ENGLISH FOR UNDERGRADUATES D. H. Howe l. A. Kirkpatrick | rkpatrick PRESCRIBED BY THE UNIVERSITY OF SINDH AOL RUN Ie ke cs) Mew Mol tur ce ee eT Pharm D./M.A. and M.Sc. (Previous)UNDERGRAD D. H. Howe A. Kirkpatrick ab aT D. L. Kirkpatrick OXFORD Seamed ith Cansccn[No part of this publication may be reproduced, stored in ‘ot transmitted. in any form of by any means, without the reprographics . tion. Enquiries concerning repraduction outside the scope of the theoahd be seat tothe Rights Department, Oxford University Pres, at the addres stove You must not circulate this work in any other form ‘and you must Impore thir same condition on any acquirer ISBN 978-019-547346-9 Tweifth tmpression 2020 Printed on Spam Newsprint Paper Printed by Kagei Packages, Karachi Acknowtedpements This edition adapted by arrangement with Oxford University Press China Lid Seamed th cansccnaah ai: For permission to adopt and use copyright extracts, the authors following: ‘Andre Deutsch (As I Walked Out One Midsummer ‘Morning by Laurie Lee, extract taken from Penguin Books, 1974 ed.) Churchill Livingstone, Edinburgh (Extract from How to Study from A Handbook on British Student Health Services by Nicholas Malleson) John Christopher (Extract from the Tripods trilogy by John Christopher) Mail Newspapers p.l.c. (Gentle Giants by David Attenborough) Mary St. J. Fancourt (Extract from They Dared to be Doctors by Mary St. J. Fancourt) McGraw Hill Book Company (The Age of the Probot from Probots and People—The Age of the Personal Robot by Timothy O. Knight) ‘Oxford University Press (Extract from Oxford Student Dictionary of Current English) For permission to reproduce photographs: Mail Newspapers p.l.c. (Jambo the Gorilla and David Attenborough) Shun Hing Electronic Trading Co. Ltd (Electrical Appliances) “A Day's Wait’ from THE FIRST 49 STORIES by Ernest Hemingway, published by Jonathan Cape. Reprinted by permission of The Random House Group Ltd Mackinlay Kantor (“A Man Who Had No Eyes’ by Mackinlay Kantor taken from Road fo Realing American Short Stories for Reading Pleasure compiled by Anna Maria Malkoc, published by English Teaching Division, USIS, Washington DC) Nasim Kharral (‘Thirty Fourth Gate’ by Nasim Kharral taken from Fires in the Autumn Garden, edited by Asif Farrukhi, published by OUP, Karachi, 1997) Jamal Abro (Pirani’ Wy ‘Abro. | by arrangement with i ante Reprinted by with the Martin Luther King Jr, c/o Writers | ee ee ae ‘opyright 1963 Martin Luther copyright renewed 1991 Coretta Scott rae e Francis Bacon (1561-1626), ‘Of Studies’ Faiz Ahmed Faiz (‘Homage to Tolstoy’ by Faiz Ahmed Faz taken from Cullen itt Selected English Writings of Faiz , compiled and edited by Sheema Majeed, published by OUP, Karachi, 2005) William Shakespeare (1564-1616), Sonnet William Collins (1721-59), Ode Written in 1746 Lord Alfred Tennyson(1809-92), The Eagle (Fragment) Percy Bysshe Shelley (1792-1822), Ode to the West Wind Robert Frost (‘After Apple-picking’ by Robert Frost taken from Elements of Literature edited by Robert Scholes, Carl H Klaus and Michael Silverman, published by OUP, New York, 1978) William Wordsworth (170-1850) Lucy Gray Shaikh Ayaz Ghazal’ by Shaikh Ayaz taken from The Storms cal for Prayers: Selections from Shaikh Ayaz, translated from Sindhi by Asif Farrukhi and Shah Mohammed Pirzada, published by OUP, Karachi, 1999) Shah Abdul Latif Bhittai (‘Kalyan’ from The Risalo of Shah Abdul Latif Bhitai, English translation by Amena Khamisani, published by Bhitshah Cultural Centre, Hyderabad, 1994) The Board of Studies, Department of English, ‘The Dean, Faculty of Arts, Professor Dr M. Qasim Bughio, Assistant Professor, Ms Farida | Panhwar, Department Incharge and the Faculty, i Department of English, University of Sindh for additional material used in this edition. Seared with Canscarrdingly, 5 of ‘contemporary English ‘The course, therefore, rot only to extend the Pee money, but aso Form of the book English for Undergraduates is divided into eleven units and a set of test papers. Each unit is divided into five sections: Reading, Language practice, Using English or Reading for information, Practical conversation and Composition ‘The different sections are carefully integrated to give students the opportunity to think, read, talk and write about different aspects of a single theme. Students are especially encouraged to think for themselves about what they are reading, I and doing and to express their own ideas, thus developing their confidence in using the Ianguage in a wide variety of situations. The ‘units systematically and progressively develop the reading, summary and composition skills of the students, as well as their discussion and other oral skills. Important note: The amount of time spent on ‘each activity can be decided only by the teacher, according to the requirements of a particular class and the time available. It should not be thought that every section must be given the aren ocr skills to make selection or possible without reduction in exercises that examine the structure of the passage and summary exercises. The reading passages: These present students a wide variety of different types of reading they will encounter in everyday life and are, ag_ far as possible, authentic in language and fo They are taken from contemporary sources such, as magazines, brochures and newspapers. The reading passages also provide a basis for other language works later in the unit, particularly composition. The comprehension exercises: These can be divided into three main areas: pre-reading, while-reading and post-reading exercises. Pre-reading: It is important to prepare students for what they will read before they actually read it, Accordingly, every reading passage in this course is preceded by anticipation exercises, designed to direct students’ attention to special features of the passage and make them think about and. express views anticipating the contents of the passage. These pre-reading questions are an essential preliminary to reading, They require the student to survey the text and speculate about its : | | possible content before reading it more closely to confirm if their predictions were correct While-reading: Itis also important to give students a reason for reading, These exercises are thus designed to set students a specific task to accomplish as a result of their reading. Usually, the exercises are of the information transfer type, that is, they require students to extract information from the passage and re-present it in a different format Post-reading: These exercises resemble the more traditional type of comprehension questions and require students to think about and evaluate what they have read, They include multiple- | | | si ak a Sl Seamed th cansccn|‘make intelligent guesses about the meaning | of words. There are also exercises requiring ‘students to use ‘production’ items they have earned. Thus students are helped to build up an active vocabulary of useful words, The text-structure exercises: These draw students’ attention to how sentences and paragraphs are linked and how the writer has organized and presented his material. These exercises are designed to improve both writing and reading abilities. The summary exercises: A wide variety of exercises are presented to help students develop their summarizing skills. These include improving and correcting summaries, selecting information from the passage to complete reports and letters, comparing Summaries, as well as the ‘more traditional type of summary exercises. The exercises are progressive and considerable guidance on technique is given to students in the opening units. Language practice This section provides a series of carefully and contextualized exercises, designed the students in meaningful communicative use of language. First, students are presented with models of language items and explanations of their functions. They are then guided through a series of exercises, some tightly controlled and others much less so, which require the students to use the language intelligently, no! ‘mechanically. Practice in using English confident ina wide Variety of situations, but also help students to develop essential practical skills such as no taking and form filling. tnd ie | Reading for information < This section is designed to familiarize students with a wide variety of reading material, which is different from the type of material found in the Reading sections and to give students the ‘opportunity to practice and acquire the skills needed to use such material for their own reference, For example, students are given Practice in reading indexes, tables of contents, Programmes and further practice in scanning reading mater for specific information. The Reading for information sections, together with the exercises in the Reading sections, provide extensive opportunity for students to practice all the reading skills. Extended Reading This section has a selection of short stories, essays, literary criticism and poetry. These are meant to give students an opportunity to develop their English language proficiency through literature Practical conversation ‘The section is normally divided into four parts: Pronunciation practice, Dialogue reading, Dialogue practice and Picture conversation. Seared with Canscaar= This gives students practice Kind of dialogues they will meet in te examination. The dialogues are y related to the reading passages sae practice, This requires students to work sto complete a dialogue illustrating one functions. Dialogue practice ents the preceding Dialogue reading Tt aims to increase students’ fluency by g them to work in pairs to create and ‘their own dialogue. ‘conversation: In this section, a picture, dh is usually related to the theme of the is accompanied by questions. F ‘The questions are designed to encourage sfudents to expres their own points of view, a swell as asking them to make factual observations the picture. Thus students develop the ro talk about matters of general interest. tion on exercises are presented in two Discussion and Writing. The discussion ald always precede the writing so that the -will have plenty of ideas available for P can then concentrate on their ideas as an well-organised piece . The Reading section, at the beginning emphasis in this section is practice in using English in re ‘The compositions are varied to students can practise all types ofc Discussion: This normally takes the ‘a group discussion with each reporting back to the class as a whole, to provide a practical exercise in commun that will generate and explore the ideas the students will write about. The di as important as the writing and at least as mi time should be spent on it, Full is given on what to discuss and how to Writing: The compositions are designed to b practical and useful as possible and to intro students to many kinds of writing. They therefore include letters, reports, stories, from diaries as well as the more traditional of composition. Study notes Each unit ends with a set of Study notes briefly restate the main language points c« in the unit, They are designed to help st remember what they have studied and to as an aid to revision. Test papers This set of papers is designed to revise taught in English for Undergraduates. Seamed th cansccnTo develop the ability to communicate effectively. Tohelp students develop the ability to read effectively and independently. 3. Tohelp students acquire language progressively. 4. Tohelp students develop intellectual abilities, 5, To make the experience of English language teaching and learning more interesting, 6. To help students develop their English language proficiency through literature to a level from where they can pursue higher education through the medium of English. Specific Objectives: A: Listening / Speaking Skills To develop the ability to: a) Comprehend spoken English inside and outside the classroom. b) Express ideas/opinions on topics related to students’ lives and experiences. B: Reading (Comprehension) Skills ‘To enable the students to read a text: a) To identify main idea /topic sentences. b) Toffind specific information. ©) To distinguish between relevant and irrelevant information. 4) To predict ©) To recognize and interpret cohesive devices (link words). f) To recognize and interpret the tone and attitude of the author. Reading Text: English for Undergraduates Howe DH, Kirkpatrick TA. and Kirkpatick, DL, ‘University Press, 2005. ‘To interpret charts and diagrams. To recognize and interpret the rhetorical _ ‘organization of a text. To distinguish between facts and opinions, C: Vocabulary Building Skills a) To guess the meaning of unfamiliar words through: i) Context clues ii) Prefixes and suffixes iii) Idioms and phrasal verbs iv) Logical Connectors b) To develop the ability to use a dictionary to: ’) find out meanings of different words ‘Check spellings ) Check /find pronunciation of unfamiliar words D: Writing Skills ‘To be able to write a) Formal and informal letters b) Job applications and curriculum vitae ¢) Summaries d) Paragraphs and Essays ©) Punctuation E: Language Structure/Grammar ‘To understand and use: i) Tenses ii) Prepositions iti) W/H questions iv) Voice (Active & Passive) v) Direct to Indirect/Reported Speech vi) Articles vii) Conditionals Grammar and Composition: Oxford Practice Grammar New Edition ri Tests and Ansters Eastwood, John (Oxford University Press, 2005, Seamed ith Cansccnwith because and although Identifying people and things and giving more information about them using who, which, that, witom ‘The Door ‘Asking questions and giving Enroling ona Swings Open information about what other people course; filling in an said, thought, did, etc. using that application form i Giving and getting information: At the hotel Two word puzzles for vocabulary reception desk; revision asking for and iving directions ‘How to study Giving commands and advice; making comparisons and giving reasons The Tripods Asking for permission and giving Making a flow i reasons; giving and refusing chart; interpreting permission with reasons agraph “Making deductions using must, must = “have, can, can't have, couldn't have and Seamed ith CansccnPronunciation practice: consonant clusters; dialogue practice: talking about the future; picture conversation: household chores Pronunciation practice: final consonants; dialogue practice: complaining and apologizing; picture conversation: the Pet Walkathon Pronunciation practice: running together vowel sounds at the end and at the beginning of words which follow each other; dialogue reading: plans and intentions; dialogue practice: asking for and giving directions; picture conversation: a committee meeting | Extracting information Making up a dialogue Writing a telex; filling ina from a recorded telephone form message in order to write atelex Alibrary project: using _Stressed and unstressed words in a the library catalogue sentence; dialogue reading: talking about hobbies; picture conversation: in the library Using facts from a ‘questionnaire to write an article for the class magazine Pronunciation practice: more stress Writing a script for a patterns; dialogue reading: an interview for radio ¥, (talking about outdoor activities); dialogue practice: decisions and explanations; picture conversation: ‘campers and hikers Pronunciation practice: intonation (the + basic tunes); dialogue reading: possibility, probability; dialogue __ racic: making suggestions: picture a Seamed th cansccn‘Using wish to express regret, as a polite form of want, and to express greetings; using hope to express expectation; would rather and prefer to express preferences Using language functions in a dialogue; two word ‘puzzles for vocabulary revision Résumé and Different Styles of Letter W The Summary Applying for jobs: letters; résumés Making a decision and giving reasons Seared th cansccnbe iai.. Seamed ith CansccnNew traffic arrangements have b in the Beach Road area, How do who live in Beach Road feel abor the newspaper article on page 3 to t do you think? Before you read the article, survey it, that is, read the headline, the first and last paragraphs ‘and the opening sentences of the ‘you have twvo aims: to get a genera Contents. After you have surveyed the article, the questions and complete the statements below. 1 Does the headline suggest the Beach Road residents are in favour of, against, strongly against or neutral towards the new traffic arrangements? 2 Does the first sentence of paragraph 1 suggest that the new arrangements have terrified, puzzled, or affected the residents? 3. What word in the last paragraph suggests the residents regard the situation as serious and requiring, immediate action? 4 The second paragraph will probably describe...traffic arrangements. A. the new B_ the old C future 5 The third paragraph will probably describe. ..traffic arrangements. A the new B_ the old C future 6 The fourth paragraph will probably ‘explain.. why the new traffic arrangements were made. ‘what is meant by traffic flow. the action the authorities will take to deal with the residents. ‘other paragraphs, Remember, when you survey @ passage 1 understanding of it and to try to predict some of its ‘and before you read it in detail, try to anstoer 7 The fifth paragraph suggests that the authoriti a pedestrian crossing. A for B_ undecided about C against Government departments often have to make decisions that affect people's lives. What can they do to try to make sure that the people affected will support their decision? Do you think Black Monday (paragraph 2) means. A the sky was black with thunder? B the date on the calendar was black? Cit was a day when something bad happened? From your survey of the article, do you think the new traffic arrangements in the Beach Road area... A aze final and cannot be changed? Ct hanged in the future? leinitely be changed? read the article on page 3 in detail 4, read the instructions for exercise B which are at Seared with Canscaarresident, ‘turned our ‘ves Into a nightinae ~The new arrangements ‘came into force last Monday (Black Monday as another resident called it) but before then, Beach Road was a one- way road or traffic travelling from south to north. This suited the resident and the three schools there because not much traffic used the road. Most used the more BEACH ROAD. convenient Hill Street, two RESIDENTS blocks to the west which ‘was also open only to traff | JAKE OUR travelling from south to north But now things have changed. As from last Monday Hill Street can only be used by traffic travelling in the reverse direction. To make matters improve traffic flow, worse, Park Street, which lies Computer-aided between Hill Street and Beach Road, and was open to two way traffic, is now limited by some residents, the spokes- udies show man replied, ‘We have no that traffic coming from the such plans at present, How- ever, we will be monitoring the situation carefully, and if City Centre along Bay Street to Clifton 8 ¢ will be speeded to southbound traffic. As a up considerably ifitis allowed there seems to be a need for Tesult,allsouth tomorth traffic to travel down Hill Street and gome form of erossing, it will is now squeezed into hitherto. Park Street. This means receive serious consideration, peaceful Beach Road. We now northbound traffic will have to It should be pointed out, have non-stop traffic from 80 along Island Way and tur however, that such a erossing, Mildnight to midnight’ said north into Beach Road. This aswell as costing money; One angry resident of the old will be inconvenient for the would interfere with traffic People’s home. ‘To get across inhabitants there to start with, flow! to the park or the clinic now, but once they get used to i, ‘The committee of the: we need a pair of wings!’ the complaints will die down. Beach Road Residents’ As- fe spokesman for the Asked if there were any sociation (BRRA) will hold an Granoutics stated, “These plans to install a pedestrian emergency meeting tonight to. changes have been made in crossing as already demanded discuss the situation. Seared with Conscomarconcerns the booking fee._(3) _it © Words in context 1 Find a phrase in paragraph 1 that ‘means the opposite of expressing support for. 2 Which words in paragraph 2 tell us the new arrangements liad fo be ‘obeyed from last Monday? 3. Find a word in paragraph 3 that ‘means opposite. 4+ In paragraph 3, the word squeezed suggests that the traffic in Beach Road is. A. heavy. B noisy. C congested. D_ confused. D_ Using words in context arrangements. ‘There are two letters on the map, ‘A and B. Which one shows the position of Clifton Bridge and whi ne shows the City Centre. Mark these two places on the map. Mark the old people's home and park on the map. 5 Hitherto in paragraph 3 means... A. until now B_ now. C from now on D_ now and then 6 Find phrases in paragraph 4 that ‘mean going nortli and become fewer. 7 Find words in paragraph 5 that mean put into position and roatching closely Now use the words from the newspaper article that you found as answers for exercise C to complete this passage. Change the form of the words if necessary. More than one needed for each blank space. ‘The proposed new rules for booking, football pitches will_(1) _ on the first of next month. If any members of the club wish _ (2) _ these proposals they should do so within one week, ‘otherwise it will be assumed that they support them. The main change tord may be ten dollars. We expect some complaints from members about the new charge to start with, but we are confident these will (4) __after a few months. We shall be _(5)__ the application of the new rules to make sure everyone is treated fairly and next month we shall be __(6) _a computer to make sure all requests are handled efficiently. Seared with Canscaararrangements? Does the spokesman believe that the residents’ complaints about the new traffic arrangements are justified? Support your answer with reason. anguage practice A Expressing result In paragraph 3 of the newspaper article on page 3, you ean read these two sentences: ‘To make matters worse, Park Street . . is now limited to southbound traffic, As a result, all south to north traffic is now squeezed into .. . Beach Road,’ The second sentence expresses the result or consequence of what is said in the first sentence, The writer makes this clear by using the words As a result. Other words that can be used to express this relationship of result are consequently, therefore, and 0. 1 Read the pairs of sentences below. Then, in the second sentence, express the resull or conse quence of what is said in the first sentence, using as a result, consequently, therefore or 50. « * ~ The residents do not like the new The old people find it difficult to cross the road. They want a pedestrian crossing, traffic arrangements. They are protesting, Beach Road used to be quiet. The residents were happy Seared with ConscomarNow add a second sentence expressing result to each of the sentences below. You may use information from the passage on page 3 if you wish. All northbound traffic now goes along Beach Road. As a resull,.. Hill Street and Park Street are now open to southbound traffic é Consequently, ... B_ Reported speech As you may already know, when you report what people say, you usually change the tense of the verb and the pronoun: Direct speech “We need a zebra crossing.’ “Thave organized a protest. “The traffic lights have made the road safer” “To change the rules, we had to take a vote.’ c. The people eventually got used to the new arrangements. $0 ... d._Itis important to discuss the situation immediately. Therefore, ... Reported speech aq ‘They said (that) they needed a zebra _ a crossing, She said (that) she hac organized a protest. He said (that) the traffic lights had made the road sater They said (that) to change the rules they had had to take a vote. Note: The word that can either be included or omitted. Look at Departn Beac One residents said that. Another resident said that A spokesman stated that To get across to the park now we need a pair of wings. nightmare, 1 reporter. Write what they said in The new traffic arrangements have turned our lives into a hie Transport Your These changes have been made in order to improve traffic flow, Seared wth ConscomerExaminer: Hamid Examiner: Hamid Examiner: Hamid Examiner: Hamid Examiner: Hamid. Examiner: Hamid Examiner: Hamid: Examiner: Hamid: Examiner: B The driving test 1 Hamid Khan is about to take his driving test. He is sitting inthe car with the driving examiner. The examiner is going to tell Hamid where to go and what to do, Read the dialogue below with a partner All right, Mr Khan. Could you start the car and drive to the end of this road, please? 2 This way? Yes, good. Now, turn right at the end of the road Did you say turn left here? No, no, Stop! You can't turn left here. Look at the road sign. Oh, yes. Sorry, 1 turn right Good, Now go straight ahead and stop the car when you come to a suitable place Yes, I'll stop the car here, You can't stop here. That road sign says ‘No parking’. Start the car again and drive to the traffic lights All right. Il just overtake this bus. What are you doing? Well, that bus was going, too slowly. Stay in this la Didn't you see the road sign? It said “No overtaking’. Oh, no, I didn’t see it Mr Khan, just turn left into this street and park the car Here we are, Well, Mr Khan, l advise you to learn the road signs before your next driving test. 2 In the dialogue above, the examiner instructs Hamid to do many things during the driving test. For example, he says, ‘Could you start the car and drive to the this road, please?’ Read the dialogue again and as you read, un ‘examiner uses when he makes a request, or gives an order. clas Seamed ith CansccnLack a ie ole onli ef loa ape te Imagine you are Hamid Khan and write a letter to Tariq ‘examiner told you to do during the driving test. The instru dialogue will help you. The letter has been started for you. doing yous sometime His mat Cha me. Could you wilt and Uwe teft turn’. After that-- hak He evan tad you fe rinally, he advised Me do daving Me test? $k wight Good luck with your driving &! help me watt alae 7 Lovite som, Tomy D_ Reporting question When we report a qh sion, we usually change the tense of the verb and the p he word order and omit the question mark, Read the ex but we also chany below Question starting with question words: Direct speech ‘Where will you live?” “Why did she do that?” ‘Where is your new office?” Seamed thCansccnBefore you take a driving test in Pakistan, you must sit a written examination to make sure you know the rules of the road and understand the road signs, Asma has just taken the written test and wants to check if she answered the questions about road signs correctly. However, she doesn’t have a copy of the Highway Department's book ‘of road signs so she phones her friend Najma to check Work in pairs. SI is Asma and $2 is Najma. Do not look at your partner's part of the exercise. S1_ Look at the road signs below which you were asked about in your test. Describe each one and then listen to $2'S questions. Respond by reporting the question you were asked sxample ign. Follon ‘Si: This sign is a red circle with a blue centre and a fed. diagonal line. 2: What was the question in the test? Sl: They asked if/whether I would park the car beside it. ‘$2; Well, the sign means no parking, so the answer is mo, tell you what they mean. Listen to ribing. Then ask what the question in the d say what the sign me d what the Si: This sign is a red circle with a blue centre and a fed) diagonal line, 52: What was the question in the test? S St: They asked if/ whether I would park the car beside it, 82 i Well, the sign means no parking, so the answer is no. ‘No Ustumns No stopping Nolet turn ‘Ahead only (Norightium it (ata junction) symbol reversed) No overtaking Maximum speed Give way to Noentry for pedestrians vehicles Seared wth Conscomerhe: Reach Road Residents’ Associaton i reported in the newspaper article om page 3. the B I ni blding an emergency meeting to discuss the trafic sialon Rea the notice blo. Th) ‘agenda i alist of items tobe discussed at the meeting.) Mr Munir is the secretary of the committee. His job is to make Residents’ Association iiiee of the important points of ‘meeting 9th May, 1988 at 8 Pat the meeting, Later he will use these notes to write a summary of 4 the meeting. (This special kind of {representing the fat gener) a summary is called the minutes of Aewpregnting Ur scorns S00 he meeting) primary school) > Rindergarten Mr Munir is a-very careful A epi people's home) — secretary. During the meeting 4 he makes his notes. After the mecting, he checks them against a tape recording of the meeting to censure they are correct, Below are Mr Munir’s notes and following them (on page 11) is a tapescript of the meeting, Munir Check his notes of the meeting against the tapescript om page 2 Imagine you are Mr ss made in the notes Mand correct the ¢ mista Tete BRA vmaroncycomntee meeting a 8 pon 9/5 in Bach Rot Sremday Sh 1 Review of new tific arengements Chairman a trafic fom Cif Bride to € Contre nove from W to S along Hill Street Resdt-huge Increase tfc; prs for & Raed authorities RWhat exactiy are pros 2 Problevas caused by nba. ring r= (2) ol pope difcalty sopping clin cinema; also naive fumes Seamed th cansecnMrs Ali ‘Mr Khan: Miss Riaz: Mrs Ali: Mr Munir: Mrs Ali Mr Khan: Miss Riaz: ‘Road and I'd Has anyone any comments? Mrs Zia? ee ‘ ‘The new arrangements are causing the old people home. problem. There's hardly ever a break in the traffic to cross the road market, or the clinic. Lots of us used to go to the park, t0o, to sit di the day. It’s now difficult and dangerous to go there. Also the i 2 noise and fumes are affecting the health of many of us. ; ‘Thank you, Mrs Zia, Mr Khan? ‘ Our problem at the primary school is getting the children across the road to the playing field and playground. We like to take the children there once everyday but now it’s so dangerous we've had to give it up. Also, the increased noise is making teaching difficult and we find the fumes troublesome. 'd like to say we have the same problem at the kindergarten, and also there's a lot more noise and fumes and these are having a bad effect on the children. Thank you, Miss Riaz, Mr Munix? We have the same noise and fumes problems at the secondary school and we also have a problem crossing the road. Buses stop opposite our entrance and students then have to cross the road to the school. Formerly this wasn’t dangerous because there wasn’t much traffic, Now it’s become very risky indeed Thank you. Now, the flat owners’ problems are similar to the ones you've all mentioned. Those on the east side have difficulty in shopping, and sending their children to the two schools o1 n the ide while those on the west side have a problem sending their children to the secondary school on the east side. We've also had many complaints about noise and fumes. So the question is, how are we going to solve our problems? 1 propose we approach the Municipal Council and ask them to get the new traffic arrangements cancelled and go back to the old arrangements, Tbelieve we should write to the newspaper and start a campaign to get the new arrangements cancelled, This might be quicker than going through the Municipal Council = Getting things changed back might not be possible and will certainly take a long time, suggest we ask immediately for a pedestrian crossing to be installed befsre an accident happens. I'm in favour of getting the new arran pedestrian crossing as w the old arrangements. jgements cancelled and having a cll. We'll need it for safety even if we go back to ‘Well, we've all ot a lot of ideas to discuss but it’s nine o'clock $01 Propose we adjourn the meeting for now and meet again at the same time tomorrow and continue the discussion. Agreed? Good. everyone. Seamed th cansccn’ Munir divides his notes nt sections, ving He also divides some of the sections into sub hhas organized them in this way so that they wil Secondly, Mr Munir’s notes are key words only. Late out as sentences. For example, note 2a.(ii) ist primary to plg. field; also n. and f. This could be written later a5: ‘The primary school children had difficulty getting across the road to the pla field. They were also affected by noise and fumes. - rm of words and expression common use. Here a Thirdly, Mr Munir uses abbreviations, that is, short fo Most of the abbreviations are his own but one or {Wo some of Mr Munir’s abbreviations with comments: are in 1s at the start of his notes, s muta, — He has already written new travel arvangenen jations are therefore enous Hoes not want to repeat it Single letter abbrev to indicate the meaning. .d for the reasons mentioned. above. and fumes. Similarly abbreviate n. & f. ~ Noise “The first few letters and the las letter of the word problems are used; prbs. — and cin. are similar observations. ped. ~ The first letters only of the word pedestrian are used. N & 5 ~ Common abbreviations for North and South dito — Common abbreviation meaning the same, It is sometimes abbreviate further to do. ae When making notes you can abbreviate words in any’ mal is in anyway you want but the Sbbreviations should make sense to you when you read them later. 3. Most dictionaries have an appendix of commonly used abbreviations. You probably. ly ations. Yo fou some alrendy. Test yourself by trying to match the abbreviations in column A wi Seared th cansccn|B_ Writing the minutes Affer the meeting, Mr Munir used his notes to write the minutes of the meeting. The minutes — ae given below but they are incomplete. Notice how the minutes begin with a heading that ‘gives the committee's name and the time, date and place of the meeting, followed by a list of those present at the meeting. Also, each minute has a number and a heading. Read through the minutes and then complete them using Mr Munir’s notes an page 10, after you have corrected them, Note: Remember that when you are writing the reporting speech, so follow the rule: sentences, not in note form, minutes of a meeting, you are 's for reported speech. Also, write in complete BEACH ROAD RESIDENTS’ Minutes of Emergency Meeting held at 8 p.m. on 9 May 1988 in Beach Road Secondary School Present. Mrs Z. Ali ~ Chairperson Miss $. Ri Mr M. A. Munir ~ Secretary Mrs M. Zi 1 Review of new trafficarrangements The chairman began by reviewing brief! the new traffic arre that all traffic from Clifton Bridge to the City Centre now went Road. The result was a huge increase in traffic that was causing Road residents. She wanted to know exactly what these n 2 Problems caused by new traffic arrangements” ‘The new arrangements had caused two main probl noise and fumes. a, Crossing the road (i) The old people had. (i) The primary school and kindergarten children... (iii) The secondary school children. (iv) The flat owners... Seamed th Cansccn|e eing revised occur in words and Revision of sounds Where the sounds which are bing fer sentences, the frst ofthe pairs of sound is printed in heavy italic and the second is in heavy type. Read the words and sentences aloud. wreck /rack 1. [eland [a] bed/bad —met/mat pet/pat kettle/ cattle letter/latter ‘The fat man sat on the ‘mat. When he was ready to catch them, the other men went back and then ran towards him 2 [iand |x] sit/seat___this/these hit/heat sin/seen He hid the little pins in a tin ‘These three weary steeds are He was sitting beneath a green tree whe little kitten, : 3. [s]and [J] save/shave _sort/short sel/shell_sip/ship _gas/gasht aye vas shaving, his hand slipped and he Bove his chin a short gash, 4 [sjand far} duck/dark —_ Iuck/lark caveat. mich/March —_ plck/park s aes stuck in the mud inthe caF park and was Very hard to lip/leap _sick/seek and put this lid on i feeding in a field on he was bitten by a star. 5 land [tf] wash /wateh While watching a cricket m player made a clever cateh 6 Wand fei) brick/break —wit/weight —tck/take sill/sail lick/lake —Wit/late Ifyou break this brick, pick up another and (ake it 7 land fa} pot/port—knotty/naughty | stack/stal | mose/ Sh wot Perughter has caught a cold and a shocking cough. She thowht that she ought to have a tonic so I've bought her a bottle cash/catch dishes/ ditches ‘masit/ match ch just as a atch, he dropped his wat B_ Dialogue reading Work in pairs to practise the dialogue below i bout some new traffic arrangements. Try to make your speeclt natural speaking, not reading aloud. S1 play the reporter ad S2 plays Zia. Then cm old person, Zia, were really a reporter Reporter: What do you think ofthe new traffic arrangements? Zia: don't like them. I can’t walk as fast as | used to. I's difficult for me to cross taba got rundown by ex te other day. Iwas gong : jown by a taxi the other day. It was going far too fast I'd have been knocked down if I hadn't jumped out of the aie 4 Reporter: Why don’t you use the pedestrian crossing? Zi; Peden cssing? What pedestian crossing? There tone in the whole sre. Weve Ben asking frome forages. Weve tre everything: Weve been ict Board and we've written to the papers but nothing's happened.) Its a disgrace! | Reporter: You mean you've had no success at all? Zia: We've been told the matters under serious consideration but they're worried ard pe a money it'll cost. Also, there's the problem that if they build hina ey a worryir 's the ol le like me, and the young too, for they to nite erie ee Seared wth ConscomarSalim: Wasim: (Ask Salim’s opinion about the colour) Salim: Wasim: (Ask him to suggest the colour you should wear) Salim: sz Wasim: Salim: (Express liking. Explain why:) Wasim: Salim: (Explain that the colour doesn’t match his shirt.) Wasi Salim: (Respond positively:) Wasim: Sali Wasim: Sali (Express strong dislike.) Seamed th cansccn|D Picture conversation ; Study this picture of a traffic accident, then ansiver Me questions below. a Wr Le PS & JI 1 Where was the old gnan when he Where was the car after the was hit by the car? accident? 2 Who is likely to be blamed for the 6 What might the man in the accident? telephone kiosk be doing? 3, Can you suggest something else Have the people buying newspapers ent? How do which may have helped to cause the and fruit seen the acid you know? 8 What are the taxi drivers doing? ar did when he re 9. What other accident is happening? ‘was going to hit the man? Composition A. Writing paragraphs A paragaph is usually «group of sentences that dea with oe iden One sentence in the paragraph states the main dea, This sentence often called the tpi sentence other sentences in the paragraph give us more information al eee EI pereneh 0 0 ee Seared wth Conscomer@. What is the topic? Which sentence is residents plan to do to solve the a | ¥ it stated in? problem? |e b. Which sentences give us additional. Which linking words are used to | Information about the problem? tell us the relationship between the | © Whats the information? sentences in the paragraph? | d. Which sentence tells us what the i Now write a paragraph, similar to the example paragraph given in exercise 1, about an imaginary road called Duke Street, New traffic arrangements have been introduced there which have solved some problems for local residents. Begin your paragraph with the topic sentence which is written in grey, and use the other prompt words to help you. The new traffic arrangements in Duke Street have solved many problems. It is now ... This situation affects ... the patients ... and the blind ... Also the ... noise and fumes .., As a result, the residents B The committee meeting 1 Work int groups of five. You are the committee of the Beach Road Residents Association. One student is chairman and represents the flat owners; one is the secretary and represents the secondary school; the other three members of the group represent the primary school, the old people’s home and the kindergarten. You are meeting to discuss a letter from the traffic authorities, part of which is given below. Discuss the letter and nole down the committee's decisions. Finally report your decisions to the class Letter from traffic authorities Seamed ith CansccnNote attached to letter spest and fastest to construct (0 1 week), # these are traffic lights controll press a button, the lights tur allowing, them to cross, More it 1 month to install Aa bridge over the street. Accoss is by to construct. Long time to build (¢6 m@sender and the date as below. Seared wth CanscomarStudy notes 4. We can show the selatlonahip of result between senfenscs by using as a result consequently, therefore, 0 6° “They installed a new crossing TA result, the number of accidents decreased. ed. (the exact words someone sald) 1M report 2, When we change direct speech 1 speaker and the tpeech, we change the tense ofthe pronoun: verb used by the original He said he fell angry She said they had received She said they would write vai he had found it difficult 1 feel angry: “We have We will write 41 found it difficult Mi ceived word order and omit the 4, When we report questions, we 1 change the question marks ony, NON she asked where the mst’ crossing would be a. Questions starting with 4 AWhere will the new crossiny thout a qu | such as if or whether b. Questions starting W i Hie asked iffwhether we had any Have you any questi questions. mands, eq) vice we use the infiniti fe from of the 4. When we report verb used by the OF open the door ‘Open the door’ She told him. Seared wth ConscomerA What do you think? Before you read the passage on pages 21 and 22, try to answer these questions: 1 Have you read stories or seen films about robots? If so, what did the robots look like? What was their 2 There are lots of robots used nowadays. Where would you fin them? What sort of jobs do they with human beings? do? erates some of the igs toy 3 If you had your own personal 10 could do? Were the robots good or what are some of the things you evil? might use it for? 4 Now survey the passage in the usual way by looking at the title, pictures, opening and paragraphs, and the first sentence of each paragraph. Then try t cestions b 4 What do you think the word probot What do you think the second means? ob paragraph will do? 5 In the tthe of the passage, he word 8 The first sentence of paragraph 3 fiestas mention This is an A-~the length of time a person or imaginary country, famous in thing has existed. English literature, where everything 8. .the oppostie of youth. was pertect, What do you think is» Ca lengthy period of time. the connection between Utopia and (urcouk tobe! © Which two kinds of robot are likely the topic of the passage? to be mentioned in the passage? Which 9 What will probably be the topic of Shady ied (oe oF these is likely to be the main topic paragraphs 3, 4, and 5? »»0 o@ionl @ of the passage? 10 The last four paragraphs of the 7 The opening paragraph describes. ~~ passage compare two things, What ee cme mans tart oan imaginary day are they? Seay escaibe Wo Yet af kis wodwo - 5 B. Finding the facts As 4 reporter for your local TV station, you interviewed the author of ‘Probots and People’. Below and on page 21 is a tapescript of part of the interview. Read eran psy Solel © rome Note that some information is stated directly and some is Seamed th cansccnYou: Could you summarize these changes for us? Knight: I'll try, Life will be S0« than it is now. There won't be any danger of robbery, for example. Life will be C7: you won't have to cook your ‘own’ megls or check the children’s homework. And because you won't have to eK such long hours, you'll have a lot more WeigWr? J m2 You: You talk of new inventions and exciting advances. Which do you think will be the most exciting? Knight: Peponcl Yobe There's no doubt about that. People have \@\\ this otherwise they might forget. Oh, and there's one other question, Before you ask anything else, ask whether they are locals or tourists. The answers we get will help” Us to improve our services. Thank you, Wagar. That will be all : Wagar had piaore g me rules. Read 1. Write short simple questions. 2, Write questions that can be answered simply, e.g. by ticks or yes/no. { For example: Are you a member of a sports club? Yes____ No How did you find the speaker's voice? Too loud About right_____ Too soft ____ 3 What age group are you in? 20-29 30-39 3. Arrange questions in a sensible order. 4. Start the questionnaire with one or two sentences ai "people in advance for completing it ae Work in pairs to draw f no Up a questionnaire following the rules above e egret or i 'g the rules above and the requirements of agar’s boss. When you have finished it, Pass it to a classmate for complet : oa i 16 of {Your questions should be designed to be ansivered by tick Teg Seared wth ConscomerWork in pairs. $1 is Wagar and $2 is Atif. Do not fook at your partner's part of the exercise. $1. Look at your stock record which is below. Ask $2 questions, asin the examples above, Write the number he gives in response in the appropriate column and answer $2'5 ‘questions. Then, enter your totals in the last colunyn and check them with $2, In stock Sold May 1 Wagar Atif 2 5 68 31 a4 2 53 8 88 “4 $2. Look at your stock record zohich is below. Listen to SI's questions and respond with information from your record. Then ask $1 questions and write the number he gives in response, into the appropriate column, Finally, enter your totals in the last column and check them with $1 Monthly stock record: May Broken In stock Sag soe May1 Wagar Auf Wagar | Atif es be ae a 16 ties Sn Seamed ith CansccnSay each pair of words aloud. ass whi ‘wasps glass Bras rine flimsy flying fying mist mixed clash crash vests vets raps rasp’ 1m the list above and note them 2 Work in pairs. $1 and $2 each choose ten words fro "SI, Check them together at the SI dictates his list to 2, Then S2 dictates his list f0 3. Now try these tongue tisters: He's a friendly flier who likes frying ched the wasps walking al We watched the wasps walking along na ing (fof b. He was glad the glass fell on the grass They clashed over the crash of their when it slipped from his grasp. classic cars. B Dialogue reading Work in pairs. Read the dialogue below and on page 33, in which twvo students, Sami and ‘Shan, are talking about what schools will be like in the future. Take turns to be Sami and iy ‘Shan. ; Sami: Will robots ever replace teachers in tomorrow’s school? | ‘Shan; No, I don’t think they will, but I think computers are going to take over a lot _ of the teachers’ work. I think we'll learn most of our subjects from computers. ‘We'll be able to learn things more easily and at our own pace. Seamed ith cansccnAt subjects will stucents study? Shan: Any subjects they want to. That’s the advantage of a computer. It can be Fee traricd to teach dozens of different subjects. We'll be able to choose the ‘ones that interest us, We'll be able ta make our own choice of subjects, chine be better than learning from a teacher? Shan: ‘The computer won't sev 'm like a machine. It'll be more like a robot. We'll be Pere to alk to it and i'l be able to talk to us, Everything it teaches us will be have been prepared by experts, so that when we ack t questions on any Gibiect we'll be getting answers from the world's leading eeperts, That way 1 think we'll be able to learn more. Sami: But will Tearning from a mi Talking about the future Work in pairs to make below. Do not look at y SI SI: (Ask $2 if he saw tomorrow's we: 4p a conversation about tomorrow's weather using the prompts given jour partner's part of the exercise. rather forecast on television.) : (Express disappointment.) (Respond to $2.) + (Thank $2 but respond negatively with regret) $2; SI: (Explain, to 52.) 82 lei. 4 $2: (Respond positively and tell $1 that it’s going to rain) Ss3,° : (Ask why and what $2 was going to do tomorrow.) Bie. ‘$2: (Suggest an alternative activity to $1 that does not depend on the weather) Sh: ... $2: (Ask why not.) Seamed ith CansccnStudy the picture aul then an 1 What might be the family Do you think the artist who drew relationship between the people this is trying to tell us something? If who are doing the che », what is he saying 2 Can you see anything else that the 8 Do you think that what is happening is fair? Explain your ales have been ds the boys doi the middle 9 How could the situation be made fai 10 What might be some of th difficult make it fairer 4 What a the eld 5 How many pi ing chores « at is the main differ ince between what the males Composition Ov six sembetices outlining your _ Describing events in time 4 Imagine yourself in ten years’ time. Write a paragraph of fi day, Use tw0.0F three of the sentences to describe what you do before you leave home, oie sentence to describe how you get to your work and two or three sentences te describe your: leisure activities. Lise the words as, before, and after at least once. Lise the word sleep in the ‘opening and closing sentences of your paragraph, | Seared with CanscaarB_ Inventions 1 a 2 3 Work in groups of four or five which is given below Each member of the group notes b down three inventions which he she believes have had the greatest effect on people's lives from about 1900 to the present-day. Arrange the list in order of importance (ie, « the most important first and the Teast important last) and note reasons why they are important Remember, the effects of the 4 inventions can be good or bad that bad effects do not lessen th importance. down Now, work i discuss in would like to s d. Follow the oul why you believe th have a great eff Write a compositic opis belo and explain consider them i Inventions that hanged b people's lives in the 20th Century ite he ate 1 mone dinner, he 0 discuss inventions. Follow the outline for discussion Elect a chairman for your group who is responsible for introducing the topic and controlling the discussion. Also elect a secretary to record the group's decisions. Discuss the inventions suggested by each person and decide which three inventions will be the group's choice. A spokesman for the group should report to the whole class his/her Sroup’s final list of inventions and why they were chosen. Inventions that will change our lives in the future Seared with Conscomarthe statements in numbers 1 and 2 below, by putting a tick beside any of te w given with which you agree. 1 Gorillas are 2 Wild animals should be . ugly /beautiful a. killed. fierce gentle b. kept in 200s or circuses. meat eaters/ vegetable eaters © given | a b. rs J to live on, 4. cowards/brave. 4. prote « f d from Africa/from Asia. many in number/an endangered species. Now survey the newspaper arte on page 37 in the usual way by looking at the headlines, pictures, captions, headings, and opening and closing paragraphs. Then try to complete the satements below. You may have to guess some ofthe answers bul you can check these after you read the article 9. The gente giants are probably 10 Complete the following statements ; which are about the headings f 6, the gorilla, probably showed The shirt was puzsline (er, ‘compassion (pity) towards {0 the gorilla because The monsters are probably the .. b. The tribute (admiration or fespect is othe sil « gorilla family is \ooked afte and protected by a Borillas could think that 4 Were a possible source of ling (strange) None Seamed ith Cansccn“GENTLE GIANTS after Jambo the gorilla’s amazing of compassion the truth bout these often misunderstood monsters by David Attenborough eee” THE real pcre of bo oe sonny soci and hen Tarek ere wnconutvyarald Leh Fret mowed eye ho tem — aprsed mow people oo The pra’ repution as 2 killer 1s one sha is hard fx was his loving behaviour really mul And if gorilas do sometimes react te humans Bee the monsters of popula imps that thei faut curs? Shirt puzzle Tale Jane, he bors male of the gorlas Ina azo in Jersey. When he was arate to the de of his enclosure by the sho ofthe public and saw lite boy Wying uncorcous on the ground, | believe he ‘am inmedately 2 likeness to his ow cofipng The shape and the uize were mu be ue He dacovered that the child had something 0 tt bick—a shirt To Jambo that wa ‘xrinly diferent and pursing He perly touched the childs shin with his finger and attohis nove — and cecovered thatthe sel ofthe child wat also sr ic nether of these things alarmed him When the boy came round and bepsn to ‘@p.pnbo did no more than to rove ae. ahing his fray wt i Tribute to sk For years 290, boy faling into 2 gorila ee woud, Bryrridna beter, have been rexes is that they are hey even attacked fe that Tha isnot Protects family i 2 drawing of : ips pulled back in the public 1930s, Hollywood but withthe fl King Kong ape was captured who rized New York What a ibe that reputation is. By nature they are gentle and inoffensive animals: They are almost entirely vegetarian and spend their days eating leaves and juicy ‘tems in the thick forests of Africa Tey live in arly groups, each ruled by a big male, who looks after and protects his fy with [rest care. They are, 18 true, imenensely rong and can rip apart banana stems and tear off the branches of tees as they need to-do in order to feed. But their strength is hardly ever uted against other animal Possible danger When we were fiming gore in Africa, we saw how gery and affectionately they ot violent or dangerous We are behaved to one another. Younger ones romped and wrestied together. Mothers sat watching their infants, making sure they did hot get into trouble as they webbled about. ‘The dominant male allowed young babies to craw over him and pul his ears with the tolerant affection of a human grandfather spoling his adored grandchildren. If we had approached them aggressively, if we had Startled hem. they might wel have charged Us. More likely they would simply have retreated farther into the forest. We were aher all, intruders and a possible source of danger Shaggier relative ‘Ae i was, the group we were filming had become accustomed to the presence of scientists who were studying. them and allowed us to come very cose indeed. (On one occasion, which for me was one of the most memorable moments of my Me, mother gorila siting within a yard of me Sllowed her babies to clamber all over me. ‘What now isthe future for these beaut creatures, our nearest animal relations? They are endangered in the wild No more than a few thousand lowiand ors lke Jambo sil survive. His slightly bager shagzier eelative, the mountain goila, 's now reduced to only 2 few hundred We have destroyed the forests on which they depend. We have hunted them and. ‘exalted in killing them, believing that by doing s0 we have proved something about ‘our own superiority “The sad and shaming fact is that 1s not gorillas who are violent and dangerous. ft Seared with Conscomarbad reputation les towards gorillas s notes are given but they are incomplete. Complete them with information fr berets et pat te heatep listed above at the top of the appropriate section, newspaper in ___th century book by American in 19__'s called Before you do exercise C, check your answvers to exercises A and B © Words in context 1 The words below are Probably unfamiliar to you but it should be possible t0 guess the Tne pOok carefully at the contexts of these words on age 37 and | ‘write what you think are the ir meanings. The numbers in brackets refer to paragraphs, a. offspring (4) d. romped (13) a b. came round (6) © wobbled (13) q © rip (12) £clamber (15) y i Seamed th Cansccn2 The words below, which are used in the newspaper article on page 37, have a Ge teres tes emcee be aor ee ee correct meaning for each word as it is used in the article, The numbers in brackets refer moved (1) ‘A. put in another place d._ spoiling (13) A. damaging B caused to feel sympathy B showing great affection for take (4) e, charged (13) A consider A. attacked B borrow without permission enclosure (4) A. place surrounded by a wall, fence, etc. B_ something you put inside an envelope. B_ accused of a crime Find words n the newspaper article that could fit into the sentences below. The numbers in brackets tell you in which paragraph the words can be found. All the members of my family all get on well together. We're look similar. There's a close —___ a (8) between us. (4) e. It was obvious the mother He' an —___ person. He's always her child by the way she looked fighting with other people. (7) lovingly at it. (13) The prisoner was punished by being f, Because so many whales have put into a cell by himself. His —__— been killed, they are in danger of becoming extinct. They are an species. (16) lasted for six months. (7) Our family like one another and we Choose the best answers. Dies hard (2) means that it is difficult. ¢. _ Inoffensive animals (11) are animals . the gorilla’s reputation as a that are .. killer. A. active. A. describe B frightened. B_ destroy harmless, © believe D lazy. D_ protect d. Adored grandchildren (13) means A popular myth (3) is a... grandchildren that are ... ‘A. true story that everyone believes, A. very shy. B false story that everyone B naughty. believes. C obedient. C true story that no one believes. D_ greatly loved. D_ false story that no one believes. Match the words in box A with the definitions in box B. Seamed ith Cansccn1 interview with David Attenborough, the writer of the arias i Peart iris from the aril, changing the form ofthe words ahs ewer: You seem to disagree with the views that most people haye gorillas sh: Yes, well in my experience they are not at all __ oo become that ny i they're kept in bad conditions, example. Their true nature is quite different, — example. He didn’t harm the boy that fell into his treated him tenderly and with — Interviewer: But that was in a 200. What about gorillas in the wild? Attenborough: They behave in the same way: They're quite ___and wont you unless you behave aggressively towards them, It's because they behave so gently that they’ve become fe D Think about it In many of the things we read, writers express opinions and pres to be able to tell the difference between a fact a easy. cent facts. It is important ind an opinion, but sometimes it is not According to the dictionary fact means something that has happened, exists, or been done; something known to be true or accepted as true. Opinion means a belief not based: on complete knowledge 1 Which of these statements are fact and which express an opinion? a. I believe he saw immediately a likeness to his own offspring, b. They were kept behind bars in solitary confinement in concrete cells with nothing to do. B By nature they are gentle and inoffensive animals. If we had startled them, they D might well have charged us. No more than a few thousand 6 lowland gorillas like Jambo still survive, We have destroyed the forests on which they depend. ich opinion in the article is the orillas? Quote a fact to support your The writer’s main intention in the passage is to A. tell some exciting stories about gorillas warn us of the dangers of show that as gorillas can behave: like human beings 4 change the reader's mind about gorillas ‘The writer’s attitude towards gorillas in one of A. horror. D_unfriendliness. The word which best describes the tone of the article is .. A amusing, B exciting. iter trying, to prove to be wrong? it is the writer's own belief about List three facts he presents to eee at is the writer's opinion of the people have behaved towards, C shocking. D_ sincere. Seared with CanscaarSummary Bari is still working on his project, The ape: Man's closest relative. He's bee a short oral report to the class on the article the notes he made in exercise B, adding det en told to give on gorillas. He decides to base his talk on. ails where necessary. Below is the first part of Bari’s oral report. Read it carefully and notice howo he clear to his audience what he is going ‘wants to make sure his liste makes it very to talk about and lists each point he will deal with. He eners can understand him easily In my report | am going to talk about an article on gorillas by David Attenborough. 1 am going to deal with three main points. The first is the attitude most people have about gorillas. The second is the reasons for the gorilla’s bad reputation. The third is the true nature of gorillas. Finally, I] give my own opinions and the reasons for them. Now using the below, finish Bari’s rep: 1 Start paragraph 2 with this sentence: ‘Let Then refer to your no! book and the 2. Start paragraph ding fo Attenborough ...’ Then use your notes to give Attenborough’s view and his supporting evidence. 3. Start the 4th anc h this sentence: ‘In conclusion 1 would like to give my own op 1 you believe about gorillas and your reasons for believing i t's take points one and two together deal with these points, In addition tell what the 41 Scared wth Conscar=r Be Language practice A. Identifying and giving more formation ws or things, or give additional i We can identify ple, place them by u vith who, which, that, whom: Identifying: 4 I met the boy who had an accident at the 200.” ‘Additional information: 4 ‘ecident at the 00, has ‘ Levan, who had an at returned home. entence above, the clause who had an accident at the 200 refers to + we omit the clause whe) In the first se boy we are talking about. In the second sentence, ever had an accident at the zoo, we still know ‘which boy is meant; the who lati) ditional information about the boy Note: In sentences where a clause gives additional information, that clause 19 #4 from the rest of the sentence by commas. “That can be used instead of who, whom or which in identifying clauses but nota ive additional information: 4 clauses which g ‘The boy who fell into the cage was called Levan. om agen he cas w= ‘called Levan. Seamed th cansccn|After the incident at Jersey Zoo when a boy fell into the gorillas’ enclosure, the police interviewed some of the people who saw what happened. The police wanted to collect the facts so that they could recommend changes in order to avoid the same thing happening again. Look at the pictures which show w picture with a clause which eith eyewitness save, Th lat one person saw. Then complete the sentence Below each ‘identifies or gives additional information about that the © are some prompt words under each picture to help you. (wateh /goril (was/about six years old) The crowd of people ... began to lean The boy on the fence ... fell into the over the fence in order to sce better. orillas’ enclosure _ Shape (not very high) (saw/boy fall) A young boy climbed on to the fence The people ... looked terrified (was/boss of gorillas) Armale gorilla... stood guard over the boy but did not hurt him. (wear /jeans and T-shirt) Aman ... went into the enclosure with the ambulance men. oa Seared with CanscaarC Reporting the incident Asghar is a young reporter for a newspaper. He wrote an article about the Jam ineldent and gave it to his editor for ‘approval. His editor sent the article back “Asghar with some suggestions on how to improve it. bs cestions which are below. Then rewrite the a editor's SUgs You may need to re the editor has put this sign. 37 for some facts Read Asghar's article and the ‘and include all the suggestions where pack to the newspaper article om page Asghar’s article Yesterday a boy / fell into the gorillas enclosure and stood guard over him until he came ro at gorillas have a bad reputat at Jersey Zoo. He was kt unconscious. A gorilla A came keeper { said he was not surprised. He said th He blamed it on a film called King Kong ,. He said that the gorillag in Je were gentle and well-behaved. The enclosure { was spacious and comfor ‘was different in the past, however. Then they had liv nothing to do. They became mentally disturbed and s ‘keepers A. The keeper said the gorillas A would never behave like this. Asghar, Not a co Mle ty, Hu wha’s happened to your clauses which identify oF Tg a me ee mr that it will become more P readers. I've marl places where you should put them in. 1 want Seamed th Cansccning for information Interpreting rules and regulations gr her frst day at work as a junior keeper at the Botanical and Zoological Gardens, Gaia is given a copy of the Garden's rules and regulations. Her job ts to patrol the Gardens and if she sees anyone breaking the rules, to stop them If they don’t sto she must call headquarters for help on her adios? “nem M they dott stop, tudy the picture below which si Gardens. Then read the Rule happening that you rule which was broke, w when she toas patrolling the ulations under it. Write down anything which was ara should have stopped and beside it, write the number of the % BOTANICAL AND ZOOLOGICAL GARDENS RULES AND REGULATIONS No member of the public shall enter the gardens before the ‘or remain after the official closing time without authority No person shall interfere with the comfort or convenience using the Gardens, No person shall interfere with or disturb the birds, animals, way whatsoever: 4, No member of the public shall feed the birds, animals, or fish. 5. No vehicles other than bicycles or children’s tricyles are allowed in the Gardens. However, these may only be pushed to and from the bicycle park No person may beg or collect money for charity in the Gardens unless authorized to do so by the proper authorities. No person shall sell food, drinks or articles of any kind in the Gardens. person shall delace any furniture, structure, plants or trees in the Gardens by or any other means. ‘games may be played in the Gardens. bling games of any kind may be played in the Gardens, on shall lie or sleep on any of the benches in the Gardens. on may play a cassette recorder, radio, or similar electronic device in the Gardens. s of any kind allowed, official opening time of any other person fish, or plants in any on breaking the above rules is required to give his name and address to of the Gardens, Seamed ith Cansccnin ri each situation described bel is 2 Work in pairs. Make up a short dialogue about enc ows staff snernber ofthe Botanical and Zoological Gardens. S2 is a member of the public ‘Te saree of the rule (from the Rules and Regulations on page 45) which applies to eaeh situation is given to help you. Rule1 $1 sees $2 in the Gardens at 10.30 p.m. (they closed at 8 p.m.) and talks to him, $2 explains why he is there. 1 responds, telling him what action he will take. Rule5 $1 sees $2 driving a car in the Gardens and talks to him. $2 explains why he is doing this. $1 responds, telling him what action he will take. | sila Rule 11 S1 sces $2 lying on a bench. $2 explains why he is doing this. $1 responds, telling him what action he will take. Rule 13. S1 sees $2 with a dog on a lead. $2 explains why he has the dog, SI responds, telling him what action he will take, Practical conversa‘ A Pronunciation practice Final consonants When you practise these words and sentences, be sure to complete the sounds of the consonants at the ends of the words. There should be a little puff of air. 1 Practise reading these words aloud rob thick wild leg lip might cage watch sob attack ruled group eat charge teach rib public destroyed dog stop root age beach 2 Practise saying these sentences While trying to rob, Bob the thief, Let it eat th n 7 ef, et i root or it might get hurt a rib and started to sob. Snehae eee At the age of eight it was put in a cage at the edge of a ledge. Seared wth Conscomar: B Picture conversation ‘Study the picture then answer the questions below 7 Have you ever been on a charity bis ganization is runni walk? Can you describe what BMG tinoncy wile ried. tappenett le in front waving? 8 What is happening at the table on rent kinds of pets the right? Can you explain what a !Which one would you sponsor form is? 9 What are some of the things you ‘might find in the dining tent? in your answer 10 How do you think the blind man’s take the longest dog, helps him? alk? Seamed ith CansccnC Dialogue practice Complaining and apologizing ‘Meher has been disturbed late at ni to complain. Work in pairs to complete gue se Meher; Mrs Abid, I've come to complain about the noise. Mrs Abid: Noise, what noise? Meher: Mrs Abid: My dog barking? I don’t hear any di Meher: Mrs Abid: Then why didn’t you complain last nigh Meher: I'm complaining now. And I'm also Mrs Abid: My radio? You find that too loud? Meher: Mrs Abid: | Then I'm sorry, but I'm a little deaf, you kno Meher: I'm sorry to hear that but I've also been dis Mrs Abid: My carrot? How can a carrot make a noise? able Meher: Mrs Abid: Oh, you mean Polly, my parrot. What's Po > Her manners are usually perfect Meher Mrs Abid: But don't you like being woken up early Meher: Mrs Abid: Then I'll tell Polly not to make a noise w to come and apologize right now. Polly 1 ask her Meher: Mrs Abid: Very well then. Good night, and please accept my ap. trouble I've caused. . Meher: Seared with ConscomarTuo friends, Rabia and Uzma, are talking. Uzma tells Rabia about what she did on Friday. Work in pairs to read their conversation Rabia: Did you go anywhere on Friday? ‘Uzma: Yes, we went to the zoo. I went with my father and Hasan on Friday morning. We walked around, had our lunch and then walked around again. We didn’t get back home until almost dinner time. Rabia: You had your lunch at the zoo? I didn’t know they had a restaurant there. Uzma: They didn’t. But now they have. It opened last month apparently. They only serve fast food but it’s not bad and the price is reasonable. It was very crowded but I suppose you've got to expect that. After all, it was Friday. Rabia: Did you see anything interesting? Uzma: Yes, as a matter of fact we did. A boy fell into the gorillas’ enclosure. 1 don’t know how he did it, but we heard his mother screaming and ran to see what was happening. When we got there he was lying on the ground and the gorilla was standing over him, And do you know what the gorilla was doing? He was stroking the boy gently and trying to comfort him. We were all amazed. We'd always imagined gorillas to be fierce but this one, at least, seemed quite gentle. rules and regulations college has been opened in your city to which you have been transferred. first day, the Principal addressed the senior students and said: ‘Thi Twant your ideas on how it should be run. | want you to write a set of ulations for senior students and if they're sensible, we'll use them. Pd ‘opinions on whether people should be punished for breaking the rules. know what the punishment should be.’ aps of four to discuss rules for the college and list ten rules. In one sentence, write pinion about punishment and, if your group is in foour of i, list the suggested four rules may be ‘Do’ rules or ‘Don't’ rules, ie, Students/maylmust/ or No student maylmust Seamed ith Cansccnhis holidays for a month. However, he has arran nee his holidays in the flat while he j s, he decides to write to Billy to tell him what to do. He n given in bracke : ‘and the prompts py nates 3 ‘your letter are given below Riag’s oily. Some hints on hote to organi to the flat (68 bus to King Street) the keys from (invent 2 place) keys are for invent - there are three keys, one big and twos pets (invent - you have two different kinds) fen to feed them and what to feed them on (invent) fe you have put the money to buy the food and where to buy the ‘to do about your plants on the balcc e switch for the water heater is ne phone bill is due and how to pay it aking sure doors and windows are locked before going to sleep | for doing this) Seamed th cansccnP study notes places and things by using clauses beginning with who, 4 We can identify people, which, that, whom, and whose: ‘The boy who /that was rescued was called John The paper which/that published the story is called the Mail A boy whose name is John was rescued The boy whom/that the 200 keepers rescued was called John Note: In the last sentence above, whom/that may be omitted: The boy the zookeepers rescued was called John. be given in a sentence by using a clause beginning Additional information can with who, which, whe whom: The Mail, which ly, published the stor The t er brought him to the zoo, had an accident: Da whom | admire, wrote about gorillas. Note: T sditional information have a comma before and after t Seared wth Conscomerwoman who has the ability, can go to and train to become a doctor. As the are going to read shows, things were different in Miss Blackwell's time. Work in pairs to discuss these questions 1 Are there many women doctors in Pakistan? How many do you know? 2 Would you like to be treated by a woman doctor or would you prefer a male doctor? Why /why not? 3. Inthe medical profession, women should only be allowed to be nurses. Do you agree or disagree? Why? 4 If women doctors treated only women patients, what difficulties might this cause? 5 Can women be successful doctors? What problems might they face? 6 Do you know any male nurses? Do you think they share any of the problems which women doctors may have? B Surveying the passage Before you read the story, on pages 54 and 55, look at the title, the picture and the source of the passage, Then read the first and the last sentences, Now think of possible anstwers to the questions below and note them down briefly, the picture, who are the people 5 ing down? What sex are they? is the man standing up and 6 is the woman beside him? What is the door, referred to in the title of the passage? The passage is taken from a book. In the book's title, who does They refer kind of room does the picture to? a | ae 7 Is the story fact or fiction? Scene in the picture modern? 8 _—Read the closing sentence of the did it take place about ten, a Passage again (transformation means red or two hundred years ago? change). What class was it and who do you know? was the lady? Seared with Canscaarvil be amusing to be the only medical college that has one. An influential 4. A former student of i Philadelphia doctor. Geneva College. a yeas ei ‘ (Tm happy 1 tell you we've accepted your polation Zz T'm going to be the first discriminate ‘woman doctor in the in. against women the world. i b. Apperson who lived e,_ Amember of the: | a near Geneva College. Geneva College student body. We should not ly recommend udent to your c. Elizabeth Blackwell. The Dean of Geneva [Now read the passage on pages 54 and 35. Seared with CanscaarNowadays, with women playing an ever increasing role in all kinds of careers and Professions, it is difficult to understand there was a time when no medical school would accept a woman. They all said that only a mar could be a doctor. An American, Elizabeth Blackwell, was determined to become the first woman doctor in the world. After a great deal of delay and opposition, she received, to her great surprise, a letter from the dean of Geneva College informing her thai accepted. the had beer Much later, Elizabeth discovered what had actually happened when her application had been received by the college authorities. None of them wanted to have a woman student but they did not wish to offend the influential Philadelphia doctor who had recommended her, so they hit on the expedient of turning the decision over to the students’ general meet ‘They were quite certain that this would result in this alarming idea being turned down. However, when the student body met, many of them thought it would be amusing to be the only medical college in the country which could boast that it was training some sort of Amazon" *Amazon: a strong female warrior a . me genuinely believed be treated equally, while thing, as a joke. $0 ed unanimously, and found, with dismay, that ‘0 admit Elizabeth. A few days after re the notification of het acceptance, Elizabeth was on the train for the 0 Geneva College he medical school there could een more nerve-racking. The deat asked her to follow him on to the platform and formally introduced her to the assembled students, Fifty years later, an elderly doctor dent at the college at the time, recall the scene. Her entry into hardly have The class, numbering about 150 students, Was composed largely of young men from the neighbouring towns. They were rude, boisterous, and riotous beyond comparison. ¢ On several occasions the residents of i e neighbourhood sent written protests to the college, threatening to have the college indicted as a nuisance if the disturbances did not cea%® Seared wth Conscomer