Headway Academic Skills Level 2 Student’s Book PDF

Headway Academic Skills Reading, Writing, and Study Skills LEVEL 2 Student’s Book Sarah Philpot O XF ORD S e rie s Ed ito rs: Liz a n d Jo h n S o a rs Headway Academic Skills Reading, Writing, and Study Skills LEVEL 2 Student’s Book Sarah Philpot S e rie s...

Headway Academic Skills Reading, Writing, and Study Skills LEVEL 2 Student’s Book Sarah Philpot O XF ORD S e rie s Ed ito rs: Liz a n d Jo h n S o a rs Headway Academic Skills Reading, Writing, and Study Skills LEVEL 2 Student’s Book Sarah Philpot S e rie s Ed ito rs: Liz a n d Jo h n S o a rs O X FO R D CONTENTS 1 International student READING Going abroad to study p4-6 WRITING A host family p7 Follow ing i n s t r u c t i o n s : filngin f o r m s C hecking y o u r w riting: e r r o r c o r r e c tio n - p u n c t u a t i o n a n d s p e llin g R eading m ethods: s k im ; s c a n ; i n t e n s i v e r e a d in g ; e x t e n s i v e r e a d in g W ritin g a n in fo rm a l em ail 2 Where in the world...? READING Three countries p 10-11 WRITING My country p 12-13 Skim m ing an d scanning: r e a d i n g f o r th e g e n e r a l id e a , a n d B rainstorm ing ideas: to p ic a r e a s a n d e x a m p le s ; f o r p a r t i c u l a r in f o r m a t i o n c o m p le tin g a p a ra g r a p h L inking ideas (1): b u t, h o w e v e r , a lt h o u g h W ritin g a d e sc rip tio n o f m y c o u n try 3 Newspaper articles READING An unexpected journey p 16-17 WRITING Mistaken identity p 18-19 P redicting content: u s i n g th e ti tl e a n d t h e p i c t u r e s Sentences/Paragraphs; h e lp i n g y o u r w r i t i n g f l o w M eaning from context: g u e s s i n g th e m e a n i n g o f n e w w o r d s V arying th e structure: m a k i n g w r i t i n g in t e r e s t in g W ritin g a n a rtic le p21 4 Modern technology READING Innovations p 22-23 WRITING Technology - good or bad? p 24-25 Identifying th e m a in m essage: u s i n g to p i c s e n te n c e s t o i d e n t i f y O rganizing ideas (1): p l a n n i n g t h e a r g u m e n t s f o r a n d a g a in s t p a ra g r a p h c o n te n t L inking ideas (2): f i r s t , f o r in s ta n c e , i n c o n c lu s io n... W ritin g a d isc u rsiv e essay 5 Conferences and visits READING A conference in Istanbul p 28-30 WRITING Invitations p31 P u rp o se an d au d ien ce (1 a n d 2): u s i n g v i s u a l a n d w r i t t e n c lu e s U sing form al expressions: w r i t i n g a c a d e m ic e m a i l s a n d le tte r s W ritin g a fo rm a l em ail 6 Science and our world READING A ir pollution p34-35 WRITING Trends p 36-37 M aking notes: o r g a n i z i n g r e c o r d in g , a n d r e m e m b e r i n g i m p o r t a n t P araphrasing an d sum m arizing: u s i n g o th e r s o u r c e s in f o r m a t i o n W ritin g a su m m a ry In terp retin g m eaning; r e c o g n i z in g f a c t a n d s p e c u l a ti o n 7 People: past and present READING Three famous writers p 40-41 RESEARCH Information on the Net p42-43 U sing original sources: d e a li n g w i t h d i f f i c u l t la n g u a g e a n d U sing th e Internet; s e a r c h e n g in e s ; o n li n e e n c y c lo p a e d ia s ; u n k n o w n v o c a b u la r y s u b j e c t d ir e c to r ie s D eveloping a search plan: m a k i n g a s e a r c h e f f i c i e n t a n d re lia b le 8 The world o f IT READING Computers p 4 6 -4 7 WRITING IT - benefits and drawbacks p48 R ephrasing an d explaining; d e a li n g w i t h d i f f i c u l t s c i e n ti fi c a n d L inking ideas (3): c a u s e a n d r e s u lt te c h n o lo g ic a l w o r d s C o h eren t w riting; w r i t i n g u p n o te s A voiding rep etitio n (2): p r o n o u n s a n d w h a t t h e y r e fe r to W ritin g fro m n o tes 9 Inventions, discoveries, and processes READING How things work p52-53 WRITING How things are made p 54 Intensive reading: s tr a te g ie s f o r f o c u s i n g y o u r r e a d in g The passive voice; w r i t i n g i n a n e u t r a l s ty le L inking ideas (4); s e q u e n c i n g w o r d s to d e s c r ib e a p r o c e s s C larifying a sequence: d e s c r ib in g a p r o c e s s W ritin g a d e sc rip tio n o f a pro cess 10 Travel and tourism READING International tourism p 58-59 VOCABULARY DEVELOPMENT Varying vocabulary (2) p60 In terp retin g data: s t a ti s ti c a l i n f o r m a t i o n in g r a p h s , c h a r ts , a n d te x t s A voiding repetitio n (3): d e s c r ib in g g r a p h s u s i n g s y n o n y m s , a d je c t iv e s + n o u n s , v e r b s + a d v e r b s VOCABULARY DEVELOPMENT Dictionary work p8 REVIEW p9 A d ic tio n a ry en try ; u n d e r s t a n d i n g i n f o r m a t i o n a b o u t a w o r d R ecording v o cab ulary (1): w o r d c a r d s VOCABULARY DEVELOPMENT Organizing vocabulary (1) p 14 REVIEW p l5 Synonym s a n d antonym s: r e c o g n i z in g s y n o n y m s a n d a n t o n y m s T he definite article - th e R ecording v ocabulary (2): d ia g r a m s ; a sc a le ; s y n o n y m s a n d a n to n y m s ; la b e llin g a p i c t u r e VOCABULARY DEVELOPMENT Word-building (1) p20 REVIEW p21 A ntonym s from prefixes: m a k i n g a n o p p o s ite w o r d u s i n g u n - , in - , il-, im - , ir- VOCABULARY DEVELOPMENT Varying vocabulary (1) p26 REVIEW p2 7 A voiding rep etitio n (1): u s i n g s y n o n y m s to v a r y y o u r w r i t i n g VOCABULARY DEVELOPMENT Word-building (2) p3 2 REVIEW p33 Suffixes: i d e n t i f y i n g p a r t s o f s p e e c h Prefixes: c h a n g i n g t h e m e a n i n g o f w o r d s VOCABULARY DEVELOPMENT Words that go together p 38 REVIEW p3 9 N ou n /V erb + preposition: a s s o c ia te d w o r d s U sing n u m b ers: n u m b e r s in w r i t i n g WRITING Biographies p 4 3 -4 4 REVIEW Organizing vocabulary (2) p45 A d d in g e x tra inform atio n : n o n - d e f i n i n g r e la tiv e c la u s e s Topic vocabulary O rg an izin g ideas (2 ): s t r u c t u r i n g y o u r id e a s lo g ic a lly , e.g. c h r o n o lo g ic a lly W ritin g fro m research VOCABULARY DEVELOPMENT eg., etc. p49 REVIEW p51 A bbreviations (1 a n d 2): h o w to w r i t e a n d s a y c o m m o n a b b r e v i a ti o n s RESEARCH Crediting sources p 50 A cknow ledgem ents: a c k n o w l e d g i n g b o o k a n d w e b s ite s o u r c e s RESEARCH Reference books p 5 5 -5 6 REVIEW Word-building(3) p57 U sing indexes: i d e n t i f y i n g k e y w o r d s a n d c a te g o r ie s f o r a s e a r c h , a n d f i n d i n g C o m p o u n d nouns t h e m i n a r e fe r e n c e b o o k C o m p o u n d adjectives WRITING Graphs and bar charts p 6 1 -6 2 REVIEW p6 3 Illustrating data: u s i n g a g r a p h o r b a r c h a r t D escribing a g rap h o r chart: t r a n s f o r m i n g d a t a in t o t e x t W ritin g a b o u t d a ta WORD LIST p 6 4 -7 0 PHONETIC SYMBOLS p71 1 International student READ IN G SKILLS Following instructions Reading methods W R IT IN G SKILLS Checking your w riting W riting an inform al email VO C A BU LA RY D EVELO PM ENT A dictionary entry Recording vocabulary (1) R E A D IN G Going abroad to study Personal information often appears on documents, especially official documents. Use the ideas in the box to say what personal information is on... ? a b irth ce rtific a te a bank statem ent a driving licence an exam certificate University of name grades date o f birth driver num ber address parents’ names account number WEST LONDON name o f school or university place o f birth Simon Elliot lives in Geneva, Switzerland. He is returning to the Apartment 25, UK to study. Answer the questions. Lac de Leman Building, 1 Label the documents. Which is... ? Geneva, a passport a form al le tte r Switzerland an inform al le tte r an application form 2 Where is Simon going? Dear M r Elliot, 3 W hat is he going to study? 4 W ho is John? W e have pleasure in offering you a place a t the University o f W e st London to study fo r a M aster’s degree (M Sc) in Applied Biochem istry. The academ ic year com m ences on 10 O ctober Apartm ent 2 5 , and classes s ta rt... Lac de Leman Building, Geneva, Sw itzerland email sim on.elliot@ gen.com United Kingdom of Great Britain and Northern Ireland Dear John, Passport Passport No 012234556 Ju s t writing to let you know that I've got a place a t W e st London Surname (University to do my M Sc! So, I'm finally coming back to London. ELLIOT Given names I ’m really looking forw ard to seeing you again. I ’m not sure where SIMON I ’ll be living. I ’m applying fo r accommodation with a host fam ily - Nationality that way I won’t have to cook! I Ju s t hope that th e re ’s a vegetarian BRITISH CITIZEN Date of birth fam ily available. As soon as I know my new address, I ’ll email or 22 OCTOBER 1989 ring you, and we can m eet! Do you like the photos I've sent? Do Date of issue 0 6 JUNE 2010 you rem em b er... Date of expiry 05 JU N E 2020 4 Unit 1 International student 3 Look at the application form. W hat is it for? 4 Read the documents on page 4. Use the information S T U D Y S K IL L F o llo w in g in s tru c tio n s to complete the application form for Simon. W h en fillin g in o ffic ia l docum ents, it is im p o rtan t to read and Read STUDY SKILL fo llo w th e instructions carefully, fo r exam ple: U se black ink only. Please p r i n t / W rite in BLO C K CAPITALS. Tick Please sp ecify (give m ore details). D e le te (cross o u t) as appropriate. C ircle th e co rrect answer. University of Please print. WEST LONDON Use black or blue ink only. Tick ( y ) the relevant boxes. A p p licatio n fo r A cco m m o d atio n Family name E llio t Type of accommodation First nam e(s)____________ I I Host fam ily Male/Female (D elete as appropriate) Single Married I I University hall o f residence I I Shared house Children Yes No N um b er Special diet Yes No Date of birth / / Nationality Please specify: Passport/ID number ___ Home address ______ Postcode Country Course title Course start date / / How and w hy do you read? 5 W hat d o y o u read? Tick (√ ) the different reading materials a-j that you read. a I I textbooks f [ ] reports b []novels g [ ] timetables c 1 I emails h [ ] indexes d [ ] search engine finds i [ ] dictionary e [ ] journals j [ ] instruction manuals 6 W hich reading materials from exercise 5 do you read for pleasure; for work; for your studies? Make three lists. U n it 1 International student 5 7 Read the handout for new students about reading. Answer the questions. 1 Which two ways of reading are the quickest? 2 Which way would you read for enjoyment? 3 W hich way of reading is the slowest? E ffe c tiv e R e a d in g During your course, you w ill do a lot o f reading. It is essential that you learn how to be an effective and efficien t reader in order to make th e best o f your study tim e. Learning to be a good reader takes practice. You need to develop different strategies o r m ethods o f reading. Skimming Som etim es you w ill read just to get a general idea o f a text. This is skim reading. First, identify your reason for reading, fo r exam ple, to decide w hether an article m eets your needs, or perhaps to understand a w riter’s attitude. To do this, read th e text very quickly. Don't w orry about reading and understanding everything. Instead, look particularly at the first and last paragraphs, and the first and last sentences o f paragraphs. These often summarize the main points. Scanning Som etim es you w ill read quickly to find particular pieces o f inform ation, fo r example, a statistic, a date, a person’s name, or th e name o f a place. Again, you do not need to read every word to find this inform ation. Instead, scan the text using a finger or a pencil to m ove quickly through the words. You could tim e yourself to see how long it takes you to find the inform ation. Always try to im prove your speed. Intensive reading Som etim es you read fo r every detail, fo r example, a description o f a process, the results o f a scientific study, or a set literature text. To do this, take your tim e. Stop and think about w hat you are reading. Have you understood th e tex t? You may need to read th e tex t more than once, in order to make notes or highlight im portant points fo r future reference. This is called intensive reading or study reading. Extensive reading Som etim es you w ill read fo r pleasure - perhaps as extra research, or purely fo r interest. You may concentrate, but you don’t have to w orry about detail. This is extensive reading. W e do not always read th e same kinds o f texts in th e same way, and w e often use more than one m ethod o f reading fo r a single text. Your reason fo r reading w ill help you decide how to read. University of WEST LONDON CJ Study Skills ER07 8 Choose five examples of reading materials from S T U D Y S K IL L R e a d in g m e th o d s exercise 5 on page 5. W hy and how do you read? You usually have a reason fo r reading som ething. That reason changes W h y? to find a relevant chapter tex t book to take notes th e w ay you read, and th e tim e you spend on a text. How? scan contents page Think ab o u t w h at you w an t from th e text, and d ecid e th e b est w ay to read intensively g et it. For exam ple: Skim a jou rn al to find an a rticle o f interest. 9 Look back at exercises 2 and 4 on pages Scan an a rticle fo r specific inform ation. 4 and 5. In which exercise did you ‘skim’ Read relevant parts o f an a rticle intensively to m ake notes. and in which did you ‘scan’? Read STUDY SKILL 6 Unit 1 International student W R IT IN G A host family 1 Imagine you are going abroad to do a short course and are going to live with a host family. W hat information would you give them and what information would you want? Think about: dates food personal inform ation transport com puter access hobbies 2 Burcu Sancak, a Turkish student, is writing to her host family. Read her email. Tick (√ ) the items from exercise 1 that she mentions. A ccom m odation message Fro m : Burcu Sancak [[email protected]] S e n t: 16 July 2011 To: M r and Mrs Baker Su bject: A cco m m o d a tio n D e a r M r a n d M r s B a k e r, I'm v e r y h a p p y t o a c c e p t y o u r o f f e r o f a c c o m o d a tio n. I’m re a lly e x c ite d a b o u t c o m in g t o L o n d o n f o r t h e f ir s t tim e t o d o a n E n g lis h c o u rs e. I a m in m y la s t y e a r o f s c h o o l a n d n e x t y e a r I w a n t t o g o t o u n iv e rs ity t o s tu d y e n g lis h L a n g u a g e a n d L ite r a tu re. a t t h e m o m e n t i a m p re p a rin g f o r m y fin a l e x a m s, s o I'm w o rk in g v e r y h a rd. W h e n I'm n o t s o b isy, I s p e n d a lo t o f t im e re a d in g , b u t I a ls o e n jo y s p o r ts I p la y b a s k e tb a ll f o r m y s c h o o l te a m o n c e a w e e k. I a ls o e n jo y s w im in g. Is t h e r e a s p o r ts c lu b w ith a s w im m in g p o o l n e a r y o u r h o u se. A s I m e n tio n e d in m y la s t e m a il, m y c o u rs e s ta r ts o n 2 4 th Ju ly b u t I’m c o m in g t w o d a y s e a r lie r a n d m y p la in a rriv e s a t h e a th r o w o n t h e 2 2 n d a t 14.25 C o u ld y o u t e ll m e t h e b e s t w a y o f g e ttin g fro m t h e a ir p o r t t o y o u r h o u s e ? I h o p e t o h e re fro m y o u s o o n a n d I’m re a lly lo o k in g fo rw a r d t o s e e in g y o u in L o n d o n. B e s t w is h e s , B u rc u S a n c a k 3 Read STUDY SKILL Read Burcu’s email again. There are 12 mistakes (capital letters, full stops, question marks, and spelling). STUDY SKILL C h e c k in g y o u r w r itin g Find and correct them. Every tim e you w rite , rem em ber to check yo u r w ork for; cap ital le tte rs a t th e beginning o f sentences and fo r W riting an informal email proper nouns (nam es o f peop le, cities, and cou n tries) 4 Imagine you are going to stay with a family for a short fu ll stops a t th e end o f sentences course. Write them an email. Write about 100 words. q uestion m arks a t th e end o f questions spelling m istakes. Use a d ictio n ary o r com puter Say you accep t th e ir o ffe r o f a room , spellchecker to check you r spelling. Keep a record o f Tell them ab o u t yo u r studies and yo u r hobbies. any w ords you m isspell. Learn th e co rrect spelling. G ive them inform ation ab o u t you r arrival. Ask fo r inform ation you w ould like. Check your work carefully. Give it to another student to check again. Unit 1 International student 7 V O C A BU LA RY D EVELO PM EN T Dictionary work 1 Put the following words into alphabetical order as quickly as you can. Compare your order with a partner. brainstorm skim question accom m odation dictionary biography student vocabulary w riting punctuation scan pronunciation com puter technology study voice keyboard 2 Here is an entry from the Oxford Students Dictionary. Label the parts of the entry 1-5 using the words in the box. STUDY SKILL A d ic t io n a r y e n t r y Choose an English-English d ictio n ary and p art o f speech definition pronunciation m ake sure it is a recen t ed ition. exam ple sentence stress mark D ictionaries include a lo t o f useful inform ation. (1) stre ss mark For exam ple: parts o f speech -(2)----------------------------- stress accom m odation /əˌkɒm əˈdeɪʃn/ noun [U] a place for sb to live or stay: We lived in rented ( 3 )---------- pronunciation d efinitions accommodation before buying this house. The exam ple sentences price of the holiday includes flights and \ Be careful! Som e w ords have m ore than one accommodation. m eaning and use. M ake sure you look at th e co rre ct p art o f a d efin ition. 3 Look at the word card. W hat five pieces of information does it give you about the word study? 4 Make word cards for the underlined words in 1-6. STUDY SKILL R e c o rd in g v o c a b u la ry (1) Use your dictionary. Read STUDY SKILL 1 I am studying Chemical Engineering. It is im p ortan t to keep a record o f n ew vocabulary. You may 2 We scan a timetable to get the information we want. wish to keep th e se records in a vocab u lary n oteb o ok or in a 3 Correct punctuation is very important in good writing. special vocab u lary file on th e com puter. 4 Always check in a dictionary if you are not sure about W h e re ve r you record new vocabulary, it is h elp ful to n o te m ore how a word is spelt. than th e translation. A lso note, fo r exam ple: 5 A biography is the story of someone’s life. th e pronunciation 6 Novels, plays, and poetry are examples of literature. th e stressed syllables p art o f speech associated w ords and grammar, e g. a biography o f someone 8 Unit 1 International student R E V IE W 1 Complete the visa application form about you. V IS A A P P L IC A T IO N Please print. Use black or blue ink only. Tick (√ ) relevant boxes. Family name _________________________________ First name Middle name(s) Date of birth Place of birth Nationality Passport/ID number Place of issue __ Sex M ale [ ] Female [] M arital status ______ Title D r [ ] M r [ ] M rs [ ] M s [ ] M iss [ ] O ther (specify) Home address Email address Home or mobile telephone number Reasons for visit Duration of visit Business □ 1-7 days □ Study □ 8-15 days □ Tourism □ Up to one m onth □ Family visit □ M ore than one m onth (specify length) O ther (specify) Date of arrival (if known) Date of departure (if known) Address in country (if known) Use your dictionary to correct the spelling of the underlined words. 1 She paved for her books with a credit card. 2 He bougth a new car last month. 3 W hat subject are you studing? 4 My parents always give me good advise. 5 Have you applyed to university yet? 6 Please put the books back on the correct shelfs. Review the texts and vocabulary in Unit 1. Choose at least five words that are new for you. Make word cards for them. U n it 1 International student 9  2 Where in the w o rld...? READ IN G SKILLS Skimming and scanning W R IT IN G SKILLS Brainstorming ideas Linking ideas (1) Writing a description o f my country VO C A BU LA RY D EVELO PM ENT Synonyms and antonyms Recording vocabulary (2) R E A D IN G Three countries 1 Look at photos a-c and skim texts 1-3 on page 11. Match them STUDY SKILL S k im m in g and scan n in g with the titles below. Read STUDY SKILL Rem em ber th ere are tw o ways o f reading quickly: j I I I Cities, Deserts. Seas skim m ing fo r th e general idea [ ] [ ] A W o rld on an Island scanning fo r p articu lar inform ation I I I I Your Dream Castle? 2 Scan the texts. Find information to complete the table. location im p o rtan t date econom y attractio n s language(s) Singapore strong econom y, M alay, English, tourism M andarin, Tamil M orocco N orth A frica Fe z , beaches, Sahara D e s e rt W ales Scan the texts again to answer the questions. W hich country... has a border w ith England? is ruled by a king? has a d esert? has a w ild coastline? has a lo t o f ancien t castles? is in South-East Asia? is an island? has an ocean to th e w est, has m an-m ade beaches? and a sea to th e n orth ? 4 Scan the texts to match a word in A with a word in B, and a definition in C. A B historic 1 beaches a [ ] beaches made by people, not by nature natural 2 city b [ ] coal, gas, oil. and fresh water are all examples of these tourist 3 destination c [ ] a popular place to go on holiday national 4 language d [ ] a place with a long and important history man-made 5 resources e [ ] the main language used in a country official 6 assembly f [ ] the group of people chosen to govern a country 5 Read the texts again more slowly. In pairs, discuss similarities and differences between the three countries and your own country. 10 U n it 2 Where in the w o rld...? T h e Republic o f Singapore is an island in South-East Asia, just 137km north o f th e Eq u a to r. It becam e an independent city-state in 1965. Singapore has few natural resources. H ow ever, it developed a strong econom y and is a popular to u rist destination. People com e here fo r its fabulous shopping, th e fam ous Singapore Z o o , and its beautiful man-made beaches. Singapore has a rich m ixture o f people and many languages are spoken here, including Malay, English, M andarin, and Tamil. T h e Kingdom o f M o ro cco is a co u n try in N o rth A frica. It has the A tlan tic O cean to the w est, the M editerranean Sea to the north, A lgeria to th e east, and W e s te rn Sahara to the south. It becam e an independent kingdom in 1956. Its econom y depends on mining and tourism. M o ro cco ’s attraction s include th e historic city o f Fez, the w onderful beaches on th e A tlan tic and M editerranean, and th e Sahara D esert. A rab ic is the official language, although French is often used fo r business. W a le s is in n o rth ern Europe. It is part o f th e U n ited Kingdom. It borders England to the east, and has th e Irish Sea on th e w est. W a le s w as ruled by England fo r many centuries, but in 1999 its ow n N ational Assem bly w as created. Farm ing and tourism are im portant parts o f its econom y.Tourists com e to W a le s to see its many ancient castles, to w alk and clim b in its beautiful m ountains, o r to w alk along its w ild coastline. A lthough m ost people speak English, both W e lsh and English are th e official languages. Unit 2 Where in the world...? 11  W R IT IN G M y country 1 Complete the diagram about France STUDY SKILL B ra in s to rm in g ideas using the topic areas and examples in the box. Read STUDY SKILL Befo re you w rite , thin k ab ou t th e to p ic. W o rk w ith a p artn er o r in a group. U se a diagram to help you organize yo u r thoughts. skiing in the Alps econom y coal D ecide on to p ic areas, and thin k o f exam ples. the Atlantic Ocean Spain 1789 W rite notes and single w ords on th e diagram. tourism French Euro Disney Don’t discard any ideas o r thoughts a t th is stage. D on’t w o rry ab ou t w h at is m ore o r less topic area im p o rtan t a t this stage. W h e n you finish brainstorm ing ideas, choose w hich ideas you w an t to use in you r w ritin g, and d ecid e on 2 Complete the paragraph about France. Use information from the diagram in exercise 1. FRANCE - SOMETHING FOR EVERYONE! France is a large country in 1___________. It has with many countries, including Germ any, Italy, and Spain. It was ruled by a king. However, a fte r th e revolution in 3_______________ , it becam e a republic. France has good natural resources, such as w ater a n d 4_______________. Farming, car m anufacturing, and 5_______________ are oth er im portant parts o f its economy. The capital o f France is Paris, which lies on th e River Seine. M any tourists stay in th e city to see th e 6_______________ Tower, or to visit the world-fam ous Louvre Museum and th e many other attractions. There are also lots o f oth er things to do outside Paris. You can go skiing in the 7 , v is it 8 , or go swimming in th e M editerranean. Although th e official language is French, many people speak a little English. So, w hatever your interests and w herever you com e from , France has som ething fo r you. 12 Unit 2 Where in the world...? 3 Look back at the text on page 12. Write the topic areas from the box next to num bers 1-5 in the order they appear in the text. languages attractions geography im portant date(s) econom y 1 4 With a partner, quickly brainstorm ideas about your country. Write your ideas on a diagram. Use the topic areas from exercise 3. 5 Underline other examples of but, however, and although in the three texts on page 11. STUDY SKILL Lin k in g id eas (1) Linking ideas in a clear and logical w ay is p art o f good w riting. Use but, however, and although to contrast tw o ideas. Look a t sentences a and b. Com pare th e w ay but, however, and although are used to link them. W h a t d ifferen ces are there? a The official language is French. b Many people speak a little English. The official language is French, but many people speak a little English. The official language is French. However, many people speak a little English. Although the official language is French, many people speak a little English. The official language is French, although many people speak a little English. 6 Link the pairs of sentences using the word in brackets. 1 Many people think that Sydney is the capital of Australia. Canberra is really the capital. (but) 2 The Amazon is the longest river in South America. The Nile is the longest river in the world. (however) 3 M ount Everest is the highest mountain in the world. It is not the most difficult to climb. (although) 4 It is very hot in the Sahara during the day. It can be very cold at night. (although) W riting a description o f my country 7 Write a paragraph of about 150 words describing your country. Use your ideas from exercise 4. Link them using but, however, and although. Unit 2 Where in the w o rld...? 13  V O C A BU LA RY D EVELO PM EN T Organizing vocabulary (1) 1 Put the words in the box into two groups. Then organize them in order of size (sm a lle st ◄-----► b ig g est) or speed (slo w e s t ◄-----► fa s te s t). bicycle sea ocean aeroplane space rocket lake car pond 2 Match 1-5 with synonyms (=) and STUDY SKILL S y n o n y m s and a n to n y m s antonyms(=) from the box. A synonym is a w ord o r phrase th a t has th e same frontier big new noisy old quiet small seashore m eaning as ano th er w ord o r phrase. An antonym is a w ord o r a phrase th a t m eans th e 1 border = op p o site o f ano th er w ord o r phrase. 2 coastline = 3 m odern = 4 large = 5 loud = 3 Use the words in the box to label the compass. north south east w est north-west south-west north-east south-east 4 Look at the words in the box. Organize them into four STUDY SKILL R e c o rd in g v o c a b u la ry (2) groups of four words each. Record them using different Recording w ords in groups can m ake them easier to rem em ber. methods. Read STUDY SKILL You can use: diagram s like th e ones in this unit a cottage clean th e N orth Pole deserts dirty th e Earth lakes mountains a house unpolluted a scale as in exercise 1 an apartm ent block polluted a skyscraper synonym s and antonym s as in exercise 2 rainforests th e South Pole the Equator a p icture w ith labels as in exercise 3 C ontinue to add new w ords to each group as you learn them. 14 Unit 2 Where in the w o rld...? R E V IE W 1 Go back through Unit 2. Add examples to the table. Write the definite article the where necessary. countries continents rivers deserts cities seas and oceans m ountains/ m ountain ranges W ales, Asia the R ive r Sein e the Sah a ra Fez th e A tlan tic Ocean M ount E v e re s t th e Republic o f Singapore 2 W hen is the definite article the used? Complete the rules. RULES____________________________ Use the with rivers, deserts, mountain ranges, and oceans. Do not use the with most countries,_________ , mountains, and 3 Add some examples from your own country or region to the table. 4 Make sentences 1-8 true by replacing the word in italics with another word from Unit 2. 1 Asia is a large country. 2 M orocco has beaches on the Atlantic Sea. 3 Spain is north o f France. 4 A castle is where you can go to see lots o f different animals. 5 A lake is bigger than a sea. 6 Sydney is a very old city. 7 Russia is a small country. 8 A village is bigger than a town. 5 Make your own records of any new words. Use the methods from this unit. Unit 2 Where in the w o rld...? 15  R E A D IN G An unexpected journey 1 Look at the headline and pictures in the newspaper article. W hat do you think the story is about? Discuss your ideas with a partner. A free flight to Dubai A twenty-three-year-old Dutch student has enjoyed a short but unexpected holiday in Dubai. Mr Frank Vreede, a business student, had taken a part-time job at Schiphol Airport to help pay for his studies. He worked as a baggage handler and was responsible for loading the suitcases into the hold of passenger planes. Last Friday night, after an exhausting day in the university library preparing for his final exams. Frank was loading a plane at the airport. He was waiting for the next baggage truck to arrive and he felt tired. He decided to have a quick rest, so he sat down in the hold of the plane and shut his eyes - just for a moment. However, while he was sleeping, the plane took off. An hour later, Frank woke up and was horrified to discover that the plane was in the air. There was a terrible noise from the engines, and he tried not to panic. It was dark, uncomfortable and very, very cold. Frank knew the flight would be long because it was an airline from the Middle East. He also knew he could not survive the freezing temperatures. It was an impossible situation. He decided to make as much noise as possible. He banged on the ceiling of the baggage hold and shouted at the top of his voice. Luckily, a passenger heard the noise and called a flight attendant, who immediately informed the pilot. Once the captain understood what was happening, he ordered hot air to be pumped into the hold. When the plane arrived at Dubai International Airport, an ambulance was waiting to take a very cold and frightened Mr Vreede to hospital. Doctors examined him, but he was unhurt and was allowed to leave after a few hours. News spread quickly about this ‘stowaway’. The Managing Director of one of Dubai’s top hotels offered him a free room for the weekend, ‘He must have wanted to come to Dubai very much if he was prepared to travel in the hold!’ joked the MD. ‘Everyone’s been so kind,’ said Mr Vreede. ‘I’m really enjoying my stay in Dubai and I’m getting a lot of rest, so I won’t fall asleep on the job again!’ When Frank returned to Schiphol Airport on Monday, his friends and relatives were overjoyed to see him. ‘When he didn’t come home after his evening shift on Friday, I called the airport - but nobody had seen him for hours,’ his mother said to reporters. Frank explained that he was very lucky because it is possible to die of cold in the hold of an aircraft. He apologized to his boss for sleeping at work instead of working, and promised it would not happen again. ‘During the flight I was petrified. 1 thought I was going to die!’ said Mr Vreede. ‘I wouldn’t want to do it again. Next time, I’ll catch a regular flight!’ 16 Unit 3 Newspaper articles  Read STUDY SKILL Make questions about the article. Use the question words in the box. Why...? W h y...? W h e re … ? W h o...? W h e n...? W h a t...? H o w...? Where...? free flig h t? W hy was It a Who...? When.. STUDY SKILL P r e d ic tin g c o n t e n t What...? How...? Predicting th e co n ten t o f a te x t prepares you fo r w h a t you are ab ou t to read. Being well-prepared helps com prehension. B efo re you read a text: look at th e title look at any pictures Use these to get an idea o f w hat th e text is about. Ask some questions (Who? Where? Why? etc.) to help you p redict the content and to focus on th e inform ation you need. 3 Skim the text to get a general idea of the story. Were your ideas right? Does the text answer your questions? 4 Read the article more slowly and answer the questions. 1 Who is the article about? 2 What other people are m entioned in the article? 3 Where did the events happen? 4 When did the events happen? 5 What was the problem? 6 How was the problem solved? Compare your answers with a partner. 5 Copy the table. Guess the meaning of the words in bold in the article A Free Flight to D ubai. Use the part of speech and the context to help. STUDY SKILL M e a n in g fr o m c o n te x t Texts o fte n contain w ords w e don’t know. Looking up every w ord takes tim e and slows dow n you r reading. To help you guess th e m eaning from th e context; look a t th e w ords and sentences around th e unknown word. id e n tify th e p art o f speech. use you r know ledge o f th e w orld (w h at you alread y know ab ou t th e situation). thin k ab o u t w h e th e r th e w ord has a generally negative or p o sitive m eaning. replace th e unknown w ord w ith ano th er w ord w ith a sim ilar m eaning and check th a t it m akes sense in th e sentence. word part o f speech context guess baggage handler noun jo b o r d u ty / a irp o rt person who p u ts bags on a plane responsible fo r loading s u itc a s e s / p assen g er planes 6 Compare your guesses with a partner. Check meanings in a dictionary. 7 Underline other new words in the article. Make guesses about them. Check your guesses in a dictionary. Unit 3 Newspaper articles 17  W R IT IN G Mistaken identity 1 Look at paragraph 1 of the newspaper article A Case o f M istaken Identity on page 19. Separate it into six sentences. Punctuate the sentences correctly. Read STUDY SKILL STUDY SKILL S e n te n c e s w rite s h o rt clear sentences. join ideas and sentences using linking w ords, fo r exam ple, however, after, etc. (see Stu d y Skill pl3). p u n ctu ate co rrectly using cap ital letters, fu ll stops, q uestion marks, and exclam ation marks. 2 Complete paragraph 2 of the article using the words in the box. after and unfortunately but because so 3 Read the beginnings of paragraphs 3 and 4 of the article. Choose which sentences, a or b, from 1-5 belong to each paragraph. Write the paragraphs. Then the car stopped in front of a large conference centre. Paragraph 3 He told John that everything was ready for him. Paragraph 4 Mr Taylor jumped out of the car with his briefcase and rushed into the centre. ‘Follow me, please,’ he said. John Taylor got up, checked his tie was straight, and picked up his briefcase. There, to his relief, he was greeted in English by the conference organizer. He followed the organizer out of the room. ‘Welcome to Paris, Mr Taylor,’ said the smartly-dressed organizer and he led John Taylor down a long corridor and into a small room. After giving Mr Taylor a coffee, the organizer went off to make sure everything was ready. The organizer opened a door and led John Taylor into a large hall full o f... schoolchildren! 4 Look at the next two paragraphs. Which is paragraph 5? W hich is paragraph 6? Read STUDY SKILL STUDY SKILL Parag rap h s To help you r w ritin g flow : group ideas on th e sam e to p ic to g eth er in a paragraph. m ake sure there is a clear link betw een th e content o f one paragraph and th e next. 5 Read paragraph 1 of the article again. Find an example of the Present Perfect, Past Simple, Past Continuous, and Past Perfect. Read STUDY SKILL STUDY SKILL V a ry in g th e s tru c tu re Interesting w ritin g o ften contains a va riety o f tenses. For exam ple; Past Sim ple - It was a comfortable flight. m Past Continuous - He was loading a plane at the airport. m Present P e rfe c t - He has been to France before. m Past P e rfe c t - He hod taken a part-time job at the airport. 18 Unit 3 Newspaper articles A case of mistaken identity [1 ] have you ever been m istaken for som eone else last w eek Mr John Taylor, an A ustralian businessm an, w ent to Paris for an im portant Paragraph m eeting he was sent by th e A ustralian governm ent to give a speech to French businessm en and w om en it was to encourage m ore trade it was, This case of mistaken identity therefore, a very im portant speech and Mr Taylor had prepared it was quickly noticed and put carefully at th e sam e tim e a Mr Paul Taylor was also travelling on the right. Both Mr Taylors, Paul sam e flight to Paris and John, were put into taxis and driven at great speed to their correct meetings. [2 ] It was a com fortable flight his plane arrived on time. Fortunately, both John Taylor was expecting a driver to pick him up from th e airport. presentations were hugely 2________going through custom s and im m igration control, he w en t to successful, as they discovered find th e driver. He saw a m an w ho was holding a sign saying ‘Mr Taylor’, w hen they were seated next 3__________ he introduced him self. The driver replied in French. to each other on the flight 4_________ , Mr Taylor did not speak French, 5_______ he did understand back to Australia! th e words ‘h o tel’ and ‘sem inar’. 6______ ______ the m eeting was early th a t m orning, John Taylor decided to go straight to th e seminar. He nodded his head at th e driver and repeated ‘sem inar’. Paragraph □ John Taylor looked around in [3 ] While the car was speeding through Paris, Mr Taylor went through his horror at the children. Then notes one more time. he heard the organizer asking them to welcome Mr Paul Taylor. He was going to tell them about kangaroo fanning in Australia! Meanwhile, on the other side of the city, Mr Paul Taylor was also in a large The organizer returned a few minutes later, hall full o f people. Paul, dressed in blue jeans and cowboy boots, was staring in horror at 200 smartly-suited businessmen and women. U n it 3 N ew sp ap er a rticle s 19  V O C A BU LA RY D EVELO PM EN T Word-building (1) 1 Put the adjectives from this unit with the correct prefix in S T U D Y S K IL L A n to n y m s fro m p re fix e s the table. Use a dictionary to help you. Read STUDY SKILL The antonym s o f som e w ords can be m ade by expected regular com fortable possible hurt im portant adding a prefix such as un-, in-, im-, fo r exam ple, successful/unsuccessful. un- unexpected In o th e r cases, th e antonym is a com p letely d iffe re n t w ord, fo r exam ple, g o o d /b a d. W h e n you lo o k up a new w ord in th e dictionary, in- m ake a n o te o f its antonym. il- im- m- i l - ir - ir- im - 1 Use a dictionary to identify the correct prefixes for the adjectives in the box. Add them to the table in exercise 1. appropriate direct experienced patient relevant mature legal responsible logical legible mobile personal 3 Look back at the table in exercise 1. Can you see any general rules about when to use il-, im -, and ir-? Complete the rules. RULES il-,im-.ir- il- is used w ith words beginning with im- is often used w ith w ords beginning w ith and ir- is used w ith w ords beginning w ith 4 Match words 1-7 with antonyms a-g. 1 □ different a low 2□ easy b maximum 3 □ high c small 4 □ large d public 5 □ late e early 6 □ minimum f difficult / hard 7 □ private g the same 20 Unit 3 Newspaper articles R E V IE W 1 Look at the titles of these newspaper articles. W hat do you think each article is about? Work with a partner and write five questions about each article. Scottish balloon found in Libyan desert The first-class violin Fly me to the moon - return ticket, please W ho found it ? W h y has it g o t a label on it ? W h a t...? 2 Read the beginning of John Taylor’s talk. The words in bold are different parts of speech of the nonsense word nam an. W hat part of speech are they? 1 Choose from the box. verb x (2) noun x (3) adjective x (2) G ood naman, e ve ryo n e. I am sorry fo r 2namaning late, b u t thank you fo r being so p atien t. As you know, I am here to 3naman ab ou t th e possibilities fo r increased com m erce b etw een our tw o 4namanies and I hope th a t this ta lk w ill lead to a fru itfu l discussion. O u r tw o cou n tries have had ve ry good relations fo r m any namanies. in fa c t since 18721 Last year, m any o f our 6namanical students cam e here to study you r farm ing system s. It was a very 7namaning visit and th e y learn t a lo t. In th e fu tu re ,... 3 Guess their meaning from the context and replace them with an appropriate real word. G o o d 1naman, everyone. = Good morning/afternoon, everyone. 4 Make notes about each of the pictures. Write a paragraph of 20-40 words for each one in the past tense. Give your complete article a title. BUSES Unit 3 Newspaper articles 21  4 Modern technology READIN G SKILLS Identifying the main m essage-topic sentences W R IT IN G SKILLS Organizing ideas (1) Linking ideas (2) W riting a discursive essay VOCABULARY DEVELOPMENT Avoiding repetition (1) R E A D IN G Innovations 1 Skim the articles and letters on page 23. Answer the questions. 1 Where would you expect to find a page like this? 2 How many articles are there? 3 W hat is the topic of each article? 4 How many letters are there? 5 W hat piece of technology is each letter about? 2 Scan the text The Silent Plane and the STUDY SKILL readers’ letters opposite. Pay attention to topic sentences only. Identifying the main message - topic sentences Are the statements true (T ) or false (F )? 1 M aybe one day planes w on’t make a noise. T Stu d en ts are aften required to do a large am ou nt o f reading. To save tim e and to select th e b est tex t(s) fo r yo u r needs, it 2 Noise is being reduced in tw o ways, is im p ortan t to id e n tify th e m ain m essage as q uickly as 3 The project to build the plane hasn’t begun yet. possible. 4 M r Campbell is happy w ith his computer. To do this; 5 The w riter o f the third letter wants help. look a t th e title. 6 Paula Adams’ opinion is th e same as an earlier letter writers. q uickly skim th e te x t to find th e to p ic sentences. They are usually th e firs t sentence in each paragraph. They sum m arize w h at th e paragraph is about. 3 Read the summaries a -d of the paragraphs in the article The Car that Drives Itself. Match them with topic sentences 1-4. Do not read the article. Summaries Topic sentences a describing how th e car works 1 □ A car m anufacturer has designed and built a car th at drives itself. b predicting future developm ents 2 □ Despite these disadvantages, car m anufacturers see driverless cars as th e future. c outlining som e problems 3 EH However, there are still tw o main drawbacks. d introducing th e subject 4 EHThe car works using tw o main devices. 4 Skim the article to match topic sentences from exercise 3 to paragraphs A-D. Use the summaries to help. 22 Unit 4 Modern Technology  Issue 27 Technology Today IN N O V A T IO N S THE SILENT PLANE Annoyance from aeroplane noise could be a thing o f the past as plans are announced to design a silent aircraft. The aim is to reduce the noise from a plane so th at city-dwellers w ill no longer hear it passing overhead once it has le ft the airport. This noise reduction w ill be achieved in three main ways. Firstly, the plane is being designed as a single, w ide wing. Secondly, the engines w ill be placed above th e wing, inside th e plane, rather than under th e wings and outside, and thirdly the airplane w ill be flow n differently, fo r exam ple at a reduced speed when it is near the a irp o rt The aircraft is just a design concept a t the m om ent and m any technological challenges w ill have to be m et before w e have silent planes overhead. THE CAR THAT DRIVES ITSELF A It can steer itself and control its speed. This is the latest developm ent in the tong history o f the autom obile industry. B ____________________________________ The first is a radar sensor in the front o f the car. It scans the road in front o f the car, looking fo r other vehicles. It then speeds the car up or slows it down according to the traffic conditions. The second device is a camera below the rear-view mirror which watches the w hite lines in the road. It uses these lines as a guide to steering the car C ____________________________________ Firstly, the system can only work on motorways, and secondly, cars still need a driver. If the driver doesn’t touch the steering wheel every 10 seconds, the devices can stop working. Google self-driving car. D They are already working on new models that will be able to drive on city roads. So, perhaps one day soon, we will be able to jum p into our cars and sleep or read a book as we are driven to work! Opinions and Questions: the Readers Write! Sir, Dear Sir, Sir, Is anyone else fed up with tlieir computer? I strongly disagree with the previous I am writing to ask fo r some advice about I bought one to make my life easier and it correspondent about CD players being memory sticks. I use mine to keep a copy of has done exactly the opposite! Everyone told better than M P3 players. For most o f us, my data, in case something goes wrong with me that it would be easy to se t up. 'A child who are busy and on-the-move, an M P3 my computer. However, I was told that could do it!' they said. So, I tried and it has player is ideal. It is light, portable and memory sticks are unreliable and are easily been a disaster. It crashes constantly and convenient. You can store thousands of damaged by anything magnetic, or by going instead of saving me time, I seem to spend songs on it to listen to wherever you are. through scanners, a t airports, fo r example. all my fre e time trying to make it work. If W hat's more, most M P3 players now allow Could you please clarify for me whether this this is an example of modern technology, you to watch videos, look at photographs and is true? I have a new Job that requires me to give me an old-fashioned typewriter connect to the Internet. Brilliant! travel regularly, and I have to take my anytime! Yours faithfully, memory stick on trips. Yours Paula Adams Yours, W.F. Campbell (M r) A. Jefco ate Unit 4 Modern Technology 23  W R IT IN G Technology - good or bad? 1 Brainstorm arguments for and against mobile phones. STUDY SKILL O rg a n iz in g id ea s (1) Read STUDY SKILL W h e n w ritin g an essay w h ere you have to give tw o sides o f fo r against an argum ent: organize you r ideas in to argum ents for and argum ents Can m ake a ca ll a t any tim e, Annoying In a public place, against, and give som e exam ples. anyw h ere. e.g. in a re sta u ra n t. w rite a paragraph for, and a paragraph against, giving you r ideas in a logical order. w rite an introd u ction and a conclusion. G ive you r personal opinion in th e conclusion. 2 Read the essay. Did you have the same ideas? Mobile phones A Mobile phones are now part o f our everyday lives. Most people find them essential and could not manage without them. However, there are also some drawbacks to owning and using a mobile phone. B There are three main advantages to having mobile phones. Firstly, there is the convenience o f being able to make or receive a phone call at any time and in any place. Secondly, they are essential for keeping in touch with family and friends. Parents worried about their children can always ring them to check they are safe, and children can let their family know if they are going to be late home. Finally, mobile phones can save lives. For example, if there is an accident, help can be called immediately, wherever the accident takes place. C On the other hand, there are significant problems with the use o f mobile phones. In the first place, using mobile phones can cause accidents, for instance, when people are driving and using their phone at the same time. In addition, the loud use o f mobile phones in public places such as restaurants and cinemas is rude and can be very irritating for other people. Lastly, there has been an increase in street crime directly related to mobile phones. People have been attacked and their phones stolen from them. D In conclusion, I believe that, despite the disadvantages, mobile phones are essential to modern life and that the advantages o f owning one are far greater than the disadvantages. Consider the purpose of each paragraph. W hich paragraph A, B, C, or D... ? says w h y m obile phone use can be a good thing introduces th e subject concludes and gives th e w rite r’s opinion says w h y m obile phone use can be a bad thing Go back through the essay. Underline 12 Read STUDY SKILL STUDY SKILL Lin k in g id e a s (2) more linking words and phrases. Write them in the table. To help th e reader understand yo u r w ritin g and fo llo w your sequence firs tly ideas, link short, sim ple ideas. Use: firstly, secondly,... fo r m ore than one argum ent o r idea however (see Stu d y Skill p13), on the other hand, despite. fo r a con trast b etw een tw o ideas contrast in sp ite of for instance, for example,... fo r an exam ple to illu strate an idea in conclusion, to sum u p ,... fo r th e fin al com m ent exam ples e.q. endings to conclude 24 Unit 4 Modern Technology 5 Read the essay title. Do you agree or disagree with it? Discuss with a partner. Access to satellite and Internet television does m ore harm than good. 6 Divide arguments 1-6 into those that support the essay title ( against satellite /Internet TV), and those that disagree with it (for satellite/Internet TV). Add one more argument to each list. People (especially children) have access to programmes w ith unsuitable content. It gives people access to programmes around the world - the opportunity to learn about other cultures. A huge choice o f programmes is available - something fo r every interest, fo r example sport, music, film, docum entary channels. M ore access to TV encourages people (especially children) to watch m ore TV, so there is less tim e for hobbies or family. Programmes in other languages, fo r example English, can support language learning. The programmes available may not be culturally appropriate. for satellite TV against satellite TV The program m es available may not be cu ltu ra lly ap p rop riate. W riting a discursive essay 7 Complete the essay using the arguments from exercise 6. Link ideas with words and phrases from exercise 4. Follow the organization in the box. Write about 200 words. T itle Access to satellite and Internet television does more harm than good. In tro d u ctio n Many people have strong feelings about the value of television, especially now that programmes are available through satellite and over the Internet. There are those who suggest that increased access to these programmes does more harm than good. However, there are those who insist that it is a good thing. Paragraph 2 satellite and Internet TV does harm + examples Paragraph 3 satellite and Internet TV is good + examples Paragraph 4 conclusion and your opinion Unit 4 Modern Technology 25  V O C A BU LA R Y D EVELO PM EN T Varying vocabulary (1) 1 Match the linking words or phrases with their synonyms. 1□ fin ally a but 2 □ firstly b fo r instance 3 □ fo r exam ple c in contrast 4 □ h ow ever d in th e first place 5 □ in conclusion e lastly 6 □ on th e o th e r hand f to conclude 2 Replace the word(s)in bold in each sentence with a synonym from the box. drawbacks essential im m ediately made illegal rise 1 There are three disadvantages to your suggestion. 2 Smoking at work has been outlaw ed in many countries. 3 Most car owners believe their car is necessary for their work and leisure. 4 If there has been a car accident, you should call the police straight away. 5 There has been a huge increase in mobile phone ownership. Read STUDY SKILL Use your dictionary to find synonyms for these words from the unit. STUDY SKILL A v o id in g r e p e titio n (1) To avoid sounding rep e titive in yo u r w ritin g, try n o t to use th e sam e w ords to o o ften. W h e re possible, use a synonym. A good d ictio n ary w ill o fte n give you a synonym w ithin th e d efin itio n o f a w ord, o r th e sym bol SY N next to a w ord w ith th e sam e m eaning. This e n try is from th e Oxford Students Dictionary. finally /ˈfaɪnəli/ adv. 1 after a long time or delay: It was getting dark when the plane finally took off. [SYN] eventually 2 used to introduce the last in a list of things: Finally, I would like to say how much we have all enjoyed this evening. [SYN] lastly 3 in a definite way so that sth will not be changed: We haven't decided finally who w ill g e t the jo b yet. ideal w onderful m anufacture autom obile accelerate steal rude discover 4 Replace the words in bold in the paragraph with synonyms. Use your dictionary to help. Smart cards, that is, credit cards, mobile phone SIM cards, and so on, which contain a very small computer microprocessor, have their origins in the 1970s. A Frenchman, Roland Moreno, manufactured a circuit that could store electronic data. Since then, this idea has grown into a multi-billion-dollar business. 26 Unit 4 Modern Technology R E V IE W 1 Look at the essay titles. Brainstorm and write down three arguments for and three arguments against each title. Using com puters saves a lot of time. Cars should be banned from city centres. Young people spend too much time playing com puter games. People have becom e too dependent on m odern technology. 2 Write a topic sentence which states the main idea for each paragraph below. Laptop com puters M a n y p e o p le n o w tra v e l th e w o rld on business and th e y n ee d to b e a b le t o use a co m p u te r a t a ll tim es. Firstly, it is im p o rta n t th a t th e y can w rite and answ er im p o rta n t em ails w h e n th e y are aw ay fro m th e ir o ffic e s. Seco n d ly, having a la p to p m eans th a t p e o p le d o n ’t w a ste tim e w h e n th e y are tra ve llin g , as th e y can w o rk w h ile th e y are on a p lan e o r train , fo r exam ple. Lastly, a la p to p can also h elp busy businessm en and w o m e n to relax. T h e y can listen t o m usic o r w a tc h th e ir fa v o u rite m o vie w h ile th e y are hundreds o f kilo m etres fro m hom e! Voice-controlled technology A lre a d y so m e p e o p le have in stalled vo ice- co n tro lled te c h n o lo g y in th e ir hom es. T h ey use th e ir m o b ile p h ones t o 't e ll’ th e ir lights to sw itch on, o r to ‘o rd e r’ th e ir te le v is io n to tu rn o f f H ow ever, in th e fu tu re m ore and m ore o f us w ill b e using th is te c h n o lo g y to c o n tro l o u r h eating, o u r ligh ting, and s e c u rity in o u r hom es. Perhaps o n e d ay w e w ill b e a b le t o T e ll’ o u r o ven s to co o k o u r dinners! 3 Divide the vocabulary from Unit 4 into two topics; cars and aeroplanes. airport fly m otorways plane rear-view mirror steering w heel traffic wing 4 Add four of the words in the box to the two topics. Use your dictionary to help. Record these words in groups using a method from the Study Skill box on page 14. accelerator brakes clutch cockpit em ergency exit pilot take o ff tyres U n it 4 M o d e rn T ech n o lo g y 27  5 Conferences and visits READIN G SKILLS Purpose and audience (1) and (2j W R IT IN G SKILLS Using form al expressions W riting a form al email VOCABULARY DEVELOPMENT Suffixes Prefixes R E A D IN G A conference in Istanbul 1 Label documents a -d on page 29. Which is... ? an itin erary an inform al em ail an in vitation a program m e o f events 2 Work with a partner. Read STUDY SKILL S T U D Y S K IL L P u rp o s e a n d a u d ie n c e (1) 1 W hat is the purpose of each document a-d? 2 W ho is each document for? To understand th e con ten ts o f a te x t b etter, p red ict w h a t you can befo re you read. As w e ll as titles, pictures, and headings thin k about; a passenger a friend a speaker at a conference layout, size, and style o f th e p rin t purpose, fo r exam ple, to inform, to sell. m audience (w h o it is w ritte n fo r), fo r exam ple, a student, an expert. 3 Scan the documents. Answer as many questions as you can in three minutes. The program m e The p eo p le D r Khuffash Where is the conference being held? W ho is the invitation to? W hat time does she leave Amman? W ho is the conference for? W ho is the first speaker at the conference? W hat time does she arrive back home in Amman? When does the conference start and finish? W ho is talking about the international novel? Where does Dr Khuffash teach? W hat time does the sightseeing tour start? W ho is the email to? W hat is she looking forward to most? W hat time is the Farewell Dinner? W ho is the email from? 4 Complete the definitions using words and phrases in bold from the documents. 1 is visiting important and historic places in a city as a tourist. 2 A. __is a meeting or talk that everyone should attend. 3 A __is the place where people meet for an organized event. 4 A n ________ ___is a collection of things, for example books or paintings for people to look at. 5 A means someone you know, a friend. 6 ____________is saying or writing what you think is good or bad about something, for example, a book or essay. T o _____________________________________ is to wait with pleasure for something to happen. 8 The ____of a meeting is the person in charge. 9 A __is someone who teaches at a university. 10 is another more formal word for ‘goodbye’. 28 Unit S Conferences and visits  NATIONAL UNIVERSITY OF TURKEY We have pleasure in inviting Dr Laura Khuffash to the 3rd International Conference for Teachers of English Language and Literature 5 O c to b e r - 8 O c to b e r Venue; Istanbul C ity H otel Programme Day 1 9-10.30 Plenary Session Chair Dr John Bryan, Head o f English, U niversity o f Leeds 10.30-11.00 C offee break and exhibition 11.00-13.00 Choice between: English as a World Language Dr Laura Khuffash. Senior Lecturer, Birzeit University English and Tourism Dr. Mahm oud Suhbi, M inistry o f Tourism and Developm ent, Libya Novels in Translation Dr M eral Soyer, Lecturer, N ational University o f Turkey Programme Day 4 The International Novel Dr Richard Dean, Lecturer, University o f W est London Final Plenary 16.00 13.00-14.00 Lunch Chair Dr John Bryan, 14.00 Coach leaves hotel fo r sightseeing tour. Visits w ill include: Head o f English, Hagia Sophia/Blue Mosque/Topkapi Palace University o f Leeds 17.00 Return to hotel 20.00 Farewell Dinner 20.00 Dinner 04/10/10 From: [email protected] Date: Sat 29/9/10 07:50am 09.00 Check in Queen Alia To: [email protected] International Airport, Subject: Istanbul conference Amman 11.00 Depart flight RJ401 N an cy, 15.00 Arrive Ataturk International A r e y o u g o in g t o th e c o n fe r e n c e in Is ta n b u l n e x t w e e k ? I’m g ivin g Airport, Istanbul a p a p e r o n th e f ir s t d a y a n d c h a irin g th e p le n a ry o n th e s e c o n d 09/10/10 d a y !! It w o u ld b e g r e a t t o s e e a fa m ilia r fa ce in th e a u d ie n c e. If n o t , I’ll s e n d y o u a c o p y o f m y p a p e r o n ‘E n g lish as a W o r ld 07.30 Check in Ataturk L a n g u a g e ’ a n d y o u c a n t e ll m e w h a t y o u th in k. A n y c r it ic is m International Airport, w e lc o m e ! T h e p ro g ra m m e lo o k s g r e a t — w e ’v e e v e n g o t s o m e Istanbul s ig h ts e e in g a rra n g e d e a c h day. I’m r e a lly lo o k in g fo rw a rd to 10.30 Depart flight RJ402 v is itin g t h e B lu e M o s q u e - I’v e o n ly e v e r s e e n p h o to s o f it. D o n ’t 15.40 Arrive Queen Alia fo r g e t t o le t m e k n o w if y o u ’ll b e th e r e. International Airport, B e s t w is h e s , Amman L a u ra Unit 5 Conferences and visits 29  5 Skim extracts a-f. W hat type of texts are they? Label them. poem m edical textbook history tex tb o ok novel note student essay The chicken farm had been his idea, after Charles came back from the East with malaria. Work in the DysphagiaThis term includes both difficulty with open air, Rivers had advised. He was paying for it now. swallowing and pain on swallowing.The former symptom As he left the shelter of the hedge and set off across two-acre field, a great gust of ‘open air’ almost lifted is more prominent in obstruction and the latter with him off his feet. inflammatory lesions.The patient can sometimes point to the site of the obstruction. Some of the features of the typical (medieval) village w ere inherent in the essential needs of agriculture and of social life, and may therefore appear too obvious to be w orth specifying.The most obvious characteristic of the village was its topography. c f In conclusion, i t is clear t h a t the A thing o f beauty is a jo y for ever arguments in favour o f reducing carbon A thing o f beauty is a jo y fo r ever: gases through th e increased use o f Its loveliness increases; it w ill never renewable sources are s tro n g e r than Pass into nothingness: but still w ill keep those supporting th e increased building A bower quiet fo r us, and a sleep... o f nuclear power stations. Paul, can’t come to the lecture today - not feeling well. Can you explain to the prof. and can I look at your notes.?!! Cheers, T om 6 Choose a style or styles from the box to describe texts a -f in exercise 5. Underline STUDY SKILL P u rp o s e a n d a u d ie n c e (2) vocabulary, phrases, and any examples of The choice o f vocabulary, grammatical style, and punctuation o f a punctuation in the extracts that helped you decide. tex t depends on its purpose and its expected audience. informal formal literary academic medical W h e n you are writing, think about who is going to read your w ork and why you are writing. Then decide w h a t th e overall style should be, fo r exam ple literary, academic, formal, informal, etc. Ex tract a: a novel - literary style 30 Unit S Conferences and visits W R IT IN G Invitations 1 Skim emails A and B. Which is formal? Which is informal? OOO Dear Nancy, Dear Dr Bryan, Thanks for the invitation to your wedding. Congratulations I have great pleasure in accepting your kind invitation to the 3rd to you both! 1I’d love to come. How exciting! !’ve already International Conference for Teachers o f English Language and booked flights - 2see attachment. Literature to be held in Istanbul from 5th to 8th October. Please 3It’d be great if you could send me the email address of find attached my arrival and departure details as requested. the hotel you’re booking me into. It would be greatly appreciated if you could send me the contact details (email and telephone/fax) fo r the Istanbul City Hotel. 4I’m really looking forward to seeing you again. I look forward to meeting you and your colleagues in October. 5Best wishes (and to Mark, too!), Yours sincerely, Laura Dr Laura Khuffash