SRI LANKA INSTITUTE of ADVANCED TECHNOLOGICAL EDUCATION

Electrical and Electronic

Engineering
Instructor Manual

Training Unit

English 1 - Part 1
Theory

No: AS 011

Training Unit
English 1 - Part 1
Theoretical Part
No.: AS 011

Edition:

2009
All Rights Reserved

Editor:

MCE Industrietechnik Linz GmbH & Co

Education and Training Systems, DM-1
Lunzerstrasse 64 P.O.Box 36, A 4031 Linz / Austria
Tel. (+ 43 / 732) 6987 3475
Fax (+ 43 / 732) 6980 4271
Website: www.mcelinz.com
1

ENGLISH 1 - PART 1

CONTENTS

Page

LEARNING OBJECTIVES ...................................................................................................3

WHAT WOULD YOU SAY............................................................................................4

1.1

What do you Know? .............................................................................................4

1.2

Putting Things Together.......................................................................................6

1.3

More Things to Try.............................................................................................13

1.4

Reading..............................................................................................................15

INTRODUCTIONS......................................................................................................18
2.1

What do you Know? ...........................................................................................18

2.2

Putting Things Together.....................................................................................20

2.3

More Things to Try.............................................................................................26

2.4

Reading..............................................................................................................28

ABOUT PEOPLE........................................................................................................31
3.1

What do you Know? ...........................................................................................31

3.2

Putting Things Together.....................................................................................33

3.3

More Things to Try.............................................................................................44

3.4

Reading..............................................................................................................47

WHAT DO THEY LOOK LIKE ....................................................................................50

4.1

What do you Know? ...........................................................................................50

4.2

Putting Things Together.....................................................................................52

4.3

More Things to Try.............................................................................................65

4.4

Reading..............................................................................................................67

ENGLISH 1 - PART 1

LEARNING OBJECTIVES

The trainee should

Understand and be capable of holding a simple conversation with the stages

GREET - CONTINUE - LEAVE.

Expand on the simple conversation theme by introducing a friend to a third party,

continue the conversation and then leave.

Fill in the forms giving basic information about himself, his interests and his
performance in school subjects.

Describe a person's appearance using expressions associated with general

physical features, facial features and items of clothing.

Describe the location of household objects and ask and answer questions about
objects to be brought from or taken to specific locations.

Describe routes to places in towns and cities and ask for and give directions to
specific buildings and locations. Give a written description of a country using
expressions associated with size, terrain, climate, population and industries.

Describe the location of countries and cities within countries.

1.1

WHAT WOULD YOU SAY

What do you Know?

This is the International School.

Students come to it from many different countries.

This is Anwar.
It is his fourth year at school.
Anwar comes from Gulf City.

This is Kevin.
He is a new student at the
school.
He comes from England.

Look at this picture

Who are these people?

Do they know each other?
What are they doing?
Why does Anwar say 'Hello. I'm Anwar'?
What does Kevin say?

The person beside you is your partner.

Turn and face your partner.
Say 'Hello' to your partner, and say who you are.
Your partner answers.
Shake hands with your partner.

After a few days, Anwar and Kevin get to know each other well.

What can they say when they meet each other at school?
What do you say in English when you meet a friend?
What do you say in your language?
Discuss your ideas with your teacher.

1.2

Putting Things Together

Conversation 1

John: Hello, I'm John Brown.

Secretary: GOOD MORNING Mr. Brown. Please take a seat.

Conversation 2

John: Mr. Mike?

Mike: YES
John: Oh, GOOD AFTERNOON I'M John Brown.
Mike: Ah, HELLO Mr. Brown NICE TO MEET YOU

Conversation 3

Hans: GOOD EVENING My NAME IS Hans Fox.

John: Ah yes HOW DO YOU DO
Hans: HOW DO YOU DO

Conversation 4

Mary: HELLO I'M Mary Potter.

Laura: Oh I'M Laura Fisher.
Mary: NICE TO MEET YOU, Laura.
Laura: HELLO

Exercise 1:

Look at the expressions in boxes A, B & C.

A

Hello

I'm NAME

How do you do

Good morning

My name is NAME Nice to meet you

Hello

Good afternoon
Good evening

Work with your partner.

Make up conversations from the different lists.
Add one phrase from each list and act out the conversation.

Write out Conversation 4 below

John: GOOD MORNING

Mike: GOOD MORNING
John: HOW ARE YOU TODAY?
Mike: FINE, THANKS, HOW ARE YOU?
John: OH, VERY WELL, THANKS. HOW'S THE FAMILY?
Mike: THEY'RE FINE, THANK YOU

Look at the expressions in these boxes. They can be used by people who know each
other.

Hi

How's it going?

Not bad

Hello

How are you?

OK

How are you today?

Fine, thank you

Good morning

Very well, thank you

Good afternoon

Which expressions are 'friendly'?

(They can be used by people who know each other well, people of the same age, and
people of the same position.)

Which expressions are 'formal'?

(They can be used by people who do not know each other well, people of a different age,
and people of a different position.)

Which expressions are both 'formal' and 'friendly'?

With your teacher, write out conversations

on the blackboard. Use the expressions in the boxes.

Look at this table of 'friendly' and 'formal' expressions.

Exercise 2:

Write a conversation for the following situations:

(a) A boy greets a friend at school

(b) Two English businessmen meet each other in the lift. They only know each other
slightly

(c) A girl meets a friend in the street

(d) Two men meet on the street. They know each other well, but they have not seen each
other for a long time

(e) Two friends, both men, meet in the office where they both work

(f) A young teacher meets the headmistress of a girls' school

You can use expressions like 'Hello', 'How are you?' etc. when you greet somebody you
know.

But what can you say after you greet the person? How can you continue the
conversation?

Here are some things you might talk about with somebody you know (your 'partner' in the
conversation).

You might talk about your work at school.

For example:

You:

Have you done your Geography homework?

Your partner:

No, I forgot about it.

Have you done it?
Etc.

You might talk about somebody in your partner's family.

For example:

You:

How is Mary?

Your partner:

She's not well.

She's not at school today. Etc.

You might talk about your plans for tonight

For example:

You:

Are you doing anything tonight?

Your partner:

I'm going to do some shopping.

How about you?
Etc.

10

You might talk about the weather.

(E.g. It's very hot today/It's very cold today/It's a fine day/etc.)

You might ask for information.

For example:

You:

What time is the English class?

Your partner:

It's at half past eleven. Etc.

11

What other things might you talk about, if you were talking to a friend?

Discuss this with your partner.

Then discuss it with your teacher.

What can you say when you leave somebody?

Here are some expressions you can use:

Well, if youll excuse me,
I'd better go now.
live got...(a lot of work
to do/a bus to catch/etc.)
I have to...(do something/
go somewhere).
See you.
See you tonight/tomorrow/
at lunch time/etc.
Bye (or Bye-bye).
Good-night.

Mary Potter meets her friend Laura in the school library.

Laura: Hello, Mary.

Mary: HI, LAURA
Laura: DO YOU KNOW where the history books are?
Mary: HISTORY BOOKS? That shelf there.
Laura: Oh, thanks. By the way, ARE YOU DOING ANYTHING after school?
Mary: No.
Laura: WOULD YOU LIKE TO COME and have tea at my house?
Mary: THANKS. That would be nice.
Librarian: COULD YOU MAKE less noise, please? Some people are trying to work.
Mary: Oh, sorry.
(to Laura) Anyway, I'D BETTER GO Ive GOT A CLASS NOW
Laura: OK SEE YOU AFTER SCHOOL
Mary: YES, SEE YOU

12

Look at these stages in a conversation:

GREET

You greet your partner.

(Hello, hows it going? etc.)

CONTINUE

You continue the conversation

LEAVE

You leave your partner.

(Id better go now, Bye-Bye, etc.)

Work with a partner

Make up a complete conversation
Act out the conversation

1.3

More Things to Try

With the other students in your class, discuss what you say when you greet and leave:

(a) another student

(b) your teacher
(c) your father or mother
(d) a greatly respected person in the community (E.g. a religious leader)

Make a survey of the expressions which students use when

they greet and leave people. Write sentences about the
results of the survey below.

For example, you can write sentences like this:

'Most students say

when they meet a friend/'

'80% of students say

when they leave their father.'

'Nearly all students say

when they meet a greatly respected person.'

Etc.

13

Try to listen to people from different parts of your country, or

people of different ages. What do they say when they greet and
leave each other?

Or perhaps you can ask them what they say.

Report what you find out to the rest of your class.

What do students talk about when they greet each other?

Try to listen to the conversations which follow greetings,

E.g. in the school corridor, or on the bus to school.

Listen to yourself as well!

What subjects are most common?

Report what you find out to the rest of your class.

14

1.4

Reading

Before you read the passage, discuss these questions:

1. The title of the passage is 'Language without words'. What do you

think the passage is about?

2. How do people greet each other in your country? In other countries

you have read about?
How do you think these greetings began?

3. The passage mentions 'gestures'. What do you think 'gestures' are?

(Look in a dictionary if you have one).

4. Do you think gestures are the same all over the world?

15

LANGUAGE WITHOUT WORDS

Imagine that you are in a foreign country, looking at people as they arrive in a bus station.
You cannot understand what the people are saying. But look! A man has come out of the
bus. He is shaking hands with another man. A woman is smiling to another passenger, (5)
happy that she has arrived. But the little boy behind her looks tired - he is crying, and
there are tears on his face. All this you can understand. For smiles, tears, gestures - these
are the same everywhere.

But are they the same everywhere? In fact, the differences are (10) greater than you may
think. Of course, people all over the world smile when they are happy. Babies smile when
they are only five weeks old. Yet if you go to a country like Japan, you may find that
people smile more than you expect. This is not because th6 people you meet are always
happy. Rather, it is because the people (15) do not think it is polite to show their feelings
to strangers. A smile makes our face stiff, so it helps us to hide what we really feel. But
when we come to gestures, the differences can be even greater. Think of the ways in
which people greet each other.

Shaking hands is very common, but in many parts of the world you (20) must bow to the
person you meet. Both bowing and shaking hands have the same reason behind them, a
reason which goes back thousands of years. They both show that we are friendly, and
that we are not going to attack the other person. When we shake hands, we show that we
are not carrying a knife. When we bow, we make (25) ourselves smaller than our normal
size, and we put our head in a position where the other person can attack us, if he wishes.

16

5. Do people in your country bow?

Do men?
Do women?
Demonstrate a bow with your partner.

6. Have you any gestures in your country which mean

'Yes' and 'No'?
What are they?

Gestures which mean 'No' are also interesting. In some countries, we show 'No' by
shaking our head from side to side. But in other countries, we show 'No' by lifting the head
up and back, so that the (30) chin moves forward. In both gestures we move our face and
eyes away from the person we are talking to. It is as if we were turning away from the
words of the other person.

All over the world, people 'talk', not just in words, but with their hands and their faces.
There can be differences, depending on where (35) the people live, and on their own
personalities. But usually, gestures and faces have something in them which we can
'read'. Next time you are in a bus, or in a restaurant, take a look at the people around you.
Can you understand their language - the language without words?

7.

Explain in your own words depending on where people

live, and on their own personalities.

8.

Do you know any person who uses a lot of gestures?

Or do you know any town or country where the people
use a lot of gestures?
Discuss.

9.

Outside the school, go to a place where you can look at

people (E.g. a street, a park, a cafeteria).
How many gestures can you notice in half an hour?
Report what you see to the rest of your class.

17

2
2.1

INTRODUCTIONS
What do you Know?

Look at this picture.

18

Exercise 3:

What are the people saying?

What would they say in your language?

Write a conversation for each picture.

Picture A:

Picture B:

Picture C:

Picture D:

19

Mary is introducing herself.

What does Mary do?
Where does she live now?
Where does she come from?

Fill in the blanks. A blank can have any number of words in it.

Mary Potter IS A student.

She GOES TO the International School in Gulf City.

She COMES FROM AMERICA, but she LIVES IN GULF STATE now.

2.2

Putting Things Together

Read this conversation. Say who is being spoken to in each part.

Conversation

Answer

Kevin: Hello Brian.

Example: Kevin speaks to Brian

Brian: Oh, hello, Kevin.

Brian SPEAKS TO KEVIN

Kevin: Anwar, this is Brian.

1. KEVIN SPEAKS TO ANWAR

He's just arrived in Gulf City.

Brian, this is Anwar.

2. KEVIN SPEAKS TO BRIAN

Brian: Hello, Anwar.

BRIAN SPEAKS TO ANWAR

Anwar: Hello.

ANWAR SPEAKS TO BRIAN

20

When we introduce one person to another, we often say something about each person.

For example, we might say:

where a person comes from

where a person lives

Can you think of any other things we might say?

Give examples of Background information about yourself.
Say the examples to your teacher.

Look again at the conversation between Kevin, Brian and

Anwar.

Find these parts of the conversation:

Two friends greet each other.

Sentences which introduce people.
Information about background.
Two strangers greet each other.

Look at some of the stages in a conversation like this.

(Note: the names here are only examples).
Make up examples of conversations

21

GREET FRIEND

Hello, George
Hows it going?
OK
etc

INTRODUCE

John, this is Edward

Edward - John etc

GREET STRANGER

BACKGROUND

How do you do

He's from .

Hello

He works .

Nice to meet you etc

etc

Work with a partner. Make up a conversation which has the stages GREET FRIEND,
INTRODUCE, GREET STRANGER, BACKGROUND in it. Write the conversation below

.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................

22

Look again at the conversation between Kevin, Brian and Anwar.

How do you think the conversation might Continue?

What kind of questions can you ask somebody who has just arrived in your country, town
or village?

Give examples of questions to your teacher.

Here are some things you might say to a person who was new to your country or city.

You might ask how the person likes your city.

E.g.

How do you like Gulf City?

What do you think of Gulf City?

You might ask about the person's earlier visits to your city.

E.g.

Is this your first visit to .?

Have you been here before?

23

You might ask about the person's plans.

E.g. Are you going to stay here long?

You might welcome the person, wish the person well, and encourage the person.

E.g.

Welcome to Gulf City.

I'm sure you'll like it here.
I hope you have a good stay here.

Look at the stages in this kind of conversation.

24

Kevin: Hello, Brian

Brian: Oh, hello, Kevin
Kevin: Anwar, this is Brian. He's just arrived in Gulf City.
Brian, this is Anwar.
Brian: Hello, Anwar.
Anwar: Hello.
Kevin: Anwar goes to the same school as I do.

Continue the conversation!

For example:
How does Anwar encourage Brian?
What excuse does Brian give when he says he has to go?

Now fill in the conversation below, and act out the conversation with a
partner.

Anwar: So, WHAT DO YOU THINK OF GULF CITY?

Brian: Well it's OK. But it's much hotter than I expected.
DO YOU COME FROM GULF CITY?

Anwar: Yes. This is my home

ARE YOU GOING TO STAY HERE LONG?

Brian: Maybe two years if I can get used to the heat.

Anwar: Oh, DON'T WORRY

Youll' GET USED TO IT

25

Brian: I hope so. Anyway, IF YOU'LL EXCUSE ME;

I'd better go now.
I HAVE TO GO AND BUY SOME FOOD

(to Anwar) Maybe Ill SEE YOU AGAIN SOMETIME

Anwar: Yes I HOPE SO

Now you act out a situation for yourself. Work with two
other students. Imagine that one student is new to your
town, country, village or school.

Introduce the new student to the other student. Act out

the complete conversation. You can write some notes to
help you.

2.3

More Things to Try

In the old days in England there were strict rules about introductions. There were rules
about which person should be introduced to which person, who should be spoken to first,
and whose name should be mentioned first.

Nowadays, people are not so strict. But some people still try to follow these rules.

What about you? Have you learned any rules about introductions in your language?

Discuss the rules. Then try to say the rules in English.

E.g.

You should introduce . to ..

or

You should say the name of..

before the name of .

or

You should speak to .... before you

speak to ...

26

Look at this list of people:

(1) your elder brother

(2) your younger brother
(3) your teacher
(4) an adult female relative
(5) an adult male relative
(6) your elder sister
(7) your younger sister
(8) your mother
(9) an adult male friend
(10) an adult female friend
(11) a male friend of your own age
(12) a female friend of your own age

Consider any two of these people (E.g. your teacher - your elder brother).

Would you introduce them?

How would you introduce them?
Who would you speak to first?

Sometimes people of different ages and people from different places have different ideas
of what is 'polite'.

Try to compare your ideas about introductions with the ideas of:-

people much older than you (E.g. your grandparents).

people from a different City or country.

Report what you find out to the rest of your class.

27

2.4

Reading

The passage below comes from a book for Young people in England and America. It
gives some 'rules' for introductions. Don't try to learn these rules. Just compare them with
your own ideas.

1. Here are some sentences from the passage. Can you complete them?
'You ....always say an important person's name before the name of .. You .. always
say before a child's name, before a man's name, a girl's name before and
an older person's name before the name of ..

When you bring home a friend who has not met your parents or your brother or sister, you
must introduce them. When you are with a friend and you meet someone he or she does
not know, you also introduce them.

(5) The first time you read the rules for introductions, you may find them difficult. But read
them through again until you understand which person's name to say first.

Here are the rules: You always say an important person's name before the name of a less
important person.
(10) You always say an adults name before a childs name, a woman's name before a
man's name, a girl's name before a boy's name, and an older person's name before the
name of a younger person of the same sex.

For example:
(15) Your mother's name will always come first when you are introducing her to a boy or a
girl, or to a younger woman. But it will not come first when you introduce her to a woman
teacher or to a friend's mother.

When you introduce a friend to another friend of the same age, you
(20) say:
'Mary, this is John White. John, this is Mary Green'.

28

After the introduction, try to mention something that both people are interested in perhaps swimming, or stamp-collecting. This will give the two people something to talk
about.

(25) If you are introducing John White to your younger brother, say John's name first
because he is older. But if you introduce John to your sister, her name will come first:
'Ann, this is John White. John, my sister Ann'.

2. Do you shake hands when you are introduced to (a)

a boy, (b) a girl? Do you shake hands when you a meet
a boy or girl whom you already know?

When two boys are introduced, they shake hands. But when
(30) a boy is introduced to a girl, he should wait until she offers her hand. If she does not,
they both just smile and say 'Hello'. Among older people, 'How do you do' is a common
phrase also.

If you shake hands with someone, make your handshake firm, not too hard or too soft.
People don't like to have their hands
(35) crushed, but they don't like to feel that they are holding a wet fish either.

3. With a partner, show 'correct' and 'incorrect' handshakes.

When you introduce John to your aunt, you should always say her last name, so that John
will know what to call her.
For example:
(40) Aunt Elizabeth, this is my friend John White.
John, my aunt, Mrs. Smith'.

If these rules seem difficult, make a game out of them with your friends. Pin a label an
each one 'MOTHER, TEACHER, GIRL COUSIN' or 'CLASSMATE'.
(45) Then each one can introduce all the others in turn.

29

You will make mistakes at first, but if you practise, it will become easy for you. Knowing
how to introduce people will help you to enjoy meeting people, and give you confidence in
any social situation.

4.

What does 'social situation' mean?

5.

Compare the rules in the passage with your own ideas. Are they
different? Discuss this in class.

6.

Do you think it is useful to have rules like this?

7.

The passage deals with 'good manners' or 'etiquette'. Try to find a

book that deals with this in your own language. Find out what it says
about introductions. Report what you find to the rest of the class.

30

ABOUT PEOPLE

3.1

What do you Know?

Write your full name, below

.............................................................................................
Do you always write your name this way?

Work with a partner

Listen as your partner spells out the letters of his name. Write down your partner's name
below
.............................................................................................

Listen as your partner spells out his address. Write down your partner's address below.
.............................................................................................
.............................................................................................

Sometimes, you want to tell another person about yourself.

Imagine that you are writing your first letter to a new 'pen friend'.

What can you mention in the letter? These pictures may give you some ideas.

31

32

3.2

Putting Things Together

Anwar wants to have a pen-friend. So he writes to a magazine called 'Youth International'.

This is the letter he writes:

33

This is part of the 'pen friends' section of the magazine:

Read Anwar's letter, and the 'Pen-Friends wanted' section of the magazine.

Complete the notes about Anwar in the 'Pen-Friends wanted'

section and write them below.

..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................

34

Tom Brown is writing a letter to Anwar. He doesn't know what to say in it, so he talks
about it first with his sister, Sue.

Write out Tom's letter to Anwar, below. (The first part is done for you).

35

Look at some kinds of information people give about

themselves.

My name is

I am years old
My home address is
I live at
My postal address is .
I work at .
I am a(n) .
I was born in ..
I come from
I am interested in ..
My hobbies are ..
I go to .. school
My favourite subjects are ....
I want to be a(n) .
I would like to

Make sure you understand how to use all the expressions

above.

Use these expressions and write ten sentences about yourself.

36

For example:
'My name is Kate Fox
'I am 16 years old'
etc

...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................

People often have to write about themselves when they fill in forms.

Do you ever have to fill in forms?

Give examples of forms which you might have to fill in

What kind of information would you have to fill in if you were:

wanting to get a passport?

wanting to get a job?

wanting to

(discuss other possibilities with your teacher)

37

Look at the forms on this Page.

Which of them is used by:

(a) Somebody who is applying for a job?

(b) Somebody who wants to finds a place to live?
(c) Somebody who wants to rent a car?
(d) Somebody who want to study English in England?
(e) All the people living in a country, to show who they are?
(f) A secretary writing details of people who are ill?

38

When people ask questions, they sometimes use different words from the words which
are written in forms.

For example:-

SPEAKING.

Where do you come from?

WRITING.

Nationality

Look at these questions. Which questions go with

which words at the bottom of the page? Write in the
correct words on the right of the page.

1. What's your name?

I mean, what's the name of your family?

SURNAME

2. Where do you live?

I mean, the number of your house,
and the street and the town?

HOME ADDRESS

3. When were you born?

DATE OF BIRTH

4. And where were you born?

PLACE OF BIRTH

5. What do you do?

I mean what kind of work do you do?

OCCUPATION

6. Where can I write to you?

POSTAL ADDRESS

7. Where do you come from?

I mean, what country do you come from?

NATIONALITY

Occupation

Date of Birth

Postal Address

Home Address

Nationality

Place of Birth

Surname

39

Anwar goes to England to see his pen-friend, Tom. He forgets to fill in his landing card, so
the Immigration Officer asks him questions and fills it in for him.

Name

ANWAR HUSSEIN KHALIL

Nationality

ARABIC

Date of Birth

11th MAY, 1992

Place of Birth

GULF CITY

Home Address

BUILDING 3, DAMASCUS STREET

GULF CITY

Occupation

STUDENT/SCHOOL

Number of Passport

G3 10961Z

Address in the UK

12 NORTH STREET, BRISTOL

Reason for Visit

HOLIDAY/2 WEEKS STAY WITH

PEN-FRIEND

Length of stay in the UK

2 WEEKS

Date(s) of any previous visits to the UK

NONE

40

Sometimes we want to give information about people's abilities - the things they can or
can't do.
Look at these sentences:

Ali is good at Chemistry, History and Geography.

He is not very good at English, Mathematics and Physics.
His best subject is Art.

Where might you read sentences like that?

Here are some other sentences:

Ali is improving in Geography
His behaviour is satisfactory

Study these ways of describing a student's

performance at school.

very intelligent/hard-working
intelligent/hard-working
Mona is

fairly intelligent/hard-working
not very intelligent/hard-working

(We usually say 'not very hard-working' rather than 'lazy')

very good at English

good at English
She is

fairly good at English

not very good at English

(We usually say 'not very good at' rather than 'bad at'.)

best subject is Mathematics

Her

worst subject is History

41

satisfactory
Her behaviour is

unsatisfactory

Write down at least four sentences to describe your own performance at school.
For example:
I am fairly hard-working
I am not very good at History
etc

..................................................................................................................
..................................................................................................................
..................................................................................................................
..................................................................................................................
..................................................................................................................

Look at this report which a teacher wrote about a student.

Khalid is hard-working and intelligent. His best subject is Mathematics. He is also very
good at Physics. He is fairly good at English and History, but not very good at Chemistry.
He is improving in Music and Art. His behaviour is satisfactory.

Look at these examination marks for two students. What

can the teacher write about these students? Choose one
of the students. Write out the teacher's report, below.

42

(There are 18 students

(There are 21 students

in Thomass class)

in Sarahs class)

..................................................................................................................
..................................................................................................................
..................................................................................................................
..................................................................................................................
..................................................................................................................
..................................................................................................................
..................................................................................................................
..................................................................................................................
..................................................................................................................

The Petrolex Chemical Company wants someone to help in their laboratories during the
school holidays. The job is to do some easy chemical tests, to write short reports in
English, and to report to Dr. Wilson, who is the head of the laboratory.

Dr. Wilson comes to interview two students from the International School - Sarah and
Thomas.

43

Fill in this table for each student.

For example:

Date of birth

Sarah

Thomas

21ST NOVEMBER 1992

16TH JUNE 1991

JORDANIAN

ARABIC

Nationality
Best subject

ENGLISH

Favourite subject

CHEMISTRY

Very good at

SPOKEN ENGLISH

Good at

BIOLOGY

Fairly good at

PHYSICS,ENGLISH

Not very good at

CHEMISTRY
PHYSICS, BIOLOGY

Time spent in England or

NONE

6 MONTHS

GOOD STUDENT

IMPROVING IN PHYSICS &

America
Teacher's opinion of student

BIOLOGY
READING SCIENCE &

WORKING WITH

ENGLISCH BOOKS

MACHINES &

WRITING TO ENGLISCH

MAKING MODELS

Hobbies

PENFRIEND

3.3

More Things to Try

Try to collect different kinds of forms (in English or in

your own language).

What kind of information do the forms ask for?

Why do you think they ask for this information?

If you find any interesting or unusual forms, show them to the rest of your class, and
describe them.
Try to find magazines or newspapers (in any language) which have a pen-friends section.
Describe the section to the rest of your class.

44

For example, you can answer questions like:

Are the people who want pen-friends mainly boys or girls?

How old are the people?
What countries do they come from?
What are they interested in?
What language do they want to write in?
etc

Try to find out about jobs a student might do during the summer
holidays, or after leaving school.

To do these jobs, what do you need to be good at? You may get information about this
from job advertisements in newspapers or on notice boards. Or you may get information
just by asking people who have jobs (or have had holiday jobs).
Report to the rest of your class about what you find out.

When we describe people's abilities, etc, we often want to say something about their
character as well.

Here are some important characteristics and ways of saying them. What do they mean?

brave
cautious
confident
friendly
generous
He/She is

honest
obedient
patient
polite
sociable

45

a lot of confidence
He/She has

a lot of patience
a sense of humour etc

Are there any characteristics which you think are especially important? Are there any
characteristics which you would like to have - perhaps characteristics not on the list
above?

Try to find out how to say there characteristics in English.

(Use a dictionary, ask a native speaker of English, etc).

What sort of abilities and characteristics do you think the following people should have?
You can use words which are not in the List.

a teacher
a soldier
an airline pilot
a mother
a farmer
a shop assistant
a politician
a student

Make sentences beginning like this:

A teacher should be
have .

46

3.4

Reading

This passage comes from a book which tells people how to remember things better.
Before you begin, discuss these questions:

1.

Are you good at remembering names? Have you any special way of remembering
names? Are you good at remembering faces?

2.

Is this anything you can do to help you to remember something (E.g. a name, a
number, a piece of information)?
Do you have any 'tricks' that help you to remember things?

Remembering names and faces is one of the most important things in our daily lives, and
one of the most difficult. At a party, or at a conference, you need to remember the names
and faces of the people you meet. And if you are a businessman, forgetting a person's
name (5) can have serious consequences when you meet that person again.

3.

Why can forgetting a person's name have serious consequences, if you are a
businessman?

4.

Is there any way of finding out a person's name without showing that you have
forgotten it completely

Many people have little tricks which they use if they cannot remember a name. One trick
is to say 'I'm sorry, what is your name?' When the person answers with his first name you
say 'Oh, I knew that! It was your surname I couldn't remember', and of course if he
answers (10) with his surname. 'It was your first name I couldn't remember'.

47

5. Why do you think this trick is not a good one to use?

However, there are problems with this trick. Even if it succeeds it shows that you have
partly forgotten the person's name. Anyway, many people will answer your question with
both their first name and surname.

(15) Another trick is to say something like 'I'm sorry, but how do you spell your name?'
This trick can be successful if the person has a name like Pattlesserie Zhythlewski. But if
the answer is 'J-O-H-N-S-M-I-T-H' it can make you look rather silly!

6. Why does it make you look silly if the answer is 'J-O-H-N-S-M-I-T-H?

Tricks like these are not enough. But there are some helpful rules (20) which you can
always follow when you meet new people. These rules use one of the most important
things in memory - repetition.

7.

One of the most important things in memory - repetition. What

does the writer mean by this?

When you are introduced to somebody, first make sure that you listen. Many people stop
listening when they are introduced. So they have no idea of the name of the person to
whom they have been (25) introduced.

Secondly, ask the person to repeat the name, even if you have heard it. Most people
speak unclear when they are performing introductions. And even if the introduction is
clear, nobody will mind if you ask for a repetition.

(30) Thirdly, repeat the name after you have heard it for the second time. And do not just
say 'How do you do'. Add the name to the end of your greeting. For example, you would
say 'How do you do, Mr. Sanderson'.

48

Fourthly, if the situation is suitable, ask the person something about (35) the background
and history of his name.

Fifthly, make sure that during conversations, you repeat the name of the person as often
as possible. This repetition helps to fix the name in your memory. It is also useful because
it brings the other person more closely into the conversation. It is much more satisfying
(40) to hear you say 'Yes, as Mr. Jones has said than to hear you say 'Yes, as this
man here has said

Finally, when you are leaving, do not just say 'Goodnight' or 'Goodbye'. Say 'Goodnight,
Mr. Jones'.

8.

Why should you ask a person to repeat his name after an introduction?

9.

Which of the following belongs to the background of a name: (a) how you spell it,
(b) how you say it, (c) the country that the name comes from, (d) the meaning of
the name?

10.

Try to act out the rules in the passage with one or two other students. For
example, act out introductions, repetitions of a person's name, etc.

11.

With a partner, make up a situation in which a person does not follow the rules.
One of the characters can be a forgetful person who makes mistakes about his
partner's name all the time. Make the situation as funny as you can. Act out the
conversation.

49

4.1

WHAT DO THEY LOOK LIKE

What do you Know?

Sometimes we see a person

Then later, we have to describe him

What can you say about a person by looking at him or her?

What points can you remember?
The pictures below may help you.

50

Sometimes we want to describe a person's face or head.

What parts of the face or head can we mention?

What words can we use to describe these parts? (words like big, long, straight, etc)
Draw a funny man or a funny woman below. (Don't let your partner see it).
Describe your drawing to your partner.
Your partner tries to draw a copy from your description. Make your drawing
here.

51

Listen to your partners description.

Draw your copy of your partners picture.

Decide with your teacher:

Which student has drawn the funniest picture?
Which student has made the best copy?

4.2

Putting Things Together

52

Look at this man and this woman

SHOW FOIL No.: 1

SHOW FOIL No.: 2

What can you say about them?

Write a description of the man and the woman from these sentences.

This man/woman is of average height/tall, with fair/dark hair and blue/brown eyes and a
moustache.

In this picture he/she is wearing a light/dark blue/green skirt/suit and a red tie/pink blouse
and a yellow head scarf.

THE MAN IS TALL, WITH DARK HAIR, BROWN EYES AND A MOUSTACHE? IN THIS
PICTURE HE IS WEARING A LIGHT BLUE SUIT. THIS WOMAN IS OF AVERAGE
HEIGHT, WITH FAIR HAIR AND BLUE EYES.

53

Look at how the words describing the woman are

arranged in this table.

HEIGHT

EYES

HAIR

CLOTHES

OTHER
FEATURES

average

blue

fair

dark green skirt pink

blouse
yellow headscarf

Fill in this table with words describing the man in the picture.

HEIGHT

EYES

HAIR

OTHER

CLOTHES

FEATURES
TALL

BROWN

DARK

MOUSTACHE LIGHT

BLUE

BLUE TIE

Look at more words which describe people.

AGE

BUILD

LOOKS

young

thin

good-looking

middle-aged

slim

pretty

well-built

handsome

old
aged between ..
and .

stout
fat

a child
a teenager

Check with your teacher that you understand how these words
are used. Try to give examples of true sentences with these
words in them.

54

SUIT

Study this way of joining a sentence with "has" in it.

He has dark hair.

He is tall.
He is tall, with dark hair.

Join these sets of two sentences. Use with or and

(whichever is more suitable).

1.

She is wearing a blue dress. It has pink flowers on it.

SHE IS WEARING A BLUE DRESS WITH PINK FLOWERS ON IT

2.

He is tall. He is well-built. He has a black moustache.

HE IS TALL AND WELL BUIIT, WITH A BLACK MOUSTACHE

3.

He is aged between 20 and 25. He is thin. He has dark hair and brown eyes.

HE IS AGED BETWEEN 20 AND 25, AND THIN WITH DARK HAIR AND BROWN
EYES

4.

I can see a short man. He has a big hat.

I CAN SEE A SHORT MAN, WITH A BIG HAT

5.

The man the police are looking for is aged between 50 and 60. He is stout. He has
a bald head. He has glasses.

THE MAN THE POLICE ARE LOOKING FOR IS AGED BETWEEN 50 AND 60,
AND STOUT, WITH A BALD HEAD AND GLASSES

55

6.

Elizabeth is aged 18. She is very slim.

ELIZABETH IS AGED 18, AND VERY SLIM

7.

John has a brown shirt. It has black buttons. He has a red tie. It has brown squares
on it.

JOHN HAS A BROWN SHIRT WITH BLACK BUTTONS, AND A RED TIE WITH
BROWN SQUARES ON IT

56

Check that you know the most important words for clothes. Then try to
put a label an all of these items.

SHIRT, TIE, PULLOVER, SUIT, TROUSERS, DRESS, BLOUSE,

SKIRT, HEADSCARF, HAT, GLOVES, SHOES, COAT, JACKET.

57

Check if you know any other words for clothes with your teacher.

Make sentences about clothes which people are wearing now,

clothes which people wear in summer, and clothes which people
wear in winter.

Read the descriptions and look at the pictures.

This man is short and stout,

with a bald head and glasses.
He is wearing grey trousers, a
coloured shirt and brown shoes.
He is aged between 40 and 50.

This is a picture of a young

woman. She is slim, and
quite pretty, with dark hair.
She is wearing a blue
uniform.

Look at the descriptions of the man and woman. Decide which of these
points come in each description:
AGE

LOOKS

OTHER FEATURES

HEIGHT

HAIR

CLOTHES

BUILD

EYES

Now write down the points for each description in order:

58

Description of the man:

HEIGHT - BUILD - HAIR - OTHER FEATURES - CLOTHES - AGE

...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................

Description of the woman:

AGE - BUILD - LOOKS - HAIR- CLOTHES

...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................

59

Write a short description of somebody in your class, or somebody you

know.
In your description, choose from these points:

AGE, HEIGHT, BUILD, LOOKS, HAIR, EYES, OTHER FEATURES, CLOTHES

You do not need to put in all these points.

........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................

There has been a robbery in a house in Park Street. Mrs. Barker, Mr. Jones, and Mrs.
Roberts all saw a man in Park Street about the time of the crime. But they did not see him
very well, because it was dark.

Detective Truscott interviews Mrs. Barker, Mr. Jones and Mrs Roberts to try to get a good
description of the man.

60

Fill in the table below:

For example:

1
Age

About 20

Height

Average

Build

Ordinary

3
20-25

Average

Looks

Average

Pale, Ugly

Hair

Fair

Short, Fair

Little

Black Moustache

Eyes
Other features
Clothes

Black/Dark Coat, Short Black Coat, Scarf

Grey Trousers

Hat

Short, Dark Blue

Coat Dark Brown/

Grey

Green Scarf Grey

Trousers

Suit

Green Scarf

Which parts of the description of the man do you think are most likely to be correct?

Write a police description of the man that the police want to find.

THIS MAN IS ABOUT TWENTY (TO TWENTY-FIVE) YEARS OLD. HE IS OF AVERAGE

HEIGHT AND (ORDINARY) BUILD, WITH A PALE (RATHER UGLY) FACE AND FAIR
HAIR. ON THE EVENING OF THE CRIME, HE WAS WEARING A SHORT, DARK COAT,
GREY TROUSERS, AND A GREEN OR DARK BROWN SCARF.

61

Check that you know these parts of the head, and the words the describe them

62

Draw a face below. Describe the face to another student. (Don't

let the other student see it) and ask the other student to draw it
from your description.

Listen to the description of a face given by another student. Try

to draw the face from the description.

63

When the police want to get a description of a person, they ask someone who has seen
the person to look at cards. The cards show different parts of a face. By asking questions
about the cards, the police can made a picture of the face of the person they want to find.

A policeman is asking questions about a face

Here are the parts of the face that the policeman shows.

Look at these four drawings. Say which face is most like

the one the police are looking for.

Discuss with your teacher why the other faces do not

match the description.

64

4.3

More Things to Try

Find out about clothes that people wear in your country - both
'National' and 'European' clothes. Perhaps people wear different types
of clothes in different parts of your country. Report back to your class.
Try to give information which answers these questions:

WHAT

do people wear? (Mention the names of the articles of clothing, their colours,

sizes and shapes, and the materials that the articles are made of).

WHY

do they wear these things? (Perhaps the reasons are connected with climate, or

with tradition, or the kind of work these people do. Or perhaps they wear different kinds of
clothes an special or formal occasions).

Try to make a 'photofit book' like this:

Staple about 12 big

Leave the two outside

pieces of paper

pages as covers. Cut the

together, like this

ten inside pages into

four equal strips, like this.

65

Strip 1 is for the hair

Draw a face on the four strips of the

Strip 2 is for the eyebrows,

first page with each

eyes and top of the nose.

and part of the face

Strip 3 is for the nose,

on the right strip.

Strip 4 is for the mouth and chin

Draw in the ears

Turn over Strip 2 and draw differently shaped eyes on the next page.
Join up the top of a new nose with the bottom of the nose on page one.
Join up the ears and the outline of the face.

Turn over Strip 3 of page one and draw a differently shaped nose on the next page. Try
drawing a moustache as well. Join up the ears and draw the outline of the face.

66

To finish the second face, turn over Strips 1 and 4 and draw a new hair-style, mouth and
chin.
Keep turning over the strips in this order until you have drawn a face an every page.

You can use the photofit book like this:

YOUR PARTNER:

thinks of a person in your school, or looks at a photograph of some

famous person.

YOU: Show the strips in the photofit book, and ask questions.
YOUR PARTNER:

says if the strips are like the person he is thinking about.

YOU: try to build up a complete picture of the person and guess who the person is.

4.4

Reading
This passage comes from a book about crime detection. It tries to
give information in an amusing way. Before you read the passage,
try to answer these questions:

1. Can you think of any things you might find out

about a person by looking at him, or her? Any information
about a person's background, or way of living?

67

2. Can you think of anything that might show:

a)

that a person's hair is dyed?

b)

that a person is left handed

c)

that a person has stolen the clothes he is wearing?

d)

that a person usually wears glasses?

e)

that a person is married?

f)

that a person smokes cigarettes?

g)

that a person rides a bicycle?

3. People often have habits, things they cannot stop themselves from
doing, or do without thinking. Can you think of any examples?

Is this the criminal?

Criminals often try to change the way they look. But their faces, hands, feet and clothes
sometimes given them away. A good detective looks carefully for things that will tell him
about a person. What can you learn about the man below?

68

His hair is dyed - the roots of his hair are black. He has shaved off his beard - the skin
underneath is paler than the rest of his face. His crumpled clothes may mean that he is
sleeping out of doors. Perhaps he is on the run from prison. He wears his watch on his
right hand - so he may be left handed. His broken nose and battered ears may mean that
he is a boxer. His suit and shoes are too small - perhaps he has stolen them. The tattoo
on his left hand may show that he is a sailor.

Things to look out for

This man usually wears glasses - look at the mark on his nose. His teeth are very white
and even - they are probably false.

This woman is married and writes with her left hand. She takes care of her appearance,
and she may be rich.

69

This man works a lot with his hands. He smokes a lot and bites his nails. He is probably a
nervous person.

This man must ride a bicycle. The pencils in his pocket may mean that he does a lot of
paperwork.

Give-aways

Even if he is in disguise, a criminal may give himself away by a habit, such as pulling his
ears and scratching his knees. Here are some of the different habits that people have.
This may help a detective to recognise a criminal.

Whistling

Drumming fingers

70

Chewing gum

4.

Is it difficult to get rid of habits like the ones mentioned above?

Should people try to get rid of them? Discuss.

5.

Can you think of any other things in a person's appearance that

might tell you about the person? Perhaps you can get ideas
from detective stories.

6.

Look at people in the street. See if you can not

things in their appearance or habits that tell you about them. or
help you to remember them. Report back to your class about the
things you notice.

71

AS 011
English 1 - Part 1

Theoretical Test

72

ENGLISH 1 - PART 1

1. WHAT WOULD YOU SAY?

Test 1

Instructions

Read the sentences and then choose the most suitable alternative.

1. Hans and Mary do not know (a, b or c).

a - another;

b - each other;

c - other

2. Hans is going to introduce (a, b or c) to Mary.

a - herself;

b - themselves;

c - himself

3. Mary shakes (a, b or c) with him.

a - hands;

b - heads;

c - hats

4. She says (a, b or c) do you do and smiles.

a - who;

b - why;

c - how

5. Hans replies (a, b or c).

a - How are you?;

b - How do you do;

c - Fine, thanks

6. You come to a party at 8 o'clock in the evening. You say (a, b or c).
a - Good night;

b - Good evening;

c - Good afternoon

b - after midday;

c - only at midday.

7. You say 'Good morning'.

a - before midday;

73

8. A stranger is a person (a, b or c).

a - you do not like;

b - who comes from another country;

c - you do not know

9. Conversation is (a, b or c).

a - greeting somebody;

b - writing to somebody;

c - talking to somebody

10. 'Hi' is a (a, b or c).

a - friendly greeting; b - formal expression;
c - friendly discussion.

74

1. WHAT WOULD YOU SAY?

Test 2

Instructions

Complete each sentence using one word from the list.

Word List

attack

difference

personality

bow

gestures

polite

chin

feelings

tears

imagine

1. People were very sad and some had . in their eyes.

2. It is not . to ignore another person's greeting.

3. The new student has a pleasant . he is friendly and helpful.

4. Many people hide their . behind a smile.

5. Nodding and shaking your head are that have a special meaning.

6. The . is the part of the face below the mouth.

7. When you bend your head or body forward as a sign of respect or in a greeting, you
.

8. The young men felt so angry that they were ready to .

9. Can you tell me what the . is between a town and a city?

10. You can . how cold it was at night because water was freezing.

75

2. INTRODUCTIONS
Test 1

Instructions

Choose the alternative that fits the sentence best.

1. Laura comes (a, b or c) Bahrain.

a - at;

b - out of;

c - from

2. Peter works (a, b or c) an international company.

a - with;

b - by;

c - for

3. He lives (a, b or c) Gulf City.

a - in;

b - inside;

c - into

4. Aunt is a (a, b or c) relative.

a - male;

b - female;

c - woman

5. Your mother and father are your (a, b or c).

a - persons;

b - parents;

c - partners

6. Leila is interested (a, b or c) swimming.

a- in;

b - out;

c - at

7. A brother is a (a, b or c) relative.

a - male;

b - female;

c - man

76

8. May I (a, b or c) you?

a - introduced;

b - introduction;

c - introduce

9. A child will grow and become (a, b or c).

a - younger;

b - an adult;

c - elder

10. People like a (a, b or c) handshake.

a - hard;

b - soft;

c - firm

77

2. INTRODUCTIONS
Test 2

Instructions

Here is a conversation between John, Mike and Peter. John and Mike are friends and
students at the school which Peter is visiting. The conversation is in the wrong order.
Read the blocks of conversation carefully and then put them in the correct order. Write the
complete conversation out on your Answer Sheet on the next page. The order of the
speakers is given to you.

The Blocks of Conversation

1. Nice to meet you, Peter. So, what do you think of our school

2. Oh, hello Mike. How are you?

3. Good morning, John.

4. Fine, thanks. Ali, let me introduce you. Peter this is my friend John. John this is Peter.
He is visiting our school.

5. I hope so.

6. Yes, I am. Are you staying long?

7. Well, I hope that you enjoy your stay. But now, if you'll excuse me I have to go to my
lesson. Maybe see you again before you leave, Peter.

8. Hello.

9. Unfortunately only for a couple of days.

10. Well, it's very interesting. Are you a student here?

78

2. INTRODUCTIONS
Test 2

Answer Sheet Instructions

Write the conversation you have just read in the correct order. Put the number of the block
of conversation you have used in the brackets after the name.

Greeting a friend
Mike

):

..
..

John

):

..
..

Introduction and Background

Mike

):

..
..

Peter (

):

..
..

Continue
John

):

..
..

Peter (

):

..
..

John

):

..
..

Peter (

):

..
..

Leaving
John

):

..
..

Peter (

):

..
..

79

3. ABOUT PEOPLE
Test 1

Instructions

This test has two parts. In part 1 your teacher will spell out the names of three capital
cities and you write them down in the spaces below. In part 2 you choose the alternative
that best fits the sentence.

Part 1

1. .....................................
2. .....................................
3. .....................................

Part 2

4. 'Surname' is the same as (a, b or c).

a - 'first name';

b - 'family name';

c - 'Christian name'

5. 'Occupation' is (a, b or c).

a - the job somebody does
b - the place where somebody works
c - the subjects somebody is good at

6. A 'form' is (a, b or c).

a - a stamped passport
b - a printed magazine
c - a printed paper with spaces to be filled in

80

7. John Smith is the director who is going to interview you for a job. You will call him (a, b
or c).

a - 'Mr. Director';

b - 'Mr. John';

c - 'Mr. Smith'

8. A person who is patient, has got a lot of (a, b or c).

a - patience;

b - patients;

c - patents

9. A sociable person likes to (a, b or c).

a - show his/her good manners

b - be with other people
c - obey rules

10. A confident person is (a, b or c) of himself.

a - sure;

b - not very sure;

81

c - fairly sure

3. ABOUT PEOPLE
Test 2

Instructions

Write one sentence which explains the meaning of each of the following words.

Example

Spell

You spell when you say or write the letters of a word in their correct order.

1. Daily

...................................................................................................

2. Finally

...................................................................................................

3. Suitable

...................................................................................................

4. Add

...................................................................................................

5. Listen

...................................................................................................

6. Repeat

...................................................................................................

7. Fix

...................................................................................................

8. Memory

...................................................................................................

9. Forget

...................................................................................................

10. Lazy

...................................................................................................

82

4. WHAT DO THEY LOOK LIKE

Test 1

Instructions

Read the sentences carefully and then choose the alternative that fits the description best.

1. A man who has no hair has (a, b or c) head.

a - a bald;

b - a blank;

c - an empty

2. Fair hair is (a, b or c).

a - dark in colour
b - black hair turning white
c - light in colour

3. Abdullah has black (a, b or c) hair.

a - curving;

b - curved;

c - curly

4. A man who is neither short or very tall is (a, b or c)

a - middle height
b - in average height
c - of average height

5. A moustache is hair (a, b or c).

a - an the upper lip
b - under the chin
c - near the ears

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6. Mr. Smith is a (a, b or c) man.

a - beautiful;

b - handsome;

c - pretty

7. When a persons eyes are not very close together they can be said to be (a, b or c).

a - far together;

b - far apart;

c - far between

b - thin;

c - fat

8. A stout person is (a, b or c).

a - slim;

9. She is wearing a big red hat (a, b or c) a white band around it.

a - and;

b - with;

c - also

10. A uniform is clothing that people who belong to the same (a, b or c) wear.

a - organisation;

b - nationality;

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c - sex

4. WHAT DO THEY LOOK LIKE

Test 2

Instructions
You are invited to a fancy dress party tomorrow night. You must take on a new
personality. Describe your disguise in ten sentences. There is a word to help you at the
beginning of each sentence.

Example
Occupation? I am a pilot.

Your description of your disguise

1. Age?

2. Height?

3. Build?

4. Looks?

5. Flair?

6. Eyes?

7. Clothes?
..

8. Shoes?

9. Habits?

10. Other features?

..

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AS 011

English 1 - Part 1

Solutions to the Theoretical Test

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1. WHAT WOULD YOU SAY

Test 1

1b, 2c, 3a, 4c, 5b, 6b, 7a, 8c, 9c, 10a.

Test 2

Sentence

1 - tears

6 - chin

2 - polite

7 - bow

3 - personality

8 - attack

4 - feelings

9 - difference

5 - gestures

10 - imagine

Give 1 point for each correct sentence. Half a point can be deducted for mis-spelling the
word.

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2. INTRODUCTIONS
Test 1

1c, 2c, 3a, 4c, 5b, 6a, 7a, 8c, 9b, 10c.

Test 2

A conversation between Mike, John and Peter:

Mike (3):

Good morning, John.

John (2):

Oh, hello Mike. How are you?

Mike (4):

Fine, thanks. John, let me introduce you. Peter,

this is my friend John. John, this is Peter. He is visiting our school.

Peter (8):

Hello.

John (1):

Nice to meet you Peter. So what do you think of our school?

Peter (10):

Well, it is very interesting. Are you a student here?

John (6):

Yes, I am. Are you staying long?

Peter (9):

Unfortunately only for a couple of days.

John (7):

Well, I hope that you enjoy your stay. But now, if you'll excuse me, I
have to go to my lesson.
Maybe Ill see you again before you leave, Peter.

Peter (5):

I hope so.

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3. ABOUT PEOPLE
Test 1

1 - Helsinki; 2 - Tokyo; 3 - Athens

4b, 5a, 6c, 7c, 8a, 9b, 10a.

Test 2
1. Daily - something happening every day.
2. Finally

lastly, in the end.

3. Suitable - right for the situation or purpose.

4. Add - to join one thing to another.
5. Listen - try to hear, pay attention.
6. Repeat - say again or write the same thing again.
7. Fix - to fasten; to make firm or fast; to mend; to repair.
8. Memory - ability to remember; something that is renembered.
9. Forget - fail to remember; fail to keep in the memory.
10. Lazy - not very hard working.

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4. WHAT DO THEY LOOK LIKE

Test 1

la, 2c, 3c, 4c, 5a, 6b, 7b, 8c, 9b, 10a.

Test 2

There are no set answers to this test. Make sure that the students understand that they
are to describe themselves in an imaginary role and therefore they should let their
imaginations run wild.

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KEY TO EVALUATION

PER CENT

MARK

88 100

75 87

62 74

50 61

0 49

91