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Iic ha t6cn

, 'lt . lhSl6s 'rr.a Classe


con su llori a cientific a Bomeo Beatus Paulo

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MAPUTO, JANEIBO de 2OOg . 1.'EDlqAO. 2.'TIBAGEIV'I . BEGISTADO NO INLD SOB O NUMEFOT 495r/RL NL: a-
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3
]NTRODUC'IION
I lnit I - Natural Resources . . . . . . . 5
6
TasL CYcle I: Natural Resources 6
9
Task C) cle 2: Applications
Task Cycl. 3: Conscrvadon .)l Rc.orLr.e' 12
Unir 2-The Environment ..... t7
Pre-focus . l8
-lhsk Cycle 1: Cll ate Change . . . t9
Tash Clcle 2: Deforestatioll ... ... . )3
Unit3-Sport...... )9
Prc loclls .... ..... l0
Iask Cycle 1: T),pes oI Sporls . . . . . 30
Task Cvcle 2: Problems Facing Sports People l8
Unil 4 - 4frican \alion. ( hampionship\ 45
focus . -.
Prc 46
-lask Cycle l: Foo(ball 46
Tcsk Cltle 2: Brogr;phies uf 5n.rts P(ofle 54
Unit 5 - Literature 59
Prc locus . 60
'l2skC!(]]e1:Genres 60
Unir 6'- ScienceI - People ..... 7l
Prc focus ... 1)
Task Cycle 1: The Origin ol the Hunlan Race 73
Tasl. Cv.le 2:Families 78
Unit 7 - Science II - TechnologY . . B5
Pre-focus ..... . ... . . il6
Task Cyclel: Machines . . 86
Task Cvcle 2: Obsolescence ...... 9i
g7
Task Cycle ): Thc Impact ofTechnotogy
Unit 8 - Energy t0I
Pre-locus .
102
Task Cycte 1: Fonns oI Energy . . . 102
Task Cycle 2: Erergy and the Ecoromy . . . 107
Unit 9 - Health 1r5
Pre locus . lt6
Task Cycle 1: Health and the lndividual 117
T,sk Cvcle 2: Diseases t)4
Unit 10 - Watei 129
l'relbcus ..... r30
Task Cvcle 1: Rain . .... . 131
Task Cicte 2: Clean Wate r . . . . . . . t37
'Lask Cycle 3: Natural Disasters .... 144
Unit Ii - Leisurc Activities and Tourism .. . 149
Pre locus . 150
Task Clcle 1: Lcisure Activilles .. . 150
]-ask Cycle 2:
-\?es o[Holiday . . t5+
TJ'l ay.L l. Ecorollnsm 156
ANSWERS AND TEXTS , , , , . ,,, I6t
Introduction
This textbook is intended for English Language students in Grade ll. The mare
rial has been specially prepared following the official grade 11 syllabus for English
rhich was introduced in 2001. This sytlabus was compiled to deal with the needs
ofpeople learning what has become a universal language.

fhe textbook consists of a series of 11 unirs, each dealing with an issue of inpor-
rc in the life of any 2f i century student. But these topics are especially moti-
uing as they are always rclaled to aspecrs of the local cukure, thus bringing the
rtrial to life for rhe students. The structure of the units has been developed to
4ce the students to a progression of tasks, which include practice in the aca-
bic skills needed in their school life, rhe vocabulary related to the topic and the
--'-ar that they need to develop at this level.
& adernic skills tasks are made up of a sequence of acti\.ities aimed at devel-
lig rhe students' reading, writing, listening and speaking. They include such
lit e making notes from wdtten or spoken texts, labeling diagrams, completing
iJr< peparing posters, and holding debates. The listening takes the form of
as r[at can be read by the teacher The students are exposed to a wide variety ol
-r, *chtime
t*e
as lectures, literary texts, newspaper afiicles, repolts, and diaglams. At
they are encoumged to contribute thet own ideas on rhe subiect. In
*ih to this, there are many diflerent vocabulary and grammar to
$r tt sudens learn "*"riir".
the language associated with each of the skills and topics.
fu qrrcises follow a graded syllabus becoming increasingly dificuh as rhe stu-
k pogress though the course, each language task building on what has been
dbdore.
Lqftoot the course, there are great opportunities for pairwork and groupwork
- Er;. the involvement of the students both in putting forward their ideas
d r mre controlled language pmcrice. Ihey are asked ro read dialogues, to
IriFe iu discussions and debates, and to take part in role plays.
Ltdl aim of the course is to produce students who are both fluent and accu-
&ir use of English but who also have the tools to communicate on current
-- rorld issues. At the same time we hope that both teachers and students
-rr
dhrfu in the process of leaming together

3
Natural Resources

::
IJNIT I

PRE-FOCUS
What does the tenn "ndt ral tesoitces" lnedt? Tdlh to yo r p.trtner and mahe alist of
exdfiples of ndtvtdl resoxrces, both ifi Mozctfibiq e atd i1t other coufitries. Then Nrite
d definition. Compare your definition \rith the others in the class.

Task Cycle l: Natural Resources


1.1 Discussion; General Knowledge Quiz on Natural Resources
These statements are about natural resources. Read the statements and discuss
with a partner whether they are True or false. Grve reasons for your opinions.
Your discussion must be all in English!

1. Over half of Mozarnbique is covered with trees.


2. Saudi Arabia produces more oil than Russia.
3. There is more gold in Africa then in any other continent-
4. Gold normally costs twice as much as platjnum.
5- There are reserwes of natural gas rn Mozambique.
6. The worldt largest supply of diamonds is located in Alrica.
7- Taiwan and Korea are rich countries because they have more natural resources
than most other counties.
8. Only about l0% o[ t]re Earths surface has enough soil to be useful for larn,ing
9. One oI Mozanbique'.s richest natural resources is the sea.
10. Oil is not producecl in any European country

1.2 Reading and Speaking; Dialogue


This is a discussion between two people. They are doing the same quiz that you
have just done. Read the dialogue and see if they reached the same conclusions
as you. Did they give similar reasons for their answers?

Pedro: OK, let's read them one by one, shal we?


Joao: OK. What about the first one? Over half of Mozambique rs covered with trees. I don't real
ly know but il seems llkely. What do you th nk?
Pedro: l'm not so sure. lt seems rather a lot to me. l'd be inclined to say false .
Joeo: OK, l'll go along with that. What about number two?
Pedro: That must be irue, don't you ihink?
Joao: Definitely, I agree. But I think number three is false. What about you?
Pedro: Oh, no. I don't agree wjth you ihere.
Joao: What? ls there more gold in Africa than in America for example?
Pedro: Yes, absolutely.
Joeoi OK then. I suppose you're right. What about four? Does gold cost more than p atinum?

6
Natural Resources

b!= r€L ridinum is more valuable than gold. A lot more.


.6 .lG lqr really sure about that? Shailwe ask Miguel?
-!!'E tr F.lcn't need to. !'m absolutely positive.
.r* .{ gr itlen. Number five. Are there reserves of natural gas in Mozambique? I really don't
GN
k ts frr i ry sure there are. So, six. Does Africa have ihe world's largest supply of dia-

&. F Soih Anica and so on. Don't you agree?


l:r, E4rEe about that onel What about seven? ,Taiwan and Korea are rich countnes
- tsetq have a loi of natural resources,. Well, it seems to me that that doesn,t

L tz! a cqniry be rich if it doesn,i have natural resources?


-rEd!fuao./.
-a-rt a|d Korea do,
..* Er l-m not so sure about that.
=5r= 3( k_s just agree to differ on that one. Number eighi.
.G-c +a 10% is much too Jittle.
+o!: lc )ou really think so? I think 10% is probabty about right.
.€fu Do y€u? OK then. I'm not sure about number nine. Are you?
+5= lH- Mozambique has a long coastline, so I wouldn't be surprised if it was true.
-ca .H- yes, that's true lsuppose. OK. Nine is true, and so is ten. Oii is only found in the
l,/Ide East, Russia and Texas, isn't it?
bE !c sar'eral European countries produce oiltoo. There are large oil reserves in the North
Sa
-r+ >, ldidn't know that. So number ten is false?
bt= \b definitelyl

f,tich of these two people knows more about natural resources? How many
--sreE do you rhink they got right?

Lt L.-Euage Focus: Opinions and Suggestions


h the dialogue in l-2, as the two people talk about the natural resources quiz,
_&s agree and disagree with each other, they sometimes
ask each other for
,r1iniorui and suggestions, and they give opinions and suggestions. Read the dia-
L=oe again, and idenrify the expressions rhey use. Copy the table below and
clqlete it with the expressions you ffnd. Then check in the answers section.
I*itrg a suggErion:
&.9 for an opinion
eiB m opinion:
+Fl-s:
E]etins:

\c read the following dialogue. Two men are trying to find out what's wrong
rirh tieir car, bur unfortunately, they don't seem to know very much about
czs. so they agree, disagree, and ask each other for suggestions and opinions.
See ifyou can remember the expressions to complete the dialogue. Don't look
tack until you have finished!

7
Edgar: No, lt won'i start. What shallwe do? we callthe rnechanic?
Titos: No, ldon't so. I think we can try and get it going ourselves, can't we?
Edgar: about that. How do you open the bonnet?
Titos: Pullthat.
Edgar: Oh, rght. Wowl lt looks really cornpllcaied! call the mechanic.
we?
Titos: No, not yet try this thing here. What do you
Edgar: Mm, l'm not so I th nk l'd be to just call the mechan c.
Don't you
Titos: No, not yet. Look, this wire is loose. put it in that hole there.
Edgar: I\/m, ldon',t about that. Are yoll sure?
Titos: l'm absolutely Here qoes .... (nathing happens)... OK, whal

Edgar: lt to me ihat a mechanic might be a good dea.


Titos: No, no, ldon't shut the bonnet and try
pushing.
Edgar: Bight, l' I go wlth that. You push and 1'll steer
Titos: No, no. You're much stronoer. And l've got a bad back-
Edgar: you're right. OK, ther, . fli-les fo push.) No good. lt\ too heavy
Titos: I know, call a mechanic. What do You
Edgar: l lAn excelent ideal

1,4 Language Focus: Pronunciation


Look at the dialogues in 1.2 and 1.3, and read them them aloud in pairs.

r.5 Language Focus; present simPle Active and Passive


Look at the Natural Resources quiz (1.1) again. Classiry the statements into the
followirrg groups:
A. Statements that contain verb to be only...
B. Statemen6 that cor, tain there is / there are.. -

C. Statements that contain Present Simple Active verbs...


D. Slatements lhat contain Present Simple Passive..-

1.6 Language Focus: Question Forms


The parts of the sentences in bold are the answers to questions. Use rhe inter_
rogative forms of the present simple active or passive to $T ite the questions
which give those answers.
E.g. Where are lhe company headquarlers locaLed?
The company heaclquarters are located in Maputo
E.g. what does George do in the evenings?
q6nrge uatchcs l\ in thc c\eningq

8
Natural Resources

1. Georges company produces coconut products.

l- Pedro works in an office in Maputo.


3- The products are transported to the coast by rail.
1- There are three good roads connectiug the city and the coast-
j- Yes, the roads that connect the city and the coast are well-mainlained.

-{re you sure that you can form questions with the verb to be, therc is, therc dte,
present simple active ard present simple passive? lf you made mistakes in the
qlestions aboYe, try these ffve.
6. George! company employs about five hundred people.
7. Yes, all the documents used by the company are translated into three languages.
8. The documents are sent to the branch offices by email.
9. There are two airports within reach of the company headquarters.
\e\. borh arrport. jct..
'uitehle lor
I(1. are hca',1,

Task Cycle 2: AppHcations


Zl Discussion
Look at the words and phrases in the box below. Discuss with your partner how
you can classify them into three groups. A few of the words or phrases might
qrp€ar in more than one group. Your discussion must be in English only, using
tie phrases and expressions from Task Cycle l.

S.mry tuphali in .oad mking


bodyjoinrs
Aftificial Transparent
Diamod Jewellery
Phstics Pesticides
Bodypiercings Light
Abmsive Surgeons scalpels
Bezutiful Titanium
Petroleum Fuel for cars
Propelers ofships Hard
Eectacle frames ResistaDt to conosion
Irde up ofhydrogetr and carbon Dentiits' dnlls
Doesn't react with othersubstances Made up of molecules of different masses

\\-hen everyone has ftnished, join with another pair and compare your classifi-
cation systems. Are they the same? If they are different, are they both valid, or
is one better than the other?
Fitrally, choose some of the pairs in the class to stand up and explain how they
dassified the words and phra*es.
Did most people in the class choose the same way o[ classifying?

9
tJNll-1

2.2 Reading: scanning


This text is about natural resources and it contains all the words and:::a:6
that you discussed in 2.1- Find them and underline them as quickly as you !--
Don't read the text slowly and carefully at this stage;just lry to find the terms
This is called "Scanning for Specific Informalion".

Human be ngs are becoming more and


more clever at finding stocks ol naiural
resources n the world, al extracting, m n_
ng or colecting them, and ai finding a
multitude of different uses and app icat ons
for lhem. Some resources are easy to f nd
and collect. others are rnore difficu ti
some, once col ected, are "ready to use ,
others have io be processed, treated in
some way, or mixed with other substances
before they are usefulto us. Clearly, the applcation of any natural resource depends on its prop_
erties. Let's examine three natural resources and see how they differ ln these respects

Titaniurn, which is found in lVozambique amongst other p aces, is a light, strong metal. Because
of this, jt s very good for making spectacle frames, for example, wh ch are ight and comfortable.
but can iake the bad treatrnent that people often deal out to their glasses. However, it asc
makes them rather expensive, Another interestlng property of t tan um is that i s resistant to cor
rosion. lt is almosi as resistant as p at num in th s respect, and it can res st attacks by acid, ch o
rine qas, and salt water. This means that it is dealfor use n the propellers of ships, for examp e
and in components for desalination plants. As wel as being corrosion resistant, titanium doesn:
reaci wth other substances. lt is considered physiologlcally ineft . This means ihat lt is good fc'
making things that are used in the human body. For example, when t is mixed with certain othe'
metals (an aLloy). lt can be Llsed n replacement body joints, such as knees and hips. For tl':
same reason, it is oflen a component of body p ercings (ear-r ngs and so on).

ln facl, titan um is not often used n its pure forrn.95% of ttanum is consumed ntheformc'
tlianium oxide. This rnakes a white pigment whlch s capab e of forming a good cover, so you \(
not be surprsed to learn that it is found in some paints, and even ln toothpaste. lts vanad u-
alloy is used n jet planes. Atypcal commercial iet plane contains 320 to 1130 kg of titaniur
use of tiianiLrnT n consumer producis such as golf clubs, bicycles, laboratory equipmeni, wec-
d ng rings. a'o laptop co''loulers s ba.oT nq 1 ore (o'nmon.

Let's now compare ttanium with dlamond. They do not have much in common. Diamond, ia-
more often, susedinits pure" form. not in any mxtures with oiher subslances. They are bo:_
resistant to corros on, and they share the property of hardness, but diamond is much the harcia'
of the two. ln iact, t is so hard that il ls common y said that ' i takes a diamond to cut a d:a_
mond". Diamonds can be made rnto u tra-hard and smooth cutting knifes and surgeons' sca pe:
for extrernely prec se surgery, and iheir hardness also makes them useflrl as an abrasive, grinc_
ing materia for deniists' dri ls. The r resistance to wear makes them vaLuab e in making tools i.'
automated processes that need to produce arge number of copies of the same product (such a:
car eng ne parts, parts for CD players, and parts for computers) without having to rep ace t':
cuiting tool.

As well as being hard and abrasive, dlamonds are transparent. They are only coloured when the,
contain impuritles. A pure diamond is a very beauiful thng, so t is used to rnake iewe lerl
although only a minority of diamonds end up in this iorm.

10
Natural ResoLrraes

\-. s move on to the third natura resource that we are going to consider: petroleum, Petrole-
e_-

-- -6 -ad a huge impact on the lives of humans. Since the f rst oil wel was dr lled in ihe middle
::-€ _ aeteenth century petroleum has become indispensabe to us. Petroleum is a hydrocar-
:c-. .-,c. means that it is made up of hydrogen and carbon, but the lnteresting thing about it is
:=:e ':lolecules of hydrocarbons have dllferert lengths and complexities, and when we sepa-
- -e_ from each other and refine them, we can use them for a variety of different purposes,
the hydrocarbons made up of small molecules have a ow boiling point and they
= =3-cle,These
qr-_E are used to make petrol for cars, and also bottled gas. The hydrocarbons with
ur:a =sy.
-.re cornplex molecules, have a high boiling point. This substance does not flow easiy or
q-= ajty. lt s used to make fuel for ships, asphalt for roads and different kinds of plastics.
:j:-s:rcducts of petroleum include pesticides, waterpipes and insulation on electricity cables.

If r,ou found all twenty-four words and phrases, you will see that the text classi-
ies them too. How does the text classify them? Is the text's classification the
s&e as yours?

r r Reading for Detail


\..rr read the text in 2.2 again, more slowly this time. As you read, fill in a
:;ble like the one below with the names of the resources, and their properties
ad uses. You will find properties and products that you did not discuss in 2.1.
tdd them to the table.

Resources Properties Prodrcts

2-{ LarEuage Focus: Vocabulary


-iese seven expressions are found in the text on natural Resources in 2.2- Use
--]:EE to make trueor false statements about diamond, titanium and petroleum,
=d tien work in pairs to read each other your statements. Try and do this from
]5ori- of the text!

is good for making


is ideal for making

can be used tor making

11
UNIT ]

2,5 Language Focus; Revision of Basic Comparisons


These comparisons are rnade in the text in 2 2:

1. Diamond is ha er thaD l(anium-


srmpl: hy<lrocarbon molecutes have a Lower boitiLlgpoinr than complex ones
harrler than easier than
Adie.ri!.s wirh ond syllaDt ot t[o srlla}i.e aAienires in -v
'nding

2. Titrnium frames arc nore expensive thaD plasiic frames'

more expensile than


Adje.ti!.s }ilh mo,t rhan one sl'llalle, dnd nor in -J
'nding

J lr'naiu,n r.r.ruIo r.r . 'r'rrrrr J'fl.r,auI

Nl aAjedir$

No*. use these three patterns to complete the following comparisons Sorne of
the answers will depend on your personal opinion, and some o[ them will
depend on your general knowledge
FxamDlu: Iitanlum / hatd / .hemrn,l
Tilanium i! nol r- hard a'diamond.
J. Football/ popular / tcnnis / in this 7. The population of Lisbon / great /
country. the population of Maputo.
2- English / eal, to leam / Japanese I B- A computer / useful / a pencil.
3.Sudan/big/Ken,va. 9. The average tempemtur-e in Pemba/
4 Rnssia / dch / the USA. high/ the average temperature
_rioin!,. in L'hi rqa'
i. \u rn_rr,n.1 Ll.rnqer,'u- / hor'.
10' Maths / inleresting / History
6. A horse / fasr / e cheerah.

Task Cycle 3: Conservation of Resources


3.1 Reading / Dialogue
Read this conversation betrveen three people, and while you are reading'
thi
about these questions:
l. llow is the conversation related to the firsl l$"o seclions o[ lhis unitJ
2. Which of thrl three people do you agree widr most?

3. Do you think this conversation could be taiting place in Mozambique' or


you rhink its in a foreign counLrv? Wh1' do you think so?

12
I
lural Resources
i Na

_j,:ss
lvhatl OLrr next door ne ghbour's bought a new car.
:- '=r ly? What kind s il?
- rr sure. lt's something rea y b g, some kind of fourwhee drive jeep, blg and Japanese. Wowl
_

-: :3esn't need to drive outs de the city, does he?


not. He jusi ikes b g cars, I suppose.
":.: sJppose
:hink he's just being irresponsible. He shouldn't have a car I ke that f he doesn't need i1.
__ :'s h s money, isn't it? He can do what he wanis with ii, can't he?
.- :gree with N,4aria. lt's greedy, in a way. lt's not just poLlution, i's a quest on of us ng up
-=:_a1you rea ly need to.
:- -: s paying for tl
_ a-: ,1'hat C rneans is that some things aren't endless. Once it's used, it's used. We can't
-=- ':::ire any more than there is akeady. lt's the same with other things.
:,r :: ,.,hat? Trees, Isupposel
- ,=. ,.rou mean it as a joke, but, yes, il's lrue.
- : :" :--,r grow, you can't stop them growing. How can you run out of trees?
ihrngs I ke petroleum just run out. Olher th ngs, lke trees, keep growing as long as
= -3
= :r:-
-, : aut ioo many of them down.
:=- :.a-e on, you're k ddingl
.: -- = ai. There are p enty of fish as long as we don't catch so many that the species goes
= :-:-- . s a ready happening in some p aces in the wor d.
_.'.:,.neighbouronhisownwon'trrakem!chdifference,butjt'saquestionofattitudes,
-
= :_ --'nan beings n general have to be more responsible. Countries, governments, Don't
,= ::,: --ah and when you can, use stuff more than once-
- .:u :- -:21 y are talking rubbish. How do you suggest I use a fish more than once?
: + -,:-:ed y, you can't use a fish more than once. But look at that p le of empty cans over
--= :_:-r'. isn't it?
-,:: : - - _k ,,ve shou d use ihem more than once? Whai do you mean, plck them up and ref I

L- -e.. .e made of a um niura. We can use the a um nium more than once, instead of lust
:-: -,: r: oLd cans n the ground and forgetting about them.
- :---: ] :- cack to ihe factory?
: .- :a.= :ie corrpanies that co lect o d cans. and used paper and bottles and things so the
:--= -- :e re-used. And that means that we need to produce less aluminum and so on n

- _ a :. -_:: really bor ng to rne. I wish I'd never told you about the jeep now. Anyway, it's not
- :r:c:-
;-:d \ou have finished discussing the questions at the beginning of this sec-
r:: dilide into groups of three and read the dialogue togcther

l.-

't3
UNIT 1

3.2 Reading: Matching Information


Now read these statements and say which person in the dialogue'
A' B ol C'
each one refers to.
\4'e do not run out'
1. This person says we should only use what we really need so
ourcqlves about the fact that
2. This person thinks that we do not need to concern
resources are finite.
3.
-fhis person says lhe problem ol limited resources can be alleviared by trying to
re-use reso!1rces,
4. Thrs Derson says It is up to each one o[ us Lo decide
what we do' and we
rell^rh(r peof'le lrou t, hehare'
'houlinl that can be replaced and those that
5. This person distinguishes between resources

resources are more or less


6. This person thinks that rhe Earth! stocks of natural
unlimjLed, so there's no Problern.

3.3 Reading: co[ating and comParing Information


ln the dialogue in 3.1, the three people wer-e speaking informally and in every-
-following
a-.f frnguage. The definitions are wdtten in a more for-
"""-,..i"i..f and identify the parts of the
-ii. t".h.,i.al sort of language. Read them,
dialogue that theY refer to.
Benewable Resoulces
and organlsms of the biosphere, or
Natural resources are der]Ved either from the air, soil, water,
irJ. t"1ro,"ii"""r" ureas of the Earth Resourcesnatural of the first kind will be depleted bv excess
processes' these resources will main-
iirr""ii"s, iri. s'".; rlr", proper conditions and
t;;;J ;;L"; ilh"t"elves- They do not release carbon dioxide and other air pollutants in to ihe
aimosphere.
Non-Renewable Resources
ihe Earth's crusi the Earth's
These resources, such as fossil fuels, are derived from beneath to the Earth's
o"."v<tems have evolved larqelv ln absence of them, so they are a sense foreign
in
iimit-"0's,pptv and thev are not beirlg naturallv created at a siqnificant
il;*,";;;;i; 'n
rate. Once cons'Jmed, lhat is Ihe end oi therr'

Sustainable DeveloPment
rate of development, whilst leaving
Susiainable development involves maintaining our current
generationa to continue to develop, i.e. development which
suitaute resources tehind for later
compromising the ability of future generaiions to meet
.-"J" if," n""0" of the present without and.enhance our resource
in"i, orn n""a". Su"tainable development encourages rls to conserve
which we develop and use technologies'
1".", Ov gad;"fly the ways in
"h-ging
Waste Management
cause an increase in pressures on its envi
The social and economic development of a country can
damaging activites. some of these
a"".*,1"0l"*"u"". the need ior a reduction in environmentally produce' the
il."gi"g i"r.lve the production and disposal of waste' The more waste we
""o"iii"" (landfill) or burning (incineration)'
,o,e i"i"r"to aispo"e of, either by recycling and re-uslng' burial

14
l.1a I Lria I Re:oLrrces
_ .r:a:on of consumables in the f rst place, and their disposal when used uses up valuable nat
=
--: --r.--a.-S and energy, processes which can impact upon the environment and in partcLrlar the
{_a'e through polution. Sustainab e waste management encourages the generation of ess
- r.. - -:'e-use of consumables, and the recyclinq and recovery of waste that is produced.

Discussion
r::.rrding to the definitions above, which of these are renewable resources and
-:ich are non-renewable?

.il

1 < I-ansuage Focus: Modal Verbs - Should


l:a modal verb sftould is used in various ways. Did you notice any examples in
:r:1i.rus sections? Look at the following examples and match each example to
r-: .1[ the descriptions.
--r;h.ruldn\ have a car like lhar if he This peron is saying whal he or she
I
-:':abodl goLvcry bored. You should This person is ialkirg about ao obliga-
t: :rr= spoken for so long. ' ton, nol rhe kind ofobligatior where
), B
fiere is no ahernative, rather a
d.sirahl..ours. of action.
This persorl is ulkiflg abour somerhing
'Sr. i.rks so hard, she should pass 3 C that happened ever though it was nol

l.:.-!-rir knew where to go when they


;]-.j lor the beginnjng of the confer This person is giving advice to
4 D
1\e jhould have pul a notice on
-
This person js talking aboutsouethiry
-iE lhould nm tefl kilom€rres eYery
5 E rhat did not happen even though it was
:r r:. sou lose s,eight. rhe right thitrg to do-

\- rere a bil rude lo him. You This person is expressing disapptoval


nin apologize." 6 F

15
UNIT I

Continue each of the following ideas using the verb sholldlshouldnl (have):
l. I ale that meat even though I suspected it was bad, and now I feel very sick
I

2. Brazil is a much better side than Mexico, so in tomorrow's big match,

J. fhe traffic in lhis city is really dangerous. Nobody respects the speed limtls.

4. Of course you have a bad cough. You smoke too much. You
5. we got to the airport too late and missed the flight. we
6. There is a lot of crime in the citl The government

There are different ways to interpret each o[ the situations above- How do vour
answers correspond to numbers 1 to 6 in the table?

3.6 Discussion and writing


Look at these pictures. Write a short description of some or all of them in terms
of the resources used to manufacture it, where the resources come from, what
properties they have, and whether they are renewable or not. You may also like
to think about the resources that are used during the process of manufactu(e of
the objects. lf you like, you can choose any other objects that you see around
you or in your area.
If you write your description without giving the name of the object, it may be
interesting afterwards to read your paragraph aloud and see if your colleagues
can recognise the object from the description.

16
: Fl1ri16nment
uNl] 2

I,RE-FOCUS

Global warming Armosphere Pollution

Ecosystem clestruction

we are killing our Planetl


Looh at the pictures and the Ire\T sPdper heddline Talh to your partner dbout this stdte-
,llcrlt. Do voli dr:r ae ?

ll you ugt-et. li'r o/rnay. i r^hi(h )ou rhinh thi:


a is huppcning'
"n:re
il tou loni d!rc?-.xflain $fi\ voudonl

Would You believe it?

Car lou guess how long the follouitg objects lahe to biodegrade? Exchatge
with d part .l'.

plastjc boltle
fishing line

glass

Throwing awaY

Can you guessho]|, much lot throlv tlway? E\ery day? E\ery yeat?
. An average person in Los Angeles - 7 kilos of rubbish per day'
. ,to uu"r"i" p"r.o" ir Europe" 71 food cans, 3'1 pet foocl cans and 68 drink
l.r ) car.
.i pir.opeo,, la,rily - 50 kilos of paper, 60 kilos of rnetal and 45 kilos of plasti
per year.
-lhc Fln!,ironnrent

l;sk Cycle l: Climate Change


- - ', ocabulary and writing - Collocations
:.rlocation is the $.ay in which some q-ords regularly go together For example,
-' iav strong coffee' not 'po.n-erful col[ee,'. How rnany of these collocations
:: ,-ed to the environment do vou know? Match the q,ords in Column A with thc
- :ds in Column B. ln some cases there are maybe more than one collocation.
: ,_:le: h\ droelectric schentr:s

::r of rhese collocations and write a definition ol them without using


:,-:...n itself. (1bu can use dictionaries to help you.)
:-- :-.: ::: definitions to your partner for hlm/}er to guess or read Lhem out
: -. _: ihe other
sludents to guess.

, . -.:: ::tse dictionary delinitions and decide which ol thr: collocarions in


: -:: ::r refer to.
_- : : :..- oI rhe sun to do rl'.ork, drive a machine or produce electricitr,
---: - :;:: .Lrnririners used for collecting things that can be trealed and used
-'
- , - _jr..: or Lln\r'anted material thal is poisonous to the environment
- :: -:: rtical partv that is concerned about rhe el[:ct of human actrviq.
, ::: r',.rrid lt,e live irt
:- : ; i: :. used lbr packing producls and is then able to he broken dor,,,n
-- :.. :rrducts bv the nalural action of livlng rhings
iadafred lron Lonsrndn Di..nrm! ,l Crnr.nfdrn)) l,rlglisirl

19
UNIT 2

1.2 Discussion
partner-and decide
Discuss the statements below about Climate Change with a
ifift"f u-,*" (T) or false (F) (Do you renember the expressions from Unit I
for agreeing and disagreeing?)
1. The world is getting hotler.
increase in the worlcl-<
2. Releaslng carbon dioxide into the atnospherc causes an
temperature.
3- The gieenhouse effect is the resuh of carbon dioxide getting trapped in the
atmosphere.
,1.Carbon dioxide has a greater effect because we produce more
o[ it than the
other dangerous 8ases.
5. Oil, gas and wood are all examples of fossil fuels'
6. Deforestation is one of the main effecls of global warming'
7. Even if we stop emissions now, the temperalure will continue lo rise'
8. we must increase global warming by more than 2'Celsius-

1.3 Reading: scanning for sPecific Information


Now read the text and decide ifyour answers were correct'

The Causes of Climate Change


has been for two thousand years By
Climate change is a reality. Today' our world is hoiter than it probablyclimb hrgh-
ir,,," .r ir,.,i"""a"l, if currentirends continue, the gtobal iemperature will
uiinun ""i .t u"v tir" l" tf',e past two million years Globil warming is one of the most serious chal_
gases if we are to protecl
iu"o"" r""i"g'r" toa"v. we must reduce our emissions of heat-trapping
ii'"-n"urir, oia we'l being oi presell and future gene'ations
".onork
Globalwalmingiscausedbyemissionsofcarbond]oxideandotherheat-trapp]nggases,Ceriai
g'"""" i;;;" s;ch as carbon dioxide,.lead to a ''greenho:: :-*:ti t^t.tP:':'" i"":
"i.""ph"re, h" tuftn *u't
#;;;;;;;i;;,p,is to sustain life as w-e know it Althoush c
"noush
gases, ii is the most significant in terms of hum
0"" ai"--i" Ii not the moit potent of these
of the large quantities that are emitted' Carbon dioxide concentrations in t
"tfl"i"-0"*r""
atmosphere are now the hlghest for 150,000 years'
Carbon d oxide and other heaftrapping gases are emitted
prlmarily by the burning oJ fossil fu
foi ,or" tnun people have ieiied on burning fossil fuels such as oil' coaland.gas
if,"ii n""a". Faciories, power stations and cars are all pumping out pollution into
" ""ntrrv,
ui.o"pn"iJ. t"
"n"tgy of forests has a similar effect by reducing the number of trees availa
to use up carbon "f"uring
dioxide in the process of photosynthesis-
i
The Environment lil

-_= _=:: ,ras probably the warmest decade in history, and 1998 the warmest year There is
rr:r-: -.gemerl t that a certain amollnt of addit onal warming - about 1.3 ocelsius ls prob-
:tr. i-f.-4€ because of emissions so far. But it iS Considered vital that we limit warm ng to
-nEs: '-es -rs if we are to prevent the worst effects of clrnate change.
I :,- :r-_ac-se gas emiss ons are not brought under control, the speed of climate change over
,rr- -E- -Lre-!d years w I be faster than anything known since before the dawn of civilization.
(adapted from http://wwugreenpeace.orgl

L nh.iE<ion
\r- a groups discuss which of the following ate efJects of global warming.
-:sia *hr )'ou think so. (Use the expressions you practised in Unit I to ask
ir Di ghe opinions and to agrce and disagree with each other.)
q
)h- Effects of global warming
d-
= < -er-el
_=,e
extinction of some species
.-Et :: corals decrease in the number o[ po]ar bears
n-:tz
"4 -,il on rhe roads spread of disease
,: --'.'l in some places hunting of animals
14
:l€ rr:t= =::smal pollution hotter weather
rt: =::i;al storms introductiol of new crops
irl fish stock worse floodinS in some parts o[ the world
==r_r::
-J-i --: ilaciers burning of fossil fuels
-
\rr ii.cli \ our answers by reading the text 1.5 on the next page.

21
UNIT 2

1.5 Reading: scanning for Specific Information


Read the following text and decide ifyour choices in 1.4 u'ere correct or not.

Environmental impacts
Global warm ng causes widespread damage storms. Severe drought in places like Africa
to the environment ln a variety of ways. There leads io the drying up of water soLrrces and
Ll_e lar .r. ot
_a.vests. Peope are ro'c+._ :
are obvious s gns of this damage all over the
world. move away from their traditiona ha-:.
ways of living in order to I rc .- -' =
One o't'le e{ecrs o'a 'se i' te-rperalu'e s sources oi food and water.
that it causes the ce caps
and glaclers to met which On the other hand. n other
resrrlts in an increase in parts of the world g oba
sea leve . ln the Arctic thls warming can lead to an
results in a threat to the increase in the severty of
ives of the people, to the troplcal storms and hurri
way they make their lv ng canes, These cause high
and to the wildlfe around wlnds and floodino whlch
them, In ihe case of polar bring disastrous results for
bears. there has been a the peopLe and affected
drop in iheir nurnber land. The conditions resu l-
because of damaqinq ing from both these sce-
changes io the r habitat. ln other places rver narios may a so resull rn the spread of d sease,
levels drop because of smaler glaciers.
Water temperatures are r sing and when th s
S n. a' e-e"ts 01 lhe paopl. a^d w'dli F a happens sea life is obviousy affected. Some
other parts of the wor d have also been flsh ike ihe Ameican Pika flsh are threatened
noted. Global warmlng affects weather pat with ext nct on. Simrlady, cora s can become
terns and causes an incTease in the severity bleached when water temperatures rise too
of weather events ke drouqhts or tropica high over a ong period of time.

Which effecs of global warming are mentioned in the text but not in the list in I 'll

1.6 Language Focus: Cause and Effect I


Read the text again and pick out all the str_uctures that express cause and effect

C,\USE
Iead(s) to
rsuhG) ir
allec(s)

result(s) trom

22
Thc En\'rrormcnl

I.; -.-$rase Focus: Cause and Effect II


1::,: ire causes and effects of global warming by using the structures from
:e :,-r in 1.6 above.

- r- '.i:rmin8 adtses an increase in temperature.


. : . ri glaciers is rhe restlt oJ an increase in temperature.
r.-r rn the level ol the sea
:. -:ning of {ossil luels

.. :1 rhe reurperature of tht sea

= r 1q ol corals
:-} aiting
: :--:. make a list of three effects of climate change that can be found in
' _:.::rique. \\'rite a short paragraph about each problem including its cause
--i :: lfect.e

Tck Cvcle 2: Deforestation


:- ]s.ussion
r: .=i::a discuss these questions:
r: :,,::ch of the world! surlice is coverecl by foresr?

::: iorests important to the environment?

:: -jstening and Note-taking


:Lr \our teacher reading the
---rr
- : l.l. lt is better if you don't
-.. _ .. le\r. t ,'p1 thc nores in
: :- :::rebook and complete them
:: :--' .auses and effects of deft,r-
.. : -r. {sk your teacher (polite-
:. :apeat it if necessary,

23
UNIT 2

Nor.s on de lorestation

L Delinition:

I]
t.
USES a)
b)

d)

z_ t,8

IIL EIIects:
l.
,b)
Jc)
1
+b)

2.3 Reading: scanning


Now check your answers by reading the text.
Good morning/afternoon/evening everyone and welcome to my talk. Todav l'm golng to ta k
aboui the prob ems of deforestaton for our environment about both ihe main causes and the
main effects of deforestation.
First of all, let's start with a definilion of the term. Deforestation means the disappearance or loss
ofthe naturalforests on our planet.
Now, this can occur for a variety of reasons. Firslly, the forests are often cut down to be used for
timber, as we call wood in the forestry lndustry. This tirnber has a variety of uses, for instance. as
iuel or for charcoal burning, in the paper industry or for mak ng furniture.
Secondly, the trees may be felled so that extracuve ndustrles such as min ng can iake plaoe. ln
these cases deforestation results if no new trees are planted to replace the old ones,
There ls a third major cause of deforeslation and that is what is cal ed the "slash and burn" policy
adopted by many farmers. This is a simple agricLr tural method that rs used for c ear ng natura
vegetation. lt is done so that the land can be farmed for a few years- The vegetat on is cut down
and burned in order io make space for the farmers to pant thek crops. However, after a few
years, the soil loses its fertility wiih the result that the farmers have to move on esewhere to flnd
new, more fertile soil. The old, cleared areas are left to regrow. Th s is fine where there is a sma l.
widely dispersed population, but it can lead to deforestation where there are more people and
the forest doesn'i have time to regenerate,

24
The Environment

3s. er'a rnove on now to the main effects of deforestation. The first one is soil erosion. This is
:d r+|en there are no trees to stop the soil being blown away by the wind or washed away
.E "Eaby rivers. This can have devastating effects on the area as it can lead to flooding,
Ctr4rt and loss of wildlife, both animals and plants. That is io say, ihe biodiversity of the
@En is affecied. By this we mean that the natural life of the area is no longer sustainable
dant and animal life wi I become extinct.
-riaE.d major effect of deforestation is that it leads to an rncrease in the level of carbon
t ifE atmosphere, There are fewer trees absorbing carbon dioxide from the atmosphere
rcss of photosynthesis. This rise in carbon dioxide then iniensifies the "greenhouse
- idr 6 we akeady know causes qlobal warminq to take place
. EEtt.lsicn I would just llke to say that much of our natural forest is being lost in these
f,6 h furn is having a drarnatic eftect on our atmosphere and planet. We must act now
a sbp to these practices if we are to save our forests and our planet.

Focus, Giving Presentations


tl drough the presentation again and pick out the expressions that are used
- L4r the liste er follow the organization of the talk.
hdoction:
rt&.niOnl
L-os
ht:
tial
ltr f:
Eds
lLt:
It2
f-l*ion:

I-lEge Focus! Cause and Effect III


L t text in 2.3, pick out all the examples you can find of the verbs used to
l-.ilE causes and effects.
I-gt"ge Focus: Purpose I
hL.e extracts from the text, the bold part expresses purpose:
fuIs rhe forests are often cut down to be used for timber
ih mes may be felled so that extraclive industdes such as mining can take
,e-.
E. mt ftom the text as many other examples as you can of different ways to
a{rts6 purpose.

25
UNIT 2

2.7 Language Focus: PurPos€ II


Complete the following purpose sentences with so, to, itt otcler to, so thdL.
1. I hurried I rvouldn'L be late.

2. I diJnl lrare cnough tirn, d" mr hnmeworl la-t night.


J. Do rou uear plasrt- reaJ?
-
I [hcr. lsr r]:rrt\ tomorro\\ ,clr'brat, thc.'nd ol tcrnr.
5. lle phooecl the police report the robberyr
6. l gave oeo
J
- my phor, e numbcr he cottld call me later. I

7. This is a very good recipe use for making matapa.

B. Please be punctual \ne can start lhe meeting on time.

2.8 vocabula4/: Word Formation


-
The part of speech of a word can be changed by adding a suffix:
Examples: -tion, -ance, -ment or -ing to the end of the rvord. These are common
ways to change a verb into a lloun
-
Examples: reduce (verb) - reduction (noun).

Make the verbs in the box into nouns by adding the appropriate suffix. Write
the nouns in the correct column. Be careful with the spelling.

pollute erode develop recycle

imprcve prevent Iesencrare bleach


l
.lestroy protect disappear i
J
flu r''1
nrq
I
nsisr commit c hivate meh I

-mg

Now, complete the following sentences in a suitable way by using words from
tables above. Decide whetlrer you need the verb form or the noun form.
1. Soil is the result of delorestation.
2. Smoke from factories dre air in our cilies.

26
L-
'Ihe Irn v irof menI

. -: i.lp clean up the environment if we our rubbish.


: : are several like Creenpeace which have a
to the of our environnlenl.
: :r.rlihier environment depends on the o[ strategies to deal
i : Llese issues.
: , ::: damage 1o the environment can be if we acr quickly

:3r r -?€urge Focus: Pronunciation ,/ Word Stress


lour teacher and look at the stress in the words below.
i(r
-\-=:
::-e::lanl pollution conservation
..isten
'.:-. to your teacher and mark the corect stress pattern in the following

lmprovement destruction
reSeneratiorl assistance
recycling protection

\.:E Dracrise the pronunciation with a partner. Test each other. Can you pro-
:---::e the verhs thaf fhese words are formed from?

T=k Cycle 3: Environmental Solutions


I Dhlogue
: -oups of three, read aloud the
.ri-iiaion between three I 7-year-olds
c:-- are going to leave school next
r=-:.-

I - :--_: ',1y teacher te ls me it's time io start


--. -': aaol-rt what we're golng to do when
.* =r.: schoo. Have you thoughi about it?
-= ...- do if yolr get good results n the

: E ' ::ss al my exams, l' I go to Un versity. But I doubt if l' I get good enough marks to
r rhe
=-: ?_:'eering. l'd really ovetobeacvil engineer, if lhad the chance. But, fldon'tget
--= :r-=:=. suppose l'l have to do something else, English or History, or someth ng iike that
-: -=. .ecome a teacher. What about you? Have you thought about whai you m ght do?
- ,E - -k I may try to study law. But more rnportant than that is that my Dad says he'l buy
-= i -,..s caT and send me on holiday to South Afr ca, f I get good grades. Thal's a good
-:-:- :, : :: \,,,ork hard.

27
UNIT 2

C: Some people have all the luckl lly Dad says l'l have to get a job in the holidays if I want to
fin sh school next year. He can't afford to keep me, let alone give me nice holidays. lf I had a
rich Dad, I wouldn't need to go io school any rnorel
B: We l, you could always look for a rich husband/wife. lf you found one, you wouldn't have to
get a job, would youi
C: I\,4aybe but I really want to do something useful wth my lfe. lf lwas good enough, I would
become a farnous footballer and earn ots of money that way. And then I would give money to
ihose who need it too. But to be realistc, I might ook for a lob in a company rf I can find
sorneone who wlllgive me a job, orjoin the Navy. I don't want to go to Universrty.

Find all the examples of conditionals in the dialogue. Do you remember the
rules for the two t)?es (1't and 2"d conditionals)? Do you know the difference
in meaning between them?

3.2 Language Focus: lst and 2"d Conditionals I


Work in pairs. Look at the events rn the box.
Decide be sumry at the weekend
become a famous footballer
i) h.,u lik.l) .rr uuliL.ly il i- r.' lrapp( n ru )uL in find sone Doney in the street
the future. pass your ftua1 exans
ii) your course of action.
Make dialogues as in the example. Take it in get ajob in Sourh Alrica

turns to statt. meet your frieDds toniglit


have a day oft this month
F or example:
speak excellent English
(likely)
A: What willyou do, if it's sunny at ihe weekend?
B: l'll go to the beach. What about you?
A: l'lltake my litile slster for a walk.
(unlikely)
B: What wou d you do, if you became a famous footbaLler?
A: l'd coach kids at the localfootballclub. What about you?
B: l'd buy a brq house and drve a Ferrar.

Now, in a group of three students, prepare a dialogue about your plans for the
future. Use the structures you have practised in the exercise above. Act out the
dialogue for the rest of the class.

3.3 Presentation
ln groups, make a list of five things you car do to improve or conserve your
locaUschool environment. Write your list on the board and explain to the class
why you have chosen these rneasures.

28
" *AE

Sport
UNIT 3

PRE-FO c US
in gen(ral oi,ginrled Fvmple: oJ '10 000.'tcar old '
Nohorlv reallt Irnnrns lrow sporl
;:,";,:::;';i,",:;;.;:;ni,i, e^,iaio.*c8;, ,,h', :h:l: :o,:::::"1,":,':,':,:',
oia
rherc is norc aiect elri'tence,
:;:,:;;;;;;;;,.' ;;i""gi,t "i, i, no di,ii "riderc'
.;;;;;;'" il; i onroi'g the ct'rn'.se peop.Ie oJ.y0:..f::-:,::"
':;:;:T.;'"";:;;;;'"s ,i",ii ,,*i"aii 'ii*-i'ing o'd 1i'hing' aul ::0,*::!';;:1:#
lihe iateti
.things
;l,r,,,r;,;;ilil p' iia ""'tring it''e.de'etipmeat o!;:-l::
.',1'-l:tn*' ^"'o'
the nl],tute oJ spott itself'
tedches s o lot dbout social ahdtges, a'ld abo:Lrt
hefo
you thinh s1ofi origil,t]ted all tho.se th.ousatds
o.t
do tuu
How 4u
aow l::::"it'^!^:;::::i"".,
to
in otder from most prcbable leo.st ,

irlg possibilitiss rrith dpaflntt, ard plLt them


able, explaifing ],'thY lot thfiR \o
I P.:oolc ncedr d ro 'la) iil xnd h(rllhv
2. Perpl" n"ed",.l , ''-'b'lrlulc lur uar and
lighlint'
ol ol it'
J Petrole hrd lou mLl, h 'llcr$ end needcd l., get riLl 'ornc
i r".ii" "t" naru'r,llv ''nmpciir ruc ' end alu ru: har c bc"n'
r e.,.pl. g.,t Lnred rncl nceJcd 'omething to '1"'
6. Sport started as a ritual
Are there any otlrcr possibiliii's rol mentioned abo"te?

Task CYcle t TlPes of SPorts


1.1 Listening and Reading
The teacher is Soing tL! read de'cription:
o[ thrce spon'' lt
]':lr-LecoS'niz€
oull wrile dour lhe name ol lhe \porl ano warr'
sport. doni call lu\t

1.2 vocabulary and Dlscussion sPorts


the pictures with the names of some I
Look at these pictures' Can you match
the sports (see table on the next page)?

^t
,rm
eIl I -

r$
B

30
js\',,,:,ili:i.,
sllorl r,' i ., l

higl diving longiump


weight lildng
surhng c)._cling
:ailing hockq volletball
running goll
judo
basketbali rugbv

{resrlirg

,::: :: ::ese sports are played in N{ozambique? Ate any ol lhem played in
- r-:=_ \\s hich ones have you iftried? had
L -!:
Which ones have you never heard oQ
::i ould you like to try you the opportunity?

{ _-
::ia-tre r-ou are going to write an encyclopadia article about sports, and
: :-:: :r\ classify these sports into dillerent t)?es. How would you do it?
i r:: ..f classification would you make? Discuss this with a parlner or in a
_.-::

-- :- _ -: There is no single correct answer for lhis; it is all a question o[


--'- . >: rie the 'agreeing and disagreeing languager liom Unit 1.)

L.: r]E=rsi-r-e Reading and Information Transfer


-r-: : :--. .nclclopadia article which classifies sPorts into different groups.
i-:-: -::: see if it uses the same classification as you. You may notice that the
-:r- -. ::: di|ided into paragraphs at all. Decide where the paragraph breaks
-: i-: :- :lle. There is more than one possibility, so you may have to argue for
--- i: ::Lrn:

1*_- ;-- --_, a ffereni ways to classify muscles and energy. such as runnlng and
G-_; :-: -:,:a aone of them rs complete- swlmm ng. ln the second of the three cate-
:.:r--:. : _: ,,!aV s io classlfy lhem ln gories, you also lrse your own musc es and
:= :::: a::ord nq to the obiect ve of energy, but you are assisted by some other
::- - =': .w th s line of thinking, we mechanism. Exanrples of ihis would be
: :! ----:. .ro ihree ma n cateoories: cycling or rowing. ln the third category, yoll
, !i---.-_ - -:. :' racinq; opponent-based win the race by exploiting and managing an
: E*-i =: : :,:'nent sports. Let's ook at e'ra,nal power soJrc.. Tris uould be dn a,]i
li,r-'_ ;, = _ racing spofts, you a m to raal, such as a horse which wins the race by
r - . .. -:' -i ol'ler peopre. i_ a var- jump ng or running at your command, or lt
- ,: ,= : ..J d subdivide this section could be a machine, as n sailng or motor car
_-- _--:_ rtlman-assisled and races rac ng, or motor b ke racing, whlch use the
-. = -,-="a power source. The first power of the wind or the power of the inter
=- 'ac ng, is obvous enough, nal combust on englne. ln the second oI the
--: _ : -ade uP of sports where three main categor es, you face your oppo
,{' ::= : ..cv ded on y by your own nent in a more d rect wav, and Vou succeed

31
UN]T 3

'nrF"aL lion w,ln vou opoole_t hockey All the p a!"'s


ball with a siick, as in
ov mo"e di'ect
than in rhe orevioJs category.
'lLr< sa'lior play at the same trme. ln the oth:- '
r'ain cate- which s bat_oriented, such as basi:':
could also be clivided into three
cricket, the objeciive is to hlt the ball a:
-r
oorie<: corrbat spons. courtbaseo spons ard
ooss'bra. Lsl']q a ba'. a'd rnen you 'ra\e 10\
i"r- soorts. Corrbat spons are serf e\pland
iun ro a ce'tain polnl betore tne odl s
torv. r,1 rhese, VoJ nave to ht o krc( orrhrow
your opponenL mo'e eile'tivey tha,l he o' shP
relurned. lf your opponents catch the baLl'
inc'udo vou are 'out . Not all the players are on the
can do lne sarre to I ou. Tnese spons
a1o , to n'3r ial iield at the same time. Our third main catego
boxino a1o wrecr'rng. '1'"
,.ls s;ch ds iJdo and kdrale ln uoJrl based ryis acn'evenenT spons. Aoa'n tl^ero rrJy oe
The L;ams. the e ray be opponenls' bul vol I '
sDorts. ihere is no direct physical contact "ro
nirr"r" auuo sorn6 so1 or .a.qLet wF'cn l< rnai_ objective is lo red'h sorre obje'tr'e
r,seo ro hit rl e oalr. You score pol,ll' o) keeo srandard or 'ev'r. aI1e' r1an win^ing b.
hrP'
ihe h,1ockr,]q you'opoona']l down or ooati,lg
inq the ball within a set of marked lines - wiih
to prevent your oppo_ ln a race, There is no direct interaction
court - and by trying
the opponent. The first kind of achievem-ont
nent from doing so- There may be a net
across the middle of the couri, and lf yoLl hit sDorl < ta qet-oaseo. The pa'lcipa1ts ha!e
ro <hoot a g 'r o Jse a oow dnd arow lo hrl
rne ball into lr_e nel yoL, lose l_e po''l Ten
nis is the most obvious example of couri different kinds of target accurately and con
sistenily. The second kind, we could call dis
soorts. bJi vo'reyba l. squdsh ano bad-n n_o' (
play sp;fts, in which your technique and sty
aiqo lal inlo tr is cdleqo'y. l'e'l lhere arerield lhe
team soorts, whicn a'a olaved on a '. tudgeo. Exa-npre: ircluda gyn-'astcq
o.i,-"srr anisn ano F'q1 dlv 1q 1to d sw nl
rather tia_ or a coJrt. T' ere dr6 1\'!o bas c
"ninq poo'. F nal.y. we'ave tha sL'erg'q-
kinds: ln the first. which is goaL oriented' a
fraseo acnievorenr spo'ls. In tnese tue
team scores a point, or a goal, by geiting a 'l'' 'l ora *Fion ' tha-
ball into the other side's goal, or net Some- oarLrcrpanls nsvF lo
times vou score qoars by runn'ng a'd ^rcl'_
ih", oooon"n'. lw',gh iiLi.1qr' or t"olt ?
lu{qer Il"
rno. as i,1 toolball. or oy (arryi_g the bdr
a'd tava.'r-'un,la'. o jurp highe or
in ruqoy' or ov hrtrl,lg the hiqh lump and the long lumP).
ru"nninq witr^ L os

?2
r-- _
SPort

!b o?s this classification diagram into your notebook and complete it


to the text.

-g

:t
:l
;l
rnl
l.

ls-
fe

th-
the
taJl

!E
m

Ia
"'i

33
UNlT 3

Do you agree with the classification given in the previous text?

Where would you put golf What ahout hasketball?


in the classification diagramJ

What about fencing? What about surfing?

1.4 l-anguage Focus: Non-Defining Relative Clauses


Look at these examples of relative clauses from the text in pre\.ious sectio
The sarne word is missing from each one. what is it?
1. Lach player bas a special piece of equipment is used for hitting the
2.. There is an obstruction across the middle of the playing area nearl. :
high, over rhe hall is hit in both directions.

3. Each playcr hrs a set of spttial picces of equipment with to hit the o
4. This could be an animal, such as a horse, wins the race byjumping
running at your command. -
5- It could be a machine, as in saillng or motor car ucing, or motor bike raci
uses the power of the wind or the power of the internal combusti
enSlne.
6. The players have sorne sort ofracquel is used ro hit the ball.
7. Then there are the team sporls, are played on a field rather than
court.
Now join the following sentences together
- in the same way:
Example:
Each player has a set of golf clubs. The golf clubs are used to hit the ball.
Each player has a set of goll clubs which are usecl to hil the ball.

34
t*'ti.
Spori

. -r,rtbail, each team tries to get the ball into their oppoltents' ner. The net is
-: metres rl'ide and a,vo metres high.
- :::r rennis plaver hirs the ball with a racquet. The racquel consisls ola strong
:.:::e and strings-
:.ll nl
the plavers have 10 get their ball into the hole. The ir,rlc is nearly
) eteven
el
: a:-
-riletres in diameter
- , :laslics can take various fornrs. We have classified gvmnxsLics as an
.: _:d emeDt display' sport.
': :rba]l is played betrveen Llvo Leams oI six plavers on a court. r\n American
: - ..: invented volle),ltall in 1895.
- ::rall players hil the ball over the net. The nel is across rhe middle of Lhe

- : -:.br: Lhere are two high goal posls. The players must kick the ball betw-een
: :rll posts.
- - -: endof rhe longjump, there is a sandbox. The alhlere jumps inlo the

Li -. r€uage Focus: Expressions f,or Necessity and obligation


--_: -:-e slatements tr-ue or [a]se?
:1nis. \.ou don't need to score points to win thc match.

- . - rerball. you mustn't hit Lhc ball under the net.


- .: :- r ou don't need to rrLn last.

- : .,r\:ng. you have to be heavier than yoru opponent 10 !vit1


: : : lorlnula I race, all the cars have to have Lhe sarne engille size.
: : :-':ke1, you mustll't hit your opponenl with your
::,-".:r srir:k
- the lvater in the swirnming pool doesn't
-'.1n9-
:..: :.. be very deep.
' : highjump, you have to knock rh" i,.,i.
;:_ :i ihe srand.
- : .-::te. r ou rnustn't touch
:,- :pponent's head.
: ::lnis. )-ou have to hit
:r :,11 harder rhan your

35
th€ same way, write tt-u
In the lalse state-
ents about football and bas ketball (or
ment!
,me other sport if you P refer. I and when
some
the tr
e teacher has checked t hcm, read them
oud to the class. Each or re of your slate-
aloud
lmust L1'1" (
ents must include
ment!
$ to"
has t, or 'don't need to ,ld, oesn't need
to' .

ffit
,m *m'\til D
hik
tr {
J} li'\q\t!
1.6 Language Focusi Vo cab ulary - Action Verbs
we have used a varietY of verbs, which are used
in
In
n previous sections
the a( :tion: ; in sports. Match the three columns to
make
:xetcise, to exPress
exetcise. I

;tatements about the spor fve been discussing.

get Bl rn Lnor.t ra.rng C1 by knocking yorr opPonent


AI

R2 a.) b,i, running laster than everYone


A'

B] by catching rhe baI


A] you win th€ tight
B4 C,1 bi heJtrng all tht othLr reJnrs

B5 in tootbalt C5 by throwing rt furlher than


A5
into the middle of

C6 io hit the hall


clumpionship
87 in boxing C,7 by kicking or heading the ball

C8 1lJ hit the ball over the net


youjump high

B9 jn volleyb3ll C9 ro sLore mJYLnlum Points

35
Sport

L- speaking - "Twenty Questions',


I;:r this game in pairs or small groups or wilh the whole class. One person
:=ls of a sport (one of the sports mentioned in this task cycle or another one
i sou like). The others ask questions to find out what sporr he is thinking of.
liar the person can only answer YES or NO, so you must otly ask YES/NO
Etions. The teacher will decide if the quesrion is correct. lf ir isn't you will
,zsr an opportunity to correct it.

rE

I *E Iask Cycle, we have looked at the names of sports, at velbs used to


.:tl'rrsj actions. Try and use as much as possible ol this language in some or all
i:rt ftrlloqing writing tasks. Ifyou like, you cau wrire rhe composition in pairs
r'*rII groups and help each other with the ideas, grammar and vocabulary.
. rhe differences between basketball and Iootball.
=:,i.r
- :-,rr basketball to someone who has never seen d1e game or heard ofit.
- :-'= lhe offside rule in foot-
L:-_ tomeone who does not
at :nderstand the game.
. ihe basic rules of tennis
-'.. r.
ar: method of scorlng to
-ua:::e s,ho is going 1() start
cr:e _rhe garne.
. :E,.. lhe differences between
r:r:t-r and rugby, or between
irc:;- and Americarr football,
rr -:;tan anv two other similar

37
UNIT 3

Task Cycle 2: Problems Facing Sports People


2.1 Reading: Skimming
Part A
Look at these five photos of five top sPorts people. Ca you guess which ol
these five problems - injuq., politics, religion, performance-enhancing drugs
personal safety - relers to which person? Discuss it with a partner - all in Eng
lish with the agreeing and disagreeing language from Unit l.

Part B
Now read the texts quickly to check your guesses, and to match the texts to d
photos.

Text A:
Carl Fogarty
Carl Fogarty. also known as "Foggy' to his friends and thousands of fans, was born on July I
1965 in Blackburn, England. He had an early introduction to motorcyces as h s father was aso
racer. He started racing in motocross when he was thirteen and soon progressed to road racir!
His first major triumph came in 1992, n the lsle of N,4an TT. With the help of hs father, Fog!
mernorized the 60 kilometres of roads over which the race would take place. He then drove h
Yamaha YZF750 at an average speed of nearly 200 kllornetres an hour around the circuitl
I
ln 1994, he won his first world title in the World Superbike class, and went on 10 win the tit e thrE
more times in 1995, 1998 and 1ggg, along with about fifty other world titles, most of them w th tii
Ducati team. H s career was cut short by a very bad accident on April 23'd 2000, n Austra ia, I
which he injured his eft arm and shoulder badly. He trled to come back after the accident, bi
after try ng out at ltaly in September 2000, he realized that he iust wouldn't be able to. "After th
operation, the doctors told me I would never be the same person I was, that I wouldn't be ab e I
ride a bike like I did, ' he told BBC Badio. I didn t want to believe ihem, but it s true. But I ha,l
had a fantastic career and I can be very satisfed wilh what I have done for moiorcycLing. I doi
lhrnk I hava to deronsrrate a1!,thi19 else."
(adapted lrom bbc.co.uk and hltp ..fta.stanford el

38
Sport

Monica Seles
i= :€- in Novi Sad, Yugoslavia, on December 2nd 1973. She first picked up a racquet
-E:r s:{- and she won her first tournament when she was nine. ln 1985, she moved to
;:-=a r;ith a professional coach, and after only a few months, she was so good that
Er :la-E- €fused to play aga nst her! ln 1990, she became ihe youngest player to win a
-- -,--:..'nent - the French Open in 1990 and she went on to win a series of top tour-
3'E tras called the best player in the worLd.

:_ r.. :Cn T993, in Hamburg, Germany, during the quarter-fnal of ihe competition,
+= 3:: ng at lhe side of the court between games when suddenly a rnan leaned over
_€.
"3.. the front row of spectators. He had a 25 cm knfe in his hands, and he
-E _ iie back. She screamed and fell onto the court. Ii was said by some ihat he
= ?- - -1:€ifl Graf, N,4onica's opponent, but his Teasons have never really been discovered.
_'=-:-s :-er the attack were bad for llonrca, but she made a comeback, and went on for
-c.: ,-'>. win_ing aore n-ajor [oLr'lamenrs.
(adapted iron www.honlca sees.com and bbc..o.uk)

Arash Miresmaeili
-=€ :-: I5, 2004 - Two-time world ludo champion Arash l\/iresmaeil of lran, the go d
n the under-66 kg class, yesterday refused to fight his first-round match against
=..'--::
,1s aiter sayrng he would not fight an lsrael because he sympaihizes wth Paes-
:==r-€s_ t recognize the lsraeli state. Miresmaeili later said: Although I have tra ned for
rhe
:= -c -- in good shape I refused to f ght my lsrae i opponeni n order to show rny sympa-
r:- :E:--ering peop
of the e of Pa estine."

€ ',',,hen he heard the news. That is not the way I wanted to win. I fee terrible for
tE =.
- s.lre if it was up to him, he would have foughi," he sard. "The pollt cians didn'i let
i:-- : : not fair to him. He was the favourite. They tell me not to talk about politics, but
s i,=- :'oolr cs. I lee're-ib'e on a personal level lor htn. a d on a rational evel, roo."

Jsc a
=E -= _.
sad," sad israeli spokesman Yaron Michaei. "We believe in the Olympic ideai,
rcing
=
-c .crders, no politics, jlst being toqelher and doing sport. We are here in Athens for
'oggr -L-:3: i.ics. We have enough politics at home. lt's really a pity.
,e 1_3
=
(adapted from www.washinglonpost.com by M chele Kauiman)

th i_e
llla. _
rt. b-:
er r€ Prince Naseem Hamed
ble:. \aseem Hamed announced he was coming out of a three-year retirement, people
lha'? = =ac=
: .,€< ioMard to the prospect of a f ght between him and the new charnpion, Amir Khan.
'L-&eve( says he will not fight another Muslim, no matter how much money s involved.
'There s one thing that I have always beleved and I will a ways do; I wil never fight
=E.
\,r-.s r:r. I wi I never get in the ring with another l\,4uslim. lt is against my princ ples.'

39
UNIT 3

After being World Champion for six years, Hamed lost the title four years ago. A year ate! h:
dlsappeared from the boxing world to spend more time with his fam ly - h s w fe, two sons arc
his parents but now he says he is ready to come back- His decision not to iight againsi Khan s
a maior disappointment io the promoters. However, the boxefs return wil stil generate h!,oe
interest. Oneofthe bggest entertainers in the sport is going to be backagain, he nsisted I
believe I can be even better than I was before I am stronger and rnore mature, I stil have
prove that - but there will be p enty of peojrle interested ln watching. '
(eo"pcdlolYo.t(\.-Do.' 1. orl Li"_od". o
^r

Text E:
Ben Johnson
Ben Johnson, the fastest man on Earth", was born on December 301h, 1961, n Jamaca. H
em qrated to Canada in '1976. Ben s first major internationa race was the 100 meter event at th
1983 World Championships in Helsrnk, where he was eliminated in the semi fnals, finishing 6:
wlth a time of 10.44. The followlng year, Ben Johnson reached the f nal of the T00 metres at
1984 Summer O ymp cs in Los Angeles, f nishing th rd behind Carl Lewis and Sam Graddy with
Iime of 10.22. Carl Lewis, an American, was to become Ben's great rival. Ben f rst beat h nr
1985, and in 1986 he ran 9.95 the fastest ever recorded at sea leve aqa nst Lewis's 10.06
the World Championships in 1987, Ben smashed the world record in 9.83 seconds, beat r
Lewis easily. Then they met in the 1988 Oympics in Seoul, where Johnson smashed his oll
wor d record with a t me of 9.79 seconds - the fastest man on Earthl An incredlb e perforn'ran
Lew s fin shed second with a time of 9.92 seconds.

Then, two days laier, the terrlble news was announced. Johnson had faied a drugs test. St
were found in hls blood, and his gold medal was taken away from hirn and ii was given to
Lewis. Canadian fans, so ecstatic at the time of the vlctory, were devastated.

At firsi, Johnson den ed lak ng drugs, but later admitted that it was true. H s coach said Ben h
been taking drugs s nce 1981. Ben was banned from competit on for two years. Then he ca
back, determined to break more records, and beat Lewis again. Bui n 1993, in l\lontreal,
again tested positive for stero ds and was banned for life. Ben said: I did someth ng good n
life. Ily Mum and Dad saw me run faster than any hurnan, and that s t. Better than a g
medal.'
(adapted irom www.wik ped a.

2.2 Reading: scanning for specific Information


The following statements refer to the texts in 2.1. write down in your noteb
which text, A, B, C, D or E, it refers to. The statements may refer to mor:e
one text, in which case, give the letter of each.

40
r,)i,

spr-rl t

:: te\I rneninnis ihe rcartions ol Lhe public to s,hat happcnecl.


: -r.\r ..11. h .raFn ,.. . r l,.lrJ r.dr I',.r l"r.r'1,.,J o
l!r! lert 1e]ls Lrs abolrr a spons person ivho madc the samc misreke rnor. rhan on..
ll:i.Ie\l talks abour sonre limihttuns thaL Lh. sports peFon nnposcd on himscll. I

lhi. rext relers to someonc {M wrs urlluenctd arrl hchcd b-v a parent. I

: lhis reit rells us ho\r drc peoplc who orgrni:e I|c sport are noL vcry happy al Lhe
.tr.rIS person'-s decision
this text describes a spons person Nlro nrolc.l as,e,! trotn Geir ol origu rr
-.rder to he ablc ro compcl€ aL a llighcr ievel
: Thjs te\t m€ntiorL tLe sporls person! ofDonents
: ThIs Lexr describes how dre spo s p.rson:s lans reacted to en elenl iI rhc prrson! .rreer
:: This leir dcs$ibes hov one spqS tI:rlon b(! !t[j
- - rhis rext desc bes sop,eonl'!9 +4}ti.ccq !o ct!![!uts 4 ]}r tlr!l:lt:- l!4 +:!fr q. !q tup
.rel conrpedion
-l Thjs iexr d.scribes s]]41!_o.rt s !4q dqe!u!! r!cJ!!llt! !!td 9l !b9!r .ureit
I Ihjs tr:rr .luoLls ilspo4tperson $ho docs:totl:qern ro lr
_r - This i('rl d.s.rihes a Drchlenr rhrl'asnot causedb\', dccision oJrh.

:.E

2-l hnguage Focus; Pronunciation cf Past Ter"rse l/erbs


l-:-.< ertracts are from the lir.e texts about the top sports propk. Discuss \\'ith
i :=rtrer which of the five people it refers to, wilho(t looking back.
He agaln lested posjri!e lbr sremids
'I refused ro lighr q lsraeli opponent.
He soon progr.sscd to i.oxd tacing.
Sh. fustpicked up a ra..tuet at LLc age olsix.
He meD.rri:ed ihe 60 kiLometres olrords.
Thar is no he sav t wanted 10 win.
People srarted to iook foma..l to the ptusperL ola ,lglI...
: He emigraled ro Canada m 1976.
: ln 1985 s]r. mov.d ro rh.llSA
:a He injured hjs lelt ann and shotlder badly
: He stabhed lr.r itr rh. bacli
H., r tr.d r. , o,n. h". al cr th- r -rdtnL
^
,l \ )ear later, h€ disappeared f-on ihe boxing s.orld.
: Bnr h. l,icr adm red rh,r ir $,rs rnr.
-' Thc lollo\('ing year he r€ache.l rhe linal ol thc 100 mclrcs.
._ He started racirg in mrocross when he rvas thirtt'en.
:- one olItre biggesr enr.rtailers iI the sporr rs goxlg lo [x'brck agaD,']rc iDsisted
a He \ras eliminated in lhe senri fiials

41
UN]T 3

Now let! focus on the pronunciation of the verbs in the extracts.


The -ed past tense ending o[ regular verbs is sometimes, but not always, pro_
nounced as an extra syliable. For example, the basic lbrm work has one syllable.
The past tense worked also has one syllable. The past tense olfer has two sylla
bles. Its past tense offered also has two syllables. But look at the verb decide. The
basic form has two syllables, but the past tense decided has three. The basic form
end has one syllable, but its past tense ended has two.
How many syllables are there in lhe basic forms ancl past tenses pass-passed,
open-opened, wait-waited, parade-paraded, like-liked?
What is the mle for putting an extra syllable onto the pasl lense form?

Look at the list of extracts again and decide if the verb in bold has an extra syl-
lable in the past tense.
Now read the extracts aloud, and be especially careful with the past tense of the
verbs. If you like, you can read them in Pairs, and see if you agree with your
partnert pronunciation.

2.4 Language Focus: Asking Questions in the Past Tense


The following stateme ts relatc to the five texts in 2.2. The words in bold italic
are the ansrverc to questions. Write the questions which give those answers
Example: Wher did Cari Fogarty slart racing?
Carl Fogarty started racing when he was thirteen.
t.
Cart Fogarty drove at dn avenEe sPeea oJ nurly 2OO hilometres ar hour arou"d
the TT circuitl
2
Carl Fogarty won the world title./our times
3.
Carl Fogarty hacl a very bad accident on Apdl 23'd 2000.

Monrca seles wa! horn in Yugoslavia.


5.
Monica Seles moved Lo the USA to train with a professional coach.

Monica was stabbed during the interval between two games-


7.
-fhe knife was twenty-five centimetres long.
8.
Arash Miresmaeili refused to fiSht Vaks because he was Israeli.

42
SprlrL

:.-. not happrr, because he would prefer to win by fighting, not through
ri as
. J i.q uali[ication.

: ::.e \aseem Hamed sta,ved out o[boxing for three years.

.'. :rle I larned uas in retirement, he spent tirne with his family.

:-,:led refusecl to light Khan because he is a fellow Nluslim.

l.l.eem Hamed \,vas world Champion lor six years.

-,:r.d lost the titlc four years ago.

:.:: Johnson enigrated to Canada in 1976.

:.. :irst beal Lewis in 1985.

-.:: J.rhnson becarre lhe fastest man on Earh in 1998 ar the Seoul C)lympics_.

\r B.n clidn't tell the truLh about the steroids at first.

z-: rnguage Focus: Second Conditional


:+.ae \ou are a larnous sports person, at or near the top ofyour carcer. A
siriker in your favourite football team, a brilliant tennis player, a light-
--:.:
: ::i :ist mnner! unstoppable on the basketball court.
- - : :.rmplete sentences with the structure:
::jr rense) .I (would)
:,- rvould you clo il our governmenl lold you not to lake parl il]
),
an event
r : : -::. of )-our oppol]erltl politics]
- .r ould you react if l.our doctors told you thal you had to stop doing vour- sport?
_ ,. .i ,ru1d you feel if you stat-led losing more than rl innilg?
- .: lould ),ou clo if you starled receiving lette6 threalening you aDd vour

-. _,rould vou rhink il vou were offerecl a lot of monev to lose arace/malch?
:, .r (ruld )'ou decide il your team had to tour a country lvhich dicl not allow
: : .i reople into thc natio1]al teanr?

43
uN ll 3

when you have filtished writing, and wheD your tealrhel has checked your work
for ermrs, divide into pairs or snrall groups and read your answers to the others'
Did you have the same reaction as the others? l[ not, try to convince them that
you are right

2.6 Ianguage Focus: Present Perfect I


These phrases use the present perfect tense' What is the rule for forming the
preseni perfect? Which of these students do you agrec with?

I have ha<l a l;ntastic career and I can be very satisfied with what I have done
for motorcycling.

, lr. | '.-e ,l -'Fr ., I '' lo- n. d '' r( | . rF \ e_. 1' HAVI


,. ', n,,rrlr-,ir. th.r 'lr.lh',1 lorr.'l lr' 'rrrir'\Pr..

We use it when wc are talking about somethint thai


happened rccentl],

And another ol its uses is io describc an everlt that


hapfened at some unsPecified poht in a period of
inne that tinishes in the Present.

According to the present perfect rule, which of the following statements are
grammalically incorrect?

1.I have been to my uncle\ house yesterday


2. I have read that book live iimes, and I rhink l'll probably read it live mor

3. Congratulate mel I have passed my final exams last week'


4. I havc written the reporl for you. It's on your desk
5. My son has visited me ten Limes since he went to live in Soudl Africa'
6- Our team has won the cup six times in the last len years'
7. lts vcry hot toclal A have drunk a lirre o1 water alteady and itb only
l0 o'clo
in Lhe morning.
8. That u,as a great bookl t have finished il at the weekend'

M
.,\$\\\\i\\\s\\l\\\\\$tt'

\itil

rl .

\\\N\\\N-
: N\\\\N\\N\N
"-

-{trican Nations Championships


1)t')fi 4

PRE-FOCUS

In gtoups discuss the lolloting three qrLestions'


1. what are the main obiectives ol the African
Nations Championships?

l. Who
2 wno do yrru think is thc best Mozambican footballer and why?
uo vou
J. whal are some of the advantages and disarlvantages
ol being a famous sporsl
pcr'on 1 l
I

Task Cycle ft Football l

1.1 Reading for sPecific Information


Cameroon and Senegi
Do vou remember the Alrican Nations Cup match between
il #;;i;;" ; p",,'*, "i'"t *r'"t'vou
,; rernember' ]

\o\a anqwcr thc lollor, ing questions'


a) Ilow long does the elimination process for the A[rican Nations
Cup to"613n1 takl

b) Ilow many reams take pafl iu the torrrname't?


c) How olten does the tournament take place?
d) Who hosts the tournament?
e) Who was the host nation in 2002?
Now read the text to check your answers'

Current Events: Sports in Africa


children from all over Africa aono $'
Between January 19th and February 20th, 2002 school Tr
iilll'p"r"il ti,l"o" *"r" gt,"d'o to tn"it tadios and TV sets' what was so impodant?tea
i"i ""i After an eli;inaiion processo that lasted
i*tnufi t"*|,f neady srx months. national
ro in Ihe Alrcan Cuo ot Natk
,eor"s.nti.g 16 Airioan coLntrips earned the right panrc'pd'e
il;;;;;"io, in^ ;,emie " spoiing event in Air:ca. Ihe Atican cJo oi Nat'o'ts tournam'
*o
years and rs hosted by a different African couniry each tirne' ln 2002'
ili""-J."" "u",
West Ak'ca" coullry or Mal hos'edo Lha tourna-na1t

46
u,!1,1.---l{

African Na lion s Chanr p ionships

-l \-o€abulary: cuessing from context


do the following words mean? Guess their meanings fron the context-
.'re( k ) our Jn\\rters $ith vour leaelcr.

process

'rocabularyr Names of African Countries


-

l:: sirteen African countries who earned the riSht to compete in the African
-::of \ations tournament in Mali in 2002 are numbered on the maP. Wiih a
1r'rer discuss the following three questions.
name the countriesJ Wcre the same countdes competing in the 2004
a.r
1 t-'.
r .:,.m Lhe map which region of Africa do you think has the strolgest foorhall
.latl :::dition? Can you suggesl any reaso[ for this?

)o2
: ,i hich region of Africa is leasL well represented in the Alrican Cup of Nations
-.umament? Why do you think this ic so?

47
t!fi1T 4

l-4 vocabularv: Footlrall Terms


You are going to read about the final match of the tournament. Compier.
tcxt rvith suitable words or expressions.
After one month oI O marches that tens of millions of people
tened to and u,arched all conLinellt, the African championship ca
do$,n lo rhe final @ betr"een Cameroon and Senegal. lt $'as
iense and exciting malch that after the O hlew al lLrll-time ended
@ N"irher team O in rhe twenlv rninute er
time pedod. Consequelllll the championship came down to a penalty shoot-
The lirsr two penalty shooters lor each Leam made thejr shots. The third
kicker lrom Cameroon made his shot. Ho$'ever, lo the Sreat
nrillions of Ians in Senegai. the thircl penalty shooter for Senegal
his shot. Can ],ou imagine hrlw he felt?
(adrprcd lrom hrqr://exploringairica matrir.msu.

lig. lubrlanl aam.roonian irlalers alLer Scn.gelese Fig. D.je.te.l Sctl.gaLtse looLballcrs atter the
kl.ko misse.l his pendlt) shor @ tsBa \hrld Senlc. pen.ilr,\' kick @ tstsC \vorld Srrvice

t,5 l-anguage Focus: subject,/obiect Questions


Look at the text in 1.4 again and write questions for the answers.

One onlh.
)
lens of millions ol people-
3.
a amrroon did.
+.
The\ d.-feeLe.l Senegxl.

The third Senegalese penall,v shooter.


6.
I le lelt devastar.d.
Check your quesuons u.ith your teacher. These questions include examples of
subject al1d object questions. Read the lbllowing e).?lanation and then decide rT
questions in 1.5 arc subject questions and which questions are object questions
Afri.an Nations ChamPionshiPs

- ::: ::::!dons we use do/does in dre present simple or did in the past
::: : -::: '.he u'ho or what is the object o[ lhe sentence.
do you want? what do you wantJ
does the gane start? what tiDe docs the game start?
did you see? Who clid you see?
di.\ lhe !]u. s!.\]l w\ere did. r\1e h\s sropl

I - . : : _.:: --rse doldoes/did if the who or what is the subject of the sentence.
:. = :rantples.
:--i.:: object
---:: :. :.it Pedro. Abacar hit somebodv

Who did Abacar hit?


object
::id the bil1. Maria paid something.

,r. billl what did Mada pay?

.r,: --;ii-rions rvith who or what to find out who 'somebody" is or what

' '_-i: . :. ::lled me. Who called you?


- - ::. :::abOdr'' Who did you call?
: -:: .::t .amething. whar
- -:: :: : :ngs to somebody.
= 1 1 :::Dpened.
' --: r.r i. !:rr the accidenl.
- -:: ::::--.:: sa\\'somebody in his room.
_ :::a . t.Lhing on the floor
\..i - --- ::. ralking on the phone but you can't hear the other person very
*1: ; :: : partner make dialogues using these types of questions. Make up
:E!+:: _: -lle questions.
ji:=-- - -

I ' .', :-: did .{bacar lose?


-
i :- -i, :-orr arvfull

lives in rhal house.


-- '.-- ires in Lhat house?

: --- as interesting!

49
UN IT 4

Now co tinue in the same way taking turns to start each dialogue'
t. My lather hought
2 leaves the airport at 10 o clock

3. l'm going to at the weekend.

4. The baskelball Eame starts at


)_ won the rnatch on Saturday.
drives his kids to work every day.
7. My famil), went to on hoLday last ytar.

1.6 vocabulary - Football Terms


Work in pairs. Students A work together. Students B work together. How
of these football terms do you remember? Write definitions for each of them.
Example:
The home team
This is the group of ll players who are playing in their own stadium.

Students A
1. the half-lime whi.stle
2. the referee and his linesmen
3- to shoot at goal
4- to tackle a player
5. to win a game
students B

1. the final score


2. to miss a shot
3. to get injured
4. to lose the match
5. Lo pass the ball

Check your de{initions with your teacher. Now work with a partnel with a
ferent set of expressions. Read your deffnitions to each other. Try to guess
other3 exprcssions from the definitions.
A frican Nalions Chanipionships

L+uage focus! Dates and Numbers


hr-{
I t{]E Iemember how to say numbers aDd dates? Practise reading the numbers
*F- Cover the words and practise reading the numbers. Test a partner.

-981 nineteen eighq' one t0


1998 niDereen ninery-elghl 2-Z two all
tno0 4,3
ri08 tlo thousand and eight 00 nil nil

2"d
third l8'1, eighreenrh

5d' Iihh
6,h
22''d rwetly second
eighrh
9d, Z4rr'twenly-lbuflh
t0,h 25'1' tw.nry [i[th
l lLh
tllh Iwellih .17'h twenty severth
llrl, 2{:lrr'rwenry-eighdl
11,r' 2qtl' lwenty nir&
15,h

hI
;r i. rert page there are two tables showing the History of the African
ble ( up. Some o[ the information i\ mis\ing.
iH
_.--o into two groups: croup A and Group B. Group A students look at table A.
B students look at table B. Write questions to ask another sludent to find
r lcEr dissing information. When you have prepared your questions, check
E -ilh vour teacher.

ar =k rour teacher the questions to complete the ftrst two lines of each table
r t DeEr page. Listen carefully to how he/she gives you the information.
\r i-..mplete the rest oI the table by working wirh a studenr with a different
ie rsk him,rher for the other missing information.

51
UNIT 4

Table A

ruo{ -;---

4 ,""r"-'.; -
zoo: lu
i
)OO4 I )4t luni,i:r { runi.ir Vorolrn
,^n. L ,(, 1,. f l. ,1

Table B

tgq8 2t.d
Burkina
16 + E$?r H:: 2-0

2000

2002 23'd Mali l6 4 sen€gal 3-2


2004
2006 25rh Egvpl 1o 4

Finally, with your partner can you complete the information on the 2006
African Nations Cup?

t.a Language Focus: Questions


Make questions about a football match.
1. where/match/take place?
2. who/match^etweenl
3. How many people/watch/in the stadium?
4. Who/score/the Eoals?
5- How many goals/team A-lscore?

6. How many goals/team B/score?


7. a good match?

B. anyone injured?
I whar/s.ore/at hall-time?
l0. Who/win?

52
African Natjons Champion ships

and Checking your Work


r Earch l-ou have seen recently (or make one up). Write a report on the
i ir ilss ering the questions above. Make the report as dramatic as possi-
i:r ro ilclude all the vocabulary and structures we have studied so lar
&L

h &ro* at your writing and answer the questions.


- iE:..ir \erbs all in the past tense?
- .:.-r l6e some interesting adjectives to make the report exciting?
-fi r.r include dramatic linkersJ I[ not, add some of the words in rhc box to
-Er5a rour report.
suddenly luckily utfortunately
at firs! a[ter that then fina]ly
as a rcsult so consequefltly

- --=i-.: check your spelling and punctuation.

t-king
tti m pairs. Ask your partner the questions in 1.8 about his,rher match and
E.r his,lher questions about your match.

53
UN]I4

Task Cycle 2: Biographies of Sports People


2.1 Interview
You are going to intcrvier. a farnous sportsperson. With a partner-, x'rite a list ol
questions you would like to ask. Include questions about his,4rer background.
education, successes! daily routine, leisure interests, and future plans. Checi
your questio[s }vith your teacher and keep them until the end ofthe Unit.

2.2 summarising - Writing Paragraph Headings


Read the biography of Lurdes Mutola. Write a Paragraph heading for each para-
graph. The first one has been done lbr you.

Maria de Lurdes Mutola - Golden Girl of the 800 metres


'l.fi,4arla de Lurdes Mutola was born on 27th October 1972 ln
,Maputo. She grew up ln Ba rro do Charnancu o, a poor sub-
urb oi lJlapuio, wllh her four brothers and s sters and six
older children from prev ous raarr ages, While she was
grow ng up. Lurdes rnuch preferred playlng football to go ng
to school, which caused endless troub e ai home, She was
even sent away to lve with her ssler for a while. Her par_
ents thought it was essential for her to gel a good education
and not to waste her t me p aying sport.
2. But the attraction of football was too great for her and she
continued to p ay, without her parents knowing. Then, one
day, when her father thought she was safely ai school, he saw
her p ay ng n a female football tournament. He was so
inrpressed wlth her pedormance that he had to recogn se her
ralerr. l1e d-niy 1ow ao'..o to heI pldy ,l9 fo' Aqu a oe Ouro
in a team of male p ayers on the conditon that she studied hard at the same time. The team we
on to wln the cup but ihey were later disqualfied for ilegaly having a g r playing for them. Lu
felt she was io blame for ihe disqualfication and never p ayed n the male eague again.
3. She cont nued to p ay n a female team but ihe off c al cornpet t ons were not up to her sta
arcl. lt was then that Jos6 Cravelrinha realsed that it would be imposslble for her to succeed
the male dominated wor d of Iootball and suggested a change of direciion to the wor d oi ati
letics. He introduced her to h s son, who was a coach at Despofilvo de lvaputo, Lurd-.s
fina ly a lowed to train in sport with the b essing of her parents as Long as she stili carried c
with her siudies. Ai firsi she did not ike the intensive tra ning requ red for ath etics but she wa
persuaded io continue as she showed immense potent a.
4. ln T988, at the age oi 15, she won a silver nreda in the 800 meires at the African Champ o.
ships. ln 1990 she won Gold aithe Afrcan Championships n Cairo but atthistime she had i:
tle competit on in Mozambique and subsequenily only traned hard in the run up to mal
evenls. Then, in T991 she was finally offered a scholarsh p to go to Springfie d H gh Schoc
Oregon in the USA. Th s is where she mel Margo Jenn ngs the school irack coach and h
road to the lop rea ly started.
5. l\,4argo was impressed by the nlellgence, determination and perseverance of the young Lurd
and has remained her coach ever since. Since Tvargo has a f *ed teaching schedule at schoo
she can't accompany Lurdes on her trips so they have deveoped train ng by correspondenc
lvargo laxes ?aining schedules to Lurdes. wherever she r.ight be and Lurdes has to monlt
her ira nlng herself.

54
A frican Natjons Cham pionships
rE :_
:.-_aJr or two. Then she goes home to do her homework, housework, gardening
athiete is not easy. Lurdes [,4uto a gets up at 5.00 in the morn ng, in order to
::.
'=
=r: ::re of her rnany dogs. She organizes her schedules and works on her bus ness
5efore having lunch. ln the afternoon, there is more tratning at the track or in
= y
=.c
.t t rne to relax late in the evening. lt is a 6 day a week schedule leaving a part
tt=. -:. .er to walk her dogs and reiax a liitle.
ae :_ ..mpetiiion also requ res an ath ete to strck to a rigid diet. She eats no fats or
'cl:r= caeferring to eat vegetables. She avoids red meat and sugars and doesn't drink
s-e siill remembers her Mozambican roots and lkes matapa, prawns, I\lozamblcan
Tc : qood lish stew.
_Es :e leisure iime but when she has time off she oves io wak her dogs.
She
and footba l, goes sw rrming and chats with her fr ends. She manages '10
-,s:3nnis
:ers _,: day a year but what little spare time she has is devoted to her Foundation
and
= :a,_.'litments.
_i4 _ac a strinq of successes, the best known of which must be her
Gold medal n
i[ --= at the 2000 Sydney Olymp c cames and a bronze medal in AUanta in 1996.
E r' 1:aens in 2004 she was suffering from a harnstring injury and only came n fourth
r i:a: she stll had iniuries and suffered osses to opponents she would normaly
--E r--'
2003 was her golden year when she took part in 25 races and didn't lose one.
--:_.s achievement she was awarded the IAAF ilnternationa Associairon of Athlet-
i!==,:.^ Golden League one'm lLon dollar jackpot. This made her ihe highest-earning
--r.. ::h ete ever
t:_Ee ,rinnings have made it possible for Lurdes to set up the Lurdes l\,lutola founda
-s ;--s to contribute to the social deve opment of Mozambtque by encouraging and
cd-c scorts iacilites that are easily accessible io the majority of Mozambicans. ln add -
-lCF i lited Nations Development Programme) appointed her Youth Emissary in Sep-
ilrl: and she declared the campaign against HIV/AIDS her number one priorty. As
she can h gh ight the positive relalionship between youth and sports and, as a
=n==r-..
-'Er=
. she can be an inspiration for many boys and gir s all over the world.

(adapled tom wwf mutola.mz)

Comprehension
$:dE _-r€
best answer according to the text. Circle a, b, c or d.
L':i: _irrdes was young, she
i ::-cied hard at school
-:-ed endless trouble at hone.
:i\ ed football whenever she could.
::; eractly what her parents told her

- -e_ =.}rer started to support her in sport


: -:en he saw her play football.
: ;::n shejoinedAguia de Ouro.
: i:ei1 her team lvon the cup,
: -:.r her teatn was disqualified.
moved into athletics because
----
-: .:: couldn't play in Lhe ment lootball leagues.
: ::: Daren6 forced he]l
: ;:: rreferred athletics to football.
: -_. 1., d rhe mor. rnlcn''\e rraining.

55
U NIT 4

4. Lurdes met her coach Margo


a) at the age of 15.
b) at the Aftican Nations Championships in 19BB'
c) when she went to Cairo.
d) when she got a scholarship to study abroad'
5. Lurdes trains
a) for two hours in the afternoon
b) erery day except Sunday.
c) with her dogs.
d) with her coach
o. t urdes wa\ awarded the IAAF Golden Leaguejackpot because
a) she won an Ol)'mpic GoId medal in 2000
b) she took part in 25 races in 2003.
c) she has had several injuries since 2004.
d) she won all her laces in 2003.
7. The aim of the Luides Mutola Foundation is
a) to heh Mozambique develop socially
b) to build better sports facilities in Mozambique.
c) to make it easier fot more Mozambicans to do sport'
d) all of the above.

2.4 Reading for Main Ideas/Di.scussion


"The life of an athlete is not easY"
The text mentions eight or nine difficulties that Lurdes has had to overcome
her career as an athlete. Read the text again quickly and list them Compl
your list with a partner and decide if are any of them are the same as the
you read about in Unit 3.

2.5 Language Focus: Past Tllnse


In this kind of biographical w ting most of the verbs ale in the Past
either Active or Passive. Hele are some examples:
Past Simple Active
She grew up in Bairro do Chamanculo.
Luries much preferred playing football to going to school, which caused
trouble at home.
Past Simpl€ Passive
Maria de Lurdes Mutola was born on 27th October 1972 in Maputo
She was even sent away to live with her sister for a while'

56
oN.,r..-irg
Alrican Nations Championships

Past simPle
\clive: invited,/sent/persuaded Somebody invited us to clinner-
Passive: wavwere + invited,/sen/percuad ecl we were inviled lo dinner.

LFrite the sentences using the passive form.

- --ler performance so impressed her father that he had to recognise her talent.
:{er father . .

I ^nmeone later disqualified the team.


i iomeone persuaded her to continue as she showed immense potential.
+ ^$meone offered her a scholarship to go to Springfield }tigh School, Oregon rn
ae I-SA.
1 ihe L{AF awarded her Lhe ld{F Golden League million dollarjackpot.

\r look back at the text to check your answers. All these sentences were in
t Past Simple passive- The passive form is often used when the agent (who
l action i. done by) i5 nol important.

L-guage Focns! Time Phrases


&r many time phrases can you lind in the text? There are lots!
--*-Fles:
Ld,a de Lurdes Mutola was born on 27th October 1972 in Maputo.
rlile she was growing up, Lurdes much preferred playing football to going to
,icr-.1.
ir aas even sent away to live with her sister for a while.
i.,upare your list with a partner.
\F,look at the rable below and see ifyou missed any.

in 1988 at first
in September one day
in the morning/aftemoon/evening then
on the 27th October subsequently
at 5 o'clock iirlally
at Lhe age of 14 ever since
at this time
for a while wl, ile/when
lor three years before
dudng that time

57
LJ N IT 4

\ow. cornplcte the text bclou lrith timc phra<c. Ii,16 111' 6o^.

Tico Tico Bucane


Manuel Jos6 Bucane was bom o 1975 in Maputo. (9
[6 1y;15 916,r.-
ing up, he piayed loolball on the streets of Maputo and @of 15 he signe:
for Desportivo Maputo u.here his iootball career reaily startecl. Four )ears later L.
l,'trnJ lrn -clI llar'rIg [or f'r"cla \mar].rra rn P.,rluBrl brl @ decided r.-
come horne as he experienced homesickness and some contract problems.
Ite joined Ezenkosi where he served @ eight years underJomr
Sono. he was there, he tl,orougl-rly enjoycd \\,'or king u,ith Lhe Black
Prince' and @ u'as greatly loved by
Lhe Cosmos lans. He scored flfl goals @
-g
deciding it was time to move on.
-O
Hc mur.d 1., Am, ri,a a..l @ .o
China. He didnt find the States so good as soc-
cer (football) is not as popular there as basket-
ball or baseball. However. he learnt a lot in
China where the league is verl compelilive
and Lhc olar i5 DrctN Dh\!i(al. O h.
earned a good salary but found the language
aid culture dillicull to aclapt to.
He has played for Supersporl @ and
(9
doesn't intend to go abroad again
he will srop playing lcague football and
(4 he hopes to become a coach and
help youngsters to achieve what he has
achieved.
(adapted trom rvrvrvsasoccerlbi.con,

2.7 Interview - RoIe PIay


With your partner, look back at the interview
que\tion\ you lrcparcJ in 2.1. Can 1ou an'wer
thein all from the biography o[ Lurdes that you
read? What other ones can you add from the
information you now know? Add these to your
i terview.
Now find a different partner and role play the
interview. Take turns to be the journalist and
Lurdes. Try to use the Past Simple Active and
Passive and the time phrases you studied in 2.6
in your interview.

58
W
\---:E-'
-__:-

-{z

NIT
-
iterature
UNIT 5

RE-FOCUS
PR I

This Ilnit
L is about Litcrattr.. Sper,cl a Jew :f,:,i:r,utes t.llhing about these points r,ith
rcr or in a snall group:
poftne
ut is 'l-iterarLLre"l If rve looked in a dictionary,, what delinilion do you Lhink \\
u1d flnd?

lar is the best thing (book, poem, plal) thar you have ever read? Tell your partnt
or gr,lup
gr u,har effect it had on you, ancl lvhy?

'Doy),oLl think computer/Intemet will replace books? If so, will thar be a good thing?
. why
:ry do people like storics, whether drey are in Lhe form of books, movies or pla\
in the
th theatrel
. ve you ever \lTitten an original story?
Hav€

Tassk Cycle l: Genres


l.l. Reading
R and Discussion: Matching lnformation
ln the column on the left, you can see various kinds o[ writing (called "genrcs
ln the column on the right, there ar{] descdptions of each genre. Match tI
nanres with thc dcscriptions.

Mystery / I These are stories about people coming back ftom the dcad. and
are supposed to he scary to read.

This Lnd of bool. contains real fac6, not invented stones. aboul
) R
an], aspect otthe world \,!e live in.

llis is usurlly about murder or some other crime, and rells the
3 C story of how someone (mayhe a policeman but not always) sotvs
drriller rhc .rinre,nd tin.ls rh. .ftninal

Thesc are srories conlalnlng slrange, Ierribl€ evenls, often with lol.
I D
of bLood aml death. This genre is supposed to male you Ieel alraid
This genre consirts o[ slories aboul how the \qrirer imagines r]r.
Ghost slorv 5 F future. ti often has ro do wirh olher worlds and other kinds of
beDgs, but mayalso be aboLu our own world in a lurure tnne.
This kind ot book has an exciling, Iascmoving srory, full ofaction
Biogaphy 6 F Ir! rfe kind of book that Hollywood loves to tum into big n1ovies
This is noi an invent.d storl Rath€r it is the true story oI a
7 C lamous p€Fon! lile, nntten by someone other than that person.
This is a story ol ar eDotional attachnent beileen a nian and a
8 H woman, vr'hich puts lors ot obstacles in rhe vay of their relation-
ship. bur usuallyhas a happy endug.

60
Literature
}r :tst kinds of literature exist in MozambiqueJ Can you think oI any exam_
r{ ary oI them?
-h lese genres in your order
of preference, from most preferred to least pre_
a:Ee Gn,e your favoudte genre l0 poinrs... See which is the mosr popular
!E= in the class.

Hrg, Skimming for the Main Idea


f,: e novel is published, the publishers usually put something on the back of
'i x\-l to attract people's attention and make them want to buy it and read it.
L sometimes called the publisher's 'blurb'. Here are some ',blurbs,, from
,lkm= klnds of novels. Read them all as fasr as you can, and divide them imo
g::oups of two according to the genre .
-:
:r:a_:zatlon plans to assassinate the French president, General de Gaulle. Their
1-c,_e:[,,larc Bodin, decides to hire a professional, someone unknown to French
"€ :r,o h s men choose the Jackal . Can police detective Claude Lebel prevent the
r'c =,€ the Presidentl life?
E€ io not really dle. Things are not whai they seem. ln these six stories, strange
'@,E . Someone returns to catch his own murderer, another to find siolen money, and
a;rc noney lost for hundreds of years. A man even returns from hell, but only for a
3x siories to make your hair stand on end, written by masters of fear.

ic both got divorced when they were young, and after ihe agon es of separatlorr,
=-an
:t ?e_ are unwilling to
comm t themselves to a new relationship. They pretented to be
:: .-ach other; ihey try to lgnore the unmistakable chernistry; they try to resist each
=! -a. as they can. But a series of coincidences - and a litUe help from their friends -
r_-gs them to the realization that what rnust be must be. Finely drawn characteriza-
-E i -,a.rng story of human destinv.
@'E_: ceacefui now People are happy. They get what they want and they never want
l_e, get. They're well off. They're safe. They're never ill. They're not afrard of
' -_e_,=r't
<now nothing of passion and old age. They don't have to worry about mothers
ae: i s the year AF 632, and the breeding and conditioning of humans by scientific
_:;e created wordwide stability and happiness. Or have they? When John is
D- the Savage Beservation to the New World, he brings passon with h m. Suddenly,
a o :'_-he New World are thrown into perspective,
r-e_cy dog chases a rabbii into a hidden underground cave and wakes a sleeping
:a s -cre cruel than death itself. The lttle town of Castle Rock is aboui to be invaded by
_.cs _,::ous fitenace ever to ravage the flesh and
consume the mind.

.cr.s
is a lvely young author on the brink of success. Driving through some beautiful
:c a party, she gives a l]ft to an attractive young man wearing the uniform of an Air
:ro, Sae thlnks he is going to the party too, but is disappointed when there rs no sign of
:eE- hpite all warn ngs, Casste becomes obsessed by the pllot. This story blisslul and
Cass e into a war-torn past where old passion burns and becomes entwined
=i3s

51
Literature

Do these kinds o[ literature exist in Mozambique? Can you think of any exam-
lles of any of them?
Put these genresin your order of preference, from most preferred to least pre-
erred. Give your favourite genre l0 points... See which is the most popular
slre in the class.

Readingr Skimming for the Main Idea


a-hen a novel is published, the publishers usually put something on the back of
i€ book to attract people's attention and make them want to buy it and read it.
his is sometimes called the publisher's "blurb". Here are some "blurbs' from
i:flerent kinds of novels. Read them all as fast as you can, and divide thern into
::me groups of two according to the genre.

=:.a-t
to assassinate the French presideni, General de Gaulle, Their
organ zaiion plans
eE-'. Colonei N4arc Fodin, decides io hire a professional, someone unknown to French
rc- He and his men choose 'the Jacka'. Can police detective Claude Lebel prevent the
.Ir t_c and save the President's life?

:-€ ceople do not really die. Thlngs are not what they seem. ln these six stories, strange
-r€ lappen. Someone returns to catch his own rnurderer, another to find stolen money, and
: -t: to f nd money lost for hundreds of years. A man even returns from hell, but only for a
3_?::me. Six stories to make your halr stand on end, written by masters of fear.

----re 3nd Brian both got divorced when they were young, and afler the agonies of separation,
:=a- ci them are urwiling to commit themselves to a new relationship. They pretented to be
-.=.rent to each other; ihey try to rgnore lhe unmistakable chemistry; ihey try to resist each
::-€. as hard as they can. But a series of coincidences - and a little help frorn their friends
f--dy brings thern io the realization ihat what must be must be. Flney drawn characterza-
:r a'1d a mov ng story of human destiny.
-_e Jlor d's peacefui now. People are happy. They get what they want and they never want
._= lhey can't get. They're well off. They're safe. They're never lll- They're not afraid of
:8. They know nothing of passion alld old age. They don't have to worry about mothers
3'c'aihers. lt's the year AF 632, and the breeding and conditioning of humans by scientific
_:cds have created worldwide stability and happrness. Or have they? When John is
ihe Savage Beservation to the New World, he brings passlon with hlm. Suddenly,
-Lglrt from
:-= .zues ofthe New Word are thrown into perspective,

rl.frendly dog chases a rabbit nto a hidden underground cave - and wakes a sleeping
= :'at
s more cruel than death itse f- The little town of Castle Bock s about to be invaded by
:_:-ost hideous menace ever to ravage the flesh and consume the mind.
::e Johns is a livey young author on the brink of success. Driving through some beautful
de to a party, she gives a llft to an attractive young man wearing the uniform of an Air
=-J-rys
:r:€ pilot. She thinks he is going to the party too, but s disappo nted when there is no sign of
__ rere. Despite all warnings, Cassie becomes obsessed by the pilot. This story, b issful and
takes Cassie nto a war torn past where old passion burns and becomes entwined
=!i'ant,

61
UNIT 5

1.3 I-anguage Focus: Guessing from Context


when you were reading the text in L2, you probably rnet a lot of words that
you didn't know.
. Did you try to look all the unknown words up in a dictionary?
. Did you give up trying to read that text and go on to the next one?
. Did you ask someone for the meanings ol all the words you didn't understand?

None of these strategies is the best way to improve your vocabulary while read_
ing. It is often enough just to get the main idea, to guess at the approximat
meanings of words, and to keep reading as fast as you can just fol the story.
an unknown word is really impo ant, it will come back again and again, and in
that case, either you can look in a dictionary, or the meaning will become clear-
eI from the context.

In these extracts, without using a dictionary, say which of the words in bracke6
you think is nearest to the meaning of the unknown word. (Or maybe you
already know the words, so you don't need this exercisc!)
1. Fresh paio seized Paul! body. 'Nearly finished,' sle said.
(Iilled / left)

2. She poured water over the flames.


(put a litde water / put a lot ofwater)

3. His victim had bent forward to give the traditionai kiss afier the salute, and
bullet had passed a centimetre behind the moving head.
(a kind of gun / the thing that comes out of a gun)

4- He arranged himsell in the passenger seat, one long leg at a time. Then
pulled his knees almost up to his chin. "Push the seat back," she told him.
(a part of the feet / a part of the arms / a part of the [ace)

5. I realized I was dead, and I opened my mouth to scream, but no sound


out.
(make a loud noise / speak / laugh)

6. Her eyes seemed to move around the room aimlessly. It was a relief for he:
notice something on the flool.
(lose something on the floor / see something on the floor / put something
the floor)

7. "Push the seat back," she told him, and lifted the catch... to release the
and it slipped backwards.
(a pan of the man's uniform / a part of the car)... (moved / made a noise /

62
Literature ffi\"/
-
afuch bits of the context helped you to make your guesses? you can see that it
-- ..ften enough just to get an approximate idea of the word! to be able to con-
:Ee readirg without sropping.
l-- rour own, read this paragraph from one of the books we looked at in 1.3,
El to understand as much as possible, guessing the words you don,t know:
lI_\.
: the helicopter trip out to the oll rig. l'm used to planes. l,ve flown p anes, and once I
=__.y
r._€d a piece of a charter alrline, but helicopters are not for me. Not even ln fjne weather.
-e .-ther that mornlng was rndescribable. We swayed and rocked lrom side io side, and
sudoenlv tha,1 soared uo again. ard n'na lerLhs ot the lime we coJldn', even see
=
.e .,;ere going because the windscreen wipers couldn,t cope with the deluge of rain that
: i:arst lhe windscreen, But Petersen was a fine pilot and the twenty-minute journey was
r,=. We touched down on the landing-deck of the X13 shorfly after ten o,clock jn the
-c : iook six men to hold the machine steady while the general, Vyland, Larry and I
:o,vn the extension ladder. Petersen gunned hrs motor and took off again just as the last
.s the deck, and he was lost in a blinding flurry of rain inside ten seconds. I wondered
-c.€d
rf-lc:,er see him again_
(Adapied from A lsta r Maclean, Fer 6 ihe Key, Fonrana)

kq: qifi a partne\ or in small groups, ralk abour what is happening in the
;r:graph, and see if you can agree abour rh€ m€anings of the diflicuti words,
:srecrally the following:

r&scnbable sway plummet cope with


touched down shinned gunned his motor fl..ry'

:'i \,ou understand enough of the paragraph to answer these questions? [n


=.:h case, point to the parts of the paragraph that helped you answer the
.EEtionsi
;- the narrator the pilot of the helicopter or a passenger?

- ,i - Lhe journey over land or over sea?


'.i- the weather good or bad?
- }-J rhey have a good view from the helicoprer or nor?
I i i they reach their destinarion easily or wirh difficuhy?
- -:.r they reached their desrination, did rhe helicopter sray or did it leave again
-i:tedial ely?

r
-€rrFge Focus! The Order of Events in Nafiatives
! r Earrative, it is impo
ant that the reader understands the order of events in
or *orv. in 1.3 again, and see how many ways there ate of
Read the samples
*irlishing chronological order. Discuss rhis with others too_ Do this before
:rfuuuing to read.

63
UNlT 5
in your discussion?
Did you mention these examples
is oflen enough just to write
ffil
dre events in the correcl order:
n'alcr
up rhe yellow bucket' Sht poured
-. She benr down again ancl picked
up and)ooked at him'
iii!, ti"'1"r""t. i""iscreamed again shestood
rubl"cr glnrc' the; roLInd
. I.ul ar th,'.' Burlrn ';iJ' He hcltl rrP \om'ancl urepprd in pL'riL b'rg'
(uJl' dll cl('1n
,l,rrhe'- -hirrt. lr'rrr'er'JrrJ
The t$'o men examined the floor'

Simple linkers like AND, BLJT


my mouth to scream' but no sour:
. r ,"oilr"a I was dead, and I opened my chair'
canre our. I triecl to stand up
but t u'as pishecl back do*'r-r onto
th< 'al h ro rrlcr\c lhe -' 1-
o Pu'n'hc-e,rt b"'L. 'ht t'rld lrinr' and lrlted
hcd hi' lig'' rLlrcl on hr' le'r'' and
and ,l -lilrpcd ba' krrard'' Ht 'trct'

C. Simple sequencing iinkers


like THEN:
room anrL then turned and said'
'Do'
. She started to walk out of
the
hl^-e ,t'r" for rhi'' It was your own f'ull'"
Lo open the passer-i
r She slowcd again and stopped, then ieaned over

,* (auxiiiary I1AVE + 3"1 lbrm of the verb)i


i.ffi nu., o"tlect
. HJ a re.o.d Later. he was looking clown at the tltt1t::^11i1::":::'
H':1"::';l"l:l:,,;;iu""' ri'"lJ r'' sire '|h.. Irrdirionar ki" dnd
il,ir.,'iri 0".."a . .ent i'r,,tre h'lrr nd'hl'^iL
h''d-.....-

about an eme
Norv read this paragraph from a novel in the thriller gerue'
"*tit"' uses some of the same linkers' and some diff
,i.p"r,. itt"
"i""
ones. Can You identify them?

Joe reached the main road to


the,airpot;
],i.l'l *lli'i"',i.1j"li;lili
mrki.o
makinq slow. o, progress
o"oores> In_ougrr
through ih" "
' "" iiJlt,]3lti3[i,
"nPYl .--,.^.-,
loJo*"i" -..r
rnd ha
oe oa,ent. wai.rg. ^e
Whrle walrrng.
Whle he i=
=

sroppJd
,ne conptele\..oe il a cigar anooeL*rJ oj,*. s-, rn"r" ^afent nothrrg. After $a:
*..
ro i'
r'Lie
.\ere was any naws ar
to lne "adro see i^,,a.rin)te Her{e soon io
to radto
Le rosr pariencF dnd de''oFo '"rei'n,! Jrt, oii""
-r rL^ .a. r^ ,nu"stigate.
^-. to ,n t"e s.o,t
I ve ri'n,les. "l o, n,. uoh c'e
rprso'
reason for the ay.
oF'ay.
oF lfed'.ve'o'a5paw
' ' _"' ,o.i .oni,o,
and a b'e;
I'a'] c .li,r".l""r. r ne.e were pot.cerle.
^t.FmenanOao.e;
was rvinq or .Tr <roe b oc\ils ::ll;;i;;;
:i ;.;e r .( \. Joe dec,deo ,r ,\,'
rr 1.ere, bLlt
,ck there,
trLrck seemeu to
'ooody saF'ned
brt .obooy l.1ow.!1'.
tu ruw ri@-app*roacning
^
r, e
tne policernen, he ouL oui hn:s
put our
He could smell petrol' so o€
to take charge.
.l* *as :n of the wno e operalion'
il"'-"lJri"'. 'ort'ol

64
'W+i
Literalure I€\4

-lth linkers are the same? tn addition to those, there are three different ones,
r: {rTER, BEFORE and WHILE. lf you didn'r spor them beforc, ffnd rhem now.

::ddition to lhe linkers mentioned before (and, but, then, past perfect), we
= establish Lhe chronologicai order of events with after ...ing, Lefore ...ing
-; r hile ...ing.
. ::_ar waiting for five minuLes,Joe lost patience.
. :€ -:e approaching the policemen, he pur our his cigar.
. i-: . \\ aiting, he listened to the radio to see if there was any news
\t:. jlar whcn ) ou use prepositions + ing, the subiect is the same in both
E_= r: ihe senlen(r (i.e. Joe waited andJoe lost patience; Joe approached the
,lrr:=en and Joe pur our his cigar;Joe waited and Joe lisrenecl io the radio).

:i*.:ne these pairs of sentences using the three linking methods just
l-:bed. ln the first group, the first sentence occurs before the second one. ln
ft irtr.nd group, the second sentence occurs before the lirst one. In the third
fE- ahey occur simultaneously. There are dilferent ways this can be done,
a\ample is given to get you sta ed:
--a

:Lay ed football for an hour. Joao went to school


1:ple:
l-:rl playing football for an hour,Joio went to school.
Itirre going to school, Joao played football for an hour.
- --:i :eam played well all season. The team reached the final.
l ,:s::e ralked to them lor twenty minutes. Josu6 persuaded them to do as he
a=:ad.
- i=-.r lilled up the tank. Pedro set off on his three hundred-kilometre jouney.
i l--ra checked the mailbox. Dulce opened rhe front door.

.=,--P2
J-edson passed the ddving rest. Cledson took five driving lessons.

- ::Ear phoned for an ambulance Edgar saw the accident.


, i-:rma went to bed. Raima cleaned her teeth.
- 1ev left about midnight. They played cards all evening_
:- i:1t6nio took the dogs for a walk. Antrinio fed the dogs.

65
U NIT 5

GROUP 3
1. Marta ate her dinner. Marta watched TV
2. They waited for Dulce. They had a beer and talked.
3. Chica did her homework. Chica listened to music.
4. Arturo drank his coffee. Arturo watched the crowds carefull)r
5. Manuel sang happily Manuel washed his car.

Finally, re-w te this paragraph using a variety of the linkers that we have seen
this section. You can change the order of rhe sentences if you like, to improve
[arrative, but th€n you must use the riSht linker to make the order of events
For example, it would be more interesting to begin the paragraph rrMatthew wo
up at 5:30 in the mo dng in an empty house."

Anna and Matthew had a terrible argument about something really silly. Anna left the house
ten o'clock and didn't come back. Matthew woke up at 5:30 in the morning in an empty ho
He smoked his first cigarette. He lay thinking about the night before. He had a long cold
He put on the same clothes as the day before. He went into the kitchen. The remains of
night's dinner were still on the table, and a little (but only a little) in the bottom of the bottle
whisky. He picked up his phone. He looked at it for a few minutes. He quickly drank down
rest of the whisky to give himself courage. He dialled Anna's mobile number. No answer. He
up. He cleared the table. He formulated a plan. He went to lhe drawer where he kept his gun.
checked the gun was loaded. He put it in his pocket. He sat down on the sofa. He closed
eyes,

1.5 l-anguage Focus: compormd words


English likes to put two words logether to make a new one. Look at these
ples from the previous texts:
a good-looking man
a fast moving story
a full-sized adult
the twenty-minute journey

You can see that we can form compound adjectives in a lot of different ways. S

A man who looks good is a good-looking man.


A story that moves fast is a fast-moving story
An adult who has rcached his or her full size is a full sized adult.
Aioumey that takes twenty minutes is a twenty minute journey.

See if you
can guess compound adjectives for the following. The adjective
always logical, so youjust have to guess!

66
.€€++
l..iterature E$/
1. An animal (a reptile) which has cold blood is a
1. A person who has a kind heart is a
l. A book that has five hundred pages is a
-i A child who behaves well is a
i. ,{ part o[ the country Lhar has a dense popularion is a
5. -{ peace which lasts lbr a long rime is a
:. -{ man who is a hundred years old is a
S. A car which has two doors is a
l. -{ race which is forty kllometres long is a
-l Ajob which takes only part of your time is a
-{ job which fully occupies your rime is a
-'. \ 'porr. erenr that la-t. Ior t\ o Jays i- d
i. { trairl that doesnl stop between its point of departure and its destination is a

-- .{ figure that has five sides is a


j Literature which was written in the twentieth centurv is
Lompare your guesses with the rest of the class and then check with your
_r.rcher.
How man) did rou gue.s corrcctlyl Vemorize the rcsr.

Dramatic Dialogue
---o kiends have bothjust seen the movie Deep lmpacr_
-q. Martal, I saw a great movie last night. Deep lmpact. Have you seen it?
>. yeah, I saw it last week. So you enjoyed rt, did you?
lcsolutely. Best thing I've seen in years.
[rr. do you think so? I don't know. I think the effects were much better in Jurassic park
a_d all those dinosaur things.
idl- yeah, that was good too.
-=. and Titanic. That actually made it to number one. But this one was a bit blah. I think_
t lot quite boring after a while.
ac'ry. you're hard to pleasel
\., not really. Sure, there were good bits in it. Like the cast. I really like Bobert Duvall, and
-a what's her name?
-E Leoni?
'=.r. her. Actually, I thrnk
.}- I know what was wrong with the film.
What
!'eah. was that?
-cc'nany characters, too much going on.
>- don't know about that...
!{.c ihe reportels family. What's that got to do with an\,,thing? Allthose life histories. lt got
r-r= boring after a while.
lel- I wasn't so bored, but you might have a point.
ir- cei I do.
fj =1yway,
l'm going to see it again tonight. Do you want to come?
bl- Jyou're paying...

67
UN IT 5

1.7 Language Focus: Adiectives ending in -ed and -ing

ln the dialogue Marta said:


. 'It got quite boring afier a u'hile-'
to which Edgar replied:
. "Well, I wasnl bored, bLrl you might have a poinl. '

So, Marta thought the film was boring, i.e. she *.as bored b,v the li1rn. Eclgar didr:
thing the film was boring. lle wasn\ bored by it.

A lot of adjectives bave -ed (Refers to what somebody feels) and -ing (the cau';
of feeling) versions, corresponding to passive and active uses. Choose the rigL:
alternative in each of the following sentences:

l. The children 1\.ere very tiring / Lired after a long day! work.
2. OK, I can see you're not very inleresled / interesting in my story so l'll just stop, shall l-
3. \\leen Edgar passed his dd\ing test llrsl time, rve rvcre al1 ver1, surprised / suryrisin:
4. The spectators $,ent crazy The basketball match was very excited / excitirrg.
5. She never studies. It\ not surprised / sttrprising she failed her exams-
6. t didn't understand that explanatlon at all. l'm really conlused / confusing n.--
7. Llel so negalive about everything. Just listening to him makes me depresse.
depressing.
8. Even though you're sitting down all the time, it can be very tired / tiring 1\ r:;
ing at a computer all day
9. It isnl definite that we're gerting a holiday next week, so clon't get too e\.:--
exciting!
10- I'm going to read that book again. I thought it u'as very interested / interestii:.]

Non choo.e [irc o[ rhe [ollowing adjcctirc* l'or rn,'re i[ 1ou liLe) to male
exercise for your classmates, similar to the sentences above. wlen the tea
has checked your exercise, give it to some other people to do, then (orrect it s:
thev have finished.

disappointed / dlsappointing embarrassed / embarrasslnS


exhausted / exhausting frightened / turghtening
frusrated / lrustEting lascinated / fascinatiDg
disgusied / disgusting interestcd / interesting
satisfied / satisiing annoyed / anno)'ing
amused / an1using shocked / shockDs

68
lit erit t ure

Focus: Agreeing and Disagreeing


Fsarrs Units, we have practised expressions for agreeing and disagreeing.
E ri€ box below and try to remember as many of them as"you .rr, "

Agreeirg Disagreeing
DeEmtely, I agree.
*ffmtelyl Oh. tro. I dorl agree wirh you there.
I qppose you'r righr. Are you really sure abour th?
\eU- yes, rhat! true I suppose. Mm. I'm not so sure about Lhat.
I tttnl( so, too. OK. lets iusr agree ro differ on rhar one.
I don't rhink so

ti-iigue between Marta and Edgar in section 1.6 introduces some new ones:
k :.- rou thlnk so? I don,t l<now.
te;:._-:eh:
-L :..n\ know abour rhat.
hq have a point, (but on the other hancl ....)
=iiht

tmse the expressions and try to memorize them, by working


tlE Eson chooses one of the statements below, and the oth_".with a partner
p".ron ,"act,
& egreeing or disagreeing expression. Tak€ turns to begin_

L --er, --1.rn is a waste of time.


: k: nll s rhe be,r .porr in rhc uorld
'=r'e ;hould work harder.
x: rEa:rr to live in cities than in the country.
}e=:eop1e are just too lazy these days.
lels should be banned.
:o:r=g in public places should be prohibitecl.
-re: :hould be a maximum speed limir of 40 kilomerres an hour.
=iu: :_:rs earn too much these days.

69
UNlT 5
ion Ping Pong' like these two people:
Now practise solne more with Opi

flrr,rett iust asre. to agq31g11111p191311-yg1


l his lime' lr) lo keep lhe con\
w.,rL in pairs and go through the li't again
tion going as long as Po'sible'

r.9 Writing
could b" P1".f^i,:::ti:::
*"''"'"-;.r;r';r"
dialogue, which
u. ahour *"T.:j;XH
ln 1.6, a oraroEu(.
I 6. we read <r the pcrsonalrn
'ne rell u'
the $rrler,cdn-rcrt
rhe thealre or on f\' ln a norel' i::i:.'^t I;;;;;r..
bul in a lilrn or in a plal the pcr'onalil) ol the char'
the characler.. 'crrpl
is revealed to us bY what theY
saY'
. who like betler, Edgar or
cio you
. What kird of Person do You
Marta? why?
think Edgar is?
.
. Can you imagine what theY look
What about Marul
. . Can you imagine how they talkJ
Do (hey know each other weil?

{rorn a [ilm sctipt or a play for


TV or for
Now try writing a short extract
theatre. For example:
a thief'
man who he suspects ol being
. A scene bet$'een a policeman aflcl a
who knows nothing about.cl
. A salesman trying to se1l a bad car to someone
test' one ol whom enjoys school
an
. Tlr'o students talking after a.difficu]t
ur her \ 'ho hdle. c\ en
rhl ng abor'tt it'

lhcm cleal personelille\' and trr to male the pr


Remember thal )ou musl gi\e
].,i,it".rrJ.rt lrom thc *ord' the) speak
-::ience I - People

lpry
UN IT 5

The hufia brdin is not colstruckA b deal lTith lery Targe numbers. We are OK up to
ten, dnd Ne hate a fair idea oJ hrndreds and maybe thousands. But a tullliollis a dift
cult tumber to iIr,dgine. A billion is impossible - it's just a line of zeros! So it\ dilicuh
..ast lengths of tine intohed it the erolution oJ our plo. '
Jor us to rcally undetstand the
et, and morc speciJicalty, o[ our species. Try this - inagine thctt the Nhole history of
Earth is contlensed into one yert, three hutdred atd slrty lite days The Earth is Jormed
j[st ajter midnight onlanuary 7'1. According to this time scdle:

1- When did the conti.nenls start moving into their present positions?
.lothJanuary
. 4ih February
. 16'l'March
. Some other date?

2. When did the dinosaurs become extinct?


. 3'd March
. I't Apdl
. l8ih April
. Some other date?

J. When did humans start to evolve from apes?


. 30th March
.I2,r,July
. 1't August
. Some olhcr date?

4. when was the last ice age?


. 16th May
. l0'l'June
.3o'r'June
. Some olher date?

5. How long is our recorded history?


. From loth Seprember
. From 3011' Septernber
. From gil' October?
. From sorne olher date?
Discuss this in groups, write your guesses on the board, then check in the
answels section.

72
Science I People

Cycle 1: The Origin of the Human Race


>aing for the Main Idea
L is a quotation from Richard Dawkins, a Professor at Oxford University in
EEhd. in his book, "The Devil's Chaplain".

te have Africa in our blood and Africa has our bones. We are all Africans.'

ll6. following passage and see if it agrees with Prolessor Dawkins' statement.

ls the study of ancieni bones. Exiremely boring, don't you agree? Now an even
- paleoanthropology, which is the study oi ancient human bones. Yawnl What's on
:anel? Very few of these ancient bones have been found. "Not enough to fill the
i lcx-up truck , as one paleontologist said. But through them, experts have been ab e
i c.,- and what they have learnt is not boring at all. It's the siory of the ongin of the

t,,=rs ago, the isthmus of Panama rose out of the sea and joined North and South
-_rs had unexpected consequences because t cut the flow of water from the Pacific to
iverting warm currents, and causing a sharp ice age in northern latitudes and a
rE ,yjng ln Africa. Jungle gradually turned into savanna, and some krnds of apes came
jsppearing trees and started to live on the grassy plains. They were 'hominids'-
!ad the most famous of them has been given the name Lucy" . Lucy was discovered
r =iiopia. She lived 3-18 million years ago. She cou d walk, and was a so a good
3€ ^ad excelenl eyesight, but a poor sense of smell.
hsted for about three million years. Then one line of these ape-men started chang-
:Ecame better adapted to liie on the plains. Thelr feet became more suited to running,
and their spines deveoped a slight curve so thai the weight of the upper part
:. =Enged,
das better centred. I\,4ore importanUy, the skull changed, io hold a brain that was
- l-c as that of the f rst ape-men. They stood upright, and were a metre and a half tal .
-bmo erecfus - Upright Man.

.l-c6 is the dividing line; everything before him was ape-llke. EveMhing after him was
They rnade better tools, they hunted toqether, they had improved commun cation,
ie. and maybe language. To other hominids, they must have seemed terrifyingly large
. They were the velociraptors of their time. Their numbers increased and then, about
,E2,'s ago. they spread o-l of Airca _o tha rasr of the v{]orld. d.velooirg i_lo valous
as the Neanderthals in Europe. But these were not modern humans- So how do
=-cfl
Neanderthals to modern humans?

a isagaeement about ihe next staqe of human development. There are two theories. One
-tdern man - Homo sap/b,s - evolved out of
ha s and other species. The other theory
E l_q evolved only in Africa after the first wave
left, and then, about a hundred thousand
+. ihev.pread our again.,n a second wavc,
1E *orld, overcoming ihe Neanderthals and other
d of which went extinct. These two opposing
_a.e caused much heated debate in the wor d of
loqy

73
UN] I 6

The following statements are paraphrases of parts of the text. Put them in :a
right order. If you can't do it from memory, scan the text again to find the pa:.
thev reler to.

Some specjes changed their xay ol livilg in Aliica as a result of environmenLal.h:-!=


A species rhat renrai.ed 1n Alrica conrinued to evolle and th€n a second rvave ol :::>
rion lrom Airica took place.
Somebody lived in one xrea ol Alrica whosc skeleton cofftitutcd an impo an! paleo
anthropolosical find.
Ceologi.al and geogmphical changes in atrother pa.t of th. world caused climalic

E. tThesuperiorspeciesmovedoutofAtuicaandsertledinvariousparcotdleNorld.
One parti.ular species seemed to srart evoh,i.g faster than other similar spe.ies. ancl
probably came to dominate Ihem.

1.2 Listening and Note Taking


The teacher will read a text to you which suggests a solution to the problem
described at the end of section 1.1. As you listen, take simple notes about the
following:
1. What infonnatiou is repeated from the reading in 1.1?
2. What names are given to the two opposing theories?
3. \\rhich theory is no$, usuallv considered to be the correct one?
,1 I Ior,r, r.as that conclusion reached?

1.3 tanguage Focus: Vocabulary of Change


The text in 1 .1 describes the slo$' changes that took place over rnillions of years
in the evolution of humans. The follo$.ing vocabulary has something to do $.ith
the concept of CHANGE. Look at each phrasc and see il you can remember the
context in the original text. Who do sonefhing, iomeone, and sone{,here refer
to? The phrases are listed in the same order as they appear in the text.

'Work in pairs and take turns to ask each


other subject or object questions (Unit +.
Task Cycle 1, Section l 5) and ans*er them. Don't refer to the text unless you
can't even guess the answer. Number 1 is an example.
1. Nlillions ofyears ago, somelhing rose somc$,here.
Student A: What rose, and where did it rise?
Student B: An isthmus rose hetwr:rn North and South America
). Something had unexpected consequences sornervhere.
3 Sornething gradually turned into something else.

74
Science I People

- Something started changing into something else.


: Someone became better adapled to sonething.
: lomething became more suited to something.
- ::: irnportantltl sornething changed, becoming twice as big.
' r. =:one u.as the dividing line bet,veen apes and man.
- : reone\ numbers increased.
: ::eone spread out of Alrica, developing into someLhing elsll.
-: --rrding to one theor): someone evolved ollt ol someone else.
- -::.rrding lo the allernative theor),, someone overcame someoie else.
:.r:reonl: went exlinct.

-nguage Focus: "How" Questions


1- rhe following "How" questions with the answers in the second column.
-:i, refer to the text in l-1 and 1.2, but try and do this without looking back at
:i:i\Is.

Horv man,r human lossils have scientisrs Nor lery well. Her eyesight was
managed to .olleci altogerherl

Holr long ago wer Nofh and South Anenca Ir seems Io have been lwice as
joined whcn d1e lstluus rose out of the sea? big

rlow long ago did Lucy live? They used genetics.

How s'ell could Lury snell rhingsl AbouL one ald a haltmeires

-\boui hos iong.lid the ape men live on


&e salanna betore tlomo ereclus slarted
Nor enough Io lill d1. back of a

How blgwas Upighr Man's brain iD comFr

lIo$, ull was Uprighr Mar? luliliolls ol years a8o.

How man,v rnain theories are there which Not nrany. reall): Berween
H
tn'to accounr ior rli..!olurion .llrinrnsl thousand and fifty rhousand.

How did paleoandrropologisls establish d t


the Neanderlhals and Uprighr Man were ror ahour rlrrec i)rllron ){,1s
un.onnected species?

AbuuL 1.18 mrllLun yors.

75
LlNn 6

1.5 Reading and lnformation Transfer


Read the Ibllorving text ard label the diagram nith the terms given.

Deoxyribonucleic Acid (DNA)


DNA analysis has he ped genetic scientists to trace the or gin and evoiution
of the human race, We hear a ot about DNA analys s these days, for exam-
pe, n forensics, to identfy crim nals, or to estab ish paternity when this is
d sputed, The med a are ful of storles of genetic eng neering, in other words,
how the DNA of an mals, p ants and even hurnan beings, is being manipu at
ed for different reasons. So whai is DNA?
A simp e def nition is that DNA ls the chemical iound n the nLrc eus oi every
cel in our bodies. lt s the substance that carres the genet c nformai on
needed to make prote ns and to enable to cels to reproduce. t has been
ca led "the k ng of molecu es , the bui d ng b ocks of Lfe". Basicaly. it ls the
lnformation needed for reproduction that s passed down irom generat on to
generation- Each of our cells contains DNA in the form of large molecules
called chromosornes.
The structure of the chromosome was d scovered iust over ffty years ago,
and it is a beautifu th ng. Each chromosome is in the forrn of a ong double
he ix. The strands oi the he ix are chains of sugars and phosphates. The two
he ices in each molecules are I nked together by cross bridges made oJ pairs of organic bases
which are jo ned to the sugar molecules, There are four k nds of bases in the conneciing bridges:
adefine, thyrnine, cy.tos ne and guanine, abbreviated to A, T, C and G. They work in pairs; if one
half oi a br dge s A, the other end ls T. S milarly, if one end is C, then the other end s G. So, i'
you read ihe etters in sequence, you rfighi get something like CAA-TTT-AAT and so on, along
the who e ength of the chromosoine. These sequences spel out lnstruct ons to the ce!1. Differeni
sections of ihe chromosome are ca led genes. lt is the genes, or combinations oi genes, that are
responsib e for making us (and every oiher ving thing on Earth) what we are: tall or short
brown-eyed or blue-eyed, sociable or so itary, intelligent or... not so inte ligent.

On thc diagram, identify the following things:

clouble hclix; the localion of a sugar molecuie; the location of a


phosphate molecule; exanlples ol adenine, cvstocine, ihyrnine. guanine

76
Scie nc c l Pcople

babulary and Pronunciation: Verb-Noun pairs


1tst pairs ofverbs and nouns are from the terts in this Task Cycle.
k cover the noun column on the dght and test yourself to see if you know
fu all. Cover the verbs and work backwards.
3* mark the stressed syllable of each verb and noun. When you have fin,
i+ li5len ro rhe leacher lo \ee il )our pronuncialion i\ correcl.

verb Norn

adapt
agree
identity
behave

define definition

develop developmenr ongin


disagree

Escussion and writing: Summarizing


lh ts-o texts in 1.I and 1.2 contain an account of the origins of human beings.
it *all groups, discuss what the most important points are in the account, and
-ra are.ub.idiary dclail\. Li)r rhe main poinls.
a* srill in groups, wdte a summary of the information, i not more than 120
*Fds.
tatn rou are happy with your summary, and when your teacher has checked
r eh group should choose a spokesperson to read the group's summary to the
its6 \bur task as you listen is to declde if any ol the main points have been
mted. Make notes, and Ieed back to the reader wherr he has finished.

77
UN]T 6

Task Cycle 2: Families


2.1 Discussion and Reading: Farnily Resemblances
Think for a few minutes about the following questions:
. Do you look rnore like your moLher or your father?
. Do you have more of your molher's personality or your father!?
. II you have brothers and sisters, what about them? Which one do you resernble
mosL? And which parent do they resemble most?
. Think about a family you know (olher than yours). Can you see the resem-
blances and diflerences between the generations grandparents, parents and
, hrldren ,and malbc ercnd, hild'en).
. What kind of resemblances are there? Are rhey physical or psychological or bothi
Now read this short passage and discuss the questions at the end with a partner
or in a small group.

"Ah, he's iust like his Dadl"


A family has a new babyl The proud parents are showing the baby around to the rest of the faml-
ly, and to their friends and neighbours. You wil ALWAYS hear someone say: "Ah, he looks just
like his father!" or: "Ahl She's goi her mother's eyesl" And later on in the child's ife, we might
hear things like: "She's so musical. She got that from her grandfather." Or: "Yes, he's a great
footballer He got that frorr his father.
We all know that we inherit physical character-
istics and personality traits from our parents.
But how does it work? lf three children all have

ln the same parents. how can they be so differ-

O ll]l r\
ent? Why don't they inhert the same character-
istics? Depending on how much you have
already learnt about genes and genetics, you
will find that an easy or difficult question to

M,I answer in any detail.


'i
here are lwalty three pairs of cl'romosomes r
the nucleus of each cell in the human body.
which means we have forty-six in total, ln each
pair, one chromosome comes from our mother
and one from our father. ln reproduction, the male and the female both manufacture specia
reproductive cells called qameies (sperrn and egg respectively), which contain only twenty three
chromosomes instead oi the normal forty six. These twenty-three consisi of material from both
the "mother chrornosomes" and the "father ones"- So, when the sperm meets the egg and fertil
izes it, the new cell has the full number of forty slx chromosomes again, and there is genetic
inlorrration (that is to say, genes, or bits of chromosome) from the man's mother and father, and
from the female's mother and father. And each time reproduction occurs, the mixiure is differeni.
This is why a couple's children are all different.

78
Science I people

\ow, based on what you have just read, decide if these statements are tnre or
6lse. lfyou think it is false, say why.
1- Humans have forty-six chromosomes in their body, one in each cell.
1. We have twenty-three chromosomes in each cell of our body.
l. We get genes liom both parents.
*. The man's sperm and the womanl egg are called gametes.
i. -{ gamete contains twenty-three pairs of chromosomes.
6 -{ man's sperm contains genes from the mant mother and lather.
i. The female gamete - the egg only contains genes from the woman,s mother.
3. Borh the male and the female gametes contain only half the normal number o[
chromosomes.
9- The normal number of chromosomes is restored when the female egg is [ertil-
ized by the male sperm.
r't. ,{11children are different because every time reproduction occurs, both the
father and the mother contribute different combinations of genes.

\bcabulary: Family Relationships


Read this descriprion of a family and complete the family tree with rhe names
of the people.
?nily tree shows four generations of a family. Ant6nio and Chica got married and had one
. Dulce. Dulce married twice. The first time, she and Cledson had two children. Edmilson
,ainta. ln her second mafiiage, to Edgar, she had one child, a son called Joao. ln time, Joao
Maria, and they had two children, a boy and a girl called Titos and Marta. Edmilson also
-?ried. He and his wife Ovidia had tl-rree children, two boys called Josu6 and Manuel, and a
Vanda. Jacinta married Pedro and had a daughter, Raima.

tr

79
I]N]T 5

Make sure everyone in the class agrees about the family tree before going on to
the next bit!

Look at your completed family tree, and complete the sentences. Nunber I is
given as an example:

1- Ant6nio is Edgar's lather-in-1aw- In other words, he is Edgarl wifes father.

2. Chica is Joao'.s grandmother, i.e.

l- Antdnio alld Chica areJosu6\ great-grandparents, which means

4. Marta is Anldnio'.s great granddaughter. ln other words,

5. Edgar is.]acintal step-laLher. ln other words,


6. Raima is Vandas cousin, which means

7. Jacinta is Josu6's aunt. ln other words,


8. Joao anal Maria are Marta's parents. That is to say,

9. Jacinta is Joao! half-sister, which meaos


I0. Pedro is Dulces son-in-law. i.e.

I L Vanuel i. lJcinla'- ncfhcr. I hat- l.r >a1r


I2. Vanda is Jacinta and Pedro'-s niece, which means

The complete list of relationships showt in the family tree is:


mother, father (parens)
son, daughrer (children)
husband, wife
brother, sister
grandfather, grand mother (grandparents)
grandson, granddaughter (grandchildren)
greal-grandmother, great-grandfather (great-grandparents)
great-grandson, great-granddaughter (great-grandchildren)
step-lather, step-mother
half brother, half-sisLer
uncle, aunt
niece, nephew
cousin
Science I People

lieck that you know all of thcse expressions by working with a partner to make
or false statements about the family tree, like this:
-r

Edmilson is jacinia's

Falsel Edmilson is
lacin ta's brother.

\os, imagine that you are Joao. Wlite a description of your family in the Iirst
-rson. If you like, you can begin My name is Joao. My mother and father are
:alled Dulce and Edgar, and...

iinally, let's relate the family tlee to our knowledge of genes and heredity. ln that
:ee, which pair has more genes in common:
. Edmilson andJacinta, or Cle&on and Dulce?
. Titos and Marta, orJacinta andJoao?
. Edgar andJoao, or Edgar and Edmilson?
. Josu6 and Manuel, or Titos and Marta?

Writing
Choose one (or both ifyou like!) of these writing tasks:
, \\tite a description of your family tree, like the one in 2.2, and Sive it to a part-
ner (or read it to him / her) to draw a tree from your wdtten description.

i lnvent a family tree with all the relationships mentioned in 2.2, and then w re
a series oI lrue / false slalemenls about it for anorher c]aqsmare ro solve

81
UNIT 6

2.4 Representing and Int€rpreting Information in


Different Formats
Look at the table of information aboul cil) \ize and dc(idc iI thc 'raremenr'
that follow are true or false.

The world's biggesr ciries in 1800, 1900 and 2000


1800 Millions 1900 Millions 2000 MilIioN
Peklng I l0 Tokyo 28.0
0.86 4_Z l8 r

0.80 18.0

Tokyo 06s B.rlin t7.7


0.57 Chicaso 1_7

0.55 t.7 5l.rnghJ r t4_2

Nxples 0 ,t3 15 Lagos Il.5


lTrhle.di0r.d lron ilnainaDl, lluxr, D6.i,,tnnr, l00l l'.3.! ahild aharnabl.lrui

1. Peking was the biggest city in the world in 1800.


2 lI 1R00. t
"nton 'ra.brBB,r
lhan Pari-.
f. In 1900, London was nearly twice as big as Berliu.

4. Chicago and Vienna did not grow betl\.een 1800 and 1900.

5. The seven biggest cities in 1900 *-ere all bigger than the top seven in 1800.

6. Only one city appea$ in the top seven cities in all three centuries.

7. Tdkyo was the largest city in the world in 2000.


8. ln 2000, Sio Paulo was smaller than New York-

9. None of the seven largest cities in the world in 1900 were in the top seve!
2000.

10. London was the blggest city in the world in I800.

Now look at this table of Date I-ondon New York lokyo


information comparing 1800 0.86 m 0.6 m
the size of three cities in t900 6.5 m 4.2 m 1.5 m
three diflerent centuries. 2000 l66r 28m

It gives exact numbers, but it is not visually easy to interpret. If we want to ger
a quick idea of the relative growth of the three cities we could make a bar charu
The approximate shape would be like this:
Sciencc I people

5lr aie there three gtoups of three? What does each group and each bar repre_
r.- \\1Er units of measuremenr would appear on rh; veriical axis (up the left
{t of rhe diagram)? What needs to appeai under the diagram? '
l&o- rhe proportions of the diagram aie all wrong! Use t"he information in
the
:lle to make an ACCUR{TE bar chart showing tie relative gto*th oiih" tf,r""
iis
I sl{hdy different form olbar chart is as follows:

intelligcnce quorienr

Distributior o{IO raling in a random samplc of l1-yearold childrcn


(rn Mnckean and loncs. I!tuld i,L b ltumnn dntl Saci.l Rnjap, 11)82)

83
TJNIT 6

Answer these questions with reference to the bar chart:


1. what was the purpose of this study?
2. what determines the height of each column?

J- In this bar chart. whal is the variable on the horizontal axis?


4. How many children, approximately, were included in this studyl How do you
calculate this number? Why can't we give an exact number for this bar chartl
5. tlow many children were of average intelligencel Whal proporlion is this oi
the whole sarnple?
6. what was the IQ o[ the most inaelligent children ill this study?
7. Why do two numbers appear at the bottorn of each column? What do thet
representl
8. Does this bar chart show that childrens intelligence r.aries according to their
age?

9. What was the lQ of rhe leasr intelligent children iD rhis study?


10. Is it true that there $ere more children in the least illtelligent group than rr
the most intelligent?
UN]T 7

This Ullit is about techtology. Some people are rot comJortable with fiodet'n technolo
and s.ty they world lihe to "tntn the cloch bach", itt other words, return to sinpler
[jl[es. Othet people really e\joy constart change and thinh that all progress is good. Do
you agree that all progress is good? ls there such a thing as "bad progress"? Discnss it
biefly with some of your cldsstra.tes.
Here are sotv dictionary defi itions oJ thilgs thdt ve will meet in the cotrse oJ thx
Uhit. Cdr you identify Nhat th.y reJer to? When you hare fmished the nit, come bach
to this page dnd see iJ you were ight, or if you uant to char.ge yotfi fiind about aty of
your answers:
. An instrument or apparatus which uses power, such as electricity, to perform work.
. A rigid body which is supported by, and turns on, a fulcrum.
An electronic machine that can be supplied with a program and can store and recall
information.
Anything that has mass and occupies space.
A high-density compact disk for storing large amounts of data, especially high-reso-
lution audio-visual material.
Being in the process of passing out of use or usefulness-
. A small rodent of lhe Muridce atuf Cricetid@ famjlies, characteristically having a
pointed snout, small rounded ears and a long almost hairless tail.
o An aircraft that derives its lift from blades that rotate about an approximately vertical
central axis.

Task Cycle l: Machines


I.I Discusslon and Listening
Tell a classmate the meanings of these words:

Matter. Machine

Do you both agree on the meanings? ls there only one meaning for each word?
Now listen as the teacher reads a text and answer the questions that follow.
l. Why wasJohn upsetl
a) Because he was in a physics lesson.
b) Because he couldnt answer the teacher's question.
c) we are not given the reason.
d) Because he had his head on the table.
Scicnce II - Technology

I \\'he1 *ye 1g..h.r.awJohn, he


: felt sorry for him.
b) asked him a difficuh question.
c) told him to lift his head from the table.
d) started the lesson immediarely
i \r hen rhr tear her arked lohn a que.riun.
a) he answered it correctly.
b) he put his head down on rhe rable.
c) he answered a differcnt question.
d) he understood the question but couldn't answer it.
I ,l.rhns answer
r gave the general English sense of rhe word.
r contained a definition of the word ' machine".
: *-as funny because he confused the scientific and everyday senses of a word.
f' was complelely unscienrific.
i Ihe word ' machine"
.a1 is always used incorectly by mosr people.
':) has a general sense and a specific sense.
rr only applies to things which are driven by elect city or perrol.
i) is not de[ined in rhis rext.
: { chain saw and a road digger
a,i arenot machines at all.
5) are not machines if they need petrol or elecrricity.
a) are machines in one sense of the word-
d) are machines because they involve two forces.
- In irs restricted physics sense, a machine
a) does our work for us.
b) needs a lot of effort from us.
c) needs luel to operate.
d) involves two forces acting ar different poinrs.
: -{ccording to the text,
a) we always know a machine iI we see one.
b) there are some things that we wouldnl call machines if we didn't know the
restricted definition.
c) some things are machines in the general sense, but we don't recognize them_
d) some machioes do not do work.
;- \ccording to the texl,
a) machines, in one sense! save us work, but not in the other sense.
b) a machine like an electric drill does not save us work but makes it easier
c) no kind oI machine does work.
d) all machines, in both senses of the word, need electricity or petrol to do work.
{re your answers the same as your partnetl? If they are different, try to con-
rince him or her that your answer is correct.

87
UN IT 7

1.2 Reading and L-abelling Diagrams


Now, look at the diagrams bellow, A, B, C. Read the text and label the diagrac
Type l, T)?e 2 ol Type 3. Label th€ force, effort and fulcrum in each case.

Simple Machines
One kind of simple machine is the lever, which we can sub_divlde into three types, one, two anc
ihree. An exampie of each is shown in the diagrams be ow.
ln the Type 1 levers, the effort is applied downwards on one end of the lever, and the load is a:
the other end. The fulcrum, or fixed point of the lever, ls between the load and the effort. The dis-
tance between the fulcrum and the effort is greater than the distance between the fulcrum anc
the load, and you can see intuitively that in this case, you have to rnove the lever further but it is
easier to do so. ln fact, the greaterthe difference between effort-to-fulcrum distance and load-to
fulcrum distance. the easier it will be to move the load.
ln Type 2 levers, the fulcrum is at one end of the lever and the effort is at the other The load. a
downward force due poss b e to gravity, is between ihe fu crum and the effoft- ln the diagrarn. :
is very close to ihe fulcrum, and the effort is a long way from ii. As in a Type T lever, the neare'
the load is to the fulcrum. the easier it wil be to lift ihe load, for the sarne eflort.
ln Type 3 levers, the effori is beiween the fulcrum and the load, acting upwards against the force
of gravity. You can see that this would not be a good iever for lifting very heavy weights, as the
force of the effort you have to apply is greater than the force thai the load exerts. Nevertheless. -
is a common kind of lever because it often makes the work rnore convenient.

Now look at these pictures of things we use everyday. They are all different kin&
of levers. In each case, wherc is the fulcrum, the effort and the load? Classify them
according to whether they are T)?e l, 2 or 3 levers. when you have thought
about this alone for a while, share your ideas with a parmer or in a small group-

8a
Scien ce ll Technology

Li Vocabulary of Location and Direction

close 1(r / a long way trom xpvrrds / doMw.rds


,r ih. hoffdm /,i rhe ron forya,ds / backwards
on the left of / on the nght of
in the middle. centre of lowards / away from

rhrough
along

opposite

Here are groups of three sentences. In each gloup, the same word or expression,
taken from the reference list above, is missing from each sentence- What is it?
Try fiIsr without looking at the 1ist, then use it to check.

l. Everyone looked at the sky.


\ou have to oo tho5e .Lair5 to the third lloor
Lerls walk that hill and see the vrew lrom thc Lon.

2. Mother sat _ - one end of the table and father sat rhe other
The force is applied a dillerenL point.
What could go wrong vadous stages of the process?

3. The thiel sat the two policeman, so he couldnl escape.


We had to drive rare[ully two posts.
How do vou tell the difference lhe two twins?
4. I sat Joao on the bus and we talked about the match.
The cinema is the restaurant, so you can go straight from the film to dinner!
They live a night club. They don't get much sleep!
-
i. The thief climhed the window and escaped.
The goats came that holr io the len, c and ate all m1 vegct.rble-
We drove the middle of the town withoul stopping.

89
UN IT 7

6. I was so hot I justjumped the river wilh all my clothes on-


\oLr nccd rn lul mone) rl'. rr.rclinc lo Uel (itdr(ll(-'
Please everything
pur this box.

7. Please take your feet - rhe table!


Be careful. Don't lall your bike.
He got the horse and walked irto the house.

8. How far is lt here to the airport?


I ti)ok thc monev him and gave it to her-
Where do you corne 7

9. who $'as the lirst person to fly the Atlantic, lrom Europe to Americel
Thc bridge is broken. If u'e wanr to gct to the other side, we'll have to s*rm
lhe river
He walkcd the stage, fron1 lelt to fight, smiling and waving ar the
audience as he went.

10. I haven't got m,v key We'll have to climb the lence.
The lamp hung the lable, and gave just enough light to read.
See jfyou can jump that u,alll

I.4 Writing: Definitions


Do you remember the dellnition of a simple machine that was given in l.l? Tr\
and write it down. then check.
Delinitions usually follow a fixed pattern:
(WORD) is a (CL{SS) u,hich / that (CHr\RACTERISTICS / FUNCTION)
ln the lbllowing table, the definitions are in the wrong order For example;
'A bottle opener is a device that is used for killing small rodeots."
Match the word, class and characteristics. Then read them aloud, putting in the
verb and Which or That, to make correct definitions:

Characteristics
e tbles a lorce acring at one point to overcome another lorce
acttug at some olher poini.
tor killing smaU rodenrs.
used ior mnking holes jn the road for the purpose ofmaintenan.e,

a fishing rod used {or cuuing paper and other marerial


h,s rl*: ld,n h.rw..n rhe eflort and thc fulcrurr,
used for carrying heavy load
used for catchiru tlsh u,ilhout gerting your lier wel
a q?e 2 lever used for naking holes ofa fixed diameter in wood, metal, etc.
use.l tor ortilg down lrees or for cuiring up large pjeces ofwood
used for removing fie top liom boftles

90
Science 1l TechnologV

Can you identify the following objects from their incomplete definitions?
. This thlng is a cylindrical object nrade ol wax rvhich is used for gi\.ing light
lhen there ls no electricity
. This thing is a long rectangular object nacle ol wood or plastic which is used for
measurirg fie length ol thlngs.
. Ihls thing is a heavy tool made of metal and u.ood q,hich is used lor knocking
rails into wood.

\o\\'in the same way, write incomplete definitions- Give the class word (object,
:er ice, tool, instrument) and the characteristics and function, but do not men-
::oI1 the rume. When your delinitions have been checked, take turns to read
irem aloud to the class, who will try to write down the name of the thing you
:,1 e de{ined.

Task Cycle 2: Obsolescence


2-l Reading: Dialogue
Look at this conversation and decide what Billy is going to say next.

So, Dad, there's a b g day coming up. Sixteenih of l\,4ay. Have you remembered?
Oh, realy? What's that, then?
Someone's birthday. Dad. Someone you ove lots, and want to grve a blg expenslve
present to, if on y someone reminds you of the date.
Oh, really? Your bidhday, ls it?
That's right.
Wel , actually, I hadn't forgotten. I was talk ng to your mother about it yesterday, and she
thought we could get you avdeo.
A video? What do you mean?
Well, you know, a fim or something that you'd ike to see.
Dad, in the flrst place, that's a really smal present for someone's fifteenth bldhday. And
anyway, lf you didn't akeady know, nobody buys videos any more. lt's DVDS now.
Oh really? What's that then?
It's dig tal, Dad. EveMhing is dig tal now.
What's wrong with v deos, then?
Dad, digita is the iuture. Yolr get better piciure qualty. And you can play the disk a
million times f you ike, and it doesn't wear oul. Not lke those old tapes. DVD - d gita
v deo disk or somethlng ike that.
Disk? So, how do you watch t? Would t iit into the VCB?
D-a-a a-dl You need a DVD player. DVD ls digital and our VCR is analogue, I keep telling
you. You can't play a d gital d sk in an analogue player.
So, we'd have to buy one ofthese players?
They're not expensive, Dad. They're much cheaper now than a few months ago. Now lf
you wanted to buy me a reaiiy n ce birthday preseni...

91
UNIT 7

Who do you feel more sorry for, Billy or his father? Why?
Arange these adjectives in pairs of opposites, one to describe Billy, and one to
describe his father:
. reactionary . old fashioned
forward looking . backward-looking
up-to-date . progressive
ignorant . modern
scientifically literate . out-of-dale

Do you think it's true that older people are more ignorant o[ the latest techno-
logical developments than the young?

2.2 Reading for the Main Ideas


Now read this article, published by the BBC in England on Monday, 22 November
2004. Decide i[ it supports the point of view o[ Billy or his father-

Death of video recorder in sight


The death of the video cassette recorder appears to be in sight
after the UK's largest electrical chain said it is to stop selling them.
Dixons will phase out VCRS due to been u'ith us for a generation and
the boon in DVD players, sales of many ol us have grown up with the
which have grown seven-lold in five joys and the occasional frustrations ol
years. It ends a 26 year love allair tape based recording. We are nou.
with a gadget which changed viewing entering lhe digital age and the new
habits by allowing people to leave DVD technology available represents a
home wjthout missing their favoudte step change in picture quality and con
programrnes,
Dixons expects to sell its remaining The final nail in the rnffin for VCRs
stock of VCRs by Chrisnnas. The High is the low price of DVD players, which
Street retailer says demand for VCRs can now be bought for as little as 125.
has fallen dramarically since the 1990s. The cost oI DVD recorders are also fall-
It aims to concentrate on tbeir suc- ing to a level within reach of many
cessor, the DVD, which has charmed consumcrs.
consumers with its speed and superior The BBf's businesr reporrer H)uel
quality. John Mewett, marketing clirec- Jones said: "So far Dixons is the only
tor at Dixons, said: 'We're saying good- major chain to abandon sales of VCRs-
bye to one of the most important But video casseltes are likely to.ioitl
products in the history ol consumer record players and Rubik Cubes as
technology- The video recorder has objecrs ofnostalgic affection-"

(Adapted trom hte://Dews.bbc.co uU1,&r,6usiness/4o 11221.slm)


S.iencc ll Technology

What points do both Billy and the a icle make? What would you do if you wele
Billy! father? Can you think of any technological changes that have happened in
rour lifetime?

Read the article again and llnd the answers to these questions:
1 Who or what is Dixons?
i. How many DVD players are being sold
now, in comparison with five years ago?
I \\'hen did VCRS starr Lo become less
-,::ular?
- For how long was the VCR popular?5.
.i iat is fte
main point of lhis news item?

Reading: Information Transfer and Scarming


i,.ad this text about VCRs and D\rDs and make a table of similarities and dif-
-brnce* berwecn rhe kind. o[ player..

Digital is the Future


ll you look very quickly, VCBs and DVD players
seern to be sirrilar. One is a bit bigger and fatier
than the oiher, but they both sit in your lv ng roorn,
they both connect to ihe ry and they both seem to
have the same basic buitons on the front: on / off.
play, pause, stop and ejeci. And they perform the
same functron: you turn the machine on, you put
- something in, you press play. and you sit and watch
it. You press siop when t has fnished, or pause if
you want to lreeze the pcture. Both machines have
a >> button if you want to go forwards qulckly to a
later point in the recording, and they also both have
a << button, if you want to go back quickly to an
eariier point in the recordino.
_ :-:-a, words, the buttons perform more or less the same functions, and for most of us, that is
-:-:_. But the outer casing of ihe equipment conceals profound differences in the ways that
-:_: -aahine carries out these tasks,
--: ":: ol these, as Billy has already pointed out to hrs father, s that a VCR is analogue, whie a
I : : ayer is digital. This is the fundamental difference between them, and all ihe other dif-
arse from this. To understand anaogue and diqta better, we can compare it to a
--J.3s
=-,:smeter ln a car, Sorre cars, especlally oldet ones, have a dial or c ock face with numbers
3-_:.,a:d in a semi-circle around the top. A moving arrow points to the number correspondtng to
_.
=
::-"ent speed. Un ess your speed is ABSOLUTELY CONSTANT, the arrow is always movtng.
- :::a speedometer, on the other hand, shows the current speed in the form oi numbers on a
sareen, lt shows yoLrr speed in a series of separate steps, even though they may be very
-:
::-:cgelher The analogue - digital difference is similar to walking up a slope, or walking up
:teps.
=-a

93
UNIT 7

So of course, it follows from this rnajor difference that the two rnachines use different rnedra i.
carry ihe infonnation. As Billy explained to his father, the VCR uses a cassette containing 254
rnetres of oxide coated l\ly ar tape that acts as the recording med um. On this tape, there is :
sound track, wh ch is one conlinuous I near strip along the iop of the tape, and also a video s gna
Because a video signa needs much more information than an audio signal, lt cannot be recordea
linearly, lke the sound. lnstead, it is recorded in separate fields recorded at an angie to the aLrdr.
track. lf you look ins de a VCB, you wi I see thai the head that reads ihe video signal is a rotatinQ
drum, which revolves 1800 times a rninuie, and which is tilted at an angle to the tape. ln this wa)
it manages to read much more information. lf lt were stored ineady, the tape would need to be
80 kiornetres long. The complex mechanisrn inside the VCR pulis the tape past the audio head.
which, unlike the video head, is f xed, then past the revolving v deo head, then past the erase
head, allthe time being held in position by rollers.
Unlke the VCR, a DVD has its information stored in the form of little bumps and pits (hills anc
holes), whlch are cut by a laser into the surface. These represent the digiial ones and zeros
These are so uny as io be nvisib e to the naked eye, blt there is so much nformation on a double
sided, double layer DVD that if it cou d be stretched out in a straight line, lt wou d be nearly 5C
kilometres long. They are read by a laser, rather than a recording head, and are converted bac,
into an analogue signal, to be played through your speakers. Ivore recenl kinds of DVD ha\:
information bLrrnt nto both sides of the disk, and even in two layers on each side, which can ho :
17 GB of information.
The dlgita formai has several advantages over the VCR. The most important frorr our po nt cj
view as users of the equipment, is that the plastic-coated d sks, unl ke the fragile tape, do nc:
deteriorate wlth use, and are less likey to be damaged by careless use. Whereas a tape s a liiile
less sharp each time you watch it, a digital disk always malntains its quality. This is also true lor
recordlng. lf you copy a tape. the copy s always inferior to the orig nal, and if you copy the copy.
it is very poor in terms of quality. Digita copying, however, maintains the same qua ity over each
copying generation.
Although miLlions of people around the world sti I use VCRs, their days are probab y numbered as
the digital revolution marches on. As prices oi DVD piayers and recorders come down, and as
people realize how much better the quality oI digital information is, more manufacturers will stop
making VCBS, and in a few years from now, they wil be museum pieces.

24 Diagrams
Compler ideas are often better expressed in the form ofa picture or diagram, rather
than trying to explain it in words. Look at the following pictures and diagrams.
and use the text to label these things:
A. A digiral speedometer
B. An analogue speedorneler
C-A diagrammatic representation of thc difference between analogue and digital
inlormation
D. the audio track on a piece of recordi[g tape
f. rhe vide.r -ign;lon a prcce ^[ rc.nrdirg lape
F a cross section of a single-sided single-layer DVD.
G. a cross-section of a single sided double-layer DVD
H. a cross-seclion ol a clouble sided double-layer DVD
I. the audio head of a VCR
J. the video head of a VCR
K. the erase head o[ a VCR
3rry
Science ll 'lechnoloey

rmrhoostuttnorlrs.conVvcrhtm and wrrelectronics.llowsruIworks.corn/d!d hIm]

95
UNIT 7

2.5 Reading: Scanning Quickly for specific Information


Scan the text in 2.3 again to find this information:
l. Which needs more space on a lape, the audio or video signal?

2. What mechanism reads the inlbrrnation from a DVD?


3. Does the audio head in a VCR rotate?
4. What substance covers the tape used in a VCR?

5. What is the function of the << button?


6. How is the speed displayed on a digital speedometer?
7. Does the lext say that walking up steps is like an analogue process or a digital one?
L llow fasl does the rotating head in a VCR revolve?
9. whaL arc the names of the three heads described in a VCR?
10. Are the same number of control buttons described on a VCR and a D\D player?

11. Which kind of DVD holds 1TCB olinformalion?


12. what kind ofspeedomeler do older cars have?

13. How long would a tape be if the video signal was recorded linearly?

Can you remenber an expression in the text which means the same as the
following things? Try and remembel then scan the text to find the original
expressions. (They come in the same order as below.)
1. they do the same job
2. to stop a video iape wirh a picture
still on the screen
3. how the machlne does thesejobs
4. your speed at this moment
5. not changing at all
6. you cannot see it without lhe help of a microscope
7. digital is better than a VCR is various ways
L their condition does not get worse when they
are used
9. a copy is not as good as the original
I0. thel will be objr. l- L,f cLLIosit\. not in com-

96
Science Il Technology

Task Cycle 3: The Impact of Technologr


3.1 Reading
Look at these questions and then read the following text to look for the answers.
1. Who is Tony?
2. What kind of document is this?
3. Where was the document printed?
4. who wrote it and why?
5- About how old is the writer? How do you know?
6. what style is the letter written in?
7. What effect do you think the letter will have on the reader?
B. Do you think the wriLer knows the reader personally?

tonl@letters-computernews.com

Sublect: help and advice needed!

Dear Tony,
Although lwent to school in pre-computer days", I now use computers every day in my
,vork, and also in my personal life, and have got to the point now where I can't imagine how
,ve used to manage without them. Believe it or not, I used to use a pen for all my work. Any-
'l/ay, the thing is, although I am a heavy user, I really don't know an},'thing about how they
'./ork. l'm like a professional truck driver that doesn't know how to put diesel in the tank. To
'nake matters worse, I have no idea what to do if things go wrong. I'm absolutely helpless. I
can't tellthe difference between a memory chip and a hard disk. I wouldn't recognize a grap-
iics card if one of them iumped up and bit me on the nose. And when people start talking
about gigab),tes and RAM, I go quietly to sleep in my chair until they've finished. I buy your
-nagazine regularly, and lfind the product reviews and the program tutorials very useful.
However, I think it would be a great idea if you could include in a future edition a simple guide
f,n what to do when things go wrong, for people like me who are terrified of opening the
;over of a computer, so that we don't have to go running to our colleaglres or neighbours (or,
worse, our childrenl)for help. Meanwhile, congratulations on a great magazine, keep up
=ven
::e good work-
Sam

ssmith@bluebird.net

97
UNIT 7

Read it again more slowly now, and the answer bellow, and discuss these questions:

1. Do you think this person is aliaid of technology or is he / she comforrable wirh ir?
2. What does the wriler mean by "l'm a hear.y user"?

3. Why does the wriler mention truck drivers?


4. What does the wdter mean by 'if one of them jumped up and bit me on the
nose'? What effect does the writer want to have on the reader here?
5. Are \\,e supposed to believe literally everything that the writer
says? Can you find
an example of someLhing that we are maybe not supposed to take literally?
6- Why does the writer say 'or even worse, our children'?
7. When the writer says 'I used to use a pen', is he or she talking about the past or
lhe presenl?

Here is the answer to the above document.

An exc€llent idca, Sanr, and as iI happens. you.s is onl,v one olmany sinilar enuils we'\.e
htrd. so ncxt nDntht ediiion will hayejusl Lhc rhing for )ou Kccp bu)1rg rlie nast

8. Do you rhink the recipient of the docunent senl Llte writer a letter?
9. Why in the answer does the writer call lhe other person by his or her first name?
10. What promise does the writer give here?
11. What does the writer mean by 'jnsl rhe rhing for you'?
12. The wdter of the first document was asking for 'help and advice'? If you were
TonX would you be able to give the writer any help or advice? Pool all rhe
resources ln the class, and try and preclict what help and aclvice might appear in
"nexl month! edition"?

98
Scien.e ll Tei:hnology

3.2 Language Focus: Pronunciation - [.t] and [ti]


This sentence is from Sam's email to Tony in 3. t.
'l can't tell the difference between a memory chip and a hard dlsk.'
Read it aloud. How do you pronounce the word 'chip' ?

Listen to vaious classmates saying the word. Do they all pronounce it the same way?
Now read these two words aloud, and listen to your classmates reading them:

ship chip

Can you hear a diflereice in the pronunciation? To pronounce the CH sound


correctly in, Ibr example, "chip", you have to imagine there is a letter T in front
-
ot ir [tJ] - "rchip"

Recognition:
Your teacher will
read words at random from this table. Ifyou think the word is
from column l, hold up one finger in the air. lf you think it is from column 2,
hold up two fingers.

One fi ger Two ftngers

ship chip

shin

wish

dish ditch
shop
Ship! Chip!

Production:
Now try the sarne thing in pairs, and then choose various classmates to come to
the front of the class.

99
UNIT 7

3.3 Discussion - 'rzuture Shock"


Before you start reading the text, see ifyou can guess what the term "future
shock" might mean. Discuss it for a few minutes in small groups or pairs.

Sam, n the ema I in 3.1, talked about a problem which is commolr these days: how to deal with
the increasing amount of technology in our lives. We musl all feel the impact of iechno ogy.
someumes in good, beneficial ways, and sornetirnes n bad ways- Sam felt frustration because
he or she was not in contro of something which was very important in his or her life - computer
techno ogy. ln T970 an American named Alvin Toff er wrote a book called Future Shock in which
he described the feeling of disorientation and confusion that lncreasing numbers of people fee
as the advances in technology seems to increase faster than people can absorb them.

The text in 2.2 and 2.3 talked about how VCRS have been a usefu tool 'for a qenerauon'. That's
an important phrase, because it means that, maybe for the frst time, things are now being
invented and are becoming obsolete ALL WITHIN THE TIME SPAN OF A SINGLE LIFETII,IE. We
have to learn new techno ogy, and then unlearn it and learn new things, over and over again. One
of the things that Toffler sa d was: "The il iierate of the 2T 5r century wil not be those who cannot
read and write, bul those who cannot learn, unlearn, and re earn. How far do you agree with this
statement?

3.8 Debate

The motion to be debated is: "Computers do more harm than good".


Decide who is in favour of the motion and who is against. It is more interesting
if you decide this randomly, so that some people have to argue in favour of
something that they don'l really believe! It often helps if you discuss the ideas
in small groups before the debate begins.
As debates, choose a chairman, who will control the debate, and
in prer.ious
choose two principal speakers for each side of the motion.

'Ihe procedure lor the debate is:


I .Principal speaker #1 in favour of the nolion
2.Prin.ipal-pealcr "l aga,n.t the lnotron
3. Principal speaker #2 in lavour of the motion
4. Principal speaker #2 against the motion
5- The chairman nominates people liom "the lloor" Lo make brief speeches.
lor or against the moLlon.
6. Wher, everybody has had a chance to speak, you vote
The chairmai counb lhe votes. and announces whether the motion was "car-
ried" or "defeated".
You could $.rite a brief report of the debate, summarizing the points for and
against. This could be either individually, or a cornmunal effort, with a chosen
person writing on the board.

100
)

I
Energy
tr\\ N\,
r
Ef.i,il
UN]T 8

PRE-FOCUS
Thiqh abol.tt d L)pical ddy illlow lik. \\that do you do thdt needs rnerg/? write do\n
the thiflgs tltut you (lo fitd where you lllillh the energt yoLt us4 Jor each actirit)) comes
Jtom.
Example:

You come to school on the school blls energy comes from petrol
When you hoe finished your list, .olnpar. iL *ith a ptlrtncr's.

Task Cycle l: Forms of Energy


l.l Reading for Detail
Read the following statements and decide if lhey are True (T) or False (F). Then
read the text to check your answers.
1. Energy is only essenlial for some forms of life.
2. There are rnany processes for which we need energX such as growth, and heat
production.
l. Machines cannot rvork without energy.
4. As the population today is decreasing, we will need to find nerv energy sources
in the future-
5. We have plenty of energy supplies so u,'e can use them as much as we like.

Energy
All iving things need energy. Energy makes
things grow, keeps us warm and suslains ife,
Without energy, al living things wou d die. We
can invent machines to do our work and help
us explore the universe but they al need
energy to drive thenr. Without energy supp ies
we could do very little becaLrse al our
machines would stop working.
As more and more people live on the Eadh
their energy needs increase and the search
for new energy sources becomes more
urgent. So one of the most mportant lasks
facing englneers and sclentlsts today is how
to suppy people wth enough energy in the
future. Energy s all around us, n the food
we eat, in the wind, the waves and in fossil
fuels such as coal and oil. We are only iusi
beginning to learn how to use these natural
resources efficient y and sensib y.

10.2
Energy

l2 Language Focus: vocabulary and verb Tenses


Choose verbs from the box to best complete the text. Put the verbs in the cor-
rect form, either Present Simple Active or Passive. Check you loow the mean-
ings of the verbs with a dictionary or your teacher

combrne con\ erl relea>e provide vaD obtatn need

Energy and our Bodies


Food O us with rhe energy that we neeal to do our work and
!o keep warm. As we breathe we absorb oxygen through our Iungs. When this
oxygen @ with glucose molecules in a process called oxidation,
energy @. Thir i. Lhe process by which we @
energy lrom carbohydrates, fats and proteins. Any surplus food @
inlo extra fat which is stored around the body When extra energy G)
such as when we need to run fast. our bodv uses some of this 'stored' fat and we
lose 'weight'. The amount of energy we need @ greatly according ro
what we are doing (see Table l), ahhough we also lose energy as hear at all times.

Tahle I

Activity of a 70 kg person Rate ofworking injoules per second


sleepil1e 80
t20
using the compuier 160
walking slowly 250
running, swimDing or hard physical work 500 to 800
1300

l.j! Language Focus: Comparisons


Now, look at the table above and the examples below to compare the encrgy
involved in the different activities.
Examples:
. We use twice ds much energ whm wc ate ntnning as uhm we arc walhing slowly.
. We ust slightly more merg/ .',ht:n we are using the aolnputer than .r'Jhen .t)e dre sit.
ting rtddi\!:.
. We use Lhe most mergy when we are walhinl upstdirs.

103
I]NIT 8

Write similar sentences from the phrases giYen. Use the following compara-
tives: slightly more, a lot fiore, dlot less, the least, the nost, twice as much, half as
much
1. sleeping/using the computer
2. sitting reading/swimming
3. sleeping
,1. hard physical work/walking slowly
5. walking upstairs/sleeping
6. using the computer/sitting reading

1.4 Reading and Discussion


Read the following text and then with a partner prepare answers to the ques_
tions that follow.
The Conservation of Energy
One of the most importa.t and firmly established laws of physics is that energy is conserved, that
is, ihe total of energy in a closed system will always remain constant. The Earth can be considered
a closed system, so the total energy is always the same. Even though we use the phrases 'run out
of and use up' when we ialk about energy, we will in fact never "run out of or "use up energy.
The problem we aclually have is to do with the storage of energy. Our prob em isn't that the sun
isn't providing enough energy but that we can't store it for luture use. How do we store energy?
A store of energy is called a fuel. Food in all its variety ;s the body's store of chemical energy or
the body's fuel. A high level of chemical energy is stored in the fossil fuels coal, natural gas and
oil, making ihem ihe three most widely used and important energy sources in the world. Unforiu_
nately, when these fuels are burned in chemical or nuclear reactions to release the energy, the
original fuel mass is used up and cannot be recreated without spending more energy than the
amount that could be obtained (defeating the purpose of an energy source altogetherl) lt is for
this reason that we must come up with viable, renewable sources of energy before our non-
renewable suPPlies run out,
Laws of physics state that energy can be changed from one form to another (or into matter - the
reason why there's energy in fossil fuels). There are various forms of energy: kinetic energy ienergy
of motion), potential energy, mechanical energy, nuclear energy, etc., but we cannot directly use
these forms of energy to turn on our TV or to cook food in the microwave Thai's where electricity
comes in. Since electriciiy ls the primary form of energy used by most of the world's population
power plants must exist to convert heat from burning fossil fuels, or kinetic energy from falling
water, into the energy that flows through the wires in our homes.
So, as you can see, physics is lndeed imporiant in understanding our energy use.
(adapted f rom ww.l brary.thinkquesi.or-ol

1. Explain the meaning of the statement "energy is consered".


2. What is the problem with using fossil fuels for energy?
3. Why can't we use these fuels directly to power our TVs or microwaves?
4. How is electricity produced?
Now, discuss your answers with another pair and see ifyou agree with each other.

104
Energy

1.5 Language Focus: Phras:rl verbs


Phrasal verbs are very common in English. They are made from a common verb
such as give, go or get + a word such as up, oror oa- The two words together have
a specific meaning.

Examples:
. My father gave up smoking last year. (My father stopped smoking last year-)
. The car bomb went off outside the embassl (The car bomb exploded outside
the embassy)
. I get on very well with my sister (I have a good relationshlp with my sister.)
Find the following phrasal verbs in the text in 1.4 and use thc context to match
them with their meanings.

l. run out of a) be related to


2. useup b) connect
3. do with c) find ideas
4. come up with d) become relevant
5. turnon e) come to an end
6. come in l) Iinish

Now use the phrasal verbs in the correct rrerb tense to complete the sentences.
1. Have you read many book to energy?
2. Our teacher asked us to some ideas lor the end-o[-term party.
3. Irs very dark rn hcre. Could )ou the light, please.
4. Sorry I was late for class but my car petrol-
5. I need.omeone lo lend me 50me 666.y. and Lhats where you
6- My mother was very cross after I all her favourite perfume.

f.5 Reading and Information Transfer


Read the following explanations and then label the diagrams. -.
We have already seen that the total
amolrnt of energy in existence does
not change because energy cannot be
created or destroyed. We may talk
about needing eneroy and usinq or
consuming it, but in fact we can only
convert eneroy from one form to anoth
er. Let's look at some examples.

A car uses stored chemical energy in


the form of petrol which it burns to drive

105
UN]T 8

rts engine and make it move. The chemical energy ts converted io heat
enerov which ts then
.]9, ro k 1e rL energ) , rhe -nov'ng oads. Borh hpar ancr sourierersy a.. give"
::iy:11d,:] ll:"
Orldurrnq lhe.onversion, .
The (dr oalteryalco sLores energv ndchen(a fO,n ano use. a cherrica.
reaction to suppry eecticai energy to various devices in the car A[
batteries store chlmrca enerqy.

-;;---1/
_) -1
\

Ano'her lvoe of Fnero,". porenlal erergy, ts .torFd by a-


ob-ect wher ir ,s i'r a part,cutar posi,lon o, cond,r,on.
Objects which are able to fall down have stored energy
caused by gravity. This form of potential energy is therefora
called gravitational potenttal energy and depends on the
'aised oositon ot an oblect above the groLlro, So gravita
lonal poLe'rrial energy ,s stored '1the w;tar aL the toD of a
watp4all o',a a n.oh level reservoi, ^ a lyoroelect,( ptanl.

Similariy, a cyclist has gravitaiional potental energy when he reaches the


top of a hilt. He has
. h-arrrca enersy to get to the top of the hilt. At the top oiine rrirr ihe gravita-
:::1 ii1,--.] ::".9
ronar potenrrat energy he has gained wrlt drive him down the hll with ncreastng
kineUc ;nergy.
AnV ob_ect lhat s novirg has k.neLic Fne,g).

tr. --r' _
";____u/
-,4
\

1.7 Pronunciation
Say the following words to yourself and underline where you
think the stress is.
Example: kinetic energy
potenlial energy gr-avitational energy combustio11
nuclear energy resen,oir electdcity
chernical energy conservation machine
mechanicai energy

Now listen to your teacher saying the words and check your pronunciation.
Practise with a pa ner.
Do you understand the meanings of all rhe terms? Check the meanings
with a
pa ner, a dictionary or your teacher.

106
Energy

Task Cycle 2: Energy and the Economy


2.f Reading and Note Taking
Read the text below and make notes on the different energy sources. Look back
at the notes you made in Units 2 and 6 to help you with the headings and
subheadings.

Some Southern African Energy Solutions


(19 August 2003)

,'/e need to find ways of providing adequate and affordable energy for all, while promoting envi-
.nmenta sustainability. [,4any of Southern Africa's med um- and long term energy needs cou]d
ee dealt with through regional cooperation.
ilere are several techno ogies that could improve the sustainability of the regional electrcty
idustry ln addition to reducing pollution from coal-fired power stations, hydroelectric and solar
aower, natural gas, wind, tide and wave power may a I help the region address its energy needs
,yith minimum lmpact on the environment.
iwo fin te, non renewable energy sources available in the region are coal and o l. Coal
T}le firsi
s used in many coal fired power stations. Burning coa to produce electrlclty however causes
-rious envlronmental prob ems as pollution from power siations contributes to global warming
a'ld acid rain. We could start by reducing pollution from these power stations. This po lution can
Je reduced by uslng equipment wh ch removes oxides of sulphur and nitrogen frorn the gases
-e eased when coal ls burnt. This could result in e ectricity being rnore expensive, but th s
should be weghed against the benefits to the environment. Coal and oi siocks are finite and
sooner or laterwe shall have to rely on another source of energy-
Athough lt is a non renewable resource, it has great potential
A third energy source is natural gas.
:s a future energy source for Southern Africa. There are large naiural gas reserues in Namlbia and
!,.tozambique, which could export the gas to neighbouring countries- Natural gas produces less pol
.lion than other fossil fuels. ln fact, latest natural gas burning turbines can produce electriciiy 50%
-ores efficently than those burnlng coal. Because of ts advantages over coal and oil, some ana-
'rsts see naturalgas as the besi fuel for the transition to energy efficiency and renewab e energy.
_lydroe ectricity is an alternative energy source which is renewable and does not pollute. Howev-
... it is expensive, and requires the construction of large dams which have significant social and
3.v ronmental costs. ln addition, this opt on requires regional cooperation and political stability.
So ar energy can be used to produce heat. ln lsrael more than two thirds of houses are fitted with
solar water heaters. Southern Africa experlences more sunshine than most places and there s
Ieat potential for widespread use of solar water heaters, particularly in mass, Iow-income hous-
rg projects. However, the initial investment for solar panels is expensive as large areas of panels
'Je needed to collect useful amounts of energy. So{ar energy could be particularly useful in remote
grid, such as farms, rural clinics, and water pumping stauons.
'Jeas far from the electricrty
,Vind energy is freely available and poses less of a threat to the environment than fossiJ and
alclear energy sources. Wind energy can provide electricity for communities not linked to the
:lectricity grid.
Ihere is much debate among energy planners in Southern Africa as to whether nuclear
snergy should play a role ln the area's future. Using current technology it is an expensive
3pt on, with unresolved environmental problerns such as the disposal and storage of waste
aroducts.
(adapted lrom ww.picknpay.co.za)

107
UN IT 8

2,2 vocabulary: sources of Energy


Can you find eight sources of energy hidden in the letters below? The words are
hidden across, up and down, diagonally and backwards.

N (i R N E B a T I N L B L U

E M U G (. 5 x H 1

I (; T I T o E L M O C E R

a U I U l s L E B 7 M I II
P N R R o 7 x o E U M B

II R E L c U N H S E N T

N R a I N R T 5 l L o
N Z H E R N S O K T R

x T o N o I R C E B I C

S I D N K E S R S N L) C

(lron www.sec.org.zal

2.3 Irnguage Focus: Numbers


Cover the wdtten form ol the numbers in the right hand column and practis€
saying the numbers.

37 thirty-seven
500 five hundred
(remember no 's' on hundreil, thousatcl, million)
)46 two hundred and forty-six
(remember'and' only before the trts)
3,000 three thousand
(remember the comma (,) is rced to show thouscnds)

I
23,714 twenty-three thousand seven hundred and eighteen
+49324 four hundred and eighty nine thousand three hundred and twenty-for.r:
2,103,024 two million one hundred and three thousand and twenty four
I
L
2i 67 twenty-three point six seven
I
(remember the (.) is a decimal poitt dnd dlter Lhe decimol poitt yon so)
th e numb e rs in dit i dually )
I6.098 sixteen point oh (or zero) nine eight
i
I
!
i2 "c thirty two degrees Celsius

108
Energy

l6'k sixteen per cent


1993 (year) ninereen ninety-three
2000two rhousand
2005two rhousand and five
U2J2003 the second of February rwo rhousand and three
)3/5/98 the twenry-third ofMay ninereen ninery eight
How do you say the following numbers? Practise with a partner Check with
yout teacher
1. 29 6. 16yo
2. 1,385 7.4"C
3 25.697 B. l92l (year)
+.685,413 9. 3/t /2004
i. 1,5+0,685 10.70.i72

Now work in pairs. One ofyou is Student A and rhe other is Studenr B.
Student A
Say these numbers to your partner He/she will write them down.
1.98 6. 45 .C
r.80% 7. 18.359
3. t7 ,622 a. 2ya/2001
+. 1865 (year) 9. 367
i. 10,415,191 10. 5.15

\ow you write the numbers your partner says. Check when you finish.
StEdent B
\\rite the numbers your pa nel says. Check whcn you finish.
\orv say these numbers to your partner. He/she will write them down.
.+i 6.6.207
r t0/11/98 7.818
: 1+92 (year) 8. 19 "C
:8i,572 9.25,119,S28
: 1lo/. t0.3,131

109
IINIT 8

2.4 Listening and Speaking


Listen to your teacher
giving some informat-
ion on the current
situation o{ Natural
Gas in several differ-
ent Southern African
countries- Fill in the
numbers that are
missing in the table.

NATUL{L GAS IN SADC COUNTRIES


Netural Ga' (hrllion tubrc leet)
Countries Production. 2003 Consumption. 2001 Reserves I/1,2005

Republic ol Congo ooo 0.00

000 0.00

South Africa
0.00 0.00
ooo 0.00 0_00

(adapted from wu,wejc.doc goi l

2.5 Language focus: comParatives and superlatives


Complete the text using comparatives and superlatives
There are at present three main counlries producing natLiral gas in Southern
Africa. South Africa produces with a production ol 82-99 billion
cubic feet in 2003. Angola produces with a 2003 production of
25.43 biLlion cubic feet while Mozambique produced with a figure
of 2.12 billion cubic feet. All three countries consumed they pro-
duced so there were no exports in Lhat year
As far as reserves are concerned, there are two more counlies, Democratic Repub
lic of Congo and Narnibia, which bodt have resewes in adclition to the other three
counlrres. Mozanrhlque hils resenes u.ith a lotal ol 4,500 billion
cubic feet on 1/1/2005. Namibia is next with about Mozambique.
2.200 billion cubic feet. Angola has 1,620 billion cubic feet which is about
Tanzania with 800 billion cubic feet. Democratic Republic ol
Congo has with only f5 billion cubic feet whereas Soulh Africa has
rescrwes wilh only 1 billion cubic leet.

110
'-\rili
$
i\\\ r (
flncrQy

2.5 Presentation
The class is divided into two groups, Students A and Students B.
When you have finished your text, you will work with a student who has pre-
pared a different text.
Student A
Use the structure of the completed text in 2.5 and the figures in the table below
to write a paragraph about 'Coal in Southern Africa' .

COAL tN SADC COUNTRIES


Coal (rnillion short tons)

Countries Production. 2003 Consumption, 200f Reserves 1/1,2005


Angola 0.00 0.00 ooo

Republic of Conso 011 0.26 97.00


0.05 0.01 234 00

Namibia 0.00 000 0.00


26i 7t\ 187.76 15,738.00
0.09 0.09 220 00

Zimbabvre 153 553.00

Read your text about "Coal in Southern Africa' to Student B, who will complete
the missing information in hisAer table.
Now, Student B is going to read his,4rer text on rrPetroleum in Soutlrern Africa".
Listen and complete the missing information in your table.

PETROLEUM IN SADC COUNTRIES


Petroleum (thousand barrels a day)

Countries Production,2004 Comumption, 2004 Reserves UU2005

Republic of Congo
0.00 000

0.00 000
Zimbabu e 0.00 0.00

111
UNIT 8

Student B
Use the slruclure of the text in 2.5 and the figures in the rahle helow to write a
paragraph about'Petroleum in Southern AIrica'.

PETROLEUM IN SADC COUNTRIES

Petroleun, (thousand barrels a day)

Corutries Production, 2004 Consumption, 2004 ReseFes I/1,2O05


Angola 1,05t.2 57 00 5,412.00

Reprblic ol Congo 21.1 7.0 187 0

0.00 l1 00 0.00
0.00 23.0 000
250.8 4.16 OO t5_7

000 22.0 0.00


0.00 180 000

Now, Student A is going to read his/her text on 'Coal in Southern Africa'. Listen
anJ (ornplcrc lhe mi.-rnB inlo|rdlron in )our table.

COAL IN SADC COUNTRIES


Coal (miiLion short tons)

Countries Production. 2003 Consumption, 2003 Reserves 1/L2.005


ooo 0.00 0.00

R€public of Congo 0.r I o26 97.00

0.00 000 0.00

Now, read your text on "Petroleum in Southeln Africa" to Student A, who will
complete the missing information in his / her table.

112
Energy

2.7 Reading and Note Taking


With a parmer rcad the lollowing article and make a table like the one below listing
the disadvantages of using firewood and the advantages, both to the enyironment
and to the local villagers, of using solar box cookerc. You will make notes and then
compare your notes with another student. Include the methods of use in your notes.

Drawback of Burning Bcnehts of Solar Box


Methods
Cookers
Shortage ot firewood

Solar Box Cookers


lalf ihe inhabitants of earth cook over wood fires_ Neady half the world's wood supply ls used
:s fuel. But there's not enough of it to go round - more than 2 billion people now face shortages
.f iirewood. Forests in the developing countries are shrinking by more than 15 million hectares a
r'ear. The critical forest-to-people ratio has never been lower world wide. lt is now less than half
,hat it was in 1960.
]}le obvious answers are to plant more trees, and to siop burning ihe trees that are left. But
:iose in need do not have aternative fuels and forestation schemes take years to produce new
:rees. Meanwhile, deforestation leads to soil erosion, floods and climate change, severe envr
-onmental degradation, and increasing poverty and hunger.
is a complex problem, like all envlronmental problerns, But there's one simple answer, solar
cox cookers. These can save millions of irees, provide clean, safe drink ng water, reduce
smoke, and at the same time cost very little.

Solar box cookers are easy lo make. One design is easy enough for a 1O-year-old to build. They
are made by fitting iwo boxes of cardboard cartons one inside the other with a layer of newspaper
cr oiher insulating material between them. A dark bottom tray is fitted inside the inner box. Then
a heat resistant, plastic lid is put over the top of the boxes. This opens at an angle to act as a
.eflector. The lid and inner box are covered with shlny aluminium foil which reflects
the sunliOht
cnto a dark-coloured cooking pot.

Solar box cookers produce no srnoke and no pollution, Women and chiidren are most exposed
ro high levels of harmful smoke and sufier the most serious health damage lrom diseases such
as lung cancer, acute respiratory infections, ear and eye problems, breathlessness, chesi pains,
'readaches and giddiness.

Soar box cookers can pasteurize drlnkrng water: heating water to 65.C for six minutes
destroys disease organisms, and this temperature ls easily achieved with solar box cookers.
Firewood doesn't do this so we I

Solar box cookers would also save mrllons of women many hours (or days) wasted searching
'or firewood, giving them the time to look after their chi dren, grow more food, and for education
which is the key to reducing population gro\,,th. They cannot replace firewood use, but they
can supplement it.
(aclapled f rom http:/4o!rreytoioreverorg)

't t3
Url-lT 8

2.8 Role Play


Situation
Some energy consultants have
arrived in a village to try to convince
the women to change their way of
life and to use solar cookers instead
ol wood for cooking. You are goirg
to role play the discrlssion that takes
place between them.
HalI of the students are energy con-
sultants. The other half are village
women. Each student has a role play
card which gives some ideas for the
arguments he/she will present in the
discussion-

ROLE PLAY CARDS

Energy consultants
Drawbacks of burning wood
. environmental damage global warming, greenhouse effect
. health concern( - 5mokc carrying h..ar,ry loa.ls
. time - spenditg longer and longer collecting wood
. education - girls needed to help mothers
. water - boiling to remove impu ties
DolrI forget to use the la\gudge oJ ad,rice afid suggestion that we hdye pr..ctiseA.

\4llage women
. traditional lifesrle - gpes o[ food
. fear of innovation
. walking - good form of exercise out in fresh air
. time for chatting away from house
. girls leam by example
Doni jorget to use.the language Jot accepting dtld. rcjecting odyice or s ggestions
that we ha\,a ptattised.

l. Work with students with Lhe same role play card as you. prepare whal you are
going to say in the discussion. Talk about the ideas on rhe cards and add rnore
of your own. Get as many ideas either.for the project (Lhe energy consullantsl
or dgdirist il lthc r illaEc womin ,.
). I lold a generel dr., u-'rnn n.irh r charrmrn.
3. Now wdte a report of the discussion and lhe outcome.

114
Health
,lirlidtll\rii.Lt!\r\\\\!!iit\!'
UNIT 9

PRE-FOCUS
ln small groups looh at lhe picturs tnd ilis.l.tss what *pects of health thq, rePresnl
Mahe olist of dny othet dspects you thinh shouldbe discussed in a unit on Heallh.

116
IIealth

Task Cycle l: Health and the Individual


1.1 Note-taking From Texts and Tables
Read the information below on heatth in developed and developing countries
and make notes on the topics that follow Use both the text and the pie cha s.

l. How can we measure the health of a country?

2. Find definitions in the text for the following terms:


. Life expectancy
. Infant rnotaliLy

Comparing the Causes of Death in the North and the South


It is difficult to measure the health of a population, but one can measure the nurnber of cleaths. the
causes of deaths and the age at which it occurs. This glves us an idea of the health of the country
Llie expectancy (the average age people live to) is over 70 years ln the Nonh, but under 50 years
rn some paris of the South. For every 1,000 babies born in Zambia, 135 will die in the r first year.
ln Britain, by comparison, the infant rrortality rate (the number of babies dying) is only 13 per
1,000. ln the Nonh, cancer kills one in five peop e. Some of this cancer s caused by smoking,
iood additives, pollution and radiation. One in three peop e wll defrom heart disease, caused by
bad diet, ack of exercise, stress and smoking- The major causes of death in the Souih are not, as
you might expect, tropical diseases such as rralarra of cho era, but the same curab e and prevent
abe drseases thai killed most people ir Europe unt about 150 years ago: tubercu osis [fB),
measles, pneumonia and d arrhoea. These are caused by poverty and malnutrtion rather than
lack of doctors. N,4ost of the disabi ity thai affects peop e n the South can be prevented by better
nutrition, immun zation against disease, and safer living and working conditions.

Main cairs€s of d€ath in th€ North

Others*

** Many of these are caused by smol.jng

lfaken lrcn Watld Heahh by lan e Hampton)

3. Complete the notes on the main causes o[ death in different parts of the
world. Put the most comnon cause first.

117
UN iT 9
DF\''F,I-OPED COIINTRIES
l. Heart disease caused by a) bad diet
b)
c)
d)
2. caused by a)
b)
c)
d)
3.
+.
5. C)thers

DEVELOPING COUNTRIES
1. e-g.,
iD
iii)
iv)
a)
b)
2.
3.
4.
5 Others

1.2 Language Focus! comparison


Use the information in the table on the next page to wdte eight sentences com-
paring the health of children in developed countries with those in developing
countries- Remember to use all the different ways o[ comparing information
that we have studied so far Use comparatives "more colds than, etc-", expres-
sions like "twice as likely as", 'three times as many as", etc. The first one has
been done for you.
Example:
1. Children in developing countries are much more likely to get colds.

114
Hcaltll

Comparing the Health of Children


:_. way we can compare the health of ch ldren in different parts of the world s to take two
i-:ips and ook at them in detail. For example, we could compare the average figures ior chil-
:_:r in a deve oped country n the North with those of a similar age group in Central Africa. r we
_
.< ten ch ldren in their second year of life in these two places we would f nd (on average) that
-:; had had between them:

Children in d€vcloped co[ntry Childr€n m de\elopinS countr)


I0 col.ls

20 dianhoea

26 rnalaria
I borr weighing less rhar 2 kg (pcrhaps 2 bom underweight because rhe Lnorh.r vas
because the molher smoked dunng pregmncy)

approx d200 per year spenr on healthcare approx dl pery.ar spenr on healhcare

::ch of these i lnesses will be more dangerous in the South because the chi d w I have ess food
-: eat and may not have recovered from the ast ilness.

fraken foff l,1/orld Health by Ja.ie Hampton)

1.3 Dialogue Reading


Read the dialogue and answer the following questions. Discuss your answers
\rith
a partner.
lVhere rlocs the dialoguc tclll(s placc?
Cou,ld it fu in MoTttmbiqut?

Who art the people in',Ltlwd?

\Nhat hind oJ people are thq? r .lt,\i


Whats the problen?
1A/hat are tht hraith isslcs Lhat arc men iN ri:iliii'i
,'|
t,

I 'i.
i
r

j, ..\,i\

119
UN IT 9

At the Doctor
A: Good morning. Please come n and sit down.
B: Good rrorning. Thank you.
A: Now, what can I do foryou? What's the matter with you?
B: Well. it's like this. I have been fee ing a bit under the weaiher these last two days and l've hac
this alL.ful headache. And I don't know but ljust seem to be getting worse.
A: Um, a bad headache. Anyth ng else? Have you been feeling tired?
B: Oh, yes, pretty exhausted. And l've been coughing a lot too.
A: I see. So, let me ask you some quesuons about your lifestyle. Do you smoke?
B: Oh, yes. l've been smoking for years.
A: How many cigarettes do you smoke a day?
B: Oh, lots! But l've cut down a lot in the last month to only about 20 or 30. I've only smoked five
so far today-
A: So, what about exercise? Do you do any sports or get any physical exerc se?
B: Well. to be honest, not a lot, l'm not very keen on exercise- I haven't done any sport for a while
now But I waik to the pub every night and walk home agaln. And I rea ly enjoy watching foot_
bdl on ry if that's any goodl
A: And how manv hours TV do you watch a day?
B: Oh, we!I, maybe 5 or 6 hours. But l'm not a couch potato as I always get up between programrnes
to get another beer from the fridge.
A: Oh, really. And how many beers do you get through a day?
B: Well, that's difficult to say. l've cut down a lot on those too recently so I only have four or five a
nlght.
A: How interesiingl What about water? How much water do you drink on average a day?
B: Well, actually, I don't like water at all so I don't touch a drop.
A: OK. No water. So, let's think about your diet now. Do you think you eat wel ?
B: Oh, definitely. I love my food-
A: How many poriions of lruit and vegetables do you think you eat every day?
B: Oh, well, that is a tr cky question. Of course chips are potatoes, aren't they, so, two or three
portons of chips. And sometimes there's some lettuce or a slice of tomato in my hamburger
Other than ihat l'm not very fond of fruli and veg. I much prefer a nice siicky cake.
A: Right, so, what about your lob, Mr Smith? Are you under any stress? Do you get on well with
your colleagues?
I haven't been to work for the last week. They've really been getting on my
B: WeLl, actually,
nerves, asking me to do a lot of overtime. The boss even accused me of trying to get out of
do ng work by spending ioo long in the toilet- I ask you. Whatever next! No time to go to the
loo.
A: OK, I think I get the picture. Lefs start with a few tests. Would you iust hop on to the scales
here so I can get your weight. Um... very interesiing. And let me just listen to your chest. ljh
huh, I see. OK, I think I have one or two little suggestions to make...

Now read the dialogue aloud in pairs with feeling.

120
liealth

1.4 Language Focusi Guessing from Context


Find the following expressions in the dialogue and decide on the meaning with
a partner. Compare your answers with the rest of lhe class.

1. a biL ur,cler the weather 5. I don't touch a drop


2. pretLy exhausted 6. a nice sticky cake

3. l've cut down a lot 7. to go to the loo


4. a couch potato

f.5 Language Focus: The Verb ncettr


Go back to the dialogue in 1.3 and circle all the places where "get" is used. How
many are there?
Does "get" have the same meaning in each example?
Now look at the examples and with a partner decide on the mea rrg o[ each
"9"t".
1. I just seem to be getting worse.
2. Do you get any physical exercise?

3. I always get up between programrnes to get another beer from the fridge.
4. And how nrany beers do you get through a day?
5- Do you get on well with your colleagues?
6. Thefr.e really been getting on my nerves,

7. The boss even accused me of trying to get out of doing work


8. I think I get the picture
9. ... so I can get your weight.
The verb "get" has lots of different meanings and uses. These are just some of
them.
Now answer the following questions.
. ln lvhich examples does "get' rnean 'take' or "receive"J
. ln which examples does it mean 'become'?
. ln which examples is it used as a phrasal r,erb or in an expression wilh iic own
specilic rreaning?

121
UN]T 9

Look at the table of phrasal verbs and expressions with 'get" Match the verb
with its definifion or synonym.

l. get up a. understand the situarion

2. get thrcugh b rerdcl (from an itlness)


3. ger on wel lvnh c stand up or leave your ofbed
4. get on someoDe! neNes
5. get out of

7. get back

h. have a triendly relalionslip vith


9. ger away

f.6 Language Focus: Present perfect Simple and Present perfect


Continuous
Look at the following examples taken from the dialogue.
Present Perfect Continuous
1. I have been leeling a bir under rhe wearher these last lwo days...
2. Have you been feeling tired?

3. l've been coughing a lot too


4. l've been smoking for years
5. They've really been getLing on my nerves-.-
Present Perfect Simple
h. I'\ e cuL dc\\ n a lot in rh. la,r monLh
7. I'r,e onl1, srnoked five so far today-
L l've had this awful headache.
From the examples can you see the difference in use between the two tenses?
Discuss your ideas with a partner and then with the rest ofthe class.
Hcalth

When we use lhe Present Perfect Continuous, we are interested in the activily
itself or the duration of the activity. 11 is nor important if the activity is flnished or
nol The five examples from the dialogue are all still taking place.
When we use the Present Perfect Sirnple, the important thing is lhat the activity
has been completed. Examples 6 and 7 from the dialogue are finished acrions
where we are more inlerested iD the result than in the activity itself.
Example 8 is in the Present Pedect sinple because it is an example o[ a stative
verb. Stative verbs are not normally used in the continuous form. Remember verbs
like "understand', 'believe", "see', "like' and 'have' are stative verbs e.g. I've
liked basketball lbr many years.
Compare the following examples.

Present P€ €ct Continuous Pres€nt Perfcct Simple


where have you beeD? l've been l've played football threc times this veek.
p1a1,ing footbal1.

Pedro has been working too much rccently Hes worked ten hnrr so far this wcelr

He'.s been driving for three yea6. Hels just driven I 10 kilonetles lrom Mapltto.
Thelve been eatins too much Who has eaten all my chocolates?

Now for each situation, write questions using the words in brackets (Q.). Then
write the a[swers using the words i brackets (A.).
1. You have a friend who is leaming 4. You have a friend who smokes. You ask:
ro drive Yormsk: Q. (how many cigarettes/smoke/today?)
Q. (lT ow long4earn/ro drive?) A. (three so far)
A. (two months) Q. (how long/smoke?)
Q. (how many driving lessons,4rave?) A. (about a year)
A- (six lessons)

2. You have a friend in a rock band. 5. You are doing a survey on leelh. You ask:
You ask: Q. (Brush your teetMhis moming?)
Q. (how many CDs/make?) A' (Yes)
A. (two CDs) Q rHo$ many lrmeJ8o lo lhc drnti.ti
Q. (how long/play together?) this lear?)
A. (eighteen months) A. (twice this year)

3. You have a lriend who has 0u. 6. You have a lriend who is saving money
You ask: to buy a car. You ask:
Q t'hon lor/fccl,,undcr lhc $.arh.r:l Q. (how long/save?)
A. (lor three days) A. (Lwo years)
Q. (how lontri4rave/a headache?) Q. (how much money/save?)
A. (since yesterday) A. (about half ofwhat is needed)

123
UN iT 9

Task Cycle 2: Diseases


2.1 Language Focus: Symptoms and Treatment
Classify the terms in the box into symptoms and treatment.
1. Symptoms
2 Treatment

tiredr€ss rash bed rest bandage


constrpation pair
stomach headache painkillers
inflammation nausea rehydratjontablets diarrho€a
weight loss depression antibiotics vomiting
analgesics fever muscle pain i.ritation
drcssing unconsciousness cramps

What about the meanings? Check that you know them all with a partner, your
teacher or a dictionary.

2.2 Pronunciation
Can you pronounce all the words in 2.1? Practise with a partner and then ask
your teacher to say the words so that you can check.

2.3 Reading to Check


Look at the list of causes of disease below With a partner write one of these
causes next to each of the diseases in the table on the next page You may need
to write the same cause for mole than one disease and rnore than one cause for
sorne diseases. Itry'rite the letter in the causes column. The last one has been
done for you as an example.
Causes oI transmission of disease
A. contaminated water or food
B inse(J hile
C. blood or body fluid conLact
D. sexual contact
E. conlact with infected person
F coughs and sneezes ofinfected person
G. unsterilised needles

124
lleat 1r

Name ofdisease Symploms


'J_t\.'/A Il)S f"'-",, ,".L
Cholera

LLLk uLrne lrunJrc .

Hepatitis B
\lalaria sliaking, .hi1ls
Ieler, nasal congestlD...

$.rkn.sc in m,r..l.s

rB (LubcrcuL"sis) weight loss, cliest pain..


l\Ih.id tiredness, headachcs.
t€ver, stomach pain,
sometines coistDation ..

disodentitioD, delirium,

intestinal bleeding

Do you know the symptoms o[ these diseases from your gerreral knowlcdge?
Try to complete the s),mptoms column using s),mptoms lrom the list you made
in 2.1.
Now read the text below to check your answers.

Some Common Diseases in Africa;their causes, symptoms and treatment

AIDS/HlV and other venerea diseases are widespread and very strict precautions should atways
ce taken. Whenever you have sexual contact, you should use a condom. Hosp tal workers deal
!\r th AIDS vict ms on a regular basis and they are well aware of the dangers invo ved ln using
.rnsterilised need es.

Cho era This ts a bacteria dlsease transmitted mainly throuoh contamination oi food and water.
rerson to person transmission s rare. Severe cases of cho era start wth watery diarrhoea and
,,omiting may also occur The disease wll quickly dehydrate you and it is therefore essentia to
..rse an oral rehydration soiution contain ng water and salts. lf a severe case is eft Llntreated, the
3at ent can become unconscious and go nto a coma. You shoud take care with the water that
-ou dr nk and also wrth any ice that you use. Be carefulwith raw and nadequately cooked fish or
seafood and uncooked vegetables and sa ads as these may also be contaminated_

lepaUtis A - This is a vlra infect on of the llver transm tted through poor personal hygiene, poor
:an taton and int,mate contact. Nlany people get the disease through contaminated water or food.
rgain, take care wlth the waier that you drink and wiih taw vegetables and salad, and uncooked or
.rndercooked fish. The syrnptoms include fever, ack of appetite, nausea, abdomina pans, dark
rrine and jaundrce. Hepatitis A is very rare y laial and has no specifc treatment other than rest.

125
uN r 9

Heoatitis B - This is only normaly transmitted through blood, body fluid or sexual contact. The
symptoms usually include loss of appetit-a, extreme tiredness, nausea, vomiUng and stomach
pain. The disease is an infection of the liver and can last from a few weeks to several months. la
some instances the disease is incurable and some people remain infected for the rest of their
lives. As in the case of Hepatit s A, there is no specific treatment for thls infect on.

Malaria This disease is transmitted to humans through a mosqu to bite. It is characterised with
in fourleen days by periods of chills, fever and sweats. Symptoms such as fever, shaking, chils,
tiredness, headache, nausea, and vomiUng can be seen. Treatment must be sought from a health
professional and usually involves the taking of chloroquine and primaquine. The best way to pre-
vent malaria is to take special precautions to avold contact with mosquitoes. These lnclude
wearing sensib e clothes at dawn and dusk, sleeping under nets, and fitting insect screens on
the w ndows and doors.

Measles - This is a highly communicable disease, whrch s common among children. The main
symptoms include fever, sneezing, conjunctivitis, cough and a rash. lt can be dangerous, espe-
cia ly for children who are not well-nourished. The ma n treatment ls to deal with the fever and to
apply soothing creams to the rash. But it is important to watch for the development of serious
conditions that would need specific medicai keatment.

Tuberculosis (rB) - TB is a contagious iiness that s spread to others when infected people
cough or sneeze. People with low immune systems, poor nutrition and poor hygiene and sanita-
tio. faciliUes are the most likely to be affected. The symptoms are tiredness, fever, weight loss,
cough, chest pains, shortness of breaih, night sweats and blood in the saliva. Treatrnent involves
a number of drugs taken over a long period of time.

126
He;rllh

2,4 Language Focus: Paragraph writing


Now wdte a similar paragraph about Typhoid using the information in rhe
table. Use the paragraphs in the text as rxamples o[ thr language you need to
use, and include the cause, syrnptoms and ways to prevent the disease.

2.5 Discussion: Classifying


With a partner classify rhe diseases into groups according to the way in which
they are transmitted. Do you know rhe names o[ any more diseases you could
add to the groups?

2.6 Language Focus: Pronrrnciation


Here is a list of the diseases. Practise their pronunciation to yourself and mark
the stress in each word. Check with a partner and then listen to your teacher
saying the r.rord>. firralh te<r each olher\ pronunciation.

HIV/AIDS Hepatitis B Tuberculosis


Cholera Malaria Tr?hoid
DiarIhoea Measles
Ciardiasis Polio
Hepatitis A Sleeping sickness

2.7 Language Focus: VocabularJr - prefixes


Wlut is the most common way o[ making opposites in English?
How many prefixes do you know that make the opposite of the $.ord?
lhe.e are the mo\l ('ommon oncs - un, in, i/l., it
Notice that "im" is used with words begin ing with p, and ,,ir,, is used with
words beginning with r.
What are the opposites of rhe following words?

1. possible 7. dependent
2. interested 8. convenient
3. lrequent 9. probable
4. prepared l0- clean
5. polite I l. relevant
6. regular J 2. friendly

127
UN]T 9

2.6 l-anguage focus: Giving Advice


ln srnall groups prepare a poster giving advice on the prevention of these dis_
eases. Use the text to come up with some preventative measures for each group
of diseases. Use all the language we have practised on giving advice and
expressing method. Look at the examples taken from the text.
Examples:
. AIDSIHIV: "WhelTever you ha.,e sexw7l contdct, yo shonld se 4 colTdom-"
. Mlllaria: 'tThe best $tay to pte\ent mdlariL is to tdhe speci.tl ptecantiolls Lo aloid
co\tact w ith mosquito e s. tl
when your poster is ready, put it up in the classroom so that the other students
in the class can see it.
(This can be done as a competition. Students can illustrate their posters and
then take a \rote on which is the best one. This one can then be displayed in the
school.)

2.9 Dialogue Writing/Role PIay


With a partner you are going to write a dialogue between a health officer or
doctor and a sick person from a small to\,',n or village. Choose the illness/
disease that the peison has from the ones we have studied in this unit. Do not
mention the name of the disease, as your classmates are going to guess it from
the slmptoms and treatment that you include in your dialogue.
When your dialogue is ready, check it with your teacher. Then practise il
together before acting it out in front of the class. The rest of the class has to
guess what is wrong with the patient.

2.lo Discussion and Ranking


In small group discuss what you think are main health issues that you need to
a
deal with in your community. Talk about the problems, theit causes and the
ways in which you think they can be solved.
Then share your ideas with the rest of the class and rank all the problems
according to their importance.
I

1
l

-l
i
'rl

, ,',,
'l ,-

:11.,.

,\\\\N,1\\\\\\\$\N

Water
UN]T 1O

The water Quiz


Try this quiz with a partner. At the end of the unit come back
and check your answers.
l. Clear water is clean water.
a) True b) False
2. Approximately how long can a person survive without water?
a) one day c) one month
b) one week d) one year
L AbouL how much naler .hould a person,onsume erer) da) I
a) one glass c) five glasses
b) two glasses d) eight glasses
4- The gaseous state o[ a substance that is liquid or solid under ordinary conditions is
called:
a) vapour c) air
b) pressure d) oxygen
5. Potable water is also known as:
a) irrigation water c) drinking water
b) mw water d) surface water
6. which is a possible source of water pollution?
a) sewage c) oil or gas leak
b) fertilizers and pesticides d) all o[ the above
7- ................. refers to moisture in the atmosphere.
a) Humidity c) Density
b) Temperature d) Drought
B. An aquifer is
a) water that has soaked into deep
underground deposits c) an irrigation ditch
b) a resewoir d) a waterfall
9. A major cause of death in floods is
a) drowning c) t)?hoid and cholera
b) dehydmtion d) starvation
10. A water trcaty is
a) a bottle used for stodng water c) a plant for cleaning water
b) a small body ofwater d) an agreement between coulries about how
water shared

If there are words in the quiz that you don't know, Iind their meanings from a class-
mate, dictionary or your teacher.
Waier

Task Cycle l: Rain


l.l Describing a Process
'With a partner use
the diagram of the Water Cycle below to explain the process.

The Water Cycle

-4'*).-'-'-'-
A-l! -,r.,_5':, .5 i_---\
r-"r,r.--rr..

1{ihcD hoDr Ilxrrru.tiot ro IIrnd, dD, \o.J,rl tlL)l.r!\ b\ Dor iUackcrr dD.l Bri,r l.ricsl

1,2 Sequencing a Text from a Diagram


Use the diagram of the Water Cycle to put the sentences into the right order.
Put a number next to each sentence. The lirst one and the last one have Lecn
done for you.

I Th€:Slln heaG thevaier in the sea and anyorher wer sufaces causinq ir ro evaDor;t,l
Clouds form.
Water js lrarepircd from plana and rees and iorms vatervapour in fie air.
water moves ftom the rireN and lak€s by graviry ro rhe sea.
ur.r. f,i, j .n, ludr- rh,A" rnd ,"J.'n,,,t our',ii
Risiry air currems rake the warervapour up inlo rhe armosphere.
Precipitaiion such as Iain lals to rhe ground from ctouds.
The temperarure decreases.
The waler lbrnE vater vapour in rhe air.
Water from river and lakes tonn rhe chief naturat sources ot warer for irrigati"g tt .rop.,
and domestic and indusrrial use. "
The water vapour condenses.
Warer collecG in rivers and 1ak.5. ,_
R,\ n - .id latclre of.en . or\ enk nr pr,.?. ro dump u.F L s jre,.
t4 Sinc€ sewage olten conrains rhe paLhogens olsuch i.restinat diseases as ryphoid or chotera,
its presence nr waler rharis ro be used tor drinkiDg or washins is a h:zard ro heatrh.

131
UNIT 1O

1.3 I-anguage Focus: cohesion in a Ttsxt


When you have numbered the sente(ces, check with a partner. Write the sen_
tences in the corect order.
These sentences do not make a cohesive text. All the reference words (ir, they,
them, this, these etc), all the relative pronouns (that, which, where etc), all the
sequence malkers (first, then, after that) and all the cause and effect expres-
sions (because, as a result. so etc) have been removed.
Look at sentence 1 and sentence 14 to see examples o[ these things. These are
essential when writing a good, clear text.

The Sun heats the water in the sea and any oiher wel surfaces causing ir to evapo-
rate.

Since sewage often contains the pathogens of such intestinal diseases as typhoid
or cholera, its presence in water that is to be used for drinking or washing is a
hazard to health.

Now in a small group, rew te the sentences from 1.2 in a better way including
reference words, relative clauses, sequence markers and cause and effect
expressions. Make any other improvements you can think of.
Finally, pass your writing to other groups and read theirs. Comment on the
things you like about the othel writings.

1.4 Language Focus: Definitions


write a vocabulary test for a classmate. Choose four words lrom the following
list and write definitions of them. Do NOT write the word as yout partner is
going to guess the term from your definition.

evaporatlon
oanspiration
condensation
formation
precipitation
irrigation
dumping
sewage

Now mark the sffess on the words and practise the pronunciation. Check with
your teacher.
Finally write the verbs next to the nouns. Be careful, one of them doesnt have a
verb!
1.5 Reading for Detail<
How much do you know about the climate of Mozambique? With a partner
decide if the lbllowing statements about the climare in Mozambique are True
(T) or False (F). If they are False, correct them.
1- The clinate is tropical only in the Nonh of the country
2. The wann Mozambique curent llows northwards along the coast and doesn,t
affect the chmate.
3. The wettest areas are between Beira and Maputo.

'l- The driest areas are the highlands inland.


5. Tropical cyclones in the Indian C)cean occasionally hit the no hern coast.
6. The island of Madagascar protects mosl of the coastal area from the wet south-
east trade winds-

7. The coast and rhe iowlands tend to have low hunidiql


B. The whole country has an average of five to six hours of sunshine a day

Now read the text to check i[your answers were correct.

The Climate of Mozambique


Although Mozambique extends outside the tropics in the extreme south, the who e country has a
typically tropical climate. The extensive coastal lowlands are warm to hot for most of the year,
while ihe interior plateau and the hills along the border with Malawi and Zimbabwe are mild to
warm even in the cooler dry season from April to Septembet
The warm Mozambique current flows southwards a ong ihe coast and is an important influence
on the climate of the country The whole country experiences a single rainy season at the time of
high sun, when the intertropical belt of cloud and rain is farthesi south.
The wetiest regions are the highlands on the l\,4atawi and Zimbabwe borders and the southeast
coast between Beira and l\/aputo, which are more exposed to the southeast trade winds
throughout the year Here annual rainfall is between 1,000 mm and 1.500 mm. The driest areas
are the lowlands inland, particularly the Zarnbesi valley, with between 500 7S0 mm. Jn some
places the annual rainfall is as low as 375 mm.
ln ihe south most of the raln fails between December and March whereas fadher north this peri-
od lengthens by a few weeks. The coast of norihern Mozambique is occasionaly affected by
tropical cyclones in ihe lndian Ocean. Although these move south between Madagascar and the
marnland, the majorlty pass east of l\ladagascar and hardly affect l\,4ozambique. These cyciones
bring heavy rain and strong winds that can cause extensive damage,
One reason for the comparatively low rainfall over much of the coastal lowlands is the shelter
provrded by the large mountainous island of Madagascar, which s fully exposed to the moist
southeast trades. The eastern stde of l\ladagascar is particularly wet when compared wtth
Mozambique.
Temperatures on the coast and in some lowand regions can be rather sultry and oppressive, and
this is made worse by the high hurnidity during the rainy season_ ln spite of the fact that the days
may be hot inland at higher levels, there is a welcome drop in temperature at night and humidity
is lower. Over most of the country the weather is fa rly sunny for much of the year with an aver-
age of seven to nine hours of sunshtne per day,
(Adapted rrom www.bbc co.uk/wearher)

't 33
UNIT IO

1.6 Language Focus: vocabulary - The weather


Use the text to:
1. List as many words and expressions as you can to describe lemperature.
2. List as many words and expressions as you can to describe wind.

3. List as many words and expresslons as you cal to descibe rainfall.


4. List as nuny words and er?aessions as you can to describe geographical locatiou.

1,7 Language fo€us: 'rFor'r and trDuringtr


Look at the examples taken from the text. Wtat is the diflerence between the
use of "for" and "during"?
'The extensive coastal lowlands are warm to hot for rnost of the year'
'The weather is fairly sunny lor much of the year'
' ... and this is made worse by the high humidity during the rainy season.'

We use "for' + a period o[ time to say how long something Soes on.
for an hour for two weeks for a long time
. They studied English for an hour last night.
. we have been Lo the coast lor lwo weeks.
. I am goiog to Nampula for a long time.

We use "during" + a noun to say when something happens


dudng the summer during rhe lesson during her holiday
o The rainfall is mr.rch higher during the surnner.
. He fell asleep during the lesson.
. She is going to learn to swim during her holiday

Complete the sentences with "for' or "during".


l.I t has been raining
2.We visited my uncle our stay in Beita.
3 I srav at home the week to do mv homework.

4.I haven't seen my grandmother two months.


5.They had a snack in the caleteria the break.

6.The young children Iell asleep the Iilm.

7.Our teacher has been teaching English several years-

134
Water

1.8 Vocabulary - Weather Symbols


Match Lhe weather symbols with their meanings. Write rhe nulrlber next to rhc

TV Weather Svmbols

(r\ 17
o '25 q.

l. 'un-hrnc
Ar 6 *-
anr.l er,pect.d Lempctatutcr
oo8;
7. temperatures below freezing
2. snow 8. dull-weather clouds
3. degrees above zero 9. sunny periods

'1. fair-u.eather clouds 10. \\,incl speed and directiori


5. thunderstorms 11. rain
6. sunny intervals and showers (rake,r /io,n 1!wu1.,ngndn..o.xI?l

r.9 Listening
Listen to the weather forecast that your teacher is going to read, circle the corect
weather forecast for each region and write the average day and night temperatures.

Maputo
hoL/wam/ cool / cold showers and sunny periods/heary rain
wet /dry
extreDely high / hlgh / Iow humidity

Sofala

hot/warm/cool/cold sLoveE and sunny periods/ hea\) rain

extremely high / high / low humidiry

Tete

hot / wa.m / cool / cold showers and s unny periods / hea\y rain
wer / dry
extreuely high / high / low humidity

135
I]NIT 10

Now look at the table below and decide in which month this weather forecast
was given. Give reasons and opinions using the information in the table.

Average Temperatures and Precipitation


in three areas of Mozambique (mm)
A=Rainlall; B=Average day temperature; C=Average night temperature

Month Maputo Sofala Tete


B c B c C

Jan 110 l0 )Z 211 3) 24 152 35 )1


Feb t25 ll 22 zli 3) 24 t63 34 22
March 125 19 2l 257 3l )3 117 33 2t
53 28 lg 107 30 2) t3 34 20
M.v 28 )7 t6 2a 3 33 t7
20 25 1l 26 l6 3 30 l5
.luly ll 24 t3 31 25 l )9 I.l
Aug t3 26 t4 28 26 17 3l l6
Sepi za z7 l6 20 28 l8 0 l5 la
48 Z8 l8 132 3t 12 I )1
al l8 19 135 3l )) 28 37 2)
Dec 97 29 )l 214 tl 23 99 37 71

r.ro writing
Either:
A. write a comparison of the three climate zones shown in the tables in 1.9. To
illustrate your writing, draw a bar chart to show the comparative rainfall and
draw line graphs to show the temperatures. Look back to Unit 6 to check
how to draw these graphs.
Or:
B. Write a short report on the climate of your region. Use the text in 1.5 and all
the oth€r exercises in 1.6 - 1.9 to help you.

136
Task Cycle 2: Clean Water
2.1 Discussion
Which of the following do you think are causes of water pollution. Tick (/) the
{irst column.
es oi Water Pollution
buLnrg ot lossn Iurls

pesticides and insecric es


planes taking ofland landing

s.h,hlP indnsrn2l v,srP


household delergenIs

Compare your answers with a partner and the rest of the class.

2.2 Reading
Read the following text to check the causes ofwater pollution

Water Pollution

An adequate supply of clean water rs essential for our healthy survival- Water makes up 70
75% ofthe body and to remain healthy we need to consurne at least eight glasses of clean water
a day. We would d:e withrn a week wrthout adequate supplies of potable or drinking waier. Bui
even water that appears to be clear may contain pathogenic organisms. So in order to proteci
ourse ves from a number of waterborne d seases, we must take special care to ensure our water
supplies do not become polluted.
There are many causes of this pollution but probably ihe one that we are most aware of is
sewage. When raw sewage finds iis way into a river it causes pollullon in several ways. The pres-
ence of pathogenic organisms in the sewage is a danger to the health of the people us ng the
rver water for washing or bathing as well as to those who drink it.

137
UNIT IO

To a lesser extent, modern detergents can a so pollute. We use them for c eanlng ihings from
c othes and ktchen utensis to industra products, butthefoamthey produce, when mixed with
water. s soraetmes very dffjcut to clestroy. lt can be a nuisance in a sewage works since the
treatment processes do not destroy the detergent chemca When the treated sewage ls ds-
charged back into the river the foam may affect the oxygen supp y of the fish and an mals and
may also cause plants to grow more raprdly, caus ng the blockage of rvers and akes.
Factores ol many kinds produce souble waste materas whch they have to dispose oi. ll is
easy to discharqe such solub e waste raateriaLs into a rver or nto the sea, but the effects may be
dlsastrous. Organlc waste has a simllar elfecl to raw sewage while the wastes from chemica
processes nvoving heavy metals sLlch as copper and ead can be exiremely poisonous.
Chem cal pol ution oi the sea can also be the result oi the cleanlng out of shlps' fuel tanks or the
disposal of untreated sewage. Oi sp !s from lankers can have disastroLrs effects on the fish
orro, a-d a i-ras ivi-g r. rL. dfelred a..a.
Fertiizers that are spread on the land to produce betler crops rnusi be so uble f they are to be
absorbed through ihe roots of the plants. ln areas of heavy rainfa l. fert lzers , partrcu arly nitrates
and phosphaies, may be washed otf the surface of the soi or washed ihrough ihe so I to appear
in spr ng water and rlvers. Here they may increase the popu at on of algae or other plants grow-
ing in ihe water and may result n much more material hav ng to be removed by the iiLtralion p ant
treating dr nk ng water. ln a sim lar way pestic des and nsect c des rnay f nd their way nto the
water aihough the r effect s seen more in the food chain than n water.
Sone co .-.ias b-n thei ,]-clFr. w,rs-e
; I'J oePo n'16 orod'o o" ii1. t r lha dPAo
pa,ts o' ._F <ea. Pro\ioed cd'e is 'a(a_ i'
, hand ing radioact ve mater als then the
. I.' r sk ol po ution is very sma indeed.
,, how-ve., o,ootaTls 'na arire w' e. ' 'r1o.
,. go w'o' g. I' ere rs rn o.Plo,io' th s 'eD
.. resenis a big risk io people lving ln a 20
)' km radius of the exp os on and a lesser
'' r sk oveT a w der area. However, the
radloactive fallout contaminates drink ng
water and crop p ants and may be taken
lnto the body.
ladapted from /ntrodu.aion to Hunan ahd Sacial
aiolo.ry bv Don Ma.kean a.d Bran Jo.es)

2.3 R.cading and Nole-taking


Using the text in 2.2, write shorl notcs on tht dilfercnt q?es of water pollurion.

t. sE$r a;r:
2, DETERCENTS]
()nGANra \!-ASTLT
] FA'TOR]FS -
L (.II[t\'114.{L !\ASTE:

l FTRTII IZLRS:
5, NUCLEAR WASIE:

'138
Waler

2.4 lrnguage Focus: civing Reasons


There are several ways in which we can give reasons for things happening.
Examples:

owlng to, because of, due to + noun


. The match was cancelled because of the rain.
. He missed his interview owing to the late arrival of his bus.
since, as , because + clause
. The match was cancelled because it started to rain.
. Fle missed his inter\iew as his hr:s arrived late

Complete the following sentences using inlormation fiom the text. Use the
grammar box above to help you to complete the sentences.

1. Sewage is a danger Lo our health owing to


2. Modern delergens can pollute because of
l. Organic waste from factories is dangerous for our health since
4. Wastes lrom facLory chemical processes can pollute owing to
Fertilizers can cause problems in filtration plants because
6. Radioa(Jive fallout can Dollure as

139
UN 1T 1O

2.5 Language Focus: Present SimPle or Modals trMayo and 'rcan


Look at the following examples taken from the text. They include examples of
rrcan" and
Present Simple Active and Passive and the modals "may" used in the
active and the passive form. As you already know, the Present simple is used to
describe facts, especially in the case of processes that occur in natuie. The
modals, however, are used to show possible outcomes rather than definite ones.
'When raw sewage finds its way iolo a river it causes pollution in several ways-"
"To a lesser extent, modern detergelts can also pollute- '
"-..the foam may affect the oxygen supply of the lish and animals and may also
cause plants to gro\n, more rapidly"

"In areas of heavy rainfall, lertilizers, particularly nitrates and phosphates, may be
washed off the surface of the soi] '
Look back at rhe text and see how many examples you can find of the modals
"can" and "may". They are all describing possible outcomes not definite facts.
Now complete the following text using either the Present Simple active or pas-
sive or the modal "can" or "may" in the active or passive form.

Choosing a source of water


Whatever the source of water it must supply a sufficient quantity to meet the needs of the com-
munity. Rainwater, which is naturallypure, I (collect) from a roof, but there may not be
enough of it to meet daily needs. Water O (take) from a river or stream if it hasn't
passed through anoiher human communlty. lf it has passed through a community where people
(urinate) or o (detaecale) near the water. warerborre d.seasas
O (get) into ihe water.
Water @ (obtain) from underground ioo. As ihe water O (soak) through the
soil it @ (reach) the underlying rock and either o (form) an underground
store called an aquife( or a spring. The water oq (filteq to some extent as it
(pass) ihrough the soil.
$/ater

2.5 Language focus: civing Reasons


Look at the following diagram and with a partner make a list of the reasons why
we should use a deep well rather than a surface orre. Add any more reasons you
can think ol

(Laken lron lnrodu.ri.rn to Hrrtu, dn.l-So.ial Biolo$, b) Don Mackean and BrianJones)

Now work with anothei pair. Tell them your reasons using the expressions
owitrg to, because of, sitrce, bectuse ar.d as that we pnctised in 2.4.

2.7 Reading for Details


Read the lollowing paragraph about a recent water and sanitation project in
Mozambique. Then with a partner discuss possible answerc to the questions
that follow. Ask for and give opinions using the language we have already prac-
tised.
Catar na Jacfod lives with her husband and six ch ldren in Nselema village in the Niassa distr ct.
Recently, with support and trainirg from the organisation ESTAI\,4OS, a partner of the international
water charity, WaterAid, her community has bu li three wells and sjx new ecological sanitation
(ECOSAN) latrines a i with separate wash rooms attached. These projects have provided ihe
community with simple, susiainable solutions to their water and sanitation problems.

1. Do you think the village was invoived in the initial stages of the project?
2. Who do you think made the decisions about where to put the wells and latrines?
3. How do you think the village people could contribute ro the projecr?
4. Who do you think dug the wells and latrines?
5. There is someone called a village activist involved in the project. What do you
think hiVher roie is?

6. Do you know what different rnethods can be used to get water from a well?
7. Who do you think looks after the well in a village?

B. Do you know how these 1lew ECOSAN t).?e of latrines work?

141
UNlT l0
Now read the following paragraph and compare your answers.
The commun ty were involved from the start of the project. Through dlscussions they decided
what they needed and where ihe wells and latrines should be built- After the planning stage they
had a choice whelher to contribute money, farm produce or work towards the construct on oi the
schemes. This community chose io dig the wells and latrines then a construction company
completed the projects. There is also a village activist here who is responsible for telling peop e
about hygiene, explalning how to use the new latrines properly and how to look after the wells
and keep them clean.
"Our community decided that the best place to buiid the well was next to the mosque so that
people can easily wash before they entel', says Catarina. "We chose to have a bucket for our
well as it is very diffrcult to buy spares for hand pumps here. The rope on the well broke recenty
and so now we are using a bicycle chaln instead, This is much better as it lasts longer and we
can buy ihem close by. Everyone ooks after the well. Anyone who sees it is dirty cleans it."
Fatima lvlamado, Catarina s neighbour is one of the vilLagers whose family now has an ECOSAN
latrine. This toilet has twin pits and a separate wash room. While one pit is in use the other is
sealed and the contents decompose into rich compost which they can then use for their plants.
After using the latrine users add an ash/soil mix which helps make the compost and also acts as
a kind of soap; as the Lrsers hands are dirty they wash them ln the separate washroom.

2.E Language focus: Used to, Didn't Use tolcompare and Contrast
There are two tables on the next page, which show the differences between the
past and the present situation in Nselerna village. One table shows the differ-
ences in the water situation and the other one shows the differences in the sani-
rarion situation- The class will be divided into two, Students A and Students B.
Students A are going to use the information in Table A 10 write about water. Stu-
dents B are going to use the informalion in Table B to write about sanitation.
Students A
In small groups of 3 or 4 students write about the situation with water in Nselema
village using Table A. Your text should include "used to" and "didn't use to", past
tenses and present tenses, and all the expressions we have pmctised for comparing
and contrasting like "while", "on the other hand", 'unlike" etc.
E.g. My mother used to fetch vrater from the river whereas now we have a well in the
village.

142
Waler

TableA-Villagewatcr

Past
wornen collected wateL fron Tarshy \r omen use e,elt in viLtage
-area
in rainy scason all dirt includirg taeces
dirclree covercd $ e]]
wxshed into water
far to valk lot water close to holne - qo there live iimes a day
pigs drank Irom same souree well nnrtecterl lrom arirnrls
people witli diarrho.a

cholera in nearby places


use more waLer-$ashing, drirking, cooking erc

lile dilllculL educaLins chilclren lile easier - more time tor oiher thnrcs su.h rs

Students B
In small groups of 3 or 4 stu-
dents write about the situation
with sanitation in Nselema vil-
lage using"fable B. Your text
should include "used to" and
'didn't use tor, past tenses and
present tenses, and all the
expressions we have practised
for comparing and contrasting
Iike !whilerr. 'on the other
hand", "unlike' .

E.g. We used to use a hole with wood across the top whereas now we have a toilet
with pits.

Table ll - Sanitalion

Past Present
hol. with \nod a.ross rop cdlled a prL h!.rnt toilet vith pits. one tu use and one sealed to

properly covered so no flies or smell


{lies.onrrmih.r.rl food no fli€s
people with diarrhoea
no separale washroom to $,ash hands separate washroom lor washing hands

no comPost {or plan ts rich compost lor usi.g planls


(adiptcd hon ww$.r.rridrdir a0

't43
IINIT l0
Task Cycle 3: Natural Disasters

3.1 Pres€ntation: Newspaper articles


Tht cldssis divi(Ld into thr@ gronps. One oJ th(le Btoups rectds Te.xt A, otTe redds Ttxt
B antl onc reads Text C. As J,/or.r rcdd Jour texls, write d list of he), worcls to help yoLt
rettell lhe slory oJ the disasttr lo lour classmates. Each group prepdres d prcstfitation
on tht clisctstar thc.y harc read abouL Whcn the present/J.liolls arc rcady, tht groups
rcform. fit ntw grLtups aonsist of ihr.. stll d.ents: ane \\,17o recld Text A, ont uho tead
Text B and one who rtad lext C. T1r studuts no\\t prese\t a summctry oJ thtir dis..slct
to tlrc other L\ro stuLlcnts in the group.

Text A:
Hurricane Katrina
Hurricane Katrina beoan as a very low pressure weather system, which strengthened to become
a tropical storm and eventualy a hurricane as it moved west and neared the Florida coast n the
southern USA on the evening of 25 August, 2005.
While crossing southern Florida it left sorre 100,000 homes without power. lt then strengthened
further before turning inland towards Louisiana, eventually hitt ng the coast at Grand lsle,
approximatey 90 km south of New Orleans, at loarr localt me on 29 August.
At this point, Katrina s susta ned wind speed was approx mately 200 km/h. The storm passed
diractly tnrough New Orlea_s. deslroyino
rnany lghter bu ldings and causing exten-
sive damage to others, The levees, which
protected New Orleans from the sea, were
broken and extensive flooding took p ace.
Most people had already eft the town but
others, who were sheltering ln the local sta-
dium. had to be evacuated because the
town became lrn nhabliab e. Luck ly, in New
Or eans only about 56 peop e lost their lves
thanks to the early warn ngs and the mass
evacuation procedures. Over the whole
area, however. the death toll stands at T383.
There was a Presidentia cr sis when il
became obvious that there were not
enough boats, helicopters or buses aval-
able for rescue operations to take place
smoothly. Some people had to be forced to
leave their hornes owing to the rlsk of
waterborne dlseases and the lack of food.
Biot police were brought in to stop the loot
ing of shops and houses.

144
fJater

Text B:
Tropical Storm Stan
Tropical Siorm Stan devastaied large parts of
Guatemala, El Salvadot and lvlexico. On 4h October
2005, Stan came ashore as a Category One hurri
cane but quickly lost force. The storm produced
lands ides, flooding, and h gh winds throughout ts
path through southern and eastern Mex co and
Central America, as more than 500 mrn of rain fell.
N4ost of the damage was done by torrential rains.

The Lake Atitlan area in the Guaternalan highlands


was hardest hit. Fash foods and mudslides de-
stroyed entire villages; roads and bridges were
blocked, and there was no electricrty, The search
for survivors was caled off and the death toll rose
to 2.000 or more. lvlore than 1,400 indigenous Maya
people were reported dead from one community,
Panabaj, which disappeared under a mudslide.

Thousands lost their crops, homes and all their belong ngs- More than a third of the vtctims were
children. according to UNICEE The survivors stayed in makeshlft shelters, churches and on the
streets without food and clean water. An amazing number of indiv duals and NGOS worked on
disaster relief providing food, shelter, clean water and clothes.

(6dapted lrom http //news.bbc.o.uk)

14s
UNlT l0
Text C:
Floods in Mozambique
ln early 2000 a cyclone swept acToss southern Africa eading to three weeks of severe floods
which devastaled l\,4ozambique.
As the waters subsided in llozamb que following the worst floods in liv ng memory re ief effons
turned 1o feeding and shelterng the survivors. Nearly one million peope were desttute. They
needed c ean dr nking water, food, medical supplies and temporary sheLter But all this had to be
orovlded in the context oi a shattered infrastructure - roads, raiways and bridges were destroyed
and clinics swept away.
A ison Woodhead of the Disasters Emergency
Comnrittee (DEC), which was co-ordinating
the UK appeal, said the top prority was pro-
v dlng clean water.
Although the waters are receding in the
south, in some ways it is just the stad of the
prob ems because they leave behind dead
bodies and filthy pools of standing wate( ' she
added. konicaly in a country that has been
under water for weeks, dehydration is one of
the biggest problems and possiby the biggest
k lle( particu ady for the young and old. '
Ald workers feared the death tol would also
soared as a result of water borne diseases such
as malaria and cholera, which were both akeady
endemic in lvlozambique before the foods.
Relief agencies distributed hygiene kts, including oral rehydration salts and antibiotics, and col
lapsible water tanks, whch were mounted on lorries and driven to affecied areas. Helicopters
and boats have been invaiuable in the rescue operations. The UN said 10,000 people were res-
cued from immediate danger and the search and rescue operation was over Howeve( pockets
of peop e were st ll stranded on islands of high ground and in need of assistance-
(adapled f rom hlipr/news.bbc.co.uk)

3,2 Ordering a Text


Background information
On December 26rh 2004, an earthquake jolted the ocean floor off the coast of Sumatra. This
resulted in a tsunaml which caused damage from lndonesia to the coast of South Africa. The
word isunami means 'harbour wave" in Japanese. Sorne people call tsunamis tidal waves but
this ls misleading as tsunamis are not related to tides.
The paragraph that follows is really a mixture of two different paragraphs about
tsunamis, wilh the sentences in the wrong order. Read the text carefully. Draw a
straight line under all the sentences of one paragraph, and draw a broken line
under all the sentences of the other one. Then, read the text again and number
the sentences of the first paragraph I to 9, and of the second paragraph A to G.
Re-write the two paragraphs in the co1lect order.

146

t__
Water

AII the people from the village were watching the sea in amazement when we heard
a loud roaring noise. I managed to catch hold of a palm tree and clung on with all
my strength as I saw people, houses, and boats carried past me and on inland. A
tsunami wave may be hundreds of kilomerres in length. Because of the depth of the
water, the wavelengths of these waves are much longer than normal waves. When it
reaches the shore, it is usually travelling at abour 70 kph. Then, suddenly, t saw an
enonnous wall of water about 30 m high, which was racing towards us. I rhought it
must be an earthquake and went down to the beach to see what was happening. As
the water tries to regain its equilibdum, waves are formed- It was 8.00 in the mom-

l
ing on December 26th 2004. When an earthquake or other major disturbance caus-
es a section of the ocean floor to dse or sink abruptly, the mass of water above the
affected area is suddenly displaced. Everyone screamed, turned and ran as fast as
they could inland, away from the wave. I was making breakfast for the children
when I felt the ground shake for two to three minures. It moves at high speed
across great distances without losing much energy. But it caught up wirh us and
picked us up along with trees, cars, all kinds of debris. As the wave approaches the
land and moves into shallow waler, it slows down and increases in size. About
twenty minutes later there was another tremor.

Where do you tiink you would read these texts?


a) in a scientific textbook
b) in a novel
c) in a newspaper
d) in an instruction manual

Paragraph A. . .
Paragraph B...

3.3 Language Focus; Vocabulary - Dramatic Adiectives and


verbs
In paragraph A we can see lots of examples of drarnatic choice of both adjectives
and verbs.
Examples:
a loud roaring noise
an enotmous wall ofwater
Everyone screamed
which was racing towards us
I clung on with all my strength

147
UNlT 10

Complere the table by matching the dramatic adjectives with their meanings.
There may be more than one word with a similar meaninS.

tiny great astonished enor-rnous lurious dreadlul huge


ecstatic miserable immense awful devastated wonde ul
amazed delighted sad cross

big

Lrnhrpnl

angry

Complete the table by matching the dmmatic verbs with their meanings. There
may be more than one word with a similar meaning.

despise adore shout detest speed dzwdle


scream grab whisper

go fast

go slorvly

like

donl like

34 writing
This can be done individually or in srnall groups.
You have decided to enter a magazine story competition. You have to write a stoq in
which you are caught in a flash flood. Write a personal account ofwhat happened to
you. Make your writing as dramalic as you can by using adjectives and verbs like
the ones you studied in 3.3. Put in dramatic linkers like 'suddenly" etc. and make
sure you include verbs in both the Past Continuous and in the Past Simple.
When the stories are finished, they can be put up in the classroom (NO NAMES!)
and the class, the teacher or the school dircctor iudges which is the besl.

148
Leisure Activities and Tourism
I]NIT I ]

PRE-FO cus

Ir
a group oJ three or Jour students you dre going to fiahe a list ol all the ways people
spend their Jree tiie. Yolt h.$,e a time limit of Jile mi]f,utes.
When you have cheched these dcti\ilies with d tetu:htr, thinh of a uay to categorise
thefi ilto types oJ d.tilities. There are several dilkte $ajs oJ doing this- Add morc
dcti\ities frofi lhe lists oJ the other groups.

Task Cycle l: Leisure Activities


l.l Language focus; vocabulary
Ifow many of the activities in the box below did you get in your list? Add any
you didn't have to the categories you organised your words into.
Are there any you don't know? lf there are, find out their meaning frorn a part-
ner, a dictionary or your teacher.

sailing reading basketball parachuting going ro concerts


cha(ing watching TV riding a bike playing cards squash
snorkelling bird watching climbing foorball listening to
music windsurfing hiking dancing cooking \ratching
movies volteybalt t€n s swimming sightseeing
playing the piano canoeing abseilirg scuba diving rall),ing
playing computer games photography going to the thealre

1s0
L.eisLrre A(tivities and Toitt isnr

1.2 Reading and matching


Read what four people have to say about what rhey like doing in lheir spare
time. Choose activities from rhe box in l.l rhar you think they would enjoy
doing.
Which of the people is most like you ?

PERSON A
l'm definliely a waier person. lthink lwas probably a fish rn another life. lcould spend alday
every day oui at the beach or in the swimming poo . Obviously it,s important to have good, warm
weather for me to do all my favourite things. l'rn particularly good at any.thing that involves boats
and I suppose some of my water actrvities can be rather expensive as they require a lot of
specialsed equipment and train ng courses. I love fresh a r and healthy actrvtties.

PERSON B
We l, l'd probably describe myself as the orig nal couch potato. I can,t stand anyth ng to do with
sports and using up your energy getting sandy and dirty at the beach or up n the mounta ns. l,d
rather Le on the sofa any day or st in front of my computer. l\laybe peop e are right when ihey
say l'nr a bit antisocial but what lreally enjoy most is gettng totally lnvolved n a great novet -
science fictlon is a great favourite of mine. I car spend hours in front of the TV arcl l,m particular-
y fond of a I those popular soaps and any kind of thrilier. Don,t ask me to go out, especialy in
the hottest mofths of the year- l'd d ei

PERSON C
What do I like doi,rg in my free t rne? Well, I suppose there has to be some sort of bal involved
and Lrsually a great group of mates to spend the time wth. Personaly, l,m not so keen on the
kind of games where you're on your own. They strike me as pretty boring. l,d rather be invo ved
in sorne kind oi joint effort or compet tion. l've got bags of energy and l,m very iit from al that
runn ng round. lt's hard to say which ls my favollrte game as they can all be really great fun with
ihe right crowd of peop e.

PERSON D
You want to know how I like spend ng my free time? That,s preity hard to say as there are so
many things that I rea ly enioy doing. First of a l, I suppose be ng with my iriends is at ihe top of
the list. I'm very gregarious and hate spending time on my own. My own company is so bor ng.
There's a bg group of us who do eveMhing together. lspend a lot of the day seep ng in preparation
for the good th ngs in life, whtch start somewhat later on. l'm tnto every type of music. the oLrder
the better. I can't enioy an\,thing without noisel Not peaceful country walks and cand e-lit d nners
for me - no wayl l'm the orioinal social anima .

151
UNlT I 1

1.3 Irnguage Focus: Expressing Likes and Dislikes


are lots of examples of ways of saying what you
ln the previous short texts there
like and dislike doing. How many can you [ind?
For example:
. I'm particularly good at anything that involves boating..
. I love fresh air and healthy activities.

These are some of the patterns that are used to describe likes, dislikes and prefer

like

enjoy
verb + ing
preter (e.g. I really enjoy playing foolball)
1 do t like

lrn (not) good at


l)n orot) keen on verb + ing
l'm (no0 tond ot (e.g. I m really keen on swimming)

verb + ing
I spend (a lot o0 (e.g. I spend a iot ottime ii-stening to music)

My tavourite (noun) (e.g. My lavourite hobby is cooking.)

l'd (would) uther (e.g. l'd rather play computer games thatr uarch Tv)

15,2
Leisure Acti\rities and Iourrsnr

Now complete the following text by putting thc best word or expression in each
space.

Pedro Morais is a very busy man.


Hes a well-known architect, who
has designed rnany different build-
ings. He 's particularly good
(D creating new huildings
that retain the character of the area
where they are built. He says that he
doesn'l like O b.,ildirrgt
rhar don't fit in wilh lhe surround-
ing area. He @ a lot ol his
time in his studio experimenting
with differenr sryies. His @ design is a hotel he buiit that is in the style
of the local village houses.
He doesn't have rnuch @ time but he tries to keep fit. He is perticularly
@ ol playing football and joins a group of friends to play every Saturdav
afternoou. When he has time, he O go out for a meal with friends than
go to a movie because he is a very @ person. His @ ,ll.h l.
prawns with pid-piri sauce.
For his annuai holiclay, he enjoys @ ru lh, r, lr. , "n q.r
Lrrr. h r"lrr
O on the coral reel!, as he i- r-..tfr l,-", O.rud1,rg rlre narurJl
world.

f.4 Language Focus: personal Qualities


Match the characteristics i11 the box with the four people A, B, C and D in 1.2.

active lazy sociable competitive anti-social energetic


fit rhoughtfuL musical gregario s quiet dynanic
healthy boring noisy talkafive co-ordinated
co'oPeralive friendlY

PERSON A: PERSON C:
PFRSON R: PERSON D:

Can you think of any more adjectives you could use to describe these four people?
which of the adjectives best describe your personality?

1.5 writing
Write a paragraph about yourself describing the leisure activities that you like
and dislike, the things you are good at or not good at, and your rnain character-
istics. Try to use all the language we have studied in Task Cycle l.

't s3
UN]T i I

Task Cycle 2: T5pes of notday


2.1 Listening
Your teacher will now read to you a text containing descriptions of three differ-
ent holiday destinations in Mozambique. Make notes in the table below with
the details that you hear about each. Include information about the price,
accommodation, facilities, food and leisure activities available.

Benguerra Kruger Park and Southern Mozambique Maputo and Inhaca


slightly cheaper

Compare your answers wlth a partnel.

2.2 l-anguage Focus: Comparatives and Superlatives


Complete the following table with as many adjectives as you can find in your
notes. Write the comparative form and superlative form of each one.

adjectives with
one syllable

ending in y

syilable

154
UNtr 11

Task Cycle 3: Ecotourism


3.1 Discussion
Tourism is good and bad, bene{icial and harmful, necessary and wasteful. Talk
to a partner about tourism and make a table of advantages and disadvantages
with as many ideas as you can think of
Advantages Disadvantages

3.2 Reading
Read this text about tourism and compare it with your table from
Does the 3.l
text mention anything that you didn't think oD Did you think of anything that
the text doesn't mention?

The Benefits of Tourism


Tourism is the world's biggest industry lt can be one of the most beneficial industries for developing
countries, binging in much needed lnvestment. Developing countries have considerable natLlral
advantages, such as sunshine, rich cultures or national parks, all of which can encourage tourism'
Most governments promote tourism and remove barriers to internaional and interira travel' For
many developing countres, iourisrn s an important source of foreign currency and employment ln
1996 the worLd-wide lourism industry provided 250 m llon iobs and had saLes of $3'6 trillion By
2006, it is forecasted to provide 385 mrlion iobs and sales of $7.1 trillion. Currenuy it empoys 10%
of the world's workforce. lt s also a popular sector for investment. For example, in Eastern Europe
investment in tourist infrastructure is expected io grow by T40% between 1997 2007.

The Problems with Tourism


Tourism can also be one of the world's most damaging industr es. ln the first place, air traveL has
made traveling around the world cheap and easy for those who have enough money, but lt is
one of the b ggest sources of atmospheric pollut on. ln addiiion to this, tour sm often l-oads to the
destruction o11he very places people want to vls t. As tourist destinations become more popuLar,
they become more buit up as the big corporations come in to build airpor(s, roads, or hoiels
Thls often takes away va uable resources, such as clean water, from the native population' As
wel as th s, if the bus ness is dominated by internailonal corporations, such as tour operators
and hotel chains, many of the profits and benefits nTay not reach local businesses and people at
all. Also, tourists are not always interested in the local culture of where they are staying, treating
it as a source of enterta nment rather than as an enriching exper ence.

{Adapted irom Sustainab/e Hudah Develapmeht,2oa2 Peace Chid Chartable


lrusi)

1s6
'.if,,. ,\.l.liit

Lei\ure A. tivltles ,nJ loul lsm l:"

3.3 Discussion
tn a country like Mozambique, how can we get the advantages of toudsm without
suffering from the clisadvantages? One solutlon is Ecotourism. This is short for
ecological tourism, and it is defined as "responsible lravel to natural areas, which
conserves lhe environment and improves the weli-being oI local people. '
Idealll true ecolourism should satisfy several cdteda, such as:
. The local environnlent must be conserved, llot only in terms of the wildlife and
plcnrli[e. bur al'o ol rhe local cultu rr .
o There should be sustainable use of local resources, by providiDg local people
wirhjobs.
. There should be agreement by rhe local people to the touist project; they should
participate in its cons[lction, management and operation, and share in the prof
its.
. There should be an increase in environmental aod cultural knowledge.
. There should be guarantees that the impact of the tourist project on the envr-
ronment is minimized.
. There should be no waste. which means the tourist resort or facilities should not
be luxurious.
. The main attractions for the touriss should be the local wildlife, plandife and culture.
(Adapred IroLn hrp://en.\'ildpedia.org/wikr./EcotonnsD

Of the seven points listed above, which do you think is the most important?
Which is the least important? Discuss it with a patner and see if most peoplr
in the class agree with you.

157
IJ NIT 11

3.4 l-anguage Focus: There should be


Five out of the seven points in 3.1 use the expression There should be- Read
them again. other forms of this verb are:
there is. there are, there was, there were, there will be, there must be, there
could be etc.
Conplete the following sentences in a way you think is true:
. In cities, there should be...
. In schools, rhere should be..-
. ln hospitals, there should be...
. On television, there should be...
. At loorbail matches. there shouid be...
. tJn the roads. there should be.-.
. There should be laws to...

3.5 Reading: comparing Information from Different Texts


The following text, written in 2002, describes plans for an ecotourism project
in Mozambique. Read it carefulll and compare it with the seven points in 3.3.
Do you think that the resort described here conforms to the definition given
above? Can you find evidence in the text for each of the seven points?

Cabo Delgado. in Mozambique, has been identified as an ideai site for an ecotouism proiect.
The area is one of the most important African conservation proiects of the Zoological Society of
London, because of its exceptional biodiversity. lt has over fifteen land habitats, lncluding
endangered coastalforest, and there are populations of elephants, buffalo, hippo, lion, leopard,
wild dog and several antelope species. A marine survey revealed rare habitats such as sea-
grass beds and found coral reefs that are among Easi Africa's richesi, with diverse fish life and
endangered species including turtle, humpback whales, dugong and whale shark.
The conservation and community initiatives will be paid for by luxury tourism. The numbers of
visltors will be limited, but the area is large enough to sLrpport five eco-lodges. These will be
situated in different areas. so that visitors can move beiween coastal, island and inland habitats.
The first two lodges will open in 2003, on Vamizl island and on the 35 km-long mainland beach.
ln 2004 two lodges are planned for the 33,000 hectare inland area, where expert guides will lead
game drives and walking safaris through diverse habitats including mangrove swamps, wetlands,
coastal forest and acacia savannah. A further lodge is planned for Rongui island, as a base for
deep sea fishing. Guests at coastal lodges will also be able to scuba dive, join marine wil.llife
expeditions and explore nearby isLands by catamaran or dhow Wiihin the concession is a ruined
Portuguese fort and the historic island of lbo is nearby.

158
t.-_
., r iiili.'\
Leisure Activitics and Tourism :':ri r .

An essential component of the project s success will be the involvement of local communites. All
have given their written approval and are expecled to benefit through skills acquisition, employ-
ment, srnall business inilratves and the creation of a community fund to provide assets such as
schools, clinics, grinding mills and wells.
The receipt of direct financial benefits from their wildlife will hopefully mot vaie the ocal people to
ensure its conservation. Community relations specialsts have vsited to ensure that the partnership
between tourism. conservation and commun ties runs to the benefit of all.
Guests will be encouraged to visit and partcipate in conservation activities, ncludirg cataloguing
terrestrial and marine fauna and fLora, identifyinq human-wildlife conflicts and potential resolu-
tions and developing sustainable use programmes. The project wil also help protect adjacent
areas by ernp oying, training and equipping wi dlife guards frorn local communities.
(Adapled lrom http://www.lrave aircamag.com/contenfiie/456/564

1s9
1'NIT 11

3.6 Reading: Matching Meanings


These are paragraph headings for the text in 3.5. Put them in the right order,
according to the text:

A. Local participation in the project.


B. The aclivities on oIler in each habital.

C. The positive contribuLion of tourists to the local environment.


D. Reasons lbr the selection of this area for an ecotourlsnt project.
E. The IocaLion and distribution of the tourist accomnodation.
F The cooperation of alL paities lnvolved.

3.7 vocabulary

The following words and expressions are related to tourism, and specifically
ecotoudsm. Diyide them into these five groups. Do any of them belong to more
than one group?
A. refers to a place
B. relers to a person or people

C. refers to an activity
D- rclcrt to a natural ra\ourar ol allrrLlron
E. refers to mone1,, or the finarrcial aspect of tourism

site tile guests shark habilats endangered speci€s turtles


plant
scuba diving culture sunshine investment foreign curency
guides profits resort rrildlife
tourist destinations tour operators
sea fishing explore lrational park flora and fauna safari

accommodation facjlities biodiversity coral reefs wha]e

160
--s.ffi:I[{
lc'.ure AL,.vllie) dnd lour:-m .. :'" WT
4\ :

3.8 Discussion and Mini-presentation

Work in groups of four or five.


Discuss the possibilities for an ecotourism resort of some kind in rhe area
where you live, or in an area that you know. When you have identified a suit_
able area, think about what kind of facilities you couid provide. Remember rhat
if it is to be a real ecotourism resort, you have to try to iomply with each of the
seven points listed in 3.3.
Present you plan to the whole class, and thelr vote on ,i.hich is the best one. iln
the voting, you're not allowed to vote for your own planl)

161
A n s e r s a n d t e x t s

IJNIT l: NATURAL RISOURCES jcr'.11c,r, p6ricides, surgeons' scahels, fuel Lr cars, dcnrisb,
d tl oR 2. A dianondr hant, trhrive, beruliiul, ransparcm,
jewdl.ry surseons' {a1pels. deD sls'drillsr B ritaninm: sirong,
Posible delinilion: Matn3ls lound tu narur whirh ar. 6r" do., Er. I r! r,.' L\. r p\ ig I *.Jn o", .'"n
iial o, u*lul to lumtu, rulh a! mte. a,r, land. tor.ss, Iish and ' ' '. of'o,
dlicial bo.\jdin6, body pi.rcings, propelloE ships. spec
wildhfc, topsoil. and nin.alt 6cl. hamesr c petolcun: madc up ot hydoSc. and .arlon,
madc up ot mole.ul.s .I di$er.nt nass.s, planics, asphih in
lt rcad making, p6ii.id.s, Iurl fu cars.
I rals. .oveied *irh trc.s.2. Tmc. saudiA.a
About 2016 is
bia is the $orlda largest pioduc.r ol p€rolcunt. r. Trur 4 2.7
Fals. rlatinum nonnaUi, cosrs rwi.e is nu.h as 8old. 5. Tru. Thc i.xt classilies lhen xc.ordi.g ro rhe thrcc narural
Ther. xft rhrec onshor. gas fi.lds, hndc, tima.. and Buzi nsources dcscribed. metlod 2 in 2 1 ab.v.
-Divinhe. 6 True 7 False. Ihey are ri.h ..unlrics, bm rhey
have ltry few mlunl ftsouE6. 8. Tme Ab.ut 70% ol rhe Firh!
su ace au is wat.r oI Lhe other 30%, onlt on. lhid is aEble
9 Iruc Prawns are one olM(,zambiquc! bigg.n.xp.rrs l0
ralsc LJK, Norwa, and Denmark cxtracr oiL lron lhe No.rh

1.2
Firsr paidcpsnds on studenb' own rnsweF ro dr. quiz.
Pedro s.ens b know more abour natutul Rsou(cs.

1.1
Makiry a suAsenn,n: Lcl! (r.ad drern one hv on.), stan wel

isknrg lirr aD opinion: wh:r about fthe Iirsr on.)? whar do


yon think? Thar mu he trus, don'l you dnnLr wh"l ai-,our
ydu? Don'iyou a8.e.l Dorou rerlly Ginkso?
civing an orinion: l'd be in.lin.d io say (tatse). well, n
seens b ns (rhal doesnt nece$arily Lllorv). I d nk (thrls
what Txiwxd docs) lr must be (mor. like filt, p.rcetrn. I
wonldnt he ruryrised il (it M true). D.tinnclyl
Agreeingr l ll so along rvirh that. Delinikl, I agree. oK rhen.
I suppose you'rt iAhr weU, ys, dur! ru. I snnpose.
2.4
Disagreehg: l'm nor so flE. Oh, no. I dont agre. with you
thcrc Arc you reauy rur abour dutr Mm, I m nor so suE abour
Gar Ok,ler!jusr agE. ro dilte. on rhar one.
,_5
shalt; thinkr snrei Ler's: shall; L(!i thinhr sur.j inclincdi
agEe: Let!; knowr lositivei slDlt sscmsr agrcei Letlr alons;
li^ns$ rhar d.ptn,l on studcnrs opinn,ns ) I . Fooiball G
m,ptopLlir th n'.'n\ n'\.,o'r n 2 I
suppo*j l.tlj thi.kr Dclinire\: agr€ 'El,' 4.r.o.ipr
b lsam rhan JapatrGe. 3. su&n is higgcr ihan KenF Russia
is nor as rich as rhe USA.5.'Swinming isnor as dang.rcus 6
t.5
hore. ridins 6. I hors is not r larr as a che.r,h 7 ltl you
t.D2.C l.B4.C5B6 D 7.rC a C 9.A l0D couni only Gc .ill nor 6Edd Lisbon) Th. popnlaiion oI Lisbon
t.6 is nor as gi.ar as rh. popularion ot Mapuro (lf you .onnt rhe
I
What does Ceoigrls .ompary produ.el 2 Wh.r. does
popuhrion oI cHrr
Lisbor) rhe populdtun of Lisbon is gEarcr
P€dro work? l. H.i! aE ths p.oducts raBpotud b rhe coasti rhan thc populrnrn otMapuro. S ,A.onpurcr is more c€Iul
I How many good roads ars therc conneciing Lht ciry and rhe thar a pen.il. I
Tht av.Egc remp.rntuE in Pemba is lieher
..an? 5 r. the ro.ds dr,l con.ed ihe city.nd Lh€ coasr wcll t6an rhe avenge kmpcEture in Liciringa lO rMarhs is moE
mainLdinsdz 6. How m.ny peoplc does Ceorge\ .omt,aoy
employ? 7 Arc all rhe doNmob usd by rh. ompany eclated
3.1
i o rhr.e languasrs? I How are rhe &,oments scm ro d1.
branch oficesr 9. HoN manl aipors are lher urhnr reach ot
ihe conpant hadquad.rs? 10. Arc both airpons suirahlc for
r, n,'d ,.nr,Lrr ,d,d r.D,pp,, o,.tud.n,,opnn,

2.1
I WC; 2.Ar l.C: 4.A: 5 C;6l
-rhe
Mo most obvnrus ways ro clasify are 1. A (nanes of 3.3
resotrrccs) dianond, irerolcum, ritaniun: B {proDcrties) te.s, fish / Pcroleum / 'don'r cur dom roo hany ol then ,.
rh,ns, ab6iye. b.autilul, made up ol hydrogen and crbon, isp..ics g.es cxtin.f /Aluminium cans,
?.p.r, bode!
d6ssn'r r€act with oiher sdshnccs, rransparent, lighr, hard,
r6isbnr to comsion. mde up or nolcelB of difleEnr tu5rs, 3-4 (Rercwal,lc = R/Non - nrcvabl€ = NR)
c (prodncis) artilicialbodyj.inl!, pl6ts, bodt pier.iBs, rru torcsteR: Iish & .oal NRi oil-NR: naruEl gas-NRj warcr R;
pelloB ol ships, speciacle trames, asthalt ir road nxking, minc.als-NRj peh)lcum NRi silvetsNR; tftanjnm-NRi herbs R

163
A n s e r s a n d t e x t s

1.5 2.1
LL:2ailA:4Ei5Di6ts introdn.inm: Todrf l'ng.rngro hhl{ rb.ut
DfieEnt.ns{.F trr. p.ssihle,.g L L shouunr h.v. can r rr'r n r .i l.rinanlv Lradciu,iliotroltb.l.anl
it 2. Th.y sh.uld rn e.siLn L P.ollc should div. nlor. (rr R.ison. l'.n[1:rirstlll
trlb +. You shouLl gi,. np snrkins 5 \^I. sLou]d |rvc l.i P.nt l: Sc..nd lr
l$n..arlicr6 TheA.venrme.lsh.uldhir.motP.li.c
Pornr l: Thcrt irtr drId
Ille.ts: l'dnr 1: Noslletsmolc.n ro,
P.i 2 Th.sccond rs
2: THL ENVIRON\'IENT a-.fcluibr 5o, m..n.lusnD I r.ul.lIE( lit. o say

.apkin 2 u .t N.cks: rn:rch 6 n$nrhsi n!r'!PaP.rl ,rear: l5


.,garctrc ed.l-2 )carsi pLastiL .trp-j0 ycaB, phsLi. b.n1.100 rI ih.n .rsrs d.Ior.{atio. r!$rlrs. riG Lh. r.sult drai nt hr
rn.E hrv. trr Dolc .., but tr.ad l.ad t. turor.ihnon, This
).$. Iislilg linc 6i0 )raBi alunrnriu.r .an ud.gmdablt,
.rus.d whor rltrt rr. m trcs:I c.n hrd h fLlndinsrtlt biodr
's
sL$ utrd.t.rmincll 1im.
v.rsrrr ol lhc ..osy$.,! E aln.r.di tr lLds b rtr nrcus! nr ihc
1.1 Llkl oI .rrbon dio ., .rnsd\ sl.htn !'annilE ro rrkr pLr.q tlN
Soia \"n'nB i'hrl" r.' 'l 'L
1d ' "\' ' Ln rum b haensr drn,trLi..ll.ton onra.n.rPhr.ca plaD.r
envrronm.nhl disasterr .h,n . chrnA.i Iossil nr!Ls, hiod.Sri
daLlc naclrgnrgi trtdrocL.dn. s.h.m.si gr.e. prdyi dev.lo
pi.! rl)unkiesi solar .n.rg-v: re.y.iing bNsi tuxic rr{. thr k..s lrl h. n'lca n, lhat.rtra.ty. n ,rslncs su.h is
n,niq.an Ekr pL.. 11isd.n. so rhar ilni Lnd.db. tamr.d
I solrr loBer 2 r.cy.ling}ins l. toxic vast'1 grc.n !a(t
Ior i rix r.rrr Th.!.g.tadon is.ur.l.wn rndbum.d in ord(
t ln,degra.lall. pa.kas,nts
ro.ra[r il[.e I .) ilno n.r' r]t$ rr. pl,nted 1o r! 1.r rhc ol{l
t.2 .ncs (. ) tlur ri $cd t r .l.xing naruraL v.Htrrlnn ( I dre
1.rl rl. F4 T5 r6.f 7 l8 F Iam$ hav. ro no!. on eiseBho. b fn.lnctr m.r l. rl.soil
1.4 1.1
FlTecB o(.limtc change Risc ids.a lcv.lidanrase Lo.orals: I nr/so rhtr1 2 ro I to 4 to/in onnr n) ) Lo/ir order ro 6
l6s ran,trLl in so.rc nlacrsi dore nop,.al n.rns: melrnrg of so/s. rhI7 1o 3 so/so rhar
sltr.iersr extnrci.n ol son. spe.i.s, l.rrcxse in nurnbo of
f.l 'b. r, t'rrl.'I P, hor'-\ r, ro'' llo"' - '

17 Orhlr an$Ycrs ir..L<o Possiblr


r. A ft. in rhc lrv.l.Ific s.a is Lrus.rl !t dt nreLrDs oI dt
l. ' .,.o tr|. d. og r'," ''8
I S.!.r. dfuuBLt rcsnlls lro,n sn,bxl wannrnS. + \\'talh.r pa.
t.nr .hangds aF th. r.sulr ol cl,nut .hing.. 5 I nsc h d. t.m
lr.rarur ot rh. s.a ($lG in.lxnagc ro conls 6 Bl.r.hnrg ol
.odL is .rused bv 3 risr in dr. tcmPo:rui! ol dt s.,.
2.1
r. For.sls cor.r xhout lOL ol ntrld\ nulx.. ,rinnEsc
uscd r. h. l4$ tu$ 6iL
.l Nlozanrb,q!. a lor.sl.d (abonr 19,262.000 hr)
14 tj% dt
I .roikn,I pollnrcs I rc-v.[ 4 .rgani:i.ons:...nni
mdnri pror..rion 5 dcvrlqnn.nl6 !r.v.nr.d
I Th.) $sorb CO: rnJ pr.dtr.. or, anulu soils, pieltnt
.rosn)n. r.Suhrc $rlcr fl.$r rno.lily .Lnnarc, co.l iir, !rolid. 2.9
hahdl lor pla.rs, annnals ni.nrorsrnrn* .r.sn)n: nnpror.nrcnii n.nru.ri{inr resistan..i r eg.nnrrun,
^nd
tr5sish .e: disapparrnri.cLc.lingr pr.tcction
).1
N.t.s of {l.fdr{a1ion Lt
D. r'raL'.ipp.id. -. 1 "r' lt ''' \\hrflLlou.lo rl -von sei sood (sults D thc cranrsri\{6lL ir
' I pnss all mr-.xams.l'lL go to Linlr,srry / lJ r l\ lov. b b. a
.Nrl/.ngincer, il l had th. chr.r. /8u1. iII d.nt g.t rh. Hrl
I .u(ing.lown lo, lnnbc! ns.s a) lL,cl h) rhr(.,Ibumnrg dcs, I r'll hrv! k) d. son.thing.ls., / rn! Drd sxls
.) rap.rindnnrydl making tumitut 'ufpos.
hillLnym.aipo std.nds.ndn,.onhoh.lalt)s.uthAIn.a.
2 Id.rtri.rjlc rnllu{ri.s 10 tat. pla..: r g mi ng il I g.r go.J s.xiles / tll hart to g( a tob,n t}a holidats il r Nn
I n:sh burn |olnr-, lsed bt Dan)' farmcE: nr ordo o b in\h sch..l nc\r l.ar / LI ! hrd r .irL Did.l rouldrr n..d h
^nd
cl.ar land lor larm,ng go F scho.l rN.ro!!: / ll v.u t.ltrd.ne,Iou nonl.lnL hxr. trl
sd a tob lvould r.u : ll I wis good .nough. I snuld b...n. .
I !.,l.rosion ,a) floodnrg hdous loonrall.r r .l eam l.b ol moncr rhrL $xr / And drer L

)bl drougll wonld g!. m. ef 6 dms. {ho n..d il !D / I night look lor a rob
rrl lNs.l trlldlifd ,' r ."t .''.v .g1.'" " ' ,

2 nrreas. ol kvel .I cor nr ahosthcr.


;a) gr.cnhous. elL..t \Vell,l rlnnl I maytrtostudy iru,: I mighlloot fo, s loh,n
+I) SlohaLwa ing
A n s e r s a n d t e x t s
1)
\! hri Nouftl von no rlyou bund son. mon.r h lh. {rdcl]
\\'nal w.uLrl Iou no I ),ou pass )rur turat .\^$l
r
t- TL"-
\\lDr *ould you do il vou rod I Lr or nnm.yl
whatwoull rou do rrtrnEoltr j|h in so!fiAhi.al . " l+-r l.j;'
whatsillrotrJ.,lyoume.ryorrlrid.dsronighri
whi.vill rou
whfuvill y.u J. iarou
d. rf }ou have r dry rlrhis m.narl
.\..licnr EngJisht
sp.ati -',.-- rl
!l l
lvlat w.rl.l1ou l.,l)'ou siw . roLl,€ryl

Op.n.nd.d a.sre6
lr; lLr:#l.
UNIT l: SPORr-

Anslvrs nqrcnd on srtrl.nB' oprnir).r, hur musrL.sutpoacd

1.1
TT)iTS IOR RIADING ,\ I

This.inb. an ndrliduilspoi ora


OLJ D

tcam s!o.r.ll itisplaved


:* ;1'*;". i
as a ti,n slo,r. dr rcanE ar v.,)- snrall rhe ganr. rs plalcd
Lr, l' '," I' rtlrl"'r^"
' "solilr
.Luir. Tk plar.rs rr. not,llos.d to Li.L thc hrll or'',usc
rny lran ol dr.n b.d). lh. thFrg ar.r E n,i.l.d wirlr lh.s,
:.d ihc plar"os txc. cach oth.r. Thei.bj..livc is t, [e!p rhc
:l1 r
brll insidd rhe Lincsxh.n rh.! lnr ir, bur I rh.same 1nn. kJ ky coLl oull |. ra.s.r ba{d achicv.mem:biskelbrll .ouLd b.
ri lLir dE brll in ru.h I trtr_r nrar drn oppon.nt.irh.i .annol .ou lxscJ opnoniinl basld, or matb. go,I ori.mrJ, rcanr
r.a.h dr. b^ll ri hil n hr.k, .r rnernariv.lv rais ro lit n lxck .ppo, LJ, I u. n?, ,.'d n a.,J\
withnr dr. mtk.d aru EaLh fl3r,.r has a sp..rrL pi..e ot is ptubtrbly r.rnbar opponcnt bas.d As th. .lass,h ior slr
equipm.nl $li.h is use,l nr lnrng rhc LaU. Ther. js an.hs kn is nold.fi.nrr. dr.s. a.e rcnrati!. rnswcr!. rnn sud.n6
tm.tion a.i.ss th. hilldlc of rh. jrlavmg area nearly r !n.rd .ould rrsu. fo other classilicarons.
high. o!.rwhi.h rlrrbrll is hir in |.rh dnt.dons.
t.+
rr .'l .,h 1.., .o
'lhis is usurll,v af i.dia{lnal spon Ir is plxyed ro ger
".,-\l inr, {1..
tt[L rh.n oppn.nrrn.r. whi.h is lourmetrdinrd.
x8trinsr on.
oth.r p.rsod rlth.ush s.rncrnncs rou, peopl. !la), rog.thr in and 6u m.u6 high 2 Ea.h r...n rblc, Ii6 Lhe bill si$ a n
t.anE ol 1r'. A snrall hail h3 I rs uscd. xnd ei.h !I.),er l$ r quct, rhi.h conrisLs oIr in,ns I.rm. a.d sungil. h golf. rh.
s.t.1 sp..irl pirrcr.l cqu,n,n.nr \rrh vhi.h ro lit dr Ldl plateE lD!. to g.t Lhirball:.ro rn h.k, whi.h is tr xrl1 €l.ven
L\nit. th. spon in rlc airr lrxr, rh. hall E nor moving ]h.d c.nnn.r.s in dirnet.. 4 Glormnic!. vhich {e have .LL'silied
dr. playc.s tn it. Th. tirll i! hn l,,ng lin:.c.s. .nd mav sonr as a disphl spon, can utr vai.us nrnrs 5 Vollcvhal. r'hi.h an
,111r,.' r.rJrr oa ,\inen.a. doctor mv.ntd in 139i, is phI.d lrNeen s.o ronE
', Lh!. r'h.n .a.hI player
h.L!
1,P^.r 'l' 'r
or .ll dE playrrs h c snc...ded. .f s,x nl4tF on a .out 6 \bIerL{lL 0Lye.s |n tu ball over d.
Lh.y Dmleo. ro rh. next pit oIrlt pliyins rrca :.d ,1p.ar rhe nc! whn h \
aoos rt. mid.[. ol th tud 7 l. rugb: rhd. aE
tr\. h,sh soelDosrs. L.M.enwiri.h dr. piry€E mui kick rh. ball
l]]oc.s I rc pLavcr who ft.ds to hit th. hlll th. l.rsr numb.I
s Ar Lhe onl oitl[ longFmp there isrsa.dbox, rnro {hr.h dr.

1.5
I "" p^ r.pr,. I r' I",irl a',- l.r:2TilTi4Fi 5Tiij li7 F;8 Ft!.Fr l0r
iod.oB and s.rnc.,n.s oucide. rh. gam. ir FLycd or a nark
eJ rrctr, an,l rh. ohjc.rilc is ro nake rhc Lrll hir rhe s..und
insi.l. thcir opfo.c.rs nrark.d area, rhiie .1 1I. srmc rinx
1l 88 a:l / A2-85-C7 / A3 87 C1 / n+ 8.1 C6 / Ai-B6 C9 /
t inB 1. p.d\cnr rh.n opponc,rs ton donrg rh.strne nr them A6 Bl all17 Rt C2 / A3-B9-C3 / A9 !4 a5
Th.re trr. Gurllr six I r_v.,s in .ach rc.n. 1Ilh. hill r)u.h!s
2l
l'jari B l Larl Fo$itl:B lvloniu S.l.s: C Aiash Nllrei
tr. gn,un,l itrsil.lonr ata. dr. r..m loses lh. poi uhrn l
mrcL i, D \nr.e Nis..m l ldrdr I Bdn ldrnson
l.rh w,ns lillrdn p.i.rs. n nlrs ft. g.n. Tlre plalcB Jo ooL
).2
rs. rnv spe.'al.qu,nnr.nr h hir ih. ball Th.yusedr.nlhds
I E, 2 A, I Fi+ aDi t Ai 6 Di 7.BI:a BCDHi r).Ei 10 ar 11.8:
Th.re is r hiHh obnru.rxnr arross rh. middl. ol lhe,rlN,nrj
' ll,\ l'",,'i
high b hir dt btrllx\ hard rsp.snbL. and scorp.inc 2.3
11 1[: 2 c: 3 Ai4 B: tI:6.4]7Di3.E:98, l0 Ai LtBt 12A:
Ierl I l.mniTr\L 2 g. fi lnr I rollelbrll llD:1,18i lr Ei l6 ii l7.lri ls.E

16s
A n s e r s a n d t e x t S

Iass l, Fss.l l, .p.r 2, op.n.d livan l, vanc.l 2, prHdc 2, I $Jlar ini DuLc sayl ,r uh. d..s tL{.,i b.long ro? 5
fand.d l: l,Lc l,lil.d I $har h:pprncdl u Who iR L[. r..i.Lnt] 7 Wlro {lid dr
sh'r' t. om 1'd o l'. . tr.i'Pn.'. rer.hc, s€€ nrLis rooml tl \lhrt did rotr hnn.n theno.,l
' ",1
prmoun..d $ith in .xrra si-Ll2hlc, orhcnyirc you w.nldnt b.

lt. I]on at l0 0Ol :l \\'ho. trrc Iou g.ing 1\is \r..li.ndl


Pnt.n extasrllahl. on Nu,nbcB 1 6.7,3 1+, 7, L8
*aht ar tou goin8 t, {lo th,s r?rlrnd! I \\hat tnn.
2.4 d..s rhc Laskelhrl gtr,n. srral t Wh. \v.n lhe mat.hon
1. Ho{ ian n aa,l Eogrdv drir. amnnd the Il .r'!uiLl2 saddil? lr $,ho dnvG hn kids ro sLh.ol.!.ry diyl r
Il.\ manf timcs d,,l aarl Ioga y Nin tir.lrcrld dd.l I $'htn \\.l1.r. did ro!, la.rilyso.n holLday hsL!.irl
did Can Fogrrrv hrvc r v.D btr.l 4 \vhc,t rvas Nl.ni
^..i.lentl t.7
..sclcs bonrl 5 Wh) d lloni.. Seles mo!. ro ih. llsAr 6
tlnil,1E\€rcnt 1.Pa
Scripr tirr B
whor rMs lvl{,n,!r {^bL.dl 7. How lotg vrs rlt lniltl a lvhy
did ]\,?sh Mn nnieili r.lLrs. ro lighi \hksl I wh) R.snl\hks ln Ltr 17'i .dition ol th. Alnen Nano.s Cun trx,k pla.r
19,)O

happyr / why $xs viks .or htrnnvl 10 H.$ ldB d hnr.. Il \!s h.sled }v Alg.na
'aher. werc 8 rcanEarolld D rh. rouroamc t
\8..m llam.d stal oB. .l b,,xin8r 11 \\lit did Hantd {lo
\vlile tr. {as ir r(,r.nnnrl l2 \\h} did llam.d rliE. b IiShr
Klunl 1l Hor longres \asccm Hintd \vdld clxmp,o.l L4
\\'h.n / Horv lorg aB) did llnrned lose th. !rlc? li when dd
B.n]ohns.n .nngmLe t. C.nidal 16. Wlren drd rkn iBlbetrl hr lqS+ thc lqr'edition oI th. Ah.atr r_auons aup nn)k nLa..
L.wEr i7 \\rhcn dd B.n lohffon b.conr. rh. lanc\t nu otr Irxrs honed bl Tunisi.
Fa(hr ls D,.lBerr.lldr.truthabou hc{.nnlls(rtli61ll lhrr \.r.12 teamsnrlolv.d rn rh. rour.a,n.nl
25
Ther..re diflir.nt an$v6 d!p.n,linsor LIt stdent! ponr
olvi.r, som. p.ssibrintrs:
1 It mt gor.r.mc.r bL,l m! nol to kL. patr b..aut ot lny
.ppon.nt! r.lision,I woul.l a..ep( thcir d..ision .l lldo.roB
...d" l'dlr' r.n.'p l\o'
'r
I lIl nra.dlosingnrr.thanvinnnrg. I rvould prr.lis. h. .r
and rn,n more, so tlDt I could g.1 br.l t, ny pr.Lious sutr
l:ftj .1 ]i I na(.d rc..,anrs lc .,s rhrctrt.nirg m. and nt
frmil! I qoul.l go to rh. polnr' 1 Il I $as ofl.r.d i lot ol
r)ncy 10 los. a rice I {oul{l rrkc ir indediit.lyL 6 ll mt
rcam had 10 rou. a colnrn rvh,.h di.l n.l.ll.w bli.hpeopl. ro
phlr I Nouldrctusc u i,i. r t LuLn

f]]\lT 4: AFRICAN NATIONS CHAMPIONSHIPS

r) 6 n.nlhs l) 16 c) .vcry 2 rtrE .l) Lhcy aL. il nr mnr

l a
1.2
I \\1rr. did t]r. mar.h fuk. pL:.d I \\'ho wrs lh. nnl.ll
1 nn.k to I r ray ot .{lutidg rle numb.r ol r.:.rs I a b.(r..nl :1. Horv pe.pLd wd.hcd dr. mal.h in fi. na
groul olgrnrs + Iid / manr 5 h.ld rlr. ga,n6 in tltir '.rn),
diunr 1. \\ho!.ort,l lhr g.nlsl 5 rlow mantg.ils drd tcam A
s.orel 6. HoN rna.y Borls did f.id B s.or.l 7 \Vxs rr a good
tl mat.[] 8 \vtr! rny.nc ilur.dl q. \4 t wis dr score ar hall
I Alri.a:l Zimbiar I l).n.crrli. RepubLi. ol rh.
S.uth nn.l l0 who \Yo lhenuthr
(:ongo. 1 Cih.r.oni j Nig.ria.6 Scncgrl:7 - Ivlil,i 2 2 (orhcrins{.rspossiLle)
a Alacria:9 - IUoro.coi l() lnnsLa, 11 lAlpti 12 logo, 2 Hcr ltrnil! illo{ h.r ro flay loonralL I ahanac 1. rtlrl.
1l Chanai l+ lr.r) a,)rit,15 LiL.riri16 Brrknr Fi<l ti.s4 Mor. to rh.lr\I
5 Lu,.lcl.oa.h 6 l1.r dri\,schedul.
b)w6r ,\lrn:r ltun.h+ B.lgian rnrlu.c. n brll 7 ller di.t 8 Hd. lcnu.e tr.riviti.s 9 ller sn...sses 10. H.r
.) Ean AGicn British influ.nc. .,i.kd
1+ ).1
I cx.iling I march / gam. I nnxl $l,ird.4 , dDw t sco I rl rl r.l di b6.di d
rd6 disrpponr.ncnr/dinnrr 7 miss.d
2.4
1.5 I parenlal prcssnr. sp.ii is a rasrr ot linr 2 s.\url dis
I llowlongdrd lh. chrmfi.IEhip h{?.1 Hov lnrnr ..imidrliotr - mal. domnrr.d nd6rLL r1,nd 3 itrt.Gir. tai
^fri.rn
p.opl.li{cnd rorn,l\rth..lilrl.who{onl4 Nhodid nnrg .1 La.h ol..rnrdiron 11 hom. hr.l 10 Ao abloid t.
th.tdetearr i $ino nnsicd hE p.Dalt)rr 6 Hon nld |. ftrll abs.nr .oi.h nrnri.s hr h\ 6 haal !.h..h]. lor ianrnrg 7.
subl..rqn.srn)ns 2,1.5 rigid dictS linL.Lisuftdn.q n! rics
objccr ru.iLtuns 1 4.6

166
A n s e r s a n d t e x t s

).5 pickld il up H. qui.kly drnrk nofn fi. Esl .t thr Nhrskt ro


1 Il.. tlLhc. lras n, iLnpftr
hr hc, poloman..(..I l. Th. giv. himsrlt cotrras. rnd ir.n he dixll.d Anm! .xrhiL. nurn
t.rn ras lat.r disqurlilied 3 she nas f.Fnadcd ro .ondnn. b.r, Lrt thcr. r'rs no rnivd. Hr gor n! whil. .l.irin8 thr
assh.sh.w.d inD.N. potedtirl 4 shd r'rs.lfned a s.ho a6 lomrull.d a plar rh.n he wenr r. rhc dnrcr \t.r.
tablc, hc
nD 10 go to( .I t. She wis ,sard..l lh. IAAF Goldrn Lcasur h. kcpl gn. Alt.r ch..krng ir sr lord.d. hd nur I i. hn
h,s
pork.r rh.r hc sat dom on dr. sola and.losed hi\ryes
l5
I nr 2 whiL! I ar rh. xg.4 drcD 5. n.rt 6. l.r 7 *nil. 1 a told hldd.,l annntrl 2 a tind h.a ed pcrs.n 3 I li\s
8 Dunrg rhc tinr. 9. b.6rc 10. dr.n. subs.qNnd) 1r D(nng hu.drcl rrs. book .1 a tr.ll |lhaEd.hild 5 a d.ns.lr popu
l,U','J\ - l lard plr of rh. .ou.nr 6 a r!.8 rannrg p.r.. 7 I hundr€d
',
y.!ts.]d mrn 3 A trro do., .:r I a lort kilom.r. r&. 10 a
prland. loh 11 r nLll timc ioh 1.1 I N. day .v.nt 1r a D.n
TINIT 5: LITERdTURE {r.p tnin 1.1..In. si.Ld tiBur. 15 nyrnrnlh .cnury hoinn.
r.t t1
I ail H. I ri+ Dij. Ai6 C: 7 B: a I I l\
'.d '.'. ti.d,,1 '/ l0 ntcftdLn8
l2 ij orlusl i dqrr.sscd 8 tnnrg 9. exliGd
,,\ rn!n.ns. / tlnrll.i B ghon srorvi C - Lo\. St.r) /
R.nunr. D srLr.t fidrori L Horrort F r-ove Storv /
UNIT 6: SCIENCE I - PEOPLE
1.1
I lill.d 2 put , lot ot \v.t.r I th. thins rh:i.onr.s.nr.ll L 1r rhc Lrcgnnnng ol l]..cn,b.,
gun + a pin ol rh.la.. i. mxl. a l.ud noi{ 6 sdcso'ndnns 2 On D..rmb.r ]trr' ahn{mas Da,
or th. tloor 7 apatoIdr..arimo!.d 3 AL alod 19 30.n ll'rlaru?r-a
I a pa$cnger :. o!.r sea I lld,1. tror x goo.l vier' r r h 4 AL a|our 215S.n l]n D(Hnb.r
niflicnLry6. it l.li mm.dLatell' i A1 aboll 2l tq anLL 59 s.c,,nds nr. lxsr s..ond b.tor.
1.4
Di[er.nl rnnrG arr roisil]r l.l
'rni, rlt t{ agr.s\rrh PrclissorDarltiN {I.mc.r
CROU? 1: 2. Aller phtng wril all su$n, rhd nr.r rG.h.d
are tnral I Alt.r talhing 10 lh.D Ior tr\enr] m,nutes, J.su.
1.2
$Fuad.d rhcm ro do ishe$ant.d. B.1or.J.su. pcrsM,lcd thr
te.r to do he{anted. h. tilk d to tlEn t r Lq Lr minuLcs
as
t. Rclor. s.nrn8 oll on his t]rr.e-hundr.d lili,mrt. tourncr orc oI lh€ ,'r .onrn,rcrml lori.s in paleoauinopolgl
i'en,o fillcd up dr. tank / Alter ilLmg up lh. hnl, P..losel.It .l nn,ddn humrn!
Io.us.s on Lh. onsins a hnndr.d
on hn rhr. hundrd lilomet Iourney 5 An.r.h..h,s Gc th.usa l.ia rAr. lhc ull \,\ttrU *as inhrhir.d^Lorr l]l \afnls
mriibor, l)ulcc opcn.d rh. io!t dooi / Dul.. .I..Led the Aroups .I honirids T][ Netr cdhals o(rnnal LnroE ilh.r
mrilhox benm.peni.srh. rionr d.o, tnrds liv.d iD Asia atrd rh.Iar lrst. Thcs! ry.rc drfl.rfi !p.
GROUP 2 1 ald.ls.o l.ok fiv. Jri$rg lcssors belil. lry cr!5irlr.y had d,flnrnt sh.p.d bodies, and diffrr€nr h]btrs r.d
sinShis dning r.st./A[ter t]Ln,g Ii!. Jnrin8 ldssons, al(Gon b.ravnnn H.tr.v.r, bv abour rhrrry tlonsanll ).,rs trsf rll
lass.d lis dnrnrS t.sL I Alters.eiig dr rccidrnr. Edsr! rho humans s.rm.d r, r3!! croL(! do one tnrd. blrh rn nrll
n.d lin an ambul,n.. l. Rlui.l.ad.d l,cr lcrLh bca,irc s,nns trnd ,n hxrn,ur HoN lid rhis hrppcn) rh. tnar dr..n.! arl
h b.n / Att.r .lcannrg her t..rh, Ranna \y.nl Lo brd .1 Afidr .rl.J lhc NltririRcs(,nal rhc.ti rnd rh. Olr ot aln.i rhor
I rvnrg .ards all cr.nnrg rh.y lelr about ni.lniglrr / Thrl Th. ntrL[i r.*nrnal de.rv srvs Lh]r aLl hr.i.s hn.uns Ndrl
phlrd.rrds rLl .v.ning hllor. l.x\i.g ar midnighr.5 Ali.r Le eroiy.d hon th. sp..i.s llo,ro d"dtri. whLlh Lrn ,\Iri.a.r-,.
rln,B rhc d.gs, Anrrnn, nnk rh.n nn a {alk / Annnno lid rh. two nillion y.ars ago. All th. diller.nl kinds r\ol\'.,1 .m.",r.
d.gs b.nrl hkins rhrnr nna trtrlk rnd graduill] itrto mod.m n,n. Toda! we ha\i dLliri!.r m.i.
GROLI l: 1 Ma r arr h.r dinn.r rhil. {arclrmg I\a / ot humxns, xnd th. nultr r.gronal m.d.l .\tlr,., 6r
lvla a !aL.h.d Tvrhi[ erlrng hrr dinn.r 2 \\'hrlc wannrg lor sayng that thc earlv humaN .voh.d in sliAhtl\ J,lfurt.r 'hFi?r-
DnL.., tlq lud r hcrr rnd rrllrd ] aLri.a drn h., honr.vo.L ac.ornnrg 10 rr,. deninds ol dr.ir.lim.le ind.nvmnnr.l
whil.list.niq L. nusi. / ahi.r l,{.ftd b nruli. rrh,l. donr! lh. Oui oI lnica th.ory sats rlrat mod.rn D.n.\ol\.J :n
hcr honr.worh 4 Aitub .lrinlt his .oIId wh'[ wrt.hi.s r r AGira lar lIrorl\ 3nd rlt. snr:J our,nlo ElroF. rDd h:
.rotrds.ar.Iull) / rat.h.d th. c..wds.ir.Iul\ uhilc r.pltiig all llc lIpulalnns thlt $cft d.{r.rd.d rio.r h.r,].
dnnkrns hrs ..rlcc^,rn,o
t Migr.l sang hatp y lvhile *ashinA his .rdkJ lt is dilti.rlL u rolv. this p(,L[m ool\ b\ r.l.rr.. '.
.r./Migud lvrsln:J his.rr{hrksnrgnrglapprl} [xsils, b..aus. it is possiu.lo ir.rFd Grn in n, ntrn1 \ ]r.
M.ny Jittrrc.l poss,hiLirirs ntr rr( paEgraph On. exrmpLe Bnt r...nth s.r.Ddsts Lilc turned to g. di. strLd,.s lr ..f-
N{a(he\y u.Lc upaL r l0 D:..nrll,v hous. H. and Anm hrd rhxr b,y inalysnrg dre DNA ol lossils, n L p.ssibi. r, \.rL .-r
lud r r.rihle a.sumd.L a6orr s.nuhi.Asillr dr nighr b.lor. th. g.n.ti.Irtuies and iellionships olrltol. sfuup..: rtr
ind nr h lrtr rh. hou$ ar trn o. o.k and hadri com. rrxck plc. A..ordnrg to this cidD... th.r. $as n. Be .h. ..,nn..
Itut]t\ sdot.d his nrr .isrr.uc qlnl. llir8 nnnknlg aboul w' I c', tl'c N i,d l, I -nd . i r l,-n "
tlt nighr bet ft TI.n }t hrd a l..s shorcr :.d rhcn pnt on supports th! rdcr thar a snrall popul,tion oI H.,r, ,..r,.'i.
th. sam. .ldhes ar rlrr dr), hclffe Hc rai tu. rhc kirch.n nnmhlring p.,ha!s onl! r.n thonsand to itl duEr d p.-
Th €maic ollan dBlui dn,n.r wrrc n,ll.n rhe rrhlc. d a nl ,n.
htl. (bnt onl] i hd.) nr lh. Lotudr oI thr hotrlc oI rhisk), l.J',',.1 '1a"
,..",'J ",
ltto looknrg it his phon. Ior a .ou!I. ot nmutcs, lvlarthr$

167
A n s e r 5 a n d e x t s

I R.Falcd n,ionnadon Upqhr NIan (Homo ordd spread


ri.rn :\Giu t, th. r.n ot tl,. r'orld / Ndrndcnh,ls r'.r. th. hI hft, l!I11! righl Antdni.. chi.i s..ond hr al.dson,
lr lJ"'....' . h ..r' lrrlcc, Edgii Third luer Lhidia, Ednnlson, Ia.,.ra, l1dn,,
" r ''r'
wrr. r.pl..edby"l' anorh.r / lrl) Lhdoric! 1o .rphitr this lha( ol J,,:io, \I,ria Bononr hn.: Ion,c Nl u., \hn,la. Ranntr, Tikis,
.!.hrl , ,l M.d.n rnrn .roLrc.l lroh N.rnd.rthals afd oih.r
r!..i.sibl A nlv sp..its ldnAfti.r xr a se.ond Nalc I Mull, Diller.nr af$lns atu toisih[ Suggr{i.nr:
Egional rhcory rDd Our .l Ahi.r Lh.o! J a\r ol Lhlo
l. sh. rs lojo! morhc.! nnnhcr,l J.su. G tldr danght.rt
r) is.o{ r.nsrLldrrLl ..rr..t .l Cen.trc sruli.s ^fri.r thc
sonssoni4 l.nr.tu n hrr frthrr! m.trer\ Iath.rt5 h.ishe.
.onpantir. analvs,s .Ilh. DNA ol Neindcihals snll lll(nLm
mothcri scconn ]rnrha.d, 6 rrimr! rnoLhrr is vindrt lafi.rt
si<t.ri 7 slr. B hs frlhcr\ sisrrr. U d6 ar. h.r moih.r and
larh.ri 9 rh._v havr rh. srmc rn.th.r bur di[.r.nt lath.Ei ]0.
I wlht lnd nDcxp.ctc{l .ons.qu.ncls nnnewh.I.l wh.r. h. rs h.r dlshtri husbtrndr 11 he is her brodr.rs soni ll
lnl ir hr!. uncxp..lcn .o.s.,rn.n.$l I \\rh,t Sriduallt nn rlay rft hrr Lrh.r\ sbt.r and brofi.r rn lar:
ned nnosonr(lri.g.L!.1\\haL J iLlumi ol +. \vh {arr..l
llinilson ard Ji.nnai rnos xnd M:ft: Fdsar :n,l joio, rhr
.hangnrg nr. !.rn.rnLnB clsrr \\4rt di.l tr stat.hrnsi.s i.!)l
i \\lno L.cam. |.rrrr r.larG.l 1. som.tlrnlgi \vhar LLiLL Lhcr ).4
be.o,n. h.Irr xdrpL.d 1ol 6 \!hat b.Q.r. mrrc suil..l to I Ti.l l;l T:+ I deytr r.1rv.n n.rlion.dnr 1a00i5
so.dhnrgl whald ir beconr. rn.n,suirdd bl 7 What.han- li6 I n)kyoi 7 T: a ftg r l.J.* Yorlt rnd Tokfo ipp.ar
gal. .onnrg $i.. as bigl 8 \\ho rvrs thc dn irg lin. b.t nr r,h l,sti: l0 r - P.tnrg lurs bigger.
wrcr ip.s ,nd me.r !r \\'h,)s. rrl,nrhcrs id.r.N.dr l0 \\rni
sF.rd.!t ol Arir.a) wrtrr / who did fi.i dereloP irt.) Ll
lvho .roly.d our ol unot clser \\ho .lid thq evoh. ou r ofl
11. \\ho ovoaam( n)nrc.nr.l*l \\4b did thc!ov.r..rnr) I l

t+
1L, lC: Ii 4Ai 5r, 6Bi 7l)i 3Fi 9a: I0ll
Th.r ar. ihrcc Brrps hccrusr thc Bdvth ol lhr.. .iti.s is
,o, " r h r,,.l,g 'l

1 Thr pupos. ol thc nndy wxs ro studl thc ntclhser.! ol


l1 vcaG.ld.hiL.hni 2 Tl1. h.ight ol .ich.olrnn sh.vs rhc
nn.rhlr ot.lriL.lr.n in that.rt.gory ol nneligcn.li :l lnkL!
iH..rr qu.li.rl (1Q) is shown on dr. rcrrical axrsi +
1220 n, g.l tlis total, B. a.ld th. numbers ol all ll baEiwc
^borr
.,'1, l - |-',*a" ' \'
only r vinuLnnprcssion
',,' ' 5'1.
A[ont )i0.hildr.r ha.] trn rv.ng.
lQ (L.nre.n !r8 and 107)i 6 tnaw... li8 rnd l67i 7 Thc ruo
nudl.rs rpres.nt rh. rang. ol Q,i. rrclov.nrndthrhis
h.sl IQs oI dr chiLdr!. nr nrar . csory: 3 No, rs! is nor a
(Th. h!.ls.an appcar i. larDns rL.ds.n tlE diagnm, bur vriabl. All thc .hiLdidr 3n, ll y.rrs old,9 Bclr'r.n 49 and
th. nL$r mol..ulc iroq rnusL poLnt Lo on. oI dr. .n l.s' on
th. helix, a.d rh. ph.sphrlE nrne.lLe a ow to ... .l nx
whne r.cianr:l.s S,miLrlr Aunnin. m$t appear a h. .rhtl
UNIT 7: SCIFNCE - TECHNOLOGY
endor qsr..n:, rnd thy.nnl. r1 dE oth.r .nd ot andnt. )
a nu.hinei a l.vc,: a .ornpurlr, mart.ri r DVDi r nn,ua': l
aLhevirn,. rhb.cviatnJn, r.Ii€vc, i.hr.vcrn.nr, rdanr adal
,J\.,i11 h,l'J,
.onrhn,c,
',
rod$iMlion .on.c.t,..nncdn)n, Jctin.,.l.Ii dotr.
ll
lFx I IOR RIADING ALOUD: A lhysi.s t.rch.i on.. wal-
Llc!.rib., d.s.r\tron, d!!clon. drveL{i0utr1, disagre., drsa
krd,nr, his.lnssro.m loi th. L.gnming olthc l6son H.{as
grc.ment, drs.orcr, d,s.ov.rI .loflrimt., doDrina.of .n,
scrLins his $ings rea.iy oD his d.st wh.n he nofc.d rhar onc
blish..{ablnh.n:nr. evolvr. r!.ltuon,.rplam,.xplanafon.
I | lel,il) a " ol t,.
pupils hid his lr.ad doBn on his table anrl lookci rery
13 'o' '
'r'ion
nn!rclc, mprov.nlrnt, nt.rQse, in.r.as.. nnel?(l, i.r'rPr'1a
unhr!p\L'l hopc hc! allright,' though h. rcach.i and crlL.d
tion nrariLrullni, manipulaLio!, o..npI o..uPaf on. onIosd.
.uLlohi lohn, r'rar! dr man(! l'oorjohn liftd hn he l
!n,l rip.d som. r.i,5 l,nn Ln .tcs R.caus. h. {as n a phv
opposition,o.ilnlr., orisid, r.Ier, relil.n... tPla.!,,tIla.. \irs lesson. h. ansrt.cd 5n. mxito 6 anlnri.g $ln.h has
m.nt, [produ.., rapRnhld,r, solr., soLution
ft ss,nd o..upi.s sI:.. '
)l Tlis is rn era.rlle ol.onfusron Lfilc.n arod a5 ir unal n
I l rlnr. rft ,16 .hron.son.s, 2J pans, in .!{ry.rlL 2 I i6 ev.4dil s.nsc and ns sp..ili. scilnilr. s..s. lf .v., r,v
rv. rtrr.2l prtrs i..16.hromosom.s.n.a.h.rll3 T'1 T5 [nglish Wh \ nn,.r] .,) mtrns $hrrs rhc pn)bLenrl',
I 6 I7 | dr Lnal..gg.onknrs g.n.s Iro,n th. !vorn^n\ bnt in scr.nin. :.guage, loh. Nas qnin, rght: nurtcr is anvr
morhrr AND (air.r S. T:9 Ti10 I hing wli.h has mtrls rn,l r .npn\ sna..
A n S e r s a n d e x

ADorh.r .almpl. of r {.d likr rl,i\ ,s mrch,n. wln l)rlr pla_v.E xre norso exlensi!. orl.r rDs\e6 dcptnd on
.ones nno Jou nitrd ilsom.om s.vs nrr.linc l Lh,nk m.n snxl.n6' .!nrions a.d ideas.
.l us saruld rhnrk ol so.rcdrfug po{er.d l) d.LrrLil} or ! lrirons E a cha ol slnpst I S.ven tihcs s many, I Ln
!.sol, su.! is rn.I..trc dnll. or al]ctrol dnlen c\.in nr l(tr rht I q9t\. + 2rj,!c.6i i. A big.\xi,, srorc hns sropped s.Iin8
.udna dom n..-s. or i ma.hine ntr Jissnrg lobs nr dr. turJ vaRs rhey ar.be.onin8ohs. d.
All thdsc things ar. dellnir.l) ni.hine\, 3nd drN are llrDu
sandsoldiflcrt. knis wt nDd.rnxnd hy .rachN ' anttli'rg 23
whi.[ lrvcr us rork. or docs our sodr tuus sim'larn[s: Bodr sit inlivillgroom, h.rh.!nn..r 1. TI horh
llow.vcr, rn fhr-si.s dr. d.llniriod ir moi{ Dr.n.: a ma.hi l.\ ., " , w {' l. I

n. G xny drvi.r rvh,.h .nabl.s a tor.e tr.hs I onc iroinr - th. rrs Difn:r..cs vCR is rml.Btrc, DVL) F dignili VaIr n!!s
.llo( 1. rveru.mc anorh.r lor.
adillg trt orh.r potu -
lal[. DVD usls drskitap.s d.l.rio rr *irh ag., DVDS do..i
the to.d 11dres nors,I usvo.h.,Dd ir d.cr'o'n.
not do rh. work
lap. ..prs an nrt.ior fu rh. oriBinal, Jignal .opi.s nuinrri.
lor ns. but n n^L.s d,c rvork e3sr.r nr son. sil Nlany ihnrgs
rrai wc would n.t norflull] cons c, mi.hin.s trt rll in rhe
srnrrrl s.nrc, ar. i. L.t sinp[ marrnres rn ftis s.ns. oI lhr I Dr El C.1 hi Hij ](3l9I0
r'.nl Thq tr,.:ll q.iarions on a f€$ rmtlc ft.m.sr l.rers, ^7
pull.lsrnJ i..li.cd planes
1.i 2rr fr: .1c; 5bi 6c, 7di 3bi 9a 1.1
I T.nv L r qrikr on a conpnrer nigrzirr( .l An .nuil I
1.2 On lh. l.krs pxgc of rh. nragaznr. 4. A rctrJ., Snm, Nrol. ir
lrrssrams hoNt.!: A T,vpr riu ril)elia Typrz h..ausc h. {d(.d b makr tr mgg.srion i Qutr. .ld. 50 .r
Top drtrgran, lcli ro righl
L,,rd, .1Tor, tul.runtMirLllc dil nn,c, bc.aus. th.r. r!rr n,,..,.lturcrs rhrn h. rcnr trl
sram n,ad, n,l.nnn, cllirq Bo&m Jias':in: incrun,lo^d. eflm '.1 , r' {r, \..'.,.1. - \1." ' I
s.issors, rnd h{l ry!)e 1: whe.lba.rtN: rorl. open.r rypr
2ilishnr8 i.d trnd arm qp.l I a.mlorhble {hcn usirg t..hnonrsvt but nol.onrnr.'rbt.
t.l $ith lh. thi,nl .r $hcn somerhirg B.r\ rvrong 2 tL .r shc
L nto 2. fion S dNnwJds .l tr.$..n i. rL: ar 6 .lG.i d.pcnds or ..nFur.F a l.r, a.d us.s rlrm a l.r I ]i. / shr
I.om 7 upr,trr{ls rJ. bor.D I il, |rm; h t0 nr 1t up$rrds; ..,nla,es hidseu/ hcEcll n, a h.k di!.r qh. .r. drrr. but
ov.rid.wn 12 :ho!c lJ. hon 14 .nri 15 Jovnwads: np 1rl ranr ln3rntalr l1ls tn.L .1 Hr Nou dnl ,e..gni:c gnphr.s
"
Lrrd rrcn il h. ms Looling dir.Llly d onc lt is i tunn) \d)
to{ir.ls 17 oU l3 rlnolghiinr.
ErpE$ions oI l(n:rxN nr numb.E +i 5i 6: a, 9, loi tli 1li L',-' 6,,.r l. , t ..i i
Er?.$ioN ol.lirtdn)ns Ln nnnircE li 2i l: 7r ll, l,li l ti 6: l7i la mryLe rhi.ks I! LumilLaring wh.n.hrLJr.n tnow m.r. rha.
I np 2 I I brrsr.n,l Nexr r.5. dn)ugh 6 in/nno t. oll him 7 Thc ptrn 8 No, h..nsw.red in rh. migizin. ,ir Ir!
It fr.m q :.nx\ lo ov- m n,tormal, ni..dll srl.lc l0 Strmls suggc{Lor is a.rcpr.d.
saflins Go'n r.xr mon 11 and 12 {t).p.Dd .n rtrr(lrnrs
1.4
(rhi.h or rhar' .an h. uscd nn.rLingcrbLr) 1nhc.lbaF
roq is a deri.. which is ufll Lr.arrying h..w loads / l bor
rl. op.n.r rs a d.yi.e wh,rh is ns..l lirr r.movinB the kr| ar.rn
h.tlcs / !au ol s.issors is r devi.. r'lnch is use.l Lr.urlnrg
^ UN]T 8: ENERGY
nar.r i.d orher tnit.rixl / A Iinnng rod E i d.vi.r Lrhr.h rs
u\rd hr.Ichnrg lish with.ur sdhns yonr liet w.r /An dL(
rrir drill is a rool $ni.h is us.d nr m:kng holes oI. lixrd dE
.onr6lron Io.dr \.u.o.k
sugscsrnnn: rcu Nalt -.n.rA)
h.rer i. !ro.d. m.ral an l so oi / A rhrnr sai, E a r.o1lvhilh i'
lun.h .le.ricirri ton plij loorbrtL
rncBv conr.s hom $o.d,
us.d Ior .uting down trccs or tor cutrrns np larg. pi..es ot -.nergy..mes ft.m loodilou wt.h Tv .nogl .om.s Glm
,ood / A pndunraic dill is, d.\i.e uhirh is uscd lnr nalting
.i,'...{ r

lbl.s in th. ruad lo rlf purpose otntrirrc.ar.c. rcpans.r. / Lr


. tvpc 2 l.ver n a crer whi.h h,s dre loi hdrvc.. rh. eto I r-.1 Tl I4 ri F
rnd Lhe [LLLrun / nr,.hnre is I d.] i.. r'hi.h .nables a lor.
a.tiDg iL on. Iro,nr^ r, .(rcomc anorltr nre rcnng al som.
12
oth.rpoint./A trousrr,rpn ad.yi..rhi.h is usdd nn krlhtrg
I puidcs 2 .on$in.s ll n..Lers.n +. obr^in j isco'sr,
rrJ 6 isn.cd.d t. lari.s
:{:rdl.i anleri,hdrher t.l
2.1
I \\t us. hlltas mu.h cn.rg) when lver.esl.cfrg as wh.n
u.! prubrbly sons ro siv so,rrt|ing lrk.: you .orl.l Luv
ra lh conrNrer
arc usnrg
l. \\re us. i lot less .n..g,- Nh.n rv. ire siLring rlading rh.r
{h.n N.rr $innnirg
rcrcrtuna,)-'/ lrogr.sst.i Iofu rnl Lrn)krrs/ ba.kwid-l.oknrsi
trp ro drr. / oui oldarer irnornnr / storili.ally lirertei old J. \\Ie ns. r[r lusr.n.rgtrrhc,r {e ir.slcrnin!
+ wt us. $nL as nm.h ouEI $h.n rr r.c norng hitrl
Olh.r rnnrs dqr..d oD fid.nd opL.rlns ard id.as Ih,vsi.d iont rs wh.n rv. ar. rvauritrg n.$lt
5 $i- use ld rnorc cr.,gr (h.tr r. .re rrlking upsratrs
2.2 ^
rhan wh.n e r.eslerfing
tusrplorcBil\! p.irr oivr.w 6 $c use nightl) ft .nrrly vhcn N. re using itu .om
DVD lus srJrc.i,rqur it!, dLgiral is be..rnins ontre.onnnori P!tr rhitrwh.n wc rrtsiLriIS 'radurg

159
A n s e r s a n d t e x t s
t.4
L lh. n,ral encrBt on lrrtl is ahva)s rh. srmr, rve till NaNral Gas (l'ilhn c$i.It.,

2 lL rvould kir. nor. ..cBr dra. thr lurl! pnn i.l. iI iv. tt
2001
3 TI.y hivc ro Lr! .o.r.irrd rstrh ftom I.at or knr.!.
I620
.1. Power plants.onvei th. hdxl.i Lin.li..n.rB rnto cl..
l5
2 t2 2.12
It 2.100
1c2.1 Ja +c 5h 6J 82.99

000
1.6

,/z
-\. f ;. l
E lTh,' t.xrisalso the answer to r.5)
rhc.. rre.t pr.sorr drr.c n,aN .ornnrcs f,o.lu.ins.alu
ral gas h S.urhcnr ll,.a Sodh lir.a lrcdu.cs thc on)sl
with a p.oduc.o. .lal'lg riLlnnr .nhn Lrr i. 2003 An8oln
produ..s a lor nss iiLh r 2003 pn,Ju.rbn ot 25 11 Lilli.n
L r' l. l' .' i'",,
'' All
ol2 r.l bilh.n.uhi.IccL rhrcc c.urkics.onnun.d LI.

,/,, E r. .l , ..
',
Is l3r as rcserv.s ar. ..n.em.d. th.r. ar t{o mor. .oufl
i ! o.1pon r'

\\ r:
I
.,.s, Dr ,! ti. R.prbLi. 01 C.trgo ind NaDib,a, {hich
h.rhh.h.r, nc. r dd'ror o \.or. I . .{ L
M.zambiqn. has rh. biSgcn r.so'.s xih a r.rrl of 1,r00
billion .ubic li( .n L/l/2001 Nrmibia ,s ncxt $nh rbout
h,ll as mu.lr rs NlozrmbLqk 2,100 billn,n .ubi. t et Angoh
1.7
hr! I 6.10 hilhon .uhil lc.l\'hirh is rbour (ri.. is mu.h rs
p.r.ndal en.Igl nuclc:r e..,!y Lhemi.xl.neqy necha
TiMania rih 300 hiiln)n cuh,. tcrl D.flb.ati. R.publi. .I
ni.trl en.rAy grarnational e.(rgy reicrv.ir.ons.rvanon
Congo has a n,L lcss *ilh onl) 35 l,illnr .tli. l.et wkr.as
rod$n{i.n .l..tri.iq rnachnrc
Sourh lln.r hxs th. nntrll.i ftsen.s \itlr on\' 1 billicn
21
CoaL oili .an,.al gasi hydr)clr.ti.i1): s.Lir.ncrgli ii.d
2 7 Solar hox.ooleis
1.1
rturalgis:wndio,li.oal,s.ar,iu:nu.ledwir.
l.l
I tnenrv n$e I onc rhousa tltee hnndr.d and crghlt
livc I trr.nN fiv. Lhousr.d sir llundred itrd nnr.! s.ren +
s,x hund.cd trnd c,shty tive thousind Iour hn.dr.l an,l Lhn
r.cn j one millnD live hudred and rorq rlursan,l \Lx hun
d,cd and ci8hly liv. 6 sixtecn per ..nr 7 llur .[Bncs a.lsius
3 ninltftd trleDt) !n. I tlr. rhrd .l lrnur,,v r$o llnnLstrnd
an,l n,ur 10 s.!.Drtloint thr. s.ven nv.

1 nnrcty.rghr 2 eighr), |cr ccnt 3 ser.nr..n (housind srr


hundrd :.d trvd.r) tru + .iehl..D sirty Irr t r.r rniLlnnr
lour hun,lrcd and tilte.n lhous,rd d,.. hn.dred rnd .,neL)
.nc 6 nfl!
tiv..l.gre.s c.lsnE 7 .i8hr..n point Lhftc In.
.ift 3 lhe lr'.nly-se.o oJ Augus|trr rhousand r on. I
rlrcc hundr.d and srxry s.v.n 0 rivr poinronr live
UNIT q: HEALTH

1 to() lire 2 th. rhini(h ol Norcmhcr dnr.t..n nin.ty


.iAht L lourte.r nin.ry nlo 1 flsht), tiv. th.Nrnd lilc hun ) lr.ss 1.l,Mlh inlnrn,i l
dr..l and s.v.nrv sLo i rhi.tr,.n nrr..n16 sirponnt{ooh
r.v.n 7. cighr hudrad rnll eishlccn 3 niret..n d.gre.-s Ccl
sius'r .\t.q nr.,nnlon.tu ltrtr r.d rnd niner..n rho!--r
nnr. hurdr.d a.J trvc.ty .igll 10 thr. thousand rlnr hun

170
A n s e r s a n d t e x t s
2 Hov Fan) CDs hrr.youmad.l
DEVELOPED COUNTRl[S \\t\t made rvo aDs
l Hsxddisease caused bt a)bad d,er Hov Lons htr!€ you b..n plaling togedr.rl
hl n.L of cx.n.i*. w.'vr been pLrynrg tog.rhcr lor ciShr.en .ronrhs
I How ]{rnB h.ve you becn Lcli.gn.der rhc wcarhcrl
I've bd.n t eling under the rv.a'h( lor thrce days.
How Lons hrvr you hdrh..dach.l
b) Iood addilils l'v. had a t mdnche sinc. yesr.i.hy
+. How many .igrftllcs have )o! nn.l.d rodrll
l\r smoke.l lhrcc n, tar
Hoq L.,ns hrvc you b.en smoknrgi
l'rc bcen rnoknB lor abont a year
5.Ilxve lou brushed,our rccth thisnorningl

DEVELOPINC Hos manl nmes har you hccn b rh. d.nhsi nns y.arl
'OUNTR1LS .,9 , TB l\c bccn Nicc rhisycar
b Hon lorg havs yon bcensnvidgl
l'vc bern saviry Lr lwo r.aB
Ho* ntrL.h l[v. you sivcd?
.ans.d bY a) Pov.ny t'!e srve.l rlout hall ol what Fn.ed.d.
b) mxlnutiiin
2.1
Slmptons: ft.dn6s: rash, .onsripar,on; stomach panrih.a
dach.i n amnutioni {lia.rhocri *eisht nrss; nauscai d.pr6
sio.; vomtnrgi lercr, mnscle plini nrnatun; uncons.tuusn.ssi

1.2 Trerhenl: h.d iesl: brnd,A.i lainlill.rst rehydali.n


Examplsr.l possi6lc.onstucLtu6: tahleci a ibiori.si .Mlgesi.si dEsir8
chil,lrcn in dcv.loping .omties are lour times nore lih.ly
2.3
No.IildEn in dcv.Lopcd counfics g.t malana wh.r.as a lor
ot .hi|lreD nr devclolnrg .ouDtn.s do
Twi.c as mry babies ar. born und.Ncight rn dercloning
coumns as in dcv.lopcd ones.
A lot nror. .hildrcn in dscloping onniri.s Blr sk,n infr.
tions rhan,n dN.lopcd on.s.
nnconscionsnes & coma
lil .lirk urine, jarndice, lack ofap€tire,
,r. r,i!o,pp .b.bL Lr.,p",, r, ,.'o,,-,. .Lr",r) r,, terer, ,ausea, abdomitul pai6
lo$ ofapetiie. ddene iircdns,
A do.ior and a }Iti.nt. nanse,, romirin& slom.h Pai,
Th. dock,. s.enE to bc a .aring pr.Lssi.nal The fan.nr
dotsnr llDk a[.r nn.s.ll
sh,Ling, .hills, loer, riren6.
hada.hq nansea, lomiring
A uri.Ll olco.d rons h.adache,.onghing,l,.k ot enc.gy
Smoking. physiul exrris., drinknrg alcohol, unh.alrl) dicl, fcYe., mel coryGrion, sneEine,
coniunctiviiis. couAll 6li
weiShi lo$, ch6i pain. tirednG,
l4 iever, shortnN of bMrh, trigLl
I nor leeling *ry I
v.ry tir..l I ftlucell ihe nlmb.r
welL
rya Ld 4 som.onc{hosits oI th. sotd srth,ng Tv fd hours iiiedde$, hqdaches, fever,
5 ncr. drnrk 6 aclkcmdexithloGot.mamrn,lsugar7 ro
sbma.h pai!, somctimB

1.t
\ak.'or'r.ccive - get nny phvsiral eftrciri ro g.r anoth.r P.ogr6s6 ro dis.rieDbtio.,
b.tr lrom dr. fridgci I g.t the pi.turetso I.rn sd your{cigir delinurn, dianhoa,.om,
'6econn:' seringFo6ei
lp€.ifir mcaning g.i upi how nany I.eB do you ge'
thrtJush r sc ing on m)' rcncsi Do tou ger.n scll lih
dayi
your.ollcrsues?, b g.r out ol doLng worhl
I .2 c3 !41t 96.a7.r3.b9.d Typhoid Tl1ls is a ba.t.rial iniecln,n srr.ad bI hunans
6R,ush .o.rannrard lood d wrter srmfbns nr.lud. rind
n rs, duLlh€da.h.-s,Iiv.r. stom.h pain pa icuianyin rhc lo$rr
I Ilow lDng have tou le.n lca,nnrg ro divcl lmc.nG connrpation The dileasc dn pDgns to
nghl sidr an,l
l've be.n lednnrg LoJ.ivc Ir rwomonrhs. .,''.', {,1 , n \.lr,r rl. \,r' n.\p+. .J., n o'.
How nrany dnlin8 lessons luv. rou hrdl delinu, rliiiilbr: rnd ..mr. .oqrkd yirh inl.stintrl hlc.di.g.
Gcner.lLy r..o\.ry L?n be cx|(rcd aftcr a p.n d oI [i]ur w..ks.

171
n s e r s a n d t e x t s
2.5 talls k nL lh.s. .lolili rnd .oLn.6 rn ,ive.s an.l hler Lcnnt
moriD!Lr" gn\it) tolh.su lh'strtrr.rrn rhc,Lv.rsDdl.L6
lrE..r b.m. nalirir, 1elllN lcvrr (rno<rnrn,). slc.pnrg rs dr. .hr.1 sour. lor irriglinA rn)n! and Lr donr.{i. ind
si.ln.ss (ts.s. [y), d.!gu. t \er unEria usc Hov.!.,, th.l, ir. il\. r ...r..i..r pia.. ro
Food or Mrcrbome -.h.l.ra giai.litrsis, heprlris A, folo, dunrf rvrn. trtrnJ, rrhi.h tu.lud.s sewrsc rnll nrdusrial our
I ' \.? 1',g'.t ,,.,'
Rodt filids o, scxlalconta.t- HIVAIDS, h.prlilisB 'J' ,,1'o'rd,1,
{ o , t',.,,',' r,, l,'
..dl..o .', ... /1., lB ri hc uLJ nrdnnkinsor rvaslnng is, hiz&l !i hrallh
"' '

.\ip.hlnm, t.rn+naLnD. r.,n1..sation, lonnalior. prc.L


H]\YAIDS H.|Iii* B pitation, irdgation, dmrtinB, s€wag. Vc,bs .vaporalc, r.rG
Chol.dVala.r Tyjrhoi.l Dn...o.d.ns.,tonn pre.ipililc,r,,sar',dumr
Diarr]t.a N1.8[s
tlepatirisA TnL.r.ulosis 1.5
)T I It Il r4I i Ta r7 FrJ.F
I inrl)ssi|lc ) unnn.rcsrcd :l inlr.qlcnr 4. unprepar.d 5
mp.liLr6 ir.guLrr 7 nnhpcnd..r n irconv.nienr 9 nnfro- I ionp.ratu. lrarnr u h.1, nnld h rvanni .oo1.r sullr)
Lr|le 10 unrLan 1l iftl.ra.r l) nflri.n{ll!
trnd oppr.ssirc: a N.l.om. d.op n' tnrlnrnnl: lirnv rDn!
.l Ni.l nrunr.isr iadc *nrds drung rinl\ tropi.al
UNIT l0: WATER I fun,frll drr \unr.i x sn,gl. nnry scxyn: bch ol t oun
(Orry.h.ck ths. answeEal tlt drd ol dr rhir
ird h r'.(.it. rmoxL ,rnnalli lowi rh. dri.sl ar.rs, mon o{
) dr. rrin l.llsi t!pi.,l.,v.nin! h.aw riminbisri pr i.trh'lY
I bl bl d+ a1.6 d7 aa a9 b 10 d
12 + g.osraDhrcil lo.x.on - in tli. $d,n. i.nrlr,.oasral ior-
Lnds, rh. inr.for phrcaui th. hilLs xlonS rhd borJo Nth
'rhc Sun h.ats rh. yarer in rhc s.a and aDt otLer v.t Mrhwi xnd zidl,rbBc, s.nrlN?,ds iionA tr. .ox{: farh.n
su .ei.aurins n b cuporaic south tk hiAnhn.ls or thr \lrluvr and zimbalw. Lo crsi
tl1. sourleN.oa{ be6ree. Benr 3nd vapuro: rh. lo*h ls
War.r is transpircd lion platrts ,nd tre.s and lorm nnandidr zamb.si rill.yi ,n rh. nn,rh, hrher norlhrlh.
.oist ol Donh.rn uoz,nnriquri rhc m?nnardi.ist ol lvladiA^s
noys the 16 ih. ., ,1.. 11 {, lo.'i'
10
warer lronr and lahes by graviry ro 'l
or.r mosr ol dr...nnt) "'"'
tl W:{c var.rrnclnd6 sc\Jgc rr d rnduskl,,l ouLfJl.
Rising air cunents taLe rhe sarer vxpour up into thc i lor.l du,nrg I dnnng.l lor5 iunnga aunng7.lor
annospher..
Pre.ipihrnh ch as rain l3lls ro rhc g.onnd liom

Thc tcmpcrarurc deo.as.s. 1) o q.


7.
o
ThL $ikr turm, trJr rr,, r'n rh,:'r. 3. t. 10.

ll
ward frln nv6 dd laks fom tle .hief n,lu.J $ures
ol mter tor inigahrg rhe oops, and donstic and inds
l|1.: c)
:lr-
ll 2. 4 8 9
The 1v[.r v,pour..ndensss
w,r.r.olle.isin riv.n,nd l,L.q Cood nornms to aU oI vor BrL.hnrs roday H.r. is llrc
Riv.rs ard lakc arc olkn convenieur piaces lo dlmp
(!rrhc, ro,..an lor trr..orrr) n,r rh. n.xr hcnq Lnr

Since *r'ase ollen conrains the lathogcns oI snch


So, [1's d]r in rhc s.nar ot rhe.ounry rrtjunll lvtspnro.
\lrn ir'! sonr8 b be r bir nna.n rodil: ft\ !oi!g b srr clou
t4 inBrinal diseases d ty?hoid or cholcra, irs !.esen.e n dr $irh r t ! nnmr p.roJs u.ri rhn ift.rnoon rtr.r ry! crf
vater th.r is io b. used ior drinkins or wbhins is a
.rp..t h.,r) dosnliouE ltll .L.rr rr Lr this.reninA hd $!
.an .ip..l a 1ir. .!enn'E T.mfrr ures Nill ris. duilg th!
dr) r. ab.rl ll"C and hll or.rnrlhr nr 2t,a 5., il'll Lc wrn.
1l
ru h.r n. h ir B.iri rL Solala i,.a. trs goirg b Lc r
Tld sun hetrB rt warrnn rhr s.a 3rd anv otlr.rNer uli..s nin) drl, iith h.a') sho\os Id mon oi fi. di) a .nl,v
.ausirg it b rrapo.xtr ,\r rh. s:.1! frnc Nrtr r ransprr.d !...sional sunnJ rp.lls rh. Lnnf.rartr. rillb. niBhrly hLg
lron lhntr h.l tr cs l t lffms lvrd mp.ur, rhi.h n rakcn np [.r thaD tu vipnro ar aLour 29 !a du,rng rhe da]. liUirs r,
ntro lhe trtmospher. h) i'ns af rtrrurs H(. r.ond.nscs as l2 'C ovcrnighr. Hnnddilr \yiLLh. hrgh .spc.rally duing rh.
l, .J'. ',., .r
'.'r",J, '.f",,

172
I
A n s e r s a n d t e x t s

Noq m.vina on ro dros. ol you nr dr s.sl a.J r.la.{l nr 2.4


T
', fo. H.., ll b. l,o'r. r '-i.'g \ 'ir' . 'rn ,'
othcr arers oI tle ..unrX w,rh remlcralures risin8 Gom
1. Sewage is r drngd b ou heahh otriDA Lo rhc prse.c. oI
larhogenic oig,nilG
2loc o!.nrighr ro 17 "C hler in rhe h., of rhe day. RainIxU 2 Modcm dcterg.nG.ad p.Uurc bscals. of the lorn hc,ng
will .atc mdr sonr lieavy shovers
hc mod du.ing rhe da), d,fiiculr ro desroy.
and th. hum,dtywill be ext.n.ly high 3 orsrnic vastc lrom lactories is rlansc, ous lor onr lELh
Movingon ro ihe n.{ part otdr..ouory sinrc ir Qrai. s par hoSeni. oigrnisds
1.9
\\ari,no' "..o. rpmiJ .o,". i. "',pot,r oqi,-
ti thc tad thar they arc exrEmely poisonous
5. lddiliz.rs can .ausc problem in lilrrlion |lanrs be.rusc
lley ctrusr algae to g,ow
6. tudio^.live rrlbur .a. poUure xs it geG inb rhe dirknrg
vaterrnd.rop planG

2.5
t..an
be .oLLecr.d I
can / rm)i b. hh.n l. nat urinars
sno{ers and sLr., penods / .r n.l
dcfac.are 5 can Eer 6. .an b. obrar.ed 7 so.k 3
rea.h.s 9. Ionns l0 is nlr..ed r1 passes
dghr tmpemruE: 21 oC
2_1
I
Y6, drey were. 2. The villase nid. :1. Thq, .ouu conrib
ute mon.y, lam produ.e or ronsku(xion worlt. 4. Thc corn
nruniiy did. 5. He / she edu.a.es ullaSc alour hygic.e 6
'hc
Enher usi.ga bucker or using trlrnd pnmp 7. Everyon. doe!
qftmelt ligh / hig! / low humidily 3 Th.rt rrc r$o pirs. oDe G ns.d nr a rinr. and the oth.r is
sexlcd to prodn...onpost ro rrut.n drsnian6.
showeb aod snmry penods / hu!, rair
nighl tm?mrurc: 22 oc lt vas 800 in rhc noming on De..dhcr 26,[ )OO,+. l wN
miking breakfast lor ihe clildretr when I IeI th. grouDd shale
lo, Mo to three ninut.s Alour Lw.nry minntes lakr thcre
TETE w6 rothd t.no. I fiorgnr n mu5i be an mrlqurk.
hot /wqm / cool / cold went dom to the b.acL b s.e nhrl \'as happening All ^nd th€
p.oplc lion th. vilL8. w.r. *"k!ins nr anazcnenr wlEn wc
ert@ely hish / hish / 1ow humidity hear'l a loudmariqmis. Th.n, sddenlv I sawanenonn.G
wxllof Mrcr alout l0 n high. whi.h {as Ecnr8 ro$ards ns
slowels and sh.y penods / nur} nin Ereryonc s.ream.d, nuned and ran as lasr as rh.y .ould
day tmpentnr.: 37 oC inhnd, away f.orn dr. wavc. But it cau8h up viih us and pic-
,jglt tempenturc: 2r oC k.d ns up dory ivnh rc.s, cars, allkinds ot debris l ma.ag.d
to carch hold oIa paln tsc and.lung on wirh aLl nysrenBrb
as I saw peopie. louses, rnd b.3t5 .a,ried pa ne xnd on

2.1
Causes dI qarcr nollu.oni sewagei pesri.ides a.d insccri.i b) Lcxr wourd rrc lound tu a noyet.

'.'oi J.d Br ' ,l,.Bdo-'\ ilo.r..h"m,,lqrir r.' l.l


nal w6rq sotLhld i n,l usiri a i F?n. i houschold d.1. rse n 1s
bigr grear: enonnous; huse; immensc
t_3
happy ecstati.t d.lighkd
L. ollamsm
SEWACE: presen.. di parhog.ni c
nnhappy: miserablei devNktd; sad
2 DEIFRGENIS loan piodu..d difii.uh to d.srro, wlen surp.ised: dronishedi,mzed

alle.6 rhe oxysrn slplly ot lish atrd a mals; causcs


phns to gbw addhl.c[ rivers and lak6 good: grerlr rvondo lul
J FACTORIES - ORGANIa \\ 5lF: pr.soce ol plhoge spcak lotrdLt: sloutr nr.am
speak qniedy vhisper
aHEMIGL 1VASTI: .xtcmcLt tononous
1. FERTILIZERST s6hed inb lf,rnB wat.r and nversi my
nr.rcase 8rcwdr ol algae
5 NUCI EiR WASIE .onlaminrtes drink,ng waier and
doni likc: dGpisei dek{: hate

173
A n s e r s a n d t e x t s

UNIT 1r: LLISURE AND TOURISN1 l'.r$n A: srilnrA, snorL.lliDA wiidsrrtirg, swihming,
P.rsonB Hd,ng,rrarching I\vat.hngmo\ics
P.Eon c bask.rhrLl, lonbtrll, !oLltvhll
P.rson lr: going ro L.ncc s, rhrrn.g, playing cardr, lis
r.rnrg nr rnusL..dILiiA, r'trt.Iing n)virs. soiq b thr lhcrtl

1.u
ExprcJsions hon the t.xts
I crnl $nd inythnr! nr do $th sp.ns.
Iil rtrth.r li. on dr. sora a.I daY
$hrll r.al\ cnror nusrisA.ring lorallyinrohcd ir a gr.xr

lm rari.ulan! n,nd olnll tl,os! p.pulrrs.rps


$,hrl do I lil. d.illgnr ny tre. Linrl
rrBonrlly, lm not so k.en.tr th.ltiNl ol A,rn.s lr.r.

lrusrnl1. kno{|ow Il,h.s!.ndnre m} hc. finel


Tlrr. ,re so nu.I .hings drat I ralll.njol donrg.
IIat. sp.ndrng rime o
nv ow..
I sp.nd a Lor of nn day rn,.pnrs nr prpararnnr lor rh. good

In nt..rry r)tc ol nusn


I ar 2 a.qAnLnB3 !p.nd\4 aavouiLe/b.n 1 tuc/sIEr/[,
qn. rj ll)nll 7 Rruld ritltrr 3 so.irb[ 9 frv.urir 10 going 1l
5n.rk.lLinA/s.ubi divilrg 12..n

1..1
2.1 ?.rsoD A: activ., cn.laenc, tir, d)nam,c, h.alrhl:.o ord,na

qud, h.rins
P.rson B: L:zr a.ri s.cirl, rLr.usLrful,
l'.rson C r.tr\c, roliahlc c.mpcr ,k, rncracLi., fir, Baisl
io!s, dv.rmi., i,callh} ro ord'.rtd, ro .fcmrivc Incn,lly
I'.Fon D: n,cirblc, nusic:1, srcsa.tuus, .lvnrmic, noin, ial
kaiir,.o opr.rlive, Irirndl]

1.1

\'ly prcs.ni: ,r L, )ou bday gi!.s nrtonnaiion on rhr..


possibl..ips tor tiurisc who ard coming on holidr,v r.
Mozarnb,qnc Th. dre. lDlidays rrc all vtr) dific.cnt r. rakf
ld rhr radcs oldiiler.nt typesotpe.ple
Fnd lcrl'sltrflwnh dr. mosl .i!.nsive but nDsl i.lllliL l,ol,
J.l ol .'rrl'r".8.'r1 o.l',.r''
old.sr
'r,
andnost{.ll knos ol dr.lodScs nSondNtr lvlozarn-
Liqu. ft E siruatcd o. R.ngu.nn islxnd one ot thc largesr oI
th. Bazinto archrn.Lrg., an{l ft has ns ow. cx.lusrr. and sop
r, , lJ-' th', )r','.'..w"
ponr
'" ''J,
sandy h.r.h.s, anll r|c rurqnoilc {arer5 .l rh! hrdian

vr can chod\. Lo sLry ir onc ot1[. ]1 lhr(hil ndscs dh


rilhcr or nr th. a.a.ii lor.st idand or yor
a nLp.rb s.a vieN
.ould r.atyouE.ll ro.nc oIrh. No ton.)moon strircs Ther.
is r.onnnnral l.n.gc, brr an(l r.nanranr wh.rc you can hay.
.andl.lit dnr..B of cxccll.nr {tualfty{arh selood spc.uhics
su.h trs.rrvaish c.rL ad,l crLmrn
lhnns rh..Lv,vou.i lxzc on Lh. h.:.h or rh.ii ar.nlcni,
or oppo,runiLirs!, sd srdrkrll,ns.r livnrs o. rh. .oBl reefs,
to g. saihns or Gl rA, tr, J. !,nt hrd rval.hrrs o, jusi ro
*rlk r, rhr nran,r villag.s tr dlErthctrdilk)nalwr)oIl,niol
'I' l, i I tl, lo' ' 'o,, rl\
rip on a dloR or iday.ntotlroa.l ira Lr.d Rov€r ittP
I(y.rre Lookng tor r.,l luxnr) in.l Llt.lnn.. b gel trwar-
ft.n it rll in a pca..rnl. rlaxtug setingyou need LooL no lud

174
e r s a n d t e x t s

l.roq l.i! movc.n io rb. n.{ ggen,on. snt.b involrcs a pcr.eirl t,vrl\: €x.n,ng, (r.wdcn, norr bus!
nil]hily .h.xp.r rrip but: som.r'hat bnsier schedul.. on rlns
rrip. ton (rn (on'lin. th. d.lighG.I: srfri px.k sith thr kl
dlion ofa h.a.L hoh.la): \'!n hrv.lh. opportunny ro go.:am .h.ip e!p.ns,r,luxnnous
l''-'. h la 'npl'l hr'. dr1 l.."'. .ro$ded !.ac.tul.{tuirr
lur in ,,r {ii hot.l'o\ou n..n nr br .l a m.r
flerible natue Jull liv.ly. .x.iting, adr.urcns
b.oloy rhis lip as th.r LV,iL ,n.viuhly be.l.hrs and d.tou,s
lnnr irncmrl slars wiLh a night into loham.sbu,g nom
\vhoe you narl o'.,land t, th. Kruger Pirt nr s.xr.h of rh. .rdrUnal modern oLd
'Big Fivc',lnnr. Iulfrl,,. lr.pird. rlino ind.l.phanr. trslvel1I
rhc onr.r HlJl,lc tlur inlubit tlns park Nlon of rhr rniml
srolins pli.. nr drc mo,rng and.an-v dvcnn,g rhetr Lh. hrlLe knorYn Rell lmown
r 'rlcs
n,,ls 2r. n,.r ,.iir. s. lou rrt ne. 6 r.ha nr dr. hcar ot
dr. day A.com.1o,hrn,n is prolid.d at.cst.anrps nr dt nark rlaxnrS cr.ni.g,husy;rdr.ntrtous
rh. n.\r p.n.l.all G Mrputo {lr.( yon .r. spdnd $dr unpolluL.d. trDcxcnnrg, nn.n,trdr1l, unplcr\n 1, utrt..liLio-
rim siAhrs and .lplolnrr rLt markeG and r'.terlront nal, inexn..sivr, trddvemurous,
bcld.'c€rrglh.
drivitrg on to srlcnc Hcn' rhcrc is thc .han.e to sc.
t r.sG ol.6lr.\s and ro hkd a rnp.n the.onshl lagoon to no 1.1
sonr bnd Mt.h r! and lnorlelline on we go rlnough runi Dc!..d on stud.n6 id.as
\iu.!.s lvirh splendid ricrr, acGs lhc i inro)IlJ rller bridge
3.2
inro Gaza ptuvi,r.e. sropling in Mrxixc ld r iShr wirh a trrp
l'.h) ol' "lrr " l " n ' ALI\rnr:grs,nrcncmcnl, prolillobs
Lrdl,or .. ..
rhe nct rro nigh6 arspcnr ircrallt .lnrping on lhc bca.h tri*dvxnkg.s lollntion. d.s@(nnr. builr np rakrng a$av
at rh. rmot. bca.h r.so,r ofMoNngulo wh.r. s.ork.lringand
nahrril lrk. Lvrrri piilits anl Icn.riis donfr ka.r
'rsourn,s
scuba di$rg ar. availablc ar rasonabl.Irc.s FinalLlton halc lo.,ls, tourisc s.. lo..l .ulurc only xs cntcrt,innent.
n,n. b unrvi..l nom aLl rhr rmlcLhns Ln rhc sLctpy fishins v,l t.l
hsc .l vilanrulG Y.u havr xdorlr.r .hrn.. to .djoy Lh. Dep.nd on nudenr!,dctrs
rleLiSh6.I dr. coral r..I, to try out drc local spccialiti.s and to
see Io{ drc lo.al i.habitan6 liv.. J4
il Iou ar nlknrg irr $rnahrng .hcan{ bul r bir
Fnrall-\,, Asros depcnd on nudents'id.as. Sonc possibnities l.ss
livcl,cr r.d moft ariling, rhrn how rb.ur visiring Mrputi i.rfiic / mort 1u.h.L / flrore do.tore / m.re to.ttDlt /..mfor
This is r arrl pla.. td 0eo0le rtr. Li[. r buridr imos0h.re. txbk scac / b.itc, signs/ p..vcnr poLlurio.
who woulJ ath.r do son. sigltrseeinB alld s.m.lh.fpirBdd
3.i
rrn , hor. . ol i. , or
, r' go^d od ro J\' .Lil. lsLlnl.rn,n Irlsan inrpo anr..r!.Nxftn tn,ie.r
'' ' ','!r.l
lrom drc 5 srai Hor.l Pola.a io a.onplc of ba.kpackGlodgcs
2'J criterion xrc .!.ctcd ro bcnelir tlnough. cmplo)'
nr ihd h.a..lrhc. y Thcsr ar smrllan,l rhcap hur prrfcc'l), n.m...', .mployitrg. tainirg and cquipping wildlil gu.r.ls
lrom l,,.aL communiiies
During th. .Ly therc rr. plenty ol histod.al places ro visit J ote,rc.: 'nr. nrvoh.mcnl oI n,cal .ommn.iics', a

hkc rh. l'o,iugnes. lotcss, rh. Mousinho de llbuqu.,qnc connnunity tund to proridc a$ers
slurr. and ih. h.anrifu lr:i. sraln,n bnill hy Guslavc EiffcL .l'i ..itrnid: Bre{r $ill b. encourag.d 1. ta i.iprG
(inccxsr in.uIuBl k.owl.dB. n.r'n
Theft rrc arar markeG b Jd. wl, . vou .rn ty out lht lo.al
.p,r,''' \lil, p.',' A r itlr h.n r.,. ,ng
'L'
niShtlilc snh gur La..o mns,c",.. and li!. lazz ind libulons "r 5ri .in.riod: Tlr dmrb.rs oI visitos sill b. lirnited . '
lood such as lnaqns in ni.i ni.i san.. i. ihc local resrauranrs 6Lrr.rirc.tun: ( rvilLhc pri.l ntrby luru.y t,unsm )
Y.u can conrpLerr rhe pc.Ld holiday rvirh a rrip t, l.haca 7r'.ntcnon:'gam. d.iv.s and walki.g elanJ, \cubx dry..
Irlxnd by L,o.L or by pLI.. Lft is.nly 50 dollds.ll.ie yotr joiu nDrii. $il.llit .ip.ditions', '.rhloguing t.ft.{rill xnd
The
.xn reld it tk r...ntly r.noukd I no Ishnd 1lot.l dd nrari.. hnnr a.d tl(ra c1.
spend some tune on rhe bcach.s nca$y
lhis E definncll dr. choic.lor rhosc ol lou pr.lc, .hc {h. 1. Dr 2 [:]. Bi4 Ai5. F:6 C
acriv y, noisc rn,l hun[ or thd ctr Lomb,ned wth somc days
sunbitlillg and s* imn rg h cle,r, mpollutd r'.t.r. 3.7
A sn., h:$nab, burtL deshlions, r.so . nali.ntrl prrls,
2l aucomm.driion, ladlirres, (c.BL reels)
R. gu.s6, gtrid.s, tour opcrarors
KruB.r Pxrk dd Sorlh.m Nlozinbique 3,.1 5.6
Mrpulo rnd lnh.ca: 1. 1,6,7
c scuhr dn nrg, de.p sen lishnrg. erplor., sxtxri,
D Ila.t lrlc, shark, cndang.r.d spe.n:s, nnrl.s, $ildlif.,
2.4 noa.n.l laum. biodiveEity, coraL rels, xhale, cnltur.. sun
liv.ti, p.acdnl,null,quicr,rlaxnrg
E. rnvestm.nt, torci$ cnn...I trolns

175
H'NO NACIONAL

P6tria Amada

Na mem6ria de Africa e do Mundo


Petria be/a dos que ousalam /utar
Mogambique o teu nome 6liberdade
O sol de Junho para sempre brilhare.

Coro
Mogambique nossa terra gloriosa
Pedra a pedra construindo o novo dia
l\rlilh6es de bragos, uma s6 forqa
0 patria amada vamos vencer.

Povo unido do Rovuma ao Maputo


Colhe os frutos do combate pela Paz
Cresce o sonho ondulado na Bandeira
E vai lavrando na certeza do amanha.

Flores brotando do chao do teu suor


Pelos montes, pelos rios, pelo mar
N6s juramos por ti, 6 l\,4ogambique
Nenhum tirano nos ira escravizar.
Publicog5es de refer6ncio
poro qpoio qo ensino

Oulros mqleriqis
pqrq o
Ensino Secund6rio
Quimico 8." Closse
Biolosio 8." Closse
Molemdtico 8." Closre I ttl
Porlugues I0." Closse
Motem6tico I0.'Closse
Desenho 10.'Closse
tii
Fisico l0.o Closse
Quimico 10-'Closse H
Hist6rio I0.o Closse
Geogrolio 10." Closse
lnsl6s 10.'Closse
Portugues Il.'Closse
Motem6lico 1l." Closse
Quimico I 1.' Closse
Fisics I 1." Closse
Portugues I2-o Closse
I
Motemdtico 12." Closse
Fisico i2.'Closse
Quimico 12." Closse
lngles I2." Closse
rl
r.i\(;{ \ ,I
Biologio 12." Closse tol l(;l [s\
Filosofio 11.'e 12." Closses
t,
u

t,
Texto Editore6 ]lilfllllllillll

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