Headway
Academic Skills
Reading, Writing, and Study Skills
LEVEL 2 Student’s Book
O XF ORD
Sarah Philpot
S e rie s Ed ito rs: Liz a n d Jo h n S o a rs
Headway
Academic Skills
Reading, Writing, and Study Skills
LEVEL 2 Student’s Book
Sarah Philpot
S e rie s Ed ito rs: Liz a n d Jo h n S o a rs
O X FO R D
CONTENTS
1 International student
READING Going abroad to study
p4-6
Follow ing i n s t r u c t i o n s : filngin f o r m s
R eading m ethods: s k im ; s c a n ; i n t e n s i v e r e a d in g ; e x t e n s i v e r e a d in g
WRITING A host family
p7
C hecking y o u r w riting: e r r o r c o r r e c tio n - p u n c t u a t i o n a n d s p e llin g
W ritin g a n in fo rm a l em ail
2 Where in the world...?
READING Three countries
p 10-11
Skim m ing an d scanning: r e a d i n g f o r th e g e n e r a l id e a , a n d
f o r p a r t i c u l a r in f o r m a t i o n
WRITING My country
p 12-13
B rainstorm ing ideas: to p ic a r e a s a n d e x a m p le s ;
c o m p le tin g a p a ra g r a p h
L inking ideas (1): b u t, h o w e v e r , a lt h o u g h
W ritin g a d e sc rip tio n o f m y c o u n try
3 Newspaper articles
READING An unexpected journey
p 16-17
P redicting content: u s i n g th e ti tl e a n d t h e p i c t u r e s
M eaning from context: g u e s s i n g th e m e a n i n g o f n e w w o r d s
WRITING Mistaken identity p 18-19
Sentences/Paragraphs; h e lp i n g y o u r w r i t i n g f l o w
V arying th e structure: m a k i n g w r i t i n g in t e r e s t in g
W ritin g a n a rtic le p21
4 Modern technology
READING Innovations
WRITING Technology - good or bad?
p 22-23
Identifying th e m a in m essage: u s i n g to p i c s e n te n c e s t o i d e n t i f y
p a ra g r a p h c o n te n t
p 24-25
O rganizing ideas (1): p l a n n i n g t h e a r g u m e n t s f o r a n d a g a in s t
L inking ideas (2): f i r s t , f o r in s ta n c e , i n c o n c lu s io n ...
W ritin g a d isc u rsiv e essay
5 Conferences and visits
READING A conference in Istanbul
p 28-30
P u rp o se an d au d ien ce (1 a n d 2): u s i n g v i s u a l a n d w r i t t e n c lu e s
WRITING Invitations
p31
U sing form al expressions: w r i t i n g a c a d e m ic e m a i l s a n d le tte r s
W ritin g a fo rm a l em ail
6 Science and our world
READING A ir pollution
p34-35
M aking notes: o r g a n i z i n g r e c o r d in g , a n d r e m e m b e r i n g i m p o r t a n t
in f o r m a t i o n
WRITING Trends
p 36-37
P araphrasing an d sum m arizing: u s i n g o th e r s o u r c e s
W ritin g a su m m a ry
In terp retin g m eaning; r e c o g n i z in g f a c t a n d s p e c u l a ti o n
7 People: past and present
READING Three famous writers
p 40-41
U sing original sources: d e a li n g w i t h d i f f i c u l t la n g u a g e a n d
RESEARCH Information on the Net
p42-43
U sing th e Internet; s e a r c h e n g in e s ; o n li n e e n c y c lo p a e d ia s ;
s u b j e c t d ir e c to r ie s
u n k n o w n v o c a b u la r y
D eveloping a search plan: m a k i n g a s e a r c h e f f i c i e n t a n d re lia b le
8 The world o f IT
READING Computers
WRITING IT - benefits and drawbacks
p 4 6 -4 7
R ephrasing an d explaining; d e a li n g w i t h d i f f i c u l t s c i e n ti fi c a n d
te c h n o lo g ic a l w o r d s
A voiding rep etitio n (2): p r o n o u n s a n d w h a t t h e y r e fe r to
p48
L inking ideas (3): c a u s e a n d r e s u lt
C o h eren t w riting; w r i t i n g u p n o te s
W ritin g fro m n o tes
9 Inventions, discoveries, and processes
READING How things work
p52-53
Intensive reading: s tr a te g ie s f o r f o c u s i n g y o u r r e a d in g
L inking ideas (4); s e q u e n c i n g w o r d s to d e s c r ib e a p r o c e s s
WRITING How things are made
p 54
The passive voice; w r i t i n g i n a n e u t r a l s ty le
C larifying a sequence: d e s c r ib in g a p r o c e s s
W ritin g a d e sc rip tio n o f a pro cess
10 Travel and tourism
READING International tourism
p 58-59
In terp retin g data: s t a ti s ti c a l i n f o r m a t i o n in g r a p h s , c h a r ts , a n d te x t s
VOCABULARY DEVELOPMENT Varying vocabulary (2)
p60
A voiding repetitio n (3): d e s c r ib in g g r a p h s u s i n g s y n o n y m s ,
a d je c t iv e s + n o u n s , v e r b s + a d v e r b s
VOCABULARY DEVELOPMENT Dictionary work
p8
REVIEW
p9
REVIEW
p l5
A d ic tio n a ry en try ; u n d e r s t a n d i n g i n f o r m a t i o n a b o u t a w o r d
R ecording v o cab ulary (1): w o r d c a r d s
VOCABULARY DEVELOPMENT Organizing vocabulary (1)
p 14
Synonym s a n d antonym s: r e c o g n i z in g s y n o n y m s a n d a n t o n y m s
R ecording v ocabulary (2): d ia g r a m s ; a sc a le ; s y n o n y m s a n d a n to n y m s ;
T he definite article - th e
la b e llin g a p i c t u r e
VOCABULARY DEVELOPMENT Word-building (1)
p20
REVIEW
p21
REVIEW
p2 7
REVIEW
p33
REVIEW
p3 9
A ntonym s from prefixes: m a k i n g a n o p p o s ite w o r d u s i n g u n - , in - , il-,
im - , ir-
VOCABULARY DEVELOPMENT Varying vocabulary (1)
p26
A voiding rep etitio n (1): u s i n g s y n o n y m s to v a r y y o u r w r i t i n g
VOCABULARY DEVELOPMENT Word-building (2)
p3 2
Suffixes: i d e n t i f y i n g p a r t s o f s p e e c h
Prefixes: c h a n g i n g t h e m e a n i n g o f w o r d s
VOCABULARY DEVELOPMENT Words that go together
p 38
N ou n /V erb + preposition: a s s o c ia te d w o r d s
U sing n u m b ers: n u m b e r s in w r i t i n g
WRITING Biographies
p 4 3 -4 4
REVIEW Organizing vocabulary (2)
A d d in g e x tra inform atio n : n o n - d e f i n i n g r e la tiv e c la u s e s
O rg an izin g ideas (2 ): s t r u c t u r i n g y o u r id e a s lo g ic a lly , e.g. c h r o n o lo g ic a lly
W ritin g fro m research
Topic vocabulary
VOCABULARY DEVELOPMENT eg., etc.
REVIEW
p49
p51
A bbreviations (1 a n d 2): h o w to w r i t e a n d s a y c o m m o n a b b r e v i a ti o n s
RESEARCH Crediting sources
p 50
A cknow ledgem ents: a c k n o w l e d g i n g b o o k a n d w e b s ite s o u r c e s
RESEARCH Reference books
p 5 5 -5 6
U sing indexes: i d e n t i f y i n g k e y w o r d s a n d c a te g o r ie s f o r a s e a r c h , a n d f i n d i n g
t h e m i n a r e fe r e n c e b o o k
WRITING Graphs and bar charts
p 6 1 -6 2
REVIEW Word-building(3)
p57
C o m p o u n d nouns
C o m p o u n d adjectives
REVIEW
p6 3
Illustrating data: u s i n g a g r a p h o r b a r c h a r t
D escribing a g rap h o r chart: t r a n s f o r m i n g d a t a in t o t e x t
W ritin g a b o u t d a ta
WORD LIST
p 6 4 -7 0
PHONETIC SYMBOLS
p71
p45
1 International student
READ IN G SKILLS Following instructions • Reading methods
W R IT IN G SKILLS Checking your w riting • W riting an inform al email
VO C A BU LA RY D EVELO PM ENT A dictionary entry • Recording vocabulary (1)
R E A D IN G
Going abroad to study
Personal information often appears on documents, especially official
documents. Use the ideas in the box to say what personal information
is on ... ?
• a b irth ce rtific a te
• a bank statem ent
• a driving licence
• an exam certificate
name
grades
date o f birth
address
driver num ber
parents’ names
account number
name o f school or university
University of
WEST LONDON
place o f birth
Simon Elliot lives in Geneva, Switzerland. He is returning to the
UK to study. Answer the questions.
Apartment 25,
Lac de Leman Building,
1 Label the documents. Which is ... ?
Geneva,
a passport
• a form al le tte r
an inform al le tte r
• an application form
2 Where is Simon going?
3 W hat is he going to study?
4 W ho is John?
Switzerland
Dear M r Elliot,
W e have pleasure in offering you a place a t the
University o f W e st London to study fo r a
M aster’s degree (M Sc) in Applied Biochem istry.
The academ ic year com m ences on 10 O ctober
Apartm ent 2 5 ,
and classes s ta rt...
Lac de Leman Building,
Geneva,
Sw itzerland
email sim on.elliot@ gen.com
Dear John,
United Kingdom of Great Britain and Northern Ireland
Passport
Passport No
012234556
Ju s t writing to let you know that I've got a place a t W e st London
Surname
(University to do my M Sc! So, I'm finally coming back to London.
ELLIOT
I ’m really looking forw ard to seeing you again. I ’m not sure where
Given names
SIMON
I ’ll be living. I ’m applying fo r accommodation with a host fam ily -
Nationality
that way I won’t have to cook! I Ju s t hope that th e re ’s a vegetarian
BRITISH CITIZEN
fam ily available. As soon as I know my new address, I ’ll email or
ring you, and we can m eet! Do you like the photos I've sent? Do
you rem em b er. ..
Date of birth
22 OCTOBER 1989
Date of issue
0 6 JUNE 2010
Date of expiry
05 JU N E 2020
4
Unit 1 • International student
3 Look at the application form. W hat is it for?
4 Read the documents on page 4. Use the information
to complete the application form for Simon.
Read STUDY SKILL
S T U D Y S K IL L
F o llo w in g in s tru c tio n s
W h en fillin g in o ffic ia l docum ents, it is im p o rtan t to read and
fo llo w th e instructions carefully, fo r exam ple:
■ U se black ink only.
■ Please p r i n t / W rite in BLO C K CAPITALS.
■ Tick
■ Please sp ecify (give m ore details).
■ D e le te (cross o u t) as appropriate.
■ C ircle th e co rrect answer.
Please print.
Use black or blue ink only.
University of
WEST LONDON
Tick ( y ) the relevant boxes.
A p p licatio n fo r A cco m m o d atio n
Family name
E llio t
Type of accommodation
First nam e(s)____________
Male/Female (D elete as appropriate)
Children
Yes
No
/
Date of birth
Single
Married
N um b er
/
I
I
I
I Host fam ily
I University hall o f residence
I Shared house
Special diet
Nationality
Yes
No
Please specify:
Passport/ID number ___
Home address ______
Postcode
Country
Course title
Course start date
/
/
How and w hy do you read?
5 W hat d o y o u read? Tick (√ ) the different reading
materials a-j that you read.
a
b
c
d
e
I
I textbooks
[]novels
1 I emails
[ ] search engine finds
[ ] journals
f
g
h
i
j
[
[
[
[
[
] reports
] timetables
] indexes
] dictionary
] instruction manuals
6 W hich reading materials from exercise 5 do you read for pleasure; for work;
for your studies? Make three lists.
U n it 1 • International student
5
7 Read the handout for new students about reading. Answer the questions.
1 Which two ways of reading are the quickest?
2 Which way would you read for enjoyment?
3 W hich way of reading is the slowest?
E ffe c tiv e R e a d in g
During your course, you w ill do a lot o f reading. It is essential that you learn how to be
an effective and efficien t reader in order to make th e best o f your study tim e.
Learning to be a good reader takes practice. You need to develop different strategies
o r m ethods o f reading.
Skimming
Som etim es you w ill read just to get a general idea o f a text. This is skim reading. First,
identify your reason for reading, fo r exam ple, to decide w hether an article m eets your
needs, or perhaps to understand a w riter’s attitude. To do this, read th e text very
quickly. Don't w orry about reading and understanding everything. Instead, look
particularly at the first and last paragraphs, and the first and last sentences o f
paragraphs. These often summarize the main points.
Scanning
Som etim es you w ill read quickly to find particular pieces o f inform ation, fo r example,
a statistic, a date, a person’s name, or th e name o f a place. Again, you do not need to
read every word to find this inform ation. Instead, scan the text using a finger or a
pencil to m ove quickly through the words. You could tim e yourself to see how long it
takes you to find the inform ation. Always try to im prove your speed.
Intensive reading
Som etim es you read fo r every detail, fo r example, a description o f a process, the
results o f a scientific study, or a set literature text. To do this, take your tim e. Stop and
think about w hat you are reading. Have you understood th e tex t? You may need to
read th e tex t more than once, in order to make notes or highlight im portant points
fo r future reference. This is called intensive reading or study reading.
Extensive reading
Som etim es you w ill read fo r pleasure - perhaps as extra research, or purely fo r
interest. You may concentrate, but you don’t have to w orry about detail. This is
extensive reading.
W e do not always read th e same kinds o f texts in th e same way, and w e often use
more than one m ethod o f reading fo r a single text. Your reason fo r reading w ill help
you decide how to read.
University of
WEST LONDON
CJ Study Skills ER07
8 Choose five examples of reading materials from
exercise 5 on page 5. W hy and how do you read?
W h y?
tex t book
How?
to find a relevant chapter
R e a d in g m e th o d s
You usually have a reason fo r reading som ething. That reason changes
to take notes
th e w ay you read, and th e tim e you spend on a text.
scan contents page
Think ab o u t w h at you w an t from th e text, and d ecid e th e b est w ay to
read intensively
g et it. For exam ple:
9 Look back at exercises 2 and 4 on pages
4 and 5. In which exercise did you ‘skim’
and in which did you ‘scan’? Read STUDY SKILL
6
S T U D Y S K IL L
Unit 1 • International student
■ Skim a jou rn al to find an a rticle o f interest.
■ Scan an a rticle fo r specific inform ation.
■ Read relevant parts o f an a rticle intensively to m ake notes.
W R IT IN G
A host family
1 Imagine you are going abroad to do a short course and are going to live with a
host family. W hat information would you give them and what information
would you want? Think about:
dates
food
personal inform ation
transport
com puter access
hobbies
2 Burcu Sancak, a Turkish student, is writing to her host family. Read her email.
Tick (√ ) the items from exercise 1 that she mentions.
A ccom m odation message
Fro m :
Burcu Sancak [bsancak@mailnet.com.tr]
To:
M r and Mrs Baker
Su bject: A cco m m o d a tio n
S e n t: 16 July 2011
D e a r M r a n d M r s B a k e r,
I'm v e r y h a p p y t o a c c e p t y o u r o f f e r o f a c c o m o d a tio n . I’m re a lly e x c ite d a b o u t c o m in g t o L o n d o n
f o r t h e f ir s t tim e t o d o a n E n g lis h c o u rs e .
I a m in m y la s t y e a r o f s c h o o l a n d n e x t y e a r I w a n t t o g o t o u n iv e rs ity t o s tu d y e n g lis h L a n g u a g e
a n d L ite r a tu re . a t t h e m o m e n t i a m p re p a rin g f o r m y fin a l e x a m s, s o I'm w o rk in g v e r y h a rd . W h e n
I'm n o t s o b isy, I s p e n d a lo t o f t im e re a d in g , b u t I a ls o e n jo y s p o r ts I p la y b a s k e tb a ll f o r m y s c h o o l
te a m o n c e a w e e k . I a ls o e n jo y s w im in g . Is t h e r e a s p o r ts c lu b w ith a s w im m in g p o o l n e a r y o u r
h o u se.
A s I m e n tio n e d in m y la s t e m a il, m y c o u rs e s ta r ts o n 2 4 th Ju ly b u t I’m c o m in g t w o d a y s e a r lie r a n d
m y p la in a rriv e s a t h e a th r o w o n t h e 2 2 n d a t 14.25 C o u ld y o u t e ll m e t h e b e s t w a y o f g e ttin g fro m
t h e a ir p o r t t o y o u r h o u s e ?
I h o p e t o h e re fro m y o u s o o n a n d I’m re a lly lo o k in g fo rw a r d t o s e e in g y o u in L o n d o n .
B e s t w is h e s ,
B u rc u S a n c a k
3 Read STUDY SKILL Read Burcu’s email again. There are 12
mistakes (capital letters, full stops, question marks, and spelling).
Find and correct them.
STUDY SKILL C h e c k in g y o u r w r itin g
Every tim e you w rite , rem em ber to check yo u r w ork for;
■ cap ital le tte rs a t th e beginning o f sentences and fo r
W riting an informal email
4 Imagine you are going to stay with a family for a short
course. Write them an email. Write about 100 words.
• Say you accep t th e ir o ffe r o f a room ,
proper nouns (nam es o f peop le, cities, and cou n tries)
■ fu ll stops a t th e end o f sentences
■ q uestion m arks a t th e end o f questions
■ spelling m istakes. Use a d ictio n ary o r com puter
• Tell them ab o u t yo u r studies and yo u r hobbies.
• G ive them inform ation ab o u t you r arrival.
spellchecker to check you r spelling. Keep a record o f
any w ords you m isspell. Learn th e co rrect spelling.
• Ask fo r inform ation you w ould like.
Check your work carefully. Give it to another student to check again.
Unit 1 • International student
7
V O C A BU LA RY D EVELO PM EN T
Dictionary work
1 Put the following words into alphabetical order as quickly as you can.
Compare your order with a partner.
brainstorm
biography
skim
student
pronunciation
2
question
accom m odation
vocabulary
com puter
w riting
technology
dictionary
punctuation
study
voice
scan
keyboard
Here is an entry from the Oxford Students Dictionary.
Label the parts of the entry 1-5 using the words in the box.
STUDY SKILL
A d ic t io n a r y e n t r y
Choose an English-English d ictio n ary and
p art o f speech
exam ple sentence
definition
pronunciation
m ake sure it is a recen t ed ition .
stress mark
D ictionaries include a lo t o f useful
inform ation.
(1)
stre ss mark
-(2)----------------------------( 3 )----------
accom m odation /əˌkɒm əˈdeɪʃn/ noun [U]
a place for sb to live or stay: We lived in rented
accommodation before buying this house. The
price of the holiday includes flights and \
accommodation.
For exam ple:
■ parts o f speech
■ stress
■ pronunciation
■ d efinitions
■ exam ple sentences
Be careful! Som e w ords have m ore than one
m eaning and use. M ake sure you look at th e
co rre ct p art o f a d efin ition .
3 Look at the word card. W hat five pieces of information does it give you
about the word study?
4 Make word cards for the underlined words in 1-6.
Use your dictionary. Read STUDY SKILL
1
2
3
4
I am studying Chemical Engineering.
We scan a timetable to get the information we want.
Correct punctuation is very important in good writing.
Always check in a dictionary if you are not sure about
how a word is spelt.
5 A biography is the story of someone’s life.
6 Novels, plays, and poetry are examples of literature.
STUDY SKILL
R e c o rd in g v o c a b u la ry (1)
It is im p ortan t to keep a record o f n ew vocabulary. You may
wish to keep th e se records in a vocab u lary n oteb o ok or in a
special vocab u lary file on th e com puter.
W h e re ve r you record new vocabulary, it is h elp ful to n o te m ore
than th e translation. A lso note, fo r exam ple:
■ th e pronunciation
■ th e stressed syllables
■ p art o f speech
■ associated w ords and grammar, e g . a
8
Unit 1 • International student
biography o f someone
R E V IE W
1 Complete the visa application form about you.
V IS A A P P L IC A T IO N
Please print. Use black or blue ink only. Tick (√ ) relevant boxes.
Family name
_________________________________
First name
Middle name(s)
Date of birth
Place of birth
Nationality
Passport/ID number
Place of issue
Sex M ale [ ]
__
Female []
M arital status
______
Title D r [ ] M r [ ] M rs [ ] M s [ ] M iss [ ] O ther (specify)
Home address
Email address
Home or mobile telephone number
Reasons for visit
Duration of visit
Business
□
1-7 days
□
Study
□
8-15 days
□
Tourism
□
Up to one m onth
□
Family visit
□
M ore than one m onth (specify length)
O ther (specify)
Date of arrival (if known)
Date of departure (if known)
Address in country (if known)
Use your dictionary to correct the spelling of the underlined words.
1
2
3
4
5
6
She paved for her books with a credit card.
He bougth a new car last month.
W hat subject are you studing?
My parents always give me good advise.
Have you applyed to university yet?
Please put the books back on the correct shelfs.
Review the texts and vocabulary in Unit 1. Choose at least five words that are
new for you. Make word cards for them.
U n it 1 • International student
9
2 Where
in the w o rld ...?
READ IN G SKILLS
Skimming and scanning
W R IT IN G SKILLS
Brainstorming ideas • Linking ideas (1) • Writing a description o f my country
VO C A BU LA RY D EVELO PM ENT
R E A D IN G
Synonyms and antonyms • Recording vocabulary (2)
Three countries
1 Look at photos a-c and skim texts 1-3 on page 11. Match them
with the titles below. Read STUDY SKILL
■j I I
[
I
] [
I I I
Cities, Deserts. Seas
S k im m in g and scan n in g
Rem em ber th ere are tw o ways o f reading quickly:
■ skim m ing fo r th e general idea
■ scanning fo r p articu lar inform ation
] A W o rld on an Island
I
STUDY SKILL
Your Dream Castle?
2 Scan the texts. Find information to complete the table.
location
im p o rtan t date
econom y
Singapore
M orocco
attractio n s
language(s)
strong econom y,
M alay, English,
tourism
M andarin, Tamil
Fe z , beaches,
N orth A frica
Sahara D e s e rt
W ales
Scan the texts again to answer the questions.
W hich country ...
• has a border w ith England?
is ruled by a king?
• has a d esert?
has a w ild coastline?
• has a lo t o f ancien t castles?
is in South-East Asia?
• is an island?
has an ocean to th e w est,
• has m an-m ade beaches?
and a sea to th e n orth ?
4 Scan the texts to match a word in A with a word in B, and a definition in C.
A
B
historic
1
beaches
a [ ] beaches made by people, not by nature
natural
2
city
b [ ] coal, gas, oil. and fresh water are all examples of these
tourist
3
destination
c [ ] a popular place to go on holiday
national
4
language
d [ ] a place with a long and important history
man-made
5
resources
e [ ] the main language used in a country
official
6
assembly
f [ ] the group of people chosen to govern a country
5 Read the texts again more slowly. In pairs, discuss similarities and differences
between the three countries and your own country.
10
U n it 2 • Where in the w o rld ...?
T h e Republic o f Singapore is an island in South-East Asia, just 137km north o f th e Eq u a to r. It
becam e an independent city-state in 1965. Singapore has few natural resources. H ow ever, it
developed a strong econom y and is a popular to u rist destination. People com e here fo r its
fabulous shopping, th e fam ous Singapore Z o o , and its beautiful man-made beaches. Singapore
has a rich m ixture o f people and many languages are spoken here, including Malay, English,
M andarin, and Tamil.
T h e Kingdom o f M o ro cco is a co u n try in N o rth A frica. It has the A tlan tic O cean to the w est,
the M editerranean Sea to the north, A lgeria to th e east, and W e s te rn Sahara to the south. It
becam e an independent kingdom in 1956. Its econom y depends on mining and tourism .
M o ro cco ’s attraction s include th e historic city o f Fez, the w onderful beaches on th e A tlan tic
and M editerranean, and th e Sahara D esert. A rab ic is the official language, although French is
often used fo r business.
W a le s is in n o rth ern Europe. It is part o f th e U n ited Kingdom . It borders England to the east,
and has th e Irish Sea on th e w est. W a le s w as ruled by England fo r many centuries, but in 1999
its ow n N ational Assem bly w as created. Farm ing and tourism are im portant parts o f its
econom y.Tourists com e to W a le s to see its many ancient castles, to w alk and clim b in its
beautiful m ountains, o r to w alk along its w ild coastline. A lthough m ost people speak English,
both W e lsh and English are th e official languages.
Unit 2 • Where in the world...?
11
W R IT IN G
M y country
1 Complete the diagram about France
using the topic areas and examples
in the box. Read STUDY SKILL
STUDY SKILL
B ra in s to rm in g ideas
Befo re you w rite , thin k ab ou t th e to p ic. W o rk w ith a p artn er o r in a group.
■ U se a diagram to help you organize yo u r thoughts.
skiing in the Alps
econom y
coal
the Atlantic Ocean
Spain
tourism
Euro Disney
French
■ D ecide on to p ic areas, and thin k o f exam ples.
1789
■ W rite notes and single w ords on th e diagram.
■ Don’t discard any ideas o r thoughts a t th is stage.
■ D on’t w o rry ab ou t w h at is m ore o r less
im p o rtan t a t this stage.
W h e n you finish brainstorm ing ideas, choose w hich
ideas you w an t to use in you r w ritin g, and d ecid e on
2 Complete the paragraph about France. Use information from the
diagram in exercise 1.
FRANCE - SOMETHING FOR EVERYONE!
France is a large country in 1___________
with
. It has
many countries, including Germ any, Italy, and Spain. It was ruled by a king.
However, a fte r th e revolution in 3_______________ , it becam e a republic.
France has good natural resources, such as w ater a n d 4_______________ .
Farming, car m anufacturing, and 5_______________ are oth er im portant parts
o f its economy. The capital o f France is Paris, which lies on th e River Seine.
M any tourists stay in th e city to see th e 6_______________ Tower, or
to visit the world-fam ous Louvre Museum and th e many other attractions.
There are also lots o f oth er things to do outside Paris. You
can go skiing in the 7
, v is it 8
, or go swimming
in th e M editerranean. Although th e official language is French, many
people speak a little English. So, w hatever your interests and w herever you
com e from , France has som ething fo r you.
12
Unit 2 • Where in the world ...?
topic area
3 Look back at the text on page 12. Write the topic areas from the box next to
num bers 1-5 in the order they appear in the text.
languages
attractions
geography
im portant date(s)
econom y
1
4 With a partner, quickly brainstorm ideas about your country. Write your
ideas on a diagram. Use the topic areas from exercise 3.
5
Underline other examples of but, however, and although in
the three texts on page 11.
STUDY SKILL
Lin k in g id eas (1)
Linking ideas in a clear and logical w ay is p art o f good w riting.
Use
but, however, and although to
contrast tw o ideas.
Look a t sentences a and b. Com pare th e w ay
but, however, and although are
used to link them . W h a t d ifferen ces are there?
a
b
The official language is French.
Many people speak a little English.
The official language is French, but many people speak a little English.
The official language is French. However, many people speak a little English.
Although the official language is French, many people speak a little English.
The official language is French, although many people speak a little English.
6
Link the pairs of sentences using the word in brackets.
1 Many people think that Sydney is the capital of Australia. Canberra is
really the capital. (but)
2 The Amazon is the longest river in South America. The Nile is the longest
river in the world. (however)
3 M ount Everest is the highest mountain in the world. It is not the most
difficult to climb. (although)
4 It is very hot in the Sahara during the day. It can be very cold at night.
(although)
W riting a description o f my country
7 Write a paragraph of about 150 words describing your country.
Use your ideas from exercise 4. Link them using but, however,
and although.
Unit 2 • Where in the w o rld ...?
13
V O C A BU LA RY D EVELO PM EN T
Organizing vocabulary (1)
1 Put the words in the box into two groups. Then organize them in order of
size (sm a lle st ◄-----► b ig g est) or speed (slo w e s t ◄-----► fa s te s t).
bicycle
2
sea
ocean
aeroplane
space rocket
lake
car
pond
Match 1-5 with synonyms (=) and
antonyms(=) from the box.
STUDY SKILL
S y n o n y m s and a n to n y m s
A synonym is a w ord o r phrase th a t has th e same
frontier
big
new
noisy
old
quiet
small
seashore
m eaning as ano th er w ord o r phrase.
An antonym is a w ord o r a phrase th a t m eans th e
1 border
=
2 coastline
=
3 m odern
=
4 large
=
5 loud
op p o site o f ano th er w ord o r phrase.
=
3 Use the words in the box to label the compass.
north
south
east
w est
north-west
south-west
north-east
4 Look at the words in the box. Organize them into four
groups of four words each. Record them using different
methods. Read STUDY SKILL
a cottage
clean
th e N orth Pole
th e Earth
lakes
mountains
an apartm ent block
rainforests
polluted
th e South Pole
deserts
a house
a skyscraper
the Equator
dirty
unpolluted
south-east
STUDY SKILL
R e c o rd in g v o c a b u la ry (2)
Recording w ords in groups can m ake them easier to rem em ber.
You can use:
■ diagram s like th e ones in this unit
■ a scale as in exercise 1
■ synonym s and antonym s as in exercise 2
■ a p icture w ith labels as in exercise 3
C ontinue to add new w ords to each group as you learn them .
14
Unit 2 • Where in the w o rld ...?
R E V IE W
1 Go back through Unit 2. Add examples to the table. Write the definite article
the where necessary.
continents
countries
rivers
deserts
cities
seas and oceans
m ountains/
m ountain ranges
W ales,
Asia
the R ive r Sein e
the Sah a ra
Fez
th e A tlan tic Ocean
M ount E v e re s t
th e Republic
o f Singapore
2 W hen is the definite article the used? Complete the rules.
RULES____________________________
the with rivers, deserts, mountain ranges,
Do not use the with most countries,_________
Use
and oceans.
, mountains, and
3 Add some examples from your own country or region to the table.
4 Make sentences 1-8 true by replacing the word in italics with another word
from Unit 2.
country.
1
Asia is a large
2
M orocco has beaches on the Atlantic
3
Spain is north o f France.
4
5
A castle is where you can go to
A lake is bigger than a sea.
6
Sydney is a very old city.
7
Russia is a small country.
8
A village is bigger than a town.
Sea.
see lots o f different animals.
5 Make your own records of any new words. Use the methods from this unit.
Unit 2 • Where in the w o rld ...?
15
R E A D IN G
An unexpected journey
1 Look at the headline and pictures in the newspaper article. W hat do
you think the story is about? Discuss your ideas with a partner.
A free flight to Dubai
A twenty-three-year-old Dutch student has enjoyed a short but unexpected
holiday in Dubai. Mr Frank Vreede, a business student, had taken a part-time
job at Schiphol Airport to help pay for his studies. He worked as a baggage
handler and was responsible for loading the suitcases into the hold of
passenger planes.
Last Friday night, after an exhausting day in the university library preparing for
his final exams. Frank was loading a plane at the airport. He was waiting for the
next baggage truck to arrive and he felt tired. He decided to have a quick rest,
so he sat down in the hold of the plane and shut his eyes - just for a moment.
However, while he was sleeping, the plane took off. An hour later, Frank
woke up and was horrified to discover that the plane was in the air. There was
a terrible noise from the engines, and he tried not to panic. It was dark,
uncomfortable and very, very cold. Frank knew the flight would be long
because it was an airline from the Middle East. He also knew he could not
survive the freezing temperatures. It was an impossible situation.
He decided to make as much noise as possible. He banged on the ceiling of
the baggage hold and shouted at the top of his voice. Luckily, a passenger
heard the noise and called a flight attendant, who immediately informed the
pilot. Once the captain understood what was happening, he ordered hot air to
be pumped into the hold.
When the plane arrived at Dubai International Airport, an ambulance was
waiting to take a very cold and frightened Mr Vreede to hospital. Doctors
examined him, but he was unhurt and was allowed to leave after a few hours.
News spread quickly about this ‘stowaway’. The Managing Director of one of
Dubai’s top hotels offered him a free room for the weekend, ‘He must have
wanted to come to Dubai very much if he was prepared to travel in the hold!’
joked the MD.
‘Everyone’s been so kind,’ said Mr Vreede. ‘I’m really enjoying my stay in
Dubai and I’m getting a lot of rest, so I won’t fall asleep on the job again!’
When Frank returned to Schiphol Airport on Monday, his friends and
relatives were overjoyed to see him. ‘When he didn’t come home after his
evening shift on Friday, I called the airport - but nobody had seen him for
hours,’ his mother said to reporters. Frank explained that he was very lucky
because it is possible to die of cold in the hold of an aircraft. He apologized
to his boss for sleeping at work instead of working, and promised it would
not happen again. ‘During the flight I was petrified. 1 thought I was going to
die!’ said Mr Vreede. ‘I wouldn’t want to do it again. Next time, I’ll catch a
regular flight!’
16
Unit 3 • Newspaper articles
Read STUDY SKILL
Make questions about the article. Use the question words
in the box.
W h y ...?
W hy was It a
W h e re … ?
W h o ...?
W h e n ...?
W h a t...?
H o w ...?
free flig h t?
STUDY SKILL
P r e d ic tin g c o n t e n t
Why...?
Where...?
Who...? When..
What...? How...?
Predicting th e co n ten t o f a te x t prepares you fo r w h a t you are ab ou t to read. Being
well-prepared helps com prehension.
B efo re you read a text:
■ look at th e title
■ look at any pictures
Use these to get an idea o f w hat th e text is about. Ask some questions
Why? etc.) to
(Who? Where?
help you p redict the content and to focus on th e inform ation you need.
3 Skim the text to get a general idea of the story. Were your ideas right?
Does the text answer your questions?
4 Read the article more slowly and answer the questions.
1
2
3
4
5
6
Who is the article about?
What other people are m entioned in the article?
Where did the events happen?
When did the events happen?
What was the problem?
How was the problem solved?
Compare your answers with a partner.
5
Copy the table. Guess the meaning of the words
in bold in the article A Free Flight to D ubai. Use the part of speech and
the context to help.
STUDY SKILL
M e a n in g fr o m c o n te x t
Texts o fte n contain w ords w e don’t know. Looking up every w ord takes tim e and
slows dow n you r reading.
To help you guess th e m eaning from th e context;
■ look a t th e w ords and sentences around th e unknown word.
■ id e n tify th e p art o f speech.
■ use you r know ledge o f th e w orld (w h at you alread y know ab ou t th e situation).
■ thin k ab o u t w h e th e r th e w ord has a generally negative or p o sitive m eaning.
■ replace th e unknown w ord w ith ano th er w ord w ith a sim ilar m eaning and check
th a t it m akes sense in th e sentence.
word
part o f speech
context
guess
baggage handler
noun
jo b o r d u ty / a irp o rt
person who p u ts bags on a plane
responsible fo r loading s u itc a s e s /
p assen g er planes
6 Compare your guesses with a partner. Check meanings in a dictionary.
7 Underline other new words in the article. Make guesses about them.
Check your guesses in a dictionary.
Unit 3 • Newspaper articles
17
W R IT IN G
Mistaken identity
1 Look at paragraph 1 of the newspaper article A Case o f M istaken Identity on
page 19. Separate it into six sentences. Punctuate the sentences correctly.
Read STUDY SKILL
STUDY SKILL
S e n te n c e s
w rite s h o rt clear sentences.
join ideas and sentences using linking w ords, fo r exam ple,
however, after, etc.
(see Stu d y Skill pl3).
p u n ctu ate co rrectly using cap ital letters, fu ll stops, q uestion marks, and
exclam ation marks.
2 Complete paragraph 2 of the article using the words in the box.
after
and
unfortunately
but
because
so
3 Read the beginnings of paragraphs 3 and 4 of the article. Choose which
sentences, a or b, from 1-5 belong to each paragraph. Write the paragraphs.
Then the car stopped in front of a large conference centre.
He told John that everything was ready for him. Paragraph
Paragraph
3
4
Mr Taylor jumped out of the car with his briefcase and rushed into the centre.
‘Follow me, please,’ he said.
John Taylor got up, checked his tie was straight, and picked up his briefcase.
There, to his relief, he was greeted in English by the conference organizer.
He followed the organizer out of the room.
‘Welcome to Paris, Mr Taylor,’ said the smartly-dressed organizer and he led John Taylor down
a long corridor and into a small room.
After giving Mr Taylor a coffee, the organizer went off to make sure everything was ready.
The organizer opened a door and led John Taylor into a large hall full o f ... schoolchildren!
4 Look at the next two paragraphs. Which is paragraph 5? W hich is
paragraph 6? Read STUDY SKILL
STUDY SKILL
Parag rap h s
To help you r w ritin g flow :
■ group ideas on th e sam e to p ic to g eth er in a paragraph.
■ m ake sure there is a clear link betw een th e content o f one paragraph and th e next.
5 Read paragraph 1 of the article again. Find an example of the Present Perfect,
Past Simple, Past Continuous, and Past Perfect. Read STUDY SKILL
STUDY SKILL
V a ry in g th e s tru c tu re
Interesting w ritin g o ften contains a va riety o f tenses.
For exam ple;
It was a comfortable flight.
m Past Continuous - He was loading a plane at the airport.
m Present P e rfe c t - He has been to France before.
m Past P e rfe c t - He hod taken a part-time job at the airport.
■ Past Sim ple -
18
Unit 3 • Newspaper articles
A case of mistaken identity
[1 ] have you ever been m istaken for som eone else last w eek Mr John
Taylor, an A ustralian businessm an, w ent to Paris for an im portant
m eeting he was sent by th e A ustralian governm ent to give a speech to
French businessm en and w om en it was to encourage m ore trade it was,
therefore, a very im portant speech and Mr Taylor had prepared it
carefully at th e sam e tim e a Mr Paul Taylor was also travelling on the
sam e flight to Paris
[2 ] It was a com fortable flight
his plane arrived on time.
John Taylor was expecting a driver to pick him up from th e airport.
2________going through custom s and im m igration control, he w en t to
find th e driver. He saw a m an w ho was holding a sign saying ‘Mr Taylor’,
3__________ he introduced him self. The driver replied in French.
4_________ , Mr Taylor did not speak French, 5_______ he did understand
th e words ‘h o tel’ and ‘sem inar’. 6______
______ the m eeting was early th a t
m orning, John Taylor decided to go straight to th e seminar. He nodded
his head at th e driver and repeated ‘sem inar’.
Paragraph
This case of mistaken identity
was quickly noticed and put
right. Both Mr Taylors, Paul
and John, were put into taxis
and driven at great speed to
their correct meetings.
Fortunately, both
presentations were hugely
successful, as they discovered
w hen they were seated next
to each other on the flight
back to Australia!
Paragraph
[3 ] While the car was speeding through Paris, Mr Taylor went through his
notes one more time.
The organizer returned a few minutes later,
□
John Taylor looked around in
horror at the children. Then
he heard the organizer asking
them to welcome Mr Paul
Taylor. He was going to tell
them about kangaroo fanning
in Australia! Meanwhile, on
the other side of the city, Mr
Paul Taylor was also in a large
hall full o f people. Paul,
dressed in blue jeans and
cowboy boots, was staring in
horror at 200 smartly-suited
businessmen and women.
U n it 3 • N ew sp ap er a rticle s
19
V O C A BU LA RY D EVELO PM EN T
Word-building (1)
1 Put the adjectives from this unit with the correct prefix in
the table. Use a dictionary to help you. Read STUDY SKILL
S T U D Y S K IL L
A n to n y m s fro m p re fix e s
The antonym s o f som e w ords can be m ade by
expected
regular
com fortable
possible
hurt
im portant
adding a prefix such as un-,
in-, im-, fo r
exam ple,
successful/unsuccessful.
un-
In o th e r cases, th e antonym is a com p letely
unexpected
d iffe re n t w ord, fo r exam ple, g o o d /b a d .
W h e n you lo o k up a new w ord in th e dictionary,
in-
m ake a n o te o f its antonym .
il-
im-
mi l -
ir1 Use a dictionary to identify the correct prefixes for the adjectives in the box.
Add them to the table in exercise 1.
appropriate
legal
direct
responsible
experienced
logical
legible
patient
mobile
relevant
mature
personal
3 Look back at the table in exercise 1. Can you see any general rules about
when to use il-, im -, and ir-? Complete the rules.
RULES il-,im-.ir-
il-
is used w ith words beginning with
imir-
is often used w ith w ords beginning w ith
is used w ith w ords beginning w ith
4 Match words 1-7 with antonyms a-g.
1 □
2□
3 □
4 □
5 □
6 □
7 □
20
different
easy
high
large
late
minimum
private
a
b
c
d
e
f
g
low
maximum
small
public
early
difficult / hard
the same
Unit 3 • Newspaper articles
and
im -
ir -
R E V IE W
1 Look at the titles of these newspaper articles. W hat do you think each article
is about? Work with a partner and write five questions about each article.
Scottish balloon found in Libyan desert
The first-class violin
Fly me to the moon - return ticket, please
W ho found it ?
W h y has it g o t a label on it ?
W h a t ...?
1
2 Read the beginning of John Taylor’s talk. The words in bold are different parts
of speech of the nonsense word nam an. W hat part of speech are they?
Choose from the box.
verb x (2)
noun x (3)
adjective x (2)
G ood naman, e ve ryo n e . I am sorry fo r 2namaning late, b u t thank you fo r being so p atien t. As you know,
I am here to 3naman ab ou t th e possibilities fo r increased com m erce b etw een our tw o 4namanies and
I hope th a t this ta lk w ill lead to a fru itfu l discussion. O u r tw o cou n tries have had ve ry good relations fo r m any
namanies. in fa c t since 18721 Last year, m any o f our 6namanical students cam e here to study you r farm ing
system s. It was a very 7namaning visit and th e y learn t a lo t. In th e fu tu re ,. . .
3 Guess their meaning from the context and replace them with an appropriate
real word.
G o o d 1naman, everyone. = Good morning/afternoon, everyone.
4 Make notes about each of the pictures. Write a paragraph of 20-40 words for
each one in the past tense. Give your complete article a title.
BUSES
Unit 3 • Newspaper articles
21
4 Modern technology
READIN G SKILLS
Identifying the main m essage-topic sentences
W R IT IN G SKILLS
Organizing ideas (1) • Linking ideas (2) • W riting a discursive essay
VOCABULARY DEVELOPMENT
R E A D IN G
Avoiding repetition (1)
Innovations
1 Skim the articles and letters on page 23. Answer the questions.
1
2
3
4
5
2
Where would you expect to find a page like this?
How many articles are there?
W hat is the topic of each article?
How many letters are there?
W hat piece of technology is each letter about?
Scan the text The Silent Plane and the
readers’ letters opposite. Pay attention to topic sentences only.
Are the statements true (T ) or false (F )?
STUDY SKILL
Identifying the main message - topic sentences
Stu d en ts are aften required to do a large am ou nt o f reading.
1
M aybe one day planes w on’t make a noise.
T
2
Noise is being reduced in tw o ways,
3
The project to build the plane hasn’t begun yet.
possible.
4
M r Campbell is happy w ith his computer.
To do this;
To save tim e and to select th e b est tex t(s) fo r yo u r needs, it
is im p ortan t to id e n tify th e m ain m essage as q uickly as
5 The w riter o f the third letter wants help.
■ look a t th e title .
6
■ q uickly skim th e te x t to find th e to p ic sentences. They are
Paula Adams’ opinion is th e same as an earlier letter writers.
usually th e firs t sentence in each paragraph. They
sum m arize w h at th e paragraph is about.
3 Read the summaries a -d of the paragraphs in the article The Car that Drives
Itself. Match them with topic sentences 1-4. Do not read the article.
Summaries
Topic sentences
a describing how th e car works
1
□
A car m anufacturer has designed and built a car th at drives itself.
b predicting future developm ents
2
□
Despite these disadvantages, car m anufacturers see driverless cars as th e future.
c outlining som e problems
3
d introducing th e subject
4
EH However, there are still tw o main drawbacks.
EHThe car works using tw o main devices.
4 Skim the article to match topic sentences from exercise 3 to paragraphs A-D.
Use the summaries to help.
22
Unit 4 • Modern Technology
Issue 27
Technology Today
IN N O V A T IO N S
THE SILENT PLANE
Annoyance from aeroplane noise could be a thing o f the past as plans are announced to
design a silent aircraft. The aim is to reduce the noise from a plane so th at city-dwellers
w ill no longer hear it passing overhead once it has le ft the airport.
This noise reduction w ill be achieved in three main ways. Firstly, the plane is being
designed as a single, w ide wing. Secondly, the engines w ill be placed above th e wing,
inside th e plane, rather than under th e wings and outside, and thirdly the airplane w ill
be flow n differently, fo r exam ple at a reduced speed when it is near the a irp o rt
The aircraft is just a design concept a t the m om ent and m any technological challenges
w ill have to be m et before w e have silent planes overhead.
THE CAR THAT DRIVES ITSELF
A
It can steer itself and control its speed. This is the
latest developm ent in the tong history o f the autom obile industry.
B
____________________________________
The first is a radar sensor in the front o f the car. It
scans the road in front o f the car, looking fo r other vehicles. It then speeds the car up or
slows it down according to the traffic conditions. The second device is a camera below
the rear-view mirror which watches the w hite lines in the road. It uses these lines as a
guide to steering the car
C
____________________________________
Firstly, the system can only work on motorways,
and secondly, cars still need a driver. If the driver doesn’t touch the steering wheel
every 10 seconds, the devices can stop working.
Google self-driving car.
D
They are already working on new models that will
be able to drive on city roads. So, perhaps one day soon, we will be able to jum p into
our cars and sleep or read a book as we are driven to work!
Opinions and Questions: the Readers Write!
Sir,
Dear Sir,
Sir,
Is anyone else fed up with tlieir computer?
I strongly disagree with the previous
I am writing to ask fo r some advice about
I bought one to make my life easier and it
correspondent about CD players being
memory sticks. I use mine to keep a copy of
has done exactly the opposite! Everyone told
better than M P3 players. For most o f us,
my data, in case something goes wrong with
me that it would be easy to se t up. 'A child
who are busy and on-the-move, an M P3
my computer. However, I was told that
could do it!' they said. So, I tried and it has
player is ideal. It is light, portable and
memory sticks are unreliable and are easily
been a disaster. It crashes constantly and
convenient. You can store thousands of
damaged by anything magnetic, or by going
instead of saving me time, I seem to spend
songs on it to listen to wherever you are.
through scanners, a t airports, fo r example.
all my fre e time trying to make it work. If
W hat's more, most M P3 players now allow
Could you please clarify for me whether this
this is an example of modern technology,
you to watch videos, look at photographs and
is true? I have a new Job that requires me to
give me an old-fashioned typewriter
connect to the Internet. Brilliant!
travel regularly, and I have to take my
anytime!
Yours faithfully,
memory stick on trips.
Yours
Paula Adams
Yours,
W .F. Campbell (M r)
A. Jefco ate
Unit 4 • Modern Technology
23
W R IT IN G
Technology - good or bad?
1 Brainstorm arguments for and against mobile phones.
STUDY SKILL
Read STUDY SKILL
O rg a n iz in g id ea s (1)
W h e n w ritin g an essay w h ere you have to give tw o sides o f
fo r
against
Can m ake a ca ll a t any tim e,
Annoying In a public place,
anyw h ere.
e.g. in a re sta u ra n t.
an argum ent:
■ organize you r ideas in to argum ents
against, and
for and
argum ents
give som e exam ples.
■ w rite a paragraph
for, and
a paragraph
against, giving
you r ideas in a logical order.
■ w rite an introd u ction and a conclusion. G ive you r
personal opinion in th e conclusion.
2 Read the essay. Did you have the same ideas?
Mobile phones
A
Mobile phones are now part o f our everyday lives. Most people find them essential and could not
manage without them. However, there are also some drawbacks to owning and using a mobile phone.
B
There are three main advantages to having mobile phones. Firstly, there is the convenience o f being able
to make or receive a phone call at any time and in any place. Secondly, they are essential for keeping in
touch with family and friends. Parents worried about their children can always ring them to check they
are safe, and children can let their family know if they are going to be late home. Finally, mobile phones
can save lives. For example, if there is an accident, help can be called immediately, wherever the
accident takes place.
C
On the other hand, there are significant problems with the use o f mobile phones. In the first
place, using mobile phones can cause accidents, for instance, when people are driving and using
their phone at the same time. In addition, the loud use o f mobile phones in public places such
as restaurants and cinemas is rude and can be very irritating for other people. Lastly, there
has been an increase in street crime directly related to mobile phones. People have been
attacked and their phones stolen from them.
D
In conclusion, I believe that, despite the disadvantages, mobile phones are essential to
modern life and that the advantages o f owning one are far greater than the disadvantages.
Consider the purpose of each paragraph. W hich paragraph A, B, C, or D ... ?
• says w h y m obile phone use can be a good thing
• introduces th e subject
• concludes and gives th e w rite r’s opinion
• says w h y m obile phone use can be a bad thing
Go back through the essay. Underline 12
more linking words and phrases. Write them in the table.
Read STUDY SKILL
STUDY SKILL
Lin k in g id e a s (2)
To help th e reader understand yo u r w ritin g and fo llo w your
sequence
firs tly
ideas, link short, sim ple ideas. Use:
■
firstly, secondly,...
fo r m ore than one argum ent o r idea
■
however (see
Stu d y Skill p13),
on the other hand, despite.
fo r a con trast b etw een tw o ideas
contrast
in sp ite of
■
for instance, for example,...
fo r an exam ple to illu strate an idea
■
in conclusion, to sum u p ,...
fo r th e fin al com m ent
24
exam ples
e.q.
endings
to conclude
Unit 4 • Modern Technology
5 Read the essay title. Do you agree or disagree with it?
Discuss with a partner.
Access to satellite and Internet television does m ore harm than good.
6
Divide arguments 1-6 into those that support the essay title ( against
satellite /Internet TV), and those that disagree with it (for satellite/Internet
TV). Add one more argument to each list.
People (especially children) have access to programmes w ith unsuitable content.
It gives people access to programmes around the world - the opportunity to learn about other cultures.
A huge choice o f programmes is available - something fo r every interest, fo r example sport, music, film,
docum entary channels.
M ore access to TV encourages people (especially children) to watch m ore TV, so there is less tim e for hobbies or family.
Programmes in other languages, fo r example English, can support language learning.
The programmes available may not be culturally appropriate.
for satellite TV
against satellite TV
The program m es
available may not be
cu ltu ra lly ap p rop riate.
W riting a discursive essay
7 Complete the essay using the arguments from exercise 6. Link ideas with
words and phrases from exercise 4. Follow the organization in the box. Write
about 200 words.
T itle Access to satellite and Internet television does more harm than good.
In tro d u ctio n
Many people have strong feelings about the value of television, especially now that
programmes are available through satellite and over the Internet. There are those
who suggest that increased access to these programmes does more harm than good.
However, there are those who insist that it is a good thing.
Paragraph 2 satellite and Internet TV does harm + examples
Paragraph 3 satellite and Internet TV is good + examples
Paragraph 4 conclusion and your opinion
Unit 4 • Modern Technology
25
V O C A BU LA R Y D EVELO PM EN T
1
Varying vocabulary (1)
Match the linking words or phrases with their synonyms.
1□
fin ally
a
□
firstly
b fo r instance
2
but
3
□
fo r exam ple
c
in contrast
4
□
h ow ever
d
in th e first place
5
□
in conclusion
e
lastly
6
□
on th e o th e r hand
f
to conclude
2
Replace the word(s)in bold in each sentence with a synonym from the box.
drawbacks
1
2
3
4
5
essential
im m ediately
made illegal
rise
There are three disadvantages to your suggestion.
Smoking at work has been outlaw ed in many countries.
Most car owners believe their car is necessary for their work and leisure.
If there has been a car accident, you should call the police straight away.
There has been a huge increase in mobile phone ownership.
Use your dictionary to find synonyms for these words
Read STUDY SKILL
from the unit.
STUDY SKILL
A v o id in g r e p e titio n (1)
To avoid sounding rep e titive in yo u r w ritin g, try n o t to use th e sam e
w ords to o o ften . W h e re possible, use a synonym . A good d ictio n ary w ill
o fte n give you a synonym w ithin th e d efin itio n o f a w ord, o r th e sym bol
SY N next to a w ord w ith th e sam e m eaning. This e n try is from th e
Oxford Students Dictionary.
finally /ˈfaɪnəli/ adv. 1 after a long time or delay: It
was getting dark when the plane finally took off.
[SYN] eventually 2 used to introduce the last in a list
of things: Finally, I would like to say how much we have
all enjoyed this evening. [SYN] lastly 3 in a definite
way so that sth will not be changed: We haven't
decided finally who w ill g e t the jo b yet.
ideal
w onderful
accelerate
steal
m anufacture
rude
autom obile
discover
4 Replace the words in bold in the paragraph with synonyms.
Use your dictionary to help.
Smart cards, that is, credit cards, mobile phone SIM cards, and so on,
very small computer microprocessor, have their
origins in the 1970s. A Frenchman, Roland Moreno, manufactured a
circuit that could store electronic data. Since then, this idea has
grown into a multi-billion-dollar business.
which contain a
26
Unit 4 • Modern Technology
R E V IE W
1 Look at the essay titles. Brainstorm and write down three arguments for
and three arguments against each title.
Using com puters saves a lot of time.
Cars should be banned from city centres.
Young people spend too much time playing com puter games.
People have becom e too dependent on m odern technology.
2 Write a topic sentence which states the main idea for each paragraph below.
Laptop com puters
M a n y p e o p le n o w tra v e l th e w o rld on business and th e y n ee d to b e a b le t o use
a co m p u te r a t a ll tim es. Firstly, it is im p o rta n t th a t th e y can w rite and answ er
im p o rta n t em ails w h e n th e y are aw ay fro m th e ir o ffic e s . Seco n d ly, having a
la p to p m eans th a t p e o p le d o n ’t w a ste tim e w h e n th e y are tra ve llin g , as th e y
can w o rk w h ile th e y are on a p lan e o r train , fo r exam ple. Lastly, a la p to p can
also h elp busy businessm en and w o m e n to relax. T h e y can listen
t o m usic o r w a tc h th e ir fa v o u rite m o vie w h ile th e y are hundreds o f kilo m etres
fro m hom e!
Voice-controlled technology
A lre a d y so m e p e o p le have in stalled vo ice- co n tro lled te c h n o lo g y in th e ir hom es.
T h ey use th e ir m o b ile p h ones t o 't e ll’ th e ir lights to sw itch on,
o r to ‘o rd e r’ th e ir te le v is io n to tu rn o f f H ow ever, in th e fu tu re m ore and m ore
o f us w ill b e using th is te c h n o lo g y to c o n tro l o u r h eating, o u r ligh ting, and
s e c u rity in o u r hom es. Perhaps o n e d ay w e w ill b e a b le t o T e ll’ o u r o ven s to
co o k o u r dinners!
3 Divide the vocabulary from Unit 4 into two topics; cars and aeroplanes.
airport
fly
steering w heel
m otorways
traffic
plane
rear-view mirror
wing
4 Add four of the words in the box to the two topics. Use your dictionary to
help. Record these words in groups using a method from the Study Skill box
on page 14.
accelerator
em ergency exit
brakes
pilot
clutch
take o ff
cockpit
tyres
U n it 4 • M o d e rn T ech n o lo g y
27
5 Conferences and visits
READIN G SKILLS
Purpose and audience (1) and (2j
W R IT IN G SKILLS
Using form al expressions • W riting a form al email
VOCABULARY DEVELOPMENT
R E A D IN G
Suffixes • Prefixes
A conference in Istanbul
1 Label documents a -d on page 29. Which is ... ?
• an itin erary
• an inform al em ail
2 Work with a partner.
• an in vitation
Read STUDY SKILL
a program m e o f events
S T U D Y S K IL L
1 W hat is the purpose of each document a-d?
2 W ho is each document for?
P u rp o s e a n d a u d ie n c e (1)
To understand th e con ten ts o f a te x t b etter, p red ict w h a t you can
befo re you read. As w e ll as titles, pictures, and headings thin k about;
a passenger
a friend
a speaker at a conference
■ layout, size, and style o f th e p rin t
■ purpose, fo r exam ple,
to inform, to sell.
m audience (w h o it is w ritte n fo r), fo r exam ple,
a student, an expert.
3 Scan the documents. Answer as many questions as
you can in three minutes.
The program m e
The p eo p le
D r Khuffash
Where is the conference being held?
W ho is the invitation to?
W hat time does she leave Amman?
W ho is the conference for?
W ho is the first speaker at the conference?
W hat time does she arrive back home in Amman?
When does the conference start and finish?
W ho is talking about the international novel?
Where does Dr Khuffash teach?
W hat time does the sightseeing tour start?
W ho is the email to?
W hat is she looking forward to most?
W hat time is the
Farewell Dinner?
W ho is the email from?
4 Complete the definitions using words and phrases in bold from the
documents.
1
is visiting important and historic places in a city as a tourist.
2 A.
__is a meeting or talk that everyone should attend.
3 A
__is the place where people meet for an organized event.
4 A n ________ ___is a collection of things, for example books or paintings
for people to look at.
5 A
6
means someone you know, a friend.
____________is saying or writing what you think is good or bad about
something, for example, a book or essay.
T o _____________________________________ is to wait with pleasure for
something to happen.
8 The
____of a meeting is the person in charge.
9 A
__is someone who teaches at a university.
10
28
is another more formal word for ‘goodbye’.
Unit S ■ Conferences and visits
NATIONAL UNIVERSITY OF TURKEY
We have pleasure in inviting Dr Laura Khuffash to the
3rd International Conference
for Teachers of English Language and Literature
5 O c to b e r - 8 O c to b e r
Venue; Istanbul C ity H otel
Programme Day 1
9-10.30 Plenary Session
Chair Dr John Bryan, Head o f English, U niversity o f Leeds
10.30-11.00 C offee break and exhibition
11.00-13.00 Choice between:
•
English as a World Language
Dr Laura Khuffash. Senior Lecturer, Birzeit University
•
English and Tourism
Dr. Mahm oud Suhbi, M inistry o f Tourism and Developm ent, Libya
•
Novels in Translation
Dr M eral Soyer, Lecturer, N ational University o f Turkey
•
Dr Richard Dean, Lecturer, University o f W est London
13.00-14.00
14.00
17.00
Programme Day 4
The International Novel
16.00
Lunch
Final Plenary
Chair Dr John Bryan,
Coach leaves hotel fo r sightseeing tour. Visits w ill include:
Head o f English,
Hagia Sophia/Blue Mosque/Topkapi Palace
University o f Leeds
Return to hotel
20.00
20.00 Dinner
04/10/10
09.00 Check in Queen Alia
International Airport,
Amman
From:
Date:
To:
Subject:
Farewell Dinner
laura.khuffash@bz.ac.com
Sat 29/9/10 07:50am
nancy.marshal@lon.ac.uk
Istanbul conference
11.00 Depart flight RJ401
N an cy,
15.00 Arrive Ataturk International
Airport, Istanbul
A r e y o u g o in g t o th e c o n fe r e n c e in Is ta n b u l n e x t w e e k ? I’m g ivin g
09/10/10
07.30 Check in Ataturk
International Airport,
Istanbul
10.30 Depart flight RJ402
15.40 Arrive Queen Alia
International Airport,
Amman
a p a p e r o n th e f ir s t d a y a n d c h a irin g th e p le n a ry o n th e s e c o n d
d a y !! It w o u ld b e g r e a t t o s e e a
fa m ilia r fa ce
in th e a u d ie n c e . If
n o t , I’ll s e n d y o u a c o p y o f m y p a p e r o n ‘E n g lish as a W o r ld
L a n g u a g e ’ a n d y o u c a n t e ll m e w h a t y o u th in k . A n y
c r it ic is m
w e lc o m e ! T h e p ro g ra m m e lo o k s g r e a t — w e ’v e e v e n g o t s o m e
s ig h ts e e in g a rra n g e d e a c h day. I’m r e a lly
lo o k in g fo rw a rd to
v is itin g t h e B lu e M o s q u e - I’v e o n ly e v e r s e e n p h o to s o f it. D o n ’t
fo r g e t t o le t m e k n o w if y o u ’ll b e th e r e .
B e s t w is h e s ,
L a u ra
Unit 5 • Conferences and visits
29
5 Skim extracts a-f. W hat type of texts are they? Label them.
• poem
• m edical textbook
• history tex tb o ok
• novel
note
• student essay
The chicken farm had been his idea, after Charles
came back from the East with malaria. Work in the
open air, Rivers had advised. He was paying for it now.
As he left the shelter of the hedge and set off across
two-acre field, a great gust of ‘open air’ almost lifted
him off his feet.
DysphagiaThis term includes both difficulty with
swallowing and pain on swallowing.The former symptom
is more prominent in obstruction and the latter with
inflammatory lesions.The patient can sometimes point to
the site of the obstruction.
Some of the features of the typical (medieval) village w ere inherent in
the essential needs of agriculture and of social life, and may therefore
appear too obvious to be w orth specifying.The most obvious
characteristic of the village was its topography.
f
c
A thing o f beauty is a jo y for ever
A thing o f beauty is a jo y fo r ever:
Its loveliness increases; it w ill never
Pass into nothingness: but still w ill keep
A bower quiet fo r us, and a sleep . . .
In conclusion, i t is clear t h a t the
arguments in favour o f reducing carbon
gases through th e increased use o f
renewable sources are s tro n g e r than
those supporting th e increased building
o f nuclear power stations.
Paul, can’t come to the lecture today - not feeling well.
Can you explain to the prof. and can I look at your notes.?!!
Cheers,
T om
6
Choose a style or styles from the
box to describe texts a -f in exercise 5. Underline
vocabulary, phrases, and any examples of
punctuation in the extracts that helped you decide.
informal
formal
literary
academic
medical
STUDY SKILL
The choice o f vocabulary, grammatical style, and punctuation o f a
tex t depends on its purpose and its expected audience.
W h e n you are writing, think about
and
Ex tract a: a novel - literary style
30
Unit S • Conferences and visits
P u rp o s e a n d a u d ie n c e (2)
why you
who
is going to read your w ork
are writing. Then decide w h a t th e overall style should
be, fo r exam ple
literary, academic, formal, informal,
etc.
W R IT IN G
Invitations
1 Skim emails A and B. Which is formal? Which is informal?
OOO
Dear Nancy,
Dear Dr Bryan,
Thanks for the invitation to your wedding. Congratulations
to you both! 1I’d love to come. How exciting! !’ve already
I have great pleasure in accepting your kind invitation to the 3rd
International Conference for Teachers o f English Language and
booked flights - 2see attachment.
Literature to be held in Istanbul from 5th to 8th October. Please
3It’d be great if you could send me the email address of
find attached my arrival and departure details as requested.
the hotel you’re booking me into.
It would be greatly appreciated if you could send me the contact
4I’m really looking forward to seeing you again.
details (email and telephone/fax) fo r the Istanbul City Hotel.
I look forward to meeting you and your colleagues in October.
5Best wishes (and to Mark, too!),
Yours sincerely,
Laura
Dr Laura Khuffash
Birzeit University
Look at the expressions in bold in email A. Find matching
expressions in email B.
STUDY SKILL
W h e n you w rite em ails fo r academ ic or
I'd love to com e. = I have g re a t p leasu re in accep tin g . . .
professional purposes, it is im p o rtan t to use a m ore
Match formal phrases 1-6 with endings a - f to make full sentences.
There may be more than one possible answer. Read STUDY SKILL
1 □
2 □
3
I am w ritin g
have pleasure
I I Please find attached
4 □
5 □
6 □
I look forw ard
w ould like
Please fe e l free
a
form al ton e. You can do this by learning fixed
expressions by h eart. For exam ple:
I h ave g rea t p le asu re in + -ing
in attaching you r program m e.
I am w ritin g + in fin itive
b to suggest changes.
c
U sin g fo rm a l e x p re ssio n s
I w o u ld lik e + in fin itive
to m eeting you next m on th .
* in fin itive
to + -ing
d you r itin erary and h o tel reservations.
P le a se fe e l fre e
e
to w elcom e you to our to w n .
I lo o k fo rw a rd
f
to inform you th a t th e conference
P le a se fin d a tta c h e d / e n c lo s e d + noun
dates have been changed.
4 Work with a partner. Brainstorm things to do and see in your town.
5
An im portant lecturer is coming to visit to give a series
o f two-hour seminars at your coUege/university.
Prepare a three-day programme to include hotel
details, lectures (titles, venue, days and times),
cultural and other free-time activities.
Day1
10.00 - 12.00, 'Technology
of the fu tu re ’
- L e c tu re T h e a tre 2
12.30 Lunch
3 .0 0
V is it to th e N ational Museum
W riting a form al email
6
Write an email to your visitor (75-100 words) using some of the
words and phrases in exercise 3. Include these points:
• Address you r visitor.
• Tell him /her w hy you are w riting.
• G ive d etails o f attachm ents (itin erary - dates and tim es o f arrival and
d ep arture, lectu re tim es and locations, accom m odation).
• B rie fly sum m arize th e program m e. G ive an exam ple o f o p tio nal cultural
and free-tim e activities. Tell th e visito r th a t any suggestions fo r
changes are w elcom e.
• C lose th e em ail appropriately.
Unit 5 • Conferences and visits
31
V O C A BU LA RY D EVELO PM EN T
Word-building (2)
1 Look at the words from Unit 5. Use a dictionary to
identify what part of speech each word is.
STUDY SKILL
S u ffix e s
Id e n tify th e p art o f speech o f a w ord
invitation
criticism
international
really
forget
enjoy
renewable
(verb, noun, ad jective, or adverb) to help
greatly
you understand th e m eaning and
d evelop you r vocabulary, fo r exam ple:
2 Complete the table for each word with one example of each part of speech.
Mark the stressed syllable. Use your dictionary to help. Read STUDY SKILL
inform (v), information (n)
informal (adj), informally (adv)
Suffixes give you clues to th e p art o f
verb
noun
a d jective
adverb
speech, fo r exam ple:
-tion, -ism, -ment, -ity, -ness are noun
suffixes, fo r exam ple, invitation
m -a l, -ful, -able are ad jective suffixes,
fo r exam ple, international
m -ly is an adverb suffix, fo r exam ple,
formally
■
think
•
hopefully
pain
•
p leasu re
•
c ritic a l
Match meanings 1-10 with prefixes a-j.
Use the example words in italics to help.
Read STUDY SKILL
1 □
against
a
2 □
w rong; n o t
b anti-
3
□sm all/tiny
4 □
5
c
a fte r
auto-
bi-
d micro-
□tw o / tw ic e
e
mis-
under
f
m ulti-
7 □
acro ss;change
g post-
8 □
again
h re-
9 □
by itself/on eself
i
sub-
m any
j
trans-
6 □
10 □
autobiography
antiseptic
bilingual
microphone
misprint
multimedia
postgraduate
review
submarine
transform
STUDY SKILL
Adding a prefix changes th e m eaning o f a word. Each prefix
has a d iffe re n t m eaning and can be found as a separate
e n try in th e dictionary. For exam ple:
mis- m eans wrong or not e.g. misunderstand.
bi- m eans two o r twice, e.g. biannual (tw ic e a year).
4 Complete definitions 1-10 with an example word from exercise 3.
1
T o ________________ is to change something com pletely.
2
A ________________ is a piece o f electrical equipm ent th at is used fo r making sounds and
voices louder.
3
Som eone w ho is
4
A liquid or cream which stops a cut becoming infected is called a n ________________ .
5
A typ e o f ship which can travel underwater is a ________________ .
6
T o ________________ your work is to look at it again to make sure you understand.
7
A n ________________ is th e story o f a person’s life w ritten by th at person.
8
A ________________ is someone doing further studies at a university after his or her first
can speak tw o languages equally well.
degree.
9
10
32
is using sound, pictures, and film as w ell as text on a screen.
is a mistake in printing or typing.
Unit S • Conferences and visits
P re fix e s
R E V IE W
1
Look at documents a-c and answer the questions.
1 W hat is each document? Label them.
2 W ho do you think wrote each one?
3 W ho is each one intended for?
Dear Dr Stone,
I am writing to apply fo r the W illiam Frank Bursary in Biological Sciences at the
TONBRIDGE
SUMMER SCHOOLS
University o f W est London,
I am currently in m y final year o f a degree in Biochem istry at Birzeit University and
w ill graduate in Ju ly this year. Please find enclosed a reference from m y tu tor and a
Reference: TSS07
copy o f m y final year paper in support o f my academ ic qualifications....
Temporary Social Organizer
W e are looking for an energetic, friendly,
and patient student who wishes to
improve their English while working.
T O A L L C A N D ID A T E S :
Applicants should speak Arabic fluently,
This is a reminder that the final Chem istry examination is on Tuesday 27th M ay at 9a.m.
and English at intermediate level or
Please be a t the examinations centre 15 minutes before the start o f the exam.
above. They should have reasonable
Late arrivals w ill not be allowed into the examination hall.
computer skills (W ord and Excel) and ...
All candidates must show their university ID cards.
2
Rewrite the email to Mrs Bateman replacing the phrases in
formal expressions.
bold with more
□
Dear M rs Bateman,
T h an ks fo r y o u r le tte r. I'd re a lly lik e to co m e to th e exhibition.
It w o u ld be g re a t if you could send me some inform ation about transport
betw een the airp ort and the exhibition hall. I have w ritten a b rief biography
as yo u asked m e - see a tta ch m e n t.
R e a lly lo o k in g fo rw a rd to m eeting you soon.
Yours sincerely,
Frank Baker
3
Complete the paragraph with the correct form of the words in brackets.
Use your dictionary to help
D r Khuffash is 1________ (current) a senior 2 _______ (lecture)
at Birzeit University. She is an expert on the
______ (develop)
o f English as an international language. She is 4________ (particular )
5________ (interest) in the use of English in the fields of science and
medicine. Dr Khuffash is also a noted 6___
(novel) and poet.
Unit 5 • Conferences and visits
33
6 Science and our world
READ IN G SK ILLS M aking notes • Interpreting meaning
W R IT IN G SK ILLS Paraphrasing and summarizing • W riting a summary
V O C A BU LA R Y DEVELO PM EN T Noun/Verb + preposition • U sin g numbers
R E A D IN G
1
Air pollution
W hat are the causes and effects of air pollution?
Discuss with a partner and make two lists.
Causes
factory emissions...
Effects
I
I
I
I
I
I
I
I
Skim the report A ir Pollution on page 35.
Are your ideas the same?
2 Scan the report and answer the questions.
1
2
3
4
5
6
7
W hat is the main cause of air pollution?
W hat are two natural sources of air pollution?
W hich are the m ost polluted cities in the world?
Where was the first study done?
W hat health problems did the first study look at?
Where was the second study done?
W hat health problem did the second study look at?
3 Scan the report again. W hat do the num bers in the box refer to?
20
three tim es
tw o
25,000
250
second
2.5
4 Read the notes and compare them to the highlighted and
underlined sections in paragraph 1 of the report. Read STUDY SKILL
STUDY SKILL Making notes
Take tim e to m ake good notes. They w ill h elp you to
organize, record, and rem em ber im p ortan t inform ation
you have read. Use yo u r n otes to prepare fo r essay
w ritin g, fo r doing revision, and fo r sitting exams.
A ir pollution - m a jo r problem
Man-made causes
•
•
•
•
•
Natural causes
vehicles - m ajor cause
• volcanoes
power stations
• fo re st fire s
factories
mining/building
burning - fo ssil fuels/wood
more ca rs = more pollution in m ajor cities
To find and mark relevant inform ation:
■ ask yo u rse lf w h at inform ation you need.
■ read and underline/highlight relevan t inform ation in
th e tex t (use d iffe re n t colours to represent d iffe re n t
typ e s o f inform ation, fo r exam ple, blue fo r
made causes, y e llo w
m
fo r
m an­
natural causes).
rew rite th e inform ation as notes.
To organize your notes:
■ use b u llet points, headings, and num bering.
To be concise:
5 Make notes from the underlined information in paragraph 2.
6 Read paragraph 3 carefully and highlight the key information.
7 Write about paragraph 3 from the prompts in the box.
■ d o n ’t w rite fu ll sentences. Leave o u t w ords th a t are
n o t central to understanding/m eaning:
articles (a,
an, the)
prepositions (in, at, on)
th e verb ‘to
be’
auxiliary verbs (has sent)
■ U se som e sim ple abbreviations and sym bols;
W h e re ...?
How m any. .?
W h a t... studied?
W h e re ... live?
W h o ,..?
W h a t results ... ?
e.g. (for example)
(because)
—> (leads to)
34
Unit 6 • Science and our world
(therefore)
=
(equals/means)
Air pollution
A ir p o llu tio n is a m ajor problem a ll o ver th e w o rld today. Pro b ab ly th e
single biggest co n trib u to r to th e problem is th e m o to r vehicle. However,
th e re are m any o th e r m an-m ade sources, such as in d u strial facto ries, p o w er
stations, m ining, building, and th e burning o f fo ssil fu e ls and w ood in hom es
around th e w o rld. There are natural sources o f a ir p o llu tio n to o ; volcanoes
and fo re st fires produce a lo t o f p o llu tan ts. H ow ever, it is th e increasing
num ber and use o f m o to r veh icles th a t is doing th e m ost dam age, and
logically, w here th ere are m ore cars, th ere is m ore p o llu tio n , th a t is, in th e
m ajor citie s o f th e w o rld . Som e o f th e m ost p o llu ted citie s in clu d e Beijing,
M exico City, A thens, M oscow , and M um bai.
H ealth problem
T h is p ro b le m o f in cre a se d p o llu tio n in th e m a jo r c itie s o f th e w o rld has le d to
an in cre a se in th e n u m b e r o f s tu d ie s d o n e t o lo o k a t th e e ffe c ts o n o u r h e a lth .
T h e resu lts so fa r a re n o t v e ry reassu ring. In fa c t, air p o llu tio n m ay b e a m uch
g re a te r d a n g e r t o o u r h e a lth th a n s c ie n tis ts b e lie v e d b e fo re . A 20-year s tu d y o f
re sid e n ts o f a C a iro su b u rb sh o w s th a t th e tin y p a rtic le s in p o llu te d a ir c o u ld
lead t o th re e tim e s as m a n y lo n g -term h e a lth p ro b le m s as w as p re vio u sly
th o u g h t. A c o n n e c tio n b e tw e e n th e n u m b e r o f p a rtic le s in th e a ir an d h e a lth is
su g g ested b y D r Razia o f C a iro U n iv e rsity . H e a n d his c o lle a g u e s c o lle c te d d a ta
o n 25.000 re s id e n ts o f C a iro o v e r tw o d e c a d e s . T h e y fo u n d th a t as th e n u m b er
o f tin y p a rtic le s , th o s e less th a n 2.5 m icro n s in d ia m e te r, in cre a se d , so d id th e
risk o f dying, fro m h e a lth p ro b le m s su ch as h e a rt a tta c k s and lu n g can cer.
T ra ffic and asthm a
O t h e r s tu d ie s s h o w a s im ila r lin k b e tw e e n t r a f f ic p o llu tio n a n d ill h e a lth . A
s e c o n d g ro u p o f re s e a rc h e rs in O tta w a , C a n a d a , r e p o r te d t h a t c h ild re n
liv in g n e a r b u s y ro a d s w e r e m o re lik e ly t o d e v e lo p a s th m a . T h e y s tu d ie d
t h e h e a lth o f 250 c h ild re n in d if fe r e n t C a n a d ia n c itie s . T h e re s u lts s u g g e s t
a s tro n g c o n n e c tio n b e tw e e n h o w c lo s e a c h ild liv e s t o t r a f f ic a n d th e
p o s s ib ility o f t h a t c h ild d e v e lo p in g a s th m a a n d o t h e r s im ila r d is e a s e s .
It is c le a r fro m t h e s e s tu d ie s a n d o th e r s t h a t t h e t im e h a s c o m e t o s ta r t
re d u c in g t h e le v e ls o f a ir p o llu tio n in o u r c it ie s f o r t h e s a k e o f o u r c h ild re n
a n d fu tu r e g e n e ra tio n s .
8
Read the report again. Are the
statements expressed as fact (F ) or speculation ( S ) in
the text?
S T U D Y S K IL L In te rp re tin g m ean in g
M o st academ ic and scie n tific articles express facts (w hat
1
Growing car use is causing the m ost damage. F
happened), and speculate (guess). It is im p o rtan t to be able to
2
M ore pollution in big cities has resulted in m ore studies being
distinguish u n certain ty and speculation from fact.
done.
U n ce rta in ty and speculation can be expressed using:
3
Polluted air is more dangerous than people thought.
■
4
Sm all particles in dirty air cause three tim es as m any health
problems.
5 The results o f the Canadian studies prove there is a link
betw een a child living close to traffic and getting asthma.
6
All these studies show th at it is im portant to reduce air
pollution fo r th e next generation.
may, could, might befo re th e m ain verb, e.g.
Air pollution may be a much greater danger to our health ...
Polluted air could lead to three times as m any... problems.
m verbs such as believe, claim, think, hope, seem, e.g.
Dr Razia... believes there is a connection between the
number o f particles in the air and health.
m w ords and phrases, e.g.
possibly, probably, it is possible
Unit 6 • Science and our world
35
W R IT IN G
1
Trends
Read the report School dinner scandal. Underline the main information.
Report
School dinner scandal
T h e resu lts o f a s tu d y in to w h a t 10,000 p rim a ry s c h o o l ch ild re n , th a t is,
ch ild re n aged fiv e to e le ve n , a te in a d a y sh o ck e d th e research ers. T h e y
b e lie v e it sh o w s th a t c h ild re n ’s d ie ts are g e ttin g w o rs e and th a t th is
m ig h t cau se h e a lth p ro b le m s in th e fu tu re . It sho w s th a t 49 p e r c e n t o f
th e c h ild re n had e a te n ch ip s, w h ic h had b e en c o o k e d in o il. Less th an
h a lf had e a te n a v e g e ta b le o r a p ie c e o f fru it in th e la st 24 h o u rs and,
m o st sho ckin g ly, o n ly o n e in te n c h ild re n had e a te n fish .
As D r G . B e n n e tt, th e a u th o r o f th e stu d y, c o n c lu d e d (2006, p191),
‘P o o r e a tin g h a b its in e a rly ch ild h o o d can le a d t o h e a lth p ro b le m s in
la te r life . It is th e re fo re e ss e n tia l t o en su re th a t c h ild re n e a t p ro p erly.’
2
Read the summary. Match the highlighted words and phrases with words
and phrases in the report.
R esearch = a study
Summary
Research into 10,000 prim ary pupils’ daily diet revealed that just under half had
eaten chips, fewer than 50% had had either vegetables or fruit, and only 10% of
the children had eaten fish.
3
Read the article Scientists on the decline on page 37. Highlight or underline
the main information.
4
Make notes from the information you have highlighted or underlined.
Organize them logically, and be concise.
Number science students ↓ about 5 % a year.
36
U n it 6 • S cien ce and o u r w o rld
Focus on Science
Scientists on the decline
As s c ie n c e b e co m e s in cre a sin g ly im p o rta n t in o u r d a ily lives, so th e
sh o rta g e o f s c ie n tists g ets g reater. T h e n u m b er o f s tu d e n ts going to
u n iv e rs ity t o stu d y p u re and a p p lie d scie n ce s is d e cre a sin g b y a b o u t fiv e
p e r c e n t e a ch ye ar. This, in tu rn , lead s to a d ro p in th e n u m b e r o f p e o p le
a b le to b e scie n ce te a c h e rs in sch o o ls. T h is sh o rta g e o f scie n ce te a ch e rs,
u nsurp risin g ly, lead s to fe w e r sc h o o l c h ild re n stu d y in g scie n ce , an d e ven
fe w e r going o n to u n ive rsity. P ro m in e n t s c ie n tists b e lie v e th a t o n e o f th e
reason s is th a t s c ie n c e is u n d e rva lu e d in s o c ie ty ; p e o p le d o n o t d iscuss th e
la te s t s c ie n tific b rea k th ro u g h in th e sam e w a y th e y w o u ld discuss th e
la te s t b e stseller. It co u ld a lso b e b e cau se s c ie n tists sta rtin g th e ir
p ro fe ssio n al live s are o fte n p o o rly p aid . H o w e ve r, som e s c ie n tists th in k
th a t th e reason is a d is tru s t o f s c ie n tists b e ca u se o f th e claim s fo r
‘b reak th ro u g h s’ and ‘cu re s’ fo r d iseases w h ich d o n o t a c tu a lly happen.
W h a te v e r th e reason , yo u n g p e o p le m u st be en co u ra g ed t o s tu d y scien ce.
T h e w o rld n ee d s scie n tists.
5
Write sentences in your own words using your notes. Do
not look back at the text Scientists on the decline.
There is a n a nnual f a ll o f around five per ce nt in t h e number of people s t ud y ing s c ienc e in
highe r education.
S T U D Y S K IL L
P a ra p h ra sin g and su m m ariz in g
You o fte n need to use o th er sources, fo r exam ple o th er p eo p le’s w ork, in you r own
essays and reports.
This can be done by:
■ paraphrasing inform ation, th a t is, rew riting inform ation in you r ow n words. Use
synonym s w herever possible (see Stu d y Skill p26).
■ sum m arizing th e inform ation, th a t is, linking th e m ain points in yo u r ow n words.
N O TE You m ay q u o te d irectly from th e piece o f w ork, b u t it is essential to give th e
source o f th e q u o te and its author, e.g.
... Dr G. Bennett, the author o f the study, concluded (2006, p 191) ‘Poor eating
habits in early childhood can lead to health problems in later life.'
The use o f o th e r p eo p le’s w ork ‘w ord fo r w ord ’ w ith o u t saying you have d on e so
(plagiarizing) is strictly n o t allow ed.
W riting a summary
6 Use your sentences in exercise 5 to write a paragraph (50-75 words)
summarizing the text.
U n it 6 • Scien ce and o u r w o rld
37
V O C A BU LA R Y D EVELO PM EN T
Words th at go together
Read STUDY SKILL
1 ______________
Scan the texts in the unit to find the
S T U D Y S K IL L Noun/Verb + preposition
prepositions that go with the nouns.
a source
of
To use a w ord correctly, it is necessary to know th e words
w hich are associated w ith it, e.g.
5 a link
2
th e problem
6 a level
3
an increase
7
4
a connection
8 a distrust
a shortage
noun + preposition
a connection
verb + preposition
to d ie
between
from
W h e n you look up a n ew w ord in th e dictionary, rem em ber
to n o te th e preposition(s) th a t go w ith it. The exam ple
sentences w ill help you choose th e co rrect preposition.
Complete the sentences with the correct preposition. Scan
the texts or use a dictionary to help.
1
Increased pollution may le a d ______
more illness.
2
Forest fires can co n trib u te__________ an increase in air pollution.
3
Som e cyclists w ear face masks to protect them selves__________ pollution.
4
The number o f maths students has decreased__________ six per cent.
5
Scientists are looking__________ ways to encourage more people to study science.
Using numbers
3
The numbers in the box are taken from the texts in the unit. Can you
remember what they represent?
25,000
2.5
49%
one in ten
Match numbers 1-10 to facts a-j.
Compare your answers with a partner.
Read STUDY SKILL
1
□
The average tem perature o f a hum an is ...
2 □ T h e co ld est recorded tem p erature on Earth is ...
3 □
4
The p opulation o f China is ...
□ T h e height o f M o u n t Everest in m etres is ...
5 □ T h e am ount o f th e Earth th a t is covered by sea is ...
6 □ T h e average num ber o f hairs on a person’s head is ..
7
□ T h e valu e o f th e m athem atical sym bol pi (π ) is ...
8
□ T he approxim ate d istance to th e m oon is ...
9
□ T h e num ber o f Arabic speakers in th e w orld is ...
10 □
The num ber o f bytes in a gigabyte is ...
S T U D Y S K IL L
Using numbers
Num bers are freq u en tly used in academ ic and professional
w ritin g and speaking.
Cardinal numbers, e.g. 22 , 407, 2,056, 1,345,644
Use a com m a to separate m illions and thousands.
Five billion/m illion /
fiv e m illion (n o t m illions)
thousand/hundred
407
fo u r hundred and seven.
3,476
th ree thousand, fo u r hundred
and seventy-six
Ordinal numbers
firs t/ 1st
second/2nd
third/3rd. etc.
Ratios, decimals, percentages, and temperatures
a
8,850 m etres
b
37°
1:5
a ratio o f one to five
62%.
sixty-tw o per ce n t (n o t per cents)
c 110,000
0.7
n o u g h t /nɔ : t / p o in t seven
d
382,500 km
1
e
1,306,313,812
6.05
six p oint oh five
f
1 billion
-5°C
fiv e degrees (Celsius/centigrade) below zero
g
3.14159265
h 70%
38
i
-89.4°C
j
174,950,000
Unit 6 • Science and our world
/
4
1
/
3
2
4
a quarter, a third, a half, th ree quarters
m inus fiv e degrees (Celsius/centigrade)
R E V IE W
1 Read the three texts. Highlight facts in blue and speculation in pink.
Old shoes
S c ie n tis ts b e lie v e t h e f ir s t s h o e s w e re w o r n a b o u t 3 0 ,0 0 0 y e a r s ag o .
W h e n s h o e s a re w o rn , t h e t o e b o n e s g e t w e a k e r. T h e re is e v id e n c e
t h a t h u m a n s 3 0 ,0 0 0 y e a r s a g o h a d t o e s w h ic h w e re w e a k e r th a n
th o s e o f t h e ir a n c e s to rs . T h is , t h e s c ie n tis ts c la im , is b e c a u s e t h e y
s ta r te d w e a rin g s h o e s .
Bright veggies
B rig h tly - c o lo u re d f r u it a n d v e g e ta b le s , lik e c a r ro ts a n d o ra n g e s ,
c o u ld p r o t e c t a g a in s t d is e a s e s s u c h as a rth ritis . T h e s e v e g e ta b le s a n d
f r u it c o n ta in v ita m in C a n d o t h e r e le m e n ts w h ic h w o r k a g a in s t t h e
d is e a s e . S o , if y o u e n jo y e a tin g lo ts o f o ra n g e s , y o u c o u ld a ls o b e
h e lp in g y o u r b o d y t o fig h t d is e a s e .
The ancient origins of tuberculosis
S c ie n tis ts u s e d t o b e lie v e tu b e rc u lo s is (T B ) w a s ju s t te n s o f
th o u s a n d s o f y e a r s o ld , b u t s tu d ie s o f a n c ie n t s k e le to n s s u g g e s t t h e
d is e a s e e x is te d in E a s t A f r ic a t h r e e m illio n y e a rs a g o . S c ie n tis ts h o p e
t o u s e t h is n e w in fo rm a tio n in t h e ir f ig h t a g a in s t T B , as th is d is e a s e
k ills th r e e m illio n p e o p le a y e a r.
Use a dictionary to find prepositions that go with the verbs and nouns.
verbs
nouns
apply
reason
concentrate
dem and
consist
cause
depend
solution
search
rise
suffer
reaction
Today is his forty birthday.
More than 6 millions people watched the final.
There was an increase of five point two nought six.
They received a pay rise of four per cents.
Today’s temperature is 7 degrees under zero.
U n it 6 • Scien ce and o u r w o rld
39
7 People: past and present
READ IN G SK ILLS Using original sources
RESEARCH
Using the Internet • Developing a search plan
W R IT IN G SK ILLS Adding extra inform ation • Organizing ideas (2) • W riting from research
R E A D IN G
Three famous writers
1
Think of two books you have read recently. W ho wrote them? W hat were
they about? Why did you read them? Discuss with a partner.
2
Look quickly at extracts a-g on page 41. Which ones are a b o u t... ?
[ ] [ ] W illiam Shakespeare
3
[ ] [ ] Agatha Christie
[ ] [ ] [ ] Ahm ed Shawqi
Scan the extracts and complete the notes in the chart.
Read STUDY SKILL
S T U D Y S K IL L Using original sources
D ecid e w h at inform ation you need from a source. Scan th e te x t to find th e
relevant part.
O riginal sources o ften have d iffic u lt language and unknow n vocabulary, so don’t
w o rry ab ou t n o t understanding
everything.
W illiam Shakespeare
You can:
■ guess th e meaning o f unknown words from context (See Study Skill pl7).
■ use a dictionary.
■ try a d iffe re n t source.
Shakespeare
Agatha Christie
Ahmed Shawqi
country
born
early life and family
profession
Agatha Christie
famous for
death
4
40
Match the dictionary definitions with the words in bold from the texts.
1
A ________________ is someone who w rites poetry.
2
If a subject is ____________ -_____________ , there is very little w ritten information about it.
3
A
4
I f y o u h ave a book.
5
A
6
An
7
A
is someone who w rites plays.
8
A
is a play or film that makes you laugh.
is a book th at is bought by a very large number o f people.
____________ , you have it prepared and printed fo r sale.
is a play that has a sad ending.
is som eone who w rites books.
Unit 7 • People: past and present
Ahm ed Shawqi
a
W illiam Shakespeare (1564-1616), English
playwright and poet, recognized in
e
Ahmed Shawqi is known as ‘the poet o f
much o f the world as the greatest o f all dram atists. . . For someone who lived almost
Arabism and Islam’.
400 years ago, a surprising amount is known about Shakespeare’s life. Indeed we know
His collection o f poetry, Al Shawkiyat,
more about his life than about almost any other w riter o f his ag e...
published initially in 1890, remains a classic o f
Shakespeare w rote nearly all o f his plays from 1590 to 1611. The great tragedies -
Islamic literature.
including Hamlet, Othello, King Lear, and M acbeth - were w ritten during the first
His fam ily’s connection to Khedive’s palace led
decade o f the 1600s. Shakespeare died on April 23, 1616.
him to spend his early life in luxurious
conditions. A fter com pleting his education in
law in Paris in 1893 and spending an additional six
months in France, he returned to Egypt.
Celebrating the publishing o f the second edition
o f Al Shawkiyat, in April 1927, Shawki was named
b
Ahmad Shawqi was born in Cairo in 1868 to a middle class fam ily which was
Poet Laureate o f Egypt.
related to the royal family. He was raised by his grandm other...
c
Agatha Christie (1890-1976), British
author o f m ystery novels and short stories,
f
Shakespeare’s reputation as dramatist,
is especially famous as the creator o f Hercule Poirot, the Belgian detective, and Miss
poet, and actor is unique... Sadly his life-story
Jane Marple.
remains
Agatha Christie was born in Torquay, in the county o f Devon. Her father died when she
Shakespeare was born in Stratford-upon-Avon
was a child. Christie was educated at home, where her m other encouraged her to w rite
in Warwickshire, England, and that he was
from a very early age. At sixteen she was sent to school in Paris where she studied
probably educated in the tow n’s free grammar
singing and piano.
school. Then in 1582 he married Anne
In 56 years Christie wrote 66 detective novels, among the best o f which are The Murder
Hathaway.
o f Roger Acroyd, Murder On The Orient Express (1934), Death On The Nile (1937)...
The first collected edition o f Shakespeare’s
In 1967 Christie became president o f the British Detection Club, and in 1971 she was
works was published after his death in 1623 and
made a Dame o f the British Empire. Christie died on January 12,1976. W ith over one
is known as the First Folio. The plays fall into the
hundred novels and 103 translations into foreign languages, Christie was by the tim e o f
categories o f history, tragedy, comedy, and
her death the best-selling English novelist o f all time.
tragicomedy.
Ahmed Shawqi (1868-1932) (Arabic;
); Egyptian
poet and dramatist
g
ill-documented. W e do know that
Agatha Christie (1890-1976), English
... Shawqi produced distinctive poetry that is widely considered to be the most
novelist, who was a prolific w riter o f m ystery
prominent o f the 20th century Arabic literary movement.
stories. She was born in Torquay. The
... his fam ily was well-connected w ith the court o f the Khedive o f Egypt. He
M ysterious A ffair at Styles (1920) began her
attended law school, obtaining a degree in translation. Shawqi was then offered a job
career. Hercule Poirot is th e hero o f m any o f
in the court o f the Khedive Abbas II, which he immediately accepted. After a year
her works, including th e classic
working in the court o f the Khedive. Shawqi was sent to continue his studies in Law
The M urder o f Roger Ackroyd (1926).
bestseller
at the Universities o f M ontpellier and Paris fo r three years.
In 1930, w hile travelling in th e M iddle East,
Plays
Christie m et th e noted English archaeologist
Shawqi was the first in Arabic literature to w rite poetic plays. He wrote five
tragedies... and tw o
comedies.
Poetry
Ash-Shawqiyyat, his selected works, in four volumes, includes Nahj al-Burda, a tribute
to the prophet Muhammed.
Sir Max M allowan. They were m arried that
year, and from th at tim e on Christie
accom panied her husband on annual trips to
Iraq and Syria.
In 1971 she was m ade a Dame Com m ander o f
the O rder o f th e British Empire.
U n it 7 • Peo p le: p ast and p resen t
41
RESEARCH
Information on the N et
1 Read the two extracts about Shakespeare. W hat do you notice?
Read STUDY SKILL
For someone who lived almost 400 years ago, a surprising amount is known about Shakespeare’s life.
Indeed we know more about his life than about almost any other writer of his age.
Sadly, his life-story remains ill-documented.
STUDY SKILL
U s in g t h e In t e r n e t
The In te rn e t is a huge resource, so get to know d iffe re n t typ es o f sites fo r finding inform ation.
■ Search engines: w w w .go o gle.com . w w w .yahoo.com
to find a fact, such as
the boiling point
o f mercury.
Som e sites, w w w .uk.ask.com, fo r exam ple, are designed so th at you typ e in a question, such as
What
is the boiling point o f mercury?
m Online encyclopaedias; w w w .w ikipedia.org, w w w .britannica.com fo r m ore com p lete factu al
inform ation, such as the lifecycle o f a mosquito.
m Subject directories; w w w .bubl.ac.uk, w ww.rdn.ac.uk fo r specialist on lin e and w ritte n resources
linked to a specific sub ject (econom ics, history, etc.) such as World History 500-1799 + country.
Rem em ber th a t inform ation from w ebsites is n o t always reliable, so check inform ation on tw o
o r m ore sites.
Look at the three questions. Use a search
engine to find the answers.
Read STUDY SKILL
d evelop a search plan.
Chopin]
W h en did Jane Austen w rite
D e v e lo p in g a s e a r c h p la n
To m ake an In te rn e t search m ore e ffic ie n t and reliable,
W h at is Chopin famous for?
(Search;
STUDY SKILL
Ask yo u rse lf questions:
Persuasion?
(Search first: Jane Austen, search second:
Persuasion)
W h at is Angola’s main export?
(Search phrase; Angola’s main export)
■ W h a t is th e general search to p ic?
■ W h a t inform ation d o I need to fin d o u t?
■ W h a t keyw ords and phrases w ill help m e?
List th e keyw ords and phrases in order o f im portance.
3 W hat type of Internet site would answers questions 1-6?
Identify and underline the keywords, and then look up the
information. Compare answers from at least two different
sites. Is the information the same?
1
2
3
4
5
6
42
W hat is the average summer temperature in Amman?
How far is the Sun from the Earth?
W hen was the English author Charles Dickens born?
W hat percentage of the hum an body is water?
W hat is the average rainfall in the Amazon in May and December?
W hat are the main stages of the life cycle of a butterfly?
U n it 7 • Peo p le: p a st and p resent
4 Read the notes about the two famous people. Three facts about each person
are incorrect. Can you guess which ones?
5 Use the Internet to find and correct the mistakes. Underline key words or
phrases to search for.
Marie Curie
- b o rn in F ra n c e - 1867.
• th e firs t w om an t o w in tw o N o b e l Prizes.
• fam o us fo r d iscovery, w ith husband Pierre, o f radium - co u p le g o t th e N o b e l Prize
fo r Peace in 1903.
• a fte r h usband’s d e a th co n tin u ed w o rkin g - 1921, w o n th e N o b e l P riz e fo r Chemistry.
Zinedine Zidane -
b o rn - 1975 - Paris, France.
• o n e o f th e b e st fo o tb a lle rs o f a ll tim e - p layed fo r France m any tim es.
• scored tw o goals in 1998 W o rld C up Final v. A rg e n tin a (Fran ce w o n 3-0), and o n e g oal in
2006 W o rld C up Final.
• retired fro m p ro fessio n al fo o tb a ll a fte r th e 2006 W o rld Cup.
W R IT IN G
Biographies
1 Read the biography of Roger
Federer. Answer the questions.
1
W hen and where was he born?
2
W hen did he win his first
‘Grand Slam’ title ?
3
W hich three com petitions did
he win in 2004?
4
5
Roger Federer is p rob ab ly th e
b e st and m ost fam ous tennis
player in th e w o rld tod ay. H e w as b orn in Basle, in Sw itzerlan d
in 1981. His p a re n ts,1_________________________________ , encouraged
him to s ta rt playing ten n is w h en he was eig h t years old. H e w on
his firs t W im b le d o n title , th e W im b le d o n Jun ior, a t th e age o f
sixteen. O v e r th e next fe w years h e played all o ver th e w orld ,
including in A u stra lia ,2_________________________________ .
W h o has also won five
H ow ever, it was in th e y e a r 2003 th a t h e really began to show
W im bledon finals in a row?
ju st h o w good h e w as. H e started th e y e a r b y w inning tw o
W h at is the name o f Federer’s
to u rn am en ts in a row. in D ubai and M arseilles. H e also w o n his
special project?
firs t G rand Slam title a t th e W im b le d o n Cham pionships. In 2004
he w o n th re e o u t o f fo u r G rand Slam title s , in th e A ustralian O p en, W im b le d o n , and th e US
O p en. In 2007 h e eq ualled Bjorn Borg’s record o f w inning W im b le d o n fiv e tim es in a row.
Federer w e n t on to w in th e title fo r a sixth tim e in 2009. W h e n h e is n o t playing tennis,
Federer is busy w ith his sp ecial p ro ject, th e Roger Federer Foundation,
3_________________________________ . H e is also a G o o d w ill A m bassador to U nicef, w h ich also
helps p o o r ch ild ren around th e w orld.
Here is some extra information about the
tennis player. Write it in the correct place in
the text.
• w h ere he represented Sw itzerland in th e
2000 O lym pics Gam es
• w hich helps disadvantaged children
• w h o m et w hen Roger’s fath e r was in South
A frica on business
STUDY SKILL
A d d in g e x t r a in f o r m a t io n
O ne w ay o f adding extra inform ation is to use a non-defining relative clause.
Roger Federer Is a very famous tennis player. He was born in Basle.
m Roger Federer, who was born in Basle, is a very famous tennis player.
m Roger Federer, who is a very famous tennis player, was born in Basle.
■
U se com m as and relative pronouns
who (fo r
p eop le),
which (fo r
things and
where (fo r places, b u t om it ‘th e re ’).
Basle is a city In Switzerland. Roger Federer was born there.
Basle, where Roger Federer was born, is a city in Switzerland.
anim als), and
U n it 7 • Peo p le: p ast and p resen t
43
3 Join the two sentences using a relative clause with who, which, or where.
1 A rthur Conan Doyle was a Scottish doctor. He wrote the Sherlock Holmes
stories.
2 The film A m a d eu s is about the life of Mozart. It won eight Oscars.
3 Stratford-upon-Avon is a beautiful little town. Shakespeare was born there.
4
Put the biographical information about Nelson Mandela
into chronological order.
STUDY SKILL
O r g a n iz in g id e a s (2 )
Alw ays consider carefully th e m ost appropriate w ay to
organize th e inform ation in yo u r w riting.
W h e n w ritin g a biography, fo r exam ple, it is usual to fo llo w
a chronological order, th a t is, tim e order.
N elson M an d ela
- m o st fam o u s politician in th e w orld
• actively involved in th e African National C ongress and the fight
against apartheid - the separation of black and w hite people
• b ecam e first dem ocratically elected president of South Africa
in 1994
• M andela - born in South Africa in 1918 - b ecam e the m ost
fam ous statesm an in th e world
• retired from politics in 2004, m oved b ack to Q unu - he was
b o rn there
• w as released from prison after 27 years in 1990, won the
Nobel Peace Prize - shared w ith P resident de Klerk
5 Use the information from exercise 4 to write a short biography of Mandela
(approximately 100 words). Use relative pronouns.
W riting from research
6 Write a biography of a famous person from your academic field or from your
country (150 words). Research five central facts: birth, early life, career, what
he/she is most famous for, what he/she is doing today, and add extra
information.
44
U n it 7 • Peo p le: p a st and p resent
R E V IE W Organizing vocabulary (2)
1 Use words and phrases from the website extracts on page 41 to complete the
sentences.
The life o f the philosopher Socrates is .
, so there are very few facts
about him.
M oliere is a famous French____________
. One o f his most famous plays is
Hamlet is an example o f a ____________
.
This book is ______________
The Miser.
It has an unhappy ending.
by Oxford University Press.
5
Vikram Seth is a famous Ind ian ___
6
Airport bookshops often only sell
. He has w ritten many books.
___ , the most popular and widely-read
books.
7 Joh n Keats is a famous British _____
8
. His most fam ous poem is
To Autumn.
I prefer to s e e ______________
______________at the theatre because they make me laugh.
2 Copy the diagram The Arts. Write the topic vocabulary in the box
under the correct heading in your diagram. Read STUDY SKILL
STUDY SKILL
T o p ic v o c a b u la ry
Keep a vocab u lary n o teb o o k o r com p u ter file and give each page a
to p ic title , e.g. th e arts, technology, etc.
Record all new words o f th e sam e to p ic to g eth er on one page.
a com poser
a novel
a conductor
a portrait
a songwriter
an author
Complete sentences
composed
painted
1
a role
a star
jazz
opera
1-8
a landscape
a sculpture
an abstract
poetry
starred
designed
a m ovie
a short story
an actor
with the verbs
conducted
played
a director
an a rt gallery
prose
in
the box
directed
w rote
Lord Norman Foster__________________ th e Millau
Viaduct, the highest bridge in the world.
2
Charles Dickens__________________ many novels.
3
Alfred H itchcock__________________ thrillers.
4
V e rd i__________________ m any famous operas.
5
Harrison Ford__________________ in adventure films.
6
Van G o g h __________________ The Sunflowers and many other fam ous pictures.
7
Sco tt Jo p lin __________________ th e piano.
8
Sir Georg S o lti__________________ the London Philharm onic Orchestra.
4 W hat are the comments about? Use the vocabulary in exercise 2.
1
It’s about ten m etres ta ll, made o f a black m etal, and stands in C ity Square.
2
It’s just lots o f circles o f different colours. A child could have done it.
3
T he lead
4
I couldn’t stop until the last page. It was so exciting.
5
It was all in Italian , so I didn’t understand th e words, but the music was beautiful.
actor was great and the special effects were brilliant.
Unit 7 • People: past and present
45
8 The world o f IT
READING SKILLS Rephrasing and explaining • Avoiding repetition (2)
WRITING SKILLS Linking ideas (3) • Coherent writing • W riting from
VOCABULARY Abbreviations (1)a n d (2)
RESEARCH Acknowledgem ents
R E A D IN G
notes
Computers
1 Discuss with a partner how often you use a computer to:
• dow n load m usic/gam es/film s
• d o research
• send an em ail
• shop on line
• w rite an essay
2 Read the description of a computer. Label the diagrams using
the words in the box.
CPU
CD/DVD burner
VDU (m onitor)
printer
mouse
webcam
U SB port
keyboard
m em ory stick
scanner
speakers
A computer is made up o f several main parts. Obviously, th e most
im portant is th e CPU, or central processing unit. This is the part
th at houses th e com puter m em ory and processing chips, in other
words, th e com puter's brain. M ost CPUs now have a CD and/or
DVD burner, th at is. a device fo r recording onto a CD or DVD,
already built into th e unit. They also have USB ports, that is to say,
sockets w here you plug in o th er devices, e g. your scanner or
m em ory stick. M ost CPUs have software, i.e. com puter programs,
already loaded when you buy the com puter, but m any people like
to add o th er programs to personalize th eir com puter. O ther
necessary parts o f any com puter system are th e m onitor or
screen, th e mouse, and th e keyboard.
3
Underline seven ways of rephrasing, explaining,
and giving examples in the description in exercise 2.
S T U D Y S K IL L
R e p h r a s in g a n d e x p la in in g
In tech n o lo g ical o r scien tific texts, som e w ords are o ften rephrased or
explained;
... a CD burner,
...hardware,
that is,
i.e.
in other words,
or
a device for recording onto CD.
the machinery o f a computer.
Som etim es an exam ple is given instead. Look o u t for:
...softw are
46
e.g.
for example
for instance
U n it 8 • Th e w o rld o f IT
anti-virus programs,...
Computers under attack
Every tim e yo u tu rn on yo u r co m p u te r and c o n n e ct to th e In tern et, th e re is a p ossib ility o f attack!It
could co m e via an em ail fro m a frien d , a so ftw are program o r m usic yo u d ow n load , o r even from a
C D -RO M you are using.
T h e m ost com m on source o f danger is a ‘virus’, th a t is, a program th a t hides its e lf in d o cu m en ts or
so ftw are, and th en attacks yo u r com puter. So m etim es,
these are
n o t to o serious. T h ey can even be
funny, b u t som etim es th e y are so serious th a t th e y crash th e com p uter, in o th e r w ords, th e y stop
th e co m p u te r w orking. C onsequently, som e com panies and even go vern m en t d ep artm en ts have had
to clo se w h ile
they try
to fin d and d estro y a virus.
This can
co st m illions o f dollars.
O n e ty p e o f virus, know n as a T ro jan H o rse’, is designed to get yo u r cre d it card d etails o r bank
passwords. O n ce
it has th is
in fo rm atio n , it is sent to organizations th a t steal yo u r m o n ey from yo u r
10
bank o r use yo u r cre d it card to buy things.
A n o th e r danger is ‘spyw are’. Like th e Trojan H orse, it hides inside yo u r co m p u te r so th a t yo u d o n 't
know
it is there.
It m ight n o t d o any dam age, b u t it co lle cts in form atio n a b o u t yo u , fo r exam ple, w h at
yo u buy o n lin e o r w h a t m usic you dow nload . It th en sends th is to com m ercial com panies.
A m ore com m on, b u t less dangerous, problem is ‘spam ’, o r unw anted advertising. W h e n it first
15
appeared, n o b o d y w o rried a b o u t it, b u t now it is o u t o f co n tro l: m ore th an 50% o f all em ail m essages
in th e w o rld are junk m ail, o r spam . U n fo rtu n ately, som e p eo p le are now using spam to trick p eo p le
and to get m o n ey from th em .
This is called
‘phishing’. The sim p lest phishing tric k is to send an em ail
prom ising th a t yo u w ill get rich. H ow ever, to get th is m oney, yo u m ust firs t send yo u r bank details. O f
course, th e y take th e m o n ey from yo u r bank and yo u ce rtain ly d o n ’t get rich!
20
T h erefo re, next tim e yo u ’re online, m ake sure yo u r anti-virus program is up-to-date and n ever give
an yo n e yo u r bank details!
Read the article Computers under attack. Match terms 1-5 with
definitions a-e.
1 [ ] phishing
a hidden program that can destroy data
2 [ ] spam
a program th at can be designed to steal personal inform ation
3
4
5
[ ] spyware
ED Trojan horse
ED virus
from your com puter
advertising emails
a program th at steals m oney by tricking people into giving
away personal inform ation
a program th at is hidden and can be used to get inform ation
about users’ online buying habits
5 What do the pronouns refer to? Look back at
the article. Complete the table.
pronoun
Read STUDY SKILL
refers to
possib ility
STUDY SKILL
A v o id in g r e p e titio n (2)
Pronouns are used instead o f repeating th e sam e w ords. U nderstanding
of a n a tta ck
w h a t pronouns refer to helps you understand a text.
it
(line 1)
these
(line 5]
they
(line 8)
T his
(line 8}
it
(line 10)
it
(line 10)
it
(line 13)
it
(line 15)
m they replaces a plural noun or noun phrase, e.g.
I bought some new computer games. The new computer games
They are great fun.
m this sum m arizes previous inform ation and adds n ew inform ation, e.g.
You should install an anti-virus program. Installing an antivirus
program This will protect yo ur computer.
T his
(line 18)
Using pronouns also m akes a te x t m ore cohesive, o r connected.
■ it replaces a singular noun o r noun phrase, e.g.
/ bought a
new computer. The new computer It was expensive.
Unit 8 • The world o f IT
47
W R IT IN G
IT - benefits and drawbacks
1 Read the paragraph
The benefits o f wireless technology slowly and carefully.
Use the information to complete the notes.
The benefits of wireless technology
A breakthrough in computer design could lead to computer technology being available in the poorest parts
o f the world. An IT company has developed a laptop computer that will only cost $100. It has all the
functions of an ordinary computer including W iFi and 1GB of storage. Since the price will be low, the
designers hope that the laptop will be available to children in poorer parts of the world. The computer is
powered by turning a handle and, as a result, it does not need an electricity supply or batteries. This should
make it even more attractive to schools in the developing world.
W ind-up______
IT company —> _________ $100
Low price
good fo r children in _________ countries
AH functions e.g. W iF i / 1GB storage
Po w ered _________
2
3
no e le c tric ity _________ required
Write simple sentences using the completed notes from
exercise 1. Do not look back at the paragraph.
STUDY SKILL
An IT company has produced a laptop fo r Ju s t $100.
To co n n ect ideas th a t show th e cause and result, use
Link the sentences using the words and
phrases in brackets.
1
linking w ords and phrases.
They lose a lot o f data.
(so)
■
M any users don’t em pty their mailboxes.
They may have problems downloading th eir mail.
(As a result)
3 There is a serious threat from viruses.
M any people install an anti-virus program.
4
(because)
M any em ployees do not know how to use basic programs effectively.
M any companies offer IT training,
5
(Consequently)
People use copies o f programs.
M anufacturers put in secret codes to detect copies.
4
(since)
Link your sentences from exercise 2 using words and phrases
from the Study Skill box.
because, as, since:
People in some parts o f the world ca n n o t afford
computers since/as/because they are too expensive.
For re s u lt, use as a result, consequently, therefore, so:
He didn’t have an antivirus program, and as a result, a
virus attacked his computer.
Computer scientists have tried hard to stop spam.
Consequently, the senders o f spam have become
more sophisticated.
TV in the UK will be digital in 2012. Therefore, everyone
will have to buy a digital receiver.
Batteries are too expensive, so the computer is
powered by solar energy.
■ For cause, use
M any people do not back up their com puter files.
2
Lin k in g id e a s (3)
W riting from notes
Read STUDY SKILL
Use the notes to write a paragraph about computer crime.
STUDY SKILL
C o h e re n t w ritin g
The number o f com puters and com puter networks has grown
enorm ously over the past few years. Consequently,. . .
To w rite up you r n otes in a natural and
coh erent style:
Computer Crime
1 Num ber com puter networks
■ m ake good notes (see Stu d y Skill p34)
T
opportunity fo r crim e
T
■ w rite sim ple sentences, and jo in them
using linking w ords and phrases (see Study
2
Number people buying online ↑
= ↑ crim inals steal (e.g cred it cards)
S IT experts make networks secure
4
48
need
crim inal gangs hire own experts
T online secu rity + b etter system s to protect users
Unit 8 • The world o f IT
Skill pp13 , 24, and 48)
■ use synonym s and pronouns to avoid
rep e titio n (see Stu d y Skill pp26
and 47)
V O C A BU LA RY D EVELO PM EN T
e.g. etc.
Read STUDY SKILL Match abbreviations 1-8 with their
______________
meanings a-h . Check your answers in a dictionary.
STUDY SKILL
A b b r e v ia tio n s (1)
There are m any com m on abbreviations th a t are used in
1 □
e.g.
a
and m ore o f th e same
2 □
c. or ca.
b
for example
□ cf.
c
page or pages
4 □ i.e .
d
m ake a note/rem em ber
5
□ ibid.
e
th at is
6 □ N.B .
f
about/approxim ately
7 □
p o r pp.
g
compare this w ith ...
8 □
etc.
h
a reference to a source (book or w ebsite) referred to previously
3
2
academ ic and tech n ical texts. U nderstanding th e ir m eaning
w ill help you to understand th e te x t itse lf better.
e.g.
c. or ca.
Complete the sentences using abbreviations from exercise 1.
1 People now listen to music in a wide variety of ways, such as on a
personal stereo, iPod, podcasts,____ .
2 The world population today is ____ six billion people.
cf. i.e.
ib id n .b.
p. or pp.
There are several other problems involved in computer programming
(see____ 173).
etc.
There are several career options for graduates in biochemistry,____
working in the pharmaceutical industry.
____ The library closes at 23.00.
Use a dictionary or the Internet to find out what the
computer abbreviations stand for. Write how to say each
abbreviation. Read STUDY SKILL
STUDY SKILL
A b b r e v ia tio n s (2)
Som e abbreviations are said as individual le tte rs, e.g. BBC.
Som e are acronym s, th a t is, said as words, e g. O PEC /'ə ʊ p ek/.
1 CPU
c e n tra l p rocessing u nit
/s iː p iː ˈju ː /
C heck in you r d ictio n ary how to say th e abbreviations.
2 CD
3 CD-ROM
4 RAM
5 W iFi
6 GB
7 WWW
8 R /W
9 USB
10 user ID
11 IP
12 VDU
4
W hich abbreviations in exercises 1 and 3 are acronyms?
Unit 8 • The world o f IT
49
RESEARCH
1
Crediting sources
Look carefully at the book references.
Are the statements true (T ) or false (F )?
S T U D Y S K IL L
A c k n o w le d g e m e n t s
W ritin g an essay o ften involves using inform ation taken from
o th er sources, e.g. books o r w eb sites. It is im p o rtan t to
Curnick, L. (2005). Biology Made Easy. Crawford Press.
Marsden, P. (2004). Life in Rural Egypt. Axminster
University Press.
acknow ledge these sources in a bibliography a t th e end o f your
essay.
Styles vary in d iffe re n t departm ents. C heck you r d ep artm en t’s
style and use th e same.
1
There is a comma after th e author’s fam ily name.
2
The author’s first name is w ritten in full.
3
There is a full stop after th e author’s initial.
■ list th e sources by au th o r’s surnam e in alp h ab etical order.
4
The year o f publication is in brackets.
■ give th e au th o r’s nam e, th e title , th e publisher, th e year o f
For books:
publication.
5 There is a comma after th e year o f publication.
6
The title o f the book can be underlined or w ritten in italics.
■ use th e sam e order and p unctuation fo r each reference.
7
There is a full stop after th e title o f the book.
For websites:
8
There is a comma at the end o f th e reference.
■ give th e auth o r’s nam e if known.
■ give th e title o f an a rticle in in verted com m as and underline
o r italicize th e source o f th e work.
■ give th e fu ll address.
■ give th e d ate you accessed th e w eb page in brackets.
2 Write out the references as entries in a bibliography.
The Greatest Inventions o f All Time
Jo h n R e a d in g
A x m in s te r U n i. P re s s
2001
I is for Information
H e le n C a m p b e ll
U n i. o f A s h fo r d P re s s
2 0 05
A History o f the Periodic Table
F e rn D a n ie ll
C r a w f o r d P re s s
2004
A Student’s Guide to Study Skills
C h r is t in e D ix
E d in b u rg h B o o k P re s s
2001
W hat is Information Technology?
S im o n N a y lo r
R o g e rs a n d S o n s
2 0 05
3 Look carefully at the website acknowledgement. Notice the style.
"Avicenna" Wikipedia. The Free Encyclopedia http://en.
wikipedia.org/wiki/Ibn_Sina (15 June 2006)
Find and correct one style mistake in each of the web references 1-3.
1
"H istory Trail: Archaeology” BBC
http://www.bbc.co.uk/history/lj/archaeologylj/preview/shtm l (1 M ay 2006)
"Periodic Table” W ebelem ents
http://www.webelem ents.com / (6 Novem ber 2006)
“ United Arab Emirates” W orldAtlas.com http://worldatlas.com /webim age/
countries/asia/ae.htm 22 O ctober 2006
50
U n it 8 • Th e w o rld o f IT
R E V IE W
1 Read the three paragraphs. Draw arrows from the pronouns in bold to the
noun or noun phrase they refer to.
A
Digital television UK
Although th e UK governm ent only plans to have switched com pletely to
digital television by 2012, it recommends th at people switch to it now, if
th ey can. The best way to get digital TV is to buy a stand-alone receiver.
This connects to m ost m odern televisions via an aerial on th e roof.
B
Laser dentistry
Very few people enjoy going to th e dentist. However, the latest laser
drills are extrem ely accurate. They are also nearly painless. Dentists
find them very easy and efficien t to use, and they say th at patients
are much m ore relaxed during treatm ent.
C
The Death of Guide Books
In the past, most people would take guide books w ith them when they
were travelling on holiday. But now, a com bination o f location apps on
phones, inform ation via Tw itter and travel blogs has made them
unnecessary. Inform ation via these sources is more up to date and is
often more useful because it is based on people’s personal experience.
2 Link the pairs of sentences using a cause or result word or phrase.
1 Children are learning to use computers at school.
Many young people are better at computers than their parents.
2 Many people have a password to open programs on their computers.
They don’t want other people to see their data.
3 Receiving spam can cause problems.
People install anti-spam programs.
4 Most businesses want their employees to be able to use computers.
There has been an increase in the num ber of computer courses available.
5 Computer chips are smaller and more powerful than ever before.
Computers can be smaller but faster.
3 Match note-making symbols 1-12 with meanings a -l.
1 □
a
and
2 □
b greater than
3 □
=
c
4 □
≠
d therefore/so
5□
→
falling/decreasing/dropping
e
about/circa/c.
uncertain/not sure
6 □
>
f
7 □
<
g does not equal/is not the same as
8 □
=
h equals/is th e same as
9 □
↑
i
less than
10 □
↓
j
leads to/im plies
11 □
&
k
because/as/since
12 □
?
l
rising/increasing/growing
U n it 8 • Th e w o rld o f IT
51
9 Inventions, discoveries, and processes
R E A D IN G S K IL L S
Intensive reading • Linking ideas (4j
W R IT IN G S K IL L S
The passive voice • Clarifying a sequence • W riting a description o f a process
RESEA R C H
Using indexes
R E A D IN G
How things work
1 Work with a partner. Read the sentences describing the benefits of five
inventions. W hat inventions do they refer to?
1
The sound quality is good and you can m ove freely as you speak.
2
Connect to the Internet w ithout plugging it into a phone line.
3
You don’t have to get out o f the car - just press a button and drive in.
4
You can listen fo r the baby crying from a different room.
5
Use this to download music and take it w ith you wherever you go.
2 W hat makes the inventions work? Skim the title and
paragraph 1 of the text on page 53 to check. Were you right?
3 Read STUDY SKILL Read paragraph 2 of the text.
Answer the questions.
S T U D Y S K IL L
In t e n s iv e r e a d in g
Stu d en ts o ften read intensively in ord er to m ake notes, o r fu lly understand w h a t th e y
are reading.
To focus on th e d e ta il o f w h at you are reading:
■ ask yo u rse lf
why you
are reading and
what you
need from you r reading. Skim th e te x t
including th e title and any diagram s or tables, to get an overview .
■ read th e m aterial from beginning to end. Circle w ords and phrases you don’t know, but
don’t stop
reading to look them up.
■ read th e m aterial m ore slow ly and underline/highlight th e
main ideas. Then
m ake notes
(see Stu d y Skill p34) - if th e te x t is very d ifficu lt, read it tw o or th ree m ore tim es before
m aking notes.
■ go back to th e
new vocabulary you
circled. If necessary, look up th e w ords in a
dictionary. Record them appropriately (see Stu d y Skill p8).
1
W h at makes the ‘voice waves’ stronger?
2
W h at sends out t h e ‘radio waves’?
3
W h at picks up the ‘radio waves’?
4
W h at are th e ‘radio waves’ turned back into at first?
4 Find the words in the box in paragraph 2 and underline them. If necessary,
check the meanings in a dictionary.
am plifier (x2)
radio waves (x2)
headphones
large aerials
receiving aerials
voice waves (x2)
5 Look at the diagram in the text. W hat does it show?
6 Read the text again. Label the diagram using the words from exercise 4.
Compare your labelled diagram with a partner’s.
52
U n it 9 • In ven tio n s, d iscoveries, and processes
The old-fashioned secret behind modern technology
1
Have you heard o f Guglielm o M arconi? He is said to have invented radio a t th e end o f th e nineteenth
century. U ntil television becam e widespread, radio was one o f th e basic means o f com m unication and
entertainm ent. The sim ple transistor radio may seem a little old-fashioned in these days o f m obile phones,
laptop com puters, and iPods. However, radio waves, which are invisible and undetectable to humans, have
changed th e w orld com pletely. W hen you use a m obile or cordless phone, a wireless netw ork fo r your
laptop, or switch TV channels by rem ote control, you are using radio waves.
2
So, how does it w ork? Let’s take a radio programme as an example. Firstly, in the studio the voices and
music are turned into electronic signals, called ‘voice waves’. Next, they are made stronger by passing them
through an am plifier. These stronger waves are called ‘carrier waves’ and they are passed to large aerials.
Then the aerials send out these waves, which are now called ‘radio waves'. These are subsequently picked
up by a receiving aerial, in this case, the one on your radio. A fte r this, the radio waves go through a reverse
process. They are first turned back into voice waves, then passed through another am plifier, and finally
sent out through speakers or headphones. The result is your favourite music or th e latest news!
7
Look again at
paragraph 2 of the text and
underline eight sequencing words
or expressions.
STUDY SKILL Lin k in g id ea s (4)
Sequencing w ords are used to link steps in a descrip tion o f a process.
Som e exam ples are:
Firstly,... Secondly, ... etc.
m Then ... N ext,... After that,... Subsequently,...
■ Finally,... Lastly,...
■
etc.
Unit 9 • Inventions, discoveries, and processes
53
W R IT IN G
1
How things are made
Complete the sentences using the verb in brackets in the
correct form of the passive.
S T U D Y S K IL L
T h e p a s s iv e v o ic e
W h e n describing a process o r a scien tific experim ent, it is im p ortan t to w rite in a neutral style, as an observer.
To do this, you can use th e passive voice.
The Present Sim ple Passive is o fte n used in
The Past Sim ple Passive is o ften used to ta lk about
descriptions o f processes:
inventions and discoveries:
is/are + past p articip le
Voices are turned into voice waves.
was/were + past p articip le
Radio was invented by Guglielmo Marconi.
1
The telep h o n e__________________ (invent) by Alexander Graham Bell.
2
A m an __________________ (send) into space fo r the first tim e in 1961.
3
X-rays__________________ (discover) by W illiam Roentgen,
4
Penicillin__________________ firs t___________________(m anufacture) in th e 1940s.
5
Pap er__________________ (make) from trees.
6
A lot o f p ap er__________________ (recycle) these days.
7
W ater and fa ts __________________ (use) to make soap.
8
G lass__________________ (make) from silica and limestone.
2 Read about the glass-making process. Complete the text with
the verbs in brackets in the passive.
G lass
w a s p ro b a b ly f ir s t m a d e b y t h e E g y p tia n s a b o u t 5,0 0 0 y e a rs
ag o . I t 1_______________ (m a k e ) fro m s ilic a , w h ic h c o m e s fro m s a n d ,
lim e s to n e , a n d s o d a ash. F irs tly , o ld g la s s 2_______________ (a d d ) t o
t h e s ilic a .
T h e n , th e
s ilic a a n d t h e o ld g la s s 3_______________ (m ix ) in
a m a c h in e . N e x t, th is m ix tu r e 4__________________ (m e lt) in a
fu rn a c e . F in a lly , t h e m ix t u r e 5_______________ (p re ss ) in to s h a p e s
su ch as lig h t b u lb s.
Read the notes about the soap-making process. Expand them into full
sentences using the verbs in brackets in the passive.
4
1
hot water & oil/fat (mix together) Hot w ater and oil and fa t are mixed together.
2
mixture (distil)
3
alkali & perfum e (add, mix well)
4
mixture (roll, dry, compress)
5
soap (cut, wrap, pack)
W riting a description o f a process
S T U D Y S K IL L
Write your sentences about the
soap-making process into a paragraph. Use linking words
from the box.
To describe a process clearly:
C la r ify in g a s e q u e n c e
■ d ivid e th e process in to steps.
■ m ake notes on each step.
■ expand you r n otes in to fu ll sentences using th e passive form .
Firstly,
54
Next.
Then
A fte r th at,
Finally,
Unit 9 • Inventions, discoveries, and processes
■ m ark each step by using sequencing words.
RESEARCH
Reference books
Read STUDY SKILL
1 ______________
You want to find information from a
STUDY SKILL U sin g In d ex es
reference book on subjects 1-12. Highlight or underline
the word or category word. Compare answers with a partner.
To use an index in a reference book;
1
Daniel Defoe
■ d ecid e w hich is th e
2
the Eiffel Tower
3
the South Am erican country, Ecuador
4
deoxyribose nucleic acid
keyword and
look fo r th at, e.g.
River Danube (D anube), o r w h at ca teg o ry th e w ord
be in, e.g. Gobi Desert (D esert) and search fo r that,
the
m ight
■ scan alphabetically.
5
the Earth’s atm osphere
6
the Sahara Desert
7
the Dead Sea
8
total eclipses o f th e sun
9
extinct animals, such as dinosaurs and dodos
If you can 't find th e reference, search again using ano th er
w ord in th e phrase o r title .
10
how the diesel engine works
11
how long th e river Danube is
12
Durban, South Africa
2 Look at the encyclopaedia index on page 56. Quickly find the page num ber
for the information in exercise 1. Time yourself. Check your list and compare
your time with a partner.
3 Where in the index would you add words 1-8?
1
Ecology
2
betw een Eclip se and Econom ics
5
D iet
D ynam ite
6
Egg
3
Drum
7
Dragon
4
D om inica
8
Elephant
4 Look at the inventions a-h. Where necessary, underline the key word. When
were they invented? Use a reference book or search engine to find out (see
Study Skill p42).
5 Which two inventions are the most
important and why?
Discuss with a partner.
b
the telephone
g
th e com puter
Unit 9 • Inventions, discoveries, and processes
55
Index
37
Dd
D am ascus, Syria 190, 321
D ance 191
ballet
cerem onial
D anube, river 192
Dar es Salaam , T anzania 193
D ead Sea 195
D eafness 195
D ecim al system 197
Deer 198
Defoe, D aniel (w riter) 198
Degas, Edgar (painter) 199
De G aulle, C harles
(politician) 200
D enm ark 203
D entistry 204
D eoxyribose N ucleic Acid
(see DNA)
D eserts 205
D etergents 207
D etroit, USA
D iabetes 207
D iam onds 208
D ickens, C harles (writer) 209
David Copperfield
Great Expectations
Oliver Twist
The Pickwick Papers
D ictionary 215
D igestion 219
D inka 220
D inosaur 221
D iscrim inatio n 223
Disease 224
antibiotics
c o m m o n cold
drugs
influenza
vaccines
D ishw asher228
D isneyland 228
D istillation 228
D iving 229
Dizziness 229
DNA 230
D odo 231
D og 232
D o lp h in 234
D om e 235
D o m in ican R epublic 236
D onkey 237
D oric capital 237
56
U n it 9 • In ven tio n s, d iscoveries, and processes
D ouble bass 238
D ragonfly 241
D ream 241
D rilling 242
D ro m ed ary cam el 243
D rug 243
D ubai 245
D ublin, R epublic o f Irelan d 245
D uck 246
D uck-billed p laty p u s 247
D um as, A lexandre (writer) 248
The Three Musketeers
D undee, Scotland 249
D u n g beetle 249
D u rb an , S o u th Africa 250
Dye 250
D y n am o 250
Ee
Eagle 252
Ear 253
E arth 255
atm o sp h ere
clim ate
c o n tin e n ta l shelf
lo n g itu d e a n d latitude
ozone layer
E arthquake 258
Echo 260
Eclipse 260
Econom ics 261
E cuador 262
Edison, T hom as (scientist) 263
Egypt 264
Egypt, a n c ie n t 265
architecture
art
en g in eerin g
hieroglyphics
Nile, river
P h arao h
pyram id
T u tan k h am en
Eiffel Tower 272
Einstein, Albert (scientist) 272
Engines 291
diesel
in te rn a l co m b u stio n
petrol
R E V IE W
Word-building (3)
1 R e a d S T U D Y S K IL L
Review the text on page 53 to complete the
compound nouns.
C o m p o u n d nouns
A com pound noun can be form ed by p u tting tw o noun s
1 _________ radio
together. Som etim es these are w ritten ;
2 _________ computer
■ as tw o w ords, e.g.. radio
3 _________ waves
■
■
4 voice__________
waves
as on e w ord, e g . microwave
w ith a hyp h en , e g . data-processing
Use a d ictio n a ry to check how to w rite them .
5 __________ programme
2
S T U D Y S K IL L
Match the nouns to form compound nouns. There may
be more than one possible combination. Use a dictionary to
find out how to write them.
1
inform ation
a
dish
2 ☐
☐
DVD
b
laboratory
3 ☐
answer
c
machine
4
fax
d
phone
☐
5 ☐
word
e
player
6 ☐
com puter
f
processor
7
☐
satellite
technology
8
☐
physics
g
h
virus
3R e a d S T U D Y S K IL L
Complete the sentences. Use a compound
adjective from the box.
S T U D Y S K IL L
C o m p o u n d a d je c t iv e s
A com pound a d je ctiv e can be m ade w ith:
hard-working
poorly-written
■ a noun + a d je ctive , e.g.
long-term
small-scale
computer literate
■ an a d je ctive + present/past p articip le, e g . easy-going
self-m otivated
high-speed
■ an adverb + present/p ast p articip le, e g . well-known
well-written
rem ote-controlled
highly-qualified
voice-powered
■ an ad jective + noun, e.g. blue-eyed
Use a d ictio n ary to check how to w rite them .
1 The new professor is a __________ biochemist.
2 Many devices around the house, such as televisions and CD players,
a re __________ .
3 Soon many home devices will u se __________ technology, so you can tell
them what to do!
4 Most science students do som e__________ research at university.
5 __________ essays often get a few more marks th a n ___________ ones.
6 Many countries are developing__________ trains as part of their public
transport infrastructure.
7 Although m ost medicines do a lot of good, some have__________
side-effects.
8 Interviewers often look for students who a re __________ as well as
4
Use your dictionary. Find other compound adjectives which begin self- ,
highly - , well- .
U n it 9 • In ven tio n s, d iscoveries, and processes
57
R E A D IN G
International tourism
1 Work with a partner. Discuss the questions.
1
W hen do most visitors com e to your country?
2
W here do m ost visitors to your country com e from ?
3
W h at is the m ost popular destination fo r visitors?
4
W here do you go for your holidays?
2 Skim the graph, bar chart, and text on page 59. Are the sentences true (T)
or false (F)? Correct the false sentences.
1 Paragraph 1 of the text describes the bar chart.
2 Paragraph 2 of the text talks about tourist destinations.
3 The graph shows the num ber of international tourists in 2009.
4 The bar chart shows the top twelve tourist destinations in the world.
Turkey
5 Both diagrams show numbers in millions.
Complete the text International Tourism using information from the graph
and chart. Read STUDY SKILL
S T U D Y S K IL L
In t e r p r e t in g d a t a
M an y scien tific and academ ic tex ts contain statistics. These are o ften
illustrated in graphs or charts.
Referring to graphs and charts w h ile you are reading w ill help you to
understand th e text, and in terp ret th e statistical d ata better.
■ Skim th e title s o f th e te x t and graphs and charts to get a general idea.
■ Read th e descrip tion o f th e h orizontal and ve rtica l data.
■ Look a t th e graph o r bar chart. Ask yo u rse lf questions:
What is the general picture or trend?
Are there any unexpected points?
■ As you read th e tex t, refer to th e appropriate p art o f th e diagram.
Com pare th e inform ation in th e te x t w ith th e inform ation in th e graphs
and charts.
Discuss the questions with a partner.
1 Have you been to any of these ten places?
2 W hich country or countries would you like to visit?
58
U n it 10 • Travel and tou rism
China
International tourism
N u m b er o f In te rn atio n al Tourists 2009
France
USA
Spain
China
Italy
UK
Turkey
Germany
Malaysia
Mexico
Country
1
T his graph shows the number o f international1________________, in millions, from January to
December 2009.
At the start o f the year, there were approximately2________________international tourists. T his number rose by 50% in
3________________to about 30 million. The number remained stable until March. Then it grew steadily to 40 million by April and
this increase continued to the beginning o f May. Between the beginning o f May and the beginning o f June, there was only a very
slight increase, and then a dramatic rise in July and 4________________, reaching a peak o f 5_________________ tourists around the
world. Then in September it dropped suddenly to about 100 million, followed by a steady fall to the lowest point in
6________________. At the end o f the year the number o f tourists rose steadily to around 40 million.
Overall, the graph shows that the most popular period for international holidays is July and 7_________________ . The least popular
time is 8_________________ and the beginning o f the year, but there is a slight increase in 9_________________ .
2 The bar chart shows the top ten most popular international tourist destinations in 2009. The favourite holiday
destination w as10_______________ , which about 74 million people visited in 2009. There was a drop o f about 20 million to the
second most liked holiday spot, the USA, with about 55 million visitors. In 11_________________ place was Spain, with around 52
million tourists a year. This was followed b y 12______________ , Italy, and the UK. There were fewer visitors to Turkey and
13________________, in seventh and eighth place respectively; only about14________________ million to each country. The ninth
and tenth places were taken by Malaysia and Mexico. They received hetw een15______________ and 24 million tourists each.
Unit 10 • Travel and tourism
59
V O C A BU LA RY D EVELO PM EN T
Varying vocabulary (2)
1 Write the words from the box in the table.
fall
drop
fluctuate
go up
rise
remain steady
remain stable
t
2
increase
decrease
grow
go down ↓
go up and down
Answer the questions. Use a dictionary to check the answers.
1 W hich words are both verbs and nouns?
2 W hich verbs are regular?
3 Look back at the text on page 59 to complete the table with phrases.
adjectives +nouns
verbs +adverbs
a steady growth
increased slightly
rose dramatically
a sudden drop
fell steadily
4 Match an expression from exercise 3 with the graphs.
5 Complete the expressions with adjectives from exercise 3.
1 A _______________ rise (or fall) is both large and fast.
2 A _______________ growth (or drop) is small, slow, and regular.
3 A _______________ increase (or decrease) is small.
4 A _______________ drop (or rise) is fast and unexpected.
60
stay the same --- ►
Unit 10 • Travel and tourism
S T U D Y S K IL L
A v o id in g re p e titio n (3)
The language used to describ e graphs can be
rep etitive. To avoid this, use:
increase = rise
m ad jectives + nouns, e.g. slight increase
m verbs + adverbs, e g. increased slightly
■ synonym s, e.g.
Graphs and bar charts
Work with a partner.
Decide which way of illustrating data
would be best for:
Read STUDY SKILL
sho w ing th e n u m b er o f u n iv e rs ity stu d en ts
in a c o u n try fro m 2000 to 2010.
STUDY SKILL
Illu s tra tin g d a ta
G rap h s and b ar c h a rts are used t o sho w
d iffe re n t w ays o f illu stra tin g d ata.
G rap h s are o fte n used to sh o w ch an g e
Number
W R IT IN G
o v e r a p e rio d o f tim e .
■
sh o w in g th e d iffe re n c e in th e n u m b er o f
use p rep o sitio n s o f tim e :
in 2005, a t th e beginning,
b e tw e e n M a y a n d Ju n e
m en a t u n iv e rs ity and th e n u m b er o f
2005
2006
2007
Year
w o m e n a t u n iv e rs ity in 2 0 0 6 , 2008, an d 2010.
B ar ch arts are o fte n used t o m ake
com p ariso n s.
2
use co m p aratives: few e r
Number
■
visitors, and su p e rlative s, e.g.
th e m o s t p o p u la r
Look at the bar chart. Complete the text
using the words in the box.
U se a d je c tiv e + n oun and v e rb + ad verb
few er
sm allest
largest
m ore
sam e
2005
2006
2007
Year
to d e sc rib e graphs and b ar ch arts.
than
This bar ch art show s th e percentage o f French, Russian,
and Jap anese to u rists visiting m y country.
N a tio n a lity o f Tourists
In 1995 t h e 1________________ percentage, 15%, o f foreign
visitors cam e from Russia. There w ere 5 % 2________________
visito rs from France and t h e 3________________ group (5%)
w hen th e re w e re 4________________ French visitors (12%)
5________________ Russians. Then, in 2005 th e re w as a huge
increase in th e num ber o f Jap anese tou rists, w h o form ed
th e largest group (14%). Th e percentage o f Russian and
French visitors w as t h e 6________________ , a t 12%.
O verall, th e percentage o f French and Jap anese visitors
increased b etw een 1995 and 2005, w hereas th e percentage
Percentage of tourists
w ere from Jap an. This changed significantly in 2000,
2000
1995
Year
French
Russian
2005
Japanese
o f Russian tou rists fell.
3 Look at the graph and complete the text with a suitable noun, adjective, verb,
adverb, or preposition.
This graph shows th e num ber o f students at university
1_______________ 2000 and 2005.
N um ber o f Stu d e n ts a t U n ive rsity
In 2000 there were about 10,000 people studying at
university. There was a slig h t2_______________ in 2001 to
about 8,000. This was follow ed by a dram atic
3_______________ to 22,0004________________ 2002. A fter this,
the n um b er5_______________ 6________________a t around
23,000 people fo r tw o years. Then, the number
7_______________ 8________________ to approxim ately 32,000
by 2005.
Overall, th e num ber o f students continued to rise betw een
2000 and 2005, apart from a slight fall in 2001.
Unit 10 • Travel and tourism
61
4 Draw a graph or a bar chart to illustrate the data in a and b. Write a
description for each set of data and give the descriptions titles. Write about
120 words for each. Read STUDY SKILL
S T U D Y S K IL L
D e s c r ib in g a g r a p h o r c h a r t
Stu d en ts are o fte n required to transform data from a graph
o r ch art in to tex t.
( 7 .9%)
( 6 . 6%)
( 7 . 5%)
Always;
( 3 5 .2%)
■ say w h at th e graph o r ch art shows.
■ describ e th e m ain changes.
( 26 . 1%)
■ sum m arize th e m ajor trends and/or high and low points.
Vary th e vocab u lary you use.
a The amount of time needed for an average worker to earn the money
to buy 1 kilo of rice.
b
1900
75 m inutes
1920
60 m inutes
1940
35 m inutes
1960
20 m inutes
1980
12 m inutes
2000
15 m inutes
The number of speakers of the major languages of the world.
1
M an d arin C hinese
845,000,000
2
Hindi
366,000,000
3
Spanish
329,000,000
4
English
328,000,000
5
A rabic
221,000,000
6
Bengali
181,000,000
7
Portug uese
178,000,000
8
Russian
144,000,000
W riting about data
5 Use the Internet or reference books to research one of the topics:
• the num ber o f tourists to your country in th e last three to five years.
• the num ber o f men and wom en in your country in three different years.
Draw a graph or chart to show the data, and write a description.
62
U n it 10 • Travel and tou rism
R E V IE W
1 Read the description of a graph. Replace the words in bold with synonyms
from the unit.
The graph shows the average cost o f a one-week holiday for a family o f four people from 199S until 2005.
In 1995 the average cost o f a holiday was $500. This increased dramatically in 1996 to $700 and then
remained stable fo r the next year. However, in 1998 there was a slight drop to about $650. This was followed
by a steady rise over the next tw o years to $800 by 2000. Between 2000 and 2003, the price rose
dramatically again to $1,500. It remained steady at this level in 2004 and then there was an
increase to a peak of $1,750 in 2005.
Overall, the graph shows that there has been a continual increase in the price o f family holidays
except for a slight fa ll in 1998.
2 Write a paragraph describing the graph.
H o tels on Rock Island
3 Use the Internet or reference books to find out in which country/countries
the languages are spoken.
Languages
C ountry/C ountries
Mandarin Chinese
China
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Unit 10 • Travel and tourism
63
WORD LIST
H ere is a list o f m o st o f th e
n ew w ords in th e u n its o f
Headway Academic Skills
Level 2 S tudent’s Book.
= adjective
= adverb
c o n j = con ju n ctio n
n = noun
p l = plural
p r e p = prep o sitio n
U S = A m erican English
v = verb
adj
adv
Unit1
ab ro ad a d v /əˈb rɔːd /
academ ic year n /ˌæ k əd em ɪk
'jɪə (r)/
accept v /ɔ k ˈse p t/
access n /ˈæ k ses/
acco m m o d atio n n /ə ˌk ɒ m əˈd eɪʃn /
acco u n t n u m b e r n /əˈkaʊ nt
ˌnʌm bə(r)/
advice n /əd ˈv aɪs/
app l icatio n n /ˌæ p lɪˈk eɪʃn /
app l ication form n /ˌæ p lɪˈk eɪʃn
ˌfɔːm /
applied b io ch em istry n /əˌpiaɪd
ˌb aɪəʊ ˈk em ɪstri/
apply for v /əˈplaɪ ˌfɔː(r), fə (r)/
arrival n /əˈraɪv l/
article (In a new sp ap er etc.) n
/ˈɑ ːtɪk l/
associated w ords n p l
/ə ˈsə ʊ sie ɪtɪd ˌw ɜːdz/
attitu d e n /ˈæ tɪtJu ːd /
available a d j /əˈv eɪləb l/
b a n k statem en t n /ˈbæ ŋk
ˌs te ɪtm ə n t/
basketball n /ˈb ɑ ːsk ɪtb ɔ ːl/
biography n /b aɪˈɒ g rəfi/
b irth certificate n /ˈbɜːθ
s ə ˌtɪfɪk ə t/
block capitals n p l /ˌblɒk ˈkæ pɪtlz/
boxes (o n a fo rm ) n p l /ˈb ɒ k sɪz/
b rain sto rm v /ˈb re ɪn s tɔ ːm /
business n /ˈb ɪzn əs/
certificate n /s ə ˈtɪfɪk ə t/
com m ence v /k əˈm en s/
com plete v /k əm ˈp llːt/
co ncen trate v /ˈk ɒ n s ə n tre ɪt/
credit card n /ˈk re d ɪt ˌkɑːd/
date o f b irth n /ˌd eɪt ə v ˈbɜːθ/
d efin itio n n /ˌd efɪˈn ɪʃn /
delete as ap p ro p riate v /d ɪˌliːt əz
ə ˈp rə ʊ p riə t/
d ep a rtu re n /d ɪˈp ɑ ːʧ ə (r)/
details n p l /ˈd ɪːte ɪlz /
64
Word list
d ic tio n a ry e n try n /ˈd ɪk ʃn ri
ˌentri/
d o c u m e n t n /ˈd ɒ k jə m ə n t/
d riv in g licence n /ˈdraɪv ɪŋ
ˌlaɪsəns/
d u ra tio n n /d jʊ ˈre ɪʃn/
effective a d j /ɪˈfe k tɪv /
efficient a d j /ɪˈfɪʃn t/
en jo y m en t n /ɪn ˈʤ ɔɪm ən t/
essential a d j /ɪˈsen ʃl/
expiry date n /ɪk ˈsp aɪəri ˌdeɪt/
extensive reading n /ɪk ˌste n sɪv
ˈriːd ɪŋ/
fem ale a d j /ˈflːm eɪl/
fɪle (o n a com puter) n /faɪl/
final exam s n p i /ˌfaɪnl ɪgˈzæ m z/
for future reference /f ə ˌ f ju ːʧ ə
ˈrefrən s/
fo rm n /fɔːm /
grades n /g re ɪd z /
hall o f residence n /ˌhɔːl əv
ˈrezɪd əns/
h a n d o u t n /ˈh æ n d aʊ t/
helpful a d j /ˈhelpfl/
high lig h t v /ˈh aɪlaɪt/
h o m ew o rk n /ˈb əʊ m w ɜːk /
h o st fam ily n /ˌbəʊ st ˈfæm əll/
ID n /ˌaɪ ˈdiː/
id en tify v /a ɪˈd e n tɪfa ɪ/
im p o rta n t a d j /ɪm ˈp ɔ ːtə n t/
im prove v /ɪm ˈp ru ːv /
indexes n p i /ˈɪn d e k sɪz , ˈɪndɪsiːz/
inform al letter n /ɪnˌfɔːm l
ˈletə(r)/
in fo rm a tio n n /ˌɪnfəˈm eɪʃ n /
in k n /ɪŋ k /
in stead a d v /ɪn ˈste d /
in stru c tio n m anuals n p i
/ɪn ˈs trʌ k ʃn ˌm æ njʊ əlz/
intensive read in g n /ɪn ˌte n sɪv
ˈriːdɪŋ/
issue date n /ˈɪʃu ː ˌdeɪt/
jo u rn a l n /ˈʤ ɜːnl/
keep a reco rd o f v /ˌkɪːp ə ˈrekɔːd
əv/
k eyboard n /ˈk iːb ɔːd /
literatu re n /ˈlɪtrə ʧ ə (r)/
looking forw ard to v /ˈlʊkɪŋ
ˌfɔːw əd tə/
m a in p o in ts n p i /ˈm eɪn ˌp ɔɪn ts/
m ake the b est o f v /ˌm eɪk ðə
ˈbest əv/
m ake notes v /ˌm eɪk , ˈnəʊts/
ɪnale a d j /m eɪl/
m arital status n /ˈm æ rɪtl ˌste ɪtə s/
M aster’s D egree n /ˈm ɑ ːstəz
dɪˌgriː/
m e n tio n v /ˈm en ʃn /
m e th o d n /ˈm eθəd/
m id d le n aɪn e n /ˈm ɪdl ˌneɪɪn/
m ix tu re n /ˈm ɪk sʧ ə(r)/
Miss /mɪs/
m obile telephone n /ˌm əʊ baɪl
ˈtelɪfəʊ n/
M r /ˈm ɪstə(r)/
M rs /ˈm ɪsɪz/
M s /m əz/
M Sc n /ˌem es ˈsɪː/
n atio n ality n /ˌn æ ʃəˈn æ ləti/
no te v /n əʊ t/
n o teb o o k n /ˈnəʊ tbʊ k/
novels n p i /ˈnɒvlz/
offer n /ˈɒ fə(r)/
official a d j /əˈfɪʃl/
o f in te re s t a d j /ə v ˈ ɪn tr ə s t/
p a rticu lar a d j /p ə ˈtɪk jə lə (r)/
p articularly a d v /p əˈtɪk jə lə li/
p assp o rt n /ˈp ɑ ːsp ɔ ːt/
plays n p l /p leɪz/
pleasure n /ˈpleʒə(r)/
p o etry n /ˈp əʊ ətrɪ/
postcode n /ˈp əʊ stk əʊ d /
prep are (for) v /p rɪˈp e ə ˌfɔː(r ) ,
fə(r)/
p rin t v /p rɪn t/
process n /ˈp rəʊ ses/
p ro n u n ciatio n n /p rəˌn ʌ n siˈeɪʃn /
p u n ctu atio n n /ˌp ʌ ŋ k ʧ ʊ ˈeɪʃn /
purely a d v /ˈpjʊ əlɪ/
read in g m aterials n p l /ˈrlːdɪŋ
m əˌtɪəriəlz/
reason n /ˈrlːzn/
reco rd (vocabulary) v /rɪˈk ɔːd /
relevant a d j /ˈre lə v ə n t/
ren ted a d j /ˈre n tɪd /
rep o rts n p i /rɪˈp ɔ ːts/
req u ired a d j /rɪˈk w aɪəd /
research n /rɪˈs ɜ ːʧ , ˈriːsɜːʧ /
results n p i /rɪˈzʌ lts/
rin g v /rɪŋ /
scan v /sk æ n /
scanning n /ˈsk æ n ɪŋ/
scientihc a d j /ˌsaɪən ˈtɪfɪk /
search engine fɪnds n p i /ˈsɜ ːʧ
ˌenʤ ɪn ˌfaɪndz/
set tex t n /ˌset ˈte k st/
sh ared h o u se n /ˌʃe ə d ˈhaʊs/
single a d j /ˈsɪŋgl/
skim v /sk ɪm /
skim read in g n /ˈskɪm ˌriːdɪŋ/
so o n a d v /su ːn /
special d iet n /ˌsp e ʃl ˈdaɪət/
specify v /ˈsp esɪfaɪ/
speed n /sp lːd /
spellchecker n /ˈsp elʧ ek ə(r)/
spelling n /ˈsp eh ŋ /
sp orts centre n /ˈsp ɔ ːts ˌsen tə(r)/
statistic n /s tə ˈtɪs tɪk /
stress n /s tre s /
stressed sylla b les n p l /ˌstre st
ˈsɪləblz/
stress m a rk n /ˈs tre s ˌm ɑːk/
stress p a tte rn n /ˈstre s ˌpæ tn/
stu d y n, v /ˈstʌ d i/
sum m arize v /ˈsʌ m əraɪz/
sw im m ing pool n /ˈsw ɪm ɪŋ ˌpuːl/
take y o u r tim e v /ˌte ɪk jɔ ː ˈtaɪm /
technology n /tekˈnɒ ləʤ i/
telephone n u m b e r n /ˈtelɪfəʊ n
ˌnʌm bə(r)/
textbooks n p i /ˈte k stb ʊ k s/
tim etable n /ˈta ɪm te ɪb l/
tim e y o urself v /ˈtaɪm jəˌself/
title (person) n /ˈta ɪtl/
to u rism n /ˈtʊ ərɪzm /
translation n /træ n sˈle ɪʃn /
tran sp o rt n /ˈtræ n s p ɔ ːt/
ty p e n /ta ɪp /
university n /ˌju ːn ɪˈv ɜ ːsə ti/
vegetarian a d j /ˌv eʤ ɪˈteəriən/
vocabulary n /v əʊ ˈk æ b jələri/
w herever a d v /w eərˈev ə(r)/
wireless co n n ectio n s n p l /
ˌw aɪələs k əˈn ek ʃn z/
w ish v /w ɪʃ/
w ord card n /ˈw ɜːd ,k ɑ ːd /
Unit 2
aeroplane n /ˈeərəp leɪn /
A frica n /ˈæ frɪk ə/
A lg e ria n /æ l 'ʤ ɪəriə/
alth o u g h c o n j /ɔ ːl ðəʊ/
am azing a d j /ə ˈm eɪzɪŋ /
A m azon n /ˈæ m əzən/
an cien t a d j /ˈe ɪn ʃn t/
antonym s n p l /ˈæ n tɔn ɪm z/
a p a rtm e n t block n /əˈp ɑ ːtm ə n t
ˌblɒk/
A rab a d j /ˈæ rəb/
A rabic n /ˈæ rəb ɪk /
A sia n /ˈeɪʒə/
A tlantic O cean n /ə tˌlæ n tɪk
ˈəʊʃn/
attractio n s n p i /ə ˈtræ k ʃn z /
A u s tra lia n /ɒ ˈstreɪliə/
beaches n p l /ˈb iːʧɪz/
b o rd e r n , v /ˈb ɔːd ə(r)/
business n /ˈb ɪzn əs/
capital n /ˈk æ p ɪtl/
castle n /ˈkɑːsl/
cen tu ry n /ˈsen ʧ əri/
city-state n /ˈs ɪti ˌste ɪt/
clim b v /k laɪm /
coal n /kəʊl/
coastline n /ˈk əʊ stlaɪn /
co n tin en ts n p l /ˈk ɒ n tɪn ə n ts/
cottage n /ˈkɒtɪʤ /
create v /k riˈeɪt/
creatio n n /k riˈeɪʃn /
d e p e n d o n v /d ɪˈp en d ˌɒn/
d esert n /ˈd ezət/
d estin atio n n /ˌd e stɪˈn e ɪʃn /
develop v /dɪˈveləp/
d iag ram n /ˈd aɪəg ræ m /
differences n p l /ˈd ɪfrə n stz/
discard v /d ɪ sˈ k ɑːd/
east n , a d y a d v /iːs t/
econom y n /ɪˈk ɒ n əm i/
Eiffel Tow er n /ˈɑɪfl ˈtaʊə(r)
E q u ato r n /ɪˈk w e ɪtə (r)/
E uro D is n ey n /ˈjʊ ə rə ˈdɪz n i/
E urope n /ˈjʊ ərəp /
fa h u lo u s a d j /ˈf æ bJələs/
fam ous a d j /ˈf e ɪm əs/
farm in g n /ˈfo ːm ɪŋ /
Erance n / f rɑ ː n s/
fresh w ater n /ˌf r e ʃ ˈw ɔ ːtə (r)/
fro n tie r n /ˈfrʌ n tɪə (r)/
gas n /gæs/
geography n /ʤ iˈ ɒ g rə fi/
gover n v /ˈg ʌ v n /
historic a d j /h ɪˈstɒ rɪk /
histo ry n /ˈh tstri/
how ever c o n j /h a u ˈ e v ə(r)/
inclu d e v / ɪ n ˈkluːd/
inclu d i n g p r e p /ɪ n ˈk lu ːd ɪ ŋ/
in d e p e n d e n t a d j /ˌɪn d ɪˈp e n d ə n t/
in d u stries n p l /ˈɪn d ə striz /
Irish S e a n /ˌ a ɪrɪʃ ˈsiː/
island n /ˈa ɪlə n d/
king d o m n /ˈk ɪŋdəm /
k m n /ˌkeɪ ˈe m /
lake n /l e ɪk/
logically a d v /ˈl ɒ ʤ ɪkli/
loud a d v /laʊd/
Eouvre n /lʊ ːv rə/
M alay n /m əˈl e ɪ /
M a n d a rin n /ˈm æ n d ə r ɪ n /
m a n -m ad e a d j /ˌm æ n ˈm e ɪd/
m an n factu rin g n
/ˌm æ n jə ˈ f æ k ʧ ə rɪŋ /
M ed iterran ean Sea n
/ˌm e d ɪ tə ˌr e ɪ n iə n ˈsiː/
m in i n g n /ˈm aɪ n ɪ ŋ/
m o d e rn a d j /ˈm ɒdn/
M orocco n /m əˈr ɒ kəʊ/
m o u n ta in n /ˈm aʊ n tə n /
m o u n ta i n ranges n p l /ˈm aʊ n tə n
ˌre ɪn ʤ ɪz/
M o u n t Everest n /ˌm aʊnt
ˈev ər ɪ st/
m u seu m n /m ju ːˈ z iːəm /
n atio n al assem bly n /ˌ n æ ʃ n ə l
əˈs e m bll/
natu ral resources n p l /ˌn æ ʧ rə l
rɪˈ z ɔ ːs ɪ z /
N ile n /n a ɪl/
noisy a d j /ˈn ɔ t z i/
n o rth n , a d y a d v / n ɔːθ/
n o rth e r n a d j /ˈ n ɔ ːð ə n /
N o rth Pole n /ˌn ɔːθ ˈpəʊl/
ocean n /ˈəʊ ʃn /
official language n /əˌ f ɪ ʃ l
ˈlæ ŋgw ɪʤ /
oil n /ɔɪl/
pollut e d a d j /p əˈ l u ːtɪd /
p o n d n /p ɒ n d /
p o p u la r a d j /ˈp ɒ p jə lə (r)/
rainforests n p l /ˈre ɪn f ɒ rɪs ts /
relax v /rɪˈ l æ ks/
republic n /r ɪ ˈpʌblɪ k /
revolution n /r e v ə ˈlu ːʃ n /
ru l e v /ru ːl/
S a h a r a n /səˈh ɑ ːrə/
scale n /s k e ɪ l/
seashore n /ˈslːʃɔ(r)/
sim ilarities n p l /ˌsɪm ɔˈlæ rətiz/
Singapore n /ˌsɪŋəˈpɔː(r)/
skiing n /sk ɪːɪŋ
skyscraper n /ˈsk a ɪsk re ɪp ə (r)/
so u th n , a d y a d v /sauθ/
S outh A m erica n /ˌsaʊθ
əˈm e r ɪ k ə/
so u th -east a d j /ˌsaʊθ ˈiːst/
S outh Pole n /ˌsaʊ θ ˈpəʊl/
space rocket n /ˈsp e ɪs ˌrɒ k ɪt/
synonym s n p l /ˈs ɪ n ə n ɪm z /
Tam il n /ˈtæ m l/
topic areas n p l /ˈt ɒ p ɪ k ˌe əriəz/
to u rism n /ˈtʊ ərɪzm /
to u rist n /ˈtʊ ə rɪst/
tra d itio n a l a d j /trə ˈd ɪʃə n l/
U nited K ingdom n /jə ˌ n a ɪtɪd
ˈk ɪŋ d əm /
u n p o llu te d a d j /ˌʌ n p ə ˈlu ːt ɪ d/
w a le s n / w e ɪ l z /
w e lsh n / w e lʃ/
west n , a d y a d v /w e st/
w estern a d j /ˈw e s tə n /
w ild a d j /w a ɪ l d/
w o rld-fam ous a d j /ˌ w ɜ ːld
ˈf e ɪm əs/
zoo n /z u ː/
Unit 3
airline n /ˈe ə laɪn /
apologiz e v /əˈp ɒ ləʤ a ɪ z /
ap p ro p riate a d j /əˈp rəʊ p riət/
at th e to p o f his voice /ə t ð ə ˌtɒp
əv h ɪz ˈvɔɪs/
A u stralian a d j / ɒ ˈstre ɪ l iə n /
Baggage n /ˈhæ gɪʤ /
baggage h an d ler n /ˈb æ g ɪ ʤ
ˌhæ n d lə(r)/
b ː^ g a g e tru c k n /ˈbæ gɪʤ ˌtrʌ k /
b allo o n n /bəˈ l u ːn /
b an g v /b æ ŋ/
boss n /b ɒ s/
briefcase n /ˈbriː f k e ɪ s/
b u sin essm an n /ˈb ɪz n əsm ən /
b u si n ess people n p l /ˈbt z n əs
ˌpɪːpl/
businessw om an n
/ˈbɪ z n ə s w ʊ m ə n /
cap tain n /ˈk æ p t ɪ n /
case n / k e ts/
catch v / k æ ʧ /
ceiling n /ˈsiːlɪŋ/
com m erce n /ˈ k ɒ m ɜ ːs/
co m p reh e n sio n n
/ˌ k ɒ m p rɪˈh e n ʃ n /
conference n /ˈ k ɒ n fə rə n s/
conference centre n /ˈk ɒ n fə rə n s
ˌse n tə (r)/
co n ten t n /ˈk ɒ n t e nt/
c o rrid o r n /ˈk ɒ rɪd ɔ ː(r)/
cow boy bo o ts n p l /ˈk aʊ b ɔ ɪ
ˌbu ːts/
custom s n p l /ˈk ʌ stəm z/
die v /d a ɪ/
d irect a d j /d əˈre k t , d ɪ - , daɪ-/
discover v /dɪˈs k ʌ v ə(r)/
e n courag e v /ɪ n ˈk ʌrtʤ /
events n p l /ɪˈv e n ts /
exam ine v /ɪgˈzæ m ɪn/
exhausting a d j /ɪg ˈz ɔ ːstɪŋ /
expect v / ɪ k ˈspe k t/
expected a d j / ɪ k ˈsp e k t ɪ d/
experienced a d j /ɪk ˈsp ɪə riə n s t/
explain v /ɪk ˈsp l e ɪ n /
fall asleep v /ˌf ɔ ː l əˈs l iːp/
first-class a d j /ˈf ɜ ːs t ˌklɑːs/
filght n /fla tt/
filght a tte n d a n t n /ˈ f laɪt
əˌt e n d ə n t/
focus o n v /ˈfəʊ kəs ˌɒn/
fo rtunately a d v /ˈ f ɔ ːʧ ə n ətli/
freezing a d j /ˈfrɪː z ɪŋ/
F rench a d j / f r e n ʧ /
frighteɪred a d j /ˈf r a ɪ t n d/
fr u itful a d j /ˈf r u ːtf l /
go th ro u g h (his notes) v /ˈgəʊ
ˌθruː/
greet v /g riːt/
guess n /g e s/
hall n /h ɔːl/
headline n /ˈh e d l a ɪ n /
h o ld n /h əʊ ld /
h o rrified a d j /ˈh ɒ rɪfa ɪd /
h o rro r n /ˈhɒ rə(r)/
hugely a d v /ˈh ju ːʤ li/
h u rt a d j /h ɜ ːt/
identify v /aɪˈd e n t ɪ f aɪ/
illega l a d j /ɪˈ l ɪːgl/
illeg ih le a d j /ɪˈ l e ʤ əbl/
illogical a d j /ɪˈl ɒ ʤ ɪ k l/
im m atu re a d j /ˌɪm əˈʧʊ ə(r)/
im m ediately a d v /ɪˈm iːd iə t l i/
im m ig ratio n co n tro l n /
ˌɪm ɪˌgr e ɪʃn k ən ˈtrəʊ l/
im m obile a d j /ɪˈm əʊ baɪl/
im p atien t a d j / ɪ m ˈp e ɪ ʃ n t/
im personal a d j /ɪm ˈp ɜ ːsə n l /
im possible a d j /ɪm ˈpɒsəbl/
in ap p ro p riate a d j /ɪ n ə ˈp rəʊ p riət/
increased a d j /ˈɪŋ k riːs t/
in d irect a d j /ˌɪndəˈr e k t , ˌɪn d ɪ -,
ˌɪn d aɪ-/
in experie n ced a d j
/ˌɪ n ɪk ˈsp ɪəriə n st/
i n fact / ˌ ɪ n ˈfæ kt/
in fo rm v / ɪ n ˈf ɔːm /
irrelevant a d j /ɪˈre lə v ə n t/
irresp o n sible a d j /ˌɪrɪˈsp ɒ n səbl/
Jeans n p l /ʤ iːnz/
Joke v /ʤ əʊ k /
kangaroo n /ˌk æ ŋ g əˈru ː/
large a d j /lɑːʤ /
legal a d j /ˈl ɪ ːgl/
legible a d j /ˈleʤ əb l /
Libyan a d j /ˈlɪb iə n /
linki n g w ords n p l /ˈlɪŋkɪŋ
ˌw ɜːd z /
lo ad v / l əʊd/
logical a d j /ˈlrɪʤ ɪ k l /
look u p v /ˈlʊk ˌʌp/
luckily a d v /ˈlʌ k əlɪ/
lucky a d j /ˈlʌkɪ/
m ake sense v /ˌm e ɪ k ˈse n s/
m anaging d ire c to r n /ˌm æ n əʤ ɪŋ
dəˈr e k tə (r ) , dɪ-, daɪ-/
m atu re a d j /m əˈʧʊ ə(r)/
m ax im u m a d j /ˈm æ k stm əm /
M D n /ˌ e m ˈdiː/
m eetin g n /ˈm iːtɪŋ /
M iddl e E ast n /ˌm ɪdl ˈiːst/
m in im u m a d j /ˈm ɪ n ɪm əm /
m istake v /m ɪˈst e ɪk/
m istak en id entity n /m ɪˌst e ɪ k n
aɪˈd e n tə ti/
m obile a d j /ˈm əʊ b aɪ l/
m o m e n t n /ˈm əʊ m ə n t/
m o o n n /m u ː n /
n e gative a d j /ˈn e g ə tɪv /
new spaper article n /ˈ n ju ːs p e ɪ pɔr
ˌɑ ːtɪ k l/
n o d (your head) v /ˌ n ɒd (jɔː
ˈhed)/
notice v /ˈ n ə ʊ tɪs/
o n th e Job a d v /ˌ ɒ n ð ə ˈʤ ɒ b/
o n tim e a d v /ˌɒ n ˈtaɪɪn/
organizer n /ˈɔ ːg ə n a ɪz ə (r)/
overjoyed a d j /ˌəʊvəˈʤ ɔɪd/
p anic v /ˈp æ n ɪ k /
p a rt-tim e a d j /ˈp ɑ ːt ˌtatm /
passenger n /ˈp æ sɪn ʤ ə(r)/
patient adj /ˈpeɪʃnt/
petrified a d j /ˈp e t r ɪ f aɪd /
pick (bim ) up v /ˌpɪk ... ˈʌp/
p ilo t n /ˈp aɪlət/
place v /p le ɪ s/
plan v /plærɪ/
positive a d j /ˈp ɒ z ə tɪv /
possibilities n p l /ˌp ɒ səˈb ɪlətiz/
possible a d j /ˈpɒ səb l /
pred ict v /p rə ˈd ɪk t/
preftx n /ˈprɪː f ɪk s/
p rep ared to a d j /p rɪˈp e ə d t ə /
p resentations n p l /ˌpr e zənˈt e ɪ ʃ n z/
private a d j /ˈp ra ɪv ə t/
pro m ise v /ˈprɒ m ɪs/
public a d j /ˈp ʌ b l ɪk/
pump v /pʌmp/
p u n ctu ate v /ˈp ʌ ŋ k ʧ ʊ eɪt/
p u t rig b t v /ˌpʊt ˈraɪt/
regular a d j /ˈr e g jə lə (r)/
relations n p l / r ɪ ˈleɪ ʃ n z/
relatives n p l /ˈre lə tɪv z /
releva n t a d j /ˈr e l ə v ə n t/
relief n /rɪˈliː f /
reply v /rɪˈp l a ɪ/
rep o rters n p l /rɪˈp ɔ ːtə z /
respo n sible a d j /r ɪ ˈsp ɒ n səbl/
rest n /r e st/
re tu rn ticket n /rɪˈ tɜ ː n ˌtɪ k ɪt/
ru s h v /rʌ ʃ/
Scottish a d j /ˈs k ɒ ti ʃ /
sem in ar n /ˈs e m ɪ n ɑ ː(r)/
Word list
65
shift n / ʃ ɪ f t/
sign n /sa ɪn/
situation n /ˌsɪʧʊ ˈ e ɪ ʃ n /
sm artly -d ressed a d j /ˌsm ɑːtli
ˈdr e st/
sm artly -su ited a d j /ˈsm ɑ ːtli
ˌsu ːtɪd /
so l ve v /s ɒ l v/
speech n /s p iːʧ /
speed v /sp iːd /
sp read v /sp re d /
stare v /s t e ə (r)/
stay n / s t e ɪ /
stow aw ay n /ˈstə ʊ ə w e ɪ/
successful a d j /s ə k ˈse s f l /
suitcases n p l /ˈs u ːt k e ɪ s ɪ z/
survive v /sə ˈv a ɪ v/
system s n p l /ˈs ɪ s tə m z /
talk n / t ɔ ː k /
terrib le a d j /ˈt e rə b l /
therefo re c o n j /ˈð e ə fɔ ː(r)/
to p a d j /tɒ p /
trad e n / t r e ɪd/
travel v /ˈtræ vl/
unco m fo rtah le a d j /ˌʌ n ˈkʌm f tə b l/
unexpected a d j /ˌʌ n ɪk ˈsp e k tɪd /
un fo rtu n ately a d v /ˌʌ n ˈf ɔ ːʧ ə n ə th /
u n h u rt a d j /ˌʌ n ˈh ɜːt/
u n k n o w n a d j /ˌʌ n ˈn ə ʊ n /
variety n /v ə ˈra ɪ ə ti/
violi n n /ˌv aɪəˈ l ɪn/
Unit 4
accelerate v /ək ˈs e lər e ɪ t/
accelerator n /ək ˈs e l ə re ɪtə (r)/
according to p r e p /əˈ k ɔ ːd ɪŋ tə /
achieve v /əˈʧ iːv /
acoustic a d j /əˈ k u ːs tɪ k /
adva n tages n p l /ə d ˈv ɑ ː n t ɪ ʤ ɪ z/
aim n /e ɪm /
aircraft n /ˈ e ə k rɑ ːft/
a m o u n t n /əˈm aʊ n t/
a n n o u n ce v /əˈ n a ʊ n s/
anytim e a d v /ˈe n ita ɪm /
at all tim es /ə t ˌɔː l ˈtaɪm z/
auto m o h il e n U S /ˈɔːtəm əˌh iːl/
b an v /b æ n /
basic a d j /ˈb e ɪs ɪ k /
b e nefit v /ˈb e n ə f ɪt/
brakes n p l /b r e ɪ k s/
brillian t a d j /ˈb rɪliə n t/
cause v / k ɔ ː z /
cban n el n /ˈʧæ nl/
cboic e n /ʧ ɔ ɪs /
circuit n /ˈs ɜ ː k ɪt/
city-dw ellers n p l /ˈs ɪ ti ˌdw e lə z /
clutcb n /k l ʌ ʧ /
cockpit n /ˈk ɒ k p ɪt/
co m p u t e r g am e s n p l / k ə m ˈp ju ːtə
ˌgeɪmz/
co n clusio n n /k ə n ˈk lu ːʒ n /
co nd itio n s n p l / k ə n ˈd ɪʃn z/
constantly a d v /ˈk ɒ n s tə n th /
co n ten t n /ˈkɒ n t e n t/
c o n trol v / k ə n ˈtrəʊ l/
66
Word list
convenience n / k ənˈviːniəns/
c o p y n /ˈk ɒ pi/
co rresp o n de n t n /ˌk ɒ rɪˈsp ɒ n d ə n t/
crasb v / k ræ ʃ/
credit cards n p l /ˈkr e d ɪt ˌkɑːdz/
cultu res n p l /ˈk ʌ lʧ ə z /
dam age v /ˈd æ m ɪ ʤ /
d ata n /ˈd e ɪ tə/
d e p e n d e n t a d j /d ɪˈp e n d ə n t/
design v /d ɪˈz a ɪ n /
despite p r e p /d ɪˈsp a ɪt/
developm ent n /d ɪ ˈveləpm ə n t/
device n /d ɪ ˈva ɪ s/
digital cam era n /ˌdɪʤ ɪtl
ˈkæ m ərə/
d irectly a d v /d ə ˈre k tlɪ , d ɪ-, daɪ-/
disadvantages n p l
/ˌd ɪsəd ˈv ɑ ː n t ɪ ʤ ɪ z/
disagree v /ˌdɪsəˈgriː/
d isaster n /d ɪˈ z ɑ ːstə (r)/
d o c u m e n ta ry n / ,d ɒ k jə ˈm e n tri/
d o w n lo ad v /ˌdaʊ n ˈl əʊd/
draw backs n p l /ˈd rɔ ːb æ k s/
driverless a d j /ˈd ra ɪ v ə l əs/
ed it v /ˈe d ɪt/
electronic a d j / ɪ ˌle k ˈtr ɒ n ɪ k /
e m e rg e n c y e x it n /ɪˈm ɜːʤ ən si
ˌeksɪt/
engines n p l /ˈ e n ʤ ɪ n z/
essential a d j / ɪ ˈse n ʃl/
everyday a d j /ˈe v rid e ɪ/
fed up a d j /ˌf e d ˈʌp/
finally a d v /ˈfa ɪ nəli/
firstly a d v /ˈf ɜ ːstll/
for e xam ple / f ə r ɪ gˈzɑːm pl/
for In stan ce / f ə r ˈɪ n s tə n s/
free tim e n /ˌ f riː ˈtaɪm /
fu rtb e rm o re a d v /ˌfɜːð əˈm ɔː(r)/
fu tu re n /ˈfju ːʧ ə (r)/
go w rong v /ˌgəʊ ˈrɒ ŋ/
grow v /g rəʊ /
g u id e n /g aɪd /
h a rm n /h ɑ ːm /
h eatin g n /ˈh ɪːt ɪ ŋ/
hohhies n p l /ˈh ɒ h ɪ z/
h u g e a d j /hJuːʤ /
ideal a d j /aɪˈd ɪ ːəl/
id e n tify v /a ɪ ˈde n t ɪ f a ɪ /
in ad d itio n /ˌɪ n ə ˈd ɪʃ n /
in conclusion /ˌɪ n k ən ˈk lu ːʒn /
in co n trast /ˌɪ n ˈk ɒ n trɑ ːs t/
increas e n /ˈ ɪ ŋ k riːs/
i n d u stry n /ˈ ɪ n d ə stri/
insist v / ɪ n ˈsɪst/
install v /ɪ n ˈstɔ ː l/
in stead o f p r e p /ɪ n ˈst e d əv/
in th e first plac e /ˌɪ n ðə ˈf ɜ ːst
ˌpl e ɪs/
i n tro d u c tio n n /ˌɪ n trə ˈd ʌ k ʃ n /
irritating adj /ˈɪrɪt e ɪtɪŋ/
keep i n to u ch v /ˌ k iːp ɪ n ˈtʌ ʧ/
lap to p n /ˈ l æ p t ɒ p/
lastly a d v /ˈlɑːstli/
latest a d j /ˈle ɪtɪs t/
leisure n /ˈle ʒə(r)/
le t (sh) k n ow v /ˌlet ...ˈn ə ʊ /
lighting n /ˈla ɪtɪŋ /
m ag n e tic a d j /m æ g ˈ n e tɪk /
m anag e v /ˈm æ n ɪ ʤ /
m an u factu re v /ˌm æ n jə ˈ f æ k ʧ ə (r)/
m an u factu rer n
/ˌm æ n jə ˈfæ k ʧ ə rə (r)/
m aterial n /m əˈtɪəriəl/
m e m o ry sticks n p l /ˈm e m əri
ˌstɪks/
m essage n /ˈm e sɪʤ /
m icroprocessor n
/ˌm aɪ k rəʊ ˈp rəʊ s e sə(r)/
m ohile p h o n e n /ˌm əʊ baɪl ˈf əʊ n /
m odels n p l /ˈm ɒ d l z /
m otorw ays n p l /ˈm əʊ tə w e ɪ z /
m ovie n /ˈm uːvɪ/
m u lti-h ilh o n a d j /ˈm ʌlti ˌhɪljən/
needs n p l / n ɪːd z /
old-fashio n ed a d j /ˌəʊld ˈfæ ʃnd/
o n the o th e r h a n d /ˌɒ n ð ɪ ˈʌðə
ˌhæ n d/
o p in i o n n /ə ˈp ɪ n jə n /
o p p o rtu n ity n /ˌɒ pəˈtJuː n əti/
opposite n /ˈ ɒ p ə z ɪt/
o rd e r v /ˈɔːd ə(r)/
o rig i n s n p l /ˈ ɒ r ɪ ʤ ɪ n z /
outlaw v /ˈaʊ tlɔː/
outlin e v /ˈaʊ tlaɪɪt/
ovens n p l /ˈʌv n z /
overhead a d v /ˌəʊʌəˈh e d/
ow n v /əʊ n /
ow nership n /ˈəʊ n əʃɪp /
pass v /p u ːs/
p h o n e call n /ˈf ə ʊ n ˌk ɔ ː l /
p h o to g rap h er n / f ə ˈt ɒ g rə f ə(r)/
pilot n /ˈp a ɪ lət/
plans n p l /p l æ n z /
preview v /ˈp riːv ju ː/
previous a d j /ˈpriːviəs/
professional a d j /p rə ˈfe ʃə n l/
pro ject n /ˈp r ɒ ʤ e k t/
pro tect v /p rə ˈt e k t/
quality n /ˈkw ɒləti/
ra d a r n /ˈr e ɪd ɑ ː(r)/
rear-view m irro r n /ˌrɪə ˌvjuː
ˈm ɪrə(r)/
receive v /rɪˈsiːv /
reduce v /rɪˈd ju ːs/
red u ctio n n /rɪˈd ʌ k ʃ n /
related to a d j /rɪˈle ɪtɪd ˌ tu ː,tə /
repetitive a d j /rɪˈp e t ə t ɪ v/
require v /rɪˈk w a ɪə (r)/
rise v /r a ɪ z /
ru d e a d j /ru ːd /
satellite T v n /ˌsæ tə la ɪt ˌtiː ˈviː/
save v /s e ɪv/
scan v /sk æ n /
scanners n p l /ˈsk æ n əz/
secondly a d v /ˈs e k ə n dli/
security n /sɪˈ k jʊ ə rə ti/
select v /sɪˈlek t/
sen so r n /ˈs e n sə(r)/
set u p v /ˌset ˈʌp/
significant a d j /s ɪ gˈ n ɪ f ɪk ɔ n t/
silent a d j /ˈsa ɪ l ə n t/
StM cards n p l /ˈsɪm ˌk o ːd z/
slow dow n v /,sləʊ ˈdaʊ n /
sm art cards n p l /ˈsm ɑ ːt ˌkɑːd z /
sp e cial a d j /ˈsp e ʃl/
speed up v /ˌsp lːd ˈʌp/
stea l
v
/st ɪːl/
steer v /s tɪə (r)/
steering w heel n /ˈs t ɪ ə r ɪ ŋ ˌwɪːl/
store v /s tɔ ː(r)/
straig h t away a d v /ˌstr e ɪt əˈ w eɪ/
street crim e n /ˈs triːt ˌkraɪm /
strongly a d v /ˈstr ɒ ŋ l i/
suggest v /sə ˈʤ e st/
suggestio n n /səˈʤ e s ʧ ə n /
su p p o rt v /sə ˈp ɔ ːt/
system n /ˈsɪstəm /
take o ff v /ˌt e ɪk ˈɒf/
topic sentences n p l /ˈtɒ p ɪk
ˌse n t ə n sɪz/
to conclude /tə kən ˈk lu ːd /
to sum up / t ə ˌsʌm ˈʌp/
ty p ew riter n /ˈta ɪp ra ɪtə (r)/
tyres n p l /ˈtaɪəz/
unreliabl e a d j /ˌʌnrɪˈlaɪəbl/
unsuitable a d j /ˌʌ n ˈsuːtəbl/
use n /ju ːs /
value n /ˈv æ lju ː/
vehicles n p l /ˈv iːə k lz/
voice-controlled a d j /ˈvɔɪs
k ə n ˌtrəʊld/
w aste v / w e ɪs t/
w h at’s m o re a d v /ˌw ɒ ts ˈm ɔː(r)/
w hite li n es n p l /ˌw aɪt ˈlaɪ n z /
w ing n / w ɪŋ/
w ith in p r e p / w ɪˈð ɪ n /
w onderful a d j /ˈw ʌ n d ə f l /
yours /jɔ ːz /
yours faithfully /ˌjɔ ː z ˈfeɪθ f əli/
Unit 5
academ ic a d j /ˌæ k əˈdem ɪ k /
acre n /ˈeɪ k ə(r)/
agriculture n /ˈæ g rɪ k ʌ lʧ ə(r)/
antiseptic n /ˌæ n tɪˈs e p tɪk /
ap p ear v /əˈp ɪə(r)/
applicants n p l /ˈæ p lɪk ə n ts/
arg u m e n ts n p l /ˈɑ ːg Jəm ə n ts/
a rra n ge v /əˈr e ɪ n ʤ /
as req u ested /ə z rɪˈk w e stɪd /
attach v /ə ˈtæ ʧ /
attach m en t n /ə ˈtæ ʧ m ə n t/
atte n d v /ə ˈt e n d/
audience n /ˈɔːd iə n s/
autobiography n /ˌɔ ːtə b a ɪˈɒ g rə f i/
beauty n /ˈb ju ːti/
Best w ishes /ˌb e s t ˈw ɪ ʃ ɪz/
bian n u al a d j /b a ɪ ˈæ n jʊ ə l /
bilingual a d j /ˌb a ɪ ˈlɪŋgw əl/
biocbe ɪn istry n /ˌbaɪəʊ ˈk e m ɪstri/
biography n /b aɪˈ ɒ g rəfi/
hiological sciences n p l /
ˌba ɪ əˌl ɒ ʤ t k l ˈsa ɪ ə n sɪz/
b o o k v /bʊ k /
bow er n /ˈbaʊ ə(r)/
b rie f a d j /b riːf/
b u rsary n /ˈb ɜːsəri/
candidates n p l /ˈk æ n d ɪd e ɪts/
carh o n n /ˈk ɑ ːh ən /
chair n , v /ʧ e ə (r)/
characteristic n /ˌk æ rə k tə ˈ r ɪs tɪ k /
check in v /ˌʧ e k ˈɪ n /
C heers /ʧ ɪə z /
ch em istry n /ˈk e m ɪ stri/
chicken n /ˈʧ ɪ k ɪ n /
clear a d j / k lɪə(r)/
coach n / k əʊ ʧ/
coffee h r e a k n /ˈkɒfi ˌhr e ɪk/
colleagues n p l /ˈk ɒ lɪːg z /
collectio n n /kəˈl e k ʃ n /
co n ference n /ˈkɒ n f ə rə n s/
con tact details n p l /ˈk ɒ n tæ k t
ˌdiːteɪlz/
con ten ts n p l /ˈk ɒ n te n ts /
cream n /ˈk riːm /
criticism n /ˈk rɪtɪs t z m /
c u rre n tly a d v /ˈk ʌ r ə n t l ɪ/
cu t n /ˈitʌt/
d e p a rt v /d ɪˈp ɑ ːt/
developm ent n /d ɪ ˈveləpm ə n t/
difficulty n /ˈd ɪ f ɪ k ə ltɪ/
dysphagia n /d ɪsˈfe ɪʤ ɪ ə/
energetic a d j /ˌ e n əˈʤ e tɪk /
essay n /ˈes eɪ/
exhi b itio n n /ˌe k sɪˈb ɪ ʃ n /
ex p ert n /ˈe k s p ɜ ːt/
ex-p resid en t n /ˌe k s ˈpre z ɪd ə n t/
fam iliar a d j / f əˈm ɪliə(r)/
farewell n / f e əˈ w e l/
farm n / f aːm /
fax n / f æ ks/
features n p l /ˈf ɪːʧ ə z /
fields (academ ic) n p l / f iːld z/
final a d j /ˈ f a ɪ n l/
fiue n t l y a d v /ˈf lu ːə n tli/
fo rm er a d j /ˈfɔːm ə(r)/
gases n p l /ˈg æ sɪz/
graduate v /ˈg ræ d jʊ e ɪt/
great a d j /g r e ɪt/
gust n /gʌst/
h ead n /h e d/
hedge n /h e ʤ /
hold (a co n fere n ce) v /həʊ ld/
Ld love to . . . /ˌaɪd ˈlʌv tə /
1 have g reat pleasure In ... /ˌaɪ
h æ v ˈgr e ɪt ˌple ʒ ə r ɪ n /
1 lo o k fo r w ard to ... /ˌaɪ ˈlʊk
ˌfɔː w əd tə /
im prove v / ɪ m ˈp ru ːv /
in charge /ˌ ɪ n ˈʧɑːʤ /
i n favour o f p r e p /ˌɪ n ˈf e ɪv ə r ə v /
infected a d j / ɪ n ˈʃ e k t ɪ d/
in fiam m ato ry a d j /ɪnˈ f læ m ətri/
in fo rm v / ɪ nˈf ɔːm /
in fo rm al l y a d v /ɪ n ˈf ɔ ːm ə l ɪ/
i n h e re n t a d j /ɪ n ˈherə n t/
in su p p o rt o f /ˌɪn sə ˈp ɔ ːt əv/
in term ed iate a d j /ˌɪn tə ˈm iːd iə t/
in tern atio n al a d j /ˌɪn tə ˈn æ ʃn ə l/
invitatio n n /ˌɪ n v ɪˈte ɪʃ n /
iti n era ry n /a ɪˈt ɪ n ərəri/
It w ould he greatly appreciated
if... /ˌɪt w ʊd h ɪ ˈgr e ɪtli
ə ˌp riːʃie ɪ tɪd ɪf/
jo y n /ʤ ɔɪ/
latter a d j /ˈlæ tə(r)/
layout n /ˈleɪaʊ t/
lesions n p l /ˈlɪːʒ n z /
liq u id n /ˈlɪk w ɪd/
literary a d j /ˈlɪtərəri/
loveliness n /ˈlʌvli n əs/
m alaria n /m əˈleəriə/
m edical a d j /ˈm ed ɪ k l/
m ic ro p h o n e n /ˈm aɪ k rə f əʊn/
m in istry n /ˈm ɪn əstri/
m isp rin t n i ˈm ɪsp rɪn t/
m o sq u e n /m ɒ sk/
m u ltim e d ia n /ˌm ʌ lt ɪ ˈm iːdiə/
n atio n al a d j /ˈ n æ ʃ n ə l /
n o te n /n ə ʊ t/
n o te d a d j /ˈnəʊ tɪd /
n o th i n gness n /ˈn ʌθɪŋnəs/
novel n /ˈ n ɒ vl/
n ovelist n /ˈ n ɒ v ə l ɪ st/
n uclear p ow er statiorɪs n p l
/ˌn ju ːk liə ˈpaʊə ˌs te ɪʃn z /
o b stru c tio n n /ə h ˈstrʌ k ʃ n/
ohvious a d j /ˈɒbviəs/
o p e n air n /ˌəʊ pən ˈeə(r)/
overall a d j /ˌəʊvərˈɔːl/
p a p e r (at a co n f ere n ce) n
/ˈp e ɪ p ə(r)/
p articu larly a d v /p ə ˈtɪ k jələli/
p atie n t n /ˈpe ɪ J n t/
Please find attached ... /ˈp l iːz
f a ɪ n d ə ˌtæ ʧ t/
Please find en clo sed ... /ˈplɪː z
fa ɪn d ɪnˌ k ləʊ z d/
p len ary n /ˈpliːnərɪ/
p o e m n /ˈpəʊ ɪ m /
p o e t n /ˈpəʊ ɪt/
p o i n t v /p ɔ ɪ n t/
p o stg rad n ate n /ˌpəʊst
ˈg ræ d jʊ ət/
prefix n /ˈp riːti k s/
p ri n tiɪtg n /ˈp rɪ n t ɪ ŋ/
p r o f (professor) n /p r ɒ f /
p ro g ram m e o f events n
/ˌp rəʊ græ m ə v ɪˈv e n ts /
p ro m in e n t a d j /ˈpr ɒ m ɪn ə n t/
p u rp o se n /ˈp ɜːp əs/
qualificatio n s n p l
/ˌ k w ɒ l ɪ f ɪˈk e ɪ ʃ n z /
reasona b le a d j /ˈriːz n əhl/
red u ce v /rɪˈd ju ːs/
reference n /ˈre f rə n s/
re m in d v /rɪˈm a ɪ n d/
re ɪn in d e r n /rɪˈm a ɪ n d ə(r)/
renew ahle a d j / r ɪ ˈn ju ːə h l/
review v /rɪˈv ju ː/
screen n /sk riːn /
se n io r lecturer n /ˌsiː n iə
ˈlek ʧ ərə(r)/
sessio n n /ˈse ʃ n /
s e t o f f v /ˌs e t ˈɒf /
shelter n /ˈʃ e l tə (r)/
sightseeing n /ˈsaɪtsiːɪŋ/
site n /saɪt/
skills n p l /sk ɪlz/
social life n /ˈsə ʊ ʃ l ˌla ɪ f /
sources n p l /ˈsɔ ːsɪ z /
speaker n /ˈspiː k ə(r)/
specify v /ˈspe sɪf a ɪ/
su b m ari n e n /ˌsʌ b m əˈriː n /
suffixes n p l /ˈsʌ f ɪ k s ɪ z /
swa l l ow v /ˈs w ɒ l əʊ/
sy m ptom n /ˈsɪm p təm /
tem p o ra ry a d j /ˈte m p ə rə ri/
te rm (= w ord) n /tɜ ːm /
textbook n /ˈte k stb ʊ k /
to n e n /tə ʊ n /
top o g rap h y n /tə ˈp ɒ g rə f i/
to u r n /tʊ ə(r)/
tran sfo rm v /tr æ n sˈf ɔːm /
tran slatio n n /træ n s ˈ l e ɪ ʃ n /
Turkey n /ˈtɜ ːki/
tu to r n /ˈtju ːtə (r)/
typical a d j /ˈt ɪ pɪkl/
typing n / t a ɪ p ɪŋ/
use n /ju ːs i
ven u e n /ˈv e n ju ː/
w edding n /ˈw ediŋ/
w ish v /w ɪ ʃ /
yours sincerely /ˌjɔ ː z s ɪ n ˈsɪəl ɪ/
Unit 6
actually a d v /ˈæ k ʧ ʊ əl ɪ /
ancestors n p l /ˈæ n s e s tə z /
ancient a d j /ˈ e ɪ n ʃ n t/
applied science n /əˌp la ɪ d ˈsaɪəns/
apply v /əˈplaɪ/
arth ritis n /ɑ ːˈθ ra ɪtə s/
asth m a n /ˈæ sm ə/
au th o r n /ˈɔːθə(r)/
average a d j /ˈæ vərɪʤ /
hestseller n /ˌb estˈselə(r)/
billion n /ˈb ɪljən /
bones n p l /b ə ʊ n z /
b reak tb ro u g b n /ˈbr e ɪ k θ ru ː/
b u llet p o in ts n p l /ˈbʊlɪt ˌp ɔɪn ts/
busy adj /ˈbɪzi/
bytes np l /baɪts/
C an ad a n /ˈkæ n ədə/
C an ad ian a d j / k əˈ n e ɪ d iə n /
cause n /k ɔːz/
C elsius n /ˈs e l siəs/
centigrade n /ˈse n tɪg r e ɪ d/
central a d j /ˈse n trəl/
c b ild h o o d n /ˈʧaɪldhʊ d/
cbips n p l /ʧ ɪ ps/
claim v /k l e ɪm /
claim s n p l /k l e ɪ m z/
colleagues n p l /ˈkɒl ɪ ːg z /
co n centrate v /ˈ k ɒ n s ə n tr e ɪt/
co n clude v / k ə n ˈk luːd/
co n n ectio n n /kəˈ n e k ʃn /
consist v /k ə n ˈsɪst/
co n trib u te v / k ə n ˈtr ɪ b j u ː t ,
ˈk ɒ n tr ɪb ju ːt/
c o n trib u to r n /k ə n ˈtr ɪ b jə tə (r)/
cures n p l / k jʊ əz/
daily a d j /ˈd e ɪli/
dam age n /ˈdæ m ɪʤ /
d a n ger n /ˈd eɪ n ʤ ə(r)/
d ata n /ˈd e ɪtə /
decades n p l /ˈd e k e ɪdz/
decim als n p l /ˈd e s ɪ m l z /
decline n /d ɪˈk laɪn /
decrease v /d ɪˈk riːs/
d em an d n /d ɪˈm ɑ ː n d/
d e p e n d v /d ɪ ˈp e nd/
develop v /d ɪˈv e ləp/
d iam eter n /d aɪˈæ m ɪtə(r)/
d iet n /ˈd aɪət/
diseases n p l /dɪˈ z ɪː z ɪ z /
d istrn st n /d ɪs ˈtrʌ s t/
d ro p n /d ro p /
effect n /ɪˈ f e k t/
elem ents n p l /ˈeləm ə n ts /
en sure v /ɪ n ˈʃʊ ə(r)/
equals v /ˈiːk w ə l z /
evidence n /ˈevɪdəns/
exist v /ɪgˈz ɪst/
face m asks n p l /ˈf e ɪs ˌm ɑːsks/
fact n / f æ k t/
factories n p l /ˈf æ k tə r i z /
fight v, n / f aɪt/
final n /ˈf a ɪ n l/
forest fires n p l /ˈ f ɒ rɪs t ˌfaɪə z /
fossil fuels n p l /ˈ f ɒ s l ˌ f jʊ ə l z /
generations n p l /ˌʤ e n əˈr e ɪʃn z /
giga b yte n /ˈg ɪg ə b a ɪt/
hahits n p l /ˈh æ b ɪts/
h a lf n /h ɑ ː f /
h e a rt attacks n p l /ˈb u ːt əˌtæ k s/
height n /h a ɪt/
ill h ealth n /ˌɪl ˈh e lθ/
increase n /ˈɪŋk riːs/
i n creased a d j /ˈɪŋ k riːst/
i n creasing a d j / ɪ n ˈkriːsɪŋ/
increasi n g l y a d v /ɪ n ˈk riːsɪŋ l l/
in d u strial a d j /ɪn ˈd ʌ striə l/
in fact a d v /ˌɪn ˈf æ k t/
in terp ret v /ɪ n ˈtɜ ːp rɪt/
i n tu rn a d v /ˌɪ n ˈtɜ ː n /
key a d j / k iː/
latest a d j /ˈl e ɪ t ɪ st/
lead to v /ˈliːd ˌ tu ː , tə /
less th a n /ˈles ðən /
level n /ˈl e vI/
likely a d j /ˈla ɪ kli/
lin k n /lɪŋ k /
lo n g -term a d j /ˌlɒŋ ˈtɜːm /
lung cancer n /ˈl ʌŋ ˌk æ n sə(r)/
m ajo r a d j /ˈm eɪʤ ə(r)/
m ake notes v /ˌm e ɪk ˈn əʊ ts/
m an -m ad e a d j /ˌm æ n ˈm e ɪd/
m athem atical sym hol n
/ˌm æ θəˌm æ tɪkl ˈsɪm bl/
m etres n p l /ˈm ɪːtə z /
m icro n s n p l /ˈm aɪ k r ɒ nz/
m i n i n g n /ˈm aɪ n ɪŋ/
m i n us p r e p /ˈm aɪ n əs/
m o to r vehicle n /ˈm əʊ tə ˌviːək l /
n atu ral a d j /ˈn æ ʧ rə l /
n o u g h t n /n ɔ ːt/
oil n /ɔ ɪ l/
o rdinal n u m b ers n p l /ˈɔːdɪnl
ˌn ʌ m b ə z /
o rig i n al a d j /əˈrɪʤ ə n l/
origins n p l /ˈ ɒ rɪʤ ɪn z /
parap h rase v /ˈp æ rə fr e ɪz/
particles n p l /ˈp ɑ ːtɪk l z /
Word list
67
percentages n p l /p ə ˈs e n tə ʤ ɪ z /
pi n /paɪ/
plagiarize v /ˈp l e ɪʤ ə ra ɪ z /
p o l lu ta n ts n p l /p əˈ l u ːtə n ts/
p o llu ted a d j /p əˈlu ːtɪd /
p o l lu tio n n /p əˈlu ː ʃ n /
p o orly a d v /ˈp ɔ ːh , ˈpʊə l ɪ/
possi b ility n /ˌp ɒsəˈb ɪ l ə ti/
pow er statio n s n p l /ˈpaʊə
ˌste ɪʃn z /
previously a d v /ˈp riːvɪəslɪ/
p rim a ry schoo l n /ˈp ra ɪ m ərl
ˌskuːl/
p ro h a h ly a d v /ˈp r ɒ bəh li/
p ro m in e n t a d j /ˈp rɒ m ɪ n ə n t/
prop erly a d v /ˈprɒpəlɪ/
p ro tect v /p rə ˈt e k t/
prove v /p ru ːv /
pupils n p l /ˈp Ju ːp l z /
p u re science n /ˌp jʊ ə ˈsaɪəns/
q u a rte r n /ˈk w ɔ ːtə (r)/
quote v / k w əʊ t/
ratio n /ˈreɪʃiəʊ /
reactio n n /riˈæ k ʃ n /
reassuring a d j /ˌriːəˈʃʊ ərɪŋ /
reco rd v /rɪˈ k ɔ ːd /
r e d u ce v /rɪˈd ju ːs/
releva n t a d j /ˈre lə v ə n t/
re p o rt v /rɪˈp ɔ ːt/
researchers n p l /rɪˈs ɜ ːʧ ə z /
residents n p l /ˈr e z ɪ d ə n ts /
resu lt in v /r ɪ ˈz ʌ lt ɪ n/
results n p l /rɪˈz ʌ lts/
reveal v /rɪˈv ɪ ːl/
revision n /rɪˈv ɪ ʒ n /
rew rite v /ˌ r iːˈra ɪ t/
rise n /r a ɪ z/
risk n / r ɪ s k /
sake n /seɪk /
sca n dal n /ˈs k æ n dl/
scientists n p l /ˈsa ɪ ə n t ɪ sts/
search v /s ɜ ːʧ /
shock v / ʃ ɒ k/
shockingly a d v /ˈʃ ɒ k ɪ ŋli/
shortag e n /ˈʃ ɔ ːtɪʤ /
sim ilar a d j /ˈsɪm ələ( r )/
si n gle a d j /ˈsɪŋgl/
sit (an exam ) v /ˌsɪt (ə n ɪgˈ z æ m )/
skeletons n p l /ˈsk e l ɪ t n z /
society n /sə ˈsa ɪə ti/
solution n /sə ˈlu ːʃ n /
source n /sɔ ːs/
speculate v /ˈsp e k jə le ɪ t/
speculation n /ˌsp e k jə ˈ le ɪʃ n /
strictly a d v /ˈ s tr ɪ k th /
su b u rh n /ˈsʌ h ɜːh /
suffer v /ˈsʌ f ə (r)/
su m m arize v /ˈsʌ m ə ra ɪz /
su m m a ry n /ˈsʌm əri/
take tim e v /ˌt e ɪ k ˈtaɪm /
TB n /ˌtiː ˈhiː/
tem p eratu re n /ˈt e m p rə ʧ ə (r)/
th ird n /θ ɜːd /
th ree q u a rte rs n p l /ˌθriː
ˈk w ɔ ːtə z /
tiny a d j /ˈ ta ɪ n i/
toe n /tə ʊ /
tuherculosis n /tju ːˌb ɜ ːk jʊ lə ʊ s is /
68
Word list
u n c e rta in ty n /ˌʌ n ˈsɜːtn ti/
u n d erv alu e v /ˌʌ n dəˈvæ l ju ː/
u n su rp risi n gly a d v
/ˌʌ n sə ˈp ra ɪz ɪ ŋli/
value n /ˈvæ l ju ː/
vehicle n /ˈv lːək l /
v itam in C n /v ɪ tə m ɪ n ˈsɪ ː/
volcanoes n p l /v ɒ l ˈkeɪ n əʊ z /
zero n /ˈ z ɪ ərəʊ /
Unit 7
a b stra c t n /ˈæ b stræ k t/
accom pany v /əˈkʌm pənl/
a c to r n /ˈæ k tə(r)/
ad d itio n al a d j /əˈd ɪ ʃ ə n l/
ad m ire v /əd ˈm a ɪ ə(r)/
age (= p e rio d o f tim e) n / e ɪ ʤ /
A n g o l a n /æ ŋˈgəʊ lə/
an n u al a d j /ˈæ n jʊ əl/
ap artb eid n /ə ˈp o ːta ɪ t/
approxim ately a d v
/əˈp r ɒ k sɪm ɔ tlɪ/
A rabic a d j /ˈæ rəbɪk/
A rabism n /ˈæ rəb ɪzm /
archa e ologist n /ˌɑːkiˈɒləʤ ɪ s t/
A rg en tin a n /ˌɑ ːʤ ɔ n ˈtiː n ə/
a rt gallery n /ˈɑ ːt ˌgælərɪ/
atte n d v /ə ˈt e n d/
au th o r n /ˈɔːθə(r)/
averag e a d j /ˈæ vərɪʤ /
decade n /ˈd e k e ɪ d/
degree n /d ɪˈgriː/
dem ocratically a d v
/ˌd em əˈk ræ tɪk li/
design v /d ɪˈzaɪ n /
detectio n n /d ɪˈte k ʃ n /
detective n /d ɪ ˈte k tɪv /
d irect a d y v /d əˈr e k t, d ɪ - , daɪ-/
d irecto r n /d əˈr e k tə (r ) , d ɪ -, daɪ-/
disadvantaged a d j
/,d ɪ sədˈv ɒ ː n tiʤ d/
discovery n /d ɪˈs k ʌv əri/
distinctive a d j /d ɪ ˈst ɪ ŋ k t ɪ v/
d ram atist n /ˈd ræ m ə tɪst/
editio n n / ɪ ˈd ɪʃ n /
educate v /ˈ e ʤ ɪɪ k e ɪt/
efficient a d j /ɪˈf ɪ ʃ n t/
Egypt n /ˈiːʤ ɪpt/
Egyptia n a d j / ɪ ˈʤ ɪ pʃɪɪ/
elect v /ɪˈl e k t/
e m p ty v /ˈ e m p t ɪ/
encyclopaedia n / ɪ n ˌsa ɪ k l əˈp lːd ɪ ə/
e n d i n g n /ˈ e n d ɪ ŋ/
especially a d v /ɪˈs p e ʃ l i/
ex p o rt n /ˈ e k s p ɔ ːt/
extracts n p l /ˈ e k s træ k ts /
fight against v /ˈ f a ɪ t əˌg e n st/
final n /ˈ f a ɪ n l/
folio n /ˈf əʊl ɪ əʊ/
foothallers n p l /ˈfʊ th ɔ ːlə z /
foreign a d j /ˈf ɒ rən/
fu neral n /ˈ f j u ː n ərəl/
best-selling a d j /ˈb est ˌse l ɪ ŋ/
b o ili n g p o i n t n /ˈb ɔɪl ɪ ŋ p ɔ ɪ n t/
b rid g e n /b r ɪ ʤ /
b u tt e rfiy n /ˈb ʌ tə fla ɪ/
goals n p l /gəʊ lz/
g ram m ar school n /ˈgræ m ə
,s k uːl/
car e e r n /k ə ˈr ɪ ə(r)/
categories n p l /ˈ k æ tə g ə ri z /
c e n tn ry n /ˈsen ʧ ərɪ/
ch an t v /ʧ ɑ ː n t/
c h a rt n /ʧ ɑ ːt/
ch em istry n /ˈk e m ɪ stri/
chronological a d j /ˌk r ɒ n əˈ l ɒ ʤ ɪk l /
classic a d j , n /ˈk læ s ɪ k /
club n / k lʌb/
coll e cted a d j / k əˈl e k t ɪ d/
com ed y n /ˈk ɒ m ədi/
co m m as n p l /ˈk ɒ m ə z /
com plete v /kəm ˈp l iːt/
co m p o se v / k əm ˈpəʊ z /
co m p o ser n / k əm ˈp əʊ zə(r)/
co n d itio n s n p l /k ə n ˈd ɪ ʃ n z/
c o n d u c t v /k ə n ˈdʌkt/
c o n d u c to r n /k ə n ˈd ʌ k tə(r)/
c o n n ectio n n / k əˈ n e k ʃɪɪ/
co n sid er v / k ə n ˈs ɪ d ə(r)/
co n tin u e v / k ə n ˈtɪ n ju ː/
c o u n ty n /ˈkaʊ nti/
couple n /ˈk ʌpl/
c o u rt n / k ɔ ːt/
creato r n / k r ɪ ˈe ɪ tə (r)/
ill-d o cu ɪn e n ted a d j /ˈ ɪ l
ˌd ɒ k jəm e n tɪd /
Im am n /ɪˈm ɑːm /
im p o rtan ce n / ɪ m ˈp ɔ ːtə n s/
im p riso n v / ɪ m ˈp r ɪ z n /
i n correct a d j /ˌ ɪ n k əˈr e k t/
initially a d v /ɪˈ n ɪ ʃəli/
in tern atio n al a d j /ˌɪ n təˈ n æ ʃ n əl/
In te rn e t n /ˈ ɪ n tə n e t/
Iraq n / ɪ ˈræk/
Islam n /ˈ ɪ z lɑːm /
Islam ic a d j /ɪ z ˈlæ m ɪk/
D am e C o m m a n d e r o f tbe O rd e r
o f the B ritish E m pire n /ˌd e ɪ m
k ə ˌm u ːn d ər ə v ði ˌɔːdər ə v ðə
ˌbr ɪ t ɪ ʃ ˈe m p a ɪə (r)/
D aɪn e o f th e British E m pire n
/ˌd e ɪ m ə v ð ə ˌbr ɪ t ɪ ʃ
ˈem p aɪə(r)/
hero n /ˈhɪərəʊ /
jazz n /ʤ æ z/
keyw ords n p l /ˈkiː w ɜːd z/
K hedive n dtəˈdiːv/
landscape n /ˈlæ n d s k e ɪ p/
law n /lɔː/
law school n /ˈlɔː ˌsk uːl/
lead actor n /ˌliːd ˈæ k tə (r)/
life-cy cle n /ˈ l a ɪ f ˌsa ɪ k l/
h fe -s to ry n /ˈla ɪ f ˌstɔ ːr ɪ /
literary a d j /ˈlɪtərəri/
literature n /ˈl ɪ trɔ ʧ ə (r)/
luxurious a d j /ˈ l ʌg ʒʊ əriəs/
m ax im u m a d v /ˈm æ ksɪm əm /
m e rc u ry n /ˈm ɜːk jəri/
m id d le class a d j /ˈm id l ˈklaːs/
m o n thly a d j /ˈm ʌ n θl ɪ/
m o u rn ers n p l /ˈm ɔː n ə z /
m ovem ent n /ˈm u ːv m ə n t/
m ovie n /ˈm uːvi/
ɪ n y stery n /ˈm ɪ stri/
m ysterious a d j /m ɪsˈt ɪ əriəs/
n am e v /n e ɪm /
Nohel Prize n /ˌ n əʊ b e l ˈpraɪz/
n o n - d e fining relative clause n /
ˌ n ɒ n d ɪ ˌf a ɪ n ɪ ŋ ˌrelət ɪ v ˈk lɔːz/
n o ted a d j /ˈ n əʊ tɪd /
novel n /ˈn ɒvl/
novelist n /ˈn ɒ v əl ɪ st/
o h tain v /ə b ˈt e ɪ n /
o m it v /əˈm ɪt/
o n lin e a d j /ˈɒ n la ɪ n /
o f all tim e a d v /əv ˌɔːl ˈta ɪ m/
o p era n /ˈɒpərə/
orch estra n /ˈɔ ːk ɪstrə /
palace n /ˈpæ ləs/
peace n /p iːs/
percentage n /p əˈse n tɪʤ /
p h ilo so p h er n / f ɪ ˈlɒsə f ə(r)/
playw right n /ˈpl e ɪ r a ɪ t/
p o etic a d j /p ə ʊ ˈe t ɪ k /
Poet Laureate n /ˌpəʊ ɪt ˈlɒ riə t/
p o e try n /ˈp əʊ ətri/
politician n /ˌpɒ ləˈt ɪ ʃ ɪV
p o rtra it n /ˈp ɔ ːtr e ɪt/
presid en t n /ˈpr e z ɪ d ə n t/
p riso n n /ˈp rɪzn /
pro d u ce v /p rə ˈd ju ːs/
prolific a d j /p rəˈl ɪ f ɪ k /
p ro m in e n t a d j /ˈp rɒ m ɪn ə n t/
p ro p h e t n /ˈprɒ f ɪt/
pro se n /p rəʊ z/
p u h lic ly a d v /ˈp ʌ h l ɪ k l i/
puhlish v /ˈp ʌ h lɪʃ/
rad iu m n /ˈre ɪ diəm /
rainfall n /ˈr e ɪ n f ɔːl/
raise v /r e ɪ z/
related to a d j /rɪˈle ɪ t ɪ d ˌtu ː, tə /
relative clause n /ˌre lə t ɪ v ˈklɔːz/
relative p ro n o u n s n p l /ˌr e lə tɪv
ˈprəʊ n aʊ n z /
release v / r ɪ ˈl ɪːs/
relevant a d j /ˈr e ləv ə n t/
reliahle a d j /rɪˈla ɪ əbt/
r e m ai n v /rɪˈm e ɪ n /
rep u tatio n n /ˌre p jʊ ˈt e ɪ ʃ n /
retired a d j /rɪˈta ɪ əd /
role n /rəʊl/
royal a d j /ˈrɔ ɪ əl/
ru sh v /rʌ ʃ/
sadly a d v /ˈsæ dl ɪ/
score v /s k ɔː(r)/
scu lp tu re n /ˈsk ʌ lp ʧ ə(r)/
search n /s ɜ ːʧ /
search engine n /ˈsɜ ːʧ ˌen ʤ ɪ n /
selected a d j /s ɪ ˈlektɪd/
sep aratio n n /ˌs e pəˈr e ɪ ʃ n /
share v /ʃe ə (r)/
sh o rt sto ry n /ˌʃɔ ːt ˈstɔːri/
sites n p l /s a ɪts /
so n g w riter n /ˈsɒ ŋ ra ɪ tə (r)/
source n /sɔ ːs/
S o u th A fric a n /ˌsaʊθ ˈæ f rɪk ə/
special effects n p l /ˌsp e j t ɪ ˈfek ts/
stages n p l /ˈs te ɪ ʤ ɪz/
star n , v /stɑ ː(r)/
statesm a n n /ˈst e ɪ ts m ə n /
subject n /ˈsʌ b ʤ ɪ k t/
su rp risi n g a d j /s ə ˈp ra ɪ z ɪŋ/
Sw itzerla n d n /ˈsw ɪ t s ə l a n d/
Syria n /ˈs ɪ riə/
t e e n s n p l / t ɪ ːn z /
topic n /ˈtɒ p ɪ k /
to u rn a m e n t n /ˈtɔ ː n ɔ m ə n t/
tragedy n /ˈtræ ʤ əd i/
tragico ɪn ed y n /ˌtræ ʤ ɪ ˈk ɒ m ədi/
trib u te n p tr ɪb ju ːt/
trip n /trɪp /
u n h a p p y a d j /ˌʌ n ˈhæpi/
U n ic e f n /ˈju ː n ɪ s e f /
uniq u e a d j /ju ːˈ n iː k /
u n k n o w n a d j /ˌʌ n ˈn əʊn/
volum es n p l /ˈv ɒ lju ːm z /
w ehsite n /ˈw e h s a ɪt/
w ell-connected a d j /ˌw e l
k əˈ n e k tɪd /
w id e ly-r e ad a d j /ˌw a ɪ dli ˈre d/
w orks n p l /w ɜ ː k s/
w o rld C up n /ˌw ɜ ːld ˈkʌp/
Zimhabwe n /zɪmˈhɑːbw ɪ/
Unit 8
ahhreviations n p l /əˌb ɪiːv iˈ e ɪʃ n z /
access v /ˈæ k s e s/
accurate a d j /ˈæ k jə rə t/
ack n ow ledge v /ə k ˈn ɒlɪʤ /
ack n ow l ed g em e n ts n p l
/ək ˈ n ɒ l ɪ ʤ m ə n ts/
acronym s n p l /ˈæ k rə n ɪm z /
advertising n /ˈæ d v ə ta ɪz ɪŋ /
aerial n /ˈeərɪə l /
afford v /əˈ f ɔːd /
alphabetical a d j /ˌæ l f əˈb e t ɪ k l/
a n ti-s p a m a d j /ˌæ n ti ˈspæ m /
anti-v iru s a d j /ˌæ n ti ˈva ɪ rə s/
as c o n j /ə z /
as a resu lt a d v /ˌə z ə rɪˈ z ʌ lt/
attack m v /əˈtæ k /
attractive a d j /ə ˈtræ k tɪv /
back u p v /ˈbæ kʌp, ˌbæ k ˈʌp/
basic a d j /ˈb e ɪs ɪ k /
batteries n p l /ˈb æ tə ri z /
BBC n /ˌbiː biː ˈsiː/
b e m a d e up o f v /ˌbɪ ˈm e ɪd ʌp
əv/
bibliography n /ˌb ɪ b l ɪ ˈɒ g rə fi/
b io ch em istry n /ˌhaɪəʊ ˈ k e m ɪ s trɪ/
h ra c k e ts n p l /ˈh ræ k ɪts/
h rain n /b r e ɪ n /
b rea k i n to v /ˈbr e ɪk ˌɪ n tə /
b rea k tb ro u g h n /ˈb re ɪ k θ ru ː/
c. / ca. /ˈsɜːk ə/
C D b u r n e r n /ˌsɪː ˈdɪː ˌb ɜː n ə(r)/
C D -R O M n /ˌs iːd iː ˈrɒ m /
cen tral processi n g u n it n /ˌs e n t r ə l
ˈprəʊs e sɪŋ ˌjuː n ɪt/
certainly a d v /ˈs ɜ ːt n lɪ/
c f /ˈsiː ef/
cbips (co m p u ter cbips) n p l
/ʧɪps/
c irc a p r e p /ˈsɜːk ə/
codes n p l /k əʊ d z/
co h ere n t a d j / k əʊ ˈh ɪ ə r ə n t/
cohesive a d j /kəʊ ˈb ɪ ːsɪv/
com m ercial a d j /k əˈm ɜːʃl/
com panies n p l /ˈk ʌ m p ə n iz/
c o n n ect v / k əˈ n e k t/
co nsequently a d v /ˈ k ɒ n s ɪ k w ə n tl ɪ /
C P U n /ˌs ɪ ː pɪː ˈJuː/
crash v /k ræ ʃ/
credit v /ˈk r e d ɪt/
credit card n /ˈk red ɪt ˌkɑːd/
crim e n /ˈ k raɪm /
d e n tist n /ˈd e n t ɪ st/
d e n tistry n /ˈde n tɪs trɪ/
d e p a rtm e n t n /d ɪˈp ɑ ːtm ə n t/
design n /dɪˈzaɪrɪ/
designers n p l /dɪˈ z a ɪ n əz/
destroy v /d ɪˈstrɔ ɪ/
details n p l /ˈd iːt e ɪ l z/
d etect v /d ɪˈt e k t/
developing w orld n /d ɪˌv e l əp ɪŋ
ˈw ɜːld/
devic e n /d ɪ ˈvaɪs/
devise v /d ɪ ˈva ɪ z /
digital a d j /ˈd ɪʤ ɪtl/
d o w n lo ad v /ˌdaʊnˈ l əʊd/
drills n p l /d rɪlz/
D v D b u rn e r n /ˌdɪː viː ˈdiː
ˌbɜː n ə (r)/
effectively a d v /ɪˈ f e k tɪv l i/
e.g. /ˈiː ʤ iː/
electricity n /ɪˌ l e k ˈtrɪsə ti/
em ployees n p l /ˌɪm plɔɪˈlː z /
en o rm o u sly a d v /ɪˈ n ɔ ːm ə s l ɪ/
equal v /ˈɪː k w ə l /
etc. / e tˈs e tə rə /
for in stan ce / f ə r ˈɪn stən s/
fu n ctio n n /ˈf ʌ ŋ k ʃ n /
gangs n pl /gæŋz/
GB (gigabyte) n /g ɪg , ˈg ɪ g ə b a ɪ t/
ge n eratio n n /ˌʤ e n əˈr e ɪ ʃ n /
grad u ates n p l /ˈg ræ d jʊ ə ts/
h a n d l e n /ˈhæ n dl/
h ardw are n /ˈh u ːd w eə(r)/
h ire v /h a ɪə (r)/
house v /h aʊ z/
ibid. /ˈ ɪ b ɪd/
Le. /ˈaɪ iː/
im ply v /ɪm ˈplaɪ/
in co m in g call n /ˌɪ n k ʌ m ɪŋ ˈk ɔːl/
indiv id u al a d j /ɪ n dɪˈvɪʤ ʊ əl/
in fo rm a tio n technology n
/ˌɪ n f əˌm e ɪ ʃ n t e k ˈn ɒ l ə ʤ ɪ /
i n fu l l a d v / ˌ ɪ n ˈf ʊ l /
in itial n /ɪˈ n ɪʃl/
in o th e r w ords /ˌɪn ˈʌðə ˌw ɜ ːd z/
install v / ɪ n ˈstɔːl/
In te rn e t n /ˈɪ n t ə n e t/
i n th e o ry /ˌɪ n ˈθɪ əri/
inve n tio n s n p l /ɪ n ˈve n ʃ n z/
in v erted com m as n p l /ɪ n ˌv ɜːtɪd
ˈk ɒ m əz/
iP od n /ˈa ɪ pɒd/
IT n /ˌaɪ ˈtiː/
ju n k m ail n /ˈʤ ʌŋk ˌm eɪl/
keyboard n /ˈk iːb ɔːd /
laptop (com puter) n /ˈlæ p t ɒ p/
laser n /ˈleɪ z ə(r)/
linking w ords n p l /ˈlɪŋkɪŋ ˌw ɜ ːd z/
lo ad v /ləʊd/
m acb l n e r y n /m əˈ ʃ ɪː n əri/
m ail n /m e ɪl/
m ailboxes n p l /ˈm eɪ l b ɒ k stz/
m an u factu rers n p l /
ˌm æ n jəˈfæ k ʧ ə r ə z /
m e m o ry n /ˈm e m əri/
m e m o ry key n /ˈm em əri ˌkiː/
m o n ito r n /ˈm ɒ n ɪtə (r)/
m ouse n /m ao s/
N.B. /ˌen ˈbiː/
n etw orks n p l
/ˈ n e tw ɜ ːk s /
o n li n e a d v /ˌɒ n ˈl a ɪ n /
O PEC n /ˈəʊ pe k /
o p p o rtu n ity n /ˌ ɒ p ə ˈ tju ː n əti/
o p tio n s n p l /ˈɒp ʃ n z/
o rd in ary a d j /ˈɔːd n ri/
o u t o f co ntrol a d j /ˌaʊ t əv
k ə n ˈtrəʊ l /
p. / pp. /p ɪː, ˈpiː piː/
painless a d j /ˈp e ɪnləs/
passw ord n /ˈpɑ ːs w ɜːd/
p erio d ic table n /ˈp ɪ ə rɪɒ d ɪ k ˌt e ɪbl/
perso n ali z e v /ˈp ɜ ːsə n ə la ɪ z/
personal stereo n /ˌp ɜ ːs ə n l
ˈsterləʊ /
p h arm aceu tical a d j
/ˌ f ɑ ːm ə ˈs ju ːtɪ k l/
ph ish in g n /ˈf ɪ ʃ ɪŋ/
plug in v /ˌp l ʌg ˈɪn /
podcasts n p l /ˈp ɒ d k ɑ ːsts/
pow er v /ˈpaʊ ə(r)/
pow erful a d j /ˈpaʊ əfl/
p ri n ter n /ˈp rɪ n tə (r)/
processing n /ˈprəʊ sesɪŋ /
pro g ram n /ˈprəʊ græ m /
p ro g ram m in g n /ˈp rəʊ g ræ m ɪ ŋ/
publication n /ˌpʌblɪˈ k e ɪ ʃ n /
publisb e r n /ˈp ʌ b l ɪʃə (r)/
RAM n /ræ m /
receiver n /rɪˈsɪːv ə(r)/
reco m m en d v /ˌr e k əˈm e nd/
reference n /ˈre f rə n s/
research n / r ɪ ˈsɜ ːʧ , ˈriːsɜːʧ /
R /w /ˌriːˈra ttə (r ) , ˌriːˈra ɪ tə b l/
re p etitio n n /ˌre p ə ˈt ɪ ʃn /
rep h rase v /ˌriːˈfr e ɪ z /
scan n er n /ˈskæ n ə(r)/
screen n /s k riː n /
si n ce c o n j /s ɪ n s/
sockets n p l /ˈsɒ k ɪts/
softw are n /ˈsɒ f tw e ə(r)/
solar energy n /ˌsəʊ l ə r ˈe nəʤ i/
sophisticated a d j /s ə ˈfɪs t ɪ k e ɪtɪd /
sp am n /spæ m /
speakers n p l /ˈsp ɪː k ə z /
spyw are n /ˈsp a ɪ w e ə (r)/
stan d -alo n e a d j /ˈstæ n d əˌləʊn/
sta n d for v /ˈstæ n d ˌf ɔ ː(r), f ə (r)/
storage n /ˈstɔːrɪʤ /
stren g th n /s tr e ŋθ/
supply n /səˈp laɪ/
su rn am e n /ˈsɜː n e ɪm /
sw itch v /s w ɪ ʧ /
system n /ˈsɪstəm /
technical a d j /ˈte k n ɪ kl/
tex t m essage n /ˈte k st ˌm es ɪ ʤ /
th a t is /ˈðæ t ɪ z /
th a t is to say /ˈðæ t ɪ z t ə ˌse ɪ/
th re a t n /θ r e t/
tra in in g n /ˈtre ɪ n ɪŋ/
treatm en t n /ˈtriːtm ɔ n t/
trick v, n / t r ɪ k /
T rojan H o rse n /ˌtrəʊ ʤ ən ˈhɔːs/
U K n /ˌjuː ˈk e ɪ/
u n it n /ˈju ː n ɪt/
u n c e rta in a d j /ˌʌ n ˈsɜ ːt n /
u nw a n ted a d j /ˌʌ n ˈwɒ n t ɪ d/
u p -to -d ate a d j / ˌ ʌ p t ə ˈ d e ɪt/
USB p o rt n /ˌJuː es ˈbiː ˌpɔːt/
user ID n /ˌju ː z ə r ˌa ɪ ˈdiː/
V D U n /ˌv iːd iːˈJ u ː/
v ia p r e p /ˈv a ɪ ə/
vihrate v /v a ɪ ˈhr e ɪt/
virus n /ˈva ɪ rəs/
w ehcam n /ˈw e hkæ m /
w ehpage n /ˈ w e b p e ɪ ʤ /
w iE i n /ˈw a ɪ f a ɪ/
w ind u p a d j /ˈw a ɪ n d ʌp/
wireless n /ˈw aɪələs/
w w w /ˌdʌhl Juː ˌdʌhl ju ː ˈdʌbl
ju d
Unit 9
ad d v /æ d/
aerial n /ˈ e ərial/
after th at a d v /ˌɑ ː f tə ˈðæ t/
alkali n /ˈæ lk əla ɪ /
am plifier n /ˈæ m p l ɪ f a ɪə (r)/
an sw erphone n /ˈɑ ː n səfəʊ n /
appropriately a d v /əˈp rəʊ p riətli/
atm osphere n /ˈæ tm ə s f ɪə(r)/
benefits n p l /ˈbe n ə f ɪ ts /
b iocbem lst n /ˌb a ɪ əʊˈ k e m ɪ st/
blue-eyed a d j /ˌb l uː ˈaɪd/
carrier waves n p l /ˈ k æ rɪə ˌw e ɪ vz/
category n /ˈk æ tə g ə r ɪ/
co m m u n icatio n n
/ k ə ˌm ju ː n ɪˈke ɪ ʃ n /
c o m p o u n d n o u n n /ˌkɒ m paʊ n d
ˈn a ʊ n /
com press v /k əm ˈp r e s/
co m p u ter literate a d j / k ə m ˌp ju ːtə
ˈlɪtərət/
cord l ess ph o n e n /ˌk ɔːd lə s ˈf əʊ n /
data-processing n /ˌd e ɪ tə
ˈp rəʊ ses ɪ ŋ/
deoxyrɪbose nucleic acid n
/d ɪ ˌɒksiˌra ɪ b ə ʊ z ˌn ju ː k l iːɪk
ˈæs ɪ d/
detailed a d j /ˈd iːteɪld /
diesel engine n /ˈd iːz l ˌe n ʤ ɪ n /
din o sau rs n p l /ˈd aɪ n ə s ɔ ː z /
discovery n /d ɪˈsk ʌ v əri/
distil v /d ɪˈs t ɪ l/
d o d o s n p l /ˈdəʊ dəʊ z /
D o m i n i c a n /d o m ɪ ˈn ɪːk ə/
dove n /dʌv/
drago n n /ˈd ræ g ən /
Word list
69
d ru m n /d rʌ m /
d ry v /d r a ɪ /
d y n am ite n /ˈd a ɪ n ə m a ɪt/
easy-goi n g a d j /ˌiː z i ˈgəʊɪŋ/
eclipses n p l /ɪˈk lɪp si z /
ecology n /ɪˈkɔləʤ i/
E cuad o r n /ˈe k w ə d ɔ ː(r)/
electro n ic a d j / ɪ ˌl e k ˈtr ɒ n ɪ k /
e n g in e n /ˈe n ʤ ɪ n /
e n te rta i n m e n t n /ˌe n tə ˈt e ɪn m ə n t/
expa n d v /ɪk ˈsp æ n d /
experim en ts n p l / ɪ k ˈsp e rɪm ə n ts/
ex tin ct a d j /ɪk ˈs tɪŋ k t/
fax m ach in e n /ˈ f æ k s m ə ˌʃiː n /
firstly a d v /ˈf ɜ ː s t l i/
fl igh t n / f la ɪt/
fɒ cnsed a d j /ˈf əʊ k ə st/
freely a d v /ˈfriːli/
fu rn ace n /ˈf ɜ ː n ɪs/
h ard -w o rk in g a d j /ˌhɑːd
ˈw ɜː k ɪ ŋ/
head p h o n es n p l /ˈh ed f əʊ n z/
hlghly-quallfied a d j /ˌhaɪlɪ
ˈk w ɒ lɪfa ɪd /
h igh -sp eed a d j /ˈhaɪ ˌsplːd/
i n dex n /ˈ ɪ n d e k s/
i n fra stru c tu re n
/ˈɪn frə ˌs trʌ k ʧ ə (r)/
in tern a l co m h u stio n engine n /
ɪ n ˌtɜː n l k ə m ˈh ʌ sʧ ə n ˌe n ʤ ɪ n /
i n terview ers n p l /ˈ ɪ n tə v J u ːə z /
invent v /ɪn ˈv e n t/
inven tio n n /ɪn ˈv e n ʃn /
invisihle a d j /ɪ n ˈvɪzəbl/
lastly a d v /ˈlɑːstli/
light hulhs n p l /ˈlaɪt ˌhʌ l hz/
lim esto n e n /ˈla ɪ m s tə ʊ n /
lo n g -te rm a d j /ˌlɒŋ ˈtɜːm /
m eans n /m iː n z/
m elt v /m e lt/
m icrow ave oven n /ˌm a ɪk rə w eɪv
ˈʌvn/
m ix v /m ɪk s/
m ix tu re n /ˈm ɪk sʧ ə (r)/
recycle v /ˌrɪːˈsaɪ k l/
ref e ren ce b o o k n /ˈre frə n s ˌbʊk/
rem o te control n /riˌm əʊt
k ə n ˈtrəʊ l /
rem o te-co n tro lled a d j /rɪˈm əʊ t
k ə n ˌtrəʊ l d/
reverse process n /rɪˈv ɜːs
ˌprəʊs e s/
roll v /rəʊl/
sand n /sæ n d/
satel l ite disb n /ˈsæ tə l a ɪt ˌdɪʃ/
secondly a d v /ˈs e k ə n d l i/
self-m otivated a d j /ˌs e l f
ˈm ə ʊ tɪv e ɪtɪd /
se n d o u t v /ˌs e n d ˈaʊt/
sequ en cin g w ords n p l /
ˈsiːk w ə n sɪŋ ˌw ɜːd z/
side-effects n p l /ˈsa ɪ d ɪˌfe k ts /
signals n p l /ˈsɪg n ə l z /
silica n /ˈsɪ l ɪk ə/
sim ple a d j /ˈsɪm pl/
s ɪ ntdl-scal e a d j /ˈsm ɔːl ˌsk e ɪ l/
s o d a a s b n /ˈsə ʊ d ə rˌæ ʃ/
speakers n p l /ˈsp iː k ə z /
steam engine n /ˈstiːm ˌenʤ ɪn/
step n /s t e p/
stu d io n /ˈstju ːd iə ʊ /
subseq u en tly a d v /ˈsʌ b s ɪ k w ə n t lɪ /
tables n p l /ˈte tb l z /
to tal a d j /ˈtə ʊ t l /
tran sisto r radio n /træ n ˌz ɪ stə
ˈre ɪ diəʊ/
tu rn b ack into v /ˈtɜ ː n ˌbæ k ˌɪ n tə /
u n d etectable a d j /ˌʌ n d ɪ ˈte k tə b l /
voice-pow ered a d j /ˈvɔ ɪ s ˌpaʊəd/
voice w aves n p l /ˈvɔɪs ˌw e ɪv z /
waves n p l /w e ɪv z /
w ell-k n ow n a d j /ˌw e l ˈn ə ʊ n /
w ell-w ritten a d j /ˌw e l ˈr ɪ t n /
w idespread a d j /ˈw a ɪ d sp r e d/
w ireless a d j /ˈw a ɪ ələs/
w ord pro cessor n /ˌw ɜːd
ˈprəʊs e sə(r)/
w rap v /ræ p/
n etw o rk n /ˈn e tw ɜ ː k /
n eu tral a d j /ˈn ju ːtrə l/
X -rays n p l /ˈe k s ˌre ɪz/
ohserver n /əb ˈ z ɜ ːv ə (r)/
overview n /ˈəʊ v əv ju ː/
Unit 10
pack v /p æ k /
passive n /ˈpæ sɪv/
pass th ro u g h v /ˌpɑːs ˈθruː/
p e n ici l l i n n /ˌp e n ɪˈsɪ l ɪ n /
p erfu m e n /ˈp ɜː f ju ːm /
p h o n e li n e n /ˈf əʊn ˌl aɪn /
physics lab o ra to ry n /ˈ f ɪz ɪ ks
ləˌb ɒ rə trɪ/
pick up v /ˌpɪk ˈʌp/
plug Into v /ˈplʌg ˌɪntə/
po o rly -w ritten a d j /ˌp ɔ ː l ɪ ˈrɪt n /
press v /p r e s/
process n /ˈp rəʊ s e s/
professor n /p rəˈ f e sə(r)/
academ ic a d j /ˌæ kəˈd e m ɪ k/
a p a rt fro m p r e p /əˈp ɑ ːt f rəm /
ap p ro p riate a d j /əˈp rəʊ p r ɪ ə t/
approxim ate l y a d v
/əˈp rɒ k sɪm ətll/
A rabic n /ˈæ rəb ɪk /
quality n /ˈkw ɒləti/
rad io w aves n p l /ˈr e ɪd iəʊ ˌw e ɪv z/
receiving aeria l n /rɪˈsɪːv ɪŋ
, e ərɪəl/
70
Word list
b a r ch a r t n /ˈbɑː ˌʧ u ːt/
B engali n /b e ŋ ˈg ɔː l i/
ch arts n p l /ʧ ɑ ːts /
C h i n a n /ˈʧ a ɪ n ə/
com paratives n p l / k ə m ˈp æ rə tɪv z /
co m p ariso n n / k əm ˈp æ r ɪ s n /
co n tin u al a d j /k ə n ˈt ɪ n jʊ ə l /
decrease n , v /ˈd iːk riːs, d ɪ ˈkr ɪ ːs/
d estin atio n s n p l /ˌd e stɪˈ n e ɪJ n z/
d iag ram n /ˈd aɪəg ræ m /
d ra m a tic a d j /d rə ˈm æ t ɪ k /
d ram atical l y a d v /d rəˈm æ tɪk li/
d ro p n , v /d m p /
fall n , v / f ɔːl/
fiuctuate v /ˈf lʌ k ʧ ʊ e ɪ t/
foreign a d j /ˈf ɒ rə n /
Prance n / f rɑ ːn s/
F rench a d j / f r e n ʧ /
g rap h n /g rɑ ː f /
grow v /g rəʊ /
g row th n /grəʊ θ/
H in d i n /ˈhɪ n di/
h o rizo n tal a d j /ˌh ɒ r ɪ ˈz ɒ n t l /
H n n g ary n /ˈhʌŋgəri/
il l u strate v /ɪlə s tr e ɪ t/
increase n , v /ˈ ɪ ŋ k riːs, ɪ n ˈkriːs/
in terp ret v /ɪ n ˈtɜ ːp r ɪ t/
Japan n /ʤ əˈpæ n/
Japanese a d j /ˌʤ æ pəˈ n iː z /
low est p o in t n /ˈləʊ ɪ s t ˌpɔ ɪ n t/
M an d arin C hinese n /ˌm æ n d ə r ɪ n
ʧ a ɪˈ n iː z /
M exico n /ˈm e k sɪkəʊ /
overa l l a d j /əʊ v ərˈɔːl/
peak n /piːk/
percentage n /p ə ˈs e n tɪʤ /
p erio d n /ˈp ɪ əriəd /
P oland n /ˈpəʊ lə n d/
P ortuguese n /ˌpɔːʧ ʊ ˈg ɪː z /
refer to v / r ɪ ˈf ɜː ˌ tu ː,tə /
rem ain v /r ɪ ˈm e ɪ n/
require v /rɪˈk w a ɪə (r)/
respectively a d v /r ɪ ˈspektɪvlɪ/
rise n , v /r a ɪ z/
R ussia n /ˈrʌ ʃə /
Russian a d j , n /ˈrʌ ʃ n /
scientific a d j /ˌsa ɪə n ˈtɪfɪk /
significantly a d v /s ɪ gˈ n ɪ f ɪ k ə n tli/
slight a d j /sla ɪt/
slightly a d v /ˈsla ɪ tl ɪ/
Spain n /sp e ɪ n /
Spanish n /ˈsp æ n ɪ ʃ /
sp o t n /sp o t/
sta b le a d j /ˈst e ɪbV
statistical a d j /s tə ˈ tɪs t ɪ k l/
statistics n p l /s tə ˈ t ɪ s tɪk s/
steadily a d v /ˈst e d ə l i/
steady a d j /ˈst e di/
su d d en a d j /ˈsʌd n /
suddenly a d v /ˈsʌd n l ɪ /
superlatives n p l /su ːˈp ɜ ː l ə t ɪ v z /
tre n d n /tr e n d/
u n ex p ected a d j /ˌʌ n ɪk ˈsp e k tɪd /
USA n /ˌju ː e s ˈe ɪ/
v a r y v /ˈveəri/
vertical a d j /ˈv ɜːtɪk l/
w hereas c o n j /ˌw eərˈæ z /
C o n s o n a n ts
1
2
3
4
5
6
7
8
9
10
11
12
V o w e ls
/p/
/b/
/t/
/d/
as in
as in
as in
as in
/k /
as
as
as
as
as
as
in
in
in
in
in
in
in
in
in
in
in
/g/
/f/
/v/
/s/
/z/
/l/
/m/
13
14
15
/n/
/h/
/r/
as
as
as
as
as
16
17
18
19
/j/
/w/
/θ/
as in
as in
as in
/ð/
20
21
22
23
24
/ʃ/
/ʒ/
/ʧ/
as in
as in
as in
as in
as in
as in
/ʤ /
/ŋ/
pen /pen/
big /bɪg/
tea /tiː/
do /duː/
cat /kæ t/
go /gəʊ/
four /fɔː/
very /ˈveri/
son /sʌn/
zoo /zuː/
live /lɪv/
m y /m aɪ/
near /nɪə/
/iː/
as in
/ɪ/
/i/
/e/
as in
as in
as in
30
31
32
33
34
/æ/
/ɑː/
/ɒ/
/ɔː/
/ʊ/
/uː/
as
as
as
as
as
as
35
36
37
/ʌ/
/ɜː/
/ə/
as in
as in
as in
25
26
27
28
29
in
in
in
in
in
in
see /siː/
his /hɪz/
twenty /ˈtw enti/
ten /ten /
stam p /stæ m p /
father /ˈfɑːðə/
h o t /h ɒ t/
m orning /ˈm ɔːnɪŋ/
football /ˈfʊtbɔːl/
you /ju ː/
sun /sʌn/
learn /lɜːn/
letter /ˈletə/
happy /ˈhæpi/
red /red/
yes /je s/
w ant /w ɒnt/
thanks /θæ ŋks/
the /ðə/
she /ʃiː/
television /ˈtelɪvɪʒn/
child /ʧaɪld /
G erm an /ˈʤ ɜːm ən/
English /ˈɪŋglɪʃ/
Dip hthongs (two vowels together)
38
39
40
41
42
43
44
45
/eɪ/
/əʊ/
/aɪ/
/aʊ/
as
as
as
as
in
in
in
in
/ɔɪ/
/ɪə/
/eə/
/ʊə/
as in
as in
as in
as in
nam e /neɪm /
no /nəʊ/
m y /m aɪ/
how /haʊ/
boy /bɔɪ/
hear /hɪə/
where /w eə/
tou r /tʊ ə/
F h o n e t ic sym b o ls
71
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