Bi - موقع التعليم الجزائري
Souad Belbachir
EUREKA!
2AS
NEW PROGRAM
Editions Dar El Gharb
In Memory of my Mother
In Memory of Mr. Abdelkader Mars, Inspector of English and his son, Mustapha
In Memory of Habib Sebbane,Ophtalmologist
In Memory of Mrs. Fatiha Boukhari- Moktefi
To my FATHER
To my family,
With Love
ACKNOWLEDGEMENTS
I would like thank Mr. Kamel Bereksi, Mr Mustapha Louznadji, Inspectors of English, Mr. Mustapha Boudia, Director of the National Centre of Pedagogical Documentation, (CNDP Oran), Mr. Brahim Lalibi, Director of the National Centre of Pedagogical Documentation (Algiers), Mr.Smail Ilman (CNDPAlgiers), Mr. Ahmed Benagaouch, personnel Manager, Mr. Amrouch ,(CNDP Tipaza) Mr. Bouziane Benachour (Director of El Watan Newspaper), Mr. Mohamed Bensalah (USTO ), Mrs Farida Lakhdar Barka and Mr. Sidi Mohamed Lakhdar Barka, Mrs. Leila Moulfi, Mr. Aoussine Seddiki (University of Oran), and Mr. Fathi Isri for their great help and encouragement.
Gratitude to all the colleagues and friends among them, Farida Derragui, Sotra Baka, Nora Benboucetta, Amina Khefif, Farida Mechbeck, Mrs. Khadra Seddiki and Mr. Sid Ahmed Seddiki and their children, Mrs Mama Safar for their encouragement and useful advice.
Thanks to my Editor, Mr. Freha Benhammadi Dar El Gharb (Oran) for always taking my work through production.
I am grateful to Mohamed Taouch (Dar El Gharb) for designing the book cover.
المقدمـــة
فـي إطـار مـسـاهـمة مـخـتـلـف الـفــاعـلــيـن فــي مــجـــال إصـــلاح المـنــظــومـة التـربــويـة، يسّــر دار الــغــرب للــنــشــر أن تصـدر هـذا الـكــتـاب شـبـه الـمـدرسـي فـي اللـغة الإنجـلـيـزيـة و الخـاص بالسنة2 مـن التـعــلــيم الثـانوي للأستاذة سعـاد بلبشيـر تــتــمـة للمــؤلفـات الــتـي سـبــق و أن قــدّمــتــهــا المعـنية لـجـمـهــور التعــليــم الثــانـوي.
و تجـدر الإشــارة هـنــا إلـى أنّ المُـؤلَّــف يـتــمــاشـى والمـنـهـجية الجــديـدة المـقــررة مــن قــبــل وزارة التـربــيـة الـوطنــية مـمـا لا يدع مـجالا للشـك أن الـكـتـاب سيـكــون سـنــدا قـويـــا فــي مــجــال تـكـويـن
الــتـلامــيـذ فـي اللــغـة الإنـجـلـيـزيــة.
فالنـصوص مـعـاصـرة تـتـمــاشـى و الـمحـيط القـريب للمتعلم كما أنّ الكـتــاب يـتـضـمـن دروســا و تـمـاريـن مـخـتـلـفـة مـن شـأنـهــا تـوسيع دائـــرة مـعــارف التـلــمـيـذ و صـــقــل مـمــارسـتـه اللــغــويــة.
السيد بودية مصطفى مدير المركز الجهوي للوثائق التربوية وهران
FOREWORD
This book has been designed to help young learners and teachers have enough material. I hope it will be a complement to the book ‘Getting Through’( 2AS). I have tried to select texts that appeal to the young people of today and devise activities that comply with the updated syllabus.
This modest work is just an attempt, and I hope it will convey something of the interest and illumination I can gain form the ideas of colleagues.
Souad Belbachir
TABLE OF CONTENTS
ACKNOWLEDGEMENTS …………………………………..
INTRODUCTION……………………………………………..
FOREWORD …………………………………………………
|UNIT ONE SIGNS OF THE TIME |
Past Memories ………………………………….
1. Spaghetti and Chips ……………………………..
2. British Eating Habits …………………………….
|UNIT TWO MAKE PEACE |
1. Human Rights Embody the Fundamental Values of Civilizations …………………..
2. ‘Let Freedom Ring’ (Poem)……………………………………………………………
3. Painless World (Poem) ……………………………………………………………….
4. King, Martin Luther, Jr .……………………………………………………………….
5. Peace Education ………………………………………………………………………..
6. Freedom Now (song) Tracy Chapman ……………………………………………………………………………………………
7. Pipes of Peace (song) Paul Mc Cartney ……………………………………………….
8. Love, Oh! Love. …………………………………………………………………………
|UNIT THREE WASTE NOT, WANT NOT |
1. The Ozone Layer………………………………………………………………………….
2. The Architect and his ‘Earth Ship’ ……………………………………………………..
3. Environmental Disaster …………………………………………………………………
4. Earth Song (song) Michael Jackson …………………………………………………….
|UNIT FOUR BUDDING SCIENTIST |
Pythagoras …………………………………………………………………………………
1. Pets that Help: Monkeys are trained to help Handicapped people …………………….
2. Tortured Animals Trails of Trash-This is “Nature Travel”? …………………………..
3. Stargazing ………………………………………………………………………………….
4. Louis Pasteur (poem) ………………………………………………………………………
| |
|UNIT 5 NEWS AND TALES |
1. The Seal who Became Famous ………………………………………………..
2. The Camel Dances ……………………………………………………………..
3. Hodja stories ……………………………………………………………………
4. SnowWhite and the Seven Dwarfs (poem) …………………………………….
5. Little Red Riding Hood (poem) ………………………………………………..
6. The Boy and the Dolphin (poem) ……………………………………………….
|UNIT 6 NO MAN IS AN ISLAND |
1. The Homeless and Charities in Great Britain ……………………………
2. Action Aid (Sponsor a Child) ……………………………………………….
3. World Hunger 2000 ………………………………………………………….
4. Haile ……………………………………………………………………………
5. Helpful Teenagers …………………………………………………………….
6. International Cooperation at a Cross roads. Aid, trade and security in an unequal world. ………………………………………………………………..
7. Hunger in a world of Plenty …………………………………………………..
8. Let’s Talk About Love (song) Celine Dion ……………………………………
9. Colours (song) Phil Colins ………………………………………………………
|UNIT 7 SCIENCE OR FICTION |
1. Flying Saucers ……………………………………………………………………….
2. If Only you could See (poem) ……………………………………………………….
3. If Only (poem) ……………………………………………………………………….
4. If I were……(poem) …………………..
5. If I Could (song) Simon and Garfunkel ……………………………………………
6. What if Children Ruled the World? ……………………………………………….
|UNIT 8 BUSINESS IS BUSINESS |
1. Letters……………………………………………………………
2. Inflation ………………………………………………………….
3. EURES Computer Network …………………………………….
4. Perseverance Reward ……………………………………………
5. The Top 10 Things that Make a Good Manager ………………
|APPENDICES |
1. Phonetic symbols chart ……………………………………….
2. Functional Language ………………………………………….
3. Writing Informal Letters ……………………………………..
4. Writing Formal Letters ………………………………………..
5. Writing a narrative …………………………………………….
6. Linking Words …………………………………………………
7. How to write an Article ………………………………………..
8. Pronunciation …………………………………………………..
9. Passive voice ……………………………………………………..
10. Clauses of purpose ………………………………………………
11. Reported Speech …………………………………………………
12. List of Irregular verbs …………………………………………..
UNIT 1
SIGNS OF THE TIME
DISCOVERING LANGUAGE
Past Memories
I was raised on a farm in a remote village in the 1950s. There were only ten families in the village, but hundreds of goats and dogs. The winter months were endless and everything was covered in snow. I was always eager for the warmer weather to come.
When spring arrived, everything came alive, flowers bloomed and the animals came out of hibernation. I used to follow the bear tracks and search for them. Once, however, I came across an angry mother bear who saw me as a threat. At the sight of the bear I did what my father had told me. I stood still until she stopped growling and walked away. The trick was effective, but looking back now, I realize that the situation was far more serious than I thought at the time.
By the age of twelve I had lots of camping experience, as I used to go camping with my dog on my school holidays. We used to spend days exploring the forest, catching fish for dinner, looking at the frogs and the flocks of birds and the insects hopping up and down on the surface of the water.
Of course, this was possible only during the warm months. When autumn came, everything went quiet, which was quiet usual in those parts. It wasn’t long before the animals disappeared, the birds flew south and the snow took over. The place became deserted once again.
I still remember, it was a magnificent view and when I think back, I always feel a kind of nostalgia.
Adapted from Use of English for the FCE Examination MM Publications 1999
1. Read the text and answer the following questions.
a. Where was the writer raised?
b. What happened when spring arrived?
c. Did the writer use to follow rabbit tracks ?
d. What did he use to do by the age of twelve?
e. What happened when autumn came ?
2. Read aloud the words below and arrange them according to the pronunciation of the final letter ‘s’.
Hundreds- months- flowers- holidays-villages-goats- frogs- experiences.
|/s/ |/z/ |/iz/ |
| | | |
AFTER READING
| |
|GRAMMAR DESK |
| |
|Read these sentences from the text and answer the questions: |
|a. Which of the sentences expresses a habit in the past and which one expresses a habit in the present? |
|b. What does the writer use to express a habit in the past and what does he use to express a habit in the present? |
| |
|1. By the age of twelve I had lots of camping experience, as I used to go camping with my dog on my school holidays. |
| |
|2.We used to spend days exploring the forest |
| |
|3. I still remember,……………………… and when I think back, I always feel a kind of nostalgia. |
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|Read the short text below and answer the questions |
| |
|Mrs. Dawson used to be a teacher. Today she works in the Ministry of National Education. She writes books for |
|Secondary School Students and often asks me to read her work before publication. She always says, “I miss my pupils. |
|I’m going to write a novel entitled, ‘My Life as a Teacher.’” |
| |
|a. Which of the sentences expresses a habit in the past and which one expresses a habit in the present? |
|b. What does the writer use to express a habit in the past and what does he use to express a habit in the present? |
|c. Ask a question about Mrs. Dawson referring to sentence 1. |
|d. Which sentence expresses a future intention? How does Mrs. Dawson express intention ? |
| |
| |
PRACTICE
1. Complete the sentences below with the positive, negative or interrogative forms of the semi-modal ‘used to’.
a. Bill doesn’t smoke now, but he ………………………… a lot when he was younger.
b. In our garden there are four big trees now. There ………………only one.
c. When I was a child, I ……………………………., but now I like it very much, and I eat it nearly every day.
d. ……………….when she was a child? I notice that she is afraid of diving into the water.
2. Each of the sentences below contains an incorrect form of the verb. Correct them to express a habit either in the past or in the present.
Example:
When I was young, I was eating soup. (incorrect)
When I was young, I used to eat soup. (correct)
a. In the early 60’s, women wear mini skirts.
b. He is sometimes buying old fashioned clothes.
c. I wear suits, but I don’t do it any longer. I prefer wearing jeans.
d. Most young people are often buying fashionable clothes.
SAY IT LOUD AND CLEAR
1. With the help of your teacher, transcribe the following words.
Frog- snow- used- come- age-birds
2. Look up the word homophone in a dictionary, then correct the misspelling in bold type by replacing them by their homophones.
Ben has bean been my friend for twenty too years. When we wear young, we used to meat buy the see shore, take my father’s boat and sale to the island. We loved adventure and the natural world. Their were wonderful times, and I feel happy when eye think back.
WORKING WITH WORDS
1. Add suffixes ment- ness- ian- dom- cal- hood-ic- ous-al to the words between brackets in order to get a coherent paragraph.
I love everything that has to do with music. My (fond) for music was so great that I’ve become a great (music) now. My love for music was passed right down by my grand father, who used to be a (fame) guitar player. I spent all my (child) learning how to play different instruments, but I like the piano in particular, and I always spend hours playing (classic) pieces.
Last week grand father composed a song of (free) and we both played it with enthusiasm. Grand father was happy and said, “I’m proud of you. This is a great (achieve).”
Music is an (essence) part of my life. When I’m down in the dumps, I play the piano, and I immediately cheer up and feel (optimism) about life.
LISTENING AND SPEAKING
1. Make predictions about the future using the clues in the chart. Your partner will express certainty or doubts about what you say.
Example:
You: I’m sure that scientists and researchers will find an effective treatment against AIDS.
Your partner : Personally, I have doubts about that. That may or may not happen/might/ or might not happen. / May (well) ? /Might (well)? Personally, I have the firm conviction that they will/ won’t invent anything in the near future.
|Robots/replace/men and animals. |
|People/ have self driving cars |
|We/ have/hotels in space |
|We/not have drivers. /no accidents/ Computers |
|/plan journey and /drive the cars. |
|Computers/understand spoken instructions. |
|People /go on holidays to other galaxies. |
|Scientists /find cures to all diseases. |
2. Write it up
Pair work. Write a short dialogue predicting what might happen in the future in different fields. Then act it out in front of the class.
Example : You: Will all the pupils accept to study with computers only ?
Your partner: I don’t know/I have no idea. They may possibly accept, but on the other hand, they may well refuse to do so.
READING AND WRITING
Spaghetti and Chips
Once upon a time, British food had a bad name. People seemed to eat nothing but boring, plain meat, and chips with everything. Only the cakes and puddings were good, even if they were fattening. For some time now, things have been changing. British people have become much more interested in food, and are even prepared to be adventurous. They have discovered that eating can be fun. The large number of foreign restaurants in Britain
has helped this mini-revolution along. Every town (even a very small one) has a Chinese restaurant, and many
have an Indian, Greek, Italian and French one as well. The average family still has roast beef on Sunday. But they might have Italian spaghetti on Monday, American hamburgers on Tuesday, chop suey (from the Chinese restaurant) on Thursday.
Most people buy their foreign food as “takeaway” meals, bought at the restaurant and eaten at home. But more and more people are learning to cook themselves. Every bookshop has a cookery section, and new books come out each week. One popular new subject is “health food”. People are eating less sugar and meat, and more fruit and vegetables.
International food may be coming to Britain, but there are signs that the old favorites are fighting back. A friend of mine went into a café recently and ordered spaghetti.
“With chips?” said the waitress.
From Faces of Britain, Longman Step by Step Nathan 1996
1. Read the passage and answer the questions below.
a. What have British people discovered ?
b. What is there in every town ?
c. What are “takeaway meals ?
2. Write definitions using the information in the box.
e.g. : This is the Lady whom I wanted to honor.
|A/ nouns |B/ categories |C/Relative pronouns |
|A café |Place |when |
|A cook |man |where |
|A food mixer |machine |which/that |
|chips |potatoes |who |
|This (is) |lady |whom |
5. Insert essential information in the form of defining relative clauses in the gap. Use the relative pronouns given to you.
a. Swimming is the sport …………………………….. (which/that)
b. People …………………. live longer. (who)
c. I’ve found the book ………………………………. . (which/that)
d. At school today I met a boy ………………………… (whose)
e. Neil has married the girl……………………………. (whom)
f. Do you know a shop……………………………… (where)
6. Read the sentences, then correct the mistakes in each one of them:
a. My youngest brother who is only 13 is fond of wearing fashionable clothes.
b. Memphis, which is known as the “birth place of the blues”, the black folk music, is the larger city in the State of Tennessee.
c. Coco Channel, whom original first name was Gabrielle, was the first to design simple women’s clothes.
d. After school, when I went home, I always kiss my parents.
e. It’s a book, which will help children in writing, before they go to school.
f. Harry has got a new job in a big firm, where they works long hours. He stayes there until all the workers leave.
2. Read the letter below. One of the forms of the verbs in bold type is incorrect Cross it out.
Dear Parents,
I am staying/ will stay with an English family in Nottingham. All the members are nice to me. Mrs. Stevenson is 45 and her husband is 50. They’ve got two children: Alan is 22 and Betty is 19. Tomorrow, Alan and I are watching /will watch Shakespeare’s play ‘Hamlet’. Next week we will all visit/we are visiting D.H. Lawrence’s home. Alan has become a very good friend. Yesterday he told me, “ Betty is arriving/will arrive from Scotland on Saturday morning. I’m sure you will enjoy her company, for she is sociable, friendly and cheerful.”
Now I’m visiting Sherwood Forest. It’s a wonderful place. I’ve a video camera and I’m going to/will film the place.
With Love,
Sam
Write it out.
1. Write some sentences about a country of your choice: A great place to visit during holidays. Use superlative and comparative forms. Compare cities, mountains, rivers, ……
Adjective and adverbs: beautiful- big- large- good-interesting-picturesque-pretty-high- ideal-famous-exciting- attracting…. Warmly- easily…….
2. Complete the blanks in the text below: Use the following link words: however, unlike, but, although,
Consequently, on the contrary, as a result…..
My sister Melina and I are twins. ……………….we have nothing in common, and we differ in appearance and life style. ………. me, Melina is mad about clothes and fashion, and she has always been influenced by famous fashion designers and by pop and film stars. Yesterday she had nothing interesting to do, ………….
she went to her room and started changing clothes and standing for hours in front of the mirror.
An hour later, she appeared wearing tight clothes, huge crucifixes and make up and having her hair set and styled like Madonna. She smiled at me and said, “ Don’t you find that I look like Madonna?” and then she added, “ don’t you think that I’m the most beautiful girl in the world ?” …………..I advised her to go to her room and change clothes, she did not care. …………… she kept looking at herself and singing like Madonna in front of the mirror. Just then Daddy came, saw her and shouted, “What on earth have you done to yourself? Go immediately to your room.” ………………she started crying, ran to her room and was locked in her bedroom all the afternoon.
EXPLORING MATTERS FURTHER
British Eating Habits
1st PART
There are even more bad jokes about British food than there are about the weather. There is no strong culinary tradition in Britain. Since the 1066 Norman Conquest food culture if it has existed at all has been essentially French.
Eating habits have however changed as styles of life have changed. Since the war convenience foods have been widely disseminated. First came in the late fifties instant coffee and frozen food. If the fifties fish fingers with their unnecessarily sugared coating became the staple diet of most children, and cheap tasteless battery chickens were a popular Sunday treat. The popularization of television lowered the attention given to evening meal. BBC surveys of people’s Activities and Use of Time show less people preparing meals between 7and 11 p.m. in the seventies.
Britain has indeed become a nation of snackers. The French habit of the family sitting down as regularly as possible to family meals was never very strong on the other side of the Channel. Nowadays it is reserved for Sundays (if then) and holidays, in the average family. Different members of the family- children and adolescents, the father and in some cases the working mother come home at different times and very often make their own snacks, often consumed in front of the television set.
The eighties have seen fundamental changes in eating habits. First food and cooking have emerged as a fashionable pastime for the intelligentsia. Second there has been a considerable development of ethnic food. Steak and chips have become less popular while chicken tikka and chilli con carne are now widespread. A survey by Minitel Publications Ltd. in 1991 showed that excluding takeaway meals the market for Indian food had increased by 60%, that for Chinese food by 52 % and that of Mexican foods, which is a much smaller item of home consumption, by 70% Since 1988. The survey showed that the higher the socio-economic group the more likely respondents were to eat ethnic food at home.
2nd PART
Another major change has been the increase in concern with the quality and healthiness of food. It is true that salmonella is almost an English institutional disease and that, despite the environment health inspectorate, scares are not rare. But it is probably awareness of the health consequences of a diet that is too rich that has triggered off the changes.
Compared with two or three years ago would you say you are now:
% answering “yes” 1989
eating more grilled food instead of fried food? 61%
eating more wholemeal bread instead of white bread 55%
using more low-fat spreads or soft margarine instead of butter 60%
using more fish and poultry instead of red meat? 45%
drinking or using more semi-skimmed or skimmed milk instead of full-cream milk? 43%
eating more boiled or baked potatoes instead of chips or roast potatoes? 56%
Roger JOWELL, Sharon WITHERPOON, and Lindsay BROOK eds. British
Social Attitudes-the 7th Report. London, Gower, SCPR,1990.
Between 1961 and 1989 the National Food Survey showed there were marked changes in the pattern of food consumption. The amount of milk drunk decreased by a quarter, the number of eggs eaten almost halved, the consumption of butter declined by over two-thirds. As a corollary margarine became steadily more popular until it was in its turn partly replaced by low fat and dairy spreads. With regard to meat, beef and sheep meat were bought less- the amount of mutton and lamb was more halved- while purchases of poultry more than trebled.
The one thing the British are very reluctant to give up despite their doctors’ warnings is confectionery. Between 1983 and 1988 the retail sweet and chocolate market went up on average 8% a year. 86% women and 83% men admit to giving way to temptation in a survey published in the British Social Attitudes 7th Report.
This underlines the very human discrepancy the survey found between attitudes toward diet and health, and behaviour.
From Standpoints n°2 vol. 5
April-May 1992 CNDP
UNIT 2
MAKE PEACE
DISCOVERING LANGUAGE
Human Rights Embody the Fundamental Values of Civilizations
People are different, and so their cultures.
People live in different ways, and civilizations also differ.
People speak in a variety of languages.
People are guided by different religions.
People are born different colours, and many traditions influence their lives with varying colours and shades.
People dress differently and adapt to their environment in different ways.
People express themselves differently. Music, literature and art reflect different styles as well.
But despite these differences, all people have one single common attribute: they are all human beings-nothing more, nothing less.
And however different they may be, all cultures embrace certain common principles:
No culture tolerates the exploitation of human beings.
No religion allows the killing of the innocent.
No civilization accepts violence or terror.
Torture is abhorrent to the human conscience.
Brutality and cruelty are appalling in every tradition.
In short, these common principles, which are shared by all civilizations, reflect our fundamental human rights. These rights are treasured and cherished by everyone, everywhere.
So cultural relativity should never be used as a pretext to violate human rights, since these rights embody the most fundamental values of human civilizations. The Universal Declaration of Human Rights is needed universally, applicable to both East and West. It is compatible with every faith and religion. Failing to respect our human rights only undermines our humanity.
Let us not destroy this fundamental truth; if we do, the weak will have nowhere to turn.
Shirin Ebadi
2003 Nobel Prize winner
(From Human Development Report 2004)
1. Read the text and answer the questions
a. Are people different?
b. Do they live in the same ways?
c. Is the Declaration of Human Rights needed all over the world ?
d. What does “ this fundamental truth” refer to ?
2. Read aloud the words below and arrange them according to the pronunciation of the final letter ‘s’.
Civilizations- languages- beings-differences-tolerates.
|/s/ |/z/ |/iz/ |
| | | |
AFTER READING
| |
| |
|GRAMMAR DESK |
| |
|Read the sentences below: |
|1. Leaders were able to find a solution to the problem. |
|2. So far, they have always been able to negotiate. |
|3. I’m sure you can write a letter to UNESCO in English. |
|4. They could not impose the new law on the citizens. |
| |
|a. What does the auxiliary can in sentence 3 express ? Do you know its other functions ? Try to give examples. |
|b. Can has 2 past forms. What are they ? Which form can be replaced by managed to? |
|c. Has been able to in the second sentence is the present perfect form of can. What is the future form of can? |
| |
| |
| |
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PRACTICE
1. Fill in the blanks with was/were able to, can, can’t, will be able to, could, couldn’t, has/have been able to.
a. I ……………(not)forget the text above, the words are so powerful!
b. Despite the fences and the armed guards, the young slave …………………..escape from bondage last night. The white men …………(not) catch him although they tried hard.
c. Martin Luther King said to the police, “ You …………..do nothing to stop me. I will fight for freedom until the end of my life.”
d. “I hope I…………… to restore peace in this area very soon.”
e. “I ……………(not)use weapons to fight for my rights, but I …………write a poem to denunciate violence, injustice and oppression in the world.” Said the child.
f. They have been playing the piano since childhood, and they …………always …………….to compose songs of liberty, peace, and love.
2. Pair work. Complete the responses using was/were able to. Then act out the short dialogues.
Example:
You: Did you solve the problem ?
Your partner : Yes, it was difficult. But we were able to do it at the end.
You: Did they finally organize their ‘March of Freedom?’
Your partner: ……………………………….
You: Your essay on Human Rights was too long, wasn’t it?
Your partner: …………………………………………
You: The demonstrators started throwing stones at the police.
Your partner: ……………………………………….
SAY IT LOUD AND CLEAR
1. A new student, Alan, has just come to study with Melissa, who finds that the boy is intelligent.
Listen to your teacher and mark the intonation at the end of the underlined sentences with an arrow (FLECHE)
Melissa: The teacher asked me to write a paragraph about Nelson Mandela. Can you help me with my exercise, please?
Alan: Certainly. What can I do?
Melissa: Could you give me some information, please?
Alan: But I wonder if you could be more precise. What do you mean by Nelson Mandela?
Melissa: Well, his life, his deeds, his contribution in the construction of a new South Africa.
Alan: OK. Nelson Rolihlahla Mandela was born in a village near Umtata in the Transkei on the 18 July 1918. He……
Melissa: Will you please repeat again? I couldn’t catch what you said.
Alan: You don’t have to write everything, and try to take notes.
Melissa: I have to study a lot: Maths, English, French……By the way, Would you mind reading this French text for me?
Alan: Listen, Melissa, you must learn to rely on yourself. You should do your exercises without the interference of others. May I ask you a question?
Melissa: Sure.
Alan: Do you always ask other people to work for you?
Melissa: I need a high mark, so you see……
Alan: I see…. but you don’t need to ask other people to work for you. You seem to be intelligent, you should try your best.
Melissa: Thank you very much. I will follow your advice.
WORKING WITH WORDS
1. Read the following quotation and write a dictionary entry of the words in bold letters.
“We have a collective responsibility to uphold the principles of human dignity, equality, and equity at the global level. As leaders we have a duty therefore to all the world’s people, especially the most vulnerable and, in particular, the children of the world, to whom the future belong.”
Millennium Declaration, 2002
LISTENING AND SPEAKING
1. Listen and mark a prime(VOIR P 44 FLECHE) the word you hear most among words written in bold in the snippet below.
Tommy: You criticized my essay.
Sally: No, I didn’t.
Tommy: Yes, you did. You said it was long and full of mistakes.
Sally: When?
Tommy: Yesterday, in front of the teacher.
Sally: Did I? I’m sorry I shouldn’t have said that.
Tommy: But you did.
2. Criticize or apologize for the wrong actions (a-d) using should/shouldn’t have. Make any necessary changes.
Example:
You : She opened my e-mail.
Your partner: She shouldn’t have done it.
You: You copied my project word for word without asking for permission.
Your partner: Sorry, ……………………………………………………….
You: Daddy punished me for no reason today.
Your partner: ……………………………………………………………….
You: Harry used my portable computer without letting me know.
Your partner:………………………………………………………………………….
You: I’m upset. You said I was not pretty.
Your partner: ………………………………………………………………………….
3. Write D. (Deduction), or O. (Obligation)next to the sentences which contain the modals in bold type.
Act out similar dialogues.
You: You’ve used my car!
Your partner: Sorry, I was late for work and I had to use it.
You: Nobody is answering the call.
Your partner: They must be out.
You: You can’t miss your train. It is only 9 o’clock; moreover I’ll give you a lift.
Your partner: Okay, no need to panic, then.
4. Read the quotation below. Write your own acrostic for the underlined words.
A. “ Hunger is actually the worst of all weapons of mass destruction, claiming millions of victims every year. Fighting hunger and poverty and promoting development are the truly sustainable way to achieve world peace… There will be no peace without development, and there will be neither peace nor development without social justice.”
Brazilian President Luiz Inacio da Silva
B. “Health and happiness to everyone around the world. Thanks again for writing to us and we hope all of your wishes come true!” (A child wish for the New Year 2006. Internet 2006)
READING AND WRITING
Poem
« Let Freedom Ring »
He hoped to save his nation,
He rejected segregation and discrimination.
He was for non-violence,
And stirred his people’s conscience.
He yearned to preserve his human dignity,
And refused to live in a world of brutality.
He marched to realize the American Dream,
And no wave of racism could stop him.
He tried to insure his people against misery and poverty,
And he died to see them noble and free.
He was a brilliant orator and a great leader,
Who gave his people hope for the future.
He made them join hands and sing,
« Let Freedom Ring »,
His name IS Martin Luther King
By Souâd BELBACHIR
From Songs and Poems to prepare your Bac Exam Painlessly (Maison du Livre 1997)
a. Did you enjoy reading the poem?
b. Do you think Martin Luther King was a great Man ?
c. Why does the writer use “IS” Instead of “was” in the last stanza?
d. Would you like to have known Martin Luther King? Why?
1. To avoid repetition, writers use techniques. They often express what they mean in different ways. They use synonyms, antonyms, pronouns, a verb instead of a noun, a noun instead of a verb, an adverb instead of an adjective….. Try to find some examples from the text: Human Rights Embody the Fundamental Values of Civilizations or from the poem “Let Freedom Ring.”
2. Read the following words: Live- well- beings- may- rights
. Use a dictionary to transcribe the words and then write their meanings.
3. Read the short text below, then choose 3 words and write a dictionary entry for it.
Pamela said, “I have a dream, and my dream may come true. I have a dream that all the people of the world will be able to make this world a safer and peaceful place. If all the people of the world unite and work for that, they will succeed, I’m sure. And by being confident in the future, we will all be able to stop violence, oppression, wars and find cures for AIDS and other diseases . Why don’t we work for that ?”
▫Write it out
What is your Dream for the future ? (or your dreams). Deliver a speech .
EXPLORING MATTERS FUTHER
Painless World
This world must be healed,
There must be no pain
No innocent must be killed,
For we long to see the sunshine again
Plant the seed of love,
And let it grow,
Then send a white dove
In search for a better tomorrow.
By Souad Belbachir
King, Martin Luther, Jr. (1929-1968)
Among the most important leaders of the Civil Rights Movement was a young minister, Dr. Martin Luther King, Jr., who entered the public eye in 1955 when he organized a year-long boycott of Montgomery, Alabama, public transportation. This came after Rosa Parks, a black woman, refused to give up her bus seat to a white man. Martin Luther King, founder of the Southern Christian Leadership Conference, remained at the forefront of the struggle to fight segregation and discrimination, always preaching the principle of peaceful protest. King led the 1963 March on Washington, where he gave his famous speech, “I have a dream,” challenging Americans to judge others “not by the colour of their skin but by the content of their character.” He won the Nobel Peace Prize in 1964. Martin Luther King was assassinated in 1968 in Memphis, Tennessee, but he and his fellow leaders had left an indelible mark.
From Prep@BAC (HATIER 2000)
PEACE EDUCATION
Peace education is by no means new, but in the nuclear age it has taken on a new urgency. Peacefulness is sharply distinguished from passivity and pacification, which are features of ‘un peaceful societies.’ Peace education is no longer regarded as concerned merely with ends, but with means- it is necessarily a process. This applies within the school itself, where the environment should encourage sensitivity towards others and promote communication and co-operation between pupils rather than stressing competition. The resolution of conflicts arising in actual school situations can provide insights into the management of wider conflicts.
It is necessary to help pupils distinguish between aggression, conflict and violence: some aspects of ‘aggression’ (seen as ‘the will to survive’) have their value, being preferable to apathy, or passivity in the face of trial; and ‘conflict’ is an inescapable element of life, not to be feared but to be managed. ‘Violence’ on the other hand results from the failure to direct natural ‘aggression’ creatively or to solve ‘conflict’ situations with sensitivity and imagination: it is destructive, and wasteful of resources, lives and potential human happiness. The individual who feels rejected is more vulnerable to urgings towards violence than the confident individual who has self- knowledge and self-respect. Therefore it is necessary to affirm the worth and nurture the self-confidence of each individual in the would-be peaceful classroom.
The importance of language- of having control over the words we meet and use rather than being controlled by them- in human relationships is self-evident. Its importance internationally is equally clear. After all, it is verbal diplomacy, or its failure, which may ultimately determine the fate of mankind.
From New Connections Education Rick and Susan Harmes 1989
Freedom Now
By Tracy Chapman
They threw him in jail
And they kept him there
Hoping soon he’d die
That his body and spirit would waste away
And soon after that his mind
But every day is born a fool
One who thinks that he can rule
One who says tomorrow’s mine
One who wakes one day to find
The prison doors open the shackles broken
And chaos in the street
Everybody sing we’re free free free
Everybody sing we’re free free free
Everybody sing we’re free free free
They threw him in jail
And they kept him there
Hoping his memory’d die
That the people forget how he once led
And fought for justice in their lives
But every day is born a man
Who hates what he can’t understand
Who thinks the answer is to kill
Who thinks his actions are God’s will
And he thinks he’s free free free free
Yes he thinks he’s free free free free
He thinks he’s free free free free
Soon must come the day
When the righteous have their way
Unjustly tried are free
And people live in peace I say
Give the man release
Go on and set your conscience free
Right the wrongs you made
Even a fool can have his day
Let us all be free free free free
Let us all be free free free free
Let us all be free free free free
Free our bodies free our minds
Free our hearts
Freedom for everyone
And freedom now
Freedom now
Freedom now
Freedom now
Let us all be free free free free
Let us all be free free free free
Let us all be free free free free
Pipes of Peace
By Paul McCartney
I light a candle to our love
In love our problems disappear
But all in all we soon discover
That one and one is all we want to hear
All round the world, little children being
Born to the world, got to give them all we can
‘Til the war is won, then will the work be done
Help them to learn songs of joy instead of
Burn baby burn, let us show them how to play
The pipes of peace, play the pipes of peace
Help me to learn songs of joy instead of
Burn baby burn, won’t you show me how to play
The pipes of peace, play the pipes of peace
What do you say? Will the human race
be run in a day? Or will someone save
This planet we’re playing on?
Is it the only one? (What are we going to do?)
Help them to see that the people here
Are like you and me, let us show them how to play
The pipes of peace, play the pipes of peace
I light a candle to our love
In love our problems disappear
But all in all we soon discover
That one and one is all we long to hear.
Love, Oh Love !
By Lionel Richie
Show the world and all its people
All the wonders love can bring
Give us strength and understanding
Give us all one song to sing !
Let the music play
Play it loud and make it clear
It’s time to stand up
To a new world that is now so near
From the bottom to the top
To the leaders of the land
We all have one heart
Every one of us must lend a hand !
And let there be joy in the world
And let there be no sorrow (let there be)
And let there be peace on earth (let there be)
For all the world
We’ve got to see
That, love, oh love
What a blessed thing (oh, Yeah)
Say it loud
Make it clear today !
All the walls are falling down
No more children off to war
If we search in our hearts
All the suffering will be no more !
And let there be joy in the world (let there be)
And let there be no sorrow (Oh, let there be)
And let there be peace on earth (let there be)
For all God’s children
Let them see
That love, oh love
What a blessed thing (oh, yeah)
Say it loud
Make it clear today !
And freedom, no more lies
We can save this world if we try
One world I know we can make it !
Yes, it’s only in your heart !
Yes, it’s only in your dreams !
You can climb the highest mountains !
You can make the whole world sing ! (Oh, yeah)
Love, Oh, love
What a blessed thing (Oh, yeah)
Say it loud
Make it clear today
Love, oh love
What a blessed thing (Oh, yeah)
Say it loud
Make it clear today !
UNIT 3
WASTE NOT, WANT NOT
DISCOVERING LANGUAGE
The Ozone Layer
.
The ozone layer is a layer of gas around the earth, between 10 and 40 km above the ground. Plant, animal and human life depend on the ozone layer because it stops most of the ultraviolet light from the sun reaching the surface of the earth. Too much ultra violet light is very harmful.
Over the last sixty years, people have been releasing chemicals, such as CFCs and halons, into the air. CFCs and halons have been widely used since the 1930s in refrigerators, air- conditioners, aerosol cans and many other products. Once they are released into the air, they last long enough to rise to the level of the ozone layer. As a result, they destroy ozone, making the protective layer of gas thinner.
In 1984, scientists announced that the ozone layer over the Antarctic was getting thinner . Taking the situation into account, many countries have agreed to stop the use of CFCs and halons completely by 1999. Most industries which used these chemicals are now using different ones to produce CFC-free products.
The ozone layer can recover but only slowly. Even if the whole world stopped using these chemicals tomorrow, the ozone layer would not recover significantly before the late 21st century.
From Practice Tests for the Revised FCE Examination 1
MM Publications
1. Read the text and answer the questions
a. Why do plant, animals, and human life depend on the ozone layer ?
b. What happens when halons and CFCs are released into the air ?
c. Why have many countries decided to stop using CFCs and halons ?
d. Will the ozone layer recover ?
AFTER READING
| |
|GRAMMAR DESK |
| |
|Read the sentences below and answer the questions below. |
| |
|a. Chemicals are released into the air by people. |
|b. The harbour was polluted by oil spillage |
|c. CFC and halons have been widely used since the 1930s in refrigerators, air- conditioners, aerosol cans and many |
|other products. |
|d. The problem of pollution will be solved. |
| |
|1. Who really releases chemicals into the air? Is this sentence passive or active? |
|2. A. Rewrite sentence (a) starting with ‘People’. |
|B. Rewrite sentence (b) starting with ‘oil spillage’ |
|3. Compare your sentences with sentences a and b. Which sentences focus on the doer of the action and which ones |
|focus on the action itself ? |
|4. Compare your sentences and sentences a and b again. What has the writer of sentences a and b done to transform |
|your sentences into the passive ? |
|5. Match sentences a-d above with the following tenses: |
|A. the future simple passive B. the present perfect passive |
|C. the present simple passive D. The past simple passive |
| |
|6. Read the sentences again. Is it always necessary to use by in passive sentences ? |
| |
| |
| |
PRACTICE
1. Read the short dialogue below and put the verbs between brackets into the simple past passive.
Tony: “Oil (pour) into the sea. A lot of trees (cut), and all the animals (slaughter).”
Father: “Don’t worry, darling, I’m sure measures will be taken to punish the people who contributed to this disaster, they must be severely punished.”
2. Transform the verbs from the active to the passive form using by. Make any necessary changes.
a. They have polluted the river.
b. She threw the troubled water and filled the pail with fresh and clear water.
c. Doctor Evans will save the child.
d. Smoking causes cancer.
e. The hunters haven’t caught the blue whale.
▫ Write it right
Read the report written by a group of citizens.
The beautiful area we used to live in was spoiled: The rivers were polluted. The grass around the ponds was burnt, the trees were cut and all the beautiful flowers picked. The animals were killed and their habitats destroyed.
Make a press release to apologise for the damage caused and to promise reparation, using the notes below and the future passive. You can add sentences of your own.
- Volunteers/sent/soon
- Landscape and wildlife/ protect
- Rivers /clean
- Trees and flowers/plant
- …………………..
SAY IT LOUD AND CLEAR
. Transcribe the underlined words in the sentences below.
a. She put the flower in the vase.
b. The dolphin was saved.
c. The beaches were cleaned.
d. The bird was caught.
e. Anti pollution organizations have been created.
WORKING WITH WORDS
1. Look up the following words in a dictionary: environmentalist- recycle-species
2. Recapitulate the various steps you have gone through to find the meanings of the words in exercise 1 above.
LISTENING AND SPEAKING
1. Listen to your teacher and note how must be, can’t be and should be are pronounced.
Animals must be saved from extinction.
The little dolphins shouldn’t be kept in the pond.
They can’t be trained for the circus. Let them live in the wild.
2. Turn the sentences below into the passive. Then read them aloud paying attention to the pronunciation of the modals.
a. We mustn’t destroy forests.
Forests……………………………………
b. You should ban commercial whale hunting.
Commercial whale hunting……………………………..
c. We shouldn’t keep animals in captivity.
Animals…………………………………………….
d. You can clean the beach.
The beach……………………………………………
e. We must find a solution to the problem of pollution.
A solution to the problem of pollution…………………………………..
f. We may invest money for water treatment.
Money for water treatment …………………………………………..
▫ Write it up
Read the dialogue below. Study the discourse markers in bold.
Mr. Willy: Tell me, Kevin, you’ve created an Association called, ‘SOS DOLPHINS’. What gave you the idea in the first place?
Sam: To begin with it is important to make people remember that the natural world must be protected. Another reason, is that many dolphins and even whales are hunted for food and their valuable oil. Moreover, they are trapped in nets, consequently, being incapable of escaping and reaching the surface, they die from lack of oxygen. Besides this, millions of dolphins have drowned over the years as a result of such accidents.
Mr. Willy: In conclusion, have you done anything to put an end to this massacre ?
Sam: We are animal activists. And we have made several successful attempts to stop it. We’ ll continue the fight, and the people who hunt animals just to make money, will be severely punished [pic]. And one of our largest projects, for instance, in the sea campaign is to provide sea sanctuaries for dolphins, seals and whales. [pic]
Little Sue went to visit a dolphin in captivity. She was sad to see the poor creature kept there. Imagine the dolphin is talking to her. Complete the short text below, using discourse markers and your own ideas.
“I’ll be happier if I go and live in the wild. Let me tell you what I’ll do. ………. I will……, second………….., next, ………… Moreover,……….. .Finally, ………………………………….
………………………………………………………………………………………………….
READING AND WRITING
1. Read the text below and find the following.
a. a noun which means: A series of actions that have a particular result.
b. A verb which means: is transformed.
c. An adjective which means: with a shape like a long narrow circle.
2. Answer the questions.
1. What is the topic sentence of the text?
2. Find the sentence that does not support the main idea sentence.
3. Find the concluding sentence.
4. Give a title to the text.
For plants to make food, several elements must play a role: air, light, stomata, water, roots, and chloroplasts. The process, which takes place mostly in the leaves, is called photosynthesis.
First, plants need air. Air enters the plant through openings in the leaves called stomata. Stomata are located on the surface of leaves between cells. Another important element is light, which contains energy. Water is also necessary. It enters the plant through a network of underground tubes called roots. When you transplant a plant, be careful not to break these off. Last are the chloroplasts, which are oval green bodies located in the leaf cells and containing chlorophyll.
Photosynthesis works like this: Light is absorbed by the chloroplasts, and air enters the leaves through the stomata. At the same time, water is taken in by the roots and travels to the leaves. Energy from the light is used to split the water molecules into hydrogen and oxygen. The hydrogen molecules combine with carbon dioxide from the air and form a sugar like compound. This is changed to carbohydrates, which the plant uses for food.
In summary, plants need air, light and water in addition to their own parts for the process of photosynthesis to take place.
From Basic Composition for ESL 1990
EXPLORING MATTERS FURTHER
The Architect and his ‘Earth ship’
Interviewer: Michael Reynolds, you began designing earth ships 25 years or so ago. What gave you the idea in the first place?
Reynolds: Well, scientists were predicting that homelessness and a shortage of raw materials were highly likely to become major problems by the early 21st century.
Interviewer: And, being a keen environmentalist as well as an architect, you were worried and decided to do something practical about it, to try and find a solution?
Reynolds: Yes. My aim was to design a house that would protect nature by not using timber, which means cutting down trees, of course. And a house like that would also help get rid of the waste that modern society produces.
Interviewer: That sounds fairly simple. But didn’t some people think it was all a bit unnecessary, that you were going a bit too far?
Reynolds: Yes, to begin with, it was important to make people more aware of their impact on the environment, more responsible for their own homes.
Interviewer: So, what was the secret?
Reynolds: To build homes from the one thing we have plenty of and don’t want- waste materials.
Interviewer: What kind of waste materials do you have in mind?
Reynolds: Old tyres, bottles, tin cans-that sort of thing, so…
Interviewer: …cleaning up the environment. And the homes you design, are they safe? Are they practical?
Reynolds: As safe as…Well, as safe as houses! And very practical. They are built into the ground, which protects them from storms, tornadoes, earthquakes, and so on. Then they face south, with huge windows to catch as much sunlight as possible.
Interviewer: In other words, they fit in with the landscape beautifully and take up a lot less space than traditional houses. But what are the tyres, bottles and cans used for?
Reynolds: Well, the structural walls and foundations are built of old tyres firmly packed with earth, while the inside walls are made of tin cans and glass bottles all held together with cement or mud.
Interviewer: Presumably, they don’t cost a fortune to build.
Reynolds: No, building costs are extremely low-less than for a mobile home.
Interviewer: What about heating costs?
Reynolds: Well, the combination of earth, sunlight and recycled materials means that the homes are kept naturally cool in summer and warm in winter.
Interviewer: Do they take long to put up?
Reynolds: Not at all. You can even build one yourself in your spare time.
Interviewer: And when can we expect to visit the first show house?
Reynolds: Very soon. We will have completed the first one in this country by the end of the month.
(adapted from )
Environmental Disaster
On 16 March 1978 the supertanker Amoco Cadiz, a vessel owned and operated by the Amoco Oil Corporation, encountered difficulties when the steering failed off the northwest coast of Brittany, France due to a storm. The following day, as the storm got worse, the massive tanker drifted onto rocks and eventually split in two and sank. Consequently, its cargo of 220,000 tons of crude oil poured into the sea.
The effect on the environment was devastating. The oil slick covered more than 130 beaches along the Brittany coastline in 30 centimetres of oil. As a result, damage to the wildlife in the area was catastrophic. Over 30,000 seabirds perished along with 230,000 tons of crab, lobster and fish. In addition, local people’s jobs were seriously threatened as the area’s oyster and seaweed beds, which were a source of income for many inhabitants, were almost completely wiped out.
The environmental disaster caused by this unfortunate accident forced the French authorities to take action. They created the Rail d’Ouessant shipping channel so that they could better control the flow of seagoing traffic. Moreover, one of the most powerful lanterns in the world was installed at the Creach lighthouse on Ouessant.
Now, decades after the oil spill, life has slowly been returning to the Brittany coastline. Environmentalists hope a disaster like that won’t happen again.
From Use of English for the FCE Examination book (MM Publications 1999)
Earth Song
By Michael Jackson
What about sunrise
What about rain
What about all the things
That you said we were to
gain . . .
What about killing fields
Is there a time
What about all the things
That you said was yours
and mine . . .
Did you ever stop to notice
All the blood we’ve shed before
Did you ever stop to notice
This crying earth these
weeping shores?
Aaaaaa Aaaaa Aaaaa Aaaa
Aaa
What have we done to the
world
Look what we’ve done
What about all the peace
That you pledge your only son . .
What about flowering fields
Is there a time
What about all the dreams
That you said was yours
and mine . . .
Did you ever stop to notice
All the children dead from war
Did you ever stop to notice
This crying earth these weeping shores?
Aaaaaa Aaaaaaa A
I used to dream
I used to glance beyond the stars
Now I don’t know where we are
Although I know we’re
drifted far
Aaaaaa Aaaaaa Aaaaa
Aaaaa Aaaaa Aaaaa
Hey, What about yesterday
(What about us)
What about the seas
(What about us)
The heavens are falling down
(what about us)
I can’t even breathe
What about the bleeding earth
(What about us)
Can’t we feel its wounds
(What about us)
What about nature’s worth
(ooo,ooo)
It’s our planet’s womb
(What about us)
What about animals
(What about us)
We’ve turned Kingdoms to dust
(What about us)
Have we lost their trust
(What about us)
What about crying whales
(What about us)
We’re ravaging the seas
(What about us)
What about forest trails
(ooo,ooo)
Burnt despite our pleas
(What about us)
What about the holy land
(What about it)
Torn apart by creed
(What about us)
What about the common man
(What about us)
Can’t we set him free
(What about us)
What about children dying
(What about us)
Can’t you hear them cry
(What about us)
Where did we go wrong
(ooo, ooo)
Someone
tell me why
(What about us)
What about babies
(What about it)
What about the days
(What about us)
What about all their Joy
(What about us)
What about the man
(What about us)
What about the crying man
(What about us)
What about death again
(ooo, ooo)
Do we give a damn
Aaaaa, Aaaa, Aaaa
UNIT 4
BUDDING SCIENTIST
PYTHAGORAS
Pythagoras was a philosopher born on the Aegean island of Samos. He was well known as a great mathematician and his academic excellence has been respected for over 2000 years.
As a young man he traveled and was greatly influenced by some remarkable ideas he came across in Egypt and Babylon. Over time, he made extensive mathematical investigations, which included “Pythagoras’ Theorem”, a great discovery stating that the square of the hypotenuse of a right angled triangle is equal to the sum of the squares. In addition, Pythagoras was one of the earliest scientists to suggest that the earth was a sphere revolving around a central fire. It is without a doubt that his contribution to the scientific world will always be acknowledged.
From Use of English for the FCE Examination (MM Publications 1999)
1. Read the text and answer the questions below.
a. Did Pythagoras make investigations? In which field?
b. What does his theorem state?
c. Is he a great scientist? Pick out 2 sentences from the text to justify your answer.
AFTER READING
GRAMMAR DESK
| |
|Read the sentences and answer the questions below. |
| |
|If you read the theorem, you will understand. |
|If you heat ice, it turns to water. (example 2 taken from A Practical English Grammar Oxford University Press 1997) |
|“If you finish your Mathematics exercise, you may play video games.” Said the father to his son. |
|4. If two lines are parallel, they are the same distance apart all along their length. |
|Compare the result-clause of sentences 1and 2 written in bold type. What do you notice about the tenses used? |
|Which condition is true at any time, the one in sentence 1 or the one in sentence 2? |
|Which ifs in the if –clauses can you replace by when? Rewrite them using when. |
|Order sentences 1-4 according to the degree of certainty expressed in their result clauses. |
| |
| |
PRACTICE
1. Put the verbs between brackets into the correct tense.
a. If you bring me a protractor, I (draw) the shape.
b. He will find the solution to the problem if he (work) harder.
c. If you draw the shapes without using a pencil, your work (be) messy.
d. If you (copy) her algebra exercise word for word, you will never (succeed).
2. Make the result clauses in the sentences sound less categorical (likely) by using the auxiliaries may or can. Then write similar sentences as the ones you have obtained.
a. If you play with that compass, you’ll hurt yourself.
b. He’ll miss the experiment if he uses too many chemical products.
c. The student will get a bad mark if he doesn’t know about the Theory of Relativity.
d. That machine will stop if you put too much paper on it.
3. Put the verbs between brackets in the sentences of column A into the right the right tense. Then match each sentence with its function in column B.
|A: Sentences |B: Functions |
|If you give me the right answer, I (buy) you an interesting book. |Prediction |
|I will help you write the essay if you (want). |Promise |
|If you (not stop) mistreating that poor animal, I ( call ) the |Warning |
|police. |Offer |
|She (forgive) you if you just (talk) to her and (apologize) |Advice |
|If the book (be) about Mathematicians of the twentieth Century, |f. Threat |
|I(buy it) | |
|If you (keep on ) talking, I (stop) the game . | |
| | |
| | |
4. Write if- conditional sentences expressing : Prediction, offer, warning, threat, advice, promise
5. Group work
The teacher said to the pupils, “If your marks are good, we’ll go on a trip to the countryside.”
Play a chain game by asking your classmates what they will do if they go to the countryside.
If we get good marks, we’ll go to the countryside.
What will you do if you go to the countryside ?
If we go to the countryside, we will climb the hills,………….
SAY IT LOUD AND CLEAR
1. Listen to your teacher and mark the intonation at the end of the sentences with an arrow ( or )
Leslie : What should I do if the printing machine stops ?
Shop assistant: Check if there is enough ink.
Leslie: And if there is enough ink ?
Shop assistant: Then you should check if there is enough paper and if everything is all right with your computer.
2. Pair work Act out the dialogue above. Then make similar dialogues about what you should do if….
WORKING WITH WORDS
1. Look up the following words in the dictionary. Talkative- joyful- endless- brightness
2. The words between brackets in the short paragraph below are wrong. Correct them by adding suffixes to them to form adjectives.
When I was a teenager, I used to have a Mathematics teacher named Mrs. Mason. I had a (passion) interest
for mathematics because Mrs. Mason was a devoted teacher, moreover she was hardworking, (attraction, love,
help, energy, enthusiasm), and this is the reason why I have become a (fame) mathematician now. I remember she used to organize (week) trips to the students who got good marks. I remember I was among these students. We visited (history) sites, climbed (majesty) mountains and swam in lakes and rivers. Being a student in Mrs. Mason’s class will remain a (memory) experience.
LISTENING AND SPEAKING
Sheila finds herself in a dilemma. Try to help her by suggesting a solution to get out of it.
Sheila: I can’t make up my mind whether to study foreign languages at the university or medicine. If I study medicine I’ll fail, and my parents, who are successful doctors, expects me to become one too. However, my dream is to become an interpreter. I hate everything that is in relation with medicine, and if I study it, I’ll never be a successful doctor.
You: Why don’t you speak to your parents? It’s your future, and you should not strive to please them. I am sure they if you talk to them, they will understand and give you the freedom to choose what you want to study.
Sheila: I’m afraid I won’t be able to convince them. I am their only child and their greatest hope for the future. I am sure they will disagree with my choice……..
● Good idea! Great! That sounds great! ………….
Write it up.
Read the following letter. Imagine you are an ‘Agony aunt’, reply by suggesting a solution to the problem.
Poor Creatures !
We have neighbours that we feel neglect their dogs. The dogs have food and water, but they leave them outside in the rain no matter how cold it is. They never give their dogs any much needed love or affection. It really bothers us because our dogs are spoiled rotten. Is there anything we can do, or as long as the dogs have food and water is what they do okay?
Julie, California
Adapted from Internet 2004
READING AND WRITING
1. Read the text and answer the questions.
Pets that Help: Monkeys are Trained to help Handicapped People
An experience is going on in America where they are training monkeys to help disabled people. Doctors in the city of Boston are teaching four monkeys to be the hands of patients who are called “quadraplegics”. That means they can not use their arms or their legs. The monkeys can do a lot of useful jobs such as opening doors, switching on the light or the TV and fetching light things. They have even got an official title: they are called “Personal Care Aids.”
Bill Powell is a quadraplegic who became paralysed after a motorbike accident. Until recently, he couldn’t even open the door to his room. Someone had to do that for him. But now, Powell is being helped by his friend Crystal, a five-pound Capusian monkey, one of the most intelligent animals on earth. Crystal was in a programme developed by Dr. M.J. Willard, a psychologist at the New England Medical Center. She is training four monkeys which she bought from a New England Medical Research Institute to act as personal care aids for paralysed people. Crystal was placed with Bill as soon as the training began so that he could teach her to do what he needed. Powell says the training, at times, has been frustrating.
Crystal’s behaviour hasn’t been perfect: she once flooded two floors of Bill’s hotel while playing in the bathroom sink. But the monkeys seem to train easily. If her idea is successful, Dr. Willard would then like to open a school for monkeys so that they can become to quadraplegics what guide dogs are to the blind.
After John Craven’s Newsround From Step by Step Nathan 1996
.
1. What are doctors in the city of Boston teaching monkeys to do ?
2. What is a quadraplegic?
3. What can the monkeys do?
4. How are they called?
5. How did Bill Powell become a quadriplegic?
6. Who is Crystal ?
7. What will Dr. M.J. Willard do if her idea is successful?
2. Find the following:
a. a noun which means: the way that someone behaves.
b. a verb which means: Teaching animals to perform something.
c. an adjective which means: Someone who is unable to use part of his body or brain properly because of an injury or disease.
▫ Write it out.
Mary, a friend of yours, has written a letter to you. Her dream is to become a zoologist, and she has just sat for an exam on this field. She is anxious to know what you’ll do if you pass or fail the exam. Reply to her by revealing your contingency plan just to relieve her from anxiety.
EXPLORING MATTERS FUTHER
Tortured Animals Trails of Trash- this is “nature travel”?
Interviewer: Today everyone’s talking about eco-tourism. What does the term mean?
Chris: It was first used about ten years ago, when a group of environmentalists from different countries thought up a new form of tourism for developing countries. What they suggested was a vacation that would not only show tourists the beauty of nature, but also encourage them to preserve it. The scientists believed that if tourists were given the proper guidance, they could actually help developing countries work their way out of poverty and protect the environment at the same time.
Interviewer: In other words, creating jobs for local people and protecting the environment. But how can they do that? I mean, tourism often does more harm than good to the local community. Natural resources are polluted or wasted, and many tourists don’t show the slightest sign of respect for the local culture. Money seems to corrupt everything. Sometimes whole villages have to move just to make room for big hotels or resorts.
Chris: True, but here the idea was different. The environmentalists suggested that American and European travel agencies should hire locals as tour guides, and that the agencies should share their profits with the local community. That way the locals would be able to earn a decent living instead of having to hunt endangered species or cut down trees or whatever to feed their families. And, what’s more, they’d be able to stay on their homelands. In short, the people, the landscape and wildlife would be protected. The concept was beautiful.
Interviewer: But impossible to apply?
Chris: Not impossible, but often very difficult. Many of the worst violators have been the local tour guides themselves, which isn’t very surprising. After all, there’s a lot of money at stake, and for poor people, the arrival of eco-tourists was an opportunity to get their hands on a share of it, even if it meant hunting already endangered animals. For example, in the Amazon one local guide who advertised boat trips down the river told his fellow villagers to capture monkeys and tie them up to trees on the riverbank for tourists to see. Well, the tourists thought the animals were resting, and so they were taking one picture after to show back home. Little did they know that most of the poor creatures were starving or half- dead.
Interviewer: How awful!
Chris: Fortunately, today we hear fewer and fewer stories like that, mostly because eco- tourists have grown wise and are more demanding. They want to be sure that their money is being used appropriately. As a result, lots of local organizations are now offering vacations that are much more in line with what the environmentalists had in mind.
Interviewer: Can you recommend one particular organization for young people?
Chris: Yes, the Eco-Escuela, in the Heartland of the Maya civilization, in Guatemala.
Adapted from: Stairway to English de Boeck 2002
Stargazing
If you look up into the sky on a clear night, you will see millions of stars. If you look more closely, you will see how some stars make patterns and pictures. These are called constellations. A constellation which is easy to find is The Plough (Ursa Minor).
Many constellations are used as the signs of the zodiac. The word ‘zodiac’ comes from an old Greek word for ‘animals’ because many of the constellations look like animals.
Every star begins its life as a very thin cloud of hydrogen gas. As the cloud gets smaller, all the atoms of gas in the centre get very hot until finally the cloud begins to shine as a star. In fact, you don’t see the star itself, you see the light that shines from it.
All stars are different colours and some of them shine more brightly than others. The colour of each star depends on its temperature. Some stars have a temperature of 1,500 °C. Other stars can be as hot as 100,000°C. The hottest stars are white.
Not all stars live for the same length of time. The life of a star can vary from a few million years to 10, 000 million years. The small, dim stars live much longer than the very hot, bright ones. These burn out much faster.
A galaxy is a collection of millions of stars. The Earth, the Sun and the planets are all part of the Milky Way galaxy.
Astronomers believe that there are 100, 000 million stars in the Milky Way.
From Discoveries Longman 1987
Louis Pasteur
1822-1895
He was only a child
When his little friend Henry died,
Bitten by a dog that was mad
Since he could never forget the incident,
He decided to find a treatment.
He worked hard and without weariness
Until he discovered with brightness
A cure for rabies.
This gave hope to people in many countries
They were grateful and helped to build the Pasteur Institute in Paris.
By Souad Belbachir
UNIT 5
NEWS AND TALES
DISCOVERING LANGUAGE
The Seal Who became famous
A seal who lay basking on a large, smooth rock said to himself: all I ever do is swim. None of the other seals can swim any better than I can, he reflected, but, on the other hand, they can all swim just as well. The more he pondered the monotony and uniformity of his life, the more depressed he became. That night he swam away and joined a circus.
Within two years the seal had become a great balancer. He could balance lamps, billiard cues, medicine balls, hassocks, taborets, dollar cigars, and anything else you gave him. When he read in a book a reference to the Great Seal of the United States, he thought it meant him. In the winter of his third year as a performer, he went back to the large, smooth rock to visit his friends and family. He gave them the Big Town stuff right away: the latest slang, liquor in a golden flask, zippers, a gardenia in his lapel. He balanced for them everything there was on the rock to balance, which wasn’t much. When he had run through his repertory, he asked the other seals if they could do what he had done and they all said no. ‘OK.’, he said. ‘Let’s see you do something I can’ t do.’ Since the only thing they could do was swim, they all plunged off the rock into the sea. The circus seal plunged right after them, but he was so hampered by his smart city clothes, including a pair of seventeen-dollar shoes, that he began to founder at once. Since he hadn’t been in swimming for three years, he had forgotten what to do with his flippers and tail, and he went down for the third time before the other seals could reach him. They gave him a simple but dignified funeral.
Moral: Whom God has equipped with flippers should not monkey around with zippers.
James Thurber,
Fables of Our Time and Illustrated Poems.
From Spotlight Anglais Classes Terminales (Hachette 1985)
1. Read the text and answer the questions.
a. Why did the seal become depressed?
b. What did he join?
c. How had he become a great balancer within two years?
d. When did he ask the other seals if they could do what he had done ?
e. What happened to him at the end? Why?
AFTER READING
|GRAMMAR DESK |
| |
|Read the sentences and answer the questions. |
|a. When he had run through his repertory, he asked the other seals if they could do what|
|he had done. |
| |
|b. The seal drowned after it had plunged after the others. |
| |
|Sentences a and b contain two verbs each stating actions that happened in the past. |
|Which actions in the sentences happened first ? |
|Which actions happened after the first action? |
|What tense is used to describe the first action? |
|What tense is used to describe the second action? |
| |
| |
PRACTICE
1. Rewrite the sentences below using the past perfect or the past simple tense for the verbs between brackets. Sometimes both are possible.
a. They (save) the baby seal before the authorities (arrive).
b. She never (see) a seal before.
c. Sheila (narrate) the tale after she (read ) all the book.
d. I (not start) my projects on seals and dolphins until I (collect) data.
e. After he(dive) into the water, the spectators (stood) up and (clap) hands.
d. We just (start) summarizing the story when the headmaster (enter) the classroom.
f. The seal which they (train ) two years earlier (escape).
2. Replace the words in bold by an adjective functioning as a noun to make the sentences sound better.
Make any necessary changes.
a. The monkey was trained to help the people who were handicapped.
b. After she had collected money, she gave it to the people who needed food, clothes and shelter.
c. She opened a school for blind and deaf people.
d. The people who are rich get richer, and the people who are poor get poorer.
SAY IT LOUD AND CLEAR
1. Listen to your teacher and underline the stressed syllable in the compound words written in bold in the tale below.
Once upon a time, there was a little brown-haired, and green-eyed boy whose name was Jason. He lived up the hill with his grandfather, Mr. Steve, who was middle- aged. Mr. Steve was tall, hard muscled, and white bearded. Jason and his grandfather lived in a cottage surrounded by cherry trees and sweet-smelling flowers. One day, after they had had lunch, Jason and his grandfather decided to stroll among the roses. As they were walking and singing a sweet melody, a small black-haired, red- cheeked and black-eyed girl appeared form behind the trees. Hello, she said, “My name’s Heidi. I live in that old red- roofed house over there. I heard your lovely voice from my bedroom, and I came to sing with you. Can I join you ?” Heidi was good- looking, sweet-tempered and lovely. And since grandfather and I were sociable, and easygoing, Heidi became our everlasting friend. I noticed that Heidi was a sensitive and kind-hearted girl, for, as soon as we had started singing songs of peace, freedom, and love songs, her eyes filled with tears.
By Souad Belbachir
2. Listen to your teacher and mark the intonation with an arrow FLECHE at the end of each line.
“Oh, Snow White,” said the dwarf, “How lovely you are!”
“What a beautiful child!”
“Would you like to stay with us?”
“With all my heart,” answered Snow White.
2. Read aloud the tale above paying attention to intonation and stress. Then discuss how compound adjectives are formed in English.
3. Study the compound adjectives in the tale and with the help of your teacher, try to give examples of your own using adjectives, nouns and verbs. Underline the stressed word in your examples.
WORKING WITH WORDS
1. Complete the sentences in a logical way using the adverb in bold. Check the meaning of the adverb if necessary.
a. Snow White fell down as she was running in the wild woods. Fortunately, ………..
b. After her mother’s death, she had become very emotional. Gradually, …………..
c. I looked for my book of folktales everywhere. Strangely………
d. They were picking roses. Suddenly……………
e. As soon as Snow White crunched the poisoned apple, she fell down, dead. The dwarfs immediately…….
LISTENING AND SPEAKING
1. Listen to your teacher reading the folktale. Each time she pauses try to anticipate what will come next.
The Camel Dances
The Camel had her heart set on becoming a ballet dancer. “To make every movement a thing of grace and beauty,” said the Camel. “That is my one and only desire.” Again and again she practised her pirouettes, her relevés, and her arabesques. She repeated the five basic positions a hundred times each day. She worked for months under the hot desert sun. Her feet were blistered, and her body ached with fatigue, but not once did she think of stopping.
At last the camel said, “Now I am a dancer.” She announced a recital and danced before an invited group of camel friends and critics. When her dance was over, she made a deep bow. There was no applause.
“I must tell you frankly,” said a member of the audience, “as a critic and spokesperson for this group, that you are lumpy and humpy. You are baggy and bumpy. You are like the rest of us, simply a camel. You are not, and never will be, a ballet dancer!” Chuckling and laughing, the audience left.
“How very wrong they are!” said the Camel. “I have worked hard. There can be no doubt that I am a splendid dancer. I will dance and dance only for my self.” That is what she did, and it gave her many years of pleasure.
Moral: “Satisfaction will come to those who please themselves.”
By Arnold Lobel English Teaching Forum October 2002
1. Listen to your teacher reading the tale. Each time she pauses, try to anticipate what will come next.
2. Summarize the tale in six lines to seven lines using your own words. Guide yourself with the questions below:
1. What was the camel’s only desire?
2. So, what did she do under the hot desert sun?
3. What happened after she had danced in front of the audience?
4. Did she give up dancing?
5. Was she happy?
3. Ask your partner his opinion about the tale/ short stories/plays……
You: What do you think about The X-Files ?
Your partner: I think is quite interesting. I especially liked Gillian Anderson’s acting. The plot is not very original or different from the TV series, but it has got more action and the special effects are great. I’m sure all science fiction fans will enjoy it………… (adapted from Plus Elementary MM Publications 1999)
4. Make a statement about a film, a play, a folktale, ….. you have seen or read. Your partner will agree or disagree with you using the expressions you’ve studied in class.
You: Some people think that fables are for children only, and they don’t teach anything at all!
Your partner: You must be kidding! It is nonsense to say that!
Write it up
Write a short tale .
READING AND WRITING
1. Read the newspaper headlines in column A and write a lead-in paragraph of four lines using the information in column B.
|Column A |Column B |
|1. FOG CAUSES ACCIDENT |Yesterday/ a couple seriously injured- driving speedily in the fog-|
| |lost control- hit a tree……… |
|2. ATTACKS HIT U.S. | |
| |Terrorist struck the United States- Tuesday morning- a plane hit the|
| |north tower of the World Trade Centre- Manhattan. 2nd plane into the|
| |2nd tower- towers collapsed- A 3rd plane crashed into the Pentagone|
| |building- part of which collapsed- The fourth plane crashed in the |
| |Pennsylvania countryside, killing all on board - loss of lives- |
| |great damage….. |
Write it out. There is a wrong tense use in each of the statements in the accident report below. Identify it and correct it.
ACCIDENT REPORT
Statement (s) by motorists and eyewitnesses
119 He was riding and listening to music when he loses control of her bike.
b. While he was drives quickly, he hit the poor dog.
c. While the rider was taking the wrong direction, the car hits him from behind.
d. He had an accident as he was drove quickly.
e. I tried to fix my seat belt when the child crossed the street.
Statement(s ) by the traffic police officer
a. After I had written the report, I had allowed the young driver to carry on his way.
a. As soon as I was reaching the scene of the accident, I started asking questions to the drivers.
b. When I finish asking questions to the witnesses, I drove to the police station.
c. I didn’t leave until I investigated.
d. The ambulance was took the wounded men before I had arrived.
2. Imagine you are a reporter for your school newspaper. One of your classmates had an accident near the school. Write a report.
EXPLORING MATTERS FURTHER
The Hodja saw a group of ducks in the lake. He tried to catch one but couldn’t succeed, so he sat by the lake and took out a loaf of bread from his saddle bag. He broke the bread into pieces and started dunking them into the water and eating them. A passer by saw the Hodja and asked him what he was eating. The Hodja
dunked another piece and said,” Duck soup.”
From English Teaching Forum July 2002
One day a foreign scholar came to Aksehir and asked to talk to the wisest man in the city. The villagers took him to the Hodja. When they met, the foreigner took a stick and drew a large circle on the ground. The Hodja looked at the circle, took the stick, and drew a line across the middle of the circle. The foreigner drew another perpendicular line, dividing the circle into quarters. The Hodja gestured as though he were taking three of the sections and leaving the fourth. The foreigner then put his fingers together, faced them toward the ground, and shook them. The Hodja raised his hands to the sky and stretched out his fingers.
When the meeting was over, the foreign scholar explained, “Your Hodja is very smart. When I indicated that the Earth was round, he responded that an equator divides it. When I divided the Earth into four sections, he said that three quarters of it is water. When I asked him what causes rain, he told me that water evaporates, vapor rises, then clouds form and turn into rain.”
The villagers asked the Hodja what happened during the meeting. He answered, “That glutton! He told me he had a pan of baklava. I said that he couldn’t eat it alone and that I would eat half of it. Then he asked me what I would do if he divided it into four pieces. I told him that I would take three of them. Then he said, ‘Let’s sprinkle nuts on it.’ I said, ‘Fine, but you can’t bake baklava on a weak fire; it has to be strong.’ He felt defeated and went away.”
From English Teaching Forum July 2002
Examples of metaphors .
‘My love is a red rose.’
Lady Diana was “England’s rose”
‘A book is food for thought.’
‘A wire is a road for electrons.’
‘The sun is the world’s candle.’
“Life is but a walking shadow, a poor player, that struts and frets his hour upon the stage.”
Shakespeare, MacBeth
Examples of similes.
‘Clouds like cotton candy.’
As red as blood
As white as snow
Sweet as honey
Deep as the ocean
Busy as a bee
Proud as a peacock
Pretty as a picture
As brave as a lion
As light as a feather
Snow White and the Seven Dwarfs
The seven dwarfs were friendly
They found Snow White very lovely,
She told them the whole story,
And about her step-mother’s cruelty.
They listened to her attentively,
And marveled at her softness and beauty.
Snow White felt very happy,
For the dwarfs welcomed her warmly.
She lived with them peacefully.
She was kind -hearted and pretty.
But her step-mother was naughty
And did not accept to be surpassed in beauty.
In the end, Snow White was saved from the trap of the nasty lady
She married the handsome prince and lived happily.
By Souad Belbachir
From Snow White and the Seven Dwarfs (1998 Editions Dar ELGHARB)
Little Red Riding Hood and the Wolf
“Hello my dear,
What are you doing here?”
“I’m taking goodies to grandmother,
they are made by my mother,
I must hurry
For grandmother is waiting for me.”
“Don’t run,
But enjoy the sun.
Walk slowly,
And don’t spill the currant jelly.”
“I will do.
Good bye see you.”
The wolf ran to the lady,
And ate her ferociously,
He jumped on the child
As soon as she arrived.
But he missed her,
For the wood cutter was there.
By Souad Belbachir
From Little Red Riding Hood (Tales, Exercises, Games, Poems Dar Elgharb 2005)
The Boy and the Dolphin
Here is a short tale
About a boy who went to sail.
As he was sailing,
He met a dolphin,
“Hi”, he said
“My name’s Ted.”
“Mine is Willy, will you come with me?
Let’s explore the sea.”
Ted was full of ambition,
And dived in the depths of the ocean.
It was an exciting adventure,
And Willy became Ted’s friend forever.
By Souad Belbachir
From Little Red Riding Hood (Tales, Exercises, Games, Poems Dar Elgharb 2005)
UNIT 6
NO MAN IS AN ISLAND
DISCOVERING THE LANGUAGE
The Homeless and Charities in Great Britain
The recession has caused unemployment. For the last fifteen years poverty has increased in the richest countries. A new kind of poverty has been emerging.
The new poverty excludes from the mainstream of their society a diverse mixture of groups : middle-aged men whose factories have closed, youngsters who never got a proper job, low-paid workers in marginal jobs. More and more unemployed people have nowhere to live, including school leavers under 18 who cannot get a job and do not live at home or have no parents and consequently have to live on the streets.
Charities have developed to help the homeless by providing food and shelter from them, especially during Christmas time.
In schools pupils think of ways they can raise money. They usually run a stall selling home-made cakes or gifts made by the pupils such as framed pictures, ceramic gifts and so on.
Besides charities caring for the homeless or the aged in Britain, other charities care for international causes, for example Save the Children operates in more than 50 countries with health and food aid schemes overseas. But it also has a program of projects in the UK.
From “Sinking with the Tide”- Vocable N° 165-10 Octobre 1991
Read the text above and answer the questions.
1. What has the recession caused?
2. In which paragraph does the author give examples of other charities?
3. How do pupils in schools get money to help the homeless?
AFTER READING
| |
|GRAMMAR DESK |
| |
|Below are sentences from a report. Read them and answer the questions. |
|He asked Mary and Jack if they had ever helped the poor and the needy. |
|They told him that they had given assistance to a great number of poor |
|people. |
|The reporter asked Joe and Steve whether they had collected enough |
|money for all the children. |
|The young people said that they had amassed money, clothes, and food |
|for everybody. |
|1. Which verb is used to report the questions. Which tense is it? |
|2. Which verbs are used to report the answers? |
PRACTICE
1. Read the interview in the box. Then ask and answer questions as in the dialogue below.
Example:
ou: What did the interviewer ask Luc Montaigner ?
Your partner: S/he asked him when he had discovered the 3rd human retro virus (HIV1).
You: And what did he say/ answer ?
Your partner: He said/told him that……….
|Interviewer: When did you discover the 3rd human retro virus (HIV1)? |
|Dr. Luc Montaigner: In 1983. |
|Interviewer : And when did you isolate the 2nd human AIDS virus (HIV2) from |
|West African patients ? |
|Dr. L.M. : In 1985. |
|Interviewer: Have you received any prizes? |
|Dr. L.M.: Yes, many prizes. I have received the Prizes Rosen (1971), Gallien |
|(1985), Korber (1986), Jeantet (1986), the Lasker Prize in Medicine (1986), |
|the Gairdner Prize (1987), Santé Prize (1987), Japan Prize (1988), King |
|Faisal Prize (1993), Amsterdam Foundation Prize (1994), Warren Alpert Prize |
|(1998), Prince of Asturias Award (2000). He is Commandeur de l'Ordre National|
|du Mérite (1986) and Commandeur de la Légion d'Honneur (1993). |
| |
|Interviewer : Great !And what did you create in 1993? |
|Dr.Luc Montagnier :I created, with Federico Mayor, former Director General of|
|UNESCO, the World Foundation AIDS Research and Prevention of which I am the |
|President. |
|Interviewer: Have you published any books? |
|Dr. Luc Montaigner: Yes, SIDA et VIH by L. Montagnier, I. Gluckman, and W. |
|Rozenbaum.1989 ( In French, also in Italian). |
|New Concepts in AIDS Pathogenesis by L. Montagnier and M. L. Gougeon. |
|M.Dekker. 1993. (In English) |
|Des Virus et des Hommes by L. Montagnier, Paris. 1994 |
|(In French) |
|Oxydative Stress in AIDS, Cancer and Neurodegenerative Diseases by |
|L.Montagnier, R. Olivier, and C. Pasquier. NY. 1998 ( In English) |
|Virus. NY. 2000 (In English) |
| |
|Interviewer: What about articles? |
|Dr.Luc Montaigner:Yes, I have. |
|Interviewer: How many have you published? |
|Dr.Luc M: Well, …More than 350 papers have been published in peer-reviewed |
|scientific journals including: Nature, Science, and Cell. |
| |
|Interviewer: Did you win any awards? |
|Dr. Luc M: Yes, I did. |
|2004 Inductee of National Inventors Hall of Fame (USA) |
|2000 Prince of Asturias Award (Spain) |
|2000 Officer of the Mayo Order (Argentina) |
| |
|Interviewer: Wonderful! Thank you very much, Sir. |
|Dr. L.M : Don’t mention it. It has been a pleasure to talk to you. |
SAY IT LOUD AND CLEAR
1. Listen to the people talking and cross out the letters which are not pronounced.
Kathy : I have always dreamt of becoming a great writer. And if I become a well-known writer one day, and earn too much money, I will donate the whole money to charity.”
Teacher: I’m sure you’ll become a great writer, for you are gifted. By the way, the short story about the little white lamb which you’ve written is interesting. Next Wednesday, the school will honour all the students who have written or produced something, and contributed to the welfare of the society. And you are among them.
Kathy: Great!
2. Transcribe the following words using phonetic symbols.
Flower- calm- knock- honest-sing
WORKING WITH WORDS
1. Check the meaning of the verbs in the box in your dictionary. Then report each of the quotes using some of them.
Admit- beg- request- pray- order-claim-report- apologise- threaten- blame-agree- suggest-insist- refuse- promise- deny- persuade- advise……
a. Ted talking to his friend .
“If I were you, I would keep the money for the charities.” Ted…………..
b. “You are right, the clothes fit all the needy.” Sam…………
c. Maria to her mother.
“You really must let me cook for all the children.”
d. The child to his father.
“I am sorry I didn’t tell you all the truth.”
e. Ben to his mother,
“Please Mum, let me help you to distribute candies to the children.
f. A Green Peace member to a hunter:
“Stop mistreating that poor creature!”
g. A pupil to his classmates:
“Let’s sing a song of love and solidarity.”
LISTENING AND SPEAKING
What To Do In Case Of Fire.
1. Rank the 4 safety measures (a-d) and rank them according to their order of importance (from 1to 4)
|Number |The most important 1 |2 |3 |4 |
|Letter | | | | |
a. THINK FAST AND ACT WITH CAUTION: When you first discover a fire determine what to do immediately. If the fire is small and you have the proper fire extinguishers, PUT IT OUT.
b. STAY CALM
c.. WARN THE PEOPLE: Warn all people in the area immediately so they can get to places of safety. This is especially important in the case of fires in buildings.
d. SOUND THE ALARM: Do not underestimate any fire. If the fire is too much for you to handle, report it immediately.
2. Listen to your teacher simulating an interview and check your answer to the question above.
3. There is one mistake in every sentence below. Listen to your teacher and correct it.
a. You’d better not to shout.
b. You’d better to stay away.
4. Pair work . Ask for and give advice about what to do in case of fire using the verb idiom had/’d better/’d better not.
Do not panic
Act safely and with caution
Sound the alarm
Warn others in the area
Stand by to direct the fire fighters to the fire
Stay back and out of the way unless you are asked to help
Do not join in the fire fighting unless your help is requested by the firemen.
Do not use a water-type extinguisher on live electrical equipment……
From the Internet (2004)
Write it up
Write a short announcement advertising the precautions that people should take in case of fire/flood……
World Hunger 2000
Listen to the interview about hunger and the causes of hunger.
Why are people hungry?
Is global hunger caused by a global food shortage?
No. The world produces enough food to feed every single person on this planet. The real problem is not a food shortage, but corruption, transport, distribution, drought, war and, above all, poverty. It’s no good trying to solve the hunger problem without also tackling a whole range of other problems.
How widespread is the problem of hunger in the world today?
Hunger is directly or indirectly responsible for more than half of all child deaths worldwide Those dying of hunger and of diseases caused by hunger live in the developing countries, where per capita income can be as low as $1 a day. Those who suffer most are the very young children, the elderly and the women. Women will often give what little food there is to the men and the children, and eat what is left- if anything.
To come back to the real causes of global hunger, how serious is the problem of poverty?
More than one billion people live in households that earn less than $1 a day per person. They have no land and no income. Right now, almost half the people in South Asia and Sub-Saharan Africa live in absolute poverty. And it’s no use pretending that the situation will improve if nothing is done to restore some sort of balance between rich and poor countries.
How does poverty affect people’s prospects of a somewhat brighter future?
Poverty causes malnutrition, which in turn impairs people’s performance at school and work, and makes them more vulnerable to disease. This makes it almost impossible for them to find anything better than the occasional, underpaid job that will help them survive for a short period of time.
How does war increase hunger in the world?
War plays havoc with the farming cycle, and completely upsets the marketing and distribution of food supplies. Worse still, food supplies are often plundered by the warring parties and never actually reach those who need them most. Even when armed conflict never actually breaks out, heavy military spending drains money away from food production, education and health care. Global military spending is more than the total income of the poorest 45% of the world’s population. The huge amount of money spent on weapons is often seen by people in the West as a good reason for not increasing their aid to Third World countries. For, of course (so runs the argument at least), there’s not much point in spending more and more money on poor countries if all they can do with it is squander it on weapons. In saying it’s not worth trying to help poor countries, they conveniently forget that they are in fact the people who supply the weapons and contribute to prolonging the misery of Third World countries.
Is overpopulation to blame for the hunger situation?
No. True, the world population has grown at an alarming rate over the past century: from fewer than two billion in 1900 to close to six billion today. The increase in food production, however, has been so fast that world hunger could be eradicated tomorrow, if only we could find a way of getting the food to where it is needed.
What is the environmental impact of world hunger and poverty?
Poor people will always depend heavily on their immediate natural environment for survival. They get food, energy, water and shelter from the forests, savannas, wetlands, and rivers. Although their own well-being is closely tied to the well-being of their natural environment, they are often forced to destroy the very environment they depend on to survive. Again, all these problems are linked. And, in poor countries, there’s not much point in taking drastic measures to protect the environment if you don’t also try to solve the hunger problem.
Adapted from the Internet from Stairway to English de boeck 2002
Answer the questions below:
a. According to the interviewee, what are the real causes of global hunger?
b. What is the attitude of the speaker towards helping the Third World?
c. Do you agree or disagree with what the speaker says?
d. How could rich countries help?
e. How can you help?
READING AND WRITING
Haile
Last summer was a turning point in my life. I would never have understood what suffering meant if I hadn’t become a volunteer at the Somalian Refugee Camp in Eastern Ethiopia. It was a mission I couldn’t turn down. When my parents heard the news, they were taken by a surprise, but they could understand my wanting to come to the aid of my fellow man.
My outlook on life and war changed, all because of Haile, a young Somalian boy who drew my attention right from the beginning. He had lost both his parents and had cut himself off completely from everyone. His world was in pieces. He wouldn’t eat or drink for days and I knew I had to do something before it was too late. I was unable to speak to him in his own language, so I started reading stories to him in English. He used to wait for me at my tent every evening. Of course, he couldn’t understand the language, but I knew he understood the way I felt about him. What I did must have helped, as he began showing some interest in life again. Today, I think of Haile and wonder what he’s doing.
From Use of English for the FCE Examination t’s book (MM Publications 1999)
1. Read the text and answer the questions.
a. Why did the writer go to Eastern Ethiopia?
b. Who is Haile?
c. What happened to his parents?
d. Did the writer help Haile? How?
2. Below is a short text between Leo and a journalist. Punctuate it, then turn it into reported speech.
Use the verb in the present simple and then in the past simple.
e.g. : The journalist asks Leo…….
The journalist asked Leo…….
While I was talking to Leo, I saw a group of young volunteers carrying big boxes and food. I asked Leo Where are they going? They are taking clothes, medicines and food to all the children who have lost their parents and homes he replied. Then he added young people here have always helped, they all feel concerned. This war has created millions of orphans, homeless unfortunate children. It must stop.
Write it out
Report the opinions below using the following verbs and expressions:
Think/assert/believe/state/claim/maintain/……
Start like this
Some people state …….
“We can reduce poverty in Africa by stopping the accumulation of wealth”.
“Corruption and greed are the causes of poverty and hunger in Africa.”
“Many people in the world are suffering from malnutrition and hunger because they cannot afford to buy food, not because it is unavailable.”
“It is important that brutal civil wars should be stopped, democracy, transparency, management should be encouraged in all African states. Finally, Africa needs sustainable peace , development and democratic governments in order to make poverty history.
“Everybody has a right to food and - decent clean water, shelter, healthcare and education.”
“International Aid is one of the most effective weapons in the war against poverty.”
“ We must give extend opportunities for people in poor countries to lead long and healthy lives, to get their children a decent education to escape poverty.”
“If we are to challenge the root causes of poverty and to address the problems effectively we will then be closer to reduce poverty or eliminating it all together from the world.”
“Every man and woman, every child, has a right to live a life without hunger, without fear.”
“The rich get richer, and the poor get poorer”
Discuss the following points with your partner. Find convincing arguments to support your views.
a. There just is not enough food produced in the world to feed everyone.
b. Hunger is caused by natural disasters, which cannot be controlled by people.
c. Hunger is the result of overpopulation. If people had fewer children, they would not be hungry.
d. Most poor people are simply unwilling to help themselves.
e. We must take care of our own poor people before we try to help the rest of the world.
f. Third World leaders are corrupt. The money they get from us, they keep for themselves.
EXPLORING MATTERS FURTHER
We often hear about selfish teenagers who drop out of school, take drugs, commit crimes and generally get into trouble. Luckily, there is good news too. There are plenty of teenagers who dare to care, care about others, that is. In fact, every year a medal is awarded to a particularly courageous teenager who has managed to get over a personal problem and who finds time to help others in the community. In this year’s competition, a lot of letters have been received giving details about young people who have taken time and trouble to help others. The long list has been carefully looked at, and three finalists have been picked out for the ‘Golden Merit Award’.
From Stairway to English De Boeck 2002
| |
|In countries like The Gambia, one in four children die before their fifth birthday. The diseases they suffer from differ. But the cause |
|is the same-poverty. |
|Action Aid is working in some of the poorest areas of the world to end this cycle of despair. Helping local communities to provide clean|
|water, education, health, nutrition, food production and a means to generate their own income. |
| |
|Sponsor a child like Nyana and you’ll be helping her, her family and her whole community. A photograph and regular reports keep you in |
|touch. You can even write to and receive letters from the child if you wish. |
| |
|By giving just £10 a month you’ll make all the difference to the life of a child like Nyana. |
| |
|PLEASE SPONSOR A CHILD. Read corrected |
| |
|IT MAKES A WORLD OF DIFFERENCE |
| |
|□YES! I would like to sponsor a child and enclose my first contribution. |
|□ £ 10 (monthly) □£120 (yearly) |
|□ I can’t sponsor a child, but I enclose a gift of |
|□ £ 200 □ £100 □ £50 □ £ 25 □£……. |
|□ Please send more details. |
| |
|Name Mr. / Ms. BOCK CAPITALS |
|Address |
| |
|Postcode Tel |
|Make cheques/ P.O.s payable to Action Aid. Send to: The Rt.Hon. Christopher Chataway, Action Aid, Tapstone Road, Chard, Somerset TA20 |
|2AB |
| |
| |
|ACTION AID |
From The Independent- Monday, 10th February, 1992
International Cooperation at a crossroads .Aid, trade and security in an unequal world
The year 2004 ended with an event that demonstrated the destructive power of nature and the regenerative power of human compassion. The tsunami that swept across the Indian Ocean left some 300,000 people dead. Millions more were left homeless. Within days of the tsunami, one of the worst natural disasters in recent history had given rise to the world’s greatest international relief effort, showing what can be achieved through global solidarity when the international community commits itself to a great endeavour.
The tsunami was a highly visible, unpredictable and largely unpreventable tragedy. Other tragedies are less visible, monotonously predictable and readily preventable. Every hour more than 1, 200 children die away from the glare of media attention. This is equivalent to three tsunamis a month, every month, hitting the world’s most vulnerable citizens, its children. The causes of death will vary, but the overwhelming majority can be traced to a single pathology: poverty. Unlike the tsunami, that pathology is preventable. With today’s technology, financial resources and accumulated knowledge, the world has the capacity to overcome extreme deprivation. Yet as an international community we allow poverty to destroy lives on a scale that dwarfs the impact of the tsunami.
Five years ago, at the start of the new millennium, the world’s governments united to make a remarkable promise to the victims of global poverty. Meeting at the United Nations, they signed the Millennium Declaration- a solemn pledge “to free our fellow men, women and children from the abject and dehumanizing conditions of extreme poverty”. The declaration provides a bold vision rooted in a shared commitment to universal human rights and social justice and backed by clear time- bound targets-These targets- the Millennium Development Goals (MDGs)-include halving extreme poverty, cutting child deaths, providing all of the world’s children with an education, rolling back infectious disease and forging a new global partnership to deliver results. The deadline for delivery is 2015.
Adapted from Human Development Report 2005
| | |[pic] |
| | |Hunger in a World of Plenty |
| | |The persistence of chronic hunger and poverty is immoral and unnecessary. We live in a world today of unprecedented plenty, prosperity |
| | |and technological prowess. Still, more than 850 million people worldwide are persistently hungry and about 1.2 billion live on less than|
| | |$1 a day. Every day, 29,000 children under the age of five die of preventable causes, half of them from hunger. In the 21st century, we |
| | |can do better than this. We must do better. |
| | |More facts about global and domestic hunger |
| | |Why are People Hungry? |
| | |Obviously, hunger occurs because people don’t have enough to eat. But it’s important to distinguish between the temporary hunger pangs |
| | |that most people have experienced and the chronic hunger pangs that come from the unrelenting problem of insufficient access to adequate|
| | |food. |
| | |The problem is not simply too little food: the world produces enough to feed everyone. Nor is distribution the problem: soup kitchens at|
| | |home and food aid abroad play an important role, but are only part of the answer. Essentially, people experience chronic hunger because |
| | |they cannot produce enough food or do not earn enough to buy the food they need. The vast majority of poor and hungry people in our |
| | |world work very hard to provide for themselves and their families. They’re not looking for a handout. They’re seeking dignity and |
| | |justice for themselves and their children. In our world, the deck is stacked against poor and hungry people. |
| | |Hunger and poverty are intertwined, mutually reinforcing conditions. When a farmer in Mozambique can’t sell her maize for a better price|
| | |than it cost her to produce it, she can’t afford to feed her family. When a farmer in India can’t afford to buy the seeds or fertilizer |
| | |she needs to grow enough crops to last until the next harvest, she can’t feed her family. A single mother in the United States earning |
| | |twice the minimum wage (10.30/hour) and paying $800 a month for housing will have $165 a week (after taxes) for food, clothing, |
| | |transportation, school supplies and health care for herself and two children. It’s not enough. |
| | |In such situations, the worker often will skip a meal or two a week so her children can eat. In more dire circumstances, she and her |
| | |family may all have to skip a meal or more a week. |
| | |Hunger is a Problem We Can Solve |
| | |To permanently reduce hunger, we must support the efforts of poor people to produce enough food to feed their families or empower them |
| | |with the opportunities of decent jobs, education and training to earn enough to buy the food they need. Moreover, because most of the |
| | |world’s poor people live in rural areas, international efforts should emphasize increasing agricultural productivity and an integrated |
| | |approach to rural development that includes health, education, empowerment of women, infrastructure development and smallholder |
| | |agriculture. Reducing rural hunger and poverty will help curb urban hunger and poverty as well. |
| | |Hunger in Africa |
| | |Progress has been made in reducing global hunger, especially China and East Asia. But hunger and poverty are widespread and increasing |
| | |in sub-Saharan Africa. Today, one in three Africans are malnourished, and about half of its nearly 700 million people live on less that |
| | |$1 a day; most (80 percent) live on less than $2 a day. |
| | |The HIV/AIDS pandemic has undermined most of the recent progress on the continent and threatens to decimate an entire generation. |
| | |Democracy is on the rise in many parts of Africa, including South Africa, Senegal, Mozambique, Ghana, and Mali. But repression, |
| | |corruption, civil and ethnic conflict in places like Zimbabwe, the Congo, Liberia, and Sudan are also contributing to mounting numbers |
| | |of hungry people. |
| | |The deadly combination of hunger, poverty, disease, and conflict in Africa must be addressed with greater resolve by the nations of the |
| | |world. |
| | |A Call to Action |
| | |In 2000, at the United Nations Millennium Summit, the world community agreed to eight Millennium Development Goals (MDGs). The first |
| | |goal calls for eradicating extreme poverty and hunger and sets the target of halving, between 1990 and 2015, the proportion of people |
| | |suffering from hunger. Unlesss the world gives higher priority to hunger-alleviating efforts, this goal will not be reached until 2050. |
| | |This is far too late for the world’s hungry. |
| | |We know what to do; we just need to do it. This means creating the political will to meet the MDGs. That is what Bread for the World is |
| | |all about. |
| | |Bread for the World focuses on long-term solutions to address global hunger and poverty, emphasizing sustainable approaches to economic |
| | |development, those that empower poor people, especially women. Africa has been central to our work in recent years because the trends |
| | |are worsening. Every year Bread for the World Institute publishes the Hunger Report, which presents research and analysis on hunger and |
| | |hunger-related issues. In recent years, Bread for the World members have advocated for debt relief for the poorest countries, increasing|
| | |the amount and improving the quality of US development assistance, and the Africa Growth and Opportunity Act. |
| | |The ONE Campaign |
| | |ONE is a new effort by Americans to rally Americans – ONE by ONE – to fight the emergency of global AIDS and extreme poverty. ONE is |
| | |students and ministers, punk rockers and NASCAR moms, Americans of all beliefs and every walk of life, united as ONE to help make |
| | |poverty history. ONE believes that allocating an additional ONE percent of the U.S. budget toward providing basic needs like health, |
| | |education, clean water and food would transform the futures and hopes of an entire generation in the world's poorest countries. ONE also|
| | |calls for debt cancellation, trade reform and anti–corruption measures in a comprehensive package to help Africa and the poorest nations|
| | |beat AIDS and extreme poverty. |
| | |ONE aims to help Americans raise their voice as ONE against the emergency of AIDS and extreme poverty, so that decision makers will do |
| | |more to save millions of lives in the poorest countries. |
| | |ONE is a broad movement of Americans from every state and walk of life–more than 2 million people have lent their voices by signing the |
| | |ONE Declaration. More than three million Americans are also wearing white bands as a show of support for ending extreme poverty and |
| | |global AIDS. ONE is Americans spreading the word in churches, coffee shops, on television, college campuses and the Internet. Bread for |
| | |the World is one of the effort's charter members and continues to take a lead role in the campaign. |
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©2006 Bread for the World & Bread for the World Institute · 50 F Street, NW, Suite 500 · Washington, DC 20001 · USA
[pic]
Let’s Talk About Love
by Celine Dion
Everywhere I go, all the places that I’ve been
Every smile is a new horizon on a land I’ve never seen
There are people around the world different faces,
different names
But there’s one true emotion that reminds me we’re
the same
Let’s talk about love from the laughter of a child
to the tears of a grown man
There’s a thread that runs right through us all and
helps us understand
As subtle as a breeze-that fans a flicker to a flame from
the very first sweet melody to the very last refrain
Let’s talk about love.
Let’s talk about us
Let’s talk about life.
Let’s talk about trust
Let’s talk about love
It’s the king of all who live and the queen of good hearts
It’s the ace you may keep up your sleeve – ‘til the name
is all but lost
As deep as any sea – with the rage of any storm
But as gentle as a falling leaf on any autumn morn
Let’s talk about love – it’s all we’re needin’
Let’s talk about us – it’s the air we’re breathin’
Let’s talk about life – I wanna a know you
Let’s talk about trust – and I wanna show you
Let’s talk about love.
Colours
(Phil Collins)
Deep inside the border
Children are crying
Fighting for food
Holding their heads
Breaking their bread with a stone
All along the roadside
People are standing
Watching the sun
Shielding their eyes
Brushing the flies from their face
Tell me, what can you say
Tell me, who do you blame?
Like a mirror you are yourself
These people each have a name
All around the township
Young men are dying
Hunger and thirst
The well has run dry
The tears from her eye feeds her son
Tell me what can you say….
You can say you’re pulling back
We see the pictures everywhere
But we don’t see what’s
Going on behind the close doors
And you don’t seem to care. Do you expect me to believe you
How can you really think
You can take your horse down to the water
Hold a gun at his head
And make him drink
No matter what you say, it never gets any better
No matter what you do, we never see any change
People living without their rights
Without their dignity
How loud does one man have to shout
To earn his right to be free
You can keep your toy soldiers
To segregate the black and white
But when the dust settles
And the blood stops running
How do you sleep at night?
No matter what you say…..
What makes you so high and mighty
What makes you so qualified
You can sit here and say
How many have their freedom
But how many more have died
You decide to sit in judgment
Trying to play god yourself
Someday soon the buck is gonna stop
Stop with you and no one else
No matter what you say…..
UNIT 7
SCIENCE OR FICTION?
Flying Saucers
In 1947 the pilot of a small aeroplane saw nine strange objects in the sky over Washington in the USA. He said that they looked like saucers. Newspapers printed his story under the headline: FLYING SAUCERS.
Since then, all over the world, people have reported seeing similar strange objects. No one knows what they are or where they come from. Some people say that they do not exist, but many others say that they have seen them.
Usually people on the ground have seen them but not always. Airline pilots also have reported seeing them and so have astronauts- the men who fly in spaceships.
Perhaps some people saw them only in their imagination. Perhaps some people made a mistake. But airline pilots and astronauts do not usually make mistakes of this kind. Captain Ed Mitchell, who was the sixth man to walk on the moon, said in 1974 that he believes that some flying saucers are real. Many other people now believe that these strange flying objects are visiting the Earth from other worlds in space.
‘They have come to look at us,’ they say.
The American Government tried to find out more about these objects. It listened to a great many people who said they had seen them. But the Government committee could not decide on what the objects were. It called them UFOs, which is short for Unidentified Flying Objects.
Some say they have seen people in the flying saucers! In 1964, a driver of a police car in New Mexico saw a UFO landing a mile away. When he reached it, there were two small figures standing near it. They looked like little men. When he reported it on his radio, they got inside the object and flew away.
In 1973 two men were out fishing in Mississippi. They say they saw a UFO shaped like an egg. There were three creatures like men but their skins were silver in colour. They had no eyes, and their mouths were just slits. Their noses and ears were pointed. They made the fishermen get inside the UFO for a while. Then the creatures photographed them and took them back to the place where they had been fishing.
There are many other similar stories. Some are probably untrue but some may be true. No one knows. But if these creatures came back again one day, I personally would be very happy to see them and even talk to them, for I do believe in science fiction, extraterrestrials …..
Adapted From Advance with English 2 Oxford University Press 1993
Read the text and answer the questions:
a. What did the pilot see?
b. Do all the people believe in flying saucers?
c. What did Captain Ed Mitchell say?
d. How are the objects called?
e. What did the two men see in 1973?
f. Were the creatures different from humans? What did they look like?
g. Do you believe in flying saucers, Martians? And in science fiction ….?
AFTER READING
|GRAMMAR DESK |
|Read the following sentences and answer the questions. |
|What would you do if a UFO landed in your town? |
|If a UFO landed in my town, I would film it. |
|If Martians knocked at my door, I would be scared. |
|Life would have been different if Martians had lived on Planet Earth. |
|What does the conjunction if express in each of the sentences above? |
|What is the tense of the verb in the if-clauses of sentences a-b- and c. Do the if |
|clauses refer to the past, the future, or the present? |
|Which modal is used in the result clauses in sentences b, and c? What is the future form |
|of this modal? |
|Now consider sentence d. |
|Which past tense is used in the If-clause? |
|Does the if-clause refer to something possible or something impossible in the past? Why? |
|What is the tense in the result clause of the sentence? |
| |
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1. Match the sentences in column A with their functions in column B.
|Column A |Column B |
|If I were you, I would see “Star Wars”. |Regret |
|I would have recorded the film if I had had a video camera. |Blame |
|If you had read all the novel, you would have written a more |Advice |
|interesting summary. | |
2. Put the verbs between brackets into the right tense.
a. If children could govern, they (heal) the world.
b. If I ( have) the opportunity to travel, I would go to space.
c. I wouldn’t have known about that great writer if I (not read) that interesting book.
d. If I had to start a new life, I (go) to school and study again.
e. I ( borrow) you a book on space if you had asked me.
3. Speculate and add some endings to the if-clauses below.
a. If Martin Luther King had lived,……………………….
b. If Edward Jenner had not invented vaccination,…………..
c. If a mad dog had not bitten Henry, Pasteur’s little friend , Pasteur……..
d. If Ray Tomlinson had not invented e-mail,……………
e. If medical treatments had not been discovered,…………
4. Make the statements below less categorical by replacing would by the past forms of the modals may and can.
a. If I had been more careful, I would have avoided the accident.
b. We would have collected much more money for the needy if all of you had contributed.
c. I would have climbed the hill if it hadn’t been foggy.
d. If they had got up earlier, they would have arrived on time.
Write it right
Write a paragraph speculating about how things would have been different if the computer and the Internet had not been discovered/developed.
SAY IT LOUD AND CLEAR
1. Make the first sentence of each exchange more emphatic by adding do or did. Then act them out.
You: I love science fiction films.
Your partner: So do I, they are fascinating!
You: I recorded the documentary on dinosaurs.
Your partner: So did I. I’d like to see it again.
You : Please come for dinner.
Your partner: Oh, thanks a lot!
You: I remember the old good days.
Your partner: So do I. I feel the nostalgia when I think back.
3. Listen to your teacher reading the sentences and learn to pronounce them with the appropriate emotive emphasis.
a. The music was so original!
b. It was such a funny film!
c. Oh! What a nice surprise!
d. What on earth are you wearing?
WORKING WITH WORDS
1. Complete the sentences below with well+ the past participle form of the following verbs: feed, Know, inform, build, match, read.
a. “If I had to describe the man of my dreams, I would give the following description: Tall, strong and well…..” Said Kate.
b. Little Ben is well ………..about everything that is in relation with space, astronauts……He was able to answer all my questions.
c. Not only were they in love, they were also very well…………..
d. Di Caprio is a well………actor.
e. She spends her free time reading books and she is well…….in the field of solar energy.
f. We were received with open arms by the hosts: we were well rested and well……….
2. Supply the right adverb or preposition (down- up – on ……) in the sentences below:
a. Cigarettes affected his health, so he gave…….smoking.
b. She does not bother with make …….. . She is very charming.
c. “Get ………, it’s time to go to school.”
d. The past always seems better when you look ……… on it.
e. Why do you look…….on everything foreign?
f. They are looking……. a peaceful solution.
g. He looked ………. the window and saw two green creatures.
h. “Keep ……… doing the good job.”
i. “Private Property, keep …….!”
Use a dictionary and try to make a chart for the adverbial and phrasal uses of the following verbs:
Get- put- keep- work -knock- take set- turn.
LISTENING AND SPEAKING
1. Prepare a short dialogue and take turns in asking for and giving explanations using: What do you mean? / I didn’t quite catch /grasp what you mean………
Example:
You: I think Man is a “messy animal.”
Your partner: What do you mean ?
Your partner: Every time he tries to interfere with the laws of nature, he causes great damage. It is sure that he has tried to improve the conditions of life, but with his inventions, he has done harm.
You: I still don’t see your point.
Your partner: For example, if he hadn’t discovered the atom, innocent people wouldn’t have been killed. Take the example of the atomic bomb in Hiroshima in 1945. …..
2. Ask your partner what he/she would do if he/she had to start a new life:
You: What would you do if you had to start a new life?
Your partner : If I had to start a new life, I……
Write it up
Below, are two poems. Read them and try to write your own poem. Using “if only”.
1.
|If Only You Could See |
| |
|If only you could see me, |
|The same way I see you. |
|We could be together forever, |
|In a paradise for just us two. |
| |
|When I look into your eyes, |
|I see the heaven that I long to be a part of, |
|As I would be in a state of joy and comfort. |
|I want you to know I love you with all my heart, |
|If only you could see. |
If only you could see me,
The same way I see you.
We could be together forever,
In a paradise for just us two.
2.
If Only
Neil Harding McAlister
If only I could spend my time in leisure,
And never work to earn my daily bread.
If only I had found a buried treasure,
A sybaritic life I would have lead.
Or what if I had been that treasure’s owner?
A pirate bold, on distant, tropic seas --
A bright, green parrot perched upon my shoulder,
A buxom wench ashore to wait for me!
If only I had such a girl to love me!
If only I were charming, rich, or fair!
If only I could be a few years younger.
If only I still had a head of hair.
If only I had held my tongue when angry!
If only I had spoken up in time!
If only I had run a little faster!
If only I’d been standing first in line!
If only I’d been born to wealth and power,
I know I could have been a mighty king,
With bags of pearls and rubies in my coffers,
And fingers all bedecked with golden rings.
You’d find me living in a gorgeous palace
With lofty towers climbing to the sky,
I’d be the master of a thousand servants --
If only pigs had wings, and cows could fly!
READING AND WRITING
In the early twentieth century, when my great-grandparents were young, life was very different from what it is today. Who would have thought that just a 100 years later there would be so many things that people would never have dreamt of then : cars, talking films, radio and television, fridges, robots, lasers, DVDs, planes and helicopters, high-speed trains, astronauts on the moon, and space tourists. And as for the idea of home computers and the Internet, allowing us to play games and have chats with unseen friends all round the world-my great-grandparents would never have believed it possible. It is not all good news, of course. People still die of hunger and disease, we still allow children to fight wars, we are slowly but surely destroying our environment, and we also have drug addicts, hydrogen bombs and other weapons of mass- destruction. Heaven knows what my great-grandparents would have made of that.
a. What title would you give the text?
b. What is the topic of the text?
c. Does the author describe(a process), compare, define, classify, expose, or does he try to convince or persuade the reader?
d. Does he give examples?
e. Do you agree or disagree with the author when he says, “ It is not all good news, of course.”
Make a short commentary about the text .
If our great-grandparents had lived , how would have they reacted about the inventions, progress, and their drawbacks?
Or: How would have you reacted if you had lived in the past?
Write it out
Write a short autobiography about ALFRED NOBEL.
• Born: 21 October 1833
• Birthplace: Stockholm, Sweden
• Jobs: 1863 work as a chemist in his father’s workshop in Stockolm.
● Best Known As: Inventor of dynamite 1866 :His attempts to find a safe way to handle nitroglycerin
• Interest : chemistry, physics, sciences, drama and poetry.
• Studies: Most of his studying on his own./ never taking any college or university examination. devoted himself night and day to his studies and work. /His dream was to be of service to mankind.
• Skills: master foreign languages , literary and philosophical knowledge.
• Personality : a lonely man ( often in poor health.) / modest, shy . Above all, engrossed in scientific ideas and in the practical management of his many European enterprises/ devoted himself day to his studies and work./His dream was to be of service to mankind. A complex personality/ dynamic and reclusive/ he was a pacifist / labeled the “merchant of death” for inventing explosives used in war. to counter this label, he left most of his immense fortune, from worldwide explosives and oil interests, establish the Nobel Prizes, ( most highly regarded of all international awards.)
• Died: 10 December 1896 (cerebral hemorrhage)
EXPLORING MATTERS FURTHER
If I Were….
If I were a miner,
I’d dig gold for you my lover.
If I were a writer,
I’d write you an endless chapter.
If I were a story-teller,
I’d make of my tale an eternal letter.
If I were a good swimmer,
To see you,
I’d cross the longest river.
But I’m just a poor dreamer,
And a flower,
Is all I can offer,
To you,
My lover.
By Souâd BELBACHIR
If I Could (El Condor Pasa)
Simon and Garfunkel
I’d rather be a sparrow than a snail.
Yes I would.
If I could,
I surely would.
I’d rather be a hammer than a nail.
Yes I would
If I only could
I surely would.
Away, I’d rather sail away
Like a swan that’s here and gone.
A man gets tied up to the ground,
He gives the world its saddest sound,
Its saddest sound.
I’d rather be a forest than a street,
Yes I would .
If I could
I surely would.
I’d rather feel the earth beneath my feet
Yes I would.
If I only could,
I surely would.
What If Children Ruled the World?
International students used their imagination to answer this question.
[pic]
The World Would Be Much Better
Oscar Ortiz from Venezuela
If children ruled the world, the world could be one of the best places in the universe because children are never greedy and never try to cheat. But could adults accept this situation?
No, I don't think so because adults think that they are the best and they know more than others; they have to have the control.
In reality, however, they always make everything complicated. I think giving children control would be a great solution to the troubling situation in the world today, but the children would have many enemies.
Text 2
Children need to know how to get along with others before owning the world.
Manabu Ozawa from Japan
I can imagine this from the movie “The Planet of the Apes.” In the very beginning it would be great. After that, if children faced trouble, they would learn from history. In that movie, the world is the same as our ancestors’ world though they created a world from nothing because they learned from history. I used to think how great it would be if children controlled the world. The reason why is very simple. I had a lot of things I wanted to have. If I were an emperor, I would never give any country to a child like I used to be.
Actually, I can’t imagine what the world would be like if children ruled the world. Children are sometimes cruel and more human than adults. I mean children depend on instincts much more than adults. As children, we pretended to be very nice because we were afraid of parents scolding us. If children had no fear, they would be “Les Enfants Terribles” (Jean Cocteau).
There’s one idea that I had about war when I was a kid. While I was watching TV news, I wished every war could disappear. What would I do if I were an emperor? People are now getting used to killing each other, and we don’t feel anything when we watch it. So I would order people to stop every war.
If it were impossible, I would order that the military should consist of animals, like pets. People fight wars for many reasons; some times it might be a religious problem, and sometimes it could be a problem about territory. There’s no concern for pets. What would people do if pets killed each other? People have humanity, especially for pets; and if there were only pet militaries in the world, war would vanish.
We have to learn from kids that are pure and clean, but we should know kids can be much more cruel than adults. Children need to know how to get along with others before owning the world. We call it education, and adults are after kids who get enough education. I think there would not be a big difference if children ruled the world.
[pic]
Text 3
The World Would Be Worse Than It Is Now
Ho-Geun Kim from Korea
If children ruled the world, it would change and be absolutely different than it is now. In some ways, it would be better and, in other ways it would be worse.
First of all, it would be like a big trash pile because children don't put anything away. The world would be messier and full of lost things. Second, the rate of development would be slower because children want something just for joy and are apt to ignore something related to world development. Third, the world would experience more humorous trial and error because children don't think as carefully as adults do. Fourth, children might ignore adults because adults don't have any power. Adults could feel lonely, and some of them might try to commit suicide due to their situation.
But on the other hand, the world would not be filled with trickery, cheating, war, drugs, and crime. Children's souls are much cleaner and purer than adults', so we could live more safely than we do now. This is a good point. If the adults would keep children's souls in their mind when they ruled the world, it would be a lot better than it is now and I wish our rulers were like this.
[pic]
Text 4
There is No Way That Children Could Rule the World!
Carmen Caffarena from Spain
There is no way that children could rule the world. The world would be a disaster unless an adult were behind every child. If children were in the Congress, they would talk just about funny things, and they would play all the time. If they were bank directors, they would spend all the money on games, parks, candies or parties. The parents would be punished by their children if they ruled the world.
[pic]
Text 5
A Total Mess, but Kind of Funny
Renata Pauperio from Brazil
If children ruled the world, it would be a total mess, but at least a really fun place to live in. Adults, for sure, would have to work, not to receive money, but toys, candies and chocolate. It would be a great payment, wouldn't it?
But children would have really bad behaviour if they received no education, and then what would happen when they became adults? They would receive orders from other children, and it would be kind of funny because adult people wouldn't have to be concerned with world problems; it would be the children's job. And children would find everything like a big game, like playing, and never be stressed about it. Things would be very easy if we thought this way.
Text 6
The Situation Wouldn't Be Natural
Minjung Song from Korea
If children ruled the world, most schools or classes would disappear. Children would behave like adults and be hard to discipline. If it happened, adults might be blamed for all bad things in society. Children might attack adults for low hiring, political problems, and educational problems. Most adults wouldn't be pleased with this situation.
Children would be happier than they are now, but the situation wouldn't be natural. If children ruled the world, we might lose our real children. They couldn't enjoy their youth and experience, and many other things except studying. The world would be rough and wild if this ever happened.
|Text7 |
The World of Children
Turhan Ece from Turkey
If children ruled the world, there would be no war and people would live peacefully. If children administered the world, most laws and rules would be designed by children. Of course, adults would interact with this situation. If children ruled the families, the parents would be angry and unhappy.
There is a children's day in Turkey. Every April 23, this is a national festival. Children visit our president, prime minister, the chairmen of parliaments, and all the managers of official workplaces. When they visit them, children become the president, the prime minister, etc. for a short time (a couple of minutes), and they order something about children's rights. When I was watching them on TV, I thought it was very funny because they talk about very interesting issues.
I think the world should be managed by adults, but adults should think peacefully and give children rights.
|Text 8 |
It Would Be Terrible at First
Yongping Li from China
What if children ruled the world? It might be very interesting. The whole world would be changed completely. There would be only cartoons when you went to a theatre. There might be many parks which were full of toys.
All the prohibitions for children would be applied to adults. "Under 18" would be changed to "over 18." Parents couldn't educate their children. Kids might spank adults because of their misbehaviour. No one would like to be adults, and parents would feel very sad.
|Text 9 |
It Would Be Terrible at First
Naomi Takahashi from Japan
What would happen if children ruled the world? If children ruled the world, it would be a serious problem. Children wouldn't be able to control their ideas by themselves, and they would destroy themselves in the future because they wouldn't have a purpose.
Adults would feel disappointed in their future, and the world would become an unhappy place. Wars would happen everywhere. Human society would be destroyed, and , worst of all, human beings would be exterminated.
However, every child would become an adult in the future. When some of the children who ruled the world grew up, they might change their minds and build a new society. Then, in a sense, life might be better.
|Text 10 |
Children Wouldn't Have Enough Experience
Sabrina Volante from Venezuela
If children were the rulers of the world, adults would feel so bad because the children would not have enough life experience to solve problems. Many parents would receive orders from their children. If children had control of the world, they would think only about toys and would build many toy stores and places where children could play instead of building serious things.
If children had a lot of power in the world, life would be worse because they would do everything they can't do without power. Maybe they would become greedy and their behaviour would be uncontrollable.
From Internet 1997- 2001
UNIT 8
BUSINESS IS BUSINESS
DISCOVERING LANGUAGE
Dear Sir,
I am writing to make a complaint about the way in which RC Record Shop on Rose Street dealt with the return of the tickets after the cancellation of the Rock Festival Concert.
To begin with, your record company had promised to set a day when customers could be refunded. After reorganizing my schedule at work, I managed to go to the shop to get my refund. However, upon my arrival, I was informed that they were too busy to deal with me. I made enquiries as to when I would be getting my refund, but I was given a vague answer, something similar to “on another day.” They obviously resented my being there. I went the following week only to be told that I should have gone the week before. I cannot find words to describe my anger and frustration.
After this experience, I decided to write to you, the head manager to complain. I feel I did not deserve to have been treated in this way. Your employees seemed to be impolite and unhelpful. I would also like to be informed of when I will get my refund.
I look forward to hearing from you soon.
Yours faithfully,
Dear Sir,
I am writing to complain about this set of photographs your company developed recently.
In my opinion, the photos are an awful colour and are not worth the $12.45 that I paid for them.
The film was new and my camera is a fairly expensive Canon 35mm, SLR manual. So, I don’t think the quality of the prints can be blamed on either the equipment or the film.
I have enclosed the photos, so you can have a look for yourself.
I would like the photos reprinted giving a better quality colour, or otherwise a refund of the $ 12.45.
I look forward to hearing from you at your earliest convenience.
Yours faithfully,
From Writing Matters Cambridge University Press 1989
What type of correspondence are the letters ? Business or personal ? Why?
AFTER READING
|GRAMMAR DESK |
| |
|Read the sentences below and answer the questions: |
| |
|1. I am writing to make a complaint about the way in which RC |
|Record Shop on Rose Street dealt with the return of the tickets after |
|the cancellation of the Rock Festival Concert. |
|2. He wrote a letter in order to complain about the set of photographs |
|the company developed. |
|3. I would like my photos to be reprinted so as not to contact your |
|manager. |
|4. We are doing our best so that you will get your money very soon. |
|5. I will keep the awful photos so that your manager can see them. |
| |
|What does each of the link word written in bold type express? |
|Identify the main and subordinate clauses in each of the sentences. |
|What tenses are the verbs in the main and the subordinate clauses in |
|sentences 4 and 5? |
|Replace so as to in sentence 3 with to and in order to. Which of the |
|sentences you have obtained is acceptable ? |
1. Write an introductory sentence to express the purpose of each of the subjects of the letters in the box. Use link word to and make necessary changes.
Start like this,
I am writing/faxing/e mailing you to…….
Subjects: Congratulations on a new job.
Job Application
Acknowledgement (receipt of package, contract….
Complaints(damage in shipment……)
Invitation (conference, meeting…..
Orders (book purchase…)
Request (for catalogue……)
2. Rewrite the sentences below using so that instead of the link words in bold type.
a. Would you please send me an e-mail very soon in order for me to book the flight.
b. Please try to send me the catalogues by next week so as to design clothes before winter.
Write it right
Read the letter of application below.
| |
| |
|2234 N. Prospect Avenue June 3rd 200… |
|Chicago 2, Illinois |
| |
| |
|Dear Mr and Mrs Einstein, |
| |
| |
|I’ve read your ad in the Evening Star and I am writing to apply for the position you are offering. |
| |
|My name is Eileen Murphy. I’m 18 and I’ve just completed my High School studies. I intend to go to Columbia University next|
|fall, that’s why I need a Summer job. I am now living with my parents in Chicago and I would be delighted to spend Summer |
|in Hawaii. |
| |
|I have some experience with children. First, I am the eldest of a family of five. Also, I worked for two months in a |
|holiday camp last year where I was in charge of a group of ten 7-year old boys. I don’t mind the dog either because we have|
|always had one at home since I was a little girl. |
| |
|I’m fond of swimming, boating and horse-riding. I’ve done a little deep-sea diving. |
|I’m not very good at that but I’m an expert at rescuing drowning-people. I even got a life-saving medal at school. There is|
|nothing I really dislike except meat since I am on vegetarian diet. |
| |
|I hope you will take my letter into consideration. I am looking forward to your answer. |
|Sincerely Yours, |
|Eileen Murphy |
Adapted from ANNALES BAC 1995 Vuibert
2. Imagine you are Mrs./Mr. Einstein, write a reply to the letter of application.
SAY IT LOUD AND CLEAR
1. Listen to your teacher reading the sentences. Each time she/he reads a sentence, underline the word which is stressed most.
a. Have you been working on the report since yesterday?
b. Have you been working on the report since yesterday?
c. Have you been working on the report since yesterday?
2. Pair work. Answer the questions above correcting your partner as in the short dialogue below.
You: Have you been working on the report since yesterday?
Your partner: No, I have been working on the report since last week.
WORKING WITH WORDS
. Use the prefixes in the box to form new words out of the underlined words. Then replace the underlined words with the new word. Im- un- dis - il- re- im -in
Sally said, “I am not happy with my new job. My boss is not kind with me. Yesterday, for instance, he asked me to write a letter. This is what I did. When I finished, he had a look at it, then frowned and said, “Your writing is not legible, write the letter again. His attitude is not encouraging. And despite the good job I’m doing, he is not satisfied. It’s not possible for me to continue working in his firm. When he is present, there is always an atmosphere of tension, it’s not credible!”
LISTENING AND SPEAKING
1. Read the short texts below and answer the questions.
a. What type of texts are they?
b. Where do you generally read them ?
c. What’s the difference between the short texts n°1 and n°2 ?
|N °2 |
| |
|SALES / STORE PERSON |
| |
|Opportunity for full-time position in large scale |
|Discount Retail Store. |
| |
|Duties include : Counter sales, store work, heavy |
|lifting. |
|Driver’s licence for deliveries. |
| |
|Must be neat, reliable, willing to work hard. Ability |
|to speak Italian an advantage. Award rates. |
| |
|Apply in writing to : |
| |
|THE MANAGER |
|P.O. BOX 60, |
|COWAN |
|N°1 |
| |
|SITUATIONS WANTED |
| |
|Maintenance operator |
| |
|5 years experience, seeks part-time |
|job. |
| |
|Tel: 01145 70 373 2552 |
| |
|Female Aupair seeks employment July- |
|September. |
|Tel: 70 2042 |
| |
| |
From : Writing Matters (Cambridge University Press 1989)
| |
|N°2 |
| |
| |
|ARE YOU LOOKING FOR A FUN PART-TIME JOB? |
| |
|GALIANO’S CAFÉ |
| |
|is looking for waiters/waitresses. |
| |
|● You must be able to work at week ends. |
|● Experience operating a coffee machine is preferred. |
|● We offer basic training and excellent working conditions. |
| |
|If you are friendly and energetic, then write to us explaining why you |
|think you would be suitable for this job. |
| |
| |
|From Plus MM Publications 1998 |
| |
| |
| |
| |
2. Listen to your teacher as he/she simulates a dialogue and say of which advertisement in exercise 1 above the speakers are talking.
3. Listen to your teacher again and take notes. Then synthesize/summarize the dialogue in your own
words.
4. Study the sample dialogue below and act it out to rehearse for a job interview.
Mr. Black : Good morning Miss Jones. Would you like to take a seat, please ?
Tina : Thank you, Sir.
Mr. Black : Could you tell me why. you applied for this job ?
Tina : Well, because I have just finished my studies , and I believe it’s the type of
work I’d like to do.
Mr. Black : I see . I wonder if you could tell me what the job entails ?
Tina : Sure. It is to handle the day to day contacts with customers on behalf of the Sales Director.
Mr. Black : Have you worked as a Sales Support Executive before ?
Tina : Yes, last Summer .
Mr. Black: How long have you worked as a Sales Executive?
Tina : for 3 months, and I enjoyed it very much! It was a wonderful experience!
Mr. Black : I see that you are trained on the latest word processor .
Tina : Yes, I’ve been doing this since the age of 15, and my fascination for computers
began at an early age.
Mr. Black : Good. When can you start work ?
Tina : Tomorrow if you wish !
Write it up
1. Put the verbs between brackets in the following report on a company personnel into the present perfect simple or the present perfect continuous
Insert already, yet, still, just , where appropriate.
|Re: Report about the personnel |
| |
|Simon: He (use) the machine for only a few days , and he (learn ) how to make it |
|work.(already) |
| |
|Karl: He (type) the short letter for 2 hours, but (not finish) it. (yet) |
| |
|Sarah: She (work) as a receptionist since last year, and she (get) a promotion. |
|(just). |
| |
|Mary: She (write ) a report since last Sunday, and she (not finish) it. (still) |
READING AND WRITING
Read the text below then do the activities :
Inflation
Before gold and silver were brought to Europe from the Spanish and Portuguese colonies in Latin America during the sixteenth century, inflation had not been a major problem. Since that time, however, inflation has been a significant economic issue, especially during and after wars.
Currently, in many countries of the world, people are facing problems caused by inflation, which is a decrease in the purchasing power of money because of continuous rises in the prices of available goods. There are two different kinds of inflation, each of which can affect people’s lives.
When inflation is discussed, people generally refer to an increase in prices, wages, and the amount of money circulating in a country’s economy. The most common type of inflation is called creeping inflation because there is a steady but manageable increase in the rate of inflation within a year. Prices rise continuously, so that workers ask for higher wages to cover the increasing costs of housing, food, and transportation. Although such wage increases are inflationary, they are often unavoidable. As a result, a government may have to impose price and wage controls in order to control this type of inflation.
A less common type of inflation is called hyperinflation, which is usually due to war or occupation by a foreign country. During a period of hyperinflation, price levels double rapidly. Inasmuch as there is too much money available in the economy, the currency decreases in value, and people lose confidence in their government’s financial competence. To win back the trust of people, the government may create a new currency.
Regardless of the type of inflation that a country’s economy is experiencing, inflation affects every individual in that society. In the United States, for example, many families could no longer afford to buy at today’s prices the homes that they bought years ago. As long as the costs of food and entertainment continue to rise, people will be forced to modify their lifestyles. People on fixed incomes such as pensions or scholarships have such serious financial problems that they cannot live decently, since their incomes do not keep up with the rate of inflation.
Until there is cooperation not only among individuals within any given country but also among the various governments of the world, inflation will continue to trouble many of us.
1. What is the central idea of the text?
2. Try to deduce the central idea of each paragraph.
3. What is inflation?
4. When did it become a serious economic issue?
5. Why do workers ask for higher wages when there is inflation?
6. Imagine you lived in a period of inflation, and you earned a low salary. What did you do? Did you change your lifestyle? Try to use Link words expressing purpose: to, so that, in order to, so as to…….
Adapted from English for Academic Uses Prentice Hall 1982
Write it out
Rewrite the sentences below using link words and the modals in the box instead of the link words written in bold type. Make any necessary changes.
|So that may, can, will |
|In order that might, could, would |
| |
1. Mark worked hard to earn a decent living.
2. My father refuses to buy a new house so as not to have problems of money.
3. In order to attract the customer, the company reduced the prices.
4. The firm decided to forbid strikes in order to avoid bankruptcy.
5. Ted will work hard in order not to lose his chances of promotion.
EXPLORING MATTERS FURTHER
EURES Computer Network
Technology will help put job seekers in touch with employers across the EU. Employment in Europe is about to join the modern world with the launch of the EURES computer network, EURES, or European Employment Services, will connect job seekers and employers across Europe through the latest computer technology.
EURES was officially launched in 1994. The system has more than a thousand job vacancies on its database and is now available for use. Access to the network is through 350 terminals in employment offices across 12 European countries. Plans exist for an additional 100 terminals and the extension of the network to new European Union members, Austria, Finland and Sweden.
The cost of EURES , $11,2 million this year, is being funded by the European Commission. Employers and job seekers pay nothing to use the system. Employers simply send details of vacancies for entry on to the network. Those seeking jobs can then browse through vacancies on the system at their local employment offices. EURES means that someone living in Birmingham in the UK can extend their search from their local area to Italy, or someone in Athens can make applications for jobs in Germany. Previously such a search might have involved laborious research in local newspapers, considerable expense in tracking down employment information, and overcoming numerous cultural and language barriers.
The system is not restricted to any part of the labour market but is designed to give access to all type of job seekers, from those looking for their first job to experienced executives, and those looking for office jobs or work in manufacture.
EURES will increase labour mobility within the Union and increase recruitment opportunities. Not only will the system offer details of specific vacancies, but also considerable information on living and working conditions in different countries. The EURES system is restricted to employers within the European Union and will not be available to employers wishing to hire people to work elsewhere in the world.
From Be Pro! (Hachette 1998)
Perseverance Reward
Sarah Weathers wanted to go into banking, and at 16 applied to all big banks for a place. She did not get a job, so the careers office suggested that doing a full-time BTEC National diploma in business studies at college would improve her prospects.
“I was attracted by banking, because I thought the combination of the work and the contact with customers would be interesting. As my course came to an end, once again, I applied to all the banks. I also applied for other jobs, which was fortunate because I got nowhere in the banks.
I worked in an accountant’s office for three years but I still hankered after banking, even though they did not seem to want me ! I wrote to all the banks several times, and eventually I was offered a temporary part-time post. I didn’t accept it, but it did a lot for my confidence to be offered the job at last. So, I wrote more letters, sent more CVs and hoped for a change of luck.
Seven months ago the Midland Bank interviewed me and offered me a place in the branch where I now work. Funnily enough, the job is nothing like I thought it would be. Despite the fact that it was the customer contact that I thought I’d enjoy, there are loads of things to do behind the scenes which I’m finding really interesting. I’ve started going to evening classes to study for the Banking Certificate. I’ll be studying for three years.
I’m not sure how ambitious I am. We’re quite an unusual branch in having a woman manager, so she is a very positive role model for all of us.”
N.B: BTEC: Business and Technician Education Council
From Be Pro! (Hachette 1998)
Mr. J. Benedict, Saveco, Chief clerk, Accounts
Mr. M.Armitage, Gordon& Co, Credit controller
Read the first letter from Mr. Merle Armitage.
| |
|March 31, 2007 |
| |
|Dear Mr. Benedict, |
| |
|May we remind you that we have not received the payment of our invoice N°|
|X4573, sent to you last December. |
| |
|As specified on all our invoices our business terms are 60 days. In case |
|of non-payment it is our company policy to take legal action. |
| |
|Needless to say, we prefer not to have to do this. Would you please send |
|us a cheque by return. |
| |
|We look forward to receiving your payment. |
| |
|Yours sincerely, |
| |
|Merle Armitage |
| |
|Credit Controller |
| |
| |
|April 7, 2007 |
| |
|Dear Mr. Armitage, |
| |
|Further to our telephone conversation concerning invoice N° X4573 please |
|be assured that we will do everything to settle our account before the |
|22nd of this month. |
| |
|We would like to thank you for your sympathetic and understanding |
|attitude. |
| |
|Yours sincerely, |
|James Benedict |
| |
|Chief Clerk, Accounts |
| |
The following is a telephone conversation between Mr. Benedict and Mr. Armitage on April 6, 2007.
Mr. Benedict: Good morning! I would like to speak to Mr. Armitage, in the Accounts Department, please.
Mr. Armitage: Speaking.
Mr. Benedict: Er… yes, this is Mr. Benedict, Chief clerk for Saveco, I’m sorry to ring you like this, but we have just received your reminder concerning invoice N° X4573 and,…er…
Mr. Armitage: Yes, I see. I am very surprised, Mr. Benedict, we have no record of payment and I must say, we are getting a bit worried.
Mr. Benedict: Yes, I understand quite well, you see money is very tight at the moment. Some of our own customers are going through a difficult period.
Mr. Armitage: Ah, yes, I know how that is.
Mr. Benedict: We have a number of outstanding bills ourselves and we have just granted one of our big customers and extra week of credit and ….um…. that makes the situation even more difficult for us.
Mr. Armitage: Mm…mm.
Mr. Benedict: Well, Mr. Armitage, I want you to know that we have asked our bank to allow us to overdraw our account; however, this will take a few days. What do you suggest we do about the money we owe you?
Mr. Armitage: Well, I certainly do hope your bank will show some generosity. As far as we are concerned we can grant you a two weeks’ extension of credit, only if you take the firm engagement to send your cheque before, let’s say, the 22nd of April. How does that sound to you?
Mr.Benedict: Marvellous, I’ll call our bank right away and send you confirmation of our engagement by mail. Thank you again, Mr. Armitage, we will do our best.
Mr. Armitage: I hope so, we hope to keep you as a regular customer despite any difficulties you may be having.
Adapted from Be PRO! (HACHETTE 1998)
Business Advice
The Top 10 Things that Make a Good Manager
How to become the boss everyone loves to praise, rather than the boss everyone loves to hate!
1. Acknowledge your staff.
When a member of staff does a job well, make sure you notice it, and acknowledge her or him for it. Don't let the opportunity to praise a piece of good work go by.
2. Never, ever, humiliate anyone on your staff team.
If you are annoyed with someone on your team, or they have done something wrong, make sure you keep your cool, especially in public. If you humiliate someone, he or she will hold a grudge against you, and their work will suffer too.
3. Create a culture where mistakes are OK.
If you don't make mistakes, chances are you are not stretching yourself. If your staff are allowed to feel that mistakes are part of reaching for new highs, rather than something to feel bad about, or shamed for, then they will take more risks on your behalf.
4. Remember personal details.
Take time to get to know your staff, who they are, who is important in their lives, etc. Be interested in them as people, not just as workers.
5. Don't hide behind your position.
Be human and friendly with your staff - that way you will all be able to support and encourage each other when things are tough.
6. Be approachable.
Allow your staff to feel that they can come and talk to you about sensitive issues, about inside- and outside-work difficulties, and that you will respect them, and not hold what they share against them.
7. Admit your mistakes.
If you get it wrong, say so. Managers don't have to be infallible! Your staff will respect you more if you are able to admit your mistakes, and then set about sorting out a solution.
8. Listen in such a way that your employees will talk to you.
Often people feel afraid of, or intimidated by, management. Make sure you show people that you are willing to listen to what they have to say, that they are important and worthy of your time.
9. Be clear in your requests.
It is your responsibility to ensure that people understand your requests - so communicate clearly, and ask if people have understood what you are asking for.
10. Treat everyone respectfully and courteously at all times.
Particularly when there is a problem! Everyone who works for you is a valuable human being who deserves respect. A manager is only as good as how she or he treats the people on her or his team.
From INTERNET 2004
APPENDIX 1
APPENDIX 2
|Functions |Language exponents |
|A. Apologizing/ |-Excuse me/ excuse my……… |
|Responding to apologies. |- I am sorry…….. |
| |- Pardon me……. |
| |-I beg your pardon…. |
| |- I promise it will not happen again |
| |- A million apologies |
| |- It’s all right |
| |- Forget it |
| |- Never mind |
|B. Praising |- That’s a good boy ! |
| |- Keep up the good work. |
| |- Well done !/ That was nice , brilliant, good, |
| |splendid…… |
| |- Great ! Fantastic ! Excellent ! |
| |- That’s not bad at all ! |
| |- It’s the best……I’ve ever seen ! |
| |- I was pleased/delighted/happy with your …… |
| |to hear that …….. |
|C. Expressing Feelings/ |- I am + adjective |
|Emotions/Attitudes |- I feel + adj. |
| |- This is + adj. |
| |- That is + adj. |
| |-It makes me feel + adj. |
| |-How + adj. |
| |- What a……. |
| |- I am+ past participle |
| |- I feel+ past participle |
|Functions |Language exponents |
|D. Expressing opinions |- I think |
| |- I believe that….. |
| |- I did+ Verb (like, hate ….) |
| |- In my opinion, view…….. |
| |- It’s my considered opinion |
| |- To my mind |
| |- You may be right, but…… |
| |- I agree……. Do not agree |
| |- I disagree……. Definitely not |
| |- Perhaps but……. Yes, but……. |
| |- I could not agree more….. |
| |- Every one says it’s……. |
| |- Apparently, it’s…. |
| |- It’s meant to be……. |
| | |
|E. Drawing conclusions |- It’s quite obvious that…….. |
| |- To conclude……. |
| |- It will certainly……. |
| |- It has to…… |
| |- From what precedes, it is clear that……. |
| |- The only logical conclusion is that……… |
| | |
| |- What about ……? |
| |- How about …….? |
|F. Suggesting |- I suggest we………. |
| |- We could perhaps……… |
| |- Why don’t we……… |
| |- If I were you……….. |
| |- You ought to/ should…… |
| |- I wonder if…….. |
| |- Have you thought of …….. |
| |- Did you try…….. ? |
| |- Don’t you think we could……. |
| |- Instead of……, why don’t we …… |
| |- Why not + verb ? |
| | |
| | |
| |- I am sorry to say…….but……. |
| |- I never thought you could…….. |
| |- I am not satisfied…….. |
|G. Complaining/ Blaming |- I did not think you could……. |
| |- I hate to say it, but……….. |
| |- I never expected such a thing from you. |
| |- How could you …….? |
| |- Why blame me ? |
| |- Haven’t I the right to ….? |
| |- Your are always verb + ing…… |
| | |
| |- Imperatives / Don’t+ infinitive |
| |- Sequencers : First, next, then, after that…… |
| |- You + present simple |
|H. Giving instructions |- You should……. |
| |When |
| |If + you + verb+ (then) + |
| |imperative |
| |As soon as |
| | |
| | |
| |- You should/ought to ….. |
| |- You must…….. If you want……. |
| |- Any one know that….. Any body can see / can tell |
| |you that….. |
|I. Persuading |- You are free to choose……, but……. |
| |- If I were you, I’d……. |
| | |
| |- Thank you /Thank you so much……. |
| |- Thanks ( a lot ) |
| |- Many thanks |
| |- It’s a pleasure to…… |
| |- I can’t tell you how grateful I am |
|J. Thanking |-You have been very kind…… |
| |- That’s kind of you……. |
| | |
| |- Verbs : to plan, to intend, will |
| |- Futurity : Future, present simple, present |
| |continuous, going to, about to…. |
| |- Time markers : next week, tomorrow, later……. |
| | |
| |- Comparatives |
|K. Planning future activities |- Superlatives |
| |- Verbs : favour, prefer, enjoy……more…… |
| |- I’d rather / sooner…..than….. |
| |- I’d like……. Instead of……. |
| |- My favourite …..is……. |
| |- I am all for…… |
|L. Expressing Preferences |- Comparative forms |
| |- Superlative forms |
| |- like - unlike |
| |- used to – not anymore |
| |- same - different |
| |-all, both- none, neither |
| |-while- whereas |
|M. Comparing/Contrasting |- on the other hand |
| | |
| |- to be ….. to look…. |
| |- There is – there are; it seems to be |
| |- used for- to function as |
| |- modifiers : very, rather, somewhat….. |
| |topical lexis : related to age, size, colour, |
| |space, time, etc… |
|N. Describing |Passive voice |
|(people, places, activities, objects,|Comparative etc….. |
|processes, habits ) | |
|O. Reporting |- Reported Speech : He said that he could do it. |
| |( Use all tenses ) |
| |- according to him…… in his opinion …….. |
| | |
| |- I am certain/ sure/ confident/ that+ future |
| |- I think / expect/ believe/ that+ future |
|P. Predicting |- In x years’ time…… + will have + verb + (ed) |
| | |
| | |
| |If+ present+ future |
| |If+ present - may, can |
| |If + past – could- might |
| | |
| |- If+ had verb (ed) + could/ would/ might |
|Q. Speculating |have + verb (ed) |
| | |
| |It’s likely, possible, probable…… |
| | |
| |- Past tenses (Simple+ continuous) |
| |Adjuncts of time, place, etc… |
| |Cause , consequence, purpose,…… |
| |Concession….. etc…… |
| | |
| |- Should – ought to- had better |
|R. Narrating |- If I were you, I’ d…. |
| |- Couldn’t you go there ?… |
| | |
| |- I’m sorry I couldn’t come.. |
| |Excuse me for being late… |
| |I’m afraid….. |
| |If only I had told him |
|S. Giving Advice |Why didn’t you tell him ? |
| | |
| | |
| | |
| | |
|T. Regrets | |
APPENDIX 3
WRITING INFORMAL LETTERS
|Greetings |Set phrases for opening paragraph|Set phrases for closing paragraph|Signature endings |
|Dear Karl |How are you (keeping) ? |Well, I think that’s about it. |Yours |
|Dearest Mary | | | |
|Dear Dad |Hi ! What’s new ? |Well, that’s all for now. |Your friend |
|Dear Uncle Joe | | | |
|Hello Alan |I hope you are fine. |Well, I’d better finish off here.|Love |
| | | | |
|NOT |What have you been up to ? |Write soon. |All my love |
|Dear sister | | | |
|Dear brother |I haven’t heard from you for |Waiting for your letter/ reply. |Best wishes |
|Dear friend |ages. | | |
| | |I look forward to hearing from / |All the best |
| |It was nice to hear from you |seeing you. | |
| | | |Lots of kisses |
| |I was very happy to get your |See you soon | |
| |letter. | |Take care |
| | |Keep in touch | |
| |Thanks for your letter | |Bye for now |
| |Sorry I haven’t written for so |Say hello to everyone. | |
| |long | | |
| | |Give my love/ regards to | |
| |It’s taken me ages to reply |everyone. | |
| |but….. | | |
| | | | |
| |I’ve been meaning to write back | | |
| |but….. | | |
Below, are some useful phrases in your informal letters to give news, invite, accept or refuse an invitation, give directions, apologize, ask for and give advice/ suggestions and explain a situation.
|To invite |To accept an invitation |
| | |
|I’d like to invite you to ….. |Of course I’ll come to…… |
|Would you like to come to…. ? |That would be great ! |
|I’m writing to invite you to….. |Thanks for inviting me…./ your invitation. |
|I was wondering if you’d like to come to ….. |I’d love/ be glad to come… |
|How about………..? |How could I say no ? |
| | |
| | |
|To refuse an invitation |To give directions |
| |Turn right/left |
|I’m afraid I can’t come because… |Go straight on / ahead |
| |On the corner of…. |
| | |
|I’m sorry but….. |At the traffic lights…. |
|Unfortunately, I won’t be able to make it. |Go past |
|It was nice of you to invite me but….. |Go around the round about |
|We would have (had) a great time but…. |It’s on your right/ left |
|It would have been nice (to come), however, It would be nice (to |It’s opposite/ next to.. |
|come), however, I…. |It’s right across from… |
|I have already planned something so I won’t be able….. |When you come to around about… |
| |Go up/ down a one way street |
| |When you get to the intersection…. |
| |There’s a set of traffic lights… |
| | |
|To ask for advice |To give advice |
| | |
|I’m writing to ask for your advice. |If I were you I would …. |
|I hope you can help me with….. |I think you should… |
|I’ve got a problem and I’d like your advice. |I suggest you… |
|What should I do ? |It would be a good idea to … |
|If you were in my shoes, would you…. ? |The advice I can give you is….. |
|What do you think of the problem/ situation ? |Why not, Why don’t you…..? |
|I feel helpless and don’t know what to do. |My advice is to….. |
|Do you think it would be a good idea to …? |You might want to…. |
|If you were me, what would you do ? |The way I see it, you can…… |
|What do you suggest ? |I’ve given your problem a lot of thought…. |
|Let me know what you think as soon as possible. | |
|I would appreciate your advice. | |
|To apologize |To explain a situation |
|(I’m afraid that ) I won’t be able to…. | |
|I’m sorry, but I can’t…… |You see… |
|I don’t know how to explain but… |Let me explain…. |
|I apologize for…. |Let me start from the beginning….. |
|I’m really sorry…. |But that’s not all….. |
|I’m sorry to say that….. |Every thing started when…. |
| |This is what happened. |
| | |
| | |
FROM PLUS MM PUBLICATIONS 1998
APPENDIX 4
WRITING FORMAL LETTERS.
|Greetings |Set phrases for opening paragraph|Set phrases for closing paragraph|Signature ending |
|Dear Sir/Madam |I am writing to you in connection|I would be very grateful if you |Yours faithfully |
|Dear Sirs |with….. |could/ would/ reply as soon as | |
|Dear Mr. /Mrs./ Miss./ Ms. /Dr. | |possible. |Yours sincerely |
|Harry |I am writing with regard to/ in | | |
|To whom it may concern |regard to / with reference to…. |Thanking you in advance for your | |
| | |assistance/ co-operation. | |
| |I am writing to ask you if you | | |
| |could inform me about….. |I would like to thank you in | |
| | |advance. | |
| |I am writing to enquire about …….| | |
| | |I look forward to your reply at | |
| |I am writing for more information|your earliest convenience. | |
| |about ….. | | |
| | |I look forward to hearing from | |
| |I was interested in your |you. | |
| |advertisement in ……. | | |
| |I would appreciate some further | | |
| |information about…… | | |
| | | | |
| |I was interested in your | | |
| |advertisement in……. | | |
| | | | |
| |I would appreciate some further | | |
| |information about….. | | |
| | | | |
| |Referring to your advertisement | | |
| |published in…….. | | |
| | | | |
| | | | |
| | | | |
APPENDIX 5
PLAN
A narrative can be an account of a true event or something imaginary. T he most common way of writing a story is by narrating the events in chronological order. Below is a plan of a story, with questions to help you when planning one.
|INTRODUCTION | |
|- Describe the background |When did the event (s) take place ? |
|scene (s) | |
| |Where did the event(s) take place ? |
|- Introduce the main character (s) |What was the weather like ? |
| |What was/ were the main character (s) doing ? |
| |Were there any other characters involved? |
| | |
|- Describe the initial feelings (if |How did the character (s) feel at that time? |
|necessary ) | |
| | |
| | |
| | |
|MAIN PART |What happened ? |
| |What did the main character(s)do ? |
|- Describe how the events started and |How did the main character (s) / people feel ? |
|developed | |
| | |
| | |
| | |
| | |
| | |
|CONCLUSION |What happened in the end ? |
|-Describe the outcome of the events ( |Was the situation resolved ? How ? |
|could also be included in the main part.)|How did the main character (s) people feel ? |
| | |
|- Make a short comment on the story. | |
APPENDIX 6
LINKING WORDS
|Time |Since, before, before long, when, as soon as, just as, the moment that, while, as, during, all the|
| |while, in the meantime, immediately, afterwards, later, sometime later, soon, then, next, in the |
| |beginning, at first, in the end, finally, eventually, at last, until, by the time. |
|Concession-contrast |Although , even though, in spite of, despite, however, no matter how,/ what, whatever, but, while,|
| |whereas, nevertheless, regardless of . |
|Result - consequence |So, so….that, such….that, therefore, otherwise, for this reason, consequently, therefore, hence, |
| |as a result. |
|Cause- Reason |Because (of) , as, since, due to , owing to, |
|Emphasis |In fact, as a matter of fact, actually, to tell you the truth. |
APPENDIX 7
Below is a plan for an article written for a newspaper or magazine . e.g. : article : Describing a place.
|Headline |
-Write an interesting headline
|Introduction |
- Give general information about the place you are going to describe (name, location, etc…)
- Give reasons for choosing the place.
How can you make the introduction interesting ?
What place are you going to describe ?
Where is it located ?
What makes the place interesting ?/ Special ?
|Main part |
- Describe the place (size, landscape, buildings, streets, transport, sights, facilities, people, lifestyle…..)
- Discuss what activities people can do there.
What is the place like ?
What are the important features of this place ?
Are there any sights worth visiting ?
What sort of facilities (hotels, shops,…) can be found there ?
What are the local people like ?
What can people do there to entertain themselves ?
What is the atmosphere of the place ?
|Conclusion |
- Make a general statement to sum up your ideas .
-Make recommendations.
What is your overall opinion about the place ?
Would you recommend it ?
APPENDIX 8
|B. Pronunciation of third person singular - s ending: |
|1. After verbs which end in voiceless sounds, the - s is pronounced like /s/. |
|Helps meets waits |
|Keeps sits walks |
|Likes takes wants |
|2. After verbs which end in voiced sounds, the - s is pronounced like /z/. |
|Answers gives rides |
|Brings goes sells |
|Buys plans shows |
|3.After verbs which end in sounds such as /s/, /z/, /∫/, /t∫/, /dჳ /, /ჳ/ an extra vowel |
|is added and the third person singular s is pronounced /iz/. |
|catches produces manages |
|chooses punishes |
|finishes uses |
| |
|N.B. : The same rule applies for words ending in –s. e.g: cats – dogs- bridges- houses….. |
| |
| |
|Pronunciation of - ed ending in the past tense : |
|The pronunciation of the past tense ending depends on the final sound of the verb : |
| |
|1- After verbs which end in voiced sounds, the –ed is pronounced like /d/. |
|Pulled studied breathed |
|Burned cried climbed |
|Stayed poured used |
|2- After verbs which end in voiceless sounds, the past tense –ed ending is pronounced |
|like/t/. |
|Missed decreased laughed |
|Watched stopped produced |
|Looked hoped rushed |
| |
|3- After verbs which end in /t/ or /d/ the ending -ed is pronounced like /id/. An extra |
|syllable is added to the verb. |
|Acted needed celebrated |
|Sounded visited painted |
|Started decided landed |
| |
|CONSONANTS : |
|Voiceless |
|/p/ |
|/t/ |
|/k/ |
|/t∫/ |
|/f/ |
|/ θ / |
|/s/ |
|/∫ / |
| |
| |
| |
|Voiced |
|/b/ |
|/d/ |
|/g/ |
|/dჳ/ |
|/v/ |
|/ h / |
|/z / |
|/ŋ / |
|/m / |
| |
| |
|/n / |
|/ŋ / |
|/l / |
|/ r/ |
|/w/ |
|/j / |
|/ჳ/ |
|/ð/ |
| |
| |
| |
N.B. : All vowels and diphthongs are voiced.
APPENDIX 9
RELATIVE CLAUSES
Relative clauses
They are introduced by relative pronouns : who-whom- whose-which- that and relative adverbs: where, when, why.
1. Defining relative clauses
- They provide information which is essential to the meaning of the sentence. i.e. : the sentence does not make sense if the relative clause is omitted.
- They are not put between commas.
2. Non defining relative clauses
- They provide information which is not essential to the meaning of the sentence. i.e.: the sentence makes sense even if the relative clause is omitted.
-They are put between commas.
e.g. : 1.The man who is smiling is Nelson Mandela. (Defining)
2. My brother, who is only12 years old, collected clothes and money for the poor children. (Non defining)
3. Grandfather offered me a cat that/which has lovely white fur. (Defining)
4. My cat , which/that has lovely white fur, is a present from Grandfather. (Non defining)
5.The man whom I met near the gate is the manager of the factory. (Defining)
6. Paul, whom everybody trusted, turned out to be a thief. (Non defining)
7. I met a boy whose mother is a great scientist. (Defining)
8. Pelé, whose real name is Edson Arantes do Noscimento, is now an international ambassador for the sport, encouraging friendship between nations through sporting events.(Non-defining).
9. I have seen a film whose main character is a mouse. (Defining)
10. His latest book, whose main character is a dolphin , is a best-seller. (non defining)
11.He left on the day when I reached the town. (Defining)
12. A new age in space exploration started in 1969, when Neil Armstrong walked on the moon for the first time.(Non defining) Example N°12 taken from Use of English for the FCE examination MM Publications 1999
13. The school where I teach is far from here. (Defining)
14. The area, where I used to live, has been transformed into a beautiful garden. (Non defining)
APPENDIX 10
VERB FORMS IN THE PASSIVE VOICE
|Verb Forms |Active Voice |Passive Voice |
|Present Simple |They produce cameras in this factory. |Cameras are produced in this factory. |
|Present Continuous |They are conducting further experiments. |Further experiments are being conducted. |
|Past simple |He mended my computer yesterday. |My computer was mended yesterday |
|Past continuous |They were picking the dead flowers. |The dead flowers were being picked. |
|Present perfect |I have written the report |The report has been written. |
|Past perfect |They had received the Merit Medal . |The Merit Medal had been received. |
|Future Will |The leader will make a speech. |A speech will be made. |
|going to |They are going to write an essay . |An essay is going to be written. |
|Future perfect |I will have finished my studies by next year.|My studies will have been finished by next |
| | |year. |
|Modal verbs |You must do your exercise. |Your exercise must be done. |
APPENDIX 11
CLAUSES OF PURPOSE
|Positive Purpose |Examples |
|To |They phoned me to tell me about the good news. |
|In order to + infinitive |I went to the shop in order to buy a video camera. |
|So as to |He spent a month in the tents so as to help the victims of war. |
|So that can/may/will+infinitive |They are going to the zoo so that they can see the tigers. |
|For Present/future | |
|Could/might/would+infinitive for past |I left them so that they could rest. |
|Negative purpose |Examples |
|So as not to |He tiptoed so as not to wake her up. |
|In order not to + infinitive |She put her key inside her pocket in order not to forget it. |
|So that + can/may/will+not+infinitive for present/future | |
|Could/might/would+not+infinitive for past |My secretary reminded me I had a meeting, so that I wouldn’t forget.|
APPENDIX 12
REPORTED SPEECH
In Reported Speech we give the meaning of what someone said, with some changes and without using quotation marks. We usually introduce Reported Speech with the verbs tell (when there is a person/pronoun as an object.) and say (when there is no person/pronoun as an object). That is optional.
|Direct |Reported |
|Simple Present |Past Simple |
|He said, “I like science fiction films”. |He said (that) he liked science fiction films |
|Present continuous | |
|They said, “We are chatting with a Spanish girl.” | |
|Past Simple/Past perfect/Present perfect |Past continuous |
|She said, “ I watered the flowers yesterday.” | |
|She said, “I have planted a tree.” |They said (that) they were chatting with a Spanish girl. |
|He said, “I had fed the animals.” | |
|Past continuous |Past perfect |
|The child said, “I was walking round the garden.” | |
|Present Perfect continuous |She said(that) she had watered the flowers the previous day. |
|He said, “I’ve been surfing on the net all day.” |She said she had planted a tree. |
| | |
| |He said he had fed the animals. |
| |Past Perfect continuous |
| |The boy said he had been walking round the garden. |
| | |
| | |
| |Past perfect continuous |
| | |
| |He said he had been surfing on the net all day. |
|Will |Would |
|“I will bring you money and clothes, Jack.” said Maria. |Maria told Jack (that) she would bring him money and clothes. |
|Can |Could |
|He said, “I can climb the hill.” |He said he could climb the hill. |
|May | |
|“He may be ill”, said Kate. | |
|Must |Might |
|“You must stop smoking, Sam,” said the doctor. |Kate said(that) he might be ill. |
|Must | |
|“It must be late,” he said. | |
|Must not |Had to (obligation) |
|“You mustn’t open this box.”, said Betty. | |
|Need |The doctor told Sam (that) he had to stop smoking. |
|They said, “we need to have our room decorated.” | |
|Needn't | |
|She said, “You needn’t write all that long text.” |Must (deduction) |
| |He said that it must be late. |
| |Must not (prohibition) |
| |Betty said (that) I mustn’t open that box. |
| | |
| |Needed/Had to |
| | |
| |They said (that) they had to have their room decorated. |
| |Needn't/didn’t have to (present) |
| |She said that I didn’t have to write all that long text.” |
| | |
N.B : Would, could, might, should, ought to do not change.
OTHER CHANGES
|Now |Then |
|Today/tonight |that day/that night |
|Yesterday |the day before/the previous day |
|Tomorrow |the next/following day |
|Last week, month, year….. |the previous week(month, |
| |year….)/the week(month, year…) before. |
|Next week (month, year, etc.) |The following week (month, year….) |
|Ago |Before |
|This/these |That/those |
|here |there |
| | |
| | |
| | |
QUESTIONS
Questions are reported with the verbs ask, wonder, inquire, want to know etc. and the word order is the same as the statements.
e.g : “Can you drive the lorry ?” She wanted to know if I could drive the lorry.
“Why did you do it? He asked me why I had done it.
“Will you come with me or not?” She wondered whether I would come with her or not.
COMMANDS-REQUESTS- ADVICE
They are reported with the verbs tell, ask, beg, order, command, advise, forbid, encourage, warn…
e.g. : “You won’t go out ”, said Dad. Dad forbade me to go out .
“Please, Mum, let me use your car”, said John. John begged his mum to let him use her car.
OTHER REPORTING VERBS
Refuse, offer, promise, threaten, claim, agree
“I won’t let you use my car,” said my mother. My mother refused to let me use her car.
Accuse somebody of, complain to somebody about, insist on: admit (to), deny, apologize, for+-ing form
“I’m sorry I’ve taken your book,” said Jack.
Jack apologized for taking my book.
Complain, explain, agree, claim, deny, promise, threaten, warn
“Sorry I’m late but I missed the bus”, said the pupil.
The pupil explained that he was late because he missed the bus.
APPENDIX 13
SOME IRREGULAR VERBS
|Infinitive |Past Simple |Past participle |
|to arise |arose |arisen |
|to awake |awoke/awaked | |
|to be |was/were |awoken/awaked |
|to bear |bore | |
|to beat |beat |been |
|to become |became | |
|to begin |began |borne |
|to bet |bet | |
|to bleed |bled |beaten |
|to blow |blew | |
|to break |broke |become |
|to bring |brought | |
|to build |built |begun |
|to burn |burnt/burned | |
|to buy |bought |bet |
|to catch |caught | |
|to choose |chose |bled |
|to come |came | |
|to cost |cost |blown |
|to cut |cut | |
|to dig |dug |broken |
|to do |did | |
|to draw |drew |brought |
|to dream |dreamt/dreamed | |
|to drink |drank |built |
|to drive |drove | |
|to eat |ate |burnt/burned |
|to fall |fell | |
|to feed |fed |bought |
|to fight |fought | |
|to find |found |caught |
|to flee |fled | |
|to fly |flew | |
|to forbid |forbade |chosen |
|to forget |forget | |
|to get |got |came |
|to give |gave | |
|to go |went |cost |
|to grow |grew | |
|to have |had |cut |
|to hear |heard | |
|to hide |hid |dug |
|to hit |hit | |
|to hold |held |done |
|to hurt |hurt | |
|to keep |kept |drawn |
|to know |knew | |
|to lay |laid |dreamt/dreamed |
|to lead |led | |
|to learn |learnt/learned |drunk |
|to leave |left | |
|to lend |lent |driven |
|to let |let | |
|to lie |lay |eaten |
|to light |lit | |
|to lose |lost |fallen |
|to make |made | |
|to mean |meant |fed |
|to meet |met | |
|to pay |paid |fought |
|to put |put | |
|to read |read |found |
|to ride |rode | |
|to ring |rang |fled |
|to rise |rose | |
|to run |ran |flown |
|to say |said | |
|to see |saw |forbidden |
|to sell |sold | |
|to send |sent |forgotten |
|to set |set | |
|to shoot |shot |got |
|to show |shown/showed | |
|to shut |shut |given |
|to sing |sang | |
|to sink |sank |gone |
|to sit |sat | |
|to sleep |slept |grown |
|to smell |smelt/smelled | |
|to speak |spoke |had |
|to spell |spelt/spelled | |
|to spend |spent |heard |
|to spread |spread | |
|to stand |stood |hidden |
|to steal |stole | |
|to stick |stuck |hit |
|to swim |swam | |
|to take |took |held |
|to teach |taught | |
|to tear |tore |hurt |
|to tell |told | |
|to think |thought |kept |
|to throw |threw | |
|to understand |understood |known |
|to wake |woke/waked | |
|to wear |wore |laid |
|to win |won | |
|to write |wrote |led |
| | | |
| | |learnt/learned |
| | | |
| | |left |
| | | |
| | |lent |
| | | |
| | |let |
| | | |
| | |lain |
| | | |
| | |lit |
| | | |
| | |lost |
| | | |
| | |made |
| | | |
| | |meant |
| | | |
| | |met |
| | | |
| | |paid |
| | | |
| | |put |
| | | |
| | |read |
| | | |
| | |ridden |
| | | |
| | |rung |
| | | |
| | |risen |
| | | |
| | |run |
| | | |
| | |said |
| | | |
| | |seen |
| | | |
| | |sold |
| | | |
| | |sent |
| | | |
| | |set |
| | | |
| | |shot |
| | | |
| | |shown/showed |
| | | |
| | |shut |
| | | |
| | |sung |
| | | |
| | |sunk |
| | | |
| | |sat |
| | | |
| | |slept |
| | | |
| | |smelt/smelled |
| | | |
| | |spoken |
| | | |
| | |spelt/spelled |
| | | |
| | |spent |
| | | |
| | |spread |
| | | |
| | |stood |
| | | |
| | |stolen |
| | | |
| | |stuck |
| | | |
| | |swum |
| | | |
| | |taken |
| | | |
| | |taught |
| | | |
| | |torn |
| | | |
| | |told |
| | | |
| | |thought |
| | | |
| | |thrown |
| | | |
| | |understood |
| | | |
| | |woken/ waked |
| | | |
| | |worn |
| | | |
| | |won |
| | | |
| | |written |
Souad Belbachir taught English at the Intermediate school for 9 years. Then she graduated at the University of Oran in 1991, and trained teachers at ITE from 1991 to 1999. She taught English in Colonel Lotfi Secondary School from 1999 to 2005. She was awarded the Merit Medal by the Ministry of Education in 2004. She is now doing research on Education and Pedagogy at the National Centre of Pedagogical Documentation, CNDP Oran.
She is the author of:
1. A Collection of Games & Activities for All Ages (1995) OPU
2. Songs and Poems to Prepare your BAC EXAM Painlessly (1997) Maison du Livre
3. Snow White and the 7 Dwarfs (1998) Ed. Dar El Gharb
4. Be Ready for the BAC Exam (1999) Ed. Ibn Khaldoun
5. New Horizons 3AS (2001)
6. Road to Success 3AS (2002) CMI
7. Bright Future 3AS (2002) Ed. Dar El Gharb
8. Path to Progress 3AS (2003) Ed. Dar El Gharb
9. Modern Songs and Exercises (3AS) (2004) Homologué par L’INRE
10. Dawning Hopes (2AS) (2004) Ed. Dar El Gharb
11. Puss in Boots 2AM,3AM, 4AM, 1AS (2005) Dar ElGharb
12. Little Red Riding Hood 2AM, 3AM, 4AM, 1AS (2005) Dar Elgharb
13. Sunrise 1AS (2006) Dar ElGharb
14. Eureka! 2AS (2007) Dar El Gharb
EDITIONS DAR ELGHARB
Dépot legal: 52-2007 ISBN: 978-9961-54-720
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