Studying English: Objects by Liberal Party

ASSOCI,ATION

Eul l.F] I con'uau I

Studying English: Objects

by Ira Dayaratne BA (Peradeniya)Dip. TESL (Colombo) Senior Instructor in English University of Sri Jayawardenepura

Published in the Student Readers Project of the English Association of Sri Lanka on behalf of the Universitv of Sri Jayawardenepura

@ 1992, University of Sri Jayawardenepura 2nd ImPression,1993

English Programme BA (Peradeniya), MA (Honolulu), Academic Coordinator: Geetha Premaratne of Sri Jayawardenepura Senior Lecturer i" i"gfi.ft, Univeisity (London)'

Consultant'

Pioi' trvri"l chJ;; w?i'iu,,,"to;vu til Gtons) (London) irilgp (Ceylon),MA (Education)

Enelish Associationof Sri Lanka StudentReadersProject Chief Editor:

(Hons) (Peradeniya) Nirmali Hettiarachchi BA

StuclyingEnglish Series (Oxon) Rajiva WijesinhaMA' D Phil Editor :

form

work may be reprodurced in any All tghts reserved. No part of this from the Universitv of Sri Javawardenepura' without Permissionil#;;;

ISBN 955- 9068- 15 - 6 Illustrated bY Bandula Pieris Corr",Desiglr bY PrasannaLiYanage

is publishedUV th-e English Association Ttre ^'^ Studying English Series canadian

*itrrirr" ,ssistinceof a grantfromthe

"isJlrrr"r." International Development dgency

INTRODUCTION

The reading material in this book is selectedfrom a number of real life texts. You will read, ryrite and -alh about all sorts of objects. You will learn to describethem and their uses, and in the processyou will :Iso deal with the way in which people act and inter-react. Vhen working with these books remember that they are designed to help students to learn English --hroughactive use of the language. Particular functions and structures are higblighted in each Unit. lhe exercises included are mainly to encourage further usage of these grammatical structures. The nocabularythat is introduced will help students to develop confidencein using these constructions. The :cllowing iist therefore only includes what is useful to students when loing through each unit. Ihe course, however, is meant to be cyclic; that is, other constructions are used in this book while the rcnstructions highlighted in this book are also used in others. In dealing with any subject a variety of :onstructions are bound to occur. Students should be made familiar with the variations possible, even :hough in each book only a few ofthese are stressed. In this book students should focus on Functions Ltnit 1

Describing natural objects What they look like What they are made of

Lrnit 2

Classifying objects Expanding sentences Conducting interviews

Unit 3

Describing man-made objects Going shopping- making purchases, trying things on, returning things

-u--nit4

Describing buildings Historical accounts Understanding how things and systems work

Ilnit I

Adjectives and adjectival phrases Order of adjectives

Unit 2

Comparison of adjectives Conversational expressions

nit 3

tnit 4

Intransitive verbs with complements Contractions Introduction to the passive voice Past tenses and participles Modal verbs Combining sentences Adverbs and adverbial phrases

Vocabulary Unit 1

and man'sresponseto it Relatedto natural phenomena,

Unit 2

itelated to analysisof natural phenomena

Unit 3

Relatedto clothes Relatedto technologicalobjects Dialogue for shopping

Unit 4

Related to historical and economicanalysis Related to buildings

Reading Unit

Understanding a description of natural objects Understanding an account ofprocessesofcreation and destruction

Unit 2

Understanding personal responsesto natural phenomena

Unit 3

Understanding scientific description

Unit 4

Understanding narrative and analysis

Writing Unit

Writing descriptive phrases

Unit

Writing descriptions of actions Using different degrees of adjectives Making classifications

Unit 3

Writing detailed descriptions Writing out dialogues

Unit 4

Combining sentences: using eonjunctionsand relative pronouns

Objects ' Unit 1 : Natural Ttre Coral Reef

like' what theY write aboutobjects- what theYlook and read talk' to learn ygu will In this book dttd o'hat purposesthey serve' *" -"a" "f, ladthefollowingdescriptionandanswerthequestions

jo"ir'r'"a' Hi"H'ijiru"S:h:*:'"-1""$i?T;;Ta;a;il;'d"';vJ;il-."ffi',,'};*ilr' 1gE CORAL NAEF Anactivecoralreefisoneofthelovelibstsishfintheworld.Per}rapsthemostfamousreef iies a r"totiful reef whichlooks ;;;;;ilaet.tleyutet, nn11*t*ao*". trr"-reu i' is country in our and therebetweencorals B"tgh6y;l"otedfish t*il-h"; garden. reef' with a like rather t"t* t" [t trtingslike flowersonthis Th;;"*" *"".". -u'y-.Joo"ed different gola"r,-v"troiulitriJ* manv for are that t,o**u"" it Jotu a home ,* ."Jl""i manv not are petalsthat move,"Jr, ilF;W. There " by animals. u ,u"iiil'.iiJ-"al.+"r"ly coral the as t inds of animalsthan ior planls. ,, animals of *ro,,"r J#Jup.. so habitats in the world which have -""vlir*"it reef. They ar very small animals,calledpolyps' The builders of the coral reef are iuructur-escalledtentacles' tt ir-UugoJ'ut* thin finger-shaped open-mouth"afug*.'Aiii"i"f"f brouiht closeto them bv the waves' a.,dd;;;;;."d in"!i" parr of Thesetenracles,*";;;h;;ite" tr,u timesioie thar forms-thehard gr"* in.vi""i"t" and red However, while the coralp"r;: ffi';;d white. .""ui""t"-* *ostly *ua" oJoil;iffthe reef. This coral,'o.k *hi.h i. Uiu.X.otuf rocks are alsofound'

'L2

2.4

1. What is a coral reef madeof ? ;. By *t o- or what is it made? ;ed todescribethe cerals? 3. How manv t;ffi;t;;; u"" rrt"a about the reef ? 4. What otr'"" iilJtii**

:};"f T."JfTlfJltiff

and onriverv abscripti u'r. vo"r ffi: ffi ;;;;' ;; ;hoora - "

entertaining.

3.1 - Now read on. 3.2

orporvps groups uvdifferent e",* ,t*.to""s"--aae A coralwhich *nu,H;fflf:lI?ffi:::*|ilT:Til"v.rh"li;;;;;{1";F;:a;;"d' """-"' rhecoral havemanyair""urlii,l'pi-;;f;i"r, fingers' man's dead makesahard,r.r"i;;;;;;;*r,*irig"5;i*ffi;h;*"r'x"itt"iredthebraincoral' the named *r"tr' has been *r{" ;;.'."J which lookstik" h;r;;?;;ii; thi"gt wehave seen'es' a flowering rhJtr"J#;;:f-"th1" r"r*1 c-oralsgrowt" and the antlers of a deer' -r;;'iff;;;l bush, abun.h'fleit;;;ffi;;;;;;up""'

is Thepolypswhichare.themain,occupantsofthecoralreefbelongtothegroupofanimals trr"trueoi stoivcorals-'There

colourand ca'edthecoelentro*.-crr".9tr,"tbrffr#;;;-.uit"a lr,9 te95il"1 ri"t on it adding g6rnls like the anorhersroupor.nJrs*tic\{o.not";;ilriltfi *ell asthe tog; diversity to it. The corarsw-hjch""" "r*.iii

o:on' i-ii.,i'-iu"i;"e d thissecond 3.3

-rii*,"*"ir"w,

1. What is a colonY 2. How are coralsnamed? hard coralsand soft corals'? Whatis'the differencebetween I

o L " ol o'

?"0

ud(

@"w

3.4

{.1 1.2

passagewere mainly nouns' The description told The words used to describe shapesin the above were also used. List them' What other you whatvarious types of coral resemble. Afew adjectives adjectives could be used to describe shapes ? Now read on. by living things on this Earth is the one of the biggest structures that has been made 1,300 miles long. It covers 80,000 is GreatBarrier Reef of Australia. This huge coral reef l"atly is separated from it by a wide squaremiles! Abarrierreef liesparall"i toth"coastlinebut bodyofwater.ThereefsatvantataiandSilavathuraioffMannaralebanierreefs. AsimplertypeofreefisttrefringingreefwhichgTowsclosetotheshorelikeaplatform.very they are so close to the land and are in People .u' onu,,w.utr. out to a fringing-r."f bu.uo"" and Hikkaduwa. shallow seas. Theie are fringng reefs at Beruwela which grows round a lagoon' The Athirdtypeofreef istheotoll. Thisisaringof reefs in Sri Lanka. The Maldive Islands parts of the atoll may each be an island. There are no atolls In the Pacific ocean there are atolls like Bikini' are.a group of atolls found in the naiu" ocean.

? 4.3.1 1. What are we told about the Great Barrier Reef you find fringing reefs ? 2. Whgre do yo-ufind barrier reefs ? Where do can you not find an atoll ? 3. what are atolls ? where do you find them ? where precededby articles, that is the w-ords'a' and'the" In the abovepassage,most of the noun-swere are notprecededbyarticles?whatrules about whatisthe differencirbetweenthem? which nouns the use of articles does this passagefulfil ? 5.1

5.2

Now read on. coral reefs. Like other Asian countries sri Lanka Recently Man has destroyed many'Corals and shells are also collected from the reefs to be exports a large ,ro*u"i of coral reef fi*r. knowing how many there are or how fast sold to tourists. Removing these fish or corals, without the reef' ihose left will multiply, can have a very bad effect on western coast of sri Lanka corals have also been removed to make line. on the south coast have been wiped out' .oiut, t uu. u""., L.-orr.a that reefs which protected the -"rry and lands' This soil has been Man has also causederosion of soil by clearing forests This muddy sedirnent, as well as the carried down to the sea as sedirrent by ihe ri'tte"s. the seaby rivers, have had abad effect agricultural and industrial wastes that areiaken down to asifMan is destroyinghis environinental on coral reefs and their animals. Unfortunately itlooks

heritage. ? ' 5.3. 1' What are the different ways in which a reef can be destroyed easiest damagefactor to prevent? 2. How can this destruction be avoided? what would be the passage answer this question ? 3. why should coral reefs be preserved ? Does the passage,that isnouns that do not stand for anything 5.4 There are a number of abstract nouns in this that is nouns which few mass nouns, you can see or feel. What are they-? I-n addifion tti"" "". a into separate units. What are these ? stand for s-ubstan.., trrut.unrrofb. dividod up our Living world" The above passageis taken from a chapter in the book' ability' your descriptive improve it to Cuiupputti ReaJ other sections of

edited by Janaki

Using a{iectives To describe an object you have to learn its important features such as its shape, ir!e, colour, purpose it origin and the material out of which it is made. You may also want to talk about the serves,and your opinion ofit. I.he easiest way to do this is through adleetives, which are words specifrcally used for describing nou4s.

6.1

Look at the following list.

.How

many pairs of opposites can you find ?

big

hot

dull

cheap

exciting

blunt

flat

rough

pointed

sharp

fast

small

thin

light

round

smooth

fragile

cold

new

black

fat

dark

short

heavy

long

woollen

slow

old

expensive

bright

antique

wooden

orange

Spanish

white 'leather

How many wordsfitted into morethan onepair of opposites? What differencein their meaning did you noticewhen this haPpened? perform ? 6.2.1 Can you classifythe a{ectives aboveinto groupsaccordingto the function they Use the following columnsShape

Age

Colour

" Origin

Material

Which words were left out ? 6.2.2 put the adjectivesin the followingphrasestoo into the correctcolumnabove. a tall black Portuguesealmirah a delicious Dutch fruit ca-ke the fine old traditional customs sevenbeautiful Yellorforioles a long new bluq PlasticPen Which wordswere left out ?

dependingon they should be placedin a particulai order, 6.3 Ifwe useseveraladjectivestogether, few)' then of or so'me words.l-ike oi""-llifi"cluding what they do. Filst .froofa ."ir" uA;e.tl*' the word r"emember Itvgt* +*"1-iuo1*' iio"aing t" trt" opinion, followed b;'ffi;;tt"* than more ""a* yo-u u-se (though if ,NOpSACOM',youwillbeabletoo"d"" yooi a{ectiv-escorrectly they order what sound' r,J.d tJJ"tia" V"urself' from tfre onea$ective of the samesort,yoo uglv' sound mav togethel adjectives -uy th;t;;i; t"" :il,iffi""H . il;ffi;"h"*"u"'

-"i'v

to another noun to as descriptors'Theyarejoined Finally, sometimes we find nouns used agardenchair'adining ng' describe a particular.tt"g""y"rtrr"trri4gsi;;J;til;;*"dnoutt' table. the second as an adjective comes immediately befote In such cases, the noun that is being used noun. Makephrasesoutofthefollowinggroupsofwords,placingtheadjectivesinthecorrectorder'The ft"tt is done for You.

tables

Correctorder two lovelY new wooden kitchen tables

Sinhalese

interesting New Year

several

recently - opened

Other descriPtors Nounscanalsobedescribedbyusingprepositionstogetherwithothernouns. i""f. .t the following Phrases'

(/,/ '(/,

,u //z

//i /// i/ /,t,t

'irl t

Dhal from India Oil found in Mexico Chairs of gini-saPu A rope made oflfrom hemP A thing of beautY A performance of great brilliance Legends of antiquitY (exceptfor'antique legends" which is not quite correct' change the aboveinto the a{iectival form ,antique' is used mainly with objectsi. fh"'aaje.tival formls *oie usual, but remember that you since qr for variety' P\raryg such as'the above are also cuunuse alternative, ,o.f, u, tt above fo" """pha'il "therearenoreiatedadjectives. Ei. acloud inthes&y, abook onadesk' essentialfordescriptionwhen abush underatree. Theyaremadefromavarietyofmaterials' g. vesaklanternshavevariousshapes,sizesandcolours. andtan be hung in various Places' iqtinns you vou have seen seen. nescribe a Vesak celebiations Look at the given picture, and then ima"gineother vesak hung' are lanterns lantern, and then go on to describe a icene in which Vesak The following groups of words will be helpful to describe place

leaves' above tree, branch, night, on, at, under, wire, fiom, ground'

oplmon

beautiful, bright, .lively, colourful, exciting

rnaterials

candles, bulbs, bamboo sticks, string, wire, tissue paper, paste, streamers, silver tinsel

shape

square, round, octagonal, hexagonal, triangular, bucket-shaped"flower-shaped

colour

pink white, blue, yellow, orange' red, green, purple,

g.1

gold and

The Lotus facts about the lotus' Read the following passage quickly to find out'some Get into pairs and answer the questions below' Then diseuss Your answers'

TTIE LOTUS. ItsBotanica-lnameisNel"ybYs!:::^f#:l,t-T ThelotusfloweriscalledNeluntinsinhala.

r""g,..1.f *ia"ry'i'i"di;;iffift?;;;l*;;. .rti.-tr,. !h-"-1"Igr.:i,::::::i;y:li over areroundandlargeandspread It, leaves no*u". fffXJ'ail1"":ffi;,,#fi;;rt.["J'r"r :XTffl?;i:ffif ffi ffii'fi il;il;;'il;;ilisiit1'erY,h1t"":1:l':ilin1ihl"i""n* pjr'Lnb*:ill-1::-tf*:3"t:-'*iy:i:;rff;i:; iX"X'iJ"":lJH';r;;;-s""an1ot".ti"-" r-l!-^r^

-:-l-

fr-

o^-oIc

ff:ni:'Ti:;dJ::#;"'"";:';;"*petarsarenu1er:3sa3do:y-'l3::.':ittr*:lY for-s thelnnermostpart of the flower andtliis is calledthe into stamenr.A t"p-rt;;dUoay It is filed to a tall and slenderstalk'

(a) ' What is the Lotus ? Wlat colouris it ? Whele doesit grow ? (b)

rWhatare the Parts of the lotus? if given in the text' fart its shape,size,colour,and function Mention rgufJ;;h

(c)

What is calledthe receptacleand whereis it ?

'(d)

When do the sepalsopenout and whereare they ? 10

(â&#x201A;Ź)

In what shapedo the PetalsSrow?

(f)

What other shapeis mentionedin the text ?

g.2. Writing Define a Lotus - state what it is, whereit growsand.gtveits Sinhala and Botanicalnames. g.B Readthe followingpassagequickly and find out why it is an important flower to Sri Lankans' *. .fiIEL o TUS INRE LIGI0N'A RTA T . . I DA RCI I T I E CT I ' RE The Lotusis a sacredflowerand is offeredat Buddhisttemplesand llindukovils. TheLotusSutra or the Sadd.lwrmapund.arikaSutra is a famous Buddhist text. Moreover,the Lotus has becomea frequently used ornamental flower in art and architectuie. Well known examples are its use in ilecoratini the capitalorheadof columns,andits depictionin the moonstonethat wassetat the entrance to important buildings. In addition torlts artistic uses,the Iotus has had symbolicmeaningfrom the times of earliest fr-omthis agpect-9*g recordedhistory. It symbolisesfertility and its other meaningsseemto com-e theseare assosiationswith birth, po"ity, and rebirth of the dead. In astrologicalpracticesthe Lotus standsfor the rising sun. Answer the following questions (a)

What makest\e Lotus important in religion

Whereis it usedas an ornamentalform ?

(c)

What doesit symbolise?

(d)

Whatdoes the Lotus stand for in astrolory ?

(e)

What doestheserefer to in the sentencebeforethe last. '

9.4

Classifr the followingwordsinto nouns,verbs,adjectivesand adverbs.Referto the text whenyou do this exercise. land stalk spread beautiful grow symbolise lake

offer float tank art flower pond slender widelY 9.5

Read the text which follows. What do the followingrefer to ? Sentence 3 Sentence4 SentenceS

TheY Thesemen theY,their

Manymyth,"'.",.,::;:"ffi::ffi

ffit.'.:returningrromtherrdan

war met someNorth African people. They lived on the fruits and flowers of the Lotus plant. These men offered it to the Greek soldiers. Aftâ&#x201A;Źr they ate it, they forgot their homes and friends and wanted to remain there eating the lotus. Thus the phrase 'a lotus eater' is used metaphorically to mean, someone who forgets other things through indulging in pleasure

Answerthe followingquestions' (a)

text t What is the nameof the Greekhero mentionedin this

(b)

What wasthe war he fought?

I I

(c)

? What did the Greeksoldierseat ? Who gavetheseto them What happenedwhenthey atetheset

I I

(d)Didtheywarfrt o g o b a c k h o me ? wh a t wo rd in t h e t e x t g iv e s y o u t h e a n s w e r t l (e)

? What doesthe phrasesa'lotus eater'meanmetaphorically How did it getits meaningt

(f)

What elsedoyou know aboutthe Trojan War ?

I I I

Language Practice

9.6

g.6.1 Note the differencein the singular and the plu:al verbsin the following'

noats lT":"i:'

I I

*:::iT:["-

izrf:;'*::'

in tnem'l in whichtheseoccur.Notethe subjecuverb agreement Let us examinethe sentences Subject

t:. rherotus

i^, ffi:'.fi.

:. tl:l";:il"

Restof Predicate

Main Verb

}:ffi

*iairt" x-Lanka

l':'iifi"'J',|!*

il.*

l;';','lili*"'"

Hru

plural. change the subjectsof the last thr{ change the frrst three sentencesaboveinto the tt'ut"' sentencesinto the singular, a"d mate sentences'uitt' I ant colour size' to shape' g.6.2 choose a flower you like and describeit as fully as you can' Refer I appearance I g.6.3.P ickoutwords t h a t s u g g e s t s h a p e f ro mt h e f o llo win g lis t o f wo rd s . I

top-shaped' surface, slender, cylindrical, peg, flat' body' sepal'

9.6.4 Notethe followingexpressions' -

In additionto .....""""" Amongthem ......" pick out th; ;;;l.;ces in *hiih"il;y meaning.

I I

I I I tobringouttrrel ofyour own, occur. Make sentences I

I I I I 12

Unit 2: More Natural Obiects 1' AButterflY l.Readthetextquick}yandfrndoutwhatthebutterftywasdoingwhenthewriternoticedit.Dont stopto write the answer' A BUTTERT'LY IN TIIE GARDEN onasunnymorning,whiletakingastrollilmygarden,Inoticedabeautifulbutterfly'Itwas nt9fi"* orfore wingswereblack' withfaint quitetig, with wingsir,at-cooracoverthe;.il;?;t-"ia] witrt coalblack tear dropsat the edges' ; ;J.${ut"e white bars on them. Thebackor hind winil;;;; ,irlririia"l tecl,like a rubysetin blackvelvet'

crosetothewhite,p"Ju.a [r".t uoav*"t"JJ-1il'p"jt"rr It was a "Blue Mormon"'

Thisparticularbutterflytrrat.!waswatchingseemedtohoveroveralemonplant'alightingona was it trying to fted, I wondered'No, r*?y t" to be tendershootfor a brief momentand then flritiil """trr*. p"o"i?"'nJdar ror uutterflies. in any caseit seemed sure make that couldn,tbe, Lemon flowers ao ,rot to them' p."t;;;;*;rl;;tt"g th; bv alightingon interested only in the young leaves. that it was a lemon Plant' Didyouknowthatbutterfliescantastewiththei{eet]Aftertrying-onetendershootafteranother,

*frnaltysee-"atorr'Jor,"*r'i.r,*"tt"#;#;;;i:H-";d;;;illGirttte-ttingwings'itdeposited a little Lgg on its very tiP'

Prithiuirai Femando 199I DaiIYN ews,SePternber

t.2

Answerthe questionsbelow' 1)writedownnounswhichrefertothepartsofthebodyofthebutterfly. DHowdoesthewriterdescribethecoloursofthebutterfly?Pickouttheexpressions.Write them down.

1.3

When did the writer seethis butterfly ?

He saysit was 'quite big ' How big was it ?

a. Describethe front wings of tl,t butterfly' U. Wft.t are hind wings ? Describethem'

What is like "a ruby set in black velvet" ?

give lemontree ? Givethe sentenceswhich was this butterfly searchingfor foodfrom the you the answer'

do ? What actually was the butterfly trying to ? answer the Wtti.ft words give You

your usesomeof the followingwordsand phrasesin Describeabutterfly youhave seen.You can description. size medium - size large small extra large

colour brown background black markings bright red white orange-red red-striPe red-black

wings wing tip top of wings outsideof the wings fore wings

and SuPerlative

Comparative

of other objects When we describe objects, it is often useful to compare their qualities with those

::J;:il1-l-;ences.

areusuarvmade. youhowcomparisons rheyshow

Ravi is tall. Saman is taller than Ravi. iagath is the tallest boy in the class. 'most' with the adjective, which With some adjectives, especially long ones, we use'more' and does not itself change. 1..4.1 Give the comparative of the following words usinger or more Example:- big - bigger mPortant - ntore imPortant old, interesting, beautiful, long, short, diffrcult, small, easy, cheap 1.4.2 Give the superlative using esf or rnosf Example::

big. - biggest imPortant - most imPortant fast,healry,surprising,cheerfi.rl,boring,nice,young,light,intelligent,hard

Try to use two adjectives 1.4.3 Use two forms of each of the above adjectives in different sentences. in her class' mostintelligent is the sisters two yooirgu" of the in some ofyooi slntences. Eg. The 1.5

Description

(Classification)

put them in a class; eg' dogs Before we begin to describe things we often classifr them. That is, we called'fruits'. the class to belong belong to th; class called'animals', oranges Descriptions often begin in this way: A dog is an animal ."""""""""""' An orange is a fruit (B)' 1.5.1 Put the item from column (A) with its correct classin column ES. A cat is an animal

(A)

(B)

A cat

tool piece offurniture machine frsh animal instrument

A typewriter A mammoty A chair A thermometer A shark

what it is used for' If we are not sure which class to use we can say'object'; we should add tightly' things A screw is an object used to fasten A button is an object

There are many kinds of animals:

Fill in the blank above.We usethe word'animal'most commonlyfor only two of the categoriesabove. Which are they ? : At the next level we can nameparticular types. Fill in the blanks with suitablewords.

Another level is that at which we name the particular species. Try to fill in the blanks.

There are various other distinctions as well, as you will see when you look at a dictionary. In ord,inary conversation however, remember that you need only give whatever information is of interest. You need not mention what is unnecessaiy Thus, you could say, 'The python is a large snake found ir-lmglty parts-of-Sri Lanka'. You would not say, 'The python is a reptile, which is a type of animal'. That would be boring. 1.6

Classificationssuch as the abovecdn be very useful wlren_y9 .play-the g?Te called'Animal, Vegetable or Mineral' : Divide into groups. One group should think of something, and the others sfroulAtryfuguesswhatitisbyaskingquestions. Thequestionsshouldrequireayes/no'answer, and you if,oota set a limit, qf for instance twenty questions.

A useful question with which to start is Is it an animal ? or Is it a plant ? 0r Is it, a mineral ? you can go down into smaller categories. This sdrt of question gives you more :pending on ih. "rrr*.", formation early on than if you ask, say, 'Is it red?' or'Is it large?'

15 t

A BIRD,S NEST

2.L

Here is a first hand accountof a nature lover,s, experience.Readit quickry. when I went to Argentina four years ago' I noticed that every tre_e-stump in the pampaswas decoratedwith a strange earthenware-construction about the size and shapeof a football. At thoughtthey weretermite nests,for ih"y *""" ln"ry first I similar to a c'mmon featureof the Iandscape Africa' when I sawperched,on top of o'ne theri, in west .-"iii"t and round bird aboutthe sizeof a robin -of with a rusty red back and grey front, I realized th;t" ;;;;ile nestsof the oven-bird. As soonas I fouadS:runoccupiednest, I carefully cut it in half and was amazedat the skill which it had beenbuilt' wet mud tt"a u"e" mixed with *ttlttt"y i;lgments of dried grass,roots and hair to makeit strong' Tlhesidesof the nestwereapproximately Ieft crudebut the insidehad beenr*ooii",i io gt"s.:rik"an inch and a half thick. The outsidehad been i*i.rr. The entranceto the nest was a sma' archedhole' It was rather like a churchdoor. "It-led t"to;;;;w passageway that curvedround the edgeof the nest and eventuallyled into the .i".or"ir"riiig il"rnuer rinedwith a pad of soft roots and fearhers.The whotethingratire" "' ""."*Lt.i;,;;il;:ii: from Ouen Birds by Gerald Durrell ,, 2.2

Understanding sentences a,.d reading for fluency. Seehow sentences expand.

2'2' 1 Readout the sentencesgivenbelowand underlinethe eachsentence.The ans*er to the first is t;dt.il;fr" wordgroupwhich answersthe questionfor io". Paragraph I a) I noticed What ? I noticed

How ?

il1:l;:*':ffy"f;ffHf;i

in thePampas wasdecorated wirhasrrange objecr about

When was this ? when I went to Argentinafour yearsago,,I noticed that every'treestumpin th e pampaswas decoratedwirh a strangeobjectabouithe ,t^;J;;;; of a foot bail. Paragraph II a)

As soon as I found an unoccupied nest What did you do ? As soon as I found an unoccupied nest I carefully cut it in half and was amazed.

\,Vtry ? As soon as I found an unoccupied nest I carefully cut it in half and was amazed at the skill. What skill ? As soon as I found an unoccupied nest I carefully crrt itin half and was amazed at the skill with which it had been built.

2,2.2 Read the fotowing sentences. How do they vary from what you find in the text ? a) The entrance to the nest was a small arched hole, rather like a church door, which led into anarrowpassagewaythatcurvedroundtheedgeofthe"..t.---_.'.^.

b) [ffiXH:ltI

ledinto a circularnestingchamber, whichwaslinedwith a padof softroors

2.3 Now read paragraph 2, and answer the following questions.

2.4

What is an unoccupiednest ?

What did the writer do when he saw one ?

What did he feel ?

Now read the text again for details and interpretation. 1. 2. 3. 4. o. 6. 7.

2.5

What did he think the nests were ? How did he find out what they really were ? What was the nest made of ? What looked like a snail's shell ? What words tell you this ? : The writer says he was amazed at the skill. Whose skill amazed him ? What details does he give you to describe the skill ? Pick out from this text all the words that refer to the bird's nest, and classifr them as follows. a) material b) size c) texture parts ofthe nest d)

Writing when describing Iive objectsin motion, sentencessuch as the following would be useful: There was a jerk at the end of the lin-ethat bent my rod from the tip to the handle. I thought I,d got atleastabigparatiya, and I drewthe Iine in ca*l"ll" it*asrr't airrutiyr-u* petthaya. It's a beautiful with black and yellow stripes, but fishermen detest it. i thiew"large *l it nack into the water' It puffed itself up like a whitish balloon and floated d"*"-u"?o"" rgrrtingitself and swimming away. "pria" from Madol Dooua by Martin Wickre rnesing lw tr. Ashley Halpe Describe a bird perched on a tree flnng away, or any'other live object in motion. The following words may be useful for the first. woodpecker, perched, lookedaround,. fluttered,itswings, ' ascended, darted, speck in t]re skf, disappeared.

spread, flewaway, circled swifgy,

I 3.

Sea Shells

3.1.

Read the following passageand answer the questionsgiven below. SEA SIIEITS Collecting sea shells has becomea very popular hobby in many parts of the world. It is interesting because of their bright colours and rich variety of shapes and designs. With every tide the sea casts up new treasure at one's feet. A shell may look like a petal frozen in stone, or like an egg, an ear, a butterfly, a turban, the paw of a lion or the wing of an angel.. Each one has oncehoused a living creature, a mollusc. In Sri Lanka, along the south west coast there is a stretch of over a thousand miles of beautiful beach. Shells are in abundancein placeslike Mt. Lavinia, Beruwala, Bentota, Hikkaduwa, Galle and Tangalle. Then there are the famous beach resorts of the Eastern coast, eg. T?incomalee, Kalkudah and Nilaveli. The Pearl Banks of Mannar is also a famous spot for oyster shells and chanks. Shells have long been used for ornaments, tools and coins. Thus they have always been prized by men.

3.2

What brings sea shells to the shore ?

Is collecting shells a popular hobby ? Why has it becomepopular ?

What shapesof shells are mentioned ? Writethem down.

What are the uses mentioned ? What other uses do vou know ?

Name a few beacheswhere shells are found in abundance.

Language practice

3.2.1 Fill in the blanks with a, an, or the.

stone, or like

............she11 may look like ........... ...egg,

::: : : :: ::: llTf::

.petalfrozenin .....ear,

;1,?"0#i: .....' ..':#if

3.2.2 Mark the beachresorts of Sri Lanka on a map. Have you been to any of them ? What makes them attractive to tourists ? Discuss under the following headings. a. b. ci' d.

Hotels Beaches Shopping centres Other facilities

3.2.3 Practise saying the following sentencefast. She sells sea shells at the sea shore. 3.3

Here is a description of a very strange shell. Read the description and find out what is strange about it. ORNAMENT

SPNINGS TO LIFE

An ornate seashoreshell used as an ornament sprang to life years after ithad been varnished and placed on a dressing tablei "The ereature, now called Super Snail, beat the longest previous recorded time for a snail to survive wiihout nourishment by two years," the British Museum said.

it hibernation by the varnish but awoke when Biologistsbelieve'Superpn{l'was sealedon he before cabbage on ornament fri, former .ftipped. Ex - coalminer JosephBell' Zn, f"a il.tti. returned it to the seashore'

?.4

Answer the following questions' (a)

it ? What was the strange object ? Where was

ft)

How did itcome back to lif&

(c)

For how long had it been motionless ?

(al)Whathadmadeitlifeless?Whowastheotrneroftheshell? (O 3.5

What is varnish ?

He spoketo the JosephBell' forme" t91l The man who had this strangeexperiencewas -il"I' dialogueand complete nt"' Firstread the representativeo?thegritirfrfrf"r"o* *io-i"t"*il*"a Then read it together with a partner' iiiti"t"i"gf"fry-

MuseumRepresentative:Goodmorning,Mr.Bell,wouldyoumind.............. to you' i' Of coursenot. I'm happy to be of sone sen'ice Bell Rep. Bell Bep.

? Where exactlywas it kept all theseyears

Bell Rep.

the winter you have heard of other animals like bears who hibernate during rr". youheard of snails doing so ? ;soi.

Bell

day it started living aggrn ? oh! I see. What exactly happenedon the table and """"""" and it""""""' Wgll you seemy wife-cleanedthe dressing

Rep.

Really! And then ?

Rep.

Bell Rep.

exactly happened? When you finally took it to the seashorewhat

Bell Rep. Bell

That's wonderful. Tothinkthatlhadevenplayedcatchwithmysonusingtheshell!

you 'll enjoy reading this interview Thank you very much,IVIr. B"]l -I hope in the papersnext week. Good BYe' C'oodBYe!

3.6

you are Mr. Bell. Imagineyou are relating the incidentto your closestfriendin your offrce.Start with "It's a very stranle th'ing you know! I picked up this large beautiful spotted snail shell from ihe seashoreexactlyihreeyearsago.......................'...............''

3.? Why is the shell called'SuperSnail'? 3.8

Pick out expressionsusedin the dialoguefor the followipgfunctions. * Starting a conversation Making a polite request Showingwillingness Showingsurprise Expressinginterest Asking for specific information Ending a conversation

3.9

Write out a report of thiS inteniew as it mighthave appearedin the newspaper'

Unit 3: Man-made Obiects 3.1

Buying clotJres

3.1.1 \\ho is speakingto x-homand whereare they, in the following pictures ? 3,2

that follow in order,to make up a dialoguethat goeswith eachpicture. Put the sâ&#x201A;ŹnEences

re I

we have somenice new saroigs,from Kattankudy.

3.2.1a. b.

That's abit exPensivefor me'

How'muchare theY?

at.

Well,I mightbe ableto lowerthe price'

I'm just looking.

From 80 to 120rupees.

All right, I'll have a look'

Can I helPYou?

3.2.2 a.

would you like to seethem ?

if got anything that's blue ? A light shadeof blue well, I don t really like red. Have you possible.

They both look good. Can I try them on ?

Can I helPYou?

Yes,of course.

reject' I we have. If s cheapbecauseit s calleda I'm afraid not. It s the only onel$9 that that's whY it's a bit small too' ;6fu" anotherone'in stripes' Here'sa beautiful one,in blue' And here's

Fine. I'll take it"

one? Doesn'tmatter. How much is the other

12 ? Here'sa lovely orr-e'What size? Size

It's 60 ruPees.

Do you have it: in a bigger size? The striped oneis nicer,but it's a bit tight'

Yesplease. I'm looking for a blouse'

3.2.3a.

3.3

How are they ?

These are a bit small. Have you got them in a larger size ?-

Yes please.

I'll just see.

They fit perfectly. How much do they cost ?

No, I'm afraid we haven't. Would you like to try these ?

Practise each conversation. Use variations, such as buying a shirt, looking at skirts, trying on a pair of trousers. What difference in conversational patterns would occur if you were buying (c) a new cassette (a) soap ft) a watch

3.4

Grarnmar

8.4.1 Note the adjectivesthat were used in the abovedialogues. When were adjectival phrasesused ? What forms did these take ? 3.4.2 What were the different ways in which cost was expressedor asked about ? The verb'to cost' is like the verb 'to be', in that what follows tells you more about the subject. As you can see,sometimes'is' is used instead of 'costs'. Someother verbs that take complementsare 'look','seem',and 'feel'. Use these in sentencesthat involve items of clothing. Use the words in the following columns,by combining them into sentencesthat make sense. Noun Phrase

l'erb

Complement

My shoes That blouse Her sarees Your shirt The school uniform Those trousers

iVare seem(s) look(s) feel(s)

tight dirty uncomfortable lovely comfortable the latest style

too 8.4.8 A lot of contractionswere used in the abovepassages.In speaking and sometimesin writing the usin-g by write we when is indieated it is usual to join words by leaving out someGtters. This apostrophe (;) in place ofth. misiing letters. Nolg _tha!the apostrophe is also used to indicate pigur.io",,by bAttg addedto the.Jon, with an 's' (or by itself if there is an 's' already). 'will'. Note Contractionsare very commonwith pronouns,and the commonverbs'is' and'have' and 'its'means is'; 'it's' means'it that the possessivefor*r of pronouns do not use apostrophes.Eg. 'belongingto it'. Make contractions-outof the following and use them in sentences. I am He is She has

Youhad He will Here is

We will TheY have You are

It has They are I have

a €

3.4.4 Note that the past tense of is - ie. 'was' - is not contracted,becauseit would sound the same as the present tense and it would be diffrcult to decidewhich was meant. The past tense of 'has' - ie. 'had' - can be contracted. 'He's'can mean 'He is' or 'he has';you have to decidewhich by the sense. Eg. 'He's got a new watch' involves has' while 'She'sgoing to market' involves 'is'. Correct the mistakes in the following sentences. Ravis book is neater than her's. Theyll bring they're lunch today. You're going to waste yours money if you buy his'bicycle. Its easier to replace the lock than to find it's key. Well find she's pen if we all look carefully. 3.5

3.6

1 .

Language Practice Divide into groups and construct dialogues for the following situations. a.

You want to buy a present for a friend who is getting married. You are in a shop that sells china, but 5rou'renot sure what to buy.

You want to buy a new bell'for your bicycle. You are in the street, and need to find a suitable shop first.

You are in a strange town and want to frnd somewhere to eat.

Ttre BlackBox

3.6.1 Readthis passagesilently, making a specialnote ofthe sizeofthe object,and other characteristics. Do not write down anything at this stage. You may come across unfamiliar words. Do not worry about them. Guess their meanings and continue reading. BLACK BO)GS . WIIA'T THEY REVEAL

3.6.2

When an aeroplane crashes, how do scientists and other investigators find out what went wrong? They look for the black box, that is required by international aviation authorities to be carried on all airline flights. Most air disasters leave few clues. Often there are no survivors. Fire or water can destroy evidence. The boxesare the first and sometimes the only hope. What are these black boxes, and what do they contain ? They are a little bigger than shoeboxes, cost more than 10,000 dollars each and have survived someof the worst crashesin history. They are the single most valuable tool in crash investigations.Flightdataandallvocalexchangesarerecordedontapeinvirtuallyindestructible metal boxes. They collectvital information on the plane's movementsand the pilots' actions,and preserve it against hazards and destruction.

{* * I

The 25 pound metal box, actually a box within a box, can withstand temperatures as.low as 67 degreesFahrenheitbelow zerc. 2,012 degrees can be resistedfor an hour and 437 degrees for three days. The black boxes resist fungus, will survive for more than 30 days in salt water and can withstand shock of a force six times the force of gravity. Although they are called 'black boxes',most are painted orange to make them easier to locate. By the time they are retrieved from the site of a crash, however, the paint, and often the entire outer casing,has blackenedor disintegrated. That still leavesanother box lined with a heat resistant material, standingbetweendestructiveelementsand the tape that containsthe precious record. 3.6.3 The passagedescribesan objectwhich is most valuable in investigating air crashes. Fill in the details under the following headings.

.Name Colour Weight

: : ,:

The maximum temperatureit can stand : Other characteristics: Its use : 26

3.6.4 Now read the text again and answer the following questions. Althoughtheyareoftencalledblackboxesmostarepaintedorange. Whythenaretheycalledblack boxes ? \ltrat is the reason for painting them orange ? Is the ieason always operative ? 3.6.5 Speech Get into groups of four or five. : \\tat dJ1'ou think *'ould be vital information on the plane's rnovements and the pilots' actions ? Discussx'hy you think the black box is a useful deviceeven if there are no survivors to bear *itne-is. Once you agree on the reason,tell the whole class about it. 3.6.6 Writing 1'

Non--uriteadescriptionofablackbox,usingthefactsgiveninthetext. Usetheparticulars l'ou gave in 1'ouranswer to 9.1.

Sho*'3'or.udescription to your partner for editing. Rer"iseiq correcting any mistakes.

3.6.7 Language Practice

3.7

Pick out '-heverbs *-hich refer to the propertiesof a black box. Write also the subject(noun) of eacl'rverb. and the object(noun) if there is one.

Sow noakes€ntencesof your own, making use of these words in different sentences.

Computers

3.7.1 Read the folloning passage.As you read, look for information that will enableyou to answer the folloning que=ri::rs. 1.

\\taat examplesare given of the use of computers?

\\lat

\\Aar are input and output ?

hurnan processesdo computers perform ? Why can they do this better ?

TIIE USES OF COMPUTERS An unrnanned spacerocket beginsits lonelyjourney to meetwith one of the moonsof Mars. There it r+-illcarrv out roanl' erperiments and report its frndings. Here on Earth, a Jumbo jet makes a perfect lancurg ar a bus;- European airport, although the weather is so bad that the iilot cannot see anlthing oul--iCe.At a nearby hospital, a su"geott sits in front of a television-l-ike screen, looking inro dre head of a patient. D-eep_inside the brain, a tumour is clearly seen in the picture on the *re€n. The zurgeon can now plan how to treat the patient. All these thi.rgs can be done only becau-s€*'e carl u_r€computers to help us to do them. You and I tcdal- are iir-ing through a great technological revolution: a revolution made possible by the con:rpu:€r:a revolution *'hich witl let ui do things that man has only dreamed about before. l\h-v has the cornputerbecomesoimportant today ? What doesa computer do ? How doesit work? Can all computersdo the same.things?

Er-erything that n'e do. from nriting a letter to deciding what to do tomonow; has to do with informatitn pr're-r-<ing.But x-hat is information pro."r.=irrg? When we get iniormuiiorr, we have to organise it in our rninds before r,recan use it to do something. In othei words we have to think about the infc,rr'aationor processit to decidewhat is the besithing to do. This is the kind of information processing*-e do all the time in our daily life.

A computer of information processingthanhumans' Computersare much better at somekinds coitpticateacalculationsmuch isabtetoprocessororderalargeamo""#b;;;ai;.lti"tai."."y do calculationsthatsome piJ" *"rird needtn-v duvt -byto A fi;;" fasrerthanrh;;;;;. a-co-puter involves ma'ny p"*"sing InformationIn computer computers.o',rjTo il; i;;;*"ar. irrJ""a tt"i.ai" databaiesln the computer' put into order or activities. First, data orfacts "r, oft whichls Data tttr""."t ,,jargon,,art. a'irfio*"ii"" 4*9 -t*i"g* -itghily information called ri-&**"a in someway is out (input), the computer can store this data and carry data the so if we put data into a computer return t't trte e9-p"tei questiottsit can (pro-cess). fr'!"*" calculationsopo' tt i, auta iltt" form that we needit (output). ro us asusetul t"i;;;i;; Tocarqloutitswork,a-co.mnuler}rasmanynarts.'.JthSskeyboards,ratherlik-etypewriters,which p"i"t"a ciicuit boardsinsidea transistor canbe usedfor input. It has "t..t"orri.lii.,iittvlil."trr" ir .toting information and doing ihil.ir.oitry complicated). (but more far radio "i"a-ioi asvisuar Displayunits whereyou can kn-own calculations.A computeralso}-asTi-iit.r-.."".ni Thepa*softhecomDuter'therefore' seetheoutputandpiinterswhichwif;ti*tit;dtioifotVot" The processoris the i! e"";d;;iiiJ'Uiti""l' pa are its input-output devices,it, information processingis done. lrt"-.#J"v part of the ."-pi;"-;;;;Lil 3.?.3 -" -- Work in Pairs. you can' lt**er the questionsaboveas briefly as passagewith which you were previouslyfamiliar' write downthe nounsusedin this not know, but that you were ableto understand. Now write down the nounsthat you did Nowwritedownthenounsthatstillpresentdiffrculties.Workingingroups,frndoutwhatthey and usethem in sentencesof your own' -""" 3.?.4Lookatthesesentences,whichareshorterversionsofthoseinthetext. picture' A tumour is clearly seen inthe stored in data bases in the computer' and i..t, ;;;J "rJ"rtained information Uata *hich is puuinto order is called information storing for used is irtJ.i*"itry The first one the rest of the predicate in these sentences' Find the subject, the predicative and is done for You. Rest of the Predicate Predicative

1. ;:. ;: ;.

Subject

1. 2. 3. 4.

A tumour

is seen

clearly in the Picture

, r r:-ir^ rL ^* I lents. What is the Nowtakefourothersentencesfromthetext,anddividethemintothesamecompol differencebetweenthefrrstfoursentencesandthesentencesyouchose? Youwillnoticethatinthefrrstfoursentencesthesubjectwasnotthedoeroftheaction.Itwas thereceiveroftheaction.Whenthishappensinasentence,o,.,uythattheverbisinthePassive Voice. CanyouworkouthowthePassiveVoiceis-formed?Firstnotewhatauxiliaryverbisused. Thepartoftheactionverbthatisaddedtothisiscalledthepastparticiple.Wewillstudythis in detail later.

3.2.b Inthefirstsentenceabovewecanunterstandthatthepersondoingtheseeingis'tlresurgeon':that is, 'the tumour is seenby the surgeon" we usethe preposition passive If we want to mentionthe doeror agentof an actionin the -voice, caseswe would not usually ' ,by'. In the npxl-two,.rrt*rr.", trre igeltrfa be anyone,utti itt such it is the eomputer that uses its own bother to mentionthis. In the last oFthefour sentences, ;enfioned, but becaugeit is clearenoughanyway'it circuitry; i., trr" nrrt sentencethi, ;;; ", neednot be. work out how !|ey;re fopta'*d Look out for passiveconstructionsin the texts that follow,and most usetul ? \{hen shouldthe thev tt" *rt"i r"Jori"ro.t"itiot uged.when *;;;;;;;"y ? omitted be *fr"ir can/shouldhe/she/it l!-*""ti.""a,-""a ;;; 3.?.6 Work in grouPs. ? Try to explainwhathardware wn-at-morecanyou sayaboutthe way in which cotnputerswork and softwareare. you couldmakeuseof computersin your Describea computerlaboratory.Mentionwaysin which work. 3.8

Back to the shop 'A Telephone Co4versation

sothecustomerphonesasalesmanattheshop 3.g.1 somethinghasgonewrongwithapressureGooker. are givenbelow' Rearrange-thedialogue q".iiio". a1d31sy9rs it. Some from where shebought parts'whostarts?

intorheora..i,i*il;tilahi"liiff;;;;;;.

woif in pairs-.Readoutvour List B

List A 1.

Is the pressurecookerstainlesssteel?

Yes, for one year.

Sales sectionhere. RohanDias speaking' Can I help you ?

2i.

Prestige.

Is it automatic?

Vinitha Gamage.

4.r Is it under guarantee?

The valve isbioken.

5. How long have Youhad the cooker?

Good morning, can I sPeak to someonein the salessectionplease?

Do youhaveYourguaranteecard?

I bought a Pressure cooker from yoo" thop. Iiut I found sorGthing wrong with it.

What makeis it ?

One week.

What's your namePlebse?

8.- Yes. I have the eard.

Do you have the receiPt?

I live at NawalaPitiYa.

OK, we'll sendsomeonetomorrow'if vo-ugiye^ 'l ihe address.What time wouldbe suitable 10. Yes,it's automatic. -. 11. Yes, it is. 11. Wheredo you live ?

10.

L2. Yes,I do.

12. What's the problem? Can you continuethe dialogue?

whatshould you takewithyouwhen 3.g.2 Youhaveboughtaniron.somethinghasgonewrongwithit. goingto the shopto make your complaint? Constmct the dialoguethat takes placein the shop' 29

Unit 4: More'nan'made 4.1

Objects, and Structures'

TheBMICH Read the text below and answer the questions that follow.

onBauddhaloka Mawatha, The Bandaranaike Memorial International ConferenceHall is situated The Hall and its gr-ounds which is one of the main roads in the residenlial part of the city of Colombo. city',The elegant poilt-i1tt-re a"d u"" *ithi., uasy accessfiom ar'y cover an area of aid as a tribute Chinese with rr*imakes it a st"iking tourist attrlltion. It was buift appearanceof trris"b*t-Bt;;;es Thereareonlyafewconferencehalls Lanka. toS.W.R.D.gar,aa"a;aiie,thefourthPriireMinisterofSri of this kind in Asia. of Sri Lank-a's indigehous' The buitding is octagonal in shape5n accordancewith the traditions hlgh ceilings and chaste columns architeeture. The d";igtr;?;h; interior is simple. Its spacioushalls, i*p"tt an immaculate-atmosphere and finish to the whole' The hall is really a large complex consisting of four different blocks' log.ngefor de-legates, Block 1 is the main building. It consists of the tirain assemblyhall, a spacious the secondfloor are On conference. the of bearers office chief ur,a p'.irrui" suites foi ltre ct airmlan and Th-ekitchen and stores are located the public gaffury rrra in" pi"s fotby which includes a public lounge. is connectedto the latter by a 1 in the basement. Block 2 is the eastern G"Jut the reaYof Elock and of 90 office rooms meant for the bridge. This block *r, b" dur.ribed as tfre ae"fegates' area and consists ose 6f delegations. This block has three floors' the technical facilities Block B is a6jacentto block 2 and is the area of committeeroomsand where ' are located. It consilts of the following: shows or lecture A ground noor on *tri.fr the libriry, telephorre excfrange,auditorium for cinema 1. mJetings and air conditioning blowers are located' floor with Zlarge committee rooms and 4 small committee rooms' G 2. floor area of this block is 67,000 sq' ft' The total "pp""" 2 and 3 and consisting Block 4 is the residential and secretariat area, situated at the rear ofblock of the following features: A ground floor with a restaurant and of;fices' 1. -ariopp"" floor with deluxe accommodationfor distinguished visittirs' ;:. 4.2

Answer the following questions' a. b. c. d. e. f.

4.g

Where is the BMICH situated ? In whose name was it built ? What do the letters BMICH stand for ? Why is the BMICH called a large complex? What is its shape ? How many blocks doesthe complexconsist of ?

Word studY. Get into pairs and do these exercises' a. Peoplementioned in the text. [. lfuff r and roomsin the entire building complexmentioned in the text'

Make lists sf

Read them out to the whole class. Add to your lists any words left out'

What do you understand by thq following ? base,menl, floor, wing' rear' deluxe, auditorium

Pick out the phrasesin which they occur to frnd out tbe meanings.

of buildings: Note the following verbs. You will need them w-henyou describe the structure consistsof covers an area of includes

is situated in is locatedin 30

Note also the following expressions.See how they are used in the text. Copy out the sentencesin which theY occur.

a hall of this kind in accordancewith a symbol of a mark of 7.

4.4

, Write a few sentencesof your own, using the phrasesin the last two sectionsso as to bring out their meaning.

write a paragraph on the Taj Mahal using the following guidelines (a)

Where is it ?

(b)

When was it built ?

(c)

In whosememory was it built ?

(d)

What sizeis it ?

(e)

What is it made of ?

(f)

What is interesting or special about it ? Words and expressions you may frnd helpful for the above:

the 1?th famous, tomb, in Agra, India, beautiful, beloved, wife,-Mumtaz Mahal, shah Jahan, minarets' marble, complete"millionsofrupees, .""t""V, MoghulEriperor, twentyyears' 4.5

points in Describea temple, a library or any other important institution in your area with these mind. Location . Shape, size and usefulness Period

4.6

Here's another way of describing objectsas seenby a poet. Read the poem' BUILDINGS Buildings are a great surPrise. Every one'sa different size. Offices grow long and high tall ' enough 'to touch the sky. Housesseem more like a box made of glue and building blocks. Every time you look, You see buildings shaped quite differentlY. J. Liuingstone Write a description of an institution on the above pattern. First think of .words, whether they be ttoot s or verbs or adjectives or adverbs, that rhyme' 31

I 32

4.2

Ttre Industrial

Revolution'

the highlightedwords'Thefollowingheadings 4.2.1 Readthefollowingpassage. Guessthemeaningof in the text ? place them you would have been omittei. Shere 1. ;. 5: 4.

Machines Conditions before factories were built So-" ..ot"s of the Industrial Revolution Using steam Power TIIE INDUSTRIAL

We havelearntaboutthe French Revolution, have affected all political thinkers since'

NEJOLUTION thattook place in 1?89. The ideas thattookrootthen

of revolution, thathas proved equally significant' Now we shall learn about avery different sort Britain' Machines that worked took place At the end of the 18th century a new movement -inof ten or twenty men and as a' w-o-r\ 11t"y ili"" -irtir t 6otrte on steam power *""""'i""""ila. period is called t}'e Industriat Reuotution. t"i.n t"dr.l;;;";;;; resurt cottage had large markets' she could sell anything she Britain now had a large empire. she therefore t" rr"r colonies li=keIniia, canada, and Australia. -"a" goodslike textiles and hardware' As the demand In the colonies there was a demand for British grew more suPPlieshad to be made' m4ior'sea power' she was able to transport the In the 18th and 19th centuries Britain-was a to anY Part of the world' ;;;;.h" -"de British Parliament' They were able to look aft'er By this time English merchants had a voice in the their own interestsAlsoBritainhadgreatadvantagesinthemakingofcotton.shehadalotofcoalneededfor factories.Shealsohadadampclimatewhichwasnecessaryforthespinningofcotton.Thefirst connectedwith the cotton industry. machines tt at weie mrd" irr Britain were all cloth in their homes' The looms that they Before factories were built people used,to weave cloth' However *orr."a uv rtu"a. notr, men and womenused to make used were small. Th;y;;;; weave during their

ut *"'. * was nor their *r:fii"tr'irt";;il "tit;;joUt system' Domestic the called was iree time. This

Thev would spin or

it was slow. The weaversand spinnersworkedat their This systemworkedquite well but-gil.,r"1x .oo-.tthe amount of cloth madein the cottages puia own speed.Ttr"v *Jr"';;il;"! f.tt"r. Menbeganto think ofwaysin which wasnot enoogfr.a *uV lr-adto befoi-a t"--"f." .ioif, i" J" ir,i.. ftachinei wereinvented' Hereis a short accountof how this happened' discovered'In 1698Thomas First of atl powerwas neededand electricity-had-1gtlietbeen improvedthis mine Newcome Tho*at f ZOtr tt *i"u.l Saveryinvented.-.t"u- ."giqt. fo1"t. i" Watt made steam power availablefor all kinds of machine.Butit;;;;"1?Stittut.lu-.. machines. . T h e fi r stin d ustrialmachineswerema d e f o rt hto e tweave e x t ileain d u s t ry . I -n 1of7cloth' 3 3 J o In h n1763 Key width double invented tf,e ffvi"?"SlJtfe. Cf,it f*fp"d tfre yeSvel Jenny' This could work from 8 to 100 JamesHa"grearnes;"d; a machine.ufi"J ihe Spinning spindles at onetime. ToimprovethisRichardArkwrightmadethe.waterFrameinL?68'Hebuiltandowned System." many factoriesanJiscalled "The Fathei of The Factory the work of ten loomsworked In 1?g4Edmund Cartwright built a powerloom. It coulddo by hand' 33

helped to invented the cotton Gin' This machine In 1?93 Eli whitney, an American' fast' i"*ou" the seedsfrom the cotton very Fromthistimeonwardsrnoreandmoremachinesweremadetomanufactureallkinclsofgoods. from About Our Past bY Goolbai Gunasekera 4.2.2 Answer the following questions' 1.

take place in Britain ? Why ilid the Industrial Revolution

ffiin:ff*ffi:?tf:tlgr.

? Revolution totheIndustrial gr."t*stcontribution

4.2.3 Gramnar Thispassageissetinthepast,andthereforetheverbsinit'whetheractiveorpassive'areinthe of them are in the simplepast' G;;;;":Most Inthefirstparagraphhoweverwefindanintroductionthatexplainsto.studentstheimportance used whenweare g"""*.itduai1'e"*tto"tolp"Jttense'tha!'is ofthesubjecbtley studyThitittulledtheperfect concernedwiththepresentsignmci;;*rrutttpp"";;"i;;h;ilit" whatpartofthe actionverb rense.How is it formed?wot" nrrl^iir"";";il;t;;iutiiti."r"ais usedwith it ? simple Past past participle. It is necessaryto learn this form aswell asthe the called is form This 4.2.4 -'--i"rr.". In many basesit is the same' dot" fo" yoo: forms of the verbs' Th" fittt hu,t bu"tt Fill in this table with the required

BasicForm-PresentTensePlural assume elect enter return behave fail resign allow show arrive vote depart

Makesentenceswith6oftheseverbs.Choose3eachfromeitherpastform. 4.2.Slnmanycommonverbs,thereare.in'egularitiesthatwehavetolearn' participlJforms of these irregular verbs' Find the prrt t""." "",ipast

The first one is done for You.

become begin bite blow break bring build catch choose come do drink drive eat fall frnd fly forget get gtve go have hold know lie rise run shake shoot take think throw wear win write

'to be' ? What is the past participle of the verb (in the active yilh 'have' to form the perfect 4.2.6 you would have noted that, in addition to combining the present of passive voice the 'io form to be' *ittt voice), it is the past participle that;;;i*t tense. How is the future tense formed there ? what is Goback to the secondparagraph of the passage. 4.2.7 -ift. auxiliary that we have usually seen used ? and,'we, 'shall' can be used instead of Remember that in the first person,that is Tth'Ij form the future tense' loJutfr"" witft tfte iasic form of *t" action verb, to

'will"

4.g.

A Cigarette Lighter

4.3.lReadthetextsilently.Seeifyouunderstandthemeaningsofthediffrcultwords. Acigarettelighterisasmallmachineforgivingusaflamewithwhichtolightourcigarettes. five main parts' It is a sim-ple;;ffi;"-;th

placebva es;;il'i.J;.k aflame. "fr";;'"l;;i*h; mechanismformaking *" tnitt' It hasa coveroverit' There *ii"ia *tl.f, t-. i" wheel tf,e of base the At screw. "-"t" " isalso"*""iTi**hHH;#;;;;'u'tor"tathefluidtothewick'

*'iti.t' isheldin .Thebiggestpartisatankforholdingthelightingfluid.on-top.ofthetankisasimple

apocket' Acigarettelighter-isuSyallyattractivelyfinished.Itlookst}'lv:Itismadeofmetal, tr,,,t' ii r' '-"u tr'"t it slipsinto ;;;il"g iif; t i, .r,a '" probably.il;;;;i;a, 4.3.2 Answ"t ihe following

questions

What is a cigarettelighter ?

their functions' List its main parts' Write down

? What makesit an attractive object

use? What maktisit convenientto

Describeit to uslwhich is convenientto handle' everyday in object is' 4.3.3 Think of anotherhousehold o" tit" t* guttt what the object yolr, p""t"#ffi;;iil the followingheadings: 4.3.4 Describeits parts under ShaPe Size ComPonents

Appearance Function Material

4.3.5 Grammar Combining Sentences from the passage' Look at the following sentences is held in placeby a screw' A spark is struck offa central yheelwhich is built tolasta longtime'

rt is matte.t-;TJi;il#iil;;;h;*

pi"t"a,and

"iilult do you needEo Howmanypredicativesormainverbsarethere?.Youshouldcountfour.Canyoudividethe ao yo,, o-it ? What new words o'ota' f sentencesinto iwo sentences""tf' introduce? as'and" isbv usingconjunctions'such variou-s the are two very coTmon:uv. {io,"iL.-g-::*::::nemeanJ;t"il;lC" back through 4.3.6 There,when,, joined with ,but, parts 'be.iore' etc. The *ori'.or,5i,,'-ction' up of two five senten;J-;;d'" i.urt ut "!"p"i"t"f,arts identify thathave and in a sentence bxts in this book, ,u"tu*"t o,,t of the pdrts' conjunction". wtut" separate clauses' ii"i, o* Main Verb are called

as 'who' or 'which'or ' 4.3.? Another way to join sentencesis by using relative-pronouns. Words such ,that, can be used to refer to a word in one intence that also appears in the next. Remember that in the possessive, is if it is the objectin the secondsentence'who'becomes'whom',and if it used generally used in the not are it becomes'o,hose'; 'which' and 'that' remain the same as objects,and prepositions' possessive.Both whom' and'which' can also be used with pronouns to join up Identify at least frve sentencesin previous texts in this book that use relative clauses. 4.3.8 Read the following sentences' It is very small. So it sliPs into a Pocket. pronoun here, but is How have they been combined in the text ? the word'that is not a relative result. or a word o," oa" with 'so', to join clauses to express a consequence 4.4

EconomicAnHYsis

on which we can set certain 4.4.1 The following text ileals with commodities,that is things that are used, follow. questions that values. nead it and, working in groups, anslver the F'BEE PR,ICING AT.ID CENTB.AL PI,A}INING it may sometimes Water sells for almost nothing, if it sells at all. The air we breathe is free, though grfts of nature have free of the Most heating. cost money to make it cbld or hot by air-conditioning or by beenchangedbyman.Thushehasaddedavaluetaitandplacedapriceontheresourcesfoundinnature. paddy-freld in a certain area, through The water, which flowed freely along the river, now co*"1 into a that is sent to the paddy-freld. The water a metal or concrete pipe. A guog* measures ihe amount of that also need water. The amount fields owner is told to ue carerul wilh water becausethere are other is actually available. So the water that of water that people want to use r4ay be more than the amount must be distributed in an equal way. pay for the water they This distribution may be done by a Vel Vidane or by asking the farmers to pipe at sometime of water locks the who use. The Vel Vidane is the-water guu"a from the water board canals he guards' the down users the to the day or week or month. This iJhow he distributes water what they can pay for' when the farmers pay for their water, they will use only wh3! they negd o1 caseeconomistssay In this vidane. vel of the Thus the money that is puia ror the water doesthe work that price is an allocating mechanism. 'e would be working Think of somebodyliving in the capital of a big country like Russia or China for the economy. i" u pru." .uUed theplanning o'ffrce.He would be carrying out the work of a Vel Vidane goods. He will ge-t of types producing different he should usefor He has to decide how much Jf "uroo".u, how much year and last quantity used they wtrat facts from the owners or users of all these things, as to coming produce in the mueh to how and what they want this year. IIe will use these facts in dqciding country. y"u". Hir decision will be for the whole economy of the the thriller How doeshe decide ? Let us look at the following example. He may have found that cinemas room in the enough wasn't there year that and fil*s i., ihe irt* i"a".try were very popular last province of the in each built cinemas hundred a want for the people *ho warrted to seethem. So tre may produced.il be have to them build to used goods are thai Tr build these cinemas, the ligg"I ;;;"t no" e*a*pte, cement, bricks, tiles etc. The planner can make an input-output table based quantities. " 'A' units of cement J' tfr. quantity of it p'ot*tttat are needed to produce a ""i-t of output. For example, particular size. of.a cinema make one of bricks plus'D' units pt* 'g''orrit, of i"o"-pius {l'units of tiles for He will then tell the makers of inputs to make a certain quantity and to make it available job of building given the have been who the qeople witl tell building cinemas in a certain province. ile

l!tI {rr,,

-.-/-<-_--

people the ci.emas to get the inputs from the input people and to brrild them. He r+'illhave to get other physical of distribution or Planning Central of is an eiample Thi; p"oje.t. to look over the work ofinir produce them. or use not resourcesby someonewho does The work of a central planner can also be done by the price of goods. Le|,us look at how price works in the above example. If films are very popular, the cinema owners will make the price of cinema tickets higher. In this way they will get more money from the film goers. They will wan-tto build more cinemas mottey. Maybe other people who notice thatthe film industry is so-that they will Ue affl to earn up their own cinemas. These two groups of people will then ask the also *r"i t" p"t -ote a;i"g *;ii";ll **.It. ofbricks, tiles, cemerrtand suchtike, to supply them with these inputs. The makers of the inputs supply them at the present prices o" uJkfo" higher prices. If they raise the prices of these *if"iirr"i i"p"ts; tfrey witt Le aUteto employ more people,bring factories that have not been used back into action, build new factories etc. people This whole processis started by the rise in the price of cin-ematickets. The fact thatrnore can owners Cinema seats. for cinema gteate-rneed is a are buying cinema tickets is a signal ihat there their bymaking more earn they can that ff think t-hey not. or signal choosewhether to take notice of t[is ligg"" or building new einemas they will do so. The number of cinemas they-build shows how .i""-". much notic!-they have tak"enof this signal. bepending on how important they think this signal is, ne-w p."pir*1i.ttt t trr. frlm industry. More people will siart prodgcing the inputs that are needed to build ttrai is put on thefilm industry means that le_sserimportance will ih" .irr.-"r. ttis g.eal";i;;;"t"".e beputonotherindistries. T'hisisbe.utrre..roorcesarelimitedandpeoplehavetochoose betweendoing orrithirrgo"anotherwiththeseresources. Thepricesthat_peoplearewillingt-opayforgoodsde-cide-what is tobe iroduced and how much of it. It is ttre people who ma"keand use these goods who decide the urr.*.rr to these questions. They are'able to do this through the mechanism of price. The use of price and central planning are two very different ryays of distributing resources in an economy. Each ofthese ways has iti own advantages and disadvantages. So today, many countri_eshavg a mi*ture of free pricing and central planning in their economies. These economiesare called mixed from economies' Economicsin ou'r Liues by Wilfred JaYasuriYa. 1.

What are the two major commodities with which the text deals ? Make two columns and write down in either one the nouns describing things that are connected with that commodity.

Who are the people mentiohed in this text ? Most of them are involved in the distribution or marketing of eit[er of the commodities mentioned above. What people are mentioned in connection with general Planning ? Think of an example of your own to show how resources are used through central planning or through the price of commodities.

4.4.2 Gramnar Look at the following sentences 1. 2. 3. ' 4. 5. 6. Z.

So the water mustbedistributed in an equal way. This distribwtion rnay be done by a Vel Vidane. He would be working in a place called the planning offrce. He hasto decidehow much ofresources he should use. The planner con make an input-output table. They are able to do this through the mechanism of price. The verbs that are underlined are used as you can seewith other verbs, that describe certain actions. Those actions are not however performed. Instead, the underlined verbs glvq a different rnode or senseto the action verh to suggest possibility or necessity. These verbs are called modal uerbs, and act as auxiliaries which take various forms of the action verb, either the infinitive, or the basic form (which is the infrnitive, without'to'). Other forms that are used, involving participles, are passiveor continuous forms of the above (ie. 'be working' instead of 'work').

4.4.3 Look at the following

table

*outt *t:: A. Implyingnecessitv

o' followeu

u?ti,ul

**rTi

2. have

basic form

lfi*Tr 'i'tl:"::)

basic form

:u#:::.ffi ;; l 3. could

the is which ? For instance, ol19P",:f the-above.Which example, b' 3 A are voice:it is an example'of 4.4.4 The following sentences .rurf, .f'oofa' in the putti* modal the or". senten.E first continuousness' 'be' is the basic form that expresses present participre with the that Remember

everydav' The cowsshouidbe miiked

tomorrow' I may be goingto Colombo

anvonefoundout' Thev rvouldbe punishedif

kindness' Dogscanbe controlledthrough

I N

ll I

I I I I I I I I

*unw lf{ffih*.l' I

this week' We haveto finish this lesson

You may be asked to

give evidenqe'

t *:'i.:'"""iTT H:Htr:si.'l;"fr

44s;dffi ;#***r*r*ffi

sim'arry,inthe.oth*::191.".rffi:*i"Yr")li,,iidlT"f,ni::tr"l" j#l These are not d

',l"jJH"#Yli :r*iiril"#"H:::lll"il#il:*{nt*:ml,nlrH:*:x1 arouno them change verbs' ormodar sixexampres

tentativeness'

'' 4.5

ff"lll""*lli l'};:Hj; ililfh""':^Tdrrnd Adverbials

also, actually, then, maybe, text : sometimes, thus, freely, the from words 4.5.1 Look at the following todaY'

40 *l

rrIl

I I

how, when or why the action was They are adverbs,that is they-modify or assistverbsby teliing us 'ieally' used to reinforce, that is increase are performed. N.# th;t;dveibs .o.rt ur;u.tually' or the impact of, the verb theY modifY' ' phrases. For instance, 'In this way' can be used instead of thus" I :.2 - - The same task can be done by phrases ? trte olrter advetbs above into adverbial A;; ;; t; to which they refgr' adverbs can be I 5.2 Unlike adjectives, which should comevety close to the noun fitted into various places in the sentence' the-ydo not contribute to the You should be careful however not to place adverbs in-p!?ces where following adverbials should the of Which th";;;;;e;*k*utd. meaning of the sentence,or where ? - never, sometimes, perhaps' alwavs ' not usuatty b. ;1";;; ;i'the begin'i#;?;;;;tence , also, usuallY. Use these adverbs in sentences' i 5.3 Look at the following sentences 1.

At 8 a.m she leaveshome for her first lecture'

She leaveshome for her first lecture at 8 a'm'

She leaveshome at 8 a.m for her frrst leeture'

She always gets late for her first lecture'

She is always late for her first lecture'

sentencesuse a phrase that Note the different positions the adverbial occupies.-{he frrst three sJli-tableplace in a sentence' at any used be gelerally can specifresa ti*"]'b-,.[t*rp..in. "aru.biulr phrasss- yo;ishould not of coursesay'she leavesat 8 a.m home") in the iie. where th"." i, "ipir. action use adverbsthat indicate frequency, ie- theytell us how often some ; 5.4 - - The next two sentences o*totalnegaiivefrequency-'never'-tototalpositive aa",e"Ui"ir"a.get l, puJo*"d. F;;;;;v frequency -'alwaYs'. 'never" and moving up the scale Put the followingfrequency adverbials in order, beginning with rarely' usually' sometimes' always, of frequency t- o?.uaio.tally,never, frequently, hardly ever, Near which of the aboveon the scalewould you place the following ? often, generallY, regularlY. according to their own Remember that we cannot be exact since ,people use these words could mean oncea week, parents frequently', interpretatlonr. for i"s[ance, 'I go home to seemy shoulduse thesewords we Howevei, views. s one onoit"ti, aepe"al"g or onceu rnon.i, ;r;;;G" meant' is what to as idea clear of sort gives iome accordingto a pattern that place in which we use 1.5.5 With frequency adverbials we have to exercisea little bit of care as to the they should comejust verb: near the be should h"""r' and'always' thern. Tt e t*o'efl"e"rrr!-;;ai just before other verbs, as to Uu' (when used as a main ,re"L o" an au-xiliary), and after the are sometimes e-xceptions ""lU u[;";. Wu can be a bit flexible with'alyays], and i' tfr. ."u',,pt". to be safe you but for her classes'), late (ie. 'Never is she *itn r"rre.; p"r-iti"a r"r ;ilh;;i; """" ihould follow the aboverule. :.5.6 ,t' :i) :ii) ,r:j ;';

that With the other frequency adverbials we can be more flexible' Note however a sentence: of tfr.v should not generaliy be used at the beginnin-g witir 'to be', imm"ediately after the verb is usually the best place; 'often'is very flexible; 'rejularly' piefers to come after the verb,,and is oft'enfound at the end of the sentence; '".""uffv' rid t;;;li u"u tit.;ut*ays' in ihut {""."pt with 'be')just before the verb is best. 'Make corrections as required in the following sentences' I go home always by train rather than bus'

week' Usuallyshewritesto meonce7a until P'm' work at he is il;;tly me' Hardly ever theY come to see

iil;;ilk

il.rot"a frequentlvin th9 a{ternoons'

on trme.' ff-. giu.t his tutorials in never ta*ty He wearshis spectaJle' -to'read' "*cePt to.school' late The princip"t .o*u'-itg"f *ty eatenat that boutique' iil;;;;;Jo"ailv bad sometimes' The food at the t""t""" is very

4'6

VOCABT]LARY ow' Youshouldbe ' '' ' "-t into sections' oi"1'1t-.ttem Writedownalistof300wordsusedinthisbookthatyouthinkyououghttokn iead'v to i"tl";;;h;

t" to the subjects bi;il:t'f'-gd accordincr ableto useth"rnir, .o,i''rJrr-"ii"t,-a ;i'" -#;i'y1t"' fi;;;;;ld beenselected have p-arti.of^spe..l'!l:I.:i. words what to rhe fd;;. according rirti'#tffi*1;tr*rr yoo" compare rerated. ? whichtheyare tiiai-ftavebein selected ? Whataretheunusualworos in common