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Author
Victoria Boobyer is a freelance writer, presenter, and teacher trainer
with a background in English-language teaching and teacher
management. She has a keen interest in the use of graded readers and
the sound pedagogical use of technology in teachin.
Course consultant
Tim Bowen has taught English and trained teachers in more than 30
countries worldwide. He is the co-author of works on pronunciation
teaching and language-teaching methodology, and author of
numerous books for English-language teachers. He is currently a
freelance materials writer, editor, and translator. He is a member
of the Chartered Institute of Linguists.
Language consultant
Professor Susan Barduhn is an experienced English-language
teacher, teacher trainer, and author, who has contributed to
numerous publications. In addition to directing English-language
courses in at least four different continents, she has been President
of the International Association of Teachers of English as
a Foreign Language, and an adviser to the British Council
and the US State Department. She is currently a Professor
at the School for International Training in Vermont, USA.
ENGLISH
FO R E V E RYO N E
COURSE BOOK
LEVEL ADVANCED
Contents
How the course works 8
Editors Lili Bryant, Ben Ffrancon Davies
Art Editors Daniela Boraschi, Clare Joyce, Making conversation 12
Clare Shedden, Michelle Staples
New language Present tenses
Editorial Assistants Jessica Cawthra, Sarah Edwards
Illustrators Edwood Burn, Denise Joos, Clare Joyce, Vocabulary Meeting new people
Michael Parkin, Jemma Westing New skill Using question tags
Audio Producer Liz Hammond
Managing Editor Daniel Mills Action and state verbs 16
Managing Art Editor Anna Hall New language State verbs in continuous forms
Project Manager Christine Stroyan Vocabulary Action and state verbs
Jacket Designer Natalie Godwin
New skill Describing states
Jacket Editor Claire Gell
Jacket Design Development Manager
Sophia MTT Using collocations 18
Producer, Pre-Production Luca Frassinetti New language Collocations
Producer Mary Slater Vocabulary Beliefs and opinions
Publisher Andrew Macintyre New skill Talking about your life
Art Director Karen Self
Publishing Director Jonathan Metcalf Complex descriptions 22
DK India New language General and specific adjectives
Jacket Designer Surabhi Wadhwa Vocabulary Personalities
Managing Jackets Editor Saloni Singh New skill Ordering adjectives
Senior DTP Designer Harish Aggarwal
Making general statements 26
First published in Great Britain in 2016 by
New language Introductory “it”
Dorling Kindersley Limited
80 Strand, London, WC2R 0RL Vocabulary Talents and abilities
New skill Expressing general truths
Copyright © 2016 Dorling Kindersley Limited
A Penguin Random House Company Vocabulary Travel and tourism 30
10 8 6 4 2 1 3 5 7 9
001–289759–Jun/2016
Phrasal verbs 32
All rights reserved. New language Phrasal verbs overview
No part of this publication may be reproduced, stored in or Vocabulary Travel
introduced into a retrieval system, or transmitted, in any form, or New skill Using complex phrasal verbs
by any means (electronic, mechanical, photocopying, recording, or
otherwise), without the prior written Narrative tenses 36
permission of the copyright owner.
New language The past perfect continuous
A CIP catalogue record for this book Vocabulary Travel adjectives and idioms
is available from the British Library. New skill Talking about a variety of past actions
ISBN: 978-0-2412-4232-2
Giving advice and opinions 40
Printed and bound in China New language Modals for advice and opinion
Vocabulary Recommendations
All images © Dorling Kindersley Limited
New skill Giving advice and opinions
For further information see: www.dkimages.com
Vocabulary Tradition and superstition 144 Vocabulary Crime and the law 180
Vocabulary Technology and the future 216 Getting things done 252
New language “Have / get something done”
Future hopes 218 Vocabulary Services and repairs
New language “Wish” with “would” or “could” New skill Describing things people do for you
Vocabulary Hopes for the future
New skill Talking about future hopes and wishes Complex agreement 256
New language Complex agreement
The future continuous 220 Vocabulary Collective nouns
New language The future continuous with “will” New skill Using the correct agreement
Vocabulary Polite requests
New skill Planning your career “So” and “such” 260
New language “So” and “such” for emphasis
The future perfect 226 Vocabulary Medical science
New language The future perfect New skill Emphasizing descriptions
Vocabulary Life plans
New skill Making plans and predictions Using articles to generalize 264
New language Generic “the”
The future in the past 230 Vocabulary Exploration and invention
New language “Would” and “was going to” New skill Using advanced articles
Vocabulary Changing plans
New skill Saying what you thought
Answers 268
Index 286
How the course works
English for Everyone is designed for people who want to teach Giving advice and opinions Fill in the GaPs with the recommendations From the Panel
When you want to give advice or make recommendations, New language Modals for advice and opinion
you can use a variety of modal verbs. You can vary the Vocabulary Recommendations
strength of your advice by using different modals. New skill Giving advice and opinions
Stronger suggestion.
PRACTICE BOOK
038-041_Unit9_Adv_Giving_advice_and_opinions.indd 38 22/01/16 10:32 pm 038-041_Unit9_Adv_Giving_advice_and_opinions.indd 39 22/01/16 10:32 pm
full use of the audio available on the MARK THE SPEECH BUBBLES THAT INCLUDE RECOMMENDATIONS
LISTEN TO THE AUDIO AND MARK WHETHER JEFF LIKED
OR DISLIKED EACH ACTIVITY
22/01/2016 10:44
COURSE BOOK
Conditional tenses FILL IN THE GAPS BY PUTTING THE VERBS IN THE CORRECT TENSES
TO MAKE SENTENCES IN THE THIRD CONDITIONAL
You can use the third conditional to describe an unreal New language The third conditional
past, or events that did not happen. This is useful for Vocabulary Environmental threats
talking about regrets you have about the past. New skill Talking about an unreal past
The “if “ clause is the Using different modals varies the The conditional clause
unreal past condition. certainty of the imagined result. is the unreal result.
124 125
COMPARATIVE COMPARATIVE
“THE” SUBJECT VERB “THE” SUBJECT VERB
EXPRESSION EXPRESSION
Formation guide Visual guides
break down English grammar into its
simplest parts, showing you how to
recreate even complex formations.
62
Vocabulary
TRAVEL AND TOURISM
062-065_289759_EFE_15.indd 62 22/01/2016 10:44
9
Practice modules
Each exercise is carefully graded to drill GRAMMAR VOCABULARY
Apply new language rules Cement your understanding
and test the language taught in the
in different contexts. of key vocabulary.
corresponding course book units.
Working through theSENTENCES
REWRITE THE exercises alongside
CORRECTING THE ERRORS READING SPEAKING
the course book will help you remember Examine target language Compare your spoken English
what you have learned and become in real-life English contexts. to model audio recordings.
more fluent. Every exercise is introduced LISTENING
with a symbol to indicate which skill is Test your understanding
being practiced. of spoken English.
Supporting graphics
“Wish” with “would” or “could” Space for writing
Hopes for the future Talking about future hopes and wishes
reference.
CHECKLIST
10 “Would” and “was going to” Changing plans Saying what you thought
Audio
English for Everyone features extensive supporting audio materials.
You are encouraged to use them as much as you can, to improve
your understanding of spoken English, and to make your own
accent and pronunciation more natural. Each file can be played,
paused, and repeated as often as you like, until you are confident
you understand what has been said.
LISTENING EXERCISES
This symbol indicates that you should
listen to an audio track in order to
answer the questions in the exercise.
FREE AUDIO
SUPPORTING AUDIO
This symbol indicates that extra audio website and app
material is available for you to listen www.dkefe.com
to after completing the module.
11
026-029_289759_EFE_05.indd 29 22/01/2016 16:47
Making conversation
Verbs have various forms in the present tense, including New language Present tenses
continuous and perfect. You need to understand these Vocabulary Meeting new people
differences when making question tags. New skill Using question tags
The present simple refers to something The present continuous refers to something
that happens in general or as part of a that is happening right now and will
daily routine. continue for a limited amount of time.
12
KEY LANGUAGE PRESENT PERFECT AND PRESENT PERFECT CONTINUOUS
Use the present perfect to talk about the Use the present perfect continuous to talk
recent past or general experiences in a about an action that started in the past, but
lifetime up until now. is continuing until now or has present results.
13
KEY LANGUAGE QUESTION TAGS
If the main clause Question tags are small questions added to the
of the sentence is end of a statement in informal conversation.
14
KEY LANGUAGE INTONATION WITH QUESTION TAGS
If the intonation goes up
at the end of the question
tag, it is a question
requiring an answer.
CHECKLIST
Present tenses Meeting new people Using question tags
15
Action and state verbs
Verbs that describe actions or events are known as New language State verbs in continuous forms
“action” or “dynamic” verbs, whereas those that describe Vocabulary Action and state verbs
states are known as “state” or “stative” verbs. New skill Describing states
ACTION STATE
ACTION STATE
Other state verbs can be used in continuous forms. They keep their stative
meaning, but emphasize a change, development, or temporary situation.
16
MARK THE SENTENCES THAT ARE CORRECT
CHECKLIST
State verbs in continuous forms Action and state verbs Describing states
17
RESPOND TO THE AUDIO, SPEAKING OUT LOUD
CHECKLIST
Introductory “it” Talents and abilities Expressing general truths
PRESENT TENSES
COLLOCATIONS
ADJECTIVE ORDER
INTRODUCTORY “IT”
29
Another random document with
no related content on Scribd:
ELI WHITNEY
New Haven, Conn. SIMEON NORTH
THOS. After his death business carried on by Middletown, Conn.
BLANCHARD E. W. & Philos Blake, nephews, Four sons—
Blanchard lathe followed by Eli Whitney, Jr. Business Reuben, James,
and stocking sold to Winchester Repeating Arms Co. Alvin and Selah
machinery 1888
HARPER’S FERRY ARMORY
SPRINGFIELD ARMORY
Capt. John H. Hall Jas. H. Burton
SMITH & WESSON
ROBBINS &
Norwich, Conn. later Springfield,
LAWRENCE
Mass.
Windsor, Vt.
Horace Smith worked for Whitney
Fredk. W. Howe
Arms Co. D. B. Wesson invented
Henry D. Stone
cartridge, which was sold to
AMES MFG. CO. SAMUEL COLT VOLCANIC
Chicopee, Mass. Hartford, Conn. ARMS CO.
N. P. Ames, Jas. T. First revolvers made by Sold to O. F.
Ames, Jas. H. Burton Whitney Arms Co. Winchester
ENFIELD GUN E. K. ROOT TYLER HENRY
MACHINERY Built Colt’s Armory: Workman at
Robbins &
and other machinery for Drop hammers, Lawrence.
European governments cartridge machinery Improved the
Jennings’ Rifle
C. M. SPENCER GEO. S. LINCOLN & CO.
Rifles, drop Hartford, Conn. NEW HAVEN
hammers, Lincoln Miller, first built for Colt. Pratt ARMS CO.
automatic lathes and Whitney were two of their foremen “Henry” Rifle
PRATT &
WHITNEY
JONES & LAMSON MACH.
Hartford. Conn. WINCHESTER REPEATING
CO.
Gun machinery, ARMS CO.
Turret lathes, etc.
machine tools, New Haven, Conn.
etc. “Model ’66” Winchester, etc.
BILLINGS & SPENCER
Drop Hammers, Drop
Forgings, etc.
Billings apprentice at HARTFORD MACH. SCR. CO.
Robbins & Lawrence. Automatic Lathes, Screw
Billings and Spencer Machine Products Fairfield and
worked at Colt’s. Spencer. Both worked at Colt’s
Colonel Colt had brought to England some striking examples of the admirable
tools used at Springfield[166] and he established a manufactory at Pimlico for the
production of his well-known revolvers. The committee resolved to make a
personal visit to the United States Factory at Springfield. My own business
engagements at home prevented my accompanying the members who were
selected; but as my friend John Anderson (now Sir John) acted as their guide, the
committee had in him the most able and effective helper. He directed their
attention to the most important and available details of that admirable
establishment. The United States Government acted most liberally in allowing the
committee to obtain every information on the subject; and the heads of the various
departments, who were intelligent and zealous, rendered them every attention and
civility.
[166] Hartford?
The members of the mission returned home enthusiastically delighted with the
results of their inquiry. The committee immediately proceeded with the entire
remodeling of the Small Arms Factory at Enfield. The workshops were equipped
with a complete series of special machine tools, chiefly obtained from the
Springfield factory.[167] The United States Government also permitted several of
their best and most experienced workmen and superintendents to take service
under the English Government.[168]
[167] This must be a mistake. The machinery seems to have been
supplied chiefly by Bobbins & Lawrence and the Ames Mfg. Co. Mr. Burton
of the latter company installed it.
[168] Autobiography of James Nasmyth, pp. 362-363.
Built by Eli Whitney about 1818. Now in the Mason Laboratory, Yale
University
Figure 29. Blanchard “Gun-Stocking” Lathe
Built in 1818 for the Springfield Armory. In Use Over Fifty Years
There were few school facilities in the South at that time and many
of the wealthy planters had their children educated by private tutors.
In the fall of 1792, the year in which he graduated, Whitney was
engaged as a private tutor in a family in Georgia. On his way there
he met Mrs. Greene, the widow of General Nathaniel Greene, who
was returning to Savannah after spending the summer in the North.
When Whitney reached Georgia he found that, despite his
engagement, another had been given his place and he was
stranded, practically penniless, a thousand miles from home and not
knowing which way to turn. Mrs. Greene kindly invited him to make
her house his home. He did so, and began to study law under her
hospitable roof. Here he met Phineas Miller, a native of Connecticut
and also a graduate of Yale College, who had himself come south as
a tutor in the Greene family and after General Greene’s death had
become manager of his estate. He was a man of cultivated mind, of
eager, hopeful temperament and later he married Mrs. Greene.
Shortly after Whitney’s coming, a large party of gentlemen from
Augusta and the upper country, consisting principally of officers who
had served under the General in the Revolutionary army, were
visiting Mrs. Greene. In the course of the conversation the
deplorable state of agriculture was discussed, and great regret
expressed that there was no means of separating green seed cotton
from its seed, since all the lands which were unsuitable for the
cultivation of rice and long staple cotton, would yield large crops of
green seed cotton. The black or long staple cotton had already been
introduced successfully in the Sea Islands, but it could not be grown
inland. It was vain to think of raising green seed or upland cotton for
the market unless some machine could be devised which would
facilitate the process of cleaning. Separating one pound of the staple
from the seed was a day’s work for one woman. During this
conversation Mrs. Greene told them that Whitney could invent their
machine, saying, “He can make anything.” This incident turned
Whitney’s attention to the subject. Encouraged by Miller he dropped
his law studies, went to Savannah, obtained a small parcel of raw
cotton, and set himself at work on the problem. With such resources
as the plantation afforded he made tools suited to his purpose, drew
his own wire and by the close of the winter had so far developed the
machine as to leave no doubt of its success. The first model he
made (made, it is said, in about two weeks) is still in existence in the
possession of his grandson, the present Eli Whitney. The three
essential elements of his gin, the rotary wheel with forward pointing
wires or teeth, the slotted bar, and the revolving brushes for cleaning
the teeth, remain practically unchanged today.
At that time the market was glutted with such products as Georgia
produced, trade was languishing, and there was little employment for
the negroes or support for the white inhabitants. Mrs. Greene
indiscreetly showed the first machine to visitors and the news soon
leaked out that a means had been devised for separating more
cotton in one day, with the labor of a single man, than could have
been done in the usual manner in the space of many months. An
invention so important to the agricultural interest could not long
remain a secret. The knowledge spread throughout the state and so
great was the excitement that multitudes from all quarters came to
see the machine. It was not deemed safe to gratify their curiosity
until patent rights were secured, but so determined were they that
the building was broken into by night and the machine carried off. In
this way the public became possessed of the invention, and before
Whitney could secure his patent a number of machines were in
successful operation. They deviated only slightly from the original
and gave Whitney much trouble later in establishing his rights to the
invention.
In the spring of 1793, Miller and Whitney formed a partnership
under the name of Miller & Whitney, for developing the business, and
Whitney returned to Connecticut to perfect the machine, obtain a
patent, and manufacture and ship to Georgia machines to meet the
demand. At the start they made a fatal error of policy in deciding to
buy the seed themselves, gin it and sell the product. Protected by
their patent, they planned to maintain a monopoly of this business.
Later they were willing to manufacture and sell the machines for
general use or to sell the rights. If they had done this at the start
much of the opposition which they incurred might have been
obviated. Whitney, at least, was a clear-sighted business man and if
he had realized the magnitude of the result of his invention he would
probably not have chosen this course.
There is not another instance in the history of invention of the
letting loose of such tremendous industrial forces so suddenly. The
inventions of Arkwright, Watt, Fulton and Stephenson have affected
society quite as profoundly as did that of the cotton gin, some of
them more so, but in none of these cases were the results so
immediate. In 1784, only eight years before Whitney’s invention,
eight bales of cotton from the United States which were landed at
Liverpool were seized on the ground that they could not have been
produced in the United States.[171] In 1791 the total production of
cotton in the world was estimated at 490,000,000 pounds, of which
the United States produced 2,000,000 pounds, or only ¹⁄₂₄₅, of which
189,316 pounds were exported. In 1792 they exported 138,328
pounds, an actual decrease of 51,000 pounds from the previous
year. In 1793, the year after the gin was invented, there was an
exportation of 487,000 pounds; in 1794 of 1,601,000 pounds; in
1795 of 6,276,000 pounds. By 1800 the total production had risen to
35,000,000 pounds, of which 17,790,000 pounds were exported. In
1845 the total estimated output of the world was 1,169,600,000
pounds, of which the United States produced nearly seven-
eighths.[172] At the present time the output of the United States is
about 15,000,000 bales, or 7,000,000,000 pounds. Less than 1 per
cent of this is “Sea Island” or long staple cotton. All the rest is upland
or green seed cotton, cleaned on the Whitney type of gin, and made
commercially available by his method of cleaning.
[171] Olmstead: “Memoir of Eli Whitney, Esqr.” p. 63. Also, Encyclopedia
Britannica, Eleventh Edition, Vol. VII, p. 264.
[172] Olmstead: “Memoir.” Also Merchant’s Magazine, Vol. VI, Article on
“History of the American Cotton Trade,” by James H. Lanman.
The intensity of the demand for the use of this machine made it
practically impossible to defend a patent right upon it. The patent
laws of the country, as has been stated, were crude at that time, and
the infringement suits were tried before juries composed of the very
men who were interested in breaking the patent.
Nearly all of the great inventions have been developments to
which a number of inventors have contributed, as in the case of the
steam engine, the locomotive, and the steamboat; but the
fundamental invention of the cotton gin was due to Whitney and to
Whitney alone. And yet in a letter written to Robert Fulton, at a later
date, he says:
My invention was new and distinct from every other: it stood alone. It was not
interwoven with anything before known; and it can seldom happen that an
invention or improvement is so strongly marked, and can be so clearly and
specifically identified; and I have always believed, that I should have had no
difficulty in causing my rights to be respected, if it had been less valuable, and
been used only by a small portion of the community. But the use of this machine
being immensely profitable to almost every planter in the cotton districts, all were
interested in trespassing upon the patent-right, and each kept the other in
countenance. Demagogs made themselves popular by misrepresentation and
unfounded clamors, both against the right and against the law made for its
protection. Hence there arose associations and combinations to oppose both. At
one time, but few men in Georgia dared to come into court and testify to the most
simple facts within their knowledge, relative to the use of the machine. In one
instance, I had great difficulty in proving that the machine had been used in
Georgia, although, at the same moment, there were three separate sets of this
machinery in motion, within fifty yards of the building in which the court sat, and all
so near that the rattling of the wheels was distinctly heard on the steps of the
court-house.[173]
[173] Olmstead, p. 58. (Italics are ours.)