SRI LANKA INSTITUTE of ADVANCED TECHNOLOGICAL EDUCATION

Electrical and Electronic

Engineering
Instructor Manual

Training Unit

English 1 - Part 2
Theory

No: AS 011

Training Unit
English 1 - Part 2
Theoretical Part
No.: AS 011

Edition:

2009
All Rights Reserved

Editor:

MCE Industrietechnik Linz GmbH & Co

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

GENERAL ENGLISH COURSE (BASIC)

ENGLISH 1 - PART 2

CONTENTS
1

Page

AT HOME .......................................................................................................................3
1.1

What do you Know? ...............................................................................................3

1.2

Putting Things Together.........................................................................................7

1.3

More Things to Try...............................................................................................11

1.4

Reading................................................................................................................14

STREETS AND CITIES................................................................................................20

2.1

What do you Know? .............................................................................................20

2.2

Putting Things Together.......................................................................................21

2.3

More Things to Try...............................................................................................29

2.4

Reading................................................................................................................31

FROM COUNTRY TO COUNTRY ...............................................................................35

3.1

What do you Know? .............................................................................................35

3.2

Putting Things Together.......................................................................................38

3.3

More Things to Try...............................................................................................49

3.4

Reading................................................................................................................51

CONSOLIDATION........................................................................................................53
4.1

Revision Exercises...............................................................................................53

1.1

AT HOME

What do you Know?

What kind of a house do you live in?

Ask and answer questions about your house.

What kind of building is this?

Answer the questions your teacher asks about the

building.

John lives in the building in the picture. He lives in a flat in the building. Here is a plan of the
flat.

Point to the living room, the bedroom, the kitchen and the bathroom.

Here is a list of some of the things in John's flat.

armchair

washing machine

chair

cooker

stool

refrigerator ('fridge')

sofa

sink

table

tap

bed

cupboard

dishwasher

shelf

washbasin

lamp

bath

curtain

toilet

bookcase

shower

wardrobe

mirror

dressing table

chest of drawers

towel rail

carpet

Use these words to label the pictures on the previous page.

You can make sentences about where things are in the flat.

For example:
next to
The fridge is in the kitchen

beside

the sink

to the left of

There is a mirror in the bathroom, above the washbasin.

Give examples like this to your teacher.

Here are more words you can use when you say where things are:

Check with your teacher that you know what they mean.
in

on

above

below

between

next to

in the middle of

at the bottom of

to the right of

to the left of

near

beside

opposite

behind

in front of

against

on either side of

fixed to

Write 8 sentences about John's flat. Use 8 of

the words or expressions above.

..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
Work with a partner. Think of something in John's
flat, or something in your classroom.

You say:
'I am thinking of something in John's flat
in the classroom

Your partner asks where it is:

'Is it in/beside ?' etc

You can only answer YES or NO.

Your partner tries to find out what you are thinking about, with 10 questions or less.

1.2

Putting Things Together

When Kevin's mother is busy with housework, she sometimes asks Kevin to bring things to
her - things like brushes, or plates, or spoons. But Kevin isn't very good at finding things.

What do you think Kevin's mother might say?

What do you think Kevin might say?
How do you think the conversation would go?

What about you? Do people every ask you to bring things in the house? Are you good at
finding things?

Here are ways of asking a person to bring or give something to you. Which ways are most
polite?

Bring/Give/Get ..!
Bring/Give/Get .. please.
Could you bring/give/get .?
Could you bring/give/get . please?

Here are questions you might ask if you need more information about whether to find
something. Can you think of any others?

Where is it?
What kind of (bag, brush, knife, etc)
Which

? (Which one?, Which bag? etc)

etc

Here are some ways of showing you have found the thing.

OK
I've got it/I've got one
Here it is
Here you're
etc

Look at the diagram for this kind of conversation.

ASK FOR SOMETHING

(Gould you) bring/give/get

...

(please)

ASK FOR MORE INFORMATION

Where ...? / What kind ...? / Which .... ? / etc

GIVE MORE INFORMATION

SHOW YOU HAVE FOUND IT

live got it/etc

Work with a partner. Make up a conversation from

the diagram above. You can talk about:

something in your class, or in your school, or

something in your home, or

something in the pictures of John's flat

Kamala and Indira work for Air Arabia.

They are moving into a new fiat in Gulf City.
Now they are deciding where to put things in the fiat.

Look at the picture of their kitchen cupboard

and shelves and point to:

the bottom shelf in the top cupboard

the left-hand drawer
the drawer on the right
the end hook from the end on the right.

10

Here are some things Kamala and Indira must put in their kitchen. Where would you put
them?

4 dinner plates

6 spoons

4 soup plates

6 teaspoons

5 mugs

2 saucepans

5 coffee cups

1 pair of scissors

5 tea cups

1 tin opener

6 knives

6 forks

4 tea towels

1 bucket

1.3

More Things to Try

An architect is a person who designs new buildings. If you ask an architect to design a
house for you, he will make drawings and plans, so that you can see what the house will
look like.

11

This is a plan of a

This picture shows what

house.

the house will look like

It shows how the rooms

from outside.

fit together.

This picture gives an idea of what the living room will look like.

This is a more detailed plan of the house. It shows the position of electric fittings and
furniture. You can see where the switches, electric lights and sockets are. The curved lines
show how the doors move when they are open or shut. Compare the plan of the living room
with the drawing above.

12

Architects use symbols which are international. They can be understood in every country.
Look at these symbols.

13

Try to make a plan of a room in your house, or a room in your school.

Mark in the position of furniture and cupboards. Show the way doors open
and close. Make sure your plan shows them opening in the right direction.

If you live in a new house, perhaps you can get a copy of the architect's
plan of your house. Or perhaps you can get a plan of other new buildings
that are being built in your town. Show it to the other students in your
class. Compare it with the plan on previous page. What extra information
does a real plan give?

Listen to the way people ask for things to be brought to them, perhaps in
your home, or perhaps in your school. Find examples of the things people
ask for, and the way people ask for more information before they find
things. Report to the rest of your class about what you hear.

1.4

Reading

The reading passage discusses the differences between traditional

houses and modern houses. Before you begin to read, discuss these
questions in class.

1.

What

are

the

main

things

that

are

special

about

traditional house? Think about some of the old houses in your

country. Are they different from the houses that are being built now?
In what ways are they different?

14

2.

Why do you think traditional houses were built in their own special
way? Did the builders know only one way of building? Or did they
have good reasons for the way they built?

3. Try to think of some advantages and disadvantages of traditional

houses. Are there any advantages which we should try to keep in
modern houses?

TRADITIONAL HOUSES ARE BEST

Every day, we lose one or two more of the old, traditional-style houses in our country. They
are destroyed to make way for new blocks of flats, or new concrete 'palaces' for rich
families.

Many people are sorry to see these old houses disappear, but think (5) that it is all part of
'progress'.

But when we lose these old houses, we lose an important part of our national heritage. For
these old houses are not just out-of-date relics of the past. They contain many features
which modern architects should look at and learn from.

(10) For centuries, houses have been built to the same general plan. The most important
feature of this plan is the courtyard.

15

4. Do you live in a house with a courtyard? What do you think are the
advantages of having a courtyard in your house?

The plan of part of a traditional house. Notice the courtyard, and the covered terrace.

The courtyard is useful in many different ways, especially when we (15) think of the social
conditions and climate of some countries. It is an open space where different family
activities can take place. It lets people move freely from one part of the house to another. It
is a safe place for children to play, as they can be easily watched by their mothers. It is an
ideal place for family parties and (20) celebrations. And above all, it allows privacy for all
these activities, especially privacy for women.

The courtyard is very suitable for a hot and dry climate. Modern houses 'trap' the heat of
the sun. But the courtyard of a traditional house loses heat during the night, so that the
courtyard stays cool (25) for most of the day. Also, there are usually high walls round the
courtyard, and these help to protect it from the heat of the sun. The courtyard often
contains plants, and it can be washed every day. All this stops the air in the house from
becoming too dry, and makes the house much more comfortable.

(30) We must also remember that, because of its position in the house, the courtyard is
much quieter that the streets outside. The rooms around the courtyard act as a barrier
against noise.

16

5.

Which of the advantages mentioned above do you

think is most important?

Many traditional houses have a covered terrace, with a roof which covers part of the
courtyard. This terrace is a kind of open living (35) room. In summer, the family can spend
most of the day in this part of the house and take all their meals here.

There is another feature of houses which is helpful in a hot climate. This is a wind-tower
which is built on the roof of the house. Air comes down a channel from the wind-tower, and
(40) cools the rooms below.

In recent years, foreign-trained architects have produced a new type of house - the 'closed'
house. This is like a traditional house in plan, but the courtyard is built over. The courtyard
has become a family living room called the 'hall'. However, this kind of house does (45) not
really meet social needs, and it is not suitable for our climate. Unfortunately, many people
think that a modern house is a sign that the owner is wealthy, and that the traditional
courtyard house is only for people who do not have enough money to buy a (50) modern
house.

17

6.

How does a wind-tower work? Explain how

the wind-tower works, by joining up the following parts of sentences

The wind tower rises

the channels stay cool

up high above the rest

all day.

of the house,

From the wind tower,

Which lead into the

there are channels

rooms below

Because the walls of

so it catches any slight

the channels are very

breezes, even an a calm

thick

day.

Because heat does not

it pushes the warm air

get to the channels

upwards, and away from

directly from the sun,

the house.

or through the walls,

As the wind goes down

heat cannot get into the

a channel

channels from outside.

When the cool air

it is cooled by the walls

escapes into the

of the channel.

courtyard

18

7.

Why do you think modern closed houses

are less suitable than traditional houses?
Discuss your ideas.

8.

Do you agree that traditional houses are better than

modern houses? Do modern houses have any advantages?

9.

A modern house is a sign that the owner is wealthy

Do you agree? Do you think that many people believe this?

10.

Try to find pictures of traditional houses,

courtyards, wind-towers, etc. in your town. Try to make a plan of a
traditional house in your town. Show the pictures and plan to the
rest of the class.

19

2.1

STREETS AND CITIES

What do you Know?

Sometimes you want to tell somebody where your house is -

but perhaps your

or perhaps you live in a

house has no number.

new street which has no

So what cay you say?

name yet.

Sometimes you have to ask somebody how to get to a place.

What kind of question will you ask?

(Give

examples, talking about the streets or buildings in

your town).

What kind of answers will you get?

20

Look at the houses marked 1 - 4 on this plan.

Describe where they are.

For example:
'House number 1 is opposite the school' or
'House number 1 is on the first street on the left, after you pass the police station, coming
from the city.

Imagine that you are standing in front of the petrol station. Somebody
asks you how to get to the Grand Supermarket. What can you say?

2.2

Putting Things Together

John wants to know the way to Kevin's house.

Here is part of the conversation.

John's part is missing. What do you think John says?

John: What's the best way to your house?

Kevin: Do you know Dilmun Street?
John: NO, I DON'T KNOW IT
Kevin: Well, do you know New Street?
John: YES, I KNOW IT

21

Kevin: Go along New Street, past the post office.

You'll see a school on your left.
John: YES, I SEE
Kevin: Turn left after the school and you'll come into Dilmun Street.
John: DID YOU SAY LEFT?

Kevin: That's right, I live in the third house on the left.

Why does Kevin ask questions with 'Do you know ...?' at the beginning of the conversation?

Fill in John's part in the conversation below. Choose from the phrases
in the boxes. (You cannot use all of them.)

No

A school on the left

Yes

Sorry? What did you

say?

OK. Ill come

Turn left, did you

at six o'clock

say?

John: What's the best way to your house?

Kevin: Do you know Dilmun Street?

John: NO
Kevin: Well, do you know New Street?

John: NO
Kevin: Go along New Street, past the post office.
You'll see a school on your left.

22

John: A SCHOOL ON THE LEFT?

Kevin: That's right. Turn left after the school and
you'll come into Dilmun Street.

John: TURN LEFT, DID YOU SAY?

Kevin: That's right. I live in the third house on
the left.

John: OK. I'LL COME AT SIX O'CLOCK

How does John show that he understands Kevin?

How does John check that he understands Kevin?

Ken Mason is leaving the country. He wants to sell some household goods. He has put an
advertisement in the local Newspaper. Chandra Nagal telephones about the goods.

How do you think the conversation will begin?

How do you think the conversation will continue?
How do you think the conversation will finish?

If somebody is telling you the way to a place, it is important to show that you understand (or
don't understand).

Here are some ways of showing that you understand:

If you are just listening, you can say:

Yes
I see

If you are listening and writing down the way to a place, you could also say:
OK.
OK. Ive got that.
'. OK. (Repeating the name of the place which your partner has mentioned).

23

How would you show that you understand in your language?

Telling somebody how to get to a place is called 'giving directions'.

Mary wants Leila to come to her house. She telephones Leila, and gives directions for how
to get to the house.

The words that follow are those that Mary said to Leila. Write in the words that Leila might
use to make it more like a conversation between two people. (If you like, you can add
things to Mary's part as well).

Do you know Ludwig Street?

YES

Go along Ludwig Cairo Street, pass the secondary school.

YES, I SEE

You'll see the Andalus Cinema on your right.

YES

Take the first street on your right, after the cinema/ youll come to a roundabout.
A ROUNDABOUT, YES

Go straight on at the roundabout and you'll see a big post office on your left.
YES

I live in a new block of fiats, opposite the post office.

YES, WHICH FLAT?

Flat number 7.
.............................................................................................

With your partner act out this conversation

Make a rough plan of the way to Mary's fiat

24

If you want to find your way in a city, it is useful to know some of the landmarks and
buildings that you might see.

Here are some of these things.

Would you see any of them in your town or city?
Can you think of any other things that you would see in most towns or cities?

hospital

football stadium

bus station

town hall

25

library

mosque

Ramanlal Patel, Habib Fahmi and Martin Smith are three English teachers in a secondary
school. Every morning they drive to the school from their homes in Jamiliyah suburb. But
often, the traffic is very bad, and they feel tired when they get to the school.

Look at the plan of the city.

Draw lines on the plan to show the way each teacher drives
to school. Mark these streets on the plan:

Independence Street

Old City Street

New Street

1st of June Street

Coast Road

Constitution Street

26

Imagine that you are walking along Jamiliyah main street.

A driver stops his car and asks you the way to the secondary school. But the street is noisy,
and it is difficult to hear what people say.

Look at the map above.

Work with a partner. Act out a conversation in which you give

directions to the school. Begin like this:

YOUR PARTNER:

Excuse me, can you tell me how

to get to the secondary school from here?

YOU:

Go straight on to the first roundabout.

YOUR PARTNER:

Roundabout, did you say?

YOU:

That's right. Then

(continue the conversation).

(Note: if necessary, you can first write out the parts of the conversation, below.)

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

27

Here are some of the things we say when we ask for and give directions.

(Note: words like museum, Cairo Street, along, left etc are only examples. You should be
able to put in other words for yourself.)

Excuse me.
How can I get to ...?
Can you tell me the way to ...?
What's the best way to ...?
Can you tell me how to get to ...?

Do you know ...?

No, (I dont)

Do you see ...?

Yes.

Yes.

Go along Ludwig Street

I see.
Turn left into New Street

etc.

Take the first turning on your left.

Post office,
(did you say)?

You'll see a post office on your

left.

You(ll) come to a roundabout

Yes.
That's right.

It's opposite the school.

It's the first building on the left,

after you pass the police station,
coming

from

Independence

Street.

28

Now ask for and give directions with a partner. You can talk about:

the way from your house to the house of another student or

the way from your house to your school

the way from your school to another school in your town

the way from any place to another in the town plans in this unit, or in any town you
know.

Be ready to act out conversations in front of the class.

You can make this like a game. You and your partner talk about the
way to a place or person, but you give a false name for the place or
person. The other students in your class have to guess the real name
of the place or person.

2.3

More Things to Try

Imagine that your foreign pen-friend comes to stay with you for a short
holiday. You want to show your friend round your town, village or
suburb.

29

What places or things would you show, and what order would you show them in?

Why would you show these things? What is interesting about them?

What methods of transport would you use? Would you walk? Or go by bus? Or go by
bicycle?

Think about how you would organise a trip like this. Report your ideas
to the rest of the class. You can begin like this:

'First of all, I would take my friend to

Find out these things about your village, town or city:

When did your town begin?

Why did people build your town in the place where it is?

How has your town changed since is began? What is the reason for these changes?

Is your town built to a particular plan? Or has it just developed gradually over the years?

30

Find out about public transport in your town.

How many buses are there?

How many bus routes?
How much does it cost to travel on buses (or taxis, or trains)?
Are there any plans to improve public transport?

2.4

Reading

New towns and old towns

1.

How are modern town different from ancient towns?

What is different about the streets and houses?

What is different about the materials that are used to build

the towns?

2.

Can you give any reasons for these differences?

Most old towns grew up slowly, round a castle for protection, or round a market for trade.
Nobody really planned towns like this. Houses were just built here and there as they were
needed.

But some towns have been planned from the beginning. One very old (5) kind of plan is to
have straight streets going across each other. This was the plan the Romans used when
they built towns in the Roman Empire. But is has also been used in modern times - for
example, New York has this kind of plan.

31

3.

Which of these plans is like the kind of plan

mentioned above?

4.

How are methods of transport in towns different now from

200 years ago?

5.

How have new methods of transport changed the way towns

are built?

Over the years, ways of building towns have changed. Some of these (10) changes have
been caused by new methods of transport. For example, when railways were built, it
became possible for people to live a long way from the centre of town, and travel to work
each day by train. More and more houses were built far away from the town centre, in the
suburbs. Cities with big suburbs became common all (15) over the world. At first, the
suburbs were planned for people using trains, but nowadays they are planned for cars too.

In former times, the centre of a town was its busiest part because people lived near their
work. Many families lived in rooms above a shop. But nowadays, most people want to live
in the suburbs.
(20) Often, the centre of a City is almost deserted at night. People only come to the centre
during the day, to work, or to do their shopping.

32

New methods of transport also helped to change the materials used for buildings. It
became easier and cheaper to bring the new kinds of (25) stone, metal and materials from
outside, rather than use local materials.

Planning a new town

6.

What are the most important things that people need in a

town? What are the things that the planner of a new town
must think about? Discuss briefly.

7.

Look at the list below. Are these important in your new town?
Are they important to you? Discuss briefly with your teacher.

Building a new town means much more than building a lot of houses. The most important
thing is that people are going to live in those houses, and must be given all the facilities
they need.
(30) Another important thing is that the houses must be in a place where people will want to
live. It is no use building a new town far away from places where people can work.

33

8.

What is the meaning of facilities?

9.

A planner must think about the different kinds of

people and families who are going to live in the new town.

What kinds of differences are most important to a planner?

Why are they important?

Some people in a new town will be single people. Others will belong to large families. There
must therefore be different types of houses (35) for different types of people. Some
planners think it is better to mix these different types of people, but other planners think it is
better to separate them.

10.

Why might it be better to mix different types of people?

Why might it be better to separate them?

As soon as the planner knows the number of houses, and the type of people who are going
to live in them, he must think to the facilities (40) which the people will need. A family with
Young children will need a lot of facilities. They will need transport, shops, schools, parks, a
health centre, and libraries. The planners have to be sure that the facilities will be used. For
example, it would be very silly to build a school which was much bigger than a town
needed.

11.

Think of the area where you live. Are there any new facilities
which you would specially like to have in your area? Give
reasons for your opinion.

34

3.1

FROM COUNTRY TO COUNTRY

What do you Know?

At the International School, there are students from many different countries.

Sometimes they tell other students about the country they come from.

Today, Hussein is trying to talk about his country, Saudi Arabia. But he can't think of things
to say.

Can you help Hussein? What kinds of points can you deal with if you are talking about your
country?

35

Look at this map. It shows some countries, seas and cities.

Work in groups. Make a game, like this:

Each group thinks of the names of countries on the map, in English.

A person in one group says, 'I know the name of a country', and writes the name of it on the
blackboard.

If the person writes it correctly, and can say where the country is, he gets a point for this
group.

If a person in another group says 'You are wrong' and corrects the mistake, that student
gets a point for his group. Add up the points at the end.

36

The numbers on the map represent cities and seas.

With other people in your group, work out the names of the cities and seas on the map.
Write the names down below.

MADRID

14

BUDAPEST

PARIS

15

KIEV

AMSTERDAM

16

ISTANBUL

BERLIN

17

VIENNA

ALEXANDRIA

18

DUBLIN

CAIRO

19

TEHRAN

TRIPOLI

20

STOCKHOLM

MOSCOW

21

PRAGUE

BRUSSELS

22

ZAGREB

10

OSLO

23

ATHENS

11

SARAJEVO

24

BELGARDE

12

HELSINKI

25

DAMASCUS

13

LONDON

37

3.2

Putting Things Together

Listen to some students describing the countries they come from. They do not say the
names of the countries.

Can you guess what countries they come from?

How do you know?

Find an example of each of these points:

something about where a country is

something about the size of the country
something about the kind of land in the country
something about the climate of the country

Look at these ways of saying where countries and cities are.

38

Ukraine is to the east of Austria, but Finland is in the north of Kiev

Syria is to the south of Turkey but Georgia is in the north-west of Syria

Poland is to the east of France and Germany, but Warsaw is in the centre of Poland

Lisbon is in the west of Portugal

Lisbon is on the west coast of Portugal

Write two sentences about where your country is:

Write three sentences about cities or towns in your country:

Read this short description of Kuwait.

1

Kuwait is to the north east of Saudi Arabia, between Saudi Arabia and Wag. 2It has an

area of 16,918 square kilometres.

3

The coasts are marshy (= soft and wet) except for the coast around Kuwait Bay, which is

sandy. 4Most of the country is a desert of stone and sand, with hills in the west.
5

The climate is dry.

Most of the rain falls in winter.

Temperatures can rise to 50C in July and August.

39

The summers are very hot.

Say which sentences are about:

where the country is

the size of the country

the kind of land in the country

the climate of the country

Look of this map of Qatar. Try to answer the questions from the
map, and from your own knowledge.

Where is Qatar?

From the coast of Saudi Arabia, in which direction does Qatar go (north, south, east or
west)?

How big is Qatar?

Is Qatar flat? Does it have deserts? Does it have any hills? What kind of climate does Qatar
have?

40

Fill in the description of Qatar below. Choose words from the list
under the description.

(Note: a peninsula is a piece of land with water on three sides of it.)

The State of Qatar is in the EAST of the Arabian

Peninsula.

It goes NORTH from the Saudi Arabian

COAST, nearly 160 km into the

ARABIAN GULF. It has an AREA of 11,000

square kilometres.

Most of the country is fairly FLAT, with stony

DESERTS, but there are HILLS along the

west of the coast of the country.

Winter temperatures can FALL TO 7C, but in summer

the temperatures can RISE ABOVE 46C.

41

Choose words or phrases from this list.

1.

deserts

9.

hot

2.

climate

10.

coast

3.

area

11.

north

4.

hills

12.

flat

5.

fall

13.

Arabian Gulf

6.

east

14.

south

7.

rise above

15.

centre

8.

west

to

When we describe a country, we often say something about its population - the number of
people who live in it. We also mention the main cities where they live.

Look at this example:

Egypt has a population of 42,000,000. The main cities are Cairo and Alexandria.

What is the population of your country?

What are its main towns or cities?

We also say something about industries - what the country produces and what the people
do for a living.

Look at these examples:

The main industries of Egypt are agriculture and cloth.

Egypt produces food and cotton.

What are the main industries of your country?

What does it produce?

42

Look at this table.

Country

Syria

Population

8,100,000

Cities

18,000,000

agriculture;

Aleppo

trade; cloth;

Horns

oil

0rmdurman
Port Sudan

Yemen Arab
Republic

5,700,000

Goods Produced

Damascus

Khartoum
Sudan

Industries or

agriculture;
cotton

Sana'a

agriculture;

Hodeida

cotton

agriculture;
Lebanon

2,500,000

Beirut

trade;

Tripoli

manufactured
goods

United Arab
Emirates

1,000,000

Abu Dhabi
Dubai

43

oil

Write about the population and main cities of three countries in the table.

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44

Write about the main industries or goods produced by four countries in the table.

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

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

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

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45

46

Try to remember different ways of saying the point you have looked
at. Give examples to your teacher.

WHERE THINGS ARE

COUNTRY is to the north/south/etc of COUNTRY
CITY is in the north/centre/etc of COUNTRY
.. on the north coast of .
.. on the south side of . etc.

SIZE
It is a big/medium-sized/small country.
It has an area of ..square kilometres. etc.

LAND
It has hills/mountains/deserts/fertile land/etc.
It is flat/fertile/sandy/stony/mountainous/etc.
The land rises in the east. etc.

CLIMATE
The climate is hot/cold/wet/dry/etc
The average temperature is ... C.
The average temperature rises to/above ... C.
The average temperature falls to/below ... C.
in spring/summer/autumn/winter. etc.

POPULATION AND CITIES

COUNTRY has a population of
The main cities/towns are . etc.

INDUSTRIES
The main industries are . (agriculture/oil/etc).
COUNTRY produces (food/oil/etc). etc.

47

Write a short description of your country,

or
Write a description of a country that you know about, or can find out
about,
or
Write a description of a country using notes or sentences given to
you by your teacher.

..........................................................................................................................................
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48

3.3

More Things to Try

The important things about a country are not just things like the industries, the climate etc.
Often, the most important things for us will be the people - their ideas, their customs, and
the kind of people they are.

Give examples of points you might mention to a foreigner about

people in your country.

Often people in one country can have special ideas about the people in other countries.
Sometimes these ideas are quite strange. They may even be completely wrong! Here are
some examples:

People in France think that English people are cold, and that they do not show their
feelings.

Many people think that Scottish people are mean. (There are a lot of jokes about
mean Scotsmen!)

People in England think that Germans are hard-working and efficient, that Italians
are excitable, and that Spanish people are proud and quick-tempered.

Many people in Europe think that an Arab person must be rich (because some Arab
countries have oil).

What about you? Do you have any ideas like that about other countries? Perhaps about the
countries next to yours?

Discuss in your class

49

What do you think of ideas like this? Are they true? Or are they wrong? It is bad to have
ideas like this about other countries?

You can study your fellow students' ideas about people in other
countries. Ask students in your class or school what words they
would use about people from different countries. For example, you
can ask questions like:

generous/mean?
calm/excitable?
proud/humble?
Do you think people in

friendly/unfriendly?

.. are:

violent/peaceful?
rich/poor
etc.

Use the answers which you get to make a complete survey. Report
back to your class about the things you find out.

Try to talk to a person from a different country (perhaps somebody

in your school or somebody in your street).
Try to find out:

what things they like most about your country.

what things they miss most about their own country.

Report back to your class about the things you find out.

50

3.4

Reading

Amal is a 17 year old girl, born in Pakistan, but now living in England. She talks about her
life in England.

1.

Why do you think people might go to live in other

countries? What different reasons can you suggest?

2.

What do you think are the biggest problems facing

people who go to live in other countries?

3.

Imagine that you had to go and live in a country

like England. What things would you hope for? What kind of
problems do you think you might meet?

I came to England when I was nine, but I've been back to Lahore twice since then, for
holidays. I live in Southall - that's a suburb of London with a lot of people from India and
Pakistan. But I have relatives in the north of (5) England, in Leeds and Newcastle. So I've
seen quite a lot of England.

My dad started here with almost nothing. Now he owns three newspaper shops. He likes it
here and so do I, but is has been hard for my mum. She could hardly speak
(10) English before she came here, and she doesn't get out of the house much. I think she
feels really cut off. Also, the climate here gets her down. She says it's like winter all the
time.

4.

'He likes it here . but it has been hard ...'. What

does it refer to?

5.

Why do you think Amal uses words like dad and

mum?

6.

Explain the meaning of ... "started here with almost

nothing", "cut off", "the climate gets her down".

51

I go to the local school and I have a lot of friends. But there are (15) some ways I don't feel
the same as the other girls. For instance, they don't understand the way marriages are
arranged in our community. For me it's natural. I expect when I get married it will be with
somebody in our community here, somebody my parents know and approve of. But I know
my parents would never force me (20) to marry somebody I didn't like.

For us, the family is really important. But in England people live much more on their own.
Either they don't want to have relatives around, or maybe their houses are too small. Or
maybe they just want to be independent. But it can make life difficult. A friend of (25) mine,
she's left school and got married, and now she's got a six month old baby. The baby cries
day and night and her husband's out at work all day and there's nobody to help her with the
baby at all. In Pakistan there would always be somebody to help, maybe a grandmother or
a sister or cousin.

7.

"they don't understand" .... Why do they not

understand?

8.

What is the meaning of "our community", "us"?

(30) I'm happy here. This country has given me a lot of opportunities. But one thing I'm sure
about. I don't want to give up my culture and become just another English woman. Last
summer I went back to Lahore and there was this Indian lady on the plane. She wore a sari
and she spoke with a strong Indian accent. I asked (35) her how long she had been in
England, and she told me she had been a lecturer at London University for forty years. But
she had always tried to keep her Indian identity, and not become like the English people
around her. That's something I really admire. I hope I have the courage to do it in my own
life.

9.

What does "identity" mean?

10.

What do you think of Amal's ideas? Do you agree

with her? Discuss in class.

52

4.1

CONSOLIDATION

Revision Exercises

It is Kevin Hill's first day at the International School. He is sitting next to Mario Gonzales.
They have not met before.

How do they introduce themselves?

Suggest ways of filling the blanks below.

KEVIN:

HELLO/GOOD MORNING/HI I'M KEVIN (HILL)

MARIO:

HELLO/GOOD MORNING/HI (I'M MARIO GONZALES)

After a few weeks, Kevin and Mario get to know each other well.

How might they greet each other when they meet each other in the corridor at school?

Suggest ways of filling in the blanks below.

KEVIN:

HELLO/GOOD MORNING/HI HOW'S IT GOING?

MARIO:

Oh, FINE/NOT BAD/OK

KEVIN:

OH, NOT BAD/OK/FINE

AND YOU

Mary and Safa are friends. They meet each other at school, in the morning after the
weekend.

Fill in the following conversation between Mary and Safa. A blank

can have any number of words in it.

53

Safa: HELLO/GOOD MORNING Mary.

Mary: HELLO Safa. HOW'S IT GOING?
Safa: FINE/OK/NOT BAD? HOW ABOUT YOU?
Mary: FINE/OK/NOT BAD
Did you do anything at the weekend?
Safa: We went for a picnic. Did you do anything?
Mary: No, I stayed at home and did my homework.
Safa: I'D BETTER GO (NOW). Ive got a class now.
Mary: Yes. So have I. I'LL SEE YOU at lunchtime.

Fill in the following sentences. (You can use words from Unit 1.)

A . is a place from which you can borrow books, and take them home to read.

Please ... me for opening your letter by mistake.

My friend is the manager of a company, and he makes a lot of money. He is a very good
.. .

A .. is a person whose job is to look after teeth.

In English, we can .. people by saying 'Hello' and shaking hands.

Ramesh and Hamid are teachers at the International School. Ramesh introduces Hamid to
George, who is a new teacher at the school.

54

Fill in the conversation between Ramesh, Hamid and George. A

blank can have any number of words in it.

Ramesh: HELLO/GOOD MORNING Hamid.

Hamid: HELLO/GOOD MORNING Ramesh.
Ramesh: Hamid. I'd like you to meet someone.
THIS IS George. He's going to be a teacher here. George,
THIS IS Hamid. He teaches Geography.
Hamid: HOW DO YOU DO/HELLO
George: HOW DO YOU DO/HELLO
Hamid: (to George) What subject do you teach?
George: Mathematics.
Hamid: That's very good. WELCOME to the school. It's nice to
have you with us.
George: Thank you.
Hamid: Anyway, if you'll excuse me, BETTER GO I have a class now.
(to George) SEE YOU later.
George: Yes I'LL SEE YOU/BYE
Ramesh: SEE YOU/BYE

Fill in the sentences below. (You can use words from Unit 2).

The little boy liked singing very much, so the music teacher tried to ENCOURAGE him.

I'd like to know what you think of this. Please give me your OPINION.

The manager of the hotel said 'I hope your STAY here will be very comfortable.

I don't think you have met my friend. Can I INTRODUCE you to him?

55

I don't know when I'll see you again, but I expect Ill see you SOMETIME.

Your family, experience, and education are all part of your BACKGROUND

When Kevin's father comes to work in Gulf City, he has to fill in a lot of forms.

Look at this form. Most of the headings have been omitted. Try to
work out which headings would go with each number. Give the
answers to your teacher.

MINISTRY OF EMPLOYMENT AND IMMIGRATION

Fill in the form below using block capitals

1. SURNAME

HILL

2. FIRST NAME(S)

CHRISTOPHER JOHN

3. NATIONALITY

BRITISH

4. DATE OF BIRTH

28th APRIL 1976

5. PLACE OF BIRTH

LIVERPOOL, U.K.

6. Passport number

C 729229

7. Date and place of issue:

11th JUNE 2002,

BRITISH EMBASSY, CAIRO

8. HOME ADDRESS

APARTMENT 7, BUILDING 3,
DILMUN STREET, GULF CITY.

9. POSTAL ADDRESS

P.O. BOX 7209,

CENTRAL POST OFFICE,
GULF CITY.

10. Telephone number:

42-88-37

11. OCCUPATION

ARCHITECT

12. Place of employment:

GHANDOUR BUILDING COMPANY

COMPANY

AL-SALEM STREET,
GULF CITY.

56

Read this information about Rodney Smith.

Mr. Rodney Brian Smith is an Australian engineer. He was born in Sydney, Australia on the
16th September 1963. His father was Howard Smith, from Canada. Mr. Smith, who is now
40 years old, came to Gulf City on the 1st of October 1990. He works for the Petrolex
Chemical Company, whose P.O. Box number is 3029. Now he is applying for a job with the
Ministry of Transport. Mr. Smith lives in Apartment 3, Block 21, Al Salem Street, Gulf City.
His P.O. Box number is 10547.

Fill in this form for him:

APPLICATION FORM

Surname

SMITH

First names

RODNEY BRIAN

Date of birth

16TH SEPTEMBER 1963

Place of birth

SYDNEY, AUSTRALIA

Nationality

AUSTRALIAN

Home address

APARTMENT 3, BLOCK 21, AL-SALEM ST,

GULF CITY

Postal address

PO BOX 10547, GULF CITY

Occupation

ENGINEER

57

Anwar is having an interview for a job during the summer holidays.

Fill in the conversation between Anwar and the interviewer below. A

blank can have any number of words in it.

Interviewer:

Well, Anwar. I have to ask you

some questions. First of all, I have to know your age.

Anwar:

I'm 16 years OLD

Interviewer:

Yes, and your nationality. What country

DO YOU COME FROM?

Anwar:

Syria. I AM FROM Damascus.

Interviewer:

I see. Now, tell me about the things

you do in your free time.

Anwar:

Well, MY HOBBIES ARE stamp collecting

and photography.

Interviewer:

Stamp collecting and photography? Very

good. Now, tell me about the things you do at school? I have your
examination marks here. I see you are
VERY GOOD AT English and French. Your marks are high.

Anwar:

Yes, English and French are my

BEST subjects.

Interviewer:

But I see your Mathematics marks are

low.

Anwar:

Yes. I'm WEAK IN Mathematics.

But, I'm IMPROVING. My marks are better this term than last term.

Interviewer:

But you have quite high marks for Physics.

Anwar:

Yes. I'm FAIRLY GOOD AT Physics.

Interviewer:

Anyway, the teacher says that you're a

good student and that you spend a lot of time on your work. He says
that you're very HARDWORKING.

Mohammed:

Well, that's nice to hear!

58

Look at these examination marks for Laura and Michael.

NAME:

Laura Wilson

SUBJECT

FIRST TERM
mark

place in class

SECOND TERM
mark

place in class

English

56

13

57

15

Chemistry

70

76

Physics

67

78

Mathematics

68

10

75

History

90

91

Geography

94-

95

German

57

14

59

15

Behaviour

Satisfactory

NAME:

Satisfactory

Michael Rush

SUBJECT

FIRST TERM
mark

place in class

SECOND TERM
mark

place in class

English

65

10

67

10

Chemistry

77

78

Physics

74

75

Mathematics

54

15

50

16

History

45

20

40

20

Geography

48-

17

49

16

German

68

64

10

Behaviour

Satisfactory

Unsatisfactory

Fill in this written report for Laura. Each blank has one word in it.

Laura is VERY good AT History and Geography, but she IS NOT very good AT English and
German. She is IMPROVING in Chemistry, Physics and Mathematics. Her behaviour is
SATISFACTORY.

59

Fill in this written report for Michael. Each blank has one word in it.

Michael's BEST subjects are CHEMISTRY and PHYSICS, and he is fairly good at
GERMAN and ENGLISH. However, he is not very good at MATHEMATICS, HISTORY
AND GEOGRAPHY. His BEHAVIOUR is UNSATISFACTORY, as he is sometimes impolite
to his teacher.

Fill in the following sentences. You can use words from Unit 3.

If you want to get the job, you must APPLY for it soon.

Some old songs in my country have been handed down from father to son. They are
TRADITIONAL songs.

She is a good student. She works hard, and she has the ABILITY to learn things quickly.

If you go to a foreign country, you will have to show your PASSPORT when you arrive.

Before you can get the job, you will have to have an INTERVIEW with the managers.

I understand the general situation, but a lot of the DETAILS are still unclear. There are
many small points which I don't understand.

Mrs. Khalil is on holiday in London with her daughter, Lulwa. After looking in a shop window
for a moment, she discovers that Lulwa has disappeared. She runs to a police car which is
standing on the other side of the street and tells the driver what has happened.

60

Car ZV7 to HQ, Car ZV7 to HQ. An Arab girl has been lost in Oxford Street while out
shopping with her mother. She IS WEARING A GREY SKIRT, A WHITE BLOUSE AND A
BLUE CARDIGAN AND SHE IS CARRYING A BROWN LEATHER HANDBAG. WE ARE
NOW GOING TO TAKE A LOOK INSIDE NATIONAL STORES AND UNIVERSAL
STORES TO SEE IF ANYONE HAS NOTICED HER. I SHALL REPORT BACK TO YOU IN
TEN MINUTES ... OVER AND OUT.

John Brown's uncle has died. The uncle was very rich and has left a lot of money to John.
But John is travelling around England, trying to get a job, and nobody knows where he is.
The uncle's lawyers put an announcement in all the newspapers. They describe John's
appearance, and say that they want to find him.

Look at this list of words and phrases:

was wearing a
with a cut on his left well-built
with a moustache
grey eyes
with fair
a cut on his left
a moustache
is 170 centimetres
aged 37
and a red shirt
and fair

Now fill in this description of John Brown below. Choose from the list
of words and phrases above.

John Brown is AGED 37. He IS 170 CENTIMETRES tall, and WELL BUIIT WITH FAIR hair
and GREY EYES. He has A MOUSTACHE and A CUT ON HIS LEFT cheek. When he was
last seen, he WAS WEARING A BLUE jacket AND A RED SHIRT.

61

Fill in the sentences below. (You can use words from Unit 4).

Look at that old man. Isn't he HANDSOME! He used to be a film actor.

A TEENAGER is a person between 13 and 19 years old.

If you cannot see very clearly, perhaps you need to wear GLASSES.

Mr. Smith is getting rather FAT/STOUT. Perhaps he is eating too much.

Mary said 'I want to be SLIM/THIN. So I'd better stop eating so many cakes.'

In many countries it is common for a woman to cover her head with a HEADSCARF.

That rian has lost all his hair. He is completely BALD.

The girl was wearing a white BLOUSE with green buttons on the sleeves.

I'm not young any more, but I'm not really old yet. I'm MIDDLE-AGED.

Look at this list of words and phrases.

The top shelf or the bottom shelf

OK. I've got one
On the shelf
What kind of cup
The top shelf
In the cupboard
bring me a cup
Where are they
Where
Where on the shelf
Which cupboard
The big one

62

Kevin has made some tea and wants Brian to bring him a cup.

Fill in the conversation below. Choose from the list of words and
phrases above.

Kevin: John, BRING ME A CUP.

Brian: WHAT KIND OF CUP? Kevin: A tea cup.
Brian: I can't see any. WHERE ARE THEY?
Kevin: IN THE CUPBOARD Brian: WHICH CUPBOARD?
THE BIG ONE or the small one?
Kevin: The small one.
Brian: I still can't see any. Whereabouts in the cupboard?
Kevin: ON THE SHELF.
Brian: THE TOP SHELF OR BOTTOM SHELF?
Kevin: The top shelf.
Brian: OK, I'VE GOT ONE
Kevin: At last - the tea's getting cold!

Look at this diagram of a cupboard. The position of some objects is

given in the diagram. In your own words, say where some of these
objects are.

63

Fill in the sentences. A blank can have one or more words in it.

The knives, forks and spoons are in the LEFT HAND drawer.
The soup plates are BETWEEN the dinner plates and the tea cups.
The dinner plates are BESIDE the soup plates.
The dinner plates are ON the MIDDLE shelf.
The dinner plates are ABOVE the big saucepan.
The bucket is UNDER the tea cups.
The bucket is on the BOTTOM shelf.
The tea towels are in the drawer ON THE RIGHT.

Look at this diagram of a room, seen from above. The position of

some of the objects in the room is marked in the diagram.

64

Now fill in these sentences about the position of the objects. A

blank can have one or more words in it.

The armchair is OPPOSITE the sofa.

The table is IN THE MIDDLE the room.

The sofa is IN FRONT OF the window.

The window is BEHIND the sofa.

The chairs are ON EITHER SIDE OF the sofa.

Fill in the sentences below. (You can use words from Unit 5).

A COOKER is something you see in the kitchen. It has hot rings, and it cooks food for us.

A REFRIGERATOR is something you see in a kitchen. It is a kind of large box which is

used for keeping food and drinks cold.

A TAP is something which you use to let water flow into a sink or washbasin.

A TOWEL is a piece of cloth which you use to dry yourself after you have washed yourself,
or been for a swim.

A MIRROR is a piece of shiny material which lets you look at yourself.

A SCREWDRIVER is a tool which you use to fix screws into place.

A LAMP/LIGHT BULB is something which gives out light. You can switch it off and on.
A CURTAIN is a piece of cloth which hangs down near the window. You often use it to
cover the window at night.

65

Look at the plan below. Choose any building in it and say where it
is. Your partner must guess which building you are thinking about.

EXAMPLE 'It's on the same side of the street as the restaurant, and opposite the Post
Office.'

ANSWER: the tourist office.

etc.

Now do the same thing for buildings in the town where you live.
Your partner must guess which building you are thinking about.

66

How would you direct someone:-

from the mosque to the station?

from the hospital to the mosque?

from the cinema to the library?

from the main entrance of the public park to the hotel?

Look at the plan above.

Write out the directions to one of these places

..........................................................................................................................................
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..........................................................................................................................................
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67

Now work with a partner. Try to make the sets of directions like a
conversation. (Repeat words, put in words like 'Yes' and That's
right'.) Act out the conversation with your partner.

Mary is asking Nasira how to get to a place.

Look at the words and phrases below.

No, I don't
What's the best way to the football stadium
Go along Al Salem Street
Phoenicia Street, did you say
Go past the football stadium
Yes, I know Al Ghazali School
Al Ghazali School is about 500 metres
Yes
That's Phoenicia Street
You'll see Al Salem Street
What's the best way to Al Ghazali School
Well, do you know Al Salem Street

Fill in the conversation. Choose words and phrases from the list
above.

Mary: SENTENCE 11
Nasira: Do you know the football stadium?
Mary: SENTENCE 1
Nasira: SENTENCE 12
Mary: Yes, I know Al Salem Street.
Nasira: SENTENCE 3, towards the airport.
Mary: SENTENCE 8
Nasira: You'll see the football stadium on your left.
Mary: Yes.
Nasira: SENTENCE 5. Then take the first street on your left. SENTENCE 9
Mary: SENTENCE 4
Nasira: That's right. SENTENCE 7
along Phoenicia Street, on the left.

68

Fill in the sentences below. (You can use words from Unit 6).

You can see people who put out fires, and the machines which they use, in a FIRE
STATION.

On many roads, you can see signals which tell you when you must stop and when you
must go. These signals are called TRAFFIC LIGHTS.

My handbag is MISSING/LOST. I can't find it anywhere.

A SUPERMARKET is a kind of large shop where people serve themselves with food and
other goods.

If you want to fill up your car with the fuel which makes it go, you must drive your car to a
PETROL STATION/FILLING STATION.

A MUSEUM is a building where we can go to look at old or interesting objects.

69

Look at this map of Coral Island, and the notes above it.

Area: 120,000 square kilometres

Population: 256,000
Temperatures:

(highest) 37C (summer)

(lowest) 11C (winter)

Discuss these questions:

Where is Freetown? Say where it is in relation to (a) Coral Island, (b) Mountain City, (c)
Port City.

Where is Mountain City? Say where it is in relation to (a) Port City, (b) Coral Island.

Where is Port City? Say where it is in relation to (a) Coral Island, (b) Mountain City.

Where is the desert?

70

Fill in this description of Coral Island. A blank can have any

number of words in it.

Coral Island is an island IN the Pacific Ocean. It HAS AN area OF ABOUT 12,000 SQ.
kilometres. Most of the Island is flat, but there are HILLS in the CENTRE of the island.
There is a desert between THE HILLS AND THE NORTH COAST.

The CLIMATE of most of the country is hot and wet, but the desert is dry all the year round.
The temperature RISES TO 37C in summer, and FALLS TO 11C in winter.

Coral Island HAS A POPULATION OF 256,000.

THE MAIN CITIES ARE Freetown, Mountain City and Port City. THE MAIN INDUSTRIES
ARE cotton and bananas. Oil has recently been discovered in the desert.

Fill in the following sentences. (You can use words from Unit 7).

In Egypt, most of the land beside the River Nile is FERTILE. Crops can grow on it very well.

AGRICUITURE is very important in my country. We have a lot of farms, and we grow a lot
of crops.

Any kind of work which is important to a country and gives work to a lot of people in the
country is called an INDUSTRY.

Goods which are made by machines in large quantities are called MANUFACTURED
goods.

The business of buying, selling or exchanging goods between people or countries is called
TRADE.

The part of a country which is near the sea is called the COAST of the country.

Most countries send goods to other countries to get money, i.e. they EXPORT goods.

71

AS 011
English 1 - Part 2

Theoretical Test

72

1. AT HOME
Test 1

Instructions

Choose the most suitable alternative.

1. Your friend asks you to give him a book from a table near you. There are two books on
the table so you ask (a, b or c).

a - 'What book?'; b - 'Which book?'; c - 'Which books?'

2. When you are giving the book to your friend you say (a, b or c).

a - 'Here we are'; b - 'Here'; c - 'Here you are'

3. A fridge is used for (a, b or c).

a - keeping food cold

b - cooking food
c - eating food from

4. A spanner is used for (a, b or c).

a - eating soup
b - starting the car
c - tightening nuts and bolts

5. The best place for screwdrivers is (a, b or c) a rack.

a - over; b - in a; c - by

6. You hang scissors (a, b or c) a hook.

a - on; b - off; c - from

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7. Socks are kept in a (a, b or c) of drawers.

a - chest; b - box; c - block

8 The mirror is (a, b or c) the wall.

a - above; b - fixed to; c - in

9. An electric clock is connected to (a, b or c).

a - a light switch
b - an electric shock
c - an electric socket

10. Houses are designed by (a, b or c).

a - artificials; b - architects; c - artefacts

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5. AT HOME
Test 2

Instructions

Look at the line-drawing and describe as accurately as possible where the following are in
the picture.

1. The table ...................................................................................................................

2. The man ....................................................................................................................

3. The bag .....................................................................................................................

4. The chair ...................................................................................................................

5. The lamp ...................................................................................................................

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6. The mirror .................................................................................................................

7. The cup .....................................................................................................................

8. The book ...................................................................................................................

9. The shelf ...................................................................................................................

10. The hat ....................................................................................................................

76

2. STREETS AND CITIES

Test 1

Instructions

Choose the most suitable alternative.

1. When you stop a stranger in the street to ask him/her the way, the first words you say
are (a, b or c).

a - 'Stop, please'; b - 'Hi there'; c - 'Excuse me'

2. Giving directions is telling somebody how to (a, b or c).

a - do a job
b - get to a place
c - drive a car

3. Take the second turning (a, b or c) your right.

a - in; b - into; c - on

4. Go (a, b or c) the hotel.

a - past; b - post; c - pass

5. When you go straight on, you go (a, b or c) the road.

a - out of; b - along; c - about

6. An apartment is the same as (a, b or c).

a - a house; b - a flat; c - an office

7. Tom lives (a, b or c) the third house after the hotel.

a - on; b - at; c - in

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8. Traffic lights (a, b or c).

a - direct traffic
b - decorate the town
c - light up the town at night

9. A roundabout is (a, b or c).

a - a space where cars turn around

b - a crossing with traffic lights
c - a road junction where cars go around instead of straight across

10. When you understand what the other person is saying, you can say (a, b or c).
a - 'I do'; b - 'I hear';

c - I see'

78

2. STREETS AND CITIES

Test 2

Instructions

Match each word with its description. Write the word on the dotted line.

The Words

ancient

local

modern

deserted

method

suburb

former

nowadays

trade

planned

Descriptions

1. Belonging to times long past

2. Belonging to the present time or recent times
3. Of an earlier period of time
4. A part of a town or city that is outside the centre
5. No people to be seen.
6. Done according to a plan.
7. A system, a way of doing.
8. At the present time.
9. Connected with, or to do with a particular place.
10. Buying and selling of goods

79

3. FROM COUNTRY TO COUNTRY

Test 1

Instructions

Choose the alternative that fits the sentence best.

1. Coast is the place where the land (a, b or c).

a - becomes sandy
b - becomes marshy
c - meets the sea

2. Hills are (a, b or c) than mountains.

a - larger; b - smaller; c - higher

3. An island is a piece of land surrounded by (a, b or c).

a - desert; b - sea; c - mountains

4. Libya (a, b or c) oil.

a - producers; b - produces; c - products

5. Egypt is to the (a, b or c) of Libya.

a - west; b - south; c - east

6. Tripoli is (a, b or c) the north of Libya.

a - in; b - on; c - to

7. When you want to know how many people there are in a country, you ask: 'What is the
(a, b or c)?
a - production; b - population; c - popularity

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8. Average temperature tells you how (a, b or c) it is.

a - rainy; b - humid; c - warm

9. Cotton is a product of (a, b or c).

a - trade; b - industry; c - agriculture

10. North-west is opposite (a, b or c).

a - south-west
b - south-east
c - north-east

81

3. FROM COUNTRY TO COUNTRY

Test 2

Instructions

You have received a letter from a Finnish student who would like to have an Arab penfriend. In the letter were brief notes on Finland. Study the notes and write out a short
description on Finland.

NOTES ON FINLAND

republic in N. Europe

area 337,050 square kilometres

5th largest country in Europe

population 4,8 million

main cities Helsinki and Turku

paper industry most important

goods produced: ships, furniture, clothes

big lakes in the south-east

hills and low mountains in the north

average temperature in June is +17C and in February -6C

warm, dry summers, very cold winters, when temperature can fall to -25C

Your Description

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

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4. CONSOLIDATION
Test 1

Instructions

Look at the picture in which Bob's movements in the room are marked. Read the sentences
and choose the alternative that best describes the route Bob took.

1. Bob came (a, b or c) the door....

a - in; b - into; c - through

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2. (a, b or c) the room.

a - in; b - into; c - past

3. He walked (a, b or c) the mat.

a - past; b - along; c - over

4. Then he turned and walked straight (a, b or c) the room.

a - out of; b - over; c - across

5. Then he walked (a, b or c) the table and....

a - into; b - around; c - over

6. stopped (a, b or c) the chair and the table.

a - in front of; b - behind; c - between

7. After that he went (a, b or c) the mat....

a - over; b - above; c - away from

8. (a, b or c) the window.

a - for; b - to; c - out of

9. Finally, he walked back to the chair and is now standing (a, b or c) it...
a - in front of
b - to the right of
c - behind

10. with his left arm (a, b or c) the chair.

a - onto; b - on; c - into

84

4. CONSOLIDATION
Test 2

Instructions

Peter, who visited Ali's school some time ago, is now back at home in London. He is
telephoning Ali to find out how he is and to tell him his own news. Here is the conversation
between Ali and Peter but only what Peter said is written down. You write down what Ali
said but before you do, read Peters words very carefully. Make it a lively, friendly
conversation. The words on the left will help you.

Ali has just answered the telephone.

Peter: Hello, Ali. This is Peter from London. How are you?

Ali:

1. Greet Peter ................................................................................................

2. Tell how you are .........................................................................................
3. Ask about London.......................................................................................

Peter: It is very cold and rainy. What's the weather like there?

Ali:

4. Answer Peter's question ............................................................................

5. Ask where he lives now .............................................................................
........................................................................................................................

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Peter: I have a nice fiat in one of the suburbs of London.

Ill send you my address soon. And I have applied for a job.

Ali:

6. Ask about the job he has applied for. .............................................................................

Peter: It is an office job near my fiat so I don't have to drive to

work. The interview is tomorrow.

Ali:

7. Tell Peter you hope he gets the job ................................................................................

Peter: Oh, thanks, Ali. But tell me, are you working hard at school?

Ali:

8. Answer Peter's question. ...............................................................................................

9. Your English marks have improved. ...............................................................................
10. You have a new English teacher. ................................................................................

Peter: What is he like?

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Ali:

11. Tell Peter that he is quite tall, ....................................................................................

has fair hair and a sense of humour. ..........................................................................

Peter: Oh, has he? What nationality is he?

Ali:

12. The teacher is Canadian ............................................................................................

and speaks a little .............................................................................................................
Arabic................................................................................................................................

Peter: Oh, that is very interesting, but I am afraid that I must go

now. It was nice talking to you and as I said, I'll write to you soon. Good bye, Ali.

Ali:

13. Thank Peter for calling................................................................................................

and say good bye. ......................................................................................................

87

English 1 - Part 2

Solutions to the Theoretical Test

88

1. AT HOME
Test 1

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

Test 2

1. The table is in the middle of the picture.

2. The man is on the left, behind the chair.
3. The bag is on the right under the table.
4. The chair is behind the table, in front of the man.
5. The lamp is behind the table/by the table, in the middle of the picture.
6. The mirror is on the wall/fixed to the wall on the right.
7. The cup is on the table/on the corner of the table, near the lamp.
8. The book is on the table to the left of the hat.
9. The shelf is on the wall behind the man/between the man and the lamp/fixed to the wall
behind the lamp.
10. The hat is in the middle of the table/slightly off the centre of the table.

89

2. STREETS AND CITIES

Test 1

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

Test 2

Descriptions:

1. ancient

6. planned

2. modern

7. method

3. former

8. nowadays

4. suburb

9. local

5. deserted

10. trade

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3. FROM COUNTRY TO COUNTRY

Test 1

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

Test 2

One of the many possible descriptions:

Finland is a republic in the north of Europe. It has an area of 337,050 square kilometres.
Finland is the fifth largest country in Europe but it has a population of only 4.8 million. The
main cities are Helsinki and Turku. The paper industry is the most important but Finland
produces ships, furniture and clothes, too. There are big lakes in the south-east of Finland.
The average temperature in June is +17C and in February -6C. Summers are warm and
dry but winters are very cold. Sometimes the temperature falls to -25C.

91

4. CONSOLIDATION

Test 1

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

Test 2

Encourage the students to make the dialogue as lively as possible. Remind them that they
should read what Peter says very carefully and think about the interplay between the two
speakers.

There is no one correct answer to this test.

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KEY TO EVALUATION

PER CENT

MARK

88 100

75 87

62 74

50 61

0 49

93