened in the past.

1. They may go for a walk for half an hour while I am preparing lunch.

2. My mother may be upset. I promised to call her, but forgot. I’ll call her and apologize.

3. You may not leave your clothes everywhere. It creates a total mess in the room.

4. You may not use a tablet during the test paper! Use your brains!





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