Module FiveEDUCATION IS NOT FILLING A BUCKET BUT

LIGHTING A FIRE
Expected learning outcomes :
In this module, I’m going to
use what I already know to acquire new words and ideas about
education

listen to an interview

read short texts about specific issues

read an article in a newspaper

take part in a family conversation

write a report on a book

read ads ( pictures and comments)

practise and learn lexical and grammatical items

fill in an enrolment form

write a formal letter

read a newspaper article

read ads (comments/pictures)

write an ad (comments related to a picture)

expand my knowledge of the world

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 Section One
Introductory activities
Activity 1

Read the following Chinese proverb then answer the questions below.

If you are planning for a year, sow rice.

If you are planning for a decade, plant trees.
If you are planning for a lifetime, educate people.

1. What is meant by this proverb ?

2. Do you agree with it ?
3. How important is education for our future ?
4. How do people get educated ?
5. Is school the only place for education?

Activity 2

A. Find out the differences between the following two sets of pictures.
(Set 1)

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 Section One Introductory activities
(Set 2)

B. What do you know about Distance Learning (DL) and Electronic Learning ?

C. Complete the unfinished words in the following paragraph. Each dot stands for a
letter.

Distance Learning offers a variety of electronic paths to personal goals which include :
GED (General Educational Development) exam/test, associate deg . . . ., bac. . . .r
degrees, grad . . . e certificates, mas . . . degrees, doc . . . . l degrees, non-credit tr . . . . ng
courses and others.
Whether a person is seeking a degree, keeping prof . . . . . . al skills updated, or purs . . . .
skills for an interest area or hob . ., there is a programme or offering that should work.

D. In small groups,complete the following table about the advantages of Electronic

Learning.

Advantages

-no formal class attendance

-
-
-going slowly or accelerating learning
-
-
-balancing job and family obligations
-

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 Section One Introductory activities

E. Fill in the blanks with the following words.

quizzes , audio, electronic, chats, illustration

Online education can reinforce reading e-books, up-to-date references, current research,
listening through (1)………….. lectures or clips, seeing through graphic (2)……………..;
doing assignments, (3)……………., exam research papers and communicating through e-
mail, (4)……………. and (5)……………discussions.

Activity 3

A. Look at the following pictures and answer the questions below.

1 2 3

1. Do you still remember Toni in picture No.1 ? What’s her problem ?

2. What does the girl in picture No.2 suffer from ?
3. Look at picture No.3 and guess the boy’s disability.
4. Can such people join regular schools just like the other children,or do they need special
education ? What special care should be given to them ?
5. What do you know about Special Education ?
Share your ideas with your classmates.

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 Section One Introductory activities

[Link] the following list about disabilities. Each dot stands for a letter.

1. Hea . . . . impairment 2. Sp . . . h impairment [Link] . . . impairment

4. Ph . . . . . l impairment 5. Ment. . retardation 6. Lear . . . . disabilities
7. Emo . . . . . l disturbances 8. Chro . . . health problems 9. Long-t . . . health problems

C. Fill in the blanks with the following words.

sufficiently, alternative, physical , behavioural , techniques

Special education, also known as special ed, SPED, or defectology, describes an

educational 1.…………….. that focuses on the teaching of students with 2.………………,
health or 3.…………….. needs that cannot 4.……………. be met using traditional
educational programs or 5.………………..

D. Read the following text then answer the questions below.

Barbara thought that the best thing for her deaf son,Russ,was to attend
regular public school. Aided by a sign-language interpreter, Russ could take
any class, join clubs, and develop the skills he would need in a world that
relies on speech and [Link] after a few months Barbara saw that Russ
was having difficulty reading lips, did not speak clearly, and found the other
children impatient with him. His self-esteem was low. Now Barbara wanted to
switch him to a school for the hearing impaired but school officials resisted her
desire for change.

Barbara exercised her right to demand an impartial hearing by the state

department of education, which finally decided the boy’s plight was serious
enough to require quick action and ordered the school officials to transfer
Russ immediately.

1. Why couldn’t Russ get integrated into the regular public school ?
2. “The boy’s plight was serious”(p2) ; plight means :
a) unusual condition b) funny condition c) serious and difficult condition
3. How did his mother react ?
4. What was the school officials’ attitude ?
5. Was Barbara successful in the end ? How ?
6. If you were Barbara, would you behave in the same way ? Why ? Why not ?

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 Section One Introductory activities

Activity 4

A. Does success in professional life depend exclusively on education ?

B. Read the following text then retell Alf’s story to your classmates.

( 1 ) These days, people who do manual work often receive far more money than clerks
who work in offices. People who work in offices are frequently referred to as “ white
collar workers” for the simple reason that they usually wear a collar and tie to go to work.
Such is human nature, that a great many people are often willing to sacrifice higher pay
for the privilege of becoming white collar workers. This can give rise to curious
situations, as it did in the case of Alfred Bloggs who worked as a dustman for the
Ellesmere corporation.

( 2 ) When he got married, Alfred was too embarrassed to say anything to his wife about
his job. He simply told her that he worked for the Corporation . Every morning, he left
home dressed in a fine black suit. He then changed into overalls and spent the next
eight hours as a dustman. Before returning home at night, he took a shower and
changed back into his suit. Alf did this for over two years and his fellow dustmen kept
his secret. Alf’s wife has never discovered that she married a dustman and she never
will, for Alf has just found another job. He will soon be working in an office as a junior
clerk. He will be earning only half as much as he used to, but he feels that his rise in
status is well worth the loss of money. From now on, he will wear a suit all day and
others will call him “Mr Bloggs ”, not “Alf”.
L. G. Alexander

C. People who work in offices are referred to as “ white-collar workers ”.

Guess what we call people who do manual work,like mechanics,carpenters,dustmen …

D. A good title to the text could be:

- The best way to fool a wife.
- The stupid wife of Alfred Bloggs.
- The double life of Alfred Bloggs.

E. If you were in Alf’s position, would you sacrifice a good pay for the benefit of
becoming a white-collar worker ? Why ? Why not ?

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 Section One Introductory activities

Exploring grammar
A. “ People who do manual work sometimes receive far more money than clerks who work
in offices ”
• What do you call the form underlined in the sentence above ?
• “very” cannot be used with ………………. . Instead, we use “much”or “……”
• far, (very) much, a lot, lots,any, no, rather, a little, a bit, many are words and expressions
that can be used to ………….. comparatives.

Examples : very much bigger, a lot happier, a bit heavier, a little less expensive, rather
more quickly, many more educational opportunities, much less money, much more time (or
far more time)

B. “ He will be earning only half as much as he used to ”

• This comparative form is called a comparison of scale.

Complete :
The form of the comparison of scale is :
number of times + as +adjective /……….+as
number of times + as + many/……. + ……. +as

Examples : three times as big as , twice as quickly as , a third as expensive as,

twice as much money as

Practising related grammar points

Use comparisons of scale

1. My grandfather is 80 years old. My uncle is 40 years old.

My grandfather is
My uncle is

2. My jacket costs 150 dinars. Yours costs 50 dinars

My jacket costs
Your jacket costs

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 Section two
Listening
BEFORE YOU LISTEN

Complete the paragraph with the following words.

qualifications / employment / wages / search / application / interview / found out /

Getting a job is not an easy business. To find one, you can look at the advertisements in the
newspaper or use an (1) --------------- [Link] is usually an (2)--------------- form to fill in
with all the details about your previous experience. If you have the right (3) -------------- and
training, you may be invited to attend an (4) ---------------------- . In this case, you are more likely
to make a good impression if you have (5)------------------ about the organisation you want to
work for. You may also want to know about the working conditions, the (6)--------------------- and
the opportunities for promotion. If you happen to be unsuccessful, you’ll be notified by post
and your (7)--------------------- for a job starts all over again.

AS YOU LISTEN

Mrs Perks, a product manager at Thomas Cook Holidays, is being inteviewed by a journalist
about her job.

Activity 1

Listen carefully and answer the questions.

A) Tick the 4 activities performed by Mrs Perks at work.

She a) organizes safaris
b) advertises for the holiday resorts
c) signs contracts with the hotels.
d) tours the country with holiday-makers.
e) chooses the destinations
f) looks for hotels.

B) Say if the statements are TRUE or FALSE. Justify the true statements and correct
the false ones.
1) Mrs Perks doesn’t have any university degrees.
2) Apart from English, she speaks four languages.
3) She thinks she has an uninteresting job.
4) Her husband isn’t happy because she is away all day.

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 Section two Listening

C) Mrs Perks thinks her job has many benefits. What are they ?

D) Pronunciation.

1) Circle the stressed syllable in the following words. What do you notice ?

Graduation qualifications education destination.

2) Say whether the underlined sounds of the pairs of words are similar or different.

them south
thought course
bi-lingual life
special French

Exploring grammar

Rewrite the following utterances starting with the words given.

Spot the differences between the direct questions and the indirect questions.

1) “ When did you join the company ? ”

The jounalist wanted to know when she had joined the company.

2) “ Do you have any special qualifications ?”

He asked Mrs Perks if she had any special qualifications.

Practising related grammar points

Report the following utterances starting with verbs in the past.

a) “Have you ever thought of doing another job?”

b) “Do you speak any foreign languages ?”
c) “ Can you tell us what your job consists in ?”
d) “ Did you use an employment agency to find this job ?
e) “ Will you do a safari next year ?”

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 Section three
Reading

BEFORE YOU READ

Activity 1

A. Match the words in column A with their meanings in B .

A B Answers
1. Exclusion a) The pupil has to write a sentence many times
(100 times) on a sheet of paper. Ex : I must do my 1.
homework.

2. Suspension b) The pupil is asked to stay at the end of the

school day or to come on Sunday to work, before 2.
he’s allowed to leave.

3. Detention c) The pupil cannot attend lessons until the school

has a meeting about the case. 3.
4. Lines d) The pupil cannot come back to school and has to
find a new school or a different method of 4.
education.

Discuss the following questions with your classmate.

1) Which kind of punishment is useful according to you ?
2) Have you ever broken a school rule or behaved badly?
3) What happened ?
4) What kind of punishment did you have?

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 Section three Reading

Activity 2

Read the following quotes and match each one with the appropriate speaker : a
teacher / a student / parents/ an expert.

Don’t assume that it’s all the

teacher’s fault. It takes two to I’m struggling to cope
quarrel. Talk with your child about with the pressures in
what is wrong , make an my job.
appointment and discuss with a
teacher.
2
1

We’re always blamed for all the

ills in society Teaching is the most important
profession of all. It ought to be
very prestigious; but my children
are not being given any of the
3 basic life skills we were taught as
children.

QUOTE SPEAKER
1
2
3
4

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 Section three Reading

AS YOU READ

Read the text and do the activities below.

Don’t tell off unruly pupils, praise them

1. Teachers were told last night to solve classroom violence by praising disobedient
pupils rather than telling them off. Experts argue that the key to controlling disruptive
behaviour is the giving of gentle compliments, which they claim can transform unruly
pupils into polite, well-ordered students. “Disciplining an unruly child in front of the
whole class was the worst thing a teacher can do”, the researchers said. “if you want
to motivate any group of people you don’t do it by telling them off, you do it by
accentuating the positives”.

2. Nick Seaton of the Campaign for Real Education said: “This is a ridiculous idea. To
heap unearned praise is sending out completely the wrong message. Youngsters need
clear guidance on what is right and what is wrong.”

3. Chris Keates, general secretary of the teachers’ union said: “ Teachers know that
praise can be used to help motivate pupils. But it is far too simplistic to say this is all
you have to do. There are some pupils whose behaviour remains disruptive no matter
how much praise is used.”

4. Dr Swinson said: “ Teachers were good at praising children for good work but rarely
praised youngsters for good behaviour. However, they spent a large proportion of their
time telling pupils off for poor behaviour.”

5. The psychologists devised a training programme called Four Essential Steps to

Managing Behaviour. As part of the programme, teachers were asked always to make
their instructions to the class extremely clear and to look for the behaviour they wanted
rather than the behaviour they did not want. The training, which only lasted between
two and three hours, showed an important shift in the way teachers spoke to pupils.
The most critical finding was that the average percentage of pupils who were doing
what the teacher wanted them to do under the new system increased to 94 per cent.
Dr Swinson said: “It is clear that many teachers, prior to receiving the training were
unaware of the skills needed to deal with unruly classes and over-relied on telling
pupils off, which had very little effect on the pupils’ behaviour. The more praise there
was the fewer kids there were mucking around.”

DAILY EXPRESS
(January, 2006)

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 Section three Reading

Read the text and

1) Tick the correct answer
a. The text is
- narrative
-argumentative
-descriptive
Justify your answer with details from the text
b. The text is about : - disruptive behaviour
- general class management
- management of disruptive behaviour

2) Underline the topic sentences in paragraphs 1 and 5.

3) Find in the text words having nearly the same meaning as

a. disobedient / hard to control (§1) ………………….

b. young people (§2):……………
c. before ( § 5 ):………………….
d. change (§ 5):………………….
e. wasting time (§ 5 ):………………….

4) Say what the following words refer to :

• They (§ 1)
• This (§ 2)

5) Experts have different opinions about dealing with unruly pupils.

Read from paragraph 2 to paragraph 4 then complete the table with the different points
of view of the experts :

Nick Seaton Chris Keates Dr Swinson

6) What is the impact of the training program on the teachers? Justify your answer with details
from the text.

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 Section three Reading

Exploring grammar
What is the difference between these two clauses ?

1) Before the training , many teachers were unaware of the skills which are needed to deal
with unruly classes .

2) The training, which only lasted between two and three hours, showed an important shift in
the way teachers spoke to pupils.

Is the information in the two relative clauses essential ? Circle the correct answer.
In sentence 1 : yes / no ?
In sentence 2 : yes / no ?

Complete the rule :

Relative clauses are used to give information about the person ( who) , the place ( ……),
the ……..(when) or the event (………..). When the information is not ……… we put commas
(, ) around the relative clauses.

Practising related grammar points

Read the text again, underline the relative clauses and say whether they provide
necessary or additional information .

AFTER YOU READ

GROUP WORK

In groups of 3 , prepare and enact a short conversation about the case of a student who
behaved badly at school. The conversation takes place during a meeting at the headmaster’s
office. The notes in the table below will help you.

Student A Student B Student C

You are the teacher and you You are the headmaster/ You are the student.
must decide how to punish headmistress. Remind the Defend yourself.
the student student of the school rules,
the code of conduct, his
frequent absences
Expressing disapproval / Expressing disapproval ( you Giving arguments/
Dissatisfaction ( I don’t like / shouldn’t have + verb + ed Expressing regret: I’m very
not doing homework/ making advising: you should + ... sorry.
noise/ not paying attention) Warning: - don’t + ... Apologizing : I do apologize
- be careful

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 Section three Reading

Homework
Complete the following paragraph with words from the box below .

Pay - who - really - better - educationally - where - control

Becky Bates is willing to do household chores and walk dogs in return for tuition.
She says some of her teachers have predicted she will not achieve more than D
and E grades in her G.C.S.E.s. But Becky is determined to do 1…………… . In a
letter to her local newspaper, she wrote: “Will someone take me on in Norwich ,
perhaps a patient retired teacher or someone bright who has a lot of patience ?
I want help 2……………… . Becky, 3……………… wants to be an air stewardess
hopes a benefactor might come forward and 4…….. for a place at a private school.
Some students mess about and the teachers can’t 5……… the class. I know it’s
very hard for teachers, especially in a school like mine 6………... they can’t handle
the classes. Some students are “unteachable” but not me. I’m not stupid and
I 7……………….. want to do well”.

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 Section four
Speaking
Activity 1

Read the statements and put a (√) under the heading that is appropriate to your case.

statements never rarely sometimes usually always

1. I think that success is linked to
intelligence rather than hard work.

2. My home and school environment

value education and hard work.

3. I am involved in extracurricular
activities like sports, music and theatre.

4. I am absent (don’t go to school) for

five or more days per term.

5. I revise my lessons and I do my

homework daily.

6. My classmates and I work together

outside class.

7. I talk with my parents about various

issues.

8. My parents offer me warmth and

support.

9. My teachers try to understand my

fears and concerns.

10. Tests give me clear ideas about my

weaknesses and strengths.

11. When we correct tests I understand

my mistakes and I learn how to avoid
them in the future.
12. When I sit for a test I get frightened.

- Compare your answers with those of your classmate.

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 Section four Speaking

Activity 2

A. Look at the picture and read the school report then answer the questions below..

1. Identify the problem.

2. Describe the reactions of the parents, the brother ,the boy himself and even the cat.
3. With your classmates, discuss and make a list of the possible reasons why the boy
had those poor school results.
The ideas in Activity 1 may help you.

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 Section four Speaking

B. Imagine a conversation between the parents and their son over the reasons that led to
those poor school results and the possible solutions to improve them in the future.

1. Prepare the notes.

2. Role play the conversation in class.

Helpful expressions :

-I do apologize….. -This is not what we want (ed)

-I am so/very sorry that ……. -I should have……
-I/we promise to……… -You should have……
-I will / we will ……… -You could have …..
-I’m going to …./ we’re going to ……
-Why don’t we ……..
-I see no reason why ………
-It’s true that …….. However , …..

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 Section five
Writing
BEFORE YOU WRITE

Look at this list of resources you may use to study at school or at home then answer
the questions.

-Books
-Dictionaries
-Encyclopaedias
-Magazines
-Videos
-Cassettes
-Computer
-Internet

1- Which resources do you make use of?

2- How often do you use them?
3- In which school subjects do you use them?
4- Do you like learning from videos and TV or from reading a book?
5- Do you like looking for information in a book or on line?
6- Ask your classmate about a book he/she has read recently. Find out :
What type of book it is.
Why he/she chose it.
Where the story is set.
Who the main characters are.
What the story is about.
What he/she thought of it.

AS YOU WRITE

Your teacher has asked you to write a report for the school magazine on a book you have
recently read. He is hoping that other students in the school will then become interested in
reading the book.
You may like to use the plan below as a guide.
Introduction : What type of book is it? Where is it set? Who are the main characters?
Body : The plot. Describe the events in the order in which they happen in the story.
Conclusion : What did you think of the book? Why ? Would you recommend it to others?

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 Section five Writing

1. Write your first draft.

2. Exchange your writing with a classmate.
3. Read each other’s writing.
4. Ask him/her a few questions to clarify meaning.
5. Say what you like about it.
6. Give him/her suggestions to improve his/her writing.

Useful tips :

Layout
Check whether you know what sort of text you have been asked to write, and why.
Then make sure you choose the correct layout.

The readers
Remember who is going to read your text and make sure your language and style are
appropriate for them.

Organisation
Before you start to write, make a plan of events in the order in which they happen in the
story.
Think about the tenses you will need for each stage of the plan, too.

Drafting
When you have finished the first draft of your text, see if you can improve it by adding
more details or by linking ideas together.

Proofreading
Check for mistakes of spelling and punctuation in your final draft.

Useful language

This is a love story / a thriller / a classic …

The story is set in …
The book is about …
It is extremely well-written / original / informative
It is really imaginative / fascinating / full of suspense
Parts of the book are funny / sad / exciting
The ending is surprising / unexpected / funny
I found the ending a bit disappointing / sad /predictable
The characters are very life-like / convincing
I enjoyed / loved / was impressed ……
The book is ………….. on the whole
I recommend it / It is worth reading!
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 Arts
Section one
READING
BEFORE YOU READ
Discuss the following questions with your classmate
1. What is your dream job?
2. What is your ambition?
3. In which field would you like to succeed?
4. What does success depend on?
5. What do you need to be successful?
6. What are the qualities needed to have a successful career?
AS YOU READ
Read the text and do the activities below.

I’VE ALWAYS
HAD A HEAD
FOR WRITES

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 Arts

Curriculum Vitae

The Mirror Careers Special, July 1998.

1) Complete the table with appropriate information about Barbara Taylor’s life
Age / Dates Events
At the age of 10
At the age of 16
Became the editor of the Woman’s page
When she was 20
In 1963
She started writing five books
2) Correct the following statements:
- Barbara Taylor Bradford wrote her first book at the age of 7.
- Her parents encouraged her to work as a typist.

3) Pick out details from the text showing that Barbara messed just the first day of the
pool .
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 Arts
4) Complete the sentence with words from the text:
According to Barbara Taylor, anyone who wants to succeed should………………………
………………………………………………………………………………………………………
5) Read Barbara Taylor’s CV and pick out the information about her life which was not
mentioned in the text.
6) Read the text again and pick out the relative clauses ( which relative clauses are
essential in the text ?).
AFTER YOU READ
1) Match the sentence parts to get a coherent paragraph. The parts in column A are in
the right order.
A B
1) Rika and Maria had wonderful a/ to make sure their children come first
2) But they also b/a job they could fit around their families
3) The busy mums had large c/ of a thriving company
4) What they really needed was d/ families and good full-time jobs
5) Four years on, they are bosses e/ had a problem
6) And now they have time f/ families and were struggling to cope.

1 2 3 4 5 6

2) These parts are missing in the table on the right. Put them into the correct place to
get one word per line. The first one has already been done for you.

y employ ed

ed fashion

ful success
able
talent
ment
luck
ed
Homework employ
Circle the correct alternative.
Peter Charnock was drifting from one job to another. He knew he wanted to work for (him/
himself/ each other) but he didn’t quite know what he wanted to do. His last job as a service
delivery manager (of/ for / off) a firm was the last straw for the 39- year- old man. “It was
just (too / that/ as) stressful. It didn’t matter (why / where / what) you did and how far you
went, it was (ever / already / never) enough for the customers. I started to look at plumbing
opportunities. I knew it was an area (when / where / which) there was work.”
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 Arts
Section two
WRITING ACTIVITIES
A. Fill in the following enrolment form.
NEWBURY LANGUAGE CENTRE NLC
Enrolment form
Complete in BLOCK LETTERS and return to :
The principal
Newbury Language Centre
8 Grange Road
Cambridge Road
Cambridge CB3 9DU
England
Telephone +66 453311344 Telex 938231 NLC G Fax + 66 4533111411
Family name Mr Mrs Miss
First names
Nationality Mother tongue
Date of birth Age Profession/occupation

Home address (for correspondence) Telephone number

Do you have basic

For how long have you studied English? computer skills?
yes no
How many hours a week ? Do you smoke?
yes no
Please give the name and address of your present If you have any
English teacher and school (if applicable) disability or
chronic illness,
please give details
What exams in English have you passed (if any) ?
How did you hear of N L C ?
What is your present standard ? British Council
very good good medium weak beginner School/college
• Reading Friend/relative
• Writing Other
• Speaking
• Understanding
speech

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 Arts

B. Write a letter

Develop the information you provided in the enrolment form into a letter to the principal of
NLC, in which you express your desire to enrol in the school English classes.

• Write your first draft

• Check for :
- layout and presentation (addresses, date, salutation, body of letter (one or more
paragraphs), thanking, signature)
- use of formal expressions like : I would like to , I should be grateful if you would,
Could you (also) tell me , You would be kind enough to
I look forward to
- organization of ideas
- coherence
- accuracy of spelling and punctuation

• Read each other’s letters and exchange comments/feedback

• Finalize your letter .

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 Arts
Section three
READING AND WRITING ADS

A. Study the following pictures 2.

and read the comments below then
match each picture with its
corresponding comments. Justify
your answers with specific details.

1.

4.

3.

(a) Scans and translates a full line of text in seconds ( word by word )
Hear the entire line of scanned text , or a selected word !!
See the scanned text and its translations together on a split screen display !
Store the last 80 scanned words for easy review !
Download additional dictionaries from the WizCom web site !

(b) • Includes full text from the Longman Dictionary of American English
• 1, 000 pictures to view
• Audio for every headword
• Tables , weights and measures , numbers , pronunciation
• Interactive exercises

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 Arts

(c) The WebCT platform is a set of online tools that assist instructors in building
and managing highly interactive , highly customizable web-based learning
environment .It’s been available since 1997 and is currently the market leader.
It’s great product and a great company.

(d) Pronunciation Power : Beginner / Intermediate

• Animated lessons to learn all 52 English sounds
• New improved wave form technology
• Practice pronunciation with over 7,000 words
• Practice with over 2,000 interactive sentences
• Save recordings as a pre and post test
•Test listening skills
•Interactive exercises
• 4 educational interactive games
• Instructions translated into 12 languages
• Unique database for specified word search:
• Over 1700 pictures

1+……… , 2+………., 3+……….., 4+……….

B. Study the following picture carefully then write as many relevant comments as you
can.

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 SELF-ASSESSMENT

A. What progress do you feel you have made in English in this module ?

Put a tick (√ ) in the box that applies to you .

YES A LITTLE NO
1. I’ve used what I already know to learn more English
2. I can read a text and answer the questions correctly
3.I can listen to a text and answer the questions correctly
4. I’ve learnt how to converse in English
5. I am using the grammatical structures I’ve learnt
6. I understand grammar but I cannot use the structures
correctly
7. I can remember the words I’ve come across
8. I recognize the words but I cannot use them
9. I’ve learnt how to write in English
[Link] writing activities are difficult

11. I’ve shared ideas with my classmates and my teacher

12. My pronunciation has improved

13. I’ve learnt how to conduct a mini- project
14. My English has improved

B .What did you like most in this module ? Tick the answer(s) that apply(ies) to you.

- The topics
- The activities
- The projects
- Listening to the cassette
- Acting out situations
- The writing activities
- The Reading skills
- The grammar exercises
- The vocabulary exercises
- Working in groups
C . Circle the alternative that applies to you :
I still need to work on :

Reading / Listening / Speaking / Writing / Vocabulary / Grammar

180
 Fun page
An English teacher wrote the words , « woman without her man is nothing » on the
blackboard and directed his pupils to punctuate the sentence [Link] boys
wrote: “ Woman , without her man , is nothing .”
The girls wrote : “ Woman ! Without her , man is nothing.”

•
• •
Marc finished school at the top of his class and he was offered an excellent
position with an accounting firm.
Now he feels that he has the world by the tail. Everything has been working out
for him lately, and it’s no wonder that he’s feeling so successful and happy.

•
• •

181
 VOCABULARY COVERED IN MODULE 5

Common core: Section two: sit (for an exam) talented

check out strength thrilling
Section one: cope weakness trade
alternative executive try one’s luck
bachelor graduation Section five: typist
chronic join encyclopaedia
clerk magic make use of Section two:
defectology unpredictable resource enrolment
disability standard
distance learning Section three: Arts Supplement: tongue
dustman detention
embarrassed disobedient Section one: Section three:
impairment disruptive bin animate
impatient exclusion boost assist
non-credit heap destiny customize
overalls lines drift database
plight muck around engraved download
pursue praise flittery measure
rely prestigious flourish scan
retardation prior flourish split
rise punishment fully-fledged store
seek quarrel hooked translate
self-esteem ridiculous initiative weight
slate shift invariably
sow suspension novelist
status unruly persuade
switch youngsters print
transfer promote
updated Section four: rub
willing extra-curricular seal
involved stuff

182
Module Six
NATURE : ANY FUTURE WITHOUT IT ?

Expected learning outcomes :

In this module, I’m going to

use what I already know to acquire new words and ideas about
nature

listen to a story

read a study- based text

read short narrative texts

talk about environmental issues

write about a personal experience/fictional narrative

present a poster

practise and learn new lexical and grammatical items

read a poem

practise more writing activities

draw a picture

expand my knowledge of the world

183
 Session one Introductory activities

Activity 1

A. What do you think the biggest threats to the environment are ?

In pairs , complete the spidergram. The following pictures may help you.
1 2

3 4

184
 Section One Introductory activities

Threats to the
environment

B. Classify these threats under the following headings.

Natural disasters Man-made disasters

Activity 2

Match the following words with the definitions below. The pictures may help you.

earthquake , flood , drought , volcano, tsunami (tidal wave)

1. ………….. : period of dry weather , especially a long one that is injurious to crops.
2. ………….. : a great flowing or overflowing of water over land.
3. ………….. : an unusually large sea wave produced by a seaquake or undersea volcanic
eruption. Also called seismic sea wave.
( Japanese : tsu =harbour nami=wave )
4. ………….. : a series of vibrations induced in the earth’s crust by the abrupt rupture and
rebound of rocks in which elastic strain has been slowly accumulating, rated
on the richter scale from 1 to 10 ( after Charles F Richter (1900-85) U.S.
seismologist.
5. ………….. : a vent (hole) in the earth’s crust through which lava , steam , ashes ,etc
are expelled, either continuously or at irregular intervals.

185
Section One Introductory activities

3
Activity 3
Match each picture with the appropriate headline.

1. A 70-YEAR-OLD WOMAN STUMBLES PAST SCENES OF DESTRUCTION AFTER A

KILLER EARTHQUAKE

2. IS LATEST STORMY WEATHER A CAUSE FOR ALARM ?

3. HURRICANE THAT BROUGHT FEAR TO HOLIDAY ISLANDS

4. THE VOLCANO OF MOUNT ST HELENS WAS DORMANT FOR 123 YEARS BEFORE
ERUPTING FEROCIOUSLY

5. A CITY GOES ON FLOOD ALERT

6. A TSUNAMI LOSES SPEED WHEN IT REACHES SHALLOWER WATER, BUT ITS

HEIGHT GROWS

186
Section One Introductory activities

A B

C D

E F

1+….., 2+……., 3+……, 4+…….. 5+…….., 6+………

187
 Section One Introductory activities

Activity 4

Discuss the statement in the bubble and answer the questions below.

There is little we can do to predict natural disasters

and even less to prevent them.

1. Are all the disasters predictable and preventable ?

2. Are all the disasters caused by the actions of Man ?
3. Can you play an efficient role in saving the environment from catastrophes ?
How ?

Homework
You are organizing a compaign in your school to encourage students to save the
environment.
Work in pairs/small groups to design a poster representing an idea and your
motto , like

“ If it’s not far , don’t go by car.”

“ Do it right , switch off the light.”

Be ready to present it at the Speaking Section.

188
 Section two
Listening
BEFORE YOU LISTEN

Activity 1
Put the following words/expressions
under the appropriate heading

Partner - wedding - hotel - tsunami -

wedding ring - waves - flight - orphaned -
loss of life - mourner - devastation -
damage - fishermen - corpses - wedding
pictures - funeral - beachside - boat trip -
boats -smashed - honeymoon.

The sea Travel Marriage Natural disasters Death

Activity 2
Read the introduction below and guess
what the listening passage is about
(the pictures and the words in Activity
1 may help you)

In the space of 16 months, Sandra Bell

went from attending her daughter’s
wedding to being chief mourner at her
funeral. Sandra 63, Legbourne,
Lincolnshire, tells her heartbreaking
story.

AS YOU LISTEN

A/ Listen to the whole passage and check your predictions

B/ Listen to PART 1 and

1. complete the table below.
Names of the Date of the Time of the Honeymoon
Incident
couple wedding honeymoon destination
– Natalie
–
189
 Section two Listening

2. circle the correct alternative

a/ They postponed (their honeymoon) means:
• put it off until later
• decided
• celebrated
b/ The couple changed their minds about
• the place
• the time of the honeymoon
• the time of the wedding

C/ Listen to PARTS 2 and 3 and

1. Complete the sentence with the appropriate information

When Nat phoned her mother, she…………………………. and ……………………..time

2. In what order did the following events occur ?

Order
Complete the table in the margin (the first answer is Sentence
of events
given to you)
1 a
a . Nat phoned her mother on Christmas day 2
b. Sandra dialled Nat’s [Link] didn’t answer 3
c. She found out that there was an extensive loss of life
4
d. Ted, Sandra’s partner, put the TV on
e. The news was all about a tsunami in Thailand 5
f. Sandra searched the internet 6

Listen again and check your answers.

3. What is meant by the following sentence ?

“I refused to think the worst”

4. Express the following sentence differently

I couldn’t stop searching the screen in case I glimpsed
Nat and her husband.

D/ Listen to PART 3 again and

1. complete the table with the words describing

The island Nat’s flat

2. Sandra said: “ We want to do something good for them.” What did they decide to do
- for orphaned children?
- for the fishermen?
190
 Section two Listening

E/ Listen to the whole passage again and

1. Tick the appropriate title.

- A woman’s diary
- The tragic honeymoon
- The orphaned children

2. How would you describe the woman’s mood?

Circle the appropriate adjectives

Indifferent - sorrowful - sad - sarcastic - grieved -

mournful

3. Is the story real or imaginary?

(Justify your answer with details from the text)

4. Read silently as you listen to the following part of the text (try to imitate the same
tone of voice)

As I watched, the news got worse by the minute. I dialled Nat’s mobile. My heart
pounded as I prayed for her to answer. But she didn’t pick up. I spent the
morning ringing Nat’s phone, the foreign office, the hotel, searching the
internet and going round in circles.

Exploring grammar

Focus on the following sentence :

“If Andy was dead, Nat must have been, too”

Does the underlined utterance express ?

-certainty
-deduction
-obligation

Is the sentence in the present or in the past?

Complete the rule

Must……… + past ……….. is used to express ………. in the …….

191
 Section two Listening

AFTER YOU LISTEN

WRITING / SPEAKING
Use the answers to the questions to summarize the story ( the people/ the incident/ the
dramatic part of the story and the events leading up to it.
Retell the story to your classmates.

Homework
Read the following article and complete the missing letters of the words in bold
type. Each dot stands for one letter.

Hundreds of Britons were trapped as a killer Hurricane lashed the Caribbean and a
hundred more trav…… were disappointed when told their dream hol….. were being
axed because of 150 mph Hurricane Lenny.
Hou… were swept away, roads were washed away, runway lights were da….. and
roads were flo…. . A fish….. who went to get a close look at the turmoil dis…….. under
the waves before being rescued. Many people were inj…. . Hundreds of holiday makers
had been evacuated from hot… . My heart goes out to all those who have loved ones,
livelihoods and their possessions in the deva……. caused by Hurricane Lenny.

192
 Section three
Reading
BEFORE YOU READ

Guess what will cause the following predictions.

1- Polar bears and penguins will disappear.
2- Winters will be 10 degrees colder.
3- Africa will be hotter and suffer more droughts.
4- Skin cancer will increase.
5- Many countries will have no drinking water.
6- Countries such as the Maldives, Holland and Bangladesh will disappear under water.
7- Wars will start between countries fighting over water.

AS YOU READ

A . Read the text and find out which of the above predictions it deals with.

Global warming is human made

1. Findings from a new study released last week prove that global warming is
caused by human activity, and not by natural environmental factors. Researchers
at the Scripps Institute of Oceanography have found clear evidence of human-
produced warming in the world’s oceans that is likely to impact water resources in
regions around the globe. These findings remove much of the uncertainty
associated with debates about global warming. Many world leaders have closed
their ears to this fact so they don’t have to limit their economic activity or introduce
expensive pollution controls. This is one of the reasons America has not signed the
Kyoto Treaty on climate change. The US government prefers to believe global
warming is a natural phenomenon, caused by volcanoes and solar energy.
2. Professor Tim Barnett said, “This is perhaps the most compelling evidence
yet that global warming is happening right now and it shows that we can
successfully simulate its past and likely future evolution.” Barnett says the results
hold implications for millions of people in the near future. In the decades
immediately ahead, the changes will be felt in regional water supplies, including
areas impacted by accelerated glacier melting in the South American Andes and in
western China, putting millions of people at risk without adequate summertime
water. Perhaps now more countries will sign up the Kyoto Protocol.

B. Find in the text the synonyms of the following words.

-affect (§1) :
-doubt (§1) :
-research (§1) :
-consequences (§2) :
-sufficient (§2) :
-quickened (§2) :
193
 Section three Reading

C. Read the text again and say whether the following statements are true or false.
1- Global warming is caused by natural environmental factors.
2- Clear evidence of human-produced warming is in the world’s rivers.
3- Global warming is not likely to impact water resources around the globe.
4- Millions of people will be at risk of having inadequate water supplies.
5- Many world leaders have ignored global warming.

D. Prepare two questions you’d like to ask the class about the article.

E. Match the following phrases to get meaningful expressions.

1-Researchers have found a-immediately ahead 1- ...............

2-in the decades b-evolution 2- ...............
3-putting millions of people c-resources 3- ...............
4-water d-clear evidence 4- ...............
5-findings e-at risk 5- ...............
6-future f-from a new study 6- ...............

F. Do you think global warming is a natural phenomenon or caused by Man?

Exploring grammar

1-The changes will be felt in regional water supplies.

2-More countries will sign up to the Kyoto Protocol.
hopes
Do you think the writer expects that the action will take place in the future?
is sure
Can you replace will by be going to in these sentences? Why? Why not? What is the
difference between the two structures?

Read the following notes to find out.

Will Be going to

Habitual action Prior plan

These birds will come back next year. I’m going to meet them at the airport.
Making a promise Prediction
I’ll finish this work by 7:00 tonight. Look at those clouds! It’s going to rain.
Making an offer Commands and refusals
If you need that medicine now, I’ll get it for You are going to take that medicine whether
you. you like it or not.
Something expected Permanent state
I think Brazilians will win the football match. Their new house is going to look over the
river.

194
 Section three Reading

AFTER YOU READ

In groups discuss whether you will carry out the following actions to help slow down
global warming.
1- Walk instead of driving or taking public transport.
2- Use public transport instead of driving.
3- Use the lights in your house less.
4- Replace some of your electricity supply with renewable energy, such as solar energy.
5- Plant a tree in the forest.
6- Recycle everything you use.
7- Donate money to organisations pushing for control on global warming.

Practising related grammar points

Use “be going to” or “will”
1. What do you want to do when you leave school?
I ………… (be) a flamenco dancer.
2. This box is very heavy!
Don’t worry. I ………….. (carry) it for you.
3. Why do you want to sell your flat?
I …………. (move) to the country side.
4. Why don’t you change your hairstyle? You …………. (look) much better.
5. ………… (you/have) another cake?
No, thank you. I’ve already had two.
6. Stop worrying about the exam. You ………… (pass) it easily.
7. Do you want to go to the park this afternoon?
I can’t. I…………. (visit) my grandparents.
8. Sorry I can’t be at work next week- I’m …………. (have) minor surgery.
9. Do you want to borrow my car?
Thanks. I ………….. (bring) it back tonight.
[Link] Americans …………… (send) a camera deeper into space than ever before
to see what pictures it ……………..(send) back.

195
 Section four
Speaking
Activity 1

A) Work in pairs and do the following quizz to find out how “ green” you are.

1. Which form of transport is best for the environment?

a) driving ( by car )
b) flying by plane.
c) riding a bicycle.

2. Do you leave the tap on when you brush your teeth?

a) Yes.
b) No
c) does it make a difference?

3. As well as putting their health and the health of those around in danger, smokers
also put the environment in danger
a) True.
b) False.
c) I’m not sure.

4) You are busy in the house tidying up, going from one room to another. Which is the
best way to save energy?
a) switch the lights on and off every time you move from room to room.
b) keep the lights on as you move about the house.
c) I see no reason why I should bother.

5) When you have finished watching TV do you

a) switch it off completely?
b) leave it on standby ?
c) leave it on all night ?

6) Do you use energy saving light bulbs?

a) Yes.
b) No.
c) what is an energy saving light bulb?

7) If your tap loses one drop per second, how much water do you waste per day?
a) 10 litres.
b) 20litres.
c) 30litres.

196
 Section four Speaking

Now check your answers with your teacher and count 1 point for each green answer.

1-3 4--6 7-10

You have a lot of changes Not bad! You know about Well done! You have a
to make if you want to be how you can help the green head on your
greener. planet. You are quite shoulders.
green

Activity 2 Role play

There are many ways of expressing surprise or shock. Word choice and also intonation
affect how much surprise or shock you express. Here are some phrases that can be
used.

Mild surprise/Interest Strong surprise/ Disbelief Shock / dismay

Really? Wow, that’s amazing! Oh, no!

That’s interesting That’s unbelievable! How shocking!
How nice to +V ! You’re joking! That’s terrible!
I didn’t know that. I can’t believe it! That’s awful!
Fancy +Ving ! That’s incredible! That’s horrible!
Oh, come on! You’re pulling my leg!
This is a surprise!
This is a real surprise!

1. Now work with a partner to expand the following notes into short dialogues using
the expressions in the table.( follow the example given.)
Example :
Student A : Did you know that the highest earthquake happened in 1556, in China?
Student B : Really?
Student A : It was the deadliest earthquake in history with 830,000deaths.
Student B : That’s terrible!

2. Switch roles.
Situation 1 : 1978 / Spanish tanker / to spill / 220.000tons of oil / into sea.
Situation 2 : 2020 / Tunisia / suffer / water shortage /
Situation 3 : polyester / better for evironment / cotton.
Situation 4 : each person / produce 500gr trash / every day.
Situation 5 : habitat destruction / to cause / extinction / one of every four species / every
day.
Activity 3 Poster presentation ( see session 1)

Now it’s time for the poster presentation. Explain the message conveyed through the
picture and the motto to your classmates.
197
 Section five
Writing about a personal
experience / fictional narrative
BEFORE YOU WRITE

Read text A. : a story told by Kioka Williams , a lady who survived hurricane Katrina which
struck the USA on August 29,2005 and text B : a story told by Florencio Libaton, a man who
survived the Philippines mudslide of 2006, then do the activities below.

Text. A
“ Oh my God , it was hell. We were screaming , yelling , flashing lights.
It was complete chaos. So many people perished. I had to rush to the roof of my
employer’s Beauty shop as flood waters rose.I saw a friend of mine – a resident in a
boarding house in New Orleans – climbing onto the roof to escape the rising waters. Two
elderly residents never made it out and a third was washed away as he tried to climb the
roof. A man and his wife were rescued by boat from the attic of their flooded home.I also
saw a man grabbing a lady and they swam with the current. It was [Link] should
have seen the cars floating around them. We watched the apartments disintegrate. You
could hear the big pieces of wood cracking and breaking apart. Total devastation.
Everything is gone. Complexes are wiped clear. It’s so depressing , really because you
have no address. Many looters profited by the chaotic situation to take away goods and
furniture.
I don’t want to live here anymore.”

Text. B
Complete the gaps with the appropriate verb forms.

“ As many as 18 hundred people were killed when a wall of mud (sweep)………. into our
small farming village. I was at home when my wife, (rush) …………in, saying : “The
mountain has collapsed”. I thought of my son and my two daughters at school but my wife
told me that the school (already/engulf)…………
We (grab) …………..each other and (run) …….My wife (shiver) ……….out of fear. The
mudslide (catch) ……up with us, throwing large pieces of rock onto us. I bitterly remember
the moment I (lose) ………..grasp on my wife. I was saved by a tree trunk that pinned me
against some rocks but I lost my dear wife and my three children forever”.

1. As far as the topic is concerned , what is common between the two texts ?
2. Complete the table with an example of each verb form from the two texts.
- Past simple :
- Past progressive :
- Past perfect :

198
 Section five Writing

3. Match each word in column A with its corresponding meaning in column B.

A B
[Link] (text B) a) steal/take away goods (by force)
[Link] (text B) b) take roughly
[Link] (text B) c) die
[Link] (text A) d) make unable to move
[Link] (text A) e) cry loudly out of fright
[Link] (text A) f) swallow up / cover

4. Read and find out some examples of descriptions in text A and text B and write them
in the table below.
Described person / object /
Descriptive words
place/feeling / situation ….

5. Read text B again and complete the outline of Florencio’s story

the mountain collapsed

6. Find out two examples (from both texts) ………………………..…
in which there is a link between a cause ………………………..…
and an effect. ………………………..…
Florencio was saved by a tree trunk
AS YOU WRITE ………………………..…

Write a short story (15-20 lines) about a natural disaster you witnessed , heard about
or watched in a film /special TV report or an imaginary one .
• Spend about ten minutes planning the outline of the story
• Jot down any ideas that come to your mind
• Write a first draft of your story
• Read it through and check for ;
- use of correct narrative tenses
- appropriate use of descriptive expressions
- clarity of classification and division of ideas/events
- development of ideas/events through a chronological order
- logical link of causes and effects
- appropriate use of punctuation marks
- accuracy of spelling
• Make the necessary modifications to improve your narrative
• Exchange texts with a classmate for proofreading and consider each other’s feedback
• Write the final draft of your story
Display the stories around the class so that you can read each other’s .
Which story did you like best ? Why ?

199
 Arts
Section one
READING A POEM
BEFORE YOU READ

1. Have you ever seen a snowstorm live, in a film or in a photograph ?

Describe it very briefly. If you have never seen a snowstorm, describe what you think
it might be like.
2. Compare the snowstorm that you have described with a sandstorm, tidal wave,
hurricane or other violent natural event that you have witnessed.

AS YOU READ

Read the poem below aloud, slowly, stanza by stanza, just to appreciate the sound and
rhythm of it. Underline the words that are unfamiliar to you.

“Snowing, Sometimes”

I
You can’t keep it out.
You could see it drifting
from one side of the road
to the other-you could watch
the wind work it back and forth
across the hard white surface.
You could see the maple, with
its ten dead leaves, winded,
wanting it. But sometimes
you couldn’t keep it out.
II
It was like dust, an elegance,
like frost. All you had to
do was stand at the window
and it passed, like the light,
over your face – softer than light
at the edges, the seams,
the separations in the glass.
All you had to do was stand
still in the dark and the room
seemed alive with it, crystalline,
a bright breath on the air.

200
 Arts

III
If you fell asleep you knew
it could cover you, cover you
the way cold closes on water.
It would shine, like ice,
inside you. If you woke up
early, the cup on the bureau,
cracked, you were sure that
even the pockets of your pants,
hung on the back of the chair,
would be filled. Nothing could
stop it, could keep it out.
IV
Not the room in sunlight, nor
smoky with the rain. Not
the mother sweeping, nor
building the woodfire each
morning. Not the wind blowing
backwards, without sound.
Not the boy at the window
who loves the look of it
dusting the ground, whiter
than flour, piled in the
small far corners.
Stanley Plumly
1. What is the poem about ?
2. Who does the second person (you) in the poem refer to?
3. Nowhere in the poem, except in the title, does the boy call snow by its name. Rather, he
keeps referring to snow as “it”. What is the effect of this?
4. In stanza I, where is the snow in relation to the boy? What does the snow come in contact
with outside?
5. In stanza II, where is the snow now? What effect, do you think, does the direction of the
snow’s movement have on the boy?
6. In stanza III, in what places in the room does the boy expect to find snow? Does he feel
threatened by it? Why/ Why not?
7. All the sentences in stanza IV begin with “Not..”. To what word(s) or idea in stanza III do
they refer?
8. In stanza IV, the snow defeats four opposing forces. What are they?
9. Why does the boy feel safe despite the menacing snow?
[Link] sounds of “s” and “w” are repeated many times in the poem. What do they make in
the reader’s ears?
AFTER YOU READ
The imagery in the poem allows you to imagine that you can see the scene the poet
describes. Try to draw a picture to illustrate the poem.
201
 Arts
Section two
MORE PRACTICE ACTIVITIES
Activity 1

Match sentence parts in column A with their completions in column B to get a coherent
paragraph.
A. Sentence parts B. Completions
1. First we pollute the wilderness, a) ceases to exist
2. Then we pollute the wilderness more b) because we’ve lost our ability to see it.
3. Soon the wilderness c) vast and purposeless-
4. In its place is a garbage dump d) then we pollute our minds with the
5. and we think how wonderful we are to belief that we’ve done the right thing.
have created a place e) that speaks so well for what we are

Order : 1+…. 2+…..3+…… , 4+…..5+…….

Activity 2

Complete the gaps with the right forms of the words in brackets.
We praise our cities, our factories, mines, high-rise towers, all the structures that house our
economic activities and satisfy our physical needs. We marvel at man’s skill and
(ingenious)………….. .
But when we need rest from our labor and release from the stress that (civilize)….. imposes,
we don’t look at sky-scrapers. We leave the man-made (create)…….., we leave the freeways
and go where the natural world (not yet/destroy)…………… We go, if we are (luck) …….
and can afford it, to unmarked deserts , uncut forests, (not pollute) …………shores. We see
animals that should remind us that we are not the only creatures that inhabit the earth .We
return home refreshed and (strong)…..
On the Pacific coast there is an area that progress, called development, (rapidly/destroy)
…………………….. . Each year condominiums creep (high)…… up the foothills, like a vast
institution for the (physical/impair) ………………………… . Bulldozers eat the (remain)
…………..fields. What was once green is concrete and asphalt. This fact is a warning for
Utah, which is now (threat)……….. by exploitation and greed , and by shortsighted (ignore)
………..of what man needs to survive.
Activity 3

Punctuate and capitalize where necessary .

A. tornadoes or twisters can occur in almost every part of the world however the greatest
number and some of the most severe occur in kansas missouri and oklahoma this part of
the united states is nicknamed tornado alley
B. tropical storms known as typhoons in the pacific and hurricanes in the atlantic claim more
lives each year than any other storm.
202
 Arts

Activity 4

Reorder the following sentences into an organized paragraph made up of a topic

sentence and supporting details and examples.

( ) The colors are intensified by the smoke and ash of an erupting volcano.
( ) Volcanic eruptions can have an effect on world climate.
( ) can emit huge quantities of gases and fine debris into the atmosphere causing short-
term effects on the weather
( 5 ) caused average temperatures worldwide to fall by 1°F (0.6°C) over a 12-month period.
( 2 ) Erupting volcanoes , although not a frequent occurrence ,
( ) For instance, the eruption in June 1991 of Mount Pinaturbo in the Philippines
( ) Another effect is the orange and red color of a sunrise or sunset.

203
 SELF-ASSESSMENT

A. What progress do you feel you have made in English in this module ?

Put a tick (√ ) in the box that applies to you .

YES A LITTLE NO
1. I’ve used what I already know to learn more English
2. I can read a text and answer the questions correctly
3.I can listen to a text and answer the questions correctly
4. I’ve learnt how to converse in English
5. I am using the grammatical structures I’ve learnt
6. I understand grammar but I cannot use the structures
correctly
7. I can remember the words I’ve come across
8. I recognize the words but I cannot use them
9. I’ve learnt how to write in English
[Link] writing activities are difficult
11. I’ve shared ideas with my classmates and my teacher
12. My pronunciation has improved
13. I’ve learnt how to conduct a mini- project
14. My English has improved

B .What did you like most in this module ? Tick the answer(s) that apply(ies) to you.
- The topics
- The activities
- The projects
- Listening to the cassette
- Acting out situations
- The writing activities
- The Reading skills
- The grammar exercises
- The vocabulary exercises
- Working in groups

C . Circle the alternative that applies to you :

I still need to work on :

Reading / Listening / Speaking / Writing / Vocabulary / Grammar

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 Fun page
It rains twice a year in London : August through April and May through July.

•
• •
– What did the dad volcano say to the mom volcano ?
– Do you lava me like I lava you ?
•• •
A film crew was on location deep in the desert. One day an old Indian went
up to the director and said, “Tomorrow, rain.” The next day it rained.
A week later, the Indian went up to the director and said, “Tomorrow, storm.”
The next day there was a hailstorm.
“This Indian is incredible,” said the director. He told his secretary to hire the
Indian to predict the weather. However, after several successful predictions, The
old Indian didn’t show up for two weeks. Finally, the director sent for him. “ I have
to shoot a big scene tomorrow,” said the director, “ and I’m depending on you. What
will the weather be like ?” The Indian shrugged his shoulders. “Don’t know,” he said.
“ Radio broke.”
•
• •
- How many people died in the Asian Tsunami ?
- Not enough.

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 VOCABULARY COVERED IN MODULE 6

Common core: tidal melting frost

tsunami remove hang
Section one: vent simulate ice
abrupt volcano solar maple
alert wave Section four: sandstorm
ash Section two: brush seam
catastrophe book (v) light bulb shine
dirty corpse tap snowstorm
drought dreadful Section five: stand still
earthquake evacuate bitterly sweep
ecology fisherman chaos
eruption glimpse collapse Section two:
expel honeymoon crack asphalt
extinction livelihood current bulldozer
ferociously mourn (er) disintegrate concrete
flood orphaned engulf creep
hole partner float debris
lava postpone grab emit
motto pound (v) grasp freeway
pollution pray looters garbage dump
predict rotting perish greed
prevent smash pin(v) ingenuity
rate spotlessly scream marvel (v)
rate trap shiver tornado
rupture turmoil sweep twister
seism waves wipe typhoon
shallow yell wilderness
species Section three:
steam accelerate Arts Supplement:
storm compelling Section one:
stumble finding drift
threat impact (v) dust

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 GRAMMAR SUMMARY
EXPRESSING RESULT
We can express result by using
If + present present
Eg : If the children stay out after midnight, the parents get angry.

Remember : If clause + main clause

Or
Main clause + if clause

PASSIVES
Form : to be + past participle
• It is used when the doer is unknown or when we are more interested in the action
than in the doer.
Eg: Mike’s car was damaged in an accident
( = someone damaged Mike’s car in an accident )
• It is used to describe scientific processes
Eg: The water is filtered before it is mixed with the chemicals
Remember : The object in the active sentence becomes the subject in a passive one.
The verb be is used in the same tense, with the past participle of the relevant verb. By
is used only if a name or a noun giving necessary information is included:
Eg: The guide showed him round ( active )
He was shown round by the guide ( passive )
Note the very common passive: She was born in Zurich

CAUSATIVE VERBS
Make
Let + somebody do something
Have

WANT
• to want somebody to do something
Eg: I want you to come back home early.
• to want to do something
Eg : I always want to have the best marks.

WORD BUILDING :
..........or , ........er or ........ist ?
Examples :
• donor. / actor
• Endower / care-giver
• Activist / philanthropist

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THE EMPHATIC FORM
To emphasize a statement we use DO or DID followed by the infinitive without to
Eg: I do feel compassion for others.
Kirsty did love her sister.

AFFIXES
• The negative prefixes are used before some words to modify their meanings.
un + able = unable
in + active = inactive
im + possible = impossible
mis + understand = misunderstand
il + legal = illegal
dis + appear = disappear
ir + reversible = irreversible
de + freeze = defreeze
• The suffixes are used at the end of some words to form :
Adjectives :
Eg : verb + able = preventable / affordable
verb + ive = depressive / educative
verb + ing = frightening
verb + ed = employed
noun + ful = colourful
noun + y = funny
noun + less = childless
Nouns
verb + ance = attendance
Adjective + ness = sickness
Verb + ment = employment

COMPOUND ADJECTIVES
• Adjective-noun
Eg: long-range weather forecast
• Number-year-old noun
Eg: an 18-year-old young woman.
• Adverb-gerund
Eg: rapidly-growing populations.
• Noun-gerund
Eg: foot-stamping dance.
• Adverb-past participle
Eg: well-run philanthropy.
• Number-noun
Eg: two five-pound notes
• Noun-adjective
Eg: odour-free tablets
• Noun-past participle
Eg : a snow-covered mountain / home-made cake.

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THE PRESENT PERFECT
Form : to have + past participle
• It is used for actions that started in the past and continue up to the present
Eg : they have lived here for ten years
• For recent happenings
Eg: he has just gone out.
• For actions that happened at an indefinite time in the past
Eg: I have read the instructions but I still can’t use the food processor.
• With never and always to indicate habitual action (s )
Eg: he has always kept his promises.
• For actions having results in the present.
Eg: Kelly is upset. She has had an argument with her mother.
Remember : The present perfect can also be used with up to now , all the year, all my
life, so far, recently, lately; already, ever, never, yet, for, since.

THE SIMPLE PAST

The simple past in regular verbs is formed by adding ed to the infinitive.

• It is used for actions completed in the past at a definite time
Eg : Martin Luther King was assassinated in 1968.
• For narrating past events
Eg :--- he rushed to the sea , climbed on top of a huge rock and called the siren.
• For past habits
Eg : Charlot always wore baggy trousers and a short jacket.

Remember : The simple past can have a present or future meaning when used after
if, as if, as though, it’s ( high ) time, would rather, wish, suppose.
Eg : He talks as if he knew everything.
I’d rather you came a bit earlier.

THE PAST PERFECT

• It is used to show that a past action was prior to another one.

Eg : I telephoned Jane at 4.30, but she had already left.
• It is used after when, as soon as, before , after, for and since
But if two actions are close in time, or closely connected, the past perfect is not usually
used.
Eg : When he arrived at the hotel, he asked for a room.
• After if it indicates that an action was unreal or impossible in the past.
Eg : If I had known you were coming, I would have met you at the station.

The Past Perfect Continuous is used to show that there had been continuous or
repeated action before something else in the past.
Eg : I was very angry when the bus finally came because I had been waiting a
long time for it.

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CAN / MAY
They can express permission in the present or future
Eg : I can take a day off whenever I want
You may come if you like.
COULD / MIGHT
They can express a future possibility.
Eg : He might tell his wife he’s a dustman
Where’s Tom? Could he be in the library?
Remember : Can, could, may and might are always used with the infinitive without to

RELATIVE PRONOUNS
• Who is used to refer to a person
Eg : The girl who phoned my sister is her best friend.
• Which and that are used to refer to a thing
Eg : The house which you saw belongs to my brother.
• What means ‘ the thing that’
Eg : I told him what happened.
What matters most is how motivated you are.
• Whose is used instead of his / her / their
Eg : That’s the man whose car was stolen.
• Whom can be used formally instead of who when it is the object of the verb, but who is
more common in spoken English.
Eg : People whom the company employs are expected to sign a contract.
• Where is used to refer to a particular place.
Eg : That’s the house where I was born.
• If who, which or that is the subject of the relative clause , the pronoun is important and
must be kept, but if it is the object, the pronoun may be left out.
Eg : He’s the only boy who invited me to play tennis.
Have you found the book ( which / that ) you lost ?

RELATIVE CLAUSES
• Restrictive relative clauses introduce essential information.
Eg : The noise that she made woke me up.

In restrictive relative clauses that is often used instead of which after superlatives, all,
everything, nothing, any(thing), some(thing), none, little,few, much and only.
Eg : That’s the worst play that has ever been performed.
The only thing that matters is to tell the truth.

If it is the subject, the restrictive pronoun is often left out.

Eg : He did everything he could do to help.
• Non-restrictive relative clauses give information that can be deleted without affecting the
meaning of the sentence. In this case the restrictive clause is placed after a coma.
Eg : Ann, whose children are now grown up, is looking for a job.
I gave the girl a piece of cake, which she ate immediately.
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MUST
• It is used to expess obligation or an emphatic advice.
Eg : Father: “ You must revise more for the exam”
Doctor: “ You must lose weight. Practise sport.”
• It can express deduction in the present or the past.
Eg : I wonder why Ali hasn’t come to school today. He must be ill.
Everything is wet this morning. It must have rained last night.

SHOULD
Should is used to express advice / recommendation.
Eg : You should read this book. It’s very interesting.
SHOULD HAVE
It is used to express an unfulfilled obligation or a sensible action that didn’t happen.
Eg : You should have told him that the paint on the walls was still wet.

COMPARISONS
Remember
Comparative Superlative
short adjective + er than the + short adjective + est
more / less + long adjective than the most / the least + long adjective
Exceptions
good better the best
bad worse the worst
far farther / further the farthest / the furthest
little less the least
much / many more the most
Important : far, much, many more, a little, a lot can be used before comparatives as
modifiers.
Eg: far more intelligent / a bit fatter / many more books / much more attractive

COMPARISON OF SCALE
• Number of times + as + adjective / adverb + as
Eg : This house is three times as expensive as that one.
• Number of times + as + many / much + as
Eg : In some countries women earn half as much as men although they work twice
as much.

NEEDN’T / NEED TO
Needn’t is used to express absence of necessity in the present or the past
Eg : * You needn’t send the package by air. You can send it by train.
* You needn’t have made such a big cake. Only a few guests came to the party.
Need to expresses necessity . It is conjugated as an ordinary verb.
Eg : She needs to review the irregular verbs.

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WILL vs BE GOING TO
Will + infinitive without to can be used to :
• talk about habitual actions
Eg : We will come back here next year as usual.
• make a promise
Eg : I’ll be back home before dark.
• make an offer
Eg : If you don’t understand the exercise, I’ll explain it to you.
• to show that something is expected.
Eg : I think summer will be extremely hot this year.

Be going to is used to express :

• a prior plan
Eg : I’m going to spend the week-end by the sea.
• Prediction
Eg : The car is making strange noises. It’s going to break down.
• commands and refusals
Eg : You’re going to help with the house chores whether you like it or not.
• a permanent state.
Eg : Their new house is going to be very beautiful.

REPORTING QUESTIONS

We start an indirect question with a verb like ask, inquire, wonder, want to know.

• If the indirect question starts with a question word ( who, what, where ...), the question
word is repeated.
Eg : “ What do you want?”
He asked them what they wanted.

• If there is no question word, if or whether must be used.

Eg : “ Is anyone here?”
He wanted to know if anyone was there.

Remember : When the reporting verb is in the past we change the tenses as follows.

Direct Questions Indirect Questions

Simple present Simple Past
Present Continuous Past Continuous
Present Perfect Past Perfect
Past Progressive Past Perfect Progressive
Future Conditional.

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 IRREGULAR VERBS

Infinitive Simple Past Past Participle

arise arose arisen

awake awoke awoke
be was / were been
bear bore born
beat beat beaten
become became become
begin began begun
bend bent bent
bereave bereaved / bereft bereaved / bereft
bet bet bet
bite bit bitten
bleed bled bled
blow blew blown
break broke broken
breed bred bred
bring brought brought
broadcast broadcast broadcast
build built built
burn burnt / burned burnt / burned
burst burst burst
buy bought bought
cast cast cast
catch caught caught
choose chose chosen
cling clung clung
come came come
cost cost cost
creep crept crept
cut cut cut
deal dealt dealt
dig dug dug
do did done
draw drew drawn
dream dreamt / dreamed dreamt / dreamed
drink drank drunk
drive drove driven
eat ate eaten
fall fell fallen
feed fed fed
feel felt felt
fight fought fought
fly flew flown
forget forgot forgotten

213
Infinitive Simple Past Past Participle

forgive forgave forgiven

freeze froze frozen
get got got
give gave given
go went gone
grow grew grown
hang hung hung
have had had
hear heard heard
hide hid hidden
hit hit hit
hold held held
hurt hurt hurt
keep kept kept
know knew known
lay laid laid
lead led led
learn learnt / learned leant / learned
leave left left
lend lent lent
let let let
lie lay lain
light lit lit
lose lost lost
make made made
mean meant meant
meet met met
mistake mistook mistaken
pay paid paid
put put put
read read read
ride rode ridden
ring rang rung
rise rose risen
run ran run
say said said
see saw seen
seek sought sought

214
Infinitive Simple Past Past Participle

sell sold sold

send sent sent
set set set
shake shook shaken
shine shone shone
shoot shot shot
show showed shown
shrink shrank shrunk
shut shut shut
sing sang sung
sink sank sunk
sit sat sat
sleep slept slept
smell smelt / smelled smelt / smelled
speak spoke spoken
speed sped sped
spell spelt spelt
spoil spoilt spoilt
spread spread spread
stand stood stood
steal stole stolen
stick stuck stuck
strike struck struck
strive strove striven
swear swore sworn
sweep swept swept
swim swam swum
take took taken
teach taught taught
tear tore torn
tell told told
think thought thought
throw threw thrown
understand understood understood
undergo underwent undergone
unwind unwound unwound
wake woke woken
wear wore worn
weave wove woven
win won won
withdraw withdrew withdrawn
write wrote written

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 PHONETIC SYMBOLS

Short Vowel Sounds:

a
e ^ ae
Red box bus cat
e Ω I
river book six

a:
Long vowel sounds : i: u: :e :c

Three moon girl car more

Diphthongs : eI eI eΩ Ωe Ω
Ic
e e aI a
here eight poor boy throw there my now
Triphthongs : ai e / fire e
au / flower

Consonants : p t t∫ k
pen ten teacher kick

b d d1 g
ball doll angel god

f θ s ∫
fine three stop push

v a z 1
voice this zero measure

m n n h
monday night king hello

l r w j
listen read white yes

216