English for starters 11 vocational stream girls TB

Teacher’s Book ‫ﻡ‬٢٠١٥-٢٠١٤ Vocational Stream Girls’ Grade 11 Teacher’s Book Ω2012 - 2011 áYÉÑ£∏d áeÉ©dG á°ù°SDƒŸG ‫ﺣﻘﻮﻕ ﺍﻟﺘﻮﺯﻳﻊ ﻓﻲ ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻮﺭﻳﺔ‬ ‫ﻣﺤﻔﻮﻇﺔ ﻟﻠﻤﺆﺳﺴﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻄﺒﺎﻋﺔ‬ 322 Old Brompton Road, London SW5 9JH, England Maktabat El Nashr El Tarbawi El Souri (Syrian Educational Publishers) Omar El Mukhtar 2nd Str., Bldg El Mazraa, Damascus-Syria Phone: (011) 44676789 Fax: (011) 44676788 e-mail: info@syrianep.com website: www.syrianep.com Reprinted 2011 © York Press 2010 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the Publishers Contents Students’ Book Scope and Sequence 04 Introduction 05 Unit Sewing Machines 08 Unit Threads 12 Unit Fabrics 16 Unit Textiles 20 Culture and Values Celebrations 24 Unit Tailor’s Tools 25 Unit Upper and Lower Part Sketches 29 Unit Making Clothes (1) 33 Unit Making Clothes (2) 37 Culture and Values Humans and the Universe 41 Unit Textile Manufacturing 42 Unit 10 Fibres 46 Unit 11 Knitting and Weaving 50 Unit 12 Embroidery and Tricot 54 Culture and Values Geniuses and Scientists 58 Review Answer Key 61 Activity Book Answer Key 65 Test Answer Key 68 Students’ Book Scope and Sequence UNIT Sewing Machines (pp 6-9) LANGUAGE Language Functions: listing characteristics Vocabulary: sewing tools Grammar: questions with or without Threads Language Functions: listing qualities (pp 10-13) Vocabulary: terms related to qualities of threads Grammar: order of adjectives Fabrics Language Functions: giving advice; giving opinion; listing; (pp 14-17) giving examples Vocabulary: types of fabrics; word formation Grammar: simple past tense Textiles Language Functions: giving opinion; reporting (pp 18-21) Vocabulary: terms related to characteristics of textiles; types of textiles Grammar: reported speech Tailor’s Tools Language Functions: describing objects; giving examples (pp 23-26) Vocabulary: tailor’s tools Grammar: conditional type Upper and Lower Language Functions: describing a process; asking and Part Sketches answering questions (pp 27-30) Vocabulary: terms related to different outfits Grammar: forming comparative and superaltive adjectives Making Clothes (1) Language Functions: giving opinion; listing clothing items (pp 31-34) Vocabulary: terms related to clothes Grammar: present perfect tense Making Clothes (2) Language Functions: giving opinion; talking about preferences; (pp 35-38) giving explanations; talking about responsibilities Vocabulary: tools for measuring cloth Grammar: present perfect tense vs simple past Textile Language Functions: describing a proccess; Manufacturing giving opinion; giving explanations (pp 40-43) Vocabulary: terms related to textile manufacturing Grammar: past perfect vs simple past 10 Fibres Language Functions: giving opinion; describing abilities (pp 44-47) Vocabulary: fabric properties Grammar: past tenses in reported speech 11 Knitting and Language Functions: giving opinion; defining keywords Weaving Vocabulary: terms related to knitting and weaving Grammar: gerunds and infinitives (pp 48-51) 12 Embroidery and Language Functions: giving opinion; asking for additional Tricot information (pp 52-55) Vocabulary: terms related to embroidery and tricot Grammar: the passive NEW SKILLS sewing skills matching thread and fabric types how to dye fabric; distinguishing between natural and artificial dyes distinguishing between public and private sectors in the textile industry; identifying types of textiles identifying the usage of different types of scissors; developing dictionary skills classifying items under the correct heading distinguishing between baby clothes and teenager clothes identifying tools for measuring cloth; conducting online research drawing a flow chart; drawing a map rewriting sentences; putting sentences in the correct order; completing a chart reading tables; writing a summary; conducting online research drawing a timeline Introduction English for Starters Vocational Stream –Girls’ is an English language course that has been produced and designed specifically for girls’ secondary schools in Syria The course progresses from an intermediate level of English in Grade 10 to an advanced level of English in Grade 12 The course introduces students to a world of practical and useful skills; it assumes no prior knowledge of the skills described on the part of students or teachers A Aims and methods The course aims to review and consolidate the language and skills learnt at previous levels and to equip students for their future foreign language needs in the following areas: language skills (reading, listening, speaking and writing), grammar, vocabulary, practical skills and knowledge B Language skills The course aims to equip students with all four of the language skills at a level that will enable them to perform routine tasks at work and to successfully interact with others in a social context Reading Each unit has one main reading text In addition, there are many shorter reading passages found in different sections throughout the book There is a varied selection of reading tasks such as answering open-ended questions, true/false questions, matching headings with paragraphs, completing tables, expressing personal reactions to ideas, and working out the meaning of words The course also teaches students practical reading skills that will prove invaluable in both their future work and everyday life, such as skimming and scanning Listening Each unit has a listening text By listening to each other in oral pair work and role play activities, listening to their teacher and listening to native speakers through the accompanying CD, students learn a variety of listening skills, such as listening to and understanding instructions and information, following a conversation, completing a table while listening and answering questions after listening Speaking The course teaches students to use the most common forms of the communicative functions they are likely to need in society and the workplace Many activities in the Students’ Book and Activity Book are designed to be done orally Students practise speaking in controlled situations where the emphasis is on communication and meaning as well as accuracy Pair work is recommended for many of the activities to ensure that each student is given the maximum amount of practice Writing The course aims to equip students with practical writing skills, such as the ability to complete forms and take notes on simple messages and routine transactions Beginning with writing sentences, students progress through the course until they can write paragraphs Grammar The course aims to consolidate students’ understanding of the basic grammatical structures of English and to increase their ability to use these structures accurately, fluently and appropriately The course therefore provides a systematic review of the most essential grammatical structures These structures are revised in a graded order, which takes into account their frequency in everyday use as well as the difficulties of mastering forms and meanings Vocabulary The course provides students with both general vocabulary and specific vocabulary relevant to various practical skills The vocabulary section always relates to the topic of the unit and tries to enhance students’ knowledge of new words in the field and the correct usage of these words The course therefore provides a three-dimensional approach to vocabulary learning: firstly, it helps students to deal with lexical items in context; secondly, students have the chance to build up their own personal lexicon; and thirdly, they have plenty of opportunities to actually use vocabulary in context C Girls’ skills and knowledge The course provides students with skills and knowledge related to everyday and women’s social life such as knitting and weaving, using sewing machines and practical skills such as making clothes, embroidery and tricot etc D The components English for Starters Vocational Stream –Girls’ Series contains a Students’ Book (SB), an Activity Book (AB), a Teacher’s Book (TB) and a CD Students’ Book The SB contains the core teaching materials for classroom use It consists of twelve units, four Review sections and three sections entitled Culture and Values The sections follow a regular pattern: after every four units, there is a Culture and Values; for every three units, there is one Review section at the end of the book Activity Book The AB contains exercises that provide students with extra practice The number of units in the AB is the same as in the SB After every three units, there is a test that helps students revise what they have learned in the SB and AB At the end of the AB, there is a glossary of new words that the students will encounter in the course Teacher’s Book The TB provides advice and information about each of the twelve units It divides units into lessons and integrates SB and AB activities alternately For each lesson, the objectives are stated clearly, warm-up activities are suggested and answers and audioscripts are provided CD The CD provides all the listening passages included in the course The purpose of the CD is to provide students with correct examples of the spoken language and to develop students’ listening skills by giving them opportunities to listen to a variety of different speakers E How to teach the course Methodology Learning a language is an active process, so teaching means more than giving knowledge to the students; it also means helping them to use the language for meaningful communication Students cannot learn English only by listening to the teacher; they will learn it only by speaking and writing it themselves Schedule The SB and AB were devised keeping in mind the following schedule that suits the Vocational Stream –Girls’: 48 hrs SB (4 hrs per unit) 24 hrs AB (2 hrs per unit) hrs Review (2 hrs per review) hrs Tests (2 hrs per test) hrs Culture and Values (1 hr per page) _ 91 hrs Preparing to teach a unit Before teachers begin a new unit, they should study the Scope and Sequence page at the beginning of the SB to find out what grammar, functions, vocabulary and skills are taught in the unit Then, they must read the entire unit in the SB and AB, which will help them to see the direction and purpose of the unit Before teaching a unit, teachers should look first at the TB to see which sections should be taught together and how each unit is divided Then, they should work through the activities themselves so that they can see what the students have to and how they will get the answers The TB provides step-by-step procedures for every activity in the SB Language presentation The grammar rules that students need to learn are presented in pink boxes under the grammar section in every unit Any other new rules that students need to learn can also be found in pink boxes under the relevant section in each unit Purple boxes contain words or phrases that students need to learn and use in the corresponding activities The artwork of each page relates to the content of the page and can provide teachers with extra materials for any oral or written communication F The role of the teacher Good teachers use correct language forms and have good pronunciation They motivate students to learn by making lessons interesting and encouraging students to think for themselves Finally, good teachers provide all students with plenty of opportunities to practise language Most of the activities in the SB and AB are practice activities In a practice activity, teachers are not explaining language to the students or talking at the front of the class; they are giving students the opportunity to something with the language Therefore, after introducing the activity, the teacher is watching quietly, listening, noting problems for correction later and only interrupting if absolutely necessary Teachers may find it helpful to follow the steps below, adapting them when necessary: Setting up the activity This may mean explaining the aim of the activity or how it relates to what has gone before It may mean introducing a situation or picture that provides a context for the activity and may also mean pre-teaching some essential vocabulary that the students will need during the activity Demonstrating the activity This means showing the students by example what they have to and checking that they have understood the instructions Working in pairs This means students are thinking for themselves and using the language The teacher should observe quietly and help individuals if necessary Checking the work This means asking various students for their answers The teacher’s role is to confirm correct answers, correct mistakes, praise good work, any remedial teaching that is needed and answer questions G Learner development Learner development is an important feature of teaching Students should be encouraged to develop as independent and active learners of English, so many activities found in the SB and AB can be used to enhance student autonomy It is expected that students in the same class will often have different levels of ability in English The course therefore provides many opportunities for students with less knowledge or experience of the language to build up their knowledge and get extra practice At the same time, teachers can give more proficient students additional reading or activities to maintain their interest Many questions in the book need answers that are open-ended This is a crucial part of learner development Students can have different points of view regarding certain issues at work or in life, so many questions found in the SB and the AB have many possible answers Hence, it is the teachers’ job to let the students express themselves, only acting as guides who help students reach their own answers The review and tests sections provide extra exercises that allow students to revise the knowledge they have acquired in each unit The teacher can use these exercises as an example from which to generate more exercises with any changes they see fit to suit students’ needs H Teaching English for Specific Purposes Teaching English for Specific Purposes (ESP) is teaching the language in specialised subjects Learners often have different purposes for learning the English language whether it be English for Economics, English for Business, English for Secretaries or English for Technicians and others A purpose-specific course is one in which the course content and methods are authentically representative of tasks in the target situation For example, an English for Technicians course presents topics and techniques that relate to a technician’s profession Such a course allows teachers to increase students’ capacity to use language in the specific purpose domain English for vocational purposes is an application of ESP according to students’ language needs for work This approach is learner oriented – not teacher oriented – with an emphasis on communicative competence Teaching ESP is more than just presenting language items or skills and strategies It is not just the content of what is learnt that is important but also the ways in which it is learnt Unit Sewing Machines Lesson One SewingMachines Machines 1Sewing Learning Objectives A Dialogue ■ ■ ■ Talking about sewing machines Demonstrating understanding of a text Identifying the relationship between a word and its definition Read the dialogue and answer the questions Instructor: Samira, please check that you have the correct tools with you when you want to sew a dress or a skirt Samira: OK Could you list them for me, please? Instructor: You’ll need a needle, a thimble, a tack thread and some solid thin pins Samira: Should I use any special kind of thread? Instructor: Sure The tack thread ought to be made of smooth light-coloured cotton Samira: How can I prevent silk and light-coloured clothes from slipping? Instructor: You can use solid thin pins to fasten them Samira: OK, thank you, sir I’ll note down everything you have just told me Instructor: That’s a good idea A Dialogue ■ Explain to the class that they are going to read a dialogue between a student and a sewing instructor ■ After they have finished reading, ask students to answer the questions individually ■ Invite volunteers to read their answers aloud Answers the correct tools; the silk and light-coloured clothes; the idea to note everything down solid thin pins light-coloured a The tack thread must be made of cotton b We use pins to fasten silk clothes Questions What the words in bold refer to? What we use to fasten silk clothes? Do we use dark-coloured tack threads or light-coloured ones? Correct the following statements so that they are true a The tack thread must be made of wool b We use pins to fasten woollen clothes Lesson Two Audioscript Learning Objective ■ Discussing different sewing machines and techniques B Listening ■ Tell the students that they are going to listen to someone talking about different sewing machines ■ Before you play the recording, ask the students to read the gapped text ■ Tell them to listen for the information they need to complete the text and not to worry about other details ■ Tell them that you are going to play the recording twice The first time, they should listen but not write anything Upon the second listening, they should complete the blanks ■ When the students have listened to the recording twice and have completed the task, ask them to check their answers in pairs ■ Then take responses from individual students reporting back to the whole class A sewing machine is an obvious requirement for a dressmaker Sewing machines are of different kinds The most important kinds are: Machines which sew only with a straight stitch, but this may be forward or backwards Machines with a sewing needle which makes a zigzag stitch Machines with a sewing needle which can also sew embroidery patterns The straight stitch machine has a special zipper foot which enables the operator to get up close to the zipper teeth The zigzag stitch machine saves a great deal of time in making edges, and may also be used for attaching lace and making buttonholes Answers dress maker only backwards zigzag embroidery Activity Book page exercise 8 10 11 12 straight stitch foot teeth lace button Creative and Critical Thinking Activities Here are ten creative and stimulating activities to use as warmups or time-fillers that will energise and stimulate the minds of students: Whip-Around: The group sits in a circle The leader offers a topic, then, quickly going around the circle, each group member offers the first answer that comes to mind (Participants may pass if they can’t think of anything to say) Sample starting topics: The best way to describe me is The thing(s) I best is/are I dislike more than anything else What I hope for most in my life is The place I would most like to visit is My favourite food is I wish The colour that would describe my mood (or personality) is Word Wizards: Put a word phrase on the board In groups, students try to think of as many words as possible that can be made from some of the letters in the word phrase (Sample: High School, cool, go, ) Pivotal Person: The group sits in a circle Inside the circle, two desks are placed facing each other On one desk, the leader sits, roleplaying as a character of his or her choice (Explain beforehand what role you will play Some ideas include a dishonest bank teller, a rude sales clerk, a newscaster conducting an interview, a waiter/waitress, etc) Then a volunteer sits on the opposite chair and interacts with the “pivotal person.” The two exchange unscripted dialogue while the group watches When someone else feels comfortable, he/she comes to stand beside the classmate sitting at the second desk The action then stops, the person beside whom the volunteer stood now leaves his/her desk, the new volunteer takes his/her place and the action continues After a few minutes, the leader may step out and offer the role of “pivotal person” to a volunteer who may entirely change the role A Way With Words: Students sit in a circle The teacher passes a blank sheet of paper to the first student player Player “reads” what is on the paper It could be a “Dear John” letter, a summons to court, a party invitation, etc It will be up to each individual to invent a unique purpose for that piece of paper As the paper goes around the circle, it will become more and more difficult for each group member to think of a new way to “read” the paper Pass-It: One person in a circle begins by throwing an imaginary object in a manner that suggests its characteristics: feather-light, bulky, hot, cold, prickly, slippery, microscopic, sticky, heavy and so on The recipient would react by “catching” the object according to its “size,” change its “size” and “throw” it to another classmate so that that person will know its “size” and so on around the circle Which Doesn’t Belong? Students are given four words or pictures They must determine which one doesn’t belong in the group If given crab, octopus, whale and dog, students could have many different answers One student could say that octopus is the odd word because it takes es in the plural form Another student could say that a dog lives on land, while the others live in the sea There are many solutions as long as students can back up their answer Analogies They are excellent for helping students understand the relationship between two words Students are given three words The first two words are related After students figure out the relationship between the first two words, they supply a fourth word which is related to the third word in the same way as the first two words are related An easy example for second language learners is: Apple: red – banana: What’s Right? This activity provides students with four sentences Students have to figure out which sentence is correct An example using math terms: All rectangles are squares All parallelograms are rectangles All squares are rhombuses All quadrilaterals are parallelograms 60 Something’s Wrong Here! This task gives students a chance to find the missing information and correct it The book suggests giving a series of statements with an incorrect fact Teachers should only provide second language learners a sentence or two It will be easier for second language learners to focus on a single sentence An example: Jupiter is the largest object in the solar system 10 Your Order Please! It provides students with a series of events that are in scrambled order For second language learners, the teacher should introduce this activity with the words first, next, then and last As students understand how these words help organise the sentences, they should be removed and students would have to order the events without the help of these keywords After students have correctly ordered the events, they should read the sentences by inserting the key signal words back into the sentences Advanced students can be given five sentences where one sentence doesn’t belong Review Answer Key Review (Units 1-3) A Put the correct word in the right place furs vines bone seamstresses F What would you ask? Make questions with Did ? thorns sinew twist strips You applied for a job yesterday History of Thread During the last Ice Age, some 20,000 years ago, people used (1) of leather or animal (2) and (3) needle to sew together (4) and skins Tribal people used fibres from various (5) and cacti for threads, and (6) for needles; eventually (7) of the ancient world learned to (8) together fine silks and wools to make thread I bought a beautiful wedding gown two weeks ago We received our favourite sewing machine as a gift last week My father tried to sew a special wedding suit for the bridegroom three weeks ago B Construct a well-organised paragraph with the following words in the space provided below needle table thimble tack thread tape measure hand-iron solid thin pins clothes rack cutting The janitor cleaned the factory thoroughly last Thursday G Read the text and say whether each statement is “true” or “false” Correct the false statements Sericulture Sericulture involves the incubation of the tiny eggs of the silkworm moth until they hatch and become worms After hatching, the worms are placed under a layer of gauze, on which is spread a layer of finely chopped mulberry leaves For six weeks, the worms eat almost continuously At the end of this period, they are ready to spin their cocoons, and branches of trees or shrubs are placed in their rearing houses The worms climb these branches and make their cocoons in one continuous thread, taking about eight days for the process The amount of usable silk in each cocoon is small, and about 5500 silkworms are expected to produce 1kg of raw silk After the complete cocoons have been gathered, the initial step in silk manufacture is to kill the insects inside them Thus, the cocoons are first boiled or treated in ovens, killing the insects by heat The silk fibre is obtained from the cocoons by a delicate process known as reeling, or filature The cocoons are first heated in boiling water to dissolve the gummy substance that holds the cocoon filament in place After this heating, the filaments from four to eight cocoons are joined and twisted and are then combined with a number of other similarly twisted filaments to make a thread that is wound on a reel C Match the words with their definitions a Cotton/cotton-polyester b Silk threads c Rayon d Syrian cotton e Invisible or nylon thread f Wool and acrylic threads are used for special effects or embellishments is used for machine embroidery are used for their gorgeous sheen cannot be detected easily is often used for hand embroidery is strong, durable and easy to work with D Complete these questions using the given verbs in parentheses Who - beautiful dresses? (sew) Where - Nadine? (work) What kind - of textiles - Noura? (use) Who - the sewing factory? (manage) Which - thread - the best for sewing a silk dress? (be) How - Nadine’s employer - the factory? (run) Who - the best - on the catwalk? (walk) Sericulture is the raising of worms for silk production Silkworms eat mulberry leaves almost continuously for six weeks Each cocoon is composed of one continuous thread A silkworm weaves its cocoon in five days The silkworm is killed inside the cocoon by heat Cold water is used to clean the gummy substance that holds the cocoon filament in place About 5000 silkworms are required to produce 1kg of raw silk Many filaments are joined and twisted to make a thread E Choose the correct answer I bought a pair of (pink cotton / cotton pink) gloves I have a (new brown / brown new) sewing machine My brother liked the (pointed blue / blue pointed) sweater It’s a (soft delightful / delightful soft) piece of fabric I’ll buy (two Syrian / Syrian two) teacups 57 Review (Units 1-3) Learning Objective ■ Oral / written revision and consolidation of language from unit to unit Warm-up ■ Explain the purpose of the review units They are an opportunity for the students to revise and practise the language and skills that they have learnt in the previous three units ■ Explain that it is important for two reasons Firstly, it will help them to remember what they have learnt, and secondly it is an opportunity to ask questions and clarify anything that they have not fully understood Answers A strips / sinew / bone / furs / vines / thorns / seamstresses / twist B Students’ answers C 58 D Who sews beautiful dresses? Where does Nadine work? What kind of textiles does Noura use? Who manages the sewing factory? Which thread is the best for sewing a silk dress? How does Nadine’s employer run the factory? Who walks the best on the catwalk? E pink cotton delightful soft new brown two Syrian pointed blue F Did you apply for a job yesterday? Did you buy a beautiful wedding gown two weeks ago? Did you receive your favourite sewing machine as a gift last week? Did your father try to sew a special wedding suit for the bridegroom three weeks ago? Did the janitor clean the factory thoroughly last Thursday? G false/ silkworms true true false/ eight days true false/ boiling water false/ 5500 silkworms true a6/b3/c2/d5/e4/f1 61 Review (Units 4-6) D Change the sentences from the direct to the indirect form A Reconstruct the text on p.21 by using the words in the box The tailor said, “I will finish your dress tomorrow.” textile industries economy export cotton source employment contribute revenue public and private sectors surpass Cathy said to Jane, “I’m glad you came to my party.” Jane said, “I am attending sewing school The teacher is teaching us how to sew skirts and trousers.” The instructor said, “You will need big and small scissors and serrated scissors.” B Match the following statements to Eid Al-Fitr or Chinese New Year Sometimes more than one E Change the sentences from the indirect to the direct form Add the necessary words festival is possible It celebrates the end of Ramadan It isn’t always on the same date because it follows the Hijri calendar It is celebrated for 15 days It is celebrated in spring It is a time when Muslims think about the poor and help them, and a time for forgetting old arguments People decorate their houses with red decorations because red signifies good luck Salwa said that she was sewing a beautiful dress for herself The tailor said that all patterns of garments covering the bust should be purchased by bust measure The woman told the tailor that it was difficult to select and use patterns Jane told Cathy that she had used cotton to make her blouse and linen for her trousers F Put the adjectives in parentheses in the correct comparative or superlative form Add the C Identify whether each item is a colour, pattern, men’s wear or women’s wear suit tie waistcoat striped checked tan patterned purple skirt 10 spotted colour necessary words Rana is (intelligent) girl in the class her classmates Salwa is (talented) Diamond is (precious) ruby Sam’s speech was (interesting) mine My cousin lives in (noisy) street in the city This shopkeeper is (dishonest) one in the street Of all trousers, Ida’s is (good) 11 beige 12 trousers 13 tights 14 turquoise 15 pyjamas 16 dress 17 nightdress 18 dressing gown 19 stockings 20 grey pattern men’s wear G Put the verbs in parentheses in the correct form If Jane (come) , Cathy (go) with her to the sewing school If the girls (follow) the instructions properly, they (sew) marvellous dresses If Alice (play) the piano, her friend (sing) angry if she (leave) school now Nadine’s parents (be) I (pay) the tailor well if he (design) an outstanding dress The seamstresses (be) more experienced if they (sew) more dresses If the tailor (take) your measurements correctly, he (prepare) a decent and an attractive nightgown the girls the secret of a successful dress if they The instructor (tell) (promise) not to tell anyone women’s wear 59 Review (Units 4-6) Learning Objective ■ Oral / written revision and consolidation of language from unit to unit Warm-up Explain the purpose of the review units They are an opportunity for the students to revise and practise the language and skills that they have learnt in the previous three units ■ ■ Explain that it is important for two reasons Firstly, it will help them to remember what they have learnt, and secondly it is an opportunity to ask questions and clarify anything that they have not fully understood Answers A Students’ answers B Eid Al-Fitr: 1, 2, Chinese New Year: 2, 3, 4, C Colour: 6, 8, 11, 14, 20 Pattern: 4, 5, 7, 10 Men’s wear: 1, 2, 3, 12, 15 Women’s wear: 9, 12, 13, 15, 16, 17, 18, 19 62 60 D The tailor said that he would finish my dress the following day Cathy told Jane that she was glad she had come to her party Jane said that she was attending a sewing school and that the teacher was teaching them how to sew skirts and trousers The instructor said that they/we would need big and small scissors and serrated scissors E Salwa said, “I am sewing a beautiful dress for myself.” The tailor said, “All patterns of garments covering the bust shall be purchased by bust measure.” The woman said to the tailor, “It is difficult to select and use patterns.” Jane said to Cathy, “I have used cotton to make my blouse and linen for my trousers.” F the most intelligent more talented than more precious than more interesting than the noisiest the most dishonest the best comes—will go follow—will sew plays—will sing will be—leaves G will pay—designs will be—sew takes—will repair will tell—promise Review (Units 7-9) A Match each explanation of the uses of cotton with one of the given words in the box fabric explosive oil D Ask questions with the following phrases The first one is done for you Drive a truck: Have you ever driven a truck? Break a window: Catch a butterfly: Sleep in a tent: Hold a snake: paper Cotton seeds are made into margarine and oils used in cooking and salad dressings High-quality papers, including US dollar bills, are partly made from cotton E Fill in the blanks with the simple past or the past perfect tense If cotton is covered with acid mixture, it explodes when it dries This material, called guncotton, is similar to gun powder My parents (eat, already) by the time I (get) home The thief simply walked in Someone (forget) to lock the door Sam (leave, already) when we (get) there After the guests (leave) , I (go) to bed Class (begin, already) by the time I (get) there, so I (take, quietly) a seat in the back Cotton is used to make fabric including towels The material absorbs water well B Match the following colours to their meanings: red, green, orange, brown, purple, yellow and blue F Put the adverbs in parentheses in their right place (never) Eric has seen snow It means power and energy and suggests a bold, competitive go-getting attitude In the Far East, the colour also symbolises good luck It is the world’s favourite corporate colour and evokes coolness, calmness and authority It also denotes intellect, trustworthiness and dependability, which is why it is favourite with sectors such as banking and insurance It has been the colour of leadership and luxury since the Roman Empire, when only the imperial family were allowed to wear it It suggests solidity, neutrality and straightforwardness It is the colour of money, nature and, in many cultures, jealousy It now generally stands for something quite specific and often very political Being bold, bright and lively, it catches the eye It’s young, fresh, energetic and dynamic It is a youthful and fun colour Many countries’ business telephone directories are of this colour (often) Ted studies at the library in the evening (already) Fred has finished studying for tomorrow’s test (seldom) Jack is at home (always) You should tell the truth G Complete the sentences with an appropriate time expression C Fill in the blanks with the simple past or the present perfect tense 10 Today is I bought this book ago I have had this book since I have had this book for Today is I moved to this city ago I have been in this city since I have been here for Anna (go) to a party at Sally’s apartment last Saturday night Youssef (arrive) here three days ago Bill (be) here since the 22nd Try not to be absent from the class for the rest of the term You (miss, already) too many classes You (miss) two classes just last week Last January, I (see) snow for the first time in my life I (know) Amal for ten years Up to now, Professor Williams (give) our class five tests Since classes began, I (have, not) much free time I (have) several big tests to study for The telephone (ring) four times in the last hour, and each time it has been for my roommate Welcome to our school (meet, you, ever) Professor Higgins? 61 D Review (Units 7-9) Learning Objective ■ Oral / written revision and consolidation of language from unit to unit Explain the purpose of the review units They are an opportunity for the students to revise and practise the language and skills that they have learnt in the previous three units ■ ■ Explain that it is important for two reasons Firstly, it will help them to remember what they have learnt, and secondly it is an opportunity to ask questions and clarify anything that they have not fully understood A explosive Have you ever broken a window? Have you ever caught a butterfly? Have you ever slept in a tent? Have you ever held a snake? fabric had already eaten / got had forgotten had already left / got had left / went had already begun / got / quietly took F Answers paper E Warm-up oil 62 has never seen often studies has already finished is seldom should always tell G B red blue purple brown green orange yellow Students’ answers C 10 went arrived has been have already missed / missed saw have known has given haven’t had / had has rung Have you ever met 63 Review (Units 10-12) E Decide whether the sentences are written in the active or the passive form Change the active to passive form and the passive to active form A Match the following words with their definitions a b c d e f g h i j k l B expatriate initiate implement facilitate cornerstone abrasion absorbent buoyancy retention inaudible extrude interlace 10 11 12 Two girls were weaving an exquisite rug carry out, perform make easier the process of wearing something away lightness a person who lives outside his native country the action of absorbing and continuing to hold a substance unable to be heard cause to begin thrust or force out cross intricately together, interweave able to soak up liquid easily an important quality on which a particular thing is based The manager hasn’t signed those papers yet Language skills are taught in every school in the country That sweater was knitted by my mother Paper, the main writing material today, was invented by the Chinese Choose four words from exercise A and construct meaningful sentences Amal had returned the book about weaving to the library The artisans will be employed on the basis of their originality A local weaving company has offered Maria a good job C Customers are served by salesmen and saleswomen Change the following sentences from the direct to the indirect form Noura said to Youssef, “I have met your sister.” 10 The government is going to build the new hospital next year It has already built the elementary school in the village The instructor said, “I am going to postpone the examination.” F Write two sentences in the active form about shorts for cycling Sally said, “My uncle has been in the hospital for ten days.” G Study the table, then fill in the blanks with the right form of the verb The politician said, “I’ll come to the meeting, but I can’t stay for more than an hour.” Verbs followed by gerunds Verbs followed by infinitives The mother said to her daughter, “Every obstacle is a stepping stone to success You should view problems in your life as opportunities to prove yourself.” Dareen volunteered (bring) some food to the reception The horse struggled (pull) the wagon out of the mud My skin can’t tolerate (be) in the sun all day long I get sunburned easily Janet admitted (be) responsible for breaking the weaving machine My mother enjoys (weave) D Decide whether the sentences are written in the direct or the reported form Punctuate the direct speeches Ali said that his father was a businessman and that his mother was an engineer Nisrine said I’m excited about my new job I’ve found a nice apartment Our English teacher said I expect you to be in class every day Unexcused absences may affect your grade Mother said that weaving rugs was difficult in the past The merchant said everybody knows Syrian cotton wear is famous for its quality H Complete the following sentences I enjoy I can’t afford We plan He avoided They needed 63 Review (Units 10-12) Learning Objective ■ admit, advise, avoid, delay, discuss, enjoy, finish, mind, miss, quit, regret, suggest, tolerate, keep, like afford, agree, ask, decide, deserve, fail, hope, learn, need, plan, refuse, struggle, volunteer, wait, want Oral / written revision and consolidation of language from unit 10 to unit 12 Warm-up ■ Explain the purpose of the review units They are an opportunity for the students to revise and practise the language and skills that they have learnt in the previous three units Explain that it is important for two reasons Firstly, it will help them to remember what they have learnt, and secondly it is an opportunity to ask questions and clarify anything that they have not fully understood ■ Answers A a / b / c 1/ d / e 12 / f / g 11 / h / i 6/ j / k / l 10 B Students’ answers We wanted He refused I discussed They regretted 10 We deserve 64 D reported direct: Nisrine said, “I’m excited about my new job I’ve found a nice apartment.” direct: Our English teacher said, “ I expect you to be in class every day Unexcused absences may affect your grade.” reported direct: The merchant said, “Everybody knows Syrian cotton wear is famous for its quality.” E active: active: passive: passive: passive: active: An exquisite rug was being woven by two girls Those papers haven’t been signed by the manager yet They teach language skills in every school in the country My mother knitted that sweater The Chinese invented paper, the main writing material today The book about weaving had been returned by Amal to the library passive: They will employ the artisans on the basis of their originality active: Maria has been offered a good job by a local weaving company passive: Salesmen and saleswomen serve customers 10 active: The new hospital is going to be built by the government next year The new elementary school has been already built F C Noura told Youssef that she had met his sister The instructor said that he was going to postpone the examination Sally said that her uncle had been in the hospital for ten days The politician said that he would come to the meeting, but he couldn’t stay for more than an hour The mother told her daughter that every obstacle was a stepping stone to success and that she should view problems in her life as opportunities to prove herself 64 Students’ answers G to bring to pull H Students’ answers being being weaving Activity Book Answer Key Unit 1, page exercise 1 Students’ answers Students’ answers mechanical devices that can quickly stitch fabric together with thread three (loop stitch; chain stitch; lockstitch) built-in computers and monitor displays are available on high-end sewing machines; computer programs can store different stitches internally made or done to order for a particular customer; work; improved; function; non-permanent; stronger; hard-wearing; include Unit 1, page exercise Students’ answers Unit 1, page 4, exercise Students’ answers Unit 1, page 5, exercise market performance selection overlock sewer fastest precision beauty powerful 10 dreamed 11 transfer 12 built-in Unit 2, page 6, exercise 1 pieces of woven fabric with patterns the vertical and horizontal weaving threads blurry outline yes; women can be seen wearing ikats in the street no because the cloth can be purchased at a modest price in most markets Unit 2, page 7, exercise fibre horizontal loom motif pattern spin vertical warp weaving 10 weft 11 yarn 12 dye Unit 2, page 7, exercise small money rewarding market Private Syrian banking pure Chinese silk thread first old finance department lovely warm personal property five-metre black ribbon nice professional Brazilian tailor 100% polyester embroidery thread certified official cheque 10 short satin stiches Unit 2, page 8, exercise Students’ answers Unit 3, page 9, exercise 1 A Shrinking Woollen Materials B Equipment for Shrinking C Shrinking Methods Students’ answers extreme; swelling; markings; contracting; wetting; not whitened; secured; remove creases; not wet Students’ answers Unit 3, page 10, exercise Students’ answers Unit 3, page 10, exercise Students’ answers Unit 3, page 11, exercise pressing convenient sponging provides necessary prevent ravelling woven fairly 10 added Unit 3, page 11, exercise How much did you pay for it? Where did they go yesterday? How many types of fabric arrived for you this morning? How much did you buy the shirt for? Why didn’t you buy muslin? Unit 4, page 14, exercise 1 Students’ answers three types: fibres, wool and petrochemiclas; Students’ answers basic; a solid inorganic substance; soaks up liquid; fibrous plant; provide; soft glow; wash; rubber or metal used for moving objects; a tube that conveys water used to put out fire Students’ answers Unit 4, page 15, exercise A churro wool blended with black llama fibre / it is taken from animals in the Caprinae family, principally sheep / from Old English wull B cotton bush / cellulose fibers / via French and Italian from Arabic qutun C cotton flannel swatch / soft and smooth texture / two possible derivations have been suggested: from Welsh gwlanen (woollen article) or from Old French flaine (a kind of coarse wool, blanket) D lambdoidal tweed wool swatch / a coarse woolen fabric made in twill weave preferred in casual wear for example those in academia / It’s probably an alteration of Scots tweel, influenced by the river Tweed that flows along the border between England and Scotland Unit 4, page 15, exercise She said that she didn’t like polyester The angry customer complained that the fabric was damaged The director announced that company profits were up He agreed that it was a good idea She told Huda that she didn’t know which blanket was better He said that they’d probably move on the 24th The woman said that she wouldn’t be able to finish the dress Unit 4, page 16, exercise Students’ answers 65 Unit 5, page 17, exercise 1 development use essential Various needed necessity convenience understanding appearance 10 equipment Unit 7, page 25 exercise I haven’t phoned him yet I’ve already sewn the button I haven’t sewn the stitch yet I forgot Have you prepared the sketch yet? I haven’t cut the garment yet I’ll it now Have you made the shirt yet? She has done it already so you don’t need to speak to him Unit 5, page 17, exercise If they weave these fabrics, they will increase their production If they listen to their customers’ comments and suggestions, they will be able to improve their online services If there is an increasing number of tailors, the market will become more competitive If you are between sizes, buy a larger size and ask a tailor to have it taken in If you have time, go visit the tailor I told you about in Hama Unit 7, page 26, exercise Students’ answers pattern makers good hand / eye coordination and should be able to work standing up for a long time, normal colour vision; skilled in the use of drafting tools and skilled in using a computer and computer-aided design software Students’ answers Students’ answers Unit 5, page 18, exercise Students’ answers i (B) ham cushion ii (A) iron iii (D) ironing board iv (C) sleeve board v (E) tailors’ press stand smooth and even; frequently; rounded; filled; notable; whole; well-filled; be suitable for; function Students’ answers Unit 7, page 27, exercise Students’ answers Unit 5, page 19, exercise Students’ answers Unit 5, page 19, exercise Students’ answers Unit 6, page 20, exercise 1 career pattern trends figure designs paper patterns dress form ornamental Unit 6, page 20, exercise Students’ answers Unit 6, page 21, exercise A, C, F, E, B, D Students’ answers a garments b choices c purchase d fits e accurate f adjustments Students’ answers Unit 6, page 22, exercise Students’ answers Unit 7, page 25, exercise Students’ answers Unit 8, page 28, exercise 1 Students’ answers children’s fashion ; parents Students’ answers Students’ answers Students’ answers Unit 8, page 29, exercise pricey dissatisfied enjoyable educational Carefully add shiny possibilities Analyse 10 strongest Unit 8, page 29, exercise Has Juliet made the pants yet? I have never seen him Have you met Mr Ali? She just phoned I have already mended this suit Unit 8, page 30, exercise Students’ answers Unit 8, page 30, exercise Students’ answers Unit 9, page 31, exercise 4, 3, 1, Unit 9, page 31, exercise already yet still still anymore Unit 9, page 32, exercise Students’ answers a true b true c false d false iron; ironing board; whisk broom; tailor’s brush; press cloth to make sure that both hands will be free and there will be no danger of burning the material 66 Unit 9, page 33, exercise Students’ answers Unit 9, page 33, exercise Students’ answers Unit 10, page 36, exercise 1 Natural fibres cloth petrochemicals extracted chemical free organic production methods; pesticide Unit 10, page 36, exercise She said that it only cost 18 pounds He said that he would pay the bill on Thursday He said that it only took him half an hour to get to the airport ‘My company makes children’s clothes,’ the tailor said ‘I will send the dress,’ Huda said ‘I arrived at am,’ Salwa said Unit 10, page 37, exercise the turning away from natural fibres towards synthetic materials; the growing movement away from petrochemical-based fibres back to natural fibres a fibres / materials / cloth b significant c cultivated d derived / extracted Students’ answers Students’ answers Students’ answers Unit 12, page 42, exercise 1 back stitch chain stitch blanket stitch lazy daisy outline stitch running stitch stem stitch Unit 12, page 43, exercise Students’ answers Unit 12, page 43, exercise Passive ➞ Active: - People can divide embroidery stabilisers into two main types - Forgetting embroidery topping will ruin your project - You place “Topping” over the fabric Active ➞ Passive: - Fabric puckering is prevented by embroidery backings Unit 12, page 43, exercise Students’ answers Unit 12, page 44, exercise Students’ answers a true b false; the fibres make a zigzag pattern c true d true featuring; the direction, texture, or pattern of fibers found in wood or leather or stone or in a woven fabric; strong; fill with air; gather Unit 10, page 38, exercise Students’ answers Unit 10, page 38, exercise Students’ answers Unit 11, page 39, exercise 1 i / d / g /4 t / a / f / h / e / b / 10 s / 11 m / 12 n / 13 o / 14 c / 15 q / 16 k / 17 j / 18 l / 19 p / 20 r / 21 y / 22 x / 23 u / 24 w / 25 v Unit 11, page 39, exercise weaving knitting to drop holding knitting laying holding to Weaving 10 locking Unit 11, page 40, exercise Students’ answers attributes; god; farming; small; weaving cloth that goes from the top to the bottom a false; Pueblo Indians taught the Navajos how to weave b false; men wove in a ceremonial room c false; they now weave using wool d true e true Students’ answers Students’ answers Unit 11, page 41, exercise Students’ answers Unit 11, page 41, exercise Students’ answers 67 Test Answer Key Test One Test Two I Students’ answers - majority (b) - immediate (a) - actual (c) - improperly (c) 3 suggestions are given; students’ answers I the art of manipulating and shaping a flat piece of fabric to conform to a human figure craftsmanship; artistry; artistic sense it gives a deeper insight into creative work and can inform the designer about the final proportions for the finished garment 4a4 b1 c5 d3 e2 II specialty quality higher handling Poor laborious different III needle, a thimble, a tack thread and some solid thin pins The tack thread ought to be made of smooth light-coloured cotton How can I prevent silk and light-coloured clothes from slipping? IV Do Does; come helps cleans Did the machine V It may help to keep a small soft brush Also hold onto the needle thread and the bobbin thread, giving slight hand tension to both, for the first few stitches you make in your fabric Although compressed air is not recommended for a new machine, the thought is offered for you to consider for older mechanical machines VI Students’ answers II tailor’s ham pressing curve retain garment collar III All patterns for garments covering the bust should be purchased by bust measurement the larger size pattern you should buy them according to bust size should be purchased by hip measurement its suitability for the purpose of the garment and the texture of the material A garment which will be cut without piecing from 52-inch material may come out badly when made from 36-inch material The pattern states the widths of material on which that pattern can best be used effect of the lines of the pattern in relation to the lines of the body of the wearer IV The teacher said that the curriculum guide focused on developing an understanding of key theoretical concepts and on practising skills associated with the areas of clothing, textiles and fashion There was a balance of personal and work-based skills promoted throughout the guide Practical application of the knowledge and skills would be demonstrated in projects reflected at both the personal and work level V 1g/2e/3c/4f/5b/6a/7d VI Students’ answers 68 Test Three Test Four I unparalleled strength, versatility and luxurious softness because of its antimicrobial properties, feels warmer in winter and cooler in summer, lends a satin feel, non-irritating to the skin and more absorbent than cotton Yes, because chemical processes can threaten the workers and the environment around the facilities without equal; doesn’t cause annoyance or pain ; shows; able to soak up; change I crossed knitting in which the stitches, instead of aligning vertically, are rotated a half turn arranged in a straight line; ornamental borders; the best possible result; alterations to make something better; clothes worn under others pre-Columbian, Dura - Europas, Saudi Arabia, Egypt and England Students’ answers II cleaned blended weaving knitting finishing defects moisture polishing III I’ve seen my mum use that ruler The one that you have is wooden but my mother’s ruler is transparent She says that she prefers the transparent one because it helps her to see the marks which are under the numbers of the ruler My grandmother uses a tape measure like that one when she is sewing cardboard ruler that I’m holding right now? This is a control measur IV was / had never seen had forgotten were; had waited have studied Have you finished V Technology has already given people what they need to make clothing at home Have you ever worn a blue suit? I just wanted you to see this new dress He has been in tailoring schools since 2003 Tom has never tried to become a professional designer She didn’t make it yet They have been making clothes in this part of town for twelve years II blended moisture-absorbent crease moisture-resistant abrasion durability III guest towels, pillow slips, aprons, washcloths and many other gift items All heavy-dark material is good, but linen is the best As for thread, you may wish to embroider with metallic thread, nylon or rayon threads or pearl cotton, as well as regular embroidery floss which comes in a range of colours Best of all, use white or gold embroidery thread IV governing manufacturing marketing to unite owing V Active ➞ Passive: - The active control was lost by the Weavers’ Company Passive ➞ Active: - People fought the same battle over the VI Students’ answers VI Students’ answers 69 Teacher's Notes 70 Teacher's Notes 71 Teacher's Notes 72 English for Starters,Vocational Stream – Girls’ English for Starters,Vocational Stream – Girls’, is an English language course that was specially written for vocational / girls’ secondary schools in Syria The course progresses from an intermediate level of English in Grade 10 to an advanced level of English in Grade 12 The book introduces students to concepts in practical girls’ skills; it assumes no prior knowledge of these skills on the part of students and teachers The course aims to review and consolidate the language and skills learnt at previous levels and equip students for their future foreign language needs in the following areas: language skills (reading, listening, speaking and writing), grammar, vocabulary and practical girls’ skills It enables students to perform routine tasks at work and to take part in social interaction Components: Students’ Book Activity Book including a glossary Teacher’s Book Audio CD ‫ﺱ‬.‫ ﻝ‬١٣٠ :‫ﺍﻟﺴﻌﺮ‬