as012 english 2 _part 1_ th inst

7/25/2019 AS012 English 2 _Part 1_ Th Inst

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SRI LANKA INSTITUTE of ADVANCED TECHNOLOGICAL EDUCATION

Training Unit

English 2 - Part 1Theory

No: AS 012

Electrical and Electronic

Engineering

Instructor Manual


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Training UnitEnglish 2 - Part 1

Theoretical Part

No.: AS 012

Edition: 2008Al l Rights Reserved

Editor: MCE Industrietechnik Linz GmbH & CoEducation and Training Systems, DM-1Lunzerstrasse 64 P.O.Box 36, A 4031 Linz / AustriaTel. (+ 43 / 732) 6987 3475Fax (+ 43 / 732) 6980 4271Website: www.mcelinz.com


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ENGLISH 2 - PART 1

CONTENTS Page

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

1 TALKING ABOUT EXPERIENCE.................................................................................4

1.1 What do you know? .............................................................................................4

1.2 Putting things together .........................................................................................6

1.3 More things to try ...............................................................................................17

1.4 Reading..............................................................................................................18

2 I'M SORRY.................................................................................................................25

2.1

What do you know? ...........................................................................................25

2.2 Putting things together .......................................................................................27


2.4

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

3 LIFE STORIES ...........................................................................................................45

3.1 What do you know? ...........................................................................................45



3.4

Reading..............................................................................................................57

4 MATTERS OF OPINION ............................................................................................64

4.1 What do you know? ...........................................................................................64



4.4 Reading..............................................................................................................76

5 WHAT SHALL WE DO? .............................................................................................82

5.1 What do you know? ...........................................................................................82



5.4 Reading..............................................................................................................97


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ENGLISH 2 - PART 1

LEARNING OBJECTIVES

The trainee should

describe experiences in both general and specific terms

be able to lead up to, apologise for and explain why mistakes are made.

be able to give opinions about past and present situations and future courses of

action.

ask for suggestions, make suggestions and ask for and give more information.

be able to talk about plans, for the sake of friendly conversation, in order to make

requests and in order to issue invitations.

be able to write brief answers, refusing invitations politely. be able to talk and write about ambitions, and ways of achieving ambitions.


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1 TALKING ABOUT EXPERIENCE

1.1 What do you know?

What do these pictures show?

What would you say to the people in the pictures?


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John went with some other boys for a short camping trip, beside the sea. But the trip didn't

go very well.

Look at the pictures below. Say what happened.


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1.2 Putting things together

John is telling Kevin about his camping trip.

What general question does Kevin ask?What does John answer?

THE GENERAL QUESTION IS "HOW DID YOUR CAMPING TRIP GO?"

THE ANSWER IS "IT WAS TERRIBLE! ABSOLUTELY TERRIBLE!"

Here are some examples of general questions and answers?

How did it go?

How did .go?

How was it?

How was ? (It was)

How did you get on?

How did you get on in?

Now you make up more questions and answers

Read the beginnings of four conversations, below. Fill in the

blanks, using words from the examples above. A blank can have

any number of words in it.

Fantastic!Great!

Very good/It went very

well

Quite good/It went quite

well

Not bad/All right/OK

Nothing special

Terrible!


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Conversation 1

George: HOW DID your trip to Cairo go?

Thomas: FANTASTIC/GREAT/VERY GOOD/IT WENT VERY WELL. I really enjoyed it!

Conversation 2

Mary: How WAS the concert?

Leila: ALL RIGHT/OK/NOT BAD/QUITE GOOD Some of it was good, but some of it wasn't

so good.

Conversation 3John: So, HOW DID YOU GET ON in the exam?

Kevin: (IT WAS) TERRIBLE! I didn't have enough time to answer the questions.

Conversation 4

Simon: Well, George HOW WAS/HOW DID YOU GET ON IN/WITH your holiday in India?

George: QUITE GOOD/VERY GOOD/GREAT/FANTASTIC. But it's nice to be back.


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Conversation between John and Kevin

Fill in the blanks below.

Kevin: Well, John. How did your camping trip go?

John: It was terrible! Absolutely terrible!

Kevin: WHY? WHAT HAPPENED?

John: Well, first of all, our car BROKE DOWN on the way.

Kevin: DID YOU MANAGE TO REPAIR IT?

John: Yes, well, in the end we DISCOVERED there was no petrol in the tank. We HAD TOgo and get a can of petrol from a filling station.

Kevin: And WHAT HAPPENED THEN?

John: Well, we PUT up the tent, and that was all right.

But then... you remember there was a bad dust-storm on Thursday night?

Kevin: Yes DID YOU GET covered in dust?

John: Oh yes. Completely covered. It was terrible! And the wind BLEW so hard that the

tent FELL down!

Kevin: DID YOU COME HOME THEN?

John: No, we PUT UP THE TENT again, but then a lot of goats CAME round the tent, and

one WALKED into the tent. And an old shepherd TOLD us to camp somewhere

else. Then our breakfast GOT BURNT, and then my brother GOT STUNG by ascorpion!

Kevin: WAS HE ALRIGHT

John: Oh yes. We TOOK HIM to a doctor and he was all right. But it was very painful.


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When a friend tells us about something that happened, it is important to be a good

listener! But this doesn't mean that we keep quiet. Often, we ask questions.

For example:

Oh! (This shows that we want to hear more)

How did that happen?

Where was it?

When did you get there?

Did you ...?/Was it ?/Where you ?/etc.

Can you give any other examples?

Now you try it. Work with a partner, like this:

YOUR PARTNER tells you about something he/she did this morning, or yesterday, or

last week, or last summer

YOU ask your partner questions while he/she is telling the story

YOUR PARTNER tries to answer your questions

When we listen to a story, we don't just ask questions. We show that we understand thestory. For example, we might say:

Yes

Yeah (with a friend of our own age)

Mm

And if the story is sad, we might say:

Oh dear!

That's a pity!

That's a shame!

I'm sorry it didn't go well/etc.


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Leila went to London for a holiday.

Describe the conversation Leila has with Mary when she comes back

Has Leila had a good holiday?

What words does she use to describe it?

What questions does Mary ask?

How does Mary show pleasure at the things Leila says?

Give examples

ANSWERS: LELIA HAS HAD A GOOD HOLIDAY. SHE DESCRIBES IT AS

'WONDERFUL', REALLY FANTASTIC; SHE SAYS 'IT WAS A GREAT HOLIDAY. I'D

LIKE TO GO AGAIN NEXT YEAR'. THE QUESTIONS MARY ASKS ARE; 'HOW WAS

YOUR HOLIDAY?', 'WHAT DID YOU SEE?', 'DID YOU SEE THE QUEEN?', 'DID YOUBUY LOTS OF THINGS?'

MARY SHOWS PLEASURE BY SAYING: 'THAT'S GOOD'. 'THAT'S NICE'. 'I'M GLAD

YOU HAD A GOOD TIME'. 'THAT'S GREAT!' 'THAT'S VERY GOOD'. 'I'M GLAD YOU

ENJOYED IT'.

Here are some ways of showing pleasure:

Good!

That's (very) good!

Great!

That's great!

I'm glad it went well.

I'm glad you had a good time.

etc.


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Look at the main Stages of conversations describing experiences.

The words in the boxes are only examples.

Now make up your own conversations on this pattern


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Work with a partner. Act out a conversation about one of these

situations. You can write out the conversation first, in the space

provided.

You have come back from a holiday. But the holiday didn't go well. The weather was bad.

The food was terrible. The hotel was uncomfortable. All the people in the hotel were much

older than you. Nobody spoke English.

OR

You have come back from a good holiday. The weather was fine. The food was delicious.

You had an exciting time.

Here are some words you can use:

WEATHER: hot, warm, cool, cold, sunny, rainy, dry

SCENERY: hills, mountains, trees, sea

BUILDINGS: old, new, modern, beautiful, ugly

HOTELS/RESTAURANTS: room, food, price, expensive, comfortable, uncomfortable

You meet a friend who has just taken an examination.


DIFFICUITY: easy, difficult

QUESTIONS: I answered all the questions; I couldn't answer the questions

MEMORY: I remembered the answers; I forgot the answers

MISTAKES: I made a lot of mistakes; I got the answers right/wrong

TIME: I didn't have enough time; I had time to answer all the questions; I didn't

finish all the questions


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You meet a friend who has come back from a shopping expedition in an expensive part of

the City.


CLOTHES: dress, suit, trousers, blouse, skirt, shoes

STYLE: I saw a very nice dress/skirt/pair of trousers;

It was very smart

PRICE: It was very expensive; It wasn't very

expensive; I got it in a sale

COLOUR: black, white, yellow, pink, orange, purple;

(dark/light) blue, green, red

MATERIAL: cotton, wool, silk, nylon, leather

You meet a friend who has got into trouble in class, and who has had to see the teacher

at the end of the lesson.


WHAT THE TEACHER SAID: He/She asked me why I had done it; He told me not to do it

again; He said he would tell my parents/the headmaster

THE TEACHERS ATTITUDE: He/She was friendly/nice/angry/etc.

PUNISHMENT: He gave me extra homework; He's going to send a letter to my father; etc.


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You meet a friend who has just been to a football match.


WINNING AND LOSING: goals, winner, loser; Our team won; Our team lost; It was a

draw.

ORDER OF EVENTS: Our team scored first; The other team equalised; We scored in the

first half; They scored in the second half.

QUALITY OF THE PLAYERS: Suleiman played well; The goalkeeper was

fantastic/terrible/useless.

FEELINGS ABOUT THE MATCH: It was great/terrible; It was a good match.

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1.3 More things to try

If you have a recorder, try to record an interview between a TV

reporter and a person who has had an interesting experience.

If the interview is in English, take a note of the questions the

reporter asks. Show the questions to your teacher.

e.g. How

Where

Why

Whenetc.

Think of some pleasant or unpleasant experience you have had.

Imagine that your partner is a newspaper reporter.

YOUR PARTNER asks you questions about your

experience.

YOU tell your partner about your experience

YOUR PARTNER gives a report (spoken or written) of

your experience to the rest of the class.

Imagine that you were present at some event that is in the news

(something that the newspapers are writing about). Write a report

about the event, as you experienced it.

did ...?

will ...?

Are ...?

can ...?


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1.4 Reading

In this reading section, people tell of experiences when they had to show great courage.

Before you start reading, discuss these questions:

1. Have you ever been in danger of drowning? Have you ever seen

anyone in danger of drowning? What happened?

2. If you see someone in danger of drowning, what should you do?

What should you be careful about.

3. Do you think you would jump in the sea to help someone who was

waving? Or someone who was screaming?

ANSWERS: (QUESTIONS 1 TO 4)

THESE QUESTIONS ARE ASKED TO PRODUCE A GENERAL DISCUSSION. YOU

ARE ONLY TRYING TO ELICIT TRAINEES OWN OPINIONS.

Dr Robin Cox was talking to a friend near his home one evening when they heard cries

from the sea. This is how he tells his story.

(1) We weren't even sure that they were human at first. It was a windy night, and we

listened hard. Then we started running to the water's edge. It was completely dark, with no

moon.

I waded out, and began to swim. The cries were still coming, (5) but in the darkness I

couldn't judge the distance.

Obviously, the best thing was to get help. I swam back to the beach, and Alan, the friend

who was with me, went to call the rescue boat. But the cries were still coming, and I knew

it would be at least ten minutes before the boat got there. I went (10) into the water again.

I called out, myself, this time, and heard answering shouts. The person wasn't very far

away, but I still didn't know how far. I had to think. I told myself I had my own life to think

of, and a wife and children, and that the sensible thing to do was to get a (15) rope, so

that I could keep contact with the shore.


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I swam back to the beach and found another man there, and together we tried to find a

lifebelt. But there wasn't one, and now the cries were fainter and more urgent. Someone

once told me that until you have heard the screams of a drowning person, (20) you have

no idea of what it is like. I discovered that for myself that night. It is something biological -

something nature has arranged. You can't turn your back on those cries, any more than a

mother can turn her back on the cries of her child.

4. What do you think Dr. Cox did next?

5. What do they refer to (line 1)?

6. Explain the meaning of waded (line 4), judge (line 5), fainter and

more urgent (line 18)

7. Why did Dr. Cox want to get a rope? (Explain in your own words).

ANSWERS (QUESTIONS 4 TO 7):

QUESTION 4 - THIS IS FOR DISCUSSION, FOR TRAINEES TO PREDICT. (IN FACT,

HE WENT BACK INTO THE WATER, TO SWIM OUT TO THE PERSON).

QUESTION 5 - 'THEY' REFER TO THE CRIES WHICH ARE IN FACT NOT MENTIONED

DIRECTLY UNTIL LATER. THIS IS A NARRATIVE DEVICE WHICH AROUSES THE

READERS CURIOSITY.

QUESTION 6 - WADED = WALKED THROUGH (DEEP) WATER. JUDGE =

ESTIMATE/GUESS. FAINTER AND MORE URGENT = NOT SO LOUD BUT

DESPERATE.

QUESTION 7 - HE WANTED TO GET A ROPE BECAUSE, WITH A ROPE, A PERSON

ON SHORE MIGHT BE ABLE TO PULL THE DROWNING MAN TOWARDS LAND.

I went in again, hoping for the best. If I lost my life, I lost it. (25) I just kept on swimming. It

was a long way, after all - 100 to 150 yards. Finally I saw a dark shape against thehorizon. Later I discovered it was a 17 year old French girl. I told her: "OK, Do what I tell

you. Keep still and don't struggle. I'm going to get you back to the beach." I didn't realise

she (30) couldn't understand a word.


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The one thing I remembered from school was that a drowning person can hold you so

tightly that you go down as well. I put the fiat of my hand on the top of her head and held

her away. Then I swam round behind her, caught her hair close to her (35) head, and

pulled her to the beach, both of us on our backs.

It wasn't the best method of life-saving, but it kept her face out of the water, and she didn't

protest. We were both exhausted anyway. I got her near the shore, and we fell down in a

heap in (40) the water. I couldn't even stand up. Fortunately, within a few minutes there

were plenty of people round us.

I felt strangely frightened next day when I took a walk and saw where it had happened. I

still wonder if I would have done the same thing if it had been in the daytime, and the

signal had (45) been purely visual - like a swimmer waving.

8. Explain the meaning of hoping for the best (line 24), If I lost my

life, I lost it (line 24), exhausted (line 38).

9. Why do you think Dr Cox was strangely frightened when he came

to the place the next day.

ANSWERS TO QUESTIONS 8 AND 9

QUESTION 8 - HOPING FOR THE BEST = HOPING FOR GOOD LUCK. IF I LOST MY

LIFE I LOST IT, INDICATES THAT THE WRITER THOUGHT HE MIGHT DIE, BUT

THERE WAS NOTHING ELSE HE COULD DO. EXHAUSTED = SO TIRED THAT HE

HAD NO STRENGTH LEFT. FELL DOWN IN A HEAP = COLLAPSED TOGETHER, ONE

ON TOP OF THE OTHER.

QUESTION 9 - DISCUSS. TRAINEES MAY EXPRESS THE IDEA IN VARIOUS WAYS.

THEY MIGHT SUGGEST THE SCENE REMINDED HIM OF THE NIGHT BEFORE.

PROBABLY IT LOOKED MORE DANGEROUS NOW THAT HE COULD SEE THE

WAVES, THE SEA, ETC.


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Before you start reading, discuss these questions:

1. Have you ever been on an aeroplane ? Try to describe some

of the things that happen when you go on an aeroplane.

2. What must you do when the aeroplane takes off and lands.

Why must you do it?

3. Many people are worried about travelling by plane. How about

you? Do you think air travel is safe? What kinds of

emergencies can there be? What must you do in case of

emergency.

ANSWERS TO QUESTIONS 1 TO 3

QUESTION 1 - CHECK ON TRAINEES - FIND OUT THE PROCEDURES - CHECKING-

IN, IMMIGRATION, CUSTOMS ETC.

QUESTION 2 - FASTEN YOUR SEAT BEIT. NO SMOKING. SAFETY REGULATIONS

ETC.

QUESTION 3 - AIR TRAVEL IS SAFE. - SAFER THAN TRAVELLING BY CAR.

OCCASIONALLY THERE ARE ACCIDENTS. MOST OCCUR DURING TAKE-OFF OR

LANDING.

Now read the passage. If you meet a word you don't know, try to

guess the meaning. If you can't guess the meaning, take a note of

the word and check it at the end. But try to keep on reading.


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Mrs. Maude Wharton and her son Stephen, were on an aeroplane which crashed near

Basle, Switzerland, in April 1973. The plane was carrying women and children on a trip

from England.

(1) There were emergency instructions in the pocket of the seat in front, and I remember

that Stephen read them, but I didn't. The stewardesses had been selling their duty-free

cigarettes, and we were all singing, laughing, and enjoying ourselves, (5) when the place

started to bump and shake. The pilot said there was bad weather ahead, and told us to

fasten our seat belts because we were going to land in ten minutes.

I think we made two attempts to land. Some people were frightened. I think someone

started screaming. On the third (10) attempt there was a bump. I said, "We're down" - and

suddenly we seemed to be going up almost vertically. Then there was a terrible bang. I

thought to myself, "You're dead", and then, "No, I'm alive because I'm thinking". My firstinstinct was to shout for Stephen.

(15) The plane had broken into three sections. We were in the middle one, and that may

have saved our lives. It had turned over, so we were hanging upside-down in our seat

belts in total darkness.

The silence after the crash was somehow so strong that you (20) could almost hear it.

Stephen was alive, and so was the woman next to me; she began to cry out for her

husband. A young girl in the seat in front of me was alive. Her mother, on one side of her,

and her aunt, on the other side, were dead. There didn't seem to be a living sound from

the rest of the section.

(25) My duty seemed clear: to keep calm because of the children. I couldn't allow myself

to be myself. The cold was terrible, and there was a terrible pain in my legs. In my heart I

really thought it would be easier just to die. But I remember that I heard Stephen crying

that he didn't want to die yet. I (30) did everything I could to encourage the children. We

prayed. I told them we would soon be in a lovely warm hospital, and we sang as well.

Brenda, the girl in front, told Stephen, "Stop kicking me", and I was delighted because at

least it meant that his legs were (35) alright.


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It seemed an eternity before help arrived. I managed to move the carpet with my feet, and

saw snow dropping in. I think we were conscious some of the time, but not all the time. A

man who had been in the crash came and held Brenda's hand through (40) the wreckage.

And then there was the sound of a helicopter and, a little later, foreign voices. No one will

ever know how sweet those voices sounded.

4. Check if you have correctly guessed the meaning of these

words:

duty-free, attempt, instinct, conscious, bump, vertically,

eternity, wreckage

5. Who was Stephen?

6. Who was in the helicopter? Why were the voices foreign (line

42)

7. What does Mrs Wharton mean by I couldn't allow myself to be

myself (line 26)

8. Why does she say No one will ever know how sweet those

voices sounded (line 42 - 43)

9. Imagine you are talking to Mrs. Wharton, or Dr. Cox some

months after their experiences, about the things that

happened. Act out the conversation with a partner.


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QUESTION 4 - DUTY FREE = PAYABLE WITHOUT PAYING NORMAL CUSTOMS

DUTIES. ATTEMPT = TRYING SOMETHING. INSTINCT = SOMETHING WHICH ONE

DOES WITHOUT HAVING TO THINK ABOUT IT. CONSCIOUS = KNOWING WHAT IS

HAPPENING AROUND ONE, AWAKE. BUMP = NOISE (OR FEELING) OF HITTING

AGAINST SOMETHING. VERTICALLY = STRAIGHT UPWARDS. ETERNITY = AN

ENDLESS LENGTH OF TIME. WRECKAGE = BROKEN REMAINS (OF THE PLANE).

QUESTION 5 - STEPHEN WAS MRS. WHARTON'S SON.

QUESTION 6 - IN THE HELICOPTER THERE WERE PROBABLY RESCUE WORKERS

AND A MEDICAL TEAM. THERE VOICES WERE FOREIGN TO MRS. WHARTON

BECAUSE SHE WAS FROM ENGLAND.

QUESTION 7 - SHE MEANS SHE HAD TO CONTROL HER FEELINGS OF FEAR AND

PAIN, AND NOT GIVE IN TO THEM, OR CRY OUT.

QUESTION 8 - SHE SAYS THIS BECAUSE IT IS IMPOSSIBLE FOR ANYONE ELSE TO

IMAGINE HOW THE PEOPLE IN THE PLANE FEIT WHEN THEY KNEW THAT THEY

WERE GOING TO BE RESCUED.

QUESTION 9 - AN ACTIVITY WHICH ALLOWS FOR A ROLE PLAYING EXERCISE.


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2 I'M SORRY


Look at these pictures of Kevin and John. What happened?

What did Kevin say when he met John again?

What did John say?


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ANSWER - KEVIN BORROWED A CASSETTE FROM JOHN. KEVIN'S BABY BROTHER

FOUND THE CASSETTE AND STARTED PLAYING WITH IT. AS A RESUIT, THE TAPE

GOT TANGLED AND BROKEN. WHEN KEVIN MET JOHN AGAIN, HE HAD TO

APOLOGISE FOR THE DAMAGED CASSETTE.

GET TRAINEES TO PUT THIS INTO DIRECT SPEECH.

Mary borrowed an old shopping bag from Leila when she wanted to go shopping.

Look at these pictures

What happened?

What did Mary say when she met Leila again?

What did Leila say?

ANSWER

MARY BORROWED AN OLD SHOPPING BAG FROH LEILA TO GO SHOPPING.

HOWEVER SHE LEFT IT IN THE SHOP.

MARY MIGHT SAY 'LEILA, I'M SORRY BUT I'VE LOST THAT BAG YOU LENT ME. I

THINK I LEFT IT IN THE SHOP'. LEILA MIGHT SAY, 'IT DOESN'T MATTER. IT WAS AN

OLD BAG ANYWAY. I WAS GOING TO BUY A NEW ONE, ETC...'


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Look at part of a conversation from Exercise 3. John is talking to

Kevin.

Why is John sorry?

How does John explain what happened?

How does Kevin make John feel better?

ANSWER

JOHN IS SORRY BECAUSE HE HAS BROKEN KEVIN'S ALARM CLOCK/LET KEVIN'S

ALARM CLOCK GET BROKEN. HE EXPLAINS WHAT HAPPENED BY SAYING THAT IT

FELL ON THE FLOOR WHILE HE WAS GETTING UP.

KEVIN TRIES TO MAKE JOHN FEEL BETTER BY SAYING 'NEVER MIND, IT WASN'T

WORKING VERY WELL ANYWAY'.

Read the following conversations

In each conversation one partner is sorry about something. What does the other partnersay to make him or her feel better.

Fill in the blanks in the conversation. Use your own ideas


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CONVERSATION 1

John: Kevin, I'm very sorry, but that record you lent me got a scratch on it. My little brother

was playing with it.

Kevin: NEVER MIND, IT WAS SCRATCHED ANYWAY.

CONVERSATION 2

Leila: Oh Sophie, I'm sorry, live forgotten to bring those magazines you wanted to read.

Sophie: NEVER MIND, I HAVEN'T TIME TO READ THEM NOW ANYWAY, I HAVE

SOME OTHER MAGAZINES TO READ/I DON'T NEED THEM TILL NEXTWEEK.

CONVERSATION 3

George: Oh, Jeffrey ...

Jeffrey: Yes?

George: Do you remember that photograph I borrowed from you?

Jeffrey: Yes, I remember

George: Well, live been looking for it, and I can't find it anywhere. I'm really sorry.

Jeffrey: NEVER MIND, I HAVE THE NEGATIVE. I CAN EASILY GET ANOTHER ONE/I

HAVE ANOTHER ONE EXACTLY THE SAME.


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Now you try it. Work with a partner like this:

YOU have broken or lost something that belongs to

your partner. You say you are sorry, and say what happened.

YOUR PARTNER tries to make you feel better.

Make up a conversation and act it out with your partner.

Sometimes when you have lost or broken something, your partner may ask you questions

Look at these examples

Reconstruct brief conversations from these mixed up items


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Sometimes, people don't say they are sorry immediately. They lead up to it slowly. Look at

this example:

KEVIN: John

JOHN: Yes?

KEVIN: I've got something to tell you

JOHN: Yes, what is it?

KEVIN: Do you remember that cassette you lent me?

JOHN: Yes, what about it?

KEVIN: Well, I'm very sorry. I don't know how it happened, but I've broken it.

How does Kevin lead up to saying what happened?


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This is Kevin's brother, Billy.

Billy is a student at a technical college in England. He is 18, and he thinks he knows

everything. He has just passed his driving test. The rest of the family are in England for

the summer. Billy has borrowed his father's car to go for a short drive. But Billy still can'tdrive very well.

Read the conversation between Billy and his Father.

Which ending do you think is most likely?

Fill in the words missing from the beginning of the conversation, below.

Billy: DAD

Mr. Hill: Yes?

Billy: Dad, I'VE GOT SOMETHING TO TELL YOU.

Mr. Hill: Yes. What is it?

Billy: It's about THE CAR.

Mr. Hill: What about it?

Billy: Well, I'm afraid there's been an accident


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Now answer these questions

What has happened?

What questions does Mr Hill ask?

How do you think the conversation will finish?

ANSWER

BILLY HAS HAD AN ACCIDENT WITH HIS FATHERS' CAR.

MR. HILL ASKS 'ARE YOU ALRIGHT?"WHAT HAPPENED?', 'THE WALL?', 'THE WALL

AROUND THE GARDEN?', 'IS THERE MUCH DAMAGE?'

TRAINEES CAN TRY TO GUESS HOW THE CONVERSATION MIGHT END. THERE ISNO SINGLE CORRECT ANSWER - IRRITATION OR ANGER ARE QUITE POSSIBLE.

We can't always lead up to things slowly. Sometimes your partner asks a direct question,

like this:

Did you remember to buy the food for tomorrow?

Have you got that book I asked you to get me?

Did you remember to post that letter?

Leila, have you done your homework?

Have you washed those dishes yet?

What can you say if you haven't done the thing your partner has asked you to do?


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Here are some of the ways a conversation might end.

(a) Your partner might say "never mind" and say why it isn't important.

(b) You and your partner might get angry and say things like:

Why are you so silly/forgetful/selfish/etc.?

All I ask you to do is post a letter, and you do nothing about it!

Well, it wasn't my fault

(c) You and your partner might discuss what to do. For example:

I can do it now

Well, can you do if for me now?

etc.

Read the situations below. Write an ending to each conversation

using your own ideas

The headmaster has asked a new teacher at the school to make lists of all the boys in the

classes. But the teacher didn't have time.

Headmaster: Ah, good morning, Mr. Rajai

Mr. Rajai: Good morning, headmaster

Headmaster: Have you written out those lists for me ... the lists of names?

Mr. Rajai: Oh...I'm sorry. I didn't have time this morning

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Mrs. Hill has asked Mr. Hill to buy some food. But Mr. Hill has forgotten to do it.

Mrs. Hill: Did you remember to do the shopping?

Mr. Hill: What shopping?

Mrs. Hill: The food shopping? Did you remember to buy the fish for dinner?

Mr. Hill: No, I'm sorry. I was busy with friends from the office.

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When you say "Sorry", these are some of the stages that can come in the conversation.

(The words in boxes are only examples.)

SHOW FOIL No.: 4


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Imagine that you have done one of these things:

- lost something belonging to your partner

OR

- broken, damaged or burned something belonging to your partner

Act out the conversation

For example, it could be:

something used in class, something used at home

like a pen, or a notebook like a kettle, or a plate

something for entertainment something to wear, like

like a radio, a record, or a coat, a pullover, or

a cassette a scarf

something used for transport, some food your partner

like a bicycle, a car, or a is going to eat, like

moped rice, meat or a cake


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Choose from these situations. Act out the conversations with a

partner. You can write out the parts first, below.

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Imagine that you have:

- forgotten to do something your partner has asked you to do

OR

- been unable to do something your partner has asked you to do

OR

- been too tired (or too lazy) to do something your partner has asked you to do

For example, perhaps you have not:

- bought something needed at home (e.g. sugar, matches)

- given a message to somebody at the office

- done something for your school, class or teacher (e.g. homework)

- cooked some food for your brother or sister- done some housework for your mother or father

- made some arrangement you were asked to make (e.g. invite somebody to dinner,

buy tickets for a concert)

Act out the conversation with a partner. This time, try to act it out

without written preparation

2.3


For one day, try to listen for situations where one person says

"sorry" to another person (in your language), or situations where

one person excuses another person (saying something doesn't

matter, or isn't important).

Report on the situations you observe to the rest of your class.


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In the street, or in your school, listen for situations where one

person is angry with another person

Why are they angry? How does the conversation end? For example:

Does one person say "sorry" to another?

Do the people just stop talking and walk away from each other?

Do the people stop being angry and discuss what to do?

Does the conversation end some other way?

Report on the situations you observe to the rest of your class. Say

what you think the people you observe should do.

Have you ever offended another person (offend = hurt the feelings of a person)? Or has

another person ever offended you? What happened?

With two or three other students, write a "play" and act it out in

front of the class. Try to include these situations in your play:

Person A offends Person B in some way. (For example, perhaps A says bad things about

B to Person C, and C tells B about it.)

B feels angry with A. (Perhaps they quarrel, or perhaps they just don't talk to each other.)

A and B feel they want to be friends again, and they make peace with each other.


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2.5 Reading

Before you read the passage, discuss these questions:

1. If you heard that somebody had been saying bad things about you, behind

your back, what would you do?

2. The passage deals with feelings of jealousy What does it mean to feel jealous?

Can you give examples of situations where you might feel this way?


QUESTION 1 - DISCUSS 'BEHIND A PERSONS BACK' - DISCUSS HOW PEOPLE

FEEL. DO THEY GET ANGRY? UPSET? WHAT WOULD THEY DO?CONFRONTATION? LAUCH AT THE MATTER AND LET IT GO? ETC.

QUESTION 2 - DISCUSS JEALOUSLY (THE MEANING HERE - FEELING OF SHOCK,

ANGRY AT NOT BEI NG LIKED SO WELL AS SOMEONE ELSE). TRY TO GET

EXAMPLES FROM TRAINEES.

(1) Mary and Leila were both students at the International School in Gulf City. They were

great friends, and they did lots of things together. Almost everyday they went shopping

together, or visited each other's houses, or helped each other (5) with schoolwork. But

most of all, they loved to talk - about things in the school or people they knew.

One day, a new student came to the school. Her name was Sophie, and her family had

just come to live in the city. She didn't know anybody, and Leila said she would show

Sophie (10) around. Soon, Leila, Mary and Sophie would be seen together every day. It

seemed as if it was a happy friendship for all three of them.

But Mary wasn't happy. She began to feel left out. Often, Leila and Sophie wanted to go toplaces where Mary didn't want to go, (15) or do things that Mary didn't want to do. "Two's

company, three's a crowd", thought Mary. And as the days went past, she felt more and

more jealous. Now when Leila and Sophie wanted to go somewhere, Mary often found an

excuse not to go. She stayed behind, by herself, thinking angry thoughts.


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(20) One morning during the school holidays, Mary was talking to Carmen, who was in the

same class as Leila. When she heard what Carmen had to say, she was furious. "Do you

know what Sophie said about you Mary? She said you were snobbish and too proud to

talk to people. Oh, and she said you spent all your (25) time at school being nice to the

teachers, trying to get a good school report."

3. Can you guess the meaning of Two's company, threes a crowd? Do

you think this saying is true?

4. What do you think of Carmen? Do you think she was a "friend" to

Mary?

5. What do you think Mary should have done next?

ANSWER TO QUESTIONS 3, 4 AND 5

QUESTION 3 - PROVERB MEANS THAT TWO PEOPLE CAN GET ON WELL

TOGETHER, BUT A THIRD PERSON JOINING THEM WILL SPOIL THINGS. DISCUSS.

QUESTION 4 - MOST PEOPLE WOULD PROBABLY REGARD ANYONE WHO PASSED

ON THIS KIND OF CONVERSATION AS NOT A 'FRIEND', BUT RATHER SOMEONE

WHO WANTED TROUBLE. DISCUSS

QUESTION 5 - DISCUSS THIS AS OPINIONS MAY DIFFER. PROBABLY, THE BEST

THING WOULD HAVE BEEN TO CALMLY 'TALK THINGS OVER' WITH SOPHIE.

For Mary this was the last straw. She sat down and wrote a note to Sophie. This is what

the note said.


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Actually, Sophie had not said these things at all. She had only (30) said that Mary seemed

to have something against her, and that she was sorry about it, and wished they could get

on better. Carmen had invented all the other things herself.


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6. It was the last straw comes from the saying "It's the last straw that breaks the

camel's back". What does it mean?

7. What do you think put up with means (Mary's letter line 1)?

8. Do you think Mary was right to write the letter.

9. Why do you think Carmen said these things? Have you ever met anyone like

that?

10. In the end, Mary and Sophie became friends again. Write out the letter in which

Sophie explains everything.

11. Act out the conversations in which Mary and Sophie make peace with each

other.


QUESTION 6 - THE MEANING OF THE PROVERB IS THAT A PERSON CAN ONLY

ACCEPT A LIMITED AMOUNT OF ABUSE OR DISCOMFORT; THERE COMES A

POINT WHERE EVEN A SMALL EXTRA PROBLEM LEADS A PERSON TO REACT

VIOLENTLY OR ANGRILY. DISCUSS.

QUESTION 7 - ELICIT THIS ANSWER. 'PUT UP WITH' IS A COLLOQUIAL PHRASE

WHICH MEANS TO ENDURE SOMETHING WITHOUT COMPLAINING.

QUESTION 8 - DISCUSS THIS. OPI N IONS MAY DIFFER.

PROBABLY WRITING A LETTER WAS NOT THE BEST COURSE FOR MARY TO

TAKE.

QUESTION 9 - HERE THERE ARE NO DEFINITE ANSWERS. DISCUSS IN GENERAL.

JEALOUSY IS OFTEN THE ROOT OF SUCH BEHAVIOUR.


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QUESTION 10 - HERE POSSI B I LITIES ARE ENDLESS. DISCUSSION, 'ACTING-OUT'

TASK , WRITTEN . AN EXAMPLE IS A LETTER -

DEAR MARY,

I'M SORRY THAT YOU THOUGHT THAT I WAS TALK I NG ABOUT YOU BEH I ND

YOUR BACK. I DON'T KNOW WHO CAN HAVE TOLD YOU THIS. I CERTAINLY NEVER

SAID ANYTHING ABOUT YOU, NOT TO ANYONE. PERHAPS I TOLD SOMEBODY

THAT I WAS WORRIED BECAUSE YOU WEREN'T SPEAKING TO ME, AND THAT I

WAS SORRY ABOUT IT.

WHY DON'T YOU COME ROUND TO MY HOUSE AND WE CAN TALK ABOUT IT?

THERE'S NO REASON WHY WE CAN'T BE FRIENDS.

YOURS,

SOPHIE


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3 LIFE STORIES


Look at the photographs of these famous people

Who are they?

Why are they famous?

Do you know anything about their background?Or how they came to do the things they did?

ANSWERS

NUMBER 1 IS DIANA, THE PRINCESS OF WALES.

NUMBER 2 IS BOB MARLEY, THE SINGER.


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Imagine that you are a famous person, and you are telling the

story of your life in a book

What kinds of things can you say?

I WOULD GIVE INFORMATION ABOUT MY PARENTS, MY DATE OF BIRTH, PLACE

OF BIRTH, MY CHILDHOOD, MY SCHOOLS, EXPERIENCES AT SCHOOLS AND

FIRST JOBS. I WOULD SAY HOW I FIRST BECAME SUCCESSFUL AND FAMOUS. I

WOULD TALK ABOUT THE PEOPLE WHO HELPED ME, AND ABOUT THOSE

PEOPLE WHO HAVE HAD INFLUENCE ON MY LIFE AND CAREER.

Zinedine Zidane is a footballer. He plays for Juventus. He is a good player, but this is his

last year in football. He is telling a newspaper reporter about how he became famous.

What kinds of questions does the reporter ask?

What kinds of information does Zidane give?The pictures below may give you some ideas.


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ANSWERS

HERE ARE SOME EXAMPLES:

WHEN/WHERE WERE YOU BORN?

WAS YOUR FATHER A FOOTBALLER?

WAS YOUR FAMILY INTERESTED IN FOOTBALL?

WHEN DID YOU FIRST START TO PLAY FOOTBALL?

WHERE DID YOU GO TO SCHOOL?

WHAT WERE YOUR FAVOURITE SUBJECTS AT SCHOOL?

WHEN DID YOU START PLAYING FOOTBALL SERIOUSLY?

WHO HAS HAD THE GREATEST INFLUENCE ON YOUR LIFE?

WHAT WAS YOUR FIRST CLUB?

TELL ME ABOUT YOUR FIRST BIG SUCCESS.

TELL ME ABOUT YOUR PLANS FOR THE FUTURE.USE ONE OF THE TRAINEES AS ZINDANE TO ANSWER THE QUESTIONS AND GET

THE REST OF THE TRAINEES TO ASK THE QUESTIONS.


Zinedine Zidane was born in Algeria in 1972.

As soon as he learned to WALK, he started to play football.

He had FOUR brothers and sisters.

Zidane went to school in FRANCE.

His SPORTS TEACHER helped him to become a good footballer.

WHEN he left school he played for a junior club. Two years

LATER he joined one of the best teams in France.

When he RETIRES, he is going to work with young players in the schools.

Discuss these questions with your teacher.

What was Mustafa's family background?

What were the main influences on him?

What kind of education or training did he have?

What were the main events in his career?

What are his plans now?


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ANSWERS

ELICIT THESE SORT OF REPLIES:-

(FAMILY BACKGROUND) THAT HIS FATHER WAS A MECHANIC, HIS FAMILY

WEREN'T RICH, AND HE HAD FOUR BROTHERS AND SISTERS. (INFLUENCES)

THAT HIS FAMILY WERE ALL INTERESTED IN SPORT, HIS BROTHERS ALL PLAYED

FOOTBALL AND THAT THE SPORTS TEACHER HELPED HIM.

(EDUCATION AND TRAINING) THAT HE WENT TO SCHOOL IN FRANCE AND

LEARNED A LOT FROM HIS SPORTS TEACHER. (MAIN EVENTS IN CAREER) THAT

HE PLAYED FOR A JUNIOR CLUB, THEN FOR ONE OF THE BEST TEAMS IN

FRANCE, THEN FOR GULF CITY.

(PLANS) THAT HE IS GOING TO WORK WITH YOUNG PLAYERS IN SCHOOLS

(THROUGH NATIONAL SPORTS ORGANISATION).

Study this passage about the life and work of a famous scientist

Alexander Fleming was born in a little town in Scotland in 1881. His father was a farmer.

When he was five, he went to the village school, which was near his home. When he was

eight, his father died.

The family now had very little money. However, Alexander's brother, Thomas, had gone to

university and had become an eye doctor in London. Thomas wanted Alexander to come

to London too. So in 1895, Alexander went to London to live with his brother.

He still had no money, so he went to work as a clerk in a shipping office. But then a

relative died and left the family some money. Now Alexander could go to Medical School.

At the school he had a famous teacher call Almroth Wright. After graduating from the

Medical School in 1906, Fleming went to work in Wright's laboratory.

During the First World War (1914-1918) Fleming became an army doctor. He saw that

many soldiers were dying from infections caused by bacteria. He wanted to findsomething that could kill the bacteria without harming the body.

After the war, Fleming did more research. In 1927 he discovered a fungus called

penicillium, which killed bacteria. He made a liquid from the fungus which he called

penicillin.


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During the Second World War, penicillin was made in large quantities. It saved thousands

of lives. In 1945 Fleming was given the Nobel Prize for his discovery.

Study the passage again. Try to find examples of these points:

- TIMES and PLACES

- Fleming's FAMILY BACKGROUND

- the INFLUENCES an Fleming's life (the people who helped

him, and the experiences which made him want to do the things he did)

- the EDUCATION and TRAINING which Fleming received (at

school, university, etc.)

- the main events later in his CAREER

SHOW FOIL No.: 5

ANSWERS

THESE ARE EXAMPLES: VARIATIONS ARE POSSIBLE.

(TIMES AND PLACES) IN A LITTLE TOWN IN SCOTLAND; IN 1881;

WHEN HE WAS 5; WHEN HE WAS 8; IN 1895; WENT TO LONDON DURING THE

FIRST WORLD WAR.

(FAMILY BACKGROUND) HIS FATHER WAS A FARMER; WHEN HE WAS EICHT, HIS

FATHER DIED; BROTHER THOMAS; THE FAMILY HAD LITTLE MONEY, ETC.

(INFLUENCES) BROTHER (EYE DOCTOR); ALMROTH WRIGHT (FAMOUS TEACHER

AT MEDICAL SCHOOL); HIS EXPERIENCES DURING THE FIRST WORLD WAR.

(EDUCATION AND TRAINING) VILLAGE SCHOOL, MEDICAL SCHOOL; WENT TO

WORK IN WRIGHT'S LABORATORY. (CAREER) GRADUATION FROM MEDICAL

SCHOOL; WRIGHT'S LABORATORY; WORK AS ARMY DOCTOR; RESEARCH AFTER

THE WAR, DISCOVERY OF PENICILLIUM; NOBEL PRIZE.


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Look at this table. It gives some of the main points in the lives of

famous people. It gives examples of questions which we often

think about

Remember that these questions are just examples. Try to think of other examples for

yourself.

FAMI LY BACKGROUND

What did his father do?

How many brothers and sisters did she

have?

Was the family rich or poor?

INFLUENCES

Who helped him?

Who encouraged him?

Which people did she admire?

What did he see that made him want to

become...?

EDUCATION AND TRAINING

What school did he go to?

Where did she learn to ...?

CAREER

What did he do later in his life?

What was her greatest achievement?

What did he become?

PLANS

If the person is still alive,

you may think:

What are his plans for the future?

What does she want to do now?

TIMES AND PLACES

This goes along with all the other

points. It includes

questions like:

Where and when was he born?

Where did he live?

Where was she brought up?

When did he to go school?

When did she leave school?

Where did he get his first job?

When did she become a...?

Where and when did he die?

etc.


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ANSWERS

TRY TO ELICIT FURTHER EXAMPLES OF QUESTIONS, SUCH AS: -

(FAMILY BACKGROUND) 'WHERE DID HIS PARENTS COME FROM?' 'WHO WERE

HIS ANCESTORS?'

(INFLUENCES) 'WHO I NFLUENCED HIM?

WHAT KIND OF PEOPLE DID HE SEE AROUND HIM?

WHAT WERE HIS EXPERIENCES?'

(EDUCATION AND TRAINING) 'WHERE DID HE STUDY?"HOW DID HE LEARN ABOUT

.. ?

(CAREER) 'WHEN DID HE BECOME A ?' 'WHAT WAS HIS FIRST JOB?'

'WHAT WAS HIS FIRST SUCCESS?'

(PLANS) 'WHAT IS HE GOING TO DO NOW?"HAS HE GOT ANY SPECIAL PLANS?'(TIMES AND PLACES) 'DID HE DO THIS AFTER OR BEFORE X?'

'WHERE DID HE LEARN TO .?' 'WHEN DID THIS HAPPEN ..?'

Read this description of the life of a singer

Farridah was born in 1951. Her father was a building worker in Damascus, but he died

when Farridah was four years old. Farridah and her mother went to live with Farridah's

aunt, who was a music teacher.

Farridah sang at school concerts when she was a little girl. When she was older, she

listened to records by the famous singer, Feyrouz, and tried to sing in the same style.

Soon after she left school, she got married to a Lebanese businessman. They went to live

in Beirut, and Farridah sang in concerts there.

While Farridah was in Beirut she took lessons in English and French, and learned to sing

in these languages. After spending three years in Beirut, she went to Cairo and made herfirst record. Six months later she was famous.

Write answers to these questions about the description of Farridah

which you have just read


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1. Write three examples of words or phrases which tell you when events happened.

VARIATIONS ARE POSSIBLE

IN 1951. WHEN FARIDAH WAS FOUR, YEARS OLD. WHEN SHE WAS A LITTLE

GIRL. WHEN SHE WAS OLDER.

SOON AFTER SHE LEFT SCHOOL. WHILE FARRIDAH WAS IN BEIRUT AFTER

SPENDING THREE YEARS. SIX MONTHS LATER.

2. Write two examples of phrases which tell you where things happened.

IN DAMASCUS. IN BEIRUT.

IN CAIRO.

3. According to the passage, who influenced Farridah's singing?

FEYROUZ

4. Write down a sentence about Farridah's family background.

HER FATHER WAS A BUILDING WORKER; HE DIED WHEN FARRIDAH WAS

FOUR YEARS OLD. SHE AND HER MOTHER WENT TO LIVE WITH AN AUNT

WHO WAS A MUSIC TEACHER.

5. Perhaps Farridah received some training in singing (though the passage doesn't say

so directly). Where could she have received this? Write down your ideas below.

FROM HER AUNT; OR AT SCHOOL

6. Write down one important event in her career as a singer.

FARRIDAH SANG IN CONCERTS IS BEIRUT. SHE WENT TO CAIRO AND MADE

HER FIRST RECORD.


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Today, Farridah has come to give a concert in Gulf City. A reporter from the "Gulf

Gazette" has arranged to interview her. The interview is in English.

Work with a partner. Write down questions the reporter might ask,

and answers Farridah might give. You can use your own ideas as

well as information from the passage you read.

THERE CAN BE NO SINGLE 'CORRECT ANSWER' IN THIS ACTIVITY BUT YOU CAN

COMPARE TRAINEES WORK WITH THE PREVIOUS WORK ON THIS TYPE OF

INTERVIEW.

Practise acting out the questions and answers with your partner

This is a reporter called Ann interviewing Farridah.

Are any of the questions and answers the same as the ones you made up?

Do one of these two tasks:

Write out the story of your life, up to the age you are now.

OR

Pretend you are an old man or woman looking back over your life. You have become

famous, and people are interested in the story of your life. Write out the story of your life.

NO SINGLE CORRECT ANSWER - EITHER ALLOW TRAINEES TO CHOOSE TOPIC

OR YOU CAN SET A PARTICULAR TASK.


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Work with a partner. Pretend you are a famous person, talking to a TV or radio

interviewer. Act out the conversation. You can write it out first

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When we write about a person, we usually mention background, career and so on. But of

course, we try to answer any of the questions our readers are interested in.

Look at these questions and answers about a famous man from

Arab history. What was his name?

ANSWER

THE NAME OF THE PERSON WAS SALAHUDDIN (USUALLY SAID IN ENGLISH AS

SALADIN)

Where and when was he born?

- Takrit, 1137

Where was he brought up?

- Baalbek and Damascus


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What was he interested in when he was a boy?

- religious studies rather than military training

How did he learn to become a good soldier?

- by serving under his uncle, who led armies to Egypt

When did he become a ruler? What countries did he rule?

- In 1169 he became vizier of Egypt.

By 1186 he was sultan of Egypt, Syria, Yemen and Palestine.

Why was he a great ruler?

- He loved learning and religion. He was a great soldier, but he was not cruel, even to

his enemies.

Why do people in Europe remember him?

- He defeated the armies of Europe when they came to Palestine. Yet he was always

merciful to the people he defeated.

Where and when did he die?

- Damascus, 1193

Now use these questions and answers and write a short

passage about this man

AN EXAMPLE OF A SHORT PASSAGE WOULD BE SALAHUDDIN WAS BORN IN

TAKRIT IN 1137, BUT HE WAS BROUGHT UP IN BAALBEK AND DAMASCUS. WHEN

HE WAS A BOY HE WAS INTERESTED IN RELIGIOUS STUDIES RATHER THAN

MILITARY TRAINING. HE LEARNED TO BECOME A GOOD SOLDIER BY SERVINGUNDER HIS UNCLE, WHO LED ARMIES TO EGYPT. IN 1169 HE BECAME VIZIER OF

EGYPT, AND BY 1186 HE WAS SUITAN OF EGYPT, SYRIA, YEMEN AND PALESTINE.


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SALAHUDDIN WAS A GREAT RULER BECAUSE HE LOVED LEARNING AND

RELIGION. AITHOUGH HE WAS A GREAT SOLDIER HE WAS NOT CRUEL, EVEN TO

HIS ENEMIES. IN EUROPE HE IS REMEMBERED BECAUSE HE DEFEATED THE

ARMIES OF EUROPE WHEN THEY CAME TO PALESTINE; YET HE WAS ALWAYS

MERCIFUL TO THE PEOPLE HE DEFEATED. SALAHUDDIN DIED IN DAMASCUS, IN

1193.

Write a short story in English of any well-known figure (statesman,

scientist, actor/actress, sportsman, etc.) Look up information on

the internet, in books and newspapers

THIS CAN BE DONE AS EITHER AN INDIVIDUAL OR GROUP EXERCISE. MATERIAL

CAN BE COLLECTED AND DISPLAYED FOR ALL TO USE, OR INDIVIDUALS CANSEEK OUT THEIR OWN MATERIAL FROM BOOKS AND MAGAZINES.

IF DONE AS AN INDIVIDUAL EXERCISE EACH TRAINEE CAN BE ASKED TO READ

HIS ACCOUNT TO THE REST, OMITTING THE WELL-KNOWN FIGURES NAME. THE

REST OF THE TRAINEES HAVE TO GUESS WHO IT IS.

Try to find (in English) an example of a life story. It can be

written by the person himself/herself (= an autobiography) or

by another person (= a biography). Show it to your class.

Report to your class about the most interesting things you find

in it.


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3.4 Reading

This passage is about the first astronauts - men who went into space.

Before you read the passage discuss the questions below.

1. Do you know the names of any astronauts?

2. What was the nationality of the first man in space?

3. What job do you think most astronauts did before they became astronauts? What

kind of experience did they have?

4. What kind of training do you think astronauts need? Describe some of the things

they have to learn.

ANSWERS FOR QUESTIONS 1 TO 4

ALL OF THESE QUESTIONS ARE TO ENABLE TRAINEES TO GIVE THEIR IDEAS

BRIEFLY AND CLEARLY - FACTUALLY 'CORRECT' ANSWERS ARE NOT SO

IMPORTANT. HERE IS SOME BACKGROUND TO HELP.

QUESTION 1 - NAMES MIGHT INCLUDE TITOV (THE SECOND RUSSIAN IN SPACE).

NEIL ARMSTRONG AND VALENTINA TERESHKOVA (THE FIRST RUSSIAN WOMAN

IN SPACE) AS WELL AS THOSE MENTIONED IN THIS PASSAGE.

QUESTION 2 - RUSSIAN

QUESTION 3 AND 4 DISCUSS - TRAINEES SHOULD REALIZE THAT TO BECOME AN

ASTRONAUT, PEOPLE WOULD ALMOST CERTAINLY HAVE TO BECOME PILOTS,

FLYING THE NEWEST FASTEST AEROPLANES. THEY WOULD NEED SCIENTIFIC

TRAINING, TRAINING IN PHYSICAL ENDURANCE, ABILITY TO SURVIVE IN

DIFFICUIT CONDITIONS, ETC.


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'Flight going normally. Kharasho(= Russian for 'good' or 'I am well').

(1) The message came from somewhere over South America, from a young man who, a

quarter of an hour before, had been lying in the nose of a rocket, waiting to be sent into

space.

After a flight of an hour and forty-eight minutes, Yuri Gagarin (5) landed in the Soviet

Union. In Moscow the time was 10.55, on 12th April 1961. The first man in space was in

good spirits. "One's legs, one's arms, they weigh nothing. Objects just float in the cabin,

and I didn't sit in my chair, I hung in space..."

The man who had just returned from space was round-faced, (10) 157.5cm tall, blue-eyed

and aged twenty-seven.

5. Why did objects "just float in the cabin" (line 7-8).

6. Is there anything surprising about the description of the astronaut (I Ines 9-10).

7. What do you think the next part of the passage will deal with?


QUESTION 5 - .BECAUSE THE SPACECRAFT WAS BEYOND

THE REACH OF GRAVITY, SO OBJECTS HAD NO WEICHT.

QUESTION 6 - IT IS PERHAPS SUPRISING THAT HE WAS ONLY 157.5cm TALL (i.e.

NOT A VERY TALL MAN)

QUESTION 7 - THE ANSWER THAT THE TRAINEES GIVE IS NOT THAT IMPORTANT

IN ITSELF AND WILL DEPEND LARGELY ON GUESSWORK. THEY WILL FIND OUT


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THE 'CORRECT' ANSWER LATER IN THE READING. (IT DEALS WITH THE FIRST

AMERICAN ASTRONAUT AND COMPARES THE LIVES OF THE AMERICAN AND

RUSSIAN).

Ten months after Gagarin's flight, on 20th February 1962, an American, John Glenn, was

launched into space. In this article we shall look at the first men in space from these two

countries - to compare their backgrounds and their achievements.

(15) In some ways the two men were different. Perhaps the greatest difference was in

their ages. John Glenn was forty when he went into space. Yuri Gagarin was twenty-

seven. John Glenn was born in an American town, surrounded by the technology of the

twentieth century. Yuri Gagarin was born in a (20) far-away Russian village, with nothing

but fields of grain as far as the eye could see. Both men had always wanted to fly, and

both had managed to join the air force and fly there. But at the time when Glenn was afighter pilot in the Pacific, Gagarin was a ten year old refugee, escaping from the invading

(25) German armies. After the war, Yuri was eleven before he got back to school. He

became interested in technology. He went to a technical school in a suburb of Moscow.

Near the school there was a large aeroplane factory.

8. Why does the writer think it is important to mention the technology of the twentieth

century (line 19)?

ANSWER

QUESTION 8 - BECAUSE IT IS IMPORTANT FOR AN ASTRONAUT TO KNOW ABOUT

TECHNOLOGY. THE WRITER TO SHOW THAT GAGARIN HAD TO TRAVEL, AS IT

WERE, FURTHER FROM HIS ORIGINS THAN GLENN DID.

9. Why do you think it was important that there was an aeroplane factory near

Gagarin's school?

ANSWER

QUESTION 9 - (THIS IS A PRE-TEXT QUESTION - ELICIT THE ANSWER) BECAUSE

THIS WOULD BE LIKELY TO INFLUENCE THE YOUNG YURI GAGARIN.


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Day after day as he sat at his desk, Yuri saw new aeroplanes (30) being tested. Soon he

wanted to become a test pilot himself - but there were many other students with the same

idea. Yuri took a job in a factory, making engine parts, and at last he was accepted by the

Industrial College, and decided that flying would be his life's work. In 1955 he became a

student pilot at (35) the Air Force Training Centre. The course lasted two years. Near the

end of his training he met and married a young medical student, Valentina Ivanovna.

John Glenn was born in Cambridge, Ohio, in 1921. His father was a railwayman. He was

brought up in New Concord, where (140) he did well at High School, and became a

leading member of the football, basketball and tennis teams. Like Gagarin, he soon

wanted to fly, and in 19142, at the age of twenty-one he took a course in flying. He went

on, in wartime, to join the (45) United States Marines.

(145) During the war he became a captain, and after the war he stayed in the Marines .After more time abroad, including service in Korea, he became a test pilot. He made the

first non-stop supersonic flight across the United States in 1957. In April 1959 he was

chosen to become one of the seven astronauts (50) under "Project Mercury.

From that time, his training was like that of Gagarin. They had to get used to heat and

cold, strong forces of acceleration, and complete weightlessness. They learned how to

survive in water and in deserts. They studied astronomy, meteorology, biology (55) and

geography.

10. Explain the meaning of the "first non-stop supersonic flight States" (line 48).

Answer: It was the first time a man had...).

11. What do you think "Project Mercury" was (line 50)?

12. What is "acceleration"? Give an example of "a force of acceleration" from your own

experience.

13. Why was it important for the astronauts to get used to "heat and

cold...acceleration...weightlessness"? Why did they learn how to survive in waterand in deserts?


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DISCUSS ALL THESE QUESTIONS.

QUESTION 10 - IT WAS THE FIRST TIME A MAN HAD FLOWN WITHOUT STOPPING

ACROSS THE UNITED STATES, FASTER THAN THE SPEED OF SOUND.

QUESTION 11 - IT WAS THE PROJECT TO SEND AN AMERCIAN ASTRONAUT INTO

SPACE.

QUESTION 12 - IT IS THE FORCE YOU FEEL WHEN SOMETHING YOU ARE

TRAVELLING IN MOVES FASTER AND FASTER, FOR EXAMPLE, THE FORCE ON

YOUR BACK WHEN A CAR, *MAIN OR AEROPLANE REACHES A HIGH SPEED VERY

QUICKLY.

QUESTION 13 - THEY HAD TO GET USED TO HEAT AND COLD BECAUSE THEY

MIGHT HAVE TO LAND IN DESERTS, OR COLD REGIONS, OR IN HIGH MOUNTAINS;

OR THE TEMPERATURE CONTROLS IN THE SPACESHIP MIGHT BREAK DOWN.

THEY HAD TO GET USED TO ACCELERATION BECAUSE THE FORCES OF

ACCELERATION ARE VERY STRONG WHEN A SPACESHIP IS LAUNCHED. THEY

HAD TO GET USED TO WEIGHTLESSNESS BECAUSE THERE IS NO GRAVITY IN A

SPACESHIP, THEY HAD TO LEARN TO SURVIVE IN WATER BECAUSE THE

SPACESHIP MIGHT PLUNGE INTO THE SEA, FAR AWAY FROM RESCUE SHIPS.

These, then, were the first men in space from the two countries. Much has happened

since these early journeys into, space - the landing of men on the moon, and the

launching of rockets to Mars and Venus. But the first man in space did not (60) live to see

the first men on the moon. A year before that event, Yuri Gagarin died when his jet plane

crashed on 27thMarch 1968. After a state funeral procession watched by half a million

Russians, his body was placed in the Kremlin wall.


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14. What is a funeral? What is a funeral procession? (line 62).

15. His body was placed inside the Kremlin wall (line 63). Why?

16. Find examples of these points from the passage. Say them to your teacher:

Times and places

Family background

Influences

Education or training

A point in the later Career of each astronaut


QUESTION 14 - A FUNERAL IS THE CEREMONY HELD WHEN A PERSON HAS DIED.

A FUNERAL PROCESSION IS THE LINE OF PEOPLE OR CARS WHICHACCOMPANIES A PERSON'S BODY TO THE PLACE OF BURIAL.

QUESTION 15 - IT WAS PLACED IN THE KREMLIN WALL BECAUSE THAT IS THE

PLACE OF HONOUR, WHERE IMPORTANT MEMBERS OF SOVIET SOCIETY ARE

BURIED. (THE KREMLIN BUILDING IS THE CENTRE OF SOVIET GOVERNMENT)

QUESTION 16 - EXAMPLES OF POINTS

(TIMES AND PLACES) - ON 12th APRIL 1961; IN A FAR-AWAY RUSSIAN VILLAGE;

GLENN'S FATHER WAS A P.AILWAYMAN. (INFLUENCES) - GAGARIN WENT TO

SCHOOL NEAR A LARGE AIRCRAFT FACTORY; (ALSO, HE JOINED HIS COLLEGE

FLYING CLUB).

(EDUCATION AND TRAINING); GAGARIN WENT TO A TECHNICAL SCHOOL IN

MOSCOW, TO AN INDUSTRIAL COLLEGE, TO THE AIR FORCE TRAINING CENTRE

AND HAD SPECIAL TRAINING AS AN ASTRONAUT. GLENN WENT TO HIGH

SCHOOL, TOOK A COURSE IN FLYING, GAINED EXPERIENCE AS A FIGHTER PILOT

AND LATER AS A TEST PILOT, UNDERWENT TRAINING FOR PROJECT MERCURY.

(CAREER) THE OBVIOUS 'HIGH POINT' IN THE CAREER OF EACH MAN WOULD OFCOURSE BE THE FLICHT INTO SPACE FROM EACH COUNTRY.


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17. Fill in the table for Gagarin and Glenn.

If you cannot find the information, leave the table blank. If you are not sure, put a question

mark after your answer.

Gagarin Glenn

Year

of

birth:

1934 1921

Place of

birth:VILLAGE IN RUSSIA CAMBRIDGE, OHIO

During

the war, he was:

REFUGEE FROM THE

GERMAN ARMYFIGHTER PILOT

School

TECHNICAL SCHOOL

MOSCOW

HIGH SCHOOL NEW

CONCORD

Interests at

school:FLYING

FOOTBALL,

BASKETBALL, TENNIS,

(FLYING?)

Age when he

learned to fly:21? 21

Date of

first flight in space:12th APRIL 1961 20th FEBRUARY 1962


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4 MATTERS OF OPINION


The students at the International School often discuss things with each other. But do they

always agree with each other?

Do you ever say you opinions to your friends?

What kinds of things do you talk about?

Do you friends usually agree with you?

Do they ever disagree?

What do they say?


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ANSWER

THE PICTURE IS TO INDICATE THAT THEY DO NOT ALWAYS AGREE. DISCUSS

THIS IN RELATION TO THE QUESTIONS UNDER THE PICTURE. KEEP IT GENERAL

DO NOT GO INTO DETAIL.

Look at the speech-bubbles in the picture

How many conversations can you make from them?


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ANSWER

THERE ARE 5 CONVERSATIONS

1. 'DID YOU SEE LOVE STORY ON TV LAST NIGHT?' 'YES, BUT I DIDN'T THINK

MUCH TO IT'. 'OH, I THOUGHT IT WAS GREAT.'

2. 'GULF CITY ARE A GREAT TEAM'. 'DON'T BE SILLY! THEY'RE USELESS!'

3. 'THEY SHOULDN'T GIVE US SO MUCH HOMEWORK'. 'YES, YOU'RE RIGHT. WE

NEVER HAVE TIME TO DO IT ALL'.

4. 'WHAT DO YOU THINK OF OMAR SHARIF?' 'I THINK HE'S WONDERFUL!'

OH, I DON'T LIKE HIM AT ALL.'

5. I HATE GEOGRAPHY. IT'S SO BORING!

OH! I LIKE IT. IT'S BETTER THAN HISTORY, ANYWAY'.


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Sometimes the students at the International School dont discuss things sensibly.

What do you think the students are talking about?

For example:

ANSWERS

THE STUDENTS ARE TALKING ABOUT 'POP' MUSICIANS - IN PARTICULAR, THEY

MENTION A CERTAIN MUSICIAN WHOM JOHN ADMIRES, AND WHO IS COMING TO

PERFORM IN THE CITY. THEY ALSO MENTION ANOTHER MUSICIAN WHOM SIMON

PREFERS (THE NAMES ARE FICTITIOUS).


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Mary and Sophie are discussing a film they have seen on TV. But they don't agree about

it.

Here is a short version of the conversation.

Can you make a longer version of this conversation? (Mary asks questions and gives her

opinion).

Make a longer version of the conversation below. Put in questions, etc from Mary. Use the

list at the bottom of the page.

Mary: Did you see the film on television last night?

Sophie: Yes

Mary: WHAT DO YOU THINK OF IT?

Sophie: I didn't like it

Mary: WHY NOT?

Sophie: I thought it was boring

Mary: WHY?

Sophie: It was too long. And the actors weren't good.

Mary: OH, I THOUGHT IT WAS GOOD.


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Use these expressions to fill in Mary's part. They are not in order.

Oh, I thought it was good.

Why not?

What did you think of it?

Why?

Make up a conversation with your partner

Use these words and stages.

YOU: Did you see ?

Did you listen to ?

Did you hear ?

YOUR PARTNER: Yes

Yes, I saw it.

Yes, ... etc.

YOU: What did you think of it?

How did you like it?

YOUR PARTNER: I didn't like it much.

I thought it was terrible.

YOU: Oh? Why not?

Oh? Why?

Oh? Why didn't you like it?

YOUR PARTNER: (gives a reason)

YOU: Oh, I rather liked it.

Oh, I enjoyed it.

Oh, I thought it was quite good.

OR Yes. Perhaps you're right.


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Write out your conversation here. Act out the conversation.

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

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

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

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

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

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

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Today, Leila is feeling fed-up with everything - especially things at school. She is telling

Sophie about the things she doesn't like.

What do you think she says? What kinds of things do you say when you are unhappy

about everything?

Sophie wants to help Leila to feel happier. So what does she say when Leila complains

about:

- the amount of homework she has to do?

- a teacher who (Leila thinks) doesn't like her?

- another girl who (Leila thinks) has been copying Leila's ideas for the class project


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Write out the sentences below.

I THINK IT'LL BE A DIFFICUIT MATCH.

I THINK WE SHOULD KEEP JOHN IN THE TEAM.

I DON'T THINK WE SHOULD KEEP KEVIN IN GOAL.

I THINK WE SHOULD GIVE WILLY A CHANCE.

Here are some of the stages in a conversation when people give opinions. (The words in

the boxes are only examples)

SHOW FOIL No.:6


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With a partner, make up a conversation beginning like this:

I think the English lesson is too long/too short

OR

I think we should get an English test every week/every day/etc.

OR

The food in the cafeteria/Restaurant/ (name any place you both know) is very good/quite

good/terrible/disgusting/ etc.

OR

I think London is wonderful/exciting/beautiful/has too many people/is too noisy/etc. (talk

about any town or City you both know)

OR

Mary/Sam/My cousin/is really nice/generous/kind/clever/mean/ nasty/etc. (talk about anyperson you both know)

Write out the conversation

HERE ARE SOME EXAMPLES OF HOW THE CONVERSATION MIGHT START:-

I THINK THE ENGLISH LESSON IS TOO LONG.

OH, WHY DO YOU THINK THAT?WELL, I THINK THERE'S TOO MUCH TO LEARN IN ONE LESSON.

OH, I WOULDN'T SAY THAT, I WOULD LIKE TO HAVE A LONGER LESSON ..

etc.

I THINK AMSTERDAM IS WONDERFUL. WONDERFUL? IN WHAT WAY

WONDERFUL?

IT'S VERY EXCITING.

YES, IT'S EXCITING. BUT ITS SO NOISY etc.

Act out one of these situations with a partner. You can talk about it

first with your partner, but try to act it out without writing it out.


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- You are a teacher, discussing one of the students with another teacher. You think the

student has done good work and should be given a good mark. The other teacher isn't

sure.

- You are discussing a film, or TV programme, or popular song with your partner.

- You and your partner are on the committee of a club (e.g. a Sports club). You have to

choose a person to do a certain job, or to play in a team.

- You and your partner are discussing a singer, actor, sportsman or sportswoman who

is well known in your country.

ANSWER

YOU SHOULD USE THIS TO ELICIT A FEW WORDS OF USEFUL VOCABULARY.

EXAMPLE: - FOR THE FIRST ITEM. WORKED HARD, WRITTEN GOOD ESSAYS,

ANSWERED THE QUEST IONS WELL, GOOD STUDENT, NOT VERY BRICHT

STUDENT, ETC.


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Often you can read interesting opinions in newspapers.

Find an example.

What do you think of the writer's opinion?

People sometimes disagree about ordinary, everyday things (e.g. what to have for dinner;

who should do a certain job, etc.) But sometimes they may disagree about more general

questions (e.g. ways of dealing with crime, ways of bringing up children etc.).

From discussions in your class, is there any question about which there is a cleardifference of opinion among trainees? (So that perhaps half the class think one thing and

half think another thing).

After this, listen to people in your training centre. What kinds of things do people disagree

about? Are they ordinary, everyday things, or are they more general questions? Report to

your class about the things you hear.


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4.4 Reading

Most cities in the world have traffic problems. Too many cars come into the cities. There

are not enough parking places for them. The streets are not wide enough for the cars to

drive on. So there are more and more traffic jams in the cities. Sometimes the traffic jams

are so bad that nobody can move at all! Are there traffic jams in your town or city?

Before you read the reading section, look at the questions below.

Discuss with your teacher

1. In five minutes, how many possible things can you think of

which might help to solve traffic problems? Think of as many

possibilities which at first sight seem very unrealistic). Writedown the possibilities on the blackboard. Don't try to decide

yet which ideas are best.

2. Read the letters below. What do they contain? Where might

you see opinions like this? As you read, compare the opinions

with your own opinions.


QUESTION 1 - READ THE INTRODUCTORY PASSAGE ALOUD - ENSURE TRAFFIC

AND TRAFFIC JAM ARE UNDERSTOOD. READ OUT Q1 AND THEN GENERALLY

DISCUSS. GET AS MANY IDEAS AS POSSIBLE EVEN THOUGH SOME MAY SEEM

IMPRACTICAL. DO NOT EVALUATE OPINIONS AT THIS STAGE.

QUESTION 2 - THIS IS A DISCUSSION ON THE LETTERS.


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3. Look at the table below. Fill in the table with headings which

sum up the main solutions suggested in each letter.

4. In the same table (but in the next blank column) write down

brief comments to show what you think about the opinions in

each letter (e.g. I agree, or It wouldn't work).

The main suggestions in the

letter.

What do you think of the

suggestions?

John's letterBUILD FLYOVERS

BUILD MUITI-STOREY CAR

PARKS

PUT IN OPINIONS SUCH

AS:-

'GOOD IDEA'

'I AGREE'

Rushia's

letter

TURN MAIN SHOPPING

STREETS INTO PEDESTRIAN

STREETS DISCOURAGE

CARS IN CITY C

as012 english 2 _part 1_ th inst

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