English 12 - مركز تطوير المناهج ... · Consultant for all their hard work in obtaining permission to use text material in this course. Typeset by J&D Glover Ltd Illustrated

Authorship supervisory committeeDr Sameer M Rammal (Head) Birzeit UniversityDr Omar Abu Humos Al-Quds UniversityDr Insaf Abass Al-Quds Open UniversityDr Nazmi Al-Masri Gaza Islamic UniversityMr Suhail Murtaja Ministry of EducationMr Abdul-Raheem-Al-Farra Ministry of EducationMr Jameel Ishtaya Ministry of EducationMr Othman Amer (Rapporteur) Ministry of Education

English Language Curriculum TeamDr Hazem Y Najjar (Head) Bethlehem UniversityDr Salem Aweiss Birzeit UniversityDr Omar Abu Humos Al-Quds UniversityDr Odeh J Odeh Al-Najah UniversityDr Sameer M Rammal Birzeit UniversityDr Nazmi Al-Masri Gaza Islamic UniversityMiss I’tidal Abu Hamdiyah Ministry of EducationMiss Majedah Dajani Ministry of EducationMr Imad Jabir Hebron UniversityMr Suhail Murtaja Ministry of EducationMr Othman Amer (Rapporteur) Ministry of Education

Trial edition 2006

EnglishPalestine

forState of Palestine

Ministry of Education& Higher Education

Student’sBook

12ham 25/6/06 1:48 pm Page 1

Macmillan EducationBetween Towns Road, Oxford OX4 3PP

A division of Macmillan Publishers LimitedCompanies and representatives throughout the world

ISBN-13: 978-1-4050-7382-0ISBN-10: 1-4050-7382-9

Text © Michael Macfarlane 2006Design and illustration © Macmillan Publishers Limited 2006

First published 2006

All rights reserved; no part of this publication may bereproduced, stored in a retrieval system, transmitted in anyform, or by any means, electronic, mechanical, photocopying,recording, or otherwise, without the prior written permission ofthe publishers.

The authors and publishers would like to thank the followingfor permission to reproduce their photographic material:Abdul Hameed Shoman Foundation p52, Alamy/Jackson Smithp27(l), Alamy/Ashley Cooper p27(r), Alamy/Phil Talbot p31(3),Alamy/F1 online p91(l), Alamy/David Sanger p91(c),Alamy/Profimedia p100(c), Alamy/Andrew Holt p100(r),Alamy/Israel Images p101(r), Art Directors and Trip/HananIsachar p101(c), Comstock/Royalty Free p13 and 31(cleaningliquid), Corbis/Fotostudio FM/Zefa p7(l), Corbis/Christie &Cole p7(r) and p9(r), Corbis/Royalty Free p13 and 31(trainers,football), Corbis p13(paint), Corbis/Charles C. Ebbets p16,Corbis/Ludovic Maisant p21, Corbis/The Corcoran Gallery ofArt p23(l), Corbis/LWA-JDC p23(r), Corbis/Lloyd Cluff p37,Corbis/P. Windbladh/Zefa p78, Corbis/Artigua Photo p83, Corbis/JP Laffont/Sygma p92, Corbis/Ariel Skelley p124, Eye Ubiquitous/Steve Lindridge p42, Getty/Stockbyte p7(m),Getty/David S. Boyer/National Geographic p43, Getty/AFPp65, Getty/Deborah Gilbert p100(l), Getty/AFP p123, JacobJay, 2000 p91(cl), Lonely Planet/Richard Cummins p91(r),Lonely Planet/Anthony Pidgeon p101(l), Mercedes Benz p9(l),Mike Thornewill/www.polarchallenge.org p112, Philips p31(2),Photodisc p13(truck, pills), Photolibrary/SW Production p72,Photolibrary/Creatas p87(B), Photolibrary/Walter Bibikowp87(C), Photolibrary/Reid Neubert p87(D), Photolibrary/Creatasp113, Photos.com p13(chair, sunglasses), Robert HardingWorld Imagery/Lee Frost p67, Robert Harding World Imagery/Neil Emmerson p87(A), Robert Harding World Imagery/FraserHall p91(cr), State of Palestine Ministry of Education andHigher Education p62.

The authors and Publishers are grateful for permission toreprint the following:Adapted extract from ‘Choices Top 10 Tips Tackling PersonalDevelopment Time’ from The 7 Habits of Highly EffectiveTeens by Sean Covey (Franklin Covey Co, 1998), reprinted bypermission of the publisher (p57).Extract from Intercultural Business Communication by Robert Gibson (Oxford University Press, 2000), copyright © Cornelsen and Oxford University Press 2000, reprinted bypermission of the publisher (p102).

The publishers have made every effort to trace the copyrightholders, but if they have inadvertently overlooked any, they willbe pleased to make the necessary arrangements at the first opportunity.

Many thanks to Hazel Barrett, Permission Co-ordinator,Macmillan Education, Oxford and Paulette Dooler, PermissionConsultant for all their hard work in obtaining permission touse text material in this course.

Typeset by J&D Glover Ltd

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PrefaceThe Ministry of Education and Higher Education (MEHE) is committed to producing a national curriculum that meets the needs and aspirations of Palestinian society. It recognises that such a curriculum will fosterPalestinian values and traditions. The First Palestinian Curriculum Plan emphasises a sustainable spirit ofdevelopment.

The MEHE pays great attention to school textbooks since they are the foundation of the curriculum and anindispensable medium of learning.

The educational experience is challenging and the information is presented in a logical way. They are supportedby suitable audio-visual aids.

The MEHE has implemented the First Palestinian Curriculum Plan, by developing textbooks both for the basiccycle of primary education from Grades 1–10 and for the secondary cycle from Grades 11–12. This textbook isfor Grade 12, the second and final year of the secondary stage.

These books are annually revised and enriched through feedback from educators and teachers in the field.The first four editions of each book are treated as trial copies. The more effort exerted in developing the schooltextbooks, the better the books will be. As a result of the collaborative efforts of educators and experts in thisfield there will be well-organised revisions.

The MEHE thanks Arab, and friendly countries, as well as international institutions and organisations, for theirsupport for the curriculum project. It also extends its special thanks to national experts, educators, authors,professionals and all relevant ministerial committees for their distinguished and professional contribution tothis achievement. Finally, the MEHE extends its thanks to Macmillan Education for their contribution to the firstPalestinian English Curriculum.

Ministry of Education and Higher EducationCurriculum CentreSeptember 2006

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ContentsUnit Page Reading Vocabulary Listening and speaking

development 1 Listening2 Pronunciation3 Speaking

FIRST SEMESTER

1 Black gold 6 Oil and oil workers Word families; word pairs 1 Note details 2 Letters p and b3 Make and deal with inquiries

2 People, people 16 Cities in the sky Adjectives; phrasal verbs 1 Note detailseverywhere with bring 2 Teens and tens

3 Present information from graphics

3 Don’t throw it 26 Reduce, reuse, repair, recycle Synonyms; word families 1 Write captionsaway! 2 this/thing

3 Consider alternative actions

4 Engineering a 36 The Aswan High Dam Measurements; directions 1 Note prioritiesbetter future 2 Large numbers

3 Propose, agree, disagree

5 Money matters 46 You and your bank Word field: banking 1 Note bank activities2 Sounds sh and ch3 Request, check, correct

6 Getting your life 56 How organised are you? Expressions with do/make/ 1 Note diary datesorganised have; phrasal verbs with get 2 Consonant clusters

3 Request, offer, refuse

SECOND SEMESTER

7 Dealing with stress 66 Just ask Jasmin Word field: feelings; 1 Note advicecomparison: spelling rules 2 note/not/nought

3 Suggest, advise, warn

8 Your future world 76 A job application Word pairs; word families 1 Phone notesof work 2 Sound friendly and helpful

3 Phone language;make arrangements

9 Palestinians 86 San Francisco – a world city Compound adjectives; 1 Note travel and personal around the world opposites; positive details

description 2 Aviation code3 Give and check information

10 Why do people 96 Some Do’s and Don’ts in British and American 1 Note Palestinian personal behave like that? America English; word families qualities

2 Tag questions3 Introduce a fact or opinion

11 Communications 106 How can I help you? Word fields: office 1 Note phone detailsequipment and computers; 2 Stress for emphasistexting abbreviations 3 Explain and deal with

problems

12 The voice of the 116 A caliph for a better world Word field: human rights 1 Gist of a Caliph Omar storypeople and responsibilities; word 2 Unsounded letters

families and opposites 3 Revision of functions

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Language Integrated skills Reading Writing and vocabulary1 Summary2 Vocabulary3 Writing

Request/give information, Choose vehicles and write Using oil better 1 Match pointspresent and past report 2 Opposites

3 Report on and recommend vehicles

be and have; mixed tenses Collect information on Getting past the 1 Match pointsDubai and write report population peak 2 Connectors

3 Analyse graphs

Modal verbs, present and Sell unwanted goods Environmental sense 1 Make notes and write summarypast online makes economic sense 2 Fractions and percentages

3 Letter to editor

Conditionals Note tourism attractions; Big projects – big 1 Make notesdesign resort benefits but big 2 Collocations

problems 3 Write essay: The Aswan Dam

Verb + infinitive/-ing; Choose and write about Builders of the Modern 1 Write guided summarymixed passives student bank offers Arab World – Shoman, 2 Definitions; word families

Abdul Hameed 3 Write life story

Reflexive pronouns; indirect Note messages and Some Do’s and Don’ts 1 Write topic sentences and summaryforms schedule first day at for first-year students 2 Verb + expressions

college 3 Write on organising oneself

Verb + infinitive/-ing; US Palestine Center; Stress: What is it? 1 Make notes and write summarysuggest, advise, warn feelings about leaving 2 Confusables; opposites

home 3 Story about oneself

Prepositions; offers How to succeed at job Your future world of 1 Make notes and write summaryinterviews work 2 Connectors; opposites

3 Write about future

be and have; prepositions; A day in Golden Gate Park Palestinian bridges to 1 Make notes and write summaryrelative clauses the world 2 Synonyms, word families

3 Describe a place

Articles; comparison Cultural tourism in Communicating across 1 Make notes and write summaryPalestine; some Do’s and cultures 2 Word families; word field: culturedon’ts in Palestine 3 Write essay: study in America

Indirect forms; positions of Help complete an Satellite links 1 Summarise Unit 11adverbs international export deal 2 Phrasal verbs with look

3 Discuss and write essay: satellite TV

Reported speech Research and answer The paths to freedom 1 Make notes and write summaryquestions about early and justice 2 Word familiesIslam 3 Write essay: the world then and now

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Focus1 Look at the map at the front of the book. Say where large amounts of oil are produced.

Before you read2 Look at the map on the next page. Compare this with your answers to the Focus task above. Say what else

the map shows about the world’s supplies of oil.

While you read3 Complete these tables.

Points for and against oil

For: (oil compared with coal) Against:

1 Easier to ____________________ 1 Pollutes when it is ____________________

2 More ____________________ 2 Also pollutes when ____________________

3 Many useful ____________________ 3 Will soon start to ____________________

Facts about three oil workers

Name Nationality Job Country of employment

Carr, M ____________________ ____________________ ____________________

Ortez, P ____________________ ____________________ ____________________

Farra, Y ____________________ ____________________ ____________________

Reading Lessons 1 and 2

7 Say what these words and expressions mean.

1 line 5: Coal, which pollutes heavily, …2 line 14: ‘black gold’3 line 42: do 18-hour days4 line 74: …, the world price of oil would

immediately jump!

8 Say what you think.

After you read4 Find information that both The story of oil and

Oil workers state.

1 A fact about demand for oil.2 A fact about exploration.

5 Find four facts the oil workers state and the mapalso shows.

1 About North Sea oil reserves.2 About Venezuela.3 About Middle East oil production.4 About Middle East oil reserves.

6 Find one thing that the three oil workers have in common.

Black goldUnit 1

transport.

I’d be happy to workabroad like Yassir Farra.

I’d do it for the money, but Iwouldn’t be very happy to do it.

I could never leave homefor work or anything else.

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Reading continued

OilThe Story of Oil

Oil, like coal, was formed by heat and pressureon plant and animal remains millions of yearsago. These fossil fuels are usually found deepunderground.

Coal, which pollutes heavily, was used todrive the steam engines of the 19th-centuryIndustrial Revolution. Today, it is mainly usedby power stations to produce electricity.

Industry soon preferred oil to coal. It waseasier to transport, more powerful and manyuseful products came from it, including petrol[AE: gas]. In 1859, the first oil well opened (in America), and the first petrol-engine carwas built (in Germany) in 1885. More ‘black

gold’ was quickly needed. Thirty years later,there were many oilfields in America andaround the world.

Today, we know the problems with oil.Although cleaner than coal, it still pollutesboth when it is produced and when it is used.Moreover, supplies will soon start to decline.

However, demand is huge (85 million *barrelsper day), so we continue to explore in more andmore difficult locations – deep beneath theseabed, for example.

* Oil is measured in barrels. 1 barrel = approx 160 litres.

Oil workersMichelle Carr (Canadian, geologist)I look for new oil beneath the sea, tothe east of Britain. The weather isoften terrible, and the oil reservesare not large, but we’re still looking.

Exploring for oil is expensive,and success is quite rare. Thatmeans working efficiently. When Ifly out to the test locations, I beginstudying the data as soon as itarrives – from a kilometre belowthe seabed. I have to decide fast: isthere oil down there or not? I oftendo 18-hour days at my computerscreens!

Paolo Ortez (Venezuelan, rigger)My country has oil, but I work infrozen Alaska, America’s 49th state.

When we strike oil, we make thewell safe with steel and concreteand then bring it into production.

We have to be extremelycareful. Oil is dirty stuff, and theenvironment is very easilydamaged here. So we try hard toavoid polluting it .

Many people want the drilling tostop. But the world keepsdemanding more oil, so here westill are – despite the environmentaldangers.

Yassir Farra (Palestinian, engineer)I work in Saudi Arabia, the largestoil producer in the largest oil-producing region on earth. Here,there are more reserves thananywhere else – enough to last foralmost 100 years at today’s rate ofproduction.

It’s our job to maintain thepipelines so that the oil keepsmoving through the system. That’smillions of barrels per day. If thesystem broke down, the worldprice of oil would immediatelyjump!

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World oil reserves in millions of barrels

Michelle

Paolo

Yassir

Canada178,500

Mexico15,674

Russia60,000

Nigeria25,000

China18,250

USA22,677

Venezuela77,800

Kuwait99,000

UAE97,800

Iran125,800

Iraq115,000

SaudiArabia261,000

Libya36,000

UK4,665

Norway10,447

North Sea

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Word families ✩ p138

1 Add words from the box to the table below.

care industrial polluted productproductive save successful

2 Complete the table with words from the text onpage 7.

Verb Noun Adjective

1 produce ____________ ____________

2 industrialise ____________ ____________

3 ____________ pollution ____________

4 succeed ____________ ____________

5 ____________ safety ____________

6 care ____________ ____________

3 Use words from Exercise 1 to complete thefollowing. Then decide which oil worker –Michelle Carr, Paolo Ortez or Yassir Farra –probably said each thing.

1 There are lots of dangers at a new oil well so, tobe __________ , we have a list of __________rules that we follow carefully.

2 Will this test drilling be __________ ? No, weprobably won’t find oil, as our usual __________rate is only about one in four.

3 This is the most __________ oil region in thewhole world, and we __________ many millionsof barrels a day.

4 Oil is extremely __________, and we try hard toprevent __________ of the environment as a newwell starts producing.

5 I always study the test data with great__________ . I have to be very __________ when I decide to stop test drilling. It would be terrible to miss an important new oilfield!

6 The oil __________ here is very important.Without our oil, the world’s __________economies would stop producing.

Word pairs ✩ p138

4 Some words often go with other words. Addwords from the box to the sets below to makemore word pairs.

Vocabulary developmentLesson 3

bus diesel jet keyboard petrolpolice program reserves system

tanker train worker

______________

______________1 oil

______________

______________

______________

______________2 computer

______________

______________

3 ______________

______________

______________engine

______________

4 ______________

______________

______________station

______________

5 Some pairs of words go together very often, andthen they may become one word. Find wordslike this in the text.

1 Main text, paragraph 3: oil …2 Michelle’s story, paragraph 2: sea …3 Yassir’s story, paragraph 2: pipe …

6 Complete the following with words fromExercises 4 and 5.

Saudi Arabia is the world’s biggest oil producer,and Al-Ghawar is its biggest (1) __________.It contains a large number of (2) __________.From Al-Ghawar, oil moves by (3) __________ tothe coast. From there, very large (4) __________take the ‘black gold’ to other countries aroundthe world.

7 Make up more sentences using words from 4and 5.

product productive

well

screen

steam

power

It’s a good idea to use this techniqueall the time to help you learn new

vocabulary. Write example sentencesin your vocabulary notebook when

you note new words.

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Listening: gist and detail1 Listen to Part 1 and answer these questions.

1 Where are these three people?2 Why are they talking to each other?3 What else do you know about the customers?

2 Listen again and tick (✔) the correct boxes.

1 The customers are interested in:

a a sports car. b a 4-door saloon. c a 5-door hatchback. d a people carrier.

2 They are going to see the:

Avensis. Prius. Corolla. RAV4. Previa. Yaris Verso.

3 Listen to Part 2 and complete the second line of the table. Listen to Part 3 and complete the third line of the table.

Model Engine size Performance Fuel economy Price(name) (litres) (top speed–kph) (litres/100km) (£)

____________ ________ ________ ________ _______

____________ ________ ________ ________ _______

____________ ________ ________ ________ _______

Listening and speaking Lesson 4

Pronunciation: letters p and b4 Listen and write P or B to complete the car

model names.

1 VW __eetle 2 Toyota __rius

3 Fiat __rava 4 Nissan __rimera

5 Citroen __erlingo 6 Ford __uma

7 VW __ora 8 Mazda __remacy

5 Listen again and repeat the car model names.

Speaking: making enquiries anddealing with them ✩ p139

6 Listen to Parts 1–3 again. Tick (✔) and repeatthe expressions you hear.

1 A What sort of thing are you thinking of?

B What kind of thing are you looking for?

2 A We’re thinking of something less expensive.

B We’re looking for something smaller.

3 A I think you should see several models.

B I think I should show you several models.

4 A What’s the performance like?

B Tell me about the performance.

5 A What’s it going to cost?

B How much does it cost?

6 A Could you please explain a bit more about it?

B Please can you explain a little more about it?

7 A Yes, of course, I’ll tell you all about it.

B Yes, fine, I’ll tell you a bit about it.

7 Work with a partner. Take the roles of:

1 the salesperson; 2 a customer.

Take turns to introduce the Corolla and the Priusto each other. Then use the facts in 3 to do thesame with the Yaris Verso.

Yaris Verso 1.3 6.4 11,945165

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Requesting and giving information 1:(present) u Grammar reference p126

1 A customer is asking the salesperson questionsin a car showroom. Use the verbs in brackets tocomplete the questions.

C What model (1) ______ it? (be)S It’s the (2) ____________ .C What size (3) ______ the engine? (be)S (4) ___________________C What speed (5) ______ it ______? (do)S (6) ___________________C How much (7) ______ it _____? (cost)S (8) ___________________

2 Use the information in the table to write thesalesperson’s answers.

Make: Mercedes-Benz

Model: B200

Engine: 2035cc

Performance: 196kph

Cost: £20,685.00

3 Work with a partner and take turns as thesalesperson and customer.

Language Lesson 5 Requesting and giving information 2:(past) u Grammar reference p126

4 Michelle is being interviewed for a new job. Usethe verbs in brackets to complete the questions.

I When (1) _____ you _______ high school? (leave)M (2) _____________________________________I Where (3) _____ you ______ to college? (go)M (4) _____________________________________I What (5) _____ your first job after you finished

college? (be)M (6) _____________________________________I How long (7) _____ you _______ in that job? (stay)M (8) _____________________________________

5 Use the information in the résumé to writeMichelle’s answers.

Academic history

Institution Dates Subject(s)State University 1996–2002 GeologyCity High School 1988–1996 Sciences

Career history

Organisation Dates PositionSouth Rock Oil 2004 – ResearcherNew World Oil 2002–2004 Assistant researcher

6 Work with a partner and take turns as theinterviewer and Michelle. Ask further questions.

Requesting and giving information 3:(present and past) u Grammar reference p126

7 Make up details about Yassir Farra and completehis curriculum vitae (CV) (AE: résumé).

Personal detailsFamily name First name Nationality Place of birth Date of birth_____________ _____________ _____________ _____________ _____________

Marital status Home addressSingle ___ ___________________________________________________________

Married ___ ___________________________________________________________

Academic historyInstitution Dates Subject(s)__________________________ _____________ __________________________________________

__________________________ _____________ __________________________________________

8 Work with a partner. Ask and answer questions about each other’s CV for Yassir. Make notes of the answers.

9 Compare your notes with your partner’s information.

Farra Yassir

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1 Forestville is introducing a small fleet of community buses to reduce traffic and pollution in town. Read the planners’ reports on two possible vehicles and complete the table. Use these abbreviations.km – kilometre(s) ” – minute(s)

Model Seating Engine Price Running Number How Cost ofname capacity type costs of buses often ticket

_________ _________ _________ _________ _________ _________ _________ _________

_________ _________ _________ _________ _________ _________ _________ _________

The Sprint is a reliable diesel-engine vehicle which carries 36 passengers. It offers good fuel economy,and maintenance costs are average. This produces a total running cost of $1.5 per kilometre. At a priceof $60,000.00 per bus, the City can afford to buy three. A bus can travel round Forestville once per hour,so passengers will never wait for more than twenty minutes. We expect tickets to cost $1.20.

The Hy-fly has a capacity of 22 passengers and costs $45,000.00. Its new hybrid engine gives excellentfuel economy, and maintenance costs are low. Total running costs are therefore just $0.8 per kilometre.Because of this, we believe Forestville can afford to buy a fleet of four vehicles. This means a gap of justfifteen minutes between buses. We also believe that we can hold the cost of tickets to $1.00.

Integrated skills Lesson 6

Sprint

2 Decide which sort of bus Forestville should buy.Give reasons.

3 Look at the map and listen to the planners.Tick places in town which need bus stops.

4 Work with a partner. Agree and draw an efficient route for the buses to take. Remember:

• there must be two stops on each estate. (Mark these with an X.)

• there can only be six stops in the centre of town. (Number these 1–6.)

5 Copy and complete the leaflet for the people of Forestville. You can use these verbs.go (along/past), leave, stop (at/in front of/near/opposite/outside), travel (along/past), turn (left into/right into)

The New Forestville Community Bus ServiceForestville welcomes you to our new fleet of ______ community mini-buses. These allow you toleave your car at home, and they allow all of us to keep heavy traffic and air pollution out of town.Tickets cost just ________ , and there is a bus every ________ .

Here is the route around town. Starting in Valley Estate, buses first travel …

Valley Road

North Street

Middle Way

South Street

college

busstation

shoppingmall

postoffice

townhall

nursinghome

schoolhospital

bank

Hill Road

Hills Estate

Valley Estate

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Using oil betterNot long ago, a litre of water at an Americansupermarket was often more expensive thana litre of petrol at the gas station next door.But not any more. Americans – along witheveryone else – will never again pay just $20per barrel, as they used to.

The reason for this is supply and demand:supply can hardly keep up with demand.Global consumption is 85M barrels a day –and rising.

America is leading the world in this. Withonly 4% of the Earth’s population, its 280Mpeople now consume 25% of the world’s oil.However, Americans are not alone. Demandis rising everywhere, and it is increasingparticularly fast in the countries that are nowindustrialising – especially China. (Recently,the number of cars on Chinese roads grewfrom 2M to 3.5M in one year!)

In the old days, nearly all the oil thatAmericans used was American, but thatstarted to change in 1970. In that year,production began decreasing, and importsstarted increasing rapidly. New oilfields inAlaska and the Gulf of Mexico have stoppedthe decline, but only temporarily.

Scientists are still finding new oil aroundthe world, but the search is getting harder.

Figure 1: World oil consumption past to present

Figure 2: US oil production, consumption and imports

One day, global oil production will start falling,just as it did in America in 1970. At thatpoint, however, the world will not be able toturn to other new sources of supply, asAmericans did. There will be no other sources.

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Before you read1 Look at the charts and answer these questions.

1 What does Figure 1 tell you about world oilconsumption?

2 What does Figure 2 say about US oil productionand consumption?

While you read2 There are 12 paragraphs in the text. Which does

Figure 1 relate to? Which does Figure 2 relate to?Which do the pictures at the end relate to?

After you read3 Say what these numbers refer to.

$20, 85M, 25%, 1970, 2016, thousands

4 Study the paragraphs noted to answer thesequestions.

1 paragraph 2: Why has the price of oil risen inrecent years?

2 paragraph 3: In what way is the world followingAmerica?

3 paragraphs 5–7: How will an energy gap developunless we make big changes?

4 paragraph 8: What are scientists doing that mayprevent the energy gap?

Allothers

27%

Saudi Arabia17%

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1989

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1997

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Mexico16%

Canada16%

Venezuela13%

Nigeria6%Iraq

5%

Oilconsumption

World oil consumption

Crude oilproduction

Proj

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US oil consumption

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Reading continued

Some petrochemical products

When will that point come? The expertsdisagree. Some say that global productionwill peak in around 2040 and then startdecreasing. Others are much less optimistic.They expect the peak as early as 2016.

The exact year does not really matter. Thefact is that demand will soon get steadilygreater than supply if we continue as we are.And if that happens, oil prices will explode.

Scientists everywhere are developing energysources to replace oil though. They are doingthis first to reduce oil’s polluting emissionsand the related global warming. They are alsoworking to avoid that disastrous energy gap.

The oil alternatives include hydrogen (H)fuel cells to power our vehicles and‘renewable’ energy sources such as windpower.However, these energy sources cannot yetprovide the cheap, reliable energy in hugequantities that oil does. The new technologies

need more development time.The potential energy gap therefore remains

– and to fill it we must make the oil last longer.This means reducing the amount we use invarious ways. Take transport. People need tostop buying big thirsty vehicles and start usingsmaller, more fuel-efficient cars instead.Better still, we should instead use publictransport where possible. Best of all, shortertrips can be made by bicycle or on foot.

From oil, we also get the petrochemicalsthat give us thousands of products –everything from paint to plastic toys tocleaning products to medicines like aspirin.We will have to limit our use of these, too.

Clearly, all this means difficult changes.The alternative could be much worse though.If a real energy gap opened up, the worldcould collapse into economic and socialchaos. This is surely a route to avoid.

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70

5 paragraph 8: How else will that benefit theworld?

6 paragraph 12: Why do ordinary people have tomake difficult changes in the coming years?

5 Say who or what these words and phrases refer to.

1 line 4: But not any more.2 line 11: leading the world in this.3 line 32: sources of supply4 line 34: that point5 line 37: Others6 line 53: … that oil does.7 line 61: … limit our use of these, too.

6 Say what you think

We can finally afford a car – and now peoplesay we shouldn’t buy one? They must be joking!

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14

Summary ✩ p138

1 Read the text’s key points 1–7 below. Matchnotes for connected ideas a–g to 1–7.

1 Oil has become much more expensive because … ___

2 Americans are the world’s biggest oil users, but … ___

3 When American oil production started falling in 1970, the country began importing much more. However, … ___

4 Although experts disagree on when exactly worldwide production will start declining, … ___

5 Many scientists are working on new energy technologies in order to … ___

6 These new sources of energy are not yet ready though, so … ___

7 This will require difficult changes, but … ___

a it is very important / us / stop wasting oilunnecessarily.

b demand / rising rapidly everywhere else,especially / industrialising economies.

c this and / explosion in / price / oil will probablycome soon.

d / global supply / oil can hardly keep up / demand.

e without them, / world might face / economic /social disaster.

f provide energy sources / are clean and can alsofill / energy gap.

g when global oil production starts falling / thefuture, the world will not / able to / other new oil sources.

2 Expand notes a–g and write them out with 1–7as a summary paragraph.

Example: Oil has become much more expensivebecause the global supply of oil can hardly ...

Writing and vocabularyLessons 9 and 10

Vocabulary 3 Find words in the text on pages 12–13 that

mean the opposite of the following.

1 supply (paragraph 2) ________________

2 production (paragraph 2) ________________

3 decreasing (paragraph 3) ________________

4 permanently (paragraph 4) ________________

5 agree (paragraph 6) ________________

6 pessimistic (paragraph 6) ________________

7 exclude (paragraph 9) ________________

4 Complete the following with pairs of oppositesfrom Exercise 3. (You may have to change theirform.)

1 It may take months from the __________ of abarrel of oil to its __________ , which couldhappen half-way round the world.

2 Some experts say that new energy sources willsolve our problems, but not all are so__________ . Many are __________ .

3 So far, our figures have only __________ MiddleEast oil reserves. They __________ reserves inother parts of the world.

4 Oil is only a __________ answer to our energyneeds. In future, we must find a __________source of cheap, safe, clean energy.

5 If __________ remains at 85M barrels per day, and__________ rises to 90M, then there will be amajor energy gap.

6 Most people __________ that there is a realenergy problem, but they __________ about howto deal with the problem.

7 Oil production is __________ in many places withold oilfields, but it is __________ in other placeswith new oilfields.

Writing ✩ pp138, 139

5 You work at Forestville Town Hall. Complete theTO: line of the memo with your name and theDATE: line with today’s date.

6 Read the memo and the table of vehicleinformation. Highlight or circle headings in the table that match vehicle requirements in the memo.

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15

Writing and vocabulary continued

TO: ________________________

FROM: Director, Support Services DATE: _____________

The Education Department has to replace its delivery van in the near future, and we have toadvise them on what vehicle to buy.

Please check the most suitable vehicles on the market, and then produce a short report on thebest two. Please add the choice you recommend, stating particular advantages of the vehicleyou recommend and disadvantages of the other one.

Please consider the following points. The new vehicle must:1 be able to carry up to 2,500kg in full security;2 have a low, flat floor for large, heavy pieces of equipment;3 provide good fuel economy and reliability;4 cost no more than $24,000.00 – and less, if possible.

Please have your report on my desk by the start of next week. Thanks!

Harry J Silverton

Vehicle informationModel Speed Fuel Load People Reliability Price

economy capacity capacity ($)Trekker 165 **** 2,500kg 2 ***** 21,400Load-All 130 ** 3,200kg 6 *** 23,900Pacer 1 145 *** 2,900kg 3 **** 22,600

* = very bad ***** = very good

7 Choose the best two of the vehicles and writethe first part of your report – a paragraph abouteach. (You can look back at the texts in Readingand making notes on page 11 for ideas.) Startlike this.

In my view, the two most suitable vehicles arethe following.1 The __________: This ...

8 Write the final paragraph with yourrecommendation. Start like this.

I recommend the __________ because itseems to meet the Department of Education’srequirements better than the _________. Firstof all, ... Secondly, ... On the other hand, the_________ has some disadvantages. First, ...

1

Trekker

2

Load-All

3

Pacer 1

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16

People, people everywhereUnit 2

Focus1 Try to answer these questions.

1 What and where is the tallest building (‘skyscraper’)in the world?

2 Why do you think people build high? (There couldbe several reasons.)

2 Look carefully at the photo and answer thesequestions.

1 When and where do you think it was taken?2 Would you have been able to sit down so high up

and happily eat lunch with these men?


Before you read3 Try to identify as many of the structures in the

pictures as you can – and the cities and/orcountries where they are.

While you read4 Do these tasks.

1 Confirm, correct and/or complete your answers toquestion 3.

2 Underline the information that helped you toidentify them.

3 Underline the height of each structure.

After you read5 Say whether these statements are true (T) or

false (F). Correct the false statements.

1 The Great Pyramid is about thirty-five hundred years old. ___

2 The Eiffel Tower was built before the New York skyscraper age began. ___

3 The Empire State Building was completed the year after the Chrysler Building was finished. ___

4 If the Shanghai tower is built, it will be more than twice as tall as Taipei 101. ___

5 Three of the structures that are mentioned are in Asia. ___

6 The text gives four main reasons for building tall. ___

6 Do these tasks.

1 Make brief statements about each of thestructures in the pictures. Use the informationyou have underlined.

2 Complete this table with information about the‘city in the sky’. Use abbreviations.

The Shanghai Tower

City: ___________________

Country: ___________________

Height: ___________________

Depth of foundations: ________________

Width at base: ________________

Length of time to build: ________________

Accommodation for: ________________

Also to contain: _______________________

_____________________________________

_____________________________________

3 Use your notes to describe the building in yourown words.


I’d love to live in that BionicTower. Think of the views!

I’d hate to live there. It mightfall down in an earthquake!

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17

Reading continued

People first built tall for religious reasons. Egypt’s Great Pyramid of Cheops at al-Jeeza has aheight of 146m, and for about 3,500 years it remained the highest structure in the world.Then, around 1,000 years ago, European cathedrals started reaching similar heights – still forreligious reasons.

A century ago, people had a new reason for building higher: business. By the 1920s,Manhattan Island, New York, had become the world’s business capital. Companies weregetting bigger, but space was limited and very expensive. The only way to grow was higher.The 312-metre, A-shaped Eiffel Tower, with its steel frame, had pointed to the future at theParis Exhibition of 1889. Taller and taller new buildings, with strong steel frames, started toappear in New York. Skyscrapers had come to stay.

Our competitive nature soon became another reason to build high. The beautiful top of theChrysler Building (319m) appeared above Manhattan in 1930, but then in 1931 the square-sided Empire State Building raced past to 449m. Later, the competition to be the tallest spreadworldwide. In 1996, the Petronas Twin Towers (452m) opened in Malaysia. Then in 2004came Taipei 101 (508m) in Taiwan. Now, Burj Dubai (over 705m), brings the record back tothe Arab World. This thin, silver-blue building is definitely about prestige as much as business.Its developers believe it represents the new Middle East: dynamic, rich and successful.

Today, there is another reason to build tall: living space. The world’s population will reacheight billion by 2020, and over half now live in cities. Some city populations will soonapproach 30 million, and these huge communities take a lot of space – space that we need forother things, including food production for all these people.

Shanghai, one of the world’s biggest cities, has brought in a Spanish team of architects todiscuss a possible answer to the problem – a truly amazing tower. If the project is agreed, itwill take 15 years to build and will be 1.14km tall. To help protect it from earthquakes, itsfoundations will travel 215 metres into the ground like enormous tree roots.

Its kilometre-wide, wheel-shaped base will contain huge car parksand shopping centres. Higher up, the building will have hotels,offices, cinemas, schools and hospitals – and apartments for100,000 people. Lifts – 368 altogether – will carry them homefrom a shopping trip to the top of the tower in two minutes.It will be a complete city in the sky.

If this social and architectural revolution succeeds,there may one day be thousands of similar towersaround the world.

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18

Adjectives1 Copy and extend Tables 1–6 below. Add two words from the text to Tables 1–4. Add one word from the

text to Tables 5 and 6.

Vocabulary development Lesson 3

Table 1 Table 2 Table 3Adjectives ending in -ous Adjectives ending in -ful Adjectives ending in -ive

dangerous careful activeserious powerful destructive

_______________ _______________ _______________

_______________ _______________ _______________

Table 4 Table 5 Table 6Adjectives ending in -al Adjectives ending in -ic Adjectives ending in -ed

personal economic industrialisedvocational energetic polluted

_______________ _______________ _______________

_______________

2 Add further words that you know to the tables.

3 Use adjectives from Exercise 1 to write truesentences describing you and your world.Examples:

1 I’m always more energetic in the morning than in the evening.

2 Our part of town is quite industrialised.

Phrasal verbs: bring4 Match examples 1–5 and definitions a–e. Write

the phrasal verbs in a–e.

1 Burj Dubai brings the record back to the ArabWorld.

2 Shanghai has brought in a Spanish team ofarchitects.

3 We decided to bring up our two young boys inthe country.

4 Please come to the party, and bring your cousinalong, too.

5 The storm brought down thousands of treesacross the region.

a _______________: make sth fall to the groundb _______________: cause sb, often with special

skills, to join a groupc _______________: return sth to its original placed _______________: take sb or sth with you when

you go somewhere e _______________: look after children until they

are adults

5 Now use phrasal verbs from Exercise 4 to completethe following. Change their forms as necessary.

1 As a child, I was _______________ in New York.2 I’ve ________________ my new CD, so we can

listen to it together.3 The old building was dangerous, so we ______ it

_________ with several explosions that wecarefully planned.

4 Could you _______________ my book when youcome again tomorrow?

5 We needed somebody who could show us howto do the job, so we _______________ Andrewlast month.

You can also remember somephrasal verbs in pairs for

opposite actions – for example: go up – come down, pushdown – pull up, put in –

take out, put on – take off,speed up – slow down,stand up – sit down.

religious

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19

Listening: gist and detail1 Listen to the recording and answer these questions.

1 This is a: a travel and holiday programme. b news discussion programme. c history programme.2 What does Professor Hobbs know a lot about?3 What two trends do the speakers both mention?

2 Listen to the recording and do these tasks.

1 Label the two maps with the correct dates.2 Explain what the maps show.3 Identify as many of the cities as you can.

(The map at the front of the book will help you a little.)


3 A There’s a very large shift between north and south.

B There’s a very big change between north and south.

6 Compare this map with the ones above. Decidewhich of these dates this map represents: 1875,1925, 1975, 2025. Write the date on the map.

7 Explain the date you have chosen. Then describechanges between the previous map and this one.

Pronunciation: teens and tens3 Listen to the sentences. Tick (✔) the

numbers that you hear.

13 16 19 50 80

14 17 30 60 90

15 18 40 70

4 Listen and repeat the numbers.

Speaking: presenting informationfrom graphics5 Listen to the conversation in activities 1 and 2

again. Tick (✔) the expressions you hear.

1 A Here, as you’ll notice, there are just two …

B Here, as you can see, there are just two …

2 A … previous trends had developed rapidly.

B … earlier trends had continued steadily.

_________

_________

A

B

_________

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20

be and have (1) u Grammar reference p126

1 Study the map and the bar charts, and thencomplete the statements with be or have.Change the verb forms as necessary.

Language Lesson 51 London: ___________________________________

__________________________________________

2 New York: In 1900, New York ______ a population

of 3.6M, but in 2000, the population ___________ .

3 Paris: _____________________________________

__________________________________________

4 Bombay: In 2000, Bombay’s population ______

12.6M, but in 2020, it will ______ a population of

______ .

5 Tokyo-Yokohama: In 2000, Tokyo-Yokohama

______ a population of ______ , but in 2020, the

__________________________________________

6 Lagos: ____________________________________

__________________________________________

Mixed tenses u Grammar reference pp126–127

2 Look at the map and bar charts in Exercise 1 again.Put the verbs in brackets into appropriate forms.

By the year 1900, the populations of eleven citiesworldwide (1) ____________ (climb) above amillion. All of the largest five of these (2) ____________ (be) in Europe and the USA.At that time, London (3) ____________ (remain)the largest of them, as it (4) ____________ (be) all through the 19th century, but New York (5) ____________ (grow) fast and (6) ____________(increase) rapidly in importance.

The five largest cities (7) ____________(continue) to grow during the following century.However, in recent decades, their growth rate (8) ____________ (get) slower. At the same time,growth in many other cities (9) ____________ (speed up). A lot of these cities(10) ____________ (be) in developing countriessuch as China. These countries (11) ____________(industrialise) fast at the moment, and this (12) ____________ (bring) millions of people intotheir big population centres such as Shanghai.

When we (13) ____________ (look) into thefuture, it (14) ___________ (seem) clear that citiesin southern regions of the world and in developingregions of the north (15) ____________ (go on)expanding at an amazing speed during thecoming decades. According to recent estimates,Bombay’s population (16) ____________ (reach)30 million in about 2018 – almost a 250%increase since 2000.

The world’s biggest cities in 1900:

The world’s biggest cities in 2020 (estimated):

In 1900, London’s population was 4.5M,

but in 2000 it had a population of 8.0M.

had climbed

Chicago

New York

Sao Paulo

London

Paris

Lagos

Bombay

ShanghaiTokyo-Yokohama

Berlin

Mill

ion

s

40

35

30

25

20

15

10

5

0

Mill

ion

s

40

35

30

25

20

15

10

5

0

1900New York

20001900

4.5

London2000

8.0

3.6

16.3

2.5

9.3

1.83.5

1.8

7.7

26.8

37.0

12.6

32.3

10.3

28.7

15.1

25.9

12.8

20.4

1900Paris

2000 1900Berlin

2000 1900Chicago

2000

2000Bombay

20202000Tokyo-

Yokohama

2020 2000Lagos

2020 2000Shanghai

2020 2000Sao Paulo

2020

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21

1 Do these tasks.

1 Find the United Arab Emirates (UAE) on the mapat the front of the book.

2 Say what you already know about them ingeneral and about one of them in particular –Dubai.

2 Listen and complete the table.


3 Read the notes on Dubai. Use them to write ashort report. Use appropriate tenses and addwords as necessary, e.g. a, the, and.

Start like this.Dubai is located in the Arabian Gulf and is a member of the ... It has an ... and anestimated ... .

In 1966, the ... , and Dubai ... Then in1971, ...

4 Answer these questions.

1 Say what you now know about Dubai that youdid not know before.

2 Say what you might like or dislike about Dubai ifyou went to live and work there like thePalestinian teacher who spoke in Listening andnote making above.

Speaker Nationality Job or other Main comment on Dubaipurpose in Dubai

___ ________________ _________________ ____________________________________

___ ________________ _________________ ____________________________________

___ ________________ _________________ ____________________________________

___ ________________ _________________ ____________________________________

___ ________________ _________________ ____________________________________

1 Emirati engineer Now independent of oil.

DUBAILocation: Arabian Gulf; member of the

United Arab Emirates (UAE)Area: 3,900 km2

Population: 1.1M (est)

RECENT HISTORY1966 Fateh Oilfield opens; Dubai becomes

oil producer.1971 Dubai helps form UAE with Abu

Dhabi & 5 other Gulf states.1972 Completes new port.1970s– •Dubai becomes main trade centre today for the region.

•Develops many new industries, including manufacturing & tourism.

•Population grows by 600%; becomes80% foreign.

Today •Oil is just 10% of Dubai economy.•Huge construction programme is

continuing, with many big projects, including Burj Dubai.

2020s •Oil industry declines as oil runs out.•Dubai is able to rely totally on its

non-oil economy.

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22


Before you read1 Answer these questions.

1 How do you think Figure 1 relates to the texttitle? (The word ‘peak’ means the highest point ofa mountain.)

2 What sort of information does Figure 2 add to theinformation in Figure 1?

While you read2 Find the paragraph that:

1 … explains more about the text title.2 … relates to Figure 2.3 … talks about a typical working life in the past.4 … outlines a typical working life for women today.

The world is experiencing a uniquepopulation explosion. For thousands of years,numbers rose slowly – and even sometimesdeclined – due to disease. Then, with betterhealth care and rising life expectancy, therate of population increase started to climbsteadily, as the first chart shows. Since themiddle of the last century, numbers have beengrowing extremely rapidly, and they still aretoday. By 2020, the population of this smallplanet is expected to reach eight billion, overfour times the number a century earlier.

However, it is also predicted that growthwill start to slow soon after 2020. We cannotbe sure, but numbers will probably peak atapproximately 9 billion in about 2070.Following that, recent predictions show apopulation decline.

This is already happening. Europe’spopulation has nearly stopped growing.Similarly, growth has slowed across NorthAmerica, Russia and Eastern Europe, and itis also slowing in South America. Only Africaand Asia are still showing rapid rises. And, asthe second chart shows, the rate of growth isfalling even in these continents. In Africa, forexample, there was annual growth of 2.97%between 1990 and 2000, whereas estimatedgrowth from 2000 to 2025 is 2.50% annually.

Figure 1: Population growth from 1750 to 2100 (est.)

Figure 2: Annual population growth by continent1990–2000 and 2000–2025

Continent Millions % growth

1990 2000 2025 1990–2000 2000–2025

Africa 641 860 1,589 2.97 2.50Asia 3,080 3,650 4,923 1.71 1.20Australasia 24 28 34 1.44 0.64Europe 787 825 882 0.47 0.27N America 277 300 339 0.81 0.50S America 437 523 709 1.82 1.23World 5,246 6,185 8,476 1.66 1.27

5 … describes future demands and pressures onour world.

6 … puts forward two possible routes into thefuture for humans.

After you read3 Study the paragraphs and Figures 1 and 2 to

answer these questions.

1 paragraph 4: Why did most families traditionallyneed a lot of children?

2 paragraph 5: What difference to working life caneducation make today?

3 paragraph 6: Why do many modern motherswant to have their children later? Why do theyonly want to have one or two?

Getting past the population peak

5

10

15

20

25

1

9,000

8,000

7,000

6,000

5,000

4,000

3,000

2,000

1,000

1750 1800 1850 1900 1950 2000 2050 2100

popu

latio

n in

mill

ions

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Reading continued

The main reasons for this slow-down areeconomic and educational. Traditionally,some children were expected to die young,and the rest were needed for the family’seconomic survival, especially if their parentsbecame unable to work. Uneducated andbadly paid, they all had to work to help keepthe family alive.

Now, though, education and skills trainingoffer a rapid route to good pay and a goodlifestyle. It has therefore become sensible fortoday’s parents in many parts of the world tohave fewer children and give them the bestpossible start in life.

And it is not just their children’s futurethat many modern mothers consider. Withequal education for girls, they now have skillsthat their mothers and grandmothers didnot. They can build their own careers, andthis means that they marry and have childrenlater. It also means that they often choose to

have smaller families so that they cancontinue or return to their careers.

The word ‘choose’ is very important here.Modern methods of birth control allowparents in many countries to decide the sizeof their families. And their choice is nearlyalways to limit family size.

The slow-down in world population growthis good news. However, we must prepare forthe shock of a much larger population thanwe already have.

Soon, there will be major new demands onour natural resources, including water, landand energy. There will also be majorpressures on our environment from pollutionand waste, global warming and, probably,climate change.

During this difficult period, there will alsobe major tests for our human intelligence andabilities. On the one hand, we may just go onin the old way. We can continue competingwith each other for resources and doing greatdamage to the environment while our worldslides towards disaster. On the other hand,we can see our new global situation as anopportunity finally to work together for abetter future for all. We have the possibilityof choosing cooperation over conflict.

The twentieth century saw the worst warsin history. Could the twenty-first become oneof peace instead? The choice is ours.

4 Figure 2: In which continents have people moved(a) most, and (b) least from large to small families?

5 Figure 1: Approximately how much bigger thantoday will the world population be at its peak?

6 paragraph 9: How will this further populationgrowth affect our world?

7 paragraph 10: How does the writer think weshould deal with this?

8 paragraph 11: In what way could the present andlast centuries be very different from each other?

4 Say what these words and phrases refer to.

1 line 9: … and they still are today.2 line 33: … the rest were needed …

3 line 47: … skills that their mothers and grandmothers did not.

4 line 68: During this difficult period, …5 line 77: … a better future for all.

5 Say what these words and phrases mean.

1 line 6: the rate of population increase2 line 42: the best possible start in life3 line 48: build … careers


30

35

40

45

50

60

65

70

75

80

55

What’s all this going tomean for us and ourlives here in Palestine?

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24

Summary ✩ p138

1 Read the text’s key points 1–7 below. Matchnotes for supporting statements a–g to 1–7.

1 ___ We are going through the biggest population boom the world has ever known.

2 ___ Meanwhile, population growth is likely to slow down in the 2020s.

3 ___ Economic and educational factors are the main reasons for the slow-down.

4 ___ Many modern mothers are also considering themselves when they have smaller families.

5 ___ Modern birth control gives today’s parents choices.

6 ___ Although population growth will slow and then stop, we still have to prepare for the problems of a much larger population.

7 ___ We will have to decide between two very different courses of action.

a If parents (have) fewer children, / can give / better education / quick route to / better life.

b Generally, / (choose) / have smaller families.c In fact, / rate of growth / already (start) falling /

many parts / world.d We can either (continue) / compete for resources

/ old way, or else we can learn / work together /better future.

e It / probably (peak) at / 9–10 billion in / 2070.f This (put) great demands / natural resources /

pressures / environment.g They often (want) / spend more time / careers /

less time / children.

2 Expand notes a–g and write them out with 1–7 as a summary paragraph.

Example:

We are going through the biggest populationboom the world has ever known. It willprobably peak at around 9–10 billion in about2070. Meanwhile, ...


Vocabulary: connectors3 Complete the text with connectors from the boxes.

although despite due to in fact

(1) __________ the rate of US population growthhas fallen, the population is still rising.(2) __________ , it will probably climb from 280million today to 400 million by 2100. This increaseis partly (3) __________ the arrival of around onemillion people every year to live in America.(4) __________ all the difficulties of a new life,these immigrants continue to arrive – often in thehope of a better life.

because but for example

They come from all over the world, (5) _______most come from Spanish-speaking Latin America.Nobody knows their exact numbers (6)__________many enter the country secretly. Every night,(7) __________ , some cross a river, the Rio Grande,that runs between Mexico and the southernUnited States.

because of however moreover

Most Latin American immigrants stay in thesouth and, (8) __________ this, you often hearSpanish there. (9) __________ , there are manySpanish-language newspapers and radio and TV channels. Some people say that Spanishshould become an official language – like English.(10) __________ , others disagree. They feel thatAmerica is a nation of immigrants, and thatAmericans need just one language to help holdthem together.


4 Study Figure 1 – the graphs of populationchange in China, India and Japan. Then answerquestions 1–10 to write a paragraph.

Start like this.

Population change in three Asian countries

In 1950, the populations of China, India andJapan were approximately 560M, 370M and... At that time, Japan’s population wasgrowing quite fast, and those of China and ...

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25

Figure 1: Population change in China, India andJapan

Writing and vocabularycontinued

1 In 1950, what were the populations of China,India and Japan?

2 How fast were the populations of these countriesgrowing at that time?

3 What numbers had they reached by the year2000?

4 Since then, what has been continuing to happento numbers in both China and India?

5 Which, however, have been growing less rapidlyin recent years?

6 Meanwhile, what has happened to Japan’spopulation and, between 2015 and 2050, whatwill it be doing?

7 What is going to happen to population growth inChina in about 2030, and what will then starthappening?

8 At around the same time, what else is going tohappen? (Look at the graph lines for both Chinaand India.)

9 What figure will India’s population almost reachin 2050?

0 By that time, what will have started happening toChina’s population?

5 Study Figure 2 – the bar chart of age structure inChina, India and Japan. Analyse the figures foreach country in turn. Start paragraph 2 like this.

The bar chart for China shows thatapproximately 25% of its population are aged 0–14, and roughly 66% of the peopleare aged between ... and ... . Only about 8%are aged ... and over. Turning to India, ... As for Japan, ...

Figure 2: Age structure in China, India and Japan

6 Continue paragraph 2 by stating which countrieshave by far the oldest and by far the youngestpopulations.

7 Now relate the information in paragraph 2 to theinformation in paragraph 1.

Conclude paragraph 2 like this.

These facts about age structure explain whyJapan’s population will soon ... and China’swill ... in around 2030, while India’s ...

1

1600

1400

1200

1000

800

600

200

400

1950 1975 2000 2025 2050

popu

latio

n in

mill

ions

China

India

Japan

900

800

700

500

600

400

300

200

100

China India Japan

popu

latio

n in

mill

ions

0–14 years

15–64 years

65 and older

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26

Don’t throw it away!Unit 3

Focus1 Fadi and Huda hate waste. Say what they have saved and how they have used these things. You can use

words from the box.

bed cover broken dishes mosaic pieces of cloth plastic pots rainwater seeds water barrel


3 What does one of these people do that Fadi andHuda also do? (See Focus 1.)

After you read5 Do this task.

Work with a partner. Each section of text has asub-heading. In turn, cover up each sectionexcept for its sub-heading. Take turns to say asmuch as you can remember of the information in the section.


1 What in particular does Gaza City Council wantspeople to do?

2 According to Oxford City Council, what twoeconomic benefits come from recycling and notjust throwing all rubbish away?



1 Have you ever found a new use for things thatwould have gone to waste? If so, what, and whatdid you do?

2 Can you think of anything else that you couldreuse or recycle?

Before you read3 Look at the two documents and answer these

questions.

1 Look at the bottom of the first document. Whopublished it?

2 Look at the map and the top of the seconddocument. Who published that?

3 Look at the pictures in each document. What iseach document against? Therefore, what is eachprobably in favour of?

While you read4 Answer these questions.

1 Which activity or activities in the text title doeseach Council leaflet focus on?

2 Which of the activities in the text title does eachof the Oxfordshire people do?

What kinds of recyclinggo on in your area?

They have savedbroken dishes andmade a mosaic

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27

Reduce, reuse, repair, recycle

Reading continued

TO ALL THE PEOPLE OF GAZASaving water

The great Allah says, ‘We made from water every living thing.’ Qur’an – Al-Anbiya (Verse 30)

The City is depending on you to be responsible andpatriotic and is asking you to help us conserve thissource of life and achieve fair water distribution.

Some tips• Check your water supply. Call us if something

is broken.• Turn all taps off properly and check that

connections are not leaking.• Cleaning your car can consume up to 400 litres,

while just ten litres are enough to do the job.

GAZA CITY COUNCIL

NEWS FROM OXFORD CITY COUNCIL

How much do we recycle?Last year, we produced 295,000tons of rubbish [AE: garbage]. Of that, 24% was recycled. That’sbetter than the average recyclingrate of 17% in Britain, but expertssay we could recycle 60%!So let’s try to do better! Here’s what others are

already doing. Why not us too?

Country Type of waste Amount recycled

New Zealand waste from homes 60%USA aluminium (Al) cans 67%Germany materials from old cars 70%Canada paper 71%Japan electronic waste 80%Denmark construction waste 90%

And did you know?• It’s possible to recycle paper up to four times.•Recycling aluminium cans requires just 5% of

the energy necessary to make new ones. •Palestinians recycle old bottles into beautiful

blue water glasses that are internationally known.

Why worry about waste?Waste is expensive – expensive to the

environment, and expensive to you. Instead ofspending your taxes on waste disposal, we could

use the money to build new schools and hospitals.

So how can we get started?First, reduce and conserve. Use only resources

you have to use. Then think about further uses. If you can simply reuse them, great! If you canrepair things, good. And if that’s impossible, try

to turn them into something else.

Here’s what some people are already doing.Why not you too?

Sally Carter, office worker Every Mondaymorning, she puts out the green recycling box theCouncil has provided. In it, there are newspapers,cans and bottles, which the Council will collectand sell for recycling.

Peter Hill, ICT student When his universitydepartment throws out old or faulty computers,he can sometimes repair them. Then he sellsthem cheaply to students who cannot afford newequipment.

Jean Baker, wife and mother She avoids buyingvegetables in packets or plastic. She prefers tochoose each one herself: they’re cheaper that wayand she can choose the best. When she buys foodin plastic containers, she uses these to plantgarden seeds.

Mark Brown, builder He often takes constructionwaste to the local dump. Today, he has somepieces of concrete. These will be recycled for roadbuilding.

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Synonyms1 Find words in the texts on page 27 that mean

the same as the following.

1 line 9: phone (v) ________________

2 line 10: faulty ________________

3 line 14: only ________________

4 line 19: rubbish ________________

5 line 24: improve ________________

6 line 26: sort ________________

7 line 26: quantity ________________

8 line 34: as many as ________________

9 line 35: needs ________________

0 line 48: mend ________________

2 Replace ten words with synonyms from Exercise 1.

CITY TO IMPROVEENVIRONMENTAL SERVICES

The City Council believes thatenvironmental services have done well inrecent years, but it also believes that it ispossible to improve. It therefore wishes toset up a new Environmental ServicesDepartment with a team of as many as 30 people.

The new Department’s first job will beto organise a better system of rubbishcollection. This is very important as theamount that the City produces hasincreased greatly in the last ten years.

But that is only one of the many types ofwork the new Department will do. Amongits other responsibilities, the team will berequired to deal with broken water pipes.It is vital to mend these quickly in orderto reduce wasteful water leaks.

The City’s Chief Engineer has this tosay: ‘If you think you have some of themany skills the new jobs will need, pleasephone the Council on 01864 351462 andask for an application form.’


Word families3 Complete these pieces from a Council leaflet.

Use pairs of words from the box. You will needto change the forms of some verbs.

choice/choose collect/collectionconstruct/construction

consume/consumption disposal/disposenecessary/necessity recycle/recycling

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In your area, household rubbish__________ day is Tuesday. We will__________ materials for recyclingseparately.

Please __________ as much as youcan. Put newspapers, etc, in thegreen __________ box that we haveprovided.

It is expensive to __________ of waste.Last year, waste __________ cost theCouncil £2.7M.

The Council has __________ a newdump for public use. It deals witheverything from old fridges to usedoil to __________ waste.

At the supermarket you often have a__________. You can buy vegetables inpackets, or you can pick the ones youwant. This way you can __________the best!

Today, we are all __________ toomuch energy. Try to reduce energy__________ in the home – and saveyourself money!

For example, there’s no __________ toheat every room all the time in winter,and it isn’t __________ to cool everyroom in summer either.

collection

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5 A So why not put them in the green box?

B So what about putting them in the green box?

6 A Or we might want to do something else instead.

B Or you could try something else instead.

7 A Well, in that case, perhaps I should try that.

B Well, in that case, I ought to try them.

7 Work with a partner and role play thesesituations.

1 A Your little brother recently crashed and badly damaged his bike. You want to throw it away.

B You don’t agree with your sister/brother. You want to find out how much it would cost to mend it. If it is not too expensive, you want the bike shop to repair it. (Problem: it may be as expensive to repair as to buy a new bike.)

2 A Your family have an old pickup truck which has broken down again – and this time it will be too expensive to repair. You and the rest of the family want to pay the local garage to get rid of it.

B You don’t agree. Instead, you want to put an advert in the local newspaper and sell it for spare parts. (Problem: adverts cost money, and then there may be no reply.)

Pronunciation: phonetics4 Listen to conversation A again, and write the

phonetic symbols for the sounds that you hear –/θ/ or /ð/.

1 It’s this / / old thing / /.2 But then / / I thought / / …3 … do something / / with / / it.4 So do you think / / there’s / / any hope …

5 Listen again and repeat.

Speaking: considering alternativeactions6 Listen to conversations A–D again. Tick (✔)

and repeat the expressions you hear.

1 A … you might be able to do something with it.

B … maybe you’d be able to do something with it.

2 A I think we ought to try to repair it

B I think we should try to mend it.

3 A I can’t just throw them out.

B You mustn’t just throw them away.

4 A We may not be able to do much, but other people can.

B We can’t do anything, but other people can.

Listening: gist and writing captions1 Listen and match conversations A–D with the pictures. Label these a–d. Say which words help you decide.


2 Read items 1–4 in column A below. Listen again and label them A–D.

A B

1 ___ Conversation about recycling things that have already been used

2 ___ Conversation about reducing something that is not working

3 ___ Conversation about repairing energy requirements

4 ___ Conversation about reusing old things into something new

3 Draw lines to match items in columns A and B.

BABY CLOTHESBox of mixed baby clothes,including six summer tops, twowinter suits, two pairs of shoes& socks. Almost new. £20.Call 01864 589207, evenings.

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5 Write your own diary page for yesterday – real or imaginary.

6 Work with a partner. Describe your day to eachother. Use be able to/couldn’t, etc.

Talking about (un)necessary and (im)possible events u Grammar reference p129

1 Look at Salwa’s diary for tomorrow. Take her part and describe the day. Use as many of these words as possible. can/can’t, (not) have to, may/might (not), must(n’t), ought (not) to, should(n’t)Start like this. I must ... because it’s ...

Language Lesson 5

2 Write your own diary page for tomorrow – real or imaginary.

3 Work with a partner. Describe your day to each other. Use can/can’t, etc.

4 Look at Mousa’s diary for yesterday. Take Mousa’s part and describe the day. Use as many of these wordsas possible. be able to/couldn’t, had to/didn’t have toStart like this. I didn’t have to ... because it was ...

Tuesday, 15 November

1 Buy a present for Huda – her birthday (!!!Very important!!!)

DON’T forget, or she’ll be really sad!

2 Write to Grandma if possible – she’s not very well.

3 Go to Nadia’s home – listen to music together. – No time!

4 Write out my maths homework again – not really tidy enough.

5 Cook dinner for everyone.

Mum > meeting that will last till 9.00.

6 do the washing up, too. – (The others have promised to do that – !!!Good!!!)

7 Not watch TV after dinner???

Call Nadia for a chat instead???

Sunday, 13 November

1 Revise for my maths test. – (Put off until next month.– !!!Great !!!)

2 Do lots of homework for chemistry & English.3 Wash the car for Dad.

Car > garage for urgent repairs yesterday morning.4 Go to football match if I finish my homework

quickly. (Finished! I can go!)5 Get there early to get a good seat.

– (bus late – !!!Huh !!!)6 Walk home from the match – (no buses at that time!)7 E-mail Yassir in New York – (too tired to do

anything else)

It’s a great idea to keep adiary in English. But don’tjust write notes like Huda

and Mousa. Write in full formto give yourself as much

English practice as possible.

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6 Choose one of the things you discussed in 4 above,and write your own auction advert. Use positivewords and phrases to interest people in it.

7 Work with several partners. Read each others’online auction adverts and then hold a one-minute ‘pretend’ auction for each item.

8 Compare your final sale prices with other groups’prices to find out who has had the mostsuccessful auction in your class.

1 Listen and tick (✔) the correct answers.

1 Ali and Arwa have recently …(a) bought two TVs and two DVDs.

(b) got married.

2 Arwa and Ali each used to share an apartmentwith …(a) a friend. (b) a family member.

3 The problem now is that Ali and Arwa have got …(a) the wrong things.

(b) too many things.



1 What things are being auctioned? 2 Why is each of them being sold?3 What is special about each?4 Which sale is going to end soonest?5 Which item has had the most offers, or bids?6 How much has each gone up in price?

4 Discuss things that you or members of your familydo not need and that you could sell online.

5 Read the descriptions again. Underline words andphrases that help to interest you in the items.

4 Ali’s friend Ian thinks that they should …(a) sell some things on the internet.

(b) put an advert in the newspaper.

5 Somebody who wants to sell something byauction online …(a) sends e-mails to people who may want it.

(b) puts information on an internet website.

6 The person who offers the most money wins …(a) a prize. (b) the auction.

2 Match items 1–3 and descriptions a–c below. Say what words helped you.

DescriptionLatest bid: £27.00

Time remaining: 4 mins 26 secs7-day auction.Ends 22-May-05 19:09:17

Time begun: 15-May-05 19:09:17

Previous bids: 9 bids (£10.00 first bid)

DescriptionLatest bid: £57.00

Time remaining: 2 hrs 5 mins 11 secs3-day auction.Ends 22-May-05 21:10:22


Previous bids: 7 bids (£20.00 first bid)

HI-SOUND SX-190 MICRO SOUND SYSTEM

Description

UK size 9, International size 40. Did not fit me;were too small. WORN ONLY ONCE. Beautiful.Very light design. A real waste if they aren’tused by someone who loves the game.

Latest bid: £3,450.00

Time remaining: 3 hrs 25 mins 34 secs14-day auction.Ends 22-May-05 22:30:45


Previous bids: 17 bids (£1,500.00 first bid)

1.5-LITRE S FIVE-DOOR HATCHBACK

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Silver-grey CD player, cassette recorder andradio with remote control. Current model thatcosts £70.00+ in the shops. Small machine –big sound! Unwanted present.

Dark red, 3yrs old, 56,000 km. Excellent car.Very reliable and in perfect condition. Mustsell due to a family move to America.

SPEEDY FOOTBALL BOOTS

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In 1968, Glyn Heaps was getting just £9 aweek at a large glass company near Liverpoolin Britain. When he heard that theorganisation had a growing problem withpaper waste, he immediately said, ‘I’ll take it.’

He bought an old truck and took the wasteto his mother’s back garden. There, he andhis wife sorted and packed it and then sold itto local paper manufacturers. Soon they wererecycling and selling a ton a week – andmaking £40.

With Glyn’s daughter Rachel now the headof the company, the original husband-and-wife business has grown into CentrolRecycling Group. Today, Centrol employs 100people and recycles 250,000 tons of paper,metal, glass, plastic and wood every year. Thecompany is continuing to grow rapidly inBritain and is starting new companies abroad.Clearly, recycling has become big business.

How has this happened? Well, to startwith, we all produce a lot more waste than weused to. In most developed economies, theamount is around one ton per person peryear. Moreover, the waste has become harderto deal with. Most plastic, for example, doesnot break down and will last for thousands ofyears. Increasing quantities are also toxic:things like oil and paint are very poisonous.

Traditional methods of waste disposal werecareless and have become environmentallyunacceptable. Most rubbish used to bedumped or burned, either on land or at sea.

Uncontrolled air, ground and water pollutionwere the result. Today, everyone understandsthat waste disposal needs expert skills.

Burying rubbish – ‘landfill’ – remains themost common form of waste disposal, but it isbecoming an expensive choice. This is partlybecause landfill sites now have to be carefullyconstructed to prevent pollution – toxic leaksinto the groundwater, for example. It is alsobecause the world is running out of holes in theground to fill with waste. Both of these changesare making landfill more and more expensive.

Environmental sense makes economic sense

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Before you read1 Explain the processes that the first diagram shows.

While you read2 Find two connections between the text and the

section And did you know? in the text on page 27.


£9 £40 one ton 20 times

4 Study the paragraphs noted to answer thesequestions.

1 paragraphs 1–2: How did Glyn Heaps’ life changein 1968?

2 paragraph 3: What figures today show that Glyn’sdecision in 1968 was a good one?

3 paragraph 3: What general point does the writermake with the Glyn Heaps/Centrol story?

4 paragraph 9: How does the writer make the samepoint again in paragraph 9?

Better ways with waste

Factories andindustries

Shops and offices

Homes

Producing recycledmaterials

Using less packaging

Sortingandrecyclingwaste

Sortingandrecyclingwaste

Repairing andreusing products

Selling and reusingwaste materials

Buyingrecycledmaterials

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Reading continued

Due to disposal costs alone, it thereforenow makes good economic sense to recycle asmuch as possible. Moreover, there are severalother major economic points to consider.

Recycling has positive cost advantages initself. Making a completely new aluminiumcan costs 20 times as much as recycling an oldone. Similarly, the world now makes a quarterof its new steel from recycled metal, and theUSA has recently raised this to a third.Recycling therefore saves the producer moneyand helps to limit consumer price rises.

Recycling also creates a lot of jobs. InAmerica, for example, more people now work

in recycling than in metal mining. There arethousands of different sorts of jobs, too. Onthe one hand, there is the Indian worker whoturns old car tyres [AE: tires] into waterpipes for the farming industry. On the other,there is the IT expert at Centrol who hasdesigned a program to show new customersthe environmental effects of recycling. Hecan do this in many different ways – fromcuts in emissions to the number of trees thatit can save.

In today’s world, then, recycling not onlymakes very good environmental sense, butalso extremely good economic sense.

Diagram of a modern landfill site

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5 paragraphs 6–8: What general pressure is (a) pushing business away from landfill wastedisposal, and (b) pulling it towards recycling?


1 line 23: developed economies2 line 28: toxic3 line 31: environmentally unacceptable

6 Give examples from the text to show the meaningof the text’s title.


If, like Glyn Heaps, you saw a good opportunity tostart your own business, would you leave a badlypaid but safe job – as he did?

Gas powerstation

Cover of earthand plants

Gas collectors

Pipes to tank Tank fortoxic waste

Sand and small stones

Protective walland floor

Ground level

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Note making1 Complete the following with brief notes from the text on pages 32–33.

Old methods of waste disposal:

Methods: 1 _________________________________ 2 _________________________________

Places: 1 _________________________________ 2 _________________________________

Problem: ____________________________________

Reasons landfill has become expensive:

1 _____________________________________________________________________________________

2 _____________________________________________________________________________________

Three economic benefits of recycling:

1 _____________________________________________________________________________________

2 _____________________________________________________________________________________

3 _____________________________________________________________________________________

One further benefit of recycling – to the world:

________________________________________________________________________________________

Summary ✩ p138

2 Do not look at the text now. Use your notes to write two summary paragraphs. As you continue from thetopic sentences (see below), use some of these connectors.

either … or … because … so … in addition, … first of all, … secondly, … thirdly, … finally, …

Paragraph 1: The old methods of waste disposal cannot be used today. Waste was usually ... , The problem was that ... Since then, landfill has become ...

Paragraph 2: Recycling is a much better alternative to the traditional methods of waste disposal. First ...

Vocabulary3 Draw lines to match the words, fractions and percentages.

a tenth q ninety per cent 25%

a quarter 2 thirty-three point three per cent 50%

a third b seventy-five per cent 90%

(a) half w ten per cent 75%

two-thirds b twenty-five per cent 33.3%

three-quarters 3 fifty per cent 66.7%

nine-tenths 4 sixty-six point seven per cent 10%

4 Look around your class or think about the whole school and make true statements. Examples:

Roughly ninety per cent of us do mathematics.About two-thirds of us come to school on foot.

Writing and vocabulary Lessons 9 and 10

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Speaking and writing ✩ p138

5 Near the end of last year, you filled in thequestionnaire about environmental issues inyour area. You decided whether the followinghad got better, worse, or stayed about the sameduring the previous five years. Say what you feelabout these issues now.

1 Water quality2 Water quantity3 Air pollution4 Noise pollution5 Rubbish on the streets6 Graffiti7 The condition of public buildings, e.g. schools8 The condition of public spaces, e.g. parks

6 You also considered what ordinary people cando if there are problems. Say how you now feelabout doing any of these things.

1 Nothing.2 Call a public meeting to discuss the problem(s).3 Contact the Council.4 Contact the local media, e.g. through ‘Letters to

the Editor’.5 Take direct action, e.g. form a weekend voluntary

group to clean up a children’s play area.

7 You are going to try possibility 4 – a letter to theEditor. Choose a bad environmental problem,and prepare to write a letter that(a) describes the problem, (b) persuades people that action is necessary,

and (c) makes a proposal for action.

Follow these steps.1 Note information about and/or examples of

the problem.2 You found positive language to persuade

people to buy from you online. Now note negative language to persuade people that the problem is serious. Examples:dangerous, poisonous, toxic, unacceptable, unhealthy, wasteful.


3 Use the ideas below to write the first draft of your letter. Leave space between lines to make corrections.

4 Read and correct your first draft. Then write the second draft.

Your addressand the date

The Editorand newspapername and address

Formal greeting: Dear ...

Subject line: (environmental problem) in (place)

Paragraph 1 (Purpose): I am writing todescribe/explain the ... and to persuadepeople that ...

Paragraph 2 (Situation – information and/orexamples): I am sorry to have to say that ...

Paragraph 3 (Call for action): In my opinion,the time has come for action. I believe thatwe / the Council / the community / ... should(not) / ought (not) to / must (not) / ... .

Paragraph 5 (Conclusion): I very much hopethis letter has helped to persuade otherreaders that ...

Formal close: Yours ...

(signature)

(full name)

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Engineering a better futureUnit 4

Focus1 Read and answer this questionnaire from your

local council.

PLEASE HELP US TO HELP YOU!

Please show us which three constructionprojects you think our community needsmost. Please label them A–C. (A = mostimportant)

1 New waste recycling facilities ___

2 New and expanded schools ___

3 Better hospital facilities ___

4 New public libraries ___

5 More reliable power supply system ___

6 New or expanded bus station ___

7 Better telecommunications services ___

8 Road construction and repairs ___

9 Modern sports and leisure centre ___

10 Better water supply system ___

2 Work with a partner. Compare notes and explainyour choices.

Before you read3 Look at the map and the pictures. Find a possible

connection between all three.

While you read4 Decide which of the following the first two texts

come from.

a dictionary an encyclopedia a geography school text book a newspaper article

Reading Lessons 1 and 25 Decide which of the following the third text

comes from.

an interview a memoir a novel a report


6,695km 6km 111m 100m 1970

7 Say whether these statements are true (T), false (F). Correct the false statements.

1 The Nile is the longest river in Africa. ___

2 Lake Nasser is to the north of the Aswan Dam. ___

3 There had been a dam at Aswan since ancient times. ___

4 When it was built, the Aswan High Dam was the largest construction project in Egypt in modern times. ___

5 After Aswan was constructed, it supplied all of Egypt’s electricity. ___

6 The Dam allowed farming on more land than before. ___

7 It made Egypt’s food supply more reliable than previously. ___

8 The fertile flood sediments now remain in L Nasser, and so farmers now have to buy expensive fertilisers instead. ___


These days, we’ve got so many Palestinianuniversities and colleges, it would be silly

to study abroad like Mousa Barakat.

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Aswan: an engineer remembers Mousa Barakat

I left Gaza in 1963 to study at Alexandria University and, after Igraduated, I found work at Aswan. I was proud to help finish thebiggest construction project in Egypt since the Pyramids.

It had all started long before, of course. The old dam had neverbeen high enough and so, in 1960, the new project began. We finallyfinished in 1970 and, believe me, the Aswan High Dam really is high!

It made a huge difference. First of all, it produced half the country’selectricity, and it brought power to many areas for the first time.

Then there’s the water. The famous floods had actually been quiteunreliable, and there often used to be both destructive floods anddisastrous droughts. If we had not built the dam, farmers would havefaced dangerous floods and droughts many times since then. What’smore, Aswan provided water for huge areas of new farmland.

People often say that Aswan’s designers should have includedchannels to let the rich river sediments pass through and fertilise theland. And they’re right. The old dam was like that, and we could havedone the same thing. If we had, farmers wouldn’t have needed to startbuying expensive artificial fertilisers.

On balance though, I think Aswan has been very good for Egypt.If the Egyptians hadn’t built it, their country couldn’t have developedin the way that it has.

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The Aswan High Dam

Reading continued

Nile, River, Arabic Nahr en-Nil River in E and NE Africa, longestin the world, 6,695km from Burundi to the Mediterranean; this,the White Nile, is joined by the Blue Nile at Khartoum, Sudan, tobecome the Nile proper, which flows north into Egypt and LakeNasser, created by the Aswan High Dam; north of Cairo it opensinto a wide delta from Alexandria (W) to Port Said (E); Egypt’spopulation and farmland lie almost totally along the Nile and inthe Nile Delta.

Aswan High Dam, Arabic As-Sadd al-‘Ali Very largedam on the R Nile in Egypt, completed in 1970, situated6km S of a smaller, first dam finished in 1902; height111m, length 3,830m, major national electricity supplier;formed Lake Nasser, now 480km long with an averagedepth of 100m and a maximum width of 22km. The Damcontrols the annual floods and provides water for theirrigation of large areas. Aswan has however createdproblems: the old flood waters kept the land fertile withsediments that now remain in L Nasser. Without these,farmers must now spend heavily on artificial fertilisers.

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1 MEDITERRANEAN SEA

EGYPT

SUDAN

BURUNDI

UGANDAKENYA

Lake Victoria

Lake Nasser

Khartoum

Suez canalAlexandriaCairo

Blue Nile

Whi

te N

ileNile

ETHIOPIA

Aswan

RWANDA

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Measurements1 Complete the table with nouns from the

encyclopedia entries on page 37.

Adjective Noun

1 deep ______________

2 high ______________

3 long ______________

4 wide ______________

2 Complete the full statements of measurement.Use these forms.be + measurement + adjectivehave + a + noun + of + measurement

1 The Dam + long:

__________________________________________

It + length: ________________________________

2 It + high: _________________________________

3 The Nile + length:

__________________________________________

4 Lake Nasser + deep:

__________________________________________

5 It + depth: ________________________________

Now write about the Dead Sea (52km X 15km).

6 The Dead Sea + long:

__________________________________________

7 It + width: ________________________________

Directions3 Complete the compass directions.


4 Write out the full names of the following. Useinitial capital letters.

1 Countries: S Africa _________________

N Korea _________________

E Timor _________________

2 US states: N Carolina _________________

S Dakota _________________

W Virginia _________________

3 Regions: E Africa _________________

SE Asia _________________

SW England _________________

5 Complete these sentences describing locations.The directions are not part of the names, so donot use initial capital letters. Use the compassdirection nouns or their adjectives.

eastern, northern, southern/�s�ðn/, western

1 Aswan is in ______________________ of Egypt. (S)

Aswan is in ________________________ Egypt. (S)

2 Cairo is in ______________________ of Egypt. (NE)

3 Jericho is in _____________________ Palestine. (E)

4 Jenin is in ____________________ of Palestine. (N)

5 Rafah is in ____________________ Palestine. (SW)

Make more statements about places in Palestine.

6 Complete these sentences using other ways ofdescribing locations.

1 Aswan is about 650 kilometres ____________Cairo. (S)

Aswan is roughly 650 kilometres to ____________Cairo. (S)

2 Alexandria is around 200 kilometres to _____________________ Cairo. (NW)

3 The Pyramids are approximately 20 kilometres____________ Cairo. (SW)

4 Gaza City is about 30 kilometres to ____________Rafah. (NE)

5 Jerusalem is around 20 kilometres ____________Jericho. (SW)

Make more statements about places in Palestine.

South Africa

The Dam is 3,830 metres long.

It has a length of 3,830 metres.

N

___

___ ___

NW (north-west)

____(___________)

____(___________)

SE (south-east)

the south

southern

south of

the south of

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Listening1 Quickly review the questionnaire from page

36. Then listen to Khalid and Hanan, and labelthe three priorities A–C that they agree on.

Listening and speakingLesson 4

Agreed priorities

1 New waste recycling facilities ___2 New and expanded schools ___3 Better hospital facilities ___4 New public libraries ___5 More reliable power supply system ___6 New or expanded bus station ___7 Better telecommunications services ___8 Road construction and repairs ___9 Modern sports and leisure centre ___0 Better water supply system ___

2 Listen again. Say whether you think Khalidand Hanan could be talking about your town orcity (or one near you), or about somewhere else.

Pronunciation: numbers (British and US)3 Listen and write down the numbers that you

hear.

1 ________ 2 ________ 3 ________

4 ________ 5 ________ 6 ________

7 ________ 8 ________ 9 ________

10 ________

4 Listen again. Note and then explain thedifferences between British and American English.

5 Listen again and repeat the numbers.

6 Turn to page 37 and make statements with bignumbers from the encyclopedia entries.Examples:

The Nile is six thousand, six hundred (and)ninety-five kilometres long.The Nile has a length of six thousand, sixhundred (and) ninety-five kilometres.

7 Make more statements from these Palestinianfigures.

the River Jordan – length: about 322 kilometres

the Dead Sea Valley – depth: roughly 400 metres

the Dead Sea Valley – width: approximately 20kilometres

the walls of Jerusalem – height: up to 20 metres

Speaking: proposing, agreeing anddisagreeing ✩ p139

8 Listen to the conversation again. Tick (✔)and repeat the expressions you hear.

1 A I don’t know how you feel, but I think …

B I don’t know about you, but I feel …

2 A Yes, I totally agree with that.

B Yes, I completely agree with you.

3 A Well, I can see your point, but …

B Well, I take your point, but …

4 A I’m afraid I can’t agree with that at all.

B I’m sorry, but I don’t agree with that at all.

5 A Well, I suppose I have to agree with you on that point.

B Well, I guess I can’t really disagree with you on that point.

6 A And my next point is this. I really feel we should …

B And my third priority is this. I really think we ought to …

7 A I’m not so sure. Is that such a big priority?

B I’m not quite sure. Is it really such an urgent big priority?

9 Look at items 1–7 in Exercise 8 again. Find andnote:

1 the pair that shows strong agreement2 the pair that expresses strong disagreement3 the pair that shows weak agreement4 the pair that shows quiet disagreement5 the pair that shows the speaker agrees in one way,

but disagrees in another, more important way.

0 Work with a partner. Turn to page 36 and look atyour own questionnaire answers again. Discussand agree on just three choices.

1

1

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40

Conditionals – when and if (types 0, 1and 2) u Grammar reference p129

1 Work with a partner and discuss these questions.Note each other’s answers and remember yourown.

1 When you finish your homework in the evening,what do you usually do?

2 Perhaps you don’t often disagree about TV, but ifdifferent family members want to watch differentprogrammes, how do you decide?

3 When you finish school next summer, how do youthink you will feel?

4 If things happen as you hope, where will you bethis time next year, and what will life be like?

5 If you could travel through time and visit the past or the future, what year would you choose,and why?

Language Lesson 56 Would you say yes or no if you were offered the

chance to fly to the moon? Why?

2 Work with another partner and report youranswers like this.

Examples:

When Hani finishes his homework in theevening, he usually watches TV for a shorttime and then goes to bed. On the otherhand, I prefer to email friends and go on the internet.

If things happen as I hope, I’ll be at college this time next year, and life will be reallyinteresting. As for Hani, he hopes he’ll have a job at his uncle’s company, and life will be busy but fun.

3 Imagine having $5,000 to go travelling. Is thislikely or unlikely? Say which type of if sentenceyou should use to talk about the situation.

4 Work with a partner and talk about your travel choices. Choose from these verbs and put them in thecorrect forms.

stay in/at …go to go to see …

If I choose (country), I go …ing …visit try to …

travel across/round/through/ …

Conditionals – if (type 3) u Grammar reference p129

5 Look at the pictures and say how this disaster happened. Make as many statements as possible. Start like this. She put the chicken by the window. Just then, a large bird flew past and saw it, and unfortunately,she didn’t see ... At the same time, ...

6 Make as many conditional type 3 statements as you can. Example: If she hadn’t put the chicken by the window, the bird wouldn’t have seen it. If she had closed ...

Could have/should have u Grammar reference p130

7 Add statements with could /should /should not have. Example: She could/should have put the chicken on the table instead.

8 Make could have /should have and conditional type 3 statements about yourself. Example: I shouldn’t have got rain on my homework. If that hadn’t happened, I wouldn’t have needed towrite it out again.

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41

1 Do these tasks.

1 Look at the map and guess what the symbolsmight stand for.

2 Read paragraph 1 of the newspaper report, andfind out what has not happened up to now.

3 Read paragraph 2. Underline and then copy thewords you need to complete the Key.

GAZA: Natural strengths as a centre for tourism


KeyStrengths

______________________________________

______________________________________

______________________________________

______________________________________

TOURISM DEVELOPMENT FOR GAZAIf there had been no conflict, Gaza would havebecome a tourist centre long ago. Planning expertDr Mansour Badawi says, ‘Tourism in Gaza couldand should have developed as early as the 1960s.’According to a new report, Gaza can now developits tourism potential with several well-planned,environmentally friendly resorts.

The report notes many important heritage sitessuch as ancient Roman remains. Among otherman-made strengths, there is the Yassir ArafatInternational Airport near Rafah. There are alsoimportant natural resources, including nature reserveswith much wildlife in northern, southern and centralareas. In addition, there is an area of special naturalbeauty towards the southern end of the coast.

2 Listen to the conversation between twoplanners, and then do these tasks.

1 Explain connections between this conversationand the newspaper report.

2 Say what the speakers agree to do.3 Look at Section 8 on page 39 again. Which

expressions for proposing, agreeing anddisagreeing do you hear again in the planners’conversation?

3 Work with a partner, and take the parts of theplanners. Together, design a new resort in thearea of the map below. With a budget of $50M,choose from the facilities.

Essential infrastructure Min MaxRoads, power, water 8M 10MResort staff homes, school, etc 12M 16MShopping centre 8M 15M

Tourist facilitiesHotel(s) (by the sea and/or lake) 8M 15MYacht harbour 8M 14MWater park (water rides, pools, etc) 4M 10MPublic parks and gardens 3M 5MWater sports centre 1M 2MArts and crafts centre 1M 2M

Follow these steps.

1 Choose an attractive name for the resort.2 Make a large copy of the map on a sheet of

A4 paper.3 Decide what and where you will build, and draw

it on the map.

4 Write a short paragraph to add to the newspaperreport. Start like this.

(Name) will be the biggest new resort on theGaza coast. Construction will begin in (date),and the total cost will be (amount). There willbe ...

Important heritage sites

sand dunes

sand dunes

Gaza City

WADI GAZANATURE RESERVE

KhanYunis

GazaCity

wadi

naturereserve

lake

wetlands

Khan Yunis

Dayr al Balah

Rafah

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42


Before you read1 Look back at the map on page 37 and find the

Suez Canal. Say (a) where it is, and (b) why youthink it was built.

2 Say where Lake Hula is and what you knowabout it.

While you read3 List all the big projects that the text discusses.

4 Confirm, correct or add to your answers to 1(b)and 2.

5 Find the paragraph that:

1 … describes the old way of deciding on a bigengineering project.

2 … talks about the side effects that turned aproject into a disaster.

3 … discusses some side effects of building Aswanthat were expected.

4 … explains some unexpected side effects of theAswan project.

5 … shows how modern projects are researchedmuch more carefully than ones in the past likethe Suez Canal.

After you read6 Say who might have said the following.

1 ‘If you go ahead with this project, we’re going tolose various plants and other forms of life thataren’t found anywhere else.’

2 ‘We need to work day and night. We have exactlythree months to finish moving all the remainsabove the future water level.’

3 ‘It’s wonderful. It means that I can now sail myship to China several weeks sooner than I evercould before.’

Since the nineteenth century, there havebeen many huge projects that have changedthe world to suit human needs better. One ofthe earlier ones was the 184-kilometre SuezCanal that was built from 1859 to 1869 toconnect the Mediterranean and Red Seas.Previously, ships had had to sail thousands ofkilometres round Africa to get from Europeto the Far East. Now they have a much shorter,faster route.

Until quite recently, people did not worrymuch about possible side effects of majorpieces of engineering. If a project wastechnologically possible and offered economicbenefits, that was usually good enough, and itcould go ahead. With the Suez Canal, thattype of thinking worked very well, and thenew sea link was a big success.

However, unexpected side effects havesometimes caused disasters. Take the projectto turn Lake Hula and its wetlands to thenorth of Lake Tiberias into 60 sq km of newfarmland. Some scientists fought the loss ofthis unique natural environment, but projectsupporters won. Between 1951 and 1958, thelake became dry land.

Despite high hopes, things rapidly wentwrong though. As groundwater levels fell, thepeat soil dried, creating large undergroundholes which often collapsed. Because peat is afossil fuel, huge underground fires thenstarted and could not be stopped. At the sametime, the peat above turned into dead, blackdust, and strong local winds created duststorms that damaged crops. Millions of mice

Big projects – big benefits but big problems

20

15

25

30

35

5

10

1

The Suez Canal

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Reading continued

4 ‘I know it’s a wonderful thing for my country inlots of ways, but not for me. I’ll have to sell myboat and try to find work on land.’

5 ‘I wish I’d never believed the people who said weshould start farming here. It’s been a total disasterfrom start to finish.’

7 Explain these words and expressions in your ownwords.

1 line 12: side effects

2 line 21: wetlands

3 line 52: piece by piece

4 line 66: food chain

5 line 68: fish catches

6 line 71: weigh these costs against the likely benefits


in the newly dry environment also attackedthe crops. By the 1990s, it was clear theproject had failed, and the farmers finallygave up. The area has since been expensivelyreturned mainly to water and wetlands.

The Aswan project started in 1960. UnlikeLake Hula, the Aswan project was verysuccessful and has brought Egypt greatbenefits, but it, too, has had major sideeffects. The planners had foreseen some, butsome they had not. Everyone knew that asLake Nasser rose behind the Dam, 90,000Egyptians and Sudanese would have to leavetheir homes and farms. It was known thatarchaeological remains would be lost, butexpert teams were given enough time torescue the best. Piece by piece, they succeededin getting the wonderful temple of Abu Simbelto higher ground.

These effects were well understood, butothers were unexpected. Several resultedfrom holding back the 40m tons of richsediment that floods had previously carried.

It was not just that the land was no longernaturally fertilised every year, and thereforecrops grew less well. Some of the sedimentshad previously travelled all the way to thecoast and had added to the natural seadefences every year. Without them, the seahas carried away some of the defences andcould now flood Egypt’s vital Nile Deltafarmland. Moreover, the Nile had alwayscarried sediments out to sea. There, tiny seacreatures had fed on them, and fish hadgathered to feed on them in turn. When thesediments disappeared, this food chaincollapsed – and so did the fishing industry.Between 1963 and 1969, fish catches fell from35,000 tons to around 8,000.

Today, we try to work out effects like thesebefore a project starts and to weigh thesecosts carefully against the likely benefits.This often requires years of research. Littleof this happened with Aswan all those yearsago. If it had, though, the project would stillhave gone ahead. The benefits to Egypt havebeen far, far greater than the problems.

45

40

50

65

70

75

60

55

I’ve heard they might bring water from theRed Sea to fill up the Dead Sea again – and

also create hydroelectric power from thatbig 400-metre drop. Sounds good to me!

I’m not so sure. It could destroythe Dead Sea as we know it.

The new water flows could badlydamage the Red Sea, too.

Abu Simbel

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44

Making notes ✩ p138

1 Create a table like this, and make notes about Aswan from both the texts in this unit. Note six positivepoints (all from Mousa Barakat’s memoirs) and five negative ones.

Positive benefits Negative side effects

1 Allowed large-scale irrigation. 1 Holds back fertile sediments, so farmers 2 Allowed the development of much new have to buy fertilisers.

farmland. 23

2 Work with a partner. Check each other’s notes and make sure that you have both noted all the points forand against Aswan.

3 Keep your notes safely. You will need them next lesson.

Vocabulary4 Words often go together with particular words – and not with other words that mean almost the same.

These word pairs are called collocations. Tick (✔) the correct pairs.

Collocations from the text on pages 42–3.

1 line 3: … suit(a) human needs

better.(b) human necessities

2 line 18: … the sea link was a(a) large success.

(b) big success.

3 line 19: … unexpected(a) side results

of projects.(b) side effects

4 line 27: Despite(a) high hopes

, things went wrong.(b) tall hopes

5 line 66: … this(a) food chain collapsed

(b) food chain fell down

Collocations from the texts on page 37.

6 line 4:(a) … become the Nile proper

(b) … become the Nile real

7 line 21: … I(a) found work

(b) discovered work

8 line 23: It had started(a) long previously

(b) long before

5 Look at the texts again to check your answers.


✔

Always look out for collocations when you read. Make a note ofthem when you realise you’ve seen the same words together several

times – for example: tall trees, not high trees; weak tea, notthin tea; dark night, not black night; get the answer wrong,

not get the answer incorrect.

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45

8 Now complete the topic sentences.

9 Note useful words and phrases from the twotexts in this Unit.

0 Think of ways you can use some of theseconnectors.

Listing: First, ... First of all, ... Secondly, ...Finally, ...

Stating contrasts: Although ... However, ... On the other hand, ...

Adding points: ..., too. In addition, ...Moreover, ...

1 Use the topic sentences and your notes to writethe first draft of your essay. Leave spacebetween lines to make corrections.

2 Read and correct your first draft. Then write thesecond draft.

Writing ✩ p138

6 Follow these steps in order to write a four-paragraph essay.

1 Study the essay plan below.2 Read your summary notes from the last lesson,

together with the essay plan. The notes will giveyou most of the material you need for paragraphs2, 3 and 4.

Essay plan: The Aswan Dam – Benefits and Problems

Paragraph 1 – IntroductionAll big projects: (1) positive benefits/

advantages;(2) problems/negative side

effects (some expected, some perhaps unexpected)

good example: Aswan.

Paragraph 2 – Benefits(Summary notes – Positive benefits 1–6)

Paragraph 3 – Problems(Summary notes – Negative side effects 1–5)

Paragraph 4 – Conclusion Important to make sure that a project’sbenefits are greater than (>) the problems.Problems sometimes > benefits. If so, disaster,e.g. Hula.However, Aswan – on balance, benefits >problems (many!)

7 Order these incomplete topic sentences 1–4.

___ Unfortunately, though, the Aswan High Dam also created some _____________________

___ Although every major project is expected to bring positive benefits, there are also always _____________________

___ It is very important for planners to make sure that a project’s benefits are greater than _____________________

___ In the case of Aswan, the project brought Egypt a large number of important _____________________


1

1

1

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46

Money mattersUnit 5

I don’t like banks. I keepmy money under the floorat home. That way, I canget it out and count it

whenever I want.

Focus1 Say which of these banking activities you either

already do or may do in the near future –especially if you move away from home.

1 Pay/Pay in (deposit) cash and cheques [AE: checks]at your bank.

2 Take out (withdraw) cash from your bank account.3 Move (transfer) money from one account to

another.4 Set up (arrange) an overdraft or a loan if you

need extra money.5 Use the cash machine [AE: ATM] outside the bank

to withdraw money.6 Buy traveller’s cheques or foreign money

(currency).7 Change (exchange) traveller’s cheques or foreign

currency into the local currency.

Before you read2 Look at the two headings at the top of the main

text and answer these questions.

1 Does the text come from a book or a magazine?2 What is the text going to be about?3 Who was it written for?

While you read3 Highlight information and advice that could help

you in future.

After you read4 There are eight paragraphs in the text. Find the

paragraph that:

1 … explains your need to learn how to look afteryourself financially in future.

2 … says why you will need to open a bankaccount.

3 … tells you why banks try hard to get new youngcustomers.

4 … lists important things to look for when youchoose a bank.

Reading Lessons 1 and 25 … tells you to look for the best offer possible and

explains why.

5 Read More about bank services and choose thetrue statements. Tick (✔) (a) or (b).

1 A debit card lets you take out money(a) that is in your account.

(b) that is not yours.

2 You need to pay your total credit card bill every month or(a) the bank will take back the card from you.

(b) you will later have to pay back much more than you spent.

3 People who use the internet for banking(a) usually still need an ordinary bank for

some things.

(b) generally do not need an ordinary bank any more.

6 Do these tasks.

1 Try to find two meanings in the unit heading –Money matters.

2 Say how Lisa could balance her income andexpenditure.

3 Think about the two text headings again. Suggesttopics that you might find in other chapters.

4 Produce your own budget, as the writer says, andcheck whether it balances. Then note your ownexpenditure for several weeks.

5 Work with two or three partners. Each choose adifferent local bank. Go there (or call), get answersto the questions in the text and be ready to reportback to your partners at the end of next lesson.


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47

Reading continued

MORE ABOUT BANK SERVICES1 A debit card lets you withdraw money already in your account. This is fine, but be very careful about another sort

of ‘plastic’ – credit cards. These let you spend money you do not have. If you do not pay back the full amount everymonth, the bank or credit card company will charge you a high rate of interest.

2 Internet banking is becoming common. This allows you e.g. to pay bills from your computer at home. However,you will probably find that you still need cash and an ordinary bank.

3 Several banks in Palestine offer students financial help. If your grades are very good, you could try applying.Check at the local branch of your bank for more information.

The School Leaver’s Guide

CHAPTER 7 YOU AND YOUR BANKSoon, you’re going to leave school and enter adult life. Perhaps you aim to get a job, or

perhaps you’re going to college. At first, you may stay at home, but sooner or later you’re likelyto move away to work or to study. You’ll then have real financial freedom. This sounds great, butactually it’s harder to deal with money than you might think. It means learning to budget, andthis needs practice.

Why not start now? Try writing a budget that shows income and what you plan to spend. Thennote what you actually spend each week! When Lisa started doing this, she had an unpleasantbut necessary surprise. Can you see why? Do you have the same problem?

If you leave home, you’ll have more incomebut also more expenses like food andelectricity bills. To manage these things you’llneed to open a bank account – a safe place todeposit your money. You’ll then be given achequebook [AE: checkbook] to pay bills, adebit card to withdraw cash, and bankstatements to show everything that comes inand goes out from your account.

Remember to open your account beforeyour departure. After you go, you’ll havemany other things to do.

First, check which banks have a branch orat least a cash machine near where you’ll be.This is so that you can easily withdraw cashand discuss any problems.

Next, remember that banks love youngpeople like you. They know that when you

join, you’ll probably remain a customerforever. They therefore often have specialoffers, and you should definitely make timeto discover and compare these deals.

Some offer free gifts like watches orcalculators, which are nice but not important.However, these questions are.1 Will I be offered free banking – banking

without charges?2 Will I be given a free overdraft facility and

if so, how big? 3 How much will I be charged for money

transfers?4 Could I get a loan if necessary, how long

for, and at what interest rate?Find the best deal possible. After all, you’re

going to help pay the bank manager’s salaryfor many years to come!

Income Expenses Budget Actual

(£) Wk 1 Wk 2 Wk 3

Pocket money Mobile phone ___ ___ ___

Saturday job Coffee, etc ___ ___ ___

Baby-sitting Savings (for clothes) ___ ___ ___

Aunt Jean ___ Birthday gifts ___ ___ ___

Total: ___ Sports centre ___ ___ ___

CDs ___ ___ ___

Magazines ___ ___ ___ ___

Total: ___ ___ ___ ___

5

6

3

2

4

10

3

6

20

5

2

5

5

7

2

4

13

4

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48

Bank vocabulary1 Find words in the text on page 47 that mean the opposite of the following.

1 Lisa’s budget: income ______________________________________________________

2 paragraph 3: close (an account) ______________________________________________________

3 paragraph 3: withdraw (money) ______________________________________________________

4 paragraph 3: credit (to an account) ______________________________________________________

2 Use words from the box, and words from Exercise 1, to describe Lisa’s first month of banking. (Change theforms of words where necessary.)

application form bank account bank statement cash cash machine chargescheque cheque chequebook debit card deposit (v) open overdraft withdraw

Lisa had her 18th birthday a few weeks ago, and she received quite a lot of money on this important day.Her father wrote her a (1) ____________ for £200, and her aunt gave her £100 in (2) ____________ – twoclean, new £50 notes. She therefore decided it was time to (3) ____________ a student (4)____________and pay her money into it.

She collected brochures and leaflets from several banks, compared them and finally chose one thatoffered banking without (5)____________ and also a free (6)____________ facility. (As a new collegestudent without much money, she knew that both of these things could be very helpful.)


She went to the local bank branch, filled in an (7)____________, and a few days later she got the thingsshe needed – a (8)___________ to get money from a (9) ____________ and to use when she went shoppingand, in addition, a (10)____________, so that she could also pay for things in the traditional way.

A month later, her first (11) ____________ arrived, and she studied it carefully. It showed that she had(12)____________ her £300 as an opening balance and that the bank had paid this money to her accounton September 3rd. Then it showed that she had (13)___________ £50 on September 10th, and that she hadpaid for something by (14)____________ a few days later. What had that been for? But of course! It hadbeen her birthday present for her father.

3 Return to Exercise 6.5 on page 46. Work with the same partners again and report back on student dealsthat you learned about. (Use lots of banking vocabulary!) Decide which bank is offering the best deal.

4 Choose one person to report your decision to the class. Listen to other groups to discover if they madethe same decision.

cheque

Date Details Withdrawn Paid in Balance (£)

03 Sep Opening Balance 300.00 300.00 10 Sep Cash Withdrawal First State 50.00 250.0014 Sep Cheque 000001 29.99 220.01

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49

Speaking1 Say which of these things are probably or

definitely happening at the bank. Say which you guess is happening.

1 Arranging a loan

2 Depositing money

3 Buying foreign currency

4 Transferring money to another account

5 Withdrawing money

Listening: gist and detail2 Listen and match conversations A–E with

bank activities 1–5 above.

3 Listen again and note how much money isbeing deposited, withdrawn, transferred orborrowed in each bank activity. Fill in the boxes.

A B C

D E

Pronunciation: sh/ʃ/ and ch/tʃ/ sounds4 Listen carefully and complete the words with

sh or ch.

1 ca__ 2 __eque 3 ex__ange 4 __ow5 pur__ase 6 __ould 7 bran__8 __opping 9 __arged 10 __eet

5 Listen again and repeat the words.

6 English sounds and spellings can be verydifferent. Listen carefully and write the soundsthat you hear – /ʃ/ or /tʃ/.

1 special / / 2 question / /3 brochure / / 4 expenditure / /5 actually / / 6 expression / /7 cash machine / / 8 application form / /9 ancient / / 10 departure / /


Speaking: requesting, checking andcorrecting8 Listen to conversations A–E again. Tick (✔)


1 A I think the amount may be seventy-three,not eighty-three.

B I think the total is seventy-three, not eighty-three.

2 A Could you just change the total?

B Can you simply change the total?

3 A Can you let me have your debit card,please?

B May I have your debit card, please?

4 A Sorry, did you say six-three-forty-two?

B Sorry, six-three-forty-two, did you say?

5 A You’re over here from America, aren’t you?

B You’ve come over from America, haven’t you?

6 A Well, no, actually. I’m from Canada.

B Well, no, in fact. I come from Canada.


1 the requests 2 the checks 3 the corrections.

0 Work with a partner. Take turns to be thecustomer and the bank staff member, as you role play these situations.

1 A customer wants to transfer €1,000.00 fromhis/her business account No 61698304 topersonal account No 37851392.

2 A customer wants to buy US$500.00 in cash. Thecustomer first wants to know today’s exchangerate. The teller needs to know which of thecustomer’s bank accounts to debit.

3 A student customer is waiting for a transfer ofmoney to arrive in his/her account and needs help.He/She is talking with the bank manager whooffers either a loan or a bigger overdraft facility.


1

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50

Verb + infinitive or verb + -ing (1) u Grammar reference p130

1 Study the lists of verbs on page 130. Scan thetext on page 47 for examples of the differentforms. Highlight them there and in the lists.

2 Complete what Phil is saying. Put the verbs inbrackets in the correct forms.

Language Lesson 5

I’ve really enjoyed (1)__________ the money from my summer vacation job, and I’d still like(2)__________ several more things. (spend/buy)But if I go on (3) __________ the money at thisrate, I won’t have any left, so I’ve decided(4)__________ a bank account and keep themoney there. (use/open) I know I’m going toneed it at college.

At first, I considered (5)__________ myparents’ bank, but my friend Lisa suggests(6)__________ to lots of banks to find the bestdeal possible. (join/talk) Right now, I’m trying (7) __________ up my mind whether to do thator not, as it means (8) __________ all over townto get the banks’ leaflets and brochures aboutspecial student deals. (make/walk) I don’t reallywant (9)__________ it, but as I’m going to be apoor college student soon, I can’t really afford(10) __________ the best possible bank account.(do/not get)

3 Work with a partner. Use verbs from the lists onpage 130 to make up questions to ask and answer.

Examples:

Where would you like to go during thesemester break?

What do you enjoy doing in your free time?

Which bank do you advise joining/me to join?

Mixed passive formsu Grammar reference p130

4 Use passive forms to rewrite the underlinedparts of the bank manager’s letter more formally.

Dear Miss Jamjoum

It was good to meet you here at the bankthree days ago, and I was very happy to beable to help you. I am writing to you now to confirm what (1) we said.

(2) We have now raised your overdraftlimit to $2,000.00. Although your original$1,000.00 student overdraft facility is free,(3) our rules require us to charge interest onthe further overdraft facility that (4) we haveagreed. (5) We will charge you at the rate of9.60% per year (0.80% per month). This isin fact a little more than the rate (6) Ipromised you at our meeting, and this isdue to the fact that (7) the governmentraised all interest rates yesterday.

(8) We debit interest and any other chargesat the end of each month, and (9) we alwaysshow these costs at the end of our customers’monthly statements.

Finally, (10) we will contact you as soonas your money from Canada reaches youraccount with us.

Yours sincerely

Adnan JadallahA Jadallah (Manager)

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51

1 Quickly read the student offers from three British banks. Find ones that are similar to offers thatPalestinian banks may offer you.


2 Listen for offers that interest Tom (T) and Ann (A) and note their initials in the correct boxes.

3 Say which bank Tom and Ann each should join, and why.

4 Work with a partner. If you had a university place in Britain, say which bank you would join. Explain why.

5 Write a paragraph of a letter to an American friend. Explain which bank you have decided to join, and why.Start like this.

Well, here I am in Britain now, almost ready to start university. I’ve been checking various studentbank accounts, and I’ve just decided to join (name). They’re offering people like me various things.First, ...

Chelsea Bank National One London CityInterest-free Year 1: £1,000 rising to: 1st year: £1,250 rising to: Yr 1: £1,000 rising to:overdrafts Year 5+: £2,000 5th year+: £2,300 Yr 5+: £2,000

(You can extend to (We may be able to£3,000 at 8.9%) extend this: ask at

your branch.)

Free gifts £50 in your account £40 book token & free Any 10 CDs, old or calculator new

Other gifts & Insurance, etc: Discounts: Another gift:special offers £5,000 of cover from 20% discount at Pizza Free Digi-magic player

only £24 a year, Plaza & A1 Sports – can store:including loss or damage Stores; 10% discount on •64 hours of musicto computers, bikes, CDs Bell computer hardware or lectures;& sound systems. & software. •512Mb of files you can

load, e.g. on library computers.

Travel & Free 5-year Student Free 3-year Coachcard Free driving lesson &transport Railcard for a 33% for a 40% discount 20% off the next five

discount on all rail on TransUK coaches. lessons with A1 tickets. Driving School.

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52


Before you read1 Do these tasks.

1 Look at the top of the text. Say what book thistext comes from, and who the text is about.

2 Work with a partner. List six more people toinclude in the book. Choose them from any areaof life, e.g. politics, science, the arts, education andsports. (Keep your list for later.)


1 Find the names of five places where Shomanlived and/or worked.

2 Find the names of ten countries where the ArabBank has or has had branches.

3 Note the numbers of branches and/or offices atdifferent dates.

Date: 1930 1961 Today

Numbers: ____ ____ ____

After you read3 Read the paragraphs noted to answer these

questions.

1 paragraph 1: What did Shoman hope to do inAmerica?

2 paragraph 2: How did he manage to do this?3 paragraph 3: Why did he not just go on with his

successful life in America?4 paragraph 4: How did he plan to help the Arab

World, and why in this way?5 paragraphs 6, 7, 10: What three crisis points

needed all of Shoman’s determination for hisvision to survive and succeed?

Shoman, Abdul Hameed (1890–1974)Palestinian founder ofthe Arab Bank. AbdulHameed Shoman wasborn near Jerusalemand grew up helpingin his father’s smallstone business. Then,at 21, he emigrated toAmerica. Like otheryoung Arab emigrants, he hoped to build abetter life in ‘the land of opportunity’.

He worked day and night, first as asalesman, and then as owner of a store inBaltimore, Maryland. Two years later, in NewYork, he opened a bigger shop and a smallclothing factory.

However, Shoman was never happy just withbusiness and its rewards. He always wantedto do something important for his people,and he stayed in close contact with Palestineand the Arab World. He also financiallysupported a newspaper for Arab-Americans.

In 1920, he began considering somethingbigger – a bank for Arabs. He knew the Arab

World faced a difficult future and neededrapid development. That meant, first,economic development, and to support thishe wanted to create a new bank.

Shoman did not immediately find thenecessary financial support, but in 1929 heheard that Tal’at Pasha Harb, the Egyptianfounder of Banque Misr, wanted to set up ajoint Egyptian-Palestinian bank. Shomanimmediately offered 25% of the necessarymoney, and he also left to go home. Hisdream was getting closer to coming true.

However, a Palestinian revolt againstunlawful Jewish immigration and loss of landmade the plan look dangerous, and Harbwithdrew. But Shoman refused. In 1930, hefinally set up the Arab Bank in Jerusalemwith some help from friends and familymembers. Explaining the name, he said,‘When I made up my mind to start this bank,I chose not to give it my name, nor the nameof my home village of Beit Hanina, nor thename of my homeland of Palestine, butinstead the name of the Arab nation. And soI called it the Arab Bank.’

Builders of the Modern Arab World

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Reading continued

6 paragraph 10: In what two major ways did theBank change from the years before 1960 to theyears after 1970?

7 paragraphs 4, 12: What connection is therebetween Shoman’s original vision and the workof the Foundation today?

4 Say who or what the words refer to.

1 line 27: That meant … economic development,and to support this …

2 line 30: Shoman did not … find the necessary financial support …

3 line 36: His dream was getting closer to coming true.

4 line 40: … a Palestinian revolt … made the planlook dangerous …

5 line 41: But Shoman refused.


1 line 12: ‘the land of opportunity’2 line 45: When I made up my mind to …3 line 48: homeland4 line 64: ‘the great breakthrough’


1 Look at your list of ‘builders of the modern ArabWorld’ again. Work with a new partner andcompare lists. Agree on the greatest two people.Say why they are/were important and what youknow about their lives. Make brief notes.

2 Take turns with others to present your choices tothe class. (Then keep your notes for later.)

The Bank expanded steadily in Palestineand also in Jordan, Syria, Lebanon, Egypt andIraq. Its growth was – and still is – guided byShoman’s business skills, honest behaviourand great determination. These qualitieshelped it survive the 1948 disaster. The Jaffaand Haifa branches were lost, and £4m of theBank’s £6m had to be paid to customers whowere now refugees.

Soon after the war, it was decided to movethe head office to Amman. Shoman continuedhis work there but always longed to return toJerusalem.

He now focused the bank on ‘the greatbreakthrough’, as he called his project toexpand the Arab Bank across the whole ArabWorld. In 1949 alone, six new branches openedand, by 1961, there were 43.

Over half were lost in the 1960s becausevarious governments took them over, but theBank survived again. Moreover, it startedgrowing beyond the Arab World. During the1960s and 70s, new branches were set up inSwitzerland, Nigeria, Germany and Britain.The Bank also expanded its focus, from trade

and smaller construction investments tomuch larger projects, particularly in the oilindustry.

Today, the work and ideas of AbdulHameed Shoman live on in an organisationwith over 400 branches and offices on sixcontinents. It has become a great Arab andglobal financial organisation.

When Shoman’s son, Abdul Majeed, tookover, he extended his father’s vision in 1978by starting the Abdul Hameed ShomanFoundation. With links to many Arab Worldinstitutions, it offers financial help andannual prizes for important new work inArab science and arts. It provides yet anotherpowerful engine for Arab progress.

Only one dream remains to be achieved:an early return to Jerusalem.

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Summary ✩ p138

1 Follow these steps to write a summary under thisheading: The life and work of Abdul HameedShoman.

1 Look again at the text on pages 52–3.Divide it into these periods:1 The early years2 America 3 The start of the bank and the early years 4 ‘The great breakthrough’5 The bank today

2 Write out 1–5 above as headings to help youorganise your ideas. Leave several lines for yournotes beneath each.

3 From memory, make brief notes about the mostimportant events in each period. Add dates if youcan. Scan the text to check the details you havenoted. Are they correct?

4 Check again to make sure you have included themost important events.

5 Use your notes to write the first draft of yoursummary. Leave space between lines to makecorrections.


Vocabulary 1: definitions

2 Match words 1–5 from the text to dictionaryentries a–e. Highlight the meaning of each as itis used in the text.

1 line 25: bank2 line 36: withdraw3 line 50: quality4 line 52: branch5 line 88: early


a __________ 1 a part of a tree that grows out ofthe big, central section 2 a shop or office thatrepresents a large company or organisation in alocal area 3 a part of a particular area of study:Algebra is a ~ of maths.

b __________ 1 a business organisation wherepeople can keep or borrow money 2 land alongthe side of a river 3 a large collection or storeof something

c __________ 1 to take sth back or no longerprovide sth: The company has ~ its village busservice. 2 to take money from a bank account3 to no longer take part in something

d __________ 1 before the usual or expected time2 near the beginning of a period of time:He showed great skill at an ~ age. 3 near thebeginning of a piece of writing: He mentioned this ~ in Chapter 7.

e __________ 1 the ~ of sth is how good or bad itis: Palestine offers students a good ~ of education.2 a high standard: These cars are famous for theirquality and reliability. 3 a positive or negativething about a person or thing: She has all the right~ to be a good doctor.

Lots of English words have several meanings.That means being careful when you are reading

and need to look up a word. Compare thecontext of the word and the different meaningsin the dictionary. Decide which meaning fits.

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4 Complete the paragraph with words from thetable in Exercise 3.

America is a nation that has been built out of (1) __________. Over the last 300 years,(2) __________ to America have come from allover the world. In the early days most of thepeople (3) __________ from Britain. Later, therewas also (4) __________ from other parts ofEurope, Asia and Latin America. Of course, these(5) __________ wanted to go to America andbuild a better life. But we must never forget themany black Africans who never wanted to leavetheir homes. These people were brought asprisoners and sold like animals in a long andterrible form of (6) __________ that still causesanger today, a century and a half since the lawofficially gave these people their freedom.


5 Take out your notes about the two greatest‘builders of the modern Arab World’, and workwith the same partner as before. Together,choose one of the great ‘builders’ to write about.Follow these steps.

1 Divide the story of the ‘great person’ into periods(as you did with Shoman).

2 Try to add more information to the notes youalready have. Think: are there any importantperiods where you have little or no information?Think: where can you get more information? (You can try your teacher, other adults, books, theInternet, radio and TV.)

3 Note useful words and phrases from the textabout Shoman.

4 Think of ways of using time phrases like these.Time phrases:In the early days, …Following (that), …(Three) years later, …For the next (six) years, … Since then, …Today, …

5 Think of ways of using connectors like these.Listing:

First, … First of all, … Secondly, … Finally, …

Contrasting:Although … However, … On the other hand, …

Adding points:…, too. In addition, … Moreover, …

6 Use your notes to write the first draft of youressay. Write a paragraph (or more if necessary)about each period you have created. Leave spacebetween lines to make corrections.



Vocabulary 2: definitions and word families3 Find words in the text to match the definitions:

______________: leave one’s own country to live permanently in another

______________: person who leaves his/her own country to live permanently in another

______________: activity of entering another country to live there permanently

Add the words from above to this table. Then work out the new words you need to complete the table.Finally, use the definitions above to make up definitions for the new words.

verb noun: person noun: activity

leave old country ______________ ______________ ______________

enter new country ______________ ______________ ______________

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Getting your life organisedUnit 6

Focus1 Work with a partner and use this short questionnaire. Take turns to ask and answer the questions.

Try to say more than ‘yes’ or ‘no’.

Examples: Yes, I really do. For example, ... No, not really. Last year, I had to ...

Do you sometimes feel that:Yes No

1 … school is harder and busier this year than last?

2 … you have more homework and tests than you used to?

3 … you can’t get everything done that you have to?

4 … you want to stop the world and get off – and relax?

5 … you’d like to find out how to reduce the pressure?


2 Look at the cultural points of difference you havehighlighted. Discuss the differences.


1 line 23: dates with your friends2 line 27: down on paper 3 line 29: ‘to do’ list4 line 57: Kill two birds with one stone.


Help! My head hurts, and I can’t seem toremember anything. There must be a better

way of revising for tests! Any ideas?

2 Go through your answers together. Did either ofyou answer ‘yes’ twice or more? If so, the text onthe next page is for you! Read on!

Before you read3 Look at the picture. Say what the boy and girl are

doing and how they seem to feel. Say whetheryou feel you are like either of them, or whetheryou are somewhere in between.

While you read4 Highlight advice that could help you in future.

5 In a different colour, highlight anything innormal English teenage life that seems differentfrom your own life.

After you read6 Do these tasks.

1 Look at the tips you have highlighted. Choose thethree tips that seem most useful to you, and saywhy. Start like this.For me, the top three tips are numbers ... , ... and ... .Number ... is very/particularly/especially usefulbecause ...Number ... is also ...

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Reading continued

How organised are you?Introduction: Your time is largely organised for you by your parents and teachers. In future, though, youwill have to organise your time much more for yourself – especially if you leave home and live by yourself.Are you ready for this? Read the tips to English-speaking teenagers and see how many of these thingsyou yourself already do.

1Set goals. Before you decideanything else, ask yourselfwhat the most important things

are to you (e.g., going to a goodcollege, getting into the footballteam, taking part in studentgovernment). Write down yourgoals, and look at them fromtime to time: you need to seewhether you’re making progresstowards them.

2Use a planner. Have a placeto write down dates forhomework, your work

schedule, dates with yourfriends, and other importantobligations. Check the plannerregularly. When something isdown on paper, you don’t haveto worry about remembering it.

3Write a daily ‘to do’ list.Each morning, make a list ofthings you need to do that

day – ‘Finish science project.’‘Do 30 minutes of physicsrevision.’ ‘Buy a file for school.’,etc. Stick to it!

4First things first. OK, youhave your planner and your‘to do’ list. But what should

you do first? Think about what’smost urgent. For example,studying for a test tomorrowmorning takes priority over e-mailing friends.

5Identify time wasters.Watching films and chattingon the phone all night are

examples of time wasters. Try toreduce all time-wastingactivities.

6Just say no. Don’t take ontoo much just because otherpeople want you to. Think

about yourself more. Learn tosay no when you’re asked to dosomething that doesn’t fit inwith your goals.

7Kill two birds with one stone.You have to take the schoolbus every morning, and you

also need to finish reading KingLear for English. Why not dothem both at the same time? Get out that book and read asyou ride.

8Stop putting things off.If you have an important test, don’t wait until the last

minute to study. Just get on with it!

9Put everything in its place.Try to organise yourcupboard, desk, notebook,

etc. That way you don’t wastetime looking for socks thatmatch or pens that work.

10Take sometime to relax.Don’t try to do

too much and burnout. Give yourself abreak sometimes –perhaps with yourfavourite music.

Homework, after-school jobs, clubs, sports, friends … Here’s howyou can get the most done with the least stress.

TIME – TOP 10 TIPS

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Expressions with do, make and have1 Complete the do, make and have expressions with words from the box.

cooking [U] difference [C] homework [U] housework [U] list [C] meal [C] (= eat)meal [C] (= cook) mistake [C] noise [C/U] party [C] progress [U] project [C] rest [C/U]

revision [U] shower [C] suggestion [C] *test [C] time [U] walk [C] washing [U]

*Write test in two columns: it goes with two different verbs with little change in meaning.

do make have

1 (some) cooking (a) difference (a) meal

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2 Work with a partner. Use expressions with do,make and have to ask and answer questions.Examples:

A Do you ever do any cooking at home?B I do some at the weekend from time to time.

A Are you making good progress with your history project?

B No, I’m not making much progress at the moment.

Phrasal verbs with get3 Many phrasal verbs have several meanings, so

always check contexts. Match pairs of examples1–3 with pairs of definitions A–C by writing thephrasal verbs in A–C.

1 a It’s important to me to get into the football team.

b She’s really getting into photography. She loves it!

2 a Why not get your book out and do some reading?

b He was too frightened to speak at first, but he finally got out the words, ‘Help me!’

3 a Ann is getting on with her work at school very well.

b The boys get on with each other well. They’re great friends.

A ____________ have a friendly relationship with sbwork hard at sth and make good progress

B ____________ become very interested in sthbe accepted to study at a school or college or to play for a sports team

C ____________ take sth from e.g. a bag

succeed with difficulty in saying sth

4 Now write a or b in each box to match theexamples and the definitions.

5 Use the phrasal verbs to make true statements.Examples:

I really got into athletics when I was about12.We had to change a wheel when we drove toNablus. I got out the spare and my dad putit on.

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5 Now listen and repeat the sentences.

1 Grandad was grateful I gave him the grapes.

2 Please put the plates in the right place.

3 I can’t prepare properly when there’s too muchpressure.

4 I spoke to a specialist about our office space.

5 Go straight down the street till you come to astream.

Speaking: asking, requesting (2),offering and refusing6 Listen to Conversations 1–4 again. Tick (✔)


1 A I wonder if you would do something with me.

B I wonder if you could do something for me.

2 A Do you think he’ll be there very long?

B Do you know how long he’ll be there?

3 A Please make sure you revise everything we’ve done …

B Please be sure to revise all the things we’ve done …

4 A If you like, I’ll make it this evening …

B If you like, I’ll change it to tonight …

5 A Do you want me to get you a ticket, too?

B Would you like me to get you a ticket, too?

6 A … but I’ll have to say no. You see, I’ve promised to visit …

B … but I don’t think I can. You see, I’ve said I’d visit …

7 Work with a partner and follow these steps tocreate a ‘to do’ list and an action plan.

1 You are going to buy two things in different partsof town later today. Write your ‘to do’ list.

2 Take turns as A the shopper, and B a friend whostays at home.A Offer to buy/get/do things for B.B Thank A and request two things at particular

places.A Add these to your ‘to do’ list.

Decide the best route round town to B. Start like this.First, I’m going to go to ... and buy/get/do ... Then ...

Listening1 Today is Wednesday. Listen to Conversations

1–4 and complete Tom’s ‘to do’ list. (Note twopossible days and times for the hospital visit.)

2 At the end, cross out the hospital visit times thathave become impossible. Cross out another ‘todo’ item that is also impossible.

Wednesday Homework: French, English, geography (3 hrs)Football training after school at _________for __________________

Thursday Homework: history, geography, social studies(3 hrs)BBC1 – Star Wars 7.30 – 10.30pmRevision for ________________

FridayHomework: history, English, French (3 hrs)Visit Grandad in hospital??? – afternoon or____________________________________

Saturdaymorning: ___________________________afternoon: ___________________________evening: ___________________________

Pronunciation: consonant clusters3 Some English sounds are difficult for Arabic

speakers. Listen and complete the following withthese letters: gr, pl, pr, sp, str.

1 ___andad ___eat ___ape ___ateful___aduate (v)

2 ___ease ___aying ___ace ___anet___ate

3 ___operly ___omised ___actical ___epare___essure

4 ___ecial ___are ___ace ___ecialist___eak

5 ___eet ___aight ___ength ___essful___eam



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Reflexive pronouns u Grammar reference p131

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Language Lesson 52 Describe the pictures. Use reflexive pronouns.

3 Make true statements with reflexives aboutyourself or people you know. You can use these ideas.

hurt (myself) talk about (myself)

make sth by (myself) think for (myself)

Most people like ... , but (I myself) prefer ...

Indirect forms (1) u Grammar reference p131

4 Compare the parts and the whole. How does thequestion part change?

1 a Could you do something for me? I wonder.b I wonder if you could do something for me.

2 a How long will he be there? Do you know?b Do you know how long he will be there?

Statements with question words are similar.

3 I don’t know how long he will be there.

5 Work with a partner. Try to remember togetherpeople and things from the past. Take turns tocombine the starters and questions to formindirect questions. Then answer them.

StartersI wonder. I’d like to know.I sometimes ask myself. Do you know?Do you remember? Can you tell me?

Questions*Was (Nadia’s) little brother born in hospital? *Did (Mansour) go to university in (Nablus) or

(Hebron)?Where did (Ahmed’s) family move when they left?Was the last (head teacher) called (Dr Hussein)? When did they build (this school)?Why did they (get rid of those lovely old trees inthe school grounds)?

*Yes/No questions change to: starter +usuallyif/whether … (But note: Do you think he went toNablus?)

Read sentences 1–5. Match explanations a–e.

1 ____ Huda sometimes doesn’t think about herself enough.

2 ____ I often ask myself what the most important things are.

3 ____ Yassir left home and lived by himself.4 ____ Most people don’t do these things,

but we ourselves do.5 ____ They’re at college now, so they have

to organise things for themselves.

a Normal use of transitive verb + object (= reflexive pronoun)

b Normal use of transitive verb + preposition + object (= reflexive pronoun)

c Use of for + reflexive after a verb to express free and independent action

d Use of by + reflexive after a verb to mean alone

e Use of a reflexive after a noun/pronoun to emphasise the noun/pronoun

Remember!

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1 It is 1.15 p.m., and Sameer Badawi has just arrived at his new university. Read and match messages 1–5 totheir writers’ names.

Helen Stone (President, Students’ Union) ___ Brita Schumann (Social Secretary, Students’ Union) ___Sally Strong (Department Secretary) ___ Amir Hassan (Deputy Administration Officer) ___Robert Harding (Chief Librarian) ___

1 To all new members of the Physics DepartmentDepartment Head Dr Pauline Bremner would like to meet all of you for 45 minutes for coffee andintroductions at 1.45p.m., in Room 752, Physics Block. Please be there!

2 Dear Sameer BadawiMeet your student representative, Eileen Price, and find out about your student government. Junior Common Room, Reece Building, 17.00–18.00.

3 Dear Mr BadawiTo help us prepare your student ID card, please bring two passport-size colour photos to Room 157 in theUniversity Administration Building at 2.45. Please allow 30 minutes for us to complete your card.

4 CALLING ALL FIRST YEAR STUDENTS!COME TO THE CLUBS AND SOCIETIES OPEN DAY!

Whatever you’re interested in – athletics, climbing, drama, football, the college newspaper or radio station, and many, many more – come and meet us all. In the University Gym, any time from 16.00 to 20.00.

5 The Library is providing tours of our facilities at the following times. Please sign up for the tour you wouldlike to join and meet at the Library Entrance five minutes before the tour. Please be on time!

13.30–14.30 14.30–15.30 15.30–16.30J Steed Carla Rossi CJ Bryan___________ ___________ ___________

2 Decide which library tour Sameer has to join and add his name to the right list. Then write out his complete ‘to do’ list.

3 Listen to Sameer and Pete and answer these questions.

1 How do they know each other?2 Where is Pete now, and what is he doing?3 What do they want to do?

4 Continue the conversation. Take turns as Pete and Sameer. Sameer needs to refer to his ‘to do’ list.

Pete: Sameer:1 Offer to meet for lunch at 1.30. 1 Say sorry and refuse. Explain.2 Offer to meet for dinner at 6.30. 2 Say you can’t really. Explain.3 Say there’s no need to stay till the end. 3 Agree happily in the end.

Persuade S to meet. Ask where to meet.4 Suggest the student cafeteria. 4 Agree. Offer to meet at 7.30.5 Agree. Say, ‘Goodbye for now.’ 5 Say,‘Bye. See you later.’

5 Add the new details to Sameer’s ‘to-do’ list.

6 Look at the list of clubs and societies. Discuss which you would/would not like to join. What about otherclubs or societies that would interest you?


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Before you read1 Look at the heading and the picture, and answer

these questions.

1 Who do you think the people in the photo are?

2 What might the expression ‘Do’s and don’ts’ mean?

3 Who has the text been written for?


1 Find out why Sameera and her friends are able togive good advice to new students.

2 Tick (✔) the eight features of student life that thetext mentions.

1 athletics 2 clubs

3 lectures 4 lecture notes

5 lecturers 6 library

7 professors 8 semester

9 social life 10 sports

11 students’ union 12 university departments

3 Highlight advice that could help you in future.

After you read3 Complete the statements with information from

the text.

1 New students won’t meet Sameera and herfriends because …

2 It is not always easy to see whether other newstudents are nervous because …

3 Shy first-year students should go to clubs, etc, inorder to …

So here you are at the start of University.Welcome to a whole new world!

At first, it can be quite scary. That’s whysome of us who are graduating this yeardecided to offer a few tips before leaving. Bythe time you read this, we’ll be taking ourown scary first steps out in the big wideworld. We’ll be gone, but we hope these ideaswe’re leaving will help you.

First, remember this: you may feelnervous, but you’re not the only one. You canbet that most other first-years feel the same.If they don’t all look that way, it’s because

Some Do’s and Don’ts for first-year studentsby Sameera Barakat and Friends

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1 some people are better at hiding theirfeelings than others.

The first semester is a great time to makenew friends, and people you meet now maybecome friends for life. That’s because you’llgo through a lot together, good and bad.They’ll be part of your support group, andyou’ll be part of theirs.

So if you’re feeling shy or homesick ordepressed, don’t just hide away. Be ready tosmile and talk. Meet people through clubs,sports or the students’ union. That way, you’llsoon meet people who share your interests.

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Reading continued

4 Students should avoid wasting time betweenlectures as …

5 People should write ‘to-do’ lists in order not to …6 They should also write out lecture notes quickly

in order not to …7 New students should get to know the library well

since …8 Students need to learn to read actively so that …

4 Say what these words and expressions refer to.

1 line 13: If they don’t all look that way, …2 line 21: … and you’ll be part of theirs.3 line 27: While you’re doing this, …4 line 44: In fact, it isn’t really ‘free’ at all.5 line 47: If you did, …6 line 62: Instead, note the main points …7 line 68: If not, give yourself a tour.

8 line 81: In this, too, …9 line 82: …, university life really is a whole new

world!


While you’re doing this, though, don’tforget your old friends or your family. Theywon’t understand everything you’re doingnow, but they should remain an importantpart of your support group. Contact yourparents to tell them you’re fine (even if youdon’t actually feel so fine). Remember:they’re concerned about you and theythemselves are also having to get used to lifewithout you.

As you settle in, you’ll find life is far lessorganised for you now. Yes, you’ll havelectures, but you’ll also have many hours withnothing scheduled. Some people grab thechance to be lazy with both hands, but don’tlet yourself get like that. If you want to dowell, you have to use that free time well. Infact, it isn’t really ‘free’ at all. You need lotsof it to get all your work done properly.

We’re certainly not saying you should work all the time. If you did, you’d soon burnout. Besides, a good social life is an essentialpart of the university experience. Theimportant thing is balance really, and to getthe balance right you need to do your workefficiently.

It’s a good idea to write weekly and daily‘to do’ lists, setting your top priorities. Then

you won’t suddenly face nasty surprises suchas a 1,000-word essay you have to write bytomorrow morning!

Get into regular working habits. Forexample, always write out lecture notesquickly, while the lecture is still fresh in yourmind. Don’t write mountains of notes.Instead, note the main points and anyreferences for further reading.

All this reading will probably includejournals and materials from the Internet aswell as books. Here, the library becomes veryimportant. You may be given a tour of this(and other university facilities). If not, giveyourself a tour. Find out where the books andjournals you’ll need are kept. Check thecomputer and photocopy facilities.

When you read, read actively. That’s to say,ask questions, make notes of importantpoints, and compare what you read withother things you’ve studied. This is essentialpreparation for essays and exams you willhave to do. In the past, you probably only hadto produce on paper just what you weretaught. Now you have to think for yourselfand produce your own ideas.

In this, too, as in so many other ways,university life really is a whole new world!

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I can’t wait to go away to college!

I know I’m going to feel veryshy and homesick when I go.

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3 Complete the topic sentences, and use therelated notes to write the first draft of yoursummary in six short paragraphs. Leave spacebetween lines to make corrections.


Vocabulary ✩ p138

4 Expressions with verbs

Complete the useful expressions with verbs fromthe box. If necessary, look through the text onpages 62– 63 to check.

become/make do hideset share take think

1 __________ one’s first steps

2 __________ one’s feelings

3 __________ friends

4 __________ your interests

5 __________ well

6 __________ priorities

7 __________ for yourself

5 Match the partner words to form common wordpairs. If necessary, look through the text onpages 62– 63 to check.

group habits life lifepoints priorities time

1 support __________2 free __________

3 social __________

4 top __________

5 working __________

6 main __________

7 university __________

Summary ✩ p138

1 Match the topics to sections 1–6. Number thetopics 1–6.

Sections

1 Introduction 4 Settling in C

2 Settling in A 5 Settling in D

3 Settling in B 6 Your own conclusion

Topics

___ Feelings and how to deal with them in your ‘new world’

___ Organising your time

___ Stating what you think about the advice andwhat you feel is particularly useful to you

___ How to study efficiently

___ Explaining who the article was written by,who for, and for what purpose

___ Staying in contact with your other world

2 Match the incomplete topic sentences to topics1–6. Number the topic sentences 1–6.

___ The writers then move on to give several pieces of advice on how to study …

___ Next, the article deals with the fact that students have to organise their time for …

___ This article was written by a group of friends who have graduated, and they wrote it for first-year students to help them …

___ In conclusion, it seems to me that the article offers …

___ The article goes on to warn first-years that they should not …

___ The writers say that most first-year students feel nervous at first, and they suggest various ways of dealing …

3 Follow these steps to write a summary with thisheading: Advice for first-year students.

1 From memory, make brief notes about importantpoints that will follow each topic sentence toform a paragraph.

2 Check the article to make sure you have includedthe most important points.


Some words become thecentre of a whole group ofwords. Get into the habitof collecting them as youfind them – friend, forexample (see the top of

the next page).

1

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7 Write a short essay with the title Organising mylife. Follow these steps.

1 Copy these topic sentences, leaving lots of spaceto add notes.

Paragraph 1I believe it is important for me to becomemore organised at this stage of my life for(two) main reasons.(Think about: growing pressures of work; collegelife next year.)

Paragraph 2It seems to me that I already do (one ortwo/a few/some/most) things quite well. (Use the Tips in the text on page 57 to help youmake notes. Do not list more than two things.)

Paragraph 3On the other hand, I know that there are (a few/some/other) things that I do not dovery well.(Use the same Tips again. Do not list more thantwo things.)

Paragraph 4I think there are several things that I can doto improve in these problem areas.(Note pieces of advice which can come from boththe text on page 57 and the one on pages 62–63.)

Paragraph 5If I can do these things, I hope that life willimprove, both at school and later at college.(Take ideas from both texts again – and you canadd your own.)

2 Note useful words and phrases from both of thetexts.

3 Think of ways of using connectors like these.

Listing:First, … First of all, … Secondly, … Finally, …

Giving examples:For example, … For instance, … … such as …

Adding points:… , too. In addition, … Moreover, …

4 Use your notes to write the first draft of youressay. Write a paragraph for each topic sentence.Leave space between lines to make corrections.


Expressions with verbs

become

make a friend

lose

Word partners

a close

a good friend

an old

6 Work with a partner. Use expressions from 4 andword pairs from 5 to ask and answer questions.Examples:

What are your top priorities in life?

Do you think you will get involved in studentpolitics?


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Dealing with stressUnit 7

Focus1


Before you read2 Look at the heading and picture, and answer

these questions.

1 Do you remember who Jasmin is and what shedoes?

2 If you had a problem, would you ask her advice?

While you read3 Match three of letters 1–4 to Jasmin’s answers

a–c. Write the correct names in the gaps.

After you read4 Answer these questions.

1 Letter 1: Jason wants to be …(a) a doctor. (b) an animal trainer. (c) a vet.

2 Letter 2: Denise wants to be able to … (a) eat anything. (b) lose weight.(c) eat only spaghetti and chocolate.

3 Letter 3: Shareefa does not want to get marriedbecause she …(a) wants to become an architect.(b) is still at school.(c) does not know the man very well.

4 Letter 4: Tim wants Jasmin to advise him how to …(a) organise himself. (b) pass his exams.(c) do his homework.

5 Letter a: Jasmin thinks that Shareefa should …(a) give in to her parents.(b) persuade her parents.(c) argue with her parents.

6 Letter b: Jasmin thinks that Jason ought to …(a) ask for his teachers’ advice.(b) do what his father wants.(c) study the subject that really interests him.

7 Letter c: Jasmin’s medical adviser thinks thatDenise needs to (a) become more active.(b) reduce the total amount she eats.(c) eat more sugar.

5 Say why the following are in italics.

1 Letter 2: … even if I just look at a piece of chocolate …

2 Letter 4: Help!

6 Say what the following mean.

1 Letter 1: … do what he wants?2 Letter 2: But not me.3 Letter 3: … I really want to accept it.4 Letter 4: … but the way I’m going …5 Letter 4: … I’m worried I won’t.6 Letter a: … let you take this great opportunity.7 Letter b: That might work better.


What do you think ofJasmin’s answers?

If you were Jasmin, whatwould you advise Tim to do?

It stresses me out when Ihave too much to do andnot enough time to do it.

It gets me down when Ihave an argument with my

brother or sister. But itcheers me up when I havea chat with my best friend.

What about you?

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Reading continued

Just Ask Jasmin

Dear JasminMy father’s great, but we’re having lots ofarguments about my future. Dad’s an engineerand wants me to follow him. But I loveanimals and want to be a vet. He says theworld needs engineers, not animal doctors,and then we argue and get upset. Should Ijust give in and do what he wants?Jason (18)

Dear JasminSome people can eat anything they want, andit never affects them. But not me. I seem toput on weight even if I just look at a piece ofchocolate or my favourite spaghetti dish, andit’s getting me down! Do I really have to stopeating and stay hungry, or is there some otherway I can lose weight?Denise (17)

Dear JasminI’m terrible at organising myself and gettingthings done. I can’t concentrate on homework,for example, so I often do it badly at the lastmoment – or don’t even finish it. I want toget good exam results this year, but the wayI’m going I’m worried I won’t. Help!Tim (18)

Dear JasminI’ve been offered a place at university to studyarchitecture, and I really want to accept it. Butmy parents say I should get married when Ifinish school. The man they want me to marryhas money, and I’m sure he’d be a good husband.But right now I desperately want to be anarchitect, not a wife. I’m really stressed out!Shareefa (17)

b Dear __________Whichever direction you take, the training will be long and hard. So you mustchoose the one that really motivates you. That’s the easy part.You’ve tried talking to your father, and that hasn’t worked. So now try askingyour teachers for help. Ask them to speak to your dad. That might work better.Jasmin

a Dear __________You’re clearly an excellent student, and thedoor is open to a fine career, so don’t give up.In this competitive modern world, we needto develop our abilities as far as possible, sowhy not try to persuade your parents to letyou take this great opportunity? Explainthat good education and training will lead toa much better life – for you and, when youlater marry, your children.Jasmin

c Dear __________Our medical adviser says, ‘If you startmissing meals, that can do real harm.Instead, you should change your diet. Avoideating the foods you love, with all theirfattening sugar and carbohydrates. Replacethem with healthy fruit and vegetables.’Another thing. Girls often aren’t activeenough, so do at least 30 minutes of exercisefive times a week.Make these changes, and you’ll soon bethinner, fitter, healthier and happier!Jasmin

3

42

1

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Adjectives: feelings1 Write these adjectives under the appropriate faces.

angry annoyed depressed embarrassed frightened happy nervouspleased sad scared stressed (out) unhappy upset worried


2 Work with a partner. Talk about your feelings like this.

A I (always) feel happy when it’s Eid. What makes you happy?B I’m (always) happy when I’m with my friends.

Comparison of -er/est adjectives: spelling rules

3 Complete the table and explain the rules.

+ -er/est + -r/st -y + ier/iest + consonant + -er/est

Adjective hard fine ______________ ______________

Comparative ______________ ______________ healthier thinner

Superlative ______________ ______________ ______________ ______________

4 Copy the table into your vocabulary notebook and add more words that you know.

Comparison of irregular adjectives

5 Complete the table.

Adjective ____________ bad ____________ much far

Comparative better ____________ ____________ ____________ ____________

Superlative ____________ ____________ least ____________ ____________

6 Work with a partner. Talk about school and life like this. Use adjectives from 4 and 5 (and any others thatyou need).

A History is my best subject. How about you?B I’m afraid history is almost my worst subject.A I’m thinner than I was a year ago. How about you?B I don’t think I’m thinner, but I’m certainly healthier.

_____________

_____________

_____________

_____________

_____________

_____________ _____________

_____________

_____________

_____________

_____________

_____________

_____________

_____________

1 2 3 4 5 6

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Listening1 Tim did not just write to Jasmin about his

problem. He also had advice from his older sisterLucy. Listen and mark the points that Lucymentions in order – a–f.

1 Write a daily ‘to-do’ list. ___

2 Write in your diary important dates,e.g. for finishing assignments. ___

3 Highlight special priorities and deal with them first. ___

4 Do something useful with any spare time,e.g. time on the bus. ___

5 Reduce your TV time to just 30 minutes a day. ___

6 Spend less time with your friends in the evening. ___

7 Tidy up your room, and get your desk organised. ___

8 Don’t put things off. Get on with them. ___

Pronunciation: vowel sounds2 Listen to Part 1 and repeat the words you

hear from columns A, B and C.

A B C/əυ/ /ɒ/ /ɔ�/

1 note not nought

2 coat cot caught

3 bowl XXX ball

4 boat XXX bought

5 road rod XXX

6 won’t want XXX

7 XXX pot port

8 XXX otter ought to

3 Listen to Part 2 and tick (✔) the word in eachline that you hear.

4 Listen to Part 3 and mark the sounds thatyou hear A, B or C.

You ought to make a note of what’s important.


5 Listen to Part 4 and repeat.

Speaking: suggesting, advising andwarning6 Listen to the conversations again. Tick (✔)

the expressions you hear.

1 A If you don’t revise properly, you’ll fail tomorrow.

B You’ll fail tomorrow if you don’t revise properly.

2 A You’re going to do badly unless you start sorting yourself out.

B Unless you start sorting yourself out,you’re going to do badly.

3 A You need to cut the time you spend watching TV.

B You should cut the time you spend in front of the TV.

4 A You ought to make a note of what’s important.

B Always make a note of important dates.

5 A You’d (You had) better make it a regular habit.

B It’s important to make it a regular habit.

6 A What about doing something useful like reading?

B You could do something useful like reading.

7 A You mustn’t put things off so much.

B You must get on with things much more.

8 A Why don’t you tidy up your room?

B Why not clean up your room?


1 the pieces of advice;2 the suggestions;3 the warnings.

8 Work with a partner. Take the roles of A Lucy andB Tim and develop a conversation. (Choose yourown points of advice from Exercise 1.)

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Suggesting, advising and warning u Grammar reference p132

4 Work with a partner. Continue in the roles of A Tim and B Lucy. Take turns at requesting help, andsuggesting, advising and warning.

A: choose from these problem situations.

• You have a bad toothache, but you hate going to the dentist.

• You have had a big argument with an old friend, but now you want to stop fighting and be friends again.

• Somebody in your class broke a window and now refuses to tell your teacher he did it and, as a result,the whole class is in bad trouble.

• A ‘friend’ has borrowed your (item(s)) and keeps ‘forgetting’ to give it back.

B: choose from this language.

Suggesting Advising Warning

You could … You should(n’t) … If you (don’t) …,

Why not (+ infinitive) …? You ought (not) to … you’ll (you won’t) …

What about (+ -ing) …? You had better (not) … Unless you …,

If I were you, I would(n’t) … you’ll (you won’t) …

Verb + infinitive or verb + -ing (2)u Grammar reference p130

1 Find five different examples of (main) verb +infinitive in the texts on page 67, and fourexamples of (main) verb + -ing.

2 Read the information. Then do the exercise below.

Some verbs can take an infinitive or an -ing formwith little or no change of meaning. Compare:

A If you start missing meals, that can do real harm.B If you start to miss meals, that can do real harm.

Other verbs can take an infinitive or an -ingform, but with important changes of meaning.Compare:

A Why not try to persuade your parents to letyou do this?

B You’ve tried talking to your father, and thathasn’t worked. (= do sth as an experiment)

Explain the two different meanings of the mainverb in each of the following pairs.

1 A I’ll never forget meeting the President.B I always forget to turn off the lights.

2 A I’ll always remember meeting the President.B I always remember to turn off the lights.

3 A She went on talking for three hours!B After a year as a manager, she went on to

become a director.4 A I meant to get here an hour ago, but my car

broke down.B Our stupid mistake meant going back and

starting again.5 A Could you please stop making so much noise?

B Could you please stop to buy a newspaper on the way home?

3 Now complete the following with the correctforms of the verbs in brackets.

1 I must __________________ Nadia today.(remember /call)

2 The new manager never ____________________about work! (stop/ talk)

3 When I fell, I __________________ , but I couldn’t.(try/ get up)

4 I’ve never __________________ the mountain.(forget /climb)

5 I’m very sorry. I didn’t ____________________you. (mean / hit)

6 The weather was terrible. It _____________________________ all day. (go on / rain)

Language Lesson 5

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71

1 Read the newspaper article. Then do the tasksand answer the questions.

1 Find Detroit on the map of the world at the frontof the book.

2 Say what Detroit is famous for manufacturing.(Think: it is often called ‘Motown’.)

3 Why is Detroit a good place to have a Palestiniancultural centre?

4 Who will be able to use the centre?

NEW PALESTINE CENTERFOR DETROIT

A new Palestinian cultural center is being plannedby the city’s Friends of Palestine Group (FPG).Detroit has one of the largest Palestinianpopulations anywhere in America, and so the FPGbelieves it will be able to create an excellentcenter for cultural events. It will also be a newmeeting point for all who are interested inPalestine and its people.

2 Soon after the article appeared, Iman Mansourreceived a phone call.

Listen to Part 1 and complete her notes.

Integrated skills Lesson 63 Listen to Part 2 and answer these questions.

1 Where does this conversation take place?2 Who is it about?3 What are they trying to decide?

4 Listen again and choose from the followingadjectives to describe everybody’s feelings.

excited frightened happy interested nervous sad stressed uncertain

uncomfortable unhappy upset worried

Father: ______________ , ______________

Mother: ______________ , ______________

Jameel: ______________ , ______________

Iman: ______________ , ______________ ,

______________

5 Discuss Iman’s situation. What would you do ifyou were her?

6 Complete Iman’s letter to Sami. Follow thisstructure, and start as follows.

Dear SamiIt was wonderful to see you againafter such a long time. We were justchildren when we last met! It was alsovery good to discuss the project withthe family.

Paragraph 2: Summarise the feelings of your parentsand, on the other hand, the way your brother feels.Start like this: As you know, my father feels ...Finish with your own feelings: As for myself, ...

Paragraph 3: Give your decision, with one or morereasons. Start like this: After a lot of thought, Ihave decided ...

Paragraph 4: Thank Sami again for the invitation.Finish with an appropriate hope for the future.

End the letter with an appropriate expression andIman’s signature.

Caller: ______________________

Project: Set up a Palestinian _____________

Invitation: Come and join _______________

Visit in: ________________________________

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72


Before you read1 From the look of the text, say whether it is

probably from a diary, a novel, or a collegetextbook.

2 Match the three section headings to the following.

a Some methods of controlling stressb A definition of stressc What creates stress, and what stress does to people

While you read3 Highlight ideas

a that are new to you;b that could help you in future.


1 Why is stress a part of everyday life?2 What sorts of stress does the first section focus on?

STRESSWhat is it?

Normal life never stays normal for longsimply because it is full of change. Stress isour reaction to change – all change, whetherwe see it positively or negatively.

Most people think stress is a negativereaction leading to feelings like anxiety.However, it can also be a positive reactionthat helps us deal well with change.

Stress reactions depend not only on thesituation, but also on attitudes to it. The same

situation – a driving test, say – can affect twopeople very differently. One person isconfident, so he experiences a positive stressreaction – active concentration – and thisleads to success. The other lacks confidence.Negative stress reactions – fear and worry –take over. These emotions easily turn topanic, and failure becomes more likely.

We get stressed for different reasons andin different ways, but it is part of everydaylife. In fact, we need some stress in our lives.It can make us feel more alive and energetic.Without it, life would be very boring.Problems only develop when there is toomuch negative stress.

Causes and effects of stressAny change in normal life may cause stress,but some ‘stressors’ are bigger than others.Here are some common ones, on a well-knownscale of 0–100.

Life event ValueDeath of a husband or wife 100Death of a close family member 63Major personal injury or illness 53Getting married 50Losing one’s job 47Being pregnant 40Son or daughter leaving home (e.g. for college) 29Finishing education 26Moving to college or a new school 20Holiday festivals (e.g. Eid) 12

20

15

25

30

35

40

5

10

1

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Reading continued

3 What effects can these different sorts of stresshave on people?

4 How does the table relate to the heading of thesecond section?

5 What four signs of stress are these examples of?(a) difficulty in sleeping;(b) loss of interest in food;(c) a sudden feeling of anger;(d) a sudden feeling of shakiness.

6 Why is it necessary to realise that one is stressed?7 What can one do in order to reduce stress?

State one thing that(a) has to be done with another person.(b) needs to be done alone.(c) can be done either alone or with other people.

8 How does stress normally disappear naturally?


1 line 21: everyday life2 line 29: stressors3 line 32: life event4 line 62: self-destructive5 line 74: … ‘a problem shared is a problem halved’.


Signs of stress may be emotional, mentalor physical reactions, or strange behaviour –or a mixture of them all. All the following aresigns of severe stress.

Emotional effects can include nervousness,depression and anger over small things.

Mentally, many people lose concentrationand others worry endlessly about smallthings. Some people sleep badly and sufferbad dreams.

Anxiety attacks are a common physicalreaction. This is when one’s hands get sweaty,the heart starts beating too fast and one maybegin to shake.

As for strange behaviour, some peoplestart crying for no apparent reason. Othersbegin to eat too much or too little, or drinkalcohol or take drugs. Some of these forms ofbehaviour are dangerously self-destructive.

Dealing with stressFortunately, much can be done to reduce oreven get rid of negative stress. First, though,people must accept that they are stressed andunderstand the causes and effects. Havingdone that, action becomes possible.

Several simple things can help. One shouldeat well-balanced meals and also get regularexercise – walking, swimming or cycling for

example. Discussing problems with a studentcounsellor, friend or family member can alsohelp greatly: ‘a problem shared is a problemhalved’.

These are simply general things everybodyshould do anyway, but there are alsoparticular sorts of action one can take inparticular situations. Here are just two.

Some stressors can be stopped completely– trying to do too many things, for example.Here, people need to study their ‘to do’ lists,decide what is really important, and then findways of reducing other tasks. Having donethis, they will enjoy more the things they stilldo – and probably do them better, too.

Sometimes, stress is impossible to prevent,but much can be done to reduce its effects.With exam preparation, for example,managing time better helps greatly. Oneshould plan a sensible revision timetable andthen stick to it. This creates a feeling of control,and this in turn reduces worry and anxiety.

Finally, negative stress almost alwaysdisappears as something new and difficult inlife becomes normal. It may even become funand exciting – a positive stressor, in otherwords. Just think of the nervous learnerdriver who improves and starts lookingforward to lessons – and even to the test!

50

45

55

60

65

70

85

90

95

80

75

100

I thought the idea of arevision timetable was agood one. I’m going totry it in the summer.

What about you?

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Note making


1 Complete the notes from the text on pages 72–3.

Section 1 Stress can be

either _______________ or _______________

Possible effects Possible effects

___________________________ ___________________________

Section 2 ‘Stressors’ = things that ___________________________

Can include everything from

___________________________ to ___________________________

Signs of stress include

1 _________________ 2 _________________ 3 _________________ 4 _________________

Example: Example: Example: Example:

___________________ ___________________ ___________________ ___________________

___________________ ___________________ ___________________ ___________________

Section 3 First: ____________________________________________

Then can use different types of stress control

1 In daily life: 2 Through personal contact: 3 By thinking clearly:

Example: Example: Example:

___________________ ___________________ ___________________

___________________ ___________________ ___________________

Finally, stress disappears naturally when _____________________________

_______________________________________________________________

When you make notes, you can often highlight connections betweenideas with a diagram. This can help you when you make notes fromyour reading or when you write your lecture notes. It can also help

you when you plan a summary or an essay.

negative

anxiety

positive

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3 That book was so __________ that I gave up onpage 10! This one was so __________ that Ifinished it in one evening.

4 Some people are very __________ , and theyalways expect the worst to happen. Others aremuch happier and think more __________ .


7 You have already lived through a lot of stressfulsituations – for example illness or changingschool. Write about a stressful situation whichyou dealt with successfully . Follow these steps.

1 Plan your story in this way.

Paragraph 1: Note what happened, and also when,where and why.

I remember the time that I ...

Paragraph 2: Write about your feelings, using adjectives from earlier in this unit.

As you can imagine, it was a difficult time emotionally. At first, ...

Paragraph 3: Write about people’s suggestions,advice and warnings.

Luckily, I had help and support from other people. For example, (my father) advised me (not) to ...

Paragraph 4: Explain how you finally dealt withthe problem, or how it disappeared in the end.

2 Note useful words and phrases from both texts.3 Think of ways of using connectors like these.

Describing events in order: At first, … Then … Later, … After that, … Finally, … In the end, …Giving examples: For example, … … such as …Explaining causes: … because … … as … Because of (+ noun/pronoun)Explaining effects: … so … As a result, … Because of this/that, …

4 Use your notes to write the first draft essay.Leave space between lines for corrections.


Summary2 Use these topic sentences to start paragraphs 1,

2 and 3 of your summary. Complete them fromyour notes opposite on Sections 1, 2 and 3.

1 Stress is the normal human reaction to change.2 There are many causes of stress, and stress also

has many effects.3 It is possible to control or even get rid of stress in

several ways.

Vocabulary3 Compare the confusable words affect and effect.

Add the correct word to each definition below.

The same situation can affect two people very differently.Emotional effects can include nervousness and depression.

1 __________ verb [T] cause a change in thesituation of something or somebody

2 __________ noun [C/U] a change that isproduced in something or somebody bysomething or somebody else

4 Complete the following with affect or effect inappropriate forms.

1 Stress has many different __________ ondifferent people.

2 I was feeling stressed out, and that badly__________ my ability to think clearly.

5 Find words in the text on pages 72–73 that meanthe opposite of the following.

1 Section 1 negative __________

2 Section 1 interesting __________

3 Section 2 causes __________

4 Section 2 exclude __________

5 Section 2 normal __________

6 Use pairs of words from Exercise 5 to completethe following. Put them in appropriate forms.

1 Especially high sea and air temperatures were the__________ of this hurricane. Its human andeconomic __________ have been disastrous.

2 Does this price __________ everything? / No, it__________ the cost of delivery.


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Your future world of workUnit 8

Focus1 You now know the names of a lot of jobs. Play

this memory game in two teams.

A I’d really like to be a (police officer). Whatabout you, (Yassir)?

B Mm, I wouldn’t much like to be a (policeofficer). I’d prefer to be a (teacher). Whatabout you, (Hani)?

C No, I wouldn’t much like to be a police officeror a teacher. I’d prefer to be a (flightattendant). What about you, (Omar)?

D Well, I wouldn’t much like to be a police officeror a teacher or a flight attendant. I’d preferto be an astronaut. What about you, (Jamal)?

The team with the longest correct chain wins.


1 Say what the first document is, and where it hasbeen published.

2 From what you can see, say whether the letter isformal or informal. Say what parts are missing.

3 Look at the headings in the ‘curriculum vitae’ (CV).Say what this document seems to be about.

While you read3 Match the second part of the advertisement to a

job in the first part.

4 Find out:(a) which job Arwa has applied for;(b) whether she has applied in time; (c) if the job would mean moving home.

After you read5 Find and read out points in Arwa’s CV that

clearly match these following requirements inthe advertisement.

1 Must be able to work as a personal assistant (PA).2 Must have the right educational qualifications.

Reading Lessons 1 and 23 Must have enough relevant experience.4 Must have excellent computer skills.5 Must have good communication skills.6 Must have the right language skills.7 Should have an interest in website design.

6 Do these tasks.

1 From information in the advert, letter and CV,write the top two parts of the letter.

2 You are Ms Ashour’s assistant. Tell her why sheshould invite Arwa to an interview. Start like this.In the first place, we know she can do the jobbecause she is a PA in her present ...Secondly, we know she has the right ... as shehas a degree in ...Thirdly, ... Fourthly, ... Fifthly, ... Sixthly, .. And finally, ...


1 line 6: posts2 line 28: applicants3 line 29: covering letter4 line 29: Human Resources5 line 31: job title6 line 32: closing date7 line 75: on request

8 Remember what these mean (from Grade 11).

1 line 46: Enc2 line 64: Ltd


What do you hope you will be / will be doing in tenyears from now?

Like lots of other people, Arwahas taken an international testin English proficiency. TOEFL(Test of English as a Foreign

Language) is the most commonAmerican qualification. IELTS

(International EnglishLanguage Testing System) is

the most common qualificationin Britain and other English-

speaking countries.

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Reading continued

77

If you have to write an English-language CV, use the headings

that Arwa has used and make surethat it fits on one page. With

education and work experience,start with the most recent first andwork backwards. Include language

and other skills, as well asachievements and interests, thathelp to show either that you are

the right person for the job or thatyou are a special sort of person.

Ramallah News JOBS SECTION Thurs Mar 18, 20..

GlobalCom (Palestine)GlobalCom is a dynamic organisation that buildswebsites for business customers worldwide.Following recent rapid growth, we now wish to fillthe following full-time, permanent posts.1 Assistant Manager, Sales Ref: GCP1252 IT Support Officer Ref: GCP1543 Personal Assistant to the Director Ref: GCP2644 Secretary, Office of the Director Ref: GCP298Please see below for individual requirements foreach post.

Duties and responsibilities

• Provide close support to the Director;

• Carry out a wide range of secretarial andadministrative tasks, with the help of a full-timesecretary.

Qualifications

• Degree in business administration;

• At least three years’ relevant experience ofbusiness administration;

• Excellent computer skills, with experience of allmajor business software programs;

• Good communication skills;

• Excellent spoken and written Arabic and English;

• An interest in website design would be anadvantage.

Applicants should send their curriculum vitae and acovering letter, in English, to Ms J Ashour, HumanResources Manager, at PO Box 7854, Ramallah,stating the relevant job title and reference number.Closing date: Thursday, April 5.

Dear Ms Ashour

Job application I am writing to apply for the post of Personal Assistant to theDirector (Ref: GCP264), which was advertised in the RamallahNews yesterday, March 18. I enclose my CV, as requested.

I feel confident that I have the skills and experience that youare looking for, and I believe I am ready for the challenge thatthis responsible job offers.

I very much hope for a positive response, and I look forward tohearing from you in due course.

Yours sincerely

A AbedArwa Abed

Enc

CURRICULUM VITAEARWA ABED

Contact details Address: 265 Jaffa Street, PO Box 4738, GazaHome Tel: 08-28326473Mobile: 09722 054 238 631E-mail: [email protected]

Personal data Date of birth: 13/01/1981Nationality: Palestinian

Education Qualifications2000–2 Gaza Community College Certificate (Grade A),

(2-year part-time course) Information Technology

1996–2000 Al Rasheed University BA, English andBusiness Administration

1993–1996 Al Amir Senior High Certificate of SecondarySchool Education

Work experience2003– Personal Assistant to Sales Manager, PalSat (Gaza)

2000–2003 Office Manager, Arab Tours Ltd, Jerusalem

Languages Arabic (native speaker)English (excellent – TOEFL score 667)

Skills Driving licenceWebsite design

Other achievementsHelp run local girl scouts in Gaza CityElected as student representative at university

Interests Palestinian folk musicPhotographyPoetrySports

References Available on request

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Word pairs1 Some words often go with other words. Match

the words in the box to words 1–12 to makeword pairs in the text on page 77.

administration application assistant designlicence manager number programsrepresentative skills technology title

1 business ________________

2 software ________________

3 communication ________________

4 website ________________

5 job ________________

6 reference ________________

7 job ________________

8 information ________________

9 personal ________________

0 sales ________________

1 driving ________________

2 student ________________

2 Complete Ms Ashour’s notes from her interviewwith Arwa Abed. Use word pairs from Exercise 1.

Name: Arwa Abed

1 ________________: PA to the Director

2 ________________: GCP264

3 Areas of experience: PA, __________________

4 IT skills: ______________________

5 ________________: excellent — a good

communicator

6 Skills: ______________________ ,

______________________

7 Other achievements: girl scouts organiser,

______________________


Word families3 Add the following words to the table.

ad/advert/advertisement application assistance designer direct

management organiser

verb noun (person) noun (thing)

1 organise __________ __________

2 assist __________ __________

3 __________ supporter __________

4 design __________ __________

5 apply __________ __________

6 manage __________ __________

7 __________ advertiser __________

4 Now complete the table with words from thetext on page 77.

5 Use words from Exercise 4 to complete part ofthe interview (Arwa Abed = AA; Ms Ashour = JA).

1 JA So you saw our __________ in the newspaper.AA Yes, and I replied the day after you

__________ the post.2 JA Your __________ was the first we received.

AA Well, I really want the job, so of course I __________ as soon as I could.

3 JA I see that you’ve had experience both as a PA and as an office __________.

AA Yes, when I was with Arab Tours, I __________ a small secretarial group that supported the company’s sales teams.

4 JA Tell me about the __________ that you work for – PalSat, isn’t it?

AA Yes, well, we __________ international video conferences using satellite links.

5 JA I notice that you’ve had experience as a website __________.

AA Yes, I started __________ sites at university.I did one for the Student Council, for example.

6 JA Now, let’s talk about the job. First of all, you would need to _________ the Director,arranging his daily schedule.

AA Well, that’s exactly the sort of __________ that I give my present manager.

6 Work with a partner. Practise the interview inExercise 5.

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Listening1 Listen to Part 1 and complete the notes.

Company’s name: GlobalCom ( _____________)Caller: Paul _____________

Calling: Peter _____________

Job title: Human Resources _____________

2 Listen to Part 2 to correct and completePaul’s notes.

Interview details:Date: Monday, March 1st __________________

Time: 10.00 a.m. __________________

With: Mr P Bell __________________

Helen Wood’s direct line __________________

Pronunciation: sounding friendly3 In business you need to sound friendly and

helpful on the phone. Listen to Part 1. Whichway of speaking sounds friendly and helpful? Tick (✔) Box a or Box b.

a b

1 How can I help you?

2 Who would you like to speak to?

3 Hello. Ali Atari speaking.

4 You can see his assistant instead.

5 You’d better make a note of my number.

4 Listen to Part 2 and repeat.

Speaking: telephone language andmaking arrangements5 Listen to Parts 1 and 2 from Exercises 1 and 2

again. Tick (✔) and repeat the expressions youhear.

1 A I’ll put you through to his PA.

B I’m going to put you through to his PA.

2 A I’m afraid her line is busy.

B I’m sorry, but her line is busy.


3 A Do you want to hold?

B Would you like to hold?

4 A Would you like her to call you back?

B I can ask her to call you back if you like.

5 A It’s ringing for you now.

B Her phone is ringing now.

6 A I’m afraid I can’t come that day.

B I’m afraid I can’t manage that day.

7 A I could get to you on Wednesday next week.

B I could make it on Wednesday next week.

8 A I’ll confirm the details by e-mail.

B I’ll confirm the date and time by e-mail.

6 Work with a partner. Use your notes fromExercise 1 to help you play the parts of Paul andthe receptionist.

7 Work with a partner. Take roles A or B and coveryour partner’s schedule. Find a time when youare both free to meet. Start like this.

A So when can we get together?B What about meeting on Monday? I could

make it in the morning.A Sorry, but I can’t manage that. I have a sales

meeting. How about getting together onMonday afternoon?

B No, I’m afraid I can’t ...A Well, what about ...

A Mon a.m. Have a sales meeting.p.m. —

Tue a.m. —p.m. Visit the factory.

Wed a.m. Have a video conference.p.m. —

B Mon a.m. —p.m. Do interviews.

Tue a.m. Meeting the Director.p.m. —

Wed a.m. Finish the sales report.p.m. —

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Prepositions with verbs and nounsand in phrases u Grammar reference p132

1 Use the following prepositions to complete partsof Paul’s conversation with Helen Wood. (You willneed some of them more than once.)

at by for in of on to with

P Good morning. My name is Paul North, and I’vejust received an invitation (1) _______ aninterview (2) _______ Mr Bell (3) _______ thebeginning (4) _______ next week.

P I’m afraid I can’t manage that day as I have to be away (5) _______ business (6) _______ mypresent employer.

H Right, then, we need to agree (7) _______ adifferent date. When would you be free?

P I could make it (8) _______ Wednesday next week.

P Mm, Thursday, March the fourth. I could make it(9) _______ the afternoon.

H She could see you (10) _______ two-thirty.P Two-thirty? Yes, I can manage that fine.H Right, Mr North, I’ll make a note (11) _______ that

and check (12) _______ Mrs Wood. Then I’llconfirm the details (13) _______ e-mail later today.

2 Some words go with different prepositions tocreate phrases with different meanings.Complete the following with the words given.

1 at/in + the endThe car broke down three times, but I got to thecommunity centre ___________ . Unfortunately,I was too late. I got there just _______________ of the meeting. Everybody was leaving andsaying goodbye!

Language Lesson 5

2 in/on/out of + businessMr Arafeh has been ______________ for 30 years.He went through some bad times a few years ago

and nearly went _______________ . But now he’sdoing very well and he’s very busy. In fact, he’saway _______________ in Cairo at the moment.

3 in/on + time We’re late and the train is always exactly_______________ . So we’ll have to run to getthere _______________ to catch it.

Offers u Grammar reference p133

3 Use the sentence parts and add suitable objectpronouns to complete the offers.

1 A I need to talk to Mrs Assali, please.B I’m sorry, but she’s in a meeting.

/ like / call / back

_______________________________________A That would be great. The number’s 045 632 789.

2 A I have to give Mr Day some information.

B I’m afraid he’s away on business./ like / give / message

_______________________________________A Thank you, but it’s a bit complicated. I’ll e-mail

him instead.

3 A The CD ROMs I bought here don’t work properly.

B Yes, some other customers have told us the same thing. I’m sorry.like / change / for different ones

_______________________________________A Please. I’d be very grateful if you could do that.

4 A You and Anwar have moved my desk to the wrong place.

B I’m sorry, but we thought this was the best place.like / move / over there instead

_______________________________________A Yes, please. That’s where I really wanted it.

5 A I’d like to apply for the job of salesperson that you’ve advertised.

B Ah, yes, we’re still accepting applications for that post.like / send / application form

_______________________________________A Thanks very much. Could you send it to …

(name and address)?

4 Work with a partner. Take turns as A and B andpractise the conversations together.

in the end

Would you like her to call you back?

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1 Read the advice to young British people and dothese tasks.

1 While you read, highlight any advice that is newto you.

2 Look at the picture. From what you have read,explain this interviewee’s mistakes.

HOW TO SUCCEED AT JOB INTERVIEWS1 Find out everything you can about the

organisation. This will give you things to sayand show that you are enthusiastic.

2 Be ready to answer questions like these.•Why do you think you’re right for this job?•How would you describe yourself?•What do you think of our company’s

products?•What do you like doing in your free time?

3 Prepare some questions, too. These will helpshow you have considered the job carefully.

4 Don’t just be on time for the interview: be early.

5 First impressions are very important.Choose appropriate clothes, and have themready the night before. On the day, makesure you are neat and tidy.

6 During the interview, sit straight and trynot to move around on your chair.

7 Don’t just give ‘Yes’ and ‘No’ answers. Giveextra information that will help show you arethe right person for the job.

8 At the end, remember to thank yourinterviewer(s).

Integrated skills Lesson 62 Listen to parts of two interviews and answer

these questions.

1 Which interviewee is probably the one in the firstpicture?

2 Apart from his mistakes that you discussedearlier, what other mistakes do you hear as hespeaks?

3 Look at the picture of the other intervieweebelow. How does his appearance compare?

4 What job do they both want?5 Considering just their appearance alone, who do

you think the interviewers will prefer?

3 Listen again and mark each interviewee fortheir qualities. Put a tick (✔) for ‘Yes’ and a ✘for ‘No’.

Interviewees1 2

communicates well

enthusiastic

friendly

neat and tidy

well prepared

4 Write the interviewers’ report – a shortparagraph about the interviewee who you feltshould get the job. Start like this.We both felt that the company should offer thepost of ... to ... He performed very well in hisinterview. In the first place, he communicatedvery ..., he was also ..., and he ... In addition,he ... and ...

5 Jason Law wanted the job of travellingsalesperson because he likes selling, workingindependently and getting out of the office.Would you enjoy that sort of job. Why/Why not?

✘

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Before you read1 What do the pie chart and the photo both tell

you about staff working for large companies?

While you read2 Match and add these headings to sections 1, 2

and 3 of the text.

• The road to true multinational globalisation

• New ways of working

• Globalisation and its effects

3 Tick (✔) the features of globalisation that thetext mentions.

1 globalised manufacturing

2 fast global transport

3 large-scale emigration

4 large-scale unemployment

5 cheap telecommunications

6 global satellite systems

7 more multinational regional head offices

4 Tick (✔) likely future work requirements that thetext mentions.

1 life-long learning

2 more job changes

3 more college qualifications

4 IT skills

5 working internationally

6 foreign language skills

7 working with people from other countries


the text.

1 Section 1 describes three forms of globalisation,including …

Your future world of work1 ____________________________________The future is always hard to see clearly until ithas become the present or, better, the past. Onething is very clear, though: we face a world ofincreasing change in the ways that we live andwork.

What will tomorrow’s world of work be like forpeople who are trying to prepare for it today?We have to try to look into the future in order tobe ready for it.

The key point is globalisation. This brings usall many benefits. The food we eat, the clotheswe wear, and the machines and energy we useare often imported from far away. Globalisationtakes other forms, too. Cheap, rapid transportallows us to travel round the world in a day. Infact, we do not even need to travel. We can talkto someone in Sydney almost as easily as wecan talk to someone in the same room. Cheap,modern telecommunications also move ideas,news and data round the world in seconds.

However, globalised manufacturing is certainlynot all good news. The shock of cheap goods,often from the Far East, has destroyed wholeindustries in other parts of the world becausethey cannot compete. In their fight to do so,

many organisations have moved their ownoperations to regions with lower costs – againgenerally in the Far East. This has often leftbehind major unemployment and socialproblems, affecting everyone from car workersin America to shoe makers in Palestine.

Not surprisingly, some countries try to protecttheir industries through high import taxes.However, free trade always wins againstprotectionism in the end. It does so because itoffers the consumer the widest possible choiceat the lowest possible price. And the consumeris king.

2 ____________________________________Globalisation has also come from the longdevelopment of western multinationalcompanies. There have already been two stagesin this development, and experts are nowpointing to the start of a third.

Up until the 1980s, it was normal formultinational companies like Ford to manufactureat home, sell abroad and control these globaloperations from home. That was the first stage.At the second stage, manufacturing hasfollowed sales abroad, but control has remainedwith head office – still generally located inAmerica, Japan or western Europe.

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Reading continued

2 Cheap, globalised manufacturing often causesgreat damage since …

3 Free trade always finally wins because …4 In the 1980s, western multinational companies

developed from just selling abroad to …5 Multinationals are now perhaps becoming really

multinational because …6 For young people starting work today, life-long

learning will be very important because of …7 It will be important to know one (or more)

foreign languages in order to …


1 line 34: import taxes2 line 35: free trade3 line 38: The consumer is king.4 line 52: head office5 line 77: restructuring6 line 78: for life7 line 79: ever-changing


Why have you boughtthe children shoes fromChina, and not shoesmade in Palestine?

Because they’re alot cheaper, and weneed the money for

other things.

Nokia, Finland’s largest multinational company, andthe world’s largest mobile phone manufacturer:employees by region

Staff at PharmaGen Regional Head Office, Dubai.

We are now beginning to see control itselfmove away from the original head office. Highlyskilled business operations are being exported. Injust two years, for example, western companies’operations – particularly IT – have increased by57% in India and 45% in Russia. Many finance

and accountancy jobs are expected soon tofollow. Moreover, companies are setting upcomplete regional head offices, often indeveloping countries. And wherever these are,it is absolutely normal now for managersworking there to be a big mixture of nationalities.

Perhaps we have now reached the pointwhere multinational organisations are becomingtruly multinational. If power is really moving tomore points around the world, perhaps we arealso moving to a stage which will give newopportunities to many more non-western people.

3 ____________________________________ For young people entering this new world ofwork, some things are becoming clear. Changingtechnology and business needs mean life-longlearning will be essential. With the rise and falland constant restructuring of businesses, fewerpeople will stay with one organisation for life.With ever-changing business operations aroundthe world, more people must expect to spendtheir careers in more than one country. And witha growing international mix of staff, increasingnumbers of people can also expect to work inmore than one language.

Your future world of work will be exhausting,exciting and full of opportunities.

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• Total number of employees worldwide: 55,500• 15 factories in 9 countries• Research and development facilities in 12 countries

Finland 42%

Other Europeancountries 23%

Americas 20%

Asia-Pacific andChina 15%

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Making notes1 Complete the notes below from the text on

pages 82–3. (You can also refer to your answersin While you read and After you read.)

Section 1

Forms of globalisation

1 globalised _________________

2 ___________________________

3 ___________________________

Effects of globalised manufacturing

1 Globalisation brings us many _________________

2 Cheap goods from __________________________

destroy manufacturing in regions with __________

___________________________

3 Some high-cost manufacturers move ___________

___________________________

4 Both these changes cause ____________________

Possible reactions by importing countries

1 Protectionism in order to _____________________

2 Free trade always beats ______________________

in the end because it allows consumers _________

__________________________________________

Section 2The story of multinational globalisation

Stage 1: Companies manufacture & keep control at

home & sell ___________

Stage 2: Companies start _________________ , but

_________________________

Stage 3: Companies move ______________________

_________________________

Effects of Stage 3

1 Power moves _____________________________

2 Staff become _____________________________

Section 3

Effects of the changing world of work on employees

1 Need for ____________________

2 Probably many job ____________________

3 Perhaps work in different ____________________


4 Perhaps work with people from _______________

______________________

5 Perhaps need to work in _____________________

______________________

Summary2 Use your notes to write a summary of the text in

three paragraphs. Use these three topic sentences.

1 Globalisation takes a number of forms and it hasmany effects on us all.

2 Multinational companies are starting to becometruly multinational and to provide newopportunities around the world.

3 The fast-changing world of work means manynew challenges for young people now startingtheir careers.

Vocabulary ✩ p139

3 Find words in the text on pages 82–83 that meanthe opposite of the following.

1 Section 1: prevents _______________

2 Section 1: ancient _______________

3 Section 1: minor _______________

4 Section 1: narrowest _______________

5 Section 2: led _______________

6 Section 2: imported _______________

7 Section 3: decreasing _______________

8 Section 3: past _______________

4 Use pairs of words from Exercise 3 to completethe following. Put them in appropriate forms.

1 At its _______________ , the lake is five kilometresacross, but at its _______________ , it is only 500metres from one side to the other.

2 You know the way, so you can _______________ ,and we will all _______________ you.

3 We aren’t _______________ to use the officephone to make private calls, but there’s nothingto _______________ you from using your mobile.

4 In _______________ times, people usually usedto trade quite locally, but in the _______________world, trade has become global.

5 Japan has few natural resources, so it_______________ all its oil and raw materials fromother countries and, in turn, it _______________manufactured goods to the world.

6 Sales _______________ by 50% last year, whichwas great, but we are worried now because theyare _______________ rapidly.

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5 Choose the correct connector in brackets tocomplete the text.

Globalisation – winners and losers

(1) ____________ (Either/On the one hand,)globalisation is giving many people better lives.(2) ____________ (Or/On the other hand,) it isdamaging the lives of many other people.

Take Ed Holt, (3) _____________ (for example. /however.) He used to be a well-paid steelworker inthe USA, (4) ____________ (and/but) his companyhas closed, (5) ____________ (and/but) he has losthis job. His company could not supply Detroit’s carfactories as cheaply as others could, (6) ___________(so/because) it went out of business. The carmanufacturers moved to cheaper Far Easternsuppliers (7) ____________ (so/because) they werefighting to keep their costs low and stay competitivewith cheap imports from the Far East.

(8) ____________ (By contrast, / Whereas)globalisation has given Sita Gujral a much better life.(9)____________ (Although/Moreover,) she comesfrom a poor family in northern India, she was able to get a degree in software engineering.(10) ____________ (As a result, /Despite this,) shegot a job with a company that writes software for alarge German manufacturer. (11) ____________(While/As) the Germans write most of their software themselves, they cannot do everything,(12) ____________ (and so/whereas) they sendwork to their sister company in India. With herexcellent pay, Sita is now able to help her youngerbrother and sister to go to university, as she did.


6 In Say what you think on page 76, you brieflyanswered this question. ‘What do you hope youwill be / will be doing in ten years from now?’Now you are going to deal with the questionmore deeply. Follow these steps.

1 Plan your essay like this.

Paragraph 1: Discuss things that you considereddoing when you were young. You can start likethis.When I was young, I thought about doing lotsof things. First, I wanted to be ... Later ...


Paragraph 2: Discuss two or three ideas that youhave considered more recently and decidedagainst. Explain why. You can start like this.When I was (about fifteen), I was very seriousabout becoming ... But I decided against it inthe end because ... A bit later, I ... However, I ...

Paragraph 3: Write about your present hopes andideas, even if you are very unsure about them.Give reasons. You can start like this.I now hope to ... I really want to do thisbecause ...

Or this.At the moment, I am not very sure about myplans for the future. On the one hand, Isometimes want to ... On the other hand, ...

Paragraph 4: Explain what you expect to do inorder to reach your objective(s). Explain what youhope you will be/will be doing in ten years fromnow if all goes well. You can start like this.In order to ... I expect/want/need/hope to ...This will require ... However, if all goes well, ...

2 Note useful words and phrases from anywhere inthis unit.

3 Think of ways of using connectors like these.

Stating purpose:(in order) to … so that …

Stating alternatives:On the one hand, … On the other hand, …

4 Use your notes to write the first draft of youressay. Leave space between lines to makecorrections.


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Palestinians aroundthe worldUnit 9

Focus1 Do these tasks.

1 Tick the parts of the world in the chart whereMariam Alawi has cousins.


2 Look at the world map at the front of the book.Find the cities where the Alawis live.


1 What seems to be the connection betweenMariam and Yassir?

2 Have you got relatives (a) in another part ofPalestine, and (b) other parts of the world?Where? Are you often in contact?


1 Look at the photos. Have you seen any of theseplaces in films?

2 Which of the following do you think the textcomes from: an encyclopedia, a geographytextbook or a guidebook for visitors?

While you read5 There are four sections. What are the first two

about? What about the third one? Why is the lastsection important for a non-American?

6 In the third section, match photos A–D todescriptions 1–4.


1 Since 1851, how much has San Francisco’spopulation increased?(a) About 32 times. (b) Over 400 times.(c) Roughly 240 times.

2 Why is the Bay Area a bad place to have a largeurban population?(a) Too many steep hills.(b) The danger of earthquakes.(c) The area is too small.

3 Roughly what percentage of San Francisco’spopulation is Chinese-American?(a) Around 10%. (b) Nearly 20%.(c) Approximately 30%.

4 If you are applying for a visa to study in the USA,how many documents do you need?(a) Six. (b) Five. (c) Four.

5 If you want to study English in America, whichtwo of the following forms must you complete?(a) Form 1-20 A-B. (b) Form OF-156.(c) Form 1-20 M-N.

8 Explain in your own words the differencebetween the following.

1 academic studies – vocational studies2 emigrant – immigrant3 visa – passport


There are more Palestinians inthe Palestinian Diaspora than

here in Palestine. I’ve gotcousins in Kuwait, Lebanon,

Australia and America!

Even here in America, wePalestinians are spread out.My brother lives in Chicagoand my sister’s in Jersey

City near New York. And Ilive in San Francisco.

Well, I’ve got a free daytomorrow, and I think wecould visit three differentplaces in San Francisco.

Where would you like to go?

Mariam Alawi

Yassir Alawi

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mill

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HistoricalPalestine

Jordan Other Arabstates

USA Other non-Arab states

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San Francisco – a world cityIntroduction

Located on the northern Californian coast, SanFrancisco is one of the world’s great cities,surrounded by the sea on three sides, withwonderful views from its steep hills. The discoveryof gold nearby started the 1849 Gold Rush, whichbrought thousands of people from around theworld and raised San Francisco’s population from500 to 25,000 in just two years. Since then, it hasalways been a city that welcomes differentcultures and lifestyles and it has, for example,large Chinese- and Arab-American communities.Beautiful San Francisco is near Silicon Valley, theheart of America’s computer industry. SanFrancisco is therefore one of America’s top careeras well as tourist destinations.

Reading continued

Some ‘must-see’ tourist sights

Fact File

Population: 801,377, America’s 14th-largest city.Combined with San Francisco, the Bay Areahas a population of 6 million and – despite thedanger of earthquakes – is the nation’s fifth-largest urban area.Area: 46.4 sq miles Hills: 43Highest point: 938 ft City parks: the city’s many attractive parks havea total area of *8,100 acres, the largest beingthe beautiful 1,017-acre Golden Gate Park.

* 1 acre = approx 4,000 sq m; 640 acres = 1 sq mile

Island in SF Bay. America’s top-securityprison till 1963. Excellent tours.Home of SF’s oldest and largest ethniccommunity. (Approx 150,000 Chinese-Americans live in SF today).

Built in 1937 across the mouth of SF Bay.Allow an hour to walk across. Amazing views.Drops steeply to the old fishing port, with itsfamous cable cars moving up and down it.Often used in Hollywood films.

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31

US entry requirements: study visas

There are special two types of non-immigrant visafor foreign students in the US. The ‘F’ visa is foracademic, e.g. medical, and language studies,while the ‘M’ visa is for non-academic orvocational studies. For all applications, the following are required:

1) Application Form OF-156, completed and signed. 2) A $45 application fee.3) A passport valid for travel to the US.4) One photograph.5) Forms 1-20 A-B (‘F’ applicants) or 1-20 M-N (‘M’

applicants) from the visitor’s school/college.6) Bank statement or other proof of enough money.

A

C

B

D

Alcatraz

Chinatown

HydeStreet

GoldenGate

Bridge

GoldenGate Park

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Compound adjectives1 Form examples of compound adjective + noun.

Then check your work in the text on page 87.

1 a park that has an area of 1,017 *acres

_________________________________________

2 the prison which had the top level of security inAmerica

_________________________________________

3 a community that is Chinese and also American

_________________________________________

4 a city that is one of America’s largest – (the 14th,in fact).

_________________________________________

* Plural words change to singular when they becomepart of a compound adjective.

2 Do the same with the following.

1 a family that is Arab and also American

_________________________________________

2 a hill that is 938 *feet high

_________________________________________

3 a trip of 1.5 *miles to the island

_________________________________________

4 a walk that is an hour long

_________________________________________

5 a bridge that is built from the north to the southof the mouth of SF Bay

_________________________________________

6 a city that is one of the world’s most famous

_________________________________________

Opposites3 Find words in the text on page 87 that mean the

opposite of the following.

1 introduction: southern _______________

2 introduction: lowered _______________

3 introduction: bottom _______________

4 fact file: safety _______________

5 fact file: rural _______________


6 study visa: immigrant _______________

7 study visa: academic _______________

4 Use pairs of words from Exercise 3 to completethe following.

1 If you wish to stay permanently in the USA, youwill need an __________ visa. However, if you arejust visiting to study, you will need a __________‘F’ or ‘M’ visa.

2 __________ states like Florida usually stay warmin winter, while __________ states such asMontana always get very cold.

3 Health and __________ rules in a factory are veryimportant because there are many types of__________ , and people can easily be hurt.

4 We started from the __________ of the mountainat 8.00 and climbed all day until we reached the__________ at 4.00.

5 At this college, we have __________ courses suchas physics and chemistry, and we also offerclasses for people such as builders who need___________ skills.

6 A century ago, most of the SF Bay area was a__________ farming area, but now the area islargely __________ , with several large cities.

7 When a ship needs to go past, the centre of thebridge is __________. After the ship has passed,it is quickly __________ again.

Positive description5 The guidebook text on page 87 uses positive

words and phrases to make readers interested inSan Francisco. Collect positive words andphrases from different parts of the text.

Introductiongreat, wonderful

Fact filemany, attractive

Tourist sights‘must-see’, excellent ...

6 List other positive words and phrases that youcan use to describe places.

7 Use words and phrases from Exercises 5 and 6 todescribe special places in your area.

a 1,017-acre park

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Speaking: giving and checkinginformation6 Listen to Parts 2 and 3 again. Tick (✔) and

repeat the expressions you hear.

1 A Let me get a pen and paper.

B I’ll just get a pen and paper.

2 A Sorry. Was that 8.50 in the morning?

B Sorry. Did you say 8.50 in the morning?

3 A Let me check. Was that B for Bravo, S for Sierra?

B Is that B for Bravo, S for Sierra?

4 A I just need to read that back to you.

B Can I just read that back to you?

5 A Let me give you my cellphone number.

B I’d better give you my cellphone number.

6 A You ought to make a note of our new address.

B You’d better make a note of our new address.

7 A Let me just check that I’ve got it correctly.

B Can I just check that I’ve got it correctly?

8 A And now the code. It’s C-A, then treble nine, double seven.

B And the code is capital C-A, and then treble nine, double seven.

7 Work with a partner. Take the roles of Mariam andYassir in turn. Mariam gives and Yassir checksinformation about each journey. (Yassir shouldcover the information and write what he hears.)

Departure from: San Francisco Date: April 15th Time: 11.15Flight: BD591

Arrival in: Chicago Time: 16.25

Departure from: Chicago Date: April 29th Time: 09.25Flight: TP847

Arrival in: New York Time: 12.15

Listening: gist and detail1 Listen to Part 1 and answer these questions.

1 Who are the speakers, and where have you metthem before?

2 What is going to happen?3 How do the speakers feel about it?

2 Listen to Part 2 and complete the details.

Departure Date: _________from: _____________ Time: _________

Flight: _________Arrival in: _____________ Time: _________

3 Listen to Part 3 and complete the contactdetails in the address book.

Name AddressUncle Basim ____________________________Aunt Rania ____________________________& Yassir ____________________________

Cellphone: ___________________

Pronunciation4 Listen to Pronunciation Part 1 and try to

write the words.

5 Listen to Pronunciation Part 2 and write thewords again with the help of the aviation spellingcode below. Compare these with your first try.

The aviation code


A Alpha /��lfə/B Bravo /�brɑ��vəυ/C Charlie /�tʃɑ�l/D Delta /�dεltə/E Echo /�εkəυ/F Foxtrot /�fɒks�trɒt/G Golf /�ɒlf/H Hotel /həυ�tεl/I India /�ində/J Juliette /�d�u�l�εt/K Kilo /�ki�ləυ/L Lima /�li�mə/M Mike /mak/

N November /nəυ�vεmbə/O Oscar /�ɒskə/P Papa /�p�pə/Q Quebec /kwi�bεk/R Romeo /�rəυməυ/S Sierra /s�εərə/T Tango /�t�ŋ�əυ/U Uniform /�ju�n�fɔ�m/V Victor /�vktə/W Whisky /�wsk/X X-ray /�εks re/Y Yankee /�j�ŋk/Z Zulu /�zu�lu�/

All international communicationsat sea and in the air are in

English. People pronounce Englishin different ways, and the aviationcode helps everybody understandeach other. It can also help whenthere’s a bad phone connection.

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4 From San Francisco, Bay Bridge takes you__________ the Bay to Oakland.

5 Golden Gate Bridge takes you __________ thecity to the north.

6 You can walk __________ Golden Gate Park forthree miles __________ east __________ west.

Relative clauses u Grammar reference p133

5 Look at sentences 1 and 2 and answer questionsa and b.

a Which underlined clause needs the second clauseto complete its meaning?

b Which underlined clause can lose the secondclause and keep its meaning?

1 It has always been a city which welcomesdifferent cultures.

2 San Francisco is near Silicon Valley, which is theheart of America’s computer industry.

The necessary second clause is a defining relativeclause. The unnecessary second clause is a non-defining relative clause.

6 Look at the map on page 87. Use defining relativeclauses to explain the difference between thetwo bridges.

1 Golden Gate Bridge is the one which ... , andBay Bridge is the one that ... (Think aboutwhere the bridges go.)

Look at the text with the map on page 87. Use non-defining relative clauses to add extrainformation to the following.

2 To the south of Golden Gate Bridge you cometo Golden Gate Park, which ... (Think abouthow big it is.)

3 Alcatraz, which ... , used to be America’s top-security prison. (Think about where it is.)

7 Use sentences with defining and non-definingrelative clauses to describe place in your town or area.

Be and have in descriptive statementsu Grammar reference p126

1 Use the given words to make two statements.

1 the Bay Area/population/6 milliona The Bay Area has a population of 6 million.b The population of the Bay Area is 6 million.

2 San Francisco/population/801,3773 San Francisco/area/46.4 sq miles4 parks/area/8,100 acres5 Golden Gate Park/length/three miles6 the highest hill/height/about 300 metres

2 Change 5 and 6 again. Use be and the adjectiveslong and high.

Prepositions of place and movementu Grammar reference p133

3 Choose prepositions from the lists below tocomplete the following. Then look back at Some ‘must-see’ tourist sights on page 87 to check your work.

1 Alcatraz: Island ______ San Francisco Bay, 1.5 milesnorth of SF.

2 … with its famous cable cars moving ______ and______ it.

Prepositions of placeabove around at behind belowbeside between beyond by inin front of near next to on opposite

Prepositions of movementacross along away from down frominto onto out of over past roundthrough to towards under up

4 Choose prepositions from the lists above tocomplete the following.

1 Oakland is __________ San Francisco, on theother side of SF Bay.

2 San Francisco lies __________ SF Bay and thePacific Ocean.

3 The water __________ Alcatraz is cold anddangerous, and it was almost impossible forprisoners to escape.

Language Lesson 5

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Golden Gate Park

Until 1870 this was just a windy area of salty sandto the west of fast-growing city of San Francisco.Now it is a huge park with a million trees, lovelylakes and gardens, museums, sports grounds andmuch more.For many visitors, the five-acre ______________

______________ is a favourite. Its paths, naturalpools and round bridges show us an ancient Asianculture at its most beautiful.The ______________________ brings to life the

underwater world with thousands of sorts of fishand other sea creatures.You just phone 415 831-5510 to hire any of the top-

class outdoor games facilities such as the______________________. Many people love hiring a boat and sailing

peacefully round _______________________, thelargest piece of water in the Park.At its centre, you can climb the 428-foot-high

_____________________, which offers great viewsof the whole Park.

2 Listen to Part 1 and answer these questions.

1 Who are the speakers?2 Who is with each of them?3 What are they doing at the moment?4 What are they going to do later – and when?

1 Look at the photos to name the places that the guidebook describes.


3 Listen to Part 2 and draw the route on themap.

4 Work with a partner. Take turns to give eachother directions:

1 from the Japanese Tea Garden to Stow Lake;2 from Stow Lake to other places in the park.

5 Take Mariam’s part. Copy and continue herpostcard to Chicago like this.

para 2: Say what you all did at the park.

para 3: Write about your trip to Chicago next week and say how you feel.

6 Like Mariam, you have the chance to visit threeplaces in the USA. Where do you (not) want togo, and why?

football fields Strawberry Hill Stow Lake Japanese Tea Garden Steinhart Aquarium

The Alawi Family2073 Lake StreetChicagoIllinoisIL 60611

Dear AllHere I am in San

Francisco, and I’m havinga great time.

This morning, ...

JohnF

Martin Luther King Jr Dr Martin Luther King Jr Dr

Martin Luther King Jr Dr

John F Kennedy Dr

CrossOverDrKennedy Dr

Middle Drive West

John F Kennedy Dr

Middle Dr E

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After the 1948 disaster, a million Palestinianslost everything and were forced into aDiaspora that spread round the planet. Formany years, the Palestinian catastrophe andcause then received little attention orunderstanding from the world.

That changed dramatically in 1974, whenthe late national leader, President YassirArafat, stepped onto the world’s politicalstage and spoke to the United Nations. Hisfamous words rang out: ‘Today I have comebearing an olive branch and a freedomfighter’s gun. Do not let the olive branch fallfrom my hand.’

This speech showed the world two things:first that the Palestinian cause could not beforgotten, and secondly that there reallycould be a peaceful way forward. Arafat’swords also affected Palestinians deeply. Manyrealised that it was necessary to build bridgesbetween Palestine and the West. This was theway to create international understanding and,one day, a free and independent Palestine.

Palestinians have been building thesebridges in many areas of life. Veryimportantly, strong links have been createdin American universities.

One great force there was Edward Saeed

Palestinian bridges to the world

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25

5

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1


1 What do you know about the famous occasionthat the photo shows?

2 What connection can you see between thatoccasion and the title of the text?


1 Find the names of two Palestinian intellectualswho ‘built bridges to the world’.

2 Find at least five things that these two had incommon in life and in death.

After you read3 Say what these dates refer to.

1948 1974 1980 1975 (two events) 1993


1 What happened in the 1970s to make the worldstart thinking much more seriously about thePalestinian situation?

2 What two possibilities for the future did thePalestinian national leader offer?

3 What did the leader’s speech make a lot ofPalestinians decide to do?

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Reading continued

(1935–2003), who fought with all thestrength of his great mind for freedom,equality and justice in general, and for thefuture of Palestine in particular. Originallyfrom Jerusalem, he became professor atColumbia University, New York, and, duringhis life, also lectured at over 200 otheruniversities. In addition, he wrote 17 booksthat have been translated into 26 languages.In some, such as Culture and Imperialism

(1992), he argued strongly against negativewestern views of Oriental cultures. In others,like The Question of Palestine (1980), he arguedpowerfully for the Palestinian cause. On hisdeath, the poet Mahmoud Darwish wrote: ‘Icannot say goodbye to Edward Saeed, sopresent is he among and within us, and soalive around the world.’

Another great Palestinian intellectual wasHisham Sharabi (1927–2005), originally fromJaffa, and later an important professor atGeorgetown University near Washington.Like Saeed and other Palestinians, he workedall his life to improve western understandingof Arab and Palestinian issues. He was editorof the Journal of Palestine Studies, and hewrote many books, including his famousIntroduction to the Study of Arab Society (1975).He also became well known for his televisionappearances and his many opinion pieces inAmerican newspapers.

In addition, he founded several importantinstitutions. In 1975, he and others set up the

Center for Contemporary Arab Studies atGeorgetown. This is the only Americanuniversity institution that focuses just on themodern Arab World. Then, in 1979, he createdthe Arab-American Cultural Foundation,which builds American understanding ofArab and Islamic culture. He also set up theJerusalem Fund, a foundation that providesscholarships for students from Palestine.

Sharabi wrote about his ‘bitterness andanger’ when, in 1993, he returned to Jaffa, hishome town, to make a documentary. ‘As Istood there, I could hear people speakingRussian, probably recent immigrants fromthe old Soviet Union. They were full citizensin my country, and I was there only on alimited Israeli tourist visa.’ However, he wenton to say that the only way forward was apolitical compromise founded on justice andinternational law and UN Security CouncilResolutions. For him, this compromise had toinclude the right of return.

Sadly, neither Arafat nor Saeed norSharabi lived long enough to see the end ofthe Diaspora. However, many otherPalestinians are following their aims in manyfields and many countries. Motivated by loveof country and highly educated, they haverisen – often from poor beginnings – toimportance and success across the arts andsciences. Today, they are building the bridgesof understanding that will one day carry thePalestinian nation home.

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4 Where in particular were important connectionsmade between Palestinians and the world?

5 What important ideas did Edward Saeed fight forthrough his writing?

6 As professors, both Saeed and Hisham Sharabitaught and wrote many books. In what otherways did Sharabi work to create betterunderstanding of Arab and Palestinian issues?

7 Now that both Saeed and Sharabi are dead,has the work of ‘building bridges to the world’stopped?


1 line 13: ‘Do not let the olive branch fall from my hand.’

2 line 18: … a peaceful way forward.3 line 23: … and, one day, …4 line 42: On his death, …5 line 44: …, so present is he among and within

us, …6 line 90: … often from poor beginnings …


There’s an old saying:‘The pen is mightier than thesword.’ What do you think?

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• In 1948, a million Palestinians were forced into aworldwide Diaspora.

• Although these great men did not live to see theend of the Diaspora, their work is beingcontinued by others.

• The Palestinian, Edward Saeed, was a great leaderof this development in the USA.

Vocabulary3 Find words in the text on pages 92–93 that mean

the same as the following.

1 para 1: world _______________

2 para 1: disaster _______________

3 para 3: understood _______________

4 para 3: essential _______________

5 para 5: power _______________

6 para 7: set up _______________

7 para 9: goals _______________

4 We try to avoid repeating a word, especially whenwe write. Instead, we try to use one with similarmeaning. Use pairs of words from exercise 5 tocomplete the following.

1 Our organisation was __________ in 1980, and it

was __________ to provide help for people

without homes.

2 My first __________ is to finish the main building

work this year, and my second __________ is to

do all the work inside by May.

3 Scientists say that global warming is heating up

the __________. If that is happening, the sea

levels will rise all over the __________.

4 If anyone is hurt, it is __________ to report the

accident to the police, and it is also __________

to call an ambulance.

5 Looking at the crash, I __________ what had

happened. I quickly __________ that the driver

must have gone to sleep while driving.

6 The __________ of the hurricane increased as it

approached land. When it reached the city, it had

the __________ to destroy thousands of homes.

7 The hurricane itself was a huge __________ . The

floods that followed were a further __________.

Making notes1 Make notes from the text on pages 92–3. (You

can also refer to your answers in After you read.)

1 What followed the Palestinian Diaspora: ________

__________________________________________

__________________________________________

2 Where Yassir Arafat spoke: ____________________

__________________________________________

What the speech showed the world: ____________

__________________________________________

__________________________________________

What many Palestinians understood: _____________________________________________________

__________________________________________

3 The things Edward Saeed argued for and against:

__________________________________________

__________________________________________

__________________________________________

How he communicated his ideas: ________________________________________________________

__________________________________________

4 The thing Hisham Sharabi worked all his life to do:

__________________________________________

__________________________________________

How he communicated his ideas: ________________________________________________________

__________________________________________

5 What many other Palestinians are continuing to do:

__________________________________________

__________________________________________

Summary ✩ p138

2 Put these topic sentences in order, and use eachto start a paragraph of your summary. Use yournotes above to complete it.

• Another Palestinian, Professor Hisham Sharabi,also did a great deal to build new understandingin America.

• In 1974, the national leader, Yassir Arafat, openedthe way to a new Palestinian future.


P cause

received little international attention/

understanding.

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7 Make up examples that use both words in each pair.Example: We live in a free society. That meanswe have the freedom to say what we wantabout the Government.


8 In Vocabulary development on page 88, youpractised using positive words and phrases todescribe special places in your area. Now you are going to describe one of these places inmore detail for a visitors’ guidebook. Followthese steps.

1 Plan your description like this.

Paragraph 1: Introduce the place you are going to describe. Choose positive adjectives such asbeautiful, famous, interesting, wonderful and startlike thisWhen you visit (city, town or area), be sureto visit (name of building or place). This(positive adjective) building /one of /most(positive adjective) destinations for visitors /Palestine.

Give a further piece of introductory information,for example size, what it is famous for, (rough)numbers of visitors.

Paragraph 2: Give a brief history of the place. Tryto use relative clauses.

Paragraph 3: Describe the place as it is today, howto go round it, and what and where the specialsights are. Try to use prepositions of place andmovement. Also use positive words and phrasesto make tourists interested in the place you aredescribing.

Paragraph 4: Give useful tourist information, forexample when the place is open and how to get there.

2 Use your notes to write the first draft of yourdescription. Leave space between lines to makecorrections.


5 Complete the word families with words from thetext on pages 92–93.

1 para 2: nation _____________

2 para 2: politics _____________

3 para 2: fame _____________

4 para 2: _____________ free

5 para 3: peace _____________

6 para 3: independence _____________

7 para 5: _____________ equal

8 para 5: _____________ just

9 para 5: _____________ cultural

0 para 8: _____________ legal

1 para 9: motivation _____________

2 para 9: education _____________

6 Use words from exercise 5 to complete thefollowing.

1 _____________ (n) the right or opportunity to dowhat you want, not limited or controlled by rules

2 _____________ (n) the activity of teaching andlearning at school and college

3 _____________ (adj) quiet, without fighting orany violent events

4 _____________ (adj) relating to the ideas, beliefsand ways of behaving in a society or group ofpeople

5 _____________ (n) the state of having the samerights and opportunities as everyone else

6 _____________ (n) a country, or the people of a country

7 _____________ (adj) of someone who is knownto a lot of people

8 _____________ (n) treatment of people that isfair and right

9 _____________ (n) the system of rules in societythat everyone must accept and follow

0 _____________ (adj) being free from control byanother country or organisation

1 _____________ (adj) being enthusiastic aboutdoing something

2 _____________ (n) the ideas and activities ingetting and holding power in government


1

1

1

1

1

1

national

freedom

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Why do people behavelike that?Unit 10

Focus



1 What is the situation?2 What is the embarrassing cross-cultural problem?3 Are there ever cross-cultural problems or

misunderstandings when foreigners visitPalestine?


1 Look at the first document. Say whether it is abusiness or a personal letter.

2 Look at the last word in the letter. Rememberfrom last year what this word means. Thensuggest a connection between the letter and theother document.


1 Who is the letter from and to?2 What booklet is the page below it from?3 The letter mentions several sections in the

booklet. Which section does the page belowcome from?

4 Highlight cultural information that is new to you.


the texts.

1 Sami wanted to improve his English, so …2 The Director has sent him a booklet in order to …3 The booklet includes a section on social Do’s and

Don’ts so that …4 Americans prefer to stand at least half a metre

apart as they speak, whereas …5 Arabs may kiss cheeks when they meet.

However, …6 Americans are likely to offer something or invite

someone only once or twice. By contrast, …7 Some Arabs ask personal questions very soon

after meeting someone for the first time. On theother hand, …


1 line 13: the States2 line 22: Some Do’s and Don’ts in America3 line 26: cross-cultural tips4 line 33: personal space5 line 47: look each other in the eye6 line 57: ‘Help yourself.’

6 Do this task.

Look back at Unit 9, page 87 and identify the type ofvisa that Sami Sharif has got. Describe what he hadto do to get it.


Why should I change the way I behave ifI visit another country? I don’t want topretend to be different from the real me.

How do you do?Pleased to meet you!(Hajimemashite)

You know what they say: ‘When inRome, do as the Romans do.’ You canget on better with people if you try tofit in with their ways of doing things.

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Reading continued

Atlantic Language School467 Ocean RoadBoston Massachusetts MA 02169

Mr S Sharif May 14, 20..PO Box 2895RamallahPalestine

Dear Sami

It was good to hear that you now have your visa and will be able to join us for our full-timeEnglish course this summer vacation.

We are enclosing some items to help you prepare for this. These include our own booklet,A Practical Guide to Life in the States, which is designed to help visitors with sectionson shopping, medical help and important cultural differences you need to remember whenyou meet with Americans. We hope you will find this useful.

Here at Atlantic we very much look forward to a great summer together with you.

Sincerely yours

Kim WestKim West Director

Encs

Some Do’s and Don’ts in AmericaAt Atlantic Language School, we welcome people from all over the world, and manyof you come from very different cultures. Sometimes, the differences do not matter.Sometimes, though, they can cause problems and even anger. So here are some usefulcross-cultural tips for students who are arriving from: 1) Arab countries 2) The Far East 3) Latin America1) Arab countries

a) Distance between speakersIn Arab culture, speakers – male to maleor female to female – often stand closeto each other as they talk, and they mayalso sometimes touch. However, personalspace is important to Americans, and wenormally keep at least a half meter apartas we speak. We sometimes call this the‘comfort zone’.

b) Saying helloAlthough there is no public kissingbetween the sexes in Arab culture, malesoften kiss cheeks when they meet. This is

not, however, an acceptable greetingbetween males in American cultureInstead, they shake hands (as Arabmales also often do). Americans shakehands briefly but firmly when they firstmeet and also look each other in the eye.They do this to show that they are warmand sincere.c) OfferingWhen inviting a guest or offering food, itis polite in Arab culture to repeat thisseveral times. On the other hand, anAmerican is likely to invite once, perhapstwice, but not more. (If you want toaccept, do so quickly!) At a meal, the hostis likely to say, ‘Help yourself.’

d) Personal questionsSome people from Arab cultures askpersonal questions about age and salary ata first meeting, but Americans do not liketo ask for or give this sort of informationto people they have only just met.

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British and American English forms1 Collect differences between British English (BE)

and American English (AE).

1 Find AE forms of the following in the letter onpage 97.BE AE

holiday ________________

Yours sincerely ________________

2 Match the following with more AE words youhave met in this book.BE AE

mobile phone ________________

petrol (station) ________________

rubbish ________________

3 Complete these tables of spelling differences.BE AE

behaviour ________________

favourite ________________

harbour ________________

centre ________________

litre ________________

metre ________________

2 Rewrite the following in AE.

Before we left on holiday, I drove to the petrolstation in the centre of town and filled up with 60litres of petrol.


BE AEadviser counselloraeroplane airplaneflat apartmenthead teacher principalmarks grades(TV) programme (TV) program

Word families ✩ p138

3 Add the following words to the table below.

acceptance importance politenesspreparation sincerity

4 Form the positive adjectives, and add them tothe table.

5 Complete the table with (a) words you alreadyknow, and (b) words from the text on page 97.

verb noun adjective & opposite

1 _________ _________ _________ /unprepared

2 _________ _________ _________ / helpless

3 _________ _________ _________ / useless

4 �� _________ ___________ /unimportant

5 _________ _________ ___________ /unacceptable

6 �� _________ _________ / insincere

7 �� _________ _________ / impolite

8 _________ _________ ___________ /uninformative

6 Use words from Exercise 4 to complete thefollowing.

1 Tony seems warm and __________ when you meethim, but he’s really very __________ : he pretendsto be a friend, but he isn’t.

2 We rushed to __________ the passengers afterthe crash. They couldn’t move inside the bus, andthey were completely __________.

3 I was hoping to get a lot of useful __________from the report, but it said nothing new, and itwas very ___________ .

4 We could __________ a one-hour delay due totechnical problems, but it became completely__________ when we had to wait all day.

5 Ann __________ carefully for the interview, butshe was completely __________ for one question:‘What’s your worst-ever mistake?’

6 Can I __________ you carry those heavy cases? /Thank you. That would be very __________ .

behavior

center

Why not start a specialBE/AE section in yourvocabulary notebook?Here are a few moreexamples. (You havealready met them in

BE, AE or both forms.)

prepared

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Listening1 Salwa Al-Khalili is at home in New Jersey after a year in Palestine, and she is speaking about her

experiences at a meeting. Listen and answer these questions.


1 How interested in Palestine do the people askingquestions seem to be? (a) Completely uninterested. (b) A little bit.(c) Very.

2 How much do they generally seem to know aboutPalestine?(a) Nothing. (b) A reasonable amount.(c) Everything.

2 Listen again and tick the adjectives that arementioned.

1 ambitious 7 polite

2 family oriented 8 relaxed

3 hard working 9 religious

4 honest 10 serious

5 hospitable 11 sincere

6 kind 12 sociable

Pronunciation: (un)certainty in tagquestions3 Listen. Mark tag questions that rise (R) and

fall (T) at the end. Say which sound more andless certain – the risers or the fallers.

1 By the sound of it, you had a great time,didn’t you? ___

2 I imagine there are quite big differences,aren’t there? ___

3 That’s true, isn’t it? ___

4 The Palestinians are quite religious, aren’t they? ___

5 They’re less religious than older people,aren’t they? ___

6 They’re very hard working, aren’t they? ___


Speaking: introducing a fact or anopinion ✩ p139

5 Listen again. Tick (✔) and repeat theexpressions you hear.

1 A First of all, I’d say that …

B In the first place, I’d say that …

2 A It’s definitely true to say that …

B It’s certainly very true that …

3 A I can say from my own personal experience that …

B I can tell you from personal experience that …

4 A Yes, it seems to me that …

B Yes, the way it seems to me is that …

5 A No, I wouldn’t really say that. In my opinion, …

B No, I wouldn’t really go along with that.I think …

6 A Yes, you’re definitely correct about that.You see, …

B Yes, you’re certainly right about that.You see, …

7 A And another thing you have to remember is this.

B And here’s another thing you need to remember.

6 Work with a partner. Take turns to play the partsof a questioner and Salwa. You can talk aboutthe same points, and then move on to talk aboutother cultural features listed in Exercise 2.

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Articles: a(n), the and zero articleu Grammar reference p134

1 Sami went to the US Consulate to start his visaapplication. Complete his conversation therewith a(n), the or zero article.

Sami I need (1) _____ visa application form to goto (2) _____ USA, please.

Clerk Well, first, are you going for (3) _____business, tourist, medical or study purposes?

Sami I’m going there for (4) _____ study purposes.Clerk I see. Now, there are two types of visa for

(5) _____ students – ‘M’ and ‘F’. (6) _____ ‘M’ type is for (7) _____ vocational students.But if you want to take (8) _____ academic orlanguage course, you’ll need (9) _____ ‘F’ type.

Sami That’s me. I’m going as (10) _____ languagestudent.

Clerk Right. First, you need (11) _____ copy of

Language Lesson 5

Comparison u Grammar reference p134

(12) _____ basic form that everyone has tocomplete. That’s Form OF-156. Here you are.

Sami Thanks. Is that (13) _____ only form you need?Clerk No, there’s another form that (14) _____

language school you’re going to will need tocomplete. Here it is: Form 1-20 A-B.

Sami Is there (15) _____ application fee?Clerk Yes,(16) _____ fee is $45. And then when you

come back, you’ll need to bring your passportand (17) _____ photo. All (18) _____ passportshave to be valid for travel to America, ofcourse, and (19) _____ photo has to bepassport size.

Sami Is that everything?Clerk No, there’s one more thing. You’ll need to

bring (20) _____ bank statement or someother proof that you have enough money to pay for your visit.

Sami Thanks very much.

2 Work with a partner. Practise the conversation inExercise 1.

3 Sami compared these three Boston schools beforehe chose Atlantic. Use the following table tocompare Atlantic with the others. (In 1, numbers= students per class. In 2–5, * = least; ***** = most)

Atlantic Boston Harvard Way

1 classes (small) 15 22 12

2 fees (expensive) ** **** *****3 brochure *** ** ****

(attractive)

4 social programme **** *** *****(interesting)

5 exam results ***** *** ****(good)

Use these patterns.

Atlantic’s classes are smaller than Boston’s,but they aren’t as small as Harvard Way’s.

Their fees are less expensive than bothBoston’s and Harvard Way’s.

4 Give two reasons why Sami probably choseAtlantic. (Use superlative forms.)

5 If Atlantic were full, and you had to choosebetween the other two schools, which wouldyou choose – and why?

Atlantic Language SchoolSimply the best place

Boston School of LanguagesWe offer the fastest

Harvard Way Language SchoolThe oldest and finest

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2 After Salwa’s talk about Palestine, one of thepeople listening came over to ask more questions.Listen and then copy and complete her notes.

Bargaining1 OK to bargain in the souk.2 ___________________________________

Behaviour in public 1 How to dress: _______________________

___________________________________

2 Male-female behaviour: ________________

___________________________________

3 Use your notes to write a short section for avisitors’ guidebook. Use this heading: Some Do’sand Don’ts in Palestine

4 Discuss other possible ideas for this section.Think about:

• Behaviour in mosques

• Photography – people and in mosques

• Tipping – who and how much

1 Read the report and make notes under these headings.

1 Features of the Palestinian cultural treasure house (2 points)2 Reasons for keeping the traditional heritage alive (2 points)

Cultural Tourism in PalestinePalestine is one of the world’s greatest cultural treasure houses. On the one hand, many greatcivilisations have passed this way and left their mark. On the other, there is a wealth of local arts,crafts, traditions and customs.


It is essential for Palestinians to keep their heritage alive and in good health. In the first place, itis a vital part of the national identity. And in these difficult times, nothing could be more importantthan defending this.

There is, though, another reason to protect this heritage. International interest in cultural tourismis rising, and for the cultural tourist Palestine is one of the finest destinations anywhere. This is agreat opportunity to build an industry that could create many jobs and a dynamic economy.

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CultureThere are many ways of defining the word‘culture’. Here, it is not used to meanliterature, music and art but, instead, ashared system of attitudes, beliefs, values andbehaviour. It has been called the ‘software ofthe mind’. For many people, it is simply ‘theway we do things around here’.

It can be seen as an iceberg, with obviousexpressions of culture above the surface ofthe water, and invisible attitudes, beliefs,values and meanings below the surface.

Cultural misunderstandingsWe often only see how wide cultural gaps areby looking at real-life situations such as the

following. Generally, these things just causeunimportant little misunderstandings.Sometimes, though, they can cause anger andeven real damage to relationships.

Situation 1At a Canadian university summer school, anItalian student Carlo has made friends with aCanadian, Nick. Nick has invited Carlo tovisit his family on their farm for a week at theend of summer school. Carlo is very pleased,but he has to phone home to explain the newsituation. He calls his parents in Rome, and itthen seems to Nick (who does not speakItalian) that there is a terrible argument.Carlo puts the phone down, and Nick says,‘I’m really sorry I got you into trouble!’

Communicating across cultures

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1 The word ‘culture’ can mean different things. Howmany meanings can you think of?

2 In this unit, what meanings of culture are weconcerned with?


1 Compare your list of meanings of ‘culture’ inExercise 1 above to the list of meanings in thefirst section of the text – Culture.

2 Put the three situations in the second section –Cultural misunderstandings – in order, from leastserious to most serious.

After you read3 Discuss the iceberg image.

1 Say how it helps us to understand the nature ofculture and cultural difference.

2 Look at the parts of the icebergs that areunderwater and cannot be seen. Think aboutthem. Explain the danger of icebergs to each other.

3 Which of situations 1–3 can be related tosomething very simple and ‘above the surface

*(including religious beliefs)

social behaviour

clothing food

*beliefs

attitudes

meanings

values

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Reading continued

However, his friend replies, ‘What trouble?Everything’s fine. My Mum and Dad bothsaid yes.’

CommentsThe way we speak varies widely in differentcultures. To Canadian ears the conversationsounded like a fight. To Carlo and his parentsit was just a normal discussion.

Situation 2Nadia, a Palestinian at university in Britain,is pleased when her professor, Peter Taylor,invites her group to dinner with him and hiswife on Saturday ‘at around eight’.

When Saturday arrives, Nadia buys someflowers and makes sure she gets there by tento eight: she would hate to be late! SusanTaylor opens the front door and lookssurprised. She is still wearing her kitchenapron. ‘Oh, er … please come in,’ she says.She takes Nadia to the living room, which isempty, and gives her some orange juice. Sheloves the flowers, but then she says she must‘get back to the kitchen.’ She adds, ‘Peter willbe here soon.’ Nadia sits and waits alone –and feels rather badly treated. Fifteenminutes pass before the next visitor arrives.

CommentsIn Britain, work appointments should beginon time. However, with social invitations topeople’s homes, guests are often expected tobe a little late, allowing more time to getready. By contrast, Palestinian parties often

start a little early.

Situation 3Two businesspeople – one British and oneGerman – are in a long and difficultdiscussion. Their two companies badly needan agreement, but things are not going well.The German sits very straight, and she is nothappy when the Englishman sits back in hischair and makes a joke. She feels that theEnglishman is not serious. He feels that sheis too aggressive. Finally, they give up, andthere is no agreement.

CommentsThe German sits like this to show that she isvery serious about the discussion. TheEnglishman jokes to try to relax the difficultsituation. They each misunderstand theother’s behaviour, and the situation just getsworse. The result is a business disaster.

ConclusionIn the end, it is vital to remember thatcultural differences are real and do not justdisappear. A Chinese ruler once said:… The people of the world are prejudiced and see

what is like them as right, and what is different as

wrong. They do not realise that people are different.

(Yung Cheng, 1727)

However, if we try hard to understand ourcultural differences, we can reduce ourprejudices. We then have a real chance ofavoiding the dangers of angry misunder-standings.

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of the water’? Which are caused by culturaldifferences that are hidden ‘below the surface’?

4 Answer this question.On balance, does the author seem to feel thatcross-cultural differences are real, and that a misunderstandings and conflicts cannot

be avoided,

or that

b accepting the differences and trying to understand them is the way to limit cross-cultural misunderstandings and conflicts?


It’s not just the bigdifferences between,

say, us and Americans.Think of all the smallerdifferences between us

and other Arabcultures. Think of food,clothing, and the waywe speak, for example.

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____________________ ____________________ ____________________ ____________________family life social behaviour

104

CULTURE

____________________ ____________________ ____________________ ____________________

ideas(‘software of the mind’)

everyday way of life

specialevents in life

_______

_______


Topic sentences1 Answer the questions to create three topic

sentences. Leave plenty of space between eachsentence so that you can write notes.

1 When we talk about intercultural communication,what does the word ‘culture’ mean?

2 What do cultural misunderstandings help tohighlight, and why are these gaps important?

3 Concerning cultural differences, what is itessential to remember?

Making notes2 Make notes under each topic sentence.

Topic sentence 1: (1 point – the iceberg comparison)

Topic sentence 2: (3 situations – brief summary ofeach situation and analysis.) Start like this:The following are three examples ofmisunderstandings that are caused by importantcultural differences. In the first situation, ...

Topic sentence 3: (2 points – the points made byYung Cheng.)

Summary ✩ p138

3 Use your topic sentences and notes to write asummary in three paragraphs.

Vocabulary 4 Complete the word families with words from the

text on pages 102–103.

verb noun

1 para 1: _____________ definition

2 para 1: believe _____________

3 para 1: behave _____________

4 para 2: express _____________

5 para 2: mean _____________

6 para 3: misunderstand _____________

7 para 4: _____________ explanation

8 para 4: argue _____________

9 para 6: _____________ variation

10 para 8: _____________ treatment

11 para 10: agree _____________

12 para 12: differ _____________

5 Create a network around the word culture.

1 First, add these words and phrases: birthdays, family life, festivals, funerals, poetry, the arts, weddings2 Complete the network with words and phrases from the text on pages 102–103.

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

poetry

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6 Take Salwa’s part at the meeting in New Jersey. Choose just one of the areas from your network andexplain cultural differences (and similarities) between Palestine and America. Try to use verbs and nounsfrom Exercise 4.



7 Imagine you have been told that you can have ascholarship to study free in America for four years.You are going to write about (a) the opportunities,and (b) the problems this will give you if youdecide to accept the offer. Follow these steps.

1 Use this title: Study in America: yes or no?Then plan your essay like this.

Paragraph 1: Introduce the situation and statethat there are points in favour and against. Startlike this.I have been told that I can ... to study ... for four ... . If I decide to ... , ... . On the other hand, it will also ...

Paragraph 2: Explain points in favour. These caninclude cultural points such as the chance tolearn about a new culture. Start like this:On the positive side, there are/could beseveral big benefits. First, ... / First of all, ...

Paragraph 3: Explain points against. These shouldinclude cultural points such as the difficulties ofleaving everyone and everything you know andof fitting in with American ways of doing things.Start like this:On the negative side, there are / might besome real problems. In the first place, ... /To start with, ...

Paragraph 4: Weigh up the benefits and theproblems and decide whether it is better to stayin Palestine or to accept the scholarship and goto America. Finish like this:On balance, I have decided that it will bebetter for me to ...

2 Use your notes to write the first draft of your essay.Leave space between lines to make corrections.


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CommunicationsUnit 11

Focus


5 Complete these notes about the interviewee.

Name: ________________________

Job: ________________________

Company: ________________________

Essential equipment:

1 _______________________________________

2 _______________________________________

Essential skills:

1 _______________________________________

2 _______________________________________

3 _______________________________________

4 _______________________________________

Essential personal qualities:

1 _______________________________________

2 _______________________________________

3 _______________________________________

4 _______________________________________

Most satisfying part of the job

__________________________________________


1 Work with a partner. Discuss in order to matchtechnologies A–G to the dates when they firststarted to come into general use.

1877 ___ 1906 ___ 1936 ___ 1962 ___

1979 ___ 1986 ___ 1991 ___


1 Look at the title of the next page. Say whenpeople at work often use this expression.

2 Look at the woman’s desk. Say which of thetelecommunications developments in Focus sheseems to use in her work.


1 Who is the person holding the microphone, andwhat programme does she work for?

2 Who is the person at the desk, and what is herjob?

3 What is the interview about?4 On balance, does the interviewee seem positive

or negative about it?

After you read4 Say what these words and phrases mean.

1 line 11: right then and there 2 line 17: a good telephone manner3 line 17: keep up to date4 line 29: round-about way

I’d like to work intelecoms, like Rania. I loveall the new technology.

I’d prefer to be in themedia, like Lyn. The work

seems exciting. Whatabout you? What field

would you like to be in?

Bfax

(facsimile)machine

Cthe internet

Dlandline

telephone

Emobile

telephone/cellphone

Fradio

Gtelevision

Acommunications

satellite

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How can I help you?Reading continued

LD Hello, and welcome to Job Shop, the programme that presents the world of work. I’m Lyn Dale, andtoday we’re looking at telecommunications. Amazingly, this industry now offers thousands of differentjobs that didn’t even exist just 20 years ago.First, we’re going to talk to Rania Hassan, who’s a helpdesk adviser. Rania, hi!

RH Hello.LD Now, Rania, a lot of people work with computers or telephones some of the time, but you work with

both computers and telephones all the time, don’t you? Tell us about it.RH Sure. I work for PC Planet, which is a chain of computer superstores. And as a helpdesk adviser, I look

after customers who have difficulties with the hardware or software they’ve bought.LD It sounds a challenging job!RH Well, yes, because I have to deal with problems right then and there, with a customer on the line.LD What sorts of problem?RH They’re usually very simple. For instance, some people need help with installing a program because

they don’t understand the on-screen instructions. But sometimes they’re very complicated. I mayoccasionally need to help get rid of a virus, perhaps, or recover a lost file.

LD What skills do you need for the job?RH A good telephone manner, of course, and lots of technical knowledge. It’s very important to keep up

to date with the latest developments. I also need practical problem-solving skills.LD I suppose you have to learn to think fast, too.RH Yes, that’s vital. At the start, I often don’t know what the problem is or if I can help, so I have to move

quickly from idea to idea.LD And what about personal qualities?RH I have to be able to work well under pressure. And I need to be very calm while I do this. I also need

good ‘soft skills’. You see, customers are often worried or angry. I need to calm them down so thatthey can think properly and work with me. And I sometimes need to be very careful, too.

LD How do you mean?RH Well, for example, when callers are worried or upset, they often say they’ve checked something when

they haven’t. I may suspect that, but I can’t tell them they’re not telling the truth. I have to look for adifferent approach to the problem and find out where things went wrong in a polite, round-about way.

LD Do you enjoy your work?RH Oh, yes! I love helping people. It’s especially satisfying when I can help people efficiently. Luckily, I

usually find the answer, and they’re always very grateful!FX (phone rings)RH Oh, that’ll be a customer with a problem. Please excuse me.LD Of course.RH Good morning. You’re through to the PC Planet Helpdesk, and my …

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Word fields: office equipment and computers1 Identify items 1–10 from the following lists of words you already know.

Office equipment: calculator, fax machine, mobile phone

Computers: cable, disk drive, keyboard, mouse, mouse mat, printer, screen


6 Rania needed to text the message below toAnne Hardy in Sales. Rewrite it, using theseabbreviations.

am morning thx thanksasap as soon as tia thanks in

possible advancebtw by the way v verycu see you yr yourfwd forward 2 togr8! great! 2moro tomorrowinfo information 2nite tonightpls please 4 forre about

Hi!

Please forward information about the newPD54651 printer to [email protected] assoon as possible. Thanks in advance.

By the way, thanks also for your veryinteresting report this morning. Great! Hope tosee you tonight or tomorrow.

Rania

2 Make statements like this.The keyboard is on the desk in front of the PA.

3 Work with a partner. Match as many of thesewords as you can to items 11–20. Check theothers with your teacher.Office equipment: drawer, envelope, fan, file,filing cabinet, handset, headset, highlighter pen,laptop (computer), rubbish bin

4 Make statements like this.The PA is using the headset at the moment –not the ordinary handset.

5 Complete and practise the following with wordsfrom Exercise 3. Make up more of your own.

1 A It’s very hot in this office!

B I’ll turn on the __________ .

2 A I’ve got some old notes I don’t need any more.

B Put them in the __________ __________.

3 A The forms are together in one __________ .

B Good. Could you put it in the __________ __________ , please?

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Listening1 Write the date and time now. Then listen and

complete the report.

Helpdesk Incident Report

1 Date: ______________

2 Time: ______________

3 Product make: _________________________

4 Model No: _____________________________

5 Customer’s name: _______________________

6 Phone: ________________________________

7 Problem: ______________________________

_______________________________________

8 Solution: _______________________________

_______________________________________

Pronunciation2 Listen and underline the part that is given

extra stress for emphasis.

1 But I am worried.2 I’ve tried everything, but nothing happens!3 The printer really must be faulty.4 Well, if it is faulty, we’ll replace it.5 Yes, of course it is!


Speaking: explaining and dealing with problems4 Listen to the conversation again. Tick (✔)


1 A I’m having real trouble with my new computer.

B I’m having big problems with this new computer.

2 A I’m sorry that’s happened. What’s the problem?

B I’m sorry to hear that. Can you say what the problem is?

3 A Something went wrong as I was trying to print out.

B Things went wrong when I tried to print out.


4 A There’s probably a simple answer to the problem.

B It’s likely there’s a simple answer to the problem.

5 A I’ve tried everything, but nothing happens!

B I’ve done everything I can, but I can’t get anything to happen!

6 A Why don’t we try doing a few simple checks together?

B Let’s try some simple checks together.

7 A Tell me, what does it do when you press it now?

B Perhaps you could tell me what it does when you press it now?

8 A And then let’s see what happens.

B And after that, we’ll see what happens.

5 Work with a partner and take turns to deal withother problems.

1 Another computer problem: A is the customer;B is Rania Hassan.

A Things went wrong when you tried to startworking on a file. When you move the mouse,nothing happens on-screen.

B Check 1: Is the roller in the mouse moving freely? Check 2: Did the customer connect the mousecorrectly when he/she set up the computer?

Solution: Connect the mouse cable to the back ofthe keyboard.

A You are embarrassed but very grateful.

B Final check: Does the cursor now move correctlyon-screen when the customer moves the mouseon the mouse mat?

2 A non-technical problem: A is the son/daughter;B is the parent.

A You realised your school bag was gone when youwent to get it from its usual place behind thefront door. You’ve looked everywhere, but youcan’t find it anywhere.

B Check 1: Did he/she bring it home from schoolyesterday?

Check 2: Has she/he looked under the dining-roomtable which she/he used for homework last night?

Solution: Advise her/him to look there now.

A You are embarrassed but very grateful.

B Final check: Does the bag contain everythinghe/she needs for school today?

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Indirect forms (2) u Grammar reference p135

1 Put the pairs of sentences together to createindirect forms. (Be careful. Think about changingword order!)

1 What is the problem? I often don’t know.

I often don’t know what ______________________2 Can I help? I often don’t know.

I often don’t know if/whether __________________3 Where did things go wrong? I have to find out.

I have to find out ____________________________

Look at lines 20 and 29 in the text on page 107to check your work.

2 Now create more indirect forms in the same way.

1 What are they saying? I don’t know.2 Can she solve the problem? I’m not sure.3 Is the customer listening carefully? I want to find

out.4 Why is she asking so many questions? I’ve got no

idea.5 Has the customer understood? I’d like to know.6 Can she always find the answer? I wonder.7 Where did the customer go wrong? I’m going to ask.8 How does she understand the problem so quickly?

I often ask myself.

3 Use indirect forms to create polite questions. (Becareful. Not all of them end with a question mark!)

1 Have you pressed the red button? Can I ask?2 Which key have you pressed? Can you tell me?3 Did you connect the printer to the correct socket?

May I ask?4 What do you see on screen now? Perhaps you

could tell me.5 Are there some numbers along the top of the

screen? Can you say?6 Is the mouse roller moving freely? I’d like you to

tell me.7 What programs have you opened so far? I need

to ask you.8 Does the window close when you press the key?

Could you tell me?

Positions of adverbs u Grammar reference p135

Adverbs of frequency4 Tick (✔) the normal position for the adverbs in

brackets.

Language Lesson 51 __ they __ say __ they’ve checked __ . (often)

2 __ they __ are __ very simple __ . (usually)

3 __ I __ may __ need __ to help get rid of a virus__ . (occasionally)

Now tick the normal position for special emphasisor for contrast.

4 But __ they __ are __ very complicated __ .(sometimes)

Look at lines 27, 13, 14 and 14 in the text onpage 107 to check your work.

Adverbs of manner5 Tick (✔) the normal position for the adverbs in

brackets.

1 I need to calm them down so that __ they __ can__ think __ . (properly)

2 __ I __ have to __ move __ from idea to idea __ .(quickly)

3 It’s especially satisfying when __ I __ can __ help__ people __ . (efficiently)

Tick the most likely position for the adverb ifnumber 3 changes like this.

4 It’s nice when __ I __ can __ help __ people __who call me __ and ask for help __ . (efficiently)

Sentence adverbs6 These show the speaker’s feeling about the

sentence that follows.

Amazingly, this industry now offers thousands ofdifferent jobs.

Find another example in Rania’s last reply to Lynin the text on page 107.

Adverbs: mixed7 Add the adverbs in brackets to the following.

1 Rania answers about 80 calls a day, but she has had to deal with over 150. (usually, veryoccasionally)

2 She gets very tired by the end of the day. But sheloves her work. (not surprisingly, fortunately)

3 First, she talks to callers and tries to make themfeel relaxed. (pleasantly, hard)

4 Her mind moves from one possible solution tothe next. (always, quickly)

5 She can find the answer to a problem in less thantwo minutes. (amazingly, often)

the problem is.

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1 Label the five types of communication below with the following.

e-mail newspaper article phone conversation video conference website


2 Read, listen and label the five communications in order 1–5. Explain the connections.

3 Work with a partner. Take turns to tell the story in your own words. (There are some gaps betweencommunications 1–5: fill them in yourselves.)

4 Write Mr Alami’s e-mail reply to the enquiry from Japan.

Subject: Sales enquiry From: [email protected]: April 18 14.46.03 To: [email protected]

Dear Mr Alami

We at the Tokyo Architect Group are a group that specialises in designing large public buildings.We recently discovered your website and very much like your tile designs.

We are interested in ordering a large quantity for the new Tokyo Museum of Art, a project nownearly complete. As time is short, we would like to suggest a video conference ASAP so that wecan study and discuss your designs in detail.

If this is possible, could you please contact me urgently to suggest a date and time?

We look forward to hearing from you.

Yours sincerely

Honda, Michio

Honda I’d be grateful if you could tell us moreabout the panel of tiles you’re holding now.

Alami This one is based on a traditional Palestiniandesign of flowers.

Honda Hello, Mr Alami. This is Michio Honda, callingfrom Tokyo.

Alami Hello, Mr Honda. It’s good to hear from you.Is everything all right?

TOKYO MUSEUM OPENS:ISLAMIC TILES A BIG HITAs the new Tokyo Museum of Artopened to the public today, thousandsof visitors arrived to see the city’s greatnew collection of art. The buildingitself is beautiful, and many peoplehave commented on the wonderful,handmade tiles from Palestine thatcover the walls of the Islamic Section.

_______________________________

_______________________________

__________________________ _______________________________

_______________________________

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Thanks to the satellite link, Mark and Fionacould be seen and heard by millions of peoplein their comfortable living-rooms nearly half-way round the world. The sound and pictureswere transmitted via his up-link to a satellitein space. There, the signals werestrengthened and transmitted to anothersatellite far to the north, and thennorthwards again to the television company’sreceiver dish. Once the link had been set up,Sally in the TV studio was then able to speakback to Mark and Fiona via the same satelliteroute. At exactly the same time, theconversation was broadcast to viewers allover the country.

The distances that signals like these travelare enormous. This is because thecommunications satellites they use are located

36,000 kilometres out in space. Moving at thespeed of light, the signals completed a roundtrip of perhaps 300,000 kilometres betweenSally’s last word and Mark’s first.

We now depend far more than we usuallyrealise on these large ‘geostationary’ satellites– satellites like Egypt’s Nile Sat 101, forexample. Up there, day and night, theysilently receive and re-transmit hundreds ofTV and radio channels, masses of Internetdata and millions of mobile and landlinephone calls. They are called geostationarybecause they move at the same speed as theEarth turns, so they always remain high abovethe same spot. This is why your satellite dishdoes not have to turn from side to side tocatch signals: your TV programmes alwayscome from the same tiny point in space.

Satellite links

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1 Find a link between the first photo and thetelecommunications diagram.

2 Say what the other picture seems to show.

While you read2 Confirm or correct your answers in Exercise 1.


300 1,100 36,000 300,000 101 three or four

4 Say whether these statements are true (T) or false (F). Correct the false statements.

1 Mark and Fiona are going to walk to the South Pole together. ___

2 Sally North is in a TV studio somewhere far to the north of Mark and Fiona. ___

3 Geostationary satellites always stay far above the same point on Earth. ___

4 These satellites are designed so that they do not move at all. ___

5 The modern world cannot work without satellite technology. However, it does not have the power to make us all friends. ___

Sally Hello again. I’m Sally North, and you’re watching the nine o’clocknews. Next, we have news from the Antarctic, where FionaThornewill is starting her solo walk to the South Pole. Talking tous live now by satellite link is reporter Mark Black. Mark.

Mark Hello, Sally. I’m speaking to you from one of the loneliest placesin the world, the edge of the Antarctic ice sheet. This is whereFiona Thornewill is today beginning her dangerous race to theSouth Pole on foot, alone, facing winds as fast as 300 kilometresper hour and pulling behind her over the ice everything she’llneed on her 1,100-kilometre journey. With me now is Fiona tosay a few last words before she leaves. Fiona …

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Reading continued

Because they are so far above the Earth,geostationary satellites have a very large‘footprint’. For instance, Nile Sat 101 reachesthe whole of the Arab World, from Moroccoto the Arabian Gulf. When signals need totravel even farther, as Mark’s did, they aretransmitted from satellite to satellite. A chainof just three or four can send a TVprogramme or an international phone callright round the world!

And if all this is not amazing enough, thereis more. Satellites now provide many types ofinformation. Images of the atmosphere helpproduce highly accurate weather maps.Again, images from deep beneath the Earth’ssurface can help us find oil.

Extremely precise images of activity on thesurface itself have become a powerful weaponof war. More attractively, another technology– the Global Positioning System (GPS) – hassaved many lives. When President Arafat’splane once crashed in the huge LibyanDesert, signals between GPS satellites andthe plane quickly established its location.

Rescue workers therefore did not have to lookfor the President: they went straight to theright spot and quickly brought him to safety.Today, many cars use the same basictechnology to show drivers where they areand how to reach their destination.

Without satellite telecommunications theworld simply could not work as it does today.This amazing development has done morethan anything else to make the world asmaller place.

This raises a bigger question: can it alsobring us all closer together? The answer mustbe ‘No’, for in the end, only we ourselves cando that.

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6 The writer is amazed at the various uses ofsatellites. ___

7 Today, new oil reserves are usually found with the help of satellites. ___

8 The writer means that the actual size of our planet is really decreasing. ___

5 Use the diagram to explain the route of thephone conversation between Michio Honda and Fadi Alami on page 111.


People used to live justfine without mobiles.Now they can’t stop

talking and texting allthe time! It’s just a waste

of time and money!

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Summary ✩ p138

1 Summarise the different aspects of communicationsthat you have looked at in this unit, and theeffects of communications on all our lives in themodern world. Use these ideas to write topicsentences and then to add details.

Paragraph 1: In this unit, we have looked /communications / several points of view. We havealso seen that communications / huge effects / all / lives / modern world.

Paragraph 2: In the first place, / look quickly /history / modern communications. We saw thatpeople started using landline telephones in /and that since then there have been many / .

These include /

Paragraph 3: From there, we went on to look atcommunications / today’s world of work. First, wefound out about the work of / . Later, we followedthe story of an urgent / . Several different forms of/ were used, including /

Paragraph 4: Finally, we studied the technologythat makes modern worldwide telecommunica-tions possible. We saw how it works through theuse of / . We also looked quickly at other uses / .These include /

Vocabulary

Phrasal verbs with look2 Match examples 1–6 and definitions a–f. Write

the phrasal verbs in a–f.

1 Look out for my brother at the match. He lookslike me, but he’s a bit bigger.


2 Rescuers therefore did not have to look for thePresident.

3 I’m Lyn Dale, and today we’re looking attelecommunications.

4 I look after customers who have difficulties withthe hardware.

5 We look forward to hearing from you.

6 I don’t know this word. I need to look it up in thedictionary.

a ____________: try to find sb or sth

b ____________: look carefully at people or thingsaround you in order to try to find sb or sth inparticular

c ____________: try to find a piece of informationby looking in a book or on a list, or by using acomputer

d ____________: feel happy or excited about sththat is going to happen

e ____________: think about or consider a situationor subject carefully

f ____________: take charge of sb or sth and makesure they are happy, safe, etc

3 Now use phrasal verbs from Exercise 2 tocomplete the following. Change their forms asnecessary.

1 Could you possibly ____________ our cat whilewe’re away?

2 In today’s lesson we’re going to ____________the early history of Jerusalem.

3 I’ve ____________ my shoes everywhere, but Ican’t find them anywhere.

4 While you’re doing your own clothes shoppingcould you also ____________ a red sweater forJack’s birthday present?

5 I’m really ____________ our trip to Hebron nextweek.

6 I have to ____________ satellite technology inthe encyclopedia.

4 Use the phrasal verbs to make true statements.Example:

I always used to look after my little brotherswhile my mum was cooking dinner.

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6 Now prepare to write about what you havediscussed. Use this title: Satellite TV – and whatwe should do about it. Plan your essay like this.

Paragraph 1: Introduce the topic, using these sentence parts.1 / technology of satellite TV / itself neither

good nor bad2 however / programmes / it brings into our

homes / can / good or bad3 / way we use / can also / good or bad4 In order to decide what to do about satellite TV /

need / consider both / possible dangers / potential benefits

Paragraph 2: Contrast a pair of dangers and benefits which you think important. Give examples.

Paragraph 3: Contrast another pair of dangers and benefits which you think important. Give examples.

Paragraph 4: Contrast another pair of dangers and benefits which you think important. Give examples.

Paragraph 5: Give your conclusion, answering these questions.1 In conclusion, which seem to you to be greater

– the potential dangers or benefits of satellite TV?

2 How much/how little should people therefore let it into their lives? In particular, what should parents do about TV and their children?




Discussion ✩ p139

5 Most people agree that satellite TV brings both benefits and dangers. Follow these steps to discuss them.

1 Cover the notes in the boxes. Then work with a partner. Give as many arguments as you can (a) in favour ofsatellite TV, and (b) against it.

2 Continue with your partner. Read the notes in the boxes, and then answer these questions together.1 Which arguments are the same as yours?2 Are there any extra ones?

3 Give each argument a mark – from +2 for ‘strongly agree’ to –2 for ‘strongly disagree’. (Write 0 if you neitheragree nor disagree.)

Against satellite TV In favour of satellite TV

1 Many low-quality programmes 1 Many high-quality programmes

2 Time-wasting programmes, e.g. game 2 Enjoyable programmes, e.g. game shows & cartoons shows & cartoons

3 Many programmes give a false 3 Many programmes inform, open a picture of the world window on the world

4 Some programmes let in bad cultural/ 4 Some programmes create better religious influences cultural/religious understanding

5 TV ads make people want what they 5 TV ads are fun, create consumer don’t need/can’t afford choice & pay for programmes

6 TV is the enemy of good family 6 TV is a friend to people who live communication alone or are ill in bed

7 TV makes people lazy in mind and 7 TV introduces people to newbody – ‘couch potatoes’ interests, e.g. sports

8 TV is bad for children 8 TV can be good for children

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The voice of the peopleUnit 12

Focus1 Answer these questions.

1 What sorts of election have there been in Palestinein the last year or two – elections for President, tothe Legislative Council, or to local councils?

2 What do the various national political partiesstand for?

Before you read2 Look at the headings and the picture and do

this task.

1 Say which caliph the main heading means.

2 Say what the two stories are probably about.

While you read3 Use your general knowledge plus information in

the text to answer these questions.

1 In what year of the Mohammedan Era did Omarbecome caliph, and for how long did he rule?

2 During these years, in which directions was Islamexpanding?

3 Where did Caliph Omar live most of the time?

4 Did Caliph Omar always stay in Medina, the centreof the new Islamic state?

After you read4 Say who might have said or written the

following.

1 How dare you win against me, the son of themost important man in Africa!

2 I would like you and your son to visit me inMedina as soon as possible and to bring with youthe young Egyptian who won the race.

3 I’m sorry, Mother, but I simply cannot and will notdo what you want me to do.

4 These people are clearly very poor, so perhapsyou should give the girl some money.

Reading Lessons 1 and 25 Answer these questions.

1 The many stories about Caliph Omar were:(a) specially written to teach correct Islamic

behaviour.(b) people’s memories of the way Caliph Omar

lived his life.

2 The first story shows Caliph Omar’s deep belief in:(a) justice and equality among all people.(b) honesty between all people.

3 The second story demonstrates Caliph Omar’sdeep belief in:(a) justice and equality among all people.(b) honesty between all people.

4 Caliph Omar secretly used to walk the streetsbecause he wanted:(a) to learn about his people’s needs and be their

watchman.(b) to stop people dishonestly adding water to

milk.

5 Caliph Omar personally took the message ofIslam:(a) northwards to Jerusalem and Syria.(b) westwards to Egypt and North Africa.


1 heading: A caliph for a better world2 line 3: a world power3 line 4: … who led his people by example.4 line 16: open to all5 line 39: Islam needs daughters like you.


Compare the world now and the world of CaliphOmar. If you could travel back through time, what do you think you would find (a) better, (b) worse and(c) about the same?

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Reading continued

A caliph for a better worldCaliph Omar Ibn Al-Khattab (c.581–644) was one of the most important early leaders of Islam. WhenCaliph Abu Bakr Al-Sidiq (c.573–634) died, Omar took his place and led the fast-growing religion forward.

Caliph Omar turned the early Islamic Arab state into a world power. He did not do this as a greatdictator, but as a wise and good man who led his people by example.

After winning Syria and Jerusalem for Islam, he made an important speech at the start of the longjourney back to the holy city of Medina. He taught that Islam required honesty among all people. Italso required equality for all without exception – even for himself.

As caliph, he had heavy responsibilities. It was his task, with the Qur’an as his guide, to be awatchman for the public good. And the many stories that are still told about him today show how wellhe carried out this task. They demonstrate why ordinary people followed him with such love and trust.Here are just two of those stories.

The horse raceUnder Caliph Omar, Amro Ibn Alas won NorthAfrica for Islam and then became the powerfulGovernor of Egypt. Soon afterwards, his son tookpart in a great horse race that was open to all.The son lost though – and he lost against a boyfrom a poor Egyptian family. Furious, the youngaristocrat beat the boy severely with his whip.

Hearing about this, Caliph Omar orderedAmro and the two young men to come to Medina.He investigated the incident carefully and thentold the young Egyptian to beat the ‘so-calledaristocrat’ as he himself had been beaten. Thenhe turned to the father. First ordering the boy to hold the whip above Amro’s head, he said, ‘How dare you treat free people like slaves!’

The honest daughterWith his friend Ibn Abbas, Caliph Omar often secretly walked Medina’s streets to understand hispeople and their problems. One night, they heard a mother telling her daughter to add water to somemilk in order to sell it for more money. The daughter refused, saying that such dishonesty wasforbidden. The older woman argued that without more money they could not buy bread – and alsothat Omar would never know. But the daughter replied that Allah would, and she refused again.

Next day, Omar sent Ibn Abbas to buy the milk and was very pleased to find that it still containedno water. ‘What reward should this girl have?’ he asked, and Ibn Abbas suggested money. ‘No,’ Omarreplied, ‘she should have something much greater – something that everyone will remember.’

The girl and her mother were brought to him. Hearing Omar’s story, the mother shook with fear,but he said, ‘You are forgiven because you have produced such a wonderful daughter.’ He then offeredthe girl her reward, ‘If you agree, please take my son Asim as your husband. Islam needs daughterslike you.’

Caliph Omar believed totally in honesty, equality, freedom and justice and in his own role of servingthe people. These are qualities of good government that we still stand for today.

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Human rights and responsibilities1 Complete the statements with appropriate nouns

and adjectives. Choose from the following.

equal/equality free/freedomhonest/honesty just/justice

1 Everybody should be __________ to say whatthey think of their government without fear ofpunishment. This is called __________ of speech.


2 It is essential for leaders to be __________ andalways tell their people the truth, with complete___________ .

3 In the eyes of the law, all people – whether theyare rich or poor – have __________ rights. Inother words, the law must treat everybody with__________ – neither better nor worse thananybody else.

4 The two men broke the law together, so it is not__________ that one is free and the other is inprison. True __________ requires that both menshould be in prison.

Word families and opposites ✩ pp137, 138

2 Complete the tables.

1 Add words from the text on page 117 to fill the green boxes below.

2 Use the forms in brackets to form the opposites of the nouns and adjectives.

noun opposite form adjective opposite form

a importance _______________ (un) _______________ _______________ (un)

b _________________ _______________ (dis) honest _______________ (dis)

c _________________ _______________ (in) equal _______________ (un)

d _________________ _______________ (ir) responsible _______________ (ir)

e _________________ _______________ (in) just _______________ (un)

3 Add words from the text on page 117 to fill the blue boxes below.

4 Complete the rest of the column of positive adjectives using the same form.

5 Complete the rest of the table with the opposites of the adjectives and nouns using the same forms.

noun adjective opposite adj opposite noun

a power _________________ ______________ (less) ______________ (ness)

b care _________________ ______________ (less) ______________ (ness)

c help _________________ __________ __________

d hope _________________ __________ __________

e use _________________ __________ __________

3 Use words from Exercises 1 and 2 to help you make statements. Say how you think people should behaveand live their lives. Examples:

1 I think it’s really important for people to be honest with each other.2 It seems to me that powerful people should be very careful to use their power well.

unimportance unimportant

powerless

carelessness

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Pronunciation: unsounded letters3 As you know, English sounds and spellings

are often very different. Sometimes, we do not sound letters at all. Listen and underline the unsounded letter or letters in each of thefollowing.

1 … into the streets tonight.2 I want to listen …3 … an hour after dark.4 … through the poorest streets …5 … It’s wrong …6 … dishonesty is forbidden …7 … as we both know.8 Could you let me …9 She was totally honest.0 … I should offer …


Speaking: revision of functions ✩ p139

5 Listen to conversations 1–5 again. Tick (✔)and repeat the expressions you hear. (You knowall the forms from earlier units.)

1 A Would you like me to go with you in the usual way?

B Do you want me to go, too, in the usual way?

2 A I think we should go into the poorest part of town.

B I feel we ought to go into the poorest area of town.

3 A I’m very sorry, but I just can’t agree with you at all.

B I’m sorry, but I don’t agree with that at all.

4 A If we don’t get some money, we’ll have no bread to eat.

B Unless we get more money, we won’t be able to buy bread.

5 A I wonder if you could do something for me.

B I’d be grateful if you would do something for me.

6 A Please be sure to be there really early.

B Please make sure you get there early.

7 A Can I buy some milk from you, please?

B Could you let me have some milk, please?

8 A How much does it cost?

B How much is this going to cost?

9 A How about letting her have some money?

B What about giving her some money?

0 A Well, I take your point, but no, in my opinion, …

B Well, I hear what you’re saying, but it seems to me …

6 Work with a partner. Choose one of the fivesituations to role play. Before you start, you maywant to listen to the conversation again andmake notes of useful expressions. Take turns atplaying each role.

7 Say where and when you think the finalconversation will be, and who you think it will be between.

Listening: gist1 Listen to conversation 1, and say what story this is from.

2 Listen to conversations 1–5. Match the pictures to two of them and label them.


1

1

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made me weak. (think) Please forgive me. (, and… beg … to)

CO Well, you are forgiven because you haveproduced such a wonderful daughter. (reply)

M Thank you so much. (thank … deeply) I’ll nevertry to do anything dishonest again. (, and …promise)

CO Well, I want you to keep that promise for therest of your life. (tell … to) And now I want tospeak to your daughter for a minute. (then …say) How old are you? (inquire)

D I’m just 18, sir. (, and … reply)CO How does such a young person manage to be

so strong? (wonder)D I believe it’s God who is strong, not me. (, but …

answer)CO So … would you like money as a reward for

your honesty? (go on to offer)D Sir, money is always useful, but honesty is its

own reward. (, and … say)CO Well, I actually want to offer you a much greater

reward than just money. (reply) Please wouldyou agree to take my son Asim as your husband?(then … invite … to) Islam needs daughters likeyou. (add)

D If he is happy to marry me, then I will be happyto be his wife. (think carefully and slowly … say)

CO I have already talked to him, and he will be veryhappy to be your husband. (tell her) Asim, pleasecome and stand together with your future wife.(then … ask … to)

Reported speech: general u Grammar reference p138

1 You are Ibn Abbas, Caliph Omar’s friend. Manyyears later, you are talking to someone who iscollecting stories about him. Report your memoryof the meeting between Omar and the motherand daughter.

Use the words in brackets. Start like this.First, he asked the mother if she was wonderingwhy he had called her and her daughter therethat morning. She replied that they ...

CO Well, now, are you wondering why I have calledyou and your daughter here this morning? (first … ask)

M Yes, sir, we don’t understand why we are herebecause we haven’t done anything wrong. (reply)

CO Well, please listen to my story. (ask … to) Lastnight, Ibn Abbas and I toured the streets ofMedina, and we heard the argument about thewater and the milk. (then … explain)

M Oh, no! I’m deeply, deeply sorry! (apologisedeeply) It was very wrong of me, but it onlyhappened because I was so worried aboutmoney and food. (then … go on to tell him)

CO But why were you so weak when your daughterwas so strong? (want to know)

M Perhaps it happened because my illness has

Language Lesson 5

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1 Read the encyclopedia entry and answer these questions.

1 Find the year when the first caliph first started to rule.2 Find the names of two of Islam’s three holy cities.3 Find the names of three families that ruled as caliphs.4 Find the names of five cities outside Arabia that have been home to caliphs.


2 Some Australian senior high school students have contacted your class with some questions. Listen toPart 1 and number the four speakers 1– 4 in the list. Also number them 1– 4 in the picture.

Names

___ Andy Brice

___ Carla Dean

___ Emma Farmer

___ Gill Hall

___ Ian Mill

___ Neil Oldman

3 Listen to Part 1 again and complete these notes.

School: __________________________ City: __________________________

Subject: __________________________ Project: __________________________

4 Listen to Part 2 and number the speakers’ questions 1– 4.Questions

___ When did the system of rule by caliphs begin? ___ Who were the ‘rightly guided’ caliphs?

___ Were these caliphs the same as western kings? ___ What happened to the system of caliphs after the early period?

5 Work with a partner. Work out your answers, using information from the encyclopedia and addinganything else you want to say. Make notes of the main points.

6 Give your answers. Start each like this.asked

(Name), you wanted to know (reported question). Well, (answer).were wondering

caliph Arabic khalifa, the successor of theProphet Mohammed (pbuh). The name given toleaders of the Muslim world following the deathof Mohammed (pbuh) in 632. Mohammed’sclose friend Abu-Bakr Al-Siddiq was the first,followed by Omar, Uthman and Ali. These fourare often called the ‘rightly guided’ caliphs, andthey spread Islam from Arabia and the holycities of Mecca and Medina across the MiddleEast and North Africa.

Under Islam all individuals, societies andgovernments must obey what the Qu’ranteaches. This made the caliphs both religious

and political leaders, and they ruled every partof people’s lives – unlike western, secular kings.

Following the early Islamic period, families indifferent parts of the Muslim World took thetitle caliph. There were the Umayyads inDamascus and Cordoba, the Abbasids inBaghdad, and the Fatimids in Cairo. From 1258,Egypt’s Mamluk rulers created new (butpowerless) caliphs. After the Ottoman Turksdefeated the Mamluks in 1517, the title movedto Istanbul.

The title of caliph was abandoned in 1924,when the modern state of Turkey was created.

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Before you read1 Look at the two pictures and do these tasks.

1 Describe them.2 Try to find a connection between them.


1 What countries are mentioned in connectionwith the story of democracy?

2 What Palestinian institutions are mentioned inconnection with democratic government?


2,500 years ago 1775–83 178951 and nearly 200 2005


1 How was Athens different from, for example,other Greek city-states 2,500 years ago?

2 Who did (a) the Americans and (b) the French rise against when they started their fight forfreedom?

3 Why was 1945 a special year for democracy?

Through most of history, people have livedunder undemocratic rulers more often than ina democracy. Along the way, there havesometimes been better times: one of the mostfamous was in ancient Athens, in Greece, thecity that invented democracy 2,500 years ago.Demokratia, they called it, and it came from twowords, demos (people) and kratos (rule). Toooften, though, this and periods of justice underrulers such as the seventh-century CaliphOmar have been remembered as far-off goldenages. Too often, government has not been forthe people and certainly not by the people.

It is only quite recently that freedom, justiceand democratic rights for all have becomegenerally accepted ideals. In Britain, people

had gradually won limited rights from theirrulers over several hundred years since thethirteenth century, but in the eighteenthcentury they offered none to their own colonies.This led to the American War of Independenceof 1775–83. The American people regainedtheir freedom in the new USA. In Europe, thepoor of France rose against their rich rulers inthe French Revolution of 1789. Like the warin America, it finally led to democracy, but it,too, was a bitter fight and many people died.

Many more revolutionary battles tookplace through the nineteenth and twentiethcenturies. Sadly, millions more died, andworse, many of these struggles failed. Often,one dictator simply took another’s place.

The paths to freedom and justice

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Reading continued

4 What important statement did the UniversalDeclaration of Human Rights make in 1948?

5 How does democracy in Palestine today relate tothis statement?

6 If you go to college later this year, whatdemocratic rights will you immediately have?


1 line 11: far-off golden ages2 line 23: the poor of France3 line 52: They are at work in elections …4 line 66: student ‘body’5 line 74: raise money


The world was ready for something betterafter the Second World War. In 1945, 51countries formed the United Nations, andthree years later, it produced its UniversalDeclaration of Human Rights. This statesthe fundamental principle that all humanbeings are born free, equal and with the samerights, whatever their race, religion or sex.

Since then, UN membership has grown tonearly 200 independent states. Not all thesecountries’ governments have always offeredtheir people full human rights or democraticgovernment, but most have moved in thisdirection over the years. Today, therefore,more people than ever before have the rightto think, speak and elect their leaders freely.

Palestine is part of the modern rush tohuman rights, justice and democraticgovernment, and we see these ideas at everylevel of society. They are at work in electionsto the Legislative Council and (first in 2005)to the position of President. They alsofunction in local government, and they arewell established in the unions.

It is important to note that democracy anddemocratic institutions in Palestine extendfully to all parts of society. Women and menhave equal rights, and minority groups are asmuch a part of the democratic process aseverybody else. All have the right to elect andbe elected.

Democracy is also an important part ofcollege life. If you enter college this autumn,you will become part of a democratic student

‘body’. As in national and local politics,student representatives are elected to acouncil. And like all elected representatives,they must work for the good of all.

Their work takes many practical forms.Some negotiate with the college authoritiesfor better student conditions. Others organisecommunity charity projects. And others raisemoney from local businesses for students whoneed financial help.

As a student, you will have a democraticright (and responsibility) to take part inelections and vote for the person you believewill best represent you. Moreover, you yourselfwill have the chance – just like every otherstudent – to stand for election and to serve asa student representative.

You will be part of a small world thatbehaves democratically. There, you will havethe opportunity to prepare for the largerworld beyond – a free and independentnation state governed by the same ideas ofdemocratic justice for all.

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I’m just not interested in politics. Whatdifference does one vote make anyway?

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3 There appear to be huge differences between__________ beings around the world, butactually we __________ are all very similar in theway we think and behave.

4 In a __________ country, a new government iselected __________ by the people every fewyears.

5 During the French __________ , people fought forseveral __________ principles, including freedomand equality for all.

6 In the American War of __________ , ordinarypeople rose against the British government inorder to establish an __________ country of the USA.

7 __________ was an important reason for earlyimmigration to the USA. People who wanted tofollow God in their own way found __________freedom there.

8 The US population today is __________ veryvaried, and its people come from every__________ on Earth.

5 Complete the table with verbs and nouns fromthe text on pages 122–123.

verb noun (thing) noun (person)

1 rule __________ __________

2 govern __________ governor

4 __________ leadership __________

3 __________ __________ elector

5 __________ representation __________

6 __________ negotiation negotiator

Making notes1 Write a time line with notes from the text on

pages 122–123 of events on the road todemocracy. Start with Athens, go on to the firstpresidential elections in Palestine. Then addmore recent news from Palestine and/or fromaround the world.

Summary ✩ p138

2 Use your notes in Exercise 1 to write a summaryof: The long road to democracy

Try to use plenty of time expressions, e.g. Around (2,500) years ago, ...Over the next (two centuries), ...Following (the end of World War II), ...

Vocabulary ✩ p1383

3 Complete the table with nouns and adjectivesfrom the text on pages 122–123. Then use theendings in brackets to produce the adverbs.

noun adjective adverb

1 _________ democratic __________ (+ -ally)

2 _________ independent __________ (+ -ly)

3 revolution __________ ��

4 _________ rightful __________ (+ -ly)

5 _________ racial __________ (+ -ly)

6 _________ religious __________ (+ -ly)

7 human/ __________ __________ (+ -ly)humanity

8 _________ social __________ (+ -ly)


1 In the years after 1945, many newly independentcountries first took their __________ places in theUnited Nations, and they started using their__________ to vote on international issues.

2 The student body at our college is __________very mixed, with people from every part ofPalestinian __________ , rich and poor.


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Paragraph 2: Explain points in favour. (Ideas: a‘golden age’ for Islam, strong religious and moralbeliefs, simple life.) Start like this. On the onehand, ...

Paragraph 3: Explain points against. (Ideas: formost ordinary people, very little money, little ofthe help, comfort and protection of technology,medicine and education.)

Paragraph 4: Highlight the thing(s) that youwould like most if you could go back in time, andthe thing(s) that you would find hardest. Finally,say whether you would prefer to travel back intime or to remain as you are now in modernPalestine. Finish like this.On balance, I would prefer to ...




1 The President is the national __________, and it ishis or her job to __________ the nation throughdifficult times to a better future.

2 The President and his or her Ministers__________ the country from day to day, whilethe Legislative Council is the part of the__________ which creates new laws.

3 The __________ between the two countries have not succeeded so far, but the __________on both sides are working hard to reach anagreement.

4 There are going to be national __________ nextmonth, so people will have the chance to__________ new Council members and changethe government if they want.

5 When a community votes for a new __________to the Council, this person must then __________all of the community as well as possible in Councildiscussions.

6 Until a century ago, Palestine was part of anIslamic empire. Its __________ were theOttomans, and the country was __________ fromthe Turkish capital, Istanbul.


7 In Say what you think on page 116, you brieflyanswered this question: ‘Compare the world nowand the world of Caliph Omar. If you could travelback through time, what do you think you wouldfind (a) better, (b) worse and (c) about the same?’

In Unit 11, you wrote a ‘for-and-against’ essay(about satellite TV). Now you are going to write a ‘for-and-against’ essay about travelling back intime to the world of Caliph Omar. Follow thesesteps.

1 Use this title: What if I could travel back to CaliphOmar’s time? Plan your essay like this.

Paragraph 1: Introduce the idea and state thatthere would be some things that you might likeand others that would not be so easy. Start like this.If I could travel back in time to the age ofCaliph Omar, I would find myself in a verydifferent world. It seems to me that therewould be some things that ...


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Grammar reference

1 Present simple and past simple (Page 10 L5)

Present simple

I/You/We/They (do not) work.(What)

do (you)do?

He/She/It works. does (she)does not work.

Past simple

I/You/We/They started.(When) did

(we)stop?

He/She/It did not start. (he)

Short forms:do not = don’t does not = doesn’t did not = didn’t

Verbs that usually take the present simple, not the present continuous

1 feelings: dislike, hate, like, love, prefer, want2 states of mind: believe, *feel, forget, guess,

imagine, know, mean, not mind, realise, recognise,remember, suppose, *think, understand

Unit 1 Black gold

3 senses: appear, hear, look, see, seem, smell,sound, taste

4 other states: belong to, consist of, contain, fit,include, lack, measure, need, own, weigh

*Note: I feel this is wrong. BUT: I’m feeling/I feel happy today.I think you’re right. BUT: What are you thinking about?

1 be and have: past, present and future (Page 20 L5) (Page 90 L5)

In 1900, was/were (not) in Europe.

Today, the world’s largest city/cities is/are (not) in Asia.

In 2020, will (not) be in India.

In 1900, Londonhad

a population of 4.5M.did not have

Today,the largest city has (does not have)

many more people.cities have (do not have)

In 2020, Mumbai will (not) have over 30M people.

Unit 2 People, people everywhere

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2 Present simple and present continuous (Page 20 L5)

Present continuous (For present simple, see Page 126.)

This country is (not) changingnow.

(Why) is itchanging?

These countries are (not) changing (How) are they

Short formsI am = I’m you/we/they are = you’re/we’re/they’re he/she/it is = he’s/she’s/it’s is not = isn’t are not = aren’t

1 The Pyramids stand near Cairo.2 Thousands of tourists visit them every day.3 The next tour starts at 3.45.4 Look. Hassan is taking a photo of the Pyramids.5 The population of Cairo is growing fast.6 Hassan is visiting Aswan next week.

3 Past simple and past continuous (Page 20 L5)

Past continuous (For past simple, see Page 126.)

The company was (not) growing. (Why) was itgrowing?

The companies were (not) growing. (Why) were they

Short formswas not = wasn’t were not = weren’t

1 They built the Eiffel Tower in 1889.2 People were preparing for the Paris Exhibition at

that time.3 *When the accident happened, the men were lifting

the steel.*The accident happened when/while the men were lifting the steel.

*Note: With a two-part sentence with two verbs, use a comma if the when/while part comes first.

4 Present perfect simple and past simple (Page 20 L5)

Present perfect simple (For past simple, see Page 126.)

The city has (not) becomehuge. (How big)

has (it)become?

The cities have (not) become have they

Short formsI have = I’ve it has = it’s have not = haven’t has not = hasn’t

1 In 2000, the city reached a population of 26.8M.2 Many cities have now passed the 10M level.

Present simple1 for a state that never changes2 for a repeated action3 for a scheduled future event

Present continuous4 for an action happening at this moment5 for an action continuing at or around this moment6 for a future arrangement at a known time

Past simple1 for a finished action or state in the past

Past continuous2 for a continuing action at a past point in time

Past simple and past continuous3 for a short, completed action and a continuing

action


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3 Tokyo-Yokohama has been the world’s largest city for many years.

4 Have you ever been to Japan?Yes, I have been there many times.When did you last go?I last went two years ago.

5 Past perfect and past simple (Page 20 L5)

Past perfect (For past simple, see Page 126.)

The skyscraper age/Skyscrapers had (not) arrived by the 1920s.

(When) had (it) arrived?

Short formsI had = I’d he had = he’d had not = hadn’t

1 The Empire State Building went up in 1931.2 The Chrysler Building had appeared the year before

the Empire State went up.3 People realised that the Eiffel Tower had already

shown the way to build high.

6 Present perfect simple and present perfect continuous (Page 20 L5)

Present perfect continuous (For present perfect, see page 126.)

The city has (not)been growing fast.

The cities have (not)

(Why)has (it)

been growing so fast?have (they)

Short formsI have = I’ve it has = it’s have not = haven’t has not = hasn’t

1 Many cities have now passed the 10M populationlevel.

2 Tokyo-Yokohama has been the world’s largest cityfor many years.

3 Have you ever visited Japan?Yes, I have stayed there many times.

4 For many years now, people have been movingfrom the country into big cities.


Past perfect2 for an action (or state) before another action

(or state) in the past3 in past simple reported or indirect speech to

express an earlier action.

Present perfect simple1 for an action in the past (usually recent) that

affects the present2 for a state in the time from past to present3 for an action ( with no date) in the time from past

to present (Compare: When did you last go?)

Present perfect continuous4 for an action continuing through the time from

past to present especially to emphasise the lengthof the action, e.g. They’ve been talking for hours!

Present perfect simple2 for an action in the past (usually recent) that

affects the present3 for a state in the time from past to present4 for an action (with no date) in the time from past

to present (Compare: When did you last go?)

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1 Modal verbs: present forms (Page 30 L5)

1 ableShe can (cannot) do her homework today. (Also: (not) be able to)

2 possibleShe may (not) do it this afternoon. (Also: might/could (not))

3 allowedYou can (cannot) watch TV after 10 p.m. (Also: may (not) (= formal))

4 a good idea, important to doYou should (not) spend time on this. (Also: ought (not) to)

5 necessaryWe have to finish the work by 5.00. (Also: need to, must (= very strong))

6 necessary not to do somethingYou must not finish even a minute late!

7 unnecessary to do somethingI’ve already finished. You do not have to worry. (Also: do not need to, need not)

Short formscannot = can’t might not = mightn’t could not = couldn’t should not = shouldn’t ought not to = oughtn’t to must not = mustn’tdo not have to = don’t have todo not need to = don’t need to need not = needn’t

2 Modal verbs: past forms and substitutes

Modal verbs usually change in these ways in the past.must > had to must not (mustn’t) > could not (couldn’t)may > might will > wouldcan > was/were able to (particular action): I could swim when I was only four.can > could, was/were able to (general ability): After the boat sank, I was able to swim to the beach.cannot > could not, was/were not able to

1 Conditionals – when and if (Types 0, 1, 2 and 3) (Page 40 L5)

Type 0 Even if it does not rain all year, Aswan still supplies water.Type 1 If you travel south from Cairo, you will reach Aswan.Type 2 If the ancient Egyptians could return and see the High Dam, they would be amazed!Type 3 If Egypt had not built the Dam, the country would not have been able to develop as fast as it has.

Type 0 • for things that are generally or always true, e.g. scientific lawsType 1 • for saying that something will/may happen if another thing happens firstType 2 • for something unreal or imaginary now or in the futureType 3 • for an imaginary situation in the past

Unit 4 Engineering a better future

Unit 3 Don’t throw it away!

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2 Modal verbs: could have, should have

1 Why did they build the hospital outside town? They could have built it in the centre.2 Yes, they should have put it where the people are.

1 Something was possible, but it did not happen.2 Something was possible and also important to do, but it did not happen.

1 Verb + infinitive or verb + -ing (Page 50 L5) (Page 70 L5)

1 Common verbs that take an infinitive:afford, agree, appear, ask, choose, decide, expect, fail, help, hope, learn, manage, offer, promise, seem, want,would like, would prefer

2 Common verbs that take an -ing form:avoid, consider, delay, dislike, enjoy, escape, face, feel like, finish, give up, can’t help, imagine, mention, mind,miss, suggest

3 Common verbs that take an infinitive or -ing form with little change of meaning:begin, continue, *hate, intend, *like, *love, *prefer, start

*Note:1 These verbs can only take both forms in a general meaning, e.g. I love reading/I love to read.2 With would, these verbs express a feeling in a particular situation and can only take an infinitive,

e.g. I would prefer to go home now.3 With hate, like and love, verb + infinitive is more American than British English.4 Common verbs that take an infinitive or -ing form with a change of meaning: forget, go on, mean,

remember, stop, try. Compare:1 a I will never forget swimming for the first time.

b Please don’t forget to buy some orange juice.2 a They went on talking for hours.

b After being a manager, Sami went on to become the Director.3 a Lack of money meant finding somewhere cheaper to live.

b I meant to call Nadia, but I had no time.4 a I remember climbing that tree when I was only eight.

b Please remember to buy some tea.5 a Don’t stop working now. We’ve nearly finished.

b I’m going to stop to buy a few things on my way home.6 a Try using this medicine. If it doesn’t help, you can just stop.

b I tried to open the door, but I couldn’t.

2 The passive tenses (Page 50 L5)

The main simple tenses1 Present simple Energy is collected by solar heating systems.2 Past simple Extreme weather was predicted (by scientists).3 Present perfect Temperatures have been measured (by scientists).

Other tenses4 Past perfect Temperatures had been measured.5 Present continuous Global warming is being caused by fossil fuels.6 Past continuous Global warming was being caused by fossil fuels.

Unit 5 Money matters

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7 will future Cities will be flooded.8 going to future ‘Renewable’ energy is going to be required.

Short formsit is being done = it’s being done it has been done = it’s been done …Here, note carefully: being or been?

1 The passive: usesWe use the passive to focus on a thing that interests us, and on things that happen to it, e.g. energy production.First, it is pumped … Then it is passed … etc.

We also use the passive to be more impersonal and formal, e.g. in business letters.We will charge you at the rate of 9.60% per year. > You will be charged at the rate of 9.60% per year.

We can use it + passive to express a general opinion or belief more formally.People often think/say that money is not important. > It is often thought /said that money is not important.

2 The passive: with by + agentLook again at the first three sentences in The main simple tenses. In 1, we add by + agent because this isimportant information. In 2-3, the agent is either not known or not important, and we can leave it out.

3 The passive: question forms1 Is global warming being caused by fossil fuels?2 How is global warming being caused?3 What is being caused by fossil fuels?

1 Reflexive and other pronouns (Page 60 L5)

Subject Object Possessive Possessive Reflexivepronouns pronouns adjectives pronouns pronouns

I me my mine myself

you (s & pl) you your yours yourself/selves

he/she/it him/her/it his/her/its his/hers/its him/her/itself

we us our ours ourselves

they them their theirs themselves

The following reflexive forms have special meanings.1 You all think it’s a good idea. I myself think it’s a bad one. (for emphasis)2 Think for yourself. ( = Don’t rely on other people’s ideas.)3 I’m going to do it by myself. (= Do something alone.)

2 Indirect forms (Page 60 L5) (Page 110 L5)

Normal indirect statements are no problem, e.g.: It’ll be hard to plan better. > I think it’ll be hard to plan better.

Indirect questions are like reported questions. The original question loses its question form.Does she write plans? > Do you know whether she writes plans?Why does she write plans? > Can you tell me why she writes plans?

Thse common starter verbs are not followed by if/whether or wh question words: think, hope, believe, expect.Is she writing a plan? > Do you think she is writing a plan?

Unit 6 Getting your life organised

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Statements with question words are similar.When did she write her plan? > I wonder when she wrote her plan.

We often use indirect question forms because they are polite: this can be very important when dealing with a customer at work, for example. Compare:Have you made your second payment yet? > Can I ask if you have made your second payment yet?

1 Verb + infinitive or verb + -ing (Page 70 L5)

(See Grammar reference Page 130.)

2 Suggesting, advising and warning (Page 70 L5)

Along with giving orders, these forms are ways of getting other people to do things. They vary from gentlesuggestions to strong warnings and orders.

Suggesting Advising Warning

You could … You should(n’t) … If you (don’t) …, you’ll (you won’t) …

Why not (+ infinitive) …? You ought (not) to … Unless you …, you’ll (you won’t) …

What about (+ -ing) …? You had better (not) …

If I were you, I would(n’t) …

1 Prepositions (Page 80 L5) (Page 90 L5)

Prepositions are used in many different ways, but always before a noun, pronoun or noun phrase. There aremany set phrases, and these have to be learned, e.g.in/into/on/out of business: They went into business together.at 6.00/in the evening/on Monday/in May/on 1st May/in 2010:They arrived at 7.00 in the morning on Tuesday, 2nd June.

Some verbs, nouns and adjectives often go with particular prepositions. Here are some common examples.

Nouns:about – idea, opinion, storyfor – need, request, wishin – decrease, fall, riseof – amount, explanation, resulton – information, opinion, reportto – attention, introduction, invitationwith – difficulty, problem, trouble

Nouns with different prepositions for different purposes:argument about something with somebodydiscussion about/of something with somebodyeffect of something on somebody

Unit 8 Your future world of work

Unit 7 Dealing with stress

Adjectives:about – anxious, sorry, worriedat – amazed, good, terriblefor – late, ready, responsibleof – afraid, proud, tired

Verbs:about – ask, think, worryat – look, shout, smilefor – look, pay, searchfrom – borrow, differ, escapein – believe, specialise, succeedof – consist, remind, tasteon – agree, decide, rely

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Verbs with different prepositions for different purposes:apply to somebody for somethingtalk to somebody about somethingwrite to somebody about something

Prepositions are used a lot to help say where things are and where they are going.

Prepositions of placeabove around at behind below beside between beyond by in in front of near next to on opposite

Prepositions of movementacross along away from down from into onto out of over past round through to towards under up

2 Offers (Page 80 L5)

You have used this form: Would you like me to call you back?Here are some more: Do you want me to call you back?

If you like, I can/could call you back.I’ll call you back if you like.

* Shall I call you back?

*Note:Shall is a modal verb that we sometimes use like will or in offers and suggestions (but only with I or we), e.g.:We shall/will be there at 9.00.Shall I carry the case for you?

1 Be and have (Page 90 L5)


2 Prepositions of place and movement (Page 90 L5)

(See Grammar reference above.)

3 Relative clauses (Page 90 L5)

1 Defining relative clauses: full and reduced

Full SubjectSan Francisco is a city which/that welcomes different cultures.Sami is the person who/that must complete the form.

Full or reduced ObjectSan Francisco is a city *(which/that) I would like to visit.Sami was the person *(who/that) they wanted to contact.

*Note: We put in or leave out the object pronouns freely, e.g.:The ‘F ‘ visa is the sort which you will need.The ‘F’ visa is the sort you will need.

Unit 9 Palestinians around the world

Note:Some words can take different prepositions forroughly the same purpose, e.g.: explanation of/for,information on/about.

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2 Non-defining relative clauses Main sentence: We visited Alcatraz.Extra information 1: It used to be a prison.Extra information 2: The government turned it into a prison.

We visited Alcatraz, *which used to be a prison.We visited Alcatraz, *which the government turned into a prison.

*Note: 1 Use which, or who, not that.2 They can be subject or object pronouns.3 These clauses do not reduce.

1 Articles and some (Page 100 L5)

1 At a meal, the host is likely to say, ‘Help yourself.’2 Here are some tips.3 This booklet contains some information.4 … come from different cultures. Sometimes, the differences do not matter.5 … contains some information. The information on cultural differences is very useful.6 Americans do not like to ask.7 They do not like to ask for information that is personal.

1 Use an indefinite article – a/an – with a singular, countable noun when it is not specific, e.g. when you firstmention it

2/3 Use some in the same way with a plural, countable noun, e.g.: some tips, or an uncountable noun, e.g.:some information.

4/5 Use a definite article – the – to refer to a specific, countable, e.g.: the differences, or to a specificuncountable, e.g.: the information.

6/7 Use zero article (= no article) to refer to the whole of a group of countables, e.g.: Americans, or to a type ofuncountable, e.g.: information.

2 Comparison (Page 100 L5)

Adjectives

Example Comparative Superlative

Short warm warmer than less warm than the warmest(not) as safe as

Ending in -y easy easier than less easy than the easiest(not) as easy as

Most with 2 or useful more useful than less useful than the most usefulmore syllables (not) as recent as

Irregular good better than less good than the bestbad worse than less bad than the worst

(not) as good/bad as

Unit 10 Why do people behave like that?

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Adverbs

Example Comparative Superlative

Ending in -ly briefly more briefly than less briefly than (the) most briefly(not) as slowly as

Irregular well better than less well than (the) bestbadly worse than less badly than (the) worst

(not) as well/badly as

Other common irregular adverbs of manner – early, fast, hard, late – change like adjectives, e.g.:He arrived earlier than the others. He also left (the) earliest of all.

1 Indirect forms (2) (Page 110 L5)


2 Positions of adverbs (Page 110 L5)

Adverbs can appear in several positions in sentences, but the different types have normal positions, and theseare the safe ones to use.

1 Adverbs of frequencyThe normal position is just before the main verb:She never understands. She doesn’t always understand. She can usually understand.

But in a sentence with be, put the adverb second: Her answers are usually correct.And with a modal verb using to, put the adverb first: She often has to ask for an explanation.For special emphasis, we can put these adverbs at the beginning of a sentence – sometimes, often, usually,generally, normally: … And sometimes she doesn’t understand at all.

2 Adverbs of mannerThe normal positions are:(a) after a main verb with no object: I wrote quickly.(b) either before or after a verb +‘short’ object: I wrote a letter quickly. I quickly wrote a letter.(c) before a verb + ‘long’ object: I quickly wrote a letter to the Director.

3 Sentence adverbsThese show the speaker’s feeling about the whole sentence. The normal position is therefore naturally at thestart of the sentence:Luckily, I usually find the answer. Not surprisingly, she gets very tired by the end of the day.

1 Reported speech: general (Page 120 L5)

We often report without changes to the verb tense, e.g. after a phone conversation:He says he’s coming home at 7.00.

We often keep a reported statement about a general rule in the present:The teacher told them that the sun always rises in the east.

Unit 12 The voice of the people

Unit 11 Communications

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The following rules are for reported speech with changes to the verb tense.

1 Tense and other changes

‘We do not understand why you have brought us here this morning,’ the mother replied.> The mother replied that they did not understand why he had brought them there that morning.

1 Verbs move back one tense in time: do not understand > did not understand, have brought > had brought.2 Personal pronouns and adjectives often change: we > they, us > them.3 There may be changes to show distance: here > there, this > that.4 There may be changes to show distance in time: this morning > that morning. Other common changes

include: the previous night/week/month/year, the day/week/month/year before, the following/ the nextmorning//week/month/year, etc.

5 A verb used by the speaker may become a reporting verb: I feel > She felt (that) … . Other verbs that areoften used like this: believe, expect, hope.

2 Reported speech with modal verbs‘Without more money, we cannot buy bread,’ she said.> She said that without more money, they could not buy bread.

For past modal forms, see page 129.

3 Reported requests, etc‘Please forgive me,’ she begged Caliph Omar.> She begged Caliph Omar to forgive her.

Note:Words that often or always follow the pattern verb + object + infinitive:ask beg instruct invite order persuade tell wantBe careful: agree and offer do not take an object before an infinitive. Compare:Asim offered to marry her.(XXX Asim offered her to marry.XXX)

4 Reported questionsYes/No questions‘Are you wondering why I have called you here?’ he asked.> He asked if/whether they were wondering why he had called them there.

Wh questionsWhy were you so weak?’ he wanted to know.> He wanted to know why she had been so weak.

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Skills reference

IntroductionTry to discover new meanings yourself. Think about:

1 international words (e.g. website);

2 meanings from context (e.g. in ‘The work was so strenuous that everybody was really tired by the end of theday.’ The word strenuous must mean something like hard.);

3 word formation with prefixes and suffixes (e.g. break > unbroken; active > inactivity).

Prefixes

1 Word recognition

Suffixes1 Suffixes for grammatical forms

Suffixes create ‘families’ of grammatical forms, e.g.:

verb noun (person) noun (other forms) adjective adverbproduce producer product, production productive productively

There are often pronunciation changes, e.g.: product production.

2 Suffixes for other meanings

1 Prefixes for opposite meanings

prefixes meanings examplesdis- opposite agree > disagreeil- opposite legal > illegalim- opposite possible > impossiblein- opposite correct > incorrectir- opposite regular > irregularun- opposite happy > unhappymis- wrongly inform > misinform

2 Prefixes for other meanings

prefixes meanings examplesinter- between, together, national >

from one to another internationalmicro- very small chip > microchipsuper- above, more than, man > superman

very efficientre- again build > rebuild

verb + suffix > nounteach -er teachertranslate -or translatorexpress -ion expressioninvite -(a)tion invitationfeel -ing feelinggovern -ment government

adjective + suffix > adverbquick -ly quickly

adjective + suffix > verbwide -en widen

adjective + suffix > nountired -ness tiredness

verb/noun + suffix > adjectivefashion -able fashionablenation -al nationaldamage -ed damagedfall -en fallenuse -ful usefulcontinue -ing continuingdestroy -ive destructiveuse -less uselessweek -ly weeklycloud -y cloudy

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Words in groups and pairs1 Preposition + word/phrase

by bike, by car, by bus – but on foot, at 2.00, in themorning, on Monday

2 Word (noun/verb/adjective) + preposition

smell of flowers.I love the taste of Arab coffee.

sound of folk music.

I’ve been thinking about the problem.

I’ve suddenly thought of an idea!

3 Phrasal verbs

Keep up with your work. KEEP OUT! Let’s keep on going.

4 Set expressions

customs match

immigration officer football player

police team

5 Networks

Use networks to collect large groups of words in thesame word field, e.g. Culture (Unit 10, page 104).Try your own networks for, e.g. Education, Sport orEnergy.

This is a very useful skill. It makes you focus on atext’s main line of thought. Follow these rules.1 Make sure you understand the text well.2 Find topic sentences and other information you

must include.

3 Leave out the following: examples, oftenintroduced by expressions like For instance, …;restatements, often introduced by expressionslike In other words, … ; quotations, used to supportan argument.

4 Check the points you have noted. Check that youhave included everything that is necessary – andnothing else.

5 Write a first draft on rough paper. Use all theideas, but few of the words. Avoid copying.

6 Connect ideas with connectors like However,Moreover, Although.

7 Try to write between a third and a half theoriginal text length.

8 Check your draft carefully for language mistakes.9 After checking, write your neat, final copy.

These points will help you plan and write mostcomments or essays.

1 Write your opinion on a piece of rough paper.2 Work out a simple line of thought that supports

your opinion. Make notes.3 You may have to present arguments against your

ideas. Make notes.4 Write a first draft. Begin each paragraph with a

clear topic sentence. Keep closely to your line ofthought, and use the following plan:Introduction: State the issue and your ownopinion in paragraph 1.Development: Make points for/against your ownopinion – with supporting arguments orexamples – in one or more paragraphs.

4 Writing comments and essays

3 Summarising

Word familiesMake and keep index cards in alphabetical order (A–Z) in a box.

verb noun (person, company) noun (thing) adjectivedevelop developer development developing, developed

/d�veləp/ /d�veləpə/ /d�veləpmənt/ /d�veləpŋ/ /d�veləpt/

Expressionsa developing economy/country economic development

2 Collecting vocabulary

138

develop

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Checking for mistakesBefore you write a final copy of your summary/comment/essay, check your first draft. Pay specialattention to the following.1 unnecessary information; 2 spelling;3 word order; 4 articles and prepositions;5 verb tenses; 6 punctuation.

Language for speaking1 Language for learning

I’m sorry. I didn’t quite hear that.I’m sorry. I didn’t quite understand that.Could you spell that, please?Could you say that again, please?Could you play the tape again, please?How do you say … , please?How do you translate … , please? Excuse me, but what does … mean, please?Excuse me, but does … mean …?

2 Language for discussion

1 Giving an opinion with reasonsI (don’t) think … because …My favourite is … . That’s because …

2 AgreeingI (completely) agree.I think so, too./So do I.I don’t think so either./Neither (Nor) do I.

3 DisagreeingI’m not sure.I don’t really agree with that.I’m sorry, but I just don’t agree.

4 Giving a different opinionPersonally, I (don’t) think …I prefer … / I’d prefer …

5 Encouraging others to speakTell me about …Can I ask a bit about …?

6 Showing interestThat’s great.That’s really interesting.

3 Language for life

1 Using the phoneHello. (7-2-9-0-6 double-8.)Let me get a pen.

5 Language for communication

I’ll take down the details.I’ll make a note of that.Right. I’ve got that.Right. I’ve made a note of that.

2 Giving street directionsGo straight across this road.Go straight along … Street.Turn left at …Take the second right.Keep going until you come to …Go past … and go on till you reach …Turn left at the crossroads.Go over the roundabout.You’ll find it right there on the left.You’ll see it right opposite you.

3 Getting (travel) informationI need some information about (bus times),please.I need to find out about (bus fares), please.Is that (one-way) or (return)? That depends on (the time you travel).The next one (leaves at eight fifteen).That sounds good.That seems fine.

Language for writing: connectors

1 Listing

First, …First of all, …Secondly, …Thirdly, …Finally, …

2 Adding points

… , too. … either.In addition, … Moreover, …Furthermore, …

3 Stating exceptions

Except for … Apart from …

4 Stating contrasts

However, …On the other hand, …Nevertheless, …Although, …Despite … In spite of …

5 Stating reasons

Because …That is because …Since …As …

6 Stating results

As a result, …Because of that, …

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Unit 1birth /b��θ/ (place/date of ~) (n) 10bus station /�b�s steʃən/ (n) 11capacity /kə�p�səti/ (n) 11chaos /�keɒs/ (n) 12–13coal /kəυl/ (n) 7concrete /kən�kri�t/ (n) 7 consumption /kən�s�mpʃən/ (n)

12–13despite /d�spat/ (conj) 7diesel /�di�sel/ (n) 8emission /�mʃən/ (n) 12–13estate /�stet/ (n) 11expect /k�spekt/ (v) 11fossil fuels /�fɒsəl �fju�əlz/ (n) 7fuel cell /�fju�əl sel/ (n) 12–13 hardly /�hɑ�dli/ (adv) 12–13hybrid /�habrd/ (adj) 11hydrogen /�hadrəd!ən/ (n) 12–13institution /inst�tju�ʃən/ (n) 10 jet /d!et/ (n) 8joke /d!əυk/ (v/n) 12–13just as /d!�st �z/ (phrase) 12–13 limit /�lmt/ (v/n) 12–13maintain /men�ten/ (v) 7maintenance /�mentənənts/ (n) 11nursing home /�n��sŋ həυm/ (n) 11oilfield /�ɔlf�ld/ (n) 7oil well /�ɔl wel/ (n) 7once /w�nts/ (adv) 11on foot /ɒn �fυt/ (phrase) 12–13peak /p�k/ (v/n) 12–13performance /pə�fɔ�mənts/ (n) 9petrochemical /petrəυ�kemkəl/

(n/adj) 12–13 petrol /�petrəl/ (AE: gas /%�s/) (n) 7pipeline /�paplan/ (n) 7power station /�paυə steʃən/ (n) 7 product /�prɒd�kt/ (n) 7productive(ly) /prə�d�ktv(li)/

(adj/adv) 8renewable /r�nju�əbl/ (adj) 12–13reserve /r�z!�v/ (n) 7running cost /�r�nŋ kɒst/ (n) 11safety /�sefti/ (n) 8 search /s��tʃ/ (v/n) 12–13shopping mall /�ʃɒpŋ mɔ�l/ (n) 11single(ly) /�siŋ%l(i)/ (adj/adv) 10source /sɔ�s/ (n) 12–13stuff /st�f/ (n) 7

successful(ly) /sək�sesfəl/ (adj/adv) 8tanker /�t�ŋkə/ (n) 8total /�təυtəl/ (v/n/adj/adv) 11town hall /taυn �hɔ�l/ (n) 11transport /�tr�ntspɔ�t/ (v) 7underground /�ndə�%raυnd/ (adj) 7university /ju�n�v��səti/ (n) 10windpower /�wndpaυə/ (n) 12–13worker /�w��kə/ (n) 7

Unit 2aged /�ed!d/ (adj) 24–25architect /�ɑ�ktekt/ (n) 17base /bes/ (v/n) 17birth control /b��θ kən�trəυl/ (n)

22–23bring along /brŋ ə�lɒŋ/ (v) 18bring back /brŋ �b�k/ (v) 17bring down /brŋ �daυn/ (v) 18bring in /brŋ �n/ (v) 17chart /tʃɑ�t/ (n) 22–23climate change /�klamət tʃend!/

(n) 22–23come down /k�m �daυn/ (v) 18dynamic(ally) /da�n�mk(əli)/

(adj/adv) 17equal(ly) /�i�kwəl(i)/ (adj/adv) 22–23exhibition /eks�bʃən/ (n) 17factor /�f�ktə/ (n) 24–25foundation /faυn�deʃən/ (n) 17frame /frem/ (n) 17global warming /�%ləυbəl wɔ�mŋ/

(n) 22–23go up /%eυ ��p/ (v) 18immigrant /�m%rənt/ (n) 24–25importance /m�pɔ�tənts/ (n) 20intelligence /n�teld!ənts/ (n)

22–23life expectancy /laf k�spektəntsi/

(n) 22–23lift /lft/ (n) 17living space /�lvŋ spes/ (n) 17meanwhile /mi�n�hwal/ (adv)

24–25peace /pi�s/ (n) 22–23protect /prə�tekt/ (v) 17pull up /pυl ��p/ (v) 18push down /pυʃ �daυn/ (v) 18put in /pυt �n/ (v) 18religious(ly) /r�əld!əs(li)/ (adj/adv) 17

shift /ʃft/ (v/n) 19shock /ʃɒk/ (v/n) 22–23shopping centre /�ʃɒpŋ �sentə/ (n)

17show /ʃəυ/ (v/n) 22–23sit down /st �daυn/ (v) 18situation /stju�eiʃən/ (n) 22–23skill /skl/ (n) 22–23skyscraper /�skaskrepə/ (n) 16slow down /sləυ �daυn/ (v) 18slow-down /�sləυdaυn/ (n) 22–23social(ly) /�səυʃəl(i)/ (adj/adv) 17southern /�s�ðən/ (adj) 20speaker /�spi�kə/ (n) 21speed up /spi�d ��p/ (v) 18stand up /st�nd ��p/ (v) 18structure /�str�ktʃə/ (v/n) 17survival /sə�vavəl/ (n) 22–23though /ðəυ/ (adv/conj) 22–23towards /tə�wɔ�rdz/ (prep) 22–23trend /trend/ (n) 19uneducated /�n�edjυketd/ (adj)

22–23war /wɔ�/ (n) 22–23width /wtθ/ (n) 16

Unit 3achieve /ə�tʃi�v/ (v) 27bed cover /�bed k�və/ (n) 26boots /bu�ts/ (n) 31break down /brek �daυn/ (v) 32–33broken /�brəυkən/ (adj) 27burn /b��n/ (v) 32–33chief /tʃi�f/ (n/adj) 28cloth /klɒθ/ (n) 26collection /kə�lekʃən/ (n) 28company /�k�mpəni/ (n) 32–33condition /kən�diʃən/ (n) 31council /�kaυntsəl/ (n) 27current /�k�rənt/ (adj) 31dispose /d�spəυz/ (v) 28disposal /d�spəυzəl/ (n) 27distribution /d�strbju�ʃən/ (n) 27dump /d�mp/ (v/n) 27electronic(ally) /elek�trɒnk(əli)/

(adj/adv) 27employ /m�plɔ/ (v) 32–33faulty /�fɔ�lti/ (adj) 27figure /�f%ə/ (n) 32–33garbage /�%ɑ�bd!/ (n) 27

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get started /%et �stɑ�td/ (v) 27groundwater /�%raυndwɔ�tə/ (n)

32–33growing /�%rəυŋ/ (adj) 32–33hole /həυl/ (n) 32–33in that case /n �ð�t kes/ (phrase)

29landfill /�l�ndfl/ (n) 32–33leak /li�k/ (v/n) 27living /�lvŋ/ (adj) 27media /�mi�diə/ (n) 34–35necessity /nə�sesəti/ (n) 28not only/but also /nɒt �əυnli b�t

�ɔ�lsəυ/ (phrase) 32–33on the one hand,/on the other (hand)

/ɒn ðə �w�n h�nd, ɒn ðə ��ðəh�nd/ (phrase) 32–33

patriotic(ally) /p�tri�ɒtk(əli)/(adj/adv) 27

poisonous /�pɔzənəs/ (adj) 32–33practice /�pr�kts/ (n) 30prevent /pr�vent/ (v) 32–33quarter /�kwɔ�tə/ (n) 32–33rainwater /�renwɔ�tə/ (n) 26recycling /ri��saklŋ/ (n) 28seed /si�d/ (n) 26sort /sɔ�t/ (v) 32–33tenth /tenθ/ (n) 34–35third /θ��d/ (n) 32–33tip /tp/ (n) 27ton /t�n/ (n) 32–33toxic /�tɒksk/ (adj) 32–33tyre /taə/ (AE: tire) (n) 32–33unacceptable(ly) /�nək�septəbl(i)/

(adj/adv) 32–33uncontrolled /�nkən�trəυld/ (adj)

32–33vital(ly) /�vatəl(i)/ (adj/adv) 28wasteful(ly) /�westfəl(i)/ (adj/ adv)

28website /�websat/ (n) 31

Unit 4artificial(ly) /ɑ�t�fʃəl(i)/ (adj/adv) 37beauty /�bju�t/ (n) 41carry away /k�ri ə�we/ (v) 42–43central(ly) /�sentrəl(i)/ (adj/adv) 41channel /�tʃ�nəl/ (water ~) (n) 37conflict /�kɑnflkt/ (n) 41defence /d�fents/ (n) 42–43environmentally friendly

/n�vaərənmentəli �frendli/(phrase) 41

essential(ly) /�sentʃəl(i)/ (adj/adv) 41expanded /k�sp�ndd/ (adj) 36expected /k�spektd/ (adj) 44–45face /fes/ (v) 37

farmer /�fɑ�mə/ (n) 37farmland /�fɑ�ml�nd/ (n) 37fertile /�f��tal/ (adj) 37fertiliser /�f��tlazə/ (n) 37foot /fυt/ (= measurement) (n) 39give up /%v ��p/ (v) 42–43go ahead /%əυ ə�hed/ (v) 42–43heritage /�hertd!/ (n) 41hold back /həυld �b�k/ (v) 42–43infrastructure /�nfrəstr�ktʃə/ (n) 41in turn /n �t��n/ (phrase) 42–43max /m�ks/ (n/adj) 41maximum /m�ksməm/ (n/adj) 37mile /mal/ (n) 39min/minimum /�mnməm/ (n/adj)

41northern /�nɔ�ðən/ (adj) 38on balance /ɒn �b�lənts/ (phrase)

37piece by piece /p�s ba p�s/

(phrase) 42–43planner /�pl�nə/ (n) 42–43planning /�pl�nŋ/ (n) 41potential(ly) /pəυ�tentʃəl(i)/

(n/adj/adv) 41sediment /�sedmənt/ (n) 37side effect /�sad fekt/ (n) 42–43silly /�sli/ (adj) 36telecommunications

/telkəmju�n�keʃən/ (n) 36unexpected(ly) /�nk�spektdli/

(adj/adv) 42–43write out /rat �aυt/ (v) 40

Unit 5account /ə�kaυnt/ (n) 46arrange /ə�rend!/ (v) 46banking /�b�ŋkŋ/ (n) 47bank statement /�b�ŋk stetmənt/

(n) 47beyond /bi�ɒnd/ (prep) 52–53branch /bra�ntʃ/ (n) 47breakthrough /�brekθru�/ (n)

52–53budget /�b�d!t/ (v/n) 47cash /k�ʃ/ (v/n) 46cash machine /�k�ʃ mə�ʃi�n/

(AE: ATM) (n) 46charge /tʃɑ�d!/ (v/n) 47cheque /tʃek/ (AE: check) (n) 46chequebook /�tʃekbυk/

(AE: checkbook) (n) 47credit card /�kredt kɑ�d/ (n) 47coach /kəυtʃ/ (n) 51come true /k�m �tru�/ (v) 52–53currency /�k�rəntsi/ (n) 46debit card /�debt �kɑ�d/ (n) 47

deposit /d�pɒzt/ (v/n) 46determination /d�t��mneiʃən/ (n)

52–53discount /�dskaυnt/ (n) 51emigrant /�em%rənt/ (n) 52–53exchange /ks�tʃend!/ (v/n) 46exchange rate /ks�tʃend! ret/ (n)

49expense /k�spents/ (n) 47financial(ly) /fa�n�ntʃəl(i)/ (adj/adv)

46founder /�faυndə/ (n) 52–53hardware /�hɑ�dweə/ (n) 51head office /hed �ɒfs/ (n) 52–53homeland /�həυml�nd/ (n) 52–53immigration /m�%reʃən/ (n) 52–53income /�ink�m/ (n) 47insurance /n�ʃυərənts/ (n) 51interest /�ntrəst/ (n) 47interest-free /�ntrəst fr�/ (adj) 51interest rate /�ntrəst ret/ (n) 50live on /�lv ɒn/ (v) 52–53loan /ləυn/ (v/n) 46long /lɒŋ/ (v) 52–53overdraft /�əυvədrɑ�ft/ (n) 46owner /�əυnə/ (n) 52–53pay /pe/ (v) 46pay back /pe �b�k/ (v) 47pay in /pe �n/ (v) 46pocket money /�pɑkt m�n/ (n) 47progress /�prəυ%res/ (n) 52–53rail /rel/ (n) 51refuse /r�fju�s/ (v) 52–53revolt /r�vəυlt/ (n) 52salary /�s�ləri/ (n) 47salesman /�selzmən/ (n) 52–53savings /�sevŋz/ (n) 47software /�sɒftweə/ (n) 51sooner or later /su�nə ɔ�r letə/

(phrase) 47transfer /tr�nts�f��letə/ (v) 46traveller’s cheque /�tr�vələrz tʃek/

(AE: check) (n) 46vision /�vi!ən/ (n) 52–53whether /�hweðə/ (conj) 50withdraw /wð�drɔ�/ (v) 46withdrawal /wð�drɔ�əl/ (n) 48yet another/more /jet ə�n�ðə/mɔ�/

(phrase) 52–53

Unit 6administration /ədmn�streʃən/ (n)

61at all /ət �ɔ�l/ (phrase) 62–63besides /b�sads/ (adv) 62–63burn out /b��n �aυt/ (v) 57cafeteria /k�fə�təriə/ (n) 61

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conclusion /kən�klu�!ən/ (in ~)(phrase) 64–65

daily /�deli/ (adj/adv) 57depressed /d�prest/ (adj) 62–63deputy /�depjəti/ (n) 61entrance /�entrants/ (n) 61essay /�ese/ (n) 62–63feeling /�fi�liŋ/ (n) 62–63file /fal/ (n) 57fit in with /ft �n wð/ (v) 57from time to time /frɒm �tam tə

tam/ (phrase) 57get into /%et �ntu/ (v) 57get on with sth /%et �ɒn wθ s�mθŋ/

(v) 57get sth done /%et �s�mθŋ d�n/ (v) 56goal /%əυl/ (n) 57grab /%r�b/ (v) 62–63gym/gymnasium

/d!m/d!m�neziəm/ (n) 61homesick /�həυmsk/ (adj) 62–63ID/identity /a �di�/a�dentəti/

(~ card) (n) 61identify /a�dentəfa/ (v) 57journal /�d!��nəl/ (n) 62–63mind /mand/ (make up one’s ~) (n)

62–63obligation /ɒbl�%eʃən/ (n) 57on time /ɒn tam/ (phrase) 61organised /�ɔ�%ənazd/ (adj) 57photocopy /�fəυtəυkɒpi/ (v/n) 62–63preparation /prepər�eʃən/ (n) 62–63reference /�refərənts/ (n) 62–63relax /r�l�ks/ (v) 56revision /r�v!ən/ (n) 57scary(ily) /�skeəri(li)/ (adj/adv) 62–63schedule /�ʃedju�l/ (n) 57sign up /san ��p/ (v) 61society /sə�saəti/ (n) 61stick to sth /stk tə s�mθŋ/ (v) 57take priority over /tek pra�ɒrəti

əυvə/ (v) 57time waster /�tam westə/ (n) 57tip /tp/ (n) 57weekly /�wi�kli/ (adj) 62–63

Unit 7accept /ək�sept/ (v) 67anxiety /�ŋ�zaəti/ (n) 72–73argument /�ɑ�%jəmənt/ (n) 66attitude /��ttju�d/ (n) 72–73center /�sentə/ (AE for centre) (n) 71cheer sb up /tʃə �s�mbədi �p/ (v) 66concentrate /�kɒntsəntret/

(~ on sth) (v) 67concentration /�kɒntsəntreʃən/ (n)

72–73

confidence /�kɒnfdənts/ (n) 72–73confident(ly) /�kɒnfdənt(li)/ 72–73cut /c�t/ (= reduce) (v) 69depression /d�preʃən/ (n) 72–73emotion /�məυʃən/ (n) 72–73emotional(ly) /�məυʃənəl(i)/

(adj/adv) 72–73endless(ly) /�endləs(li)/ (adj/adv)

72–73failure /�feljə/ (n) 72–73festival /�festvəl/ (n) 72–73fit /ft/ (adj) 67get sb down /%et s�mbədi �daυn/

(v) 66give in /%v �n/ (v) 67halve /hɑ�v/ (v) 72–73husband /�h�zbənd/ (n) 67lose /lu�z/ (weight) (v) 67medical(ly) /�medkəl(i)/ (adj/adv) 67mental(ly) /�mentəl(i)/ (adj/adv)

72–73motivate /�məυtvet/ (v) 67nervousness /�n��vəsnəs/ (n) 72–73panic /�p�nk/ (v/n) 72–73physical(ly) /�fzkəl(i)/ (adj/adv)

72–73put on /pυt ɒn/ (~ weight) (v) 67reaction /ri��kʃən/ (n) 72–73right now /rat �naυ/ (phrase) 67scale /skel/ (n) 72–73scared /skeərd/ (adj) 68shake /ʃek/ (v) 72–73sort sth out /sɔ�t �s�mθŋ aυt/ (v) 69stress sb out /�stres s�mbədi aυt/ (v)

66stressed (out) /strest (aυt)/ (adj) 67sweaty(ily) /�sweti(li)/ (adj/adv)

72–73toothache /�tu�θek/ (n) 70uncertain /�n�s��tən/ (adj) 71unhappy(ily) /�n�h�pi(li)/ (adj/adv)

68upset /�p�set/ (v/adj) 67wife /�waf/ (n) 72–73worried /�w�rid/ (adj) 67worry /�w�ri/ (v/n) 72–73

Unit 8achievement /ə�tʃi�vmənt/ (n) 77administration /əd�mnstreʃən/ (n)

77administrative(ly) /əd�mnstrətv(li)/

(adj/adv) 77ad/advertisement

/�d/əd�v��tsmənt/ (n) 78advertiser /��dvətazə/ (n) 78applicant /��plkənt/ (n) 77

appropriate(ly) /ə�prəυprət(li)/(adj/adv) 81

assistance /ə�sstənts/ (n) 78business /�bzns/ (in ~ /on ~ / out

of ~) (phrase) 80certificate /sə�tfkət/ (n) 77challenge /�tʃ�lnd!/ (v/n) 77changing /tʃend!ŋ/ (adj) 82–83clothes /kləυðz/ (n) 81communication skills

/kəm�mju�nkeʃən skilz/ (n) 77communicator /kəm�mju�nketə/

(n) 78constant(ly) /�kɒntstənt(li)/ 82–83curriculum vitae / CV /kərkjələm

�vi�ta/si� �vi�/ (n) 77degree /d�%ri�/ (university ~) (n) 77director /d�rektə/ (n) 77driving licence /�dravŋ lasənts/ (n)

77duty /�dju�ti/ (n) 77elect /�lekt/ (v) 77end /end/ (at the ~ / in the ~)

(phrase) 80enthusiastic(ally) /nθju�zi��stk(əli)/

(adj/adv) 81exhausting /%�zɔ�stŋ/ (adj) 82–83full-time /fυl�tam/ (adj/adv) 77globalised /�%loυbəlazd/ (adj)

82–83goods /%υdz/ (n) 82–83growing /�%roυŋ/ (adj) 82–83impression /m�preʃən/ (n) 81increasing(ly) /n�kri�sŋ(li)/

(adj/adv) 82–83interviewee /ntəvju�i�/ (n) 81key /ki�/ (~ point) (n) 82–83locate /ləυ�ket/ (v) 82–83maker /mekə/ (shoe ~) (n) 82–83management /�m�nd!mənt/ (n) 78multinational /m�lti�n�ʃənəl/

(n/adj) 82–83part-time /pɑ�t�tam/ (adj/adv) 77personal assistant/PA /p��sənəl

ə�sstənt/ (n) 77provide /prəυ�vad/ (v) 77range /rend!/ (v/n) 77regional(ly) /�ri�d!ənəl(i)/ (adj/adv)

82–83relevant(ly) /�reləvənt(li)/ (adj/adv)

77representative /repr�zentətv/

(n/adj) 77response /r�spɒnts/ (n) 77secretarial /sekrə�teəriəl/ (adj) 77secretary /�sekrətəri/ (n) 77shock /ʃɒk/ (v/n) 82–83

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social(ly) /�səυʃəl(i)/ (adj/adv) 82–83state /stet/ (v) 77surprising(ly) /sə�prazŋ(li)/

(adj/adv) 82–83telecommunications

/telkəmju�n�keʃənz/ (n) 82–83time /tam/ (in ~ / on ~) (phrase) 80true (truly) /tru�(li)/ (adj/adv) 82–83

Unit 9among /ə�m�ŋ/ (prep) 92–93bay /be/ (n) 87bitterness /�btənəs/ (n) 92–93catastrophe /kə�t�strəfi/ (n) 92–93cause /kɔ�z/ (~ to fight for) (n)

92–93citizen /�stzən/ (n) 92–93compromise /�kɒmprəmaz/ (v/n)

92–93discovery /d�sk�vəri/ (n) 87double /�d�bl/ (det) 89dramatic(ally) /drə�m�tk(əli)/

(adj/adv) 92entry /�entri/ (n) 87equality /�kwɒləti/ (n) 92–93ethnic(ally) /�eθnk(əli)/ (adj/adv) 87fame /�fem/ (n) 94–95fee (n) /fi�/ 87force /fɔ�s/ (v/n) 92–93forward /�fɔ�wəd/ (adv) 92–93found /faυnd/ (v) 92–93fund /f�nd/ (n) 92–93guidebook /�%adbυk/ (n) 86gun /%�n/ (n) 92–93independence /nd�pendənts/ (n)

94–95in particular /n pə�tkjələ/ (phrase)

92–93just(ly) /d!�st(li)/ (adj/adv) 94–95justice /�d!�sts/ (n) 92–93legal(ly) /�li�%əl(i)/ (adj/adv) 94–95locate /ləυ�ket/ (v) 87lower /�ləυə/ (v) 88motivate /�məυtvet/ (v) 92–93motivation /məυt�veʃən/ (n)

94–95nearby /nə�ba/ (adj/adv) 87onto /�ɒntu�/ (prep) 90outdoor /aυt�dɔ�/ (adj) 91peace /pi�s/ (n) 94–95peaceful(ly) /pi�sfəl(i)/ (adj/adv) 91political(ly) /pə�ltkəl(i)/ (adj/adv)

92–93port /pɔ�t/ (n) 87proof /pru�f/ (n) 87relative /�relətv/ (n) 86right /rat/ (~ of return) (n) 92–93

sand /s�nd/ (n) 91speech /spi�tʃ/ (n) 92–93sports ground /�spɔ�ts %raυnd/ (n)

91surround /sə�raυnd/ (v) 87textbook /�tekstbυk/ (n) 86towards /tə�wɔ�dz/ (prep) 90translate /tr�nz�let/ (v) 92–93treble /�trebl/ (det) 89urban /��bən/ (adj) 87valid(ly) /�v�ld(li)/ (adj/adv) 87visa /�vi�zə/ (n) 87

Unit 10acceptance /ək�septənts/ (n) 98aggressive /ə�%resv/ (adj) 103agreement /ə�%ri�mənt/ (n) 103apart /ə�pɑ�t/ (adv) 97appointment /ə�pɔntmənt/ (n) 103apron /�eprən/ (n) 103attitude /��ttju�d/ (n) 102belief /b�li�f/ (n) 102brief(ly) /bri�f(li)/ (adj/adv) 97businessperson /bzns�p��sən/ (n)

103cheek /tʃi�k/ (n) 97comfort /�k�mpfət/ (n) 97cross-cultural(ly) /krɒs�k�ltʃərəl(i)/

(adj/adv) 96define /d�fan/ (v) 102discussion /d�sk�ʃən/ (n) 103embarrassing(ly) /m�b�rəsŋ(li)/

(adj/adv) 96family oriented /�f�məli ɔ�rientd/

(adj) 99firm(ly) /f��rm(li)/ (adj/adv) 97greeting /%ri�tŋ/ (n) 97guest /%est/ (n) 97health /helθ/ (n) 101hospitable(ly) /�hɒsptəbəl(i)/

(adj/adv) 99importance /m�pɔ�tənts/ (n) 98insincere(ly) /nsn�sə(li)/ (adj/adv)

98literature /�litrətʃə/ (n) 102mark /mɑ�k/ (leave one’s ~) (n) 101misunderstanding

/ms�ndə�st�ndŋ/(n) 96obvious(ly) /�ɒbviəs(li)/ (n) 102politeness /pə�latnəs/ (n) 98preparation /prepər�eʃən/ (n) 98relaxed /r�l�kst/ (adj) 99sincere(ly) /sn�sə(li)/ (adj/adv) 97sincerity /sn�serəti/ (n) 98sociable(ly) /�səυʃəbl(i)/ (adj/adv)

99tip /tp/ (v/n) 101

tradition /trə�dʃən/ (n) 101unacceptable(ly) /�nək�əseptəbl(i)/

(adj/adv) 98unimportant /�nm�pɔ�tənt/ (adj) 98uninformative(ly) /�nn�fɔ�mətv(li)/

(adj/adv) 98uninterested /�n�ntrəstd/ (adj) 99unprepared /�npr�peəd/ (adj) 98value /�v�lju�/ (n) 102wealth /welθ/ (n) 101zone /zəυn/ (n) 97

Unit 11accurate(ly) /��kjərət(li)/ (adj/adv)

112–13broadcast /�brɔ�dkɑ�st/ (v/n) 112–13by the way /ba ðə we/ (phrase)

108caller /�kɔ�lə/ (n) 107calm(ly) /kɑ�m(li)/ (adj/adv) 107calm sb down /�kɑ�m s�mbədi

daυn/ (v) 107chain /tʃen/ (n) 107collection /kəl�lekʃən/ (n) 111cover /�k�və/ (v/n) 111enormous /�nɔ�məs/ (adj) 112–13envelope /�envələυp/ (n) 108exist /%�zst/ (v) 107fan /f�n/ (v/n) 108file /fal/ (v/n) 107filing cabinet /�falŋ k�bnət/ (n)

108handset /�h�ndset/ (n) 108headset /�hedset/ (n) 108highlighter pen /�halatə pen/ (n)

108hit /ht/ (be a ~) (n) 111image /�md!/ (n) 112–13in advance /n əd�vɑ�nts/ (phrase)

108incident /�ntsdənt/ (n) 109in detail /n �di�tel/ (phrase) 111install /n�stɔ�l/ (v) 107knowledge /�nɒld!/ (n) 107laptop /�l�ptɒp/ (computer) (n)

108lost /lɒst/ (adj) 107mass /m�s/ (masses of ) (n) 112–13occasional(ly) /ə�ke!ənəl(i)/

(adj/adv) 107once /w�nts/ (= after) (conj) 112–13on the line /ɒn ðə �lan/ (phrase) 107panel /�p�nəl/ (n) 111precise(ly) /pr�sas(li)/ (adj/adv)

112–13recover /r�k�və/ (v) 107reporter /r�pɔ�tə/ (n) 112–13

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sheet /ʃi�t/ (n) 112–13signal /�s%nəl/ (v/n) 112–13silent(ly) /�salənt(li)/ (adj/adv)

112–13spot /spɒt/ (n) 112–13strengthen /�streŋkθən/ (v) 112–13suspect /sə�spekt/ (v) 107technical(ly) /�teknkəl(i)/ (adj/adv)

107telecoms /�telkɒms/ (n) 106text /tekst/ (v/n) 108transmit /tr�nz�mit/ (v) 112–13truth /tru�θ/ (n) 107via /�vaə/ (prep) 112–13viewer /�vju�ə/ (n) 112–13virus /�vaərəs/ (n) 107war /wɔ�/ (n) 112–13weapon /�wepən/ (n) 112–13

Unit 12abandon /ə�b�ndən/ (v) 121apologise /ə�pɒləd!az/ (v) 120bitter(ly) /�btə(li)/ (adj/adv) 122–3carelessness /�keələsnəs/ (n) 118dare /�deə/ (how ~ you) (v) 117daughter /�dɔ�tə/ (n) 117defeat /d�fi�t/ (v/n) 121democracy /d�mɒkrasi/ (n) 122–3democratic(ally) /demə�kr�tk(əli)/

(adj/adv) 122–3demonstrate /�demənstret/ (v) 117dictator /dk�tetə/ (n) 117dishonest(ly) /d�sɒnst(li)/ (adj/adv)

118dishonesty /d�sɒnst/ (n) 117election /�lekʃən/ (n) 116elector /�lektə/ (n) 124–5equal(ly) /��kwəl(i)/ (adj/adv) 118establish /�st�blʃ/ (v) 121established /�st�blʃt/ (adj) 122–3exception /k�sepʃən/ (n) 117extend /k�stend/ (v) 122–3forbidden /fə�bidən/ (adj) 117forgive /fə�%v/ (v) 117free(ly) /fri�(li)/ (adj/adv) 118function /�f�ŋkʃən/ (v/n) 122–3fundamental(ly) /f�ndə�mentəl(i)/

(adj/adv) 122–3furious(ly) /�fjυəriəs(li)/ (adj/adv)

117govern /�%�vən/ (v) 124–5governor /�%�vənə/ (n) 124–5gradual(ly) /�%r�d!uəl(i)/ (adj/adv)

122–3helplessness /�helpləsnəs/ (n) 118holy /�həυli/ (adj) 121

honesty /�ɒnsti/ (n) 117hopelessness /�həυpləsnəs/ (n) 118humanity /hju��m�nəti/ (n) 124–5husband /�h�zbənd/ (n) 117independence /nd�əpendənts/ (n)

122–3inequality /n�kwɒləti/ (n) 118injustice /n�d!�sts/ (n) 118investigate /n�vest%et/ (v) 117irresponsibility /irspɒntsə�bləti/ (n)

118irresponsible(ly) /ir�spɒntsəbl(i)/

(adj/adv) 118king /kŋ/ (n) 121leadership /�li�dəʃp/ (n) 124–5limited /�lmtd/ (adj) 122–3membership /�membəʃp/ (n) 122–3minority /ma�nɒrəti/ (n) 122–3negotiate /n�%əυʃiet/ (v) 122–3negotiation /n%əυʃi�eʃən/ (n)

124–5negotiator /n�%əυʃietə/ (n) 124–5obey /əυ�be/ (v) 121powerlessness /�paυələsnəs/ (n) 118president /�prezdənt/ (n) 116principle /�prntsəpl/ (n) 122–3race /res/ (ethnic ~) (n) 122–3racial(ly) /�reʃəl(i)/ 124–5representation /reprzen�teʃən/ (n)

124–5revolutionary /revəl�u�ʃənəri/ (adj)

122–3rightful(ly) /�ratfəl(i)/ (adj/adv)

124–5rule /ru�l/ (v/n) 116severe(ly) /�svə(li)/ (adj/adv) 117shake /ʃek/ (v) 117son /s�n/ (n) 117speech /spi�tʃ/ (n) 117stand for /�st�nd fɔ�/ (v) 117struggle /�str�%l/ (v/n) 122–3take place /tek �ples/ (v) 122–3title /�tatl/ (n) 121trust /tr�st/ (v/n) 117undemocratic(ally)

/�ndema�kr�tk(əli)/ (adj/adv)122–3

unimportance /�nm�pɔ�tənts/ (n)118

union /�ju�njən/ (n) 122–3unjust(ly) /�n�d!�st(li)/ (adj/adv) 118unless /ən�les/ (conj) 119uselessness /�ju�sləsnəs/ (n) 118vote /vəυt/ (v) 122–3whatever /hwɒt�evə/ (pron/det)

122–3

wife /waf/ (n) 120wise(ly) /waz(li)/ 117without /w�ðaυt/ (adv/prep) 117

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English 12 - مركز تطوير المناهج ... · Consultant for all their hard work in obtaining permission to use text material in this course. Typeset by J&D Glover Ltd Illustrated