Cambridge
English as a Second Language Third Edition Workbook 1 Peter Lucantoni
CAMBRIDGE UNIVERSITY PRESS
Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo, Delhi, Mexico City Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK www.cambridge.org Information on this title: www.cambridge.org/9780521736022 © Cambridge University Press 2009 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2009 7th printing 2013 Printed in Dubai by Oriental Press A catalogue record for this publication is available from the British Library ISBN 978-0-521-73602-2 Paperback with audio CDs ACKNOWLEDGEMENTS
Cover image: © ImageState/Alamy Every effort has been made to reach copyright holders of material in this book previously published elsewhere. The publisher would be pleased to hear from anyone whose rights they have unwittingly infringed. Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.
ii
Contents Menu Introduction
iv v
Part 1: The world around us Unit 1: Unit 2: Unit 3: Unit 4: Unit 5: Unit 6: Unit 7: Unit 8:
Space Living creatures Natural disasters Water Plants Animals The senses Edible plants
1 5 9 13 17 21 25 29
Part 2: Human endeavour Unit 9: Unit 10: Unit 11: Unit 12: Unit 13: Unit 14: Unit 15: Unit 16: Unit 17: Unit 18:
Explorers Jobs Running Sport Science Technology Buildings Wonders of the world Leisure Films
33 38 43 47 51 55 59 64 68 73
Appendix Transcripts of accompanying audio CDs
77
Contents iii
Part 2: Human endeavour
Part 1: The world around us
Menu
Unit 1: Space
In this unit you will: review vocabulary, look at passive forms, read about astronauts, listen to a film critic, write about a film
Language focus: passive forms
Unit 2: Living creatures
In this unit you will: review vocabulary, do some word building, read about space travel, listen to a scientist talking about endangered species, write a letter
Language focus: word building, signpost words
Unit 3: Natural disasters
In this unit you will: review vocabulary, look at conditional forms, read about the weather, listen to a meteorologist, write an article
Language focus: the 0 conditional for advice and suggestions
Unit 4: Water
In this unit you will: review vocabulary, study superlative forms, read about deserts, listen to a scientist talking about different planets, write about the planet Jupiter
Language focus: superlatives
Unit 5: Plants
In this unit you will: review vocabulary, study imperative forms, read about the orang-utan, listen to someone talking about the flamingo bird, write about an animal
Language focus: imperatives
Unit 6: Animals
In this unit you will: review vocabulary, look at question tags, read about animal names, listen to someone talking about Hawaii, write a description
Language focus: question tags
Unit 7: The senses
In this unit you will: review vocabulary, look at comparative and superlative forms, read about the human brain, listen to a scientist talking about the brain, write a paragraph about the brain
Language focus: comparative and superlative adjectives
Unit 8: Edible plants
In this unit you will: review vocabulary, read about eating disorders, listen to someone talking about a film, focus on referring words, write an e-mail of advice to a friend
Language focus: referring words
Unit 9: Explorers
In this unit you will: review vocabulary, read about space travel, listen to a radio programme about exploration films, look at the past perfect tense, write about Yuri Gagarin
Language focus: the past perfect
Unit 10: Jobs
In this unit you will: review vocabulary, read about glamorous jobs, listen to people talking about youth employment, do some word building, write a job application
Language focus: word building
Unit 11: Running
In this unit you will: review vocabulary, read about dangerous sports, listen to some young people talking about hip hop dancing, look at -ing forms, write about hip hop dancing
Language focus: -ing forms
Unit 12: Sport
In this unit you will: review vocabulary, read about an adventure holiday, listen to someone talking about a desert adventure in Qatar, look at signpost words, write a description of a desert adventure
Language focus: signpost words
Unit 13: Science
In this unit you will: review vocabulary, read about technology, listen to someone talking about air pollution, look at word building, write an e-mail to a friend about pollution
Language focus: word building
Unit 14: Technology
In this unit you will: review vocabulary, read about the Skycar, listen to someone talking about penguins, look at question forms, write a description of an underwater vehicle
Language focus: question forms
Unit 15: Buildings
In this unit you will: review vocabulary, read about bionic buildings, listen to an interview about the Titanic, look at nouns, verbs and adjectives, and write an e-mail to a friend about the Titanic
Language focus: nouns, verbs and adjectives
Unit 16: Wonders of the world
Language focus: passive forms In this unit you will: review vocabulary, read about the Orient-Express, listen to an announcement, look at passive forms, write a description about a train journey
Unit 17: Leisure
In this unit you will: review vocabulary, read about pirate copying, listen to an interview about pirates, focus on modal verbs, write a summary of an interview
Language focus: modal verbs
Unit 18: Films
In this unit you will: review vocabulary, read about special effects in films, listen to someone talking about humans and computers, look at word building, write an article about computers
Language focus: word building
iv Menu
Introduction Cambridge English as a Second Language Workbook 1 supports Coursebook 1 to form a one-year, theme-based intermediate English course. It is for students who are not yet ready to start a demanding, exam-focused course such as the International General Certificate of Secondary Education (IGCSE) in English as a Second Language (E2L). Once you have completed this intermediate course, you could move on to study Coursebook 2 with Workbook 2 and Exam Preparation Guide, which is a two-year exam course that will properly prepare you for the IGCSE E2L examination. It is assumed that most of you who use this book will be studying English in order to improve your educational or employment prospects, and it therefore includes a broad range of topics and themes relevant to this goal. You will find passages and activities based on a wide variety of stimulating cross-curriculum topics and about people from all over the world, which I hope you will enjoy reading and discussing. Workbook 1 follows the same procedure as Coursebook 1 and is divided into two parts: The world around us, and Human endeavour. Each themed part is sub-divided into units, which focus on topics such as Space (Unit 1), Natural disasters (Unit 3), Explorers (Unit 9) and Wonders of the world (Unit 16). Each unit is further divided into five sections, which cover all the language skills of reading, writing and listening, as well as grammar and vocabulary. The content of the Workbook 1 units mirrors the content of the Coursebook 1 units. It provides you with extra grammar and vocabulary practice, while also giving you more reading and listening texts, as well as opportunities for writing. I hope you enjoy using this book and I wish you success in your studies! Peter Lucantoni
Introduction v
Unit 1: Space In this unit you will: review vocabulary, look at passive forms, read about astronauts, listen to a film critic, write about a film.
Vocabulary 1
In Unit 1 of the Coursebook you read about the planets. Here are the nine names of the planets, but the letters have been jumbled. Write out the correct words. a b c d e
2
tupneen reptuji rermcuy sarm lupto
f g h i
unves rathe ratsnu rusuna
How far are the planets from the sun? Copy and label the diagram. Earth
3
Read this paragraph about lenses and complete the gaps with some of the words you learned in Unit 1 of the Coursebook. Lenses Lenses are of great importance in devices that use light. (a) ...... instruments such as cameras, projectors, microscopes and telescopes all produce (b) ...... with lenses, while many people use glasses to correct poor vision. Lenses work by (c) ...... , which is the bending of light (d) ...... when they leave one (e) ...... material (i.e. a material which does not block light) and enter another. With lenses, the two materials are (f) ...... and (g) ...... . The lenses in glasses and contact lenses are used to help the lens in the eye when it cannot bend light rays correctly.
Adapted from The Way Things Work by David Macaulay (DK Limited, 1988).
Unit 1: Space 1
Part 1
The world around us
4
Find twelve living creatures in the wordsearch. L D C T S N A K E I
T M H U L P M L R N
K X I R F I S H J S
R R M T L M C N F E
A R P L L A O R M C
B V A E T B O U T T
B R N T T G P N S D
I N Z R S A H D V E
T B E L G B F C O R
B L E M O N K E Y G
Language focus: passive forms 5
6
Copy and complete the table.
Tense
Subject
Present
to be
Past participle
Final clause
Images
(produce)
by rays.
Past
The planets
(give)
their names.
Present perfect
Many animals
(send)
into space.
Past perfect
Most astronauts
(train)
in Russia.
will future
More training
(require)
next year.
Read the following texts about light rays and eyesight. As you read, put the verbs in brackets into the correct passive form. Then draw some simple diagrams, based on the information in the text.
Light rays
Eyesight
Rays (a) ...... (produce) by light sources. These rays stream out in all directions. When an object (b) ...... (hit) by a light ray, the ray usually bounces off. If light rays enter our eyes, we see either the source of the light or the object that reflected the rays towards us. The angle of the rays gives the object its apparent size.
Light rays from an object (c) ...... (bend) by the lens of the eye. An image (d) ...... (form) by the lens on the light-sensitive retina of the eye, and then this image (e) ...... (change) into a message which travels to the brain. The image is upside down on the retina, but the brain ‘sees’ it as upright.
Adapted from The Way Things Work by David Macaulay (DK Limited, 1988).
7
Write five sentences which contain a verb in the passive.
Reading 8
2 Part 1: The world around us
You are going to read a text about astronauts. Before you read, what do you already know? List five things.
9
Read the text below, then copy and complete the table of information. Basic qualifications and requirements
Special skills and special training, degree in science or maths, ......
Classification of astronauts
Part 1
Length of basic training Training subjects Flight training Other information
10 Read the text again and find words or phrases which have a similar meaning to the following: a b c d e f
make something happen (paragraph 1) eyesight (2) method of transport (3) study of the structure of the Earth, such as rocks (4) very small (5) event that cannot be predicted (6)
Astronauts
Astronaut training
(1) It is probably the dream of every person on this planet to travel to space. However, it is not possible for every person to fulfil this dream, as travelling to space is not only a difficult task, but also requires hard training.
(4) A basic astronaut training period is for two years. During this period, candidates receive training in
(2) Becoming an astronaut requires special skills and special training. Certain basic qualifications are essential, such as a degree in science or maths, and there are requirements for age, height, vision, weight, and so on.
Types of astronaut (3) According to the US space program, there are three types of astronaut: Ǧ Commander/pilot – the commander is in charge of the mission, crew and vehicle; the pilot helps the commander in operating the spacecraft and preparing the satellites. Ǧ Mission specialist – the mission specialist works with the commander and pilots in operating the shuttles, performing space walks, and performing experiments. Ǧ Payload specialist – the payload specialist performs special duties required by the mission and is usually a foreign national.
Ǧ ǩ ƽ ƽ ƽ geology, meteorology, oceanography) Ǧ ǩ ʬ ƽ ƽ materials processing) Ǧ ǀ (5) They are taught parachute jumping, land and sea survival techniques, scuba diving and ways to overcome high (hyperbaric) and low (hypobaric) atmospheric pressure conditions. They also have to pass a swimming test. They are exposed to micro gravity of space flight. Pilot astronauts are given 15 hours of flying training per month in T-38 jets, and mission specialists are given four hours. (6) After being selected for a flight, the candidates receive specific training for the mission at least ten months before the flight. The astronauts are trained in flight simulators, full-scale models of the shuttle and space station, and given underwater training for space walks. The simulations prepare the astronauts for every kind of emergency or contingency. (7) After the training, pilot astronauts are prepared for the flight with training in the shuttle itself. There are meetings, more simulations, medical tests and discussions. These are called debriefings. After this, they are ready for space travel.
Adapted from http://library.thinkquest.org, 8 July 2008.
Unit 1: Space 3
Listening CD 1, Track 1
11 Do you like films about space and science fiction? Which are your favourite films? Are there any which you do not like? Why? Discuss your likes and dislikes with a classmate. 12 Do you know any stories about travelling in time? One of the most famous is H G Wells’s The Time Machine. Two films have been based on the book. You are going to listen to a film critic talking about the story, but before you do, match the words from the listening text with an appropriate meaning.
Word from listening text
Meaning
miniature
base for something to stand on
into thin air
completely
dishevelled
finally
paradisiacal
like a human
humanoid
like paradise
frail
moves very quickly
pedestal
physically weak
courage
smaller version
ultimately
bravery or strength to do something
whizzes
untidy
exhausted
very tired
13 Listen to the talk. The critic will mention the Eloi, who are friendly, and the Morlocks, who are not! As you listen, decide whether each of the following statements is true or false: a b c d e f g h i j
The Time Traveller travels in a small machine. The Time Traveller tells his story to his guests during dinner. The time machine was ready to fly. The Eloi look like humans. To begin with, the Time Traveller cannot get inside the pedestal. The Time Traveller finds his time machine under the ground. The Morlocks use fire to chase the Time Traveller. The Time Traveller starts a fire on purpose. The Morlocks try to trap the Time Traveller inside the time machine. Finally, the Time Traveller disappears for ever.
14 Correct the information which was false in Exercise 13.
Writing 15 What do you think happened to the Time Traveller? Where did he go in time – into the future, or back into the past? Why? Write a paragraph giving your thoughts about where the Time Traveller is now, and saying why.
4 Part 1: The world around us
Unit 2: Living creatures In this unit you will: review vocabulary, do some word building, read about space travel, listen to a scientist talking about endangered species, write a letter.
Vocabulary Find ten everyday objects that could be UFOs in the wordsnake.
um
2
eeaerop
mcorde
r
lan
eh
ove
rcra
ftbirdb
o all
on
In Unit 2 of the Coursebook you read about living things. Copy and complete these words (they are all singular): a b c d e f
3
frisb
iteca
gl
la brel
rb
lk al
id
e
1
__g__ mo______ at__ t____e c__l __ga____
Complete this paragraph using the words from Exercise 2. You may need to make them plural. Living things are made of (a) ...... and (b) ...... that are organised into (c) ...... . The cells in an (d) ...... can be either uniform or specialised for various functions. Also, the cells can be organised into (e) ...... , (f) ...... and systems. Living things on Earth are quite diverse in their organisation and complexity.
Adapted from http://science.howstuffworks.com, 25 April 2008.
4
What are the missing words in this paragraph? Living things grow and develop from smaller and/or simpler forms. For example, a human begins life as a fertilised egg, developing into an (a) ...... , a (b) ...... and then a baby. Subsequently, the baby grows into a (c) ...... , (d) ...... and adult.
Adapted from http://science.howstuffworks.com, 25 April 2008.
Unit 2: Living creatures 5
Part 1
The world around us
5
Write down what all the missing words in Exercises 3 and 4 are in your own language.
Language focus: word building and signpost words 6
Put these signpost words into the appropriate column in a copy of the table below: also although and furthermore however secondly so
When
7
but even though finally firstly lastly on the other hand or
Contrast
In addition
Here are some of the things that Baruti said in Unit 2 of the Coursebook. Choose a suitable signpost word to fill each gap. Baruti: Well, you’re absolutely right, it is a simple question, because yes, UFOs definitely exist! They’re spotted all the time. (a) ...... , nobody has ever seen an actual alien spacecraft. Baruti: Well, yes, that’s very true, (b) ...... they are usually just the result of rare atmospheric events, like ball lightning and sprites. Baruti: Sprites form in the upper atmosphere, about 21 km (or 13 miles) above the ground. Each one lasts less than a second, (c) ...... when lots of them appear and disappear in a row, they can look like a single, fast-moving object. Baruti: Good question. We still aren’t completely sure, because it’s not easy to study them. (d) ...... , it’s thought that they happen when lightning hits nitrogen atoms in the air, leaving a glowing ball of coloured plasma behind. Baruti: (e) ...... some sightings have turned out to be unusual, they were in fact real military aircraft. Their existence may be denied at the time to keep them secret, (f) ...... we find out later what they are. Others are just hoaxes, ranging from the very good, using Hollywood-style digital effects, to the very poor, such as the frisbee-on-string-dangled-beforea-camcorder type! Adapted from www.sciencemuseum.org.uk, 25 April 2008.
8
Read the following paragraph about space tourism. Put the words in brackets into their correct form. On 28 April 2001, Dennis Tito became the first ever fee-paying space tourist. He was (a) (launch) into space in a Russian Soyuz capsule and taken to the International Space Station (ISS), where he stayed for seven days. Since then, there have only been a few other (b) (visit) to space as it is an (c) (extreme) (d) (expense) trip to make. However, in Russia, Europe and the USA, private (e) (company) are already competing to become space tourism (f) (lead).
Adapted from Bahrain and Beyond, p. 36, October/November 2006.
6
Part 1: The world around us
Reading 9
Would you like to travel to space? Why / Why not? Give three reasons why you would or wouldn’t like to do this.
11 Copy and complete the table, putting the words in blue from the text into the correct column in the table, then filling in the other columns for each word. You may not be able to write something in every gap. Some examples have been done for you.
Verb
Noun
Adjective
Adverb
–
–
unique
uniquely
thrill
thrill/thriller
thrilling/thrilled
thrillingly
Why should I travel to space? There are many reasons why somebody might want to travel to space. Space travel offers a unique experience that is found nowhere else in our atmosphere, a thrill and an excitement that can only be felt up there in space. The view of the Earth is said by every astronaut to be one of the most amazing experiences of all. You can see landmarks and geographical features, and there are other striking sights, even on the dark side of the Earth. Lightning flashes roughly 100 times a second and the aurora borealis, sited near the magnetic poles, appear as colourful, rippling cones of light. Not only can you watch dusk and dawn outline the edges of the Earth with multicoloured bands of light, it is also possible to witness the formation of different weather patterns. Because there is no light pollution and no atmosphere, stars will no longer ‘twinkle’, but their various colours become startlingly apparent. Of course, there appears to be no gravity in space, and being weightless is one of the most intriguing factors about space travel. According to a recent Web survey, 88 per cent of people questioned said they wanted to space walk! One of the most popular attractions of space travel, according to another survey, is space sports! Now, what’s that all about?! Adapted from Bahrain and Beyond, p. 37, October/November 2006.
Listening CD 1, Track 2
12 You are going to listen to a scientist being interviewed about endangered species on Earth. Before you listen, decide which of the following ten words and phrases you think you will hear. Use a dictionary to check anything you are unsure about.
Unit 2: Living creatures 7
Part 1
10 Read the text below and use a dictionary to find out what the words printed in blue mean.
adapt to changes in climate declines in numbers dinosaurs gone forever human population hunted and killed wildlife indirect destruction natural extinction polluted some habitats tourist souvenirs 13 Copy the list in Exercise 12, then listen to the interview. As you listen, number the words and phrases in the order that you hear them. 14 Listen again and decide whether each of the following statements is true or false: a b c d e f g h
Man is not the only cause of extinction. The extinction of different species happens at different speeds. Dinosaurs became extinct 200 million years ago. Nobody knows why dinosaurs became extinct. Humans have caused great damage to the planet. Pollution is a form of indirect destruction. Animals are no longer killed for fun. More than one endangered species becomes extinct every year.
Writing 15 How do you feel about species becoming extinct? Write a letter to your school newspaper telling your readers how you feel. You can use information and ideas from the interview you have just heard.
8
Part 1: The world around us
Unit 3: Natural disasters In this unit you will: review vocabulary, look at conditional forms, read about the weather, listen to a meteorologist, write an article.
Vocabulary 1
Find nine words to do with violent weather and natural disasters in the wordsearch. J E H A I L S T O R M
2
V T Q R N T P X S C H
A D O R T Q M U V U P
L R Z R T H N B R P V
A O J Y N A Q R G O K
N U H D M A I U L T C
C G T I R C D C A N M
H H W L A M A O T K C
E T J N Z N X W R X E
T L E Q O F L O O D C
Match the definitions below with five of the words you found in the wordsearch. a b c d e
3
A K A K T C R K H T Q
underground movement of the earth large ocean wave period of dry weather downhill fall of snow column of swirling wind
Think of five aspects of the weather connected with water. Example: rain
Unit 3: Natural disasters 9
Part 1
The world around us
4
Match the words and phrases with the weather type or natural disaster. Can any of the words or phrases match more than one weather type or natural disaster?
Weather type / natural disaster
volcano hurricane flood
Words and phrases ashes Category 2 drowning eruption hide in basement knee-deep water lava molten pick up speed pyroclastic wind
Language focus: the 0 conditional for advice and suggestions 5
Rearrange these words to make correct sentences: a b c d e
6
warning signs in an avalanche area if you are take notice of try to get in the path if you are caught to the side of it of an avalanche try to by an avalanche hit swim with it if you are hide approaches in if a basement hurricane the power cables on boat be a broken careful of if you live
Correct the mistakes in the verb tenses in these sentences: a b c d
If you will see an eruption, will warn others. If you saw buildings shaking, moved to an open area. If you would walk in an avalanche area, never to travel alone. If you can’t to avoid an avalanche, trying to hold on to something solid. e If you have lived in a mobile home, moving out if danger is approaching. 7
Imagine you are talking to a friend who lives in a country where there might be a tsunami. Give your friend five suggestions or pieces of advice.
Reading 8
Read this poem about the weather. How would you describe the weather in each line? For example, how would you describe the ‘horrible’ weather in line 1?
Weather Horrible Weather Staying in bed weather Cuddling up close weather Ignoring the world weather Warm Weather Go for swim weather Take a walk weather Picnic weather Alison Smith Source: www.poemhunter.com, 9 July 2008.
10 Part 1: The world around us
9
You are going to read another poem about the weather: ‘The long drought is over’. Before you read, what do these words mean? ferocity
combat
ravaged
moods
11 Poets often ‘play’ with language, and sometimes break the rules of word order and grammar. Why do you think they do this? 12 Read the poem, then copy and complete these sentences: a b c d e
Some weather experts believe ...... . Seven people have died ...... . The flood swept ...... . The big news story of the day was ...... . People are dying of ...... .
The long drought is over The long drought is over some weather experts believe But weather patterns the experts have been known to deceive In parts of the Country huge flooding the weather seems strange But then we are in the age of climate change The ferocity of Nature cannot be denied In flooding tragedies up country seven people have died Their cars by the flood were swept off of the roadway Their deaths by drowning the big news story of the day For to combat extreme weather patterns we need more than God on our side Nowadays Natural disasters are occuring Worldwide In drought ravaged Lands millions of refugees And thousands are dying of hunger and disease The long drought is over some weather experts do say But the moods of Nature changing every day. Francis Duggan Source: www.poemhunter.com, 9 July 2008.
Listening CD 1, Track 3
13 You are going to listen to a meteorologist being interviewed about monsoons. Before you listen, discuss these questions with a classmate: a b c d e
Where does the word monsoon come from? Where do monsoons occur? What causes them? Which countries experience the worst monsoons? What problems do monsoons create?
Unit 3: Natural disasters 11
Part 1
10 What do you think the tone of the poem is going to be: positive or negative? Why?
14 Look at this list of words and phrases and decide which ones you think you will hear during the interview. Why? drop in temperature flood hazards India land and sea over 35 °C rainfall snowstorms South America southern Europe water supplies winds (noun) winter storms 15 Listen to the interview. As you listen, note the answers to the questions in Exercise 13. Check your answers with a classmate. 16 Listen again for the words and phrases in Exercise 14, and number them in the order that you hear them.
Writing 17 Imagine that you have been to a lecture about water in Sri Lanka and you have written the notes below. Now you are going to write up your notes into a short article for your school magazine or newspaper.
Water in Sri Lanka Charities – given equipment for cleaning dirty water Equipment – removes bacteria, dirt, but not salt Also give people tanks to collect rain from monsoon Project to dig more wells for water Already some wells giving clean drinking water Many people survive on only 3 litres per day Water from wells often has strange taste Wells can be expensive to set up
12 Part 1: The world around us