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Text 2:

English for Adults & Seniors!

Learning a language isn’t only for the young! It’s for everyone and if you are an older learner,maybe 40+ to 70+ then joining an English Language Course in an environment with people in similar age groups is a greatway to do it.

When you join a course at one of the International Schools you will find that approximately more than 20% of our students are aged 30 to 44 and a further 32% are aged 45 to 75 - sometimes older. You aremore than likely to find yourself in a class with people of a similar age;

Some mature students choose Business English courses for their working needs but many more join standard General English courses or the Intensive English Mini-Group courses. Courses like these help you to combine your language course with a holiday and you can make your own afternoon programme or join social programmes which are designed to have a variety of different activities suitable for all the age groups at the school. The programme changes every week and you can see samples of all the different activities on the social programme pages or on Facebook pages.

Mature learners will feel safe joining one of the International Schools. You will find others of a similar age in your class at all times of year

The International School ( I S ) accommodation is also suitable for older clients - you can choose froma homestay with a private bathroom, an apartment, but most convenient of all is Club IS Hotel which is opposite the school. Club IS is for mature individuals who are studying at the school. Classes are always organised according to level and according to age groups.

(Adapted from: < http: www.tisenglish.co.uk /courses-for-adults- seniors>)

Read the text below and answer the questions that follow:

Text 1:

At the Airport

Laura is at the airport. She waits for her flight. Her flight is to Berlin, and it is 4 hours away. Laura walks around the airport and looks at the shops. She has a nice time.

After an hour she wants to visit the bathroom. She searches for it, but she doesn’t find it. “Where is the bathroom?” she asks herself. She looks and looks but she can’t find it. She starts asking people where it is.

Laura: “Excuse me sir, could you please tell mewhere is the bathroom?”
Man: “Youmean the restroom, right?”
Laura: “No, Imean the bathroom.”
Man: “Well, the restroom is over there.” He says andwalks away.

Laura doesn’t understand. She asks a lady: “Excusememadam, could you please tellmewhere is the bathroom?”

“The restroom is over there,” the lady answers andwalks away.

Laura is confused. “What’s their problem? I need to use the bathroomand they sendme to rest?! I don’t need a restroom, I need the bathroom!”

After a while Laura gives up. She feels tired of all this walking and asking. She decides that maybe they are all right and she does need to rest. She walks to the restroom. Now she is surprised. She realizes the restroom is actually the name for a public bathroom!

(Taken from: < www.really-learn-english.com>)

Read the text below and answer the questions that follow:

Teaching English as a foreign language teacher: job description

Teaching English as a foreign language (TEFL) involves teaching adults and children whose first or main language is not English. This can be done in the UK or abroad and the students may be learning English for either business or leisure reasons.

Teaching English to speakers of other languages (TESOL) is also a widely used term and often means the same thing as TEFL. It’s sometimes specifically used to refer to teaching English to people who are living in the UK but who do not speak English as a first language. These students are most commonly refugees and immigrants and need to learn the language in order to help them settle into the UK society.Their courses are often government funded.

Teaching English as a second language (TESL) or teaching English as an additional language (TEAL) may also be terms that are used but they generally all refer to the same thing - teaching English to someone whose native language is not English.

Teachers of English as a foreign language can work in a variety of settingswith different age ranges. This can include commercial language schools, schools and institutions of further and higher education throughout the UK and overseas. Some may also teach in industry, while others are self-employed. Classes are usually taught in English, evenwith beginners. Teaching English as a foreign language teacher: job description

Adapted from: < www.prospects.ac.uk/case-studies-working- abroad>

                                                               NASA Mission Points to Origin of “Ocean of Storms” on
                                                                                                    Earth’s Moon

Using data from NASA’s Gravity Recovery and Interior Laboratory (GRAIL), mission scientists have solved a lunar mystery almost as old as the moon itself.
Early theories suggested the craggy outline of a region of the moon’s surface known as Oceanus Procellarum, or the Ocean of Storms, was caused by an asteroid impact. If this theory had been correct, the basin it formed would be the largest asteroid impact basin on the moon. However, mission scientists studying GRAIL data believe they have found evidence the craggy outline of this rectangular region – roughly 1,600 miles (2,600 kilometers) across – is
actually the result of the formation of ancient rift valleys.
“The nearside of the moon has been studied for centuries, and yet continues to offer up surprises for scientists with the right tools,” said Maria Zuber, principal investigator of NASA’s GRAIL mission, from the Massachusetts Institute of Technology, Cambridge. “We interpret the gravity anomalies discovered by GRAIL as part of the lunar magma plumbing system – the conduits that fed lava to the surface during ancient volcanic eruptions.”
The surface of the moon’s nearside is dominated by a unique area called the Procellarum region, characterized by low elevations, unique composition, and numerous ancient volcanic plains.
The rifts are buried beneath dark volcanic plains on the nearside of the moon and have been detected only in the gravity data provided by GRAIL. The lava-flooded rift valleys are unlike anything found anywhere else on the moon and may at one time have resembled rift zones on Earth, Mars and Venus. The findings are published online in the journal Nature.
Another theory arising from recent data analysis suggests this region formed as a result of churning deep in the interior of the moon that led to a high concentration of heat-producing radioactive elements in the crust and mantle of this region. Scientists studied the gradients in gravity data from GRAIL, which revealed a rectangular shape in resulting gravitational anomalies.
“The rectangular pattern of gravity anomalies was completely unexpected,” said Jeff Andrews-Hanna, a GRAIL co-investigator at the Colorado School of Mines in Golden, Colorado, and lead author of the paper. “Using the gradients in the gravity data to reveal the rectangular pattern of anomalies, we can now clearly and completely see structures that were only hinted at by surface observations.”
The rectangular pattern, with its angular corners and straight sides, contradicts the theory that Procellarum is an ancient impact basin, since such an impact would create a circular basin. Instead, the new research suggests processes beneath the moon’s surface dominated the evolution of this region.
Over time, the region would cool and contract, pulling away from its surroundings and creating fractures similar to the cracks that form in mud as it dries out, but on a much larger scale.
The study also noted a surprising similarity between the rectangular pattern of structures on the moon, and those surrounding the south polar region of Saturn’s icy moon Enceladus. Both patterns appear to be related to volcanic and tectonic processes operating on their respective worlds.
“Our gravity data are opening up a new chapter of lunar history, during which the moon was a more dynamic place than suggested by the cratered landscape that is visible to the naked eye,” said Andrews-Hanna. “More work is needed to understand the cause of this newfound pattern of gravity anomalies, and the implications for the history of the moon.”
Lunched as GRAIL A and GRAIL B in September 2011, the probes, renamed Ebb and Flow, operated in a nearly circular orbit near the poles of the moon at an altitude of about 34 miles (55 kilometers) until their mission ended in December 2012. The distance between the twin probes changed slightly as they flew over areas of greater and lesser gravity caused by visible features, such as mountains and craters, and by masses hidden beneath the
lunar surface.
The twin spacecraft flew in a nearly circular orbit until the end of the mission on December 17, 2012, when the probes intentionally were sent into the moon’s surface. NASA later named the impact site in honor of late astronaut Sally K. Ride, who was America’s first woman in space and a member of the GRAIL mission team.
GRAIL’s prime and extended science missions generated the highest resolution gravity field map of any celestial body. The map will provide a better understanding of how Earth and other rocky planets in the solar system formed and evolved.
The GRAIL mission was managed by NASA’s Jet Propulsion Laboratory (JPL) in Pasadena, California, for NASA’s Science Mission Directorate in Washington. The mission was part of the Discovery Program managed at NASA’s Marshall Space Flight Center in Huntsville, Alabama. GRAIL was built by Lockheed Martin Space Systems in Denver.

Available in: http://www.nasa.gov

WELCOME!

And congratulations on your new purchase. You’re now entitled to an unsurpassed service and a number of benefits as part of the Ericsson warranty and service program. Your Ericsson mobile phone was designed to offer you the ultimate in quality, convenience and performance. And of course, we guarantee it. From now on, as the new owner of an Ericsson mobile phone, you’ll have access to a number of exclusive advantages such as: a vast network of Ericsson service centers; a limited 1 year warranty and service agreement, and a toll-free customer service hotline.

WARRANTY CONDITIONS

Dear Customer,

If your Ericsson product needs warranty service, you should send the product to any company authorized service facility. For information contact the store from which you purchased the product. The product in all cases must be accompanied by the following items: your name, address, telephone number, warranty card, bill of sale bearing the serial number, date of delivery, or reasonable proof of these dates, and a detailed description of the problem.

Our warranty

This warranty is extended by Ericsson Inc. (“The Company”) to the original purchaser for use only. Ericsson warrants this product to be free of defects in material and workmanship at the time of its original purchase and for the subsequent period of one (1) year. All accessories for the product are covered for a period of one (1) year fromthe date of purchase.

What we will do

If, during the period of warranty, this product proves defective under normal use and service due to improper materials or workmanship, the company will repair or replace the defective item with a new or factory rebuilt replacement.

(Taken from Ericsson - One yearWarranty and ServiceAgreement)