Assignment for all Freshman Students

Course title: Communicative English skills II

Course code : FLEn102

Second Semester 2019/20 A.Y.

This paper contains grammar, reading, vocabulary, and writing parts. Answer the questions
and write your answer on pieces of paper. You will submit them when classes resume. Keep
visiting the university’s web site, because any new information and materials will be
uploaded for you.

PART I: Grammar(15Marks)

[Link] is the beginning of a report of an experiment. Rewrite it, putting verbs in the
passive where appropriate and making any other necessary changes (6 marks- half
each).
I conducted the test in the school library to minimize noise. I took the children out
of their normal lessons and I tested them in groups of four. I carried out all the tests
in January 2019. The test consisted of two components. First, I showed the children
a design (I presented this in Chapter 3) and I asked them to describe what they saw.
I tape recorded all the answers. I then gave them a set of anagrams (words with
jumbled letters) which I instructed them to solve in as short a time as possible. I
remained in the room while the children did this…

B. Choose will (‘ll) or (be) going to, whichever is correct or more likely, and one of these verbs (7
marks- half each).
collapse eat enter explode have
increase leave paint phone reopen
retire see show be sick walk

1. Get out of the building! It sounds like the generator is going to explode.
2. Roman ___will be leaving__________ early before she reaches 65. She mentioned it
at the meeting recently.
3. A: I think ______I am going to see a_______ home across the park.
B: That’s a good idea.
4. Next year, no doubt, more people __will leave___________ the competition as the
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prize money increases.
5. A: Can we meet at 10.00 outside the ILS building?
B: Okay. I__will see___________ you there.
6. Don’t sit on that bench, I____am going to paint on it_________.
7. I’m not feeling well. In fact, I think I____am going to be sick_________.
8. ‘Closed over the new year period. This office ____will reopen_________ on 2nd
January’ (a sign on an office window).
9. I’m sure you ____will have_________ a good time staying with Merga.
10. We _will be eating____________ with Kedija tonight. She’s asked us to be there at
7:00.
11. ‘The 2.35 to Arba Minch___will be leaving__________ from gate 5’ (announcement
at the airport).
12. I wouldn’t walk across the old bridge if I were you. It looks like it __is going to
collapse__________.
13. I read in the paper that they __are going to increase___________the price of the gas
again.
14. Do you like my new solar watch? Here, I_am going to show____________you how it
works.
15. A: Ato Messay isn’t in his office at the moment.
B: In that case, I___will see__________him at home.

PART III: Reading Comprehension(15 Marks)

A. Reading for the main idea.

[Link] the tile, the subtitle and the first few paragraphs of the text below. Then decide which
of the following best describes the topic of the whole article.

A. Dust in the house

B. Dust in public buildings

C. Dust in the air

2. Read the first few sentences of each paragraph. Decide which sets of paragraphs deal with
each of these topics ( 7 marks)

A. Why dust is a problem Paragraphs ____A_____ to _____C_____

B. Where dust comes from Paragraphs __C____, ____D___ and ___E__

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C. Solutions to the problem Paragraphs ___F____ to ___H____

Fighting the dust

We used to think that dust blew in through the window. Now we know better, says Alison
Motluk.

A. It is hard to defend yourself against dust. Attack it, and it scatters and escapes you, but the
moment your guard is down it silently returns- on lampshades and bookshelves, in corners
and under beds. And that is just in your home. Imagine having to look after a larger place,
somewhere packed with delicate objects with tens of thousands of people passing through
each year. So serious is the fight against dust that those responsible for running museums, art
galleries and historic buildings have realized it can only be won by making it the subject of
systematic research.

B. Cleaning exhibits in museums and historic buildings takes a lot of time and money. But a
more serious problem is that the process of removing dust can sometimes cause damage.
Morten Ryhl - Svendsen of the National Museum of Denmark’s analytical lab in Copenhagen
is studying dust deposition on 100 year old Viking ships on display at a museum in Roskilde.
‘Every time the ships are cleaned some bits break off,’ he says. ‘Though some fragments can
be retrieved from the vacuum cleaner bag and replaced, cleaning is clearly accelerating the
exhibits’ decay. And no matter how small the breakage, each represents the disappearance of
some information about the object.’ Ryhl – Svendsen says.

[Link] studies have been launched in the past few years, attempting to put the study of
dust on a scientific footing. Researchers have been investigating where it comes from, and
the best way of keeping it under control. ‘The conventional view is that dust comes from
outside the building,’ says Peter Brimhlecombe, an atmospheric chemist and dust expert at
the university of East Anglia in Norwich, UK. He is involved in a study at London’s Tate
Gallery which is beginning to overturn that idea. In the study, microscope slides were placed
on top of the frames of several paintings and left there for seven days. Some were in older
galleries, where ventilation was mainly through open doors and windows, others were in
newer areas where the air within the room was continually re-circulated by air conditioners.
The amount of dust that had collected was measured and analyzed and it was found that the
air-conditioned areas still had considerable amounts of dust.

[Link]-Svendsen and colleague used a similar technique to study the dust on the Viking
ships in Roskilde. They positioned sticky patches at various locations in and around the open
ships. When they analyzed the dust they had collected, they discovered a toxic plasticizer
believed to come from floor tiles elsewhere in the museum, together with textile fibers, skin
flakes and hair.

E. Both studies indicated the same culprits: People like you and me visiting the exhibitions.

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Where there are large numbers, dust levels were high. And the objects that visitors go nearest
to were the ones that were most densely shrouded in fluff. Skin flakes, and strands of hair
contribute to the problem, but the biggest menace turns out to be clothes. We are surrounded
by invisible cloud of fibers coming from the things we wear- woollen sweaters, coats,
scarves, and so on. In the case of the Viking ships, a noticeable proportion of the fibers were
thin strands of blue denim from visitors’ jeans.

F. So what is the answer? The electronics and pharmaceutical have already developed
sophisticated devices such as air showers to clean anyone who sets foot inside their premises.
They are effective but not exactly what a tourist might expect on a visit to a historical
building.

G. It turns out that much of the dust causing the problem is shed from our clothes between the
shoulders and waist. Dust kicked up by feet is heavier and usually falls back to the ground.
So clear plastic barriers up to shoulder level could cut out a good deal of the dustiness, say
the researchers.

H. They also discovered that the more vigorously people move, the more fibers their clothes
shed, which suggests there might be some benefit in changing the way visitors are directed
past exhibits. People tend to be most active at the beginning of their visit – adjusting
rucksacks, taking off jackets and coats- so the most precious exhibits should be displayed
last. This would have the added advantage, from a conservation point of view, that visitors
will be getting tired by then and may spend less time admiring the exhibits. And no twists
and turns, advises Brimhlecombe: ‘Design routs so people do not turn corners sharply or
walk back and forth.

I. Brimhlecombe has also found that for each additional meter people are kept back from
furniture or pictures, the quantity of dust they deposit is halved. At least two meters should
separate a piece of antique furniture, for example, from a visitor’s wollen jacket. It seems
that the best way to protect museums and contents for future generation to enjoy is to keep
the current generation as far away as possible.

Source: Focus on Academic Skills for IETS

B. Decide whether the following are true or false according to the text.

__True________1. The view that dust comes from outside buildings is supported by
research.

___True_______2.Dust causes damage to exhibits in museums and historical buildings.

___True_______3. Studies found that much of the dust in historical buildings came from
visitors.

____False______4.One of the studies found that air conditioners produce considerable

amount of

dust.

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___True______5.Air showers have been used to clean visitors to historical buildings.
________

C. Complete the following with relevant words

[Link] solutions suggested by researchers to control dust in exhibitions are:

A._______air showers to clean anyone who sets foot inside their

premises__________________________________________________

B.______________At least two meters should separate a piece of antique

furniture___________________________________________

C.________clear plastic barriers up to shoulder level could cut out a good deal of the
dustiness_________________________________________________

2. Ryhl-Svendsen says that even small breakages are serious as they mean _____personal
hygiene_____________ is lost.

3. Brimblecombe’s research at London’s Tale Gallery does not support the idea that dust
enters the building from __outside_______________

4. Brimblecombe and Ryhl-Svendsen’s findings suggest that levels of dust depend both on
visitor _____clothes____________ and on their closeness to the exhibits.

[Link] researchers found that the most serious threat came from the visitors’
__clothes__________

A. Vocabulary from the text

Match the words taken from the passage with the definitions. Write your answers on
the spaces provided

Words Definitions

1. _E____ scatter ( para A) A. to say an idea is wrong

2. __C____ fragments ( Para B) B. placed

3. ___B___ launched ( Para C) C. small pieces

4. __A___ overturn ( Para ( C) D. elements

5. ___B___ positioned ( Para D) E. move in different directions

B. Reference

Find the words or phrases the following refer to

1. that idea ((para. C) ________A_________

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2. there (para. C) _________B_____________

3. you ( para E) _______E_______________

4. me ( para E) _________E_____________

5. They (para. H) _______B_____________

PART III: Vocabulary from the Module (10 points)

A. Complete each sentence with the most appropriate word from the box (1 mark
each).

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persuasive sprawl restricted resorting
ravaged serious hygiene Pressing

1. Nowadays, virtually all people across the world are obsessed with
personal___hygiene________ and wash constantly.

[Link]’s hope the countries will reach a settlement without ____pressing__________to

armed conflict.

3. The area has been ____________ravaged________by the draught, floods and war.

4. Ribbon development, urban ___restricted_________and scattered housing were all

brought under reasonable control.

5. He is eloquent and______persuasive______________, and once his words had even

power over my heart.

B. Match the words under column A with their opposite meanings given under B. Write
the letters of your choice on the spaces provided (1 mark each).

A. B.

------H------ [Link] A. marking

--------[Link] B. lying

-------[Link] C. straight forward

-------[Link] D. strange

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-------[Link] E. polite

F. homogenous

G. helping

H. harmony

PART IV: Essay Writing (10 marks)

Below are two essay topics. Choose one and write a well-organized descriptive essay of
five paragraphs in the space proved.

Topic One: Corona Virus (COVID-19): An Epidemic Threat to Human Health

Topic Two: Main activities I have performed since the closure of the university

If you choose Topic One, you may use the guided writing approach suggested below.

First paragraph: State the purpose of your essay. Give brief and factual information about
COVID-19. Mention the daily observed large increase in the cases and deaths from COVID-
19 worldwide. Also, describe briefly the current situation in Ethiopia.

Second Paragraph: Describe evidence of infection with COVID-19 (i.e., Symptoms of the
illness)

Third Paragraph: Explain the main routes to the illness (ways of transmission)

Fourth Paragraph: Mention some misconceptions or wrong beliefs among the public about
ways of contracting the virus. Describe the right ways to behave to reduce the risk of catching
COVID-19.

Fifth Paragraph: Conclude your essay by making a brief reference back to the purpose of
the essay. Mention again the dangers of COVID-19 and your advice on how to reduce the
risk of acquiring the virus.

If you choose Topic Two, below is some guidance on how to approach the task and
organize your writing.

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Topic Two: Main activities I have performed since the closure of the university

 Activity type - Some activities may be academic while others can be non-academic
 Places to perform the activities (at or around home, away from home, etc.)
 Whether or not you performed the activities with people
 If performed with people, are they family members or just friends?
 Reasons for performing the activities
 Estimated time spent so far doing the activities (number of hours, days, weeks, etc.)
 Frequencies of your performances (daily, weekly, etc.) of the activities
 Lessons learned from performing the activities

Corona virus disease (COVID-19) is an infectious disease caused by a newly

discovered corona virus. Is an ongoing pandemic of coronavirus disease
2019 (COVID-19) caused by severe acute respiratory syndrome coronavirus
2 (SARS-CoV-2), first identified in December 2019 in Wuhan, [Link] virus that
causes COVID-19 is mainly transmitted through droplets generated when an
infected person coughs, sneezes, or exhales. These droplets are too heavy to hang in
the air, and quickly fall on floors or [Link] virus that cause COVID-19
spreads primarily through droplets generated when an infected person coughs,
sneezes or speaks. You can also become infected by touching a contaminated surface
and then touching your eyes, nose or mouth before washing your [Link]
and thoroughly clean your hands with an alcohol-based hand rub or wash them with
soap and water. ...
We can reduce the risk by the Avoiding of touching your eyes, nose and mouth. ...
Cover your mouth and nose with your bent elbow or tissue when you cough or
sneeze. and as an advice we have to take care of our selves by taking every possible
measure of reducing the risk of covid 19.
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Solution for PART I: Grammar:-

This is how I carried out all the tests in january 2019. I took the children out of their
normal lessons and I tested them in groups of four but before the test I showed the
children a design and I asked them to describe what they saw, then I tape recorded all
the answers. I then gave them a set of anagrams (words with jumbled letters)which I
instructed them to solve in as short a time as possible. I remained In the room while the
children did this. Then I decided to give them test. The test consisted of two
components. Meanwhile I thought of conducting the test in the school library to
minimize noise.

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NAME :Saron balcha
Id:- UGR/3714/12
SECTION 1

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