Theme 5: The Physical World: Vocabulary

Theme 5: The Physical World

Listening Vocabulary

border (n and v): a line separating two countries or other areas. يتاخم – يحدّ – حد

continent ( n ): one of the large land masses of the earth such as Europe, Asia or Africa . قارّة

hometown (n): the place where you were born or lived as a child. مسقط رأس – بلد المنشأ

locate ( v ): to put or build something in a particular place. / to find the exact position of somebody/something. يعين موضع شيء أو حدوده . يقيم أو ينشئ في مكان معين يكتشف موضع شيء

location (n): a place where something happens or exists / the position of something.موقع/ موضع

The Tropic of Cancer ( n ): a line running across the northern hemisphere of the earth. It is located at 23.5° North of the equator and runs through Mexico, the Bahamas, Egypt, Saudi Arabia, India, and southern China. مدار السرطان

The Tropic of Capricorn (n): a line running across the southern hemisphere of the earth. It lies at 23.5° South of the equator and runs through Australia, Chile, southern Brazil , and northern South Africa. مدار الجدي

Speaking Vocabulary

Africa (n): The Second largest continent on Earth. قارة إفريقيا

America (n): a land mass of the western hemisphere consisting of the continents of North and South America joined by the Isthmus of Panama. قارتي أمريكا الشمالية و الجنوبية

Asia (n): the largest of the world's continents. قارة آسيا

Europe (n): The Second smallest continent on Earth. قارة أوربا

Oceania (n): a large region of the world consisting of the Pacific islands and the seas around them. Oceania includes more than 10,000 islands, with an area of about 821,000 sqKm. أوقيانوسيا التي تدعى أيضاً أوسيانيا هي إحدى قارات العالم. أهم البلاد فيها هي أستراليا

The Middle East (n): The area that includes countries or regions in Southwest Asia and parts of North Africa. الشرق الأوسط




Reading Vocabulary

coastline ( n ): the land along a coast, especially when you are thinking of its shape or appearance. خط ساحلي

compass ( n ): an instrument for finding direction . بوصلة

cover ( v ): to lie or spread over the surface of something. يغطي - يشمل

desert ( n ): a large area of land that has very little water and very few plants growing on it. صحراء

holy (adj): connected with ِAllah or a religion . مقدّس – ديني

landscape ( n ): everything you can see when you look across a large area of land. صور الطبيعه – منظر طبيعي

marshes (n): an area of low land that is always soft and wet because there is nowhere for the water to flow away to مستنقع – سبخة .

occupy ( v ): to enter a place in a large group and take control of it, especially by military force / fill or take up (a space or time). يَشْغَل . يحتلّ . يستغرق

permanent (adj): existing all the time / lasting for a long time or for all time in the future. دائم/ باقٍ

peninsula ( n ): an area of land that is almost surrounded by water but is joined to a larger piece of land . شبه جزيرة

region ( n ): a large area of land, usually without exact limits or borders . إقليم - منطقة

situated (adj ): in a particular place or position . كائن – قائم – واقع

slope (v): to be at an angle rather than being straight or vertical يَميل - ينحدر

Writing Vocabulary

feature ( n ): something important, interesting or typical of a place or thing. ملامح – هيئة صورة - ميزة

مساهمة من الأستاذ: سعيد عبدالواحد

English is a Crazy Language

English is a Crazy Language

This piece by Richard Lederer is very famous.  For me it is a perfect demonstration of why people get so confused with this complex language - here's a sample from it, but be sure to read the full version of English is a Crazy Language on his site:

 

Let's face it -- English is a crazy language. There is no egg in eggplant nor ham in hamburger; neither apple nor pine in pineapple. English muffins weren't invented in England or French fries in France. Sweetmeats are candies while sweetbreads, which aren't sweet, are meat.

 

We take English for granted. But if we explore its paradoxes, we find that quicksand can work slowly, boxing rings are square and a guinea pig is neither from Guinea nor is it a pig.

 

And why is it that writers write but fingers don't fing, grocers don't groce and hammers don't ham? If the plural of tooth is teeth, why isn't the plural of booth beeth? One goose, 2 geese. So one moose, 2 meese... One blouse, 2 blice?

 

Doesn't it seem crazy that you can make amends but not one amend, that you comb through annals of history but not a single annal? If you have a bunch of odds and ends and get rid of all but one of them, what do you call it?

 

If teachers taught, why didn't preachers praught? If a vegetarian eats vegetables, what does a humanitarian eat? If you wrote a letter, perhaps you bote your tongue?

 

Sometimes I think all the English speakers should be committed to an asylum for the verbally insane. In what language do people recite at a play and play at a recital? Ship by truck and send cargo by ship? Have noses that run and feet that smell? Park on driveways and drive on parkways?

 

How can a "slim chance" and a "fat chance" be the same, while a "wise man" and "wise guy" are opposites? How can overlook and oversee be opposites, while "quite a lot" and "quite a few" are alike? How can the weather be "hot as hell" one day and "cold as hell" another?

 

Have you noticed that we talk about certain things only when they are absent? Have you ever seen a horseful carriage or a strapful gown? Met a sung hero or experienced requited love? Have you ever run into someone who was combobulated, gruntled, ruly or peccable? And where are all those people who are spring chickens or who would actually hurt a fly?

 

You have to marvel at the unique lunacy of a language in which your house can burn up as it burns down, in which you fill in a form by filling it out and in which an alarm clock goes off by going on.

 

English was invented by people, not computers, and it reflects the creativity of the human race (which, of course, isn't a race at all). That is why, when the stars are out, they are visible, but when the lights are out, they are invisible. And why, when I wind up my watch, I start it, but when I wind up this essay, I end it?

 

Now I know why I flunked my English. It's not my fault, the silly language doesn't quite know whether it's coming or going.

`Wh`-questions

`Wh`-questions

 

Main points

 

      * You use `who`, `whom`, and `whose` to ask about people, and `which` to ask about people or things.

 

      * You use `what` to ask about things, and `what for` to ask about reasons and purposes.

 

      * You use `how` to ask about the way something happens.

 

      * You use `when` to ask about times, `why` to ask about reasons, and `where` to ask about places and directions.

 

   1  You use `who`, `whom`, or `whose` in questions about people. `Who` is used to ask questions about the subject or object of the verb, or about the object of a preposition.

           Who discovered this?

           Who did he marry?

           Who did you talk to?

 

     

In formal English, `whom` is used as the object of a verb or preposition. The preposition always comes in front of `whom`.            Whom did you see?            For whom were they supposed to do it?

 

      You use `whose` to ask which person something belongs to or is related to. `Whose` can be the subject or the object.

           Whose is nearer?

           Whose did you prefer, hers or mine?

 

   2  You use `which` to ask about one person or thing, out of a number of people or things. `Which` can be the subject or object.

           Which is your son?

           Which does she want?

 

 

   3  You use `what` to ask about things, for example about actions and events. `What` can be the subject or object.

           What has happened to him?

           What is he selling?

           What will you talk about?

 

 

You use `what...for` to ask about the reason for an action, or the purpose of an object.            What are you going there for?            What are those lights for?

   4  You use `how` to ask about the way in which something happens or is done.

           How did you know we were coming?

           How are you going to get home?

 

 

      You also use `how` to ask about the way a person or thing feels or looks.

           `How are you?` - `Well, how do I look?`

 

   5  `How` is also used:

 

      * with adjectives to ask about the degree of quality that someone or something has

           How good are you at Maths?

           How hot shall I make the soup?

 

      * with adjectives such as `big`, `old`, and `far` to ask about size, age, and distance

           How old are your children?

           How far is it to Montreal from here?

 

      Note that you do not normally use `How small`, `How young`, or `How near`.

 

      * with adverbs such as `long` and `often` to ask about time, or `well` to ask about abilities

           How long have you lived here?

           How well can you read?

 

 

      * with `many` and `much` to ask about the number or amount of something

           How many were there?

           How much did he tell you?

 

   6  You use `when` to ask about points in time or periods of time, `why` to ask about the reason for an action, and `where` to ask about place and direction.

           When are you coming home?

           When were you in London?

           Why are you here?

           Where is the station?

           Where are you going?

 

 

      You can also ask about direction using `which direction...in` or `which way`.

           Which direction did he go in?

           Which way did he go?

 

 

 

 

مزيدا من Tongue Twisters من أجل تحسين القراءة

Tongue Twisters 2

One-One was a racehorse.Two-Two was one, too.When One-One won one race,Two-Two won one, too.

Freshly-fried flying fish.

Suddenly swerving, seven small swansSwam silently southward,Seeing six swift sailboatsSailing sedately seaward.

Thank the other three brothers of their father's mother's brother's side.

Fred fed Ted bread, and Ted fed Fred bread.

Tragedy strategy.

Selfish shellfish.

Can you can a can as a canner can can a can?

I wish to wish the wish you wish to wish, but if you wish the wish the witch wishes, I won't wish the wish you wish to wish.

If Stu chews shoes, should Stu choose the shoes he chews?
I was born on a pirate ship

Six sleek swans swam swiftly southwards

A big black bug bit a big black dog on his big black nose!

Ann and Andy's anniversary is in April.

How many cookies could a good cook cook if a good cook could cook cookies? A good cook could cook as much cookies as a good cook who could cook cookies.

Mary Mac's mother's making Mary Mac marry me.My mother's making me marry Mary Mac.Will I always be so Merry when Mary's taking care of me?Will I always be so merry when I marry Mary Mac?

Tongue Twisters من أجل تحسين القراءة

Tongue Twisters 1

Sharon wears Sue's shoes to zoos to look at cheap sheep.

She sells seashells down by the sea shore.

Paul played the piano behind the palm tree.

Bill's brother bought big brown bottles.

Sam sold seven small socks.

Simon sells salt on Sunday.

Seven silver salmons were seen swimming softly south.

A spaceship saved seven spacemen.

A cook cooked carrots in a cool cooker.

A beggar bought a big brown basket.

How much wood would a woodchuck chuckif a woodchuck could chuck wood?He would chuck, he would, as much as he could,and chuck as much wood as a woodchuck wouldif a woodchuck could chuck wood.

We surely shall see the sun shine soon.

Which witch wished which wicked wish?

Nine nice night nurses nursing nicely.

I thought a thought.But the thought I thought wasn't the thoughtI thought I thought.

If one doctor doctors another doctor, does the doctorwho doctors the doctor doctor the doctor the way thedoctor he is doctoring doctors? Or does he doctorthe doctor the way the doctor who doctors doctors?

While we were walking, we were watching window washerswash Washington's windows with warm washing water.

Shelter for six sick scenic sightseers.

Conditional sentences: Type II

The Second Conditional (Type 2)

If + past simple , would/could+ infinitive

Write these sentences putting the verbs in the sentences below into the correct tense:

1. If you drove more carefully, you (not have) so many accidents.

If you drove more carefully, you wouldn’t have so many accidents.

2 If he (get up) earlier, he’d get to work on time.

If he got up earlier, he’d get to work on time.

3. If we (have) more time, I could tell you more about it.
……………………………………………………………………………..

4. If you (sell) more products, you’d earn more money.
……………………………………………………………………………..

5. I could help you if you (trust) me more.
……………………………………………………………………………..

6. His car would be a lot safer if he (buy) some new tyres.
……………………………………………………………………………..

7. The children would be better swimmers if they (go) swimming more frequently.
……………………………………………………………………………..

8. I wouldn’t mind having children if we (live) in the country.
……………………………………………………………………………..

9. If I (be) you, I wouldn’t worry about going to university.
……………………………………………………………………………..

10. If I (have) any money, I’d give you some.
……………………………………………………………………………..

11. Your parents (be) a lot happier if you phoned them more often.
……………………………………………………………………………..

12. Where would you like to live if you (not live) in Paris?
……………………………………………………………………………..

13. What would you do if you suddenly (win) half a million dirham?
……………………………………………………………………………..

14. Would you mind if I (not give) you the money I owe you today?
……………………………………………………………………………..

15. If I had to go to hospital. I (not go) to this one.……………………………………………………………………………..

Conditional sentences: Type I

Conditional sentences: Type I

Put the verbs in brackets into the correct tenses.

1. If I see him I (give) him a lift. ……………………………………………………………………..……..

2. The table will collapse if you (stand) on it.

……………………………………………………………………..……..

3. If he (eat) all that he will be ill. ……………………………………………………………………..……..

4. If I find your passport I (telephone) you at once. ……………………………………………………………………..……..

5. The police (arrest) him if they catch him.

……………………………………………………………………..……..

6. If he (read) in bad light he will ruin (=يخرّب ) his eyes. ……………………………………………………………………..……..

7. Someone (steal) your car if you leave it unlocked. ……………………………………………………………………..……..

8. What will happen if my parachute (not open)? ……………………………………………………………………..……..

9. If he (wash) my car I’ll give him DH 10.

……………………………………………………………………..……..

10. If she (need) a radio she can borrow mine.

……………………………………………………………………..……..

11. If you (not go) away I'll send for the police.

……………………………………………………………………..……..

12. I’ll be very angry if he (make) any more mistakes. ……………………………………………………………………..……..

13. If he (be) late we’ll go without him.

……………………………………………………………………..……..

14. She will be absolutely furious if she (hear) about this. ……………………………………………………………………..……..

15. If you put on the kettle I (make) the tea.

……………………………………………………………………..……..

16. If you give my dog a bone he (bury) it at once. ……………………………………………………………………..……..

17. If we leave the car here it (not be) safe.

……………………………………………………………………..……..

18. He (be) late for the school if he does not get up now. ……………………………………………………………………..……..

19. If you come late they (not let) you in.

……………………………………………………………………..……..

20. If he (go) on telling lies nobody will believe a word he says. ……………………………………………………………………..……..

The Passive Form

The Passive Form
The passive of an active tense is formed by putting the verb to be into the same tense as the active verb and adding the past participle of the active verb.

When should we use the Passive form of the verb?

First: when the subject is unimportant:
1. Parents put the children to bed at seven o’clock.
.............................................................................
2. Mothers sometimes send the older children to do the shopping.
.................................................................................
3. The painter has painted the outside of the house.
..................................................................................
Second: when the speaker doesn’t want to name the performer of the action:
1. The cook has spoilt the meat.
............................................................................
2. My brother broke your television.
.............................................................................
3. The police had arrested the wrong man.
............................................................................
Third: in order to replace a “thing” subject by a “person” subject:
1. The flooded river carried several people away.
.............................................................................................
2. Cholera used to kill several people every year.
..............................................................................................
3. A bus ran over an old man.
..............................................................................................
Forth: when the speaker doesn’t know who or what did the action.
1. Something had broken the window.
............................................................................................
2. Somebody found the lost jewel.
..............................................................................................
3. One day, somebody will explore the planet Mars.
..............................................................................................

The Internet

The Internet
The internet is a group of computers which are connected together. They exchange information quickly. Information, for the first time in history, becomes available at any time, for all users, at such little cost.
Is the internet good?
It is very good and very useful in many ways. Firstly, it made communications easy and cheap. This has helped to make the world a "small village". Secondly, it is a wonderful and great source of information. Thirdly, it is an easy way to meet new people from all over the world.
Is the internet bad?
As anything else, it has some bad effects on its users: many students use it just to play video games instead of getting information. Anyone can fill his or her site with lies, instead of facts. With all these new cameras, photocopying machines and photo-editing programmes, originality may be lost.