Republic of Iraq

Ministry of Education
General Directorate of Vocational Education

English for Vocational Schools

Book 1

Written By

Dr. Muayyed Naji Ahmed Dr. Abdul-Kareem M. Mohammed

Khawla Wheeb Sabri Rimah Muhy Majeed Shayma'a Musaddaq

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Published by General Directorate of Vocational Education,
Ministry of Education, Baghdad, Iraq, 2017
First Published, 2017

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 Contents
Unit Topic Grammar Pronunciation
1 Nutrition Simple final '-s'/ '-es'
Present
2 The Simple Past farm '-d' / '-ed'
Environment Past
3 Electricity Simple Voiceless Consonants
Future
4 Computer Present Voiceless Consonants
Continuous
5 Human Past Voiced Consonants
Rights Continuous

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 English for Vocational Schools
Book 1

Introduction
Aim:
The general aim of this course is to develop learners' language skills,
listening, speaking, reading and writing to supplement what they have learnt
in the previous years but with more specification in conformity with other
subject matters in the curriculum, and to be able to use the English language
communicatively in the future.

Objectives:
By the end of the three-book series, learners are supposed to:
1. Develop knowledge of the basic elements of the English language:
vocabulary, pronunciation and grammar,
2. Develop understanding of oral and written language skills.
3. Be aware of the ESP vocabulary and expressions relevant to their study.
4. Develop aesthetic and cultural creative sense in order to appreciate ESP
topics and literature,
5. Participate in everyday-life communicative dialogues, discussions and
interactions,
6. Understand instructions, read manuals, booklets and magazines.
7. Develop receptive skills, i.e. listening and reading, by practicing certain
activities in this respect,
8. Promote productive skills, i.e. speaking and writing, by fulfilling
meaningful and authentic activities,
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9. Be capable of using ESP in their future career,
10. Practing language learning skills such as speed reading skills, i.e.
Scanning, guessing, etc.
11. Practice language learning autonomy strategies such as note-taking,
summarizing, etc.,
12. Become active participants and language users, and
13. Involve in co-operative learning.

Syllabus Design
Each book of the series has the following activity format: vocabulary,
speaking, reading, pronunciation, grammar and writing. This is to ensure its
communicative purposes within the activity sequence and to motivate
learners to participate effectively. Listening is achieved indirectly by
exposing learners to the model, i.e. the teacher.

Features of the Book

- Vocabulary is introduced at the beginning of each unit in the form of
activities so as to make them familiar to students when they appear again in
the reading text. Teachers are supposed to encourage students to work out
the activities as a warm up.

- Speaking is presented to provide students with an opportunity to express

themselves and actually use English in the form of activities and dialogues
which will equip students with the basic expressions needed to cope with
everyday conversations in English concerning their field of study and future
career. This activity will give them both practice and confidence in using
what they learn.

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- Reading Comprehension: There is one main reading text preceded by
lead in questions and activities to give students reason to read and to predict
what they will read
about in the text. At the same time, it is a kind of brainstorming to what
they already know about the world (prior knowledge) or about English. The
reading texts are supplemented with various activities to help students
discover and learn new vocabulary, expressions and materials in more than
one method. The reading texts are interesting, stimulating, and including
examples of the main structure items of the unit.

- Pronunciation is intended to provide practice in English pronunciation

with sufficient illustrations. The presentation of the English sound system
needs to be enriched by other examples and/or activities on the part of the
teacher and the learners as well.

- Grammar: The main grammatical points are almost given according to

their occurrence in the reading passages. It contains activities which
promote practicing the main structure item. It is also reviewed in the
Revision units for reinforcement and to ease in using them again.

- Writing is promoted by exposing learners to activities that include

practicing certain writing skills and subskills. Sometimes if the activities are
new, instructions are presented to the learners where they are required to
follow them step- by- step.

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 Unit One
Nutrition
Vocabulary
1.1 Write the name of each food item under its picture.
(Grapes, lettuce, peas, cucumber, pear, fruit, meat and sea food)

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1.2 Try to find the opposites of the words given in the table below.
Words Opposites
nutrition decreasing
fatness illness
increasing slimness
health malnutrition

1.3 Fill in the blanks with the suitable words from the table in 1.2.
1. Malnutrition can cause ………. .
2. Using this drug will improve your ………. .
3. .......... is the science that studies food value.
4. Health care is …… nowadays.

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1.4 Read the words or phrases in List A with their meanings in List B.
List A List B
1. nutriment a. food
2. night blindness b. nyctalopia
3. perfect c. good
4. against d. anti
5. starvation e. lack of food
6. provide f. supply

1.5 Fill in the blanks with these words.

nyctalopia supplies starvation good against
1. We must get ………. nutrition to be healthy.
2. Lacking of vitamin ''A'' may cause ………. .
3. Food ………. the body with energy.
4. Poor societies always suffer from ………. .
5. The governments always struggle ………. starvation.

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Speaking
1.6 Share the following dialogue with your classmate.
A: Do you go out on Saturdays?
B: Yes, I help my father in his bookstore, but I don't stay too long. I only go
there in the morning because of my homework.
A: And what about your mother, what does she do?
B: She works as an accountant for a trade company. It's a hard work, but
she enjoys her work because she gets a lot of money.
A: Does she work at weekends?
B: She sometimes works on Saturdays mornings. She doesn't work on
Fridays so we are always together as a family.
1.7 Now do the following exercises.
A. Complete these sentences with words from the conversation.
- Statement:
1. I …… my father in his bookstore. 2. My mother …… as an accountant.
Question:
1. …… out on Saturdays? 2. …… she …… at weekends?

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- Negative:
1. I …… too long. 2. She …… on Fridays.
- (sometimes, always, etc.):
1. She …… on Saturday mornings. 2. We …… together as a family.

B. Write the correct form of the following verbs.

a I go He goes h They play She ……
b You do She …… i They cost It ……
c We fly It …… j I have He ……
d I study He …… k I wash He ……
e You fix He …… l You pay She ……
f They watch She …… m You drive He ……
g We make It …… n We carry It ……

C. Put the words in the correct order to make sentences.

1. Usually / in the evenings / television / watch / they
2. The library/ see / we/ him / often / in
3. Do / to work / drive / you / usually?
4. Your father / does / get / what time / from work / home?
5. I / never / when / rings / the phone / answer / it

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D. Work with a classmate. Ask and answer questions using the ideas in the
box and the present simple.
Example:
a. What do you have for breakfast?
b. I usually have milk and cheese.
have for breakfast, start work, have a shower, do shopping, go to bed,
spend holidays

E. Use the correct form of one of the verbs in the box to complete each
sentence.
produce, calculate, generate, reset, not cost
1. My country …… a lot of fruit and vegetables.
2. Food …… so much in my country.
3. This turbine …… electricity.
4. The left button …… the engine.

5. How … you … the amount?

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F. Fill in the spaces with {do, does, don't, doesn't}
1. A. …… your brother watch TV often?
B. Yes, he …….
2. A. …… many people have mobile phones these days?
B. Yes, they …….
3. A. …… this watch resist water?
B. ….., it …….

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Reading

1.8 Nutrition

A human being is like a motorcar. In order to move, the motorcar needs

fuel, so the human being needs food as fuel too. This operation is called
nutrition. Nutrition can be defined as the science that explains the
relationship between food and the function of living creatures.
Good nutrition demands variety of food sources, either animal or
vegetable. So, more variety means more healthy food to achieve its
functions; building the body, supplying it with energy, achieving its living
activities, and protecting it against diseases.
Food can be divided according to its functions into three kinds:
1. Foods that build the body. They are also divided into two parts:
a- Animal foods which include meat, milk and its products, egg, and fish,
b- Vegetable foods which include beans, soya beans, seeds, and nuts.

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2. Foods that provide the body with energy: these include grain, fat, sugar,
honey and potatoes.
3. Body Protection Foods which include vitamins and minerals which are
mainly found in vegetables and fruits.
Good food must have certain characteristics such as cleanliness, variety,
ripeness and enough quantity. A perfect meal must contain the following
food elements:
(1. Carbohydrates 2. Proteins 3. Fats 4. Vitamins 5. Minerals 6. Water)
Increasing or decreasing food quantity may cause many diseases. We
must avoid gluttony because it causes fatness and flaccidity. We must also
avoid starveling (lack of food quantity) because of malnutrition and this
will cause nyctalopia (night blindness) and anemia.
Good nutrition features are: body's weight that suits its height and age,
strong muscles and bones, soft and smooth skin and hair, and good appetite
and digestion. So, it is important to take care of our food for the sake of
maintaining good health.

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1.9 Complete the following with words selected from the reading text.
1. Starveling may cause …………….
2. Food functions are ………, ………., ……… and ………….
3. Increasing or decreasing food quantities may cause many ……………
4. Foods that build the body are ..………, …….., ……… and……..
5. Nyctalopia is a disease which means ………………..

1.10 State whether the following statements are true or false.

1. A human being does not need food as fuel.
2. Foods that provide the body with energy include sugar, fruits and fat.
3. Gluttony does not cause fatness and flaccidity.
4. Good nutrition demands variety of food sources.
5. Foods which include vitamins and minerals are body protection foods.

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Pronunciation
1.11 How to pronounce the final (s) or (es):
1. It is pronounced /s/ after: /f/, /k/, /p/, /t/, /Ɵ/.

2. It is pronounced /z/ after: /b/, /d/, /g/, /l/, /m/, /n/, /ƞ/, /r/,v /Ɣ or with a
vowel sound, /a/, /e/, /i/, /o/, /u/.

3. It is pronounced /iz/ after: /s/, /z/, /ʃ/, /ʒ/, /tʃ/, /dʒ/.

1.12 Pronounce the final –s in the following words.

{tomatoes days boxes bridges spans writes beliefs hats}

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Grammar
1.13 Simple Present Tense
Read the following examples:
1. We wash our faces after we wake up.
2. They play football during holidays.
3. Teachers correct students' mistakes.
4. I water these flowers regularly.

We use the simple present tense to:

- talk about things in general,
- say that something happens all the time or repeatedly,
- say that something is true in general.

Note: After the third person singular, (he, she, it, your father, etc), the verb
ends with (s) or (es):
1. He needs more money to buy those cows.
2. She cooks for her family every day.
3. The snow covers the fields.
I/you/we/they clean the house
He/she/it cleans the house

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We use do/does to make negative sentences and questions.
Note that we use does / doesn't with the third person singular.
Negative: We don't keep all the sheep in one barn.
The farmer doesn't pick unripe apples.
Question: Do you keep all the sheep in one barn?
Does the farmer pick unripe apples?

The following adverbs are usually used with this tense:

(usually, often, generally, always, occasionally, sometimes, never, seldom,
rarely)
Examples:
1. We rarely leave the animals unattended.
2. He usually asks for help during the harvest time.
3. Babies never drink coffee.

1.14 Put the verbs between brackets in the correct form.

1. He (eat) his food with his friend.
2. She (not/ leave) the child alone.
3. Where they (keep) the crop?
4. It (not/ rain) during summer.
5. We usually (sit) under the shade during summer.
6. These men are so busy. They (not /have time) for fun.

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1.15 Complete the following sentences, using one of the following verbs
in the box. Use the negative form when necessary.
dislike appear blow live have flow

1. The wind …… during autumn.

2. Camels …… in the desert.
3. Children …… spicy food.
4. The moon…… during the day.
5. The river …… through a green valley.
6. Apples …… thorns.

1.16 Make a question and a negative form for each of the following sentences
1. He brushes his teeth every day.
2. Some birds fly high.
3. She usually weaves nice rags.
4. They mend the wall every year.
5. The shepherd leads the sheep to the grass.
6. People eat some seeds.

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1.17 Rearrange the words between brackets and then read the dialogue.

A: I (would like/ order/ to) cable.

B: Sure, what package (you/ want/ do)?
A: What kinds of packages (you/ do/ offer)?
B: We have all kinds of movie channel packages.
A: (What else/ have/ do/ you)?
B: There is a package for all sports channels.
A: I want that.
B: (Do you/ anything else/ want)?
A: No, but (is/ possible/ it/ for me) to add channels later?
B: You (can/ get rid of/ always) channels or add some later.

1.18 Passive Voice in present simple:

Affirmative Form Object + am / is / are + verb3 (past participle)

Question Form Am / Is / Are + Object + verb3 (past participle)?

Something is done by someone regularly / everyday / as expected...

Active: The gardener waters the flowers every evening.

Passive: The flowers are watered by the gardener every evening.

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Active: Helen doesn't drink anything in parties.
Passive: Nothing is drunk by Helen in parties.

Active: Who sells umbrellas?

Passive: Who are umbrellas sold by?

Active: My mother doesn't paint the walls.

Passive: The walls aren't painted by my mother.

1.19 Change the following sentences into passive voice.

1. Many people read Al-Sabah magazine.

2. My mother milks the cows every morning.
3. Suham never understands the new lesson.
4. Everybody loves chocolate.
5. Kids always eat candies.
6. Does the mechanic check the brakes regularly?

Note: See the list of the irregular verb forms at the end of this book.

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Writing
1.20 Answer these questions in a paragraph.
1. What are the diseases that can be caused by malnutrition?
2. Is there any relationship between nutrition and the living creature?
3. What important elements must a perfect meal contain?
4. Why should we take a good care of our food?
5. Are vitamins and minerals body protection foods?

1.21 Write a recipe to prepare a dish of ''Fried eggs with tomato''.

The following words should be included:
(frying, pan , knife , cut , quiet fire , oven , serve , bread , clean)

Ingredients Quantity
tomato 0.5 kilo
eggs 4
fat or butter 2 spoonfuls
pepper sprinkles
salt 1 clove

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 Unit Two
The Environment

Vocabulary
2.1 Match the following words with the pictures.
{river, waterfall, air pollution, palm tree, climate map, clean nature}

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2.2 Fill in the blanks with the suitable word from the list below.
(climate, level, oxygen, fertile, pollution)
1. The cells need …… to survive.
2. Air …… is a problem for all of us.
3. The Tigris lies 24 metres below the sea …….
4. …… land is the land where things grow easily.
5. The Mediterranean …… is good for growing citrus fruits.

Speaking
2.3 A. Read aloud the following alarming facts about the environment.
- One-third of the world’s people don’t have enough clean water.
- Two-thirds of the world’s ocean coastlines are polluted.
- Chemicals have destroyed ten percent (10%) of the ozone layer.
- Each year, people burn or cut down nearly 143,000 square kilometres
of forests.

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B. Talk about these questions.
1. Which of the above mentioned facts worries you most?
2. In what other ways is life on earth being threatened?

C. Say the following pieces of advice to your classmates.

1. Please turn lights off. 2. Please don't waste water. 3. Please recycle.
4. Please don't litter. 5. Please don't waste paper.

Reading
2.4 Say whether each of the following statements is true or false.
1. Pollution hurts every living being on Earth.
2. Humans are the biggest producers of pollution.
3. Pollution will shorten our life.
4. Pollution causes many illnesses.
5. We must keep our environment clean?

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2.5 The Environment

Recycle Keep your town clean

In general, environment means the conditions where someone is
surrounded. This could be the climate, soil or living and non-living things
such as humans, animals, plants, trees, mountains, lakes, seas, oceans, etc.
There is an important interaction among the elements of the environment.
Man depends on animals and plants for food, shelter, etc., while animals
depend on other animals and plants for food and protection. Oceans, seas,
rivers and lakes provide water for drinking, travelling, swimming and so on.

In fact, our planet is in trouble! Almost every day we hear of a problem

affecting the environment; pollution, climate change, the destruction of
rainforests, the decline and extinction of thousands of species of animals
and plants, poverty....etc.

Nowadays, most of us know that these threats exist and that humans have
caused them. Many of us are very worried about the future of our planet,
but we certainly mustn't despair. Every one of us can do something to help
slow down the damage. We all have a responsibility for our environment.

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We must learn how to use our natural resources (air, freshwater, forests,
wildlife, farmland and seas) without damaging them.

As populations expand and lifestyles change, we must keep the world in a

good condition so that future generations will have the same natural
resources that we have.

2.6 Complete the following sentences, using the given words.

(surrounds threat interact declined natural)
1. We sent him an invitation, but he …….
2. The atmosphere …… the earth.
3. Air pollution is a great …… to our lives.
4. People should protect the …… resources.
5. Millions of people now …… with their computers.

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2.7 Match the phrases in List A with the solutions from List B.
List A List B
1. One way to reduce trash is a. to build more public housing.
2. One way to keep the air clean is b. to have more police on the streets.
3. One way to lessen poverty is c .to start a recycling programmer.
4. The best way to reduce crime is d. to create more jobs
5. One way to help the homeless is e. to develop clean transportation.

Pronunciation
2.8 How to pronounce the final (d) or (ed):
1. It is /id/ after: /d/ or /t/ as in visited, edited, ended.

2. It is /t/ after: /f/, /k/, /p/, /Ɵ/, /s/, / ts / as in laughed, walked, stopped
frothed, passed, brushed, reached.

3. It is /d/ after: all the other sounds as in smelled, voiced, begged, breathed,
loved, raised, claimed, banned, banged, cleared, rolled.

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2.9 Write each word from the box in the correct column.
cooked, lived, shouted, played, watched, walked, hated, loved, waited, called
/id/ /d/ /t/

Grammar
2.10 Simple Past Tense

Examples

1. She visited India last month.

2. They didn't go to Basil's party last weekend.
3. Where did you go on vacation last summer?

The simple past tense is used to talk about activities or routines which take
place at a specified time in the past.
Regular verbs end in '-ed': visit – visited, enjoy - enjoyed

Some irregular verbs:

sit sat have had sleep slept swim swam
speak spoke see saw stand stood fly flew
run ran pay paid think thought read read
make made go went say said feel felt

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The following time signifiers often indicate a specific point in time.

{last, ago, yesterday, in (plus a specified past time), when (plus a time
phrase)}

Examples:

1. They had lunch at home last week.

2. He left the company many years ago.
3. Susan bought a new car in May.
4. He telephoned his friend in Syria yesterday.
5. I played football when I was a teenager.

2.11 Write the past simple forms of these verbs.

a play played h tell o try
b come i study p enjoy
c eat j leave q catch
d buy k pay r stop
e write l hear s teach
f close m open t wear
g break n fly u get

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2.12 Circle the words or phrases which we often use with the past
simple.
{ yesterday, since, ago, today, now, last week, always}

2.13 Use the correct form of the verbs between brackets to complete the
sentences.
1. I (go) to the zoo a week ago.
2. Jinan (not/come) to school last Monday.
3. (does) he take his medicine last night?
4. They (buy) a new car in 2015.
5. What (is) your best sport when you (are) a child.

2.14 Choose the suitable choice.

1. Where ______ on vacation last summer?
a. went you b. did you went c. did you go
2. They ______ until 5 o'clock in the afternoon.
a. not arrived b. didn't arrive c. doesn't arrive
3. We _____ a bus to Najaf last week.
a. taked b. did took c. took
4. _____ to the party last weekend?
a. Did you go b. Went you c. Where went
5. Where _____ this afternoon?
a. did go b. did he go c. did he went
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6. They _____ the play very much.
a. didn't enjoys b. didn't enjoyed c. didn't enjoy
7. When ____ that crazy idea?
a. did you get b. did you got c. got you

2.15 Change the following sentences into the negative form .

1. I sat at the fireplace. 2. You had a break for lunch.

3. Dogs slept on the ground. 4. She saw her friend.

5. They ran home. 6. He paid for the lunch.

7. The bird made a nest. 8. Children went home.

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 2.16 Change the following sentences into questions

1. Toni swam in the lake. {Who

2. Dad told me to go to school. {Where}

3. We spoke very quietly. {How}

4. They stood at the door in the evening. {When}

5. Sami read a nice book. {What}

2.17 Passive voice in the simple past:

A. Changing an affirmative sentence into the passive:

{Object + was/were + past participle form of the verb + by + subject}

Active: He wrote a letter.

Passive: A letter was written by him.

Active: She sang a song.

Passive: A song was sung by her.

Active: He loved his friends very much.

Passive: His friends were loved very much by him.

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B. Changing a negative sentence into the passive:

Active: She did not write a story.

Passive: A story was not written by her.

C. Changing an interrogative sentence into the passive:

Active: Did he break the window?

Passive: Was the window broken by him?

Active: Did anyone hurt your feelings?

Passive: Were your feelings hurt by anyone?

Active: Did Alice invite you?

Passive: Were you invited by Alice?

Active: Why did he punish you?

Passive: Why were you punished by him?

2.18 Change the following sentences into passive voice:

1. Ahmed and Ali watched the football match.

2. Columbus discovered America in 1492.

3. The Spanish team won the cup.

4. My brother didn't find his purse.

5. Where did you leave your car?

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Writing

2.19 Write a composition on "Earth's Day".

1. Start with the following introduction:
Earth's Day is an annual event, celebrated on April 22, on which events
worldwide are held to demonstrate support for environmental protection.

2. Rearrange the following ideas to complete the paragraph.

a. The slogan is "All the people should take care of the earth".
b. The first 'Earth's Day' was celebrated on 22 April 1970.
c. The forests, rivers, mountains should be used carefully so that the earth
will remain useful to live on.
d. 'Earth's Day' has helped people to realize the importance of a clean
environment.
e. 'Earth's Day' is celebrated with speeches, poster-drawing, compositions,
songs, etc.

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 Unit Three
Electricity
Vocabulary
3.1 Fill in the blanks with the name of the following electrical supplies.
{switch, socket, bulb, fluorescent, extension lead, power strip, plug, compact lamp}

………. …………… ………… …………..

……… …………….. …………… …………..

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3.2 Match the following terms with the unit of measurement.

List A List B
1 current a watts
2 voltage b power x time
3 power c amperes
4 energy d volts
5 watts e volts x amperes

Speaking
3.3 Share the following conversation with your classmate.

A: Hello, how may I help you today?

B: I'm calling to ask about my electricity bill.

A: May I have your account number?

B: Certainly, it's 4392107.

A: Thank you, what can I help you with?

B: I think I've been overcharged for the past month.

A: I'm sorry to hear that. Why do you think we charged you too much?

B: The bill is higher than last month.

A: How much do you usually pay for your electricity?

B: I usually pay about 50 IQD a month.

A: Thank you. How much did we charge on this bill?

B: 150. I can't understand why.

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A: I'm sorry there certainly seems to be a mistake.

B: Well, I'm happy you agree with me.

A: I'll send someone to check your meter. What's your address?

B: 319/23/13 Al-Kifah Street.

A: ... and what's your phone number?

B: 4087700321

A: We'll do our best to change this as quickly as possible.

B: Thank you for your help.

39
Reading
3.4 Electricity

Circuits
An electric circuit is the complete path of an electric current. The
simplest electric circuit is made up of two components, or parts. The first
component is an energy source, such as a battery or a generator. The
second component is a wire or cable that carries energy from one end of
the source. Then it is connected back to connects back to the source at the
other end.
Usually a simple circuit has an energy recipient, such as a motor or
lamp. An energy recipient is connected to the electric circuit by a wire or
cable.
There are two basic types of electric circuits: series circuits and parallel
circuits.

A. Series Circuits

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Series circuits are easy to understand if you think about certain strands of
light bulbs linked to each other. All the lights don’t work when one bulb
goes out. Why does this happen? This is because in a series circuit the
energy has to go through one energy recipient to get to the next. If a bulb
blows out, the energy stops at that bulb. It never makes it to the next bulb.
The amount of current is the same through any component in the circuit.
This is because there is only one path for electrons to flow in a series
circuit.

B. Parallel Circuit

In a parallel circuit, energy passes through the energy recipients and

through a second connection. As long as there’s an energy source,
electricity will always be able to reach each recipient. If there is a
problem with one recipient, the other recipients are not affected.
The voltage is equal across all components in the circuit. This is because
there are only two sets of electrically common points in a parallel circuit.

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 In practice, most electrical devices have combination circuits.
Combination circuits do not use just one type of circuits. Instead,
combination circuits utilize both series and parallel types. Devices that
use combination circuits include computers and television sets.
More complex circuits often have more electrical components like
switches and resistors, which limit the electric current flow.

Basic definitions:

1. The current is a flow of electricity through a wire.

2. The generator is a machine that produces electricity.
4. Voltage is the force that makes electricity move through a wire.
5. Power is what voltage and current give together.
6. Energy is to multiply the power per second by the total number of seconds.

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3.5 Do the following exercises.
1. According to this passage, what is the second component of a circuit?
a. electric current b. energy source c. energy recipient d. wire or cable

2. What would happen if one light went out in a parallel circuit?

a. All of the lights would go out.
b. All the lights except for that one would stay lit.
c. The energy source would stop working.
d. The circuit would become a simple circuit.

3. Read these sentences:

'Combination circuits utilize both series and parallel types.'
The word utilize means:
a. to make use of b. to provide energy for c. to create d. to burn out

4. How is energy passed in a parallel circuit?

3.6 Derive nouns from the following verbs:

{generate, connect, combine, flow, measure}

43
Pronunciation
3.7 Some English sounds are called consonants, others are called vowels.
English has 24 consonants; nine of them are voiceless and fifteen are
voiced. Voiced consonants are produced with some vibration in the vocal
cords.

The following is a complete list of the 24 English consonant sounds:

a. Voiceless Consonants

/p/ /t/ /k/ /θ/ /f/ /s/ /ʃ/ /tʃ/ and /h/

b. Voiced Consonants

/b/ /d/ /g/ /ð/ /v/ /z/ /ʒ/ /dʒ/ /m/ /n/ /ŋ/ /l/ /r/ /w/ and /j/
3.8 English Voiceless Consonants: (Part One)
1. / p / is found in words such as:
put pay please apple open important top map help
Note: The letter (p) is not pronounced when it comes initially followed by
the letter (s) as in:
psychology psaltery

44
2. / t / is found in words such as:
take twice ton hunter master pottery helped cut chat
Note: The letter (t) is not pronounced in words such as:
often castle fasten whistle
3. / k / is found in words such as:
cat coat quiet baker marked school speak stick ache
Note: The letter (k) is not pronounced when it comes initially and is
followed by the letter (n) as in:
know knight knee knife
4. / Ө / is found in words such as:
thin thanks three wealthy athlete healthy cloth month
Now give more examples on each sound with varying positions

45
Grammar
3.9 Simple Future Tense

Study the following examples:

1. Wait, I shall help you.

2. He will probably come back tomorrow.

3. The gardener will not cut the grass until Friday.

4. If I arrive late, I shall call you.

5. Maybe she will do a language course.

6. I'll send you the information when I get it.

7. Don't worry, I'll be careful.

8. He is going to spend his vacation in the north.

9. Sue is going to make John's birthday cake.

10. The year 2222 will be a very interesting year.

The simple future tense has two different forms in English: "will, shall" and
"be going to". Both refer to a specific time in the future.

Shall and Will

'Will' is used with all persons, but 'shall' can be used as an alternative with
'I' and 'we' in pure future reference.

46
'Shall' is usually avoided with 'you' and 'I':

 You and I will work in the same office.

How do we make the simple future tense?

The structure of the simple future tense is:

subject + will + main verb

For negative sentences, we insert 'not' between the auxiliary verb and the
main verb.

For question sentences, we exchange the subject and auxiliary verb.

Look at these examples sentences:

subject auxiliary verb main verb

+ I will open the door.

+ You will finish before me.

- She will not be at school tomorrow.

- We will not leave The office .

? Will you arrive on time?

? Will they want dinner?

47
When we use the simple future tense in speaking, we often contract the

subject and auxiliary verb:

I will I'll

you will you'll

he will he'll
she will she'll
it will it'll

we will we'll

they will they'll

48
For negative sentences in the simple future tense, we contract with 'won't',
like this:

I will not I won't

you will not you won't

he will not he won't

she will not she won't
it will not it won't

we will not we won't

they will not they won't

How do we use Simple Future Tense?

1. No Plan

We use the simple future tense when there is no plan or decision to do

something before we speak. We make the decision spontaneously at the
time of speaking. Look at these examples:

 Hold on. I'll get a pen.

 We will see what we can do to help you.
 Maybe we'll stay in and watch television tonight.

In these examples, we had no firm plan before speaking. The decision is

made at the time of speaking.

We often use the simple future tense with the verb 'think':

49
  I think I'll go to the gym tomorrow.
 I think I will have a holiday next year.
 I don't think I'll buy that car.

2. Prediction

We often use the simple future tense to make a prediction about the future.
Again, there is no firm plan. We are saying what we think will happen.
Here are some examples:

 It will rain tomorrow.

 People won't go to Jupiter before the 22nd century.
 Who do you think will get the job?

3. Be

When the main verb is 'be', we can use the simple future tense even if we
have a firm plan or decision before speaking. Examples:

 I'll be in London tomorrow.

 I'm going shopping. I won't be very long.
 Will you be at work tomorrow?

51
3.10 Fill in the blanks with the suitable form of the verb between brackets.

1. Father -------------- back by 6:30 pm. (be)

2. -------- you ------------- me? (help)

3. When ---------- I ------------- you again? (see)

4. His parents ----------------------- him for being late. (not/ punish)

5. ------------- they -------------- the contract tonight? (sign)

6. It -------------------- us three hours to get there. (take)

7. --------- this show -------------- money for our school club? (raise)

8. This van -------------------- with 8 people in it. (not/ break down)

9. The meeting ---------------------- before tomorrow morning. (not/ close)

10. When ---------- she ------------- me a copy of her essay? (send)

Be + going to

Be + going to is another form to express the future. We mainly use it to talk

about planned actions or to make predictions.
51
Form:
Auxiliary AuxiliaryMain
Subject
verb verb verb
+ + +
I/a boy, go/take,
is/are going to
etc. etc.

1. This team is definitely going to win the competition.

2. I'm going to visit my grandma next week.

3. She is going to give birth in a couple of weeks.

Negation:

Auxiliary Auxiliary
Main
Subject
verb verbverb
+ + +
I/a boy, go/take,
isn't/aren't going to
etc. etc.

1. The Government is not going to lower the taxes.

2. "Failure is not going to change me," says Mark.

3. I'm not going to take my driving test this year.

Questions:

Auxiliary + Subject + Auxiliary + Main verb

52
 verb verb
is/are I/a boy, etc. going to go/take etc.

1. Is he going to apologize to Mary for his behavior?

2. Are you going to meet Ahmed tonight?

3. I can see dark clouds in the sky. Is it going to rain?

3.11 Complete the following sentences using 'going to'.

1. Sara (graduate) this year.

2. I (not work) this coming holiday.

3. My mother and I (take) a long vacation.

4. It (rain). Take your umbrella.

5. We (not/get married) anymore. We had a big brawl.

53
3.12 Fill in the gaps with the verbs between brackets. Use will or going to.

Example: I hope that the sun ________ tomorrow. (shine)

Answer: I hope that the sun will shine tomorrow.

1. Firas --------------------- 15 next Wednesday. (be)

2. They -------------------- a new computer. (get)

3. I think, my mother -------------------- this CD. (like)

4. Nadia's sister ------------------- a baby. (have)

5. They -------------------- at about 4 in the afternoon. (arrive)

6. Just a moment. I ----------------- you with the bags. (help)

7. In 2020, people ----------------- more electric cars. (buy)

8. Marwa ---------------------- a party next week. (make)

9. We ----------------- to Venice in June. (fly)

10. Look at the clouds! It -------------- soon. (rain)

54
3.13 Write sentences to explain what the following persons are going to
do.

……………….. …………………. ………………….

……………….. ………………….. …………………

55
3.13 Passive Voice in the simple future:

A. Changing an affirmative sentence into the passive:

{Object + will/shall + be + past participle form of the verb + by + subject}

Active: She will distribute chocolates.

Passive: Chocolates will be distributed by her.

Active: They will finish the work tomorrow.

Passive: The work will be finished tomorrow by them.

B. Changing a negative sentence into the passive:

Active: We shall not betray our country.

Passive: Our country will not be betrayed by us.

C. Changing an Interrogative sentence into the passive:

Active: Will you help him?

Passive: Will he be helped by you?

56
 3.14Change the following sentences into passive voice.

1. Layla will buy a new computer.

2. Millions of people will visit the museum.

3. They will not show the film until summer.

4. Will the plumber repair the shower?

5. Will you bring your phone to school?

Writing

3.16 Write a composition on "What you will do for the rest of your life".
Start with:
I have many dreams for my future, as well as many hopes and goals. After
all, life is all about happiness, and to be happy, I have to try to meet my
goals. My first goal is to…
Make use of the following ideas:
- …… attend a college ……
- …… get a job ……
- …… make good money at work ……
- …… have a family ……

57
Unit Four
Computers
Vocabulary
4.1. Write the names of the following computer components in the blanks.

…………………….. ………………

…………… …………. …………… ……………

58
4.2 Write the words that stand for the following symbols.
1. Ctrl …………… 2. Tab …………… 3. Esc ……………
4. Fn …………… 5. Del …………… 6. CD ……………
7. CPU …………………………
8. www …………………………

Speaking
4.3 Share the following dialogue with your classmate.

A: I need a new computer.

B: What's the matter with yours?
A: It's six years old.
B: That's pretty old.
A: It still works, but I'm going to give it to a charity.
B: Are you going to buy a desktop or a laptop?
A: Oh, a laptop, of course.
B: A PC or a Mac?
A: I haven't decided yet.
B: More and more people are using Macs.
A: But 90 percent of the world uses PCs.
B: And that's not going to change anytime soon.

59
Reading

4.4 Computers
A computer is an electronic machine which stores and processes
information. It has two basic components; hardware and software. The
hardware refers to the actual machinery such as the CPU, inputs, outputs
and memory, whereas the software refers to programmes, data, etc. The
central processing unit (CPU) contains a hard disc for storage of
programmers and data. It has a built-in floppy drive, a modem and a
compact disc (CD) driver.

Inputs and outputs are the means by which a computer receives

information from the outside world and sends results back. The keyboard is
an input device for giving instructions, while the monitor is an output
device for viewing the results of computations. The other parts that can be
added to the computer are: speakers, microphones, printers, scanners,
digital cameras and mice, which are called 'add-ons'.

A programme is a list of instructions that are stored and executed by the

computer. Programming, on the other hand, means writing of a computer
programme. The person who programmes a computer is called a
programmer.

4.5 Correct the wrong information in each of the following statements.

61
1. The software includes the CPU and the memory of the computer.

2. The data is part of the hardware of the computer.

3. The computer receives outputs and sends inputs.

4. Add-ons include a modem and a CD driver.

5. A programmer is the person who drives a CD.

4.6 Apply the following orders and match with the right result.

1 Ctrl + X a undo
2 Ctrl + C b bold
3 Ctrl + V c copy
4 Ctrl + Z d italics
5 Ctrl + Y e cut
6 Ctrl + B f redo
7 Ctrl + l g save
8 Ctrl + S h save as
9 F12 i paste

61
4.7 Fill in the blanks with the missing letters.

1. rec _ _ ve 2. proce _ _ es 3. wher _ _ s 4. cont _ _ ns 5. vi _ _ ing

6. sp _ _ kers 7. sca _ _ ers

Pronunciation
4.8 English Voiceless Consonants (Part Two)
5. /f/ is found in wards such as:
for five flower often offer elephant off enough laugh
6. /s/ is found in such words as:
city some slow beside best bicycle pass class place
7. /∫/ is found in words such as:
ship show shall pushes station patient fish rush dish
8. /t∫/ is found in words such as:
chair chalk cheap picture butcher catch church match fetch
9. /h/ is found in words such as:
he him who perhaps unhappy behind Allah Ah

62
Now give more examples on each sound with varying positions.

Grammar

4.9 Present Continuous Tense

Study the following examples:

Affirmative Negative Question
I am playing. I am not playing. Am I playing?

You are playing. You are not playing. Are you playing?
He/she/it is playing. He/she/it is not playing. Is he/she/it playing?
We are playing. We are not playing. Are we playing?

You are playing. (plural) You are not playing. Are you playing?
They are playing. They are not playing. Are they playing?

We use the present continuous tense to:

1. Talk about something that is happening at the time of speaking.

He is speaking to John.

What is she doing?

2. Talk about temporary situations.

I am living in London at the moment.

63
Why is she moving house?

3. Talk about changing situations.

You're getting taller and taller every day.

The weather's getting warmer.

4. Talk about repeated actions around the time of speaking.

I'm seeing Jawad a lot these days.

5. Talk about things that happen repeatedly with words such as 'always'.
She's always complaining about how difficult her life is.

6. Talk about future arrangements with time reference .

I'm meeting my father at the airport at 5 o'clock tomorrow.

64
4.10 Spelling
Notice what changes happen to verb spelling when adding – ing:
1. We usually add – ing:
go play work sleep listen cry start wear
going

2. When the verb ends with (e) after a consonant, we drop the (e) and add
(ing).

come dance write name have live make arrive

coming

3. If a one_ syllable verb (with only one vowel sound) ends with one
consonant (for example p, t, r), we double the consonant:

sit run swim cut get win dig stop

sitting
4. Some verbs have irregular – ing form:
tie die lie
tying

65
4.11 Look at the following persons. What are they doing? Choose the
correct verb from the list below.
(cook, stand, dance, watch, surf, play on, swim, play, draw, windsurf)

He -----------------. She ------------.

They -----------------.

The chef --------------- a meal.

Salwa and Zina ----------------- TV.

He ------------------ in the sea.

The student -------------- the computer.

66
 They ------------------ football.

The athlete ---------------------.

The artist --------------------- a picture.

4.12 Answer the following questions.

Is he playing the piano? ------------------.

Are they ice-skating? ---------- -------.

Are they hiking? -------------------------.

67
 Is it raining? -----------------------------.

Is she eating a sandwich? -------------------------.

Are they listening to music? ------------------------.

68
4.13 Complete the following dialogue.
Mum: Hello, dear! Is everything OK? What (the children / do)?
Dad: Well, Sami (help) me and Rania (eat) chocolate outside in the garden.
Mum: And the baby? Is he sleeping?
Dad: No, he isn't. The baby (drink) milk.
Mum: (you / have) a good time?
Dad: Oh yes. I (have) a great time!

4.14 Passive Voice in the present continuous:

{Object + is/are/am + being + past participle form of the verb + by +subject}

A. Changing an affirmative sentence into the passive:

Active: I am reading a story.

Passive: A story is being read by me.

Active: The engine is driving the train.

Passive: The train is being driven by the engine.

Active: The carpenter is making furniture.

Passive: Furniture is being made by the carpenter.

B. When the verb is followed by a preposition:

Active: My mother is talking to a stranger.

Passive: A stranger is being talked to by my mother.

69
Active: I am waiting for a friend of mine.
Passive: A friend of mine is being waited for by me.

C. Changing a negative sentence into the passive

Active: She is not writing a story.

Passive: A story is not being written by her.

D. Changing an interrogative sentence into the passive:

Active: Are the workers building a house?

Passive: Is a house being built by the workers?

Active: Who is waiting for you?

Passive: By whom are you being waited for?

Active: Whom are you waiting for?

Passive: Who is being waited for by you?

Active: Why is he not learning his lessons?

Passive: Why are his lessons not being learnt by him?

Active: Whose father is helping you?

Passive: By whose father are you being helped?

4.15 Change the following sentences into passive:

1. The postman is delivering the mail.

2. Harry Potter is measuring the room.

3. Are they opening the gifts now?

4. Who is checking the passports?

5. GPS is calculating the route to your destination.

71
Writing

4.16 Your friend wrote about the advantages of computers.

"The computer has made our life very easy and comfortable. It gives us
useful services in different shapes. Wherever we go and whatever job we do,
we use computers. It makes things easy for us. Banking, hospitals, offices,
stores, airports all are run and controlled by computers. Internet, which is
an endless storehouse of knowledge and research, is the product of
computer technology. Distances have shrunk with the help of internet.
People from a far off continent can be seen on line on the screen of a
computer."

Now write your own paragraph about what you do with the computer.

71
Unit Five

Human Rights

Vocabulary
5.1 Say what human rights the following pictures express and complete
the sentence:
Human beings have the right to ………. .

72
5.2 Match the words in List A with their opposite meaning in List B.

List A List B
1. fair a. slavery
2. divisible b. admit
3. liberty c. unfair
4. life d. inhuman
5. deny e. death
6. certain f. indivisible
7. human g. uncertain

Speaking
5.3 Read the following conversation and play roles with your classmates.
A: Mark, you look exhausted!
B: I know. I didn’t get enough sleep last night.
A: What happened?
B: You remember those young men I told you about?
A: The ones that have just moved in next door?
B: Yes. They had another party, and the noise kept me awake all night.
A: Well, something has to be done. This has happens every weekend
since they moved in.
B: If I were you, I would call the police .They shouldn’t be allowed to
disturb people like that.

73
Reading
5.4 Do you agree or disagree with the following statements?
1. We have the right to work, to good life and education.
2. Human rights are for all regardless of one’s religion, gender or colour.
3. All religions paid great efforts to establish human rights.
4. Hammurabi is the first leader who defends human rights?

74
 5.5 Human Rights

Human rights can be defined as the basic rights and freedoms that are held
by human beings. They cannot be denied because of the colour of one’s
skin, religion, age, language or other personal factors. They can be
classified into: cultural, economic, and political rights. Among these are:
the right of life, work, liberty, vote, education, marriage, own property and
equality before law, and the right of association, belief, free speech,
religion, fair wages, movement, and nationality. These rights are
interrelated, interdependent and indivisible and they serve as a standard
concern of people and form the basics of many national constitutions.
Historically speaking, all religions, philosophers and thinkers paid great
efforts to establish human rights. The great event that ever happened was
the announcement of the Universal Declaration of Human Rights by the
United Nations General Assembly on December 10th, 1948. Since then,
governments are being obliged to serve assure granting human rights for
groups and individuals.

75
5.6 Answer the following questions.
1. What do we mean by human rights?
2. Can human rights be denied?
3. How can human rights be classified?
4. What was the greatest event that ever happened?
5. When was the Universal Declaration of Human Rights announced?

Pronunciation
5.7 English Voiced Consonants
There are fifteen English consonants which are called 'voiced'. These are
pronounced with some vibration in the vocal cords.
1. /b/ is found in words such as:
back book box able double rubber robe lab cab
Note: The letter (b) is not pronounced when preceded by the letter (m) at
the end of words such as:
comb climb bomb tomb
And is not pronounced in words as in: doubt debt
Notice the difference between /p/ and /b/ in the following pairs of words:
back – pack robe – rope lab – lap
2. /d/ is found in such words as:
do dream dark under bends sender said paid showed
3. /g/ is found in words such as:
76
 go game glass ugly bigger forget big egg fog
4. /ð/ is found in words such as:
this that these feather mother brother breathe smooth clothe
5. / v / is found in words such as:
village very van never ever river save cave of
Notice the difference between / f / and / v / in the following pairs of words.
van save of
fan safe off
6. / z / is found in such words as:
zoo zebra zero busy easy lazy finds legs things
7. / З / is found in words such as:
usual measure pleasure mirage garage
8. / d З / is found in words such as:
job jam January manager engineer arranged age page judge

9. /n/ is found in words such as:

no need knife sunny money honey green clean mean

10. / ŋ/ is found in such words as:

singer monks finger spring pink swing

11. / tʃ/ is found in words such as:

chat cheap chin picture lecture nature watch March catch

12. /l/ is found in words such as:

77
 hill well bill alone only almost look late lamp

Notice that /l/ is light in look, late, lamp and only and it is dark (or heavy) in:

almost hill well final

13. /r/ is found in words such as:-

red road read bread bright bring

Notice that the /r/ sound is not pronounced in the following words:

cart cord father care

14. /w/ is found in words such

as:

we when why quick twice quiet

Notice that the letter (w) is not pronounced in the following words:

whom who whose ewe own wrong write

15. /j/ is found in such words as:

yes you yesterday few new music

Now give more examples on each sound with varying positions.

78
Grammar

5.8 The Past Continuous Tense

Read Kamal's story. Look at the words in bold.

"At ten o'clock yesterday morning I was sitting in the school cafeteria with
my friend Usama. He was having a cup of tea and I was drinking a cola.
We were chatting about the class. While I was explaining my opinion, my
chair suddenly broke and I fell on the floor. Usama was laughing so much
that he dropped his cup of tea.
Now say what you were doing yesterday morning.

Examples:

- Last night at 6 p.m, I was eating dinner.

- At midnight, we were still driving through the desert.
- Yesterday at this time, I was sitting at my desk at work.

The past continuous is used to express:

1. Something that is happening at a precise moment in the past.

For example: Jalal was working on the report last night at 10.15.

2. An interrupted action by the past simple.

For example: Ahmed was talking on the phone when I arrived.

79
 The following diagram shows the forms of this tense:

Affirmative Negative Question

He was speaking. He was not speaking. Was he speaking?

5.9 Put the verbs in the past continuous form.

1. I ……… letters all day yesterday. (write)

2. You ……… very slow about it. (be)
3. He ……… on the phone for hours and hours. (talk)
4. They …not… much business before lunch. (do)
5. She …not… to me all week. (speak)
6. It …not… for long. (rain)
7. What you ……… when I phoned yesterday? (do)
8. ………. you ……… TV when it rained? (watch)

81
5.10 The Passive Voice in the past continuous:

{Object + was/were + being + past participle form of the verb+by+ subject}

A. Changing an affirmative sentence into the passive:

Active: She was writing a novel.

Passive: A novel was being written by her.

Active: They were saying their prayers.

Passive: Their prayers were being said by them.

Active: He was giving a lecture.

Passive: A lecture was being given by him.

B. Changing a negative sentence into the passive:

Active: She was not preparing dinner.

Passive: Dinner was not being prepared by her.

Active: He was not making a speech.

Passive: A speech was not being made by him.

81
C. Changing an interrogative sentence into the passive:

Active: Is she writing a letter?

Passive: Is a letter being written by her?

Active: Which book were you reading?

Passive: Which book was being read by you?

Active: Why was she beating the child?

Passive: Why was the child being beaten by her

5.11. Change the following sentences into passive voice.

1. We were talking about human rights,

2. He was not feeding the hens.

3. Were they carrying the bags?

4. Mr. Hani was teaching English.

5. Where were they playing basketball?

Writing
5.12 Write a composition on "Our Human Rights". Explain your own ideas
and opinions.

82
 English for Vocational Schools

Book 1

Dictionary

The words are arranged in their order of appearance.

.‫تُ تـتُت اٌىٍّبد وفمب ً ٌتنٍنً ظهىؿهب فٍ اٌىصؼح‬

Unit One: Nutrition

nutrition ‫ تغؾَخ‬malnutrition ‫ مىء تغؾَخ‬vegetarian ٍ‫ٔجبت‬

peas ‫ ثبفالء‬beef ‫ ٌضُ ثمـ‬cucumber ‫عُبؿ‬
pears ٌ‫ وّخـ‬grape ‫ ػٕت‬lettuce ‫عل‬
fatness ‫ ثؼأخ‬slimness ‫ ظؼف‬production ‫إٔتبد‬
consumption ‫ امتهالن‬health ‫ صضخ‬illness ‫ِـض‬
cause ‫ َنجت‬drug ‫ ػواء‬improve ّٓ‫َُضن‬
value ‫ أهُّخ‬، ‫ لُّخ‬increase ‫ َُـقَؼ‬perfect ‫رُؼ‬
against ‫ ظؼ‬anti ‫ ظؼ‬starvation ‫ِزبػخ‬
lack of ٍ‫ ٔمص ف‬blindness ًّ‫ اٌؼ‬nyctalopia ٌٍٍُ ‫ػشى‬
energy ‫ غبلخ‬struggle ‫ َُـىبفش‬accountant ‫ُِـضبمت‬
together ‫ مىَخ‬cost ‫ َُـىٍف‬electricity ‫وهـثبء‬
resist َ‫ َُـمبو‬grains ‫ صجىة‬human being ْ‫اإلٔنب‬
fuel ‫ ولىػ‬operation ‫ ػٍُّخ‬explain ‫َُـىظش‬
relationship ‫ ػاللخ‬function ‫ وظُفخ‬creatures ‫ِغٍىلبد‬
demand ‫ َتطٍت‬variety ‫ تٕىع‬sources ‫ِصبػؿ‬
achieve ‫ َُـٕزق‬activity ‫ ٔشبغ‬protect ٍّ‫َض‬
disease ‫ ِـض‬divide ُ‫ َُـمن‬according to ًٌ‫غجمب ً إ‬
beans ‫ إٌظ‬،‫ ٌىثُب‬، ‫ فبصىٌُب‬seeds ‫ ثؾوؿ‬nuts ‫ رىف‬، ‫ثٕؼق‬
honey ً‫ ػن‬fats ْ‫ ػهى‬minerals ْ‫ِؼبػ‬
quantity ‫ وُّخ‬avoid ‫ َتزٕت‬gluttony ٖ‫ شـ‬، ُ‫ٔه‬
flaccidity ً‫ تـه‬muscles ‫ ػعالد‬appetite ‫شهُخ‬
83
Unit Two: The Environment

environment ‫ ثُئخ‬waterfall ‫ شالي‬pollution ‫تٍىث‬

climate ‫ ِٕبط‬nature ‫ غجُؼخ‬level ‫ِنتىي‬
grow ‫ َّٕى‬citrus ْ‫ اٌٍُّى‬one-third ‫حُـٍُـج‬
coastline ً‫ مبص‬destroy ‫ َُـؼِـ‬layer ‫غجمخ‬
burn ‫ َضتـق‬-‫ َضـق‬mentioned ‫ ِؾوىؿح‬facts ‫صمبئك‬
threaten ‫ َهؼػ‬waste (v.) ‫ َُـعُّـغ‬litter ‫فعالد‬
shorten ‫ َُـمصّـ‬illness ‫ ِـض‬recycle ‫َُؼُؼ‬
conditions ‫ شـوغ‬-‫ صبالد‬surround ‫ َُـضُػ‬depend ‫َؼتّؼ‬
interaction ً‫ تفبػ‬elements ‫ ػٕبصـ‬provide ‫َُىفـ‬
in trouble ‫ فٍ ِشىٍخ‬planet ‫ وىوت‬plants ‫ٔجبتبد‬
destruction ‫ تؼُِـ‬rainforests ‫ غبثبد‬species ‫أٔىاع‬
poverty ‫ فمـ‬nowadays َ‫ فٍ هؾٖ األَب‬exist ‫َىرؼ‬
worried ‫ لٍك‬certainly ‫ ثبٌتأوُؼ‬despair ‫َأك‬
damage ‫ ػِبؿ‬responsibility ‫ ِنؤوٌُخ‬resources ‫ِصبػؿ‬
decline ‫ َـفط‬reduce ‫ َُـغفف‬-‫ َُـغفط‬trash ‫لّبِخ‬
housing ْ‫ إمىب‬lessen ًٍ‫ َُـم‬homeless ‫ُِشـػ‬
froth (v.) ‫ َىنى ثبٌقثؼ‬raise (v.) ‫ َـفغ‬ban (v.) َ‫َُـضـ‬
claim (v.) ٍ‫ َ ّؼػ‬bang (v.) ‫ َغٍك ثمىح‬roll (v.) ‫َتؼصـد‬
on vacation ‫ فٍ ػطٍخ‬activity ‫ ٔشبغ‬teenager ‫ُِــاهك‬
abroad ٓ‫ عبؿد اٌىغ‬celebrate ً‫ َضتف‬demonstrate ‫َتظبهـ‬
worldwide ‫ ػبٌٍّ االٔتشبؿ‬slogan ‫ شؼبؿ‬realize ‫َُؼؿن‬

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Unit Three: Electricity

switch ٍ‫ ِفتبس وهـثبئ‬socket ‫ ِىجل‬bulb ‫ِصجبس‬

fluorescent ٌ‫ ظىء فٍىؿ‬extension ‫ تّؼػ‬strip ًَ‫َُق‬
plug ‫ مؼاػح‬compact ‫ ُِؼِذ‬current ‫تُبؿ‬
voltage ‫ اٌمىح اٌّضـوخ‬power ‫ لىح‬energy ‫غبلخ‬
bill ‫ فبتىؿح‬overcharged ‫ شضٕخ ُِفـغخ‬pay ‫َؼفغ‬
understand ُ‫ َفه‬seem ‫ َجؼو‬agree ‫َىافك‬
address ْ‫ ػٕىا‬quickly ‫ ثنـػخ‬possible ٓ‫ِّى‬
circuit ‫ ػائـح‬path ‫ غـَك‬component ‫ػٕصـ‬
source ‫ ِصؼؿ‬wire ‫ مٍه‬cable ‫مٍه‬
carry ًّ‫ َض‬connect ‫ َـثػ‬series ‫مٍنٍخ‬
parallel ٌ‫ ِتىاف‬strand ٍ‫ صجً مٍى‬amount ‫ِجٍغ‬
recipient ٍُ‫ ُِنت‬blow ‫ َٕفزـ‬flow ‫َٕجغ‬
pass ‫ َّـ‬problem ‫ ِشىٍخ‬affect ‫َُؤحـ‬
common ‫ شبئغ‬device ‫ ومٍُخ‬combination ‫تىصُؼ‬
instead ً‫ ثؼال‬utilize َ‫ َنتغؼ‬resistor َ‫ِمبو‬
limit ‫ صؼ‬consonants ‫ أصىاد صضُضخ‬vowels ‫أصىاد اٌؼٍخ‬

vibration ‫ اهتقاف‬hunter ‫ صُبػ‬pottery ‫فغبؿ‬

stick ‫ ِعـة‬،‫ ػصب‬knight ‫ فبؿك‬wealthy ٍٕ‫غ‬
athlete ٍ‫ اٌـَبظ‬decision ‫ لـاؿ‬spontaneously ً ‫ػفىَب‬
Jupiter ٌ‫ وىوت اٌّشتـ‬essay ‫ ِمبٌخ‬prediction ‫تٕجؤ‬
taxes ‫ ظـائت‬behavior ‫ مٍىن‬dream ٍُ‫ص‬

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Unit Four: Computers

pretty old َُ‫ إًٌ صؼ ِب لؼ‬charity ‫ صؼلخ‬percent ‫رقء ِٓ اٌّبئخ‬

store (v.) ْ‫ َغق‬process (v.) ‫ َُؼبٌذ‬basic ٍ‫أمبم‬
hardware ‫ اٌزقء اٌصٍت‬software ٍٔ‫ ػمً اٌىتـو‬refer ‫َشُـ‬
actual ٍ‫ والؼ‬machinery ‫ ِؼؼاد‬inputs ‫ُِؼعالد‬
outputs ‫ ٔىاتذ‬memory ‫ ؽاوـح‬whereas ‫ثُّٕب‬
data ‫ ثُبٔبد‬contain ٌ‫ َضتى‬hard ‫صٍت‬
built-in ‫ ُِـؼِذ‬floppy ْ‫ ِـ‬drive (n.) ‫لُبػح‬
means ً‫ ومبئ‬results ‫ ٔتبئذ‬instructions ‫تؼٍُّبد‬
monitor ‫ شبشخ‬،‫ ُِـالت‬view ‫ َُـظهـ‬computations ‫صنبثبد‬
adds-on ‫ ٌىاصك‬execute ‫ َُٕفؾ‬italics ً‫صـف ِبئ‬
varying ‫ ِتٕىػخ‬positions ‫ ِىالغ‬rush ‫َُنـع‬
fetch ‫ َزٍت‬complain ٍ‫ َشتى‬sure ‫ُِتأوؼ‬
windsurf ‫ ؿوىة األِىاد‬athlete ٍ‫ ؿَبظ‬artist ْ‫فٕب‬
ice-skating ‫ تقٌذ ػًٍ اٌزٍُؼ‬hiking ٖ‫ تٕق‬comfortable ‫ُِـَش‬
services ‫ عؼِبد‬endless ٍ‫ ال ٔهبئ‬shrink ‫َٕىّش‬

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Unit Five: Human Rights

express ٓ‫ َُؼجـ ػ‬the right to ٍ‫ اٌضك ف‬fair ‫ػبػي‬

slavery ‫ ػجىػَخ‬divisible ‫ لبثً ٌٍمنّخ‬admit ‫َؼتـف ة‬
liberty ‫ صـَخ‬inhuman ٍٔ‫ ال إٔنب‬deny ‫َٕىـ‬
death ‫ ِىد‬certain ‫ ُِؤوؼ‬exhausted ‫ُِٕهه‬
noise ‫ ظزُذ‬move ‫ َتضـن‬awake ‫َىلط‬
allow ‫ َنّش‬disturb ‫ َُقػذ‬regardless ٓ‫ثصـف إٌظـ ػ‬
religion َٓ‫ ػ‬gender ‫ إٌىع‬efforts ‫رهىػ‬
)ً‫(ؽوـ أو أٔخ‬
establish ‫ َُؤمل‬defend ‫ َُؼافغ‬freedom ‫ صـَخ‬،‫امتمالي‬
factors ًِ‫ ػىا‬cultural ٍ‫ حمبف‬economic ٌ‫التصبػ‬
political ٍ‫ مُبم‬marriage ‫ فواد‬property ‫ٍُِىُخ‬
equality ‫ ِنبواح‬before law ْ‫ أِبَ اٌمبٔى‬association ‫ ِتـافك ِغ‬،‫رّؼُخ‬
belief ْ‫ إَّب‬wages ‫ أرىؿ‬interrelated ‫ُِتجبػي‬
concern ُ‫ َه‬constitution ‫ ػمتىؿ‬event ‫صؼث‬
announcement ْ‫ إػال‬oblige َ‫ ٍَُق‬assure ‫َُؤوؼ‬
granting ‫ ِٕش‬individuals ‫ أفـاػ‬opinion ٌ‫ؿأ‬

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List of some irregular verb forms:

Present Present Participle Past Past Participle

run running ran run
mean meaning meant meant
sink sinking sank sunk
ride riding rode ridden
lose losing lost lost
shoot shooting shot shot
build building built built
give giving gave given
wear wearing wore worn
rise rising rose risen
shut shutting shut shut
stand standing stood stood
sleep sleeping slept slept
throw throwing threw thrown
drive driving drove driven
shake shaking shook shaken
send sending sent sent
spend spending spent spent
think thinking thought thought
lend lending lent lent
drink drinking drank drunk
fight fighting fought fought
write writing wrote written
wake waking woke woken
take taking took taken
sit sitting sat sat
win winning won won
put putting put put
hold holding held held
say saying said said
choose choosing chose chosen
lead leading led led
leave leaving left left

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make making made made
eat eating ate eaten

89