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The Messages by the Teacher:
★Class Activity Grades
25.0 محمد امین سپهر81.0 مهدی قنبری
25.0 امیر رضا سپهر
88.0 علیرضا شهریاری ملک آبادی
89.0 یاشار اعظامی
92.0 خشایار بیرامی
95.0 آریان پرویز پرشکوه
93.0 یارا انصاری پور
96.0 کوروش عطرچی
25.0 موسی الرضا اکبری
100.0 ایلیا آقائی هشجین
78.0 عرشیا خسروآبادی
83.0 آدرین محمودی
25.0 محمدپارسا محمودی مهریزی
93.0 احسان ربیعی
100.0 علی رضا دوستی نیا
25.0 مصطفی ملکی پور
99.0 الیار جعفرزاده
25.0 پویا جعفری قدس
74.0 ولی اله شنگی قهی
90.0 راتین بنگر
87.0 سید امیرحسین حسینی رامشه
96.0 عرشیان قمری منور
87.0 امیرارسلان محمدی
68.0 علی شاه منصوری
78.0 محمد حسنوند
★The Details of the Scores
4 ➨ Good 👍👍3 ➨ OK 👍
2 ➨ Weak 👎
1 ➨ Not Ready 👎👎
Student's ID Number: 9010122812
Name: محمد امین سپهر
Listening: 1
Mean = 1.0
Speaking: 1
Mean = 1.0
Reading: 1
Mean = 1.0
Writing: 1
Mean = 1.0
Pronunciation: 1
Mean = 1.0
Grammar: 1
Mean = 1.0
Vocabulary: 1
Mean = 1.0
Orthography: 1
Mean = 1.0
Assignment: 1
Mean = 1.0
Rating Scale = 1.0
Total Score = 25.0
Student's ID Number: 9810050376
Name: مهدی قنبری
Listening: 3 4
Mean = 3.5
Speaking: 3 3 3 3
Mean = 3.0
Reading: 3 3 3 3
Mean = 3.0
Writing: 3
Mean = 3.0
Pronunciation: 3 3 3 3
Mean = 3.0
Grammar: 3 4 3
Mean = 3.33
Vocabulary: 4 4 3 4 3
Mean = 3.6
Orthography: 3
Mean = 3.0
Assignment: 4 3
Mean = 3.5
Rating Scale = 3.23
Total Score = 81.0
Student's ID Number: 9010122811
Name: امیر رضا سپهر
Listening: 1
Mean = 1.0
Speaking: 1
Mean = 1.0
Reading: 1 1
Mean = 1.0
Writing: 1
Mean = 1.0
Pronunciation: 1
Mean = 1.0
Grammar: 1
Mean = 1.0
Vocabulary: 1
Mean = 1.0
Orthography: 1
Mean = 1.0
Assignment: 1
Mean = 1.0
Rating Scale = 1.0
Total Score = 25.0
Student's ID Number: 9510670522
Name: علیرضا شهریاری ملک آبادی
Listening: 3 4
Mean = 3.5
Speaking: 4 3
Mean = 3.5
Reading: 1 4 4
Mean = 3.0
Writing: 3 4
Mean = 3.5
Pronunciation: 4 3 3 3
Mean = 3.25
Grammar: 4 4 3
Mean = 3.67
Vocabulary: 4 4
Mean = 4.0
Orthography: 3 4
Mean = 3.5
Assignment: 4
Mean = 4.0
Rating Scale = 3.53
Total Score = 88.0
Student's ID Number: 9313040021
Name: یاشار اعظامی
Listening: 1 4 4
Mean = 3.0
Speaking: 4 3 4
Mean = 3.67
Reading: 4 4
Mean = 4.0
Writing: 4 3
Mean = 3.5
Pronunciation: 4 4 4 4
Mean = 4.0
Grammar: 3 3
Mean = 3.0
Vocabulary: 4 3 4
Mean = 3.67
Orthography: 3 4
Mean = 3.5
Assignment: 4 3
Mean = 3.5
Rating Scale = 3.54
Total Score = 89.0
Student's ID Number: 14009135529
Name: خشایار بیرامی
Listening: 4 4
Mean = 4.0
Speaking: 3 4 4 3
Mean = 3.5
Reading: 4 4 3 4 4
Mean = 3.8
Writing: 3 4
Mean = 3.5
Pronunciation: 4 3 3 3 3
Mean = 3.2
Grammar: 4 3 4 3
Mean = 3.5
Vocabulary: 4 4 4 4 4
Mean = 4.0
Orthography: 3 4
Mean = 3.5
Assignment: 4 4 4
Mean = 4.0
Rating Scale = 3.7
Total Score = 92.0
Student's ID Number: 9313060144
Name: آریان پرویز پرشکوه
Listening: 4
Mean = 4.0
Speaking: 4
Mean = 4.0
Reading: 4
Mean = 4.0
Writing: 3
Mean = 3.0
Pronunciation: 3 4 3 4 3
Mean = 3.4
Grammar: 4
Mean = 4.0
Vocabulary: 3 3 4 4 4
Mean = 3.6
Orthography: 4 3
Mean = 3.5
Assignment: 4 4
Mean = 4.0
Rating Scale = 3.79
Total Score = 95.0
Student's ID Number: 14001173519
Name: یارا انصاری پور
Listening: 4
Mean = 4.0
Speaking: 3 4 4
Mean = 3.67
Reading: 1 4 4 4
Mean = 3.25
Writing: 3 4
Mean = 3.5
Pronunciation: 4 4 4 4 4
Mean = 4.0
Grammar: 4 3 4 3
Mean = 3.5
Vocabulary: 4 4 3 3 4
Mean = 3.6
Orthography: 4 4
Mean = 4.0
Assignment: 4 4
Mean = 4.0
Rating Scale = 3.71
Total Score = 93.0
Student's ID Number: 9814170077
Name: کوروش عطرچی
Listening: 4 4 4
Mean = 4.0
Speaking: 4 4 4 4 4
Mean = 4.0
Reading: 4 4 4 3 4
Mean = 3.8
Writing: 3 4 3 4 4
Mean = 3.6
Pronunciation: 4 3 3 4 4
Mean = 3.6
Grammar: 4 4 4 3
Mean = 3.75
Vocabulary: 4 4 4 4 3
Mean = 3.8
Orthography: 4 4 4
Mean = 4.0
Assignment: 4 4 4 4 4
Mean = 4.0
Rating Scale = 3.85
Total Score = 96.0
Student's ID Number: 9610150531
Name: موسی الرضا اکبری
Listening: 1
Mean = 1.0
Speaking: 1
Mean = 1.0
Reading: 1 1
Mean = 1.0
Writing: 1
Mean = 1.0
Pronunciation: 1
Mean = 1.0
Grammar: 1
Mean = 1.0
Vocabulary: 1
Mean = 1.0
Orthography: 1
Mean = 1.0
Assignment: 1
Mean = 1.0
Rating Scale = 1.0
Total Score = 25.0
Student's ID Number: 9710150167
Name: ایلیا آقائی هشجین
Listening: 4 4
Mean = 4.0
Speaking: 4 4 4 4 4
Mean = 4.0
Reading: 4 4 4 4
Mean = 4.0
Writing: 4 4
Mean = 4.0
Pronunciation: 4 4 4
Mean = 4.0
Grammar: 4 4 4
Mean = 4.0
Vocabulary: 4 4 4 4 4
Mean = 4.0
Orthography: 4 4
Mean = 4.0
Assignment: 4 4 4 4
Mean = 4.0
Rating Scale = 4.0
Total Score = 100.0
Student's ID Number: 9810150264
Name: عرشیا خسروآبادی
Listening: 3
Mean = 3.0
Speaking: 3
Mean = 3.0
Reading: 1 4
Mean = 2.5
Writing: 3
Mean = 3.0
Pronunciation: 3 3 4 2 4
Mean = 3.2
Grammar: 4 4 3
Mean = 3.67
Vocabulary: 2 4 4
Mean = 3.33
Orthography: 3
Mean = 3.0
Assignment: 4 3
Mean = 3.5
Rating Scale = 3.11
Total Score = 78.0
Student's ID Number: 9514260056
Name: آدرین محمودی
Listening: 3
Mean = 3.0
Speaking: 4 3 4 4 4
Mean = 3.8
Reading: 4 3 3 4 4
Mean = 3.6
Writing: 3
Mean = 3.0
Pronunciation: 3 4 4
Mean = 3.67
Grammar: 3 3 4
Mean = 3.33
Vocabulary: 3 3 3 3
Mean = 3.0
Orthography: 3
Mean = 3.0
Assignment: 4 3 3
Mean = 3.33
Rating Scale = 3.34
Total Score = 83.0
Student's ID Number: 9613090128
Name: محمدپارسا محمودی مهریزی
Listening: 1
Mean = 1.0
Speaking: 1
Mean = 1.0
Reading: 1
Mean = 1.0
Writing: 1
Mean = 1.0
Pronunciation: 1
Mean = 1.0
Grammar: 1
Mean = 1.0
Vocabulary: 1
Mean = 1.0
Orthography: 1
Mean = 1.0
Assignment: 1
Mean = 1.0
Rating Scale = 1.0
Total Score = 25.0
Student's ID Number: 994646328
Name: احسان ربیعی
Listening: 4 4
Mean = 4.0
Speaking: 4 3 4 3 4
Mean = 3.6
Reading: 3 4 3 4 4
Mean = 3.6
Writing: 3 4
Mean = 3.5
Pronunciation: 4 4 4
Mean = 4.0
Grammar: 3 3 4 3 4
Mean = 3.4
Vocabulary: 4 4 4
Mean = 4.0
Orthography: 3 4
Mean = 3.5
Assignment: 4 3 4 4 4
Mean = 3.8
Rating Scale = 3.73
Total Score = 93.0
Student's ID Number: 1401288325202
Name: علی رضا دوستی نیا
Listening: 4 4 4 4 4
Mean = 4.0
Speaking: 4 4 4 4 4
Mean = 4.0
Reading: 4 4 4 4
Mean = 4.0
Writing: 4 4 4
Mean = 4.0
Pronunciation: 4 4 4 4 4
Mean = 4.0
Grammar: 4 4 4 4
Mean = 4.0
Vocabulary: 4 4 4 4 4
Mean = 4.0
Orthography: 4 4 4 4
Mean = 4.0
Assignment: 4 4 4 4 4
Mean = 4.0
Rating Scale = 4.0
Total Score = 100.0
Student's ID Number: 1400288199716
Name: مصطفی ملکی پور
Listening: 1
Mean = 1.0
Speaking: 1
Mean = 1.0
Reading: 1
Mean = 1.0
Writing: 1
Mean = 1.0
Pronunciation: 1
Mean = 1.0
Grammar: 1
Mean = 1.0
Vocabulary: 1
Mean = 1.0
Orthography: 1
Mean = 1.0
Assignment: 1
Mean = 1.0
Rating Scale = 1.0
Total Score = 25.0
Student's ID Number: 9813160269
Name: الیار جعفرزاده
Listening: 4 4 4 4 4
Mean = 4.0
Speaking: 4 4 4 4 4
Mean = 4.0
Reading: 3 4 4 4 4
Mean = 3.8
Writing: 4 4 4
Mean = 4.0
Pronunciation: 4 3 4 4 4
Mean = 3.8
Grammar: 4 4 4 4
Mean = 4.0
Vocabulary: 4 4 4 4
Mean = 4.0
Orthography: 4 4 4
Mean = 4.0
Assignment: 4 4 4 4
Mean = 4.0
Rating Scale = 3.95
Total Score = 99.0
Student's ID Number: 9413050013
Name: پویا جعفری قدس
Listening: 1
Mean = 1.0
Speaking: 1
Mean = 1.0
Reading: 1
Mean = 1.0
Writing: 1
Mean = 1.0
Pronunciation: 1
Mean = 1.0
Grammar: 1
Mean = 1.0
Vocabulary: 1
Mean = 1.0
Orthography: 1
Mean = 1.0
Assignment: 1
Mean = 1.0
Rating Scale = 1.0
Total Score = 25.0
Student's ID Number: 9513060187
Name: ولی اله شنگی قهی
Listening: 3
Mean = 3.0
Speaking: 3
Mean = 3.0
Reading: 1 3
Mean = 2.0
Writing: 3
Mean = 3.0
Pronunciation: 4
Mean = 4.0
Grammar: 3
Mean = 3.0
Vocabulary: 3
Mean = 3.0
Orthography: 3
Mean = 3.0
Assignment: 3
Mean = 3.0
Rating Scale = 2.96
Total Score = 74.0
Student's ID Number: 9713030243
Name: راتین بنگر
Listening: 4 4
Mean = 4.0
Speaking: 4 4 4
Mean = 4.0
Reading: 1 4 4
Mean = 3.0
Writing: 3
Mean = 3.0
Pronunciation: 3 4
Mean = 3.5
Grammar: 4 4 4
Mean = 4.0
Vocabulary: 3 4 3
Mean = 3.33
Orthography: 3
Mean = 3.0
Assignment: 4
Mean = 4.0
Rating Scale = 3.59
Total Score = 90.0
Student's ID Number: 1400408144378
Name: سید امیرحسین حسینی رامشه
Listening: 4 3 4 4
Mean = 3.75
Speaking: 3 4 3 4 3
Mean = 3.4
Reading: 4 3 3 4
Mean = 3.5
Writing: 3 4 4
Mean = 3.67
Pronunciation: 3 3 3 4 4
Mean = 3.4
Grammar: 3 3
Mean = 3.0
Vocabulary: 4 3 3 3 4
Mean = 3.4
Orthography: 3 4
Mean = 3.5
Assignment: 4 3 4 3
Mean = 3.5
Rating Scale = 3.46
Total Score = 87.0
Student's ID Number: 1400409132046
Name: عرشیان قمری منور
Listening: 4 4 4 4 4
Mean = 4.0
Speaking: 4 4 4 3 4
Mean = 3.8
Reading: 4 4 3 4 4
Mean = 3.8
Writing: 4 3 4 3 4
Mean = 3.6
Pronunciation: 4 3 4 4 4
Mean = 3.8
Grammar: 4 4 3 4 4
Mean = 3.8
Vocabulary: 4 4 4 3 4
Mean = 3.8
Orthography: 4 4 4 4 4
Mean = 4.0
Assignment: 4 4 4 4 4
Mean = 4.0
Rating Scale = 3.85
Total Score = 96.0
Student's ID Number: 9614090057
Name: امیرارسلان محمدی
Listening: 3
Mean = 3.0
Speaking: 4 3
Mean = 3.5
Reading: 3 4
Mean = 3.5
Writing: 3
Mean = 3.0
Pronunciation: 3
Mean = 3.0
Grammar: 4
Mean = 4.0
Vocabulary: 4 4
Mean = 4.0
Orthography: 3
Mean = 3.0
Assignment: 4 4
Mean = 4.0
Rating Scale = 3.47
Total Score = 87.0
Student's ID Number: 9714230003
Name: علی شاه منصوری
Listening: 2
Mean = 2.0
Speaking: 4
Mean = 4.0
Reading: 1
Mean = 1.0
Writing: 3
Mean = 3.0
Pronunciation: 3 3
Mean = 3.0
Grammar: 3
Mean = 3.0
Vocabulary: 3 3 3
Mean = 3.0
Orthography: 3
Mean = 3.0
Assignment: 3
Mean = 3.0
Rating Scale = 2.71
Total Score = 68.0
Student's ID Number: 9617630131
Name: محمد حسنوند
Listening: 3
Mean = 3.0
Speaking: 3 3
Mean = 3.0
Reading: 3 3 3
Mean = 3.0
Writing: 3
Mean = 3.0
Pronunciation: 3 3 3 3 3
Mean = 3.0
Grammar: 3 3 3 3
Mean = 3.0
Vocabulary: 3 4 3 3 3
Mean = 3.2
Orthography: 4 4 3
Mean = 3.67
Assignment: 4 3 4 3
Mean = 3.5
Rating Scale = 3.13
Total Score = 78.0
Session 20
Unit 4: Writing (PDF)
Unit 5: Writing (PDF)
Unit 6: Writing (PDF)
PROGRESS CHECK Two
EXERCISE A1. c
2. e
3. b
4. j
5. a
6. i
7. d
8. f
9. g
10. h
1. high-tech
2. short-term
3. user-friendly
4. hand-held
5. built-in
6. long-lasting
7. touch-sensitive
8. call-in
9. labor-saving
10. battery-operated
EXERCISE B
1. a. benevolently b. benevolence c. benevolent
2. a. conceptualize b. conception/concept c. concept
3. a. suffocation b. suffocated c. suffocating
4. a. intrigued b. intriguing c. intrigue
5. a. subsides b. subsidiary c. subsidize
6. a. visually b. visualize c. visual
7. a. pessimism b. pessimists c. pessimistic
EXERCISE C
1. from
2. into
3. with
4. in
5. down
6. out
7. atop
8. for
9. within
10. on
EXERCISE D
1. racist
2. alcoholic
3. vandal
4. critic
5. feminist
6. hero
7. optimist
8. pessimist
9. cynic
10. idealist
EXERCISE E
1. heroism
2. criticism
3. pessimism
4. vandalism
5. optimism
6. idealism
7. feminism
8. racism
9. plagiarism
10. cynicism
EXERCISE F
1. stranger
2. current
3. altered
4. shade
5. historic
6. disused/outskirts
7. chest of drawers
8. surrounded
9. dated
10. evicted
EXERCISE G
1. long
2. colored
3. soft
4. intense
5. raw
6. extremely
7. thoroughly
8. dreary
9. growing
10. meaningless
EXERCISE H
1. ashamed of
2. hear about
3. waiting room
4. blow over
5. ill-fated
6. face danger
Homework:
Progress Check 2 (Pages 134-138)Session 19
WORKBOOK UNIT SIX
EXERCISE A1. exodus
2. pessimist
3. weeds
4. preface
5. inflation
6. precede
7. oasis
8. famine
EXERCISE B
1. cramped
2. envisage
3. tend
4. aspiration
5. quota
6. prospect
7. gauge
8. mainstream
EXERCISE C
1. persistent pain
2. vibrant city
3. urban development
4. premature birth
5. premeditated murder
6. stark reality
7. cramped building
8. delicate operation
EXERCISE D
1. presumption
2. presumably
3. illustrative
4. illustration
5. perpetually
6. perpetuate
7. fertilized
8. fertility
EXERCISE E
1. at
2. for
3. with
4. on
5. with
6. to
7. with
8. to
Unit 6: Language Focus 2 (PDF)
EXERCISE F
1. d
2. g
3. a
4. b
5. h
6. c
7. e
8. f
1. The couple living in the house next door are both university professors.
2. The pillars holding up the roof have been damaged.
3. The people driving past waved to us.
4. The man operating the equipment was dressed in protective clothing.
5. The girl waiting for the bus is Jack's daughter.
6. The teachers attending the meeting decided to go on strike.
7. The steps leading down to the river are dangerous.
8. The piece of land stretching away to the left all belongs to Mr. Thompson.
EXERCISE G
Line 3: ... was coming, so they had …
Line 6: ….to relax. Then the telephone rang.
Line 7: …. in the bathroom; she called … or ... in the bathroom. She called
Line 9: … on the door. It was… or … on the door; it was
Line 11: …. over my coffee; however, I had to … or ... over my coffee. However, I had to …
Unit 6: Mini-Listening
Jenny ⇨ landfills ⇨ do more recycling
Adam ⇨ the thinning of the ozone layer ⇨ drive less
Kate ⇨ water pollution ⇨ treat all waste products more carefully
TRANSCRIPT FOR MINI-LISTENING (TIME: 4': 25")
1) JennyJenny: You know, I've been reading a lot about the problem of landfills—and it really has me worried.
Man 1: Why?
Jenny: Well, it seems that the easiest way of disposing of trash is by burying it in landfills. The problem is that in many countries the landfills have already been filled up, and it's hard to find places to start new ones. No one wants a huge landfill anywhere near their neighborhood.
Man 1: So what's the solution?
Jenny: Well, there is no easy solution. But many cities are trying to do more recycling so that they can reduce the amount of stuff that goes into the landfills.
2) Adam
Woman: I can't believe it's become dangerous to get a suntan. What is this world coming to?
Adam: Well, the sun has never been good for you, but it's really dangerous now. You see, the ozonosphere, which helps protect us from the sun's ultraviolet rays, has been damaged by pollution in the air. When the ozone layer gets too thin, it can cause an increase in skin cancer and other problems.
Woman: But is there anything we can do to solve the problem?
Adam: Sure. One of the biggest threats to the ozone layer is cars—the exhaust gases from cars. The best way to save the ozone layer is to drive less. So in many places, people are being asked to carpool.
3) Kate
Kate: You know, you always hear about air pollution, but not many people are aware of the problem of water pollution.
Man 2: You mean in the oceans?
Kate: No. I mean polluted drinking water. It's a problem in almost every major city in the world. Almost all our rivers and lakes—where we get our drinking water from —are being polluted in some way by businesses, farms, homes, industries, and other sources. And even though the water most of us drink is treated, it's still not 100 percent pure.
Man 2: So what's the solution?
Kate: Well, it's a complicated problem to solve, but basically what's involved is treating all waste products more carefully so that dangerous chemicals and bacteria don't get into our water supply.
Summary:
In these conversations, Jenny, Adam, and Kate discuss various environmental issues and their potential solutions. Jenny is concerned about the problem of overflowing landfills and suggests that increased recycling could help reduce waste. Adam explains the dangers of sun exposure due to the thinning ozone layer caused by pollution, emphasizing the importance of reducing car usage to protect the ozone. Kate highlights the often-overlooked issue of water pollution, noting that polluted drinking water is a global problem and advocating for better waste treatment to prevent harmful substances from contaminating water supplies.
Homework:
Workbook (Unit 6)Session 18
The Reading of Unit 6
A => Yashar EzamiB => Arshian Ghamari Monavvar
C => Mahdi Ghanbari
D => Elyar Jafarzadeh
E => Kourosh Atrchi
F => Ehsan Rabiee
G => Seyed Amir Hossein Hosseini
The Whole Passage => Ilia Aghayi
A
It is an unquestioned principle that has dominated international thinking for de-cades: we live in an overcrowded world teeming with billions of humans who are destined to suffocate our cities and squeeze our planet of its precious resources. Our species is inexorably wrecking Earth: flooding valleys, cutting down forests, and destroying the habitats of animals and plants faster than scientists can classify them. Our future is destined to be nasty, brutish, and cramped.
B
Or is it? Now, it seems, population analysts have suddenly started to question the "self-evident" truth that we are destined eventually to drown under our own weight. While accepting that populations will continue to rise, they point out that this rise will not be nearly as steep or as long-lasting as was once feared. They even claim they can envisage the day when world population numbers will peak and begin to decline.
C
As evidence, statisticians point to a simple, stark fact: people are having fewer and fewer children. In the 1970s, global fertility rates stood at about six children per woman. Today the average is 2.9 and falling. Such a rate will still see the world's population increase to nine billion by 2050, a rise of fifty percent on today's figure. That is not good news for the planet, but it is far less alarming than the projections of fifteen billion that were once being made. More to the point, statisticians predict that after 2050 the number of humans will go down. Such trends raise two key questions. Why has the rise in world populations started to die out so dramatically? And what will be the consequences of this decline?
D
Answers to the first question depend largely on locality. In Europe, for example, couples will have only one or two children when they might have had three or four in the past. There are various reasons for this. Women now have their own career options, and are no longer considered failures if they do not marry and produce children in their twenties or thirties. This has taken a substantial number out of the pool of potential mothers. In addition, parents have aspirations for their offspring, choices not available to past generations but which cost money, for example, higher education and travel. These and other pressures have reduced the average birth rate in European countries to 1.4 per couple. Given that a country needs a birth rate of 2.1 to maintain its numbers, it is clear to see that in the long term there will be fewer Europeans.
E
The causes of declining numbers in other countries are more varied and more alarming. Russia's population is dropping by almost 750.000 people a year. The causes are alcoholism, breakdown of the public health service, and industrial pollution that has had a disastrous effect on men's fertility. In China, the state enforces quotas of offspring numbers, and it is expected that its population will peak at 1.5 billion by 2019 then go into steep decline. Some analysts suggest the country could lose twenty to thirty percent of its population every generation. There is also the exodus from the countryside, a trek happening across the globe. Soon half the world's population will have urban homes. But in cities, children become a cost rather than an asset for helping work the land, and again pressures mount for people to cut the size of their families.
F
The impact of all this is harder to gauge. In Europe, demographers forecast a major drop in the numbers who will work and earn money, while the population of older people—who need support and help—will soar. So, the urging by a British politician that it is the patriotic duty of women have children makes sense. There will no workforce if people do not have children. At present the median age of people is twenty-six; within a hundred years, if current trends continue, that will have doubled. More and more old people will have to be supported by fewer and fewer young people. In China, the problem is worse. Most young Chinese adults have no brothers or sisters and face the prospect of having to care for two parents and four grandparents on their own. Pensions and incomes are simply not able to rise fast enough to deal with the crisis.
G
There are people who cling to the hope that it is possible to have a vibrant economy without a growing population, but mainstream economists are pessimistic. On the other hand, it is clear that reduced human numbers can only be good for the planet in the long term. Until we halt the spread of our own species, the destruction of the last great wildernesses, such as the Amazon, will continue. Just after the last Ice Age, there were only a few hundred thousand humans on Earth. Since then the population has grown ten thousandfold. Such a growth rate, and our imperfect attempts to control it, are bound to lead us into an uncertain future.
New Words:
Paragraph A
• Unquestioned principle: A belief or idea that is widely accepted without being doubted or challenged.
• Teeming: Full of or swarming with.
• Suffocate: To cause difficulty in breathing or to deprive of air.
• Inexorably: In a way that is impossible to stop or prevent.
• Wrecking: Causing great damage or destruction.
• Nasty, brutish, and cramped: Describing a future that is unpleasant, harsh, and overcrowded.
Paragraph B
• Self-evident: Obvious without needing explanation.
• Envisage: To imagine or expect something in the future, especially something good.
Paragraph C
• Stark: Severe or bare in appearance or outline.
• Fertility rates: The average number of children born to a woman over her lifetime.
• Projections: Estimates or forecasts of future situations based on current trends.
Paragraph D
• Locality: A particular area or neighborhood.
• Aspirations: Strong desires or ambitions to achieve something.
• Offspring: Children or young of a particular parent or progenitor.
Paragraph E
• Varied: Incorporating a number of different types or elements.
• Alarming: Causing worry or fear.
• Breakdown: A failure of a system or relationship.
• Quotas: Fixed shares or amounts of something that a person or group is entitled to receive or is bound to contribute.
• Exodus: A mass departure of people.
• Trek: A long and difficult journey, typically on foot.
Paragraph F
• Gauge: To measure or determine the amount, level, or volume of something.
• Demographers: Experts who study the statistics of populations, such as births, deaths, and disease.
• Forecast: To predict or estimate a future event or trend.
• Soar: To increase rapidly above the usual level.
• Patriotic duty: A sense of responsibility towards one’s country.
• Median age: The age that divides a population into two numerically equal groups, half younger and half older.
• Prospect: The possibility or likelihood of some future event occurring.
• Pensions: Regular payments made during a person’s retirement from an investment fund to which that person or their employer has contributed during their working life.
Paragraph G
• Cling to: To hold on tightly to something.
• Vibrant economy: An economy that is full of energy and activity.
• Mainstream economists: Economists whose views are widely accepted and followed.
• Pessimistic: Tending to see the worst aspect of things or believe that the worst will happen.
• Wildernesses: Natural environments that have not been significantly modified by human activity.
• Ten thousandfold: By a factor of ten thousand.
• Imperfect attempts: Efforts that are not completely successful or have flaws.
• Uncertain future: A future that is unpredictable and not clearly determined.
Summary
The text discusses the long-held belief that the world is overcrowded and how this view is being reconsidered. Analysts now suggest that population growth will slow and eventually decline, with global fertility rates dropping from six children per woman in the 1970s to 2.9 today. This means the population will peak at nine billion by 2050 and then decrease. In Europe, fewer children are born due to career options for women and higher costs of raising children, while in Russia, health issues and pollution contribute to population decline. China's government policies and urbanization also lead to smaller family sizes. The economic impact includes a shortage of workers and an increase in elderly people needing support, particularly in Europe and China. However, a declining population could benefit the environment by reducing human pressure on natural resources and slowing the destruction of wilderness areas. Overall, the text highlights that while population growth remains a concern, it may not be as severe as once thought, with different regions facing unique challenges and complex economic and environmental impacts.
The Passage in Simple English
APeople have believed this idea for a long time: there are too many people on Earth and they will make our cities too crowded and use up all the things we need from the planet. We are hurting the Earth: making water cover the land, chopping down trees, and killing the places where animals and plants live before we even know what they are. Our future will be bad, mean, and tight.
B
But maybe this is not true. Now, some people who study how many people there are on Earth have begun to doubt the idea that we will all die because of too many people. They agree that there will be more people, but they say that this will not be as fast or as long as people used to think. They even say they can imagine the day when there will be the most people on Earth and then it will start to go down.
C
Some people who study numbers say this: fewer people are having babies now. In the past, each woman had about six babies on average. Now, each woman has about three babies on average, and this number is going down. This means that by the year 2050, there will be nine billion people on Earth, which is half more than now. This is bad for the Earth, but not as bad as some people thought before. They thought there would be fifteen billion people by then. Also, the people who study numbers think that after 2050, there will be fewer people on Earth, not more. This makes us wonder two things. Why did people stop having so many babies? And what will happen when there are fewer people on Earth?
D
The first question has different answers in different places. For example, in Europe, people who are married will have one or two kids, but before they would have three or four kids. There are many reasons for this. Women can now work and do what they want, and they are not bad if they don’t get married and have kids when they are young. This means that there are fewer women who can have kids. Also, parents want good things for their kids, things that their parents or grandparents did not have, but these things need money, like going to college or traveling. These and other things make people have fewer kids in Europe. The average is 1.4 kids for each couple. But a country needs 2.1 kids for each couple to keep the same number of people. So you can see that in the future, there will be fewer people in Europe.
E
Other countries have different and more scary reasons for having fewer people. Russia’s people are going down by almost 750.000 every year. The reasons are drinking too much, bad health care, and dirty air and water that make men less able to have kids. In China, the government tells people how many kids they can have, and it thinks that its people will be most at 1.5 billion by 2019 then go down a lot. Some people who study this say that China could have twenty to thirty percent fewer people every time new kids are born. There is also the movement from the farms to the cities, which is happening all over the world. Soon half of the people in the world will live in cities. But in cities, kids need more money than in farms, and this makes people have fewer kids.
F
All this is hard to measure. In Europe, people who study population say that there will be a big drop in the people who will work and make money, while the people who are old and need help will go up a lot. So, a British leader said that women should have kids for their country. This makes sense. There will be no workers if people do not have kids. Right now, the middle age of people is twenty-six; in a hundred years, if things keep going like this, that will be twice as much. More and more old people will need help from fewer and fewer young people. In China, the problem is bigger. Most young Chinese people have no siblings and have to take care of two parents and four grandparents by themselves. Money and help for old people are not enough to deal with the problem.
G
Some people hope that we can have a good economy without more people, but most people who study money are not hopeful. On the other hand, it is obvious that having fewer people is good for the Earth in the long run. Until we stop making more of ourselves, we will keep destroying the last big natural places, like the Amazon. Just after the big cold time, there were only a few hundred thousand people on Earth. Since then, the number of people has become ten thousand times more. This is too fast, and we are not good at stopping it. This will make our future unsure.
✍Homework:
🗣️The Summary of each Paragraph in the Reading of Unit 6❓The Answers to the Questions on Pages 122-125
Session 17
ENHANCING YOUR VOCABULARY: Unit 6
1.1. h
2. e
3. a
4. f
5. j
6. g
7. b
8. i
9. c
10. d
2.
1. crops
2. retailers
3. blueprints
4. altered
5. ecological
6. organism
7. self-perpetuating
8. herbicide
9. toxins
10. weeds
Unit 6: Listening
LISTENING TASK 1
Advantages:Crops could be made resistant to plant-killing animals.
Crops could be made resistant to bacteria, viruses and insects.
More nutritious food could be developed.
Disadvatges:
There could be new toxins in food.
Diseases could spread across different species of plants.
Herbicide-resistant plants could grow out of control.
The ecological balance could be disturbed.
LISTENING TASK 2
1. against
2. against
3. in favor of
4. in favor of
5. in favor of
6. against
TRANSCRIPT (TIME: 6': 58")
Reporter: You're in the supermarket deciding what you want to buy. The tomatoes and corn look especially delicious. But wait! Do you stop and wonder if those vegetables have been genetically modified? Wouldn't you want to know before you bought them? Shouldn't they be labeled so that you have the right to choose? What are genetically modified foods? Genes are the blueprints for an organism. Genetic engineering is the process of artificially modifying these blueprints. Scientists can transfer the desirable genes of one organism to another—altering its genetic make- up. Scientists now are routinely using genes from bacteria, viruses, insects, fish, and animals to modify food crops. Supporters of genetically-modified foods want crops that are resistant to herbicides—plant-killing chemicals that farmers use to kill unwanted weeds and plants. Supporters also say that these new genetically-altered crops such as corn, potatoes, and soybeans are more resistant to certain bacteria, viruses, and insects. Others claim that in the future scientists will develop foods that are more nutritious and able to prevent disease. Opponents of genetically-modified foods are worried about the dangers. ... and they list many. New toxins in foods, the spread of disease across species, disturbances in the ecological balance, herbicide-resistant plants that may grow out of control. They claim that we don't know what the long-term effects of producing genetically-modified foods will be. And once changes are made in the genetic structure of organisms, they cannot be reversed. The problem will be self-perpetuating. At the very least, opponents of genetically-modified food want producers and retailers to clearly mark products that contain genetically-modified ingredients. Will all this technology result in better crops and healthier food? Or is there a risk to humans and the environment that should not be ignored?
Summary:
The reporter discusses the debate over genetically modified (GM) foods. It highlights the process of genetic engineering, where scientists modify the genes of organisms to create crops that are more resistant to herbicides, pests, and diseases. Supporters argue that GM foods can lead to better crop yields and more nutritious food. However, opponents raise concerns about potential risks, such as new toxins, ecological imbalances, and the unknown long-term effects. They advocate for clear labeling of GM foods to allow consumers to make informed choices. The text questions whether the benefits of GM foods outweigh the potential risks to humans and the environment.
Unit 1: Writing (PDF)
Unit 2: Writing (PDF)
✍Homework:
Enhancing Your Vocabulary (Page 115)Note:
There is no class on Wednesday (Shahrivar 14) because it is a holiday, and no make-up class is needed.
Session 16
WORKBOOK: Unit FiveEXERCISE A
1. d
2. a
3. a
4. c
5. b
6. d
7. c
8. b
EXERCISE B
1. authenticated
2. reckon
3. discrepancy
4. ubiquitous
5. evoked
6. dispassionate
7. intuitively
8. sophisticated
EXERCISE C
1. a statue
2. death
3. a gesture
4. attention
5. impact
6. answer
7. influence
8. notion
EXERCISE D
1. forgery
2. provocative
3. diversify
4. pretentious
5. conception/concept
6. discredited
7. disintegrated
8. negligent
EXERCISE E
1. in
2. for
3. up
4. up
5. with
6. on/upon
7. to
8. to
EXERCISE F
1. d
2. a
3. g
4. h
5. f
6. e
7. b
8. c
1. They climbed up to the top of a large rock from which they got a good view.
2. I would like to thank my tutor without whom I would never have finished the work.
3. Sue has now moved back to the house on Long Island on which she was born.
4. The star is to be named after Patrick Jenks, by whom it was discovered.
5. This is the ball with which Mark scored three goals in the final.
6. Dennis is now able to beat his father, from whom he learned how to play chess.
7. This book is enjoyed by adults as well as children, for whom it was primarily written.
8. There are still many things in our solar system about/of which we know nothing.
EXERCISE G
1. was
2. seems
3. is
4. are
5. is
6. is
7. have
8. varies
Mini-Listening: Unit Five
TRANSCRIPT FOR MINI-LISTENING (TIME: 4': 36")
Lecturer: Andrew Warhol was born in 1928 in Pittsburgh, Pennsylvania. He studied at the Carnegie Institute of Technology. By 1950, Andy Warhol, as he now called himself, moved to New York City and pursued a successful career as a commercial designer and illustrator. In the 1960s, Warhol became one of the leaders of the pop art movement. Taking its name from "popular," this art used images in popular culture for its subject matter. Probably one of Warhol's most famous images is called Campbell's Soup Can — a picture of a brand of soup popular in the U.S. Other famous works are Green Coca-Cola Bottles and the three- dimensional Brillo Box, which looks exactly like the box of soap pads sold in the supermarket. Now, Warhol also wanted to simplify the process of making art, so he silk-screened photographs ontopainted canvas. He created very striking, brightly-colored portraits of celebrities. The most famous are of Marilyn Monroe, Elizabeth Taylor, and Elvis Presley. To make his art look even more mechanical, he would repeat many images of the same thing on the canvas, sometimes just changing the color or a few little details. He even named the place where he produced his art "The Factory."
Andy Warhol was also a filmmaker and a publisher. His magazine—called Interview—was filled with articles and gossip about celebrities. With his trademark bushy white hair and his association with celebrities, this man who seemed somewhat shy was always in the public eye. It seems that the more fun he made of art and fame, the more famous Andy Warhol became. He died in 1987 and is the subject of the largest museum devoted to a single artist: The Andy Warhol Museum in Pittsburgh, his hometown.
1 When was he born? 1928
2 Where in America was he born? Pittsburgh, Pennsylvania
3 What style of art did he pioneer? Pop art
4 What are his most famous works? Campbell's Soup Can, Green Coca-Cola Bottles, Brillo Box, portraits of celebrities, Marilyn Monroe, Elizabeth Taylor, and Elvis Presley
5 What other jobs did he have? He was also a filmmaker and a publisher.
6 When did he die? 1987
✍Homework:
📖Workbook (Unit 5)Session 15
Unit 5: Reading
A => Arshia KhosroabadiB => Arshian Ghamari
C => Alireza Doustinia
D => Amirarsalan Mohammadi
E => Kourosh Atrchi
F => Khashayar Beyrami
G => Mohammad Hasanvand
H => Iliya Aghayi
I => Ratin Bengar
A
There was a bit of a fuss at a Tate Britain exhibition of modern an a few years ago. A woman was hurrying through the large room that housed an intriguing work entitled Lights Going On and Off in a Gallery, in which, yes. lights went on and off in a gallery. Suddenly the woman's necklace broke and the beads spilled over the floor. As we bent down to pick them up, one man said, "Perhaps this is part of the installation." Another replied, "Surely that would make it performance art rather than an installation." "Or a happening," said a third.
B
These are confusing times for the visual arts audience, which is growing rapidly. More and more of London's gallery space is being devoted to installation what we need is the answer to three simple questions. What is installation? Why has it become so ubiquitous? And why is it so irritating?
C
First question first. What are installations? "Installations," answers the Thames and Hudson Dictionary of Art and Artists with misplaced self-confidence, "only exist as long as they are installed." Thanks for that. The dictionary continues more promisingly: installations are "multi-media, multi-dimensional, and multi-form works which are created temporarily for a particular space or site either outdoors or indoors, in a museum or gallery." As a first stab at a definition, this isn't bad. It rules out paintings, sculptures, frescoes, and other intuitively non-installational artworks. It also says that anything can be an installation so long as it has a status conferred on it. So the flashing fluorescent tube in your kitchen is not an because it hasn't got the nod from the gallery.
D
The only problem is that this definition is incomplete. In some cases, installations rave been bought and moved out of the gallery for which they were intended and re-installed in a different context. Also, unlike looking at paintings or sculptures, you often need to move through or around installations to appreciate the full impact of the work. What this suggests is that we are barking up the wrong tree by trying to define installations. They do not all share a set of essential characteristics. Some will demand audience participation, some will be site-specific, some will be conceptual jokes involving only a light bulb.
E
This brings us to the second question: why are there so many of them around at the moment? There have been installations since Marcel Duchamp put a toilet in a New York gallery in 1917 and called it art. This was the most resonant gesture in twentieth-century an, discrediting notions of taste, skill, and craftsmanship, and suggesting that everyone could be an artist. But why has the number of installations been going up so quickly?
F
American critic Hal Foster thinks he knows why installations are everywhere in modem art. He reckons that the key transformation in Western art since the 1960s has been a shift from what he calls a "vertical" conception to a "horizontal" one. Before then, painters were interested in painting, exploring their medium to its limits. They were vertical. Artists are now less interested in pushing a form such as painting or sculpture as far as it will go, and more in using their work as a terrain on which to evoke feelings or provoke reactions. True, photography, painting, or sculpture can do the same, but installations have proved most fruitful—perhaps because with installations there is less pressure to conform to the demands of a formal tradition and the artist can more easily explore what concerns them.
G
Why are installations so irritating, then? Perhaps because in the many casts when craftsmanship is removed, art seems like the emperor's new clothes. Perhaps also because installation artists are frequently so bound up with the intellectual history of art and its various "isms" that they forget that those who are not educated in this neither care nor understand.
H
But, ultimately, being irritating need not be a bad thing for a work of art since at least it compels engagement from the viewer. Take Martin Creed's Lights Going On and Off again. "My work," says Martin Creed, "is about fifty percent what I make of it, and fifty percent what people make of it. Meanings are made in people's heads—I can't control them."
I
Another example is Double Bind, Juan Munoz's huge work at the Tate Modern gallery in London. A false mezzanine floor in the massive main exhibition hall is full of holes, some real, some trompe-l'œil. A pair of lifts chillingly lit go up and down, heading nowhere. To get the full impact, and to go beyond mere illusionism, you need to go downstairs and look up through the holes. There are gray men living in rooms between the floorboards. installations within the installation. I don't necessarily understand or like all installation art, but I was moved by this. It's creepy and beautiful and strange, but ultimately you, the spectator, need to make an effort to get something out of it.
Summary:
An incident at Tate Britain, where a woman’s necklace broke in a gallery with lights going on and off, sparked a discussion about whether it was part of the art. This highlights the confusion surrounding the rise of installations in galleries. Installations are temporary, multi-media artworks created for specific spaces, differing from traditional art forms like paintings and sculptures. They often require viewers to move around them to fully appreciate the art. Their popularity has increased since Marcel Duchamp’s 1917 toilet artwork, as they allow artists to explore ideas without traditional constraints. Critic Hal Foster believes modern art has shifted from focusing on specific mediums to evoking feelings and reactions, making installations more popular. However, installations can be irritating because they sometimes lack craftsmanship and are too intellectual for general audiences to understand. Despite this, being irritating can engage viewers, as seen in Martin Creed’s “Lights Going On and Off,” where the meaning is partly created by the audience. Another example is Juan Munoz’s “Double Bind” at Tate Modern, which requires effort from the spectator to fully experience its eerie and complex nature.
✍Homework
📖The Answers to the Questions Following the Reading in Unit 5🗣️The Summary of each Paragraph in the Reading of Unit 5
Session 14
People spend significant amounts of money on art for various reasons, often reflecting a mix of personal passion, social status, and investment potential. Here are some key motivations:1. "Passion for Art": Many collectors have a deep appreciation for art and are drawn to its beauty, creativity, and the emotions it evokes. They enjoy surrounding themselves with pieces that inspire and resonate with them.
2. "Cultural Appreciation": Art can provide insights into different cultures, histories, and perspectives. Collectors often value the opportunity to learn and connect with diverse artistic expressions.
3. "Social Status": Owning expensive and unique artworks can be a symbol of wealth and sophistication. Displaying such pieces can enhance one's social status and reflect personal taste and refinement.
4. "Investment": Art is often seen as a valuable investment. High-quality pieces can appreciate over time, offering financial returns. Collectors may purchase art with the expectation that its value will increase.
5. "Legacy Building": Some people buy art to create a legacy for future generations. Owning and preserving significant artworks can be a way to pass down cultural and historical treasures.
6. "Emotional Connection": Art can evoke strong emotional responses and personal connections. Collectors may feel a deep attachment to certain pieces that resonate with their experiences and feelings.
7. "Supporting Artists and Causes": Purchasing art can also be a way to support artists and contribute to causes they believe in. Collectors may buy works to help fund artistic endeavors or charitable projects.
UNIT FIVE: ENHANCING YOUR VOCABULARY
1.
1. d
2. f
3. g
4. h
5. j
6. i
7. c
8. a
9. b
10. g
2.
1. competition
2. auction
3. liable
4. mounted
5. authenticated
6. sophisticated
7. fake
8. provenance
9. brush strokes
10. paper trails
Unit 5: Listening
Unit 5: LISTENING TASK 1
1 What was the TV program about?
Art forgery and how experts detect forgeries.
2 Why is it sometimes difficult to tell the difference between an original piece of art and a forgery?
Art forgers have developed very sophisticated skills and techniques.
Unit 5: LISTENING TASK 2
1. T
2. F
3. F
4. T
5. T
6. T
7. F
8. F
9. F
10. T
TRANSCRIPT (TIME: 12': 38")
Michael: I saw this fascinating program on TV last night.
Janet: Really? What was it about?
Michael: It was about art forgery. About how artists paint copies of famous works of art, and then try to sell them as originals.
Janet: That sounds pretty interesting.
Michael: Yeah, it was. They also talked about how art buyers can take certain precautions to make sure they don't accidentally buy one of these fakes. For example, they said it's a good idea to become very familiar with an artist's style before you purchase one of their pieces. You should have a sense of what colors, material, and subject matters the artist usually preferred, as well as what his or her brushstrokes look like. This one gallery owner said that signature location and mounting and framing techniques can also alert you to poor copies. He also said that at his auction house, all pieces must have a provenance. He said if auction houses and galleries come across a piece of artwork without one, they will not sell it.
Janet: Provenance. I've heard that word before, but I'm not exactly sure what it means. Michael: A provenance is a "paper history," or documentation of an artwork's life. Who bought it from whom, when, and for how much. Reputable art dealers insist on being provided with a provenance when a prospective client wants to sell a piece of artwork. If an auction house does accidentally sell a forgery, it can be held liable for the selling price.
Janet: So, if I'm interested in a painting, the seller should be able to produce this paper trail.
Michael: Absolutely. Don't buy it otherwise.
Janet: OK. But I don't think I'll be buying any famous paintings anytime soon.
Michael: Me neither. But, you never know. Anyway, what I really found interesting in this show was the part about how experts—scientists—use different techniques to try and tell the difference between real works of arts and fakes. For instance, very often, if you hold a black light to a painting, the signature may jump out and look like it is resting on top of the painting. That means it's probably a fake. Also, an X- ray of the picture might show if the painting has been altered in any way. And let's say you're examining a painting that is supposed to be several hundred years old. Well, an analysis of the paint—its chemical composition—can tell you if it matches the kind of paint that was normally used back when the piece was supposedly painted.
Janet: Wow! That's pretty impressive.
Michael: Sometimes, experts have been able to see the artist's fingerprints in the paint itself. If they find fingerprints in the paint, they might be able to use them to determine who really painted the work.
Janet: Did they show any examples of forgeries on this show? I mean, did they show any forgeries next to original paintings?
Michael: Yes, and to the untrained eye, it was impossible to tell the difference. Some artists who have had their artwork forged are Vermeer, Dali, and Picasso among many, many others. They showed a few of these forgeries on the show.
Janet: So with all those ways of authenticating a painting, is the buying and selling of forgeries common?
Michael: That's really hard to say. As techniques for detecting forgeries have become more sophisticated, so have the forgers. Some of these forgers have become so good, in fact, that experts simply cannot tell the difference between their copies and an original work. So in some cases it may be impossible to authenticate a painting. Get this: some experts say that 40% to 60% of some private and public collections may actually be fake.
Janet: Really?!
Michael: Yep!
Janet: That's incredible. It'll make me think twice the next time I'm in an art museum.
Michael: And apparently some forgers have become famous for their forgeries and their work is now considered valuable even though everyone knows they're forgeries.
Janet: Wow! That sounds like a pretty interesting program. I wish I had seen it.
Summary:
Michael and Janet discussed a TV program Michael watched about art forgery. The show explained how artists create and sell fake copies of famous artworks and how buyers can avoid being deceived by becoming familiar with an artist’s style and checking for provenance, which is a documented history of the artwork. Michael shared that experts use techniques like black light, X-rays, and chemical analysis to detect forgeries. They also talked about how some forgers have become so skilled that even experts struggle to distinguish fakes from originals, with some estimates suggesting that 40% to 60% of art collections might contain forgeries. Janet found the information surprising and intriguing.
1.3 FOLLOW-UP
PAIR WORK
Performing Arts
ballet
dance
cinema
theater
opera
music
Literature
novels
short stories
biographies
poetry
drama
Fine/Visual Arts
painting
sculpture
ceramics
architecture
photography
GROUP WORK — POSSIBLE ANSWERS
1. Theater
2. Sculpture (The verb "stand" is often associated with statues; it could also be architecture, if "Peace" is interpreted as the name of a building or huge monument.)
3. Cinema (Animated films are often associated with Walt Disney, e.g. the Mickey Mouse cartoons, but are also a serious art form.)
4. Dance (Movement and rhythm are the clues.)
5. Poetry (Rhyme—having the same sounds at the end of consecutive lines—is often thought of as a necessary quality of good poetry.)
6. Painting (Oil-based and water-based paints are the two most popular types of paint used by artists.)
7. Architecture (We talk of the design of a building.)
8. Drama texts/plays in written form.
9. Perhaps a novel, but it could be any book divided into chapters, e.g. an academic textbook.
10. A play at the theater (Plays are divided into acts—major divisions—and scenes—smaller divisions.)
Homework:
Enhancing Your Vocabulary (Page 93)Session 13
Workbook Unit Four
EXERCISE A
1. b
2. d
3. a
4. a
5. c
6. c
7. b
8. d
EXERCISE B
1. pang
2. raging
3. chafing
4. dumped
5. staggered
6. funeral
7. qualify
8. savior
EXERCISE C
1. ceremony
2. ideas
3. satisfaction
4. complaint
5. opinion
6. sacrifice
7. skill
8. remains
EXERCISE D
Adjective
grateful
malicious
Illusory/illusive
beneficial
Noun
profusion
subsidence
dehydration
survival
1. profusion
2. benefits
3. illusory/illusive
4. dehydrate
5. gratitude
6. subsidence
7. malicious
8. survived
EXERCISE E
1. on
2. to
3. on
4. on
5. to
6. for
7. to
8. on
Unit 4, Language Focus 2: Coordinating Conjunctions (PDF)
EXERCISE F
1. ……, but/yet...
2. ……, so...
3. ……, and
4. ……, but/yet...
5. ……, and another way...
6. ……, for...
7. ……, but/yet...
8. ……, but/yet...
Unit 4, Language Focus 3: Subject-Verb Agreement (PDF)
EXERCISE G
1. is
2. was
3. are
4. was
5. has
6. produce
7. have
8. changes
Unit 4: MINI-LISTENING
Where did it happen? / When did it happen? / What happened?
1. In Thailand / On Sunday / A man was strangled to death by a boa constrictor
2. In Australia / On Friday / Two teenage girls who had disappeared were found
3. In Hollywood (California) / On Tuesday / Two police officers were rescued by the thief they were chasing
✍Homework:
📖Workbook: Unit 4
Session 12
Unit 4: Reading
Caption & A => Ariyan Parviz
B => Yara Ansaripour
C => Ehsan Rabiee
D => Mahdi Ghanbari
E => Valiollah
F => Seyed Amir Hossein Hosseini
He Survived His Own Funeral
Lotty Stevens from Vanuatu is a young man who survived a boating accident in 1990. He swam for 23 days in the Pacific Ocean before being rescued by a fishing boat near New Caledonia1. He claimed that a stingray came to his aid and carried him on its back for 13 days and nights1. His story was reported by Radio Vanuatu and the Orlando Sentinel, but it could not be verified.
A
On January 15, 1990, eighteen-year-old Lotty Stevens and a friend embarked on a fishing trip from Port Vila, Vanuatu, an island in the South Pacific. Although both young men were experienced fishermen, they were caught off guard by a sudden storm that capsized their boat. Helplessly. Lotty and his friend were tossed about by waves as they desperately sought to stay above the water. Fortunately for Lotty. it was his habit always to slip on a life jacket when fishing in the ocean.
B
Later, when the sea was calmer and the waves had subsided, he looked around the wreckage of their boat for his friend. After calling his name for several minutes, Lotty was forced to conclude that his companion had drowned during the storm. For three days, Lotty clung to the overturned boat, bobbing lazily up and down as the wreckage drifted aimlessly. Then, with only his life jacket for support, he decided to swim in the direction in which he felt Port Vila lay. For two days, the teenager alternated swimming as hard as he could, then floating and resting, praying all the while for a miracle. If only some fishing boats would come upon him and rescue him. He tried hard to fight against despair. He knew that even a large ship could pass relatively close by and not be able to see his head bobbing in the vast ocean.
C
To and the end of the fifth day after the raging storm had sent him into the sea, Lotty Stevens got his miracle. He had been floating with his eyes closed when he felt something big lift him from the water. There beneath him was a giant stingray, at least eleven feet long-including its six-foot poisonous tail. And the massive sea beast was taking him for a ride. At first Lotty was frightened. Stingrays were not known for performing benevolent acts. But soon, he later told journalists, he began to think of the giant sea creature as his friend. He would pat it as if it were a dog. A big, slimy dog with a hard and strong body. One afternoon, after several days as a grateful hitchhiker. Lotty suddenly found himself dumped in the water as the stingray dove and disappeared. Lotty shook his head to clear the sea from his eyes-then wished that he hadn't. An enormous shark was heading straight for him.
D
Dear Lord, he silently screamed, why had his friend left him now? Was the stingray afraid of the killer beast coming toward him? Then the teenager saw a second shark -and a third. Suddenly Lotty's angel of the sea reappeared, swimming in a fast circle around him. Amazingly, the three sharks turned fin and swam away. Apparently they feared the stingray's long, poisonous tail more than they felt the desire to feed on a human. Lotty gave his thanks to God and the stingray that had once again saved his life. The great sea creature came alongside Lotty and nudged him. So he climbed back on board its strong back.
E
Until the joyous morning when he at last sighted land, the teenager survived for eight more days by catching fish from atop his seaborne savior. The stingray also spotted the beach, for it headed for the shallow water and slid Lotty off near the shoreline. Lotty remembered staggering like a drunken man, then collapsing on the sandy beach. The next morning, he was awakened by a fisherman. It took the teenager several moments to realize that he was not dreaming and that he was actually once again on solid land. As he slowly came to appreciate the fact that he was no longer in danger of drowning or of being eaten by sharks, he also realized with a sudden pang of regret that he hadn't had a chance to thank his remarkable friend from the ocean for saving his life.
F
The fisherman helped Lotty to a doctor, and later, a hospital on the main island pronounced the teenager in good shape except for some dehydration and a few sores from saltwater and chafing against his life jacket. When he telephoned his family, their grief turned to joy beyond understanding, for they had already held a funeral service for him. It had been twenty-one days since Lotty and his friend had disappeared in the ocean storm. Lotty does not argue with those who would seek to disbelieve the facts of his remarkable rescue. He is living proof that somehow he survived twenty-one boatless days adrift in the ocean. In the opinion of Lotty Stevens and his family, that most certainly qualifies as a miracle.
The Summary:
Lotty Stevens, an 18-year-old from Vanuatu, survived a boating accident in 1990. After a storm capsized his boat, he clung to the wreckage for three days before deciding to swim towards Port Vila. On the fifth day, a giant stingray lifted him from the water and carried him for 13 days. At one point, the stingray scared away three sharks that were approaching Lotty. He survived by catching fish from atop the stingray until he sighted land. The stingray left him near the shoreline, where he was found by a fisherman. After being treated for dehydration and minor injuries, Lotty reunited with his family, who had already held a funeral for him. His story, reported by Radio Vanuatu and the Orlando Sentinel, remains unverified, but Lotty and his family consider his survival a miracle.
The Summary (Highly Formal Version):
Lotty Stevens, an 18-year-old resident of Vanuatu, endured a maritime disaster in 1990. Following a tempest that overturned his vessel, he clung to the debris for three days before resolving to swim towards Port Vila. On the fifth day, a colossal stingray emerged, lifting him from the water and transporting him for a duration of 13 days. During this period, the stingray deterred three sharks that approached Lotty. He sustained himself by catching fish while atop the stingray until he sighted land. The stingray deposited him near the shoreline, where a fisherman discovered him. After receiving treatment for dehydration and minor injuries, Lotty was reunited with his family, who had already conducted a funeral in his absence. Although his account, reported by Radio Vanuatu and the Orlando Sentinel, remains unverified, Lotty and his family regard his survival as a miracle.
✍Homework
📖The Answers to the Questions Following the Reading in Unit 4
🗣️The Summary of each Paragraph in the Reading of Unit 4
Session 11
🎧LISTENING
ENHANCING YOUR VOCABULARY
1.
1. e
2. h
3. d
4. c
5. j
6. a
7. b
8. f
9. g
10. i
2.
1. survive
2. set out
3. leaped/leapt (Br.E.)
4. chattering
5. crash
6. civilization
7. keep up
8. berries
9. Beans
10. bleeding
LISTENING TASK 1
a. 8
b. 4
c. 9
d. 7
e. 2
f. 6
g. 10
h. 3
i. 5
j. 1
LISTENING TASK 2
a. F
b. T
c. T
d. F
e. T
f. F
g. T
h. F
i. F
j. F
TRANSCRIPT (TIME: 10': 43")
Friend: Molly, it's so good to see you! What an adventure! How on earth did you survive? And
what were you doing in South America anyway?
Molly: Well, it was quite an experience! I was on my way to Belem to do some research
for an article about the rain forest.
Friend: Uhuh.
Molly: Before I left, I called my friend Steve in Belem to let him know that I was flying in that
evening. It was a small plane and the weather wasn't too good, so I was pretty scared, but I had
to be in Belem that night. Everything was fine until the weather started to get worse. There was
a lot of thunder and lightning, and just as we were flying over some mountains, the engines
started to make some really strange noises. Then suddenly the engines stopped ... we started to
fall.
Friend: Oh, no! What did you do?
Molly: Well, there was nothing I could do. I was sure I was going to die and there was nothing I
could do about it. The plane just fell and fell and then there was a crash and everything went
black. When I woke up, I was in a tree and there were pieces of the plane all around me. By
then it was getting dark and it was pretty cold. My head hurt and my arm was bleeding and
there was nothing but the sounds of the forest—I felt so alone.
Friend: So what did you do?
Molly: Well, first I climbed out of the tree. That was really painful because my arm hurt a lot. In fact, I found out afterwards that it was broken. When I got to the ground, I just lay down and
slept.
Friend: How could you sleep out there in the forest? Weren't you frightened?
Molly: Yes, I was terrified, but I was totally exhausted. I didn't sleep very well because it was so cold and I was so frightened. It's freezing in the forest at night. Anyway, as soon as it was light, I started to think about what I was going to do. I was all alone in the middle of nowhere. I had no idea where I was or how to find my way back to civilization. I was also really hungry.
Friend: Hungry? At a time like that?
Molly: Yes, I hadn't eaten for hours and I knew I had to keep my strength up if I was going to
survive.
Friend: So what happened then?
Molly: Well, first, I found some berries. I didn't know what they were, or if they were good to
eat or poisonous. But I was so hungry that I had to eat something. Then while I was eating the
berries, I remembered that when you are lost in the forest, you are supposed to look for a river.
Firstly, because you need water to drink, and also because rivers lead out of the forest. So I set out to try to find a river.
Friend: But you could have been miles away from a river!
Molly: I was. I walked all day until I couldn't walk anymore, and I found nothing. I just got more and more lost. And that evening, I realized that I might never find my way out. I might die in the forest and no one would ever find me.
Friend: How awful! You must have felt really alone.
Molly: I did, but just as I was starting to feel really depressed, I saw a monkey sitting in a tree. He had come over to see what I was doing and he started chattering at me and leaping from
branch to branch. That made me laugh. It was the first time I had laughed since the crash, and I
decided at that moment that somehow I was going to survive.
Summary
Molly shares her harrowing experience of surviving a plane crash in the South American rainforest. She was on her way to Belem for research when the plane encountered severe weather and crashed. Molly woke up in a tree, injured and alone. Despite her fear and exhaustion, she managed to climb down and find some berries to eat. She remembered that finding a river could help her survive, so she set out to look for one but got more lost. Feeling hopeless, she saw a monkey, which lifted her spirits and gave her the determination to survive.
1.3 FOLLOW-UP
1. whale
2. frog
3. dog
4. goose
Some Interesting Facts about Animals
★Cheetahs are the fastest land animals, capable of reaching speeds up to 60-70 miles per hour in short bursts covering distances up to 1,500 feet.
★Elephants are known for their exceptional memory and intelligence. They have the largest brain of any land animal.
★Octopuses have three hearts. Two pump blood to the gills, while the third pumps it to the rest of the body.
★Koalas sleep up to 20 hours a day. They have a slow metabolic rate due to their high-fiber, low-nutrient diet.
★The tongue of a blue whale is so large that 50 people could stand on it.
★Ants don’t have lungs. Oxygen enters through tiny holes all over the body and carbon dioxide leaves through the same holes.
★Some birds, like pigeons, are known to be monogamous. They mate for life and also share the responsibilities of caring for their offspring.
★The flea can jump up to 200 times its body length. This is equivalent to a human jumping the length of a football field.
★Bats are the only mammals that are capable of sustained flight.
★A snail can sleep for three years at a stretch.
✍Homework:
Enhancing Your Vocabulary => Page 73
Session 10
Progress Check One
EXERCISE B
1.
a. substantiate
b. substantially
c. substantial
2.
a. prominence
b. prominent
c. prominently
3.
a. segregation
b. segregated
c. segregationist
4.
a. influences
b. influenced
c. influential
5.
a. prevailed
b. prevailing
c. prevalence
6.
a. reputable
b. reputedly
c. reputation
7.
a. alienating
b. alienation
c. alien
EXERCISE C
1. into
2. in
3. of
4. at
5. with
6. from-into
7. across
8. for
9. in
10. by
EXERCISE D
1. over
2. re
3. dis
4. micro
5. under
6. well
EXERCISE E
1. loyal (≠disloyal)
2. inedible (≠edible)
3. dissimilar (adj)
4. uncomfortable (adj)
5. ex-wife (ex- = previous)
6. reasonable (≠unreasonable)
EXERCISE F
1. dark-skinned
2. shoulder-length / medium-length
3. tight-fitting / close-fitting
4. sun-tanned
5. high-heeled
6. short-sleeved
7. clean-shaven
8. well-dressed / smartly-dressed
9. well-built
10. good-tempered / even-tempered
EXERCISE G
1. police
2. well
3. self
4. semi
5. public
6. youth
7. coffee
8. short
9. bar
10. court
Homework:
Progress Check 1 (Pages 66-71)
Session 9
WORKBOOK Unit Three
EXERCISE A
1. b
2. a
3. d
4. c
5. c
6. a
7. b
8. d
EXERCISE B
1. maturity
2. initial
3. undermine
4. menace
5. inevitable
6. vindictive
7. tangible
8. Consumption
EXERCISE C
1. viable option
2. tangible improvement
3. unethical behavior
4. grave concern
5. competitive price
6. tremendous success
7. cute baby
8. initial response
EXERCISE D
1. demonstrable
2. demonstration
3. persuasion
4. persuasively
5. sequentially
6. sequential
7. defiance
8. defiantly
EXERCISE E
1. to
2. in
3. of
4. to
5. into
6. to
7. of
8. to
Unit 3: Language Focus 2 (PDF)
EXERCISE F
1. Although I washed my hands, they still looked dirty.
2. Diana didn't know how to swim. However, she jumped into the swimming pool.
3. I wouldn't trust Alan with my money, although he seems to be trustworthy.
4. Thomas was thirsty. However, he refused the glass of water I brought him.
5. I'm going horseback riding with Judy this afternoon, although I'm afraid of horses.
6. Anna's father gave her some good advice. However, she did not follow it.
7. Although you have made it clear that you don't want any help, I must offer to help you.
8. Alan seems capable as a financial advisor. However, I wouldn't trust him with my money.
Unit 3: Language Focus 3
EXERCISE G
1. left
2. was
3. would
4. OK
5. OK
6. were
7. could
8. OK
9. OK
10. aided
11. died
12. decided
13. lived
14. OK
15. OK
Unit 3: Mini Listening
Product / Is it selling well? / Why or why not?
subzero sleeping bag / yes / It is warm, takes up less room, and is lightweight
compact, portable electronic dictionary / no / Kids have computers and most word-processing
programs have spell check
remote-control device to start the car / yes(during the winter holidays) /People hate waiting in winter to start the car; it sends out a signal that heats or warms up the car
TRANSCRIPT FOR MINI-LISTENING (TIME: 4': 05")
Salesperson 1: OK, our new subzero sleeping bag here has a patented design, and it has
revolutionary filling. We've had it tested by hikers and campers in subzero temperatures. And
they're not only happy with the warmth, but they're also very pleased with how light it is. Now,
our bags also take up less room than the bulkier, heavier sleeping bags you're used to, so
campers don't have to sacrifice any of their equipment. We found that people who are new to
hiking didn't like the term "subzero" because the idea of being outdoors when it's that cold is
not very appealing. So, now we just emphasize how warm and lightweight it is, and it's selling
better than any other sleeping bag!
Salesperson 2: You know, I first thought that this compact, portable electronic dictionary was
going to sell really well—especially with the back-to-school market. You know, all school kids
need to check a dictionary, right? Well, it just doesn't seem to be taking off, I'm finding out
that more and more kids these days have computers. And you know that computers have
software with dictionaries, and most word-processing programs have spell check. Then I
thought, "OK, there are still people who like to write the old-fashioned way, with pen and
paper." Well, a number of those people have told me that they still like the old-fashioned
dictionaries, too.
Salesperson 3: We sell this really neat remote-control device that sends out a signal to start
your car. It even lets you heat it up before you have to go out. That's a really great feature in
the winter. So often, you know, people complain about how long it takes to warm up the car.
People hate being cold ... and they hate having to wait even more! This gizmo sells really well
during the winter holidays.
New Words & Expressions
Subzero: Below zero degrees Celsius; extremely cold.
Patented design: A unique design that has been legally protected so that no one else can use it without permission.
Revolutionary filling: A new and innovative material used inside the sleeping bag.
Bulkier: Larger and more cumbersome.
Sacrifice: To give up something important or valuable.
Appealing: Attractive or interesting.
Emphasize: To give special importance or prominence to something.
Compact: Small and efficiently designed.
Portable: Easy to carry or move around.
Taking off: Becoming successful or popular.
Old-fashioned: Traditional; not modern.
Neat: Cool or impressive.
Remote-control device: A gadget that can control something from a distance.
Gizmo: A gadget or device, often small and innovative.
✍Homework:
📖Workbook (Unit 3)
Session 8
Unit 3: Reading
A => ALIREZA DOUSTINIA
B => ELYAR JAFARZADEH
C => KOUROSH ATRCHI
D => MOHAMMAD HASSANVAND
E => KHASHAYR BEYRAMI
F => ADRIAN MAHMOUDI
G => YASHAR EZAMI
H => ARSHIAN GHAMARIMONAVAR
The Global Product
The World as a Single Market
A
For businesses, the world is becoming a smaller place. Travel and transportation are becoming quicker and easier, communications can be instantaneous to any part of the world, and trade barriers are breaking down. Consequently, there are tremendous opportunities for businesses to broaden their markets into foreign countries. The challenge facing those promoting products globally is to determine whether marketing methods should be the same across the world or if they should be adapted to different markets based on specific cultural factors.
B
Many theorists argue that, with the "shrinking" of the world, global standardization is inevitable. Over time, and as economics develop, it has been suggested that consumer buying patterns will blend into one another and national differences may disappear. Kellogg, the American breakfast cereal producer, has been very influential in challenging consumption patterns in countries outside the United States. In France, for example, breakfast cereals were almost unheard of and market research suggested that the market was closed to companies like Kellogg. However, today, there is growing demand for breakfast cereals across France. Nevertheless, the standardization of products for worldwide consumption in this way is rarely the most effective strategy as is evident from an analysis of the following key aspects of global marketing.
C
First of all, it is considered better business practice by many large, established companies to change their products from one country to the next. Take the example of Coca Cola. The recipe for this drink is changed to suit local tastes—the brand in the U.S. is much sweeter than in the U.K., whilst in India the product's herbs and flavoring are given more emphasis. In terms of the car industry, it would be too expensive for manufacturers to develop and build completely different vehicles for different markets, yet a single, global model is likely to appeal to no one. In response to varying needs. Nissan, for example, sells in 75 different markets, but has eight different Chassis designs. The Ford Mondeo was designed with key features from different markets in mind in an effort to make its appeal as broad as possible. The best policy, as far as most multi-national companies are concerned, is to adapt their product to a particular market.
D
Secondly, it is also important to consider whether a product should be launched simultaneously in all countries (known as a "sprinkler launch") or sequentially in one market after another (a "waterfall launch"). In practice, most companies producing consumer goods tend to launch a new product in one or two markets at a time rather than attempt to launch a product across a range of countries at a single time. Many high-tech products such as DVD players reached the market in Japan before reaching the U.K. Hollywood films are often seen in the United States weeks or months before they arrive in other countries. For example, Star Wars Episode One was launched in the U.S. in May 1999, in the U.K. in July 1999, and in Spain in August 1999.
E
The advantage for firms is that it is easier to launch in one market at a time. Effort and concentration can be focused to ensure the best possible entry into the market. Moreover, for technical products especially, any initial problems become apparent in a single market and can be corrected prior to launch elsewhere. Even though this method can be time-consuming, it is usually a safer approach than a simultaneous launch. Despite this, in certain highly competitive markets such as computer chips, companies such as Intel tend to launch their new products internationally at the same time to keep the product ahead of its competitors.
F
The final consideration when planning to enter a global market, rather than assuming the product will suit all markets, is to take cultural differences into account. Prices have to be converted to a different currency and any literature has to be translated into a different language. There are also less tangible differences. It is quite possible that common practices in one country can cause offense and have grave consequences for business success in another. In one situation in China, a Western businessman caused offense to a group of local delegates because he started to fill out the paperwork immediately after shaking hands on a deal. Completing the legal documents so soon after the negotiations was regarded as undermining the hosts' trust. Knowledge about such cultural differences is absolutely vital.
G
Therefore, if a company is attempting to broaden its operations globally, it must take the time to find out about local customs and methods of business operation. Equally important is to ensure that such information is available to all necessary workers in the organization. For example, in order to attempt to avoid causing offense to passengers from abroad. British Airways aims to raise awareness of cultural differences amongst all its cabin crew.
H
It can be concluded that global standardization of products to "fit" all markets is unlikely to be the most viable option. Marketing methods employed will depend on many factors, such as the type of product, the degree of competition, the reputation of the firm and/or the brand, the state of the economy into which the product is to be launched, and how and when to launch. In short, the key to marketing success on a global level is to have sufficient information on how cultural differences are likely to affect the marketing of a product and then allow the appropriate decisions to be made.
Homework:
The Answers to the Questions on Pages 56-58 => To be uploaded on eili.ir
The Summary of each Paragraph in the Reading of Unit 3 => To be presented in the class
Session 7
Unit 3: ENHANCING YOUR VOCABULARY
1.
1. g
2. c
3. j
4. d
5. f
6. i
7. c
8. b
9. h
10. a
2.
1. effective
2. scaring off
3. ancestors
4. detergent
5. campaign
6. laundry
7. commercials
8. slogans
9. piles
10. order
Unit 3: Listening
LISTENING TASK ONE
1. "Come alive". "Pepsi brings your ancestors back from the dead.”
2. ………. on the left, a box of laundry soap in the middle, and a pile of clean clothes on the
right. They should have changed the order of the pictures.
3. until ... when.
4. ENCO. "Engine stop.”
LISTENING TASK 2
Conversation 1:
1. a
2. b
Conversation 2:
1. a
2. b
Conversation 3:
1. a
2. b
Conversation 4:
1. b
2. a
TRANSCRIPT (TIME: 11': 22")
Number 1: China
Boy: This is funny.
Girl: What's that?
Boy: I'm reading this article about bad advertisements. You know, advertising mistakes.
Girl: Yeah!
Boy: Of course, you know, Pepsi Cola, the soft drink company. Remember their old "Come
alive" commercials?
Girl: Sure, come alive, with all those young people drinking Pepsi and suddenly being full of
energy and life.
Boy: Well, when Pepsi was sold in China, "Come alive" was translated as "Pepsi brings your
ancestors back from the dead.
Girl: Well, I guess Pepsi brings your ancestors back from the dead is one way to come alive.
But I don't think that's what they had in mind.
Boy: But I don’t think that’s what they had in mind.
Number 2: The Middle East
Boy: Here's one I wouldn't have thought of. You know those before-and-after commercials
for laundry soap?
Girl: The ones with a pile of dirty clothes on one side and then the same clothes after they've
been washed? Sure.
Boy: There was an American company that had one of those ads. It was really successful in North America. In the ad, there was a pile of dirty clothes on the left, a box of laundry soap in
the middle, and a pile of clean clothes on the right. So the message was that a box of this
detergent would make really dirty clothes clean.
Girl: Yeah!
Boy: So, what do you think happened when they used the ad in the Middle East?
Girl: I don't know.
Boy: Think about it. In the Middle East, languages are written from right to left. People look at
things from right to left.
Girl: So, it looked like that this soap made the clothes dirty?
Boy: Our soap will make your clothes dirty—not a very smart ad campaign!
Girl: They should have changed the order of the pictures. They should have put the picture of
the clean clothes on the left and the dirty clothes on the right.
Boy: Really!
Number 3: Mexico
Boy: Oh, here's another one. Some shirt maker put an ad in a Mexican magazine.
Girl: And?
Boy: Well, the ad was supposed to say "When I wore this shirt, I felt good," but they made a
translation mistake.
Girl: What did they say?
Boy: Instead of" When I wore this shirt," the ad said, "Until I wore this shirt, I felt good.'
Girl: Until I wore this shirt, I felt good? Gee, changing one little word gave it the opposite
meaning.
Number 4: Japan
Boy: The article says sometimes it's not just the advertising slogan that gets companies into
trouble. Sometimes the company name can scare off business.
Girl: What do you mean?
Boy: Well, there was a large oil company in the United States called ENCO: E-N-C-O.
Girl: Yeah, I remember them.
Boy: They opened some gas station in Japan and they advertised using their American name.
Unfortunately, they didn't know what the word means in Japanese.
Girl: What does it mean?
Boy: Enco is a short way of saying "Engine stop" in Japanese.
Girl: Great! Would you buy gasoline from a company that said your car engine would stop?
Boy: No and neither did the Japanese.
Summary:
Here’s a concise summary of amusing advertising mishaps from different regions: In China, Pepsi Cola’s slogan “Come alive” was translated as “Pepsi brings your ancestors back from the dead.” In the Middle East, an American laundry soap ad caused confusion because it showed dirty clothes turning clean, but in languages read from right to left, it seemed like the soap made clothes dirty. In Mexico, a shirt maker’s ad mistakenly said, “Until I wore this shirt, I felt good,” instead of “When I wore this shirt, I felt good.” Lastly, an American oil company’s name, ENCO, sounded like “Engine stop” in Japanese, leading to a less-than-ideal choice for gas stations.
Homework:
Enhancing Your Vocabulary (Page 47) => to be uploaded on eili.ir
Session 6
WORKBOOK Unit Two
EXERCISE A
1. T
2. F
3. T
4. F
5. F
6. F
7. T
8. T
EXERCISE B
1. virtually
2. segregate
3. subtle
4. compulsory
5. advocated
6. equitable
7. deliberately
8. substantial
EXERCISE C
1. physical
2. fulfill
3. trip
4. raised
5. wide
6. needs
7. significant
8. outperformed
EXERCISE D
Nouns
withdrawal
fulfillment
motivation
submission
Verbs
detain
implement
assess
enhance
1. implement
2. submission
3. withdrawal
4. detain
5. enhance
6. motivation
7. fulfillment
8. assess
EXERCISE E
1. at
2. of
3. on
4. to
5. on
6. in
7. by
8. on
Unit 2: Language Focus 2 (PDF)
EXERCISE F
1. c
2. e
3. b
4. g
5. a
6. h
7. f
8. d
1. Although little is known about the artist's early life, a lot has been found out about his
later.
2. Many people believe that capital punishment is a deterrent to serious crime, though it
actually makes little difference to the crime rate.
3. We usually consider it healthy to eat lots of fruit, whereas too much can produce an
excess of acid in the stomach.
4. I enjoy having people stay, though I always appreciate the peace when they have gone.
5. Although the main medium of communication on the Internet is English, many web sites
now operate in other languages.
6. Iain Banks's early novels were considered quite strange, while his later books are more
mainstream and accessible.
7. I tend to drink more white coffee, whereas my husband prefers black.
8. Global warming is often considered the main factor in current climate fluctuations,
while climate change has long been a feature of the Earth's development.
Unit 2: Language Focus 3 (PDF)
EXERCISE G
1. ………………. were bare; they made…………….
2. ……………… victims, so we sent ……
3. ……………… her health; therefore, she…………
4. While ……………… on schoolwork, the average ………
5. ……………… high-calorie candy bars. We also …………
6. …………….. modern art; however, during his lifetime
7. ……………….. South America, yet it has one of
8. …………….. with the occult; it is merely
Unit 4: Mini-Listening
TRANSCRIPT FOR MINI-LISTENING (TIME: 4': 52")
Frank: I'm having some trouble with chemistry this year. It's hard. The teacher acts like we're so smart—that we ought to have no trouble learning it. I find the textbook confusing, and then I get discouraged. Well, some of us got together and formed a study group. It seems to work OK most of the time—we compare notes and then go over the discussion questions in each chapter. The only problem is that sometimes one of my friends will come to the study group unprepared. He'll forget his notes or he won't have read the book beforehand. That really bothers me! I guess those guys who don't prepare are going to have a hard time on the final exam!
Regina: I'm trying to learn this new computer program at school. It's kind of embarrassing—
most of the other kids have already picked it up, and I just can't get it. There's this software manual at school—I borrowed the book and took it home to read, but it didn't seem to help. There was simply too much information for me to remember. My problem is that I don't have enough time to sit down and learn it properly. I'm not sure what to do next.
Sonia: I'm going to France next summer, so I want to learn as much French as I can. So, I started taking a French class at the local community center. Well, the great thing is the class is free. The problem is it's not very easy. Well, you see, it's supposed to be a beginning-level class—no way! I'm telling you, most of the people in there—they already knew how to speak French when they started the class. They can say basic conversational phrases, and they know how to pronounce the words. I am a complete beginner! I did not know one word of French when I started this class! So I always feel lost—even from day one, I had no idea what was going on. Now, the teacher is nice, but he's not very good. He gets off the topic, and he'll get stuck on some tiny, little point for like half an hour at a time. But you know, I really shouldn't complain because after all, this class is free!
Answer Key
Frank => forming study groups, going over the discussion questions => some friends come unprepared, or forget their notes, or don't read the chapter beforehand
Regina => borrowing and reading software manual at school => too much information to remember, not having enough time to sit down and learn it properly
Sonia => taking the French class at local community center => class is too difficult; other students are better; she is a complete beginner; the teacher is not very good/wanders off the topic
Homework:
Workbook (Unit 2)
Session 5
Unit 2: Reading
A => Mahdi Ghanbari
B => Adrian Mahmoudi
C => Mohammad Hassanvand
D => Kourosh Atrchi
E => Elyar Jafarzadeh
F => Khashayar Beirami
G => Yara Ansaripour
H => Arshian Ghamari
I => Ehsan Rabiee
🎧The Audio File of the Reading in Unit 2
READING: Unit 2
WARMING UP
2
a. enthusiasm
b. broadband
c. fee/tuition
d. bully
e. truancy
f. waiting list
DISCUSSING THE PASSAGE
EXERCISE A
A. a
B. b
C. a
D. b
E. b
F. a
G. a
H. b
I. a
EXERCISE B
1. c
2. c
3. c
4. b
5. b
EXERCISE C
1.
1. b
2. h
3. j
4. a
5. c
6. i
7. d
8. f
9. e
10. g
2.
1. c
2. e
3. j
4. b
5. h
6. i
7. a
8. f
9. d
10. g
✍Homework
The Answers to the Questions Following the Reading of Unit 2 (Pages 38-40) => To be uploaded on the website eili.ir
The Summary of each Paragraph of the Reading in Unit 2 => To be presented in the class
Session 4
Unit 2: ENHANCING YOUR VOCABULARY
1.
1. F
2. C
3. G
4. H
5. B
6. D
7. E
8. A
9. I
10. M
11. J
12. K
13. L
14. O
15. N
2.
1. passed
2. give
3. recognizes
4. attempt
5. complete
6. send
7. leave
8. keep
9. partial
10. assigned
11. state
12. nursery
13. subjects
14. failed
15. taught
Unit 2: Listening (Audio File)
LISTENING TASK 1
Amy Patrick Karen
1 ✔️ ❌ ✔️
2 ✔️ ❌ ❌
3 ❌ ✔️ ❌
4 ❌ ❌ ✔️
5 ❌ ❌ ✔️
6 ✔️ ✔️ ❌
LISTENING TASK 2
1. parochial
2. clothes
3. discipline system
4. dressed
5. warmly
6. competitive
7. study
8. nervous
9. period
10. challenging
TRANSCRIPT (TIME: 17': 28")
First Amy
- So, Amy, tell us about your first day of high school.
Amy: Oh, my gosh! I remember it so vividly because I had gone to a very small parochial school
all my life. And it was I that really pushed my mom to allow me to go to public school because I
really wanted to experience the difference between public school and private school. And all of
my friends were going to public school and they were all talking about the different freedoms
that they had there which I had never really experienced. So, here I was all of a sudden very
afraid even though she and I had spent pretty much all summer discussing how I was going to
do in public school and what might be expected of me and how I might have to be more of self-starter. Because I don't know if you've ever been to private school. But in private school
everything is pretty much set up for you and you just have to follow along and the schools are
fairly small. But then when I went to high school and I actually saw it, the school was
tremendous; I mean it was huge and my first thought was, "Oh, my gosh! How am I ever going
to be able to find my way around this really really huge building?" And then the bell rang. It
seemed like there were more kids there than I'd ever seen together at one time in my entire
life.
- So, did they have you wear any kind of uniform at the high school?
Amy: That was the other thing. When my mom and I had gone shopping, I really didn't have any
idea of what kind of clothes I should wear because first of all I had been really really sheltered and I didn't really have too much of an idea about fashion because I had never had to before. We wore uniforms in private school. So all of a sudden here I was trying to look like one of the in-crowd and I don't think I did too well.
- So, were the teachers very different at the high school? Or the size of the classes?
Amy: The classes were really really large. In private school we maybe had 8 to 10 kids in a
classroom. And then all of a sudden here I was in a big classroom with maybe 30 students. And
one teacher who pretty much just wrote things on the board and it was up to you whether you
wanted to follow it or not and the discipline system was so completely different. Kids were sort
of talking and whispering and the school I came from that was so not allowed.
- So, how did you feel about that? Did you like high school better than junior high school?
Amy: In some ways I liked it more, but in other ways I really missed the discipline and the
structure.
Now Patrick
- So, Patrick, tell us about your first day of high school.
Patrick: Aha, my first day! Oh, boy! Well, we just moved into a new neighborhood and I
remember I was pretty excited. I remember dressing up and wearing a tie and everything and
when I got there it was kind of informal. The kids were kind of like you know; you wear what
you want to wear. But I was, I guess, I was kind of scared. You know and excited at the same
time. I remember I was late. Because we just moved into the neighborhood, and I remember
my dad took me. And then there was just warm really warm teacher, Mrs. Seratta. I remember
her name. And I mean what a greeting! I mean. She was in the middle of something. You know,
orientation and everything. But I remember we got a great greeting. I looked around.
Everybody looked really friendly. I mean those were all new, new folks for me. You know, new
students and everything. I guess I felt pretty much at home. I mean that was a very good
experience in high school as opposed to junior high. But it was very competitive high school I
remember and I said, "Hey, I'm gonna have to really hit the books." You know which was kind of
fun. Because a lot of the kids from my class who were in my class lived in my neighborhood and
you know, and they had like little study groups. So it was a pretty good experience, I mean, high
school for me was a fun time and a very nurturing time for me.
- That's great.
Finally Karen
- So, Karen. Tell us about your first day of high school.
Karen: I remember I didn't want to go. I think I was really nervous about going to a very big new
school and they had just built a new high school. So, more than half of my friends were going to
another high school. So I was getting ready to enter a high school where I didn't know anybody
or so I thought. And I, yeah, I was really nervous about that. Um, when I got there, it wasn't that bad. You know, I went to my first period class. And it turned out that one of my best friends ended up being in my class. So, that was pretty cool. Um, but overall I really didn't like high school that much. I mean I don't know it was... um... I just kind of couldn't wait to get out of there. Actually I didn't find it that challenging. You know, I remember going and sitting in the classes and being kind of bored. And, yeah, seriously, and I always got good grades, but I never had to study much. And it just was, it was too easy I think. Yeah, I don't think that I felt challenged enough to tell you the truth.
- So, did you enjoy your junior high school more than your high school?
Karen: I think I did. Yeah, there was more of a sense of freedom, strangely enough. And I think
when I entered high school for whatever reasons I was just a little more nervous about being
someplace different where I didn't know anyone and so I think that's probably what was hard
about it. But, yeah, middle school, definitely was a more fun time for me, yeah.
✍Homework:
Enhancing Your Vocabulary (Pages 30 & 31)
Session 3
WORKBOOK Unit One
EXERCISE A
1. F
2. I
3. A
4. C
5. E
6. B
7. G
8. D
EXERCISE B
1. overrun
2. repressed
3. acclaimed
4. spawned
5. alienation
6. inclination
7. unprecedented
8. prevalence
EXERCISE C
1. deeply
2. rash
3. big
4. let
5. drumming
6. ultimate
7. increasing
8. made
EXERCISE D
1. prioritize
2. priority
3. resistance
4. irresistible
5. Deviant
6. deviate
7. entitled
8. entitlement
EXERCISE E
1. to/of
2. on/upon
3. at
4. of
5. to
6. of
7. with
8. on
Unit 1, Language Focus 2: Coordination
Unit 1: Language Focus 2 (PDF)
EXERCISE F
1. Both Kate and Mary practice yoga after work.
2. Neither Kate nor Mary likes judo.
3. Neither Kate nor Mary goes home to change between work and her yoga class.
4. Kate eats either cereal or fruit before her yoga class.
5. Mary thinks that practicing yoga helps her not only reduce stress but also keep in shape.
6. After yoga class, both Kate and Mary usually want to eat.
7. Kate encourages not only her husband but also her son to practice yoga.
8. The instructor wants both Kate and Mary to try the advanced yoga class.
Unit 1, Language Focus 3: Fragments
Unit 1: Language Focus 3 (PDF)
EXERCISE G
1. Fishing is one of the oldest sports in the world and can be one of the most relaxing. A
person with a simple wooden pole and line can have as much fun as a sportsman with
expensive equipment. For busy executives, overworked teachers, and even presidents
of nations, fishing can be a good way to escape from the stress of demanding jobs.
2. The first electric car was built in 1887. It was sold commercially six years later. At the
turn of the century, people had great faith in new technology. In fact, three hundred
electric taxicabs were operating in New York City by 1900. However, electric cars soon
lost their popularity. The new gasoline engine became more widely used. With our
concern over pollution, perhaps electric cars will become desirable once again.
SPEAKING
DEVELOPING THE TOPIC
Exercise 1.
1. spend
2. safe
3. value
4. waste
5. run out of
6. spare
7. afford
8. precious
9. waste
10. short of
11. plenty
12. make
13. convenient
14. rough
15. good
Exercise 2.
1. the whole time
2. some time
3. the first time
4. a specific time
5. next time
6. my usual time
The Mini Listening of Unit 1
TRANSCRIPT FOR MINI-LISTENING (TIME: 4': 32")
Lisa: Uh, well, I'm a freelance writer, and that means that I work at home. And a lot of people
think my job is easier because I don't have to go to the office every day. And I don't have to
deal with office politics. But, you know, the truth is, my job is very hard. I have to be very
organized and very disciplined. And pretty self-motivated. And when I have a problem, there is
no one around to help me—I have to solve it myself. And sometimes I worry about money. So
when I get stressed, I take a hot bath to relax, and then I curl up in front of the TV with a cup of hot tea. And that usually does the trick at the end of a long and very hard day.
Sean: Traffic stresses me out. I do a lot of driving to school and to my part-time job. Drivers can be so rude, especially during rush hour. I try to ignore them by listening to my favorite music in the car. Then, when I get home, I try to do something fun to relax. I watch a funny movie or go to a friend's house—something like that. Anything to take my mind off school and work.
Victor: I work in the hospital emergency room. You can imagine how stressful that is! Everyone
is in a hurry and under tremendous pressure. The doctors are demanding, and there's always
too much to do. I cope with all this stress by going to the gym at least four times a week. My
friend got me started weight lifting, and now I'm addicted. When I feel especially frustrated, it
feels good to go to the gym and throw those weights around. The other thing I do is get out of the city. Every month or so, I go for a drive in the country. The fresh air and the quiet do wonders for me.
The Answers to the Mini Listening Exercise
Lisa
job is hard; has to be organized, disciplined, and self-motivated;
sometimes worries about money
takes a hot bath, curls up in front of the TV with a cup of hot tea
Sean
traffic, rude drivers
listens to music in the car, watches a funny movie, goes to a friend's house
Victor
everyone is in a hurry and under tremendous pressure; demanding doctors
goes to the gym at least four times a week, goes weightlifting, goes for a drive in
the country
✍Homework:
Workbook (Unit 1)
Session 2
Unit 1: Reading
A => Adrian Mahmoudi
B => Elyar Jafarzadeh
C => Yara Ansaripour
D => Alireza Doustinia
E => Kourosh Atrchi
F => Arshian Ghamari Monavvar
G => Ratin Bengar
H => Iliya Aghayi
Hurry Sickness
A
According to statistics, it is becoming increasingly rare in many Western countries for families to eat together. It seems that people no longer have time to enjoy a meal, let alone buy and prepare the ingredients. Meanwhile, fast food outlets are proliferating. Further evidence of the effects of the increasing pace of life can be seen on all sides. Motorists drum their fingers impatiently at stoplights. Tempers flare in supermarket queues. Saddest of all is the success of an American series of books called "One-Minute Bedtime Stories." What, one has to ask, do parents do with the time thus saved?
B
According to Barton Sparagon, M.D., medical director of the Meyer Friedman Institute in San Francisco, and an expert on stress-related illness, the above are all symptoms of a modern epidemic called "hurry sickness." The term was coined nearly 40 years ago by a prominent cardiologist, who noticed that all of his heart disease patients had common behavioral characteristics, the most obvious being that they were in a chronic rush. Hurry sickness has been an issue in our culture ever since, but the problem is escalating in degree and intensity, leading to rudeness, short-tempered behavior, and even violence, alongside a range of physical ills.
C
The primary culprit, according to Sparagon, is the increasing prevalence of technology —like e-mail, cell phones, pagers, and laptop computers. We can bring work home, into our bedrooms, and on our vacations. Time has sped up for so many people, and there is increased pressure to do more in the same number of hours, says Sparagon. Jill Stein, a sociologist at the University of California at Los Angeles, agrees that time is being more compressed than ever. "In the past, an overnight letter used to be a big deal. Now if you can't send an e-mail attachment, there's something wrong. Because the technology is available to us, there is an irresistible urge to use it."
D
What about those annoying people who shout into their cell phones, oblivious to those around them? Stein says that self-centered behavior is related to larger social trends as well as technology. "There is a breakdown of the nuclear family, of community, of belonging; and an increased alienation and sense that we're all disconnected from one another. This breakdown came before the technology, but the technology has exacerbated it." Now we connect through this technology, says Stein, and we don't have face-to-face interaction. Ironically, as people pull their cell phones out in the most unlikely venues, our personal lives are available on a public level as never before. People are having work meetings and conversations about their spouses and their therapy sessions with complete impunity. Ordinarily we'd never be exposed to this information, says Stein.
E.
Sparagon claims that there is more a sense of entitlement now than ever ("Why should anyone slow me down?"). But he warns that there is more than civility at stake. "This chronic impatience is damaging not only to our social environment, but to our physical health. It builds, and then it doesn't take much to explode. And for those who repress it, it's equally damaging." The high-tech revolution and the lifestyle it has spawned have brought with them a rash of serious health problems: including heart attacks, palpitations, depression, anxiety, immune disorders, digestive ills, insomnia, and migraines. Sparagon says that human beings are not designed for prolonged, high-speed activity. "When we look at our heart rates, brain wave patterns, our basic physiology has not evolved to keep pace with the technology; we are hard-wired to be able to handle a "fight-flight" response where the stress ends within five to ten minutes. In our current culture, though. we struggle for hours on end."
F
Even children are not spared the ills of modern-day overload. There's a hidden epidemic of symptoms like hypertension, migraines, and digestive problems among children as young as ten, disorders never before seen in children, says Sparagon. Whether these problems result from being swept into the maelstrom of their parents' lives, or from full loads of extracurricular activities and unprecedented homework requirements up to five hours a night for some children are experiencing the same sense of overload, time pressure, and demands that their parents experience, says Sparagon, "and they don't have coping mechanisms to deal with it."
G
Recovery is possible, but Sparagon emphasizes that there is no quick fix. Many of these stress-related behaviors have become deeply ingrained to the point where people are hardly aware of them. The greatest paradox, he says, is that even when people are ready to change their behavior, they are in a hurry to do so.
H
Sparagon works with people to become aware of their stress and the impact it's having on their lives. They examine their belief systems (What is really important? What can they let go of?) and they learn to challenge their behaviors. One popular exercise is to assign a chronically impatient person to stand in the longest line in the grocery store. The only answer is to take it one day at a time. The irony is that all the techniques and technology designed to streamline our lives may ultimately be counterproductive. As Sparagon says, "People are finding that all of this multi-tasking, rushing, and worrying is not only making life intolerable, but actually making them less efficient than they could otherwise be."
Unit 1, Reading: Hurry Sickness (PDF)
❌My type lets me to be patient.
✔️My type lets me be patient.
❌I try to do not take things seriously.
✔️I try not to take thing seriously.
✍Homework
The Answers to the Questions Following the Reading of Unit 1 (Pages 16-18) => To be uploaded on the website eili.ir
The Summary of each Paragraph of the Reading in Unit 1 => To be presented in the class
Session 1
Unit 1: Enhancing Your Vocabulary
1.
1. d
2. f
3. a
4. i
5. g
6. c
7. j
8. e
9. h
10. b
2.
1. auditioned
2. panicked
3. back and forth
4. rehearsals/rehearsing
5. stressful
6. commute
7. incredibly
8. stressed out
9. to relieve
10. handled
Unit 1: Listening
TRANSCRIPT (TIME: 9’: 31”)
First Jared
Jared: You see, I come from a small town. When I started going to college in a large city, I felt
really confused and lonely. I didn't know anybody. I didn't know what to do with myself on the
weekends. It was hard to make friends. But then, someone told me about the drama club. I
went over there and auditioned and I got in. Now I have a lot of new friends there. And I'm busy
every weekend with rehearsals and performances. It's great!
Now Maria
Maria: Well, I'm in medical school now. But when I was preparing for the entrance exam, I was
so stressed out. There was so much material that I had to memorize. I was so scared I wouldn't
be able to pass that test that I started to panic. Well, I learned to organize my time much better and I started a study group with some of my friends. Well, of course, in the end I passed the exam, and so did they!
Now John
John: I work at an Internet company. Um, we're a new company, so, you know, it always
seems like there's more work than we can possibly handle. Sometimes we work really long
hours, easily until after 9 or 10 at night. Well, I really needed to do something fun after work to, uh, to relieve stress. So I started taking ballroom dancing lessons. It's incredibly fun, and I've gotten pretty good at it. I even enter ballroom dancing competitions!
Now Emi
Emi: Well, I used to work as an administrative assistant in a large company. The pay was pretty
good. But I didn't really like the job that much. It just got to be so ... boring, and I always felt like
I would be happier doing something else. Then one day I just quit my job. Yes, just like that!
Now I work in a flower shop in my neighborhood. I don't make that much money but I am much
happier.
Finally Doug
Doug: My job really isn't that stressful. Actually, I really like my job. I like my job a lot, but the commute back and forth was absolutely terrible. I used to drive my car to work every day—
during rush hour, stop-and-go traffic, all the way to and from—and when I look back on it, uh, I
really don't know how I was able to deal with that traffic without going crazy. But then, I
realized that I didn't have to drive. I could take the train, and now on the train I can relax, I can have a cup of coffee, I read the paper, and on the way back home, I can even sleep.
Task 1:
Jared:
- felt confused and lonely
- didn't know anybody
- didn't know what to do with himself on the weekends
Solution:
- auditioned for a drama club and got in
- busy every weekend with rehearsals and performances.
Maria:
-preparing for the entrance exam and feeling stressed out
- had to memorize so much material
- feeling scared that she wouldn't be able to pass
Solution:
- learned to organize her time much better
- organized a study group with some of her friends
John:
- busy and working long hours because of a new company
Solution:
- took ballroom dancing lessons and entered competitions
Emi:
- didn't like her job because it was so boring
Solution:
- quit her job, now working in a flower shop in her neighborhood
Doug:
- driving and commuting back and forth in heavy traffic
Solution:
- taking the train now and reading, drinking coffee, and even sleeping on the way back home
LISTENING TASK 2
1. a
2. b
3. a
4. a
5. b
6. b
7. a
8. b
9. a
10. b
Download the Books of Ad1 (Zipped)
Mohammad Rajabpur
Language Teacher, Computer Programmer, & Website Designer
Qualifications:
Master's Degree in Computational Linguistics from Sharif University of Technology
Master's Degree in English Language and Literature from Shahid Beheshti University
Contact Information:
Tel: 09900909701
Email: mr@anglophone.ir
Websites:
www.anglophone.ir
www.netnak.ir
www.pythonize.ir
Webpage of the Class:
www.anglophone.ir/classes/0321ad1
The Group of the Class on Telegram:
t.me/+i-lnvjJDVf41MmY0
The Channel of Advanced 1 on Telegram:
https://t.me/mr_advanced1
The Calendar of the ILI in the Summer Term of 1403
The World as a Single Market
The Calendar of the ILI in the Summer Term of 1403