Wednesday, June 29, 2022

IELTS Academic Reading 1 - Passage 1

Reading Tip: matching headings

You should read the headings before reading the text to focus your mind on the main ideas you need to look for.

The Coral Reefs of Agatti Island

A Agatti is one of the Lakshadweep Islands off the southwest coast of India. These islands are surrounded by lagoons and coral reefs which are in turn surrounded by the open ocean. Coral reefs, which are formed from the skeletons of minute sea creatures, give shelter to a variety of plants and animals, and therefore have the potential to provide a stream of diverse benefits to the inhabitants of Agatti Island.

B In the first place, the reefs provide food and other products for consumption by the islanders themselves. Foods include different types of fish, octopus and molluscs, and in the case of poorer families these constitute as much as 90% of the protein they consume. Reef resources are also used for medicinal purposes. For example, the money cowrie, a shell known locally as Vallakavadi, is commonly made into a paste and used as a home remedy to treat cysts in the eye.

C In addition, the reef contributes to income generation. According to a recent survey, 20% of the households on Agatti report lagoon fishing, or shingle, mollusc, octopus and cowrie collection as their main occupation (Hoon et al, 2002). For poor households, the direct contribution of the reef to their financial resources is significant: 12% of poor households are completely dependent on the reef for their household income, while 59% of poor households rely on the reef for 70% of their household income, and the remaining 29% for 50% of their household income.

D Bartering of reef resources also commonly takes place, both between islanders and between islands. For example, Agatti Island is known for its abundance of octopus, and this is often used to obtain products from nearby Androth Island. Locally, reef products may be given by islanders in return for favours, such as help in constructing a house or net mending, or for other products such as rice, coconuts or fish.

E The investment required to exploit the reefs is minimal. It involves simple, locally available tools and equipment, some of which can be used without a boat, such as the fishing practice known as Kat moodsal. This is carried out in the shallow eastern lagoon of Agatti by children and adults, close to shore at low tide, throughout the year. A small cast net, a leaf bag, and plastic slippers are all that are required, and the activity can yield 10-12 small fish (approximately 1 kg) for household consumption. Cast nets are not expensive, and all the households in Agatti own at least one. Even the boats, which operate in the lagoon and near-shore reef, are constructed locally and have low running costs. They are either small, non-mechanised, traditional wooden rowing boats, known as Thonis, or rafts, known as Tharappam.

F During more than 400 years of occupation and survival, the Agatti islanders have developed an intimate knowledge of the reefs. They have knowledge of numerous different types of fish and where they can be found according to the tide or lunar cycle. They have also developed a local naming system or folk taxonomy, naming fish according to their shape. Sometimes the same species is given different names depending on its size and age. For example, a full grown Emperor fish is called Metti and a juvenile is called Killokam. The abundance of each species at different fishing grounds is also well known. Along with this knowledge of reef resources, the islanders have developed a wide range of skills and techniques for exploiting them. A multitude of different fishing techniques are still used by the islanders, each targeting different areas of the reef and particular species.

G The reef plays an important role in the social lives of the islanders too, being an integral part of traditions and rituals. Most of the island's folklore revolves around the reef and sea. There is hardly any tale or song which does not mention the traditional sailing crafts, known as Odams, the journeys of enterprising 'heroes', the adventures of sea fishing and encounters with sea creatures. Songs that women sing recollect women looking for returning Odams, and requesting the waves to be gentler and the breeze just right for the sails. There are stories of the benevolent sea ghost baluvam, whose coming to shore is considered a harbinger of prosperity for that year, bringing more coconuts, more fish and general well-being.

H The reef is regarded by the islanders as common property, and all the islanders are entitled to use the lagoon and reef resources. In the past, fishing groups would obtain permission from the Amin (island head person) and go fishing in the grounds allotted by him. On their return, the Amin would be given a share of the catch, normally one of the best or biggest fish. This practice no longer exists, but there is still a code of conduct or etiquette for exploiting the reef, and common respect for this is an effective way of avoiding conflict or disputes.

I Exploitation of such vast and diverse resources as the reefs and lagoon surrounding the island has encouraged collaborative efforts, mainly for purposes of safety, but also as a necessity in the operation of many fishing techniques. For example, an indigenous gear and operation known as Bala fadal involves 25-30 men. Reef gleaning for cowrie collection by groups of 6-10 women is also a common activity, and even today, although its economic significance is marginal, it continues as a recreational activity.


Questions 1-9

The Reading Passage has nine paragraphs A–I.

Choose the correct heading for each paragraph from the list of headings below.

Quiz created by Veronika Bebekh with GoConqr

Reading Tip: multiple-choice questions

Multiple-choice questions will commonly include four choices, which will be related to the information mentioned in the text. A process of elimination of the incorrect answers is useful in helping you to reduce the number of errors you make.
You should read the question carefully, and then consider the information given for each choice. The ideas in the choices may not be mentions at all, be irrelevant to the question, refer to someone or something else, or be the opposite in meaning to the text.
Through understanding and eliminating incorrect choices, you have a better chance of choosing the correct answer under time pressure. A 50/50 chance is good, eliminating all the incorrect answer is best.

Questions 10-13

Choose the correct letter, A, B, C or D.

Quiz created by Veronika Bebekh with GoConqr

Tuesday, June 28, 2022

Business Result Upper-Intermediate Unit 5: Ethical Business

 

By the end of this unit, students will be able to

• talk about ethical business

• plan arrangements and respond to invitations

• talk about decisions, plans and predictions.

Context

       Consumers are increasingly affected in their choices by how they perceive the ethical behaviour of companies. More and more of us are asking questions about well-known brand names such as: Where are the products made? How much are the staff paid? What are their working conditions like? What is the source of the raw materials and are they environmentally friendly? Is there a huge financial imbalance between the company’s profits and its struggling supplier in the developing world? Being ethical has become a PR issue with consumers, governments and pressure groups all watching businesses carefully for signs of ethical or unethical practices.
      In response, many companies have policies on corporate social responsibility (CSR). The central idea of CSR is that corporations should make decisions based not only on financial factors but also on the social and environmental impact of their activities. Company websites generally outline CSR activities, e.g. health and safety policies, projects with the local community and environmental initiatives. The impact on the employee is that they could be asked to become involved in charity work or raise money for a good cause, or concern for the environment may lead to changes in working practices. During the course of this unit, you might want to find out from students if their employers’ ethical approach has had an effect on their working lives.
       This unit presents vocabulary to enable discussion of ethical issues. The context in Business communication follows a company wishing to promote its ethical ethos and allows students to practise language for explaining future plans and making invitations/recommendations. In the Talking point, students discuss corporate standards, then consider a list of personal standards to help take care of their own ethical position regarding work.

Starting point

1. What effect (positive or negative) can companies have on the environment and the local community?

2. Do you know any of the companies that are well known for their social responsibility? Is this a selling point for the company?

3. Do you know of any companies that have a public image problem because of their activities?

EXTRA ACTIVITY

Ask students to visit the websites of a few companies they are familiar with and to look for information about the company’s ethics. For example, most oil companies will offer information on work they are doing to help the environment. Similarly, companies such as The Body Shop have clear ethical positions. This mini-research project will work especially well with pre-work learners. Ask them to report back in the next lesson on what they discovered.

Working with words


1. What are the characteristics of an "ethical business"?
2. Read the text about a company called Patagonia. In what ways is the company an ethical business? How does this compare to your ideas in 1?

Our Reason
for being 

      Patagonia grew out of a small company that made tools for climbers. Mountain climbing is still at the heart of our business, but we also make clothes for skiing, snowboarding, surfing, fly fishing, paddling and trail running. All of these are silent sports. They don't require a motor or the cheers of a crowd - the rewards come from connecting with nature. 
Our values reflect a business that was started by a band of climbers and surfers, who love wild and beautiful places. This means that we act responsibly and take an active part in the fight to repair the damage that is being done to the health of our planet. 
      We acknowledge that the wild world we love best is disappearing. That is why we share a strong commitment to protecting natural lands and waters. Caring for the environment is very important to us. We donate our time, services and at least 1% of our sales to hundreds of environmental groups all over the world who are working to protect and restore the environment.
       But we also know that our business activity - from lighting our stores to dyeing shirts - creates pollution as a by-product. So we work steadily to reduce the impact we have, and do more than simply comply with the regulations. We use recycled polyester in many of our clothes and only organic, rather than pesticide-intensive, cotton.
      Staying true to our principles during thirty-plus years in business has helped us create a company we're proud to run and work for.

1. How have the company's founders influenced what the company does now?
2. What does the company have a commitment to? How do they show this commitment?
3.  What points are made about the manufacturing process?
4. Why are the owners proud of the company?
5. Do you or would you buy products from companie's like Patagonia? How important is it for you to buy products from ethical companies?


Do you know of any rules in your country governing issues such as pollution and the environment? Is your company or field of business affected by these rules?


Listen to a radio presenter questioning Shamsul Aziz, a spokesperson for a leading gas and oil exploration company. Answer questions 1—4.

1. How would you describe the interviewer's style?

2. How does the spokesperson react to the questions?

3. What does the company do for ...?

a its staff         b the environment       c the local communities where it operates

4. Do you think the company is doing enough for the environment and local community?




Think of an action or a situation to explain the meaning of each noun.

Example: Bribery - paying money to a government official to get planning permission for a new building.


Communication Activities

Read about the two companies and discuss how ethical you think they are, using some of the nouns and adjectives from exercises above.

Company X

     donated 100,000 trees to Nairobi, Kenya, to aid reforestation

     provides funds for a project that gives loans to farmers and fishermen

     established fund to promote research into conservation of drinking water

     sponsors disabled sports in Germany

• committed to offering equal entrance requirements and development opportunities to male and female employees


Company Y

    failure to perform routine inspections led to corroded pipelines and oilleaks

    oil spill has polluted large area of coastline

    lack of attention to safety led to oil refinery explosion — injuries to employees

   currently an investigation into whether company manipulated oil markets  staff bought large quantities of company's product

  committed to renewable energy: invested heavily in solar and wind power; runs a project to generate electricity from petroleum coke


Practice file: Working with words




Business Communication/Planning Arrangements

1. When you have an overseas trip for work or you are preparing for someone to visit, how important is the planning stage? What can go wrong with the preparations?

Context

___________________________________________________________________________________________________
Hummingbird Teas focuses on speciality teas from countries such as China, India and South Africa. The unique selling point of the business is its ethos. It sources teas from small, local farmers and supports fair trade. It has recently brought in Clare, a PR consultant, to help raise its profile. Clare has been organizing a trip for reporters from ethical consumer magazines to see Hummingbird's operation. She is meeting with the reporters to give details of the trip.
2. Read the Context and answer the questions.

1 What is Hummingbird Teas? 2 What is its USP? 3 Where does it buy its tea? 4 Why does it need Clare? 5 Who has been invited to see the operation?

Listen to Part 1 of the meeting between Clare and the reporters. Make any necessary changes to these notes.
  • Trip planned to China or South Africa (to be confirmed)
  • Trip to China (Not South Africa) is confirmed
  • Five days travelling around different tea plantations
  • Four days at one tea plantation
  • Opportunities for sightseeing will be provided
  • No opportunities for sightseeing
  • Two possible dates for trip: February and March
  • Two dates February 15th - 20th, need bookings by January 10th and one in May
  • two internal flights
  • A lot of road travel and one internal flight
Listen again. Complete these phrases for explaining the plans and arrangements for the trip.


Academic Wordlist 3

 

Monday, June 27, 2022

Vocabulary: Classroom Language





In my classroom, an interactive worksheet by Silvanija
liveworksheets.com
Classroom language, an interactive worksheet by TeacherDaura
liveworksheets.com


Vocabulary: Ordinal Numbers (Порядковые числительные)


 



What's the date today?, an interactive worksheet by tianah89
liveworksheets.com
Ordinal numbers 1-30, an interactive worksheet by Emma_tna08
liveworksheets.com


Alphabet ABC

 

Alphabetical Order Game

MONSTER MANSION MATCH - ALPHABET MATCH

ABC AND 123 MAGNETS

CONNECT THE DOTS ABC

SUBMARINE SPELLING PRACTICE

Alphabet exercises

Friday, June 24, 2022

State verbs

В английском языке существуют глаголы, которые не употребляются во временах группы Continuous или длительного времени. Эти глаголы относятся к группе, которую мы называем Stative verbs или State verbs. Они обозначают не действие, а состояние или положение. Их еще часто называют non-continuous verbs, non-action verbs, non-progressive verbs.
I like this book. – Мне нравится эта книга.
We understand the rule. – Мы понимаем это правило.        
It costs $5. – Это стоит $5.
I know this woman. – Я знаю эту женщину.

Во всех этих предложениях мы говорим о факте. И, хотя информация актуальна на момент говорения, мы не подразумеваем процесс.

Статичные глаголы включают:

1. Глаголы физического восприятия (verbs of physical perception): see – видеть, hear – слышать, smell – иметь запах, taste – быть на вкус, feel – чувствовать на ощупь, look – выглядеть/казаться, sound – звучать

2. Глаголы эмоционального состояния (verbs denoting emotions): like – нравится, care for – заботиться, love – любить,  hate – ненавидеть, enjoy – наслаждаться, prefer – предпочитать, adore – обожать, боготворить, dislike – не нравится,  admire – восхищаться, detest – презирать, respect – уважать и др.

3. Глаголы желания (verbs denoting wish): wish – желать, want – хотеть, desire – желать, covet – жаждать, сильно желать (особенно чужого)

4. Глаголы умственной деятельности (verbs denoting mental processes): know – знать, believe – верить, notice – замечать, realize – осознавать, forget – забывать, remember – помнить, recognize – узнавать, think – думать (иметь мнение), верить, expect – в значении думать, understand – понимать, see – в значении понимать, seem – казаться, mean – иметь в виду, означать

5. Глаголы отношения (relational verbs): contain – включать, содержать в себе, resemble – иметь сходство, напоминать, appear – оказаться, possess – иметь во владении, include – включать в себя, belong – принадлежать, consist – состоять (из чего-либо), deserve – заслуживать, involve – втягивать, вовлекать, lack – не хватать, depend – зависеть, concern – затрагивать, касаться, волновать, need – нуждаться, fit – подходить (по размеру), matter – значить, cost – стоить, own – владеть, owe – быть обязанным, должным, have – в значении иметь, require – требовать, keep – в значении продолжать

6. Другие глаголы: weigh – весить, measure – иметь размеры, быть в длину/ширину, influence – влиять, astonish – изумлять, impress – впечатлять, please – радовать, satisfy – удовлетворять, surprise – удивлять

State verbs vs Active verbs

1. Be

Глагол to be тоже может употребляться во временах группы Continuous, но только при определенном ограничении: он будет использоваться для передачи временного состояния или поведения. Например:

Am/is/are – есть, являться (постоянная черта характера) – state verb.
Am/is/are being – вести себя непривычно (поведение не свойственное человеку) – action verb.
He is lazy. – Он ленивый (это его характеристика).
He is being lazy. – Он сегодня ленится. Вообще он не ленивый.

2. Think

Think (of) – думать/иметь мнение – state verb.
Think – думать/ верить – state verb.
Think – думать/размышлять/продумывать возможности – action verb.

I think you are right. – Я думаю, что ты прав (это мое мнение).
I’m thinking about our trip to Spain. – Я думаю о нашей поездке в Испанию. (я еще думаю).

3. Have

Have - иметь – state verb.
Have - в составе выражения имеет значения - action verb:

  • have dinner/supper/lunch/breakfast – обедать/ужинать/завтракать
  • have a shower / a bath– принимать душ / ванну
  • have a swim - поплавать
  • have a party - устроить вечеринку
  • have an accident - попасть в аварию
  • have experience - иметь опыт
  • have a dream - видеть сон / иметь мечту
  • have a baby - иметь ребенка
  • have difficulty - испытывать трудности
  • have fun - веселиться
  • have trouble - иметь проблемы
  • have a rest – отдыхать
  • have a nap – вздремнуть
We have a big house in the suburbs. – У нас большой дом на окраине города.
I’m having lunch, so I’ll call you later. – Сейчас я обедаю, так что перезвоню позже.

4. Look

Look - выглядеть/казаться  – state verb.
Look - смотреть/выглядывать/просматривать – action verb.

It looks as if Molly has finished the essay.  – Кажется, что Молли закончила эссе.
Molly is looking out of the window. – Молли выглядывает/смотрит из окна.
Molly is looking through the newspaper. – Молли просматривает газету.

5. See

See - видеть / понимать - state verb

See - встречаться  с кем-нибудь или провожать кого-то / встречать кого-то (see somebody off / in) -action verb 
I see a woman in an elegant suit. – Я вижу женщину в элегантном костюме.
He’s seeing his parents after work. – Он встречается с родителями после работы.


6. Feel

Feel - быть на ощупь – state verb.
Feel - чувствовать  – чаще всего употребляется как state verb, но встречаются и исключения.
Feel - трогать, щупать  – action verb.

The baby’s skin feels like silk. – Кожа ребенка на ощупь как шелк.
I feel happy. – Я чувствую себя счастливым.
Tom is feeling the dog’s nose. – Том трогает нос собаки.

7. Taste

Taste (быть на вкус) – state verb.
Taste (пробовать)  – action verb. 

The salad tastes good. – Салат хорош на вкус.
I am tasting the salad. – Я пробую салат.

8. Smell

Smell (иметь запах)  – state verb.
Smell (нюхать) – action verb.

This plate smells good. – Это блюдо пахнет хорошо.
I am smelling the flower. – Я нюхаю цветок.

9. Appear

Appear (казаться)  – state verb.
Appear (принимать участие) – action verb.

Tim appears to be very sad. – Тим кажется очень грустным.
Тim is appearing in the next competitions. – Том примет участие в следующих соревнованиях.

10. Fit

Fit - подходить по размеру – state verb.
Fit - подгонять/прилаживать – action verb.

This skirt fits well. – Эта юбка отлично подходит по размеру.
I can't fit the handle to the broom. – Я не могу приладить ручку к метле.

11. Weigh

Weigh (весить) – state verb.
Weigh (взвешивать) – action verb.

The baby weighs 10 kilos. – Ребенок весит 10 кг.
I am weighing the baby. – Я взвешиваю ребенка.


12. Admire

Admire (восхищаться) – state verb.
Admire (любоваться) – action verb.

I admire Sam’s talent. – Я восхищаюсь талантом Сэма.
I’m admiring the night sky. – Я любуюсь ночным небом.

13. Enjoy

Enjoy (наслаждаться в целом) – state verb.
Enjoy (наслаждаться в конкретной ситуации) – action verb.

I enjoy comedy. – Мне нравится комедия.
I am enjoying the film. – Я наслаждаюсь (конкретно этим) фильмом.

Большинство глаголов состояния можно использовать во времени Continuous для выражения ярких положительных или отрицательных эмоции или особого отношения. Такие грамматические структуры часто встречаются в песнях.

I’m loving you. – Я так тебя люблю!
I’m hating the way you treat me. – Мне ужасно не нравится, как ты относишься ко мне.
I’m needing you, don’t leave! – Ты мне очень нужна, не уходи!

Stative Verbs Easy Exercise

Quiz created by Veronika Bebekh with GoConqr