English100 PDF Book

University of Jordan
Language Center
University English
and
Communication
(100)
Student's Book
Authors
Ra'fat Safady
Mohammad Al Ali Hala Al Khalidi
Zuhair Eisouh Kelle Taha
The Hashemite Kingdom of Jordan
The Deposit Number at The National Library
(2011/8/3122)
‫يتحمل المؤلف كامل المسؤولية القانونية عن محتوى مصنفه وال يعبّر‬

‫هذا المصنف عن رأي دائرة المكتبة الوطنية أو أي جهة حكومية أخرى‬
Class No. Safady 420

English Language
Coordinator:Suha Na'jeh
Authors: Ra'fat Safady et al
Title: English Language and
Communication
Typing: Maysa Naim Alhaj Ali

Design and Layout: Samia Smadi
Table of Contents
Page
Unit Title
Preface ii
One Health 1
Two AFight with a Mother Panther 16
Three
Universal Declaration of Human 27
Rights
Four Debatable Points of View 37
Five The Dinner Party 47
Six Oceans and Seas 57
Seven Environment 69
Eight Child Labour 81
Appendix (1) Language Use 93

Appendix (2) Phrasal Verbs 103
Appendix (3) Irregular Verbs 104
Suggested Websites for Students 105
Sources of Texts 110
i
Preface
University English and Communication is a textbook
designed for the compulsory university course English
100 that has to be taken by students at the University of
Jordan regardless of the their level or their command of
English. The book is written with a major goal in mind:
to make university students use English effectively for
the purpose of communication. Communication means a
series of communicative acts used to accomplish a function.
To use a language communicatively depends mainly on
the speaker's knowledge of the language and the situation
in which he communicates. Our goal is to augment that
knowledge and to create an appropriate situation. To
achieve that goal, the four linguistic skills of listening,
speaking, reading and writing are emphasized. The whole
book is structured to enable the students to develop these
skills equally.
The book consists of eight units. Each unit opens

with a reading passage directly taken or adapted from a
variety of authentic sources such as: encyclopedias, books,
magazines, newspapers, and reliable websites in order to
expose the student to a variety of discourses of science,
law, literature, and journalism. The texts vary in length,
level and style to expose the students to different themes
and situations around which they and the instructor
are expected to communicate. The text, or the reading
passage, is the main component of the unit on which
the comprehension strategies, language skills, idioms,
listening and speaking activities are based. Related
articles supplement the texts and additional activities on
ii
them make the students relate the main theme of the article to
their environment, university or experience. The vocabulary
exercises and the interesting cross-word puzzles are based on
the key words in the texts.
Although explanations of grammatical points are

presented briefly in a deductive way in the appendix, the
grammar exercises are contextualized to ensure better
understanding and effective use of English structures deemed
necessary for students to master at the university level. Some
commonly used idioms and phrasal verbs are presented to
reinforce better comprehension and use of English.
Each unit includes a realistic listening passage or

a dialogue related to the unit theme. Sometimes, short
pre-listening activities are provided to facilitate better
comprehension of the listening topic. Moreover, speaking
activities are designed to reinforce better use of English in a
contextualized setting.
Not only is English the language of science, technology

and other disciplines, but it has also become the language
of international communication. Therefore, instructors are
expected to encourage cooperative learning through pair and
group work, which has proven to be effective and beneficial,
especially for students in need of a stimulating change to the
traditional classroom routine. By doing so, instructors provide
timid students with the best opportunity to build confidence
and communicative skills to use English. Without instructors'
creative techniques, communicative acts cannot be attained.
iii
i t t h
Un e a l
O n e H
H
EALTH means much more than not being sick. It gives you a feeling of good
spirit. When you are healthy you say you "feel great." You are happier and do
better work. Health helps you enjoy play, sports, and parties. It also helps you
make friends.
Health as a whole includes physical,

mental, and social health. All parts of your
body must work together properly to give
you physical health. Your mind must act
normally to give you mental health. You
must enjoy being with other people, and they
must enjoy being with you for social health.
You usually do not think about your

body when it works properly. But you worry
about your health when you do not feel well.
The healthy body protects itself against many
illnesses. It can heal a cut finger or broken
bone. But it wears out and breaks down
unless it receives proper care. Your body can
stay healthy only if you supply it with the
food and care it needs.
Food and Health
You need proper food for health. Food provides fuel for your body. The body
changes food into energy. Energy gives you the power to think and move, to read and
write, and to laugh and cry. Some parts of your body use energy at all times, even when
1
UNIT 1 Health
you sleep. The heart needs energy to pump blood. The chest muscles need it to cause
breathing. Every action you make, even blinking your eyes, uses energy supplied by food.
Food provides the building materials the body needs to grow and to repair itself.
Minerals from food help bones and teeth grow. They also help repair bones that are
broken. Substances from food regulate the work of the body. Some even regulate the way
your body uses food. For example, the body obtains vitamin D, the "sunshine vitamin,"
from liver and egg yolk. Vitamin D helps the body use minerals from other foods to build
strong bones and teeth.
Why You Eat. You feel hungry when your empty stomach sends messages
meaning "hunger" to your brain. After you eat, the messages stop and you feel satisfied.
True hunger comes only from the needs of an empty stomach. It may not mean that the
whole body needs food.
Appetite helps determine what you eat. Appetite also tells you that some foods
taste better than others. But you cannot depend on hunger and appetite to tell you what
foods your body needs. You must study the needs of your body and eat the proper foods to
meet these needs.
A Balanced Diet gives you the food elements needed by your body. A balanced
diet provides proteins, carbohydrates, and fats. It also supplies vitamins, minerals, and
water. Experts in nutrition have set up guides for a balanced diet. They divide foods
into needed groups. When you plan a meal, choose foods from each of these groups. In
this way, you will provide for your body's needs. You will also get enough food to satisfy
hunger and appetite.
Proteins furnish "building blocks" for the body. The body does not store protein.
That is why you should eat some protein foods every day. Too little protein in your diet
makes your muscles soft and flabby. The body also uses proteins for energy if you do not
eat enough carbohydrates and fats. Then you grow more slowly.
Carbohydrates give you energy. Your body contains millions of cells. Each cell
is a tiny power plant that uses food as fuel and changes it to energy. The body stores
carbohydrates in the form of starch in the muscles.
Fats also supply you with energy. They contain more energy than carbohydrates.
But the body uses them more slowly than it does other foods.
Vitamins are powerful chemical "regulators." They stimulate growth and regulate
body activities such as the work of the stomach and the intestines. They also prevent
certain diseases such as rickets and pellagra.
2
UNIT 1 Health
Minerals help the body form bones and teeth. They also regulate the heart's action
and aid in blood clotting.
Water is not really a food. But you cannot live without it. Water forms the basis
of blood and of your tissue fluids. It helps keep the body temperature even. Water is an
essential part of your daily diet.
Comprehension
I. Choose the correct response:
1. What gives one the power to think, read, and move?
a. Carbohydrates
b. Minerals
c. Energy
d. Fats
2. What does health mean?

a. Enjoying sports and parties
b. Enjoying being with others
c. Not suffering from chronic diseases
d. Healthy body, mind, and social life
3. What is a balanced diet?

a. The food that gives the body energy
b. The food that makes the body balanced
c. The food that provides the body with all the elements needed
d. The food that satisfies hunger
4. Why does a body need energy at all times even when one is asleep?
a. Because every action made by any part of the body needs energy
b. To think when one is asleep
c. Because the body needs to rest
d. To stop breathing
3
UNIT 1 Health
5. Which elements of food help to repair bones?

a. Vitamin D
b. Fats
c. Minerals
d. Water
6. When does a person feel hungry?

a. When he/she is satisfied
b. When the whole body needs food
c. When the empty stomach sends messages to the brain
d. When the appetite tells what foods are tastier
7. What does a balanced diet consist of?

a. Minerals, vitamins, and carbohydrates
b. Carbohydrates, fats, and proteins
c. Proteins, fats, and water
d. Fats, minerals, and water
8. What provides "building blocks" for the body?

a. Proteins
b. Fats
c. Minerals
d. Carbohydrates
9. In what form does the body store carbohydrates?

a. Minerals
b. Protein
c. Fats
d. Starch
II. Answer the following questions with full sentences.

1. Name some things one needs for good health.
2. Describe the different functions of carbohydrates, proteins, and vitamins.
3. Name other elements of a balanced diet besides carbohydrates, fats, and
proteins?
4. What are the differences between fats and carbohydrates?
4
UNIT 1 Health
ocabulary
I. Find the right word in the puzzle to fill in the blanks in the following
sentences:
1. Workers who handle chemical substances need to wear __________ clothes.
2. Heavy smoking makes him______________.
3. One may have many friends, but those who are ___________ are usually
few.
4. Obese people should do _____________ exercises to lose weight.
5. These are the _______________ for their argument and counter-argument.
p r o t e c t i v e s r o y f
p r o t e c t b r e a t h e l
f b b r e a t h l e s s p w l
d e p e n d a n t e n e r g y
z d e p e n d a b l e r o s a
e n e r g e t i c a l l y d m
o q d a e n e r g e c i c l k
b a s i c f e e l b r e a t h
b a s e s x s a g r b a s i s
II. Fill in the blanks using the correct form of the word in the list:
spirit provide appetite contain
regulate mental substance nutrition
1. Problems in math sometimes require great _____________ efforts.

2. _________________ encourage people to eat more vegetables.
3. One should seek to fulfill his_______________ , not his body.
4. They try to remove the harmful _______________ from cigarettes.
5. English 100 _____________ the student with the needed language skills for
effective communication.
6. His loss of ________________ was due to his sickness.
7. The government has a responsibility to _______________ this kind of
activities.
5
UNIT 1 Health
III. Find antonyms (opposites) for the following words in the text and use
them in sentences:
1. big
2. allow
3. sick
4. inappropriate
5. worse
s
Idiom a n d is wor
t h two
in
h
in the sh
A bird the bu
ing
t h a t s ometh g
ans ethin
i s i d i om me er than som
Th bett
d y h ave is r for
re a
you al t get. b u y my ca
igh ered to ight
you m Bill has off meone else m and is
• h
D 5 , 0 00. So bird in the
J ta
ore, bu h.
pay m o in the bus a better
tw d
worth be able to fin hand is
ht the
• I mig ut a bird in
offer, b sh.
o i n the bu
tw n.
worth f y our ow
enc e o
m i n a sent _
s e t h is idio _ _ _ _ _ _____
U ____
_ _ _ _ _____ __
_ _ _ _ _____ _ _ _ _ _____
_ ____ _
_ _ _ _ _____
_____
_____
6
UNIT 1 Health
a g e
n g u
La se
U
Phrasal Verbs (See Appendix 1)

I. Fill in the blanks using the correct form of the phrasal verb "break".
1. The thieves stole five oil paintings and two frames after _________
the house.
2. The building was evacuated when a fire ____________ on the top
floor.
3. Some of the hardliners are threatening to ____________ and form
their own party.
4. Diplomatic relations were restored after being _____________during
the war.
5. The car _____________three miles outside Amman.
II. Choose one of the phrasal verbs in the list below to complete the
following sentences:
look out lookup look after look for
put on put out put off
get through get on get up
1. I feel cold. I'll _______my jumper _______.

2. Hurry up! ________ the bus. It's ready to leave.
3. Is there something wrong with your mobile? I couldn't __________.
4. The firefighters were able to _________ the fire near the university.
5. I don't know where my book is. I have to ____________ it.
6. Jim likes to ___________ his little brother when their parents are
away.
7. It's Sunday tomorrow, I have to ___________at 5 o'clock.
8. We've decided to __________ the camping trip because of the bad
weather.
9. __________! There is a car coming.
10.If you don't know what the word means,_________ it ________
in the dictionary.
7
UNIT 1 Health
III. Choose the letter which introduces the best meaning of the underlined
phrasal verb.
1. The police set up the thief by using a hidden camera.
a. organized
b. returned
c. trapped
d. reviewed
2. I work out at the gym three times a week.

a. visit
b. exercise
c. manage
d. appear
3. Please, hold on while I transfer you to the Sales Department.

a. end a phone call
b. stay positive
c. keep talking
d. wait for a short time
4. I dropped out of that course because it was very difficult.

a. quit
b. interrupted a session
c. changed
d. relied heavily on
5. He should give up smoking as soon as possible.

a. reduce
b. minimize
c. stop
d. force
8
UNIT 1 Health
,
The
Punctuation Marks com
ma
The purpose of punctuation is to help make the meaning of a sentence clear. The
use or non use of commas, for example, can make a wide difference in the meaning of a
sentence. Compare:
a. The manager says the secretary is efficient.
b. The manager, says the secretary, is efficient.
Read sentence a, below, aloud:

a. After dark streets in that area are patrolled.
Now read sentence b, below, aloud:

b. After dark, streets in that area are patrolled.
The sentence that makes its meaning immediately clear is sentence b because it tells you
where to pause while sentence a is unclear.
While the period is used at the end of a sentence to bring the reader to a full stop, the
comma is used to indicate a brief pause within the sentence.
Following are some uses of the comma:

1- A comma is placed between words, phrases, or clauses in a series.
She bought potatoes, lettuce, meat, and pears.
The tall, thin, dark man is our doctor.
2- A comma is used in compound sentences between two main clauses

joined by and, but, or, nor, for, so, and yet particularly when the clauses
are long.
Their oldest daughter is a doctor, and their youngest son is a lawyer.
The supermarkets were filled with nice goods, but John had no time to shop.
3- When a subordinate clause precedes a main clause in a complex

sentence.
When she finally arrived at 9:30, the lecture had already
begun.
After our grandsons took off from the airport, we felt terribly sad.
9
UNIT 1 Health
4- With non-essential adjective clauses.

Mary, who is a good teacher, always receives letters of appreciation.
I met Ali, who graduated last year.
5- With appositive phrases that merely add information about the nouns
they follow.
Sami, my cousin, lives in Amman, the capital of Jordan.
He read Hamlet, a play by Shakespeare.
6- To set off introductory adverbials or side remarks that interrupt the

main idea of the sentence.
Indeed, the teacher repeated the example twice.
Jane, by the way, received her degree last semester.
Frankly speaking, John is a good manager.
She is very beautiful, I think.
He is, incidentally, my relative.
7- A direct quotation is set off by commas.

She said, "come here."
"Wait for me," she called.
"Will you," he begged, "come at once?"
8- Commas are used to separate items in a date.

Her wedding day was Sunday, February 15, 1990.
Ali was born in Beirut, on August 3, 2001.
Exercise
Insert commas where needed in the following sentences:
1- When the bell rings go to your class.
2- Unfortunately small countries are dominated by big countries.
3- Although John had tried hard he failed to win a prize.
4- Peter was born on Friday May 15 1965.
5- Professor Smith who teaches English 101 is a nice person.
6- "I will leave now" the boy said.
7- "If you come in late"his mother added "be sure to lock all doors."
8- Jane bought a dictionary a ruler a pen and an eraser.
9- The new president Dr. Johns is very strict.
10- Mary speaks English but she does not speak French.
10
UNIT 1 Health
Listening
I. Pre-Listening: What is obesity? What facts do you know about obesity?
II. Listen to the article about obesity. Take notes, and write down the main
idea for each section in the table below.
Obesity—Fat of the Land
1)___________________________________________________________________
___________________________________________________________________
2)___________________________________________________________________
___________________________________________________________________
3)___________________________________________________________________
___________________________________________________________________
4)___________________________________________________________________
___________________________________________________________________
5)___________________________________________________________________
___________________________________________________________________
6)___________________________________________________________________
___________________________________________________________________
11
UNIT 1 Health
Speaking
In pairs, take turns reading the following dialogue between Abed
and Aziz about a weekly exercise routine. Use appropriate intonation
(ex: sarcasm, surprise, excitement) and facial expressions while reading.
Abed: Hey, I hear you and Sara are getting married!

Aziz: Yeah, I think she'll be impressed with my new exercise program.
Abed: (Surprised) What? What are you talking about? What exercise program? What did
you tell her?
Aziz: (Joking) Well, you know I enjoy staying in shape. First, I generally get up every
morning at 5:30 a.m.
Abed: (Sarcastically) Oh, Yeah. Since when? You don't get out of bed until at least
7:30.
Aziz: No, No, No, and on Mondays and Wednesdays…
Abed: Ah, not another unbelievable story.
Aziz: I almost always go jogging for about half an hour, you know, to improve
endurance.
Abed: Hey, jogging to the refrigerator for a glass of milk doesn't count.
Aziz: Of course, before I leave, I usually make sure I do some stretches, do I don't pull
a muscle on my run.
Abed: Right… sure.
Aziz: Then I told her that I usually lift weights on Tuesdays and Thursdays for about
one hour after work.
Abed: I believe you.
Aziz: This really helps me build muscle strength.
Abed: A one-kilo weight?
Aziz: Finally, I often go hiking on Saturdays because it helps me burn off stress and
reduce anxiety that builds up during the week.
Abed: Oh! How you exaggerate!
Aziz: Well, uh, as for Fridays, I sometimes just relax at home by watching a movie or
inviting you over to visit.
Abed: If I buy the pizza…
Aziz: And on Sundays, I take the day off from exercising and go for a short walk.
Abed: Forget it. Sara will never believe this story!
12
UNIT 1 Health
Exercise
Answer the following questions after practicing the dialogue:
1. What does Aziz usually do on Mondays and Wednesdays?
2. What does Aziz do before the activity in question #1?
3. Why does Aziz lift weights?
4. Why does Aziz go hiking on Saturdays?
5. What does Aziz do on Sundays?
6. Does Abed believe in Aziz's new exercise program? How do you know?
Writing
Using the main ideas and notes that you took on the listening passage on
obesity, write a summary on the causes and solutions of obesity. It should not be more
than 150 words. Include some of the following vocabulary items in your summary.
Vocabulary Items
diabetes, carbohydrates, advertising, calories,

obesity, prosperity, stress, depression, diets,
exercising…
13
UNIT 1 Health
Related Article
Rules for Good Health
1. Eat a Balanced Diet. Proper 5. Take Care of Your Teeth.
food gives you energy. It also Good teeth bare important
keeps your body working well. for good health. They cut,
The body uses food to build tear, and grind food to make it
new tissues and to repair those ready for digestion. Poor teeth
that have worn out. cannot do their job properly,
and other parts of your body
must then work harder. Germs
2. Exercise Regularly. Exercise
from decayed teeth may also
builds your muscles and
spread disease throughout the
helps the blood circulate. It
body. Eating a balanced diet and
also makes you want to eat,
brushing your teeth after eating
and helps the body use food
help prevent tooth decay, or
properly.
cavities.
3. Relax Regularly. Relaxation

6. Visit Your Doctor and Dentist
makes you feel happier
Regularly. Doctors and dentists
and more comfortable. By
guard your health. Many
practicing to relax, you can
diseases develop slowly and
avoid becoming tense and
do not cause pain in their early
nervous. A relaxed person can
stages. Doctors and dentists
work and play better.
can often find hidden signs of
illness. They can take steps to
4. Get Enough Sleep. Sleep lets correct disorders that may cause
the body rid itself of poisons, trouble.
repair worn tissue, and grow
properly. When you do not get
7. Keep Clean. Personal
enough sleep, you become tired
cleanliness improves your
and cross. Disease germs attack
appearance and helps keep
a tired person more easily than a
you well. Germs grow in dirt.
rested one.
Clean surroundings make you
feel better.
14
UNIT 1 Health
If you think
ose, 11. Think Healthfully.
8. Dress Comfortably. Lo positive, healthful thoug
hts, you
ve
light clothing lets you mo can help make your life
more
to reach
freely. It also allows air pleasant and healthful. Re
ligion
cularly
your body. Clothes, parti and philosophy help deve
lop
erly
shoes, that do not fit prop healthful thinking habits.
re.
may give you poor postu
Rule. By
fely. You 12. Follow the Golden
9. Work and Play Sa finding ways to help oth
ers, you
at all
should follow safety rules will think less about your
self.
many
times. You can prevent Think more about other
pe ople's
to be
accidents if you really try problems, and less abou
t your
likely
safe. own. Then you are more
and Play. l health.
10. Enjoy your Work to have mental and socia
u do
You are pleased when yo
is
something well. Pleasure
so cial
important for mental and
health.
Activity
Using the Internet, try to relate this article to similar situations in the
Arab World, Jordan, or your life.
15
h a
t
i t i
w her
Un F i
t
gh ant
Tw o A ther P
Mo
oper
by re Co
o
e nim
esF
Jam
T
his story is an excerpt from one of The Leatherstocking Tales – The Pioneers.
It describes, in typical Cooper prose, a
dramatic confrontation between man and beast.
Elizabeth and Louisa are walking in a thickly
wooded, mountainous area, accompanied by Elizabeth's
dog, Brave. Suddenly, the still air is punctuated by
strange, mournful cries.
“Listen! There are the cries of a child on this

mountain! Is there a clearing near us, or can some little
one have strayed from its parents?”
“Such things frequently happen,” returned
Louisa. “Let us follow the sounds; it may be a wanderer
starving on the hill.”
Urged by this consideration, the females pursued
the low, mournful sounds, that proceeded from the
forest, with quick and impatient steps. More than once,
the ardent Elizabeth was on the point of announcing that
she saw the sufferer, when Louisa caught her by the arm, and pointing behind them, cried:
“Look at the Dog!”
Brave had been their companion, from the time the voice of his young mistress
lured him from his kennel, to the present moment. His advanced age had long before
deprived him of his activity; and when his companions stopped to view the scenery, or
to add to their bouquets, the Mastiff would lay his huge frame on the ground and await
their movements, with his eyes closed, and a listlessness in his air that ill accorded with
the character of a protector. But when, aroused by this cry from Louisa, Miss Temple
turned, she saw the Dog with his eyes keenly set on some distant object, his head bent near
16
UNIT 2 A Fight with a Mother Panther
the ground, and his hair actually rising on his body, through fright or anger. It was most
probably the latter, for he was growling in a low key, and occasionally showing his teeth,
in a manner that would have terrified his mistress, had she not so well known his good
qualities.
“Brave!” she said, “be quiet, Brave! What do you see, fellow?”
At the sounds of her voice, the rage of the Mastiff, instead of being at all diminished, was
very sensibly increased. He stalked in front of the ladies and seated himself at the feet of
his mistress, growling louder than before, and occasionally giving vent to his ire by a short,
surly barking.
“What does he see?” said Elizabeth; “there must be some animal in sight.”
Hearing no answer from her companion, Miss Temple turned her head and beheld
Louisa, standing with her face whitened to the color of death, and her finger pointing
upward with a sort of flickering, convulsed motion. The quick eye of Elizabeth glanced in
the direction indicated by her friend, where she saw the fierce front and glaring eyes of a
female Panther, fixed on them in horrid malignity, and threatening to leap.
“Let us fly,” exclaimed Elizabeth,
grasping the arm of Louisa, whose form yielded
like melting snow.
There was not a single feeling in the
temperament of Elizabeth Temple that could
prompt her to desert a companion in such an
extremity. She fell on her knees by the side of
the inanimate Louisa, tearing from the person of
her friend, with instinctive readiness, such parts
of her dress as might obstruct her respiration,
and encouraging their only safeguard, the Dog,
at the same time, by the sounds of her voice.
“Courage, Brave!” she cried, her own tones beginning to tremble, “Courage,
courage, good Brave!”
A quarter-grown cut, that had hitherto been unseen, now appeared, dropping from
the branches of a sapling that grew under the shade of the beech which held its dam. This
ignorant but vicious creature approached the Dog, imitating the actions and sounds of its
parent, but exhibiting a strange mixture of the playfulness of a kitten with the ferocity of its
race. Standing on its hind-legs, it would rend the bark of a tree with its forepaws, and play
the antics of a Cat; and then, by lashing itself with its tail, growling, and scratching the
earth, it would attempt the manifestations of anger that rendered its parent so terrific.
All this time Brave stood firm and undaunted, his short tail erect, his body drawn
backward on its haunches, and his eyes following the movements of both dam and cub.
At every gambol played by the latter, it approached nigher to the Dog, the growling of
the three becoming more horrid at each moment, until the younger beast, over-leaping its
intended bound, fell directly before the Mastiff. There was a moment of fearful cries and
17
struggles, but they ended almost as soon as commenced, by the cub appearing in the air,
hurled from the jaws of Brave, with a violence that sent it against a tree so forcibly as to
render it completely senseless. Elizabeth witnessed the short struggle and her blood was
warming with the triumph of the Dog, when she saw the form of the old Panther in the air,
springing twenty feet from the branch of the beech to the back of the Mastiff. No words
of ours can describe the fury of the conflict that followed. It was a confused struggle on
the dry leaves, accompanied by loud and terrific cries. Miss Temple continued on her
knees, bending over the form of Louisa, her eyes fixed on the animals with an interest
so horrid, and yet so intense, that she almost forgot her own stake in the result. So rapid
and vigorous were the bounds of the inhabitant of the forest, that its active frame seemed
constantly in the air, while the Dog nobly faced his foes at each successive leap. When
the Panther lighted on the shoulders of the Mastiff, which was its constant aim, old Brave,
though torn with her talons, and stained with his own blood, that already flowed from a
dozen wounds would shake off his furious foe like a feather, and, rearing on his hind-legs,
rush to the fray again, with jaws distended, and a dauntless eye. But age, and his pampered
life, greatly disqualified the noble Mastiff for such a struggle. In everything but courage,
he was only the vestige of what he had once been. A higher bound than ever raised the
wary and furious beast far beyond the reach of the dog, who was making a desperate but
fruitless dash at her, from which she alighted in a favorable position, on the back of her
aged foe. For a single moment only could the Panther remain there, the great strength of
the Dog returning with a convulsive effort. But Elizabeth saw, as Brave fastened his teeth
in the side of his enemy, that the collar of brass around his neck, which had been glittering
throughout the fray, was of the color of blood, and directly that his frame was sinking to
the earth, where it soon lay prostrate and helpless. Several mighty efforts of the Wild-
cat to extricate herself from the jaws of the Dog followed, but they were fruitless, until
the Mastiff turned on his back, his lips collapsed, and his teeth loosened, when the short
convulsions and stillness that succeeded announced the death of poor Brave.
Elizabeth now lay wholly at the mercy of the beast. There is said to be something
in the front of the image of the Maker that daunts the hearts of the inferior beings of his
creation; and it would seem that some such power, in the present instance, suspended the
threatened blow. The eyes of the monster and the kneeling maiden met for an instant, when
the former stooped to examine her fallen foe; next, to scent her luckless cub. From the
latter examination it turned, however, with its eyes apparently emitting flashes of fire, its
tail lashing its sides furiously, and its claws projecting inches from its broad feet. Miss
Temple did not or could not move. Her hands were clasped in the attitude of prayer, but her
eyes were still drawn to her terrible enemy – her cheeks were blanched to the whiteness of
marble, and her lips were slightly separated with horror.
The moment seemed now to have arrived for the fatal termination, and the beautiful
figure of Elizabeth was bowing meekly to the stroke, when a rustling of leaves behind
seemed rather to mock the organs than to meet her ears.
“Hist! hist!” said a low voice, “stoop lower, gal; your bonnet hides the creature's
head.”
18
It was rather the yielding of nature than a compliance with the unexpected order,
that caused the head of our heroine to sink on her bosom; when she heard the report of the
rifle, the whizzing of the bullet, and the enraged cries of the beast, who was rolling over on
the earth, biting its own flesh, and tearing the twigs and branches within its reach. At the
next instant the form of Natty, the Leatherstocking, rushed by her, and he called aloud:
“Come in, Hector! Come in, old fool; 'tis a hard-lived animal, and may jump
again.”
Natty fearlessly maintained his position in front of the females, notwithstanding
the violent bounds and threatening aspect of the wounded Panther, which gave several
indications of returning strength and ferocity, until his rifle was again loaded, when he
stepped up to the enraged animal, and, placing the muzzle close to its head, every spark of
life was extinguished by the discharge.
Comprehension
I. Answer the following questions.

1. Who is the first to see the Mother Panther?
2. Where is the story set? What is the importance of the setting in this story?
3. Is it suitable to name the dog "Brave"? Why?
4. What two factors disqualify the dog from winning?
5. Who comes to rescue the girls? How does he rescue them?
6. In what point of view is the story narrated?
7. Does man have the right to kill animals in their natural habitats?
II. Put the following sentences in the right order according to the story:
1. The cub attacked Brave.
2. Natty killed the Mother Panther.
3. A cub suddenly appeared.
4. They heard sounds and decided to pursue them.
5. Elizabeth and Louisa were walking in the woods accompanied by
Elizabeth's dog, Brave.
6. The dam killed Brave.
7. Brave saw the Mother Panther.
8. Brave killed the cub.
9. They realized that the Mother Panther was looking at them.
19
ocabulary
I.Fill in the blanks using the correct form of the words in the list:
companion bonnet sight malignity
extremity tremble approach fatal
1. She ______________with fear when she saw the lion.

2. Four men were _____________ stabbed.
3. Several shots were fired, killing the man and seriously injuring his
__________.
4. He opened the car door for her as she __________.
5. In the past, a woman would wear a __________.
6. Her __________ is failing because of old age.
7. She tried to remember how things had reached that __________.
II. Find the right word in the puzzle to fill in the blanks in the following
sentences. The words can be horizontal, vertical or diagonal:
1. The first __________ in the book was written by James Cooper.
2. If you leave the gate open, the animals may __________.
3. Unfortunately, the police __________ the wrong car.
4. Our dog, Rover, lives in a __________ in the back yard.
5. Brave __________ in front of the ladies.
l u n v b r s
h e e l y k t
j o n a s w a
p o r n i s l
s t a l e t k
s e q u a k e
p u r s u e d
III. Find antonyms for the following words in the text and use them in
sentences:
1. patient
2. freezing
3. former
4. front
5. superior
20
Phrasal Verbs
“Come” (See Appendix 2)
Exercise ome".
e co rr ec t fo rm of the phrasal verb "c
ing th ey when her
Fill in the blanks us __ __ __ __ a large amount of mon
1. My friend __ __ __
mother died. la rgely by peaceful mea
ns.
__ __ __ __ __ __ __
2. Change has her day.
_ an old friend the ot
3. I ______________ four.
u ca n __ __ __ __ __ ______ tomorrow at t their
4. Yo __ _________ to presen
e w itn es se s __ __
5. Four of th
testimony.
o m s
I d i it a
day
wor
k
Call to q
u i t
ork
m eans day's w
m a
h i s idio ay that
T to s
o me; leted.
go h p day.
and een com all i t a
has
b
; l e t's c ecause nd
ired db na
e are t was ma y at noo
• W boss tad
a
T h e e d i
• call ur
Tom t home. e o f yo
wen enc
a sent
in
i om
t h is i d
_ _ _ ____
Use ____
_
n . _ _
ow
_ _ ___ _
_ _ _ ____
_ _ _
_ _ ____ _ _ _ ____
_ _ _
_ _ _ ____
___
____
21
a g e
g u , m ay,
n
La se , h a
o
ve, d , can,
U be , m ust
t
migh ld, will...
shou
Auxiliary Verbs (1): (See Appendix 1)
I. Give one sentence on each of the following using a primary

auxiliary:
1. as a main verb
2. as an affirmative helping verb
3. as a pro-form
4. for negation
5. in an interrogative context
II. Use has, have, had, am, is, are, must, can or will to fill in the blanks in
the following sentences. More than one answer is sometimes possible.
1. Your father___________ a good English teacher.
2. Our new neighbors _______ a lovely garden.
3. They _________train well. They have a football match next Friday.
4. She has passed her driving test, and now she _________drive well.
5. You _____________good students; you study hard.
6. What do you think? ___________ I really good at chess?
7. Linda ___________ already won the contest, and her parents are
very proud of her.
8. My nephew___________ have his first birthday next week.
9. This cat ___________nice blue eyes and white fur.
10. Fortunately, many students ___________successfully passed the
test.
22
III. Circle the correct answer

1. A: Can I borrow your pen?
B: Yes, you ___________.
a. will b. have c. does d. can
2. She doesn't like soft music, but her friends__________.

a. don't b. won't c. do d. have
3. Unfortunately, Rula __________want to watch the new performance of the

play.
a. isn't b. doesn't c. aren't d. wasn't
4. ___________ Sami hand in his assignment at nine tomorrow?

a. Will b. Is c. Does d. Be
5. I went to the lecture yesterday, but Ahmad_________.

a. didn't b. doesn't c. did d. don't
T
sem he
Punctuation Marks
,.
ico
lon
1. The semicolon is used instead of a comma to separate items in a series when

the items themselves have commas:
My three children were born on May 28, 1999; May 29, 2002; and October
2, 2006.
2. It is also used in compound sentences to separate two independent (main)
clauses when the two independent clauses themselves in a sentence
a. (formal) are not connected by a coordinating conjunction, such as
and, but, for, so, or, nor, or yet.
Yamaan studies Engineering; his sister studies English Language and
Literature.
b. include a transitional word such as moreover, furthermore, however,
otherwise, therefore, consequently, etc…
My daughter had a severe stomach-ache; however, she took the exam.
23
Exercise
Insert semicolons where needed in the following sentences:
1. Aziz likes soccer he doesn't like basketball.
2. We have holidays on May 1, Labor Day December 25, Christmas Shawwal
1, Eid Al Fitr and January 1, New Year's Day.
3. We had mansaf for dinner therefore, everyone was very happy.
4. Sara was very thirsty she drank a lot of water.
5. Samira's grades were good however, she didn't get the scholarship.
6. Raya was born on March 26, 2011 her brothers, Rakan and Mohammad,
were born on June2, 2008 and March 14, 2006 respectively.
Listening
Listen to the passage titled “National Day of Remembrance”
and answer the following questions:
1. What do many Canadians wear on December 6?

2. On December 6, what is different about the Canadian flags on federal
buildings?
3. When and where did the Montreal Massacre occur?
4. How many people did the shooter kill and injure?
5. What gender were the shooter's victims?
6. What did the killer claim he was fighting?
7. What item did the government tighten control on after the massacre?
Speaking
Read the following article on school violence in groups. Discuss
causes and solutions of violence in schools.
School violence is widely held to have become a serious problem in recent decades
in many countries, especially where weapons such as guns or knives are involved. It
includes violence between school students as well as physical attacks by students on school
staff.
The home environment is thought to contribute to school violence. Harsh parental
discipline is associated with higher levels of aggressiveness in youth. There is some
evidence indicating that exposure to television violence and, to a lesser extent, violent
24
video games is related to increased aggressiveness in children, which, in turn, may carry
over into school.
The goal of prevention and intervention strategies is to stop school violence from
occurring. There are at least three levels at which violence-prevention programs can act: at
the level of society in general, the school community, the family, and the individual.
• Society-level prevention strategies aim to change social and cultural
conditions in order to reduce violence regardless of where the violence
occurs.
• School-wide strategies are designed to modify the school characteristics that
are associated with violence.
• Some prevention and intervention programs focus on individual-level
strategies.
Writing
You are on a committee to end university violence. Write a two
paragraph composition in which you give reasons and solutions to this
problem.
25
A r t i c l e
Relate d B rain
o d c u t t e r Without a
The Wo h imself sit uncle
ting in
e li o n
he found
th ace,
r s were th e road. "Pe of
Two woo
d c u tt e
e y s a w th e m idd le o f
n . " P e a c e, O son
hen th e ma you
in g in a thicket w This is the lion," said th
e li o n . “ What are
walk ad. " id th am
n s p o o r on the ro e . " W h at A dam,” sa
a s k e d th e man. "I
lio n g here?" d
o f a li o n," said o on our d o in e li o n , " and I nee
mark s go d th
k," replie the head of a ma
n to
ll w e d o ?" "Let u ve to do," s ic d
sha a rain from His mercy has le
n d d o w hat we h n ti n u e d th e b
way a ey co od in ur
h is f r ie nd. So th collected c u re me. G is offering me yo
said and each it was d O
e p a th y o u to me an H im ." "Listen,
along th When e be to am
a d o f fi rewood. th e fi r s t b r ain, prais man, "for what I a
a lo
th e m to return, r w a y li o n ," said the th e tr u th. I am
time fo r anoth e you is t bit
s a id , " L et us take "No, this a b out to tell w. Had I the leas d
man e!" ello turne
e , in A llah's nam f r ie n d . b rainless f u ld n o t have re is
ho m is o
s h o r te r," said h li o n 's o f b rain, I sh ne with the brain
path is I saw he o
fi r s t m an said, " I shall not th is way. T nd the rocks!"
e ,"
Th
o n th e r oad, and " And u p th ere beyo
n t y o u h appiness
spoor
a t
llah!
way, by A her up the "God gra gan climbing up
r n th d be
retu
a r o c k y path hig s a id th e lion an
he took mountain
.
n ta in . c u tt e r th e
mou nd wood
The seco ey had come.
th
the way place wh
ere
returned h e d th e
reac on,
When he ticed traces of a li
no
they had
imilar
r ticle to s t's
y t o r e la te t h is a
n iv e r s it y studen
Activ it et, tr y , or a u
e Intern , Jordan
Using th rab W o r ld
it u a t io n s in the A
s
life.
26
a l
i t e r s f
Un v
i ion o
n
U rat hts
h r e e c l a i g
T De man R
Hu
T
he General Assembly proclaims this universal declaration of human rights as a
common standard of achievement
for all peoples and all nations,
to the end that every individual
and every organ of society, keeping this
Declaration constantly in mind, shall strive
by teaching and education to promote
respect for these rights and freedoms and
by progressive measures, national and
international, to secure their universal
and effective recognition and observance,
both among the peoples of Member States
themselves and among the peoples of
territories under their jurisdiction.
Article 1.
All human beings are born free and
equal in dignity and rights. They are
endowed with reason and conscience and should act towards one another in a spirit
of brotherhood.
Article 2.
Everyone is entitled to all the rights and freedoms set forth in this Declaration,
without distinction of any kind, such as race, color, sex, language, religion,
political or other opinion, national or social origin, property, birth or other status.
Furthermore, no distinction shall be made on the basis of the political, jurisdictional
or international status of the country or territory to which a person belongs, whether
27
UNIT 3 Universal Declaration of Human Rights
it be independent, trust, non-self-governing or under any other limitation of

sovereignty.
Article 3.
Everyone has the right to life, liberty and security of person.
Article 4.
No one shall be held in slavery or servitude; slavery and the slave trade shall be
prohibited in all their forms.
Article 5.
No one shall be subjected to torture or to cruel, inhuman or degrading treatment or
punishment.
Article 7.
All are equal before the law and are entitled without any discrimination to equal
protection of the law. All are entitled to equal protection against any discrimination
in violation of this Declaration and against any incitement to such discrimination.
Article 8.
Everyone has the right to an effective remedy by the competent national tribunals for
acts violating the fundamental rights granted him by the constitution or by law.
Article 9.
No one shall be subjected to arbitrary arrest, detention or exile.
Article 10.
Everyone is entitled in full equality to a fair and public hearing by an independent
and impartial tribunal, in the determination of his rights and obligations and of any
criminal charge against him.
Article 12.
No one shall be subjected to arbitrary interference with his privacy, family, home or
correspondence, nor to attacks upon his honour and reputation. Everyone has the
right to the protection of the law against such interference or attacks.
Article 13.
(1) Everyone has the right to freedom of movement and residence within the borders
of each state.
(2) Everyone has the right to leave any country, including his own, and to return to
his country.
28
Article 14.
(1) Everyone has the right to seek and to enjoy in other countries asylum from
persecution.
(2) This right may not by invoked in the case of prosecutions genuinely arising
from non-political crimes or from acts contrary to the purposes and principles of
the United Nations.
Article 15.
(1) Everyone has the right to a nationality.
(2) No one shall be arbitrarily deprived of his nationality nor denied the right to
change his nationality.
Article 16.
(1) Men and women of full age, without any limitation due to race, nationality or
religion, have the right to marry and to found a family. They are entitled to equal
rights as to marriage, during marriage and at its dissolution.
(2) Marriage shall be entered into only with the free and full consent of the intending
spouses.
(3) The family is the natural and fundamental group unit of society and is entitled to
protection by society and the State.
Article 19.
Everyone has the right to freedom of opinion and expression; this right includes
freedom to hold opinions without interference and to seek, receive and impart
information and ideas through any media and regardless of frontiers.
Article 20.
(1) Everyone has the right to freedom of peaceful assembly and association.
(2) No one may be compelled to belong to an association.
Article 23.
(1) Everyone has the right to work, to free choice of employment, to just and
favourable conditions of work and to protection against unemployment.
(2) Everyone, without any discrimination, has the right to equal pay for equal work.
Article 26.
(1) Everyone has the right to education. Education shall be free, at least in the
elementary and fundamental stages. Elementary education shall be compulsory.
Technical and professional education shall be made generally available and
higher education shall be equally accessible to all on the basis of merit.
29
(2) Education shall be directed to the full development of the human personality
and to the strengthening of respect for human rights and fundamental freedoms. It
shall promote understanding, tolerance and friendship among all nations, racial
or religious groups, and shall further the activities of the United Nations for the
maintenance of peace.
(3) Parents have a prior right to choose the kind of education that shall be given to
their children.
Comprehension
I. Decide whether the following statements are True or False. If they are false,
correct them.
1. The freedoms an individual enjoys depend on the status of the country to
which he belongs.
2. All forms of slavery are not allowed.
3. No one can leave his country without a good reason.
4. A murderer may enjoy asylum in another country.
5. If justified, the government may deprive an individual of his nationality.
II. Answer the following questions.

1. Article 2 consists of two sentences. What is the main issue in each
sentence?
2. What is meant by "full age" in article 16 (1)?
3. What do you understand from article 19?
4. What do you understand from article 23 (2)?
5. What are the characteristics of education offered to the public according to
article 26 (2)?
III. Which article indicates each of the following facts?

1. Nobody has the right to end somebody else's life.
2. Criminals should not be tortured.
3. Under some circumstances, a person's letters may be read.
4. Anyone can live wherever he chooses in his country.
5. Everyone has the right to have a nationality.
30
ocabulary
I. Fill in the blanks using the correct form of the words in the list.
dignity degrading discrimination arbitrary
interference contrary found compulsory
1. The party members happily tolerated the expression of opinions

_____________ to their own.
2. English 100 is a ____________ course.
3. They ask whether the concept of charity threatens the __________ of those
who receive it.
4. The University of Jordan was ______________ in 1962.
5. Films that ______________ women should be banned.
6. No one can deny the _____________ practiced against women in most of
the countries in the world.
7. People with a strong personality do not let others ____________ with their
own private matters.
II. Find antonyms of the following words in the text and use them in
sentences:
1. national
2. slavery
3. reward
4. admitted
5. disagreement
III. Find synonyms (words that have the same meaning) for the following
words in the text and use them in sentences:
1. divorce
2. forced
3. reachable
4. methods
5. exposed
31
Phrasal Verbs
“Do” (See Appendix 2)
Exercise ect form of the phrasal ve
rb "do".
e bla nk s us ing th e co rr
Fill in th
not ___________disease.
1. Modern medicines have _.
is no go od ; yo u'l l ha ve to _________ it ________
2. This
_______ a secretary.
3. The manager cannot ____
right to speak in public.
4. She was ___________ the f although he
He __ __ __ __ __ his sh oe laces _________ by himsel
5.
is only five years old.
oms
in ing
ver l
Idi a s i l
has here
is
oud t
ry cl th a t .
Eve m eans ad thing at all
h
h i s idiom every b he saw t ost.
T in s fr
g g ood et when rom the t the
ethi n up s ed f tha
som ane was s had di she saw d,
•J r n i
owe whe he sa ."
her fl rtheless, died, s r lining
e o e
Nev s had als as a silv nd had
d h a n
wee y cloud e throat ol. Whe st,
r r o e
"Eve had a so rom sch a math t r
lly e f ed ilve
• Sa tay hom he miss has a s
to s arned s y cloud
e r
she l id, "Eve
a ur
she s g." c e of yo
linin en
n a sent _ ____
om i __ _ _
t h i s idi _ _ ____
Use _ _ ___ _
_ _ _ ____
. _ __
own ______ _ ____
_ _ _ _
___ ____
_
_ _ _ _
____
____
32
a g e
g u , m ay,
n
La se h a v
o
e, d can,
U be, , m ust,
t
migh ld, will...
shou
Auxiliary Verbs (2) (See Appendix 1)
I. Circle the letter which represents the best answer

1. Whose book is this? It_________ belong to you.
a. ought
b. shall
c. might
d. will
2. This book has Lina's name on it. It _______ be hers.
a. would
b. could
c. can
d. must
3. If you want to get over your sickness, you _________ sleep early.
a. should
b. may
c. ought
d. can
4. I believe that you __________ work hard to get the best results.
a. might
b. have to
c. shall
d. dare
5. ____________ I leave early today because I am sick?
a. May
b. Will
c. Must
d. Ought to
33
II. There is one error in each of the following sentences. Find the error and
correct it. There might be more than possible answer.
1. A: How did the fire start?
B: Well, the police aren't sure. They say it can be an accident.
2. She was too far away. She can't see me at the traffic lights.
3. Thank you for lending me the money. I am sure that I may pay you
back next Monday.
4. I wonder how she knew about it. She must listen to our conversation.
5. A: Do you think that it's a good idea to go to the theater?
B: No, you might stay at home because you are really sick.
6. A: Should you like to have a cup of tea?
B: No, thank you.
Listening
I. Listen to the passage titled “Champions of Human Rights,”
and decide whether the following statements are True or
False.
1. Ninety million people live in slavery. T F

2. Most people can name at least half of their 30
Human Rights. T F
3. Humanitarians have made changes in the world. T F
4. Martin Luther King was famous for fighting for civil
rights in America. T F
5. Mahatma Gandhi believed in non-violent resistance. T F
6. Jefferson wrote the American Declaration
of Independence. T F
II. Post listening questions.

1. Name some modern-day humanitarians.
2. Give examples of human rights abuses going on in the world today.
34
Speaking
Read the following quotes/facts about human rights. In groups,
discuss and summarize one quote and present your opinions to the
class.
“I believe we should try to move away from the vocabulary and attitudes which shape
the stereotyping of developed and developing country approaches to human rights issues.
We are collective custodians of universal human rights standards, and any sense that we
fall into camps of “accuser” and “accused” is absolutely corrosive of our joint purposes.”
Mary Robinson, United Nations High Commissioner for Human Rights
“Basically we could not have peace, or an atmosphere in which peace could grow, unless
we recognized the rights of individual human beings…their importance, their dignity…
and agreed that was the basic thing that had to be accepted throughout the world.”
Eleanor Roosevelt, USA
“We discovered that peace at any price is no peace at all. We discovered that life at any
price has no value whatever; that life is nothing without the privileges, the prides, the
rights, the joys which make it worth living, and also worth giving. We also discovered
that there is something more hideous, more atrocious than war or than death; and that
is to live in fear.” Eve Curie, French author, speaking to the American Booksellers
Association, New York, 9 April 1940
“The right to development is the measure of the respect of all other human rights. That
should be our aim: a situation in which all individuals are enabled to maximize their
potential, and to contribute to the evolution of society as a whole.” Kofi Annan, former
United Nations Secretary General
Some 160 million children are moderately or severely malnourished. Some 110 million
are out of school. Over 1.3 billion people in developing countries make ends meet with
less than 1 dollar a day. UNDP Human Development Report, 1997
“It has long been recognized that an essential element in protecting human rights was a
widespread knowledge among the population of what their rights are and how they can
be defended.” Boutros Boutros Ghali , Sixth UN Secretary-General, 1992 -1996
35
Writing
Choose a couple of human rights’ violations. Are there any
solutions to these violations/abuses? If so, what are they? Write a
short persuasion essay convincing the reader of your solutions. Use
vocabulary from the original document and the listening/speaking
activities.
ts and
ted Article e x e r c is e of his righ
Rela (2) In the all be
d o m s , e v eryone sh tions
free s uch limita ly
o n ly to
. subject ed by law
sole
Article 27 s th e right fre
ely
e d e te r m in
o n e h a life as ar curing
(1) Every a te in th e cultural r th e p u r pose of se ect
to particip it y, to enjoy
the fo
c o g n it io n and resp
u n due r e of
of the c o m m tific d freedoms
s h a re in scien for the rig
h ts a n
just
arts a n d to
n d its benefits
.
a n d o f m eeting the lic
advance m e n t a
e others f m o rality, pub
th e right to th requireme
n ts o
are in
on e h a s
(2) Every n of the moral and n d th e g e neral welf
order a
protectio
rests result y or
ing ticsociety.
te r ia l in te a democra f r e e doms may
ma literar rights a n d
scientific, (3) These e be exercised contr
ary
from any n o f which he
artistic pro
d u c ti o in no cas s and prin
ciples
p u r p o s e
is the auth
or. to the s.
ed Nation
of the Unit
Article 28
. social
e n titled to a . n may
Every o n e is
l o rder in wh
ich Article 30 in th is Declaratio r
n a ti o n a Nothin g ing fo
and inter freedoms
set r p r e te d as imply ny
h ts a n d be be in te r person a
the rig la ration can , g r o u p o or
forth in th .
is D e c any State e in a n y activity
g a g
fully reali
zed right to en y act aimed at the
m an
to perfor any of the
rights
c ti o n o f .
. destru o rth herein
Article 29 the
as duties to e the and freedo
m s s e t f
e r y o n e h
(1) Ev alon
y in which nt of his
communit e
a n d f u ll developm
fre e .
is possible
personality les to sim
ilar
artic
it y t r y t o re late these
Activ Internet,
Using the u t io n of Jordan
.
the con s t it
articles in
36
e
n i t t a b l
w
U b a
De s of v
i e
u r t
Fo Po i n
The Passionate Shepherd to His Love The Nymph's Reply to the Shepherd
Come live with me and be my love, If all the world and love were young,
And we will all the pleasures prove And truth in every shepherd's tongue,
That valleys, groves, hills and fields, These pretty pleasures might me move
Woods, or steepy mountain yields. To live with thee and be thy love.
37
UNIT 4 Debatable Points of view
And we will sit upon the rocks Time drives the flocks from field to fold,
Seeing the shepherds feed their flocks, When rivers rage and rocks grow cold,
By shallow rivers to whose falls And Philomel becometh dumb;
Melodious birds sing madrigals. The rest complain of cares to come.
And I will make thee beds of roses The flowers do fade, and wanton fields
And a thousand fragrant posies, To wayward winter reckoning yields;
A cap of flowers, and a kirtle A honey tongue, a heart of gall,
Embroidered all with leaves of myrtle. Is fancy's spring, but sorrow's fall.
A gown made of the finest wool, Thy gowns, thy shoes, thy beds of roses,
Which from our pretty lambs we pull, Thy cap, thy kirtle, and thy posies
Fair lined slippers for the cold, Soon break, soon wither, soon forgotten,
With buckles of the purest gold. In folly ripe, in reason rotten.
A belt of straw and ivy buds, Thy belt of straw and ivy buds,
With coral clasps and amber studs: Thy coral clasps and amber studs,
And if these pleasures may thee move, All these in me no means can move
Come live with me and be my love. To come to thee and be thy love.
The shepherd swains shall dance and sing But could youth last and love still breed,
For thy delight each May morning: Had joys no date nor age no need,
If these delights thy mind may move, Then these delights my mind might move
Then live with me and be my love. To live with thee and be thy love
Christopher Marlowe Sir Walter Raleigh

(1564- 1593) (1552 ? – 1618)
38
Comprehension
I. Choose the letter which corresponds with the best answer.
1. The Nymph’s response in Raleigh’s poem is
a. dramatic
b. natural
c. realistic
d. romantic
2. All the shepherd’s promises are

a. artificial
b. changed by time or temporary
c. fake
d. permanent
3. The style of garments the shepherd promises his love

a. is modern
b. belongs to the twentieth century
c. is fashionable
d. belongs to the 16th century
4. The shepherd in Marlowe’s poem

a. does not want his love to live happily
b. tries hard to convince her to live with him
c. makes fun of his love
d. tries his best to make her look beautiful
5. The nymph in Raleigh’s poem

a. will live with the shepherd on one condition
b. is convinced to live with the shepherd
c. will never live with the shepherd
d. tries to lure the shepherd into marriage
II.Answer the following questions.

1. What season of the year dominates Marlowe’s poem? Give evidence.
2. Is the shepherd logical in his proposal to the nymph? Explain.
3. What condition(s) does the nymph in Raleigh’s poem give to live with the
shepherd? Is it possible?
4. Discuss the concept of time in both poems.
5. What is the significance of stanzas three and six in Raleigh’s poem?
39
ocabulary
I. Match the following words with their meanings:
1. passionate group of trees
2. flock cannot speak
3. grove having strong feelings
4. nymph fade / disappear gradually
5. dumb group of animals or birds
6. wither barn
young beautiful woman
bird
II. What do the underlined words mean?

1. Talks between the two sides yielded no results.
a. produced b. accepted
c. found d. meant
2. We will all the pleasures prove.

a. give b. experience
c. listen d. make sure
3. The cushion was embroidered with flowers.

a. drew b. cut
c. ornamented d. bought
4. This belt is made of black leather with gold studs.

a. flowers b. pieces of paper
c. ribbons d. pieces of metal
5. Don't pick the fresh buds.

a. leaves before they open b. trees
c. branches and twigs d. flowers before they open
40
III. Fill in the puzzle:

Across:
1. We were sitting by the river listening to __________songs.
2. The word delights means a cause or source of __________.
3. Different __________ of sheep give wool of varying lengths.
4. The pears are heavy and __________.
Down:
1. Soft shoes that someone wears in the house are called __________.
2. I bought my wife a __________.
3. The word __________ has a silent "b".
4. We are completely dependent __________ your help.
3↓
l
1→ 1↓
m s
2↓
k
4→
r
3→
b
2→p 4↓
u
41
Phrasal Verbs
“Fall” (See Appendix 2)
ll".
Exercise t fo rm of th e phrasal verb "fa
ec
s using the corr ____ easier solu
tions.
Fill in the blank ve up ea si ly an d __ __ __
1. You often gi a villa, but it ____
______.
an te d to bo ok
2. We w __.
ry ol d. It is ________
3. M y ca r is ve ______ it.
of ch al le ng in g the lie, she ____
4. Instead
K ha le d to ac t the part of host.
__
5. It ________
oms he alth
ll of
Idi eac
lea n bi
o m eone
)
hav for s
e t / u s ed ( by a
G is y
s i d iom health
Thi ounced
e pron l t h from
b a
to
ician
. f he
phys n b ill o of
t a clea a n bill
o
lly g a cle rk.
• Sa doctor. ar has k to wo
the that Om go bac
an ur
w
• No lth, he c e o f yo
hea enc
a sent
in _
s i d iom _ ____
t h i _ _ _
Use
. _ _ _ ____ __
own _ _ _ ___ _ _ ____
_ _ _
_ _ _ ____ _ _ ____
___ _ _
_ _ _ ____
____
____
42
a g e
n g u
La se
U
Adverbial Clauses (See Appendix 1)
I. Choose the best answer.

1. We keep our bread in the fridge___________it doesn't go bad.
a. in order to b. since
c. although d. so that
2. You should give the iron time to heat up___________you iron your
clothes.
a. because b. although
c. before d. though
3. You will have to pay higher insurance____________you buy a sports

car.
a. if b. till
c. while d. where
4.___________the dolphin lives in the sea, it is not a fish; it's a mammal.

a. Unless b. Although
c. So that d. After
5. Learning how to write is important _____________ most professional

jobs require writing skills.
a. before b. as soon as
c. because d. unless
43
II. Complete the following sentences.

1. Since he has injured his right hand, __________________.
2. Now that his father is unemployed, Richard ________________.
3. ________________ in order to take care of his parents.
4. Although Rania can play tennis, ______________________.
5. ____________________ unless the price is very high.
III. Add adverbial clauses to the following independent clauses to make

complex sentences.
1. The research paper is beneficial to students.
2. Dina will not go to work today.
3. Maher went back to Saudi Arabia.
4. Yusuf will be admitted into the university.
5. Yahya will go back to the United States to study English.
Listening
Listen to the passage, and decide whether the following
statements are True or False.
1. The people interviewed were 20 – 29 years old.

2. Ninety-four percent of the unmarried people surveyed believed they would
find a soul mate.
3. Women prefer a man who could talk about his feelings.
4. The people who were interviewed were both married and single.
5. The number of people dating for a long time before marriage decreased.
6. Many young Americans are concerned about divorce.
44
Speaking
In pairs, discuss the following qualities / characteristics
important to you when it comes to a marriage partner. Rank the
qualities: "1" is for the most important, and "13" is for the least
important. Discuss your reasons with the group.
____ some religious beliefs ____ earning potential ($$)

____ ability to express emotions ____ age
____ appearance ____ ability to be a good parent
____ education ____ responsible
____ your soul mate ____ reliable / trustworthy
____ his family ____ salary
____ same social background or class
Writing
Write a 150-word composition about your "ideal" spouse.
Use the vocabulary learned in the speaking and listening activities.
Justify your choices.
45
Related Article
Poetry is mainly interested in the Trojan hero
Poetry is difficult to define. "If you Aeneas, whom the Romans saw as their
want a definition" wrote Dylan Thomas, ancestor.
"poetry is what makes me laugh or cry or
One of the earliest English poems
yawn, what makes my toenails twinkle.
All that matters about poetry is the to have survived is the epic Beowulf.
Written down around the 8 century AD
th
enjoyment of it." Samuel Taylor Coleridge
described poetry as "the best words in the in Anglo-Saxon, it tells of the adventures
best order." of a powerful hero, Beowulf, who kills
the monster Grendel but is himself
Poetry involves using language in finally killed by an enraged dragon. The
unusual and exciting ways, often to express most famous English epic is Paradise
something about our experience as human Lost, which was written by John Milton
beings. Poets frequently create meanings in the 17th century. It retells the Bible
through the sounds of words or by story of how Satan tempted Adam and
organizing lines into particular patterns. In Eve into disobeying God. Milton, who
describing things, they often use "images": was blind, composed the 12 books of his
unexpected comparisons which help us to epic in his head and dictated them to his
understand what something is like. daughter.
The earliest poetry Poetry and stories

Some of the oldest poems are long Epics are not the only poems
stories written in verse. They are known that tell stories. Chaucer's Canterbury
as "epic" poems and usually have a cast of Tales, written in the 14th century, is based
gods and heroes. The Greek poet Homer around a group of pilgrims on their way
is believed to be the author of two epics, to Canterbury who decide to pass the
composed around the 8th century BC, about time with a story-telling competition.
the gods and heroes of ancient Greece. The Ballads are another kind of story-telling
Iliad describes the siege of Troy, while The (or "narrative") poem. They are usually
Odyssey recounts the wanderings of the written in a regular rhythm with a fixed
hero Odysseus, and includes his famous rhyme-scheme, and have four lines in
encounter with the giant Cyclops. Troy is each stanza. Many ballads tell of the
also the starting point of The Aeneid, an adventures of folk heroes such as the
epic poem by the Roman poet Virgil, who Australian outlaw Ned Kelly. One of
lived in the 1st century BC. He retells the the most famous ballads is the haunting
famous episode of the wooden horse, but "Rime of the Ancient Mariner" by
Samuel Taylor Coleridge.
Activity
Using the Internet, try to find more kinds of poetry. Give examples.
46
e r
n i t i n n
U e D y
Th art
Fi v e P by rdner
Ga
M ona
T
he country is India. A colonial official and his wife are giving a large dinner
party. They are seated with their guests – army officers and government attaches
and their wives, and a visiting American naturalist – in their spacious dining
room, which has a bare marble floor, open rafters, and wide glass doors opening
onto a veranda.
A spirited discussion springs up between a young girl who insists that women have
outgrown the jumping-on-a-chair-at-the-sight-of-a-mouse era and a colonel who says that
they haven't.
"A woman's unfailing reaction in any crisis," the colonel says, "is to scream. And
while a man may feel like it, he has that ounce more of nerve control than a woman has.
And that last ounce is what counts."
The American does not join in the argument but watches the other guests. As
he looks, he sees a strange expression come over the face of the hostess. She is staring
straight ahead, her muscles contracting slightly. With a slight gesture she summons the
native boy standing behind her chair and whispers to him. The boy's eyes widen; he
quickly leaves the room.
Of the guests, none except the American notices this or sees the boy place a bowl of
milk on the veranda just outside the open doors.
The American comes to with a start. In India, milk in a bowl means only one
thing - bait for a snake. He realizes there must be a cobra in the room. He looks up at the
rafters – the likeliest place – but they are bare. Three corners of the room are empty, and
the fourth the servants are waiting to serve the next course. There is only one place left –
under the table.
47
UNIT 5 The Dinner Party
"The Dinner Party"

is a 1911 painting
by Jules Alexandre
Grun.
His first impulse is to jump back and warn the others, but he knows the commotion
would frighten the cobra into striking. He speaks quickly, the tone of his voice so arresting
that it sobers everyone.
"I want to know just what control everyone at this table has. I will count to three
hundred – that's five minutes – and not one of you is to move a muscle. Those who move
will forfeit fifty rupees. Ready!"
The twenty people sit like stone images while he counts. He is saying "… two
hundred and eighty… when, out of the corner of his eye, he sees the cobra emerge and
make for the bowl of milk. Screams ring out as he jumps to slam the veranda doors safely
shut.
"You were right, Colonel!" the host

exclaims. "A man has just shown us an example of
perfect control."
"Just a minute," the American says, turning
to his hostess. "Mrs. Wynnes, how did you know
that a cobra was in the room?"
A faint smile lights up in the woman's face

as she replies: "Because it was crawling across my
foot."
48
Comprehension
1. At the dinner party, the hostess
a. jumps and shuts the veranda door
b. warns the other visitors about the cobra
c. shows perfect control
d. screams all of a sudden
2. The native boy’s eyes widen because

a. the hostess has reprimanded him
b. he is sick
c. he is frightened
d. he sees a cobra
3. The story is an example of

a. perfect stereotyping
b. a disturbed American naturalist
c. a perfect dinner party
d. false stereotyping
4. After surveying the dining room, the naturalist concludes that the snake is
a. hanging from the rafters
b. in one of the corners of the room
c. under the table
d. behind the native boy
5. Which statement is true about the story?

a. Women have outgrown the jumping-on-a-chair-at-the-sight-of-a-
mouse era.
b. A woman’s reaction in a crisis is to scream.
c. Men, but not women, have nerve control.
d. Men have that ounce more of nerve control than women.
49
II. Answer the following questions in full sentences.

1. Why does the hostess stare straight ahead?
2. Why does the native boy put the bowl of milk on the veranda?
3. Why does the American play a game with the guests?
4. How does the American understand the reason for putting the milk on the
veranda?
5. Whose point of view is proven at the end? Give evidence.
ocabulary
I. What do the underlined words mean?
1. We are expecting guests this weekend.
a. visitors b. hosts c. players d. relatives
2. New houses are springing up all over the town.

a. disappearing suddenly b. appearing suddenly
c. appearing slowly d. disappearing slowly
3. What counts is how you feel about yourself.

a. says the numbers b. thinks
c. is important d. includes
4. Most of these houses still have their original rafters.

a. wooden doors
b. floors made of shining wood or tiles
c. aluminum windows
d. sloping pieces of wood supporting a roof
5. A passenger who cancels his reservation will forfeit his deposit.

a. get back b. withdraw c. double d. give up
50
II. Find synonyms for the following phrases in the text and use them in
sentences:
1. a person who studies nature
2. a period of time
3. order someone to come
4. noise and confusion
5. come out
III. Match the following words with their meaning:

1. bare a. shut noisily
2. crisis b. empty / uncovered
3. bait c. move slowly
4. sober d. dangerous situation
5. slam e. annoying
6. crawl f. food used to catch an animal
g. frightened
h. make serious
Phrasal Verbs
“Keep” (See Appendix 2)
Exercise "keep".
in g th e co rre ct fo rm of the phrasal verb
Fill in the blanks us ing.
e ve ry ha rd to __ __ ______ the cost of liv
1. It has becom
____ all night.
2. The rain ______ me.
nn ot sta nd it w he n someone __________
3. I ca
____ the deadlines.
4. We must ______ ions.
______ the latest fash
5. She likes to ____
51
Idioms nd whit
e
ka
In blac hing tha
t
s o m e t
ns
om mea ded in
This idi has been recor
al and
is offici white th
at
t i n g . k a n d
wri it in bla
c
eeks of
• I have itled to three w
t
I am en ach year.
ne k and
vacatio ht here in blac corns.
s rig ke a
• It say at oak trees ma t in
n
white th t the agreeme
, p u
• Please d white.
n
black a
t e n c e of your
a se n
h i s i d iom in
Use t ___
_ _ _ _ _ ______
own. ______
____
_ _ _ _ _ ___
___ _ _ ______
_ _ _
____
_ _ _ _ _ ______
___
a g e
n g u
La Use
Adjective / Relative Clauses (1) (See Appendix 1)
I. Fill in the blanks with appropriate relative pronouns:

1. The lady __________ is sitting with my brother is my aunt.
2. He didn't see the cat _________ was lying on the roof.
3. The student__________ studies hard has the best results.
4. This is my friend__________ parents live in Canada.
5. I was invited by the professor ___________I met at the conference.
6. I don’t like the table ___________we have in the kitchen.
52
II. Combine the following sentences using relative clauses.
1. We watched a film last night. The film was really interesting.

2. The girl is a musician. We met her at the party.
3. The boy is very nice. I know him from school.
4. I know the little boy. His father is a farmer.
5. I need someone to fix the car. Its radiator doesn't work.
6. Turn right at the yellow house. It is opposite the petrol station.
7. The man goes jogging every Friday. He is my neighbor.
Punctuation Marks Ap The

ost
rop
he
'
The apostrophe looks like a comma, but it appears above the letters.
I. The apostrophe is used in contracted forms:
He is = He's
He has = He's
I will = I'll
I had = I'd
I would = I'd
II. It is also used to show possession:

Note that
a. if the noun does not end in "s" or "z", we add ('s):
i. Maya's book is very old.
ii. The children's father is very old.
b. If the noun is plural and ends in "s", we add ('):
i. The last two weeks' schedule was tiring.
ii. The girls' mother will take them to the mall.
c. if the proper noun ends in "s" or "z", we add ('s) or ('):
i. Lamis's car is red. OR Lamis' car is red.
ii. Ramez's mother is an engineer. OR Ramez' mother is an engineer.
53
Exercise
Insert apostrophes where needed in the following sentences:
1. My friends name is Abdulsalam.
2. His cousins names are Merna and Malak.
3. Our childrens friends are Abdulrahman and Aref.
4. My brothers degree is from the University of Jordan .
5. My fathers uncle is dead.
6. Samiras uncle is a very helpful person.
7. This is the ladys dress.
8. Theyre my close friends.
9. Wholl help me do this exercise?
10. Mais hair is very long.
11. Hed done his best to pass the test.
12. Its hard for this blind animal to find its hole.
Listening
I. Listen to a passage about life expectancy, and answer the following

questions:
1. Is the average life expectancy the same for people in all countries?
2. In the United States, how much has the average life expectancy increased in
the past 80 years?
3. What was the average life expectancy in the United States in the year 1900?
4. Give two reasons for the increase in life expectancy.
II. Listen to the passage again, take notes, and complete the following graph.
90
80
70
60
50
40
1900 1910 1920 1930 1940 1950 1960 1970 1980 1990
54
Speaking
Stereotypes are generalizations or inexact concepts whereby we
attribute a defined, exaggerated set of characteristics to a certain group of
people. What stereotypes do men hold against women, or women against
men? Work in pairs to present as many stereotypes, or inexact images,
against the other gender, or against a certain group of people. How does a
scientific approach / research refute such inexact labels?
Writing
Following is the beginning of a story. Add seven to ten sentences
to finish it.
Who or what was following you? Was it an animal, a monster, your sister, etc …?
ly
e street when sudden
I was walking along th
nd me. Someone was
I heard footsteps behi run.
ared, and I started to
following me. I was sc
55
Related Article
Nothing
Newton Dines off
cover. Then he left
them with a silver
Isaac Newton (164
2 -1727), d went about his
Newton’s house an
was often so
the great scientist, business.
Newton came
oughts that he Several hours later,
deep in his own th eling very
t his dinner unless out of his study, fe
would forget to ea e table set
reminded to do so
. hungry. He saw th
d sat down
One day, a fr ie nd came to ready for dinner an
he lifted the
dine with him. Din
ner was at his place. When
bones and
put on the table bu
t Newton cover and saw the
chicken,
did not come out of
his the remains of the
sed. He
study. His friend, w
ho was he was quite surpri
e clock, and
used to Newton’s
peculiar turned, looked at th
long past
ways, sat down an
d waited observed that it was
dinner.
for him. At least, he
decided his usual time for
id to
that Newton was so
deep ‘Well, well,’ he sa d,
that he ou gh t I had not yet dine
in some new theory hi m se lf , ‘I th
e. He therefore but I see I am mista
ken.’
had forgotten the tim e table, he went
the chicken which Getting up from th
helped himself to d began work agai
n,
was on the table. back to his study an
hed, he thought he had eaten his
When he had finis quite satisfied that d
ick on his friend. e us ua l hour and that he ha
he would play a tr di nn er at th
l the chicken forgotten all about
it.
He carefully put al
dish and covered
bones back on the
ne
at happened to you or to someo
Activity to a funny situation th
Relat e th is st or y
you know.
56
a n d
i t s
Un c e a n
Six O Seas
O
ceans and seas cover 71 per cent (over 360 million square kilometers) of the
Earth's surface. They contain about 1,370 million cubic kilometers of water.
The five major oceans – the Pacific, Atlantic, Indian, Arctic and Southern –
are connected to each other by open water.
The average depth of water in the oceans is 4,000 metres, but in some ocean
trenches it may be as much
as 11,000 metres deep.
This water is constantly
moving, driven by winds,
waves, tides and currents.
Waves, whipped up by the
wind, stir the surface, but
do not move the mass of
the water. This is done by
tides, which shift the water
in time with the phases of
the Moon. Water circulates
between the oceans
in currents. The surface currents swirl slowly in a clockwise direction in the northern
hemisphere and anticlockwise in the south.
The Ocean Floor

Much of the ocean floor is a flat plain, but in places mountains rise thousands of
metres up from the sea-bed. Sometimes they push through the sea's surface as islands.
Many of these are active or extinct volcanoes. Running down the centre of the ocean floor
in several of the oceans is a ridge of mountains, which is continually being built up by
57
UNIT 6 Oceans and Seas
outpourings of lava. As the rock is forced outwards from the ridge by the new lava, the
ocean floor spreads.
Much of the ocean floor is covered in sand or mud brought in by rivers. In places,
hot springs bubble up, depositing sulphur and other minerals. The remains of microscopic
plants and animals from the surface sink down to the bottom to form a layer of tiny
particles (sediment). Here, pressure from the water above and from other sediment layers
slowly turns the sediment into rock.
Ocean Zones
The oceans can be divided into three zones. The sunny surface waters at the top –
the photosynthetic zone – contain most of the ocean fishes as well as a floating community
of billions of microscopic creatures called plankton. Below this zone lie the more dimly
lit twilight zone and, reaching down to deep cold waters, the dark zone. Fewer life forms,
mainly flesh-eating fishes, live in the lower zone.
Most of the ocean is at around the same temperature – about 4 °C. As you go down deeper,
the pressure of the water above increases steadily, making it difficult to move quickly. The
temperature also falls to around 2 °C in deep water. The amount of light decreases, until at
1,000 metres there is no light at all.
Life at the Top

The plant and animal plankton in the photosynthetic zone provides food for tiny
animals, such as shrimps, prawns, and the young of starfishes, crabs and other sea animals.
Away from the sheltered coastal waters there are fewer different kinds of animal, but many
fishes and a few large mammals like whales, dolphins and porpoises live here. Some, such
58
as baleen whales and basking sharks, feed by filtering the water for plankton. Others , such
as white sharks and barracuda, hunt other fishes.
Deep-sea Life
In the cold, dark waters of the deep ocean, hunters can spot the silhouettes of
their prey against the faint light above. Here, many fishes have silvery scales along their
sides to reflect any light and disguise their shapes. Others are flat-sided, giving them very
narrow silhouettes.
Many fishes have huge mouths and can eat prey larger than themselves. Gulper
eels and hatchet fishes swim with their large mouths open to catch whatever they can.
Comprehension
1. The mass of water in oceans is usually driven by
a. winds
b. tides
c. currents
d. waves
2. Water circulates between the oceans
a. swiftly in a clockwise direction
b. in an anticlockwise direction in the northern hemisphere
c. rapidly in an anticlockwise direction in the south
d. slowly in clockwise and anticlockwise directions
3. In deep water
a. light and temperature decrease, but pressure increases
b. pressure and temperature decrease, but light increases
c. light, pressure, and temperature decrease
d. temperature increases, but light and pressure decrease
4. The silver scales along the sides of many fishes serve them in
a. finding their prey
b. escaping hunters
c. finding their food
d. having a narrow shadow
59
5. Which statement is not true according to the text?

a. Fishes can eat larger fishes than themselves.
b. Whales, dolphins, and porpoises are mammals.
c. Animal plankton feed by filtering water.
d. Tiny sea animals hunt animal plankton.
II. Answer the following questions in full sentences.

1. How is the ridge of mountains in the center of the ocean floor built up?
2. What covers most of the ocean floor?
3. How are the sediment layers in the bottom of the oceans formed?
4. What do different kinds of fishes in the oceans feed on?
5. How can many fishes in deep oceans be spotted by hunters?

ocabulary
I. Find the right word in the puzzle to fill in the blanks in the following
sentences. The words can be horizontal, vertical or diagonal:
1. An __________ is a long thin fish that resembles a snake.
2. The highway which __________ the north and south of the country was
blocked.
3. Maya was __________ her coffee and gazing at the T.V.
4. We drove up a hillside and finally stopped on a high __________.
5. At least, ten people were killed when a boat __________ in the river.
k n e v c r t c e
e t b r h m j o a
k s e g f s a n k
w e n w q t y n f
k l e s o b e e l
m f v g r u x c v
h n r j d l c t z
g n i r r i t s d
c b f c u e r r j
60
II. Fill in the puzzle with words from the text making use of the clues
given:
1. I __________ Merna standing by her car at the gas station yesterday.
2. The new plant will increase the country's gas production by 20
million __________ meters per day.
3. The __________ was coming in, so we had to take the children away
from the sea shore.
4. A gentle breeze made little waves on the __________ of the sea.
5. The workmen dug a __________ for the new water-pipe.
6. __________, infected with cholera bacteria, could have poisoned fish
and seafood that ended up being eaten by humans.
7. I like riding horses across vast grassy ___________.
8. The fizzy drink __________ in her glass.
9. The lion seeks its __________ in the forest.
10. Unemployment has risen __________.
1→
o
s
2→
c
c
3→
e
t
4→
s a
5→
n
t
s
6→
a
p
7→
n
p
8→
d
b
s
9→
e
p
10→
a
s
s
61
III. What do the underlined words mean?

1. There is an extinct volcano on that island.
a. inactive b. sick
c. lost d. ragged
2. The Nile floods the fields and deposits mud on them.

a. withdraws b. leaves c. pulls d. catches
3. Malak arrived at around five o'clock.

a. available b. throughout
c. approximately d. surrounding
4. The plankton in the photosynthetic zone provides food for tiny animals.
a. converted food b. marine life
c. luminous sea creatures d. sunny surface waters
5. Hunters can spot the silhouettes of their prey.

a. killed animals b. big sea creatures
c. lines used to catch fish d. dark outlines of shapes
Phrasal Verbs
“Make” (See Appe
ndix 2)
Exercise rr ec t fo rm of the phrasal verb "m

ake".
in g th e co
Fill in the blanks us ter noon and __________ th
e lost
I lea ve ea rly th is af
1. Can
time tomorrow? ing late.
s try in g to __ __ __ __ __ a good excuse for be
2. Aref wa
__ in a stolen car.
3. The thieves ________ __ ________ of the lecture
?
__ __ __ __ an yt hi ng
4. Can you __
d __________ the exit.
5. We joined the crow
62
Idioms e co mpany
Keep someon
t or
m e a ns to si lly
iom ia
This id meone, espec
th s o .
stay wi who is lonely y for a
e an
someon y uncle comp
t m
• I kep rs. r
u
few ho ery grateful fo pany.
as v com
• He w e to keep him
someon ery lonely.
v
He gets ur
n t e n c e of yo
n a se
t h i s i diom i __
Use
_ _ _ _ _ ______
own. ___
_ _ _ _ _ ______ _
____
_ _ _ _ _ ______
____
_ _ _ _ _ ______
____
a g e
n g u
La se
U
Adjective / Relative Clauses (2) (See Appendix 1)
I. Study the situations and then choose the correct answer.

1. I have three brothers.
a. My brother who lives in Australia came to see me last week.
b. My brother, who lives in Australia, came to see me last week.
2. Fadia's mother has lost her keys.

a. Fadia's mother who is a nurse has lost her keys.
b. Fadia's mother, who is a nurse, has lost her keys.
63
3. Jane's husband moved to Canada last week.

a. Jane whose husband is Canadian moved to Canada last week.
b. Jane, whose husband is Canadian, moved to Canada last week.
4. I have a difficult exam in the lab next week.

a. The exam which is going to be taken in the lab is very difficult.
b. The exam, which is going to be taken in the lab, is very difficult.
II. What is the difference in meaning between a and b in the

following pairs of sentences?
1. a. Mark's cousin who is a dentist lives in New Jersey.
b. Mark's cousin, who is a dentist, lives in New Jersey.
2. a. The assignment which is given by Mr. Rogers takes one week to be done.
b. The assignment, which is given by Mr. Rogers, takes one week to be done.
III. Combine each of the following pairs of sentences into one sentence. Use
commas where necessary.
1. This is the diamond ring.
My son found the ring yesterday.
2. My students are all adults.

My students are learning English to get a better job.
3. The Sahara is almost as large as Europe.

The Sahara covers most of Northern Africa.
4. There is the taxi driver.

The taxi driver's car was stolen last week.
5. I explained the situation to the man.

He was truly understanding and helpful.
6. That is the boy.

I gave him my two extra tickets.
7. The Dead Sea is one of the world's saltiest bodies of water.

The Dead Sea is located in the Jordan Rift Valley.
64
8. The car has been sold.

You were interested in the car.
9. I bought a book yesterday.

It was very expensive.
10. The child was encouraged by her success.

The child applied for a grant.
Listening
I. Pre-Listening
Try this multiple-choice quiz about water and pollution.
1. How many people globally lack clean water?
a. 1.1 billion
b. 1.2 billion
c. 1.3 billion
2. How much water does an ordinary person need daily?
a. 10 liters
b. 20 liters
c. 50 liters
3. How many people are short of water?
a. 450 million people.
b. 50 million people.
c. 400 million people.
4. By 2025, how many people could be threatened by a water crisis?
a. one in four people
b. one in three people
c. one in five people
65
5. What is the percentage of fresh water in lakes and reservoirs that has been
damaged by pollution and drainage?
a. 25%
b. 33%
c. 50%
6. How many lakes disappeared in China between 1950 and 1980?
a. 348
b. 543
c. 129
II. Now listen to the passage, and check your answers.
Speaking
In groups, discuss the questions and your answers from the water/
pollution quiz before and after you heard the text. How water "wise" are
you? How can we make people aware of the water shortage in Jordan?
Writing
Write two paragraphs describing some of the problems
that Jordan has with water shortages and offer solutions to these
problems using transition words like first, second, and next.
66
l a t e d A r ti cle
R e
Is Ocean Garbage Killing Whales?
By Marlowe Hood
Adapted from: AFP – Sun. July 10, 2011
For large ocean-dwelling

mammals, however, ingestion of such
refuse is also emerging as a serious
cause of disability and death, experts
say.
Grisly examples abound.
In 2008, two sperm whales
stranded on the California coast were
found to have a huge amount -- 205
Body of a dead humpback whale is seen in
Omonville-la-Rogue, north-west France, a rare kilos (450 pounds) in one alone -- of
species to the Channel. A French fisherman fish nets and other synthetic debris in
brought the whale back in his nets, saying that their guts.
it was already dead when it was caught in the One of the 50-foot (15-metre)
nets. Entanglement in plastic bags and fishing animals had a ruptured stomach, and
gear have long been identified as a threat to sea
birds, turtles and smaller cetaceans. the other, half-starved, had a large plug
of wadded plastic blocking its digestive
Millions of tonnes of plastic tract.
debris dumped each year in the world's Seven male sperm whales stranded on
oceans could pose a lethal threat the Adriatic coast of southern Italy in
to whales, according to a scientific 2009 were stuffed with half-digested
assessment to be presented at a key squids beaks, fishing hooks, ropes and
international whaling forum this week. plastic objects.
A review of research literature In 2002, a dead mink whale washed up
from the last two decades reveals on the Normandy coast of France had
hundreds of cases in which cetaceans nearly a tonne of plastic in its stomach,
-- an order including 80-odd species of including bags from two British
whales, dolphins and porpoises -- have supermarkets.
been sickened or killed by marine litter. How widespread the problem is,
Entanglement in plastic bags and fishing and whether it could threaten an
gear have long been identified as a entire population or species, remains
threat to sea birds, turtles and smaller unknown.
cetaceans. "In many areas of the world,
stranded whale carcasses are not
67
recorded or examined, and in areas Sperm and beaked whales are thought to
where strandings are recorded, be especially vulnerable because they are
examination of gut contents for suction feeders.
swallowed plastics is rare," said Chris Less is known about the impact on
Parsons, a marine biologist at George filter-feeding or baleen whales (suborder
Mason University in Fairfax, Virginia. Mysticeti), which consume huge quantities
The majority of cetaceans that of tiny zooplankton and small, schooling
die from intestinal trauma getting caught fish.
up in fishing gear probably sink to the A single blue whale, for example, eats up
ocean floor, experts say. to 3,600 kilos (8,000 pounds) of krill each
"There is, however, evidence that day during feeding season.
plastic debris in the seas can harm Potentially, the greater danger here
these animals by both ingestion and is from toxins in plastic that breaks down
entanglement, and this needs to be over time into tiny, even microscopic,
urgently further investigated," said particles.
Simmonds, Director of Science for Collisions with ships, and tissue-
Whale and Dolphin Conservation damaging noise pollution from off-shore
Society. oil exploration are additional threats,
The main threats to cetaceans experts note.
worldwide are accidental capture in The International Whaling
fishing nets and climate change, he Commission is riven between countries
noted in an email exchange. that oppose whale hunting, and those
For whales, the level of threat from that back the handful of nations -- Japan,
ocean garbage varies according to Iceland and Norway -- that defy a 1986
species and type of debris, the new whaling ban or use legal loopholes to
report said. circumvent it.
For toothed whales from the
suborder Odontoceti, ingestion of plastic
pieces appears to pose the greatest
danger.
Activity
Using the Internet, try to relate this article to similar situations in the
Arab World or Jordan.
68
t
n i t me n
U vi r o n
e v e n En
S
M
any factors influence man and other living things. Some are internal and
are inherited. Others are external.
A combination of these internal
and external factors makes up
environment. All parts of a man's environment
interact with his inherited characteristics to make
him what he is. Both heredity and environment
are essential for the existence of man, and of all
other living things.
Physical, chemical, biological, and

cultural factors make up man's external
environment. In addition, his body possesses
mechanisms that control various elements
of his internal environment. These elements
include temperature, water content, chemical
composition, hormone balance, and disease-
producing parasites.
The physical and chemical factors in

man's external environment include temperature,
atmospheric gases, water, poisonous substances, and various kinds of radiation. The earth
receives radiant heat from the sun. Without it no life could exist. Visible light affects all
forms of life. With too little light, plants could not make food. Many plants and animals
are delicately adjusted to the amount of light they must obtain each day. This often
accounts for their seasonal behavior.
69
UNIT 7 Environment
Ultraviolet radiation from the sun is necessary for the formation of vitamin D
in man's body. But too much produces severe sunburn. To counteract this, man has
dark pigments called melanin, in his hair, skin, and eyes. Melanin filters out some of
the ultraviolet rays. Radiations of shorter wave lengths, such as gamma rays, injure the
molecules that transmit hereditary characteristics. The same is true of high-speed nuclear
particles found in cosmic rays.
Man's biological environment is equally important to his survival and well-being.

For example, green plants make his food. Parasites may infest or infect his body. But
some microorganisms are essential to maintain his environment. They cause organic
material to decay and restore chemical components for new generations.
A most important part of man's biological environment is his social or cultural

environment. Man's highly developed nervous system has made possible memory, reason,
and communication. Humans teach their children and their fellow men what they have
learned. This process of transmission of accumulated knowledge is responsible for man's
uniqueness in possessing religion, art, music, literature, technology, and science.
Man's cultural and biological inheritance has enabled him to go far beyond any
animal in controlling his environment. Animals build environment-controlling nests
or houses. But man has conquered the tropics and the polar regions, the ocean and the
upper atmosphere. He has brought under control many parasites that cause disease. He is
exploring outer space to learn how to control that environment as well.
Ecology is the branch of biological science that deals with the relations between
living things and their environments, or surroundings. Ecologists study the effect of the
environment on the form, habits, and spread of plants and animals. They also deal with the
effect of plants and animals on each other and their environment. Ecologists study climate
and the nature of the land and the sea. All these things determine the kind of animals and
plants that will live in a particular region.
70
UNIT 7 Environment
Comprehension

1. What factors make up the environment?
a. Inherited characteristics of man
b. Biological factors
c. A combination of external and internal factors
d. Temperature and atmosphere
2. What does life mainly depend on?

a. Water, heat and light
b. Gases and temperature
c. Cosmic rays
d. Vitamin D
3. What is the function of melanin in the human body?

a. To provide the human body with heat
b. To adjust man's behavior
c. To maintain hormone balance in the body
d. To filter out the unneeded ultra-violent rays
4. What accounts for man's possible memory, reason and communication?

a. His accumulated knowledge
b. His highly developed nervous system
c. Man's ability of adaptation
d. Man's ability of learning
5. What enabled man to surpass any animal in controlling his environment?

a. The adaptation system
b. Mechanisms that control one's body
c. Man's cultural and biological inheritance
d. Music and Art
II. Answer the following questions:

1. What are some examples of internal and external factors in man's
environment?
2. Give some examples of physical, and chemical factors in man's
environment.
71
UNIT 7 Environment
3. What are the pros and cons of ultraviolet radiation?

4. In what way are microorganisms important to the environment ?
5. Define ecology.
6. What do ecologists do?
ocabulary
I. Fill in the puzzle making use of the clues given:
1. The experience had a profound __________ on her.
2. The Italians __________ Ethiopia in 1936.
3. I read about the miraculous __________ of some people in the air crash.
4. Tents have __________ shapes and sizes.
5. Philosophers depend more on __________ than on emotion.
6. Only natural __________ are used to dye wool.
7. Man cannot live without the __________ sun.
8. Soil and climate are two key __________ that affect vegetation growth.
1→
e e
2→
c n
3→
s v
i
4→
v r
o
5→
r n
6→
p m
e
7→
r n
8→
f t
72
UNIT 7 Environment
II. Match the following words with their meanings:

1. unique a. have an effect on each other
2. components b. affect
3. branch c. unlike anything else
4. interact d. on the outside
5. external e. elements
6. visible f. division
g. internal
h. can be seen
III. Find synonyms for the following words in the text and use them in
sentences:
1. mixture
2. own
3. explain
4. very bad / strong
5. necessary
Phrasal Verbs
“Run” (See Appendix 2)
Exercise verb “run”.
correct form of the phrasal
Fill in the blanks using the et this
I __ __ __ __ __ an old sch ool friend at the supermark
1.
morning. ater on
u wi ll __ __ __ __ __ a big gas bill if you leave the he
2. Yo
all the time. .
the po lic e arr ive d, the thi ef had already __________
3. When to
Th e me eti ng wi ll fin ish promptly – I do not want it
4.
__________. c.
his wife's cooking in publi
5. He is always __________
73
UNIT 7 Environment
Idioms ends meet

(both)
Make anage
m e a ns to m
iom ount of
The id a l l a m
on a sm
to live
.
money t o make
se d a y s
I t i s h ard the
• e
d s m eet. o r k o vertim
e n to w
P a r e n ts have nds meet.
• e
e both
to mak ur
n t e n c e of yo
a se
h i s i d iom in
Use t
_ _ _ _ _ ______
own. ___
_ _ _ _ _ ______
____ ___
_ _ _ _ _ ______
___
_ _ _ _ _ ______
_
a g e
n g u
La se
U
Nominal Clauses ( See Appendix 1)
I. Use the gerund or the infinitive form of the verbs in brackets.

1. Sami pretended ____________ (be) sick because he wanted to leave early.
2. They suggested ____________ (type) the letter again.
3. He admitted_____________ (have) stolen Tom's car.
4. Mary managed ____________ (support) her family.
5. I can't stand _________ ( listen ) to a liar.
74
UNIT 7 Environment
6. Students must avoid ________________ (do) their homework carelessly.

7. We arranged _________ (meet) at the library.
8. The committee has refused_______________(accept) the new proposal.
9. Children usually can't resist ______________(play) football.
10. They claimed ______________(have) lost the keys.
II. Underline the nominal clauses in the following sentences. Define their types
and then replace the underlined clauses by other possible types of nominal
clauses. More than one answer is sometimes possible.
1. For Jim to act like a child is very strange.

2. They assumed him to be a scientist.
3. Losing Jim's parents in the accident depressed him.
4. Experts have proved that the new machine is defective.
5. His being such a true friend will help John (to) overcome his trouble.
III. Complete the following sentences with appropriate noun clauses. More than
one answer is possible.
1. I am afraid ____________________________.
2. ___________________________was such a relief.
3. She is proud ___________________________.
4. ____________________________ is still unknown.
5. The mother asked her child ___________________________.
Listening
I. Listen to the following news broadcast about recycling, and fill
in the blanks.
We hear it a lot in the news these days. "Recycle __________and save a tree. Collect
bottles and cans so that they can be reused in the ______________of new products."
Protecting our delicate ____________ seems to be on the __________ of politicians,
government leaders, and _____________ in many parts of the world to show support for
mother nature. The concept of green consumerism has gained ____________ more and
more over the last __________, and the public feels moved to pitch in and help. However,
three ____________ keys that are needed to power this movement. These include a more
informed public, the development of improved technology, and a greater demand for
____________ materials.
75
UNIT 7 Environment
II. Listen again, and answer the following questions:

1. How can we raise awareness about recycling?
2. How can government agencies help recycling?
3. What is the final key in recycling?
Speaking
After listening to the recycling passage,
•in groups, develop a plan to clean up your neighborhood or city.
Orally, present your ideas to the rest of the class.
• in class, discuss new ways through which we can introduce
recycling in the University of Jordan, and suggest various new ways
to keep our university clean and green.
Writing
Using the vocabulary learned in the listening and speaking,
write a formal letter to the Mayor of Amman suggesting ways to
keep Amman clean, safe, and green. The letter should have at least
3 paragraphs. Use the following hints on writing formal letters.
s f o r
Rule ing
Writ al
m
For s in
e t t er
L l i sh
En g
In English, there are a number of things you need to remember when writing a formal
or business letter. Furthermore, you try to write as simply and as clearly as possible, and
not to make the letter longer than necessary. Remember not to use informal language like
contractions.
76
UNIT 7 Environment
Addresses
1. Your address
The return address should be written in the top right-hand corner of the
letter.
2. The address of the recipient

The inside address should be written on the left, starting below your address.
Date
Different people put the date on different sides of the page. You can write this
on the right or the left on the line after the address you are writing to. Write the month
as a word.
Salutation or greeting
1. Dear Sir or Madam,
This greeting is used when you do not know the name of the person you are
writing to. It is always advisable to try to find out a name.
2. Dear Mr. Abbadi,

If you know the name, use the title (Mr., Miss or Ms., Dr., etc.) and the
surname only. If you are writing to a woman and do not know if she uses
Mrs. or Miss, you can use Ms., which is for married and single women.
Ending a letter
1.Yours faithfully,/Warm regards,/Best wishes,/Yours respectfully,
These endings are used when you know the name of the person.
2.Yours sincerely,/Regards,/Yours truly,/Sincerely,

If you don’t know the name of the person, end the letter this way. These are
the most common ways to close a formal letter.
3. Your signature
Sign your name, then print it underneath this signature. If you think the
person you are writing to might not know whether you are male or female,
put you title in brackets after your name.
Content of a formal letter

First paragraph (Introduction)
The first paragraph should be short and state the purpose of the letter to make an
enquiry, complaint, request, etc.
77
UNIT 7 Environment
The paragraph or paragraphs in the middle of the letter (Body) should contain the
relevant information behind the writing of the letter.
Last Paragraph (Conclusion)

The last paragraph of a formal letter should state what action you expect the recipient to
take, to refund, or to send you information, etc.
Nicholas
78
UNIT 7 Environment
Related ArticPelenalties Fail to Cure Litterbugs"

s,
"Awareness Campaign lators
for stiffer penalties for vio
Environmentalists call
By Hana Namrouqa 9, 2009
y-Saturday, August 28 -2
The Jordan Times – Frida
an up the
municipal workers to cle
nu me ro us ," he noted.
AMMAN – Despite str eets so it is okay to litter
in public
campaigns against littering e Forests fare no better.
nu of
places and forests, people
conti Lana Samhan, a mother
ing the to the northern
to ignore laws criminaliz three, who recently went
intaining th her family
practice and ethics for ma Governorate of Ajloun wi
rding to er day under
clean surroundings, acco to enjoy a pleasant summ
ene in the
environmentalists. the trees, described the sc
Many motorists still thr ow ."
ile picnic area as "appalling
wh ,
trash out of their car wi nd ow s, "Plastic bags of sizes
all
try's lim ite d food and
picnickers enjoy the coun wa ter bottles, paper, leftover
ve the site d beneath
green forests and then lea barbecue coal were sprea
plastic the scene was
littered with garbage and almost every tree there …
fragile ear-old
bags, thus threatening the sa d and disgusting," the 34-y
izing the life
environment and jeopard housewife said. dI
of animals. "My husband, children an
ist, collected
According to one sociolog went around the area and
of public g down…
the problem is not a lack pe op le's garbage before sittin
"absence of a them a minute
awareness, but rather an it would not have taken
ce." " she added.
sense of belonging to a pla do n't to clean up behind them,
y
People litter because the
belonging
consider public places as
is permitted
to them and thus feel "it
m," Musa
to damage or pollute the
ciology in the
Shteiwi, a professor of so
University of Jordan, said. ur
"In our culture, to keep yo
you teach
house clean is sacred …
neat and
your children to keep it
s to a public
spotless, but when it come Penalties the
ild
place, it doesn't ma tte r if yo ur ch Environmentalists expect
eet, you just road ahead to be difficult
, and are
throws a paper in the str
told the hments against
ignore it," the sociologist calling for stricter punis
Jordan Times yesterday. litterbugs.
are
"People think that there
79
UNIT 7 Environment
…
for "Without strict penalties
In June this year, Jordan all the awareness campaig
ns will be
g tickets to ow that if
the first time started issuin in vain… people must kn
vironmental to pay hefty
all motorists breaching en they litter, they will have
rb air pollution violations
regulations in a bid to cu fines and that's when the
levels in the Kingdom. d The Jordan
will stop," the activist tol
The ongoing campaign Times.
emitting s that
concentrates on vehicles Shteiwi, however, believe
ing and ment of the
excessive fumes and litter "better and fair" enforce
rdance with
violators are fined in acco rules is the solution.
rding to he/she
environmental laws, acco "No one should feel that
okesperson ld be equal;
Environment Ministry Sp is above the law, all shou
seriously
Isa Shboul. nobody will take the rules
Under environmental if they are enforced on so
meone and
ught littering
regulations, motorists ca lax when it comes to anoth
er," the
to Shboul,
are fined JD20, according sociologist highlighted.
aign is based
who noted that the camp He called for "creative
who pollute, lators,
on the principle: "Those methods" of punishing vio
mmunity
pay." suggesting that they do co
But environment activist service in the place they
polluted as
the current
Ahmad Kofahi believes well as pay a fine.
l breaches ed the
penalties for environmenta The sociologist underscor
are ineffective. ng the younger
role in need to focus on educati
"Awareness does play a generation.
ur, but after ght
changing people's behavio "If children are not brou
many years,
working in this field for up to preserve and cheri
sh the
nishments ntinue to face
I came to favour strict pu environment, we will co
harm nature," e," Shteiwi
for those who litter and this problem in the futur
the executive
asserted Kofahi, who is warned.
vironment
director of the Jordan En
Society.
Activity tions
ter ne t, try to re lat e th is article to similar situa
Using the In e.
ab Wor ld , Jo rd an , or a university student’s lif
in the Ar
80
r
n i t a bo u
U ld L
i g h t C h i
E
C
hild labour is the employment of children of less than a legally specified age. In
Europe, North America, Australia, and New Zealand, children under age 15 rarely
work except in commercial agriculture
because of the effective enforcement of
laws passed in the first half of the 20th century.
In the United States, for example, the Fair Labor
Standards Act of 1938 set the minimum age at 14
for employment outside of school hours in non
manufacturing jobs, at 16 for employment during
school hours in interstate commerce, and at 18 for
occupations deemed hazardous.
Child labour is far more prevalent in

developing countries, where millions of children –
some as young as seven – still toil in quarries, mines,
factories, fields, and service enterprises. They
make up more than 10 percent of the labour force in
some countries in the Middle East and from 2 to 10
percent in much of Latin America and some parts
of Asia. Few, if any, laws govern their employment
or the conditions under which work is performed.
Restrictive legislation is rendered impractical by
family poverty and lack of schools.
The movement to regulate child labour began in Great Britain at the close of the
18th century, when the rapid development of large-scale manufacturing made possible the
exploitation of young children in mining and industrial work. The first law, in 1802, which
was aimed at controlling the apprenticeship of pauper children to cotton-mill owners,
81
UNIT 8 Child Labour
was ineffective because it did not provide for enforcement. In 1833, the Factory Act did
provide a system of factory inspection.
Organized international efforts to regulate child labour began with the first
International Labour Conference in Berlin in 1890. Although agreement on standards
was not reached at that time, similar conferences and other international moves followed.
In 1900, the International Association for Labour Legislation was established at Basel,
Switzerland, to promote child labour provisions as part of other international labour
legislation. A report published by the International Labour Organization (ILO) of the
United Nations in 1960 on law and practice among more than 70 member nations showed
serious failures to protect young workers in nonindustrial jobs, including agriculture and
handicrafts. One of the ILO's current goals is to identify and resolve the «worst forms»
of child labour; these are defined as any form of labour that negatively impacts a child's
normal development. In 1992, the International Programme on the Elimination of Child
Labour (IPEC) was created as a new department of the ILO. Through programs it operates
around the world, IPEC seeks the removal of children from hazardous working conditions
and the ultimate elimination of child labour.
Comprehension

1. Children as young as seven work in factories in
a.developed countries
b. Australia and New Zealand
c. Latin America and the Middle East
d. under developed countries
2. In some parts of Asia,

a. laws are hardly implemented concerning the employment of children
b. restrictive legislation governs the employment of children
c. no laws govern the children's conditions of employment
d. children are not part of the labour force
82
UNIT 8 Child Labour
3. Children under age 15 are allowed to work in factories in
a. Australia
b. North America
c. Canada
d. Latin America
4. In the 1950's, the work of a child under age 15 was

a. allowed only in factories in Europe
b. never permitted in agriculture
c. acceptable in manufacturing jobs
d. rarely accepted in developed countries
II. Decide whether the following statements are True or False. Correct the false
statements.
1. Children under age 15 can never be seen working in Europe.
2. Jordan is an example of a developing country.
3. The minimum age to work in a dangerous job in the United States is 16.
4. Children make up more than 10% of the labour force in Latin America.
5. Controlling child labour first began in Britain.
6. Despite the law, children were not allowed to work in cotton mills in
1802.
III. Answer the following questions in full sentences.

1. When and where did the initiative to control child labour start?
2. Why was the first law to control child labour ineffective?
3. What made child labour control more effective and why?
4. What are the “worst forms” of child labour?
5. What is the goal of the International Programme on the Elimination of Child
Labour?
ocabulary
I. Find antonyms for the following words in the text, and use them in
sentences:
1. maximum
2. safe
3. practical
4. success
5. existence
83
UNIT 8 Child Labour
II. Fill in the blanks using the words in the list.
labour prevalent regulate conference
enforcement toil rapid standards
1. Ahmed took a few __________ steps towards the beach.

2. In several developing countries, women do a lot of the agricultural
__________.
3. The goods our factory produces are of high __________.
4. The teacher took the opportunity to attack some of the __________ myths
about primitive beliefs.
5. Factories where workers __________ all through the night should pay
high salaries.
6. The government has the responsibility to __________ all the activities on
Independence Day.
7. The __________ of discipline in schools is one of the important issues
nowadays.
III. Find synonyms for the following words in the text, and use them in
sentences:
1. job
2. growing
3. company
4. poor
5. present (adj.)
American English Vs. British English

In the text, the word labour is written in the British way. Americans, however,
write it labor. The word programme is also written in the British way in the text, and it is
also written in the same text in the plural form as programs, which is the American way.
Look at the following table, and notice the differences between American English and
British English:
84
UNIT 8 Child Labour
American English British English
1. spelling: center centre

color colour
favor favour
meter metre
neighbor neighbour
organize organise
traveled travelled
practice(v) practise(v)
2. words: elevator lift

fall autumn
flat apartment
sweater vest
sidewalk pavement
truck lorry
Using the Internet, find more examples of differences between American and
British English.
Phrasal Verbs
“Take” ( See Appendix 2)
"take".
Exercise e co rrec t fo rm of the phrasal verb
using th ency.
Fill in the blanks __ __ __ __ __ by an American ag
be en
1. The firm has by his charming manne
r; he is
__ __ __ __ __
2. Do not be
.
completely ruthless te nnis in my free tim
e.
__ __ __ __ __ __ her
3. I thought I'd of he r un ha ppiness ________
m os t
4. She __________

children.
e __ __ __ __ __ be cause I was a good
__ m
5. They ________
teacher.
85
UNIT 8 Child Labour
Idioms o f o n e
ue
's tong said;
the tip to be
On about
eans
d iom m . y
T h i s i
m b e r ed n t h e tip of m .
reme right o second
almost ve his name mber it i n a
his
• I ha . I will reme n the tip of
o
tongue the answer st.
h a d d it fir
• John , but Ann sai
tongue
c e o f cake . (Informal)
e
A pi ns very easy t's a piece
ea . I
iom m rouble
This id on't be any t
• No, .
it w
i e c e o f cake.
–ap
of cake Look here
asy! n.
• It's e s o f y our ow
tence ___
i o m s in sen __________
ese id _____
Use th __________ _____
__
_ _ _ _ _ _ _ _ _
__ _____
_ _ _ _ _____
_____
_____
a g e
n g u
La se
U
Prepositions and prepositional phrases (See Appendix 1)
I. Use on, in, at, for, by, of, to, or until to fill in the blanks in the following sentences:
1. You need the approval____ your parents to do so.
2. The police caught the thief ____ the corner of the street.
3. They are very interested ____ learning foreign languages.
86
UNIT 8 Child Labour
4. She stayed up ____ three in the morning.

5. We usually travel ____ bus.
6. I think she can spend the entire evening ____ the phone.
7. My mother told my little brother not to speak ____ strangers.
8. The Italian tourists will arrive ____ Amman next week.
9. The factory workers have been ____ strike for three weeks.
10. She has a deep concern ____ her best friend.
II. From the list below, use the most appropriate prepositional phrase to complete the
on purpose to my surprise on common sense at chess
in principle on winning on account of at hand
1. ____________, parents who devote their time to their children are good
citizens.
2. One should study a foreign language with a good dictionary_________.
3. They have congratulated us__________ the match.
4. The police asked Tom if he had done that____________.
5. __________, nobody passed the test although it was very easy.
6. Based _________, Ali's ideas are absurd.
7. I don't want to play with Jim again because he's terrible__________.
8. __________his negligence, the taxi driver was given a ticket.
Listening
Listen to the passage. Decide if the statements are True or False.
1. A meeting between an employer and a job applicant is called an interview.

2. A job interview gives you a chance to present your job skills face to face
with an employer.
3. An employer judges your qualifications and general fitness during the
interview.
4. The interview is your chance to persuade the employer that you are wrong
for the job.
5. You have a chance to evaluate the employer and company during the
interview.
87
UNIT 8 Child Labour
6. You shouldn't prepare for the job interview.
7. Preparing for the job interview shows the employer how organized you are.
8. You can make a good impression if you learn as little as you can about the
job and company before the interview.
9. Not practicing the interview questions that managers usually ask makes you
feel confident when you speak.
Post-listening Activity:
Having listened to the passage twice, answer the following questions:
1. What are some important things in an interview?
2. What are some things that you should never do in an interview?
Speaking
Imagine that you are an employer interviewing someone for a job.
In pairs, choose a job position (engineer, teacher, bank teller, clerk,
etc.) and interview your partner for that position. When you have
finished, trade places and be the interviewee. Here are some suggestions to help the
interviewer and interviewee:
Interviewer:
- Could you tell me (us) …?
- Do you know …?
- Do you happen to know …?
- I'd like to know … .
- Could you find out …?
- I'm interested in … .
- I'm looking for … .
- What kind of experience / education do you have?
Interviewee:
- I studied at … .
- I have had some experience at … .
- I know ______ languages.
- I have (computer) skills.
- I trained … .
- I look forward to obtaining a challenging position.
88
UNIT 8 Child Labour
Interview Questions
Answer the following most commonly used interview questions with full sentences:
1. What were your favorite courses in school/university?
_________________________________________________________________
2. How do you make use of your spare time?
_________________________________________________________________
3. How do you describe yourself?
_________________________________________________________________
4. What are your three greatest strengths?
_________________________________________________________________
5. What is your greatest weakness?
_________________________________________________________________
6. Do you work well under pressure?
_________________________________________________________________
7. Why are you interested in working for this company/ firm/ bank/ center ...?
_________________________________________________________________
8. What salary/benefits are you looking for?
_________________________________________________________________
9. Where do you see yourself in five years? Ten years?
_________________________________________________________________
10 . What training courses have you taken, and are you willing to take more?
_________________________________________________________________
89
UNIT 8 Child Labour
Related Article
The Vices of the Learned
by Ahmad Majdoubeh
turday, August 14 -15, 2009
The Jordan Times—Friday-Sa
w and But – and this is the first

It is a given that societies gro
It is also point I wish to stress - what
develop just like individuals.
in today's applies to technology, industry,
a given that different societies ation,
growth and economy, education, transport
world are at varying stages of applies to
instance, communications, traffic, etc.,
development. This is why, for acy, human
oping" and other crucial matters: democr
we distinguish between "devel ycling, the
rights, personal freedom, rec
"developed" countries.
What this means, at one simple press and the media, etc.
live
ies are ahead The second point is, since we
level, is that developed societ ce, through
ny respects. in the information age and sin
of developing societies in ma , individuals
industry are radio, TV, the Internet, travel
Generally, the technology and good access
education in developing societies have
more advanced, but so are the societies,
, the to what goes on in developed
systems, the economy, sports row the gap
com mu nications, can't developing societies nar
transportation systems,
and catch up?
etc. Progress is right there in front
What this also means, among te and
is that what of them. Look, observe, emula
many other things, of course,
developed implement!
generally applies and works in Well, the matter does not see
m
rk in
countries may not apply or wo speaking,
st not at to be that simple. Generally
developing countries – at lea ies do not
a given individuals in developed societ
the stage or state they are in at the street)
litter (throw tissues or spit in
moment in time. y can't
For instance, why are means
of while walking or driving. Wh
g countries
countries many individuals in developin
transportation in developing or
ient, while who see such behaviour on TV
generally inelegant and ineffic developed
the world experience it when they visit
those in the developed part of ing
o road countries, refrain from throw
are the total opposite? Take als their home
mo re tissues from car windows in
conditions: traffic is generally ficult to
better countries? Is it really that dif
orderly and the roads in much t or a plastic
nning, keep dirty tissue in the pocke
shape. Or take income, city pla is handy?
bag until a garbage container
services, the list goes on.
90
UNIT 8 Child Labour
democracy and apply it to our society

Why can't civil, refined behaviour
faithfully, at once, wholesale and as a
be transferred promptly from a developed package - forgetting radical historical,
to a developing society? cultural, economic, political, educational,
The 19th century Egyptian
societal and geographic differences.
revivalist thinker Muhammad Abdu tried They, for instance, see comedians or TV
to answer this very question in a beautiful anchors in these countries make fun of or
essay titled "The Vices of the Learned". insult politicians, celebrities or minority
In the said article, he talked about the groups, and they want our comedians and
enlightened, learned Egyptians of his TV anchors to do exactly the same. In
day who frequently visited or lived for a the name of democracy!
time in Paris and other European capitals In so doing, i.e., in wanting to
and thought ordinary Egyptians could transfer these democracy versions to our
be turned into Parisians or Londoners society wholesale (including all kinds
overnight. That very assumption, he said, of enticing mannerisms and behaviour
was the "vice" of the learned Egyptians. associated with these versions), these
I am not saying, and neither was
learned individuals are guilty of ignoring
Abdu, that the Parisians and Londoners of a few things.
the 19th century were better people than First, that democracy is a process
the Egyptians. Not at all. The point is, that takes time to grow, mature and
simply, that the awareness of individuals develop. Second, that each society
regarding specific issues, and their specific develops its own version of democracy,
conduct in specific C0020situations is at its own pace (taking its historical,
more correct, depending on the state of cultural, economic, societal, political
awareness and development their society needs and capabilities into account) and
is in. that no one version is applicable to all
Well, the "vices" that Abdu talked
societies – one size does not fit all.
about more than a century ago are still In addition, who says that
with us, it seems. There are some in our American, Swedish or Dutch
society who think (naively, immaturely or democracies are perfect? They do
foolishly) that what applies to developed, have problems and limitations of their
remarkably stable, strong (economically own. Furthermore, who says that these
and otherwise) societies can be applied to learned individuals of ours understand
our society overnight. These individuals, American, Swedish or Dutch democracy
many of whom are learned, are guilty of deeply? Is a person smoking hashish in
this vice and assumption that Abdu spoke some dubious backstreets or corners in
of. Amsterdam or Baltimore, what Dutch
Take the question of democracy.
and American democracy are about?
The said individuals assume that they
can take American, Swedish or Dutch
91
UNIT 8 Child Labour
What this means is that all in our

But these learned people are
society should rally behind our good
also guilty of underestimating our
leadership to strengthen stability. By
own democracy. For some time now,
strengthening stability, we strengthen
our society has embarked on a good
democracy, political and social
democratic process. It is not perfect, but
development. What this also means is
it has been developing and progressing.
that those few (but noisy) cynic, skeptic
And it should be given full support by all.
and subversive individuals should keep
Constructive criticism and feedback are
their feelings for themselves. Their
welcome, but cynicism and derision are
silence is a virtue.
harmful. Those who are leading our
The point that all should know,
society, steadily and confidently, towards
learned and non-learned alike, is that
more stability and prosperity, and more
due to all kinds of historical, geographic,
democracy and development, should pay
economic, social and other factors, the
no attention to the cynics and the skeptics
most important thing for our society (and
(but focus on the tasks at hand) and hold
many of our neighbouring societies) is
those who exceed the limits accountable.
stability. Stability comes before all other
considerations. Without stability, there can
be no progress, no development. Without
stability, there is no democracy.
Developed societies are so
for many reasons. In great part, their
development is the fruit of stability.
Activity in the Arab

Int ern et, try to rel ate thi s article to similar situations
Using the
.
World, Jordan, or your life
92
Appendix (1): Language Use
Unit One: Health
Phrasal Verbs
In the third paragraph of the reading passage, the verb break is combined with the
particle down to constitute the multi-word verb breaks down. The meaning is different
from that of the main, single verb break as break down means stop functioning. This multi-
word verb is called a phrasal verb.
Native speakers tend to use phrasal verbs in spoken English because they are
flexible enough to introduce new meanings into the language. Nevertheless, any foreign
learner of English should not be deceived by the simple appearance of phrasal verbs. Thus,
you have to understand the need to learn the meaning of any given phrasal verb as soon as
you encounter it.
Note that the verb break does appear as the main verb in many phrasal verbs to
express diverse meanings. Consider the following examples:
1. Jim broke away from his party. (detached himself from)

2. The burglars broke in and stole the money. (went into a building by force)
3. The speaker broke off in the middle of his presentation. (stopped abruptly)
4. Fire broke out in the forest, and all the animals ran away. (developed or
emerged with suddenness)
5. The new invention is going to break through the world of science. (make a
sudden advance)
Unit Two: A Fight with a Mother Panther
Auxiliary Verbs (1)

Auxiliary verbs are divided into two classes:
I. Primary Auxiliaries: be (am, is, are, was, were, been and being), have (has
and had) and do (does and did)
II. Modal Auxiliaries: will, would, can, could, shall, should, may, might, must,
ought to, used to, dare, need, etc.
93
The major functions of auxiliary verbs are:
1. Negation
Auxiliary verbs can be used to make negatives by adding not to them.
Examples:
a. Jim and John aren't studying.
b. Jim and John don't like to study with other students.
c. Jim and John won't be studying next Friday.
2. Inversion
The interrogative sentence is formed when the auxiliary verb is inverted with the
subject.
Examples:
a. Is Rami playing tennis?
b. What were Alia and Heba studying?
c. Where have you been?
d. Will you come to my party?
3. Emphasis
Auxiliary verbs supply an emphatic affirmation.
Examples:
a. Ali and Sami DO live in Amman.
b. Jack DOES like to play chess.
4. Code
An auxiliary verb can be used as a pro-form to replace the predicate.
Examples:
a. Mary has prepared well, but Rosy hasn't. ('prepared well' is deleted)
b. A: Can you tell me how to do that?
B: Yes, I can. ( 'tell you how to do that' is deleted)
There are, however, some differences between primary and modal

auxiliaries. Below are the most important differences:
1. Only primary auxiliaries can function as the main verb in the verb phrase.
Examples:
a. I have a car.
b. He is a good friend of mine.
c. We did our homework yesterday.
94
2. The form of primary auxiliary verbs changes to agree with the subject as in
a and b below. Modal auxiliaries, on the other hand, keep one form regardless
of the type of the subject as in c and d below.
Examples:
a. We have one nice cat, but she has three cats.
b. I am riding the bicycle, but they are swimming.
c. They will go to the theater, and he will stay at home.
d. I can speak English, and she can speak French.
3. Modal auxiliaries are always followed by the base form of the verb.
Examples:
a. We can write short stories.
b. She might introduce some new ideas.
c. They will arrive in Amman next week.
On the other hand, primary auxiliaries be and have determine the form of the
main verb within the verb phrase.
Examples:
a. He has just finished reading the short story.
b. She is still working on her project.
c. I was playing tennis when it started to rain.
d. Three cell phones were stolen yesterday.
Unit Three: Universal Declaration of Human Rights
Auxiliary Verbs (2) – Modal Auxiliaries

Modal auxiliaries have a special place in English as they add to the meaning of the
main verb by suggesting possibility, necessity, permission, obligation, prohibition, ability,
etc. The modal verbs in English are will, would, can, could, may, might, shall, should,,
must, ought to, etc.
Examples:
1. He must take his medicine three times a day. ( Obligation )
2. We might have more than one test on the same day. ( Possibility )
3. Hopefully, I won't be long. ( Intention )
4. May I leave now? ( Formal Request )
5. Can I open the window? ( Informal Request )
6. She will type your paper. ( Willingness )
7. It will be raining for two days. ( Prediction )
8. John can play the guitar. ( Ability )
95
9. You should consult a good dictionary while studying. ( Giving Advice )
10.All new students will have their proficiency test next week. ( Insistence )
11. Could I help you with your shopping? (Making offers)
12.Someone is at the door. That must be Richard. ( Logical Deduction )
13.Need you really take that risk? ( Doubting the necessity of something )
14.She dare not make the first move at any cost. ( Having the courage to do
something )
It should be clear from the examples above that modal auxiliaries occupy the first
position in the verb phrase, coming before the main or primary auxiliary verbs. They are all
followed by the base form of the main verb.
1. When referring to a general ability, the modal could is used as the past form
of can:
Examples:
- I could run a long way when I was younger.
- She could speak three languages when she was eleven.
2. When referring to habitual actions in the past, the modal would is used.
Examples:
- When I was a child, I would swim every day.
- When Tom lived in France, he would write me long letters.
On the other hand, modal verbs, in their past forms, can refer to present situations.
Consider the following:
1. Can, could, will and would are used to make requests. In the following
examples could and would are more polite.
- Can/ Could you open the door?
- Can / Could you help me move this table?
- Will/ Would you come here?
- Will / Would you wait a moment?
2. Would followed by like is a polite way of stating a preference or making an

offer.
- John would like to have this letter e-mailed to him.
- We would like to rent a room with a nice view.
- Would you like to have dinner with me?
The discussion above leads us to an important question which is 'How can we talk
about things in the past using modals?' The answer is this:'You may do so by adding the
perfective have to the verb phrase'.
96
Examples:
- You should have told me about that last week. (You didn't do it. Telling me
was the right thing to do).
- They have won the game. They must have trained well. (They had trained
well; consequently, they won the game).
- You were not able to answer some questions. You can't have studied
enough.
(They hadn’t studied enough, and this made them unable to answer all the
questions).
Unit Four: Debatable Point of View
Adverbial Clauses
Adverbial clauses are subordinate clauses that function as adverbs in complex

sentences. These clauses are introduced by a particular word or phrase such as after, before,
since ,as soon as, as long as, now that, so that, once, till, where, wherever, when, whenever,
if , unless, although, while, because, as, in order to, etc. These words and phrases are
called subordinating conjunctions. There are many types of adverb clauses. Here are some
examples of the most common types:
Type Example
Time clauses After the fruit is harvested, it is sold at the market.

Place clauses We will go where we can study.
Concession clauses He set sail though the storm threatened.
Reason clauses Since she doesn't know French, Mary didn't get the job.
Purpose clauses I will give you a map so that you can find the way.
Manner clauses I don't know why they behave as they do.
Condition clauses Unless Sami works harder, he will fail.
Note that an adverbial clause can come before or after the main clause. When an
adverbial clause precedes the main clause, it is set off by a comma.
Examples:
1. a. Jim made an accident although he was driving slowly.
b. Although Jim was driving slowly, he made an accident.
2. a. Ahmad was very happy because he knew that he had passed.
b. Because Ahmad knew that he had passed, he was very happy.
97
Unit Five: The Dinner Party
Adjective / Relative Clauses (1)

Relative clauses are post-nominal modifiers that modify or describe the head noun
they follow in complex sentences. They tell us which person or thing (or what kind of
person or thing) the speaker means. Relative clauses are used to join two sentences, and
they are usually introduced by a relative pronoun such as who, whom, whose, which, that,
etc.
Examples:
1. The student has started an English course. The student is from Italy.
The student who/ that has started an English course is from Italy.
2. I was hoping to see the doctor. The doctor was not on duty.
The doctor whom/that / who/ø I was hoping to see was not on duty.
3. The house belongs to Ahmad. The house is in Irbid.

The house which /that belongs to Ahmad is in Irbid.
4. The little girl is happy. The little girl's parents are back from work
The little girl whose parents are back from work is happy.
Note that:
Who is the subject or object pronoun of the relative clause used for people.
Whom is the object pronoun of the relative clause used for people in formal writing.
Which is the subject or object pronoun of the relative clause used for animals and things.
Whose is used for people, animals and things to show possession.
That is the subject or object pronoun of the relative clause used for people, animals and
things.
When the relative pronoun is the direct object of the relative clause, it can be
optionally deleted.
Examples:
1. a. They are delighted with the person (whom / that / who) the company has
appointed.
b. They are delighted with the person the company has appointed.
2. a. We went to the restaurant (which / that) Lucy recommended.
b. We went to the restaurant Lucy recommended.
Note that in formal contexts a preposition may precede whom, which and whose,
but not who, that, or zero article. Also note that whom is used in formal contexts while
who is used in informal contexts.
98
Examples:
1. This is the novelist whose novels you are interested in.
2. This is the novelist in whose novels you are interested.
3. The agency which we bought our textbooks from is in Lebanon.
4. The agency from which we bought our textbooks is in Lebanon.
Unit Six: Oceans and Seas
Adjective / Relative clauses (2)
There are two types of relative clauses in English:
1.Defining Relative Clauses
They are also called restrictive or essential relative clauses. These clauses define
and identify the noun which the adjective clause refers to. Defining relative clauses are not
put between commas.
Imagine, the teacher is in a room with four students. One student is talking to the
teacher, and you think that Sara knows this student. Here the relative clause defines which
of the four students you mean.
a. The student is talking to the teacher.
b. Sara knows the student.
A defining relative clause can be used to join these two sentences as follows:
c. Sara knows the student who is talking to the teacher.
2. Non – Defining Relative Clauses
Non-defining relative clauses are also called non-restrictive or non- essential relative
clauses. They give additional information on something, but do not define it. Non-defining
relative clauses are put between commas.
Imagine, Ahmad wants to tell his friend about Petra. He can add some extra
information about Petra by using a non – defining relative clause. Consider the following:
a. Petra is Jordan's most valuable treasure and greatest tourist attraction.
b. Petra is one of the Seven Wonders of the World.
A non-defining relative clause can be used to join these two sentences as follows:
c. Petra, which is one of the Seven Wonders of the World, is Jordan's most
valuable treasure and greatest tourist attraction.
99
The meaning of the sentences changes if you use a non-defining clause rather than a
defining clause. This depends largely on whether the speaker wishes to present the
information as essential or additional. Compare the following:
a. The students, who had revised hard, passed the exam. (All the students
revised, and they all passed the exam).
b. The students who had revised hard passed the exam. (Only some of the
students revised, and these were the ones who passed the exam).
Note that:
- The relative pronoun that is not used in non- defining relative clauses.
- The relative pronoun in a non- defining clause can't be deleted.
Examples:
a. Rome, which is the capital of Italy, is an ancient city.
b. Maya, whom I met yesterday, is a nice person.
Unit Seven: Environment
Nominal Clauses
Nominal clauses are embedded sentences that occur in positions that are typical of
nouns, pronouns and noun phrases. They are dependent clauses in complex sentences.
These clauses are of five main types:
1. That- clauses
A that- clause is a clause which begins with the subordinator that.
a. That we should meet the new director is a good idea.
b. I think that Jack is honest.
c. The problem is that they don't know Arabic.
2. Wh-clauses
Wh-clauses begin with a wh-word (i.e. what, who, which, how, etc.)
a. What he thinks of Ali doesn't change the situation.
b. The police officer has revealed who stole the money.
c. That is why we must work harder.
3. If/ whether clauses

This type of nominal clauses is introduced by the subordinators if or whether.
a. I don't know if/whether Jim will arrive at seven.
b. It's not clear if/whether it will rain on Monday or not.
A subject clause can't be introduced by using an if-clause since only whether-clauses

are acceptable in this context. Hence, it is only allowed to use a whether-clause in the
100
a. Whether she is my friend or not is not supposed to affect our decision
b. Whether the prices in this shop are reasonable is not obvious.
4. Gerundial clauses
A gerundial clause is a nominal clause whose verb is in the –ING form. The gerund
functions as a subject, or an object after certain verbs and prepositions in a sentence.
a. Playing tennis is Rami's hobby.
b. No one should enjoy deceiving his own family.
c. The defendant has denied committing the alleged crime.
5. Infinitive clauses
An infinitive clause is that type of nominal clauses where the verb is preceded by
the infinitive marker to. The infinitive also functions as a subject, or an object after certain
verbs in a sentence.
a. To swim in the sea is very interesting.
b. She likes to help her colleagues,
c. My wish is to be a pilot.
Unit Eight: Child Labour
Prepositions and Prepositional Phrases
In general terms, a preposition links nouns, pronouns or noun phrases to other parts
of clauses to express different meanings. Many English prepositions, such as in, at, for, and
on are called simple, i.e. one- word preposition. However, other prepositions, such as along
with, out of, away from and as for are called complex, i.e. prepositional phrases.
Consider the following examples:

1. The plane is due at 7:30 p.m.
2. This is a major step towards our project's completion.
3. Jim was out of money when he asked for our help.
4. Children should stay away from fire.
Prepositional phrases may express various types of relational meanings. Notice

the prepositional phrases and their meanings in the following examples:
1. All the kids went underneath the trees. (place)

2. He made the toy out of wood. (material)
3. We arrived there at noon. (time)
4. He'll die for his country. (purpose)
5. We were received with the utmost courtesy. (manner)
101
6. All the students except John passed the test. (exception)
7. They are standing in front of the board. ( place )
8. Samia could not win the contest because of her illness. ( reason )
Notice that the change of preposition results in a change in meaning. Consider

the following pairs of sentences:
1. a. We stayed in Alexandria for the summer. (i.e. all through)

b. We stayed in Alexandria in the summer. (i.e. at sometime during the
summer)
2. a. By that time, he was sick. (i.e. he was sick then)

b. Until that time, he was sick. (i.e. he was then no longer sick)
3. a. They camped there from June through September. (i.e. up to and

including September)
b. They camped there from June till September. (i.e. up to September)
102
Appendix (2): Phrasal Verbs
I. come: V. make:
1. come about: happen 1. make for: go in the direction of
2. come across: find by chance 2. make off: leave quickly
3. come forward: present oneself 3. make out: understand
4. come into: inherit 4. make up: invent an excuse, a story …
5. come over: visit 5. make up for: compensate
II. do: VI. run:

1. do away with: get rid of 1. run away: escape
2. do out of: deprive of 2. run down: criticize
3. do over: do again 3. run into: meet unexpectedly
4. do up: fasten 4. run on: continue
5. do without: manage despite not 5. run up: acquire
having
VII. take:
III. fall: 1. take in: deceive
1. fall apart: break into pieces 2. take on: employ
2. fall back on: resort to 3. take out on: behave badly
3. fall in with: agree with 4. take over: control
4. fall through: fail 5. take up: start
5. fall to: become someone›s duty
IV. keep:
1. keep down: make something remain
at a low level
2. keep on: continue
3. keep on at: nag
4. keep to: follow (a rule)
5. keep up with: learn about the
current events
103
Appendix (3): Irregular Verbs
104
SUGGESTED WEBSITES FOR STUDENTS
I. LISTENING, SPEAKING, AND GAMES
Listening
1-language www.1-language.com/
About.com esl.about.com/od/englishlistening/
California Adult Distance Learning www.cdlponline.org
BBC World Service – Learning Zone www.bbc.co.uk/worldservice/
learningenglish/
ELL English Listening Lounge www.englishlistening.com/
English club www.englishclub.com/
English Language Listening Lab www.elllo.org/
English town www.englishtown.com
ESL by Rong Chang-Li www.rong-chang.com/
ESL Gold www.eslgold.com
ESL Independent Study Lab www.lclark.edu/~krauss/toppicks/
pronunciation.html
ESL Pronunciation Work Page www.e-pron.com/
ESL Wonderland www.eslwonderland.com
Free Documentaries www.freedocumentaries.net
Foreign Accent Archive accent.gmu.edu/
Great Speeches www.chicago-law.net/speeches/speech.
html
Internet TESL Journal www.aitech.ac.jp/~iteslj/links/ESL/
Pronunciation
Listening (for teachers & students) all eflclub.com
levels
National Public Radio www.npr.org
Phonetics: The sounds of American www.uiowa.edu
English
Pronunciation www.soundsofenglish.org/
Pulse of the Planet – National Science www.pulseplanet.com/
Foundation
Randall's Cyber Listening Lab www.esl-lab.com
The World www.theworld.org
World English www.world-english.org/
105
Speaking / Chatting
Definition of Distinguishing accents www.wordiq.com/definition/Australia
ESL Café www.eslcafe.com/search/Chat/
Up English Up www.upenglishup.com
English Club www.englishclub.com/esl-chat/
Games
EFL Club www.eflclub.com
English Club www.englishclub.com/esl-games/
Gamequarium www.gamequarium.com
Interesting Things for ESL Students www.manythings.org/
II. READING, VOCABULARY, GRAMMAR, AND WRITING
Reading
About.com esl.about.com/
Cable News Network literacynet.org/cnnsf/
ESL Monkeys http://www.eslmonkeys.com/student/
esl_learning.php
Go 4 English www.go4english.com/
Literacy Net (CNN) literacynet.org/cnnsf/
Newspapers and Magazines

ABC News www.abcnews.go.com
BBC World Service www.bbc.co.uk/worldservice
Christian Scientist Monitor www.csmonitor.com/
CNN edition.cnn.com/
Daily Star www.dailystar.com.lb/home2.asp
Deja News www.dejanews.com
Detroit Free Press www.freep.com/index.htm
Jerusalem Post www.jpost.com/
Life Magazine www.life.com
Los Angeles Times www.latimes.com/
106
My Yahoo! my.yahoo.com
New York Times www.nytimes.com/learning/index.html
NPR (National Public Radio) Online www.npr .org
Palestine Chronicle www.palestinechronicle.com/
The New Republic www.tnr.com/
Time Warner Websites www.pathfinder.com
USA Today www.usatoday.com
Village Voice www.villagevoice.com/
Voice of America www.voa.gov
Washington Post www.washingtonpost.com
Vocabulary
Aardvark's English Forum www.englishforum.com/00/interactive/

Better English www.better-english.com
Englisch-Hilfen www.englisch-hilfen.de/en/words_list/
alle.htm
English Club www.englishclub.com/
English Page www.englishpage.com/index.html
ESL BLues ww2.college-em.qc.ca/prof/epritchard/
ESL for Rong Chang-Li www.rong-chang.com/
Internet TESOL Journal a4esl.org/q/h/
Grammar
Aardvark's English Forum www.englishforum.com/00/interactive/
Bartleby's The American Heritage® www.bartleby.com/64/
Book of English Usage
Brief Grammar for Lawyers users.law.capital.edu/dhughes/Content/
Content2/Grammar/Grammar%20
Main%20Page.htm
EduFind Online English Grammar www.edufind.com/english/grammar/
107
English Page www.englishpage.com/index.html
ESL Blues ww2.college-em.qc.ca/prof/epritchard/
grammar www.englisch-hilfen.de/en/inhalt_
grammar.htm
Guide to Grammar and Writing grammar.ccc.commnet.edu/grammar/
Intensive English Institute www.iei.uiuc.edu/web.pages/
grammarsafari.html
Internet TESL Journal a4esl.org/q/h/
Iscribe grammar www.iscribe.org/english/
Judy Vorfeld's Webgrammar www.webgrammar.com/
Lingua Center's Grammar Safari www.iei.uiuc.edu/web.pages/
grammarsafari.html
Professor Rick Shur's www.eslprof.com/handouts/
ESL and Computer Handouts
Say It In English www.say-it-in-english.com/Lessons.html
Using English www.usingenglish.com/students.html
Up English www.upenglishup.com/home.html
ESL Monkeys www.eslmonkeys.com/student/esl_
learning.php
Writing
Advanced Composition for Non-Native eslbee.com/
Speakers of English
CyberSeminar www.tustin.k12.ca.us/cyberseminar/
paragraph.htm
English – Hilfen www.englisch-hilfen.de/en/writing.htm
English Club www.englishclub.com/
English Zone www.english-zone.com/index.php?ID=71
108
esl gold www.eslgold.com
Five Paragraph Essay www.geocities.com/SoHo/Atrium/1437/
Guide to Grammar and Writing grammar.ccc.commnet.edu/grammar/
OWL Writing Lab owl.english.purdue.edu/
Paragraph Punch www.paragraphpunch.com/
Paragraphs www2.actden.com/Writ_Den/tips/
paragrap/index.htm
Writefix www.writefix.com/
109
Sources of Texts
Unit One: Health
The World Book Encyclopedia. (1963). Field Enterprises Educational Corporation
(2nd ed.). New York: Charles Scribner’s Sons.
Unit Two: A Fight with a Mother Panther

The Cats. (1979). Time-Life Films.
Unit Three: Universal Declaration of Human Rights

http://www.un.org/en/documents/udhr/
Unit Four: Debatable Points of View

Smith, A. J. M., (Ed.). (1957). Seven Centuries of Verse: English & American
Unit Five: The Dinner Party

http://my.hrw.com/support/hos/hostpdf/host_text_103.pdf
Unit Six: Oceans and Seas

The Oxford Children’s Illustrated Encyclopedia. (1998). Oxford: OUP.
Unit Seven: Environment

The World Book Encyclopedia. (1963). Field Enterprises Educational
Corporation.
Unit Eight: Child Labour

Britannica Online Encyclodedia
http://vlib.interchange.at2078/eb/print?articleld=24058&full
110

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University of Jordan

‫يتحمل المؤلف كامل المسؤولية القانونية عن محتوى مصنفه وال يعبّر‬

Class No. Safady 420

Typing: Maysa Naim Alhaj Ali

Two AFight with a Mother Panther 16

Five The Dinner Party 47

Six Oceans and Seas 57

Eight Child Labour 81

Appendix (1) Language Use 93

The book consists of eight units. Each unit opens

Although explanations of grammatical points are

Each unit includes a realistic listening passage or

Not only is English the language of science, technology

Health as a whole includes physical,

You usually do not think about your

Food and Health

2. What does health mean?

3. What is a balanced diet?

5. Which elements of food help to repair bones?

6. When does a person feel hungry?

7. What does a balanced diet consist of?

8. What provides "building blocks" for the body?

9. In what form does the body store carbohydrates?

II. Answer the following questions with full sentences.

1. Problems in math sometimes require great _____________ efforts.

Phrasal Verbs (See Appendix 1)

1. I feel cold. I'll _______my jumper _______.

2. I work out at the gym three times a week.

3. Please, hold on while I transfer you to the Sales Department.

4. I dropped out of that course because it was very difficult.

5. He should give up smoking as soon as possible.

Read sentence a, below, aloud:

Now read sentence b, below, aloud:

Following are some uses of the comma:

2- A comma is used in compound sentences between two main clauses

3- When a subordinate clause precedes a main clause in a complex

4- With non-essential adjective clauses.

6- To set off introductory adverbials or side remarks that interrupt the

7- A direct quotation is set off by commas.

8- Commas are used to separate items in a date.

I. Pre-Listening: What is obesity? What facts do you know about obesity?

Obesity—Fat of the Land

Abed: Hey, I hear you and Sara are getting married!

diabetes, carbohydrates, advertising, calories,

3. Relax Regularly. Relaxation

“Listen! There are the cries of a child on this

I. Answer the following questions.

1. She ______________with fear when she saw the lion.

Auxiliary Verbs (1): (See Appendix 1)

I. Give one sentence on each of the following using a primary

III. Circle the correct answer

2. She doesn't like soft music, but her friends__________.

3. Unfortunately, Rula __________want to watch the new performance of the

4. ___________ Sami hand in his assignment at nine tomorrow?

5. I went to the lecture yesterday, but Ahmad_________.

1. The semicolon is used instead of a comma to separate items in a series when

1. What do many Canadians wear on December 6?

it be independent, trust, non-self-governing or under any other limitation of

II. Answer the following questions.

III. Which article indicates each of the following facts?

1. The party members happily tolerated the expression of opinions

I. Circle the letter which represents the best answer

1. Ninety million people live in slavery. T F

II. Post listening questions.

1. I feel cold. I'll _my jumper _.

some religious beliefs earning potential ($$)