EFS 12 Industrial TB by Syrian Educational Publishers

Teacher’s Book

Vocational Stream Industrial Grade 12

Teacher’s Book

Ω2012 - 2011 áYÉÑ£∏d áeÉ©dG á°ù°SDƒŸG

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© York Press 2011 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the Publishers.

Contents Studentâ&#x20AC;&#x2122;s Book Scope and Sequence

Inroduction

Questionnaires 1-6

Unit 1 Woodwork

Unit 2 Metalwork

Sample Test 1

Unit 3 Textile Manufacturing

Review (units 1-3) Answer Key

Test 1 Answer Key

Unit 4 Maintenance of Motors and Engines

Culture and Values 1 Global Warming

Sample Test 2

Unit 5 Maintenance of Home Appliances

Unit 6 Installation of Lifts and Escalators

Review (units 4-6) Answer Key

Sample Test 3

Test 2 Answer Key

Unit 7 Advertising

Unit 8 Arc Welding

Culture and Values 2 Women in Business

Sample Test 4

Unit 9 Refrigeration

Review (units 7-9) Answer Key

Test 3 Answer Key

Unit 10 Automatic Control

Sample Test 5

Unit 11 Electrical Power Stations

Unit 12 Latest Discoveries

Culture and Values 3 Desertification

Review (units 10-12) Answer Key

Sample Test 6

Test 4 Answer Key

96 3

Studentâ&#x20AC;&#x2122;s Book Scope and Sequence UNIT 1 Woodwork (pp. 6â&#x20AC;&#x201C;9)

2 Metalwork (pp. 10-13)

LANGUAGE Language Functions: giving examples; talking about advantages Vocabulary: words related to woodwork Grammar: review of the verb forms

Language Functions: making justifications; giving explanations; listing; giving examples; distinguishing between true and false sentences Vocabulary: words related to metalwork Grammar: future time clauses 3 Textile Language Functions: describing a process; giving opinion; Manufacturing giving explanations (pp.14-17) Vocabulary: terms related to textile manufacturing Grammar: non-defining relative clauses 4 Maintenance of Language Functions: giving examples; identifying problems Motors and Engines and their causes; (pp. 20-23) Vocabulary: using the verbs do and make with specific words; warehousing and shipping Grammar: modal verbs with the passive infinitive (be+past participle) 5 Maintenance of Language Functions: giving explanations; talking about Home Appliances faults in home appliances; giving examples; making (pp. 25-28) justifications Vocabulary: words related to home appliances Grammar: reported questions

NEW SKILLS listening for details; practising taxonomic skills; matching pictures with the corresponding description; reading information from a table matching words with their definition; putting items in a table; making sentences; summarising drawing a flow chart; drawing a map ordering information; matching problems and causes; practising dictionary skills; summarising; practising research skills

reordering letters to form words related to home appliances; matching words with their definitions; writing about the importance of maintaining computers Language Functions: making justifications; giving examples; labelling a figure; matching 6 Installation of descriptions with their talking about different language functions; giving opinion Lifts and corresponding picture; specifying Vocabulary: parts of a lift Escalators the main idea in a text Grammar: reporting verbs used in the negative; reporting (pp. 29-32) verbs + infinitive 7 Advertising Language Functions: talking about things in general; talking listening for identifying topics; extracting and matching (pp. 35-38) about specific things; talking about preferences; vocabulary with their meaning; making comparisons; selling a product; giving explanations describing items; explaining about Vocabulary: words for advertising advertising media; role playing; Grammar: the second conditional matching titles and adverts with their description distinguishing between true 8 Arc Welding Language Functions: identifying types of welding; giving and false sentences; matching (pp. 39-42) explanations; giving examples; giving reasons vocabulary with their meaning Vocabulary: terms related to arc welding Grammar: third conditional identifying parts of a refrigerator; 9 Refrigeration Language Functions: describing problems; proposing completing a gap-fill exercise; (pp. 44-47) solutions; giving reasons; listing; rephrasing identifying main idea of a reading Vocabulary: parts of a refrigerator text; identifying the meaning of Grammar: tag questions new words from context distinguishing between true and 10 Automatic Control Language Functions: talking about automatic control false statements; completing a (pp. 50-53) systems; expressing agreement or disagreement; justifying gap-fill exercise; completing a answers timeline; completing a multipleVocabulary: terms related to automatic control systems choice task; writing a paragraph Grammar: indefinite pronouns discussing the influence of 11 Electrical Power Language Functions: justiying; comparing and contrasting; electricity on human life; labelling Station describing the first power station; rephrasing; a picture; practising dictionary (pp. 54-57) Vocabulary: words related to power stations skills; identifying antonyms Grammar: prepositions preparing a short presentation; 12 Latest Discoveries Language Functions: giving opinion; making justifications; practising research skills; (pp. 58-61) talking about new and important inventions; giving completing a matching activity; examples; giving explanations writing an introduction and Vocabulary: words for important discoveries conclusion to a text; practising Grammar: sentence fragments; run-on sentences taxonomic skills

Introduction English for Starters Vocational Stream – Industrial is an English language course that has been specially written for industrial secondary schools in Syria. The course progresses from an intermediate level of English in Grade 10 to an advanced level of English in Grade 12. The books introduce students to the world of industry; they assume no prior industrial knowledge on the part of students or teachers.

A. Aims and methods The course aims to review and consolidate the language and skills learned at previous levels and to equip students for their future foreign language needs in the following areas: language skills (reading, listening, speaking and writing), grammar, vocabulary and commercial skills and knowledge.

B. Language skills The course aims to equip students with all four of the language skills at a level that will enable them to perform routine tasks at work and to take part in social interaction in an industrial context.

Reading Each unit has one main reading text in addition to many shorter reading passages found in different sections throughout the book. There is a varied selection of reading tasks such as answering open-ended questions, true / false questions, matching headings with paragraphs, completing tables, expressing personal reactions to ideas and working out the meaning of words. The course also teaches students practical reading skills that they will need in their future work, such as skimming and scanning.

Listening Each unit has a listening text. By listening to each other in oral pair work and roleplay activities, listening to their teacher and listening to native speakers through the accompanying CD, students learn a variety of listening skills such as listening to and understanding instructions and information, following a conversation, completing a table while listening and answering questions after listening.

Speaking The course teaches students to use the most common forms of the communicative functions they are likely to need in society and the workplace. Many activities in the Students’ Book and Activity Book are designed to be done orally. Students practise speaking in controlled situations where the emphasis is on communication and meaning as well as accuracy. Pair work is recommended for many of the activities to ensure that each student is given the maximum amount of practice.

Writing The course aims to equip students with practical writing skills such as the ability to complete forms, take notes on simple messages and routine transactions and write standard correspondence. Beginning with writing sentences, students progress through the course until they can write paragraphs and business correspondence using the correct formats and conventions.

Grammar The course aims to consolidate students’ understanding of the basic grammatical structures of English and to increase their ability to use these structures accurately, ﬂuently and appropriately. The course therefore provides a systematic review of the most essential grammatical structures. These structures are revised in a graded order, which takes into account their frequency in everyday use as well as the difﬁculties of mastering forms and meanings.

Vocabulary The course provides students with both general vocabulary and basic industrial vocabulary relevant to all branches of industry. The vocabulary section always relates to the topic of the lesson and tries to enhance students’ knowledge of new words in the ﬁeld and the correct usage of these words. The course therefore provides a three-dimensional approach to vocabulary learning: ﬁrstly, it helps students to deal with lexical items in context; secondly, students have the chance to build up their own personal lexicon; and thirdly, they have plenty of opportunities to actually use vocabulary in context.

C. Industrial skills and knowledge The course provides students with skills and knowledge related to the industrial world such as woodworking and metalworking tools, refrigeration systems, automatic control systems, etc.

D. The Components English for Starters Vocational Stream – Industrial Series contains a Students’ Book (SB), an Activity Book (AB), a Teacher’s Book (TB) and a CD.

Students’ Book The SB contains the core teaching materials for classroom use. It consists of twelve units, four Review sections and three Culture and Values sections. The sections follow a regular pattern: after every four units, there is one section on Culture and Values. At the end of each three units, there is a Review section. Each section assesses the material covered in every three units.

Activity Book The AB contains exercises that provide students with extra practice. The number of units in the AB is the same as in the SB. For every three units, there is a test that helps students revise what they have learned in the SB and AB. At the end of the AB, there is a glossary of new words that the students may encounter in the course.

Teacher’s Book The TB provides advice and information about each of the twelve units. It divides units into lessons and integrates SB and AB activities alternately. For each lesson, the objectives are stated clearly, warm-up activities are suggested and answers and audioscripts are provided. The TB also provides a list of study skills at the end of each odd unit. Topics discussed include taking effective notes, using ﬂashcards while studying, using mnemonic techniques while memorising information and many other topics which make the teaching learning process more efﬁcient. To stimulate the learning process even further, the TB provides tips for tests. Additionally, sample tests follow after each even unit to incorporate the information and complete the students’ learning process.

CD The CD provides all the listening passages included in the course. The purpose of the CD is to provide students with correct examples of the spoken language and to develop students’ listening skills by giving them opportunities to listen to a variety of different speakers.

E. How to teach the course Methodology Learning a language is an active process, so teaching means more than giving knowledge to the students; it also means helping them to use the language for meaningful communication. Students cannot learn English only by listening to the teacher; they will learn it only by speaking and writing it themselves.

Schedule The SB and AB were devised keeping in mind the following schedule that suits the Vocational Stream – Industrial: 48 hrs SB (4 hrs per unit) 24 hrs AB (2 hrs per unit) 8 hrs Review (2 hrs per review) 8 hrs Tests (2 hrs per test) 3 hrs Culture and Values (1 hr per page) _____ 91 hrs

Preparing to teach a unit Before teachers begin a new unit, they should study the contents page at the beginning of the SB to ﬁnd out what grammar, functions, vocabulary and skills are taught in the unit. After this they must read the entire unit in the SB and AB, which will help them to see the direction and purpose of the unit. Before teaching a unit, teachers should look ﬁrst at the TB to see which sections should be taught together and how the units are divided. Then, they should work through the activities themselves so that they can see what the students have to do and how they will get the answers. The TB provides recommended step-by-step procedures for every activity in the SB.

Language presentation The grammar rules that students need to learn are presented in pink boxes under the grammar section in every unit. Any other new

rules that students need to learn are also introduced in pink boxes under the relevant section in each unit. Purple boxes contain words or phrases that students need to learn and use in the corresponding activities. The artwork displayed on each page relates to the content of the page and can provide teachers with extra materials for any oral or written communication.

F. The role of the teacher Good teachers use correct language forms and have good pronunciation. They motivate students to learn by trying to make lessons interesting and encouraging students to think for themselves. Finally, good teachers should provide all the students with plenty of opportunities to practise the language. Most of the activities in the SB and AB are practice activities. In a practice activity, teachers are not explaining language to the students or talking at the front of the class, but should give students an opportunity to do something with the language. Therefore, after introducing the activity, the teacher watches quietly, listens, notes problems for correction later and only interrupts if absolutely necessary. Teachers may ﬁnd it helpful to follow the steps below, adapting them when necessary: Setting up the activity. This may mean explaining the aim of the activity or how it relates to what has gone before. It may mean introducing a situation or picture that provides a context for the activity and may also mean pre-teaching some essential vocabulary that the students will need during the activity. Demonstrating the activity. This means showing the students by example what they have to do and checking that they have understood the instructions. Working in pairs. This means students are thinking for themselves and using the language. The teacher should observe quietly and help individuals if necessary. Checking the work. This means asking various students for their answers. The teacher’s role is to conﬁrm correct answers, correct mistakes, praise good work, do any remedial teaching that is needed and answer questions.

G. Learner development It is expected that students in the same class will often have different levels of ability in English. The course therefore provides many opportunities for students with less knowledge or experience of the language to build up their knowledge and get extra practice. At the same time, teachers can give more proficient students additional reading or activity to maintain their interest. Learner development is an important feature of teaching. Students should be encouraged to develop as independent and active learners of English, so many activities found in the SB and AB can be used to enhance students’ autonomy. Many questions found in the book need answers that are open-ended. This is a crucial part of learner development. Students can have different points of view regarding certain issues at work or in life so many questions found in the SB and the AB have a multitude of possible answers. Hence, it is the teacher’s job to let the students express themselves, only acting as guides who help students reach their own answers. The review and test sections are there for the students to benefit from extra exercises to revise the knowledge they have acquired in every unit. The teacher should use these exercises as a sample on which to base further practice making any changes they see fit to suit students’ needs.

H. Teaching English for specific purposes Teaching English for Specific Purposes (ESP) is teaching the language in specialised subjects. Learners have different purposes for learning the English language such as learning English for Economics, English for Business, English for Secretaries, English for Technicians and others. A purpose-specific course is one in which the course content and methods are authentically representative of tasks in the target situation. For example, an English for Technicians course presents topics and techniques that relate to a technician’s profession. Such a course allows teachers to increase students’ capacity to use language in the specific purpose domain. English for vocational purposes is an application of ESP according to students’ language needs for work. This approach is learner oriented – not teacher oriented – with an emphasis on communicative competence. Teaching ESP is more than just presenting language items or skills and strategies. It is not just the content of what is learned that is important, but also the activity through which it is learned.

Questionnaire 1: Learning Styles Circle the answer which best explains your preference. 1 You like lectures a where every topic is subject to deliberation. b which are presented by diagrams, charts, illustration or outlines. c where the topic can be put into practice and applied. 2 When acquiring a new talent, a you prefer when someone clarifies how to perform it. b you like to observe someone demonstrating how to perform it. c you would rather choose to perform it immediately. 3 a You like to hear a story being told. b You like to watch the story pictures. c You choose to take part in the story. 4 a You are a proficient listener. b You are skilled in drawing. c You have a talent in constructing things. 5 If you want to make a replica, a you prefer to be instructed by someone either by reading or explaining the directions to you. b you prefer to do it according to a given picture. c you inspect and choose the suitable pieces that can be joined together. 6 When you want to spell a word, a you rely on phonetic techniques. b you attempt to see the specific word. c you write the word to check if it appears correct. 7 When you want to talk, a you prefer to listen but are nervous to talk; you prefer words like: suppose, listen to. b you prefer to moderately talk and dislike to listen for a long time; you prefer words like: visualise, watch and inspect. c you use body language, gestures and demonstrative signals; you prefer words like: carry, grasp and sense. 8 When you want to concentrate, a you are disturbed by noise and conversation. b you are disturbed by disorder and motion. c you are disturbed by events and incidents happening nearby. 9 When you see someone again, a you recall names and the topics discussed but forget faces. b you recall faces and places where you have met but forget names. c you recall events and incidents done. 10 When you want to read, a you prefer to listen to charactersâ&#x20AC;&#x2122; discourse. b you prefer illustration and vivid scenery or you stop to visualise the activity. c you like the action scenarios. 11 When you want to do something new in class, a you like to be instructed by someone orally about the directions. b you prefer to look at figures, pictures and illustrations. c you like to start doing it immediately. If most of your answers are: a, you are an auditory learner. b, you are a visual learner. c, you are a kinaesthetic learner.

Questionnaire 2: Improving Concentration Answer the following questions by yes or no. 1 Do you specify a time limit for each task? Yes

2 Do you specify the quantity you should cover for each lecture? Yes

3 Does the page quantity you specified change according to the topic difficulty? Yes

4 Do you have specific time and place for studying? Yes

5 Do you stop for a short break if you decided to stop studying before the allotted time you set for yourself? Yes

6 Do you classify the selections you want to study according to their importance? Yes

7 Do you regularly participate in lectures by asking for information, asking questions, stating your opinions and writing your remarks? Yes

8 Does your reading plan change to adapt components, for instance, drawing maps for geography? Yes

9 Do you encourage and motivate yourself to study more if you notice your focus is fading? Yes

10 While studying, are you an analytical reader who evaluates and interprets the authorâ&#x20AC;&#x2122;s intention? Yes

11 Do you praise yourself for each task you accomplished in the allotted time? Yes

12 When studying for two hours or more, do you plan what subjects to study? Yes

13 Do you study with friends who assist you to remain concentrated on your studies and objectives? Yes

14 I possess outstanding strength of focusing, and Iâ&#x20AC;&#x2122;m not easily distracted. Yes

15 I know how to meditate and do it frequently. Yes

16 I possess the determination to attain what I want. Yes

17 I always try to progress in everything. Yes

18 I always attempt to be productive in my life. Yes

19 I possess the quality of self-control in what I do. Yes

20 I definitely get preoccupied in studying or reading. Yes

21 It is difficult to be bored with anything that needs intellectual effort. Yes

When answers are No, students should be encouraged to improve their concentration.

Questionnaire 3: Reading Strategies Reading various types of texts is an activity which is often part of the learning process. The following is a questionnaire that assesses a student’s reading strategy. Tell students to mark the following by 1 to indicate “Never”, 2 to indicate “Rarely”, 3 to indicate “Occasionally” and 4 to indicate “Often”. 1 I read the text with a predetermined purpose in mind. 1 2 3 4 2 I revise the background knowledge about the given topic before actual reading. 1 2 3 4 3 I stop reading every once and a while to check the meaning of a difficult word in the dictionary. 1 2 3 4 4 While reading, I make sketches related to the topic. 1 2 3 4 5 I use context clues to understand the meaning of difficult words. 1 2 3 4 6 While reading, I summarise the main ideas of the text either mentally or written. 1 2 3 4 7 After reading, I assess the efficiency of the reading strategy that I have used. 1 2 3 4 8 I use various reading strategies. 1 2 3 4 9 I make a brief research about the topic before reading to collect some background knowledge. 1 2 3 4 10 I read difficult texts more than once to make sure that I understood them. 1 2 3 4 11 I practise reading aloud when reading a difficult text. 1 2 3 4 12 My reading speed is directly influenced by the level of difficulty of a reading text. 1 2 3 4 13 After reading the text, I try to paraphrase the key ideas or to formulate questions about the data presented in the text. 1 2 3 4 14 I take notes while reading. 1 2 3 4 15 I highlight important terms and ideas. 1 2 3 4 16 I mark any text if not fully comprehended to return to after finishing the rest of the passage. 1 2 3 4 17 I refer to the visual aids and illustrations before and after reading. 1 2 3 4 18 I engage with the author’s ideas in order to agree or disagree with them. 1 2 3 4 19 I gather for collaborative learning and group discussion. 1 2 3 4 20 I refer to the text to guess the meaning of unfamiliar words. 1 2 3 4 21 I make a list of key words essential to the text. 1 2 3 4 22 I take into consideration the pattern of the division of the ideas (compare and contrast, cause and effect) to facilitate the comprehension of the text. 1 2 3 4 23 I put the ideas into mental pictures. 1 2 3 4 24 I make a diagram of the text based on the ideas of the author. 1 2 3 4 25 I’m committed to the preplanned study plan of a sitting. 1 2 3 4 26 I take short breaks when feeling tired. 1 2 3 4 27 I revise the main titles and key ideas of the text after reading. 1 2 3 4 28 I mark the section after failing to remember anything from it. 1 2 3 4 29 I read marked sections during the next sitting. 1 2 3 4 30 I clarify vague ideas with a friend or an instructor before moving on to something else. 1 2 3 4

Questionnaire 4: Note Taking The following questionnaire is a guideline for students to rate their note-taking strategies and efficiency. 1 I come prepared to the lesson by rereading my notes. Always Sometimes Never 2 I write down every word. Always Sometimes

Never

3 I write full words rather than abbreviations and symbols. Always Sometimes Never 4 I use complete sentences when taking notes in class or series of short phrases. Always Sometimes Never 5 I use series of short phrases when taking notes in class. Always Sometimes Never 6 If I use phrases, I show the relationships between them. Always Sometimes Never 7 I show a difference between main and sub-points. Always Sometimes Never 8 I tend to miss a lot of information when I take notes during a lesson. Always Sometimes Never 9 When I take notes from books or articles, I quote the material that I have copied from the book or article. Always Sometimes Never 10 When I take notes from books or articles, I keep record of bibliographic information and the page number(s) Iâ&#x20AC;&#x2122;m using. Always Sometimes Never 11 I donâ&#x20AC;&#x2122;t refer to my notes until I need them to study for a test. Always Sometimes Never 12 I am able to take notes in class, keep up with the instructor and understand the concepts at the same time. Always Sometimes Never 13 I am able to recognise cues that indicate that the information discussed or presented is important. Always Sometimes Never 14 I rewrite my notes in my own words. Always Sometimes Never

Questionnaire 5: Study Habits The aim of this questionnaire is to help students assess their study habits. Tell students to answer the questions by A for Always, B for Generally, C for Sometimes and D for Rarely. When they have finished, tell students to add up the A’s and B’s for each category and refer to the study habits score list to know where they stand. Time management 1 I make a schedule for the scholastic year. 2 I update my study schedule weekly / daily. 3 I refer to my schedule before I start studying. 4 I include in my study schedule break times for me to exercise or socialise with friends. 5 I sleep at least six hours per night. 6 I schedule two hours of study time for every hour in class. 7 I manage to finish my assignments on time. 8 I don’t miss classes. NUMBER OF A’s and B’s _____ Your study environment 1 I have a set time for studying. 2 I have my own study area. 3 My study area is free of noise and distractions. 4 I have all my supplies near me when I study. 5 I have comfortable furniture in my study area. 6 I can study for at least half an hour without getting up, walking about, taking snack or TV or phone breaks. 7 My friends do not interrupt me when studying. 8 There are few things in this location that are unrelated to studying or school work. NUMBER OF A’s and B’s _____

Reading skills 1 Can you read and learn at the rate of 12-15 pages per hour for history-type material? 2 Do you keep up with the readings for all your classes and have the material read before the lesson? 3 Can you concentrate and understand the material you read without rereading a second or third time? 4 When reading a text, do you read the headings and chapter outlines first? 5 Do you adjust your reading styles when you are reading for literature, social science or science classes? 6 Do you do your study-reading during the time of day when you are most alert? NUMBER OF A’s and B’s _____ Writing skills 1 I am comfortable with my command of English grammar, punctuation and spelling. 2 I am aware of the requirements for the writing assignment. 3 I make an outline of my paper. 4 I have the research skills that are necessary to write a research paper. 5 I abide by the deadlines for research papers. 6 I express myself well in writing. NUMBER OF A’s and B’s _____

Test taking / preparation skills 1 I study daily for each class. 2 I start reviewing for major exams at least 3 days in advance. 3 I study in groups. 4 I attend extra help sessions or office hours provided by the instructor. 5 I am aware of test preparation strategies for each type of test. 6 I can predict what types of questions will be on the test. 7 I am able to finish my tests in the allowed period of time. 8 If I do not do well on a test, I try to review it with the instructor and / or analyse it to see my mistakes. NUMBER OF A’s and B’s _____ Note-taking skills 1 I am able to take notes in class, keep up with the instructor and understand the concepts at the same time. 2 I have an efficient system of note taking. 3 I review my notes after each class. 4 I take notes of important information only and I am able to identify the cues that indicate that this information is important. 5 While reading, I tend to make notes. 6 I rephrase the notes I take in class in my own words. NUMBER OF A’s and B’s _____

STUDY HABITS SCORE LIST Time management, your study environment and test taking / preparation skills 6-8 Very good 3-5 Good, but work to improve your C and D answers 0-2 You need to modify your study habits Note-taking, reading and writing skills 5-6 Very good 3-4 Good, but work to improve your C and D answers 0-2 You need to modify your study habits

Questionnaire 6: Study Environment Analysis The aim of this questionnaire is to help students evaluate their study environment. Tell them to answer the questions by yes or no. 1 My study area is free of noise and distractions. True False 2 I am rarely interrupted by other people when I study in this location. True False 3 I can study for at least half an hour without getting up, walking about, taking snack or TV or phone breaks. True False 4 I always come to this place when I want to study. True False 5 The temperature in this place is very comfortable for studying most of the time. True False 6 The furniture in this place is very comfortable. True False 7 My study room is well lit and ventilated. True False 8 There are few things in this location that are unrelated to studying or school work. True False

If the students answer most of the statements negatively, then advise them to change the place where they study.

Woodwork

Unit

1 Lesson One Learning Objective ■

Demonstrating understanding of a reading text by answering comprehension questions about it

1 Woodwork A Dialogue 1

A Dialogue 1 In class, introduce the unit topic and use the picture to eicit the topic of the dialogue: Woodworking. Ask students what they can see in the picture.You can also use the picture to elicit a few keywords that the students will encounter in the unit.

■

Allow time for students to read the dialogue silently and look for the answers.

■

Ask students to give you the answer. Do not conﬁrm the answer until you have asked several students. Give the students an opportunity to ask you about anything that they did not understand. If students disagree about any of the answers, they should look again at the dialogue and try to agree which answer is best and why.

■

Read the dialogue then answer the questions. Teacher: OK, class. We will be visiting a wood workshop today. I want you to pay attention to everything the supervisor tells you because I’m going to ask you to write a brief summary of the things you learn. In the workshop ... Supervisor: There are many different techniques in carpentry ( woodwork ) woodwork such as furniture making, woodturning, woodcarving and sculpting. Teacher: Could you please tell us where we might see woodcarvings? Supervisor: They can be found on furniture, panels, screens or banisters. Teacher: Thank you. That’s very helpful. Guide: You’re welcome.

B Listening 2

Put the following instructions in the order you hear them. _____ a Drill the hole. _____ b Mark the hole. _____ c Place the bit over the mark. _____ d Place the wood in a vice. _____ e Switch on the drill. _____ f Take the electric drill. _____ g Tighten the vice.

Questions 1 What do the words in bold refer to? 2 Give two examples of woodwork that are not mentioned in the dialogue.

wood workshop

Answers 1 we (class), us (the class), they (wood carvings) 2 Students’ answers 6

Lesson Two Learning Objectives ■ ■

Practising taxonomic skills Demonstrating understanding of a listening text by putting instructions in the correct order

B Listening 2 ■

■

Direct the students' attention to the rubric and the jumbled sentences. Give the students time to study these. Check that students understand what they are going to hear and what their task is. Play the recording and ask the students to listen and arrange the instructions in the order that they hear them. You may need to pause the recording or play it more than once to give them time to complete the task. Ask students for their answers and to explain why they think their answers are right. If necessary, play the recording again or read out the bits that caused trouble. Finally, conﬁrm the correct answers.

Audioscript

Lecturer: OK, now let’s look at all the ideas on the board and try to come up with a conclusion. Can anyone tell me what the steps are for drilling a hole in a piece of wood? Mounir: First, we should put the piece of wood in a vice. We shouldn’t forget to tighten the vice to prevent the piece of wood from moving while it is being drilled. Lecturer: Very good, Mounir. Samer, could you tell me what the next step is? Samer: Once the piece of wood is ﬁrmly put in the vice, we should mark the hole with a pencil. Lecturer: And then you are ready to begin drilling? Samer: Yes, we take the drill and put its bit over the mark. Finally, we switch on the drill and make a hole. Lecturer: That’s correct. Thank you Samer. Answers d/g/b/f/c/e/a Activity Book pages 3 and 4 exercises 1 and 2

Lesson Four Woodwork

Learning Objectives Practising reading a table Demonstrating understanding by completing a multiple-choice exercise ■ Identifying the properties and uses of different types of wood ■

C Vocabulary 3

■

The list below shows some different types of joints. Match the picture with the correct description. 1 dovetailed joint (the joints are in the shapes of doves’ tails) 2 nailed joint (uses nails) 3 mortise and tenon joint (one piece of wood ﬁts into a hole in the other piece) 4 screwed joint (simple joint which needs no difﬁcult sawing) 5 halving joint (the width of each piece of wood is cut in half and screws are used) 6 bridle joint (used for tables and chairs) 7 housing joint (used for shelves) a

D Properties and uses

4 ■

■

D Properties and uses 4

Look at the table, then circle the correct answer. Type of wood

Colour

Grain

Use

Applewood

Reddish brown

Straight

Furniture, tool handles

Ebony

Black / Grey / Purple

Close lines

Pianos, rulers, walking sticks

Mahogany

Deep red

Patterned

Furniture, veneers

Oak

Cream white / brown

Straight

Panelling, decorative work

Pine

Cream / Red

Straight

Furniture

Rosewood

Yellow / Brown

Straight

Furniture, panelling veneers

Teak

Yellow / Golden brown

Straight

Furniture, panelling, ﬂooring

Walnut

Brown

Straight

Veneers

■ ■

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Tell students to complete the task individually. When they have ﬁnished, ask a volunteer to give you the answer to the ﬁrst item. Allow time for them to explain why the answer they have chosen is the best answer and why the other options are wrong or less suitable. Repeat the steps for the remaining sentences. Encourage the students to discuss any answers that they disagree about and try to reach an agreement on the correct answers. Make sure that the whole class hear the correct answer and get students to repeat the correct sentence in full. Answers 1a/2a/3c/4a/5b

1 Mahogany is . a red b white c black grain. 2 Rosewood has a a straight b closed lines c patterned . 3 We use walnut to make a rulers b panelling c veneers . 4 We use applewood in a furniture b panelling c decorative work . 5 Ebony is a yellow b black c brown

Activity Book page 4 exercise 4

Teaching Tips Carpenter

Creating Self-Motivation in Your Students 7

Lesson Three Learning Objective ■

Identifying the relationship between pictures and words

C Vocabulary 3 ■

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Tell students to look at the pictures on page 7 and to read the descriptions silently. Explain to the students that they have to point to the pictures that match the descriptions. Allow time for students to complete the task in pairs. Walk around to offer help where necessary. Ask volunteers to share their answers with the whole class. Answers 1b/2c/3a/4f/5e/6d/7g

Motivation is important for good studying. When students are motivated, they will find it easy to stay focused over a period of time. On the other hand, if they are not motivated, they will not only find it difficult to stay focused, but they will also find it difficult to get started in the first place. Here are some ways to increase students’ motivation to study: 1 After a successful study session, encourage students to have a treat like a nice big ice cream cone. 2 Encourage students to form study groups (See p. 88 for details on study groups). 3 Remind your students that academic success is one step forward towards achieving their long-term goals. 4 Advise students to choose a comfortable environment that is free from distractions for their study time (See pp. 28, 55 for details on study environment). 5 Prompt students to take breaks. When they feel that they need to take a break, advise them to stop at a point where they are at something that is easy for them. This will make it easier for them to resume studying after the break. 6 Ask students to establish reasonable goals for a study session. Tell them that it is frustrating for them to look at their study session as “mission impossible”. 7 Encourage students to use a motivational poster. Tell them to place the poster where they can see it as they study. The poster should include positive words and a picture depicting success.

Lesson Five Learning Objectives ■ ■

Distinguishing between tenses Contrasting the meaning of sentences depending on the tense used

E Grammar Review of the Verb Forms Simple Present

Grammar

It expresses an unchanging, repeated or recurring action or situation that is happening now. It can also represent a widespread truth.

review of verb forms

Examples He works as a carpenter. (unchanging state) Every month, the carpenter makes a new chair. (recurring action) Carpenters are well known for their technical skills with wood. (widespread truth)

E Grammar

Simple Past It expresses an action or situation that was started and ﬁnished in the past. Most past tense verbs end in -ed. The irregular verbs have special past tense forms which must be memorised.

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Examples Historically, woodworkers used the woods native to their region in their woodwork. (regular form) The Egyptians were one of the ﬁrst civilisations to build wooden boats. (irregular form)

Tell the students that this exercise revises and recycles verb tenses, introduced in grades 10 and 11. Ask the class to answer the ﬁrst question with your guidance, if needed, to make sure they remember and understand the grammar rules.

Simple Future It expresses an action or situation that will occur in the future. This tense is formed by using will or shall with the base form of the main verb or by using am, is or are + going to with the base form of the main verb.

Examples The art exhibition will ﬁnish in a few days. (regular form) The artist is going to display his sculptures in the art gallery. (am, is, or are with going to) The new art gallery opens tomorrow. (the present tense of the main verb with an adverb or adverbial phrase to express future, e.g. tomorrow)

Allow time for students to answer the other questions alone. Go around the class to check progress and offer help where necessary.

Present Continuous It describes an ongoing action that is happening at the same time as the statement is being written. This tense is formed by using am, is or are with the main verb form ending in -ing.

Invite volunteers to read their answers aloud.

Example Our art teacher is teaching us about the history of woodwork. Past Continuous It describes a past action which was happening when another action occurred. This tense is formed by using was or were with the main verb form ending in -ing.

Answers 2 Sentence a means that he arrived at his workshop twenty minutes ago and he is still there now, whereas in b he stayed in his workshop for twenty minutes and then left. 3 Sentence a means that they discussed the sample drawings as soon as the carpenter arrived, whereas in b they had discussed the sample drawings before the carpenter arrived. 4 Sentence a means that at the present time he has sent 1000 SYP having previously promised 2000 SYP, whereas in b at a time in the past he had sent 1000 SYP and then promised to send 2000 SYP.

Extra Activity

Example He was carving a wooden log when his chisel got broke. Present Perfect It describes an action that happened at an indeﬁnite time in the past or that began in the past and continues in the present. This tense is formed by using has or have with the past participle of the verb. Most past participles end in -ed. Irregular verbs have special past participles that must be memorised.

Examples Researchers have travelled to many countries to collect more data. (indeﬁnite time) Acrylic paints have been available since the 1950s. (continues in the present) Past Perfect It describes an action that took place in the past before another past action. This tense is formed by using had with the past participle of the main verb. Example By the time the decorator arrived, the clients had left.

Put the verb in brackets in the correct tense. 1 The carpenter (work) in his workshop every day. 2 He (finish) carving the new table next week. 3 He is 65 years old and (not do) any woodwork since he was 55. 4 The carpenter (hammer) the nails when he accidentally (hit) his hand. 5 Ok class, I (show) you how to make a wooden chair. 6 My father (own) the biggest wood workshop before we moved to New York. 7 Even though there (be) no electricity yesterday, the carpenter (manage) to build the shelf. 8 When I (be) at university, I (take) an elective course about the history of carpentry. 9 What kind of table (you, choose) if I asked you? 10 The janitor (put) off the lights, so we (can finish) carving the shelf. 11 We have all the wood we need. The table (be) ready soon. 12 She (go / decorate) the living room first, but she changed her mind. 13 I (wait) for the table to dry for a couple of hours. 14 After she (see) the beautiful pieces of furniture, she decided to buy them. 15 Wait a minute, I (fix) the broken chair for you. Answers 1 works 2 will ﬁnish 3 hasn’t done 4 was hammering / hit 5 am going to show 6 had owned

7 was / managed 8 was / took 9 would you choose 10 had put / couldn’t ﬁnish 11 will be 12 was going to decorate 13 will wait 14 had seen 15 will ﬁx

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Woodwork 5

Contrast the meanings of the two sentences. Example

1 a He makes three desks per month. b He is making three desks. Sentence a means that he usually makes three desks per month, whereas in b he is making three desks now. carpenter working 2 a He has been in his workshop for 20 minutes. b He was in his workshop for 20 minutes. 3 a When the carpenter arrived, we discussed the sample drawings. b When the carpenter arrived, we had discussed the sample drawings. 4 a He promised to give us 2000 SYP, and he has already sent 1000 SYP. b He promised to give us 2000 SYP, and he had already sent 1000 SYP.

F Reading 6

Read the text then answer the questions. People need new furniture when their family grows big. What do they do? Most people would probably go to a furniture store and spend a lot of money to buy what they need. However, building your furniture with your own hands can be very interesting. Woodworking doesn’t require tough work; it requires skill. Slowly, you can master basic woodworking strategies taking into consideration woodworking plans, safety management and budgeting. Woodworking is fun and it saves a lot of money. Whatever you want to build should be first sketched on paper. Second, you should make a list of the materials needed for your work. To build a collapsible table, for example, you need aluminium pipes, plywood, screwdrivers, a circular saw, nuts and bolts, a measuring tape, a paintbrush, some sandpaper, a few brackets and stain to paint the table when it is finished. Once you have prepared all the tools that you might need, it is important that you prepare a safety plan. Safety plans include wearing safety glasses while working and avoiding wearing long sleeved and baggy clothes. It is also important to avoid eating or smoking as you are working. Don’t forget to keep the room ventilated. And finally you ought to be very cautious while working with the tools. Woodworking may seem tough, but once you have a passion for woodworking, you can do it. To sum up, the requirements for being a good woodworker involve recognising your mistakes, correcting them, building up techniques and arranging the tools in order of need.

Questions 1 What do the words in bold refer to? 2 According to the text, what are the advantages of woodwork? List two advantages that are not mentioned in the text. 3 What makes a successful woodworker? 4 Research the Internet and list the tools you would need to build a kitchen cabinet. Tell your partner how each tool is used to build the cabinet.

Lesson Six Learning Objectives Identifying the advantages of woodwork Identifying the characteristics of a successful woodworker ■ Practising research skills ■ Listing tools for building a kitchen cabinet ■ ■

F Reading 6 ■

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Allow time for students to read the ﬁrst paragraph silently to get a better idea of what the text is about. Remember that the main aim of this page is to give students practice in reading comprehension, so they should read silently, as they would in real life. Give them enough time for this, but encourage them to read as quickly as possible, phrase by phrase rather than word by word.

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When they have read the text once, give students time to ﬁnd the answers to the comprehension task. Tell them that they will have to explain how and where they found the answers in the text. This task is best done individually and silently. When they are ready, you can let them work in pairs comparing answers. Check the answers orally with the whole class. Answer any questions that the students may have about the text or the language in it. Answers 1 their: people / it: woodworking / them: mistakes 2 It is fun and saves money; students’ answers 3 discovering mistakes, correcting them, building up techniques, arranging the tools in order of need 4 Students’ answers

Activity Book pages 4 and 5 exercises 3, 5 and 6

Activity Book Answer Key Unit 1, page 3, exercise 1 a cracked b broken c cut d scratched e bent f loose g twisted Unit 1, page 4, exercise 2 1c/2d/3e/4a/5b Unit 1, page 4, exercise 3 1 Did you forget to call the carpenter yesterday? 2 She has already phoned the wood factory manager, so you don’t have to speak to him. 3 Does a piece of furniture take plenty of time to be made? 4 Is he using large machines to cut down large trees? 5 When the customer cancelled his order, the carpenters had already made many pieces of furniture. 6 The employees were having lunch when the logs arrived. Unit 1, page 4, exercise 4 1 in India and Burma 2 because it contains oils which make it as such 3 both; positive for making it water and ﬁre-resistant and negative for making it resistant to adhesive substances 4 a extract b contains c desirable d resistant Unit 1, page 5, exercise 5 Students’ answers Unit 1, page 5 exercise 6 Students’ answers

Ask a few questions to check basic comprehension of the ﬁrst paragraph. Questions at this stage should be easy and helpful, e.g. When do people need to buy new furniture? What other suggestions does the author give to get new furniture? Encourage students to guess the meaning of any key phrases that they do not understand. Give them any necessary help, but concentrate on understanding the main points. Ask them what they think the rest of the text may be about. Continue in this way with the following paragraphs. The aim at this stage is to get a general understanding of each paragraph as a whole. This will make detailed comprehension easier later on.

Teaching Tips Introduction to study skills

Educators may wonder about the reason behind teaching their students study skills; on the other hand, research proves that study skills are important because they help improve students’ academic performance. However, it’s important that teachers keep in mind that not all students learn in the same way. For this reason, it is necessary teachers are aware of their students’ learning styles and preferences so they can help them develop studying strategies that would be helpful for them. The three common learning styles are: visual, auditory and kinaesthetic / tactile. Nevertheless, with the development of research on learning styles, researchers have added to the three common styles: the logical, social, solitary and reading / writing styles. In general, students use a combination of all the mentioned styles in their learning process; however, they would still have their own strength and weakness in each style. There are several educational tests that help teachers to determine students’ learning preference. Once this is done, teachers can make adaptations to their approach to learning in a way to increase students’ academic performance. A Visual Learners In general, students who have a visual learning style usually like to read and observe things because they learn better through visual stimulation. For this, they like to use maps, diagrams and colour in their learning process. Moreover, visual learners tend to sit in the front row of the class because they understand better if they see the teacher’s body language and facial expressions. Visual learners may get bored in a long lecture, but they tend to take detailed notes. If your students have a visual learning style, encourage them to follow these tips. Advise learners when studying to: • have a highlighter with them so that they can mark different key ideas; • organise the notes that they have taken in class in mind maps (See p. 60 for a description of mind maps); • use a computer or video while they are learning; • recite to themselves information that they have memorised in writing; • write key vocabulary on flashcards (See p. 46 for details on using flashcards). They can also draw symbols and pictures as this will make retention easier. B Auditory Learner As the name indicates, auditory learners prefer spoken language to writing. In other words, they prefer to attend lectures rather than do written assignments. Moreover, when trying to recall information, auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. In contrast to visual learners, auditory learners rarely take notes. If your students have an auditory learning style, encourage them to follow these tips. First, advise auditory learners to: • sit near the side or back of the classroom so that they stay away from any visual distractions; • to record their lectures so that they will be able to listen to them later on and fill in any gaps that they have in their class notes; • use mnemonic techniques, such as word associations, when trying to recall information (See p. 69 and 72 for details on using mnemonics in the classroom); • participate in class discussions / debates and to participate in study groups when they are studying at home (See p. 88 for details on study groups). In this way, students may share the ideas with their classmates and this may enhance comprehension; • read aloud the text they are reviewing and to repeat information to themselves with their eyes closed to focus on the tone, pitch and speed of their voices. Finally, auditory learners can benefit from constant oral repetition of information they have learned in order to reinforce the target data in their long-term memories.

C Kinaesthetic / tactile Learners Kinaesthetic /tactile learners are often referred to as “hands on” learners because they like to experience what they are learning by physically participating in the process of learning. They learn best when they are allowed to participate in roleplays, memory games or group work. If possible, it would also be helpful to take them on field trips for this would help them reinforce key concepts. For example, if you are teaching your students about advertising concepts, it is helpful that they actually go to an advertising agency or watch a documentary about how advertisements are prepared. If your students have a kinaesthetic / tactile learning style, encourage them to: • study in short periods and to take a five-minute break every 40-50 minutes of studying; • make the studying process more physical. For example, they can read their book while they are exercising on an exercise bike; • use strategies such as the PQRST or SQ3R methods prior to any reading task so that they can “get a feel” for what the text is about and then they can read the text again for details (See p. 73 for details on SQ3R and PQRST methods); • arrange their class notes in mind maps as this will facilitate recall (See p. 60 for details on mind maps). D Reading / writing learners Reading / writing learners process information most effectively when presented in a written language format. This type of learner benefits from instructors that use the blackboard to write key concepts or to provide an outline for the target lesson. When trying to recall information, reading / writing learners remember the information from their “mind’s eye.” If your students follow the reading / writing style, advise them to • write full sentences when they are taking class notes (See p. 30 for details on note taking); • rewrite important terms and ideas several times when reviewing for a test as this will help reinforce the information in their long-term memories; • to rephrase their class notes after each lesson in their own words because it would be easier for them to remember their own words than the teacher’s wording; • come to class prepared by reading the target lesson at home before they come to class the following day; • have pencils or pens in their hands so that they can underline key terms or take margin notes while they are reading. E Logical Learners Logical learners often tend to learn by classifying and grouping information under general headings and subheadings. They tend to classify objects based on a logical connection among the data that they have at hand. If your students follow a logical learning style, it would be helpful for them to keep in mind the following tips. First, encourage students to focus their attention on the details as it is easier for them to understand the details and build logical connections amongst them. Once students have understood the details, they can move on to focus on the general concepts. It is also important that students make a list of key points they have learned after each lesson. In doing this, their revision process would be easier and less time consuming. F Social Learners In general, social learners excel in group learning more than individual learning because they are good communicators and active listeners. If your students have social learning preferences, advise them to: • join study groups (See p. 87 for information on study groups). When studying in a group, students will have the opportunity to share information with their classmates; • engage in roleplaying activities as they give them the chance to understand the lesson better in a group setting. G Solitary Learners As the name indicates, solitary learners prefer to study alone in a calm and quiet environment. Thus it is helpful that you encourage your students to: • keep a personal journal in which they write their ideas; • participate in class and group discussions. To conclude, it’s essential that both you and your students are aware of the different learning styles as this would facilitate the learning and teaching processes

Teaching Tips Types of study skills Developing effective studying habits, improving reading comprehension, discovering your own personal learning style, learning to manage your time more efficiently and learning the best way to prepare for exams are just a few of the topics covered under the general heading Study Skills. Educators distinguish between eight different types of study skills. They are: A Methods based on memorisation such as rote learning B Methods based on communication skills e.g. reading and listening C Methods based on cues such as flashcards D Methods based on condensing information, summarising and the use of keywords E Methods based on visual imagery; mind maps F Methods based on acronyms and mnemonics G Methods based on exam strategies H Methods based on time management, organisation and lifestyle changes A Methods based on memorisation such as rote learning Factors which enhance retention Several factors play a significant role in enhancing student’s level of retention. One of the main reasons for forgetting information that’s already studied is lack of concentration. Many students have difficulty concentrating while studying. Student’s success in taking a test is highly dependent on their ability to concentrate while studying. The following are some guidelines that students may follow in order to increase their concentration level:

Moreover, it’s helpful that students create a context for their learning experience in which they link the information that they have acquired in class with their own life experiences. This would give a meaning and purpose for students’ learning experiences and consequently the material would be easily understood and retained. Similarly, information that is acquired in class would be easily learned and retained if you train your students to make a link between what they are learning and what they already know. In addition to the above, constant repetition is also helpful in retaining information when students are studying, encourage them to repeat the information multiple times using different studying strategies because moving information from short-term to long-term memory requires lots of repetition. Students not only need to repeat the material to be learned, they also need to change the order in which they study. For instance, the first time students study chapter 1, then 2, then 3. On the first revision / repetition, they study chapter 2 then 1 then 3 and on the second repetition they study chapters 3, 1 and 2 and so on. All the above mentioned tips are helpful in enhancing memory skills; however, they all become meaningless if students have a negative attitude towards the subject they are studying. Thus it’s also important that you instigate in your students a positive feeling towards the target subject by constantly encouraging them and helping them solve any learning difficulties that they might have. To sum up, good concentration and memory are two interrelated learning skills, but one doesn’t lead to another. In other words, if students have good concentration, this doesn’t mean that their retention skills are high and the opposite is also true.

1 Students should study in a suitable environment that is void from distractions such as TV or computer. Moreover, the study environment should be furnished in such a way as to make students feel comfortable while they are studying. For example, the chair should be comfortable, the room should be properly lit and heated. 2 Advice students to make sure that they prepare everything they might need before they start studying so that they don’t have to interrupt their studying time to go and get a piece of paper or a pen. 3 It’s necessary that students set a purpose for their studying time. Not only that, the goal that they set should be realistic to achieve if students achieve their preset goals, this may lead to anxiety and stress. Consequently, encourage your students to set a time limit for every goal before they begin studying. 4 Encourage students to start with tasks / subjects which they think are most difficult and then they can move on to “easier” tasks. This is because students’ level of concentration is at its peak when they begin studying. As mentioned above, improving students’ concentration level has a positive impact on student’s level of recall; however, this isn’t enough. It’s necessary that students are equipped with skills that would improve students’ ability to recall information that they have acquired while studying. First, it’s essential that students practise SQ3R or PQRST or any other reading strategy before they read the text at hand thoroughly, this is because it’s easier for students to remember main ideas first and then they move on to the details once they have incorporated the main ideas of the reading text into their long-term memories (See p. 73 for details on SQ3R and PQRST methods).

Unit

Metalwork 2

Lesson One Learning Objectives Distinguishing between true and false sentences Demonstrating understanding of a dialogue by answering comprehension questions

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2 Metalwork A Dialogue 1 Read the dialogue, then answer the

questions. Instructor: Samer, please check that you have some flux, a brush, a soldering iron and a file with you when you want to solder two pieces of metal. Samer: OK! Could you please list the soldering steps for me? Instructor: Of course. First clean the two pieces of metal you want to solder in order to make them bright. Then spread some flux on them with a brush. Next, put the bit of the soldering iron in the flux after you have heated it. After that, clean the bit with a file and tin it. Finally, heat the metals you want to solder before you apply molten solder to them with the soldering iron. Samer: Thank you, sir. I’ll note down everything you’ve told me. Instructor: That sounds like a good idea.

A Dialogue 1 ■

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Tell the students to read the dialogue. Give them an opportunity to ask you about anything they didn’t understand. However, at this stage, you should limit the number of questions. Do not overteach but move on to the comprehension questions. Tell them to ﬁnd the answers to the comprehension questions. This is best done individually and silently. When students have ﬁnished, put them in pairs to compare their answers with those of a partner. If they disagree with any of their partner’s answers, they should look again at the dialogue and try to agree which answer is best, and why.

Give the students an opportunity to ask you about anything they still do not understand. You may want to highlight some useful phrases from the dialogue or check their understanding of important language.

Lesson Two Learning Objectives Identifying tools used in metalwork Demonstrating understanding of a listening text

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B Listening 2

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B Listening 2

Listen and answer the questions. 1 List the tools mentioned in the text you have heard. 2 Complete the following list of steps. a Check b Open c Adjust d Open e Light f Open g Wait h Modify

Check the answers orally: ask a student to say an answer, then ask the class whether they agree with each answer before you give the correct answer.

Answers 1 me (Samer), them (the two pieces of metal) 2 Students’ answers 3 a True b False; with a brush. c True d True e False; the last step is heating the metals you want to solder before you apply molten solder to them with the soldering iron.

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Questions 1 What do the words in bold refer to? 2 Why do you think you need to heat the bit of the soldering iron before you put it in the flux? 3 Are the following true or false? Correct the false statements. a The first step is to clean the pieces of metal. b We spread flux with a file. c We clean the bit of the soldering iron with a file. d We do not heat the metals before soldering. e The last step is tinning the bit.

Play the recording without stopping while the students complete the task silently. Play the recording a second time so that they could ﬁll in the parts that they missed the ﬁrst time. Put students in pairs to compare answers. In case of disagreement, play the recording again for students to check their answers.

Audioscript Hardware Store Owner: Excuse me sir, is there anything I can do to help you? Customer: Yes please. I want to make my own metal table and I need to buy the proper tools. Hardware Store Owner: Ok. You will need welding sleeves and gloves, a welding helmet, a wire brush, a cable cutter, tip cleaner and a gas cutting torch. Customer: Could you please show me how to use this gas cutting torch? Hardware Store Owner: Sure. First of all you need to check that your environment is safe before you slowly open the valves of the burner’s tank. Next, adjust the pressure to five to eight PSI on the acetylene line and twenty five to forty PSI on the oxygen line. Then, slowly open the acetylene valve and light it with a spark plug. Once your flame is eight to ten inches long, open the oxygen valve on the torch and wait for the flame to turn blue and draw back towards the torch’s mouth. Finally, modify the flame length so that it’s slightly longer than the thickness of the piece of metal you want to work with. Customer: Thank you. That’s very helpful. Answers 1 welding sleeves and gloves, a welding helmet, a wire brush, a cable cutter, tip cleaner and a gas cutting torch. 2 a Check that your environment is safe . b Open the valves of the burner’s tank. c Adjust the pressure to five to eight PSI on the acetyline line and twenty five to forty PSI on the oxygen line. d Open the acetyline valve. e Light it with a spark plug. f Open the oxygen valve on the torch. g Wait for the flame to turn blue and draw back towards the torch’s mouth. h Modify the flame length.

Metalwork C Vocabulary 3 Match the following tools with their deﬁnitions.

1 chisel 2 dividers 3 ﬁle 4 hacksaw 5 inside callipers 6 pliers 7 spanner 8 vice 9 drill

a a metal tool with movable jaws that is used to hold an object firmly in place while work is done on it b a tool used for gripping and turning nuts, bolts, pipes, etc. c a device that has two legs with feet that turn outwards; used to measure inside dimensions of an object d a long-bladed hand tool with a sharpened edge at one end used to chip, carve or cut solid materials such as wood, stone or metal e a saw with a narrow fine-toothed blade set in a frame, usually used for cutting metal f a tool with a roughened surface or surfaces, typically of steel, used for smoothing or shaping hard materials g a hand tool, power tool or machine with a rotating cutting tip used for making holes h a measuring compass, especially one with a screw for making very small adjustments i a hand tool used to hold objects firmly or for cutting and bending tough materials such as wires

4 a Deﬁne the following three terms. Then place them under the correct heading.

hammer Tools for holding metals

outside callipers

Tools for measuring and marking metals

pincers

Tools for cutting, shaping and boring metals

Teaching Tips Proofreading Errors in Mechanics 1 Capitalisation a The first letter of proper names that indicate the names of persons, places and things should always be capitalised. Example: persons: Huda, Mazen places: Damascus, Syria, Souk Al-Hamideyeh things: Bill of Rights Words in these categories are also capitalised: a specific names and places, historic events, documents and periods, days, months, holidays, school and school departments, nationalities, specific courses and trade names b The first letter of main words in a title of a book, story, film, song, magazine and articles should be capitalised. Don’t capitalise articles, prepositions and coordinate conjunctions, unless they begin the title: Star Syrian Magazine c Capitalise the official title of a person when it’s used with the person’s name: Did Lama talk to Doctor Farah? d Capitalise the first letter of the first word of a sentence and a quoted sentence: The professor said, “Pay attention to the revision to do well in the test.

2 Hyphenation b Place the terms in exercise 3 in the table above

Lesson Three Learning Objectives ■

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Demonstrating understanding of the meaning of words by completing a matching task Practising taxonomic skills

C Vocabulary 3 and 4 ■

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Allow time for students to complete the task either individually or in pairs. Check answers as a whole class. Answers 3 1d/2h/3f/4e/5c/6i/7b/8a/9g 4 a tools for holding metals: pincers tools for measuring and marking metals: outside callipers tools for cutting, shaping and boring metals: hammer b tools for holding metals: pliers, spanner, vice tools for measuring and marking metals: dividers, inside callipers tools for cutting, shaping and boring metals: chisel, ﬁle, hacksaw, drill

The hyphen is sometimes considered as a mark of spelling instead of a mark of punctuation. a The hyphen is used in prepositional phrase combinations: brother-in-law, door-to-door, attorney-at-law, etc. b The hyphen is used to form compound adjective when used before a noun, but when a compound adjective follows the noun, no hyphen is used: He is a good-looking kid. c The hyphen is used in compound numerals and fractions: twenty-five years old, three-forths, etc. d The hyphen is used between some prefixes and nouns or adjectives and always between the prefix and a proper noun or proper adjectives. Pro-American (adjective), Ex-president (noun) e The hyphen is used to take the place of the preposition “to” in figures indicating an extention: 2-6 ; November-July (in both cases: “to” is replaced by a hyphen) 3 Misapplication of commas and semicolons A comma is used in the following places: a to separate two independent clause joined by coordinate conjunction: and, but, for, yet, or, nor and so: Hani received a raise on his salary, but Samer received nothing. b to separate words, phrases or clauses used in a series, but we don’t use a comma before the last item: He has a pale face, black eyes and brown hair. c to separate the year in a date, the month and the exact date: The exhibition will take place on Friday, November 12, 2011. d to separate the name of the state or country when it follows the name of a city: She arrived in Aleppo, Syria at four p.m. e to separate indefinite clauses: Khaled, who is sitting near the door, is a good student. f to separate direct quotation from explanatory matter: “We are having a test next week,” the professor said. Semicolons are used in the following instances: a to separate independent clauses which aren’t connected with a coordinate conjunction: The student arrived late; he was admitted. b between clauses of a compound sentence that are joined by adverbial conjunction like: therefore, however, otherwise, moreover, nevertheless, etc.: I studied hard; however, the test was difficult.

Lesson Four Learning Objectives ■ ■

Identifying the characteristics of metals Practising making sentences

D Characteristics of metals 5

Look at the table, then make sentences as in the example below. Example Wrought iron is hard. Metal

D Characteristics of metals

Wrought iron

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Malleability X

Ductility

Fusibility

You could do it orally with the whole class or tell the students to do it individually or in pairs ﬁrst.

black X

silvery grey X

Aluminum

Tin

shiny white X

blue grey

Zinc

Answers Students’ answers

reddish brown silvery white

Lead

Check answers as a whole class.

Colour grey

Copper

There are various ways of doing this task.

Conductivity

Steel

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Hardness

Cast iron

grey

Bronze

golden brown

Brass

shiny yellow

E Grammar

Activity Book page 7 exercise 4

Future Time Clauses Time clauses act as adverbs and tell us when something happens. They usually begin with words like: when, as soon as, before, until, if and after. Clauses that refer to future time are formed with the verb in the present tense: Examples When they sign the paper, they will have a good deal.

Lesson Five Learning Objectives ■ ■

After we heat the iron bar, we are going to give it its proper shape.

Practising forming future time clauses Using future time clauses in context

As soon as the iron bar cools, it will be hard to change its shape. Before we start working, we will make sure our tools are ready. Until the metal melts, we will have plenty of time to rest.

Grammar future time clauses

E Grammar 12

6 ■

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Give the students time to look at the exercise. Explain the rules for forming future time clauses. Check understanding by eliciting examples from volunteers. Do number 1 orally with the whole class as an example to check that they understand what they are asked to do. Give them some time to complete the task individually or in pairs. Invite volunteers to read their answers aloud. Answers 1 will forge / is 2 receive / will not be 3 arrives / will tell

1 My boss’s coming to the office at 8.30. I’ll talk to him about my salary __________he arrives. 2 __________ she heats the metal, it won’t melt.

4 set / is going 5 gets / will ﬁnd 6 want / will have

Mini-Grammar + Extra Activities A time clause begins with ‘when’, ‘as soon as’, ‘before’ and ‘after’. Remember we have future simple, future progressive and future perfect tenses. Don’t forget when we have time clauses, the verb in the time clause is usually in the present tense not in the future tense. Activity 1 Circle the correct words. 1 I’ll hammer the iron (until / as soon as) it gets hot. 2 My sister’s going to buy a new metal chair (when / unless) she has enough money. 3 You won’t be able to work with this metal easily (if / unless) you heat it. 4 (If / Until) you heat cast iron to about 1290 C, it melts. 5 He won’t play football (until / as soon as) he feels better.

Activity 2 Fill in the blanks with if / unless / until / as soon as.

3 It’s a beautiful iron chair. I am going to buy a similar one __________ I get paid. 4 Do you know how long it takes __________ a metal nail dissolves in soda? 5 __________ the ring is attracted to the magnet, it is very likely not gold. Answers Activity 1 1 as soon as

2 when

3 unless

Activity 2 1 as soon as

2 Unless

3 as soon as

4 If

5 until

4 until

5 If

Metalwork 6

Fill in the blanks with the correct form of the verbs. 1 I (forge) __________ the iron bar when it (be) __________ red-hot. 2 Until we (receive) __________ some good tools, our ironwork (be not) __________ quite as accurate. 3 When the manager (arrive) __________, the employees (tell) __________ him that they don’t have enough iron to finish their projects. 4 Before we (set) __________ a deadline, we should consider how much time the project (go) __________ to take. 5 As soon as the iron bar (get) __________ heated, you (find) __________ it much easier to forge. 6 If you (want) __________ to have good results, you (have) __________ to make sure your tools are efficient.

F Reading 7

Read the following text and answer the questions. Using Oxygen to Make Steel Over 60% of the world’s steel is made using oxygen in a Basic Oxygen Furnace (BOF). The BOF is a container (called a vessel) which is about 10 metres high and about 8 metres in diameter. The vessel is about one metre thick and has a volume of about 220 cubic metres. It has a hole (called a taphole) on the side, near the top mouth of the container. The main raw materials for making steel are molten iron and steel scrap. This is the process: 1 Charging scrap: The BOF vessel is tilted about 45 degrees to the left, and steel scrap is charged from a scrap box into the mouth of the vessel. 2 Charging hot iron: Molten iron is immediately charged directly onto the steel scrap from a hot iron ladle. Charging lasts for one or two minutes. 3 Blowing oxygen: The vessel is rotated back to the vertical position. Lime ﬂux is poured into the hot metal while an oxygen pipe is lowered to one or two metres above the bottom of the container. Oxygen is blown into the mixture through the pipe at supersonic speed for about 20 minutes. This makes the molten iron much hotter and the scrap melts. The pipe is then raised away from the vessel. 4 Sampling and testing: The vessel is rotated 90 degrees towards the left for sampling and temperature tests. The operator uses a heat shield while he samples material. 5 Tapping steel: A steel ladle is moved under the furnace, the vessel is tilted to the right towards the ladle, and steel is poured out through the taphole. Alloys can be added to the molten steel at this point, if required. 6 Removing slag: After the steel has been tapped into the ladle, the vessel is turned upside down and the waste is tapped into a slag pot. Then the vessel is returned to the upright position, ready for the next charge.

Questions 1 What do the words in bold refer to? 2 What is a Basic Oxygen Furnace? What is it used for? 3 How is iron heated to a high temperature? 4 Summarise the process of changing iron into steel in the form of a ﬂow chart.

Lesson Six Learning Objectives ■

Activity Book page 8 exercises 5 and 6

Activity Book Answer Key Unit 2, page 6, exercise 1 1 melted 2 mixed 3 slag 4 cooled 5 hammered 6 bent 7 cooled 8 heated Unit 2, page 6, exercise 2 1d/2c/3e/4b/5a

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Answers 1 it (vessel), he (operator) 2 It is a container (called a vessel) which is about 10 metres high and about 8 metres in diameter. The vessel is about one metre thick, and has a volume of about 220 cubic metres. It has a hole (called a taphole) on the side, near the top mouth of the container. It is used to make steel. 3 pouring molten iron from a hot iron ladle 4 steel scrap is charged from a scrap box into the mouth of the vessel----> Molten iron is immediately charged directly onto the steel scrap from a hot iron ladle---->Lime ﬂux is poured into the hot metal while an oxygen pipe is lowered to one or two metres above the bottom of the container. ----> the vessel is rotated 90 degrees towards the left for sampling and temperature tests----> A steel ladle is moved under the furnace, the vessel is tilted to the right towards the ladle, and steel is poured out through the taphole.----> the vessel is turned upside down and the waste is tapped into a slag pot

Identifying the meaning of words from context Demonstrating understanding of a reading text by answering questions about it

F Reading 7 ■

Ask students to read the text silently.

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Tell the students to read the questions, then allow them time to read

Unit 2, page 7, exercise 3 1a/2a/3a/4b/5c Unit 2, page 7, exercise 4 1 rocks known as ores; they are filled with important elements, especially metal 2 by chemical processes 3 because they have properties of firmness and endurance 4 They are good conductors of electricity and thus are used in electric appliances. 5 mining: the process or industry of obtaining coal or other minerals from a mine element: a simple chemical substance that consists of atoms of only one kind conductor: something that allows electricity or heat to travel along it or through it endurance: the capacity of something to last or withstand an unpleasant or difficult process or situation without giving way Unit 2, page 8, exercise 5 Students’ answers

the article again and look for the answers. ■

Check answers as a whole class.

Unit 2, page 8, exercise 6 Students’ answers

Sample Test 1 I Reading Read the text, then answer the following questions. Abdul, a Syrian craftsman, acquired the art of embedded metal at the age of 10. He was impressed by the sight of the street crowded with blacksmiths, who were experts in their profession, forging, molding and hammering various kinds of metals. Nowadays, there are only four artisans, including Abdul, still applying techniques that go back 700 years to the Mamluk period to keep this practice existing. Abdul says that it is a demanding and complicated job to compete with the increasing amount of cheap imitated carvings. That’s why Abdul updated some of the themes and styles. Looking around his shop, which is located behind the Damascus Umayyad Mosque, you can find various kinds and sizes of engraved plates where verses of the Quran and popular stanzas of Arabic poems are carved. Tourists are enthusiastic to buy his work that expresses the heritage and history of Old Syria. Questions 1 Give the text a suitable title. 2 By whom was Abdul affected? 3 Why did Abdul say that it is a “demanding and complicated job”? 4 Find a word in the text that means: a inclosed in metal b a person who makes and repairs things in iron by hand c valued objects and qualities such as cultural traditions, historic buildings, etc. that have been passed down from previous generations II Vocabulary Fill the text with words from the list. safety fascinating

basics knife

creativity symbolic

thumb grasp

For some, woodcarving is a (1) __________ mixture of entertainment and fine art. Woodcarving strongly requires (2) __________ to produce an appealing and attractive piece of decoration which sometimes carries a (3) ____________ value expressed by the woodcarver. Prior to establishing your own carving techniques, you should acquire the (4)___________ either by enrolling in special courses or having special instructions from an experienced woodcarver. (5)_____________ is important when working with woodcarving tools, especially the (6)_____________ . You should (7) ____________ the knife tightly keeping the other hand from its reach. Also wear a (8)____________ protection in the carving hand. III Grammar A Write the correct form of the verbs in brackets. 1 Yesterday, while the students (paint) _______ the woodburned pictures, the teacher (put) ___________ the carving tools on the table. 2 The blacksmith (finish) __________ carving the silver plate since ten days. 3 After he (switch)__________ on the milling machine, he (start) ____________ cutting the metals. 4 Next, the shipment of cedar wood assigned for furniture and house building (send)_____________. 5 At the moment, the workers (connect)____________ the stairs to the deck. B Choose the correct words to complete these sentences. 1 __________ joining the panel to the wooden lamp legs, _________ one triangles of wood. a As soon as, cut b Before, cut c After, cutting 2 __________ my father buy the necessary materials, he ___________ building a tree house. a Before, will start b After, started c As soon as, will start 3 ___________ we smelt copper from ore, we _____________ it for jewellery and simple tools. a After, are going to use b After, are using c Before, are going to use 4 _____________ the sheet metal is available, I ____________ able to cut and spin. b Until, will be c After, won’t be a Until, won’t be 5 When I go to the souk, I ___________ shops that sell handmade engraved steel. a visited b visiting c will visit IV Writing What was your most successful piece of work: woodwork or metalwork? Write a paragraph about your work explaining the steps you have taken to accomplish it.

Sample Test 1 Answer Key I 1 Students’ answers 2 He was affected by blacksmiths. 3 because it’s competing with the increasing amount of cheap imitated carvings 4 a embedded b blacksmith c heritage II 1 fascinating 2 creativity 3 symbolic 4 basics 5 Safety 6 knife 7 grasp 8 thumb III A 1 were painting, was putting 2 has ﬁnished 3 had switched, started 4 will be sent 5 are connecting B 1b 2c 3a 4a 5c IV Students’ answers

Textile

Unit

Manufacturing 3 Textile Manufacturing

Lesson One

Learning Objective

Demonstrating understanding of a dialogue by drawing a ﬂow chart

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A Dialogue 1

A Dialogue 1 ■

Go through the dialogue in detail and explain any new vocabulary.

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Then ask the students to try to answer the questions in pairs.

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Check answers as a whole class. Answers 1 which (the weaving and spinning departments); where (the cotton gin); it (the fibre) 2 Students’ answers 3 cotton is picked from cotton plants ------> seeds are separated from the fibre at the cotton gin ------> the fibre is spun into yarn at the spinning department -------> at the dyeing department, the yarn is dyed to the correct colour --------> the yarn is taken to the knitting department, where it is knitted into fabric

Lesson Two Learning Objectives Demonstrating understanding of a listening text by completing a gap-ﬁll exercise Identifying the steps involved in making cotton goods

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B Listening 2 ■

Play the recording and ask students to ﬁll in the gaps individually.

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Check answers as a whole class.

Audioscript

Three important processes in making cotton goods are ginning, spinning and knitting or weaving. Ginning is the process in which seeds are separated from the raw cotton in order to produce cotton ﬁbre. Spinning is the process whereby cotton ﬁbre is twisted and pulled until it forms yarn, or thread. Finally, knitting and weaving are the processes by which yarns are joined together tightly in order to make fabric.

Read the dialogue and answer the questions. Teacher: We will be visiting a textile factory today. I want you to pay attention to everything you see because I’m going to ask you to write a brief summary of the things you learn. In the factory ... Guide: Now we are in the showroom. To your left is the printing department. The dyeing department is in between the printing and knitting departments. Then comes the weaving and spinning departments, which are next to the fibre mills and the cotton gin. Teacher: Could you please describe to us how cotton is made into fabric? Guide: Of course. First, the raw material is picked from the cotton plants. Next, the cotton is taken to the cotton gin, where the seeds are separated from the fibre. Then the fibre is taken to the spinning department, where it is spun into yarn. Next, the yarn is taken to the dyeing department, where it is dyed to become the correct colour. Finally, the yarn is taken to the knitting department, where it is knitted into fabric.

Teacher: Thank you. That’s very helpful. Guide: You’re welcome.

Questions 1 What do the words in bold refer to? 2 Draw a map of the textile factory. 3 Draw a ﬂow chart in which you describe how cotton is made into fabric.

Answers 1 seeds 2 raw cotton 3 Spinning 4 cotton ﬁbre 5 yarn Activity Book page 9 exercise 1

6 thread 7 knitting 8 weaving 9 joined 10 tightly

Mini Grammar + Extra Activities

Textile Manufacturing B Liste Listening 2

Listen and complete the text. Ginning is the process in which (1) ______ are separated from the (2) ______ in order to produce cotton ﬁbre. (3) ______ is the process whereby (4) ______ is twisted and pulled until it forms (5) ______ or (6) ______. Finally, (7) ______ and (8) ______ are the processes by which yarns are (9) ______ together (10) ______ in order to make fabric.

C Vocabulary 3

Complete the text with the correct words from the box below. blended knitting

cleaned moisture

defects ﬁnishing polishing weaving

Various techniques and processes are used to produce fibres of different qualities. First, fibres are (1) ____________ and (2) ____________. Then, the fibres are spun into yarn which is processed into fabric in a (3) ____________ or (4) ____________ mill. The next stage, called (5) ____________, includes various mechanical and chemical processes for removal of (6) ____________ and (7) ____________. The appearance of the fabric may also be improved by napping, shearing, pressing, brushing and (8) ____________. Finally, the woven material is delivered to the market.

D Grammar Non-defining Relative Clause Non-deﬁning relative clauses give extra information about a noun. They are always separated from the rest of the sentence by commas. Compare the following sentences: Examples Always place your artwork on padding when working on a hard surface. Padding is a thick piece of soft material used to reduce friction. Always place your artwork on padding, which is a thick piece of soft material used to reduce friction, when working on a hard surface.

Lesson Three Learning Objectives ■ ■

Identifying the techniques and processes used to produce ﬁbres Practising using words in context

C Vocabulary 3 ■

Ask students to work out the answers in pairs and then discuss them with the whole class. Answers 1 cleaned 2 blended 3 weaving 4 knitting

5 ﬁnishing 6 defects 7 moisture 8 polishing

Use relative clauses to provide extra information. This information can either define something (defining clause), or provide extra information (non-defining clause). When the relative pronouns ”who(m)”, “which” or “that” (in object case) are omitted, the relative clause becomes a contact clause. They are also often referred to as “zero clauses”. Activity 1 Fill in the blanks with the correct relative pronoun. 1 This is the textile factory ______ was robbed yesterday. 2 I spoke to the person ______ had embroidered the shirt. 3 The workers compressed the ginned cotton fibre into bales ______ are about 1.5 m tall. 4 The production of textiles is a craft ______ speed has been directly influenced by industrialisation. 5 Four thousand tourists visited the textile factory yesterday, three-quarters of ______ were French, German or Italian. Activity 2 Decide whether a defining or a non-defining clause is needed to describe each situation. 1 I have three black trousers. a My black trousers which is made of tafetta has been bleached. b My black trousers, which is made of tafetta, has been bleached. 2 Bob’s mum has lost her keys. a Bob’s mum who who works in a textile factory has lost her keys. b Bob’s mum, who works in a textile factory, has lost her keys. 3 Mr Robinson is a famous tailor. a Mr Robinson whom I met at the textile exhibition is a famous tailor. b Mr Robinson, whom I met at the textile exhibition, is a famous tailor. 4 Nadia has four sewing machines. Two of them are old. a Nadia’s two sewing machines which are old don’t function properly. b Nadia’s two sewing machines, which are old, don’t function properly. Activity 3 Decide whether the relative pronoun is correct or not. 1 The tailor which works in this village is very old. 2 The thread which is on the sewing machine’s bobbin is black. 3 Where is the sewing machine who was in the attic? 4 The bottles that are lying on the floor are green. 5 The cowboy who is wearing the red shirt is very funny. Activity 4 Combine the sentences using contact clauses. 1 I planted a seed. It was a cotton seed. 2 Karim helps a man. The man is my teacher. 3 My mum knitted a jumper. It was brown. 4 The girl is very nice. I know her from sewing school. 5 The dress is too big. My grandmother bought it for me. Answers Activity 1 1 which / that

2 who

3 which

4 whose

5 whom

Activity 2 1a/2b/3a/4a Activity 3 1 incorrect; who 5 correct

2 correct

3 incorrect; which

4 correct

Activity 4 1 The seed I planted was a cotton seed. 2 The man Karim helped is my teacher. 3 The jumper my mum knitted was brown. 4 The girl I know from sewing school is very nice.. 5 The dress my grandma bought me is too big.

Lesson Four Learning Objective ■

Combining sentences using non-deﬁning relative pronouns.

Relative Pronouns

Grammar indeﬁnite relative clauses

D Grammar 4 ■

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Either present the information from the box yourself with the help of the blackboard, or tell them to study the information box in the book. Check understanding by asking questions and giving students an opportunity to ask questions. Ask students to work out the answers to the exercise in pairs and then check them with the whole class. Answers 1 Textiles, which vary in nature, are used for many purposes. 2 Silk, which is a delicate kind of a textile, is often used in China. 3 Your open reception serves several purposes, examples of which are to welcome the public and friends, deepen the viewers’ experience of the types of textiles and make connections between the tailor and the community. 4 Cotton textiles, which are comfortable to wear, are extensively used to make daily clothing.

Person

Thing

Place

Subject Object

who who / whom

which which

where

Possessive

whose

1 The preposition in non-defining clauses can go at the end of the clause. Example The new textile manager was respected by the people whom he worked with. This pattern is often used in spoken English, but in written or formal English you can also put the preposition before the pronoun. Example The new textile manager was respected by the people with whom he worked. 2 Non-defining clauses can be introduced by expressions like example of, all of, many of, both of, each of... + relative pronoun (whom for persons and which for things). Examples There were a lot of people at the meeting, many of whom I had known for years. He was removing the unsold goods, all of which were spoiled. 3 The relative pronoun at the beginning of a non-defining relative clause can refer to all the information contained in the previous part of the sentence, not just to one word. Example All synthetic textiles are used primarily in the production of clothing, which I wasn’t aware of before. (= The fact that all synthetic textiles are used primarily in the production of clothing was new information to me.)

4 Combine the second sentence with the ﬁrst using a non-deﬁning relative pronoun.

1 Textiles vary in nature. Textiles are used for many purposes. 2 Silk is often used in China. Silk is a very delicate kind of a textile. 3 Your open reception serves several purposes. Examples of these purposes are to welcome the public and friends, deepen the viewer’s experience of the types of textiles and make connections between the tailor and the community. 4 Cotton textiles are extensively used to make daily clothing. Cotton textiles are comfortable to wear.

Activity Book pages 9 and 10 exercises 2 and 3

Teaching Tips Establishing a Productive Study Atmosphere A student is more confident and less stressed when sitting for an exam when he or she has prepared and studied well. One of the chief components of efficient studying is the person’s own surrounding. Establishing the perfect studying atmosphere doesn’t have a specific rule which can be implemented to each person in a specific circumstance because it is subjected to one’s own choice. The following are some suggestions you could share with your students when arranging their study environment: 1 Advise students to study in the same location. In this way, they will trigger their ability to focus. 2 Prompt studendts to put inspirational objects in their study place. Those could be photos of family and friends, a well-known quote or their favourite singer or actor to motivate them to study effectively. 3 Guide students to select a large table or desk. It is preferable to be an L-shaped table to have a space for their computers, books, papers and stationery, where they will be able to reach them all. Then they should choose a comfortable chair. A rotating one is so practical and timesaving to reach all of their notes and books which are dispersed all over the place. It is better if it is leather with comfortable back support. 4 It’s also important that students choose lighting that is adequate for their studying environment. Lamps and beaming or dark lights can be sometimes annoying. A common yellow ceiling light is acceptable for all except for the art students who need a desk light to examine the colours of their projects.

5 Encourage students to place something to eat and drink near them in order to maintain the stability of their blood sugar. Advise them to avoid junk food, food with high calories and those filled with sugar. Although these will provide them with sudden energy, they will experience a sudden drop afterwards. Light vegetables, fruit and food with low calories are the best food sources to avoid unconscious food intake while focusing on studying. 6 Remind your students to arrange all their necessary items in a way they are readily accessible. It is so annoying and time consuming to stop and fetch for something that should have been there in the first place. It will also result in losing their concentration to continue studying. 7 Prompt students to manage one detail after the other. Tell them not to interrupt the work on one task and move to another before the first is finished 8 Tell students to switch the TV off or remove it completely if it is disturbing them from studying properly. 9 Advise students to change topics, tasks, exercises or location the moment they lose interest or get exhausted and abstain from studying if they aren’t being anymore effective.

Lesson Six Suggested Expansion of Unit 3

Textile Manufacturing

Learning Objective

E Reading 5 Read the text and answer the questions.

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Textile manufacturing is a major industry. It’s based on the conversion of three types of fibre into yarn, then fabric, then textiles. These are then made into clothes or other artefacts. The traditional methods of manufacturing fabrics are weaving, knitting and braiding. More unconventional methods include bonding or interlocking fibres or filaments by mechanical, thermal, chemical or solvent means. The following flow chart summarises the traditional way of manufacturing textiles. Warping: the thread is arranged into long lengths prior to weaving.

Weaving: the warp and weft threads are interlaced to produce a piece of fabric using a loom.

Mending: knots or weaving faults are removed by hand.

Pressing: fabric is fed through a large machine between seam rollers that iron out any creases in the fabric.

Tenter: fabric selvedges are held by a pair of chains to maintain tension whilst the cloth is dried.

Scouring: fabric is washed to remove any oil, dirt or impurities.

Instructions ■

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Inspection: fabric is passed over a large drawing board, manually checked for any defects and then automatically rolled back onto the roll.

Packaging: The ﬁnished roll of fabric is barcoded and packaged to protect it during transportation. ■

Burling Department: fabric that has defects is sent here for correction.

Practising the language and skills learned in the unit

Ask the students to research information on textile manufacturing on the Internet individually at home. Then, tell them to sit in groups of three and share the information they found. Ask them to make an outline of the information they put together and to be ready to share this outline with members from other groups. Put students in new groups of three. Ask the new groups to share the three outlines and compare and contrast the information they’ve found. Each member decides what information should be added to his / her outline to make it better. Finally, each student submits his / her outline to the teacher for correction.

Activity Book page 11 exercises 4 and 5

Questions 1 Give the text a suitable title. 2 What do the words in bold refer to? 3 How many methods for manufacturing fabrics are there? 4 Find a word in the text that means the opposite of “traditional”. 5 Use the ﬂow chart to explain to your classmates the traditional way of making textiles.

Activity Book Answer Key Unit 3, page 9, exercise 1 4-3-2-1

Lesson Five Learning Objectives ■

■ ■ ■ ■

Demonstrating understanding of a reading text by answering questions about content Identifying the meaning of words from context Identifying the main idea of a text Practising reading a ﬂow chart Listing the methods for manufacturing fabrics

E Reading 5 ■

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Ask students to read the ﬂow chart silently. If necessary, go through the ﬂow chart with them step by step.

Unit 3, page 9, exercise 2 1 still 2 yet 3 still 4 still 5 anymore Unit 3, page 10, exercise 3 1 Students’ answers 2 a True b True c False d False 3 ironing board, whisk broom, tailor’s brush, press cloth, hot iron, holder stand 4 so that both hands are free to change the press cloth and this reduces the danger of burning the material Unit 3, page 11, exercise 4 Students’ answers Unit 3, page 11, exercise 5 Students’ answers

Tell the students to read the questions, then allow them time to read the ﬂow chart again and look for the answers. Check answers as a whole class. Answers 1 Students’ answers 2 it’s (textile manufacturing); These (textiles) 3 Four: weaving, knitting, braiding and bonding 4 unconventional 5 Students’ answers

Teaching Tips Errors to avoid while writing: 1 Using the wrong words mainly when using homophones, which are words with different meaning and spelling but similar sound, for example too and two, new and knew. 2 Doing mistakes when attaching a suffix or an ending to a root word especially adding the -ing suffix: bake ----> baking (cancel the final e) and scan -----> scanning (double the final consonant preceded by a short vowel). 3 The pronoun I is always capitalised no matter its place in a sentence will be. For example, My friend and I went shopping last night. 4 Completely forgetting words. This is because the process of thinking is faster than writing, so one can skip small words, for instance articles and prepositions. One can recognise such mistakes with thorough proofreading. 5 Inverting the place of letters, mainly ie and ei spelling. Usually i precedes the e except after c, such as receive and retrieve. 6 Errors with the subject-verb agreement rule. The main rule states that singular nouns take singular verbs, and plural nouns take plural verb. For example: My brother is a doctor. My sisters are dietitians. The indefinite pronouns can be singular or plural or both. (See p. 77 for details on indefinite pronouns) Collective nouns take singular verbs if they act as a group and take plural verbs if they act as a separate individual in a group. For example: The committee havenâ&#x20AC;&#x2122;t reached an opinion yet. The staff is working hard today. 7 Errors with pronoun-antecedent agreement. A pronoun is a functional word that can replace a noun or a noun phrase that indicates persons, animals or things. An antecedent can be a word, phrase or clause that specify what a pronoun alludes to. Singular antecedent takes singular pronoun; while plural antecedent takes plural pronoun. For example: I asked Omar if I can borrow his notes. The students should do their assignments. The woman displayed all of her paintings on large stands. If compound antecedents are connected with and, we use a plural noun, but if the compound antecedents are connected with or or nor, the pronoun matches with the nearest antecedent. For example: Dinah and Fatima were exhausted after their swimming competition. Neither the monitor nor the speakers need their cord repaired. Neither the speakers nor the monitor needs its cord repaired. When the collective nouns are used, the pronoun can be singular or plural depending upon whether the collective nouns act as singular or plural.

Teaching Tips Types of study skills (cont.) A Methods based on memorisation such as rote learning (cont.) One of the most basic approaches to learning any information is simply to repeat it by rote. Typically this will include reading over notes or a textbook, and rewriting notes. For this reason, it is important that students are trained to take effective notes. Steps for taking notes The process of taking notes is divided into three stages as in the table below. Stage

Task

Description

Before class

Skim your notes from the previous lecture

* Students can recall the explanation. * They are ready to absorb new material. * The teacher can build up on previous material.

During class

Taking notes

* Students must be alert to key ideas and repetitions. * They can keep track if they use consistent abbreviations, symbols and short sentences. * They can mark unclear ideas using a question mark.

After class

Rewriting notes

* Students should rephrase their notes, including all the abbreviations. * Notes are updated after clarifying vague ideas

Tips for taking effective notes 1 Advise students to listen carefully to what you say. Instructors usually give clues to what is important to take down. Some of the more common clues are: A Material written on the blackboard B Repetition C Emphasis by tone of voice and gesture and / or by the amount of time the instructor spends on points and the number of examples he or she uses D Word signals (e.g. “There are two points of view on . . . “ “The third reason is . . . “,“ In conclusion . . . “) E Summaries given at the end of class F Reviews given at the beginning of class 2 Encourage students to develop their own method of taking notes, outlining, graphic organisers etc. 3 Prompt students to use abbreviations and symbols 4 If students miss writing a statement, tell them to write keywords, skip a few spaces and get the information later. 5 Advise students not to use every space on the page. Leave room for coordinating their notes with the text after the lecture.

E Write the adjectives of the following nouns.

Review (Units 1-3)

1 2 3 4 5

A Match the following words (1-13) with their meanings (a-m).

1 2 3 4

panel banister ladle slag

5 6 7 8

vessel interlaced crease selvedge

a b c d e f g h

the structure formed by the uprights and handrail at the side of a staircase a hollow container stony waste matter separated from metals during the smelting or reﬁning of ore a large long-handled spoon with a cup shaped bowl interwoven a typically rectangular piece of wood set into the surface of a door an edge produced on woven fabric during manufacture that prevents it from unraveling a line or ridge produced on cloth by fading, pressing or crushing

F Rearrange the steps in order.

1 Molten iron is immediately charged directly onto the steel scrap from a hot iron ladle. 2 Lime ﬂux is poured into the hot metal. Oxygen is blown into the mixture through the pipe at supersonic speed for about twenty minutes. 3 The BOF vessel is tilted about 45 degrees to the left, and steel scrap is poured from a scrap box into the mouth of the vessel. 4 The steel is poured out through the taphole into the ladle. Alloys can be added to the molten steel if required. 5 The vessel is rotated 90 degrees for sampling and temperature tests. 6 Finally, the slag is tapped into a slag pot and the vessel is returned to the upright position.

B What kinds of wood are the following items made of?

1 2 3 4 5

tool handles piano decorative work panelling veneers ﬂooring

a b c d e

G Write the names of the departments found in a textile factory.

ebony rosewood teak apple wood oak

H Fill in the blanks with the correct form of the verbs in parentheses.

1 Every year the senior class students (visit) __________ a wood workshop to observe how furniture is made. 2 There (be) __________ many types of woodwork such as carpentry, woodturning and sculpting. 3 The woodworker (demonstrate) __________ how dovetail joints are made in front of the students. 4 While he (carve) __________ the details of a dovetail joint, the chisel (slip) __________ and the carpenter (hurt) __________ his hand. 5 The carpenter wasn’t a novice woodworker. He (be) __________ a carpenter for over ﬁfteen years.

C Fill in the blanks with words from the box.

exhausting

safety

strategies

budgeting

furniture

skill

plans

Not only is woodworking fun, but it also saves a lot of money because it includes making (1) ________________ with your own hands. It doesn’t require (2) ____________ work but demands (3) ________________ . A novice carpenter can master basic woodworking (4) ________________taking into consideration woodworking (5) ________________ , (6) ________________ management and (7) ________________ .

I Link the following sentences using future time clauses to form a paragraph about watercolour

painting.

D Write the steps that a woodworker needs to take to build a piece of furniture.

• • • • • • • •

*For building, he must 1 ________________ 2 ________________ *For safety, he must 1 ________________ 3 ________________ 5 ________________

hardness malleability ductility fusibility conductivity

2 ________________ 4 ________________

*For improving his woodwork, he must 1 ________________ 2 ________________ 3________________ 4 ________________

Choose a good piece of watercolour paper. Sketch your drawing lightly. Wet the paper with water. Use watery paint for large areas. Catch any drips. Use a drier brush for any details. Let your painting dry completely. Mount your picture.

J Combine the two sentences using a non-deﬁning relative pronoun.

1 Textile manufacturing is a major industry. It’s based on the conversion of three types of ﬁbre into yarn, then fabric, then textiles. 2 The traditional method of manufacturing fabric is rarely used. It depends on weaving, knitting and braiding. 3 Dr Jill will teach carpentry. I met Dr Jill last week. 4 Mr Samer explained all the necessary steps involved in manufacturing textiles. He was a competent guide.

For safety he must 1 wear safety glasses. 2 avoid wearing baggy clothes. 3 not eat or smoke while working. with the tools.

Review (Units 1 - 3) Learning Objective ■

Oral / written revision and consolidation of language from unit 1 to unit 3

For improving his woodwork he must 1 discover his mistakes. 2 correct them.

Warm-up ■

■

Explain the purpose of the review units. They are an opportunity for the students to revise and practise the language and skills that they have learned in the previous three units. Explain that it is important for two reasons. Firstly, it will help them to remember what they have learned, and secondly it is an opportunity to ask questions and clarify anything that they have not fully understood.

5 be cautious while working

3 build up techniques. 4 be organised.

E 1 hard

2 malleable

3 ductile

4 fusible

5 conductive

F 3/1/2/5/4/6

G printing / dyeing / knitting / weaving / spinning departments

Answers A

1 visit 2 are 3 demonstrated 4 was carving, slipped, hurt 5 has been

1f/2a/3d/4c/5b/6e/7h/8g

First you should choose a good piece of watercolour paper. Then you sketch your drawing lightly. Next, if you need to use watery paint for large areas, you should wet the paper with water. When you ﬁnish painting the large areas, you must catch any drips. Next, if you need to paint any details, you should use a drier brush. As soon as the painting dries completely, you will be able to mount your picture.

B 1d/2 a/3 e/4 b/ 5 c

C 1 furniture 2 exhausting 7 budgeting

4 keep the room ventilated.

3 skills

4 strategies

5 plans

6 safety

D For building he must 1 sketch whatever he is going to build on a paper. 2 make a list of the required tools.

1 Textile manufacturing, which is based on the conversion of three types of ﬁbre into yarn, then fabric, then textile, is a major industry. 2 The traditional method of manufacturing fabric, which depends on weaving, knitting and braiding, is rarely used. 3 Dr Jill, whom I met last week, will teach carpentry. 4 Mr Samer, who was a competent guide, explained all the necessary steps involved in manufacturing textiles.

Test 1 Answer Key I 1 strength, versatility, luxurious softness 2 because it has antimicrobial properties, satin feel, is warmer in winter and cooler in summer, non-irritating to skin, has superior absorption quality 3 Yes, because chemical processes are used, which pose threats to workers and to the environment around the processing faculties. 4 unparalleled: bigger, better or worse than anything else non-irritating: harmless reveal: to show something that was previously hidden absorbent: able to take in water easily convert: change something into a different form II 1 textile 2 absorbent 3 made from 4 recycled 5 blend 6 ginned 7 cottonseed 8 reﬁning III Students’ answers IV 1 had studied, went 2 ﬁnished 3 was living; worked 4 received 5 is working 6 will travel V 1 Alan, who did not come to class yesterday, explained his absence to the teacher. 2 Jack, who speaks Russian, applied for the job. 3 no need for commas 4 We enjoyed Damascus, where we spent our vacation. 5 no need for commas VI Students’ answers

Unit

Maintenance 4 of motors and engines 4 Maintenance of Motors and Engines

Lesson One

A Dialogue

Questions

1 Read the dialogue then answer the questions. 1 What do the words in bold refer to?

Learning Objectives ■ ■ ■

Salah: Good morning, this is Salah speaking. How can I help you? Caller: Good morning. I’d like to make an appointment to have my car serviced. Salah: Can you tell me what the mileage is please? Caller: It’s 5000 km. Salah: Oh, I see. Then I’m afraid it’s too early to have your car serviced. Caller: Does it make a difference? Salah: It definitely makes a difference. Servicing can be minor – every 8000 to 10,000 km or major – every 16000 to 20,000 km. A minor service includes simpler jobs such as draining the engine oil and refilling it with lubricant; checking the brake and clutch reservoir fluid levels; checking the brake pedal and adjusting it if necessary; checking the fan belt and water level in the engine cooling system as well as several other tasks. On the other hand, a major service checks, lubricates, repairs or renews many components. Caller: Thank you. That was very helpful. Salah: You’re welcome.

Practising giving examples of major car services Practising giving examples of minor car services Demonstrating understanding of a dialogue by answering questions about it

A Dialogue 1 ■

■ ■

■

■ ■

■

Tell the students to read the first five lines of the dialogue to find out what the situation is. Give them time to do this silently. Then check that they have all understood the situation. Elicit guesses about what might come next. Allow time for students to read the dialogue from beginning to end. Give the students the opportunity to ask you about anything that they did not understand. However, at this stage, do not over teach but move on to the comprehension task in the book.

When they are ready, you can let them work in pairs comparing answers. If they disagree about any of the answers, they should look again at the dialogue and try to agree which answer is best and why.

Listen and number the following steps in the order you hear them. _____ Always remove the negative (or ground) cable ﬁrst, then the positive. _____ Apply petroleum jelly to the inside of the terminals and the posts before reattaching the cables. _____ Reattach the cables. Close the car bonnet. _____ Carefully lay the detached ends of the cables to one side. _____ If corrosion is very heavy, you can clean it from the posts using a wire brush. _____ Using a spanner, loosen the battery cables and remove them from the posts. _____ Open the bonnet of the car. Locate the battery. _____ Wipe away corrosion from the top of the battery and around the posts, using a mixture of bicarbonate of soda and water.

Learning Objectives: ■

Check answers orally, by asking a student to say an answer and to say why he / she thinks the answer is correct. Then ask the class whether they agree before you give your conﬁrmation.

■ ■ ■

Arranging information in the correct order Demonstrating understanding of a listening text Listing the steps for servicing a car battery Practising taxonomic skills

B Listening 2 ■

■

Lesson Two

Go round offering help where necessary.

Answers 1 It (mileage), it (engine oil), it (brake pedal) 2-3 Students’ answers

B Listening

Allow time for students to ﬁnd the answers to the comprehension questions and to show you how they got the answers from the text. This is best done individually and silently.

At the end, give the students an opportunity to ask you about anything they still do not understand. You may want to highlight some useful phrases from the dialogue or check their understanding of important language.

2 Give two examples of major services not mentioned in the dialogue. 3 Give two examples of minor services not mentioned in the dialogue.

Direct the students’ attention to the rubric and any illustrations or text. Give the students time to study these. Check that the students understand what they are going to hear and what their task is. Check that all students have pens / pencils ready. Play the recording right through without stopping. Tell them not to worry if they could not complete the task from the ﬁrst listening. Play the recording a second time and ask the students to put the steps in the order that they hear them. If students have already completed the task, tell them to check that their answers are right and get ready to explain how they chose their answers. Ask students for their answers and to explain why they think their answers are right. If necessary, play the recording again or read out the bits that caused trouble. Finally, conﬁrm the correct answers.

Lesson Three Maintenance of Motors and Engines

Learning Objectives

C Vocabulary ■

3 Match the problem with the cause.

1 The car looks old and rusty! 2 The car won’t start! 3 I can’t see! 4 The radiator is steaming! 5 I’ve got a ﬂat tyre! 6 The engine is on ﬁre! 7 The car won’t go!

a b c d e f g

Have you checked the electrolyte level in the battery? Have you checked the water level in the radiator? Have you tested the tyre pressure? Have you cleaned it regularly? Have you checked the oil level? Have you ﬁlled it up with fuel? Have you cleaned the windscreen?

4 Look up the meaning of the following words using a dictionary.

a sport some work some shopping well / badly your best your hair business a job nothing (i.e. relax) some photocopying

■

C Vocabulary ■

make arrangements an announcement a decision an offer a payment a phone call a proﬁt a suggestion a mistake a noise

Put the students into pairs and tell them that they must match the problems with their causes.

■

Go round to offer help where necessary.

■

Ask volunteers to share their answers with the class.

■

If the students have had difﬁculty completing the task, get them to test each other in pairs. One student reads out the problems in random order while the other student has to remember the cause. Answers 1d/2a/3g/4b/5c/6e/7f

1 It has been a pleasure to ___________ business with you. 2 No arrangements ___________ for the meeting, so there weren’t enough chairs. 3 After the factory visit yesterday, we ___________ some shopping in the evening. 4 When the announcement ___________, the passengers started to board the ship. 5 Have you ___________ your work yet? 6 At yesterday’s meeting, people ___________ some suggestions about the conference.

■

Audioscript 1 Open the bonnet of the car. Locate the battery. 2 Using a spanner, loosen the battery cables and remove them from the posts. 3 Always remove the negative (or ground) cable ﬁrst, then the positive. 4 Carefully lay the detached ends of the cables to one side. 5 Wipe away corrosion from the top of the battery and around the posts, using a mixture of bicarbonate of soda and water. 6 If corrosion is very heavy, you can clean it from the posts using a wire brush. 7 Apply petroleum jelly to the inside of the terminals and the posts before reattaching the cables. 8 Reattach the cables. Close the car bonnet.

Read aloud the rubric. Elicit one or two sentences for each item from various students. When a student gives a sentences, help him / her to improve or correct the sentence if necessary and / or get other students to listen and help. If you have enough time, you can get students to write some of the sentences in their exercise books. Answers 1 automobile: a road vehicle 2 corrosion: damage caused by the gradual destruction of metal by the effect of water, chemicals, etc. 3 radiator: the part of a car or aircraft which stops the engine from getting too hot 4 invoice: a bill 5 supervise: observe and direct the work of (someone)

5 ■

■

Answers 3/7/8/4/6/2/1/5

Identifying the relationship between problems and causes Practising dictionary skills Distinguishing between phrases used with do or make

1 automobile 2 corrosion 3 radiator 4 invoice 5 supervise 5 Study the table, then complete the sentences using the verbs in the right form. do

■

Either present the information from the box yourself with the help of the blackboard, or tell the students to study the information in the box. Check understanding by asking questions and giving students an opportunity to ask questions. Allow time for students to complete the task individually relying on the information in the box. Check answers with the whole class. Answers 1 do 2 were made

3 did

4 was made

5 done

6 made

Activity Book pages 14 and 15 exercises 1 and 2

Lesson Four Learning Objectives ■ ■ ■

D Grammar

Listing modal verbs Practising forming sentences in the passive inﬁnitive Distinguishing between passive and active sentences

Modal Verbs and the Passive Subject

Grammar passive inﬁnitive It The food

D Grammar 6 ■

■

Either present the information from the box yourself, or tell students to study the information in the box in pairs.

■

1 You can send this letter. This letter can be sent. 2 They should wear safety hats in the garage. 3 We have to pay this invoice before the end of the month. 4 We could see the damaged cars. 5 We must repair the engine at once. 6 We had to throw away the damaged car parts. 7 They will repair the motorcycle within a week. 8 We’re going to send those four containers by rail.

Direct the students’ attention to the example sentence. Make sure that you discuss with them the important issue of changing the order of words when moving from active to passive. (You can buy sewing kits either online or from the craft store. [active] becomes Sewing kits could be bought either online or from the craft store. [passive] note that verb number may also need to be changed.)

7 Identify whether each sentence is in the Active or Passive form.

Example

1 A car needs a lot of maintenance. (Active)

Then ask students, working alone, to rewrite sentences 2-8 using the passive. Go round and offer help if necessary.

2 The car can be ﬁxed by a mechanic at a garage. 3 You must always check your tyres for deﬂation. 4 Fill your car with fuel that is suitable for the engine. 5 The car must be repaired by you when trouble appears.

Invite volunteers to read aloud their answers.

3 Passengers (will / serve) beverages. 4 Passengers (should / read) the safety precautions. 5 Passengers (will / tell) to put out smoking materials.

Make sure all students understand what they have to do in the exercise. Demonstrate the task by asking a volunteer to do the ﬁrst one or two items as examples with the whole class listening. Get choral and individual repetition of the example answers.

Answers Activity 1 1 must be worn 2 has to be disassembled 4 may be electrocuted

Continue working through the exercise orally with the class. Make sure that everyone hears the correct answer and get various students to repeat the sentence. Answers 2 Passive 3 Active

4 Active

Activity Book pages 15 and 16 exercises 3 and 4

Extra Activities

Lesson Five

Activity 1 Put the verb in brackets in the passive. 1 Eye protection (must / wear) while maintaining a car’s engine. 2 In some modern cars, half the engine (has to / disassemble) for the mechanic to be able to change the spark plugs. 3 A whole book (could / write) on car maintenance. 4 While the motor is working, never unplug any electrical connector because you (may / electrocute).

Learning Objectives

3 could be written

Activity 2 1 Safety precautions will be demonstrated. 2 Passenger’s seatbelts must be fastened. 3 Passengers will be served beverages. OR Beverages will be served to passengers. 4 Safety precautions should be read by passengers. 5 Passengers will be told to put out smoking materials.

5 Passive

Activity 2 Change the following sentences to the passive voice. 1 Safety precautions (will / demonstrate). 2 Passengers (must / fasten) their seatbelts.

be imported be frozen be eaten

Example

Check understanding by asking questions and giving students an opportunity to ask questions.

■

can could has to had to is going to must should will

Passive infinitive (be + past participle)

6 Put these sentences in the passive form.

Answers 2 Safety hats should be worn in the garage. 3 This invoice has to be paid before the end of the month. 4 The damaged cars could be seen. 5 The engine must be repaired at once. 6 The damaged car parts had to be thrown away. 7 The motorcycle will be repaired within a week. 8 Those four containers are going to be sent by rail.

■

Modal verb

■ ■ ■

Practising research skills Summarising a text in a ﬂow chart Demonstrating understanding of a reading text by answering comprehension questions about it

E Reading 8 ■

Ask students to read the text silently.

■

Tell the students to read the text again and complete the table.

■

Check answers as a whole class.

Answers 1 Team 1 brings out new tyres and adjusts tyre pressures -----> Team 2 loosens wheel nuts and steps back quickly -----> Team 3 places the front and rear jacks under the car in order to raise the car off the ground -----> Team 4 brings the fuel hose and pushes the nozzle into the fuel socket then they pump the fuel in -----> Team 5 takes off the old wheels and then takes them away -----> Team 1 puts the new wheels on the car -----> Team 3 lowers the car to the ground -----> Team 2 tightens the wheel nuts with wheel guns -----> Team 4 raise their hands after they have ﬁnished ﬁlling the car with fuel 2 They (team 1); them (old wheels), This (the act of raising their hands) 3 Student’s answers.

Maintenance of Motors and Engines E Reading 8

Read the text then fill the job checklists with information from the text. Making Every Second Count Mechanics can service a racing car in less than ten seconds. In a motor car race, every second counts. Everyone has to move quickly and work with others. This is what happens. First, the racing car slows down and drives towards the mechanics. Immediately, Team 1 brings out the new tyres. They adjust the tyres’ pressure, and then wait. Next, the supervising mechanic signals the racing driver to stop. When the car has stopped, Team 2 runs to the car. There are four people in Team 2, one to work on each wheel. They loosen the wheel nuts using wheel guns. Then they step back quickly. Now Team 3 runs to the car. They place the front and rear jacks under the car. They raise the car off the ground. Then they step back quickly. Next, Team 4 steps forward with the fuel hose. They push the nozzle of the fuel hose into the fuel socket, then they pump fuel into the car. Meanwhile, Team 5 moves forward. They take the old wheels off, then they take them away. Team 1 now moves quickly. They put the new wheels on the car. After Team 1 has stepped back, Team 3 lowers the car to the ground. Then they take the jacks away. Team 2 moves forward. They tighten the wheel nuts with wheel guns. When they have finished, they raise their hands. This signals that the wheels are ready. Meanwhile, Team 4 is still filling the car with fuel. Finally, they raise their hands. This signals that the fuel is ready. Then the supervising mechanic signals the driver to go. The racing car speeds off. The whole operation should take less than ten seconds. Team 1

Team 2

Team 3

Team 4

Learning Objectives ■

Team 5

■

Identifying the responsibilities of a car owner Describing the responsibilities of a car owner in writing

F Writing 10

Read the text again and answer the following questions.

Tell the students to read the instructions carefully. Then make sure that they understand the task before they write their paragraphs individually. ■ Ask students to check each other’s work in pairs then collect it for you to mark. ■

Questions

■

1 Summarise the text in a ﬂow chart. 2 What do the words in bold refer to? 3 Work in pairs. Search the Internet for information about how to service the engine of a plane. Discuss your ﬁndings with the whole class.

F Writing 10

Lesson Six

Write a short paragraph discussing some of the responsibilities of a car owner. You may look back at the lesson to help you ﬁnd ideas.

Answers Students’ answers Activity Book page 16 exercises 5 and 6 23

Answers Team 1

Team 2

Team 3

Team 4

Team 5

(new tyres)

(wheel nuts)

(jacks)

(fuel)

(old tyres)

a bring out new tyres

a loosen wheel nuts

a place the front and rear jacks under the car

a Bring the fuel hose

a Take off the old wheels

b adjust tyre pressures

b step back quickly

b raise the car off the ground

b Push the nozzle into the fuel socket

b Take away the old wheels

c wait

c step back quickly

c Pump the fuel into the car

d put the new wheels on

d tighten the wheel nuts

d wait

d raise their hands

e step back

e raise their hands

e lower the car to the ground f take the jacks away

9 Ask students to read the text silently. Give them time to ﬁnd the answers to the comprehension task. This task is best done individually and silently. When they are ready, you can let them compare their answers with those of a partner. ■ Check answers orally with the whole class. Answer any questions that the students may have about the text or the language used. ■

Activity Book Answer Key Unit 4, page 14, exercise 1 A 1 fuel 2 radiator 3 Batteries 4 exhaust 5 engine B Students’ answers Unit 4, page 15, exercise 2 Students’ answers Unit 4, page 15, exercise 3 A 1 It can be said that cleanliness of electric motor operation and maintenance is largely a matter of prevention than correction. 2 While in operation, the belt drive must be inspected periodically for any improper tension. 3 The alignment of the sheaves should also be checked and inspected. 4 Electrical connections and conductors must also be inspected for proper insulation security from time-to-time. 5 A useful and deadly force of energy can be carried by this machine. 6 To reduce combustion temperature, the exhaust gas should be sent back into the cylinders. B 1 Compared to carbon-based fuels, good acceleration may be given by electric cars. 2 Heat will be developed by diesel engines when a mixture of compressed fuel and air are burned inside a cylinder. 3 Because of the danger of working with electric motors, safety precautions should be observed by people. 4 Ventilation can be reduced by dirt inside the electric motor. Unit 4, page 16, exercise 4 1 when the level of fuel in the tank is very low 2 when the level of the fuel falls, the ﬂoat moves downwards. When this happens, the arm also moves downwards and makes the lever touch an electric contact. 3 the driver should put petrol into the tank 4 a warning b switches on c level d rises e fuel Unit 4, page 16, exercise 5 Students’ answers Unit 4, page 16, exercise 6 Students’ answers

Culture and Values 1

Culture and Values 1 Global Warming Climate change is not a new phenomenon in the history of Earth. However, since the beginning of the Industrial Revolution, Earth has started to experience unprecedentedly rapid climate changes due to what we now call global warming. Global warming is partly caused by harmful gases that are released from burning fossil fuels. Such gases will influence the Earth’s climate even years from now, since it has not adapted yet to such a rapid environmental change. The percentage of greenhouse gases is directly proportional to the percentage of fossil fuels that are burned by humans. However, climate change is not only caused by humans; other factors that existed even prior to the Industrial Revolution continue to influence the Earth’s temperature. Increasing temperatures are by no means the only effect of global warming. Global warming also influences annual rainfall, increases the erosion of land that is near the coast, extends the growing season and results in the melting of glaciers. Finally, it can cause changes in the frequency of infectious diseases in particular environments.

Global Warming Learning Objectives ■ ■ ■ ■ ■

Demonstrating understanding of a reading text Identifying the meaning of words from context Identifying the causes of global warming Practising research skills Practising making a brochure

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Introduce the topic and elicit a few keywords that the students will read in the text.

■

Allow time for students to read the text silently. Give the students the opportunity to ask you about anything that they didn’t understand.

■

Ask students to work individually and try to ﬁnd the answers to the comprehension questions.

■

Check answers by asking volunteers to read their answers aloud. Answers 1 Students’ answers 2 phenomenon: a fact or situation that is observed to exist or happen unprecedentedly: never done or known before rapid: fast glacier: a slowly moving mass or river of ice formed by the accumulation and compaction of snow on mountains or near the poles 3 Students’ answers 4 Students’ answers 5 Students’ answers

Questions 1 Rephrase the deﬁnition of global warming given by the text and list, in your own words, its effects on Earth. 2 What is the meaning of the following words: phenomemon, unprecedentedly, rapid, glaciers? 3 Why can’t Earth adapt to the changes in climate? 4 In your opinion, are humans to be blamed for global warming? Explain using the evidence given in the text. 5 Find information about two of the latest solutions for global warming on the Internet (for example: more white clouds needed in the sky and synthetic trees that absorb a bigger quantity of carbon dioxide) and put them with photos you can ﬁnd in a brochure. How to prepare a brochure: - Open a Word document and click «New» in the toolbar. - Go to «File» and «Page Setup». Select «Margins» and set the margins at half-an-inch for all sides. - Select «Paper Size». Go to «Orientation» and select «Landscape». - Click «Format» and then «Columns». Go under «Presets» and select «Three». You will see a section labelled «Spacing». Enter one inch for the spacing and click «OK». You will now have the layout for the brochure. - Add text and images to the brochure. Type inside the brochure to add text. To insert an image, click «Insert» and then «Picture». Select «From File» and you will be able to use an image from your computer. To add a background, go to «Format» and then «Background». You will be able to select a colour for the background.

Sample Test 2 I Reading Read the text, then answer the following questions. Engine breakdown of a car and various engine troubles can cause excessive heating to an engine. The chief damage produced by overheating is that it reduces the aging level of the insulation, thus its winding life decreases. After experiencing overheating, an engine may operate sufficiently, but its life will be shorter. For maximal life span, the source of excess heating has to be known and fixed immediately. Excess heating happens because of different engine troubles, for example installing a wrong engine. The engine could be small or the torque features are unsuitable for the load. Also poor cooling may cause the engine to overheat. It is the result of either the increasing amount of dirt or the wrong position of the engine which may inhibit the current of cooling air to flow all over the engine. In other situations, the engine might extract the hot air from different origins and obstruct the regular air circulation through every part of the engine. Another cause of excessive heating is different problems in the power circulation which increase the torque needed to manage the loads, thus increasing the temperature of the functioning engine. Questions. 1 What is the main theme of the text? 2 What do the words in bold refer to? 3 The text mentions different causes for excess heating. What are they? 4 Write a suitable conclusion to the text. II Vocabulary Complete the following sentences with the correct form of make or do. 1 If you start a textile manufacturing business, it's generally to _______ money. 2 The car should go through a mechanic check. I'm going to ring the mechanic to ___________ an appointment. 3 The clicking noise from the engine has stopped; you _______ a great job fixing it. 4 They have ________ business with the Chinese silk and cotton company sine 2004. III Grammar A Put these sentences in the passive form. 1 To keep the boat engine safe from freezing, you should apply antifreeze solution all over the engine. 2 You have to check the ignition wires and the joints. 3 We will pack the cotton bundles when they arrive. 4 The worker is going to arrange the thread into long lengths before weaving. 5 You must check and change the oil every three months. B Combine the sentences using a non-defining relative pronoun. 1 Textile manufacturing is based on the conversion of three types of fibre into yarn, then fabric then textiles. Textile manufacturing is a major industry. 2 The radiator is steaming. The water level of the radiator is low. 3 Team one stepped back quickly when they had finished. Team one is responsible for putting new wheels on the car. 4 There are a lot of experienced employees working in the new textile factory. I have worked with them for years. 5 A car engine should be checked regularly. A car engine is the main part of a car. IV Writing Write a paragraph about how to maintain the textile machine in order to operate it properly.

Sample Test 2 Answer Key I 1 Excess heating / Motor overheating 2 it: overheating; its: insulation; its: motor; It: poor cooling 3 motor breakdown and various motor problems, installing wrong motor, unsuitable torque features, poor cooling, problems in power circulation 4 Students’ answers II 1 make 2 make 3 did 4 done III A 1 To keep the boat engine safe from freezing, antifreeze solution should be applied all over the engine. 2 The ignition wires and the joints have to be checked. 3 The cotton bundles will be packed when they arrive. 4 The thread is going to be arranged into long lengths before weaving by the worker. 5 The oil must be checked and changed every three months. B 1 Textile manufacturing, which is a major industry, is based on the conversion of three types of ﬁbre into yarn, then fabric then textiles. 2 The radiator, whose water level is low, is steaming. 3 Team one, who is responsible for putting new wheels on the car, stepped back quickly when they had ﬁnished. 4 There are a lot of experienced employees working in the new textile factory, (many of) whom I have worked with for years. 5 A car engine, which is the main part of a car, should be checked regularly. IV Students’ answers

Unit

5 Maintenace of

Lesson Two

Home Appliances

Learning Objectives ■

A Dialogue

4 What did the operator tell Laila to do to ﬁx her appliance and allow it to run smoothly? 1 Read the dialogue then answer the questions. Laila is calling the “Home Appliances B Listening Helpline” to ask the operator for assistance. 2 Listen to some tips on how to keep Operator: Home Appliances Helpline. How a computer running smoothly. Number the can I help you? sentences below so that they are in the correct Laila: Hello. I’m calling about my order. Add the missing tip. washing machine. It seems to be ﬁlling up with water, but it’s not _____ a Always back up or save any data running properly. you don’t want to lose, preferably Operator: Have you made sure that the on more than one hard disk. door is closed tightly after you _____ b At least once a month, scan your put your load in? hard disk and defragment it. Laila: Yes, I have. I’ve even checked _____ c Make sure you have a UPS that it’s switched on properly, (uninterruptible power supply) for but it still doesn’t work. your computer. Operator: Then maybe you’re overloading the machine. _____ d Try not to have too many programs Laila: Oh dear! What should I do then? loading while your computer is Operator: If you put in lighter loads that starting. should help get your washing _____ e Do not turn off your computer machine started. And try to wait before it has shut down. around 15 minutes between loads _____ f Never unplug devices attached so that the motor can rest. to the computer, known as peripherals, while it is still on. Questions _____ g _____________________________ 1 What appliance does Laila have a problem with? 2 What is going wrong with the appliance? 3 What are the two suggested causes of the problem with the appliance? 25

■ ■

Learning Objectives ■ ■

Identifying problems and solutions Demonstrating understanding of a dialogue by answering comprehension questions

A Dialogue 1 ■

Ask students to think of common electrical household appliances such as CD players or irons. Write their suggestions on the board. Now ask them to think of problems that might occur with these appliances. What could you do to solve each problem? Help students with vocabulary if necessary, writing students’ suggestions on the board.

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Ask students to read the dialogue and complete the task.

■

Students check answers in pairs, then as a whole class.

Practising taking notes Practising taxonomic skills Demonstrating understanding of a listening text by putting sentences in the order they hear them

B Listening 2 ■

■

Lesson One

Maintenance of Home Appliances

Tell the students that they are going to listen to someone giving tips on how to keep a computer running smoothly. Before you play the recording, ask students to read the jumbled sentences. Tell students to listen out for the order of the sentences and not to worry about other details. Tell students that you are going to play the recording twice. The ﬁrst time they should listen but not write anything; the second time they should put the sentences in the correct order. When students have listened to the recording twice and have completed the task, ask them to check their answers in pairs. Check answers as a whole class. Audioscript 1 Do not turn off your computer before it has shut down. 2 Make sure you have a UPS (uninterruptible power supply) for your computer. 3 Always back up or save any data you don’t want to lose, preferably on more than one hard disk. 4 At least once a month, scan your hard disk and defragment it. 5 Never unplug devices attached to the computer, known as peripherals, while it is still on. 6 Try not to have too many programs loading while your computer is starting. 7 Constantly use antivirus software to protect your computer. Answers 3 a / 4 b / 2 c / 6 d / 1 e / 5 f / 7 g Constantly use antivirus software to protect your computer.

Activity Book page 17 exercises 1 and 2

Answers 1 her washing machine 2 It’s not running properly. 3 the lid is not closed tightly or the washing machine is overloaded 4 to put lighter loads and to wait around 15 minutes between loads for the motor to rest

Lesson Three Learning Objectives ■ ■

Identifying the relationship between words and their descriptions Rearranging letters to form words

C Vocabulary 3 Rearrange the letters in column A to form the name of the home appliance that best matches

the description in column B. Column A

C Vocabulary 3 ■

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There are various ways of doing this task. You could do it orally with the whole class or tell the students to do it individually or in pairs ﬁrst.

1 ira oicdionnting

Column B a machine which keeps the air in a closed area cool and dry

2 hwiagsn emichna

a machine used to wash clothes

3 ryred

a machine for drying things, usually clothes or hair

4 evon

a device used for cooking food with electricity or gas

5 fegirorarert

a large container which is cooled by electricity to preserve food

6 cravimoew

a relatively small appliance which cooks food using electromagnetic radiation an electrical kitchen appliance that is used to mix liquids and soft foods

7 rendelb

Alternatively, you could divide the class into teams and make it a competition. Check answers by asking individuals to come to the front and write the correct word on the board. Answers 1 air conditioning 2 washing machine 3 dryer 4 oven 5 refrigerator 6 microwave 7 blender

D Grammar Reporting yes / no Questions We report yes / no questions with ‘if’ or ‘whether’. DIRECT SPEECH: “Do you need help ﬁxing the oven?” REPORTED SPEECH: I asked him if he needed help ﬁxing the oven. NOTE We do not use the auxiliary verb ‘do’, except in negative questions. DIRECT SPEECH: “Who doesn’t need new air conditioning?” REPORTED SPEECH: She asked me who didn’t need new air conditioning. Reporting wh- Questions When we report questions with ‘who’, ‘what’ or ‘which’ + ‘to be’ + complement, the verb ‘to be’ can come before or after the complement. DIRECT SPEECH: “Who is the new handyman?” REPORTED SPEECH: She asked me who the new handyman was.

Lesson Four Learning Objective ■

Practising reporting questions

Grammar reported questions

D Grammar Warm-up ■

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Tell students that they are going to explain the grammar as if they were teachers and you the student. Ask students to prepare their lesson in pairs, reading and discussing the information in the box. Ask different pairs of students to explain reported questions to you, testing their knowledge by at first deliberately making mistakes. When they have finished, congratulate students and clear up any areas of difficulty.

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Ask students to read the first sentence and make sure they understand what to do. Do the first sentence with students as an example. Students work individually to complete the exercise, then check answers in pairs. Check answers as a whole class. Answers 1 Ahmed asked me if the maintenance employees were working efficiently. 2 Jason wanted to know who sent / had sent the laptop for maintenance. 3 Robert asked me if Tim was trying to fix the air conditioning. 4 Hind asked me if they would provide them with maintenance services the next day. 5 Rima wanted to know where we sent our home appliances to be repaired. 6 Nancy wanted to know why Nick didn’t send / hadn’t sent the broken TV back to the store. 7 Huda asked me where the best maintenance stores in town were. 8 Linda asked me if my mum flew / had flown to London two weeks ago. 9 A man asked me when the handyman arrived.

Activity Book page 18 exercises 3 and 4

Mini Grammar + Extra Activities 1 Normal word order is used in reported questions, that is, the subject comes before the verb, and it is not necessary to use ‘do’ or ‘did’: Example: “Where does Peter live?” She asked him where Peter lived. 2 Yes / no questions: This type of question is reported by using ‘ask’ + if / whether + clause: Example: “Do you speak English?” He asked me if I spoke English. 3 Tense changes in reported questions Tense in Direct Questions present simple present continuous past simple past continuous present perfect past perfect will would can could shall should might must

Reported Questions past past continuous simple past or past perfect past perfect continuous past perfect past perfect would would could could should should might must or had to

Answers Activity 1 1 Christopher asked the company manager what was covered under a maintenance plan. 2 The repairman wanted to know how often I needed my air conditioning system serviced. 3 Mark asked me how often I cleaned my refrigerator. 4 Ronald asked the repairman why his refrigerator light was not coming on when he opened the door. 5 Dad asked the repairman what he should do if his air conditioning system was frozen.

Maintenace of Home Appliances 4 Finish the sentences using reported speech. You may need to change the tense.

1 Ahmed: “Are the maintenance employees working efficiently?” Ahmed asked me ____________________________________________. 2 Jason: “Who sent the laptop for maintenance?” Jason wanted to know _______________________________________. 3 Robert: “Is Tim trying to fix the air conditioning?” Robert asked me ____________________________________________. 4 Hind: “Will they provide us with maintenance services tomorrow?” Hind asked me ____________________________________________. 5 Rima: “Where do you send your home appliances to be repaired?” Rima wanted to know _____________________________________. 6 Nancy: “Why didn’t Nick send the broken TV back to the store?” Nancy wanted to know _______________________________________. 7 Huda: “Where are the best maintenance stores in town?” Huda asked me ___________________________________________. 8 Linda: “Did your mum fly to London two weeks ago?” Linda asked me ___________________________________________. 9 A man: “When does the handyman arrive?” A man asked me ___________________________________________.

Activity 2 1 Ali: “Does my car need maintenance?” 2 Samer: “Have you ﬁxed the refrigerator?” 3 Justin: “What parts need changing?” 4 Frank: “How much does it cost to maintain his air conditioning unit?” 5 Anne: “Must I buy a new TV instead of the broken one?”

E Reading 5 Read the text and answer the questions.

Activity 3 1 I asked him what time he opened his shop. 2 She wondered where he was. 3 I wanted to know what the repairman’s name was. 4 The repairman asked me where I lived. 5 They asked me about what I was doing.

A Repair Technician’s Job Home appliance repair technicians have very demanding jobs. They are expected to install and repair home appliances, and are usually required to drive to the location of the equipment. When installing a major appliance like a washing machine or a refrigerator, these technicians may be asked to show the customer how to use it or answer any questions they may have about maintaining the appliance. The job of a home appliance technician does not only have to do with setting up the equipment, but also repairing it. They are called by customers who have problems with their appliances, and are asked to visually inspect the device and make any necessary repairs. As a result, this job includes a lot of driving around from one location to another. Sometimes visiting customers and attending to their needs may come up, and the technician is required to deal with these problems as soon as possible. Their job also requires them to constantly update their skills and their knowledge about new models and changes in appliances. This is important for their careers so that they are able to repair the latest appliances. But even though home appliance technicians have tough jobs, they still enjoy helping others.

Lesson Five Learning Objectives

Questions

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1 Is the job of home appliance repair technician easy? Give examples from the text to support your answer. 2 Why should technicians always update their skills and knowledge? 3 Deﬁne the following words: a repair c maintaining b installing d inspect

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Identifying the duties of a home appliance repair technician Identifying the meaning of words from context Demonstrating understanding of a reading text by answering comprehension questions about it

E Reading 5

Activity 1 Write the following sentences in the reported speech. 1 Christopher: “What is covered under a maintenance plan?” 2 Repairman: “How often do you need your air conditioning system serviced? 3 Mark: “How often do you clean your refrigerator?” 4 Ronald: “Why is my refrigerator light not coming on when I open the door?” 5 Dad: “What should I do if my air conditioning system is frozen?” Activity 2 What did the following people ask?

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Ask students to read the text silently.

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Tell students to answer the questions.

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Check answers as a whole class. Answers 1 No; they install and repair appliances; they drive to the location of the equipment; they show the customer how to use the appliance and answer questions about maintaining it; their knowledge and skills should be constantly updated regarding new models 2 in order to repair the latest appliances 3 a repair: ﬁx b installing: placing (equipement or machinery) in position ready for use c maintaining: keep a machine in good condition or in working order by checking or repairing it regularly d inspect: examine; check

1 Ali wanted to know if his car needed maintenance. 2 Samer asked me if I had fixed the refrigerator. 3 Justin asked the repairman what parts needed changing. 4 Frank wanted to know how much it costed to maintain his air conditioning unit. 5 Anne asked if she must buy a new TV instead of the broken one. Activity 3 Put the following words in order to form reported questions. 1 asked / I /opened / him / time / he / what / his shop 2 he / She / was / where / wondered 3 the repairman’s / I / name / to know / wanted / was / what 4 asked / I / lived / me / The repairman / where 5 about / asked / I / me / They / was doing / what

Lesson Six Learning Objectives ■ ■ ■

Making justiﬁcations Talking about personal preferences Relating information learned in the unit to student’s personal preferences

F Writing 6 In this lesson you have learned about the importance of maintaining computers and home

appliances. You have also seen what the job of a repair technician is. Would you ever consider working as a home appliance repair technician? Write a paragraph discussing whether you would like this job and why or why not. Refer back to the lesson for help and ideas if necessary. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________

F Writing

__________________________________________________________________________ __________________________________________________________________________

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__________________________________________________________________________

Tell students to read the instructions carefully. Then make sure that they understand the task before they write their paragraphs individually.

__________________________________________________________________________

Ask students to check each other’s work in pairs. Then collect it in for you to mark.

__________________________________________________________________________

__________________________________________________________________________ __________________________________________________________________________

Answers Student’s answers Activity Book page 19 exercises 5 and 6

Activity Book Answer Key Unit 5, page 17, exercise 1 a (2 / 3 / 4 / 6 / 10); b (3 / 6 / 9 / 10); c (2 / 3 / 6 / 9 / 10); d (2 / 4 / 5 / 6 / 8 / 9 / 10); e (2 / 5 / 8 / 10); f (2 / 3 / 6 / 7 / 10); g (1 / 2 / 6 / 10); h (2 / 3 / 6 / 10); i (2 / 6 / 10); j (2 / 4 / 6 / 10); Unit 5, page 17, exercise 2 Student’s answers Unit 5, page 18, exercise 3 1 Khaled wanted to know how he could learn about maintaining home appliances. 2 Ruba asked how to keep her appliances safe during thunderstorms. 3 The manager wanted to know who could take care of his broken TV. 4 Amer asked me if I could ﬁnish restoring his laptop by the next day. 5 Hani wanted to know if it was possible to identify the reason why the radio kept breaking down. Unit 5, page 18, exercise 4 1 it: battery I: Ali Gaafar you: Telco Phone Co 2 physical barriers such as concrete walls 3A 4 from a room where the signal cannot be received because the phone may not be able to transmit or receive a signal when obstructed by physical barriers Unit 5, page 19, exercise 5 Student’s answers Unit 5, page 19, exercise 6 Student’s answers

Teaching Tips Types of Study Skills (cont.) B Methods based on communication skills e.g. reading Reading is an essential skill which students need in order to improve their educational performance. For instance, students who often read a lot tend to increase their vocabulary and this would offer them a valuable repertoire which they may use when they are writing their essays. The following are some tips that may help you guide your students on how to increase their reading efficiency:

There is a vast difference between taking notes and writing them. Taking notes is a plain process of passively writing someone else’s presentation. On the other hand, making notes is directly related to active critical thinking, evaluation of the material and rephrasing what is presented. Moreover, personal notes are more memorable because they are transformed to images that the student can recall more easily as images than words. In conclusion, note making renders students more selective in choosing the important material and improve their skill through practice.

First, advise students to set a purpose before reading any text. If they don’t have a clear purpose in mind while reading a text, this could lead them to boredom, lack of comprehension or simply they would feel that they have wasted their time. Moreover, it is important to direct students’ attention to the title of the book or article they are reading. Most titles of pedagogical books or articles contain hints or keywords that may give students an idea about the text they are about to read. In addition to the above, it’s necessary that students are aware of the parts of a book as they may include information that might facilitate students’ understanding. For example, the publisher’s blurb is a brief summary of the information discussed in the book. Students may also refer to the index or list of contents for help. Finally, students may increase their reading efficiency by surveying the chapter in a book using first lines or paragraphs. By quickly surveying the chapter, we can make ourselves familiar with its general drift. Sometimes the first or last paragraph of a chapter may have special significance. The writer may state in the first paragraph what he intends to write about or he may summarise what he has been saying in the last paragraph. The Do’s and Don’ts of Taking Notes for Reading Assignments Taking notes while reading is as important as doing so in class; however, there are slips that students must avoid like highlighting everything. Students would be wasting time reading when feeling sleepy; useful reading for comprehension must be slow and during times when the student is fully focused. Besides the things that should be avoided, there are tips that students must make it a point to remember and perform. These include the following. It is recommended that students read the introduction, the conclusion and bits of the article when doing research on the Internet so they can decide if it fits well with the topic. Dividing the material into smaller bits and testing oneself while reading facilitates the retention of the studied material. Finally, the fact that students can take notes, in the margin for instance, is a good indication of the student’s comprehension of the text. Taking notes from a textbook can be divided to three phases. The first phase is reading from a chapter without taking notes to maintain comprehension of the subject. Students might be at risk of taking too many notes and losing concentration if notes are taken at this stage. In the second stage, students must review the material indicating the main and supporting ideas and rephrasing the information. The latter makes the student active and comprehensive of the material. Finally, students write the paraphrased ideas as their notes in the third stage along with adding necessary details; that is to say, they are not supposed to copy directly from the text. As a word of caution to students, they must make sure not to change the meaning or the content of the text while taking notes.

Teaching Tips Types of Study Skills (cont.) C Methods based on flashcards Since part of studying involves memorising, there are techniques, like using flashcards, which helps make the process of studying easier and more efficient. Flashcards are quite useful when a certain question is written on one side of the flashcard and the answer on the back side. Despite being simple, it is an effective method to use. In addition, flashcards weigh little, are portable, accessible at all times and facilitate retention of the information in forms of images. The latter is beneficial to everyone in general and visual learners in particular; learners can pay extra attention to the parts they are facing difficulty to learn. Finally, flashcards are handy tools for revising previously taken material especially when they are organised according to subject matter. Proper ways of using flashcards Flashcards may seem useless if used improperly. The name itself indicates that flashcards are to be used for quick learning of materials including various subjects like foreign languages, Maths, history, chemistry. In other words, flashcards are quite handy in learning new vocabulary, equations, dates and periodical tables because they activate long-term retention of learned material. The most reasonable number of flashcards per class ranges between ten to twenty flashcards; otherwise, students will be overwhelmed by the material. Consistency in form, layout and colour is highly recommended to avoid student’s tendency to recall the material by its distinctive features instead of the material itself. Most importantly, using flashcards properly begins by looking at the card and its answer for a few times until the answer is recalled without the need to flip the card. The same procedure applies to the second card; however, students must revise the first two flashcards before moving onto the third process using the same procedure. Similarly, the first three cards are revised before moving on to the fourth card and the rest until the number of cards is quite high. At this stage, the flashcards are not revised in the same order but mixed up. Moreover, the same process is followed before moving on to a new flashcard until all of them are covered. Afterwards, when it is time for the second session, students are advised to revise the previous flashcards and include the forgotten ones in the new set. A useful tip would be categorise the flashcards into three groups: “completely known”, “somewhat known” and “not known”. Students can include the “somewhat known” cards with those of the next session so they are revised until being acquired in the same mentioned process. On the other hand, the “completely known” cards can be revised only once. The benefit of flashcards Flashcards are widely available nowadays; students can refer to them for ultimate benefit in learning if they are carried around and revised every once in a while; the latter reduces the time of learning and gives long-term results. However, flashcards become quite impractical if they are relatively big and left aside where they are not frequently used. A useful process would be writing something on one side and its relative information on the back whereby the student reads one of the sides and tries to remember the information on the back. Thus, the entire content is eventually acquired. Finally, adding pictures to flashcards facilitates learning by illustrating a concept in images.

Collaborative or individual study using flashcards Index cards are the best choice in making flashcards which can be customised to improve the process of learning as is the case with introducing colour to those flashcards. A certain category of flashcards can be given a specific colour; the latter is particularly helpful to visual or tactile learners. In addition to colour, digitally produced cards take part in facilitating the learning experience as students type and place the questions on the cards before writing the answers on the other side of the card themselves. It is suggested that those flashcards are laminated if they are to be employed throughout the scholar year. While in class, students may keep some empty index cards standing by, so they are immediately used upon coming across key ideas; the latter not only reduces the time to prepare those flashcards but also reinforces the class material. While studying, students can mark the flashcards they answer correctly for a number of times and keep them together. The list of words usually found at the end of the textbook can be written on separate flashcards and used as such to study subjects that include learning definitions by heart. Colours can make the set of words belonging to the same chapter seem quite distinctive. If studying is conducted in groups, a competition or a game of matching questions and answers previously written on separate flashcards makes learning pleasurable.

Unit

6 Installation of Lifts and Escalators

Lesson Two

A Dialogue 1

Learning Objectives

Read the dialogue and then answer the questions. Hady: So, Saber, what is it that you do? Saber: Install and repair lifts. Hady: What exactly is that? Saber: I assemble, install and repair lifts. Lift Hady: Wow! Has your job been affected by the global economic crisis? Saber: My work isn’t affected by changes like that because it relies on maintenance and repair. Hady: That’s great! Maybe I should consider going into the lift installation business.

Questions

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2 ■

B Listening Listen and complete the table. Hydraulic connected to a jack

Both

Traction

have a cabin or (3) _____

Identifying types of lift systems and distinguishing between them Demonstrating understanding of a listening text by completing a table

B Listening

1 What does Saber do for a living? 2 Is Saber’s job stable or is it affected by the economy? Why or why not? 3 Correct the following false sentences. a Hady has the same job as Saber. b A lift technician’s job involves cleaning lifts.

Installation of Lifts & Escalators

connected to a (4) _____ operated by an electric motor

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operated by a (1) _____ located at the bottom of the shaft

placed (5) _____

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found mostly in (2) _____

is the most commonly used form

Play the recording twice while students listen without looking at the book. Ask them to note down any information they think will be useful. Tell students to open their books and complete the table. Play the recording again for them to check and then correct the answers with all the class.

Audioscript

Lesson One Learning Objectives ■ ■ ■

Making justiﬁcations Distinguishing between true and false sentences Demonstrating understanding of a dialogue by answering comprehension questions about it

A Dialogue 1 ■ ■

There are generally two types of lift systems: the hydraulic and the traction. The hydraulic system involves a cabin or compartment which is connected to a jack. The hydraulic jack is found below the lowest ﬂoor and is operated by a pump and reservoir. Lifts like this can be found in small family residences. The second type of lift system is the traction system which is the most commonly used form. It consists of a cable attached to the top of a cabin. This cable is operated by an electric motor that is placed above the lift shaft. Answers 1 pump and reservoir 2 small family residences 3 compartment 4 cable 5 above the lift shaft Activity Book page 20 exercise 1

Ask the students to read the dialogue quickly and silently. Check that the students understand the meaning of all the words in the dialogue.

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Ask volunteers to model reading the dialogue.

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In pairs, the students try to answer the questions.

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Check answers as a whole class. Answers 1 He installs and repairs lifts. 2 His job is stable because it relies on maintenance and repair. 3 a They have different jobs. b A lift installer’s job relies on maintenance and repair.

Lesson Three Learning Objectives C Vocabulary

Identifying the parts of a traction elevator Demonstrating understanding of the meaning of words by labelling a picture

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Label the ﬁgure of a traction lift with the terms deﬁned below. 1

7 2

C Vocabulary

6 3

3 ■

Work through the exercise orally with the whole class, getting answers from various students. Alternatively, tell the students to prepare their answers individually or in pairs ﬁrst and then check answers as a whole class.

Answers 1e/2f/3a/4d/5b/6g/7c

a Top ﬂoor: the last level of a building where access above this ﬂoor stops for ordinary passengers b Lift shaft: the long empty space through which the cab moves up and down c Electric hoist motor: the motor that powers the hoist cable, using electricity to pull it up and lower it down d Lift pit: the lowest part of the lift system, located below the shaft e Machine room: the room located at the top of the lift shaft that contains the operating motor f Hoist cable: the wire that lifts and lowers the lift cabin g Cab: the cage or car which carries passengers up and down the lift system

1 Machine Room 7 Electric hoist motor

D Grammar Reporting Verbs Used in the Negative With a small number of reporting verbs, you usually make the reporting verb, not the reported clause, negative. believe expect feel imagine propose suppose think Example “I expect the company’s retail food revenue will not rise much.” He / She does not expect that the company’s retail food revenue will rise much.

2 Hoist Cable

6 Cab

3 Top ﬂoor 30

Lesson Four 5 Lift Shaft

Learning Objectives ■ ■

Practising reported speech Identifying functions

Grammar reporting verbs+inﬁnitive

4 Lift Pit

D Grammar 4 and 5 ■

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Give the students time to look at the table and read the examples. Explain the rules for reporting speech. Check understanding by eliciting examples from volunteers. Do number 1 orally with the whole class as an example to check that they understand what they are asked to do. Give them some time to complete the task individually or in pairs. Invite volunteers to read their answers aloud. Correct any errors by asking other students to give you an alternative answer before you give the correct answer.

Installation of Lifts and Escalators Reporting Verbs + Infinitive

However, with the common reporting verb think, in order to report a sentence which was negative when the speaker originally used it, the reporting verb is usually made negative, rather than the verb in the reported clause, e.g.:

Many functions are reported with the following pattern: Function

Reporting Verb

Object

Infinitive

advising requesting instructing warning encouraging reminding

She advised He asked You told They warned We encouraged I reminded

me her us him them you

to buy insurance. to work late. to send the money. not to drive fast. to try again. to bring the key.

“It’s not a good idea.” = He didn’t think it was a good idea. (more natural than He thought it wasn’t a good idea.) Other common reporting verbs that behave in this way include believe, expect, and feel, e.g.:

In the examples above, the reporting verb introduces an action.

“He won’t win.” = She didn’t expect him to win. (more natural than She expected (that) he wouldn’t win.)

If the verb introduces information, a different pattern is used: 1 The doctor told him to use escalators instead of taking the stairs. (action) 2 The doctor told him that escalators are not tiring like the stairs. (information) 4

Rewrite these statements as negative reported speech using the verbs in brackets. Example 1 Tom Sharp doesn’t understand how to install lifts. (feel) I don’t feel that Tom Sharp understands how to install lifts. 2 Tom has not had much experience in installing escalators. (believe) 3 We should not look for a new employee who has more experience in repairing lifts. (propose) 4 We could always ask for a different manager. (believe) 5 They would not agree to this in the middle of a critical state of sales. (expect) 6 They’ll understand our position. (think)

installing a lift

Identify the function. Then report the speech using the correct verb. Example 1 Ali: “Would you please phone the manager, Huda?” Requesting. Ali asked Huda to phone the manager. 2 Mike: “Laila, don’t leave the escalators working after 6 p.m. please.” 3 Susie: “Why don’t you take the lift instead of the stairs, Alice? I think you’ll save some time and energy.” 4 Ali: “Jane, remember to press the alarm button if the lift suddenly stops.” 5 Huda: “Don’t go down an ascending escalator, Ali!” 6 Khaled: “If I were you, I would install more escalators in the shopping centre.” 7 Samer: “Please don’t go into an overcrowded lift, Liz.” 31

Answers 4 2 I don’t believe Tom has had much experience in installing escalators. 3 I don’t propose we should look for a new employee who has more experience in repairing lifts. 4 I don’t believe we could always ask for a different manager. 5 I don’t expect they would agree to this in the middle of a critical state of sales. 6 I don’t think they would understand our position.

Activity Identify the functions. Then report the speech using the correct verb. 1 “Please help me carry this.” 2 “Could you please open the window?” 3 “Would you call the lift repairman, please?” 4 “I was wondering if I could still get in the lift with you?” 5 “You should maintain the lift regularly or else accidents might happen” . 6 “You ought to work harder.” 7 “Press the button of the lift gently.” 8 “You will have other chances in the future.” 9 “It is important to keep in mind to use the stairs in case there is a fire in the building.” Answers 1 Requesting: He / She asked me to help him / her carry that. 2 Requesting: He / She asked me to open the window. 3 Requesting: He / She asked me to call the lift repairman. 4 Permission: He / She was wondering if he / she could still get in the lift with me. 5 Warning / Advice: He warned me to maintain the lift regularly or else accidents might happen. 6 Advice: He / She advised me to work harder.” 7 Instructing: The janitor told me to press the button of the lift gently. 8 Encouraging He / She told me I would have other chances in the future. 9 Reminding: The ﬁreman reminded us to use the stairs in case there was a ﬁre in the building.

5 2 Requesting. Mike asked Laila not to leave the escalators working after 6 p.m. 3 Advising. Susie advised Alice to take the lifts instead of the stairs. She thought that Alice would save some time and energy. 4 Reminding. Ali reminded Jane to press the alarm button if the lift suddenly stopped. 5 Warning. Huda warned Ali not to go down an ascending escalator. 6 Encouraging. Khaled encouraged me to install more escalators in the shopping centre. 7 Requesting. Samer asked Liz not to go into an overcrowded lift. Activity Book pages 20 and 21 exercises 2 and 3

Mini Grammar + Extra Activities Negatives in reporting

If we want to report what someone did not say or think, then the reporting verb must be made negative, e.g.: You didn’t tell me that you were getting married. She didn’t ask me where I was going. If we want to report something that was said but which was in the negative when the speaker originally used it, then the verb in the reported clause must be negative, e.g.: “I don’t want to come.” = She said that she didn’t want to come.

Lesson Five Learning Objectives ■ ■ ■ ■

Identifying the steps of installing a lift Listing the ﬁelds of education that lift mechanics should know Identifying the meaning of words from context Demonstrating understanding of a reading text by answering comprehension questions

E Reading 6 ■

Tell students to read the text silently.

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Give them time to ﬁnd the answers to the comprehension task.

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Tell them that they will have to explain how and where they found the answers in the text. This task is best done individually and silently.

E Reading 6

Read the text and answer the questions. Lift installation requires a lot of knowledge in many technical fields. Since a lift is a form of transport that is powered by an electric motor, it is important to know about the motor as well as the rules of mechanics. Some lifts need particular fluids to operate, while others use a pulley system. Because of this, an installation technician should be able to understand both the mechanical and the electrical parts of the system. Lift mechanics are skilled enough to adjust or fine-tune the equipment. They need to know not only about electronics, but also about computers, which they use in their work. Most installers are educated through apprenticeship programmes that allow them to train under professionals. All in all, we can say that lift installers need a lot of knowledge and skills to be able to do their job properly.

Questions 1 What should lift mechanics be educated in? 2 What is the main idea of the passage? 3 Give the passage a suitable title. 4 Find words in the text that can replace the following words: a needs (v) b liquid c training d correctly

F Writing 7

When they are ready, you can let them work in pairs comparing answers.

Installing a lift isn’t an easy job. As we have seen, the specialised technician must have a lot of knowledge and experience. In your opinion, what subjects should a lift mechanic have been good at in school? Write a paragraph discussing your answer. You may use the word bank below to help you as you write. Maths Physics Chemistry Biology English

Check the answers orally with the whole class. Answer any questions that the students may have about the text or the language in it. Answers 1 technical ﬁelds: electronics, mechanics, computers 2 Lift installers should have a lot of knowledge and skills. 3 Students’ answers 4 a requires b ﬂuid c apprenticeship d properly

apprentices electronics mechanics skilled ﬁeld

motors traction hydraulic operate adjust

educate training construction trade repair lifts

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Lesson Six

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Learning Objectives ■ ■ ■ ■

Identifying the steps of installing a lift Listing the ﬁelds of education that lift mechanics should know Identifying the meaning of words from context Practising guided writing

F Writing 7 ■ ■

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Tell the students to read the instructions carefully. Then make sure that they understand the task before they write their paragraphs individually. Ask students to check each other’s work in pairs. Then collect it in for you to mark. Answers Students’ answers

B 1 advising 2 warning 3 encouraging 4 reminding 5 requesting Unit 6, page 21, exercise 3 1 the role of control panels in the installation of a lift 2 a lift installer 3 The panel should provide the available choice the passenger can make; it should be able to allow the individual to signal his choice; it should be able to conﬁrm the choice made with a certain type of feedback. 4 a device set with buttons that designate the ﬂoors that the cabin can stop at

Activity Book page 22 exercises 4 and 5

Unit 6, page 22, exercise 4 Students’ answers

Activity Book Answer Key

Unit 6, page 22, exercise 5 Students’ answers

Unit 6, page 20, exercise 1 1a/2d/3b/4c/5a Unit 6, pages 20-21, exercise 2 A 1 He does not think that this escalator is well installed. 2 I don’t believe the public might be aware that the lifts are still out of service. 3 I don’t expect that installing escalators will reduce the number of customers who will use the stairs. 4 I believe that even though we had the best experts on installing lifts, we would still face maintenance problems and complaints from customers.

Review (Units 4-6)

Decide if the sentences are true (T) or false (F). Correct the false sentences. 1 A home appliance repair technicians’ job is very easy. 2 The technicians must update their skills and knowledge about new models and changes in appliances. 3 A repair technician’s job is repairing home appliances. 4 Repairmen drive from one location to another according to customer demands.

Identify the seven parts of a traction elevator.

Complete the following clauses. 1 Lift installation requires 2 A lift is a form of 3 A lift installer should know about 4 Most installers are educated through

Fill in the blanks with make or do using the verbs in the right form. 1 I have __________ arrangements to have your car serviced next week. 2 The home appliance repair technician __________ a mistake while installing the washing machine. 3 Mechanics on a racing car service team must __________ sports to remain ﬁt to be able to move swiftly while working. 4 __________ business with competent handymen is always a pleasure. 5 Your hair looks marvellous! Where have you had it __________ ?

Put these sentences in the passive form. 1 Salah will make an appointment to have his car serviced. 2 You can’t put water in the radiator when it is steaming. 3 Professional mechanics must supervise minor and major car services. 4 Mechanics can service a racing car in less than ten seconds.

Identify whether each sentence is in the active or passive form. 1 You can install your washing machine if you read the instructions on the manual carefully. 2 A lift mechanic ought to be educated. 3 A lot of experience is needed to install escalators. 4 Repair technicians should update their knowledge and skills. 5 Technicians who install lifts should understand the mechanical and electrical parts of the system.

Change these sentences to reported speech and say whether the reporting verb introduces an action or information. 1 The doctor said to the patient: “Eat healthy food and exercise daily.” 2 Our teacher reminded us: “Study well for the test.” 3 The teacher said to the students: “You have to go over the information several times.” 4 Nora said to the teacher: “I would like to use the dictionary during the test.” 5 The repairman said to the lady: “Don’t touch anything because you may damage the microwave.”

What would you like to be in the future, a repair technician, a car mechanic or a lift technician? Write ﬁve lines.

A Match the following words to their meanings.

1 lubricant 2 leak (v) 3 car bonnet 4 terminals 5 deﬂate 6 unprecedented 7 infectious 8 demanding 9 install 10 apprenticeship

a ends b greasy substance c contagious d traineeship; studentship e let gas out of a tyre f needing a lot of effort or skill g lose contents, especially liquid or gas h position i never done or known before j the hinged metal canopy covering the engine of a motor vehicle

B Construct a sentence with each word.

1 rusty 2 combustion 3 assemble 4 repair 5 rely C Write minor service or major service next to each item.

1 9000 km mileage 2 19500 km mileage 3 draining the engine oil and reﬁlling it 4 renewing many components 5 checking the fan belt 6 checking brake and clutch reservoir ﬂuid level 7 checking for oil leaks 8 checking the brake pedal and repairing it D Complete these sentences following the given example.

The water level in the radiator should be checked before using the car. 1 The car must be ﬁlled with petrol when 2 The windscreen ought to be cleaned when 3 The tyre pressure should be tested when 4 The car must be cleaned regularly when E How many teams service a racing car in less than 10 seconds? What does each team do? Which

teams raise their hands after ﬁnishing their tasks? Team 1: Team 2: Team 3: Team 4: Team 5:

Team 4: They pump fuel into the car. Team 5: They take the old tyres off and move them away. Teams 2 and 4: raise their hands after ﬁnishing their tasks.

Review (Units 4 - 6) Learning Objective ■

Oral / written revision and consolidation of language from unit 1 to unit 3

■

3 False, repairing and installing

Top ﬂoor, Lift shaft, Electronic hoist motor, Lift pit, Machine room, Hoist cable, Cabin

H Answers may vary.

I 1 made

2 made

3 do

4 Doing

5 done

Answers A 1 b / 2 g / 3 j / 4 a / 5 e / 6 i / 7 c / 8 f / 9 h / 10 d

1 An appointment will be made by Salah to have his car serviced. 2 Water can’t be put in the radiator when it is steaming. 3 Minor and major car services must be supervised by professional mechanics. 4 A racing car can be serviced by mechanics in less than ten seconds.

Answers may vary

1 Active

C minor: 1 / 3 / 5 / 6

1 False, very demanding 2 True 4 True

Warm-up ■

major: 2 / 4 / 7 / 8

D 1…the car won’t start. 2…you can’t see. 3…you’ve got a ﬂat tyre. 4…it looks old and rusty.

E Team 1: They adjust the tyre pressure and later put the wheels on the car. Team 2: They loosen the wheel nuts, then tighten them using wheel guns. Team 3: They raise the car off the ground with front and rear jacks, then lower it down after the new wheels are put.

2 Passive

3 Passive

4 Active

5 Active

1 The doctor advised the patient to eat healthy food and exercise daily. (action) 2 Their teacher reminded them to study well for the test. (action) 3 The teacher told the students that they had to go over the information several times. (information) 4 Nora told the teacher that she would like to use the dictionary during the test. (information) 5 The repairman warned the lady not to touch anything because she might damage the microwave. (action)

M Answers may vary

Sample Test 3 I Reading Read the following text, then answer the following questions. The effective way to avoid hazards at home and to keep it to the least level is to make sure that household appliances are kept in good condition. Almost all accidents occur at home, and the kitchen is the most place where dangerous incidents happen. The reason is that there is a blend of electricity, sharp items, water and gas. There are indications which signify the need of repairing the damaged appliance immediately to avoid any dangerous accidents. They can be a flashing light, malfunction of the electrical power, hot wires or electric shock when using the appliance. When one of these signs occurs, immediate maintenance should be done by a specialised technician. Questions 1 What is the main theme of this text? 2 Where do most hazards occur? Why? 3 What do the words in bold refer to? 4 What are the indications listed in the texts? 5 What has to be done if one of these signs occur? II Vocabulary Complete the texts with the suitable word or expression from the list. entire system safety reason steps and handrails belt

return wheel gear drive and return gears

To build an escalator, there should be first of all an additional room for the equipment. At the top of the escalator, the electric motor and the drive gear are placed , whereas a (1) _______________ is located at the bottom. The drive gear is operated by the motor which in return will operate the (2)____________. The motor and the drive gear are joined by a (3)____________. Without the belt, nothing will be operated. All the steps are supported and carried by two belt rails, which encircle the (4)______________________. The steps, where a chain is inserted through them, are laid on the rails. For (5) _________________, handrails must be installed. The same drive gear of the escalator is used for handrails, so that the (6)______________________ move at the same speed. III Grammar A Rewrite the following questions in the reported speech form. 1 Huda: “ What should I do if I encounter a power failure?” 2 Laila: “ Will you buy the electric knife for cutting poultry?” 3 Fouad: “ Can you please check if fire extinguishers and sprinkle system are supplied in the lift machine room?” 4 Ahmad: “ Do you need help installing the control panel?” 5 Manager: “ Is this company specialised in motor roomless lifts?” B Rewrite these statements as negative reported speech using the verbs in brackets. 1 The self-defrosting system isn't working anymore. (believe) 2 The instalment of the airport escalators won't be finished on time. (expect) 3 The repairman didn't fix the air-conditioning properly. (feel) 4 Mike has not much experience repairing refrigerators.(believe) IV Writing If you have to choose between a home appliance repairer or a specialised lift installer, which one you will choose, stating the kind of knowledge you should acquire and the tasks you should perform.

Sample Test 3 Answer Key I 1 avoiding hazards at home 2 at home, especially the kitchen; because there is a blend of electricity, gas, water and sharp items 3 which: indications They: indications one: signs 4 flashing lights, electrical power malfunction, hot wires and electric shock 5 maintenance done by a specialised technician II 1 return wheel gear 2 entire system 3 belt 4 drive and return gears 5 safety reason 6 steps and handrails III A 1 Huda asked what she should do if she encountered a power failure. 2 Laila asked if he / she would buy the electric knife for cutting poultry. 3 Fouad asked if he / she could check if fire extinguishers and sprinkle system were supplied in the lift machine room. 4 Ahmad asked if he needed help installing the control panel. 5 The manager asked if that company was specialised in motor roomless lifts. B 1 I don’t believe that the self-defrosting system is working anymore. 2 I don't expect that the instalment of the airport escalators will be finished on time. 3 I don't feel that the repairman fixed the air-conditioning properly. 4 I don't believe that Mike has much experience repairing refrigerators. IV Students' answers

Test 2 Answer Key I 1 Students’ answers 2 Their: technicians; they: old parts; their: cars 3 a execute: carry out; accomplish b inspection: check-up; examination c evolved: developed d requires: needs II 1 connecting 2 leaks 3 site 4 failure 5 noises 6 vibration 7 loose 8 disassemble 9 internal III Students’ answers IV 1 He asked where the meeting would take place. 2 The authorities asked why the plane had landed at a different airport. 3 The teacher asked who could draw this picture. 4 He asked who was going to be nominated vice president / He asked who the nominated vice president was going to be. V 1 do 2 making 3 made 4 do VI 1 Incorrect. The phone will be answered automatically.. 2 Correct 3 Incorrect: My essay must be written today. 4 Incorrect: The medication should be stopped if it begins to produce side effects. VII Students’ answers

Unit

Advertising 7

7 Advertising A Dialogue 1 Read the dialogue and answer the questions.

Mike: Salah! We’ve got to choose an advertising agency for the National Tourist Office of Syria. And you’re going to be working on the project too because you know about the tourist business. Salah: Why don’t they choose an agency themselves? Mike: Because they are not as familiar with the advertising business as we are. And I used to work in an agency, remember? Salah: What kind of a job did you used to have? Mike: I started as an Accounts Executive, working on beauty products. Then I became Accounts Manager. I used to plan advertising campaigns for our clients. Salah: Which job do you prefer, working in advertising or working for TST? Mike: I didn’t care much for beauty products. I like working for TST more! You get to work with lots of different clients. Another good thing about consulting is that salaries are higher. And the work isn’t quite as stressful. Salah: I’m very lucky to have this job. Anyway, I prefer working for lots of clients rather than working for just one.

Questions 1 Mike says that Salah is suited to the new project because _____ a he’s Syrian. b he knows people in the National Tourist Office. c he has worked in tourism. d he knows several advertising agencies. 2 The text says that TST is taking on this new client because ______ a TST has greater expertise in advertising. b Mike has worked in an agency. c TST will get a better deal from the agency. d the National Tourist Office is too busy.

3 “I didn’t care much for beauty products” means ______ a I didn’t think the company was very good. b I didn’t work hard at my job. c I didn’t take care of my skin. d I wasn’t interested in what the company was advertising. 4 According to the text, consulting is better than working for an advertising company because ______ a you have more interesting colleagues. b the work is better paid and more varied. c the stress provides a challenge. d you get to focus on one client. 5 What do the words in bold refer to? 35

Teaching Tips Locations to Keep away while Studying: Many parents advise their children to study or finish their homework in their rooms. It is good advice if they have a desk and avoid studying on bed where they might fall asleep quickly. Some places will distract students’ attention and hinder their ability to assimilate materials to be studied. Advise students to avoid places such as the living room because the noise coming from the TV and the people sitting there will distract them. Also the kitchen isn’t a good place where people will interrupt you by their arrival. Studying in a friend’s house will present the same diversion as in one’s own house. Moreover, when friends meet they tend to chat or surf the Internet rather than study. In addition to the above, malls should also be avoided as a place for studying though seats and chairs are available there. The continuous flood of people will be a total disturbance. In brief, the suitable places to study are those where students can find solitude and less disturbance, for example the library and the desk in your room.

Lesson One Learning Objectives ■

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Demonstrating understanding of a dialogue by answering questions about it Demonstrating understanding of a listening text by completing a comprehension task Practising taxonomic skills

Warm-up ■

Write the word Advertising on the board. Allow time for students to write down on a piece of paper information they know about advertising.

■

Invite volunteers to read their answers aloud. Write students’ answers on the board and organise them in a spider web chart.

A Dialogue 1 ■

Ask students to read the dialogue. Then ask them to work in pairs to answer the questions.

■

Check answers as a whole class. Answers 1c/2a/3d/4b 5 they (the National Tourist ofﬁce of Syria); we (TST)

2 ■

Allow time for students to discuss the question in pairs.

■

Go round and monitor students’ conversations.

Answers Students’ answers

B Listening 3

B Listening 3 and 4 ■

■

Tell students that you are going to play the recording twice. The ﬁrst time, they should listen but not write anything. On the second listening, they should complete the task. When the students have listened to the recording twice and have completed the sentences, check answers as a whole class. Audioscript

Salah: Mike: Salah: Mike: Salah: Mike: Salah: Mike: Salah: Mike: Salah:

Salah! Yes, Mike! What’s the advertising sector like in Syria? What do you want to know? I mean, do you have important brands that are advertised all over the country? Of course. In fact 10% of all advertising revenue comes from money spent by just two companies, and they are mobile phone companies. Things are changing then! Yes, but slowly. Most advertising is still done in newspapers. Really? Yes. I’m not sure of the exact ﬁgure. More than 50% anyway. However, we’ve got two new satellite channels, both private. I’m looking forward to visiting some of the advertising agencies in Damascus. Yes, some are world-famous. But they don’t get to do all the advertising in the country. What do you mean? Some very big multinational companies do their own advertising. Really? Yes. They save a lot of money that way.

Answers 3 1 E big brands / 2 D newspapers / 3 B TV advertising / 4 A agencies 4 Students’ answers

Lesson Two Learning Objectives ■ ■ ■

Identifying the meaning of words from context Identifying the relationship between words and their deﬁnitions Demonstrating an understanding of the second conditional by completing a gap-ﬁll exercise

Grammar

Listen to the dialogue between Mike and Salah. Which of these topics are discussed? Number them in order from 1– 4. A Agencies

B TV advertising

C Tax

D Newspapers

E Big brands

F Magazines

Listen again. Write one fact for each of the four topics.

C Vocabulary

Give the students time to read the rubric carefully. Check, by asking questions, that students understand what they are going to hear and what their task is.

Mike: Salah: Mike: Salah: Mike:

What are the means of advertising used in the pictures on page 35? In pairs, make a list of advertising methods that you know about.

Read the brochure about an advertising agency. Then match the underlined words with their deﬁnitions (1– 8). SAC (Syria Advertising Corporation) produces its own TV advertisements. It can also produce video documentaries for sales promotions or sales conferences. For these purposes, it has its own studio and facilities for video editing. Specialists produce animated cartoons. Editors are skilled at using computer graphics, so your message comes across loud and clear. The company also has a workshop for producing outdoor and indoor banners for conferences, competitions or promotions. SAC has links with manufacturers who can produce novelty items for sales promotions at supermarkets and sporting events. SAC is noted for its high-quality catalogues, which it produces for mail-order companies. 1 visual images produced by computer processing 2 video or TV programmes that give facts and information 3 printed booklets with information, photos and prices of products 4 the process of preparing a video by deciding what to include 5 long pieces of cloth on which an advertising slogan is printed 6 filming a series of pictures to give the appearance of movement 7 small cheap objects that are given away as presents, especially to children 8 a notice or announcement in a public medium that promotes a product or service

D Grammar The Second Conditional We use the second conditional if the condition is impossible now or in the future: Condition If I were you,

If the speaker thinks the condition is realistic or likely, the first conditional is used. Example If you reduce your tariffs, we will reduce ours. 6

Complete the sentences using the verbs in brackets. 1 If I (know) __________ how to make this product appealing, I would tell you. 2 I would think of more creative presentations if I (be) __________ you. 3 If we (not take) __________ the customers’ interests into consideration, our success in advertising would not be the same. 4 If it (be) __________ possible, I would provide you with the final sample of the new advertisement tomorrow. 5 It would cost less if we (cooperate) __________ with other advertising agencies.

C Vocabulary 5 ■

Read the rubric aloud. Tell the students to read the text and do the matching exercise individually and silently. Then they check their answers in pairs.

■

Go through the answers orally with the whole class, getting answers from various students.

■

When they have ﬁnished, ask several students to share their answers with the class. Answers 1 computer graphics 2 documentaries 3 catalogues 4 video editing 5 banners 6 animated cartoons 7 novelty items 8 advertisements

D Grammar 6 ■

Either present the information from the box yourself with the help of the blackboard, or tell the students to study the information box in the book.

■

Check understanding by asking questions and giving students an opportunity to ask questions.

■

Allow time for students to complete the table individually.

■

When they have ﬁnished, check their answers and make sure they can pronounce the verbs correctly.

second conditional

Answers 1 knew 2 were

Result I would work harder.

3 didn’t take

4 were

5 cooperated

6 had

Activity Book pages 25 and 26 exercises 1 and 3

7 were

Answers 3S/4G/5S/6G/7S/8S

Advertising

6 If we (have) __________ a million Syrian pounds, we would establish a new advertising agency. 7 If our last advertisement (be) __________ dull, nobody would buy that old-fashioned product. Flat

■

Put students in pairs. Working alone, ask students to choose two items they are going to buy and prepare a few sentences about each item.

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In pairs, students practise asking and answering questions about the items they have chosen.

■

Go round and monitor students’ conversations. Invite volunteers to read their conversations aloud.

4WD car

E Preferences 7 Are these shoppers talking about general

things (G) or speciﬁc things (S)? Mark the phrases by ‘G’ or ‘S’. Examples

1 I like those ones more. S 2 Red is not my favourite colour. G 3 I like it more than the green one. 4 I don’t like trainers; I prefer shoes. 5 I don’t like it as much as the green one. 6 I prefer light colours to dark ones. 7 I don’t like it. 8 What about this one / these ones?

House

Answers Students’ answers House Boat

8 Work in pairs. Imagine that you are shopping

with a friend. Point and talk about objects and clothes that you can see in the classroom. Example A What about those sunglasses? B No, I don’t like them. I prefer lighter frames.

Sports car

Small car

G Selling a product 10 Imagine you are a copywriter. What would

F Comparisons

Lesson Four

you write about these products? Example

Trainers: These longer-lasting trainers give better ankle support and have under-foot cushioning.

Learning Objectives ■

9 Work in pairs. Compare the houses and the

cars.

■ Laptop

Examples

A The good thing about living on a houseboat is that you have a nice view. B Another advantage is that it’s cooler than a house or ﬂat in summer. A The good thing about a small car is that you can park it easily. B The problem with a 4WD is that it uses a lot of fuel. Banner

Practising making comparisons Practising writing an advertisement

F Comparisons

Fountain Pen

Video Camera

Limousine

■

Allow time for students to complete the task in paris.

■

Go round and monitor students’ conversations. Invite volunteers to read their conversations aloud.

Brochure

Answers Students’ answers

Activity Book page 25 exercises 2

Extra Activity Make the second conditional. 1 If I (be) you, I (get) a new job at another advertising agency. 2 Commercials (fail) if they (not/attract) the viewer’s attention. 3 We (finish) the advertisement if we (work) harder. 4 If I (know) that your agency is hiring, I (apply). 5 If her advertisements (not/be) dull, the company (promote) her. Answers 1 were / would get 2 would fail / did not attract 3 would ﬁnish / worked 4 knew / would apply 5 were not / would promote

Lesson Three Learning Objectives ■ ■

Distinguishing between general and speciﬁc statements Practising talking about preferences

E Preferences 7 ■

Do the ﬁrst item with the class, as an example, to check that students understand the task.

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Then tell them to complete the task individually or in pairs.

■

Check answers as a whole class.

Lesson Five Learning Objectives ■

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Identifying the relationship between adverts and the items they promote Practising writing an advertisement

G Selling a product 10 ■

Direct students’ attention to the pictures of the products at the bottom of their Students’ Book page.

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Ask students to write an advertisement to describe at least one of these products. Tell them that they may use the advertisements from exercise 9 as a guide.

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When they have ﬁnished, tell them to swap their advertisements with a partner for peer correction.

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Collect the advertisements so you can check students’ progress. Answers Students’answers

Lesson Six Learning Objectives ■

■

Identifying the relationship between words and their descriptions. Demonstrating understanding of an article by completing a comprehension task.

H Reading 11 ■

Ask students to read the text silently.

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Tell the students to read the questions, then allow them time to read the article again and look for the answers.

■

Check answers as a whole class. Answers 1c/2g/3e/4d/5a/6b/7f 1 a ii bi c iv d iii 2 they are suitable for communicating detailed and complicated information 3 they are suitable if you want to make a powerful impact, but are unsuitable for communicating a lot of detailed information 4 research 5 Students’ answers

Activity Book pages 26 and 27 exercises 4 and 5

Activity Book Answer Key Unit 7, page 25, exercise 1 1f/2e/3i/4a/5h/6c/7b/8d/9g Unit 7, page 25, exercise 2 Students’ answers Unit 7, page 26, exercise 3 A 1 If you wanted your business name to be known, you could design a logo or write a slogan on your business cards and materials. 2 It would be beneficial and time saving if you talked to the advertising representative of the newspaper. 3 You would attract the clients’ attention if you used words, graphics and colours attractively. 4 If you advertised in a newspaper, you could, in your advertisement, direct viewers to the company’s website. 5 If your company had a fleet of vehicles, it would turn them into an advertising tool by wrapping them with a vinyl graphic of the company’s products. 6 You could donate a product if there was a charity auction. 7 If you wanted to develop an effective advertising campaign, first, you would begin searching what types of advertisements are available and suitable for your target clients. B 1 would attract 2 advertised 3 had / would start Unit 7, page 26, exercise 4 1 Four changes: • more details on products seen on TV • immediate demand for the product advertised • do-it-yourself advertising • digital advertising convergence 2 in the near future / in addition / also / finally

H Reading 11

Match the titles with the descriptions. Then answer the questions. a direct mail b cinema c television d posters e newspapers f radio g magazines 1 __________ This is the most effective, but it is also the most expensive. It is also difficult to target consumers. Research shows that many viewers do not watch commercials. 2 __________ It is possible to target national markets by choosing consumer, trade or professional media. They are suitable for communicating detailed and complicated information. However, they are expensive. 3 __________ These are expensive for advertisers. However, readership is well researched. As a result, it is simple to target a specific market, the whole country or a local area. 4 __________ These have a powerful impact, but only a limited message is possible. They are not suitable for communicating lots of detailed information. 5 __________ Through mailing lists, this reaches target consumers accurately. However, the response rate can be low. 6 __________ This has a powerful impact on younger age groups. However, it reaches only a small percentage of public. Some films are not popular and attract small audiences. 7 __________ This reaches a small audience and is not available in all countries. Market segments can be targeted because of listeners’ daily routines. Humour is often used in order to interest listeners.

Questions 1 Circle the correct answer. a Advertisers choose the right media in order to obtain the maximum ____ . i target ii impact iii communication iv segment b Which media is not described as expensive? i radio ii TV iii magazines iv newspapers c A company that wants to target consumers accurately would not consider advertising ____ . i on the radio ii in the cinema iii by direct mail iv on the TV d Advertising agencies find out about newspaper readers by doing ____ . i mailing ii routines iii research iv communicating 38

2 Why might a company decide to advertise in a local magazine? 3 What kind of information are posters suitable and unsuitable for? 4 How do people know that not all viewers watch the commercials? 5 Choose suitable media for these advertising campaigns and explain your reasons. a prestige advertising for an airline b a new car model c a department store sale d financial services such as banking or insurance e freight services

3 request: ask for something politely highly: extremely; greatly purchase: to buy something empower: to give a person or organisation the legal right to do something trend: a general direction in which something is developing or changing potential: undeveloped future household: all the people who live together in one house 4 Students’ answers Unit 7, page 27, exercise 5 Students’ answers

Teaching tips Types of Study Skills D Methods based on the use of keywords A clear understanding of the meaning of important keywords is one step forward towards academic sucess. Although it is important to be competent in the target subject in order to succeed in a test; however, the way students answer questions in a test will greatly affect their final marks. The following is a list of the most common words that students may encounter in their examinations. 1 ANALYSE - Students are asked to examine the main parts or important features of the material that is asked about and present them clearly in their answer. e.g. How, do you think, can WUWM play a role in effective problem solving? 2 COMPARE/COMPARISON - Students are asked to look for those qualities or characteristics that are similar in the subject they are discussing. Tell them that they may mention some differences in their answer but advise them to concentrate on aspects that are much the same. e.g. Compare the state of trade between the two countries now and a few years ago. 3 CONTRAST - Students are asked to stress the qualities or characteristics that are different in the things they are discussing. e.g. Consumers can receive goods from a retailer in several ways. Choose two types and compare and contrast them in a Venn Diagram. 4 CRITICISE- State what they think is a fair judgement of the events under discussion. Give points for and against, not just against. 5 DEFINE - Students try to explain the meaning in clear, concise terms. They also show the limits of what they are defining and the class or category to which it belongs. e.g. What does ‘to meet your packaging needs’ mean? 6 DESCRIBE - Students should try to give the reader a “word picture” of what they are describing by including the main parts, colours, shapes, sensations, etc., as vividly as possible. e.g. Describe global warming.

10 EXPLAIN - Relate cause and effect, make the relationships between things evident and provide the answer to why or how. e.g. Explain why does a company need both to generate new clients and retain old ones? 11 ILLUSTRATE - Students use examples to help explain their answer and if possible present a diagram, picture or small drawing. e.g. What does WuWm believe in? Give examples. 12 INTERPRET - Aim to give meaning of the topic or point of view in the material. e.g. Interpret the results presnted in the following table. 13 JUSTIFY - Prove or show evidence why certain decisions or actions have been taken. 14 NARRATE / RELATE - Tell a story or give an account of events or experiences. e.g. Narrate the events leading to the discovery of gravity. 15 OUTLINE - Indicate the main points and important details of the material in a systematic arangement but not an extended account. e.g. What are the advantages of the Internet? Arrange your answers in an outline form. 16 SUMMARISE - Give a brief and full presentation of the main points or statements. Express, concisely, the relevant details. Leave minor details, illustrations and explanations. e.g. Summarise the steps for setting up your own website in a flow chart. 17 STATE - Set out the main points in clear, concise expression without minor details or the use of examples. There are other additional key terms that could be applied to examinations or assignments. However, a knowledge of this list will be extremely valuable in helping your students decide what to do with a topic or a question. Advise students to underline or mark the keywords before they start to write their answers. This will help them to understand what is required and will also help them to plan their work.

7 DISCUSS - This term means that students should give a complete and detailed answer. Make sure that you examine, analyse and present all points of view regarding the topic you are discussing. Identify the issues and provide points for and / or against. e.g. The following is a list of six new inventions with a short description of each. In groups of four, discuss which one is the most important and which is the least important. 8 ENUMERATE - Students make a list or outline the main points in their answer. e.g. List the tips that the text gives to improve the profit margin of a company. 9 EVALUATE - Present a value judgement, stressing advantages and disadvantages of the situation. e.g. Evaluate the influence of the Internet on our lives.

Teaching Tips Types of study skills (cont.) E Methods based on visual imagery such as mind maps Students have different ways in which they organise their notes that they take in class. Some prefer outlining; others prefer to write linear notes and some organize their notes in diagrams such as mind maps. By using mind maps, students will be able to decode the structure of text / subject. They can also understand how ideas in the paragraph are related to the main idea / topic in question. Another advantage of using mind maps is that they offer students a visual summary of the text that they are studying and thus they are quick to review. The following are some tips that you may give to your students in order to help them create effective mind maps: 1 Advise your students to jot down single words or simple phrases. 2 Encourage students to colour code the information that they need to include. Tell them to write words / phrases that are related to a certain topic in a colour that is different from ideas that are related to another main idea or topic. 3 Prompt students to use symbols and images in their mind maps as they are easier to remember. 4 Finally, encourage students to draw lines between ideas that are related to each other. Making a Mind Map Imagery, colour and association of ideas are the steppingstone of making a mind map. It may vary sensibly within the frame of awareness of the reason why to put it into use and benefit from it. Making a mind map requires a person, first, to use a blank large piece of paper which, unlike a lined page, allows him ultimate freedom of flow of expression. Secondly, landscape direction of a paper would be more spacious for mind mapping. In other words, a person would have enough room to use while concentrating on the subject itself. Next, it is suggested that thoughts are first put as an image at the centre of the page in a way that would denote the subject. The latter is a means of association between the topic and the image which makes retention much easier. In addition, using colours attracts attention and leaves an impact along with activating oneâ&#x20AC;&#x2122;s imagination. Besides, it is better to avoid solid frames; instead, it is better to allow the image some flexibility and, thus, render it more memorable. Moving to the main themes attached to the central image, it is important to say that they have the privilege to be noticed as important ideas. They are to be written in capital or drawn on thick curved lines having equal lengths. A word is directly associated with the length of the line whereby a new line indicates a second idea. These mentioned suggestions give a person the opportunity to deal with the given image as a projection of the way a mind functions in means of associating ideas as part of a larger cognitive structure. The following stages include adding thinner lines to the previous ones with words written in lower case. Finishing a branch is not a condition to move on to the following ones because primary words and images provoke a certain visual link; they are built

upon a structure and a hierarchy of significance. Adding new features to the word or image noticeably foregrounds them. Deciding to define the branches with respect to colours facilitates the process of following the track of ideas and the connection between them. Finally, exaggeration and some sense of humour are guaranteed to make the mind map delightful and personal.

Unit

Arc Welding

8 Arc Welding

Lesson Two

A Dialogue 1

Read the dialogue and answer the questions. Teacher: Today we are going to learn more about a process that is used to fuse metals together. Can anyone tell me what we call this process? Fouad: The process of joining two metals is called welding. Teacher: That’s correct, Fouad! What types of welding can you think of? Fouad: Arc welding. Ahmed: Excuse me, sir. What is arc welding? Is it called that because it uses an arc? Teacher: Well, Ahmed, arc welding is a popular type of fusion, which is powered by an electric arc. It is one of the most common types of welding because it is easy and not very expensive.

Questions

Learning Objectives ■

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B Listening 2

1 What is welding? 2 What is the type of welding suggested by Fouad? 3 Why is arc welding so popular?

B Listening 2

Demonstrating understanding of a listening script by completing a true or false task Distinguishing between true and false sentences.

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Arc Welding

Listen and decide whether the following sentences are true or false. Correct the false sentences. 1 The discovery of coated electrodes was the ﬁrst thing that helped arc welding become known. 2 Only British inventors were responsible for the development of arc welding. 3 The two wars had a negative effect on the popularity of arc welding. 4 By the 1950s, arc welding had become too difﬁcult and tiring. 5 New techniques developed during the Second World War and helped make arc welding faster.

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Go through the sentences with the class and ask them to try to predict whether they are true or false. Emphasise that they are not expected to get the answers right at this stage. Ask the students to listen and check their answers while you play the recording. How many guesses did they get right? Tell students to write correct versions for the false statements. Audioscript

Lesson One Learning Objectives ■ ■ ■ ■ ■

Practising dictionary skills Deﬁning welding Identifying types of welding Practising giving reasons Demonstrating understanding of a dialogue by answering comprehension questions

A Dialogue 1 ■ ■

Ask the students to read the dialogue quickly and silently.

In 1808, a British inventor called Humphrey Davy discovered the electric arc. This discovery helped open the way for future developments. Later, in the 19th century, a Russian and a British inventor developed coated electrodes that helped control the electric arc. After that, arc welding was often used by shipbuilders, especially during the First World War. Several new welding techniques were developed during the Second World War, which allowed the process to become quicker. In the 1950s, new improvements to the welding process helped make it automatic. As a result, it needed less manpower and so became the preferred method of welding. Answers 1 False; coated electrodes helped to control the electric arc. 2 False; besides the British inventors, a Russian inventor was also responsible for the arc welding development. 3 False; during the two wars, the popularity of arc welding rose. 4 False; in the 1950s, new improvements to the welding process helped make it automatic. 5 True Activity Book page 28 exercises 1 and 2

Check that the students understand the meaning of all the words in the dialogue.

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Ask volunteers to model reading the dialogue.

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In pairs, the students try to answer the questions.

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Check answers as a whole class. Answers 1 process of joining two metals 2 arc welding 3 because it’s easy and not very expensive

Lesson Three Learning Objective ■

Identifying the relationship between words and their deﬁnitions

C Vocabulary 3 Match the following terms related to arc welding with their meanings.

a electrode b current c weld d consumable e arc f welding point

C Vocabulary 3 and 4 ■

Allow time for students to complete the task individually.

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Check answers as a whole class. Answers 3 a3/b6/c2/d5/e1/f4 4 1 welding 2 expensive 3 electric 4 fused

1 the form of a curve or a semi-circle 2 to fuse or join 3 conductor 4 the level at which a power can melt a metal 5 can be absorbed or used up 6 ﬂow or stream of energy

4 Choose the correct word in the following sentences.

1 Caution must be taken while working with arc (welding / waiting). 2 Arc welding is far less (expensive / expressive) than other types of metal joining techniques. 3 An (eclectic / electric) arc is used to heat and join the metal. 4 Metal is (fused / fumed) together by melting it at high temperature.

D Grammar Third Conditional The third conditional is a structure used when talking about unreal situations in the past. Like the other conditionals, a third conditional sentence consists of two clauses: an “if” clause and a main clause: if clause

main clause

explanation

If I had studied harder,

I would have passed the exam.

I failed the exam because I didn’t study hard enough.

If the “if” clause comes ﬁrst, a comma is usually used. If the “if” clause comes second, there is no need for a comma.

Example

If we had chosen welding, the cost would have been very low.

Lesson Four

I wouldn’t have broken the metal if I had fused it carefully.

Form of third conditional:

Learning Objective ■

if clause = if + subject + past perfect verb main clause = subject + would (OR could OR might) have + past participle

Practising using the third conditional in context

Grammar

5 Join these sentences using if.

1 He discovered the arc. He observed and experimented. 2 We couldn’t mend the ship. We didn’t have any electricity. 3 I lost my money. I used expensive ways to join metals together. 4 The metal was so weak. The bridge collapsed. 5 I couldn’t hold it together. The steel needed welding at the joint.

third conditional

D Grammar 5 Focus attention on the examples and point out the way that each begins. Point out that each sentence is about something that didn’t happen. Nevertheless it is possible for us to talk about what we would have done if things had been different – to talk about an imagined past. Ask the students to work individually to join the sentences to form meaningful third conditional sentences. Go round, monitoring and helping. Check answers with the class.

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Answers 1 He wouldn’t have discovered the arc if he hadn’t observed and experimented. / He would have discovered the arc if he had observed and experienced. 2 If we had had electricity, we could have mended the ship. 3 I wouldn’t have lost my money if I hadn’t used expensive ways to join metals together. / I would have lost my money if I had used expensive ways to join metals together. 4 If the metal hadn’t been so weak, the bridge wouldn’t have collapsed. / If the metal had been so weak, the bridge would have collapsed. 5 I couldn’t have held it together if the steel had needed welding at the joint. / I could have held it together if the steel had not needed welding at the joint.

6 ■

There are various ways of doing this review task. You could do it orally with the whole class or tell the students to do it individually or in pairs ﬁrst and then you check answers with the whole class. Answers 6 Students’ answers

Activity Book page 29 exercises 3 and 4

Extra Activities Activity 1 Put the verb in brackets in the correct tense using the third conditional. 1 If you (read) the manual carefully, you (not / burn) yourself while welding the metal desk. 2 If he (study) mechanical engineering, he (work) in his father’s arc welding business. 3 If the requirements for natural ventilation (be, meet), the employees (not / suffocate). 4 If he (become) an arc welder, he (fix) this desk. 5 If he (not / wear) his goggles, he (be) in hospital now. 6 If the noise of his machines (not be) so loud, he (hear) the telephone ringing. 7 If you (weld) your metals well, this (not / happen). 8 If he (know) more about arc welding, he (heat) the metal more. Activity 2 Put the words in order to make a third conditional sentence. 1 protective goggles / had / an accident / have / he / He / if / worn / wouldn’t / had 2 had / a mechanical engineer / have / if he / become / He / got / higher grades / would 3 this chair / been able to weld / had / have / if we / not taken / the arc welding course / We / wouldn’t 4 the different types of welding / have known / hadn’t / so many courses / if they /missed / They / would 5 would / easier /weld / if / had/ in / better / condition / It / have / to / been / this / arc / it / been / a

Activity 2 1 He wouldn’t have had an accident if he had worn protective goggles. 2 He would have become a mechanical engineer if he had got higher grades. 3 We wouldn’t have been able to weld this chair if we had not taken the arc welding course. 4 They would have known the different types of welding if they hadn’t missed so many courses. 5 It would have been easier to weld this arc if it had been in a better condition. 6 If you had been present at the training, you would have known how to weld. 7 If you had not been focused while welding, you would have hurt yourself. 8 If you had told the manager about the problem, he would have asked you to stop welding.

Arc Welding 6 Make third conditional sentences using the phrases below.

1 We wouldn’t have been able to weld metals 2 Metal would have held together 3 You wouldn’t have burned yourself 4 We would have used arc welding 5 You would have saved time and money

E Reading 7 Read the text and answer the questions.

The Development of Arc Welding Arc welding, in its many branches, has played an important role in shaping our history. Thanks to this method, we have been able to put together all kinds of metal in faster and more efﬁcient ways. Surprisingly, many people don’t know that this type of welding is used every day. It helps people to assemble cars, appliances, space shuttles and even the simplest hand tools. Arc welding uses a welding power supply to create an electric arc between an electrode and the base material. This power melts metals at their welding point. Direct (DC) or alternating (AC) currents can be used for the power supply, and the electrodes can be consumable or nonconsumable. A shielding gas or evaporating ﬁller material is used to protect the welding region. Arc welding doesn’t cost a lot, but it isn’t used as much as it used to be because of more modern ways of welding that are being discovered. However, it is still used to fuse many things such as bridges, ships and aeroplanes. It has helped to improve the industry and continues to help today by allowing the creation of many different products.

Activity 3 Students’ answers

Lesson Five

Questions 1 Is arc welding still being used today? Explain why or why not. 2 What type of energy does the process of arc welding depend on? 3 Why isn’t the welding process used today as often as it was in the past? 4 State one possible way that arc welding could be used nowadays and explain how it would be useful.

Learning Objectives ■

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Demonstrating understanding of a reading text by completing a comprehension task Comparing arc welding in the past to arc welding in the present

E Reading 7 ■

Discuss with students what they know about arc welding. Write their ideas on the board.

Metal Joining ■

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6 you / been / present / the / you / have / how / to / training/ If / had / at / would / known / weld 7 had / If / been /while / you/ welding / would / hurt / not / focused / you / have / yourself 8 told / If / had / manager / have / you / to stop / you / the / he / would / asked / welding / problem / about / the

Students read the text about development of arc welding and answer the questions . When they have ﬁnished, let them compare their answers with those of a partner. Check answers as a whole class. Answers 1 Students’ answers. 2 Direct (DC) or alternating (AC) current can be used for the welding power supply. 3 because more modern ways of welding have been discovered 4 Students’ answers

Activity 3 Complete the following phrases to make meaningful third conditional sentences. 1 If he had welded the chair properly ... 2 If they had used proper welding equipment ... 3 They wouldn’t have been submitted into the hospital for suffocation … 4 They wouldn’t have had an electric shock … 5 If the metal had been hard ... 6 If you had been closer to the arc ... 7 If the employees had been unaware of the dangers of welding ... 8 If the manager had not taken any precaution ... Answers Activity 1 1 had read, wouldn’t have burned 2 had studied, would have worked 3 had been met, wouldn’t have suffocated 4 had become, would have ﬁxed 5 had not worn, would have been 6 had not been, would have heard 7 had welded, would not have happened 8 had known, would have heated

Lesson Six Learning Objective ■ ■ ■ ■

Making justiﬁcations Identifying the type of energy used in arc welding Practising giving examples Identifying ways of using arc welding

F Writing 8

Title: Topic Sentence: If arc welding had never been invented ... __________________________________________________________________________ __________________________________________________________________________

F Writing 8 ■ ■

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Imagine that arc welding had never been discovered or developed. Write a paragraph describing how life was in the past before the invention of arc welding and how arc welding has changed it. Use the following table to organise your ideas.

__________________________________________________________________________ __________________________________________________________________________

Tell the students to read the instructions carefully.

Life in the past without arc welding ... __________________________________________________________________________

Then make sure that they understand the task before they write their paragraphs individually.

__________________________________________________________________________

Ask students to check each other’s work in pairs, and then collect it in for you to mark.

__________________________________________________________________________

Life now with arc welding ... __________________________________________________________________________

Answers Students’ answers

Activity Book page 30 exercise 5 and 6

Concluding sentence: __________________________________________________________________________ __________________________________________________________________________

Activity Book Answer Key Unit 8, page 28, exercise 1 1 metal 2 welding 3 fuse 4 current 5 filler Unit 8, page 28, exercise 2 1 What does my safety gear consist of? 2 After I have put on all my protective gear, will I be ready to get to work? 3 Your job here is to fuse metals together using a technique we call welding. 4 It is when we melt metal to fuse it using an arced current of electricity. 5 This will help protect your work so that it lasts longer. Unit 8, page 29, exercise 3 A 1 had had 2 had shared 3 would have led 4 had used 5 had organised 6 would have suffered B Students’ answers Unit 8, page 29, exercise 4 1 because welders can face certain dangers 2 overalls, goggles, welding helmet with a flash filler, steel-capped boots 3 by constant inspection and maintenance, electrical safety, proper ventilation to reduce fire or explosion risks Unit 8, page 30, exercise 5 Students’ answers Unit 8, page 30, exercise 6 Students’ answers

Culture and Values 2

Culture and Values 2 Women in Business Women in Business (WiB) is a nonprofit organisation whose main aim is to facilitate trade transactions between the Arab World and UK. This organisation is managed by an international team of unpaid volunteers who work hard to realise its ambitions and aspirations. In addition, WiB is also considered to be a worldwide forum in which women involved in business share ideas and broaden their experiences with others in conferences and meetings held in a variety of countries. Furthermore, WiB has played a major role in encouraging a worldwide interaction between qualified employees and business women, with the aim of enhancing women’s economic development. Finally, WiB encourages all its participants, regardless of their professional level, to take part in its seminars. It also provides its members with the opportunity to develop by participating in its annual events. When questioned, over four-fifths of the participants stated that they had benefited from participating in WiB’s seminars which were conducted by proficient lecturers and included real-life experiences.

Questions 1 What is the main idea of the text? 2 What is the meaning of the words in bold? 3 Do you think WiB can achieve all its goals? 4 In your own words, fill in the following company profile for WiB. Profile of ____________________ (Write a brief paragraph that describes the company, its history, the sector in which it operates, etc.) Company Details Location: _____________________ Financial facts: _____________________ How does the company compare to others in its sector? ___________________ Personnel: ________________________

Women in Business Learning Objectives ■ ■

Demonstrating understanding of a reading text Identifying the meaning of words from context

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Allow time for students to read the text silently and ask you about any vocabulary that they didn’t understand.

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Allow time for students to complete the task individually or in pairs.

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Check answers by getting several students to participate. Answers 1 Students’ answers 2 facilitate: make easier volunteer: a person who freely offers to take part in an organisation or undertake a task forum: a place, meeting or medium where ideas and views on a particular issue can be exchanged qualiﬁed: professional seminar: a conference or meeting for discussion or training 3 Students’ answers 4 Students’ answers

Sample Test 4 I Reading Read the text, then answer the questions. When confronted with a period of economic decline, companies usually try to reduce the expenses by cutting down the advertising budget. It is better for the company's future growth not to cut down the advertising assets. Instead, it makes use of the recession period for the product to be properly advertised to consumers who still want to purchase the company's products or use its services. When a company doesn't use the budget set for advertising, it only helps in allowing other competitors to overstep the company in the market place. Surveys revealed that companies who had continued to advertise during recession had the highest sales and net income over those who didn't. It is a good strategy not only for the present time but also for the future development of the company, who was present in good and bad time. Questions 1 What is the author's main purpose in this text? 2 Why is it better to advertise during recession? How was it justified? 3 Find words in the text that can replace the following words: a faced b make smaller or less in amount c inquiries; questionnaires d rivals; opponents 4 Decide if the sentences are true (T) or false (F). Correct the false sentences. a It is better to cut down advertising budget during recession . b Consumers still need to purchase company's products and use its services. c It is proven that the lowest sales and net income occur during recession. II Vocabulary Complete the text with the correct form of the words in brackets. Before welding, the base metal should be clean and empty from any (contaminate) (1)_____________ such as stains, colour and grease. The base metal should be either (wipe) (2)____________ using a clean cloth or (scrape) (3)______________ with wire brush. Before (weld) (4)_____________ on aluminium, oxides have to be wiped off (use) (5)_____________ stainless steel brush. Other methods of cleaning aluminium is by using (corrosion) (6)______________ mixture. If you prefer not using chemicals, you can talk about various (file) (7)____________ techniques with your welding distributor. III Grammar A Complete the sentences using the verbs in brackets in the second conditional. 1 If the welder (keep)__________ the surface dry, he (protect)______________ himself from unnecessary shock. 2 I (advertise)______________ in prime time if I (have)_____________ budget. 3 If I (place)______________ my adverts using bullet point style rather than paragraph style, customers (read) ____________ them more. 4 The metals (fuse)_____________ together if the welder (clean) ____________ the metals from dirt and stains. 5 If you (use)___________ arc welding, you (pay)_____________ a lot of money. B Combine the sentences using the third conditional and the proper form of the verbs. 1 I didn't purchase high-quality arc welding tools. They wore out quickly. 2 They didn't have high profit in selling their new products. Marketers didn't inquire about customers' purchasing habits. 3 The agency didn't use the LED signs. It didn't attract the attention of passersby. 4 Your arc welding skills didn't improve. You didn't follow and apply the directions explained by your instructor. IV Writing You are an advertising agency asked by an arc welding company to plan an advertising campaign. In a paragraph, write the methods you are going to use to advertise for the company.

Sample Test 4 Answer Key I 1 to suggest that companies continue to advertise even during recession 2 for the products to be known and provided for customers who still want to buy them, not to allow competing companies from taking over the market place, highest sales and net income during the recession; justiďŹ ed by surveys 3 a confronted b reduce c surveys d competitors 4 a False; it is better to use advertising budget to advertise during recession. b True c False; it is proven that the highest sales and net income occur during recession. II 1 contamination 2 wiped 3 scraped 4 welding 5 using 6 corrosive 7 ďŹ ling III A 1 kept, would protect 2 would advertise, had 3 placed, would read 4 would fuse, cleaned 5 used, would pay B 1 If I had purchased high-quality arc welding tools, they wouldn't have worn out quickly. 2 They would have had high proďŹ t in selling their new products if the marketers had inquired about customers' purchasing habits. 3 If the agency had used the LED signs, it would have attracted the attention of passersby. 4 Your arc welding skills would have improved if you had followed and applied the directions explained by your instructor. IV Students' answers

Refrigeration

Unit

9 Lesson One Learning Objectives ■

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Demonstrating understanding of a dialogue by answering comprehension questions Identifying parts of a refrigerator

9 Refrigeration A Dialogue 1

A Dialogue 1 ■

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Read the dialogue and answer the questions. A technician is speaking to his boss about a problem with a client’s refrigerator. Technician: I’ve already checked the head pressure, and it seems to be quite low. Boss: Then there must be a leak somewhere! Have you checked the levels of refrigerant? Technician: Yes, I have. They seem to be low as well. In fact, now that you mention it, I remember seeing some oily stains around the end loops of the evaporator coils. That’s where the leak must be. Boss: Hmm … Then you should completely replace the coil or the leak will continue.

Questions

Give students time to practise reading the dialogue in groups and then in pairs.

1 In your own words, describe the problem in the refrigerator. 2 What part of the refrigerator system must never run low and should be continuously monitored? 3 Why did the boss want the technician to replace the leaking part instead of ﬁxing it?

Make sure that students understand the vocabulary used. Explain difﬁcult vocabulary. Point the students’ attention to the questions and then allow them time to read the dialogue again and look for the answers. Check answers as a whole class. Answers 1 Students’ own answers 2 the head pressure 3 because the leak will continue if the coil, the leaking part, is only ﬁxed. 44

Lesson Two Learning Objective ■

Demonstrating understanding of a listening script by completing a gap-ﬁll exercise

B Listening

Answers 1 climate 2 cellars 3 artiﬁcial 4 practical 5 temperature 6 patented

2 ■ ■

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Refrigerator

Give the students time to read the gapped paragraph. Play the CD and ask students to listen. Play the CD another time and ask students to listen and complete the blanks with the proper word. Put students in pairs in order to compare their answers or play the CD again for students to check their answers. Audioscript In the past, long before refrigerators had been invented, people gathered ice and snow to cool their food and store it. They would collect the ice from local areas, if their climate permitted, or import it from mountainous locations. Soon after, people began building cellars – underground rooms lined with wood or straw. These cellars served as the only means of refrigeration for quite a large part of history. In 1748, William Cullen demonstrated the first artificial refrigerating system, but it was not used for any specific purpose at the time. The first refrigerator designed for practical use was made in 1834. Soon after, John Gorrie developed a refrigerator, which used ice to lower the temperature of the air for his patients who were sick with yellow fever. The German engineer, Carol Von Linden, patented a method of liquefying gas in 1876, a process which is at the heart of refrigeration technology.

Activity Book pages 31 and 32 exercise 1

Refrigeration B Listening 2

Listen and complete the text. The History of Refrigeration In the past, long before refrigerators had been invented, people gathered ice and snow to cool their food and store it. They would collect the ice from local areas, if their (1) __________ permitted, or import it from mountainous locations. Soon after, people began building cellars – underground rooms lined with wood or straw. These (2) __________ served as the only means of refrigeration for quite a large part of history. In 1748, William Cullen demonstrated the first (3) __________ refrigerating system, but it was not used for any specific purpose at the time. The first refrigerator designed for (4) __________ use was made in 1834. Soon after, John Gorrie developed a refrigerator, which used ice to lower the (5)__________ of the air for his patients who were sick with yellow fever. The German engineer, Carol Von Linden, (6) __________ a method of liquefying gas in 1876, a process which is at the heart of refrigeration technology.

C Vocabulary 3

Read the text and ﬁll in the blanks with the words found in the diagram of a mechanical refrigeration system below.

Most mnemonics are commonly oral, for instance a unique word or a small funny poem, but they can also be acoustic, kinaesthetic or visual. In brief, mnemonics are aiding tools that help students to link between what students previously know and what they have to recall. Students can make use of three mnemonic techniques to learn the new language easily: 1 Letter method: It requires the application of acronyms and acrostics. a Acronyms: They are formed by taking the initial letter of a single word found in a series and rearrange to form a new word, for example NFL which refers to National Football League and UNICEF which refers to United Nations International Children’s Emergency Fund. b Acrostics: The same technique as the acronyms is used but to form a sentence and not a word, for example My Very Educated Mother Just Sent Us Nine Pizzas refers to the plants in order (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto). 2 Keyword method: It is implemented by taking the word you need to learn and find a word of similar pronunciation or spelling, then form a sentence that has the keyword and its definition you’re aiming to learn. It’s better to have an image included for the recollection to be more easier. This method is useful in learning a foreign language. For example, Leiter in German means ladder; the sentence can be you could feel lighter as you climb the ladder (here leiter and lighter are pronounced the same).

A mechanical refrigerator system is made of four main parts and many smaller components. The (1) __________ is the first basic part of the system. It acts as a vapour compression pump. Compressed gas is passed through a pipe into the (2) __________ . The resulting fluid is then stored in the (3) __________ and passed on through the (4) __________ served. At this point, a mechanic is able to look through a window, called the (5) __________, to see if there is enough liquid refrigerant in the liquid line. Finally, the fluid runs through the (6) __________ and back again into the refrigeration (7) __________ .

3 Linking word method: It is recognising a relationship, either a similarity in spelling or pronunciation between the foreign word and its parallel in the student’s language, for example lettre in French and letter in English. But if there is no evident relationship between the two languages, the student has to manipulate his / her imagination and put mnemonics to use by applying different memory means, for instance vivid images, colour, kinaesthetic, sequence, humour, etc.

Lesson Three Learning Objectives ■ ■

Using words meaningfully in context Demonstrating understanding of the meaning of words by completing a gap-ﬁll exercise

5 The one hundred most common words method: it is to learn the basic and fundamental one hundred keywords of the foreign language that constitute the basic level of that language.

C Vocabulary 3 ■

Explain the task.

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Give the students plenty of time to do the task orally or in writing.

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Check answers as a whole class. Answers 1 compressor 2 condenser 5 sight glass 6 evaporator

4 The town language mnemonic method: After producing an image, students should associate it with a “location on a journey” which is predetermined to learn the intended language. Mainly, students pick a location in a town or village because daily activities and objects are located chiefly in a town. Students can put the nouns in the centre of the town, adjectives in the park and verbs in the sports centres. If gender is significant in the foreign language, students can divide the town into regions depending on the number of genders: feminine, masculine or neutral.

3 receiver 7 system

4 liquid line ﬁlter drier

Teaching Tips Types of study skills (cont.) E Methods based on mnemonics Mnemonics, by definition, is an aiding device designed to enhance the memory and accelerate the acquiring of various kinds of knowledge, such as mathematics, science, learning a foreign language, etc. Sometimes mnemonic techniques are applied in our daily life unconsciously, for example using mnemonic methods for remembering faces, features, names and incidents without being aware of it.

In brief, for the acquisition of a foreign language to be beneficial, the student has to know the major basic words to study, know how to connect and associate words in one’s own language to words in the foreign language and finally to know the way to recollect any word in the language applying the town mnemonics techniques. 6 Loci Strategy The word loci is the plural form of locus, which means place. This strategy helps students remember lists of items through organisation, visualisation and association. Here are the steps in the loci strategy: First, ask students to identify a place with which they are very familiar with such as their living room. Next, tell students to visualise that place, i.e. the living room, and its feature in their minds. For example students may visualise a sofa in the living room. Then, encourage them to link the target word with objects they have in their living room. For example, if the target word is furniture they can visualise a seat facing the TV. In the above example, by visualising the seat facing the TV, students will remember the word furniture.

Lesson Four Learning Objective ■

Using the tag questions correctly

D Grammar Tag Questions

Grammar

■

tag questions

Tag questions are used in speech at the end of sentences, often to check information or opinions. Usually, positive sentences have negative tags. Negative sentences have positive tags.

D Grammar

Examples You can swim, can’t you? You won’t be here tomorrow, will you?

Ask students to work out the answers to the exercise by taking the information from the box.

Check answers and spellings with the whole class. Answers 1 doesn’t it? 2 does it? 3 hasn’t he? 4 did he? 5 wouldn’t they 6 aren’t they? 7 can’t you? 8 have they? 9 won’t they? 10 did they?

Complete these sentences with the right tag question. 1 Refrigeration keeps meat fresh, __________ ? 2 Eating refrigerated fish does not taste the same as eating fresh fish, __________ ? 3 He has been notified that the refrigeration system is not functioning well, __________ ? 4 The manager did not notice the refrigerators are out of service, __________ ? 5 They would consider refrigerated tracks while transporting food, __________ ? 6 They are quite satisfied with the new refrigeration services, __________ ? 7 You can take a look at the store room’s refrigeration standard, __________ ? 8 They have not encountered any problem with the refrigeration, __________ ? 9 The employees will complain to the manager about the constant breakdown of the refrigeration appliances, __________ ? 10 They did not expect the new manager to change the refrigerating appliances, __________ ?

Activity Book page 33 exercises 2 and 3

Mini Grammar + Extra Activity A tag question starts out as a statement and then becomes a question at the end. There are different reasons for using tag questions, but usually we use tag questions to make statements and seek agreement from the listener. Example: You want to learn English, don’t you? Negative Sentences: We form tag questions from negative sentences by copying the auxiliary verb used in the sentence to the sentence end in the positive form. Next we use the pronoun form of the subject of the sentence at the very end of the sentence. Example: John can’t play tennis, can he? Positive Sentences: We form tag questions from positive sentences by copying the auxiliary verb used in the sentence to the sentence end in the negative form. Next we use the pronoun form of the subject of the sentence at the very end of the sentence. Example: We are going to win, aren’t we? Sentences without Auxiliary Verbs If there is no auxiliary verb, we use the appropriate tense form of DO in the negative form. Example: Jack and Jill brought us some water, didn’t they?

Activity Complete the sentences with the correct tag questions. 1 He repairs refrigerators, ___? 2 You can’t lubricate or repair the evaporator fan motor,___? 3 Refrigerant is a liquid, ___? 4 Replacing the compressor costs a lot, ___? 5 Without refrigerators, we would have fewer meals made with fresh food, ___? 6 My refrigerator does not cool properly, ___? 7 I’m here, ___? 8 You should read the manual in order to understand how refrigerators work, ___? 9 You won’t see the coils in your freezer without removing the panel on the inside, ___? 10 I shouldn’t leave the coils in the refrigerator dirty, ___? Answers 1 doesn’t he 2 can you 3 isn’t it 4 doesn’t it 5 wouldn’t we 6 does it 7 aren’t I 8 shouldn’t you 9 will you 10 should I

Lesson Six Learning Objectives

Refrigeration E Reading

■

5 Read the text and answer the questions.

■

Refrigeration and Food Safety Refrigeration is one of the most vital methods used to ensure the safety of our food. Its importance is in its ability to slow bacterial growth with its low temperatures. Since harmful bacteria grow most rapidly in temperatures between 4.4˚C and 60˚C, a temperature of 4.4˚C or below is necessary to keep the food safe in a fridge, using appliance thermometers. This minimises the possibility of bacterial growth. Food stored at temperatures above 4.4˚C for more than two hours are at risk of being spoiled. In addition, leaving the refrigerator door open will affect the temperature and possibly ruin the stored food. You must also consider the packaging and placement of foods for optimal protection. Raw meat, poultry and seafood should be securely wrapped to prevent the contamination of other foods. Perishable foods must not be stored in the refrigerator door because its temperature changes more than that of the cabinet. Finally, in order to keep your food safe, you must always keep your refrigerator clean. Spills must be immediately cleaned up and perishable foods disposed of every week.

Questions 1 What is the author’s purpose in writing this text? 2 List three things you must do, according to the text, to keep your food safely refrigerated. 3 Put the following quote, taken from the text, into your own words: “You must also consider packaging and placement of foods for optimal protection.” 4 Think of another precaution you could take, other than those already mentioned in the text, to keep the food in your refrigerator safe. 5 Find words in the text that mean: a quickly goes bad b maximum c the condition of being impure d uncooked

Identifying how the refrigeration system has inﬂuenced man’s life Describing the advantages of the refrigeration system in writing

F Writing 6 ■

■

Make sure that students understand the task before they write their paragraphs individually. Ask students to check each other’s work in pairs, and then collect it in for you to mark. Answers Students’ answers

Activity Book page 33 exercise 4

Activity Book Answer Key F Writing

Food in fridge

Unit 9, paged 31-32, exercise 1 A Students’ answers

6 With the introduction of the refrigeration systems, certain aspects of our daily lives have

changed. Write a paragraph about these beneﬁts and add some of your own.

Lesson Five Learning Objectives ■ ■ ■ ■ ■

Identifying the main ideas in the text Listing ways to keep food safe Rephrasing a quote Identifying the meaning of words from context Demonstrating understanding of a reading text by answering comprehension questions about it

E Reading 5 ■

■

Give the students plenty of time to read the passage silently and carefully.

B 1 spoil 2 condenser 3 refrigerator 4 freezer 5 bacteria 6 ice 7 temperature 8 food 9 evaporator Unit 9, page 33, exercise 2 1 isn’t it 2 do they 3 hasn’t she 4 did he 5 can’t they 6 aren’t they Unit 9, page 33, exercise 3 1 Students’ answers 2 Foods that spoil quickly could not be preserved; a lot of food would go to waste. 3 Students’ answers 4 Students’ answers 5 a the art of designing something new b go bad, rot c disadvantage d to use up e unable to do without Unit 9, page 33, exercise 4 Students’ answers

After they have ﬁnished reading, get the students to do the task orally or in writing. Check answers as a whole class. Answers 1 food safety 2 maintain temperature of refrigerator at 4.4°C or below; place and package food properly; clean refrigerator 3 Students’ answers 4 Students’ answers 5 a perishable b optimal c contamination d raw

Teaching Tips F Methods based on mnemonics (cont.) 7 Pegword Methods The pegwords strategy is a good strategy to use when you must remember a number of things such as five reasons we should conserve energy. Pegwords are words that rhyme with number words. Each pegword is substituted for a number word and is then associated with the information to be remembered. Students can use any word as a pegword as long as it rhymes with a number word. Below are suggested pegwords for the number words one through ten. Students can substitute their own number words. Nouns and verbs are best to use as pegwords because they are easy to associate with information to be remembered. Number Word

Pegword

one

fun

two

flew

three

free

four

floor

five

drive

six

mix

seven

heaven

eight

date

nine

fine

ten

when

Here are the steps to use the pegwords strategy: 1 Think of the first piece of information to be remembered. 2 Think of the pegword for the number word one. The pegword for one is run. 3 Form an association between the pegword one and the first piece of information to be remembered. 4 Repeat steps 1-3 for each additional piece of information to be remembered. Use the pegword shoe for the second piece of information, tree for the third piece of information, and so on. Here is an example of how the pegwords strategy can be used to remember three important reasons for preserving tree. 1 Trees provide us with food. The pegword for one is fun. Students could create a picture in their mind of children having fun under a tree and eating fruits. Later, when they try to recall the reasons for preserving trees, the number word one will trigger the pegword fun, and students will recall the picture of children having fun under a tree and eating fruit. They will thereby remember that one reason for preserving trees is that they provide us with food. 2 Trees provide shelter for animals. (two / flew). Students could create a picture in their mind of a bird flying. 3 Trees provide lumber that is used to build boats. (three / sea). Students could create a picture in your mind of stacks of lumber lying on the ground next to the seashore.

Teaching Tips Types of study skills G Methods based on exam strategies 1 General Test Preparation strategies Before the test SQ3R is a five-step reading strategy which could be used while preparing for tests. The acronym stands for survey, question, read, recite and review. Before students read a text, it would be helpful for them if they first survey the chapters in the book using first lines and paragraphs. By quickly surveying the chapter, students can familiarise themselves with the chapter’s general drift. Sometimes, the first or last paragraph of a chapter may contain information that may be useful for students’ understanding. Moreover, it’s helpful that students read the captions under diagrams, charts, maps, pictures and diagrams as they may contain information that positively influences comprehension. In addition to the above, make sure to direct students’ attention to the italicised, bolded or repeated words in the text. After students survey the text, encourage them to ask questions that are related to the chapter they have just surveyed as this would positively influence their retention level and it sets a purpose for the reading activity. Advise students to use headings and subheadings as a starting point to create their own wh-questions. If there aren’t any headings, turn the first sentence of paragraphs into questions. Next, prompt students to read the target text in order to answer their questions. Encourage them to jot down key concepts or words in the margin as this would help them later on in the revision stage. When students have finished reading the text, encourage them to rephrase the information they have just read and recite it over and over again in order to move the information that is being learned into the long-term memory. Finally, in the revision stage, students repeat the above mentioned steps in order to reinforce information they have acquired during the survey, question and reading steps. To sum up, encourage your students to use SQ3R as it gives them the opportunity to check their comprehension as they are reading and this helps in incorporating information that is read from short-term memory to long-term memory. Another advantage is that students won’t have to do a second reading. They can just go through the notes that they have jotted in the margin instead of reading the whole article again. PQRST is another reading strategy which could also be used while studying for a test. It involves five steps. In the first step, students skim the text paying attention to the text’s introduction, headings and subheadings and the chapter summary, if any is provided. This step is called previewing a text. It’s essential to preview the text before actually reading it because previewing helps students to understand the general drift of the text in a relatively short period of time. While students are previewing the text at hand, it is important that they ask themselves questions such as why am I reading this? What am I going to learn? Such questions help students set a definite goal for their reading process and later on for the revision process. This is the second step which is called questioning stage. The third step involves the actual reading of the text. While students are reading the target text, encourage them to underline or highlight key ideas. Next, students try to recite some of the information they learned in the reading step and say them out loud. In conclusion, the PQRST is an efficient reading strategy because it helps students retain information they’ve read in their longterm memories and it gives them the opportunity to self test their comprehension level, which would result in getting better test grades. During the test Students should keep in mind the following tips when they are TAKING a test: 1 Read the directions carefully! 2 Remember to preview the test to see how much time they need to allow for each section. If the test is all multiple choice questions, it is good to know that immediately. 3 Work on the “easiest” parts first.

4 Remind them to pace themselves to allow time for the more difficult parts. 5 Save time at the end of the exam to review their test and make sure they haven’t left out any answers or parts of answers. 2 Strategies for fill in the blank tests Tests are a source of anxiety to students; however, preparing for a fill-in-the-blank test is best prepared by referring to class notes especially if they are supported by details. Thereby, students need to follow a few steps to make the best use of these notes. To start with, students can highlight important ideas and phrases, copy them on a piece of paper and exclude the keyword by replacing it with a blank space. This method is useful not only for fill-in-theblank questions, but also in any essay question. 3 Strategies for open book tests An open book test gives no reason for students not to prepare; such tests are prepared differently. Instead of learning the material by heart, students must make some effort to familiarise themselves with the assigned text and the subject it discusses. One can even assess one’s comprehension of the read material through orally explaining it. Most importantly, students are expected to read, take notes and highlight the parts that are to be asked about in the test. Next, those highlighted parts are to be revised attentively. Since students may not have enough time to cover all the questions, students must make their most effort to be well prepared in order to reduce the number of answers they need to find in the text. Finally, students must avoid making direct copies from the book; writing in one’s words is an efficient manifestation of comprehension. 4 Strategies for multiple choice-tests First of all, students must prepare and go over their notes and previous tests; they can also ask the teacher for some help regarding the content of the test. Secondly, students can write questions and their corresponding answer on the sides of the card to make revision easier. Furthermore, collaborative learning within a group can keep students motivated and more concentrated on the material. While taking the test, students are encouraged to try to answer the question before having a look at the given choices. They can follow a process of reducing the number of the incorrect and improbable answers. In addition, it is extremely important for students to read all the choices and not to skip questions and lose grades. Another tip that students can use is selecting the choice with the most given information; the latter is usually a hint from the teacher. If students are confused due to having technically correct answers, they should choose the ideal answer. If students are provided with draft paper, they are encouraged to use it because it helps them think and reach the correct conclusion. Nonetheless, students may be losing too much time thinking about a question they are unsure of. In such conditions, students must mark the question and try to answer it once the rest are answered. 5 Strategies for essay tests Sitting for an essay test requires students to comprehend, analyse and write about a certain subject in a well-orgnaised essay. One of the first elements that help student do well on such an exam is to ask the teacher about the number of essays to be written and how long each needs to be, so that the student is prepared to write a properly structured essay. If the topic of the essay is known, students are advised to read about it in the textbooks and make sure they comprehend the supporting details. On the other hand, if the topic of the essay remains unknown, students can write the titles, subtitles and the main points on a card and go over them in an attempt to prepare the question that might be asked about in the test. It is needless to say that students are recommended to start preparing for a test as soon as possible with the help of an effective study plan. Moreover, many put mnemonic devices into practice while preparing for an essay test because drawing, adding melody to the given material or rewriting their notes helps them study better. It is essential that students must study for short yet frequent periods of time having an average of 45 minutes followed by a short break; otherwise, studying will be overwhelming and they would easily lose concentration. Finally, it is quite helpful to go over the titles of the material because they are often thematic and provoke important ideas.

Review (Units 7-9) F

Write true or false. Correct the false ones. 1 Syria Advertising Corporation has its own studio and facilities for video editing. 2 SAC produces only TV advertisements. 3 Computer graphics can express your message clearly and loudly. 4 A special workshop in the company produces outdoor and indoor banners for any purpose.

Fill in the blanks with the right tense of the verb in brackets. on the 1 If Salah didn’t know about tourist business, he (work, not) project. 2 If the National Tourist Ofﬁce of Syria were familiar with advertising agencies, it (choose) one for itself. 3 If Salah didn’t prefer working for TST more, he (be, still) working in advertising. more disadvantages than advantages, he would 4 If Salah’s job (have) quit it. 5 If I had a houseboat, I (love) to live on it. 6 You (use) a fountain pen if you (have) one. PowerPoint presentation if they (know) 7 Students (use) how. 8 If my country (be) crowded, I (use) a small car. TV advertisement if I (advertise) food. 9 I (use) a specialist in cartoons, I (make) more 10 If I (be) animated cartoons.

Join these sentences using if. 1 I didn’t buy a sports car last year. I didn’t exchange it with 4WD. 2 Mike was an accounts executive. He liked advertising more. 3 I learned arc welding. I renewed the simplest hand tools in the house. 4 The refrigerator leaked oil. We called the home appliance repairman immediately. 5 People needed to store food. They invented refrigeration. 6 Refrigeration minimised bacterial growth. People started to store more food. 7 Women were concerned with fulﬁlling their ambitions and aspirations. They founded Women in Business nonproﬁt organisation.

Complete these sentences with the right tag question. 1 We have to choose an advertising agency for the National Tourist Ofﬁce, 2 I’m very lucky to be in this job, ? ? 3 You prefer working for lots of clients, ? 4 SAC has its own studio, 5 SAC is noted for its high-quality catalogues, ? ? 6 Arc welding doesn’t cost a lot, 7 Raw meat, poultry and seafood should be securely wrapped,

A Match the following words with their meanings.

1 2 3 4 5 6 7 8 9 10

expertise slogan impact transaction ambition assemble enhance regardless annual proﬁcient

a b c d e f g h i j

a short memorable phrase used in advertising gather an instance of buying and selling something without reference to expert skill or knowledge in particular ﬁeld yearly determination to succeed improve effect skilled

B Fill in the blanks with a word from the box.

vital

poultry bacterial contamination perishable disposed packed

Refrigeration is a (1) system used to guarantee the safety of our food. It slows (2) growth with its low temperature, which is less than 4.4˚C. However, for protection. Raw meat, (4) and food must be properly (3) of other foods. Fresh seafood must be tightly wrapped to prohibit (5) food must not be stored in the refrigerator door since it is constantly (6) exposed to the room temperature. Finally, any spoilt or rotten food must be (7) of to keep the refrigerator clean. C Construct a sentence with each word.

1 ambition 2 enhance 3 cooperate 4 colleague D Join the following phrases to make a meaningful paragraph.

women in business, nonproﬁt organisation, facilitate trade transaction, international team of unpaid volunteers, share ideas, broaden their experiences, interaction between qualiﬁed employees and business women

E Complete the clauses.

. .

1 Arc welding enables us to put together all kinds of 2 Arc welding is used to 3 It has greatly improved

Review (Units 7-9)

1 wouldn’t work 2 would choose 3 would still be 4 had 5 would love 6 would use; had 7 would use; knew 8 were; would use 9 would use; advertised 10 were; would make

Learning Objective ■

Oral / written revision and consolidation of language from unit 1 to unit 3

H 1 If I had bought a sports car last year, I would have exchanged it with a 4WD. / If I had not bought a sports car last year, I couldn’t have exchanged it with a 4WD. 2 If Mike hadn’t liked advertising more, he would have been an Account Executive. / If Mike had liked advertising more, he would not have been an Accountant Executive. 3 If I hadn’t learned arc welding, I wouldn’t have renewed the simplest hand tools. / If I learned arc welding, I would have renewed the simplest hand tools. 4 If the refrigerator hadn’t leaked oil, we wouldn’t have called the home appliance repairman immediately. / If the refrigerators had leaked oil, we would have called the home appliance repairman immediately. 5 If people hadn’t needed to store food, they wouldn’t have invented refrigeration. / If people had needed to store food, they would have invented refrigeration. 6 If refrigeration hadn’t minimised bacterial growth, people wouldn’t have started to store more food. / If refrigeration had minimised bacterial growth, people would have started to store more food. 7 If women hadn’t been concerned with fulfilling their ambitions and aspirations, they wouldn’t have founded Women in Business nonprofit organisation. / If women had been concerned with fulfulling their ambitions and aspirations, they would have founded Women in Business nonprofit organisation.

Warm-up Explain the purpose of the review units. They are an opportunity for the students to revise and practise the language and skills that they have learned in the previous three units. ■ Explain that it is important for two reasons. Firstly, it will help them to remember what they have learned, and secondly it is an opportunity to ask questions and clarify anything that they have not fully understood. ■

A 1 e / 2 a / 3 i / 4 c / 5 g / 6 b / 7 h / 8 d / 9 f / 10 j

B 1 vital 2 bacterial 3 packed 6 perishable 7 disposed

4 poultry

5 contamination

C and D Answers may vary

E 1…metal in faster and more efﬁcient ways. 2…assemble cars, appliances, space shuttles and even the simplest hand tools. 3…industry and is still improving it today by creating many different products.

F 1T 3T

2 F documentaries, animated cartoons, banners, etc. 4 F banners for conferences, competitions or promotions

I 1 haven’t we? 2 aren’t I? 3 don’t you? 6 does it? 7 shouldn’t they?

4 hasn’t it?

5 isn’t it?

Test 3 Answer Key I 1 Advertising has existed since the time of the Greeks and Romans. 2 new manufacturing techniques, new policies to find markets had been adopted, such as removing taxes on advertising 3 positive effect: new opportunities of work for women in the advertising field negative effect: women were easily attracted by simple displays in window shops and pictures in public places 4, 5, 6 and 7 Students’ answers II 1 providing 2 varied / varying / various 3 daily 4 printed 5 placed 6 Commercials 7 Manufacturers 8 advertising III Students’ answers IV 1 will see (first conditional) 2 wouldn’t have come (third conditional) 3 would live (second conditional) 4 had bought (third conditional) 5 took (second conditional) V 1 didn’t they 2 aren’t you 3 are they 4 has she 5 shouldn’t they VI Students’ answers

Unit

Automatic 10 Control 10 Automatic Control

Lesson One Learning Objectives ■

■ ■ ■

Demonstrating understanding of a dialogue by answering comprehension questions Practising selling skills Distinguishing between true or false sentences Demonstrating understanding of a listening script by completing a gap-ﬁll exercise

A Dialogue 1

A Dialogue 1 ■ ■

Read the dialogue between Tarek and a door-to-door salesman selling a manual shower head then answer the questions. Salesman: Can I interest you in a shower head? Tarek: I already have a shower head in working condition. Salesman: But this shower head is unlike any other. It runs by a manual control system and so minimises any possibility of something going wrong. Tarek: So, what you’re telling me is that I have to manually work the shower head. That doesn’t sound as easy as my automatically-controlled shower head. With the press of a button, it is able to change from running hot water to cold. Salesman: Automatic control systems are much more comfortable, but this manual shower head can save you a lot on repair expenses!

Tell students to read the dialogue ﬁrst in groups and then in pairs.

Questions

Ask them to answer the questions in pairs, before you check the answers with the whole class.

1 What is the salesman trying to sell Tarek? 2 Why wasn’t Tarek interested in buying this item? 3 Decide if the sentences are true (T) or false (F). Correct the false sentences. a A manual shower head runs hot or cold water at the press of a button. b Comfort and ease come with automatic control systems. c The beneﬁt of manual control systems is that they reduce the possibility of sudden malfunctions. d Maintenance of automatic systems is cheaper then the maintenance of manual systems.

Answers 1 A shower head 2 He already has a shower head. 3 a False, automatically controlled shower head b True c True d False, it is more expensive.

B Listening 2

Listen to the text about automatic control systems and complete the sentences. 1 In a society greatly based on industry, control systems 2 Control systems deal with 3 Some examples of these control systems include the

B Listening 2

Lesson Two

■

Give the students time to read the sentences.

■

Play the CD and ask students to write their answers individually.

Learning Objectives

■

Play the recording again for students to check their answers.

■ ■

Audioscript In a society greatly based on industry, control systems have become very important. They provide products to the society in an efﬁcient way. Control systems deal with electrical, mechanical and chemical matters. So, they are able to deal with different mechanical tasks and make them easier to carry out. These systems connect the parts of a mechanism and make them work smoothly to come up with the desired response. Some examples of these control systems include the automatic toaster, the washing machine and dryer, computers and robots. Answers 1 have become very important. 2 electrical, mechanical and chemical matters. 3 automatic toaster, the washing machine and dryer, computers and robots.

Identifying the meaning of words from context Demonstrating understanding of the meaning of target vocabulary by completing a gap-ﬁll exercise

C Vocabulary 3 ■

Explain the task.

■

Get individual students to do the exercise orally.

■

When a student gives a correct answer, repeat it clearly. Answers 1 automatically 2 manual 3 control systems 4 processes 5 response

Activity Book page 36 exercises 1 and 2

. . .

Mini Grammar + Extra Activities

Automatic Control C Vocabulary 3 Complete the sentences by using words from the box. Use the deﬁnitions beneath each sentence

as a clue. control systems automatically processes manual

response

1 The doors opened __________ as we approached. (a device working without direct human control) 2 It would take too long to do a __________ search of all the information. (operated or done by hand or without the help of electricity, computers, etc.) 3 Most mechanisms today are run by __________ that manage their functions. (the organisation of parts to control a function) 4 Industries carry out many __________ to produce their materials. (a series of actions taken in order to reach a particular result) 5 The __________ of the automatic control system of the toaster was to eject the bread once it had ﬁnished toasting it. (something that is done as a reaction to something that has already happened)

D Grammar

Indefinite pronouns—words like anybody, anything, somebody, something, everybody, everything, neither, none, each, either— refer to unspecified people or things. Although they can seem to refer to more than one person or thing, most take singular pronouns. A few, however, can be used with either singular or plural pronouns. Here’s how to determine which pronoun, singular or plural, to use: 1 Does the indefinite pronoun contain an explicit reference to one or more than one person or thing? If it ends in any of the singular constructions -thing, -body, and -one, it refers to one person or thing and takes a singular pronoun. Though less explicit, each and none (meaning each one and no one) also refer to a single person or thing and take a singular pronoun.

Indefinite Pronouns An indefinite pronoun does not refer to any specific person, thing or amount. It is vague and “not definite”. Most indefinite pronouns are either singular or plural. However, some of them can be singular in one context and plural in another. Singular another, anybody / anyone, anything, each, either, enough, everybody / everyone, everything, less, little, much, neither, nobody / no one, nothing, nowhere, one, other, somebody / someone, something, somewhere Plural both, few, many, others, several Singular or plural all, any, more, most, none, some, such 4 Fill in each blank with a suitable indefinite pronoun from the table above. Some sentences may

have more than one correct answer. 1 I know __________ about how to solve telecom problems, but you must promise to keep it a secret. 2 __________ knows him. He is a stranger who claims to be the new employee at the Telecom department. 3 I had dinner __________ near the Telecom Service building. 4 __________ could have known that telecom is a great tool in the facilitation of business growth. 5 __________ can exceed the capacity of telecom to connect businesses and investors. 6 This company is __________ near considering hiring new telecom employees. Let’s go __________ else and look for more job opportunities. 7 Would you like __________ to wash your hands with? 8 This is __________ all telecom students must learn. 9 They took him __________ in London as a manager in telecom services. 51

Lesson Three Learning Objectives ■ ■ ■

Identifying indefinite pronouns Using indefinite pronouns correctly in context Distinguishing between singular and plural indefinite pronouns

D Grammar 4 ■

■

Give the students time to look at the table. Explain the rules for using indeﬁnite pronouns. Check understanding by eliciting examples from volunteers. Do number 1 orally with the whole class as an example to check that they understand what they are asked to do. Give them some time to complete the task individually or in pairs. Invite volunteers to read their answers aloud. Answers 1 everything 2 Nobody, No one 3 somewhere 4 Anyone 5 Nothing 6 nowhere, somewhere 7 something 8 something 9 somewhere

2 A few indefinite pronouns are more ambiguous. All, any, more, most, neither and some refer sometimes to one, sometimes to more than one person or thing. For that reason, each can take either singular or plural pronouns, depending on the context. If you’re referring to several people or things within a unit, use a plural pronoun. Examples All in the regiment advanced until they reached the beach. If you’re referring to the unit as a whole—as a group rather than as several individuals—use a singular pronoun. All of the regiment advanced until it reached the beach. Remember: Most indefinite pronouns refer to one person or thing and take a singular pronoun. To determine whether to use singular or plural pronouns with ambiguous indefinite pronouns, examine the context of the sentence. Activity 1 Decide whether each indefinite pronoun should take a singular pronoun or a plural pronoun. 1 One of my brothers left (his / their) play station in the hallway. 2 Not too long afterward, one of my sisters did not notice the play station in the hallway and (she / they) accidentally stepped on it and broke it. 3 Someone said (he / they) could fix the broken play station. 4 Anyone who makes the mistake of leaving (his / their) play station in the middle of the hallway isn’t likely to do it again. Activity 2 Circle the correct verb. 1 Both (function, functions) automatically. 2 Many of the control systems (are, is) broken. 3 One of my hairdryers (operate, operates) automatically. 4 All of the laundry (need, needs) ironing. 5 We were glad to see that several of you (know, knows) a lot about automatic control systems. 6 Most of the employees in the electronics shop (is, are) able to fix most of the machines’ control systems. Answers Activity 1 1 his 2 she

3 he

Activity 2 1 function 2 are

4 his 3 operates

4 needs

5 know

6 are

Lesson Four Learning Objective ■

Talking about the beneﬁts of inventing automatic control systems

E Speaking 5 Work in pairs. Discuss with your partner the difﬁculties you would face if automatic control

E Speaking 5

systems were never invented. Start off with the statements below. • If automatic control systems had never been invented, I feel I would have a hard time ... (doing this) • I agree / disagree because ...

F Reading 6 Read the text and the fact box, then answer the questions on page 53.

In order to demonstrate the pair work, divide the class into two groups A and B. Elicit from group A an advantage of automatic control systems and from group B another advantage.

■

The Development of Automatic Control Systems Automatic control has greatly inﬂuenced the development of automation or machines. It originated in the studies and inventions of the ancient world. People used to organise a functional system based on water and level work to make jobs, like pulling up a wooden gate, easier. From the 17th century onwards, such systems developed into ones designed to control the temperatures and the mechanics of mills and steam engines. Similarly in the 19th century, control systems were modiﬁed to stabilise and steer ships and planes. With the introduction of communications engineering in the 1930s, control systems began to develop into the automatic processors we know today.

When you think students are ready for closed pair work, tell the class to work in pairs simultaneously and to discuss the difﬁculties people would face if automatic control systems were never invented. Your role during the pair work is to observe quietly. Do not interrupt the practice unless absolutely necessary. Don’t worry if they make mistakes. Note the mistakes and deal with them after the pair work. The important thing is that everyone should be trying to speak English.

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FACT BOX • Control systems became automatic • Basic functional systems led to the invention of control systems • Control systems used to guide large vehicles • Basic functional systems were updated to control mills and steam engines

Finally, stop the pair work and ask a few pairs to repeat their dialogues. Use this opportunity to comment on good work and to correct any important mistakes that you heard during the pair work.

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Answers Students’ answers Activity Book page 37 exercises 3 and 4

Lesson Five Learning Objectives ■

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Demonstrating understanding of a reading text by ﬁlling in a timeline Demonstrating understanding of a reading text by completing a gap-ﬁll exercise

F Reading 6 ■ ■

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Explain the task. Give the students plenty of time to read the passage and the fact box. Remember that the main aim of this task is to give the students practice in reading comprehension, so they should read silently and carefully. After they have ﬁnished reading, ask the students to answer the questions orally or in writing. Tell them that they will have to explain how and where they found the answers in the text. This task is best done individually and silently. When they are ready, you can let them work in pairs comparing answers. Encourage them to use English in their discussions of answers. Check answers orally with the whole class. Answer any questions that the students may have about the text or the language in it.

Answers 1 Ancient World: People used to organise a functional system based on water and level work to make jobs, like pulling up a wooden gate, easier. 17th century: Systems developed into designs to control the temperatures and the mechanics of mills and steam engines. 19th century: Control systems were modiﬁed to stabilise and steer ships and planes. 1930s and on: Control systems began to develop into automatic processors. 2 a iii the ancient world b ii Automatic c ii level work

Activity Book Answer Key Automatic Control Unit 10, page 36, exercise 1 1d/2c/3d/4a/5b

Questions 1 Fill in the timeline with facts from the box. Refer to the text for help. Ancient world: 17th century: 19th century: 1930s and on: 2 Circle the answer that best completes the sentence. a Control systems originated as far back as ______. i the 17th century ii before time iii the ancient world b ______ control systems can be said to have started around the 1930s. i Manual ii Automatic iii Functional c In ancient times, functional systems were used to carry out ______. i manual labour ii level work iii easy jobs

. . . .

Unit 10, page 36, exercise 2 1 automatic 2 linear 3 operation, minimal 4 advances Unit 10, page 37, exercise 3 Students’ answers

G Writing 7 Imagine the world today without automatic control systems: people would always have to

Unit 10, page 37, exercise 4 A 1 All 2 everyone / everybody 3 Both 4 One 5 somewhere 6 everybody / everyone 7 anything 8 any

use the stairs instead of lifts; our windows wouldn’t close with a push of a button; a lot of our daily activities would become much more difﬁcult. Write a short paragraph discussing what difﬁculties you might face without the invention of automatic control systems.

B Students’ answers Unit 10, page 38, exercise 5 1 Control systems have made human life easier. 2 measurement, comparison, computation and correction 3 Students’ answers Unit 10, page 38, exercise 6 Students’ answers manual shower head

Lesson Six Learning Objective ■

Describing the beneﬁts of inventing automatic control systems in writing

G Writing 7 ■ ■

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Tell the students to read the instructions carefully. Then make sure that they understand the task before they write their paragraphs individually. Ask students to check each other’s work in pairs, and then collect it in for you to mark. Answers Students’ answers

Activity Book page 38 exercises 5 and 6

Sample Test 5 I Reading Read the text, then answer the questions. Refrigerator defrosting is a process of removing ice piled on the freezers or evaporators. This process can be manual or automatic. Manual defrosting requires series of steps of defrosting and cleaning that have to be done by its owner; otherwise, its performance will be influenced resulting in temperature fluctuation. This in turn will affect the freshness of its content. Also the accumulated ice or frost will damage the unit affecting its functionality. In addition to the manual defrost, there is an auto-defrost, also known as no-frost or frost-free, refrigerator. An automatic control system which stops frost from piling on the walls and sides of the unit are found in modern refrigerators. The auto-defrost method saves people a lot of time defrosting and cleaning because it is done automatically. This makes life much easier and convenient for people with hectic, busy life. Buying an auto-defrost refrigerator will save a lot of time and effort and render your life easier. Questions 1 What do the words in bold refer to? 2 Why defrosting is important for the refrigerator? 3 How many kinds of defrosting are mentioned in the text? State them. 4 Why is auto-defrost preferred more than the manual one? II Vocabulary Reorder the jumbled letters to find the term that fits the definition. 1 uppm a machine used to raise fluids ________________ 2 fiylequ turn into liquid ______________ 3 onlctor stysme a device or set of devices to manage and control other systems or devices ______________ 4 sopcers a series of actions or steps taken to achieve a particular end _________ 5 lunama works by hand ___________ III Grammar A Complete the following sentences with the right tag question: 1 An automatic control valve manages the gush of liquids, _________? 2 In the near future, the amount of water needed for the washing cycles will be controlled by an automatic load detection system, __________? 3 You aren't applying for the refrigerator mechanic position, __________? 4 You haven't repaired the gaps inside the door of your refrigerator, ___________? 5 Control systems can be either automatic or manual, __________? B Fill in the blank with a suitable indefinite pronoun from the box. one somewhere everything many

nobody another

1 There are ________ improvements in the field of technology, and automatic control system is ________ of such improvements. 2 ________ in the new shoping centre is operated automatically, such as escalators, doors, lights, etc. 3 _______ here knows that they shouldn't place any appliance with a refrigeration system down. 4 The earliest need for refrigeration machines originated ________ near the southern regions of the States that needed artificial ice. __________ demand for the system came from Australian meat industry. IV Writing Write a paragraph discussing how the refrigeration system can benefit from an automatic control system.

Sample Test 5 Answer Key I 1 This: process of refrigerator defrosting its: refrigerator it: auto-defrost method 2 without the process of defrosting, the performance of the refrigerator will be inďŹ&#x201A;uenced resulting in temperature ďŹ&#x201A;uctuation which will affect the freshness of food; piles of ice and frost will damage the functionality of the refrigerator 3 two kinds: manual and automatic defrosting 4 saves a lot of time and effort and making life easier for busy people II 1 pump 2 liquefy 3 control system 4 process 5 manual III A 1 doesn't it 2 won't it 3 are you 4 have you 5 can't they B 1 many, one 2 Everything 3 Nobody 4 somewhere, Another IV Students' answers

Unit

Electrical 11 Power Stations

Lesson One Learning Objectives ■ ■ ■

Comparing and contrasting power stations in the past and now Identifying ways in which power stations have changed Demonstrating understanding of a dialogue by answering comprehension questions

11Electrical Power Stations A Dialogue 1 Read the dialogue and answer the questions.

Hassan is a young man from the present day who has gone back in time to interview Thomas Edison (the inventor who built the first power stations). Hassan: I’m honoured to meet you Mr Edison. Your discovery has changed the world! T. Edison: I’m glad you’re here because I have some questions of my own. How has the first power station, which I built in 1882, developed? Hassan: Well, electrical power stations have become vital all over the world. Improvements have also been made such as the types of sources of energy that are being used. T. Edison: What do you mean by sources of energy? Have power plants been able to find alternative forms of fuel to generate electricity? Hassan: Why yes, they have! Not only do they use gas and oil but also coal and fossil fuels. We even have different power stations nowadays. T. Edison: Are they also used to generate electricity?

A Dialogue 1 ■ ■

Ask the students to read the dialogue quickly and silently. Check that the students understand the meaning of all the words in the dialogue.

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Ask volunteers to model reading the dialogue.

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In pairs, the students try to answer the questions.

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Check answers as a whole class.

Answers 1 Thomas Edison is the inventor who built the ﬁrst power stations; he is interested in power stations because he wants to know how the ﬁrst power station, which he built in 1882, has developed. 2 types of energy sources have improved; power stations use gas, oil, coal and fuels; power stations produce electricity through heat, water, wind and the sun’s heat. 3 Students’ answers

Lesson Two Learning Objectives ■

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Demonstrating understanding of a listening script by labelling a picture Identifying the parts of a machine

B Listening

Hassan:

Yes, of course! They produce electricity through heat, water, wind and even the sun’s heat. T. Edison: I must say, power stations have come a long way.

Questions 1 Who is Thomas Edison and why is he so interested in power stations? 2 Identify three ways that electrical power stations have changed since 1882. 3 How did the changes in electrical power stations influence your life?

Audioscript Electrical energy is generated at an electric power station. Most power stations work by ﬁrst heating water in what is called a boiler unit. There, extremely hot steam is produced at high pressure. The steam is then used to turn the blades of a turbine. The process of turning the turbine generates electricity that is passed through a generator to be distributed. The remaining steam goes from the turbine, through cooling water, in a condenser, to turn it back into liquid. The water then goes through a pump, back to the boiler unit. Answers 1 water 2 turbine 3 generator 5 condenser 6 pump

4 cooling water

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Play the CD twice while students listen without looking at the book. Ask them to note down any information they think will be useful. Tell students to open their books and complete the task. Play the CD again for them to check and then correct the answers with the whole class. If students have made mistakes, play the CD again in order for them to hear the right answer.

Activity Book pages 39 and 40 exercises 1 and 3

Electrical Power Stations B Listening 2

Listen and label the ﬁgure using words from the box. pump

turbine water generator cooling water condenser

Teaching Tips Tips for effective studying There is no single “best” way to study. Each student must find the best method for him / her. However, three components are common to all: (1) repetition, (2) effort and (3) time. Repetition is a key component necessary to move information into the student’s long-term memory (See page 19 for details on methods based on rote-learning). This stage should be a step for active review during which students organise their thoughts and test themselves. Moreover, active studying requires effort and it takes time; there are no shortcuts. The following are some guidelines for effective study techniques:

1 Encourage students to read their notes prior to every session. While reading, tell them to highlight important ideas. If students don’t have enough time, tell them to skim and scan the material quickly to identify key terms and concepts. This can be done in several ways: • read the chapter summary; • read section headings and bold type; • inspect figures and read figure headings.

5 4

power station

2 Train students to take effective notes in the classroom (See page 31 for details on how to take effective notes).

C Vocabulary 3 Use a dictionary or thesaurus to look up synonyms for the underlined words in order to complete

the sentences which describe the job of a power station operator. A power station operator holds the position of a facilitator or (1) __________ . An operator makes sure his crew or (2) __________ is safe and working. Operators also have to maintain or (3) __________ the equipment by constantly inspecting or (4) __________ important information. They may also control the generators or (5) __________ depending on need. Most importantly, operators should be able to react to an emergency or (6) __________ and carry out the necessary procedures or (7) __________ .

3 Advise students to rewrite their lecture notes as soon as possible after the lecture. Train your students to make this stage an active process. Encourage them to rewrite the information in their own words not just recopy your words. Furthermore, it is effective that students convert their notes into flashcards for review. In addition to the above, prompt students to make up questions from their notes. This will help them to actively think about the material and may help them to predict what kinds of questions may be on the test.

Lesson Three Learning Objectives ■ ■

Identifying the relationship between words and their synonyms Practising word search skills

C Vocabulary 3 ■

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Ask students to work out the answers in pairs. Choose students who don’t often volunteer to give the answers. Check answers as a whole class. Answers Students’ answers

Finally, if students have recorded the lecture, advise students not to waste their time listening to the entire lecture again. Tell them to use it just to fill in gaps in their notes. 4 Encourage students to review their notes in groups. Study groups should not replace individual study but are frequently the best way to review what students have learned (See p. 88 for details on study groups). 5 Encourage students to use additional resources when needed (i.e. texts). Different texts may present information in different ways that are clearer to your students. However, warn them that if they try to use all of the resources that are available, they might become overwhelmed. Advise them to use the resources that are assigned and turn to alternate sources only whenever it’s necessary. 6 Advise students to use graphic organisers such as flow charts in order to help them visualise relationships (note: if students learn the relationships and the general concepts, it is often possible for them to reason out the details; however, learning the details alone often is not helpful in learning the concepts). 7 Advise students to test themselves from time to time. Direct their attention to the self-study questions which are often found at the ends of chapters, in study guides and in computer applications. If such questions are not available, students may refer to old exams or they can even devise their own test questions. 8 Encourage students to refer to you in order to clear up any questions that they have. 9 Finally, it is helpful that students always review and analyse their mistakes on their tests and try to answer the following questions: • what are the correct answers? • why did I miss the questions? • how can I improve my studying and test performance?

Lesson Four Learning Objectives Using prepositions correctly Identifying prepositions of location, time and action or movement

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D Grammar Prepositions

Grammar

Prepositions are used before nouns to give additional information in a sentence. Prepositions are usually used to show where something is located, when something happened or an action.

prepositions

Prepositions showing:

D Grammar

Location: above, below, over, under, among, between, beside, in front of, behind, next to, with, in the middle of, on, in, at

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Time: at, on, by, before, from, since, for, during, to, until, after

Ask students to work out the answers to the exercise by taking the information from the box.

Action and Movement: at, by, from, into, on, onto, off, out of, towards

Check answers with the whole class.

Answers 1 d / 2 a / 3 b / 4 a / 5 c / 6 d / 7 b / 8 d / 9 c / 10 d Activity Book pages 39-40 exercise 2

Mini Grammar The following table contains rules for some of the most frequently used prepositions in English: Prepositions of Time English

Usage

Example

days of the week

on Monday

months / seasons / time of day year after a certain period of time (when?)

in August / in winter in the morning in 2006 in an hour

for night for weekend a certain point of time (when?)

at night at the weekend at half past nine

since

from a certain point of time since 1980 (past till now)

for

over a certain period of time (past till now)

for 2 years

ago

a certain time in the past

2 years ago

before

earlier than a certain point of time

before 2004

telling the time

ten to six (5:50)

past

telling the time

ten past six (6:10)

to / till / marking the beginning and end of a period of time until

from Monday to / till Friday

till / until

in the sense of how long something is going to last

He is on holiday until Friday.

in the sense of at the latest I will be back by 6 o’clock. up to a certain time By 11 o’clock, I had read five pages.

Choose the correct answer for each question. a window and jumping a waiting car. 1 He made his escape by jumping a over / into b between / into c out of / between d out of / into 2 To get to the Operations Department, you have to go those stairs and then the corridor to the end. a up / into b between / into c out of / between d out of / into 3 I saw something about it television. a in b on c at d with 4 I couldn’t get in the door of the lift so I had to climb the window of the shaft. a through / out of b between / into c out of / between d out of / into 5 She took the key her pocket and put it the lock. a over / into b between / into c out of / in d by / on 6 He drove me without stopping and drove off the centre of town. a from / into b towards / over c along / up d past / towards 7 I took the old card the computer and put the new one. a through / in b out of / in c out of / between d out of / into 8 I went him and asked him about the best way to get town. a from / into b towards / over c along / up d up to / out of the ground, and water pipes wrap . 9 Cables run a through / in b out of / in c under / around d out of / into 10 I work a power station the ﬁeld. a through / in b out of / in c under / around d in / next to

attached for a place with a river being on a surface for a certain side for a floor in a house for public transport for television, radio

the picture on the wall London lies on the Thames. on the table on the left on the first floor on the bus, on a plane on TV, on the radio

by, next to, beside

left or right of somebody or something

Jane is standing by / next to/ beside the car.

under

lower than (or covered by) something else

the bag is under the table

below

lower than something else but above ground

the fish are below the surface

over

covered by something else meaning more than getting to the other side overcoming an obstacle

put a jacket over your shirt over 16 years of age walk over the bridge over the wall

Prepositions of Place room, building, street, country book, paper etc. car, taxi picture, world

in the kitchen, in London in the book in the car / a taxi in the picture, in the world

across

getting to the other side (also over)

walk across the bridge swim across the lake

through

something with limits on top, bottom and the sides

drive through the tunnel

meaning next to an object for table for events place where you’re to do something typical

at the door / the station at the table at a concert at the cinema

movement to person or building movement to a place or country for bed

go to the cinema go to London / Ireland go to bed

above

higher than something else, a path above the lake but not directly over it

into

enter a room / a building

go into the kitchen

onto

movement to the top of something

jump onto the table

from

in the sense of where from

a flower from the garden

E Reading 5

Electrical Power Stations E Reading 5

Read the text and answer the questions. Power stations were first thought of by Thomas Edison and his partner Edward Johnson. These two scientists organised and built the Edison Electric Light Station in January 1882. This station was powered by a steam engine. It provided electricity for the area around, that could be reached through the water pipes without digging up the road. Customers of this power station included the Telegraph Office and the General Post Office. Today, power stations are set up all over the world. Electricity has become vital in carrying out daily activities. It is supplied through underground and overhead cables that reach any desired distance and location. Power stations have developed so much since Edison and Johnson’s time that many now use other forms of energy to generate electricity.

When they have ﬁnished, ask different pairs to say their answers aloud for the rest of the class to check.

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Answers 1 partner: colleague steam: water vapour supply: provide overhead: above the level of the head develop: progress form: kind or type 2 Thomas Edison and Edward Johnson, in 1882 3 It was powered by a steam engine and provided electricity for the area around it through water pipes without digging up the ground. 4 Students’ answers 5 a last: ﬁrst b destroyed: built c took away: supplied d consume / use up: generate

Questions 1 Define the following words from the text: a partner b steam c supply d overhead e develop f form 2 Who thought of the first power station and when? 3 Describe how the first power station was like. 4 Put the following sentence in your own words: "Electricity has become a great necessity to carry out daily activities." 5 Find the antonyms of these words from the text: a last b destroyed c took away d consume / use up

F Writing 6

Ask students to work out the answers to the questions in pairs.

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Lesson Six

Think about how important electricity is in your daily life. What activities require the use of electricity? How different would your life be if electricity had never been discovered? Write a paragraph discussing how electricity has become a large part of our daily lives. You may refer to facts stated in this lesson or come up with your own.

Learning Objectives ■ ■

Describing the importance of electricity in our lives in writing Comparing life with and life without electricity in writing

F Writing 6 ■

57 ■

Other Important Prepositions

Tell the students to read the instructions carefully. Then make sure that they understand the task before they write their paragraphs individually. Ask students to check each other’s work in pairs, and then collect it in for you to mark. Answers Students’ answers

from

who gave it

a present from Jane

who / what it belongs to what does it show

a page of the book the picture of a palace

who made it

a book by Mark Twain

riding on horseback entering a public transport vehicle

on foot, on horseback get on the bus

Activity Book Answer Key

entering a car / Taxi

get in the car

off

leaving a public transport

get off the train

Unit 11, page 39, exercise 1 1 hydraulic 2 solar 3 generator

out of

leaving a car / Taxi

get out of the taxi

rise or fall of something travelling (other than walking or horseriding)

prices have risen by 2 percent by car, by bus

for age

she learned Russian at 45

about

for topics, meaning what about

we were talking about you

Lesson Five Learning Objectives ■ ■ ■ ■ ■ ■

Practising dictionary skills Describing a power station orally Rephrasing a sentence Identifying antonyms Identifying the meaning of words from context Demonstrating understanding of a reading text by answering comprehension questions

Activity Book page 41 exercise 4

4 turbine

5 electricity

Unit 11, pages 39-40, exercise 2 A 1 on; to / 2 for / 3 of / 4 before / 5 at / 6 in / 7 by / 8 across B Our school took us on a trip to the city’s power station. We went by bus, since the distance was too far to walk. There, we saw how electricity was produced and then distributed around the city. We went into one of the control rooms and observed the technicians at work. After we saw the control room, we then went to learn how the generators of the station worked. The turbines were moved by water or wind currents. Unit 11, page 40, exercise 3 1 Students’ answers 2 thermal: electrical power is generated by heat water: electricity is produced through dams sun: solar panels change sunlight into electricity wind: wind turbines create electricity in wind power plants 3 It needs to be located in areas with strong, steady winds; to be strong enough to generate electricity by wind power plants 4 a thermal (energy derived from heat) ; b power station (place where electricity is generated); c solar (energy derived from the sun’s rays); d dams (reservoirs that store water) Unit 11, page 41, exercise 4 Students’ answers

Teaching Tips

B Organisation Techniques

Types of study skills (cont.)

One of the key ways to facilitate comprehension is have a clear understanding of the way information to be studied is organised. Some examples of ways of organising the information of a given subject include sequencing, listing, defining, classifying, in addition to categorising the material into cause and effect pattern or a compare and contrast division. Firstly, putting information in a certain sequence may include putting events in their chronological order of occurrence, stating the stages of a process of development, locating the position of objects or arranging items in their order of importance. Secondly, listing is most convenient when given pieces of information share a certain connection of ideas. Thirdly, defining concepts identifies the distinctive features of ideas that have shared characteristics. Next, classification revolves around the concept of putting ideas into categories sharing common characteristics. Cause and effect is a way to indicate the relationship between an event and the consequences it results in. Finally, comparison and contrast is a way to organise information with respect to the juxtaposition of the similar and different aspects of different ideas.

H Methods based on time management and organisation A Time Management Every person has a role in life. The doctor’s role is to cure sick people, a teacher’s role is to teach students and student’s role is to study. In order for students to perform their role most effectively, they need to establish an effective study plan and make this plan a habit. The most important step in setting up an effective study plan is to have an organised schedule. If students organise their time effectively, they will be able to study and still have time for entertainment. For this reason, encourage your students to organise a main, weekly or daily schedule. When organising a main schedule, students should set a time for all their responsibilities such as classes, exams, papers and other long term assignments. On the other hand, prompt your students to organise their weekly priorities in a weekly schedule. The following are some suggestions to give your students so that they would be able to set an effective daily and weekly schedule: 1 Set a daily study time to prepare for the next day’s class. 2 Set a daily study time to review notes after every lecture. 3 Set a weekly study time to review lecture notes of the past week. 4 If students have a long-term project encourage them to set a weekly time to do research. 5 Advise students to include a ten-minute break for every fifty minutes of study time. 6 Prompt students to write key points / vocabulary on flashcards and tape them around the house. This would give them the chance to review these points / vocabulary while doing their daily routine activities such as brushing their teeth. 7 Encourage students to include in their schedules a time for a balanced healthy meal. To sum up, having an effective study schedule has several advantages. Students often tend to forget; however, if they set a study schedule, it would help them remember important dates such as the deadline for submitting an assignment or the date of the exam. Moreover, an effective time schedule would help reduce students’ anxiety as it gives them control over challenges that they might face such as urgent deadlines or a drop quiz (literally meaning surprise test).

Teaching tips How to make a study plan Students often postpone studying for an exam because they have an awful amount of material to prepare only a few nights before the date of the exam. However, preparing a study plan and following one would make studying much easier whereby the student does not feel exhausted as he / she sits for the exams. Before making a study plan a student must consider whether he / she wants to study individually or in a group. Having decided to study in a group, the schedules of the remaining members of the group must be taken into consideration while making arrangements. Another factor which must be seriously considered when preparing a study plan is time. In other words, a student must specify the number of days and hours to study per week. It is recommended that a study session has an average of two hours to prepare for daily courses and more than two hours when preparing for an upcoming exam. The content of certain exams, like those of entrance exams and so forth, are not quite specific for students to prepare beforehand, however, students may refer to study guides and textbooks to help them be better prepared to take the test. In addition, it is highly recommended that students study the material in the chronological order that it was presented in class. Important information has the priority of being given more time to prepare rather than the secondary material. In case more time is needed to cover the critical part of the material, the study plan can be rescheduled accordingly.

4 Learning is a continuous process taking place before, during and after classes. In other words, students are apt to absorb the class explanation easier and better by having formed a certain background about the subject by reading about it earlier to class. Furthermore, reading the notes taken after class reinforces them in the students’ mind. 5 While studying hard, materials are to be covered when the student finds himself most energetic, those that require less mental effort are left to the hours when he / she is rather tired. It is important to mention that studying and enjoying some free time should be kept at a fair equilibrium. A “To do” list on a weekly or daily basis A weekly or daily “To Do” list allows students to make the best use of their time; important tasks may be marked with a sign and carried out before ordinary ones. Organising one’s time is an ultimate path towards stability in being prepared for exams away from the confusion and mess of daily life. More helpful suggestions First of all, it is important for students to study in isolation in a place with sufficient illumination and comfortable furniture. Also, being healthy, exercising, having nutritious breakfasts and enough hours of sleep can maintain a student’s energy throughout the day. Students can also get together to study where students collaborate to clarify ideas they find vague. However, students must make sure that everyone in the group remains focused and don’t waste time. Finally, teachers can be of great help to students who face certain challenges with the material.

The study process Students are more willing to study when their material is divided according to a set schedule. While reading, students are expected to take notes; researched information would also reinforce the material in the student’s cognitive system. Highlighting certain information makes it easier for revision, and testing oneself would reduce the amount of material to revise and leave out what needs to be further prepared. Effective study plans are quite personal in the way they are prepared depending on the student’s ultimate hours to focus without external interruption. A weekly study schedule There are important points that should be taken into consideration when making a weekly study schedule; they are as follows: 1 Students must set a minimum of one hour of studying for a class; it is important to mention that the emphasis in studying should be on learning instead of the time consumed in the process itself. Thus, it is necessary for students to be flexible in preparing their schedules especially when unanticipated events take place. 2 Students would be at risk of losing track if they do not commit to their schedules and make studying a habit. When following a study plan, students will no longer worry about studying nor postponing and falling behind on their schedule. Therefore, students will not be overwhelmed by the material to prepare within few days. 3 Rewarding oneself for committing to a study plan enhances self-satisfaction and willingness to abide by one’s schedule. On the contrary, rewarding oneself upon not committing to the study plan gives rise to the tendency of making such behaviour recurrent; it distances students’ attention from their study plans.

Unit

Latest 12 Discoveries

12 Latest Discoveries

Teaching tips The study group Forming an efficient study group isn’t as easy as some may believe. It’s true that study groups decrease the stress of homework and other assignments; however, if a group is not well formed, it would lead to frustration. The following are some tips for forming and organising successful study groups:

A Dialogue 1

1 A: Hello. Can I ask you a question, please? B: Yes. A: According to you, what was the most important discovery in history? B: I’d say medicine. A: Can you be more speciﬁc? B: Vaccines were an important discovery. Because of vaccines, children don’t get awful diseases anymore. A: Thank you for your time. B: You’re welcome.

1 The average number of participants in a study group is four to five. Having less or more would influence the efficiency of the group. 2 It is important that students cleverly choose their group members. The ideal thing is to include earnest students who have a wide background knowledge and diverse abilities that would enrich other students.

2 A: What do you think was the most important discovery in history? C: Well, there have been so many things, but I’d say electricity. A: Electricity? C: Yes, I think so. We need it every second of the day, don’t we? We need it to use our computers, to browse the Internet, to switch on the lights, for heating and watching television. A: Right, thanks very much.

3 Set ground rules for attending study groups and penalise students who don’t prepare or don’t attend their study groups. 4 Divide task among students or encourage them to do that themselves. Don’t forget to tell students to swap duties / tasks every now and then. 5 Prompt students to agree on a set time and place that would suit all the members. It is also essential that students set up a timetable for their study group session. For example, in the first ten minutes they can compare notes they took in class and fill in the gaps if there are any. For the next twenty minutes, students may take turns to review key concepts. It is also very important that students decide on a purpose for their group.

Questions 1 What is the interviewer (A) interested in knowing from the three interviewees (B, C and D)? 2 What were the three answers to his main question? 3 What is the meaning of ‘awful’? 4 According to you, which one of the three discoveries is the most important? Why? 5 How would you answer the interviewer’s question? Explain your answer.

Lesson One Learning Objectives ■ ■

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Advantages and Disadvantages of Study Groups

Disadvantages It is very difficult to find a schedule that would suit all members of the group since they have different activities and schedules. Its success depends on students’ individual participation and input. So, if one student comes unprepared to the study group, this may distract the others from their main purpose. This also applies to the situation when one of the group members is ill, for example, or just having a bad day.

3 A: What do you think was the most important discovery in history? D: Radio waves! We need them for our mobile phones and satellites. I mean, we can’t live without them! A: That’s right. Thanks a lot. D: No problem.

6 Finally, don’t inhibit students from mixing in some entertainment. However, be sure to explain to students that they need to meet in a place other than their study environment.

Advantages It allows groups of students to collaborate in the learning process whereby each one takes part in explaining and clarifying various ideas. It obliges students to devote some time to study for a particular class. It enrichs students’ learning experiences in a quick and motivating way. It helps in creating a friendly bond between members of the same study group. It prepares students for the business world. While working in groups, students would learn the skills and rules for working in a team. It encourages students to become independent learners and enhances their self-esteem.

Read and answer the questions.

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Identifying discoveries and inventions Demonstrating understanding of a listening text by completing a text. Identifying the meaning of words from context Demonstrating understanding of a listening text by answering comprehension questions.

A Dialogue 1 ■

Give students time to practise reading the dialogue ﬁrst in groups and then in pairs.

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Then discuss any questions students may have about vocabulary.

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Allow time for students to read the questions and look for the answers in the dialogue.

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Check answers as a class. Answers 1 what they consider to be the most important discovery in history 2 vaccines; electricity; radio waves 3 very bad 4 Students’ answers 5 Students’ answers

Audioscript

Latest Discoveries

B Listening 2

A: And now it’s time for Invention of the Week, the part of the programme where we look at new ideas and inventions. We are going to welcome an English seventeen year-old who invented a special bag. Hello. B: Hello. A: Your invention is a bag but it’s not an ordinary school bag, right? B: No, it looks like the elephant Dumbo, but actually it helps children who have asthma or allergies. A: How does it do that? B: Well, the child puts the elephant on his or her back. The elephant’s trunk is connected to an asthma spray in the pocket of the bag. When the child has an asthma attack, maybe on the way to school, he or she just puts the end of the elephant’s trunk over his or her mouth and breathes in. A: I see. Can you tell me what gave you the idea? B: My cousin is six, and he suffers badly from asthma so I designed something to help him. A: How did you get started on your invention? B: Well, I drew the design and my mum made the bag. Then I showed it to my science teacher at school. A: Wonderful! Your invention is really successful. A company is making hundreds of them. B: That’s true and we are thinking about selling them all over the country and in other countries, too. We think they’ll be needed by kids living in big cities with a lot of trafﬁc pollution. A: I think that’s a really great invention!

Listen and circle the correct answer. 1 Colin is __________. a sixteen b seventeen c eighteen 2 Colin is from __________. a England b Ireland c Scotland 3 Colin’s invention is for children with __________. a breathing problems b hearing problems c learning problems 4 The child breathes the spray through the elephant’s __________. a mouth b tail c trunk 5 Who suffers from asthma? a Colin’s mother b Colin’s cousin c Colin’s brother

C Vocabulary 3

Write the words between brackets in the right form. The first (mechanic) (1) __________ calculator was invented in 1623 and the first (commerce) (2) __________ successful device was produced in 1820. Many toy inventors have university degrees in engineering, such as (produce) (3) __________ design, mechanical engineering or electronics. In 1951, the first videotape recorder captured live images from television cameras by (convert) (4) __________ the information into (electricity) (5) _________ impulses and saving the information on magnetic tapes. Scientists are working on how to (integration) (6) __________ solar cells into mobile phones, allowing them to be powered (continue) (7) __________ on just two hours of sunlight a day.

D Matching 4

Match the following titles with their speciﬁc descriptions, then group the inventions into different categories and give them appropriate titles. a Extraction-Assist Robot b Tread-Walk c Perpetual Motion Device d Phone with Sound Waves e Hair-Washing Machine f Paper-Based Lithium-Ion Battery g Raytheon’s XOS 2 Exoskeleton h Visually Impaired Assistant (VIA)

1 allows the user to lift 200 pounds hundreds of times without getting tired 2 helps carers who work in hospitals and health care institutions. It makes use of the company’s robot hand technology, featuring 16 fingers 3 represents a combination of GPS and walking stick and includes 4 mini cameras and a GPS receiver 4 turns sound waves into electricity 5 generates more energy than it consumes and produces power from perpetual motion 6 is developed for the elderly and disabled in order to enable them to fulfil their personal mobility needs 7 carries injured soldiers out of battlefield, breaks locked doors and lifts heavy cargo 8 is used to power electronic newspapers and to make smart packaging that would assist marketers

Answers 1b/2a/3a/4c/5b

Lesson Two Learning Objectives ■ ■

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B Listening 2 ■

Play the recording twice while students listen without looking at the book. Ask them to note down any information they think will be useful.

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Tell students to open their books and complete the task.

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Play the recording again for them to check and then correct the answers with all the class.

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If people have made mistakes, play the recording again.

Identifying the part of speech of words from context Practising word formation skills Identifying the meaning of words

C Vocabulary 3 ■

Read the gapped text with the class.

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Direct students’ attention to the words in brackets. Be ready to answer any vocabulary questions they might have.

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Ask students to complete the task by ﬁlling in the blanks with the proper form of the words in brackets.

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Put students in pairs to check their answers. Answers 1 mechanical 5 electrical

2 commercially 6 integrate

3 production 7 continuously

4 converting

D Matching 4 ■

Explain the task for the students. Be ready to answer any questions that the students might have about the vocabulary used.

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Allow students to discuss their answers in pairs if they wish.

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When they have ﬁnished, ask several students to share their answers with the class. Answers a7/b6/c5/d4/e2/f8/g1/h3

Activity Book page 42 exercise 1 and 2

Lesson Three Learning Objectives ■ ■

Identifying sentence problems Correcting sentence problems

E Grammar Sentence Fragments and Run ons A sentence fragment is an incomplete sentence. Some fragments are incomplete because they lack either a subject or a verb, or both.

Grammar sentence fragments and run-on sentences

Example

Some of the inventions studied in Professor Saleh’s class last semester. A run-on sentence is a sentence in which two or more independent clauses (that is, complete sentences) are joined without appropriate punctuation or conjunction.

E Grammar

Example

It is nearly half past ﬁve we cannot ﬁnish the machine before dark.

5 Mark complete sentences with CS, sentence fragments with F and run-on sentences with RO. ■

Ask students to work out the answers in pairs.

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When they have ﬁnished, allow pairs to join other pairs to form groups of four. In their groups, students compare answers and discuss any difﬁculties.

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Check answers as a whole class. Answers 1 F / 2 RO / 3 CS / 4 F / 5 CS / 6 RO / 7 CS / 8 F / 9 RO / 10 CS

_____ 1 The invention that I saw yesterday. _____ 2 It is not an exceptional discovery, it is only average. _____ 3 Your idea to invent a time machine is quite impossible. _____ 4 Because I have no new inventions yet. _____ 5 Present your new invention carefully. _____ 6 Our latest discoveries were revolutionary, therefore, our proﬁts will be higher. _____ 7 Having ﬁnished her new project, Joy sat down to an evening of television. _____ 8 The steam engine, one of the well-known inventions in history. _____ 9 I went in, I adjusted a few details. The machine worked perfectly well. _____10 Hurry up! 6 Correct the run-on sentences in exercise 5. 7 Correct the fragments in exercise 5.

6 and 7

F Speaking 8 The following is a list of six new inventions with a short description of each. In groups of four,

discuss which one is the most important and which is the least important. ■

There are various ways to do this task. You could do it orally with the whole class or tell the students to do it individually or in pairs ﬁrst.

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Alternatively, you could divide the class into teams and make it a competition.

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Check answers as a whole class. Answers 6 and 7 Students’ answers

Plastic into Oil This machine is able to turn plastic into oil; it will help people use more renewable energy sources. Robot Suit This is a robot suit that elderly farmers can attach to their bodies to help them carry out their daily work more easily. Toothbrush without Toothpaste This is a toothbrush that creates a solar-powered chemical reaction inside a person’s mouth and cleans his / her teeth without using the toothpaste. 9 Prepare a ﬁve-minute talk to explain your answer to task 8.

Mini Grammar A fragment is only a piece of a complete thought that has been punctuated like a sentence. Fragments can be phrases or dependent clauses or any incomplete word group. Example Ann walked all alone. To the store. Because she exercises regularly. She is in good condition. There are several ways to correct fragments. These are the three most common ways: a To correct a fragment, connect the fragment to a complete sentence. Ann walked all alone to the store. b To correct a fragment, remove words to make the fragment a complete sentence. She exercises regularly. She is in excellent condition. c To correct a fragment, add words to make the fragment a complete sentence. She feels great because she exercises regularly. She is in excellent condition. A run-on occurs when two sentences are run together without the proper punctuation and / or connecting words. One type of run-on, the fused sentence, occurs when two sentences are written together without any punctuation at all. Another type, the comma splice, occurs when a comma is used between two sentences without any connecting word (such as and, but, or, nor, for, so, yet). Study these examples: Joe was happy about the raise he felt like celebrating. (fused sentence)

Joe was happy about the raise, he felt like celebrating. (comma splice) There are several ways to correct the run-ons above. These are the most common ways: a A run-on may be corrected by putting a period between the sentences. Joe was happy about the raise. He felt like celebrating. b A run-on may be corrected by connecting two related sentences with a comma followed by a coordinating conjunction: and, but, or, nor, for, so, yet. Joe was happy about the raise, so he felt like celebrating. c A run-on may be corrected by connecting two related sentences with a semicolon only. Joe was happy about the raise; he felt like celebrating. d A run-on may be corrected by connecting two related sentences with a semicolon and a transition word or phrase, such as following: however, therefore, thus, then, as a result, consequently, nevertheless, also, on the other hand, for instance, in contrast, etc. Joe was happy about the raise; consequently, he felt like celebrating. e A run-on may be corrected by adding a dependent clause signal word to create a complex sentence. Common signal words include the following: because, if, although, when, who, which, etc. Joe, who was happy about the raise, felt like celebrating.

Lesson Five G Reading 10

Learning Objectives

Latest Discoveries

■

Read the text and answer the questions. Self-Cleaning Clothing Wool manufacturers are interested in this invention: coating ﬁbres such as wool with titanium dioxide nanocrystals, which break down food stains when exposed to sunlight. Of course, these nanocrystals do not harm the skin. They don’t even affect the feel or look of the fabric. When coated with titanium dioxide, fabrics become self-cleaning and may be useful in hospitals, for instance. Some may say that this is not a new invention since materials that use nanoparticles are already on the market. However, such materials are stain-repellent fabrics with a nanoﬁbre coating that pushes the liquid off the fabric by making the particles roll off instead of being absorbed into the material. Titanium dioxide can decompose organic matter when exposed to ultraviolet light and when mixed with water. It can also destroy bacteria when exposed to sunlight. The most important feature of titanium dioxide is that it can get rid of ink stains in seventeen hours and coffee evaporates in two hours.

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G Reading 10 ■

Allow time for students to read the article silently. Go round and explain any new vocabulary.

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Put the students in pairs to discuss each question. Go round and monitor students’ conversations.

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Check answers as a whole class.

Questions 1 Write a suitable introduction to this text. 2 Find ﬁve difﬁcult words and explain them using the glossary. 3 Give an example of stain-repellent fabrics. 4 Explain, in your own words, the difference between the type of fabric described in the text and stain-repellent fabrics. 5 Write a suitable conclusion to this text.

Practising dictionary skills Practising rewriting information in students’ own words Practising writing an introduction and conclusion

Answers Students’ answers

Lesson Six Learning Objectives ■ ■

Practising research skills Describing inventions

Clean Laundry in Baskets

H Writing

H Writing 11

Use the Internet to ﬁnd two recent inventions you are interested in and write a fully-developed paragraph describing each.

11 ■

Tell the students to read the instructions carefully.

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Then make sure that they understand the task before they write their paragraphs individually.

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Ask students to check each other’s work in pairs, and then collect it for you to mark.

Lesson Four Learning Objective ■

Talking about inventions and discoveries

F Speaking 8 and 9

Answers Students’ answers Activity Book page 44 exercises 5 and 6

Activity Book Answer Key Unit 12, page 42, exercise 1 1 painful 2 invention 3 safely 4 extremely 6 practical 7 affordable 8 recharge

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Allow time for students to read the descriptions silently. Working alone, students rearrange the inventions in order of importance.

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Check answers as a whole class.

Unit 12, page 42, exercise 2 Students’ answers

Answers Students’ answers

Unit 12, page 43, exercise 3

9 ■

Still in their groups students prepare and practise short talks to justify their answers to task 8. Answers Students’ answers

Activity book page 43 exercises 3 and 4

A a fragment f fragment

b fragment g fragment

c run-on h fragment

5 simultaneously

d run-on i run-on

e fragment j run-on

B Students’ answers Unit 12, page 43, exercise 4 advert 1 h / b / a / d / g advert 2 c / f / e / i Unit 12, page 44, exercise 5 1 Students’ answers 2a4/b1/c5/d2/e3 3 It works without panels and draws power from the air. It’s cheap. 4 Old solar systems use parts some of which are expensive, dangerous and heavy. 5 Students’ answers Unit 12, page 44, exercise 6 Students’ answers

Culture and Values (3) Desertiﬁcation Learning Objectives ■ ■ ■ ■

Culture and Values 3 Desertification Desertification is one of the most dangerous environmental problems facing our world today. Around a sixth of the world’s population has to face its consequences. Countries with a dry climate offer the perfect environment for desertification. In such areas, the surface of the soil is ruined and so no plants grow. Consequently, no animals can graze there. These harsh conditions force people to leave their land and go to other areas where they can get water and food. Some people survive their journey, while others die of starvation or thirst. Desertification is not only caused by natural conditions. People also play a vital role in accelerating the process of desertification. Farmers tend to overgraze the land in order to feed the growing population. Moreover, people are cutting down trees and this erodes the soil since there are no more trees to protect it against the wind and rain. The effects of desertification are not as simple as they might seem. Strong winds and wild fires often occur in desert areas, and this might have a serious impact on the availability of the most valuable resource on the planet: water.

Demonstrating understanding of a reading text Identifying the causes of desertiﬁcation Practising research skills Practising comparing and contrasting environmental problems

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Allow time for students to read the text silently. Give the students the opportunity to ask you about anything that they didn’t understand.

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Ask students to work individually and try to ﬁnd the answers to the comprehension questions.

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Check answers by asking volunteers to read their answers aloud. Answers 1 desertiﬁcation 2 natural conditions: a dehydrated climate human activities: farmers overgraze land to feed the growing population; people cut down trees, which erodes the soil because there are no more trees to protect it against wind and rain. 3 a1/b2/c2 4 students’ answers

Questions 1 What is the problem described in the article? 2 What are the causes of the problem? 3 Choose the correct endings to the following sentence beginnings. a Land can no longer be used for growing crops if … 1 the top layer of soil is destroyed. 2 animals are grazing on the land. 3 people move to greener areas. b The Earth’s most precious resource is … 1 productive land. 2 water. 3 people. c Trees and plants … 1 grow well in deserts. 2 stop wind and rain from damaging land. 3 are a major cause of desertiﬁcation. 4 Research another environmental problem and compare it to desertiﬁcation in a Venn diagram.

Review (Units 10-12) E

A Fill in the blank with a word from the box.

processed

Fill in the blanks with suitable indeﬁnite pronouns. 1 Manually controlled shower heads are not like any __________ shower heads.

renewable electricity gathered burned

2 __________ automatically controlled shower head is more comfortable. 3 __________ shower head systems are useful.

Biomass production is another way of producing (1) __________ by using rubbish or other (2) __________ reserves such as corn or other vegetation. Methane produced by garbage decomposition is (3) __________ in ducts and later (4) __________ to produce electricity. The burning of vegetation and wood instantaneously produces energy like fossil fuels; otherwise, they can be (5) __________ to form beverages.

4 Automatic control has greatly inﬂuenced the developments of machines. __________ people have organised a functional system based on primitive ways. 5 __________ systems developed to facilitate man’s life after the 17th century. 6 __________ breakthrough was the introduction of communications engineering in 1930s, that notiﬁed the development of automatic processors as we know today.

B Match the words with their synonyms.

1 instantaneously

a make false use

7 __________ would live a comfortable life without the machines endowed with automatic control system.

2 exploit

b eject

8 __________ can use automatically controlled machines.

3 discharge

c apply

4 exert

d immediately

Fill in the blanks with the correct prepositions. 1 The mechanic is waiting for you __________ the door.

C Join the following phrases to construct a meaningful paragraph.

2 The athlete walked __________ the river and back.

manual control system, minimise, going wrong, press of a botton, automatic control system, comfortable, save, repair expenses

3 We shall stay in Syria __________ next month. 4 The scientists came __________ the laboratory and started working.

5 To stay healthy, one should go on a walk __________ the afternoon. 6 The driver jumped __________ the river just __________ the accident . 7 Laila met the professor __________ the station.

D Use each word in a meaningful sentence.

8 My family lives __________ a small village.

1 vaccine

9 Jihad studied __________ Oxford.

2 awful

3 browse

Mark complete sentences with CS, sentence fragments with F and run-on sentences with RO. 1 Wool manufacturers interested in self-cleaning clothing.

4 waves

2 Titanium dioxide nanocrystals don’t harm the skin.

5 mobile

3 When coated with nanocrystals fabrics become self-cleaning. 4 Titanium dioxide can destroy bacteria when exposed to sunlight. 5 Titanium dioxide can easily ink and coffee stains. H

Correct the run-on sentences in exercise G.

Correct the fragments in exercise G.

According to you, what was the greatest discovery in history? Write four sentences about it. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________

Review (units 10-12) E

Learning Objective ■

Warm-up ■

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1 other 2 Any 8 Anybody

Oral / written revision and consolidation of language from unit 1 to unit 3

4 Many

5 Several

6 Another

7 No one

Explain the purpose of the review units. They are an opportunity for the students to revise and practise the language and skills that they have learned in the previous three units.

1 at

Answers A

2 to

3 till / until

4 into

5 in

6 into , before

7 at

8 in

9 in

G, H and I 1 F, Wool manufacturers are interested in self-cleaning clothing. 2 CS 3 RO, When coated with nanocrystals, fabrics become self-cleaning. 4 CS 5 F, Titanium dioxide can easily clean ink and coffee stains.

Explain that it is important for two reasons. Firstly, it will help them to remember what they have learned, and secondly it is an opportunity to ask questions and clarify anything that they have not fully understood.

1 electricity

3 Both

J 2 renewable

3 gathered

4 burned

5 processed

Answers may vary

B 1d/2a/3b/4c

C Answers may vary

D Answers may vary

Sample Test 6 I Reading Read the text, then answer the following questions. Because of the rising prices of fuel and for reducing the amount of polluting gases as much as possible, the compressed air car may be the perfect answer for saving energy and solving pollution issues. The car pistons move by expanding the compressed air, thus operating the whole car. It has many advantages; one of which is the possibility of refueling the car at home by an air compressor as well as at service stations. It is beneficial for the environment because no harmful or poisonous substances are emitted. In addition, the cost of this car is reduced because many components, such as transmission, axles and spark plugs are excluded, thus making its weight lighter than ordinary ones. Although it has many benefits, it has few drawbacks. When electrical energy is changed into compressed air, energy is wasted quickly. It will be subject to icing due to the fact that when air is expanded in the engine, it cools rather quickly. While it takes three minutes to refuel the car at service stations using special equipment, it will take significantly much more, three to four hours, to refuel it at home. Questions 1 Give the text a suitable title. 2 What do the words in bold refer to? 3 State two advantages and two disadvantages of the compressed air car. 4 In your opinion, will this invention solve the problems concerning energy and environment. 5 Write a suitable concluding sentence. II Vocabulary Construct meaningful sentences for the following words. a invention: ___________________________________________ b turbine: _____________________________________________ c vaccine: ______________________________________________ d integration: _________________________________________ e generate: _____________________________________________ III Grammar A Choose the correct preposition from the box. to, with, into, in(x2), of, by, at, for 1 We all use electricity _______ our daily chores, such as heating, lighting, cooling, etc. 2 ______ the centre ______ most power stations, a generator is found. It changes mechanical energy ________ electrical energy. 3 When exposed ______ sunlight, all the harmful bacteria will be destroyed. 4 This invention was created especially _____ children ______ hearing difficulties. 5 Power stations were thought of ____ Thomas Edison and his partner Edward Johnson, who built The Edison Light Station ____ January 1882. B Mark complete sentences with CS, sentence fragments with F and run-on sentences with RO. Then correct the fragments and the run-on sentences. ____ 1 Solar power plants sunlight into electricity. ____ 2 The future home will consist of intelligent appliances; which will make life much more easier. ____ 3 Power station operators are responsible for checking the station's temperatures and pressures. ____ 4 While wind turbines create electricity in wind power plants; hydroelectricity is produced by water running through the turbines to produce electricity. ____ 5 Although the new alarm systems are expensive. IV Writing Imagine you are a scientist who plans to invent something useful. Write a paragraph discussing what your invention is and its benefits. You may refer to some of the ideas in the lessons.

Sample Test 6 Answer Key I 1 Students' answers 2 It: compressed air car one: advantages ones: cars it: air 3 advantages: refueling the air at home or at service station; good for energy and environment; cost of car reduced; weight of car is lighter than ordinary cars disadvantages: energy is wasted quickly; subject to icing when air cools; taking a lot of time when refuel at home - three to four hours 4 Students' answers 5 Students' answers II Students' answers III A 1 in 2 At, of, into 3 to 4 for, with 5 by, in B 1F 2 RO 3 CS 4 RO 5F Students' answers IV Students' answers

Test 4 Answer Key I 1 a catseyes b patent c windscreen 2 Students’ answers 3 a sitcom: situation and comedy b brunch: breakfast and lunch c camcorder: camera and recorder 4 Students’ answers II 1 Can you guess what it is? 2 I’ll tell you. 3 you are consuming. 4 Where do you keep it? 5 How often do you check what it’s recording? 6 I wonder what new inventions we’ll have soon! III 1 somebody 2 anything 3 nothing 4 anywhere 5 somewhere IV 1 on; 2 between; 3 under; 4 with; 5 into; 6 at V Suggested answers 1 The advertisement is one of the best I’ve ever seen. 2 They produced the new kitcheware, put it in the market but they didn’t advertise it. 3 When I read the newspaper, I knew about the accident. 4 If they buy the car, they will have an easier life. 5 Since I saw Mona last, she has gone to paris. VI Students’ answers

English for Starters,Vocational Stream â&#x20AC;&#x201C; Industrial

English for Starters,Vocational Stream â&#x20AC;&#x201C; Industrial, is an English language course that was specially written for vocational / industrial secondary schools in Syria. The course progresses from an intermediate level of English in Grade 10 to an advanced level of English in Grade 12. The book introduces students to concepts in industry; it assumes no prior knowledge of industrial skills on the part of students and teachers. The course aims to review and consolidate the language and skills learnt at previous levels and equip students for their future foreign language needs in the following areas: language skills (reading, listening, speaking and writing), grammar, vocabulary and industrial knowledge. It enables students to perform routine tasks at work and to take part in social interaction in an industrial context.

Components: Studentsâ&#x20AC;&#x2122; Book Activity Book including a glossary Teacherâ&#x20AC;&#x2122;s Book Audio CD

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