English for starters 11 vocational stream girls TB

The purpose of the CD is to provide students with correct examples of the spoken language and to develop students’ listening skills by giving them opportunities to listen to a variety of

Teacher’s Book

English for Starters, Vocational Stream – Girls’

course that was specially written for vocational / girls’ secondary schools in

Syria The course progresses from an intermediate level of English in Grade

10 to an advanced level of English in Grade 12 The book introduces students

to concepts in practical girls’ skills; it assumes no prior knowledge of these

skills on the part of students and teachers.

The course aims to review and consolidate the language and skills learnt at

previous levels and equip students for their future foreign language needs in

the following areas: language skills (reading, listening, speaking and writing),

grammar, vocabulary and practical girls’ skills It enables students to perform

routine tasks at work and to take part in social interaction.

Teacher’s Book

Vocational Stream

Girls’ Grade 11

Ω2012 - 2011 áYÉÑ£∏d áeÉ©dG á°ù°SDƒŸG

322 Old Brompton Road,

London SW5 9JH,

England

Maktabat El Nashr El Tarbawi El Souri

(Syrian Educational Publishers)

All rights reserved; no part of this publication

may be reproduced, stored in a retrieval system,

or transmitted in any form or by any means, electronic,

mechanical, photocopying, recording or otherwise,

without the prior written permission of the Publishers.

ﺔﻳﺭﻮﺴﻟﺍ ﺔﻴﺑﺮﻌﻟﺍ ﺔﻳﺭﻮﻬﻤﳉﺍ ﻲﻓ ﻊﻳﺯﻮﺘﻟﺍ ﻕﻮﻘﺣ ﺔﻋﺎﺒﻄﻠﻟ ﺔﻣﺎﻌﻟﺍ ﺔﺴﺳﺆﻤﻠﻟ ﺔﻇﻮﻔﺤﻣ

Students ’ Book Scope and Sequence

NEW SKILLS LANGUAGE

matching thread and fabric types

Language Functions: listing qualities Vocabulary: terms related to qualities of threads Grammar: order of adjectives

Language Functions: giving opinion; reporting Vocabulary: terms related to characteristics of textiles; types

Language Functions: describing objects; giving examples Vocabulary: tailor’s tools

Grammar: conditional type 1

Language Functions: giving opinion; talking about preferences;

giving explanations; talking about responsibilities

Vocabulary: tools for measuring cloth Grammar: present perfect tense vs simple past

8 Making Clothes (2)

(pp 35-38)

drawing a flow chart; drawing a map

Language Functions: describing a proccess;

giving opinion; giving explanations

Vocabulary: terms related to textile manufacturing Grammar: past perfect vs simple past

Language Functions: giving opinion; describing abilities Vocabulary: fabric properties

Grammar: past tenses in reported speech

Introduction

English for Starters Vocational Stream –Girls’ is an English language course that has been produced and designed specifically for girls’ secondary schools in Syria The course progresses from an intermediate level of English in Grade 10 to an advanced level of English in Grade 12 The course introduces students to a world of practical and useful skills; it assumes no prior knowledge of the skills described on the part of students or teachers

A Aims and methods

The course aims to review and consolidate the language and skills learnt at previous levels and to equip students for their future foreign language needs in the following areas: language skills (reading, listening, speaking and writing), grammar, vocabulary, practical skills and knowledge

Listening

Each unit has a listening text By listening to each other in oral pair work and role play activities, listening to their teacher and listening to native speakers through the accompanying CD, students learn a variety of listening skills, such as listening to and understanding instructions and information, following a conversation, completing a table while listening and answering questions after listening

Grammar

The course aims to consolidate students’ understanding of the basic grammatical structures of English and to increase their ability

to use these structures accurately, fluently and appropriately The course therefore provides a systematic review of the most essential grammatical structures These structures are revised in a graded order, which takes into account their frequency in everyday use as well as the difficulties of mastering forms and meanings

Vocabulary

The course provides students with both general vocabulary and specific vocabulary relevant to various practical skills The

vocabulary section always relates to the topic of the unit and tries to enhance students’ knowledge of new words in the field and the correct usage of these words The course therefore provides a three-dimensional approach to vocabulary learning: firstly, it helps students to deal with lexical items in context; secondly, students have the chance to build up their own personal lexicon; and thirdly, they have plenty of opportunities to actually use vocabulary in context

C Girls’ skills and knowledge

The course provides students with skills and knowledge related to everyday and women’s social life such as knitting and weaving, using sewing machines and practical skills such as making clothes, embroidery and tricot etc

Activity Book

The AB contains exercises that provide students with extra practice The number of units in the AB is the same as in the SB After every three units, there is a test that helps students revise what they have learned in the SB and AB At the end of the AB, there is a glossary of new words that the students will encounter in the course

The CD provides all the listening passages included in the course The purpose of the CD is to provide students with correct

examples of the spoken language and to develop students’ listening skills by giving them opportunities to listen to a variety of different speakers

E How to teach the course

Methodology

Learning a language is an active process, so teaching means more than giving knowledge to the students; it also means helping them to use the language for meaningful communication Students cannot learn English only by listening to the teacher; they will learn it only by speaking and writing it themselves

Schedule

The SB and AB were devised keeping in mind the following schedule that suits the Vocational Stream –Girls’:

48 hrs SB (4 hrs per unit)

24 hrs AB (2 hrs per unit)

8 hrs Review (2 hrs per review)

8 hrs Tests (2 hrs per test)

3 hrs Culture and Values (1 hr per page)

_

91 hrs

Preparing to teach a unit

Before teachers begin a new unit, they should study the Scope and Sequence page at the beginning of the SB to find out what grammar, functions, vocabulary and skills are taught in the unit Then, they must read the entire unit in the SB and AB, which will help them to see the direction and purpose of the unit

Before teaching a unit, teachers should look first at the TB to see which sections should be taught together and how each unit is divided Then, they should work through the activities themselves so that they can see what the students have to do and how they will get the answers The TB provides step-by-step procedures for every activity in the SB

Language presentation

The grammar rules that students need to learn are presented in pink boxes under the grammar section in every unit Any other new rules that students need to learn can also be found in pink boxes under the relevant section in each unit Purple boxes contain words or phrases that students need to learn and use in the corresponding activities

The artwork of each page relates to the content of the page and can provide teachers with extra materials for any oral or written communication

F The role of the teacher

Good teachers use correct language forms and have good pronunciation They motivate students to learn by making lessons interesting and encouraging students to think for themselves Finally, good teachers provide all students with plenty of

opportunities to practise language

Most of the activities in the SB and AB are practice activities In a practice activity, teachers are not explaining language to the students or talking at the front of the class; they are giving students the opportunity to do something with the language Therefore, after introducing the activity, the teacher is watching quietly, listening, noting problems for correction later and only interrupting if absolutely necessary

Teachers may find it helpful to follow the steps below, adapting them when necessary:

Setting up the activity This may mean explaining the aim of the activity or how it relates to what has gone before It may mean introducing a situation or picture that provides a context for the activity and may also mean pre-teaching some essential vocabulary that the students will need during the activity

Demonstrating the activity This means showing the students by example what they have to do and checking that they have understood the instructions

Working in pairs This means students are thinking for themselves and using the language The teacher should observe quietly and help individuals if necessary

Checking the work This means asking various students for their answers The teacher’s role is to confirm correct answers, correct mistakes, praise good work, do any remedial teaching that is needed and answer questions

The review and tests sections provide extra exercises that allow students to revise the knowledge they have acquired in each unit The teacher can use these exercises as an example from which to generate more exercises with any changes they see fit

to suit students’ needs

H Teaching English for Specific Purposes

Teaching English for Specific Purposes (ESP) is teaching the language in specialised subjects Learners often have different purposes for learning the English language whether it be English for Economics, English for Business, English for Secretaries or English for Technicians and others

A purpose-specific course is one in which the course content and methods are authentically representative of tasks in the target situation For example, an English for Technicians course presents topics and techniques that relate to a technician’s profession Such a course allows teachers to increase students’ capacity to use language in the specific purpose domain.English for vocational purposes is an application of ESP according to students’ language needs for work This approach is learner oriented – not teacher oriented – with an emphasis on communicative competence

Teaching ESP is more than just presenting language items or skills and strategies It is not just the content of what is learnt that

is important but also the ways in which it is learnt

Lesson One

Learning Objectives

■ Talking about sewing machines

■ Demonstrating understanding of a text

■ Identifying the relationship between a word and its definition

A Dialogue

1

■ Explain to the class that they are going to read a dialogue between a

student and a sewing instructor

■ After they have finished reading, ask students to answer the

4 a The tack thread must be made of cotton.

b We use pins to fasten silk clothes.

■ Tell the students that they are going to listen to someone talking

about different sewing machines

■ Before you play the recording, ask the students to read the gapped

text

■ Tell them to listen for the information they need to complete the text

and not to worry about other details

■ Tell them that you are going to play the recording twice The first time,

they should listen but not write anything Upon the second listening,

they should complete the blanks

■ When the students have listened to the recording twice and have

completed the task, ask them to check their answers in pairs

■ Then take responses from individual students reporting back to the

whole class

Audioscript

A sewing machine is an obvious requirement for a dressmaker

Sewing machines are of different kinds The most important kinds are:

1 Machines which sew only with a straight stitch, but this may be forward or backwards

2 Machines with a sewing needle which makes a zigzag stitch

3 Machines with a sewing needle which can also sew embroidery patterns

The straight stitch machine has a special zipper foot which enables the operator to get up close to the zipper teeth

The zigzag stitch machine saves a great deal of time in making edges, and may also be used for attaching lace and making buttonholes

1 Read the dialogue and answer the questions.

Instructor: Samira, please check that you have the correct tools with you when you want to

sew a dress or a skirt.

Samira: OK Could you list them for me, please?

Instructor: You’ll need a needle, a thimble, a tack thread and some solid thin pins.

Samira: Should I use any special kind of thread?

Instructor: Sure The tack thread ought to be made of smooth light-coloured cotton.

Samira: How can I prevent silk and light-coloured clothes from slipping?

Instructor: You can use solid thin pins to fasten them.

Samira: OK, thank you, sir I’ll note down everything you have just told me.

Instructor: That’s a good idea.

Questions

1 What do the words in bold refer to?

2 What do we use to fasten silk clothes?

3 Do we use dark-coloured tack threads or light-coloured ones?

4 Correct the following statements so that they are true.

a The tack thread must be made of wool.

b We use pins to fasten woollen clothes.

Sewing Machines

Sewing Machines

Teaching Tips + Lesson Plan

Procedures for Teaching Listening

There are a variety of ways for a teacher to use a text for listening purposes Using ‘bottom-up’ skills, the teacher can ask students to listen very carefully to a small portion of the text several times to help them distinguish between words that closely resemble each other, such as ‘tower’ and ‘tour’ The opposite approach makes use of ‘top-down’ skills, whereby students listen

to a longer text twice to ascertain a general context on a topic such as science or sport In both cases, the teacher should follow the listening process (pre-listening, listening and post-listening)

in all listening activities

Suggestions for such activities are:

Pre-listening Tasks

These are the procedures that can be adopted:

● Assess the students’ background knowledge of the topic and the linguistic content of the text

● Provide any necessary background materials or information

● Make students aware of the purpose of the listening tasks

● Vocabulary is an important feature of each unit It is presented

in lexical sets and there is a wide range of types of vocabulary exercises – matching, gap-filling, listing, identifying pictures, etc

While-listening tasks

These are activities that can be completed as the students listen

Sometimes students are expected to complete tables or charts, answer multiple-choice questions or tick information while they listen Explain the task before they begin Start the recording and complete the first answer with the class, as an example, if necessary You may need to repeat the recording for them to be able to answer You can do this with books open or closed

Post-listening tasks

After the recording, get students to answer the comprehension questions or do the follow-up work Ask them to discuss their answers Then discuss as a class Finally, put model answers on the board

Sample lesson plan 1

Objective: To practise listening skills

1 Lead in [General chat around topic].

2 Pre-teach [Clarify any lexis they really need to understand the

audio]

3 Engage & Prepare [Introduce: characters, location, genre, etc].

4 Gist Listening [Students do a task that involves light listening

to get a rough idea of what it’s about]

5 Skills Focus [Students do tasks to practise different types of

listening skills relevant to the text]

* Listening for Specific Information (picking out keywords, names, dates, numbers, etc)

* Listening for Detailed Comprehension (getting a really depth understanding of what it’s about)

* Listening and Note-Taking (practising note-taking skills for listening to lectures/presentations)

* Listening to Instructions or Directions (listening carefully

to follow a particular route on a map, etc)

* Listening for Attitude (listening for sarcasm, disbelief, trust, trying to build someone’s confidence)

6 Personalisation [A chance to relate the audio to their own

lives or language use, or to respond to the audio, through personalised or creative speaking or writing tasks]

Sample lesson plan 2

Objective: To focus on lexis, grammar, functions or pronunciation using a listening text

1 Lead in [General chat around topic].

2 Engage & Prepare [Introduce some of: characters, main

sub-topic(s), location, genre, situation, etc]

3 Gist Listening [Students do a task that involves very light

listening to get a very rough idea of what it’s about]

4 Detailed Listening [Students get more familiar with the text

by doing a second, more detailed, listening task]

5 Language Focus [Students do one or more tasks to focus on

different language points]

* Lexis (guessing words or phrases using the context)

* Grammar (doing discovery tasks to better understand the use

of a grammar point in context)

* Functions (as with either of the above)

* Pronunciation (listening for specific aspects of connected speech, intonation, etc)

6 Practice [A chance to practise using the language they just

focused on in speaking or writing tasks]

Lesson Three

Learning Objectives

■ Identifying the meaning of words associated with sewing

■ Identifying the relationship between words and pictures

■ Demonstrating understanding of the meaning of sewing terms by completing a gap-fill exercise

1 sewing machine 5 tape measure

2 dress form 6 cutting table

3 hand-iron press 7 clothes rack

4 steam iron 8 button box

List

Listen and complete the text.

A sewing machine is an obvious requirement for a (1) _ (2) _

Sewing machines are of different kinds The most important kinds are:

• Machines which sew (3) _ with a straight stitch although this may be forward

or (4) _.

• Machines with a sewing needle which makes a (5) _ stitch.

• Machines with a sewing needle which can also sew (6) _ patterns.

The (7) _ (8) _ machine has a special zipper (9) _ which

enables the operator to get up close to the zipper (10) _ The zigzag stitch machine

saves a great deal of time in making edges and may also be used for attaching

(11) _ and making (12) _.

C Vocabulary

3 Match the following words with a suitable picture.

button box clothes rack cutting table hand-iron press dress form sewing machine steam iron tape measure

1 cutting table 4 sewing machine

2 hand-iron press; steam iron 5 tape measure

3 clothes rack 6 dress form; button box

Lesson Four

Learning Objectives

■ Practising forming questions accurately using correct

interrogative words and correct verb forms

■ Demonstrating understanding of the present simple tense

Grammar

Questions with / without does

D Grammar

5

■ Give the students time to look at the table and study the example

questions and answers Explain the rules for forming questions with

■ Do number 1 orally with the whole class as an example to check that

they understand what they are asked to do

■ Invite volunteers to read their answers aloud Correct any errors of

pronunciation, stress or intonation

Answers

3 What reduces the level of poverty in India?

4 Who administers the tax laws for the government?

5 Which employer does Khalid work for?

6 Who likes Ahmed? OR Who does Ahmed like?

7 How does balance of payments affect Syrians?

8 What does Mounira’s employer sell?

Activity Book page 4 exercises 2 and 3

Activities

1 Ask about the underlined words/phrases.

a The children like to go to the park everyday.

b Huda likes ice cream.

c The government administers the tax law in Syria.

d I need alkaline batteries for my camera.

e They play games on their computer.

f She goes to work at 8 o’clock.

2 Circle the correct word(s).

a Who (wins / does win) the game usually?

b What (is / does) your favourite movie?

c Where (do the childern go / go the children) every weekend?

d When (does / do) your mother go to work?

3 Make YES/NO questions or WH- questions from the sentences For WH- questions, make a question which asks about the bold words.

1 The men like cats (yes/no)

2 Anne hates Bill (WH)

3 Anne is going to Aleppo next weekend (WH)

4 Joe is in the library (yes/no)

5 Maria sings loudly (yes/no)

6 David will make pizza tonight (WH)

7 She will miss the party because she has a test (WH)

8

4 Use the terms in exercise 3 to complete the following sentences.

1 The ideal should be flat and wide enough to lay out a 45−inch wide

piece of fabric.

2 You could iron your clothes either with a or a .

3 Could you please hang your coat on the ?

4 The first dates back to the 1700s.

5 The is one of the most common tools that is used to ascertain the

size and proportion of clothes.

6 Put the away after you close the and put it there.

D Grammar

5 Study the table and then choose (a) or (b) for the grammar rule below.

Questions

What does Huda

She do?works as a secretary.

Who Mounira

works for an insurance company?

A rule about the present simple tense

We (a) need do / does when the wh- word is the subject.

(b) don’t need

6 Complete these questions using the given verb as below.

Examples

1 Who - in a bank? (work) Who works in a bank?

2 Where - Shereen? (work) Where does Shereen work?

3 What - the level of poverty - in India? (reduce)

4 Who - the tax laws - for the government? (administer)

5 Which employer - Khalid? (work for)

6 Who - Ahmed? (like)

7 How - balance of payments - Syrians? (affect)

8 What - Mounira’s employer? (sell)

Sewing Machines

Answers

1

a Where do the children like to go everyday?

b Who likes ice cream?

c Who administers the tax law in Syria.

d What type of batteries do you need for your camera?

e Who plays games on their computer?

f What does she do at 8 o’clock?

2

a wins b is

c do the children go d does

3

1 Do the men like cats?

2 Who does Anne hate?

3 When is Anne going to Aleppo?

4 Is Joe in the library?

5 Does Maria sing loudly?

6 What will David make tonight?

7 Why will she miss the party?

■ Ask students to answer the questions individually

■ Check answers as a whole class

Answers

1 A The user B Projects C Weight D Storage

2 for beginners and more experienced dressmakers

3 dressmaking, home furnishings, repairs and alterations, upholstery,

crafts and quilting

4 no

Activity Book page 5 exercise 4

Teaching Tips + Activity

Different Kinds of Context Clues

Students will read faster and with better comprehension when they learn how to find word meaning independently While there will always be a need for a dictionary and help from the teacher, students will become better readers when they learn how to unlock word meaning using context clues such as:

1 The joey, which is a baby kangaroo, peeked out of his mother’s

pocket

2 The beach was covered with debris like paper and cans, and the

children picked up all the trash

3 The ancient dress looked like new after she washed it

4 Every day he brought a delectable, delicious, wonderful,

yummy lunch to school

5 My mother used to pull across the bay to catch flounder Pull is

a word that is sometimes used to mean row

Answers 1definition 2 example 3 antonym 4 synonym 5 explanation

■ Go round and offer help where necessary

9

Sewing Machines

E Reading

7 Read the following information from a brochure about a new sewing machine called

Quickstitch Answer the following questions.

A

Quickstitch is user-friendly All dressmakers can use it with ease

B

Quickstitch is a multi-purpose sewing machine It can be used for dressmaking, home

furnishings, repairs and alterations, upholstery, crafts and quilting

2 Is Quickstitch for beginners or more experienced dressmakers?

3 What type of sewing can Quickstitch be used for?

4 Do you need extra storage space?

Lesson One

Learning Objectives

■ Identifying types of sewing threads

■ Identifying the relationship between sewing threads and types of

fabric

A Dialogue

1

■ Introduce the unit topic and use the picture to elicit a few keywords

that the students will hear in the dialogue / unit

■ Allow time for students to read the dialogue silently Give the

students the opportunity to ask you about anything that they didn’t

1 the type of fabric; light to medium-weight fabrics; the saleswoman’s

advice (that there is a wide variety of fabric in the shop across the street)

2 because the thread should be chosen to match the fabric

3 polyester thread

4 light to medium-weight fabrics

5 no; the shop across the street

■ Point students’ attention to the rubric and the sentences Play the

recording and tell students to complete the task Play the recording a

second time for students to check their answers

■ Check answers as a whole class

Audioscript

The most widely used threads are cotton, polyester and a mixture

of both (known as ‘poly/cotton’) However, you need to make sure

that the thread you choose is suitable for your purpose Each type

of thread has specific characteristics and will behave differently on

sewing machines For example, use fine cotton or silk thread on very

thin or delicately-woven fabrics On the other hand, you need to

look for ‘heavy-duty’ thread for projects that require extra strength

and durability in stitches Furthermore, metallic thread is used for

both machine and hand embroidery Finally, use quilting thread for

Answers

1 cotton

2 polyester

3 poly/cotton

4 very thin or delicately-woven fabrics

5 projects that require extra strength and durability in stitches

6 machine and hand embroidery

7 hand or machine quilting

Activity Book page 6 exercise 1

1 Read the dialogue and answer the questions.

Saleswoman: Good morning ma’am, can I help you?

Woman: Yes, I’m looking for sewing threads.

Saleswoman: What type of fabric will you be using?

Woman: I haven’t decided yet Does it matter?

Saleswoman: Of course The thread you choose should be the same kind as your fabric

For example, you should use cotton thread for light to medium-weight fabrics that

have little or no stretch However, polyester thread is more suitable for synthetic fabrics or fabrics with a lot of stretch

Woman: I see Tell me, do you sell fabric?

Saleswoman: Sorry, we don’t But you can find a wide variety in the shop across the street.

Woman: Thank you That’s very helpful.

Saleswoman: You’re welcome.

Questions

1 What do the words in bold refer to?

2 Why is it important to buy fabric before the sewing thread?

3 Which type of thread is more suitable for fabrics with a lot of stretch?

4 What type of fabric is used with a cotton thread?

5 Does the shop sell fabric? If not, who does?

Threads

Lesson Three

Learning Objectives

■ Matching vocabulary related to threads to their definitions

■ Using new vocabulary in new context

C Vocabulary

3

■ Allow time for students to read the words and definitions Give them time to ask you about anything that they don’t understand

■ Ask students to complete the task individually

■ Give students time to compare their answers with those of a partner before you check answers with the whole class

at least one item in the other list

Matching may be considered to be a variant of multiple-choice in which more than one choice is correct

Characteristics of matching questions

Matching questions are used for recognition of relationships and making associations They can be used for a wide range of subject matter They can be used to match:

terms and definitions symbols and names questions with answers cause with effect parts with functions procedures with operations principles with situations in which they apply Good matching items can easily be converted to multiple-choice items The responses should be homogeneous

Advantages of matching questions

● developed to use with pictures, maps, graphs, etc

Disadvantages of matching questions

● They do not measure any type of interpretation, judgment or application

● If lists contain the same number of choices, the last few choices may be give-aways

● Students can use rote memorisation to answer these exercises especially since typical matching problems involve assessment

of rote associations such as names, dates, etc

● They can be difficult to develop homogeneous premises and responses

Activity Match the following words with their definition.

1 resource a recurring fluctuations in economic

activity consisting of recession andrecovery and growth and decline

2 exchange rate b the expenditure on all the sources of

3 business cycle c the charge for exchanging the currency of

one country for the currency of another

4 energy cost d a general and progressive increase in

prices

5 inflation e land, labour, raw materials and

machinery used to produce goods / services

Listen and complete the sentences.

a The most widely used threads are (1) , (2) and a mixture of both,

known as (3) .

b Fine cotton or silk thread is used on (4) _

c ‘Heavy-duty’ thread is used for (5)

d Metallic thread is used for (6) _

e Quilting thread is used for (7) _

C Vocabulary

3 Match the following words with their definitions.

a break 1 the state of being stretched tight

b colourfast 2 become worn at the edge

c denier 3 a unit of weight used to measure the fineness of silk, rayon or

nylon yarn

d durable 4 weight in grammes of 1,000 metres of thread

e elastic 5 dyed in colours that will not fade or be washed out

g give 7 separate or cause to separate into pieces as a result of a blow or

h hold up 8 elasticity, or the capacity to bend or alter in shape under pressure

i tension 9 able to resume its normal shape spontaneously after contraction,

dilation or distortion

■ Allow time for students to read the gapped sentences Then ask

students to complete the task individually or in pairs

■ Check answers as a whole class

■ Identifying the order of adjectives in a sentence

■ Distinguishing between different types of adjectives

Grammar

Order of adjectives

D Grammar

5

■ Give students time to read the information box in pairs Check

understanding by asking them to give examples of their own Write the

suggestions on the board and discuss with the class

■ Ask students to read the sentences and circle the correct answers

■ When they have finished, give them time to compare their answers

with those of a partner

■ Then take responses from individual students reporting back to the

whole class

Answers

1 black leather 5 an expensive mobile

2 fast red 6 last two

3 big round yellow 7 popular American

4 a beautiful old 8 good new

Activity Book page 7 exercises 2 and 3

Activities

1 Place the following adjectives or nouns according to their

category.

gold, silk, leather, fine, new, three, thick, sewing, good, Chinese,

cooking, heavy, tight, long, hair, blue, black, stainless steel, large,

wedding, Italian, brown, silver, expensive, old

Opinion good, expensive, fine (good quality)

Appearance (size, weight, shape) tight, long, heavy , large, thick, fine

(thin)

Colour blue, black, brown

Material silk, leather, stainless steel, silver,

gold

Noun acting as defining adjective sewing, cooking, wedding, hair

2 Match two or three adjectives in exercise 1 above with each

of the words 1–8 Then write sentences.

4 Use the terms in exercise 3 to complete the following sentences.

1 Cotton thread can’t be used to sew stretchy knit fabric because it won’t _ and

the stitches may _.

2 Rayon thread _ well with high speed stitching without _.

3 The type and weight of the thread relates to several aspects of your project, including needle

type and size, _ settings and final result.

4 Three primary methods of thread measurement are weight, _ and _.

5 Silk thread is more than cotton which is why it is more suitable for fabrics

with a lot of stretch.

6 The disadvantages of rayon is that it is not _ and less _ than

polyester.

D Grammar

Order of Adjectives

In English, adjectives come before nouns When we want to use more than one adjective, usually two or three,

to describe an object, these adjectives come in a specific order Note that there are different ways to order the adjectives; however, it’s important to be consistent.

Examine the following examples:

1 The lady bought two long black skirts.

2 This is a beautiful young Syrian girl.

3 I like this round white cotton tablecloth.

4 It’s a warm dry day; let’s go out!

We notice that in the first sentence number comes before size and colour In the second sentence, opinion comes first, followed by age then nationality In the third sentence, shape is followed by colour and material The fourth sentence presents adjectives related to temperature and humidity, in that order Note that if there is a noun acting

as a defining adjective, it comes immediately before the noun, e.g cat food, car park.

This is one suggested way of sequencing adjectives:

number, opinion, appearance (size, weight, shape), age, temperature, humidity, colour, origin, material

5 Choose the correct answer.

1 I bought a pair of (black leather / leather black) shoes.

2 It was a (red fast / fast red) sewing machine.

3 It’s a (big round yellow / round big yellow) box of threads.

4 It’s (a beautiful old / an old beautiful) sweater.

5 It’s (a mobile expensive / an expensive mobile) phone.

6 The (two last / last two) threads were cotton.

7 It’s (a popular American / an American popular) brand of thread.

8 It’s a (new good / good new) piece of fabric.

Threads

Lesson Five

Learning Objectives

■ Demonstrating understanding of a reading text

■ Identifying the characteristics of specialty threads

E Reading

6

■ Divide the text into two parts Then put students into two groups

Group 1 reads the first part and group 2 reads the second part

■ When groups have finished reading, they brief each other about the

parts that they have read

■ Ask students from group 1 to pair with students from group 2

■ Pairs work together to complete questions 1-5

■ Check answers as a whole class

4 because it is more elastic than cotton

5 to be aware of the qualities and special requirements of both thread and

fabric

Activity Book page 8 exercise 4

Teaching Tips

The Importance of Critical Thinking

Critical thinking is not an isolated goal unrelated to other important goals in education Rather, it is a determining goal which, if done well, simultaneously facilitates a rainbow of other ends It is best conceived, therefore, as the hub around which all other educational ends cluster For example, as students learn to think more critically, they become more proficient at historical, scientific and mathematical thinking They develop skills, abilities and values critical to success in everyday life All of this assumes, that those who teach have a solid grounding in critical thinking and in the teaching of strategies essential to it

There is no way to bring critical thinking successfully into instruction across the curriculum with a stand-alone one or two-day workshop At best, a one or two-day workshop can do three things: 1) function to heighten the awareness of teachers

to the challenge of bringing critical thinking substantively into instruction, 2) provide some strategies for upgrading the effectiveness of instruction and 3) lay a foundation for follow-up workshops

But a long-term approach to the professional development of critical thinking enables faculty to internalise and apply the fundamentals of critical thinking at a deep level Through a long-term approach, teachers can restructure their courses so that students develop as inquisitive and disciplined thinkers Its success depends on a number of variables One develops as

a critical thinker a way similar to the way in which one learns

to perform well in basketball, football or on the piano First of all, one must understand the basic principles Secondly, one must regularly engage in self-monitored, self-evaluative practice (putting the principles to work in practice) thereby progressively upgrading one’s understanding and skill

Teachers in a long range professional development programme come to recognise explicitly that critical thinking is not just one of many divergent educational aims, but is rather a way

of teaching and learning at a high level of effectiveness They learn to use all other reform trends as a support for a high level of thinking in both the teaching and learning processes Commitment to critical thinking affects how one thinks through the design of instruction and how one thinks through the content one is learning In short, over time, instructors come to recognise that teaching in a critical manner is essential for:

● skilled reading, writing, speaking and listening

● skilled reasoning within all subject areas

● skilled decision-making and problem-solving

● skilled analysis and evaluation of one’s emotions and valuesintelligent choices in human relationships

● skilled civic and personal choices, etc

■ Ask the students to prepare the roleplay and to be ready to present it in front of the class by the end of the period

13

Threads

E Reading

6 Read the text and answer the following questions.

Problems with speciality threads can usually be traced to five main causes, the most

important of which is the quality of thread that’s used The higher the quality of the thread,

the less special handling will be required Poor quality thread breaks easily and can make any

sewing project laborious rather than fun Hence, it is important that you are aware of the

different types of thread and when to use each one

Threads are either made of a natural fibre such as cotton and silk or synthetic fibres such

as rayon and polyester Some people often wonder about what the best thread to use would be.

Each type of thread has special characteristics, therefore the thread you choose should

match the quality and characteristics of the fabric that you are using For example, use

polyester or rayon thread for most hand and machine stitching On the other hand, you should

use cotton or silk thread on very thin or delicately woven fabrics However, silk thread is more

elastic than cotton, so use silk if your garment fabric has stretch to it.

In conclusion, to successfully use speciality threads, you must be aware of the qualities

and special requirements of both thread and fabric.

Questions

1 How does the quality of thread affect the sewing process?

2 List two examples of natural threads that are not mentioned in the text.

3 List two examples of synthetic threads that are not mentioned in the text.

4 Why is silk more suitable with a garment that has stretch to it?

5 What advice does the writer give to the reader in order to successfully use speciality threads?

Lesson One

Learning Objectives

■ Identifying types of fabric

■ Demonstrating understanding of a text

A Dialogue

1

■ Give the students plenty of time to read the dialogue and discuss any

questions they may have about vocabulary

■ Read out the questions and ask the students to answer them

individually

■ Check answers as a whole class

Answers

1 that there is no better combination of clothes than separate-tailored

skirts and length blouses; the separate-tailored skirts and

waist-length blouses; voile; French serge

2 because it is a very light fabric

3 lightweight, wears well and evenly, may be cleaned by ordinary washing

and cleaning and can be re-dyed when its colour fades

4 Students’ answers

2

■ Put students in pairs and allow them time to discuss the question

■ Go round and monitor students’ conversations

■ If you still have time, allow time for a classroom debate

■ Play the recording and ask students to listen and complete the tasks

■ Put students in pairs to compare answers In case of disagreement,

play the recording again for students to check their answers

Audioscript

Good evening ladies Welcome to another episode of ‘On the Catwalk.’ Before I move on to tonight’s quiz question, I’m going to announce the correct answer to last week’s question about the types of fabrics that are most suitable for separate skirts Fabrics for separate skirts should be lightweight They should also be smooth in order to shed dust and dirt easily, and as the material itself is usually subject to a lot of cleaning, it should be strong enough to keep its colour or shape Most firm, even woollen or all-cotton fabrics fulfil these conditions Although voile is light, it’s not durable enough for constant wear Henrietta and cashmere are very light and wear well, but they become shiny with age Broadcloth, panama, covert, and wool taffeta are suitable materials for separate skirts, and good quality French serge is a highly satisfactory fabric

Hair goods, such as alpaca, or mixed hair goods, such as brilliantine are the best materials to shed dust and dirt and are also lightweight;

but skirts made of these fabrics are not always as attractive as those made of the softer weaves Finally, linen skirts are cool, light, and easily laundered, but they wrinkle to such an extent that many women avoid wearing them

Answers 3

1 Read the dialogue and answer the questions.

TV Presenter: Good evening ladies Welcome to a new episode of ‘On the Catwalk’.

Tonight’s quiz is about office clothes Many agree that there is no better combination of clothes than a separate-tailored skirt and a waist-length blouse This is true because they can be kept fresh either by laundering or by

pressing, depending on the fabric that is used The question for tonight’s quiz is:

What do you think is the best fabric for separate skirts? Call us now on

00963 192189574 or send us your answers by email to onthecatwalk@hotmail.com

Now, let’s take the first call.

Caller 1: I think that woollen or all-cotton fabrics are the best choice.

TV Presenter: Thank you I have another call waiting Yes, hello?

Caller 2: Fabrics for separate skirts should be fairly light in weight, so I believe it’s best to

use voile because it is a very light fabric.

TV Presenter: OK There’s just enough time to take one last call Good evening.

Caller 3: I think that broadcloth, panama, covert and wool are all suitable materials

However, French serge of good quality is an even better choice because it’s

lightweight, wears well and evenly and may be cleaned by ordinary washing and cleaning It can also be re-dyed when its colour fades.

TV Presenter: Thank you very much ladies Don’t forget to watch next week’s show to find out the

best answer to tonight’s quiz.

Questions

1 What do the words in bold refer to?

2 Why does the second caller think that voile is the best?

3 What are the qualities of serge?

4 List five types of fabric that are not mentioned in the dialogue.

2 Do you think that all the callers gave correct answers? Why?

Fabrics

Lesson Three

Learning Objectives

■ Practising word-formation skills

■ Identifying the relationship between a set of words by completing

a ‘‘cross the odd word out’’ task

C Vocabulary

5

■ Allow time for students to complete the task individually or in pairs

■ Check answers as a whole class

Answers

1 elasticity 2 thickness/smoothness 3 coarseness/fineness

4 length/rigidity 5 width/width 6 density/thickness

6

■ Give the students plenty of time to read the words and discuss any questions they may have about vocabulary

■ Allow time for students to complete the task individually or in pairs

■ Check answers as a whole class

* Linguistic competence: the ability to recognise the

elements of the writing system; knowledge of vocabulary; knowledge of how words are structured into sentences

* Discourse competence: knowledge of discourse markers

and how they connect parts of the text to one another

* Sociolinguistic competence: knowledge about different

types of texts and their usual structure and content

* Strategic competence: the ability to use top-down

strategies, as well as knowledge of the language (a bottom-up strategy)

The purpose(s) for reading and the type of text determine the specific knowledge, skills and strategies that readers need to apply to achieve comprehension Reading comprehension is thus much more than decoding Reading comprehension results when the reader knows which skills and strategies are appropriate for the type of text and understands how to apply them to accomplish the reading purpose

Integrating Reading Strategies

Instructors can help their students become effective readers by teaching them how to use strategies before, during and after reading

Before reading: Plan for the reading task

● Set a purpose or decide in advance what to read for

● Decide if more linguistic or background knowledge is needed

● Determine whether to read the text from the top down (attend

to the overall meaning) or from the bottom up (focus on the words and phrases)

During reading: Monitor comprehension

● Verify predictions and check for inaccurate guesses

● Decide what is and is not important to understand

● Reread to check comprehension

● Ask for help

After reading: Evaluate comprehension and strategy use

● Evaluate comprehension in a particular task or area

● Evaluate overall progress in reading and in particular types of reading tasks

● Decide if the strategies used were appropriate for the purpose and for the task

● Modify strategies if necessary

3 Fabrics

15

Fabrics

B Listening 3

List

Listen and check your answers to exercise 2.

4 Listen and complete the text.

Fabrics for separate skirts should be (1) They should also be (2)

in order to shed dust and dirt easily, and as the material itself is usually subject to a lot of

cleaning, it should be (3) enough to keep its colour or (4) Most

firm, even woollen or all-cotton fabrics fulfil these conditions Although voile is light, it’s not

(5) enough for constant wear Henrietta and cashmere are very (6)

and wear well, but they become (7) with age Broadcloth, panama, covert and

wool taffeta are suitable materials for separate skirts, and good quality French serge is a highly satisfactory fabric Hair goods, such as alpaca, or mixed hair goods, such as brilliantine are

the best materials to shed (8) and (9) and are also lightweight; but skirts made of these fabrics are not always as (10) as those made of the softer weaves Finally, linen skirts are cool, light and (11) , but they wrinkle to such an

extent that many women avoid wearing them

C Vocabulary

5 Complete the sentences with the correct form of the word in brackets.

1 This invention is intended for a method of knitting thick fabric which has less (elastic),

is less likely to deform and is firmer than a conventional fabric.

2 This is a fabric presser foot device that is used when a fabric with a relatively large

(thick) and poor surface (smooth) is sewed.

3 Thread count is a measure of the (coarse) or (fine) of fabric.

4 You ought to know the bending (long) and bending (rigid) of a piece of fabric before you

buy it.

5 This chart determines the amount of fabric needed when the (wide) of the fabric chosen

differs from the (wide) of fabric on the pattern envelope.

6 Fabric (dense) is calculated by dividing the measured area (dense) by the measured

fabric (thick).

6 Cross the odd word out.

Lesson Four

Learning Objectives

■ Demonstrating understanding of the simple past tense

■ Identifying the past form of regular and irregular verbs

■ Practising asking and answering questions in the past tense

Grammar

the simple past tense

D Verbs in the past

7

■Give the students time to look at the table and study the example

questions and answers Explain the rules for forming questions with

did

■Check understanding by eliciting examples from volunteers

■Check answers by asking volunteers to read their questions aloud

8

■Allow time for students to complete the task either individually or in

pairs

■Check answers by asking volunteers to read their questions aloud

Answers

Students’ answers

Activity Book page 10 exercises 2 and 3

Activities

Activity 1

Change each sentence into a Yes / No question.

1 We were on the beach.

2 Some First Nations people lived in tents.

3 Kyoko bought a new car.

4 They talked about their homework.

5 He didn’t practise hockey every day.

6 The soup wasn’t hot.

7 A raccoon ate Sally’s lunch.

8 They were happy together.

9 The dog chased the cat.

Activity 2

Make questions using the wh-question words in brackets.

1 She bought an old car (what)

2 They travelled across Canada by bike (how)

3 Beavers were common on Vancouver Island (where)

4 Jan studied for three hours (how long)

5 The fox was in the garden (where)

6 My mom bought me a shirt for my birthday (who)

7 We went to the beach yesterday (when)

8 He failed because he didn’t study well (why)

9 This dress cost me a 100 dollars (how much)

Answers Activity 1

1 Were you on the beach?

2 Did some First Nations people live in tents?

3 Did Kyoko buy a new car?

4 Did they talk about their homework?

5 Did he practise hockey every day?

6 Was the soup hot?

7 Did a raccoon eat Sally’s lunch?

8 Were they happy together?

9 Did the dog chase the cat?

Activity 2

1 What did she buy?

2 How did they travel across Canada?

3 Where were beavers common?

4 How long did Jan study?

5 Where was the fox?

6 Who bought you a shirt for your birthday?

7 When did you go to the beach?

8 Why did he fail?

9 How much did that dress cost you?

16

D Verbs in the past

7 Study the tables and discuss the questions.

Simple past tense

present

call

clean

answer

check

receive

travel

stop

try

carry

play

past called cleaned answered checked received travelled stopped tried carried played present

pay

find

send

buy

have

drink

sleep

think

feel

cut past paid found sent bought had drank slept thought felt cut 8 What would you ask? Make questions with Did ?

1 Your friend watched a football match yesterday.

2 They went shopping yesterday.

3 My friend finished her meal five minutes ago.

4 She wanted to get a new job.

5 You are meeting someone from London at the airport.

6 They went to the cinema with a friend.

7 He had a holiday in Lattakia.

8 She went for an interview last week.

Did

I / you

he / she / it

we / you / they go?

Yes, No,

I / you

he / she / it

we / you /they

did.

didn't.

Did

I / you

he / she / it

we / you / they

have a good weekend?

enjoy the meal?

win the game?

spend a lot of money?

Yes, No,

I / you

he / she / it

we / you /they

did.

didn't.

When did Where did

I / you

he / she / it

we / you / they

go? I / youHe / she / it

We / you / they

went home.

went yesterday.

Fabrics

9

■ Put students in pairs and allow them time to ask and answer the

questions from exercise 8

■Go round and monitor students’ conversations

Answers

Students’ answers

10

■Divide the class into eight groups Ask each group to prepare a

conversation using the questions and answers from exercises 8 and 9

■Invite volunteers to read their conversations aloud

Answers

Students’ answers

11

■Explain the task to the students and make sure that they understand

what they are asked to do

■Allow time for students to complete the task either individually or in

pairs

■Check answers as a whole class

Answers

1 When did he arrive? He arrived last week.

2 How much did you pay? I paid 20 pounds.

3 Which jacket did she buy? She bought the red one.

4 How many letters did we receive? We received twelve letters.

5 Where did they play? They played in the park.

6 Who did he call? He called the manager.

Lesson Five

Learning Objectives

■ Identifying different types of dye

■ Practising giving examples

■ Distinguishing between true and false sentences

1 dyes; dyeing; sources; natural dyes; animal dyes

2 a false; colourfast dyes keep their colour after washing

b false; dyeing can be done before or after spinning

c true

d false; items to be dyed must be clean

3 natural dyes come from plants and animals whereas synthetic dyes are

made from a mixture of acids, metals and chemical substances

■ Go round and offer help where necessary

Type of fabric Suitable type of thread

cotton fabric voile broadcloth panama wool denim

Fabrics

17

9 Answer the questions in exercise 8.

Example 1 No, he didn’t He studied at home.

10 Work in pairs Act out eight conversations using questions and answers from exercises 8 and 9.

11 Make questions using the verbs in brackets in the correct forms Then write the answers using

the phrases in italic.

1 When – he – (arrive)? last week

2 How much – you – (pay)? 20 pounds

3 Which jacket – she – (buy)? the red one

4 How many letters – we – (receive)? twelve

5 Where – they – (play)? in the park

6 Who – he – (call)? the manager

E Reading

12 Read the text and answer the questions.

Dyeing is a process of changing the colour of a fabric The dyes have to be colourfast; that

is, they must keep their colour after washing Dyeing can be done at different stages We can

do it either before or after spinning However, dyeing at the fabric stage is the most common

Dyes have many sources Some are natural and some are synthetic Vegetable dyes are an

example of natural dyes These are dyes made from flowers, roots, leaves and seeds of plants;

for example, indigo is a type of dye made from plants Natural dyes also include animal dyes

We get such dyes from certain kinds of fish and insects; for example, we get the sepia dye from

squid It gives a dark-brown colour.

On the other hand, synthetic dyes are made from mixtures of acids, metals and chemical

substances Examples of synthetic dyes are sulphur dyes, which produce various degrees of

yellow, and vat dyes, which give a purple colour.

Before the dyeing process, the following tips should be taken into consideration:

• Items to be dyed must be clean.

• Secure loose or unstable buttons

• Shoulder pads or decorations must be removed

• It is easier to go from light colours to dark colours.

• Dye works best on cotton, linen, ramie, hemp, bemberg, rayon, silk and tencel.

• Polyester / cotton blends produce a heather effect.

Questions

1 What do the words in bold refer to?

2 Are the following statements true or false? Correct the false ones.

a Dyes have to be colourfast, that is the colour fades with age.

b Dyeing can only be done after spinning.

c Squid ink gives a dark-brown colour to fabrics.

d It is not important to clean the items that you are going to dye.

3 What is the difference between natural and synthetic dyes?

4 Give one example of a natural dye that is not mentioned in the text.

5 Give one example of a synthetic dye that is not mentioned in the text.

Lesson One

Learning Objectives

■ Practising giving opinion

■ Demonstrating understanding of a text

■ Identifying pronoun reference

A Dialogue

1

■ Introduce the unit topic and use the pictures to elicit the situation

Ask the students what they can see in the pictures and invite them to

guess what is happening Use the pictures to elicit a few keywords that

the students will read in the dialogue

Answers

1 Cathy; Jane; Jane’s clothes

2 how to sew skirts, trousers, blouses and many other types of clothes

3 how to sew tablecloths, towels and different types of linen

4 Students’ answers

Teaching Tips

Presenting Dialogues

We should keep in mind that dialogues are useful to present

functional language and students mostly enjoy working on them

when they are presented appropriately We can either teach new

vocabulary, stress pronunciation or focus on a language item with

the help of dialogues regardless of learners’ ages and levels To

get learners’ attention and teach the target point, here are some

general principles that you can implement in the classroom

Before presenting the dialogue

● Teach new words and structures (vocabulary and grammar)

Set the scene for the dialogue

While presenting the dialogue

● Read the dialogue at normal speed, once or twice, indicating

the different speakers as you read As you read different

exchanges, you may change your voice, change your position,

use facial expressions and gestures or point to the figurines,

pictures or drawings

● Read the dialogue again, sentence by sentence and have

the students repeat each sentence after you, in groups and

individually Split up long sentences for easier repetition, but

remember to put the sentences together again

● Students open their books and read the dialogue aloud Three

or four individual pairs/groups of students should be asked

to read Be ready to do any pronunciation work once students

have finished reading the dialogue

● Ask questions on the dialogue These questions should test the

students’ understanding of the dialogue’s meaning

● Put keywords or visuals for the dialogue on the board These

should be content, not structure words Get students’ books

closed, to reconstruct the dialogue from these keywords

● Mime or various visual aids can be used instead of, or in addition to, keywords

● Give cues for substitutions in the dialogue Remember that the substitutions must fit in with the sense of the whole dialogue Students should also be encouraged to use their own substitutions We do this step to show that the pattern is not always used in the situation given in the dialogue

After presenting the dialogue

● Get students to continue where the dialogue stops (a writing

or speaking activity)

● Get students, working in groups, to compose other dialogues arising from the situation of the dialogue (group work or collaborative work)

4 Textiles

18

A Dialogue

1 Read the dialogue and answer the questions.

Cathy: Hi, Jane I’m glad you came to my party.

Jane: Thank you for inviting me.

Cathy: I like your clothes.

Jane: Oh, thanks! I made them myself.

Cathy: Really! What kind of textiles did you use?

Jane: I used cotton to make my blouse and linen for

my trousers

Cathy: That’s interesting!

Jane: Yes I’m attending a sewing school In our last class,

the teacher taught us how to sew skirts, trousers, blouses and many other types of clothes

In the next session, she’s going to teach us how to sew tablecloths, towels and different types of bed linen Would you like to come?

Cathy: I’d love to.

Jane: We’ll have fun.

Questions

1What do the words in bold refer to?

2 What did Jane learn in her last class?

3What is she going to learn in the next class?

4 Why do you think Cathy invited Jane to accompany her to her next sewing lesson?

Unit

4 Textiles

Textiles

■ Check answers as a whole class.

Audioscript

There are 19 principal stakeholders involved in the cotton industry

in Syria They all have specific tasks and responsibilities For example, the approval of textile industry development plans is the responsibility of the State Planning Commission On the other hand, the Ministry of Economic and Foreign Trade is responsible for the issues that are related to money The Ministry of Agriculture and the Cotton Congress have an interrelated role The Cotton Congress sets the cotton policy for each season and the Ministry of Agriculture implements it The Ministry of Agriculture is also

responsible for setting the prices of cotton seed and raw cotton Decisions concerning the planting season and the development

of new cotton crops are left to the Cotton Bureau Furthermore, the Organisation for the Development of Cotton Seeds plays an important role in the improvement of production and upgrading the quality of Syrian cotton It works in parallel with the General Organisation for Agricultural Mechanisation in order to agree on the mechanisation for the production of raw cotton The task of the Organisation for the Development of Cotton seeds also depends

on the Cotton Ginning and Marketing Organisation which handles buying seed cotton, ginning, grading, storing, selling, marketing and distributing raw cotton and cotton waste

Answers Name of Stakeholder Responsibilities of Stakeholder

development plans Ministry of Economic and

- Sets cotton seed and raw cotton prices

planting season and the development

of new cotton crops Organisation for the

Development of Cotton Seeds

improving production and upgrading the quality of Syrian cotton

General Organisation for Agricultural Mechanisation

Machines for production of raw cotton

Cotton Ginning and Marketing Organisation

handles buying seed cotton, ginning, grading, storing, selling, marketing and distributing raw cotton and cotton waste.

Activity Book page 14 exercise 1

Lesson Three

Learning Objectives

■ Identifying the characteristics of fabrics

■ Practising using adjectives related to fabrics in context

■ Demonstrating understanding of the meaning of terms related to fabrics by completing a gap-fill exercise

1 delicate 2 absorbent fabric 3 hygienic

4 cool / crisp 5 crease-resistant 6 synthetic fabric

7 fabric shrinkage 8 stiff / hardwearing

19

Textiles

B Listening 2

List

Listen and complete the table.

Responsibilities of Stakeholder Name of Stakeholder

Approval of textile industry development plans

Ministry of Economic and Foreign Trade

Implements policies set by the Cotton Congress

Sets cotton seed and raw cotton prices Sets cotton policy for each season Cotton Bureau

Organisation for the Development of Cotton Seeds

Machines for production of raw cotton Cotton Ginning and Marketing Organisation

C Vocabulary

3 Complete the sentences with the correct adjective.

absorbent fabric cool crease-resistant crisp delicate fabric shrinkage hard-wearing hygienic stiff synthetic fabric

1 There are a few tricks that can make cutting and sewing textiles much easier.

2 Towel is a type of that’s mainly used for wiping or drying.

3 Cotton is a natural and fabric that allows proper ‘breathing’.

4 fabric means that the fabric will keep and smooth even after

1 spandex 2 cotton 3 denim 4 wool

Lesson Four

Learning Objectives

■ Reporting what others said

■ Rewriting sentences in direct speech

Grammar

reported speech

D Grammar

5 and 6

■ Give the students time to look at the table and study the example

sentences Explain the rules for forming reported speech

■ Check understanding by eliciting examples from volunteers

Answers

5

2 Anne said that David was working in a textile factory.

3 Sandra said that Anne was not in the office.

4 She said that there was a piece of fabric on the table.

5 David said he was visiting a customer

6

2 “Laila lives in Damascus.” 3 “They are not visiting customers.”

4 “I am a good tailor.” 5 “Sandra is sewing a tablecloth.”

Activity Book page 15 exercises 2 and 3

Mini Grammar

Reporting Verbs

When using reported speech, most students learn to use “say”

and “tell” For example:

John told me he was going to stay late at work

Mary said she was leaving then

However, there are other reporting verbs which can more

accurately describe what someone has said These verbs take a

variety of structures The following list gives reporting verbs in

various categories based on sentence structure

Reporting Verbs Example verb + object + infinitive

advise, encourage, invite, remind, warn

Jack encouraged me to look for a new job

Tom admitted (that) he had tried to leave early

verb + gerund

deny, recommend, suggest

He denied having anything

1 _ _ _ _ _ is a synthetic fibre known for its exceptional elasticity.

2 By the end of the 19th century, Britain had begun to manufacture its own _ _ _ _.

3 Besides jeans, _ _ _ can also be made into overalls, shirts, dresses and even jewellery.

4 _ _ _ is taken principally from sheep.

The words fabric and cloth are sometimes used as synonyms for _ _ _ _ _ _ _.

D Grammar

5 Report these sentences using said

Example

1 Samira said, “Laila needs some sewing lessons.”

Samira said that Laila needed some sewing lessons.

2 Anne said, “David is working in a textile factory.”

3 Sandra said, “Anne is not in the office.”

4 She said, “There is a piece of fabric on the table.”

5 David said, “He is visiting a customer."

6 What were the speakers’ actual words?

Example

1 David said he wanted new sewing tools.

“I want new sewing tools.”

2 She said Laila lived in Damascus.

3 He said they were not visiting customers.

4 Anne said she was a good tailor.

5 David said Sandra was sewing a tablecloth.

Reported speech

When the reporting verb is in the past tense, we usually put the other verbs in the past tense too

Reported speech The speaker’s actual words

He said (that) he didn’t know “I don’t know.”

She said (that) she was 21 “I’m 21.”

She said (that) she was writing a letter “I’m writing a letter.”

He said (that) he would go “I’ll go.”

Textiles

Lesson Five

Learning Objectives

■ Demonstrating understanding of a reading text

■ Identifying the difference between public and private sectors in

the textile industry

■ Identifying the effects of an industry on economy

E Reading

7

■ Ask students to read the text silently

■ Tell the students to read the questions, then allow them time to read

the text again and look for the answers

■ Check answers as a whole class

Answers

1 Students’ answers

2 Students’ answers

3 total export revenue; revenue of all Syrian exports excluding oil; Syria’s

share in the world’s total cotton production; United States’ share in the

world’s total cotton production

4 the private sector surpassed the public sector in production and

employees in 1995

5 a stable supply of raw materials, a large number of labourers, the

accumulation of technical know-how, a good road transportation

network and social stability

Activity Book page 16 exercise 4

Developing Reading Activities

Developing reading activities involves more than identifying a text that is “at the right level,” writing a set of comprehension questions for students to answer after reading, handing out the assignment and sending students away to do it A fully-developed reading activity supports students as readers through pre-reading, while-reading and post-reading activities

Use pre-reading activities to prepare students for reading

The activities you use during pre-reading may serve as preparation in several ways During pre-reading you may:

● Assess students’ background knowledge of the topic and linguistic content of the text

● Give students the background knowledge necessary for comprehension of the text or activate the existing knowledge that the students possess

● Clarify any cultural information which may be necessary to comprehend the passage

● Make students aware of the type of text they will be reading and the purpose(s) for reading

● Provide opportunities for group or collaborative work and for class discussion activities

Sample pre-reading activities are:

● Using the title, subtitles and divisions within the text to predict content and organisation or sequence of information

● Looking at pictures, maps, diagrams or graphs and their captions

● Talking about the author’s background, writing style and usual topics

● Skimming to find the theme or main idea and eliciting related prior knowledge

● Reviewing vocabulary or grammatical structures

● Reading over the comprehension questions to focus attention

on finding that information while reading

● Constructing semantic webs

● Doing guided practice with guessing meaning from context or checking comprehension while reading

Pre-reading activities are most important at lower levels of language proficiency and at earlier stages of reading instruction

As students become more proficient at using reading strategies, you will be able to reduce the amount of guided pre-reading and allow students to do these activities themselves

Match while-reading activities to the purpose for reading

● In while-reading activities, students check their comprehension as they read The purpose for reading determines the appropriate type and level of comprehension

● When reading for specific information, students need to ask themselves: Have I obtained the information I was looking for?

● When reading for pleasure, students need to ask themselves:

Do I understand the story line / sequence of ideas well enough to enjoy reading this?

● When reading for thorough understanding, students need

to ask themselves: Do I understand each main idea and how the author supports it? Does what I’m reading agree with my predictions, and, if not, how does it differ?

Textile industries play an important role in the economy of many countries, especially

Syria The export of textile products is an important source of income The cotton textile

industry provides, after oil, the second largest source of foreign currency to the Syrian

economy It is the dominant branch in industry from the viewpoint of production value and

employment in Syria The textile sector contributes about 5.4% of total export revenue

and 20% of the revenue of all Syrian exports, excluding oil Syria’s share in the world’s total

cotton production is about 7% In comparison, the United States produces about 18% of the

world’s cotton.

In Syria, the textile industry is divided between the public and private sectors Textile

manufacturing was public-oriented up to 1985; however, the private sector surpassed

the public sector in production and employees in 1995 The distinctive aspects of the Syrian

textile industry include a stable supply of raw materials, a large number of labourers, the

accumulation of technical know-how, a good road transportation network and social stability

Questions

1 Give the text a suitable title.

2 Why is the cotton textile industry an important source of income for Syria?

3 What do the following numbers refer to: 5.4%, 20%, 7% and 18%?

4 What is the difference between the public and private sectors in the textile industry?

5 What makes the Syrian textile industry successful?

Learning Objectives

■ Talking about various celebrations

■ Demonstrating understanding of a text by completing a Venn

diagram

■Explain to the students that they are going to read two texts about

different holidays

■Ask students to read the texts silently

■After they finish reading, ask them to answer the questions

individually

■Explain to the students that to fill the diagram they need to know that

the area where the two circles overlap represents the common points

among the two celebrations The characteristics which distinguish

Eid Al-Fitr should be written in the magenta circle and those which

characterise the Chinese New Year in the blue circle

■Ask students to complete the diagram with the characteristics of the

two holidays by comparing and contrasting them

■Invite volunteers to read their answers aloud

Answers

1 Eid (magenta): Ninth month of the Hijri calendar; religious celebration;

praying; helping the poor; schools, offices and shops close for three days

Chinese (blue): End of January / beginning of February; celebrates spring;

parade; red lucky colour

Chinese and Eid (dark blue): follows the Hijri calendar; gifts are given to

young people; new clothes

2 and 3 Students’ answers

Teaching Tips

How to Use Venn Diagrams

Step 1

Draw two circles, side-by-side, which overlap to create an

egg-shaped center section

Step 2

Label the Venn Diagram at the top of the page This is the title of

your comparison

Step 3

Label each category, or your comparison topics, at the top or side

of the corresponding circle Label the central oval as well, since

this represents what the two outer topics have in common

Step 4

List, in note format (not full sentences), all the ways the two

items or topics differ within each of their respective (outer)

circles

Step 5

Fill in (again in note or outline format rather than in complete

sentences) the ways the two topics are alike or related in the

Eid Al-Fitr

Eid Al-Fitr celebrates the end of Ramadan, in the ninth month of the Hijri calendar It is a religious festival of happiness and joy in Syria and other Arab and Muslim countries Eid Al-Fitr isn’t always on the same date because

it follows the calendar of the Hijri year In the morning, Syrians go to prayers They wear new clothes and young people receive gifts

It is a time when Muslims think about the poor and help them, and a time for forgetting old arguments The celebrations in Syria last for at least three days and schools, shops and offices close.

Chinese New Year

The Chinese New Year falls in late January or early February and follows the Hijri calendar

It celebrates spring and lasts fifteen days People clean their homes and decorate them with red decorations, flowers, fruit and sweets People wear new clothes and visit their relatives and friends Red is a lucky colour and young people receive gifts of money in red envelopes On the fifteenth night there is a lantern festival with fireworks

in the streets There is a huge lion parade with dancers and musicians playing loud drums.

Questions

1 Complete the following diagram to compare and contrast the two celebrations

2 What is the importance of celebrating important dates in someone’s life?

3 Write a paragraph about the most important celebration that you have ever attended.

Celebrations

Read the two short texts and answer the questions.

Eid Al-Fitr

Chinese New Year

Lesson One

Learning Objectives

■ Demonstrating understanding of a text

■ Identifying different types of sewing scissors

■ Identifying how to use each kind of scissors

A Dialogue

1

■ Introduce the unit topic and use the picture to elicit the situation: Ask

the students what they can see in the picture and invite them to guess

what they might be reading about You can also use the picture to elicit

a few keywords that the students will read in the dialogue

■ Tell the students to read the dialogue silently Give the students the

opportunity to ask you about anything that they didn’t understand

■ Ask students to work individually and try to find the answers to the

What is a dialogue journal?

A dialogue journal is an informal written conversation between two or more people (student-student or student-teacher) about topics of mutual interest Dialogue journals provide students with

a meaningful writing activity that is engaging because it involves other students These written conversations reinforce learning while forming bonds between students, which can provide a foundation for later cooperative learning activities

For example, students finish reading a story and are asked to work with a partner to respond in a dialogue journal to the question, “Did the story end as you thought it would?”

Student 1 I thought the story would end differently

Student 2 Why?

Student 1 I thought the boy would get what he wanted (the

bike) because it seemed like he did all the right things

Student 2 I thought he might not get what he wanted because

at the beginning of the story the author has the mother say, “We don’t always get what we want and that’s OK.”

Student 1 I did not think about it that way It doesn’t seem

fair though He worked hard and should have got the bike

Student 2 Well, maybe that is a lesson the author is teaching

Why is it important?

Journal writing is an important way of individualising instruction and encouraging independent thinking Journals record the students’ individual travel through the academic world; at the same time, journals can provide a springboard for more formal papers or projects

When students have conversations about what they have seen, heard, experienced or read, they have the opportunity

to identify key points, make connections to prior learning and hear other perspectives on the same material Dialogue journals offer a written record of the discussions which help keep the conversations focused and serve as a reference at a later time

Using dialogue journals

There are many ways to use a dialogue journal Be creative and adapt the activity to the situation and learner’s needs Here are some guidelines to follow when you use dialogue journals:

Use the journal outside of classroom situations on a more personal level Here are the steps to follow to use dialogue journals Start with a question such as “Have you planted your garden? What do you usually plant?” “What is the next event to celebrate? How will you celebrate it?”

Have the learner write a response and return the journal to the teacher to continue the dialogue Continue to exchange the journal in this way to keep the dialogue going on

1 Read the dialogue and answer the questions.

Instructor: OK, class I would like you to have the following items ready for the next

session You’ll need big and small scissors and serrated scissors.

Student A: Why do we need all those? Isn’t one enough?

Instructor: No Each one is used for a different purpose Big scissors help to cut cloth in

straight lines while small ones are used for cutting threads and ripping the slits

for buttonholes.

Student B: What about the serrated scissors? Why do we need them?

Instructor: Serrated scissors are used for serrating the cloth so that it can’t unravel easily.

Student C: You mean they’re good for cutting knitted yarn or thread?

Instructor: Yes, that’s right.

Questions

1 What do the words in bold refer to?

2 How many kinds of scissors do the students need to bring with them for the next session?

3 Which kind of scissors will you need to use if you want to rip buttonholes?

4 What are the serrated scissors used for?

Lesson Two

Learning Objectives

■ Demonstrating understanding of a listening text by completing a

true or false exercise

B Listening

2

■ Tell the students they are going to listen to the recording and answer

by true or false to each sentence

■ Play the recording and ask the students just to listen

■ Play the recording another time stopping at intervals to allow

students time to complete the task

■ Go through the answers with the whole class

Audioscript

A good tailor always sponges and shrinks his material, so that the

seams of the garment will not shrink unevenly in the process of

making nor spot or shrink from dampness when it is worn The

simplest method of shrinking material consists of placing it between

wet sponge cloths until dry Another method uses a roller or board

and one sponge cloth Still another method, often used for materials

with a glossy surface like broadcloth, consists merely of dampening

and pressing them

■ Identifying different tailor’s tools

■ Demonstrating understanding of the meaning of different tailor’s

tools by completing a matching exercise

C Vocabulary

3

■ Give the students time to read the definitions and names of tailor’s

tools Check that students understand the vocabulary used

■ Tell students that they are going to choose from the list of

descriptions which one best matches each tool name

■ When they have finished, ask pupils to read sentences aloud and

check answers as a whole class

Answers

C / F / E / A / D / B

Lesson Four

Learning Objectives

■ Practising joining sentences using if

■ Practising forming type 1 conditional sentences

Grammar

conditional type 1

Mini Grammar + Activities

The First Conditional

The first conditional (also called conditional type 1) is a structure used for talking about possibilities in the present or in the future

A first conditional sentence consists of two clauses, an “if” clause and a main clause:

if clause main clause

If you study hard, you will pass the test

If the “if” clause comes first, a comma is usually used If the “if”

clause comes second, there is no need for a comma:

main clause if clause

You will pass the test if you study hard

We use different verb forms in each part of a first conditional:

main clause if clause

24

Tailor's Tools

B Listening 2

Liste

Listen and decide if the following statements are true or false.

1 Before making clothes, the tailor should sponge his materials

2 After it is worn, a garment will not shrink if not sponged.

3 The hardest method of shrinking materials is to place it between wet sponge cloths.

4 To sponge, the tailor can use a roller.

5 Broadcloth can be dampened and pressed.

C Vocabulary

3 Match the following tailor’s tools to their descriptions.

A Clapper/Pounding Block D Tailor Ham

B Sleeve Board E Pressing Mitt

C Seam/Sleeve Roll F Pressing Cloth

_ It can be used to support a garment area from the reverse side while steaming it from the right side Also, it can be slipped over the end of the sleeve board to simulate a small tailor ham.

_ It is a layer of fabric placed between the fabric and the iron to protect the fabric from scorching or shining

_ It is an excellent pressing surface for small or hard-to-reach areas such as necklines and sleeve caps.

_ It is used to flatten a seam, pleat, dart, lapel, buttonhole, etc

_ It is an oval-shaped tool used when pressing any fabric to help shape the curve of the garment to fit the curve of the body It is also used to retain a curve when basting, pressing or shaping a curved section of a garment such as darts, hip line seams, sleeve caps, collar rolls, etc

_ It is a tool used in tight areas, such as sleeve inner seams, preventing ridges or marks from forming when you press the seam open.

Tailor's Tools

■ Check understanding by asking questions and giving students an

opportunity to ask questions

■ Direct students’ attention to the example questions Tell them in this

task they need to join the sentences using if.

■ Check answers as a whole class

Answers

1 The cloth unravels easily if you use the serrated scissors

2 A garment doesn’t shrink if it is sponged.

3 If you do your own dressmaking, you will find a dress form invaluable.

4 You need buttonhole scissors if the buttonholes are five inches long.

5 You will achieve good results if you work seriously

5

■ Allow time for students to work individually and match the

beginnings of the if clauses with the appropriate endings.

■ Ask students to exchange books for peer correction as you give the

correct answers loudly

Answers

a 4 b 1 c 2 d 6 e 3 f 5

Activity Book pages 17 and 18 exercises 2 and 3

Activity 1 Put the verb in brackets in the correct tense.

1 If you (eat) an apple every day, you’ll be very healthy.

2 You’ll pay higher insurance if you (buy) a sports car.

3 If we don’t protect the elephant, it (become) extinct.

4 You (get) heart disease if you eat too much meat.

5 If I (cook) some eggs, how many you (eat)?

6 If a deer (get) into your garden, it (eat) all your plants.

7 You won’t pass the course if you (not study).

8 You (able to see) better if you turn on the lamp.

9 She (look) completely different if she cuts her hair.

10 We (die) if we (not get) help soon!

11 If you (look) in the fridge, you (find) some cold drinks.

12 If there (be) no oil in the engine, the car (break) down.

13 I (lend) you my umbrella if you (need) it.

14 The sea level (rise) if the planet (get) hotter.

15 You (be) safe in an accident if you (wear) your seatbelt.

16 I (not come) with you if you (not bring) John!

c If she doesn’t come, 3 if you don’t hurry up.

d You’ll be late 4 we’ll make a lot of

e If he asks me to do it, 5 If you take the 2.30

f If we take the car, 6 I’ll be furious.

g If you need some cash, 7 we won’t invite her

h If I find your watch, 8 I’ll lend you some.

i You’ll get there in plenty of time 9 I’ll give it back to you.

j They won’t come 10 I’ll have to say yes.

Answers Activity 1

1 If you eat an apple every day, you’ll be very healthy.

2 You’ll pay higher insurance if you buy a sports car.

3 If we don’t protect the elephant, it will become extinct.

4 You will get heart disease if you eat too much meat.

5 If I cook some eggs, how many will you eat?

6 If a deer gets into your garden, it will eat all your plants.

7 You won’t pass the course if you don’t study.

8 You will be able to see better if you turn on the lamp.

9 She will look completely different if she cuts her hair.

10 We will die if we don’t get help soon!

11 If you look in the fridge, you will find some cold drinks.

12 If there is no oil in the engine, the car will break down.

13 I will lend you my umbrella if you need it.

14 The sea level will rise if the planet gets hotter.

15 You will be safe in an accident if you wear your seatbelt.

16 I won’t come with you if you do not bring John!

Sentences with will + if refer to the future, but we use the present tense in the sub-clause.

You will be safe if you do it correctly.

You will injure your back if you don’t sit up straight

We can change the order of the phrases without changing the meaning.

Example If you do it correctly, you will be safe.

4 Join the sentences using if.

1 The cloth unravels easily Use the serrated scissors.

2 A garment doesn’t shrink The garment is sponged.

3 You do your own dressmaking You find a dress form invaluable.

4 You need buttonhole scissors The buttonholes are five inches long.

5 You achieve good results You work seriously.

5 Match the beginnings of the following if clauses with the appropriate endings.

a If you’ve ever sewn a tailored jacket, 1 choose the shape that you

want and we will tailor it for you.

b If you don’t find what you need, 2 you can form your own style.

c If the tailor has the same vision as you, 3 I expect you to ask for it.

d If you know the part numbers of the tool items, 4 you know pressing is crucial.

e If you need extra time outside the tailoring class, 5 you need the proper tools.

f If you want to make a great suit, 6 please list them.

Lesson Five

Learning Objectives

■ Practising dictionary skills

■ Practising giving examples

■ Demonstrating understanding of a listening text by answering

questions about content

E Reading

6

■ Ask the students to read the text silently Give them time to find the

answers to the comprehension questions

■ When they are ready, you can let them compare their answers with

those of a partner

■ Check answers orally with the whole class Answer any questions

that the students may have about the text or the language used

Answers

1 Students’ answers

2 the main tools; the tailor; the thimble; buttonhole scissors

3 needles and threads, a thimble, shears and scissors, a tape measure and

yardstick, tailor’s chalk and a dress form

■ Then, students pair up, exchange their lists and try to orally make up

from them sentences with the if clause such as: If you need to shape a

curve of a garment to fit the curve of the body, you will use a tailor ham

Activities

Activity 1 Use a dictionary to break the following words into syllables

Rewrite each word, placing a dot ( · ) between the syllables.

1 scavenger 3 intermit

2 tundra 4 pedagogy Activity 2

Use your dictionary to identify the parts of speech for each

of the following words A word may be used as more than one part of speech.

1 graph 4 complement

2 angle 5 before

3 degree 6 fly

Answers Activity 1

1 sca.ven.ger 2 tun.dra 3 in.ter.mit 4 pe.da.go.gy Activity 2

1 graph (noun or verb) 4 complement (noun or verb)

2 angle (noun or verb) 5 before (adverb, conjunction, or preposition)

3 degree (noun) 6 fly (noun or verb)

26

E Reading

6 Read the article and answer the questions.

Some of the main tools that a tailor needs to make clothes are needles and threads, a

thimble, shears and scissors, a tape measure and yardstick, tailor’s chalk and a dress form In sewing, the size of the needle depends upon the texture of the material and the size of the thread There are three kinds of sewing needles:

• Sharp, long needles: used in general dressmaking

• Ground downs: medium-length needles used for fine sewing

• Betweens: short needles used in tailoring The needle should be just large enough to carry the thread through the material without bending

As for the threads, there are three kinds: silk, cotton and linen The tailor chooses his /

her threads depending on the nature of the textile that is in use.

The thimble is another tool that every tailor needs It

should be made of silver or aluminium In size, it should fit the middle finger of the right hand In length, it should allow perfect freedom of the first joint of the finger upon which it

is used.

In addition to the above, a pair of large cutting shears − 20 to 25 centimetres long − and a pair of scissors − 8 to 12 centimetres long − are needed The shears should be very sharp so that they do not haggle the material

If buttonhole scissors are needed, they should be about 5

inches long

In order to mark margins, construction points and hem turnings, the tailor uses a tailor’s chalk Moreover, a tape measure and a yardstick are needed constantly in dressmaking A tape measure should be 1/2 an inch (1 1/2 centimetres) wide

The yardstick should be at least one inch (two centimetres) wide.

Finally, if you do your own dressmaking, or have it done in your home, you will find a dress form invaluable, as a means not only to secure correct and perfect lines and ensure a well- fitting garment, but also to save yourself the time of trying on the gowns.

Questions

1 Give the text a suitable title.

2 What do the words in bold refer to?

3 List the tailor’s tools that are mentioned in the text.

4 Give at least one example of a tailor’s tool that is not mentioned in the text.

5 Find three words in the text you don’t know and search for their meanings in the dictionary.

Part Sketches

Lesson One

Learning Objectives

■ Identifying how to select and use patterns

■ Demonstrating understanding of a text

■ Identifying the relationship between a word and its definition

■ Distinguishing between true and false sentences

A Dialogue

1

■ Introduce the unit topic and check whether students are aware of

upper and lower part sketches

■ Tell them to find the answers to the comprehension questions

■ Check the answers orally with the whole class

d false; you must pay attention to the effect of the lines of the pattern in

relation to the lines of the body of the wearer.

Teaching Tips + Activity

Ideas for Using Dialogues in the Language Classroom

Using dialogues to help students develop their conversation skills is common practice in most English classes One of the main advantages of using dialogues is that students are given a rubric as a basis on which they can then build Once they have become comfortable using a dialogue, students can then go on to have related conversations building on their familiarity with the dialogue and the vocabulary specific to the situation

Dialogues can be used in many ways in a classroom Here are a few suggestions for using dialogues in the classroom:

● Introduce new vocabulary and help students become familiar with standard formulas used when discussing various topics

● Use gap fill exercises for students as a listening exercise

● Use dialogues for roleplays

● Have students write dialogues to test key vocabulary and language formulas

● Have students memorise simple dialogues as a way of helping them improve their vocabulary skills

● Ask students to finish a dialogue

Activity

Put students in pairs and tell them they are going to write a dialogue and present it in class three sessions from now The topics of the dialogues should be about themselves, their lives, families, hobbies, etc

They need to pick a topic and discuss what they will ask and say Encourage them to avoid making the dialogue a question and answer interrogation

On day two, they must bring a written outline and begin practising it orally, in pairs, not in front of the group The teacher should circulate and begin to “mark up” their scripts

Leave as much as 15 minutes for general questions and answers from the class about “how to say this and that.” The rest of the class may benefit from the questions others ask, so encourage them to take notes, putting them in a linguistic diary or journal

On day three, the scripts should be polished - they have to have been working out of class At this stage, edit them closely, group

to group and have them present a part, at least, to you as you circulate

On day four, they present

Upper and Lower

1 Read the dialogue and answer the questions.

Woman: May I ask you how you select and use patterns?

Tailor: All patterns for garments covering the bust should be purchased by bust

measurement.

Woman: What do we do if the bust measurement of the pattern comes in alternate even

sizes: 36, 38, 40, and one is a between size, such as 35, 37, 39?

Tailor: In this case, it is usually better to choose the larger size pattern.

Woman: Are there any other tips you could give me about purchasing patterns?

Tailor: Yes When purchasing coat or jacket patterns, you should buy them according to

bust size However, skirt patterns should be purchased by hip measurement.

Woman: I see What should I take into consideration when I choose a pattern?

Tailor: In choosing a pattern one should consider its suitability for the purpose of the

garment and the texture of the material For example, a pattern suitable for serge

may not look good if made up in chiffon cloth and vice versa

Woman: What about the width of the material?

Tailor: A garment which will be cut without piecing from 52-inch material may come out

badly when made from 36-inch material The pattern states the widths of material

on which that pattern can best be used

Woman: Any final tips about selection and usage of patterns?

Tailor: Yes You need to pay attention to the effect of the lines of the pattern in relation

to the lines of the body of the wearer

Woman: Of course! Thank you very much.

Questions

1 What do the words in bold refer to?

2 Match the words with their definitions.

a pattern 1 item of clothing

b garment 2 the one who has clothing on

c alternate 3 the feel of the material

d texture 4 design

e wearer 5 every other

3 Are the following statements true or false? Correct the false statements

a If your size is 35 it is better to choose the pattern for size 34.

b The pattern of a blouse should be purchased by bust measure.

c The purpose of the garment and the texture of the material are both important when

choosing a pattern.

d There is no connection between the lines of the pattern and the lines of the body wearer.

■ Direct the students’ attention to the rubric and check that they

understand what they are going to hear and what their task is

■ Play the recording right through without stopping Tell them not to

worry if they could not complete the task the first time because they

will hear it again

■ Play the recording again Pause the recording after each description

so that students have time to number the relevant word(s)

■ Ask students for their answers If necessary, play the recording again

or read out the parts that caused trouble Finally, confirm the correct

answers

Audioscript

A

It is “high-class sewing.” What was sewn were copies of the original

seasonal models that each house presented Producing an original

model is accomplished in three steps: conception and planning

(sketching and draping), interpretation (pattern making) and

execution (cutting, fitting, seaming and finishing)

B

It is often referred to as flat pattern making because a pattern is

constructed on paper, using the measurements of the body Flat

pattern making has been the main method of making patterns for

centuries Basically, the body is divided into four parts: front and

back bodices and front and back skirts

C

It suggests manipulation of the cloth, placing muslin (or voile) on a

dress form, pinning in or cutting away excess cloth to acquire fit,

and adding cloth to embellish some part of the body It probably

originated so that cloth could be manipulated into configurations

that couldn’t be achieved through drafting

D

It is used by garment manufacturers in laying out pattern parts of

different sizes so they can fit the width of a particular fabric as a

preliminary step before cutting in mass production

Answers

A Haute couture B Drafting a pattern

C Draping D Marking paper

Activity Book page 20 exercise 1

Lesson Three

Learning Objectives

■ Relating outfits to body sizes

■ Identifying the relationship between a word and its definiton

C Tips for choosing the best outfit

3

■ Ask students to read the rubric Do number 1 as an example in order

to check that they understand what they are asked to do

■ Tell students that the tips given are helpful guidelines which women

of different sizes can use selecting clothes

■ Allow time for students to complete the task either individually or in pairs

■ Check answers as a whole class

Liste

Listen to four short descriptions about making sketches and match them with the following words.

Drafting a pattern Draping Marking paper Haute couture

C Tips for choosing the best outfit

3 Read the following tips given by a tailor to women and decide which ones should be given to large women, which should be given to small women and which are suitable for short, plump women.

Tips for short plump women Tips for small

women Tips for large

women

1 A rounded girdle will increase the appearance of size, while a pointed girdle decreases it.

2 A curve tends to increase the width effect and lessen the height effect.

3 The yoke should be avoided by the small woman, as it tends to decrease the general

appearance of size The round yoke will shorten the appearance of the wearer.

4 A woman who is stout and short-waisted should not choose a high waistline and should

always select patterns whose lines emphasise her height.

5 Long, sweeping close-fitting drapery tends to give the appearance of height and reduce

the appearance of width, while hip drapery decreases the appearance of height and increases the appearance of width.

6 Many plaits in succession increase the appearance of width as well as height.

7 Straight vertical lines increase the appearance of height.

8 Ruffles going around the garment decrease the appearance of the height and increase the

appearance of width.

9 Trimming bands around the skirt decrease the appearance of height and increase the

appearance of width if they are carried entirely around the garment.

10 If a wide belt is desired by a woman with a large waist, it is usually best to break the line

going around the waist by straps or buttons.

3 a belt or cord worn around the waist.

4 a piece of clothing that is closely fitted, either around the neck and shoulders or at the

hips and from which an unfitted or gathered part of the garment is hung

5 closely pleated fabric used for trimming or decoration

6 decorative accessories or items

7 an elasticised, flexible undergarment worn over the waist and hips, especially by women,

to give the body a more slender appearance

8 cloth gracefully arranged in loose folds

Upper and Lower Part Sketches

■ Ask students to exchange books for peer correction as you give the

correct answers loudly

Answers

a 7 b 4 c 2 d 8 e 1 f 5 g 6 h 3

Lesson Four

Learning Objectives

■ Practising forming comparative and superlative adjectives

■ Practising using the comparative and superlative forms in context

Grammar

comparative and superlative adjectives

E Grammar

5

■ Either present the information from the box yourself with the help of

the blackboard, or tell the students to study the information box in the

book

■ Check understanding by asking questions and giving students an

opportunity to ask questions

6

■ Make sure all the students understand what they have to do

■ Demonstrate the task by getting good students to do the first one or two items as examples with the whole class listening Get choral and individual repetition of the example sentences

■ Tell the students to prepare the answers individually or in pairs before you go through the rest of the exercise with the whole class If students get wrong answers, get them or other students to explain the correct answer with reference to the table

Answers

1 hotter 2 the busiest

3 the most intelligent 4 faster ; more efficient

5 higher

Activity Book page 20 exercise 2

Activity

Fill in the blanks with a proper word from the list.

however another difference whereas while but on the other hand Even though Arizona and Rhode Island are both states of the U.S., they are different in many ways For example, the physical size of each state is different Arizona is large, having

an area of 114,000 square miles, (1) _ Rhode Island

is only about a tenth the size, having an area of only 1,214

square miles (2) _ is in the size of the population

of each state Arizona has about four million people living in

it, (3) _ Rhode Island has less than one million The

two states also differ in the kinds of natural environments that each has For example, Arizona is a very dry state, consisting of large desert areas that do not receive much rainfall every year

(4) _ Rhode Island is located in a temperate zone

and receives an average of 44 inches of rain per year In addition,

(5) _ Arizona is a landlocked state and thus has no

seashore, Rhode Island lies on the Atlantic Ocean and does have a significant coastline

5 Study the tables

Forming Comparative and Superlative Adjectives

One-syllable adjectives form their

superlatives by adding est

tall - tallest

if the one-syllable adjective ends

with an -e, just add r

large - larger

if the one-syllable adjective ends with an

-e, just add st large - largest

if the one-syllable adjective ends

with a single consonant and

a vowel before it, double the

consonant and add er

adjectives Most two-syllable adjectives form their comparatives with more

peaceful - more peaceful

Most two-syllable adjectives form their

superlatives with most

peaceful - most peaceful

if the two-syllable adjective ends

with a -y, change the -y to -i and

add er

happy - happier

if the two-syllable adjective ends with a

-y, change the -y to -i and add est happy - happiest

Two-syllable adjectives ending

in -er, -le, or -ow take er to form

their comparatives

narrow - narrower

Two-syllable adjectives ending in -er, -le,

or -ow take est to form their superlatives

Adjectives with three or more

syllables form their comparatives

with more

beautiful - more beautiful

Adjectives with three or more syllables

form their superlatives with most

beautiful - most beautiful

There is a small group of adjectives with irregular comparative and superlative

NOTE: Superlative adjectives are preeceded by the

6 Put the words in brackets in the correct form.

1Would you like to live in a (hot) country than the one you live in now?

2 Of the three secretaries, Salma is (busy).

3 Mary is (intelligent) person I’ve ever met.

4 Developments in technology will make work (fast) and (efficient) than it is now.

5 We estimate that the percentage of elderly workers will be (high) in 2030.

Lessons Five and Six

Learning Objectives

■ Demonstrating understanding of a reading text

■ Demonstrating understanding of the relationship between a word

and its definition by completing a matching exercise

■ Practising giving advice

■ Practising giving opinion

F Reading

7

■ Tell the students to read the short texts silently

■ Encourage them to guess the meaning of any key words / phrases

that they do not understand Give them any necessary help, but

concentrate on understanding the main points and do not over-teach

■ Check the answers orally with the whole class Answer any questions

that the students may have about the texts or the language in them

Answers

1 a 3 / b 5 / c 1 / d 2 / e 4

2 cut far enough outside the edge of the pattern to make provision for

seam joinings

3 unless the people using the patterns are perfect models, they should

change the patterns to their own proportions, lines, measurements and

individual requirements

4 first have both your hip and waist measurements taken carefully and

after you have bought your pattern, buy your material.

5 Students’ answers

Activity Book pages 21 and 22 exercises 3 and 4

Teaching Tips

Oral Presentations

The material of your presentation should be concise and tell an

interesting story In addition to the obvious things like content

and visual aids, the following are just as important as the

audience will be subconsciously taking them in:

● Your voice - how you say it is as important as what you say

● Body language - a subject in its own right and something

about how much has been written and said In essence, your

body movements express what your attitudes and thoughts

really are

Making the presentation

Greet the audience and tell them who you are Next, introduce

your topic and then present the information At the end review

with the audience the main points you have mentioned in your

presentation

Delivery

● Speak clearly and slowly

● Don’t shout or whisper

● Pause at key points in order to emphasise important points

● Look at the audience but don’t fix on an individual - it can be

intimidating

● Avoid moving about too much

Visual Aids

Visual aids significantly improve the interest of a presentation

However, they must be relevant to what you want to say What

you use depends on the type of talk you are giving Here are

Preparing an Effective PowerPoint Presentation

Step 1

Draft an outline of your presentation highlighting the basic concepts and major points you intend to cover Make a list of these main topics and decide which of them need a visual aid for the purpose of clarity

Step 4

Think big Large graphics are easily seen by all members of the audience and can be quite memorable If necessary, use one slide for the graphic and one for the accompanying text

Step 5

Ensure each slide supports one concept only and provides only the basic elements or visuals needed to drive the concept home Each slide can be further explained verbally as part of your presentation

Step 6

Be certain all information presented on each slide is clearly visible and easy to read, otherwise the audience will be spending all their time trying to decipher the visual and not listening to what you are saying

2 If not enough material is left for you to make a seam, what should you do?

3 What advice does the tailor give regarding the commercial paper pattern?

4 Describe the steps for buying a commercial paper pattern for a skirt.

5 Why do you think you need to buy a little more material if you wish to hem your skirt?

When buying a pattern for a skirt have both your waist and hip measurements taken carefully After you have bought your pattern, buy your material When buying material for a lady's dress or skirt, remember that the pattern does not allow for a hem If you wish to hem the skirt, you will have to buy a little more material than the pattern calls for.

The commercial paper pattern is constructed according to model measurements Unless the people using the patterns are perfect models, they should change the patterns to their own proportions, lines, measurements and individual requirements.

If a seam is desired and no margin has been left, always cut far enough outside the edge of the pattern to make provision for seam joinings For instance,

if a portion of the pattern is shown to

be cut on a fold of the material and the material is not wide enough, a seam must be allowed for.

Lesson One

Learning Objectives

■ Listing items of clothing

■ Practising giving examples

A Dialogue

1

■ Give students time to read the dialogue and answer the questions

■ Ask students to compare answers in pairs before you check answers

as a whole class

Answers

1 the woman; jeans; the second floor

2 boys’ clothes, shirts, trousers, jeans, shoes and socks

3 cotton blouses, jeans, jackets, gloves and stockings

4 because babies’ skin is very soft

5 Students’ answers

Teaching Tips

Successful Listening Activities

The following ideas will help make your listening activities

successful

Noise

Reduce distractions and noise during the listening segment You

may need to close doors or windows or ask students in the room

to be quiet

Equipment

If you are using a cassette player, make sure it produces

acceptable sound quality A counter on the machine will aid

tremendously in cueing up tapes Bring extra batteries or an

extension cord with you

Repetition

Read or play the text a total of 2-3 times Tell students in

advance you will repeat it This will reduce their anxiety about

not catching it all the first time You can also ask them to listen

for different information each time through

Content

Before the listening, talk about the content as well as specific

language used The material should be interesting and

appropriate for your class level in topic, speed and vocabulary

Teaching Tips

Using Textbook Reading Activities

Many language textbooks emphasise product (answers to comprehension questions) over process (using reading skills and strategies to understand the text), providing little or no contextual information about the reading selections or their authors, and few if any pre-reading activities Newer textbooks may provide pre-reading activities and reading strategy guidance, but their one-size-fits-all approach may or may not be appropriate for your students

You can use the guidelines for developing reading activities given here as starting points for evaluating and adapting textbook reading activities Use existing, or add your own, pre-reading activities and reading strategy practice as appropriate for your students Don’t make students do exercises simply because they are in the book; this destroys motivation

Another problem with textbook reading selections is that they have been adapted to a predetermined reading level through adjustment of vocabulary, grammar and sentence length This makes them more immediately approachable, but it also means that they are less authentic and do not encourage students to apply the reading strategies they will need to use outside of class When this is the case, use the textbook reading selection

as a starting point to introduce a writer or topic, and then give students choices of more challenging authentic texts to read as a followup

Unit

7

Making Clothes (1)

7 Making Clothes (1)

31

A Dialogue

1 Read the dialogue and answer the questions

Saleswoman: Excuse me ma’am, can I help you?

Woman: Yes, please I would like to buy a blouse for my daughter.

Saleswoman: Cotton or woollen?

Woman: Cotton please.

Saleswoman: You will find a wide selection of cotton blouses on the second floor

Woman: Thank you Are the jeans on the same floor?

Saleswoman: Yes, they are You can also find jackets, gloves and stockings there

Woman: What about boys’ clothes?

Saleswoman: Boys’ clothes are on the first floor There is a wide variety of shirts, trousers,

jeans, shoes and socks.

Woman: Do you have babies’ clothes?

Saleswoman: Yes we do They are on this floor.

Woman: Are they made from pure cotton?

Saleswoman: Yes of course Babies’ skin is very soft, so our babies’ clothes are all made

from pure cotton.

Woman: Thank you very much for your help.

Saleswoman: You’re welcome.

Questions

1 What do the words in bold refer to?

2 Which items of clothes are on the first floor?

3 Which items of clothes are on the second floor?

4 Why are all the babies’ clothes made of cotton?

5 List five items of clothing that are not mentioned in the text.

3 Complete the text with the correct word from the box.

buttonholes electric scissors scissors serrating small scissors

straight lines threads tools

We know that sewing needs many (1) The first are the (2) They are used for cutting fabrics and (3) There are different kinds of scissors Some of them are large scissors which can cut cloth in (4) On the other hand, the

(5) are used for cutting threads and ripping the slits for (6) Then,

there are serrated scissors, which are mainly used for (7) cloth so that it can’t unravel out easily Finally, the (8) are used for cutting many layers of fabrics in

factories.

Making Clothes (1) Lesson Two

■ Ask students to listen to the recording and to fill in the graphic

organiser Tell them not to worry if they couldn’t complete the task the

first time because they will hear it again

■ Ask students for their answers If necessary, play the recording again

or read out the parts that caused problems Finally, confirm the correct

answers

■ Check answers as a whole class

Audioscript

Children usually have their special clothes There are two main kinds

of children’s clothes: babies’ clothes and teenage clothes

The babies’ clothes are mainly the infant underwear which

should be of soft cotton material It should be without buttons or

buttonholes because the infant’s skin is very soft The teenage

clothes are of two kinds: girls’ clothes and boys’ clothes The

girls’ clothes consist mainly of a skirt and a blouse and sometimes

jeans and a jumper On the other hand, the boys’ clothes are either

trousers and a shirt or jeans and a jersey

Answers

Activity Book page 25 exercise 1

Lesson Three

Learning Objectives

■ Practising using words in context

■ Demonstrating understanding of the meaning of sewing terms by completing a gap-fill exercise

teenage clothes

jeans and jumper trousers and

shirt

jeans and jersey

33

Making Clothes (1)

D Grammar

4 Study the information and complete the table.

The Present Perfect

We make the present perfect tense with has / have + the past participle The

past participle of regular verbs ends in -ed The following are irregular verbs:

Present Past Past Participle

We use the present perfect tense when

We want to say or ask whether an action is now complete (or not).

ExampleI have written two pages (= Now two pages are complete.)

If the date or time is included or understood, we use the simple past tense.

ExampleI wrote the letter yesterday.

5Work in pairs Say that the person(s) in the sentences has / have already done the action.

Examples

1 Don’t forget to sew the buttons 2 She must finish the dress today

I’ve already sewn them She’s already finished it

3 You must speak to Mr Ali today 4 She should tell the tailor about the error

5 Remember to check your account online 6 Are you planning to buy babies’ clothes

I’ve already done it

He hasn’t done it yet, but he will soon.

I’ve just had a big lunch

Have you ever driven a car? No, I’ve never driven

a car.

PREPOSITIONS

I haven’t seen him for many years

I haven’t seen him since 1994.

1 I’ve been at this school _ 1999

2 I’ve lived in Damascus _ ten years

3 He has _ used a loom before

4 I haven’t checked the oil of my sewing machine _ two weeks

5 My sewing machine has stopped working because there has _ been

a powercut.

6 We haven’t finished this dress _.

7 She has _ stitched the holes in his shirt.

8 I haven’t been to sewing school _ May.

9 Have you _ been to a tailor’s?

Lesson Four

Learning Objectives

■ Practising using the present perfect tense

■ Identifying adverbs that are used with the present perfect

■ Practising using adverbs correctly

Grammar

■ The present perfect

D Grammar

4

■ Either present the information from the box yourself with the help of

the blackboard, or tell the students to study the information box in the

book

■ Check understanding by asking questions and giving students an

opportunity to ask questions

■ Allow time for students to complete the table individually

■ When they have finished, check their answers and make sure they

can pronounce the words well

Answers

bought / done / given / paid / read / sent

5

■ Ask students to read the examples given

■ Discuss with them any difficulty

■ Let them work in pairs to complete the exercise

■ Correct the exercise as a whole class

Answers

3 I’ve already spoken to Mr Ali.

4 She’s already told the tailor about the error.

5 I’ve already checked my account online.

6 I’ve already bought babies’ clothes.

6

■ Read the gapped sentences with the class

■ Answer any vocabulary questions that students might have

■ Ask students to complete the task by filling in the blank with the proper word Go round and offer help where necessary

■ Put students in pairs to check their answers

I Write sentences in the present perfect.

1 we / reach / our goal

1 We have reached our goal.

2 Our team has lost the match.

3 She has underlined the word.

4 They have not discovered the treasure.

5 Ron has not talked about the problem.

2

1 Where have they seen him?

2 What has Robby Robber robbed?

3 How many desserts has Bill ordered?

4 How often has Clara repeated the sentence?

5 Who has asked a question?

E Reading

7 Read the text and answer the questions.

Modern Home Sewing Today

Dressmaking at home is highly fashionable nowadays, and you can make exciting outfits

at any time We no longer spend hours upon hours sewing by hand along endless seams.

An increasing number of women, men and children sew at home It is an exciting and fun hobby for people who want to make their kids’ clothes or teens who want to make their prom dresses.

For a variety of reasons, it is now possible to achieve professional results right at home.

Modern technology has given us a wide range of natural and man-made fibres These fibres are made into beautiful fabrics at prices we can afford With Internet access, we can order fabrics from all over the world Along with great fabrics these days, there are also great threads, trims, lace, linings and interfacings.

Many women who took up sewing only because they were unable to buy what they wanted have found that it gives them a new interest and satisfies a creative impulse

Finally, there is a large range of aids to dressmaking that help us tremendously in our effort to avoid the home-made look: different sewing machines, attachments, hems, markers, dress forms, threads, fashion, fabrics, patterns, information on the World Wide Web, night classes and even Internet classes

Questions

1 Find five difficult words in the text and search for their meanings in the dictionary.

2 What is the main idea of the text?

3 How has modern technology enhanced home sewing?

4 Do you think it is a good idea to sew at home? Why?

8 Making Clothes (2)

Lessons Five and Six

Learning Objectives

■ Demonstrating understanding of a reading text by answering

■ Identifying the meaning of words from context

■ Identifying the main idea of a text

E Reading

7

■ Draw a KWL chart on the board In the K column, write what students

already know about home sewing Then in the W column, write what

students would like to learn

■ Ask students to read the text silently and try find the answers to the

questions

■ Check answers as a whole class When you have finished checking

the answers, give time for students to tell you what they have learned

Write students’ ideas on the board in the L column

Answers

1 Students’ answers

2 Students’ answers

3 Modern technology has given us a wide range of fabrics that people can

order from anywhere in the world in addition to threads, trims, laces,

linings and interfacings.

4 Students’ answers

Activity Book page 27 exercise 4

Teaching Tips + Activities

How to Read a Dictionary Entry

A dictionary will give you the following information about a

word:

1 How to spell the word and its special plural form

2 Whether or not the word is capitalised or abbreviated

3 How to break the word into syllables:

The spelling of the main word is given first in bold type

The word is also divided into syllables

4 How to pronounce the word:

Dictionaries provide pronunciation keys so that you will

understand the symbols used in the pronunciation guide

to a word Different dictionaries use different symbols in

their pronunciation keys, so be sure to check the key of the

dictionary you are using

5 The part of speech of a word:

Parts of speech indicate how a word functions in a sentence

Dictionary entries tell you what part of speech a word

is —noun, verb, adjective and so on The part of speech is

abbreviated and printed in italics Your dictionary provides a

full list of abbreviations

6 Different meanings that the word has, as well as synonyms

(same meaning) and antonyms (opposite meaning)

7 A sentence or expression with the word used correctly

8 The meanings of important prefixes and suffixes

9 The special uses of the word

10 The history of the word

11 Other words derived from the main word

Activity 1

Choose five words from the unit you are working on and

copy in your notebook the whole entry annotating it with

keywords from numbers 1 ➞ 11 above.

Activity 2 Use a dictionary to break the following words into syllables

In the spaces provided, rewrite each word, placing a dot (.) between the syllables.

1 scavenger 2 tundra 3 complement 4 before

5 fly

Activity 3 Use your dictionary to identify the parts of speech for each

of the following words A word may be used as more than one part of speech.

1 graph 2 angle 3 degree 4 disconfirmation