SRI LANKA INSTITUTE of ADVANCED TECHNOLOGICAL EDUCATION

Electrical and Electronic

Engineering
Instructor Manual

Training Unit
English 2 - Part 2
Theory

No: AS 012

Training Unit
English 2 - Part 2
Theoretical Part
No.: AS 012

Edition:

2008
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 2 - PART 2

CONTENTS

Page

ARE YOU DOING ANYTHING TOMORROW?............................................................3

1.1

What do you know? .............................................................................................3

1.2

Putting things together .........................................................................................8

1.3

More things to try ...............................................................................................20

1.4

Reading..............................................................................................................23

AMBITIONS................................................................................................................28
2.1

What do you know? ...........................................................................................28

2.2

Putting things together .......................................................................................31

2.3

More things to try ...............................................................................................40

2.4

Reading..............................................................................................................40

CONSOLIDATION......................................................................................................44

1.1

ARE YOU DOING ANYTHING TOMORROW?

What do you know?

Look at the pictures

Each picture shows some of Johns plans. Can you say what these plans are?

ANSWERS

GET TRAINEES TO SAY WHAT IS SHOWN IN PICTURES AND TRY TO ELICIT THE
POINT THAT SOME PLANS ARE 'ARRANGED' (WITH OTHER PEOPLE).

PICTURE A - IT IS 4.00 p.m. JOHN IS THINKING OF WHAT HE WILL DO IN THE

EVENING. HE THINKS HE MAY STAY AT HOME AND WATCH T.V. THERE IS NO
INDICATION THAT THE PLAN IS CERTAIN (THE QUESTION MARK SUGGESTS
OTHERWISE), AND NO INDICATION THAT THE PLAN IS ARRANGED WITH ANYONE
ELSE.

PICTURE - B JOHN HAS HAD A CONVERSATION WITH KEVIN ON SUNDAY, 30

APRIL. IN THAT CONVERSATION, THEY HAVE MADE AN ARRANGEMENT TO MEET
ON TUESDAY NICHT (i.e. TUESDAY, 2 MAY). THIS IS AN 'ARRANGED' PLAN.

PICTURE C - JOHN IS THINKING OF GOING TO SEE A FILM. THIS PLAN MAY HAVE
BEEN ARRANGED WITH OTHER PEOPLE; OR IT MAY BE MERELY AN 'INTENTION'
IN JOHN'S MIND; OR IT MAY SIMPLY BE A POSSIBILITY THAT JOHN ISN'T SURE
ABOUT IT. (NOTE THAT EACH OF THESE CASES COULD MAKE A DIFFERENCE IN
THE WAY JOHN EVENTUALLY TALKS ABOUT HIS PLANS).

PICTURE D - THIS PICTURE SHOWS JOHN AND KEVIN MAKING AN ARRANGEMENT

TO GO AND SEE A FOOTBALL MATCH ON 4 MAY (A THURSDAY). THIS IS AN
'ARRANGED' PLAN.

PICTURE E - THE PICTURE SHOWS JOHN IS INCLUDED IN THE INTERNATIONAL

SCHOOL VOLLEYBALL TEAM TO PLAY SHUWAIKH TECHNICAL COLLEGE ON 5
MAY (A FRIDAY). THIS IS AN 'ARRANGED' PLAN.

PICTURE F - THIS SHOWS THAT ARRANGEMENTS HAVE BEEN MADE FOR JOHN
TO GO WITH THE FAMILY ON HOLIDAY ON 1 JULY. THIS IS AN 'ARRANGED' PLAN.

It is 5.30 pm on Monday 1st May. George is talking to John outside the school club before
they go home. He is asking John about his plans.

Match George's questions on the left with John's answers on the right.

Use the pictures A - F to help you.

George's Questions

John's Answers

A. Are you doing anything special tonight?

(a) Yes, I'm having a meeting with Kevin

about the Chess Club.

(b) No. probably stay at home and watch

B. Are you doing anything tomorrow night?

TV.

C. Are you doing anything on Wednesday?

(c) Yes. I'm going to the football match.

D. Have you got any plans for Thursday?

(d) Yes. I'm going to see "Thunder in the

Night".

(e) Yes. We're staying in London for ten

E. Are you going anywhere on Friday?

days.

(f) Yes. We're playing against Liverpool. I'm

F. Are you going to England this summer?

in the team.

Question A goes with Answer B

Question B goes with Answer A
Question C goes with Answer D
Question D goes with Answer C
Question E goes with Answer F
Question F goes with Answer E

Read these conversations

Conversation 1

JOHN: Are you doing anything at the weekend?

KEVIN: Nothing special. How about you?
JOHN: I don't know. Maybe I'll go and see my uncle.

Conversation 2

LEILA: Are you doing anything tomorrow night?

SOPHIE: Yes. I'm having a meeting with Mary about the school concert.
LEILA: Oh. Could you ask her if she still needs that book I lent her?

Conversation 3

GEORGE: Are you doing anything special tonight?

JOHN: No. Ill probably stay at home and watch the football on TV.
GEORGE: Would you like to come and watch it at my house?

Answer these questions

In one conversation you can find an invitation. Which conversation is it? Which words tell
you this?
In one conversation you can find a request. Which conversation is it? Which words tell you
this?
In one conversation, people are talking for no special reason - they just want to be friendly
with each other. Which conversation is this? How do you know?

ANSWERS

INVITATION: CONVERSATION 3 NOTE THE PHRASE 'WOULD YOU LIKE TO COME?'

REQUEST: CONVERSATION 2 NOTE THE PHRASE 'COULD YOU ASK HER .?
A CONVERSATION FOR NO SPECIAL REASON: CONVERSATION 1. NOTE THE WAY
IN WHICH JOHN TALKS ABOUT HIS OWN PLANS, RATHER THAN GIVING ANY
ADVICE, REQUEST OR SUGGESTION TO KEVIN. (JOHN JUST SAYS DON'T KNOW.
MAYBE I'LL GO AND SEE MY UNCLE').

1.2

Putting things together

Write sentences from each conversation, using the words below. Make any necessary
grammatical changes.

Conversation 1

(i)

I - go - theatre - with - my father

I AM GOING TO THE THEATRE WITH MY FATHER

(ii)

I - probably - see - him - tomorrow

I'LL PROBABLY SEE HIM TOMORROW

(iii)

I - give - it - him - then

I'LL GIVE IT TO HIM THEN

Conversation 2

(i)

I - probably - go - see - my cousin

I'LL PROBABLY GO AND SEE MY COUSIN

(ii)

I - think - I - do - some work - for - exams

I THINK I'LL DO SOME WORK FOR THE EXAMS

Conversation 3

(i)

I - go - beach - my brother - morning

I'M GOING TO THE BEACH WITH MY BROTHER IN THE MORNING

(ii)

I - go - buy - new jacket - afternoon

I'MGOING TO BUY A NEW JACKET IN THE AFTERNOON

(iii)

I - do - that
I'LL DO THAT

Conversation 4

(i)

I - get - present for Elizabeth

I'M GOING TO GET A PRESENT FOR ELIZABETH

(ii)

We - all - meet - her house

WE'RE ALL GOING TO MEET AT HER HOUSE

(iii)

I - ask - her - about it

I'LL ASK HER ABOUT IT

Which conversations contain a request?

Which conversation contains an invitation?
Which conversation takes place for no special reason - just to be friendly?

ANSWERS
REQUEST IN CONVERSATION 1 AND 4.
INVITATION IN CONVERSATION 3.
'JUST TO BE FRIENDLY' IS CONVERSATION 2.

10

It is important to be able to have conversations for no special reason - just to be friendly

with somebody. (You have already seen conversations like this in Unit 1).

The conversation might begin like this:

The conversation might end like this:

11

Work with a partner. Make up a conversation, using those stages

shown. Write out the parts below. Then act out the conversation.

THERE IS NO ONE ANSWER BUT HERE ARE SOME EXAMPLES OF OPENINGS AND
ENDINGS.

EXAMPLES OF OPENINGS:

(i)

'WHAT ARE YOU DOING THIS WEEKEND?' - 'OH, I THINK I'LL STAY AT HOME.
HOW ABOUT YOU?'

(ii)

'ARE YOU GOING ANYWHERE SPECIAL DURING THE HOLIDAYS?' - 'YES.

WE'RE GOING TO GREECE.' - 'OH? THAT'S INTERESTING. WHICH PART OF
GREECE?'

EXAMPLES OF ENDINGS:
(i)

'WELL, I'D BETTER GO NOW.' - 'YES, I'D BETTER GO TOO.' - 'WELL, HAVE A
NICE WEEKEND.' - 'THANKS. SAME TO YOU.' - 'BYE.' - 'BYE.'

(ii)

'WELL, I'D BETTER GO AND DO SOME WORK.' - 'OK, SEE YOU ON

SATURDAY.' - 'YES, HAVE A NICE WEEKEND.' - 'THANKS. SAME TO YOU.' 'BYE.'

Practise making requests to your partner, like this:

YOU: ask about your partner's plans

(e.g. "Are you going to . tonight?")

YOUR PARTNER: answers

YOU: ask your partner to do something

(e.g. "Could you .?)

YOUR PARTNER: agrees to do it

(e.g. "Yes, of course" or "Certainly")

12

Look at this card

Who has sent this card, and why?

R.S.V.P. on the corner of the card is an abbreviation of the French - "Respondez s'iI vous
plait' - it means "reply please"

ANSWERS

MARY HAS SENT THE CARD.

THE PURPOSE OF HER CARD IS TO INVITE SAFA TO A PARTY (IT IS AN
INVITATION CARD).

Now look at the letter which Safa sends Mary

13

What is the purpose of the letter?

What reason does Safa give for not coming to the party?

ANSWERS

THE PURPOSE OF SAFA'S LETTER IS TO REFUSE THE INVITATION, POLITELY.

THE REASON WHICH SAFA GIVES IS THAT SHE IS GOING TO BEIRUT WITH HER
PARENTS.

14

Imagine that you receive an invitation from an English-speaking friend to go to a party.

However, you cannot go to the party. Write a letter to your friend, refusing the invitation,
and saying why you cannot come. Part of the letter is written for you.

ANY EXCUSES CAN BE USED, BUT USE SAFA'S LETTER AS A MODEL.

15

Make a game like this

Trainee A invites Trainee B to do something or go somewhere. Trainee B refuses and

gives a reason.
Trainee A says "Oh well" or "Never mind", and "Perhaps another time".
Trainee B invites Trainee C ... and so on.

Go round the class. Try to make the reasons for refusing as funny
as you can!

ANSWER

FOR EXAMPLE:
A: WOULD YOU LIKE TO COME TO MY HOUSE FOR TEA TOMORROW?
B: I'M SORRY. I HAVE TO FLY TO CAIRO IN A HOT-AIR BALLOON.
A: OH WELL, NEVER MINED. PERHAPS ANOTHER TIME.
B (TO C): WOULD YOU LIKE TO COME TO MY BIRTHDAY PARTY?
C: I'M SORRY. I'M APPEARING ON TELEVISION TOMORROW. ETC.

When Safa comes back from Beirut, Mary meets her and invites her to dinner.

Look at the main stages in the conversation below. They are not in order. Number the
stages from (1) - (6) to show the order in the conversation.

The first stage is numbered for you.

16

Here are examples of words which can be used when inviting somebody:

ACCEPT

INVITE
Would you like to come ...?

Yes, thanks.

I was wondering if you would like to come ...

Thanks very much.

I'd like to come.

REFUSE

REASON

I'm sorry.

I have to see a friend/do some work/etc.

I can't.

I'm going to PLACE to see my uncle/etc.

I really have to (if you are repeating the
reason)

SUGGEST ANOTHER TIME

FINALISE THE ARRANGEMENTS

How about Tuesday night?

OK, then. Tuesday night at 7 o'clock.

Are you free next week?

Is that all right?

etc.

So, Tuesday night at 7 o'clock.

Is that OK?
Yes. That's fine/That's OK.
Thanks very much.

17

ELICIT CLASS EXAMPLES. HERE IS ONE TO ACT AS A PROMPT.

ARE YOU DOING ANYTHING TONIGHT?

1 HAVE TO DO SOME WORK FOR MY EXAM. WHY?

I WAS WONDERING IF YOU WOULD LIKE TO COME TO MY HOUSE

NO, I'M SORRY, I CAN'T. I REALLY HAVE TO WORK FOR MY EXAM. BUT
PERHAPS NEXT WEEK, AFTER THE EXAM

OK. HOW ABOUT NEXT TUESDAY? ARE YOU FREE THEN?

YES I'M FREE THEN. (OR I'LL BE FREE THEN.) THAT WOULD BE NICE.
THANKS VERY MUCH. I'D LIKE TO COME.

OK, THEN. NEXT TUESDAY NIGHT, AT 7 O'CLOCK. IS THAT ALL RIGHT?

YES. THAT'S

FINE. THANKS

18

VERY MUCH.

Look at how the stages might follow each other.

With a partner, make up a conversation in which you invite your

partner to do something or go somewhere. Use as many of the
stages as you can. Write out the conversation first. Then act out
the conversation with your partner.

THIS HAS NO SET ANSWER, BUT TRAINEES WORK SHOULD FOLLOW THE
PATTERN DISCUSSED.

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

19

1.3

More things to try

Often we can find plans in written announcements.

LOOK AT THESE EXAMPLES.

What is the purpose of each announcement?

What kind of information do they all give?
Which announcements are most formal?

20

ANSWERS

LET TRAINEES LOOK AT THE ANNOUNCEMENTS. THEN READ THROUGH THEM

ONE BY ONE. WHAT IS THE PURPOSE OF EACH ANNOUNCEMENT? TOP-LEFT
ANNOUNCES A 'FAMILY FESTIVAL' - GENERAL ENTERTAINMENT FOR CHILDREN
AND ADULTS. ITS PURPOSE IS TO ATTRACT PEOPLE TO THE FESTIVAL. TOPRIGHT ANNOUNCES JOBS WHICH ARE AVAILABLE IN A COMPANY - THE
PURPOSE IS TO RECRUIT PEOPLE TO WORK IN THE COMPANY. BOTTOM-LEFT
ANNOUNCES PRESIDENTIAL ELECTIONS FOR AN IMAGINARY COUNTRY - ITS
PURPOSE IS TO INFORM THE PEOPLE OF THEIR RIGHT AND OPPORTUNITY TO
VOTE IN THESE ELECTIONS. BOTTOM-RIGHT ANNOUNCES A 'SALE' - A SPECIAL
OFFERING OF GOODS IN A SHOP AT LOWER PRICES THAN USUAL; ITS PURPOSE
IS TO ATTRACT CUSTOMERS TO THE SALE.

DISCUSS WHAT KIND OF INFORMATION THEY ALL GIVE. THE MOST IMPORTANT
POINT HERE IS THAT THEY ALL GIVE INFORMATION ABOUT THE PLACES AND
TIMES (YEARS, DATES OR HOURS) WHEN THINGS TAKE PLACE.

DISCUSS WHICH ANNOUNCEMENTS ARE MOST FORMAL. THE ELECTION

ANNOUNCEMENT IS THE MOST FORMAL - IT CONTAINS COMPLETE SENTENCES,
NOT JUST HEADINGS, AND IT DOES NOT USE MANY DIFFERENT SIZES OF PRINT
TO CATCH THE EYE. IT ALSO USES FUTURE TENSE WITH WILL, WHICH IS A SIGN
OF A RATHER FORMAL STYLE. THE JOB-ANNOUNCEMENT IS ALSO FAIRLY
FORMAL IN THIS RESPECT.

21

Try to find examples of written announcements. Perhaps you can

find them in newspapers or in posters. If possible, get a copy of
them or take a photograph of them. Describe them to your class,
and say what is interesting about them.

After you have done this, work with your partner. Practise making suggestions, talking
about plans, etc. referring to the information given in the announcements you have seen
or collected.

Make up an announcement in English for a real or imaginary

event (perhaps a class concert, a sports event, etc.) Try to
decorate it and make it as eye-catching as you can. Vote for the
trainee who produces the best announcement.

Listen to people in your school as they talk before they go home

for the weekend. What kinds of things do they talk about? What
kinds of plans do they have? Report to your class about what you
hear.

22

1.4

Reading

Before you read the passage, discuss these questions:

1. What kind of animal do you think a killer whale is? Is it a fish?

Is it dangerous?

2. How do you think it might be possible for people to

communicate with killer whales?

READ THROUGH QUESTIONS 1 AND 2 WITH TRAINEES AND DISCUSS POSSIBLE

ANSWERS. PROBABLY STUDENTS WILL ASSUME THAT A 'KILLER WHALE' IS A
DANGEROUS ANIMAL. SOME TRAINEES MAY KNOW THAT KILLER WHALES ARE
NOT FISH, BUT MAMMALS (BREATHING AIR AND GIVING MILK TO THEIR YOUNG).

IN QUESTION 2, TRAINEES MAY BE ABLE TO ANTICIPATE POINTS IN THE

PASSAGE - THAT KILLER WHALES HAVE A 'LANGUAGE' WHICH WE MIGHT LEARN
TO USE FOR COMMUNICATION WITH THEM, THAT PEOPLE COULD RECORD THE
'SPEECH' AND BEHAVIOUR OF THE WHALES TO LEARN THEIR LANGUAGE, AND
THAT THIS SHOULD BE DONE IN NATURAL CONDITIONS, NOT IN CAPTIVITY.

Mark Overland is a scientist who studies whales. In the passage following he writes about
a scientific project - a plan to dive among killer whales and try to communicate with them.

Diving with killer whales

(1) My project is to find ways of communicating with killer whales. I have four main
objectives: to seek out killer whales around the world, to film them, to record the sounds
they make, and to experiment with different methods of communicating with (5) them in
their natural environment - the open sea.

Throughout history, killer whales have been symbols of fear and cruelty. It is said that they
will kill any animal they meet. Yet there is no evidence that killer whales have ever hunted
a human being, or even killed a human being at all - even when (10) humans have
attacked them.

23

The killer whale is a kind of large dolphin. But in their social behaviour and intelligence,
killer whales are more like human beings than any other animal in the sea. Many killer
whales have been captured and put in aquariums. One surprising discovery (15) is that
they seem to like human beings and to be interested in them .But the most surprising
discovery is that they have a language - a complicated language which we do not yet
understand.

The physical development of the dolphin brain has reached a (20) very high level and the
killer whale is one of the most highly-developed of the dolphins. Scientists have
discovered that dolphins (like humans) are highly developed in that part of the brain which
deals with language, hopes, dreams, and visions of the future. Moreover, the killer whale's
brain is very large with (25) a weight of 6000 grams (as compared with a human brain
weight of 1500 grams). Thus, the possibilities of the killer whale are enormous.

In aquariums, killer whales learn new things more quickly than any other animal. They
sometimes even change the games human (30) beings have invented for them, to make
the game more interesting. Moreover, they often behave as if they could read the thoughts
of humans. Some scientists believe that killer whales communicate with each other, not
just by sounds, but by reading the minds of other killer whales. Perhaps they are (35)
trying to communicate with us in this way, too.

24

3. Look back over the passage. Which sentence summarises the

writer's plan? Which sentences deal with the purpose of the
plan? Which paragraphs deal with the Background to the plan
- the general reasons why killer whales are worth studying?

4. Why is it important to do research in the killer whale's natural

environment (line 5)? What other kinds of research are there?

5. The human brain weighs 1500 grams. The killer whale's brain
weighs 6000 grams. Does this mean that killer whales are 4
times as intelligent as humans?

6. Do you believe it is possible for people to communicate just by

thoughts? Or for animals to do this?

7. Before you read the rest of the passage, discuss the methods
you would use to study the language of killer whales. How
would you do it? What equipment would you need?

ANSWERS

QUESTION 3. READ IT OUT, SLOWLY. YOU WILL HAVE TO GIVE TRAINEES TIME
TO LOOK BACK OVER THE PASSAGE AND WORK OUT THEIR ANSWERS.

THE SENTENCE SUMMARISING THE PLAN IS IN LINES 1-2: 'MY PROJECT ....
KILLER WHALES'.

THE SENTENCES DEALING WITH THE PURPOSE OF THE PLAN ARE IN LINES 2-5: 'I
HAVE FOUR MAIN OBJECTIVES . OPEN SEA'.

THE PARAGRAPHS DEALING WITH BACKGROUND ARE LINES 6-35: 'THROUGHOUT

HISTORY COMMUNICATE WITH US IN THIS WAY TOO'.

25

NOW DISCUSS QUESTION 4. ELICIT THE MEANING OF NATURAL ENVIRONMENT

(=CONDITIONS IN WHICH AN ANIMAL NORMALLY LIVES). IT IS IMPORTANT TO DO
THE RESEARCH IN A NATURAL ENVIRONMENT BECAUSE WE CAN ONLY
UNDERSTAND THE SOUNDS OF THE KILLER WHALES IF WE SEE HOW THE
SOUNDS RELATE TO THE ENVIRONMENT. OTHER KINDS OF RESEARCH, FOR
EXAMPLE WITH KILLER WHALES IN FISH TANKS, OR WITH DEAD KILLER WHALES,
TELL US VERY LITTLE ABOUT THEIR 'LANGUAGE'.

DISCUSS QUESTION 5. OBVIOUSLY, THE GREATER WEIGHT OF THE BRAIN OF A

KILLER WHALE DOES NOT MEAN THAT WHALES ARE 4 TIMES AS INTELLIGENT AS
HUMANS. POINT OUT THAT MANY LARGE ANIMALS HAVE LARGE BRAINS (e.g.
ELEPHANTS). BUT BRAIN WEIGHT IN RELATION TO BODY SIZE DOES GIVE AN
INDICATION OF THE RELATIVE INTELLIGENCE OF DIFFERENT SPECIES OF
ANIMAL.

DISCUSS QUESTION 6. LET TRAINEES GIVE THEIR OWN OPINIONS OF THE

REALITY OR NON-EXISTENCE OF THOUGHT-TRANSFERENCE.

DISCUSS QUESTION 7. TRAINEES CAN PUT FORWARD THEIR OWN I DEAS. THEY
MAY MENTION THE IMPORTANCE OF RECORDING SOUNDS AND Filming
BEHAVIOUR AT THE SAME TIME. THEY MIGHT SUGGEST THAT RECORDING OF
KILLER WHALE SOUNDS COULD BE PLAYED BACK TO KILLER WHALES TO SEE
HOW THEY REACT. EQUIPMENT WOULD I NCLUDE DIVING EQUIPMENT,
UNDERWATER

FILM

CAMERAS

AND

TAPE

RECORDERS,

UNDERWATER

LOUDSPEAKERS TO BROADCAST THE SOUNDS TO THE KILLER WHALES. SOME

ANSWERS ARE GIVEN BY THE WRITER IN THE PARAGRAPH WHICH FOLLOWS.

We intend to equip a boat large enough to sail the oceans of the world and seek out killer
whales. Our equipment will allow us to keep close personal contact with killer whales, in a
completely natural environment. We will send divers underwater with killer (40) whales for
as long as possible. We will use video cameras and tape recorders to keep an exact
record of the behaviour of the whales and the sounds they make. We will use an
electronic device which will help us to find the killer whales and track their movements.

8. Why is it important to record behaviour as well as sounds?

26

ANSWER

DISCUSS QUESTION 8. IT IS IMPORTANT TO RECORD BEHAVIOUR AS WELL AS

SOUNDS, BECAUSE IT IS BY LOOKING AT THE BEHAVIOUR WHICH ACCOMPANIES
SOUNDS THAT WE CAN LEARN WHAT THE SOUNDS MEAN.

(45) During our research, we will try to establish trust and co-operation between human
beings and killer whales throughout the world. This co-operation may help to solve the
Problem of communication between man and killer whales. If we can learn to
communicate with them, we might gain completely new knowledge (50) of the sea, of
ourselves, and of our ways of looking at the world.

9. Perhaps you can write about a real or imaginary project. You

can use the passage as a model. Follow these stages:

a. a sentence saying what the project is

b. the objectives of the project
c. the background to the project (why it is worth doing)
d. the method of carrying out the project

Discuss with your teacher the kinds of things you might write
about.

ANSWER

QUESTION 9. POINT OUT THAT THE PASSAGE PROVIDES A USEFUL MODEL, WITH
ITS CLEAR STAGES OF, FIRST OF ALL, A SUMMARY OF THE PROJECT AND
OBJECTIVES (CALL THEM AIMS IF YOU LIKE), THEN BACKGROUND, THEN
METHODS. TRAINEES CAN USE THEIR OWN IDEAS, BUT HERE ARE SOME IDEAS
TO THINK ABOUT: (i) A PROJECT TO SURVEY TRAINEES' OPINIONS ABOUT
SOMETHING, ( ii) A PROJECT TO OBSERVE A REAL OR IMAGINARY ANIMAL, (iii) A
PROJECT TO STUDY THE USE OF A ROAD BY DIFFERENT KINDS OF TRAFFIC, OR
TO STUDY TRAFFIC FLOW , (iv) A PROJECT TO STUDY THE KINDS OF GOODS
SOLD BY DIFFERENT TYPES OF SHOPS, OR BOUGHT BY DIFFERENT KINDS OF
PEOPLE, (v) A PROJECT TO STUDY THE KINDS OF BOOKS OR NEWSPAPERS
READ BY THE TRAINEES IN YOUR SCHOOL.

27

2.1

AMBITIONS

What do you know?

Students at the International School were asked about jobs which they knew about.

Here are some of the jobs they mentioned.

Motor mechanic

Welder

Shop assistant

Farmer

Civil engineer

Doctor

Computer programmer

Teacher

Newspaper reporter

Miner

Hairdresser

Pilot

Architect

Plumber

Secretary

Fireman

GET ALL THESE JOBS IDENTIFIED AND ENSURE THAT TRAINEES UNDERSTAND
THE MEANING OF THE WORDS.

28

Write down the names of jobs you know about. You can use a dictionary to help you.
Some examples are given for you.

SOLDIER

DENTIST

PAINTER

BANKER

BUILDER

ARTIST

SAILOR

CARPENTER

WAITER

NURSE

CHAUFFEUR

COOK

WRITER

DRIVER

POLICEMAN

IDENTIFY ANY JOBS AND ENSURE ALL TRAINEES UNDERSTAND THE MEANING
OF THE WORDS.

Imagine that you have to explain any of the jobs to someone who doesn't know much
about them.

In ten minutes, write as many sentences as you can about as

many jobs as you can.

HERE IS AN EXAMPLE OF THE RESPONSES YOU SHOULD EXPECT FROM

MATURE STUDENTS:

A TEACHER'S JOB IS TO PASS ON KNOWLEDGE TO OTHER PEOPLE.

A FARMER'S JOB IS TO PRODUCE FOOD FROM CROPS OR ANIMALS.

FROM YOUNGER LESS MATURE STUDENTS:

A TEACHER WRITES ON THE BLACKBOARD.
A TEACHER CORRECTS HOMEWORK.

A FARMER DRIVES A TRACTOR.

A FARMER PLOUGHS THE LAND.

29

HERE ARE SOME STATEMENTS ABOUT THE FUNCTION OF DIFFERENT JOBS.

THE JOB OF A MOTOR MECHANIC IS TO REPAIR AND MAINTAIN MOTOR

VEHICLES.

THE JOB OF A SHOP ASSISTANT IS TO SERVE CUSTOMERS IN A SHOP OR

STORE, TO HELP CUSTOMERS FIND THE GOODS THEY NEED, AND TO SELL
THE GOODS TO THE CUSTOMERS.

A CIVIL ENGINEER PLANS/DESIGNS LARGE PUBLIC WORKS/STRUCTURES/

UTILITIES SUCH AS ROADS, BRIDGES, TUNNELS, AND LARGE PUBLIC
BUILDINGS.

A HAIRDRESSER'S JOB IS TO SHAPE A CUSTOMERS HAIR INTO A

PARTICULAR STYLE BY CUTTING IT, WASHING IT, AND SETTING IT.

THE JOB OF A DOCTOR IS TO DIAGNOSE (=FIND OUT THE NATURE OF) AN

ILLNESS, TO TREAT (=TO TRY TO CURE) THE ILLNESS, OR TO ARRANGE THE
TREATMENT OF THE ILLNESS (IN A HOSPITAL, BY A SPECIALIST, ETC)

A COMPUTER PROGRAMMER'S JOB IS TO MAKE A PLAN OF THE OPERATIONS

WHICH A COMPUTER MUST CARRY OUT; TO INSTRUCT THE COMPUTER
ABOUT HOW TO DEAL WITH A SET OF FACTS.

AN ARCHITECT'S JOB IS TO PLAN NEW BUILDINGS AND TO MAKE SURE THAT

THEY ARE BUILT PROPERLY.

A MINER'S JOB IS TO OBTAIN MATERIALS FROM UNDER THE GROUND.

THE JOB OF A SECRETARY IS TO PREPARE LETTERS, KEEP RECORDS AND

ARRANGE MEETINGS FOR ANOTHER PERSON.

A FIREMAN IS A PERSON WHO PUTS OUT FIRES, DEALS WITH FLOODS, AND
OTHER EMERGENCIES.

A PLUMBER'S JOB IS TO FIT AND REPAIR WATER PIPES AND WATER TANKS.

30

A NEWSPAPER REPORTER IS A PERSON WHO COLLECTS AND WRITES

ABOUT NEWS FOR A NEWSPAPER.

A PILOT'S JOB IS TO FLY AEROPLANES (BUT A PILOT CAN ALSO BE A PERSON

WHO GOES ON BOARD SHIPS AND GUIDES THEN1 THROUGH A RIVER OR
HARBOUR).

How do you think people come to get these jobs? What kind of training do they need?
What kind of qualifications do they need?

Discuss in class.

THIS SHOULD BE A GENERAL DISCUSSION.

31

2.2

Putting things together

John, Kevin and Brian are talking about what they want to do when they leave school.

Fill in about what each boy says. Use these words. (They are not in order.) Make any
necessary grammatical changes.

have to - want to - like to - ambition is to - hoping to

1. Brian says, "I WANT TO BE an engineer".

2. Kevin says, "MY AMBITION IS TO BECOME a vet".

3. Kevin says, "I'LL HAVE TO go to College for six years.

4. John says, "I'D LIKE TO BE a merchant, like my father".

5. John says, "I'M HOPING TO go to the College of Commerce".

32

This is an article about some students at the International School in the school magazine.

33

Pick out from the article examples of:

sentences which mention students' ambitions

sentences which mention ways of achieving ambitions

sentences which mention problems in achieving ambitions

ANSWERS
SENTENCES STATING AMBITIONS: 'HE WANTS TO BE AN ENGINEER', 'THAT'S
WHAT I WANT . TO SERVE MY COUNTRY AND HELP IN ITS FUTURE', 'HIS
AMBITION IS TO BECOME A DOCTOR', 'THERE ARE A LOT OF POOR PEOPLE
THERE AND I'D LIKE TO HELP THEM', 'SHE HOPES TO BECOME A SCIENTIST', 'I'D
LIKE TO HAVE A CAREER .. 'I'M HOPING TO STUDY BIOCHEMISTRY ',
'THEN I'D LIKE TO DO RESEARCH', 'USA WOULD LIKE TO BECOME A
SECRETARY.'

SENTENCES WHICH STATE WAYS OF ACHIEVING AMBITIONS. 'HE PLANS TO

TAKE THE QUALIFYING EXAMS FOR CITY MEDICAL SCHOOL ...', 'I'M HOPING
TO STUDY BIOCHEMISTRY' (THIS CAN ALSO BE CONSIDERED AN AMBITION).

PROBLEMS IN ACHIEVING AMBITIONS: 'I KNOW THE MEDICAL COURSE IS LONG

AND DIFFICULT'; 'BUT USHA MAY BE GOING BACK TO INDIA SOON'.

Mariam Petrossian is a school counsellor at the International School. Her job is to help
students with any problems they want to discuss.

Look at some of her notes about students mentioned in the article.

34

35

Usually Mariam talks to students in Arabic. But with non-Arab students she uses English.

She had a conversation with Nadia before she made the notes above. Can you guess
what questions she asked Nadia?

ANSWER

ASK QUESTIONS ABOUT INFORNIATION IN THE NOTES. DISCUSS WHAT KINDS OF

QUESTIONS MARIAM MIGHT HAVE ASKED.

RESPONSES COULD INCLUDE:

HAVE YOU DECIDED .

DO YOU KNOW
HAVE YOU THOUGHT ABOUT ..

AND HORE SPECIFIC QUESTIONS SUCH AS:

DO YOU THINK YOUR FATHER WOULD PREFER YOU TO STAY IN GULF CITY?
WHAT DOES YOUR MOTHER THINK ABOUT IT? DO YOU REALLY NEED TO STUDY
ABROAD? etc.

36

Very often, students haven't thought very much about what they want to do when they
leave school. Or else they don't know about the difficulties of getting what they want. A
school counsellor has to help students to think clearly and realistically about these things.

Look at these examples of questions:

Have you decided Do

you know
Have you thought

what you'll do

when you leave school?

about

the kind of work a doctor/engineer/etc. does?

the qualifications you'll need for this job?
the kind of training you'll need?
Do you know

the kind of experience you'll need?

how much studying you'll have to do?
the exams you'll have to pass?
how much money you'll need?
etc.

Practise asking and answering questions either from these tables

or other similar questions.

ANSWER

EXPLAIN THAT THESE QUESTIONS ARE TRYING TO GET INFORMATION AND ARE
THEREFORE NOT TOO DIRECT. GET TRAINEES TO PRACTICE AS 'SCHOOL
COUNSELLOR' AND 'TRAINEE'.

Do you have an ambition? Or does someone you know have an ambition?

Study these ways of talking about ambitions, ways of achieving

ambitions, etc.

DISCUSS THE DIFFERENT FORMS, WANT, WOULD LIKE AND HOPE.

37

EXAMPLE:
SHOW FOIL No.: 13

AMBITION
My ambition is
I want
I would like
I hope

to BECOME AN ACCOUNTANT

Id like
Im hoping

WAYS OF ACHIEVING AMBITION

NAME OF JOB
To become a
If I want to be a

ACCOUNTANT

If I want to become an

you

need

I shall

need to

Ill

have to

GO TO THE COLLEGE OF COMMERCE FOR FOUR YEARS AND TAKE A DEGREE

IN COMMERCE.

PROBLEMS
Examples: costs, difficulty, training time etc.
THE MAIN PROBLEM IS TRAT THE COURSES LAST A LONG TIME AND THE
EXAMINATIONS ARE VERY DIFFICULT.

Talk about your ambition or about a friend's ambition. Then write a

short passage about your (or your friend's) ambition. You can use
the pattern you have studied.

THIS SHOULD FOLLOW THE PATTERN WHICH HAS JUST BEEN STUDIED.

There are solutions to most problems. But when the problems are connected with people
we have to be very careful about the things we say.

Mariam Petrossian had a meeting with Nadia's father. What do you think she said?

38

DISCUSS THE IDEA OF BEING CAREFUL IN THE WAY WE TALK TO PEOPLE - HERE
IT IS 'TACTFUL'. YOU CAN CARRY ON TO THE WAY PEOPLE SHOULDN'T TALK
(BOSSY, AGGRESSIVE, OR ACCUSING). THEN ELICIT THINGS MARIAM MIGHT SAY
TO NADIA'S FATHER.

When we are very careful in the way we talk to people, we often use words like may,
might and possible. We ask for the other person's opinions, and we don't say they are
wrong or silly.

Here are some expressions you might use:

How do you feel about...?

Perhaps you might...
Is there any possibility that...?
There may be a way of dealing with the problem...?

Here are examples of sentences a parent might use:

We don't like the idea.

We don't have enough money to pay for his studies.
We think she should go back to India and get married.
He is too young.
We don't want her to be far from home.

Work with a partner. Make up a conversation between Mariam and the parent of a
student. You can make notes, or write out the parts below.

DISCUSS THE EXAMPLES AND ELICIT OTHER EXAMPLES IF YOU CAN.

ALLOW TRAINEES TO MAKE NOTES BUT TRY TO MOVE THEM TO ACTING OUT A
SITUATION SUCH AS THE TAPED CONVERSATION SUGGESTED. TRY TO NOT USE
THE NOTES WHEN ACTING.

Now try to act out the conversation without looking at what you have written.

39

2.3

More things to try

Work on your own or with a group. Try to find out as much as you can about different jobs
mentioned by trainees. Find out the qualifications, training or experience that is needed.

Find out if there are many opportunities to do the job, and many opportunities to rise to a
high position when you do it.

Report what you find out to the rest of your class. Try to answer questions and discuss, so
that everyone in your class gets a better idea of the jobs that are available.

2.4

Reading

In this passage, a British author writes about the social position of young people.

Before you read, consider these questions:

1. What does the word "manhood" mean? What does it mean to

you? What are the most important qualities that distinguish an
adult from a child?

2. At what age can people marry in your country? At what age

can they drive a ca r?

3. The passage mentions commercial pressure on young people.

What do you think this means?

4. What is the connection between learning things at school and

getting a job? Should schools teach students how to do
particular jobs? Why? Or why not?

Now read the passage. As you read, compare the situations it

describes with the situations in your own country. Decide what you
think.

40

DISCUSS QUESTION 1. ELICIT POSSIBLE TRANSLATION OF 'MANHOOD' IN

ARABIC. DISCUSS THE SHADES OF MEANING THAT TRAINEES FIND IN THE WORD
AND ITS TRANSLATIONS. DOES 'MANHOOD' MEAN PHYSICAL STRENGTH, OR
ASPECTS OF PHYSICAL APPEARANCE? OR DOES IT INDICATE CERTAIN MENTAL
QUALITIES OR ABILITIES? (AS WE SHALL SEE, THE MEANING OF THE WORD IS
NOT FIXED IN ENGLISH: IT CAN MEAN DIFFERENT THINGS TO DIFFERENT
PEOPLE).

DISCUSS QUESTION 2. ELICIT ANSWERS TO THE QUESTIONS ABOUT THE AGE

OF MARRIAGE, AND THE AGE OF DRIVING A CAR. IF YOU LIKE, YOU CAN ELICIT
ONE OR TWO OTHER 'MINIMUM AGES' FOR OTHER ACTIVITIES - BUT DON'T GO
TOO DEEPLY INTO THE SUBJECT AT THIS POINT.

IN QUESTION 3, SEE IF TRAINEES CAN ANTICIPATE ANY OF THE POINTS MADE,

BUT DON'T GO INTO DETAILS, YET.

IN QUESTION 4, FIRST ELICIT TRAINEES' IDEAS OF WHETHER (a) THERE IS, OR (b)
THERE SHOULD BE ANY CONNECTION BETWEEN LEARNING THINGS AT SCHOOL,
AND GETTING A JOB. THEN BRIEFLY FIND OUT SOME TRAINEES' IMMEDIATE
REACTIONS TO THE IDEA OF SCHOOLS TEACHING PARTICULAR JOB-SKILLS.
TRAINEES' FIRST INSTINCT WILL PROBABLY BE TO SAY THAT SCHOOLS SHOULD
DO THIS, BUT LATER DISCUSSION MAY SHOW THAT THE ARGUMENT IS NOT
QUITE SO SIMPLE.

The in-between age

(1) Growing up is a gradual process. We use words like "teenager", "adolescent" or

"young adult" because the process lasts a long time and there are various stages in it. In
earlier societies, physical strength was considered very important in
(5) growing up - for example, a "boy" was not really a "man" until he became a. strong,
skilful hunter. However, in modern societies, physical strength is not so important.

Teenagers from schools in London were recently asked what they thought the word
"manhood" meant. For them it had nothing to (10) do with strong muscles. It had more to
do with the ability to sort out problems for oneself, and to accept responsibility.

41

It is impossible to say that people become mature at any particular age. All that a modern
society can do is to lay down ages at which Young people are allowed to take on certain
adult (15) responsibilities. For example, in England young people are allowed to marry, to
agree to medical operations, or to drive a car before they are allowed to vote in elections.
But the laws on these things vary from country to country, even inside Europe.

Commercial pressure on young people

In modern, industrial societies, young people have to live with (20) new pressures. Young
people have more money to spend than in earlier times - and the business world knows
this. It has produced magazines, clothes, cosmetics, all designed to please young people.
In doing this, it has used the mass media (newspapers, television) to influence young
people in the things (25) they buy.

It is sometimes very difficult for people to resist advertisements. For often, they ask us to
buy, not a product, but rather an idea. For example, magazines may suggest that
manhood is linked to owning a fast car, or that beauty can be squeezed out of a (30) tube.
Immature people - of any age - are easily influenced by this sort of advertising.

Modern methods of communication can reach millions of people all over the world. This
has helped to produce a "teenage culture", so that teenagers in many different countries
enjoy the same (35) kinds of music and wear the same kinds of clothes. Together, the
business world and the mass media have produced pressures which earlier generations
never had to face.

Employment opportunities

Many schools nowadays have specialists who advise students about future careers.
Some parents and teenagers do not think (40) that advice from the school is useful perhaps because they believe that school and work are two completely different worlds.

Traditionally, young people have asked parents, relatives and friends for advice about
future careers. It is vital for parents to (45) take part in discussions about careers, but in a
changing industrial society, parents may not know about all the opportunities available.

42

Specialist advisers can give information about jobs available. They can help young people
to consider different possibilities before rushing into a decision.

(50) Many young workers feel that what they lacked most at school was practical work
experience. Some also feel that the subjects they studied at school were a waste of time,
since they had nothing to do with their present jobs. But it may not be good to train Young
people for a particular job while they are at (55) school. The best preparation for life may
be a general education - an education which encourages young people to take an interest
in the world around them, to think for themselves, and to express their thoughts clearly. It
would be a mistake to teach one particular skill, which could quickly become out of (60)
date because of technological change.

The school leaving age is very important for finding work. In countries where children
receive only primary education, and where there are not enough jobs, the problem is not
choosing a career but finding work at all. Generally, people who leave school at an early
age find it more difficult to get a job; also, they are less likely to know about the
opportunities for further education. Some employers help their young workers to continue
their education through part-time courses.

5. The best preparation for life may be a general education (line

55). Do you agree?
6. Skills could become out of date because of technological
change (line 60). Can you give examples of any skills of this
kind?
7. Find out at what age people are allowed to do different things
in your country (e.g. do military service, agree to medical
operations)
8. What kind of advice about careers is available to you? If you
wanted to find out about jobs and careers, whom would you
ask?
9. Do you know about the possibilities for further education in
your country? Find out about these possibilities and report to
the rest of the class.

43

ANSWERS

IN QUESTION 5 TRY TO ELICIT EXAN1PLES OF THE KIND OF TRAINING A SCHOOL

MIGHT BE ABLE TO GIVE. POINT OUT THAT IT WOULD NOT BE POSSIBLE TO GIVE
EVERY KIND OF TRAINING TO PERHAPS VERY SMALL GROUPS OR INDIVIDUAL
STUDENTS.

TRY TO ELICIT ALSO ASPECTS OF GENERAL EDUCATION WHICH HELP A

STUDENT

IN

MATHEMATICS,

LEARNING

PARTICULAR

EXPRESSING

SKILLS.

E.G.

THEMSELVES ADEQUATELY

NUMERACY

AND

IN THEIR

OWN

LANGUAGE, IN FOREIGN LANGVAGES TO HELP DEAL WITH INTERNATIONAL

CONTRACTS ETC.

DISCUSS QUESTION 6. THERE ARE MANY EXAMPLES, SKILLS SUCH AS LOOKING

AFTER HORSES NEEDED BY FEWER PEOPLE, SKILLS IN REPAIRING STEAMENGINES, SKILLS IN HANDLING SAILING-SHIPS etc.

DISCUSS QUESTION 7 - THIS COULD BE DONE AS A PROJECT OUTSIDE THE

CLASSROOM.

QUESTION 8 COULD FORM A BRIEF DISCUSSION.

QUESTION 9 IS ANOTHER DISCUSSION, EITHER FROM TRAINEE KNOWLEDGE OR

AFTER TRAINEE INVESTIGATION.

44

CONSOLIDATION

Fill in the missing words below

Conversation 1

Mrs. Hill:

HOW DID the race GO?

Kevin:

TERRIBLE.

Mrs. Hill:

Oh dear WHAT HAPPENED?

Kevin:

Well, first of all, they didn't have the 200 metres.

Mrs. Hill:

WHY NOT?

Kevin:

There weren't enough people.

Mrs. Hill:

Oh, THAT'S A PITY.

Kevin:

And then I came fourth in the 100 metres. It was my worst 100 metres this
year.

Mrs. Hill:

WELL NEVER MIND. There's another competition next week, isn't there?
MAYBE YOU'LL DO BETTER NEXT WEEK.

Conversation 2

Mrs. Hill:

Well, Kevin HOW WAS THE COMPETITION this time?

Kevin:

GREAT. I came first in the 200 metres.

Mrs. Hill:

VERY GOOD. And how about the 100 metres? Kevin: I came second. It
was my best time this year.

Mrs Hill:

THAT'S GOOD!

Kevin:

Mr. Almeida said that he would definitely keep me in the school team.

Mrs Hill:

Well, THAT'S VERY GOOD. You were so fed-up last week! I'm GLAD IT
WENT WELL?

Why does Kevin feel sad in one conversation?

Why does Kevin feel happy in the other conversation?

45

KEVIN FEELS SAD IN THE FIRST CONVERSATION BECAUSE THEY DIDN'T HAVE
ONE RACE (THE 200 METRES - PERHAPS THIS IS HIS BEST DISTANCE), AND HE
CAME FOURTH IN THE 100 METRES - HIS 'WORST 100 METRES THIS YEAR'.

KEVIN FEELS HAPPY IN THE SECOND CONVERSATION BECAUSE HE CAME FIRST

IN THE 200 METRES AND SECOND IN TO 100 METRES (HIS 'BEST TIME THIS
YEAR'), ALSO BECAUSE THE SPORTS TEACHERS SAID THAT HE WOULD KEEP
KEVIN IN THE SCHOOL TEAM.

Mary meets Leila, who has just come back from her first day in a holiday job. Leila hasn't
enjoyed it much. The work is hard, and she doesn't have anybody to talk to.

Here are some of the stages in the conversation. They are not in
any special order.

Leila says that

the job is terrible.

Leila explains why

she doesn't like the
job.

Mary shows that she is

listening to what Leila is

Mary shows that she

saying.

is sorry about Leila's

problems.
Mary asks Leila about
her Job.

Mary tries to make Leila

feel better.

46

Make up the conversation between Mary and Leila. Write out the
conversation below. Then act out the conversation with a partner.

HERE IS AN EXAMPLE OF THE FORM THE CONVERSATION MIGHT TAKE:

MARY: WELL, LEILA. HOW WAS YOUR FIRST DAY?

LEILA: IT WAS TERRIBLE!
MARY: OH DEAR. WHAT HAPPENED?
LEILA: WELL, PARTLY IT WAS THE WORK. IT WAS SO HARD!
I HAD TO STAY LATE TO FINISH EVERYTHING.
MARY: MM.
LEILA: AND THERE'S NOBODY TO TALK TO. THE OTHER GIRLS AREN'T COMING
BACK TILL WEDNESDAY. THERE'S NOBODY THERE TO HELP ME.
MARY: THAT'S A SHAME. BUT NEVER MIND. YOU'LL GET USED TO IT. AND YOU'LL
ENJOY IT MORE ONCE THE OTHER GIRLS COME BACK.

Fill in the sentences below. If you need help turn back to unit 1.

1. Let's go CAMPING

this weekend. Bring your tent and your sleeping bag, and Ill

buy some food. We can drive to some nice place.

2. Something very bad happened while I was on holiday. I fell into the sea and I nearly
drowned. It was a terrible EXPERIENCE.

3. The music of Mozart is very beautiful. It gives a lot of people PLEASURE when they
listen to it.

4. I had a GREAT/FANTASTIC time of Mikes birthday party. Ive never enjoyed a party
so much before.

5. We didn't play very well, but we had good LUCK and in the end we won the game.

6. "This is Music Radio. The time is six o'clock and it's a beautiful day outside. We wish a
very good morning to all out LISTENERS".

47

7. It's a SHAME/PITY that it rained on the day of the party. I hope that you have better
weather next time.

8. I'm GLAD you got the job. It's what you've always wanted to do, isn't it?

ACCEPT OTHER WORDS IF APPROPRIATE.

Kevin has been asked by his mother to heat up some food for his baby brother, Dan. But
then John telephones and he forgets to do it.

Fill in the conversation between Kevin and his mother

Use these words and sentences (they are not in order).

1. It wasn't really my fault.

2. John telephoned.
3. I said I was sorry.
4. I'll do it now.
5. Did you remember to heat up the food?
6. I'm sorry, I forgot.
7. All I ask you to do is heat up the food.
8. Why are you so forgetful?
9. The food for Dan.
10. Why did you forget?

Mrs. Hill:

Kevin, DID YOU REMEMBER TO HEAT UP THE FOOD?

Kevin:

What food?

Mrs. Hill:

THE FOOD FOR DAN. Can't you hear him crying?

Kevin:

Oh no, I'M SORRY, I FORGOT.

Mrs. Hill:

You forgot! WHY DID YOU FORGET?

Kevin:

Well, it was like this Mum. You see, JOHN TELEPHONED and he was
talking for along time, and...

Mrs. Hill:

Well, that's wonderful! ALL I ASK YOU TO DO IS HEAT UP SOME FOOD

and you spend your time talking to John on the telephone!

48

Kevin:

Well, IT WASN'T REALLY MY FAULT, Mum I mean, I can't help it if John

wants to keep on talking.

Mrs. Hill:

Well, you could have told him you had things to do. WHY ARE YOU SO
FORGETFUL?

Kevin:

Look, Mum I SAID I WAS SORRY. What more can I say? I'LL DO IT NOW.

Mrs. Hill:

Oh, don't bother. Ill do it myself!

Ron Bell is a teacher at a school in London. Today, he is telling the headmaster about
something very bad that has happened.

what has happened

what is going to come next

Discuss your ideas with your teacher. Discuss what the solution to
the problem might be.

DISCUSS WHAT THE SOLUTION MIGHT BE. FOR THE CLASS TO TAKE THE
EXAMINATION AGAIN? FOR MARKS TO BE GIVEN ON THE BASIS OF STUDENT'S
WORK THROUGHOUT THE YEAR? OR IN THE FIRST PLACE, TO ORGANISE A
MASSIVE SEARCH FOR THE MISSING PAPERS? (NOTE THAT RON BELL DOESN'T
REALLY KNOW WHAT HAS HAPPENED TO THE PAPERS. PERHAPS ANOTHER
TEACHER TOOK THEM BY MISTAKE. THEY MIGHT EVEN HAVE BEEN STOLEN).

Fill in the sentences below. If you need help turn back to unit 2.

1. I have had an ACCIDENT in the kitchen and broken all the glasses.

2. The cassette-recorder was badly DAMAGED when it fell onto the floor.

3. Public TRANSPORT in our town is very good. There are buses, taxis and an
underground railway.

4. "Hello. Is that Mr Smith"?

"I'm sorry. Mr Smith isn't at home at the moment. Would you like to leave a
MESSAGE?"

49

5. Can you LEND me five euros until tomorrow? I didn't have time to go to the bank this
morning.

6. I'm sorry I didn't say "Hello" when you passed me in the street yesterday. I didn't know
it was you until you went past. Please EXCUSE me.

Tom and Jane are playing a "guessing game". One of them gives information about a
famous person. The other tries to guess who the person is.

In 1895, MARIE and PIERRE CURIE got married. In 1898 they discovered a new
ELEMENT which they called RADIUM. In 1903, they received the Nobel Prize for
PHYSICS. Three years later, PIERRE CURIE was killed in a STREET ACCIDENT.

MARIE (CURIE) continued working. She did research in the use of X-RAYS in medicine.
Near the end of her life she had bad health because of (THE) RADIATION from
radioactive elements. She died in 1934.

CHECK ON UNDERSTANDING OF WORDS LIKE, ELEMENT, X-RAYS, RADIATION

AND RADIO-ACTIVITY.

Read the notes about Florence Nightingale, the founder of modern

hospital nursing

50

FAMILY BACKGROUND

TIMES AND PLACES

father: rich country

1820: Florence Nightingale

gentleman mother's family

born in Florence, Italy

supported abolition of slavery

INFLUENCES
her mother's family
who tried to help people

at age of 16 believed she heard

voice of God told her she had

voice of God

special work to do visits

to sick people when she
was young saw hospitals

1849-50: visited hospitals in Egypt

in Egypt with very good nurses

EDUCATION AND TRAINING
trained as nurse at

1851: trained at religious

religious hospital in

hospital in Germany

Germany
CAREER
in charge of nursing in Army Hospital 1854: sent to Army hospital at
in Turkey helped thousands of

Scutari, Turkey

wounded soldiers (called "The Lady

with the Lamp") wrote important book 1856: returned to England
about nursing

1859: "Notes on Nursing" published

("Notes on Nursing") founded first

modern school

1860: founded Nightingale School for

of nursing

Nurses

worked till end of her life

to improve hospitals

1910: died

51

THESE ARE JUST BIOGRAPHICAL NOTES. GET TRAINEES TO MAKE UP

COMPLETE SENTENCES.

Use the information on the notes to write a short biography about Florence Nightingale
(Just try to give the main information in short, correct sentences).

HERE IS AN EXAMPLE OF THE SORT OF ANSWER REQUIRED:

FLORENCE NIGHTINGALE WAS BORN IN FLORENCE, ITALY IN 1820. HER FATHER

WAS A RICH COUNTRY GENTLEMAN. HER MOTHER'S FAMILY SUPPORTED THE
ABOLITION OF SLAVERY.

WHILE SHE WAS STILL A CHILD, FLORENCE VISITED SICK PEOPLE. IN THIS SHE
WAS INFLUENCED BY HER MOTHER'S FAMILY. AT THE AGE OF 16, SHE BELIEVED
SHE HEARD THE VOICE OF GOD, TELLING HER THAT SHE HAD SPECIAL WORK
TO DO. SHE DECIDED SHE WANTED TO BECOME A NURSE.

FROM 1849-1850 SHE VISITED HOSPITALS IN EGYPT. SHE SAW THAT THE
NURSES IN THE RELIGIOUS HOSPITALS THERE WERE VERY GOOD. IN 1851 SHE
WENT TO TRAIN AS A NURSE IN A RELIGIOUS HOSPITAL IN GERMANY.

IN 1854 SHE WAS PUT IN CHARGE OF NURSING IN THE ARMY HOSPITAL IN

TURKEY. SHE HELPED THOUSANDS OF WOUNDED SOLDIERS. IN 1856 SHE
RETURNED TO ENGLAND. SHE WROTE AND IMPORTANT BOOK ABOUT NURSING
CALLED 'NOTES ON NURSING'. IN 1860 SHE FOUNDED THE FIRST MODERN
SCHOOL OF NURSING. SHE WORKED TILL THE END OF HER LIFE TO IMPROVE
HOSPITALS. SHE DIED IN 1910.

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

52

Fill in these sentences. If you need help turn back to unit 3

1. BACTERIA are very small living things. Some of them cause disease. They live in
water, soil, air, plants, and in the bodies of people and animals.

2. My father retired from work last week after a long CAREER as an architect.

3. Louis Pasteur was a famous French scientist. He made many important

DISCOVERIES.

4. My friend went to a very good school. He had a good EDUCATION.

5. All the boys in the class listen to what Suleiman says. He has a lot of INFLUENCE on
the other boys.

6. Much of the work which scientists do is concerned with RESEARCH; this means that
they carry out experiments, and try to find out new facts about things.

7. Most teachers receive TRAINING before they become teachers; this helps them to do
their job better.

Tom and Simon are managers in the Textile Company. Today they are having lunch
together. They are discussing what the objectives of the company should be in the next
twelve months.

Read the conversation between Tom and Simon below Fill in the
blanks, using the list of expressions at the end of this
conversation.

Tom: IN MY OPINION/I THINK we should be able to increase our sales if we really try
hard.

Simon: Yes, YOU'RE RIGHT/I THINK SO TOO.

53

Tom: But I THINK the price of our products is too high. Our goods cost more than those
of our competitors.

Simon: YES, I KNOW/I THINK SO TOO. But I DON'T think they're too expensive. If you
look at the quality of our textiles, you'll see that the price is just about right.

Tom: Maybe. But anyway, there is one thing we should change, and that's the quality of
our advertising. We simply don't advertise enough. And our advertisements are
terrible!

Simon: Oh, no I WOULDN'T SAY that. I think some of them are quite good. But I do agree
with you that we should spend more money on advertising. And we should put one person
completely in charge of advertising.

Tom: Yes, I THINK SO TOO/YOU'RE RIGHT.

Fill in the blanks using these expressions:

I wouldn't say

you're right

Yes, I know

I think so too

In my opinion

I don't

I think

Mr. Matisse and Mr. Picasso are the art teachers at the International School. They have
been put in charge of buying a new painting to hang in the school corridor.
They have found two paintings which they like, but they can't decide which is better.

You can see the two pictures on the next page. Which do you like
better? Discuss with your partner. Try to give reasons for your
opinion.

54

55

ELICIT OPINIONS ABOUT THE TWO PICTURES. GET TRAINEES TO EXCHANGE

OPINIONS ABOUT THEIR LIKES AND DISLIKES.

Kevin and John are in charge of a "joke page" in the International School magazine. They
have to choose jokes, riddles, etc., which they think students will like. But they don't have
the same ideas about things that are funny.

DISCUSS MEANING of JOKE AND RIDDLE (= A DIFFICULT OR AMUSING QUESTION

TO WHICH ONE MUST GUESS THE ANSWER, OFTEN IT INVOLVES PLAYING WITH
WORDS OR IDEAS).

Make up a conversation between Kevin and John and write it

below. You can put in some of the jokes or riddles you like.
Try to include these stages more than once.

a person asks for an opinion

a person tells a joke
a person gives an opinion

Here are some phrases you can use:

"How about this one?"

"What do you think of this one?"
"Here's another one..."
"That's good"
"I like it"
"I don't think it's very funny"

THERE CAN BE NO SET ANSWER TO THIS EXERCISE. TRY TO CHECK THAT

TRAINEES ARE USING THE STAGES MENTIONED.

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56

Fill in the sentences below. If you need help turn back to unit 4.

1. John said he liked the film, but I didn't like it, so I DISAGREED with him.

2. We had a long DISCUSSION about the Problem. We talked for two hours, and at last
we decided what to do.

3. There was a very EXCITING film on television last night. I didn't know how it was
going to end. I stayed up watching it till two o'clock in the morning.

4. All my friends have gone away for their holidays. live got nobody to talk to and nothing
to do except work for my examination. I feel really FED-UP.

5. "RUBBISH" means waste material which people throw away. It also means things that
are of poor quality, or which are not good.

6. I went to a very BORING play in the theatre last night. I nearly fell asleep while I was
watching it.

57

Some of the girls at the International School play musical Instruments.

Fill in the conversation below. Use the expressions at the end of

this conversation.

Sophie:

WHAT SHALL WE DO this afternoon?

Leila:

MAYBE WE GOULD PLAY SOME MUSIC I can play my violin. You can
play your accordion.

Sophie:

WHAT KIND OF MUSIC do you want to play? Leila: Something we could

perform at the school concert.

Sophie:

Mm I DON'T KNOW. I don't really play well enough. Leila: Yes, you do. You
play really well. YOU CAN DO IT. Sophie: OH, ALL RIGHT THEN.

Leila:

HOW ABOUT asking somebody to play the drums for us?

Sophie:

THAT'S A GOOD IDEA. But who can we ask? Do you know anybody who
plays the drums?

Leila:

I THINK MARY PLAYS THE DRUMS. Let's ask her.

Sophie:

OK. LETS DO THAT.

Use these expressions (they are not in order):

That's a good idea

What kind of music

Maybe we could play some music

Oh, all right then

I think Mary plays the drums

You can do it

What shall we do

How about

I don't know

Let's do that

Make up a conversation

58

The students in an orchestra have met together to practise, but the rehearsal is going
badly. Some students are playing badly, nobody can agree what music to play. Everybody
makes suggestions, but nobody can agree about what to do.

Write out the conversation - then act it out with other trainees

HERE IS AN EXAMPLE OF THE SORT OF CONVERSATION YOU MIGHT EXPECT:

WHAT MUSIC CAN WE PLAY?

HOW ABOUT 'MOONLIGHT SERENADE?'

WE PLAYED THAT YESTERDAY. LET'S PLAY SOMETHING ELSE.

HOW ABOUT 'AUTUMN CONCERTO'?

WE CAN'T PLAY THAT. IT'S TOO DIFFICULT.

TOO DIFFICULT FOR WHOM?

TOO DIFFICULT FOR YOU. YOU'VE BEEN PLAYING WRONG NOTES ALL THE
MORNING!

NO I HAVEN'T. IT'S YOU THAT'S BEEN PLAYING WRONG NOTES, etc.

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59

Fill in the sentences below: If you need help turn back to unit 5

1. CHESS is a game for two players. Each player has 16 pieces, which are moved
across a board. The aim of the game is to trap the other player's king.

2. A CONCERT is a musical performance given by singers or musicians in front of an

audience.

3. She could not decide which dress to buy. She HESITATED for a long time before
making a choice.

4. When you ORGANISE something (e.g. a party, a club, or a social event) you make
arrangements with people so that they know what to do, and they all work towards a
particular aim.

5. My father did not want to take me with him on the journey, but in the end, I was able to
PERSUADE him to let me come.

6. The two countries were at war for a long time. At last, representatives of the countries
met and put forward PROPOSALS for making peace.

7. My friend is a good tennis-player. He has won a lot of matches. He is not yet famous
throughout the world, but he is becoming WELL-KNOWN in his country.

60

Dr. Smith and Dr. Bruce work in the hospital. Dr. Bruce has a favour to ask Dr Smith.

Fill in the conversation below, between Dr. Bruce and Dr Smith.

Use these expressions (they are not in order)

What do you want me to do

Can you do me a favour

Let's say eight o'clock

Could you possibly

What time would you like me

My father is coming

Would 8.30 be alright

Nothing special

Are you doing anything

I'm an duty

Dr. Bruce:

Tom, I was wondering, CAN YOU DO ME A FAVOUR?

Dr. Smith:

Perhaps I can. WHAT DO YOU WANT ME TO DO?

Dr. Bruce:

ARE YOU DOING ANYTHING tomorrow night?

Dr. Smith:

NOTHING SPECIAL I'm free after six o'clock

Dr. Bruce:

Well, the thing is, MY FATHER IS COMING from Cairo tomorrow night, and
I'd like to meet him at the airport.

Dr. Smith:

Yes

Dr. Bruce:

The problem is that the plane arrives at 9.30 tomorrow night, but I'M ON
DUTY here till ten o'clock. So I wanted to ask you COULD YOU POSSIBLY
take over for me tomorrow night? Just for an hour or two?

Dr. Smith:

Yes, of course. WHAT TIME WOULD YOU LIKE ME to take over from you?

Dr. Bruce:

WOULD 8.30 BE ALL RIGHT? That would give me plenty of time to get
from here to the airport.

61

Dr. Smith:

Yes, In fact, perhaps you should allow yourself even more time LET'S SAY
EIGHT O'CLOCK tomorrow night.

Dr. Bruce:

Oh, that's great. Thanks very much.

Dr. Bruce is grateful that Dr. Smith has helped him. He would like to invite Dr. Smith round
to his house. But Dr. Smith is rather busy next week.

Dr. Smith's diary for 2nd and 3rd of October.

SUGGEST ANOTHER TIME

ACCEPT THE INVITATION
FINALISE THE ARRANGEMENTS

SUGGEST ANOTHER TIME

(i) Dr. Bruce: Well, HOW ABOUT THE FOLLOWING night? Thursday night?

(ii) Dr. Bruce: Well, HOW ABOUT THE WEEK after that? Would that be better?

62

ACCEPT THE INVITATION

Dr. Smith: Yes, that WOULD BE FINE Ill be free EVERY NIGHT OF THE WEEK.

FINALISE THE ARRANGEMENTS

Dr. Bruce: OK. How about WEDNESDAY THE 9TH OCTOBER?

Dr. Smith: OK. Thanks very much. WHAT TIME?

Dr. Bruce: Let's say 7.30. Is that ALRIGHT?

Dr. Smith: Yes, THAT'S FINE. THANKS VERY MUCH

Fill in the sentences below. If you need help turn back to unit 6

1. My father wrote a polite letter to the headmaster. In it, he made a REQUEST for me to
be allowed to miss the last week of school.

2. He asked for permission to marry her, but her parents REFUSED to give permission.

3. My friend INVITED me to go for a drive with him in his new car.

4. If you want to become a doctor, a lot of training is NECESSARY.

5. Could you do me a FAVOUR? Could you lift that box up to the top shelf for me? It's
too heavy for me.

6. Mr. Smith offered to give me a lift in his car into the town centre. I was very pleased to
ACCEPT his offer.

7. We made an ARRANGEMENT to meet at 10 o'clock outside his house.

63

Mariam Petrossian is talking to Nasira about her plans for when she leaves school.

Fill in the conversation between Mariam and Sophie, below.

Use these sentences and expressions. (They are not in order).

1. But there may be a way of dealing with this problem

2. Have you decided what you're going to do when you leave school
3. I'm hoping to do well
4. If I want to be a doctor
5. Do you know the qualifications you need
6. Do you know the kind of work
7. Have you thought about the amount of studying you'll have to do
8. Have you thought about the amount of money you'll need
9. I'd like to be a doctor

Mariam:

Well, Sophie HAVE YOU DECIDED WHAT YOU'RE GOING TO DO WHEN

YOU LEAVE SCHOOL?

Sophie:

Yes. I'D LIKE TO BE A DOCTOR.

Mariam:

Well, that's a very good ambition. But have you really thought about it? DO
YOU KNOW THE KIND OF WORK a doctor does?

Sophie:

Yes, I think so. My aunt is a doctor at the Children's Hospital. Ive talked to
her a lot about it.

Mariam:

That's very good. But it's difficult to become a Medical Student. DO YOU
KNOW THE QUALIFICATIONS YOU NEED to get into Medical School?

Sophie:

Well, I know you have to get good marks in the General Secondary Exam.
And I know I'll have to go through an interview at the Medical School

Mariam:

That's right. And how do you feel about this? Do you think you'll do well in
the exam?

64

Sophie:

I'M HOPING TO DO WELL. My school marks have been quite good.

Mariam:

Yes, your marks have been good. But what if you get into Medical School?
HAVE YOU THOUGHT ABOUT THE AMOUNT OF STUDYING YOU'LL
HAVE TO DO?

Sophie:

Yes IF I WANT TO BE A DOCTOR I'll have to study hard for many years.
But I'm ready to do that. I'm not afraid of hard work.

Mariam:

That's good. I can see you have the right attitude. But there may be other
problems. It costs a lot of money to buy equipment and books for studying.
HAVE YOU THOUGHT ABOUT THE AMOUNT OF MONEY YOU'LL
NEED?

Sophie:

Yes, well that is a problem. My family isn't very rich. It may be difficult to
find enough money.

Mariam:

Mm. BUT THERE MAY BE A WAY OF DEALING WITH THIS PROBLEM.

The society sometimes gives financial help to good students who don't have money. We
might be able to arrange a meeting to discuss this.

Fill in the sentences below. If you need help turn back to unit 7.

1. He is sure that he will be successful. He says he will ACHIEVE all his aims by the end
of the year.

2. My friend wants to become an architect. That is his AMBITION in life.

3. An ENGINEER is a person who plans and understands the making of machines,

technical devices, roads, bridges, harbours, etc.

4. I'm going to Cairo next week. Although it is a business trip, it will be a good
OPPORTUNITY for me to visit my cousin.

5. Is there any POSSIBILITY that you' II be able to come tomorrow?

65

6. I'm sorry. You must understand that your marks aren't good enough to get you into
Medical School. You must try to be REALISTIC.

7. He has the right QUALIFICATIONS for the job. He has passed all the necessary
examinations at school and university, and he has enough experience.

Mr. Anderssen's son, Bjorn, is a student at the International School. One day, Mr.
Anderssen receives this letter.

What is the purpose of this letter?

Mr. Anderssen phones the school to arrange a meeting with one of the teachers on the
"open day".

Why does Mr. Anderssen want to arrange a meeting?

What suggestion does Mr. Salah make?
What arrangement has Mr. Anderssen already made?
What arrangement do Mr. Salah and Mr. Anderssen finally make?

66

What is Mr Anderssen's problem?

What is he worried about?
What questions does he ask?
What solutions does Mr Salah propose?
What does Mr Salah invite Mr Anderssen to do?
What do you think Mr Anderssen will decide?

Write out the conversation in which Mr Anderssen talks to Mr

Salah about his decision. Then act out the conversation with a
partner.

HERE IS AN EXAMPLE OF THE SORT OF CONVERSATION YOU MIGHT EXPECT:

ANDERSSEN:

GOOD MORNING.

SALAH:

GOOD MORNING, MR. ANDERSSEN.

ANDERSSEN:

YOU REMEMBER WE WERE DISCUSSING IF BJORN SHOULD

STAY AT SCHOOL.

SALAH:

YES.

ANDERSSEN:

WELL, I HAVE DISCUSSED IT WITH HIM. WE THINK THE BEST

THING IS IF HE STAYS AT SCHOOL FOR ONE MORE YEAR.

SALAH:

GOOD. I THINK YOU ARE RIGHT.

ANDERSSEN:

AND I HAVE THE PROGRAMME HERE FOR THE ENTRANCE

EXAMINATION.

SALAH:

GOOD. I CAN PROMISE YOU, I'LL DO EVERYTHING I CAN TO

HELP HIM WITH THIS.

ANDERSSEN:

YES, THANK YOU VERY MUCH. IT'S VERY KIND OF YOU.

SALAH:

NOT AT ALL. I'M GLAD I CAN HELP.

67

AS 012
English 2 - Part 2

Theoretical Test

68

1.

ARE YOU DOING ANYTHING TOMORROW?

Test 1

Write sentences using the words below. Make any necessary grammatical changes.

1. I . theatre . my father.

2. I .. probably . see my cousin.

3. I think .. some work .. exams.

4. I .. go . beach brother
.. morning.

5. Are go .. Barcelona .. the meeting

.. stadium?

6. Im have Kevin . Chess Club.

7. Are .. do anything sports meeting

. London?

8. I .. drive .. coast road Monte Carlo

tomorrow

9. I . go buy new jacket ..

afternoon

10. Kevin, lend .. five Euros .. tomorrow?

69

1.

ARE YOU DOING ANYTHING TOMORROW?

Test 2

Explain in a short sentence the meaning of these words or phrases as they were used in
the passage 'Diving with Killer Whales'.

1. mammals
2. symbol
3. evidence
4. social behaviour
5. aquarium
6. physical development
7. highly developed
8. natural environment
9. keep contact with
10. track

70

2.

AMBITIONS

Test 1

Write a sentence to describe the general function of the following jobs:

Example:

shop assistant

The job of a shop assistant is to serve customers in a shop or store, to help customers
find the goods they need and to sell the goods to the customers.

1.

doctor

6.

civil engineer

2.

secretary

7.

teacher

3.

newspaper reporter

8.

welder

4.

plumber

9.

computer programmer

5.

pilot

10.

motor mechanic

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72

2.

AMBITIONS

Test 2

Imagine that it is your ambition to become

1) a doctor

or

2) a steelworks engineer

or

3) a teacher

Choose one of these professions and write sentences about it to complete the following.
Note: each sentence must be a correctly constructed sentence.

73

Test 2 continued

The material does not have to be factual. Marks are awarded for the correctness of the
sentence and the spelling, not for the correctness of the facts.

74

3.

CONSOLIDATION

Test 1

Complete the following sentences.

1. Let's go .. this weekend. Bring your tent and your

2. Something really bad happened while I was on . I fell in to the sea and
nearly

3. I'm .. you got the job .. It's what you've

always . to do, isn't it?

4. I have had an in the kitchen and . all the cups.

5. Public in our town is very good. There . buses,

taxis and an railway.

6. All

the

boys

to

what

Simon

says.

He

has

lot

of

on the boys.

7. My father .. from work last week after a long .. as an

architect.

8. We had a long . about the problem. We .. for two

hours, and at last we what to do.

9. He is not yet .. throughout the world, but he is becoming

. in our country.

10. He asked for to marry her, but her parents ..

to give it.

75

3.

CONSOLIDATION

Test 2

Complete these two conversations. Use these expressions. They are not in order.

1. my father is coming.
2. have you thought about the amount of studying you'll have to do.
3. if I want to be a Doctor
4. can you do me a favour
5. nothing special
6. my family isn't very rich
7. have you thought about the money you need
8. are you doing anything
9. I'm hoping to do well
10. what do you want me to do

Conversation 1

Dr. Bruce: Tom I was wondering

.?
Dr. Smith: Perhaps I can
.?
Dr. Bruce: tomorrow night?
Dr. Smith: . 1'm free after six o'clock.
Dr. Bruce: Well, the thing is from Cairo tomorrow night.

76

Conversation 2

Sophie:

.My school marks have been quite good.

Mariam:

Yes, your marks have been good. But, if you

get into Medical School

Sophie:

Yes, .. I have to study hard.

Mariam:

That's good. It costs a lot of money for books and equipment

..

Sophie:

Yes, well that is a problem. It may be difficult to find

enough money.

77

English 2 - Part 2

Solution

78

1.

ARE YOU DOING ANYTHING TOMORROW?

Test 1

1. I'm going to the theatre with my father.

2. I'll probably go and see my cousin.

3. I think Ill do some work for the exams.

4. I'm going to the beach with my brother in the morning.

5. Are you going to Barcelona for the meeting in the stadium?

6. I'm having a meeting with Kevin about the Chess Club.

7. Are you doing anything for the Sports meeting in London?

8. I'm driving along the coast road to Monte Carlo tomorrow.

9. I'm going to buy a new jacket this/in the afternoon.

10. Kevin, can you lend me five Euros until tomorrow?

79

1.

ARE YOU DOING ANYTHING TOMORROW?

Test 2

1. mammals - breathing air and giving milk to their young.

2. symbol - something that represents something else.
3. evidence - facts that help to prove something.
4. social behaviour - how the animals behave towards each other within the group.
5. aquarium - a tank or pool where fish are kept, so that people can look at them.
6. physical development - the way in which an organ has come to grow in a particular
way.
7. highly developed - having grown to a high level of complexity
8. natural environment - conditions in which an animal normally lives.
9. keep contact with - remaining close to or in touch with.
10. track - follow the movements of an animal or person.

80

2.

AMBITIONS

Test 1

1. The job of a doctor is to diagnose an illness, to treat the illness, or to arrange for the
treatment of the illness.

2. The job of a secretary is to prepare letters, keep records and to arrange meetings for
another person.

3. A plumber's job is fit and repair water pipes and water tanks.

4. A newspaper reporter is a person who collects and writes about news for a
newspaper,

5. A pilot's job is to fly aeroplanes.

or
A pilot is a person who goes aboard ships and guides them into the harbour.

6. A civil engineer plans/designs large structures such as roads, bridges, tunnels and
buildings.

7. A teacher's job is to pass on knowledge to other people.

8. A welder's job is to join together metal parts by heating them, melting the edges and
fusing them together.

9. A computer programmer's job is to instruct the computer how to deal with a set of
facts.

10. The job of a motor mechanic is to repair and maintain motor vehicles.

These answers must be considered as suggestions of the type of sentence required. Any
sentence in good English which includes general functions of the job is acceptable.

81

2.

AMBITIONS

Test 2

Example

Mark

AMBITION

The marking of this exercise must be left to you, the teacher. Whilst the material does not
have to be factual, the spelling and the sentence construction must be correct.

82

3.

CONSOLIDATION

Test 1

1.

camping

sleeping bag

2.

holiday

drowned

3.

glad

wanted

4.

accident

broken

5.

transport

are underground

6.

listen

influence

7.

retired

career

8.

discussion

talked decided

9.

famous

well-known

10. permission

refused

83

3.

CONSOLIDATION

Test 2

Conversation 1

1. Can you do me a favour?

2. What do you want me to do?
3. Are you doing anything?
4. Nothing special.
5. My father is coming.

Conversation 2

6. I'm hoping to do well.

7. Have you thought about the amount of studying you'll have to do?
8. If I want to be a Doctor.
9. Have you thought about the amount of money you'll need.
10. My family isn't very rich.

84

KEY TO EVALUATION

PER CENT

MARK

88 100

75 87

62 74

50 61

0 49

85