ELT Grade 11 Second Semester Vocabulary Review

Unit Seven - Media: Electronic Devices and Communication

The vocabulary of Unit Seven emphasizes the evolution and impact of modern technology. Key terms include "portable," used to describe items like disposable charcoal grills; "revolve," "dispatch," and "reveal," which are essential in discussing social media and communication history. Technological advancement is highlighted through words like "evolve," used to describe the growth of companies like Apple with innovations such as the iPhone. Statistical and social ranking is covered by the term "ranked," specifically regarding medical product sales during the COVID-19 pandemic. Character traits such as "zealous" describe intense support, while "prominent" is used for high-ranking professional positions. Advanced communication is represented by "transatlantic" flights or phone calls and the use of "innumerable" resources found online. Media-specific terms include "broadcast," "dedication," "entertainment," and the transition from "analogue" to "digital" devices. Specific hardware mentioned includes "teleprinters," "transistors," and "video recorders."

In Grammar, Unit Seven focuses on Relative Pronouns used to join sentences. "Who" and "whom" are used for people, "which" for things or animals, "whose" for possession, "where" for places, and "when" for time. For instance, the farmer "whose" name was Fred or the cruise on rivers "which" run through Europe. Specific transformations require moving the relative pronoun to follow the noun it describes, such as "Tom, who is the best student in my class, is expected to be among the top ten." In situations involving time, such as Friday, the relative pronoun "when" or the phrase "on which" is utilized to denote spiritual significance.

Set book questions establish that Kuwaiti media is regulated by government laws to ensure content does not interfere with other countries' affairs, a policy based on mutual cooperation and respect. The media is described as a "double-edged weapon"; it spreads information quickly and acts as a deterrent to corruption but can also glorify detrimental issues or encourage negative thinking. Positive effects include promoting social awareness and literacy, while negative effects include the decline of older media and potential health problems from excessive screen time. Digital cameras are characterized by high-resolution capabilities, video recording, face-recognition technology, and large storage capacities. They are used for celebrations such as weddings, graduation parties, and baby showers.

Unit Eight - Television and Social Behaviour

Vocabulary in Unit Eight revolves around entertainment and professional media teams. Terms include "comedy" for humorous scenes, "inactivity" as a cause for health issues like high blood pressure, and "channel-surfing" for frequent switching between TV stations. Phrasal verbs with "get" are central: "get behind with" (failing to keep up), "get down to" (starting to focus on work), "get through" (finishing a task or reaching someone by phone), and "get over" (recovering from an illness). Other terms include "prosecution," "evidence," "thriller," and "equestrian" sports. The concept of "fractional distillation" is used in the context of oil refineries, and "accuracy" is vital for financial data.

Grammar for Unit Eight introduces more complex reportage and indefinite pronouns. Indefinite pronouns include "somewhere," "everywhere," "everything," "somebody," "anything," and "nobody." Reporting commands and advice involves the structure: $S + \text{told/asked/advised} + \text{Object} + \text{to/not to} + \text{Verb}$. For example, "The doctor advised me to take the pills before breakfast" or "The airhostess asked me not to leave the luggage unattended."

Set book topics for Unit Eight analyze the influence of television on teenagers. Positive effects include encouraging good behavior, teaching family values, and allowing students to learn about other countries. Negative effects include triggering obesity due to inactivity and providing an escape from reality. To avoid these harms, families are encouraged to set viewing limits, turn off the TV during meals and homework, and discuss specific programs together. Evaluation in education is noted to benefit students by showing progress through periodical tests and helping teachers judge the effectiveness of their methods.

Unit Nine - Uses of Cameras and Modern Media

Unit Nine vocabulary focuses on professional production. "Audience," "capability," "category," and "spotlight" are used to describe the theatrical and performance environment. "Amicably" describes resolving problems peacefully, while "period drama" refers to historical storytelling. Professional roles include "commentators," "producers," and "camera operators." Technical terms such as "congested" (traffic), "high-end" (graphics cards), "hydraulic" (jacks or systems), and "pedestals" (heavy camera supports) are common. The unit also covers "cityscapes," "voice-overs," and "motion pictures."

Grammar focuses on the Passive Voice and Prepositions of Time and Place. The passive voice structure depends on the tense: $Object + \text{to be} + V3 (\text{Past Participle})$. Examples: "My passport was stolen last year" (Past Simple) and "Many schools have been built by the government" (Present Perfect). Prepositions include "in" for months and years ($in 1995$, $in August$), "on" for specific days ($on 17th May$), "to" for direction, and "throughout" for global coverage ($throughout the world$).

Set book knowledge explains that camera operators shoot a variety of materials, including television series, documentaries, and sporting events. Portable professional cameras are larger than consumer cameras and are designed for shoulder-carrying. Surveillance cameras are emphasized for security and protecting public places. Video conferencing is highlighted for its educational benefits, allowing students and teachers to share ideas and interact in real-time. Kuwaiti journalism, specifically the Kuwait Times, was founded by Yousuf Saleh Alyan to provide reputable reporting in English and present a positive image of Kuwait abroad.

Unit Ten - Health, Safety, and Personal Development

Vocabulary in Unit Ten addresses safety and biology. "Diluted" is used for watery liquids, "collided" for crashes, and "cushion" for softening an impact. Safety mechanisms include "airbags," "restraints," and "smoke alarms." Biological terms include "venomous" and "toothy." Personal development terms include "perseverance," "daydream," and "disregard." The unit mentions "emergency services" and "fire drills" as critical safety procedures. "Fundamental" refers to basic, essential needs like water for survival.

Grammar covers the use of "should have" for past regrets or criticisms. The structure is $S + \text{should (not) have} + V3$. For example, "I should have taken some rest" (meaning I didn't) and "You shouldn't have stayed up so late." Locational prepositions are also reinforced, such as the bank being "on" the right or species living "at" the bottom of the sea.

Set book discussions explain that airbags safeguard passengers by inflating immediately upon collision with a solid object. Smoke alarms are life-saving devices that should be placed in halls, corridors, and at the top of stairs, but never in kitchens where cooking smoke can falsely activate them. The unit stresses that vaccinations prevent the acquisition and spread of dangerous diseases. Reading comprehension materials emphasize that reading is a "workout for the brain" that prevents cognitive decline, expands vocabulary, and provides a "positive escape" from stress.

Unit Eleven - Environmental Stewardship and Global Challenges

Unit Eleven vocabulary is centered on ecology. Terms include "aquaculture" (fish farming), "deforestation" (cutting down trees), "global warming," and "landfill sites." Toxic emissions are linked to "smokestacks" and "exhaust pipes." Negative occurrences such as "red tide" refer to harmful algal blooms that kill fish. "Anxiety" and "plight" describe the emotional and situational distress caused by environmental catastrophes. Professional interactions include "symposiums" and "partnerships."

Grammar distinguishes between Stative and Dynamic verbs. Stative verbs (like "believe," "feel," "think," "love") describe states rather than actions and are usually not used in continuous forms; for example, "I believe the future holds the best" rather than "I am believing." Conjunctions are also explored: "until" (to show the limit of time), "whereas" (for contrast), "yet" (for unexpected results), and "by the time" (to show one action happening before another).

Set book questions define global warming as the increase in Earth's atmospheric temperature leading to climate change. Human actions, such as illegal hunting and habitat destruction, are identified as primary causes of species extinction. Kuwait Bay is cited as a vital marine resource providing food, wildlife habitat, and recreation. Solutions for saving the environment include establishing nature reserves, passing protective laws, and raising public awareness through campaigns.

Unit Twelve - Natural Disasters and Engineering

Unit Twelve vocabulary covers disasters and their mitigation. Key terms include "dam" (for flood control and electricity), "tide," "quake," and "tsunami." Mitigation terms include "remedy" and "prohibit." Descriptive terms for disaster impacts include "perilously," "costly," "wasteful," and "calamity." Engineering terms such as "rollers," "springs," and "non-rigid materials" (rubber, wood, plastics) are used in discussing earthquake-resistant structures.

Grammar focuses on Reported Speech. When converting direct speech to reported speech, tenses shift back: Present Simple becomes Past Simple, and will becomes would ($\text{will} \rightarrow \text{would}$). Pronouns and time expressions also change: "today" becomes "that day," "tomorrow" becomes "the next day" or "the following day," and "yesterday" becomes "the day before." For example, "I'll be here tomorrow" becomes "She said that she would be there the following day."

Set book knowledge suggests that governments should build shelters and provide medical aid during disasters. Engineers protect buildings from earthquakes by using soft, non-rigid materials and designing structures on rollers or springs so they can move slightly. Although scientists cannot stop natural disasters, they can lessen the impact by predicting events and warning populations. Water shortage solutions include drilling new wells and building desalination plants. Bridges are highlighted as essential transportation links; their collapse is often caused by miscalculations, fire, the use of low-quality materials, or impacts from high-speed trains and heavy boats.

Writing Rubrics, Summary Making, and Mock Exam Structure

The ELT General Supervision outlines specific rubrics for argumentative and descriptive essays ($160$ words or $14$ sentences minimum). The grading (total $120$ marks) is split into: Outlining ($20$), Exposition of Ideas and Coherence ($60$), Paragraphing/Sentence Count ($10$), Spelling ($10$), Grammar ($10$), and Handwriting/Punctuation ($10$). For summary making ($60$ marks), students must capture key points in exactly four sentences without copying the original text verbatim ($30$ marks for content, $20$ marks for paraphrasing).

Language Functions require students to respond to social situations such as expressing opinions, giving advice, or stating advantages. For example, if a friend believes global warming is not serious, the student should express a warning or a contrary opinion. Translation tasks require translating Arabic dialogue into "Good English," ensuring the tone and tense are preserved. The Mock Exam follows a consistent 560-mark structure: Vocabulary ($100$), Grammar ($60$), Language Functions ($40$), Set-Book ($40$), Writing ($120$), Reading Comprehension ($110$), Summary Making ($60$), and Translation ($30$).