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CONTENTS OF THE THIRD DISPATCH
1 . CONTENTS OF THE THIRD DISPATCH
UNIT 7 OPINION SURVEY 02 UNIT 8 LEARNING AND THINKING 27
UNIT 9 DEMOGRAPHY 57 2 . CONTENTS OF EACH UNIT.
FIRST PAGE OF THE UNIT.
1
THE OPINION SURVEY
OBJECTIVES OF THE UNIT By the end of this unit you should be able to write an interview,
ask questions and write a letter stating your reasons.
TIME NECESSARY About 10 hours, that is 1 hour a day for 10 days.
UNITS OR LESSONS TO BE REVIEWED Asking formal questions. Using polite forms.
MATERIAL TO BE PREPARED Interviews or surveys in English.
REFERENCES New lines unit 13.
UNIT PLAN GETTING READY DEALING WITH UNFAMILIAR WORDS ACTIVITIES 1 TO 5. USE OF ENGLISH ACTIVITIES 6 & 7 PATTERN SUMMARY ACTIVITIES 8 TO 10 LEISURE TIME KEY.
2
GETTING READY
Look at the picture above
* Who are they?
* Where are they?
* Is he asking her, questions?
* Is she answering, questions?
* What is he writing?
3
Opinion surveys are conducted every day around the world. The following text tells us about a woman doing a « Market research » Try to find out what this is. What questions do you think she will ask ?
MARKET RESEARCH AGENCY SEEKS
OPINION SURVEYORS
PART - TIME ( 9.30 -1.30 5 days a week ).Good pay and conditions. The job involves gathering information about shopping habits and trends. Ideal for well - educated housewives, 21 - 45. Apply by letter, Mr Hollins, 12 Rupert st, or phone 290145 - 8.30, Monday to Friday.
This advertisement changed Carol’s life. Read the the following text to see how.
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Text :THE OPINION SURVEY
1 -
3 -
5 -
7 -
9 -
12 -
15 -
17-
20 -
23 -
Carol was slowly going out of her mind with boredom. After ten years of being a housewife and a mother, she could not stand it any longer. Then, one morning, just after her two daughters had gone to school, she saw an advertisement in the paper. She phoned, and was asked to come to an interview that very afternoon.
Mr Hollins turned out to be a young man of about 25 years old in a blue suit. There was a hard look in his eye and he talked very fast. He told her she would be required to stop men between the ages of 21 and 50 and interview them. Each interview consisted of a series of questions designed to determine men’s attitudes to deodorants. The information was to be recorded on special questionnaires and she would be paid according to the number of complete interviews she obtained.
When Carol asked which manufacturer the reseach was for, she was told that did not really concern her. Last of all, before she would have to attend a one day training - session. Carol accepted.
After the training-session, which was really only about how to fill in the questionnaires correctly and how to put the questions themseves, Carol found herself in the centre of town at 9.30 in the morning. She soon found out
that getting the information was really not all that easy.First, she stopped a man who refused to answer any questions
because he had no time. Next, a man told her it was none of her business if he used deodorants. Then she interviewed a man who was hard of hearing and instead of answering her questions, began asking her all sorts of his own.
Finally, Carol stopped a young man with a pleasant smile on his face. He was coming towards her slowly and seemed ready to talk. He looked startled when she put her first question, « I’m doing an opinion survey too. It’s about soap powders », he said
5
DEALING WITH UNFAMILIAR WORDS
Find the words in the text that mean the same as
a - L. 22 feelings, opinion about
b - L. 22 something that stops or hides bad smells.
c - L. 24 form full of questions.
d - L. 27 - 28 somebody who makes things
e - L. 56 surprised.
f - L. 49 could not hear very well.
ACTIVITY 7 .1
Read the advertisement about the job, then answer the following questions.
1 - What does the job consist of ?
2 - What are the working hours ?
3 - Who can apply for this job ?
What did you notice about the ad ?
Does it contain full sentences ?
Are the words preceded by articles ?
Do you know why ?
The reason is that one has to pay for every line of the ad; so the longer the ad, the more one has to pay.
6
ACTIVITY 7. 2
You are talking to Carol immediately after the interview . Ask her :
1 - Why she wants the job.
2 - How she found out about it.
3 - What she did then.
4 - To describe the man Who interviewed her.
5 - What her job consists in.
6 - If she knows who the research is for.
ACTIVITY 7 .3
Carol is interviewing a man Read the interview. What do you learn about this man ?
Carol : Excuse me, Would you be good enough to answer a few questions for an opinion survey we’re doing ?
Man : Sorry ? What ? Would I . . . What ?
Carol : ( slowly and distinctly) Would you mind helping me with an opinion survey ?
Man : An opinion What ?
Carol : An opinion survey, sir. I’d like to ask some questions.
Man : Oh, you want me to answer questions. All right.
Carol : Now, first of all, I’ve got four age groups on this questionnaire here. May I ask you which you’re in ?
Man : Sorry. I don’t quite understand. which what am I in ?Carol : Age group, sir. Do you see?
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18 to 21. 22 to 30. 31 to 39. 40 to 50.
Man : Oh you want to know how old I am !
Carol : yes, sir. Exactly.
Man : Oh, well . . . tell me. Why are you asking such questions ?
Carol : Well . . . . we’re doing some market research for a company that makes deodorants for men and they . . .
Man : A company that makes. . . What ?
Carol : Deodorants. For men !
Man : Good lord! What are they ?
Carol : Well, sir . . . . I really haven’t time to . . . I mean, . . . . . I’m supposed to ask you the questions, so, if you don’t mind . . . . .
ACTIVITY 7 .4
You realize in the above dialogue the man is hard of hearing.
Rework the dialogue based on the following points
a - The man is not hard of hearing, understands all the questions, and doesn’t ask Carol any.
b - He is 47 years old.
c - He never uses deoderants. his wife bought him once. He threw it away.
8
ACTIVITY 7. 5
Here is another interview. Carol’s part is missing, imagine what she says and compete the dialogue
Carol : __________________________________________
Man : No, go ahead, but I really haven’t got much time.
Carol : __________________________________________
Man : No,I’m in the second one 22 to 30.
Carol : ________________________________________
Man : Yes, I do. But only in hot weather. In the summer mostly.
Carol : ____________________________________
Man : No, not my self. My girl-friend gets them for me.
Carol : _____________________________________
Man : No, I’m afraid I can’t remember which brands.
USE OF ENGLISH
Study the interview in ACTIVITY 3. Carol is asking « delicate» questions.She is asking people she doesn’t know.She is being very formal.Notice the forms she uses.
- Do you mind if I ask . . . ?
- Would you be good enough to . . . ?
- Would you mind telling me . . . ?
- I’d like to ask you . . . ?- May I ask you . . . ?
9
- If you don’t mind, could you . . . ?Notice the change in the structure in the following example.
1 - How old are you ?2 - May I ask you how old you are?
Question 1 is informalQuestion 2 is formal.
ACTIVITY 7 .6
Turn the following questions from informal to formal ones.
1 - What’s your name ?
2 - Do you use deodorants ?
3 - Which brands do you use ?
4 - Do you buy them yourself ?
5 - How much do they cost ?
6 - Why don’t you use them ?
ACTIVITY 7 .7
Think of more questions you might ask using formal forms if you were doing an opinion survey with women in which you had to ask them :
1 - How much they weigh.
2 - If they were married.
3 - If they had children.
4 - If they followed a diet.
5 - If they had a job.
6 - If they practised any sport.
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PATTERN SUMMARY
ASKING FORMAL QUESTIONS FORMS TO USE
- Do you mind if . . . . . . . . . . . . . . . . . ?- Would you mind + verb - ing . . . . . . . ?- Would you be good enough to . . . . . ?- I would like to ask you . . . . . . . . . . . - May I . . . . . . . . . . . . . . . . . . . . . . . . . ?- If you don’t mind, Could you . . . . . . . . . . . . . . . . . . . . . .?
Remember that learning is doing.It is not enough to understand the formYou must practise it, both orally and in writing.Seize every opportunity to practise.
ACTIVITY 7 .8
Think of more questions you might ask using formal forms if you were doing an opinion survey with women in which you had to ask them :
1 - What did Carol’s job consist in.
2 - Why did Carol find the job so difficult.
3 - How can you explain the pleasant smile on the face of the young man Carol was going to interview.
Question 1 above is a factual question.Question 2 an opinion question.
There is one correct answer to question one.There are several possible answers to question three.
Which do you find easier to answer ?
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ACTIVITY 7. 9
The following words of refusal were said to Carol by someone she interviewed.
Study them :« I have got no time »Carol talked about that later in this way :Someone refused to answer because he said he had got no time.
Suppose you are Carol. Report the other people’s refusals in the same way :
1 - « I never answer such questions » Someone said he . . . . . . . . . . 2 - « I am in a hurry » . . . . . Someone said he . . . . . . . . . . . . . . . . . . 3 - « It’s none of your business ». Someone said he . . . . . . . . . . . . . 4 - « I never talk to strangers » Someone said he . . . . . . . . . . . . . . . .
ACTIVITY 7. 10
Now that you have studied the text entitled « the opinion survey » you have probably understood that Carol Allen was not a good surveyor and had a lot of difficulties to fill in her questionnaires. That’s why she decided to give up the work and wrote a short letter to Mr Hollins.
Imagine you are Carol. Write a letter to Mr Hollins.In this letter you tell him :
1 - Your wish to give up the work.2 - About what happened the first morning.3 - That you managed to get two interviews in the afternoon.4 - That you are enclosing the completed questionnaires.5 - To send you your money to your adress : 12 Carey Road, Bristol.
12
Carol Allern12 Carey Road
Bristol . . . . Date . . . . . . .
Mr Hollins 12 Rupert street, London.
Dear Sir,
I’m sorry to inform you that I’m giving up this job because . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sincerely yours,Carol Alern
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LEISURE TIME
« The lighter side »
1 2 3 4 DAFFY DEFINITIONS5 Match the words in the right-hand
6 7 8 column with the definitions.10 1 - Alot of worried people live on this
street.a. M I LLION
11 2 - What the bald man hopes to do when he
b. S AY
12 sits down and looks in the mirror.
ACROSS1 A procedure or systematic plan of instruction; way ; approach5 Make a mistake; stray (« to ____ is human; to forgive, divine. »)6 Abbreviation for Maryland or doctor of medicine8 A beam of light radiating from a bright object
3 - What you do to change your hair color (and lose weight?)4 - I tell you, this is the kind of test I always fail.5 - A newspaper that went bankrupt.6 - What you call people who aren’t your friends.7 - The question ( one of many) to ask your- self when taking a lie-detector test.8 - What you say to a talkative elf who is sitting in a bookcase.9 - A tree that cannot hold a good conversation (or a good relationship).10 - What we hope at least twelve of our students are not doing in their English class.
c. DO ZEN
d. A DUL TERY
e. SH ELFf. EX PRESSg.N AM ES
h. PESSIMIST.
i. DI ET
i. C HAIR
9 An example that A dapted from Media and Methods, February 1981, as reprinted in serves as a pattem JALT Newsletter 5,10 (October 1, 1981) for imitation CHANGE A LETTER12 Up to date, Each picture illustrates a common word. Change one letter of eachcontemporary, word to produce the name of an animal. Example : ____ ax-oxrecent
14
DOWN1 Mimicry-memorization (abbreviation) 2 In this place3 Spoken; uttered by the mouth or in words4 Not wet7 Perform; act; execute; carry out (also used as a substitute verb and to express emphasis)10 Past tense of 7 down11 indefinite article
N R E D O MA I E
L E D O MY A R D MR R E ID O H T E M
Solution to crossword puzzle
15
K E Y
Activity
Page Suggested answers References - observations -
Recommendations
D.W.U.W
4a. attitudes - b. deoderantsc.questionnaires-d. manufacturer - e. started - f. hard of hearing
you should match these words with their corresponding definitions.you could also check up in a dictionary and compare.
1.consists
4 1. It consists in interviewing people and asking them about the use of deodorants.2. 9.30 to 1.30 five days a week 3. A well-educated woman between 21 and 45.
2. 5 1. Why do you want the job?2. How did you find out about it?3. What did you do then?4. Can you describe the man who interiewed you?5. What does your job consist of?6. Do you know who the research is for?
you have to turn sentences into question forms. Pay attention to the tense of the verb.eg : 1. present : do you . ...? 2.
past simple:did you......?
3.
3 5 - The man is hard of hearing.- He does not want to give his age.- He does not know anything about deodorants.
Plus more things that are not explicitly given, but which you can infer.
4 6 Carol : excuse me sir . . . .Man : All right, I don’t mind.Carol : would you mind . . . Man : this could be interestingCarol : now first of all . . . . .?Man : the last one 40 to 50 in fact 47.
The man should not ask questions. It’s an interview. He answers only.
Carol : Well . . . we’re doing . . . . .Man : I never use deodorants. one day, my wife bought me one but I threw it away.
you may add more lines if you so wish.
K E Y
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Activity Page Suggested answersReferences -
observations - Recommendation
s
5. 6 / 7 1. Excuse me . . . would you mind if I asked you some questions?I’m doing a survey on people’s opinions.
These are just suggestions - you may think of other forms that are correct, too.
6. 8 1 - Could you tell me what your name is please ?2 - Would you mind if I asked you about deoderants ?3 - May I ask you which brand do you use ?4 - Could you tell me if you buy them yourself ?5 - Would you be good to tell me how much they cost ?
Refer to use of English in this unit.
7. 8 1-If you don’t mind, could I ask you how much you weigh?2-May I ask you if you are married ?
Polite forms are used to ask delicate on embarrassing questions also.
7. 3 - Could you tell me if you have children ?4 - Would you mind telling me if you follow a diet ?5 - I’d like to ask you if you have a job ?6 - May I ask you if you practise any sport ?
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K E Y
Activity Page Suggested answers References - observations -
Recommendations
8. 9 1 - Carol’s job consists in asking questions about the use of deodorants.2 - She found the job difficult because the man she interviewed didn’t give any correct answers and because she was new at the job.3 - The young man Carol was going to interview had a smile on his face because he didn’t know why Carol stopped him. He imagined probably other reasons for Carol’s attitudes.
Do you remember what you read about factual questions and opinion questions ?
When turning a sentence from direct speech to indirect speach you change the verb tense.We saw that in a previous unit, didn’t we ?
9. 10
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LEARNING AND THINKING
OBJECTIVES OF THE UNIT By the end of this unit you should be able to make hypotheses and solve a problem by applying logic and write a description of the brain and its function.
TIME NECESSARY About 12 hours, that is 1 hour a day for 12 days.
UNITS OR LESSONS TO BE REVIEWED Narrating - Expressing hypotheses - Deducing Describing - Conditional types II X III
MATERIAL TO BE PREPARED Puzzles - Problem - solving.
REFERENCES New lines unit 9 Midlines unit 10.
UNIT PLAN GETTING READY ACTIVITIES 1 TO 6 GETTING READY USE OF ENGLISH ACTIVITIES 7 PATTERN SUMMARY GETTING READY ACTIVITIES 8 TO 12 LEISURE TIME
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KEY. GETTING READY
The story you will study contains a problem to solve. It’s entitled « the Pebble »
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ACTIVITY 8.1
a - Read the following part of the story and find out the information related to :
1 - The time of the action.
2 - The place of the action.
3 - The characters. - Their identity. - Their physical appearance.
- Their age.
4 - The situation.
THE PEBBLE
Many years ago when a person who owed money could be thrown into jail, a merchant in London had the misfortune to owe a huge sum of money to a money - lender. The money-lender who was old and ugly, fancied the merchant’s beautiful teenage daughter. He proposed a bargain. He said he would cancel the merchant’s debt, if he could have the girl instead.
b - Read the second part of the story and find out the information related to:
1 - The merchant’s and his daughter’s reaction to the money lender’s proposal.2 - The alternative left to the father and the daughter.
Both the merchant and his daughter were horrified at the proposal. So the cunning money-lender proposed that they let providence decide the matter. He told them that he would put a black pebble and a white pebble into an empty money bag and then the girl would have to pick out one of the pebbles. If she chose the black pebble she would become his wife and her father’s debt would he cancelled.
If she chose the white pebble she would stay with her father and the debt would still be cancelled. But if she refused to pick out a pebble her father would be thrown into jail and she would starve.
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c - Read the second part of the story and answer the followings questions .
1 - What did the money-lender propose as a solution to the merchant’s problem?
2 - How did the merchant and his daughter react to the given solution?
3 - What other proposal did the money lender suggest ?
4 - Did the merchant finally accept ?
ACTIVITY 8.2
a - You realize that the girl is left with three possibilities. Complete the following table to show the alternatives left to the girl and try to pay attention to the structure used:
If the girl . . .
If she.. . . to pick out
a whitea black
pebble her fatherher father’s debts
. . . . . with her father. . . . . thrown into jailwould still be cancelledwould become his wife. . . . . . cancelled. . . . . starve
Now read the third part of the story and try to remember as many details as you can .
Reluctantly the merchant agreed. They were all standing on a pebble strewn path in the merchant’s garden as they talked and the money-lender stooped down to pick up the two pebbles. As he picked up the pebbles the girl, sharp-eyed with fright, noticed that he picked up two black pebbles and put them into the money-bag. He then asked the girl to pick out the pebble that was to decide her fate and that of her father.
22
ACTIVITY 8 .3
What happened in the garden ?Try to complete the following paragraph without referring to the passage at the beginning.
The merchant, his daughter and the money-lender were standing in the merchant’s garden. The money-lender . . . 1 . . . He . . . . 2 . . . . two pebbles. He . . . . 3 . . . . . them . . . . . 4 . . . . the money bag. He asked the girl to . . . . 5 . . . . one of the two pebbles but the girl had noticed that he had . . . . . 6 . . . two black pebbles.
ACTIVITY 8. 4
a - So the girl is left with two alternatives instead of three : either taking a black pebble or refuse . Analyse the possible out -comes. What would have happened in each case? using the following table, write two sentences expressing the two alternatives.
If she had refusedtaken
to takea pebble
her father she
Would have
had to marry the money-lenderbeen thrown into jail.
What a tricky situation isn’t it ? Do you think the girl will have to marry the money-lender or is there a solution ?
Think hard. Is there any way the father and the daughter could be saved from the grip of the horrible money-lender?
Read the rest of the story to find out . 35 The girl put her hand into the money-bag and drew out a pebble. Without looking at it she fumbled and let it fall to the path where it was immediately lost among all the others.40 « Oh, how clumsy of me, », she said, « but never mind- if you look into the bag you will be able to tell which pebble I look by the colour of the one that is left. »
Since the remaining pebble is of course black, it must be
23
45 assumed that she has taken the white pebble. So the girl is actually better off than if the money-lender had been honest, for then she would have had only a little chance of being saved. ACTIVITY 8 .5
In the story « the Pebble », the solution is so obvious that one cannot understand why it was ever so difficult to find.Once it has been thought of the solution seems so obvious ...
A problem which seems impossible to solve until a simple solution is revealed.In the story the girl did not solve her problem by using mere logic. That means that we have at our disposal a way of thinking other than logic.A. Do you want to know about it ? Scan the following passage to find out the type of thinking which was used in the story : « The pebble ».
B. Then list all the information related to the types of thinking you have found and complete the following table in form of notes.
VERTICAL THINKING LATERAL THINKING . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . .
TEXT :
Vertical thinking is used to denote the conventional logical processes. Since antiquity logical thinking has always been regarded as the only effective way in which to use the mind. Yet, some people are aware of another sort of thinking : the term lateral thinking has been coined to describe this other sort of thinking. Lateral thinking is quite different from vertical thinking. It does not proceed logically from one solid step to another solid step. Lateral thinking is easiest to appreciate when it is seen in action. Every one has come across the sort of problem which seems impossible to solve until suddenly a surprisingly simple solution is so obvious that one cannot understand why it was ever so difficult to find.
A few people try to use lateral thinking on all occasions. Many more people insist that vertical thinking is quite sufficient. In fact, the two types of thinking are complementary. When ordinary vertical thinking is unable to find a solution to a problem or when new ideas are required, then lateral thinking should be used.
24
New ideas depend on lateral thinking.
ACTIVITY 8.6
Now here are some puzzles. Can you try to solve them. In which do we use vertical thinking and in which do we need lateral thinking ?
puzzle 1 How to cross the river?A boatman wanted to cross a river. He had to take with him a sheep, a wolf, and a basket of vegetables. But he could take only one of them at a time, because the boat was very small. If he left the sheep and vegetables together, the sheep might eat the vegetables. At last he had a good idea and he crossed the river, do you know how he did it ?Zang chuand : Mathematical games as a tool in EFL in Et forum -july 84
Puzzle 2What was the colour of Cal’s hat ?Four boys played a game at a party. Three of them sat one behind the other so that Abe saw bill and Cal, and Bill saw only Cal. Cal sat in front and saw nobody. David had five hats. He showed them to his three friends. Three of them were black and two were red. Now David placed a hat on the head of each of his friends and put aside the remaining two hats. « What colour is your hat, Abe? » David asked. Abe said he couldn’t tell. Bill didn’t know the colour of his hat, either, when David asked him the same question. Cal however, though he couldn’t see any hat at all, gave the right answer!.Zhang chuande, mathematical games as a tool in EFL in forum july 84.
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SOME MORE PUZZLES
The escape
Someone in the audience would secure with a lock a pair of handcuffs around Houdini’s wrists. When the handcuffs had been securely fastened Houdini would be put into a sack and a few moments later would appear freed of the handcuffs. How did he manage to free himself?
Sawing the lady in half
A girl would get into an empty box on the stage, so that no one could enter or leave. When, the box had been raised off the stage, Houdini would open the top end to show the girl’s head and then the bottom end to show her feet. The box would then be sawn in half but the girl would emerge unhurt. What was the trick ?
The girl that disappeared
A girl was carried on to the stage by four turbaned Indians, one at each corner of the plate-glass sheet on which she was reclining.Houdini then threw a sheet over the girl and when he pulled it away she had disappeared.
Source : Edward de Bono, the Use of Lateral thinking
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GETTING READY
Suppose you were that manor woman. But I’m not
SUPPOSE . . . .
Just imagine you had two children
But I haven’t ! I’m not even married.
yes, yes, I know, but what if you were married and had two children?I mean just suppose.
ENGLISH USE
Study the following table :
IMAGINARY SITUATION RESULT
- If I found a lot of money.
- If I gave it to the police,
- If I didn’t get a reward.
I WOULD probably give it to the police. I Would expect a reward.
I would be disappointed
Each of the examples has two parts. One describes an imaginary situation and the second tells you the result of that situation. What do you notice?
Let’s consider the second part :When we talk about an unreal or imaginary situation we use « would », as the result is not certain, it is just probable and depends on a supposition in part one.
These are Unreal conditions in the past as we suppose actions in the past.
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We can suppose in the present and just imagine what the result will be. These are open conditions.
i.e : If I find a lot of money, I will give it to the police. ACTIVITY 8 .7
A - Put the verbs in brackets in their correct form and give a possible answer. (result).
1 - What would you do if one day you (go) for a walk and (find) a wallet ? I would . . . . 2 - Imagine that when you (open) the wallet, you (see) a lot of money. I . . . . .3 - But let’s suppose that you (find) a card in the wallet, what if that card (tell) you who the wallet (belong) to? What would you do then? I . . .
B - Rewrite the conversation in the present and make all the necessary changes.
1 - What will you do if . . . . . . .
PATTERN SUMMARY
If CLAUSE MAIN CLAUSEOPEN CONDITION If you give me the record.
(present Tense)I’ll play it
(Will / shall + verb).UNREAL CONDITION
(Present)If I were your father, (Past
Tense)I’d be angry.
(would +verb).UNREAL CONDITION
(Past).If you had worked harder,
(Past perfect Tense)you would have passed
your exam (would + have + stem)
28
GETTING READY
What do you know about the brain? Study the following drawing carefully.
29
ACTIVITY 8.8
Read the text entitled : « How does your brain work » and complete the following table in note form :
1 - STRUCTURE OF THE BRAIN :
2 - HEMISPHERIC SPECIALIZATION :
A - Left HEMISPHERE :
B - RIGHT HEMISPHERE :
3 - CONSEQUENCES OF HEMISPHERE SPECIALIZATION :
TEXT:HOW DOES YOUR BRAIN WORK ?
1 - Althought most of us think of the brain as a single structure, it is actually divided into two hemispheres. The left 3 -
3 -hemispheres controls the right side of the body, while the right hemisphere controls the left side. This fact was first known by the ancient Egyptians, who noticed that injuries to one side of the brain 6 -caused damage to the opposite side of the body. In perceive left hemispheres controlled not only the right side of the body but speech also. He observed that the paralysis of the right side of the 9 -body was often associated with loss of speech, while patients whose left side was paralysed could usually talk normally.
The two hemispheres perform different functions. Besides being the main seat of the language, the left hemisphere deals with logical processes.
12 - It performs analytic tasks such as logic, maths and writing. The right hemisphere is superior in dealing with spatial concepts,
recognition of faces, design patterns, colours, and perhaps intuitive and creative processes.15 - When dealing with new information, the left side tends to process it step by step, in a sequential manner; while the right side can immediately perceive In 1836, a French scientist hypothesized that the left hemisphere wholes.
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This hemisphere specialisation explains why right 19 - hemisphere damage can cause loss of musical ability and why people who are unable to speak because of the left hemisphere damage are still able to sing.
It may also explain why so many great artists-Leonardo de vinci, 22 - Michel Angelo, Picasso- were all left-handed. Since the right hemisphere is superior for imagery and visual abilities, there is more advantage to using the hand that is controlled by the same hemisphere, (i-e- the left hand) for drawing or painting.
ACTIVITY 8. 9
A - Read the text again and give short answers to the following questions.
1 - Is the brain a single structure ?
2 - Does the left hemisphere control the left side of the body ?
3 - Is each hemisphere specialized in certain tasks ?
4 - Does the right hemisphere deal with lateral thinking ?
- Read through each question before you begin answering
B - Answer the following questions using full sentences :
1 - How was it discovered that the left hemisphere controlled the right side of the body while the right hemisphere controlled the left side ?
2 - What are the functions of the two hemispheres ?
3 - How can we explain that people who are unable to speak because of left hemisphere damage are still able to sing ?
ALWAYS RE-READ ALL YOUR ANSWERS.
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ACTIVITY 8. 10
The following text defines reasoning. A few words are missing. Can you complete them so that the text makes sense ?
If your father came home from work one evening soaking wet, you would probably conclude that it was raining outside your . . . . . 1 . . . . . is an example of reasoning you know that . . . . . . 2 . . . . . makes people wet and that your father . . . . . 3 . . . . . not normally wear wet clothes, so you immediately . . . . . 4 . . . . that it must be raining. Reasoning . . . . . . 5 . . . . . the process of drawing conclusions from observations or assumption that you have made. Reasoning is dependent on . . . . . . 6 . . . . . : you must remember things in order to draw conclusions from them. A . . . .. . . 7 . . . . .’s ability to reason develops and increases as he grows from childhood to adulthood.
ACTIVITY 8 .11
Rearrange the following sentences in a coherent paragraph. One sentence is irrelevant and should be left out :
A - The results showed memory trouble among those who took drugs. B - Symptoms of this could well be confusion, forgetfulness and inability to memorize.C - They wanted to examine their effect on memory.D - The volunteers were given tests before and after taking sedatives.E - These would affect performance of the tasks of every day living.F - only one had no effect next morning after memory tests.G - These tests measured the ability to manipulate sets of numbers and to call correctly numbers from a list of sixteen telephone numbers.H - Two scientists tested bendodiazopones, a family of tranquilizers, on volunteers.
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ACTIVITY 8. 12
Close your eyes. Relax and think of something pleasant that happened in your childhood.
What event did you remember ? Write about it. The following guiding lines may help you.* When did it happen?* How old were you at that time?* Where did it happen?* What was anyone with you?* What his / her role?
* What happened?* How did you feel?
YOU CAN WRITE INTERESTING ENGLISH
USING SIMPLE WORDS
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LEISURE TIME
THE LIGHTER SIDE
SOLVE THE PROBLEM!
Four persons of different nationalities met outside Madison Square Garden in New York, where they were going to see an athletic contest between the national teams of their countries. Althought they were members of the same committee, they had never seen one another before, so they had to start by introducing themselves. « My name is Odd Ungeblad, and I am from lceland ». said the first man. « And mine is Golda Budden, « said Mrs. Buddén, who came from Israel. « I am Swedish and I am called Dag Bodelund, » said the third person. « Don’t you recognize me? » said the last man. « Donald Budge, from the U.S.A.! Once I was the best tennis player in the world. But I have stopped playing now. I am a little too old, you see. But I am still young enough to notice that there is something really remarkable about us four so I will always remember this meeting. »
CHANGE THE FIRST LETTER
Make one word into another by changing the first letter.Example : Change a possessive pronoun to not sweet. Answer : your, sour.1 - Change a past tense of BE to an adverb of place.2 - Change an adjective meaning not hight to an adverb meaning at the present time.3 - Change a periode of time to a term of affection.4 - Change was seated to have a meal.5 - Change a part of the head to international strife.6 - Change a respectful title to atmosphere.7 - Change to learn thoroughly to not as slow.8 - Change very warm to a negative adverb.9 - Change a motor which to not near.10 - Change a man’s title to a female relative.
A T-PARTY
Put T before a word to form a new word.Example : Add a T to a firearm and get a thing of little value. Answer : rifle, trifle.1 - Add T to at this place, and get at that place.2 - Add T to a coverning for the head, and get a demonstrative adjective.3 - Add T to to tear, and get a journey.4 - Add T to a possessive pronoun, and get a demonstrative adjective.5 - Add T to a part of the head, and get to pull apart.6 - Add T to of great age, and get narrated.7 - Add T to mistake, and get great fear8 - Add T to the entire amount, and get of great height.9 - Add T to a shower from the sky, and get to teach.10 - Add T to a kind of vase, and get to rotate.
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THE COMPOSITION CLASS
What was it that Donald found so fontastic?(from Gunnar Werme, Karlstard, Sweden)
MOTIVATIONLittle Susie, her parents’ first child, didn’t begin to talk until she was four years old. The first time she spoke was at the breakfast table. When she said, « this cereal has lumps init. »
Her parents were astounded. They asked her why she had never said anything before. The child replied. « Until now, everything has been O.K. »
The students in the composition class were assigned the task of writing an essay on « the most beautiful thing I ever saw. »The student who, of all the members of the class, seemed the least sensitive to beauty, handed in his paper first, with astonishing speed. It was short and to the point. He had written: « The most beautiful thing Iever saw was too beautiful for words ».
Given the assignment of writing a composition about what they would do if they had a million dollars, all of the children in the class except Johnny were busily writing away. The teacher, becoming aware of his idleness, said severely, « Johnny, don’t you know that you are supposed to tell what you would do if you had a million dollars? » « Well, » said Johnny, lazily leaning back in his chair, « this is exactly what I would do if had a million dollars. »
SOLUTIONSSolve the problem: the four names are anagram-that is, they contain exactly the same letters.Change the first lettre: 1.were, here 2.low now 3.year, dear 4.sat,eat 5.ear, war 6.sir,air 7.master,faster 8.hot, not 9.car,far 10.mister,sisterAT-Party: 1.here,there 2.hat,that 3.rip,trip 4.his, this 5. ear, tear 6. old, told 7.error, terror 8. all,tall 9.rain, train 10.urn, turn
« Why don’t you buy a dictionary? » asked the man whose friend repeatedly consulted him as
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to the spelling of certain words. « What would I do with a dictionary? » was the reply. « If I can’t spell the words,
I couldn’t find’em, and if I can spell’em. I don’t need a dictionary. »
K E Y
Activity Page Suggested answers References - observations -
Recommendations1.A
1.B.
1.C.
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30
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1 - many years ago.2 - London3 - A merchant - the merchant’s daughter : beautiful - teenage - A money-lender : old and ugly.4 - A merchant owing a large sum of money to a money-lender. The debt would be cancelled if the money lender could have the merchant’s daughter instead, if not he would be sent to jail.1. They were horrified and frightened.2. Follow the money-lender proposal. 1. let providence decide the matter.2. They accepted reluctantly.3. (3 possibilities to choose form.)4. yes.
see text from L7. 12 to. L14.
2. 31 - If the girl chose a black pebble she would become his wife and her father’s debts would be cancelled.- If she chose a white pebble she would stay with her father and her father’s debts would still be cancelled.- If she refused to pick out one pebble her father would be thrown to jail and she would starve
Pay attention to Pattern Summary. notice the use of conditional Type II.If + past tense would + verb
3. 33 1- stooped down/bent 2- picked up.3- put. 4- in/into. 5-pick out / choose / take / 6- picked out / chosen /
to pick : to taketo pick up to take from the ground to pick out:to select
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taken. to choose- If she had refused to take a pebble, her father would have been thrown into jail.- If she had taken a pebble, she would have had to marry the money-lender
Notice the use of conditional type II : If + past perfect would have + p. participle. See pattern summary in this unit.
K E Y
Activity Page Suggested answers References - observations -
Recommendations5.8 Vertical Thinking :
- denotes the couventional logical processes- it uses the mind.Lateral Thinking :- doesn’t proceed logically- is easiest to appreciate when it is seen in action.- new ideas depend on lateral think.
Can you think of examples drawn from real life?
6. 1 - First the man and the sheep went over; the man returned. Then the man and the wolf went over; the man returned with the sheep and left the sheep on the bank. Then the man went over with the vegetables and the man returned. Finally the man and the sheep went over.2 - Cal’s hat was black. If cal and Bill were wearing red hats, abe would have known that his hat was black because there were only 2 red hats. Since Abe didn’t know the right answer, there remained two possibilities for Cal and Bill. Either both had black hats or one had a red hat and the other a black hat. If Cal had a red hat then Bill would have known that his hat was black because Abe couldn’t tell the colour of his hat. Therefore, Cal could tell that
Try these two puzzles on members of your family. Later, find a friend who is also studying English and try to solve the puzzles in English. It is not easy, but it is fun.
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his hat was black.6.cont The escape : Houdini had a special pin
for the hinge of his handcuffs.He would extract it with a magnet. Once the pin was extracted, the handcuffs fell open. Houdini would simply do up the hinge again before getting out of the sack.
K E Y
Activity Page Suggested answers References - observations -
RecommendationsSawing the lady in half :The box was placed over a trap door in the stage, and as soon as the audience had examined it, one ther girl entered it front below. The hands and the feet shown by Houdini after the box was suspended belonged to two different girls between whom the saw passed.The Girl that disappeared :One of the four Indians was not a person at all but a hallow dummy in to which the girl slid, and inside which she walked off the stage.
7.A 41 1 - Went - found. 2 - opened - saw.3 - found - told-belonged.1 - go - find / will. 2 - open - see / will.3 - find - tells - belongs / will.
see pattern summery.
8 44 1 - Structure of the brain :- divided into 2 hemisheres ( left / right)2 - Hemispheric specialization :A - left hemisphere : main seat of reasoning, logic; arithmetic; language sequential thinking and analyno.
refer to the picture
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B - right analysis : main seat of recognition of faces, humour, visual images, special thinking, creativity and synthesis.
K E Y
Activity Page Suggested answers References - observations -
RecommendationsB cont. B - Consequences of hemispheric
specialization :- Injuries to one side of the brain can cause damage to the opposite side of the body.- right hemisphere damage can cause loss of musical ability and paralysis of the left side of the body.- left hemisphere damage can cause loss of speech ability and paralysis of right side of the body.
« Specialization or specialisation » ?Both are correct.Z is used in American EnglishS is used in British English.
9.A
9.B
1 - no, it’s not. 2 - no, it doesn’t.3 - yes, it is. 4 - yes, it does.1 - Ancient Egyptians noticed that injuries to one side of the brain caused damage to the opposite side of the body.2 - Left hemisphere controls the right side of the body. It deals with logical processes. It performs analytic tasks. Right hemisphere controls the left side of the body. It deals with spatial concepts, recognition of faces, design patterns, colours and intuitive and creative processes.
« spatial space »
10 1 - Conclusion. 2 - rain. 3 - does.
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4 - deduce / conclude. 5 - as. 6 - facts. 7 - memory. 8 - person / man.
11 H.C.D.G.A.F.E.B. is irrelevant.
Do similar exercises many times - make sure you understand the order of the sentences.
DEMOGRAPHY
OBJECTIVES OF THE UNIT By the end of this unit, you should be able to report a situation describing it and making suggestions.
TIME NEýCESSARY About 9 hours, that is 1 hour a day for 9 days.
UNITS OR LESSONS TO BE REVIEWED Direct and indirect speech.
MATERIAL TO BE PREPARED Notices about family planning - demography.
REFERENCES Midlines : unit 15 New lines : unit 10.
UNIT PLAN GETTING READY ACTIVITIES. 1 and 2
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GETTING READY ACTIVITIES 3 TO 6. DEALING WITH UNFAMILIAR WORDS ACTIVITIES 7 TO 9. USE OF ENGLISH PATTERN SUMMARY ACTIVITIES 10 TO 13 KEY.
GETTING READY
Look at the following titles.What are they about ?What do they deal with ?
WAR HUNGER IS AS OLD AS MAN
4,000 M MOUTHS IN 24 H. ANOTHER203,000 AT PRESENT POPULATION GROWTHRATE TWO MORE PERS. NEXT YEAR 74M MORE
2/3 LIVE IN POOREST COUNTRIES =UNGER BELT. PRODUCE ONLY 1/5
WORLD FOOD, 4 OUT EVERY 5 BIRTHS.
DO YOU REALISE THE DANGER OF FAMINE IN THIS AREA ?
STOP MALNUTRITION NOW! DON’T WAIT UNTIL TOMORROW
ACTIVITY 9 .1
Read the titles and answer the following questions.
1 - When did war against hunger start ?2 - Is the population of the world growing fast ?3 - Which countries suffer from hunger ?4 - Which area is in danger ?5 - Can solutions be found to stop malnutrition ?
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ACTIVITY 9 .2
Read the titles again and answer the following questions.
1 - How large is the world population ?
2 - How many people live in the poorest countries ?3 - How much of the world production do the poorest
countries produce ?
4 - How many births are there in the poorest countries ?
5 - Where is the « hunger belt » situated ?
GETTING READY
I - What solutions would you suggest to stop malnutrition ?a - Birth controlb - Increase productionc - Industrialization.
II - What would you most like not to be short of ?a - Food ?b - Energy ?c - Other things ?
III - Do you see any signs of world shortages ?a - Natural resourcesb - Energyc - Other things.
TEXT
1 - It is not strictly true that one half of the world is rich and the other half is poor. It is one third that is very rich and two thirds that are very poor. 3 - People in the rich third don’t realize the enormous difference between them and the other two thirds.
A very simple example is that a dog or a cat in north America eats 6 - better than a child in the poorer countries. A fisherman in south
America may be catching fish which is processed into animal food and yet his own children are not getting enough protein for their bodies to develop properly.
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9 - Although a lot of the world’s natural resources, like oil, come from these poorer countries we, in the richer countries are probably using sixty times as
11 - much of these resources as a person in Asia or Africa. The richer countries are in a position to dictate to suppliers what kind of prices they are prepared to pay for these natural resources. In some cases, the prices have gone down. In others, they remained steady.
15 - But the prices that the richer countrices get for their own exports have continued to augment.So they are getting richer and the poor countries are getting poorer.
ACTIVITY 9.3
Read the text and give short answers to the following questions.1 - Are children well-fed in poor countries ?
2 - Is the writer from the rich world ?
3 - Do the rich countries use most of the world’s natural resources ?
4 - Do the poor countries dictate their prices to the rich countries ?
5 - Can the poor countries become rich ?
ACTIVITY 9. 4
Read the text again and answer the following questions in full sentences.
1 - What happens to the fish a South American fisherman catches and what’s strange about it ?
2 - Where do most natural resources come from and where are they consumed ?
3 - Who is responsible for this situation ?
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ACTIVITY 9.5
Match the pairs to make correct sentences.
1-Natural resources come from the poorer countries.
2-The richer countries dictate their prices
3-The prices of products exported are increasing
4-The difference between the richer countries and the poorer is enormous
a - While the price of oil is getting down.
b - because they are getting richer while the others are getting poorer and poorer.
c - however rich countrices use sixty times more than the poor countries.
d - Whereas the poorer countries can’t augment the price of their natural resources.
ACTIVITY 9 .6
Skim through the following text and answer these questions :1 - Where do you think Dr Molson is speaking ?2 - Who(m) is he speaking to ?
1 - « Bad weather had started the food problem in 1972, and it could happen again . Then, drought, frost and dryness variously affected
world grain 3 - harvests. U.S. surplises which had protected the world against shortages and price changes for twenty years ran out. Food, instead of providing world stability, became the leader in a mad inflation spiral. A year later the energy 10 - crisis had come ».Dr Molson then read from short notes listing the main fuel reserves.
Fossile fuels : natural gas, cheapest, most convenient but being used faster13 - than new kinds being made Bil may last a hundred years but domestic reserves may go sooner. Coal should last hundreds of years but produces sulphur pollution, affecting steel, marble, human an lungs.
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20 - Dr Molson asked what the solutionswere to population, food and energy problems. Population, he said, would have to come under control. The solution to the food problem would have to be a global one, with a balanced economic development for all regions. « Productive investment », he advised « not just aid . And we must keep a strict watch by satellite on any potential disaster areas ».26 - « We must increase the use of all the natural forces, » Dr Molson said .
. . . . The situation was urgent, Dr Molson warned. The problems had to be 27 - solved, otherwise famine and energy crisis would only cause political problems, as had already happened in some countries . . . .
We had to work together before it was too late.
DEALING WITH UNFAMILIAR WORDS
Match each word with its approprite definition.
1 – drought
2 - fuel
3 – lungs
4 - malnutrition
5 – famine
a - the two breathing organs.
b - condition caused by not getting enough or the right food. c - great scarcity of food
d - period of dry weather causing distress; want of rain.e - material for producing heat or energy.
ACTIVITY 9 .7
Read the text again and choose the correct answer(s) A.B.C. or D.
1 - Dr Molson suggests that in 1972 weather problems
A - Were the same everywhereB - Were different in every countryC - Were individualD - Were universal
2 - IN 1972 America used up
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A - Its supplies of grainB - Some of its suppliesC - Most of its suppliesD - The money it kept to buy grain
3 - Dr Molson suggested using satellites because they could
A - Report any disaster quicklyB - foresee any disasterC - Help when disaster cameD - Prevent disasters
4 - Dr Molson suggested that in some countries
A - There had been riotsB - Governments had been overthrownC - Governments had faced difficultiesD - Governments had rationed food.
5 - Dr Molson suggested that we should
A - Look in the earth everywhereB - Dig up the earth everywhereC - CooerateD - Look in our own country first.
ACTIVITY 9 .8
Read the text and give full answers to the following questions :
1 - How did bad weather start the food problem ?
2 - What are the main fuel reserves ?
3 - What are the solutions to the problem, according to Dr Molson ?
4 - What would be the consequenses of famine and energy crisis?
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ACTIVITY 9 .9
Read the text again and answer the following questions :
1 - What is the main idea developed in paragraph 1.?
2 - What does Dr Molson talk about in paragraph 2.?
3 - What does Dr Molson suggest in paragraph 3.?
4 - Which warning does he give in paragraph 4.?5 - Give a title to the text.
8 - Use answers 1.2.3.4 to write a short summary of the text.
USE OF ENGLISH
Study the following examples
1 - « People are hungry » He says (that) people are hungry.
2 - « They need food » He said (that) they needed food « They are starving » He said (that) they were starving « They will starve » He said (that) they would starve « They will have died » He said (that) they would have died « They were starving » He said (that) they had been starving
« . . . . . . . . » quotation marks indicate direct speech. He said that . . . . . . . . is indirect or reported speech.
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PATTERN SUMMARY
DIRECT SPECH INDIRECT SPECHPresent simple Present continuous
Past perfect Present perfect Continuous
Past simplePast continuous
Past perfect
Past perfectPast perfect Continuous
Can couldMay mightMust had to
was / were
ACTIVITY 9. 10
Complete the second sentence so that it means the same as the one given before :
1 - Population would have to come under control, he said. « Population . . . . . . . . .
2 - « Is there enough rice for the next two years? » Doctor Molson asked . . . . . .
3 - « Those babies must have more milk » The nurse said that . . . . . . . .
4 - « Where has all the crude oil gone? » The press asked OPEC . . . . . .
5 - Mary said she had seen Dr Evans before. « I . . . . . . . .
ACTIVITY 9. 11
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Write the following passage into a dialogue form making all the necessary changes (pronouns, adjectives, adverbs).
Professeur Hendley reminded his students that the oceans covered a major part of the planet’s surface.On checking, he found that Alison had not written down the figure he’d put on the board the day before. So he repeated it and asked them to check they had all got it.
Start like this :
Professor Hendly : «now, don’t forget, every one, that . . . . . . .
ACTIVITY 9. 12
Fill in the blanks so that the following text makes sense.
Many people wish that something ____(1) ___ be done about the stockpilling of food and there is no doubt that something ___ (2) ____ to be done. Ecologists keep ______(3)_____ us that if we don’t take steps soon, the day ____ (4) ____ arrive when there just isn’t enough food to go ___(5) .The biggest obstacle is that the old one of who does what.
One eminent agriculturist at a public meeting recently asked ____(6) _ it was possible to organise stockpilling on an international basis. He _____(7) __ that it was completely impossible, ____(8)_____ some had suggested, but warned that all she same it _______(9)____ be easy. The problem was ___(10) ____ that countries would never agree about how much _____(11)__ should contribute, where it should be stored and how it should be ____(12) __ when it was needed.
ACTIVITY 9. 13
Write two short paragraphs describing the situation given below.
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« If you don’t send some more rice next week, half of the people in this village will probably die of starvation. »
- Imagine the country concerned
- Who is speaking
- What he is asking for
- Who he is speaking to
- Why the situation is critical.
K E Y
Activit Page Suggested answers References -
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y observations - Recommendations
1. 39 1 - A long time ago - as old as man.2 - Yes, it is, 74M every year3 - The poorest countries.4 - The hunger belt5 - Apparently yes according to the last title.
The answer was in the first title.
2. 40 1 - four thousand million people2 - Two thirds of the population that is about 2,666,000,000.3 - 1/5 (one fifth). 4 - 4/5 (four fifth).5 - In the poorest countries (Africa - Asia - Latin America).
In British English, one billion is 1000,000,000.In American English, one billion 1000,000,000,000.(now the population is over 5,000,000,000 people).
Getting Ready
40 The answers are a matter of opinionThey are not included in the titles.
3. 41 1 - No, they are not.2 - Yes, he is3 - Yes, they do (sixty times more).4 - No, they don’t5 - No, according to the author they can’t.
(see « we ») line 10.
(see line 10).
4. 42 1 - The fish will be eaten by cats and dogs while the fisherman’s children starve.2 - Most natural resources come from the third world countries and they are consumed by the rich countries3 - The richer countries dictate the prices of both imports and exports.
(see lines 12 to 17).
the answer is not, given explicitly in the text.
5. 42 1.c - 2.d - 3.a - 4.b.6. 43 Because Dr Molson is using « notes »
we assume that he is giving a talk to a group of people.
The answers are not given explicitly in the text.
D.W.UWords.
44 1.d - 2.e - 3.a - 4.b - 5.c.
7. 44 1.band d - 2.a - 3. .band d - 4.c - 5.c.
K E Y
Activit Page Suggested answers References -
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y observations - Recommendations
8. 45 1 - It affected the harvest through drought, frost . . . . .2 - Natural gas, oil and coal 3 - Working together to control population growth (l20 tol 22). - develop all regions of the world (l.25) . - make great use of all natural resources (l. 30 tol l. 32)4 - Famine and energy crisis would create political problems.
The 3 points are indicated in l 21 (population, food, energy).
9. 45 1 - Food problems caused by the bad weather in 1972.2 - Natural resources are getting scarce.3 - He suggests two things : a - to control population explosion b - to invest productively in all regions of the world.4 - Unless urgent solutions are found, there may be political problems.5 - Some suggestions : - unit to save the world. - save the earth. - we must act now.
10. 47 1 - Population will have to . . . . .2 - If there was enough . . . . . . . 3 - Said that those babies had to have . . . . . . .4 - Asked OPEC where all crude oil had gone.5 - I have seen . . . . .
In reported speech, there is no inversion, the affimative form is kept.
11. 47 P.H. « . . . . the oceans cover a major part of the plant’s surface ». . Alison, where is the figure I have put on the board yesterday? ».I repeat the oceans cover a major part . . . . Have you all got it? ».
K E Y
Activity Page Suggested answers References -
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observations - Recommendation
s12 48 1 - Could / would / should . . . .
2 - Has. 3 - Warning / telling / informing4 - Will5 - On6 - If / whether.7 - Knew / understood.
Best of luck !
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