English Language-BS103CS

English language
1st year Computer Science

BS103
Instructor/ Mahmoud Atef Barakat

‫رؤيـة ورســالة األكاديمية الحديثة‬
‫‪ ‬الرؤيــة ‪:‬‬
‫تتطلع األكاديمية الحديثه لعلوم الكمبيوتر وتكنولوجيا اإلدارة إلى أن تكون متميزة‬
‫فى مجاالت تخصصاتها لمسايرة المستجدات المحلية واإلقليمية والعالمية فى مجال‬
‫األعمال‪.‬‬
‫‪ ‬الرسالة ‪:‬‬
‫تلتزم األكاديمية الحديثه لعلوم الكمبيوتر وتكنولوجيا اإلدارة بإعداد كوادر متخصصة‬
‫فى مجاالت علوم الحاسب اآللى وتكنولوجيا المعلومات ونظم المعلومات االدارية‬
‫والمحاسبة وإدارة االعمال واإلقتصاد وذلك إلمداد المجتمع المحلى والعربى بالكوادر‬
‫البشرية المؤهلة والمزودة باألسس النظرية والتطبيقية الالزمة لسوق العمل فى‬
‫التخصصات المذكورة‪ .‬وتواكب األكاديمية التطورات العلمية والتكنولوجية بأنشطتها‬
‫البحثية كما تساهم فى خدمة المجتمع وتنمية البيئة فى محيطها‪ ،‬ويتم ذلك فى إطار‬
‫من اإللتزام بالقيم األخالقية والعلمية المتعارف عليها‪.‬‬
‫‪I‬‬
Vision:
Modern Academy for Computer Science and Management Technology in Maadi
vision is to achieve excellence in its fields of specialization to match the new local,
regional, and international updates in the labor market.
Mission
The modern academy is committed to prepare professional graduates specialized in
the fields of Computer Science, Information Technology, Management of Information
Systems, Accounting, Business Administration and Economic to provide the regional
and Arab community with professional cadres equipped with theoretical and
professional bases required in the labor market in the aforementioned fields. The
academy keeps up with scientific and technological advancements through research
activities, besides participating in the surrounding community and environmental
services, all this within the frame of commitment to the recognized scientific and
ethical values.
II
‫رؤية برنامج علوم الحاسب‬
.‫تحقيق التميز في مجال علوم الحاسب محليا و إقليميا و دوليا في إطار جودة التعليم‬
PROGRAM VISION
The program vision is to achieve excellence in the fields of
computer science locally, regionally and internationally within
education quality frame.

‫رسالة برنامج علوم الحاسب‬
‫يلتزم برنامج علوم الحاسب باألكاديمية الحديثة لعلوم الكمبيوتر و تكنولوجيا اإلدارة بتقديم‬
‫خدمات تعليمية مطورة تواكب معايير جودة التعليم بما يسهم في إعداد خريج متميز له‬
‫ و لديه القدرة على إجراء أبحاث علمية‬,‫القدرة على المنافسة في تخصص علوم الحاسب‬
. ‫متقدمة و تقديم خدمات فعالة للمجتمع و البيئة المحيطة‬
PROGRAM MISSION
The computer science program is committed to provide updated
educational services that match the standards of the quality of
education, in order to prepare a distinguished graduate having the
ability to complete in the field of computer science, conduct
advanced scientific researches and provide effective services to the
society and surrounding environment.
III
Modern Academy for Computer Science
and Management Technology in Maadi
Department: Computer Science.
Course Specifications
1- 1- Basic Information
Academic year / Level: 1st year /1st term Specialization: Computer Science
Title: English Language Code: BS103
Lecture: - Tutorial: 4 Practical: Total: 4 (Hour/week)
2 – Overall On completion of this course the student will be able to:

Aims Use a foreign language fluently and properly with a special emphasis on pronunciation, Develop
of Course: vocabulary especially in his area of specialization, namely, Computer Science, through reading
texts, enhance his ability to compose well-structured texts.
3 – Intended Learning Outcomes of Course (ILOs):
On completing this course, students should have knowledge and understanding of:
A-Knowledge a1 – Memorize the most common vocabulary related to Computer Science to understand genuine
and texts and internet data in English language. [A1].
Understandin a 2- Identify the essential grammatical rules to better understand genuine texts and internet data in
g: English language. [A1]
a3-Identify basic concepts in different fields related to Computer Science in English.[A8]
On completion of this course the student will be able to:
B-Intellectual
b1 - Illustrate information and concepts from a variety of sources.[B2]
Skills:
b2 -Develop the language skills within a structured and managed environment. [B2]
b3- Evaluate research papers in a range of knowledge areas. [B9]
b4 - Develop certain techniques for improving business writing. [B9]
b5- Avoid plagiarism [B9]
On completion of this course the student will be able to:
C-Professional
c1-Employ elements of English style, proper referencing, grammar and English usage [C3]
and Practical c2- Practice the use of different types of business concepts and vocabulary used in business
Skills: transactions. [C3]
c3- Develop practical skills (such as teamwork, presentation skills, business writing etc) to a
competency level. [C4]
c4- Communicate correctly and efficiently in an academic context. [ C4]
c5- Use different types of visual material (tables, diagrams, graphs and charts), and set up a
bibliography. [C9]
D-General and On completion of this course the student will be able to:
Transferable d1 –Integrate the four language skills. [D1]
Skills: d2- Increase cultural awareness. [D1]
IV
d3- Develop skills to understand, describe and analyze different text types and genres. [D1]
d4- Participate in oral discussions in English. [D2]
d5- Plan and compose short paragraphs on assigned topics. [D2]
d6- Design well-structured and convincing texts, in particular academic essays. [D2]
Week No Contents
4-Contents: 1, 3, 5, 8 Part One: Revision
2,4, 10, Part Two: Reading
13
9, 11, 15 Part Three: Public Speaking
12, 14 Part Four: Glossary
- Tutorials: ( √ ) -Lectures: ( - ) - Exercises: ( √ (

5–Teaching
and - Presentation: ( √ ) -Open Discussion: ( √ ) - Projects: ( - )
Learning
Methods:
- E. Learning: ( √ ) -Web-Site searches: ( √ ) - Self Studies: ( √ )
- Case Study: ( - ) - Chat Room ( √) - Virtual class ( √ )
- Virtual Lab ( - ) - Voice Lectures (√ ) - Movie Lectures ( √)
- Simulation lab ( - ) - Others (list): ( - )
6-Student Assessment Methods:
- Assignments. ( √ ) - Quizzes ( √ ) - Reports ( - )

A-Student
- Researches ( √ ) - Projects ( - ) - Discussions ( √ )
Assessment
Methods: -Presentations ( √ ) - Participation ( √ ) - Midterm Exam ( √ )
- Practical Exam. ( - ) - Open Book Exam ( - ) - Oral Exam ( - )
- Final Exam. ( √ ) Others (list): ( - )
Assessment method Week no.

B-Assessment 1. Assignments Weeks 4 and 9
Schedule: 2. Quizzes Weeks 5, 8, 10
3. Researches Weeks 11
4. Discussions Every week from 2 to 14
5. Presentations Weeks 11
6. Participations Every week from 2 to 11
7. Midterm written exam Week 7
8. Final exam Week 16
V
Assessment Method Marks Percentage (%)
C-Weighting of 9. Assignments
Assessments: 10. Quizzes
11. Researches
Year work 20 20%
12. Discussions
13. Presentations
14. Participations
9-Mid-Term Examination 20 20%
11-Final-Term Examination 60 60 %
Total 100 100%
7-List of References:
A-lecture notes. Lecture Notes, “English Language”, Staff members, Modern Academy for Computer Science and
Management Technology.
B- Essential
books (text Hall, M. and Azar, B. (2010). Understanding and using English grammar. White Plains, NY: Pearson
Education.
books)
Harmer, J. (2015). The Practice of English Language Teaching eBook. Harlow: P.Ed Australia.
Lebeaux, D. (2000). Language acquisition and the form of the grammar. Philadelphia: J. Benjamins.
Lester, M. and Beason, L. (2013). McGraw-Hill handbook of English grammar and usage. New
York: McGraw-Hill.
Swan, M. (2015). Practical English usage. Oxford: Oxford University Press.
C- Recommended
Books
D- Electronic
Materials,
Periodicals,
Web- Sites,
etc….
VI
9- Facilities and - White Board √ -PC / Laptop √
Lecture ... Class √ Lab .. Lecture ... Class √ Lab ...
teaching
- Printers √ - Data Show √
materials: Lecture … Class √ Lab ... Lecture ... Class √ Lab ..
- White Board for Presentation √ - Laser Pointer √
- Laboratories (List): √ - Software Packages (list): ...

Computer labs √ Compilers of C / C++ / or later, MS office ,
Virtual lab. … Simulation Lab … and sharing Screen app. ( i.e.Camtasia)
- Library √ - E. Library: ...
-Webinars: √ -Chat Rooms: √

Moodle √ Zoom √ YouTube √ What’s Up √ Face Book’ Messenger √
WebEx … MS’ Teams … Imo … Viber … line … skype …
Others(list): … Telegram … Others(List): …
-Social Media Networks: √ -Website / Mobile Application √
Facebook √ LinkedIn … Others(List): ….
-Internet connection .. -Recording movie System √
(Cable or Wireless). . (Camera, mic, speaker ,… etc)
- Supplies and raw materials(list): X - Others(list): …………………. ...
- Course Coordinator: Instructor/Mahmoud Atef Signature:…………
- Head of Department: Associated Prof. Hala Meqdad Signature:………… Date: / /
VII
Course Intended Learning Outcomes
Year :2021-2022 Semester : First
Course : English Language Code :BS103
Level : First Year Knowledge Specialization : Computer Science
c.Professio
Understan
b.Intellect
d.General
ual Skills
nal Skills
Hours
Skills
ding
and
a.
Course
Content
c4
a3.
b1
b2
b3
b4
b5
d1
d2
d3
d4
d5
d6
d7
d8
a1
a2
c1
c2
c3
c5
Tu
t.
Part One: Revision 16 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

Part Two: Reading 16 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Part Three: Public
Speaking 12 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Part Four: Glossary 8 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
2-‫) أ‬11( ‫نموذج رقم‬
Teaching and learning methods versus Intended Learning Outcomes
Level : First Year Specialization : Computer Science
a.Knowledge
b.Intellectual Skills c.Professional Skills d.General Skills
Teaching &Understanding
Activities
b1
b3
b4
b5
c1
c5
b2
d1
d2
d3
d4
d5
d6
d7
d8
a1
a2
a3
c2
c3
c4
Tutorials √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Web-Site Search √ √ √ √ √ √ √ √ √ √ √ √ √
Open discussion √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Exercises √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Open √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Discussion
E. Learning √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Self-Studies √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Chat Room √ √ √ √ √ √ √ √ √ √ √ √
Virtual class √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Voice √ √ √ √ √ √ √ √ √ √ √ √ √
Movie
Lectures √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Lectures
VIII
3-‫) أ‬11( ‫نموذج رقم‬
Course Assessment Methods versus Intended Learning Outcomes
Level : First Year Specialization : Computer Science
a.Knowledge
b.Intellectual Skills c.Professional Skills d.General Skills
Methods Of &Understanding
Evaluating ILO's
b1
b3
b4
b5
c1
c5
b2
d1
d2
d3
d4
d5
d6
d7
d8
a1
a2
a3
c2
c3
c4
Midterm Exam √ √ √ √ √ √ √ √
Final Exam √ √ √ √ √ √ √ √ √
Assignments √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Quizzes √ √ √ √ √ √ √ √ √ √ √ √ √
Discussions √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Presentations √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Participations √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
IX
Content Page
Part One: Revision 1
A- Pronouns 2
B- Subject verb agreement 11
C- Punctuation 22
D- Confusing words and homonyms 26
Part Two: Reading 33
Unit 1. What is a computer? 34
Unit 2. History of computers 40
Unit 3. Characteristics of computers 47
Unit 4. Computer capabilities and limitations 54
Part Three: Public Speaking 61
Part Four: Glossary 123
Part one
Revision
1
A- pronouns
Pronouns replace nouns. A different pronoun is required depending on
two elements: the noun being replaced, and the function that noun has in
the sentence. In English, pronouns only take the gender of the noun they
replace in the 3rd person singular form. The 2nd person plural pronouns
are identical to the 2nd person singular pronouns except for the reflexive
pronoun.
1. Subject PRONOUNS
Subject pronouns replace nouns that are the subject of their clause. In the
3rd person, subject pronouns are often used to avoid repetition of the
subject's name.
Examples:
 This table is old. It needs to be repainted.
 We aren't coming.
 They don't like pancakes.
2. OBJECT PRONOUNS
Object pronouns are used to replace nouns that are the direct or indirect
object of a clause.
Examples:
 The teacher wants to talk to you.
 Jake is hurt because Bill hit him.
2
 Mary received a letter from her last week.
 Tell them to hurry up!
3. POSSESSIVE ADJECTIVES (DETERMINERS)
Possessive adjectives are not pronouns, but rather determiners. It is useful

to learn them at the same time as pronouns, however, because they are
similar in form to the possessive pronouns. Possessive adjectives function
as adjectives, so they appear before the noun they modify. They do not
replace a noun as pronouns do.
Examples:
 Did mother find my shoes?
 Mrs. Baker wants to see your homework.
 Can Jake bring over his baseball cards?
 Samantha will fix her bike tomorrow.
 The cat broke its leg.
 This is our house.
 Where is their school?
3
4. POSSESSIVE PRONOUNS
Possessive pronouns replace possessive nouns as either the subject or the

object of a clause. Because the noun being replaced doesn't appear in the
sentence, it must be clear from the context.
Examples:
 This bag is mine.
 That bag looks like his.
 These shoes are not hers.
 That car is ours. Theirs is parked in the garage.
5. REFLEXIVE & INTENSIVE PRONOUNS
Reflexive and intensive pronouns are the same set of words but they have
different functions in a sentence. Reflexive pronouns refer back to the
subject of the clause because the subject of the action is also the direct or
indirect object. Only certain types of verbs can be reflexive. You cannot
remove a reflexive pronoun from a sentence because the remaining
sentence would be grammatically incorrect.
Examples:
 You cut yourself on this nail?
 He hurt himself on the stairs.
4
 She found herself in a dangerous part of town.
 The cat threw itself under my car!
Intensive pronouns emphasize the subject of a clause. They are not the
object of the action. The intensive pronoun can always be removed from
a sentence without changing the meaning significantly, although the
emphasis on the subject will be removed. Intensive pronouns can be
placed immediately after the subject of the clause, or at the end of the
clause.
Examples:
 I made these cookies myself.
 You yourself asked Jake to come.
 My teacher didn't know the answer herself.
5
Subject ObjectPossessive Possessive Reflexive
Adjective
Pronoun Pronoun Pronoun or
(Determiner)
Intensive
Pronoun
1st I me my mine myself
person
singular
2nd you you your yours yourself

person
singular
3rd he him his his himself

person
singular,
male
3rd she her her hers herself

person
singular,
female
3rd it it its itself

person
singular,
neutral
1st we us our ours ourselves

person
plural
2nd you you your yours yourselves

person
plural
6
Exercises:
 Use the correct personal pronouns. Watch the words in brackets.
1. is dreaming. (George)
2. is green. (the blackboard)
3. are on the wall. (the posters)

4. is running. (the dog)
5. are watching TV. (my mother and I)
6. are in the garden. (the flowers)
7. is riding his bike. (Tom)

8. is from Bristol. (Victoria)
9. has got a brother. (Diana)
10. Have got a computer, Mandy?
 Choose the correct personal pronoun.

1. ( ) am sitting on the sofa.
2. ( ) are watching TV.
3. Are ( ) from England?
4. ( ) is going home.
5. ( ) are playing football.
6. ( ) is a wonderful day today.
7. ( ) are speaking English.
8. Is ( ) Kevin's sister?
9. Are ( ) in the cinema?
 Which object form of the personal pronoun can substitute the

underlined phrase in the sentence?
7
1- The teacher always gives the students homework.
me
them
you
2- I am reading the book to my little sister.
her
us
him
3- The boys are riding their bikes.
it
them
her
4- My father is writing a letter to John.
me
her
him
5- I don't know the answer.
she
her
it
6- Sally is going to Anne.
her
him
me
8
7- Open the window, please.
it
them
us
8- Can you tell the people the way to the airport, please?
you
them
us
9- The books are for Peter.
him
her
you
10- Can you help my sister and me, please?
her
me
us
 Use the possessive determiner or the possessive pronoun in the
gaps.
1. The bus stop is near house. (we)
2. How is new school? (you)
3. This is my bag and that is . (he)
4. Sophia's hair is longer than . (I)
5. It's turn now. (I)

6. The bike on the right is . (you)
7. Which desk is ? (we)
9
8. Here are tickets. (she)
9. The children brushed teeth. (they)
10. Our school is much nicer than . (they)

 Use the personal pronoun in brackets in its subject or object
form or as a possessive determiner or a possessive pronoun.
1. We can phone my grandma and ask . (she)
2. Are your friends? (they)
3. is working on presentation. (she)
4. Excuse , can ask a question? (I)
5. can ride skateboards. (they)
6. is friend. (he)
7. This is not jacket, was blue. (I)
8. bought it for . (she)
9. These two cats are . (we)
10. don't eat potatoes because don't like . (they)

 Choose the correct reflexive pronouns.
1. Robert made this T-shirt ( ).
2. Lisa did her homework ( ).
3. We helped ( ) to some Coke at the party.
4. Emma, did you take the photo by ( ).
5. I wrote this poem ( ).
6. He cut( )with the knife while he was doing the dishes.
10
B- SUBJECT VERB AGREEMENT
Being able to find the right subject and verb will help you correct errors
of subject-verb agreement.
Basic Rule. A singular subject (she, Bill, car) takes a singular

verb (is, goes, shines), whereas a plural subject takes a plural verb.
Example: The list of items is/are on the desk.
If you know that (list) is the subject, then you will choose( is) for the
verb.
 Rule 1. A subject will come before a phrase beginning with of.

This is a key rule for understanding subjects. The word of is the
culprit in many, perhaps most, subject-verb mistakes. Hasty
writers, speakers, readers, and listeners might miss the all-too-
common mistake in the following sentence:
Incorrect: A bouquet of yellow roses lends color and fragrance to the
room.
Correct: A bouquet of yellow roses lends . . . (bouquet lends, not roses
lend).
 Rule 2. Two singular subjects connected by or,

either/or, or neither/nor require a singular verb.
Examples:
My aunt or my uncle is arriving by train today.
Neither Juan nor Carmen is available.
Either Kiana or Casey is helping today with stage decorations.
11
 Rule 3. The verb in an or, either/or, or neither/nor sentence agrees
with the noun or pronoun closest to it.
Examples:
Neither the plates nor the serving bowl goes on that shelf.
Neither the serving bowl nor the plates go on that shelf.
This rule can lead to bumps in the road. For example, if I is one of two
(or more) subjects, it could lead to this odd sentence:
Awkward: Neither she, my friends, nor I am going to the festival.
If possible, it's best to reword such grammatically correct but awkward
sentences.
Better:
Neither she, I, nor my friends are going to the festival.
OR
She, my friends, and I are not going to the festival.
 Rule 4. As a general rule, use a plural verb with two or more

subjects when they are connected by and.
Example: A car and a bike are my means of transportation.
But note these exceptions:
Exceptions:
Breaking and entering is against the law.
The bed and breakfast was charming.
In those sentences, breaking and entering and bed and breakfast are
compound nouns.
 Rule 5a. Sometimes the subject is separated from the verb by such
words as along with, as well as, besides, not, etc. These words and
phrases are not part of the subject. Ignore them and use a singular
verb when the subject is singular.
12
Examples:
The politician, along with the newsmen, is expected shortly.
Excitement, as well as nervousness, is the cause of her shaking.
 Rule 5b. Parentheses are not part of the subject.

Example: Joe (and his trusty mutt) was always welcome.
If this seems awkward, try rewriting the sentence.
 Rule 6. In sentences beginning with here or there, the true subject

follows the verb.
Examples:
There are four hurdles to jump.
There is a high hurdle to jump.
Here are the keys.
NOTE:
The word there's, a contraction of there is, leads to bad habits in

informal sentences like There's a lot of people here today, because it's
easier to say "there's" than "there are." Take care never to
use there's with a plural subject.
 Rule 7. Use a singular verb with distances, periods of time, sums of

money, etc., when considered as a unit.
Examples:
Three miles is too far to walk.
Five years is the maximum sentence for that offense.
Ten dollars is a high price to pay.
BUT
Ten dollars (i.e., dollar bills) were scattered on the floor.
13
 Rule 8. With words that indicate portions—e.g., a lot, a majority,
some, all—Rule 1 given earlier in this section is reversed, and we
are guided by the noun after of. If the noun after of is singular, use
a singular verb. If it is plural, use a plural verb.
Examples:
A lot of the pie has disappeared.
A lot of the pies have disappeared.
A third of the city is unemployed.
A third of the people are unemployed.
All of the pie is gone.
All of the pies are gone.
Some of the pie is missing.
Some of the pies are missing.
 Rule 9. With collective nouns such

as group, jury, family, audience, population, the verb might be
singular or plural, depending on the writer's intent.
Examples:
All of my family has arrived OR have arrived.
Most of the jury is here OR are here.
A third of the population was not in favor OR were not in favor of the
bill.
14
NOTE:
Anyone who uses a plural verb with a collective noun must take
care to be accurate—and also consistent. It must not be done
carelessly. The following is the sort of flawed sentence one sees and
hears a lot these days:
The staff is deciding how they want to vote.

Careful speakers and writers would avoid assigning the
singular is and the plural they to staff in the same sentence.
Consistent: The staff are deciding how they want to vote.
Rewriting such sentences is recommended whenever possible. The

preceding sentence would read even better as:
The staff members are deciding how they want to vote.
 Rule 10. The word were replaces was in sentences that express a
wish or are contrary to fact:
Example: If Joe were here, you'd be sorry.
Shouldn't Joe be followed by was, not were, given that Joe is
singular? But Joe isn't actually here, so we say were, not was. The
sentence demonstrates the "subjunctive mood", which is used to
express things that are hypothetical, wishful, imaginary, or
factually contradictory. The subjunctive mood pairs singular
subjects with what we usually think of as plural verbs.
Examples:
I wish it were Friday.
15
Subject and Verb Agreement Quiz 1
For each of the following, choose the sentence in which the subject
and verb agree.
1.
A) Every one of the shirts has a green collar.
B) Every one of the shirts have a green collar.
2.
A) This singer, along with a few others, play the harmonica on stage.
B) This singer, along with a few others, plays the harmonica on stage.
3.
A) Sandals and towels are essential gear for a trip to the beach.
B) Sandals and towels is essential gear for a trip to the beach.
4.
A) The president or the vice president are speaking today.
B) The president or the vice president is speaking today.
5.
A) Either Cassie or Marie pays the employees this afternoon.
16
B) Either Cassie or Marie pay the employees this afternoon.
6.
A) Either the sculpture or the paintings are in the museum today.
B) Either the sculpture or the paintings is in the museum today.
7.
A) The coat or the hats are in that closet.
B) The coat or the hats is in that closet.
8.
A) Neither she nor I is getting the lunch special.
B) Neither she nor I am getting the lunch special.
C) Neither she nor I are getting the lunch special.
17
9.
A) Each of the dancers twirls brilliantly.
B) Each of the dancers twirl brilliantly.
10.
A) Mustard greens are my favorite vegetable.
B) Mustard greens is my favorite vegetable.
11.
A) Everybody at the party was enjoying the food.
B) Everybody at the party were enjoying the food.
18
Subject and Verb Agreement Quiz 2
For each of the following, choose the sentence in which the subject
and verb agree.
1.
A) More than half of the basketball court is used for volleyball practice.
B) More than half of the basketball court are used for volleyball practice.
2.
A) Some of the potatoes is salted.
B) Some of the potatoes are salted.
3.
A) Either of the classic cars is for sale.
B) Either of the classic cars are for sale.
4.
A) A limousine and driver is in the driveway.
19
B) A limousine and driver are in the driveway.
5.
A) Neither my radio nor my television is working.
B) Neither my radio nor my television are working.
6.
A) Six dollars is too much to pay for a gumdrop.
B) Six dollars are too much to pay for a gumdrop.
7.
A) The weather in the Western states are cold sometimes..
B) The weather in the Western states is cold sometimes.
8.
A) The water polo team have won the state championship for the second time.
20
B) The water polo team has won the state championship for the second time.
9.
A) That skier is one of those who compete nationally.
B) That skier is one of those who competes nationally.
10.
A) There have to be some people left who care about English.
B) There has to be some people left who care about English.
11.
A) A number of suggestions was made.
B) A number of suggestions were made.
21
C- Punctuation
Punctuation is used to create sense, clarity and stress in sentences. You
use punctuation marks to structure and organize your writing.
You can quickly see why punctuation is important if you try and read this
text which has no punctuation at all:
perhaps you dont always need to use commas periods colons etc to
make sentences clear when i am in a hurry tired cold lazy or angry i
sometimes leave out punctuation marks grammar is stupid i can
write without it and dont need it my uncle Harry once said he was
not very clever and i never understood a word he wrote to me i
think ill learn some punctuation not too much enough to write to
Uncle Harry he needs some help
 Now let's see if punctuating it makes a difference!
Perhaps you don't always need to use commas, periods, colons etc.
to make sentences clear. When I am in a hurry, tired, cold, lazy, or
angry I sometimes leave out punctuation marks. "Grammar is
stupid! I can write without it and don't need it," my uncle Harry
once said. He was not very clever, and I never understood a word he
wrote to me. I think I'll learn some punctuation - not too much,
enough to write to Uncle Harry. He needs some help!
 Use the pages in this punctuation section to learn how to make

your English clearer and better organized.
22
1- Periods
 Rule 1. Use a period at the end of a complete sentence that is a
statement.
Example: I know him well.
 Rule 2. If the last item in the sentence is an abbreviation that ends

in a period, do not follow it with another period.
Incorrect: This is Alice Smith, M.D..

Correct: This is Alice Smith, M.D.
Correct: Please shop, cook, etc. We will do the laundry.
 Rule 3. Question marks and exclamation points replace and

eliminate periods at the end of a sentence.
2- Comma
 Rule 1. Commas are the most common way to separate one list
item from the next. The final two items in the list are usually
separated by "and" or "or", which should be preceded by a comma.
Examples:
 I met Harry, we went for a swim together, and afterwards Harry

went home.
 My estate goes to my husband, son, daughter-in-law, and nephew.
 Rule 2. Use a comma to separate two adjectives when the order of

the adjectives is interchangeable.
Example: He is a strong, healthy man.

We could also say: healthy, strong man.
Example: We stayed at an expensive summer resort.

We would not say summer expensive resort, so no comma.
Another way to determine if a comma is needed is to mentally

put and between the two adjectives. If the result still makes sense, add the
comma. In the examples above, a strong and healthy man makes sense,
but an expensive and summer resort does not.
23
 Rule 3. In sentences where two independent clauses are joined by
connectors such as and, or, but, etc., put a comma at the end of the
first clause.
Incorrect: He walked all the way home and he shut the door.
Correct: He walked all the way home, and he shut the door.
*Some writers omit the comma if the clauses are both quite short:
Example: I paint and he writes.
 Rule 4. Use a comma to enclose non-defining relative clauses and

other non-essential details and comments. The comma is placed on
either side of the insertion
Example:
 China, one of the most powerful nations on Earth, has a huge

population.
 Jason's grandmother, who was born in 1930, lived through the
Second World War.
 Cats, unlike dogs, do not respect their masters.
* FINAL WARNING
Putting a comma in the wrong place can lead to a sentence with a
completely different meaning, look at these two sentences:
I detest liars like you; I believe that honesty is the best policy. = I detest
you because you are a liar.
I detest liars, like you; I believe that honesty is the best policy. = You
and I both detest liars.
3- Spacing with Punctuation

 Rule 1. With a computer, use only one space following periods,
commas, semicolons, colons, exclamation points, question marks,
and quotation marks. The space needed after these punctuation
marks is proportioned automatically.
24
 Rule 2. Use no spaces on either side of a hyphen.
Example: We borrowed twenty-three sheets of paper.
25
D- Confusing Words and Homonyms
Many words in English sound or look alike, causing confusion. This
section lists some of these words, and other troublemakers.
1- A and An
-Use 'a' when the first letter of the word following has the sound of a
consonant. Keep in mind that some vowels can sound like consonants,
such as when they're sounded out as individual letters. Also, some letters,
notably h and u, sometimes act as consonants (home, usual), other times
as vowels (honest, unusual).
Examples:
a yearning- a hotel- a U-turn
-Use 'an' when the first letter of the word following has the sound of a
vowel.
Examples:
an unfair charge
an honor (the h is silent)
an HMO plan (H is pronounced "aitch")
an NAACP convention (the N is pronounced "en")
2- Accept and Except
-Accept means "to acknowledge" or "to agree to."
Example: I accept your invitation.
-Except is usually a preposition used to specify what isn't included

26
Example: I like all fruits except apples.
3- Adapt and Adopt
-To 'adapt' is to take something and change it for a special purpose.
Example:
A screenwriter adapts a book to make it work as a movie.
An organism adapts (itself) to a new environment.
-To 'adopt' is to take something and use it or make it your own.
Example:
A government adopts a different policy.
A family adopts an orphan.
4- Bare and Bear
-Bare as an adjective means "unconcealed": bare arms. As a verb it

means "expose": to bare one's feelings.
-Bear as a noun refers to a wild animal. As a verb it has many meanings,

from "carry" (bear arms) to "tolerate" (I can't bear it) to "steer" (bear
right at the corner).
5- Burglary and Robbery
-Burglary and robbery are not synonyms. Burglary is illegal entry of a

structure or dwelling with the intent to commit a crime, usually
theft. Robbery is the act of taking someone else's property by force or the
threat of force.
27
6- Cache, Cachet and Cash
-As a noun, cache refers to a hidden supply of valuables, such as food,

jewels, and cash. But it can also refer to the hiding place where you keep
those items. The verb cache means "to hide treasure in a secret place": He
cached all of his cash in a cache.
-The noun cachet means "prestige; distinction:" Few cities can match the
cachet of Paris.
-Cash refers to money in coins or notes: Will you pay by credit card or in
cash?
Also, it refers to exchanging a check, etc. for cash
7- Cite, Sight and Site
-Cite: to quote; to praise; to mention; to order to appear in court.
-Sight: the ability to see; a scene or view.
-Site: a location or position.
8- Compare To and Compare With
-When we compare something to something else, we are placing two

things—sometimes very different things—in the same category and
commenting on connections we perceive. We are expressing an opinion
or making an observation.
Examples:
I'd compare the view from your living room to a painting by Bierstadt.
28
Ruben compared Giorgio's spaghetti to dog food.
-When we compare something with something else, we are not

expressing opinions or making personal statements. We are placing two
things side by side and noting empirical similarities and differences. Our
purpose is to be fair and impartial. The accuracy or inaccuracy of our
findings can be verified.
Example:
Any writer can compare himself with Shakespeare and discover how far
he falls short.
9-Complement and Compliment
As both noun and verb, complement refers to an added element that

enhances, rounds out, or puts a final touch on something.
Compliment, noun and verb, is about nice words or gestures "a polite
expression of praise or admiration".
Example: Try this perfect complement to your order, with our

compliments.
10- Discreet, Discrete
-Discreet: careful not to attract attention, tactful.
Example: I took the phone, and she went discreetly into the living room.
-Discrete: separate, detached.
29
11- e.g. and i.e.
These two helpful abbreviations are often used interchangeably, a sorry

mistake that impoverishes the language.
The term e.g. means "for example."
The term i.e. means "that is" or "by which I mean" or "in other words."
Sometimes the right choice requires careful thought, as in this case:

Certain members of my family (i.e., Mom and Uncle Jake) are
vegetarians. In that sentence, the i.e. tells us that Mom and Uncle Jake are
the only family members who don't eat meat. But what if we replaced i.e.
with e.g.: Certain members of my family (e.g., Mom and Uncle Jake) are
vegetarians. Now the sentence indicates that there are other vegetarians in
the family besides Mom and Uncle Jake.
12- Heal and Heel
-Heal: to repair; to restore to health.
Example: Within six weeks the bruising had gone, but it was six months
before it all healed...
-Heel: the back part of the foot; a scoundrel.
Example: Achilles heel, in high heels.
13- Imply and Infer
-Infer is not a synonym for imply. Imply is done by a speaker or

writer—specifically, one who is being indirect: She implied that I'm a
30
fool means that she didn't come right out and say it, but she got her point
across.
Example: ‎Implied condition, Implied powers.
-Infer is done by a perceptive listener or reader who "catches" your

meaning: I infer that you think I'm a fool.
Example: Logical inference, Inference programming.
Imply is akin to suggest and insinuate; infer is akin to deduce and

conclude.
14- Lessen, Lesson
-Lessen: to decrease.
-Lesson: something learned or studied.
15- Manner and Manor
-Manner: a method; a behavior.
Example: Convincing manner, common manners, friendly manner.
-Manor: a palatial residence.
Example: Manor house
16- Morning and Mourning
Morning: the start of the day, between night and afternoon.
31
Mourning: sorrow over a tragedy.
17- Raise and Raze
-Raise: to lift up.
-Raze: to take down.
18- Reign and Rein
-Reign: period in power (noun); to be in power (verb).
-Rein: a strap to control horses (noun); to control or guide (verb).
19- Review and Revue
-Review: an examination or criticism (noun); to assess, to analyze

(verbs).
-Revue: a variety show.
20- Stair and Stare
-Stair: a step.
-Stare: to gaze intently.
32
Part 2
Reading
33
Unit 1. What is a computer?
A computer is a machine with an intricate network of electronic

circuits that operate switches or magnetize tiny metal cores. The
switches, like the cores, are capable of being in one of two
possible states, that is, on or off; magnetized or demagnetized.
The machine is capable of storing and manipulating numbers,
letters and characters. The basic idea of a computer is that we
can make the machine do what we want by inputting signals that
turn certain switches on and turn others off, or that magnetize or
do not magnetize the cores.
The basic job of computers is the processing of information. For

this reason, computers can be defined as devices which accept
information in the form of instructions called a program and
characters called data, perform mathematical and/or logical
operations on the information, and then supply results of these
operations. The program, or part of it, which tells the computers
what to do and the data, which provide the information needed
to solve the problem, are kept inside the computer in a
place called memory.
Computers are thought to have many remarkable powers.
However, most computers, whether large or small have three
basic capabilities. First, computers have circuits for performing
arithmetic operations, such as: addition, subtraction, division,
34
multiplication and exponentiation. Second, computers have a
means of communicating with the user. After all, if we couldn’t
feed information in and get results back, these machines
wouldn’t be of much use. However, certain computers
(commonly minicomputers and microcomputers) are used to
control directly things such as robots, aircraft navigation
systems, medical instruments, etc.
Some of the most common methods of inputting information are
to use punched cards, magnetic tape, disks, and terminals. The
computer's input device (which might be a card reader, a tape
drive or disk drive, depending on the medium used in inputting
information) reads the information into the computer.
For outputting information, two common devices used are a

printer which prints the new information on paper, or a CRT
display screen which shows the results on a TV-like screen.
35
Third, computers have circuits which can make decisions. The
kinds of decisions which computer circuits can make are not of
the type: “Who would win a war between two countries?” or
“Who is the richest person in the world?” Unfortunately, the
computer can only decide three things, namely: Is one number
less than another? Are two numbers equal? and, Is one number
greater than another?
A computer can solve a series of problems and make hundreds,
even thousands, of logical decisions without becoming tired or
bored. It can find the solution to a problem in a fraction of the
time it takes a human being to do the job. A computer can
replace people in dull, routine tasks, but it has no originality; it
works according to the instructions given to it and cannot
exercise any value judgments. There are times when a computer
seems to operate like a mechanical 'brain', but its
achievements are limited by the minds of human beings. A
computer cannot do anything unless a person tells it what to do
and gives it the appropriate information; but because electric
pulses can move at the speed of light, a computer can carry out
vast numbers of arithmetic- logical operations almost
instantaneously. A person can do everything a computer can do,
but in many cases that person would be dead long before the job
was finished.
36
Unit 1. What is a computer?
 Decide whether the following statements are true or false.

1. A computer can store or handle any data even if it hasn't
received information to do so.
2. All computers accept and process information in the form of
instructions and characters.
3. The information necessary for solving problems is found in
the memory of the computer.
4. Not all computers can perform arithmetic operations, make
decisions, and communicate in some way with the user
5. Computers can still be useful machines even if they can't
communicate with the user.
6. There are many different devices used for feeding information
into a computer.
7. There aren't as many different types of devices used for
giving result as there are for accepting information.
8. Computers can make any type of decision they are asked to.
9. Computers can work endlessly without having to stop to rest
unless there is a breakdown.
 Refer back to the text and find the synonyms.
1. complex ..….intricate…..
2. fundamental …………………
37
3. a way …………………
4. uninterested …………………
5. accomplishments …………………
 Refer back to the text and find the antonyms.

1. large …………………
2. receiving …………………
3. reject …………………
4. unusual …………………
5. small …………………
 Complete the following statements with the appropriate

words.
core Device data
circuit terminal switch
program memory medium
CRT display
1. Every computer has ………………… for performing

arithmetic operations, operating…………………or magnetized
………………… .
2. A …………………with a screen is normally referred to
as a………………… unit.
38
3. A computer is a ………………… that processes information
in the form of ………………… and …………………and can
store this information in a ………………….
4. Card readers, tape drives, or disk drives are

different………………… for inputting information.
39
Unit 2. History of computers
Let us take a look at the history of the computers that we know

today.
The very first calculating device used was the ten fingers of a
man’s hands. This, in fact, is why today we still count in tens
and multiples of tens. Then the abacus was invented, a bead
frame in which the beads are moved from left to right. People
went on using some form of abacus well into the 16th century,
and it is still being used in some parts of the world because it
can be understood without knowing how to read.
During the 17th and 18th centuries many people tried to find
easy ways of calculating. J. Napier, a Scotsman, devised a
mechanical way of multiplying and dividing, which is how the
modern slide rule works. Henry Briggs used Napier’s ideas to
produce logarithm tables which all mathematicians use today.
Calculus, another branch of mathematics, was independently
invented by both Sir Isaac Newton, an Englishman, and
Leibnitz, a German mathematician.
The first real calculating machine appeared in 1820 as the result
of several people's experiments. This type of machine, which
saves a great deal of time and reduces the possibility of making
mistakes, depends on a series of ten-toothed gear wheels. In
1830 Charles Babbage, an Englishman, designed a machine that
40
was called ‘The Analytical Engine’. This machine, which
Babbage showed at the Paris Exhibition in 1855, was an
attempt to cut out the human being altogether, except for
providing the machine with the necessary facts about the
problem to be solved. He never finished this work, but many of
his ideas were the basis for building today's computers.
In 1930, the first analog computer was built by an American

named Vannevar Bush. This device was used in World War II to
help aim guns. Mark I, the name given to the first digital
computer, was completed in 1944. The men responsible for this
invention were Professor Howard Aiken and some people from
IBM.
This was the first machine that could figure out long
lists of mathematical problems, all at a very fast rate. In 1946
two engineers at the University of Pennsylvania, J. Eckert and J.
Mauchly, built the first digital computer using parts called
vacuum tubes. They named their new invention ENIAC.
Another important advancement in computers came in 1947,
when John von Newmann developed the idea of keeping
instructions for the computer inside the computer’s memory.
The first generation of computers, which used vacuum tubes,
came out in 1950. Univac I is an example of these
computers which could perform thousands of calculations
per second. In 1960, the second generation of computers was
41
developed and these could perform work ten times faster than
their predecessors. The reason for this extra speed was the use of
transistors instead of vacuum tubes. Second-generation
computers were smaller, faster and more dependable than first-
generation computers.
The third-generation computers appeared on the market in 1965.
These computers could do a million calculations a second,
which is 1000 times as many as first-generation computers.
Unlike second-generation computers, these are controlled by
tiny integrated circuits and are consequently smaller and more
dependable. Fourth-generation computers have now arrived,
and the integrated circuits that are being developed have been
greatly reduced in size. This is due to microminiaturization,
which means that the circuits are much smaller than before;
as many as 1000 tiny circuits now fit onto a single chip. A chip
is a square or rectangular piece of silicon, usually from
1/10 to 1/4 inch, upon which several layers of an integrated
circuit are etched or imprinted, after which the circuit is
encapsulated in plastic, ceramic or metal. Fourth-generation
computers are 50 times faster than third-generation computers
and can complete approximately 1,000,000 instructions per
second.
At the rate computer technology is growing, today’s computers
might be obsolete by 1988 and most certainly by 1990. It has
been said that if transport technology had developed as rapidly
42
as computer technology, a trip across the Atlantic Ocean today
would take a few seconds.
43
Unit 2. History of computers

1. The abacus and the fingers are two calculating devices still in
use today.
2. The slide rule was invented hundreds of years ago.
3. During the early 1880s, many people worked on inventing
a mechanical calculating machine.
4. Charles Babbage, an Englishman, could well be called the
father of computers.
5. The first computer was invented and built in the USA.
6. Instructions used by computers have always been kept inside
the computer's memory.
7. Using transistors instead of vacuum tubes did nothing to
increase the speed at which calculations were done.
8. As computers evolved, their size decreased and their
dependability increased.
9. Today's computers have more circuits than previous
computers.
10. Computer technology has developed to a point
from which new developments in the field will take a long
time to come.
44
1. machine .…….……...……
2. designed ……………….…
3. a lot .…………………
4. errors ……………….…
5. solve ……………….…

1. old ……………….…
2. a few .…………………
3. to include .…………………
4. contemporaries .…………………
5. still in use .…………………
 Match the following words in column A with the

statements in column B.
A B
1. Abacus a. instrument used for doing
multiplication and division
2. Calculus b. used in the first digital computers
3. Analog computer c. an instrument used for counting

4. Digital computer d. used in mathematics
5. Vacuum tubes e. circuitry of fourth-generation
computers
45
6. Transistors f. invented by Americans in 1944
7. Chip g. made computers smaller and
faster
8. Microminiaturization h. used to help aim guns
9. Slide rule i. the reduction of circuitry onto a
chip
10. Logarithm tables j. a branch of mathematics text and
find the synonyms.
46
Unit 3. Characteristics of computers
Computers are machines designed to process, electronically,

specially prepared pieces of information which are termed
data. Handling or manipulating the information that has been
given to the computer, in such ways as doing calculations,
adding information or making comparisons is called processing.
Computers are made up of millions of electronic devices
capable of storing data or moving them, at enormous
speeds, through complex circuits with different functions.
All computers have several characteristics in common,

regardless of make or design. Information, in the form of
instructions and data, is given to the machine, after which the
machine acts on it, and a result is then returned. The information
presented to the machine is the input; t he internal manipulative
operations, the processing; and the result, the output. These
three basic concepts of input, processing, and output occur in
almost every aspect of human life whether at work or at play.
For example, in clothing manufacturing, the input is the pieces
of cut cloth, the processing is the sewing together of these
pieces, and the output is the finished garment.
47
figure 3.1
Figure 3.1 shows schematically the fundamental hardware

components in a computer system. The centerpiece is called
either the computer, the processor, or, usually, the central
processing unit (CPU). The term ‘computer’ includes those parts
of hardware in which calculations and other data manipulations
are performed, and the high-speed internal memory in which
data and calculations are stored during actual execution of
programs. Attached to the CPU are the various peripheral
devices such as card readers and keyboards (two common
examples of input devices). When data or programs need to be
saved for long periods of time, they are stored on various
secondary memory devices or storage devices such as magnetic
tapes or magnetic disks.
Computers have often been thought of as extremely large

adding machines, but this is a very narrow view of their
function. Although a computer can only respond to a certain
48
number of instructions, it is not a single-purpose machine since
these instructions can be combined in an infinite number of
sequences. Therefore, a computer has no known limit on the
kinds of things it can do; its versatility is limited only by the
imagination of those using it.
In the late 1950s and early 1960s when electronic computers of

the kind in use today were being developed, they were very
expensive to own and run. Moreover, their size and reliability
were such that a large number of support personnel were needed
to keep the equipment operating. This has all changed now that
computing power has become portable, more compact, and
cheaper.
In only a very short period of time, computers have greatly
changed the way in which many kinds of work are performed.
Computers can remove many of the routine and boring tasks
from our lives, thereby, leaving us with more time for
interesting, creative work. It goes without saying that computers
have created whole new areas of work that did not exist before
their development.
49
Unit 3 Characteristics of computers

1. All information to be processed must be prepared in such a
way that the computer will understand it.
2. Because of the complex electronic circuitry of a computer,
data can be either stored or moved about at high speeds.
3. Not all computers can process data given to them and produce
results.
4. The basic concepts of data processing are restricted to
computers alone.
5. The processor is the central component of a computer system.
6. All other devices used in a computer system are attached to
the CPU.
7. Memory devices are used for storing information.
8. Computers are very much restricted in what they can do.
9. Computers today cost less, are smaller, and need fewer people
to operate them than in the past.
10. Computers haven't changed our working conditions very
much.
1. called .…….……...……
2. tremendous ……………….…
50
3. ideas .…………………
4. react ……………….…
5. take away ……………….…

1. taken away ……………….…
2. wide .…………………
3. limited .…………………
4. immovable .…………………
5. after .…………………
 Choose the appropriate form of the words to complete the

sentences.
1. addition, add, added, additional, additionally, additive
a. Many terminals can be ………………………… to a basic
system if the need arises.
b. ………………………… and subtraction are two basic
mathematical operations.
c. When buying a system there is often no
………………………… charge for the programs.
2. complication, complicate, complicated, complicating,

complicatedly
a. There can be many ………………………… involved in
setting up a computer in an old building.
51
b. It is sometimes a very ………………………… process
getting into a computer installation for security reasons.
c. It is sometimes very ………………………… to explain
computer concepts.
3. difference, differ, different, differently, differential,
differentiate
a. There isn't a very big ………………………… in
flowcharting for a program to be written in Cobol or Fortran.
b. There are many ………………………… computer
manufacturers today, and a buyer must be able to
………………………… between the advantages and
disadvantages of each.
c. The opinions of programmers as to the best way of solving a
problem often
………………………… greatly.
4. reliably, rely on, reliable, reliability

a Computers are ………………………… machines.
b. If you don't know the meaning of a computer term, you
cannot always
………………………… an all-purpose dictionary for the
answer.
c. Computers can do mathematical operations
quickly and ………………………. .
52
 Complete the following statements with the appropriate
words.
processing magnetic tape hardware
input magnetic disk processor
output single-purpose personnel
secondary memory
1. Information ………………… takes place in the

………………… not in the ………………… device or
………………… device.
2. The …………………refers to all the electromechanical

devices used in a computer installation.
3. ………………… and ………………… units are used

as ………………… storage devices.
4. A computer isn’t usually a ………………… machine and

may require specialized ………………… to operate it and all its
related equipment.
53
Unit 4. Computer capabilities and limitations
Like all machines, a computer needs to be directed and

controlled in order to perform a task successfully. Until such
time as a program is prepared and stored in the computer's
memory, the computer 'knows' absolutely nothing, not even how
to accept or reject data. Even the most; sophisticated computer,
no matter how capable it is, must be told what to do. Until the
capabilities and the limitations of a computer are recognized, its
usefulness cannot be thoroughly understood.
In the first place, it should be recognized that computers are

capable of doing repetitive operations. A computer can perform
similar operations thousands of times, without becoming bored,
tired, or even careless.
Secondly, computers can process information at extremely rapid

rates. For example, modern computers can solve certain classes
of arithmetic problems millions of times faster than a skilled
mathematician. Speeds for performing decision-making
operations are comparable to those for. Arithmetic operations
but input-output operations, however, involve mechanical
motion and hence require more time. On a typical computer
system, cards are read at an average speed of 1000 cards per
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minute and as many as 1000 lines can be printed at the same
rate.
Thirdly, computers may be programmed to calculate

answers to whatever level of accuracy is specified by the
programmer. In spite of newspaper headlines such as ‘Computer
Fails’, these machines are very accurate and reliable especially
when the number of operations they can perform every second is
considered. Because they are man-made machines, they
sometimes malfunction or break down and have to be repaired.
However, in most instances when the computer fails, it is due to
human error and is not the fault of the computer at all.
In the fourth place, general-purpose computers can

be programmed to solve various types of problems because of
their flexibility. One of the most important reasons why
computers are so widely used today is that almost every big
problem can be solved by solving a number of little problems –
one after another.
Finally, a computer, unlike a human being, has no intuition. A

person may suddenly find the answer to a problem without
working out too many of the details, but a computer can only
proceed as it has been programmed to.
55
Using the very limited capabilities possessed by all computers,
the task of producing a university payroll, for instance, can be
done quite easily. The following kinds of things need be done
for each employee on the payroll. First: Input information about
the employee such as wage rate, hours worked, tax rate,
unemployment insurance, and pension deductions. Second: Do
some simple arithmetic and decision making operations. Third:
Output a few printed lines on a cheque. By repeating this
process over and over again, the payroll will eventually be
completed.
56
Unit 4. Computer capabilities and limitations

1. A computer cannot do anything until it has been programmed.
2. A computer is a useless machine if its capabilities and
limitations are unknown.
3. A computer can repeat the same operation over and over
again forever if permitted.
4. The speed at which different computer components function
is considered to be one of the limitations of a computer.
5. Computers do not usually make mistakes unless they break
down.
6. A computer can think and solve problems by itself.
7. A computer is a single-purpose machine in that it cannot be
programmed to solve various types of problems.
8. Computers can solve big problems by following a series of
simple steps.
9. A computer usually solves problems by doing some
mathematical and decision-making operations.
10. Computers are used because they are fast and exact.

1. job .…….……...……
2. comprehended ……………….…
3. clever .…………………
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4. cases ……………….…
5. salary sheet ……………….…

1. basic ……………….…
2. exceptional .…………………
3. run well .…………………
4. slowly .…………………
5. employer .…………………
 Choose the appropriate form of the words to complete the

sentences.
1. repetition, repeat, repetitive, repeatedly, repeating
a. There are some people who ............................. arrive late to
class whenever they're working on a program because they
forget the time.
b. A computer can do ........................ operations without getting
tired or bored.
с. .................................. which can be a boring and unproductive
task has been eliminated with the use of computers.
d. A computer can .................................. the same operation
over and over again accurately without becoming bored or tired.
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2. comparison, compare, comparable, comparatively,
comparative a. Renting a computer isn’t .................................. to
owning one. b. Computers can .................................. numbers.
с. There is sometimes very little .................................. to be
made between two different brand-name microcomputers.
d. The difference in price of microcomputers from different
manufacturers can be .................................. small.
3. repairs, repaired, repairable, repair

a. When the computer is down it needs to
be.................................. .
b. Electronic equipment often takes a long time
to.................................. .
с. .................................. to a computer system are often done by
the same company who manufactured the system.
4. accuracy, accurate, accurately

a. A computer is always .................................. in its results if
well prepared.
b. .................................. is one of the advantages of using
computers in research or in statistical analysis.
c. Computers can produce results quickly
and...................................
59
 Match the following words in column A with the
statements in column B.
A B
1. decision-making operations a. can solve different types of
problems
2. programmer b. all the equipment needed

input, process and output
information
3. general-purpose computers c. those which compare
numbers
4. computer system d. decides what the program is

to be
60
Part 3
Public speaking
61
Asking for permission to do something takes many different
forms. Perhaps you need to get permission to do something at
work, or perhaps you need to ask a friend for permission to use
one of her possessions, or may be you need to ask the teacher if
you can leave room for a moment or two. Remember to
use polite forms when asking for permission to do something or
use an object as you are asking a favor of that person.
How to Ask for Permission in English
Can I + verb (very informal)
 Can I go out tonight?

 Can he have dinner with us?
NOTE: The use of "Can I do something?" is very informal, and

considered incorrect by many. However, it is used in everyday
informal speech and for that reason has been included.
May I + verb
 May I have another piece of pie?

 May we go out with our friends tonight?
NOTE: Traditionally, the use of "May I do somethi ng?" has

been used for asking permission. In modern society, this form
has become a little more formal and is often replaced with other
forms such as "Can I..." and "Could I ..." Many argue that "Can I
62
..." is incorrect because it refers to ability. However, this form is
quite common in everyday, spoken situations.
Could I please + verb
 Could I please go with Tom to the movie?

 Could we please go on trip this weekend?
Do you think I could + verb
 Do you think I could use your cell phone?
 Do you think I could borrow your car?
Would it be possible for me + infinitive
 Would it be possible for me to use your computer for a

few minutes?
 Would it be possible for to study in this room?
Would you mind if I + verb in past
 Would you mind if I stayed a few more minutes?

 Would you mind if I took a five minute break?
Would you mind my + verb + ing + your + object
 Would you mind my using your cellphone?

 Would you mind my playing your piano?
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How to Grant Permission in English
If you would like to say "yes" to someone who asks permission,

you can give permission using these phrases. The first three are
more informal, while the fourth is formal.
 Sure.
 No problem.
 Go right ahead.
 Please feel free + infinitive
How to Politely Refuse a Favor/Deny Permission
Saying 'no', is never fun, but sometimes it's necessary. See

the conversations below for some examples.
 I'm afraid I'd prefer if you didn't / don't.

 Sorry, but I'd rather you not do that.
 Unfortunately, I need to say no.
 I'm afraid that's not possible.
When denying permission, people will sometimes instead offer

to help in other ways, using the words "how about" and
"instead" to offer alternatives.
 I'm afraid I can't let you borrow my car, but I could drive
you instead.
 I can't babysit your daughter. How about I call my sitter
for you instead?
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 I wish I could help out; maybe another time.
Sample Dialogues for Practice: Asking for Permission

Which Is Given
 Jack: Hi Sam, do you think I could use your cell phone for
a moment?
 Sam: Sure, no problem. Here you are.
 Jack: Thanks buddy. It will only be a minute or two.
 Sam: Take your time. No rush.

 Jack: Thanks!
 Student: Would it be possible for me to have a few more

minutes to review before the quiz?
 Teacher: Please feel free to study for a few more minutes.
 Student: Thank you very much.
 Teacher: No problem. Do you have any questions in
particular?
 Student: Uh, no. I just need to review things quickly.
 Teacher: OK. We'll begin in five minutes.
 Student: Thank you.
Example Situations: Asking for Permission Which Is Denied
 Employee: Would you mind if I came in late to work

tomorrow?
65
 Boss: I'm afraid I'd prefer if you didn't.
 Employee: Hmmm. What if I work overtime tonight?
 Boss: Well, I really need you for the meeting tomorrow. Is
there any way you can do whatever it is you need to do
later.
 Employee: If you put it that way, I'm sure I can figure
something out.
 Boss: Thanks, I appreciate it.
 Son: Dad, can I go out tonight?

 Father: It's a school night! I'm afraid that's not possible.
 Son: Dad, all my friends are going to the game!
 Father: I'm sorry son. Your grades haven't been the best
recently. I'm going to have to say no.
 Son: Ah, Dad, come on! Let me go!
 Father: Sorry son, no is no.
66
Practice Situations
Find a partner and use these suggestions to practice asking for

permission, as well as giving and denying permission as shown
in the examples. Make sure to vary the language you use when
practicing rather than using the same phrase over and over
again.
 go out on a weekday evening with friends

 use someone's car for the day
 use someone's cell or smart phone
 take a day or two off work
 skip school for a day
 play someone's piano
 use someone's computer
 make a copy of an article in a magazine
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Asking for information can be as simple as asking for the time,
or as complicated as asking for details about a complicated
process. In both cases, it's important to use the appropriate form
for the situation. For example, when asking for information
from a friend, use a more informal or colloquial form. When
asking a colleague, use a slightly more formal form, and when
asking for information from a stranger, use an appropriately
formal construction.
Very Informal Structures
If you are asking a friend or family member for information, use

a direct a question.
Simple Question Structure: Wh? + Helping Verb + Subject +

Verb
How much does it cost?

Where does she live?
More Formal Structures
Use these forms for simple, everyday questions in stores, with

colleagues at work, and in other informal situations.
Structure: Pardon me / Excuse me + Can / Could you tell me +

Wh? + Subject + verb?
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Can you tell me when the train arrives?
Pardon me, could you tell me how much the book costs?
Formal and More Complicated Questions
Use these forms when asking complicated questions that require

a lot of information. These should also be used when asking
questions of important people such as your boss, on a job
interview, etc.
Structure: I wonder if you could + tell me/explain/provide

information on...
I wonder if you could explain how health insurance is handled at

your company.
I wonder if you could provide information on your pricing
structure.
Structure: Would you mind + verb + ing
Would you mind telling me a little bit more about benefits at

this company?
Would you mind going over the savings plan again?
Replying to a Request for Information
If you would like to provide information when asked for

information, start your reply with one of the following phrases.
Informal
69
 Sure.
 No problem.
 Let me see.
More Formal
 I'd be happy to answer that.

 I should be able to answer your question.
 It'd be a pleasure to help you.
When providing information people will sometimes also offer to

help in other ways. See the example conversations below for an
example.
Saying No
If you do not have the answer to a request for information, use

one of the phrases below to indicate that you are unable to
answer the question. Saying 'no,' is never fun, but sometimes it's
necessary. Instead, it's common to offer a suggestion as to where
someone might find the information.
Informal
 Sorry, I can't help you out.

 Sorry, but I don't know that.
 That's beyond me, sorry.
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More Formal
 I'm afraid I don't have the answer to that question.

 I'd like to help you. Unfortunately, I don't have that
information / don't know.
Role Play Exercises
Simple situation:
Brother: When does the movie start?

Sister: I think it's at 8.
Brother: Check, will you?
Sister: You're so lazy. Just a second.
Brother: Thanks sis.
Sister: Yes, it starts at 8. Get off the couch sometimes!
Customer: Excuse me, can you tell me where I can find

menswear?
Shop Assistant: Sure. Menswear is on the second floor.
Customer: Oh, also, could you tell me where sheets are.
Shop Assistant: No problem, sheets are on the third floor at the

back.
Customer: Thanks for your help.
Shop Assistant: My pleasure.
More complex or formal situation:

71
Man: Excuse me, would you mind answering some questions?
Business Colleague: I'd be happy to help.
Man: I wonder if you could tell me when the project is going to
begin.
Business Colleague: I believe we're beginning the project next
month.
Man: and who will be responsible for the project.
Business Colleague: I think Bob Smith is in charge of the
project.
Man: OK, finally, would you mind telling me how much the
estimated cost will be?
Business Colleague: I'm afraid I can't answer that. Perhaps you
should speak with my director.
Man: Thank you. I thought you might say that. I'll speak to Mr.
Anders.
Business Colleague: Yes, that would be best for that type of
information. Man: Thank you for helping out.
Business Colleague: My pleasure.
72
Use polite questions when shopping or helping a customer in a
shop. Polite questions are asked with 'could', 'may', and 'would'.
You can also ask for advice in shops using 'should'.
Shopping for a Sweater
Shop assistant: May I help you?

Customer: Yes, I'm looking for a sweater.
Shop assistant: What size are you?

Customer: I'm an extra large.
Shop assistant: Would you like a plain sweater or something

else?
Customer: I'm looking for a plain blue sweater.
Shop assistant: How about this one?

Customer: Yes, that's nice. Could I try it on?
Shop assistant: Certainly, the changing rooms are over there.

Customer: Thank you. (goes into a changing room to try on the
sweater)
Shop assistant: How does it fit?

Customer: It's too large. Do you have a large?
Shop assistant: Yes, here you are. Would you like to try it on to
see if it fits?
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Customer: No that's Okay. Thank you. I'll take it. I'm also
looking for some nice slacks.
Shop assistant: Great. We have some very nice wool slacks over
here. Would you like to take a look?
Customer: Yes, thanks for your help.
Shop assistant: What are your measurements?

Customer: I'm a 38'' waist and a 32" inseam.
Shop assistant: What do you think about these?

Customer: They're nice, but I'd prefer cotton trousers if you
have them.
Shop assistant: Certainly, our summer slacks collection is over

here. How about these?
Customer: Yes, I like those.
Do you have them in grey as well?
Shop assistant: Yes, here's a pair. You said you the

measurements are 38" by 32", didn't you?
Customer: Yes, that's correct. I'll go try them on.
Shop assistant: Let me know if you need any help.

Customer: Thank you. (comes back) These are great. So, that
makes one sweater and a pair of grey slacks.
74
Shop assistant: OK, how would you like to pay?
Customer: Do you take credit cards?
Shop assistant: Yes, we do. Visa, Master Card, and American

Express.
Customer: OK, here's my Visa.
Shop assistant: Thank you. Have a nice day!

Customer: Thank you, goodbye.
Key Vocabulary
Phrases
 Could / May I help you?

 Could I try it (them) on?
 How does it fit?
 How would you like to pay?
 I'm looking for...
 I'd prefer...
Words
 Changing rooms
 Size - extra small, small, medium, large, extra large - Used
with standard measurements
 Measurements - used with specific measurements for
trousers, suits, etc.
 Shop assistant/store clerk
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 Trousers/Slacks/Pants
 Waist
 Inseam
 Credit cards
Quiz
Provide the missing word to fill in the gaps to complete this

conversation with a store clerk.
Store clerk: Hello, _____ I help you find anything?

Customer: Yes, I'm looking _____ a blouse and some matching
trousers.
Store clerk: Great. What _____ would you like?

Customer: I'm _____ for a white blouse and black trousers.
They're for an important job interview.
Store clerk: Okay. Please follow me to the business apparel

section.
Customer: Thanks for your help.
Store clerk: It's my pleasure. Do you see anything you like?

Customer: Yes, that blouse looks nice.
Store clerk: What _____ are you?

Customer: I'm a small. Now, let's take a look at the pants.
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Store clerk: These are nice. Would you like to _____ them on?
Customer: Do you have anything else?
Store clerk: Yes, we also have these trousers.

Customer: I like those, I'll try those _____ .
Store clerk: What are your _____ ?

Customer: I have a 26" waist and 32" inseam.
Store clerk: Here's a pair. Would you like to try them on?
Customer: Yes, where's the _____ ?
Store clerk: You can try them on over there.

Customer: Thank you. (tries the clothing on, walks out of the
changing room to show the store clerk) What do you think?
Store clerk: You look fantastic! I'm sure you'll get that job!
Customer: Thanks! I'll take them.
Store clerk: Would you like to _____ by cash or by credit card?

Customer: _____ , please.
Here's my visa card.
Store clerk: Thank you. That will be $145.
Answers
 May/could/can
 For
77
 Color
 Size
 Try
 On
 Measurements
 Changing room
 Pay
 Credit card
78
These short English conversations focus on telephoning in
English. Here are five common situations used when
telephoning in English. To begin with, each situation first
presents the entire telephoning English conversation. Next, each
situation has two separate versions with either caller 1 or caller
2 left blank. These telephoning English conversations can be
used in the following ways:
 Use the entire telephoning English conversation in pairs to

practice the situations.
 Use the separate telephoning English
conversations with your role. The other role is taken away
so that you can listen to your partner more carefully.
 Use the telephoning English conversations without your
role once you have used the role plays a number of times.
This will help you memorize common phrases used in
typical telephoning English situations.
Feel free to print out these telephoning English situations for use
in class, or share the telephoning conversations with your
friends online. For example, you could call your friend on
Skype, navigate to a telephoning English practice page and
practice together by each taking a role, exchanging roles, and
practicing a few times. Click on the following telephoning
English conversations to begin.
79
Making a Doctor's Appointment
Caller 1: Dr. Peterson's office. How may I help you?

Caller 2: I'd like to make an appointment to see the doctor.
Caller 1: Certainly, are you ill at the moment?

Caller 2: Yes, I'm not feeling very well.
Caller 1: Do you have a fever, or any other symptoms?

Caller 2: Yes, I have a slight fever and aches and pains.
Caller 1: OK, Dr. Peterson can see you tomorrow. Can you
come in the morning?
Caller 2: Yes, tomorrow morning is fine.
Caller 1: How about 10 o'clock?

Caller 2: Yes, 10 o'clock is fine.
Caller 1: May have your name?

Caller 2: Yes, it's David Lain.
Caller 1: Have you seen Dr. Peterson before?

Caller 2: Yes, I had a physical exam last year.
Caller 1: Yes, here you are. OK, I've scheduled for ten o'clock
tomorrow morning.
Caller 2: Thank you.
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Caller 1: Drink plenty of warm fluids and get a good night's
sleep!
Caller 2: Thank you. I'll do my best. Goodbye.
Caller 1: Goodbye.
Role Play: Caller 1
Caller 1: Dr. Peterson's office. How may I help you?

Caller 2: _____
Caller 1: Certainly, are you ill at the moment?

Caller 2: _____
Caller 1: Do you have a fever, or any other symptoms?

Caller 2: _____
Caller 1: OK, Dr. Peterson can see you tomorrow. Can you
come in the morning?
Caller 2: _____
Caller 1: How about 10 o'clock?

Caller 2: _____
Caller 1: May have your name?

Caller 2: _____
Caller 1: Have you seen Dr. Peterson before?

Caller 2: _____
81
Caller 1: Yes, here you are. OK, I've scheduled for ten o'clock
tomorrow morning.
Caller 2: _____
Caller 1: Drink plenty of warm fluids and get a good night's

sleep!
Caller 2: _____
Caller 1: Goodbye.
Role Play: Caller 2
Caller 1: _____
Caller 2: I'd like to make an appointment to see the doctor.
Caller 1: _____
Caller 2: Yes, I'm not feeling very well.
Caller 1: _____
Caller 2: Yes, I have a slight fever and aches and pains.
Caller 1: _____
Caller 2: Yes, tomorrow morning is fine.
Caller 1: _____
Caller 2: Yes, 10 o'clock is fine.
Caller 1: _____
Caller 2: Yes, it's David Lain.
82
Caller 1: _____
Caller 2: Yes, I had a physical exam last year.
Caller 1: _____
Caller 2: Thank you.
Caller 1: _____
Caller 2: Thank you. I'll do my best. Goodbye.
Caller 1: _____
Leaving a Message
Caller 1: Hello, this is Jane.

Caller 2: Hello, this is Ken. May I speak with Andy?
Caller 1: I'm afraid Andy isn't in at the moment.

Caller 2: Could you take a message?
Caller 1: Sure, just a moment let me get a pencil... OK.

Caller 2: Great. Can you tell Andy that we're meeting tomorrow
at three o'clock.
Caller 1: OK ... three o'clock meeting with Ken. Does he know

where the meeting is?
Caller 2: Tell him we'll be meeting in the corner office
downtown.
83
Caller 1: Yes, corner office downtown. Is there anything else?
Caller 2: I'll leave my telephone number just in case he doesn't
have it.
Caller 1: OK, I'm ready.

Caller 2: Yes, my cell phone number is 439 908 7754.
Caller 1: That's 439 808 7754.

Caller 2: No, it's 439 908 7754.
Caller 1: Ah, sorry.

Caller 2: No problem. Thanks for your help.
Caller 1: I'll make sure Andy sees this as soon as he gets in

tonight.
Caller 2: Thank you. Good bye.
Caller 1: Good bye.
Role Play: Caller 1
Caller 1: Hello, this is Jane.

Caller 2: _____
Caller 1: I'm afraid Andy isn't in at the moment.

Caller 2: _____
Caller 1: Sure, just a moment let me get a pencil... OK.

Caller 2: _____
84
Caller 1: OK ... three o'clock meeting with Ken. Does he know
where the meeting is?
Caller 2: _____
Caller 1: Yes, corner office downtown. Is there anything else?

Caller 2: _____
Caller 1: OK, I'm ready.

Caller 2: _____
Caller 1: That's 439 808 7754.

Caller 2: _____
Caller 1: Ah, sorry.

Caller 2: _____
Caller 1: I'll make sure Andy sees this as soon as he gets in

tonight.
Caller 2: _____
Caller 1: Good bye.
Role Play: Caller 2
Caller 1: _____
Caller 2: Hello, this is Ken. May I speak with Andy?
Caller 1: _____
Caller 2: Could you take a message?
85
Caller 1: _____
Caller 2: Great. Can you tell Andy that we're meeting tomorrow
at three o'clock.
Caller 1: _____
Caller 2: Tell him we'll be meeting in the corner office
downtown.
Caller 1: _____
Caller 2: I'll leave my telephone number just in case he doesn't
have it.
Caller 1: _____
Caller 2: Yes, my cell phone number is 439 908 7754.
Caller 1: _____
Caller 2: No, it's 439 908 7754.
Caller 1: _____
Caller 2: No problem. Thanks for your help.
Caller 1: _____
Caller 1: Good bye.
Making a Dinner Reservation
Caller 1: Good Evening Brown's Grill how may I help you?

Caller 2: Hello, I'd like to make a dinner reservation for Friday.
86
Caller 1: Certainly, I'd be happy to help you with that. How
many people are there in your party?
Caller 2: There'll be four people.
Caller 1: ... and what time would you like to make a reservation
for?
Caller 2: Let's say at seven o'clock.
Caller 1: I'm afraid we don't have anything available then. We

could seat you at six o'clock or at eight o'clock.
Caller 2: Oh, OK. Let's make the reservation for eight o'clock.
Caller 1: Fine, eight o'clock on Friday evening for four peopl e.

May have your name?
Caller 2: Yes, it's Anderson.
Caller 1: Is that Anderson with an 'e' or an 'o'?

Caller 2: Anderson with an 'o'.
Caller 1: Thank you. Great. I have a table for four for the
Anderson party at eight o'clock on Friday evening.
Caller 2: Thank you very much.
Caller 1: You're welcome. We'll see you on Friday.

Caller 2: Yes, see you then. Good bye.
Caller 1: Good bye.
87
Role Play: Caller 1
Caller 1: Good Evening Brown's Grill how may I help you?

Caller 2: _____
Caller 1: Certainly, I'd be happy to help you with that. How

many people are there in your party?
Caller 2: _____
Caller 1: ... and what time would you like to make a reservation
for?
Caller 2: _____
Caller 1: I'm afraid we don't have anything available then. We

could seat you at six o'clock or at eight o'clock.
Caller 2: _____
Caller 1: Fine, eight o'clock on Friday evening for four people.

May have your name?
Caller 2: _____
Caller 1: Is that Anderson with an 'e' or an 'o'?

Caller 2: _____
Caller 1: Thank you. Great. I have a table for four for the
Anderson party at eight o'clock on Friday evening.
Caller 2: T_____
88
Caller 1: You're welcome. We'll see you on Friday.
Caller 2: _____
Caller 1: Good bye.
Role Play: Caller 2
Caller 1: _____
Caller 2: Hello, I'd like to make a dinner reservation for Friday.
Caller 1: _____
Caller 2: There'll be four people.
Caller 1: _____
Caller 2: Let's say at seven o'clock.
Caller 1: _____
Caller 2: Oh, OK. Let's make the reservation for eight o'clock.
Caller 1: _____
Caller 2: Yes, it's Anderson.
Caller 1: _____
Caller 2: Anderson with an 'o'.
Caller 1: _____
Caller 1: _____
Caller 2: Yes, see you then. Good bye.
89
Caller 1: _____
Telephoning the School About Your Child
Caller 1: Good morning, Washington Grade School, this is

Chris. How may I help you?
Caller 2: Good morning, this is Alice Smith, I'm calling for my
daughter, Judy. She's not feeling well today.
Caller 1: I'm sorry to hear that. I hope it's not too bad.
Caller 2: No, no she has a little fever and a cough. Nothing too
serious.
Caller 1: Well, I hope she feels well soon.

Caller 2: Thank you. Do you think I could get her homework
for today?
Caller 1: Is there any specific class?

Caller 2: I'm especially concerned about math and science.
Caller 1: OK, is it alright for me to give your e-mail address to

the teachers? They can then send the homework along later
today.
Caller 2: That would be great. Do you have my e-mail on file?
Caller 1: Just a moment, ... we have chrisp at gmail dot come. Is

that correct?
Caller 2: Yes, that is correct.
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Caller 1: OK, I'll make sure Mr Brown and Ms White get your
message and e-mail.
Caller 1: I hope Judy feels well soon.

Caller 2: She should be fine by tomorrow. Thanks for your
help.
Caller 1: My pleasure, have a nice day.

Caller 1: Good bye.
Role Play: Caller 1
Caller 1: Good morning, Washington Grade School, this is

Chris. How may I help you?
Caller 2: _____
Caller 1: I'm sorry to hear that. I hope it's not too bad.
Caller 2: _____
Caller 1: Well, I hope she feels well soon.

Caller 2: _____
Caller 1: Is there any specific class?

Caller 2: _____
Caller 1: OK, is it alright for me to give your e-mail address to

the teachers? They can then send the homework along later
91
today.
Caller 2: _____
Caller 1: Just a moment, ... we have chrisp at gmail dot come. Is

that correct?
Caller 2: _____
Caller 1: OK, I'll make sure Mr Brown and Ms White get your
message and e-mail.
Caller 2: _____
Caller 1: I hope Judy feels well soon.

Caller 2: _____
Caller 1: My pleasure, have a nice day.

Caller 2: _____
Caller 1: Good bye.
Role Play: Caller 2
Caller 1: _____
Caller 2: Good morning, this is Alice Smith, I'm calling for my
daughter, Judy. She's not feeling well today.
Caller 1: _____
Caller 2: No, no she has a little fever and a cough. Nothing too
serious.
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Caller 1: _____
Caller 2: Thank you. Do you think I could get her homework
for today?
Caller 1: _____
Caller 2: I'm especially concerned about math and science.
Caller 1: _____
Caller 2: That would be great. Do you have my e-mail on file?
Caller 1: _____
Caller 2: Yes, that is correct.
Caller 1: _____
Caller 1: _____
Caller 2: She should be fine by tomorrow. Thanks for your
help.
Caller 1: _____
Caller 1: Good bye.
Asking a Question about a Bill
Caller 1: Good afternoon, Northwest Electricity, how may I

help you?
93
Caller 2: Good afternoon, this is Robert Tips, I have a question
about my electricity bill this month.
Caller 1: I'd be happy to help you with that Mr. Tips. Can I
have your account number?
Caller 2: I'm afraid I don't have that with me.
Caller 1: It's no problem, I'll just look your name up in our

database.
Caller 2: Great.
Caller 1: Could you give me your address as well?

Caller 2: It's 2368 NW 21st Ave. Vancouver, Washington.
Caller 1: Yes, I have your account up on my computer. How

may I help you?
Caller 2: The last bill I received seemed too high.
Caller 1: Yes, I see that it was considerably higher than last

year. Did you use more electricity?
Caller 2: No, I don't think we used any more electricity that the
year before.
Caller 1: OK, I'll tell you what I can do. I'll mark this and have
a supervisor take a look at the account.
Caller 2: Thank you. When can I expect an answer?
94
Caller 1: We should have an answer for you by the end of the
week. I'll give you an inquiry number.
Caller 2: OK, let me get a pen .... OK, I'm ready.
Caller 1: It's 3471.

Caller 2: That's 3471.
Caller 1: Yes, that's correct.

Caller 2: Thank you for your help.
Role Play: Caller 1
Caller 1: _____
Caller 2: Good afternoon, this is Robert Tips, I have a question
about my electricity bill this month.
Caller 1: _____
Caller 2: I'm afraid I don't have that with me.
Caller 1: _____
Caller 2: Great.
Caller 1: _____
Caller 2: It's 2368 NW 21st Ave. Vancouver, Washington.
Caller 1: _____
Caller 2: The last bill I received seemed too high.
95
Caller 1: _____
Caller 2: No, I don't think we used any more electricity that the
year before.
Caller 1: _____
Caller 2: Thank you. When can I expect an answer?
Caller 1: _____
Caller 2: OK, let me get a pen .... OK, I'm ready.
Caller 1: _____
Caller 2: That's 3471.
Caller 1: _____
Caller 2: Thank you for your help.
Role Play: Caller 2
Caller 1: Good afternoon, Northwest Electricity, how may I

help you?
Caller 2: _____
Caller 1: I'd be happy to help you with that Mr. Tips. Can I
have your account number?
Caller 2: _____
Caller 1: It's no problem, I'll just look your name up in our

database.
Caller 2: _____
96
Caller 1: Could you give me your address as well?
Caller 2: _____
Caller 1: Yes, I have your account up on my computer. How

may I help you?
Caller 2: _____
Caller 1: Yes, I see that it was considerably higher than last

year. Did you use more electricity?
Caller 2: _____
Caller 1: OK, I'll tell you what I can do. I'll mark this and have
a supervisor take a look at the account.
Caller 2: _____
Caller 1: We should have an answer for you by the end of the

week. I'll give you an inquiry number.
Caller 2: _____
Caller 1: It's 3471.

Caller 2: _____
Caller 1: Yes, that's correct.

Caller 2: _____
97
One of the nicest things you can do in any language is to
compliment someone. You might want to compliment so meone
on what they did, how they look or what they have. Here are
forms and phrases to compliment others in English. I've
arranged compliments into complimenting ability,
complimenting looks, and complimenting possessions in both
formal and informal situations.
Complimenting Ability
Use these phrases to compliment someone on an ability they

have.
If you'd like to learn something from the person about his / her
ability, start with a compliment. The person will probably help
you learn more and be happy to talk about how to do it.
Formal
 If you don't mind my saying, you are a(n) excellent /

outstanding / superb + (noun phrase)
 I must say you really know how to + (verb)
 You are a fine + (noun phrase)
 What a(n) excellent / outstanding / superb / + (noun
phrase) you are!
 I admire your ability to + (verb)
98
Mr. Smith, if you don't mind my saying, you are an excellent
public speaker.
I must say you really know how to paint.
I admire your ability to think on your feet.
Informal
 You're great at (verb + ing)

 You can really (verb)
 Wow, I wish I could (verb) as well as you!
 You're an amazing / awesome / incredible + (noun phrase)
Wow! You're great at skiing!

You can really cook. This is amazing food!
You're an awesome student.
Complimenting Looks
Use these phrases to compliment someone on how they look.
I've divided this into two categories: for women and for men. It's
important to use the right language for the situation. If you pay
someone a compliment on their looks in the wrong way, it's
possible that your compliment will not be accepted.
Formal
Notice how we ask permission to pay compliments on good

looks in formal English.
99
This is to ensure that no one gets the wrong idea about your
intention.
 May I be so bold as to compliment your + (dress / hair /

outfit / etc.)?
 You are looking beautiful / handsome today.
 May I pay you a compliment? You really look beautiful /
handsome / elegant /etc. today.
 I hope you don't mind, but you are looking beautiful /
handsome today.
Ms. Anders, may I be so bold as to compliment you on your

dress?
I hope you don't mind, but I just had to say how wonderful you
look today.
May I pay you a compliment, Mary? You really look fantastic
today.
Informal
 Wow, you're hot!

 You look great today!
 Excuse me, are you a model?
 I really love your (dress / hair / outfit / etc.).
 What a beautiful (dress / shirt / blouse / haircut / etc.)!
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Wow, you're hot! Would you like a drink?
Sherry, what a beautiful dress!
I really love your haircut. It makes you look like a movie star.
Complimenting Possessions
Use these phrases to compliment someone on something they

have. People are often proud of their possessions, especially
major objects such as a house, a car, or even a stereo system.
Complimenting someone on a nice possession is a good way to
make small talk.
Formal
 I couldn't help but notice your + (noun phrase)
 What a lovely + (noun) + you have!

 You have such a wonderful / lovely / beautiful home /
house / apartment / living room / etc.
 I have to admit I'm jealous of your + (noun phrase)
Tom, I couldn't help but notice your Mercedes. It's a beauty!

I have to admit I'm jealous of your lovely garden.
You have such a cozy home.
Informal
 Nice + (noun phrase)

 I like your + (noun phrase)
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 That's nice / pretty / beautiful / hot.
 Cudos on the + (noun phrase) dude.
Nice car! Is it yours?

Cudos on the computer dude. Where did you get it?
Do you like my sweater? - That's nice!
Example 1: Ability
Gary: Hi Tim. Great round today.

Tim: Thanks, Gary.
Gary: You can really hit the golf ball.

Tim: You're much too kind.
Gary: No really. I wish I could drive as well as you.

Tim: Well, take a few lessons. It'll happen.
Gary: I've thought about it.
Do you really think it helps?

Tim: I used to have a horrible drive. Try a lesson, it's worth the
price.
Example 2: Looks
Ms. Smith: Good morning Ms. Anders. How are you today?
Mr. Anders: Fine, thank you. And you?
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Ms. Smith: I'm very well. Thank you for asking.
Mr. Anders: Ms. Smith, I hope you don't mind, but you are
looking very well today.
Ms. Smith: Thank you, Mr. Smith. That's kind of you to say so.
Mr. Anders: Yes, well, have a good day Ms. Smith.
Ms. Smith: Will I see you at the meeting at 3?

Mr. Anders: Yes', I'll be there.
Example 3: Possessions
Anna: Thanks for inviting us over for dinner this weekend.

Margaret: My pleasure, come right in.
Anna: What a lovely home you have! I love the furniture.

Margaret: Thank you. We like to call it home. It's cozy.
Anna: You have such exquisite taste in decor.

Margaret: Now you are exaggerating!
Anna: No, really. It's so beautiful.

Margaret: Thank you. You're very kind.
103
Some days aren't as good as others. In fact, you may be sad from
time to time. How should you express yourself when you are
feeling sad? Also, what should you say when someone else is
feeling down? Here are some suggestions on how to express
sadness and show concern for others.
Structures Used to Express Sadness
The examples used in this section are in the present

continuous tense to express feeling sad at the moment of
speaking.
You can also use these expressions in different tenses.
Informal
Use these informal forms when speaking to your close friends

and family. S = Subject
S + be + feeling down about something
I'm feeling down about work lately.

She's feeling down about her grades.
S + be + upset about something
I'm upset about my friends.

Tom's upset about his boss. He's too hard on him!
S + be + sad about something
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I'm sad about the situation at work.
Jennifer's sad about her mother.
Formal
Use these more formal forms when speaking to people at work,

or with those you don't know well.
S + be + out of sorts
I'm sorry. I'm out of sorts today. I'll be better tomorrow.

Peter is out of sorts today. Ask him tomorrow.
S + do not + feel well
Doug doesn't feel well today.

The staff doesn't feel well about the changes at work.
Idioms Used to Express Sadness
Idioms are expressions that don't literally mean what they say.
In other words, It's raining cats and dogs doesn't mean cats and
dogs are falling out of the sky!
Here are some common idioms used when speaking about

sadness.
S + be + feeling blue about something
Jack is feeling blue about his relationship with his girlfriend.

Our teaching said he was feeling blue about life last night.
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S + be + in the dumps about something
We're in the dumps about our financial situation.
Kelly is in the dumps about her horrible job.
S + feel + down in the mouth about something
Keith feels down in the mouth about his relationship.

Jennifer is down in the mouth this month. I don't know what's
the matter.
How to Express Concern / Show Someone You Care
When someone tells you they are sad, it's important to express
your concern. Here are some common phrases to show you care.
Informal
Bummer
I feel you.
Tough luck.
I can't believe that. That's horrible / disgusting / not fair
I'm feeling down about my life lately.

I feel you. Life isn't always easy.
I'm upset about not getting the job.

Tough luck. Keep trying, you'll find a good job eventually.
106
Formal
I'm sorry to hear that.

That's too bad.
What can I do to help?
Is there anything I can do for you?
Would you like to talk about it?
I'm sorry. I'm feeling out of sorts today.

I'm sorry to hear that. What can I do to help?
Peter's feeling down in the dumps about his job lately.

Would he like to talk about it?
If you see that someone is sad, but that person is not telling you,
you can use the following phrases to get the person to open up
about their feelings. Make sure to ask lots of helpful
questions when helping a friend or a colleague who is feeling
sad.
What's the matter?

You seem sad. Tell me all about it.
Why the long face?
What's the matter?

Oh nothing. I'm just feeling a little blue.
I feel you. Life's not always easy.
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Dialogues
At Work
Colleague 1: Hi Bob. I'm feeling out of sorts today.

Colleague 2: I'm sorry to hear that. What seems to be the
problem?
Colleague 1: Well, I'm really upset about the changes at work.

Colleague 2: I know it's been difficult for everyone.
Colleague 1: I just don't understand why they had to change our

team!
Colleague 2: Sometimes management does things we don't
understand.
Colleague 1: It make no sense! I just don't feel well.

Colleague 2: Maybe you need some time off work.
Colleague 1: Yes, maybe that's it.

Colleague 2: Is there anything I can do to help?
Colleague 1: No, just talking about it makes things better.

Colleague 2: Feel free to talk anytime.
Colleague 1: Thanks. I appreciate it.

Colleague 2: No problem.
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Between Friends
Sue: Anna, what's the matter?

Anna: Nothing. I'm fine.
Sue: You seem sad. Tell me all about it.

Anna: OK, I'm in the dumps about Tom.
Sue: Bummer. What seems to be the problem!

Anna: I don't think he loves me anymore.
Sue: Really! Are you sure about that?

Anna: Yes, I saw him yesterday with Mary. They were laughing
and having a great time.
Sue: Well, maybe they were just studying together. It doesn't

mean he's leaving you.
Anna: That's what I keep telling myself. Still, I'm feeling blue.
Sue: Is there anything I can do?

Anna: Yes, let's go shopping!
Sue: Now you are talking. A nice new pair shoes would help
you feel much better.
Anna: Yes, maybe that's what I really need. Not a boyfriend, but
some beautiful new shoes.
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Expressing Sadness Quiz
Provide an appropriate word to fill in the gaps in this dialogue

between two friends.
1. Bob: Hi Anna. Why the _______ face? You don't look too
good.
2. Anna: Oh, it's nothing. I'm just a little ______ about my
relationship.
3. Bob: Love trouble? What can I do to ________?
4. Anna: Nothing, really. It's just that Tim doesn't ________
well these days.
5. Bob: I'm ________ to hear that. Is there _____________ I
can do for your or him?
6. Anna: No, not really. He's feeling ________ about his
studies at university.
7. Bob: What's the _________?
8. Anna: His grades are awful.
9. Bob: ______ luck.
10. Anna: Yes, he's in the ________ about it, and that
doesn't help us.
11. Bob: I hope things get better soon.
Answers
1. long
2. upset / sad
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3. help
4. feel
5. sorry / anything
6. down
7. matter
8. –
9. Tough
10. Dumps
11. -
111
One of the most common requirements of business English is holding
meetings in English. The following sections provide useful language and
phrases for conducting meetings and making contributions to a meeting.
Conducting a Meeting
These phrases are useful if you need to run a meeting.
Opening
Good morning/afternoon, everyone.

If we are all here, let's get started / start the meeting / start.
Welcoming and Introducing
Please join me in welcoming (name of participant)

We're pleased to welcome (name of participant)
I'd like to extend a warm welcome to (name of participant)
It's a pleasure to welcome (name of participant)
I'd like to introduce (name of participant)
Stating the Principal Objectives
We're here today to ...

I'd like to make sure that we ...
Our main aim today is to ...
I've called this meeting in order to ...
Giving Apologies for Someone Who is Absent
I'm afraid.., (name of participant) can't be with us today. She is in...

Unfortunately, (name of participant) ... will not be with us to day because
he ...
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I have received apologies for absence from (name of participant), who is
in (place).
Reading the Minutes (notes) of the Last Meeting
To begin with I'd like to quickly go through the minutes of our last
meeting.
First, let's go over the report from the last meeting, which was held on
(date)
Here are the minutes from our last meeting, which was on (date)
Dealing with Recent Developments
Jack, can you tell us how the XYZ project is progressing?

Jack, how is the XYZ project coming along?
John, have you completed the report on the new accounting package?
Has everyone received a copy of the Tate Foundation report on current
marketing trends?
Moving Forward
So, if there is nothing else we need to discuss, let's move on to today's

agenda.
Shall we get down to business?

Is there Any Other Business?
If there are no further developments, I'd like to move on to today's topic.
Introducing the Agenda
Have you all received a copy of the agenda?

There are X items on the agenda. First, ... second, ... third, ... lastly, ...
Shall we take the points in this order?
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If you don't mind, I'd like to go in order today.
skip item 1 and move on to item 3
I suggest we take item 2 last.
Allocating Roles (secretary, participants)
(name of participant) has agreed to take the minutes.

(name of participant), would you mind taking the minutes?
(name of participant) has kindly agreed to give us a report on ...
(name of participant) will lead point 1, (name of participant) point 2, and
(name of participant) point 3.
(name of participant), would you mind taking notes today?
Agreeing on the Ground Rules for the Meeting (contributions,

timing, decision-making, etc.)
We will first hear a short report on each point first, followed by a

discussion of ...
I suggest we go round the table first.
Let's make sure we finish by ...
I'd suggest we ...
There will be five minutes for each item.
We'll have to keep each item to 15 minutes. Otherwise we'll never get
through.
Introducing the First Item on the Agenda
So, let's start with ...

I'd suggest we start with...
Why don't we start with...
So, the first item on the agenda is
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Pete, would you like to kick off?
Shall we start with ...
(name of participant), would you like to introduce this item?
Closing an Item
I think that takes care of the first item.

Shall we leave that item?
Why don't we move on to...
If nobody has anything else to add, lets ...
Next Item
Let's move onto the next item

Now that we've discussed X, let's now ...
The next item on today's agenda is...
Now we come to the question of.
Giving Control to the Next Participant
I'd like to hand over to (name of participant), who is going to lead the
next point.
Next, (name of participant) is going to take us through ...
Now, I'd like to introduce (name of participant) who is going to ...
Summarizing
Before we close today's meeting, let me just summarize the main points.
Let me quickly go over today's main points.

To sum up, ...,.
OK, why don't we quickly summarize what we've done today.
115
In brief, ...
Shall I go over the main points?
Keeping the Meeting On Target (time, relevance, decisions)
We're running short of time.

Well, that seems to be all the time we have today.
Please be brief.
I'm afraid we've run out of time.
I'm afraid that's outside the scope of this meeting.
Let's get back on track, why don't we?
That's not really why we're here today.
Why don't we return to the main focus of today's meeting.
We'll have to leave that to another time.
We're beginning to lose sight of the main point.
Keep to the point, please.
I think we'd better leave that for another meeting.
Are we ready to make a decision?
Finishing Up
Right, it looks as though we've covered the main items.

If there are no other comments, I'd like to wrap this meeting up.
Let's bring this to a close for today.
Is there Any Other Business?
Suggesting and Agreeing on Time, Date and Place for the Next
Meeting
Can we set the date for the next meeting, please?

So, the next meeting will be on ... (day), the . . . (date) of.. . (month) at ...
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Let's next meet on ... (day), the . . . (date) of.. . (month) at ... What about
the following Wednesday? How is that?
Thanking Participants for Attending
I'd like to thank Marianne and Jeremy for coming over from London.
Thank you all for attending.
Thanks for your participation.
Closing the Meeting
The meeting is finished, we'll see each other next ...

The meeting is closed.
I declare the meeting closed.
Meeting Participation Vocabulary
The following phrases are used to participate in a meeting. These phrases

are useful for expressing your ideas and giving input during a meeting.
Getting the Chairperson's Attention
(Mister/Madam) chairman.
May I have a word?
If I may, I think...
Excuse me for interrupting.
May I come in here?
Giving Opinions
I'm positive that...

I (really) feel that...
In my opinion...
117
The way I see things...
If you ask me,... I tend to think that...
Asking for Opinions
Are you positive that...

Do you (really) think that...
(name of participant) can we get your input?
How do you feel about...?
Commenting
That's interesting.
I never thought about it that way before.
Good point!
I get your point.
I see what you mean.
Agreeing
I totally agree with you.

Exactly!
That's (exactly) the way I feel.
I have to agree with (name of participant).
Disagreeing
Unfortunately, I see it differently.

Up to a point I agree with you, but...
(I'm afraid) I can't agree
118
Advising and Suggesting
Let's...
We should...
Why don't you....
How/What about...
I suggest/recommend that...
Clarifying
Let me spell out...

Have I made that clear?
Do you see what I'm getting at?
Let me put this another way...
I'd just like to repeat that...
Requesting Information
Please, could you...

I'd like you to...
Would you mind...
I wonder if you could...
Asking for Repetition
I'm afraid I didn't understand that. Could you repeat what you just said?
I didn't catch that. Could you repeat that, please?
I missed that. Could you say it again, please?
Could you run that by me one more time?
119
Asking for Clarification
I don't quite follow you. What exactly do you mean?

I'm afraid I don't quite understand what your are getting at.
Could you explain to me how that is going to work?
I don't see what you mean. Could we have some more details, please?
Asking for Verification
You did say next week, didn't you? ('did' is stressed)

Do you mean that...?
Is it true that...?
Asking for Spelling
Could you spell that, please?

Would you mind spelling that for me, please?
Asking for Contributions
We haven't heard from you yet, (name of participant).

What do you think about this proposal?
Would you like to add anything, (name of participant)?
Has anyone else got anything to contribute?
Are there any more comments?
Correcting Information
Sorry, I think you misunderstood what I said.

Sorry, that's not quite right.
I'm afraid you don't understand what I'm saying.
That's not quite what I had in mind.
That's not what I meant.
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Meeting Format
Meetings generally follow a more or less similar structure and can be

divided into the following parts:
I - Introductions
Opening the Meeting

Welcoming and Introducing Participants
Stating the Principal Objectives of a Meeting
Giving Apologies for Someone Who is Absent
II - Reviewing Past Business
Reading the Minutes (notes) of the Last Meeting

Dealing with Recent Developments
III - Beginning the Meeting
Introducing the Agenda

Allocating Roles (secretary, participants)
Agreeing on the Ground Rules for the Meeting (contributions, timing,
decision-making, etc.)
IV - Discussing Items
Introducing the First Item on the Agenda

Closing an Item
Next Item
Giving Control to the Next Participant
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V - Finishing the Meeting
Summarizing
Finishing Up
Suggesting and Agreeing on Time, Date and Place for the Next Meeting
Thanking Participants for Attending
Closing the Meeting
122
Part four
Glossary
123
‫‪Technology‬‬ ‫‪Multimedia‬‬ ‫وسائط متعددة‬
‫‪vocabulary‬‬
‫‪Streaming media‬‬ ‫بث حي‬
‫‪Englis h‬‬ ‫‪Standard Arabic‬‬ ‫‪Digital‬‬ ‫رقمي‬

‫‪Virtual‬‬ ‫وهمي‬
‫‪Computer‬‬ ‫حاسوب (ج) حواسيب‬ ‫‪Wireless‬‬ ‫ال سلكي‬
‫حاسب آلي‬ ‫‪CD‬‬ ‫قرص مضغوط‬
‫‪Laptop‬‬ ‫حاسوب محمول‬ ‫‪DVD‬‬ ‫قرص فيديو رقمي‬
‫‪CPU‬‬ ‫وحدة المعالجة المركزية‬ ‫‪Desktop‬‬

‫صورة خلفية الشاشة‬
‫‪wallpaper‬‬
‫‪Screensaver‬‬ ‫حافظة الشاشة‬
‫ذاكرة الوصول‬
‫‪RAM‬‬ ‫نظام (ج) أنظمة‬
‫العشوائي‬ ‫‪Operating system‬‬
‫التشغيل‬
‫‪Hard disk‬‬ ‫قرص صلب‬

‫‪Programming‬‬
‫لغة البرمجة‬
‫‪Hard drive‬‬ ‫محرك صلب‬ ‫‪language‬‬
‫‪Motherboard‬‬ ‫لوحة أم‬

‫قاعدة (ج) قواعد‬
‫‪Database‬‬
‫‪Memory card‬‬ ‫بطاقة ذاكرة‬ ‫البيانات‬
‫‪Processor‬‬ ‫معالج‬
‫‪Data‬‬ ‫بيانات‬
‫‪Keyboard‬‬ ‫لوحة المفاتيح‬ ‫العتاد الصلب‬
‫‪Hardware‬‬
‫‪Key‬‬ ‫زر (ج) أزرار‬

‫المعدات الحاسوبية‬
‫‪Monitor‬‬ ‫شاشة‬
‫‪Flat screen‬‬
‫شاشة عرض مسطحة‬ ‫مكونات مادية‬
‫‪monitor‬‬ ‫ّ‬
‫‪Mouse‬‬ ‫فأرة‬
‫‪Software‬‬ ‫برمجيات‬
‫‪Scanner‬‬ ‫ماسح ضوئي‬
‫‪Printer‬‬ ‫طباعة‬ ‫‪Program‬‬ ‫برنامج (ج) برامج‬
‫‪Speakers‬‬ ‫سماعات‬
‫‪Bandwidth‬‬ ‫عرض الحزمة‬
‫القط صوتي‬
‫‪Microphone‬‬
‫ميكروفون‬
‫‪124‬‬
‫كمية نقل البيانات‬
‫‪Privacy policy‬‬ ‫سياسة الخصوصية‬
‫‪Artificial‬‬
‫الذكاء االصطناعي‬
‫‪intelligence‬‬ ‫‪Home page‬‬ ‫الصفحة الرئيسية‬
‫‪Network‬‬ ‫شبكة (ج) شبكات‬

‫‪Browser‬‬ ‫متصفح‬
‫‪The internet‬‬ ‫االنترنت‬

‫محرك (ج) محركات‬
‫‪Search engine‬‬
‫البحث‬
‫موقع (ج) مواقع‬
‫‪Website‬‬
‫االنترنت‬
‫‪Firewall‬‬ ‫جدار ناري‬
‫‪Host‬‬ ‫مضيف‬
‫‪Forum‬‬ ‫منتدى (ج) منتديات‬
‫‪Server‬‬ ‫مزود ‪ -‬خادم‬
‫‪Internet Service‬‬
‫مزود خدمة االنترنت‬
‫‪Blog‬‬ ‫مدونات‬
‫مدونة (ج) ّ‬
‫ّ‬ ‫‪Provider‬‬
‫‪Chat‬‬ ‫دردشة‬ ‫‪Frequently asked‬‬

‫متكررة‬
‫ّ‬ ‫أسئلة شائعة |‬
‫‪questions‬‬
‫‪Link‬‬ ‫رابط (ج) روابط‬ ‫‪Code (like‬‬
‫رموز ‪ -‬شفرة‬
‫)‪HTML‬‬
‫‪e-mail‬‬ ‫بريد الكتروني‬
‫‪Folder‬‬ ‫مج ّلد (ج) مج ّلدات‬
‫‪Password‬‬ ‫السر | المرور‬
‫ّ‬ ‫كلمة‬
‫‪File‬‬ ‫ملف (ج) ملفات‬

‫‪Account‬‬ ‫ح ساب (ج) ح سابات‬
‫حجم (ج) حجوم |‬
‫‪Size‬‬
‫‪Profile‬‬ ‫ملف شخصي‬
‫ّ‬ ‫أحجام‬
‫‪Username‬‬ ‫اسم المستخدم‬ ‫‪High-quality‬‬ ‫جودة عالية‬

‫‪Private message‬‬ ‫رسالة خاصة‬ ‫‪Re-upload‬‬ ‫إعادة رفع‬
‫‪Comment‬‬ ‫تعليق (ج) تعليقات‬ ‫‪Original uploader‬‬ ‫رافع أصلي‬

‫‪Font, or‬‬
‫‪Design, Layout‬‬ ‫تصميم‬ ‫خط (ج) خطوط‬
‫‪line/handwriting‬‬
‫‪Terms of service‬‬ ‫شروط الخدمة‬
‫‪125‬‬
‫‪to download‬‬ ‫ح ّمل – يح ّمل (تحميل )‬ ‫‪Please return to‬‬ ‫الرجاء العودة للصفحة‬
‫‪the homepage‬‬ ‫الرئيسية‬
‫نزل – ّ‬
‫ينزل (تنزيل)‬ ‫ّ‬
‫‪Cell phone‬‬ ‫هاتف محمول | خلوي‬
‫‪to upload‬‬ ‫رفع ‪ -‬يرفع (رفع )‬

‫رسالة نصية (ج)‬
‫‪SMS/text message‬‬
‫رسائل‬
‫‪to surf‬‬ ‫صفح ‪ -‬يصفح ( صفح)‬
‫‪Charge card‬‬ ‫بطاقة الشحن‬
‫‪Balance‬‬ ‫رصيد (ج) أرصدة‬

‫‪to blog‬‬ ‫يدون (تدوين )‬
‫دون – ّ‬
‫ّ‬
‫‪Shredder‬‬ ‫فرامة‬
‫ّ‬
‫‪to register‬‬ ‫س ّجل – يس ّجل (تسجيل )‬
‫‪copy‬‬ ‫نسخة (ج) نسخ‬
‫بحث – يبحث (بحث)‬

‫‪to search‬‬
‫عن‬
‫‪to post (a new‬‬ ‫أرسل – يرسل (ارسال)‬

‫)‪topic‬‬ ‫موضوع جديد‬
‫‪to activate‬‬ ‫فعّل – يفعّل (تفعيل )‬
‫‪to save‬‬ ‫خزن ‪ -‬يخزن (خزن )‬
‫حفظ ‪ -‬يحفظ (حفظ )‬
‫‪to delete‬‬ ‫حذف ‪ -‬يحذف (حذف )‬
‫‪to print‬‬ ‫طبع ‪ -‬يطبع (طباعة )‬
‫‪Under‬‬
‫تحت اإلنشاء‬
‫‪construction‬‬
‫‪An error has‬‬
‫حصل خطأ‬
‫‪occurred‬‬
‫‪126‬‬
Arabic program ‫برنامج (ج) برامج‬
education
vocabulary
studies ‫دراسات‬
curriculum ‫منهج ( ج) مناهج‬
Englis h Standard
Arabic
school ‫مدرسة (ج) مدارس‬ school subject ‫مادّة (ج) موا ّد‬
(or material, as
in building
materials)
nursery school ‫حضانة (ج) حضانات‬
college, academy ‫كلية (ج) كليات‬
kindergarten ‫روضة األطفال‬
institute ‫معهد (ج) معاهد‬

elementary ‫المدرسة االبتدائية‬
school
Ministry of ‫وزارة التربية والتعليم‬

middle school ‫المدرسة اإلعدادية‬ Education
diploma, degree ‫شهادة‬

secondary school ‫المدرسة الثانوية‬ (or certificate)
with distinction ‫بامتياز‬

university ‫جامعة (ج) جامعات‬
baccalaureate ‫بكالوريا‬
higher education ‫الدراسات العليا‬ BA (bachelor of ‫ليسانس‬

arts)
BS (bachelor of ‫بكالوريوس‬
department ‫قسم (ج) اقسام‬ science)
Masters' ‫ماجستير‬
Doctorate ‫دكتوراه‬
127
‫‪Professor‬‬ ‫أستاذ (ج) اساتذة‬ ‫‪to deduce (an‬‬ ‫استنتج ‪ -‬يستنتج‬
‫)‪inference‬‬ ‫(استنتاج)‬
‫‪Teacher‬‬ ‫مدر س‬
‫ّ‬
‫‪Pupil‬‬ ‫تلميذ ( ج) تالميذ‬ ‫‪(an) exercise‬‬ ‫تمرين (ج) تمارين‬
‫تمرينات‬
‫‪Student‬‬ ‫طالب (ج) طالب‬
‫‪(an) activity‬‬ ‫نشاط (ج) نشاطات‬

‫أنشطة‬
‫‪major,‬‬ ‫صص (ج)‬ ‫تخ ّ‬
‫‪specialization‬‬ ‫ص صات بـ‬
‫تخ ّ‬
‫‪presentation‬‬ ‫تقديم ( ج) تقديمات‬

‫‪lesson‬‬ ‫درس (ج) دروس‬
‫‪textbook‬‬ ‫كتاب مدرسي (ج)‬

‫كتب مدرسية‬
‫‪homework (or‬‬ ‫واجب ( ج) واجبات‬
‫)‪duty‬‬
‫‪exam‬‬ ‫امتحان ( ج) امتحانات‬

‫‪grade, form‬‬ ‫صف (ج) صفوف‬
‫‪test‬‬ ‫اختبار (ج) اختبارات‬

‫‪class‬‬ ‫فصل (ج) فصول‬
‫‪lecture‬‬ ‫محاضرة‬
‫‪class period‬‬ ‫صة (ج) حصص‬
‫ح ّ‬
‫‪discussion‬‬ ‫مناقشة‬
‫‪research‬‬ ‫أبحاث‬
‫‪analysis‬‬ ‫تحليل (ج) تحاليل‬ ‫‪recess, holiday‬‬ ‫اجازة (ج) اجازات‬
‫‪128‬‬
‫عطلة ( ج) عطل‬ ‫‪blackboard‬‬ ‫سبورة (ج) سبورات‬
‫‪scholarship,‬‬ ‫منحة (ج) منح‬ ‫‪chalk‬‬ ‫طباشير‬

‫‪grant‬‬ ‫‪calculator‬‬ ‫آلة حاسبة (ج) آالت‬
‫حاسبة‬
‫‪financial aid‬‬ ‫مساعدات مالية‬
‫‪student loan‬‬ ‫قرض دراسي (ج)‬

‫قروض دراسية‬ ‫‪(measuring) ruler‬‬ ‫مسطرة (ج) مساطر‬
‫‪encyclopedia‬‬ ‫موسوعة (ج)‬

‫‪cost, fee‬‬ ‫كلفة ( ج) كلف‬ ‫موسوعات‬
‫‪tuition‬‬ ‫رسوم التعليم‬ ‫‪dictionary‬‬ ‫قاموس (ج) قواميس‬
‫‪funding‬‬ ‫تمويل‬
‫‪to teach‬‬ ‫علّم ‪ -‬يعلّم (تعليم )‬
‫‪notebook‬‬ ‫دفتر (ج) دفاتر‬
‫يدرس‬
‫درس – ّ‬ ‫ّ‬
‫(تدريس )‬
‫‪pen‬‬ ‫قلم ( ج) أقالم‬
‫‪pencil‬‬ ‫قلم رصاص‬ ‫‪to learn‬‬ ‫تعلّم – يتعلّم (تعلّم )‬
‫‪paper‬‬ ‫ورقة (ج) أوراق‬
‫‪eraser‬‬ ‫ممحاة‬
‫‪129‬‬
to specialize or ‫صص – يتخصص‬
ّ ‫تخ‬ grade, mark ‫درجة (ج) درجات‬
major in (a field ‫(تخصص) بـ‬
of study)
good grades ‫درجات عالية‬
to get a good )‫ ينجح ( نجاح‬- ‫نجح‬

to study (a ‫درس – يدرس‬ grade on an ‫في االمتحان‬
subject) ) ‫(دراسة‬ exam
to study (e.g. ‫ذاكر – يذاكر‬

lessons, for a )‫(مذاكرة‬
to fail an exam )‫ يسقط ( سقوط‬- ‫سقط‬
test)
‫في امتحان‬
to memorize ) ‫ يحفظ (حفظ‬- ‫حفظ‬
right, correct ‫صح‬

to attend, be ‫ يحضر‬- ‫حضر‬
wrong, incorrect ‫خطأ‬
present )‫(حضور‬
to add ) ‫ يجمع (جمع‬- ‫جمع‬
to be absent )‫ يغيب (غياب‬- ‫غاب‬

(from) ‫عن‬ to subtract (a )‫ يطرح (طرح‬- ‫طرح‬
number) from __ ‫__ من‬
(another)
to make s.t. up ‫يعوض‬

ّ - ‫عوض‬ّ
(ex. missed )‫(تعويض‬
homework)
to multiply (a ‫ ضرب‬- ‫ضرب‬
number) by __ ‫( ضرب) __ في‬
(another)
to graduate from ‫تخرج – يتخرج‬
‫(تخرج) في‬
130
‫‪to divide (a‬‬ ‫قسم ‪ -‬يقسم (قسم) __‬ ‫‪shape‬‬ ‫شكل (ج) أشكال‬
‫‪number) by‬‬ ‫على __‬
‫)‪(another‬‬
‫‪circle‬‬ ‫دائرة (ج) دوائر‬
‫__ ‪__ plus __ is‬‬ ‫__ زائد __ يساوي‬

‫__‬ ‫‪square‬‬ ‫مربع (ج) مربعات‬
‫‪rectangle‬‬ ‫مستطيل (ج)‬

‫‪__ minus __ is‬‬ ‫__ ناقص __ يساوي‬ ‫مستطيالت‬
‫__‬ ‫__‬
‫‪triangle‬‬ ‫مثلث ( ج) مثلثات‬
‫__ ‪__ times __ is‬‬ ‫__ في __ يساوي __‬

‫‪side‬‬ ‫ضلع (ج) ضلوع‬
‫‪__ (divided) by‬‬ ‫__ على __ يساوي‬ ‫‪angle‬‬ ‫زاوية (ج) زوايا‬
‫__ ‪__ is‬‬ ‫__‬
‫‪Human sciences‬‬ ‫العلوم اإلنسانية‬

‫)‪(liberal arts‬‬
‫‪equation‬‬ ‫معادلة ( ج) معادالت‬
‫‪History‬‬ ‫التاريخ‬
‫‪fraction‬‬ ‫كسر (ج) كسور‬ ‫‪Political science‬‬ ‫العلوم السياسية‬
‫‪(math) problem‬‬ ‫مسألة (ج) مسائل‬

‫‪Sociology‬‬ ‫علم االجتماع‬
‫‪Psychology‬‬ ‫علم النفس‬
‫‪Literature‬‬ ‫األدب‬
‫‪131‬‬
Linguistics ‫اللسانيات‬ Art ‫فن (ج) فنون‬
‫اللغويات‬
science ‫علم ( ج) علوم‬
Philosophy ‫الفلسفة‬
Accounting ‫المحاسبة‬ Biology ‫األحياء‬

Microbiology ‫األحياء الدقيقة‬
Business ‫إدارة األعمال‬
administration
Chemistry ‫الكيمياء‬
Journalism ‫الصحافة‬
Biochemistry ‫الكيمياء الحيوية‬
Engineering ‫الهندسة‬
Civil engineering ‫الهندسة المدنية‬
Physics ‫الفيزياء‬
Astronomy ‫الفلك‬
Computer ‫هندسة الحاسوبات‬
engineering Mathematics ‫الرياضيات‬
Electrical ‫الهندسة الكهربائية‬ Statistics ‫اإلحصاء‬

engineering Algebra ‫الجبر‬
Geology ‫الجيولوجيا‬
Nuclear ‫الهندسة النووية‬

engineering
Geography ‫الجغرافيا‬
Anthropology ‫علم االنسان‬

Architecture ‫العمارة‬
Economics ‫االقتصاد‬ Archaeology ‫علم اآلثار‬
Law ‫الحقوق‬
Computer ‫علم الحاسوب‬
science
Fine arts ‫الفنون الجميلة‬
132
agricultural ‫العلوم الزراعية‬ language ‫لغة (ج) لغات‬
sciences
grammar ‫قواعد‬
earth sciences ‫علوم األرض‬
vocabulary ‫مفردات‬
environmental ‫علم البيئة‬ synonym ‫مرادف (ج) مرادفات‬

science
botany ‫علم النبات‬

spelling ‫تهجئة‬
veterinary ‫الطب البيطري‬ to spell ) ‫ يتهجى (تهج‬- ‫تهجى‬
science
forensic ‫الطب الشرعي‬

medicine
pronunciation ‫لفظ ( ج) ألفاظ‬
psychiatry ‫الطب النفساني‬
style (as in ‫أسلوب‬

medicine ‫الطب‬
writing style)
nursing ‫التمريض‬
fluency ‫طالقة‬
public health ‫الصحة العامة‬ proficiency, ‫كفاءة‬
ability
skill ‫مهارة (ج) مهارات‬
dentistry ‫طب األسنان‬
optics ‫البصريات‬
ability ‫قدرة (ج) قدرات‬
pharmacy ‫الصيدلة‬
133
‫‪Arabic basic verbs‬‬ ‫‪to sit‬‬ ‫جلس – يجلس‬
‫) أفعال أساسية(‬ ‫(جلوس )‬
‫‪to get up, rise‬‬ ‫قام ‪ -‬يقوم (قيام )‬

‫‪Englis h‬‬ ‫‪Standard‬‬
‫‪Arabic‬‬ ‫‪to fall‬‬ ‫وقع ‪ -‬يقع (وقوع )‬
‫‪to be (not used in‬‬ ‫كان ‪ -‬يكون (كون )‬
‫)‪present tense‬‬ ‫سقط ‪ -‬يسقط‬
‫( سقوط )‬
‫‪to do; to make‬‬ ‫فعل ‪ -‬يفعل (فعل )‬
‫‪to go up‬‬ ‫طلع ‪ -‬يطلع‬
‫(طلوع )‬
‫‪to work‬‬ ‫عمل ‪ -‬يعمل (عمل )‬
‫‪to go down‬‬ ‫نزل ‪ -‬ينزل (نزول)‬
‫‪to bring, fetch‬‬ ‫أحضر – يحضر‬

‫(احضار)‬ ‫‪to cook‬‬ ‫طبخ ‪ -‬يطبخ (طبخ )‬
‫‪to take‬‬ ‫أخذ – يأخذ ( أخذ )‬

‫‪to eat‬‬ ‫أكل ‪ -‬يأكل (أكل )‬
‫‪to put‬‬ ‫وضع ‪ -‬يضع‬
‫(وضع)‬ ‫‪to drink‬‬ ‫شرب – يشرب‬
‫( شرب)‬
‫‪to become‬‬ ‫أصبح ‪ -‬يصبح‬
‫(اصباح)‬ ‫‪to wake up‬‬ ‫صحى ‪ -‬يصحو‬
‫( صحو )‬
‫)‪to change (s.t.‬‬ ‫غيّر ‪ -‬يغيّر (تغيير )‬
‫استيقظ ‪ -‬يستيقظ‬
‫(استيقاظ)‬
‫‪to count‬‬ ‫عدّ ‪ -‬يعدّ (عدّ )‬
‫‪to sleep‬‬ ‫نام ‪ -‬ينام (نوم )‬
‫)‪to go (to‬‬ ‫ذهب ‪ -‬يذهب‬
‫(ذهاب) إلى‬ ‫‪to wash‬‬ ‫غسل ‪ -‬يغسل‬
‫(غسل )‬
‫‪to walk‬‬ ‫مشى ‪ -‬يمشي‬
‫(مشي )‬ ‫‪to clean‬‬ ‫نظّف ‪ -‬ينظّف‬
‫(تنظيف)‬
‫‪to run‬‬ ‫جرى ‪ -‬يجري‬
‫(جري )‬ ‫‪to study‬‬ ‫درس ‪ -‬يدرس‬
‫(دراسة )‬
‫‪to come‬‬ ‫جاء – يجئ (جيئة )‬
‫‪to learn‬‬ ‫تعلّم – يتعلّم (تعلّم )‬
‫أتى ‪ -‬يأتي (اتي )‬
‫‪to return‬‬ ‫رجع – يرجع‬ ‫‪to understand‬‬ ‫فهم ‪ -‬يفهم (فهم )‬
‫(رجوع) إلى‬ ‫‪to know‬‬ ‫عرف ‪ -‬يعرف‬
‫(معرفة )‬
‫عاد ‪ -‬يعود (عودة)‬
‫إلى‬ ‫‪to remember‬‬ ‫تذكر ‪ -‬يتذكر‬
‫(تذكر )‬
‫‪to arrive‬‬ ‫وصل ‪ -‬يصل‬
‫(وصول) إلى‬
‫‪134‬‬
‫‪to forget‬‬ ‫نسي ‪ -‬ينسى (نسي)‬ ‫‪to promise‬‬ ‫وعد ‪ -‬يعد (وعد) بـ‬
‫‪to describe‬‬ ‫وصف ‪ -‬يصف‬ ‫‪to see‬‬ ‫رأى – يرى (رؤية )‬

‫(وصف)‬
‫)‪to try, test (s.t‬‬ ‫يجرب‬

‫جرب ‪ّ -‬‬ ‫ّ‬ ‫‪to look at‬‬ ‫نظر – ينظر (نظر)‬
‫(تجريب )‬ ‫إلى‬
‫‪to try, attempt to do‬‬ ‫حاول ‪ -‬يحاول‬ ‫‪to look for‬‬ ‫بحث – يبحث‬
‫‪s.t.‬‬ ‫(محاولة) أن‬ ‫(بحث) عن‬
‫‪to be able to do s.t.‬‬ ‫قدر ‪ -‬يقدر (قدرة)‬ ‫‪to find‬‬ ‫وجد ‪ -‬يجد ( وجود )‬
‫أن‬
‫استطاع ‪ -‬يستطيع‬ ‫)‪to lose (s.t.‬‬ ‫ضيّع ‪ -‬يضيّع‬

‫(استطاعة) أن‬ ‫(تضييع)‬
‫‪to read‬‬ ‫قرأ – يقرأ (قراءة )‬ ‫‪to organize‬‬ ‫نظّم ‪ -‬ينظّم (تنظيم )‬
‫‪to write‬‬ ‫كتب – يكتب‬ ‫‪to organize, tidy up‬‬ ‫رتّب ‪ -‬يرتّب‬
‫(كتابة)‬ ‫(ترتيب )‬
‫‪to translate‬‬ ‫ترجم ‪ -‬يترجم‬ ‫)‪to smoke (in general‬‬ ‫د ّخن ‪ -‬يد ّخن‬
‫(ترجمة )‬ ‫(تدخين )‬
‫)‪to talk (reflexive‬‬ ‫تكلّم – يتكلّم (كالم |‬ ‫‪to happen‬‬ ‫حدث ‪ -‬يحدث‬
‫تكلّم )‬ ‫(حدوث )‬
‫تحدّث ‪ -‬يتحدّث‬ ‫‪to watch‬‬ ‫شاهد – يشاهد‬

‫(تح دّث )‬ ‫(مشاهدة)‬
‫‪to say, tell‬‬ ‫قال ‪ -‬يقول (قول )‬ ‫‪to hear‬‬ ‫سمع ‪ -‬يسمع ( سمع‬
‫| سماعة)‬
‫)‪to ask (a question‬‬ ‫سأل ‪ -‬يسأل ( سؤال)‬
‫‪to listen to‬‬ ‫استمع – يستمع‬
‫(استماع) إلى‬
‫‪to request‬‬ ‫طلب ‪ -‬يطلب‬
‫(طلب )‬ ‫‪to give‬‬ ‫أعطى ‪ -‬يعطي‬
‫(اعطاء )‬
‫)‪to reply, answer (to‬‬ ‫أجاب ‪ -‬يجيب‬
‫(اجابة) على‬ ‫‪to carry‬‬ ‫حمل – يحمل‬
‫(حمل )‬
‫ردّ ‪ -‬يردّ (ردّ) على‬
‫‪to love‬‬ ‫حب )‬
‫يحب ( ّ‬
‫ّ‬ ‫أحب ‪-‬‬
‫ّ‬
‫‪to thank‬‬ ‫شكر ‪ -‬يشكر‬
‫( شكر)‬ ‫‪to hate‬‬ ‫كره ‪ -‬يكره (كره |‬
‫كراهة )‬
‫)‪to complain (about‬‬ ‫شكى ‪ -‬يشكو‬
‫( شكوى) من‬
‫‪135‬‬
‫‪to be born‬‬ ‫ُولد – يُولد (والدة)‬ ‫)‪to use (s.t.‬‬ ‫استخدم ‪ -‬يستخدم‬
‫(استخدام )‬
‫‪to live‬‬ ‫عاش ‪ -‬يعيش‬ ‫استعمل ‪ -‬يستعمل‬

‫(معيشة )‬ ‫(استعمال )‬
‫)‪to live (in a place‬‬ ‫سكن ‪ -‬يسكن‬ ‫‪to enter‬‬ ‫دخل ‪ -‬يدخل‬
‫( سكن) في‬ ‫(دخول )‬
‫‪to die‬‬ ‫مات – يموت‬ ‫‪to go out‬‬ ‫خرج ‪ -‬يخرج‬

‫(موت )‬ ‫(خروج )‬
‫‪to pass away‬‬ ‫توفّي ‪ -‬يتوفي‬ ‫‪to leave‬‬ ‫غادر ‪ -‬يغادر‬

‫(وفاة)‬ ‫(مغادرة )‬
‫‪to wait‬‬ ‫انتظر – ينتظر‬ ‫)‪to ride (ex. a taxi‬‬ ‫ركب ‪ -‬يركب‬
‫(انتظار )‬ ‫(ركوب )‬
‫‪to buy‬‬ ‫اشترى ‪ -‬يشتري‬ ‫‪to send‬‬ ‫أرسل ‪ -‬يرسل‬

‫( شراء)‬ ‫(ارسال)‬
‫‪to sell‬‬ ‫باع ‪ -‬يبيع (بيع)‬ ‫‪to receive‬‬ ‫استلم ‪ -‬يستلم‬

‫(استالم)‬
‫‪to pay; to push‬‬ ‫دفع ‪ -‬يدفع (دفع )‬
‫)‪to open (s.t.‬‬ ‫فتح ‪ -‬يفتح (فتح )‬ ‫)‪to think (about s.t.‬‬ ‫فكّر ‪ -‬يفكّر (تفكير )‬
‫)‪to close (s.t.‬‬ ‫غلق ‪ -‬يغلق (غلق )‬
‫)‪to think (that‬‬ ‫ظن ‪ّ -‬‬
‫يظن ( ظن)‬ ‫ّ‬
‫أن‬
‫)‪to begin, start (s.t.‬‬ ‫بدأ ‪ -‬يبدأ (بدء )‬
‫)‪to end (reflexive‬‬ ‫انتهى ‪ -‬ينتهي‬ ‫)‪to believe (that‬‬ ‫اعتقد ‪ -‬يعتقد‬
‫(انتهاء)‬ ‫(اعتقاد )‬
‫‪to stop (reflexive); to‬‬ ‫وقف ‪ -‬يقف (وقف |‬ ‫)‪to need (s.t.‬‬ ‫احتاج ‪ -‬يحتاج‬
‫‪stand up‬‬ ‫وقوف)‬ ‫(احتياج) إلى‬
‫)‪to finish (s.t.‬‬ ‫خلّص ‪ -‬يخلّص‬ ‫)‪to want (to‬‬ ‫أراد ‪ -‬يريد (ارادة )‬
‫(تخليص )‬
‫‪to stop (reflexive); to‬‬ ‫وقف ‪ -‬يقف (وقف |‬ ‫‪to succeed‬‬ ‫نجح ‪ -‬ينجح ( نجاح )‬
‫‪stand up‬‬ ‫وقوف)‬
‫‪to play‬‬ ‫لعب ‪ -‬يلعب (لعب )‬ ‫‪to fail‬‬ ‫فشل ‪ -‬يفشل (فشل)‬
‫‪136‬‬
‫‪Arabic‬‬ ‫‪bridge‬‬ ‫جسر (ج)‬
‫‪city/transportation‬‬ ‫جسور‬
‫‪vocabulary‬‬
‫‪fence‬‬ ‫سور (ج)‬

‫أسوار‬
‫‪Englis h‬‬ ‫‪Standard‬‬
‫‪Arabic‬‬ ‫‪square‬‬ ‫ميدان (ج)‬
‫‪city‬‬ ‫مدينة (ج) مدن‬ ‫ميادين‬
‫ساحة (ج)‬
‫‪street‬‬ ‫شارع (ج)‬ ‫ساحات‬
‫شوارع‬
‫‪downtown‬‬ ‫وسط البلد‬
‫‪road‬‬ ‫طريق (ج)‬
‫طرق‬ ‫‪company‬‬ ‫شركة (ج)‬
‫شركات‬
‫‪highway‬‬ ‫طريق سريع‬
‫‪center‬‬ ‫مركز (ج)‬
‫مراكز‬
‫‪alley; lane‬‬ ‫حارة (ج)‬
‫حارات‬ ‫‪shop‬‬ ‫مح ّل ( ج)‬
‫محالت‬
‫)‪corner (at an intersection‬‬ ‫ناصية (ج)‬
‫نواص‬ ‫دكّان (ج)‬
‫دكاكين‬
‫)‪corner (of a room‬‬ ‫ركن (ج)‬ ‫‪small grocery shop‬‬ ‫بقالة (ج)‬
‫أركان‬ ‫بقاالت‬
‫‪tunnel‬‬ ‫نفق (ج) انفاق‬

‫‪cafe, coffee shop‬‬ ‫مقهى (ج)‬
‫مقهاة‬
‫‪building‬‬ ‫عمارة (ج)‬
‫عمارات‬
‫مقصف (ج)‬
‫مقاصف‬
‫‪real estate‬‬ ‫عقار (ج)‬
‫عقارات‬ ‫‪club‬‬ ‫نادي (ج)‬
‫نوادي‬
‫‪house‬‬ ‫بيت (ج) بيوت‬ ‫‪bar‬‬ ‫حانة (ج)‬
‫حانات‬
‫منزل (ج)‬
‫منازل‬
‫‪movie theater‬‬ ‫سينما (ج)‬
‫‪apartment‬‬ ‫شقة (ج) شقق‬ ‫سينمات‬
‫‪theater‬‬ ‫مسرح (ج)‬

‫مسارح‬
‫‪137‬‬
‫‪gallery, exhibition‬‬ ‫معرض (ج)‬ ‫‪tower‬‬ ‫برج (ج)‬
‫معارض‬ ‫أبراج‬
‫‪fair, festival‬‬ ‫مهرجان ( ج)‬ ‫‪graveyard‬‬ ‫جبّانة (ج)‬

‫مهرجانات‬ ‫جبّانات‬
‫مقبرة (ج)‬
‫‪zoo‬‬ ‫حديقة الحيوان‬
‫مقابر‬
‫‪brick‬‬ ‫طوب‬
‫‪tin‬‬
‫‪park, garden‬‬ ‫حديقة ( ج)‬
‫حدائق‬ ‫‪tourism‬‬ ‫سياحة‬
‫‪insurance‬‬ ‫تأمين‬
‫‪bench‬‬ ‫مقعد (ج)‬ ‫‪(currency) exchange‬‬ ‫صرافة‬

‫مقاعد‬
‫‪bank‬‬ ‫بنك (ج) بنوك‬
‫‪post office‬‬ ‫مكتب البريد‬ ‫مصرف (ج)‬

‫مصارف‬
‫‪police station‬‬ ‫قسم الشرطة‬
‫‪restaurant‬‬ ‫مطعم (ج)‬ ‫‪ATM‬‬ ‫صراف آلي‬

‫ّ‬
‫مطاعم‬
‫‪library; bookstore‬‬ ‫مكتبة (ج)‬
‫مكتبات‬
‫‪school‬‬ ‫مدرسة (ج)‬
‫مدارس‬
‫‪station‬‬ ‫محطة ( ج)‬
‫‪university‬‬ ‫جامعة (ج)‬ ‫محطات‬
‫جامعات‬
‫‪mosque‬‬ ‫جامع (ج)‬ ‫‪airport‬‬ ‫مطار (ج)‬

‫جوامع‬ ‫مطارات‬
‫مسجد (ج)‬
‫‪hotel‬‬ ‫فندق ( ج)‬
‫مساجد‬
‫فنادق‬
‫‪church‬‬ ‫كنيسة (ج)‬
‫‪museum‬‬ ‫متحف (ج)‬
‫كنائس‬
‫متاحف‬
‫‪palace‬‬ ‫قصر (ج)‬

‫‪synagogue‬‬ ‫كنيس‬ ‫قصور‬
‫‪temple‬‬ ‫معبد ( ج)‬
‫‪citadel‬‬ ‫قلعة ( ج) قلوع‬
‫معابد‬
‫‪138‬‬
hospital )‫مستشفى (ج‬ traffic signals/light ‫اشارات‬
‫مستشفيات‬ ‫المرور‬
public transportation ‫مواصالت‬

clinic )‫عيادة (ج‬
traffic ‫مرور‬
‫عيادات‬
crowdedness ‫ازدحام‬
bakery )‫مخبز (ج‬
noise ‫ض ّجة‬
‫مخابز‬
pollution ‫تلوث‬
pharmacy )‫صيدلية (ج‬
‫صيدليات‬ mess ‫هرجلة‬
trash, garbage ‫نفاية‬
swimming pool ‫ح ّمام السباحة‬ queue, line of people )‫طابور (ج‬

‫طوابير‬
fountain )‫ينبوع (ج‬ car )‫سيارة (ج‬

‫ينابيع‬ ‫سيارات‬
auditorium, amphitheater )‫مدرج (ج‬

ّ bus )‫حافلة (ج‬
‫مدرجات‬
ّ ‫حوافل‬
sidewalk, pavement; train ‫رصيف‬ bicycle )‫دراجة ( ج‬

ّ
platform ‫دراجات‬ّ
covered in asphalt ‫مرصوف‬
pothole; speed bump )‫مطب ( ج‬

ّ motorcycle ‫دراجة نارية‬
ّ
‫مطبّات‬
truck )‫شاحنة (ج‬
sewer, drain )‫بالعة (ج‬ ‫شاحنات‬
‫بالعات‬
taxi )‫تاكسي (ج‬

sewage ‫مجاري‬ ‫تاكسيات‬
hole ‫حفرة (ج) حفر‬
‫سيارة أجرة‬
sign )‫يافطة (ج‬ meter )‫عدّاد (ج‬

‫يافطات‬ ‫عدّادات‬
steering wheel ‫عجلة القيادة‬

traffic signs ‫عالمات‬
‫المرور‬
139
‫‪tire‬‬ ‫اطار (ج)‬ ‫‪to park‬‬ ‫وقف ‪ -‬يقف‬
‫اطارات‬ ‫(وقوف) في‬
‫‪wheel‬‬ ‫اطار (ج)‬

‫اطارات‬
‫)‪to collide, crash (into s.t.‬‬ ‫صادم ‪ -‬يصادم‬
‫(مصادمة )‬
‫‪brakes‬‬ ‫فرامل‬
‫‪car hood‬‬ ‫كبوت ‪ -‬غطاء‬
‫محرك السيارة‬
‫‪accident‬‬ ‫حادثة (ج)‬
‫حوادث‬
‫‪clutch‬‬ ‫دبرياج ‪ -‬جهاز‬
‫تعشيق‬ ‫‪driver‬‬ ‫سائق (ج)‬
‫التروس‬ ‫سائقون‬
‫‪train‬‬ ‫قطار (ج)‬

‫‪car trunk‬‬ ‫شنطة العربية ‪-‬‬ ‫قطارات‬
‫صندوق‬
‫السيارة‬
‫‪workshop‬‬ ‫ورشة ‪ -‬مشغل ‪-‬‬
‫حلقة دراسية‬ ‫‪boat‬‬ ‫مركب ( ج)‬
‫مراكب‬
‫حرة ‪ -‬ورشة‬
‫عمل‬
‫زورق (ج)‬
‫‪gas, petrol‬‬ ‫بنزين‬ ‫زوارق‬
‫‪driver's license‬‬ ‫رخصة (ج)‬
‫)‪boat (smaller‬‬ ‫قارب (ج)‬
‫رخص قيادة‬
‫قوارب‬
‫‪to drive‬‬ ‫قاد ‪ -‬يقود‬ ‫‪ship‬‬ ‫سفينة (ج)‬

‫(قيادة)‬ ‫سفن‬
‫‪liner‬‬ ‫سفينة تعمل‬

‫على خط‬
‫‪to honk‬‬ ‫ز ّمر ‪ -‬يز ّمر‬ ‫مالحي بانتظام‬
‫(تمزير)‬
‫‪plane‬‬ ‫طائرة (ج)‬
‫طائرات‬
‫‪car horn‬‬ ‫بوق (ج)‬
‫أبواق‬
‫‪to fly‬‬ ‫طار ‪ -‬يطير‬
‫(طيران )‬
‫‪to turn‬‬ ‫يلف‬
‫لف ‪ّ -‬‬ ‫ّ‬
‫لف )‬
‫( ّ‬
‫‪140‬‬
‫‪to take off‬‬ ‫أقلع ‪ -‬يقلع‬ ‫‪trip‬‬ ‫رحلة (ج)‬
‫(اقالع )‬ ‫رحالت‬
‫)‪to reserve (reservation‬‬ ‫حجز – يحجز‬

‫‪to land‬‬ ‫هبط ‪ -‬يهبط‬ ‫(حجز )‬
‫(هبوط )‬ ‫)‪to be delayed (delay‬‬ ‫تأخر ‪ -‬يتأخر‬
‫(تأخير)‬
‫‪to crash‬‬ ‫تحطم ‪ -‬يتحطم‬
‫(تحطم )‬
‫تعطّل ‪ -‬يتعطّل‬
‫(تعطيل )‬
‫‪passport‬‬ ‫جواز (ج)‬

‫جوازات السفر‬ ‫‪to be cancelled‬‬ ‫إلغاء ‪ -‬يلغي‬
‫)‪(cancellation‬‬
‫‪visa‬‬ ‫تأشيرة (ج)‬

‫‪to tour‬‬ ‫يتجول‬
‫تجول ‪ّ -‬‬ ‫ّ‬
‫تأشيرات‬
‫تجول )‬
‫ّ‬ ‫(‬
‫‪helicopter‬‬ ‫مروحية‬
‫)‪to travel (to‬‬ ‫سافر ‪ -‬يسافر‬ ‫‪tour‬‬ ‫جولة (ج)‬

‫(مسافرة |‬ ‫جوالت‬
‫سفر) إلى‬
‫‪to visit‬‬ ‫زار ‪ -‬يزور‬
‫(زيارة)‬
‫‪141‬‬
References:
Brown, G. and Rice, S. (2007). Professional English in use. Cambridge:

Cambridge University Press.
Gairns, R. and Redman, S. (2012). Oxford learner's pocket word skills.

Oxford: Oxford University Press.
Hall, M. and Azar, B. (2010). Understanding and using English

grammar. White Plains, NY: Pearson Education.
Harmer, J. (2015). The Practice of English Language Teaching eBook.

Harlow: P.Ed Australia.
Hashemi, L. and Murphy, R. (2012). English grammar in use.

Cambridge: Cambridge University Press.
Lebeaux, D. (2000). Language acquisition and the form of the grammar.

Philadelphia: J. Benjamins.
Lester, M. and Beason, L. (2013). McGraw-Hill handbook of English

grammar and usage. New York: McGraw-Hill.
Mullen, N. (1998). English for computer science. Hong kong: Oxford

University.
Redman, S., Ellis, R., Viney, B. and McCarthy, M. (2013). A way with
words. Cambridge, U.K.: Cambridge University Press.
Swan, M. (2015). Practical English usage. Oxford: Oxford University

Press.

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English language

1st year Computer Science

Instructor/ Mahmoud Atef Barakat

‫التخصصات المذكورة‪ .‬وتواكب األكاديمية التطورات العلمية والتكنولوجية بأنشطتها‬

‫من اإللتزام بالقيم األخالقية والعلمية المتعارف عليها‪.‬‬

Title: English Language Code: BS103

Lecture: - Tutorial: 4 Practical: Total: 4 (Hour/week)

2 – Overall On completion of this course the student will be able to:

3 – Intended Learning Outcomes of Course (ILOs):

- Tutorials: ( √ ) -Lectures: ( - ) - Exercises: ( √ (

- Case Study: ( - ) - Chat Room ( √) - Virtual class ( √ )

- Virtual Lab ( - ) - Voice Lectures (√ ) - Movie Lectures ( √)

- Simulation lab ( - ) - Others (list): ( - )

6-Student Assessment Methods:

- Assignments. ( √ ) - Quizzes ( √ ) - Reports ( - )

Assessment method Week no.

- Laboratories (List): √ - Software Packages (list): ...

-Webinars: √ -Chat Rooms: √

- Course Coordinator: Instructor/Mahmoud Atef Signature:…………

- Head of Department: Associated Prof. Hala Meqdad Signature:………… Date: / /

Part One: Revision 16 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

 This table is old. It needs to be repainted.

 They don't like pancakes.

 The teacher wants to talk to you.

 Jake is hurt because Bill hit him.

 Tell them to hurry up!

3. POSSESSIVE ADJECTIVES (DETERMINERS)

Possessive adjectives are not pronouns, but rather determiners. It is useful

 Did mother find my shoes?

 Mrs. Baker wants to see your homework.

 Can Jake bring over his baseball cards?

 Samantha will fix her bike tomorrow.

 The cat broke its leg.

 This is our house.

 Where is their school?

Possessive pronouns replace possessive nouns as either the subject or the

 This bag is mine.

 That bag looks like his.

 These shoes are not hers.

 That car is ours. Theirs is parked in the garage.

5. REFLEXIVE & INTENSIVE PRONOUNS

 You cut yourself on this nail?

 He hurt himself on the stairs.

 The cat threw itself under my car!

 I made these cookies myself.

 You yourself asked Jake to come.

 My teacher didn't know the answer herself.

2nd you you your yours yourself

3rd he him his his himself

3rd she her her hers herself

3rd it it its itself

1st we us our ours ourselves

2nd you you your yours yourselves

 Use the correct personal pronouns. Watch the words in brackets.

2. is green. (the blackboard)

3. are on the wall. (the posters)

5. are watching TV. (my mother and I)

6. are in the garden. (the flowers)

7. is riding his bike. (Tom)

9. has got a brother. (Diana)

10. Have got a computer, Mandy?

 Choose the correct personal pronoun.

 Which object form of the personal pronoun can substitute the

2. How is new school? (you)