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Technical Academic Committee-2022 Edition:

Dr. Naji Masned AlQbilat Chairman
Dr. Shireen Hikmat AlKurdi Member
Dr. Nibal Abdelkarim Malkawi Member
Dr. Abdallah Hussien Al-Amri Member
Dr. Rula Tahsin Tarawneh Member
Dr. Amal Abdallah Thneibat Member
Qadri Farid Tayeh Member
Ali Odeh Alidamat Member
Hana' Fathi Farajallah Member
Atika Mohammad Hasan Ismael Member
Technical Executive Committee-2022 Edition:
Ahmed Taha AL Qurneh Coordinator
Eng. Safaa Yousef Al Adwan Member
Orwa Ahmed Al omyan Member

© Investment World for Development and Technology

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Learning Objectives

By the end of this unit, you should be able to:

Recognize words that appear together frequently. These are

referred to as collocations.
Use and order adjective correctly.
Read and understand passages on topics introduced in this unit.

Write a paragraph using the new vocabulary from this unit’s

Word List.

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Word List

aspire (v.): to seek; to have a very strong desire or ambition

category (n.): things or people classified as being similar to each other
concept (n.): an idea
developed (v.): made or became bigger or better
diligent(adj.): hard working
hobby (n.): an activity you do in your spare time because you enjoy it
issue (n.): a subject for discussion
source (n.): the place from which something comes
potential(adj.): the ability of a person or thing to develop in the future
process (n.): a series of actions for making or doing something
retain (v.): to continue to keep something
review (v.): to inspect or survey
revise (v.): preparing for an exam
technique (n.): method of doing something skillfully
method (n): way or process of doing something
severe (adj.): something very bad, suffering or very serious
acquire (v.): obtain or get
enthusiastic (adj.): to be eager; to show keen interest
tuition fees (n.): the money that students pay to a university or a school
grasp (v.): to understand

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'Many of life's failures are people who did not realize how close they
were to success when they gave up'.
- Thomas A. Edison

Vocabulary

Activity 1
Multiple Choice
Select the Correct Word

Select the correct option to fill in the blanks.

1. There are certain methods to help you information.

maintain
retain
destroy

2. Anna was advised to the internet for answers to

her questions.
explore
check
certify

3. Before answering the questions, it is important that you ____

the text.
interpret
focus
read

4. During the course, Sawsan will many skills.

lose
purchase
acquire

5. Tom needs to his grades so that he can

move up to the next level.
improve
recover
expand

6. You need to your password to access the website.

forget
believe
remember
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7. After an hour, Amir was still in a conversation with

the tutor.
connected
engaged
employed

8. After reading the full article, Mike was able to the

concept.
grasp
forget
evaluate

9. His memory is terrible. He has been diagnosed with __ .

Alzheimer’s
Disease
dyslexia
autism

10. We're fighting for lower fees.

advising
tuition
orientation

11. He has difficulty reading because he has a learning ________.

memory
disability
information

12. I'm afraid her husband has a ________________ memory

problem.
decisive
intelligent
short-term

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Activity 2
Write It
Match the Meanings with the Words
Write the words to match the meanings in the table below.

brain – memory – remember – forget - term

Word Definition
the part of the brain where
information is kept
keep in the memory; not
forget
not remember
period of time

the organ of the body that

storesinformation

Activity 3
Hangman

Read the following clues and try to guess the words. Be careful! Every wrong
choice will bring you closer to the hangman's rope!

1. a subject for discussion.

2. to keep or continue to have.

3. knowledge or facts.

4. to have something in your mind or to bring something back into your

mind.

5. to say, write or do something again or more than once.

6. the ability to keep information etc in the mind and remember it.

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Reading

That is what learning is. You suddenly

understand something you've understood all
your life, but in a new way.
Doris Lessing

Activity 1
Multiple Choice
Information Retention

Read the following passage and select the correctoptions to complete the
sentences that follow.

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The first paragraph discusses:

 forgetfulness.
 percentage of memory retention.
 people who forget.

The second paragraph states that:

 revision of information is necessary.
 reviewing information increases your ability to retrieve it.
 no reviews are needed.

According to paragraph three:

 your performance will improve dramatically if you apply what you have
learned.
 you need to think of one way to engage in conversations.
 only reading out loud improves your performance.

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Activity 2

True or False
Alzheimer's Disease

Do our memories improve with age?

Read the passage below to find out more.
Read the passage below and answer the true of falsequestions that follow.

Alzheimer’s Disease (AD)

AD is a disorder of the brain. It begins slowly. At first, the only symptom may
be mild forgetfulness. In the early stage of AD, people may have trouble
remembering recent events, activities, or the names of familiar people or things.
Scientists do not yet fully understand what causes AD. Age is the most important
known risk factor. The number of people with the disease doubles every 5 years
beyond age 65.

As we grow older, our brains and bodies begin to age. Most of us will start
experiencing some changes in the way we remember things. With AD, brain cells
stop functioning properly, and patients begin to experience serious memoryloss,
confusion, and, eventually, they lose the ability to do any kind of job.

Most of what we have learned about AD has been in the last fifteen years.
Scientists still have not discovered a cure but there are certain treatments
available that provide patients with a better quality of life as they battle the
disease.

AD can be very stressful and frustrating for those who have it. If someone you
know has AD, there are simple steps they can take to make things less stressful.
Take a look at the following tips:

 Keep a notebook to keep important names, phone numbers, addresses

and appointments.
 Place notes all around the house to remember dates, appointments and
things to do.
 Keep important phone numbers in your cell phone.
 Write notes and paste them around the house as a reminder to take
medications.
 Keep photographs of loved ones with their names written to identify them.
Those are just a few steps that someone who has AD can follow to minimize
their stress and frustration – and live a more normal life.

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1. AD affects the brain very quickly. T-F

2. Scientists have discovered a cure for AD. T-F
3. Serious memory loss and confusion are some symptoms of AD. T-F
4. Elderly people are more likely to have AD. T-F
5. There is nothing that can be done to help patients feel better. T-F
6. Any type of memory loss indicates the presence of AD. T–F

Grammar

Grammar Focus

Focus 1: Simple Present

A: Structure and use
B: Forming negatives
C: Forming yes/no questions
D: Forming wh questions
E: Spelling changes caused by third person singular ‘s’

Focus 2: Frequency Adverbs

A: Rating of frequency adverbs
B: Position of frequency adverbs

Focus 3: Order of Adjectives

A: What are adjectives?
B: How to order adjectives

Focus 1: Simple Present

A: Structure and use

When building a sentence in the simple present tense, we have to pay attention
to the subject. If the subject is singular, an ‘s’ is to be added to the end of the
verb. This ‘s’ is called the third person singular ‘s’.

Example:

o Nurses work in hospitals.

o A nurse works in a hospital.

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For more study this table:

We speak three languages.

They speak three languages.
You speak three languages.
I speak three languages.

He speaks three languages.

She speaks three languages.
It speaks three languages.
ch, sh, o, ss, x, z +es vbase+y..ies vbase+y+s
The simple present tense is used to talk about:

1. Habitual (repeated) actions:

The simple present tense is used to show that an action happens repeatedly,
like habits, hobbies, daily events and scheduled events.

Examples:

 Sam plays football.

 Tara collects stamps.
 I brush my teeth before going to bed.
 The conference starts on the 12th of January.
 The plane to Austria leaves at 12:00 pm.

2. Facts

The simple present tense is used to express facts in any field like
geographical facts, physical facts, facts related to religions and languages,
etc.

Examples:

 The Nile runs in Africa.

 Sheep eat grass.
 London is the capital of the U.K.

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B: Forming negatives

If you want to form negative sentences, you need to have a helping verb sothat
‘not’ can be attached to it.
Examples:
 Positive: Pauline is usually at home in the afternoon.
 Negative: Pauline isn’t usually at home in the afternoon.

But what is to be done if no helping verb is available? Here we either use ‘do’
or ‘does’.

Examples:
Positive: We drink tea very often.
 Negative: We don’t drink tea very often.

Note: Did you pay attention to the subject? Is it plural or singular?

 Positive: Robert washes his mother’s car.

 Negative: Robert doesn’t wash his mother’s car.

Note: Did you pay attention to the subject? Is it plural or singular?

Can you explain what happened to the third person singular ‘s’ at the end of
the verb ‘washes’ in the negative form of the sentence?

C: Forming yes/no questions

A yes/no question starts with a helping verb.

Examples:
 Jaber is a professional musician.
 Yes/no question: Is Jaber a professional musician? i) Yes, he is. ii) No,
he isn’t.

But what if no helping verb is available? Here you can use either ‘do’ or‘does’.
Examples:

 Festivals take place in Jordanian cities every summer. Do festivals take

place in Jordanian cities every summer? i) Yes, they do. ii) No, they
don’t.

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 Liz goes to the swimming pool every weekend.

 Does Liz go to the swimming pool every weekend?
i) Yes, she does.
ii) No, she doesn’t.

D: Forming wh questions

A wh question is the question that starts with a wh word. Wh words are: what,
where, when, why, who, whom, whose and how.

To form wh questions, you start with the wh word followed by a helping verb.

Example:

 The World Cup Championship takes place every four years.

Wh. Q: How often does the World Cup take place?

Question word helping verb subject main verb

 Tea grows in hot places.

tea grow?
Wh. Q: Where does
Question word helping verb subject main verb

Focus 2: Frequency Adverbs

A: Rating of the frequency adverbs

always 100% sometimes 50% never 0%

B: Position of frequency adverbs

The frequency adverbs are placed in front of the main verb.

Examples:

 Ashraf always comes home before 9:00 pm.

 Sonia never drives her car down town.

Frequency adverbs are placed after verbs to be (i.e. is, are, am)

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Examples:
 Alia is always late for work.
 Bill and Laura are sometimes free in the evening.

Some frequency adverbs like sometimes, occasionally and normally can be

placed at the beginning of a sentence or directly after the subject.

Examples:

 Normally, Lana takes dinner at home.

 Samer, sometimes, listens to his father’s advice.

Focus 3: Order of Adjectives

A: What are adjectives?

Adjectives are used to describe and give more information about nouns.

B: How to order adjectives:

Sometimes we use two or more adjectives. How can we order them? Which
comes first and which comes last?

Adjectives follow this order:

Opinion – size – age – shape – colour – origin – material - purpose

Notes:

 If there are two adjectives of size, start with the one expressing length.
 If there are two colour adjectives, use and between them.

Examples:

 a large French wooden kitchen table

 a beautiful new blue Egyptian cotton t-shirt
 an interesting long black and white Indian film

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Activity 1
Point and
Click

Select the Correct Verb

Point and click on the correct form of the verb.

1. When Jordanians meet, they _ hands.

shake
shakes

2. Water _ at zero degree.

freeze
freezes

3. His parent _ to Turkey every summer.

travel
travels

4. The Sun _ in the east.

rise
rises

5. I don't drink coffee after 6:00 p.m. It me stay up late.

make
makes

Activity 2
Write It
Simple Present Tense

Write the simple present tense form of the verb inbrackets in the space
provided.

1. A plumber the water pipes. (fix)

2. He is a senior pilot. He _ large planes. (fly)

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3. Financially speaking, Salem is well-organized. He the bills

on time. (pay)
4. She birds and takes very nice photo of them. (watch)
5. Tania never gives up. She _ more than once. (try)

Activity 3
Write It
Jumbled Words

Arrange the words below to form questions. Thenwrite those questions in the
spaces provided.

use ? ever Does Facebook She

They Do tennis Play ever ?
Mr. Does Bean on teach Saturday ever ?
always in English ? they speak class Do
you Do your in brush ? morning teeth

1. _

2. _

3.

4.

5.

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Activity 4
Write It
Negative Sentences

Type the correct form of the verb in brackets to form

negative sentences.

1. Sara become a dentist. (want)

2. Royal Jordanian to Hawaii. (fly)
3. Jane and Sue Spanish. (teach)
4. Anne lunch at home. (have)
5. The sun around the earth. (go)
6. I coffee in the morning. (drink)
7. Zaid and Faris sushi. ( like)
8. Dave _ the story. (believe)
9. The banks at 2 o'clock. (close)
10. Sami the answer to this
question. (know)

Activity 5
Write It
Adverb of frequency

Rewrite the following sentences using the adverbof frequency provided.

1. Plastic shoes hurt my feet. (always)

2. Ali brings delicious home-made sandwiches to work. (usually)

3. Ghazi is in bed at 8:00 pm. (never)

4. She apologizes after doing something wrong. (rarely)

5. Sarah eats more sweets during exams time. (usually)

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Activity 6
Type It
Adjectives

Put the adjectives in brackets in the correct position.

1. a new jacket. ( Finnish, wool)

2. a long snake. ( fat, green, black, dangerous)

3. a German car. ( fine, red, modern. racing )

4. a heavy carpet. (sitting- room, Persian, silk, expensive)

5. leather seats. (luxurious, large, British, black)

Listening

Activity 1
True or False
All About Listening

Listen to the passage and answer the true or false questions that follow.

To communicate effectively, it is important to develop listening skills. Listening isa

vital skill for almost all interaction. The more closely you listen, the better your
communication skills will be. As you can imagine, listening is an essential means to
learning any language. By improving your ability to listen carefully, you can
increase the amount of input you receive. As a result, you assist the process of
language acquisition.

Listening can be separated into two distinct categories: extensive and intensive
listening. Extensive listening refers to general listening to natural English. This type
of listening assists you in expanding your vocabulary and learning new language
structures. Extensive listening refers to listening for pleasure. This type of listening
doesn’t require us to pay a lot of attention to content and language. Examples of
extensive listening include listening to stories, watching films, viewing plays or
listening to musical lyrics.

Intensive listening is much more concentrated, with specific and planned learning
objectives. Intensive listening greatly accelerates language acquisition and improves
general comprehension and understanding. Intensive listening is most
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frequently associated with classrooms in which courses are taught. Although

intensive listening is by far the best way to learn language – and learn it correctly
– a combination of both extensive and intensive listening methods are the most
effective way to learn any language.

Tips to improve listening:

1. Sometimes lectures contain stories or ideas with a logical sequence. To

improve your ability to listen, arrange these ideas in the form of lists.

2. Listen to events and try to understand the sequence or the developmentof

ideas.

3. Summarize ideas instead of taking extensive notes.

4. Later, try to form complete sentences of the few words. This will help you
review the ideas presented in the lecture.

Questions:

1. By learning how to listen carefully, you can improve your communication

skills and you can improve your ability to learn a new language. T - F

2. Extensive listening refers to listening with planned and specific learning

objectives. T - F

3. Examples of intensive listening include: watching films or listening to

musical lyrics. T - F

4. Extensive listening is listening for pleasure. T - F

5. The combination of intensive and extensive listening is the best way to

learn a language. T - F

6. Summarizing is one way of developing your ability to listen. T - F

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Activity 2
True or False
Mnemonics

Listen to the following audio script and answer the true/false statements that
follow.

Audio Script:

How good is your memory? Can you easily recall things like names, telephone
numbers or the people you meet on a daily basis? Or is it common for you to
forget things that you see in a couple of minutes? If the latter is the case, try
mnemonics.

A mnemonic is a memory aid that often serves an educational purpose.

Mnemonics are made up of words. They can be something like a very short poem
or word (which may be made up), or lists. Mnemonics use repetition toremember
facts. They also use associations between easy-to-remember information and to
be remembered data. The sequences must have some connection to a person's
existing semantic associations.

For example, we might be able to remember the telephone number 4070704 if

we notice that it contains similar numbers 7 and 0. Then we only have to
remember and link three numbers - 4, 7 and 0 -and we have the whole number.
Option words:

1. A mnemonic is a memory aid that should not be used to study for

tests. T - F

2. Mnemonics are made up of numbers. T - F

3. Mnemonics can be short poems or lists that help you form

associationsbetween words. T – F

4. Mnemonics help move facts into your long-term memory. T - F

5. You cannot use mnemonics to help you remember words and

numbers. T - F

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Pronunciation

FOCUS 1: International Phonetic Alphabet

In English speaking is different from writing. That is because we do not always

say a word the same way that we spell it. This is what we mean when we say;
English is not "phonetic".

There are words with the same spelling but different pronunciation, for
example:
 I like to read.
 I have read that book.

There are some other words with different spelling but the same
pronunciation, for example:

 I have read that book.

 My favourite colour is red.

The English alphabet is divided into consonants and vowels. Of the 26 letters of
the alphabet, we have 21 consonants and 5 vowels. But the number of sounds is
double - 52. Knowing and recognizing the 52 sounds will help to give you good
pronunciation.

These sounds are represented in a form which is known as the International

Phonetic Alphabet (IPA). The sounds are represented by symbols. The following
tables will make these symbols clear to you.

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Consonant sounds

Here are the 24 consonants of English:

No. Symbol Example words

1 P pen /pen/ peep /piːp/

2 B big /bɪg/ babe /beɪb/
3 T ten /ten/ let /let/

4 D den /den/ red /red/

5 K key /kiː/ cake /keɪk/

6 G get /get/ leg /leg/
7 S see /siː/ guess /ges/

8 Z zoo /zuː/ buzz /bʌz/

9 ʃ shoe /ʃuː/ wish /wɪʃ/

10 ʒ measure /□meʒə/ treasure /□treʒə/
11 tʃ check /tʃek/ watch /wɒtʃ/
12 dʒ Jet /dʒet/ judge /dʒʌdʒ/
13 F fan /fæn/ laugh /lɑːf/
14 V van /væn/ wave /weɪv/
15 W wet /wet/ wait /weɪt/
16 J yes /jes/ you /juː/
17 H hen /hen/ hat /hæt/
18 Θ thin /θɪn/ thought /θɔːt/
19 Ð then /ðen/ that /ðæt/
20 M men /men/ name /neɪm/
21 N No /nəʊ/ phone /fəʊn/

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22 Ŋ ring /rɪŋ/ sang /sæŋ/

23 L Let /let/ tell /tel/

24 R rat /ræt/ read /riːd/

Vowel sounds

The following is a list of 12 vowels and 8 diphthongs is based on standard British

English, often referred to as RP (Received Pronunciation).

No. Symbol Example words

1 iː feet /fiːt/ leap /liːp/
2 ɪ fit /fɪt/ lip /lɪp/
3 E men /men/ bed /bed/
4 Æ man /mæn/ bad /bæd/
5 ʌ mud /mʌd/ nut /nʌt/
6 aː fast /faːst/ pass /paːs/
7 ɒ top /tɒp/ rock /rɒk/
8 ɔː fall /fɔːl/ lord /lɔːd/
9 ʊ book /bʊk/ foot /fʊt/
10 uː boot /buːt/ food /fuːd/
11 ɜː girl /gɜːl/ bird /bɜːd/
12 ə a lot /ə□lɒt/ apart /ə□pɑːt/
13 eɪ mail /meɪl/ May /meɪ/
14 aɪ Fly /flaɪ/ buy /baɪ/
15 ɔɪ boy /bɔɪ/ boil /bɔɪl/
16 aʊ cow /kaʊ/ house /haʊs/
17 əʊ sold /səʊld/ low /ləʊ/
18 ɪə beer /bɪə/ dear /dɪə/
19 eə hair /heə/ rare /reə/
20 ʊə sure /ʃʊə/ pure /pjʊə/

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Focus 2:

There are three different – s sound endings to the third person singular:

If the verb ends with:

/s/ as in miss, mix

/z/ as in buzz
/∫/ as in wash, flash
/t∫/ as in watch,
catch then we
pronounce -s as
/iz/

Example: kisses /kisiz/

boxes /boksiz

If the simple form ends with the voiceless sounds /p/, /t/, /k/, /f/, or /t
h/, then pronounce -s and -es as /s/

Example: laughs /laefs/

talks /toks/

If the simple form ends with any other consonant or with a vowel sound, then
pronounce -s and -es as /z/

Example: rubs / rubz/

sings /singz/

Activity 1
Multiple Choice
Ending Sounds
Select the correct ending sounds for the given words.

1. punches
/s/
/z/
/iz/

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2. misses
/s/
/z/
/iz/

3. cares
/s/
/z/
/iz/

4. drags
/s/
/z/
/iz/

5. plugs
/s/
/z/
/iz/

6.speaks
/s/
/z/
/iz/

7. changes
/s/
/z/
/iz/

8. teaches
/z/
/iz/
/s/

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Speaking

Activity 1
Offline Activity
Ice Breaker

1. With the person beside you.

2. Form questions to ask each other.
3. Form the answers to those questions.
4. Take turns asking and answering.

Look below for a few ideas about the kinds of questions to ask:

i) Facts about yourself, such as: name, age, major, career goals
ii) Likes and dislikes: favorite food, singers, films, music, etc.
iii) Hobbies
iv) Hopes, dreams and aspirations

Writing

Whenever you are asked if you can do a job, tell

them, 'Certainly I can!' Then get busy and find out
how to do it.
Theodore Roosevelt (1858 - 1919)

Activity 1
Offline Activity
Select a Topic

1. Look at the sentences below.

2. Select one of those sentences to begin writing your paragraph.
3. Your paragraph should not exceed 100 words.
4. Once you have finished, work with a partner to check your paragraph for
mistakes.
5. Correct the mistakes.
6. Your instructor will provide you with instructions in class about how to
submit the assignment.

Note: Use words from the Word List.

1. Learning is not a very easy process ……..………………
2. Learning a new language can be fun…………………….

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Balqa Applied English 1

Unit 2
Table of Content

Unit 2
Living in Society
Subject Page no.

Word List 3

Vocabulary Activities 4

Reading 7
A Postcard
Apartment Search

Grammar 10
The Present Continuous Tense
The verb have and have got
Grammar Activities 17

Listening 19
The Wrong Apartment for Ms. Stedman!

Pronunciation 21
-Minimal Pairs
Pronunciation Activities 21

Speaking 22

Writing 23

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Learning Objectives

By the end of this unit you should be able to:

1. Use the present continuous tense correctly.

2. Use the negative, positive and contracted forms of have got, has got.
3. Write a short paragraph using the present continuous tense.
4. Use time prepositions properly.
5. Participate in short conversations using the present continuous tense and
vocabulary from the Word List.

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Word List
amenities (n.): features or things that make a place or area pleasant or
comfortable
manager (n): a person who is in charge of a business orproperty
affordable (adj.): something you are able to buy
alarm (n.): a device or sound that warns people of danger
annoying (adj): making someone fairly angry or irritated
recreational(adj.): connected with activities people do for enjoyment when
they are not working
care giver (n.): person who looks after children, old, sick orchallenged
people
caring (adj.): showing concern for others
challenged (adj.): either physically, emotionally, intellectually, or
psychologically disabled
client (n.) a person who asks for advice or service from aprofessional
person
community center a place where people can take classes, exercise, meet
(n.):
cosmopolitan (adj.): containing and influenced by people from different
countries and different cultures
day care (n.): place that provides care for children, old or sick people
senior (n.): older person
single (adj.): not married or engaged
housing a group of apartments or houses built for poorpeople
projects(n.): usually with government money
vegetarian (n.): person who does not eat meat
sensitive (adj.): aware of and able to understand the feelings
neighborhood (n.): the area surrounding some place or thing
neighbor (n.): a person who lives near you
shabby (adj.): in poor condition
grocery (n.): food and small things for the home
spectacular (adj): amazing; impressive

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“A bad neighbor is a misfortune as much as a good one is a great

blessing.”Hesiod

Vocabulary
Activity 1
Write It
Opposites Attract!

Look at the words in both tables and select the words that mean the opposite of each
word in the left table and write them in the spaces provided in that table.

rich dangerous
fat boring
ugly easy
happy short
safe stupid
tall poor
difficult sad
interesting beautiful
smart thin

Activity 2
Write It
Jumbled Letters

Read the following sentences to guess the words. Then rearrange the letters in the
anagrams below to form the correct words for each of the spaces provided.

1. ganmaer She is the of the restaurant.

2. itvenssie He is to the feelings of others.
3. rpamtaten I am looking for an in a nice area.
4. resnio When you turn 65, you are considered a .
5. ysnoi He always plays his stereo late at night. He is .
6. pache I don’t have a lot of money. I need a apartment.
7. faefrobdal That is a good price. With my salary, it is .
8. tmniaeies The thing I like about this house is that it is close to ________.
9. gitreirn After working for 45 years, she is finally .
10. ecainres They are building a luxurious high-rise there, so property value will
________ probably.
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Activity 3
Write It
Find the Best Noun

Fill in the blanks with a suitable choice from the Word List.

1. I live in a cosmopolitan .
2. He lives in a . He wants to move after he graduates.
3. She is a very bossy and rude _. I know she is supervising
things, but she could be more polite.
4. My daughter is at the until 3:00 everyday. She has all her
little friends there and that will help her adjust to kindergarten when she
starts going to school.
5. I am a ______________ so, I don’t get around that much anymore.
It’s just too difficult when you’re over seventy.
6. Have you got many _____________ near your apartment? It’s so nice
when stores and restaurants are within walking distance.
7. I get frustrated and yell at the children too often. I am going to be
more ___________.
8. Are you married or _?

Activity 4
Hangman

Read the following sentences and try to guess the missing word. Be careful! Every
wrong choice will bring you closer to the hangman’s rope!

1. I don’t have any furniture. I am looking for a apartment.

2. I love the ocean. What a view of it!
3. Our capital city has been influenced by so many different cultures and countries. It’s
so__________.
4. I can always hear his voice from far away. His voice is very .

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5. I don’t eat meat. I’m a .

6. His daughter goes to a special school for kids who are .
7. The Community Center has got _________ activities for children. It is a safe place
for them to go after school.
8. The thing I like most about this apartment is the__________ . Look, you can see
the Dead Sea!

Activity 5
Write It
Jumbled Letter Game

Look at the anagrams to the right and arrange them into words that match one of the
definitions provided below.

1. a person who is in charge of running a business, grmnaae

hotel, staff or apartment
2. aware of and able to understand the feelings of others itvensies
3. connected with activities people do for enjoyment craeolretina
when they are not working
4. something that gets on your nerves yinanong
5. place that provides care for children, old or sick people rcydaae
6. a device or sound that warns people of danger rmala
7. easy to get along with dyifernl
8. not married or engaged legsin

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Reading

Sometimes a neighbor whom we have disliked a lifetime for his arrogance

and conceit lets fall a single commonplace remark that shows us another
side, another man really; a man uncertain, puzzled and in the dark like
ourselves.
- Willa Sibert Cather

Activity 1
Multiple
Choice
A Postcard using the Present Continuous

Read the postcard below and answer the questions that follow.

Dear Samar,

I hope you are doing well. We are staying in Amman, Jordan until tomorrow. We are
making arrangements to go to Petra tomorrow. Tonight, we are driving to Madaba to
see the Madaba Mosaic Map which dates back to the sixth century AD. Tomorrow we are
driving to the ancient city of Petra and we are staying at the Crowne Plaza. All of us are
looking forward to seeing the rose-red city:! Then to Wadi Rum where we will be riding
camels! I am buying lots of souvenirs and so is John. My mother is really looking
forward to the trip as well. If all goes as we hope, we also plan to spend time in Aqaba.
We wish you were here with us.

Love Sahar

1. Tomorrow, Sahar will be:

a) driving to Madaba.
b) driving to Petra.
c) driving to Aqaba.

2. Tonight, Sahar will be:

a) driving to Madaba.
b) driving to Petra.
c) driving to Aqaba.

3. Sahar wishes could be there with her.

a) John
b) Her mother
c) Samar

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4. If everything goes well, their last stop will be in:

a) Petra
b) Aqaba
c) Wadi Rum

Activity 2
Write It
Apartment Search

Read the following classified ads describing apartments for rent. Once you have done
that, read the descriptions of the people who are looking for apartments and the things
they are looking for. Then write the name of the person next to the ad for the
apartment that matches their needs.

Classified Ads
1.
$950 per month plus half month security deposit located in the heart of West End,
close to transit and shopping, quiet and secure, walking distance to beach, washer and
dryer on site, hot water and hydro included, security camera.

2.
$ 400 per month plus half month security deposit 2 bedroom apartment, shared
kitchen,living room, bathroom, quiet building, close to bus stop, centrally located, 10
minute busride to college, tenants must be quiet

3. 2500 per month, plus one month security deposit

Enjoy the views in this quality built accommodation. Relax in our indoor pool and
sauna, or work out in our fully equipped exercise room. Watch the boats go by as you
take a stroll along the ocean just outside your door. The golfers will enjoy a full day of
golfing atthe professionally designed courses minutes from the building. Or just relax
and enjoy the views. 15 minutes to downtown and 5 minutes to the airport.

4. $700 per month plus half month security deposit

Quiet building, close to bus stop, shopping nearby, heat and hydro extra

5. $800 per month – plus $100 security deposit

One unfurnished bedroom, kitchen, living room and bathroom, quiet, clean building,
safe, close to Little Italy.

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6. $600 per month – plus $300 security deposit

Two bedrooms, furnished, share living room, dining room, bathroom, close to all
amenities, students are welcome.

7. $ 3,000 per month plus $1,500 deposit. Luxury apartment conveniently located
downtown, security cameras, satellite, fitness center and shopping mall on ground
floor of building, spectacular view of city.

People looking for apartments:

1. Mohammad is a successful doctor. He has just sold his house and he is

looking for a conveniently located apartment. He loves playing golf or
sailing on the weekends. He is retiring next year.

2. Michael is a student, and he doesn’t have much money. He is looking for

a furnished apartment. He studies hard and reads a lot. He wants to share
an apartment.

3. Eva is an accountant. She is looking for an apartment in a safe, quiet area.

She loves going for walks so she would like something close to the beach.

4. Tom is a famous lawyer. He needs an apartment that will impress his

clients. It must be centrally located. Tom doesn’t mind paying more as
long as the apartment looks good. He is so busy that he won’t be spending
much time there.

5. Yousef is a student. He likes listening to loud music. His parents are

giving him money for rent, so he is not worried about cost that much. He
wants a furnished apartment.

6. Ed is looking for a quiet, safe place that he can afford. He isn’t driving
these days, so he needs an apartment that’s close to amenities.

7. Majd is managing a restaurant in a section of the city called Little Italy.

Right now, looking for an apartment close to her work. She has a lot of
furniture. She needs something affordable, clean and safe.

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Grammar

Grammar Focus 1: The Present Continuous Tense

The present continuous tense is also referred to as the present progressive

tense. We use the present continuous tense to talk about:

1. Temporary situations:

Examples

 I go to work by bus, but these days I am using my brother's car.

 Salah gets up at six every morning. But he is getting up at 5:30 this week to
revise theexam material before going to college.

2. Actions happening at or around the moment of speaking

Examples
 I cannot go out this evening. I am studying for my final exam.
 A: Can I talk to Jack, please.
B: He is playing tennis right now. He'll be here after an hour.
 Hakeem is so busy these days. He is taking an accounting course after work.
 Shhhhh. The baby is sleeping.
 Try to look again. Someone is hiding behind that tree.

3. Future arrangements

If you already have planned to do something, you can use the present continuous to talk
about the future, but you must insert a future word, such as a date, month, time or
occasion in the future. Examples of future words include the following: Eid, Christmas,
Spring (or any season in the future), tomorrow, etc.

Examples

 He is dancing at the Salsa Convention in Dubai in

August. (The convention has been scheduled for
August.)

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 She is rehearsing for her Orientation Day speech every evening this
week. (She has planned to rehearse.)
 Mohammad is welcoming guests from Sweden on
Thursday.(He has planned to welcome these guests.)
 Are you doing anything tonight? (Do you have plans?)

4. Complaints or to express lack of satisfaction. In this case you have to use "
always" or " constantly".

Examples

 Hamad is so untidy. He is always leaving his clothes all over the

room.
 Nobody likes to talk to Randa. She is always backbiting other
colleagues.

Focus 1 Subcategory 1: Creating the present continuous tense

How do you create the present continuous tense?

Just follow these two steps:

Step 1.

Use the proper conjugation Singular Plural

of the auxiliary verb to be

1st person I am We are
2nd person You are You are
3rd person He/She/ It is They are

Step 2.

Use the present participle (the ing form) of the verb. Take a look at the
following examples:

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study studying

work working

meet meeting

talk talking

Unfortunately, there are exceptions:

Exception 1
When the base verb ends in a consonant + stressed vowel + consonant
Double the consonant and add ing. Take a look at the examples:

swim swimming

jog jogging

begin beginning

BUT If the consonant is NOT stressed, then don’t double the consonant. For
example:

open opening

cope coping

mope moping

Exception 2
If the base verb ends in ie then replace the ie with a y

lie lying

die dying

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Exception 3
If the base verb ends in a vowel + consonant + e, delete the e and add ing

give giving

drive driving

The verbs that can be used in the present continuous tense are called
action verbs (dynamic verbs).

Focus 1 Subcategory 2: Stative verbs and the present continuous tense

Stative or “state of being verbs” are not used in the present continuous tense,
because they describe rather state than an action.
The table below shows some verbs that are not normally used in the present continuous
tense.

appear hate own

be know prefer

believe like remember

belong love see

dislike mean seem

feel need understand

forget desire want

Examples of incorrect use of stative verbs:

 I am being an instructor.
 I am belonging to the New Student Welcoming
Committee.
 She is hating her Math class.

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Exceptions:
Some verbs that can be both stative and action verbs depending on their
meaning.

 I think you have all of the required courses.

think = believe
 I am thinking about my graduation now.
think = mental process
 I have a high grade point average.
have = possess, own
 I have three kids.
have = own
 I am having my dinner
now.
have = eat
 I see the point of the film now.
see = understand
 I am seeing my advisor tomorrow morning.
see = meeting with

Now, let’s compare what we have learned about the present continuous tense
with the simple present tense.

Simple Present Tense

We use the present simple tense to talk about:

i) habits: actions which happen routinely (daily, weekly, monthly, etc.)
ii) states: things, such as conditions or opinions) which usually stay the same.

Habits
Pattie studies Managerial Accounting every night.
Note: When you see every (night, day, morning, week, etc.) in a sentence, it means
this is a habit.
Omar always works late.
Note: When you see always used in this way, it means this is a habit.
In spring, it rains frequently in Jordan.
Note: When you see frequently, it means it happens a lot.

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States
Afaf lives in Kuwait.
Note: This doesn’t change often, so this is a state.
Rana has brown eyes and red hair.
Note: Since eye and hair colour stay the same (usually) this is a state.
Bill loves Dutch cheese.
Note: Likes and dislikes usually stay the same, so this is a state.
Hanan believes in praying five times a day.
Note: Beliefs usually remain the same, so this is a state.

Grammar Focus 2:
The verb have and have got

The verb have is used to speak about:

a. actions and experiences
b. possession, relationships, states or conditions

a) Only have is used to refer to actions and experiences, not have got.

 Dr. Tully is having his lunch. NOT Dr. Tully is having got his lunch.
 The Dean is having his monthly faculty meeting. NOT The Dean is having got
hismonthly faculty meeting.
 The students are having a barbecue next week. NOT The students are having
got abarbecue next week.

a) When you are referring to possession, relationships, states or conditions, you can use
 have and have got.
 I have the red sports car.
 I have got a red sports car.
 I don’t have any more exams!
 I have not got any more exams! I haven’t got anymore
exams.
 Do you have a laptop?
 Have you got a laptop?

To form a question using have use the regular present simple tense.

 Do you have a DVD player? NOT Have you a DVD player?

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Focus 2 Subcategory 1: Negatives and Questions with have/have got

Study these examples carefully

Janet has a new laptop.

Negative: Janet doesn't have a new laptop.

Yes/No question: Does Janet have a new laptop? No, she hasn't.

Wh. question: What does Janet have?

They have a meeting with the lawyer tomorrow morning.

Negative: They don't have a meeting with the lawyer tomorrow morning.

Yes/No question: Do they have a meeting with the lawyer tomorrow morning?
Yes, they do.

Wh Question: When do the have a meeting with the lawyer?

Yousef has got a new Hummer H3.

Negative: Yousef hasn't got a new Hummer H3.

Yes/No question: Has Yousef got a new Hummer H3? Yes, he has.

Wh. question: Who has got a new Hummer H3?

Ismael has got blue eyes.

Negative: Ismael hasn't got blue eyes.

Yes/No question: Has Ismael got blue eyes? Yes, he has.

Wh. question: Who has got blue eyes?

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Activity 1
Write It

From Simple Present to Present Continuous

Change the sentences below from the simple present tense to the present continuous
tense by writing them in the spaces provided beside each sentence.

Note: Just remember to follow the two steps in Grammar Focus 1.

1. I work with a partner. ____________________________

2. I drive to school. ________________________________
3. I study English. __________________________________
4. She eats lunch at home._______________________________
5. He does his homework.
6. She shops for new shoes. _____________
7. She meets with her boss. __
8. My dog plays.
9. I drive my car to work. _________________________________

Activity 2
Write It
Which Tense Is It?

Write either PS or PC beside each sentence below to indicate whether they are in the
present simple or present continuous.

 He’s going out with Fatima.

 She is seeing her advisor.
 I often go to Linda’s Laite Café for a coffee in the afternoon.
 Right now I am planning my wedding.
 I frequently drive to the Netherlands from Spain.
 I’m going to the gym on a regular basis.
 I read novels on a weekly basis.
 You are spending too much time chatting on the Internet!

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 What are you doing?

 I’m studying Economics at Nebraska University.
 I like playing with the baby.
 She works for that big accounting firm downtown.
 Hani usually flies to Glasgow every May.
 They dine there.

Activity 3
Write It
Present Continuous and Present Simple Tense

Select the correct form of the verb, either the present simple tense or
the present continuous tense and write it intothe spaces provided.

1. Arnold ________________ extra hours every day. (works /is working)

2. This evening we______________ a musical play. (watch /are watching)
3. Who _______________ to the dance? (are you taking/ do you take)
4. Her teacher _________________her very much. (doesn’t like/ am not liking)
5. What _______________ for dessert. (do you usually have/ are you usually having)
6. Your flight ____________________ at 1:00 pm. (leaves/ is leaving)
7. What ____________? He’s teaching at the American University of Cairo.
(does he do/ is he doing)
8. He ____________________ every evening from 8 until 10p.m. (practices / is practicing)
9. He ________________________ sugar with his tea. (takes/ is taking)
10.Angela ____________________ Starbucks. (loves/ is loving)

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Activity 4
Fill in the Blanks
Using have/ have got or has/ has got

Fill in the blanks using have/ have got or has/has got.

1. a cigarette? Yes, I have.

2. _______________ a headache? No, I haven't.
3. ______________ many friends? Yes, he does.
4. ____ a car? Yes, I have.
5. Khalid _____________downloaded that program. It saves so much time.

Listening
Activity
True or False
The Wrong Apartment for Ms. Stedman!

Introduction: Ms Stedman has lived in this apartment for one month now and she is
miserable. The apartment is noisy, and there are plumbing problems. The owner of the
building, Ms. Othman, refuses to do anything about the noise because her son is the one
who is making the noise! Ms. Stedman doesn’t know that part.

Based on the audio script, answer the following true or false questions.

Ms. Othman: Ms. Stedman how are you enjoying your new apartment?
Ms. Stedman: Well, I am glad you are here, because we have got to talk about that.
Ms. Othman: Sure, what seems to be the problem?
Ms. Stedman: Well, first of all, a few times each week, the noise begins at 10pm and
does not stop until 4am. I need my sleep! I wake up to rap music – and by the way,
have you heard some of the words to that music?
Ms. Othman: Well, I…
Ms. Stedman: Well, I certainly have – EVERY WEEK since I moved in. In fact, I know
those words off by heart now!! I practice yoga and listen to spiritual music…THIS ISN’T
SPIRITUAL MS OTHMAN!!
Ms. Othman: Now, look here Ms. Stedman…
Ms. Stedman: And then there are the plumbing problems!!! My goodness!!! The
kitchen sink is leaking. No one ever comes to fix the problem!!!
Ms Othman: Let’s go to have a look right now..

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Ms. Stedman: Finally! Thank you!

Ms. Othman: Hmmmmm. This is easy to fix, in fact, I’ll call the plumber right now.
Ms Stedman: Thank you so much. Now what about the noise? Can’t you do
something about that? If you could please just tell that tenant to be considerate. I’m a
student and right now, I’m studying for exams -- or I would be, but it’s impossible to
study with all that noise.
Ms. Othman: But he is in a band. He has to practice for his performances. You don’t
want to stand in the way of art do you?
Ms Stedman: Art! Hmmm…. Well of course I wouldn’t. Just my luck! A local celebrity!
Here’s an idea: I’m all for art, but just tell him to keep it down after 12. If he’s a local
artist, maybe I’ve heard of him, what’s his name?
Ms. Othman: Ali Othman – my son!

1. Ms Stedman is glad that she is living in this apartment. T / F

2. Ms. Othman is going to ask the noisy tenant to keep the music down. T/ F
3. Ms. Stedman has two problems with the apartment. T/ F
4. Ms. Stedman likes the words to rap music. T/F
5. Ms. Othman has a problem with the washroom too. T/F
6. Ms. Stedman likes listening to salsa music while she practices her dancing. T/F
7. Ms. Othman practices yoga. T/F
8. Ms. Stedman needs it to be quiet so she can study. T/F
9. The noisy tenant is Ms. Othman’s son. T/F

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Pronunciation

Pronunciation Focus: Minimal Pairs

When words rhyme or when they have only one consonant or vowel that
distinguishes them from each other, we refer to those words as minimal pairs.

Minimal pairs can be categorized on the basis of the consonant or vowel sounds they
differ in.

These minimal pairs differ in the initial consonant sound. Notice that they rhyme!
Limp Wimp
Fear Tear
Tease Please
Hip Flip
Flick Chick
Fear Dear

Activity 1
Write It
Minimal Pairs

Match the minimal pairs in these two columns.

Cool day

pork ship

fly pool

lace dry

sheep man

fan face

hay heap

Hip fork

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Speaking

Activity 1
Offline Activity
The Apartment or Neighborhood I am Looking For

Form teams and pretend that you are looking for an apartment. Form 5 sentences each
about the apartment you want to rent or the neighborhood that you want to live in. Use
the present continuous tense and adjectives in your sentences.

Examples: I am looking for a spacious apartment.

I am searching for a quiet neighborhood.

Activity 2 Offline
Activity
The Realtor and Apartment Hunter

Form teams and create 5 questions that someone looking for an apartment would ask
and five statements a realtor would reply with. Remember, the realtor will make
money if he/she rents the apartments.

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Writing

Good fences make good neighbors.

- Robert Lee Frost, quoting a proverb
Activity 1
Offline Activity
Using
Adjectives

Work with a partner to write a paragraph about one of the topics below:
A) What I like about my neighborhood.
You could write about:
 your neighbors
 your view
 the activities you and your friends like doing in your neighborhoods
(use the present continuous tense for this)

B) What I like about my university.

You could write about:
your campus
your classes
your favorite instructor
your friends at school

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Balqa Applied English 1

Unit 3
Table of Content

Unit 3
Life at work
Subject Page no.

Word List 3

Vocabulary Activities 4

Reading 6
- Could you be a manager?
- Preparation is the Key to Giving a Successful Presentation
Grammar 10
- Past simple Tense
- used to
Grammar Activities 15

Listening 17

Pronunciation 19
-ed- ending
Pronunciation Activities 19

Speaking 20

Writing 21

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Learning Objectives

By the end of this unit you should be able to:

 Use the past simple correctly.

 Write a short paragraph using the past simple.
 Write a paragraph using new vocabulary from the Word List.
 Participate in short conversations using past simple.

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Word List

anticipate (v.): to look forward to or expect

audience (n.): a group of viewers or listeners
person who plays an instrument usually professionally
musician (n.):
conclusion(n.): last part or summary
consistently regularly, in harmony with
(adv.):
convince (v.): to bring to belief or agreement with a point of view;
persuade
decision-makers those with authority to approve or disapprove
(n.):
demoted (v.): assigned to a lower or less important job
efficient (adj.): well organized, cost effective, resourceful
emphasize(v.): draw attention to
entire (adj.): whole or complete
facilitate (v.): to make easier, to help bring about
flextime (n.): adjustable working hours
cue (n.): sign or signal or indication
nervous (adj.): appearing or acting unsteady
professional(adj.): acting in the manner of one in a profession
recipient (n.): the person or persons getting or receiving
rehearse (v.): to increase the numbers by signing up new members
subtle (adj.): difficult to understand or perceive
superior (adj.): of higher rank, quality or importance
unfortunately(adv.): in an unlucky manner

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“The secret of joy in work is contained in one word – excellence. To know how
to do something well is to enjoy it.” Pearl S. Buck

Vocabulary
Activity 1
Write It
Hangman

Fill in the blanks with by writing the appropriate word from the Word List in each of the
spaces below.

presentation – rehearse – fired - disorganized – entire – nervous – hire – promotion - unfortunately

1. I think I’ll use PowerPoint slides for my presentation .

rehearse
2. I am a musician. I have to before playing at the
concert tonight.
3. Unfortunately I can’t make it to the game tonight, I have
an exam tomorrow.
4. I can’t find my keys again! I am so disorganized !
5. How long did it take you to finish the entire assignment?
6. I always get so nervous before speaking in front of an
audience.
7. My supervisor warned me that if I was late again, I would be fired .
8. I worked so hard to get that promotion .
9. I think the interview went really well. I hope they hire me.

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Activity 2
Type It
Jumbled Letter

thensiausm- antiniptace- usiamcin- eicifntef- mcomedreend- xerienepce- aralys- drobe

1. She got so excited about the game. I liked her enthusiasm .

2. He didn’t antecipate the surprise party at all! We really surprised him.

3. That musician plays the guitar.

efficient
4. The committee hired a manager with a lot of experience because they needed someone..

5. The committee recommended that they hire more staff.

6. Do you have any experience in this area?

7. Well I would like to hire you. What kind of salary _ did you have in mind?

8. I was so bored . I almost fell asleep twice.

Activity 3
Write It
Opposites

Write the antonyms.

Unfortunate fortunate
Visible invisible
Promoted demoted
Hire fire

Boss employee
Convince dissuade
Consistent incnsistent

Professional unprofessional
Focused distracted

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Reading

“Genius is one percent inspiration and ninety-nine percent perspiration.”

Thomas Alva Edison

Activity 1
Multiple Choice
Could you be a manager?

Read the following article and then answer the questions that follow.

Many decision-makers report that effective communication skills are one of the most
important factors to consider when selecting managers. Communication skills reduce
misunderstandings and enhance our working relationships. In spite of this, many of us
haven’t fully developed this essential skill.

To communicate successfully, the person who wishes to communicate must transmit

his/her intended message to the recipient or recipients they wish to communicate with.
To be effective, communication has to be unambiguous. This way both the receiver and
the sender will reduce misunderstandings.

In face-to-face conversations, both sender and recipient can rely on many subtle cues
that facilitate understanding. For instance, facial expressions, tone of voice, hand
gestures – all of these provide additional information. Unfortunately, many of these cues
are missing in emails and chats. As a result, it’s easy to misunderstand email messages
or online chats.

To enhance communication, managers must communicate clearly and concisely. In a

work situation, effective managers should communicate what they require of their
employees -- and when they require it. If employees consistently fail to fulfill their
responsibilities, the manager should communicate with employees about their need to
improve their performance. Clear communication is the foundation for good working
relationships. To be an effective manager, you must have strong communication skills.
Do you have the communication skills to be a manager?

1. Decision-makers report that:

a) A lot of people should not be managers.
b) Managers don’t communicate properly with staff.
c) Staff think managers are useless.
d) It’s important for managers to have good communication skills.

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2. Successful communication means:

a) Communication should be ambiguous.
b) The sender transmitted his/her intended message to the receiver.
c) Both the sender and receiver have misunderstandings.
d) The communicator is as ambiguous as possible.

3. Email and chatting can create problems because:

a) They are just for fun.
b) Chatting is full of mixed cues.
c) Email has too much information.
d) Email and chatting miss many important social cues.

4. To improve communication, managers must:

a) Use the chat to communicate with their employees.
b) Explain roles and responsibilities clearly to employees.
c) Make sure that all employees use email.
d) Stop employees from talking too much.

5. Clear communication is the first step to:

a) The unemployment line.
b) More work.
c) A raise.
d) Good working relationships.

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Activity 2
Multiple Choice
Preparation is the Key to Giving a Successful Presentation

Read the following article and then answer the questions that follow.

Do you just hate giving presentations? Do you get a knot in your stomach when you start
thinking about presenting? Do you prepare for hours, but then search for words when it’s
time to present? Well if you answered yes to any of these questions, you are not alone.
Many people get nervous when speaking in front of audiences. The following tips will help
reduce your anxiety – and help you remember your material - the next time you have to
speak in front of your colleagues.

The first step is to make sure that you put aside enough time to prepare for the
presentation. You should do all the necessary research so that you know your topic well.
Once you have done that, you should also anticipate any questions the audience might
have and prepare the answers to all of those questions. Think about possible alternatives
to the solutions you are suggesting, and then develop convincing arguments that point
out why your solution is superior to any of the alternatives. If your thoughts are clearly
and logically organized, then your audience should be able to follow your train of thought
and they will agree with your conclusions.

If possible, use visual aids, such as PowerPoint to keep you – and your audience –
focused on the most important points of your presentation. If you don’t have
PowerPoint, then use an overhead projector or even a blackboard to assist you. These
aids will help your audience remember the main points of your presentation. You may
find yourself in a situation in which many speakers are presenting different points of
views, so you should try to devise positive ways to make your presentation stand out.

So many well prepared people have been prevented from giving effective presentations
because they simply ran out of time. In many cases, there are time limits, such as twenty
minutes to do your presentation. Although twenty minutes sounds like a long time, you
will be surprised to see how quickly the time flies when you’re giving your presentation.
To make sure you have the time to go through your entire presentation, rehearse your
presentation in front of a mirror – with a timer.
If you follow all of the steps above, your presentation will be effective, interesting and
successful. Not only will your audience enjoy it, you will feel the joy of having completed
a successful presentation.

1. Most people don’t like giving presentations because:

a) They get nervous speaking in front of others.
b) The have stomach problems.
c) They don’t prepare for their presentations at all.
d) They don’t know how to use visual aids.
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2. When giving presentations you should anticipate your audience’s

questions so that:
a) You can make sure the presentation is so long that the audience won’t
have time to ask questions.
b) You can find ways to make them sound stupid.
c) You can prepare answers to those questions.
d) All of the above.

3. You should try to use visual aids:

a) So that people don’t get bored.
b) To focus your audience’s attention on the most important points.
c) To keep you on the right track with your presentation.
d) b) and c)

4. To make sure you don’t run out of time during your presentation:
a) Practice several times with a clock.
b) Speak very quickly.
c) Make your presentation short.
d) a) and b)

5. To persuade your audience:

a) Joke with them.
b) Argue with them.
c) Think of other solutions and find ways to convince them that your solution
is the best one.
d) Don’t disagree with your audience.

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GRAMMAR

Grammar Focus 1: Past simple Tense

Rules
Use the past simple to:
i) indicate actions that have taken place in the past or
ii) to indicate the state of things in the past.

For example:

I saw him in the office yesterday morning.

She handed in the report last Tuesday.
The files were on my desktop when I turned off the computer.

Note: Time expressions used with past simple:

yesterday
last week
two years ago
in the last century
in the past

Regular verbs in the past simple .

Singular Plural

I worked here. We worked here.

You worked here. You worked here.

He worked here. They worked here.

She worked here.

It worked here.

 Sometimes verbs have other spelling rules.

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General Spelling Rules for the Past simple

1) report  reported Add -ed to the end.

walk  walked

2) try  tried If the verb ends in a consonant, followed by

study  studied a y, then change the y to an i and add ed.
play  played Notice that if a vowel comes before the y –
stay  stayed instead of a consonant – then just add ed.

3) permit  permitted If the verb ends in a short vowel followed bya

plan  planned consonant, you need to double the last
consonant.

4) pay  paid These are exceptions that follow no rule.

say  said

5) live  lived For verbs ending in e, just add d.

die  died

Note: There are exceptions to the General Spelling Rules! You’ll find out more
about those when you read about irregular verbs.

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Forming a Negative in the Past Simple:

To form a negative, in the past simple, just add did not or the contraction didn't,
before the verb. Remember that the main verb should be changed to the base form. If
you are using the verb be, however, then add not or the contraction n’t after was or
were.

Past simple statement Informal negative

I had a supervisor. I didn't have a supervisor.

You promoted mycolleague. You didn't promote mycolleague.

He was fired last week. He wasn't fired last week.

They were at the They weren't at the conference.

conference.

Forming a Yes/No and a WH- Questions

To form yes/no questions, use did.

Remember to use the base form of the verb after did.

To form WH- questions, just add the WH- word at the beginning and use the auxiliary
did before the subject.

Here are some examples:

Statement Yes/no question WH- question
The computer crashed. Did the computer crash? Why did the computer
crash?
He worked in the head He worked in the head Where did he work?
office. office?
The office was closed. Was the office closed? Why was the office closed?

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Irregular Verbs:

Unlike regular verbs, the spelling of irregular verbs changes when we use them to
indicate the past tense.
For example:
see – saw
have - had
This table presents many commonly used irregular verbs.
Base Form Past Simple Base Form Past Simple
be was/were hold held
become became hurt hurt
begin began keep kept

bite bit know knew

bleed bled learn learnt/learned
blow blew leave left
break broke light lit
breed bred lose lost
bring brought make made
broadcast broadcast/broadcasted mean meant
build built meet met
burn burnt/burned misunderstand misunderstood
buy bought pay paid
catch caught put put
choose chose quit quit
come came read read
cost cost ride rode
cut cut run ran
dig dug saw sawed
do did say said
draw drew see saw
dream dreamt/dreamed sell sold
drink drank send sent
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drive drove shake shook
eat ate shut shut
fall fell sing sang
feed fed sink sank
feel felt sit sat
fight fought sleep slept
find found speak spoke
fit fit/fitted spend spent
fly flew stand stood

forget forgot steal stole

forgive forgave swim swam
freeze froze take took
get got teach taught
give gave tell told
go went think thought
grow grew throw threw
hang hung/hanged understand understood
have had wake woke
hear heard wear wore
hide hid win won
hit hit write wrote

Grammar Focus 2: used to

When you talk about things that happened frequently or habitually in thepast
but no longer exists, use used to.

For example:

I used to be a lot heavier but I lost weight after I joined the gym.
I used to smoke two packs of cigarettes a day but I quit last August.
Things are constantly changing. What was true yesterday is often not true
today. They used to eat red meat but now they’re vegetarians.
She used to swim 40 laps every night, but now she just watches TV.

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Activity 1
Write It
Past

Write the past simple form of the verb in the blanks provided.

1. My staff attended (attend) a conference last week.

2. The accountant prepared (prepare) the company’s financial statements on

time.

3. Why did he leave (leave) work at noon two days ago?

4. She gave (give) him a quick reply when he asked (ask) her where she
was .

5. The computer crashed (crash) right after he finished (finish) his report.

6. Yesterday evening, I drove (drive) to work and I realized (realize) I

forgot (forget) my agenda.

7. By the time he arrived (arrive) at the meeting, they were having a coffee
break. Left

Activity 2
Write It
Past Simple

Write the past simple form of the verb in the blanks provided.
1. Peter called (call) in sick yesterday.

2. They reported (report) back to the supervisor before he went (go) to Chicago.

3. I met (meet) the new manager last week.

4. My company bought (buy) shares in that company a few days ago.

5. I heard (hear) about your raise yesterday!

6. Reham did (do) her chemistry assignment yesterday!

7. Anjum gave (give) her Mom the present last night.

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Activity 3
Write It
Past Simple

Fill in the blanks with the correct past from of the verb

Find quit explain have distract focus move enjoyed don’t sit

My colleague, Gina, had a short attention-span. Every time she sat

down to work on a task, she would easily get frustrated. In fact, a few months
ago, she asked me whether I ever had that problem. When I said
that I didn’t have that problem very often, she asked me how I could stay so
focused .
I explained that I actually enjoyed my work and found that the
hours passed very quickly. Gina really didn't like her job at all. She felt
distracted and bored.
Soon after that, Gina quit the job and I heard that she moved away to
another city.

Activity 4
Write It
Used to

Match the phrases to complete the sentences.

a. now he’s trying to lose weight. 1. I used to exercise regularly but

b. now I don’t have time. 2. He used to eat junk food but

c. when she was younger. 3. She used to get stressed out but

d. now they just argue a lot. 4. She used to go to Paris frequently

e. now yoga helps her to stay calm. 5. They used to be so happily married but

f. he sold it last year. 6. He used to love his sail boat but

g. now he’s muscular. 7. They used to be very poor but

8. He used to be fat but

h. now they are rich.

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Listening

Activity 1
Multiple Choice
How to Make Your Presentation Interesting

Read the text below and answer the questions that follow.

Sound enthusiastic about your topic. Have you ever listened to someone who speaks in
the same boring tone throughout their entire presentation? Worse yet, have you ever
watched a speaker who looked down at his notes and read his or her entire presentation?
Do you remember what you were thinking during that presentation? I can tell you that
when I have been unfortunate enough to sit through a presentation like that, I just
couldn’t wait until it was over! How can you expect your audience to be interested if you
sound bored! So first of all, don’t read your presentation. Have most of it memorized.
Then remember to use your voice to help convey your passion and enthusiasm! Even if
your talking about coffee beans, if you look excited about it, your audience will wonder
why you sound enthusiastic and they will enjoy listening to you.

Use your body language to emphasize key points and capture your audience’s attention.
Since you will be speaking to many people it isn’t always possible to make eye contact
with each person. In this case simply look at the audience when you speak. On the
other hand, if you are giving your presentation to board members or to a small
committee, then make eye contact with each member at various points throughout the
presentation. Don’t look too long at any individual because this will make them
uncomfortable. Use your hands to emphasize certain points, however, too much hand
movement can be distracting. Remember, you should use eye contact and hand
movements, in moderation, to enhance your presentation – not detract from it!

Finally, make sure that your appearance is suitable for the topic and the context. You
don’t want to be overdressed or underdressed. You may have noticed that high standing
public officials don’t usually speak to farmers dressed in three piece business suits. If
they did, their clothes would highlight the differences between the speaker and the
audience, while they should be emphasizing what they might have in common. In other
words, clothes also convey a silent but highly visible message so select the right outfit for
the occasion.

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This may seem like an awful lot to remember, but if you follow these steps, you will end
up with a professional, interesting and enjoyable presentation. Instead of having an
audience that is struggling to stay awake, your audience will be interested in hearing
what you have to say – and when you have finished, you will feel the glow of a job well
done!

1. It is important to sound enthusiastic about your topic so that:

i) you don’t fall asleep while you are talking.
ii) your audience will enjoy listening to your presentation.
iii) your boss doesn’t get bored.

2. Body language can be used to:

i) make your audience feel uncomfortable.
ii) keep your audience awake.
iii) emphasize important points.

3. Too much hand movement can:

i) distract your audience.
ii) take too much of your energy.
iii) make your presentation even better.

4. It’s important that you select the right clothes by:

i) buying an expensive suit.
ii) Thinking about who your audience will be.
iii) not dressing up too much so your audience can relax.

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Pronunciation

Pronunciation Focus: Past Simple ed Ending

The past simple ed ending has 3 different pronunciations:

1. If the verb ends in /t/ or /d/, the -ed ending is pronounced as /id/.

Examples: invited, decided, treated, divided

2. If the verb ends in /p/, /f/, /k/, /∫/, /t∫/ or /s/, the –ed ending is
pronounced as /t/
Examples: helped, laughed, picked, washed, watched, missed

3. Otherwise, the –ed ending is to be pronounced as /d/.

Examples: played, remembered, cleaned and paid.

Activity 1
Circle It
The id Ending Sound

Circle the words that have the /id/ sound.

bugged
tasted
rubbed
padded
judged
lifted
pushed
stopped
pulled
needed
buzzed
decided
kicked
waited
laughed
passed
wanted
started
expected

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Activity 2
Write It
Match the Sounds with the Symbols
Pronounce each word and write it in the column with thematching symbol.
/id/ /d/ /t/

tasted, rubbed, kicked, laughed, bugged, padded, lifted, judged, stopped,

popped, pulled, needed, mopped, buzzed, decided, called, waited, passed,
pushed, wanted

Speaking

Activity 1
Offline Activity
About Professional Celebrities

i) In teams, select a celebrity and form sentences describing that celebrity and
form questions you would ask them about what they have done in the past.
ii) The other teams will ask questions so that they can guess which celebrity your
team is describing.
Activity 2
Offline Activity
Which job are we describing?

Form teams a job and do research to find information about the job they have
selected.

iii) Using the words from the Word List and adverbs, form sentences describing
the job.
iv) The other teams will ask questions so they can guess the job you are
describing.

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Writing

“The best way to appreciate your job is to imagine yourself without one.”
Oscar Wilde

Activity 1
Offline Activity
Writing About What You Did

Work with a partner and write 5 sentences using the past simple about one of the
topics below.

Sample Topics:
1. What did you do last summer?
2. What did you do during Eid?
3. What did you think of your courses last semester?

Activity 2
Offline Activity
Using Adverbs

 Work with a partner and write 7 sentences about one of thetopics below using
adverbs.

Remember: You must use one adverb in each sentence.

Examples of topics:
1. My annoying boss.
2. My friend who is always late.
3. My favorite restaurant.
4. My favorite place to go.

Activity 3
Offline Activity
Interviewing your favorite celebrity!
Is your favorite celebrity:

Elissa, Fairoz, Brad Bitt, Bruce Willis, Jennifer Lopez or Will Smith? Who is
your favorite celebrity?

Work in teams and select a celebrity. Using the past simple, write 10 interview
questions to find out more about your favorite celebrity.

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Unit 4 Our Environment Student File

Balqa Applied English 1

Unit 4
Table of Content

Unit 4
Our Environment
Subject Page no.

Word List 3

Vocabulary Activities 4

Reading 6

Grammar 9
- Past Continuous tense
- Wish
Grammar Activities 10

Listening 13

Pronunciation 16
- Short Vowels and Long Vowels
Pronunciation Activities 18

Speaking 17

Writing 18

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“Your work is to discover your world and then with all your heart give
yourself to it.” Hindu Prince Gautama Siddharta
Learning Objectives

By the end of this unit you should be able to:

i) Use the past continuous tense correctly.
ii) Use wish in correct sentences.
iii) Write a paragraph using new vocabulary from this unit’s Word List.
iv) Participate in short conversations using the grammar and vocabulary
covered in this unit.

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Word List

protest (v.) Object, disapprove of, show disagreement

donate (v.) Give time, clothes, money, etc to a cause or charity

demonstration (n.) public meeting or march to show people are against or supporting
something
contributing (v.) give something to help a cause or a group
awareness increasing public knowledge about an issue
raising(v.)
recycle(v.) to treat things that have been used so they can be used again to
reduce waste
car pool (n.) car owners who take turns driving a group of other car owners
to work, so that only one car has to be used instead of several
consume (v.) to use something, eg. Fuel, energy, time
pollution (n.) the process of making air, water or soil dirty
global warming (n.) climate change due to greenhouse gases
energy efficient not wasteful with energy; using energy more effectively instead of
(adj.) producing more energy to meet needs

endangered species in danger of extinction

(n.)
greenhouse effect gradual rise in the temperature of the Earth’s atmosphere due
(n.) to an increase in natural or industrial gases causing heat from
the sun to be trapped
glacier (n.) large, slow moving river or field of ice formed in a land of
continuous snow, and moving down a mountain or valley slowly
nongovernmental an organization created by private persons or organizations with no
organization(ngo) participation or representation of any government.
(n.)
climate (n.) weather
mammal (n.) an animal that drinks milk from its mother’s body when it is young
disposable(adj.) the weather conditions of an area
green issue(n.) a disposable product is intended to be thrown away after use
awesome (adj.) extremely good

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Vocabulary
Activity 1
Hangman

Read the following sentences and try to guess the missing word.

1. We want to save the forests, so we collect all paper waste so it can be

_.
2. Adam and Maya will talk to the Student Association about species to
raise awareness about that issue at the university.
3. We joined a _. If more people would drive to work instead of
driving their own cars, there would be less pollution.
4. In some countries, air levels are so high that many people have
problems with their lungs.
5. The car I have now burns a lot of fuel. I want to buy a small car because it will be
more fuel .
6. Rising temperatures are changing our . We have to consume less
energy to stop this from getting worse.

Activity 2
Fill in the Blanks
The Environment

Fill in the blanks with the correct word from the Word List.

1. Greenhouse gases are present in the Earth’s atmosphere and they are contributing to
.
2. Too many natural and industrial gases are causing _ change.
3. To prevent global warming from getting worse, all countries should sign an agreement
to reduce greenhouse gases, like______________.
4. Whales do not lay eggs, they are _.
5. Due to excessive hunting and fishing, many different animals are on the
species list.
6. To reduce the amount I waste in my home and office, I as much as possible.

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Activity 3
Drag and Drop
Match the Word with the Definition

Read the following definitions and try to guess the word from the Word List that matches
each definition.

Atmosphere issue donate demonstration contribute recycle glacier participate

1. A large, slow moving river of ice.

2. A layer of gases surrounding the Earth.
3. To give time, clothes, money, etc to a cause or charity.
4. Public meeting or march to show people are against or supporting an issue.
5. To treat things that have been used so they can be used again to reduce waste.
6. To take part, join, involve yourself.
7. To give something, such as time, energy, money etc. to help a cause or a group.
8. An important question that is being discussed and must be settled.

Activity 4
Write It
Match the Pictures to the Words

Write the words below next to their corresponding pictures.

1. demonstrate 2. recycle bins 3. whale watching

4. car pool 5. greenhouse gases 6.glacier

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Reading

“Our environment, the world in which we live and work, is a mirror of our
attitudes and expectations.” Earl Nightingale

Activity 1
Multiple Choice
Saving the Whales

Read the following text and answer the questions that follow.

This summer, after they get married, Hannan and Rafat will go on a whale watching tour
along the scenic coast of beautiful British Columbia. Last year, their good friends, Reham
and Ahmad went on the same tour and showed them their amazing videos. Reham told
Hannan that she saw about 50 whales and dolphins. Those whales and dolphins came so
close to the boat that Reham and Ahmad took awesome videos of them! Although
Ahmad would not admit it, Reham said that when they saw the whales at first, they were
both scared to death! Just imagine, the whales were nearly as big as the boat! Soon
though, the whales began spouting and playing with dolphins – and in no time, Reham
and Ahmad stopped being afraid and just began enjoying themselves. The videos were
awesome! Ever since Hannan and Rafat saw that video, they decided that they would
have to experience this amazing adventure themselves.

Hannan and Rafat are going to make their own video tape of the dolphins and whales
feeding and playing. They also want to see seals and the spectacular marine plant life.
As environmentalists, they have worked so hard to save the whales. Even though many
species of whales are now on the endangered species list, some groups in several
different countries, such as Canada and Japan, still hunt whales. For those groups,
whale hunting is a tradition. Hanan and Rafat work with non-governmental organizations
(NGO’s), such as Earthtrust, Greenpeace, and Whalewatch to limit the numbers of whales
that can be hunted and to raise public awareness about the fact that many species of
whales are on the endangered species list.

To save the whales, Reham, Ahmad, Hannan and Rafat promote whale watching instead
of whale hunting – and it’s working. Many countries are finding that more and more
tourists are booking whale watching tours. So those countries continue to attract
increasing numbers of tourists -- while they are saving whales! Once the tourists spend
time whale watching, many of them will also want to do everything they can to save
these magnificent mammals. Although they have been working so hard to save the
whales, this summer will be the first time that Hannan and Rafat will be able to spend
time with them.

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Questions :

1. According to the passage,

 whales eat a lot.
 whale watching can change people’s attitudes.
 all countries have stopped whaling.

2. One method of reducing whale hunting is by:

 reducing the number of ships on whaling fleets.
 catching fish instead of whales.
 promoting whale watching.

3. According to the text, two whale hunting countries are:

 Japan and Canada
 Belgium and France.
 Brazil and Argentina.

4. Many species of whales are:

 a very dangerous mammal.
 an endangered species of fish.
 on the endangered species list .

5. Earthtrust is:
 an endangered species.
 a hunting organization.
 an organization that tries to protect our planet.

Activity 2
Multiple Choice
The Greenhouse Effect

Read the passage below and answer the questions that follow.

Over the last three decades the Earth’s population has increased by nearly one third. This
population growth has placed a large strain on the Earth’s resources and economic
systems, since a larger population means more cars, buses and planes. A larger
population also means higher demand for all kinds of products. As a result of this
increased demand, there will be an increasing strain on factories to produce even more.
Today, a larger population simply means more pollution.

Often, development has taken place at the expense of green areas, without any long-
term planning. Road networks continue to grow, and more and more motor vehicles are
in use. All of these vehicles give out gases, such as carbon dioxide, which stay in the air
surrounding the Earth and trap the heat of the sun. This is known as the greenhouse
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effect. With increased production and more vehicles, more and more natural and
industrial gases are causing the greenhouse effect – also known as global warming.

Greenhouse gases are necessary to a point, but when too many gases are present in the
earth’s atmosphere, they result in climate change. Consequently, there has been an
increase in the average temperature of the Earth’s surface. These higher temperatures
have caused the Arctic glaciers to begin melting and the sea level has been rising.

To reduce the greenhouse gases that cause climate change, many developing and
developed countries have signed the Kyoto Protocol. Basically, the Kyoto Protocol is an
international agreement to reduce greenhouse gases. Only lately, and after growing
pressure from environmental groups, have some governments decided to take action.
However, one of the countries with the largest volume of gas emissions, the United
States of America, has refused to sign the agreement. As a result, Greenpeace and other
NGO’s have been putting pressure on the U.S. authorities to sign. The awareness raising
campaigns are helping, but some scientists are worried that if we don’t make big changes
soon, it will be too late.

In the meantime, each one of us can take steps to reduce greenhouse emissions. For
instance, since one of the biggest contributors to greenhouse gas emissions is
transportation, by simply starting or joining a car pool you will be significantly reducing
emissions. To figure out how much carbon will be offset, the following calculation will
help: Based on the average for a four-cylinder, four door sedan, for each kilometer
between your home and your destination, approximately 280 grams of carbon dioxide
will be offset. Just imagine if everyone joined a car pool.

1. The greenhouse effect causes:

• Earth’s temperature to decrease.
• our Earth’s temperature to rise.
• Earth’s temperature to be fixed.
2. The Kyoto Protocol is:
• an agreement against the United States government.
• an agreement signed by the United States.
• an agreement to reduce greenhouse gases.
3. is a gas known to harm the Earth’s atmosphere.
 Carbon dioxide.
 Ozone.
 Carbon ozonide.
4. A visible effect of the Earth’s warming is:
 the Kyoto Protocol.
 the drop in the Earth’s temperature.
 the rise in the level of seawater.
5. A direct result of the increase in the Earth’s population is:
• a quick development of urban areas and roads.
• a increase in consumer demand.
• a decrease in consumer demand.
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Grammar
Grammar Focus 1: Past Continuous tense

Study these examples

 I was doing some research when I came across this site.

 The audience fell asleep while he was making his presentation.

 We were waiting the bus when he offered to take us by his car.

These sentences introduce the past continuous tense. To form this tense we use was
/ were + the -ing form of the verb.

Note: This tense or any continuous tense cannot be used with

stative Verbs.

The past continuous tense is used to:

1. Refer to a continuous action in the past which was interrupted by another

action or a time.

Examples

 Khalil was using his mobile phone when he made the accident.
 What was he doing when you last saw him?

2. To give background information especially when telling

stories.

Examples

 Lily was carrying a basket full of cookies to her grandmother. She was
singing and picking flowers when suddenly a wolf appeared from behind
one of the trees.

3. For two actions which happened simultaneously ( = at thesame

time) in the past.

Examples

 My husband was watering the garden while I was preparing dinner.

 We were waiting in the car while Hamad was bringing the sandwiches.
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Grammar Focus 2: Wish

1. Wish + past simple is used to show that we want a situation in the

present (or future) to be different.

Examples

 I wish I had a laptop.

 I wish I had enough time to talk to you.
 The children wish it was Saturday tomorrow. (It's only Thursday tomorrow)

Activity 1
Fill in the Blanks
Simple Past or Present Continuous

Using the verbs in brackets, complete the text below with the
simple past tense or the past continuous tense.

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Activity 2
Multiple Choice
Circle It

Choose the correct answer.

1. I don't understand this concept. I wish I ________it better.

understood
would understand
had understood

2. Lana misses her friends. She wishes her friends here right now.
were
would be
had been

3. I speak little French. I wish I French well.

spoke
would speak
had spoken

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Activity 3
Multiple Choice
Choose the correct Sentences

1. I am not good at sports.

I wish I were good at sports I wish I were not good at sports. I wish I am good at sports

2. My sister does not like Chinese food. .

My sister wishes she had not liked Chinese food My sister wishes she liked Chinese food. My sister
wishes she likes Chinese food.

3. They live in a small house.

They wish they didn't live in a small house They wish they lived in a small house They wish they
don't live in a small house

4. He is so tired.

He wishes he were not so tired He wishes he will not be so tired He wishes he cannot be so
tired

5. Mary will not come to the party.

I wish Mary would not come to the party would I wish Mary could not come to the party I wish
Mary would come to the party

6. John cannot help his friend.

John wishes he has helped his friend John wishes he helps his friend John wishes he could help
his friend

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Unit 4 Our Environment Student File
Listening

Activity 1
Multiple Choice
Go Green!

Listen to the following speech about environmental issues and answer the questions that
follow.

Hello, everyone. For those of you who do not know me, my name is Maya Sherman, and
I am the president of the Environment Club here at Lang University. On behalf of the
Club, I would like to welcome each and every one of you – especially the newcomers!

I would like to talk to you about two important issues concerning the environment on our
campus. First, as many of you know, last semester, we voted for the proposal about the
recycling-friendly garbage bins on campus. As you can see, there are garbage bins of
different colors on the campus now. Imagine: This is our first recycling program ever!
This program will allow us to reduce waste and pollution on campus – and we can set an
example for our community. So, to make this work, please throw your plastic waste in
the blue bins, your metal waste in the red bins, all glass bottles and containers in the
green ones, and finally, foods, liquids organic matter in the yellow bins. I would like to
thank the Green Society for offering us these bins, and having a specialized trash
collector pick up the garbage on campus every Tuesday and Thursday. This is a big step
in the right direction for our community – and for our children’s community!

Now for the second issue, as we all know, smoking is a health hazard. Not just for
smokers, but also for the innocent non-smokers who are inhaling all of that second-hand
smoke! Since a large number of the students have special needs, some with asthma and
respiratory problems, we are going to work to ban smoking throughout the entire
campus. Now, as a former smoker, I know how difficult this will be for many of you.
However, if we are truly concerned about the quality of air on campus, then this is the
only thing we can do. We are going to continue the fight to have clean air and healthy
spaces – for our community now, and for the generations that follow!

Together, we have already made a measurable difference. Together, we will continue to

work to raise awareness about environmental issues and make many more important
changes. I am going to take this opportunity to thank all of you for working so hard to
make this happen! For now though, lets just enjoy the refreshments -- and each other’s
company!

1. According to the audio script, different colors of bins are used to:

 improve their appearance

 make recyling easier
 to please the trash collectors

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2. Banning smoking will help.

 Reduce the garbage on campus

 Birds breed on campus
 Reduce air pollution on campus

3. Smoking will be banned on campus because:

 It’s bad for everyone’s health and many students have respiratory problems.
 Students should smoke less.
 Students throw there empty packs everywhere.

4. Placing bins for different materials simplifies.

 Recycling the garbage.

 Picking up the garbage.
 Writing comments and suggestions.

Activity 2
Multiple Choice
Small Changes to Save Energy

Listen to the audio text and answer the following questions.

Did you know that by making a few small changes to your daily routine, you can reduce
pollution and save energy and precious resources?

With global warming and climate change, it’s so important that we all work together to
save energy. Don’t worry, this won’t require big changes. Here are a few things you can
do to make a difference:

At home, instead of turning up the heat in winter, just wear more clothes at home. If
you wear layers of clothes then you will require less heat and, as a result, you will
conserve energy. Make sure that heat isn’t escaping from your home through gaps in
ceilings, floors, around windows and air vents. Similarly, during summer, don’t turn on
the air-conditioner full blast. Try to keep your home just a little bit warmer than you
would like. Before you know it, you will get used to it – and you will know that you have
done your part to be more energy efficient.

At the office, try to save energy as well. When you’re not using your computer, put it to
sleep rather than using screen savers. This is one simple way to save energy. Each
evening when you leave, encourage staff to turn off photocopiers, computers, and
appliances. Also dress more warmly at work during the winter months and get used to
less air-conditioning in the summer months as well. If your office doesn’t recycle paper,
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then ask senior management to start recycling. The less paper we use, the more trees
we will save. If each and everyone of us just makes these small changes, together we
will make a big difference.

On the way to work, why not start a car pool? All you have to do is speak to your
colleagues or, if you work in a big organization, just send an email to the employees in
your company to see if others are interested in starting a car pool. You may be surprised
to find out that one already exists. If not, then you would simply have to find other
people who would also like to car pool and then agree on schedules, cost sharing an who
will drive and when. If each and every one of us just makes these small changes,
together we will make a difference.
1. Energy-saving techniques need to be applied only by industries.
 True
 False

2. Turning on the lights of the kitchen will help reduce the consumption of
electricity.
 True
 False

3. Disposing of paper in recycling boxes is an energy-saving technique.

 True
 False, it is a resource-saving technique
 False, it is both an energy-saving technique and a resource-saving technique

4. Switching your computer to sleep is more energy efficient than using

screen- savers for a long time.
 True
 False

5. If enough of us make small changes to our daily habits to conserve energy

and resources, small changes can make a big difference.
 True
 False

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Pronunciation

Pronunciation Focus: Short Vowels and Long Vowels

The difference between short and long vowels is an important one. If you mix
them up, you can end up with a different word than the one that you wanted
to choose.

For instance, the following words are similar, but the one on the left has a
short vowel sound and the one on the right has a long vowel sound:

sit seat

hit heat

fit feet

it eat

mit meet

slip sleep

hip heap

fill feel

rich reach

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Speaking

Activity 1
Offline Activity
How do you feel about these environmental issues?

Work together in teams and discuss the questions below:

1. Bullfighting, whale-hunting and fox-hunting are traditions forsome

groups in countries such as Spain, Canada, Japan and England. Do
you think these traditions should be banned?

2. To save endangered species, some environmentalists think that people

should be banned from wearing fur coats. What do you think?

3. Some countries have banned smoking in public places because second-

hand smoke puts non-smokers at risk for cancer and other diseases. Do
you think smoking should be banned in public places?

Activity 2
Offline Activity
Endangered Species

With your group, talk about what you will do to protect your favorite endangered
species?

Activity 3
Offline Activity
Forming Questions about the Environment

Work in teams to create 5 questions that someone who is concerned about the
environment would ask and form answers to those 5 questions.

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Writing

“I think the environment should be put in the category of our national

security. Defense of our resources is just as important as defense abroad,
otherwise what is there to defend?” Robert Redford

Activity 1
Offline Activity
Your Environmental Issue

1. Choose an environmental issue you feel strongly about. Explain why you think it’s
important. Use the internet to research the topic you selected. Take a look at the
following examples:

 Recycling at university. Should the university recycle? What doyou

think? Explain why you feel the way you do about this.
 Greenhouse gases. What can you and your friends do to reduce
greenhouse gases? Do you think it is important to reduce greenhouse
gases? If so, why?
 Endangered species. Can you think of an endangered species thatyou
would like to see protected? Explain why you think it is important to save
this species?

Activity 2
Formal Email

Write a formal email to the manager:

Tips:

 Confirm your email address is professional. Whenever sending a formal

email, do so from a professional email address.
 Write your subject line.
 Use a formal salutation.

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Unit 5 Health & Fitness Student File

Balqa Applied English 1

Unit 5
Table of Content

Unit 5
Health and Fitness
Subject Page no.

Word List 2

Vocabulary Activities 4

Reading 6
-Time for a Change!
- Eating Disorders

Grammar 9
- Comparatives and Superlatives
- Time Prepositions
- Simple Future

Grammar Activities 15

Listening 20

Speaking 24

Writing 25

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Learning Objectives

By the end of this unit you should be able to:

1. Form comparative & superlative.

2. Understand time prepositions.
3. Form the simple future tense.
4. Identify common expressions relating to health and fitness.
5. Write a paragraph using new vocabulary from this unit’s Word List.
6. Participate in short conversations about topics related to the theme of this unit.
7. Use words for this unit’s Word List in short conversations.
8. Practice intonation related to this unit’s theme.

“The greatest discovery of my generation is that human beings

can alter their lives by altering their attitudes of mind.”
- William James

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Word List

muscular (adj.) having well developed muscles

fit (adj.) healthy and in good shape
stress (n.) nervous tension, anxiety or worry
attractive (adj.) good looking or visually appealing
overweight (adj.) above normal range of weight for any given height
skinny (adj.) lacking sufficient flesh, underweight
motivated (adj.) provide with a motive ; impelled to do something or achieve a
goal
weight training (n.) lifting weights to increase muscle strength and fitness
cardio workout (n.) exercise designed to increase heart rate for a set amount of time,
such as jogging, swimming, walking briskly
yoga (n.) system of exercises that aims to reduce stress, increase control and
well being
athlete (n.) a person who is trained or skilled in playing sports or activities
requiring physical strength, flexibility or stamina
jogging (v.) to run at a slow pace
diet (n.) a regulated selection of foods, as for medical reasons or
cosmetic weight loss; food or drink consumed
muscles (n.) an organ that is essentially a mass of muscle tissue attached at
either end to a fixed point and that by contracting moves or checks
the movement of a body
backache (n.) sore back muscles
frivolous (adj.) not serious, insignificant, unimportant
anorexic (adj.) characterized as by being excessively skinny
bulimic (adj.) affected with bulimia, cycle of excessive eating and trying to
prevent weight gain by vomiting or using laxatives
obese (n.) extremely fat
sit-ups (n.) a type of exercise in which someone sits up from
a lying position, designed to make the abdominal muscles stronger
flabby (adj.) weak and without force

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Vocabulary

Vocabulary Focus: Sports Verbs

When you discuss exercise or sport activities, it is important to select the correct
verb form. Unfortunately, there are no specific rules, so it’s best to just memorize
the words that go together.
For example:

do yoga go swimming

do strength training do weight training

do an abdominal workout do a cardio workout

do exercise go swimming

go skiing go skating

play hockey play soccer

play baseball do karate

go bowling do kickboxing

go bicycling go dancing

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Activity 1
Write It
Fill in the Blanks
Fill in the blanks with the correct word from the Word List.

1. I am joining the to get in shape.

2. My husband is lifting weights to become more . I’m worried that
he’s going to look like the Terminator!
3. Jude loves her new classes because the breathing exercises
make her feel much calmer.
4. They are doing 200 sit-ups every night to strengthen their
muscles !
5. They make such an odd couple. She is so fat and her husband is so
_______________.
6. When it rains like this, I don’t feel like doing anything. I just feel .
7. He is in such excellent shape, but he should be because he’s a professional
____________.
8. I ate two Big Mac’s today and two big chocolate bars. That’s way too many
___________ for one day!

Activity 2
Write It
Fill in the Blanks
Fill in the blanks with the correct word from the Word List.

1. I’m worried about Tiffany because she is just too skinny. I never see her
eat and she is always exercising. I think she might be
.
2. My fitness trainer is so . I get tired from just watching
her!
3. Will Smith did for almost a year to prepare
for his role in the film Ali.
4. Madonna does every day to relax and reduce her stress level.
5. You should make sure that you get enough calcium to build
density.
6. For my _, I jog, swim or go dancing.
7. He is sticking to his diet and he never misses a workout. If he stays this
, he’ll be in great shape by Spring!

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Activity 3
Write It
Match the Picture to the Word

Activity 4
Write It Go or Do?

Select the correct verb form of the sports related words in the Word List.

1. He jogging five times a week.

2. After my weight workout, I’m yoga.
3. Ahmad is for a swim after work.
4. Are you weight training today?
5. How often do you sit-ups?
6. I an abdominal workout every day.
7. What type of exercise do you ?
8. I am a strength training program with my newpersonal
trainer.

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Reading
Motivation is what gets you started. Habit is what keeps you going.
- Jim Ryun

Activity 1
Multiple Choice
Time for a Change!
Read the passage below and answer the questions that follow.

Michael and Marcia decided to change their lives. They used to eat too
much junk food and smoke a lot. They didn’t exercise at all and they used to
work so much that they didn’t have time for each other. They had a lot of
money, but they were unhealthy and unhappy. They were drifting apart from
each other.

Michael and Marcia decided that things had to change. They began
changing their lives one step at a time. They started going for walks every night
and during those walks, they talked to each other a lot. They looked forward to
those walks. If simply walking together every night made them feel so much
better, they wondered how much better they would feel if they changed their
diets as well. So, they began choosing healthier foods. The exercise and
healthier diets made them feel more energetic. They also began doing yoga and
meditating. As a result of these changes, they changed their lifestyles and
values completely.

Michael and Marcia lived in New York and although they liked it there, they
decided that they wanted to live in a more tranquil and closely knit community.
They decided to move to San Miguel because it was beautiful and many artists,
environmentalists and creative people made this community their home. If they
moved there, they would be able to live according to their new values.

In San Miguel, Marcia and Marcia could open up a health and fitness
center. They could spend their days in the center raising awareness about
health and fitness, and they could spend their evenings going to concerts and
art exhibits.They could also go for long walks along the beach together.

Both Michael and Marcia were successful professionals in New York. Their
decision to move to San Miguel meant that they would earn less money, but they
did it anyway. They decided that their health and happiness was more important
than money. In San Miguel, they made new friendships with people who had
similar values. They became active community members who worked to raise
awareness about health and fitness and they enjoyed their lives again.

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1. Michael and Marcia decided to move to San Miguel because:

a) they wanted to make more money.
b) they were bored with what they were doing.
c) they wanted to slow down and make a different kind of
contribution to their community.

2. Michael and Marcia will:

a) become professionals.
b) open up a health and fitness center.
c) open a gallery.

3. Michael and Marcia began by:

a) meditating every night.
b) going for walks together every night.
c) deciding to move to San Miguel.

4. What do they like about San Miguel?

a) Other business people live there.
b) Their family lives there.
c) It’s a closely knit community.

5. As a result of their lifestyle changes, Michael and Marcia:

a) began arguing more.
b) drifted apart from each other.
c) became closer again.

Activity 2
True or False
Eating Disorders

Read the passage below and decide whether the statements that follow are
true or false.

In many different cultures, excessive emphasis on body image causes

people to feel dissatisfied with their own body image. While many of us would like
to be in better shape, we still feel good about ourselves and lead balanced lives.
In contrast to this, people with eating disorders spend a disproportionate amount
of time thinking about food and their body weight.
In some cases, people with eating disorders have a compulsion to eat
enormous amounts of food. Since they are ashamed about how much they’re
consuming, they often do so alone and secretly. This is referred to as binge eating
disorder. For someone with this disorder, it is not uncommon to eat an entire bag
of cookies, pizza, and a carton of ice cream – all within an hour or two. After they
have eaten all of this, they feel a deep sense of guilt and shame. In some cases,to
rid their bodies of unwanted calories, these people will make themselves vomit or
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take laxatives. This excessive intake of calories can lead to cardiovascular disease,
diabetes and obesity.
If binge eaters force themselves to vomit or take laxatives regularly – to try
to control their weight – this condition is referred to as bulimia nervosa or simply
bulimia. This is an extremely dangerous habit to develop and can cause all of the
diseases listed above. The constant vomiting can also cause bulimics to lose their
teeth. Binge eaters sometimes try to compensate for their binges by going on
crash diets and rigid exercise programs. Whether they are binging or dieting, food
and body weight always plays too big a role in their lives.
In other cases, people avoid eating and exercise far too much. This
disorder is called anorexia nervosa. Anorexics have an enormous fear of becoming
fat and many anorexics weigh approximately 85% of what they should weigh.
Anorexics are driven by a profound need to control their emotions and their
environment. By controlling what they eat and how much they weigh, the feel
they have a sense of power over at least one aspect of their lives. Some anorexics
also bingeand force themselves to vomit and use laxatives.
The boundaries between these disorders are frequently blurred. In other
words, anorexics sometimes binge and vomit and bulimics sometimes exercise far
too much and go on crash diets. The thing that these disorders share is a
preoccupation with food and body image that interferes with all other aspects of
their lives. What they eat and how much they weigh determines how they feel
about themselves at any given time. But even when they feel proud of themselves
on the surface for maintaining their desired weight, people with eating disorders
suffer from low self-esteem.
Although most people think that only young girls or women have eating
disorders, research has revealed that eating disorders affect people of all ages –
males and females. We tend to think of young girls or women as being more
prone to develop eating disorders, but this is changing. Research has revealed
that males are also affected by all three eating disorders. Professional athletes or
male models, facing pressure to maintain a certain weight for professional reasons
are most at risk for developing eating disorders. Even more alarming, recent
studies conducted in the United States have indicated that more and more
children feel dissatisfied with their bodies.
The news is not all bad though. There is hope. If someone you know has
an eating disorder, they can get better and lead a healthy, balanced life. The first
step is for them to admit that they have a problem. The second step is learn as
much as possible about the disorder. One day at a time, even though there maybe
set backs, they can get better – but it will take a lot of hard work and a strong
desire to do so.

For more information about eating disorders just Google “eating disorders”.

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1. Anorexics usually have high self-esteem because they are so thin. ( T/F)

2. Binge eaters never make themselves vomit. ( T/F)

3. Boundaries between these disorders are not always clear. ( T/F)

4. People with eating disorders cannot lead balanced healthy lives as long as they are

obsessed with food and their body image. (T/F)

5. Only women have eating disorders. ( T/F)

6. Eating disorders can cause cardiovascular disease, diabetes and obesity. ( T/F)

7. People with eating disorders often feel lonely and ashamed of their disorder. ( T/F)

8. People with eating disorders can’t get better. ( T/F)

Grammar

Focus 1:
Comparatives and Superlatives
A: Comparatives
B: Superlatives

Study the following examples

Comparative: Our building is older than yours.

Superlative: Our building is the oldest in the neighborhood.

Have you noticed that:

a) In the comparative sentence, two items of the same group or kind are
compared while in the superlative case, one item is compared to all of
the items in its group.
b) In the comparative sentence ‘than’ is a basic component while ‘the’ is
thebasic component in the superlative sentence.

Example: John got 80% in the Physics exam, Sam got 50% and Ramzi got 70%.

This piece of information can be rewritten as:

 John’s mark is higher than Ramzi’s.
 Ramzi’s mark is higher than Sam’s.
 Sam’s mark is lower than Ramzi’s.
 Ramzi’s mark is lower than John’s.
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 John’s mark is the highest.

 Sam’s mark is the lowest.

Have you noticed that an ‘er’ is added to the end of the adjectives in each
comparative sentence while an ‘est’ is added to the end of the adjective in
every superlative sentence?

But is this always the case? Of course it isn’t. Remember that rules have
exceptions.

Exception 1:

Study the following examples:

thin
 Sonia is thinner than her sister.
 Sonia is the thinnest in her class.
big
 Room 4 is bigger than room 7.
 Room 4 is the biggest in this building.

You have probably noticed that the adjectives used (thin and big) consist of
one syllable and end with a single vowel followed by a consonant. Here we
double the last consonant and add ‘er’ in the comparative or ‘est’ in the
superlative one.

Exception 2:

Study the following examples:

lucky
 I think that Muna is luckier than me.
 I think that Muna is the luckiest in our family.
pretty
 Salma is prettier than her cousin Rania.
 Salma is the prettiest girl in our family.

It is clear that the adjectives lucky and pretty have two things in common:

a) they consist of one syllable

b) they end with a consonant + y

Here the y is to be changed to i before adding the er or the est.

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Exception 3:

Study the following examples:

interesting
 Arnold’s new film is more interesting than the previous one.
 Arnold’s new film is the most interesting on.
expensive
 The Toyota is more expensive than the Mitsubishi.
 The Toyota is the most expensive Japanese car.

The adjectives interesting and expensive consist of more than one syllable.
Here we add more in front of the adjective in the comparative and most also
in front of the adjective – in the superlative case.

Exception 4:

Study the following examples:

good
 Laila’s mark is better than Ghada’s.
 Laila’s mark is the best in the class.

bad
 Patient 13 is worse than patient 12.
 Patient 13 is the worst.

Some adjectives are exposed to total change when used in the comparative
or superlative forms.

Exception 5:

You can use –er or more –est or most with the following adjectives:

Common, simple, shallow, quiet and clever

Examples:

 This park is quieter than the one in our neighborhood.

 This park is more quiet than the one in our neighborhood.
 This park is the quietist in the city.
 This park is the most quiet in the city.

But remember, you cannot apply the two rules at the same time.

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Grammar Focus 2: Time Prepositions

Time prepositions provide us with information about when an event

happened or when it will happen. Most frequently, we use prepositions
before nouns or pronouns. They should never be placed in front of a verb.

List of Time Prepositions

At
Refers to a specific time, such as:
 at 10:00 am
 at dawn
 at midnight
 at night

EXCEPTION: Although it is proper to say in the morning, in the afternoon,

orin the evening, we say ‘in the night’.

In
Refers to a time period or span, such as:
 in ten days
 in six months
 in 4 years
 in the morning
 in the afternoon
 in the evening

on
Refers to specific dates, occasions or days of the week, such as:
 on January 16th,
 on Freshman Orientation Day
 on the first day of the semester
 on Thursday

Focus 3: Simple Future (will vs. be going to)

1. "will" is used to

1) make general predictions about the world.

Examples:

 Oil will run out.

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 People will live on the moon in 2050.

 There will be wars over the control of water in the Middle East.
 Many animals will become extinct in the wild.

2) make spontaneous offers and promises.

Examples:

A: It is too hot in
here.B: I'll turn the
A.C on.

A: I don't have a copy of the last report.

B: I'll fax it to you once I reach my office.

3) talk about uncertain future plans.

Examples:

A: What are you going to do this weekend?

B: I'm not sure. I think I'll stay at home and watch some videos.

In this case we use adverbs like " probably, possibly and hopefully" or
expressions as " I think, I hope and I'm not sure."

Examples:

 Ann will probably arrive at 3:00 p.m.

 Sue probably won't finish typing the report today.

Have you noticed the position of "probably"?

2. " be going to"

be going to is used to talk about the future when you have already decided to
do something or you are sure about it.

Examples:

A: Why are you opening this flour bag?

B: I am going to make a cake.

A: Why are you filling in this form?

B: I am going to renew my car insurance policy.

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Now study the following conversation carefully and give extra attention to the
structures used to express the future:

Context: Rami has to go to the station to catch the train to Alexandria tomorrow
morning.

Rami: Jehan, I need somebody to take me to the train station

tomorrow morning.

Jehan: No problem. I'll take you. What time does your train leave?

Rami: At 9:50.

Jehan: OK. We are going to leave at about 9 o'clock then.

Context: Later that day Shereef offers to take Rami to the station.

Shereef: Rami, do you want me to take you to the airport?

Rami: No thanks, Shereef. Ann is going to take me.

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Activity 1
Multiple Choice Comparatives

Choose the correct answer

1. One of the following sentences is correct

a. Robert is smarter than Liz.

b. Robert is more smarter than Liz.
c. Robert is most smart than Liz.

2. This morning, Jack arrived at 7:05. Sarah arrived at 7:15

and Ali turned up at 7:30.

a. Ali was the earliest.

b. Sarah arrived earlier than Jack.
c. Jack arrived earlier than Sarah and Ali.

3. The first exam was less difficult than the second.

a. The first exam was less difficult than the second.

b. The second exam was less difficult than the first.
c. The first exam was more difficult than the second.

4. Living in big cities is more expensive than living in towns.

a. Living in towns is less expensive than living in big cities.

b. Living in towns is not cheaper than living in big cities.
c. Living in big cities is less expensive than living in towns.

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Activity 2
Activity Circle It
Time Prepositions

Circle the correct time preposition for each of the sentences below.

1. I have an appointment on/in/at Tuesday morning.

2. Can you meet me in/on/at 3 o’clock?

3. Are you doing anything in/at/on your birthday?

4. I am finishing this contract on/at/in 6 weeks.

5. Are you graduating at/on/in the end of the semester?

6. I have to work in/on/at the afternoon.

7. Are you eating dinner in/on/at 6 pm?

8. Is the party on/at/ in the evening?

9. Is your interview in/at/on Monday?

10. In Kuwait, the weekend begins in/at/on Friday.

11. Is his dental appointment at/in/on 1:00?

12. I’ll talk to her on/at/in the morning.

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Activity 3
Write It
Simple Future Tense

Complete the sentences below by typing the simple future form of the verbs in brackets.

Activity 4
Write It

Change the statements below into questions.

1. He will help her with her homework about the atmosphere.

2. She will not participate in the demonstration to save the trees.

3. The environmentally-friendly shuttle bus will leave on time.

4. She will come to our Greenpeace demonstration this evening.

5. Mr. Miller will be the next President of the Friends of Whales.

6. Fatima will attend the seminar about the greenhouse effect.

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Activity 5
Write It
Will or be going

Using the words in parentheses, complete the text below with will or be going to.

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Activity 6
Fill in the Blankswill or
be going

Using the words in parentheses, complete the conversations below with will or be
going to.

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Listening
Activity 1
Multiple Choice
I used to be unhealthy but now I’m fit!

Listen to Monique talk about how her lifestyle changes have improved the quality
of her life and then answer the multiple choice questions that follow.

I used to be so unhealthy. I used to smoke a pack of cigarettes every day.

I andI used to be 35 pounds overweight. I never used to exercise and I felt tired
all the time. For energy I would drink soft drinks and coffee, but all that sugar
and caffeine just made me tense. Then, I went to see my doctor, I had the
shock of my life. He listened to my lungs and my cough and said that I was
developing serious respiratory problems. I knew I was heavy, but he said that I
was obese. Although I’m only 30, he said that I was at risk for cardiovascular
disease, but even worse, he told me that I had the symptoms of pre-diabetes. I
simply couldn’t believe what I was hearing. I thought that only middle-aged
people developed those diseases! Then he gave me the good news: If I quit
smoking, changed my eating habits and exercised, I could still reverse all of this
so that I wouldn’t necessarily develop cardiovascular disease or diabetes. The
human body has a tremendous capacity to heal itself if you just begin to treat it
with thecare it deserves.

I was determined to make lifestyle changes that would last for the rest of
my life. So, when I left the doctor’s office that day, I threw away a full pack of
cigarettes I had. I won’t lie – that was difficult, but I knew that if I even had
one more cigarette, one would lead to two and I would never quit. Then I
began reading about healthy eating habits and step by step I began eliminating
unhealthy foods from my food choices. Then I just began walking more often.

At first that was difficult because I used to drive everywhere, but soon I
actually began to enjoy it. Walking is a wonderful way to reduce stress. Before I
knew it, I had more energy and people were asking me what I was doing
because I looked so much healthier! Suddenly I stopped coughing all the time as
well. I actually feel and look ten years younger now. I am well on my way to
being the best I can be!

1. Monique wanted to make lifestyle changes because:

a) she wanted to get married.
b) the doctor’s report about her physical condition shocked her.
c) she always wanted to play sports.

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2. The doctor told Monique that she had:

a. pre-diabetes.
b. cardiovascular disease.
c. pre-diabetes, respiratory problems and that she was at risk
for cardiovascular disease.

3. Monique decided to change:

a. one month after seeing the doctor.
b. the same day that she saw the doctor.
c. six months after seeing the doctor.

4. After deciding to quit smoking, what other changes did Monique make?
a. she started a crash diet.
b. she began exercising.
c. she changed her diet and began exercising.

5. Now that Monique has made all of those changes, she:

a. has so much more energy.
b. looks and feels 10 years younger.
c. A and B

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Activity 2
Write It
Stress

Read the audio text below and rearrange the words to form sentences. The
sentences will not be exactly the same as the ones in the text, but they will have
similar meanings to some of those in the text.

All of us experience stress in our lives. That’s just part of life, however, too
much stress can be harmful to our health. Some of us cope well with stress,
and others find the smallest thing stressful. Part of stress management is
learning how to cope with stress. The following list identifies common stressors:

 University and campus life

 Relationships with family and friends
 Everyday annoyances, such as traffic jams, missing the bus etc.
 Assignments and exams
 Searching for a job
 Being stuck in a frustrating work situation
 Applying for graduate school
 Financial problems

The next time you find yourself in a stressful situation, the following tips can help
you learn to deal with stress more effectively:

1. Breathe Deeply

The next time you feel totally stressed out, just take several deep and
even breaths. This will allow you to increase the amount of oxygen in
your body. Also, while you’re taking those slow, even, deep breaths, you
will notice the calming effect they have. In fact, yoga focuses on
breathing techniques for thatvery reason.

2. Go for a Walk

If you can, go for a walk. The exercise will be good for you and you will
be able to collect your thoughts and calm down as well.

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3. Change your Lifestyle

Make sure that you exercise regularly, have a healthy and well balanced
diet and take the time to get enough sleep. If you take care of yourself,
then you will be able to cope with stress more effectively.

4. Think Positively

Have a positive attitude. Listen to your inner voice. Are you your own
best friend or worst enemy? When you make a mistake, do you go over it
again and again? If you do, stop it. Negative self-talk is extremely
unhealthy and it never improves anything!

When you’re upset, take time to look at the upsetting situation from a
number of different perspectives. You may find that things are not as
negative as they first appear to be and you may find new solutions to
challenging situations. If you truly are in a bad situation, then try to
reduce your anger. Use your intellect to find a way to improve your
situation. Most importantly, try to be your own best friend. Be kind to
yourself!

Rearrange the words to form meaningful grammatical sentences:

1. worse - only – makes - Negative - things - self-talk.

________________________________________________
2. part - our - is - a - lives - Stress - normal - of.
________________________________________________

3. positive - in - self-talk - Engage.

________________________________________________

4. stress - yourself - care - of - cope - Take - so – that - you - can -with – more -
effectively.
________________________________________________
5. breathing - Use - to – help - you - calm - down - techniques - deep.
________________________________________________

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Speaking

Activity 1
Offline Activity
Let’s Talk About Sports and Fitness!

In teams select one of the topics below, do research about that topic and discuss
it. Other teams will ask your team questions about the topic.

 Jogging
 Yoga
 Weight Training
 Health Benefits of Your Favorite Sport
 Smoking and Health Problems

Activity 2
Offline Activity
How Do You Cope With Stress?

Form teams and discuss situations that you find stressful. Then discuss methods
that help you cope with stress.

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Writing

“Perseverance is failing 9 times and succeeding the 10th.”

- J. Andrews

Activity 1
Offline Activity
Writing Sentences

Work with a partner and look at the topics below and select 1 of them to write 8
sentences about. Use your imagination. Remember to demonstrate that you
know the meaning of the words in the Word List and that you can apply what
you have learned in the Grammar Focuses. For instance, in your sentences, use
the first conditional, modal verbs, and so on.

Activity 2

Offline Activity
Changes You Have Made or Would Like to Make

 Form teams of 3.
 Select one of the topics below and discuss that topic with your teammates.
 Your instructor will call on members of each team to speak about changes they
have made or changes they would like to make and the difference that change
made or would make.

1. Quit smoking
2. Start exercising
3. Eat healthier
4. Start weightlifting
5. Do yoga

Activity 3
Offline Activity
How Do You Cope With Stress?

 Form teams of 3.
 Discuss situations that you find stressful.
 Discuss methods that help you cope with stress.

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Balqa Applied English 1

Unit 6
Table of Content

Unit 6
Food, Restaurants and Health

Subject Page no.

Word List 2

Vocabulary Focus Vocabulary Activities 3

Reading 4
-Super-Sized!
-Morbid Obesity in America
Grammar 11
- Countable and Uncountable Nouns
- Articles for Countable and Uncountable Nouns
- Making Uncountable Nouns Countable
- Modifying Countable and Uncountable Nouns

Grammar Activities 14

Listening 16

Pronunciation 19
-Silent letters
Pronunciation Activities 18

Speaking 20

Writing 21

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Learning Objectives

By the end of this unit you should be able to:

1. Recognize countable and uncountable nouns.

2. Use expressions of quantity to create a shopping list.
3. Recognize the use of “some” and “any” in sentences.
4. Categorize food and drink items.
5. Identify silent letters in words covered in the unit.
6. Write a paragraph using new vocabulary from the Word List.
7. Participate in short conversations using expressions of quantity.
8. Participate in short conversations using some and any.
9. Use common restaurant expressions to order a meal.
10. Discuss your thoughts about restaurant or cafeteria food.

“One should eat to live, not live to eat."

Benjamin Franklin

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Word List

delicious (adj.) having a very pleasant taste or smell

fattening (adj.) food or drinks that make you gain weight

spicy (adj.) having a strong taste because spices have been added for flavor
sweet (adj.) tastes as if it contains quite a bit of sugar
sour (adj.) tastes like an unripe fruit or lemon
fast food(n.) food cooked quickly; often taken out of the restaurant to eat
beverages (n.) drinks or liquids
disease (n.) condition in humans plants or animals; sickness or illness
onset(n.) the beginning of something; usually something negative
seafood(n.) fish and shell creatures that lived in the sea and can be eaten
plaque(n.) substance that lines the arteries and can cause heart attacks
seasonal(adj.) available during specific seasons, such as fruits and vegetables
in season locally
mouthwatering looks or sounds so delicious it makes mouths water
(adj.)
tempting (adj.) appealing; so attractive it makes people want it
dairy products milk products, such as cheese, yoghurt, milk
(n.)
rare(adj.) slightly cooked, meat that is pink inside
seasoned (adj.) food prepared with added herbs and spices
grilled (adj.) to broil on a grill or fry on a griddle
dessert(n.) sweet food eaten at the end of a meal
server (n.) a person who serves food in a restaurant
morbidly obese (n.) in a way relates to or is caused by disease
crave (v.) a strong feeling of wanting something

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Vocabulary

VOCABULARY FOCUS 1
Foods and Categories

Dairy Vegetables Fruits Seafood Meat Desserts Cereals

Products
milk tomatoes peaches tuna ham cake rice
butter lettuce oranges cod bacon pie oatmeal

cheese onions apples prawns beef ice cream bread

sour
corn bananas haddock lamb tart maize
cream
yoghurt carrots cherries sole chicken chocolate barley

The table above indicates different categories of foods and it provides a

few examples of the foods that belong into each category.

Vocabulary Focus 2
Restaurant Expressions

The following expressions will assist you when you are dining out:

When you enter some restaurants, the host or hostess will be the first person you meet.
He or she will ask you the following questions:

 Do you have a reservation?

 Would you like a table?
 Will anyone be joining you?
 Would you like a table for one (two, three)?
 Would you like to be seated in the smoking or non-smoking section?
 Do you mind waiting?

As a customer, when you are speaking with the host or hostess, you willfind
the following statements and questions useful:

 I have a reservation for 7 o’clock. My name is Svetlana.

 We don’t have a reservation.
 Do we have to wait long for a table?
 Can we have a table in the non-smoking section please?
 I don’t mind waiting.

Once you are seated at your table, the server will approach you. You will find
the following statements and questions useful:
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Here is the menu.

 Would you like to order a beverage to start?
 Before you take a look at the menu, I’d like to tell you about our special of the
day.
 Our catch of the day is grilled salmon.
 I’ll give you a few moments to take a look at the menu.
 I’ll take your order in a few minutes.

Once the server comes back to take your order, he or she will ask
questions like these:

 Would you like an appetizer?

 Would you like a starter?
 Soup or salad?
 Would you like to go to the salad bar?
 What kind of dressing would you like?
 How would you like that cooked?
 Rare, medium or well done?
 What kind of potato would you like with that?
 Fries, baked potato or rice?

After dinner, the server may ask the following questions:

 Would you like dessert with that?

 Would you like coffee or tea?
 Are you ready for the cheque?

Activity 1
Drag and Drop
Categorizing Foods

The heading for each column in the table below is a category of food. Drag and drop
the types of food to the category they fit in.

Dairy Cereals Vegetables Fruits Fish Meat Desserts

Products
milk bread tomatoes peaches tuna ham cake
butter rice lettuce oranges cod bacon pie

cheese pasta onions apples prawn s beef ice cream

sour cream flour corn bananas haddock lamb tart

yoghurt noodles carrots cherries sole chicken chocolate

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Activity 2
Type It
Read the following sentences and try to guess the missing words. Type the words into
the spaces provided.

tempting delicious sandwich indicated seasoned starter server seasonal

1. The chicken is _ with garlic.

2. I think I’ll have a _ before ordering the main course.
3. He had a ham and cheese for lunch.
4. His blood tests that his cholesterol level was high.
5. Why is the taking so long to bring us our main course?
6. That’s his favorite restaurant because it has such
appetizers.
7. Have you got any fruits and vegetables?
8. Just look at that chocolate ice cream cone. It is so !

Activity 3
Type It
Anagrams

Look at the anagrams below and arrange them into words that match one of the
definitions provided below. One of the words is a compound word.

Irreversible - mouth- watering - seasonal - seasoned - quantity- plaque – rare - experiment

1. when something cannot be changed into what it was _____________

2. when food looks, sounds or smells so delicious that it makes mouths water ___________
3. a test that is done to gain new knowledge _____________
4. fruits and vegetables in season locally ______________
5. substance that lines the arteries and can cause heart attacks ______________
6. food prepared with added herbs and spices _______________
7. an amount or number of something ________________
8. slightly cooked, meat that is pink inside ______________

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Activity 4
Fill in the
blanks

Read the following sentences and try to guess the missing words.

Tempting -menu –hereditary- irreversible- indicate – morbidly- appetizer- fattening- cafeteria

1. I am trying to lose weight, so I’m not going to order anything .

2. Are you eating lunch in the university ?
3. I have been eating salads for a week. It is so to eat
something sweet.
4. Do you think that morbid obesity is ?
5. I think we’re ready to order. May I see the please?
6. Before I order the main course, I think I’d like an .
7. If you don’t watch what you eat, many of the conditions you can end up
with are .
8. Many studies that high fat diets are linked to all kinds of
health problems.
9. He is 100 pounds overweight. He’s obese.

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Reading

The belly rules the mind. ~Spanish Proverb

Activity 1
Multiple Choice
Super-Sized!

Read the following passage and answer the multiple choice questions that follow.

Morgan Spurlock, director of the film “Super-Size Me”

Super-Sized!

After reading about two American teenage girls who were suing McDonalds for
causing them to be obese, Morgan Spurlock, the director of “Super-Size Me,” was
intrigued. The story caused him to wonder about the link between fast foods and obesity.

To investigate this issue, Spurlock decided to launch an experiment which aimed

to determine whether there was a link between obesity in America and fast food. To
determine the impact of fast foods in general – and McDonalds in particular – Spurlock
recruited three doctors to document the state of his health at the beginning of the
experiment and to monitor and record the impact of the experiment on his health. For 30
days, according to the rules of the experiment, Spurlock ate three meals a day, every
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Day, at McDonalds – and only at McDonalds. He filmed that experiment and called the
film “Super-Size Me”.

When he began, Spurlock’s health was above average and he was not in danger
of obesity related health risks, such as cardiovascular disease or diabetes. He ate a
relatively healthy diet and only rarely ate fast foods. However, through the course of the
experiment, the impact that the fast food diet had on his health exceeded anything he –
or anyone else - would have anticipated.

What did the doctors find? Not only did Spurlock gain a lot of weight and experience
headaches and depression, medical tests indicated that Spurlock’s cholesterol level soared
and his liver indicated signs of damage. Toward the end of the experiment, Spurlock’s
doctors advised him to end the experiment because the amount of damage, if he were to
continue, may have been irreversible. All of that after just one month! Would anyone like
a Big Mac?

1. Spurlock decided to determine:

a) Why the two girls were suing McDonalds.
b) If there was a link between fast food and obesity.
c) If he would get sick of eating at McDonalds every day.

2. When the director began the experiment:

a) His doctors advised him not to do it.
b) He recruited a doctor to assist him.
c) His health was quite good.

3. According to the rules of the experiment:

a) Spurlock had to eat one meal every day, for 30 days, at McDonalds.
b) Spurlock had to “super-size” every meal.
c) He had to eat three meals at McDonald’s every day for thirty days.

4. The doctors and Spurlock were surprised to find:

a) That the impact of the experiment was much worse than they would have
imagined.
b) That McDonalds fast food really wasn’t as harmful as they thought it would be.
c) That Spurlock had gained weight but otherwise he was in good health.

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5. Before the experiment, Spurlock:

a) Ate a lot of other fast foods.
b) Didn’t like junk food at all.
c) Ate fast foods occasionally, but usually had a healthy diet.

6. As a result of the experiment, medical tests indicated that”

a) Spurlock gained weight.
b) Spurlock gained weight, his cholesterol levels soared, his liver showed signs of
damage, he had headaches and he became depressed.
c) Spurlock experienced mild symptoms but he was still healthy.

7. In the second paragraph, what does the word “launch” mean?

a) discharge
b) reveal
c) Start

Activity 2
True or False
Morbid Obesity in America

Read the following passage and answer the true or false questions that follow.

In America, obesity is rapidly becoming the major cause of premature death.

America has the number one position as the most obese nation on the planet. An alarming
number of America’s obese people are morbidly obese. Morbid obesity is defined either
as being 100 pounds over the ideal weight in relation to height or 50 to 100% above the
ideal weight. Nearly 5% of Americans are morbidly obese. The causes for this condition
can range from heredity, metabolism, and psychological problems to environment and
culture.

To name a few. In many cases, the cause may be based on all of those factors or
combinations of them. An overwhelming number of studies point to a high fat, fast food/
junk food diet as one of the primary causes of this significant health problem.

Recent studies indicate that it starts with pre-school children who watch fast food
commercials that appear while they are watching their favorite children’s shows. Children
are too young to realize that the foods that are made to look so enticing will have a
devastating impact on their health if they eat them on a regular basis. At thispoint,
however, even if they eat fast foods occasionally, if their parents eat a fairly healthy and
balanced diet, then most of the time the kids will be eating well.

Once children enter the American public school system, things take a turn for the
worse.Recent studies have revealed that American public school lunch menus feature a

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wide range of unhealthy, high fat foods, such as: pizza, French fries, high fat hamburgers
and fried chicken. At this age, children eat what their friends eat and if no healthy
alternatives are available, then they end up eating high-fat foods on a regular basis.
Worse still, they begin to crave those foods even when they are not in school. Some
people associate certain foods with certain memories. For instance, teenagers who recall
many good times eating pizza and laughing with their friends in the cafeteria, may begin
to think of pizza as the food to order whenever friends get together. As you can see,
something that began innocently enough can turn into a lifelong bad habit with serious
health consequences, such as cardiovascular disease, diabetes, high blood pressure,
cancer and many more.

Children cannot choose their environment, and even if they could, they are simply
too young to understand the long term consequences of their choices. The kinds and
quantities of foods available to children, along with the amount of exercise they engage
in, and the habits of their families and friends – all of these factors play a significant role
in the diet and exercise habits they develop throughout their lives. This is why it is
imperative that parents use their judgment to help their children make healthy choices.

1. Morbid obesity is the number one cause of premature death in America. ( T/F)
2. People who weigh 30% more than their ideal body weight are considered
‘morbidly obese”. ( T/F)
3. Morbid obesity can be caused by a wide variety of factors, such as
heredity, environment, metabolism or psychological issues. ( T/F)
4. Morbidly obese people are just lazy. ( T/F)
5. Obese people are at risk for cardiovascular disease, diabetes, high blood
pressure cancer and many other serious conditions and diseases. ( T/F)
6. Children are never too young to learn how to make healthy food choices. ( T/F)
7. Currently, many cafeterias in the American public school system, offer
children plenty of healthy choices for lunch. ( T/F)

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Grammar

Grammar Focus 1
Countable and Uncountable Nouns

Countable Nouns

By the term countable nouns, we mean anything that you can count. Countable
nouns can take singular or plural form.

 I have two pizzas in the oven.

 She ordered an ice cream dessert.

By the term “collective noun” we mean nouns that refer to groups of more than one.
The following examples are all collective nouns: family, faculty, government, committee,
minority, and majority.

Collective nouns are countable

 Fifty families attended the barbeque.

 My street has at least ten restaurants on it!

Uncountable Nouns

Things we cannot count are referred to as uncountable nouns. They usually take
singular form unless we give them countable meanings. The following example will
contrast the difference between the two ways in which some uncountable nouns canbe
used:

Throughout history, religion has been one of the most cohesive and one of the most
divisive forces.

 All religions are viewed upon as equal in our university.

“Abstract nouns” refer to an event, thought, condition or quality. Abstract nouns

are uncountable. You cannot taste, smell, see, touch or hear abstract nouns. The
following are examples of abstract nouns: intelligence, bravery, discipline, freedom,
poverty and strength.

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Grammar Focus 2
Articles for Countable and Uncountable Nouns

Using Articles with Countable and Uncountable Nouns

Countable nouns take a or an – unless they are plural – then they take the.

The countable noun does NOT take an article if it is:

i) plural AND
ii) it refers to a particular group
iii) in a general sense.

 The restaurant has a superb reputation.

 Restaurants are closed on during Eid and on Christmas Day.

Uncountable nouns do not take a or an, however, when uncountable nouns refer to a
specific group or idea, they take the.

 He uses his extensive knowledge to improve living conditions in low income

developingcountries.
 Do you have the knowledge you will need to excel in this field?
 Oil prices have skyrocketed lately.
 Check the oil before you go for a long trip with that car.

Remember: When countable nouns are in the plural form, they take the.

Grammar Focus 3: Making Uncountable Nouns Countable

When asking how much or how many, to answer, simply put the uncountable noun
into a container or make them measurable. Take a look at the following sentences
to see examples of how to make uncountable nouns countable.

How much water do you drink a day?

I drink eight glasses of water a day.

How much coffee do you drink?

I drink three cups a day.

How much bread would you like?

I’d like two loaves of bread please.

How much pizza would you like?

I’ll have two slices please.

How much toothpaste do you have?

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I have two tubes.

How much ham would you like?

I’d like 250 grams.

How much chicken would you like?

I’d like 1 kilo please.

How much ice cream did you buy?

I bought three containers.

Remember: To make an uncountable noun

Countable, simply put it into a container or measure it.

Grammar Focus 4
Modifying Countable and Uncountable Nouns

You can use some or any to modify countable or uncountable nouns.

 There is some juice in the fridge.

 There are some restaurants on that street.
 Do you have any pizza left?
 Do you have any coffee?

Some is usually used for positive statements, such as:

 We have some wonderful pasta dishes on the menu today.

Any is usually used for negative statements and questions, such as:

 We don’t have any cake left.

 Don’t you want any?
Much can only be used to modify uncountable nouns.

 They don’t have much snow in Jordan.

Many can only be used to modify countable nouns.

 I have too many unhealthy habits.

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Few can only be used to modify countable nouns.

 Few universities offer that degree.

 Few children choose items that are healthy for lunch.

Little can only be used to modify uncountable nouns.

 We had a little argument this morning.

 I had a little chocolate today.

Activity 1
Drag and Drop
Are these nouns countable or uncountable?

Look at the nouns below and determine whether they are countable or uncountable. Once
you have decided, drag and drop the nouns to place them under either the countable or
uncountable heading in the table below.

Countable Uncountable
apples yoghurt
vegetables water
eggs ice cream
cucumbers sugar
carrots flour
strawberries bread
potato meat
tomato fish
nuts cheese

Activity 2
Type It
Some or any?

To complete the following sentences, select some or any and type your selection into
the spaces provided below.

1. I don’t have sugar. some/any

2. Could I borrow _ coffee? Some/any
3. Are there good restaurants on this street? Some/any
4. Do you have ideas about where we should go for dinner? Some/any
5. I have _ delicious chocolate cake in the fridge! Some/any
6. Do you have advice about changing my diet? Some/any
7. I just want coffee for now. Some/any

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Activity 3
Type It
Much or many?

Type the correct option (either much or many) in the spaces provided in each sentence.

1. How _ dessert did you eat?

2. How pieces of pie are leftover?
3. Did you drink water today?
4. How _______does she like sports?
5. How sports do you play?
6. How _ hours did you study last night?
7. How _ did you study?

Activity 4
Type It
Few or little?

Type the correct answer (few or little) in the spaces provided in each sentence.

1. Would you like a nuts?

2. I just had a water.
3. I had a ideas about that.
4. Do you think you would like a coffee?
5. Would you like to have a nap?
6. I just have to pick up a potatoes
7. How would you like to go for a walk?
8. I have a money left over.
9. I would love to have a of those DVDs.

Activity 5
Type It
Select the article that goes with the noun?

Type the correct option (either a, an or X) to the space provided before each noun.
___ apple
___ banana
___ restaurant
___ water
___ strawberries
___ glass
___ kilo
___ beans

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___ pound
___ orange
___document
___documents
___ habit
___ habits
___container
___containers
___pot

Listening

Activity 1
True or False?
What a night!

Based on the audio script, answer the following true or false questions.

Tiffany: You would not believe the terrible evening I had.

Cristina: Why, what happened?

Tiffany: My supervisor and I went to the new restaurant on Vine Street.

Cristina: That sounds nice enough. So what happened?

Tiffany: To begin with our server was new! Not only was this his first day on the job, it
was also his first day working in any restaurant.

Cristina: So you had bad service?

Tiffany: That’s the understatement of the year!

Cristina: What do you mean?

Tiffany: First he seated us in the smoking section when we asked to be seated in the
nonsmoking section. By the time we realized that, the last table in the non-smoking
section was gone!

Cristina: And I know how you hate smoke!

Tiffany: Yes and my boss can’t stand it either!

Cristina: Then what happened?

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Tiffany: The server spilled the soup on my new pants!

Cristina: REALLY? That must have hurt!

Tiffany: Yes it did – and it was really embarrassing to get up with that stain on my
pants!Then he got our order wrong and had to go back to the kitchen to find the right
order.

Cristina: Did he find it?

Tiffany: Yes, but by that time, it was cold!

Cristina: What a terrible time!

Tiffany: Oh that isn’t the worst thing! The worst thing is that I left my credit card at
home and my boss had to pay for my dinner. I’ll pay him back tomorrow, but I felt like
such a jerk!

Cristina: It really wasn’t your night was it? Don’t worry, at least it’s behind you now and
you’re at home.

1. Tiffany went to the restaurant with her best friend. T / F

2. Tiffany’s boss had to pay the bill. T / F
3. They had awful service at the restaurant. T / F
4. Tiffany and her boss were seated in the non-smoking section. T / F
5. The server dropped the salad on Tiffany. T / F
6. The server dropped the soup on Tiffany. T / F
7. Tiffany is going to try going back to that restaurant again. T / F

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Pronunciation

Pronunciation Focus: Silent Letters

Sometimes words have silent letters. Basically that means that when you are
pronouncing the word, you do not pronounce the silent letter.

For instance, when the letter e appears at the end of a word, it frequently
makes the other vowel that appears in the word long.

Take a look at the examples below:

drive
hope
scene
mine
dine
line

When k is followed by n, the k is usually silent. Take a look at the examples

below:

knowledge
knife
knee
know

When l is followed by k, l, d, f or m, the l is usually silent. Take a look at the

examples below:

salmon
half
talk
calm
would

When gh is followed by t or it when it comes at the end of the word, the gh is

usually silent. Take a look at the examples below:

weigh
weight
right
fright
thought
though
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When h comes after the letter w, it is usually silent. Take a look at the
examples below:

where
what
who
why
when

When b comes after the letter m, it is silent. Take a look at the examples
below:

dumb
crumb
climb
tomb

Activity 1
Type It
Identify the Silent Letter

Look at the words below and identify the silent letter – or letters - in each word. Once
you have done that, type the silent letter in the space provided.

weight
know

climb

tomb

bomb

where
knowledge
hope

fright

knee
salmon

dine

would
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Speaking
Activity 1
Offline Activity
Restaurant Role Playing

Work in teams of two and follow these instructions:

i) One of you will be the server and the other will be the customer.
ii) The server will take the customer’s order using vocabulary learned in this unit.
iii) Your instructor will ask each team to go through part of your dialogue in front
of the class.

Activity 2
Offline Activity
What do you think about the food in the university cafeteria?

i) Form teams of 5
ii) Work together and discuss whether you think the cafeteria has good food or
not.
iii) Do you think the cafeteria has healthy food or not?
iv) Discuss whether the menu should be improved. If so, how would you change
the menu?
v) Your instructor will call on you to share your team’s opinion with the rest of
your class.

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Writing

My favorite animal is steak. ~Fran Lebowitz

Activity 1
Offline Activity
Using Expressions of Quantity to Write a Grocery List

1. Form teams of 2
2. With your team member, use expressions of quantity to create a grocery list with 5
different items.
3. Combine your lists so that you have 10 items.
4. Check each other’s work.
5. Your instructor will ask you to read the items on your list.

Activity 2
Offline Activity
Writing About Food, Restaurants or Cafeterias

1. Write a paragraph about one of the topics below.

2. Use vocabulary from the Word List.
3. Work with a partner to check each other’s work.
4. Correct any errors.
5. Your instructor will provide you with instructions about how to submit the
assignment.

Examples of topics:
A) Your favorite fast food.
B) A time that you had bad service in a restaurant.
C) Food in the university cafeteria. Is it healthy? Do you like it?
Should they change it?
D) Any topic that relates to the theme of this unit.

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Acknowledgement:
The authors are grateful to the English instructors at Al Balqa Applied
University for their valuable contributions in 2009 version, despite their
heavy course loads, they very generously contributed their time, energy, and
their constructive insights toimprove the electronic course content for the
Elementary, Pre- Intermediate and Intermediate English blended learning
courses. In alphabetical order, they are: Adnan Abumafouz, Atika Ismael,
Bassem Al-Saydeeh, Rasha Darwish, and last but certainly not least,
Tamador Snubar.

Technical Academic Committee-2022 Edition:

Dr. Naji Masned AlQbilat Chairman
Dr. Shireen Hikmat AlKurdi Member
Dr. Nibal Abdelkarim Malkawi Member
Dr. Abdallah Hussien Al-Amri Member
Dr. Rula Tahsin Tarawneh Member
Dr. Amal Abdallah Thneibat Member
Qadri Farid Tayeh Member
Ali Odeh Alidamat Member
Hana' Fathi Farajallah Member
Atika Mohammad Hasan Ismael Member
Technical Executive Committee-2022 Edition:
Ahmed Taha AL Qurneh Coordinator
Eng. Safaa Yousef Al Adwan Member
Orwa Ahmed Al omyan Member

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