Republic of Iraq

Ministry of Education
General Directorate of Vocational Education

English for Industrial Schools

Book 3

Written by:

Muayyad Naji Ahmed ( Ph.D ) Jameela Kh. Abbas ( Ph.D )

Taghreed Barakat Khalaf ( M.A )

Abdul-Razzaq Daghir Baqir (B.A) Kamil Kareem Atti (B.A)

Younan G. Al-Sa'or (B.A)

0202 _ 1443 ‫اُطجؼخ اُشاثؼخ‬

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Published by the General Directorate of Vocational Education,

Ministry of Education, Baghdad, Iraq, 2011

First Published, 2011

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 ‫ميحرلا نمحرلا هللا‬ ‫بسم‬

IN THE NAME OF ALLAH,

THE MOST GRACIOUS,

THE MOST MERCIFUL.

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 Contents

Subject Page

Introduction 7

Unit One: Food Manufacturing 9

Unit Two: Mining 20

Unit Three: The Internet 22

Unit Four: Revision One 28

Unit Five: Mechatronics 42

Unit Six: Industrial Pollution 50

Unit Seven: Maintenance 57

Unit Eight: Revision Two 64

Mini Dictionary 69

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 English for Industrial Schools
Book 3

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 the other subject matters in the
curriculum, and to become 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 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,

9. be capable of using ESP language in their future career,

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10. practice 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 into co-operative learning.

Syllabus Design

Each book of the series has the following activities 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.

- 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 be
reading 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 material in more than one method. The reading texts are
interesting, stimulating, and including examples of the main structure item 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.

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- Grammar: The main grammatical points are almost given according to their
occurrence in the reading passages. It contains activities which promote practising the
main structure item. It is also reviewed in the Revision units for reinforcement and ease
in using them again.

- Writing: Writing is promoted by exposing learners to activities that include practising

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

Revision Units

Revision is crucial in language learning. There are two revision units. Each one is
situated after every three units. Language and structures are recycled throughout various
activities in order to help students reinforce what they have learned, especially new
items and vocabulary.

Working in Pairs or Small Groups:

The learner is the core of the learning process. It means she must have an active role
whether individually or in pair/group work.

The activities are either oral or written. The oral ones are done in pairs, groups, or
whole class participation, and even assigned by the teacher to be practised at home. As
for the written activities, they are done by learners at school or home for reinforcement
and practice. In pair or group activities, the teacher should make sure that the students
do understand the aims of the activity. The teacher may go round and listen to pairs as
they perform the activity orally and give help when necessary, before eliciting answers
from the whole class.

Pair or group work is not easy to organize in every class, and there may be a noise
problem to deal with. However, it is worth trying occasionally. Working in pairs or
groups encourages students to share ideas, practise and help each other, to broaden their
communicative skills. If students enjoy working like this, as it is a change of focus and
that of activity, they will probably appreciate that they have to work quietly.
Teachers monitor in order to:

 aid the flow of conversation when necessary,

 identify any common errors or areas of breakdown,
 offer encouragement, and
 recognize when best to change the pairings or the groups.

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Assessment Procedures

1. Oral Assessment

As is officially recommended, 30 marks are dedicated for oral assessment. These marks
are to be distributed according to the activities shown in the table below:

Activity Mark
Reading 10
Comprehension Questions 5
Pronunciation 5
Topic Discussion 5
Vocabulary 5

2. Written Assessment
The rest 70 marks go to assess learners' achievement in the written test which includes
every feature described in this prescribed textbook.

Activity Mark
Reading Comprehension 10
Grammatical Structures 10
Pronunciation 10
Language Functions 10
Vocabulary 10
Oral Assessment (to check oral activities 10
through written exam)
Writing 10

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 Unit One

Vocabulary
1.1 Write the name of the production made by the following factories. Make use of
the words in the box.

bakery tomato paste milk beef soft drinks cheese chickens

______________ ___________________ _______________

________________ _______________

_________________ _________________

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1.2 Complete the following text with words from the list.

(container temperature growth fear distinguishes preserved destroy

toxic moisture grow contaminate ensure controlling heating)

Food-spoiling bacteria, yeasts and molds are naturally present in foods. To grow,
these microorganisms need -------, a low-acid environment (acid prevents bacterial
growth), nutrients, and an appropriate (usually room) -------.

Foods are ------- from food spoilage by ------- one or more of the above factors. For
instance, frozen foods are stored at temperatures too low for microorganisms (bacteria,
yeasts and molds) to -------. When foods are dried, sufficient moisture is not available to
promote-------.

It is the preservation process that --------- canned from other packaged foods. During
canning, the food is placed in an airtight (hermetically sealed) ----------- and heated to
-------- microorganisms. The hermetic seal is essential to ---------- that microorganisms
do not ---------- the product after it is sterilized through ---------. Properly canned foods
can be stored unrefrigerated indefinitely without ---------- of their spoiling or becoming
----------.

Speaking
1.3 Share answers to the following questions with your classmate.

1. Have your favourite kinds of food changed over the years?

2. Do you like fast food and slow food?

3. What do you think about food additives?

4. What is your favourite breakfast, lunch and dinner?

5. Do you worry about chickens with flu, mad cows or polluted fish?

6. Do you think it is safer to eat out or at home?

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Reading
1.4 Try to answer the following questions before you read the text below.

1. Can we preserve food for a long time? How?

2. Why do manufacturers heat food before canning it?

3. What are the factors that spoil food if we leave it uncanned?

4. Do all people follow the same way for preserving food? Discuss.

5. Why and when do you leave some food unrefrigerated?

6. How do you preserve food at home?

1.5 Canning Basics for Preserving Food

What does canning do?

Canning is an important, safe method for preserving food if practised properly. The
canning process involves placing foods in jars or similar containers and heating them to
a temperature that destroys micro-organisms that cause food to spoil. During this
heating process air is driven out of the jar and as it cools a vacuum seal is formed. This
vacuum seal prevents air from getting back into the product bringing with it
contaminating micro-organisms

Safe Canning Methods

There are two safe ways of processing food, the boiling water bath method and the
pressure canner method:

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 - The boiling water bath method is safe for tomatoes, fruits, jams, jellies, pickles and
other preserves. In this method, jars of food are heated completely covered with
boiling water (212 F at sea level) and cooked for a specified amount of time.

- Pressure canning is the only safe method of preserving vegetables, meats, poultry
and seafood. Jars of food are placed in 2 to 3 inches of water in a special pressure
cooker which is heated to a temperature of at least 240 F. This temperature can only
be reached using the pressure method. A micro-organism called Clostridium
botulinum is the main reason why pressure processing is necessary. Though the
bacterial cells are killed at boiling temperatures, they can form spores that can
withstand these temperatures. The spores grow well in low acid foods, in the
absence of air, such as in canned low acidic foods like meats and vegetables. When
the spores begin to grow, they produce the deadly botulinum toxins (poisons).

The only way to destroy these spores is by pressure cooking the food at a
temperature of 240 F, or above, for a specified amount of time depending on the type of
food and altitude. Foods that are low acid have a PH of more than 4.6 and because of
the danger of botulism; they must be prepared in a pressure canner.

The low acidic foods include:

 meats
 seafood
 poultry
 dairy products
 all vegetables

High acid foods have a PH of 4.6 or less and contain enough acid so that the
Clostridium botulinum spores cannot grow and produce their deadly toxin. High acidic
foods can be safely canned, using the boiling water bath method.

The high acidic foods include:

 fruits
 properly pickled vegetables

Certain foods like, tomatoes and figs, that have a PH value close to 4.6 need to have
acid added to them in order to use the water bath method. This is accomplished by
adding lemon juice of citric acid.

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Activities:

1.6 Answer the following questions.

1. What is the first step in food canning?

2. Why do manufacturers use a vacuum seal?

3. How many safe ways of processing food are there? Mention them.

4. When do we use the boiling water bath method?

5. What method is usually used for preserving vegetables, meats, poultry and seafood?

6. Is pressure processing of food necessary? Why?

7. Mention some of the high acidic foods.

1.7 Complete the following sentences with information from the text.

1 ………… is added to tomatoes and figs to accomplish the water bath method.

2. High acidic foods can be canned, using the ………… method.

3. The only way to destroy spores is by………. the food at a temperature of 240 F.

4. Spores grow well in low acid foods, in the ……… of air, such as in canned ……….
foods like meats and vegetables.

5. A vacuum seal ……… air from getting back into the product bringing with it
………. micro-organisms.

6. The boiling water bath method is safe for ………, ………, ………,…….. and other
preserves.

7. Though the bacterial cells are killed at boiling temperatures, they can form …………
that can withstand these temperatures.

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1.8 Re-read the text to find out the opposite of the following words.

spoil preserve

unsafe …………….

freezing …………….

allow …………….

presence …………….

cooled …………….

unnecessary ……………
less ……………

Pronunciation

1.9 How to pronounce the final –s

1. If the noun ends in an unvoiced consonant sound: /f/, /k/, /p/, /t/, /Ɵ/, pronounce "s"
as /s/.

2. When it ends in a voiced consonant sound, /b/, /d/, /g/, /l/, /m/, /n/, /ƞ/, /r/ or with a
vowel sound, /a/, /e/, /i/, /o/, /u/, pronounce "s" as /z/.

3. If it ends with /s/, /z/, /ʃ/, /ʒ/, /tʃ/, /dʒ/, pronounce "s" or "-es" as /iz/.

In other words, if the noun ends with a sound other than the 5 unvoiced consonants,
pronounce "s" with a /z/ (or with an /iz/ as the case may be).

Activity:

1.10 Pronounce the final –s of the following words.

tomatoes days boxes bridges spans writes beliefs hats

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Grammar
1.11 Conjunctions

a. Coordinating Conjunctions

They join words, phrases, or independent clauses of a sentence together. The word
coordinate (verb) means ―of the same order or importance; equal in rank.‖ So,
coordinating conjunctions often link similar grammatical parts of a sentence together
(i.e. parts of speech + parts of speech; phrase + phrase; clause + clause). Coordinating
conjunctions are:

and but or nor for yet so

Examples:

1. Yesterday, we watched a movie and a football game.

2. They went to the bookstore, but did not have time for the art gallery.
3. He has to paint the room tonight, so he cannot make it to her birthday party.
4. Let's meet at the museum or in front of the park.

b. Subordinating Conjunctions

They join an independent clause (contains both a subject and a verb and can act as a
complete sentence) and a dependent clause (also contains a subject and a verb, but is
not a complete sentence. Basically, dependent clauses cannot exist alone; they need to
be joined to an independent clause. The word (subordinate) means something of lesser
or unequal value. Subordinating conjunctions are:

after although as because before how if once since than

that though till until when where whether while

Examples:

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 1. They kept on studying (independent clause), although they were so tired
(dependent clause).
2. We decided to eat at home (independent clause), since we could not go to a
restaurant (dependent clause).
3. We looked on top of the refrigerator (independent clause), where he will often
hide his car keys (dependent clause).
4. He went to the dentist (independent clause) because his teeth were aching
(dependent clause).

c. Correlative Conjunctions

Correlative conjunctions come in pairs. The word (correlative) means a similar

relationship of some kind. Thus correlative conjunctions join similar concepts in
a sentence together.

Correlative conjunctions are:

both / and

not only / but also

either / or

neither / nor

whether / or

Examples:

1. We talked both to her teachers and her family.

2. He does not only speak Arabic, but also speaks English and French.
3. You can have either tea or coffee.
4. She neither liked the car nor the new bicycle.
5. Everything depends on whether he repairs his old car or buys a new one.

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Activities:
1.12 Use one of the conjunctions in the box to complete the sentences.

till neither/nor so or because whether/or although

1. He is ……….. reading ……… giving me the chance to read.

2. She did not pass the exam ……….the questions were so difficult.
3. This laptop is so expensive ……………… don't dream of buying it.
4. They have to wait in class ………. The teacher comes.
5. Do we need pens …..pencils to sign the papers?
6. Tell them to clean the yard ………they like it …..not.
7. She ate all the food ………..her mother told her not to do so!

1.13 Read the following sentences carefully and choose the right conjunction.

1. This book is …… mine ….. yours. (either/or , whether/or)

2. Has he seen the movie ……. heard about it? (but , or)

3. They cannot visit us today ……… they have an exam. (since , and )

4……..it is hot ….. cold, you have to go to school . (Whether/or , neither /nor)

5. We are going out to eat ……… we finish taking the test. (after , where)

6. ……… I was waiting in a bus station, I saw a car accident.(while , yet)

7.…… the apartment is close to the beach, we daily go to swim. (since, though)

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Safety Corner

1.14 Read the following instructions, close your book and then try to remember what
you have read.

To avoid food poisoning, try to do the following:

1. Cook the food thoroughly: This means using a meat thermometer when cooking
meat, fish, or chicken. All meats should be cooked to at least 145 degrees, but
poultry should be cooked to at least 165 degrees.

2. Cool food thoroughly: When putting away leftovers, allow food to cool down a bit
before placing it in the refrigerator.

3. Hand washing: Always wash your hands before cooking, after handling raw foods
(such as meat or chicken), after using the restroom, and before eating.

4. Avoid cross-contamination: This is what happens when you use the same knife,
counter, or cutting board to cut raw chicken, then raw vegetables for a salad, or fresh
fruits for dessert, or a loaf of bread.

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Writing

1.15 Jam making is one way to preserve food .Answer the following questions to make
a paragraph about jam making at home.

1. What kind of fruit do people usually use for jam making?

2. Should we cut the fruits into smaller parts or leave them whole?
3. What do we add to the fruit before boiling it?
4. After boiling the fruit, should we immediately put them in jars? Why?

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 Unit Two

Vocabulary

2.1 Write the names of the materials for the following figures in the blanks below.
Make use of the words in the box.

diamonds, uranium, potash, rock salt, coal, iron, gold, limestone, oil shale

-------------- -------------- --------------

potash uranium --------------

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2.2 Match the following synonyms.

1 rescued a on tenterhooks
2 emerged b wasted
3 applause c surfaced
4 gripped d whole
5 glued e set free
6 climax f motivation
7 ecstatic g clapping
8 entire h pinnacle
9 in vain i stuck
10 inspiration j overjoyed

2.3 Complete the following paragraph using the words in the box below.

several par applause glued trapped checks tense attracted

All thirty-three miners ____________ underground in Chile for 69 days have been
rescued. One by one, over a ____________ 22 hours, the men emerged into freedom
after spending over two months 700 metres underground. The men were met with wild
____________ and hugs from rescuers and family before being put on a stretcher and
taken to hospital for two days of medical ____________. They were all in surprisingly
good health, although one had pneumonia and ____________ had dental problems.
Their story had gripped the world since the mine collapse in August. Their rescue
____________ a TV audience on a ____________ with Neil Armstrong‘s first steps on
the moon or a football World Cup Final. Television stations across the globe were
reporting record viewing figures as people were ____________ to their TV sets.

Speaking

2.4 Iraq has been provided with a wealth of natural resources that have helped its
growth and development. Mention some materials that have been extracted by
mining.

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Reading

2.5 Try to judge whether the following sentences are true or false before you read the
text below.

1. Materials recovered by mining include only coal.

2. The oldest known mine is the "Lion Cave" in Northern Africa.
3. Mining in a wider sense comprises extraction of any renewable resource.
4. Working in a coal mine could be a very dangerous job.

2.6 Mining

Most substances obtained or extracted from the earth are gotten by mining. Mining
provides iron for steel making, salt for food, coal for fuel, and gold, silver, and
diamonds for jewelry. Mined materials also include stone for building, phosphate for
fertilizer, and gravel for highways.
There are many methods of mining, dependent on where and how a coal or mineral
deposit is found. Some substances are mined relatively cheap because they can be found
at or near the earth's surface. Some minerals are found as a compact mass, while others

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are widely scattered. Other mined materials are found far beneath the surface and
removed by tunneling deep underground. Some mined substances are located beneath
oceans, lakes, and rivers. Other minerals are concentrated in large bodies of water and
are obtained by pumping.

Materials recovered by mining include base metals, precious metals, iron, uranium,
coal, diamonds, limestone, oil shale, rock salt and potash. Any material that cannot be
grown through agricultural processes, or created artificially in a laboratory or factory, is
usually mined. Mining in a wider sense comprises extraction of any non-renewable
resource (e.g., petroleum, natural gas, or even water).

Mining of stone and metal has been done since pre-historic times. Modern mining
processes involve prospecting for ore bodies, analysis of the profit potential of a
proposed mine, extraction of the desired materials and finally reclamation of the land to
prepare it for other uses once the mine is closed.

The nature of mining processes creates a possible negative influence on the

environment both during the mining operations and for years after the mine is closed.
This influence has led to most of the world's nations adopting regulations to moderate
the negative effects of mining operations. Safety has long been a concern as well,
though modern practices have improved safety in mines notably .

Since the beginning of civilization, people have used stone, ceramics and, later,
metals found on or close to the earth's surface. These were used to manufacture early
tools and weapons, for example, high quality flint found in northern France and
southern England were used to create flint tools. Flint mines have been found in chalk
areas where seams of the stone were followed underground by shafts and galleries. The
mines at Grimes Graves are especially famous, and like most other flint mines. Other
hard rocks mined or collected for axes included the greenstone of the axe industry.

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 The oldest known mine on archaeological record is the "Lion Cave" in Southern
Africa. At this site, radiocarbon dating proves the mine to be about 43,000 years old.
Paleolithic humans mined mineral hematite, which contained iron and was ground to
produce the red ochre. Mines of a similar age in Hungary are believed to be sites where
Neanderthals may have mined flint for weapons and tools.

Working in a coal mine could be a very dangerous job. Accidents happen every day,
some of which were not recorded because they were so common. Frequent accidents
were due to roofs collapsing in the mine workings or explosions from dangerous gases
underground.

2.7 Read the text again and answer the following questions.

1. What is mining?
2. When does mining have been done?
3. Why are some mined substances cheap?
4. What have modern practices improved?

2.8 Fill in the blanks with the appropriate words from the list below.

(oil, ore, ground, jewelry, mining )

1. A tunnel is dug in the……….to take out minerals.

2. There are many methods of………., dependent on where and how mineral deposit is
found.
3. The recovered……….. is transported to refineries by pipeline.
4. Gold and silver are used in……….and high-end electronics.
5. A significant amount of processing is needed to convert……….into usable metal.

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Pronunciation

2.9 How to pronounce the final '-d' or '-ed' of the past tense forms.

There are 3 ways to pronounce the final -ed in a word.

1. -ed = /id/
2. -ed = /d/
3. -ed = /t/

How do you know which sound goes with which word? Look at these verbs:

missed hoped learned played wanted climbed booked moved

Which sound goes with which word?

1. If the last sound of the word is voiceless except t, the -ed will sound like /t/.

2. If the last sound of the word is voiced (uses some noise to make the sound) except d,
the -ed will sound like /d/.

3. If the last sound to the word is /d/ or /t/, the -ed will sound like /id/.

Now check your understanding.

Indicate the correct final sound for each word.

sounded snowed cleaned fainted laughed cried waxed packed

Grammar

2.10 The Passive Voice

Examples:

Active Nabeel builds a house.

Simple Present
Passive: A house is built by Nabeel.

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Active: Nabeel built a house.
Simple Past
Passive: A house was built by Nabeel.

Active: Nabeel has built a house.

Present Perfect
Passive: A house has been built by Nabeel.

Active: Nabeel will build a house.

will-future
Passive: A house will be built by Nabeel.

Active: Nabeel can build a house.

Modals
Passive: A house can be built by Nabeel.

Activities

2.11 Complete the following sentences.

1. They make shoes in that factory. Shoes -------------- in that factory.

2. People must not leave bicycles in the driveway. Bicycles ----------- in the driveway.

3. They built that skyscraper in 1934. That skyscraper ------------- in 1934.

4. The students will finish the course by July. The course -------------- by July.

5. They are repairing the streets this month. The streets ----------------- this month.

6. They make these tools of plastic. These tools --------------- of plastic.

2.12 Change the following sentences into passive form.

1. Jwan rescued three cats.

2. The students handed in the reports.

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3. Maria crashed into the blue car.
4. Alwan learned the poem.
5. The mechanic has not repaired the DVD recorder.
6. The girls had lost the match.

Safety Corner

2.13 Read the following safety instructions, close your book and then try to
remember what you have read.

1. Keep hands and clothing away from moving parts.

2. Wear eye protection when handing fuel, cleaning fluid, oil or brake fluid.
3. Wear safety glasses when drilling, grinding or hamming metal.
4. Wear a hard hat and safety shoes, when required.
5. Wear gloves to protect your hands when changing cables.
6. Wear safety goggles and protective clothing when handling molten metals; zinc, lead.
7. Store dangerous fluids in a suitable place. Allow no smoking in the area.
8. Never start an engine within an enclosed area. Exhaust fumes can kill.

Writing

2.14 Write a composition on 'Mining Techniques' by rearranging the following steps.

1. analysis of the profit potential of a proposed mine,

2. modern mining processes involve prospecting for ore bodies,
3. and finally reclamation of the land to prepare it for other uses once the mine is
closed.
4. extraction of the desired materials

27
 Unit Three

Vocabulary
3.1 Fill in the blanks with the suitable word from the box.

search engine blog web broadband MP3

click surf upload online homepage

1. The internet is also called the ________. (web)

2. We ________ on the web. (surf)
3. Google is an example of a _________. (search engine)
4. The opposite of download is __________. (upload)
5. People love to download music in _________ format. (MP3)
6. To select an internet link, you __________ it. (click)
7. If something is on the internet, it is __________. (online)
8. A fast internet connection is called a __________. (broadband)
9. A __________ is an online diary or journal. (blog)

10. __________ is the index page of a website. (homepage)

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3.2 Match internet terms in List A to their functions in List B.

List A List B

1. E-mail (b) a. a secret word that only you and your parents know
2. Cursor b. a letter you send through your computer
3. Username(e) c. a hidden program that can hurt your computer
4. Internet address(h) d. advertising that comes to your e-mail address
5. URL(f) e. a name you choose for yourself that isn‘t your real name
6. Chat Room(m) f. an Internet address (Uniform Resource Locator)
7. Virus(c) g. a place on the Internet you can visit
8. Password (a) h. another way to say URL
9. SPAM(d) i. the world that only exists in the computer and your head
10. Blog(l) j. a worldwide system of computers
11. Cyberspace(i) k. another way to say ―username‖
12. Internet (j) l. a journal you keep on the Web: short for Web log
13. Web-site (g) m. a place where you talk by typing.
14. Browser (n) n. a computer program which allows you to look at pages.

Speaking

3.3 A customer is seeking an online advice for his car. Play the role with your
classmate.

Help Line: "General Motors Help Line. How can I help you?"

Customer: "My car ran fine for a week and now it won't go anywhere!"

Help Line: "Is the gas tank empty?"

Customer: "Huh? How do I know?"

Help Line: "There's a little gauge on the front panel with a needle and markings
from 'E' to 'F'. Where is the needle pointing?"

Customer: "It's pointing to 'E'. What does that mean?"

29
 Help Line: "It means you have to visit a gasoline vendor and purchase some more
gasoline. You can install it yourself or pay the vendor to install it for you."

Customer: "What? I paid $12,000 for this car! Now you tell me that I have to
keep buying more components? I want a car that comes with everything
built in!"

Reading
3.4 Try to answer the following questions before reading the text below.

1. Do you know how the internet works?

2. What are the advantages of using the internet?

The Internet
Twenty years ago, kids in school had never even heard of the internet. Now, I'll bet
you can't find a single person in your school who hasn't at least heard of it. In fact,
many of us use it on a regular basis and even have access to it from our homes! The 'net'
in 'internet' really stands for network. A network is two or more computers connected
together so that information can be shared, or sent from one computer to another. The
internet is a vast resource for all types of information. You may enjoy using it to do
research for a school project, downloading your favorite songs or communicating with
friends and family. Information is accessed through web pages that companies,
organizations and individuals create and post. It's kind of like a giant bulletin board that
the whole world uses! But since anyone can put anything on the internet, you also have
to be careful and use your best judgment and a little common sense.

The Internet is a vast network that connects many independent networks spanning
over 170 countries in the World. It links computers of many different types, sizes, and
operating systems, and, of course, the many people of those countries that use the
internet to communicate.

31
 The one thing all these different computers have in common is the use of the Internet
Protocol, abbreviated as IP, which allows computers of different types to communicate
with each other. You will often see reference to the longer abbreviation, TCP/IP, which
stands for Transmission Control Protocol/Internet Protocol. Your own computer uses
TCP/IP software to enable it to link to this service.

The Internet Protocol makes it possible for you to communicate in various ways, find
things that interest you, and exchange information and files. The most common things
you can do are:

 Getting information on almost any subject by searching the web.

 Sending and receiving email or chat or exchanging messages with people all over
the world.
 Joining discussion groups about a common subject with message boards,
newsgroups and email discussion lists.
 Getting or exchanging software and files with the File Transfer Protocol (FTP)
 Exploring the World Wide Web, which can use all of the above,
 Publishing your own material on the web in blogs, message boards, or your own
web pages.

3.5 Now check your answers to 2.3 and write down the correct answers in your
copybook.

31
Activities

3.6 Read the text again to answer the following questions.

1. What is a network?
2. What does the Internet Protocol provide?
3. Who create and post information through web pages?

Pronunciation
3.7 English Voiceless Consonant Sounds

/p t k θ f s ƒ tƒ h/

Pronounce the following words:

put apple map take hunter helped cat school

Decide if the final consonants in the following words are voiced or voiceless.

washed coats organized started traveled shells gloves changed listened

watched books wheels lived dreams seats dropped exchanged globes carts

Grammar
3.8 Time Clauses

Using Before, After, While and When

We use these words (before, after, while and when) to introduce time clauses to
tell when something happens.

Muhanned washed the floor before he watched the soccer match.

Muhanned washed the floor after the soccer match.

32
Muhanned washed the floor when the soccer match ended.
Muhanned washed the floor while he was watching the soccer match.

In all of these cases, Rudy washed the floor. However, we have to look at the time
clauses to see when the floor was washed.

Time
before he watched the soccer match
clauses:
after the soccer match
when the soccer match ended
while he was watching the soccer
match

In all of these examples, the main (independent) clause is "Rudy washed the
floor". The time clause simply states the relationship of other actions (watching
the soccer match) to the activity in the main clause.

Let's analyze the time sequence—with another example.

The phone rang after we ate dinner.

(First we ate our meal, and then the phone rang.)

The phone rang before we ate dinner.

(First the phone rang, and then we ate.)

The phone rang when we started dinner.

Also: The phone rang as we ate dinner.
(We started to eat and the phone rang at the same time.)

The phone rang while we were eating dinner.

Also: The phone rang as we were eating dinner.
(This is the same as above, but with the progressive tense [-ing]).

33
Form:

Independent clause Dependent clause

The phone rang before we ate dinner.

The phone rang is an independent clause. It can stand alone grammatically.

Before we ate dinner is a dependent clause. It needs an independent clause to be a

complete sentence. It is a sentence fragment when it is used alone.

Punctuation:

The phone rang before we ate dinner.

Before we ate dinner, the phone rang.

When the independent clause comes first in the sentence, no comma is needed.
When the dependent clause comes first in the sentence, the clauses are separated
by a comma.

Cause and Effect

You can use when or after to explain some cause and effect situations.

Effect: He got a flat tire (puncture).

Cause: He ran over some glass.

He got a flat tire after he ran over some glass.

After he ran over some glass, he got a flat tire.

Cause: It rained.
Effect: Our paint job was ruined.

When it rained, our paint job was ruined.

Our paint job was ruined when it rained.

34
Activities:

3.9 Combine the following sentences using the conjunction between brackets.

1. Rafid studied very hard.

He took the exam on Thursday. (before)

2. Anas was thoroughly exhausted.

He ran the Marathon. (after)

3. The doorbell rang.

Abdullah was taking a shower. (when or while)

4. Hamza was eating his dinner.

He was watching the news on TV. (while)

5. Bilal was backing into a parking space.

He heard a crunch. (when)

3.10 Now supply the suitable conjunction.

1. Yosuf had an appointment with the dentist.

He had a toothache.

2. Layla cried for weeks.

Her mother died.

3. Anwer was eating dinner.

His friend called to ask about the assignment.

4. The chief engineer had to stay home for three weeks.

He injured his back.

35
FUTURE TIME CLAUSES

Read the example sentences

WHEN

When I finish writing the reports, I will go out with my friends.

She will move to Hilla when she finds a good job.

When the party is over, we‘ll clean the house.

BEFORE

Before I go to Erbil, I‘ll book a room.

Murad will visit all his relatives before he joins the army.

They won‘t transfer any players before they sign the advertising agreement.

AFTER

After her sister prepares dinner, they‘ll invite their neighbours.

My father will buy a new car after he saves enough money.

What will you do after you finish the French course?

AS SOON AS

They will go to the beach as soon as they have their breakfast.

All the players in the national team will go on holiday as soon as the Europian
Championship is over.

Don‘t worry mom. I will phone you as soon as I arrive Paris.

UNTIL

You can go out. I will wait until she calls.

They won‘t start the match until the rain stops.

I won‘t buy anything new until I pay all my debts.

36
IF

If I go home early tonight, I will watch the Olympic Games.

Thamir will buy a new TV set if the prices goes down.

If you pass the test, what will you do?

HAVE YOU NOTICED THE STRUCTURE?

When, after, before, as soon as, until, if are followed by SIMPLE PRESENT TENSE.

Main clauses in these sentences are followed by future ‗will‘.

Activities:

3.11 Fill in the blanks with the correct form of the verbs.

1. When the manager _______ (arrive), they _______ (start) the meeting.

2. If he _____ (reach) the sales target this year, the company ______ (award) him.

3. After she _____ (find) a good house, she_____ (buy) some new furniture.

4. If Alex ____ (feel) better at the weekend, he ____ (play) in the match against Milan.

5. I will have to finish the reports before the manager _____ (call).

Internet Advices

3.12 How can you uninstall a software programme?

Read the following steps, close your book and then try to remember what you have
read.

To uninstall software programs follow the following steps.

a. Click on Start.
b. Click on Control Panel.

37
c. Under Programs click on Uninstall a Program.
d. Select your software.
e. Click uninstall.

Writing

3.13 Answer the following questions in a continuous paragraph. Choose a suitable title.

1. Does your family have wireless Internet access in your home?

2. How often do you use the Internet?

3. Do you use the Internet for fun or education?

4. How can the internet help you learn English? How do you take advantage of this?

5. Do you think that the Internet will replace Libraries?

6. What are the other advantages that young people can get from using the internet?

38
 Unit Four

1. Fill in the blanks with (and but or so).

1. Jawad was cold, ---------- he put on a coat.

2. Maryam tried to read a novel in French, ----------- it was too difficult.
3. To get from Vancouver to Victoria, you can fly, ------------- you can ride the ferry.
4. I bought a bottle of pepsi, ------------- we drank it together.
5. The waiter was not very nice, ------------- the food was delicious.
6. I went to buy a CD, ------------ the shop didn't have it.
7. Anna needed some money, ------------ she took a part-time job.
8. Fatima has a guitar, ------------- she plays it really well.
9. The concert was cancelled; ------------- we went to the club instead.

2. Choose the best conjunction for each sentence.

1. ________ she doesn't speak English, she can't go to university in Canada.

(since / whereas)

2. ________ my wife likes to travel abroad, I prefer to stay at home for my vacations.
(since / whereas)

3. He passed the exam first time ______ I had to retake it three times. (while / as)

4. I will be late today ________ my car has broken down. (because / though)

5. Linda got the job ________ she had no experience. (even though / as)

6. ________ it was raining, I didn't get wet. (although / because)

39
 7. I don't drink coffee ________ it makes me nervous. (although / as)

8. John couldn't buy any Christmas presents ________ he didn't have any money.
(because / even though)

3. Combine the sentences using the subordinating conjunction at the end of the
sentence.

For example:

I put my coat on. It was cold. (because)

I put my coat on because it was cold.

You should stay away from bears. They are dangerous. (because)

Surfing is fun. It can be dangerous. (though)

I took my umbrella. It was raining. (as)

Some apples are red. Others are green. (while)

The boat could not move. There was no wind. (since)

41
4. Change the following sentences into passive voice.

1. I can answer the question.

2. You should open the window.

3. We might play cards.

4. He must fill in the form.

5. Will the teacher test our English?

6. Millions of people will visit the museum.

7. Our boss will sign the contract.

8. They will not show the new film.

9. Kerrie has paid the bill.

10. I have eaten a hamburger.

11. They have not read the book.

12. She sang a song.

13. We stopped the bus.

14. She didn't win the prize.

15. Did he send the letter?

5. Complete these sentences with (if, unless, when, as soon as or until).

1. We‘ll never get there on time __________ mother gets ready quickly.

2. I‘m so excited. I‘m going to get my hair cut ________ we get there!

3. I‘d take that job _________ the salary was better.

4. I‘ll take driving lessons ________ I finish school. I‘m not in a hurry.

5. I can‘t go to the office ________ I‘ve found my car keys!

6. We won‘t be able to buy a new car _________ we‘ve saved enough money.

7. I‘d buy myself an up-to-date iPhone __________ I had a really good job.

41
 Unit Five

Vocabulary
5.1 Fill in the blanks with words from the list below.

------------------ --------------------- -------------------- ------------------

( robot , sensor , actuator, crane )

5.2 Match the words in List A with their definitions in List B.

List A List B
1. actuator a. a branch of mathematics which focuses on limits, functions and
derivations.
2. sensor b. a kitchen appliance that cooks or heats food by dielectric heating.
3. microwave c. a mechanical device for moving or controlling a machine or system.
oven
4. interface d. a device that measures a physical quality and converts it into a
signal.
5. calculus e. a point of interaction between two systems or work groups.

42
Speaking
5.3 Robots are mechatronic devices that can do many jobs.
1. Discuss with your teacher and classmates the various jobs a robot can perform.
2. State whether you are for or against the idea of making robots do what humans can
do.
3. Give reasons to defend your point of view.

5.4 Guess what mechatronic devices can be used at home, school, and offices. Make a
list in your mind, share your classmate's ideas and ask your teacher to give you some
help.

Reading
5.5 Try to answer the following questions before you read the text in 5.6
1. What are Mechatronics?
2. What do actuators do?
3. Do sensors allow the microprocessor to monitor the state?
4. What do electronics connect?
5. How do Mechatronics change?
6. Which products are better; mechatronic products or their counterparts?

fields that make up mechatronics

43
5.6 Mechatronics

Mechatronics is a branch of engineering which involves the idea of mechanical and

electronic engineering into a whole .In particular, it covers those areas of engineering
connected with the increasing integration of mechanical, electronic, and software
engineering into a production process.

The term mechatronics means that the product or production process involves a
mechanical structure containing actuators (usually motors to make things move), a
microprocessor to control the overall operation of the system, sensors to allow the
microprocessor to monitor the state of the system and electronics to connect the other
parts together.

Mechatronics combine traditional fields of mechanical engineering and electrical

engineering, fused together or computer science and mathematics. The application of
mechatronics in everyday life ranges from power systems to transportation; optical
telecommunications to biomedical engineering, along with a long list of related
disciplines. Mechatronic systems exist in almost every science, mechanical or industrial
fields. It is a dynamic field that changes daily with the rapid improvements in
technology and computer systems.

Mechatronic devices have many advantages over their older counterparts. They can
be given improved functionality. They can be self-adjusting so that, although
manufactured to wider tolerances (and hence cheaper to make), they function better
than the non-mechatronic equivalent. The intelligent use of sensing allows mechatronic
white goods such as clothes dryers to adjust their operation based on the dampness of
the clothes. Washing machines can sense the amount of dirt in the washing load and
vary their use of water and electricity to suit, and chemical sensors in microwave ovens
can monitor the smell of food to ensure that it is cooked perfectly.

Every day you come into contact with the products of mechatronics engineering:
modern cars, CD and DVD players, microwave ovens, dishwashers, clothes washing
machines, even some electric jugs. The processes and production lines used to make
these and many other products are also mechatronic in nature.

If you want to study Mechatronics, you would require taking a good deal of
engineering courses. You could expect to take a good deal of Calculus, Computer
classes, and also some specific engineering classes. Depending on the institution , you
may also take some Chemistry, Robotics, Mechanics and Dynamic courses .Basically ,
you could expect to learn a great deal of Math and Physics.

44
Now check your answers for 5.5

5.7 State whether each of the following sentences is true or false.

1. Mechatronics can be self-adjusting.
2. Mechatronic products have many advantages over their counterparts.
3. The demand for mechatronics graduates is high.
4. Mechatronic washing machines cannot sense the amount of dirt in the washing load.
5. Mechatronics is a dynamic field.
6. Mechatronic systems exist only in mechanical fields.

45
Pronunciation
5.8 Consonants (Revision)
English voiced consonants
1. /b/ as in boy able black book breakable cable
2. /d/ as in door double dig friend idle body
3. /g/ as in glass goal bag get ugly fig
4. /ð/ as in mother this there either bother
5. /v/ as in very wave evening I‘ve love vast
6. /z/ as in zero is glaze phase phrase crazy
7. /З/ as in pleasure treasure usually garage leisure measure
8. /dЗ/ as in bridge carriage village age gentle gem
9. /m/ as in number man move am humble bomb
10. /n/ as in name no window under now can
11. /ŋ/ as in wing bring sing angry hang rang
12. /l/ as in like link lovely yearly island look
13. /r/ as in ready ring bring drink fry cry
14. /w/ as in week won wonder wave quick twin
15. / j/ as in year you misuse fuse excuse yawn

Activity:
5.9 In each of the following sets of words, all words end with the same consonant sound
except one. Can you find that?

1. urge usage heritage teach

2. top lamp robe stop
3. stopped managed looked laughed
4. of knife off enough
5. back knock dog picnic

46
 6. month wealth death with
7. six gas is face
8. wives steps chaps looks
9. fish garage rush push
10. announced moved happened dried

Grammar
5.10 Relative Clauses
Study the following examples:
1. I hate coffee shops where they play loud music.
2. I don't like films which have sad endings.
3. I admire people who have traveled a lot.
4. I look forward to weekends when I can stay at home.
5. I was invited by the professor whom I met at the conference.
6. I don‘t like the table that stands in the kitchen.
7. Do you know the boy whose father is a fireman?
All the sentences above contain relative clauses which begin with (where, which,
who, when, whom, that, whose) that modify the preceding noun (shops, films, people
and weekends).

Activities:

5.11 Join the following sentences to make one sentence using a relative pronoun when
necessary. If the relative pronoun is unnecessary, put it in brackets.

1. There's the boy. He broke the window.

2. My friend came to the party. He's a policeman.

3. These are the policemen. They caught the thief.

4. What's the name of the lady? She was wearing the blue dress.

47
5. I gave her a watch. It stopped after two days.

6. Here are the letters. They arrived this morning.

7. That's the house. I was born in it.

5.12 Fill in the blanks with the appropriate relative pronouns ‗who, which, whom‘. Note
that you may use the relative pronoun more than once.

1. I saw the river ......... you told me about.

2. Where‘s the man ......... came early?
3. What about the teacher ......... teaches you English?
4. Show me the boy to ........ you gave the ball.
5. The car ........ you bought is cheap.

Safety Maintenance
5.13 Read the following tips, close your book and then try to remember what you have
read.

 Perform maintenance on a regular schedule. Record the dates of maintenance for

each piece of equipment for future reference.
 Follow the maintenance recommendations in your user manuals and routinely
adjust brakes, clutches, and drives.
 Keep all parts of your equipment, especially steering, ignition, exhaust system,
and brakes, in top condition.

48
Writing

5.14 Write an essay about 'The Advantages of Mechatronics in Life'. Include the
necessary information you have studied in (5.7). Ask your teacher to help you
doing this essay.

49
 Unit Six

Vocabulary

6.1 Match the following pictures to the type of pollution below.

………………… ………………… ………………… …………………

………………… ………………. ………………..

(diesel pollution nuclear pollution water pollution traffic pollution

air pollution drainage pollution environment pollution )

6.2 Fill in the blanks with the suitable word from the box below.

carbon monoxide balance conservation acid rain leaked out ecology

contaminated harmful inhale atmosphere detergents waste

1. …………….. is very harmful to the environment.

2. The Earth's ………….. is a thin layer of gases that surrounds the Earth.
3. Nature's …………… might be disturbed.
4. ……………… is emitted by cars.

51
5. The soil has been ……………….
6. Try to use …………… that are perfume free.
7. Do not …………. the dust, it's dangerous.
8. Oil pollution could damage the ……………. of the costs.
9. Energy ……………. is a process of saving energy.
10. Air pollution is ……………. to everyone.
11. Industrial ……………. can contain small amounts of radioactive materials.
12. Oil …………… of the tank.

6.3 Match the words in list A with their definitions in list B.

1. hazardous waste a. rain that contains harmful chemicals

2. pollution b. garbage that is produced by people in a household
3. ventilation c. placing waste in an area that is not appropriate
4. acid rain d. garbage that is harmful to health
5. pollutant e. something that causes damage to the environment
6. domestic waste f. the contamination of the environment
7. smog g. waste that humans put down drains
8. toxins h. air pollution caused by a reaction between chemicals
9. sewage i. poisonous materials that can cause disease
10. dumping j. the replacement of unclean air with fresh air

Speaking

6.4 Share your answers to the following questions with your classmates.

1. What are some types of pollution?

2. How can you reduce pollution in your country?
3. What are some things which you recycle?
4. What do you think of people who smoke cigarettes indoors?
5. Do you think global warming is real?

51
Reading

6.5 State whether the following statements are true or false before you read the text
below.

1. Pollution is caused by industrial waste.

2. Water pollution is dangerous to life.
3. Factory workers should reduce industrial waste
4. Industrial Pollution hurts only human life.
5. Global environment is affected by factory waste.

6.6 Industrial Pollution

Industrial pollution is pollution which can be directly linked with industry, in

contrast to other pollution sources. This form of pollution is one of the leading causes of
pollution worldwide.

There are a number of forms of industrial pollution. One of the most common is
water pollution, caused by dumping of industrial waste into waterways, or improper
containment of waste, which causes leakage into groundwater and waterways. Industrial
pollution can also impact air quality, and it can enter the soil, causing widespread
environmental problems.

Because of the nature of the global environment, industrial pollution is never limited
to industrial nations. Samples of ice cores from Antarctica and the Arctic both show
high levels of industrial pollutants, illustrating the immense distances which pollutants
can travel, and traces of industrial pollutants have been identified in isolated human,
animal, and plant populations as well.

52
 Industrial pollution hurts the environment in a range of ways, and it has a negative
impact on human lives and health. Pollutants can kill animals and plants, imbalance
ecosystems, degrade air quality radically, damage buildings, and generally degrade
quality of life. Factory workers in areas with uncontrolled industrial pollution are
especially vulnerable.

A growing awareness of factory pollution and its consequences has led to tighter
restrictions on pollution all over the world, with nations recognizing that they have an
obligation to protect themselves and their neighbors from pollution. However, industrial
pollution also highlights a growing issue: the desire of developing nations to achieve
first world standards of living and production. As these countries industrialize, they add
to the global burden of industrial pollution, triggering serious discussions and
arguments about environmental responsibility and a desire to reach a global agreement
on pollution issues.

Activities

6.7 Read the text again to find answers to the following questions.

1. What are the causes of water pollution?

2. Does industrial pollution have a negative impact on human lives and health? How?
3. Do nations impose restrictions to reduce pollution?

6.8 Use the underlined words in new meaningful sentences.

53
Pronunciation

6.9 English Vowels

Activity:

6.10 Indicate the vowels in each of the following words.

brother ahead teacher forward warm word thirty calm world

earn come front begin seen more heart clerk many order

Grammar

6.11 Clauses of Results

A. {…..such…..that….}

Examples
1. He has such big feet that he can't buy shoes to fit him.
2. He is such a slow worker that he never finishes in time.
3. It was such an easy exam that everyone passed it.

In the examples above, 'such' is used before an adjective + noun.

54
B. {…..so ….that….}

Examples
1. His feet are so big that he can't buy shoes to fit him.
2. He works so slowly that he never finishes in time.
3. The exam was so easy that everyone passed it.

In the examples above, 'so' is used before adverbs or adjectives.

Note:
We also used 'so' with 'much' and 'many'.

Examples
1. I make so many mistakes that I always get low marks.
2. He drank so much milk that he got quite fat.

C. {... too…. to ….}

Examples
1. The house is too small to live in.
2. Democracy is too hard to achieve.
3. The problem is too difficult to solve.

In the examples above, 'too' is used before adjectives and 'to' before an infinitive verb of
the result.

55
Activities:

6.12 Fill in the blanks with 'so' or 'such.

1. …… heavy traffic 2. ……… much dust 3. ………. a long queue

4. …. many tourists 5. …… high buildings 6. ……. A crowd of people

6.13 Join the following pair of sentences with 'so … that' or 'such … that'.

1. The teacher spoke fast. I couldn't understand the lesson.

2. It was a short holiday. We couldn't visit all the places.
3. The level of the oil is low. The engine may not start.
4. It rained heavily. Nobody could attend the match.
5. I live in a small town. I go to work on foot.

6.14 Join the following pair of sentences with 'too … to'.

1. The engine is too hot. It may not start.

2. The plane is flying high. It cannot be seen.
3. The story was amazing. I cannot forget it.

Safety Corner

6.15 Read the following safety advices, close your book and then try to remember what
you have read.

1. Avoid spitting in public places.

2. Put wastes in dustbins.
3. Don't spill oil into the sewage manhole.
4. Don't inhale poisonous gases.
5. Keep away from polluted sites.

Writing
6.16 Write a composition on how to maintain your house.

56
 Unit Seven

Vocabulary

7.1 Identify the person who is doing the maintenance in the following pictures.

7.2 Fill in the blanks with the suitable word from the list below.

(available, valve, emergency, electrical, main, systems)

In case of emergency, home owners should know the location of:

1. The --------- water shut-off valve.

2. The gas shut off ---------.
3. The shut-off switches for the heating and air conditioning ---------.
4. The --------- shut-off switches.
5. Extra house keys are --------- in case of an emergency.
6. A list of --------- phone numbers.

Speaking

7.3 Discuss in pairs the following questions.

1. What are the things you can fix at home?

2. Do you have the tools to fix things? What do you have?

57
 3. Is it important to have a tool kit at home? Why?
4. What are the things that you cannot fix and you employ a specialist for?

Reading

Maintenance

7.4 Try to answer the following questions before you read the text below.

1. What does maintenance mean?

2. What do routine actions of maintenance help keeping?
3. What do the actions of maintenance include?
4. What are the types of maintenance?
5. Which is more expensive; the preventive or the corrective maintenance? Why?

Maintenance involves fixing any sort of electrical or mechanical device when it

becomes out of order or broken (known as repair, unscheduled maintenance). It also
includes performing routine actions which keep the device working (known as
preventive maintenance) or prevents trouble from arising (scheduled maintenance).

Maintenance may be defined as: all actions which retain or restore an item in or to a
state in which it can perform its required function. The actions include the combination
of all technical and corresponding administrative, managerial, and supervision actions.

Maintenance operations can be categorized by whether the product remains the

property of the customer, i.e. a service is being offered, or whether the product is
bought by the reprocessing organization and sold to any customer wishing to make the
purchase.

The former of these represents a closed loop supply chain and usually has the scope
of maintenance, repair or overhaul of the product. The latter of the categorizations is an

58
open loop supply chain and is typified by repair and remanufacture. The main
characteristic of the closed loop system is that the demand for a product is matched with
the supply of a used product. Neglecting benefit write-offs and exceptional activities the
total population of the product between the customer and the service provider remains
constant.

Maintenance types:

Generally speaking, there are two types of maintenance in use:

- Preventive maintenance, where equipment is maintained before break down occurs.

This type of maintenance has many different variations and is subject of various
researches to determine best and most efficient way to maintain equipment. Preventive
maintenance is effective in preventing age related failures of the equipment.

- Corrective maintenance, where equipment is maintained after break down. This

maintenance is often most expensive because worn equipment can damage other parts
and cause multiple damage.

7.5 Read the text again to complete the following.

1. Maintenance includes ----------- any out of order device.

2. Performing routine actions means -------------.
3. In a closed loop supply chain, product --------------.
4. In an opened loop supply chain, product -------------.
5. Preventive maintenance is effective in ------------.
6. In preventive maintenance, equipment is maintained ------------ where in
corrective maintenance, equipment is maintained --------------.

7.6 Make sentences by matching the beginnings (1 - 5) with the endings (a - e).

1. Maintenance keeps the device ………..

59
 2. It aims at retain an item to a state in which ………..
3. In the closed loop system, the demand for a product ………
4. Preventive maintenance is effective in …………
5. Corrective maintenance is expensive because …………

a) preventing age related failure of the equipment.

b) is matched with the supply of a used product.
c) in a working order.
d) worn equipment can damage other parts and cause multiple damage.
e) it can perform its required function.

Pronunciation

7.8 English Diphthongs

1. /ou/ as in: over open phoned load

2. /au/ as in: out house now how
3. /ai/ as in: eyes island I'm five
4. /ei/ as in: aim age ache make
5. /oi/ as in: oil ointment boil noise
6. /iә/ as in: ears clearly feared near
7. /uә/ as in: sure purely doer fewer
8. /eә/ as in: air fair bear aeroplane

Activity

7.9 Pronounce the following words and then write the diphthong sound in the
blank.

cloud ----- nice ---- poor ---- may ---- dear ---- toy ---- go ----- hair ----

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Grammar

7.10 Clauses of Contrast

- Noor is poor but she is happy.

- He didn‘t want their help, but he had to accept it.

1. ALTHOUGH + SUB + VERB

o Although it snowed heavily, Yousif came to the meeting.

o Even though he is very talented, he isn‘t very successful.

o Though he is very talented, he isn‘t successful.

o He is very talented, but he isn‘t successful though. [informal]

2. IN SPITE OF / DESPITE

o + -ING

o + NOUN

o + THE FACT THAT + SUBJ + VERB

o In spite of living here for years, they didn‘t like it.

o In spite of the weather, …

o Despite the fact that it is raining,

3. In spite of / despite

o It is raining. Yet, we‘ll go on a trip.

Activities

7.11 Join the pair of sentences with although.

Adil isn‘t well- paid. Ha has a very important job.

Although Adil has a very important job, he isn‘t well- paid.

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 1. Muna wasn‘t wearing a coat. It was very cold.
2. Sami has enough money. He doesn‘t have a computer.
3. Nadia was hungry. She didn‘t eat much.
4. It was late. The children didn‘t sleep.
5. Hani likes cars. He doesn‘t have one.

7.12 Complete the sentences with although, in spite of, despite or but.

Although it rained heavily, they enjoyed the holiday.

1. My brother slept ------------ it was very hot.

2. Noor is very rich ------------ he isn‘t happy.
3. Maha went to work ----------- she was ill.
4. ------------- working hard, Duraid couldn‘t finish the report.
5. Salwa couldn‘t buy a laptop ------------ the fact that she was saving money.
6. ------------- being young, Hala couldn‘t walk for distances.

7.13 Join these sentences using the word in brackets.

He went out. He was tired. (despite)

He went out despite being tired.

1. I enjoyed the movie. The story wasn‘t my type. (in spite of)
2. She went to work early. The traffic was terrible. (but)
3. They are not rich. They are happy. (in spite of)
4. I feel tired. I slept well. (although)
5. We are neighbours with the Browns. We hardly see each other. (despite)
6. He was injured. He managed to go to the nearest hospital. (although)

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Safety Corner

7.14 Read the following safety advices, close your book and then try to remember what
you have read.

Few maintenance tips

1. Wash and wax your car regularly to protect the paint.

2. Regular oil changes are very important to keep your engine in a good shape.
3. Change transmission fluid regularly.
4. Try to avoid overheating the engine; this may cause serious problems.
5. Brakes, steering and suspension can be properly inspected when the car is on the lift.

Writing

7.15 Write an e-mail message to a maintenance mobile workshop asking for assistance
to repair your house security system. Your letter should contain references to how,
when it can be done and how much you should pay.

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 Unit Eight

1. Read and then memorize the following brain damaging habits.

1. No Breakfast
People who do not take breakfast are going to have a lower blood sugar level. This
leads to an insufficient supply of nutrients to the brain causing brain degeneration.

2. Overeating
It causes hardening of the brain arteries, leading to a decrease in mental power.

3. Smoking
It causes multiple brain shrinkage and may lead to Alzheimer disease.

4 High Sugar consumption

Too much sugar will interrupt the absorption of proteins and nutrients causing
malnutrition and may interfere with brain development

5. Air Pollution

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The brain is the largest oxygen consumer in our 20 body. Inhaling polluted air
decreases the supply of oxygen to the brain, bringing about a decrease in brain
efficiency.

6. Sleep Deprivation
Sleep allows our brain to rest. Long term deprivation from sleep will accelerate the
death of brain cells.

7. Head covered while sleeping

Sleeping with the head covered increases the concentration of carbon dioxide and
decrease concentration of oxygen that may lead to brain damaging effects.

2. Complete the following sentences with a suitable relative pronoun.

1. That is the man -------- helped me when I fell down in the street.
2. Is that your car? No, mine is the one -------- is parked just opposite the bank.
3. That is the woman -------- complained about the room service.
4. This is the park -------- we first met. Do you remember?
5. So, Abdullah is the man -------- son came on the school trip with us? I didn't
know.
6. If you have any question, ask the girl ----- is standing at the desk. She'll help you.
7. They had to put away the dog -------- bit the boy. It was too dangerous.
8. I'm looking for a person -------- surname begins with a "k".
9. Do you still go to that place -------- we used to go as students?
10.The heating is not working. Do you know anyone -------- can fix it?

3. Join the following sentences using relative pronouns beginning with the words given.
Omit the pronoun if possible.

1. The girl is my sister. I'm talking to the girl.

The girl -------------------------------- is my sister.

2. This is the chair. The carpenter repaired it last week.

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 This is the chair --------------------------------------.

3. She is married to a man. He is richer than her.

She is married to a man ----------------------------.

4. She is the friend. She helped me with my homework.

She is the friend -------------------------------------------.

5. That is the swimming-pool. I used to go swimming there.

That is the swimming-pool -----------------------------------.

6. That is the man. His wife is a famous actress.

This is the man ------------------------------------.

7. A doctor examined me last Friday. He was really kind.

The doctor --------------------------------- was really kind.

8. The woman called the police. Her car had been stolen.

The woman ------------------------------ called the police.

9. I went to a restaurant last week. It was very expensive.

The restaurant ------------------------- was very expensive.

10.I saw a film last night. It was very interesting.

The film -------------------------------- was very interesting.

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4. Complete the sentences below with although - despite - in spite.

1. ___________ the weather was bad, we enjoyed our trip.

2. The children slept well ____________ the noise.

3. ________________ earning a low salary, Linda gave money to her parents.

4. John rarely sees Paul ___________ they live in the same town.

5. Julie failed the exam ____________ of working very hard.

6. ____________ it was cold, she didn't put on her coat.

7. Tom went to work ___________ not feeling very well.

8. Anna never learned the language ___________ she lived there for two years.

9. ____________ of the difficulty, they managed to climb to the top of the mountain.

10. I couldn't eat _____________ I was very hungry.

5. Rewrite the following sentences using so…that.

Example:

He is too proud to admit his mistake.

He is so proud that he admits his mistake.

1. The bag is too heavy for me to lift.

2. He is too weak to walk.
3. This news is too good to be true.
4. He is too young to travel alone.
5. He was too late to catch the train.
6. The case is too urgent to be postponed.
7. He is too short to be a good basketball player.

67
8. It is too late for us to start a new lesson.
9. He is too young to understand the consequences of his action.
10. It is too early to predict the outcome.
11. He is too simple-minded to be a successful businessman.

6. Fill in the blanks with 'so' or 'such'.

1. He was ------- nervous that he broke his glass.

2. Today is -------- a nice day that we can go walking.

3. She is ------- shy that she doesn't want to come with us.

4. This restaurant provides ------- tasty food that it is always crowded.

5. I was -------- late that we decided to take a taxi.
6. He is -------- intelligent that he can speak five languages.

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abbreviated ‫ ٓخزصش‬contaminate ‫َِىس‬ for instance ً ‫ٓضال‬
absence ‫ ؿُبة‬coordinating ٍ‫ٓغبو ك‬ fumes ٕ‫دخب‬
‫األهُٔخ‬
acid rain ‫ أٓطبس حٔضُخ‬corrective ٍ‫رصحُح‬ globe ٕ‫اٌُى‬
actuator ‫ ٓحشى‬،َ‫ ٓشـ‬correlative ‫ٓزشاثظ‬ gloves ‫هلبصاد‬
administrative ٌ‫إداس‬ corresponding ‫ ٓز٘بظش‬،‫ٗظُش‬ glue ‫صٔؾ‬
airtight ‫ٓحٌْ اُغذ‬ crane ‫ساكؼخ‬ goggles ّ‫ٗظبساد اُِحب‬
alert ‫ٓ٘زجه‬ customer ٕ‫صثى‬ gravel ً‫حص‬
Antarctica ٍ‫اُوطت اُغ٘ىث‬ dairy ٕ‫أُجب‬ grip ّ‫َٔغي ثئحٌب‬
apartment ‫شوخ‬ degrade ٕ‫َحظ ٖٓ شأ‬ growth ‫ٗٔى‬
applause ٕ‫اعزحغب‬ degree ‫ ٓشرجخ‬،‫دسعخ‬ hazardous ‫ٓحلىف ثبُٔخبطش‬
appropriate ‫ٓ٘بعت‬ dependent ‫ربثغ‬ hermetically ّ‫ثئحٌب‬
atmosphere ‫عى‬ deposit ‫ َىدع‬،‫َزشعت‬ hidden ٍ‫ٓخل‬
attract ‫َغزة‬ dessert ٖٓ ‫طجن‬ hug ‫َؼبٗن‬
‫اُحِىي‬
available ‫ٓزىكش‬ destroy ‫َذٓش‬ impact ‫صذٓخ‬
bakery ‫ٓخجض‬ detergents ‫ٓ٘ظلبد‬ in vain ً ‫ػجضب‬
basics ‫أعبعُبد‬ development ‫رطىس‬ indefinitely ‫ثشٌَ ؿُش ٓحذد‬
beef ‫ُحْ ثوش‬ diamond ‫أُٔبط‬ independent َ‫ٓغزو‬
calculus َٓ‫اُزلبضَ واُزٌب‬ distinguish ‫َُٔض‬ inhale ‫َغز٘شن‬
canning ‫رؼُِت‬ domestic ٍ‫ثُز‬ install ‫َ٘صت‬
cells ‫خالَب‬ driven out ‫ٓجؼذ‬ integration ‫دٓظ‬
chain ‫عِغِخ‬ dumping ‫إُوبء اُ٘لبَبد‬ involve ٖٔ‫َزض‬
cheese ٖ‫عج‬ ecology ‫ػِْ اُز٘جؤ‬ iron ‫حذَذ‬
chickens ‫دعبط‬ ecstatic ٍ‫ ٓ٘زش‬،‫ٓـزجظ‬ jam ً‫ٓشث‬
citric acid ‫حبٓض أُُِىُٗي‬ emerge ‫ َجشص‬،‫َ٘شأ‬ jars ‫عشح‬
clapping ‫رصلُن‬ emergency ‫طىاسٌء‬ laboratory ‫ٓخزجش‬
clauses ‫ػجبساد‬ emit ‫َجؼش‬ leak out ‫َزغشة‬
climax ‫رسوح‬ ensure ٖٔ‫َض‬ limestone ‫حغش اٌُِظ‬
cheese ٖ‫عج‬ entire َٓ‫ ًب‬،ًٍِ loaf ‫سؿُق‬
coal ْ‫كح‬ environment ‫ثُئخ‬ loop ‫ػوذح‬
collapsing ‫اٗهُبس‬ equal rank ‫ٓشرجخ‬ low-acid ‫خلُق اُحبٓضُخ‬
‫ٓزغبوَخ‬
combination ‫ رغُٔغ‬essential ،ٍ‫أعبع‬ maintenance ‫صُبٗخ‬
ٌ‫عىهش‬
compact ‫ ٓزشاثظ‬،ٌْ‫ٓح‬ exchange ٍ‫رجبد‬ managerial ٌ‫إداس‬
components ‫ػ٘بصش‬ explore ‫َغزٌشق‬ manufacturing ‫رصُ٘غ‬
comprise ٖٔ‫ َزض‬،َٔ‫َش‬ extracted ‫ٓغزخِص‬ mass ‫ًزِخ‬
consequences ‫ػىاهت‬ factors َٓ‫ػىا‬
constant َ‫ ٓزىاص‬،‫صبثذ‬ factory ‫ٓص٘غ‬
container ‫حبوَخ‬ fear ‫خىف‬

69
materials ‫ ٓىاد‬process ‫ ػُِٔخ‬stretcher ،ً‫ٗوبُخ اُغشح‬
‫ٓىعؼخ اُحزاء‬
microorganism ‫ػضىَبد‬ production ‫ إٗزبط‬stuck ‫ِٓزصن‬
‫دهُوخ‬
miners ْ‫ػٔبٍ ٓ٘غ‬ promote ‫َؼضص‬ subordinating ٌ‫صبٗى‬
mining ْ‫حلش ٓ٘بع‬ publish ‫َ٘شش‬ substances ‫ٓىاد أوُُخ‬
moisture ‫سطىثخ‬ pumping ‫ضخ‬ sufficient ٍ‫ًبك‬
molds purchase ٌ‫َشزش‬ supervision ‫إششاف‬
molten ‫ٓصهىس‬ radically ٍ‫رطشك‬ surf ‫أٓىاط ٓزٌغشح‬
motivation ‫داكغ‬ radioactive ‫إشؼبػٍ اُ٘شبط‬ surprisingly ‫َشٌَ ٓذهش‬
museum ‫ٓزحق‬ raw ّ‫خب‬ temperature ‫دسعخ حشاسح‬
neglect َٔ‫َه‬ refineries ‫ٓؼبَٓ رٌشَش‬ tense ،َ‫صُـخ اُلؼ‬
‫ٓزىرش‬
nutrients ‫ٓىاد ٓـزَخ‬ regularly ّ‫ ثبٗزظب‬thermometer ‫ٓحشاس‬
oil shale ٍ‫صخش صَز‬ remanufacture ‫ َؼُذ رصُ٘غ‬together ‫عىَخ‬
on tenterhooks ٖٓ ‫ػًِ أحش‬ reprocessing ‫ إػبدح رصُ٘غ‬tomato paste ‫ٓؼغىٕ طٔبطخ‬
‫اُغٔش‬
organizations ‫ٓ٘ظٔبد‬ required ‫ٓطِىة‬ toxic ّ‫عب‬
overjoyed ‫َجزهظ‬ rescue ‫َ٘وز‬ trapped ‫واهغ كٍ ششى‬
packaged ّ‫ٓشصو‬ respirator ‫ ه٘بع‬،‫ًٔبٓخ‬ tunneling ‫شن ٗلن‬
par ٍ‫ٓؼذ‬ retain ‫َحزلع‬ unscheduled ْ‫ؿُش ٓ٘ظ‬
pickles ‫ٓخِالد‬ rock salt ‫أٓالػ صخشَخ‬ vacuum ‫كشاؽ‬
pinnacle ‫ أوط‬،‫هٔخ‬ safe ُٖٓ‫أ‬ valve ّ‫صٔب‬
pneumonia ‫راد اُشئخ‬ seal ْ‫خز‬ variations ‫اخزالكبد‬
poisons ّ‫عٔى‬ sensor ‫حغبط‬ vendor ‫اُجبئغ‬
pollution ‫رِىس‬ set free ‫َحشس‬ ventilation ‫رهىَخ‬
potash ‫ثىربط‬ sewage ٌ‫ٓغبس‬ vulnerable ‫هبثَ ُِغشػ‬
poultry ٖ‫دواع‬ sites ‫ٓىاهغ‬ waste ‫ٗلبَخ‬
precious َْ‫ٗلُظ ًش‬ soft drinks ‫ٓششوثبد ؿبصَخ‬ wasted َٔ‫ٓه‬
prepare ‫ َؼذ‬،‫َحضش‬ spanning ‫هُبط‬ wax ‫شٔغ‬
presence ‫حضىس‬ spill ‫َغٌت‬ withstand ‫َصٔذ‬
preserved ‫ٓحلىظ‬ spit ‫َجصن‬ worldwide ُْ‫ػًِ ٗطبم اُؼب‬
pressure ‫ضـظ‬ spoilage ‫ رِق‬،‫إكغبد‬ yeasts ‫خٔبئش‬
preventive ٍ‫وهبئ‬ spores ‫ثزساد‬
prevent ‫ َٔ٘غ‬،ٍ‫َو‬ sterilized ‫ ٓطهش‬،ْ‫ٓؼو‬

71