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6  Contents Unit 1 Describing things Shapes, coverings and materials 1 Arts reader Lost 2 A difficult choice? 51 An unusual animal 3 Proverbs and idioms 52 Language...

6  Contents Unit 1 Describing things Shapes, coverings and materials 1 Arts reader Lost 2 A difficult choice? 51 An unusual animal 3 Proverbs and idioms 52 Language review 1 4 The countryside 5 Science reader A drive in the countryside 6 Acids and alkalis 65 Language review 2 7 States of matter 66 A view from a window 8 Unit 2 Reporting events Newspaper headlines 9 Arts reader Today's news 10 Telford Hall Episode 1 53 Don and Debbie: dreamers 11 A famous play by Shakespeare 54 Language review 3 12 Natural disasters 13 Science reader A newspaper report 14 Light 67 Language review 4 15 Sound 68 Armenia - 7, December 1988 16 Unit 3 Looking for a job Getting work experience 17 Arts reader Thinking about the future 18 Telford Hall Episode 2 55 Getting careers advice 19 Critics and criticism 57 Language review 5 20 Jobs and qualities 21 Science reader Applying for a job 22 Arab scientists 69 Language review 6 23 Vaccinations 70 A business letter 24 Unit 4 Tables, flow charts and diagrams Food 25 Arts reader Learning to cook 26 Telford Hall Episode 3 58 Agriculture in Yemen 27 Calligraphy 60 Language review 7 28 Words and more words 29 Science reader Investigating the world around us 30 Experimental procedures 71 Language review 8 31 Internal combustion engine 72 Frozen peas 32 Unit 5 Working things out Word sets 33 Arts reader Possibilities 34 A poem 61 Puzzles and riddles 35 Strange happenings 62 Language review 9 36 The mystery of the Mary Celeste 37 Science reader What could have happened? 38 The Moon 73 Language review 10 39 Radioactivity 74 Tracks in the sand 40 Unit 6 Looking back Emergencies in the news 41 A lucky escape 42 Accident at Jebel Kebir 43 Saving Anwar 44 How a hospital works 45 Working in public service 46 Huge changes in Libyan health care 47 Discovering Yemen 48 Tourism and the future 49 Arts reader 50-62 Science reader 64-74  UNIT 1 DESCRIBING THINGS 1.1 Shapes, coverings and materials Here are some words to describe things. Match them with the pictures and write your answers in Workbook activity A. Shapes rectangular round curved square triangular straight Animal coverings hair feathers skin fur scales wool Made of wood glass paper plastic metal cloth Can you describe other things using any of the words above? Make sentences like these: An orange is around. A dog has hair. A window is made of glass. Now do activity B in the Workbook. 1 1.3 Lost Listen to how the passenger speaks. How does he feel? Answer the questions in Workbook activity A. Listen and repeat the conversation. Passenger: Excuse me! Excuse me, miss! Clerk: Can I help you, sir? Passenger: Yes. I've just got off the plane from Paris, but my luggage hasn't arrived yet. Clerk: Can you describe your luggage, sir? Passenger: What am I going to do? No clothes! Nothing! Clerk: Calm down, sir. There's no point in getting upset. Now, can you describe your luggage? Passenger: Two suitcases. Clerk: Are they the same size? Passenger: No. One is bigger than the other. Clerk: Are they the same colour? Passenger: Well, they're both green, but the smaller one is a very light green. Clerk: Ok. What shape are they? Passenger: The larger one is rectangular. The smaller one is more square-looking. Clerk: Now, don't worry, sir. Give me your luggage tags and we'll soon find them. Listen to how the girl speaks. How does she feel? Answer the question in Workbook activity C. Listen and repeat the conversation. Girl: Excuse me, officer. Can you help me, please? My name is June, and I've lost my sister, Kate. Officer: Oh, dear! How old is she? Girl: Ten. She's my twin sister. She's the same age as me. Officer: And does she look the same as you? Girl: No, not really. She's not as tall as me. And she's a little bit fatter. She eats a lot you see. Officer: Is her hair the same colours as yours? Girl: Yes, but mine isn't as long as hers. Hers is much longer. Officer: What is she wearing? Girl: The same as I am... except her T-shirt is red. Officer: And when did you last see her? Girl: Oh. About half an hour ago. Officer: All right. Don't worry. Come along with me and we'll soon find your sister. Girl: Ok. Thank you. Take turns to describe similar objects or people. Now do activities C and D in the Workbook. 2  1.4 An unusual animal Look at the pictures and the title of the magazine article. What do you think the article is about? What or who is Rama? The dog family The cat family e house-cat e di vi de d into families. Th nim als ar cousins, as its much bigger A is of the lions the of sa Af m ric e a fa m an d ily the tigers of Indi a. The dog, g family. If the ja ck al are part of the do the wolf an d is sometimes pa rt of th e same family, it animals are w animal. os sb re ed th em to make a ne possible to cr a lion was s do ne se ve ral years ago when called This wa gi vin g us a new animal th a tig er , crossbred wi. The new ow , it ha s been done again a ‘liger’. N given the ca lle d a ‘c am a’, and has been animal is name Rama. January, e ca m a wa s born in Dubai in Rama th el and a a cr os s be tw een a male cam 1998. It is me family A lth ou gh th ey are from the sa female IIa m a. els live th ey ar e ve ry different. Cam of animals , s llamas t co un tri es lik e Arabia, wherea mainly in ho ere it ain ou s pa rts of South America wh live in mou nt cold at ry co ld. Be ca use of the intense gets very, ve of long, 8, 00 0 m etr es , llamas have coats heights of heavy wool. ther, it es R am a lo ok like? Unlike its fa So what do s the on its ba ck. Li ke its father, it ha has no hump is bigger d th e lon g tai l of the camel. It short ears an er, the bu t no t as bi g as a camel. Howev than a llam a unlike the lla m a, w hic h is very valuable, wool coat of value. at of th e ca m el, which has little the hair co Read the article. Then answer these questions. Is it possible to crossbreed a cat and a dog? Why would camas like Rama find it hard to live in the wild in Arabia? Is it right to crossbreed animals to make new animals? What do you think? Now do activities A and B in the Workbook. 3 1.5 Language review 1 1 Comparison Comparative and superlative forms of adjectives The most common way to compare things is to use these forms of the adjective. Examples: Hassan is older than me. Yousif is the oldest boy in the class. as We use a positive statement with as to say that things are equal. We use a negative statement (as + not) to show that things are not equal. Examples: My sister is as tall as me. My friends are as interested in football as I am. My car is not as fast as yours. Note: This is the same as saying: My car is slower than yours. same This word shows that things are equal. It can also be used in a negative statement. Examples: My sister is the same height as me. My cousin is not the same age as me. Note: The word same is followed by a noun, not an adjective. The word can also be used at the end of a sentence. Examples: These two colours are/aren't the same. like/unlike The two words are not adjectives but they are used to make comparisons. Examples: Like my father, I am interested in sports. Unlike my father, I am not interested in football. Note: The underlined phrases can be used at the end of a sentence or at the beginning. In both cases, a comma separates them from the rest of the sentence. 2 Contrast however/although These two words can be used to give the same meaning as but. Examples: Although he worked hard, he didn’t pass his exam. He worked hard. However, he didn't pass his exam. Note: They contrast unexpected relationships between two actions or events. whereas This word can be used to give the same meaning as but. Examples: Whereas Ahmed worked hard, his brother didn't. Note: It can only be used to describe opposites. Find examples of comparison and contrast in the texts. Now do activities A, B and C in the Workbook. 4  The countryside 1.6 Here are some words to describe the weather. Match them with the pictures in Workbook activity A. rainy weather a misty day a sunny afternoon a windy evening Here are some names of things you can see in the countryside. Match them with the pictures in Workbook activity A. a stream a mountain farmland a river a coastline a valley a desert a hill Look at the pictures. Try to describe what you can see. Now do activities B and C in the Workbook. 5  Language review 2 1.10 When you are describing something in writing, it is important that you paint a picture in the reader's mind. 1 Description adjective order When using two or more adjectives to describe something, follow this order: 1 Opinion 5 Colour good, bad, beautiful, amazing, horrible black, dark green, blue-grey 2 Size/build 6 Nationality big, heavy, short, long Yemeni, Qatari, Indian 3 Age 7 Material young old, ten-year-old paper, wool, glass 4 Shape round, rectangular, fat Examples: A beautiful, old, Yemeni building a heavy, round, black stone emphasis You can make your description stronger by repeating some words, for example, comparative adjectives and adverbs. Examples: He drove faster and faster, and I got more and more worried. Up, up and up went the balloon, until it was a small dot in the sky. 2 Information focus You can change the focus of a sentence by moving adjectival or adverbial phrases. You may want to do this for reasons of style or emphasis. Examples: There were lots of goats on top of the hill. On top of the hill were lots of goats Some of the hills were to the right of the road. To the right of the road were some hills. Note: In the second example the subject and the verb change places. This happens only when using the verb to be. 3 Joining sentences with the - ing form Examples: The children ran out of school. They were laughing and shouting happily. The children ran out of school, laughing and shouting happily. Find examples of description, changed focus and joined sentences in the text. Now do activities A, B and C, in the Workbook. 7 UNIT 2 REPORTING EVENTS Newspaper headlines 2.1 A newspaper headline says in a few words what the report below it is about. They generally use shortened, simplified sentences. For example, in English-language headlines, the verb to be, there is/are, and the articles a, an and the are usually left out. Also, they are often written in the simple present tense even when talking about the past or the future. Look at the headlines below and try to work out the meaning of the underlined words. Read how to work out the meaning of words. Then look at the underlined words again. Say which clue helped you understand them. Working out meanings Remember to use these clues to help you work out the meanings of new works. 1 Synonyms - words with the same meaning Example: The English lesson starts at 8:45; the History lesson commences at 9:45. 2 Antonyms - words with the opposite meaning Example: Sue is always well dressed; Barry, however, always looks scruffy. 3 A definition or explanation Example: Mona is a diligent, that is to say, a very hard-working pupil. 4 Examples or illustrations that show the meaning Example: Tourists want to buy local artefacts, such as knives, pots and jewellery. 5 Cause and effect or result; if you understand the cause of something, you can work out the effect, and the other way around. Example: Ali has had many accidents because he always drives recklessly. 6 Purpose - what something does Example: I've just bought a telescope so that I can study the stars. 7 Word formation Examples: - two known words make a new word: pain + killer = painkiller - suffixes: hope + less = hopeless, dark+ en = darken - prefixes: un+ well = unwell Now do activities A and B in the Workbook. 9 2.2 Today's news On one page of some British newspapers, there is a summary of important reports in the rest of the newspaper. Look quickly at the summary below and answer the questions as fast as you can. Write your answers in Workbook activity A. NEWS Roman dam found A giant dam built by the Romans nearly 2,000 years ago has been discovered in the south of England. Page 2 Arctic ice scare The arctic ice layer is half as thick as it was ten years ago, a scientist working at the North Pole said yesterday. Page 5 Heat wave victim ‘Miracle’ Rescue recovers Two swimmers were American tourist Ed Shaw, rescued from the sea who collapsed in the during yesterday's storm. unusually hot weather ‘It’s a miracle they were a week ago, came out of found.’ a Rescue Services Wind Turbines Start Operation hospital yesterday. spokesman said. ‘We can’t These wind turbines on White Hill came into operation Page 3 explain it’. Page 3 yesterday, providing power for over 600 homes. Castle to go The old castle on the edge Boxer marries Many dead in crash Rare bird of the capital is to be demolished. sweetheart An Air International excitement Page 10 Champion boxer Dick airplane crashed in thick A black stork has been seen Turpin married his forest in Central Russia Fog crash childhood sweetheart at a last week Front page in this country for the first In Norton, two people time in ten years. A large private ceremony last group of bird-watchers were injured, one Saturday. seriously, in a car crash Page 2 observed the rare bird at the in yesterday's fog. Page 4 weekend. Page 2 1 On which page is there a story about: 4 When was the marriage ceremony? a) a rescue? b) the Arctic? c) a wedding? 5 Why were the bird-watches excited? d) a bird? e) a plane? f) wind turbines? 6 Where did the plane crash? 2 Who said the rescue was a miracle? 7 How much power do the turbines provide? 3 What is the scare at the North Pole? Now do activities B and C in the Workbook. 10  Don and Debbie: dreamers 2.4 Listen to the conversation. What does Jim think of Don's dream? Do activities A and B in the Workbook. Listen and repeat the conversation. Don: I had a dream last night. Well , a nightmare, actually. Show interest Jim: Really! What about? Don: It was awful. I was terrified. There were men with horrible faces and... Ask for clarification Jim: Just a minute. Calm down. Begin at the beginning. Now... Where were you? Set the scene Don: I dreamt that we were working in the fields and... Jim: Who was? Who were you with? Don: My brother. My elder brother. We were planting seed for next year. And I was driving the tractor. And it was brilliant weather. Then suddenly... Jim: Slow down. Slow down. What happened? Tell the story Don: I heard somebody shouting. Then I saw two men running towards us. Ask for clarification Jim: Who were they? Don: I don't know. But they were really scary. One was holding a gun. My brother and I wanted to run but we couldn't move. It was terrible. Jim: So how did you escape? Don: I woke up. Listen to the conversation. What does Jennie think of Debbie's dream? Do activities C and D in the Workbook. Listen and repeat the conversation. Debbie: I had a brilliant dream last night. It was wonderful. I didn't want to wake up. Jennie: Oh, no. Not again. Well, what was this one about? Debbie: I dreamt that I was flying in a balloon. The moon was shining and the stars were... Jennie: Just a minute. You were flying in a balloon at night! Debbie: Yes. It was beautiful. I was flying high above the clouds. And then suddenly... Jennie: You saw a spaceship. Debbie: No. I heard a bird talking to me. Jennie: You heard a bird talking to you! Debbie: Yes. It told me to get out of the balloon and climb onto its back. Jennie: And you got out, of course. Debbie: Of course. We flew over the mountains and over the sea. I could see lots of small boats about a kilometre below me. It was wonderful. But then it ended. Jennie: Why? What happened? Debbie: I lost my hold on the bird’s feathers and fell off. Jennie: And how did you survive this one-kilometre fall? Debbie: I woke up. Ask questions about one of your partner's dreams and answer questions about one of your own. 11 2.5 Language review 3 1 Use of the Passive You use the Passive when you want to make the thing done more important than the person who does it. Examples: The doctors let Ed Shaw out of hospital. Ed Shaw was let out of hospital. The police arrested a man for dangerous driving. A man was arrested for dangerous driving. 2 Use of the Past continuous You use the Past continuous when you want to set the scene for a story. Examples: We were working in the fields (when something happened). Note: Use the Past simple to say what happened, e.g. I heard somebody. 3 Sense verbs (hear, see, feel) followed by an object then a verb. You can use these structure to continue the scene-setting. Examples: I heard somebody. He was shouting. I heard somebody shouting. 4 The verb to be + to + infinitive You can use these structure to talk about future plans or forecasts. You often see it in newspaper. Examples: The President is to meet the ambassador tomorrow. The thick fog is to clear this afternoon. 5 Punctuation In newspaper reports the writer uses a mixture of direct and reported speech for variety and interest. These are called speech marks. ‘It's a miracle they were found,’a Rescue Service spokesman said. ‘We c a n ’t explain it.’ Note the comma here. Find other examples of the above language in the texts. Now do activities A, B, and C in the Workbook. 12 Natural disasters 2.6 Here are some definitions of natural disasters. Match them with the pictures. Write your answers in Workbook activity A. A A very large wood is called a forest. A forest fire is very difficult to control because it spreads so quickly. B A drought is a water shortage after a long period with no rain. C When there is deep water over normally dry land, this is called a flood. When this happens very quickly, such as in a wadi in the mountains, it is called a flash flood. D An epidemic is an illness that spreads quickly and affects many people. E A volcano is a mountain with a hole in the top. Smoke rises out of the hole and liquid or molten rock flows. When the molten rock bursts out suddenly, this is called a volcanic eruption. F A famine is a shortage of food. During a famine, people sometimes starve, they die of hunger. G A hurricane is a powerful storm with strong winds. H The hard rock surface of the earth is called the crust. The earth’s crust is divided into several sections called plates. The place where two plates meet is called a fault line. Two plates moving along a fault line causes an earthquake. During an earthquake the ground moves and shakes. Now do activities B and C in the Workbook. 13 2.7 A newspaper report Read the headlines and look at the photograph in this newspaper report. What do you expect to read about? The worst hurricane in living memory has caused terrible damage and loss of life throughout Central America. In the large towns, nearly three-quarters of all buildings have been destroyed. In the countryside, whole villages, in which hundreds of people lived, have disappeared. Hundreds of thousands are homeless and 10,000 are feared dead. The storm hit the area late on Tuesday evening, Houses flattened by 240 kph winds destroying everything in its landslides. Roads and bridges, homes and their jobs. Men, path. Winds of over 240 kph along which all supplies used women and children cried demolished all the wooden to come, were swept away. helplessly. Rescue teams houses and tore the roofs Rivers of mud, up to five started work as soon as they off others, including the metres deep, swept down the could, but they can do little country’s main hospital. Cars mountainsides, covering for most of the people. There and lorries were blown several villages. are no tents and few medical onto their sides. Whole banana On Wednesday afternoon supplies. The only way to plantations, on which the full extent of the damage deliver them is by helicopter thousands of people worked, became clear. Crowds of and the army only has two. were flattened. Electricity and people stood around silently, The hurricane is now telephone lines were cut. In the looking at the wrecks of the moving towards the south mountain areas, heavy rain houses they used to live in. coast of the USA, but is caused flash floods and Many had lost relatives, their getting weaker all the time. Look at the last sentence. Imagine you live on the south coast of the USA. Think of a headline for a newspaper report on the same day. Now do activities A to E in the Workbook. 14  Language review 4 2.10 1 Use of the Present perfect tense Use the Present perfect tense to describe the present situation. Example: The worst hurricane in living memory has caused terrible damage. 2 Use of the Past simple tense Use the Past simple tense to describe something that happened at a known time. Use adverbs to say when the event happened. Example: The storm hit the area late on Tuesday evening. 3 Prepositions in relative clauses Relative clauses giving necessary information Example: The house is very old. I used to live in it. The house I used to live in is very old. Note: The preposition is at the end of the relative clause. Relative clauses giving additional information. Example: Sana’a Secondary School is one of the biggest schools in the country. I went to it when I was younger. Sana’a Secondary School, to which I went when I was younger, is one of the biggest schools in the country. Note: The preposition is at the beginning of the relative clause. The clause is written between commas. 4 Adverbs and adverbial phrases These tell us more about actions. Examples: (How) People stood around silently. (Where) In the countryside whole villages have disappeared. (When) The storm hit the area late on Tuesday evening. Find other examples of the above language points in the texts. Now do activities A, B and C in the Workbook. 15 2.11 Armenia - 7, December 1988 Look at the photographs and read the newsflashes and information about the disaster. q u ak e is h e A rm e n ia n e ar th T u ak e a rt h q u a k e: an e ar th q 1 7.0 0 E n ce 1 9 6 4 w h en A la sk a. e st si r sc a le h it th e st ro n g th e R ic h te g 8.6 o n m e as u ri n 13.0 0 Fl as h. E A rm en ia. H it ar th qu ak e in to w n of Sp iv 11.4 1 lo ca l tim ak at e. 6. 9 on th e R ic ht er sc al e. Fi rs t re po rt s o k fo r th at da m ag e is se ri ou s. sa y s c u e w o rk e rs lo R e. su rv iv o rs 15.00 Armenia: Spivak completely flattened. Most of population - 20,000 - killed. In o Leninakan, Armenia’s largest city, thousands ua ke w as to lt T he ea rt hq ba d ly -b ui of people are homeless. One in five buildings th is st ro ng fo r destroyed. ‘We urgently need tents and at s. f bl oc k of fl lo s s o n s i d e rable y blankets, a spokesman said. o r ia : C ere ve. 0 0 Armen ‘The flats w tness. 1 4. w i ported n eye- a r d s.’ Pr es id en t l i f e r e u i l t ,’ s a i d a p a c k s o f c ip m e n t en t to re tu rn : b i k e u 23.0 0 Pr es id hi s tri p to b a d ly e l l d o w n l h a v e n o e q h a n d s. in te rr up tin g f s G or ba ch ov is ue ef fo rt s. ‘They cue worke r h their bare to ta ke ch ar ge of sc re s it SA The re working w th e U be r of de ad : 55 ,0 00. d a r e O ff ic ia ls nu m an ac h 10 0, 00 0. co ul d re dem ic Ri sk: So m e sa y th is 16. 00 Ear thq uak e Epi say the re is a Re scu e wo rke rs a and typ ho id dan ger of cho ler Ar me nia n fol low ing the no cle an ear thq uak e. ‘Th ere is wa ter, ’ sai d a nu rse. dri nki ng y qui ckl y. arm ‘Di sea se can spr ead ver eep w no w. e o p le k We nee d cle an wat er le s s p H o m e a f ir e. aroun d The Richter scale: The strength of an earthquake is measured on the Richter scale. It was invented by Charles Richter, an American scientist. Richter scale Effects More than 8.0 Almost total damage More than 7.4 Great damage 7.0 - 7.3 Serious damage, metal bridges bent 6.2 - 6.9 Considerable damage to buildings 5.5 - 6.1 Slight damage to buildings Think about the best order for the information. Now do activities A, B and C in the Workbook 16 before writing your own report.  UNIT 3 LOOKING FOR A JOB Getting work experience 3.1 Pupils in their last year at school are often not sure what they want to do after they have left. Some companies and organizations try to help young people by offering them ‘work experience’ - the chance to find out about different jobs by working at the weekends or in the school holidays. Look back to page 9 and read again how to work out the meaning of words. Then find the meaning of the underlined words in the notices below. WORK EXPERIENCE OPPORTUNITIES W EO 7 W EO 8 l a r ge Wo u l d y o u l i k e to h el p t h e S oc Wo u l d y o u l i k e to l ea r n ho w a i et y f o r t h e Han di c a pp ed o r g an i z e t o ff i c e i s ru n ? T h e M i n i s t r y of r i ps f o r i t s m e m be r s ? Yo u wi l l t a k e H ea l t h i s o ff er i ng s o m eb ody t he the he m e m be r s o n t r i p s y o u rs e l f , s o a c h an c e t o ex pe r i e n c e w o r k i n t r t m e nt a nd l ea r n d r i v i ng l i ce nc e i s re qu i re d. N o A d m i n i s t ra t i on D e pa o n. T h er e e x pe r i e n c e i s n e c es s a r y a nd f u a bo u t o ff i c e or g an i z at i ll ies t r a i n i n g w i l l be g i v e n i n t h e a r e l o ng - te rm ca re e r o pp o rt un i t s p ec i al n eed s o f t h e h an di c a pp f o r t h e s u c ce s s f u l app l i c a nt. e d. T h i s op p or t u n i t y i s f or s ome on e i n t e r e s t ed i n s oc i a l w o rk. W EO 5 B ec a u s e o f t h e i n c re a s e i n t h e n u m b e r o f T V p ro g r am m es fo r W EO 6 En v i r o n me n t i s s c h o o l s , t h e re a r e m a n y vac a n c i es The Ministry of the n c e t o s a ve t h e i n t h e Ci t y T V s t a t i o n. T h i s i s a o ff er i n g y o u t h e c h a Yo u mu s t b e W E O f o r s o me b o d y w h o i s i n t e r es t e d c o as t o f o u r co u n t r y. l kinds of i n n e w s , t h ea t r e an d m u s i c. I f y o u w i l l i n g t o w o r k i n al d g e of plants t a k e u p a p er m an en t po s i t i o n , y o u w ea t h e r. A k n o w l e ag e. w i l l r ec e i v e a n e x c el l en t sa l a r y. w o u l d b e a n ad v an t We b e l i e v e i n p a y i n g p e o p l e w e l l. W EO 3 I f y o u a r e i n t e r es t e d i n w o r k i n g i n W EO 2 b u s i n e s s , t h i s i s a g re a t al i s l o o k i n g fo r Th e C en t r al H o s p i t o p p o r t u n i t y. T h e Ti g er I ce - Cr e am k n o w l e dg e o f a b o y o r g ir l w i t h a C o m p a n y i s l o o k i n g fo r a y o u n g ma n ence will help f ir s t - a i d. T h e e x p eri w h o w a n t s t o l e a rn ab o u t s a l es a n d a t i o n s n ee d e d y o u g e t t h e qu a l i f i c m ar k e t i n g. A t f i r s t y o u r du t i e s w i l l e v e n a d o c t o r. t o b e co m e a n u r s e or i n cl u d e d e l i v e r i n g i c e- c re a m t o ce f o r an A s k y o u r s ch o o l o ffi h o s p i t al , h o t e l s an d r es t a u r an t s. I t r m , fi l l i t i n an d a p p l i ca t i o n f o is important for us that we choose s p i t al. send it to the ho t h e r i g h t y o u n g ma n , s o h e m u s t a t t e n d an i n t e r v i e w a t o u r fa c t o r y. Now do activities A to E in the Workbook. 17 3.3 Thinking about the future Read about six people in their last year at school. What are they good at? What are their interests? What are they like? Fill in the table in Workbook activity A. Diana is very efficient and likes organizing things. Patrick’s ambition after Since the beginning of the e leaving school is to becom year she has been planning a doctor. However, he is not all the class trips and very good at Chemistry or activities. She writes all Biology. His best subject is the letters and notices on Mathematics. For the past her computer. Her best year he has been going to subject is English, but she evening classes in first-aid. enjoys Mathematics more. He is adventurous and At the weekend she goes sai when he can, he goes ling and she is the secretary of the local sailing underwater swimming. club. She would like to go into Government Administra tion. Andrew is not very good at any subjects at school Justin has two very although he will probably ving different hobbies: dri pass his final examinations. car in his four-wheel-drive He has a driving licence ing. the country, and cook and every weekend he mo st Sa tu rdays He spends drives out into the country mu dd y ro ads. driving along and then walks for hours. co ok s all the On Sundays he He is very interested in ole fam ily. meals for the wh nature and has been thi s He has been doing best reading about trees, plants and flowers for almost two since he was 12. His pa ts ren years. He would like to work in the coun try. He is very cts are M ath em ati cs and Sport. Both his hard-working and gets on well with peo subje siness. ple. ch er s, bu t he wo uld like to go into bu are tea Clare has been collecting Fareeda is a very helpful folk-music CDs for three young woman and is very years. She now has 150. popular with the others in She has lots of friends and her class. She has been she likes playing her music driving for six months and to them. One day she would at the weekend she takes like to work in radio or old people shopping in her television. At school her parents’ car. At school she best subjects are History is excellent at History, but and Music. She has a good she does not want to go to speaking voice and often acts in the plays put on by college. She wants to help other people in some way, the school drama group. perhaps as social worker. Match the six people with the work experience opportunities described on page 17. Now do activity B in the Workbook. 18  Getting careers advice 3.4 Many schools have Career Advisors to help school-leavers plan their careers. Listen to how the school-leaver speaks. How does he feel? Answer the questions in Workbook activities A and B. Listen and repeat the conversation. Offer Help Career Advisor: Now, how can I help you? ask for advice School-leaver: Well, it’s just that... I don’t know... I need your advice. I’ve no idea what I want to do after I leave school. I’ve been thinking about it but... Ask about family Career Advisor: What do your parents do? School-leaver: My father’s an engineer and my mother’s a Maths teacher. Give advice Career Advisor: Then why not train to be a Turn down advice Maths teacher? School-leaver: I’m no good at Maths. I’m hopeless at it. Career Advisor: What are you good at? School-leaver: Um... History... and Geography... and... that’s it. Talk about recent Career Advisor: What work experience have you had? experience School-leaver: Well, recently I’ve been working at the hospital. Career Advisor: And do you enjoy it? School-leaver: Yes, very much. Give advice Career Advisor: If I were you, I would... Make your own conversation using the sentences below. ASKING FOR ADVICE ACCEPTING ADVICE Can you help me, please? That’s a good idea. I need some advice on what to do after school. That’s a very good piece of advice. I don’t know what to do. Can you advise me? I’ll do that. GIVING ADVICE TURNING DOWN ADVICE If I were you, I would... That’s not a very good idea. If I were in your shoes, I would study Medicine. I don’t like doing that. Why not/don’t you... I’m not good/very bad at that... The best thing for you to do would be to... 19 3.5 Language review 5 1 The Present perfect continuous We use this tense to: 1 talk about the present effects of something that happened over a period of time in the recent past. 2 talk about a continuous action that started in the past, continued up to now and may be continuing now. 3 show that something has been changing or developing over a period of time and has been happening regularly. Examples: He has been playing football. (That's why his clothes are dirty.) It has been raining. (That's why the clothes are wet.) Mona has been studying English for six years. (And she is still studying English.) The weather has been getting warmer recently. Compare the Present perfect simple and the Present perfect continuous tenses. The simple tense The continuous tense emphasizes the completion of emphasizes how long the action has the action been going on can refer to actions that happened usually refers to something that has a long time ago been happening recently Examples: Examples: Examples: I've donemy I'vedone myhomework. homework. I've been doing my homework I've read that book. I've read that book. for hours. I've been reading that book. (just now) Both tenses can be used to describe actions that started in the past and are still continuing. Examples: I have lived here for six years. (Perhaps the speaker will not continue living there.) I have been living here since 1994. (The speaker will probably go on living here.) The following verbs are not used with the continuous tense: be, have (=own), believe, know, need, like, love, prefer 2 Verb + infinitive or + -ing form The verbs may be followed either by the infinitive or the -ing form: begin, continue, start, like, love, prefer, hate Examples: It began to rain / began raining. I (don't) like to sail / like sailing. Note: When would is used in front of like, love, prefer, hate, you must use to + infinitive. 20 Now do activities A, B, and C in the Workbook.  Job and qualities 3.6 Names of jobs Some names of jobs describe what the person does very clearly. For example, taxi-driver. The two nouns combine to make one word and are called compounds. Sometimes they are joined: shopkeeper Sometimes they have a hyphen: life-guard Sometimes they stay as two words: English teacher Say what each of these people does in their job: Example: taxi-driver: A taxi-driver dives taxis. Note: In American English programme is always spelt 'program'. In British English this spelling is used only in connection with computers. It is both a noun and a verb. tourist guide firefighter bookseller taxi-driver computer programmer dressmaker film director newsreader science teacher bank manager project manager In ‘taxi-driver’ there is no ‘s’ at the end of taxi. When nouns are used as adjectives, They are always singular. Find other examples in the list. Can you think of any others? Qualities If you want to be a teacher you must be patient. In an advertisement the employer will ask for someone who shows patience. Use the adjectives and nouns below to make sentences about other jobs. polite politeness patient patience diligent diligence conscientious conscientiousness friendly friendliness confident confidence able ability computer literate computer literacy What do you think these underlined phrases mean? Applicants will have good people skills. The successful candidate will have a telephone manner. Good keyboard skills are essential. All our sales people have good communication skills. You need to be able to do different things in different jobs. In which jobs should you or must you... be able to... be good at... be willing to...... use a computer?... dealing with people?... work long and irregular hours?... speak a foreign language?... explaining things to people?... travel? Note: good/bad at doing something Now do activities A, B and C in the Workbook. 21 3.8 Applying for a job Read this job advertisement and think about the job requirements. Then do activities A and B in the Workbook. The Ministry of Education is looking for a confident and well-educated individual to work locally in their adult education programme. The post involves teaching adults with learning difficulties in their own homes, so a driving licence is desirable. The successful applicants will have good communication skills, experience of teaching and be computer literate. Now read the letters of application below. How well do the applicants fit the requirements of the job? 17 Wood Road 140 Tower Road Manchester M29 4TF Liverpool L9 9QZ Mrs Jill Castle PO Box 0086 Mrs Jill Castle London S9 30K PO Box 0086 London S9 30K March 18 March 20 Dear Mrs Castle Dear Mrs. Castle acher as I am interested in applying for the teaching post am w rit in g to ap ply for the job of te I 18. advertisement in today's Daily News. aily News of March advertised in the D rk ing in I am 24 years old and am a qualified Primary and have been wo I am 23 years old I have School teacher. I have taught since I was 21 and have ed uc ati on fo r tw o years. As a result, adul t have had a worked in different parts of the country. I have also nce in this field. I had a lot of experie though I have had training in adult education and for the past six for three years. Al full driving licence I am very months I have been doing evening classes for adults pe rie nc e of wo rk ing on computers, no ex rning with learning difficulties. I have been using computers the moment I am ea in this work. Furthermore I have, recently passed the willing to learn. At £21,000 a year. driving test. My present salary is £15,000 per annum. aring from you. I look forward to hearing from you in the near I look forward to he future and would you be grateful for the chance of Yours sincerely, attending an interview. Yours sincerely, Tim Brook Kate Ash (Miss) Now do activity C in the Workbook. 22  Language review 6 3.10 1 Nouns, adjectives and verbs + prepositions Some adjectives, nouns and verbs are commonly followed by prepositions. These are the ones you have seen in Unit 3: Nouns Adjectives Verbs training in interested in look forward to experience of grateful for applying for chance of Examples: I would like to apply for the job. I have experience of working with children. Note: They are always followed by either a noun or a gerund (the-ing form). 2 Addition Addition, here, means giving information. To do this, we use connecting words, inside a sentence, at the end of a sentence, at the beginning of a sentence. Examples: He wore a hat and a coat as well as/together with woollen gloves. He wore a hat and a coat. He put on woollen gloves as well/also. She is polite and friendly. Furthermore, she is very conscientious. In addition, Another reason for giving her the job is her patience. Note: also can be used inside a sentence. He also put on woollen gloves. 3 Consequence Consequence is about one idea being the result of another. The expressions used to connect the ideas are as follows: because so therefore thus (followed by the word ending -ing) consequently as a consequence as a result accordingly that is why Find examples of this language in the texts. Now do activities A, B and C in the Workbook. 23 3.11 3.12 A business letter This diagram shows the layout of a good formal letter. It is an application for a job that was advertised in a newspaper. Match the boxes with the correct descriptions in the list below the letter. Write your answers in Workbook activity A. Note: If you use the greeting Dear Sir , or Dear Madam, you must use Yours faithfully, to close. If you use the greeting Dear Mr /Mrs Jones, for example, you must use Yours sincerely, to close. Write a business letter in answer to this job advertisement in the Daily News of April 20th. A The sender's address B The name and address of the receiver C The sender's signature D The greeting, e.g. Dear Sir E The close, e.g. Yours faithfully F Information about the sender G A reference to the advertisement H The sender's name typed or printed I The date J Asking for an interview Now do activity B in the Workbook. When writing a letter of application, you must sell yourself, that is, you must give as much interesting information about yourself as you can. Answer these questions: Have you travelled? Where to, when and why? Which school subjects do you like Do you have any ambitions? What are they? most? Why? What interests or hobbies do you have? Remember! Give details. If you like music, say which Lay out your letter correctly. music and why; if you play sport, say which Refer to the advertisement. sport and why. Ask for an interview. Have you ever had any work experience? Keep the letter short, but do not miss out What was it? anything important. Have you done anything connected with Use the correct form of address. the job itself? What was it? 24  UNIT 4 TABLES, FLOW CHARTS AND DIAGRAMS Food 4.1 Here are some words connected with food and its preparation. Match them with the pictures in Workbook activity A. Things grown in Yemen Answer these questions: 1 What grows in the mountains? 2 What grows on trees? 3 What is a grain crop? Things we do when we prepare and cook food Answer these questions: 1 Can you peel a fig? 2 Can you grind sorghum? 3 What do you get if you squeeze a lemon? 4 In what ways do you generally: - prepare vegetables? - turn fruit into a drink? Now do activity B in the Workbook. 25 4.3 Learning to cook James is interested in learning to cook. His mother teaches him how to make a fish curry. Listen to the conversation. Answer the questions in Workbook activity A. Listen and repeat the conversation. James: What are you doing, mum? Mother: I'm making a fish curry. Ask about ingredients James: That sounds good. And these are the ingredients? Mother: Yes, I always prepare them before I start cooking. James: So... that's the fish... and the tomatoes and onions... and that’s garlic, isn't it? Name ingredients Mother: Yes. Two peeled and chopped tomatoes, two chopped onions, and three crushed cloves of garlic. James: What's that round, brown thing? Mother: It's a loomi - a small, dried lime. James: And those other things... they're spices, I suppose. Mother: Yes, two teaspoons of baharat - that's a mixture of spices. And... half a teaspoon of turmeric, half a teaspoon of chilli powder and a quarter of a teaspoon of ground ginger. James: What's in this bowl? Mother: Lemon juice... about one teaspoon. James: Anything else? Mother: Oil for frying, and, of course, salt and pepper. Ask about method James: So those are the ingredients. How do you actually cook the curry, then? Describe method Mother: First you fry the onions and garlic. Then you add the spices and fry for a further two minutes. Next you add the tomatoes, loomi, lemon juice, salt and pepper. After that, you cover the mixture with water and simmer for fifteen minutes. James: What about the fish? Mother: While the mixture is boiling gently, you fry the pieces of fish. James: How long for? Mother: Until they are golden brown. Then you put the fish into the sauce and simmer for a further fifteen minutes... and that's it... fish curry. Simple, isn't it? Now do activities B and C in the Workbook. 26  Agriculture in Yemen 4.4 Information presented in a written passage can sometimes be shortened and presented in the form of a table. It is easier and quicker to find information using a table. Scan these five paragraphs about agriculture in Northern Yemen. What type of information is in each paragraph? Would the information be easier to understand in table form? T he climate in the Northern par Yemen can be divided into fiv zones. In the Tihamah on the (sea level to 300m) the clima t of e areas or Red Sea te is tropical. The air is hot and humid in the sum mer and pleasantly warm in the winter. Dates and cotton grow well here, as do vegeta bles and grains, which are both a winter and sum mer crop. Further up the Western moun tain slopes, in Zone 2 (300 - 2,200m), the clim ate becomes subtropical, then moderate. Fru it typical of this area are mangoes, papayas and bananas. The highest parts of the slopes hav Agriculture in the mountain s e a moderate climate with rather cold winter On the Eastern mountain slopes nights. It is here (2,300 -1,100m), the climate that Yemen's most famous cro again becomes p, coffee, is grown. The Central Highlands (2,200 subtropical. There is much less -3,700m) rainfall than in also have a moderate climate the Highlands and farming tak. All kinds of es place mostly grain crops, such as sorghum, in the wadis. In these wadis, wh are grown on ich lead to the the mountain terraces. Many desert, grapes and some fruit types of fruit are trees can be found here, including apricots, found. In the lower areas clo peaches and se to the Ruba’ Al figs. In the more protected wa Khali, there are date and palm di beds, where trees. there is also more water, apples Further east in the yellow san , pears, ds of the oranges, lemons and grapes are desert (1,000m), very little gro grown. Yemen ws. For a short has more than twenty different time after the rains, a little gra types of grape, ss may appear. some seedless, each of a differe Apart from this and a few shr nt colour. ubs, there is no other vegetation. Read this text again carefully and transfer the information to the table in Workbook activity A. Now do activities B and C in the Workbook. 27 4.6 Language review 7 1 Use of sequence words and phrases (first, then, next, after that, finally) You use these words to introduce each stage of a process. Examples: First you fry the onions and garlic. Then you add the spices. Next you add the tomatoes. After that you cover the mixture. Finally you simmer for fifteen minutes. Note: some writers put a comma after each of these sequence words/phrases. Example: First, put some water in a pan. 2 Use of the Passive You use the Passive when you want to make the object more important than the subject. Example: subject object People grow coffee in Yemen. Coffee is grown in Yemen. subject object We can find fruit trees in some wadis. Fruit trees can be found in some wadis Note: We often omit the original subject in the passive sentence, particularly when it is not important, as in the above examples ‘people’ and ‘we’. 3 Use of while + Present continuous with Present simple You use while + Present continuous with the Present simple when you want to show that two actions happen at the same time. Example: First action Second action While the mixture is boiling gently, you fry the pieces of fish. Find examples of the above language in the texts. Now do activities A to D in the Workbook. 28  Words and more words 4.7 Read this extract from a reference book about the English language and do Workbook activity A. New words are coming into the English language almost every day. Where do these new words come from? O ne way of creating new words to borrow or take them from other languages. English has been taking words A third way of making new words is to combine or join together two different words to make another word. The words blue and from Latin, Greek and French for hundreds of berry can be combined to get the word years. French, for example, has given us some blueberry. There are many berries that are very common words, such as table, dinner blue in colour, but there is only one berry that and medicine. But English has borrowed from is known as a blueberry. Other examples of many other languages also; the list is endless. words joined together are farmhouse, handbag and newspaper. Sometimes the combined word, which is called a compound, has a hyphen in it, as in air-conditioner. Sometimes it is written as two Kayak, a kind of boat, and igloo, a house words, as in made of snow, come directly from the Eskimo seat belt, cassette language because these two objects are found recorder and only among the Eskimos, who live in the icy word processor. cold of the Arctic. Many years ago contact or A fourth method of creating new words is meetings with Arab mathematicians brought to change the way a word is used. For the Arabic words algebra and zero into example, a noun can be used as a verb, so that English. Trade with the Arab world has given as well as buying some milk (noun) we can English words like sugar, cotton and coffee. milk (verb) a cow. Other parts of speech can Another way of forming new words is to also be converted or changed. For example, add a prefix or suffix to the stem of a word that already exists. The stem of a word is the an adjective can be part that is common to all forms of that word, used as a noun, as such as walk, walk (ing), walk(ed). A prefix is when a spare a group of letters that goes in front of the wheel is called a stem. Some common examples of prefixes are spare. Prepositions re-(remake), un- (unhappy) and mis- are sometimes (misunderstand). A suffix is added to the end used as verbs, as in of a word. Examples are -able (comfortable) to up the price and -less (careless). A prefix usually changes which, of course, the meaning of a word. A suffix usually changes means to raise or the word into a different part of speech. increase the price. Now do activities B to F in the Workbook. 29 4.8 Investigating the world around us Aisha Yousif was asked to design a simple experiment on water pressure. She carried out an experiment in the school laboratory and wrote up her results. Read through the experiment. What did Aisha want to prove? Did she succeed? Name:Aisha Yousif 11.12.1999 Date:. TITLE:An investigation into water pressure than at the top? QUESTION: Why is a dam thicker at the bottom er you go down, RESEARCH: When you dive under water, the furth the more your ears hurt. er, the greater the pressure. HYPOTHESIS: The deeper the wat bottle, a tray or basin, a nail, MATERIALS: One 2-litre plastic water and pair of scissors. 1. Cut the top off the plastic bottle. bottle at 2. Use a nail to make four holes in the different levels from top to bottom. 3. Put the bottle in the tray or basin. and then have a 4. Cover the holes with your fingers, friend fill the bottle with water. fingers away from 5. When the bottle is full, take your the holes and study the flow of water. of the bottle. The jet at DATA: Four jets of water came out the bottom was the top was the shortest and the jet at e in-b etween. the longest. The other two jets wer jet is CONCLUSION: The length of the related to the pressure of the water - the greater the pressure, the longer the jet. The longest jet is at the greatest depth. The data therefore confirms the hypothesis. Now do activities A and B in the Workbook. 30  Language review 8 4.10 1 Use of have/get + infinitive You use these verbs to replace other instruction words such as ask, tell or order. Using have or get focuses on the instruction itself rather than the way it is given. Example: Ask the boy to put away his bag. Have the boy put away his bag. Get the boy to put away his bag. Note: With have, the infinitive is without to. 2 Use of get to show change of state Get is commonly used to replace the more formal become. Example: He got wet when he went out in the boat. 3 Use of two comparatives You use a comparative in each half of a sentence to show how one action causes the other or is related to the other. Examples: The deeper the water, the greater the pressure. The further you go down, the more your ears hurt. Note: These kinds of sentences are often different from simple comparative sentences. For example, words omitted and word order change. In the first example, words are omitted- in fact, there is no active verb: The deeper (that) the water (becomes), the greater (that) the pressure (becomes). In the second example there are omitted words and a change in word order. Notice also that the comparative words further, more have become nouns the further, the more: (As) you go down further, your ears hurt more. 4 Parts of speech (nouns, verbs, adjectives, adverbs, prepositions) It is important to identify what part of speech a word is in a sentence. This helps you guess the meaning of the word if it is new. Example: adverb verb preposition adjective noun Carefully cut the top off the plastic bottle. Many words can be different parts of speech. Sometimes the meaning is related, sometimes it is completely different. Examples: water noun = liquid verb = give water to up preposition = movement upwards verb = raise well noun = hole which you can get water from adjective = not ill adverb = in a good way Find other examples of the above language points in the texts. Now do activities A to D in the Workbook. 31 4.11 4.12 Frozen peas Read this description of the way peas are frozen. Then do activities A and B in the Workbook. Use this information to fill in the flow chart in Workbook activity C. 32  UNIT 5 WORKING THINGS OUT 5.1 Word sets Look at these words. What do they have in common? table sofa chair armchair Answer: They are all pieces of furniture. A group of connected words is called a word set. The name of this set is furniture. Learning words as a set is one way of helping you remember them. The picture on this page illustrates words connected with travelling by sea. In Workbook activity A, match the words below with the numbers in the pictures. mast pulling up the sail rowing deck cabin horizon climbing aboard bow oar telescope fishing boat tanker stern net Look at the sentences below. Mark them true or false in Workbook activity B. A There is a large tanker on the horizon. B There is one sailor in the cabin. C The fishing boat has three masts. D There are some fish on the deck. E Some sailors are pulling up the flag. F Some sailor with the telescope is standing in the stern of the boat. G Three sailors are climbing aboard the fishing boat. H One man has lost an oar. I Some people are rowing away from the fishing boat. Now do activities C and D in the Workbook. 33 5.2 Possibilities Three children are looking at something that they have found. They are trying to work out what it is. Look at what they are saying. Or it may be a piece It might be a coin. of jewellery. No, look. There is a number here. It must be a coin You're right. It could be an earring. Talk about what these objects might be. Discuss the possibilities. What would happen if... 1... there was no more rain in Yemen? 2... all planes stopped flying? 3... all plants stopped growing? 4... there was no more electricity? I've no idea. I haven't a clue. If there was no more rain in Yemen, the whole country would turn to desert. 34 Now do activities A, B and C in the Workbook.  5.4 Puzzles and riddles Understanding some reading tests is like solving a puzzle. Things are not always stated or described directly. The reader has to infer what the writer is talking about. Read the puzzles below and work out what the answers might be. Activities A, B and C in the Workbook will help you think. A More than one possible answer: B Only one possible answer. What is it? Who says the following in their job? 1 His day's work was over. He sat down and 1 ‘As you can see, the inside of the building is looked at the object on the table. He decorated in the Chinese style.’ smiled, picked it up and put it to his mouth. 2 ‘I'm afraid we couldn't save the house 2 He was walking along the beach when because there wasn't enough water.’ suddenly he saw it lying on the sand. He 3 ‘Can anybody tell me the name of the went over and had a good look at it. ‘I can highest mountain in Africa?’ use this,’ he said to himself. He picked it up 4 These peas will be ready for picking in carefully and took it home. about three days. 5 ‘How long do you wish to remain in the country, sir?’ What objects might say something like this? 1 ‘People kick me all the time but it doesn't worry me. It makes them happy, especially when they put me in the net.’ 2 ‘People keep me in a safe place and use me when they want to buy things. I have a different name in most countries.’ 3 ‘Without me you have to do your Mathematics homework in your head or on paper.’ 4 ‘North, south, east or west - I'll show you where they are.’ 5 ‘Hold me, jump off a mountain and fly like a bird.’ What do these people feel? Why? 1 He paced up and down the waiting room in the hospital. Where are they? 1 He turned to the man in the seat next to him. ‘What time do we leave?’ he asked. ‘Any minute now,’ was the reply. Just then he heard the engine start. ‘You're right,’ he said. 2 I'm in a large room. People are talking quietly. Somebody comes into the room. Everybody stops chatting. The person starts 2 She covered her face when she heard the speaking in a loud voice. news. Now do activity D in the Workbook. 35 5.5 Language review 9 1 Modal verbs - 1 Modal verbs are not used on their own. They are used with other verbs to express different meanings. Degrees of possibility You are not certain. Example: It may (not)/might (not)could be a toothbrush. You are certain. Examples: (Positive) I must be a toothbrush. (Negative) I can't be a toothbrush. Note: Must not (mustn't) can only be used when you want to tell somebody that they are not allowed to do something. Example: You must not look at your books during an exam. Ability can/cannot refers to the present could (not) is used - to refer to the past - after wish - in conditional sentences Examples: I can /cannot swim. I could (not) swim when I was six. I wish I could swim. If I lived near the sea, I could learn to swim. Note: You can use be able to instead of can. Examples: I am able to swim. I wish I was able to swim. 2 ‘Sense’ verbs + object + verb Some sense verbs are followed by the -ing form. This emphasizes the action as continuous and is often used for setting the scene (see Language review 4). When followed by the infinitive, this emphasizes that the action is completed. Example: I saw/heard/watched the goats come down the street. (And later told the farmer what I saw/heard, etc.) I saw/heard/watched the goats coming down the street. (And tried to stop them coming into the garden.) Find examples of this language in the texts. Now do activities A and B in the Workbook. 36  The mystery of the Mary Celeste 5.6 What is the mystery? Read the article and find out. Sailors coming back from long voyages used to tell