Headway-Academic-Skills-Reading-Writing-and-Skills-Level-2 (2).pdf

Headway

Academic Skills Reading, Writing, and Study Skills LEVEL 2 Student’s Book

O XF ORD

Sarah Philpot S e rie s Ed ito rs: Liz a n d Jo h n S o a rs

Headway

Academic Skills Reading, Writing, and Study Skills

LEVEL 2 Student’s Book

Sarah Philpot S e rie s Ed ito rs: Liz a n d Jo h n S o a rs

O X FO R D

CONTENTS 1 International student READING Going abroad to study

p4-6

Follow ing i n s t r u c t i o n s : filngin f o r m s R eading m ethods: s k im ; s c a n ; i n t e n s i v e r e a d in g ; e x t e n s i v e r e a d in g

WRITING A host family

p7

C hecking y o u r w riting: e r r o r c o r r e c tio n - p u n c t u a t i o n a n d s p e llin g W ritin g a n in fo rm a l em ail

2 Where in the world...? READING Three countries

p 10-11

Skim m ing an d scanning: r e a d i n g f o r th e g e n e r a l id e a , a n d f o r p a r t i c u l a r in f o r m a t i o n

WRITING My country

p 12-13

B rainstorm ing ideas: to p ic a r e a s a n d e x a m p le s ; c o m p le tin g a p a ra g r a p h

L inking ideas (1): b u t, h o w e v e r , a lt h o u g h W ritin g a d e sc rip tio n o f m y c o u n try

3 Newspaper articles READING An unexpected journey

p 16-17

P redicting content: u s i n g th e ti tl e a n d t h e p i c t u r e s M eaning from context: g u e s s i n g th e m e a n i n g o f n e w w o r d s

WRITING Mistaken identity p 18-19 Sentences/Paragraphs; h e lp i n g y o u r w r i t i n g f l o w V arying th e structure: m a k i n g w r i t i n g in t e r e s t in g W ritin g a n a rtic le p21

4 Modern technology READING Innovations

WRITING Technology - good or bad?

p 22-23

Identifying th e m a in m essage: u s i n g to p i c s e n te n c e s t o i d e n t i f y p a ra g r a p h c o n te n t

p 24-25

O rganizing ideas (1): p l a n n i n g t h e a r g u m e n t s f o r a n d a g a in s t L inking ideas (2): f i r s t , f o r in s ta n c e , i n c o n c lu s io n ... W ritin g a d isc u rsiv e essay

5 Conferences and visits READING A conference in Istanbul

p 28-30

P u rp o se an d au d ien ce (1 a n d 2): u s i n g v i s u a l a n d w r i t t e n c lu e s

WRITING Invitations

p31

U sing form al expressions: w r i t i n g a c a d e m ic e m a i l s a n d le tte r s W ritin g a fo rm a l em ail

6 Science and our world READING A ir pollution

p34-35

M aking notes: o r g a n i z i n g r e c o r d in g , a n d r e m e m b e r i n g i m p o r t a n t in f o r m a t i o n

WRITING Trends

p 36-37

P araphrasing an d sum m arizing: u s i n g o th e r s o u r c e s W ritin g a su m m a ry

In terp retin g m eaning; r e c o g n i z in g f a c t a n d s p e c u l a ti o n

7 People: past and present READING Three famous writers

p 40-41

U sing original sources: d e a li n g w i t h d i f f i c u l t la n g u a g e a n d

RESEARCH Information on the Net

p42-43

U sing th e Internet; s e a r c h e n g in e s ; o n li n e e n c y c lo p a e d ia s ; s u b j e c t d ir e c to r ie s

u n k n o w n v o c a b u la r y

D eveloping a search plan: m a k i n g a s e a r c h e f f i c i e n t a n d re lia b le

8 The world o f IT READING Computers

WRITING IT - benefits and drawbacks

p 4 6 -4 7

R ephrasing an d explaining; d e a li n g w i t h d i f f i c u l t s c i e n ti fi c a n d te c h n o lo g ic a l w o r d s

A voiding rep etitio n (2): p r o n o u n s a n d w h a t t h e y r e fe r to

p48

L inking ideas (3): c a u s e a n d r e s u lt C o h eren t w riting; w r i t i n g u p n o te s W ritin g fro m n o tes

9 Inventions, discoveries, and processes READING How things work

p52-53

Intensive reading: s tr a te g ie s f o r f o c u s i n g y o u r r e a d in g L inking ideas (4); s e q u e n c i n g w o r d s to d e s c r ib e a p r o c e s s

WRITING How things are made

p 54

The passive voice; w r i t i n g i n a n e u t r a l s ty le C larifying a sequence: d e s c r ib in g a p r o c e s s W ritin g a d e sc rip tio n o f a pro cess

10 Travel and tourism READING International tourism

p 58-59

In terp retin g data: s t a ti s ti c a l i n f o r m a t i o n in g r a p h s , c h a r ts , a n d te x t s

VOCABULARY DEVELOPMENT Varying vocabulary (2)

p60

A voiding repetitio n (3): d e s c r ib in g g r a p h s u s i n g s y n o n y m s , a d je c t iv e s + n o u n s , v e r b s + a d v e r b s

VOCABULARY DEVELOPMENT Dictionary work

p8

REVIEW

p9

REVIEW

p l5

A d ic tio n a ry en try ; u n d e r s t a n d i n g i n f o r m a t i o n a b o u t a w o r d R ecording v o cab ulary (1): w o r d c a r d s

VOCABULARY DEVELOPMENT Organizing vocabulary (1)

p 14

Synonym s a n d antonym s: r e c o g n i z in g s y n o n y m s a n d a n t o n y m s R ecording v ocabulary (2): d ia g r a m s ; a sc a le ; s y n o n y m s a n d a n to n y m s ;

T he definite article - th e

la b e llin g a p i c t u r e

VOCABULARY DEVELOPMENT Word-building (1)

p20

REVIEW

p21

REVIEW

p2 7

REVIEW

p33

REVIEW

p3 9

A ntonym s from prefixes: m a k i n g a n o p p o s ite w o r d u s i n g u n - , in - , il-, im - , ir-

VOCABULARY DEVELOPMENT Varying vocabulary (1)

p26

A voiding rep etitio n (1): u s i n g s y n o n y m s to v a r y y o u r w r i t i n g

VOCABULARY DEVELOPMENT Word-building (2)

p3 2

Suffixes: i d e n t i f y i n g p a r t s o f s p e e c h Prefixes: c h a n g i n g t h e m e a n i n g o f w o r d s

VOCABULARY DEVELOPMENT Words that go together

p 38

N ou n /V erb + preposition: a s s o c ia te d w o r d s U sing n u m b ers: n u m b e r s in w r i t i n g

WRITING Biographies

p 4 3 -4 4

REVIEW Organizing vocabulary (2)

A d d in g e x tra inform atio n : n o n - d e f i n i n g r e la tiv e c la u s e s O rg an izin g ideas (2 ): s t r u c t u r i n g y o u r id e a s lo g ic a lly , e.g. c h r o n o lo g ic a lly W ritin g fro m research

Topic vocabulary

VOCABULARY DEVELOPMENT eg., etc.

REVIEW

p49

p51

A bbreviations (1 a n d 2): h o w to w r i t e a n d s a y c o m m o n a b b r e v i a ti o n s RESEARCH Crediting sources

p 50

A cknow ledgem ents: a c k n o w l e d g i n g b o o k a n d w e b s ite s o u r c e s RESEARCH Reference books

p 5 5 -5 6

U sing indexes: i d e n t i f y i n g k e y w o r d s a n d c a te g o r ie s f o r a s e a r c h , a n d f i n d i n g t h e m i n a r e fe r e n c e b o o k

WRITING Graphs and bar charts

p 6 1 -6 2

REVIEW Word-building(3)

p57

C o m p o u n d nouns C o m p o u n d adjectives

REVIEW

p6 3

Illustrating data: u s i n g a g r a p h o r b a r c h a r t D escribing a g rap h o r chart: t r a n s f o r m i n g d a t a in t o t e x t W ritin g a b o u t d a ta WORD LIST

p 6 4 -7 0

PHONETIC SYMBOLS

p71

p45

1 International student READ IN G SKILLS Following instructions • Reading methods W R IT IN G SKILLS Checking your w riting • W riting an inform al email VO C A BU LA RY D EVELO PM ENT A dictionary entry • Recording vocabulary (1)

R E A D IN G

Going abroad to study

Personal information often appears on documents, especially official documents. Use the ideas in the box to say what personal information is on ... ? • a b irth ce rtific a te

• a bank statem ent

• a driving licence

• an exam certificate

name grades

date o f birth

address

driver num ber

parents’ names

account number

name o f school or university

University of

WEST LONDON

place o f birth

Simon Elliot lives in Geneva, Switzerland. He is returning to the UK to study. Answer the questions.

Apartment 25, Lac de Leman Building,

1 Label the documents. Which is ... ?

Geneva,

a passport

• a form al le tte r

an inform al le tte r

• an application form

2 Where is Simon going? 3 W hat is he going to study? 4 W ho is John?

Switzerland

Dear M r Elliot, W e have pleasure in offering you a place a t the University o f W e st London to study fo r a M aster’s degree (M Sc) in Applied Biochem istry. The academ ic year com m ences on 10 O ctober Apartm ent 2 5 ,

and classes s ta rt...

Lac de Leman Building, Geneva, Sw itzerland email sim on.elliot@ gen.com Dear John,

United Kingdom of Great Britain and Northern Ireland Passport

Passport No

012234556 Ju s t writing to let you know that I've got a place a t W e st London

Surname

(University to do my M Sc! So, I'm finally coming back to London.

ELLIOT

I ’m really looking forw ard to seeing you again. I ’m not sure where

Given names

SIMON

I ’ll be living. I ’m applying fo r accommodation with a host fam ily -

Nationality

that way I won’t have to cook! I Ju s t hope that th e re ’s a vegetarian

BRITISH CITIZEN

fam ily available. As soon as I know my new address, I ’ll email or ring you, and we can m eet! Do you like the photos I've sent? Do you rem em b er. ..

Date of birth

22 OCTOBER 1989 Date of issue

0 6 JUNE 2010 Date of expiry

05 JU N E 2020

4

Unit 1 • International student

3 Look at the application form. W hat is it for? 4 Read the documents on page 4. Use the information to complete the application form for Simon. Read STUDY SKILL

S T U D Y S K IL L

F o llo w in g in s tru c tio n s

W h en fillin g in o ffic ia l docum ents, it is im p o rtan t to read and fo llo w th e instructions carefully, fo r exam ple: ■ U se black ink only. ■ Please p r i n t / W rite in BLO C K CAPITALS. ■ Tick ■ Please sp ecify (give m ore details). ■ D e le te (cross o u t) as appropriate. ■ C ircle th e co rrect answer.

Please print. Use black or blue ink only.

University of

WEST LONDON

Tick ( y ) the relevant boxes.

A p p licatio n fo r A cco m m o d atio n Family name

E llio t Type of accommodation

First nam e(s)____________ Male/Female (D elete as appropriate) Children

Yes

No /

Date of birth

Single

Married

N um b er

/

I I I

I Host fam ily I University hall o f residence I Shared house

Special diet

Nationality

Yes

No

Please specify:

Passport/ID number ___ Home address ______

Postcode

Country

Course title Course start date

/

/

How and w hy do you read? 5 W hat d o y o u read? Tick (√ ) the different reading materials a-j that you read. a b c d e

I

I textbooks

[]novels 1 I emails [ ] search engine finds [ ] journals

f g h i j

[ [ [ [ [

] reports ] timetables ] indexes ] dictionary ] instruction manuals

6 W hich reading materials from exercise 5 do you read for pleasure; for work; for your studies? Make three lists. U n it 1 • International student

5

7 Read the handout for new students about reading. Answer the questions. 1 Which two ways of reading are the quickest? 2 Which way would you read for enjoyment? 3 W hich way of reading is the slowest?

E ffe c tiv e R e a d in g During your course, you w ill do a lot o f reading. It is essential that you learn how to be an effective and efficien t reader in order to make th e best o f your study tim e. Learning to be a good reader takes practice. You need to develop different strategies o r m ethods o f reading.

Skimming Som etim es you w ill read just to get a general idea o f a text. This is skim reading. First, identify your reason for reading, fo r exam ple, to decide w hether an article m eets your needs, or perhaps to understand a w riter’s attitude. To do this, read th e text very quickly. Don't w orry about reading and understanding everything. Instead, look particularly at the first and last paragraphs, and the first and last sentences o f paragraphs. These often summarize the main points.

Scanning Som etim es you w ill read quickly to find particular pieces o f inform ation, fo r example, a statistic, a date, a person’s name, or th e name o f a place. Again, you do not need to read every word to find this inform ation. Instead, scan the text using a finger or a pencil to m ove quickly through the words. You could tim e yourself to see how long it takes you to find the inform ation. Always try to im prove your speed.

Intensive reading Som etim es you read fo r every detail, fo r example, a description o f a process, the results o f a scientific study, or a set literature text. To do this, take your tim e. Stop and think about w hat you are reading. Have you understood th e tex t? You may need to read th e tex t more than once, in order to make notes or highlight im portant points fo r future reference. This is called intensive reading or study reading.

Extensive reading Som etim es you w ill read fo r pleasure - perhaps as extra research, or purely fo r interest. You may concentrate, but you don’t have to w orry about detail. This is extensive reading. W e do not always read th e same kinds o f texts in th e same way, and w e often use more than one m ethod o f reading fo r a single text. Your reason fo r reading w ill help you decide how to read. University of

WEST LONDON CJ Study Skills ER07

8 Choose five examples of reading materials from exercise 5 on page 5. W hy and how do you read? W h y? tex t book How?

to find a relevant chapter

R e a d in g m e th o d s

You usually have a reason fo r reading som ething. That reason changes

to take notes

th e w ay you read, and th e tim e you spend on a text.

scan contents page

Think ab o u t w h at you w an t from th e text, and d ecid e th e b est w ay to

read intensively

g et it. For exam ple:

9 Look back at exercises 2 and 4 on pages 4 and 5. In which exercise did you ‘skim’ and in which did you ‘scan’? Read STUDY SKILL 6

S T U D Y S K IL L


■ Skim a jou rn al to find an a rticle o f interest. ■ Scan an a rticle fo r specific inform ation. ■ Read relevant parts o f an a rticle intensively to m ake notes.

W R IT IN G

A host family

1 Imagine you are going abroad to do a short course and are going to live with a host family. W hat information would you give them and what information would you want? Think about: dates

food

personal inform ation

transport

com puter access

hobbies

2 Burcu Sancak, a Turkish student, is writing to her host family. Read her email. Tick (√ ) the items from exercise 1 that she mentions.

A ccom m odation message Fro m : Burcu Sancak [[email protected]] To: M r and Mrs Baker Su bject: A cco m m o d a tio n

S e n t: 16 July 2011

D e a r M r a n d M r s B a k e r, I'm v e r y h a p p y t o a c c e p t y o u r o f f e r o f a c c o m o d a tio n . I’m re a lly e x c ite d a b o u t c o m in g t o L o n d o n f o r t h e f ir s t tim e t o d o a n E n g lis h c o u rs e . I a m in m y la s t y e a r o f s c h o o l a n d n e x t y e a r I w a n t t o g o t o u n iv e rs ity t o s tu d y e n g lis h L a n g u a g e a n d L ite r a tu re . a t t h e m o m e n t i a m p re p a rin g f o r m y fin a l e x a m s, s o I'm w o rk in g v e r y h a rd . W h e n I'm n o t s o b isy, I s p e n d a lo t o f t im e re a d in g , b u t I a ls o e n jo y s p o r ts I p la y b a s k e tb a ll f o r m y s c h o o l te a m o n c e a w e e k . I a ls o e n jo y s w im in g . Is t h e r e a s p o r ts c lu b w ith a s w im m in g p o o l n e a r y o u r h o u se. A s I m e n tio n e d in m y la s t e m a il, m y c o u rs e s ta r ts o n 2 4 th Ju ly b u t I’m c o m in g t w o d a y s e a r lie r a n d m y p la in a rriv e s a t h e a th r o w o n t h e 2 2 n d a t 14.25 C o u ld y o u t e ll m e t h e b e s t w a y o f g e ttin g fro m t h e a ir p o r t t o y o u r h o u s e ? I h o p e t o h e re fro m y o u s o o n a n d I’m re a lly lo o k in g fo rw a r d t o s e e in g y o u in L o n d o n . B e s t w is h e s , B u rc u S a n c a k

3 Read STUDY SKILL Read Burcu’s email again. There are 12 mistakes (capital letters, full stops, question marks, and spelling). Find and correct them.

STUDY SKILL C h e c k in g y o u r w r itin g Every tim e you w rite , rem em ber to check yo u r w ork for; ■ cap ital le tte rs a t th e beginning o f sentences and fo r

W riting an informal email 4 Imagine you are going to stay with a family for a short course. Write them an email. Write about 100 words. • Say you accep t th e ir o ffe r o f a room ,

proper nouns (nam es o f peop le, cities, and cou n tries) ■ fu ll stops a t th e end o f sentences ■ q uestion m arks a t th e end o f questions ■ spelling m istakes. Use a d ictio n ary o r com puter

• Tell them ab o u t yo u r studies and yo u r hobbies. • G ive them inform ation ab o u t you r arrival.

spellchecker to check you r spelling. Keep a record o f any w ords you m isspell. Learn th e co rrect spelling.

• Ask fo r inform ation you w ould like.

Check your work carefully. Give it to another student to check again.


7

V O C A BU LA RY D EVELO PM EN T

Dictionary work

1 Put the following words into alphabetical order as quickly as you can. Compare your order with a partner. brainstorm biography

skim student

pronunciation

2

question

accom m odation

vocabulary

com puter

w riting

technology

dictionary

punctuation

study

voice

scan keyboard

Here is an entry from the Oxford Students Dictionary. Label the parts of the entry 1-5 using the words in the box.

STUDY SKILL

A d ic t io n a r y e n t r y

Choose an English-English d ictio n ary and p art o f speech exam ple sentence

definition

pronunciation

m ake sure it is a recen t ed ition .

stress mark D ictionaries include a lo t o f useful inform ation.

(1)

stre ss mark

-(2)----------------------------( 3 )----------

accom m odation /əˌkɒm əˈdeɪʃn/ noun [U] a place for sb to live or stay: We lived in rented accommodation before buying this house. The price of the holiday includes flights and \ accommodation.

For exam ple: ■ parts o f speech ■ stress ■ pronunciation ■ d efinitions ■ exam ple sentences Be careful! Som e w ords have m ore than one m eaning and use. M ake sure you look at th e co rre ct p art o f a d efin ition .

3 Look at the word card. W hat five pieces of information does it give you about the word study?

4 Make word cards for the underlined words in 1-6. Use your dictionary. Read STUDY SKILL 1 2 3 4

I am studying Chemical Engineering. We scan a timetable to get the information we want. Correct punctuation is very important in good writing. Always check in a dictionary if you are not sure about how a word is spelt. 5 A biography is the story of someone’s life. 6 Novels, plays, and poetry are examples of literature.

STUDY SKILL

R e c o rd in g v o c a b u la ry (1)

It is im p ortan t to keep a record o f n ew vocabulary. You may wish to keep th e se records in a vocab u lary n oteb o ok or in a special vocab u lary file on th e com puter. W h e re ve r you record new vocabulary, it is h elp ful to n o te m ore than th e translation. A lso note, fo r exam ple: ■ th e pronunciation ■ th e stressed syllables ■ p art o f speech ■ associated w ords and grammar, e g . a

8


biography o f someone

R E V IE W 1 Complete the visa application form about you.

V IS A A P P L IC A T IO N Please print. Use black or blue ink only. Tick (√ ) relevant boxes.

Family name

_________________________________

First name Middle name(s)

Date of birth Place of birth Nationality

Passport/ID number Place of issue

Sex M ale [ ]

__

Female []

M arital status

______

Title D r [ ] M r [ ] M rs [ ] M s [ ] M iss [ ] O ther (specify) Home address

Email address Home or mobile telephone number

Reasons for visit

Duration of visit

Business

□

1-7 days

□

Study

□

8-15 days

□

Tourism

□

Up to one m onth

□

Family visit

□

M ore than one m onth (specify length)

O ther (specify)

Date of arrival (if known)

Date of departure (if known)

Address in country (if known)

Use your dictionary to correct the spelling of the underlined words. 1 2 3 4 5 6

She paved for her books with a credit card. He bougth a new car last month. W hat subject are you studing? My parents always give me good advise. Have you applyed to university yet? Please put the books back on the correct shelfs.

Review the texts and vocabulary in Unit 1. Choose at least five words that are new for you. Make word cards for them. U n it 1 • International student

9

2 Where

in the w o rld ...?

READ IN G SKILLS

Skimming and scanning

W R IT IN G SKILLS

Brainstorming ideas • Linking ideas (1) • Writing a description o f my country

VO C A BU LA RY D EVELO PM ENT

R E A D IN G

Synonyms and antonyms • Recording vocabulary (2)

Three countries

1 Look at photos a-c and skim texts 1-3 on page 11. Match them with the titles below. Read STUDY SKILL

■j I I [

I

] [

I I I

Cities, Deserts. Seas

S k im m in g and scan n in g

Rem em ber th ere are tw o ways o f reading quickly: ■ skim m ing fo r th e general idea ■ scanning fo r p articu lar inform ation

] A W o rld on an Island

I

STUDY SKILL

Your Dream Castle?

2 Scan the texts. Find information to complete the table. location

im p o rtan t date

econom y

Singapore

M orocco

attractio n s

language(s)

strong econom y,

M alay, English,

tourism

M andarin, Tamil

Fe z , beaches,

N orth A frica

Sahara D e s e rt W ales

Scan the texts again to answer the questions. W hich country ... • has a border w ith England?

is ruled by a king?

• has a d esert?

has a w ild coastline?

• has a lo t o f ancien t castles?

is in South-East Asia?

• is an island?

has an ocean to th e w est,

• has m an-m ade beaches?

and a sea to th e n orth ?

4 Scan the texts to match a word in A with a word in B, and a definition in C. A

B

historic

1

beaches

a [ ] beaches made by people, not by nature

natural

2

city

b [ ] coal, gas, oil. and fresh water are all examples of these

tourist

3

destination

c [ ] a popular place to go on holiday

national

4

language

d [ ] a place with a long and important history

man-made

5

resources

e [ ] the main language used in a country

official

6

assembly

f [ ] the group of people chosen to govern a country

5 Read the texts again more slowly. In pairs, discuss similarities and differences between the three countries and your own country.

10

U n it 2 • Where in the w o rld ...?

T h e Republic o f Singapore is an island in South-East Asia, just 137km north o f th e Eq u a to r. It becam e an independent city-state in 1965. Singapore has few natural resources. H ow ever, it developed a strong econom y and is a popular to u rist destination. People com e here fo r its fabulous shopping, th e fam ous Singapore Z o o , and its beautiful man-made beaches. Singapore has a rich m ixture o f people and many languages are spoken here, including Malay, English, M andarin, and Tamil.

T h e Kingdom o f M o ro cco is a co u n try in N o rth A frica. It has the A tlan tic O cean to the w est, the M editerranean Sea to the north, A lgeria to th e east, and W e s te rn Sahara to the south. It becam e an independent kingdom in 1956. Its econom y depends on mining and tourism . M o ro cco ’s attraction s include th e historic city o f Fez, the w onderful beaches on th e A tlan tic and M editerranean, and th e Sahara D esert. A rab ic is the official language, although French is often used fo r business.

W a le s is in n o rth ern Europe. It is part o f th e U n ited Kingdom . It borders England to the east, and has th e Irish Sea on th e w est. W a le s w as ruled by England fo r many centuries, but in 1999 its ow n N ational Assem bly w as created. Farm ing and tourism are im portant parts o f its econom y.Tourists com e to W a le s to see its many ancient castles, to w alk and clim b in its beautiful m ountains, o r to w alk along its w ild coastline. A lthough m ost people speak English, both W e lsh and English are th e official languages.

Unit 2 • Where in the world...?

11

W R IT IN G

M y country

1 Complete the diagram about France using the topic areas and examples in the box. Read STUDY SKILL

STUDY SKILL

B ra in s to rm in g ideas

Befo re you w rite , thin k ab ou t th e to p ic. W o rk w ith a p artn er o r in a group. ■ U se a diagram to help you organize yo u r thoughts.

skiing in the Alps

econom y

coal

the Atlantic Ocean

Spain

tourism

Euro Disney

French

■ D ecide on to p ic areas, and thin k o f exam ples.

1789

■ W rite notes and single w ords on th e diagram. ■ Don’t discard any ideas o r thoughts a t th is stage. ■ D on’t w o rry ab ou t w h at is m ore o r less im p o rtan t a t this stage. W h e n you finish brainstorm ing ideas, choose w hich ideas you w an t to use in you r w ritin g, and d ecid e on

2 Complete the paragraph about France. Use information from the diagram in exercise 1.

FRANCE - SOMETHING FOR EVERYONE! France is a large country in 1___________

with

. It has

many countries, including Germ any, Italy, and Spain. It was ruled by a king. However, a fte r th e revolution in 3_______________ , it becam e a republic. France has good natural resources, such as w ater a n d 4_______________ . Farming, car m anufacturing, and 5_______________ are oth er im portant parts o f its economy. The capital o f France is Paris, which lies on th e River Seine. M any tourists stay in th e city to see th e 6_______________ Tower, or to visit the world-fam ous Louvre Museum and th e many other attractions. There are also lots o f oth er things to do outside Paris. You can go skiing in the 7

, v is it 8

, or go swimming

in th e M editerranean. Although th e official language is French, many people speak a little English. So, w hatever your interests and w herever you com e from , France has som ething fo r you.

12

Unit 2 • Where in the world ...?

topic area

3 Look back at the text on page 12. Write the topic areas from the box next to num bers 1-5 in the order they appear in the text. languages

attractions

geography

im portant date(s)

econom y

1

4 With a partner, quickly brainstorm ideas about your country. Write your ideas on a diagram. Use the topic areas from exercise 3. 5

Underline other examples of but, however, and although in the three texts on page 11. STUDY SKILL

Lin k in g id eas (1)

Linking ideas in a clear and logical w ay is p art o f good w riting. Use

but, however, and although to

contrast tw o ideas.

Look a t sentences a and b. Com pare th e w ay

but, however, and although are

used to link them . W h a t d ifferen ces are there? a b

The official language is French. Many people speak a little English.

The official language is French, but many people speak a little English. The official language is French. However, many people speak a little English. Although the official language is French, many people speak a little English. The official language is French, although many people speak a little English.

6

Link the pairs of sentences using the word in brackets. 1 Many people think that Sydney is the capital of Australia. Canberra is really the capital. (but)

2 The Amazon is the longest river in South America. The Nile is the longest river in the world. (however)

3 M ount Everest is the highest mountain in the world. It is not the most difficult to climb. (although)

4 It is very hot in the Sahara during the day. It can be very cold at night. (although)

W riting a description o f my country 7 Write a paragraph of about 150 words describing your country. Use your ideas from exercise 4. Link them using but, however, and although.

Unit 2 • Where in the w o rld ...?

13


Organizing vocabulary (1)

1 Put the words in the box into two groups. Then organize them in order of size (sm a lle st ◄-----► b ig g est) or speed (slo w e s t ◄-----► fa s te s t). bicycle

2

sea

ocean

aeroplane

space rocket

lake

car

pond

Match 1-5 with synonyms (=) and antonyms(=) from the box.

STUDY SKILL

S y n o n y m s and a n to n y m s

A synonym is a w ord o r phrase th a t has th e same frontier

big

new

noisy

old

quiet

small

seashore

m eaning as ano th er w ord o r phrase. An antonym is a w ord o r a phrase th a t m eans th e

1 border

=

2 coastline

=

3 m odern

=

4 large

=

5 loud

op p o site o f ano th er w ord o r phrase.

=

3 Use the words in the box to label the compass. north

south

east

w est

north-west

south-west

north-east

4 Look at the words in the box. Organize them into four groups of four words each. Record them using different methods. Read STUDY SKILL a cottage

clean

th e N orth Pole

th e Earth

lakes

mountains

an apartm ent block rainforests

polluted

th e South Pole

deserts

a house a skyscraper the Equator

dirty unpolluted

south-east

STUDY SKILL

R e c o rd in g v o c a b u la ry (2)

Recording w ords in groups can m ake them easier to rem em ber. You can use: ■ diagram s like th e ones in this unit ■ a scale as in exercise 1 ■ synonym s and antonym s as in exercise 2 ■ a p icture w ith labels as in exercise 3 C ontinue to add new w ords to each group as you learn them .

14

Unit 2 • Where in the w o rld ...?

R E V IE W 1 Go back through Unit 2. Add examples to the table. Write the definite article the where necessary.

continents

countries

rivers

deserts

cities

seas and oceans

m ountains/ m ountain ranges

W ales,

Asia

the R ive r Sein e

the Sah a ra

Fez

th e A tlan tic Ocean

M ount E v e re s t

th e Republic o f Singapore

2 W hen is the definite article the used? Complete the rules. RULES____________________________ the with rivers, deserts, mountain ranges, Do not use the with most countries,_________

Use

and oceans. , mountains, and

3 Add some examples from your own country or region to the table. 4 Make sentences 1-8 true by replacing the word in italics with another word from Unit 2. country.

1

Asia is a large

2

M orocco has beaches on the Atlantic

3

Spain is north o f France.

4 5

A castle is where you can go to A lake is bigger than a sea.

6

Sydney is a very old city.

7

Russia is a small country.

8

A village is bigger than a town.

Sea.

see lots o f different animals.

5 Make your own records of any new words. Use the methods from this unit. Unit 2 • Where in the w o rld ...?

15

R E A D IN G

An unexpected journey

1 Look at the headline and pictures in the newspaper article. W hat do you think the story is about? Discuss your ideas with a partner.

A free flight to Dubai A twenty-three-year-old Dutch student has enjoyed a short but unexpected holiday in Dubai. Mr Frank Vreede, a business student, had taken a part-time job at Schiphol Airport to help pay for his studies. He worked as a baggage handler and was responsible for loading the suitcases into the hold of passenger planes. Last Friday night, after an exhausting day in the university library preparing for his final exams. Frank was loading a plane at the airport. He was waiting for the next baggage truck to arrive and he felt tired. He decided to have a quick rest, so he sat down in the hold of the plane and shut his eyes - just for a moment. However, while he was sleeping, the plane took off. An hour later, Frank woke up and was horrified to discover that the plane was in the air. There was a terrible noise from the engines, and he tried not to panic. It was dark, uncomfortable and very, very cold. Frank knew the flight would be long because it was an airline from the Middle East. He also knew he could not survive the freezing temperatures. It was an impossible situation. He decided to make as much noise as possible. He banged on the ceiling of the baggage hold and shouted at the top of his voice. Luckily, a passenger heard the noise and called a flight attendant, who immediately informed the pilot. Once the captain understood what was happening, he ordered hot air to be pumped into the hold. When the plane arrived at Dubai International Airport, an ambulance was waiting to take a very cold and frightened Mr Vreede to hospital. Doctors examined him, but he was unhurt and was allowed to leave after a few hours. News spread quickly about this ‘stowaway’. The Managing Director of one of Dubai’s top hotels offered him a free room for the weekend, ‘He must have wanted to come to Dubai very much if he was prepared to travel in the hold!’ joked the MD. ‘Everyone’s been so kind,’ said Mr Vreede. ‘I’m really enjoying my stay in Dubai and I’m getting a lot of rest, so I won’t fall asleep on the job again!’ When Frank returned to Schiphol Airport on Monday, his friends and relatives were overjoyed to see him. ‘When he didn’t come home after his evening shift on Friday, I called the airport - but nobody had seen him for hours,’ his mother said to reporters. Frank explained that he was very lucky because it is possible to die of cold in the hold of an aircraft. He apologized to his boss for sleeping at work instead of working, and promised it would not happen again. ‘During the flight I was petrified. 1 thought I was going to die!’ said Mr Vreede. ‘I wouldn’t want to do it again. Next time, I’ll catch a regular flight!’

16

Unit 3 • Newspaper articles

Read STUDY SKILL

Make questions about the article. Use the question words

in the box. W h y ...?

W hy was It a

W h e re … ?

W h o ...?

W h e n ...?

W h a t...?

H o w ...?

free flig h t?

STUDY SKILL

P r e d ic tin g c o n t e n t

Why...? Where...? Who...? When.. What...? How...?

Predicting th e co n ten t o f a te x t prepares you fo r w h a t you are ab ou t to read. Being well-prepared helps com prehension. B efo re you read a text: ■ look at th e title

■ look at any pictures

Use these to get an idea o f w hat th e text is about. Ask some questions

Why? etc.) to

(Who? Where?

help you p redict the content and to focus on th e inform ation you need.

3 Skim the text to get a general idea of the story. Were your ideas right? Does the text answer your questions? 4 Read the article more slowly and answer the questions. 1 2 3 4 5 6

Who is the article about? What other people are m entioned in the article? Where did the events happen? When did the events happen? What was the problem? How was the problem solved?

Compare your answers with a partner. 5

Copy the table. Guess the meaning of the words in bold in the article A Free Flight to D ubai. Use the part of speech and the context to help. STUDY SKILL

M e a n in g fr o m c o n te x t

Texts o fte n contain w ords w e don’t know. Looking up every w ord takes tim e and slows dow n you r reading. To help you guess th e m eaning from th e context; ■ look a t th e w ords and sentences around th e unknown word. ■ id e n tify th e p art o f speech. ■ use you r know ledge o f th e w orld (w h at you alread y know ab ou t th e situation). ■ thin k ab o u t w h e th e r th e w ord has a generally negative or p o sitive m eaning. ■ replace th e unknown w ord w ith ano th er w ord w ith a sim ilar m eaning and check th a t it m akes sense in th e sentence.

word

part o f speech

context

guess

baggage handler

noun

jo b o r d u ty / a irp o rt

person who p u ts bags on a plane

responsible fo r loading s u itc a s e s / p assen g er planes

6 Compare your guesses with a partner. Check meanings in a dictionary. 7 Underline other new words in the article. Make guesses about them. Check your guesses in a dictionary. Unit 3 • Newspaper articles

17

W R IT IN G

Mistaken identity

1 Look at paragraph 1 of the newspaper article A Case o f M istaken Identity on page 19. Separate it into six sentences. Punctuate the sentences correctly. Read STUDY SKILL

STUDY SKILL

S e n te n c e s

w rite s h o rt clear sentences. join ideas and sentences using linking w ords, fo r exam ple,

however, after, etc.

(see Stu d y Skill pl3). p u n ctu ate co rrectly using cap ital letters, fu ll stops, q uestion marks, and exclam ation marks.

2 Complete paragraph 2 of the article using the words in the box. after

and

unfortunately

but

because

so

3 Read the beginnings of paragraphs 3 and 4 of the article. Choose which sentences, a or b, from 1-5 belong to each paragraph. Write the paragraphs. Then the car stopped in front of a large conference centre. He told John that everything was ready for him. Paragraph

Paragraph

3

4

Mr Taylor jumped out of the car with his briefcase and rushed into the centre. ‘Follow me, please,’ he said. John Taylor got up, checked his tie was straight, and picked up his briefcase. There, to his relief, he was greeted in English by the conference organizer. He followed the organizer out of the room. ‘Welcome to Paris, Mr Taylor,’ said the smartly-dressed organizer and he led John Taylor down a long corridor and into a small room. After giving Mr Taylor a coffee, the organizer went off to make sure everything was ready. The organizer opened a door and led John Taylor into a large hall full o f ... schoolchildren!

4 Look at the next two paragraphs. Which is paragraph 5? W hich is paragraph 6? Read STUDY SKILL STUDY SKILL

Parag rap h s

To help you r w ritin g flow : ■ group ideas on th e sam e to p ic to g eth er in a paragraph. ■ m ake sure there is a clear link betw een th e content o f one paragraph and th e next.

5 Read paragraph 1 of the article again. Find an example of the Present Perfect, Past Simple, Past Continuous, and Past Perfect. Read STUDY SKILL STUDY SKILL

V a ry in g th e s tru c tu re

Interesting w ritin g o ften contains a va riety o f tenses. For exam ple;

It was a comfortable flight. m Past Continuous - He was loading a plane at the airport. m Present P e rfe c t - He has been to France before. m Past P e rfe c t - He hod taken a part-time job at the airport. ■ Past Sim ple -

18


A case of mistaken identity [1 ] have you ever been m istaken for som eone else last w eek Mr John Taylor, an A ustralian businessm an, w ent to Paris for an im portant m eeting he was sent by th e A ustralian governm ent to give a speech to French businessm en and w om en it was to encourage m ore trade it was, therefore, a very im portant speech and Mr Taylor had prepared it carefully at th e sam e tim e a Mr Paul Taylor was also travelling on the sam e flight to Paris

[2 ] It was a com fortable flight his plane arrived on time. John Taylor was expecting a driver to pick him up from th e airport. 2________going through custom s and im m igration control, he w en t to find th e driver. He saw a m an w ho was holding a sign saying ‘Mr Taylor’, 3__________ he introduced him self. The driver replied in French. 4_________ , Mr Taylor did not speak French, 5_______ he did understand th e words ‘h o tel’ and ‘sem inar’. 6______ ______ the m eeting was early th a t m orning, John Taylor decided to go straight to th e seminar. He nodded his head at th e driver and repeated ‘sem inar’.

Paragraph

This case of mistaken identity was quickly noticed and put right. Both Mr Taylors, Paul and John, were put into taxis and driven at great speed to their correct meetings. Fortunately, both presentations were hugely successful, as they discovered w hen they were seated next to each other on the flight back to Australia!

Paragraph

[3 ] While the car was speeding through Paris, Mr Taylor went through his notes one more time.

The organizer returned a few minutes later,

□

John Taylor looked around in horror at the children. Then he heard the organizer asking them to welcome Mr Paul Taylor. He was going to tell them about kangaroo fanning in Australia! Meanwhile, on the other side of the city, Mr Paul Taylor was also in a large hall full o f people. Paul, dressed in blue jeans and cowboy boots, was staring in horror at 200 smartly-suited businessmen and women.

U n it 3 • N ew sp ap er a rticle s

19


Word-building (1)

1 Put the adjectives from this unit with the correct prefix in the table. Use a dictionary to help you. Read STUDY SKILL

S T U D Y S K IL L

A n to n y m s fro m p re fix e s

The antonym s o f som e w ords can be m ade by expected

regular

com fortable

possible

hurt

im portant

adding a prefix such as un-,

in-, im-, fo r

exam ple,

successful/unsuccessful.

un-

In o th e r cases, th e antonym is a com p letely

unexpected

d iffe re n t w ord, fo r exam ple, g o o d /b a d . W h e n you lo o k up a new w ord in th e dictionary,

in-

m ake a n o te o f its antonym .

il-

im-

mi l -

ir1 Use a dictionary to identify the correct prefixes for the adjectives in the box. Add them to the table in exercise 1. appropriate legal

direct

responsible

experienced logical

legible

patient mobile

relevant

mature

personal

3 Look back at the table in exercise 1. Can you see any general rules about when to use il-, im -, and ir-? Complete the rules. RULES il-,im-.ir-

il-

is used w ith words beginning with

imir-

is often used w ith w ords beginning w ith is used w ith w ords beginning w ith

4 Match words 1-7 with antonyms a-g. 1 □ 2□ 3 □ 4 □ 5 □ 6 □ 7 □

20

different easy high large late minimum private

a b c d e f g

low maximum small public early difficult / hard the same


and

im -

ir -

R E V IE W 1 Look at the titles of these newspaper articles. W hat do you think each article is about? Work with a partner and write five questions about each article. Scottish balloon found in Libyan desert

The first-class violin

Fly me to the moon - return ticket, please

W ho found it ? W h y has it g o t a label on it ? W h a t ...?

1

2 Read the beginning of John Taylor’s talk. The words in bold are different parts of speech of the nonsense word nam an. W hat part of speech are they? Choose from the box. verb x (2)

noun x (3)

adjective x (2)

G ood naman, e ve ryo n e . I am sorry fo r 2namaning late, b u t thank you fo r being so p atien t. As you know,

I am here to 3naman ab ou t th e possibilities fo r increased com m erce b etw een our tw o 4namanies and I hope th a t this ta lk w ill lead to a fru itfu l discussion. O u r tw o cou n tries have had ve ry good relations fo r m any namanies. in fa c t since 18721 Last year, m any o f our 6namanical students cam e here to study you r farm ing system s. It was a very 7namaning visit and th e y learn t a lo t. In th e fu tu re ,. . .

3 Guess their meaning from the context and replace them with an appropriate real word. G o o d 1naman, everyone. = Good morning/afternoon, everyone.

4 Make notes about each of the pictures. Write a paragraph of 20-40 words for each one in the past tense. Give your complete article a title.

BUSES


21

4 Modern technology READIN G SKILLS

Identifying the main m essage-topic sentences

W R IT IN G SKILLS

Organizing ideas (1) • Linking ideas (2) • W riting a discursive essay

VOCABULARY DEVELOPMENT

R E A D IN G

Avoiding repetition (1)

Innovations

1 Skim the articles and letters on page 23. Answer the questions. 1 2 3 4 5 2

Where would you expect to find a page like this? How many articles are there? W hat is the topic of each article? How many letters are there? W hat piece of technology is each letter about?

Scan the text The Silent Plane and the readers’ letters opposite. Pay attention to topic sentences only. Are the statements true (T ) or false (F )?

STUDY SKILL Identifying the main message - topic sentences Stu d en ts are aften required to do a large am ou nt o f reading.

1

M aybe one day planes w on’t make a noise.

T

2

Noise is being reduced in tw o ways,

3

The project to build the plane hasn’t begun yet.

possible.

4

M r Campbell is happy w ith his computer.

To do this;

To save tim e and to select th e b est tex t(s) fo r yo u r needs, it is im p ortan t to id e n tify th e m ain m essage as q uickly as

5 The w riter o f the third letter wants help.

■ look a t th e title .

6

■ q uickly skim th e te x t to find th e to p ic sentences. They are

Paula Adams’ opinion is th e same as an earlier letter writers.

usually th e firs t sentence in each paragraph. They sum m arize w h at th e paragraph is about.

3 Read the summaries a -d of the paragraphs in the article The Car that Drives Itself. Match them with topic sentences 1-4. Do not read the article.

Summaries

Topic sentences

a describing how th e car works

1

□

A car m anufacturer has designed and built a car th at drives itself.

b predicting future developm ents

2

□

Despite these disadvantages, car m anufacturers see driverless cars as th e future.

c outlining som e problems

3

d introducing th e subject

4

EH However, there are still tw o main drawbacks. EHThe car works using tw o main devices.

4 Skim the article to match topic sentences from exercise 3 to paragraphs A-D. Use the summaries to help.

22

Unit 4 • Modern Technology

Issue 27

Technology Today IN N O V A T IO N S

THE SILENT PLANE Annoyance from aeroplane noise could be a thing o f the past as plans are announced to design a silent aircraft. The aim is to reduce the noise from a plane so th at city-dwellers w ill no longer hear it passing overhead once it has le ft the airport. This noise reduction w ill be achieved in three main ways. Firstly, the plane is being designed as a single, w ide wing. Secondly, the engines w ill be placed above th e wing, inside th e plane, rather than under th e wings and outside, and thirdly the airplane w ill be flow n differently, fo r exam ple at a reduced speed when it is near the a irp o rt The aircraft is just a design concept a t the m om ent and m any technological challenges w ill have to be m et before w e have silent planes overhead.

THE CAR THAT DRIVES ITSELF A

It can steer itself and control its speed. This is the latest developm ent in the tong history o f the autom obile industry.

B

____________________________________

The first is a radar sensor in the front o f the car. It

scans the road in front o f the car, looking fo r other vehicles. It then speeds the car up or slows it down according to the traffic conditions. The second device is a camera below the rear-view mirror which watches the w hite lines in the road. It uses these lines as a guide to steering the car

C

____________________________________

Firstly, the system can only work on motorways,

and secondly, cars still need a driver. If the driver doesn’t touch the steering wheel every 10 seconds, the devices can stop working. Google self-driving car.

D

They are already working on new models that will be able to drive on city roads. So, perhaps one day soon, we will be able to jum p into our cars and sleep or read a book as we are driven to work!

Opinions and Questions: the Readers Write! Sir,

Dear Sir,

Sir,

Is anyone else fed up with tlieir computer?

I strongly disagree with the previous

I am writing to ask fo r some advice about

I bought one to make my life easier and it

correspondent about CD players being

memory sticks. I use mine to keep a copy of

has done exactly the opposite! Everyone told

better than M P3 players. For most o f us,

my data, in case something goes wrong with

me that it would be easy to se t up. 'A child

who are busy and on-the-move, an M P3

my computer. However, I was told that

could do it!' they said. So, I tried and it has

player is ideal. It is light, portable and

memory sticks are unreliable and are easily

been a disaster. It crashes constantly and

convenient. You can store thousands of

damaged by anything magnetic, or by going

instead of saving me time, I seem to spend

songs on it to listen to wherever you are.

through scanners, a t airports, fo r example.

all my fre e time trying to make it work. If

W hat's more, most M P3 players now allow

Could you please clarify for me whether this

this is an example of modern technology,

you to watch videos, look at photographs and

is true? I have a new Job that requires me to

give me an old-fashioned typewriter

connect to the Internet. Brilliant!

travel regularly, and I have to take my

anytime!

Yours faithfully,

memory stick on trips.

Yours

Paula Adams

Yours,

W .F. Campbell (M r)

A. Jefco ate


23

W R IT IN G

Technology - good or bad?

1 Brainstorm arguments for and against mobile phones.

STUDY SKILL

Read STUDY SKILL

O rg a n iz in g id ea s (1)

W h e n w ritin g an essay w h ere you have to give tw o sides o f fo r

against

Can m ake a ca ll a t any tim e,

Annoying In a public place,

anyw h ere.

e.g. in a re sta u ra n t.

an argum ent: ■ organize you r ideas in to argum ents

against, and

for and

argum ents

give som e exam ples.

■ w rite a paragraph

for, and

a paragraph

against, giving

you r ideas in a logical order. ■ w rite an introd u ction and a conclusion. G ive you r personal opinion in th e conclusion.

2 Read the essay. Did you have the same ideas?

Mobile phones A

Mobile phones are now part o f our everyday lives. Most people find them essential and could not manage without them. However, there are also some drawbacks to owning and using a mobile phone.

B

There are three main advantages to having mobile phones. Firstly, there is the convenience o f being able to make or receive a phone call at any time and in any place. Secondly, they are essential for keeping in touch with family and friends. Parents worried about their children can always ring them to check they are safe, and children can let their family know if they are going to be late home. Finally, mobile phones can save lives. For example, if there is an accident, help can be called immediately, wherever the accident takes place.

C

On the other hand, there are significant problems with the use o f mobile phones. In the first place, using mobile phones can cause accidents, for instance, when people are driving and using their phone at the same time. In addition, the loud use o f mobile phones in public places such as restaurants and cinemas is rude and can be very irritating for other people. Lastly, there has been an increase in street crime directly related to mobile phones. People have been attacked and their phones stolen from them.

D

In conclusion, I believe that, despite the disadvantages, mobile phones are essential to modern life and that the advantages o f owning one are far greater than the disadvantages.

Consider the purpose of each paragraph. W hich paragraph A, B, C, or D ... ? • says w h y m obile phone use can be a good thing • introduces th e subject • concludes and gives th e w rite r’s opinion • says w h y m obile phone use can be a bad thing

Go back through the essay. Underline 12 more linking words and phrases. Write them in the table. Read STUDY SKILL

STUDY SKILL

Lin k in g id e a s (2)

To help th e reader understand yo u r w ritin g and fo llo w your sequence

firs tly

ideas, link short, sim ple ideas. Use: ■

firstly, secondly,... fo r m ore than one argum ent o r idea

■

however (see

Stu d y Skill p13),

on the other hand, despite.

fo r a con trast b etw een tw o ideas contrast

in sp ite of

■

for instance, for example,... fo r an exam ple to illu strate an idea

■

in conclusion, to sum u p ,... fo r th e fin al com m ent

24

exam ples

e.q.

endings

to conclude


5 Read the essay title. Do you agree or disagree with it? Discuss with a partner. Access to satellite and Internet television does m ore harm than good.

6

Divide arguments 1-6 into those that support the essay title ( against satellite /Internet TV), and those that disagree with it (for satellite/Internet TV). Add one more argument to each list. People (especially children) have access to programmes w ith unsuitable content. It gives people access to programmes around the world - the opportunity to learn about other cultures. A huge choice o f programmes is available - something fo r every interest, fo r example sport, music, film, docum entary channels. M ore access to TV encourages people (especially children) to watch m ore TV, so there is less tim e for hobbies or family. Programmes in other languages, fo r example English, can support language learning. The programmes available may not be culturally appropriate.

for satellite TV

against satellite TV The program m es

available may not be

cu ltu ra lly ap p rop riate.

W riting a discursive essay 7 Complete the essay using the arguments from exercise 6. Link ideas with words and phrases from exercise 4. Follow the organization in the box. Write about 200 words. T itle Access to satellite and Internet television does more harm than good. In tro d u ctio n Many people have strong feelings about the value of television, especially now that programmes are available through satellite and over the Internet. There are those who suggest that increased access to these programmes does more harm than good. However, there are those who insist that it is a good thing. Paragraph 2 satellite and Internet TV does harm + examples Paragraph 3 satellite and Internet TV is good + examples Paragraph 4 conclusion and your opinion


25

V O C A BU LA R Y D EVELO PM EN T 1

Varying vocabulary (1)

Match the linking words or phrases with their synonyms. 1□

fin ally

a

□

firstly

b fo r instance

2

but

3

□

fo r exam ple

c

in contrast

4

□

h ow ever

d

in th e first place

5

□

in conclusion

e

lastly

6

□

on th e o th e r hand

f

to conclude

2

Replace the word(s)in bold in each sentence with a synonym from the box. drawbacks

1 2 3 4 5

essential

im m ediately

made illegal

rise

There are three disadvantages to your suggestion. Smoking at work has been outlaw ed in many countries. Most car owners believe their car is necessary for their work and leisure. If there has been a car accident, you should call the police straight away. There has been a huge increase in mobile phone ownership. Use your dictionary to find synonyms for these words

Read STUDY SKILL

from the unit. STUDY SKILL

A v o id in g r e p e titio n (1)

To avoid sounding rep e titive in yo u r w ritin g, try n o t to use th e sam e w ords to o o ften . W h e re possible, use a synonym . A good d ictio n ary w ill o fte n give you a synonym w ithin th e d efin itio n o f a w ord, o r th e sym bol SY N next to a w ord w ith th e sam e m eaning. This e n try is from th e

Oxford Students Dictionary. finally /ˈfaɪnəli/ adv. 1 after a long time or delay: It was getting dark when the plane finally took off.

[SYN] eventually 2 used to introduce the last in a list of things: Finally, I would like to say how much we have all enjoyed this evening. [SYN] lastly 3 in a definite way so that sth will not be changed: We haven't decided finally who w ill g e t the jo b yet.

ideal

w onderful

accelerate

steal

m anufacture rude

autom obile

discover

4 Replace the words in bold in the paragraph with synonyms. Use your dictionary to help.

Smart cards, that is, credit cards, mobile phone SIM cards, and so on,

very small computer microprocessor, have their origins in the 1970s. A Frenchman, Roland Moreno, manufactured a circuit that could store electronic data. Since then, this idea has grown into a multi-billion-dollar business. which contain a

26


R E V IE W 1 Look at the essay titles. Brainstorm and write down three arguments for and three arguments against each title. Using com puters saves a lot of time. Cars should be banned from city centres. Young people spend too much time playing com puter games. People have becom e too dependent on m odern technology. 2 Write a topic sentence which states the main idea for each paragraph below.

Laptop com puters M a n y p e o p le n o w tra v e l th e w o rld on business and th e y n ee d to b e a b le t o use a co m p u te r a t a ll tim es. Firstly, it is im p o rta n t th a t th e y can w rite and answ er im p o rta n t em ails w h e n th e y are aw ay fro m th e ir o ffic e s . Seco n d ly, having a la p to p m eans th a t p e o p le d o n ’t w a ste tim e w h e n th e y are tra ve llin g , as th e y can w o rk w h ile th e y are on a p lan e o r train , fo r exam ple. Lastly, a la p to p can also h elp busy businessm en and w o m e n to relax. T h e y can listen t o m usic o r w a tc h th e ir fa v o u rite m o vie w h ile th e y are hundreds o f kilo m etres fro m hom e!

Voice-controlled technology A lre a d y so m e p e o p le have in stalled vo ice- co n tro lled te c h n o lo g y in th e ir hom es. T h ey use th e ir m o b ile p h ones t o 't e ll’ th e ir lights to sw itch on, o r to ‘o rd e r’ th e ir te le v is io n to tu rn o f f H ow ever, in th e fu tu re m ore and m ore o f us w ill b e using th is te c h n o lo g y to c o n tro l o u r h eating, o u r ligh ting, and s e c u rity in o u r hom es. Perhaps o n e d ay w e w ill b e a b le t o T e ll’ o u r o ven s to co o k o u r dinners!

3 Divide the vocabulary from Unit 4 into two topics; cars and aeroplanes. airport

fly

steering w heel

m otorways traffic

plane

rear-view mirror

wing

4 Add four of the words in the box to the two topics. Use your dictionary to help. Record these words in groups using a method from the Study Skill box on page 14. accelerator em ergency exit

brakes pilot

clutch take o ff

cockpit tyres

U n it 4 • M o d e rn T ech n o lo g y

27

5 Conferences and visits READIN G SKILLS

Purpose and audience (1) and (2j

W R IT IN G SKILLS

Using form al expressions • W riting a form al email

VOCABULARY DEVELOPMENT

R E A D IN G

Suffixes • Prefixes

A conference in Istanbul

1 Label documents a -d on page 29. Which is ... ? • an itin erary

• an inform al em ail

2 Work with a partner.

• an in vitation

Read STUDY SKILL

a program m e o f events

S T U D Y S K IL L

1 W hat is the purpose of each document a-d? 2 W ho is each document for?

P u rp o s e a n d a u d ie n c e (1)

To understand th e con ten ts o f a te x t b etter, p red ict w h a t you can befo re you read. As w e ll as titles, pictures, and headings thin k about;

a passenger

a friend

a speaker at a conference

■ layout, size, and style o f th e p rin t ■ purpose, fo r exam ple,

to inform, to sell.

m audience (w h o it is w ritte n fo r), fo r exam ple,

a student, an expert.

3 Scan the documents. Answer as many questions as you can in three minutes.

The program m e

The p eo p le

D r Khuffash

Where is the conference being held?

W ho is the invitation to?

W hat time does she leave Amman?

W ho is the conference for?

W ho is the first speaker at the conference?

W hat time does she arrive back home in Amman?

When does the conference start and finish?

W ho is talking about the international novel?

Where does Dr Khuffash teach?

W hat time does the sightseeing tour start?

W ho is the email to?

W hat is she looking forward to most?

W hat time is the

Farewell Dinner?

W ho is the email from?

4 Complete the definitions using words and phrases in bold from the documents. 1

is visiting important and historic places in a city as a tourist.

2 A.

__is a meeting or talk that everyone should attend.

3 A

__is the place where people meet for an organized event.

4 A n ________ ___is a collection of things, for example books or paintings for people to look at. 5 A

6

means someone you know, a friend.

____________is saying or writing what you think is good or bad about something, for example, a book or essay. T o _____________________________________ is to wait with pleasure for something to happen.

8 The

____of a meeting is the person in charge.

9 A

__is someone who teaches at a university.

10 28

is another more formal word for ‘goodbye’.

Unit S ■ Conferences and visits

NATIONAL UNIVERSITY OF TURKEY We have pleasure in inviting Dr Laura Khuffash to the

3rd International Conference for Teachers of English Language and Literature 5 O c to b e r - 8 O c to b e r

Venue; Istanbul C ity H otel

Programme Day 1 9-10.30 Plenary Session

Chair Dr John Bryan, Head o f English, U niversity o f Leeds 10.30-11.00 C offee break and exhibition 11.00-13.00 Choice between: •

English as a World Language Dr Laura Khuffash. Senior Lecturer, Birzeit University

•

English and Tourism Dr. Mahm oud Suhbi, M inistry o f Tourism and Developm ent, Libya

•

Novels in Translation Dr M eral Soyer, Lecturer, N ational University o f Turkey

•

Dr Richard Dean, Lecturer, University o f W est London 13.00-14.00 14.00

17.00

Programme Day 4

The International Novel 16.00

Lunch

Final Plenary Chair Dr John Bryan,

Coach leaves hotel fo r sightseeing tour. Visits w ill include:

Head o f English,

Hagia Sophia/Blue Mosque/Topkapi Palace

University o f Leeds

Return to hotel

20.00

20.00 Dinner

04/10/10

09.00 Check in Queen Alia International Airport, Amman

From: Date: To: Subject:

Farewell Dinner

[email protected] Sat 29/9/10 07:50am [email protected] Istanbul conference

11.00 Depart flight RJ401

N an cy,

15.00 Arrive Ataturk International Airport, Istanbul

A r e y o u g o in g t o th e c o n fe r e n c e in Is ta n b u l n e x t w e e k ? I’m g ivin g

09/10/10

07.30 Check in Ataturk International Airport, Istanbul 10.30 Depart flight RJ402 15.40 Arrive Queen Alia International Airport, Amman

a p a p e r o n th e f ir s t d a y a n d c h a irin g th e p le n a ry o n th e s e c o n d d a y !! It w o u ld b e g r e a t t o s e e a

fa m ilia r fa ce

in th e a u d ie n c e . If

n o t , I’ll s e n d y o u a c o p y o f m y p a p e r o n ‘E n g lish as a W o r ld L a n g u a g e ’ a n d y o u c a n t e ll m e w h a t y o u th in k . A n y

c r it ic is m

w e lc o m e ! T h e p ro g ra m m e lo o k s g r e a t — w e ’v e e v e n g o t s o m e s ig h ts e e in g a rra n g e d e a c h day. I’m r e a lly

lo o k in g fo rw a rd to

v is itin g t h e B lu e M o s q u e - I’v e o n ly e v e r s e e n p h o to s o f it. D o n ’t fo r g e t t o le t m e k n o w if y o u ’ll b e th e r e . B e s t w is h e s , L a u ra

Unit 5 • Conferences and visits

29

5 Skim extracts a-f. W hat type of texts are they? Label them. • poem

• m edical textbook

• history tex tb o ok

• novel

note

• student essay

The chicken farm had been his idea, after Charles came back from the East with malaria. Work in the open air, Rivers had advised. He was paying for it now. As he left the shelter of the hedge and set off across two-acre field, a great gust of ‘open air’ almost lifted him off his feet.

DysphagiaThis term includes both difficulty with swallowing and pain on swallowing.The former symptom is more prominent in obstruction and the latter with inflammatory lesions.The patient can sometimes point to the site of the obstruction.

Some of the features of the typical (medieval) village w ere inherent in the essential needs of agriculture and of social life, and may therefore appear too obvious to be w orth specifying.The most obvious characteristic of the village was its topography.

f

c

A thing o f beauty is a jo y for ever A thing o f beauty is a jo y fo r ever: Its loveliness increases; it w ill never Pass into nothingness: but still w ill keep A bower quiet fo r us, and a sleep . . .

In conclusion, i t is clear t h a t the arguments in favour o f reducing carbon gases through th e increased use o f renewable sources are s tro n g e r than those supporting th e increased building o f nuclear power stations.

Paul, can’t come to the lecture today - not feeling well. Can you explain to the prof. and can I look at your notes.?!! Cheers, T om

6

Choose a style or styles from the box to describe texts a -f in exercise 5. Underline vocabulary, phrases, and any examples of punctuation in the extracts that helped you decide. informal

formal

literary

academic

medical

STUDY SKILL

The choice o f vocabulary, grammatical style, and punctuation o f a tex t depends on its purpose and its expected audience. W h e n you are writing, think about and

Ex tract a: a novel - literary style

30

Unit S • Conferences and visits

P u rp o s e a n d a u d ie n c e (2)

why you

who

is going to read your w ork

are writing. Then decide w h a t th e overall style should

be, fo r exam ple

literary, academic, formal, informal,

etc.

W R IT IN G

Invitations

1 Skim emails A and B. Which is formal? Which is informal?

OOO Dear Nancy,

Dear Dr Bryan,

Thanks for the invitation to your wedding. Congratulations to you both! 1I’d love to come. How exciting! !’ve already

I have great pleasure in accepting your kind invitation to the 3rd International Conference for Teachers o f English Language and

booked flights - 2see attachment.

Literature to be held in Istanbul from 5th to 8th October. Please

3It’d be great if you could send me the email address of

find attached my arrival and departure details as requested.

the hotel you’re booking me into.

It would be greatly appreciated if you could send me the contact

4I’m really looking forward to seeing you again.

details (email and telephone/fax) fo r the Istanbul City Hotel. I look forward to meeting you and your colleagues in October.

5Best wishes (and to Mark, too!),

Yours sincerely,

Laura

Dr Laura Khuffash Birzeit University

Look at the expressions in bold in email A. Find matching expressions in email B.

STUDY SKILL

W h e n you w rite em ails fo r academ ic or

I'd love to com e. = I have g re a t p leasu re in accep tin g . . .

professional purposes, it is im p o rtan t to use a m ore

Match formal phrases 1-6 with endings a - f to make full sentences. There may be more than one possible answer. Read STUDY SKILL 1 □ 2 □ 3

I am w ritin g have pleasure

I I Please find attached

4 □ 5 □ 6 □

I look forw ard w ould like Please fe e l free

a

form al ton e. You can do this by learning fixed expressions by h eart. For exam ple: I h ave g rea t p le asu re in + -ing

in attaching you r program m e.

I am w ritin g + in fin itive

b to suggest changes. c

U sin g fo rm a l e x p re ssio n s

I w o u ld lik e + in fin itive

to m eeting you next m on th .

* in fin itive to + -ing

d you r itin erary and h o tel reservations.

P le a se fe e l fre e

e

to w elcom e you to our to w n .

I lo o k fo rw a rd

f

to inform you th a t th e conference

P le a se fin d a tta c h e d / e n c lo s e d + noun

dates have been changed.

4 Work with a partner. Brainstorm things to do and see in your town. 5

An im portant lecturer is coming to visit to give a series o f two-hour seminars at your coUege/university. Prepare a three-day programme to include hotel details, lectures (titles, venue, days and times), cultural and other free-time activities.

Day1 10.00 - 12.00, 'Technology

of the fu tu re ’

- L e c tu re T h e a tre 2 12.30 Lunch 3 .0 0

V is it to th e N ational Museum

W riting a form al email

6

Write an email to your visitor (75-100 words) using some of the words and phrases in exercise 3. Include these points: • Address you r visitor. • Tell him /her w hy you are w riting. • G ive d etails o f attachm ents (itin erary - dates and tim es o f arrival and d ep arture, lectu re tim es and locations, accom m odation). • B rie fly sum m arize th e program m e. G ive an exam ple o f o p tio nal cultural and free-tim e activities. Tell th e visito r th a t any suggestions fo r changes are w elcom e. • C lose th e em ail appropriately.


31


Word-building (2)

1 Look at the words from Unit 5. Use a dictionary to identify what part of speech each word is.

STUDY SKILL

S u ffix e s

Id e n tify th e p art o f speech o f a w ord invitation criticism

international really

forget

enjoy

renewable

(verb, noun, ad jective, or adverb) to help

greatly

you understand th e m eaning and d evelop you r vocabulary, fo r exam ple:

2 Complete the table for each word with one example of each part of speech. Mark the stressed syllable. Use your dictionary to help. Read STUDY SKILL

inform (v), information (n) informal (adj), informally (adv) Suffixes give you clues to th e p art o f

verb

noun

a d jective

adverb

speech, fo r exam ple:

-tion, -ism, -ment, -ity, -ness are noun suffixes, fo r exam ple, invitation m -a l, -ful, -able are ad jective suffixes, fo r exam ple, international m -ly is an adverb suffix, fo r exam ple, formally

■

think • hopefully pain • p leasu re • c ritic a l

Match meanings 1-10 with prefixes a-j. Use the example words in italics to help. Read STUDY SKILL

1 □

against

a

2 □

w rong; n o t

b anti-

3

□sm all/tiny

4 □ 5

c

a fte r

auto-

bi-

d micro-

□tw o / tw ic e

e

mis-

under

f

m ulti-

7 □

acro ss;change

g post-

8 □

again

h re-

9 □

by itself/on eself

i

sub-

m any

j

trans-

6 □

10 □

autobiography antiseptic bilingual microphone misprint multimedia postgraduate review submarine transform

STUDY SKILL

Adding a prefix changes th e m eaning o f a word. Each prefix has a d iffe re n t m eaning and can be found as a separate e n try in th e dictionary. For exam ple:

mis- m eans wrong or not e.g. misunderstand. bi- m eans two o r twice, e.g. biannual (tw ic e a year).

4 Complete definitions 1-10 with an example word from exercise 3. 1

T o ________________ is to change something com pletely.

2

A ________________ is a piece o f electrical equipm ent th at is used fo r making sounds and voices louder.

3

Som eone w ho is

4

A liquid or cream which stops a cut becoming infected is called a n ________________ .

5

A typ e o f ship which can travel underwater is a ________________ .

6

T o ________________ your work is to look at it again to make sure you understand.

7

A n ________________ is th e story o f a person’s life w ritten by th at person.

8

A ________________ is someone doing further studies at a university after his or her first

can speak tw o languages equally well.

degree. 9

10

32

is using sound, pictures, and film as w ell as text on a screen. is a mistake in printing or typing.

Unit S • Conferences and visits

P re fix e s

R E V IE W

1

Look at documents a-c and answer the questions. 1 W hat is each document? Label them. 2 W ho do you think wrote each one? 3 W ho is each one intended for? Dear Dr Stone, I am writing to apply fo r the W illiam Frank Bursary in Biological Sciences at the

TONBRIDGE SUMMER SCHOOLS

University o f W est London, I am currently in m y final year o f a degree in Biochem istry at Birzeit University and w ill graduate in Ju ly this year. Please find enclosed a reference from m y tu tor and a

Reference: TSS07

copy o f m y final year paper in support o f my academ ic qualifications....

Temporary Social Organizer W e are looking for an energetic, friendly, and patient student who wishes to improve their English while working.

T O A L L C A N D ID A T E S :

Applicants should speak Arabic fluently, This is a reminder that the final Chem istry examination is on Tuesday 27th M ay at 9a.m.

and English at intermediate level or

Please be a t the examinations centre 15 minutes before the start o f the exam.

above. They should have reasonable

Late arrivals w ill not be allowed into the examination hall.

computer skills (W ord and Excel) and ...

All candidates must show their university ID cards.

2

Rewrite the email to Mrs Bateman replacing the phrases in formal expressions.

bold with more □

Dear M rs Bateman,

T h an ks fo r y o u r le tte r. I'd re a lly lik e to co m e to th e exhibition. It w o u ld be g re a t if you could send me some inform ation about transport betw een the airp ort and the exhibition hall. I have w ritten a b rief biography

as yo u asked m e - see a tta ch m e n t. R e a lly lo o k in g fo rw a rd to m eeting you soon. Yours sincerely, Frank Baker

3

Complete the paragraph with the correct form of the words in brackets. Use your dictionary to help

D r Khuffash is 1________ (current) a senior 2 _______ (lecture) at Birzeit University. She is an expert on the

______ (develop)

o f English as an international language. She is 4________ (particular ) 5________ (interest) in the use of English in the fields of science and medicine. Dr Khuffash is also a noted 6___

(novel) and poet.


33

6 Science and our world READ IN G SK ILLS M aking notes • Interpreting meaning W R IT IN G SK ILLS Paraphrasing and summarizing • W riting a summary V O C A BU LA R Y DEVELO PM EN T Noun/Verb + preposition • U sin g numbers

R E A D IN G

1

Air pollution

W hat are the causes and effects of air pollution? Discuss with a partner and make two lists. Causes

factory emissions...

Effects

I I I I I I I I

Skim the report A ir Pollution on page 35. Are your ideas the same? 2 Scan the report and answer the questions. 1 2 3 4 5 6 7

W hat is the main cause of air pollution? W hat are two natural sources of air pollution? W hich are the m ost polluted cities in the world? Where was the first study done? W hat health problems did the first study look at? Where was the second study done? W hat health problem did the second study look at?

3 Scan the report again. W hat do the num bers in the box refer to? 20

three tim es

tw o

25,000

250

second

2.5

4 Read the notes and compare them to the highlighted and underlined sections in paragraph 1 of the report. Read STUDY SKILL

STUDY SKILL Making notes Take tim e to m ake good notes. They w ill h elp you to organize, record, and rem em ber im p ortan t inform ation you have read. Use yo u r n otes to prepare fo r essay w ritin g, fo r doing revision, and fo r sitting exams.

A ir pollution - m a jo r problem

Man-made causes • • • • •

Natural causes

vehicles - m ajor cause • volcanoes power stations • fo re st fire s factories mining/building burning - fo ssil fuels/wood more ca rs = more pollution in m ajor cities

To find and mark relevant inform ation: ■ ask yo u rse lf w h at inform ation you need. ■ read and underline/highlight relevan t inform ation in th e tex t (use d iffe re n t colours to represent d iffe re n t typ e s o f inform ation, fo r exam ple, blue fo r

made causes, y e llo w m

fo r

m an

natural causes).

rew rite th e inform ation as notes.

To organize your notes: ■ use b u llet points, headings, and num bering.

To be concise:

5 Make notes from the underlined information in paragraph 2.

6 Read paragraph 3 carefully and highlight the key information. 7 Write about paragraph 3 from the prompts in the box.

■ d o n ’t w rite fu ll sentences. Leave o u t w ords th a t are n o t central to understanding/m eaning: articles (a,

an, the) prepositions (in, at, on)

th e verb ‘to

be’

auxiliary verbs (has sent)

■ U se som e sim ple abbreviations and sym bols; W h e re ...? How m any. .?

W h a t... studied? W h e re ... live?

W h o ,..? W h a t results ... ?

e.g. (for example)

(because)

—> (leads to) 34

Unit 6 • Science and our world

(therefore) =

(equals/means)

Air pollution A ir p o llu tio n is a m ajor problem a ll o ver th e w o rld today. Pro b ab ly th e single biggest co n trib u to r to th e problem is th e m o to r vehicle. However, th e re are m any o th e r m an-m ade sources, such as in d u strial facto ries, p o w er stations, m ining, building, and th e burning o f fo ssil fu e ls and w ood in hom es around th e w o rld. There are natural sources o f a ir p o llu tio n to o ; volcanoes and fo re st fires produce a lo t o f p o llu tan ts. H ow ever, it is th e increasing num ber and use o f m o to r veh icles th a t is doing th e m ost dam age, and logically, w here th ere are m ore cars, th ere is m ore p o llu tio n , th a t is, in th e m ajor citie s o f th e w o rld . Som e o f th e m ost p o llu ted citie s in clu d e Beijing, M exico City, A thens, M oscow , and M um bai.

H ealth problem T h is p ro b le m o f in cre a se d p o llu tio n in th e m a jo r c itie s o f th e w o rld has le d to an in cre a se in th e n u m b e r o f s tu d ie s d o n e t o lo o k a t th e e ffe c ts o n o u r h e a lth . T h e resu lts so fa r a re n o t v e ry reassu ring. In fa c t, air p o llu tio n m ay b e a m uch g re a te r d a n g e r t o o u r h e a lth th a n s c ie n tis ts b e lie v e d b e fo re . A 20-year s tu d y o f re sid e n ts o f a C a iro su b u rb sh o w s th a t th e tin y p a rtic le s in p o llu te d a ir c o u ld lead t o th re e tim e s as m a n y lo n g -term h e a lth p ro b le m s as w as p re vio u sly th o u g h t. A c o n n e c tio n b e tw e e n th e n u m b e r o f p a rtic le s in th e a ir an d h e a lth is su g g ested b y D r Razia o f C a iro U n iv e rsity . H e a n d his c o lle a g u e s c o lle c te d d a ta o n 25.000 re s id e n ts o f C a iro o v e r tw o d e c a d e s . T h e y fo u n d th a t as th e n u m b er o f tin y p a rtic le s , th o s e less th a n 2.5 m icro n s in d ia m e te r, in cre a se d , so d id th e risk o f dying, fro m h e a lth p ro b le m s su ch as h e a rt a tta c k s and lu n g can cer.

T ra ffic and asthm a O t h e r s tu d ie s s h o w a s im ila r lin k b e tw e e n t r a f f ic p o llu tio n a n d ill h e a lth . A s e c o n d g ro u p o f re s e a rc h e rs in O tta w a , C a n a d a , r e p o r te d t h a t c h ild re n liv in g n e a r b u s y ro a d s w e r e m o re lik e ly t o d e v e lo p a s th m a . T h e y s tu d ie d t h e h e a lth o f 250 c h ild re n in d if fe r e n t C a n a d ia n c itie s . T h e re s u lts s u g g e s t a s tro n g c o n n e c tio n b e tw e e n h o w c lo s e a c h ild liv e s t o t r a f f ic a n d th e p o s s ib ility o f t h a t c h ild d e v e lo p in g a s th m a a n d o t h e r s im ila r d is e a s e s . It is c le a r fro m t h e s e s tu d ie s a n d o th e r s t h a t t h e t im e h a s c o m e t o s ta r t re d u c in g t h e le v e ls o f a ir p o llu tio n in o u r c it ie s f o r t h e s a k e o f o u r c h ild re n a n d fu tu r e g e n e ra tio n s .

8

Read the report again. Are the statements expressed as fact (F ) or speculation ( S ) in the text?

S T U D Y S K IL L In te rp re tin g m ean in g M o st academ ic and scie n tific articles express facts (w hat

1

Growing car use is causing the m ost damage. F

happened), and speculate (guess). It is im p o rtan t to be able to

2

M ore pollution in big cities has resulted in m ore studies being

distinguish u n certain ty and speculation from fact.

done.

U n ce rta in ty and speculation can be expressed using:

3

Polluted air is more dangerous than people thought.

■

4

Sm all particles in dirty air cause three tim es as m any health problems.

5 The results o f the Canadian studies prove there is a link betw een a child living close to traffic and getting asthma. 6

All these studies show th at it is im portant to reduce air pollution fo r th e next generation.

may, could, might befo re th e m ain verb, e.g. Air pollution may be a much greater danger to our health ... Polluted air could lead to three times as m any... problems. m verbs such as believe, claim, think, hope, seem, e.g. Dr Razia... believes there is a connection between the number o f particles in the air and health. m w ords and phrases, e.g. possibly, probably, it is possible


35

W R IT IN G

1

Trends

Read the report School dinner scandal. Underline the main information.

Report

School dinner scandal T h e resu lts o f a s tu d y in to w h a t 10,000 p rim a ry s c h o o l ch ild re n , th a t is, ch ild re n aged fiv e to e le ve n , a te in a d a y sh o ck e d th e research ers. T h e y b e lie v e it sh o w s th a t c h ild re n ’s d ie ts are g e ttin g w o rs e and th a t th is m ig h t cau se h e a lth p ro b le m s in th e fu tu re . It sho w s th a t 49 p e r c e n t o f th e c h ild re n had e a te n ch ip s, w h ic h had b e en c o o k e d in o il. Less th an h a lf had e a te n a v e g e ta b le o r a p ie c e o f fru it in th e la st 24 h o u rs and, m o st sho ckin g ly, o n ly o n e in te n c h ild re n had e a te n fish . As D r G . B e n n e tt, th e a u th o r o f th e stu d y, c o n c lu d e d (2006, p191), ‘P o o r e a tin g h a b its in e a rly ch ild h o o d can le a d t o h e a lth p ro b le m s in la te r life . It is th e re fo re e ss e n tia l t o en su re th a t c h ild re n e a t p ro p erly.’

2

Read the summary. Match the highlighted words and phrases with words and phrases in the report. R esearch = a study

Summary Research into 10,000 prim ary pupils’ daily diet revealed that just under half had eaten chips, fewer than 50% had had either vegetables or fruit, and only 10% of the children had eaten fish.

3

Read the article Scientists on the decline on page 37. Highlight or underline the main information.

4

Make notes from the information you have highlighted or underlined. Organize them logically, and be concise. Number science students ↓ about 5 % a year.

36

U n it 6 • S cien ce and o u r w o rld

Focus on Science

Scientists on the decline As s c ie n c e b e co m e s in cre a sin g ly im p o rta n t in o u r d a ily lives, so th e sh o rta g e o f s c ie n tists g ets g reater. T h e n u m b er o f s tu d e n ts going to u n iv e rs ity t o stu d y p u re and a p p lie d scie n ce s is d e cre a sin g b y a b o u t fiv e p e r c e n t e a ch ye ar. This, in tu rn , lead s to a d ro p in th e n u m b e r o f p e o p le a b le to b e scie n ce te a c h e rs in sch o o ls. T h is sh o rta g e o f scie n ce te a ch e rs, u nsurp risin g ly, lead s to fe w e r sc h o o l c h ild re n stu d y in g scie n ce , an d e ven fe w e r going o n to u n ive rsity. P ro m in e n t s c ie n tists b e lie v e th a t o n e o f th e reason s is th a t s c ie n c e is u n d e rva lu e d in s o c ie ty ; p e o p le d o n o t d iscuss th e la te s t s c ie n tific b rea k th ro u g h in th e sam e w a y th e y w o u ld discuss th e la te s t b e stseller. It co u ld a lso b e b e cau se s c ie n tists sta rtin g th e ir p ro fe ssio n al live s are o fte n p o o rly p aid . H o w e ve r, som e s c ie n tists th in k th a t th e reason is a d is tru s t o f s c ie n tists b e ca u se o f th e claim s fo r ‘b reak th ro u g h s’ and ‘cu re s’ fo r d iseases w h ich d o n o t a c tu a lly happen. W h a te v e r th e reason , yo u n g p e o p le m u st be en co u ra g ed t o s tu d y scien ce. T h e w o rld n ee d s scie n tists.

5

Write sentences in your own words using your notes. Do not look back at the text Scientists on the decline. There is a n a nnual f a ll o f around five per ce nt in t h e number of people s t ud y ing s c ienc e in highe r education. S T U D Y S K IL L

P a ra p h ra sin g and su m m ariz in g

You o fte n need to use o th er sources, fo r exam ple o th er p eo p le’s w ork, in you r own essays and reports. This can be done by: ■ paraphrasing inform ation, th a t is, rew riting inform ation in you r ow n words. Use synonym s w herever possible (see Stu d y Skill p26). ■ sum m arizing th e inform ation, th a t is, linking th e m ain points in yo u r ow n words. N O TE You m ay q u o te d irectly from th e piece o f w ork, b u t it is essential to give th e source o f th e q u o te and its author, e.g.

... Dr G. Bennett, the author o f the study, concluded (2006, p 191) ‘Poor eating habits in early childhood can lead to health problems in later life.' The use o f o th e r p eo p le’s w ork ‘w ord fo r w ord ’ w ith o u t saying you have d on e so (plagiarizing) is strictly n o t allow ed.

W riting a summary 6 Use your sentences in exercise 5 to write a paragraph (50-75 words) summarizing the text.

U n it 6 • Scien ce and o u r w o rld

37

V O C A BU LA R Y D EVELO PM EN T Words th at go together Read STUDY SKILL 1 ______________ Scan the texts in the unit to find the

S T U D Y S K IL L Noun/Verb + preposition

prepositions that go with the nouns. a source

of

To use a w ord correctly, it is necessary to know th e words w hich are associated w ith it, e.g.

5 a link

2

th e problem

6 a level

3

an increase

7

4

a connection

8 a distrust

a shortage

noun + preposition

a connection

verb + preposition

to d ie

between

from

W h e n you look up a n ew w ord in th e dictionary, rem em ber to n o te th e preposition(s) th a t go w ith it. The exam ple sentences w ill help you choose th e co rrect preposition.

Complete the sentences with the correct preposition. Scan the texts or use a dictionary to help. 1

Increased pollution may le a d ______

more illness.

2

Forest fires can co n trib u te__________ an increase in air pollution.

3

Som e cyclists w ear face masks to protect them selves__________ pollution.

4

The number o f maths students has decreased__________ six per cent.

5

Scientists are looking__________ ways to encourage more people to study science.

Using numbers

3

The numbers in the box are taken from the texts in the unit. Can you remember what they represent? 25,000

2.5

49%

one in ten

Match numbers 1-10 to facts a-j. Compare your answers with a partner. Read STUDY SKILL

1

□

The average tem perature o f a hum an is ...

2 □ T h e co ld est recorded tem p erature on Earth is ... 3 □ 4

The p opulation o f China is ...

□ T h e height o f M o u n t Everest in m etres is ...

5 □ T h e am ount o f th e Earth th a t is covered by sea is ... 6 □ T h e average num ber o f hairs on a person’s head is .. 7

□ T h e valu e o f th e m athem atical sym bol pi (π ) is ...

8

□ T he approxim ate d istance to th e m oon is ...

9

□ T h e num ber o f Arabic speakers in th e w orld is ...

10 □

The num ber o f bytes in a gigabyte is ...

S T U D Y S K IL L

Using numbers

Num bers are freq u en tly used in academ ic and professional w ritin g and speaking.

Cardinal numbers, e.g. 22 , 407, 2,056, 1,345,644 Use a com m a to separate m illions and thousands. Five billion/m illion /

fiv e m illion (n o t m illions)

thousand/hundred 407

fo u r hundred and seven.

3,476

th ree thousand, fo u r hundred and seventy-six

Ordinal numbers firs t/ 1st

second/2nd

third/3rd. etc.

Ratios, decimals, percentages, and temperatures a

8,850 m etres

b

37°

1:5

a ratio o f one to five

62%.

sixty-tw o per ce n t (n o t per cents)

c 110,000

0.7

n o u g h t /nɔ : t / p o in t seven

d

382,500 km

1

e

1,306,313,812

6.05

six p oint oh five

f

1 billion

-5°C

fiv e degrees (Celsius/centigrade) below zero

g

3.14159265

h 70%

38

i

-89.4°C

j

174,950,000


/

4

1 / 3 2 4 a quarter, a third, a half, th ree quarters

m inus fiv e degrees (Celsius/centigrade)

R E V IE W 1 Read the three texts. Highlight facts in blue and speculation in pink.

Old shoes S c ie n tis ts b e lie v e t h e f ir s t s h o e s w e re w o r n a b o u t 3 0 ,0 0 0 y e a r s ag o . W h e n s h o e s a re w o rn , t h e t o e b o n e s g e t w e a k e r. T h e re is e v id e n c e t h a t h u m a n s 3 0 ,0 0 0 y e a r s a g o h a d t o e s w h ic h w e re w e a k e r th a n th o s e o f t h e ir a n c e s to rs . T h is , t h e s c ie n tis ts c la im , is b e c a u s e t h e y s ta r te d w e a rin g s h o e s .

Bright veggies B rig h tly - c o lo u re d f r u it a n d v e g e ta b le s , lik e c a r ro ts a n d o ra n g e s , c o u ld p r o t e c t a g a in s t d is e a s e s s u c h as a rth ritis . T h e s e v e g e ta b le s a n d f r u it c o n ta in v ita m in C a n d o t h e r e le m e n ts w h ic h w o r k a g a in s t t h e d is e a s e . S o , if y o u e n jo y e a tin g lo ts o f o ra n g e s , y o u c o u ld a ls o b e h e lp in g y o u r b o d y t o fig h t d is e a s e .

The ancient origins of tuberculosis S c ie n tis ts u s e d t o b e lie v e tu b e rc u lo s is (T B ) w a s ju s t te n s o f th o u s a n d s o f y e a r s o ld , b u t s tu d ie s o f a n c ie n t s k e le to n s s u g g e s t t h e d is e a s e e x is te d in E a s t A f r ic a t h r e e m illio n y e a rs a g o . S c ie n tis ts h o p e t o u s e t h is n e w in fo rm a tio n in t h e ir f ig h t a g a in s t T B , as th is d is e a s e k ills th r e e m illio n p e o p le a y e a r.

Use a dictionary to find prepositions that go with the verbs and nouns. verbs

nouns

apply

reason

concentrate

dem and

consist

cause

depend

solution

search

rise

suffer

reaction

Today is his forty birthday. More than 6 millions people watched the final. There was an increase of five point two nought six. They received a pay rise of four per cents. Today’s temperature is 7 degrees under zero. U n it 6 • Scien ce and o u r w o rld

39

7 People: past and present READ IN G SK ILLS Using original sources RESEARCH

Using the Internet • Developing a search plan

W R IT IN G SK ILLS Adding extra inform ation • Organizing ideas (2) • W riting from research

R E A D IN G

Three famous writers

1

Think of two books you have read recently. W ho wrote them? W hat were they about? Why did you read them? Discuss with a partner.

2

Look quickly at extracts a-g on page 41. Which ones are a b o u t... ? [ ] [ ] W illiam Shakespeare

3

[ ] [ ] Agatha Christie

[ ] [ ] [ ] Ahm ed Shawqi

Scan the extracts and complete the notes in the chart.

Read STUDY SKILL

S T U D Y S K IL L Using original sources D ecid e w h at inform ation you need from a source. Scan th e te x t to find th e relevant part. O riginal sources o ften have d iffic u lt language and unknow n vocabulary, so don’t w o rry ab ou t n o t understanding

everything.

W illiam Shakespeare

You can:

■ guess th e meaning o f unknown words from context (See Study Skill pl7). ■ use a dictionary. ■ try a d iffe re n t source.

Shakespeare

Agatha Christie

Ahmed Shawqi

country born early life and family profession Agatha Christie

famous for death

4

40

Match the dictionary definitions with the words in bold from the texts. 1

A ________________ is someone who w rites poetry.

2

If a subject is ____________ -_____________ , there is very little w ritten information about it.

3

A

4

I f y o u h ave a book.

5

A

6

An

7

A

is someone who w rites plays.

8

A

is a play or film that makes you laugh.

is a book th at is bought by a very large number o f people. ____________ , you have it prepared and printed fo r sale. is a play that has a sad ending. is som eone who w rites books.

Unit 7 • People: past and present

Ahm ed Shawqi

a

W illiam Shakespeare (1564-1616), English

playwright and poet, recognized in

e

Ahmed Shawqi is known as ‘the poet o f

much o f the world as the greatest o f all dram atists. . . For someone who lived almost

Arabism and Islam’.

400 years ago, a surprising amount is known about Shakespeare’s life. Indeed we know

His collection o f poetry, Al Shawkiyat,

more about his life than about almost any other w riter o f his ag e...

published initially in 1890, remains a classic o f

Shakespeare w rote nearly all o f his plays from 1590 to 1611. The great tragedies -

Islamic literature.

including Hamlet, Othello, King Lear, and M acbeth - were w ritten during the first

His fam ily’s connection to Khedive’s palace led

decade o f the 1600s. Shakespeare died on April 23, 1616.

him to spend his early life in luxurious conditions. A fter com pleting his education in law in Paris in 1893 and spending an additional six months in France, he returned to Egypt. Celebrating the publishing o f the second edition o f Al Shawkiyat, in April 1927, Shawki was named

b

Ahmad Shawqi was born in Cairo in 1868 to a middle class fam ily which was

Poet Laureate o f Egypt.

related to the royal family. He was raised by his grandm other...

c

Agatha Christie (1890-1976), British

author o f m ystery novels and short stories,

f

Shakespeare’s reputation as dramatist,

is especially famous as the creator o f Hercule Poirot, the Belgian detective, and Miss

poet, and actor is unique... Sadly his life-story

Jane Marple.

remains

Agatha Christie was born in Torquay, in the county o f Devon. Her father died when she

Shakespeare was born in Stratford-upon-Avon

was a child. Christie was educated at home, where her m other encouraged her to w rite

in Warwickshire, England, and that he was

from a very early age. At sixteen she was sent to school in Paris where she studied

probably educated in the tow n’s free grammar

singing and piano.

school. Then in 1582 he married Anne

In 56 years Christie wrote 66 detective novels, among the best o f which are The Murder

Hathaway.

o f Roger Acroyd, Murder On The Orient Express (1934), Death On The Nile (1937)...

The first collected edition o f Shakespeare’s

In 1967 Christie became president o f the British Detection Club, and in 1971 she was

works was published after his death in 1623 and

made a Dame o f the British Empire. Christie died on January 12,1976. W ith over one

is known as the First Folio. The plays fall into the

hundred novels and 103 translations into foreign languages, Christie was by the tim e o f

categories o f history, tragedy, comedy, and

her death the best-selling English novelist o f all time.

tragicomedy.

Ahmed Shawqi (1868-1932) (Arabic;

); Egyptian

poet and dramatist

g

ill-documented. W e do know that

Agatha Christie (1890-1976), English

... Shawqi produced distinctive poetry that is widely considered to be the most

novelist, who was a prolific w riter o f m ystery

prominent o f the 20th century Arabic literary movement.

stories. She was born in Torquay. The

... his fam ily was well-connected w ith the court o f the Khedive o f Egypt. He

M ysterious A ffair at Styles (1920) began her

attended law school, obtaining a degree in translation. Shawqi was then offered a job

career. Hercule Poirot is th e hero o f m any o f

in the court o f the Khedive Abbas II, which he immediately accepted. After a year

her works, including th e classic

working in the court o f the Khedive. Shawqi was sent to continue his studies in Law

The M urder o f Roger Ackroyd (1926).

bestseller

at the Universities o f M ontpellier and Paris fo r three years.

In 1930, w hile travelling in th e M iddle East,

Plays

Christie m et th e noted English archaeologist

Shawqi was the first in Arabic literature to w rite poetic plays. He wrote five tragedies... and tw o

comedies.

Poetry Ash-Shawqiyyat, his selected works, in four volumes, includes Nahj al-Burda, a tribute to the prophet Muhammed.

Sir Max M allowan. They were m arried that year, and from th at tim e on Christie accom panied her husband on annual trips to Iraq and Syria. In 1971 she was m ade a Dame Com m ander o f the O rder o f th e British Empire.

U n it 7 • Peo p le: p ast and p resen t

41

RESEARCH

Information on the N et

1 Read the two extracts about Shakespeare. W hat do you notice? Read STUDY SKILL

For someone who lived almost 400 years ago, a surprising amount is known about Shakespeare’s life. Indeed we know more about his life than about almost any other writer of his age. Sadly, his life-story remains ill-documented.

STUDY SKILL

U s in g t h e In t e r n e t

The In te rn e t is a huge resource, so get to know d iffe re n t typ es o f sites fo r finding inform ation.

■ Search engines: w w w .go o gle.com . w w w .yahoo.com

to find a fact, such as

the boiling point

o f mercury. Som e sites, w w w .uk.ask.com, fo r exam ple, are designed so th at you typ e in a question, such as

What

is the boiling point o f mercury? m Online encyclopaedias; w w w .w ikipedia.org, w w w .britannica.com fo r m ore com p lete factu al inform ation, such as the lifecycle o f a mosquito. m Subject directories; w w w .bubl.ac.uk, w ww.rdn.ac.uk fo r specialist on lin e and w ritte n resources linked to a specific sub ject (econom ics, history, etc.) such as World History 500-1799 + country. Rem em ber th a t inform ation from w ebsites is n o t always reliable, so check inform ation on tw o o r m ore sites.

Look at the three questions. Use a search engine to find the answers. Read STUDY SKILL

d evelop a search plan.

Chopin]

W h en did Jane Austen w rite

D e v e lo p in g a s e a r c h p la n

To m ake an In te rn e t search m ore e ffic ie n t and reliable,

W h at is Chopin famous for? (Search;

STUDY SKILL

Ask yo u rse lf questions:

Persuasion?

(Search first: Jane Austen, search second:

Persuasion)

W h at is Angola’s main export? (Search phrase; Angola’s main export)

■ W h a t is th e general search to p ic? ■ W h a t inform ation d o I need to fin d o u t? ■ W h a t keyw ords and phrases w ill help m e? List th e keyw ords and phrases in order o f im portance.

3 W hat type of Internet site would answers questions 1-6? Identify and underline the keywords, and then look up the information. Compare answers from at least two different sites. Is the information the same? 1 2 3 4 5 6 42

W hat is the average summer temperature in Amman? How far is the Sun from the Earth? W hen was the English author Charles Dickens born? W hat percentage of the hum an body is water? W hat is the average rainfall in the Amazon in May and December? W hat are the main stages of the life cycle of a butterfly?

U n it 7 • Peo p le: p a st and p resent

4 Read the notes about the two famous people. Three facts about each person are incorrect. Can you guess which ones? 5 Use the Internet to find and correct the mistakes. Underline key words or phrases to search for.

Marie Curie

- b o rn in F ra n c e - 1867.

• th e firs t w om an t o w in tw o N o b e l Prizes. • fam o us fo r d iscovery, w ith husband Pierre, o f radium - co u p le g o t th e N o b e l Prize fo r Peace in 1903. • a fte r h usband’s d e a th co n tin u ed w o rkin g - 1921, w o n th e N o b e l P riz e fo r Chemistry.

Zinedine Zidane -

b o rn - 1975 - Paris, France.

• o n e o f th e b e st fo o tb a lle rs o f a ll tim e - p layed fo r France m any tim es. • scored tw o goals in 1998 W o rld C up Final v. A rg e n tin a (Fran ce w o n 3-0), and o n e g oal in 2006 W o rld C up Final. • retired fro m p ro fessio n al fo o tb a ll a fte r th e 2006 W o rld Cup.

W R IT IN G

Biographies

1 Read the biography of Roger Federer. Answer the questions. 1

W hen and where was he born?

2

W hen did he win his first ‘Grand Slam’ title ?

3

W hich three com petitions did he win in 2004?

4

5

Roger Federer is p rob ab ly th e

b e st and m ost fam ous tennis

player in th e w o rld tod ay. H e w as b orn in Basle, in Sw itzerlan d in 1981. His p a re n ts,1_________________________________ , encouraged him to s ta rt playing ten n is w h en he was eig h t years old. H e w on his firs t W im b le d o n title , th e W im b le d o n Jun ior, a t th e age o f sixteen. O v e r th e next fe w years h e played all o ver th e w orld , including in A u stra lia ,2_________________________________ .

W h o has also won five

H ow ever, it was in th e y e a r 2003 th a t h e really began to show

W im bledon finals in a row?

ju st h o w good h e w as. H e started th e y e a r b y w inning tw o

W h at is the name o f Federer’s

to u rn am en ts in a row. in D ubai and M arseilles. H e also w o n his

special project?

firs t G rand Slam title a t th e W im b le d o n Cham pionships. In 2004 he w o n th re e o u t o f fo u r G rand Slam title s , in th e A ustralian O p en, W im b le d o n , and th e US O p en. In 2007 h e eq ualled Bjorn Borg’s record o f w inning W im b le d o n fiv e tim es in a row. Federer w e n t on to w in th e title fo r a sixth tim e in 2009. W h e n h e is n o t playing tennis, Federer is busy w ith his sp ecial p ro ject, th e Roger Federer Foundation, 3_________________________________ . H e is also a G o o d w ill A m bassador to U nicef, w h ich also helps p o o r ch ild ren around th e w orld.

Here is some extra information about the tennis player. Write it in the correct place in the text. • w h ere he represented Sw itzerland in th e 2000 O lym pics Gam es • w hich helps disadvantaged children • w h o m et w hen Roger’s fath e r was in South A frica on business

STUDY SKILL

A d d in g e x t r a in f o r m a t io n

O ne w ay o f adding extra inform ation is to use a non-defining relative clause.

Roger Federer Is a very famous tennis player. He was born in Basle. m Roger Federer, who was born in Basle, is a very famous tennis player. m Roger Federer, who is a very famous tennis player, was born in Basle. ■

U se com m as and relative pronouns

who (fo r

p eop le),

which (fo r

things and

where (fo r places, b u t om it ‘th e re ’). Basle is a city In Switzerland. Roger Federer was born there. Basle, where Roger Federer was born, is a city in Switzerland.

anim als), and

U n it 7 • Peo p le: p ast and p resen t

43

3 Join the two sentences using a relative clause with who, which, or where. 1 A rthur Conan Doyle was a Scottish doctor. He wrote the Sherlock Holmes stories. 2 The film A m a d eu s is about the life of Mozart. It won eight Oscars. 3 Stratford-upon-Avon is a beautiful little town. Shakespeare was born there.

4

Put the biographical information about Nelson Mandela into chronological order. STUDY SKILL

O r g a n iz in g id e a s (2 )

Alw ays consider carefully th e m ost appropriate w ay to organize th e inform ation in yo u r w riting. W h e n w ritin g a biography, fo r exam ple, it is usual to fo llo w a chronological order, th a t is, tim e order.

N elson M an d ela

- m o st fam o u s politician in th e w orld

• actively involved in th e African National C ongress and the fight against apartheid - the separation of black and w hite people • b ecam e first dem ocratically elected president of South Africa in 1994 • M andela - born in South Africa in 1918 - b ecam e the m ost fam ous statesm an in th e world • retired from politics in 2004, m oved b ack to Q unu - he was b o rn there • w as released from prison after 27 years in 1990, won the Nobel Peace Prize - shared w ith P resident de Klerk

5 Use the information from exercise 4 to write a short biography of Mandela (approximately 100 words). Use relative pronouns. W riting from research 6 Write a biography of a famous person from your academic field or from your country (150 words). Research five central facts: birth, early life, career, what he/she is most famous for, what he/she is doing today, and add extra information.

44

U n it 7 • Peo p le: p a st and p resent

R E V IE W Organizing vocabulary (2) 1 Use words and phrases from the website extracts on page 41 to complete the sentences. The life o f the philosopher Socrates is .

, so there are very few facts

about him. M oliere is a famous French____________

. One o f his most famous plays is

Hamlet is an example o f a ____________

.

This book is ______________

The Miser.

It has an unhappy ending.

by Oxford University Press.

5

Vikram Seth is a famous Ind ian ___

6

Airport bookshops often only sell

. He has w ritten many books. ___ , the most popular and widely-read

books. 7 Joh n Keats is a famous British _____ 8

. His most fam ous poem is

To Autumn.

I prefer to s e e ______________ ______________at the theatre because they make me laugh.

2 Copy the diagram The Arts. Write the topic vocabulary in the box under the correct heading in your diagram. Read STUDY SKILL STUDY SKILL

T o p ic v o c a b u la ry

Keep a vocab u lary n o teb o o k o r com p u ter file and give each page a to p ic title , e.g. th e arts, technology, etc. Record all new words o f th e sam e to p ic to g eth er on one page.

a com poser a novel

a conductor a portrait

a songwriter an author

Complete sentences composed painted

1

a role

a star jazz

opera

1-8

a landscape

a sculpture

an abstract poetry

starred

designed

a m ovie

a short story

an actor

with the verbs

conducted played

a director

an a rt gallery

prose

in

the box

directed

w rote

Lord Norman Foster__________________ th e Millau Viaduct, the highest bridge in the world.

2

Charles Dickens__________________ many novels.

3

Alfred H itchcock__________________ thrillers.

4

V e rd i__________________ m any famous operas.

5

Harrison Ford__________________ in adventure films.

6

Van G o g h __________________ The Sunflowers and many other fam ous pictures.

7

Sco tt Jo p lin __________________ th e piano.

8

Sir Georg S o lti__________________ the London Philharm onic Orchestra.

4 W hat are the comments about? Use the vocabulary in exercise 2. 1

It’s about ten m etres ta ll, made o f a black m etal, and stands in C ity Square.

2

It’s just lots o f circles o f different colours. A child could have done it.

3

T he lead

4

I couldn’t stop until the last page. It was so exciting.

5

It was all in Italian , so I didn’t understand th e words, but the music was beautiful.

actor was great and the special effects were brilliant.

Unit 7 • People: past and present

45

8 The world o f IT READING SKILLS Rephrasing and explaining • Avoiding repetition (2) WRITING SKILLS Linking ideas (3) • Coherent writing • W riting from VOCABULARY Abbreviations (1)a n d (2) RESEARCH Acknowledgem ents

R E A D IN G

notes

Computers

1 Discuss with a partner how often you use a computer to: • dow n load m usic/gam es/film s

• d o research

• send an em ail

• shop on line

• w rite an essay

2 Read the description of a computer. Label the diagrams using the words in the box. CPU

CD/DVD burner

VDU (m onitor) printer

mouse

webcam

U SB port keyboard

m em ory stick

scanner speakers

A computer is made up o f several main parts. Obviously, th e most im portant is th e CPU, or central processing unit. This is the part th at houses th e com puter m em ory and processing chips, in other words, th e com puter's brain. M ost CPUs now have a CD and/or DVD burner, th at is. a device fo r recording onto a CD or DVD, already built into th e unit. They also have USB ports, that is to say, sockets w here you plug in o th er devices, e g. your scanner or m em ory stick. M ost CPUs have software, i.e. com puter programs, already loaded when you buy the com puter, but m any people like to add o th er programs to personalize th eir com puter. O ther necessary parts o f any com puter system are th e m onitor or screen, th e mouse, and th e keyboard.

3

Underline seven ways of rephrasing, explaining, and giving examples in the description in exercise 2. S T U D Y S K IL L

R e p h r a s in g a n d e x p la in in g

In tech n o lo g ical o r scien tific texts, som e w ords are o ften rephrased or explained;

... a CD burner, ...hardware,

that is, i.e. in other words, or

a device for recording onto CD. the machinery o f a computer.

Som etim es an exam ple is given instead. Look o u t for:

...softw are

46

e.g. for example for instance

U n it 8 • Th e w o rld o f IT

anti-virus programs,...

Computers under attack Every tim e yo u tu rn on yo u r co m p u te r and c o n n e ct to th e In tern et, th e re is a p ossib ility o f attack!It could co m e via an em ail fro m a frien d , a so ftw are program o r m usic yo u d ow n load , o r even from a C D -RO M you are using. T h e m ost com m on source o f danger is a ‘virus’, th a t is, a program th a t hides its e lf in d o cu m en ts or so ftw are, and th en attacks yo u r com puter. So m etim es,

these are

n o t to o serious. T h ey can even be

funny, b u t som etim es th e y are so serious th a t th e y crash th e com p uter, in o th e r w ords, th e y stop th e co m p u te r w orking. C onsequently, som e com panies and even go vern m en t d ep artm en ts have had to clo se w h ile

they try

to fin d and d estro y a virus.

This can

co st m illions o f dollars.

O n e ty p e o f virus, know n as a T ro jan H o rse’, is designed to get yo u r cre d it card d etails o r bank passwords. O n ce

it has th is

in fo rm atio n , it is sent to organizations th a t steal yo u r m o n ey from yo u r

10

bank o r use yo u r cre d it card to buy things. A n o th e r danger is ‘spyw are’. Like th e Trojan H orse, it hides inside yo u r co m p u te r so th a t yo u d o n 't know

it is there.

It m ight n o t d o any dam age, b u t it co lle cts in form atio n a b o u t yo u , fo r exam ple, w h at

yo u buy o n lin e o r w h a t m usic you dow nload . It th en sends th is to com m ercial com panies. A m ore com m on, b u t less dangerous, problem is ‘spam ’, o r unw anted advertising. W h e n it first

15

appeared, n o b o d y w o rried a b o u t it, b u t now it is o u t o f co n tro l: m ore th an 50% o f all em ail m essages in th e w o rld are junk m ail, o r spam . U n fo rtu n ately, som e p eo p le are now using spam to trick p eo p le and to get m o n ey from th em .

This is called

‘phishing’. The sim p lest phishing tric k is to send an em ail

prom ising th a t yo u w ill get rich. H ow ever, to get th is m oney, yo u m ust firs t send yo u r bank details. O f course, th e y take th e m o n ey from yo u r bank and yo u ce rtain ly d o n ’t get rich!

20

T h erefo re, next tim e yo u ’re online, m ake sure yo u r anti-virus program is up-to-date and n ever give an yo n e yo u r bank details!

Read the article Computers under attack. Match terms 1-5 with definitions a-e. 1 [ ] phishing

a hidden program that can destroy data

2 [ ] spam

a program th at can be designed to steal personal inform ation

3 4 5

[ ] spyware ED Trojan horse ED virus

from your com puter advertising emails a program th at steals m oney by tricking people into giving away personal inform ation a program th at is hidden and can be used to get inform ation about users’ online buying habits

5 What do the pronouns refer to? Look back at

the article. Complete the table. pronoun

Read STUDY SKILL

refers to possib ility

STUDY SKILL

A v o id in g r e p e titio n (2)

Pronouns are used instead o f repeating th e sam e w ords. U nderstanding

of a n a tta ck

w h a t pronouns refer to helps you understand a text.

it

(line 1)

these

(line 5]

they

(line 8)

T his

(line 8}

it

(line 10)

it

(line 10)

it

(line 13)

it

(line 15)

m they replaces a plural noun or noun phrase, e.g. I bought some new computer games. The new computer games They are great fun. m this sum m arizes previous inform ation and adds n ew inform ation, e.g. You should install an anti-virus program. Installing an antivirus program This will protect yo ur computer.

T his

(line 18)

Using pronouns also m akes a te x t m ore cohesive, o r connected.

■ it replaces a singular noun o r noun phrase, e.g. / bought a

new computer. The new computer It was expensive.

Unit 8 • The world o f IT

47

W R IT IN G

IT - benefits and drawbacks

1 Read the paragraph

The benefits o f wireless technology slowly and carefully.

Use the information to complete the notes.

The benefits of wireless technology A breakthrough in computer design could lead to computer technology being available in the poorest parts o f the world. An IT company has developed a laptop computer that will only cost $100. It has all the functions of an ordinary computer including W iFi and 1GB of storage. Since the price will be low, the designers hope that the laptop will be available to children in poorer parts of the world. The computer is powered by turning a handle and, as a result, it does not need an electricity supply or batteries. This should make it even more attractive to schools in the developing world.

W ind-up______ IT company —> _________ $100 Low price

good fo r children in _________ countries

AH functions e.g. W iF i / 1GB storage Po w ered _________

2

3

no e le c tric ity _________ required

Write simple sentences using the completed notes from exercise 1. Do not look back at the paragraph.

STUDY SKILL

An IT company has produced a laptop fo r Ju s t $100.

To co n n ect ideas th a t show th e cause and result, use

Link the sentences using the words and phrases in brackets. 1

linking w ords and phrases.

They lose a lot o f data.

(so)

■

M any users don’t em pty their mailboxes. They may have problems downloading th eir mail.

(As a result)

3 There is a serious threat from viruses. M any people install an anti-virus program. 4

(because)

M any em ployees do not know how to use basic programs effectively. M any companies offer IT training,

5

(Consequently)

People use copies o f programs. M anufacturers put in secret codes to detect copies.

4

(since)

Link your sentences from exercise 2 using words and phrases from the Study Skill box.

because, as, since: People in some parts o f the world ca n n o t afford computers since/as/because they are too expensive. For re s u lt, use as a result, consequently, therefore, so: He didn’t have an antivirus program, and as a result, a virus attacked his computer. Computer scientists have tried hard to stop spam. Consequently, the senders o f spam have become more sophisticated. TV in the UK will be digital in 2012. Therefore, everyone will have to buy a digital receiver. Batteries are too expensive, so the computer is powered by solar energy.

■ For cause, use

M any people do not back up their com puter files.

2

Lin k in g id e a s (3)

W riting from notes Read STUDY SKILL

Use the notes to write a paragraph about computer crime.

STUDY SKILL C o h e re n t w ritin g

The number o f com puters and com puter networks has grown enorm ously over the past few years. Consequently,. . .

To w rite up you r n otes in a natural and coh erent style:

Computer Crime 1 Num ber com puter networks

■ m ake good notes (see Stu d y Skill p34)

T

opportunity fo r crim e

T

■ w rite sim ple sentences, and jo in them using linking w ords and phrases (see Study

2

Number people buying online ↑

= ↑ crim inals steal (e.g cred it cards)

S IT experts make networks secure 4

48

need

crim inal gangs hire own experts

T online secu rity + b etter system s to protect users


Skill pp13 , 24, and 48) ■ use synonym s and pronouns to avoid rep e titio n (see Stu d y Skill pp26 and 47)


e.g. etc.

Read STUDY SKILL Match abbreviations 1-8 with their ______________ meanings a-h . Check your answers in a dictionary.

STUDY SKILL

A b b r e v ia tio n s (1)

There are m any com m on abbreviations th a t are used in 1 □

e.g.

a

and m ore o f th e same

2 □

c. or ca.

b

for example

□ cf.

c

page or pages

4 □ i.e .

d

m ake a note/rem em ber

5

□ ibid.

e

th at is

6 □ N.B .

f

about/approxim ately

7 □

p o r pp.

g

compare this w ith ...

8 □

etc.

h

a reference to a source (book or w ebsite) referred to previously

3

2

academ ic and tech n ical texts. U nderstanding th e ir m eaning w ill help you to understand th e te x t itse lf better.

e.g. c. or ca.

Complete the sentences using abbreviations from exercise 1. 1 People now listen to music in a wide variety of ways, such as on a personal stereo, iPod, podcasts,____ . 2 The world population today is ____ six billion people.

cf. i.e. ib id n .b. p. or pp.

There are several other problems involved in computer programming (see____ 173).

etc.

There are several career options for graduates in biochemistry,____ working in the pharmaceutical industry. ____ The library closes at 23.00. Use a dictionary or the Internet to find out what the computer abbreviations stand for. Write how to say each abbreviation. Read STUDY SKILL

STUDY SKILL

A b b r e v ia tio n s (2)

Som e abbreviations are said as individual le tte rs, e.g. BBC. Som e are acronym s, th a t is, said as words, e g. O PEC /'ə ʊ p ek/.

1 CPU

c e n tra l p rocessing u nit

/s iː p iː ˈju ː /

C heck in you r d ictio n ary how to say th e abbreviations.

2 CD 3 CD-ROM 4 RAM 5 W iFi 6 GB 7 WWW 8 R /W 9 USB 10 user ID 11 IP 12 VDU

4

W hich abbreviations in exercises 1 and 3 are acronyms?


49

RESEARCH 1

Crediting sources

Look carefully at the book references. Are the statements true (T ) or false (F )?

S T U D Y S K IL L

A c k n o w le d g e m e n t s

W ritin g an essay o ften involves using inform ation taken from o th er sources, e.g. books o r w eb sites. It is im p o rtan t to

Curnick, L. (2005). Biology Made Easy. Crawford Press. Marsden, P. (2004). Life in Rural Egypt. Axminster University Press.

acknow ledge these sources in a bibliography a t th e end o f your essay. Styles vary in d iffe re n t departm ents. C heck you r d ep artm en t’s style and use th e same.

1

There is a comma after th e author’s fam ily name.

2

The author’s first name is w ritten in full.

3

There is a full stop after th e author’s initial.

■ list th e sources by au th o r’s surnam e in alp h ab etical order.

4

The year o f publication is in brackets.

■ give th e au th o r’s nam e, th e title , th e publisher, th e year o f

For books:

publication.

5 There is a comma after th e year o f publication. 6

The title o f the book can be underlined or w ritten in italics.

■ use th e sam e order and p unctuation fo r each reference.

7

There is a full stop after th e title o f the book.

For websites:

8

There is a comma at the end o f th e reference.

■ give th e auth o r’s nam e if known. ■ give th e title o f an a rticle in in verted com m as and underline o r italicize th e source o f th e work. ■ give th e fu ll address. ■ give th e d ate you accessed th e w eb page in brackets.

2 Write out the references as entries in a bibliography. The Greatest Inventions o f All Time

Jo h n R e a d in g

A x m in s te r U n i. P re s s

2001

I is for Information

H e le n C a m p b e ll

U n i. o f A s h fo r d P re s s

2 0 05

A History o f the Periodic Table

F e rn D a n ie ll

C r a w f o r d P re s s

2004

A Student’s Guide to Study Skills

C h r is t in e D ix

E d in b u rg h B o o k P re s s

2001

W hat is Information Technology?

S im o n N a y lo r

R o g e rs a n d S o n s

2 0 05

3 Look carefully at the website acknowledgement. Notice the style. "Avicenna" Wikipedia. The Free Encyclopedia http://en. wikipedia.org/wiki/Ibn_Sina (15 June 2006) Find and correct one style mistake in each of the web references 1-3.

1 "H istory Trail: Archaeology” BBC http://www.bbc.co.uk/history/lj/archaeologylj/preview/shtm l (1 M ay 2006)

"Periodic Table” W ebelem ents http://www.webelem ents.com / (6 Novem ber 2006)

“ United Arab Emirates” W orldAtlas.com http://worldatlas.com /webim age/ countries/asia/ae.htm 22 O ctober 2006

50


R E V IE W 1 Read the three paragraphs. Draw arrows from the pronouns in bold to the noun or noun phrase they refer to.

A

Digital television UK

Although th e UK governm ent only plans to have switched com pletely to digital television by 2012, it recommends th at people switch to it now, if th ey can. The best way to get digital TV is to buy a stand-alone receiver.

This connects to m ost m odern televisions via an aerial on th e roof.

B

Laser dentistry

Very few people enjoy going to th e dentist. However, the latest laser drills are extrem ely accurate. They are also nearly painless. Dentists find them very easy and efficien t to use, and they say th at patients are much m ore relaxed during treatm ent.

C

The Death of Guide Books

In the past, most people would take guide books w ith them when they were travelling on holiday. But now, a com bination o f location apps on phones, inform ation via Tw itter and travel blogs has made them unnecessary. Inform ation via these sources is more up to date and is often more useful because it is based on people’s personal experience.

2 Link the pairs of sentences using a cause or result word or phrase. 1 Children are learning to use computers at school. Many young people are better at computers than their parents. 2 Many people have a password to open programs on their computers. They don’t want other people to see their data. 3 Receiving spam can cause problems. People install anti-spam programs. 4 Most businesses want their employees to be able to use computers. There has been an increase in the num ber of computer courses available. 5 Computer chips are smaller and more powerful than ever before. Computers can be smaller but faster. 3 Match note-making symbols 1-12 with meanings a -l.

1 □

a

and

2 □

b greater than

3 □

=

c

4 □

≠

d therefore/so

5□ →

falling/decreasing/dropping

e

about/circa/c. uncertain/not sure

6 □

>

f

7 □

<

g does not equal/is not the same as

8 □

=

h equals/is th e same as

9 □

↑

i

less than

10 □

↓

j

leads to/im plies

11 □

&

k

because/as/since

12 □

?

l

rising/increasing/growing


51

9 Inventions, discoveries, and processes R E A D IN G S K IL L S

Intensive reading • Linking ideas (4j

W R IT IN G S K IL L S

The passive voice • Clarifying a sequence • W riting a description o f a process

RESEA R C H

Using indexes

R E A D IN G

How things work

1 Work with a partner. Read the sentences describing the benefits of five inventions. W hat inventions do they refer to? 1

The sound quality is good and you can m ove freely as you speak.

2

Connect to the Internet w ithout plugging it into a phone line.

3

You don’t have to get out o f the car - just press a button and drive in.

4

You can listen fo r the baby crying from a different room.

5

Use this to download music and take it w ith you wherever you go.

2 W hat makes the inventions work? Skim the title and paragraph 1 of the text on page 53 to check. Were you right? 3 Read STUDY SKILL Read paragraph 2 of the text. Answer the questions. S T U D Y S K IL L

In t e n s iv e r e a d in g

Stu d en ts o ften read intensively in ord er to m ake notes, o r fu lly understand w h a t th e y are reading. To focus on th e d e ta il o f w h at you are reading: ■ ask yo u rse lf

why you

are reading and

what you

need from you r reading. Skim th e te x t

including th e title and any diagram s or tables, to get an overview . ■ read th e m aterial from beginning to end. Circle w ords and phrases you don’t know, but

don’t stop

reading to look them up.

■ read th e m aterial m ore slow ly and underline/highlight th e

main ideas. Then

m ake notes

(see Stu d y Skill p34) - if th e te x t is very d ifficu lt, read it tw o or th ree m ore tim es before m aking notes. ■ go back to th e

new vocabulary you

circled. If necessary, look up th e w ords in a

dictionary. Record them appropriately (see Stu d y Skill p8).

1

W h at makes the ‘voice waves’ stronger?

2

W h at sends out t h e ‘radio waves’?

3

W h at picks up the ‘radio waves’?

4

W h at are th e ‘radio waves’ turned back into at first?

4 Find the words in the box in paragraph 2 and underline them. If necessary, check the meanings in a dictionary. am plifier (x2) radio waves (x2)

headphones

large aerials

receiving aerials

voice waves (x2)

5 Look at the diagram in the text. W hat does it show?

6 Read the text again. Label the diagram using the words from exercise 4. Compare your labelled diagram with a partner’s.

52

U n it 9 • In ven tio n s, d iscoveries, and processes

The old-fashioned secret behind modern technology 1

Have you heard o f Guglielm o M arconi? He is said to have invented radio a t th e end o f th e nineteenth

century. U ntil television becam e widespread, radio was one o f th e basic means o f com m unication and entertainm ent. The sim ple transistor radio may seem a little old-fashioned in these days o f m obile phones, laptop com puters, and iPods. However, radio waves, which are invisible and undetectable to humans, have changed th e w orld com pletely. W hen you use a m obile or cordless phone, a wireless netw ork fo r your laptop, or switch TV channels by rem ote control, you are using radio waves.

2

So, how does it w ork? Let’s take a radio programme as an example. Firstly, in the studio the voices and

music are turned into electronic signals, called ‘voice waves’. Next, they are made stronger by passing them through an am plifier. These stronger waves are called ‘carrier waves’ and they are passed to large aerials. Then the aerials send out these waves, which are now called ‘radio waves'. These are subsequently picked up by a receiving aerial, in this case, the one on your radio. A fte r this, the radio waves go through a reverse process. They are first turned back into voice waves, then passed through another am plifier, and finally sent out through speakers or headphones. The result is your favourite music or th e latest news!

7

Look again at paragraph 2 of the text and underline eight sequencing words or expressions.

STUDY SKILL Lin k in g id ea s (4) Sequencing w ords are used to link steps in a descrip tion o f a process. Som e exam ples are:

Firstly,... Secondly, ... etc. m Then ... N ext,... After that,... Subsequently,... ■ Finally,... Lastly,... ■

etc.

Unit 9 • Inventions, discoveries, and processes

53

W R IT IN G 1

How things are made

Complete the sentences using the verb in brackets in the correct form of the passive. S T U D Y S K IL L

T h e p a s s iv e v o ic e

W h e n describing a process o r a scien tific experim ent, it is im p ortan t to w rite in a neutral style, as an observer. To do this, you can use th e passive voice. The Present Sim ple Passive is o fte n used in

The Past Sim ple Passive is o ften used to ta lk about

descriptions o f processes:

inventions and discoveries:

is/are + past p articip le Voices are turned into voice waves.

was/were + past p articip le Radio was invented by Guglielmo Marconi.

1

The telep h o n e__________________ (invent) by Alexander Graham Bell.

2

A m an __________________ (send) into space fo r the first tim e in 1961.

3

X-rays__________________ (discover) by W illiam Roentgen,

4

Penicillin__________________ firs t___________________(m anufacture) in th e 1940s.

5

Pap er__________________ (make) from trees.

6

A lot o f p ap er__________________ (recycle) these days.

7

W ater and fa ts __________________ (use) to make soap.

8

G lass__________________ (make) from silica and limestone.

2 Read about the glass-making process. Complete the text with the verbs in brackets in the passive. G lass

w a s p ro b a b ly f ir s t m a d e b y t h e E g y p tia n s a b o u t 5,0 0 0 y e a rs

ag o . I t 1_______________ (m a k e ) fro m s ilic a , w h ic h c o m e s fro m s a n d , lim e s to n e , a n d s o d a ash. F irs tly , o ld g la s s 2_______________ (a d d ) t o t h e s ilic a .

T h e n , th e

s ilic a a n d t h e o ld g la s s 3_______________ (m ix ) in

a m a c h in e . N e x t, th is m ix tu r e 4__________________ (m e lt) in a fu rn a c e . F in a lly , t h e m ix t u r e 5_______________ (p re ss ) in to s h a p e s su ch as lig h t b u lb s.

Read the notes about the soap-making process. Expand them into full sentences using the verbs in brackets in the passive.

4

1

hot water & oil/fat (mix together) Hot w ater and oil and fa t are mixed together.

2

mixture (distil)

3

alkali & perfum e (add, mix well)

4

mixture (roll, dry, compress)

5

soap (cut, wrap, pack)

W riting a description o f a process

S T U D Y S K IL L

Write your sentences about the soap-making process into a paragraph. Use linking words from the box.

To describe a process clearly:

C la r ify in g a s e q u e n c e

■ d ivid e th e process in to steps. ■ m ake notes on each step. ■ expand you r n otes in to fu ll sentences using th e passive form .

Firstly,

54

Next.

Then

A fte r th at,

Finally,


■ m ark each step by using sequencing words.

RESEARCH

Reference books

Read STUDY SKILL 1 ______________ You want to find information from a

STUDY SKILL U sin g In d ex es

reference book on subjects 1-12. Highlight or underline the word or category word. Compare answers with a partner.

To use an index in a reference book;

1

Daniel Defoe

■ d ecid e w hich is th e

2

the Eiffel Tower

3

the South Am erican country, Ecuador

4

deoxyribose nucleic acid

keyword and

look fo r th at, e.g.

River Danube (D anube), o r w h at ca teg o ry th e w ord be in, e.g. Gobi Desert (D esert) and search fo r that,

the m ight

■ scan alphabetically.

5

the Earth’s atm osphere

6

the Sahara Desert

7

the Dead Sea

8

total eclipses o f th e sun

9

extinct animals, such as dinosaurs and dodos

If you can 't find th e reference, search again using ano th er w ord in th e phrase o r title .

10

how the diesel engine works

11

how long th e river Danube is

12

Durban, South Africa

2 Look at the encyclopaedia index on page 56. Quickly find the page num ber for the information in exercise 1. Time yourself. Check your list and compare your time with a partner. 3 Where in the index would you add words 1-8? 1

Ecology

2

betw een Eclip se and Econom ics

5

D iet

D ynam ite

6

Egg

3

Drum

7

Dragon

4

D om inica

8

Elephant

4 Look at the inventions a-h. Where necessary, underline the key word. When were they invented? Use a reference book or search engine to find out (see Study Skill p42). 5 Which two inventions are the most important and why? Discuss with a partner.

b

the telephone

g

th e com puter


55

Index

37

Dd D am ascus, Syria 190, 321 D ance 191 ballet cerem onial D anube, river 192 Dar es Salaam , T anzania 193 D ead Sea 195 D eafness 195 D ecim al system 197 Deer 198 Defoe, D aniel (w riter) 198 Degas, Edgar (painter) 199 De G aulle, C harles (politician) 200 D enm ark 203 D entistry 204 D eoxyribose N ucleic Acid (see DNA) D eserts 205 D etergents 207 D etroit, USA D iabetes 207 D iam onds 208 D ickens, C harles (writer) 209

David Copperfield Great Expectations Oliver Twist The Pickwick Papers D ictionary 215 D igestion 219 D inka 220 D inosaur 221 D iscrim inatio n 223 Disease 224 antibiotics c o m m o n cold drugs influenza vaccines D ishw asher228 D isneyland 228 D istillation 228 D iving 229 Dizziness 229 DNA 230 D odo 231 D og 232 D o lp h in 234 D om e 235 D o m in ican R epublic 236 D onkey 237 D oric capital 237

56


D ouble bass 238 D ragonfly 241 D ream 241 D rilling 242 D ro m ed ary cam el 243 D rug 243 D ubai 245 D ublin, R epublic o f Irelan d 245 D uck 246 D uck-billed p laty p u s 247 D um as, A lexandre (writer) 248

The Three Musketeers D undee, Scotland 249 D u n g beetle 249 D u rb an , S o u th Africa 250 Dye 250 D y n am o 250

Ee Eagle 252 Ear 253 E arth 255 atm o sp h ere clim ate c o n tin e n ta l shelf lo n g itu d e a n d latitude ozone layer E arthquake 258 Echo 260 Eclipse 260 Econom ics 261 E cuador 262 Edison, T hom as (scientist) 263 Egypt 264 Egypt, a n c ie n t 265 architecture art en g in eerin g hieroglyphics Nile, river P h arao h pyram id T u tan k h am en Eiffel Tower 272 Einstein, Albert (scientist) 272 Engines 291 diesel in te rn a l co m b u stio n petrol

R E V IE W

Word-building (3)

1 R e a d S T U D Y S K IL L

Review the text on page 53 to complete the compound nouns.

C o m p o u n d nouns

A com pound noun can be form ed by p u tting tw o noun s

1 _________ radio

together. Som etim es these are w ritten ;

2 _________ computer

■ as tw o w ords, e.g.. radio

3 _________ waves

■ ■

4 voice__________

waves as on e w ord, e g . microwave w ith a hyp h en , e g . data-processing

Use a d ictio n a ry to check how to w rite them .

5 __________ programme

2

S T U D Y S K IL L

Match the nouns to form compound nouns. There may be more than one possible combination. Use a dictionary to find out how to write them. 1

inform ation

a

dish

2 ☐

☐

DVD

b

laboratory

3 ☐

answer

c

machine

4

fax

d

phone

☐

5 ☐

word

e

player

6 ☐

com puter

f

processor

7

☐

satellite

technology

8

☐

physics

g h

virus

3R e a d S T U D Y S K IL L

Complete the sentences. Use a compound adjective from the box.

S T U D Y S K IL L

C o m p o u n d a d je c t iv e s

A com pound a d je ctiv e can be m ade w ith: hard-working

poorly-written

■ a noun + a d je ctive , e.g.

long-term

small-scale

computer literate

■ an a d je ctive + present/past p articip le, e g . easy-going

self-m otivated

high-speed

■ an adverb + present/p ast p articip le, e g . well-known

well-written

rem ote-controlled

highly-qualified

voice-powered

■ an ad jective + noun, e.g. blue-eyed Use a d ictio n ary to check how to w rite them .

1 The new professor is a __________ biochemist. 2 Many devices around the house, such as televisions and CD players, a re __________ . 3 Soon many home devices will u se __________ technology, so you can tell them what to do! 4 Most science students do som e__________ research at university. 5 __________ essays often get a few more marks th a n ___________ ones. 6 Many countries are developing__________ trains as part of their public transport infrastructure. 7 Although m ost medicines do a lot of good, some have__________ side-effects. 8 Interviewers often look for students who a re __________ as well as

4

Use your dictionary. Find other compound adjectives which begin self- , highly - , well- .


57

R E A D IN G

International tourism

1 Work with a partner. Discuss the questions. 1

W hen do most visitors com e to your country?

2

W here do m ost visitors to your country com e from ?

3

W h at is the m ost popular destination fo r visitors?

4

W here do you go for your holidays?

2 Skim the graph, bar chart, and text on page 59. Are the sentences true (T) or false (F)? Correct the false sentences. 1 Paragraph 1 of the text describes the bar chart. 2 Paragraph 2 of the text talks about tourist destinations. 3 The graph shows the num ber of international tourists in 2009. 4 The bar chart shows the top twelve tourist destinations in the world.

Turkey

5 Both diagrams show numbers in millions. Complete the text International Tourism using information from the graph and chart. Read STUDY SKILL S T U D Y S K IL L

In t e r p r e t in g d a t a

M an y scien tific and academ ic tex ts contain statistics. These are o ften illustrated in graphs or charts. Referring to graphs and charts w h ile you are reading w ill help you to understand th e text, and in terp ret th e statistical d ata better. ■ Skim th e title s o f th e te x t and graphs and charts to get a general idea. ■ Read th e descrip tion o f th e h orizontal and ve rtica l data. ■ Look a t th e graph o r bar chart. Ask yo u rse lf questions:

What is the general picture or trend? Are there any unexpected points? ■ As you read th e tex t, refer to th e appropriate p art o f th e diagram. Com pare th e inform ation in th e te x t w ith th e inform ation in th e graphs and charts.

Discuss the questions with a partner. 1 Have you been to any of these ten places? 2 W hich country or countries would you like to visit?

58

U n it 10 • Travel and tou rism

China

International tourism N u m b er o f In te rn atio n al Tourists 2009

France

USA

Spain

China

Italy

UK

Turkey

Germany

Malaysia

Mexico

Country

1

T his graph shows the number o f international1________________, in millions, from January to

December 2009.

At the start o f the year, there were approximately2________________international tourists. T his number rose by 50% in 3________________to about 30 million. The number remained stable until March. Then it grew steadily to 40 million by April and this increase continued to the beginning o f May. Between the beginning o f May and the beginning o f June, there was only a very slight increase, and then a dramatic rise in July and 4________________, reaching a peak o f 5_________________ tourists around the world. Then in September it dropped suddenly to about 100 million, followed by a steady fall to the lowest point in 6________________. At the end o f the year the number o f tourists rose steadily to around 40 million. Overall, the graph shows that the most popular period for international holidays is July and 7_________________ . The least popular time is 8_________________ and the beginning o f the year, but there is a slight increase in 9_________________ .

2 The bar chart shows the top ten most popular international tourist destinations in 2009. The favourite holiday destination w as10_______________ , which about 74 million people visited in 2009. There was a drop o f about 20 million to the second most liked holiday spot, the USA, with about 55 million visitors. In 11_________________ place was Spain, with around 52 million tourists a year. This was followed b y 12______________ , Italy, and the UK. There were fewer visitors to Turkey and 13________________, in seventh and eighth place respectively; only about14________________ million to each country. The ninth and tenth places were taken by Malaysia and Mexico. They received hetw een15______________ and 24 million tourists each.

Unit 10 • Travel and tourism

59


Varying vocabulary (2)

1 Write the words from the box in the table. fall

drop

fluctuate

go up

rise

remain steady

remain stable

t

2

increase

decrease

grow

go down ↓

go up and down

Answer the questions. Use a dictionary to check the answers. 1 W hich words are both verbs and nouns? 2 W hich verbs are regular?

3 Look back at the text on page 59 to complete the table with phrases. adjectives +nouns

verbs +adverbs

a steady growth increased slightly rose dramatically a sudden drop fell steadily

4 Match an expression from exercise 3 with the graphs.

5 Complete the expressions with adjectives from exercise 3. 1 A _______________ rise (or fall) is both large and fast. 2 A _______________ growth (or drop) is small, slow, and regular. 3 A _______________ increase (or decrease) is small. 4 A _______________ drop (or rise) is fast and unexpected. 60

stay the same --- ►


S T U D Y S K IL L

A v o id in g re p e titio n (3)

The language used to describ e graphs can be rep etitive. To avoid this, use:

increase = rise m ad jectives + nouns, e.g. slight increase m verbs + adverbs, e g. increased slightly ■ synonym s, e.g.

Graphs and bar charts

Work with a partner. Decide which way of illustrating data would be best for: Read STUDY SKILL

sho w ing th e n u m b er o f u n iv e rs ity stu d en ts in a c o u n try fro m 2000 to 2010.

STUDY SKILL

Illu s tra tin g d a ta

G rap h s and b ar c h a rts are used t o sho w d iffe re n t w ays o f illu stra tin g d ata. G rap h s are o fte n used to sh o w ch an g e

Number

W R IT IN G

o v e r a p e rio d o f tim e . ■

sh o w in g th e d iffe re n c e in th e n u m b er o f

use p rep o sitio n s o f tim e :

in 2005, a t th e beginning, b e tw e e n M a y a n d Ju n e

m en a t u n iv e rs ity and th e n u m b er o f

2005

2006

2007

Year

w o m e n a t u n iv e rs ity in 2 0 0 6 , 2008, an d 2010. B ar ch arts are o fte n used t o m ake com p ariso n s.

2

use co m p aratives: few e r

Number

■

visitors, and su p e rlative s, e.g. th e m o s t p o p u la r

Look at the bar chart. Complete the text using the words in the box.

U se a d je c tiv e + n oun and v e rb + ad verb few er sm allest

largest

m ore

sam e

2005

2006

2007

Year

to d e sc rib e graphs and b ar ch arts.

than

This bar ch art show s th e percentage o f French, Russian, and Jap anese to u rists visiting m y country.

N a tio n a lity o f Tourists

In 1995 t h e 1________________ percentage, 15%, o f foreign visitors cam e from Russia. There w ere 5 % 2________________ visito rs from France and t h e 3________________ group (5%)

w hen th e re w e re 4________________ French visitors (12%) 5________________ Russians. Then, in 2005 th e re w as a huge increase in th e num ber o f Jap anese tou rists, w h o form ed th e largest group (14%). Th e percentage o f Russian and French visitors w as t h e 6________________ , a t 12%. O verall, th e percentage o f French and Jap anese visitors increased b etw een 1995 and 2005, w hereas th e percentage

Percentage of tourists

w ere from Jap an. This changed significantly in 2000,

2000

1995

Year French

Russian

2005 Japanese

o f Russian tou rists fell.

3 Look at the graph and complete the text with a suitable noun, adjective, verb, adverb, or preposition. This graph shows th e num ber o f students at university 1_______________ 2000 and 2005.

N um ber o f Stu d e n ts a t U n ive rsity

In 2000 there were about 10,000 people studying at university. There was a slig h t2_______________ in 2001 to about 8,000. This was follow ed by a dram atic 3_______________ to 22,0004________________ 2002. A fter this, the n um b er5_______________ 6________________a t around 23,000 people fo r tw o years. Then, the number 7_______________ 8________________ to approxim ately 32,000 by 2005. Overall, th e num ber o f students continued to rise betw een 2000 and 2005, apart from a slight fall in 2001.


61

4 Draw a graph or a bar chart to illustrate the data in a and b. Write a description for each set of data and give the descriptions titles. Write about 120 words for each. Read STUDY SKILL S T U D Y S K IL L

D e s c r ib in g a g r a p h o r c h a r t

Stu d en ts are o fte n required to transform data from a graph o r ch art in to tex t.

( 7 .9%)

( 6 . 6%)

( 7 . 5%)

Always; ( 3 5 .2%)

■ say w h at th e graph o r ch art shows. ■ describ e th e m ain changes.

( 26 . 1%)

■ sum m arize th e m ajor trends and/or high and low points. Vary th e vocab u lary you use.

a The amount of time needed for an average worker to earn the money to buy 1 kilo of rice.

b

1900

75 m inutes

1920

60 m inutes

1940

35 m inutes

1960

20 m inutes

1980

12 m inutes

2000

15 m inutes

The number of speakers of the major languages of the world. 1

M an d arin C hinese

845,000,000

2

Hindi

366,000,000

3

Spanish

329,000,000

4

English

328,000,000

5

A rabic

221,000,000

6

Bengali

181,000,000

7

Portug uese

178,000,000

8

Russian

144,000,000

W riting about data 5 Use the Internet or reference books to research one of the topics: • the num ber o f tourists to your country in th e last three to five years. • the num ber o f men and wom en in your country in three different years.

Draw a graph or chart to show the data, and write a description.

62

U n it 10 • Travel and tou rism

R E V IE W 1 Read the description of a graph. Replace the words in bold with synonyms from the unit.

The graph shows the average cost o f a one-week holiday for a family o f four people from 199S until 2005. In 1995 the average cost o f a holiday was $500. This increased dramatically in 1996 to $700 and then remained stable fo r the next year. However, in 1998 there was a slight drop to about $650. This was followed by a steady rise over the next tw o years to $800 by 2000. Between 2000 and 2003, the price rose dramatically again to $1,500. It remained steady at this level in 2004 and then there was an increase to a peak of $1,750 in 2005. Overall, the graph shows that there has been a continual increase in the price o f family holidays except for a slight fa ll in 1998.

2 Write a paragraph describing the graph. H o tels on Rock Island

3 Use the Internet or reference books to find out in which country/countries the languages are spoken. Languages

C ountry/C ountries

Mandarin Chinese

China

Hindi Spanish English Arabic Bengali Portuguese Russian


63

WORD LIST

H ere is a list o f m o st o f th e n ew w ords in th e u n its o f

Headway Academic Skills Level 2 S tudent’s Book. = adjective = adverb c o n j = con ju n ctio n n = noun p l = plural p r e p = prep o sitio n U S = A m erican English v = verb adj

adv

Unit1 ab ro ad a d v /əˈb rɔːd / academ ic year n /ˌæ k əd em ɪk 'jɪə (r)/ accept v /ɔ k ˈse p t/ access n /ˈæ k ses/ acco m m o d atio n n /ə ˌk ɒ m əˈd eɪʃn / acco u n t n u m b e r n /əˈkaʊ nt ˌnʌm bə(r)/ advice n /əd ˈv aɪs/ app l icatio n n /ˌæ p lɪˈk eɪʃn / app l ication form n /ˌæ p lɪˈk eɪʃn ˌfɔːm / applied b io ch em istry n /əˌpiaɪd ˌb aɪəʊ ˈk em ɪstri/ apply for v /əˈplaɪ ˌfɔː(r), fə (r)/ arrival n /əˈraɪv l/ article (In a new sp ap er etc.) n /ˈɑ ːtɪk l/ associated w ords n p l /ə ˈsə ʊ sie ɪtɪd ˌw ɜːdz/ attitu d e n /ˈæ tɪtJu ːd / available a d j /əˈv eɪləb l/ b a n k statem en t n /ˈbæ ŋk ˌs te ɪtm ə n t/ basketball n /ˈb ɑ ːsk ɪtb ɔ ːl/ biography n /b aɪˈɒ g rəfi/ b irth certificate n /ˈbɜːθ s ə ˌtɪfɪk ə t/ block capitals n p l /ˌblɒk ˈkæ pɪtlz/ boxes (o n a fo rm ) n p l /ˈb ɒ k sɪz/ b rain sto rm v /ˈb re ɪn s tɔ ːm / business n /ˈb ɪzn əs/ certificate n /s ə ˈtɪfɪk ə t/ com m ence v /k əˈm en s/ com plete v /k əm ˈp llːt/ co ncen trate v /ˈk ɒ n s ə n tre ɪt/ credit card n /ˈk re d ɪt ˌkɑːd/ date o f b irth n /ˌd eɪt ə v ˈbɜːθ/ d efin itio n n /ˌd efɪˈn ɪʃn / delete as ap p ro p riate v /d ɪˌliːt əz ə ˈp rə ʊ p riə t/ d ep a rtu re n /d ɪˈp ɑ ːʧ ə (r)/ details n p l /ˈd ɪːte ɪlz /

64

Word list

d ic tio n a ry e n try n /ˈd ɪk ʃn ri ˌentri/ d o c u m e n t n /ˈd ɒ k jə m ə n t/ d riv in g licence n /ˈdraɪv ɪŋ ˌlaɪsəns/ d u ra tio n n /d jʊ ˈre ɪʃn/ effective a d j /ɪˈfe k tɪv / efficient a d j /ɪˈfɪʃn t/ en jo y m en t n /ɪn ˈʤ ɔɪm ən t/ essential a d j /ɪˈsen ʃl/ expiry date n /ɪk ˈsp aɪəri ˌdeɪt/ extensive reading n /ɪk ˌste n sɪv ˈriːd ɪŋ/ fem ale a d j /ˈflːm eɪl/ fɪle (o n a com puter) n /faɪl/ final exam s n p i /ˌfaɪnl ɪgˈzæ m z/ for future reference /f ə ˌ f ju ːʧ ə ˈrefrən s/ fo rm n /fɔːm / grades n /g re ɪd z / hall o f residence n /ˌhɔːl əv ˈrezɪd əns/ h a n d o u t n /ˈh æ n d aʊ t/ helpful a d j /ˈhelpfl/ high lig h t v /ˈh aɪlaɪt/ h o m ew o rk n /ˈb əʊ m w ɜːk / h o st fam ily n /ˌbəʊ st ˈfæm əll/ ID n /ˌaɪ ˈdiː/ id en tify v /a ɪˈd e n tɪfa ɪ/ im p o rta n t a d j /ɪm ˈp ɔ ːtə n t/ im prove v /ɪm ˈp ru ːv / indexes n p i /ˈɪn d e k sɪz , ˈɪndɪsiːz/ inform al letter n /ɪnˌfɔːm l ˈletə(r)/ in fo rm a tio n n /ˌɪnfəˈm eɪʃ n / in k n /ɪŋ k / in stead a d v /ɪn ˈste d / in stru c tio n m anuals n p i /ɪn ˈs trʌ k ʃn ˌm æ njʊ əlz/ intensive read in g n /ɪn ˌte n sɪv ˈriːdɪŋ/ issue date n /ˈɪʃu ː ˌdeɪt/ jo u rn a l n /ˈʤ ɜːnl/ keep a reco rd o f v /ˌkɪːp ə ˈrekɔːd əv/ k eyboard n /ˈk iːb ɔːd / literatu re n /ˈlɪtrə ʧ ə (r)/ looking forw ard to v /ˈlʊkɪŋ ˌfɔːw əd tə/ m a in p o in ts n p i /ˈm eɪn ˌp ɔɪn ts/ m ake the b est o f v /ˌm eɪk ðə ˈbest əv/ m ake notes v /ˌm eɪk , ˈnəʊts/ ɪnale a d j /m eɪl/ m arital status n /ˈm æ rɪtl ˌste ɪtə s/ M aster’s D egree n /ˈm ɑ ːstəz dɪˌgriː/ m e n tio n v /ˈm en ʃn / m e th o d n /ˈm eθəd/ m id d le n aɪn e n /ˈm ɪdl ˌneɪɪn/ m ix tu re n /ˈm ɪk sʧ ə(r)/

Miss /mɪs/ m obile telephone n /ˌm əʊ baɪl ˈtelɪfəʊ n/ M r /ˈm ɪstə(r)/ M rs /ˈm ɪsɪz/ M s /m əz/ M Sc n /ˌem es ˈsɪː/ n atio n ality n /ˌn æ ʃəˈn æ ləti/ no te v /n əʊ t/ n o teb o o k n /ˈnəʊ tbʊ k/ novels n p i /ˈnɒvlz/ offer n /ˈɒ fə(r)/ official a d j /əˈfɪʃl/ o f in te re s t a d j /ə v ˈ ɪn tr ə s t/ p a rticu lar a d j /p ə ˈtɪk jə lə (r)/ p articularly a d v /p əˈtɪk jə lə li/ p assp o rt n /ˈp ɑ ːsp ɔ ːt/ plays n p l /p leɪz/ pleasure n /ˈpleʒə(r)/ p o etry n /ˈp əʊ ətrɪ/ postcode n /ˈp əʊ stk əʊ d / prep are (for) v /p rɪˈp e ə ˌfɔː(r ) , fə(r)/ p rin t v /p rɪn t/ process n /ˈp rəʊ ses/ p ro n u n ciatio n n /p rəˌn ʌ n siˈeɪʃn / p u n ctu atio n n /ˌp ʌ ŋ k ʧ ʊ ˈeɪʃn / purely a d v /ˈpjʊ əlɪ/ read in g m aterials n p l /ˈrlːdɪŋ m əˌtɪəriəlz/ reason n /ˈrlːzn/ reco rd (vocabulary) v /rɪˈk ɔːd / relevant a d j /ˈre lə v ə n t/ ren ted a d j /ˈre n tɪd / rep o rts n p i /rɪˈp ɔ ːts/ req u ired a d j /rɪˈk w aɪəd / research n /rɪˈs ɜ ːʧ , ˈriːsɜːʧ / results n p i /rɪˈzʌ lts/ rin g v /rɪŋ / scan v /sk æ n / scanning n /ˈsk æ n ɪŋ/ scientihc a d j /ˌsaɪən ˈtɪfɪk / search engine fɪnds n p i /ˈsɜ ːʧ ˌenʤ ɪn ˌfaɪndz/ set tex t n /ˌset ˈte k st/ sh ared h o u se n /ˌʃe ə d ˈhaʊs/ single a d j /ˈsɪŋgl/ skim v /sk ɪm / skim read in g n /ˈskɪm ˌriːdɪŋ/ so o n a d v /su ːn / special d iet n /ˌsp e ʃl ˈdaɪət/ specify v /ˈsp esɪfaɪ/ speed n /sp lːd / spellchecker n /ˈsp elʧ ek ə(r)/ spelling n /ˈsp eh ŋ / sp orts centre n /ˈsp ɔ ːts ˌsen tə(r)/ statistic n /s tə ˈtɪs tɪk / stress n /s tre s / stressed sylla b les n p l /ˌstre st ˈsɪləblz/ stress m a rk n /ˈs tre s ˌm ɑːk/ stress p a tte rn n /ˈstre s ˌpæ tn/

stu d y n, v /ˈstʌ d i/ sum m arize v /ˈsʌ m əraɪz/ sw im m ing pool n /ˈsw ɪm ɪŋ ˌpuːl/ take y o u r tim e v /ˌte ɪk jɔ ː ˈtaɪm / technology n /tekˈnɒ ləʤ i/ telephone n u m b e r n /ˈtelɪfəʊ n ˌnʌm bə(r)/ textbooks n p i /ˈte k stb ʊ k s/ tim etable n /ˈta ɪm te ɪb l/ tim e y o urself v /ˈtaɪm jəˌself/ title (person) n /ˈta ɪtl/ to u rism n /ˈtʊ ərɪzm / translation n /træ n sˈle ɪʃn / tran sp o rt n /ˈtræ n s p ɔ ːt/ ty p e n /ta ɪp / university n /ˌju ːn ɪˈv ɜ ːsə ti/ vegetarian a d j /ˌv eʤ ɪˈteəriən/ vocabulary n /v əʊ ˈk æ b jələri/ w herever a d v /w eərˈev ə(r)/ wireless co n n ectio n s n p l / ˌw aɪələs k əˈn ek ʃn z/ w ish v /w ɪʃ/ w ord card n /ˈw ɜːd ,k ɑ ːd /

Unit 2 aeroplane n /ˈeərəp leɪn / A frica n /ˈæ frɪk ə/ A lg e ria n /æ l 'ʤ ɪəriə/ alth o u g h c o n j /ɔ ːl ðəʊ/ am azing a d j /ə ˈm eɪzɪŋ / A m azon n /ˈæ m əzən/ an cien t a d j /ˈe ɪn ʃn t/ antonym s n p l /ˈæ n tɔn ɪm z/ a p a rtm e n t block n /əˈp ɑ ːtm ə n t ˌblɒk/ A rab a d j /ˈæ rəb/ A rabic n /ˈæ rəb ɪk / A sia n /ˈeɪʒə/ A tlantic O cean n /ə tˌlæ n tɪk ˈəʊʃn/ attractio n s n p i /ə ˈtræ k ʃn z / A u s tra lia n /ɒ ˈstreɪliə/ beaches n p l /ˈb iːʧɪz/ b o rd e r n , v /ˈb ɔːd ə(r)/ business n /ˈb ɪzn əs/ capital n /ˈk æ p ɪtl/ castle n /ˈkɑːsl/ cen tu ry n /ˈsen ʧ əri/ city-state n /ˈs ɪti ˌste ɪt/ clim b v /k laɪm / coal n /kəʊl/ coastline n /ˈk əʊ stlaɪn / co n tin en ts n p l /ˈk ɒ n tɪn ə n ts/ cottage n /ˈkɒtɪʤ / create v /k riˈeɪt/ creatio n n /k riˈeɪʃn / d e p e n d o n v /d ɪˈp en d ˌɒn/ d esert n /ˈd ezət/ d estin atio n n /ˌd e stɪˈn e ɪʃn / develop v /dɪˈveləp/

d iag ram n /ˈd aɪəg ræ m / differences n p l /ˈd ɪfrə n stz/ discard v /d ɪ sˈ k ɑːd/ east n , a d y a d v /iːs t/ econom y n /ɪˈk ɒ n əm i/ Eiffel Tow er n /ˈɑɪfl ˈtaʊə(r) E q u ato r n /ɪˈk w e ɪtə (r)/ E uro D is n ey n /ˈjʊ ə rə ˈdɪz n i/ E urope n /ˈjʊ ərəp / fa h u lo u s a d j /ˈf æ bJələs/ fam ous a d j /ˈf e ɪm əs/ farm in g n /ˈfo ːm ɪŋ / Erance n / f rɑ ː n s/ fresh w ater n /ˌf r e ʃ ˈw ɔ ːtə (r)/ fro n tie r n /ˈfrʌ n tɪə (r)/

gas n /gæs/ geography n /ʤ iˈ ɒ g rə fi/ gover n v /ˈg ʌ v n / historic a d j /h ɪˈstɒ rɪk / histo ry n /ˈh tstri/ how ever c o n j /h a u ˈ e v ə(r)/ inclu d e v / ɪ n ˈkluːd/ inclu d i n g p r e p /ɪ n ˈk lu ːd ɪ ŋ/ in d e p e n d e n t a d j /ˌɪn d ɪˈp e n d ə n t/ in d u stries n p l /ˈɪn d ə striz / Irish S e a n /ˌ a ɪrɪʃ ˈsiː/ island n /ˈa ɪlə n d/ king d o m n /ˈk ɪŋdəm / k m n /ˌkeɪ ˈe m / lake n /l e ɪk/ logically a d v /ˈl ɒ ʤ ɪkli/ loud a d v /laʊd/ Eouvre n /lʊ ːv rə/ M alay n /m əˈl e ɪ / M a n d a rin n /ˈm æ n d ə r ɪ n / m a n -m ad e a d j /ˌm æ n ˈm e ɪd/ m an n factu rin g n /ˌm æ n jə ˈ f æ k ʧ ə rɪŋ / M ed iterran ean Sea n /ˌm e d ɪ tə ˌr e ɪ n iə n ˈsiː/ m in i n g n /ˈm aɪ n ɪ ŋ/ m o d e rn a d j /ˈm ɒdn/ M orocco n /m əˈr ɒ kəʊ/ m o u n ta in n /ˈm aʊ n tə n / m o u n ta i n ranges n p l /ˈm aʊ n tə n ˌre ɪn ʤ ɪz/ M o u n t Everest n /ˌm aʊnt ˈev ər ɪ st/ m u seu m n /m ju ːˈ z iːəm / n atio n al assem bly n /ˌ n æ ʃ n ə l əˈs e m bll/ natu ral resources n p l /ˌn æ ʧ rə l rɪˈ z ɔ ːs ɪ z / N ile n /n a ɪl/ noisy a d j /ˈn ɔ t z i/ n o rth n , a d y a d v / n ɔːθ/ n o rth e r n a d j /ˈ n ɔ ːð ə n / N o rth Pole n /ˌn ɔːθ ˈpəʊl/ ocean n /ˈəʊ ʃn / official language n /əˌ f ɪ ʃ l ˈlæ ŋgw ɪʤ / oil n /ɔɪl/ pollut e d a d j /p əˈ l u ːtɪd / p o n d n /p ɒ n d / p o p u la r a d j /ˈp ɒ p jə lə (r)/ rainforests n p l /ˈre ɪn f ɒ rɪs ts /

relax v /rɪˈ l æ ks/ republic n /r ɪ ˈpʌblɪ k / revolution n /r e v ə ˈlu ːʃ n / ru l e v /ru ːl/ S a h a r a n /səˈh ɑ ːrə/ scale n /s k e ɪ l/ seashore n /ˈslːʃɔ(r)/ sim ilarities n p l /ˌsɪm ɔˈlæ rətiz/ Singapore n /ˌsɪŋəˈpɔː(r)/ skiing n /sk ɪːɪŋ skyscraper n /ˈsk a ɪsk re ɪp ə (r)/ so u th n , a d y a d v /sauθ/ S outh A m erica n /ˌsaʊθ əˈm e r ɪ k ə/ so u th -east a d j /ˌsaʊθ ˈiːst/ S outh Pole n /ˌsaʊ θ ˈpəʊl/ space rocket n /ˈsp e ɪs ˌrɒ k ɪt/ synonym s n p l /ˈs ɪ n ə n ɪm z / Tam il n /ˈtæ m l/ topic areas n p l /ˈt ɒ p ɪ k ˌe əriəz/ to u rism n /ˈtʊ ərɪzm / to u rist n /ˈtʊ ə rɪst/ tra d itio n a l a d j /trə ˈd ɪʃə n l/ U nited K ingdom n /jə ˌ n a ɪtɪd ˈk ɪŋ d əm / u n p o llu te d a d j /ˌʌ n p ə ˈlu ːt ɪ d/ w a le s n / w e ɪ l z / w e lsh n / w e lʃ/ west n , a d y a d v /w e st/ w estern a d j /ˈw e s tə n / w ild a d j /w a ɪ l d/ w o rld-fam ous a d j /ˌ w ɜ ːld ˈf e ɪm əs/ zoo n /z u ː/

Unit 3 airline n /ˈe ə laɪn / apologiz e v /əˈp ɒ ləʤ a ɪ z / ap p ro p riate a d j /əˈp rəʊ p riət/ at th e to p o f his voice /ə t ð ə ˌtɒp əv h ɪz ˈvɔɪs/ A u stralian a d j / ɒ ˈstre ɪ l iə n / Baggage n /ˈhæ gɪʤ / baggage h an d ler n /ˈb æ g ɪ ʤ ˌhæ n d lə(r)/ b ː^ g a g e tru c k n /ˈbæ gɪʤ ˌtrʌ k / b allo o n n /bəˈ l u ːn / b an g v /b æ ŋ/ boss n /b ɒ s/ briefcase n /ˈbriː f k e ɪ s/ b u sin essm an n /ˈb ɪz n əsm ən / b u si n ess people n p l /ˈbt z n əs ˌpɪːpl/ businessw om an n /ˈbɪ z n ə s w ʊ m ə n / cap tain n /ˈk æ p t ɪ n / case n / k e ts/ catch v / k æ ʧ / ceiling n /ˈsiːlɪŋ/ com m erce n /ˈ k ɒ m ɜ ːs/ co m p reh e n sio n n /ˌ k ɒ m p rɪˈh e n ʃ n / conference n /ˈ k ɒ n fə rə n s/ conference centre n /ˈk ɒ n fə rə n s ˌse n tə (r)/

co n ten t n /ˈk ɒ n t e nt/ c o rrid o r n /ˈk ɒ rɪd ɔ ː(r)/ cow boy bo o ts n p l /ˈk aʊ b ɔ ɪ ˌbu ːts/ custom s n p l /ˈk ʌ stəm z/ die v /d a ɪ/ d irect a d j /d əˈre k t , d ɪ - , daɪ-/ discover v /dɪˈs k ʌ v ə(r)/ e n courag e v /ɪ n ˈk ʌrtʤ / events n p l /ɪˈv e n ts / exam ine v /ɪgˈzæ m ɪn/ exhausting a d j /ɪg ˈz ɔ ːstɪŋ / expect v / ɪ k ˈspe k t/ expected a d j / ɪ k ˈsp e k t ɪ d/ experienced a d j /ɪk ˈsp ɪə riə n s t/ explain v /ɪk ˈsp l e ɪ n / fall asleep v /ˌf ɔ ː l əˈs l iːp/ first-class a d j /ˈf ɜ ːs t ˌklɑːs/ filght n /fla tt/ filght a tte n d a n t n /ˈ f laɪt əˌt e n d ə n t/ focus o n v /ˈfəʊ kəs ˌɒn/ fo rtunately a d v /ˈ f ɔ ːʧ ə n ətli/ freezing a d j /ˈfrɪː z ɪŋ/ F rench a d j / f r e n ʧ / frighteɪred a d j /ˈf r a ɪ t n d/ fr u itful a d j /ˈf r u ːtf l / go th ro u g h (his notes) v /ˈgəʊ ˌθruː/ greet v /g riːt/ guess n /g e s/ hall n /h ɔːl/ headline n /ˈh e d l a ɪ n / h o ld n /h əʊ ld / h o rrified a d j /ˈh ɒ rɪfa ɪd / h o rro r n /ˈhɒ rə(r)/ hugely a d v /ˈh ju ːʤ li/ h u rt a d j /h ɜ ːt/ identify v /aɪˈd e n t ɪ f aɪ/ illega l a d j /ɪˈ l ɪːgl/ illeg ih le a d j /ɪˈ l e ʤ əbl/ illogical a d j /ɪˈl ɒ ʤ ɪ k l/ im m atu re a d j /ˌɪm əˈʧʊ ə(r)/ im m ediately a d v /ɪˈm iːd iə t l i/ im m ig ratio n co n tro l n / ˌɪm ɪˌgr e ɪʃn k ən ˈtrəʊ l/ im m obile a d j /ɪˈm əʊ baɪl/ im p atien t a d j / ɪ m ˈp e ɪ ʃ n t/ im personal a d j /ɪm ˈp ɜ ːsə n l / im possible a d j /ɪm ˈpɒsəbl/ in ap p ro p riate a d j /ɪ n ə ˈp rəʊ p riət/ increased a d j /ˈɪŋ k riːs t/ in d irect a d j /ˌɪndəˈr e k t , ˌɪn d ɪ -, ˌɪn d aɪ-/ in experie n ced a d j /ˌɪ n ɪk ˈsp ɪəriə n st/ i n fact / ˌ ɪ n ˈfæ kt/ in fo rm v / ɪ n ˈf ɔːm / irrelevant a d j /ɪˈre lə v ə n t/ irresp o n sible a d j /ˌɪrɪˈsp ɒ n səbl/ Jeans n p l /ʤ iːnz/ Joke v /ʤ əʊ k / kangaroo n /ˌk æ ŋ g əˈru ː/ large a d j /lɑːʤ / legal a d j /ˈl ɪ ːgl/ legible a d j /ˈleʤ əb l / Libyan a d j /ˈlɪb iə n /

linki n g w ords n p l /ˈlɪŋkɪŋ ˌw ɜːd z / lo ad v / l əʊd/ logical a d j /ˈlrɪʤ ɪ k l / look u p v /ˈlʊk ˌʌp/ luckily a d v /ˈlʌ k əlɪ/ lucky a d j /ˈlʌkɪ/ m ake sense v /ˌm e ɪ k ˈse n s/ m anaging d ire c to r n /ˌm æ n əʤ ɪŋ dəˈr e k tə (r ) , dɪ-, daɪ-/ m atu re a d j /m əˈʧʊ ə(r)/ m ax im u m a d j /ˈm æ k stm əm / M D n /ˌ e m ˈdiː/ m eetin g n /ˈm iːtɪŋ / M iddl e E ast n /ˌm ɪdl ˈiːst/ m in im u m a d j /ˈm ɪ n ɪm əm / m istake v /m ɪˈst e ɪk/ m istak en id entity n /m ɪˌst e ɪ k n aɪˈd e n tə ti/ m obile a d j /ˈm əʊ b aɪ l/ m o m e n t n /ˈm əʊ m ə n t/ m o o n n /m u ː n / n e gative a d j /ˈn e g ə tɪv / new spaper article n /ˈ n ju ːs p e ɪ pɔr ˌɑ ːtɪ k l/ n o d (your head) v /ˌ n ɒd (jɔː ˈhed)/ notice v /ˈ n ə ʊ tɪs/ o n th e Job a d v /ˌ ɒ n ð ə ˈʤ ɒ b/ o n tim e a d v /ˌɒ n ˈtaɪɪn/ organizer n /ˈɔ ːg ə n a ɪz ə (r)/ overjoyed a d j /ˌəʊvəˈʤ ɔɪd/ p anic v /ˈp æ n ɪ k / p a rt-tim e a d j /ˈp ɑ ːt ˌtatm / passenger n /ˈp æ sɪn ʤ ə(r)/

patient adj /ˈpeɪʃnt/ petrified a d j /ˈp e t r ɪ f aɪd / pick (bim ) up v /ˌpɪk ... ˈʌp/ p ilo t n /ˈp aɪlət/ place v /p le ɪ s/ plan v /plærɪ/ positive a d j /ˈp ɒ z ə tɪv / possibilities n p l /ˌp ɒ səˈb ɪlətiz/ possible a d j /ˈpɒ səb l / pred ict v /p rə ˈd ɪk t/ preftx n /ˈprɪː f ɪk s/ p rep ared to a d j /p rɪˈp e ə d t ə / p resentations n p l /ˌpr e zənˈt e ɪ ʃ n z/ private a d j /ˈp ra ɪv ə t/ pro m ise v /ˈprɒ m ɪs/ public a d j /ˈp ʌ b l ɪk/

pump v /pʌmp/ p u n ctu ate v /ˈp ʌ ŋ k ʧ ʊ eɪt/ p u t rig b t v /ˌpʊt ˈraɪt/ regular a d j /ˈr e g jə lə (r)/ relations n p l / r ɪ ˈleɪ ʃ n z/ relatives n p l /ˈre lə tɪv z / releva n t a d j /ˈr e l ə v ə n t/ relief n /rɪˈliː f / reply v /rɪˈp l a ɪ/ rep o rters n p l /rɪˈp ɔ ːtə z / respo n sible a d j /r ɪ ˈsp ɒ n səbl/ rest n /r e st/ re tu rn ticket n /rɪˈ tɜ ː n ˌtɪ k ɪt/ ru s h v /rʌ ʃ/ Scottish a d j /ˈs k ɒ ti ʃ / sem in ar n /ˈs e m ɪ n ɑ ː(r)/

Word list

65

shift n / ʃ ɪ f t/ sign n /sa ɪn/ situation n /ˌsɪʧʊ ˈ e ɪ ʃ n / sm artly -d ressed a d j /ˌsm ɑːtli ˈdr e st/ sm artly -su ited a d j /ˈsm ɑ ːtli ˌsu ːtɪd / so l ve v /s ɒ l v/ speech n /s p iːʧ / speed v /sp iːd / sp read v /sp re d / stare v /s t e ə (r)/ stay n / s t e ɪ / stow aw ay n /ˈstə ʊ ə w e ɪ/ successful a d j /s ə k ˈse s f l / suitcases n p l /ˈs u ːt k e ɪ s ɪ z/ survive v /sə ˈv a ɪ v/ system s n p l /ˈs ɪ s tə m z / talk n / t ɔ ː k / terrib le a d j /ˈt e rə b l / therefo re c o n j /ˈð e ə fɔ ː(r)/ to p a d j /tɒ p / trad e n / t r e ɪd/ travel v /ˈtræ vl/ unco m fo rtah le a d j /ˌʌ n ˈkʌm f tə b l/ unexpected a d j /ˌʌ n ɪk ˈsp e k tɪd / un fo rtu n ately a d v /ˌʌ n ˈf ɔ ːʧ ə n ə th / u n h u rt a d j /ˌʌ n ˈh ɜːt/ u n k n o w n a d j /ˌʌ n ˈn ə ʊ n / variety n /v ə ˈra ɪ ə ti/ violi n n /ˌv aɪəˈ l ɪn/

Unit 4 accelerate v /ək ˈs e lər e ɪ t/ accelerator n /ək ˈs e l ə re ɪtə (r)/ according to p r e p /əˈ k ɔ ːd ɪŋ tə / achieve v /əˈʧ iːv / acoustic a d j /əˈ k u ːs tɪ k / adva n tages n p l /ə d ˈv ɑ ː n t ɪ ʤ ɪ z/ aim n /e ɪm / aircraft n /ˈ e ə k rɑ ːft/ a m o u n t n /əˈm aʊ n t/ a n n o u n ce v /əˈ n a ʊ n s/ anytim e a d v /ˈe n ita ɪm / at all tim es /ə t ˌɔː l ˈtaɪm z/ auto m o h il e n U S /ˈɔːtəm əˌh iːl/ b an v /b æ n / basic a d j /ˈb e ɪs ɪ k / b e nefit v /ˈb e n ə f ɪt/ brakes n p l /b r e ɪ k s/ brillian t a d j /ˈb rɪliə n t/ cause v / k ɔ ː z / cban n el n /ˈʧæ nl/ cboic e n /ʧ ɔ ɪs / circuit n /ˈs ɜ ː k ɪt/ city-dw ellers n p l /ˈs ɪ ti ˌdw e lə z / clutcb n /k l ʌ ʧ / cockpit n /ˈk ɒ k p ɪt/ co m p u t e r g am e s n p l / k ə m ˈp ju ːtə

ˌgeɪmz/ co n clusio n n /k ə n ˈk lu ːʒ n / co nd itio n s n p l / k ə n ˈd ɪʃn z/ constantly a d v /ˈk ɒ n s tə n th / co n ten t n /ˈkɒ n t e n t/ c o n trol v / k ə n ˈtrəʊ l/

66

Word list

convenience n / k ənˈviːniəns/ c o p y n /ˈk ɒ pi/ co rresp o n de n t n /ˌk ɒ rɪˈsp ɒ n d ə n t/ crasb v / k ræ ʃ/ credit cards n p l /ˈkr e d ɪt ˌkɑːdz/ cultu res n p l /ˈk ʌ lʧ ə z / dam age v /ˈd æ m ɪ ʤ / d ata n /ˈd e ɪ tə/ d e p e n d e n t a d j /d ɪˈp e n d ə n t/ design v /d ɪˈz a ɪ n / despite p r e p /d ɪˈsp a ɪt/ developm ent n /d ɪ ˈveləpm ə n t/ device n /d ɪ ˈva ɪ s/ digital cam era n /ˌdɪʤ ɪtl ˈkæ m ərə/ d irectly a d v /d ə ˈre k tlɪ , d ɪ-, daɪ-/ disadvantages n p l /ˌd ɪsəd ˈv ɑ ː n t ɪ ʤ ɪ z/ disagree v /ˌdɪsəˈgriː/ d isaster n /d ɪˈ z ɑ ːstə (r)/ d o c u m e n ta ry n / ,d ɒ k jə ˈm e n tri/ d o w n lo ad v /ˌdaʊ n ˈl əʊd/ draw backs n p l /ˈd rɔ ːb æ k s/ driverless a d j /ˈd ra ɪ v ə l əs/ ed it v /ˈe d ɪt/ electronic a d j / ɪ ˌle k ˈtr ɒ n ɪ k / e m e rg e n c y e x it n /ɪˈm ɜːʤ ən si

ˌeksɪt/ engines n p l /ˈ e n ʤ ɪ n z/ essential a d j / ɪ ˈse n ʃl/ everyday a d j /ˈe v rid e ɪ/ fed up a d j /ˌf e d ˈʌp/ finally a d v /ˈfa ɪ nəli/ firstly a d v /ˈf ɜ ːstll/ for e xam ple / f ə r ɪ gˈzɑːm pl/ for In stan ce / f ə r ˈɪ n s tə n s/ free tim e n /ˌ f riː ˈtaɪm / fu rtb e rm o re a d v /ˌfɜːð əˈm ɔː(r)/ fu tu re n /ˈfju ːʧ ə (r)/ go w rong v /ˌgəʊ ˈrɒ ŋ/ grow v /g rəʊ / g u id e n /g aɪd / h a rm n /h ɑ ːm / h eatin g n /ˈh ɪːt ɪ ŋ/ hohhies n p l /ˈh ɒ h ɪ z/ h u g e a d j /hJuːʤ / ideal a d j /aɪˈd ɪ ːəl/ id e n tify v /a ɪ ˈde n t ɪ f a ɪ / in ad d itio n /ˌɪ n ə ˈd ɪʃ n / in conclusion /ˌɪ n k ən ˈk lu ːʒn / in co n trast /ˌɪ n ˈk ɒ n trɑ ːs t/ increas e n /ˈ ɪ ŋ k riːs/ i n d u stry n /ˈ ɪ n d ə stri/ insist v / ɪ n ˈsɪst/ install v /ɪ n ˈstɔ ː l/ in stead o f p r e p /ɪ n ˈst e d əv/ in th e first plac e /ˌɪ n ðə ˈf ɜ ːst ˌpl e ɪs/ i n tro d u c tio n n /ˌɪ n trə ˈd ʌ k ʃ n /

irritating adj /ˈɪrɪt e ɪtɪŋ/ keep i n to u ch v /ˌ k iːp ɪ n ˈtʌ ʧ/ lap to p n /ˈ l æ p t ɒ p/ lastly a d v /ˈlɑːstli/ latest a d j /ˈle ɪtɪs t/ leisure n /ˈle ʒə(r)/ le t (sh) k n ow v /ˌlet ...ˈn ə ʊ /

lighting n /ˈla ɪtɪŋ / m ag n e tic a d j /m æ g ˈ n e tɪk / m anag e v /ˈm æ n ɪ ʤ / m an u factu re v /ˌm æ n jə ˈ f æ k ʧ ə (r)/ m an u factu rer n /ˌm æ n jə ˈfæ k ʧ ə rə (r)/ m aterial n /m əˈtɪəriəl/ m e m o ry sticks n p l /ˈm e m əri

ˌstɪks/ m essage n /ˈm e sɪʤ / m icroprocessor n /ˌm aɪ k rəʊ ˈp rəʊ s e sə(r)/ m ohile p h o n e n /ˌm əʊ baɪl ˈf əʊ n / m odels n p l /ˈm ɒ d l z / m otorw ays n p l /ˈm əʊ tə w e ɪ z / m ovie n /ˈm uːvɪ/ m u lti-h ilh o n a d j /ˈm ʌlti ˌhɪljən/ needs n p l / n ɪːd z / old-fashio n ed a d j /ˌəʊld ˈfæ ʃnd/ o n the o th e r h a n d /ˌɒ n ð ɪ ˈʌðə ˌhæ n d/ o p in i o n n /ə ˈp ɪ n jə n / o p p o rtu n ity n /ˌɒ pəˈtJuː n əti/ opposite n /ˈ ɒ p ə z ɪt/ o rd e r v /ˈɔːd ə(r)/ o rig i n s n p l /ˈ ɒ r ɪ ʤ ɪ n z / outlaw v /ˈaʊ tlɔː/ outlin e v /ˈaʊ tlaɪɪt/ ovens n p l /ˈʌv n z / overhead a d v /ˌəʊʌəˈh e d/ ow n v /əʊ n / ow nership n /ˈəʊ n əʃɪp / pass v /p u ːs/ p h o n e call n /ˈf ə ʊ n ˌk ɔ ː l / p h o to g rap h er n / f ə ˈt ɒ g rə f ə(r)/ pilot n /ˈp a ɪ lət/ plans n p l /p l æ n z / preview v /ˈp riːv ju ː/ previous a d j /ˈpriːviəs/ professional a d j /p rə ˈfe ʃə n l/ pro ject n /ˈp r ɒ ʤ e k t/ pro tect v /p rə ˈt e k t/ quality n /ˈkw ɒləti/ ra d a r n /ˈr e ɪd ɑ ː(r)/ rear-view m irro r n /ˌrɪə ˌvjuː ˈm ɪrə(r)/ receive v /rɪˈsiːv / reduce v /rɪˈd ju ːs/ red u ctio n n /rɪˈd ʌ k ʃ n / related to a d j /rɪˈle ɪtɪd ˌ tu ː,tə / repetitive a d j /rɪˈp e t ə t ɪ v/ require v /rɪˈk w a ɪə (r)/ rise v /r a ɪ z / ru d e a d j /ru ːd / satellite T v n /ˌsæ tə la ɪt ˌtiː ˈviː/ save v /s e ɪv/ scan v /sk æ n / scanners n p l /ˈsk æ n əz/ secondly a d v /ˈs e k ə n dli/ security n /sɪˈ k jʊ ə rə ti/ select v /sɪˈlek t/ sen so r n /ˈs e n sə(r)/ set u p v /ˌset ˈʌp/ significant a d j /s ɪ gˈ n ɪ f ɪk ɔ n t/ silent a d j /ˈsa ɪ l ə n t/ StM cards n p l /ˈsɪm ˌk o ːd z/ slow dow n v /,sləʊ ˈdaʊ n /

sm art cards n p l /ˈsm ɑ ːt ˌkɑːd z / sp e cial a d j /ˈsp e ʃl/ speed up v /ˌsp lːd ˈʌp/ stea l

v

/st ɪːl/

steer v /s tɪə (r)/ steering w heel n /ˈs t ɪ ə r ɪ ŋ ˌwɪːl/ store v /s tɔ ː(r)/ straig h t away a d v /ˌstr e ɪt əˈ w eɪ/ street crim e n /ˈs triːt ˌkraɪm / strongly a d v /ˈstr ɒ ŋ l i/ suggest v /sə ˈʤ e st/ suggestio n n /səˈʤ e s ʧ ə n / su p p o rt v /sə ˈp ɔ ːt/ system n /ˈsɪstəm / take o ff v /ˌt e ɪk ˈɒf/ topic sentences n p l /ˈtɒ p ɪk ˌse n t ə n sɪz/ to conclude /tə kən ˈk lu ːd / to sum up / t ə ˌsʌm ˈʌp/ ty p ew riter n /ˈta ɪp ra ɪtə (r)/ tyres n p l /ˈtaɪəz/ unreliabl e a d j /ˌʌnrɪˈlaɪəbl/ unsuitable a d j /ˌʌ n ˈsuːtəbl/ use n /ju ːs / value n /ˈv æ lju ː/ vehicles n p l /ˈv iːə k lz/ voice-controlled a d j /ˈvɔɪs k ə n ˌtrəʊld/ w aste v / w e ɪs t/ w h at’s m o re a d v /ˌw ɒ ts ˈm ɔː(r)/ w hite li n es n p l /ˌw aɪt ˈlaɪ n z / w ing n / w ɪŋ/ w ith in p r e p / w ɪˈð ɪ n / w onderful a d j /ˈw ʌ n d ə f l / yours /jɔ ːz / yours faithfully /ˌjɔ ː z ˈfeɪθ f əli/

Unit 5 academ ic a d j /ˌæ k əˈdem ɪ k / acre n /ˈeɪ k ə(r)/ agriculture n /ˈæ g rɪ k ʌ lʧ ə(r)/ antiseptic n /ˌæ n tɪˈs e p tɪk / ap p ear v /əˈp ɪə(r)/ applicants n p l /ˈæ p lɪk ə n ts/ arg u m e n ts n p l /ˈɑ ːg Jəm ə n ts/ a rra n ge v /əˈr e ɪ n ʤ / as req u ested /ə z rɪˈk w e stɪd / attach v /ə ˈtæ ʧ / attach m en t n /ə ˈtæ ʧ m ə n t/ atte n d v /ə ˈt e n d/ audience n /ˈɔːd iə n s/ autobiography n /ˌɔ ːtə b a ɪˈɒ g rə f i/ beauty n /ˈb ju ːti/ Best w ishes /ˌb e s t ˈw ɪ ʃ ɪz/ bian n u al a d j /b a ɪ ˈæ n jʊ ə l / bilingual a d j /ˌb a ɪ ˈlɪŋgw əl/ biocbe ɪn istry n /ˌbaɪəʊ ˈk e m ɪstri/ biography n /b aɪˈ ɒ g rəfi/ hiological sciences n p l / ˌba ɪ əˌl ɒ ʤ t k l ˈsa ɪ ə n sɪz/ b o o k v /bʊ k / bow er n /ˈbaʊ ə(r)/ b rie f a d j /b riːf/ b u rsary n /ˈb ɜːsəri/ candidates n p l /ˈk æ n d ɪd e ɪts/

carh o n n /ˈk ɑ ːh ən / chair n , v /ʧ e ə (r)/ characteristic n /ˌk æ rə k tə ˈ r ɪs tɪ k / check in v /ˌʧ e k ˈɪ n / C heers /ʧ ɪə z / ch em istry n /ˈk e m ɪ stri/ chicken n /ˈʧ ɪ k ɪ n / clear a d j / k lɪə(r)/ coach n / k əʊ ʧ/ coffee h r e a k n /ˈkɒfi ˌhr e ɪk/ colleagues n p l /ˈk ɒ lɪːg z / collectio n n /kəˈl e k ʃ n / co n ference n /ˈkɒ n f ə rə n s/ con tact details n p l /ˈk ɒ n tæ k t ˌdiːteɪlz/ con ten ts n p l /ˈk ɒ n te n ts / cream n /ˈk riːm / criticism n /ˈk rɪtɪs t z m / c u rre n tly a d v /ˈk ʌ r ə n t l ɪ/ cu t n /ˈitʌt/ d e p a rt v /d ɪˈp ɑ ːt/ developm ent n /d ɪ ˈveləpm ə n t/ difficulty n /ˈd ɪ f ɪ k ə ltɪ/ dysphagia n /d ɪsˈfe ɪʤ ɪ ə/ energetic a d j /ˌ e n əˈʤ e tɪk / essay n /ˈes eɪ/ exhi b itio n n /ˌe k sɪˈb ɪ ʃ n / ex p ert n /ˈe k s p ɜ ːt/ ex-p resid en t n /ˌe k s ˈpre z ɪd ə n t/ fam iliar a d j / f əˈm ɪliə(r)/ farewell n / f e əˈ w e l/ farm n / f aːm / fax n / f æ ks/ features n p l /ˈf ɪːʧ ə z / fields (academ ic) n p l / f iːld z/ final a d j /ˈ f a ɪ n l/ fiue n t l y a d v /ˈf lu ːə n tli/ fo rm er a d j /ˈfɔːm ə(r)/ gases n p l /ˈg æ sɪz/ graduate v /ˈg ræ d jʊ e ɪt/ great a d j /g r e ɪt/

gust n /gʌst/ h ead n /h e d/ hedge n /h e ʤ / hold (a co n fere n ce) v /həʊ ld/ Ld love to . . . /ˌaɪd ˈlʌv tə / 1 have g reat pleasure In ... /ˌaɪ h æ v ˈgr e ɪt ˌple ʒ ə r ɪ n / 1 lo o k fo r w ard to ... /ˌaɪ ˈlʊk ˌfɔː w əd tə / im prove v / ɪ m ˈp ru ːv / in charge /ˌ ɪ n ˈʧɑːʤ / i n favour o f p r e p /ˌɪ n ˈf e ɪv ə r ə v / infected a d j / ɪ n ˈʃ e k t ɪ d/ in fiam m ato ry a d j /ɪnˈ f læ m ətri/ in fo rm v / ɪ nˈf ɔːm / in fo rm al l y a d v /ɪ n ˈf ɔ ːm ə l ɪ/ i n h e re n t a d j /ɪ n ˈherə n t/ in su p p o rt o f /ˌɪn sə ˈp ɔ ːt əv/ in term ed iate a d j /ˌɪn tə ˈm iːd iə t/ in tern atio n al a d j /ˌɪn tə ˈn æ ʃn ə l/ invitatio n n /ˌɪ n v ɪˈte ɪʃ n / iti n era ry n /a ɪˈt ɪ n ərəri/ It w ould he greatly appreciated if... /ˌɪt w ʊd h ɪ ˈgr e ɪtli ə ˌp riːʃie ɪ tɪd ɪf/ jo y n /ʤ ɔɪ/

latter a d j /ˈlæ tə(r)/ layout n /ˈleɪaʊ t/ lesions n p l /ˈlɪːʒ n z / liq u id n /ˈlɪk w ɪd/ literary a d j /ˈlɪtərəri/ loveliness n /ˈlʌvli n əs/ m alaria n /m əˈleəriə/ m edical a d j /ˈm ed ɪ k l/ m ic ro p h o n e n /ˈm aɪ k rə f əʊn/ m in istry n /ˈm ɪn əstri/ m isp rin t n i ˈm ɪsp rɪn t/ m o sq u e n /m ɒ sk/ m u ltim e d ia n /ˌm ʌ lt ɪ ˈm iːdiə/ n atio n al a d j /ˈ n æ ʃ n ə l / n o te n /n ə ʊ t/ n o te d a d j /ˈnəʊ tɪd / n o th i n gness n /ˈn ʌθɪŋnəs/ novel n /ˈ n ɒ vl/ n ovelist n /ˈ n ɒ v ə l ɪ st/ n uclear p ow er statiorɪs n p l /ˌn ju ːk liə ˈpaʊə ˌs te ɪʃn z /

o b stru c tio n n /ə h ˈstrʌ k ʃ n/ ohvious a d j /ˈɒbviəs/ o p e n air n /ˌəʊ pən ˈeə(r)/ overall a d j /ˌəʊvərˈɔːl/ p a p e r (at a co n f ere n ce) n /ˈp e ɪ p ə(r)/ p articu larly a d v /p ə ˈtɪ k jələli/ p atie n t n /ˈpe ɪ J n t/ Please find attached ... /ˈp l iːz f a ɪ n d ə ˌtæ ʧ t/ Please find en clo sed ... /ˈplɪː z fa ɪn d ɪnˌ k ləʊ z d/ p len ary n /ˈpliːnərɪ/ p o e m n /ˈpəʊ ɪ m / p o e t n /ˈpəʊ ɪt/ p o i n t v /p ɔ ɪ n t/ p o stg rad n ate n /ˌpəʊst ˈg ræ d jʊ ət/ prefix n /ˈp riːti k s/ p ri n tiɪtg n /ˈp rɪ n t ɪ ŋ/ p r o f (professor) n /p r ɒ f / p ro g ram m e o f events n /ˌp rəʊ græ m ə v ɪˈv e n ts / p ro m in e n t a d j /ˈpr ɒ m ɪn ə n t/ p u rp o se n /ˈp ɜːp əs/ qualificatio n s n p l /ˌ k w ɒ l ɪ f ɪˈk e ɪ ʃ n z / reasona b le a d j /ˈriːz n əhl/ red u ce v /rɪˈd ju ːs/ reference n /ˈre f rə n s/ re m in d v /rɪˈm a ɪ n d/ re ɪn in d e r n /rɪˈm a ɪ n d ə(r)/ renew ahle a d j / r ɪ ˈn ju ːə h l/ review v /rɪˈv ju ː/ screen n /sk riːn / se n io r lecturer n /ˌsiː n iə ˈlek ʧ ərə(r)/ sessio n n /ˈse ʃ n / s e t o f f v /ˌs e t ˈɒf / shelter n /ˈʃ e l tə (r)/

sightseeing n /ˈsaɪtsiːɪŋ/ site n /saɪt/ skills n p l /sk ɪlz/ social life n /ˈsə ʊ ʃ l ˌla ɪ f / sources n p l /ˈsɔ ːsɪ z / speaker n /ˈspiː k ə(r)/

specify v /ˈspe sɪf a ɪ/ su b m ari n e n /ˌsʌ b m əˈriː n / suffixes n p l /ˈsʌ f ɪ k s ɪ z / swa l l ow v /ˈs w ɒ l əʊ/ sy m ptom n /ˈsɪm p təm / tem p o ra ry a d j /ˈte m p ə rə ri/ te rm (= w ord) n /tɜ ːm / textbook n /ˈte k stb ʊ k / to n e n /tə ʊ n / top o g rap h y n /tə ˈp ɒ g rə f i/ to u r n /tʊ ə(r)/ tran sfo rm v /tr æ n sˈf ɔːm / tran slatio n n /træ n s ˈ l e ɪ ʃ n / Turkey n /ˈtɜ ːki/ tu to r n /ˈtju ːtə (r)/ typical a d j /ˈt ɪ pɪkl/ typing n / t a ɪ p ɪŋ/ use n /ju ːs i ven u e n /ˈv e n ju ː/ w edding n /ˈw ediŋ/ w ish v /w ɪ ʃ / yours sincerely /ˌjɔ ː z s ɪ n ˈsɪəl ɪ/

Unit 6 actually a d v /ˈæ k ʧ ʊ əl ɪ / ancestors n p l /ˈæ n s e s tə z / ancient a d j /ˈ e ɪ n ʃ n t/ applied science n /əˌp la ɪ d ˈsaɪəns/ apply v /əˈplaɪ/ arth ritis n /ɑ ːˈθ ra ɪtə s/ asth m a n /ˈæ sm ə/ au th o r n /ˈɔːθə(r)/ average a d j /ˈæ vərɪʤ / hestseller n /ˌb estˈselə(r)/ billion n /ˈb ɪljən / bones n p l /b ə ʊ n z / b reak tb ro u g b n /ˈbr e ɪ k θ ru ː/ b u llet p o in ts n p l /ˈbʊlɪt ˌp ɔɪn ts/

busy adj /ˈbɪzi/ bytes np l /baɪts/ C an ad a n /ˈkæ n ədə/ C an ad ian a d j / k əˈ n e ɪ d iə n / cause n /k ɔːz/ C elsius n /ˈs e l siəs/ centigrade n /ˈse n tɪg r e ɪ d/ central a d j /ˈse n trəl/ c b ild h o o d n /ˈʧaɪldhʊ d/ cbips n p l /ʧ ɪ ps/ claim v /k l e ɪm / claim s n p l /k l e ɪ m z/ colleagues n p l /ˈkɒl ɪ ːg z / co n centrate v /ˈ k ɒ n s ə n tr e ɪt/ co n clude v / k ə n ˈk luːd/ co n n ectio n n /kəˈ n e k ʃn / consist v /k ə n ˈsɪst/ co n trib u te v / k ə n ˈtr ɪ b j u ː t , ˈk ɒ n tr ɪb ju ːt/ c o n trib u to r n /k ə n ˈtr ɪ b jə tə (r)/ cures n p l / k jʊ əz/ daily a d j /ˈd e ɪli/ dam age n /ˈdæ m ɪʤ / d a n ger n /ˈd eɪ n ʤ ə(r)/ d ata n /ˈd e ɪtə / decades n p l /ˈd e k e ɪdz/ decim als n p l /ˈd e s ɪ m l z /

decline n /d ɪˈk laɪn / decrease v /d ɪˈk riːs/ d em an d n /d ɪˈm ɑ ː n d/ d e p e n d v /d ɪ ˈp e nd/ develop v /d ɪˈv e ləp/ d iam eter n /d aɪˈæ m ɪtə(r)/ d iet n /ˈd aɪət/ diseases n p l /dɪˈ z ɪː z ɪ z / d istrn st n /d ɪs ˈtrʌ s t/ d ro p n /d ro p / effect n /ɪˈ f e k t/ elem ents n p l /ˈeləm ə n ts / en sure v /ɪ n ˈʃʊ ə(r)/ equals v /ˈiːk w ə l z / evidence n /ˈevɪdəns/

exist v /ɪgˈz ɪst/ face m asks n p l /ˈf e ɪs ˌm ɑːsks/ fact n / f æ k t/ factories n p l /ˈf æ k tə r i z / fight v, n / f aɪt/ final n /ˈf a ɪ n l/ forest fires n p l /ˈ f ɒ rɪs t ˌfaɪə z / fossil fuels n p l /ˈ f ɒ s l ˌ f jʊ ə l z / generations n p l /ˌʤ e n əˈr e ɪʃn z / giga b yte n /ˈg ɪg ə b a ɪt/ hahits n p l /ˈh æ b ɪts/ h a lf n /h ɑ ː f / h e a rt attacks n p l /ˈb u ːt əˌtæ k s/ height n /h a ɪt/ ill h ealth n /ˌɪl ˈh e lθ/ increase n /ˈɪŋk riːs/ i n creased a d j /ˈɪŋ k riːst/ i n creasing a d j / ɪ n ˈkriːsɪŋ/ increasi n g l y a d v /ɪ n ˈk riːsɪŋ l l/ in d u strial a d j /ɪn ˈd ʌ striə l/ in fact a d v /ˌɪn ˈf æ k t/ in terp ret v /ɪ n ˈtɜ ːp rɪt/ i n tu rn a d v /ˌɪ n ˈtɜ ː n / key a d j / k iː/ latest a d j /ˈl e ɪ t ɪ st/ lead to v /ˈliːd ˌ tu ː , tə / less th a n /ˈles ðən / level n /ˈl e vI/ likely a d j /ˈla ɪ kli/ lin k n /lɪŋ k / lo n g -term a d j /ˌlɒŋ ˈtɜːm / lung cancer n /ˈl ʌŋ ˌk æ n sə(r)/ m ajo r a d j /ˈm eɪʤ ə(r)/ m ake notes v /ˌm e ɪk ˈn əʊ ts/ m an -m ad e a d j /ˌm æ n ˈm e ɪd/ m athem atical sym hol n /ˌm æ θəˌm æ tɪkl ˈsɪm bl/ m etres n p l /ˈm ɪːtə z / m icro n s n p l /ˈm aɪ k r ɒ nz/ m i n i n g n /ˈm aɪ n ɪŋ/ m i n us p r e p /ˈm aɪ n əs/ m o to r vehicle n /ˈm əʊ tə ˌviːək l / n atu ral a d j /ˈn æ ʧ rə l / n o u g h t n /n ɔ ːt/ oil n /ɔ ɪ l/ o rdinal n u m b ers n p l /ˈɔːdɪnl ˌn ʌ m b ə z / o rig i n al a d j /əˈrɪʤ ə n l/ origins n p l /ˈ ɒ rɪʤ ɪn z / parap h rase v /ˈp æ rə fr e ɪz/ particles n p l /ˈp ɑ ːtɪk l z /

Word list

67

percentages n p l /p ə ˈs e n tə ʤ ɪ z /

pi n /paɪ/ plagiarize v /ˈp l e ɪʤ ə ra ɪ z / p o l lu ta n ts n p l /p əˈ l u ːtə n ts/ p o llu ted a d j /p əˈlu ːtɪd / p o l lu tio n n /p əˈlu ː ʃ n / p o orly a d v /ˈp ɔ ːh , ˈpʊə l ɪ/ possi b ility n /ˌp ɒsəˈb ɪ l ə ti/ pow er statio n s n p l /ˈpaʊə ˌste ɪʃn z / previously a d v /ˈp riːvɪəslɪ/ p rim a ry schoo l n /ˈp ra ɪ m ərl ˌskuːl/ p ro h a h ly a d v /ˈp r ɒ bəh li/ p ro m in e n t a d j /ˈp rɒ m ɪ n ə n t/ prop erly a d v /ˈprɒpəlɪ/ p ro tect v /p rə ˈt e k t/ prove v /p ru ːv / pupils n p l /ˈp Ju ːp l z / p u re science n /ˌp jʊ ə ˈsaɪəns/ q u a rte r n /ˈk w ɔ ːtə (r)/ quote v / k w əʊ t/ ratio n /ˈreɪʃiəʊ / reactio n n /riˈæ k ʃ n / reassuring a d j /ˌriːəˈʃʊ ərɪŋ / reco rd v /rɪˈ k ɔ ːd / r e d u ce v /rɪˈd ju ːs/ releva n t a d j /ˈre lə v ə n t/ re p o rt v /rɪˈp ɔ ːt/ researchers n p l /rɪˈs ɜ ːʧ ə z / residents n p l /ˈr e z ɪ d ə n ts / resu lt in v /r ɪ ˈz ʌ lt ɪ n/ results n p l /rɪˈz ʌ lts/ reveal v /rɪˈv ɪ ːl/ revision n /rɪˈv ɪ ʒ n / rew rite v /ˌ r iːˈra ɪ t/ rise n /r a ɪ z/ risk n / r ɪ s k / sake n /seɪk / sca n dal n /ˈs k æ n dl/ scientists n p l /ˈsa ɪ ə n t ɪ sts/ search v /s ɜ ːʧ / shock v / ʃ ɒ k/ shockingly a d v /ˈʃ ɒ k ɪ ŋli/ shortag e n /ˈʃ ɔ ːtɪʤ / sim ilar a d j /ˈsɪm ələ( r )/ si n gle a d j /ˈsɪŋgl/ sit (an exam ) v /ˌsɪt (ə n ɪgˈ z æ m )/ skeletons n p l /ˈsk e l ɪ t n z / society n /sə ˈsa ɪə ti/ solution n /sə ˈlu ːʃ n / source n /sɔ ːs/ speculate v /ˈsp e k jə le ɪ t/ speculation n /ˌsp e k jə ˈ le ɪʃ n / strictly a d v /ˈ s tr ɪ k th / su b u rh n /ˈsʌ h ɜːh / suffer v /ˈsʌ f ə (r)/ su m m arize v /ˈsʌ m ə ra ɪz / su m m a ry n /ˈsʌm əri/ take tim e v /ˌt e ɪ k ˈtaɪm / TB n /ˌtiː ˈhiː/ tem p eratu re n /ˈt e m p rə ʧ ə (r)/ th ird n /θ ɜːd / th ree q u a rte rs n p l /ˌθriː ˈk w ɔ ːtə z / tiny a d j /ˈ ta ɪ n i/ toe n /tə ʊ / tuherculosis n /tju ːˌb ɜ ːk jʊ lə ʊ s is /

68

Word list

u n c e rta in ty n /ˌʌ n ˈsɜːtn ti/ u n d erv alu e v /ˌʌ n dəˈvæ l ju ː/ u n su rp risi n gly a d v /ˌʌ n sə ˈp ra ɪz ɪ ŋli/ value n /ˈvæ l ju ː/ vehicle n /ˈv lːək l / v itam in C n /v ɪ tə m ɪ n ˈsɪ ː/ volcanoes n p l /v ɒ l ˈkeɪ n əʊ z / zero n /ˈ z ɪ ərəʊ /

Unit 7 a b stra c t n /ˈæ b stræ k t/ accom pany v /əˈkʌm pənl/ a c to r n /ˈæ k tə(r)/ ad d itio n al a d j /əˈd ɪ ʃ ə n l/ ad m ire v /əd ˈm a ɪ ə(r)/ age (= p e rio d o f tim e) n / e ɪ ʤ / A n g o l a n /æ ŋˈgəʊ lə/ an n u al a d j /ˈæ n jʊ əl/ ap artb eid n /ə ˈp o ːta ɪ t/ approxim ately a d v /əˈp r ɒ k sɪm ɔ tlɪ/ A rabic a d j /ˈæ rəbɪk/ A rabism n /ˈæ rəb ɪzm / archa e ologist n /ˌɑːkiˈɒləʤ ɪ s t/ A rg en tin a n /ˌɑ ːʤ ɔ n ˈtiː n ə/ a rt gallery n /ˈɑ ːt ˌgælərɪ/ atte n d v /ə ˈt e n d/ au th o r n /ˈɔːθə(r)/ averag e a d j /ˈæ vərɪʤ /

decade n /ˈd e k e ɪ d/ degree n /d ɪˈgriː/ dem ocratically a d v /ˌd em əˈk ræ tɪk li/ design v /d ɪˈzaɪ n / detectio n n /d ɪˈte k ʃ n / detective n /d ɪ ˈte k tɪv / d irect a d y v /d əˈr e k t, d ɪ - , daɪ-/ d irecto r n /d əˈr e k tə (r ) , d ɪ -, daɪ-/ disadvantaged a d j /,d ɪ sədˈv ɒ ː n tiʤ d/ discovery n /d ɪˈs k ʌv əri/ distinctive a d j /d ɪ ˈst ɪ ŋ k t ɪ v/ d ram atist n /ˈd ræ m ə tɪst/ editio n n / ɪ ˈd ɪʃ n / educate v /ˈ e ʤ ɪɪ k e ɪt/ efficient a d j /ɪˈf ɪ ʃ n t/

Egypt n /ˈiːʤ ɪpt/ Egyptia n a d j / ɪ ˈʤ ɪ pʃɪɪ/ elect v /ɪˈl e k t/ e m p ty v /ˈ e m p t ɪ/ encyclopaedia n / ɪ n ˌsa ɪ k l əˈp lːd ɪ ə/ e n d i n g n /ˈ e n d ɪ ŋ/ especially a d v /ɪˈs p e ʃ l i/ ex p o rt n /ˈ e k s p ɔ ːt/ extracts n p l /ˈ e k s træ k ts / fight against v /ˈ f a ɪ t əˌg e n st/ final n /ˈ f a ɪ n l/ folio n /ˈf əʊl ɪ əʊ/ foothallers n p l /ˈfʊ th ɔ ːlə z / foreign a d j /ˈf ɒ rən/ fu neral n /ˈ f j u ː n ərəl/

best-selling a d j /ˈb est ˌse l ɪ ŋ/ b o ili n g p o i n t n /ˈb ɔɪl ɪ ŋ p ɔ ɪ n t/ b rid g e n /b r ɪ ʤ / b u tt e rfiy n /ˈb ʌ tə fla ɪ/

goals n p l /gəʊ lz/ g ram m ar school n /ˈgræ m ə ,s k uːl/

car e e r n /k ə ˈr ɪ ə(r)/ categories n p l /ˈ k æ tə g ə ri z / c e n tn ry n /ˈsen ʧ ərɪ/ ch an t v /ʧ ɑ ː n t/ c h a rt n /ʧ ɑ ːt/ ch em istry n /ˈk e m ɪ stri/ chronological a d j /ˌk r ɒ n əˈ l ɒ ʤ ɪk l / classic a d j , n /ˈk læ s ɪ k / club n / k lʌb/ coll e cted a d j / k əˈl e k t ɪ d/ com ed y n /ˈk ɒ m ədi/ co m m as n p l /ˈk ɒ m ə z / com plete v /kəm ˈp l iːt/ co m p o se v / k əm ˈpəʊ z / co m p o ser n / k əm ˈp əʊ zə(r)/ co n d itio n s n p l /k ə n ˈd ɪ ʃ n z/ c o n d u c t v /k ə n ˈdʌkt/ c o n d u c to r n /k ə n ˈd ʌ k tə(r)/ c o n n ectio n n / k əˈ n e k ʃɪɪ/ co n sid er v / k ə n ˈs ɪ d ə(r)/ co n tin u e v / k ə n ˈtɪ n ju ː/ c o u n ty n /ˈkaʊ nti/ couple n /ˈk ʌpl/ c o u rt n / k ɔ ːt/ creato r n / k r ɪ ˈe ɪ tə (r)/

ill-d o cu ɪn e n ted a d j /ˈ ɪ l ˌd ɒ k jəm e n tɪd / Im am n /ɪˈm ɑːm / im p o rtan ce n / ɪ m ˈp ɔ ːtə n s/ im p riso n v / ɪ m ˈp r ɪ z n / i n correct a d j /ˌ ɪ n k əˈr e k t/ initially a d v /ɪˈ n ɪ ʃəli/ in tern atio n al a d j /ˌɪ n təˈ n æ ʃ n əl/ In te rn e t n /ˈ ɪ n tə n e t/ Iraq n / ɪ ˈræk/ Islam n /ˈ ɪ z lɑːm / Islam ic a d j /ɪ z ˈlæ m ɪk/

D am e C o m m a n d e r o f tbe O rd e r o f the B ritish E m pire n /ˌd e ɪ m k ə ˌm u ːn d ər ə v ði ˌɔːdər ə v ðə ˌbr ɪ t ɪ ʃ ˈe m p a ɪə (r)/ D aɪn e o f th e British E m pire n /ˌd e ɪ m ə v ð ə ˌbr ɪ t ɪ ʃ ˈem p aɪə(r)/

hero n /ˈhɪərəʊ /

jazz n /ʤ æ z/ keyw ords n p l /ˈkiː w ɜːd z/ K hedive n dtəˈdiːv/ landscape n /ˈlæ n d s k e ɪ p/ law n /lɔː/ law school n /ˈlɔː ˌsk uːl/ lead actor n /ˌliːd ˈæ k tə (r)/ life-cy cle n /ˈ l a ɪ f ˌsa ɪ k l/ h fe -s to ry n /ˈla ɪ f ˌstɔ ːr ɪ / literary a d j /ˈlɪtərəri/ literature n /ˈl ɪ trɔ ʧ ə (r)/ luxurious a d j /ˈ l ʌg ʒʊ əriəs/ m ax im u m a d v /ˈm æ ksɪm əm / m e rc u ry n /ˈm ɜːk jəri/ m id d le class a d j /ˈm id l ˈklaːs/ m o n thly a d j /ˈm ʌ n θl ɪ/ m o u rn ers n p l /ˈm ɔː n ə z / m ovem ent n /ˈm u ːv m ə n t/

m ovie n /ˈm uːvi/ ɪ n y stery n /ˈm ɪ stri/ m ysterious a d j /m ɪsˈt ɪ əriəs/ n am e v /n e ɪm / Nohel Prize n /ˌ n əʊ b e l ˈpraɪz/ n o n - d e fining relative clause n / ˌ n ɒ n d ɪ ˌf a ɪ n ɪ ŋ ˌrelət ɪ v ˈk lɔːz/ n o ted a d j /ˈ n əʊ tɪd / novel n /ˈn ɒvl/ novelist n /ˈn ɒ v əl ɪ st/ o h tain v /ə b ˈt e ɪ n / o m it v /əˈm ɪt/ o n lin e a d j /ˈɒ n la ɪ n / o f all tim e a d v /əv ˌɔːl ˈta ɪ m/ o p era n /ˈɒpərə/ orch estra n /ˈɔ ːk ɪstrə / palace n /ˈpæ ləs/ peace n /p iːs/ percentage n /p əˈse n tɪʤ / p h ilo so p h er n / f ɪ ˈlɒsə f ə(r)/ playw right n /ˈpl e ɪ r a ɪ t/ p o etic a d j /p ə ʊ ˈe t ɪ k / Poet Laureate n /ˌpəʊ ɪt ˈlɒ riə t/ p o e try n /ˈp əʊ ətri/ politician n /ˌpɒ ləˈt ɪ ʃ ɪV p o rtra it n /ˈp ɔ ːtr e ɪt/ presid en t n /ˈpr e z ɪ d ə n t/ p riso n n /ˈp rɪzn / pro d u ce v /p rə ˈd ju ːs/ prolific a d j /p rəˈl ɪ f ɪ k / p ro m in e n t a d j /ˈp rɒ m ɪn ə n t/ p ro p h e t n /ˈprɒ f ɪt/ pro se n /p rəʊ z/ p u h lic ly a d v /ˈp ʌ h l ɪ k l i/ puhlish v /ˈp ʌ h lɪʃ/ rad iu m n /ˈre ɪ diəm / rainfall n /ˈr e ɪ n f ɔːl/ raise v /r e ɪ z/ related to a d j /rɪˈle ɪ t ɪ d ˌtu ː, tə / relative clause n /ˌre lə t ɪ v ˈklɔːz/ relative p ro n o u n s n p l /ˌr e lə tɪv ˈprəʊ n aʊ n z / release v / r ɪ ˈl ɪːs/ relevant a d j /ˈr e ləv ə n t/ reliahle a d j /rɪˈla ɪ əbt/ r e m ai n v /rɪˈm e ɪ n / rep u tatio n n /ˌre p jʊ ˈt e ɪ ʃ n / retired a d j /rɪˈta ɪ əd / role n /rəʊl/ royal a d j /ˈrɔ ɪ əl/ ru sh v /rʌ ʃ/ sadly a d v /ˈsæ dl ɪ/ score v /s k ɔː(r)/ scu lp tu re n /ˈsk ʌ lp ʧ ə(r)/ search n /s ɜ ːʧ / search engine n /ˈsɜ ːʧ ˌen ʤ ɪ n / selected a d j /s ɪ ˈlektɪd/ sep aratio n n /ˌs e pəˈr e ɪ ʃ n / share v /ʃe ə (r)/ sh o rt sto ry n /ˌʃɔ ːt ˈstɔːri/ sites n p l /s a ɪts / so n g w riter n /ˈsɒ ŋ ra ɪ tə (r)/ source n /sɔ ːs/ S o u th A fric a n /ˌsaʊθ ˈæ f rɪk ə/ special effects n p l /ˌsp e j t ɪ ˈfek ts/ stages n p l /ˈs te ɪ ʤ ɪz/ star n , v /stɑ ː(r)/

statesm a n n /ˈst e ɪ ts m ə n / subject n /ˈsʌ b ʤ ɪ k t/ su rp risi n g a d j /s ə ˈp ra ɪ z ɪŋ/ Sw itzerla n d n /ˈsw ɪ t s ə l a n d/ Syria n /ˈs ɪ riə/ t e e n s n p l / t ɪ ːn z / topic n /ˈtɒ p ɪ k / to u rn a m e n t n /ˈtɔ ː n ɔ m ə n t/ tragedy n /ˈtræ ʤ əd i/ tragico ɪn ed y n /ˌtræ ʤ ɪ ˈk ɒ m ədi/ trib u te n p tr ɪb ju ːt/ trip n /trɪp / u n h a p p y a d j /ˌʌ n ˈhæpi/ U n ic e f n /ˈju ː n ɪ s e f / uniq u e a d j /ju ːˈ n iː k / u n k n o w n a d j /ˌʌ n ˈn əʊn/ volum es n p l /ˈv ɒ lju ːm z / w ehsite n /ˈw e h s a ɪt/ w ell-connected a d j /ˌw e l k əˈ n e k tɪd / w id e ly-r e ad a d j /ˌw a ɪ dli ˈre d/ w orks n p l /w ɜ ː k s/ w o rld C up n /ˌw ɜ ːld ˈkʌp/

Zimhabwe n /zɪmˈhɑːbw ɪ/

Unit 8 ahhreviations n p l /əˌb ɪiːv iˈ e ɪʃ n z / access v /ˈæ k s e s/ accurate a d j /ˈæ k jə rə t/ ack n ow ledge v /ə k ˈn ɒlɪʤ / ack n ow l ed g em e n ts n p l /ək ˈ n ɒ l ɪ ʤ m ə n ts/ acronym s n p l /ˈæ k rə n ɪm z / advertising n /ˈæ d v ə ta ɪz ɪŋ / aerial n /ˈeərɪə l / afford v /əˈ f ɔːd / alphabetical a d j /ˌæ l f əˈb e t ɪ k l/ a n ti-s p a m a d j /ˌæ n ti ˈspæ m / anti-v iru s a d j /ˌæ n ti ˈva ɪ rə s/ as c o n j /ə z / as a resu lt a d v /ˌə z ə rɪˈ z ʌ lt/ attack m v /əˈtæ k / attractive a d j /ə ˈtræ k tɪv / back u p v /ˈbæ kʌp, ˌbæ k ˈʌp/ basic a d j /ˈb e ɪs ɪ k / batteries n p l /ˈb æ tə ri z / BBC n /ˌbiː biː ˈsiː/ b e m a d e up o f v /ˌbɪ ˈm e ɪd ʌp əv/ bibliography n /ˌb ɪ b l ɪ ˈɒ g rə fi/ b io ch em istry n /ˌhaɪəʊ ˈ k e m ɪ s trɪ/ h ra c k e ts n p l /ˈh ræ k ɪts/ h rain n /b r e ɪ n / b rea k i n to v /ˈbr e ɪk ˌɪ n tə / b rea k tb ro u g h n /ˈb re ɪ k θ ru ː/ c. / ca. /ˈsɜːk ə/ C D b u r n e r n /ˌsɪː ˈdɪː ˌb ɜː n ə(r)/ C D -R O M n /ˌs iːd iː ˈrɒ m / cen tral processi n g u n it n /ˌs e n t r ə l ˈprəʊs e sɪŋ ˌjuː n ɪt/ certainly a d v /ˈs ɜ ːt n lɪ/ c f /ˈsiː ef/ cbips (co m p u ter cbips) n p l

/ʧɪps/ c irc a p r e p /ˈsɜːk ə/

codes n p l /k əʊ d z/ co h ere n t a d j / k əʊ ˈh ɪ ə r ə n t/ cohesive a d j /kəʊ ˈb ɪ ːsɪv/ com m ercial a d j /k əˈm ɜːʃl/ com panies n p l /ˈk ʌ m p ə n iz/ c o n n ect v / k əˈ n e k t/ co nsequently a d v /ˈ k ɒ n s ɪ k w ə n tl ɪ / C P U n /ˌs ɪ ː pɪː ˈJuː/ crash v /k ræ ʃ/ credit v /ˈk r e d ɪt/ credit card n /ˈk red ɪt ˌkɑːd/ crim e n /ˈ k raɪm / d e n tist n /ˈd e n t ɪ st/ d e n tistry n /ˈde n tɪs trɪ/ d e p a rtm e n t n /d ɪˈp ɑ ːtm ə n t/ design n /dɪˈzaɪrɪ/ designers n p l /dɪˈ z a ɪ n əz/ destroy v /d ɪˈstrɔ ɪ/ details n p l /ˈd iːt e ɪ l z/ d etect v /d ɪˈt e k t/ developing w orld n /d ɪˌv e l əp ɪŋ ˈw ɜːld/ devic e n /d ɪ ˈvaɪs/ devise v /d ɪ ˈva ɪ z / digital a d j /ˈd ɪʤ ɪtl/ d o w n lo ad v /ˌdaʊnˈ l əʊd/ drills n p l /d rɪlz/ D v D b u rn e r n /ˌdɪː viː ˈdiː ˌbɜː n ə (r)/ effectively a d v /ɪˈ f e k tɪv l i/ e.g. /ˈiː ʤ iː/ electricity n /ɪˌ l e k ˈtrɪsə ti/ em ployees n p l /ˌɪm plɔɪˈlː z / en o rm o u sly a d v /ɪˈ n ɔ ːm ə s l ɪ/ equal v /ˈɪː k w ə l / etc. / e tˈs e tə rə / for in stan ce / f ə r ˈɪn stən s/ fu n ctio n n /ˈf ʌ ŋ k ʃ n /

gangs n pl /gæŋz/ GB (gigabyte) n /g ɪg , ˈg ɪ g ə b a ɪ t/ ge n eratio n n /ˌʤ e n əˈr e ɪ ʃ n / grad u ates n p l /ˈg ræ d jʊ ə ts/ h a n d l e n /ˈhæ n dl/ h ardw are n /ˈh u ːd w eə(r)/ h ire v /h a ɪə (r)/ house v /h aʊ z/ ibid. /ˈ ɪ b ɪd/

Le. /ˈaɪ iː/ im ply v /ɪm ˈplaɪ/ in co m in g call n /ˌɪ n k ʌ m ɪŋ ˈk ɔːl/ indiv id u al a d j /ɪ n dɪˈvɪʤ ʊ əl/ in fo rm a tio n technology n /ˌɪ n f əˌm e ɪ ʃ n t e k ˈn ɒ l ə ʤ ɪ / i n fu l l a d v / ˌ ɪ n ˈf ʊ l / in itial n /ɪˈ n ɪʃl/ in o th e r w ords /ˌɪn ˈʌðə ˌw ɜ ːd z/ install v / ɪ n ˈstɔːl/ In te rn e t n /ˈɪ n t ə n e t/ i n th e o ry /ˌɪ n ˈθɪ əri/ inve n tio n s n p l /ɪ n ˈve n ʃ n z/ in v erted com m as n p l /ɪ n ˌv ɜːtɪd ˈk ɒ m əz/ iP od n /ˈa ɪ pɒd/ IT n /ˌaɪ ˈtiː/ ju n k m ail n /ˈʤ ʌŋk ˌm eɪl/ keyboard n /ˈk iːb ɔːd /

laptop (com puter) n /ˈlæ p t ɒ p/ laser n /ˈleɪ z ə(r)/ linking w ords n p l /ˈlɪŋkɪŋ ˌw ɜ ːd z/ lo ad v /ləʊd/ m acb l n e r y n /m əˈ ʃ ɪː n əri/ m ail n /m e ɪl/ m ailboxes n p l /ˈm eɪ l b ɒ k stz/ m an u factu rers n p l / ˌm æ n jəˈfæ k ʧ ə r ə z / m e m o ry n /ˈm e m əri/ m e m o ry key n /ˈm em əri ˌkiː/ m o n ito r n /ˈm ɒ n ɪtə (r)/ m ouse n /m ao s/

N.B. /ˌen ˈbiː/ n etw orks n p l

/ˈ n e tw ɜ ːk s /

o n li n e a d v /ˌɒ n ˈl a ɪ n / O PEC n /ˈəʊ pe k / o p p o rtu n ity n /ˌ ɒ p ə ˈ tju ː n əti/ o p tio n s n p l /ˈɒp ʃ n z/ o rd in ary a d j /ˈɔːd n ri/ o u t o f co ntrol a d j /ˌaʊ t əv k ə n ˈtrəʊ l / p. / pp. /p ɪː, ˈpiː piː/ painless a d j /ˈp e ɪnləs/ passw ord n /ˈpɑ ːs w ɜːd/ p erio d ic table n /ˈp ɪ ə rɪɒ d ɪ k ˌt e ɪbl/ perso n ali z e v /ˈp ɜ ːsə n ə la ɪ z/ personal stereo n /ˌp ɜ ːs ə n l ˈsterləʊ / p h arm aceu tical a d j /ˌ f ɑ ːm ə ˈs ju ːtɪ k l/ ph ish in g n /ˈf ɪ ʃ ɪŋ/ plug in v /ˌp l ʌg ˈɪn / podcasts n p l /ˈp ɒ d k ɑ ːsts/ pow er v /ˈpaʊ ə(r)/ pow erful a d j /ˈpaʊ əfl/ p ri n ter n /ˈp rɪ n tə (r)/ processing n /ˈprəʊ sesɪŋ / pro g ram n /ˈprəʊ græ m / p ro g ram m in g n /ˈp rəʊ g ræ m ɪ ŋ/ publication n /ˌpʌblɪˈ k e ɪ ʃ n / publisb e r n /ˈp ʌ b l ɪʃə (r)/ RAM n /ræ m / receiver n /rɪˈsɪːv ə(r)/ reco m m en d v /ˌr e k əˈm e nd/ reference n /ˈre f rə n s/ research n / r ɪ ˈsɜ ːʧ , ˈriːsɜːʧ / R /w /ˌriːˈra ttə (r ) , ˌriːˈra ɪ tə b l/ re p etitio n n /ˌre p ə ˈt ɪ ʃn / rep h rase v /ˌriːˈfr e ɪ z / scan n er n /ˈskæ n ə(r)/ screen n /s k riː n / si n ce c o n j /s ɪ n s/ sockets n p l /ˈsɒ k ɪts/ softw are n /ˈsɒ f tw e ə(r)/ solar energy n /ˌsəʊ l ə r ˈe nəʤ i/ sophisticated a d j /s ə ˈfɪs t ɪ k e ɪtɪd / sp am n /spæ m / speakers n p l /ˈsp ɪː k ə z / spyw are n /ˈsp a ɪ w e ə (r)/ stan d -alo n e a d j /ˈstæ n d əˌləʊn/ sta n d for v /ˈstæ n d ˌf ɔ ː(r), f ə (r)/ storage n /ˈstɔːrɪʤ / stren g th n /s tr e ŋθ/ supply n /səˈp laɪ/ su rn am e n /ˈsɜː n e ɪm / sw itch v /s w ɪ ʧ /

system n /ˈsɪstəm / technical a d j /ˈte k n ɪ kl/ tex t m essage n /ˈte k st ˌm es ɪ ʤ / th a t is /ˈðæ t ɪ z / th a t is to say /ˈðæ t ɪ z t ə ˌse ɪ/ th re a t n /θ r e t/ tra in in g n /ˈtre ɪ n ɪŋ/ treatm en t n /ˈtriːtm ɔ n t/ trick v, n / t r ɪ k / T rojan H o rse n /ˌtrəʊ ʤ ən ˈhɔːs/ U K n /ˌjuː ˈk e ɪ/ u n it n /ˈju ː n ɪt/ u n c e rta in a d j /ˌʌ n ˈsɜ ːt n / u nw a n ted a d j /ˌʌ n ˈwɒ n t ɪ d/ u p -to -d ate a d j / ˌ ʌ p t ə ˈ d e ɪt/ USB p o rt n /ˌJuː es ˈbiː ˌpɔːt/ user ID n /ˌju ː z ə r ˌa ɪ ˈdiː/ V D U n /ˌv iːd iːˈJ u ː/ v ia p r e p /ˈv a ɪ ə/ vihrate v /v a ɪ ˈhr e ɪt/ virus n /ˈva ɪ rəs/ w ehcam n /ˈw e hkæ m / w ehpage n /ˈ w e b p e ɪ ʤ / w iE i n /ˈw a ɪ f a ɪ/ w ind u p a d j /ˈw a ɪ n d ʌp/ wireless n /ˈw aɪələs/ w w w /ˌdʌhl Juː ˌdʌhl ju ː ˈdʌbl ju d

Unit 9 ad d v /æ d/ aerial n /ˈ e ərial/ after th at a d v /ˌɑ ː f tə ˈðæ t/ alkali n /ˈæ lk əla ɪ / am plifier n /ˈæ m p l ɪ f a ɪə (r)/ an sw erphone n /ˈɑ ː n səfəʊ n / appropriately a d v /əˈp rəʊ p riətli/ atm osphere n /ˈæ tm ə s f ɪə(r)/ benefits n p l /ˈbe n ə f ɪ ts / b iocbem lst n /ˌb a ɪ əʊˈ k e m ɪ st/ blue-eyed a d j /ˌb l uː ˈaɪd/ carrier waves n p l /ˈ k æ rɪə ˌw e ɪ vz/ category n /ˈk æ tə g ə r ɪ/ co m m u n icatio n n / k ə ˌm ju ː n ɪˈke ɪ ʃ n / c o m p o u n d n o u n n /ˌkɒ m paʊ n d ˈn a ʊ n / com press v /k əm ˈp r e s/ co m p u ter literate a d j / k ə m ˌp ju ːtə ˈlɪtərət/ cord l ess ph o n e n /ˌk ɔːd lə s ˈf əʊ n / data-processing n /ˌd e ɪ tə ˈp rəʊ ses ɪ ŋ/ deoxyrɪbose nucleic acid n /d ɪ ˌɒksiˌra ɪ b ə ʊ z ˌn ju ː k l iːɪk ˈæs ɪ d/ detailed a d j /ˈd iːteɪld / diesel engine n /ˈd iːz l ˌe n ʤ ɪ n / din o sau rs n p l /ˈd aɪ n ə s ɔ ː z / discovery n /d ɪˈsk ʌ v əri/ distil v /d ɪˈs t ɪ l/ d o d o s n p l /ˈdəʊ dəʊ z / D o m i n i c a n /d o m ɪ ˈn ɪːk ə/ dove n /dʌv/ drago n n /ˈd ræ g ən /

Word list

69

d ru m n /d rʌ m / d ry v /d r a ɪ / d y n am ite n /ˈd a ɪ n ə m a ɪt/ easy-goi n g a d j /ˌiː z i ˈgəʊɪŋ/ eclipses n p l /ɪˈk lɪp si z / ecology n /ɪˈkɔləʤ i/ E cuad o r n /ˈe k w ə d ɔ ː(r)/ electro n ic a d j / ɪ ˌl e k ˈtr ɒ n ɪ k / e n g in e n /ˈe n ʤ ɪ n / e n te rta i n m e n t n /ˌe n tə ˈt e ɪn m ə n t/ expa n d v /ɪk ˈsp æ n d / experim en ts n p l / ɪ k ˈsp e rɪm ə n ts/ ex tin ct a d j /ɪk ˈs tɪŋ k t/ fax m ach in e n /ˈ f æ k s m ə ˌʃiː n / firstly a d v /ˈf ɜ ː s t l i/ fl igh t n / f la ɪt/ fɒ cnsed a d j /ˈf əʊ k ə st/ freely a d v /ˈfriːli/ fu rn ace n /ˈf ɜ ː n ɪs/ h ard -w o rk in g a d j /ˌhɑːd ˈw ɜː k ɪ ŋ/ head p h o n es n p l /ˈh ed f əʊ n z/ hlghly-quallfied a d j /ˌhaɪlɪ ˈk w ɒ lɪfa ɪd / h igh -sp eed a d j /ˈhaɪ ˌsplːd/ i n dex n /ˈ ɪ n d e k s/ i n fra stru c tu re n /ˈɪn frə ˌs trʌ k ʧ ə (r)/ in tern a l co m h u stio n engine n / ɪ n ˌtɜː n l k ə m ˈh ʌ sʧ ə n ˌe n ʤ ɪ n / i n terview ers n p l /ˈ ɪ n tə v J u ːə z / invent v /ɪn ˈv e n t/ inven tio n n /ɪn ˈv e n ʃn / invisihle a d j /ɪ n ˈvɪzəbl/ lastly a d v /ˈlɑːstli/ light hulhs n p l /ˈlaɪt ˌhʌ l hz/ lim esto n e n /ˈla ɪ m s tə ʊ n / lo n g -te rm a d j /ˌlɒŋ ˈtɜːm / m eans n /m iː n z/ m elt v /m e lt/ m icrow ave oven n /ˌm a ɪk rə w eɪv

ˈʌvn/ m ix v /m ɪk s/ m ix tu re n /ˈm ɪk sʧ ə (r)/

recycle v /ˌrɪːˈsaɪ k l/ ref e ren ce b o o k n /ˈre frə n s ˌbʊk/ rem o te control n /riˌm əʊt k ə n ˈtrəʊ l / rem o te-co n tro lled a d j /rɪˈm əʊ t k ə n ˌtrəʊ l d/ reverse process n /rɪˈv ɜːs ˌprəʊs e s/ roll v /rəʊl/ sand n /sæ n d/ satel l ite disb n /ˈsæ tə l a ɪt ˌdɪʃ/ secondly a d v /ˈs e k ə n d l i/ self-m otivated a d j /ˌs e l f ˈm ə ʊ tɪv e ɪtɪd / se n d o u t v /ˌs e n d ˈaʊt/ sequ en cin g w ords n p l / ˈsiːk w ə n sɪŋ ˌw ɜːd z/ side-effects n p l /ˈsa ɪ d ɪˌfe k ts / signals n p l /ˈsɪg n ə l z / silica n /ˈsɪ l ɪk ə/ sim ple a d j /ˈsɪm pl/ s ɪ ntdl-scal e a d j /ˈsm ɔːl ˌsk e ɪ l/ s o d a a s b n /ˈsə ʊ d ə rˌæ ʃ/ speakers n p l /ˈsp iː k ə z / steam engine n /ˈstiːm ˌenʤ ɪn/ step n /s t e p/ stu d io n /ˈstju ːd iə ʊ / subseq u en tly a d v /ˈsʌ b s ɪ k w ə n t lɪ / tables n p l /ˈte tb l z / to tal a d j /ˈtə ʊ t l / tran sisto r radio n /træ n ˌz ɪ stə ˈre ɪ diəʊ/ tu rn b ack into v /ˈtɜ ː n ˌbæ k ˌɪ n tə / u n d etectable a d j /ˌʌ n d ɪ ˈte k tə b l / voice-pow ered a d j /ˈvɔ ɪ s ˌpaʊəd/ voice w aves n p l /ˈvɔɪs ˌw e ɪv z / waves n p l /w e ɪv z / w ell-k n ow n a d j /ˌw e l ˈn ə ʊ n / w ell-w ritten a d j /ˌw e l ˈr ɪ t n / w idespread a d j /ˈw a ɪ d sp r e d/ w ireless a d j /ˈw a ɪ ələs/ w ord pro cessor n /ˌw ɜːd ˈprəʊs e sə(r)/ w rap v /ræ p/

n etw o rk n /ˈn e tw ɜ ː k / n eu tral a d j /ˈn ju ːtrə l/

X -rays n p l /ˈe k s ˌre ɪz/

ohserver n /əb ˈ z ɜ ːv ə (r)/ overview n /ˈəʊ v əv ju ː/

Unit 10

pack v /p æ k / passive n /ˈpæ sɪv/ pass th ro u g h v /ˌpɑːs ˈθruː/ p e n ici l l i n n /ˌp e n ɪˈsɪ l ɪ n / p erfu m e n /ˈp ɜː f ju ːm / p h o n e li n e n /ˈf əʊn ˌl aɪn / physics lab o ra to ry n /ˈ f ɪz ɪ ks ləˌb ɒ rə trɪ/ pick up v /ˌpɪk ˈʌp/ plug Into v /ˈplʌg ˌɪntə/ po o rly -w ritten a d j /ˌp ɔ ː l ɪ ˈrɪt n / press v /p r e s/ process n /ˈp rəʊ s e s/ professor n /p rəˈ f e sə(r)/

academ ic a d j /ˌæ kəˈd e m ɪ k/ a p a rt fro m p r e p /əˈp ɑ ːt f rəm / ap p ro p riate a d j /əˈp rəʊ p r ɪ ə t/ approxim ate l y a d v /əˈp rɒ k sɪm ətll/ A rabic n /ˈæ rəb ɪk /

quality n /ˈkw ɒləti/ rad io w aves n p l /ˈr e ɪd iəʊ ˌw e ɪv z/ receiving aeria l n /rɪˈsɪːv ɪŋ , e ərɪəl/

70

Word list

b a r ch a r t n /ˈbɑː ˌʧ u ːt/ B engali n /b e ŋ ˈg ɔː l i/ ch arts n p l /ʧ ɑ ːts / C h i n a n /ˈʧ a ɪ n ə/ com paratives n p l / k ə m ˈp æ rə tɪv z / co m p ariso n n / k əm ˈp æ r ɪ s n / co n tin u al a d j /k ə n ˈt ɪ n jʊ ə l / decrease n , v /ˈd iːk riːs, d ɪ ˈkr ɪ ːs/ d estin atio n s n p l /ˌd e stɪˈ n e ɪJ n z/ d iag ram n /ˈd aɪəg ræ m / d ra m a tic a d j /d rə ˈm æ t ɪ k / d ram atical l y a d v /d rəˈm æ tɪk li/

d ro p n , v /d m p / fall n , v / f ɔːl/ fiuctuate v /ˈf lʌ k ʧ ʊ e ɪ t/ foreign a d j /ˈf ɒ rə n / Prance n / f rɑ ːn s/ F rench a d j / f r e n ʧ / g rap h n /g rɑ ː f / grow v /g rəʊ / g row th n /grəʊ θ/ H in d i n /ˈhɪ n di/ h o rizo n tal a d j /ˌh ɒ r ɪ ˈz ɒ n t l / H n n g ary n /ˈhʌŋgəri/ il l u strate v /ɪlə s tr e ɪ t/ increase n , v /ˈ ɪ ŋ k riːs, ɪ n ˈkriːs/ in terp ret v /ɪ n ˈtɜ ːp r ɪ t/ Japan n /ʤ əˈpæ n/ Japanese a d j /ˌʤ æ pəˈ n iː z / low est p o in t n /ˈləʊ ɪ s t ˌpɔ ɪ n t/ M an d arin C hinese n /ˌm æ n d ə r ɪ n ʧ a ɪˈ n iː z / M exico n /ˈm e k sɪkəʊ / overa l l a d j /əʊ v ərˈɔːl/

peak n /piːk/ percentage n /p ə ˈs e n tɪʤ / p erio d n /ˈp ɪ əriəd / P oland n /ˈpəʊ lə n d/ P ortuguese n /ˌpɔːʧ ʊ ˈg ɪː z / refer to v / r ɪ ˈf ɜː ˌ tu ː,tə / rem ain v /r ɪ ˈm e ɪ n/ require v /rɪˈk w a ɪə (r)/ respectively a d v /r ɪ ˈspektɪvlɪ/ rise n , v /r a ɪ z/ R ussia n /ˈrʌ ʃə / Russian a d j , n /ˈrʌ ʃ n / scientific a d j /ˌsa ɪə n ˈtɪfɪk / significantly a d v /s ɪ gˈ n ɪ f ɪ k ə n tli/ slight a d j /sla ɪt/ slightly a d v /ˈsla ɪ tl ɪ/ Spain n /sp e ɪ n / Spanish n /ˈsp æ n ɪ ʃ / sp o t n /sp o t/ sta b le a d j /ˈst e ɪbV statistical a d j /s tə ˈ tɪs t ɪ k l/ statistics n p l /s tə ˈ t ɪ s tɪk s/ steadily a d v /ˈst e d ə l i/ steady a d j /ˈst e di/ su d d en a d j /ˈsʌd n / suddenly a d v /ˈsʌd n l ɪ / superlatives n p l /su ːˈp ɜ ː l ə t ɪ v z / tre n d n /tr e n d/ u n ex p ected a d j /ˌʌ n ɪk ˈsp e k tɪd / USA n /ˌju ː e s ˈe ɪ/ v a r y v /ˈveəri/ vertical a d j /ˈv ɜːtɪk l/ w hereas c o n j /ˌw eərˈæ z /

C o n s o n a n ts

1 2 3 4 5 6 7 8 9 10 11 12

V o w e ls

/p/ /b/ /t/ /d/

as in as in as in as in

/k /

as as as as as as

in in in in in in in in in in in

/g/ /f/ /v/ /s/ /z/

/l/ /m/

13 14 15

/n/ /h/ /r/

as as as as as

16 17 18 19

/j/ /w/ /θ/

as in as in as in

/ð/

20 21 22 23 24

/ʃ/ /ʒ/ /ʧ/

as in as in as in as in as in as in

/ʤ /

/ŋ/

pen /pen/ big /bɪg/ tea /tiː/ do /duː/ cat /kæ t/ go /gəʊ/ four /fɔː/ very /ˈveri/ son /sʌn/ zoo /zuː/ live /lɪv/ m y /m aɪ/ near /nɪə/

/iː/

as in

/ɪ/ /i/ /e/

as in as in as in

30 31 32 33 34

/æ/ /ɑː/ /ɒ/ /ɔː/ /ʊ/ /uː/

as as as as as as

35 36 37

/ʌ/ /ɜː/ /ə/

as in as in as in

25 26 27 28 29

in in in in in in

see /siː/ his /hɪz/ twenty /ˈtw enti/ ten /ten / stam p /stæ m p / father /ˈfɑːðə/ h o t /h ɒ t/ m orning /ˈm ɔːnɪŋ/ football /ˈfʊtbɔːl/ you /ju ː/ sun /sʌn/ learn /lɜːn/ letter /ˈletə/

happy /ˈhæpi/ red /red/ yes /je s/ w ant /w ɒnt/ thanks /θæ ŋks/ the /ðə/ she /ʃiː/ television /ˈtelɪvɪʒn/ child /ʧaɪld / G erm an /ˈʤ ɜːm ən/ English /ˈɪŋglɪʃ/

Dip hthongs (two vowels together) 38 39 40 41 42 43 44 45

/eɪ/ /əʊ/ /aɪ/ /aʊ/

as as as as

in in in in

/ɔɪ/ /ɪə/ /eə/ /ʊə/

as in as in as in as in

nam e /neɪm / no /nəʊ/ m y /m aɪ/ how /haʊ/ boy /bɔɪ/ hear /hɪə/ where /w eə/ tou r /tʊ ə/

F h o n e t ic sym b o ls

71

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