efs 12 industrial tb

English for Starters, Vocational Stream Industrial

English for Starters, Vocational Stream Industrial, is an English language course that was specially written for vocational / industrial secondary schools in Syria. The course progresses from an intermediate level of English in Grade 10 to an advanced level of English in Grade 12. The book introduces students to concepts in industry; it assumes no prior knowledge of industrial skills on the part of students and teachers.

The course aims to review and consolidate the language and skills learnt at previous levels and equip students for their future foreign language needs in the following areas: language skills (reading, listening, speaking and writing), grammar, vocabulary and industrial knowledge. It enables students to perform routine tasks at work and to take part in social interaction in an industrial context.

Components:

Students BookActivity Book including a glossaryTeachers BookAudio CD

Teachers Book

. :

Teachers Book

2012 - 2011 Yd edG SDG

Vocational StreamVocational StreamIndustrial Grade 12Industrial Grade 12

322 Old Brompton Road,London SW5 9JH, England

Maktabat El Nashr El Tarbawi El Souri(Syrian Educational Publishers)

Omar El Mukhtar 2nd Str., Bldg. 6El Mazraa, Damascus-SyriaPhone: (011) 44676789Fax: (011) 44676788e-mail: [email protected]

York Press 2011All rights reserved; no part of this publicationmay be reproduced, stored in a retrieval system,or transmitted in any form or by any means, electronic,mechanical, photocopying, recording, or otherwise,without the prior written permission of the Publishers.

3Contents 4Students Book Scope and Sequence

5Inroduction

8Questionnaires 1-6

14Unit 1 Woodwork

20Unit 2 Metalwork

24Sample Test 1

26Unit 3 Textile Manufacturing

32Review (units 1-3) Answer Key

33 Test 1 Answer Key

34Unit 4 Maintenance of Motors and Engines

Culture and Values 1 Global Warming 38

39Sample Test 2

41Unit 5 Maintenance of Home Appliances

47Unit 6 Installation of Lifts and Escalators


53Sample Test 3


55Unit 7 Advertising

61Unit 8 Arc Welding

Culture and Values 2 Women in Business 65

66Sample Test 4

68Unit 9 Refrigeration



76Unit 10 Automatic Control

80Sample Test 5

82Unit 11 Electrical Power Stations

88Unit 12 Latest Discoveries

Culture and Values 3 Desertification 92


94Sample Test 6


4Students Book Scope and SequenceNEW SKILLS LANGUAGE UNITlistening for details; practising taxonomic skills; matching pictures with the correspondingdescription; reading information from a table

Language Functions: giving examples; talking about advantagesVocabulary: words related to woodworkGrammar: review of the verb forms

1 Woodwork (pp. 69)

matching words with their definition; putting items in a table; making sentences; summarising

Language Functions: making justifications; giving explanations; listing; giving examples; distinguishing between true and false sentencesVocabulary: words related to metalworkGrammar: future time clauses

2 Metalwork (pp. 10-13)

drawing a flow chart; drawing a map

Language Functions: describing a process; giving opinion; giving explanationsVocabulary: terms related to textile manufacturingGrammar: non-defining relative clauses

3 Textile Manufacturing (pp.14-17)

ordering information; matching problems and causes; practisingdictionary skills; summarising; practising research skills

Language Functions: giving examples; identifying problems and their causes;Vocabulary: using the verbs do and make with specific words; warehousing and shippingGrammar: modal verbs with the passive infinitive (be+past participle)

4 Maintenance of Motors and Engines (pp. 20-23)

reordering letters to form words related to home appliances; matching words with their definitions; writing about the importance of maintaining computers

Language Functions: giving explanations; talking about faults in home appliances; giving examples; making justificationsVocabulary: words related to home appliancesGrammar: reported questions

5 Maintenance of Home Appliances (pp. 25-28)

labelling a figure; matching descriptions with their corresponding picture; specifying the main idea in a text

Language Functions: making justifications; giving examples; talking about different language functions; giving opinionVocabulary: parts of a liftGrammar: reporting verbs used in the negative; reporting verbs + infinitive

6 Installation of Lifts and Escalators (pp. 29-32)

listening for identifying topics;extracting and matching vocabulary with their meaning; describing items; explaining about advertising media; role playing; matching titles and adverts with their description

Language Functions: talking about things in general; talking about specific things; talking about preferences;making comparisons; selling a product; giving explanationsVocabulary: words for advertisingGrammar: the second conditional

7 Advertising (pp. 35-38)

distinguishing between true and false sentences; matching vocabulary with their meaning

Language Functions: identifying types of welding; giving explanations; giving examples; giving reasonsVocabulary: terms related to arc weldingGrammar: third conditional

8 Arc Welding (pp. 39-42)

identifying parts of a refrigerator; completing a gap-fill exercise; identifying main idea of a reading text; identifying the meaning of new words from context

Language Functions: describing problems; proposing solutions; giving reasons; listing; rephrasingVocabulary: parts of a refrigeratorGrammar: tag questions

9 Refrigeration (pp. 44-47)

distinguishing between true and false statements; completing a gap-fill exercise; completing a timeline; completing a multiple-choice task; writing a paragraph

Language Functions: talking about automatic control systems; expressing agreement or disagreement; justifyinganswersVocabulary: terms related to automatic control systemsGrammar: indefinite pronouns

10 Automatic Control (pp. 50-53)

discussing the influence of electricity on human life; labelling a picture; practising dictionary skills; identifying antonyms

Language Functions: justiying; comparing and contrasting; describing the first power station; rephrasing;Vocabulary: words related to power stationsGrammar: prepositions

11 Electrical Power Station (pp. 54-57)

preparing a short presentation; practising research skills; completing a matching activity; writing an introduction and conclusion to a text; practising taxonomic skills

Language Functions: giving opinion; making justifications; talking about new and important inventions; givingexamples; giving explanationsVocabulary: words for important discoveriesGrammar: sentence fragments; run-on sentences

12 Latest Discoveries (pp. 58-61)

5IntroductionEnglish for Starters Vocational Stream Industrial is an English language course that has been specially written for industrial secondary schools in Syria. The course progresses from an intermediate level of English in Grade 10 to an advanced level of English in Grade 12. The books introduce students to the world of industry; they assume no prior industrial knowledge on the part of students or teachers.

A. Aims and methodsThe course aims to review and consolidate the language and skills learned at previous levels and to equip students for their future foreign language needs in the following areas: language skills (reading, listening, speaking and writing), grammar, vocabulary and commercial skills and knowledge.

B. Language skillsThe course aims to equip students with all four of the language skills at a level that will enable them to perform routine tasks at work and to take part in social interaction in an industrial context.

ReadingEach unit has one main reading text in addition to many shorter reading passages found in different sections throughout the book. There is a varied selection of reading tasks such as answering open-ended questions, true / false questions, matching headings with paragraphs, completing tables, expressing personal reactions to ideas and working out the meaning of words. The course also teaches students practical reading skills that they will need in their future work, such as skimming and scanning.

ListeningEach unit has a listening text. By listening to each other in oral pair work and roleplay activities, listening to their teacher and listening to native speakers through the accompanying CD, students learn a variety of listening skills such as listening to and understanding instructions and information, following a conversation, completing a table while listening and answering questions after listening.

SpeakingThe course teaches students to use the most common forms of the communicative functions they are likely to need in society and the workplace. Many activities in the Students Book and Activity Book are designed to be done orally. Students practise speaking in controlled situations where the emphasis is on communication and meaning as well as accuracy. Pair work is recommended for many of the activities to ensure that each student is given the maximum amount of practice.

WritingThe course aims to equip students with practical writing skills such as the ability to complete forms, take notes on simple messages and routine transactions and write standard correspondence. Beginning with writing sentences, students progress through the course until they can write paragraphs and business correspondence using the correct formats and conventions.

GrammarThe course aims to consolidate students understanding of the basic grammatical structures of English and to increase their ability to use these structures accurately, uently and appropriately. The course therefore provides a systematic review of the most essential grammatical structures. These structures are revised in a graded order, which takes into account their frequency in everyday use as well as the difculties of mastering forms and meanings.

VocabularyThe course provides students with both general vocabulary and basic industrial vocabulary relevant to all branches of industry. The vocabulary section always relates to the topic of the lesson and tries to enhance students knowledge of new words in the eld and the correct usage of these words. The course therefore provides a three-dimensional approach to vocabulary learning: rstly, it helps students to deal with lexical items in context; secondly, students have the chance to build up their own personal lexicon; and thirdly, they have plenty of opportunities to actually use vocabulary in context.

C. Industrial skills and knowledgeThe course provides students with skills and knowledge related to the industrial world such as woodworking and metalworking tools, refrigeration systems, automatic control systems, etc.

6D. The ComponentsEnglish for Starters Vocational Stream Industrial Series contains a Students Book (SB), an Activity Book (AB), a Teachers Book (TB) and a CD.

Students BookThe SB contains the core teaching materials for classroom use. It consists of twelve units, four Review sections and three Culture and Values sections. The sections follow a regular pattern: after every four units, there is one section on Culture and Values. At the end of each three units, there is a Review section. Each section assesses the material covered in every three units.

Activity BookThe AB contains exercises that provide students with extra practice. The number of units in the AB is the same as in the SB. For every three units, there is a test that helps students revise what they have learned in the SB and AB. At the end of the AB, there is a glossary of new words that the students may encounter in the course.

Teachers BookThe TB provides advice and information about each of the twelve units. It divides units into lessons and integrates SB and AB activities alternately. For each lesson, the objectives are stated clearly, warm-up activities are suggested and answers and audioscripts are provided.

The TB also provides a list of study skills at the end of each odd unit. Topics discussed include taking effective notes, using ashcards while studying, using mnemonic techniques while memorising information and many other topics which make the teaching learning process more efcient. To stimulate the learning process even further, the TB provides tips for tests. Additionally, sample tests follow after each even unit to incorporate the information and complete the students learning process.

CDThe CD provides all the listening passages included in the course. The purpose of the CD is to provide students with correct examples of the spoken language and to develop students listening skills by giving them opportunities to listen to a variety of different speakers.

E. How to teach the courseMethodologyLearning a language is an active process, so teaching means more than giving knowledge to the students; it also means helping them to use the language for meaningful communication. Students cannot learn English only by listening to the teacher; they will learn it only by speaking and writing it themselves.

ScheduleThe SB and AB were devised keeping in mind the following schedule that suits the Vocational Stream Industrial:

48 hrs SB (4 hrs per unit)

24 hrs AB (2 hrs per unit)

8 hrs Review (2 hrs per review)

8 hrs Tests (2 hrs per test)

3 hrs Culture and Values (1 hr per page)

_____

91 hrs

Preparing to teach a unitBefore teachers begin a new unit, they should study the contents page at the beginning of the SB to nd out what grammar, functions, vocabulary and skills are taught in the unit. After this they must read the entire unit in the SB and AB, which will help them to see the direction and purpose of the unit.

Before teaching a unit, teachers should look rst at the TB to see which sections should be taught together and how the units are divided. Then, they should work through the activities themselves so that they can see what the students have to do and how they will get the answers. The TB provides recommended step-by-step procedures for every activity in the SB.

Language presentationThe grammar rules that students need to learn are presented in pink boxes under the grammar section in every unit. Any other new

7rules that students need to learn are also introduced in pink boxes under the relevant section in each unit.

Purple boxes contain words or phrases that students need to learn and use in the corresponding activities.

The artwork displayed on each page relates to the content of the page and can provide teachers with extra materials for any oral or written communication.

F. The role of the teacherGood teachers use correct language forms and have good pronunciation. They motivate students to learn by trying to make lessons interesting and encouraging students to think for themselves. Finally, good teachers should provide all the students with plenty of opportunities to practise the language.

Most of the activities in the SB and AB are practice activities. In a practice activity, teachers are not explaining language to the students or talking at the front of the class, but should give students an opportunity to do something with the language. Therefore, after introducing the activity, the teacher watches quietly, listens, notes problems for correction later and only interrupts if absolutely necessary.

Teachers may nd it helpful to follow the steps below, adapting them when necessary:

Setting up the activity. This may mean explaining the aim of the activity or how it relates to what has gone before. It may mean introducing a situation or picture that provides a context for the activity and may also mean pre-teaching some essential vocabulary that the students will need during the activity.

Demonstrating the activity. This means showing the students by example what they have to do and checking that they have understood the instructions.

Working in pairs. This means students are thinking for themselves and using the language. The teacher should observe quietly and help individuals if necessary.

Checking the work. This means asking various students for their answers. The teachers role is to conrm correct answers, correct mistakes, praise good work, do any remedial teaching that is needed and answer questions.

G. Learner developmentIt is expected that students in the same class will often have different levels of ability in English. The course therefore provides many opportunities for students with less knowledge or experience of the language to build up their knowledge and get extra practice. At the same time, teachers can give more procient students additional reading or activity to maintain their interest.

Learner development is an important feature of teaching. Students should be encouraged to develop as independent and active learners of English, so many activities found in the SB and AB can be used to enhance students autonomy.

Many questions found in the book need answers that are open-ended. This is a crucial part of learner development. Students can have different points of view regarding certain issues at work or in life so many questions found in the SB and the AB have a multitude of possible answers. Hence, it is the teachers job to let the students express themselves, only acting as guides who help students reach their own answers.

The review and test sections are there for the students to benet from extra exercises to revise the knowledge they have acquired in every unit. The teacher should use these exercises as a sample on which to base further practice making any changes they see t to suit students needs.

H. Teaching English for specific purposesTeaching English for Specic Purposes (ESP) is teaching the language in specialised subjects. Learners have different purposes for learning the English language such as learning English for Economics, English for Business, English for Secretaries, English for Technicians and others.

A purpose-specic course is one in which the course content and methods are authentically representative of tasks in the target situation. For example, an English for Technicians course presents topics and techniques that relate to a technicians profession. Such a course allows teachers to increase students capacity to use language in the specic purpose domain.

English for vocational purposes is an application of ESP according to students language needs for work. This approach is learner oriented not teacher oriented with an emphasis on communicative competence.

Teaching ESP is more than just presenting language items or skills and strategies. It is not just the content of what is learned that is important, but also the activity through which it is learned.

8Questionnaire 1: Learning StylesCircle the answer which best explains your preference.1 You like lecturesa where every topic is subject to deliberation.b which are presented by diagrams, charts, illustration or outlines.c where the topic can be put into practice and applied.

2 When acquiring a new talent,a you prefer when someone clarifies how to perform it.b you like to observe someone demonstrating how to perform it.c you would rather choose to perform it immediately.

3a You like to hear a story being told.b You like to watch the story pictures.c You choose to take part in the story.

4a You are a proficient listener.b You are skilled in drawing.c You have a talent in constructing things.

5 If you want to make a replica,a you prefer to be instructed by someone either by reading or explaining the directions to you.b you prefer to do it according to a given picture.c you inspect and choose the suitable pieces that can be joined together.

6 When you want to spell a word,a you rely on phonetic techniques.b you attempt to see the specific word.c you write the word to check if it appears correct.

7 When you want to talk,a you prefer to listen but are nervous to talk; you prefer words like: suppose, listen to.b you prefer to moderately talk and dislike to listen for a long time; you prefer words like: visualise, watch and inspect.c you use body language, gestures and demonstrative signals; you prefer words like: carry, grasp and sense.

8 When you want to concentrate,a you are disturbed by noise and conversation.b you are disturbed by disorder and motion.c you are disturbed by events and incidents happening nearby.

9 When you see someone again,a you recall names and the topics discussed but forget faces.b you recall faces and places where you have met but forget names.c you recall events and incidents done.

10 When you want to read,a you prefer to listen to characters discourse.b you prefer illustration and vivid scenery or you stop to visualise the activity.c you like the action scenarios.

11 When you want to do something new in class,a you like to be instructed by someone orally about the directions.b you prefer to look at figures, pictures and illustrations.c you like to start doing it immediately.

If most of your answers are:a, you are an auditory learner.b, you are a visual learner.c, you are a kinaesthetic learner.

9Questionnaire 2: Improving ConcentrationAnswer the following questions by yes or no.

1 Do you specify a time limit for each task? Yes No

2 Do you specify the quantity you should cover for each lecture? Yes No

3 Does the page quantity you specified change according to the topic difficulty? Yes No

4 Do you have specific time and place for studying? Yes No

5 Do you stop for a short break if you decided to stop studying before the allotted time you set for yourself? Yes No

6 Do you classify the selections you want to study according to their importance? Yes No

7 Do you regularly participate in lectures by asking for information, asking questions, stating your opinions and writing your remarks?

Yes No

8 Does your reading plan change to adapt components, for instance, drawing maps for geography? Yes No

9 Do you encourage and motivate yourself to study more if you notice your focus is fading? Yes No

10 While studying, are you an analytical reader who evaluates and interprets the authors intention? Yes No

11 Do you praise yourself for each task you accomplished in the allotted time? Yes No

12 When studying for two hours or more, do you plan what subjects to study? Yes No

13 Do you study with friends who assist you to remain concentrated on your studies and objectives? Yes No

14 I possess outstanding strength of focusing, and Im not easily distracted. Yes No

15 I know how to meditate and do it frequently. Yes No

16 I possess the determination to attain what I want. Yes No

17 I always try to progress in everything. Yes No

18 I always attempt to be productive in my life. Yes No

19 I possess the quality of self-control in what I do. Yes No

20 I definitely get preoccupied in studying or reading. Yes No

21 It is difficult to be bored with anything that needs intellectual effort. Yes No

When answers are No, students should be encouraged to improve their concentration.

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Questionnaire 3: Reading StrategiesReading various types of texts is an activity which is often part of the learning process. The following is a questionnaire that assesses a students reading strategy. Tell students to mark the following by 1 to indicate Never, 2 to indicate Rarely, 3 to indicate Occasionally and 4 to indicate Often.

1 I read the text with a predetermined purpose in mind. 1 2 3 4 2 I revise the background knowledge about the given topic before actual reading. 1 2 3 4 3 I stop reading every once and a while to check the meaning of a difficult word in the dictionary. 1 2 3 4 4 While reading, I make sketches related to the topic. 1 2 3 4 5 I use context clues to understand the meaning of difficult words. 1 2 3 4 6 While reading, I summarise the main ideas of the text either mentally or written. 1 2 3 4 7 After reading, I assess the efficiency of the reading strategy that I have used. 1 2 3 4 8 I use various reading strategies. 1 2 3 4 9 I make a brief research about the topic before reading to collect some background knowledge. 1 2 3 410 I read difficult texts more than once to make sure that I understood them. 1 2 3 4 11 I practise reading aloud when reading a difficult text. 1 2 3 412 My reading speed is directly influenced by the level of difficulty of a reading text. 1 2 3 413 After reading the text, I try to paraphrase the key ideas or to formulate questions about the data presented in the text. 1 2 3 414 I take notes while reading. 1 2 3 415 I highlight important terms and ideas. 1 2 3 416 I mark any text if not fully comprehended to return to after finishing the rest of the passage. 1 2 3 417 I refer to the visual aids and illustrations before and after reading. 1 2 3 418 I engage with the authors ideas in order to agree or disagree with them. 1 2 3 419 I gather for collaborative learning and group discussion. 1 2 3 420 I refer to the text to guess the meaning of unfamiliar words. 1 2 3 421 I make a list of key words essential to the text. 1 2 3 422 I take into consideration the pattern of the division of the ideas (compare and contrast, cause and effect) to facilitate the comprehension of the text. 1 2 3 423 I put the ideas into mental pictures. 1 2 3 424 I make a diagram of the text based on the ideas of the author. 1 2 3 425 Im committed to the preplanned study plan of a sitting. 1 2 3 426 I take short breaks when feeling tired. 1 2 3 427 I revise the main titles and key ideas of the text after reading. 1 2 3 428 I mark the section after failing to remember anything from it. 1 2 3 4 29 I read marked sections during the next sitting. 1 2 3 430 I clarify vague ideas with a friend or an instructor before moving on to something else. 1 2 3 4

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Questionnaire 4: Note TakingThe following questionnaire is a guideline for students to rate their note-taking strategies and efficiency.

1 I come prepared to the lesson by rereading my notes. Always Sometimes Never

2 I write down every word. Always Sometimes Never

3 I write full words rather than abbreviations and symbols. Always Sometimes Never

4 I use complete sentences when taking notes in class or series of short phrases. Always Sometimes Never

5 I use series of short phrases when taking notes in class. Always Sometimes Never

6 If I use phrases, I show the relationships between them. Always Sometimes Never

7 I show a difference between main and sub-points. Always Sometimes Never

8 I tend to miss a lot of information when I take notes during a lesson. Always Sometimes Never

9 When I take notes from books or articles, I quote the material that I have copied from the book or article. Always Sometimes Never

10 When I take notes from books or articles, I keep record of bibliographic information and the page number(s) Im using. Always Sometimes Never

11 I dont refer to my notes until I need them to study for a test. Always Sometimes Never

12 I am able to take notes in class, keep up with the instructor and understand the concepts at the same time. Always Sometimes Never

13 I am able to recognise cues that indicate that the information discussed or presented is important. Always Sometimes Never

14 I rewrite my notes in my own words. Always Sometimes Never

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Time management 1 I make a schedule for the scholastic year.2 I update my study schedule weekly / daily.3 I refer to my schedule before I start studying.4 I include in my study schedule break times for me to exercise or socialise with friends.5 I sleep at least six hours per night.6 I schedule two hours of study time for every hour in class.7 I manage to finish my assignments on time.8 I dont miss classes.

NUMBER OF As and Bs _____

Your study environment1 I have a set time for studying.2 I have my own study area.3 My study area is free of noise and distractions.4 I have all my supplies near me when I study.5 I have comfortable furniture in my study area.6 I can study for at least half an hour without getting up, walking about, taking snack or TV or phone breaks.7 My friends do not interrupt me when studying.8 There are few things in this location that are unrelated to studying or school work.


Test taking / preparation skills1 I study daily for each class.2 I start reviewing for major exams at least 3 days in advance.3 I study in groups.4 I attend extra help sessions or office hours provided by the instructor.5 I am aware of test preparation strategies for each type of test.6 I can predict what types of questions will be on the test.7 I am able to finish my tests in the allowed period of time.8 If I do not do well on a test, I try to review it with the

instructor and / or analyse it to see my mistakes.


Note-taking skills1 I am able to take notes in class, keep up with the instructor and understand the concepts at the same time.2 I have an efficient system of note taking.3 I review my notes after each class.4 I take notes of important information only and I am able to identify the cues that indicate that this information is important.5 While reading, I tend to make notes.6 I rephrase the notes I take in class in my own words.


Reading skills1 Can you read and learn at the rate of 12-15 pages per hour for history-type material?2 Do you keep up with the readings for all your classes and have the material read before the lesson?3 Can you concentrate and understand the material you read without rereading a second or third time?4 When reading a text, do you read the headings and chapter outlines first?5 Do you adjust your reading styles when you are reading for literature, social science or science classes?6 Do you do your study-reading during the time of day when you are most alert?


Writing skills1 I am comfortable with my command of English grammar, punctuation and spelling.2 I am aware of the requirements for the writing assignment.3 I make an outline of my paper.4 I have the research skills that are necessary to write a research paper.5 I abide by the deadlines for research papers.6 I express myself well in writing.


STUDY HABITS SCORE LIST Time management, your study environment and test taking / preparation skills6-8 Very good3-5 Good, but work to improve your C and D answers0-2 You need to modify your study habits

Note-taking, reading and writing skills5-6 Very good3-4 Good, but work to improve your C and D answers0-2 You need to modify your study habits

Questionnaire 5: Study HabitsThe aim of this questionnaire is to help students assess their study habits. Tell students to answer the questions by A for Always, B for Generally, C for Sometimes and D for Rarely. When they have finished, tell students to add up the As and Bs for each category and refer to the study habits score list to know where they stand.

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Questionnaire 6: Study Environment AnalysisThe aim of this questionnaire is to help students evaluate their study environment. Tell them to answer the questions by yes or no.

1 My study area is free of noise and distractions. True False

2 I am rarely interrupted by other people when I study in this location. True False

3 I can study for at least half an hour without getting up, walking about, taking snack or TV or phone breaks. True False

4 I always come to this place when I want to study. True False

5 The temperature in this place is very comfortable for studying most of the time. True False

6 The furniture in this place is very comfortable. True False

7 My study room is well lit and ventilated. True False

8 There are few things in this location that are unrelated to studying or school work. True False

If the students answer most of the statements negatively, then advise them to change the place where they study.

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WoodworkUnit 1

Lesson One

Learning Objective

Demonstrating understanding of a reading text by answering comprehension questions about it

A Dialogue 1

In class, introduce the unit topic and use the picture to eicit the topic of the dialogue: Woodworking. Ask students what they can see in the picture.You can also use the picture to elicit a few keywords that the students will encounter in the unit.

Allow time for students to read the dialogue silently and look for the answers.

Ask students to give you the answer. Do not conrm the answer until you have asked several students. Give the students an opportunity to ask you about anything that they did not understand. If students disagree about any of the answers, they should look again at the dialogue and try to agree which answer is best and why.

Answers1 we (class), us (the class), they (wood carvings)2 Students answers

Lesson Two

Learning Objectives

Practising taxonomic skills Demonstrating understanding of a listening text by putting instructions in the correct order

B Listening 2

Direct the students' attention to the rubric and the jumbled sentences. Give the students time to study these. Check that students understand what they are going to hear and what their task is.

Play the recording and ask the students to listen and arrange the instructions in the order that they hear them. You may need to pause the recording or play it more than once to give them time to complete the task.

Ask students for their answers and to explain why they think their answers are right. If necessary, play the recording again or read out the bits that caused trouble. Finally, conrm the correct answers.

Audioscript

Lecturer: OK, now lets look at all the ideas on the board and try to come up with a conclusion. Can anyone tell me what the steps are for drilling a hole in a piece of wood?Mounir: First, we should put the piece of wood in a vice. We shouldnt forget to tighten the vice to prevent the piece of wood from moving while it is being drilled.Lecturer: Very good, Mounir. Samer, could you tell me what the next step is?Samer: Once the piece of wood is rmly put in the vice, we should mark the hole with a pencil.Lecturer: And then you are ready to begin drilling?Samer: Yes, we take the drill and put its bit over the mark. Finally, we switch on the drill and make a hole. Lecturer: Thats correct. Thank you Samer.

Answersd / g / b / f / c / e / a

Activity Book pages 3 and 4 exercises 1 and 2

Woodwork

Woodwork

WoodworkWoodwork1

6

A Dialogue 1 Read the dialogue then answer the questions.

Teacher: OK, class. We will be visiting a wood workshop today. I want you to pay attention to everything the supervisor tells you because Im going to ask you to write a brief summary of the things you learn.

In the workshop ...

Supervisor: There are many different techniques in carpentry ( woodwork ) woodwork such as furniture making, woodturning, woodcarving and sculpting.

Teacher: Could you please tell us where we might see woodcarvings?

Supervisor: They can be found on furniture, panels, screens or banisters.

Teacher: Thank you. Thats very helpful.Guide: Youre welcome.

Questions1 What do the words in bold refer to?2 Give two examples of woodwork that are not

mentioned in the dialogue.

B Listening 2 Put the following instructions in the

order you hear them.

_____ a Drill the hole._____ b Mark the hole._____ c Place the bit over the mark._____ d Place the wood in a vice._____ e Switch on the drill._____ f Take the electric drill. _____ g Tighten the vice.

wood workshop

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Lesson Three

Learning Objective

Identifying the relationship between pictures and words

C Vocabulary3

Tell students to look at the pictures on page 7 and to read the descriptions silently.

Explain to the students that they have to point to the pictures that match the descriptions.

Allow time for students to complete the task in pairs. Walk around to offer help where necessary.

Ask volunteers to share their answers with the whole class.

Answers1 b / 2 c / 3 a / 4 f / 5 e / 6 d / 7 g

Lesson Four

Learning Objectives

Practising reading a table Demonstrating understanding by completing a multiple-choice

exercise Identifying the properties and uses of different types of wood

D Properties and uses4

Tell students to complete the task individually.

When they have nished, ask a volunteer to give you the answer to the rst item.

Allow time for them to explain why the answer they have chosen is the best answer and why the other options are wrong or less suitable.

Repeat the steps for the remaining sentences.

Encourage the students to discuss any answers that they disagree about and try to reach an agreement on the correct answers.

Make sure that the whole class hear the correct answer and get students to repeat the correct sentence in full.

Answers1 a / 2 a / 3 c / 4 a / 5 b

Activity Book page 4 exercise 4

Teaching Tips

Creating Self-Motivation in Your Students

Motivation is important for good studying. When students are motivated, they will find it easy to stay focused over a period of time. On the other hand, if they are not motivated, they will not only find it difficult to stay focused, but they will also find it difficult to get started in the first place.Here are some ways to increase students motivation to study:

1 After a successful study session, encourage students to have a treat like a nice big ice cream cone.

2 Encourage students to form study groups (See p. 88 for details on study groups).

3 Remind your students that academic success is one step forward towards achieving their long-term goals.

4 Advise students to choose a comfortable environment that is free from distractions for their study time (See pp. 28, 55 for details on study environment).

5 Prompt students to take breaks. When they feel that they need to take a break, advise them to stop at a point where they are at something that is easy for them. This will make it easier for them to resume studying after the break.

6 Ask students to establish reasonable goals for a study session. Tell them that it is frustrating for them to look at their study session as mission impossible.

7 Encourage students to use a motivational poster. Tell them to place the poster where they can see it as they study. The poster should include positive words and a picture depicting success.

Woodwork

WoodworkWoodwork

7

C Vocabulary 3 The list below shows some different types of joints. Match the picture with the correct

description.

1 dovetailed joint (the joints are in the shapes of doves tails)2 nailed joint (uses nails)3 mortise and tenon joint (one piece of wood ts into a hole in the other piece)4 screwed joint (simple joint which needs no difcult sawing)5 halving joint (the width of each piece of wood is cut in half and screws are used)6 bridle joint (used for tables and chairs)7 housing joint (used for shelves)

a

e

c

f

b

g

d

D Properties and uses 4 Look at the table, then circle the correct answer.

Type of wood Colour Grain UseApplewood Reddish brown Straight Furniture, tool handles

Ebony Black / Grey / Purple Close lines Pianos, rulers, walking sticks

Mahogany Deep red Patterned Furniture, veneers

Oak Cream white / brown Straight Panelling, decorative work

Pine Cream / Red Straight Furniture

Rosewood Yellow / Brown Straight Furniture, panelling veneers

Teak Yellow / Golden brown Straight Furniture, panelling, ooring

Walnut Brown Straight Veneers

1 Mahogany is .a red b white c black

2 Rosewood has a grain.a straight b closed lines c patterned

3 We use walnut to make .a rulers b panelling c veneers

4 We use applewood in .a furniture b panelling c decorative work

5 Ebony is .a yellow b black c brown

Carpenter

Woodwork

16

Lesson Five

Learning Objectives

Distinguishing between tenses Contrasting the meaning of sentences depending on the tense used

Grammarreview of verb forms

E Grammar5

Tell the students that this exercise revises and recycles verb tenses, introduced in grades 10 and 11. Ask the class to answer the rst question with your guidance, if needed, to make sure they remember and understand the grammar rules.

Allow time for students to answer the other questions alone.

Go around the class to check progress and offer help where necessary.

Invite volunteers to read their answers aloud.

Answers 2 Sentence a means that he arrived at his workshop twenty minutes ago and he is still there now, whereas in b he stayed in his workshop for twenty minutes and then left.3 Sentence a means that they discussed the sample drawings as soon as the carpenter arrived, whereas in b they had discussed the sample drawings before the carpenter arrived. 4 Sentence a means that at the present time he has sent 1000 SYP having previously promised 2000 SYP, whereas in b at a time in the past he had sent 1000 SYP and then promised to send 2000 SYP.

Extra Activity

Put the verb in brackets in the correct tense.

1 The carpenter (work) in his workshop every day. 2 He (finish) carving the new table next week. 3 He is 65 years old and (not do) any woodwork since he was 55. 4 The carpenter (hammer) the nails when he accidentally (hit) his hand. 5 Ok class, I (show) you how to make a wooden chair. 6 My father (own) the biggest wood workshop before we

moved to New York. 7 Even though there (be) no electricity yesterday, the carpenter (manage) to build the shelf. 8 When I (be) at university, I (take) an elective course about

the history of carpentry. 9 What kind of table (you, choose) if I asked you? 10 The janitor (put) off the lights, so we (can finish) carving the

shelf.11 We have all the wood we need. The table (be) ready soon.12 She (go / decorate) the living room first, but she changed her

mind.13 I (wait) for the table to dry for a couple of hours.14 After she (see) the beautiful pieces of furniture, she decided

to buy them.15 Wait a minute, I (fix) the broken chair for you.

Answers 1 works 2 will nish 3 hasnt done 4 was hammering / hit 5 am going to show 6 had owned

7 was / managed 8 was / took 9 would you choose10 had put / couldnt nish11 will be12 was going to decorate13 will wait 14 had seen15 will x

Woodwork

8

E Grammar

Review of the Verb FormsSimple Present

It expresses an unchanging, repeated or recurring action or situation that is happening now. It can also represent a widespread truth.

Examples He works as a carpenter. (unchanging state)Every month, the carpenter makes a new chair. (recurring action)Carpenters are well known for their technical skills with wood. (widespread truth)

Simple Past

It expresses an action or situation that was started and nished in the past. Most past tense verbs end in -ed. The irregular verbs have special past tense forms which must be memorised.

Examples Historically, woodworkers used the woods native to their region in their woodwork. (regular form)The Egyptians were one of the rst civilisations to build wooden boats. (irregular form)

Simple Future

It expresses an action or situation that will occur in the future. This tense is formed by using will or shall with the base form of the main verb or by using am, is or are + going to with the base form of the main verb.

Examples The art exhibition will nish in a few days. (regular form)The artist is going to display his sculptures in the art gallery. (am, is, or are with going to)The new art gallery opens tomorrow. (the present tense of the main verb with an adverb or adverbial phrase to express future, e.g. tomorrow)

Present Continuous

It describes an ongoing action that is happening at the same time as the statement is being written. This tense is formed by using am, is or are with the main verb form ending in -ing.

Example Our art teacher is teaching us about the history of woodwork.Past Continuous

It describes a past action which was happening when another action occurred. This tense is formed by using was or were with the main verb form ending in -ing.

Example He was carving a wooden log when his chisel got broke.Present Perfect

It describes an action that happened at an indenite time in the past or that began in the past and continues in the present. This tense is formed by using has or have with the past participle of the verb. Most past participles end in -ed. Irregular verbs have special past participles that must be memorised.

Examples Researchers have travelled to many countries to collect more data. (indenite time)Acrylic paints have been available since the 1950s. (continues in the present)

Past Perfect

It describes an action that took place in the past before another past action. This tense is formed by using had with the past participle of the main verb.Example By the time the decorator arrived, the clients had left.

17

Lesson Six

Learning Objectives

Identifying the advantages of woodwork Identifying the characteristics of a successful woodworker Practising research skills Listing tools for building a kitchen cabinet

F Reading6

Allow time for students to read the rst paragraph silently to get a better idea of what the text is about. Remember that the main aim of this page is to give students practice in reading comprehension, so they should read silently, as they would in real life. Give them enough time for this, but encourage them to read as quickly as possible, phrase by phrase rather than word by word.

Ask a few questions to check basic comprehension of the rst paragraph. Questions at this stage should be easy and helpful, e.g. When do people need to buy new furniture? What other suggestions does the author give to get new furniture? Encourage students to guess the meaning of any key phrases that they do not understand. Give them any necessary help, but concentrate on understanding the main points. Ask them what they think the rest of the text may be about.

Continue in this way with the following paragraphs. The aim at this stage is to get a general understanding of each paragraph as a whole. This will make detailed comprehension easier later on.

When they have read the text once, give students time to nd the answers to the comprehension task. Tell them that they will have to explain how and where they found the answers in the text. This task is best done individually and silently. When they are ready, you can let them work in pairs comparing answers.

Check the answers orally with the whole class. Answer any questions that the students may have about the text or the language in it.

Answers1 their: people / it: woodworking / them: mistakes 2 It is fun and saves money; students answers3 discovering mistakes, correcting them, building up techniques, arranging

the tools in order of need4 Students answers

Activity Book pages 4 and 5 exercises 3, 5 and 6

Activity Book Answer KeyUnit 1, page 3, exercise 1a crackedb brokenc cutd scratched e bentf looseg twisted

Unit 1, page 4, exercise 2 1 c / 2 d / 3 e / 4 a / 5 b

Unit 1, page 4, exercise 31 Did you forget to call the carpenter yesterday?2 She has already phoned the wood factory manager, so you dont have to

speak to him.3 Does a piece of furniture take plenty of time to be made?4 Is he using large machines to cut down large trees?5 When the customer cancelled his order, the carpenters had already made

many pieces of furniture.6 The employees were having lunch when the logs arrived.

Unit 1, page 4, exercise 41 in India and Burma2 because it contains oils which make it as such3 both; positive for making it water and re-resistant and negative for

making it resistant to adhesive substances4 a extract b contains c desirable d resistant

Unit 1, page 5, exercise 5 Students answers

Unit 1, page 5 exercise 6 Students answers

WoodworkWoodwork

9

5 Contrast the meanings of the two sentences.

Example

1 a He makes three desks per month.b He is making three desks.

Sentence a means that he usually makes three desks per month, whereas in b he is making three desks now.

2 a He has been in his workshop for 20 minutes.b He was in his workshop for 20 minutes.

3 a When the carpenter arrived, we discussed the sample drawings.b When the carpenter arrived, we had discussed the sample drawings.

4 a He promised to give us 2000 SYP, and he has already sent 1000 SYP.b He promised to give us 2000 SYP, and he had already sent 1000 SYP.

F Reading 6 Read the text then answer the questions.

People need new furniture when their family grows big. What do they do? Most people would probably go to a furniture store and spend a lot of money to buy what they need. However, building your furniture with your own hands can be very interesting. Woodworking doesnt require tough work; it requires skill. Slowly, you can master basic woodworking strategies taking into consideration woodworking plans, safety management and budgeting.

Woodworking is fun and it saves a lot of money. Whatever you want to build should be rst sketched on paper. Second, you should make a list of the materials needed for your work. To build a collapsible table, for example, you need aluminium pipes, plywood, screwdrivers, a circular saw, nuts and bolts, a measuring tape, a paintbrush, some sandpaper, a few brackets and stain to paint the table when it is nished.

Once you have prepared all the tools that you might need, it is important that you prepare a safety plan. Safety plans include wearing safety glasses while working and avoiding wearing long sleeved and baggy clothes. It is also important to avoid eating or smoking as you are working. Dont forget to keep the room ventilated. And nally you ought to be very cautious while working with the tools.

Woodworking may seem tough, but once you have a passion for woodworking, you can do it. To sum up, the requirements for being a good woodworker involve recognising your mistakes, correcting them, building up techniques and arranging the tools in order of need.

Questions1 What do the words in bold refer to?2 According to the text, what are the advantages of woodwork? List two advantages that are not

mentioned in the text.3 What makes a successful woodworker?4 Research the Internet and list the tools you would need to build a kitchen cabinet. Tell your partner how each tool is used to build the cabinet.

carpenter working

18

Teaching TipsIntroduction to study skills

Educators may wonder about the reason behind teaching their students study skills; on the other hand, research proves that study skills are important because they help improve students academic performance. However, its important that teachers keep in mind that not all students learn in the same way. For this reason, it is necessary teachers are aware of their students learning styles and preferences so they can help them develop studying strategies that would be helpful for them. The three common learning styles are: visual, auditory and kinaesthetic / tactile. Nevertheless, with the development of research on learning styles, researchers have added to the three common styles: the logical, social, solitary and reading / writing styles. In general, students use a combination of all the mentioned styles in their learning process; however, they would still have their own strength and weakness in each style. There are several educational tests that help teachers to determine students learning preference. Once this is done, teachers can make adaptations to their approach to learning in a way to increase students academic performance.

A Visual LearnersIn general, students who have a visual learning style usually like to read and observe things because they learn better through visual stimulation. For this, they like to use maps, diagrams and colour in their learning process. Moreover, visual learners tend to sit in the front row of the class because they understand better if they see the teachers body language and facial expressions. Visual learners may get bored in a long lecture, but they tend to take detailed notes. If your students have a visual learning style, encourage them to follow these tips. Advise learners when studying to:

have a highlighter with them so that they can mark different key ideas;

organise the notes that they have taken in class in mind maps (See p. 60 for a description of mind maps);

use a computer or video while they are learning; recite to themselves information that they have memorised

in writing; write key vocabulary on flashcards (See p. 46 for details on

using flashcards). They can also draw symbols and pictures as this will make retention easier.

B Auditory LearnerAs the name indicates, auditory learners prefer spoken language to writing. In other words, they prefer to attend lectures rather than do written assignments. Moreover, when trying to recall information, auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. In contrast to visual learners, auditory learners rarely take notes. If your students have an auditory learning style, encourage them to follow these tips. First, advise auditory learners to:

sit near the side or back of the classroom so that they stay away from any visual distractions;

to record their lectures so that they will be able to listen to them later on and fill in any gaps that they have in their class notes;

use mnemonic techniques, such as word associations, when trying to recall information (See p. 69 and 72 for details on using mnemonics in the classroom);

participate in class discussions / debates and to participate in study groups when they are studying at home (See p. 88 for details on study groups). In this way, students may share the ideas with their classmates and this may enhance comprehension;

read aloud the text they are reviewing and to repeat information to themselves with their eyes closed to focus on the tone, pitch and speed of their voices. Finally, auditory learners can benefit from constant oral repetition of information they have learned in order to reinforce the target data in their long-term memories.

C Kinaesthetic / tactile LearnersKinaesthetic /tactile learners are often referred to as hands on learners because they like to experience what they are learning by physically participating in the process of learning. They learn best when they are allowed to participate in roleplays, memory games or group work. If possible, it would also be helpful to take them on field trips for this would help them reinforce key concepts. For example, if you are teaching your students about advertising concepts, it is helpful that they actually go to an advertising agency or watch a documentary about how advertisements are prepared. If your students have a kinaesthetic / tactile learning style, encourage them to:

study in short periods and to take a five-minute break every 40-50 minutes of studying;

make the studying process more physical. For example, they can read their book while they are exercising on an exercise bike;

use strategies such as the PQRST or SQ3R methods prior to any reading task so that they can get a feel for what the text is about and then they can read the text again for details (See p. 73 for details on SQ3R and PQRST methods);

arrange their class notes in mind maps as this will facilitate recall (See p. 60 for details on mind maps).

D Reading / writing learnersReading / writing learners process information most effectively when presented in a written language format. This type of learner benefits from instructors that use the blackboard to write key concepts or to provide an outline for the target lesson. When trying to recall information, reading / writing learners remember the information from their minds eye. If your students follow the reading / writing style, advise them to

write full sentences when they are taking class notes (See p. 30 for details on note taking);

rewrite important terms and ideas several times when reviewing for a test as this will help reinforce the information in their long-term memories;

to rephrase their class notes after each lesson in their own words because it would be easier for them to remember their own words than the teachers wording;

come to class prepared by reading the target lesson at home before they come to class the following day;

have pencils or pens in their hands so that they can underline key terms or take margin notes while they are reading.

E Logical LearnersLogical learners often tend to learn by classifying and grouping information under general headings and subheadings. They tend to classify objects based on a logical connection among the data that they have at hand. If your students follow a logical learning style, it would be helpful for them to keep in mind the following tips. First, encourage students to focus their attention on the details as it is easier for them to understand the details and build logical connections amongst them. Once students have understood the details, they can move on to focus on the general concepts. It is also important that students make a list of key points they have learned after each lesson. In doing this, their revision process would be easier and less time consuming. F Social LearnersIn general, social learners excel in group learning more than individual learning because they are good communicators and active listeners. If your students have social learning preferences, advise them to:

join study groups (See p. 87 for information on study groups). When studying in a group, students will have the opportunity to share information with their classmates;

engage in roleplaying activities as they give them the chance to understand the lesson better in a group setting.

G Solitary LearnersAs the name indicates, solitary learners prefer to study alone in a calm and quiet environment. Thus it is helpful that you encourage your students to:

keep a personal journal in which they write their ideas; participate in class and group discussions. To conclude, its essential that both you and your students are aware of the different learning styles as this would facilitate the learning and teaching processes

19

Teaching TipsTypes of study skills

Developing effective studying habits, improving reading comprehension, discovering your own personal learning style, learning to manage your time more efficiently and learning the best way to prepare for exams are just a few of the topics covered under the general heading Study Skills. Educators distinguish between eight different types of study skills. They are:

A Methods based on memorisation such as rote learning

B Methods based on communication skills e.g. reading and listening

C Methods based on cues such as flashcards

D Methods based on condensing information, summarising and the use of keywords

E Methods based on visual imagery; mind maps

F Methods based on acronyms and mnemonics

G Methods based on exam strategies

H Methods based on time management, organisation and lifestyle changes

A Methods based on memorisation such as rote learningFactors which enhance retention

Several factors play a significant role in enhancing students level of retention. One of the main reasons for forgetting information thats already studied is lack of concentration. Many students have difficulty concentrating while studying. Students success in taking a test is highly dependent on their ability to concentrate while studying. The following are some guidelines that students may follow in order to increase their concentration level:

1 Students should study in a suitable environment that is void from distractions such as TV or computer. Moreover, the study environment should be furnished in such a way as to make students feel comfortable while they are studying. For example, the chair should be comfortable, the room should be properly lit and heated.

2 Advice students to make sure that they prepare everything they might need before they start studying so that they dont have to interrupt their studying time to go and get a piece of paper or a pen.

3 Its necessary that students set a purpose for their studying time. Not only that, the goal that they set should be realistic to achieve if students achieve their preset goals, this may lead to anxiety and stress. Consequently, encourage your students to set a time limit for every goal before they begin studying. 4 Encourage students to start with tasks / subjects which they think are most difficult and then they can move on to easier tasks. This is because students level of concentration is at its peak when they begin studying.

As mentioned above, improving students concentration level has a positive impact on students level of recall; however, this isnt enough. Its necessary that students are equipped with skills that would improve students ability to recall information that they have acquired while studying. First, its essential that students practise SQ3R or PQRST or any other reading strategy before they read the text at hand thoroughly, this is because its easier for students to remember main ideas first and then they move on to the details once they have incorporated the main ideas of the reading text into their long-term memories (See p. 73 for details on SQ3R and PQRST methods).

Moreover, its helpful that students create a context for their learning experience in which they link the information that they have acquired in class with their own life experiences. This would give a meaning and purpose for students learning experiences and consequently the material would be easily understood and retained. Similarly, information that is acquired in class would be easily learned and retained if you train your students to make a link between what they are learning and what they already know. In addition to the above, constant repetition is also helpful in retaining information when students are studying, encourage them to repeat the information multiple times using different studying strategies because moving information from short-term to long-term memory requires lots of repetition. Students not only need to repeat the material to be learned, they also need to change the order in which they study. For instance, the first time students study chapter 1, then 2, then 3. On the first revision / repetition, they study chapter 2 then 1 then 3 and on the second repetition they study chapters 3, 1 and 2 and so on.

All the above mentioned tips are helpful in enhancing memory skills; however, they all become meaningless if students have a negative attitude towards the subject they are studying. Thus its also important that you instigate in your students a positive feeling towards the target subject by constantly encouraging them and helping them solve any learning difficulties that they might have.

To sum up, good concentration and memory are two interrelated learning skills, but one doesnt lead to another. In other words, if students have good concentration, this doesnt mean that their retention skills are high and the opposite is also true.

20

Lesson One

Learning Objectives

Distinguishing between true and false sentences Demonstrating understanding of a dialogue by answering

comprehension questions

A Dialogue1

Tell the students to read the dialogue. Give them an opportunity to ask you about anything they didnt understand. However, at this stage, you should limit the number of questions. Do not overteach but move on to the comprehension questions.

Tell them to nd the answers to the comprehension questions. This is best done individually and silently.

When students have nished, put them in pairs to compare their answers with those of a partner. If they disagree with any of their partners answers, they should look again at the dialogue and try to agree which answer is best, and why.

Check the answers orally: ask a student to say an answer, then ask the class whether they agree with each answer before you give the correct answer.

Give the students an opportunity to ask you about anything they still do not understand. You may want to highlight some useful phrases from the dialogue or check their understanding of important language.

Answers1 me (Samer), them (the two pieces of metal)2 Students answers3 a True b False; with a brush. c True d True e False; the last step is heating the metals you want to solder before you apply molten solder to them with the soldering iron.

Lesson Two

Learning Objectives

Identifying tools used in metalwork Demonstrating understanding of a listening text

B Listening 2

Play the recording without stopping while the students complete the task silently.

Play the recording a second time so that they could ll in the parts that they missed the rst time.

Put students in pairs to compare answers. In case of disagreement, play the recording again for students to check their answers.

AudioscriptHardware Store Owner: Excuse me sir, is there anything I can do to help you?Customer: Yes please. I want to make my own metal table and I need to buy the proper tools.Hardware Store Owner: Ok. You will need welding sleeves and gloves, a welding helmet, a wire brush, a cable cutter, tip cleaner and a gas cutting torch.Customer: Could you please show me how to use this gas cutting torch?Hardware Store Owner: Sure. First of all you need to check that your environment is safe before you slowly open the valves of the burners tank. Next, adjust the pressure to ve to eight PSI on the acetylene line and twenty ve to forty PSI on the oxygen line. Then, slowly open the acetylene valve and light it with a spark plug. Once your ame is eight to ten inches long, open the oxygen valve on the torch and wait for the ame to turn blue and draw back towards the torchs mouth. Finally, modify the ame length so that its slightly longer than the thickness of the piece of metal you want to work with. Customer: Thank you. Thats very helpful.

Answers1 welding sleeves and gloves, a welding helmet, a wire brush, a cable

cutter, tip cleaner and a gas cutting torch.2 a Check that your environment is safe .b Open the valves of the burners tank. c Adjust the pressure to ve to eight PSI on the acetyline line and twenty

ve to forty PSI on the oxygen line. d Open the acetyline valve. e Light it with a spark plug. f Open the oxygen valve on the torch. g Wait for the ame to turn blue and draw back towards the torchs mouth. h Modify the ame length.

MetalworkUnit 2

MetalworkMetalwork2

10

A Dialogue 1 Read the dialogue, then answer the

questions.

Instructor: Samer, please check that you have some ux, a brush, a soldering iron and a le with you when you want to solder two pieces of metal.

Samer: OK! Could you please list the soldering steps for me?

Instructor: Of course. First clean the two pieces of metal you want to solder in order to make them bright. Then spread some ux on them with a brush. Next, put the bit of the soldering iron in the ux after you have heated it. After that, clean the bit with a le and tin it. Finally, heat the metals you want to solder before you apply molten solder to them with the soldering iron.

Samer: Thank you, sir. Ill note down everything youve told me.

Instructor: That sounds like a good idea.

Questions1 What do the words in bold refer to?2 Why do you think you need to heat the bit

of the soldering iron before you put it in the ux?

3 Are the following true or false? Correct the false statements.a The rst step is to clean the pieces of

metal.b We spread ux with a le.c We clean the bit of the soldering iron with

a le.d We do not heat the metals before soldering.e The last step is tinning the bit.

B Listening 2 Listen and answer the questions.

1 List the tools mentioned in the text you have heard.

2 Complete the following list of steps.a Check b Open c Adjust d Open e Light f Open g Wait h Modify

Metalwork

21

Lesson Three

Learning Objectives Demonstrating understanding of the meaning of words by

completing a matching task Practising taxonomic skills

C Vocabulary3 and 4

Allow time for students to complete the task either individually or in pairs.

Check answers as a whole class.

Answers3

1 d / 2 h / 3 f / 4 e / 5 c / 6 i / 7 b / 8 a / 9 g4atools for holding metals: pincerstools for measuring and marking metals: outside calliperstools for cutting, shaping and boring metals: hammerbtools for holding metals: pliers, spanner, vicetools for measuring and marking metals: dividers, inside calliperstools for cutting, shaping and boring metals: chisel, le, hacksaw, drill

Teaching TipsProofreading Errors in Mechanics1 Capitalisationa The first letter of proper names that indicate the names of persons, places and things should always be capitalised. Example: persons: Huda, Mazenplaces: Damascus, Syria, Souk Al-Hamideyehthings: Bill of RightsWords in these categories are also capitalised:a specific names and places, historic events, documents and periods, days, months, holidays, school and school departments, nationalities, specific courses and trade namesb The first letter of main words in a title of a book, story, film, song, magazine and articles should be capitalised. Dont capitalise articles, prepositions and coordinate conjunctions, unless they begin the title: Star Syrian Magazinec Capitalise the official title of a person when its used with the persons name: Did Lama talk to Doctor Farah?d Capitalise the first letter of the first word of a sentence and a quoted sentence: The professor said, Pay attention to the revision to do well in the test.

2 Hyphenation

The hyphen is sometimes considered as a mark of spelling instead of a mark of punctuation.a The hyphen is used in prepositional phrase combinations: brother-in-law, door-to-door, attorney-at-law, etc.b The hyphen is used to form compound adjective when used before a noun, but when a compound adjective follows the noun, no hyphen is used: He is a good-looking kid.c The hyphen is used in compound numerals and fractions: twenty-five years old, three-forths, etc.d The hyphen is used between some prefixes and nouns or adjectives and always between the prefix and a proper noun or proper adjectives. Pro-American (adjective), Ex-president (noun)e The hyphen is used to take the place of the preposition to in figures indicating an extention: 2-6 ; November-July (in both cases: to is replaced by a hyphen)

3 Misapplication of commas and semicolons

A comma is used in the following places:a to separate two independent clause joined by coordinate

conjunction: and, but, for, yet, or, nor and so: Hani received a raise on his salary, but Samer received nothing.

b to separate words, phrases or clauses used in a series, but we dont use a comma before the last item: He has a pale face, black eyes and brown hair.

c to separate the year in a date, the month and the exact date: The exhibition will take place on Friday, November 12, 2011.

d to separate the name of the state or country when it follows the name of a city: She arrived in Aleppo, Syria at four p.m.

e to separate indefinite clauses: Khaled, who is sitting near the door, is a good student.

f to separate direct quotation from explanatory matter: We are having a test next week, the professor said.

Semicolons are used in the following instances:a to separate independent clauses which arent connected with

a coordinate conjunction: The student arrived late; he was admitted.

b between clauses of a compound sentence that are joined by adverbial conjunction like: therefore, however, otherwise, moreover, nevertheless, etc.: I studied hard; however, the test was difficult.

Metalwork

MetalworkMetalwork

11

C Vocabulary3 Match the following tools with their denitions.

1 chisel a a metal tool with movable jaws that is used to hold an object rmly in place while work is done on it

2 dividers b a tool used for gripping and turning nuts, bolts, pipes, etc.3 le c a device that has two legs with feet that turn outwards; used to

measure inside dimensions of an object4 hacksaw d a long-bladed hand tool with a sharpened edge at one end used to

chip, carve or cut solid materials such as wood, stone or metal5 inside callipers e a saw with a narrow ne-toothed blade set in a frame, usually used

for cutting metal6 pliers f a tool with a roughened surface or surfaces, typically of steel, used

for smoothing or shaping hard materials7 spanner g a hand tool, power tool or machine with a rotating cutting tip used

for making holes8 vice h a measuring compass, especially one with a screw for making very

small adjustments9 drill i a hand tool used to hold objects rmly or for cutting and bending

tough materials such as wires

4 a Dene the following three terms. Then place them under the correct heading.

hammer outside callipers pincers

Tools for holding metals Tools for measuring and marking metals

Tools for cutting, shaping and boring metals

b Place the terms in exercise 3 in the table above

22

12

D Characteristics of metals5 Look at the table, then make sentences as in the example below.

ExampleWrought iron is hard.

Metal Hardness Malleability Ductility Fusibility Conductivity Colour

Cast iron X X grey

Wrought iron

X black

Steel X X X silvery grey

Copper X reddish brown

Aluminum X silvery white

Tin X shiny white

Lead X blue grey

Zinc grey

Bronze X golden brown

Brass X shiny yellow

E Grammar

Future Time ClausesTime clauses act as adverbs and tell us when something happens. They usually begin with words like: when, as soon as, before, until, if and after.

Clauses that refer to future time are formed with the verb in the present tense:

ExamplesWhen they sign the paper, they will have a good deal.

After we heat the iron bar, we are going to give it its proper shape.

As soon as the iron bar cools, it will be hard to change its shape.

Before we start working, we will make sure our tools are ready.

Until the metal melts, we will have plenty of time to rest.

Metalwork

Lesson Four

Learning Objectives

Identifying the characteristics of metals Practising making sentences

D Characteristics of metals

5 There are various ways of doing this task.

You could do it orally with the whole class or tell the students to do it individually or in pairs rst.


AnswersStudents answers

Activity Book page 7 exercise 4

Lesson Five

Learning Objectives

Practising forming future time clauses Using future time clauses in context

Grammarfuture time clauses

E Grammar

6 Give the students time to look at the exercise. Explain the rules

for forming future time clauses. Check understanding by eliciting examples from volunteers.

Do number 1 orally with the whole class as an example to check that they understand what they are asked to do. Give them some time to complete the task individually or in pairs.

Invite volunteers to read their answers aloud.

Answers1 will forge / is 4 set / is going2 receive / will not be 5 gets / will nd3 arrives / will tell 6 want / will have

Mini-Grammar + Extra ActivitiesA time clause begins with when, as soon as, before and after. Remember we have future simple, future progressive and future perfect tenses. Dont forget when we have time clauses, the verb in the time clause is usually in the present tense not in the future tense.

Activity 1Circle the correct words.

1 Ill hammer the iron (until / as soon as) it gets hot.

2 My sisters going to buy a new metal chair (when / unless) she has enough money.

3 You wont be able to work with this metal easily (if / unless) you heat it.

4 (If / Until) you heat cast iron to about 1290 C, it melts.

5 He wont play football (until / as soon as) he feels better.

Activity 2Fill in the blanks with if / unless / until / as soon as.

1 My bosss coming to the office at 8.30. Ill talk to him about my salary __________he arrives.

2 __________ she heats the metal, it wont melt.

3 Its a beautiful iron chair. I am going to buy a similar one __________ I get paid.

4 Do you know how long it takes __________ a metal nail dissolves in soda?

5 __________ the ring is attracted to the magnet, it is very likely not gold.

AnswersActivity 11 as soon as 2 when 3 unless 4 If 5 until

Activity 21 as soon as 2 Unless 3 as soon as 4 until 5 If

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MetalworkMetalwork6 Fill in the blanks with the correct form of the verbs.

1 I (forge) __________ the iron bar when it (be) __________ red-hot.2 Until we (receive) __________ some good tools, our ironwork (be not) __________ quite as

accurate.

3 When the manager (arrive) __________, the employees (tell) __________ him that they dont have enough iron to nish their projects.

4 Before we (set) __________ a deadline, we should consider how much time the project (go) __________ to take.

5 As soon as the iron bar (get) __________ heated, you (nd) __________ it much easier to forge.

6 If you (want) __________ to have good results, you (have) __________ to make sure your tools are efcient.

F Reading7 Read the following text and answer the questions.

Using Oxygen to Make SteelOver 60% of the worlds steel is made using oxygen in a Basic Oxygen Furnace (BOF). The

BOF is a container (called a vessel) which is about 10 metres high and about 8 metres in diameter. The vessel is about one metre thick and has a volume of about 220 cubic metres. It has a hole (called a taphole) on the side, near the top mouth of the container.

The main raw materials for making steel are molten iron and steel scrap. This is the process:

1 Charging scrap: The BOF vessel is tilted about 45 degrees to the left, and steel scrap is charged from a scrap box into the mouth of the vessel.

2 Charging hot iron: Molten iron is immediately charged directly onto the steel scrap from a hot iron ladle. Charging lasts for one or two minutes.

3 Blowing oxygen: The vessel is rotated back to the vertical position. Lime ux is poured into the hot metal while an oxygen pipe is lowered to one or two metres above the bottom of the container. Oxygen is blown into the mixture through the pipe at supersonic speed for about 20 minutes. This makes the molten iron much hotter and the scrap melts. The pipe is then raised away from the vessel.

4 Sampling and testing: The vessel is rotated 90 degrees towards the left for sampling and temperature tests. The operator uses a heat shield while he samples material.

5 Tapping steel: A steel ladle is moved under the furnace, the vessel is tilted to the right towards the ladle, and steel is poured out through the taphole. Alloys can be added to the molten steel at this point, if required.

6 Removing slag: After the steel has been tapped into the ladle, the vessel is turned upside down and the waste is tapped into a slag pot. Then the vessel is returned to the upright position, ready for the next charge.

Questions1 What do the words in bold refer to?2 What is a Basic Oxygen Furnace? What is it used for?3 How is iron heated to a high temperature?4 Summarise the process of changing iron into steel in the form of a ow chart.

Lesson Six

Learning Objectives

Identifying the meaning of words from context Demonstrating understanding of a reading text by answering questions about it

F Reading

7 Ask students to read the text silently.

Tell the students to read the questions, then allow them time to read

the article again and look for the answers.


Answers 1 it (vessel), he (operator)2 It is a container (called a vessel) which is about 10 metres high and about

8 metres in diameter. The vessel is about one metre thick, and has a volume of about 220 cubic metres. It has a hole (called a taphole) on the side, near the top mouth of the container. It is used to make steel.

3 pouring molten iron from a hot iron ladle4 steel scrap is charged from a scrap box into the mouth of the vessel----> Molten iron is immediately charged directly onto the steel scrap from a hot iron ladle---->Lime ux is poured into the hot metal while an oxygen pipe is lowered to one or two metres above the bottom of the container. ----> the vessel is rotated 90 degrees towards the left for sampling and temperature tests----> A steel ladle is moved under the furnace, the vessel is tilted to the right towards the ladle, and steel is poured out through the taphole.----> the vessel is turned upside down and the waste is tapped into a slag pot

Activity Book page 8 exercises 5 and 6

Activity Book Answer KeyUnit 2, page 6, exercise 11 melted2 mixed3 slag4 cooled5 hammered6 bent7 cooled8 heated

Unit 2, page 6, exercise 21 d / 2 c / 3 e / 4 b / 5 a

Unit 2, page 7, exercise 31 a / 2 a / 3 a / 4 b / 5 c

Unit 2, page 7, exercise 41 rocks known as ores; they are lled with important elements, especially

metal2 by chemical processes3 because they have properties of rmness and endurance4 They are good conductors of electricity and thus are used in electric

appliances.5 mining: the process or industry of obtaining coal or other minerals from a mine element: a simple chemical substance that consists of atoms of only one kind conductor: something that allows electricity or heat to travel along it or through it endurance: the capacity of something to last or withstand an unpleasant or difcult process or situation without giving way

Unit 2, page 8, exercise 5Students answers

Unit 2, page 8, exercise 6Students answers

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Sample Test 1I ReadingRead the text, then answer the following questions.Abdul, a Syrian craftsman, acquired the art of embedded metal at the age of 10. He was impressed by the sight of the street crowded with blacksmiths, who were experts in their profession, forging, molding and hammering various kinds of metals. Nowadays, there are only four artisans, including Abdul, still applying techniques that go back 700 years to the Mamluk period to keep this practice existing. Abdul says that it is a demanding and complicated job to compete with the increasing amount of cheap imitated carvings. Thats why Abdul updated some of the themes and styles. Looking around his shop, which is located behind the Damascus Umayyad Mosque, you can find various kinds and sizes of engraved plates where verses of the Quran and popular stanzas of Arabic poems are carved. Tourists are enthusiastic to buy his work that expresses the heritage and history of Old Syria.

Questions1 Give the text a suitable title.2 By whom was Abdul affected?3 Why did Abdul say that it is a demanding and complicated job?4 Find a word in the text that means:a inclosed in metalb a person who makes and repairs things in iron by handc valued objects and qualities such as cultural traditions, historic buildings, etc. that have been passed down from previous generations

II VocabularyFill the text with words from the list.

safety basics creativity thumb fascinating knife symbolic grasp

For some, woodcarving is a (1) __________ mixture of entertainment and fine art. Woodcarving strongly requires (2) __________ to produce an appealing and attractive piece of decoration which sometimes carries a (3) ____________ value expressed by the woodcarver. Prior to establishing your own carving techniques, you should acquire the (4)___________ either by enrolling in special courses or having special instructions from an experienced woodcarver.(5)_____________ is important when working with woodcarving tools, especially the (6)_____________ . You should (7) ____________ the knife tightly keeping the other hand from its reach. Also wear a (8)____________ protection in the carving hand.

III GrammarA Write the correct form of the verbs in brackets.1 Yesterday, while the students (paint) _______ the woodburned pictures, the teacher (put) ___________ the carving tools on the table.2 The blacksmith (finish) __________ carving the silver plate since ten days.3 After he (switch)__________ on the milling machine, he (start) ____________ cutting the metals.4 Next, the shipment of cedar wood assigned for furniture and house building (send)_____________.5 At the moment, the workers (connect)____________ the stairs to the deck.

B Choose the correct words to complete these sentences.1 __________ joining the panel to the wooden lamp legs, _________ one triangles of wood. a As soon as, cut b Before, cut c After, cutting2 __________ my father buy the necessary materials, he ___________ building a tree house. a Before, will start b After, started c As soon as, will start3 ___________ we smelt copper from ore, we _____________ it for jewellery and simple tools. a After, are going to use b After, are using c Before, are going to use4 _____________ the sheet metal is available, I ____________ able to cut and spin. a Until, wont be b Until, will be c After, wont be 5 When I go to the souk, I ___________ shops that sell handmade engraved steel. a visited b visiting c will visit

IV WritingWhat was your most successful piece of work: woodwork or metalwork? Write a paragraph about your work explaining the steps you have taken to accomplish it.

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Sample Test 1 Answer KeyI1 Students answers2 He was affected by blacksmiths.3 because its competing with the increasing amount of cheap imitated carvings4 a embeddedb blacksmithc heritage

II1 fascinating2 creativity3 symbolic4 basics5 Safety6 knife7 grasp8 thumb

IIIA1 were painting, was putting2 has nished3 had switched, started4 will be sent5 are connecting

B1 b2 c3 a4 a5 c

IVStudents answers

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14

33 Textile Textile ManufacturingManufacturing

A Dialogue1 Read the dialogue and answer the questions.

Teacher: We will be visiting a textile factory today. I want you to pay attention to everything you see because Im going to ask you to write a brief summary of the things you learn.

In the factory ...Guide: Now we are in the showroom.

To your left is the printing department. The dyeing department is in

efs 12 industrial tb

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