Reading, writing, and study skills

Headway

Academic SkillsReading, Writing, and Study Skills

LEVEL 2 Student’s Book

O X F O R DSarah PhilpotSeries Editors: Liz and Jo h n Soars

Headway

Academic SkillsReading, Writing, and Study Skills

LEVEL 2 Student’s Book

Sarah PhilpotSeries Editors: Liz and Jo h n Soars

OXFORD

CONTENTS

1 International studentREADING Going abroad to study p4-6 WRITING A host family p7Following i n s t r u c t i o n s : filling in f o r m sReading m ethods: sk im ; sc a n ; in te n s iv e rea d in g ; e x te n s iv e r e a d in g

C hecking your w riting: e r r o r c o r r e c tio n - p u n c tu a t io 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 WRITING My country p 12-13Skim m ing and scanning: r e a d in 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 la r in fo r m a tio n

3 Newspaper articles

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

Linking ideas (1): b u t, h o w e v e r , a l th o u g h W ritin g a d esc rip tio n o f m y co u n try

READING An unexpected journey p 16-17

Predicting content: u s in g th e t i t le a n d th e p ic tu r e s M eaning from context: g u e s s in g th e m e a n in g o f n e w w o r d s

4 Modern technology

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

READING Innovations p 22-23 WRITING Technology - good or bad? p 24-25

Identifying the m ain message: u s in g to p ic s e n te n c e s to id e n t i f y p a r a g r a p h c o n te n t

5 Conferences and visits

O rganizing ideas (1): p la n n in g th e a r g u m e n ts f o r a n d a g a in s t Linking ideas (2): f i r s t , f o r in s ta n c e , in c o n c lu s io n ...W ritin g a d iscursive essay

READING A conference in Istanbul p 28-30 WRITING Invitations p31

Purpose and audience (1 an d 2): u s in g v is u a l a n d w r i t t e n c lu es Using formal expressions: w r i t in g a c a d e m ic e m a ils a n d le tte r s W ritin g a fo rm al em ail

6 Science and our worldREADING Air pollution p34-35 WRITING Trends p 36-37

M aking notes: o r g a n i z in g reco rd in g , a n d r e m e m b e r in g im p o r ta n t in fo r m a tio n

In terpreting m eaning; re c o g n iz in g f a c t a n d s p e c u la tio n

Paraphrasing and sum m arizing: u s in g o th e r so u rces W ritin g a su m m ary

7 People: past and presentREADING Three famous writers p 40-41 RESEARCH Information on the Net p42-43

Using original sources: d e a lin g w i th d i f f i c u l t la n g u a g e a n d u n k n o w n v o c a b u la r y

Using the Internet; se a rc h e n g in e s ; o n lin e e n c y c lo p a e d ia s ; s u b je c t d ir e c to r ie s

D eveloping a search plan: m a k in g a se a rc h e f f ic ie n t a n d re lia b le

8 The world of ITREADING Computers p 4 6 -4 7 WRITING IT - benefits and drawbacks p48

Rephrasing and explaining; d e a lin g w i th d i f f ic u l t s c ie n ti f ic a n d te c h n o lo g ic a l w o r d s

Avoiding repetition (2): p r o n o u n s a n d w h a t th e y re fe r to

Linking ideas (3): c a u s e a n d re s u lt C oherent writing; w r i t in g u p n o te s W ritin g fro m notes

9 Inventions, discoveries, and processesREADING How things work p52-53 WRITING How things are made p 54

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

10 Travel and tourism

The passive voice; w r i t in g in a n e u tr a l s ty le Clarifying a sequence: d e s c r ib in g a p ro c e s s W ritin g a d esc rip tio n o f a process

READING International tourism p 58-59 VOCABULARY DEVELOPMENT Varying vocabulary (2) p60

In terpreting data: s ta t i s t ic a l in fo r m a t io n in g ra p h s , c h a r ts , a n d te x ts A voiding repetition (3): d e s c r ib in g g r a p h s u s in g s y n o n y m s , a d je c t iv e s + n o u n s , v e rb s + a d v e rb s

VOCABULARY DEVELOPMENT Dictionary work p8

A d ictionary entry ; u n d e r s ta n d in g in fo r m a t io n a b o u t a w o r d Recording vocabulary (1): w o r d c a rd s

REVIEW p9

VOCABULARY DEVELOPMENT Organizing vocabulary (1) p 14

Synonyms an d antonym s: re c o g n iz in g s y n o n y m s a n d a n to n y m s Recording vocabulary (2): d ia g r a m s ; a sca le; s y n o n y m s a n d a n to n y m s ;

la b e llin g a p ic tu r e

REVIEW p l5

The definite article - th e

VOCABULARY DEVELOPMENT Word-building (1) p20

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

REVIEW p21

VOCABULARY DEVELOPMENT Varying vocabulary (1) p26

Avoiding repetition (1): u s in g s y n o n y m s to v a r y y o u r w r i t in g

REVIEW p27

VOCABULARY DEVELOPMENT Word-building (2) p32

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

REVIEW p33

VOCABULARY DEVELOPMENT Words that go together p 38

N oun/V erb + preposition: a s s o c ia te d w o rd s Using num bers: n u m b e r s in w r i t in g

REVIEW p39

WRITING Biographies p 4 3 -4 4

A dding ex tra inform ation: n o n - d e f in in g re la tiv e c la u sesO rganizing ideas (2 ): s t r u c tu r in g y o u r id e a s lo g ica lly , e.g . c h ro n o lo g ic a llyW ritin g fro m research

REVIEW Organizing vocabulary (2) p45

Topic vocabulary

VOCABULARY DEVELOPMENT eg., etc. p49

A bbreviations (1 an 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 ia t io n sREVIEW p51

RESEARCH Crediting sources p 50

Acknowledgem ents: a c k n o w le d g in g b o o k a n d w e b s ite so u rc e s

RESEARCH Reference books p 5 5 -5 6

Using indexes: id e n t i f y in g k e y w o r d s a n d c a te g o r ie s f o r a se a rc h , a n d f i n d i n g th e m in a re fe re n c e b o o k

REVIEW Word-building (3) p57

C om pound nouns C om pound adjectives

WRITING Graphs and bar charts p 6 1 -6 2

Illustrating data: u s in g a g r a p h o r b a r c h a r t D escribing a graph or chart: t r a n s fo r m in g d a ta in to te x t W ritin g ab o u t da ta

REVIEW p63

WORD LIST p 64-70

PHONETIC SYMBOLS p71

1 International studentREADING SKILLS Following instructions • Reading methods

W RIT ING SKILLS Checking your writing • Writing an informal email

VOCABULARY DEVELOPMENT A dictionary entry • Recording vocabulary (1)

REA D IN G Going abroad to studyPersonal information often appears on documents, especially official documents. Use the ideas in the box to say what personal information is on ... ?• a birth certificate • a bank statem ent• a driving licence • an exam certificate

name date o f birth address parents’ names grades driver number account number name o f school or university place o f birth

Simon Elliot lives in Geneva, Switzerland. He is returning to the UK to study. Answer the questions.1 Label the documents. Which is ... ?

• a form al letter• an application form

2 Where is Simon going?3 What is he going to study?4 Who is John?

a passport an inform al letter

Apartment 25,

Lac de Leman Building,

Geneva,

Switzerland

email simon.elliot@ gen.com

Dear John,

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

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

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

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

that way I won’t have to cook! I Ju st hope that there’s a vegetarian

family available. As soon as I know my new address, I ’ll email or

ring you, and we can meet! Do you like the photos I've sent? Do

you rem em ber...

University ofWEST LONDON

Apartment 25,Lac de Leman Building,Geneva,Switzerland

Dear Mr Elliot,

W e have pleasure in offering you a place at the University o f W est London to study for a

Master’s degree (M Sc) in Applied Biochemistry. The academic year commences on 10 October and classes s ta rt...

United Kingdom of Great Britain and Northern IrelandPassport Passport No

012234556Surname ELLIOT Given namesSIMONNationalityBRITISH CITIZEN Date of birth22 OCTOBER 1989Date of issue0 6 JUNE 2010Date of expiry 05 JUNE 2020

4 Unit 1 • International student

3 Look at the application form. What 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 Fo llow ing instructions

W hen filling in o fficia l docum ents, it is im portant to read and fo llow the instructions carefully, fo r example:■ Use black ink only.■ Please p r i n t / W rite in BLOCK CAPITALS.■ Tick■ Please specify (give more details).■ D elete (cross out) as appropriate.■ C ircle the correct answer.


Please print.Use black or blue ink only. Tick ( y ) the relevant boxes.

Application for Accom m odation

Family name E llio t

First name(s)____________

/ /

Passport/ID number ______

Home address ______

Nationality

Postcode Country

Course title

Course start date / /

Male/Female (Delete as appropriate) Single Married

Children Yes N o Num ber

Date of birth

Type of accommodation

I I Host family

I I University hall o f residence

I I Shared house

Special diet Yes N o Please specify:

How and why do you read?5 What do you read? Tick (√ ) the different reading

materials a-j that you read.a I I textbooks b [ ] novels c 1 I emailsd [ ] search engine finds e [ ] journals

f [ ] reports g [ ] timetables h [ ] indexes i [ ] dictionary j [ ] instruction manuals

6 Which reading materials from exercise 5 do you read for pleasure; for work; for your studies? Make three lists.

Unit 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 Which way of reading is the slowest?

E ffective Reading

During your course, you w ill do a lot o f reading. It is essential that you learn how to be an effective and efficient reader in order to make the best o f your study time. Learning to be a good reader takes practice. You need to develop different strategies or methods o f reading.

SkimmingSometimes you w ill read just to get a general idea o f a text. This is skim reading. First, identify your reason for reading, for example, to decide whether an article meets your needs, or perhaps to understand a writer’s attitude. To do this, read the text very quickly. Don't worry 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.

ScanningSometimes you w ill read quickly to find particular pieces o f information, for example, a statistic, a date, a person’s name, or the name o f a place. Again, you do not need to read every word to find this information. Instead, scan the text using a finger or a pencil to move quickly through the words. You could tim e yourself to see how long it takes you to find the information. Always try to improve your speed.

Intensive readingSometimes you read for every detail, for example, a description o f a process, the results o f a scientific study, or a set literature text. To do this, take your time. Stop and think about what you are reading. Have you understood the text? You may need to read the text more than once, in order to make notes or highlight important points for future reference. This is called intensive reading or study reading.

Extensive readingSometimes you w ill read for pleasure - perhaps as extra research, or purely for interest. You may concentrate, but you don’t have to worry about detail. This is extensive reading.

W e do not always read the same kinds o f texts in the same way, and we often use more than one method o f reading for a single text. Your reason for reading will help you decide how to read.


CJ Study Skills ER07

8 Choose five examples of reading materials from exercise 5 on page 5. W hy and how do you read?

text bookW hy?

How?

to find a relevant chapter to take notes scan contents page read intensively

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

ST U D Y S K IL L Reading m ethods

You usually have a reason for reading something. That reason changes the way you read, and the tim e you spend on a text.

Think about w hat you w ant from the text, and decide the best way to get it. For example:■ Skim a journal to find an article o f interest.■ Scan an article fo r specific inform ation.■ Read relevant parts o f an article intensively to make notes.


W R IT IN G A host family1 Imagine you are going abroad to do a short course and are going to live with a

host family. What information would you give them and what information would you want? Think about:

dates food personal information transport computer 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.

Accommodation messageFrom : Burcu Sancak [[email protected]]To: Mr and Mrs BakerSubject: Accom m odation

Sen t: 16 July 2011

D e a r M r and M rs Baker,

I'm v e ry h ap p y to a c c e p t y o u r o ffe r o f accom o d a tio n . I’m rea lly e x c ited a b o u t co m in g to Lo n d o n fo r th e f irs t tim e to d o an Eng lish co u rse .

I am in m y la s t y e a r o f s ch o o l and n ex t y e a r I w a n t to go to u n ive rs ity to s tu d y eng lish Language and L ite ra tu re . a t th e m o m e n t i am p rep arin g fo r m y fin a l exam s, so I'm w o rk in g v e ry hard . W h e n I'm n o t so b isy, I sp en d a lo t o f t im e read ing , b u t I a lso e n jo y sp o rts I p lay b ask e tb a ll fo r m y sch o o l team o n ce a w eek . I a lso e n jo y sw im ing . Is th e re a sp o rts c lu b w ith a sw im m in g p o o l n e a r yo u r house.

A s I m e n tio n e d in m y last em ail, m y co u rse s ta rts o n 24th Ju ly b u t I’m co m in g tw o days e a rlie r and m y p la in a rrive s a t h e a th ro w on th e 22nd a t 14.25 C o u ld yo u te ll m e th e b e s t w a y o f g e ttin g fro m th e a irp o rt to y o u r h o u se ?

I h o p e to h ere fro m y o u so o n and I’m rea lly lo o k in g fo rw a rd to see in g y o u in Lo n d o n .

B e s t w ishes,

Bu rcu San cak

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

Writing an informal email4 Imagine you are going to stay with a family for a short

course. Write them an email. Write about 100 words.• Say you accept their offer o f a room,• Tell them about your studies and your hobbies.• Give them inform ation about your arrival.• Ask for inform ation you would like.

STUDY SKILL Check ing yo u r w riting

Every tim e you w rite, rem em ber to check your work for;■ capital letters a t the beginning o f sentences and for

proper nouns (names o f people, cities, and countries)■ full stops at the end o f sentences■ question marks at the end o f questions■ spelling mistakes. Use a dictionary o r com puter

spellchecker to check your spelling. Keep a record o f any words you misspell. Learn the correct spelling.

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


mailto:[email protected]

V O C A BU LA R Y D EVELO PM EN T Dictionary work1 Put the following words into alphabetical order as quickly as you can.

Compare your order with a partner.

brainstorm skim question accommodation dictionary biography student vocabulary writing punctuation scan pronunciation computer technology study voice keyboard

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

part o f speech definition pronunciation example sentence stress mark

accommodation /əˌkɒm əˈdeɪʃn/ noun [U]a place for sb to live or stay: We lived in rentedaccommodation before buying this house.

(1) stress mark

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

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

price of the holiday accommodation.

includes flightsTheand \

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

STUDY SKILL A d ic tio n a ry en try

Choose an English-English dictionary and make sure it is a recent edition.

Dictionaries include a lot o f useful inform ation.

For example:

■ parts o f speech■ stress■ pronunciation■ definitions■ example sentences

Be careful! Some words have more than one meaning and use. Make sure you look at the correct part o f a definition.

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

1 I am studying Chemical Engineering.2 We scan a timetable to get the information we want.3 Correct punctuation is very important in good writing.4 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 Record ing vocab u la ry (1)

It is im portant to keep a record o f new vocabulary. You may wish to keep these records in a vocabulary notebook or in a special vocabulary file on the computer.

W herever you record new vocabulary, it is helpful to note more than the translation. Also note, for example:■ the pronunciation■ the stressed syllables■ part o f speech■ associated words and grammar, eg . a biography o f someone


R EV IEW1 Complete the visa application form about you.

V IS A A PPL IC A T IO N

Please print. Use black or blue ink only. Tick (√ ) relevant boxes.

Family name _________________________________

Date of birth

Place of birth

Nationality

First name

Middle name(s)

Passport/ID number

Place of issue __

Sex Male [ ] Female [ ]

Marital status ______

Title D r [ ] M r [ ] M rs [ ] M s [ ] M iss [ ] Other (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 month □

Family visit □ More than one month (specify length)

Other (specify)

Date of arrival (if known)

Address in country (if known)

Date of departure (if known)

Use your dictionary to correct the spelling of the underlined words.1 She paved for her books with a credit card.2 He bougth a new car last month.3 What subject are you studing?4 My parents always give me good advise.5 Have you applyed to university yet?6 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.


2 Where in the world...?READING SKILLS Skimming and scanningW RIT ING SKILLS Brainstorming ideas • Linking ideas (1) • Writing a description of my country VOCABULARY DEVELOPMENT Synonyms and antonyms • Recording vocabulary (2)

REA D IN G Three countries1 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 Cities, Deserts. Seas

[ ] [ ] A W orld on an Island

I I I I Your Dream Castle?

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

STUDY SKILL Skim m ing and scanning

Rem ember there are tw o ways o f reading quickly:■ skimming for the general idea■ scanning for particular inform ation

location im portant date economy attractions language(s)

Singapore strong economy, tourism

Malay, English, Mandarin, Tamil

Morocco North A frica Fez, beaches, Sahara D esert

W ales

Scan the texts again to answer the questions. Which country ...• has a border w ith England?• has a desert?• has a lot o f ancient castles?• is an island?• has man-made beaches?

is ruled by a king? has a w ild coastline? is in South-East Asia? has an ocean to the west, and a sea to the north?

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 naturenatural 2 city b [ ] coal, gas, oil. and fresh water are all examples of thesetourist 3 destination c [ ] a popular place to go on holidaynational 4 language d [ ] a place with a long and important historyman-made 5 resources e [ ] the main language used in a countryofficial 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 world...?

The Republic of Singapore is an island in South-East Asia, just 137km north of the Equator. It became an independent city-state in 1965. Singapore has few natural resources. However, it developed a strong econom y and is a popular tourist destination. People com e here for its fabulous shopping, the famous Singapore Zoo, and its beautiful man-made beaches. Singapore has a rich m ixture of people and many languages are spoken here, including Malay, English, Mandarin, and Tamil.

The Kingdom of M orocco is a country in N orth Africa. It has the Atlantic Ocean to the west, the Mediterranean Sea to the north, Algeria to the east, and W estern Sahara to the south. It became an independent kingdom in 1956. Its econom y depends on mining and tourism. M orocco’s attractions include the historic city o f Fez, the wonderful beaches on the Atlantic and Mediterranean, and the Sahara Desert. Arabic is the official language, although French is often used for business.

W ales is in northern Europe. It is part of the United Kingdom. It borders England to the east, and has the Irish Sea on the w est. W ales was ruled by England for many centuries, but in 1999 its own National Assembly was created. Farming and tourism are im portant parts of its economy. Tourists come to W ales to see its many ancient castles, to walk and climb in its beautiful mountains, o r to walk along its wild coastline. Although most people speak English, both W elsh and English are the official languages.

Unit 2 • Where in the world...? 11

W R IT IN G M y country1 Complete the diagram about France

using the topic areas and examples in the box. Read STUDY SKILL

skiing in the Alps the Atlantic Ocean tourism French

economy coal Spain 1789 Euro Disney

STUDY SKILL Bra instorm ing ideas

Before you w rite, think about the topic. W ork w ith a partner or in a group.■ Use a diagram to help you organize your thoughts.■ Decide on top ic areas, and think o f examples.■ W rite notes and single words on the diagram.■ Don’t discard any ideas or thoughts at this stage.■ Don’t worry about w hat is more or less

im portant at this stage.

W hen you finish brainstorming ideas, choose which ideas you w ant to use in your writing, and decide on

topic area

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

FRANCE - SOMETHING FOR EVERYONE!

. It has withFrance is a large country in 1___________many countries, including Germany, Italy, and Spain. It was ruled by a king.However, after the revolution in 3_______________ , it became a republic.France has good natural resources, such as water and 4_______________ .Farming, car manufacturing, and 5_______________ are other important partso f its economy. The capital o f France is Paris, which lies on the River Seine.Many tourists stay in the city to see the 6_______________ Tower, orto visit the world-famous Louvre Museum and the many other attractions. There are also lots o f other things to do outside Paris. Youcan go skiing in the 7 , v is it 8 , or go swimmingin the Mediterranean. Although the official language is French, many people speak a little English. So, whatever your interests and wherever you come from, France has something for you.

12 Unit 2 • Where in the world ...?

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

languages attractions geography important date(s) economy

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 Linking ideas (1)

Linking ideas in a clear and logical way is part o f good writing.Use but, however, and although to contrast tw o ideas.

Look at sentences a and b. Compare the way but, however, and although are used to link them . W hat differences are there?

a The official language is French. b 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 Mount 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)

Writing 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.


V O C A BU LA R Y 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 allest ◄-----► biggest) or speed (slow est ◄-----► fas tes t).

bicycle sea ocean aeroplane space rocket lake car pond

2 Match 1-5 with synonyms (=) andantonyms(=) from the box.

frontier big new noisy old quiet small seashore

1 border =

2 coastline =

3 modern =

4 large =

5 loud =

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

STUDY SKILL Synonym s and antonym s

A synonym is a word or phrase that has the same meaning as another word or phrase.

An antonym is a word or a phrase that means the opposite o f another word or phrase.

north south east west north-west south-west north-east south-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 the North Pole deserts dirtythe Earth lakes mountains a house unpollutedan apartment block polluted a skyscraperrainforests the South Pole the Equator

STUDY SKILL Record ing vocab u la ry (2)

Recording words in groups can make them easier to remember. You can use:■ diagrams like the ones in this unit■ a scale as in exercise 1■ synonyms and antonym s as in exercise 2■ a picture w ith labels as in exercise 3

Continue to add new words to each group as you learn them.

14 Unit 2 • Where in the world...?

R EV IEW1 Go back through Unit 2. Add examples to the table. Write the definite article

the where necessary.

countries continents rivers deserts cities seas and oceans mountains/ mountain ranges

W ales, the Republic

o f Singapore

Asia the R iver Seine the Sahara Fez the Atlantic Ocean Mount Eve rest

2 When is the definite article the used? Complete the rules.

RULES____________________________

Use the with rivers, deserts, mountain ranges, Do not use the with most countries,_________

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 2.1 Asia is a large country.2 Morocco has beaches on the Atlantic Sea.3 Spain is north of France.4 A castle is where you can go to see lots o f different animals.5 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.

5 Make your own records of any new words. Use the methods from this unit.


REA D IN G An unexpected journey1 Look at the headline and pictures in the newspaper article. What do

you think the story is about? Discuss your ideas with a partner.

A free flight to DubaiA 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

in the box.Make questions about the article. Use the question words

W h y ...? W here… ? W h o ...? W h en ...? W h a t...? H ow ...?

Why was It a free flight?

STUDY SKILL Pred icting co n ten t

Predicting the content o f a text prepares you for w hat you are about to read. Being well-prepared helps comprehension.

Before you read a text:■ look at the title ■ look at any pictures

Use these to get an idea o f what the text is about. Ask some questions (Who? Where? Why? etc.) to help you predict the content and to focus on the information you need.

Why...?Where...?

Who...? When.. What...? How...?

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 Who is the article about?2 What other people are mentioned in the article?3 Where did the events happen?4 When did the events happen?5 What was the problem?6 How was the problem solved?Compare your answers with a partner.

5 Copy the table. Guess the meaning of the wordsin bold in the article A Free Flight to Dubai. Use the part of speech and the context to help.

STUDY SKILL M ean ing from con tex t

Texts often contain words w e don’t know. Looking up every word takes tim e and slows down your reading.

To help you guess the meaning from the context;■ look at the words and sentences around the unknown word.■ identify the part o f speech.■ use your knowledge o f the world (what you already know about the situation).■ think about w hether the word has a generally negative or positive meaning.■ replace the unknown word w ith another word w ith a similar meaning and check

that it makes sense in the sentence.

word part of speech context guess

baggage handler noun job o r duty / airport responsible fo r loading su itcases/ passenger planes

person who puts bags on a plane

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 identity1 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 Sen tences

w rite sho rt clear sentences.join ideas and sentences using linking words, fo r example, however, after, etc. (see Study Skill pl3).punctuate correctly using capital letters, fu ll stops, question marks, and exclamation 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. Paragraph 3He told John that everything was ready for him. Paragraph 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? Which is paragraph 6? Read STUDY SKILL

STUDY SKILL Paragraphs

To help your writing flow:■ group ideas on the same top ic together in a paragraph.■ make sure there is a clear link between the content o f one paragraph and the 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 Varying th e structu re

Interesting writing often contains a variety o f tenses.

For example;■ Past Simple - It was a comfortable flight. m Past Continuous - He was loading a plane at the airport. m Present Perfect - He has been to France before. m Past Perfect - He hod taken a part-time job at the airport.


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

[2 ] It was a comfortable flight his plane arrived on time.John Taylor was expecting a driver to pick him up from the airport.2________going through customs and im m igration control, he w ent tofind the driver. He saw a m an who was holding a sign saying ‘Mr Taylor’,3__________ he introduced himself. The driver replied in French.4_________ , Mr Taylor did not speak French, 5_______ he did understandthe words ‘ho tel’ and ‘sem inar’. 6____________ the m eeting was early th a tm orning, John Taylor decided to go straight to the seminar. He nodded his head at the driver and repeated ‘sem inar’.

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

The organizer returned a few minutes later,

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 when they were seated next to each other on the flight back to Australia!

Paragraph □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 of people. Paul, dressed in blue jeans and cowboy boots, was staring in horror at 200 smartly-suited businessmen and women.


V O C A BU LA R Y 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

expected regular comfortable possible hurt important

un-

in-

il-

im-

ir-

unexpected

ST U D Y S K IL L A n tonym s from prefixes

The antonym s o f some words can be m ade by adding a prefix such as un-, in-, im-, for example, successful/unsuccessful.

In o ther cases, the antonym is a com pletely d ifferent word, for example, good/b ad .

W hen you look up a new word in the dictionary, make a note o f its antonym.

i l -

m -

im - ir -

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

appropriate direct experienced patient relevant maturelegal responsible logical legible mobile 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

im- is often used w ith words beginning with and

ir- is used w ith words beginning with

4 Match words 1-7 with antonyms a-g.1 □ different a low2 □ easy b maximum3 □ high c small4 □ large d public5 □ late e early6 □ minimum f difficult / hard7 □ private g the same


R EV IEW1 Look at the titles of these newspaper articles. What do you think each article

is about? Work with a partner and write five questions about each article.

Scottish balloon found in Libyan desert

Who found it ?W hy has it got a label on it ? W h a t...?

The first-class violin

12 Read the beginning of John Taylor’s talk. The words in bold are different parts

of speech of the nonsense word naman. What part of speech are they?Choose from the box.

verb x (2) noun x (3) adjective x (2)

Fly me to the moon - return ticket, please

Good naman, everyone. I am sorry for 2namaning late, but thank you for being so patient. As you know,I am here to 3naman about the possibilities for increased com m erce between our tw o 4namanies and I hope that this talk w ill lead to a fru itfu l discussion. Our tw o countries have had very good relations for many namanies. in fact since 18721 Last year, many o f our 6namanical students came here to study your farm ing systems. It was a very 7namaning visit and they learnt a lot. In the 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


4 Modern technologyR E A D IN G S K ILLS Identifying the main m essage-topic sentences

W R I T I N G S K ILLS Organizing ideas (1) • Linking ideas (2) • Writing a discursive essay

V O C A B U L A R Y D E V E L O P M E N T Avoiding repetition (1)

REA D IN G Innovations1 Skim the articles and letters on page 23. Answer the questions.

1 Where would you expect to find a page like this?2 How many articles are there?3 What is the topic of each article?4 How many letters are there?5 What piece of technology is each letter about?

2 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 )?

1 Maybe one day planes won’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.

4 Mr Campbell is happy with his computer.

5 The writer o f the third letter wants help.

6 Paula Adams’ opinion is the same as an earlier letter writers.

STUDY SKILLIdentifying the main message - topic sentences

Students are aften required to do a large am ount o f reading. To save tim e and to select the best text(s) for your needs, it is im portant to identify the main message as quickly as possible.

To do this;■ look at the title.■ quickly skim the text to find the top ic sentences. They are

usually the first sentence in each paragraph. They summarize w hat the 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.

Summariesa describing how the car works

b predicting future developments

c outlining some problems

d introducing the subject

Topic sentences1 □ A car manufacturer has designed and built a car that drives itself.

2 □ Despite these disadvantages, car manufacturers see driverless cars as the future.

3 EH However, there are still tw o main drawbacks.

4 EH The 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

Technology Today Issue 27

INNOVATIONS

THE SILENT PLANEAnnoyance 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 that city-dwellers w ill no longer hear it passing overhead once it has le ft the airport.

This noise reduction will 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 the wing, inside the plane, rather than under the wings and outside, and thirdly the airplane will be flown differently, for example at a reduced speed when it is near the airport

The aircraft is just a design concept at the moment and many technological challenges w ill have to be met before we have silent planes overhead.

THE CAR THAT DRIVES ITSELF

A It can steer itself and control its speed. This is thelatest development in the tong history o f the automobile industry.

B ____________________________________ The first is a radar sensor in the front o f the car. Itscans the road in front of the car, looking for 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 white 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.

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

Google self-driving car.

Opinions and Questions: the Readers Write!

Sir,

Is anyone else fed up with tlieir computer? I bought one to make my life easier and it has done exactly the opposite! Everyone told me that it would be easy to set up. 'A child could do it! ' they said. So, I tried and it has been a disaster. It crashes constantly and instead of saving me time, I seem to spend all my free time trying to make it work. If this is an example of modern technology, give me an old-fashioned typewriter anytime!

Yours

W.F. Campbell (M r)

Dear Sir,

I strongly disagree with the previous correspondent about CD players being better than M P3 players. For most of us, who are busy and on-the-move, an MP3 player is ideal. It is light, portable and convenient. You can store thousands of songs on it to listen to wherever you are. What's more, most MP3 players now allow you to watch videos, look at photographs and connect to the Internet. Brilliant!

Yours faithfully,

Paula Adams

Sir,

I am writing to ask for some advice about memory sticks. I use mine to keep a copy of my data, in case something goes wrong with my computer. However, I was told that memory sticks are unreliable and are easily damaged by anything magnetic, or by going through scanners, at airports, for example. Could you please clarify for me whether this is true? I have a new Job that requires me to travel regularly, and I have to take my memory stick on trips.

Yours,

A. Jefcoate

Unit 4 • Modern Technology 23

W R IT IN G Technology - good or bad?1 Brainstorm arguments for and against mobile phones.

Read STUDY SKILL

for against

Can make a call a t any time, anywhere.

Annoying In a public place, e.g. in a restaurant.

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

Mobile phones

STUDY SKILL Organizing ideas (1)

W hen writing an essay where you have to give tw o sides o fan argument:■ organize your ideas into arguments for and arguments

against, and give some examples.■ w rite a paragraph for, and a paragraph against, giving

your ideas in a logical order.■ w rite an introduction and a conclusion. G ive your

personal opinion in the conclusion.

A Mobile phones are now part of 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 of 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. Which paragraph A, B, C, or D ... ?• says why m obile phone use can be a good thing• introduces the subject• concludes and gives the w riter’s opinion• says w hy m obile phone use can be a bad thing

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

sequence

contrast

examples

endings

firs tly

in spite of

e.q.

to conclude


To help the reader understand your w riting and fo llow your ideas, link short, simple ideas. Use:■ firstly, secondly,...

for more than one argument or idea■ however (see Study Skill p13), on the other hand, despite.

for a contrast between tw o ideas■ for instance, for example,...

for an example to illustrate an idea■ in conclusion, to sum up,...

for the final com m ent


5 Read the essay title. Do you agree or disagree with it?Discuss with a partner.

Access to satellite and Internet television does more 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 with 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 for every interest, for example sport, music, film, documentary channels.More access to TV encourages people (especially children) to watch more TV, so there is less time for hobbies or family. Programmes in other languages, for example English, can support language learning.The programmes available may not be culturally appropriate.

for satellite TV against satellite TV

The programmes available may not be cu lturally appropriate.

Writing a discursive essay7 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.

IntroductionMany 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 Varying vocabulary (1)1 Match the linking words or phrases with their synonyms.

1 □ finally

2 □ firstly

3 □ fo r example

4 □ however

5 □ in conclusion

6 □ on the other hand

a but

b for instance

c in contrast

d in the first place

e lastly

f to conclude

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

drawbacks essential immediately made illegal rise

1 There are three disadvantages to your suggestion.2 Smoking at work has been outlawed in many countries.3 Most car owners believe their car is necessary for their work and leisure.4 If there has been a car accident, you should call the police straight away.5 There has been a huge increase in mobile phone ownership.

Read STUDY SKILL

from the unit.Use your dictionary to find synonyms for these words

STUDY SKILL Avo id ing re p e tit io n (1)

To avoid sounding repetitive in your writing, try not to use the same words too often. W here possible, use a synonym. A good dictionary w ill often give you a synonym within the definition o f a word, or the symbol SYN next to a word w ith the same meaning. This entry is from the 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 get the jo b yet.

ideal wonderful manufacture automobileaccelerate steal rude 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, which contain a 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.


R EV IEW1 Look at the essay titles. Brainstorm and write down three arguments for

and three arguments against each title.

Using computers saves a lot of time.Cars should be banned from city centres.Young people spend too much time playing computer games.People have become too dependent on modern technology.

2 Write a topic sentence which states the main idea for each paragraph below.

Laptop com puters

M any peop le now trave l th e w orld on business and th ey need to be able to use a com puter at a ll tim es. Firstly, it is im portant th a t th ey can w rite and answer im portant em ails w hen they are away from th e ir offices. Secondly, having a laptop m eans th a t peop le don’t w aste tim e w hen th ey are travelling, as they can w ork w hile th ey are on a plane o r train, fo r exam ple. Lastly, a laptop can also help busy businessm en and w om en to relax. They can listen to m usic o r w atch th e ir favourite m ovie w hile th ey are hundreds o f kilom etres from hom e!

Voice-controlled technology

Already som e peop le have installed voice-controlled techno logy in th e ir homes.

They use the ir m obile phones to 't e ll’ th e ir lights to sw itch on, o r to ‘order’ the ir te levision to tu rn o f f However, in th e future m ore and m ore o f us w ill be using th is techno logy to contro l our heating, our lighting, and security in our hom es. Perhaps one day w e w ill be able to T e ll’ our ovens to cook our dinners!

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

airport fly motorways plane rear-view mirror steering wheel traffic 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 brakes clutch cockpitemergency exit pilot take off tyres

U n it 4 • M odern Technology 27

5 Conferences and visitsR E A D IN G S K ILLS Purpose and audience (1) and (2j

W R I T I N G S K ILLS Using formal expressions • Writing a formal email

V O C A B U L A R Y D E V E L O P M E N T Suffixes • Prefixes

REA D IN G A conference in Istanbul1 Label documents a -d on page 29. Which is ... ?

• an itinerary • an inform al em ail • an invitation

Read STUDY SKILL2 Work with a partner.1 What is the purpose of each document a-d?2 Who is each document for?

a passenger a friend a speaker at a conference

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

a programme o f events

S T U D Y S K IL L Purpose and aud ience (1)

To understand the contents o f a text better, predict w hat you can before you read. As w ell as titles, pictures, and headings think about;■ layout, size, and style o f the p rin t■ purpose, for example, to inform, to sell.m audience (who it is w ritten for), for example, a student, an expert.

The programme

Where is the conference being held?

Who is the conference for?

When does the conference start and finish?

What time does the sightseeing tour start?

What time is the Farewell Dinner?

The people

Who is the invitation to?

Who is the first speaker at the conference?

Who is talking about the international novel?

Who is the email to?

Who is the email from?

Dr Khuffash

What time does she leave Amman?

What time does she arrive back home in Amman?

Where does Dr Khuffash teach?

What is she looking forward to most?

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

123

4

56

A.

A

A n ________for people to look at. A

is visiting important and historic places in a city as a tourist.__is a meeting or talk that everyone should attend.

__is the place where people meet for an organized event.

___is a collection of things, for example books or paintings

means someone you know, a friend.____________is saying or writing what you think is good or bad aboutsomething, for example, a book or essay.

T o_____________________________________ is to wait with pleasure forsomething to happen.

8 The

9 A

10

____of a meeting is the person in charge.

__is someone who teaches at a university.is another more formal word for ‘goodbye’.

28 Unit S ■ Conferences and visits

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

3rd International Conference for Teachers of English Language and Literature

5 O ctober - 8 October Venue; Istanbul C ity Hotel

Programme Day 1

10.30-11.0011.00-13.00

9-10.30 Plenary SessionChair Dr John Bryan, Head o f English, University o f Leeds Coffee break and exhibition Choice between:• English as a World Language

Dr Laura Khuffash. Senior Lecturer, Birzeit University• English and Tourism

Dr. Mahmoud Suhbi, M inistry o f Tourism and Development, Libya• Novels in Translation

Dr Meral Soyer, Lecturer, National University o f Turkey• The International Novel

Dr Richard Dean, Lecturer, University o f W est LondonLunchCoach leaves hotel for sightseeing tour. Visits w ill include:Hagia Sophia/Blue Mosque/Topkapi Palace Return to hotel Dinner

13.00-14.0014.00

17.0020.00

04/10/1009.00 Check in Queen Alia

International Airport, Amman

11.00 Depart flight RJ40115.00 Arrive Ataturk International

Airport, Istanbul

09/10/1007.30 Check in Ataturk

International Airport, Istanbul

10.30 Depart flight RJ402 15.40 Arrive Queen Alia

International Airport, Amman

Programme Day 4

16.00

20.00

Final Plenary Chair Dr John Bryan,

Head o f English, University o f Leeds

Farewell Dinner

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

N an cy,

A re you going to th e co n fe re n ce in Istanbu l n ex t w e e k ? I’m giving a p ap e r o n th e f irs t day and ch a irin g th e p le n a ry o n th e seco nd d ay!! It w o u ld be g re a t to see a fa m ilia r face in th e au d ien ce . If n o t, I’ll send you a co p y o f m y p ap e r on ‘English as a W o r ld Language’ and you can te ll m e w h a t yo 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 ram m e lo o k s g re a t — w e ’v e even g o t som e sigh tsee ing a rran g ed each day. I’m re a lly lo o k in g fo rw a rd to v is itin g th e B lu e M o sq u e - I’ve o n ly e v e r seen p h o to s o f it. D o n ’t fo rg e t to le t m e k n o w if y o u ’ll be th e re .

B e s t w ishes,

Lau ra

Unit 5 • Conferences and visits 29



5 Skim extracts a-f. What type of texts are they? Label them.

• poem • medical textbook • history textbook • novel• student essay

note

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.

Dysphagia This 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 were inherent in the essential needs of agriculture and of social life, and may therefore appear too obvious to be worth specifying. The most obvious characteristic of the village was its topography.

c f

A thing o f beauty is a joy for everA thing o f beauty is a jo y fo r ever:

Its loveliness increases; i t 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 th a t the arguments in favour o f reducing carbon gases through the increased use o f renewable sources are stronger than those supporting the 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 thebox 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

Extract a: a novel - literary style

STUDY SKILL Purpose and aud ience (2)

The choice o f vocabulary, grammatical style, and punctuation o f a text depends on its purpose and its expected audience.

When you are writing, think about who is going to read your work and why you are writing. Then decide what the overall style should be, for example literary, academic, formal, informal, etc.

30 Unit S • Conferences and visits

W R IT IN G Invitations1 Skim emails A and B. Which is formal? Which is informal?

Dear Nancy,

Thanks for the invitation to your wedding. Congratulations to you both! 1I’d love to come. How exciting! !’ve already booked flights - 2see attachment.3It’d be great if you could send me the email address of the hotel you’re booking me into.

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

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

Laura

O O O

Dear Dr Bryan,I have great pleasure in accepting your kind invitation to the 3rd International Conference for Teachers of English Language and Literature to be held in Istanbul from 5th to 8th October. Please find attached my arrival and departure details as requested.It would be greatly appreciated if you could send me the contact details (email and telephone/fax) for the Istanbul City Hotel.I look forward to meeting you and your colleagues in October. Yours sincerely,Dr Laura Khuffash Birzeit University

Read STUDY SKILL

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

I'd love to come. = I have g reat pleasure in accepting . . .

Match formal phrases 1 -6 with endings a -f to make full sentences. There may be more than one possible answer.

1 □ I am writing2 □ have pleasure3 I I Please find attached4 □ I look forward5 □ would like6 □ Please fee l free

a in attaching your programme. b to suggest changes. c to m eeting you next m onth. d your itinerary and hotel reservations. e to welcom e you to our tow n. f to inform you that the conference

dates have been changed.

STUDY SKILL Using fo rm al expressions

W hen you w rite emails for academic or professional purposes, it is im portant to use a more form al tone. You can do this by learning fixed expressions by heart. For example:I have great pleasure in + -ingI am w ritin g + infinitiveI w ould like + infinitivePlease fe e l fre e * infinitiveI look forw ard to + -ingPlease find attached/enclosed + noun

45

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

Day 1An important lecturer is coming to visit to give a series of 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.

10.00 - 12.00, 'Technology of the fu tu re ’ - Lectu re Theatre 2

12.30 Lunch3 .0 0 V isit to the National Museum

Writing a formal email6 Write an email to your visitor (75-100 words) using some of the

words and phrases in exercise 3. Include these points:• Address your visitor.• Tell him /her why you are writing.• Give details o f attachm ents (itinerary - dates and tim es o f arrival and

departure, lecture tim es and locations, accom m odation).• Briefly summarize the programme. Give an example o f optional cultural

and free-tim e activities. Tell the visitor that any suggestions for changes are welcom e.

• Close the em ail appropriately.


V O C A BU LA R Y 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.

invitation international forget renewablecriticism really enjoy greatly

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

verb noun adjective adverb

think•

hopefully

pain•

pleasure•

critical

STUDY SKILL Su ffixes

Identify the part o f speech o f a word (verb, noun, adjective, or adverb) to help you understand the meaning and develop your vocabulary, for example:

inform (v), information (n) informal (adj), informally (adv)

Suffixes give you clues to the part o f speech, for example:■ -tion, -ism, -ment, -ity, -ness are noun

suffixes, for example, invitation m -a l, -ful, -able are adjective suffixes,

fo r example, international m -ly is an adverb suffix, for example,

formally

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

1 □ against a auto- autobiography2 □ wrong; not b anti- antiseptic3 □ sm all/tiny c bi- bilingual4 □ after d micro- microphone5 □ tw o/tw ice e mis- misprint6 □ under f multi- multimedia7 □ across; change g post- postgraduate8 □ again h re- review9 □ by itself/oneself i sub- submarine

10 □ many j trans- transform

STUDY SKILL Prefixes

Adding a prefix changes the meaning o f a word. Each prefixhas a d ifferent meaning and can be found as a separateentry in the dictionary. For example:mis- means wrong or not e.g. misunderstand.bi- means two or twice, e.g. biannual (tw ice a year).

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

1 To________________ is to change something completely.

2 A ________________ is a piece o f electrical equipment that is used for making sounds andvoices louder.

Someone who is can speak tw o languages equally well.3

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

5 A type o f ship which can travel underwater is a ________________ .

6 To________________ your work is to look at it again to make sure you understand.

7 A n ________________ is the story o f a person’s life written by that person.

8 A ________________ is someone doing further studies at a university after his or her firstdegree.

9

10is using sound, pictures, and film as well as text on a screen.

is a mistake in printing or typing.

32 Unit S • Conferences and visits

R EV IEW1 Look at documents a-c and answer the questions.

1 What is each document? Label them.2 Who do you think wrote each one?3 Who is each one intended for?

Dear Dr Stone,

I am writing to apply for the W illiam Frank Bursary in Biological Sciences at the University o f W est London,

I am currently in my final year o f a degree in Biochemistry at Birzeit University and will graduate in July this year. Please find enclosed a reference from my tutor and a copy o f my final year paper in support o f my academic qualifications. ...

T O A LL C A N D ID A TES:

This is a reminder that the final Chemistry examination is on Tuesday 27th May at 9a.m.

Please be at the examinations centre 15 minutes before the start o f the exam.Late arrivals will not be allowed into the examination hall.

All candidates must show their university ID cards.

TONBRIDGE SUMMER SCHOOLSReference: TSS07

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

Applicants should speak Arabic fluently, and English at intermediate level or above. They should have reasonable computer skills (Word and Excel) and...

2 Rewrite the email to Mrs Bateman replacing the phrases in bold with more formal expressions.

□

Dear Mrs Bateman,

Thanks fo r you r le tter. I'd rea lly like to com e to the exhibition.It w ould be great if you could send me some information about transport between the airport and the exhibition hall. I have written a brief biography as you asked m e - see attachm ent.R ea lly looking fo rw ard to meeting 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 2at Birzeit University. She is an expert on the

_______ (lecture)______ (develop)

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


6 Science and our worldREADING SKILLS M aking notes • Interpreting meaning

W RIT IN G SKILLS Paraphrasing and summarizing • Writing a summary

VOCABULARY DEVELOPMENT Noun/Verb + preposition • Using numbers

REA D IN G Air pollution1 What are the causes and effects of air pollution?

Discuss with a partner and make two lists.

Causes factory emissions...Effects

Skim the report A ir Pollution on page 35. IAre your ideas the same? I

2 Scan the report and answer the questions. I1 What is the main cause of air pollution? I2 What are two natural sources of air pollution? I3 Which are the most polluted cities in the world? I4 Where was the first study done? I5 What health problems did the first study look at? I6 Where was the second study done?7 What health problem did the second study look at?

3 Scan the report again. What do the numbers in the box refer to?

20 three times two 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

Air pollution - m ajor problemMan-made causes Natural causes

• vehicles - major cause • volcanoes• power stations • fo rest fire s• factories• mining/building• burning - fo ssil fuels/wood

more cars = more pollution in major cities

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.

W h ere ...? W h at... studied? W h o ,..?How many. .? W h ere ... live? W hat results ... ?

STUDY SKILL Making notesTake tim e to make good notes. They w ill help you toorganize, record, and rem ember im portant inform ationyou have read. Use your notes to prepare for essaywriting, for doing revision, and for sitting exams.

To find and mark relevant information:■ ask yourself w hat inform ation you need.■ read and underline/highlight relevant inform ation in

the text (use d ifferent colours to represent d ifferent types o f inform ation, for example, blue for manmade causes, yellow for natural causes).

m rewrite the inform ation as notes.

To organize your notes:■ use bullet points, headings, and numbering.

To be concise:■ don’t w rite fu ll sentences. Leave out words that are

not central to understanding/meaning:articles (a, an, the) the verb ‘to be’prepositions (in, at, on) auxiliary verbs (has sent)

■ Use some simple abbreviations and symbols;e.g. (for example) (therefore)

(because) = (equals/means)

—> (leads to)

34 Unit 6 • Science and our world

Air pollutionAir pollution is a major problem all over the world today. Probably the single biggest contributor to the problem is the m otor vehicle. However, there are many other man-made sources, such as industrial factories, power stations, mining, building, and the burning o f fossil fuels and wood in homes around the world. There are natural sources o f a ir pollution too; volcanoes and forest fires produce a lo t o f pollutants. However, it is the increasing number and use o f m otor vehicles that is doing the m ost damage, and logically, where there are more cars, there is more pollution, that is, in the m ajor cities o f the world. Som e o f the most polluted cities include Beijing, Mexico City, Athens, Moscow, and Mumbai.

H ealth problemThis problem o f increased p o llu tio n in th e m ajor c itie s o f th e w orld has led to an increase in th e num ber o f stud ies d on e to look a t th e e ffe c ts on ou r h ea lth . Th e results so fa r are n o t ve ry reassuring. In fact, air p o llu tion m ay be a m uch g reater danger to ou r health than scien tists be lieved b efo re . A 20-year s tu d y o f residents o f a C airo suburb shows th a t th e tin y p artic les in p o llu ted a ir cou ld lead to th ree tim es as m any long-term health prob lem s as was previously though t. A co n n ectio n b e tw een th e num ber o f p artic les in th e a ir and hea lth is suggested by D r Razia o f C airo U n iversity. H e and his co lleagues co lle c te d data on 25.000 residents o f C airo ove r tw o d ecades. They found th a t as th e num ber o f tin y particles, th o se less than 2.5 m icrons in d iam eter, increased, so d id th e risk o f dying, from health p rob lem s such as h eart attacks and lung cancer.

Traffic and asthm aO th e r s tu d ie s sh o w a s im ila r lin k b e tw e e n tra ffic p o llu tio n and ill h ea lth . A se co n d g roup o f resea rch ers in O tta w a , C anad a, re p o rte d th a t ch ild ren liv in g n ea r b usy roads w e re m o re lik e ly to d e v e lo p asth m a. T h e y s tu d ie d th e h e a lth o f 250 ch ild re n in d iffe re n t C an ad ian c itie s . T h e resu lts suggest a stron g c o n n e c tio n b e tw e e n h o w c lo se a ch ild live s to tra ffic and th e p o ss ib ility o f th a t ch ild d e ve lo p in g asth m a and o th e r s im ila r d iseases.

It is c le a r fro m th e s e s tu d ie s and o th e rs th a t th e tim e has co m e to s ta rt red u cin g th e le ve ls o f a ir p o llu tio n in o u r c it ie s fo r th e sake o f o u r ch ild ren and fu tu re g en era tio n s.

8 Read the report again. Are thestatements expressed as fact (F ) or speculation (S ) in the text?1 Growing car use is causing the most damage. F2 More pollution in big cities has resulted in more studies being

done.3 Polluted air is more dangerous than people thought.4 Small particles in dirty air cause three times as many health

problems.5 The results o f the Canadian studies prove there is a link

between a child living close to traffic and getting asthma.6 All these studies show that it is important to reduce air

pollution for the next generation.

S T U D Y S K IL L In te rp re tin g m eaning

M ost academic and scientific articles express facts (what happened), and speculate (guess). It is im portant to be able to distinguish uncertainty and speculation from fact.

Uncertainty and speculation can be expressed using:■ may, could, might before the main 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 words and phrases, e.g. possibly, probably, it is possible

Unit 6 • Science and our world 35

W R IT IN G Trends1 Read the report School dinner scandal. Underline the main information.

Report

School dinner scandalThe results o f a study in to w hat 10,000 prim ary school ch ild ren , th a t is,

ch ild ren aged fiv e to e leven , a te in a day shocked the researchers. They

b e lieve it shows th a t ch ild ren ’s d iets are getting w orse and th a t th is

m ight cause health problem s in th e fu tu re. It shows th a t 49 per cen t o f

th e ch ild ren had eaten chips, w h ich had been cooked in o il. Less than

half had eaten a veg etab le o r a p iece o f fru it in th e last 24 hours and,

m ost shockingly, on ly one in ten ch ild ren had eaten fish.

As Dr G. Ben n ett, th e au tho r o f th e study, concluded (2006, p191),

‘Poor eating habits in early ch ildhood can lead to health problem s in

la ter life. It is there fo re essential to ensure th a t ch ild ren ea t properly.’

2 Read the summary. Match the highlighted words and phrases with words and phrases in the report.

Research = a study

SummaryResearch into 10,000 primary 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 • Science and our w orld

Focus on Science

Scientists on the declineAs science becom es increasingly im portan t in our da ily lives, so th e

shortage o f scientists gets greater. The num ber o f students going to

un iversity to study pure and app lied sciences is decreasing by ab ou t five

per cen t each year. This, in turn , leads to a drop in th e num ber o f people

ab le to be science teachers in schools. This shortage o f science teachers,

unsurprisingly, leads to few e r schoo l ch ild ren studying science, and even

few e r going on to university. Prom inent scien tists b e lieve th a t one o f th e

reasons is th a t science is undervalued in society; peop le do n o t discuss th e

latest scien tific breakthrough in th e sam e w ay th e y w ou ld discuss th e

latest bestseller. It cou ld also be because scientists starting th e ir

professional lives are o ften p oo rly paid. H ow ever, som e scientists th ink

th a t th e reason is a d istrust o f scientists because o f th e claim s fo r

‘breakthroughs’ and ‘cures’ fo r diseases w hich do n o t actua lly happen.

W h a te ve r th e reason, young p eop le m ust be encouraged to study science.

The w orld needs scientists.

5 Write sentences in your own words using your notes. Donot look back at the text Scientists on the decline.

There is an annual fa ll o f around five per cent in the number of people s tudy ing sc ience in highe r education.

S T U D Y S K IL L Paraphrasing and sum m arizing

You often need to use other sources, for example other people’s work, in your own essays and reports.

This can be done by:■ paraphrasing inform ation, that is, rewriting inform ation in your own words. Use

synonyms wherever possible (see Study Skill p26).■ summarizing the inform ation, that is, linking the main points in your own words.

NOTE You may quote d irectly from the piece o f work, but it is essential to give the source o f the quote 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 ther people’s work ‘word for word’ w ithout saying you have done so (plagiarizing) is strictly not allowed.

Writing a summary6 Use your sentences in exercise 5 to write a paragraph (50-75 words)

summarizing the text.

U nit 6 • Science and our w orld 37

V O C A BU LA R Y D EVELO PM EN TWords that go together1 Read STUDY SKILL______________ Scan the texts in the unit to find the

prepositions that go with the nouns.

2

3

4

a source of 5 a link

the problem 6 a level

an increase 7 a shortage

a connection 8 a distrust

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

more illness.

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

To use a word correctly, it is necessary to know the wordswhich are associated w ith it, e.g.noun + preposition a connection betweenverb + preposition to die from

W hen you look up a new word in the dictionary, remember to note the preposition(s) that go w ith it. The example sentences w ill help you choose the correct preposition.

1 Increased pollution may lead______

2 Forest fires can contribute__________ an increase in air pollution.

3 Some cyclists wear 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 numbers3 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

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

1 □ The average tem perature o f a human is ...2 □ T h e coldest recorded tem perature on Earth is ...3 □ The population o f China is ...4 □ T h e height o f M ount Everest in metres is ...5 □ T h e am ount o f the Earth that is covered by sea is ...6 □ T h e average number o f hairs on a person’s head is ..7 □ T h e value o f the m athem atical sym bol pi (π ) is ...8 □ T he approximate distance to the moon is ...9 □ T h e number o f Arabic speakers in the world is ...

10 □ The number o f bytes in a gigabyte is ...

a 8,850 metres b 3 7 ° c 110,000 d 382,500 km e 1,306,313,812 f 1 billion g 3.14159265 h 70% i -89.4°C j 174,950,000

S T U D Y S K IL L Using numbers

Numbers are frequently used in academic and professional writing and speaking.

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

thousand/hundred 407 3,476

Ordinal numbersfirst/1st second/2nd

five m illion (not m illions)

four hundred and seven. three thousand, four hundred

and seventy-six

third/3rd. etc.

Ratios, decimals, percentages, and temperatures1:5 a ratio o f one to five62%. sixty-two per cent (not per cents)0.7 nought /nɔ :t/ point seven1 / 4 1/3 1/2 3/4 a quarter, a third, a half, three quarters6.05 six point oh five-5°C five degrees (Celsius/centigrade) below zero

minus five degrees (Celsius/centigrade)

38 Unit 6 • Science and our world

R EV IEW1 Read the three texts. Highlight facts in blue and speculation in pink.

Old shoesS c ie n tis ts b e lie v e th e f irs t sh o es w e re w o rn a b o u t 30,000 ye a rs ago. W h e n sh o es a re w o rn , th e to e b o n e s g e t w eaker. T h e re is e v id e n ce th a t hum ans 30,000 ye a rs ago had to e s w h ich w e re w eak e r th an th o s e o f th e ir an ces to rs . Th is, th e sc ie n tis ts c la im , is b ecau se th e y s ta rte d w ea rin g shoes.

Bright veggiesB rig h tly- co lo u re d fru it and ve g e ta b le s , lik e ca rro ts and oranges, co u ld p ro te c t ag a in st d iseases such as a rth ritis . T h e se ve g e ta b le s and fru it co n ta in v ita m in C and o th e r e le m e n ts w h ich w o rk ag a in st th e d isease . S o , if yo u e n jo y e a tin g lo ts o f o ranges, y o u co u ld a lso be h e lp in g y o u r b o d y to fig h t d isease.

The ancient origins of tuberculosisS c ie n tis ts u sed to b e lie v e tu b e rcu lo s is (T B ) w as ju s t te n s o f th o u sa n d s o f y e a rs o ld , b u t s tu d ie s o f a n c ie n t sk e le to n s suggest th e d isease e x is te d in East A fr ic a th re e m illio n yea rs ago. S c ie n tis ts h o p e to u se th is n ew in fo rm a tio n in th e ir f ig h t ag a in st T B , as th is d isease k ills th re e m illio n p e o p le a year.

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

verbsapplyconcentrateconsistdependsearchsuffer

nounsreasondemandcausesolutionrisereaction

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 nit 6 • Science and our w orld 39

7 People: past and presentREADING SKILLS Using original sources

RESEARCH Using the Internet • Developing a search plan

W RIT IN G SKILLS Adding extra information • Organizing ideas (2) • Writing from research

REA D IN G Three famous writers1 Think of two books you have read recently. Who wrote them? What 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 ab o u t... ?

[ ] [ ] W illiam Shakespeare [ ] [ ] Agatha Christie [ ] [ ] [ ] Ahmed Shawqi

Read STUDY SKILL3 Scan the extracts and complete the notes in the chart.

S T U D Y S K IL L Using original sources

Decide w hat inform ation you need from a source. Scan the text to find the relevant part.

Original sources often have d ifficu lt language and unknown vocabulary, so don’t worry about not understanding everything. You can:■ guess the meaning o f unknown words from context (See Study Skill pl7).■ use a dictionary.■ try a d ifferent source.

Shakespeare Agatha Christie Ahmed Shawqi

country

born

early life and family

profession

famous for

death

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

1 A ________________ is someone who writes poetry.

2 If a subject is____________ -_____________ , there is very little written information about it.

3 A

4 I f yo u have a book.

5 A

is a book that is bought by a very large number o f people.

____________ , you have it prepared and printed for sale.

6 An

7 A

is a play that has a sad ending.

is someone who writes books.

8 A

is someone who writes plays.

is a play or film that makes you laugh.

W illiam Shakespeare

Agatha Christie

Ahmed Shawqi

40 Unit 7 • People: past and present

a William Shakespeare (1564-1616), English playwright and poet, recognized in much o f the world as the greatest o f all dramatists. . . 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 o f his age...

Shakespeare wrote nearly all o f his plays from 1590 to 1611. The great tragedies - including Hamlet, Othello, King Lear, and Macbeth - were written during the first decade o f the 1600s. Shakespeare died on April 23, 1616.

b Ahmad Shawqi was born in Cairo in 1868 to a middle class family which was related to the royal family. He was raised by his grandmother...

e Ahmed Shawqi is known as ‘the poet of Arabism and Islam’.

His collection o f poetry, Al Shawkiyat, published initially in 1890, remains a classic of Islamic literature.

His family’s connection to Khedive’s palace led him to spend his early life in luxurious conditions. After completing his education in law in Paris in 1893 and spending an additional six months in France, he returned to Egypt. Celebrating the publishing of the second edition o f Al Shawkiyat, in April 1927, Shawki was named Poet Laureate o f Egypt.

c Agatha Christie (1890-1976), British author of mystery novels and short stories, is especially famous as the creator o f Hercule Poirot, the Belgian detective, and Miss Jane Marple.

Agatha Christie was born in Torquay, in the county o f Devon. Her father died when she was a child. Christie was educated at home, where her mother encouraged her to write from a very early age. At sixteen she was sent to school in Paris where she studied singing and piano.

In 56 years Christie wrote 66 detective novels, among the best of which are The Murder of Roger Acroyd, Murder On The Orient Express (1934), Death On The Nile (1937)...

In 1967 Christie became president o f the British Detection Club, and in 1971 she was made a Dame o f the British Empire. Christie died on January 12,1976. W ith over one hundred novels and 103 translations into foreign languages, Christie was by the time of her death the best-selling English novelist of all time.

Ahmed Shawqi (1868-1932) (Arabic; ); Egyptian poet and dramatist... Shawqi produced distinctive poetry that is widely considered to be the most prominent of the 20th century Arabic literary movement.

... his family was well-connected with the court o f the Khedive o f Egypt. He attended law school, obtaining a degree in translation. Shawqi was then offered a job in the court o f the Khedive Abbas II, which he immediately accepted. After a year working in the court o f the Khedive. Shawqi was sent to continue his studies in Law at the Universities o f Montpellier and Paris for three years.

PlaysShawqi was the first in Arabic literature to write poetic plays. He wrote five tragedies... and two comedies.PoetryAsh-Shawqiyyat, his selected works, in four volumes, includes Nahj al-Burda, a tribute to the prophet Muhammed.

g Agatha Christie (1890-1976), English novelist, who was a prolific w riter o f mystery stories. She was born in Torquay. The Mysterious Affair at Styles (1920) began her career. Hercule Poirot is the hero o f many of her works, including the classic bestseller The Murder o f Roger Ackroyd (1926).In 1930, while travelling in the Middle East, Christie met the noted English archaeologist Sir Max Mallowan. They were married that year, and from that tim e on Christie accompanied her husband on annual trips to Iraq and Syria.In 1971 she was made a Dame Commander of the Order o f the British Empire.

f Shakespeare’s reputation as dramatist, poet, and actor is unique... Sadly his life-story remains ill-documented. We do know that Shakespeare was born in Stratford-upon-Avon in Warwickshire, England, and that he was probably educated in the town’s free grammar school. Then in 1582 he married Anne Hathaway.

The first collected edition o f Shakespeare’s works was published after his death in 1623 and is known as the First Folio. The plays fall into the categories o f history, tragedy, comedy, and tragicomedy.

U n it 7 • People: past and present 41

RESEARCH Information on the Net1 Read the two extracts about Shakespeare. What 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 th e In te rn e t

The Internet is a huge resource, so get to know different types o f sites for finding inform ation.■ Search engines: www.google.com. www.yahoo.com to find a fact, such as the boiling point

o f mercury.Some sites, www.uk.ask.com, for example, are designed so that you type in a question, such as What is the boiling point o f mercury?

m Online encyclopaedias; www.wikipedia.org, www.britannica.com for more com plete factual inform ation, such as the lifecycle o f a mosquito.

m Subject directories; www.bubl.ac.uk, www.rdn.ac.uk for specialist online and w ritten resources linked to a specific subject (econom ics, history, etc.) such as World History 500-1799 + country.

Rem ember that inform ation from websites is not always reliable, so check inform ation on tw o or more sites.

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

W hat is Chopin famous for?(Search; Chopin]W hen did Jane Austen write Persuasion?(Search first: Jane Austen, search second: Persuasion)

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

STUDY SKILL D e v e lo p in g a s e a rc h p lan

To make an Internet search more efficien t and reliable, develop a search plan.

Ask yourself questions:■ W hat is the general search topic?■ W hat inform ation do I need to find out?■ W h at keywords and phrases w ill help me?

List the keywords and phrases in order o f im portance.

3 What 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 What is the average summer temperature in Amman?2 How far is the Sun from the Earth?3 When was the English author Charles Dickens born?4 What percentage of the human body is water?5 What is the average rainfall in the Amazon in May and December?6 What are the main stages of the life cycle of a butterfly?

42 U n it 7 • People: past and present

http://www.g

http://www.yahoo.com

http://www.u

http://www.wikipedia.org

http://www.britannica.com

http://www.bubl.ac.uk

http://www.rdn.ac.uk

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 - born in France - 1867.

• th e firs t wom an to w in tw o N obel Prizes.• fam ous fo r discovery, w ith husband Pierre, o f radium - coup le got the N obel Prize

fo r Peace in 1903.• a fte r husband’s death continued w orking - 1921, won th e N ob e l Prize for Chemistry.

Zinedine Zidane - born - 1975 - Paris, France.

• one o f th e best foo tballe rs o f a ll tim e - played fo r France m any tim es.• scored tw o goals in 1998 W orld Cup Final v. A rgentina (France w on 3-0), and one goal in

2006 W orld Cup Final.• retired from professional fo o tb a ll a fte r the 2006 W o rld Cup.

W R IT IN G Biographies1 Read the biography of Roger

Federer. Answer the questions.1 When and where was he born?2 When did he win his first

‘Grand Slam’ title?3 Which three competitions did

he win in 2004?4 W ho has also won five

Wimbledon finals in a row?5 W hat is the name of Federer’s

special project?

Roger Federer is probably the best and m ost fam ous tennis player in the w orld today. He was born in Basle, in Sw itzerlandin 1981. His parents,1_________________________________ , encouragedhim to start playing tennis w hen he was eight years old. He won his first W im bledon title , the W im bledon Junior, at th e age o f sixteen. O ver the next few years he played all over the world, including in Australia,2_________________________________ .

However, it was in the year 2003 that he really began to show just how good he was. He started the year by winning tw o tournam ents in a row. in Dubai and M arseilles. He also won his first Grand Slam title a t the W im bledon Cham pionships. In 2004 he won three out o f four Grand Slam titles, in the Australian Open, W im bledon, and the US Open. In 2007 he equalled Bjorn Borg’s record o f winning W im bledon five tim es in a row. Federer w ent on to w in the title for a sixth tim e in 2009. W hen he is n o t playing tennis, Federer is busy w ith his special project, the Roger Federer Foundation,3_________________________________ . He is also a G oodw ill Am bassador to Unicef, which alsohelps poor children around the world.

Here is some extra information about the tennis player. Write it in the correct place in the text.• where he represented Switzerland in the

2000 Olym pics Games• which helps disadvantaged children• who m et when Roger’s father was in South

Africa on business

STUDY SKILL A d d in g e x tra in fo rm a tio n

One way 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.

Use commas and relative pronouns who (for people), which (for things and animals), and where (for places, but om it ‘there’).Basle is a city In Switzerland. Roger Federer was born there.Basle, where Roger Federer was born, is a city in Switzerland.

U nit 7 • People: past and present 43

3 Join the two sentences using a relative clause with who, which, or where.

1 Arthur Conan Doyle was a Scottish doctor. He wrote the Sherlock Holmes stories.

2 The film Am adeus 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 Mandelainto chronological order.

STUDY SKILL O rg a n iz in g id e a s (2 )

Always consider carefully the m ost appropriate way to organize the inform ation in your writing.

W hen writing a biography, for example, it is usual to fo llow a chronological order, that is, tim e order.

N elson M andela - m o st fam ous politician in the w orld

• actively involved in the African National Congress and the fight against apartheid - the separation of black and white people

• becam e first democratically elected president of South Africa in 1994

• M andela - born in South Africa in 1918 - becam e the m ost famous statesm an in the world

• retired from politics in 2004, m oved back to Q unu - he was born there

• was released from prison after 27 years in 1990, won the Nobel Peace Prize - shared with President de Klerk

5 Use the information from exercise 4 to write a short biography of Mandela (approximately 100 words). Use relative pronouns.

Writing from research6 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 it7 • People: past and present

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 . about him.

Moliere is a famous French____________

Hamlet is an example o f a ____________

This book is______________

, so there are very few facts

. One of his most famous plays is The Miser.

. It has an unhappy ending.

by Oxford University Press.

5 Vikram Seth is a famous Indian___

6 Airport bookshops often only sell books.

7 John Keats is a famous British_____

8 I prefer to see______________

. He has written many books.

___ , the most popular and widely-read

. His most famous poem is To Autumn.

______________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 Topic vocab u la ry

Keep a vocabulary notebook or com puter file and give each page a top ic title , e.g. the arts, technology, etc.

Record all new words o f the same top ic together on one page.

a composer a conductor a director a landscape a movie a novel a portrait a role a sculpture a short story a songwriter a star an abstract an actor an art galleryan author jazz opera poetry prose

Complete sentences 1-8 with the verbs in the box

composed conducted designed directedpainted played starred wrote

Unit 7 • People: past and present 45

1 Lord Norman Foster__________________ the MillauViaduct, the highest bridge in the world.

2 Charles Dickens__________________ many novels.

3 Alfred Hitchcock__________________ thrillers.

4 Verdi__________________ many famous operas.

5 Harrison Ford__________________ in adventure films.

6 Van Gogh__________________ The Sunflowers and many other famous pictures.

7 Scott Jop lin __________________ the piano.

8 Sir Georg So lti__________________ the London Philharmonic Orchestra.

4 What are the comments about? Use the vocabulary in exercise 2.

1 It’s about ten metres tall, made o f a black metal, and stands in City Square.2 It’s just lots o f circles o f different colours. A child could have done it.3 The lead actor was great and the special effects were brilliant.4 I couldn’t stop until the last page. It was so exciting.5 It was all in Italian, so I didn’t understand the words, but the music was beautiful.

8 The world of ITREADING SKILLS Rephrasing and explaining • Avoiding repetition (2) WRITING SKILLS Linking ideas (3) • Coherent writing • Writing from notes VOCABULARY Abbreviations (1)and (2)RESEARCH Acknowledgements

REA D IN G Computers1 Discuss with a partner how often you use a computer to:

• download music/games/films • do 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 USB portVDU (monitor) mouse keyboard scannerprinter webcam memory stick speakers

A computer is made up o f several main parts. Obviously, the most important is the CPU, or central processing unit. This is the part that houses the computer memory and processing chips, in other words, the computer's brain. Most CPUs now have a CD and/or DVD burner, that is. a device for recording onto a CD or DVD, already built into the unit. They also have USB ports, that is to say, sockets where you plug in other devices, e g. your scanner or memory stick. Most CPUs have software, i.e. computer programs, already loaded when you buy the computer, but many people like to add other programs to personalize their computer. Other necessary parts o f any computer system are the monitor or screen, the mouse, and the 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 ra s in g an d e x p la in in g

In technological or scientific texts, some words are often rephrased or explained;... a CD burner, that is, a device for recording onto CD.

i.e....hardware, in other words, the machinery o f a computer.

or

Som etim es an example is given instead. Look out for:...software e.g. anti-virus programs,...

for example for instance

46 U n it 8 • The w orld o f IT

Computers under attackEvery tim e you turn on your com puter and connect to the Internet, there is a possibility o f attack! It could com e via an em ail from a friend, a software program or music you download, or even from a CD-ROM you are using.The m ost com m on source o f danger is a ‘virus’, that is, a program that hides itse lf in docum ents or software, and then attacks your com puter. Som etim es, these are not too serious. They can even be funny, but som etim es they are so serious that they crash th e com puter, in o ther words, they stop th e com puter working. Consequently, some com panies and even governm ent departm ents have had to close w hile they try to find and destroy a virus. This can cost m illions o f dollars.O ne type o f virus, known as a Trojan Horse’, is designed to get your cred it card details or bank passwords. O nce it has this inform ation, it is sent to organizations that steal your m oney from your bank or use your cred it card to buy things.Another danger is ‘spyware’. Like the Trojan Horse, it hides inside your com puter so that you don't know it is there. It m ight not do any damage, but it co llects inform ation about you, fo r example, what you buy online or w hat music you download. It then sends this to com m ercial companies.A m ore com m on, but less dangerous, problem is ‘spam’, or unwanted advertising. W hen it first appeared, nobody w orried about it, but now it is ou t o f control: more than 50% o f all em ail messages in the world are junk mail, or spam. Unfortunately, some people are now using spam to trick people and to get m oney from them . This is called ‘phishing’. The sim plest phishing trick is to send an em ail promising that you w ill get rich. However, to get this money, you must first send your bank details. O f course, they take the m oney from your bank and you certainly don’t get rich!Therefore, next tim e you’re online, make sure your anti-virus program is up-to-date and never give anyone your bank details!

10

15

20

Read the article Computers under attack. Match terms 1-5 with definitions a-e.1 [ ] phishing2 [ ] spam 3 [ ] spyware4 E D Trojan horse5 E D virus

a hidden program that can destroy data a program that can be designed to steal personal information from your computer advertising emailsa program that steals money by tricking people into giving away personal informationa program that is hidden and can be used to get information about users’ online buying habits

5 What do the pronouns refer to? Look back at the article. Complete the table. Read STUDY SKILL

pronoun refers to

it (line 1) possibility of an attackthese (line 5]they (line 8)This (line 8}it (line 10)it (line 10)it (line 13)it (line 15)This (line 18)

STUDY SKILL A vo id ing re p e titio n (2)

Pronouns are used instead o f repeating the same words. Understanding w hat pronouns refer to helps you understand a text.■ it replaces a singular noun or noun phrase, e.g.

/ bought a new computer. The new computer It was expensive. 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 summarizes previous inform ation and adds new inform ation, e.g. You should install an anti-virus program. Installing an antivirus program This will protect your computer.

Using pronouns also makes a text more cohesive, or connected.

Unit 8 • The world o f IT 47

W R IT IN G IT - benefits and drawbacks1 Read the paragraph The benefits o f wireless technology slowly and carefully.

Use the information to complete the notes.

The benefits of wireless technologyA breakthrough in computer design could lead to computer technology being available in the poorest parts of 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 WiFi 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 for children in _________ countries

AH functions e.g. W iFi / 1GB storage

Pow ered_________ no e lectric ity_________ required

2 Write simple sentences using the completed notes from exercise 1. Do not look back at the paragraph.An IT company has produced a laptop fo r Ju s t $100.

3 Link the sentences using the words and phrases in brackets.1 Many people do not back up their computer files.

They lose a lot o f data. (so)2 Many users don’t empty their mailboxes.

They may have problems downloading their mail. (As a result)3 There is a serious threat from viruses.

Many people install an anti-virus program. (because)4 Many employees do not know how to use basic programs effectively.

Many companies offer IT training, (Consequently)5 People use copies o f programs.

Manufacturers put in secret codes to detect copies. (since)

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

Writing from notes


To connect ideas that show the cause and result, use linking words and phrases.■ For cause, use because, as, since:

People in some parts o f the world cannot afford computers since/as/because they are too expensive.

■ For resu 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.

Read STUDY SKILL Use the notes to write a paragraph about computer crime.

The number of computers and computer networks has grown enormously over the past few years. Consequently,. . .

Computer Crime1 Number computer networks T opportunity fo r crime T2 Number people buying online ↑ = ↑ criminals steal (e.g credit cards)

S IT experts make networks secure criminal gangs hire own experts

4 need T online security + better systems to protect users

STUDY SKILLC o h eren t w ritin g

To w rite up your notes in a natural and coherent style:■ make good notes (see Study Skill p34)■ w rite simple sentences, and join them

using linking words and phrases (see Study Skill pp13 , 24, and 48)

■ use synonyms and pronouns to avoid repetition (see Study Skill pp26and 47)

48 Unit 8 • The world of IT

V O C A BU LA R Y 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.

1 □ e.g.2 □ c. or ca.

3 □ cf.4 □ i.e .5 □ ibid.6 □ N.B .

7 □ p o r pp.8 □ etc.

a and more o f the same b for example c page or pages d m ake a note/remember

STUDY SKILL A b brev ia tions (1)

There are m any common abbreviations that are used in academic and technical texts. Understanding their meaning w ill help you to understand the text itself better.

e that isf about/approximately g compare this w ith ...h a reference to a source (book or website) referred to previously

2 Complete the sentences using abbreviations from exercise 1.

1 People now listen to music in a wide variety of ways, such as on apersonal stereo, iPod, podcasts,____ .

2 The world population today is____ six billion people.

There are several other problems involved in computer programming (see____173).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

1 CPU2 CD3 CD-ROM4 RAM5 W iFi6 GB7 WWW

8 R/W9 USB

10 user ID11 IP12 VDU

central processing unit /s iːp iː ˈju ː/

STUDY SKILL A b brev ia tions (2)

Som e abbreviations are said as individual letters, e.g. BBC.

Som e are acronyms, that is, said as words, e g. OPEC /'əʊ pek/.

Check in your dictionary how to say the abbreviations.

4 Which abbreviations in exercises 1 and 3 are acronyms?

Unit 8 • The world of IT 49

e.g.c. or ca.

cf. i.e.ib id n.b.

p. or pp.

etc.

RESEARCH Crediting sources1 Look carefully at the book references.

Are the statements true (T ) or false (F )?

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

University Press.

1 There is a comma after the author’s family name.2 The author’s first name is written in full.3 There is a full stop after the author’s initial.4 The year o f publication is in brackets.5 There is a comma after the year o f publication.6 The title o f the book can be underlined or written in italics.7 There is a full stop after the title o f the book.8 There is a comma at the end o f the reference.

2 Write out the references as entries in a bibliography.

S T U D Y S K IL L A c k n o w le d g e m e n ts

W riting an essay often involves using inform ation taken from other sources, e.g. books or websites. It is im portant to acknowledge these sources in a bibliography at the end o f your essay.

Styles vary in d ifferent departm ents. Check your departm ent’s style and use the same.

For books:

■ list the sources by author’s surname in alphabetical order.■ give the author’s name, the title , the publisher, the year o f

publication.■ use the same order and punctuation fo r each reference.

For websites:

■ give the author’s name if known.■ give the title o f an article in inverted commas and underline

or italicize the source o f the work.■ give the fu ll address.■ give the date you accessed the web page in brackets.

The Greatest Inventions o f All Time Jo h n Read ing A x m in s te r U n i. P ress 2001

I is for Information H e le n C am p b e ll U n i. o f A sh fo rd P ress 2005

A History o f the Periodic Table Fe rn D an ie ll C ra w fo rd P ress 2004

A Student’s Guide to Study Skills C h ris tin e D ix Ed inb urgh B o o k P ress 2001

W hat is Information Technology? S im o n N a y lo r R o g e rs and Sons 2005

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"History Trail: Archaeology” BBChttp://www.bbc.co.uk/history/lj/archaeologylj/preview/shtml (1 May 2006)

"Periodic Table” Webelements http://www.webelements.com/ (6 November 2006)

“ United Arab Emirates” WorldAtlas.com http://worldatlas.com/webimage/ countries/asia/ae.htm 22 October 2006

50 U n it 8 • The w orld o f IT

http://en

http://www.bbc.co.uk/history/lj/archaeologylj/preview/shtml

http://www.webelements.com/

http://worldatlas.com/webimage/

R EV IEW1 Read the three paragraphs. Draw arrows from the pronouns in bold to the

noun or noun phrase they refer to.

A Digital television UKAlthough the UK government only plans to have switched completely to digital television by 2012, it recommends that people switch to it now, if they can. The best way to get digital TV is to buy a stand-alone receiver. This connects to most modern televisions via an aerial on the roof.

B Laser dentistryVery few people enjoy going to the dentist. However, the latest laser drills are extremely accurate. They are also nearly painless. Dentists find them very easy and efficient to use, and they say that patients are much more relaxed during treatment.

C The Death of Guide BooksIn the past, most people would take guide books with them when they were travelling on holiday. But now, a combination o f location apps on phones, information via Twitter and travel blogs has made them unnecessary. Information 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 number 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 falling/decreasing/dropping4 □ ≠ d therefore/so

5 □ → e about/circa/c.6 □ > f uncertain/not sure

7 □ < g does not equal/is not the same as8 □ = h equals/is the same as

9 □ ↑ i less than10 □ ↓ j leads to/implies

11 □ & k because/as/since12 □ ? l rising/increasing/growing

U n it 8 • The w orld o f IT 51

9 Inventions, discoveries, and processesR EA 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 • Writing a description o f a process

RESEA RC H Using indexes

REA D IN G How things work1 Work with a partner. Read the sentences describing the benefits of five

inventions. What inventions do they refer to?1 The sound quality is good and you can move 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 for the baby crying from a different room.5 Use this to download music and take it with you wherever you go.

2 What 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 te n s iv e re a d in g

Students often read intensively in order to make notes, or fu lly understand w hat theyare reading.

To focus on the detail o f w hat you are reading:■ ask yourself why you are reading and what you need from your reading. Skim the text

including the title and any diagrams or tables, to get an overview.■ read the m aterial from beginning to end. Circle words and phrases you don’t know, but

don’t stop reading to look them up.■ read the m aterial more slow ly and underline/highlight the main ideas. Then make notes

(see Study Skill p34) - if the text is very d ifficu lt, read it tw o or three more tim es before making notes.

■ go back to the new vocabulary you circled. If necessary, look up the words in a dictionary. Record them appropriately (see Study Skill p8).

1 W hat makes the ‘voice waves’ stronger?2 W hat sends out th e ‘radio waves’?3 W hat picks up the ‘radio waves’?4 W hat are the ‘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.

amplifier (x2) headphones large aerialsradio waves (x2) receiving aerials voice waves (x2)

5 Look at the diagram in the text. What 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 • Inventions, discoveries, and processes

The old-fashioned secret behind modern technology

1 Have you heard o f Guglielmo Marconi? He is said to have invented radio at the end o f the nineteenth century. Until television became widespread, radio was one o f the basic means o f communication and entertainment. The simple transistor radio may seem a little old-fashioned in these days o f mobile phones, laptop computers, and iPods. However, radio waves, which are invisible and undetectable to humans, have changed the world completely. When you use a mobile or cordless phone, a wireless network for your laptop, or switch TV channels by remote control, you are using radio waves.

2 So, how does it work? 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 amplifier. 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. After this, the radio waves go through a reverse process. They are first turned back into voice waves, then passed through another amplifier, and finally sent out through speakers or headphones. The result is your favourite music or the latest news!

7 Look again atparagraph 2 of the text and underline eight sequencing words or expressions.


Sequencing words are used to link steps in a description o f a process.

Som e examples are:■ Firstly,... Secondly, ... etc.m Then ... N ext,... After that,... Subsequently,... etc.■ Finally,... Lastly,...

Unit 9 • Inventions, discoveries, and processes 53

W R IT IN G How things are made1 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 hen describing a process or a scientific experim ent, it is im portant to w rite in a neutral style, as an observer.

To do this, you can use the passive voice.

The Present Simple Passive is often used in The Past Sim ple Passive is often used to talk aboutdescriptions o f processes: inventions and discoveries:is/are + past participle was/were + past participleVoices are turned into voice waves. Radio was invented by Guglielmo Marconi.

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

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

2 mixture (distil)

3 alkali & perfume (add, mix well)

4 mixture (roll, dry, compress)

5 soap (cut, wrap, pack)

Writing a description o f a process

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

Firstly, Next. Then After that, Finally,

ST U D Y S K IL L C larify ing a sequence

To describe a process clearly:■ divide the process into steps.■ make notes on each step.■ expand your notes into full sentences using the passive form.■ mark each step by using sequencing words.

54 Unit 9 • Inventions, discoveries, and processes

1 The telephone__________________ (invent) by Alexander Graham Bell.

2 A m an__________________ (send) into space for the first tim e in 1961.

3 X-rays__________________ (discover) by W illiam Roentgen,

4 Penicillin__________________ firs t___________________(manufacture) in the 1940s.

5 Paper__________________ (make) from trees.

6 A lot o f paper__________________ (recycle) these days.

7 W ater and fa ts__________________ (use) to make soap.

8 Glass__________________ (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 as p ro b ab ly f irs t m ad e b y th e Eg yp tians a b o u t 5,000 years

ago. I t 1_______________ (m ake) fro m s ilica , w h ich co m es fro m sand ,

lim esto n e , and sod a ash. Firstly , o ld g la s s2_______________ (ad d ) to

th e s ilica . T h en , th e silica and th e o ld g la s s3_______________ (m ix) in

a m ach in e . N ex t, th is m ix tu re 4__________________ (m e lt) in a

fu rn ace . F in a lly , th e m ix tu re 5_______________ (p ress) in to shapes

such as lig h t bulbs.

RESEARCH Reference books1 Read STUDY SKILL______________ You want to find information from a

reference book on subjects 1-12. Highlight or underline the word or category word. Compare answers with a partner.1 Daniel Defoe2 the Eiffel Tower3 the South American country, Ecuador4 deoxyribose nucleic acid5 the Earth’s atmosphere6 the Sahara Desert7 the Dead Sea8 total eclipses o f the sun9 extinct animals, such as dinosaurs and dodos

10 how the diesel engine works11 how long the river Danube is12 Durban, South Africa

2 Look at the encyclopaedia index on page 56. Quickly find the page number 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 between Eclipse and Econom ics 5 Diet2 Dynam ite 6 Egg3 Drum 7 Dragon4 Dominica 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.

STUDY SKILL Using Indexes

To use an index in a reference book;■ decide which is the keyword and look for that, e.g. the

River Danube (Danube), or w hat ca tegory the word might be in, e.g. Gobi Desert (Desert) and search for that,

■ scan alphabetically.

If you can't find the reference, search again using another word in the phrase or title.

b the telephone

g the computer

Unit 9 • Inventions, discoveries, and processes 55

Index 37

D dDamascus, Syria 190, 321 Dance 191

ballet cerem onial

D anube, river 192 Dar es Salaam, Tanzania 193 Dead Sea 195 Deafness 195 Decimal system 197 Deer 198Defoe, Daniel (writer) 198 Degas, Edgar (painter) 199 De Gaulle, Charles (politician) 200 D enm ark 203 D entistry 204 Deoxyribose Nucleic Acid (see DNA)Deserts 205 D etergents 207 Detroit, USA Diabetes 207 D iam onds 208 Dickens, Charles (writer) 209

David Copperfield Great Expectations Oliver Twist The Pickwick Papers

D ictionary 215 Digestion 219 Dinka 220 D inosaur 221 D iscrim ination 223 Disease 224

antibiotics com m on cold drugs influenza vaccines

Dishwasher228 D isneyland 228 D istillation 228 Diving 229 Dizziness 229 DNA 230 Dodo 231 Dog 232 D olphin 234 Dome 235D om inican Republic 236 Donkey 237 Doric capital 237

Double bass 238 Dragonfly 241 Dream 241 D rilling 242 D rom edary cam el 243 D rug 243 D ubai 245D ublin, Republic of Ireland 245 Duck 246Duck-billed p latypus 247 Dumas, Alexandre (writer) 248

The Three Musketeers D undee, Scotland 249 D ung beetle 249 D urban, South Africa 250 Dye 250 D ynam o 250

EeEagle 252 Ear 253 Earth 255

atm osphere clim ateco n tinen ta l shelf longitude an d latitude ozone layer

Earthquake 258 Echo 260 Eclipse 260 Econom ics 261 Ecuador 262Edison, Thom as (scientist) 263 Egypt 264 Egypt, ancien t 265

architecture artengineering hieroglyphics Nile, river Pharaoh pyram id Tutankham en

Eiffel Tower 272 Einstein, Albert (scientist) 272 Engines 291

dieselin ternal com bustion petrol

56 U n it 9 • Inventions, discoveries, and processes

R EV IEW Word-building (3)S T U D Y S K IL L Com pound nouns

A com pound noun can be form ed by putting tw o nouns together. Som etim es these are w ritten;■ as tw o words, e.g.. radio waves■ as one word, e g . microwave■ w ith a hyphen , e g . data-processing

Use a d ictionary to check how to w rite them.

hard-working poorly-writtenlong-term small-scaleself-motivated high-speedwell-written remote-controlledhighly-qualified voice-powered

S T U D Y S K IL L Com pound ad jectives

A com pound adjective can be made with:■ a noun + ad jective , e.g. computer literate■ an adjective + present/past participle, e g . easy-going■ an adverb + present/past participle, e g . well-known■ an adjective + noun, e.g. blue-eyed

Use a dictionary to check how to w rite them.

U n it 9 • Inventions, discoveries, and processes 57

1 R e a d S T U D Y S K ILL Review the text on page 53 to complete thecompound nouns.

1 _________ radio2 _________ computer

3 _________ waves

4 voice__________

5 __________ programme

2 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.

3R e a d S T U D Y S K IL L Complete the sentences. Use a compoundadjective from the box.

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 tellthem what to do!

4 Most science students do som e__________ research at university.

5 __________ essays often get a few more marks th an ___________ ones.

6 Many countries are developing__________ trains as part of their publictransport infrastructure.

7 Although most 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- .

1 ☐ information a dish2 ☐ DVD b laboratory3 ☐ answer c machine4 ☐ fax d phone5 ☐ word e player6 ☐ computer f processor7 ☐ satellite g technology8 ☐ physics h virus

REA D IN G International tourism1 Work with a partner. Discuss the questions.

1 When do most visitors come to your country?2 Where do most visitors to your country come from?3 W hat is the most popular destination for visitors?4 Where 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 2345

Paragraph 1 of the text describes the bar chart.Paragraph 2 of the text talks about tourist destinations.The graph shows the number of international tourists in 2009.The bar chart shows the top twelve tourist destinations in the world. Both diagrams show numbers in millions.

Turkey

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 te rp r e t in g d a ta

M any scientific and academic texts contain statistics. These are often illustrated in graphs or charts.

Referring to graphs and charts w hile you are reading w ill help you to understand the text, and interpret the statistical data better.■ Skim the titles o f the text and graphs and charts to get a general idea.■ Read the description o f the horizontal and vertical data.■ Look at the graph or bar chart. Ask yourself questions:

What is the general picture or trend?Are there any unexpected points?

■ As you read the text, refer to the appropriate part o f the diagram. Compare the inform ation in the text w ith the inform ation in the graphs and charts.

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

China

58 U n it 10 • Travel and tourism

International tourismNum ber o f International Tourists 2009

FranceCountry

USA Spain China Italy UK Turkey Germany Malaysia Mexico

Unit 10 • Travel and tourism 59

1 This graph shows the number of international1________________, in millions, from January to December 2009.

At the start of the year, there were approximately2________________international tourists. This number rose by 50% in3________________to about 30 million. The number remained stable until March. Then it grew steadily to 40 million by April andthis increase continued to the beginning of May. Between the beginning of May and the beginning of June, there was only a veryslight increase, and then a dramatic rise in July and4________________, reaching a peak o f5_________________ tourists around theworld. Then in September it dropped suddenly to about 100 million, followed by a steady fall to the lowest point in 6________________. At the end of the year the number of tourists rose steadily to around 40 million.

Overall, the graph shows that the most popular period for international holidays is July and7_________________ . The least populartime is 8_________________and the beginning of 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 holidaydestination was10_______________ , which about 74 million people visited in 2009. There was a drop of about 20 million to thesecond most liked holiday spot, the USA, with about 55 million visitors. In11_________________place was Spain, with around 52million tourists a year. This was followed by12______________ , Italy, and the UK. There were fewer visitors to Turkey and13________________, in seventh and eighth place respectively; only about14________________ million to each country. The ninthand tenth places were taken by Malaysia and Mexico. They received hetween15______________ and 24 million tourists each.

V O C A BU LA R Y D EVELO PM EN T Varying vocabulary (2)1 Write the words from the box in the table.

fall drop rise remain steady increase decreasefluctuate remain stable grow

go up t go down ↓ go up and down stay the same --- ►

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

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

ST U D Y S K IL L A vo id ing re p e titio n (3)

adjectives + nouns verbs + adverbs

a steady growthincreased slightlyrose dramatically

a sudden dropfell steadily

The language used to describe graphs can be repetitive. To avoid this, use:■ synonyms, e.g. increase = rise m adjectives + nouns, e.g. slight increase m verbs + adverbs, e g. increased slightly

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 Unit 10 • Travel and tourism

W R IT IN G Graphs and bar chartsRead STUDY SKILL Work with a partner.

Decide which way of illustrating data would be best for:

show ing th e num ber o f un iversity students in a cou n try from 2000 to 2010.

show ing th e d ifference in th e num ber o f m en a t u n iversity and th e num ber o f w om en a t u n iversity in 20 0 6 , 2008, and 2010.

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

few er largest more samesmallest than

STUDY SKILL Illu stra tin g data

Graphs and bar charts are used to show d iffe ren t ways o f illustrating data.

Graphs are o ften used to show change over a period o f tim e.■ use prepositions o f tim e:

in 2005, a t the beginning, betw een M a y a n d Ju n e

Bar charts are o ften used to m ake com parisons.

■ use com paratives: few er visitors, and superlatives, e.g. the m o st p o p u la r

Use ad jective + noun and verb + adverb to describe graphs and bar charts.

2005Year

2006 2007

2005Year

2006 2007

3 Look at the graph and complete the text with a suitable noun, adjective, verb, adverb, or preposition.

Num ber o f Students at University


This graph shows the number o f students at university

1 _______________ 2000 and 2005.

In 2000 there were about 10,000 people studying at

university. There was a slight2_______________ in 2001 to

about 8,000. This was followed by a dramatic

3_______________ to 22,0004________________ 2002. A fter this,

the num ber5_______________ 6________________at around

23,000 people for tw o years. Then, the number

7 _______________ 8________________ to approximately 32,000

by 2005.

Overall, the number o f students continued to rise between 2000 and 2005, apart from a slight fall in 2001.

This bar chart shows th e percentage o f French, Russian,

and Japanese tourists visiting m y country.

In 1995 th e 1________________percentage, 15%, o f foreign

visitors came from Russia. There were 5 % 2________________

visitors from France and th e 3________________ group (5%)

were from Japan. This changed significantly in 2000,

when there w e re4________________French visitors (12%)

5________________ Russians. Then, in 2005 there was a huge

increase in th e num ber o f Japanese tourists, w ho form ed

the largest group (14%). The percentage o f Russian and

French visitors was th e 6________________ , at 12%.

Overall, the percentage o f French and Japanese visitors increased between 1995 and 2005, whereas the percentage o f Russian tourists fell.

Num

ber

Num

ber

N ationality o f Tourists

French Russian Japanese

200520001995Year

Perce

ntag

e of t

ouris

ts

4 Draw a graph or a bar chart to illustrate the data in a and b. Write adescription 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 rap h o r c h a r t

Students are often required to transform data from a graph or chart into text.

Always;■ say w hat the graph or chart shows.■ describe the main changes.■ summarize the major trends and/or high and low points.

Vary the vocabulary you use.

(7 .9%)

(7 .5%)

(26.1%)

(6 .6%)

(35 .2%)

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

1900 75 m inutes1920 60 m inutes1940 35 m inutes1960 20 m inutes1980 12 m inutes2000 15 m inutes

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

1 M andarin Chinese 845,000,0002 Hindi 366,000,0003 Spanish 329,000,0004 English 328,000,0005 Arabic 221,000,0006 Bengali 181,000,0007 Portuguese 178,000,0008 Russian 144,000,000

Writing about data5 Use the Internet or reference books to research one of the topics:

• the number o f tourists to your country in the last three to five years.• the number o f men and women 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 tourism

R EV IEW1 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 of a holiday was $500. This increased dramatically in 1996 to $700 and then remained stable for the next year. However, in 1998 there was a slight drop to about $650. This was followed by a steady rise over the next two 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.

Hotels on Rock Island

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

Languages Country/Countries

Mandarin Chinese China

HindiSpanishEnglishArabicBengaliPortugueseRussian


WORD LIST

Here is a list o f m ost o f th enew w ords in the units o fHeadway Academic SkillsLevel 2 Student’s Book.

a d j = adjectivea d v = adverbc o n j = conjunctionn = nounp l = pluralp r e p = prepositionU S = A m erican Englishv = verb

study n , v /ˈstʌd i/ sum m arize v /ˈsʌm əraɪz/ sw im m ing pool n /ˈsw ɪm ɪŋ ˌpuːl/ take your tim e v /ˌte ɪk jɔ ː ˈtaɪm / technology n /tekˈnɒləʤ i/ telephone num ber n /ˈte lɪfəʊn

ˌnʌm bə(r)/textbooks n p i /ˈtekstbʊ ks/ tim etable n /ˈta ɪm teɪb l/ tim e yourself v /ˈta ɪm jəˌself/ title (person) n /ˈta ɪtl/ tou rism n /ˈtʊərɪzm / translation n /træ n sˈle ɪʃn / transport n /ˈ træ n sp ɔ ːt/ type n /ta ɪp /

university n /ˌ ju ːn ɪˈvɜ ːsə ti/ vegetarian a d j /ˌveʤ ɪˈteəriən/ vocabulary n /vəʊˈkæ bjələri/

w herever a d v /w eərˈevə(r)/ wireless connections n p l /

ˌw aɪələs kəˈnekʃnz/ wish v /w ɪʃ/w ord card n /ˈw ɜːd ,kɑːd/

Unit 2aeroplane n /ˈeərəp leɪn /Africa n /ˈæ frɪkə/A lg eria n /æ l 'ʤ ɪəriə/ although c o n j /ɔ ːl ðəʊ/ am azing a d j /ə ˈm eɪzɪŋ / A m azon n /ˈæ m əzən/ ancien t a d j /ˈe ɪn ʃn t/ antonym s n p l /ˈæ ntɔnɪm z/ apartm en t block n /əˈpɑ ːtm ən t

ˌblɒk/Arab a d j /ˈærəb/Arabic n /ˈæ rəbɪk/Asia n /ˈeɪʒə/A tlantic O cean n /ə tˌlæ n tɪk

ˈəʊʃn/attractions n p i /ə ˈtræ k ʃn z / A u stra lia n /ɒ ˈstre ɪliə /

beaches n p l /ˈb iːʧɪz/ bo rder n , v /ˈbɔːdə(r)/ business n /ˈb ɪznəs/

capital n /ˈkæ pɪtl/ castle n /ˈkɑːsl/ cen tu ry n /ˈsenʧəri/ city-state n /ˈs ɪti ˌs te ɪt/ clim b v /k la ɪm / coal n /kəʊl/ coastline n /ˈkəʊstlaɪn / continents n p l /ˈkɒ n tɪn ən ts / cottage n /ˈkɒtɪʤ / create v /k riˈe ɪt/ creation n /kriˈeɪʃn /

depend on v /d ɪˈpend ˌɒn/ desert n /ˈdezət/ destination n /ˌdestɪˈne ɪʃn / develop v /dɪˈveləp/

64 Word list

d ictionary en try n /ˈd ɪk ʃn ri ˌentri/

docum ent n /ˈdɒk jəm ənt/ driving licence n /ˈdraɪv ɪŋ

ˌlaɪsəns/dura tion n /d jʊ ˈre ɪʃn/

effective a d j /ɪˈfek tɪv / efficient a d j /ɪˈfɪʃn t/ enjoym ent n /ɪn ˈʤ ɔɪm ənt/ essential a d j /ɪˈsenʃl/ expiry date n /ɪk ˈspaɪəri ˌdeɪt/ extensive reading n /ɪk ˌs ten sɪv

ˈri ːdɪŋ/

female a d j /ˈflːm eɪl/ fɪle (on 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

ˈrefrəns/ form n /fɔ ːm /

grades n /g re ɪdz/

hall o f residence n /ˌhɔːl əv ˈrezɪdəns/

handou t n /ˈhæ ndaʊt/ helpful a d j /ˈhelpfl/ highlight v /ˈhaɪla ɪt/ hom ew ork n /ˈbəʊm w ɜːk/ host fam ily n /ˌbəʊst ˈfæməll/

ID n /ˌaɪ ˈdiː/ identify v /a ɪˈd en tɪfa ɪ/im portan t a d j /ɪm ˈpɔ ːtən t/ im prove v /ɪm ˈpruːv/ indexes n p i /ˈɪndeksɪz , ˈɪndɪsiːz/ inform al le tter n /ɪnˌfɔːm l

ˈletə(r)/in form ation n /ˌɪnfəˈm eɪʃn / in k n /ɪŋk / instead a d v /ɪn ˈsted / instruction m anuals n p i

/ɪn ˈs trʌ k ʃn ˌm ænjʊəlz/ intensive reading n /ɪn ˌtensɪv

ˈriːdɪŋ/issue date n /ˈɪʃu ː ˌdeɪt/

journal n /ˈʤ ɜːnl/

keep a record o f v /ˌkɪːp ə ˈrekɔːd əv/

keyboard n /ˈk iːbɔːd /

literature n /ˈlɪtrəʧə (r)/ looking forw ard to v /ˈlʊkɪŋ

ˌfɔːw əd tə /

m ain points n p i /ˈm eɪn ˌpɔɪn ts/ m ake the best 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 ˌs te ɪtəs / M aster’s D egree n /ˈm ɑːstəz

dɪˌgriː/m en tion v /ˈm enʃn/ m ethod n /ˈm eθəd/ m iddle naɪne n /ˈm ɪdl ˌneɪɪn/ m ixture n /ˈm ɪksʧə(r)/

Miss /mɪs/m obile telephone n /ˌm əʊbaɪl

ˈtelɪfəʊn/M r /ˈm ɪstə(r)/M rs /ˈm ɪsɪz/M s /m əz/MSc n /ˌem es ˈsɪː/

nationality n /ˌnæ ʃəˈnæ ləti/ note v /nəʊ t/ notebook n /ˈnəʊtbʊk/ novels n p i /ˈnɒvlz/ offer n /ˈɒfə(r)/ official a d j /əˈfɪʃl/ o f in te re s t a d j /ə v ˈ ɪn trə s t/

particu lar a d j /pəˈtɪk jə lə (r)/ particularly a d v /pəˈtɪk jə lə li/ passport n /ˈpɑ ːspɔːt/ plays n p l /p leɪz/ pleasure n /ˈpleʒə(r)/ poetry n /ˈpəʊətrɪ/ postcode n /ˈpəʊstkəʊd/ prepare (for) v /p rɪˈpeə ˌfɔː(r) ,

fə(r)/p rin t v /p rɪn t/ process n /ˈprəʊses/ pronunciation n /p rəˌnʌnsiˈeɪʃn / punctuation n /ˌpʌŋkʧʊ ˈeɪʃn / purely a d v /ˈpjʊəlɪ/

reading m aterials n p l /ˈrlːdɪŋ m əˌtɪəriəlz/

reason n /ˈrlːzn/ record (vocabulary) v /rɪˈkɔːd / relevant a d j /ˈre ləvən t/ rented a d j /ˈren tɪd / reports n p i /rɪˈpɔ ːts/ required a d j /rɪˈkw aɪəd/ research n /r ɪˈsɜ ːʧ , ˈriːsɜːʧ / results n p i /rɪˈzʌ lts/ ring v /rɪŋ /

scan v /skæ n/ scanning n /ˈskæ nɪŋ/ scientihc a d j /ˌsaɪən ˈtɪfɪk / search engine fɪnds n p i /ˈsɜ ːʧ

ˌenʤ ɪn ˌfaɪndz/ set text n /ˌset ˈtekst/ shared house n /ˌʃeəd ˈhaʊs/ single a d j /ˈsɪŋgl/ skim v /sk ɪm /skim reading n /ˈskɪm ˌriːdɪŋ/ soon a d v /su ːn / special d iet n /ˌspeʃl ˈdaɪət/ specify v /ˈspesɪfaɪ/ speed n /sp lːd / spellchecker n /ˈspelʧekə(r)/ spelling n /ˈspehŋ/ sports centre n /ˈsp ɔ ːts ˌsen tə(r)/ statistic n /s tə ˈ tɪs tɪk / stress n /s tre s / stressed syllab les n p l /ˌs tres t

ˈsɪləblz/stress m ark n /ˈs tre s ˌmɑːk/ stress p a tte rn n /ˈs tres ˌpætn/

Unit1abroad a d v /əˈbrɔːd / academ ic year n /ˌæ kədem ɪk

'jɪə (r) /accept v /ɔk ˈsep t/ access n /ˈæ kses/ accom m odation n /əˌkɒm əˈdeɪʃn / account num ber n /əˈkaʊnt

ˌnʌm bə(r)/ advice n /ədˈvaɪs/ app l ication n /ˌæ plɪˈkeɪʃn / app l ication form n /ˌæ plɪˈkeɪʃn

ˌfɔːm/applied b iochem istry n /əˌpiaɪd

ˌbaɪəʊˈkem ɪstri/ apply for v /əˈplaɪ ˌfɔː(r), fə(r)/ arrival n /əˈraɪvl/ article (In a new spaper etc.) n

/ˈɑ ːtɪk l/associated w ords n p l

/ə ˈsəʊ sie ɪtɪd ˌw ɜːdz/ attitude n /ˈæ tɪtJu ːd / available a d j /əˈveɪləbl/

b an k statem ent n /ˈbæŋk ˌs te ɪtm ən t/

basketball n /ˈbɑ ːsk ɪtbɔ ːl/ biography n /baɪˈɒgrəfi/ b irth certificate n /ˈbɜːθ

sə ˌtɪfɪk ə t/block capitals n p l /ˌblɒk ˈkæpɪtlz/ boxes (on a form ) n p l /ˈbɒksɪz/ b rainsto rm v /ˈb re ɪn stɔ ːm / business n /ˈb ɪznəs/

certificate n /sə ˈtɪfɪk ə t/ com m ence v /kəˈm ens/ com plete v /kəm ˈpllːt/ concentrate v /ˈk ɒ n sən tre ɪt/ credit card n /ˈk red ɪt ˌkɑːd/

date o f b irth n /ˌdeɪt əv ˈbɜːθ/ defin ition n /ˌdefɪˈn ɪʃn / delete as appropriate v /d ɪˌliːt əz

əˈprəʊpriət/departu re n /d ɪˈpɑ ːʧə(r)/ details n p l /ˈd ɪːte ɪlz /

airline n /ˈe əlaɪn / apologize v /əˈpɒ ləʤ a ɪ z / appropriate a d j /əˈprəʊpriət/ at the top o f his voice /ə t ðə ˌtɒp

əv h ɪz ˈvɔɪs/A ustralian a d j /ɒ ˈstre ɪl iən /

Baggage n /ˈhægɪʤ / baggage handler n /ˈbæ g ɪʤ

ˌhæn dlə(r)/b ː^gage truck n /ˈbæ gɪʤ ˌtrʌk / balloon n /bəˈluːn / bang v /bæ ŋ/ boss n /b ɒ s/ briefcase n /ˈbriːf k e ɪ s/ businessm an n /ˈb ɪzn əsm ən/ b usin ess people n p l /ˈbtz n əs

ˌpɪːpl/businessw om an n

/ˈbɪz n əsw ʊm ən /

captain n /ˈk æ p t ɪn / case n /k e ts/ catch v /k æ ʧ/ ceiling n /ˈsiːlɪŋ/ com m erce n /ˈk ɒ m ɜːs/ com prehen sion n

/ˌk ɒm prɪˈhe n ʃ n / conference n /ˈk ɒ n fərəns/ conference centre n /ˈk ɒ n fə rə n s

ˌse n tə (r)/

content n /ˈkɒ n t e nt/ co rrido r n /ˈkɒ r ɪd ɔ ː(r)/ cow boy boots n p l /ˈkaʊbɔ ɪ

ˌbuːts/custom s n p l /ˈkʌstəm z/

die v /da ɪ/d irect a d j /dəˈrek t , d ɪ - , daɪ-/ discover v /d ɪˈsk ʌvə(r)/

en courage v / ɪn k̍ ʌrtʤ / events n p l /ɪˈve n ts / exam ine v /ɪgˈzæ m ɪn/ exhausting a d j /ɪg ˈzɔ ːs tɪŋ / expect v / ɪ k ˈspek t / expected a d j / ɪ k ˈspe k t ɪ d/ experienced a d j /ɪk ˈsp ɪə riən s t/ explain v /ɪk ˈsp l e ɪn /

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 ttendan t n /ˈf laɪt

əˌte n dən t/focus on v /ˈfəʊkəs ˌɒn/ fortunately a d v /ˈf ɔ ːʧ ə n ətli/ freezing a d j /ˈfrɪːz ɪŋ/French a d j /f re n ʧ/ frighteɪred a d j /ˈf r a ɪ tn d/ fru itful a d j /ˈf ru ː tf l/ go th ro u g h (his notes) v /ˈgəʊ

ˌθruː/greet v /g riːt/ guess n /g e s/

hall n /hɔːl/ headline n /ˈhe d la ɪn / ho ld n /həʊ ld/ horrified a d j /ˈhɒ rɪfa ɪd / h o rro r n /ˈhɒrə(r)/ hugely a d v /ˈh ju ːʤ li/ h u rt a d j /h ɜ ːt /

identify v /a ɪˈd e n t ɪ f aɪ/ illegal a d j /ɪˈlɪːgl/ illeg ih lea d j /ɪˈl e ʤ əbl/ illogical a d j /ɪˈlɒ ʤ ɪ k l/ im m ature a d j /ˌɪm əˈʧʊə(r)/ im m ediately a d v /ɪˈm iːd iə tl i/ im m igration contro l n /

ˌɪm ɪˌgre ɪʃn kənˈtrəʊl/ im m obile a d j /ɪˈm əʊbaɪl/ im patient a d j / ɪ mˈpe ɪ ʃ n t/ im personal a d j /ɪm ˈp ɜːsən l / im possible a d j /ɪm ˈpɒsəbl/ inappropriate a d j / ɪn əˈprəʊpriət/ increased a d j /ˈɪŋk riːs t/ ind irect a d j /ˌɪndəˈre k t , ˌɪndɪ-,

ˌɪn daɪ-/inexperien ced a d j

/ˌɪn ɪk ˈsp ɪəriən st/ in fact / ˌ ɪ n ˈfækt/ inform v / ɪ n f̍ ɔːm / irrelevant a d j /ɪˈre ləvən t/ irrespon sible a d j /ˌɪrɪˈspɒ n səbl/

Jeans n p l /ʤ iːnz/Joke v /ʤ əʊ k /

kangaroo n /ˌkæ ŋgəˈruː/ large a d j /lɑːʤ / legal a d j /ˈlɪ ːgl/ legible a d j /ˈleʤ əb l/Libyan a d j /ˈlɪb iən /

linkin g w ords n p l /ˈlɪŋkɪŋ ˌw ɜːd z /

load v / ləʊd/ logical a d j /ˈlrɪʤɪk l / look up v /ˈlʊk ˌʌp/ luckily a d v /ˈlʌk əlɪ/ lucky a d j /ˈlʌkɪ/

m ake sense v /ˌm e ɪ k ˈsen s/ m anaging d irec to r n /ˌm æn əʤ ɪŋ

dəˈre k tə (r ) , d ɪ-, daɪ-/ m atu re a d j /m əˈʧʊə(r)/ m axim um a d j /ˈm æk stm əm /M D n /ˌe m ˈdiː/ m eeting n /ˈm iːtɪŋ /M iddle East n /ˌmɪdl ˈiːst/ m in im um a d j /ˈm ɪn ɪm əm / m istake v /m ɪˈste ɪk/ m istaken identity n /m ɪˌs te ɪk n

aɪˈde n tə ti/m obile a d j /ˈm əʊbaɪl/ m om ent n /ˈm əʊm ən t/ m oon n /m u ːn /

n e gative a d j /ˈne gətɪv / new spaper article n /ˈn ju ːsp e ɪ pɔr

ˌɑ ːtɪk l/n o d (your head) v /ˌn ɒd (jɔː

ˈhed)/notice v /ˈn əʊ tɪs/

o n the Job a d v /ˌɒ n ðə ˈʤɒ b/o n tim e a d v /ˌɒn ˈtaɪɪn/organizer n /ˈɔ ːgən a ɪzə(r)/overjoyed a d j /ˌəʊvəˈʤ ɔɪd/

panic v /ˈpæ nɪk /part-tim e a d j /ˈpɑ ːt ˌtatm /passenger n /ˈpæ sɪnʤ ə(r)/patient adj /ˈpeɪʃnt/petrified a d j /ˈpe t r ɪ f aɪd/pick (bim ) up v /ˌpɪk ... ˈʌp/p ilo t n /ˈpaɪlət/place v /p le ɪs/plan v /plærɪ/positive a d j /ˈpɒ z ə tɪv /possibilities n p l /ˌpɒ səˈb ɪlətiz/possible a d j /ˈpɒsəb l/predict v /p rə ˈd ɪk t/preftx n /ˈprɪːf ɪks/prepared to a d j /p rɪˈpe ə d tə /presentations n p l /ˌpre zənˈte ɪ ʃ n z/private a d j /ˈp ra ɪv ə t/prom ise v /ˈprɒm ɪs/public a d j /ˈpʌb l ɪk/pump v /pʌmp/punctuate v /ˈpʌŋkʧʊ eɪt/pu t rigbt v /ˌpʊt ˈraɪt/

regular a d j /ˈre g jə lə(r)/relations n p l / r ɪ ˈleɪʃ n z/relatives n p l /ˈre lə tɪvz /relevan t a d j /ˈre ləv ə n t/relief n /rɪˈliːf /reply v /rɪˈp laɪ/reporters n p l /r ɪˈp ɔ ːtəz /respon sible a d j /r ɪ ˈspɒ n səbl/rest n /re st/re tu rn ticket n /r ɪˈ tɜ ːn ˌtɪk ɪt/ ru sh v /rʌ ʃ/

Scottish a d j /ˈsk ɒ t i ʃ / sem inar n /ˈse m ɪn ɑː(r)/

Word list 65

Unit 3

diagram n /ˈdaɪəgræ m / differences n p l /ˈd ɪfrən stz/ discard v /d ɪsˈk ɑːd/

east n , a d y a d v /iːs t/ econom y n /ɪˈk ɒ n əm i/Eiffel Tower n /ˈɑɪfl ˈtaʊə(r) E quator n /ɪˈkw eɪtə(r)/Euro D isn ey n /ˈjʊ ərə ˈdɪz n i/ Europe n /ˈjʊərəp/

fah u lo u sa d j /ˈf æbJələs/ fam ous a d j /ˈfe ɪm əs/ farm ing n /ˈfo ːm ɪŋ/Erance n /f rɑ ːn s/fresh w ater n /ˌf r e ʃ ˈw ɔ ːtə (r)/fron tier n /ˈfrʌ n tɪə (r)/

gas n /gæs/geography n /ʤiˈɒ grəfi/ govern v /ˈgʌvn/

historic a d j /h ɪˈstɒ rɪk / history n /ˈh tstri/ how ever c o n j /hauˈe və(r)/

include v / ɪ n ˈkluːd/ includin g p r e p / ɪn ˈk luːd ɪŋ/ independent a d j /ˌɪndɪˈpe n d ən t/ industries n p l /ˈɪndəstriz /Irish S e a n /ˌa ɪr ɪʃ ˈsiː/ island n /ˈa ɪlən d/

kingdom n /ˈkɪŋdəm / km n /ˌkeɪ e̍ m/

lake n /le ɪk/ logically a d v /ˈlɒ ʤ ɪkli/ loud a d v /laʊd/Eouvre n /lʊ ːvrə/

M alay n /məˈle ɪ /M andarin n /ˈm æn d ə rɪn / m an -m ade a d j /ˌm æ n ˈme ɪd/ m annfacturing n

/ˌm æ n jə ˈ f æ kʧərɪŋ / M editerranean Sea n

/ˌm e d ɪ tə ˌre ɪn iə n ˈsiː/ m in in g n /ˈm aɪn ɪ ŋ/ m odern a d j /ˈm ɒdn/M orocco n /m əˈrɒ kəʊ/ m oun ta in n /ˈm aʊn tən / m ounta in ranges n p l /ˈm aʊn tə n

ˌre ɪnʤ ɪz/M ount Everest n /ˌm aʊnt

ˈevər ɪ st/m useum n /m ju ːˈz iːəm /

national assembly n /ˌn æ ʃn ə l əˈse m bll/

natural resources n p l /ˌnæ ʧrə l rɪˈz ɔ ːs ɪz /

Nile n /naɪl/ noisy a d j /ˈnɔtz i/ n o rth n , a d y a d v /n ɔːθ/ n o rth e rn a d j /ˈn ɔ ːð ə n /N orth Pole n /ˌnɔːθ ˈpəʊl/

ocean n /ˈəʊʃn/ official language n /əˌf ɪʃ l

ˈlæŋgwɪʤ / oil n /ɔɪl/

pollute d a d j /pəˈlu ːtɪd / p o n d n /pɒnd/ popular a d j /ˈpɒpjələ(r)/

rainforests n p l /ˈre ɪn fɒ r ɪs ts /

relax v /rɪˈlæ ks/ republic n /r ɪ ˈpʌblɪk / revolution n /re vəˈlu ːʃn / ru le v /ru ːl/

S a h a ra n /səˈhɑːrə/scale n /sk e ɪ l/seashore n /ˈs lːʃɔ(r)/sim ilarities n p l /ˌsɪm ɔˈlæ rətiz/Singapore n /ˌsɪŋəˈpɔː(r)/skiing n /sk ɪːɪŋskyscraper n /ˈska ɪsk re ɪpə(r)/sou th n , a d y a d v /sauθ/South A m erica n /ˌsaʊθ

əˈm e r ɪk ə/south-east a d j /ˌsaʊθ ˈiːst/ South Pole n /ˌsaʊθ ˈpəʊl/ space rocket n /ˈspe ɪs ˌrɒ k ɪt/ synonym s n p l /ˈsɪ n ən ɪm z /

Tamil n /ˈtæm l/ topic areas n p l /ˈ tɒ p ɪ k e̩ əriəz/ tourism n /ˈtʊərɪzm / tourist n /ˈtʊ ərɪst/ trad itional a d j / trə ˈd ɪʃə n l/

U nited K ingdom n /jə ˌn a ɪtɪd k̍ ɪŋdəm /

u n pollu ted a d j /ˌʌn p ə ˈlu ːt ɪd/

w ales n /w e ɪ lz / w elsh n /w e lʃ/ west n , a d y a d v /w est/ w estern a d j /ˈw e s tə n / w ild a d j /w a ɪ ld/ w orld-fam ous a d j /ˌw ɜːld

f̍ e ɪm əs/ zoo n /zu ː/

Unit 4accelerate v /əkˈse ləre ɪ t/ accelerator n /əkˈse l ə re ɪtə (r)/ according to p r e p /əˈk ɔːd ɪŋ tə / achieve v /əˈʧiːv / acoustic a d j /əˈk u ːs t ɪk / advan tages n p l /əd ˈvɑ ːn t ɪʤ ɪz/ aim n /e ɪm / aircraft n /ˈe ək rɑ ːf t/ am ount n /əˈm aʊn t/ an n ounce v /əˈn aʊ n s/ anytim e a d v /ˈe n ita ɪm / at all tim es /ə t ˌɔːl ˈtaɪm z/ autom ohile n U S /ˈɔːtəm əˌhiːl/

ban v /b æ n / basic a d j /ˈbe ɪs ɪ k / b e nefit v /ˈbe n ə f ɪt/ brakes n p l /b re ɪk s/ brilliant a d j /ˈbrɪliən t/

cause v /k ɔ ːz / cbannel n /ˈʧænl/ cboice n /ʧ ɔ ɪs / circuit n /ˈsɜ ːk ɪt/ city-dwellers n p l /ˈs ɪ t i ˌdwe ləz / clutcb n /k lʌ ʧ/ cockpit n /ˈkɒ k p ɪt/ com pute r gam es n p l /k əm ˈp ju ːtə

ˌgeɪmz/con clusion n /kən k̍ lu ːʒn / conditions n p l /k ə n ˈdɪʃnz/ constantly a d v /ˈkɒ n s tə n th / content n /ˈkɒn t e n t/ co n trol v /k ə n ˈtrəʊ l/

convenience n /k ənˈviːniəns/ c o p y n /ˈkɒ pi/correspon den t n /ˌkɒ rɪˈsp ɒ ndən t/ crasb v /k ræ ʃ/credit cards n p l /ˈkre d ɪt ˌkɑːdz/ cultures n p l /ˈk ʌ lʧə z /

dam age v /ˈdæ m ɪʤ/ data n /ˈde ɪ tə / dependen t a d j /d ɪˈpen d ə n t / design v /d ɪˈza ɪn / despite p r e p /d ɪˈspa ɪt/ developm ent n /d ɪ ˈveləpm ən t/ device n /d ɪ ˈva ɪ s/ digital cam era n /ˌdɪʤ ɪtl

ˈkæm ərə/directly a d v /d ə ˈrek tlɪ , d ɪ-, daɪ-/ disadvantages n p l

/ˌd ɪsədˈvɑːn t ɪʤ ɪ z/ disagree v /ˌdɪsəˈgriː/ d isaster n /d ɪˈz ɑ ːstə (r)/ docum entary n / ,dɒ k jəˈm e ntri/ dow nload v /ˌdaʊn l̍əʊd/ drawbacks n p l /ˈd rɔ ːbæ k s/ driverless a d j /ˈd ra ɪvə ləs/

edit v /ˈe d ɪt/electronic a d j / ɪ ˌle k ˈtrɒ n ɪk / em erg ency exit n /ɪˈm ɜːʤ ənsi

ˌeksɪt/engines n p l /ˈe n ʤ ɪn z/ essential a d j / ɪ ˈsen ʃl/ everyday a d j /ˈe vride ɪ/

fed up a d j /ˌfe d ˈʌp/ finally a d v /ˈfa ɪ nəli/ firstly a d v /ˈf ɜ ːs tll/ for exam ple / f ər ɪgˈzɑːm pl/ for In stance /f ə r ɪ̍ n s tə n s/ free tim e n /ˌf riː ˈtaɪm/ furtberm ore a d v /ˌfɜːðəˈm ɔː(r)/ fu ture n /ˈfju ːʧə (r)/

go w rong v /ˌgəʊ ˈrɒ ŋ/ grow v /grəʊ / guide n /gaɪd /

harm n /hɑ ːm /heating n /ˈh ɪːt ɪ ŋ/ hohhies n p l /ˈhɒ h ɪz/huge a d j /hJuːʤ /

ideal a d j /a ɪˈd ɪ ːəl/ iden tify v /a ɪ ˈde n t ɪ f a ɪ / in addition /ˌɪn ə ˈd ɪʃn / in conclusion /ˌɪn kənˈkluːʒn/ in contrast /ˌɪn k̍ ɒ n trɑ ːs t/ increase n /ˈɪŋkriːs/ in dustry n /ˈɪ n d əstri/ insist v / ɪ n ˈsɪst/ install v / ɪn ˈstɔ ːl/ instead o f p r e p / ɪn ˈste d əv/ in th e first place /ˌɪn ðə f̍ ɜːs t

ˌpl e ɪs/in troduction n /ˌɪn trə ˈd ʌ k ʃ n /irritating adj /ˈɪrɪte ɪtɪŋ/keep in touch v /ˌk iːp ɪn ˈtʌʧ/

laptop n /ˈlæ p tɒ p/lastly a d v /ˈlɑːstli/latest a d j /ˈle ɪ t ɪs t /leisure n /ˈle ʒə(r)/le t (sh) know v /ˌlet . ..ˈn ə ʊ /

lighting n /ˈla ɪtɪŋ /

m agn e tic a d j /m æ gˈn e tɪk / m anage v /ˈm æ n ɪ ʤ/ m anufacture v /ˌm æn jə ˈ f æ k ʧə(r)/ m anufacturer n

/ˌm æ njəˈfæ kʧərə(r)/ m aterial n /m əˈtɪəriəl/ m em ory sticks n p l /ˈm e m əri

ˌstɪks/m essage n /ˈm e sɪʤ / m icroprocessor n

/ˌm aɪk rəʊˈprəʊse sə(r)/ m ohile phone n /ˌm əʊbaɪl f̍ əʊn / m odels n p l /ˈm ɒ d lz / m otorw ays n p l /ˈm əʊ təw e ɪz / m ovie n /ˈm uːvɪ/ m ulti-h ilhon a d j /ˈm ʌlti ˌhɪljən/

needs n p l /n ɪːd z /

old-fashion ed a d j /ˌəʊld ˈfæʃnd/ o n the o ther han d /ˌɒn ð ɪ ˈʌðə

ˌhæn d/opin io n n /ə ˈp ɪn jə n / o pportun ity n /ˌɒpəˈtJuːn əti/ opposite n /ˈɒ p əz ɪt/ o rder v /ˈɔːdə(r)/ orig in s n p l /ˈɒ r ɪʤ ɪ n z / outlaw v /ˈaʊ tlɔː/ outline v /ˈaʊtlaɪɪt/ ovens n p l /ˈʌvn z / overhead a d v /ˌəʊʌəˈhe d/ ow n v /əʊ n / ow nership n /ˈəʊnəʃɪp /

pass v /pu ːs/ phone call n /ˈf əʊ n k̩ ɔ ː l/ photographer n / f ə ˈtɒ g rə f ə(r)/ pilot n /ˈpa ɪ lət/ plans n p l /p læ n z / preview v /ˈp riːv ju ː/ previous a d j /ˈpriːviəs/ professional a d j /p rə ˈfe ʃə n l/ project n /ˈprɒ ʤ e k t / protect v /p rə ˈte k t/

quality n /ˈkw ɒləti/

radar n /ˈre ɪdɑː(r)/ rear-view m irro r n /ˌrɪə ˌvjuː

ˈm ɪrə(r)/receive v /rɪˈsiːv / reduce v /rɪˈd ju ːs / reduction n /rɪˈd ʌ k ʃn / related to a d j /rɪˈle ɪtɪd ˌ tu ː , tə / repetitive a d j /rɪˈpe t ə t ɪ v/ require v /rɪˈkw aɪə(r)/ rise v /ra ɪz / 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 /skæ n/ scanners n p l /ˈskæ nəz/ secondly a d v /ˈse k ə n dli/ security n /sɪˈk jʊ ə rə ti/ select v /sɪˈlek t/ sensor n /ˈse n sə(r)/set up v /ˌset ˈʌp/ significant a d j / s ɪgˈn ɪf ɪkɔn t/ silent a d j /ˈsa ɪlə n t /StM cards n p l /ˈsɪm k̩ o ːdz/ slow dow n v /,sləʊ ˈdaʊn /

66 Word list

shift n / ʃ ɪ f t/sign n /saɪn/ situation n /ˌsɪʧʊˈe ɪ ʃ n/ sm artly-dressed a d j /ˌsm ɑːtli

ˈdre st/sm artly-suited a d j /ˈsm ɑːtli

ˌsu ːtɪd / solve v /sɒ lv/ speech n /sp iːʧ / speed v /sp iːd / spread v /sp red / stare v /s te ə(r)/stay n / s t e ɪ / stowaway n /ˈs təʊ əw e ɪ/ successful a d j /sə k ˈse sf l/ suitcases n p l /ˈsu ːtk e ɪ s ɪ z/ survive v /səˈva ɪ v/ systems n p l /ˈsɪ stəm z / talk n / tɔ ːk / terrible a d j /ˈte rə b l/ therefore c o n j /ˈðe əfɔː(r)/ top a d j /tɒp / trade n / t r e ɪd/ travel v /ˈtræ vl/

uncom fortahle a d j /ˌʌn ˈkʌm f təb l/ unexpected a d j /ˌʌn ɪk ˈsp e k tɪd / unfortunately a d v /ˌʌn f̍ ɔ ːʧ ə n ə th / u n h u rt a d j /ˌʌn ˈhɜːt/ u n k n ow n a d j /ˌʌn n̍ əʊ n /

variety n /vəˈra ɪəti/ violin n /ˌvaɪəˈl ɪn/

sm art cards n p l /ˈsm ɑːt ˌkɑːdz /spe cial a d j /ˈspe ʃl/speed up v /ˌsp lːd ˈʌp/steal v /stɪː l/steer v /s tɪə (r) /steering wheel n /ˈs t ɪə r ɪŋ ˌwɪːl/ store v /s tɔ ː(r)/straight away a d v /ˌs tre ɪt əˈw eɪ/ street crim e n /ˈs triːt ˌkraɪm / strongly a d v /ˈs trɒ ŋ l i/ suggest v /səˈʤ est/ suggestion n /səˈʤ e s ʧ ə n / support v /səˈpɔːt/ system n /ˈsɪstəm / take o ff v /ˌte ɪk ˈɒf/ topic sentences n p l /ˈtɒpɪk

ˌsen t ə n sɪz/to conclude /tə kənˈkluːd / to sum up / tə ˌsʌm ˈʌp/ typew riter n /ˈta ɪp ra ɪtə (r)/ tyres n p l /ˈta ɪəz/

unreliable a d j /ˌʌnrɪˈlaɪəbl/ unsuitable a d j /ˌʌn ˈsuːtəbl/ use n /ju ːs /

value n /ˈvæ lju ː/ vehicles n p l /ˈv iːək lz/ voice-controlled a d j /ˈvɔɪs

kən ˌtrəʊld/

waste v /w e ɪs t/w hat’s m ore a d v /ˌw ɒts ˈm ɔː(r)/ w hite lin es n p l /ˌw aɪt ˈlaɪ n z /w ing n /w ɪŋ/ w ith in p r e p /w ɪˈð ɪn / w onderful a d j /ˈw ʌn də f l /

yours /jɔ ːz /yours faithfully /ˌjɔ ːz ˈfeɪθ f əli/

Unit 5academ ic a d j /ˌæk əˈdem ɪ k / acre n /ˈeɪk ə(r)/ agriculture n /ˈæ grɪk ʌ lʧə(r)/ antiseptic n /ˌæn tɪˈse p tɪk / appear v /əˈp ɪə(r)/ applicants n p l /ˈæ plɪkən ts / argum en ts n p l /ˈɑ ːgJəm ən ts / a rra n ge v /əˈre ɪ n ʤ/ as requ ested /ə z rɪˈkw e stɪd / attach v /ə ˈtæ ʧ/ a ttachm ent n /ə ˈtæ ʧm ə n t/ a tten d v /ə ˈ te n d/ audience n /ˈɔːd iən s/ autobiography n /ˌɔ ːtəbaɪˈɒ g rə f i/

beauty n /ˈb ju ːti/Best wishes /ˌbe s t ˈw ɪʃ ɪz/ biannual a d j /b a ɪ ˈæn jʊ ə l/ bilingual a d j /ˌba ɪ ˈlɪŋgwəl/ biocbe ɪn istry n /ˌbaɪəʊˈke m ɪstri/ biography n /baɪˈɒ grəfi/ hiological sciences n p l /

ˌba ɪəˌlɒ ʤ tk l ˈsa ɪə n sɪz/ book v /bʊ k / bow er n /ˈbaʊə(r)/ b rie f a d j /b riːf/ bursary n /ˈbɜːsəri/

candidates n p l /ˈkæ ndɪd e ɪts /

decline n /d ɪˈk laɪn /decrease v /d ɪˈkriːs/dem and n /d ɪˈm ɑːn d/depend v /d ɪ ˈpe nd/develop v /d ɪˈve ləp/d iam eter n /daɪˈæ m ɪtə(r)/d iet n /ˈdaɪət/diseases n p l /dɪˈz ɪːz ɪz /d istrnst n /d ɪs ˈtrʌ s t/d rop n /d rop /

effect n /ɪˈf e k t/elem ents n p l /ˈeləm ən ts /ensure v / ɪn ˈʃʊə(r)/equals v /ˈiːkw 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 kt/factories n p l /ˈf æ k tə r iz /fight v, n /faɪt/final n /ˈf a ɪn l/forest fires n p l /ˈf ɒ r ɪs t ˌfaɪəz / fossil fuels n p l /ˈf ɒ s l ˌ f jʊ ə lz /

generations n p l /ˌʤ en əˈre ɪʃn z / gigab yte n /ˈg ɪgəba ɪt/

hahits n p l /ˈhæ bɪts/ ha lf n /hɑ ː f /h eart attacks n p l /ˈbu ːt əˌtæ ks/height n /h a ɪt/

ill health n /ˌɪl ˈhe lθ/increase n /ˈɪŋkriːs/in creased a d j /ˈɪŋk riːst/in creasing a d j / ɪ n ˈkriːsɪŋ/increasin gly a d v / ɪn ˈkriːsɪŋ l l/industrial a d j /ɪn ˈdʌstriə l/in fact a d v /ˌɪn f̍ æ kt/in terp ret v / ɪn ˈtɜ ːp rɪt/in tu rn a d v /ˌɪn ˈ tɜ ːn /key a d j /k iː/

latest a d j /ˈle ɪ t ɪ st/lead to v /ˈliːd ˌ tu ː , tə /less th an /ˈles ðən/level n /ˈl e vI/likely a d j /ˈla ɪ kli/link n /lɪŋk/long-term a d j /ˌlɒŋ ˈtɜːm / lung cancer n /ˈlʌŋ k̩ æ nsə(r)/

m ajor a d j /ˈm eɪʤ ə(r)/ m ake notes v /ˌm e ɪk n̍ əʊ ts/ m an-m ade a d j /ˌm æ n ˈme ɪd/ m athem atical symhol n

/ˌm æ θəˌm æ tɪkl ˈsɪmbl/ m etres n p l /ˈm ɪːtə z / m icrons n p l /ˈm aɪk rɒ nz/ m in in g n /ˈm aɪn ɪŋ/ m in us p r e p /ˈm aɪn əs/ m o to r vehicle n /ˈm əʊ tə ˌviːək l/ natu ral a d j /ˈnæ ʧrə l/ nough t n /n ɔ ːt/ oil n /ɔ ɪ l/ordinal num bers n p l /ˈɔːdɪnl

n̩ ʌm bə z /orig in al a d j /əˈrɪʤ ən l/ origins n p l /ˈɒ rɪʤ ɪn z /

paraphrase v /ˈpæ rəfre ɪz/ particles n p l /ˈp ɑ ːtɪk lz /

Word list 67

carhon n /ˈkɑːhən/ chair n , v /ʧeə(r)/ characteristic n /ˌkæ rək tə ˈ r ɪs t ɪk / check in v /ˌʧe k ɪ̍ n /C heers /ʧ ɪə z / chem istry n /ˈk e m ɪ stri/ chicken n /ˈʧ ɪk ɪn / clear a d j /k lɪə(r)/ coach n /k əʊʧ/ coffee h re a k n /ˈkɒfi ˌhre ɪk/ colleagues n p l /ˈk ɒ lɪːg z / collection n /kəˈle k ʃ n / con ference n /ˈkɒn f ə rə n s/ contact details n p l /ˈkɒ n tæ kt

ˌdiːteɪlz/contents n p l /ˈk ɒ n ten ts / cream n /ˈk riːm / criticism n /ˈk rɪtɪs tz m / cu rren tly a d v /ˈk ʌ rə n t l ɪ/cu t n /ˈitʌt/

depart v /d ɪˈpɑ ːt/ developm ent n /d ɪ ˈveləpm ən t/ difficulty n /ˈd ɪf ɪk əltɪ/ dysphagia n /d ɪsˈfe ɪʤ ɪə/

energetic a d j /ˌe n əˈʤ e tɪk /essay n /ˈeseɪ/exhib ition n /ˌe ksɪˈb ɪʃ n /expert n /ˈek sp ɜ ːt/ex-president n /ˌek s ˈprez ɪd ə n t/

fam iliar a d j /f əˈm ɪliə(r)/farewell n /f e əˈw e l/farm n /f aːm /fax n / f æ ks/features n p l /ˈf ɪːʧəz /fields (academ ic) n p l / f iːldz/final a d j /ˈf a ɪn l/fiuen t l y a d v /ˈf lu ːən tli/form er a d j /ˈfɔːm ə(r)/gases n p l /ˈgæ sɪz/graduate v /ˈg ræ d jʊ e ɪt/great a d j /g re ɪt/gust n /gʌst/head n /h e d/hedge n /h e ʤ/hold (a con feren ce) v /həʊld/

Ld love to . . . /ˌaɪd ˈlʌv tə /1 have great pleasure In ... /ˌaɪ

hæ v ˈgre ɪt ˌple ʒə r ɪn /1 look forw ard to ... /ˌaɪ ˈlʊk

ˌfɔːw əd tə / im prove v / ɪm ˈpruːv/ in charge /ˌɪn ˈʧɑːʤ / in favour o f p r e p /ˌɪn f̍ e ɪvər əv / infected a d j / ɪnˈʃe k t ɪd/ infiam m atory a d j /ɪnˈf læ m ətri/ inform v / ɪnˈf ɔːm / inform ally a d v /ɪn f̍ ɔ ːm əlɪ/ in heren t a d j /ɪn ˈherən t/ in support o f /ˌɪn səˈpɔːt əv/ in term ediate a d j /ˌɪn təˈm iːd iət/ in ternational a d j /ˌɪn təˈnæ ʃnəl/ invitation n /ˌɪn v ɪˈte ɪʃn / itin erary n /a ɪˈ t ɪ n ərəri/It w ould he greatly appreciated

if... /ˌɪt w ʊd h ɪ ˈgre ɪtli ə ˌp riːʃie ɪ tɪd ɪf/

joy n /ʤ ɔɪ/

latter a d j /ˈlæ tə(r)/ layout n /ˈleɪaʊ t/ lesions n p l /ˈlɪːʒn z / liquid n /ˈlɪkw ɪd/ literary a d j /ˈlɪtərəri/ loveliness n /ˈlʌvlin əs/

m alaria n /m əˈleəriə/ m edical a d j /ˈm edɪk l/ m icrophone n /ˈm aɪk rə f əʊn/ m in istry n /ˈm ɪnəstri/ m isprin t n i ˈm ɪsprɪn t/ m osque n /m ɒ sk/ m u ltim e d ia n /ˌm ʌltɪ ˈm iːdiə/

n ation al a d j /ˈn æ ʃn ə l/ note n /nəʊ t/ no ted a d j /ˈnəʊ tɪd / n o th in gness n /ˈnʌθɪŋnəs/ novel n /ˈn ɒ vl/ n ovelist n /ˈn ɒ v ə l ɪ st/ n uclear pow er statiorɪs n p l

/ˌn ju ːk liə ˈpaʊə ˌs te ɪʃn z /

ob struction n /əh ˈstrʌk ʃ n/ ohvious a d j /ˈɒbviəs/ open air n /ˌəʊpən ˈeə(r)/ overall a d j /ˌəʊvərˈɔːl/

paper (at a con f eren ce) n /ˈpe ɪ pə(r)/

particularly a d v /p ə ˈtɪk jələli/patien t n /ˈpe ɪJ n t/Please find attached ... /ˈp l iːz

f a ɪn d ə ˌtæ ʧ t/Please find enclosed ... /ˈplɪːz

fa ɪnd ɪnˌk ləʊz d/ plenary n /ˈpliːnərɪ/ poem n /ˈpəʊ ɪm / poet n /ˈpəʊɪt/ poin t v /p ɔ ɪn t/ postgradnate n /ˌpəʊst

ˈgræ djʊət/ prefix n /ˈp riːtik s/ p rin tiɪtg n /ˈp rɪn t ɪ ŋ/ p ro f (professor) n /p rɒ f / p rogram m e o f events n

/ˌprəʊgræ m əv ɪˈve n ts / p rom inen t a d j /ˈprɒ m ɪn ən t/ purpose n /ˈpɜːpəs/

qualification s n p l /ˌk w ɒ l ɪ f ɪˈke ɪʃ n z /

reasonab le a d j /ˈriːzn əhl/ reduce v /rɪˈd ju ːs / reference n /ˈre f rə n s/ rem ind v /rɪˈm aɪn d/ re ɪn in d e r n /rɪˈm a ɪ n də(r)/ renewahle a d j / r ɪ n̍ ju ːəh l/ review v /rɪˈv ju ː/

screen n /sk riːn / sen ior lecturer n /ˌsiːn iə

ˈlekʧərə(r)/ session n /ˈse ʃn / s e to f f v /ˌse t ˈɒf / shelter n /ˈʃ e l tə (r) /sightseeing n /ˈsaɪtsiːɪŋ/ site n /saɪt/skills n p l /sk ɪlz / social life n /ˈsəʊ ʃ l ˌlaɪ f / sources n p l /ˈsɔ ːsɪz / speaker n /ˈspiːk ə(r)/

specify v /ˈspesɪf a ɪ/ subm arin e n /ˌsʌbm əˈriːn /suffixes n p l /ˈsʌ f ɪ k s ɪz / swal l ow v /ˈsw ɒ l əʊ/ sym ptom n /ˈsɪm ptəm /

tem porary a d j /ˈtem pərəri/ te rm (= w ord) n /tɜ ːm / textbook n /ˈtek stbʊk/ tone n / tə ʊ n / topography n /tə ˈp ɒ g rə f i/ to u r n /tʊə(r)/ transform v / t ræ n sˈf ɔːm / translation n /træ n sˈ l e ɪ ʃ n /Turkey n /ˈtɜ ːki/ tu to r n /ˈ tju ːtə (r) / typical a d j /ˈt ɪpɪkl/ typing n / ta ɪ pɪŋ/

use n / ju ːs i

venue n /ˈve n ju ː/

w edding n /ˈw ediŋ/ wish v /w ɪ ʃ /

yours sincerely /ˌjɔ ːz s ɪ n ˈsɪəlɪ/

Unit 6actually a d v /ˈæ kʧʊəlɪ/ ancestors n p l /ˈæn se s tə z /ancient a d j /ˈe ɪn ʃn t / applied science n /əˌp la ɪ d ˈsaɪəns/ apply v /əˈplaɪ/ arth ritis n /ɑ ːˈθ ra ɪtəs/ asthm a n /ˈæsm ə/ au thor n /ˈɔːθə(r)/ average a d j /ˈævərɪʤ /

hestseller n /ˌbestˈselə(r)/ billion n /ˈb ɪljən/ bones n p l /bəʊ n z / break tbrougb n /ˈbre ɪk θru ː/ bu llet po in ts n p l /ˈbʊlɪt ˌpɔɪn ts/busy adj /ˈbɪzi/ bytes npl /baɪts/C anada n /ˈkæ n ədə/C anadian a d j /k əˈn e ɪ diən / cause n /kɔːz/Celsius n /ˈse lsiəs/ centigrade n /ˈsen t ɪg re ɪd/ central a d j /ˈsen trə l/ cb ildhood n /ˈʧaɪldhʊd/cbips n p l /ʧ ɪ ps/ claim v /k le ɪm / claim s n p l /k le ɪ m z/ colleagues n p l /ˈkɒlɪ ːgz / con centrate v /ˈk ɒn sə n t re ɪt / con clude v /k ə n k̍ luːd/ connection n /kəˈn e kʃn / consist v /k ə n ˈsɪst/ contribute v /k ən ˈtr ɪb ju ː t ,

ˈkɒ n tr ɪb ju ː t /con tribu to r n /k ə n ˈtr ɪb jə tə (r) / cures n p l /k jʊ əz/

daily a d j /ˈde ɪli/ dam age n /ˈdæm ɪʤ / dan ger n /ˈdeɪn ʤ ə(r)/ data n /ˈde ɪtə / decades n p l /ˈde k e ɪdz/ decim als n p l /ˈdes ɪm lz /

percentages n p l /pəˈsen təʤ ɪz /pi n /paɪ/plagiarize v /ˈp le ɪʤ əra ɪz / po llu tan ts n p l /pəˈlu ːtə n ts / polluted a d j /pəˈlu ːtɪd / po llu tion n /pəˈlu ːʃ n / poorly a d v /ˈpɔ ːh , ˈpʊəl ɪ/ possib ility n /ˌpɒsəˈb ɪ ləti/ pow er stations n p l /ˈpaʊə

ˌste ɪʃnz/previously a d v /ˈpriːvɪəslɪ/ p rim ary schoo l n /ˈp ra ɪm ərl

ˌskuːl/p ro h ah ly a d v /ˈp rɒ bəhli/prom inent a d j /ˈp rɒm ɪn ə n t/properly a d v /ˈprɒpəlɪ/protect v /p rə ˈte k t/prove v /p ru ːv /pupils n p l /ˈpJuːplz /pu re science n /ˌp jʊə ˈsaɪəns/q uarter n /ˈkw ɔ ːtə (r)/quote v /k w əʊt/

ratio n /ˈreɪʃiəʊ/reaction n /riˈæk ʃ n /reassuring a d j /ˌriːəˈʃʊərɪŋ /record v /rɪˈk ɔ ːd /reduce v /rɪˈd ju ːs/relevan t a d j /ˈre ləvən t /repo rt v /rɪˈpɔ ːt/researchers n p l /r ɪˈsɜ ːʧə z /residents n p l /ˈre z ɪd ən ts /result in v /r ɪ z̍ ʌlt ɪn/results n p l /rɪˈzʌ lts/reveal v /rɪˈv ɪ ːl/revision n /rɪˈv ɪ ʒn /rew rite v /ˌr iːˈra ɪ t/rise n /ra ɪz/risk n / r ɪs k /

sake n /seɪk /scan dal n /ˈsk æ n dl/scientists n p l /ˈsa ɪə n t ɪ sts/search v /sɜ ːʧ /shock v / ʃ ɒ k/shockingly a d v /ˈʃɒ k ɪ ŋli/shortage n /ˈʃ ɔ ːtɪʤ /sim ilar a d j /ˈsɪm ələ(r )/sin gle a d j /ˈsɪŋgl/sit (an exam ) v /ˌsɪt (ən ɪgˈz æm )/skeletons n p l /ˈske l ɪ t n z /society n /səˈsa ɪə ti/solution n /səˈlu ːʃn /source n /sɔ ːs/speculate v /ˈspe k jə le ɪ t/speculation n /ˌspek jə ˈ le ɪʃn /strictly a d v /ˈs tr ɪ k th /suburh n /ˈsʌhɜːh /suffer v /ˈsʌ f ə(r)/sum m arize v /ˈsʌm əraɪz/sum m ary n /ˈsʌm əri/

take tim e v /ˌte ɪ k ˈtaɪm /TB n /ˌtiː ˈhiː/tem perature n /ˈte m prəʧə(r)/ th ird n /θɜːd / th ree quarters n p l /ˌθriː

k̍ w ɔ ːtə z / tiny a d j /ˈ ta ɪn i/ toe n /təʊ /tuherculosis n /tju ːˌb ɜ ːk jʊ ləʊ sis /

uncertain ty n /ˌʌnˈsɜːtn ti/ undervalue v /ˌʌn dəˈvæ l ju ː/ unsu rp risin gly a d v

/ˌʌn səˈp ra ɪz ɪ ŋli/

value n /ˈvæ lju ː/ vehicle n /ˈv lːək l/ v itam in C n /v ɪ təm ɪ n ˈsɪ ː/ volcanoes n p l /v ɒ l ˈkeɪn əʊ z /

zero n /ˈz ɪ ərəʊ/

decade n /ˈde k e ɪd/ degree n /d ɪˈgriː/ dem ocratically a d v

/ˌdem əˈkræ tɪk li/ design v /d ɪˈzaɪn / detection n /d ɪˈ te k ʃ n / detective n /d ɪ ˈtek tɪv / d irect a d y v /dəˈre k t, d ɪ- , daɪ-/ d irector n /dəˈre k tə (r ) , d ɪ-, daɪ-/ disadvantaged a d j

/ ,d ɪ sədˈvɒ ːn tiʤ d/ discovery n /d ɪˈsk ʌvəri/ distinctive a d j /d ɪ ˈstɪ ŋk t ɪv/ dram atist n /ˈd ræ m ətɪst/ edition n / ɪ ˈd ɪʃn / educate v /ˈe ʤ ɪɪk e ɪt/ efficient a d j /ɪˈf ɪ ʃ n t/Egypt n /ˈiːʤɪpt/Egyptian a d j / ɪ ˈʤ ɪ pʃɪɪ/ elect v /ɪˈle k t/ e m pty v /ˈe m p t ɪ/ encyclopaedia n / ɪ n ˌsaɪ k l əˈplːd ɪə/ en d in g n /ˈe n d ɪŋ/ especially a d v /ɪˈsp e ʃ li/ export n /ˈe k sp ɔ ːt/ extracts n p l /ˈe k s træ k ts /

fight against v /ˈf a ɪ t əˌgen st/ final n /ˈf a ɪn l/ folio n /ˈf əʊlɪ əʊ/ foothallers n p l /ˈfʊ thɔ ːlə z / foreign a d j /ˈfɒ rən/ funeral n /ˈf ju ː n ərəl/

goals n p l /gəʊlz/ gram m ar school n /ˈgræ m ə

,sk uːl/

hero n /ˈhɪərəʊ/

ill-docu ɪn e n ted a d j /ˈɪ l ˌdɒkjəm e n tɪd /

Im am n /ɪˈm ɑːm / im portance n / ɪm ˈp ɔ ːtə n s/ im prison v / ɪm ˈpr ɪ z n / in correct a d j /ˌɪ n k əˈre k t/ initially a d v /ɪˈn ɪ ʃə li/ in ternational a d j /ˌɪn təˈn æ ʃn əl/ In ternet n /ˈɪ n tə n e t/Iraq n / ɪ ˈræk/Islam n /ˈɪ z lɑːm /Islamic a d j / ɪ z ˈlæm ɪk/

jazz n /ʤ æz/

keywords n p l /ˈkiːw ɜːdz/ Khedive n dtəˈdiːv/

landscape n /ˈlæn d sk e ɪ p/ law n /lɔː/law school n /ˈlɔː ˌsk uːl/ lead actor n /ˌliːd ˈæk tə (r) / life-cyclen /ˈla ɪ f ˌsaɪ k l/ h fe -s to ry n /ˈla ɪ f ˌs tɔ ːr ɪ/ literary a d j /ˈlɪtərəri/ literature n /ˈlɪ trɔ ʧ ə (r) / luxurious a d j /ˈlʌgʒʊəriəs/ m axim um a d v /ˈm æ ksɪm əm / m ercury n /ˈm ɜːk jəri/ m iddle class a d j /ˈmid l ˈklaːs/ m o n thly a d j /ˈm ʌn θlɪ/ m ourners n p l /ˈm ɔːn əz / m ovem ent n /ˈm uːvm ən t/

m ovie n /ˈm uːvi/ ɪnystery n /ˈm ɪ stri/ m ysterious a d j /m ɪsˈt ɪəriəs/

nam e v /n e ɪm /Nohel Prize n /ˌn əʊbe l ˈpraɪz/ n o n -d e fining relative clause n /

ˌ n ɒ n d ɪ f̩ a ɪn ɪ ŋ ˌrelətɪ v k̍ lɔːz/ n oted a d j /ˈn əʊ tɪd / novel n /ˈn ɒvl/ novelist n /ˈnɒ vəlɪ st/

ohtain v /əb ˈte ɪ n / om it v /əˈm ɪt/ o n line a d j /ˈɒn la ɪ n / o f all tim e a d v /əv ˌɔːl ˈta ɪm/ opera n /ˈɒpərə/ orchestra n /ˈɔ ːk ɪs trə /

palace n /ˈpæləs/ peace n /p iːs/ percentage n /pəˈsen tɪʤ / ph ilosopher n / f ɪ ˈlɒsəf ə(r)/ playw right n /ˈple ɪ r a ɪ t/ poetic a d j /pəʊ ˈe tɪ k /Poet Laureate n /ˌpəʊɪt l̍ɒ riə t/ po e try n /ˈpəʊətri/ politician n /ˌpɒləˈtɪʃ ɪV portra it n /ˈp ɔ ːtre ɪt/ president n /ˈpre z ɪ d ə n t / p rison n /ˈprɪzn/ produce v /p rə ˈd ju ːs/ prolific a d j /prəˈlɪ f ɪ k / p rom inen t a d j /ˈp rɒm ɪnən t/ p rophet n /ˈprɒ f ɪt/ prose n /prəʊz/ puh lic ly a d v /ˈpʌhlɪ k l i/ puhlish v /ˈpʌhlɪʃ/

rad ium n /ˈre ɪdiəm / rainfall n /ˈre ɪ n f ɔːl/ raise v /re ɪ z/related to a d j /rɪˈle ɪ t ɪd ˌtu ː, tə / relative clause n /ˌre lə tɪ v ˈklɔːz/ relative p ro n o u n s n p l /ˌre lə tɪv

ˈprəʊn aʊ n z / release v / r ɪ l̍ ɪːs/ relevant a d j /ˈre ləvən t/ reliahle a d j /rɪˈla ɪəbt/ re m ain v /rɪˈm e ɪ n / reputation n /ˌrep jʊ ˈte ɪ ʃ n / retired a d j /r ɪˈ ta ɪəd/ role n /rəʊl/ royal a d j /ˈrɔ ɪəl/ rush v /rʌ ʃ/

sadly a d v /ˈsæ dlɪ/ score v /sk ɔː(r)/ sculpture n /ˈskʌ lpʧə(r)/ search n /sɜ ːʧ /search engine n /ˈsɜ ːʧ ˌen ʤ ɪ n / selected a d j /s ɪ ˈlektɪd/ separation n /ˌse pəˈre ɪ ʃ n / share v /ʃeə (r)/ sh o rt sto ry n /ˌʃɔ ːt ˈstɔːri/ sites n p l /sa ɪts / songw riter n /ˈsɒ ŋra ɪ tə (r)/ source n /sɔ ːs/South A fr ic a n /ˌsaʊθ ˈæf rɪkə/ special effects n p l /ˌspe j t ɪ ˈfekts/ stages n p l /ˈs te ɪʤ ɪz/ star n , v /s tɑ ː(r)/

68 Word list

Unit 7ab stract n /ˈæ bstræ k t/ accom pany v /əˈkʌm pənl/ actor n /ˈæ ktə(r)/ additional a d j /əˈd ɪʃ ə n l/ adm ire v /ədˈm a ɪə(r)/ age (= period o f time) n /e ɪ ʤ/ A n g o la n /æ ŋˈgəʊlə/ annual a d j /ˈæn jʊəl/ apartbeid n /ə ˈp o ːta ɪ t/ approxim ately a d v

/əˈprɒ ksɪm ɔtlɪ/Arabic a d j /ˈæ rəbɪk/Arabism n /ˈæ rəbɪzm / archae ologist n /ˌɑːkiˈɒləʤ ɪs t/ A rgentina n /ˌɑ ːʤ ɔn ˈtiːn ə/ a rt gallery n /ˈɑ ːt ˌgælərɪ/ attend v /ə ˈte n d/ au thor n /ˈɔːθə(r)/ average a d j /ˈævərɪʤ /

best-selling a d j /ˈbest ˌsel ɪ ŋ/ bo ilin g po in t n /ˈbɔɪlɪ ŋ p ɔ ɪ n t/ b ridg e n /b r ɪʤ/ b u tte rfiy n /ˈbʌ təfla ɪ/

care er n /kəˈr ɪ ə(r)/ categories n p l /ˈk æ təg əriz / cen tnry n /ˈsenʧərɪ/ chant v /ʧ ɑ ːn t/ chart n /ʧ ɑ ːt/ chem istry n /ˈke m ɪ stri/ chronological a d j /ˌk rɒ n əˈl ɒ ʤ ɪk l/ classic a d j , n /ˈk læ s ɪ k / club n /k lʌb/ colle cted a d j /k əˈle k t ɪd/ com edy n /ˈkɒ m ədi/ com m as n p l /ˈkɒ m ə z / com plete v /kəm ˈp l iːt/ com pose v /k əm ˈpəʊ z / com poser n /k əm ˈpəʊzə(r)/ conditions n p l /k ə n ˈdɪʃ n z/ conduct v /k ə n ˈdʌkt/ conductor n /k ə n ˈdʌktə(r)/ connection n /k əˈn ek ʃɪɪ/ con sider v /k ən ˈsɪdə(r)/ con tinue v /k ə n ˈtɪn ju ː/ county n /ˈkaʊnti/ couple n /ˈk ʌpl/ cou rt n /k ɔ ːt/ creator n /k r ɪ e̍ ɪ tə (r) /

D am e C om m an d er o f tbe O rder o f the British Em pire n /ˌde ɪ m kəˌm uːndər əv ði ˌɔːdər əv ðə ˌbrɪ t ɪʃ e̍ m paɪə(r)/

D aɪne o f the British Em pire n /ˌde ɪ m əv ðə ˌbrɪ t ɪʃ ˈem paɪə(r)/

Unit 8ahhreviations n p l /əˌbɪiːviˈe ɪ ʃn z / access v /ˈæ kse s/ accurate a d j /ˈæ k jərə t/ ackn owledge v /ə k n̍ ɒlɪʤ / ackn ow ledgem en ts n p l

/əkˈn ɒlɪʤ m ən ts / acronym s n p l /ˈæ krən ɪm z / advertising n /ˈæ dvəta ɪz ɪŋ / aerial n /ˈeərɪə l/ afford v /əˈf ɔːd/ alphabetical a d j /ˌæ l f əˈbe t ɪ k l/ an ti-sp a m a d j /ˌæ nti ˈspæm/ anti-v irus a d j /ˌæn t i ˈva ɪrəs/ as c o n j /ə z /as a result a d v /ˌəz ə rɪˈz ʌlt/ attack m v /əˈtæ k/ attractive a d j /ə ˈtræ k tɪv /

backup v /ˈbæ kʌp, ˌbæk ˈʌp/ basic a d j /ˈbeɪs ɪ k / batteries n p l /ˈbæ təriz /BBC n /ˌbiː biː ˈsiː/ be m ade up o f v /ˌbɪ ˈme ɪd ʌp

əv/bibliography n /ˌb ɪb lɪ ɒ̍ grəfi/ b iochem istry n /ˌhaɪəʊˈk e m ɪs trɪ/ h ra c k e ts n p l /ˈh ræ kɪts/ hrain n /b re ɪn / b reak in to v /ˈbre ɪk ɪ̩ n tə / breaktbrough n /ˈb reɪk θru ː/

c. / ca. /ˈsɜːkə/C D b u rn er n /ˌsɪː ˈdɪː ˌbɜːn ə(r)/ CD -RO M n /ˌs iːd iː ˈrɒ m/ central processin g un it n /ˌse n t r ə l

ˈprəʊse sɪŋ ˌjuːn ɪt/ certainly a d v /ˈsɜ ːtn lɪ/ c f /ˈsiː ef/cbips (com puter cbips) n p l

/ʧɪps/c irca p r e p /ˈsɜːkə/

Word list 69

statesm an n /ˈste ɪ tsm ə n / subject n /ˈsʌbʤ ɪk t/ su rp risin g a d j /sə ˈp ra ɪz ɪŋ/ Switzerlan d n /ˈsw ɪ t s ə la n d/ Syria n /ˈs ɪ riə/ te en s n p l / t ɪ ːnz / topic n /ˈtɒ p ɪk / tou rnam en t n /ˈ tɔ ːn ɔm ən t/ tragedy n /ˈtræ ʤ ədi/ tragicoɪnedy n /ˌtræ ʤ ɪ k̍ ɒ m ədi/ tribu te n p tr ɪb ju ː t / trip n /tr ɪp /

unhappy a d j /ˌʌn ˈhæpi/U n ic e fn /ˈ ju ːn ɪ se f / unique a d j /ju ːˈn iːk / unk n ow n a d j /ˌʌn n̍ əʊn/

volum es n p l /ˈvɒ lju ːm z /

wehsite n /ˈw e h sa ɪt/ w ell-connected a d j /ˌw e l

k əˈn ek tɪd /w ide ly-re ad a d j /ˌw a ɪ dli ˈre d/ works n p l /w ɜ ːk s/ w o rld Cup n /ˌw ɜːld ˈkʌp/Zimhabwe n /zɪmˈhɑːbw ɪ/

system n /ˈsɪstəm /

technical a d j /ˈtek n ɪ kl/text m essage n /ˈ tek st ˌm es ɪʤ/tha t is /ˈðæ t ɪz /tha t is to say /ˈðæt ɪz t ə ˌse ɪ/th rea t n /θre t/tra in ing n /ˈ tre ɪn ɪŋ/treatm en t n /ˈ tr iːtm ɔ n t/trick v, n / t r ɪ k /Trojan H orse n /ˌtrəʊʤ ən ˈhɔːs/

U K n /ˌjuː k̍ eɪ/ u n it n /ˈju ːn ɪt/ uncerta in a d j /ˌʌn ˈsɜːtn / unw an ted a d j /ˌʌn ˈwɒn t ɪd/ up-to-date a d j / ˌ ʌ p tə ˈ d e ɪt/USB p o rt n /ˌJuː es ˈbiː ˌpɔːt/ user ID n /ˌju ːz ər ˌaɪ ˈdiː/

V D U n /ˌv iːd iːˈJu ː/ v ia p r e p /ˈva ɪə/ vihrate v /v a ɪ ˈhre ɪt/ v irus n /ˈva ɪ rəs/

w ehcam n /ˈw e hkæ m / wehpage n /ˈw e b p e ɪʤ/ w iE i n /ˈw a ɪ f aɪ/ w ind up a d j /ˈw a ɪ n d ʌp/ wireless n /ˈw aɪələs/ www /ˌdʌhl Juː ˌdʌhl ju ː ˈdʌbl

j u d

Unit 9add v /æd/ aerial n /ˈe ərial/ after that a d v /ˌɑ ːf tə ˈðæt/ alkali n /ˈæ lkəla ɪ / am plifier n /ˈæ m p l ɪ f aɪə(r)/ answ erphone n /ˈɑ ːn səfəʊn/ appropriately a d v /əˈprəʊpriətli/ atm osphere n /ˈæ tm əs f ɪə(r)/

benefits n p l /ˈben ə f ɪ ts / b iocbem lst n /ˌba ɪəʊˈk em ɪst/ blue-eyed a d j /ˌb luː ˈaɪd/

carrier waves n p l /ˈk æ rɪə ˌw e ɪ vz/ category n /ˈk æ təg ər ɪ/ com m unication n

/k ə ˌm ju ːn ɪˈke ɪʃ n / com pound no u n n /ˌkɒm paʊn d

n̍ aʊ n /com press v /kəm ˈpre s/ com puter literate a d j /k əm ˌp ju ːtə

ˈlɪtərət/cord less phon e n /ˌk ɔːd ləs f̍ əʊn /

data-processing n /ˌde ɪ tə ˈprəʊses ɪŋ/

deoxyrɪbose nucleic acid n /d ɪˌɒksiˌra ɪbəʊ z n̩ ju ːk l iːɪk ˈæsɪd/

detailed a d j /ˈd iːteɪld / diesel engine n /ˈd iːz l e̩ nʤ ɪ n / d inosaurs n p l /ˈdaɪn əsɔ ːz / discovery n /d ɪˈskʌvəri/ distil v /d ɪˈs t ɪ l/ dodos n p l /ˈdəʊdəʊ z / D om in i c a n /dom ɪ n̍ ɪːkə/ dove n /dʌv/ dragon n /ˈdræ gən/

codes n p l /kəʊdz/ coheren t a d j /k əʊˈh ɪə rə n t/ cohesive a d j /kəʊˈb ɪ ːsɪv/ com m ercial a d j /kəˈm ɜːʃl/ com panies n p l /ˈkʌm pən iz/ connect v /k əˈn e k t/ consequently a d v /ˈk ɒ n s ɪ k w ən t l ɪ/ CPU n /ˌsɪ ːpɪː ˈJuː/ crash v /k ræ ʃ/ credit v /ˈk re d ɪt/ credit card n /ˈk red ɪt ˌkɑːd/ crim e n /ˈk raɪm /

den tist n /ˈde n t ɪ st/ den tistry n /ˈden tɪs tr ɪ/ departm en t n /d ɪˈpɑ ːtm ən t/ design n /dɪˈzaɪrɪ/ designers n p l /dɪˈz a ɪn əz/ destroy v /d ɪˈstrɔ ɪ/ details n p l /ˈd iːte ɪ l z/ detect v /d ɪˈte k t/ developing w orld n /d ɪˌve ləpɪŋ

ˈwɜːld/device n /d ɪ ˈvaɪs/ devise v /d ɪ ˈva ɪ z / digital a d j /ˈd ɪʤ ɪtl/ dow nload v /ˌdaʊnˈləʊd/ drills n p l /d rɪlz /D v D b u rn er n /ˌdɪː viː ˈdiː

ˌbɜːn ə(r)/

effectively a d v /ɪˈf e k tɪv l i/ e.g. /ˈiː ʤ iː/electricity n /ɪˌl e kˈtrɪsə ti/ employees n p l /ˌɪm plɔɪˈlːz / enorm ously a d v /ɪˈn ɔ ːm əs l ɪ/ equal v /ˈɪːk w ə l/ etc. /e tˈse tə rə /

for instance / f ər ˈɪnstəns/ function n /ˈf ʌ ŋ k ʃn /gangs n pl /gæŋz/GB (gigabyte) n /g ɪg , ˈgɪ g əb a ɪ t/ gen eration n /ˌʤ e n əˈre ɪ ʃ n / graduates n p l /ˈg ræ djʊ əts/

han d le n /ˈhæn dl/ hardw are n /ˈhu ːd w eə(r)/ hire v /h a ɪə(r)/ house v /haʊz/

ibid. /ˈɪ bɪd/Le. /ˈaɪ iː/ im ply v /ɪm ˈplaɪ/ incom ing call n /ˌɪn kʌm ɪŋ k̍ ɔːl/ individual a d j / ɪn dɪˈvɪʤ ʊəl/ inform ation technology n

/ˌɪn f əˌme ɪ ʃ n t e k n̍ ɒ l əʤ ɪ/ in fu l l a d v / ˌ ɪn f̍ ʊ l/ in itial n /ɪˈn ɪʃl/in o ther w ords /ˌɪn ˈʌðə ˌw ɜːdz/ install v / ɪ n ˈstɔːl/In ternet n /ˈɪn t ə n et/ in theory /ˌɪn ˈθɪəri/ inven tion s n p l / ɪn ˈve n ʃ n z/ inverted com m as n p l / ɪn ˌvɜːtɪd

k̍ ɒ m əz/ iPod n /ˈa ɪpɒd/IT n /ˌaɪ ˈtiː/ju n k mail n /ˈʤ ʌŋk ˌmeɪl/

keyboard n /ˈk iːbɔːd /

laptop (com puter) n /ˈlæ p tɒ p/laser n /ˈleɪz ə(r)/linking words n p l /ˈlɪŋkɪŋ w̩ ɜːdz/load v /ləʊd/

m acbln e r y n /m əˈʃ ɪːn əri/m ail n /m e ɪl/m ailboxes n p l /ˈm eɪlb ɒ k stz/ m anufacturers n p l /

ˌm æ njəˈfæ k ʧ ə rə z / m em ory n /ˈm e m əri/ m em ory key n /ˈm em əri ˌkiː/ m on ito r n /ˈm ɒ n ɪtə (r)/ m ouse n /m aos/

N.B. /ˌen ˈbiː/ n etw orks n p l /ˈn e tw ɜːk s /

o n lin e a d v /ˌɒn l̍a ɪ n /OPEC n /ˈəʊpek / opportun ity n /ˌɒ p ə ˈ tju ːn əti/ options n p l /ˈɒp ʃ n z/ o rd inary a d j /ˈɔ ːdn ri/ ou t o f control a d j /ˌaʊt əv

k ə n ˈtrəʊ l/

p. / pp. /p ɪː, ˈpiː piː/ painless a d j /ˈpe ɪnləs/ passw ord n /ˈpɑːsw ɜːd/ period ic table n /ˈp ɪə rɪɒ d ɪ k ˌte ɪbl/ personaliz e v /ˈp ɜ ːsən ə la ɪz/ personal stereo n /ˌp ɜ ːsə n l

ˈsterləʊ/pharm aceutical a d j

/ˌf ɑ ːm əˈs ju ːtɪk l/ phishing n /ˈf ɪʃ ɪŋ/ plug in v /ˌp lʌg ˈɪn / podcasts n p l /ˈpɒ d k ɑ ːsts / pow er v /ˈpaʊə(r)/ pow erful a d j /ˈpaʊəfl/ p rin ter n /ˈprɪn tə (r)/ processing n /ˈprəʊsesɪŋ / program n /ˈprəʊgræ m / p rogram m ing n /ˈp rəʊgræ m ɪ ŋ/ publication n /ˌpʌblɪˈk e ɪ ʃ n / publisbe r n /ˈpʌb l ɪʃə (r)/

RAM n /ræ m / receiver n /rɪˈsɪːvə(r)/ recom m end v /ˌre 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 təb l/ repetition n /ˌrepəˈtɪʃn / rephrase v /ˌriːˈfre ɪz /

scanner n /ˈskæ n ə(r)/ screen n /sk riːn /sin ce c o n j / s ɪ n s/ sockets n p l /ˈsɒk ɪts/ software n /ˈsɒ f tw e ə(r)/ solar energy n /ˌsəʊ lə r e̍ nəʤ i/ sophisticated a d j /sə ˈfɪs t ɪ k e ɪtɪd /spam n /spæ m / speakers n p l /ˈsp ɪːk ə z / spyware n /ˈspa ɪ w e ə(r)/ stand-alone a d j /ˈstæ nd əˌləʊn/ stand for v /ˈstæ nd f̩ ɔ ː(r) , f ə(r)/ storage n /ˈstɔ ːrɪʤ / strength n /s tr e ŋθ/ supply n /səˈplaɪ/ su rnam e n /ˈsɜːn e ɪm / switch v /sw ɪ ʧ/

d ru m n /d rʌm / d ry v /d ra ɪ/dyn am ite n /ˈdaɪn əm aɪt/

easy-goin g a d j /ˌiːz i ˈgəʊɪŋ/ eclipses n p l /ɪˈk lɪpsiz / ecology n /ɪˈkɔləʤ i/Ecuador n /ˈek w ədɔː(r)/ electron ic a d j / ɪ l̩ek ˈtrɒ n ɪk / en gine n /ˈe n ʤ ɪn / en te rta in m en t n /ˌe n tə ˈte ɪnm ən t/ expan d v /ɪkˈspæ nd/ experim ents n p l / ɪkˈspe r ɪm ə n ts / extinct a d j /ɪk ˈs tɪŋ k t/

fax m achine n /ˈf æ k s m əˌʃiːn / firstly a d v /ˈf ɜ ːs t li/ fl ight n /f la ɪt/ fɒ cnsed a d j /ˈf əʊk əst/ freely a d v /ˈfriːli/ furnace n /ˈf ɜ ːn ɪs/

hard-w orking a d j /ˌhɑːd ˈw ɜːk ɪ ŋ/

headphones n p l /ˈhed f əʊnz/ hlghly-quallfied a d j /ˌhaɪlɪ

ˈkw ɒ lɪfa ɪd /h igh-speed a d j /ˈhaɪ ˌsplːd/

in dex n /ˈɪ n de k s/ in frastructure n

/ˈɪn frə ˌs trʌ k ʧə(r)/ in ternal com hustion engine n /

ɪn ˌtɜ ːn l k əm ˈhʌsʧən e̩ n ʤ ɪn / in terview ers n p l /ˈ ɪ n təv Ju ːə z / invent v /ɪnˈve nt/ invention n /ɪn ˈvenʃn / invisihle a d j / ɪn ˈvɪzəbl/

lastly a d v /ˈlɑːstli/ light hulhs n p l /ˈlaɪt ˌhʌlhz/ lim estone n /ˈla ɪm stəʊ n / lo n g-term a d j /ˌlɒŋ ˈtɜ ːm /

m eans n /m iːn z/ m elt v /m e lt/m icrowave oven n /ˌm aɪk rəw eɪv

ˈʌvn/m ix v /m ɪks/ m ixture n /ˈm ɪksʧə(r)/

netw ork n /ˈne tw ɜ ːk / neutral a d j /ˈn ju ːtrə l/

ohserver n /əbˈz ɜːvə(r)/ overview n /ˈəʊvəvju ː/

pack v /pæ k/ passive n /ˈpæ sɪv/ pass through v /ˌpɑːs ˈθruː/ pen icil l in n /ˌpe nɪˈsɪl ɪn / perfum e n /ˈpɜːf ju ːm / pho n e lin e n /ˈf əʊn l̩aɪn/ physics laboratory n /ˈf ɪz ɪks

ləˌbɒ rə trɪ/ pick up v /ˌpɪk ˈʌp/ plug Into v /ˈplʌg ˌɪntə/ poorly-w ritten a d j /ˌpɔːl ɪ ˈrɪtn / press v /p re s/ process n /ˈprəʊse s/ professor n /prəˈ f e sə(r)/

quality n /ˈkw ɒləti/

rad io waves n p l /ˈre ɪdiəʊ ˌwe ɪvz/ receiving aeria l n /rɪˈsɪːv ɪŋ

, e ərɪəl/

70 Word list

recycle v /ˌrɪːˈsaɪk l/ refe rence book n /ˈrefrən s ˌbʊk/ rem ote control n /riˌməʊt

kən ˈtrəʊ l/rem ote-contro lled a d j /rɪˈm əʊt

kən ˌtrəʊ ld/reverse process n /rɪˈvɜːs

ˌprəʊse s/ roll v /rəʊl/

sand n /sæ n d/satell ite disb n /ˈsæ tə la ɪt ˌdɪʃ/ secondly a d v /ˈse k ə n d l i/ self-m otivated a d j /ˌse l f

ˈm əʊ tɪveɪtɪd / send ou t v /ˌse nd ˈaʊt/ sequencing w ords n p l /

ˈsiːkw ə n sɪŋ ˌw ɜːdz/ side-effects n p l /ˈsa ɪd ɪˌfek ts / signals n p l /ˈsɪg n ə l z / silica n /ˈs ɪ lɪkə/ sim ple a d j /ˈsɪm pl/ sɪntdl-scale a d j /ˈsm ɔːl ˌsk e ɪ l/ s o d a a s b n /ˈsəʊ d ərˌæ ʃ/ speakers n p l /ˈsp iːk ə z / steam engine n /ˈstiːm ˌenʤ ɪn/step n /s te p/ studio n /ˈs tju ːd iəʊ / subsequently a d v /ˈsʌbs ɪ kw ən t lɪ/

tables n p l /ˈte tb lz / to tal a d j /ˈtəʊ t l/ transistor radio n /træ n ˌz ɪ stə

ˈre ɪ diəʊ/tu rn back into v /ˈ tɜ ːn ˌbæk ɪ̩ n tə /

undetectable a d j /ˌʌn d ɪ ˈtek təb l/

voice-pow ered a d j /ˈvɔ ɪ s ˌpaʊəd/ voice waves n p l /ˈvɔɪs ˌwe ɪv z /

waves n p l /w e ɪv z / well-kn ow n a d j /ˌwe l n̍ əʊ n/ w ell-w ritten a d j /ˌw e l ˈrɪ t n/ w idespread a d j /ˈw a ɪ dspre d/ wireless a d j /ˈw a ɪ ələs/ w ord processor n /ˌw ɜːd

ˈprəʊse sə(r)/ wrap v /ræ p/

X-rays n p l /ˈek s ˌre ɪz/

Unit 10academ ic a d j /ˌækəˈde m ɪ k/ apart from p r e p /əˈpɑːt f rəm / appropriate a d j /əˈprəʊpr ɪət/ approxim ate ly a d v

/əˈprɒk sɪm ətll/Arabic n /ˈæ rəbɪk/

b a r ch a r t n /ˈbɑː ˌʧu ːt/Bengali n /b e ŋˈgɔːl i/

charts n p l /ʧ ɑ ːts /C h in a n /ˈʧa ɪn ə/com paratives n p l /k əm ˈp æ rə tɪv z / com parison n /k əm ˈpæ r ɪ sn / continual a d j /k ən ˈt ɪ n jʊ ə l/ decrease n , v /ˈd iːkriːs, d ɪ ˈkrɪ ːs/ destinations n p l /ˌde stɪˈn e ɪJ n z/ d iagram n /ˈdaɪəgræ m / dram atic a d j /d rə ˈm æ t ɪ k / dram atically a d v /drəˈm æ tɪkli/

d rop n , v /dm p/

fall n , v / f ɔːl/ fiuctuate v /ˈf lʌkʧʊ e ɪ t / foreign a d j /ˈf ɒ rə n /Prance n /f rɑ ːns/French a d j / f re n ʧ/

graph n /g rɑ ː f / grow v /grəʊ / grow th n /grəʊθ/

H indi n /ˈhɪn di/ horizontal a d j /ˌhɒr ɪ ˈzɒ n t l/ H nngary n /ˈhʌŋgəri/

illustrate v / ɪ lə s tre ɪ t/ increase n , v /ˈɪŋ k riːs , ɪn ˈkriːs/ in terp ret v / ɪn ˈ tɜ ːp r ɪ t/

Japan n /ʤ əˈpæn/Japanese a d j /ˌʤ æpəˈn iːz /

lowest p o in t n /ˈləʊ ɪs t ˌpɔɪ n t/

M andarin C hinese n /ˌm æ n d ə r ɪ n ʧ a ɪˈn iːz /

M exico n /ˈm ek sɪkəʊ/ overa ll a d j /əʊvərˈɔːl/

peak n /piːk/ percentage n /pəˈse n tɪʤ / period n /ˈp ɪəriəd /Poland n /ˈpəʊlən d/Portuguese n /ˌpɔːʧʊˈgɪːz /

refer to v / r ɪ f̍ ɜː ˌ tu ː , tə / rem ain v /r ɪ ˈme ɪ n/ require v /rɪˈk w aɪə(r)/ respectively a d v /r ɪ ˈspektɪvlɪ/ rise n , v /ra ɪ z/Russia n /ˈrʌ ʃə /Russian a d j , n /ˈrʌ ʃn /

scientific a d j /ˌsa ɪən ˈtɪfɪk / significantly a d v / s ɪgˈn ɪf ɪk ə n tli/ slight a d j /s la ɪt/ slightly a d v /ˈsla ɪ t l ɪ/Spain n /sp e ɪ n /Spanish n /ˈspæ n ɪʃ / spo t n /spo t/ stab le a d j /ˈs te ɪbV statistical a d j /s tə ˈ t ɪs t ɪ k l/ statistics n p l /s tə ˈ t ɪ s tɪk s/ steadily a d v /ˈs te d ə li/ steady a d j /ˈs te di/ sudden a d j /ˈsʌdn / suddenly a d v /ˈsʌdn lɪ/ superlatives n p l /su ːˈp ɜ ː lə t ɪv z /

trend n / t r e n d/

unexpected a d j /ˌʌnɪkˈspe k tɪd / USA n /ˌju ː e s e̍ ɪ/

v a r y v /ˈveəri/ vertical a d j /ˈvɜːtɪk l/ whereas c o n j /ˌw eərˈæ z /

Consonants

1 /p/ as in pen /pen/2 /b/ as in big /bɪg/3 /t/ as in tea /tiː/4 /d/ as in do /duː/5 /k / as in cat /kæ t/6 /g/ as in go /gəʊ/7 /f/ as in four /fɔː/8 /v/ as in very /ˈveri/9 /s/ as in son /sʌn/

10 /z / as in zoo /zuː/11 /l/ as in live /lɪv/12 /m/ as in my /m aɪ/13 /n/ as in near /nɪə/14 /h/ as in happy /ˈhæpi/15 /r/ as in red /red/16 /j/ as in yes /jes/17 /w/ as in want /w ɒnt/18 /θ/ as in thanks /θæŋks/19 /ð/ as in the /ðə/20 /ʃ/ as in she /ʃiː/21 /ʒ/ as in television /ˈtelɪvɪʒn/22 /ʧ/ as in child /ʧaɪld /23 /ʤ / as in Germ an /ˈʤ ɜːm ən/24 /ŋ/ as in English /ˈɪŋglɪʃ/

Vow els

25 /iː/ as in see /siː/26 /ɪ/ as in his /hɪz/27 /i/ as in twenty /ˈtw enti/28 /e/ as in ten /ten /29 /æ/ as in stamp /stæ m p/30 /ɑː/ as in father /ˈfɑːðə/31 /ɒ/ as in hot /hɒt/32 /ɔː/ as in m orning /ˈm ɔːnɪŋ/33 /ʊ/ as in football /ˈfʊtbɔːl/34 /uː/ as in you /ju ː/35 /ʌ/ as in sun /sʌn/36 /ɜː/ as in learn /lɜːn/37 /ə/ as in letter /ˈletə/

Diphthongs (two vowels together)

38 /eɪ/ as in name /neɪm /39 /əʊ/ as in no /nəʊ/40 /aɪ/ as in my /m aɪ/41 /aʊ/ as in how /haʊ/42 /ɔɪ/ as in boy /bɔɪ/43 /ɪə/ as in hear /hɪə/44 /eə/ as in where /weə/45 /ʊə/ as in tour /tʊə/

Fh o n e t ic sym bo ls 71

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