DAILY DIALOGS

DIALOGS FOR EVERYDAY USE

UNIT ONE

FORMAL GREETINGS AND FAREWELLS.

DIALOG 1
Paul: Hello. How are you?
Don: Fine, thank you. How are you?
Paul: Fine thanks. Oh, excuse me- here’s my bus. Good –by.
Don: Goodbye.

LANGUAGES NOTES.
Hello: Good morning or good afternoon might also be used.
Thanks: is slightly less formal than thank you.

DIALOG 2
Dick: Hi! How are you?
Helen: Fine, thanks-and you?
Dick: Just fine. Where are you going?
Helen: To the library.
Dick: O.K I’ll see you later. So long.
Helen: So long.

LANGUAGES NOTES.
Hi is an informal equivalent of hello.
O.K. is less formal equivalent of all right.
The common saying “I’ll see you later” is often shortened to “see you later.”
So long is an informal equivalent of goodbye.


PERSONAL INFORMATION.

Name: My name is………
Nationality: I am ……………..
Domicile: I live in ………….
My address is…..
My telephone number is …
Occupation: I am a/ a……
Study details: I study English at……
I have studied English for….
Months/terms/ years.
I want to learn English for:
My job/ my studies/ traveling/ pleasure and interest.
Interests: I like ………in my spare time.

EXERCISES.

1. Work in pairs. Ask your partner.
What’s your name?
What nationality are you?
How old are you?
Where do you come from?
Where do you live?
What do you do?
Where do you work or study?
When/where were you born?




2. WORK IN GROUPS.TALK ABOUT YOUR PARTNER.

His/her name is ….
He/she’s…….
He /she comes from….
He/she’s a /a….
He/she: -works in a …
-studies at…..

3. FILL IN THE DIALOG.

Rod Nelson is in the buffet bar at Paddington Station in London. He is waiting for the train to Bristol. He looks for somewhere to sit down.

Rod: Excuse me, is this seat free?
Zlatko:
Rod: You are not English, are you?
Zlatko:
Rod: Where do you come from in Yugoslavia?
Zlatko:
Rod: Are you here for the holiday?
Zlatko: ………
Rod: My name’s Rod, by the way. What’s yours?
Zlatko:
Rod: Would you like another coffee?
Zlatko:
Rod: My train leaves in five minutes. I must go. Nice meeting you. Bye

Use these responses to fill in the dialog:
From Dubrovnik.
Goodbye.
Mine’s Zlatko, Zlatko Tiric.
Yes, it is.
No, I ‘m not. I’m Yugoslavian.
No, thanks.
No, I am not. I study in London.


HOME: a flat, a house, a hostel, a cottage.
LOCATION: in large town, in a city, in suburb, in a small town, in a village, in the country.
GEOGRAPHICAL LOCATION: NORTH - WEST - EAST - SOUTH



TEXT
Rod Nelson is a young electrical engineer from Ottawa in Canada. He is working in England for a company called Weston Aeronautics. The company makes electrical components. It is situated in Bristol, a large city in the south west of England.

Rod works with Jack Cooper, the production manager at Weston. Rod likes Jack and enjoys his job. He also likes England because it is so different from Canada. He lives in a hostel in Bristol but he wants to rent a flat of his own.

He started his job at Weston in September and a few weeks later he went to dinner at the Cooper’s house. There he met Barbara, Barbara is Jack and Peggy Cooper’s twenty- four year old daughter, and she is the manageress of a shoe shop in the center of Bristol. Rod doesn’t know many people in Bristol so he enjoyed meeting her.

QUESTIONS.

Who is Rod Nelson? He is a young ………
Where does he come from? From……..
What does Weston Aeronautics make? It makes…..
Where is it situated? In ….. a large ….in the…of….England.
What does Jack Cooper do? He’s the …at Weston.
Does Rod like his job at Weston? …., he….
Why does he like England? Because it’s so …..from….
W ere does he want to live? In a…… of his…….
When did he start his job at Weston? In….
When did he meet Barbara? A few …
Who is Barbara? She’s…..and ….is…
Where did he meet Barbara? He met her at dinner at the …
How old is she? She is……
What does she do? She is the …of a….
Why did Rod enjoy meeting her? Because he…. Many people …Bristol.


ORAL EXERCISES.

1) ASK WHERE PEOPLE COME FROM.

Example: I’m Canadian.
Oh, yes. Where in Canada do you come from?
She’s English. Oh, yes. Where in England does she come from?
-I’m Canadian
-She’s English
-He’s Yugoslavian
-They’re Italian
-I’m French
She’s Australian.

2) ASK WHERE PEOPLE LIVE.

Example: Rod works in Bristol. Oh, does she live there too?
I study in Bristol. Oh, do you live there too?
-Rod works in Bristol.
-I study in Bristol.
-Barbara has a shop in Bristol.
-Paul studies in Kenya.
My parents both work in Mexico.

3) SAY WHERE PLACES AND THINGS ARE.

It is Rod’s first day at Weston Aeronautics. Jack Cooper is showing him around.
Rod: Where’s your office, by the way?
Jack: That is mine over there.
Rod: Oh yes. And where is my room?
Jack: That’s yours over there.

4) GIVE CORRECT INFORMATION.

Rod can’t find where places and things are.
Rod: Is that Jack’s office?
Girl: No, Jack’s office is here.
Rod: I see. And this is the secretary’s room, isn’t it?
Girl: No, the secretary’s room is here.
-Is that Jack’s office?
-I see. And this is the secretary’s room, isn’t it?
-Oh, yes, and that Mike’s office?
-Ah! Now, I’d like to make a phone call. Is this the secretary’s telephone?
But this is John’s office.

5 GIVE REASONS.

-Why do you live in Bristol? Because I like living in Bristol.
-Why do you always get up early? Because I like getting up early.
Why do you always cycle to work?
-Why do you always go to bed early?
-Why do you always study at night?
-Why do you write letters everyday?



DIALOG 4

Rod: Hi! My name is Rod . What’s yours?
You:……..
Rod: You are not English, are you?
You:…….
Rod: Where exactly do you come from?
You: ….
Rod: Oh, yes. I live in a hostel at the moment. What about you?
You: ……..
Rod Anyway, what do you like doing in your spare time?
You:…….
Rod: I see. And why do you like to learn English?
You: ….
Rod: That’s a good reason. Where do you study by the way?
You:….
Rod: Oh, there’s a friend of mine over there. I’d like to talk to her. It was nice meeting you. Bye!
You :

UNIT ONE: summary

1 What is your name? How is it spelt?
2 What is your wife’s name? My wife’s name is …
3 What is your husband’s name? My husband’s name is …
4 What is your father’s name? My father’s name is …
5 What is your mother’s name? My mother’s name is …
6 What is your boyfriend’s name?
7 What is your girlfriend’s name?
8 What is your teacher’s name?
9 What is her daughter’s name?
10 What is his son’s name?
11 What are their names?
12 Do you have any children?
13 How is your elder brother?
14 How old are you?
15 How old is your son or daughter?
16 Are you children here?
17 Is your family here?
18 Is your mother or your father here?
19 Where do you live?
20 Do you have a brother or a sister?
21 Do you have a father or a mother? Where does he/she live?
22 Do you have all your parents?
23 Are you an orphan?
24 Is your brother or sister married?
25 I s your wife here?
26 How are you?
27 How is your wife?
28 How is his husband?
29How are your children?
30 How is your family?
31When were you born?
32 Where were you born?
32 Where was your mother born?
33 How old is your wife?
34 Is that a door?
35 Is this a candle?
36 Are these stones?
37 Are those flowers?
38 How old were you two years ago?
39 What do you do?
40 What does he /she do?
41 What do they do?
42 Who is that?
43 What are you?
44 Where are you coming from?
45 Where do you come from?
46 What is the French for a dog?
47 What is the English for “une maison?”
48 What nationality are you?
49 You are not English, are you?
50 Where do you come from in Rwanda?
51 You are not Canadian, are you?
52 They are not Italian, are they?
53 Is he /she here on vacation?
54 Are you here on holiday?
55 My name is Peter by the way, what’s yours?
56 My daughter is Mary by the way, what’s yours?
57 Would you like another sheet of paper?
58 Would you like another bottle?
59 What does Kabuye factory make?
60 Where is Kabuye factory situated?
61What does Bralirwa supply?
62 Why do you like Kibungo?
63 When did you start your business?
64 When did you start to teach?
65 When did you meet Uwamahoro Hillary?
66 Where did you meet her?


UNIT TWO


EXPRESS LIKES AND DISLIKES.

Do you like cooking? -Yes, very much.
-It’s all right.
-Sometimes.
-It depends.
-No, not much.
No, I hate it.
Do you mind doing housework? No, I like it.
It’s all right.
Sometimes.
It depends.
Yes, I hate it.
DIALOG

Paul: Do you like working at Kabuye factory James?
James: Yes, very much. The job’s interesting and the people there are friendly.
Paul: And do you mind living in a hostel?
James: It’s all right, but I want to find a flat of my own soon. Where do you live, by the way?
Paul: In a flat on the other side of the city, in an old part of Kigali. What do you think of Kigali?
James: I like it. It’s a beautiful city and the countryside around here is lovely. How do you like it?
Paul: Well, it’s my hometown, of course. I think it is a bit depressing in winter, but it’s
nice in Spring and Autumn. Do you know many people yet?
James: No, not many people yet. Unfortunately.
Paul: Well, would you like to come and have a look round the shoe shop one day? In fact, what about coming next Saturday at lunchtime? We close at one o’ clock.
James: Thanks. That is a great idea. Why don’t we have lunch together?
Paul: Fine, I’m not so keen on big lunches, but we could have something light.
James: Good. That’s fixed then.
Peter: Come on now; dinner is ready.

QUESTIONS

1 Does James like his job at Kabuye? He……..
2 Where does he live? In a……
3 Where does Paul live? In a …….on ….side of the city, in an….
4 Does James know many people in Kigali? ……….he…….
5 What does Paul invite James to do ? To …..and have a ….the …
6 When does he suggest? Next …..at …o’ clock.
7 What does James suggest to do? Have …….together.



PRACTICE.

1 Work in pairs. Ask your partner about his/her likes and dislikes.
Do you like ………..?
Cooking, going for long walks, sightseeing, swimming, dancing, reading, watching television.
Do you mind……….?
Writing letters, washing up, studying, ironing, helping others
2 Write a few lines about your partner’s likes and dislikes. Like this:

John likes playing and singing very much, but he does not like cooking and doing housework. On the other hand, he does not mind getting up early or being alone.

3 Now write a few lines about yourself. Like this: I like …….but…..

4 MORE PRACTICE

Do you mind people smoking when you are eating?
Do you mind people talking when you are watching television?
Do you mind traveling in the rush hour?
Do you mind waiting for others?
Do you like drinking beer?
Do you like greeting others?
Do you like going on foot?
Do you mind working in fields?
Do you like working with children?
Do you like staying in bed in the morning?
Do you like getting up early?
Do you mind smoking cigarettes?
Do you mind working outside?













UNIT THREE

DISCUSS PERSONAL COMFORT AND HEALTH
SYMPATHISE AND MAKE SUGGETIONS.


DIALOG ONE

Nancy: Hello, mum. How do you feel today?
Mum: Not too good. I’m afraid.
Nancy: Oh dear, I am sorry. What’s the matter?
Mum: I don’t know, but I’ve got a pain in my back now.
Nancy: Well why don’t you tell the nurse?
Mum: Yes, I will. Now how are the children?
Nancy: Oh Mark has got a cold and a slight temperature. But he’s a little better today. And Mandy’s very well.
Mum: Oh, I am glad. Did you sleep well last night?
Nancy: No, I didn’t. I’m afraid. Old Mrs. Grey in the next house cried all night. I must go back now and look after Mark. He’s still got a temperature, Norman’s at the work, of course.
Mum: All right, dear. Give all them all my love.
Nancy: I will. See you tomorrow.


USEFUL WORDS.

How do you feel today? Much better, thanks. Oh, I am glad.
How is your headache? A little better, thanks. Oh, good.
How is your back? Not too bad, thanks. Oh, I’m glad.
How is your malaria? Not too good, I’m afraid. Oh, dear I’m sorry.
How is your stomachache?
How is your pain?
How is your fracture?


Exercise.

Work in pairs. Ask, answer and respond like this:
How do you feel today?
Much better, thanks.
Oh I am glad.
How is your back?
Not too good, I’m afraid.
Oh, dear I am sorry.



Headache, bad cold, stomachache, malaria, a pain in my back, a pain in my leg.
What’s the matter? I’ve got a headache.
I’ve got a temperature.
Oh ,dear; I am sorry. Why don’t you take an aspirin?
Why don’t you lie down?
Why don’t you go home?
Why don’t you see a doctor?

PAUL’S HEADACHE

DIALOG TWO
Jack: Where shall we eat dinner tonight? Shall we try that new Italian restaurant?
Paul: I can’t eat anything. I feel terrible. My head aches.
Jack: You must be sick. You should see a doctor .You might have flu. A headache is one sign of the flu.
Paul: I do not know any doctor here.
Jack: I have a good doctor. I can make an appointment for you. Shall I call Dr Boyd?
Paul: No, thanks. I’ll probably feel all right tomorrow.
Jack: Well, go to bed early and get some rest.
Paul: I should study. We are going to have a history test tomorrow morning. I failed the last test, so I must pass this one.
Jack: But you may have flu. You can’t take a test with the flu. And you can’t study with
a terrible headache.
Paul: That’s true, but I must study or I will fail that history test!







DIALOG THREE

Jane: I hear you’ve been ill.
Cathy: Well, I had the flu for a couple of weeks, but I am fine now.
Jane: You’re looking well. By the way, did you hear about Mrs. Jackson?
Cathy: No, what about her?
Jane: She had such a bad case of the flu that they had to take her to the hospital.
Cathy: Oh, I’m sorry to hear that.

DIALOG FOUR
Peter calls in to see her neighbor Pat one Saturday morning.
Peter: Hello, Pat. Are you busy?
Pat: Oh, hello Peter. Come in. No, I’m not busy.
Peter: How do you feel now? How’s your cold?
Pat: Oh, much better, thanks.
Peter: Oh good. I am glad. Look, would you like to come into town with me this
morning and buy some curtain material?
Pat: Yes, I’d love to. What about going to John’s? They usually have good materials.
Peter: Hmmm I’m not so keen on John’s. It’s so expensive there. But there’s a good shop.
Which sells materials in Patton Street? It’s called Paul’s.
Pat: Paul’s? I do not know it. How do you get to it?
Peter: Well, you walk down Broad Street and turn right at the second traffic light and then you’re in Patton Street. Paul’ is about half way down on the left.
(In Paul’s)
Boy: Can I help you? Or are you looking?
Peter: Well, yes, actually. I am looking for some plain curtain material. Dark blue,
I think.
Boy: Well, the plain materials are over there. Why don’t you have a look? I’ll be back in
a minute.
Peter: Thank you. What do you think of this, Pat?
Pat: Mmm. It’s all right. But it isn’t dark blue.
Peter: No, and it’s rather expensive.
Boy: Have you found anything you like?
Peter: Er…I’m not sure. May I take a sample of this material?
Boy: Yes, of course. Here you are.
Peter: Thank you very much.
Boy: You are welcome.









A Physical Examination
Doctor: When did you last come in for a physical exam?Patient: I had my last physical two years ago.
Doctor: Have you had any other exams recently? Blood work, an EKG or an ultra-sound?Patient: Well, I had a few X-rays at the dentist's.
Doctor: How have you been feeling in general? Patient: Pretty well. No complaints, really.
Doctor: Could you roll up your left sleeve? I'd like to take your blood pressure.Patient: Certainly.
Doctor: 120 over 80. That's fine. You don't seem to be overweight, that's good. Do you exercise regularly?Patient: No, not really. If I run up a flight of stairs, it takes me a while to get my breath back. I need to get out more.
Doctor: That would be a good idea. How about your diet? Patient: I think I eat a pretty balanced diet. You know, I'll have a hamburger from time to time, but generally I have well-balanced meals.
Doctor: That's good. Now, I'm going to listen to your heart. Patient: Ooh, that's cold!
Doctor: Don't worry it's just my stethoscope. Now, breathe in and hold your breath. Please pull up your shirt, and breathe deeply... Everything sounds good. Let's take a look at your throat. Please open wide and say 'ah'.Patient: 'ah'
Doctor: OK. Everything looks ship shape. I'm going to order some blood work and that's about it. Take this slip to the front desk and they'll arrange an appointment for the tests. Patient: Thank you doctor. Have a nice day.
Key Vocabulary
physical examination (exam)blood workEKGultra-soundx-raysto roll up sleevesoverweight - underweightto exercise regularlybalanced dietwell-balanced mealsstethoscopeto breath in to hold one's breathto pull on one's shirtto breathe deeplyto open wideto look ship shapeslipfront deskto arrange an appointment


Some Troubling Symptoms
Patient: Good afternoon.
Doctor: Good afternoon. Have a seat. So, what have you come in for today?Patient: Thank you. I'm feeling ill, I've got quite a bad cough, but I don't seem to have a fever.
Doctor: I see. How long have you had these symptoms?Patient: Oh, I've had the cough for two weeks, but feeling ill just these past few days.
Doctor: Are you having any other problems?Patient: Well, I've got a headache. I've also had a little bit of diarrhea.
Doctor: Do you produce any phlegm when coughing?Patient: Sometimes, but it's usually pretty dry.
Doctor: Do you smoke?Patient: Yes, a few cigarettes a day. Certainly no more than a half a pack a day.
Doctor: How about allergies? Do you have any allergies?Patient: Not that I'm aware of.
Doctor: Does your head feel stuffy?Patient: Yes, for the past few days.
Doctor: OK. Now let's have a look. Could you please open your mouth and say 'ah'?
Key Vocabulary
symptomsto feel illcoughfeverto have a coughheadachediarrheaphlegmto coughallergystuffyto feel stuffy


Joint Pain
Patient: Good morning. Doctor Smith?Doctor: Yes, please come in.
Patient: Thank you. My name is Doug Smith.Doctor: What have you come in for today Ms Anders?
Patient: I've been having some pain in my joints, especially the knees.Doctor: How long have you been having the pain?
Patient: I'd say it started three or four months ago. It's been getting worse recently.Doctor: Are you having any other problems like weakness, fatigue or headaches?
Patient: Well I've certainly felt under the weather.Doctor: Right. How much physical activity do you get? Do you play any sports?
Patient: Some. I like to play tennis about once a week. I take my dog on a walk every morning.Doctor: OK. Let's have a look. Can you point to the area where you are having pain?
Key Vocabulary
joint painkneesweaknessfatigueheadacheto feel under the weatherphysical activityto play sportsto have pain
Pain that Comes and Goes
Doctor: How long have you been having this pain?Patient: It started in June. So for more than five months now. My stomach hurts after some meals, but not always.
Doctor: You should have come in earlier. Let's get to the bottom of this. Have you changed your eating habits during this period?Patient: No, not really. Well, that's not true. I'm eating the same foods, but less. You know, the pain seems to come and go.
Doctor: How strong is the pain exactly? On a scale of one to ten, how would you describe the intensity of the pain? Patient: Well, I'd say the pain is about a two on a scale of one to ten. Like I say, it's not really bad. It just keeps coming back...
Doctor: How long does the pain last when you get it?Patient: It comes and goes. Sometimes, I hardly feel anything. Other times, it can last up to half an hour or more.
Doctor: Is there a type of food that seems to cause stronger pain than other types?Patient: Hmmm ... heavy foods like steak or lasagna usually brings it on. I've been trying to avoid those.
Doctor: Does the pain travel to any other parts of your body - chest, shoulder or back? Or does it remain around the stomach area.Patient: No, it just hurts here.
Key Vocabulary
painstomachto hurtto get to the bottom of somethingeating habitsto come and goon a scale of one to tento keep coming backto last (an amount of time)heavy foodsto avoidchestshoulderback

A Prescription
Patient: … what about the problems I've been having sleeping?Doctor: I'm going to give you a prescription for some medicine to help you get a better night's sleep.
Patient: Thank you doctor.Doctor: Here, you can get this prescription at any pharmacy.
Patient: How often should I take the medicine?Doctor: Just take one pill about 30 minutes before you go to bed.
Patient: How long should I take them?Doctor: The prescription is for thirty days. If you're not sleeping well after thirty days, I'd like you to come back in.
Patient: Is there anything else I can do to help me sleep at night?Doctor: Don't worry so much about things at work. I know, I know... easier said than done.
Patient: Should I stay home from work?Doctor: No, I don't think that's necessary. Just remember to stay calm.
Key Vocabulary
prescriptionto get a good night's sleeppharmacyto take medicineto take a pilleasier said than doneto stay calm
Feeling Queasy
Nurse: Good morning, Mr Adams. How are you doing today?Patient: Horrible! I can't eat anything! I just feel sick to my stomach. Take the tray away.
Nurse: That's too bad. I'll just put this over here for now. Have you felt queasy for very long? Patient: I woke up during the middle of the night. I couldn't get back to sleep, and now I feel terrible.
Nurse: Have you been to the toilet? Any diarrhea or vomiting? Patient: I've been to the toilet twice, but no diarrhea or vomiting. Perhaps, I should drink something. Can I have a cup of tea?
Nurse: Certainly, I'll get you a cup immediately. Would you like black tea or peppermint tea?Patient: Peppermint, please. Do you think I could have another blanket? I'm so cold. I think I'm getting the chills.
Nurse: Here's an extra blanket. Let me tuck you in.Patient: You're so sweet. What is your name?
Nurse: My name is Alice. I'll be on shift during the day for the next few days.Patient: Hello Alice. My name is Jack. Nice to meet you.
Nurse: Let's get you feeling better Jack! Is there anything else I can get for you?Patient: That's alright. I think a cup of tea and a warm blanket should help.
Nurse: OK. I'll be back as soon as the tea is ready. Patient: Thank you.
Key Vocabulary
to feel queasyto feel sick to one's stomachtrayto wake upto feel terrible, awful, horribleto get (go) back to sleepto be to the toiletdiarrheavomitblack tea, peppermint teablanketto get the chillsto tuck someone in
Helping a Patient
Patient: Nurse, I think I might have a fever. It's so cold in here!Nurse: Here, let me check your forehead.
Patient: What do you think?Nurse: Your temperature seems raised. Let me get a thermometer to check.
Patient: How do I raise my bed? I can't find the controls.Nurse: Here you are. Is that better?
Patient: Could I have another pillow?Nurse: Certainly, Here you are. Is there anything else I can do for you?
Patient: No, thank you.Nurse: OK, I'll be right back with the thermometer.
Patient: Oh, just a moment. Can you bring me another bottle of water, too?Nurse: Certainly, I'll be back in a moment.
Key Vocabulary
feverto check someone's foreheadraised temperaturethermometerto raise / lower the bedcontrolspillow







Getting Patient Details
Administrative Staff: Hello, how can I help you?Patient: I've got an appointment with Dr. Adams.
Administrative Staff: Are you Ms Moyers? Patient: Yes, I am. I have an appointment at ten.
Administrative Staff: We just need to fill in some information for our files. Could you fill out these forms? Patient: Certainly ... (comes back after filling out the forms) what’s this form for?
Administrative Staff: It's just a privacy form informing you of our policies.Patient: Is that really necessary?
Administrative Staff: I'm afraid it is. Could you also sign that form? Patient: OK, there you go. Here's my insurance provider's card.
Administrative Staff: Thank you. OK, that'll be $20.Patient: Why do I have to pay $20?
Administrative Staff: It's the deductible for office visits required by your health care provider.Patient: ... but I'm insured aren't I?
Administrative Staff: Yes, of course. Your health care provider asks for deductibles on office visits.Patient: Every time I turn around I've got some additional fee to pay. I don't know why I pay for insurance!
Administrative Staff: I know it's frustrating. We also have a lot of paperwork. Every provider has different forms and requirements!Patient: This can't continue on like this!
Administrative Staff: I agree with that!
Key Vocabulary
appointment to fill in forms files form privacy policies to sign a form insurance provider insurance provider's card deductible office visit health care provider to be insured additional fee frustrating paperwork




UNIT FOUR

A TELEPHONE CALL.
John: Hello.
Fiacre: Hello. May I speak to Umulisa , please?
John: Just a minute……..Umulisa, it’s for you.
Umulisa: Hello.
Fiacre: Hi! Dear, this is Fiacre speaking. Would you like to go to a movie tonight?
Umulisa: Thanks, I’d love to. I haven’t been to a movie for a long time.
Fiacre: Good. I’ll pick you up around eight–thirty, and then the movie starts at nine.
Umulisa: Fine I’ll be ready.

LANGUAGES NOTES.

. A simple hello is the usual way of answering the telephone.
Business firms, however, frequently identify themselves when answering the telephone.
Example: Jones construction Company, Mr. Peter speaking.
. May I speak to ……please? A possible alternative is I’d like to speak to…..
.Would you like to …………This is a polite form of do you want to……..?

I’d love to: I would love to, a somewhat more enthusiastic response than I’d like to.


More sentences to use

… (company). Good morning.
… (company). Good afternoon.
… (company). How can I help you?
I'm afraid you have dialed the wrong number.
Who would you like to speak to?
What does it concern, please?
Would you mind telling me what you're calling about?
Hold the line, I'll put you through.
I'll pass you over to … (department).
… is speaking on another line.
… isn't in (yet).
… is away on business.
… is on holiday (this week).
… is out for lunch.
I'm afraid, … is not available at the moment.
… will be back any minute.
I'm sorry, but the line is engaged.
There's no reply.
If you hold the line, I'll try again.
Would you like to hold?
Could you try again later / tomorrow?
Can I take a message?
Would you like to leave a message for …?
If you give me your phone number, … will call you back.
Could I have your name, please?
Could I help you? / Maybe I can help you?
… here. / … speaking. / This is …
This is … (company), … (name) speaking.
Sorry, I must have dialed the wrong number.
Could I speak to …, please?
Am I speaking to …?
Could you put me through to …, please?
It's about …
I'm calling about …
Could you please tell … I phoned?
Could you give … a message, please?
Could you ask … to call me back?
Do you know when … will be back?
Will … be in the office tomorrow?
I'll try again later / tomorrow.
Maybe you could help me?
My English isn't very good.
The line is bad.
I can hardly hear you.
I didn't get that.
Could you speak more slowly, please?
Could you speak louder, please?
Could you repeat that, please?
Could you spell that, please?
Sorry? / Pardon?

Telephone English - Important Phrases
There are a number of phrases and idioms that are only used when telephoning. Let's first take a look at an example dialogue: Here are the most common:
· Operator: Hello, Frank and Brothers, How can I help you?
· Peter: This is Peter Jackson. Can I have extension 3421?
· Operator: Certainly, hold on a minute, I'll put you through...
· Frank: Bob Peterson's office, Frank speaking.
· Peter: This is Peter Jackson calling, is Bob in?
· Frank: I'm afraid he's out at the moment. Can I take a message?
· Peter: Yes, Could you ask him to call me at . I need to talk to him about the Nuovo line, it's urgent.
· Frank: Could you repeat the number please?
· Peter: Yes, that’s, and this is Peter Jackson.
· Frank: Thank you Mr Jackson, I'll make sure Bob gets this asap.
· Peter: Thanks, bye.
· Frank: Bye.
As you can see, the language is rather informal and there are some important differences to everyday English. Look at the chart below for key language and phrases used in telephone English:
Introducing yourselfThis is Ken.Ken speakingAsking who is on the telephoneExcuse me, who is this?Can I ask who is calling, please? Asking for SomeoneCan I have extension 321? (Extensions are internal numbers at a company)Could I speak to...? (Can I - more informal / May I - more formal)Is Jack in? (informal idiom meaning: Is Jack in the office? Connecting SomeoneI'll put you through (put through - phrasal verb meaning 'connect')Can you hold the line? Can you hold on a moment? How to reply when someone is not availableI'm afraid ... is not available at the momentThe line is busy... (when the extension requested is being used)Mr Jackson isn't in... Mr Jackson is out at the moment... Taking a MessageCould (Can, May) I take a message?Could (Can, May) I tell him who is calling?Would you like to leave a message?

Leaving a Message
Sometimes, there may not be anyone to answer the telephone and you will need to leave a message. Follow this outline to make sure that the person who should receive your message has all the information he/she needs.
1. Introduction - - - - Hello, this is Ken. OR Hello, My name is Ken Beare (more formal).
2. State the time of day and your reason for calling - - - - - It's ten in the morning. I'm phoning (calling, ringing) to find out if ... / to see if ... / to let you know that ... / to tell you that ...
3. Make a request - - - - Could you call (ring, telephone) me back? / Would you mind ... ? /
4. Leave your telephone number - - - - My number is .... / You can reach me at .... / Call me at ...
5. Finish - - - - Thanks a lot, bye. / I'll talk to you later, bye.
Here's an example of message
Telephone: (Ring... Ring... Ring...) Hello, this is Tom. I'm afraid I'm not in at the moment. Please leave a message after the beep..... (beep)
Ken: Hello Tom, this is Ken. It's about noon and I'm calling to see if you would like to go to the Mets game on Friday. Could you call me back? You can reach me at 367-8925 until five this afternoon. I'll talk to you later, bye.
As you can see, leaving a message is pretty simple. You only need to make sure that you have stated all the most important information: Your Name, The Time, The Reason for Calling, Your Telephone Number

A:
Good afternoon, Fowler's, may I help you?
B:
Extension 237 please.
A:
I'm sorry, the line's busy, will you hold?
B:
Yes, I'll hold.

..............
A:
I'm putting you through.
C:
Marketing, Harry Webb speaking.
B:
Could I speak to Maurice Caine please?
C:
I'm sorry, he's in a meeting at the moment.
B:
Do you know when he'll be back?
C:
He should be back around four. Can I take a message?
B:
Yes, please ask him to call David Jones on 629 3478
C:
629 3478, right?
B:
That's right.
C:
OK, I'll see he gets your message.


Below are 6 common phone call dialogues. You can read and or listen to the dialogues.
Dialogue 1. Telephone conversation company to company call. the person you want to speak with answers.
ROHAN: Hello, English Essentials, Rohan speaking.DERYN: Hello it's Deryn Kennedy speaking from ABC Pty. Ltd., Is that Rohan Cox?ROHAN: Yes it is. How can I help you Deryn?DERYN: I am ringing to let you know that your order for 2,000 Dictionaries has been processed and they will be delivered to you tomorrow.ROHAN: Oh wonderful, thanks very much.DERYN: Ok. Is there anything else we can do for you Mr. Cox?ROHAN: No, not at the moment. That will be fine, thanks.DERYN: Ok, thank you. Bye for now.ROHAN: Bye.
Dialogue 2. Telephone conversation company to company call. The person you want to speak with is not there and will return your call.
ROHAN: Hello, English Essentials, Rohan speaking.DERYN: Hello it's Deryn Kennedy speaking from ABC Pty. Ltd., I would like to speak with Stewart Cox if he is available thanks.ROHAN: Oh I'm sorry Deryn, he has just gone out of the office, can I take a message or get him to call you back?DERYN: Sure. I will leave my details so he can call me back ok?ROHAN: Ok. What is your number there please?DERYN: 090 2349 5668ROHAN: Ok, I'll have Stewart call you when he returns in a few minutes.DERYN: Ok, thanks. Bye.ROHAN: Bye.
Dialogue 3. Telephone conversation company to company call. The person you want to speak with is not there and you will call them back.
ROHAN: Hello, English Essentials, Rohan speaking.DERYN: Hello it's Deryn Kennedy speaking from ABC Pty. Ltd., I would like to speak with Stewart Cox if he is available thanks.ROHAN: Oh I'm sorry Deryn, he has just gone out of the office, can I take a message or get him to call you back?DERYN: Oh, it's ok. I will call him back later. What time are you expecting him back?ROHAN: He should be here in 20 minutes time, so you can call anytime after that, he will be here then.DERYN: Oh ok, I will call then thanks very much.ROHAN: Ok, bye.DERYN: Thanks. Bye.
Dialogue 4. Telephone conversation friend to friend call, your friend answers the phone.
ROHAN: Hello.DERYN: Hi Rohan, how are you?ROHAN: Oh I'm doing well thanks Deryn. How have you been?DERYN: Excellent thanks. Would you like to go to see a movie this weekend?ROHAN: It depends on what day and time.DERYN: What about Saturday night at 8 o' clock, is that convenient for you?ROHAN: Yeah, Saturday night is ok, I am busy most of the day Saturday and also on Sunday night, but Saturday night is fine.DERYN: Great. How about we meet at the West exit at ah Yokohama train station and we could walk down to the Yokohama cinema from there?ROHAN: Sure that sounds great. Thanks for calling Deryn, I have to go now, I'm a little busy, sorry. But I will see you this Saturday night around 7:30pm ok?DERYN: Ok great, thanks, bye Rohan.ROHAN: See you later Deryn.
Dialogue 5. Telephone conversation friend to friend call, your friend does not answer the phone (someone else does) but your friend is home.
ROHAN: Hello.DERYN: Hello this is Deryn speaking I would like to speak with Stewart please ?ROHAN: Are you a friend of his?DERYN: Yes I am.ROHAN: Oh ok, I will go and get him for you.DERYN: Thank you.STEWART: Stewart speaking.DERYN: Hi Stewart, it's Deryn.
Now you can continue this conversation as above.
Dialogue 6. Telephone conversation friend to friend call, your friend is not home.
ROHAN: Hello.DERYN: Hello it's Deryn speaking, I would like to speak to Stewart please ?ROHAN: Sorry, he is not here. Can I take a message?DERYN: Certainly. Could you please let him know that Deryn Kennedy called, and if he could call me back, that would be great.ROHAN: Ok, sure. He won't be home until late tonight, is that still ok?DERYN: Yes, that's fine, I don't go to bed until 2 or 3am, so anytime is fine, thanks.ROHAN: Ok sure, bye.DERYN: Bye.


UNIT FIVE.

ORDERING A MEAL.

Waiter: Are you ready to order now, sir?
Peter: Yes, I’ll have tomato soup, roast beef, mashed potatoes, and peas.
Waiter: That’s tomato soup….roast beef….mashed potatoes…..and peas .How do you
Want your beef, rare, medium, or well done.
Peter: Well done, please
Waiter: Anything to drink?
Peter: Hmmmm…just water. I will have coffee with my dessert.

LANGUAGES NOTES.

Notice that the verb in this idiom is have, not take or eat.
The waiter pauses briefly as he writes each item in his order book.
Rare means slightly cooked.
Well done, please: notice that the subject and verb are omitted in the response; only the necessary information is given.
Anything to drink? Notice that the subject and the verb are omitted. The question is understood. To mean something like do you want anything to drink? Would you like anything to drink? Or will you have anything to drink?
Hmmmm is a pause sound, used while the speaker is thinking of what he wants to say.
Just water: again the response omits the subject and the verb.
I’ll have coffee …..notice that the verb in this idiom is have, not take or drink.

Second dialog
W:
Good evening.
C:
A table for two please.
W:
Certainly. Just here, sir.
C:
Could we sit by the window?
W:
I'm sorry. The window tables are all reserved.
W:
Are you ready to order, sir?
C:
Yes. I'll have tomato soup for starters and my wife would like prawn cocktail.
W:
One tomato soup and one prawn cocktail. What would you like for main course?
C:
I'll have the plaice and my wife would like the shepherd's pie.
W:
I'm afraid the plaice is off.
C:
Oh dear. What do you recommend?
W:
The steak pie is very good.
C:
OK I'll have that.
W:
Would you like anything to drink?
C:
Yes, a bottle of red wine please.

Word List
Accomodation
R:
Good evening. How may I help you?
G:
Have you got any rooms?
R:
Yes. Single, double or twin?
G:
Single, please.
R:
Would you like a room with a shower or a bath?
G:
Just a shower will do.
R:
Room 319. That'll be £12.50 a night, including breakfast. How long will you be staying?
G:
Just a couple of nights. What time is breakfast?
R:
Breakfast is from 7 to 9.
G:
And what time is dinner?
R:
Dinner's from 6:30 to 8:30. You'd better hurry, the restaurant closes in 15 minutes.
G:
Thanks.


accommodation
double room
twin room
single room
double bed
fill in a form
reception
receptionist
key
book in advance
B&B
vacancies
no vacancies
Hotel
arrival date / date of arrival
departure date / date of departure
room service
air conditioning
make a reservation / book a room
request more information
complete / fill in the form
staff
cancel a booking
Restaurant
eating out
bill (The bill please.)
bottle
dessert
drink
hungry
thirsty
menu
order (Are you ready to order?)
restaurant
set meal
table (A table for two please.)
guest
waiter , waitress
Here you go.
tip (Shall we tip the waiter?)









MENU


APPETIZERS

Avocado vinaigrette salad
Fruit plate with cheese
Baked potato with cheese and sauce
Freshly baked bread with butter and homemade jam
Antipasto salad (delicatessen meats, olives, peppers, mozzarella
cheese served with a light vinaigrette)

MAIN DISHES

Beef kabobs served with your choice of rice or french fries and choice
of yogurt sauce or spicy tomato sauce
Half chicken barbeque, served with choice of rice or french fries
Beef stew with vegetables, served with a side of homemade bread
Chicken stew with groundnut sauce, potatoes, spices and vegetables,
served with rice
Grilled fish with a papaya sauce, served with rice or grilled potatoes

SIDE DISHES

Mashed potatoes (add cheese)
Rice
French fries (chips)
Green beans
Green peas
Green salad (served cold) with dressing
Beets - cooked with orange slices






BEVERAGES

Milk
Fanta (orange, citron, Krest, CocaCola)
Tea
Coffee
Bottled Juice (papaya, pineapple, passion fruit, apple)
Fresh-squeezed pineapple, passion fruit or carrot juice
Beer (Mutsig, Heineken)
Wine (red)
Bottled Water
DESSERT

Custard (eggs, sugar, milk)
Lemon cake



UNIT SIX.

WEATHER AND SEASONS.
What’s the weather like?
The sun is shining.
The sky is blue.
It is cloudy.
The sky is grey.
It is raining heavily.
It is raining lightly.
It is stormy.
It is windy.
It is foggy.
It is hot.
It is cold.
It is cool.
Winter. Spring. Summer. Autumn.

DIALOG
Mary: I’m cold. I thought it was supposed to get warmer today.
Ruth: Yeah, I thought so; too .That’s what the weatherman said.
Mary: It must be the wind that makes it so cold; I’m freezing!
Ruth: Me too. Let’s go inside.
Mary: O.K. It’s no fun standing out here, even if the sun is shining.


EXERCISE .
1 What’s the weather like in the west in September?
2 What’s the weather like in April?
3 What’s the weather like in December?
4 What’s the weather like in July?
5 What’s the weather like in England in the winter?
6 What’s the weather like in Canada in Summer?
7 What’s the weather like in America in Autumn?
8 What’s the weather like in France in Spring?



UNIT SEVEN.

EXPRESS PERSONAL OPINIONS.

Ask for an opinion Express an opinion Words to use.

What do you think of…? I think it’s…………. Lovely.
They are…………… Marvelous.
He’s……………….. Interesting.
I think he/she /it looks like Fascinating.
How do you like ……? I like it. It’s ……… Attractive.
It’s all right but ….. Friendly.
Beautiful.
Modern.
Awful.
Boring.
Do you like ……….? I do not like it…… Dull.
I think it’s ……… Depressing.
Yes/No/ I do not know. It’s Ugly.
Unfriendly
Old- fashioned.
EXAMPLE.
What do you think of the new theatre?
I think it’s awful.
Do you?
I think it’s quite attractive.
What do you think Ann? I don’t like it. I think it’s ugly.
How do you like people here? They’re all right. They’re friendly but they’re a bit old-fashioned.
Do you like this book?
I do not know. It’s fascinating but it’s also bit depressing.

ROLE PLAY.

Work in pairs. Imagine that your partner is a visitor either to your country or to Rwanda. Ask her /his opinions about some of these things: the weather, the food, the people, the way of life, the countryside, the houses, some famous buildings. Make notes of your partner’s answers.

2 Write a few sentences about your partner’s opinions. Like this: Maria thinks the weather is nice in summer, but awful, in Winter and she does not like the food very much. On the other hand, she thinks the people here are very friendly and she likes the way of life. She thinks the houses are dull, but some of the famous buildings, like Westminster Abbey, are very beautiful.


UNIT EIGHT

MAKE SUGGESTIONS AND PLANS
AGREE AND DISAGREE WITH SUGGESTIONS.
Example: What about coming next Sunday?

That’s a good idea!
- How about meeting for lunch?
That’s a great idea.
- Why don’t we have lunch together?
Well I’m not so keen on lunch. How about supper instead?

Barbara and Ted are planning their holiday:
B:
Where shall we go for our holiday this year, Ted?
T:
How about Majorca? It's cheap, and good weather is guaranteed.
B:
I'd rather do something more exciting this year. Have you seen this ad for adventure holidays in Scotland?
T:
I prefer lying on a beach to hang-gliding and canoeing.
B:
But we do that every year. I'd prefer to do something different this time. I'd rather not go anywhere so crowded.
T:
Well, you have a point. Majorca was very crowded last time. I'd prefer somewhere a little quieter too, but I don't fancy anything too active.
B:
How about Torquay? The weather's usually good and there are some lovely walks around the coast.
T:
Sounds OK to me. Would you prefer to stay in a hotel or rent a cottage?


EXERCISE.
1. WORK IN PAIRS. ASK AND ANSWER LIKE THIS:
What about having a meal at …. ?
How about going to see …..?
going to ……….?
Watching/ playing …..?
Yes, that’s a good idea? Great idea!
2 Work in pairs. Ask and answer like this:
Why do not we have a meal at…..?
Go to see….?
Go to ……
Watch /play some ……..?
Well, I’m not so keen on ……, why do not we…….instead?

UNIT NINE
SPORTS

DIALOG ONE
John : Say ,what’s your favorite sport?
Jack : Hmmmm…it’s hard to say. I like golf a lot –but I guess like tennis.
John : Do you play much tennis ?
Jack : Yes, quite a bit. How about game sometime?
John : Sorry, I’m strictly a spectator- football, baseball, basketball, golf ..I watch them all.




DIALOG TWO
MUSICAL INSTRUMENTS.
Anne :Listen ! Somebody’s playing the piano .
Betty :Yeah, it sounds nice, doesn’t it? I wish I could play a musical instrument.
Anne : Don’t you play the violin ?
Betty : No ,but my sister does. Actually , she’s pretty good at it.
Anne : I took flute lessons for a couple of years ,but I never learned to play very well .
I guess I don’t have musical talent.
Betty ; Oh, that’s not true. You sing very well. I can not even do that!

UNIT TEN

COINCIDENCES
Allen : Haven’t I seen you somewhere before?
Julia : No, I don’t think so.
Allen :But your face is familiar wait a second…I know…we were on the same flight to
New York last month.
Julia : Oh, yes. Now I remember. What a coincidence to meet in San Francisco.
Allen : Well, you know what they say-it’s a small world.

LANGUAGES NOTES
Haven’t I seen you somewhere before? The negative question is equivalent to I’ve seen you somewhere before, haven’t I?
What a …! An exclamation denoting a great degree of surprise, joy, disappointment, etc.
Some other examples of its use:
What a surprise to see you here!
What a joy to have you with us!
What a misfortune!
What a shame that you have to leave so soon!
What a wonderful idea that is!















UNIT ELEVEN

ASK AND TALK ABOUT FACILITIES

Is there a museum in this town? Yes, there is. Or No, there isn’t.
Are there any restaurants? Yes there are. Or No, there aren’t.

EXERCISES
1 Work in pairs. Ask and talk about facilities.
a chemist, a disco, a supermarket, a church, banks, a travel agency, a theatre, a park, a library, nightclubs, a police station, a hairdresser, a post office, restaurants.

2 Work in pairs.
Example : Is there a post office near here?
Yes, there is one on the corner of Elm street.
Is a bank near here? Yes there are two. There’s one in Elm street next to the post office.
And one on the corner of Oak Street and Poplar Street.



DIALOG

One Friday, Rod drove out to Portland on business. Then he realized that he needed some money for the weekend. So he parked his car near the bus station.
Rod : Excuse me , is there a bank near here ?
Man : Yes, there is. The nearest one is in Oak Street.
Rod :I’m afraid I’m a stranger here. How do I get to Oak Street?
Man : You walk down Birch Street as far as the first traffic lights. Then you turn right and the bank is at the end of the street on the right. In fact it’s on the corner of Oak Street and Poplar Street.
Rod : I see. Walk down Birch Street, turn right at the traffic lights into Oak Street and it’s at the end of Oak Street on the right.
Man : That’s it. You can’t miss it; it’s Midland Bank.
Rod :Fine .Thank you very much.
Man : You are welcome.

ASK AND GIVE DIRECTIONS
Walk down Birch Street as far as Oak Street.
Turn left or right into Oak Street.
Cross over Poplar Street.
The bank is half way down or at the end or at the beginning of the Street.
On the left/ on the right
It’s next to / opposite to the pub.
It’s between the pub and the chemist’s.
Exercise.
Excuse me, is there a ……near here?
Yes there is. The nearest one is in …..Street.
There is one in ……..Street.

How do I get to ……..Street?
You ……..
I see you …..
That’s right.
Thanks very much.
You are welcome.

Draw a sketch map of your local area and mark some of the places and streets. Work in pairs. Ask for and give directions to some of these places.

UNIT TWELVE
PAST TIMES. DIALOG.
Haliyamutu : What do you do in your spare time?
Murutanabo : Oh nothing special. I read …watch T.V...play with children.
Haliyamutu : Don’t you have any hobbies, like stamp collecting or things like that?
Murutanabo : No, I don’t have any hobbies. How about you?
Haliyamutu : I have just one –photography. It’s expensive, but it’s a lot of fun.

Languages notes
Spare time: Leisure, extra time, free time.
Nothing special: No particular thing.
How about you?: Do you have any hobbies ?
Just : Only.

UNIT THIRTEEN
TRANSPORTATION
Joyce: Shall we take a taxi or a bus to the meeting?
Bell: We’d better take a bus it’s almost impossible to find a taxi during rush hour.
Joyce: Isn’t that a taxi stop over there?
Bill: Yes….oh, no. There’s a bus now. We’ll have to run to catch it.
Joyce: o .K...Oh, no! We just missed it.
Bill: Never mind. There’ll be another one in ten minutes.
.






UNIT FOURTEEN
WEDDINGS
Bonnie: Guess what! King and Queen are engaged!
Janice: Really? When did that happen?
Bonnie : One year ago .They met last summer and now, just think …they’ll be married
soon.
Janice : Have they set a date for the wedding?
Bonnie : No, not yet. But queen says they would like to get married in November or
December. Then they will go to New York City for their honeymoon.

LANGUAGES NOTES.
Guess what !: I have something important to tell you.
Really?: Oh, that’s interesting!
Set a date: Decide on a day when it will take place.
They’d like: “They want” but “they’d like” is a little softer a little less positive than “they
want”.

WEDDING TERMS
Wedding
Dowry
I have been invited to a wedding
Wedding anniversary
Wedding band
Wedding breakfast
Wedding cake
Wedding day
On my wedding day
Wedding dress
Wedding guests
Wedding invitation
Wedding list
Wedding march
Wedding night
Wedding present
Wedding ring
Wedding music
Bride
Bridegroom
Bridesmaid
Best man
Bride to be
Bridal veil.




UNIT FIFTEEN
ASK FOR, GIVE AND REFUSE PERMISSION

ASK FOR PERMISSION

FORMALLY: May I come and see you tonight?
INFORMALLY: Can I come and see you tonight?

GIVE PERMISSION

FORMALLY : Yes of course. Or yes, certainly.
INFORMALLY : Yes, sure ; yes, no problem ; yes, do; ok.

REFUSE PERMISSION

FORMALLY : Well, actually, I’ll be busy .
INFORMALLY : Sorry, but I will be busy.

EXERCISE
Work in pairs. Ask for, give, and refuse permission, first formally, and then informally .Use a different reason each time.

Come and see you tomorrow. Telephone you at work.
Open the window. Borrow your car. Go to movie tonight.

DIALOG
Ruth, a good friend of Mary’s, comes to see her one day after work. Ruth usually does what she wants but, she always asks permission first.

Mary : Ruth! How nice to see you! Come in!
Ruth : Thanks. Phew! I’m tired. Can I sit?
Mary : Yes, sure! That’s the comfortable chair over there.
Ruth : Great ! Thanks. Oh, what’s the time by the way?
Mary : Quarter past six .
Ruth : Oh dear, Is it ? I must ring Joan. Can I call her?
Mary : Sorry, but it’s in the hall.
Ruth : Thanks.
(She goes to ring Joan. A few minutes later she comes back) Joan sends her
regards.
Mary: Oh, thanks.
Ruth: What’s that book, Mary?
Mary: Oh, sorry. It’s just a book about animal’s life. It’s very exciting.



UNIT SIXTEEN

DESCRIPTIIVE VOCABULARY

What does she /he look like?

Tall Short
Fat Thin
Rich Poor
Clever Stupid
Lazy Hardworking
Good Bad
Kind Unkind
Nice Rotten
Friendly Unfriendly
Young Old
Weak Strong
Beautiful Ugly
Brave Timid
Honest Dishonest
Confident Unconfident
Healthy Unhealthy
Generous Greedy
Important Insignificant
Knowledgeable Ignorant
Happy Sad
Optimistic Pessimistic

What is it like?

Big Small
Ripe Unripe
Dirty Clean
Bitter Sweeter
Difficult Easy
Cheap Expensive
Nice Rotten

Interesting Boring
Dry Wet
Old New
Wide Narrow
Deep Shallow
Dangerous Safe
Empty Full
Wimp Tough
Heavy Light
Hard Soft
Precious Worthless
Tidy Untidy
Large Small
High Low



SIZE : Large, Small, High, Low .
TEXTURE : Hard, Soft, Heavy, Light .
COLOUR S: Dark, Light, Red, Blue, Green, Yellow, Purple, Black, White, Brown ,
Orange, Pink, Light-blue
PATTERN: Plain, Flowery, Striped ,Checked
SHAPE: Round, Oval, Square, Rectangular
MATERIAL: Wood, Metal, Plastic, Leather, Glass
When you want to give all descriptions, you may cite –size, color, shape, material and
pattern


DESCRIBE PEOPLE’S APPEARANCE
DIALOG: MANDY IS MISSING.


At Clifton police station. The telephone rings…..
Policeman: Clifton Police Station. Can I help you?
Mrs Ingrams: Yes. It’s about my daughter, Mandy. She went to school this morning
and she hasn’t arrived yet, and it’s eleven o’clock and …..
Policeman: Just a moment, Mrs…?
Mrs. Ingrams: Mrs. Ingrams. Joan Ingrams, 57Bath Road.
Policeman: Thank you. Now Mrs. Ingrams, what exactly is the matter?
Mrs. Ingrams: Well, Mandy –that’s my little daughter- left home this morning at about a
Quarter to nine. Then her teacher telephoned me about a quarter of an
Hour ago and asked if Mandy was ill. I said “ No. Why?” And then she
said “Well, Mandy has not come to school yet `so I said, I didn’t know
where she was. Then I decided to ring you.
Policeman : Quite right. Perhaps she went home to a friend? Have you asked your
neighbors?
Mrs. Ingrams: Yes, I have. I’ve rung all neighbors and they haven’t seen her, and their
children are all at school and…..
Policeman: I see. Now, let’s have a few details. How old is Mandy?
Mrs. Ingrams: She’s six.
Policeman: And what does she look like?
Mrs. Ingrams: She’s got fair hair, long fair hair with a ribbon in it –a red ribbon- er-
She’s got blue eyes.
Policeman: And what’s she wearing?
Mrs. Ingrams: She’s wearing a grey coat and a brown shoes, red tights –er- a green skirt and a red sweater .Yes that’s right.
Policeman: We’ll do our best to find her, Mrs. Ingrams. I expect she’s just playing
truant. Now you keep calm and we’ll telephone you as soon as we find her.
Mrs. Ingrams: Thank you. Goodbye.
Policeman: Goodbye, Mrs. Ingrams. And try not to worry.

ASK AND NARRATE PAST ACTIONS

USEFUL TERMS

Get up/got up, have /had, leave/left, give/gave, put/put, want/wanted, open/opened,
Come/came, ask/asked.

REPORT

POLICE REPORT MISSING PERSON
FROM WITNESS Mandy Ingrams
Date: 25/9/2006
Name of witness: Mrs. Ingrams
57th Bath Road, Bristol.
Relationship: Mother of missing child.
Mrs. Ingrams: I got up at 7:30. Had breakfast with family-husband and son, Mark, 4 years old.
Daughter Mandy got ready for school, put on grey coat, said it was teacher’s birthday,
Wanted to buy some flowers. Mrs. Ingrams gave her 20 pound. Mandy left house at 8:45. School is 5 minutes walk from house. Mrs. Ingrams has not seen her since then.


POLICE REPORT MISSING PERSON
FROM WITNESS Mandy Ingrams
Date: 25/9/2006
Name of witness: Mrs. Marjorie Hawks,
The sweet shop, central Parade, London Road, Bristol
Relationship: None.
Mr. H. owns a sweet shop, Central Parade. Opened the shop at 9: 00. A little girl wearing a grey coat came in. Red ribbon in hair, Girl had 20 pounds. Girl asked, ‘do you sell flowers?’
Mrs. H said, “No, I don’t. But there are some pretty wild flowers near the canal.” Girl said, “Thank you”
Left shop at 9:10

EXERCISE
1 Work in pairs. You are the policeman; your partner is Mrs. Ingrams. Use the notes in the police report to interview Mrs. Ingrams.
Ask questions like:
What time did you get up?
What did you do then?
Did your husband take Mandy to school?
What did Mandy do then?
Did she say anything before she left?
Did you give her any money?
When did Mandy leave the house?
How far away is the school?
Have you seen her since?

2 Work in pairs .You are the policeman, your partner is Mrs. Hawks. Use the notes in
the police report to interview Mrs. Hawkins.
Ask questions like:
What do you want?
What time did you open your shop this morning?
Did a little girl come into the shop?
What was she wearing?
How much money did she have?
What did she say?
What did you say?
Did she buy anything?
What time did she leave the shop?

UNIT SEVENTEEN
INVITE PEOPLE TO DO THINGS AND MAKE EXCUSES

THE INVITATIONS.

Would you like to……?
1. Go out for a meal? Go out for a walk? Go out for a drink? Go to the club?
Come to a party? Come and play cards? Come and meet my friends?

THE EXCUSES

Thanks very much. I’d love to, but I’m afraid…..
2. I’ve got a bad cold.
I’ve got a bad headache.
I’ve got a bad cough.
I’ve got a sore throat.
I’ve got to do some work.
I’ve to do my homework.
I wait for an important call.
I’d like to go home early.
I’d like to write some letters.
I ought to get my things ready for tomorrow.

DIALOG

Paul: Jane? It’s me, Paul, Am I ringing at a bad time again?
Jane: No, no. That’s all right. Is it something important?
Paul: No, not really. It’s just……well, some Ugandan friends of mine are here for a few
days and they wanted to go for a meal for this evening. I thought maybe you’d
like to come too.
Jane: Well, that does sound fun, but…….er…I am afraid, I’ve got a bad headache to
tell you the truth, and……
Paul: Oh, have you? I am sorry. Why don’t you take a couple of aspirins and lie down
for a bit? You’ll be all right in half an hour.
Jane: Yes, I know, but it’s not just the headache. I’m afraid. I really ought to do my washing this evening and I’ve got to write my notes too.
Paul: Oh, well, shall we come round for coffee later on instead?
Jane: Actually, I’d like to go to bed early to night for once?
Paul: Oh, all right some other time then.
Jane: Look, Paul, I’ll ring you at work some time tomorrow.
Paul: Don’t you remember? I’m leaving for Italy tomorrow.
Jane: Oh yes. Of course, so you are. I remember now.
Paul: Well, have a nice evening, Jane.
Jane: Wait a minute, Paul. I’ll ring you early tomorrow morning and…..
Paul: It’s o.k. Jane. I understand-perfectly. See you around.

EXERCISE
1. Work in pairs. Your partner invites you to do something, you make an excuse, choosing from (1. from Invitations) Like this:
A: Would you like to come to a party?
B: That’s very kind of you, but I’ve got a bad cold.
A: Oh, I’m sorry. Some other time then?
B: Yes, fine. But thanks for the invitation.

2. Work in pairs. This time make excuses from (2. from Excuses).
A: Would you like to go out for a meal?
B: That’s very kind of you, but I’m afraid I’ve got to do some work or
I’d like to go to bed early.


UNIT EIGHTEEN
ASK AND TALK ABOUT PLANS
RESPOND TO PLANS

DIALOG

Barbara: Gerry, I’m going to leave for the airport in half an hour. Can I have a word
with you first?
Gerry: Yes, sure. How long are you going to spend in Italy, by the way?
Barbara : Oh, just a week. I’m going to see some designers this time, so it will be quite
interesting. Now you will remember to check the bill every evening, won’t you?
Gerry: Yes, I will. Don’t worry.
Barbara: And you will not forget to lock all the doors when you leave?
Gerry: No, I won’t. Relax, Barbara.
Barbara: OK. Well, I must get ready. Oh, has Rod phoned this morning?
Gerry: No.
Barbara: Oh, oh. Well. Look at the weather. It’s going to rain again.
Gerry: What’s the weather like in Italy at this time of the year?
Barbara: They say it’s quite warm and sunny.
Gerry: Lucky you!
Barbara: Gerry, don’t forget I’m going to have a holiday. I’m going there to work!
Now, I think I ought to call a taxi….

USEFUL WORDS.
Where are you going to go? To America, Italy, Bujumbura, Kenya.
How are you going to travel? By (air) plane, by (sea) boat, by train, car.
Where are you going to stay? At hotel, guest house. Youth hostel, with friends.
How long are you going to stay there? A week. A fortnight. A month.
What are you going to do? See sights. Swim and lie on the beach. Visit friends.
Travel around the country, on business.

EXERCISE
WORK IN PAIRS
Imagine you are a couple of friends. You have 2000frcs between you to spend on your next summer holiday. Decide what you are going to do. Make notes.

REMIND PEOPLE TO DO THINGS. AGREE TO DO THINGS.

EXAMPLE: You’ll remember to check the bill, won’t you?
You will remember to lock all the doors, will you?
Yes, I will. Don’t worry.
No, I won’t. Don’t worry.


EXERCISE
Work in pairs. Remind your friend to do the things. Like this:
Lock front and back door.
You’ll remember to lock the front and back door, won’t you?
Yes, I will. Don’t worry.
And you won’t forget to turn off the light, will you?
No, I won’t. Don’t worry.
1) Don’t forget to lock your car doors!
2) Don’t forget to fasten your seat belt.
3) Don’t forget to check your passport before you go on holiday!
4) Close all windows.
5) Turn off electric fires and fridge.

UNIT NINETEEN

ASK PEOPLE TO DO THINGS IN DIFFERENT WAYS

Examples: Give me a lift to the station, John.
Can you give me a lift to the station, John?
Could you possibly give me a lift to the station, John?


ASK YOUR PARTNER TO GET THINGS

Could you get me the mayonnaise from the cupboard?
Yes, sure.
I am going to the market. Do you want anything?
Oh, yes. Could you get me some milk, please?

DESCRIBE EXACTLY WHERE THINGS ARE

In the cupboard: top shelf, middle shelf, bottom shelf, drawer
1) Examples.
a) Where’s the mayonnaise?
b) In the cupboard
a) Where exactly?
b) On the top shelf.
2) Examples.
a) Where is the rice?
b) In the cupboard?
a) Which one?
b) On the middle shelf.
3) Examples.
a) Where are the knives and forks?
b) In the drawer beside the cooker.
a) Which drawer?
b) The top one.
Exercise: Work in pairs. Ask and say exactly where things are. Knives, forks and spoons, kitchen knives, knives, forks and spoons, kitchen knives, wooden spoons, saucepans, plates, cups and glasses

ASK AND SAY WHAT YOU HAVE AND HAVEN’T GOT

Examples: Have we got any milk?
Yes, we’ve got lots of milk.
Have we got anything to eat?
We’ve got some beans.
What else have we got?
We’ve got some cheese.
What else?
Bread
What about tomatoes?
No, we haven’t got any tomatoes.
What about meat?
No, we haven’t got any meat?
What about chalk?
We have lots of boxes.
Have we got any books for reading?
Exercise 1 Look at the list. Ask and answer like this:
Have we got any ………………..?
Yes, we’ve got lots of ……………..
No, we haven’t.

Provisions
Meat, fish, pastry, fruit, ice cream, dairy produce, vegetables
Pastry – bread, jam
Vegetables – potatoes, tomatoes, onions
Dairy produce – milk, butter, cheese, eggs, yogurt, ice cream

ASK AND TALK ABOUT EXPERIENCES AND IMPRESSIONS

Have you ever been to Italy?
Yes, I have. I went there last summer, actually.
Did you enjoy it?
I thought it was marvelous!
Have you ever eaten snails?
Yes, once, when I went to a French restaurant.
What did you think of them?
Actually, I didn’t like them very much.
Have you ever been to ………………….?
Did you enjoy it?
Have you ever done any ……………………..? (camping, fishing)
Did you enjoy it?
How did you get on?
Have you ever tried…………..? eaten……………..? drunk……………….?
Did you like it?
What did you think of it?

MAKE AND RESPOND TO PARTING REMARKS
A B
I really must go now. Yes, I must go too.
Look! I must go now. Yes, I’m in bit of a hurry, too.
Heavens! Look that the time-
I must rush, I’m afraid.

Give my regards to Dalia. Yes, I will.
Give my love to your parents.
Look after yourself!
Have a nice time!
Enjoy yourself!
Be good!
Have a great day!
Come and see us some time. Thanks. I will
Don’t work too hard. No, I won’t.
Don’t forget to write.
Don’t drive too fast.
Don’t forget to phone me.
Don’t do anything I wouldn’t do! No, Don’t worry. I won’t
Have a nice weekend.
Have a lovely Christmas! Thanks, and the same to you.
Happy New Year! The same to you.
Thank you for your help. Not at all.
Thank you for calling. Don’t mention it.
Thank you for your gift. You’re welcome!
Thank you for your post card.
Bye! See you! Yes, I hope so, bye, bye.
Goodbye! It was nice to meet you. Yes, I hope we meet again sometime. Goodbye!
Bye, bye! Bye, bye!
Bye! And forget me not!
Bye! And don’t forget to send me a postcard!
Cheerio! And enjoy yourself tonight!
See you later!
See you next week! It’s my pleasure.

It’s been a pleasure meeting you.




UNIT TWENTY
GIVE APOLOGIES AND EXPLANATIONS-ACCEPT APOLOGIES

I apologize for Explanations You want to say

not doing my home work. I forget it’s all right
I did not have time that’s all right
I lost your book never mind
I had a headache it doesn’t matter
That’s no problem
Missing the train I overslept don’t worry
no need to worry
I couldn’t get taxi forget it
my watch was wrong
Not writing while I was away I was very busy
I lost the address
Not telephoning your friends my telephone was not charged
I’m awfully sorry………
Sorry for being late……
Please excuse me…….
Excuse me for being late…..

SOME EXPRESSIONS

I was wrong. I apologize
I apologize for having kept you waiting….
It’s him you should be apologizing to.
There’s no need to apologize.
I owe you an apology.
Will you accept this gift by way of an apology?


DIALOG
James: Hello, John! Welcome back! You look marvelous!
John: James! What a surprise! It’s lovely to see you again.
James: Sorry I did not call you before you left, but I didn’t have time, in fact….
John: Oh, that’s all right. Forget it!
James : Well, how was Italy?
John: Fun, but tiring. Milan was interesting. It’s bigger than I expected. Noisier and
dirtier, too.
James: And Florence? What did you think of Florence?
John: Well, I’ve never been there before. I thought it was beautiful. More beautiful than
Paris, in fact. Have you ever been to Italy?
James: No, never. I’d really like to go to Rome. Well, the car is in the park.

Is this all your luggage?
John: Yes, but the suitcase is very heavy.
James: John! What is in it? Stones.
John: No. Just twenty pairs of shoes! Oh it is nice to see you again, Rod!

EXERCISE
1 Work in pairs. Make apologies, choosing different explanations, to your partner. Your partner accepts your apology. Like this:
A: Sorry I did not do my homework, but I forgot.
B: Oh, that’s all right.

Role play.
Work in pairs.
1) Apologize and explain to your teacher why you did not come to classes last week.
2) Apologized and explain to your boss why you arrived half an hour late for work this morning.
3) Apologize and explain to your friend why you did not write or telephone him/her while you were in Texas.

UNIT TWENTY-ONE

MAKE COMPARISONS

FACTS ABOUT PLACES, PEOPLE, AND THINGS.

SIZE HEIGHT LENGTH TEMPERATURE

Big-bigger tall- taller long –longer hot-hotter
Large- larger high-higher wide-wider warm-warmer
Small-smaller short-shorter mild-milder
Cool-cooler
Cold-colder

OPINIONS ABOUT PLACES, PEOPLE AND THINGS

Dirty-dirtier lively-livelier beautiful-more beautiful
Clean-cleaner dull-duller interesting-more interesting
Noisy-noisier cheap-cheaper good - better
Ugly-uglier fast-faster depressing-more depressing
Bad-worse slow-slower expensive-more expensive
Exciting-more exciting

EXERCISE

EXAMPLE: Milan is bigger than I expected. Noisier and dirtier too.

I think Florence is more beautiful than Paris.
1. Compare the features of countries like this:
Chine/large/Japan. Chine is larger than Japan.
England/ small/France.
London/big/Rome .
Skyscrapers in New York/tall/ buildings in London.
The river Avon/ short/the Thames.
The Mississippi/long/the Nile
Mount Everest /high/Kebeknaise


UNIT TWENTY-TWO
TALKK ABOUT EVENTS IN PEOPLE’S LIVES


DIALOG
Mike: That was a beautiful performance, Laura. And welcome back to Bristol.
Laura: Thank you. Now, your questions. Oh, good, you’ve got release.
Mike: Yes .You were born here in Bristol, weren’t you, in 1995?
Laura: That’s right. I was born not far from this theatre, actually. But I grew up in the
suburbs.
Mike: And your parents?
Laura: They came from Ireland originally. My father was a customs officer at the docks.

Mike: Is he still there?
Laura: No, he died about three years ago.
Mike: Have you got any brothers or sisters?
Laura: No, I’m an only child.
Mike: Mmmm. And you went to university?
Laura: Yes, for three years. That’s where I wrote the song: The price of peace.
Mike: And got married!
Laura: Yes.
Mike: How long have you been singing professionally?
Laura: Oh, quite a long time! Actually, I’ve been singing professionally since
1978 when I recorded my first song.
Mike: And now you are a world famous star, a composer and a mother. How do you
manage to do it?
Laura: Do what?
Mike: Combine a career with a family?
Laura: Are you married, with a family, Mr. Sanders?
Mike: Yes, but …
Laura: Well, do you find it difficult to be a journalist and a father?
Mike: But…..
Laura: Think about it, Mr. Sanders. Good bye!


SOME USEFUL WORDS.
I was born in 1956.
He died three years ago.
I went to University for five years.
I have been singing professionally since 1978.

EXERCISE
1 Work in pairs. Ask and answer questions about Laura Dennison’ life, using the press release.
a) Use ‘ in with dates’, like this:
When did Laura go to university?
In1976.
When did she get married?
When did she win the folk song competition?
b) Use ‘ago’ with numbers of years; count back, like this:
When did Laura join the folk group? (If it is 1980) six years ago.
When did he leave the university?
When did she record her first song?
c) Use ‘for’ with numbers of years; count up, like this:
How long did Laura go to school for?
For 13 years.
How long did she go to university for?
How long has she been married?
d) Use ‘since’ with dates, like this:
How long has Laura been singing?
She has been singing since 1974.
How long has she been singing professionally?
How long has she been living in U.S.A.?

2 Work in pairs. Ask and answer these questions.
When did you first start school? When I was….or in….
When did you leave school ?.... ago or I haven’t left yet.
How long did you stay at school? For ….years.
How long have you been in your present home?
I have been living there for /since…
How long have you been studying at this center……?
For/since……
How long have you been learning English with your present teacher?
For/since….
How long have you been using this book?
For/since….

UNIT TWENTY-THREE
ASK AND TALK ABOUT PEOPLE’S BACK GROUND.

Where were you born? I was born in Rwanda.
Where did you grow up? I grew up in Uganda.
Where did you go to school?
I went to Rwanda National University.
Where did you go after that? I went to Harvard University.
I went to work. I went abroad.

COMPLETE THIS CHART

Background: I was born in (place, country)
Early life: I grew up in….
I went to school at….for .... years.
Career: After studying at……(school) I left and went to (place of work, university, college) to work/ study.
Other information: I am an only child/I have got ……(brothers, sisters, etc)

EXAMPLE.
Laura Dennison, famous singer and star of the Top Twenty, was born in Bristol.
Her parents originally come from Ireland. Laura’s father was a customs officer in Bristol docks. Unfortunately, he died a few days ago.










UNIT TWENTY-FOUR
WOMEN’S CLOTHING.
DIALOG
N=NICOLE S=SYLVIE V=SHOP ASSISTANT
DIALOG
N: I saw a brown suit in the window. Can I try it?
V: Certainly, madam. What is your size?
N: Forty or forty-two. It depends on the cut.
V: It’d be better to put on forty-two, it’s a small cut.
N: (coming out of fitting room) what do you think of it? Aren’t the shoulders a bit wide?
S: No, it fits well. The cut is good, but the skirt is a bit long. They’re being worn above
the knee this year.
V: The length is not a problem, it’s just a matter of taking the hem. We can alter it, if you
like.
S: It’s a classic color and it goes with everything. You can wear it with green, black
N: That’s true, but I am in two minds. I t looks a bit too smart, and I need something for
all occasions. What do you think of that little printed dress over there? It’s rather
nice. Have you got my size?
V: It’s a pattern that only comes in one size. It’s easy to wear, and stylish. It’s selling
very well, we get nothing but praise for it. It’s also very practical, it’s
machine-washable and there’s no ironing.
S: It’s the eighth wonder of the world! If you do not take it, I’ll buy it. I like it a lot,
I am fond of loose-fitting dresses.
N: You take it, it’s just your style! I can’t make up my mind about that suit.
I’ll think it over and come back.

USEFUL SENTENCES
1) Do you know a good dressmaker?
2) This shop sells a great many makes of ready-to-wear clothes.
3) I bought a bag that matches my new coat.
4 This skirt has a flaw in it. Can you change it?
5) I am allergic to synthetic fibers.
6) They dressed up to the nines for that dinner party,
7) This pastel shade is very fashionable.
8) Designs by the great couturiers cost the earth.
9) Jeans always shrink a little in the wash.
10) Would you prefer boots with flat heels or high heels?
11) I am looking for a comfortable coat I can wear everywhere.
12) Dry clean only.

VOCABULARY

Tights Neck line Lining Scarf Thread Hip
Sleeve Briefs Panties Undergarment Bra fabric Waist
See-through.

Second dialog

A:
May I help you?
C:
Yes, I'm looking for a pair of trousers.
A:
What colour would you like?
C:
Black.
A:
And what size are you?
C:
I'm not sure. Can you measure me?
A:
[measures customer] You're 34" waist. How about these?
C:
What material are they?
A:
Wool.
C:
Have you got anything in cotton?
A:
Yes, these.
C:
Can I try them on?
A:
Of course. The fitting room's over there.
C:
[tries trousers] They're a little long. Have you got anything shorter?
A:
These are shorter.
C:
I'll take them.

MEN’S CLOTHING
B=Bernard Y=Yves C=Cecile

DIALOG
B: You’ve got fantastic shoes! They look very comfortable. Are they Suede? Where did
you buy them?
Y: Just opposite my place. I do not rack my brains; I always go to the same shop.
They’ve got an amazingly wide choice and I’ve known them for ages.
B: Actually I happen to need some smart shoes. I’ve been invited to a wedding next
Monday and I’ve got nothing to wear as if my wife would say!
Y: Then I suggest you go to that shop. They also sell belts, socks…….
B: This won’t cost ‘an arm and a leg’, I hope. I don’t want to spend a fortune.
Y: Not at all! Where value for money is concerned, they can’t be beaten.
B: I’ll make a note of the address of the shop; it’ll save me looking around. I hate window-shopping for hours to look for a pair of moccasins or a shirt.
Y: By the way, I’ve got a good address for shirts and ties. You’d have a hard job finding a better one.
B: Gosh, are you collecting them or something? No wonder you’re always so smart. What would you advise me to wear for this ceremony? A suit?
Y: If you like………. Unless you find a nice blazer, they’re not as formal, and they can be worn anytime, even with a pair of jeans.
C: You’re not still talking about clothes, are you?
B: You’re a fine one to talk! You’re always wearing the latest fashion!


USEFUL PHRASES
I wear size 44 shoes.
These shoes hurt my feet. Would you have the next size up?
This jacket is tight in the shoulders.
He has his suits custom-made by a tailor.
These trousers are tight round the waist.
Have you got shirts with blue and white stripes?
For a shirt of this design you need cufflinks.
I found a nice tweed jacket on sale.
These trousers will not crease.
My boss is always impeccably dressed.
You are dressed up to the nines today.
The shop is slashing its prices.
This garment is a good value for the money.

VOCABULARY

Button
To button up
Polo neck
Shoemender
Zip (zipper)
Waistcoat
Raincoat
Shoelace
Vest
Overcoat
Sports shirt
Underpants
Tracksuit


HOUSEHOLD PROBLEMS – DIALOGUE

B: Bruno F: Fabienne P: plumber

B: Hello, is that Mr. Blanchard? Bruno Mercier here.

P: You again! What’s the matter?

B: Can you come over right away? There’s a leak in my flat; it’s coming from the bathroom.

P: Is there a lot of water?

B: Quite a lot. There’s water everywhere, even in the entrance.

P: Right, then I’ll send a workman over.

B: Be quick or else I’ll have to call the fire brigade.

P: Don’t worry. In ten minutes there’ll be someone at your place. Remind me which floor it’s on.

B: The seventh, the door on the right.

Bruno calls Fabienne to cancel their arrangement.

B: I’m sorry, but something’s happened. I won’t be able to go out with you. I’m expecting the plumber at any minute. My flat is flooded.

F: Really, it never rains but it pours! The day before yesterday, your fridge broke down, yesterday your TV set wasn’t working.

B: You’re telling me! I’ve got nothing but problems at the moment. I even nearly got stuck in the lift this morning. It was a narrow escape!

F: Everybody goes through patches like that, when nothing goes right. Take me, for instance: last week I had three parking fines in one day. It didn’t exactly put me in a good mood, I can tell you.

B: Oh, no! Fabienne, I must hang up, the carpet’s soaked. I’ll have to mop it up or else there’ll be a disaster! It might cause damage in the flat below me.

USEFUL PHRASES
1) I turned the switch off the fuses blew.
2) Where are the fuses?
3) The sink is blocked.
4) I’ve got a few odd jobs to do. Can you lend me your drill?
5) The nails and screws are in the toolbox.
6) The dishwasher isn’t working anymore. Perhaps there’s a faulty contact.
7) The lightbulb is burnt out. It must be replaced.
8) We’ve got no power. Have you got candles and matches?
9) The pipes have burst in the frost.
10) I am going to have a central heating put into my house in the county.
11) Give a quote for the repairs.
12) Send your insurance company a claim for the water damage.


VOCABULARY
The power plug
To plug
Water flow
Electric meter
Lightning
Crack
A switch
Automatic voltage regulator
To install
Lock
Locksmith
Painter
Bulb
Lamp

UNIT TWENTY-FIVE
IN HOTEL
DIALOG

Woman: What a charming place? Why don’t we stay here for a few days?
Man: Good idea! The guidebook mentions several hotels. There’s a four star
with a park, a swimming pool….
Woman: Do you really think we can afford a luxury hotel?
Man: I was only joking! Let’s look for something more straightforward…here we are,
I’ve found just what we need: 'Hotel Miramar, quite, comfortable, view of the sea’.
Let’s hope it isn’t full!
At the reception desk.

Man: Good evening. Have you got any rooms?
Receptionist: For one night?
Man: No, we intend to stay for two or three days.
Receptionist: For how many people?
Woman: A couple and two children. We’d like two adjoining rooms; it’d be more
convenient.
Receptionist: I’ve still got a room with a double bed and one two beds. One has a bath
and the other has a shower, but there aren’t o the same floor.
Woman: That’s a bit of a nuisance, but never mind, we’ll take them all the same.
Have really got nothing else?
Receptionist: I’m sorry, everything is booked up. This is the high season, you know.
You should have booked.
Man: Is breakfast included?
Receptionist: Yes. You can also have half or full board if you stay for more than two
days. You can see later on. Here are your keys, number 12 and13.
Enjoy your stay.





UNIT TWENTY-SIX

AT THE BANK

DIALOG 1

Peter: Good morning. I’d like to take some money.
John: How much do you want to withdraw?
Peter: It depends. How much is there on my account? I didn’t get my last bank
statement.
John: Your account number, please………here’s your balance.
Peter: When did the last transfer come through?
John: Just a moment…on the 15th of October.
Peter: (To Paul) We’d better use your account.
Paul: I hardly have any checks left; have you got my new checkbook?
John: Yes, here it is. Date it and sign here, please.
Peter: We’d like to order some traveler’s checks.
John: Yes, fill in this form. In the meantime, I’ll attend to the next person.
Can I help you sir?
Mike: I’d like to change four thousand lira. What’s the exchange rate?
John: Two hundred lira to the franc. Shall I give you five hundred-francs, or smaller?
Mike: Hundred franc notes, if possible.
John: Certainly, here you are. One thousand…..and two hundred.
Mike: Could you give me change for a hundred francs in ten franc coins?
John: Of course, sir, here you are.

DIALOG 2
BANK ACCOUNTS

Margaret is asking Nancy about bank accountants.

Margaret: I received a check from home yesterday. Where can I cash it?
Nancy: Do you have a bank account?
Margaret: No, I don’t. Should I open one?
Nancy: Yes, you should. Most banks won’t cash checks for people without accounts.
Margaret: O.K. What should I do?
Nancy: Do you want a savings account or a checking account?
Margaret: A checking account, I guess. It’s more convenient. Which bank should
I go to?
Nancy: Well, it depends. You want a bank near you. You want also a bank with a small
charge. Some banks give the checks free with a minimum balance of 300 or500
dollars. Others charge a little for the checks and don’t require a minimum
balance.
Margaret: Inexpensive checks no charges, that’s for me. I’ll never be able to keep 300
dollars in the bank.
Nancy: O.K. Go to the bank on the corner of Main and Forbes. Tell them what you need.
A bank official will help you fill out the forms.
Margaret: When will I get the checks?
Nancy: They’ll give you some checks right away. You can use them until your personal
checks are read.
Margaret: Will the checks have my name on them?
Nancy: Yes, of course.
Margaret: How will I know how much money I have? I’ll never remember from month
to month.
Nancy: For one thing, you write down each check and deposit in your checkbook.
And then the bank will send you a statement with canceled checks once a moth.
You balance your checkbook and compare it with the statement.
Margaret: What if they’re different?
Nancy: Then you figure it out again. If it doesn’t balance, you call the bank and ask them.
Margaret: Should I keep the canceled checks?
Nancy: Oh, yes! They’re record of payment and proof if there is any question.
Margaret: Thanks a lot, Nancy. That’s a big help.
Nancy: That’s O.K. Margaret.


COMPREHENSION QUESTIONS.
1) When did Margaret receive a check?
2) Does she have a bank account?
3) Should she open one? Why?
4) What kinds of bank accounts are available?
5) What kind does Margaret want? Why?
6) What should you consider when you choose a bank?
7) Describe three possible types of checking accounts?
8) Where is the bank?
9) Who will help Margaret at the bank?
10) When will she get the checks?
11) Will the checks have her name on them?
12) How will she know how much money she has?
13) What is a bank statement?
14) What is a canceled check?
15) Should she keep the canceled checks? Why?
16) How do you balance a bank statement?

DIALOOG 3
BILLS.

On the way to a restaurant for a snack, Nancy is complaining to Margaret about the synonymous terms for money in English.

Nancy: I’ll never understand this crazy language. You can’t be satisfied with one word.
There are always dozens for the same idea.
Margaret: What’s bothering you now, Nancy? You didn’t get into trouble, did you?
Nancy: No, I didn’t. It’s this confusing money system, and all the words for money.
The university sends me an invoice; the waitress brings me a check; the doctor
gives me a bill, and the lawyer charges a fee. I didn’t shut my checkbook all
weekend.
Margaret: Are you upset by the words or by the cost of living in this country?
Nancy: The cost of living, I guess. I put a lot of money in the bank and I was going
myself to buy a car this month Now, I don’t have money. But, Margaret, do me
a favor, will you, and explain some of the differences in these terms?
Margaret: Sure, Nancy, but I have to make a phone call. Order me a cup of coffee, will
you? I’ll be back. (Margaret soon returns). How much was the coffee?
Fifty cents?
Nancy: Never mind, it’s on me.
Margaret: Thanks, Nancy. That’s very nice. Now where were we? Oh, yes, the words for
money…… well, there are two categories. One is the actual amount you have
To pay—fee, charge, price, and other is the written statement-check, bill,
invoice.
Nancy: That’s easy enough, but how can I know the right context? How is a bill
different from an invoice?
Margaret: They’re about the same, really. Technically, a bill is a statement of the amount
owed, an invoice is a bill with the individual items listed, but people usually
think of an invoice as a business term.
Nancy: I see, I guess. There are other terms, though- toll and fare, for instance.
Margaret: A fare is the amount for some form of transportation- a bus fare, a taxi fare.
A toll is the charge for using the public facility-a toll road, a toll bridge.
The telephone company also charges toll calls, but that may be because they
are a public company.
Nancy: It’s pretty confusing. You have to admit.
Margaret: I guess you are right. I never thought about it.



Opening an account
A:
Good morning, can I help you?
B:
Yes, I'd like to open a deposit account.
A:
Certainly Sir. Would you like a Silver or a Gold account?
B:
What's the difference?
A:
You can open a Silver account with just £5. The account comes with a cash card so you can withdraw your money at any time. The Silver account currently pays 5% interest. For the Gold account you need a minimum of £500, and you have to give 14 days notice to withdraw money. The interest rate is 6.5%.
B:
I'll go for the Silver account.
A:
How much would you like to deposit?
B:
£500
A:
And we'll need two proofs of ID; telephone bill, driving licence, credit card statement etc.
B:
I'm sorry, I don't have any of those on me. I'll come back tomorrow.
Applying for a mortgage
C:
Good morning, I'm the manager, how can I help you?
D:
We'd like to apply for a mortgage.
C:
Have you found a property you're interested in?
D:
Yes we have.
C:
How much would you like to borrow?
D:
Well, the property is £75,000, but we have a deposit of £25,000
C:
So you need a £50,000 loan. Do you have an account with this bank?
D:
Yes, we both have accounts here. I've had my account for over fifteen years.
C:
How much do you both earn?
D:
I earn £15,000 pa and my wife earns £12,500.
C:
That's fine. Now Would you like to complete this form.........


UNIT TWENTY-SEVEN


BANK TERMS
Account bank account stopped or frozen account
Current account exchange rate bank notes
Currency credit card bank statement
To withdraw withdrawal credit balance
Checkbook transfer debit balance
Cash dispenser form cash/ in cash
Deposit form stub to save
Shares to bankrupt a bankrupt
Coupons accountancy accountant
Chartered accountant or certified public accountant
Account card account director account executive
Account holder account entry sheet or form
Account ledger accounts software cash box
Cash desk
Check out
Pat at the cash or desk or at the till
Cashbook
Cash register
Cashier or teller
Check out operator
Supplier
Cash received
Cash payments
Counterfoil, stub
Entry
Outstanding (account, checks, debts)
Owner’s capital account
Liabilities account
Income account or revenue account
Profit and loss account
Interim profit and loss statement
Outstanding account
Inventory account or bourse
Forward account
Debtor/ creditor
Account manager
Sales manager
Assets &liabilities
Auction sale
Building society
Bulk cash flow
Debtor
Deposit
Discount
Dud check
To forge money
Hire purchase or leasing
Loan
Loss

Money supply
Order
Overdraft
Overheads
To pay back
Payee
Profit
Refund
Reimburse
To run into debt
To stop a check
Terms of delivery
Terms of payment
Bank lending
Bank loan
Bank money
Bank notification
Bank overdraft
Bank references
Bank selling rate
Bank shares
Bank sot code
Bank transactions
Bank transfer
To bank
Bank balance
Bankbook
Bankcard
Bank charges
Bank clerk
Banking
Electronic bank
Bank hours
Bank law
Bank secrecy
Bank services
Bank terms
Bank profession
Bank robber
Bankroll
To go bankrupt
To be bankrupt
To declare someone bankrupt
Bank manager
Bank accounting
Bank advice note
Bank base rate

Bank borrowings
Bank buying rate
Bank check
Bank commission
Bank credit
Bank details
Bank discount rate
Bank draft
Bank guarantee
Bank interest
Balance your checkbook
Canceled check
Close an account
Minimum balance
Open account
Overdraw an account
Savings account service charge
T o make a deposit
To make a withdrawal
Credit
To be in credit
My account is still in credit
To give someone a credit
To get bank into credit
To sell on credit
To live on credit
To enter a sum to someone’s credit
Credit advice
Credit balance/ account in credit
To credit line or line of credit
Credit account
Credit agency
Credit bank
Credit broker
Credit card
Credit machine
Credit reader
Credit terminal
Credit insurance
Credit note
Creditor
Credit rating
Credit risk
Creditworthiness
Check
Will you take a check?
Check without cover
Check number
Payment on account
To settle one’s account
Account book
To dismiss an employee
Charge account
Assets account
Operational cost accounts
Suspense account
Escrow or frozen or blocked account
Central account
Expense account
Giro account
Customer account
Account payable (book keeping)
Account receivable (book keeping)
Account in debit or debit balance

Anatomy

Animal Cell Anatomy

The cell is the basic unit of life. All organisms are made up of cells (or in some cases, a single cell). Most cells are very small; most are invisible without using a microscope. Cells are covered by a cell membrane and come in many different shapes. The contents of a cell are called the protoplasm.

The following is a glossary of animal cell terms:
cell membrane - the thin layer of protein and fat that surrounds the cell. The cell membrane is semipermeable, allowing some substances to pass into the cell and blocking others.centrosome - (also called the "microtubule organizing center") a small body located near the nucleus - it has a dense center and radiating tubules. The centrosomes is where microtubules are made. During cell division (mitosis), the centrosome divides and the two parts move to opposite sides of the dividing cell. The centriole is the dense center of the centrosome.cytoplasm - the jellylike material outside the cell nucleus in which the organelles are located.Golgi body - (also called the Golgi apparatus or golgi complex) a flattened, layered, sac-like organelle that looks like a stack of pancakes and is located near the nucleus. It produces the membranes that surround the lysosomes. The Golgi body packages proteins and carbohydrates into membrane-bound vesicles for "export" from the cell.lysosome - (also called cell vesicles) round organelles surrounded by a membrane and containing digestive enzymes. This is where the digestion of cell nutrients takes place.mitochondrion - spherical to rod-shaped organelles with a double membrane. The inner membrane is infolded many times, forming a series of projections (called cristae). The mitochondrion converts the energy stored in glucose into ATP (adenosine triphosphate) for the cell.nuclear membrane - the membrane that surrounds the nucleus.nucleolus - an organelle within the nucleus - it is where ribosomal RNA is produced. Some cells have more than one nucleolus.nucleus - spherical body containing many organelles, including the nucleolus. The nucleus controls many of the functions of the cell (by controlling protein synthesis) and contains DNA (in chromosomes). The nucleus is surrounded by the nuclear membrane.ribosome - small organelles composed of RNA-rich cytoplasmic granules that are sites of protein synthesis.rough endoplasmic reticulum - (rough ER) a vast system of interconnected, membranous, infolded and convoluted sacks that are located in the cell's cytoplasm (the ER is continuous with the outer nuclear membrane). Rough ER is covered with ribosomes that give it a rough appearance. Rough ER transports materials through the cell and produces proteins in sacks called cisternae (which are sent to the Golgi body, or inserted into the cell membrane).smooth endoplasmic reticulum - (smooth ER) a vast system of interconnected, membranous, infolded and convoluted tubes that are located in the cell's cytoplasm (the ER is continuous with the outer nuclear membrane). The space within the ER is called the ER lumen. Smooth ER transports materials through the cell. It contains enzymes and produces and digests lipids (fats) and membrane proteins; smooth ER buds off from rough ER, moving the newly-made proteins and lipids to the Golgi body, lysosomes, and membranes.vacuole - fluid-filled, membrane-surrounded cavities inside a cell. The vacuole fills with food being digested and waste material that is on its way out of the cell.
Related Pages:
Animal Cell Anatomy Label Me! PrintoutLabel the animal cell diagram using the separate page with a glossary of animal cell terms. Answers
Animal Cell Anatomy Label Me! PrintoutLabel the animal cell diagram using the attached glossary of animal cell terms.Answers
3-D Jello Animal Cell ModelMake your own giant animal cell model using Jello and candies (and then eat it).

Mitosis, Animal CellLabel the animal cell mitosis diagram.Answers
Neuron Anatomy: Label the CellLabel the axon, dendrites, cell body, nucleus, Schwann's cells, and nodes of Ranvier.Answers
Plant CellLabel the plant cell diagram using the glossary of plant cell terms.Answers











Label Amoeba DiagramUsing the definitions listed below, label the amoeba.


cell membrane - the thin layer of protein and fat that surrounds the amoeba; it allows some substances to pass into the cell, and blocks other substances.contractile vacuole - a cavity within the amoeba that excretes excess water and waste; the waste is brought to the cell membrane and is then eliminated from the amoeba.cytoplasm - a jelly-like material that fills most of the cell; the organelles (like the nucleus) are surrounded by cytoplasm.food vacuole - a cavity within the amoeba in which food is digested (broken down in order to be absorbed by the amoeba).food being engulfed by pseudopods - the amoeba "eats" by surrounding bits of food with pseudopods that form around the food; the amoeba then incorporates the food into the cell, forming a food vacuole.nucleus - the major organelle of the amoeba, located centrally; it controls reproduction (it contains the chromosomes) and many other important functions (including eating and growth).pseudopods - temporary "feet" that the amoeba uses to move around and to engulf food.




Answers - Bacterium Cell Label Me! PrintoutLabel the bacterium cell diagram below using the bacterium cell glossary below.



The cell is the basic unit of life. The following is a glossary of Bacterium cell terms.
basal body - A structure that anchors the base of the flagellum and allows it to rotate.capsule - A layer on the outside of the cell wall. Most but not all bacteria have a capsule.cell wall - A thin membrane located outside the plasma membrane and within the capsule.DNA - The genetic material of the bacterium; it is located within the cytoplasm.cytoplasm - The jellylike material inside the plasma membrane in which the genetic material and ribosomes are located.
flagellum - A long whip-like structure used for locomotion (movement). Some bacteria have more than one flagellum.pili - (singular is pilus) Hair-like projections that allow bacterial cells to stick to surfaces and transfer DNA to one another.plasma membrane - A permeable membrane located within the cell wall. It serves many functions for the cell, including energy generation and transport of chemicals .ribosome - Small organelles composed of RNA-rich granules that are sites of protein synthesis. The ribosomes are located within the cytoplasm.


Label the Chicken Egg (#1)Label the cross section of a newly-laid chicken egg.


air cell - an empty space located at the large end of the egg; it is between the inner and outer shell membranes. chalaza - a spiral, rope-like strand that anchors the yolk in the thick egg white. There are two chalazae anchoring each yolk; one on the top and one on the bottom. (The plural of chalaza is chalazae.)germinal disc - a small, circular, white spot (2-3 mm across) on the surface of the yolk; it is where the sperm enters the egg. The nucleus of the egg is in the blastodisc.shell - the hard, protective coating of the egg. It is semi-permeable; it lets gas exchange occur, but keeps other substances from entering the egg. The shell is made of calcium carbonate.albumin - the egg white.yolk - the yellow, inner part of the egg where the embryo will form. The yolk contains the food that will nourish the embryo as it grows.




Label the Chick Embryo (72 hours)Label the cross section of a 72-hour old chicken embryo.


allantois - a large sack that holds some of the embryo's waste. It is located near the far end (the posterior) of the embryo, close to the leg buds. brain - the developing brain takes up much of the head area (at the anterior) of the embryo. eye - at this point in development, the eye consists of an eye cup and lens, and is located near the brain. heart - the developing heart is above (anterior to) the wing buds and below (posterior to) the head. leg bud - the beginning of the development of the of the legs are small bumps of tissue located just above (anterior to) the tail bud. spinal cord - the developing spinal cord runs through the length of the embryo, from the brain to the tail. tail bud - the beginning of the development of the of the tail is located at the far end (the posterior) of the embryo. wing bud - the beginning of the development of the wings are small bumps of tissue located in the mid-section of the embryo.
Label the Chicken Egg (10 days old) #1Label a 10-day old chicken embryo in egg.


air cell - a space at the large end of the egg, between the inner and outer shell membranes. albumin - the egg white. It provides protein and water for the embryo and protects it from microorganisms. eggshell - the hard, protective coating of the egg. It is semi-permeable; it lets gas exchange occur, but keeps other substances from entering the egg. It is made of calcium carbonate. embryo - the developing chick inside the egg. eye - large and prominent on the head. leg - one of the lower limbs of the chick. tail - located at the far end (the posterior) of the embryo. wing - one of the upper limbs of the chick. yolk - the yellow part of the egg; it contains nourishment (food) for the embryo.



Animal Cell Mitosis.
Mitosis is the duplication and division of a eukaryotic cell's nucleus and nuclear material (DNA). The stages of mitosis are: [interphase (the cell when not undergoing mitosis, but the DNA is replicated)], prophase, metaphase, anaphase, and telophase.

Terms to Use:
Anaphase - the phase of mitosis in which the chromosomes begin to separate.Centrioles - paired cylindrical organelles, arranged at right angles to each other, located at the center of a microtubule.Centromeres - a centromere is the constricted region of a nuclear chromosome - microfibers attach to the centromere during mitosis.Chromosomes - structures in the nucleus that contain DNA molecules that contain the genes.
Interphase - the phase of a cell's life cycle in which DNA is replicated.Microtubules - tiny filaments (about 25 nanometers in diameter) that are active in mitosis.Metaphase - the phase of mitosis in which the chromosomes line up at the equator (the central plane) of the cell.Prophase - the phase of mitosis in which the duplicated chromosomes condense, the nuclear envelope dissolves, and centrioles divide and move to opposite ends of the cell.Telophase - the last phase of mitosis, when the chromosomes migrate to opposite ends of the cell, two new nuclear envelopes form, and the chromosomes uncoil.


Answers Animal Cell MitosisLabel Me! PrintoutLabel the mitosis diagram using the terms below.
Mitosis is the duplication and division of a eukaryotic cell's nucleus and nuclear material (DNA). The stages of mitosis are: [interphase (the cell when not undergoing mitosis, but the DNA is replicated)], prophase, metaphase, anaphase, and telophase.

Terms to Use:
Anaphase - the phase of mitosis in which the chromosomes begin to separate.Centrioles - paired cylindrical organelles, arranged at right angles to each other, located at the center of a microtubule.Centromeres - a centromere is the constricted region of a nuclear chromosome - microfibers attach to the centromere during mitosis.Chromosomes - structures in the nucleus that contain DNA molecules that contain the genes.
Interphase - the phase of a cell's life cycle in which DNA is replicated.Microtubules - tiny filaments (about 25 nanometers in diameter) that are active in mitosis.Metaphase - the phase of mitosis in which the chromosomes line up at the equator (the central plane) of the cell.Prophase - the phase of mitosis in which the duplicated chromosomes condense, the nuclear envelope dissolves, and centrioles divide and move to opposite ends of the cell.Telophase - the last phase of mitosis, when the chromosomes migrate to opposite ends of the cell, two new nuclear envelopes form, and the chromosomes uncoil.

Read the definitions, then label the neuron diagram below.

axon - the long extension of a neuron that carries nerve impulses away from the body of the cell.
axon terminals - the hair-like ends of the axon
cell body - the cell body of the neuron; it contains the nucleus (also called the soma)
dendrites - the branching structure of a neuron that receives messages (attached to the cell body)
myelin sheath - the fatty substance that surrounds and protects some nerve fibers
node of Ranvier - one of the many gaps in the myelin sheath - this is where the action potential occurs during saltatory conduction along the axon
nucleus - the organelle in the cell body of the neuron that contains the genetic material of the cell
Schwann's cells - cells that produce myelin - they are located within the myelin sheath.





Plant Cell Anatomy

The cell is the basic unit of life. Plant cells (unlike animal cells) are surrounded by a thick, rigid cell wall.

The following is a glossary of plant cell anatomy terms.
amyloplast - an organelle in some plant cells that stores starch. Amyloplasts are found in starchy plants like tubers and fruits.ATP - ATP is short for adenosine triphosphate; it is a high-energy molecule used for energy storage by organisms. In plant cells, ATP is produced in the cristae of mitochondria and chloroplasts.cell membrane - the thin layer of protein and fat that surrounds the cell, but is inside the cell wall. The cell membrane is semipermeable, allowing some substances to pass into the cell and blocking others.cell wall - a thick, rigid membrane that surrounds a plant cell. This layer of cellulose fiber gives the cell most of its support and structure. The cell wall also bonds with other cell walls to form the structure of the plant.centrosome - (also called the "microtubule organizing center") a small body located near the nucleus - it has a dense center and radiating tubules. The centrosomes is where microtubules are made. During cell division (mitosis), the centrosome divides and the two parts move to opposite sides of the dividing cell.chlorophyll - chlorophyll is a molecule that can use light energy from sunlight to turn water and carbon dioxide gas into sugar and oxygen (this process is called photosynthesis). Chlorophyll is magnesium based and is usually green.chloroplast - an elongated or disc-shaped organelle containing chlorophyll. Photosynthesis (in which energy from sunlight is converted into chemical energy - food) takes place in the chloroplasts.christae - (singular crista) the multiply-folded inner membrane of a cell's mitochondrion that are finger-like projections. The walls of the cristae are the site of the cell's energy production (it is where ATP is generated).cytoplasm - the jellylike material outside the cell nucleus in which the organelles are located.Golgi body - (also called the golgi apparatus or golgi complex) a flattened, layered, sac-like organelle that looks like a stack of pancakes and is located near the nucleus. The golgi body packages proteins and carbohydrates into membrane-bound vesicles for "export" from the cell.granum - (plural grana) A stack of thylakoid disks within the chloroplast is called a granum.mitochondrion - spherical to rod-shaped organelles with a double membrane. The inner membrane is infolded many times, forming a series of projections (called cristae). The mitochondrion converts the energy stored in glucose into ATP (adenosine triphosphate) for the cell.nuclear membrane - the membrane that surrounds the nucleus.nucleolus - an organelle within the nucleus - it is where ribosomal RNA is produced.nucleus - spherical body containing many organelles, including the nucleolus. The nucleus controls many of the functions of the cell (by controlling protein synthesis) and contains DNA (in chromosomes). The nucleus is surrounded by the nuclear membranephotosynthesis - a process in which plants convert sunlight, water, and carbon dioxide into food energy (sugars and starches), oxygen and water. Chlorophyll or closely-related pigments (substances that color the plant) are essential to the photosynthetic process.ribosome - small organelles composed of RNA-rich cytoplasmic granules that are sites of protein synthesis.rough endoplasmic reticulum - (rough ER) a vast system of interconnected, membranous, infolded and convoluted sacks that are located in the cell's cytoplasm (the ER is continuous with the outer nuclear membrane). Rough ER is covered with ribosomes that give it a rough appearance. Rough ER transport materials through the cell and produces proteins in sacks called cisternae (which are sent to the Golgi body, or inserted into the cell membrane).smooth endoplasmic reticulum - (smooth ER) a vast system of interconnected, membranous, infolded and convoluted tubes that are located in the cell's cytoplasm (the ER is continuous with the outer nuclear membrane). The space within the ER is called the ER lumen. Smooth ER transport materials through the cell. It contains enzymes and produces and digests lipids (fats) and membrane proteins; smooth ER buds off from rough ER, moving the newly-made proteins and lipids to the Golgi body and membranesstroma - part of the chloroplasts in plant cells, located within the inner membrane of chloroplasts, between the grana.thylakoid disk - thylakoid disks are disk-shaped membrane structures in chloroplasts that contain chlorophyll. Chloroplasts are made up of stacks of thylakoid disks; a stack of thylakoid disks is called a granum. Photosynthesis (the production of ATP molecules from sunlight) takes place on thylakoid disks.vacuole - a large, membrane-bound space within a plant cell that is filled with fluid. Most plant cells have a single vacuole that takes up much of the cell. It helps maintain the shape of the cell.


Read the definitions, then label the strata (layers) of the tropical rainforest diagram below.

canopy - the upper parts of most of the trees (about 65 to 130 feet or 20 to 40 m tall). This leafy environment is full of life: insects, arachnids, many birds, some mammals, etc.
emergents - the tops of the tallest trees, which are much higher than the average trees (the canopy).
forest floor - the ground - it is teeming with animal life, especially insects and arachnids, plus large animals (like anacondas and jaguars).
understory - a dark, cool environment that is under the leaves but over the ground. Most of the understory of a rainforest has so little light that plant growth is limited. There are short, leafy, mostly non-flowering shrubs, small trees, ferns, and vines (lianas) that have adapted to filtered light and poor soil.





The Brain
Human Anatomy

Introduction
Structureand Function
Brain Cells
Spinal Cord
Animal BrainComparisons
Glossary
Classroom Activitiesand Links

Introduction to the Brain
THE FUNCTIONS OF THE BRAIN The human brain is a complex organ that allows us to think, move, feel, see, hear, taste, and smell. It controls our body, receives information, analyzes information, and stores information (our memories).
The brain produces electrical signals, which, together with chemical reactions, let the parts of the body communicate. Nerves send these signals throughout the body.
SIZE OF THE HUMAN BRAIN The average human brain weighs about 3 pounds (1300-1400 g).
At birth, the human brain weighs less than a pound (0.78-0.88 pounds or 350-400 g). As a child grows, the number of cell remains relatively stable, but the cells grow in size and the number of connections increases. The human brain reaches its full size at about 6 years of age.
COMPOSITION OF THE BRAIN The brain consists of gray matter (40%) and white matter (60%) contained within the skull. Brain cells include neurons and glial cells.
The brain has three main parts: the cerebrum, the cerebellum, and the brain stem (medulla). NOURISHMENT OF THE BRAIN Although the brain is only 2% of the body's weight, it uses 20% of the oxygen supply and gets 20% of the blood flow. Blood vessels (arteries, capillaries, and veins) supply the brain with oxygen and nourishment, and take away wastes. If brain cells do not get oxygen for 3 to 5 minutes, they begin to die.
Cerebrospinal fluid (CSF) surrounds the brain.
THE NERVOUS SYSTEM The brain and spinal cord make up the central nervous system (CNS). The brain is connected to the spinal cord, which runs from the neck to the hip area. The spinal cord carries nerve messages between the brain and the body.
The nerves that connect the CNS to the rest of the body are called the peripheral nervous system.
The autonomic nervous system controls our life support systems that we don't consciously control, like breathing, digesting food, blood circulation, etc. PROTECTION The cells of the nervous system are quite fragile and need extensive protection from being crushed, being infected by disease organisms, and other harm. The brain and spinal cord are covered by a tough, translucent membrane, called the dura matter. Cerebrospinal fluid (CSF) is a clear, watery liquid that surrounds the brain and spinal cord, and is also found throughout the ventricle (brain cavities and tunnels). CSF cushions the brain and spinal cord from jolts.
The cranium (the top of the skull) surrounds and protects the brain. The spinal cord is surrounded by vertebrae (hollow spinal bones). Also, some muscles serve to pad and support the spine.
More subtly, the blood-brain barrier protects the brain from chemical intrusion from the rest of the body. Blood flowing into the brain is filtered so that many harmful chemicals cannot enter the brain.
STRUCTURE AND FUNCTION OF THE HUMAN BRAIN
The brain has three main parts, the cerebrum, the cerebellum, and the brain stem. The brain is divided into regions that control specific functions.
THE CEREBRUM:Frontal Lobe
Behavior
Abstract thought processes
Problem solving
Attention
Creative thought
Some emotion
Intellect
Reflection
Judgment
Initiative
Inhibition
Coordination of movements
Generalized and mass movements
Some eye movements
Sense of smell
Muscle movements
Skilled movements
Some motor skills
Physical reaction
Libido (sexual urges)
Occipital Lobe
Vision
Reading
Parietal Lobe
Sense of touch (tactile sensation)
Appreciation of form through touch (stereognosis)
Response to internal stimuli (proprioception)
Sensory combination and comprehension
Some language and reading functions
Some visual functions
Temporal Lobe
Auditory memories
Some hearing
Visual memories
Some vision pathways
Other memory
Music
Fear
Some language
Some speech
Some behavior and emotions
Sense of identity
Right Hemisphere (the representational hemisphere)
The right hemisphere controls the left side of the body
Temporal and spatial relationships
Analyzing nonverbal information
Communicating emotion
Left Hemisphere (the categorical hemisphere)
The left hemisphere controls the right side of the body
Produce and understand language
Corpus Callosum
Communication between the left and right side of the brain
THE CEREBELLUM
Balance
Posture
Cardiac, respiratory, and vasomotor centers
THE BRAIN STEM
Motor and sensory pathway to body and face
Vital centers: cardiac, respiratory, vasomotor
Hypothalamus
Moods and motivation
Sexual maturation
Temperature regulation
Hormonal body processes
Optic Chiasm
Vision and the optic nerve
Pituitary Gland
Hormonal body processes
Physical maturation
Growth (height and form)
Sexual maturation
Sexual functioning
Spinal Cord
Conduit and source of sensation and movement
Pineal Body
Unknown
Ventricles and Cerebral Aqueduct
Contains the cerebrospinal fluid that bathes the brain and spinal cord

The Spinal Cord


The spinal cord is a bundle of nerves that connects the brain to other parts of the body. It is protected by a series of doughnut-shaped bones called vertebrae, which surround the spinal cord.
The human spinal cord is about 43-45 cm long and approximately as wide as a human finger. There are 13,500,000 neurons that transmit electro-chemical signals in the spinal cord. The cord weighs approximately 35 grams. The vertebral column (bones) that supports it is about 70 cm long and has 31 segments and 31 pairs of spinal nerves.
Spinal Cord Vertebrae
7 cervical (neck) segments
12 thoracic segments
5 lumbar segments
5 sacral segments
4 fused coccygeal segment
ANIMAL BRAIN COMPARISONS

BRAINS OF VARIOUS ANIMALS
ANIMAL
BRAIN WEIGHT (G)
BODY WEIGHT
% OF BODY WEIGHT
NUMBER OF NEURONS
SPERM WHALE
7800 g
15 tons=30,000 pounds= 13500 kg
0.06 %

ELEPHANT
6000



BOTTLE-NOSED DOLPHIN
1500 g
500 kg
0.3 %

HUMAN ADULT
1300-1400
150 pounds= 68 kg=68000 g
2 %
100 Billion
HORSE
532



CHIMPANZEE
420



HUMAN BABY
350 - 400



DOG (BEAGLE)
72
9 to 18 kg
0.5 %

CAT
30



SQUIRREL
22



ALLIGATOR
8.4
250 kg
0.003 %

OWL
2.2



RAT
2
400 gm
0.5 %

TURTLE
0.3



VIPER
0.1



GREEN LIZARD
0.08




GLOSSORY

A
acetylcholine - a neurotransmitter that carries nerve impulses across a synapse from one neuron to another or from a neuron to a muscle.
afferent - carrying something (like a nerve impulse) toward the central part.
amygdala - a part of the brain (and part of the limbic system) that is used in emotion.
anterior - towards the front.
anterior commissure - a small fiber that connects the right and left cerebral hemispheres of the brain.
arachnoid - one of the three membranes that protects the brain and spinal cord. The space between the arachnoid and the pia (another membrane) is filled with cerebrospinal fluid, protecting the brain from physical blows and providing the brain with nutrients.
association cortex - any part of the cortex in which information is analyzed, processed, or stored.
astroglia or astrocyte - a type of glial cell that supports neurons.
autonomic nervous system - controls our life support systems that we don't consciously control, like breathing, digesting food, blood circulation, etc.
axon - the long extension of a neuron that carries nerve impulses away from the body of the cell.
axodendritic synapse - a synapse formed by contact between a presynaptic axon and a postsynaptic dendrite.
B
basal ganglia - groups of hundreds of thousands of neurons at the base of the cerebrum and in the upper brainstem; they help control well-learned movements (like walking) and sensation.
blood-brain barrier - the blood-brain barrier protects the brain from chemical intrusion from the rest of the body. Blood flowing into the brain is filtered so that many harmful chemicals cannot enter the brain.
brain - the organ in the body that is responsible for thought, memory, sensory interpretation, movement, and other vital functions.
brainstem or brain stem - the base of the brain. This part of the brain connects the brain's cerebrum to the spinal cord. The brain stem controls many automatic and motor functions. The brain stem is composed of the medulla oblongata, the pons, the midbrain, and the reticular formation.
C
cauda equina - (meaning "horse's tail" in Latin) the bundle of nerve roots below the end of the spinal cord.
caudal - toward the tail.
cell body (soma) - the cell body of the neuron; it contains the nucleus.
central nervous system (CNS) - the brain and spinal cord
central sulcus - a large groove in the brain that separates the frontal and parietal lobes
cerebellum - the part of the brain below the back of the cerebrum. It regulates balance, posture, movement, and muscle coordination.
cerebral aqueduct - the part of the ventricular system that connects the third and fourth ventricles
cerebral cortex - the outer layer of the cerebrum, composed of six cell layers of deeply folded and ridged gray matter.
cerebral hemisphere - one side of the cerebrum, the left or right side of the cerebrum.
cerebrospinal fluid (CSF) - a clear, watery liquid that surrounds and protects the brain and spinal cord, and is also found throughout the ventricle (brain cavities and tunnels). CSF cushions the brain and spinal cord from jolts. This fluid circulates through the brain and the spinal canal.
cerebrum - the largest and most complex portion of the brain. It controls thought, learning, and many other complex activities. It is divided into the left and right cerebral hemispheres that are joined by the corpus callosum, which communicates between the two hemispheres. The right side of the brain controls the left side of the body, and vice versa. Each cerebral hemisphere is divided into four lobes: the frontal lobe (responsible for reasoning, emotions, judgment, and voluntary movement); the temporal lobe (contains centers of hearing, smells, and memory); the parietal lobe (responsible for touch and spoken language ability), and the occipital lobe (responsible for centers of vision and reading ability).
choroid plexus - vascular structures within the ventricular system that produce cerebrospinal fluid.
corpus callosum- a large bundle of nerve fibers that connect the two cerebral hemispheres.
cortex - the outer layer of the cerebrum, composed of six cell layers of deeply folded and ridged gray matter.
cranial nerves - 12 pairs of nerves that carry information to and from sense organs, muscles and internal organs. The cranial nerves include: olfactory nerve (smell), optic nerve (sight), oculomotor nerve (eye movement, dilation of pupil), trochlear nerve (eye movement), trigeminal nerve (sensation from the head and chewing muscles), abduccens nerve,
cranium - the top of the skull; it protects the brain. The cranium and the facial bones make up the skull.
CSF (cerebrospinal fluid) - a clear, watery liquid that surrounds the brain and spinal cord, and is also found throughout the ventricle (brain cavities and tunnels). CSF cushions the brain and spinal cord from jolts.
D
dendrites - the branching structure of a neuron that receives messages.
dorsal - on the back or upper surface.
dorsal root - a bundle of nerve fibers that bring information to the spinal cord.
dura matter - a tough, translucent membrane that protects the brain and spinal cord.
E
efferent - carrying something (like a nerve impulse) away from the central part.
electroencephalogram (EEG) - a graphical record of the electrical activity of the brain. Electrodes are placed on the scalp to obtain this information.
"Eloquent" brain - The parts of the brain that control the senses, speech, and motor functions.
endocrine gland - ductless glands that secrete endocrine hormones; examples include the pituitary and thyroid.
F
fornix - a pathway that connects the hippocampus and the mamillary bodies.
frontal lobe - the top, front regions of each of the cerebral hemispheres. They are used for reasoning, emotions, judgment, and voluntary movement.
G
ganglion - a group of neuron bodies (not in the brain or spinal cord)
glial cells - nerve cells that form a supporting network for the neurons in the brain. The word "glia" comes from the Greek word for glue.
gray matter - central nervous tissue that is relatively dark in color (in contrast to white matter) because of the relatively high proportion of nerve cell nuclei present
gyrus - (plural is gyri) - these are high areas on the brain that are separated by fissures.
H
hormones - biochemical substances that are produced by specific cells, tissues, or glands in the body. Hormones regulate the growth and functions of cells and tissues in the body. A examples of a hormone is insulin, which is secreted by the pancreas. Hormones were first discovered by the British scientists William Bayliss and Ernest Starling in 1902.
hypothalamus - a region in the upper part of the brainstem that acts as a relay to the pituitary gland - it controls body temperature, circadian cycles, sleep, moods, hormonal body processes, hunger, and thirst. The hypothalamus is part of the limbic system and works with the pituitary gland.
I
inferior colliculus - a structure in the midbrain that is used in hearing
L
lateral - to the side
left hemisphere - the left half of the cerebrum - it is the center for speech and language. In some left-handed people, however, the right hemisphere controls speech.
limbic system - the interconnected areas of the brain that are used in emotions and some other behaviors.
M
medulla oblongata - the lowest section of the brainstem (at the top end of the spinal cord); it controls automatic functions including heartbeat, breathing, swallowing, etc.
meninges - a series of three protective membranes (the dura matter, the arachnoid, and the pia) that cover the brain and the spinal cord.
microglia - a type of glial cell in the CNS
midbrain (mesencephalon) - a middle area of the brainstem that contains many important nerves (including the origins of the third and fourth cranial nerves which control eye movement and eyelid opening).
motor cortex - the part of both frontal lobes of the brain that controls voluntary muscle movements.
motoneurons (multipolar neurons) - neurons responsible for movement - the cell bodies of these neurons are located within the brain or spinal cord and the axons are located in muscle fibers
myelin - a fatty substance that covers axons.
myelin sheath - a fatty substance that surrounds and protects some nerve fibers.
N
neuroglia - connective or supporting tissues of the nervous system.
neuron - a nerve cell. Neurons have specialized projections (dendrites and axons) and communicate with each other via an electrochemical process. The word "neuron" was coined by the German scientist Heinrich Wilhelm Gottfried von Waldeyer-Hartz in 1891 (he also coined the term "chromosome").
neuroscience - the study of the brain and the nervous system.
neurotransmitters - chemicals that transmit nerve impulses between neurons. Some neurotransmitters include acetylcholine, dopamine, endorphin, epinephrine, serotonin, and histamine.
node of Ranvier - one of the many gaps in the myelin sheath - this is where the action potential occurs during saltatory conduction along the axon
nucleus - the organelle in the cell body of the neuron (and all cells) that contains the genetic material of the cell (DNA in chromosomes). It is where DNA (deoxyribonucleic acid) replicates itself, and where RNA (ribonucleic acid) is made.
O
occipital lobe - the region at the back of each cerebral hemisphere that contains the centers of vision and reading ability.
optic chiasm - controls vision and the optic nerve. It is the area in the front of the brain where the optic nerves cross one another.
P
paleoneuroloy - the study of fossils brains (from brain casts, called endocasts).
parietal lobe - the middle lobe of each cerebral hemisphere between the frontal and occipital lobes; it contains important sensory centers.
peripheral nervous system - the part of the nervous system that includes the cranial nerves and the spinal nerves.
pia - the innermost layer of the meninges. It is adjacent to the surface of the brain and the arachnoid.
pineal body - a pinecone-shaped gland-like structure located in the brain. It produces melanin and influences the onset of puberty.
pituitary gland - a gland attached to the base of the brain that secretes hormones.
plexus - a network of nerves or veins
pons - the part of the brainstem that joins the hemispheres of the cerebellum and connects the cerebrum with the cerebellum. It is where the four pairs of cranial nerves originalte: the fifth (facial sensation); the sixth (eye movement); the seventh (taste, facial expression, eyelid closure); and the eighth (hearing and balance)
posterior - towards the back
posterior fossa - the part of the skull that contains the brain stem and the cerebellum.
proprioception - the response to internal stimuli.
pseudounipolar cells - a type of neuron that has two axons (instead of one axon and one dendrite). One axon is oriented towards the spinal cord, the other axon is oriented toward either skin or muscle.
R
reticular formation - a network of nerve cells in the brainstem that are involved in maintaining sleep or wakefulness.
right hemisphere - the right half of the cerebrum - it processes visual information.
S
Schwann's cells - cells that produce myelin
sensory cortex - any part of the brain that receives messages from a sense organ (like the eyes, nose, tongue, or ears) or messages of touch and temperature from anywhere in the body.
sensory neuron (bipolar neuron) - an afferent nerve cell that carries sensory information (like sound, touch, taste, smell, or sight) to the central nervous system.
skull - the bones that comprise the head.
soma (cell body) - the cell body of the neuron; it contains the nucleus.
somatosensory cortex - an area of the sensory cortex in the parietal lobes that receives messages of touch, temperature, and certain other bodily sensations.
spinal cord - a thick bundle of nerve fibers that runs from the base of the brain to the hip area, running through the spine (vertebrae).
stereognosis - the appreciation of form through touch
sulcus (plural sulci) - a long groove on the surface of the brain
suprachiasmatic nucleus - the area of the hypothalamus that controls circadian rhythms (day and night cycles and the biological clock) and reproduction cycles.
synapse - a structure where an impulse passes from one neuron to another across a gap. The word "synapse" was coined by Sir Charles Scott Sherrington in 1897.
T
tactile sensation - the sense of touch
tectum - the dorsal (top) portion of the midbrain (mesencephalon)
tegmentum - ventral (bottom) part of the midbrain (mesencephalon)
temporal lobe - the region at the lower side of each cerebral hemisphere; contains centers of hearing and memory.
thalamus - a small structure at the top of the brainstem that serves as a relay center for sensory information, pain, attention, and alertness.
V
ventral - lower or underneath
ventricle - four small hollow spaces in the brain that are filled with cerebrospinal fluid - they contain the choroid plexus, which produce cerebrospinal fluid (CSF).
vertebra (plural vertebrae) - one of many small bones that make up the spine. The spinal cord runs through the vertebrae.
viscera - organs in the body
W
white matter - heavily myelinated central nervous tissue that is light in color (in contrast to gray matter) - it consists mostly of axons covered with the insulating lipid-protein sheath myelin.
Answers: Label the Brain Diagram
The Brain
Read the definitions below, then label the brain anatomy diagram.

Cerebellum - the part of the brain below the back of the cerebrum. It regulates balance, posture, movement, and muscle coordination.Corpus Callosum - a large bundle of nerve fibers that connect the left and right cerebral hemispheres. In the lateral section, it looks a bit like a "C" on its side.Frontal Lobe of the Cerebrum - the top, front regions of each of the cerebral hemispheres. They are used for reasoning, emotions, judgment, and voluntary movement.Medulla Oblongata - the lowest section of the brainstem (at the top end of the spinal cord); it controls automatic functions including heartbeat, breathing, etc.Occipital Lobe of the Cerebrum - the region at the back of each cerebral hemisphere that contains the centers of vision and reading ability (located at the back of the head).
Parietal Lobe of the Cerebrum - the middle lobe of each cerebral hemisphere between the frontal and occipital lobes; it contains important sensory centers (located at the upper rear of the head).Pituitary Gland - a gland attached to the base of the brain (located between the Pons and the Corpus Callosum) that secretes hormones.Pons - the part of the brainstem that joins the hemispheres of the cerebellum and connects the cerebrum with the cerebellum. It is located just above the Medulla Oblongata.Spinal Cord - a thick bundle of nerve fibers that runs from the base of the brain to the hip area, running through the spine (vertebrae).Temporal Lobe of the Cerebrum - the region at the lower side of each cerebral hemisphere; contains centers of hearing and memory (located at the sides of the head).



Human Digestive System
Human Anatomy
The human digestive system is a complex series of organs and glands that processes food. In order to use the food we eat, our body has to break the food down into smaller molecules that it can process; it also has to excrete waste.
Most of the digestive organs (like the stomach and intestines) are tube-like and contain the food as it makes its way through the body. The digestive system is essentially a long, twisting tube that runs from the mouth to the anus, plus a few other organs (like the liver and pancreas) that produce or store digestive chemicals.
The Digestive Process:The start of the process - the mouth: The digestive process begins in the mouth. Food is partly broken down by the process of chewing and by the chemical action of salivary enzymes (these enzymes are produced by the salivary glands and break down starches into smaller molecules).
On the way to the stomach: the esophagus - After being chewed and swallowed, the food enters the esophagus. The esophagus is a long tube that runs from the mouth to the stomach. It uses rhythmic, wave-like muscle movements (called peristalsis) to force food from the throat into the stomach. This muscle movement gives us the ability to eat or drink even when we're upside-down.
In the stomach - The stomach is a large, sack-like organ that churns the food and bathes it in a very strong acid (gastric acid). Food in the stomach that is partly digested and mixed with stomach acids is called chyme.
In the small intestine - After being in the stomach, food enters the duodenum, the first part of the small intestine. It then enters the jejunum and then the ileum (the final part of the small intestine). In the small intestine, bile (produced in the liver and stored in the gall bladder), pancreatic enzymes, and other digestive enzymes produced by the inner wall of the small intestine help in the breakdown of food.
In the large intestine - After passing through the small intestine, food passes into the large intestine. In the large intestine, some of the water and electrolytes (chemicals like sodium) are removed from the food. Many microbes (bacteria like Bacteroides, Lactobacillus acidophilus, Escherichia coli, and Klebsiella) in the large intestine help in the digestion process. The first part of the large intestine is called the cecum (the appendix is connected to the cecum). Food then travels upward in the ascending colon. The food travels across the abdomen in the transverse colon, goes back down the other side of the body in the descending colon, and then through the sigmoid colon.
The end of the process - Solid waste is then stored in the rectum until it is excreted via the anus.
Digestive System Glossary:anus - the opening at the end of the digestive system from which feces (waste) exits the body.appendix - a small sac located on the cecum.ascending colon - the part of the large intestine that run upwards; it is located after the cecum.bile - a digestive chemical that is produced in the liver, stored in the gall bladder, and secreted into the small intestine.cecum - the first part of the large intestine; the appendix is connected to the cecum.chyme - food in the stomach that is partly digested and mixed with stomach acids. Chyme goes on to the small intestine for further digestion.descending colon - the part of the large intestine that run downwards after the transverse colon and before the sigmoid colon.duodenum - the first part of the small intestine; it is C-shaped and runs from the stomach to the jejunum.epiglottis - the flap at the back of the tongue that keeps chewed food from going down the windpipe to the lungs. When you swallow, the epiglottis automatically closes. When you breathe, the epiglottis opens so that air can go in and out of the windpipe.esophagus - the long tube between the mouth and the stomach. It uses rhythmic muscle movements (called peristalsis) to force food from the throat into the stomach.gall bladder - a small, sac-like organ located by the duodenum. It stores and releases bile (a digestive chemical which is produced in the liver) into the small intestine.ileum - the last part of the small intestine before the large intestine begins.jejunum - the long, coiled mid-section of the small intestine; it is between the duodenum and the ileum.liver - a large organ located above and in front of the stomach. It filters toxins from the blood, and makes bile (which breaks down fats) and some blood proteins.mouth - the first part of the digestive system, where food enters the body. Chewing and salivary enzymes in the mouth are the beginning of the digestive process (breaking down the food).pancreas - an enzyme-producing gland located below the stomach and above the intestines. Enzymes from the pancreas help in the digestion of carbohydrates, fats and proteins in the small intestine.peristalsis - rhythmic muscle movements that force food in the esophagus from the throat into the stomach. Peristalsis is involuntary - you cannot control it. It is also what allows you to eat and drink while upside-down.rectum - the lower part of the large intestine, where feces are stored before they are excreted.salivary glands - glands located in the mouth that produce saliva. Saliva contains enzymes that break down carbohydrates (starch) into smaller molecules.sigmoid colon - the part of the large intestine between the descending colon and the rectum.stomach - a sack-like, muscular organ that is attached to the esophagus. Both chemical and mechanical digestion takes place in the stomach. When food enters the stomach, it is churned in a bath of acids and enzymes.transverse colon - the part of the large intestine that runs horizontally across the abdomen.

Digestive System (simple version)
Read the definitions, then label the digestive system anatomy diagram below.
anus - the opening at the end of the digestive system from which feces exit the body.appendix - a small sac located near the start of the large intestine.esophagus - the long tube between the mouth and the stomach. It uses rhythmic muscle movements (called peristalsis) to force food from the throat into the stomach.gall bladder - a small, sac-like organ located by the duodenum. It stores and releases bile (a digestive chemical which is produced in the liver) into the small intestine.large intestine - the long, wide tube that food goes through after it goes through the small intestine.liver - a large organ located above and in front of the stomach. It filters toxins from the blood, and makes bile (which breaks down fats) and some blood proteins.mouth - the first part of the digestive system, where food enters the body. Chewing and salivary enzymes in the mouth are the beginning of the digestive process (breaking down the food).pancreas - an enzyme-producing gland located below the stomach and above the intestines. Enzymes from the pancreas help in the digestion of carbohydrates, fats and proteins in the small intestine.rectum - the lower part of the large intestine, where feces are stored before they are excreted from the body.small intestine - the long, thin winding tube that food goes through after it leaves the stomach.stomach - a sack-like, muscular organ that is attached to the esophagus. When food enters the stomach, it is churned in an acid bath.


Ear Anatomy
Human Anatomy
Sound is collected by the pinna (the visible part of the ear) and directed through the outer ear canal. The sound makes the eardrum vibrate, which in turn causes a series of three tiny bones (the hammer, the anvil, and the stirrup) in the middle ear to vibrate. The vibration is transferred to the snail-shaped cochlea in the inner ear; the cochlea is lined with sensitive hairs which trigger the generation of nerve signals that are sent to the brain.
On average, people can hear sounds in the frequencies between 20 to 20,000 Hertz.

Definitions:
anvil - (also called the incus) a tiny bone that passes vibrations from the hammer to the stirrup.cochlea - a spiral-shaped, fluid-filled inner ear structure; it is lined with cilia (tiny hairs) that move when vibrated and cause a nerve impulse to form.eardrum - (also called the tympanic membrane) a thin membrane that vibrates when sound waves reach it.Eustachian tube - a tube that connects the middle ear to the back of the nose; it equalizes the pressure between the middle ear and the air outside. When you "pop" your ears as you change altitude (going up a mountain or in an airplane), you are equalizing the air pressure in your middle ear.hammer - (also called the malleus) a tiny bone that passes vibrations from the eardrum to the anvil.
nerves - these carry electro-chemical signals from the inner ear (the cochlea) to the brain.outer ear canal - the tube through which sound travels to the eardrum.pinna - (also called the auricle) the visible part of the outer ear. It collects sound and directs it into the outer ear canalsemicircular canals - three loops of fluid-filled tubes that are attached to the cochlea in the inner ear. They help us maintain our sense of balance.stirrup - (also called the stapes) a tiny, U-shaped bone that passes vibrations from the stirrup to the cochlea. This is the smallest bone in the human body (it is 0.25 to 0.33 cm long).




Label the Ear Anatomy Diagram
Human Anatomy
Sound is collected by the pinna (the visible part of the ear) and directed through the outer ear canal. The sound makes the eardrum vibrate, which in turn causes a series of three tiny bones (the hammer, the anvil, and the stirrup) in the middle ear to vibrate. The vibration is transferred to the snail-shaped cochlea in the inner ear; the cochlea is lined with sensitive hairs which trigger the generation of nerve signals that are sent to the brain.
Read the definitions below, then label the ear anatomy diagram.


anvil - (also called the incus) a tiny bone that passes vibrations from the hammer to the stirrup.cochlea - a spiral-shaped, fluid-filled inner ear structure; it is lined with cilia (tiny hairs) that move when vibrated and cause a nerve impulse to form.eardrum - (also called the tympanic membrane) a thin membrane that vibrates when sound waves reach it.Eustachian tube - a tube that connects the middle ear to the back of the nose; it equalizes the pressure between the middle ear and the air outside. When you "pop" your ears as you change altitude (going up a mountain or in an airplane), you are equalizing the air pressure in your middle ear.hammer - (also called the malleus) a tiny bone that passes vibrations from the eardrum to the anvil.
nerves - these carry electro-chemical signals from the inner ear (the cochlea) to the brain.outer ear canal - the tube through which sound travels to the eardrum.pinna - (also called the auricle) the visible part of the outer ear. It collects sound and directs it into the outer ear canalsemicircular canals - three loops of fluid-filled tubes that are attached to the cochlea in the inner ear. They help us maintain our sense of balance.stirrup - (also called the stapes) a tiny, U-shaped bone that passes vibrations from the stirrup to the cochlea. This is the smallest bone in the human body (it is 0.25 to 0.33 cm long).


Label the Eye Diagram

Read the definitions, then label the eye anatomy diagram below.
Cornea - the clear, dome-shaped tissue covering the front of the eye. Iris - the colored part of the eye - it controls the amount of light that enters the eye by changing the size of the pupil Lens - a crystalline structure located just behind the iris - it focuses light onto the retina Optic nerve - the nerve that transmits electrical impulses from the retina to the brain
Pupil - the opening in the center of the iris- it changes size as the amount of light changes (the more light, the smaller the hole) Retina - sensory tissue that lines the back of the eye. It contains millions of photoreceptors (rods and cones) that convert light rays into electrical impulses that are relayed to the brain via the optic nerve Vitreous - a thick, transparent liquid that fills the center of the eye - it is mostly water and gives the eye its form and shape (also called the vitreous humor)



Answers: Label the Eye Diagram #2
Human Anatomy
Read the definitions, then label the eye anatomy diagram below.
Cornea - the clear, dome-shaped tissue covering the front of the eye. Eyebrow - a patch of dense hair located above the eye. Eyelash - one of the many hairs on the edge of the eyelids. Eyelid - the flap of skin that can cover and protect the eye. Iris - the colored part of the eye - it controls the amount of light that enters the eye by changing the size of the pupil. Lens - a crystalline structure located just behind the iris - it focuses light onto the retina. Optic nerve - the nerve that transmits electrical impulses from the retina to the brain. Pupil - the opening in the center of the iris- it changes size as the amount of light changes (the more light, the smaller the hole). Retina - sensory tissue that lines the back of the eye. It contains millions of photoreceptors (rods and cones) that convert light rays into electrical impulses that are relayed to the brain via the optic nerve. Tear - clear, salty liquid that is produced by glands in the eyes. Vitreous - a thick, transparent liquid that fills the center of the eye - it is mostly water and gives the eye its form and shape (also called the vitreous humor).



Parts of The Face
More Anatomy Activities




Heart Interior Anatomy Diagram
The heart is a fist-sized, muscular organ that pumps blood through the body. Oxygen-poor blood enters the right atrium of the heart (via veins called the inferior vena cava and the superior vena cava). The blood is then pumped into the right ventricle and then through the pulmonary artery to the lungs, where the blood is enriched with oxygen (and loses carbon dioxide). The oxygen-rich (oxygenated) blood is then carried back to the left atrium of the heart via the pulmonary vein. The blood is then pumped to the left ventricle, then the blood is pumped through the aorta and to the rest of the body. This cycle is then repeated. Every day, the heart pumps about 2,000 gallons (7,600 liters) of blood, beating about 100,000 times.



Read the definitions, then label the label anatomy diagram below.



aorta - the biggest and longest artery (a blood vessel carrying blood away from the heart) in the body. It carries oxygen-rich blood from the left ventricle of the heart to the body.inferior vena cava - a large vein (a blood vessel carrying blood to the heart) that carries oxygen-poor blood to the right atrium from the lower half of the body.left atrium - the left upper chamber of the heart. It receives oxygen-rich blood from the lungs via the pulmonary vein.left ventricle - the left lower chamber of the heart. It pumps the blood into the aorta.mitral valve - the valve between the left atrium and the left ventricle. It prevents the back-flow of blood from the ventricle to the atrium.pulmonary artery - the blood vessel that carries oxygen-poor blood from the right ventricle of the heart to the lungs.
pulmonary valve - the flaps between the right ventricle and the pulmonary artery. When the ventricle contracts, the valve opens, causing blood to rush into the pulmonary artery. When the ventricle relaxes, the valves close, preventing the back-flow of blood from the pulmonary artery to the right atrium.pulmonary vein - the blood vessel that carries oxygen-rich blood from the lungs to the left atrium of the heart.right atrium - the right upper chamber of the heart. It receives oxygen-poor blood from the body through the inferior vena cava and the superior vena cava.right ventricle - the right lower chamber of the heart. It pumps the blood into the pulmonary artery.septum - the muscular wall that separates the left and right sides of the heart.superior vena cava - a large vein that carries oxygen-poor blood to the right atrium from the upper parts of the body.tricuspid valve - the flaps between the right atrium and the right ventricle. It is composed of three leaf-like parts and prevents the back-flow of blood from the ventricle to the atrium.


Heart Anatomy Glossary
Human Anatomy
The heart is a fist-sized, muscular organ that pumps blood through the body. Oxygen-poor blood enters the right atrium of the heart (via veins called the inferior vena cava and the superior vena cava). The blood is then pumped into the right ventricle and then through the pulmonary artery to the lungs, where the blood is enriched with oxygen (and loses carbon dioxide). The oxygen-rich (oxygenated) blood is then carried back to the left atrium of the heart via the pulmonary vein. The blood is then pumped to the left ventricle, then the blood is pumped through the aorta and to the rest of the body. This cycle is then repeated. Every day, the heart pumps about 2,000 gallons (7,600 liters) of blood, beating about 100,000 times.
aorta - the biggest and longest artery (a blood vessel carrying blood away from the heart) in the body. It carries oxygen-rich blood from the left ventricle of the heart to the body.
inferior vena cava - a large vein (a blood vessel carrying blood to the heart) that carries oxygen-poor blood to the right atrium from the lower half of the body.
left atrium - the left upper chamber of the heart. It receives oxygen-rich blood from the lungs via the pulmonary vein.
left ventricle - the left lower chamber of the heart. It pumps the blood through the aortic valve into the aorta.
mitral valve - the valve between the left atrium and the left ventricle. It prevents the back-flow of blood from the ventricle to the atrium.
pulmonary artery - the blood vessel that carries oxygen-poor blood from the right ventricle of the heart to the lungs.
pulmonary valve - the flaps between the right ventricle and the pulmonary artery. When the ventricle contracts, the valve opens, causing blood to rush into the pulmonary artery. When the ventricle relaxes, the valves close, preventing the back-flow of blood from the pulmonary artery to the right atrium.
pulmonary vein - the blood vessel that carries oxygen-rich blood from the lungs to the left atrium of the heart.
right atrium - the right upper chamber of the heart. It receives oxygen-poor blood from the body through the inferior vena cava and the superior vena cava.
right ventricle - the right lower chamber of the heart. It pumps the blood into the pulmonary artery.
septum - the muscular wall that separates the left and right sides of the heart.
superior vena cava - a large vein that carries oxygen-poor blood to the right atrium from the upper parts of the body.
tricuspid valve - the flaps between the right atrium and the right ventricle. It is composed of three leaf-like parts and prevents the back-flow of blood from the ventricle to the atrium.














Label the Body DiagramLabel the human body diagram using the word list below.


anklearmbelly buttonchestchin
earelboweyefingersfoot
handheadheelhipknee
legmouthnoseneckshin
shoulderthightoeswaistwrist


Human Skeleton
Human Anatomy
The human skeleton consists of 206 bones. We are actually born with more bones (about 300), but many fuse together as a child grows up. These bones support your body and allow you to move. Bones contain a lot of calcium (an element found in milk, broccoli, and other foods). Bones manufacture blood cells and store important minerals. The longest bone in our bodies is the femur (thigh bone). The smallest bone is the stirrup bone inside the ear. Each hand has 26 bones in it. Your nose and ears are not made of bone; they are made of cartilage, a flexible substance that is not as hard as bone. Joints: Bones are connected to other bones at joints. There are many different types of joints, including: fixed joints (such as in the skull, which consists of many bones), hinged joints (such as in the fingers and toes), and ball-and-socket joints (such as the shoulders and hips). Differences between males and females: Males and females have slightly different skeletons, including a different elbow angle. Males have slightly thicker and longer legs and arms; females have a wider pelvis and a larger space within the pelvis, through which babies travel when they are born.


Label the Lungs Diagram
Read the definitions, then label the lung anatomy diagram below.
bronchial tree - the system of airways within the lungs, which bring air from the trachea to the lung's tiny air sacs (alveoli).cardiac notch - the indentation in the left lung that provides room for the heart.diaphragm - a muscular membrane under the lungs.larynx - a muscular structure at the top of the trachea, containing the vocal cords.left inferior lobe - the bottom lobe of the lung on the left side of the body.left superior lobe - the top lobe of the lung on the left side of the body.right inferior lobe - the bottom lobe of the lung on the right side of the body.right middle lobe - the middle lobe of the lung on the right side of the body.right superior lobe - the top lobe of the lung on the right side of the body.trachea (windpipe) - the tube through which air travels from the larynx to the lungs.



Skin Anatomy
Human Anatomy

The skin is an organ that forms a protective barrier against germs (and other organisms) and keeps the inside of your body inside your body, and keeps what's outside of your body outside. Skin also helps maintain a constant body temperature. Human skin is only about 0.07 inches (2 mm) thick.
Skin is made up of two layers that cover a third fatty layer. The outer layer is called the epidermis; it is a tough protective layer that contains melanin (which protects against the rays of the sun and gives the skin its color). The second layer (located under the epidermis) is called the dermis; it contains nerve endings, sweat glands, oil glands, and hair follicles. Under these two skin layers is a fatty layer of subcutaneous tissue (the word subcutaneous means "under the skin").
On average, an adult has from 18-20 square feet (about 2 square meters) of skin, which weighs about 6 pounds (2.7 kg).


blood vessels - Tubes that carry blood as it circulates. Arteries bring oxygenated blood from the heart and lungs; veins return oxygen-depleted blood back to the heart and lungs.dermis - (also called the cutis) the layer of the skin just beneath the epidermis.epidermis - the outer layer of the skin.hair follicle - a tube-shaped sheath that surrounds the part of the hair that is under the skin. It is located in the epidermis and the dermis. The hair is nourished by the follicle at its base (this is also where the hair grows).hair shaft - The part of the hair that is above the skin.hair erector muscle - a muscle is connected to each hair follicle and the skin - it contracts (in response to cold, fear, etc.), resulting in an erect hair and a "goose bump" on the skin.
melanocyte - a cell in the epidermis that produces melanin (a dark-colored pigment that protects the skin from sunlight).Pacinian corpuscle - nerve receptors that respond to pressure and vibration; they are oval capsules of sensory nerve fibers located in the subcutaneous fatty tissuesebaceous gland - a small, sack-shaped gland that releases oily (fatty) liquids onto the hair follicle (the oil lubricated and softens the skin). These glands are located in the dermis, usually next to hair follicles.sweat gland - (also called sudoriferous gland) a tube-shaped gland that produces perspiration (sweat). The gland is located in the epidermis; it releases sweat onto the skin.subcutaneous tissue - fatty tissue located under the dermis.


Label the Spine and SkullRead the definitions, then label the spine diagram below.

7 cervical vertebrae - 7 vertebrae located in the neck, below the skull. coccyx - 4 fused vertebrae located below the sacrum. 5 lumbar vertebrae - 5 vertebrae located below the thoracic vertebra and above the sacrum. sacrum - 5 fused vertebrae located below the lumbar region and above the coccyx. skull - the bones in the head that protect the brain. 12 thoracic vertebrae - 12 vertebrae in the mid-back, below the cervical vertebra and above the lumbar vertebrae.



Label Tongue Taste Areas Diagram
The tongue is a strong muscle in the mouth that is covered with papillae (small bumps on the tongue) and taste buds (that sense bitter, salty, sweet, and sour tastes). The taste buds are clustered along the sides of the tongue.
Read the descriptions, and then label the tongue below.
bitter - Bitter tastes (like the taste of tonic water) are mostly sensed towards the back and rear sides of the tongue. salty and sweet - Salty tastes and sweet tastes (like sugar) are mostly tasted at the tip of the tongue. sour - Sour tastes (like lemon juice) are mostly tasted at the sides of the tongue, at the middle and towards the front.




Label the Tooth

Read the definitions, and then label the tooth below.
Bone - the hard supportive tissue in which the tooth's root is anchored. Crown - the visible part of a tooth. Dentin - the hard but porous tissue located under both the enamel (and cementum) of the tooth. Dentin is harder than bone. Enamel - the tough, shiny, white outer surface of the tooth. Gum - the soft tissue that surrounds the base of the teeth.
Nerves and Blood Vessels - nerves transmit signals, and blood vessels carry nutrients to the tooth - they run through the tooth's root within the pulp. Pulp - the soft center of the tooth. The pulp contains blood vessels and nerves; it nourishes the dentin. Root - the anchor of a tooth that extends into the bone of the jaw. The number of human tooth roots ranges from one to four.





Tooth Anatomy




























People use their teeth to bite and chew food - they are the first step in the digestion of food. The long, sharp canine teeth tear up food (like meat). The wide, flat molars grind and mash up food. While we chew food, the tongue pushes the food to the teeth and saliva helps digestion and wets the food. Teeth also help us say certain sounds.
People have two sets of teeth in their lives, the primary teeth (also called the baby, milk or deciduous teeth) and the permanent teeth (also called the adult or secondary teeth). Children have 20 primary teeth; they are replaced by the permanent teeth by about age 13. Adults have 32 permanent teeth.
Primary Teeth:Most babies are born with no visible teeth -- the teeth are forming inside the gums. The 20 primary teeth (also called baby teeth or first teeth) erupt (poke through the gums) over the time from when a baby is from about 6 months to a year old.
Permanent Teeth:Primary teeth fall out and are replaced by 32 permanent teeth (also called the adult teeth). This happens over the time from when a child is from about 6 to 14 years old.
As a permanent tooth forms under the gums and in the jawbone, the roots of the primary tooth it is replacing dissolve. Then the primary tooth becomes loose and falls out. The permanent tooth will fill the space.
Wisdom Teeth:
Wisdom teeth (also called the third molars) are molars that usually erupt from the ages of 17 to 21. Tooth Glossary:
Cementum - a layer of tough, yellowish, bone-like tissue that covers the root of a tooth. It helps hold the tooth in the socket. The cementum contains the periodontal membrane.
Crown - the visible part of a tooth.
Dentin - the hard but porous tissue located under both the enamel and cementum of the tooth. Dentin is harder than bone.
Enamel - the tough, shiny, white outer surface of the tooth.
Gums - the soft tissue that surrounds the base of the teeth.
Nerves - nerves transmit signals (conveying messages like hot, cold, or pain) to and from the brain.
Periodontal membrane/ligament - the fleshy tissue between tooth and the tooth socket; it holds the tooth in place. The fibers of the periodontal membrane are embedded within the cementum.
Pulp - the soft center of the tooth. The pulp contains blood vessels and nerves; it nourishes the dentin.
Root - the anchor of a tooth that extends into the jawbone. The number of roots ranges from one to four.












Label the Teeth

Read the definitions below, then label the permanent teeth.

canine (also called cuspid) - the pointy tooth located between the incisors and the premolars. A canine tooth has 1 root. Adults have 4 canine teeth (2 in the top jaw and 2 in the bottom jaw). Canine means, "of or like a dog." incisors - the front teeth, used for cutting food. An incisor has 1 root. Adults have 8 incisors (4 in the top jaw and 4 in the bottom jaw). premolars (also called bicuspids) - the teeth located between the canine and the molars. A premolar tooth has 1 root. Bicuspids have two points (cusps) at the top. Adults have 8 premolars (4 in the top jaw and 4 in the bottom jaw). molars - the relatively flat teeth located towards the back of the mouth, used for grinding food. Molars in the top jaw have 3 roots; molars in the lower jaw have 2 roots. Adults have 12 molars (6 in the top jaw and 6 in the bottom jaw).








Label the Urinary Read the definitions, then label the urinary tract diagram below.

bladder - a hollow organ that stores urine until it is excreted. kidney - two bean-shaped organs that take waste from the blood and produce urine. ureter - two tubes, each of which carries urine from a kidney to the bladder. urethra - the tube that carries urine from the bladder out of the body.














External Genital Organs





The external genital organs include the mons pubis, labia majora, labia minora, Bartholin's glands, and clitoris. The area containing these organs is called the vulva. The external genital organs have three main functions:
· Enabling sperm to enter the body
· Protecting the internal genital organs from infectious organisms
· Providing sexual pleasure
The mons pubis is a rounded mound of fatty tissue that covers the pubic bone. During puberty, it becomes covered with hair. The mons pubis contains oil-secreting (sebaceous) glands that release substances that are involved in sexual attraction (pheromones). The labia majora (literally, large lips) are relatively large, fleshy folds of tissue that enclose and protect the other external genital organs. They are comparable to the scrotum in males. The labia majora contain sweat and sebaceous glands, which produce lubricating secretions. After puberty, hair appears on the labia majora.
The labia minora (literally, small lips) can be very small or up to 2 inches wide. The labia minora lie just inside the labia majora and surround the openings to the vagina and urethra. A rich supply of blood vessels gives the labia minora a pink color. During sexual stimulation, these blood vessels become engorged with blood, causing the labia minora to swell and become more sensitive to stimulation.
The area between the vaginal opening and the anus, below the labia majora, is called the perineum. It varies in length from almost 1 to more than 2 inches (2 to 5 centimeters).
The labia majora and the perineum are covered with skin similar to that on the rest of the body. The skin is thick, dry, and sometimes scaly. In contrast, the labia minora are lined with a mucous membrane, whose surface is kept moist by fluid secreted by specialized cells.
The opening to the vagina is called the introitus. The vaginal opening is the entryway for the penis during sexual intercourse and the exit for menstrual blood and vaginal discharge as well as a baby. When stimulated, Bartholin's glands (located beside the vaginal opening) secrete a thick fluid that supplies lubrication for intercourse. The opening to the urethra, which carries urine from the bladder to the outside, is located above and in front of the vaginal opening.
The clitoris, located between the labia minora at their upper end, is a small protrusion that corresponds to the penis in the male. The clitoris, like the penis, is very sensitive to sexual stimulation and can become erect. Stimulating the clitoris can result in an orgasm.

Internal Genital Organs
The internal genital organs form a pathway (the genital tract). This pathway consists of the following:
· Vagina (part of the birth canal), where sperm are deposited and from which a baby can emerge
· Uterus, where an embryo can develop into a fetus
· Fallopian tubes (oviducts), where a sperm can fertilize an egg
· Ovaries, which produce and release eggs
Sperm can travel up the tract, and eggs down the tract.


Internal Female Genital Organs
At the beginning of the tract, just inside the opening of the vagina, is the hymen, a mucous membrane. In virgins, the hymen usually encircles the opening like a tight ring, but it may completely cover the opening. The hymen helps protect the genital tract but is not necessary for health. It may tear at the first attempt at sexual intercourse, or it may be so soft and pliable that no tearing occurs. The hymen may also be torn during exercise or insertion of a tampon or diaphragm. Tearing usually causes slight bleeding. In women who have had intercourse, the hymen may be unnoticeable or may form small tags of tissue around the vaginal opening.
Vagina: The vagina is a narrow, muscular but elastic organ about 4 to 5 inches long in an adult woman. It connects the external genital organs to the uterus. The vagina is the main female organ of sexual intercourse. The penis is inserted into it. It is the passageway for sperm to the egg and for menstrual bleeding or a baby to the outside.
Usually, there is no space inside the vagina unless it is stretched open—for example, during an examination, sexual intercourse, or childbirth. The lower third of the vagina is surrounded by elastic muscles that control the diameter of its opening. These muscles contract rhythmically and involuntarily during orgasm.
The vagina is lined with a mucous membrane, kept moist by fluids oozing from cells on its surface and by secretions from glands in the cervix (the lower part of the uterus). A small amount of these fluids may pass to the outside as a clear or milky white vaginal discharge, which is normal. During a woman's reproductive years, the lining of the vagina has folds and wrinkles. Before puberty and after menopause (if the woman is not taking estrogen), the lining is smooth.
Uterus and Cervix: The uterus is a thick-walled, muscular, pear-shaped organ located in the middle of the pelvis, behind the bladder, and in front of the rectum. The uterus is anchored in position by several ligaments. The main function of the uterus is to sustain a developing fetus. The uterus consists of the cervix and the main body (corpus).
The cervix is the lower part of the uterus, which protrudes into the upper end of the vagina. It can be seen during a pelvic examination. Like the vagina, the cervix is lined with a mucous membrane, but the mucous membrane of the cervix is smooth.
Sperm can enter and menstrual blood can exit the uterus through a channel in the cervix. The channel is usually narrow, but during labor, the channel widens to let the baby through. The cervix is usually a good barrier against bacteria, except around the time an egg is released by the ovaries (ovulation), during the menstrual period, or during labor. Bacteria that cause sexually transmitted diseases (see Sexually Transmitted Diseases: Introduction) can enter the uterus through the cervix during sexual intercourse.
The channel through the cervix is lined with glands that secrete mucus. This mucus is thick and impenetrable to sperm until just before ovulation. At ovulation, the consistency of the mucus changes so that sperm can swim through it and fertilization can occur. At this time, the mucus-secreting glands of the cervix can store live sperm for up to about 5 days, but occasionally slightly longer. These sperm can later move up through the corpus and into the fallopian tubes to fertilize an egg. Almost all pregnancies result from intercourse that occurs during the 3 days before ovulation. However, pregnancies sometimes result from intercourse that occurs up to 6 days before ovulation or during the 3 days after ovulation. For some women, the time between a menstrual period and ovulation varies from month to month. Consequently, pregnancy can occur at different times during a menstrual cycle.
The corpus of the uterus, which is highly muscular, can stretch to accommodate a growing fetus. Its muscular walls contract during labor to push the baby out through the cervix and the vagina. During the reproductive years, the corpus is twice as long as the cervix. After menopause, the reverse is true.
As part of a woman's reproductive cycle (which usually lasts about a month), the lining of the corpus (endometrium) thickens. If the woman does not become pregnant during that cycle, most of the endometrium is shed and bleeding occurs, resulting in the menstrual period.
Fallopian Tubes: The two fallopian tubes, which are about 2 to 3 inches (about 5 to 7 centimeters) long, extend from the upper edges of the uterus toward the ovaries. The tubes do not directly connect with the ovaries. Instead, the end of each tube flares into a funnel shape with fingerlike extensions (fimbriae). When an egg is released from an ovary, the fimbriae guide the egg into the relatively large opening of a fallopian tube.
The fallopian tubes are lined with tiny hairlike projections (cilia). The cilia and the muscles in the tube's wall propel an egg downward through the tube to the uterus. The egg may be fertilized by a sperm in the fallopian tube (see Normal Pregnancy: Fertilization).
Ovaries: The ovaries are usually pearl-colored, oblong, and about the size of a walnut. They are attached to the uterus by ligaments. In addition to producing female sex hormones (estrogen and progesterone) and male sex hormones, the ovaries produce and release eggs. The developing egg cells (oocytes) are contained in fluid-filled cavities (follicles) in the wall of the ovaries. Each follicle contains one oocyte.






How Many Eggs?
A baby girl is born with egg cells (oocytes) in her ovaries. Between 16 and 20 weeks of pregnancy, the ovaries of a female fetus contain 6 to 7 million oocytes. Most of the oocytes gradually waste away, leaving about 1 to 2 million present at birth. None develop after birth. At puberty, only about 300,000—more than enough for a lifetime of fertility—remain. Only a small percentage of oocytes mature into eggs. The many thousands of oocytes that do not mature degenerate. Degeneration progresses more rapidly in the 10 to 15 years before menopause. All are gone by menopause.
Only about 400 eggs are released during a woman's reproductive life, usually one during each menstrual cycle. Until released, an egg remains dormant in its follicle-suspended in the middle of a cell division. Thus, the egg is one of the longest-lived cells in the body. Because a dormant egg cannot perform the usual cellular repair processes, the opportunity for damage increases as a woman ages. A chromosomal or genetic abnormality is thus more likely when a woman conceives a baby later in life.



All living things reproduce. Reproduction — the process by which organisms make more organisms like themselves — is one of the things that sets living things apart from nonliving things. But even though the reproductive system is essential to keeping a species alive, unlike other body systems it's not essential to keeping an individual alive.

In the human reproductive process, two kinds of sex cells, or gametes, are involved. The male gamete, or sperm, and the female gamete, the egg or ovum, meet in the female's reproductive system to create a new individual. Both the male and female reproductive systems are essential for reproduction.
Humans, like other organisms, pass certain characteristics of themselves to the next generation through their genes, the special carriers of human traits. The genes parents pass along to their offspring are what make kids similar to others in their family, but they're also what make each child unique. These genes come from the father's sperm and the mother's egg, which are produced by the male and female reproductive systems.
Understanding the male reproductive system, what it does, and the problems that can affect it can help you better understand your son's reproductive health.
About the Male Reproductive System
Most species have two sexes: male and female. Each sex has its own unique reproductive system. They are different in shape and structure, but both are specifically designed to produce, nourish, and transport either the egg or sperm.
Unlike the female, whose sex organs are located entirely within the pelvis, the male has reproductive organs, or genitals, that are both inside and outside the pelvis. The male genitals include:
· the testicles
· the duct system, which is made up of the epididymis and the vas deferens
· the accessory glands, which include the seminal vesicles and prostate gland
· the penis
In a guy who has reached sexual maturity, the two testicles, ortestes, produce and store millions of tiny sperm cells. The testicles are oval-shaped and grow to be about 2 inches (5 centimeters) in length and 1 inch (3 centimeters) in diameter. The testicles are also part of the endocrine system because they produce hormones, including testosterone. Testosterone is a major part of puberty in boys, and as a guy makes his way through puberty, his testicles produce more and more of it. Testosterone is the hormone that causes boys to develop deeper voices, bigger muscles, and body and facial hair, and it also stimulates the production of sperm.
Alongside the testicles are the epididymis and the vas deferens, which make up the duct system of the male reproductive organs. The vas deferens is a muscular tube that passes upward alongside the testicles and transports the sperm-containing fluid called semen. The epididymis is a set of coiled tubes (one for each testicle) that connects to the vas deferens.
The epididymis and the testicles hang in a pouch-like structure outside the pelvis called the scrotum. This bag of skin helps to regulate the temperature of testicles, which need to be kept cooler than body temperature to produce sperm. The scrotum changes size to maintain the right temperature. When the body is cold, the scrotum shrinks and becomes tighter to hold in body heat. When it's warm, the scrotum becomes larger and more floppy to get rid of extra heat. This happens without a guy ever having to think about it. The brain and the nervous system give the scrotum the cue to change size.
The accessory glands, including the seminal vesicles and the prostate gland, provide fluids that lubricate the duct system and nourish the sperm. The seminal vesicles are sac-like structures attached to the vas deferens to the side of the bladder. Theprostate gland, which produces some of the parts of semen, surrounds the ejaculatory ducts at the base of the urethra, just below the bladder. The urethra is the channel that carries the semen to the outside of the body through the penis. The urethra is also part of the urinary system because it is also the channel through which urine passes as it leaves the bladder and exits the body.
The penis is actually made up of two parts: the shaft and theglans. The shaft is the main part of the penis and the glans is the tip (sometimes called the head). At the end of the glans is a small slit or opening, which is where semen and urine exit the body through the urethra. The inside of the penis is made of a spongy tissue that can expand and contract.
All boys are born with a foreskin, a fold of skin at the end of the penis covering the glans. Some boys are circumcised, which means that a doctor or clergy member cuts away the foreskin. Circumcision is usually performed during a baby boy's first few days of life. Although circumcision is not medically necessary, parents who choose to have their children circumcised often do so based on religious beliefs, concerns about hygiene, or cultural or social reasons. Boys who have circumcised penises and those who don't are no different: All penises work and feel the same, regardless of whether the foreskin has been removed.
What the Male Reproductive System Does
The male sex organs work together to produce and release semen into the reproductive system of the female during sexual intercourse. The male reproductive system also produces sex hormones, which help a boy develop into a sexually mature man during puberty.
When a baby boy is born, he has all the parts of his reproductive system in place, but it isn't until puberty that he is able to reproduce. When puberty begins, usually between the ages of 10 and 14, the pituitary gland — which is located near the brain — secretes hormones that stimulate the testicles to produce testosterone. The production of testosterone brings about many physical changes. Although the timing of these changes is different for every guy, the stages of puberty generally follow a set sequence.
· During the first stage of male puberty, the scrotum and testes grow larger.
· Next, the penis becomes longer, and the seminal vesicles and prostate gland grow.
· Hair begins to appear in the pubic area and later it grows on the face and underarms. During this time, a male's voice also deepens.
· Boys also undergo a growth spurt during puberty as they reach their adult height and weight.
A male who has reached puberty will produce millions of sperm cells every day. Each sperm is extremely small: only 1/600 of an inch (0.05 millimeters long). Sperm develop in the testicles within a system of tiny tubes called the seminiferous tubules. At birth, these tubules contain simple round cells, but during puberty, testosterone and other hormones cause these cells to transform into sperm cells. The cells divide and change until they have a head and short tail, like tadpoles. The head contains genetic material (genes). The sperm use their tails to push themselves into the epididymis, where they complete their development. It takes sperm about 4 to 6 weeks to travel through the epididymis.
The sperm then move to the vas deferens, or sperm duct. The seminal vesicles and prostate gland produce a whitish fluid calledseminal fluid, which mixes with sperm to form semen when a male is sexually stimulated. The penis, which usually hangs limp, becomes hard when a male is sexually excited. Tissues in the penis fill with blood and it becomes stiff and erect (an erection). The rigidity of the erect penis makes it easier to insert into the female's vagina during sexual intercourse. When the erect penis is stimulated, muscles around the reproductive organs contract and force the semen through the duct system and urethra. Semen is pushed out of the male's body through his urethra — this process is called ejaculation. Each time a guy ejaculates, it can contain up to 500 million sperm.
When the male ejaculates during intercourse, semen is deposited into the female's vagina. From the vagina the sperm make their way up through the cervix and move through the uterus with help from uterine contractions. If a mature egg is in one of the female's fallopian tubes, a single sperm may penetrate it, and fertilization, or conception, occurs.
This fertilized egg is now called a zygote and contains 46 chromosomes — half from the egg and half from the sperm. The genetic material from the male and female has combined so that a new individual can be created. The zygote divides again and again as it grows in the female's uterus, maturing over the course of the pregnancy into an embryo, a fetus, and finally a newborn baby.
Things That Can Go Wrong With the Male Reproductive System
Boys may sometimes experience reproductive system problems, including:
Disorders of the Scrotum, Testicles, or EpididymisConditions affecting the scrotal contents may involve the testicles, epididymis, or the scrotum itself.
· Testicular trauma. Even a mild injury to the testicles can cause severe pain, bruising, or swelling. Most testicular injuries occur when the testicles are struck, hit, kicked, or crushed, usually during sports or due to other trauma. Testicular torsion, when one of the testicles twists around, cutting off its blood supply, is also a problem that some teen males experience, although it's not common. Surgery is needed to untwist the cord and save the testicle.
· Varicocele. This is a varicose vein (an abnormally swollen vein) in the network of veins that run from the testicles. Varicoceles commonly develop while a boy is going through puberty. A varicocele is usually not harmful, although it can damage the testicle or decrease sperm production. Take your son to see his doctor if he is concerned about changes in his testicles.
· Testicular cancer. This is one of the most common cancers in men younger than 40. It occurs when cells in the testicle divide abnormally and form a tumor. Testicular cancer can spread to other parts of the body, but if it's detected early, the cure rate is excellent. Teen boys should be encouraged to learn to perform testicular self-examinations.
· Epididymitis is inflammation of the epididymis, the coiled tubes that connect the testes with the vas deferens. It is usually caused by an infection, such as the sexually transmitted disease chlamydia, and results in pain and swelling next to one of the testicles.
· Hydrocele. A hydrocele occurs when fluid collects in the membranes surrounding the testes. Hydroceles may cause swelling in the scrotum around the testicle but are generally painless. In some cases, surgery may be needed to correct the condition.
· Inguinal hernia. When a portion of the intestines pushes through an abnormal opening or weakening of the abdominal wall and into the groin or scrotum, it is known as an inguinal hernia. The hernia may look like a bulge or swelling in the groin area. It can be corrected with surgery.
Disorders of the Penis
Disorders affecting the penis include:
· Inflammation of the penis. Symptoms of penile inflammation include redness, itching, swelling, and pain. Balanitis occurs when the glans (the head of the penis) becomes inflamed. Posthitis is foreskin inflammation, which is usually due to a yeast or bacterial infection.
· Hypospadias. This is a disorder in which the urethra opens on the underside of the penis, not at the tip.
· Phimosis. This is a tightness of the foreskin of the penis and is common in newborns and young children. It usually resolves itself without treatment. If it interferes with urination, circumcision (removal of the foreskin) may be recommended.
· Paraphimosis. This may develop when a boy's uncircumcised penis is retracted but doesn't return to the unretracted position. As a result, blood flow to the head of the penis may be impaired, and your son may experience pain and swelling. A doctor may use lubricant to make a small incision so the foreskin can be pulled forward. If that doesn't work, circumcision may be recommended.
· Ambiguous genitalia. This occurs when a child is born with genitals that aren't clearly male or female. In most boys born with this disorder, the penis may be very small or nonexistent, but testicular tissue is present. In a small number of cases, the child may have both testicular and ovarian tissue.
· Micropenis. This is a disorder in which the penis, although normally formed, is well below the average size, as determined by standard measurements.
If your son has symptoms of a problem with his reproductive system or he has questions about growth and sexual development, talk with your doctor — many problems with the male reproductive system can be treated.